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2528.35, "end": 2528.61, "word": " عنده", "probability": 0.990478515625}, {"start": 2528.61, "end": 2529.23, "word": " معلومات", "probability": 0.9901123046875}], "temperature": 1.0}, {"id": 109, "seek": 255255, "start": 2529.91, "end": 2552.55, "text": "الكاملة في دراسة مادة اضغط ساعده لدراسة التخصص الجامعية وبالتالي هنا كانت فكرة المحاور وبالتالي هنا هذا البرنامج المحوري كان فيه له جانبين حتى إنهم يهتموا بالمتعلم ويهتموا بالمجتمع كان البرنامج المحوري بيركز على طبيعة المجتمع والبرنامج الخاص بيركز على طبيعة المتعلم", "tokens": [6027, 4117, 10943, 37977, 8978, 11778, 23557, 3794, 3660, 3714, 18513, 3660, 1975, 11242, 17082, 9566, 8608, 995, 22488, 3224, 5296, 3215, 23557, 3794, 3660, 16712, 9778, 9381, 9381, 25724, 10943, 3615, 10632, 46599, 6027, 2655, 6027, 1829, 34105, 25961, 2655, 6156, 4117, 25720, 9673, 5016, 995, 13063, 46599, 6027, 2655, 6027, 1829, 34105, 23758, 2423, 26890, 8315, 2304, 7435, 9673, 5016, 13063, 1829, 25961, 8978, 3224, 46740, 10874, 7649, 3555, 9957, 11331, 49975, 36145, 16095, 7251, 3224, 39237, 14407, 20666, 2304, 2655, 3615, 19528, 4032, 1829, 3224, 39237, 14407, 20666, 2304, 7435, 39237, 3615, 25961, 2423, 26890, 8315, 2304, 7435, 9673, 5016, 13063, 1829, 4724, 13546, 4117, 11622, 15844, 23032, 21292, 27884, 9673, 7435, 39237, 3615, 16070, 26890, 8315, 2304, 7435, 33962, 33546, 4724, 13546, 4117, 11622, 15844, 23032, 21292, 27884, 9673, 2655, 3615, 19528], "avg_logprob": -0.1056683394160584, "compression_ratio": 2.4088669950738915, "no_speech_prob": 7.867813110351562e-06, "words": [{"start": 2529.91, "end": 2530.43, "word": "الكاملة", "probability": 0.675933837890625}, {"start": 2530.43, "end": 2530.63, "word": " في", "probability": 0.9599609375}, {"start": 2530.63, "end": 2531.17, "word": " دراسة", "probability": 0.9879150390625}, {"start": 2531.17, "end": 2531.75, "word": " مادة", "probability": 0.9436848958333334}, {"start": 2531.75, "end": 2532.93, "word": " اضغط", "probability": 0.5389404296875}, {"start": 2532.93, "end": 2533.41, "word": " ساعده", "probability": 0.9365234375}, {"start": 2533.41, "end": 2533.97, "word": " لدراسة", "probability": 0.98193359375}, {"start": 2533.97, "end": 2534.67, "word": " التخصص", "probability": 0.9393310546875}, {"start": 2534.67, "end": 2535.63, "word": " الجامعية", "probability": 0.71356201171875}, {"start": 2535.63, "end": 2536.31, "word": " وبالتالي", "probability": 0.9267578125}, {"start": 2536.31, "end": 2536.53, "word": " هنا", "probability": 0.90380859375}, {"start": 2536.53, "end": 2536.89, "word": " كانت", "probability": 0.963623046875}, {"start": 2536.89, "end": 2537.15, "word": " فكرة", "probability": 0.9814453125}, {"start": 2537.15, "end": 2537.83, "word": " المحاور", "probability": 0.974609375}, {"start": 2537.83, "end": 2538.75, "word": " وبالتالي", "probability": 0.93515625}, {"start": 2538.75, "end": 2539.01, "word": " هنا", "probability": 0.89111328125}, {"start": 2539.01, "end": 2539.27, "word": " هذا", "probability": 0.8876953125}, {"start": 2539.27, "end": 2539.81, "word": " البرنامج", "probability": 0.9623046875}, {"start": 2539.81, "end": 2540.33, "word": " المحوري", "probability": 0.9517822265625}, {"start": 2540.33, "end": 2540.51, "word": " كان", "probability": 0.98486328125}, {"start": 2540.51, "end": 2540.71, "word": " فيه", "probability": 0.92529296875}, {"start": 2540.71, "end": 2540.83, "word": " له", "probability": 0.302978515625}, {"start": 2540.83, "end": 2541.39, "word": " جانبين", "probability": 0.9886474609375}, {"start": 2541.39, "end": 2542.33, "word": " حتى", "probability": 0.91357421875}, {"start": 2542.33, "end": 2542.63, "word": " إنهم", "probability": 0.745361328125}, {"start": 2542.63, "end": 2543.11, "word": " يهتموا", "probability": 0.990234375}, {"start": 2543.11, "end": 2543.75, "word": " بالمتعلم", "probability": 0.95517578125}, {"start": 2543.75, "end": 2544.27, "word": " ويهتموا", "probability": 0.91708984375}, {"start": 2544.27, "end": 2544.91, "word": " بالمجتمع", "probability": 0.9876953125}, {"start": 2544.91, "end": 2545.43, "word": " كان", "probability": 0.931640625}, {"start": 2545.43, "end": 2546.15, "word": " البرنامج", "probability": 0.974609375}, {"start": 2546.15, "end": 2546.69, "word": " المحوري", "probability": 0.9908447265625}, {"start": 2546.69, "end": 2547.15, "word": " بيركز", "probability": 0.9285888671875}, {"start": 2547.15, "end": 2547.33, "word": " على", "probability": 0.9111328125}, {"start": 2547.33, "end": 2547.77, "word": " طبيعة", "probability": 0.984375}, {"start": 2547.77, "end": 2548.41, "word": " المجتمع", "probability": 0.9930419921875}, {"start": 2548.41, "end": 2549.71, "word": " والبرنامج", "probability": 0.901953125}, {"start": 2549.71, "end": 2550.15, "word": " الخاص", "probability": 0.99169921875}, {"start": 2550.15, "end": 2550.67, "word": " بيركز", "probability": 0.9920654296875}, {"start": 2550.67, "end": 2550.87, "word": " على", "probability": 0.92333984375}, {"start": 2550.87, "end": 2551.57, "word": " طبيعة", "probability": 0.9833984375}, {"start": 2551.57, "end": 2552.55, "word": " المتعلم", "probability": 0.9808349609375}], "temperature": 1.0}, {"id": 110, "seek": 256035, "start": 2552.97, "end": 2560.35, "text": "الدور الجاي ان شاء الله بنكمل المنهج المحوري و الوحدات الدراسية و بنشوف اللي هي كيف ممكن نطور هذه", "tokens": [6027, 3215, 13063, 25724, 47302, 16472, 13412, 16606, 21984, 44945, 24793, 1211, 9673, 1863, 3224, 7435, 9673, 5016, 13063, 1829, 4032, 2423, 2407, 24401, 9307, 32748, 23557, 3794, 10632, 4032, 44945, 8592, 38688, 13672, 1829, 39896, 9122, 33911, 3714, 43020, 8717, 9566, 13063, 29538], "avg_logprob": -0.21753471692403156, "compression_ratio": 1.543859649122807, "no_speech_prob": 5.364418029785156e-07, "words": [{"start": 2552.97, "end": 2553.35, "word": "الدور", "probability": 0.7422688802083334}, {"start": 2553.35, "end": 2553.61, "word": " الجاي", "probability": 0.5106201171875}, {"start": 2553.61, "end": 2553.69, "word": " ان", "probability": 0.619140625}, {"start": 2553.69, "end": 2553.87, "word": " شاء", "probability": 0.98876953125}, {"start": 2553.87, "end": 2554.13, "word": " الله", "probability": 0.962890625}, {"start": 2554.13, "end": 2555.05, "word": " بنكمل", "probability": 0.89013671875}, {"start": 2555.05, "end": 2555.57, "word": " المنهج", "probability": 0.883056640625}, {"start": 2555.57, "end": 2556.21, "word": " المحوري", "probability": 0.9696044921875}, {"start": 2556.21, "end": 2556.65, "word": " و", "probability": 0.40283203125}, {"start": 2556.65, "end": 2557.13, "word": " الوحدات", "probability": 0.92919921875}, {"start": 2557.13, "end": 2557.89, "word": " الدراسية", "probability": 0.9859619140625}, {"start": 2557.89, "end": 2558.09, "word": " و", "probability": 0.71826171875}, {"start": 2558.09, "end": 2558.61, "word": " بنشوف", "probability": 0.9602864583333334}, {"start": 2558.61, "end": 2558.79, "word": " اللي", "probability": 0.57177734375}, {"start": 2558.79, "end": 2558.95, "word": " هي", "probability": 0.88330078125}, {"start": 2558.95, "end": 2559.23, "word": " كيف", "probability": 0.935546875}, {"start": 2559.23, "end": 2559.51, "word": " ممكن", "probability": 0.921142578125}, {"start": 2559.51, "end": 2560.03, "word": " نطور", "probability": 0.8857421875}, {"start": 2560.03, "end": 2560.35, "word": " هذه", "probability": 0.8427734375}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2560.5340625, "duration_after_vad": 2463.8456249999913}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk.srt
new file mode 100644
index 0000000000000000000000000000000000000000..4ea24036ceca9fc516aefc0196509f6a2c5caa0e
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk.srt
@@ -0,0 +1,1653 @@
+1
+00:00:21,060 --> 00:00:26,560
+السلام عليكم كيف
+
+2
+00:00:26,560 --> 00:00:31,880
+حالكم اليوم؟ نقشنا في المحاضرة الماضية الأهداف
+
+3
+00:00:31,880 --> 00:00:36,760
+التربوية،  معنا الهدف ومستويات الأهداف ومصادر
+
+4
+00:00:36,760 --> 00:00:39,120
+اشتقاق الأهداف، من يتذكر ما المقصود بالهدف
+
+5
+00:00:39,120 --> 00:00:43,100
+التربوي؟
+
+6
+00:00:43,100 --> 00:00:49,200
+هو النتائج والغاية التي يسعى... يسعى أن نصل إليها،
+
+7
+00:00:49,200 --> 00:00:58,440
+لكن نسعى أن نصل إليها،  وتعمل على إحداث؟  أيوة الهدف
+
+8
+00:00:58,440 --> 00:01:01,500
+بصورة عامة هو القصد المراد الوصول إليه، أما الهدف
+
+9
+00:01:01,500 --> 00:01:04,900
+التربوي فهو نتائج تعلمية مرجو تحقيقها في نهاية فترة
+
+10
+00:01:04,900 --> 00:01:09,540
+الممارسة أو فترة التعلم، تعمل على إحداث تغيرات، هذه
+
+11
+00:01:09,540 --> 00:01:14,020
+التغيرات مرغوبة ويمكن ملاحظتها ويمكن قياسها، ما هي
+
+12
+00:01:14,020 --> 00:01:21,260
+مصادر اشتقاق الأهداف؟  فرصة المجتمع وفرصة التربية، جيد
+
+13
+00:01:21,260 --> 00:01:25,720
+أيضًا نظرية التعلم، نظرية التعلم، طبيعة التعلم
+
+14
+00:01:25,720 --> 00:01:30,620
+وخبراء التربية، طبيعة المتعلم وخبراء وخصائص
+
+15
+00:01:30,620 --> 00:01:34,720
+وإمكانيات مادية ومالية، ومُتطلبات المستخدمين
+
+16
+00:01:34,720 --> 00:01:38,520
+أحسنتِ، يبقى عندنا مجموعة من، اللي هي المصادر التي
+
+17
+00:01:38,520 --> 00:01:41,800
+نشتق منها الأهداف للعملية التربوية ونوجه من خلالها
+
+18
+00:01:41,800 --> 00:01:46,260
+المنهج أيضًا، هذه الأهداف توضع على ثلاث مستويات، ما
+
+19
+00:01:46,260 --> 00:01:50,640
+هي هذه المستويات؟ الغايات والمرامي والأهداف
+
+20
+00:01:50,640 --> 00:01:54,340
+السلوكية، أحسنتِ، غايات ومرامي وأهداف سلوكية، ما
+
+21
+00:01:54,340 --> 00:01:58,380
+الفرق بين الغايات والمرامي؟ الغايات بعيدة المدى
+
+22
+00:01:58,380 --> 00:02:02,780
+ول... ولم تقاس، والمرامي أيضًا مرحلية ومتواصلة
+
+23
+00:02:02,780 --> 00:02:06,520
+على المدى، توضع من قبل وزارة التربية والتعليم، أما
+
+24
+00:02:06,520 --> 00:02:09,420
+الأهداف السلوكية توضع على مستوى المعلمين، وقصيرة
+
+25
+00:02:09,420 --> 00:02:12,590
+المدى،  ويمكن قياسها وملاحظتها
+
+26
+00:02:12,590 --> 00:02:16,830
+يبقى عندنا الغايات وهي أهداف عامة طويلة المدى
+
+27
+00:02:16,830 --> 00:02:20,070
+توضع على مستوى التخطيط للدولة، هذه الأهداف لا يمكن
+
+28
+00:02:20,070 --> 00:02:24,050
+قياسها، مثل إعداد مواطن صالح، المرحلة الثانية أو
+
+29
+00:02:24,050 --> 00:02:27,210
+المستوى الثاني، اللي هي المرامي، وهي أهداف توضع على
+
+30
+00:02:27,210 --> 00:02:30,490
+المستوى التخطيطي أيضًا، ولكنها مرتبطة بالمرحلة
+
+31
+00:02:30,490 --> 00:02:34,010
+الدراسية، مرتبطة بالمنهاج الدراسي، يمكن طبعًا
+
+32
+00:02:34,010 --> 00:02:38,370
+قياسها بأدوات قياس خاصة، أما الأهداف التنفيذية هي
+
+33
+00:02:38,370 --> 00:02:42,560
+الأهداف... أي نعم،  القصيرة المدى، هي الأهداف
+
+34
+00:02:42,560 --> 00:02:46,620
+السلوكية أو الأهداف الخاصة التي توضع على مستوى
+
+35
+00:02:46,620 --> 00:02:51,400
+المدرسة،  ويضعها المعلم ليتنفذها المتعلم،  تحدثنا
+
+36
+00:02:51,400 --> 00:02:54,420
+في مكونات الهدف التربوي، ما هي مكونات الهدف
+
+37
+00:02:54,420 --> 00:03:00,840
+التربوي؟
+
+38
+00:03:00,840 --> 00:03:04,480
+فعل، مدخل، مستوى المعيار، مستوى الإنجاز مُعين
+
+39
+00:03:04,480 --> 00:03:08,620
+للأطفال،  ماذا قلتِ في الأول؟ فعل، مدخل؟
+
+40
+00:03:08,980 --> 00:03:12,380
+محتوى معرفي... محتوى معرفي، أي نعم، اللي هو
+
+41
+00:03:12,380 --> 00:03:16,420
+الفعل، المضارع، المحتوى المعرفي،  أيضًا عندنا معيار
+
+42
+00:03:16,420 --> 00:03:22,760
+الوقت، معيار الزمن، و... أي نعم، مشروع التحقق، الهدف،
+
+43
+00:03:22,760 --> 00:03:25,780
+هذه اللي هي كلها مكونات للهدف السلوكي، الآن سنرى
+
+44
+00:03:25,780 --> 00:03:29,700
+تصنيفات الأهداف السلوكية، طبعًا كان هناك مجموعة
+
+45
+00:03:29,700 --> 00:03:33,740
+من الإجتهادات بالنسبة لتصنيف الأهداف السلوكية، من
+
+46
+00:03:33,740 --> 00:03:36,520
+هذه الإجتهادات لعملية التصنيف، كان هناك تصنيف
+
+47
+00:03:36,520 --> 00:03:41,370
+Gronlund، قسم الأهداف إلى سبعة مستويات، ليس ثمانية، هذه
+
+48
+00:03:41,370 --> 00:03:44,710
+المستويات: المعرفة، والفهم، ومهارات التفكير، والمهارات
+
+49
+00:03:44,710 --> 00:03:49,130
+العامة، والتكيّف، والمواقف، والاهتمامات،  طبعًا لو نظرنا
+
+50
+00:03:49,130 --> 00:03:53,030
+هنا للتصنيف بالنسبة لـ Gronlund، عمل  مجموعة من
+
+51
+00:03:53,030 --> 00:03:58,530
+اللي هي الأشياء، وضعها، وهنا وسّع الإطار بصورة
+
+52
+00:03:58,530 --> 00:04:03,820
+كبيرة جدًا، فبلاحظ أن Gronlund وضع المعرفة مع الفهم،
+
+53
+00:04:03,820 --> 00:04:08,180
+مع مهارات التفكير، وكان قصده في هذا الجانب كيفية
+
+54
+00:04:08,180 --> 00:04:13,640
+اللي هي: التذكر، وتفسير المعرفة، وتطبيقها، تبقى المهارات
+
+55
+00:04:13,640 --> 00:04:23,920
+العامة، طبعًا هنا: التذكر، والفهم، وتطبيق المعرفة، المهارات
+
+56
+00:04:23,920 --> 00:04:28,520
+العامة اللي قصد فيها المهارات اليدوية، الحركية
+
+57
+00:04:29,950 --> 00:04:33,490
+التكيف، والمواقف، والاهتمامات، قصد فيها اللي هي
+
+58
+00:04:33,490 --> 00:04:35,810
+الجوانب الوجدانية
+
+59
+00:04:38,870 --> 00:04:42,150
+فبنلاحظ هنا إنه كان تصنيف Gronlund، لما إنه صنف
+
+60
+00:04:42,150 --> 00:04:45,590
+هو أيضًا اهتم بالمجالات الأساسية التي صنفها بلوم
+
+61
+00:04:45,590 --> 00:04:50,170
+لكن وضعها في سبعة مجالات أساسية، وضع: المعرفة، والفهم،
+
+62
+00:04:50,170 --> 00:04:53,890
+ومهارات تفكير، قال إنها تتناول المعرفة، مهارات
+
+63
+00:04:53,890 --> 00:04:57,790
+يدوية، اللي هي المهارات العامة، ثم التكيّف، والمواقف،
+
+64
+00:04:57,790 --> 00:05:01,970
+والاهتمامات، ووضعها في جانب أنها تختص بالجوانب
+
+65
+00:05:01,970 --> 00:05:05,470
+الانفعالية، بعد ذلك كان هناك تصنيف كافيلو
+
+66
+00:05:05,470 --> 00:05:09,470
+(Kavelo)، صنف الأهداف في مجالين أو محورين، المحور
+
+67
+00:05:09,470 --> 00:05:13,410
+الأول اللي هي أهداف تشخيصية، والمحور الثاني أهداف
+
+68
+00:05:13,410 --> 00:05:17,570
+علاجية، وبالتالي هنا نلاحظ أنه لم يقل أنه فيه
+
+69
+00:05:17,570 --> 00:05:21,530
+أهداف تذكر، فهم، كذا، لا، نحن نُشخص ما هو موجود
+
+70
+00:05:21,530 --> 00:05:24,750
+وما هي جوانب الضعف الموجودة عند المتعلم، وهي
+
+71
+00:05:24,750 --> 00:05:28,190
+الجوانب التي نحتاج إلى تدعيمها، بناءً على ذلك نضع
+
+72
+00:05:28,190 --> 00:05:32,810
+أهداف علاجية، بغض النظر إذا كانت معرفية أو وجدانية
+
+73
+00:05:32,810 --> 00:05:38,750
+أو نفسية حركية، هذه من التصنيفات الأساسية التي
+
+74
+00:05:38,750 --> 00:05:42,710
+اهتموا بها، لكن التصنيف الأكثر شيوعًا
+
+75
+00:05:42,710 --> 00:05:49,410
+والأكثر شمولية اللي هو تصنيف بلوم وزملائه، صنف الأهداف في ثلاث مجالات أساسية
+
+76
+00:05:49,410 --> 00:05:53,350
+المجال المعرفي، والوجداني، والمجال النفسي الحركي، المجال
+
+77
+00:05:53,350 --> 00:06:00,270
+المعرفي، ما المقصود بالمجال المعرفي؟
+
+78
+00:06:08,460 --> 00:06:11,880
+فضلي؟ هو المجال العقلي وما يشمل على المعرفة
+
+79
+00:06:11,880 --> 00:06:15,940
+والعمليات التي تُمكّن الدماغ للطالب، ممتاز، يعني هو
+
+80
+00:06:15,940 --> 00:06:19,020
+مرتكز على الجوانب المعرفية، العقلية، ما هو مرتبط
+
+81
+00:06:19,020 --> 00:06:22,720
+بالمعرفة؟ كيف سنتعامل مع هذه المعرفة؟ وبالتالي هنا
+
+82
+00:06:22,720 --> 00:06:26,220
+كيف ستكون لدينا إمكانية في التعامل مع هذه المعرفة؟
+
+83
+00:06:26,220 --> 00:06:29,880
+بنفكر تفكيرًا علميًا، تفكيرًا نقديًا، تفكيرًا منطقيًا؟ طبعًا
+
+84
+00:06:29,880 --> 00:06:33,540
+هنا في المجال المعرفي يكتسب الطالب عدة أشياء
+
+85
+00:06:41,240 --> 00:06:50,960
+يكتسب الطالب معرفيًا: حقائق، مفاهيم، مبادئ، قوانين،
+
+86
+00:06:50,960 --> 00:07:04,120
+قواعد، نظريات، يكتسب أيضًا أساليب تفكير متنوعة
+
+87
+00:07:04,120 --> 00:07:09,280
+يكتسب أيضًا مهارات حلّ المشكلة
+
+88
+00:07:13,390 --> 00:07:16,730
+العلمية، كل هذه الأشياء يكتسبها الطالب معرفيًا،
+
+89
+00:07:16,730 --> 00:07:19,370
+نحن عندما ندرس الطالب، المعرفية الموجودة فيه، داخل
+
+90
+00:07:19,370 --> 00:07:23,190
+الكتب، ماذا ندرس؟ ندرس: حقائق، مفاهيم، مبادئ،
+
+91
+00:07:23,190 --> 00:07:26,570
+قوانين، تعميمات، ندرس أيضًا أساليب تفكير، على
+
+92
+00:07:26,570 --> 00:07:30,050
+حسب طبيعة المادة، يعني إذا كان يدرس رياضيات فهو
+
+93
+00:07:30,050 --> 00:07:32,770
+يكتسب أسلوب التفكير المنطقي، إذا كان يدرس علوم
+
+94
+00:07:32,770 --> 00:07:36,800
+يكتسب أساليب التفكير العلمي، إذا كان يدرس في إطار
+
+95
+00:07:36,800 --> 00:07:40,240
+اللغات، فهو يكتسب مهارات التفكير النقدي ومهارات
+
+96
+00:07:40,240 --> 00:07:44,440
+التفكير الإبداعي أيضًا، كل مادة لها مشكلاتها
+
+97
+00:07:44,440 --> 00:07:48,960
+وبالتالي يكتسب مهارات حلّ المشكلة في المساقات التي
+
+98
+00:07:48,960 --> 00:07:53,260
+يدرسها، يكتسب هذه الأشياء من خلال عدة مستويات، اللي
+
+99
+00:07:53,260 --> 00:07:57,000
+هي: المعرفة، والفهم، والتطبيق، والتحليل، والتركيب،
+
+100
+00:07:57,000 --> 00:08:02,520
+والتقييم، طبعًا هنا المعرفة، والفهم، والتطبيق، هذه ماذا
+
+101
+00:08:02,520 --> 00:08:10,370
+يُسمّونها؟ مهارات تفكير دنيا، والتحليل، والتركيب
+
+102
+00:08:10,370 --> 00:08:12,570
+والتقييم، هذه مهارات تفكير عليا
+
+103
+00:08:16,060 --> 00:08:20,120
+طبعًا هنا المهارات الأولى، اللي هي: المعرفة، والفهم، و
+
+104
+00:08:20,120 --> 00:08:23,980
+التطبيق، هذه تُعتبر لا زمة الاكتساب، اللي هي: الحقائق،
+
+105
+00:08:23,980 --> 00:08:26,480
+والمفاهيم، والمبادئ، والقوانين، والقواعد، و
+
+106
+00:08:26,480 --> 00:08:30,720
+النظريات، هذه تُركز على اكتساب المعرفة، أما مهارات
+
+107
+00:08:30,720 --> 00:08:33,360
+التحليل، والتركيب، والتقييم، تُركز على اكتساب
+
+108
+00:08:33,360 --> 00:08:37,970
+أساليب التفكير، ومهارات حلّ المشكلة، وبالتالي هنا
+
+109
+00:08:37,970 --> 00:08:41,790
+المُدرّس لا يُمكنه الاكتفاء بجزء من هذه الأجزاء، يعني أي
+
+110
+00:08:41,790 --> 00:08:45,690
+مُدرّس هو يبدأ في عملية التذكر، والمفاهيم البسيطة، بعد
+
+111
+00:08:45,690 --> 00:08:48,770
+ذلك في عملية الشرح، والتوضيح، والتفسير، ثم عملية
+
+112
+00:08:48,770 --> 00:08:52,130
+التطبيق، بعد ذلك ننتقل إلى مهارات عليا، لأنه لابد
+
+113
+00:08:52,130 --> 00:08:55,690
+أن يرتقي بتفكير الطالب، نحن نبدأ من تفكير الطالب، لكن
+
+114
+00:08:55,690 --> 00:08:59,190
+لا ننتهي عند نفس المستوى، لابد أن ننتهي إلى مستويات
+
+115
+00:08:59,190 --> 00:09:01,970
+أعلى من المستويات الأولى
+
+116
+00:09:13,230 --> 00:09:16,510
+المستوى الأول، اللي هو المعرفة، ما المقصود بمستوى
+
+117
+00:09:16,510 --> 00:09:30,750
+المعرفة أو مستوى التذكر؟  أيوة، تفضلي، ممتاز
+
+118
+00:09:30,750 --> 00:09:34,950
+جداً، عملية أولية، أبسط عملية نقوم بها، أن
+
+119
+00:09:34,950 --> 00:09:39,430
+يكون لدينا القدرة على استرجاع المادة، بمعنى
+
+120
+00:09:39,430 --> 00:09:42,630
+أني أريد أن أسترجعها، يعني أنا أريد أن أعلم الطلاب مفهوم
+
+121
+00:09:42,630 --> 00:09:46,870
+مثلاً، أو أريد أن أعلمهم مثلاً قاعدة، قاعدة أخوات كان مثلاً،
+
+122
+00:09:46,870 --> 00:09:51,290
+أنا أريد فقط أن يذكروا نصّ القاعدة، أن يذكروا نصّ
+
+123
+00:09:51,290 --> 00:09:53,930
+القاعدة، هذا مستوى بسيط جداً، لم أعطِهم جمل
+
+124
+00:09:53,930 --> 00:09:57,740
+وَخَلّيتهم يُعربونها، أو لم أعطِهم عبارة وخليتهم يستخرجون من
+
+125
+00:09:57,740 --> 00:10:01,520
+خلالها،  هذه مستويات متقدمة، لكن المستوى البسيط
+
+126
+00:10:01,520 --> 00:10:05,500
+الأول أن أجعلهم يعرفون نصّ القاعدة المطلوبة،
+
+127
+00:10:05,500 --> 00:10:08,440
+وبالتالي هنا مستوى المعرفة، مستوى التذكر
+
+128
+00:10:08,440 --> 00:10:12,340
+والاسترجاع لمعارف مخزّنة دون إضافة أو حذف أو تغيير،
+
+129
+00:10:12,340 --> 00:10:16,300
+تتضمن عمليات عقلية، تضمن معرفة الحقائق، المفاهيم
+
+130
+00:10:20,170 --> 00:10:23,390
+والتعريفات، والأنظمة، والتصنيفات، والمعايير، كلها
+
+131
+00:10:23,390 --> 00:10:26,790
+عبارة عن معرفة، يعني أنا أبدأ أقول له مثلاً: عرف الكلمة،
+
+132
+00:10:26,790 --> 00:10:30,530
+عرف الجملة، عرف الأيون، عرف الإلكترون، أذكر نصّ
+
+133
+00:10:30,530 --> 00:10:34,950
+القاعدة، أذكر نصّ القانون، مجرد عملية استرجاع في هذا
+
+134
+00:10:34,950 --> 00:10:39,930
+الإطار، وطبعًا هذه العمليات، يعني تكون موجهة غالبًا
+
+135
+00:10:39,930 --> 00:10:42,970
+للمستويات الدنيا، يعني هذا يكون في الاختبارات أو
+
+136
+00:10:42,970 --> 00:10:47,570
+في داخل الغرفة الصفية، أسهل سؤال ممكن يُوجّه للطالب،
+
+137
+00:10:47,570 --> 00:10:50,850
+لا يوجد أسئلة أسهل من هذا، يعني هذا يكون
+
+138
+00:10:50,850 --> 00:10:53,530
+مُستهدف للطلبة متدني التحصيل عندما يوضع في
+
+139
+00:10:53,530 --> 00:10:57,030
+الاختبارات، يعني عندما نضع سؤال في الاختبارات، عندما
+
+140
+00:10:57,030 --> 00:10:59,770
+كانوا مثلاً يجيبوننا في الرياضيات، يجيب يقول لك
+
+141
+00:10:59,770 --> 00:11:04,630
+اذكر مثلاً نظرية فيثاغورس، هذا السؤال بسيط
+
+142
+00:11:04,630 --> 00:11:07,230
+جداً، الآن السؤال الذي بعد ذلك الذي تريد حله
+
+143
+00:11:07,230 --> 00:11:12,230
+يجب أن يكون طبعًا فيه تفكير أكثر من الأول، طبعًا هاتي
+
+144
+00:11:12,230 --> 00:11:17,410
+أمثلة في مستوى المعرفة أو في مستوى التذكر؟ هاتي
+
+145
+00:11:17,410 --> 00:11:22,630
+أمثلة؟ تفضلي؟ يعدّد الطالب مصادر الطاقة الكهربائية
+
+146
+00:11:22,630 --> 00:11:26,170
+ويُحدد خطوات الوضوء، ومُحدد زوايا الشكل السداسي
+
+147
+00:11:26,170 --> 00:11:29,610
+المنتظم، ويشير الطالب إلى عاصمة فلسطين على الخريطة
+
+148
+00:11:29,610 --> 00:11:35,770
+ويُحدد الطالب قانون أرخميدس، كل مرة؟ بارك الله
+
+149
+00:11:35,770 --> 00:11:39,010
+فيك، طيب هنا نقول: يعدّد الطالب مصادر الطاقة،
+
+150
+00:11:39,010 --> 00:11:42,590
+المطلوب من الطالب السلوك الوحيد أنه يُعِدّدها
+
+151
+00:11:42,590 --> 00:11:46,010
+يعني هو عندما أقول لك: اعدّد، معناه أنه لا أريد منك
+
+152
+00:11:46,010 --> 00:11:50,370
+شرحاً، بل هي عملية ذكر، في هذا الإطار، يذكر
+
+153
+00:11:50,370 --> 00:11:53,610
+فوائد الوضوء، الفوائد كما هي موجودة في الكتاب،
+
+154
+00:11:53,610 --> 00:11:57,330
+الطالب يُعيدها أو يذكرها في هذا الإطار،  على
+
+155
+00:11:57,330 --> 00:12:00,610
+الشكل الموجود على السبورة، ممكن يكون شكل سداسي،
+
+156
+00:12:00,610 --> 00:12:05,450
+أريد منه فقط أن يُحدد الزوايا الموجودة في هذا
+
+157
+00:12:05,450 --> 00:12:09,910
+الإطار، الفهم،
+
+158
+00:12:09,910 --> 00:12:13,350
+تفضلي، هو المستوى التالي لعملية، المستوى الذي لم
+
+159
+00:12:13,350 --> 00:12:16,530
+يعرفه، هو الذي يضمن امتلاك الطالب للمادة العلمية
+
+160
+00:12:16,530 --> 00:12:20,430
+بحيث يُفسرها، ويشرحها بناءً على مفاهيم... من...
+
+161
+00:12:22,010 --> 00:12:25,190
+ممتاز جداً، مستوى الفهم مستوى معقد، يعني ليس مستوى
+
+162
+00:12:25,190 --> 00:12:29,390
+سهل مثل مستوى التذكر، مستوى المعرفة أو التذكر
+
+163
+00:12:29,390 --> 00:12:32,810
+مستوى بسيط، أن الطالب يتذكر، لكن الآن هذا
+
+164
+00:12:32,810 --> 00:12:36,330
+المستوى، الطالب يمتلك المعنى، ليس يمتلك فقط
+
+165
+00:12:36,330 --> 00:12:40,350
+المعرفة، يمتلك معنى المعرفة، يمتلك معنى المعرفة من
+
+166
+00:12:40,350 --> 00:12:44,980
+خلال ثلاث مهارات أساسية: التفسير، والاستنتاج، والترجمة،  لأن
+
+167
+00:12:44,980 --> 00:12:48,720
+أقول إنك فاهمة، لابد أن يكون لديك القدرة على أن تُفسّري،
+
+168
+00:12:48,720 --> 00:12:51,800
+القدرة على أن تستنتجي، القدرة على أن تترجمي المادة
+
+169
+00:12:51,800 --> 00:12:55,140
+العلمية، لذلك يقول المُدرّس: أهم شيء عندك،
+
+170
+00:12:55,140 --> 00:12:58,400
+يقول: أهم شيء أن يفهموا، لماذا؟ لأن مستوى
+
+171
+00:12:58,400 --> 00:13:02,0
+
+223
+00:16:35,730 --> 00:16:40,070
+بنشوف قداش كان مثلا طولك وقداش كان وزنك في
+
+224
+00:16:40,070 --> 00:16:44,050
+كل سنوات عمرك، بنحولها إلى اللي هي رسم بياني،
+
+225
+00:16:44,050 --> 00:16:48,710
+بنحول البيانات الرقمية إلى صورة بيانية، هذا
+
+226
+00:16:48,710 --> 00:16:54,530
+اسمه ترجمة، أيضا في أساليب أخرى للترجمة، كيف ممكن
+
+227
+00:16:54,530 --> 00:16:55,410
+نترجم أشياء
+
+228
+00:17:00,040 --> 00:17:04,600
+ممتاز، إن هو بده يعبر عن اللي هي صيغة النظرية اللي
+
+229
+00:17:04,600 --> 00:17:08,220
+هي مصاغة بصورة معينة، يعطينا الصورة الرمزية لها، بده
+
+230
+00:17:08,220 --> 00:17:12,400
+يحول كلام إلى رموز أو رموز إلى كلام، بده يحول أرقام
+
+231
+00:17:12,400 --> 00:17:16,280
+إلى رسومات أو رسومات إلى أرقام، أيضا كمان إنه يعبر
+
+232
+00:17:16,280 --> 00:17:22,120
+عن نص بلغته الخاصة، فأمرها يعتبر ترجمة، يعني في بعض
+
+233
+00:17:22,120 --> 00:17:24,800
+المدرسات تيجي مثلا تحط بيت شعر، تقول للطالب أنت
+
+234
+00:17:24,800 --> 00:17:28,560
+إيش فهمتي منه؟ عبريلي عن المفهوم والمضمون في داخله،
+
+235
+00:17:28,560 --> 00:17:32,460
+وبالتالي هنا فيها عملية ترجمة، أن أقدر أقرأ الأشياء
+
+236
+00:17:32,460 --> 00:17:36,500
+بصورة خاصة، هذا يعتبر ترجمة، مدرسة الرياضيات بتكتب
+
+237
+00:17:36,500 --> 00:17:39,440
+المسألة على السبورة، بتقول للطالب اشرحيلي إياها
+
+238
+00:17:39,440 --> 00:17:44,140
+بأسلوبك الخاص، احكيلي إياها زي قصة، زي حكاية، برضه هنا
+
+239
+00:17:44,140 --> 00:17:48,660
+بتكون هي في مستوى ترجمة، فهي بتحول شيء من صورة إلى
+
+240
+00:17:48,660 --> 00:17:51,840
+صورة، معناه ذلك إن أنا قدرت أحوله من صورة إلى صورة،
+
+241
+00:17:51,840 --> 00:17:56,820
+إن أنا فهمت معنى هذه الأشياء، وصلت لما بداخلها
+
+242
+00:17:56,820 --> 00:18:00,680
+من المعلومات، وبالتالي قدرت أحولها إلى صورة أخرى،
+
+243
+00:18:00,680 --> 00:18:09,480
+هاتِ أهداف على مستوى الترجمة، يحول
+
+244
+00:18:09,480 --> 00:18:16,300
+الصيغة، أهمّ الأدكارات من الصيغة النصية إلى الصيغة
+
+245
+00:18:16,300 --> 00:18:21,820
+الرياضية، جيد، اللي هسألك: بينفع نحكي مثلا يتحول النص
+
+246
+00:18:21,820 --> 00:18:27,020
+من الإنجليزية للعربية؟ آه طبعا، يترجم نص باللغة
+
+247
+00:18:27,020 --> 00:18:31,400
+العربية إلى اللغة الإنجليزية، برضه يعتبر ترجمة، وهذا
+
+248
+00:18:31,400 --> 00:18:34,700
+مستوى مش سهل، يعني لما الطالب تعطي قطعة باللغة
+
+249
+00:18:34,700 --> 00:18:37,920
+العربية، أو عبارة باللغة العربية في اللي هي
+
+250
+00:18:37,920 --> 00:18:40,820
+اختبارات الإنجليزية، هذه دائما كلها أخطاء بتكون من
+
+251
+00:18:40,820 --> 00:18:43,860
+الإنجليزية
+
+252
+00:18:43,860 --> 00:18:48,870
+للعربية أسهل، لأنك أنت بتفهم خلفيات اللغة العربية
+
+253
+00:18:48,870 --> 00:18:52,950
+أكثر ما بتفهم خلفيات اللغة الإنجليزية، يلخص قصة
+
+254
+00:18:52,950 --> 00:18:56,350
+بلغته الخاصة،
+
+255
+00:18:56,350 --> 00:18:59,350
+يمثل البيانات الموجودة في الجدول على شكل أعمدة
+
+256
+00:18:59,350 --> 00:19:07,810
+على شكل أعمدة، برضه،
+
+257
+00:19:07,810 --> 00:19:13,310
+كويس، يتكلم عن نفسه، السيرة الذاتية،
+
+258
+00:19:33,060 --> 00:19:37,450
+الاستنتاج ممتاز جدا، زي ما إحنا عندنا التفسير اللي
+
+259
+00:19:37,450 --> 00:19:41,350
+هو إحنا بنفسر كيفية حدوث المعلومة، كمان بنتوصل إلى
+
+260
+00:19:41,350 --> 00:19:45,070
+نتائج من المعلومة، الاستنتاج هو من ضمن الفهم، في
+
+261
+00:19:45,070 --> 00:19:48,070
+ناس بتحط الاستنتاج من ضمن اللي هو عملية التحليل،
+
+262
+00:19:48,070 --> 00:19:51,730
+لأ، استنتاج وفهم، أنا في عندي مقدمات، المقدمات تؤدي
+
+263
+00:19:51,730 --> 00:19:56,540
+إلى النتائج، وبالتالي أي استنتاجات بنتوصل لها بتكون
+
+264
+00:19:56,540 --> 00:20:00,860
+ضمن عملية الفهم، وبالتالي نستخلص نتائج، بنتنبأ بما
+
+265
+00:20:00,860 --> 00:20:04,740
+يَترتب على دواها المختلفة، برضه هذا استنتاج، استكمال
+
+266
+00:20:04,740 --> 00:20:08,640
+معلومات متوقعة، برضه يعتبر استنتاج، وبالتالي أنا
+
+267
+00:20:08,640 --> 00:20:11,940
+بطلب من الطالب أن يستنتج، نطلب من الطالب بناء على
+
+268
+00:20:11,940 --> 00:20:14,720
+معلومات موجودة، مثلا أعطينا أمثلة، بناء على هذه
+
+269
+00:20:14,720 --> 00:20:19,460
+الأمثلة أن يستنتج قاعدة، إنه يتوصل إلى قاعدة معينة،
+
+270
+00:20:19,460 --> 00:20:23,000
+فهنا أنا بطلب منه عمليات استنتاج، بنعطيه بعض
+
+271
+00:20:23,000 --> 00:20:26,980
+الحالات وبنخليه يتنبأ من خلالها بحالة جديدة، فهذا
+
+272
+00:20:26,980 --> 00:20:32,240
+يُعتبر استنتاج بالنسبة للطالب، يعني ما يتم التوصل
+
+273
+00:20:32,240 --> 00:20:36,740
+فيه إلى نتائج معينة، يُعتبر ضمن عملية الاستنتاج وهو
+
+274
+00:20:36,740 --> 00:20:39,900
+في الأصل فهم، في هذا الإطار، هاتِ أهداف في مستوى
+
+275
+00:20:39,900 --> 00:20:40,600
+الاستنتاج
+
+276
+00:20:43,030 --> 00:20:45,790
+يستنتج الطالب أهمية عملية البناء الضوئي بالنسبة
+
+277
+00:20:45,790 --> 00:20:49,230
+للنبات، ممتاز، يستنتج أهمية البناء الضوئي، يستنتج
+
+278
+00:20:49,230 --> 00:20:54,830
+قاعدة كان وأخواتها بناء على الأمثلة المعروضة،
+
+279
+00:20:54,830 --> 00:20:57,970
+يتنبأ
+
+280
+00:20:57,970 --> 00:21:01,090
+من  الامتحان، برضه جيد، أن يستنتج الطالب أهمية
+
+281
+00:21:01,090 --> 00:21:08,890
+الجامعة في أداء المواطن الصالح، ممتاز، أنتو
+
+282
+00:21:08,890 --> 00:21:11,310
+إيش رأيكم؟ الجامعة بتعمل مواطن صالح ولا لأ؟  أهلا
+
+283
+00:21:16,860 --> 00:21:20,240
+أنت بتقيسي شخصيتك قبل ما تدخلي الجامعة، وقيسي شخصيتك
+
+284
+00:21:20,240 --> 00:21:26,920
+لِأنتِ وشوفي قداش تأثرتي، إذا
+
+285
+00:21:26,920 --> 00:21:28,860
+ما تأثرتش بتبقى مشكلة عندك على فكرة،
+
+286
+00:21:44,450 --> 00:21:48,490
+أنتِ بكرة بتحسي فيها بحياتك تماما عندما أنتِ... تنهي
+
+287
+00:21:48,490 --> 00:21:51,370
+الجامعة، يعني تنهي المرحلة الجامعية، وشوفي بعض
+
+288
+00:21:51,370 --> 00:21:54,610
+زميلاتك اللي ما دخلوا الجامعة، لأ، جد إحنا شيء قبل
+
+289
+00:21:54,610 --> 00:21:56,330
+الجامعة، وشيء ثاني بعد الجامعة،
+
+290
+00:22:12,870 --> 00:22:19,550
+شكرا جزيلا لكم، شكرا جزيلا لكم، شكرا جزيلا لكم، شكرا
+
+291
+00:22:19,550 --> 00:22:24,310
+جزيلا لكم، شكرا جزيلا لكم، شكرا جزيلا لكم،
+
+292
+00:22:47,160 --> 00:22:53,140
+بنشوف الآن مستوى التطبيق، تفضلي،
+
+293
+00:22:53,140 --> 00:23:01,360
+ممتازة،
+
+294
+00:23:01,360 --> 00:23:04,340
+لو الموقف كان سابق ومرّ فيه الطالب، لا يعتبر تطبيق،
+
+295
+00:23:05,150 --> 00:23:09,030
+الآن إحنا بدنا نعلّم الطالب تطبيق على قاعدة أخوات
+
+296
+00:23:09,030 --> 00:23:11,650
+كانت، زي ما قالت الأُخت، مثلا الطالب بدي استنتج قاعدة
+
+297
+00:23:11,650 --> 00:23:15,150
+أخوات كانت، الآن المدرس أعطاهم ثلاث أمثلة، مثلا قال لهم:
+
+298
+00:23:15,150 --> 00:23:19,630
+كانت السماء صافية، أمس الجو بارد، أصبحت، اللي هي
+
+299
+00:23:19,630 --> 00:23:28,150
+النجوم، أصبح الطالب طبيبا إن شاء الله، الآن
+
+300
+00:23:28,150 --> 00:23:32,850
+هذه العبارات لو المدرس جابها مرة ثانية لا تعتبر
+
+301
+00:23:32,850 --> 00:23:39,550
+تطبيق، لازم هتجيب لهم أمثلة جديدة، آه، فبتقول لهم
+
+302
+00:23:39,550 --> 00:23:42,710
+كان الولد في المدرسة يفعل كذا وكذا، بتحطيهم جملة
+
+303
+00:23:42,710 --> 00:23:47,310
+كبيرة، والآن هم بدهم يبدأوا يحلّوا، وهم يطبقوا
+
+304
+00:23:47,310 --> 00:23:51,590
+المعرفة، يجدوا اللي هو اسم كان، ويجدوا خبر كان، و
+
+305
+00:23:51,590 --> 00:23:55,430
+إن هم يعرفوا هذه الأشياء، هذا مستوى التطبيق، مستوى
+
+306
+00:23:55,430 --> 00:23:59,370
+مهم جدا، ولا بد أن المدرس قبل ما ينهي الحصة الأولى
+
+307
+00:23:59,370 --> 00:24:02,990
+من الدرس، لازم يصل مع الطلاب لمستوى
+
+308
+00:24:02,990 --> 00:24:06,620
+التطبيق، يعني أقل شيء إن المدرس يشرح الدرس ويعطي
+
+309
+00:24:06,620 --> 00:24:11,300
+للطلاب أسئلة يحلوها، هذا أقل شيء في أول حصة للدرس،
+
+310
+00:24:11,300 --> 00:24:15,160
+إنك أنت الآن بتشرحي لهم قاعدة، درس عن جمع الكسور،
+
+311
+00:24:15,160 --> 00:24:18,500
+شرحتي لهم جمع الكسور، حلتي لهم بعض الأمثلة، هلّأ بتعطيهم
+
+312
+00:24:18,500 --> 00:24:22,600
+بتعطيهم أسئلة يحلوها في دفاترهم، هذا أقل المستوى،
+
+313
+00:24:22,600 --> 00:24:26,220
+إنك أنت تعملي إنك تجيبي لهم أمثلة، أسئلة غير
+
+314
+00:24:26,220 --> 00:24:29,740
+الأمثلة اللي أنتِ طرحتيها، وتخلي الطالب يحلها، لأنك
+
+315
+00:24:29,740 --> 00:24:33,730
+بدك تتأكدي إن الطالب فهم، لو أنتِ قررتي مش هتعلّمي، مش
+
+316
+00:24:33,730 --> 00:24:36,850
+هتتأكدي إن هو فهم، وبالتالي لازم تجيبيله أمثلة
+
+317
+00:24:36,850 --> 00:24:40,970
+جديدة، يطبق المعرفة في موقف جديد، وبالتالي المدرسات
+
+318
+00:24:40,970 --> 00:24:44,650
+في مراحل التعليم الأساسي لازم تعمل في داخل الحصة
+
+319
+00:24:44,650 --> 00:24:47,670
+تطبيق، في نهاية الحصة لازم تحطي لهم أسئلة، وفي عندهم
+
+320
+00:24:47,670 --> 00:24:50,710
+دفتر يحلوا فيه، وتصححي الحدّيث، الأسئلة ليش؟ لأنها
+
+321
+00:24:50,710 --> 00:24:53,870
+بدها تشوف هل الطلاب وصلوا إلى مستوى تطبيق المعرفة
+
+322
+00:24:53,870 --> 00:24:57,300
+ولا لأ، إنهم يستخدموا المعرفة العلمية ويُوظّفوها
+
+323
+00:24:57,300 --> 00:25:00,960
+ويستخدموها في مواقف جديدة، إنهم يحلوا أسئلة، يحلوا
+
+324
+00:25:00,960 --> 00:25:05,360
+...يكونوا خرائط، رسومات، يستخدموا مفاهيم، قوانين
+
+325
+00:25:05,360 --> 00:25:10,120
+في حلّ المشكلات، كل هذه تعتبر من ضمن مستوى التطبيق،
+
+326
+00:25:10,120 --> 00:25:13,300
+شرحت قاعدة، فبتخلي الطالبات يحلوا تطبيقات على
+
+327
+00:25:13,300 --> 00:25:16,680
+القاعدة، علمتهم يرسموا خارطة فلسطين على السبورة،
+
+328
+00:25:16,680 --> 00:25:20,300
+بتخليهم يرسموها في دفاترهم ويبينوا عليها أشياء
+
+329
+00:25:20,300 --> 00:25:23,260
+وبالتالي الآن لابد من عملية التطبيق، يعني لازم
+
+330
+00:25:23,260 --> 00:25:26,220
+الطالب يطبق، إذا الطالب ما حلّش، هلّأ بتَهتمّ
+
+331
+00:25:26,220 --> 00:25:29,340
+المدرسة في عملية التطبيق في داخل الحصة، وبتعطيه
+
+332
+00:25:29,340 --> 00:25:33,540
+كمان تمارين يحلها في البيت، طب ليش؟ علشان يزيد من
+
+333
+00:25:33,540 --> 00:25:37,640
+قدراته في هذا المجال، وإلّا بيصير مستوى التذكر
+
+334
+00:25:37,640 --> 00:25:42,240
+ومستوى الفهم، يعني ممكن إنهم يتعرضوا للتلاشي، إذا ما
+
+335
+00:25:42,240 --> 00:25:46,000
+وصلش الطالب للتطبيق، لازم أغلق الدرس أقل شيء بمستوى
+
+336
+00:25:46,000 --> 00:25:50,740
+التطبيق، ليش؟ لأنه لازم الطالب يصل إلى إنه أركز له
+
+337
+00:25:50,740 --> 00:25:55,440
+الفهم، كيف بدنا نركز الفهم؟ أول حاجة بنشرح، بنوضح،
+
+338
+00:25:55,440 --> 00:25:59,560
+بنكتب على السبورة، بنفسر، بنعلّل، الآن لازم نطبق،
+
+339
+00:25:59,560 --> 00:26:04,520
+الآن نقدر نغلق الحصة الصفية، هذه أهداف في مستوى
+
+340
+00:26:04,520 --> 00:26:05,060
+التطبيق
+
+341
+00:26:09,450 --> 00:26:13,490
+يستخرج الطالب وجه الشاهد، بدايته القرآنية ولا حديث
+
+342
+00:26:13,490 --> 00:26:16,930
+مروي، من كلّان، مثلا القراءات، مثلا من الحاجة، لأنه
+
+343
+00:26:16,930 --> 00:26:20,030
+ما فيش استخراج، استخراج هو إنه مثلا... لأ، هو أنتَ
+
+344
+00:26:20,030 --> 00:26:23,590
+أصغي لي هيك، استخرج الشاهد من القرآن الكريم على كذا،
+
+345
+00:26:23,590 --> 00:26:26,510
+على طول، يعني خليها تكون محددة، الهدف السلوكي
+
+346
+00:26:26,510 --> 00:26:31,050
+دائما محدد، يوضح الطالب كيفية المسح على الخفين
+
+347
+00:26:31,050 --> 00:26:35,570
+عمليا، يوضح كيفية... يطبق، خليها يطبق، لأن يوضح
+
+348
+00:26:35,570 --> 00:26:40,190
+هتلاقي الفعل بيروح عندك على الفهم، ممكن بعد ما يكون
+
+349
+00:26:40,190 --> 00:26:43,350
+أخذوا قاعدة إنه درجة الغليان تزداد بزيادة الكتلة
+
+350
+00:26:43,350 --> 00:26:48,030
+المولية، أعطيهم هدف، هدفه بعد ما يكون أن يرتب
+
+351
+00:26:48,030 --> 00:26:52,530
+تصاعديا المركبات التالية بحسب درجة الغليان، يعني
+
+352
+00:26:52,530 --> 00:26:59,830
+ممكن يعطيهم
+
+353
+00:26:59,830 --> 00:27:05,600
+عدة مركبات، لأ، بس هو الترتيب بحد ذاته يعني مش تطبيق
+
+354
+00:27:05,600 --> 00:27:08,700
+يعني مباشر، لإنه تطبيق إن هو بده يحسب الكتلة
+
+355
+00:27:08,700 --> 00:27:11,580
+المولية، أو بده يحسب درجة الغليان لبعض العناصر اللي
+
+356
+00:27:11,580 --> 00:27:20,560
+مختلفة بالكتلة المولية، وبالتالي
+
+357
+00:27:20,560 --> 00:27:26,500
+الترتيب أجدى تحليل أكثر، لإنه أصبح بعد التطبيق، ممكن
+
+358
+00:27:26,500 --> 00:27:30,400
+يعني يكون مستوان مع بعض، إيش قياس زاوية مجموعة
+
+359
+00:27:30,400 --> 00:27:34,720
+المثلث؟ استخدم قانون مجموع زوايا المثلث؟ ممكن يجد
+
+360
+00:27:34,720 --> 00:27:38,400
+قياسات، أنت هنا بإن هو بده يقيس الكتلة المولية، أو
+
+361
+00:27:38,400 --> 00:27:41,600
+بده يقيس اللي هي شيء معين، فالآن هو بده يقيس حاجة
+
+362
+00:27:41,600 --> 00:27:44,780
+اللي بده يحصل بعدها، بيترتب على التطبيق، اللي بيترتب
+
+363
+00:27:44,780 --> 00:27:49,460
+على التطبيق مستوى أعلى من التطبيق، يحسب الطالب
+
+364
+00:27:49,460 --> 00:27:53,440
+محتوى أشكال رباعية من الحاضرة؟ جيد، يبقى هنا إن
+
+365
+00:27:53,440 --> 00:27:56,480
+الطالب إنه يقوم بعملية حساب، إن الطالب يعرب على
+
+366
+00:27:56,480 --> 00:27:59,760
+قاعدة، إن الطالب يوزن معادلات كيميائية، إن الطالب
+
+367
+00:27:59,760 --> 00:28:03,600
+يرسم، هذا كله بيعتبر ضمن اللي هي عملية التطبيق،
+
+368
+00:28:03,600 --> 00:28:07,340
+بيطبق، بيتوضأ، يعني أنا بفضل إنه أنت مثلا تقولي مش
+
+369
+00:28:07,340 --> 00:28:10,560
+يوضح مثلا أهمية المسح على الخفين، يمسح على الخفين
+
+370
+00:28:10,560 --> 00:28:13,760
+يعني يطبق يعني؟ آه، هو الآن في التطبيق لازم يقوم
+
+371
+00:28:13,760 --> 00:28:18,220
+بفعل، بممارسة بالنسبة للوضوء والمسح على الخفين،
+
+372
+00:28:18,220 --> 00:28:22,740
+ليه يُعتبر مهارة؟ يعني هو ممكن نحطه مهارة، بس إحنا
+
+373
+00:28:22,740 --> 00:28:26,100
+هناخد تصنيف المهارة، المهارة دائما بتلزمه مقياس دقة
+
+374
+00:28:26,100 --> 00:28:30,000
+أو مقياس أداء، يعني أنا لما أنا بدي أخلي الطالب
+
+375
+00:28:30,000 --> 00:28:33,240
+مثلا يرسم دائرة بدقة تسعين في المائة، فأنا هنا
+
+376
+00:28:33,240 --> 00:28:37,820
+المقصود عندي المهارة مش المعرفة، لكن أنا بدي إياه يرسم
+
+377
+00:28:37,820 --> 00:28:41,280
+بس مجرد رسم، هذه بتختلف، أنا لو بيقول يتوضأ الطالب
+
+378
+00:28:41,280 --> 00:28:47,640
+أمام زملائه بدون ترك ولا ركن، بنحدد معيار الأداء
+
+379
+00:28:49,430 --> 00:28:54,530
+بترتيب الأركان، مثلا، بترتيب الأركان، برضه بتظل هنا
+
+380
+00:28:54,530 --> 00:28:57,930
+مش مطلوب هنا بالظبط، يعني المهارة، يعني أنا بأتكلم
+
+381
+00:28:57,930 --> 00:29:01,970
+عن المهارة، ما هي المهارة؟ المهارة القيام بعمل معين
+
+382
+00:29:01,970 --> 00:29:05,450
+بسرعة ودقة وإتقان، عندي ثلاث معايير للمهارة، عشان
+
+383
+00:29:05,450 --> 00:29:08,430
+أقول إنه هذه مهارة، المجال الحركي، مرتبط
+
+384
+00:29:08,430 --> 00:29:11,890
+بالمهارة، وبالتالي هنا أنا طالما ما فيش عندي في
+
+385
+00:29:11,890 --> 00:29:15,270
+الهدف معيار المهارة، السرعة والدقة والإتقان، معناها
+
+386
+00:29:15,270 --> 00:29:19,950
+ذلك إن الهدف ليس مهاري، ولكنّه هنا معرفي، وبالتالي
+
+387
+00:29:19,950 --> 00:29:22,870
+أنا بدي يا بس إن هو يعرف من خلال هذه إن هو كيف
+
+388
+00:29:22,870 --> 00:29:25,970
+يتوضأ، يعني إن هو بده يتوضأ أمام زملائه، إن هو
+
+389
+00:29:25,970 --> 00:29:29,090
+بده يمسح، لكن لما أنا ما حطيتله... ما حطيت له معايير
+
+390
+00:29:29,090 --> 00:29:31,970
+للأداء، يبقى أصبح الآن في مستوى معرفي.
+
+391
+00:29:35,250 --> 00:29:36,890
+مستوى التحليل.
+
+392
+00:29
+
+445
+00:33:15,370 --> 00:33:18,210
+الأسئلة هذه الآن، بنلاقي هذه الأسئلة لما بتبدأ
+
+446
+00:33:18,210 --> 00:33:21,010
+تتيجي في الامتحانات أسئلة بهذا المستوى، قليل من
+
+447
+00:33:21,010 --> 00:33:26,130
+الطلبة اللي بيحلوها. بدأت الأسئلة تصير أكثر صعوبة
+
+448
+00:33:26,130 --> 00:33:31,470
+من البداية، وبالتالي أصبحت أكثر دقة. نشوف اللي هو
+
+449
+00:33:31,470 --> 00:33:35,770
+مستوى التركيب. التركيب عكس التحليل. ما المقصود
+
+450
+00:33:35,770 --> 00:33:39,930
+بالتركيب؟
+
+451
+00:33:39,930 --> 00:33:46,220
+أيوة، نشاطه، تفضّل. هو مهارة بناء وتكوين، وتكوين أبنية
+
+452
+00:33:46,220 --> 00:33:49,160
+معرفية معينة، أو تكوين أساسيات مترابطة للوصول إلى
+
+453
+00:33:49,160 --> 00:33:52,840
+معلومـات شاملة، حيث تتبع  المنهجية على ربط أو دمج
+
+454
+00:33:52,840 --> 00:33:55,640
+المعارف الجديدة في التكوينات المختلفة. ممتازة، احنا
+
+455
+00:33:55,640 --> 00:34:00,560
+قلنا التحليل أن أنا باخد النص وبحلله. في التركيب
+
+456
+00:34:00,560 --> 00:34:04,800
+أنا باخد الجزئيات، بأعيدها من جديد،  بارك الله فيك، تفضل قولي أنا
+
+457
+00:34:04,800 --> 00:34:07,600
+بدأ أحكي أنه بأعيد الأجزاء كلها إلى كل متكامل، أما
+
+458
+00:34:07,600 --> 00:34:11,900
+هنا بحلل كل الأجزاء، وبالتالي عملية التحليل والتركيب
+
+459
+00:34:11,900 --> 00:34:15,440
+عمليتان متعاكستان. يعني التحليل بيصير من الكليات
+
+460
+00:34:15,440 --> 00:34:20,580
+إلى جزئيات، أما التركيب من الجزئيات إلى الكليات.
+
+461
+00:34:20,580 --> 00:34:24,360
+يعني أنا باخد الجزئيات وببني منها كل جديد، وهذا شيء
+
+462
+00:34:24,360 --> 00:34:28,520
+مهم جداً عندي أن أنا أقدر أصل إلى هذا الجانب بحيث
+
+463
+00:34:28,520 --> 00:34:32,100
+أن القدرة على ربط أو دمج المعرفة العلمية هنا، وأن
+
+464
+00:34:32,100 --> 00:34:35,740
+أبني علاقات، هذا شيء بيكون مميز جداً في هذا الإطار.
+
+465
+00:34:36,030 --> 00:34:38,910
+أطلب من الطالب أنه يكتب موضوع إنشائي من أفكار
+
+466
+00:34:38,910 --> 00:34:42,210
+متعددة، يكتب لي موضوع إنشائي عن الانتفاضة، إن
+
+467
+00:34:42,210 --> 00:34:46,270
+الطالب يقترح معياراً جديداً، يقترح معياراً، أنا مش بقوله
+
+468
+00:34:46,270 --> 00:34:48,930
+استخدم المعيار اللي قُدّم في التصنيف، لأ، أنا بدّي
+
+469
+00:34:48,930 --> 00:34:53,370
+هيقترح هو معياراً للتصنيف، فهنا فيها نوع من الإبداع،
+
+470
+00:34:53,370 --> 00:34:57,350
+دائماً مستوى التركيب مرتبط بالإبداع. يكتب مقالاً عن
+
+471
+00:34:57,350 --> 00:35:00,990
+تلوث البيئة، يبرهن نظرية ذات حدين بطريقة جديدة،
+
+472
+00:35:00,990 --> 00:35:04,500
+مش سليمة، هذه الكلمة غلط، بطريقة سليمة، بتصير في
+
+473
+00:35:04,500 --> 00:35:08,040
+مستوى التطبيق، لكن هنا بطريقة جديدة، مختلفة،
+
+474
+00:35:08,040 --> 00:35:12,980
+وبالتالي فيها إبداع، فيها لمسة جديدة. إن الطالب
+
+475
+00:35:12,980 --> 00:35:15,920
+بده يأتي فيها، الطالب أنا بعطيه أفكار، بعطيه
+
+476
+00:35:15,920 --> 00:35:19,460
+أشياء، وبده يوصل إلى شيء جديد، فإحنا بنقول الطالب
+
+477
+00:35:19,460 --> 00:35:22,780
+وصل إلى مستوى التركيب. آخر مستوى عندي اللي هو
+
+478
+00:35:22,780 --> 00:35:28,440
+التقويم. التقويم أعلى المستويات المعرفية، طبعاً
+
+479
+00:35:28,440 --> 00:35:32,100
+التقويم بيتضمن إصدار أحكام على مدى صحة المعرفة
+
+480
+00:35:32,100 --> 00:35:35,120
+العلمية، هل الطالب بيقدر يصدر حكماً على مدى صحة
+
+481
+00:35:35,120 --> 00:35:38,480
+المعرفة العلمية؟ نعم، بيقدر يصدر حكماً، إذا المدرس حلّ
+
+482
+00:35:38,480 --> 00:35:41,940
+سؤالاً، وهذا السؤال مثلاً كان فيه بعض المغالطات،
+
+483
+00:35:41,940 --> 00:35:45,000
+الطالب الجيد بيقدر يكتشف المغالطات اللي موجودة في
+
+484
+00:35:45,000 --> 00:35:49,160
+داخل حل السؤال، لو حتى السؤال في الكتاب فيه أخطاء
+
+485
+00:35:49,160 --> 00:35:53,600
+بتلاقي بعض الطلبة بيكتشفوا هذه الأخطاء، وبالتالي
+
+486
+00:35:53,600 --> 00:35:57,680
+بنقول إن الطالب لما هو بينقد شيئاً معيناً أو بيحدد مدى
+
+487
+00:35:57,680 --> 00:36:02,340
+صحة هذا الشيء أو يُفاضل بين شيئين فهو بيصدر حكماً،
+
+488
+00:36:02,340 --> 00:36:05,780
+بيصدر حكماً على مدى صحة المادة العلمية. لما أطرح
+
+489
+00:36:05,780 --> 00:36:09,580
+سؤالاً: أيهما أفضل، تسلق الشجرة أم سقاية الشجرة؟
+
+490
+00:36:14,650 --> 00:36:18,970
+تسلق أم لا سقاية؟ تسلق أم لا سقاية؟ تسلق أم لا
+
+491
+00:36:18,970 --> 00:36:22,050
+سقاية؟ تسلق أم لا سقاية؟ تسلق أم لا سقاية؟ تسلق أم
+
+492
+00:36:22,050 --> 00:36:24,010
+لا سقاية؟ تسلق أم لا سقاية؟ تسلق أم لا سقاية؟ تسلق
+
+493
+00:36:24,010 --> 00:36:27,110
+أم لا سقاية؟ تسلق أم لا سقاية؟ تسلق أم لا سقاية؟
+
+494
+00:36:27,110 --> 00:36:28,490
+تسلق أم لا سقاية؟ تسلق أم لا سقاية؟ تسلق أم لا
+
+495
+00:36:28,490 --> 00:36:34,170
+سقاية؟ تسلق أم لا سقاية؟ تسلق أم لا سقاية؟ تسلق أم
+
+496
+00:36:34,170 --> 00:36:41,420
+لا سقاية؟ تسلق أم لا سقاية؟ تسلق أم لا سقاية هي أفضل
+
+497
+00:36:41,420 --> 00:36:45,580
+طريقة للكشف عن وجود الماء مثلاً في الصحراء؟ أنا
+
+498
+00:36:45,580 --> 00:36:49,260
+عارف أنه عدة طرق، بس أنا بدّي الطريقة الأفضل،
+
+499
+00:36:49,260 --> 00:36:53,880
+وبالتالي أنا بصدر حكماً، وبأحكم بصورة معيارية على صحة
+
+500
+00:36:53,880 --> 00:36:57,320
+ما هو موجود، وبالتالي هنا بنقول إن الطالب في عملية
+
+501
+00:36:57,320 --> 00:37:01,040
+التقويم، هذا أعلى مستوى بيصل إليه الطالب، إنه يستطيع أنه
+
+502
+00:37:01,040 --> 00:37:06,190
+يُناقض، يُوجه النقد، النقد معناه أنك تحدد المميزات
+
+503
+00:37:06,190 --> 00:37:11,730
+وتحدد العيوب، يُناقش قطعة أدبية، يعمل خطوات، يعدل
+
+504
+00:37:11,730 --> 00:37:15,170
+خطوات حل مسألة رياضية خاطئة، مسألة رياضية
+
+505
+00:37:15,170 --> 00:37:19,290
+بنعدل خطواتها، إحنا مش بس بنحدد الخطأ، كمان بنعدل
+
+506
+00:37:20,260 --> 00:37:24,360
+الخطأ. بنحدد الخطأ في براهين قوانين، بنحدد كذا،
+
+507
+00:37:24,360 --> 00:37:28,040
+الآن هذا مستوى عالٍ من المعرفة، طبعاً قليل من
+
+508
+00:37:28,040 --> 00:37:31,360
+الطلبة اللي بيوصلوا لهذا المستوى، لكنه مش صعب، هذه
+
+509
+00:37:31,360 --> 00:37:34,800
+مهارة ويمكن تعلمها، ولو المدرس بذل شوية جهد مع
+
+510
+00:37:34,800 --> 00:37:39,470
+الطلاب ممكن يوصل معهم إلى هذا المستوى. يبقى الآن هذول
+
+511
+00:37:39,470 --> 00:37:43,550
+الثلاث مستويات: تحليل، تركيب، تقويم، بتكسب الطالب
+
+512
+00:37:43,550 --> 00:37:48,990
+مهارات تفكير، بتكسبه مهارات لحل المشكلة، وهذا الشيء
+
+513
+00:37:48,990 --> 00:37:52,750
+طبعاً بكون يعني بالنسبة للطالب، بيرتقي بقدرات الطالب
+
+514
+00:37:52,750 --> 00:37:56,950
+وعملية التعامل مع المعرفة العلمية. الآن إحنا بنكون
+
+515
+00:37:56,950 --> 00:37:59,550
+أخذنا المجال المعرفي. المحاضرة الجاية إن شاء الله
+
+516
+00:37:59,550 --> 00:38:02,870
+هنأخذ المجال الانفعالي والمجال النفسي-حركي. في أي
+
+517
+00:38:02,870 --> 00:38:03,430
+سؤال؟
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..e0e6a8d6ce19913f085f52488bfcecf9f3d9deec
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_postprocess.srt
@@ -0,0 +1,2068 @@
+1
+00:00:21,060 --> 00:00:26,560
+السلام عليكم كيف
+
+2
+00:00:26,560 --> 00:00:31,880
+حالكم اليوم؟ نقشنا في المحاضرة الماضية الأهداف
+
+3
+00:00:31,880 --> 00:00:36,760
+التربوية، معنا الهدف ومستويات الأهداف ومصادر
+
+4
+00:00:36,760 --> 00:00:39,120
+اشتقاق الأهداف، مين اتذكرنا ما المقصود بالهدف
+
+5
+00:00:39,120 --> 00:00:43,100
+التربوي؟
+
+6
+00:00:43,100 --> 00:00:49,200
+هو النتائج والغاية التي يسعى .. يسعى أن نصل إليها،
+
+7
+00:00:49,200 --> 00:00:58,440
+لكن سعيدة أن نصل إليهاوتعمل على إحداث؟ أيوة الهدف
+
+8
+00:00:58,440 --> 00:01:01,500
+بصورة عامة هو القصد المراد الوصول إليه أما الهدف
+
+9
+00:01:01,500 --> 00:01:04,900
+التربة وهي نتجات تعلمية مرجو تحققها في نهاية فترة
+
+10
+00:01:04,900 --> 00:01:09,540
+الممارسة أو فترة التعلم تعمل على إحداث تغيرات هذه
+
+11
+00:01:09,540 --> 00:01:14,020
+التغيرات مرغوبة ويمكن ملاحظتها ويمكن قياسها ما هي
+
+12
+00:01:14,020 --> 00:01:21,260
+مصادر شقاق الأهداف؟ فرصة المجتمع وفرصة التربيةجيد
+
+13
+00:01:21,260 --> 00:01:25,720
+أيضًا نظرية التعلم نظرية التعلم طبيعة التعلم
+
+14
+00:01:25,720 --> 00:01:30,620
+وخبراء المتعلم طبيعة المتعلم وخبراء وخصيصين
+
+15
+00:01:30,620 --> 00:01:34,720
+وممكنيات المادية والمشارية ومطلبات المستخدمين
+
+16
+00:01:34,720 --> 00:01:38,520
+أحسنتي يبقى في عنا مجموعة من اللي هي المصادر التي
+
+17
+00:01:38,520 --> 00:01:41,800
+نشتق منها الأهداف للعملية التربوية ونوجه من خلالها
+
+18
+00:01:41,800 --> 00:01:46,260
+المناهج أيضًا هذه الأهداف توضع على ثلاث مستويات ما
+
+19
+00:01:46,260 --> 00:01:50,640
+هي هذه المستويات؟الغايات والمرامي والأهداف
+
+20
+00:01:50,640 --> 00:01:54,340
+السلوكية أحسنتي غايات ومرامي وأهداف سلوكية ما
+
+21
+00:01:54,340 --> 00:01:58,380
+الفرق بين الغايات والمرامي؟ الغايات بعيدة المدى
+
+22
+00:01:58,380 --> 00:02:02,780
+ولم .. ولم تتقياسها والمرامي أيضا مرحلية في تواصل
+
+23
+00:02:02,780 --> 00:02:06,520
+ضد المدى توضع من قبل وزارة التربية والتعليم أما
+
+24
+00:02:06,520 --> 00:02:09,420
+الأهداف السلوكية توضع من مستوى المعلمانية وقصد
+
+25
+00:02:09,420 --> 00:02:12,590
+المدى ولم تتقياسها وملاقبتهايمكن قياسها وملاحظة
+
+26
+00:02:12,590 --> 00:02:16,830
+تبقى في عندنا الغايات وهي أهداف عامة طويلة المدى
+
+27
+00:02:16,830 --> 00:02:20,070
+توضع على مستوى التخطيطي للدولة هذه الأهداف لا يمكن
+
+28
+00:02:20,070 --> 00:02:24,050
+قياسها مثل إعداد المواطن الصالح المرحلة الثانية أو
+
+29
+00:02:24,050 --> 00:02:27,210
+المستوى الثاني اللي هي المرامي وهي أهداف توضع على
+
+30
+00:02:27,210 --> 00:02:30,490
+المستوى التخطيطي أيضًا ولكنها مرتبطة بالمرحلة
+
+31
+00:02:30,490 --> 00:02:34,010
+الدراسية مرتبطة بالمثقات الدراسية يمكن طبعًا
+
+32
+00:02:34,010 --> 00:02:38,370
+قياسها بأدوات قياس خاصة أما الأهداف التنفيذية هي
+
+33
+00:02:38,370 --> 00:02:42,560
+الأهدافأيه نعم القانية وقصيرة المدرسة هي الأهداف
+
+34
+00:02:42,560 --> 00:02:46,620
+السلوكية أو الأهداف الخاصة اللي توضع على مستوى
+
+35
+00:02:46,620 --> 00:02:51,400
+المدرسة طبعا ويوضعها المعلم لينفذها المتعلم.كلمنا
+
+36
+00:02:51,400 --> 00:02:54,420
+في مكونات الهدف التربوي، ما هي مكونات الهدف
+
+37
+00:02:54,420 --> 00:03:00,840
+التربوي؟
+
+38
+00:03:00,840 --> 00:03:04,480
+فعل مدارس، مستوى المعيار، مستوى الإدخال معين
+
+39
+00:03:04,480 --> 00:03:08,620
+للأطفال. إيش قلتي بالأول؟ فعل مدارس. فعل مدارس؟
+
+40
+00:03:08,980 --> 00:03:12,380
+محتوى المعرفي .. محتوى المعرفي ايه نعم اللي هو
+
+41
+00:03:12,380 --> 00:03:16,420
+الفعل المضارع المحتوى المعرفي ايضا عندنا معيار
+
+42
+00:03:16,420 --> 00:03:22,760
+الوقت معيار الزمن و ..أيه نعم، مشروع التحقق الهدف،
+
+43
+00:03:22,760 --> 00:03:25,780
+هذه اللي هي كلها مكونات للهدف السلوكي، الآن هنشوف
+
+44
+00:03:25,780 --> 00:03:29,700
+تصنيفات الأهداف السلوكية، طبعا كان في هناك مجموعة
+
+45
+00:03:29,700 --> 00:03:33,740
+من الاجتهادات بالنسبة لتصنيف الأهداف السلوكية، من
+
+46
+00:03:33,740 --> 00:03:36,520
+هذه الاجتهادات لعملية التصنيف كان في عندي تصنيف
+
+47
+00:03:36,520 --> 00:03:41,370
+grown land قسم الأهداف لسبعة مستويات مش تمانيةهذه
+
+48
+00:03:41,370 --> 00:03:44,710
+المستويات المعرفة والفهم، مهارات التفكير والمهارات
+
+49
+00:03:44,710 --> 00:03:49,130
+العامة والتكييف والمواقف والاهتمامات طبعا لو نظرنا
+
+50
+00:03:49,130 --> 00:03:53,030
+هنا للتصنيف بالنسبة لgrownland عملني مجموعة من
+
+51
+00:03:53,030 --> 00:03:58,530
+اللي هي الأشياء وضعليها وهنا وسّع الإطار بصورة
+
+52
+00:03:58,530 --> 00:04:03,820
+كبيرة جدا فبلاحظ إن grownland حط المعرفةمع الفهم،
+
+53
+00:04:03,820 --> 00:04:08,180
+مع مهارات التفكير وكان قصده في هذا الجانب كيفية
+
+54
+00:04:08,180 --> 00:04:13,640
+اللي هي تذكر وتفسير المعرفة وتطبيقها بتضل المهارات
+
+55
+00:04:13,640 --> 00:04:23,920
+العامة طبعا هنا تذكر وفهم وتطبيق المعرفة المهارات
+
+56
+00:04:23,920 --> 00:04:28,520
+العامة اللي قصد فيها المهارات اليدوية الحركية
+
+57
+00:04:29,950 --> 00:04:33,490
+التكيف والمواقف والاهتمامات قصد فيها اللي هي
+
+58
+00:04:33,490 --> 00:04:35,810
+الجوانب الوجدانية
+
+59
+00:04:38,870 --> 00:04:42,150
+فبنلاحظ هنا إنه كان تصنيف «جرونلاند» لما إنه صنف
+
+60
+00:04:42,150 --> 00:04:45,590
+هو أيضًا اهتم بالمجالات الأساسية اللي صنفها أبلوم
+
+61
+00:04:45,590 --> 00:04:50,170
+لكن وضعها بسبع مجالات أساسية حطلي معرفة وفهم
+
+62
+00:04:50,170 --> 00:04:53,890
+ومهارات تفكير قال إنها تتناول المعرفة، مهارات
+
+63
+00:04:53,890 --> 00:04:57,790
+يدوية اللي هي المهارات العامة ثم التكيف والمواقف
+
+64
+00:04:57,790 --> 00:05:01,970
+والاهتمامات وحوضع ليها في جانب إن هي تختص بالجوانب
+
+65
+00:05:01,970 --> 00:05:05,470
+الانفعالية بعد ذلك كان في عندي تصنيف «كافيلو»
+
+66
+00:05:05,470 --> 00:05:09,470
+«كافيلو» صنف الأهداف في مجالين أو محورينالمحور
+
+67
+00:05:09,470 --> 00:05:13,410
+الأول اللي هي أهداف تشخيصية والمحور التاني أهداف
+
+68
+00:05:13,410 --> 00:05:17,570
+علاجية وبالتالي هنا بنلاحظ أن هو ما قالش أنه فيه
+
+69
+00:05:17,570 --> 00:05:21,530
+أهداف تذكر فهم كذا، لأ إحنا بنشخص ما هو الموجود
+
+70
+00:05:21,530 --> 00:05:24,750
+وما هي جوانب الضعف الموجودة عند المتعلم وهي
+
+71
+00:05:24,750 --> 00:05:28,190
+الجوانب التي نحتاج إلى تدعيمها بناء على ذلك نضع
+
+72
+00:05:28,190 --> 00:05:32,810
+أهداف علاجية بغض النظر إذا كانت معرفية أو وجدانية
+
+73
+00:05:32,810 --> 00:05:38,750
+أو نفس حركية هذه من اللي هي التصنيفات الأساسيةاللي
+
+74
+00:05:38,750 --> 00:05:42,710
+اهتموا فيها، لكن التصنيف اللي كان اكثر شيوعا
+
+75
+00:05:42,710 --> 00:05:49,410
+والاكثر شمولية اللي هو عندنا تصنيف تصنيف
+
+76
+00:05:49,410 --> 00:05:53,350
+بلوم وزملاءه صنف الأهداف في ثلاث مجالات أساسية
+
+77
+00:05:53,350 --> 00:06:00,270
+المجال المعرفي والوجداني والمجال النفس حركي المجال
+
+78
+00:06:00,270 --> 00:06:03,330
+المعرفي ما المقصود في المجال المعرفي؟
+
+79
+00:06:08,460 --> 00:06:11,880
+فضالي؟ هو المجال العقلي وما يشمل على المعرفة
+
+80
+00:06:11,880 --> 00:06:15,940
+والعملية التي تتمكنها الدماء للطالب ممتاز، يعني هو
+
+81
+00:06:15,940 --> 00:06:19,020
+مرتكز على الجوانب المعرفية العقلية، ما هو مرتبط
+
+82
+00:06:19,020 --> 00:06:22,720
+بالمعرفة؟ كيف هنتعامل مع هذه المعرفة؟ وبالتالي هنا
+
+83
+00:06:22,720 --> 00:06:26,220
+كيف هتكون عندنا إمكانية في التعامل مع هذه المعرفة؟
+
+84
+00:06:26,220 --> 00:06:29,880
+بنفكر تفكير علمى، تفكير راقد، تفكير منطقي؟ طبعا
+
+85
+00:06:29,880 --> 00:06:33,540
+هنا في المجال المعرفي بيكتسب الطالب عدة أشياء
+
+86
+00:06:41,240 --> 00:06:50,960
+بيكتسب الطالب معرفيا حقائق مفاهيم مبادئ قوانين
+
+87
+00:06:50,960 --> 00:07:04,120
+قواعد نظريات بيكتسب أيضا أساليب تفكير متنوعة
+
+88
+00:07:04,120 --> 00:07:09,280
+بيكتسب أيضا مهارات حل المشكلة
+
+89
+00:07:13,390 --> 00:07:16,730
+العلمية، كل هذه الأشياء بيكتسبها الطالب معرفين،
+
+90
+00:07:16,730 --> 00:07:19,370
+احنا لما بندرس الطالب المعرف اللي موجودة فيه داخل
+
+91
+00:07:19,370 --> 00:07:23,190
+الكتب، إيش بندرسه؟ بندرسه حقائق، مفاهيم، مبادئ،
+
+92
+00:07:23,190 --> 00:07:26,570
+قوانين، تعاميمات، بندرسه أيضًا أساليب تفكير على
+
+93
+00:07:26,570 --> 00:07:30,050
+حسب طبيعة المادة، يعني إذا كان بندرسه رياضيات فهو
+
+94
+00:07:30,050 --> 00:07:32,770
+بيكتسب أسلوب التفكير المنطقي، إذا كان بيدرس علوم
+
+95
+00:07:32,770 --> 00:07:36,800
+بيكتسب أساليب التفكير العلميإذا كان بيكتسب في إطار
+
+96
+00:07:36,800 --> 00:07:40,240
+اللغات فهو بيكتسب مهارات التفكير الناقد ومهارات
+
+97
+00:07:40,240 --> 00:07:44,440
+التفكير الإبداعي أيضًا كل المادة إلها مشكلاته
+
+98
+00:07:44,440 --> 00:07:48,960
+وبالتالي بيكتسب مهارات حل المشكلة في المساقات التي
+
+99
+00:07:48,960 --> 00:07:53,260
+يدرسها بيكتسب هذه الأشياء من خلال عدة مستويات اللي
+
+100
+00:07:53,260 --> 00:07:57,000
+هي المعرفة، الفهم، التطبيق، التحليل، التركيب،
+
+101
+00:07:57,000 --> 00:08:02,520
+التقول طبعًا هنا المعرفة والفهم والتطبيق، هذه إيش
+
+102
+00:08:02,520 --> 00:08:10,370
+بيسموها؟مهارات تفكير؟ دنيا و التحليل والتركيب
+
+103
+00:08:10,370 --> 00:08:12,570
+والتقويم هذه مهارات تفكير؟ عالية
+
+104
+00:08:16,060 --> 00:08:20,120
+طبعا هنا المهارات الأولى اللى هى المعرفة و الفهم و
+
+105
+00:08:20,120 --> 00:08:23,980
+التطبيق هذه بقوللى لازمة الاكتساب اللى هى الحقائق
+
+106
+00:08:23,980 --> 00:08:26,480
+و المفاهيم و المبادئ و القوانين و القواعد و
+
+107
+00:08:26,480 --> 00:08:30,720
+النظريات هذه بتركز على اكتساب المعرفة أما مهارات
+
+108
+00:08:30,720 --> 00:08:33,360
+التحليل و التركيب و التقويم بتركز على اكتساب
+
+109
+00:08:33,360 --> 00:08:37,970
+أساليب التفكير و مهارات حلالمشكلة وبالتالي هنا
+
+110
+00:08:37,970 --> 00:08:41,790
+المدرس مقدرش يكتفي بجزء من هذه الأجزاء يعني أي
+
+111
+00:08:41,790 --> 00:08:45,690
+مدرس هو ببدأ في عملية التذكر والمفاهيم البسيطة بعد
+
+112
+00:08:45,690 --> 00:08:48,770
+ذلك في عملية الشرح والتوضيح والتفسير ثم عملية
+
+113
+00:08:48,770 --> 00:08:52,130
+التطبيق بعد ذلك بنتقل إلى مهارات عليا لأنه لازم
+
+114
+00:08:52,130 --> 00:08:55,690
+يرتقي بتفكير الطالب نحن نبدأ من تفكير الطالب لكن
+
+115
+00:08:55,690 --> 00:08:59,190
+لا ننتهي إلى نفس المستوى لازم ننتهي إلى مستويات
+
+116
+00:08:59,190 --> 00:09:01,970
+أعلى من المستويات الأولى
+
+117
+00:09:13,230 --> 00:09:16,510
+المستوى الأول، اللي هو المعرفة ما المقصود بمستوى
+
+118
+00:09:16,510 --> 00:09:30,750
+المعرفة أو مستوى التذكر؟ أيوة، نشطه، اتفضلي ممتاز
+
+119
+00:09:30,750 --> 00:09:34,950
+جدا، عملية أولى، عملية أبسط عملية بنقوم فيها إن
+
+120
+00:09:34,950 --> 00:09:39,430
+يكون في عندنا القدرة على استرجاع المادة للميلبس
+
+121
+00:09:39,430 --> 00:09:42,630
+أني بدي أسترجعها، يعني أنا بدي أعلم الطلاب مفهوم
+
+122
+00:09:42,630 --> 00:09:46,870
+مثلا أو بدي أعلمه مثلا قاعدة، قاعدة أخوات كانة
+
+123
+00:09:46,870 --> 00:09:51,290
+مثلا، أنا بدي يا بس يذكرلي نص القاعدة، أنه يذكر نص
+
+124
+00:09:51,290 --> 00:09:53,930
+القاعدة، هذا مستوى بسيط جدا، لسه أنا ماعطيتهش جمل
+
+125
+00:09:53,930 --> 00:09:57,740
+وخلته يعريبهاأو ماعطتهاش عبارة وخليته يستخرج من
+
+126
+00:09:57,740 --> 00:10:01,520
+خلالها، لسه هذه مستويات متقدمة، لكن المستوى البسيط
+
+127
+00:10:01,520 --> 00:10:05,500
+الأول أن أخليه يعرف اللي هو نص القاعدة المطلوبة،
+
+128
+00:10:05,500 --> 00:10:08,440
+وبالتالي هنا مستوى المعرفة مستوى في التذكر
+
+129
+00:10:08,440 --> 00:10:12,340
+والاسترجاع لمعارف مخزنة دون إضافة أو حذف أو تغيير،
+
+130
+00:10:12,340 --> 00:10:16,300
+تتضمن عمليات عقلية بتضمن معرفة الحقائق، المفاهيم
+
+131
+00:10:20,170 --> 00:10:23,390
+والتعريفات والأنظمة والتصنيفات والمعايير كلها
+
+132
+00:10:23,390 --> 00:10:26,790
+عبارة عن معرفة يعني أنا بدأ أقوله مثلا عرف الكلمة
+
+133
+00:10:26,790 --> 00:10:30,530
+عرف الجملة عرف الأيون عرف الألكترون أذكر نص
+
+134
+00:10:30,530 --> 00:10:34,950
+القاعدة أذكر نص القانون مجرد عملية استرجاع في هذا
+
+135
+00:10:34,950 --> 00:10:39,930
+الإطار وطبعا هذه العمليات يعني بتكون موجهة غالبا
+
+136
+00:10:39,930 --> 00:10:42,970
+للمستويات الدنيا يعني هذا بيكون في الاختبارات أو
+
+137
+00:10:42,970 --> 00:10:47,570
+في داخل الغرفة الصفية أسهل سؤال ممكن يتوجهللطالب،
+
+138
+00:10:47,570 --> 00:10:50,850
+مافيش أسئلة بتكون أسهل من هيك، يعني هذا بيكون
+
+139
+00:10:50,850 --> 00:10:53,530
+مستهدف الطلبة متدني التحصيل عندما يوضع في
+
+140
+00:10:53,530 --> 00:10:57,030
+الإختبارات، يعني لما بنحط سؤال في الإختبارات، لما
+
+141
+00:10:57,030 --> 00:10:59,770
+كانوا مثلا يجيبوننا في الرياضيات، يجيب مثلا يقولك
+
+142
+00:10:59,770 --> 00:11:04,630
+اذكر مثلا نظرية اللي هي في تغورث، هذا السؤال بسيط
+
+143
+00:11:04,630 --> 00:11:07,230
+جدا، الآن السؤال اللي بعد ذلك اللي أنت بدك تحله
+
+144
+00:11:07,230 --> 00:11:12,230
+بدي يكون طبعا في تفكير أكتر من الأول، طبعا هاتي
+
+145
+00:11:12,230 --> 00:11:17,410
+أهداف في مستوى المعرفة أو في مستوى التذكر؟هاتي
+
+146
+00:11:17,410 --> 00:11:22,630
+أمثلة؟ فضّالي؟ يعدّد طالب مصادر الطاقة القادرية
+
+147
+00:11:22,630 --> 00:11:26,170
+ويدّق قواقد الوضوء ومحدد زوايا الشكل السوداس
+
+148
+00:11:26,170 --> 00:11:29,610
+المنطلق ويشير الطالب إلى أهل فلسطين على الخارقة
+
+149
+00:11:29,610 --> 00:11:35,770
+ويدّق الطالب قانون الأفعي تقرتيها كل مرة؟ برك الله
+
+150
+00:11:35,770 --> 00:11:39,010
+فيك، طيب هنا بنقول يعدّد الطالب مصادر الطاقة
+
+151
+00:11:39,010 --> 00:11:42,590
+المطلوب من الطالب السلوك الوحيد أنه بده يعددها
+
+152
+00:11:42,590 --> 00:11:46,010
+يعني هو لما أقولك عدي دي معناه ذلك أنه مديش منك
+
+153
+00:11:46,010 --> 00:11:50,370
+تشرحيبس اللي هي عملية ذكر في هذا الإطار، يذكر
+
+154
+00:11:50,370 --> 00:11:53,610
+فوائد الوضوء، الفوائد كهما هي موجودة بالكتاب،
+
+155
+00:11:53,610 --> 00:11:57,330
+الطالب بده يعيدها أو بده يذكرها في هذا الإطار، ع
+
+156
+00:11:57,330 --> 00:12:00,610
+الشكل اللي موجود على الصبورة، ممكن يكون شكل سداتي،
+
+157
+00:12:00,610 --> 00:12:05,450
+بدي منه بس يحدد الزوايا اللي هي موجودة في هذا
+
+158
+00:12:05,450 --> 00:12:09,910
+الإطار الفهم،
+
+159
+00:12:09,910 --> 00:12:13,350
+تفضليهو المستوى التالي لعملية المستوى اللي ما
+
+160
+00:12:13,350 --> 00:12:16,530
+عرفها هو اللي فيه تضمن الطلب امتلاك المادة العلمية
+
+161
+00:12:16,530 --> 00:12:20,430
+بحيث يفكر .. يفسرها و يشرحها بناء على مفاهيم من ..
+
+162
+00:12:22,010 --> 00:12:25,190
+ممتاز جدا مستوى الفهم مستوى معقد يعني ليس مستوى
+
+163
+00:12:25,190 --> 00:12:29,390
+سهل مثل المستوى التذكر مستوى المعرفة أو التذكر
+
+164
+00:12:29,390 --> 00:12:32,810
+مستوى بسيط أن الطالب بده يتذكر لكن الآن هذا
+
+165
+00:12:32,810 --> 00:12:36,330
+المستوى الطالب بده يمتلك المعرفة مش بده يمتلك بس
+
+166
+00:12:36,330 --> 00:12:40,350
+المعرفة يمتلك معنى المعرفة بيمتلك معنى المعرفة من
+
+167
+00:12:40,350 --> 00:12:44,980
+خلال تلت مهارات أساسية تفسير واستنتاجوترجم عشان
+
+168
+00:12:44,980 --> 00:12:48,720
+أقول إنك فاهمة لازم يكون عندك قدرة على إنك تفسري،
+
+169
+00:12:48,720 --> 00:12:51,800
+قدرة على إنك تستنتجي، قدرة على إنك تترجم المادة
+
+170
+00:12:51,800 --> 00:12:55,140
+العلمية علشان هيك بيكون المدرسة بتقوليها أهم حاجة
+
+171
+00:12:55,140 --> 00:12:58,400
+عندك، تقول أهم إشي إن هم يفهموا، ليش؟ لأن مستوى
+
+172
+00:12:58,400 --> 00:13:02,040
+الفهم هو أساس عندها، يعني ممكن الطالب يكون حافظ بس
+
+173
+00:13:02,040 --> 00:13:06,440
+مش فاهموبالتالي هنا في عندي مشكلة لما باجي أسأله
+
+174
+00:13:06,440 --> 00:13:10,040
+أسئلة في المادة مابقدرش أن هو يفكر مابقدرش أنه يصل
+
+175
+00:13:10,040 --> 00:13:14,580
+إلى أي مستويات وبالتالي هنا مفهوم اللي هو الفهم
+
+176
+00:13:14,580 --> 00:13:19,200
+امتلاك معنى ومضمون المادة العلمية بحيث أن الطالب
+
+177
+00:13:19,200 --> 00:13:24,380
+يقدر يفسرها يقدر يستنتج من خلالها يقدر يترجمها في
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+178
+00:13:24,380 --> 00:13:28,640
+هذه الصورة انشوف كل عملية من هذه العمليات التفسير
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+179
+00:13:28,640 --> 00:13:36,700
+ماذا يعني بالتفسير؟هي عملية توضيح الأسباب التي
+
+180
+00:13:36,700 --> 00:13:40,120
+قدّت الحدوث ظاهرة معينة وذكر أهميتها وإعطاءها معنى
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+181
+00:13:40,120 --> 00:13:45,040
+لمن تلاقيها ممتاز جدا التفسير دائما سببي مافيش شيء
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+182
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+بيحدث إلا بسبب يعني أنا بدأ أفسر أي حاجة معناه ذلك
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+183
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+أني بدأ أبحث عن أسباب حدوثها يعني اليوم مثلا في
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+184
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+مطر ما السبب؟ في هناك سبب لحدوث مطر في هذا اليوم؟
+
+185
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+إنه فيه منخفض جوّي أتى استضام بكتلة باردة كذا حصل
+
+186
+00:14:01,440 --> 00:14:05,420
+له مافيش شيء بيحدث في هذا الكون إلا بسبب مافيش
+
+187
+00:14:05,420 --> 00:14:08,720
+معرفة إلا فيه هناك سبب لوجودها وبالتالي هذه
+
+188
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+الأسباب مهم جدا إن احنا نعرفها أهم هدف كان من
+
+189
+00:14:12,480 --> 00:14:16,380
+أهداف العلم اللي هي عملية التفسير لماذا تحدث هذه
+
+190
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+الأشياء يبقى هنا دائما أنا بدي أقول للطلاب أذكر
+
+191
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+السبب فسر علّل برّر كل هذه الأشياء بتكون في إطار
+
+192
+00:14:24,360 --> 00:14:28,710
+عمليةالتفسير وبالتالي هنا دائما لما بيجوا بعض
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+193
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+الطلبة بيجوا بيحطوا اختبارات فبتحط مثلا الطالبة
+
+194
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+سؤال بتقول الأمطار هي كذا بتقول هذا السؤال هو سؤال
+
+195
+00:14:38,710 --> 00:14:44,210
+في مستوى الفهم طب كيف خلتيه فاهم؟ هل انت ذكرتي سبب
+
+196
+00:14:44,210 --> 00:14:48,510
+هطول الأمطار؟ لو حطيت السبب بختلف عن تعريف المطر
+
+197
+00:14:48,510 --> 00:14:52,860
+تعريف المطر شيء والسبب شيء؟أخر وبالتالي هنا فيه
+
+198
+00:14:52,860 --> 00:14:56,600
+فرق بين عملية الوصف وبين عملية التفسير وبالتالي
+
+199
+00:14:56,600 --> 00:15:01,820
+هنا لما تحطي سؤال في مستوى الفهم في مجال اللي هو
+
+200
+00:15:01,820 --> 00:15:05,940
+التفسير لازم يكون سببي وبالتالي هنا لابد أن احنا
+
+201
+00:15:05,940 --> 00:15:10,700
+نضع هذه الأشياء هنا لما نقول يوضح أن هو بدي يشرح
+
+202
+00:15:10,700 --> 00:15:14,540
+بدي يفسر ما هي الخصائصيعني بنستخدم الفعل يوضح،
+
+203
+00:15:14,540 --> 00:15:18,560
+يفسر، يعلّل، يبرهن، كلها في هذه .. في هذا الإطار
+
+204
+00:15:18,560 --> 00:15:22,900
+لأنها في إطار اللي هي ذكر الأسباب ومعنى الحدوث في
+
+205
+00:15:22,900 --> 00:15:26,340
+هذا الجانب هذه هدف في مستوى التفسير غير اللي على
+
+206
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+الصبورة يفسر الطالب أسباب ظاهرة الندى يفسر الطالب
+
+207
+00:15:33,740 --> 00:15:39,530
+أسباب ظاهرة الندى، جيدأسباب سقوط الأمطار، يعني هو
+
+208
+00:15:39,530 --> 00:15:43,510
+مكرر بس يعني يشرح البيت الشعري مثلا .. يشرح البيت
+
+209
+00:15:43,510 --> 00:15:47,350
+الشعري، أين هو؟ أسباب نجاح و تنفوق في الدراسة
+
+210
+00:15:47,350 --> 00:15:51,450
+إشرمل فيها، يفسرها ولا يشرحها؟ أه، يشرح .. اشرح ..
+
+211
+00:15:51,450 --> 00:15:53,210
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+212
+00:15:53,210 --> 00:15:53,490
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+213
+00:15:53,490 --> 00:15:55,170
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+214
+00:15:55,170 --> 00:16:01,510
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+215
+00:16:01,510 --> 00:16:07,350
+اشرح .. اشرح .. اشرح
+
+216
+00:16:07,830 --> 00:16:13,010
+جيد إحنا بنحول البيانات، إيش هي البيانات؟ الحقائق
+
+217
+00:16:13,010 --> 00:16:17,370
+الرقمية يعني في عندي بيانات، معلومات رقمية بنحولها
+
+218
+00:16:17,370 --> 00:16:21,590
+إلى رسومات بيانية وبالتالي هذه بتعطيني دلالات
+
+219
+00:16:21,590 --> 00:16:25,030
+معينة زي لما كنت تجيبوا في لما كنتوا ترسموا رسم
+
+220
+00:16:25,030 --> 00:16:28,050
+بياني فبتجيبي إيش اللي هي الدرجات ع الصينات و
+
+221
+00:16:28,050 --> 00:16:31,630
+الدرجات ع الصيدات وبعدين ترسمي الرسم البياني ففي
+
+222
+00:16:31,630 --> 00:16:35,730
+عندي مثلا أي حقائق بالنسبالك مثلا زيادة الطول مع
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+223
+00:16:35,730 --> 00:16:40,070
+الوزنفبنشوف قداش كان مثلا طولك و قداش كان وزنك في
+
+224
+00:16:40,070 --> 00:16:44,050
+كل سنوات عمرك، بنحولها إلى اللي هي رسم بياني،
+
+225
+00:16:44,050 --> 00:16:48,710
+بنحول البيان الرقمي إلى صورة اللي هي بيانية، هذا
+
+226
+00:16:48,710 --> 00:16:54,530
+اسمه ترجمة، أيضا في أسلوب أخرى للترجمة، كيف ممكن
+
+227
+00:16:54,530 --> 00:16:55,410
+نترجم أشياء
+
+228
+00:17:00,040 --> 00:17:04,600
+ممتاز إن هو بده يعبر عن اللي هي صيغة النظرية اللي
+
+229
+00:17:04,600 --> 00:17:08,220
+هي مصاغة بصورة معينة يعطينا الصورة الرمزية لها بده
+
+230
+00:17:08,220 --> 00:17:12,400
+يحول كلام إلى رموز أو رموز إلى كلام بده يحول أرقام
+
+231
+00:17:12,400 --> 00:17:16,280
+إلى رسومات أو رسومات إلى أرقام أيضا كمان إنه يعبر
+
+232
+00:17:16,280 --> 00:17:22,120
+عن نص بلغتهالخاصة فأرضها يعتبر ترجمة يعني في بعض
+
+233
+00:17:22,120 --> 00:17:24,800
+المدرسات تيجي مثلا تحط بيت الشهر تقول للطالب أنت
+
+234
+00:17:24,800 --> 00:17:28,560
+إيش فهمتي منه عبريلي عن المفهوم المضمون في داخله
+
+235
+00:17:28,560 --> 00:17:32,460
+وبالتالي هنا فيها عملية ترجمة أن أقدر أقرأ الأشياء
+
+236
+00:17:32,460 --> 00:17:36,500
+بصورة خاصة هذا يعتبر ترجمة مدرسة الرياضية بتكتب
+
+237
+00:17:36,500 --> 00:17:39,440
+المسألة على الصبورة بتقول للطالب اشرحيليياها
+
+238
+00:17:39,440 --> 00:17:44,140
+بأسلوبك الخاص احكيليياها زي قصة زي حدوتة برضه هنا
+
+239
+00:17:44,140 --> 00:17:48,660
+بتكون هي في مستوىترجمة فهي بتحول شيء من صورة إلى
+
+240
+00:17:48,660 --> 00:17:51,840
+صورة معناه ذلك إن أنا قدرت أحوله من صورة إلى صورة
+
+241
+00:17:51,840 --> 00:17:56,820
+إن أنا فهمت معنى هذه الأشياء أوصلت إلى ما بيداخلها
+
+242
+00:17:56,820 --> 00:18:00,680
+من المعلومات وبالتالي قدرت أحولها إلى صورة أخرى
+
+243
+00:18:00,680 --> 00:18:09,480
+هاتي أهداف على مستوى الترجمة يحول
+
+244
+00:18:09,480 --> 00:18:16,300
+الصيغة الأهم للأدكارات من الصيغة النصية إلىالصيغة
+
+245
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+الرياضية جيد اللي هسألك بينفع نحكي مثلا يتحول النص
+
+246
+00:18:21,820 --> 00:18:27,020
+لل English لعربي أين؟ أه طبعا يترجم نص باللغة
+
+247
+00:18:27,020 --> 00:18:31,400
+العربية إلى اللغة الإنجليزية برضه يعتبر ترجمة وهذا
+
+248
+00:18:31,400 --> 00:18:34,700
+مستوى مش سهل يعني لما الطالب تعطي قطعة باللغة
+
+249
+00:18:34,700 --> 00:18:37,920
+العربية أو عبارة باللغة العربية في اللي هي
+
+250
+00:18:37,920 --> 00:18:40,820
+اختبارات ال English هذه دائما كلها أخطأ بتكون من
+
+251
+00:18:40,820 --> 00:18:43,860
+English
+
+252
+00:18:43,860 --> 00:18:48,870
+للعربي أسهللأنك أنت بتفهم خلفيات اللغة العربية
+
+253
+00:18:48,870 --> 00:18:52,950
+أكتر مابتفهم خلفيات اللغة الإنقليزية يلخص قصة
+
+254
+00:18:52,950 --> 00:18:56,350
+بلغته الخاصة
+
+255
+00:18:56,350 --> 00:18:59,350
+يمثل البيانات الموجودة في الجدول على شكل س أعمدة
+
+256
+00:18:59,350 --> 00:19:07,810
+على شكل أعمدة برضه
+
+257
+00:19:07,810 --> 00:19:13,310
+كويس، يتكلم عن نفسه السيرة الذاتية
+
+258
+00:19:33,060 --> 00:19:37,450
+الاستنتاج ممتاز جدا، زي ما احنا عندنا التفسيراللي
+
+259
+00:19:37,450 --> 00:19:41,350
+هو إحنا بنفسر كيفية حدوث المعلومة، كمان بنتوصل إلى
+
+260
+00:19:41,350 --> 00:19:45,070
+نتائج من المعلومة، الاستنتاج هو من ضمن الفهم، في
+
+261
+00:19:45,070 --> 00:19:48,070
+ناس بتحط الاستنتاج من ضمن اللي هو عملية التحليل،
+
+262
+00:19:48,070 --> 00:19:51,730
+لأ استنتاج فهم، أنا في عندي مقدمات، المقدمات تؤدي
+
+263
+00:19:51,730 --> 00:19:56,540
+إلىالنتائج وبالتالي أي استنتاجات بنتوصللها بتكون
+
+264
+00:19:56,540 --> 00:20:00,860
+ضمن عملية الفهم وبالتالي نستخلص نتائج بنتنبأ بما
+
+265
+00:20:00,860 --> 00:20:04,740
+يترتب على دواها المختلفة برضه هذا استنتاج استكمال
+
+266
+00:20:04,740 --> 00:20:08,640
+معلومات متوقعة برضه يعتبر استنتاج وبالتالي أنا
+
+267
+00:20:08,640 --> 00:20:11,940
+بطلب من الطالب أن يستنتج نطلب من الطالب بناء على
+
+268
+00:20:11,940 --> 00:20:14,720
+معلومات موجودة مثلا أعطينا أمثلة بناء على هذه
+
+269
+00:20:14,720 --> 00:20:19,460
+الأمثلة أن يستنتج قاعدةإنه يتوصل إلى قاعدة معينة
+
+270
+00:20:19,460 --> 00:20:23,000
+فهنا أنا بتطلب منه عمليات استنتاج بنعطيه بعض
+
+271
+00:20:23,000 --> 00:20:26,980
+الحالات و بنخليه يتنبأ من خلالها بحالة جديدة فهذا
+
+272
+00:20:26,980 --> 00:20:32,240
+يعتبر استنتاج بالنسبة للطالب يعني ما يتم التوصل
+
+273
+00:20:32,240 --> 00:20:36,740
+فيه إلى نتائج معينة يعتبر ضمن عملية الاستنتاج وهو
+
+274
+00:20:36,740 --> 00:20:39,900
+بالأصل فهم في هذا الإطار هاتي أهداف في مستوى
+
+275
+00:20:39,900 --> 00:20:40,600
+الاستنتاج
+
+276
+00:20:43,030 --> 00:20:45,790
+يستنتج الطلب أهمية عملية البناء الضوء بالنسبة
+
+277
+00:20:45,790 --> 00:20:49,230
+للامتحان ممتاز يستنتج أهمية البناء الضوء يستنتج
+
+278
+00:20:49,230 --> 00:20:54,830
+قاعدة كان و أخواتها بناء على الأمثلة المعروضة
+
+279
+00:20:54,830 --> 00:20:57,970
+يتنبأ
+
+280
+00:20:57,970 --> 00:21:01,090
+من التأج الامتحان برضه جيد ان يستنتج الطلب أهمية
+
+281
+00:21:01,090 --> 00:21:08,890
+الجامعة في أداء المواطن صالح ممتاز انتو
+
+282
+00:21:08,890 --> 00:21:11,310
+إيش رأيكم الجامعة بتعمل مواطن صالح ولا لأ؟ أهلا
+
+283
+00:21:16,860 --> 00:21:20,240
+أنت بتقسي شخصيتك قبل ما تدخلي الجامعة و قسي شخصيتك
+
+284
+00:21:20,240 --> 00:21:26,920
+لإنت و شوفة قداش تأثرتي إذا
+
+285
+00:21:26,920 --> 00:21:28,860
+ما تأثرتش بتبقى مشكلة عندك على فكرة
+
+286
+00:21:44,450 --> 00:21:48,490
+انت بكرا بتحس فيها بحياتك تماما عندما انت .. تنهي
+
+287
+00:21:48,490 --> 00:21:51,370
+الجامعة يعني تنهي المرحلة الجامعية و تشوفي بعض
+
+288
+00:21:51,370 --> 00:21:54,610
+زميلاتك اللي ما دخلو الجامعة لا جد احنا اشي قبل
+
+289
+00:21:54,610 --> 00:21:56,330
+الجامعة و اشي تاني بعد الجامعة
+
+290
+00:22:12,870 --> 00:22:19,550
+شكرا جزيلا لكم شكرا جزيلا لكم شكرا جزيلا لكم شكرا
+
+291
+00:22:19,550 --> 00:22:24,310
+جزيلا لكم شكرا جزيلا لكم شكرا جزيلا لكم
+
+292
+00:22:47,160 --> 00:22:53,140
+بنشوف الآن مستوى التطبيق تفضل
+
+293
+00:22:53,140 --> 00:23:01,360
+ممتازة،
+
+294
+00:23:01,360 --> 00:23:04,340
+لو الموقف كان سابق ومر فيه الطالب، لا يعتبر تطبيق
+
+295
+00:23:05,150 --> 00:23:09,030
+الان احنا بدنا نعلم الطالب تطبيق على قاعدة أخوات
+
+296
+00:23:09,030 --> 00:23:11,650
+كانت زي ما قالت الأخ مثلا الطالب بدي استنتج قاعدة
+
+297
+00:23:11,650 --> 00:23:15,150
+أخوات كانت الان المدرس أعطاهم تلت أمثلة مثلا قالهم
+
+298
+00:23:15,150 --> 00:23:19,630
+كانت السماوه صافية أمس الجو باردا أضحت اللي هي
+
+299
+00:23:19,630 --> 00:23:28,150
+النجوم أضحى الطالب طبيبا ان شاء الله الان
+
+300
+00:23:28,150 --> 00:23:32,850
+هذه العبارات لو المدرس جابها مرة تانية لاتعتبر
+
+301
+00:23:32,850 --> 00:23:39,550
+تطبيقلازم هتجيبلهم أمثلة وجمال جديدة، اه فبتقولهم
+
+302
+00:23:39,550 --> 00:23:42,710
+كان الولد في المدرسة يفعل كذا وكذا، بتحطيهم جملة
+
+303
+00:23:42,710 --> 00:23:47,310
+كبيرة و الآن هم بدهم يبدأوايحللوا و هم يطبقوا
+
+304
+00:23:47,310 --> 00:23:51,590
+المعرفة يجدوا اللي هو اسم كانه و يجدوا خبر كانه و
+
+305
+00:23:51,590 --> 00:23:55,430
+ان هم يعرفوا هذه الأشياء هذا مستوى التطبيق مستوى
+
+306
+00:23:55,430 --> 00:23:59,370
+مهم جدا و لابد ان المدرس قبل ما ينهي الحصة الأولى
+
+307
+00:23:59,370 --> 00:24:02,990
+من المثاق او من الدرس لازم يصل مع الطلاب لمستوى
+
+308
+00:24:02,990 --> 00:24:06,620
+التطبيقيعني أقل إشي إن المدرس يشرح الدرس ويعطي
+
+309
+00:24:06,620 --> 00:24:11,300
+لطلاب أسئلة يحلوها هذا أقل إشي في أول حصة للدرس
+
+310
+00:24:11,300 --> 00:24:15,160
+إنك أنت الآن بتشرحي لهم قاعدة درس عن جمع الكثور
+
+311
+00:24:15,160 --> 00:24:18,500
+جرحتي لهم جمع الكثور حلتي لهم بعض الأمثلة هلقيتي
+
+312
+00:24:18,500 --> 00:24:22,600
+بتعطيهم أسئلة يحلوها في دفاترهم هذا أقل المستوى
+
+313
+00:24:22,600 --> 00:24:26,220
+إنك أنت تعملي إنك تجيبي لهم أمثلة أسئلة غير
+
+314
+00:24:26,220 --> 00:24:29,740
+الأمثلة اللي أنتي طرحتيها و تخلي الطالب يحلها لأنك
+
+315
+00:24:29,740 --> 00:24:33,730
+بدك يتأكدي إن الطالب فهملو انت قررتي مش هتعلم مش
+
+316
+00:24:33,730 --> 00:24:36,850
+هتتأكدي ان هو فهم وبالتالي لازم تجيبيله أمثلة
+
+317
+00:24:36,850 --> 00:24:40,970
+جديدة يطبق المعرفة في موقف جديد وبالتالي المدرسات
+
+318
+00:24:40,970 --> 00:24:44,650
+في مراحل التعليم الأساسي لازم تعمل في داخل الحصة
+
+319
+00:24:44,650 --> 00:24:47,670
+تطبيق في نهاية الحصة لازم تحط لهم أسئلة وفي عندهم
+
+320
+00:24:47,670 --> 00:24:50,710
+دفتر يحلوا فيه وتصحي الحد إيه الأسئلة ليش؟ لأنها
+
+321
+00:24:50,710 --> 00:24:53,870
+بدها تشوف هل الطلاب وصلوا إلى مستوى تطبيق المعرفة
+
+322
+00:24:53,870 --> 00:24:57,300
+أو لاإنهم يستخدموا المعرفة العلمية ويوظفوها
+
+323
+00:24:57,300 --> 00:25:00,960
+ويستخدموها في مواقف جديدة، إنهم يحلوا أسئلة، يحلوا
+
+324
+00:25:00,960 --> 00:25:05,360
+.. يكونوا خرائط، رسومات، يستخدموا مفاهيم، قوانين
+
+325
+00:25:05,360 --> 00:25:10,120
+في حل المشكلات، كل هذه تعتبر من ضمن مستوى التطبيق،
+
+326
+00:25:10,120 --> 00:25:13,300
+شرحت قاعدة، فبتخلي الطالبات تحلوا تطبيقات على
+
+327
+00:25:13,300 --> 00:25:16,680
+القاعدة، علمتهم يرسموا خارطة فلسطين على الصبورة،
+
+328
+00:25:16,680 --> 00:25:20,300
+بتخليهم يرسموهافي دفاترهم ويبينوا عليها أشياء
+
+329
+00:25:20,300 --> 00:25:23,260
+وبالتالي الآن لابد من عملية التطبيق يعني لازم
+
+330
+00:25:23,260 --> 00:25:26,220
+الطالب يطبق إذا الطالب ماحلش هلقيته هي بتهتم
+
+331
+00:25:26,220 --> 00:25:29,340
+المدرسة في عملية التطبيق في داخل الحصة وبتعطيه
+
+332
+00:25:29,340 --> 00:25:33,540
+كمان تمارين يحلها في البيت طب ليش؟ علشان يزيد من
+
+333
+00:25:33,540 --> 00:25:37,640
+قدراته في هذا المجال وإلا بيصير مستوى التذكر
+
+334
+00:25:37,640 --> 00:25:42,240
+ومستوى الفهميعني ممكن إنهم يتعرضوا للتلاشي إذا ما
+
+335
+00:25:42,240 --> 00:25:46,000
+وصلش الطالب للتطبيق لازم أغلق الدرس أقل إشي بمستوى
+
+336
+00:25:46,000 --> 00:25:50,740
+التطبيق ليش؟ لأنه لازم الطالب يصل إلى إنه أركز له
+
+337
+00:25:50,740 --> 00:25:55,440
+الفهم كيف بدنا نركز الفهم؟ أول حاجة بنشرح، بنوضح،
+
+338
+00:25:55,440 --> 00:25:59,560
+بنكتب على السطبورة، بنفسر، بنعلّل، الآن لازم نطبق
+
+339
+00:25:59,560 --> 00:26:04,520
+الآن نقدر نغلق الحصاء الصفية هذه أهداف في مستوى
+
+340
+00:26:04,520 --> 00:26:05,060
+التطبيق
+
+341
+00:26:09,450 --> 00:26:13,490
+استخرج الطالب وجه الشاهد بدايته القرآنية و لا حدث
+
+342
+00:26:13,490 --> 00:26:16,930
+مروية من كلان مثلا القادة مثلا من الحاجة لأنه
+
+343
+00:26:16,930 --> 00:26:20,030
+مافيش استخراج، استخرج هو أنه مثلا .. لأ هو انت
+
+344
+00:26:20,030 --> 00:26:23,590
+اصيغلي هيك استخرج الشاهد من القرآن الكريم على كذا،
+
+345
+00:26:23,590 --> 00:26:26,510
+على طول، يعني خليها تكون محددة، الهدف السلوكي
+
+346
+00:26:26,510 --> 00:26:31,050
+دائما محدد يوضح الطالب كيفية المسح على الخطفين
+
+347
+00:26:31,050 --> 00:26:35,570
+عمليا يوضح كيفية .. يطبق، خليها يطبق، لأن يوضح
+
+348
+00:26:35,570 --> 00:26:40,190
+هتلاقي الفعل بروح عندك على الفهمممكن بعد ما يكون
+
+349
+00:26:40,190 --> 00:26:43,350
+أخدوا قاعدة أنه درجة الغنية تزاد بزيادة الكتلة
+
+350
+00:26:43,350 --> 00:26:48,030
+المونية أعطيهم هدف، هدفه بعد ما يكون أن يرتد
+
+351
+00:26:48,030 --> 00:26:52,530
+تساعديا المركبات القاتية بحسب درجة الغنية يعني
+
+352
+00:26:52,530 --> 00:26:59,830
+ممكن يعطيهم
+
+353
+00:26:59,830 --> 00:27:05,600
+عدة مركبات لأ بس هو الترتيب بحد ذاته يعنيمش تطبيق
+
+354
+00:27:05,600 --> 00:27:08,700
+يعني مباشر لإنه تطبيق إن هو بده يحسب الكتلة
+
+355
+00:27:08,700 --> 00:27:11,580
+المولية أو بده يحسب درجة الغليان لبعض العناس اللي
+
+356
+00:27:11,580 --> 00:27:20,560
+مختلفة بالكتلة المولية وبالتالي
+
+357
+00:27:20,560 --> 00:27:26,500
+الترتيب أجهن تحليل أكتر لإنه أصبح بعد التطبيق ممكن
+
+358
+00:27:26,500 --> 00:27:30,400
+يعني يكون مستوان مع بعض إيش قياس زاوية مجموعة
+
+359
+00:27:30,400 --> 00:27:34,720
+المثلث استخدم قانون مجموعة زاوية المثلث؟ممكن يجد
+
+360
+00:27:34,720 --> 00:27:38,400
+قياسات انت هنا بإن هو بده يقيس الكتلة المولية أو
+
+361
+00:27:38,400 --> 00:27:41,600
+بده يقيس اللي هي شيء معين فالآن هو بده يقيس حاجة
+
+362
+00:27:41,600 --> 00:27:44,780
+اللي بده يحصل بعدها بيترتب على التطبيق اللي بيترتب
+
+363
+00:27:44,780 --> 00:27:49,460
+على التطبيق مستوى أعلى من التطبيق يحسب الطالب
+
+364
+00:27:49,460 --> 00:27:53,440
+محتاجة أشكال ربعية من الحاضرة؟جيد، يبقى هنا إن
+
+365
+00:27:53,440 --> 00:27:56,480
+الطالب إنه يقوم بعملية حساب، إن الطالب يعرب على
+
+366
+00:27:56,480 --> 00:27:59,760
+قاعدة، إن الطالب يزن معادلات كيميائية، إن الطالب
+
+367
+00:27:59,760 --> 00:28:03,600
+يرسم، هذا كله بيعتبر دمع اللي هي عملية التطبيق،
+
+368
+00:28:03,600 --> 00:28:07,340
+بيتطبق، بيتوضأ، يعني أنا بفضل إنه أنت مثلا تقول مش
+
+369
+00:28:07,340 --> 00:28:10,560
+يوضح مثلا أهمية المسح على الخفين، يمسح على الخفين
+
+370
+00:28:10,560 --> 00:28:13,760
+يعني يطبق يعني؟ أه، هو الآن في التطبيق لازم يقوم
+
+371
+00:28:13,760 --> 00:28:18,220
+بفعل، بممارسة بالنسبة للوضوء والمسح على الخفين،
+
+372
+00:28:18,220 --> 00:28:22,740
+ليه عتبر مهارة؟يعني هو ممكن نحطه مهاري بس إحنا
+
+373
+00:28:22,740 --> 00:28:26,100
+هناخد تصنيف المهاري المهاري دائما بلزمه مقياس دقة
+
+374
+00:28:26,100 --> 00:28:30,000
+أو مقياس أداء يعني أنا لما أنا بدي أخلي الطالب
+
+375
+00:28:30,000 --> 00:28:33,240
+مثلا يرسم دائرة بدقة تسعين في المية فأنا هنا
+
+376
+00:28:33,240 --> 00:28:37,820
+المقصود عندي المهارة مش المعرفة لكن أنا بدي أيرسم
+
+377
+00:28:37,820 --> 00:28:41,280
+بس مجرد رسم هذي بتختلف أنا لو بيقول يتوضأ الطالب
+
+378
+00:28:41,280 --> 00:28:47,640
+أمام زملاءه بدون ترك ولا ركن بنحدد معيار الأداء
+
+379
+00:28:49,430 --> 00:28:54,530
+بترتيب الأركان مثلا بترتيب الأركان برضه بتظل هنا
+
+380
+00:28:54,530 --> 00:28:57,930
+مش مطلوب هنا بالظبط يعني المهارة يعني أنا بأتكلم
+
+381
+00:28:57,930 --> 00:29:01,970
+عن المهارة ما هي المهارة المهارة القيام بعمل معين
+
+382
+00:29:01,970 --> 00:29:05,450
+بسرعة ودقة وإتقان عندي تلت معايير للمهارة عشان
+
+383
+00:29:05,450 --> 00:29:08,430
+أقول إنه هذا مهارة المجال النفس حركي مرتبط
+
+384
+00:29:08,430 --> 00:29:11,890
+بالمهارة وبالتالي هنا أنا طالما مافيش عندي في
+
+385
+00:29:11,890 --> 00:29:15,270
+الهدف معيار المهارة السرعة والدقة والإتقان معنا
+
+386
+00:29:15,270 --> 00:29:19,950
+ذلك إنه الهدف ليس مهاريولكنه هنا ماعرفيه وبالتالي
+
+387
+00:29:19,950 --> 00:29:22,870
+أنا بدي يا بس إن هو يعرف من خلال هذه إن هو كيف
+
+388
+00:29:22,870 --> 00:29:25,970
+يتودّق، يعني إن هو بده يتودّق أمام زملاءه، إن هو
+
+389
+00:29:25,970 --> 00:29:29,090
+بده يمسح، لكن لما أنا ماحطتلهش .. ماحطتله معايير
+
+390
+00:29:29,090 --> 00:29:31,970
+للأداء، يبقى أصبح الآن في مستوى مهارة.
+
+391
+00:29:35,250 --> 00:29:36,890
+مستوى التحليل.
+
+392
+00:29:39,410 --> 00:29:43,230
+تفضل. كيف تقدر على تمييز مكونات المادة العميلة
+
+393
+00:29:43,230 --> 00:29:46,530
+وبيتأوجب الإختلاف بينها والشباب وتعمل المكونات
+
+394
+00:29:46,530 --> 00:29:50,930
+العميلةممتاز جدا، التحليل مستوى أعلى، مستوى
+
+395
+00:29:50,930 --> 00:29:54,170
+بيترتب، الآن إحنا لو لاحظنا إنه هلاقيتها مستوى
+
+396
+00:29:54,170 --> 00:29:58,230
+الفهم بيتضمن التذكر، مستوى التطبيق بيتضمن الفهم
+
+397
+00:29:58,230 --> 00:30:02,770
+والتذكر، مستوى اللي هو التحليل هيتضمن التطبيق
+
+398
+00:30:02,770 --> 00:30:08,310
+والفهموالتذاكر كل مستوى بتضمن كل المستويات السابقة
+
+399
+00:30:08,310 --> 00:30:11,650
+وبالتالي أي مستوى أداء لابد أن يكون فيه قيلو عدة
+
+400
+00:30:11,650 --> 00:30:15,310
+مكونات عشان نوصل مع الطلاب للتحليل احنا الآن بدأنا
+
+401
+00:30:15,310 --> 00:30:19,330
+في عمليات تفكير متقدمة بقدرش المدرس في الحصة
+
+402
+00:30:19,330 --> 00:30:22,850
+الأولى للدرس انه يصل لمستوى التحليل قليل من الطلبة
+
+403
+00:30:22,850 --> 00:30:26,010
+اللى هيوصلوا معاه لكن في الحصة التانية الآن الطلاب
+
+404
+00:30:26,010 --> 00:30:28,970
+هو اتأكد ان الطلبة وصلوا لمستوى التطبيق الآن بقدر
+
+405
+00:30:28,970 --> 00:30:32,730
+ان هو يبدأ من التطبيق ويبدأ في عملية التحليل
+
+406
+00:30:32,960 --> 00:30:37,000
+فالتحليل هنا بيميز مكونات المادة العلمية، بيحدد
+
+407
+00:30:37,000 --> 00:30:40,340
+العمليات الفرعية في النظام، بيميز العلاقات، بيجد
+
+408
+00:30:40,340 --> 00:30:43,900
+أوجه الشبه والاختلاف، يعني ممكن أعطيه مادة و أطلب
+
+409
+00:30:43,900 --> 00:30:48,100
+منه يحللها، أعطيه قطعة أو أخليه يستخرج من خلالها
+
+410
+00:30:48,100 --> 00:30:52,260
+أشياء، أعطيه أشياء أو أخليه أنه يعيد اللي هو
+
+411
+00:30:52,260 --> 00:30:56,500
+سياغتها ويعيد تحليلها بنفسه، فهو الآن بده يعمل
+
+412
+00:30:56,500 --> 00:31:01,780
+عمليةتمييز لمكونات المادة، أنا بميز مكونات المادة،
+
+413
+00:31:01,780 --> 00:31:05,340
+بحدد إيش خصائصها، فأنا بدخل في داخلها، المقارنة،
+
+414
+00:31:05,340 --> 00:31:09,700
+تحديد أوجه الشبه والاختلاف، التمييز بين الأشياء،
+
+415
+00:31:09,700 --> 00:31:13,140
+يعني أنا الآن بصل إلى مستويات متقدمة في عملية
+
+416
+00:31:13,140 --> 00:31:18,860
+التعامل مع المعرفة، إحنا الآن بناخد مفاهيم متقدمة،
+
+417
+00:31:18,860 --> 00:31:22,460
+وبالتالي أنا بدي الطالب يكون عنده مستويات عالية في
+
+418
+00:31:22,460 --> 00:31:25,880
+التمييز، يعني أخد مثلا اللي هو الفلز واللافلز
+
+419
+00:31:28,180 --> 00:31:31,920
+والآن هو حافظهم تماما الفلز هو كل مادة مثلا قابلة
+
+420
+00:31:31,920 --> 00:31:35,120
+للترق والسحب لها لمعان موصلة جيدة الحرارة موصلة
+
+421
+00:31:35,120 --> 00:31:39,800
+جيدة الكهربا، الآن قلتله أنا ميز، ميز بين الكبريت
+
+422
+00:31:39,800 --> 00:31:45,780
+والألمنيومالآن صار السؤال، يعني ليس عملية تطبيق
+
+423
+00:31:45,780 --> 00:31:48,560
+اللي هو بس إن هو بده يصنفها أو كذا، لأ هو بده يميز
+
+424
+00:31:48,560 --> 00:31:52,840
+بين الخصائص، هو لازم يكون عارف الخصائص وبيقدر إن
+
+425
+00:31:52,840 --> 00:31:55,980
+هو يطبق هذه الخصائص على العنصر اللي موجود أمامه
+
+426
+00:31:55,980 --> 00:32:00,840
+وبيقدر يتوصل إلى فروقات واضحة، ميز بين الهرمون
+
+427
+00:32:00,840 --> 00:32:05,760
+والأنزيم، الآن ميز بين الجملة الإسمية والجملة
+
+428
+00:32:05,760 --> 00:32:12,350
+الفعلية، ميز بين عملية الوضوء وعملية التيممفالان
+
+429
+00:32:12,350 --> 00:32:16,270
+أصبحت العملية أعلى من مجرد أن أنا بس باخدها في
+
+430
+00:32:16,270 --> 00:32:20,450
+مستوى اللي هو تطبيقي، فالان الطالب بيميز بين
+
+431
+00:32:20,450 --> 00:32:23,830
+الأشياء، بيقارن، بيحلل، بيحلل القصيدة الشعرية
+
+432
+00:32:23,830 --> 00:32:27,690
+لاستخراج الصور الجمالية، بيحلل النص اللي أمامه،
+
+433
+00:32:27,690 --> 00:32:32,410
+عملية التحليلأيضا كلها هذه بتكون ضمن عملية اللي هي
+
+434
+00:32:32,410 --> 00:32:36,150
+إيجاد الصور البلاغية، إيجاد الصور البيانية، بيجد
+
+435
+00:32:36,150 --> 00:32:40,170
+مكوناتها، بيبدأ يتعامل مع النص الصورة مختلفة عشان
+
+436
+00:32:40,170 --> 00:32:44,470
+نوصلنا احنا نعمل عملية التحليل لاللي هي النصوص،
+
+437
+00:32:44,470 --> 00:32:48,070
+يعني كنا وصلنا بالسنوية تقريبالما بدأنا نعمل هذه
+
+438
+00:32:48,070 --> 00:32:51,170
+العمليات المتقدمة ماكناش نعملها و احنا صغار كنا
+
+439
+00:32:51,170 --> 00:32:55,130
+بنحفظ كنا بنطبق كنا كذا لكن في مستويات عليا لكن
+
+440
+00:32:55,130 --> 00:32:58,750
+الآن الطالب ممكن في داخل الغرفة الصفرية يصل إلى
+
+441
+00:32:58,750 --> 00:33:03,690
+مستويات لكن ليس بسرعة عشان أوصل الطالب لمستويات
+
+442
+00:33:03,690 --> 00:33:06,930
+متقدمة بدأ أكون أنا بنيت التلت مستويات الأولى صح
+
+443
+00:33:06,930 --> 00:33:10,930
+بنيت و اتأكدت و ان الطالب صار عندهم قدرة عالية في
+
+444
+00:33:10,930 --> 00:33:15,370
+التطبيق الآن بقدر أنقلهم لمستواهالتحليل فبدخله في
+
+445
+00:33:15,370 --> 00:33:18,210
+الأسئلة هذه الآن بنلاقي هذه الأسئلة لما بتبدأ
+
+446
+00:33:18,210 --> 00:33:21,010
+تتيجي في الامتحانات أسئلة بهذا المستوى قليل من
+
+447
+00:33:21,010 --> 00:33:26,130
+الطلبة اللي بيحلوها بدأت الأسئلة تصير أكثر صعوبة
+
+448
+00:33:26,130 --> 00:33:31,470
+من البداية وبالتالي أصبحت أكثر تدقيق نشوف اللي هو
+
+449
+00:33:31,470 --> 00:33:35,770
+مستوى التركيب التركيب عكس التحليل ما المقصود
+
+450
+00:33:35,770 --> 00:33:39,930
+بالتركيب؟
+
+451
+00:33:39,930 --> 00:33:46,220
+أيوة نشطه، تفضلهو مهارة بناء وتكوين و تكوين أبنية
+
+452
+00:33:46,220 --> 00:33:49,160
+معارفية معين أو تكوين أساسيين مترابطة للوصول إلى
+
+453
+00:33:49,160 --> 00:33:52,840
+تعملنات شاملة حيث تتبع من الخضرة على رفق أو دمج
+
+454
+00:33:52,840 --> 00:33:55,640
+المعارف الجديدة في التكوين المختلفة ممتازة احنا
+
+455
+00:33:55,640 --> 00:34:00,560
+قولنا التحليل ان انا باخد النص و بحلله في التركيب
+
+456
+00:34:00,560 --> 00:34:04,800
+انا باخد الجزيات بعيدها منها باركة تفضل قولي انا
+
+457
+00:34:04,800 --> 00:34:07,600
+بدأ احكي انه بعيد الأجسام كلها إلى كل المتكامل اما
+
+458
+00:34:07,600 --> 00:34:11,900
+دكي بحللكل أجزاء وبالتالي عملية التحليل والتركيب
+
+459
+00:34:11,900 --> 00:34:15,440
+عمليتين متعاكستين يعني التحليل بيصير من الكليات
+
+460
+00:34:15,440 --> 00:34:20,580
+إلى .. جزيات أما التركيب من الجزيات إلى الكليات
+
+461
+00:34:20,580 --> 00:34:24,360
+يعني أنا باخد الجزيات و ببني فيها كل جديد وهذا شيء
+
+462
+00:34:24,360 --> 00:34:28,520
+مهم جدا عندى أن أنا أقدر أصل إلى هذا الجانب بحيث
+
+463
+00:34:28,520 --> 00:34:32,100
+أن القدرة على ربط أو دنج المعرفة العلمية هنا وأن
+
+464
+00:34:32,100 --> 00:34:35,740
+أبني علاقات هذا شيء بيكون مميز جدا في هذا الإطار
+
+465
+00:34:36,030 --> 00:34:38,910
+أطلب من الطالب إنه يكتب موضوع إنشائي من أفكار
+
+466
+00:34:38,910 --> 00:34:42,210
+متعددة يكتب لي موضوع إنشائي عن الانتفاضة، إن
+
+467
+00:34:42,210 --> 00:34:46,270
+الطالب يقترح معيار جديد، يقترح معيار، أنا مش بقوله
+
+468
+00:34:46,270 --> 00:34:48,930
+استخدم المعيار اللي قاتل في التصنيف، لأ أنا بدي
+
+469
+00:34:48,930 --> 00:34:53,370
+هيقترح هو معيار للتصنيف، فهنا فيها نوع من الإبداع،
+
+470
+00:34:53,370 --> 00:34:57,350
+دائما مستوى التركيب مرتبط بالإبداع، يكتب مقال عن
+
+471
+00:34:57,350 --> 00:35:00,990
+تلوث البيئة، يبرهن نظرية ذات الحدد بطريقة جديدة،
+
+472
+00:35:00,990 --> 00:35:04,500
+مش سليمةهذه الكلمة غلط، بطريقة سليمة بتصير في
+
+473
+00:35:04,500 --> 00:35:08,040
+مستوى التطبيق، لكن هنا بطريقة جديدة، مختلفة،
+
+474
+00:35:08,040 --> 00:35:12,980
+وبالتالي فيها إبداع، فيها لمسة جديدة، إن الطالب
+
+475
+00:35:12,980 --> 00:35:15,920
+بده يأتي فيها، الطالب أنا بعطيه أفكار، بعطيه
+
+476
+00:35:15,920 --> 00:35:19,460
+أشياء، وبده يوصل إلى شيء جديد، فإحنا بنقول الطالب
+
+477
+00:35:19,460 --> 00:35:22,780
+وصل إلى مستوى التركيب، آخر مستوى عندي اللي هو
+
+478
+00:35:22,780 --> 00:35:28,440
+التقويمالتقويم أعلى المستويات المعرفية، طبعا
+
+479
+00:35:28,440 --> 00:35:32,100
+التقويم بيتضمن إصدار أحكام على مدى صحة المعرفة
+
+480
+00:35:32,100 --> 00:35:35,120
+العلمية، هل الطالب بيقدر يصدر حكم على مدى صحة
+
+481
+00:35:35,120 --> 00:35:38,480
+المعرفة العلمية؟ نعم بيقدر يصدر حكم، إذا المدرس حل
+
+482
+00:35:38,480 --> 00:35:41,940
+سؤال، وهذا السؤال مثلا كان فيه بعض المغالطات،
+
+483
+00:35:41,940 --> 00:35:45,000
+الطالب الجيد بيقدر يكتشف المغالطات اللي موجودة في
+
+484
+00:35:45,000 --> 00:35:49,160
+داخلحل السؤال، لو حتى السؤال في الكتاب في أخطاء
+
+485
+00:35:49,160 --> 00:35:53,600
+بتلاقي بعض الطلبة بيكتشفوا هذه الأخطاء وبالتالي
+
+486
+00:35:53,600 --> 00:35:57,680
+بنقول إن الطالب لما هو بينقد شيء معين أو بيحدد مدى
+
+487
+00:35:57,680 --> 00:36:02,340
+صحة هذا الشيء أو يفاضل بين شيئين فهو بيصدر حكم،
+
+488
+00:36:02,340 --> 00:36:05,780
+بيصدر حكم على مدى صحة المادة العلمية، لما أترح
+
+489
+00:36:05,780 --> 00:36:09,580
+سؤال أيه ما أفضل، تسلق الشجرة أو ساعد الشجرة؟
+
+490
+00:36:14,650 --> 00:36:18,970
+تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا
+
+491
+00:36:18,970 --> 00:36:22,050
+ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او
+
+492
+00:36:22,050 --> 00:36:24,010
+لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق
+
+493
+00:36:24,010 --> 00:36:27,110
+او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟
+
+494
+00:36:27,110 --> 00:36:28,490
+تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا
+
+495
+00:36:28,490 --> 00:36:34,170
+ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او
+
+496
+00:36:34,170 --> 00:36:41,420
+لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا سما هي أفضل
+
+497
+00:36:41,420 --> 00:36:45,580
+طريقة للكشف عن وجود الماء مثلا في الصحراء؟ أنا
+
+498
+00:36:45,580 --> 00:36:49,260
+عارف إنه عدة طرق، بس أنا بدّي الطريقة الأفضل،
+
+499
+00:36:49,260 --> 00:36:53,880
+وبالتالي أنا بصدر حكم وبأحكم بصورة معيارية على صحة
+
+500
+00:36:53,880 --> 00:36:57,320
+ما هو موجود، وبالتالي هنا بنقول إن الطالب في عملية
+
+501
+00:36:57,320 --> 00:37:01,040
+التقويم هاد أعلى مستوى بيصل الطالب، إنه يستطيع إنه
+
+502
+00:37:01,040 --> 00:37:06,190
+ينقضيوجه النقد، النقد معناه انك تحدد المميزات
+
+503
+00:37:06,190 --> 00:37:11,730
+وتحددي العيوب، يقنقض قطعة ناثرية، يعمل خطوات، يعدل
+
+504
+00:37:11,730 --> 00:37:15,170
+خطوات حل مسألة الرياضية الخاطئة، مسألة الرياضية
+
+505
+00:37:15,170 --> 00:37:19,290
+بنعدل خطواتها، احنا مش بس بنحدد الخطأ، كمان بنعدل
+
+506
+00:37:20,260 --> 00:37:24,360
+الخطأ، بنحدد الخطأ في براهين قوانين ON بنحدد كذا،
+
+507
+00:37:24,360 --> 00:37:28,040
+الآن هذا مستوى عالي من المعرفة، طبعا قليل من
+
+508
+00:37:28,040 --> 00:37:31,360
+الطلبة اللي بيوصلوا لهذا المستوى، لكنه مش صعب، هذه
+
+509
+00:37:31,360 --> 00:37:34,800
+مهارة ويمكن تعلمها، ولو المدرس بذل شوية جهد مع
+
+510
+00:37:34,800 --> 00:37:39,470
+الطلاب ممكنيصل معهم إلى هذا المستوى يبقى الآن هذول
+
+511
+00:37:39,470 --> 00:37:43,550
+التلت مستويات تحليل تركيب تقويم بتكسب الطالب
+
+512
+00:37:43,550 --> 00:37:48,990
+مهارات تفكير بتكسبوا مهارات لحل المشكلة وهذا الشيء
+
+513
+00:37:48,990 --> 00:37:52,750
+طبعا بكون يعني بالنسبة للطالب بيرتقي بقدرات الطالب
+
+514
+00:37:52,750 --> 00:37:56,950
+وعملية التعامل مع المعرفة العلمية الآن احنا بنكون
+
+515
+00:37:56,950 --> 00:37:59,550
+أخدنا المجال المعرفي المحاضرة اللي جاء ان شاء الله
+
+516
+00:37:59,550 --> 00:38:02,870
+هناخد المجال المجداني والمجال النفسي حركي في اي
+
+517
+00:38:02,870 --> 00:38:03,430
+سؤال؟
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..b97e232aa24a35be225ff09f24bb24e7f54080bb
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 5054, "start": 21.06, "end": 50.54, "text": "السلام عليكم كيف حالكم اليوم؟ نقشنا في المحاضرة الماضية الأهداف التربوية، معنا الهدف ومستويات الأهداف ومصادر اشتقاق الأهداف، مين اتذكرنا ما المقصود بالهدف التربوي؟ هو النتائج والغاية التي يسعى .. يسعى أن نصل إليها، لكن سعيدة أن نصل إليها", "tokens": [6027, 3794, 37440, 25894, 24793, 9122, 33911, 11331, 6027, 24793, 45595, 20498, 22807, 8717, 4587, 8592, 8315, 8978, 9673, 5016, 46958, 25720, 9673, 46958, 10632, 16247, 3224, 28259, 5172, 16712, 25513, 2407, 10632, 12399, 20449, 8315, 2423, 3224, 3215, 5172, 4032, 2304, 14851, 45865, 9307, 16247, 3224, 28259, 5172, 4032, 2304, 9381, 18513, 2288, 1975, 8592, 2655, 4587, 995, 4587, 16247, 3224, 28259, 5172, 12399, 3714, 9957, 1975, 2655, 8848, 37983, 8315, 19446, 9673, 4587, 9381, 23328, 20666, 3224, 3215, 5172, 16712, 25513, 45865, 22807, 31439, 28239, 2655, 16373, 7435, 16070, 17082, 995, 10632, 38392, 7251, 3794, 3615, 7578, 4386, 7251, 3794, 3615, 7578, 14739, 8717, 36520, 11933, 20292, 11296, 12399, 44381, 8608, 3615, 25708, 3660, 14739, 8717, 36520, 11933, 20292, 11296], "avg_logprob": -0.18292683290272224, "compression_ratio": 2.009259259259259, "no_speech_prob": 4.172325134277344e-07, "words": [{"start": 21.06, "end": 21.5, "word": "السلام", "probability": 0.8474934895833334}, {"start": 21.5, "end": 21.98, "word": " عليكم", "probability": 0.946044921875}, {"start": 21.98, "end": 26.56, "word": " كيف", "probability": 0.828857421875}, {"start": 26.56, "end": 26.88, "word": " حالكم", "probability": 0.9503580729166666}, {"start": 26.88, "end": 27.82, "word": " اليوم؟", "probability": 0.8369140625}, {"start": 27.82, "end": 30.34, "word": " نقشنا", "probability": 0.946533203125}, {"start": 30.34, "end": 30.44, "word": " في", "probability": 0.96484375}, {"start": 30.44, "end": 30.94, "word": " المحاضرة", "probability": 0.8968505859375}, {"start": 30.94, "end": 31.34, "word": " الماضية", "probability": 0.982421875}, {"start": 31.34, "end": 31.88, "word": " الأهداف", "probability": 0.9539794921875}, {"start": 31.88, "end": 32.64, "word": " التربوية،", "probability": 0.8455078125}, {"start": 32.64, "end": 32.84, "word": " معنا", "probability": 0.826904296875}, {"start": 32.84, "end": 33.4, "word": " الهدف", "probability": 0.923095703125}, {"start": 33.4, "end": 35.56, "word": " ومستويات", "probability": 0.96669921875}, {"start": 35.56, "end": 36.18, "word": " الأهداف", "probability": 0.9810791015625}, {"start": 36.18, "end": 36.76, "word": " ومصادر", "probability": 0.99189453125}, {"start": 36.76, "end": 37.3, "word": " اشتقاق", "probability": 0.8975423177083334}, {"start": 37.3, "end": 37.78, "word": " الأهداف،", "probability": 0.9126953125}, {"start": 37.78, "end": 37.88, "word": " مين", "probability": 0.55230712890625}, {"start": 37.88, "end": 38.32, "word": " اتذكرنا", "probability": 0.7576171875}, {"start": 38.32, "end": 38.42, "word": " ما", "probability": 0.7236328125}, {"start": 38.42, "end": 38.78, "word": " المقصود", "probability": 0.99072265625}, {"start": 38.78, "end": 39.12, "word": " بالهدف", "probability": 0.9906005859375}, {"start": 39.12, "end": 43.1, "word": " التربوي؟", "probability": 0.9512939453125}, {"start": 43.1, "end": 43.88, "word": " هو", "probability": 0.62939453125}, {"start": 43.88, "end": 44.52, "word": " النتائج", "probability": 0.837890625}, {"start": 44.52, "end": 45.0, "word": " والغاية", "probability": 0.9111328125}, {"start": 45.0, "end": 45.36, "word": " التي", "probability": 0.73486328125}, {"start": 45.36, "end": 45.68, "word": " يسعى", "probability": 0.9276123046875}, {"start": 45.68, "end": 45.92, "word": " ..", "probability": 0.2144775390625}, {"start": 45.92, "end": 47.12, "word": " يسعى", "probability": 0.9359130859375}, {"start": 47.12, "end": 47.74, "word": " أن", "probability": 0.146484375}, {"start": 47.74, "end": 48.7, "word": " نصل", "probability": 0.814453125}, {"start": 48.7, "end": 49.2, "word": " إليها،", "probability": 0.7711181640625}, {"start": 49.2, "end": 49.4, "word": " لكن", "probability": 0.320068359375}, {"start": 49.4, "end": 49.78, "word": " سعيدة", "probability": 0.6407470703125}, {"start": 49.78, "end": 49.92, "word": " أن", "probability": 0.58056640625}, {"start": 49.92, "end": 50.16, "word": " نصل", "probability": 0.628173828125}, {"start": 50.16, "end": 50.54, "word": " إليها", "probability": 0.9833984375}], "temperature": 1.0}, {"id": 2, "seek": 7995, "start": 51.4, "end": 79.96, "text": "وتعمل على إحداث؟ أيوة الهدف بصورة عامة هو القصد المراد الوصول إليه أما الهدف التربة وهي نتجات تعلمية مرجو تحققها في نهاية فترة الممارسة أو فترة التعلم تعمل على إحداث تغيرات هذه التغيرات مرغوبة ويمكن ملاحظتها ويمكن قياسها ما هي مصادر شقاق الأهداف؟ فرصة المجتمع وفرصة التربية", "tokens": [35473, 25957, 1211, 15844, 11933, 24401, 5718, 104, 22807, 36632, 2407, 3660, 2423, 3224, 3215, 5172, 4724, 9381, 13063, 3660, 6225, 10943, 3660, 31439, 25062, 9381, 3215, 9673, 2288, 18513, 2423, 2407, 9381, 12610, 11933, 20292, 3224, 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0.855712890625}, {"start": 2268.73, "end": 2268.99, "word": " الشيء", "probability": 0.8883463541666666}, {"start": 2268.99, "end": 2269.29, "word": " طبعا", "probability": 0.9715576171875}, {"start": 2269.29, "end": 2269.69, "word": " بكون", "probability": 0.671630859375}, {"start": 2269.69, "end": 2270.01, "word": " يعني", "probability": 0.716064453125}, {"start": 2270.01, "end": 2270.81, "word": " بالنسبة", "probability": 0.980224609375}, {"start": 2270.81, "end": 2271.23, "word": " للطالب", "probability": 0.9658203125}, {"start": 2271.23, "end": 2271.77, "word": " بيرتقي", "probability": 0.9686279296875}, {"start": 2271.77, "end": 2272.29, "word": " بقدرات", "probability": 0.985595703125}, {"start": 2272.29, "end": 2272.75, "word": " الطالب", "probability": 0.9920247395833334}, {"start": 2272.75, "end": 2273.71, "word": " وعملية", "probability": 0.8548583984375}, {"start": 2273.71, "end": 2274.27, "word": " التعامل", "probability": 0.9046630859375}, {"start": 2274.27, "end": 2274.45, "word": " مع", "probability": 0.9970703125}, {"start": 2274.45, "end": 2275.15, "word": " المعرفة", "probability": 0.9945068359375}, {"start": 2275.15, "end": 2275.79, "word": " العلمية", "probability": 0.9777018229166666}, {"start": 2275.79, "end": 2276.39, "word": " الآن", "probability": 0.6502685546875}, {"start": 2276.39, "end": 2276.61, "word": " احنا", "probability": 0.8738606770833334}, {"start": 2276.61, "end": 2276.95, "word": " بنكون", "probability": 0.911376953125}, {"start": 2276.95, "end": 2277.35, "word": " أخدنا", "probability": 0.937744140625}, {"start": 2277.35, "end": 2277.75, "word": " المجال", "probability": 0.9890950520833334}, {"start": 2277.75, "end": 2278.35, "word": " المعرفي", "probability": 0.973388671875}, {"start": 2278.35, "end": 2278.99, "word": " المحاضرة", "probability": 0.9459228515625}, {"start": 2278.99, "end": 2279.13, "word": " اللي", "probability": 0.8076171875}, {"start": 2279.13, "end": 2279.23, "word": " جاء", "probability": 0.61279296875}, {"start": 2279.23, "end": 2279.33, "word": " ان", "probability": 0.53173828125}, {"start": 2279.33, "end": 2279.45, "word": " شاء", "probability": 0.982666015625}, {"start": 2279.45, "end": 2279.55, "word": " الله", "probability": 0.96484375}, {"start": 2279.55, "end": 2279.97, "word": " هناخد", "probability": 0.8358154296875}, {"start": 2279.97, "end": 2280.37, "word": " المجال", "probability": 0.9899088541666666}, {"start": 2280.37, "end": 2280.99, "word": " المجداني", "probability": 0.9041015625}, {"start": 2280.99, "end": 2281.91, "word": " والمجال", "probability": 0.86553955078125}, {"start": 2281.91, "end": 2282.29, "word": " النفسي", "probability": 0.6117350260416666}, {"start": 2282.29, "end": 2282.57, "word": " حركي", "probability": 0.93896484375}, {"start": 2282.57, "end": 2282.71, "word": " في", "probability": 0.435791015625}, {"start": 2282.71, "end": 2282.87, "word": " اي", "probability": 0.7095947265625}, {"start": 2282.87, "end": 2283.43, "word": " سؤال؟", "probability": 0.9542236328125}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2283.9611875, "duration_after_vad": 2168.3249999999957}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ad52c1fa83c0263f9521839bce6e0df319cc3e07
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1NkhTY6sBSk_raw.srt
@@ -0,0 +1,2072 @@
+1
+00:00:21,060 --> 00:00:26,560
+السلام عليكم كيف
+
+2
+00:00:26,560 --> 00:00:31,880
+حالكم اليوم؟ نقشنا في المحاضرة الماضية الأهداف
+
+3
+00:00:31,880 --> 00:00:36,760
+التربوية، معنا الهدف ومستويات الأهداف ومصادر
+
+4
+00:00:36,760 --> 00:00:39,120
+اشتقاق الأهداف، مين اتذكرنا ما المقصود بالهدف
+
+5
+00:00:39,120 --> 00:00:43,100
+التربوي؟
+
+6
+00:00:43,100 --> 00:00:49,200
+هو النتائج والغاية التي يسعى .. يسعى أن نصل إليها،
+
+7
+00:00:49,200 --> 00:00:58,440
+لكن سعيدة أن نصل إليهاوتعمل على إحداث؟ أيوة الهدف
+
+8
+00:00:58,440 --> 00:01:01,500
+بصورة عامة هو القصد المراد الوصول إليه أما الهدف
+
+9
+00:01:01,500 --> 00:01:04,900
+التربة وهي نتجات تعلمية مرجو تحققها في نهاية فترة
+
+10
+00:01:04,900 --> 00:01:09,540
+الممارسة أو فترة التعلم تعمل على إحداث تغيرات هذه
+
+11
+00:01:09,540 --> 00:01:14,020
+التغيرات مرغوبة ويمكن ملاحظتها ويمكن قياسها ما هي
+
+12
+00:01:14,020 --> 00:01:21,260
+مصادر شقاق الأهداف؟ فرصة المجتمع وفرصة التربيةجيد
+
+13
+00:01:21,260 --> 00:01:25,720
+أيضًا نظرية التعلم نظرية التعلم طبيعة التعلم
+
+14
+00:01:25,720 --> 00:01:30,620
+وخبراء المتعلم طبيعة المتعلم وخبراء وخصيصين
+
+15
+00:01:30,620 --> 00:01:34,720
+وممكنيات المادية والمشارية ومطلبات المستخدمين
+
+16
+00:01:34,720 --> 00:01:38,520
+أحسنتي يبقى في عنا مجموعة من اللي هي المصادر التي
+
+17
+00:01:38,520 --> 00:01:41,800
+نشتق منها الأهداف للعملية التربوية ونوجه من خلالها
+
+18
+00:01:41,800 --> 00:01:46,260
+المناهج أيضًا هذه الأهداف توضع على ثلاث مستويات ما
+
+19
+00:01:46,260 --> 00:01:50,640
+هي هذه المستويات؟الغايات والمرامي والأهداف
+
+20
+00:01:50,640 --> 00:01:54,340
+السلوكية أحسنتي غايات ومرامي وأهداف سلوكية ما
+
+21
+00:01:54,340 --> 00:01:58,380
+الفرق بين الغايات والمرامي؟ الغايات بعيدة المدى
+
+22
+00:01:58,380 --> 00:02:02,780
+ولم .. ولم تتقياسها والمرامي أيضا مرحلية في تواصل
+
+23
+00:02:02,780 --> 00:02:06,520
+ضد المدى توضع من قبل وزارة التربية والتعليم أما
+
+24
+00:02:06,520 --> 00:02:09,420
+الأهداف السلوكية توضع من مستوى المعلمانية وقصد
+
+25
+00:02:09,420 --> 00:02:12,590
+المدى ولم تتقياسها وملاقبتهايمكن قياسها وملاحظة
+
+26
+00:02:12,590 --> 00:02:16,830
+تبقى في عندنا الغايات وهي أهداف عامة طويلة المدى
+
+27
+00:02:16,830 --> 00:02:20,070
+توضع على مستوى التخطيطي للدولة هذه الأهداف لا يمكن
+
+28
+00:02:20,070 --> 00:02:24,050
+قياسها مثل إعداد المواطن الصالح المرحلة الثانية أو
+
+29
+00:02:24,050 --> 00:02:27,210
+المستوى الثاني اللي هي المرامي وهي أهداف توضع على
+
+30
+00:02:27,210 --> 00:02:30,490
+المستوى التخطيطي أيضًا ولكنها مرتبطة بالمرحلة
+
+31
+00:02:30,490 --> 00:02:34,010
+الدراسية مرتبطة بالمثقات الدراسية يمكن طبعًا
+
+32
+00:02:34,010 --> 00:02:38,370
+قياسها بأدوات قياس خاصة أما الأهداف التنفيذية هي
+
+33
+00:02:38,370 --> 00:02:42,560
+الأهدافأيه نعم القانية وقصيرة المدرسة هي الأهداف
+
+34
+00:02:42,560 --> 00:02:46,620
+السلوكية أو الأهداف الخاصة اللي توضع على مستوى
+
+35
+00:02:46,620 --> 00:02:51,400
+المدرسة طبعا ويوضعها المعلم لينفذها المتعلم.كلمنا
+
+36
+00:02:51,400 --> 00:02:54,420
+في مكونات الهدف التربوي، ما هي مكونات الهدف
+
+37
+00:02:54,420 --> 00:03:00,840
+التربوي؟
+
+38
+00:03:00,840 --> 00:03:04,480
+فعل مدارس، مستوى المعيار، مستوى الإدخال معين
+
+39
+00:03:04,480 --> 00:03:08,620
+للأطفال. إيش قلتي بالأول؟ فعل مدارس. فعل مدارس؟
+
+40
+00:03:08,980 --> 00:03:12,380
+محتوى المعرفي .. محتوى المعرفي ايه نعم اللي هو
+
+41
+00:03:12,380 --> 00:03:16,420
+الفعل المضارع المحتوى المعرفي ايضا عندنا معيار
+
+42
+00:03:16,420 --> 00:03:22,760
+الوقت معيار الزمن و ..أيه نعم، مشروع التحقق الهدف،
+
+43
+00:03:22,760 --> 00:03:25,780
+هذه اللي هي كلها مكونات للهدف السلوكي، الآن هنشوف
+
+44
+00:03:25,780 --> 00:03:29,700
+تصنيفات الأهداف السلوكية، طبعا كان في هناك مجموعة
+
+45
+00:03:29,700 --> 00:03:33,740
+من الاجتهادات بالنسبة لتصنيف الأهداف السلوكية، من
+
+46
+00:03:33,740 --> 00:03:36,520
+هذه الاجتهادات لعملية التصنيف كان في عندي تصنيف
+
+47
+00:03:36,520 --> 00:03:41,370
+grown land قسم الأهداف لسبعة مستويات مش تمانيةهذه
+
+48
+00:03:41,370 --> 00:03:44,710
+المستويات المعرفة والفهم، مهارات التفكير والمهارات
+
+49
+00:03:44,710 --> 00:03:49,130
+العامة والتكييف والمواقف والاهتمامات طبعا لو نظرنا
+
+50
+00:03:49,130 --> 00:03:53,030
+هنا للتصنيف بالنسبة لgrownland عملني مجموعة من
+
+51
+00:03:53,030 --> 00:03:58,530
+اللي هي الأشياء وضعليها وهنا وسّع الإطار بصورة
+
+52
+00:03:58,530 --> 00:04:03,820
+كبيرة جدا فبلاحظ إن grownland حط المعرفةمع الفهم،
+
+53
+00:04:03,820 --> 00:04:08,180
+مع مهارات التفكير وكان قصده في هذا الجانب كيفية
+
+54
+00:04:08,180 --> 00:04:13,640
+اللي هي تذكر وتفسير المعرفة وتطبيقها بتضل المهارات
+
+55
+00:04:13,640 --> 00:04:23,920
+العامة طبعا هنا تذكر وفهم وتطبيق المعرفة المهارات
+
+56
+00:04:23,920 --> 00:04:28,520
+العامة اللي قصد فيها المهارات اليدوية الحركية
+
+57
+00:04:29,950 --> 00:04:33,490
+التكيف والمواقف والاهتمامات قصد فيها اللي هي
+
+58
+00:04:33,490 --> 00:04:35,810
+الجوانب الوجدانية
+
+59
+00:04:38,870 --> 00:04:42,150
+فبنلاحظ هنا إنه كان تصنيف «جرونلاند» لما إنه صنف
+
+60
+00:04:42,150 --> 00:04:45,590
+هو أيضًا اهتم بالمجالات الأساسية اللي صنفها أبلوم
+
+61
+00:04:45,590 --> 00:04:50,170
+لكن وضعها بسبع مجالات أساسية حطلي معرفة وفهم
+
+62
+00:04:50,170 --> 00:04:53,890
+ومهارات تفكير قال إنها تتناول المعرفة، مهارات
+
+63
+00:04:53,890 --> 00:04:57,790
+يدوية اللي هي المهارات العامة ثم التكيف والمواقف
+
+64
+00:04:57,790 --> 00:05:01,970
+والاهتمامات وحوضع ليها في جانب إن هي تختص بالجوانب
+
+65
+00:05:01,970 --> 00:05:05,470
+الانفعالية بعد ذلك كان في عندي تصنيف «كافيلو»
+
+66
+00:05:05,470 --> 00:05:09,470
+«كافيلو» صنف الأهداف في مجالين أو محورينالمحور
+
+67
+00:05:09,470 --> 00:05:13,410
+الأول اللي هي أهداف تشخيصية والمحور التاني أهداف
+
+68
+00:05:13,410 --> 00:05:17,570
+علاجية وبالتالي هنا بنلاحظ أن هو ما قالش أنه فيه
+
+69
+00:05:17,570 --> 00:05:21,530
+أهداف تذكر فهم كذا، لأ إحنا بنشخص ما هو الموجود
+
+70
+00:05:21,530 --> 00:05:24,750
+وما هي جوانب الضعف الموجودة عند المتعلم وهي
+
+71
+00:05:24,750 --> 00:05:28,190
+الجوانب التي نحتاج إلى تدعيمها بناء على ذلك نضع
+
+72
+00:05:28,190 --> 00:05:32,810
+أهداف علاجية بغض النظر إذا كانت معرفية أو وجدانية
+
+73
+00:05:32,810 --> 00:05:38,750
+أو نفس حركية هذه من اللي هي التصنيفات الأساسيةاللي
+
+74
+00:05:38,750 --> 00:05:42,710
+اهتموا فيها، لكن التصنيف اللي كان اكثر شيوعا
+
+75
+00:05:42,710 --> 00:05:49,410
+والاكثر شمولية اللي هو عندنا تصنيف تصنيف
+
+76
+00:05:49,410 --> 00:05:53,350
+بلوم وزملاءه صنف الأهداف في ثلاث مجالات أساسية
+
+77
+00:05:53,350 --> 00:06:00,270
+المجال المعرفي والوجداني والمجال النفس حركي المجال
+
+78
+00:06:00,270 --> 00:06:03,330
+المعرفي ما المقصود في المجال المعرفي؟
+
+79
+00:06:08,460 --> 00:06:11,880
+فضالي؟ هو المجال العقلي وما يشمل على المعرفة
+
+80
+00:06:11,880 --> 00:06:15,940
+والعملية التي تتمكنها الدماء للطالب ممتاز، يعني هو
+
+81
+00:06:15,940 --> 00:06:19,020
+مرتكز على الجوانب المعرفية العقلية، ما هو مرتبط
+
+82
+00:06:19,020 --> 00:06:22,720
+بالمعرفة؟ كيف هنتعامل مع هذه المعرفة؟ وبالتالي هنا
+
+83
+00:06:22,720 --> 00:06:26,220
+كيف هتكون عندنا إمكانية في التعامل مع هذه المعرفة؟
+
+84
+00:06:26,220 --> 00:06:29,880
+بنفكر تفكير علمى، تفكير راقد، تفكير منطقي؟ طبعا
+
+85
+00:06:29,880 --> 00:06:33,540
+هنا في المجال المعرفي بيكتسب الطالب عدة أشياء
+
+86
+00:06:41,240 --> 00:06:50,960
+بيكتسب الطالب معرفيا حقائق مفاهيم مبادئ قوانين
+
+87
+00:06:50,960 --> 00:07:04,120
+قواعد نظريات بيكتسب أيضا أساليب تفكير متنوعة
+
+88
+00:07:04,120 --> 00:07:09,280
+بيكتسب أيضا مهارات حل المشكلة
+
+89
+00:07:13,390 --> 00:07:16,730
+العلمية، كل هذه الأشياء بيكتسبها الطالب معرفين،
+
+90
+00:07:16,730 --> 00:07:19,370
+احنا لما بندرس الطالب المعرف اللي موجودة فيه داخل
+
+91
+00:07:19,370 --> 00:07:23,190
+الكتب، إيش بندرسه؟ بندرسه حقائق، مفاهيم، مبادئ،
+
+92
+00:07:23,190 --> 00:07:26,570
+قوانين، تعاميمات، بندرسه أيضًا أساليب تفكير على
+
+93
+00:07:26,570 --> 00:07:30,050
+حسب طبيعة المادة، يعني إذا كان بندرسه رياضيات فهو
+
+94
+00:07:30,050 --> 00:07:32,770
+بيكتسب أسلوب التفكير المنطقي، إذا كان بيدرس علوم
+
+95
+00:07:32,770 --> 00:07:36,800
+بيكتسب أساليب التفكير العلميإذا كان بيكتسب في إطار
+
+96
+00:07:36,800 --> 00:07:40,240
+اللغات فهو بيكتسب مهارات التفكير الناقد ومهارات
+
+97
+00:07:40,240 --> 00:07:44,440
+التفكير الإبداعي أيضًا كل المادة إلها مشكلاته
+
+98
+00:07:44,440 --> 00:07:48,960
+وبالتالي بيكتسب مهارات حل المشكلة في المساقات التي
+
+99
+00:07:48,960 --> 00:07:53,260
+يدرسها بيكتسب هذه الأشياء من خلال عدة مستويات اللي
+
+100
+00:07:53,260 --> 00:07:57,000
+هي المعرفة، الفهم، التطبيق، التحليل، التركيب،
+
+101
+00:07:57,000 --> 00:08:02,520
+التقول طبعًا هنا المعرفة والفهم والتطبيق، هذه إيش
+
+102
+00:08:02,520 --> 00:08:10,370
+بيسموها؟مهارات تفكير؟ دنيا و التحليل والتركيب
+
+103
+00:08:10,370 --> 00:08:12,570
+والتقويم هذه مهارات تفكير؟ عالية
+
+104
+00:08:16,060 --> 00:08:20,120
+طبعا هنا المهارات الأولى اللى هى المعرفة و الفهم و
+
+105
+00:08:20,120 --> 00:08:23,980
+التطبيق هذه بقوللى لازمة الاكتساب اللى هى الحقائق
+
+106
+00:08:23,980 --> 00:08:26,480
+و المفاهيم و المبادئ و القوانين و القواعد و
+
+107
+00:08:26,480 --> 00:08:30,720
+النظريات هذه بتركز على اكتساب المعرفة أما مهارات
+
+108
+00:08:30,720 --> 00:08:33,360
+التحليل و التركيب و التقويم بتركز على اكتساب
+
+109
+00:08:33,360 --> 00:08:37,970
+أساليب التفكير و مهارات حلالمشكلة وبالتالي هنا
+
+110
+00:08:37,970 --> 00:08:41,790
+المدرس مقدرش يكتفي بجزء من هذه الأجزاء يعني أي
+
+111
+00:08:41,790 --> 00:08:45,690
+مدرس هو ببدأ في عملية التذكر والمفاهيم البسيطة بعد
+
+112
+00:08:45,690 --> 00:08:48,770
+ذلك في عملية الشرح والتوضيح والتفسير ثم عملية
+
+113
+00:08:48,770 --> 00:08:52,130
+التطبيق بعد ذلك بنتقل إلى مهارات عليا لأنه لازم
+
+114
+00:08:52,130 --> 00:08:55,690
+يرتقي بتفكير الطالب نحن نبدأ من تفكير الطالب لكن
+
+115
+00:08:55,690 --> 00:08:59,190
+لا ننتهي إلى نفس المستوى لازم ننتهي إلى مستويات
+
+116
+00:08:59,190 --> 00:09:01,970
+أعلى من المستويات الأولى
+
+117
+00:09:13,230 --> 00:09:16,510
+المستوى الأول، اللي هو المعرفة ما المقصود بمستوى
+
+118
+00:09:16,510 --> 00:09:30,750
+المعرفة أو مستوى التذكر؟ أيوة، نشطه، اتفضلي ممتاز
+
+119
+00:09:30,750 --> 00:09:34,950
+جدا، عملية أولى، عملية أبسط عملية بنقوم فيها إن
+
+120
+00:09:34,950 --> 00:09:39,430
+يكون في عندنا القدرة على استرجاع المادة للميلبس
+
+121
+00:09:39,430 --> 00:09:42,630
+أني بدي أسترجعها، يعني أنا بدي أعلم الطلاب مفهوم
+
+122
+00:09:42,630 --> 00:09:46,870
+مثلا أو بدي أعلمه مثلا قاعدة، قاعدة أخوات كانة
+
+123
+00:09:46,870 --> 00:09:51,290
+مثلا، أنا بدي يا بس يذكرلي نص القاعدة، أنه يذكر نص
+
+124
+00:09:51,290 --> 00:09:53,930
+القاعدة، هذا مستوى بسيط جدا، لسه أنا ماعطيتهش جمل
+
+125
+00:09:53,930 --> 00:09:57,740
+وخلته يعريبهاأو ماعطتهاش عبارة وخليته يستخرج من
+
+126
+00:09:57,740 --> 00:10:01,520
+خلالها، لسه هذه مستويات متقدمة، لكن المستوى البسيط
+
+127
+00:10:01,520 --> 00:10:05,500
+الأول أن أخليه يعرف اللي هو نص القاعدة المطلوبة،
+
+128
+00:10:05,500 --> 00:10:08,440
+وبالتالي هنا مستوى المعرفة مستوى في التذكر
+
+129
+00:10:08,440 --> 00:10:12,340
+والاسترجاع لمعارف مخزنة دون إضافة أو حذف أو تغيير،
+
+130
+00:10:12,340 --> 00:10:16,300
+تتضمن عمليات عقلية بتضمن معرفة الحقائق، المفاهيم
+
+131
+00:10:20,170 --> 00:10:23,390
+والتعريفات والأنظمة والتصنيفات والمعايير كلها
+
+132
+00:10:23,390 --> 00:10:26,790
+عبارة عن معرفة يعني أنا بدأ أقوله مثلا عرف الكلمة
+
+133
+00:10:26,790 --> 00:10:30,530
+عرف الجملة عرف الأيون عرف الألكترون أذكر نص
+
+134
+00:10:30,530 --> 00:10:34,950
+القاعدة أذكر نص القانون مجرد عملية استرجاع في هذا
+
+135
+00:10:34,950 --> 00:10:39,930
+الإطار وطبعا هذه العمليات يعني بتكون موجهة غالبا
+
+136
+00:10:39,930 --> 00:10:42,970
+للمستويات الدنيا يعني هذا بيكون في الاختبارات أو
+
+137
+00:10:42,970 --> 00:10:47,570
+في داخل الغرفة الصفية أسهل سؤال ممكن يتوجهللطالب،
+
+138
+00:10:47,570 --> 00:10:50,850
+مافيش أسئلة بتكون أسهل من هيك، يعني هذا بيكون
+
+139
+00:10:50,850 --> 00:10:53,530
+مستهدف الطلبة متدني التحصيل عندما يوضع في
+
+140
+00:10:53,530 --> 00:10:57,030
+الإختبارات، يعني لما بنحط سؤال في الإختبارات، لما
+
+141
+00:10:57,030 --> 00:10:59,770
+كانوا مثلا يجيبوننا في الرياضيات، يجيب مثلا يقولك
+
+142
+00:10:59,770 --> 00:11:04,630
+اذكر مثلا نظرية اللي هي في تغورث، هذا السؤال بسيط
+
+143
+00:11:04,630 --> 00:11:07,230
+جدا، الآن السؤال اللي بعد ذلك اللي أنت بدك تحله
+
+144
+00:11:07,230 --> 00:11:12,230
+بدي يكون طبعا في تفكير أكتر من الأول، طبعا هاتي
+
+145
+00:11:12,230 --> 00:11:17,410
+أهداف في مستوى المعرفة أو في مستوى التذكر؟هاتي
+
+146
+00:11:17,410 --> 00:11:22,630
+أمثلة؟ فضّالي؟ يعدّد طالب مصادر الطاقة القادرية
+
+147
+00:11:22,630 --> 00:11:26,170
+ويدّق قواقد الوضوء ومحدد زوايا الشكل السوداس
+
+148
+00:11:26,170 --> 00:11:29,610
+المنطلق ويشير الطالب إلى أهل فلسطين على الخارقة
+
+149
+00:11:29,610 --> 00:11:35,770
+ويدّق الطالب قانون الأفعي تقرتيها كل مرة؟ برك الله
+
+150
+00:11:35,770 --> 00:11:39,010
+فيك، طيب هنا بنقول يعدّد الطالب مصادر الطاقة
+
+151
+00:11:39,010 --> 00:11:42,590
+المطلوب من الطالب السلوك الوحيد أنه بده يعددها
+
+152
+00:11:42,590 --> 00:11:46,010
+يعني هو لما أقولك عدي دي معناه ذلك أنه مديش منك
+
+153
+00:11:46,010 --> 00:11:50,370
+تشرحيبس اللي هي عملية ذكر في هذا الإطار، يذكر
+
+154
+00:11:50,370 --> 00:11:53,610
+فوائد الوضوء، الفوائد كهما هي موجودة بالكتاب،
+
+155
+00:11:53,610 --> 00:11:57,330
+الطالب بده يعيدها أو بده يذكرها في هذا الإطار، ع
+
+156
+00:11:57,330 --> 00:12:00,610
+الشكل اللي موجود على الصبورة، ممكن يكون شكل سداتي،
+
+157
+00:12:00,610 --> 00:12:05,450
+بدي منه بس يحدد الزوايا اللي هي موجودة في هذا
+
+158
+00:12:05,450 --> 00:12:09,910
+الإطار الفهم،
+
+159
+00:12:09,910 --> 00:12:13,350
+تفضليهو المستوى التالي لعملية المستوى اللي ما
+
+160
+00:12:13,350 --> 00:12:16,530
+عرفها هو اللي فيه تضمن الطلب امتلاك المادة العلمية
+
+161
+00:12:16,530 --> 00:12:20,430
+بحيث يفكر .. يفسرها و يشرحها بناء على مفاهيم من ..
+
+162
+00:12:22,010 --> 00:12:25,190
+ممتاز جدا مستوى الفهم مستوى معقد يعني ليس مستوى
+
+163
+00:12:25,190 --> 00:12:29,390
+سهل مثل المستوى التذكر مستوى المعرفة أو التذكر
+
+164
+00:12:29,390 --> 00:12:32,810
+مستوى بسيط أن الطالب بده يتذكر لكن الآن هذا
+
+165
+00:12:32,810 --> 00:12:36,330
+المستوى الطالب بده يمتلك المعرفة مش بده يمتلك بس
+
+166
+00:12:36,330 --> 00:12:40,350
+المعرفة يمتلك معنى المعرفة بيمتلك معنى المعرفة من
+
+167
+00:12:40,350 --> 00:12:44,980
+خلال تلت مهارات أساسية تفسير واستنتاجوترجم عشان
+
+168
+00:12:44,980 --> 00:12:48,720
+أقول إنك فاهمة لازم يكون عندك قدرة على إنك تفسري،
+
+169
+00:12:48,720 --> 00:12:51,800
+قدرة على إنك تستنتجي، قدرة على إنك تترجم المادة
+
+170
+00:12:51,800 --> 00:12:55,140
+العلمية علشان هيك بيكون المدرسة بتقوليها أهم حاجة
+
+171
+00:12:55,140 --> 00:12:58,400
+عندك، تقول أهم إشي إن هم يفهموا، ليش؟ لأن مستوى
+
+172
+00:12:58,400 --> 00:13:02,040
+الفهم هو أساس عندها، يعني ممكن الطالب يكون حافظ بس
+
+173
+00:13:02,040 --> 00:13:06,440
+مش فاهموبالتالي هنا في عندي مشكلة لما باجي أسأله
+
+174
+00:13:06,440 --> 00:13:10,040
+أسئلة في المادة مابقدرش أن هو يفكر مابقدرش أنه يصل
+
+175
+00:13:10,040 --> 00:13:14,580
+إلى أي مستويات وبالتالي هنا مفهوم اللي هو الفهم
+
+176
+00:13:14,580 --> 00:13:19,200
+امتلاك معنى ومضمون المادة العلمية بحيث أن الطالب
+
+177
+00:13:19,200 --> 00:13:24,380
+يقدر يفسرها يقدر يستنتج من خلالها يقدر يترجمها في
+
+178
+00:13:24,380 --> 00:13:28,640
+هذه الصورة انشوف كل عملية من هذه العمليات التفسير
+
+179
+00:13:28,640 --> 00:13:36,700
+ماذا يعني بالتفسير؟هي عملية توضيح الأسباب التي
+
+180
+00:13:36,700 --> 00:13:40,120
+قدّت الحدوث ظاهرة معينة وذكر أهميتها وإعطاءها معنى
+
+181
+00:13:40,120 --> 00:13:45,040
+لمن تلاقيها ممتاز جدا التفسير دائما سببي مافيش شيء
+
+182
+00:13:45,040 --> 00:13:49,920
+بيحدث إلا بسبب يعني أنا بدأ أفسر أي حاجة معناه ذلك
+
+183
+00:13:49,920 --> 00:13:53,440
+أني بدأ أبحث عن أسباب حدوثها يعني اليوم مثلا في
+
+184
+00:13:53,440 --> 00:13:57,920
+مطر ما السبب؟ في هناك سبب لحدوث مطر في هذا اليوم؟
+
+185
+00:13:57,940 --> 00:14:01,440
+إنه فيه منخفض جوّي أتى استضام بكتلة باردة كذا حصل
+
+186
+00:14:01,440 --> 00:14:05,420
+له مافيش شيء بيحدث في هذا الكون إلا بسبب مافيش
+
+187
+00:14:05,420 --> 00:14:08,720
+معرفة إلا فيه هناك سبب لوجودها وبالتالي هذه
+
+188
+00:14:08,720 --> 00:14:12,480
+الأسباب مهم جدا إن احنا نعرفها أهم هدف كان من
+
+189
+00:14:12,480 --> 00:14:16,380
+أهداف العلم اللي هي عملية التفسير لماذا تحدث هذه
+
+190
+00:14:16,380 --> 00:14:19,740
+الأشياء يبقى هنا دائما أنا بدي أقول للطلاب أذكر
+
+191
+00:14:19,740 --> 00:14:24,360
+السبب فسر علّل برّر كل هذه الأشياء بتكون في إطار
+
+192
+00:14:24,360 --> 00:14:28,710
+عمليةالتفسير وبالتالي هنا دائما لما بيجوا بعض
+
+193
+00:14:28,710 --> 00:14:32,570
+الطلبة بيجوا بيحطوا اختبارات فبتحط مثلا الطالبة
+
+194
+00:14:32,570 --> 00:14:38,710
+سؤال بتقول الأمطار هي كذا بتقول هذا السؤال هو سؤال
+
+195
+00:14:38,710 --> 00:14:44,210
+في مستوى الفهم طب كيف خلتيه فاهم؟ هل انت ذكرتي سبب
+
+196
+00:14:44,210 --> 00:14:48,510
+هطول الأمطار؟ لو حطيت السبب بختلف عن تعريف المطر
+
+197
+00:14:48,510 --> 00:14:52,860
+تعريف المطر شيء والسبب شيء؟أخر وبالتالي هنا فيه
+
+198
+00:14:52,860 --> 00:14:56,600
+فرق بين عملية الوصف وبين عملية التفسير وبالتالي
+
+199
+00:14:56,600 --> 00:15:01,820
+هنا لما تحطي سؤال في مستوى الفهم في مجال اللي هو
+
+200
+00:15:01,820 --> 00:15:05,940
+التفسير لازم يكون سببي وبالتالي هنا لابد أن احنا
+
+201
+00:15:05,940 --> 00:15:10,700
+نضع هذه الأشياء هنا لما نقول يوضح أن هو بدي يشرح
+
+202
+00:15:10,700 --> 00:15:14,540
+بدي يفسر ما هي الخصائصيعني بنستخدم الفعل يوضح،
+
+203
+00:15:14,540 --> 00:15:18,560
+يفسر، يعلّل، يبرهن، كلها في هذه .. في هذا الإطار
+
+204
+00:15:18,560 --> 00:15:22,900
+لأنها في إطار اللي هي ذكر الأسباب ومعنى الحدوث في
+
+205
+00:15:22,900 --> 00:15:26,340
+هذا الجانب هذه هدف في مستوى التفسير غير اللي على
+
+206
+00:15:26,340 --> 00:15:33,740
+الصبورة يفسر الطالب أسباب ظاهرة الندى يفسر الطالب
+
+207
+00:15:33,740 --> 00:15:39,530
+أسباب ظاهرة الندى، جيدأسباب سقوط الأمطار، يعني هو
+
+208
+00:15:39,530 --> 00:15:43,510
+مكرر بس يعني يشرح البيت الشعري مثلا .. يشرح البيت
+
+209
+00:15:43,510 --> 00:15:47,350
+الشعري، أين هو؟ أسباب نجاح و تنفوق في الدراسة
+
+210
+00:15:47,350 --> 00:15:51,450
+إشرمل فيها، يفسرها ولا يشرحها؟ أه، يشرح .. اشرح ..
+
+211
+00:15:51,450 --> 00:15:53,210
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+212
+00:15:53,210 --> 00:15:53,490
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+213
+00:15:53,490 --> 00:15:53,490
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+214
+00:15:53,490 --> 00:15:55,170
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+215
+00:15:55,170 --> 00:16:01,510
+اشرح .. اشرح .. اشرح .. اشرح .. اشرح .. اشرح ..
+
+216
+00:16:01,510 --> 00:16:07,350
+اشرح .. اشرح .. اشرح
+
+217
+00:16:07,830 --> 00:16:13,010
+جيد إحنا بنحول البيانات، إيش هي البيانات؟ الحقائق
+
+218
+00:16:13,010 --> 00:16:17,370
+الرقمية يعني في عندي بيانات، معلومات رقمية بنحولها
+
+219
+00:16:17,370 --> 00:16:21,590
+إلى رسومات بيانية وبالتالي هذه بتعطيني دلالات
+
+220
+00:16:21,590 --> 00:16:25,030
+معينة زي لما كنت تجيبوا في لما كنتوا ترسموا رسم
+
+221
+00:16:25,030 --> 00:16:28,050
+بياني فبتجيبي إيش اللي هي الدرجات ع الصينات و
+
+222
+00:16:28,050 --> 00:16:31,630
+الدرجات ع الصيدات وبعدين ترسمي الرسم البياني ففي
+
+223
+00:16:31,630 --> 00:16:35,730
+عندي مثلا أي حقائق بالنسبالك مثلا زيادة الطول مع
+
+224
+00:16:35,730 --> 00:16:40,070
+الوزنفبنشوف قداش كان مثلا طولك و قداش كان وزنك في
+
+225
+00:16:40,070 --> 00:16:44,050
+كل سنوات عمرك، بنحولها إلى اللي هي رسم بياني،
+
+226
+00:16:44,050 --> 00:16:48,710
+بنحول البيان الرقمي إلى صورة اللي هي بيانية، هذا
+
+227
+00:16:48,710 --> 00:16:54,530
+اسمه ترجمة، أيضا في أسلوب أخرى للترجمة، كيف ممكن
+
+228
+00:16:54,530 --> 00:16:55,410
+نترجم أشياء
+
+229
+00:17:00,040 --> 00:17:04,600
+ممتاز إن هو بده يعبر عن اللي هي صيغة النظرية اللي
+
+230
+00:17:04,600 --> 00:17:08,220
+هي مصاغة بصورة معينة يعطينا الصورة الرمزية لها بده
+
+231
+00:17:08,220 --> 00:17:12,400
+يحول كلام إلى رموز أو رموز إلى كلام بده يحول أرقام
+
+232
+00:17:12,400 --> 00:17:16,280
+إلى رسومات أو رسومات إلى أرقام أيضا كمان إنه يعبر
+
+233
+00:17:16,280 --> 00:17:22,120
+عن نص بلغتهالخاصة فأرضها يعتبر ترجمة يعني في بعض
+
+234
+00:17:22,120 --> 00:17:24,800
+المدرسات تيجي مثلا تحط بيت الشهر تقول للطالب أنت
+
+235
+00:17:24,800 --> 00:17:28,560
+إيش فهمتي منه عبريلي عن المفهوم المضمون في داخله
+
+236
+00:17:28,560 --> 00:17:32,460
+وبالتالي هنا فيها عملية ترجمة أن أقدر أقرأ الأشياء
+
+237
+00:17:32,460 --> 00:17:36,500
+بصورة خاصة هذا يعتبر ترجمة مدرسة الرياضية بتكتب
+
+238
+00:17:36,500 --> 00:17:39,440
+المسألة على الصبورة بتقول للطالب اشرحيليياها
+
+239
+00:17:39,440 --> 00:17:44,140
+بأسلوبك الخاص احكيليياها زي قصة زي حدوتة برضه هنا
+
+240
+00:17:44,140 --> 00:17:48,660
+بتكون هي في مستوىترجمة فهي بتحول شيء من صورة إلى
+
+241
+00:17:48,660 --> 00:17:51,840
+صورة معناه ذلك إن أنا قدرت أحوله من صورة إلى صورة
+
+242
+00:17:51,840 --> 00:17:56,820
+إن أنا فهمت معنى هذه الأشياء أوصلت إلى ما بيداخلها
+
+243
+00:17:56,820 --> 00:18:00,680
+من المعلومات وبالتالي قدرت أحولها إلى صورة أخرى
+
+244
+00:18:00,680 --> 00:18:09,480
+هاتي أهداف على مستوى الترجمة يحول
+
+245
+00:18:09,480 --> 00:18:16,300
+الصيغة الأهم للأدكارات من الصيغة النصية إلىالصيغة
+
+246
+00:18:16,300 --> 00:18:21,820
+الرياضية جيد اللي هسألك بينفع نحكي مثلا يتحول النص
+
+247
+00:18:21,820 --> 00:18:27,020
+لل English لعربي أين؟ أه طبعا يترجم نص باللغة
+
+248
+00:18:27,020 --> 00:18:31,400
+العربية إلى اللغة الإنجليزية برضه يعتبر ترجمة وهذا
+
+249
+00:18:31,400 --> 00:18:34,700
+مستوى مش سهل يعني لما الطالب تعطي قطعة باللغة
+
+250
+00:18:34,700 --> 00:18:37,920
+العربية أو عبارة باللغة العربية في اللي هي
+
+251
+00:18:37,920 --> 00:18:40,820
+اختبارات ال English هذه دائما كلها أخطأ بتكون من
+
+252
+00:18:40,820 --> 00:18:43,860
+English
+
+253
+00:18:43,860 --> 00:18:48,870
+للعربي أسهللأنك أنت بتفهم خلفيات اللغة العربية
+
+254
+00:18:48,870 --> 00:18:52,950
+أكتر مابتفهم خلفيات اللغة الإنقليزية يلخص قصة
+
+255
+00:18:52,950 --> 00:18:56,350
+بلغته الخاصة
+
+256
+00:18:56,350 --> 00:18:59,350
+يمثل البيانات الموجودة في الجدول على شكل س أعمدة
+
+257
+00:18:59,350 --> 00:19:07,810
+على شكل أعمدة برضه
+
+258
+00:19:07,810 --> 00:19:13,310
+كويس، يتكلم عن نفسه السيرة الذاتية
+
+259
+00:19:33,060 --> 00:19:37,450
+الاستنتاج ممتاز جدا، زي ما احنا عندنا التفسيراللي
+
+260
+00:19:37,450 --> 00:19:41,350
+هو إحنا بنفسر كيفية حدوث المعلومة، كمان بنتوصل إلى
+
+261
+00:19:41,350 --> 00:19:45,070
+نتائج من المعلومة، الاستنتاج هو من ضمن الفهم، في
+
+262
+00:19:45,070 --> 00:19:48,070
+ناس بتحط الاستنتاج من ضمن اللي هو عملية التحليل،
+
+263
+00:19:48,070 --> 00:19:51,730
+لأ استنتاج فهم، أنا في عندي مقدمات، المقدمات تؤدي
+
+264
+00:19:51,730 --> 00:19:56,540
+إلىالنتائج وبالتالي أي استنتاجات بنتوصللها بتكون
+
+265
+00:19:56,540 --> 00:20:00,860
+ضمن عملية الفهم وبالتالي نستخلص نتائج بنتنبأ بما
+
+266
+00:20:00,860 --> 00:20:04,740
+يترتب على دواها المختلفة برضه هذا استنتاج استكمال
+
+267
+00:20:04,740 --> 00:20:08,640
+معلومات متوقعة برضه يعتبر استنتاج وبالتالي أنا
+
+268
+00:20:08,640 --> 00:20:11,940
+بطلب من الطالب أن يستنتج نطلب من الطالب بناء على
+
+269
+00:20:11,940 --> 00:20:14,720
+معلومات موجودة مثلا أعطينا أمثلة بناء على هذه
+
+270
+00:20:14,720 --> 00:20:19,460
+الأمثلة أن يستنتج قاعدةإنه يتوصل إلى قاعدة معينة
+
+271
+00:20:19,460 --> 00:20:23,000
+فهنا أنا بتطلب منه عمليات استنتاج بنعطيه بعض
+
+272
+00:20:23,000 --> 00:20:26,980
+الحالات و بنخليه يتنبأ من خلالها بحالة جديدة فهذا
+
+273
+00:20:26,980 --> 00:20:32,240
+يعتبر استنتاج بالنسبة للطالب يعني ما يتم التوصل
+
+274
+00:20:32,240 --> 00:20:36,740
+فيه إلى نتائج معينة يعتبر ضمن عملية الاستنتاج وهو
+
+275
+00:20:36,740 --> 00:20:39,900
+بالأصل فهم في هذا الإطار هاتي أهداف في مستوى
+
+276
+00:20:39,900 --> 00:20:40,600
+الاستنتاج
+
+277
+00:20:43,030 --> 00:20:45,790
+يستنتج الطلب أهمية عملية البناء الضوء بالنسبة
+
+278
+00:20:45,790 --> 00:20:49,230
+للامتحان ممتاز يستنتج أهمية البناء الضوء يستنتج
+
+279
+00:20:49,230 --> 00:20:54,830
+قاعدة كان و أخواتها بناء على الأمثلة المعروضة
+
+280
+00:20:54,830 --> 00:20:57,970
+يتنبأ
+
+281
+00:20:57,970 --> 00:21:01,090
+من التأج الامتحان برضه جيد ان يستنتج الطلب أهمية
+
+282
+00:21:01,090 --> 00:21:08,890
+الجامعة في أداء المواطن صالح ممتاز انتو
+
+283
+00:21:08,890 --> 00:21:11,310
+إيش رأيكم الجامعة بتعمل مواطن صالح ولا لأ؟ أهلا
+
+284
+00:21:16,860 --> 00:21:20,240
+أنت بتقسي شخصيتك قبل ما تدخلي الجامعة و قسي شخصيتك
+
+285
+00:21:20,240 --> 00:21:26,920
+لإنت و شوفة قداش تأثرتي إذا
+
+286
+00:21:26,920 --> 00:21:28,860
+ما تأثرتش بتبقى مشكلة عندك على فكرة
+
+287
+00:21:44,450 --> 00:21:48,490
+انت بكرا بتحس فيها بحياتك تماما عندما انت .. تنهي
+
+288
+00:21:48,490 --> 00:21:51,370
+الجامعة يعني تنهي المرحلة الجامعية و تشوفي بعض
+
+289
+00:21:51,370 --> 00:21:54,610
+زميلاتك اللي ما دخلو الجامعة لا جد احنا اشي قبل
+
+290
+00:21:54,610 --> 00:21:56,330
+الجامعة و اشي تاني بعد الجامعة
+
+291
+00:22:12,870 --> 00:22:19,550
+شكرا جزيلا لكم شكرا جزيلا لكم شكرا جزيلا لكم شكرا
+
+292
+00:22:19,550 --> 00:22:24,310
+جزيلا لكم شكرا جزيلا لكم شكرا جزيلا لكم
+
+293
+00:22:47,160 --> 00:22:53,140
+بنشوف الآن مستوى التطبيق تفضل
+
+294
+00:22:53,140 --> 00:23:01,360
+ممتازة،
+
+295
+00:23:01,360 --> 00:23:04,340
+لو الموقف كان سابق ومر فيه الطالب، لا يعتبر تطبيق
+
+296
+00:23:05,150 --> 00:23:09,030
+الان احنا بدنا نعلم الطالب تطبيق على قاعدة أخوات
+
+297
+00:23:09,030 --> 00:23:11,650
+كانت زي ما قالت الأخ مثلا الطالب بدي استنتج قاعدة
+
+298
+00:23:11,650 --> 00:23:15,150
+أخوات كانت الان المدرس أعطاهم تلت أمثلة مثلا قالهم
+
+299
+00:23:15,150 --> 00:23:19,630
+كانت السماوه صافية أمس الجو باردا أضحت اللي هي
+
+300
+00:23:19,630 --> 00:23:28,150
+النجوم أضحى الطالب طبيبا ان شاء الله الان
+
+301
+00:23:28,150 --> 00:23:32,850
+هذه العبارات لو المدرس جابها مرة تانية لاتعتبر
+
+302
+00:23:32,850 --> 00:23:39,550
+تطبيقلازم هتجيبلهم أمثلة وجمال جديدة، اه فبتقولهم
+
+303
+00:23:39,550 --> 00:23:42,710
+كان الولد في المدرسة يفعل كذا وكذا، بتحطيهم جملة
+
+304
+00:23:42,710 --> 00:23:47,310
+كبيرة و الآن هم بدهم يبدأوايحللوا و هم يطبقوا
+
+305
+00:23:47,310 --> 00:23:51,590
+المعرفة يجدوا اللي هو اسم كانه و يجدوا خبر كانه و
+
+306
+00:23:51,590 --> 00:23:55,430
+ان هم يعرفوا هذه الأشياء هذا مستوى التطبيق مستوى
+
+307
+00:23:55,430 --> 00:23:59,370
+مهم جدا و لابد ان المدرس قبل ما ينهي الحصة الأولى
+
+308
+00:23:59,370 --> 00:24:02,990
+من المثاق او من الدرس لازم يصل مع الطلاب لمستوى
+
+309
+00:24:02,990 --> 00:24:06,620
+التطبيقيعني أقل إشي إن المدرس يشرح الدرس ويعطي
+
+310
+00:24:06,620 --> 00:24:11,300
+لطلاب أسئلة يحلوها هذا أقل إشي في أول حصة للدرس
+
+311
+00:24:11,300 --> 00:24:15,160
+إنك أنت الآن بتشرحي لهم قاعدة درس عن جمع الكثور
+
+312
+00:24:15,160 --> 00:24:18,500
+جرحتي لهم جمع الكثور حلتي لهم بعض الأمثلة هلقيتي
+
+313
+00:24:18,500 --> 00:24:22,600
+بتعطيهم أسئلة يحلوها في دفاترهم هذا أقل المستوى
+
+314
+00:24:22,600 --> 00:24:26,220
+إنك أنت تعملي إنك تجيبي لهم أمثلة أسئلة غير
+
+315
+00:24:26,220 --> 00:24:29,740
+الأمثلة اللي أنتي طرحتيها و تخلي الطالب يحلها لأنك
+
+316
+00:24:29,740 --> 00:24:33,730
+بدك يتأكدي إن الطالب فهملو انت قررتي مش هتعلم مش
+
+317
+00:24:33,730 --> 00:24:36,850
+هتتأكدي ان هو فهم وبالتالي لازم تجيبيله أمثلة
+
+318
+00:24:36,850 --> 00:24:40,970
+جديدة يطبق المعرفة في موقف جديد وبالتالي المدرسات
+
+319
+00:24:40,970 --> 00:24:44,650
+في مراحل التعليم الأساسي لازم تعمل في داخل الحصة
+
+320
+00:24:44,650 --> 00:24:47,670
+تطبيق في نهاية الحصة لازم تحط لهم أسئلة وفي عندهم
+
+321
+00:24:47,670 --> 00:24:50,710
+دفتر يحلوا فيه وتصحي الحد إيه الأسئلة ليش؟ لأنها
+
+322
+00:24:50,710 --> 00:24:53,870
+بدها تشوف هل الطلاب وصلوا إلى مستوى تطبيق المعرفة
+
+323
+00:24:53,870 --> 00:24:57,300
+أو لاإنهم يستخدموا المعرفة العلمية ويوظفوها
+
+324
+00:24:57,300 --> 00:25:00,960
+ويستخدموها في مواقف جديدة، إنهم يحلوا أسئلة، يحلوا
+
+325
+00:25:00,960 --> 00:25:05,360
+.. يكونوا خرائط، رسومات، يستخدموا مفاهيم، قوانين
+
+326
+00:25:05,360 --> 00:25:10,120
+في حل المشكلات، كل هذه تعتبر من ضمن مستوى التطبيق،
+
+327
+00:25:10,120 --> 00:25:13,300
+شرحت قاعدة، فبتخلي الطالبات تحلوا تطبيقات على
+
+328
+00:25:13,300 --> 00:25:16,680
+القاعدة، علمتهم يرسموا خارطة فلسطين على الصبورة،
+
+329
+00:25:16,680 --> 00:25:20,300
+بتخليهم يرسموهافي دفاترهم ويبينوا عليها أشياء
+
+330
+00:25:20,300 --> 00:25:23,260
+وبالتالي الآن لابد من عملية التطبيق يعني لازم
+
+331
+00:25:23,260 --> 00:25:26,220
+الطالب يطبق إذا الطالب ماحلش هلقيته هي بتهتم
+
+332
+00:25:26,220 --> 00:25:29,340
+المدرسة في عملية التطبيق في داخل الحصة وبتعطيه
+
+333
+00:25:29,340 --> 00:25:33,540
+كمان تمارين يحلها في البيت طب ليش؟ علشان يزيد من
+
+334
+00:25:33,540 --> 00:25:37,640
+قدراته في هذا المجال وإلا بيصير مستوى التذكر
+
+335
+00:25:37,640 --> 00:25:42,240
+ومستوى الفهميعني ممكن إنهم يتعرضوا للتلاشي إذا ما
+
+336
+00:25:42,240 --> 00:25:46,000
+وصلش الطالب للتطبيق لازم أغلق الدرس أقل إشي بمستوى
+
+337
+00:25:46,000 --> 00:25:50,740
+التطبيق ليش؟ لأنه لازم الطالب يصل إلى إنه أركز له
+
+338
+00:25:50,740 --> 00:25:55,440
+الفهم كيف بدنا نركز الفهم؟ أول حاجة بنشرح، بنوضح،
+
+339
+00:25:55,440 --> 00:25:59,560
+بنكتب على السطبورة، بنفسر، بنعلّل، الآن لازم نطبق
+
+340
+00:25:59,560 --> 00:26:04,520
+الآن نقدر نغلق الحصاء الصفية هذه أهداف في مستوى
+
+341
+00:26:04,520 --> 00:26:05,060
+التطبيق
+
+342
+00:26:09,450 --> 00:26:13,490
+استخرج الطالب وجه الشاهد بدايته القرآنية و لا حدث
+
+343
+00:26:13,490 --> 00:26:16,930
+مروية من كلان مثلا القادة مثلا من الحاجة لأنه
+
+344
+00:26:16,930 --> 00:26:20,030
+مافيش استخراج، استخرج هو أنه مثلا .. لأ هو انت
+
+345
+00:26:20,030 --> 00:26:23,590
+اصيغلي هيك استخرج الشاهد من القرآن الكريم على كذا،
+
+346
+00:26:23,590 --> 00:26:26,510
+على طول، يعني خليها تكون محددة، الهدف السلوكي
+
+347
+00:26:26,510 --> 00:26:31,050
+دائما محدد يوضح الطالب كيفية المسح على الخطفين
+
+348
+00:26:31,050 --> 00:26:35,570
+عمليا يوضح كيفية .. يطبق، خليها يطبق، لأن يوضح
+
+349
+00:26:35,570 --> 00:26:40,190
+هتلاقي الفعل بروح عندك على الفهمممكن بعد ما يكون
+
+350
+00:26:40,190 --> 00:26:43,350
+أخدوا قاعدة أنه درجة الغنية تزاد بزيادة الكتلة
+
+351
+00:26:43,350 --> 00:26:48,030
+المونية أعطيهم هدف، هدفه بعد ما يكون أن يرتد
+
+352
+00:26:48,030 --> 00:26:52,530
+تساعديا المركبات القاتية بحسب درجة الغنية يعني
+
+353
+00:26:52,530 --> 00:26:59,830
+ممكن يعطيهم
+
+354
+00:26:59,830 --> 00:27:05,600
+عدة مركبات لأ بس هو الترتيب بحد ذاته يعنيمش تطبيق
+
+355
+00:27:05,600 --> 00:27:08,700
+يعني مباشر لإنه تطبيق إن هو بده يحسب الكتلة
+
+356
+00:27:08,700 --> 00:27:11,580
+المولية أو بده يحسب درجة الغليان لبعض العناس اللي
+
+357
+00:27:11,580 --> 00:27:20,560
+مختلفة بالكتلة المولية وبالتالي
+
+358
+00:27:20,560 --> 00:27:26,500
+الترتيب أجهن تحليل أكتر لإنه أصبح بعد التطبيق ممكن
+
+359
+00:27:26,500 --> 00:27:30,400
+يعني يكون مستوان مع بعض إيش قياس زاوية مجموعة
+
+360
+00:27:30,400 --> 00:27:34,720
+المثلث استخدم قانون مجموعة زاوية المثلث؟ممكن يجد
+
+361
+00:27:34,720 --> 00:27:38,400
+قياسات انت هنا بإن هو بده يقيس الكتلة المولية أو
+
+362
+00:27:38,400 --> 00:27:41,600
+بده يقيس اللي هي شيء معين فالآن هو بده يقيس حاجة
+
+363
+00:27:41,600 --> 00:27:44,780
+اللي بده يحصل بعدها بيترتب على التطبيق اللي بيترتب
+
+364
+00:27:44,780 --> 00:27:49,460
+على التطبيق مستوى أعلى من التطبيق يحسب الطالب
+
+365
+00:27:49,460 --> 00:27:53,440
+محتاجة أشكال ربعية من الحاضرة؟جيد، يبقى هنا إن
+
+366
+00:27:53,440 --> 00:27:56,480
+الطالب إنه يقوم بعملية حساب، إن الطالب يعرب على
+
+367
+00:27:56,480 --> 00:27:59,760
+قاعدة، إن الطالب يزن معادلات كيميائية، إن الطالب
+
+368
+00:27:59,760 --> 00:28:03,600
+يرسم، هذا كله بيعتبر دمع اللي هي عملية التطبيق،
+
+369
+00:28:03,600 --> 00:28:07,340
+بيتطبق، بيتوضأ، يعني أنا بفضل إنه أنت مثلا تقول مش
+
+370
+00:28:07,340 --> 00:28:10,560
+يوضح مثلا أهمية المسح على الخفين، يمسح على الخفين
+
+371
+00:28:10,560 --> 00:28:13,760
+يعني يطبق يعني؟ أه، هو الآن في التطبيق لازم يقوم
+
+372
+00:28:13,760 --> 00:28:18,220
+بفعل، بممارسة بالنسبة للوضوء والمسح على الخفين،
+
+373
+00:28:18,220 --> 00:28:22,740
+ليه عتبر مهارة؟يعني هو ممكن نحطه مهاري بس إحنا
+
+374
+00:28:22,740 --> 00:28:26,100
+هناخد تصنيف المهاري المهاري دائما بلزمه مقياس دقة
+
+375
+00:28:26,100 --> 00:28:30,000
+أو مقياس أداء يعني أنا لما أنا بدي أخلي الطالب
+
+376
+00:28:30,000 --> 00:28:33,240
+مثلا يرسم دائرة بدقة تسعين في المية فأنا هنا
+
+377
+00:28:33,240 --> 00:28:37,820
+المقصود عندي المهارة مش المعرفة لكن أنا بدي أيرسم
+
+378
+00:28:37,820 --> 00:28:41,280
+بس مجرد رسم هذي بتختلف أنا لو بيقول يتوضأ الطالب
+
+379
+00:28:41,280 --> 00:28:47,640
+أمام زملاءه بدون ترك ولا ركن بنحدد معيار الأداء
+
+380
+00:28:49,430 --> 00:28:54,530
+بترتيب الأركان مثلا بترتيب الأركان برضه بتظل هنا
+
+381
+00:28:54,530 --> 00:28:57,930
+مش مطلوب هنا بالظبط يعني المهارة يعني أنا بأتكلم
+
+382
+00:28:57,930 --> 00:29:01,970
+عن المهارة ما هي المهارة المهارة القيام بعمل معين
+
+383
+00:29:01,970 --> 00:29:05,450
+بسرعة ودقة وإتقان عندي تلت معايير للمهارة عشان
+
+384
+00:29:05,450 --> 00:29:08,430
+أقول إنه هذا مهارة المجال النفس حركي مرتبط
+
+385
+00:29:08,430 --> 00:29:11,890
+بالمهارة وبالتالي هنا أنا طالما مافيش عندي في
+
+386
+00:29:11,890 --> 00:29:15,270
+الهدف معيار المهارة السرعة والدقة والإتقان معنا
+
+387
+00:29:15,270 --> 00:29:19,950
+ذلك إنه الهدف ليس مهاريولكنه هنا ماعرفيه وبالتالي
+
+388
+00:29:19,950 --> 00:29:22,870
+أنا بدي يا بس إن هو يعرف من خلال هذه إن هو كيف
+
+389
+00:29:22,870 --> 00:29:25,970
+يتودّق، يعني إن هو بده يتودّق أمام زملاءه، إن هو
+
+390
+00:29:25,970 --> 00:29:29,090
+بده يمسح، لكن لما أنا ماحطتلهش .. ماحطتله معايير
+
+391
+00:29:29,090 --> 00:29:31,970
+للأداء، يبقى أصبح الآن في مستوى مهارة.
+
+392
+00:29:35,250 --> 00:29:36,890
+مستوى التحليل.
+
+393
+00:29:39,410 --> 00:29:43,230
+تفضل. كيف تقدر على تمييز مكونات المادة العميلة
+
+394
+00:29:43,230 --> 00:29:46,530
+وبيتأوجب الإختلاف بينها والشباب وتعمل المكونات
+
+395
+00:29:46,530 --> 00:29:50,930
+العميلةممتاز جدا، التحليل مستوى أعلى، مستوى
+
+396
+00:29:50,930 --> 00:29:54,170
+بيترتب، الآن إحنا لو لاحظنا إنه هلاقيتها مستوى
+
+397
+00:29:54,170 --> 00:29:58,230
+الفهم بيتضمن التذكر، مستوى التطبيق بيتضمن الفهم
+
+398
+00:29:58,230 --> 00:30:02,770
+والتذكر، مستوى اللي هو التحليل هيتضمن التطبيق
+
+399
+00:30:02,770 --> 00:30:08,310
+والفهموالتذاكر كل مستوى بتضمن كل المستويات السابقة
+
+400
+00:30:08,310 --> 00:30:11,650
+وبالتالي أي مستوى أداء لابد أن يكون فيه قيلو عدة
+
+401
+00:30:11,650 --> 00:30:15,310
+مكونات عشان نوصل مع الطلاب للتحليل احنا الآن بدأنا
+
+402
+00:30:15,310 --> 00:30:19,330
+في عمليات تفكير متقدمة بقدرش المدرس في الحصة
+
+403
+00:30:19,330 --> 00:30:22,850
+الأولى للدرس انه يصل لمستوى التحليل قليل من الطلبة
+
+404
+00:30:22,850 --> 00:30:26,010
+اللى هيوصلوا معاه لكن في الحصة التانية الآن الطلاب
+
+405
+00:30:26,010 --> 00:30:28,970
+هو اتأكد ان الطلبة وصلوا لمستوى التطبيق الآن بقدر
+
+406
+00:30:28,970 --> 00:30:32,730
+ان هو يبدأ من التطبيق ويبدأ في عملية التحليل
+
+407
+00:30:32,960 --> 00:30:37,000
+فالتحليل هنا بيميز مكونات المادة العلمية، بيحدد
+
+408
+00:30:37,000 --> 00:30:40,340
+العمليات الفرعية في النظام، بيميز العلاقات، بيجد
+
+409
+00:30:40,340 --> 00:30:43,900
+أوجه الشبه والاختلاف، يعني ممكن أعطيه مادة و أطلب
+
+410
+00:30:43,900 --> 00:30:48,100
+منه يحللها، أعطيه قطعة أو أخليه يستخرج من خلالها
+
+411
+00:30:48,100 --> 00:30:52,260
+أشياء، أعطيه أشياء أو أخليه أنه يعيد اللي هو
+
+412
+00:30:52,260 --> 00:30:56,500
+سياغتها ويعيد تحليلها بنفسه، فهو الآن بده يعمل
+
+413
+00:30:56,500 --> 00:31:01,780
+عمليةتمييز لمكونات المادة، أنا بميز مكونات المادة،
+
+414
+00:31:01,780 --> 00:31:05,340
+بحدد إيش خصائصها، فأنا بدخل في داخلها، المقارنة،
+
+415
+00:31:05,340 --> 00:31:09,700
+تحديد أوجه الشبه والاختلاف، التمييز بين الأشياء،
+
+416
+00:31:09,700 --> 00:31:13,140
+يعني أنا الآن بصل إلى مستويات متقدمة في عملية
+
+417
+00:31:13,140 --> 00:31:18,860
+التعامل مع المعرفة، إحنا الآن بناخد مفاهيم متقدمة،
+
+418
+00:31:18,860 --> 00:31:22,460
+وبالتالي أنا بدي الطالب يكون عنده مستويات عالية في
+
+419
+00:31:22,460 --> 00:31:25,880
+التمييز، يعني أخد مثلا اللي هو الفلز واللافلز
+
+420
+00:31:28,180 --> 00:31:31,920
+والآن هو حافظهم تماما الفلز هو كل مادة مثلا قابلة
+
+421
+00:31:31,920 --> 00:31:35,120
+للترق والسحب لها لمعان موصلة جيدة الحرارة موصلة
+
+422
+00:31:35,120 --> 00:31:39,800
+جيدة الكهربا، الآن قلتله أنا ميز، ميز بين الكبريت
+
+423
+00:31:39,800 --> 00:31:45,780
+والألمنيومالآن صار السؤال، يعني ليس عملية تطبيق
+
+424
+00:31:45,780 --> 00:31:48,560
+اللي هو بس إن هو بده يصنفها أو كذا، لأ هو بده يميز
+
+425
+00:31:48,560 --> 00:31:52,840
+بين الخصائص، هو لازم يكون عارف الخصائص وبيقدر إن
+
+426
+00:31:52,840 --> 00:31:55,980
+هو يطبق هذه الخصائص على العنصر اللي موجود أمامه
+
+427
+00:31:55,980 --> 00:32:00,840
+وبيقدر يتوصل إلى فروقات واضحة، ميز بين الهرمون
+
+428
+00:32:00,840 --> 00:32:05,760
+والأنزيم، الآن ميز بين الجملة الإسمية والجملة
+
+429
+00:32:05,760 --> 00:32:12,350
+الفعلية، ميز بين عملية الوضوء وعملية التيممفالان
+
+430
+00:32:12,350 --> 00:32:16,270
+أصبحت العملية أعلى من مجرد أن أنا بس باخدها في
+
+431
+00:32:16,270 --> 00:32:20,450
+مستوى اللي هو تطبيقي، فالان الطالب بيميز بين
+
+432
+00:32:20,450 --> 00:32:23,830
+الأشياء، بيقارن، بيحلل، بيحلل القصيدة الشعرية
+
+433
+00:32:23,830 --> 00:32:27,690
+لاستخراج الصور الجمالية، بيحلل النص اللي أمامه،
+
+434
+00:32:27,690 --> 00:32:32,410
+عملية التحليلأيضا كلها هذه بتكون ضمن عملية اللي هي
+
+435
+00:32:32,410 --> 00:32:36,150
+إيجاد الصور البلاغية، إيجاد الصور البيانية، بيجد
+
+436
+00:32:36,150 --> 00:32:40,170
+مكوناتها، بيبدأ يتعامل مع النص الصورة مختلفة عشان
+
+437
+00:32:40,170 --> 00:32:44,470
+نوصلنا احنا نعمل عملية التحليل لاللي هي النصوص،
+
+438
+00:32:44,470 --> 00:32:48,070
+يعني كنا وصلنا بالسنوية تقريبالما بدأنا نعمل هذه
+
+439
+00:32:48,070 --> 00:32:51,170
+العمليات المتقدمة ماكناش نعملها و احنا صغار كنا
+
+440
+00:32:51,170 --> 00:32:55,130
+بنحفظ كنا بنطبق كنا كذا لكن في مستويات عليا لكن
+
+441
+00:32:55,130 --> 00:32:58,750
+الآن الطالب ممكن في داخل الغرفة الصفرية يصل إلى
+
+442
+00:32:58,750 --> 00:33:03,690
+مستويات لكن ليس بسرعة عشان أوصل الطالب لمستويات
+
+443
+00:33:03,690 --> 00:33:06,930
+متقدمة بدأ أكون أنا بنيت التلت مستويات الأولى صح
+
+444
+00:33:06,930 --> 00:33:10,930
+بنيت و اتأكدت و ان الطالب صار عندهم قدرة عالية في
+
+445
+00:33:10,930 --> 00:33:15,370
+التطبيق الآن بقدر أنقلهم لمستواهالتحليل فبدخله في
+
+446
+00:33:15,370 --> 00:33:18,210
+الأسئلة هذه الآن بنلاقي هذه الأسئلة لما بتبدأ
+
+447
+00:33:18,210 --> 00:33:21,010
+تتيجي في الامتحانات أسئلة بهذا المستوى قليل من
+
+448
+00:33:21,010 --> 00:33:26,130
+الطلبة اللي بيحلوها بدأت الأسئلة تصير أكثر صعوبة
+
+449
+00:33:26,130 --> 00:33:31,470
+من البداية وبالتالي أصبحت أكثر تدقيق نشوف اللي هو
+
+450
+00:33:31,470 --> 00:33:35,770
+مستوى التركيب التركيب عكس التحليل ما المقصود
+
+451
+00:33:35,770 --> 00:33:39,930
+بالتركيب؟
+
+452
+00:33:39,930 --> 00:33:46,220
+أيوة نشطه، تفضلهو مهارة بناء وتكوين و تكوين أبنية
+
+453
+00:33:46,220 --> 00:33:49,160
+معارفية معين أو تكوين أساسيين مترابطة للوصول إلى
+
+454
+00:33:49,160 --> 00:33:52,840
+تعملنات شاملة حيث تتبع من الخضرة على رفق أو دمج
+
+455
+00:33:52,840 --> 00:33:55,640
+المعارف الجديدة في التكوين المختلفة ممتازة احنا
+
+456
+00:33:55,640 --> 00:34:00,560
+قولنا التحليل ان انا باخد النص و بحلله في التركيب
+
+457
+00:34:00,560 --> 00:34:04,800
+انا باخد الجزيات بعيدها منها باركة تفضل قولي انا
+
+458
+00:34:04,800 --> 00:34:07,600
+بدأ احكي انه بعيد الأجسام كلها إلى كل المتكامل اما
+
+459
+00:34:07,600 --> 00:34:11,900
+دكي بحللكل أجزاء وبالتالي عملية التحليل والتركيب
+
+460
+00:34:11,900 --> 00:34:15,440
+عمليتين متعاكستين يعني التحليل بيصير من الكليات
+
+461
+00:34:15,440 --> 00:34:20,580
+إلى .. جزيات أما التركيب من الجزيات إلى الكليات
+
+462
+00:34:20,580 --> 00:34:24,360
+يعني أنا باخد الجزيات و ببني فيها كل جديد وهذا شيء
+
+463
+00:34:24,360 --> 00:34:28,520
+مهم جدا عندى أن أنا أقدر أصل إلى هذا الجانب بحيث
+
+464
+00:34:28,520 --> 00:34:32,100
+أن القدرة على ربط أو دنج المعرفة العلمية هنا وأن
+
+465
+00:34:32,100 --> 00:34:35,740
+أبني علاقات هذا شيء بيكون مميز جدا في هذا الإطار
+
+466
+00:34:36,030 --> 00:34:38,910
+أطلب من الطالب إنه يكتب موضوع إنشائي من أفكار
+
+467
+00:34:38,910 --> 00:34:42,210
+متعددة يكتب لي موضوع إنشائي عن الانتفاضة، إن
+
+468
+00:34:42,210 --> 00:34:46,270
+الطالب يقترح معيار جديد، يقترح معيار، أنا مش بقوله
+
+469
+00:34:46,270 --> 00:34:48,930
+استخدم المعيار اللي قاتل في التصنيف، لأ أنا بدي
+
+470
+00:34:48,930 --> 00:34:53,370
+هيقترح هو معيار للتصنيف، فهنا فيها نوع من الإبداع،
+
+471
+00:34:53,370 --> 00:34:57,350
+دائما مستوى التركيب مرتبط بالإبداع، يكتب مقال عن
+
+472
+00:34:57,350 --> 00:35:00,990
+تلوث البيئة، يبرهن نظرية ذات الحدد بطريقة جديدة،
+
+473
+00:35:00,990 --> 00:35:04,500
+مش سليمةهذه الكلمة غلط، بطريقة سليمة بتصير في
+
+474
+00:35:04,500 --> 00:35:08,040
+مستوى التطبيق، لكن هنا بطريقة جديدة، مختلفة،
+
+475
+00:35:08,040 --> 00:35:12,980
+وبالتالي فيها إبداع، فيها لمسة جديدة، إن الطالب
+
+476
+00:35:12,980 --> 00:35:15,920
+بده يأتي فيها، الطالب أنا بعطيه أفكار، بعطيه
+
+477
+00:35:15,920 --> 00:35:19,460
+أشياء، وبده يوصل إلى شيء جديد، فإحنا بنقول الطالب
+
+478
+00:35:19,460 --> 00:35:22,780
+وصل إلى مستوى التركيب، آخر مستوى عندي اللي هو
+
+479
+00:35:22,780 --> 00:35:28,440
+التقويمالتقويم أعلى المستويات المعرفية، طبعا
+
+480
+00:35:28,440 --> 00:35:32,100
+التقويم بيتضمن إصدار أحكام على مدى صحة المعرفة
+
+481
+00:35:32,100 --> 00:35:35,120
+العلمية، هل الطالب بيقدر يصدر حكم على مدى صحة
+
+482
+00:35:35,120 --> 00:35:38,480
+المعرفة العلمية؟ نعم بيقدر يصدر حكم، إذا المدرس حل
+
+483
+00:35:38,480 --> 00:35:41,940
+سؤال، وهذا السؤال مثلا كان فيه بعض المغالطات،
+
+484
+00:35:41,940 --> 00:35:45,000
+الطالب الجيد بيقدر يكتشف المغالطات اللي موجودة في
+
+485
+00:35:45,000 --> 00:35:49,160
+داخلحل السؤال، لو حتى السؤال في الكتاب في أخطاء
+
+486
+00:35:49,160 --> 00:35:53,600
+بتلاقي بعض الطلبة بيكتشفوا هذه الأخطاء وبالتالي
+
+487
+00:35:53,600 --> 00:35:57,680
+بنقول إن الطالب لما هو بينقد شيء معين أو بيحدد مدى
+
+488
+00:35:57,680 --> 00:36:02,340
+صحة هذا الشيء أو يفاضل بين شيئين فهو بيصدر حكم،
+
+489
+00:36:02,340 --> 00:36:05,780
+بيصدر حكم على مدى صحة المادة العلمية، لما أترح
+
+490
+00:36:05,780 --> 00:36:09,580
+سؤال أيه ما أفضل، تسلق الشجرة أو ساعد الشجرة؟
+
+491
+00:36:14,650 --> 00:36:18,970
+تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا
+
+492
+00:36:18,970 --> 00:36:22,050
+ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او
+
+493
+00:36:22,050 --> 00:36:24,010
+لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق
+
+494
+00:36:24,010 --> 00:36:27,110
+او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟
+
+495
+00:36:27,110 --> 00:36:28,490
+تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا
+
+496
+00:36:28,490 --> 00:36:34,170
+ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او
+
+497
+00:36:34,170 --> 00:36:41,420
+لا ساعدة؟ تسلق او لا ساعدة؟ تسلق او لا سما هي أفضل
+
+498
+00:36:41,420 --> 00:36:45,580
+طريقة للكشف عن وجود الماء مثلا في الصحراء؟ أنا
+
+499
+00:36:45,580 --> 00:36:49,260
+عارف إنه عدة طرق، بس أنا بدّي الطريقة الأفضل،
+
+500
+00:36:49,260 --> 00:36:53,880
+وبالتالي أنا بصدر حكم وبأحكم بصورة معيارية على صحة
+
+501
+00:36:53,880 --> 00:36:57,320
+ما هو موجود، وبالتالي هنا بنقول إن الطالب في عملية
+
+502
+00:36:57,320 --> 00:37:01,040
+التقويم هاد أعلى مستوى بيصل الطالب، إنه يستطيع إنه
+
+503
+00:37:01,040 --> 00:37:06,190
+ينقضيوجه النقد، النقد معناه انك تحدد المميزات
+
+504
+00:37:06,190 --> 00:37:11,730
+وتحددي العيوب، يقنقض قطعة ناثرية، يعمل خطوات، يعدل
+
+505
+00:37:11,730 --> 00:37:15,170
+خطوات حل مسألة الرياضية الخاطئة، مسألة الرياضية
+
+506
+00:37:15,170 --> 00:37:19,290
+بنعدل خطواتها، احنا مش بس بنحدد الخطأ، كمان بنعدل
+
+507
+00:37:20,260 --> 00:37:24,360
+الخطأ، بنحدد الخطأ في براهين قوانين ON بنحدد كذا،
+
+508
+00:37:24,360 --> 00:37:28,040
+الآن هذا مستوى عالي من المعرفة، طبعا قليل من
+
+509
+00:37:28,040 --> 00:37:31,360
+الطلبة اللي بيوصلوا لهذا المستوى، لكنه مش صعب، هذه
+
+510
+00:37:31,360 --> 00:37:34,800
+مهارة ويمكن تعلمها، ولو المدرس بذل شوية جهد مع
+
+511
+00:37:34,800 --> 00:37:39,470
+الطلاب ممكنيصل معهم إلى هذا المستوى يبقى الآن هذول
+
+512
+00:37:39,470 --> 00:37:43,550
+التلت مستويات تحليل تركيب تقويم بتكسب الطالب
+
+513
+00:37:43,550 --> 00:37:48,990
+مهارات تفكير بتكسبوا مهارات لحل المشكلة وهذا الشيء
+
+514
+00:37:48,990 --> 00:37:52,750
+طبعا بكون يعني بالنسبة للطالب بيرتقي بقدرات الطالب
+
+515
+00:37:52,750 --> 00:37:56,950
+وعملية التعامل مع المعرفة العلمية الآن احنا بنكون
+
+516
+00:37:56,950 --> 00:37:59,550
+أخدنا المجال المعرفي المحاضرة اللي جاء ان شاء الله
+
+517
+00:37:59,550 --> 00:38:02,870
+هناخد المجال المجداني والمجال النفسي حركي في اي
+
+518
+00:38:02,870 --> 00:38:03,430
+سؤال؟
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE.srt
new file mode 100644
index 0000000000000000000000000000000000000000..075bb08d0ca75490d978d6dca191006b9467bf62
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE.srt
@@ -0,0 +1,1906 @@
+1
+00:00:20,890 --> 00:00:26,870
+نتدخل الآن للأساس النفسي، واليوم سنتعرف على مجموعة
+
+2
+00:00:26,870 --> 00:00:31,290
+من النظريات التربوية المعرفية. تعرفنا في المحاضرة
+
+3
+00:00:31,290 --> 00:00:35,270
+الماضية على النظرية السلوكية. قلنا أن النظريات
+
+4
+00:00:35,270 --> 00:00:40,910
+تقسم إلى اتجاهين: النظريات
+
+5
+00:00:40,910 --> 00:00:44,990
+السلوكية والنظريات المعرفية. طبعاً النظريات
+
+6
+00:00:44,990 --> 00:00:48,430
+السلوكية التي تعرفنا عليها، من يتذكر ما هي
+
+7
+00:00:48,430 --> 00:00:49,930
+أهم مبادئ النظرية السلوكية؟
+
+8
+00:00:54,020 --> 00:00:58,660
+تفضلي؟ تجزئة النشاط المراد تعلمه إلى أجزاء صغيرة،
+
+9
+00:00:58,660 --> 00:01:02,060
+وكذلك أن يكون الفعل رد فعل، يعني مُفيد واستجابة.
+
+10
+00:01:02,060 --> 00:01:06,470
+لذلك يجب استخدام الحوافز، يجب
+
+11
+00:01:06,470 --> 00:01:10,510
+تجزئة التعلم، وكل فكرة تحتوي على هدف سلوكي،
+
+12
+00:01:10,510 --> 00:01:13,670
+وتحديد الأهداف السلوكية بصورة إجرائية سلوكية،
+
+13
+00:01:13,670 --> 00:01:18,170
+الدوافع والاستعدادات والتعزيز مهم جداً لحدوث عملية
+
+14
+00:01:18,170 --> 00:01:21,910
+التعلم. كانت هذه مبادئ النظريات السلوكية، والتي
+
+15
+00:01:21,910 --> 00:01:25,270
+نطبقها حتى الآن، وكل طالبة تخرج منكم
+
+16
+00:01:25,270 --> 00:01:27,970
+على التدريب الميداني، لأن أهم شيء في تحضير الدرس
+
+17
+00:01:27,970 --> 00:01:32,000
+أن تحدد الأهداف السلوكية، وتُحددها بصورة إجرائية
+
+18
+00:01:32,000 --> 00:01:34,760
+قابلة للقياس، وأنها تتخذ الإجراءات
+
+19
+00:01:34,760 --> 00:01:37,740
+اللازمة لعملية التطبيق. فهذه كانت من أهم
+
+20
+00:01:37,740 --> 00:01:40,460
+المبادئ، وحتى الآن مستمرة مبادئ النظرية
+
+21
+00:01:40,460 --> 00:01:44,260
+السلوكية. ننتقل الآن إلى النظريات المعرفية، وأولها
+
+22
+00:01:44,260 --> 00:01:47,880
+النظرية المعرفية الأساسية، وهي نظرية
+
+23
+00:01:47,880 --> 00:01:55,410
+الجشتالت. نظرية الجشتالت تقوم على أفكار كل من كوهلر
+
+24
+00:01:55,410 --> 00:01:59,850
+وليڤين، وأوسبل، وبرونر. هؤلاء من منظري النظريات
+
+25
+00:01:59,850 --> 00:02:03,170
+المعرفية. طبعاً، النظريات المعرفية متعددة،  فَعندنا
+
+26
+00:02:03,170 --> 00:02:06,750
+نظرية بياجيه، وعندنا نظرية جانييه، وأيضاً نظرية
+
+27
+00:02:06,750 --> 00:02:09,850
+الذكاءات المتعددة، جانبي الدماغ. كل هذه من ضمن
+
+28
+00:02:09,850 --> 00:02:13,910
+النظريات المعرفية، التي تبحث في كيفية حدوث
+
+29
+00:02:13,910 --> 00:02:18,760
+المعرفة لدى المتعلم وكيفية تعلمها، وكلها تعمل بفكرة
+
+30
+00:02:18,760 --> 00:02:24,080
+أساسية هي أن الاستبصار هو أساس عملية التعلم. ماذا
+
+31
+00:02:24,080 --> 00:02:29,790
+يقصد بالاستبصار؟ هو الإدراك الكلي للموضوع، الإدراك
+
+32
+00:02:29,790 --> 00:02:33,710
+الكلي للموقف التعليمي من خلال إدراك العلاقات من
+
+33
+00:02:33,710 --> 00:02:38,210
+داخل الموقف، وتكوين صورة كلية، وبالتالي التعلم من
+
+34
+00:02:38,210 --> 00:02:42,310
+وجهة نظر الجشتالت يتم بادراك الصورة الكلية.  قلنا أن النظرية السلوكية يَصير التعلم فيها من
+
+35
+00:02:42,310 --> 00:02:45,730
+الجزء إلى الكل، أما النظرية المعرفية فالتعلم فيها
+
+36
+00:02:45,730 --> 00:02:50,330
+يَتم من الكل إلى الجزء. فاكرين المرة الماضية
+
+37
+00:02:50,330 --> 00:02:53,750
+رسمنا صورة؟
+
+38
+00:02:53,750 --> 00:02:54,590
+رسلنا صورة؟
+
+39
+00:02:58,430 --> 00:03:02,850
+لما قلنا نكتب هنا تمر، ونرسم هنا صورة حبة تمر،
+
+40
+00:03:02,850 --> 00:03:08,650
+ونضع حرف التاء. الآن هذه اللوحة التي أمامي تجسد
+
+41
+00:03:08,650 --> 00:03:13,130
+النظريتين معنا: النظرية المعرفية والنظرية السلوكية.
+
+42
+00:03:13,130 --> 00:03:22,350
+أولاً، كلمة تمر هي الكل، وهنا الجزء،
+
+43
+00:03:22,350 --> 00:03:26,780
+وبالتالي التعلم يُسير فيها من الكل إلى الجزء.
+
+44
+00:03:26,780 --> 00:03:31,060
+وبالتالي هذه تُشكل أفكار النظرية المعرفية. لكن وجود
+
+45
+00:03:31,060 --> 00:03:35,980
+الصورة، صورة التمر مع كلمة التمر، تُعتبر الصورة مُثيرًا
+
+46
+00:03:35,980 --> 00:03:44,320
+والكلمة استجابة. وبالتالي، حيثما تظهر هذه الصورة،
+
+47
+00:03:44,320 --> 00:03:48,260
+تظهر هذه الكلمة. لذلك، نرى عندما الأطفال في
+
+48
+00:03:48,260 --> 00:03:52,480
+الروضة أو في الصف الأول يبدأون القراءة، لا تشعرين
+
+49
+00:03:52,480 --> 00:03:56,880
+أنه يعرف مكونات الكلمة، هو يحفظ الكلمة
+
+50
+00:03:56,880 --> 00:04:00,800
+كتلة واحدة. لكن لو سألتيه، لو قلتِ له كذا،
+
+51
+00:04:00,800 --> 00:04:04,380
+تجدينه لا يعرفها. الحروف بالنسبة له مجردة، لا
+
+52
+00:04:04,380 --> 00:04:08,120
+معنى لها. لكن الكلمة لها معنى، يعني التمر له معنى، لكن
+
+53
+00:04:08,120 --> 00:04:12,800
+حرف التاء، بمعنى مجرد. وبالتالي، بالنسبة له
+
+54
+00:04:12,800 --> 00:04:16,680
+نجد أنه يفهم الكلمة، يحفظها ككل. يعني، حيثما
+
+55
+00:04:16,680 --> 00:04:20,300
+تظهر صورة حبة التمر، تظهر أمامها كلمة
+
+56
+00:04:20,300 --> 00:04:24,610
+التمر في ذهنه وفي ذاكرته. وبالتالي، استخدمنا هنا
+
+57
+00:04:24,610 --> 00:04:29,250
+المُثير والاستجابة، وأيضاً استخدمنا من الكل إلى الجزء.
+
+58
+00:04:29,250 --> 00:04:32,230
+هناك كثيرون يعارضون، ويقولون أنه يجب أن نبدأ
+
+59
+00:04:32,230 --> 00:04:35,270
+بتعليم الحروف ثم الكلمات.  هناك من يقول لا،
+
+60
+00:04:35,270 --> 00:04:39,470
+نُعلّم الكلمات، ومن خلال الكلمات نُعلّم الحروف. ما
+
+61
+00:04:39,470 --> 00:04:44,450
+رأيك؟ ثانياً،
+
+62
+00:04:44,450 --> 00:04:48,710
+أفضل، لأن الطفل عندما يرى شيئاً ملموساً، يَفهمه ويُوظّفه.
+
+63
+00:04:57,890 --> 00:05:02,330
+حفظاً و فهماً. من تؤيد هذا الرأي؟ عندما نعمل مع
+
+64
+00:05:02,330 --> 00:05:07,470
+الصورة مع ال... مع ال... الكل، نضع عند
+
+65
+00:05:07,470 --> 00:05:12,210
+الطفل صورة تبقى مرجعية لديه في المستقبل. يعني، إذا
+
+66
+00:05:12,210 --> 00:05:16,710
+من أول ما يُعَرَّف على حرف ال... التمر، يفهم
+
+67
+00:05:16,710 --> 00:05:20,390
+أن هو... يعني أنتم تؤيدون تقريباً أن هذه
+
+68
+00:05:20,390 --> 00:05:25,860
+الصورة، أن التعلم يصير هنا من المحسوس إلى المجرد،
+
+69
+00:05:25,860 --> 00:05:32,000
+بحيث أن الصورة مع الكلمة أعطتني دلالة محسوسة، أما
+
+70
+00:05:32,000 --> 00:05:35,640
+حرف التاء مجرد. وبالتالي، بالتدريج الطالب سيقدر
+
+71
+00:05:35,640 --> 00:05:40,160
+يجزّئ كلمة التمر، ليحصل على حرف التاء وحرف الميم وحرف
+
+72
+00:05:40,160 --> 00:05:43,620
+الراء. سيعرف، طبعاً، في البداية سيتعلم الحرف
+
+73
+00:05:43,620 --> 00:05:47,080
+الأول، ثم الثاني، ثم الثالث. بالتدريج سيتعلم
+
+74
+00:05:47,080 --> 00:05:51,330
+الحروف. طبعاً استفادوا من هذه النظريات بالصورة الواضحة،
+
+75
+00:05:51,330 --> 00:05:53,610
+كما نرى في صياغة المناهج في مراحل
+
+76
+00:05:53,610 --> 00:05:57,250
+التعليم الأساسي، وأيضاً في مراحل التعليم العام جميعاً،
+
+77
+00:05:57,250 --> 00:06:00,250
+أنه أي فكرة نعرضها، نعرضها بالصورة الكلية، وبعد
+
+78
+00:06:00,250 --> 00:06:05,270
+ذلك نبدأ بعملية التجزئة.  بالنسبة لهذه الصورة، نشاهد
+
+79
+00:06:05,270 --> 00:06:08,890
+الآن من أهم التجارب، وهي تجربة كوهلر
+
+80
+00:06:08,890 --> 00:06:15,730
+مع القرد. من يتذكر هذه القصة؟ القرد والموز. أيّ
+
+81
+00:06:15,730 --> 00:06:16,410
+ناس؟
+
+82
+00:06:21,560 --> 00:06:27,020
+في هذا الوقت، وضع كوهلر قرداً في قفص، ووضع له... موزاً... موزاً
+
+83
+00:06:27,020 --> 00:06:31,600
+فأول شيء، بدأ يقفز ويحاول من جدار إلى جدار قبل أن
+
+84
+00:06:31,600 --> 00:06:35,060
+يصل إلى الموز. بعدين، وضع له عصاً، يخبط بها أيضاً،
+
+85
+00:06:35,060 --> 00:06:38,380
+لم يعرف. بعد ذلك، وضع له كرسياً، أخذ الكرسي وبدأ يدفعه...
+
+86
+00:06:38,380 --> 00:06:42,700
+يعني يحاول ويجرب. ممتاز جداً. طبعاً، هنا بدأ
+
+87
+00:06:42,700 --> 00:06:46,200
+كوهلر تجربته بإن بدأ يُجرب على القرد، ووضع القرد
+
+88
+00:06:46,200 --> 00:06:50,640
+في غرفة، هذه الغرفة عالية، وفي نصف ال... في
+
+89
+00:06:50,640 --> 00:06:53,900
+السقف كان هناك مجموعة من الموز، طبعاً الدافع موجود لدى
+
+90
+00:06:53,900 --> 00:06:57,300
+القرد وهو الجوع، يعني هو يريد أن يأكل والموز
+
+91
+00:06:57,300 --> 00:07:00,580
+موجود. الآن، كيف يستطيع القرد الوصول إلى هذا الموز؟
+
+92
+00:07:00,580 --> 00:07:03,840
+طبعاً، بدأ بمجموعة من المحاولات والخطأ، أن يتسلق
+
+93
+00:07:03,840 --> 00:07:07,340
+الجدران، لم يستطع، أن يقفز، لم يستطع، لاحظ وجود
+
+94
+00:07:07,340 --> 00:07:13,250
+صندوق على الأرض، فوضع الصندوق تحت، لكي يَقطف الموز،
+
+95
+00:07:13,250 --> 00:07:16,910
+فكان قصيراً، لم يستطع بالقفزات أن يصل، فلاحظ وجود
+
+96
+00:07:16,910 --> 00:07:22,390
+صندوق آخر، فأخذ الصندوق الصغير ووضعه
+
+97
+00:07:22,390 --> 00:07:25,530
+فوق الصندوق الأول، ووقف فوق الصندوقين، فقدر أن يصل
+
+98
+00:07:25,530 --> 00:07:29,490
+إلى الموز. الآن، ماذا حدث عند القرد؟ هو درس كل
+
+99
+00:07:29,490 --> 00:07:33,850
+إمكانات الموقف، ماذا يمكن أن يُساعده في هذا الموقف؟
+
+100
+00:07:33,850 --> 00:07:37,230
+يعني، تسلق الجدران، لم يستطع. القفز المباشر، لم يستطع.
+
+101
+00:07:37,230 --> 00:07:40,870
+يجب أن يكون هناك شيء داخل المكان يُساعده.
+
+102
+00:07:40,870 --> 00:07:44,010
+كوهلر غير الإمكانات الموجودة في البيئة، فأحضر
+
+103
+00:07:44,010 --> 00:07:49,040
+عصيتين، عصا طويلة وعصا أقصر، لكن العصيتين يمكن
+
+104
+00:07:49,040 --> 00:07:53,960
+أن تُثبت في بعضهما البعض.  هنا، طبعاً، القرد في
+
+105
+00:07:53,960 --> 00:07:56,780
+المرة الثانية لم يبدأ بالقفز على الجدران أو من
+
+106
+00:07:56,780 --> 00:08:01,200
+الأسفل، بدأ يدرس ما هو موجود داخل البيئة، يعني لم
+
+107
+00:08:01,200 --> 00:08:05,700
+يبدأ، قلل من محاولاته بالمحاولة والخطأ، ونظر، فوجد
+
+108
+00:08:05,700 --> 00:08:08,740
+أنه هناك عصا، فأمسك العصا، لم يستطع، لاحظ وجود
+
+109
+00:08:08,740 --> 00:08:11,040
+العصا الأخرى، طبعاً العصا الأخرى أقصر من
+
+110
+00:08:11,040 --> 00:08:14,950
+الأولى. لاحظوا، هو ينظر في العصيتين، أنه هناك ثقوب في
+
+111
+00:08:14,950 --> 00:08:20,090
+أسفل العصا، فوضعها فيها، وثبت العصيتين في بعضهما.
+
+112
+00:08:20,090 --> 00:08:23,290
+طبعاً، وضرب الموز، ونزل الموز. الآن، بعد ذلك، كوهلر
+
+113
+00:08:23,290 --> 00:08:26,690
+استخدم مجموعة أشياء. في كل مرة، أصبح القرد على طول
+
+114
+00:08:26,690 --> 00:08:30,670
+ينظر إلى الأشياء الموجودة، ويبدأ باستخدامها في هذا
+
+115
+00:08:30,670 --> 00:08:33,750
+الجانب. طبعاً، هذه أعطت دلالة على أن توظيف و
+
+116
+00:08:33,750 --> 00:08:37,390
+التفاعل مع البيئة أساس في عملية التعلم.
+
+117
+00:08:43,290 --> 00:08:47,230
+وبالتالي، لاحظتِ هذا الجانب، أنه لابد من مواجهة
+
+118
+00:08:47,230 --> 00:08:51,450
+المتعلم بمشكلة، يجب أن يواجه مشكلة، وحتى أساعده في
+
+119
+00:08:51,450 --> 00:08:54,970
+حلّها، يجب أن أضع له بعض الإمكانات، لكن لن أضع له الحلول
+
+120
+00:08:54,970 --> 00:08:59,510
+جاهزة. يجب أن يصل بنفسه إلى الحل. وهذه كانت من أهم
+
+121
+00:08:59,510 --> 00:09:04,310
+مبادئ النظرية المعرفية، التي تقول لي أن
+
+122
+00:09:04,310 --> 00:09:09,950
+عملية التعلم هي في الأصل عملية تفاعل بين المتعلم و
+
+123
+00:09:09,950 --> 00:09:14,350
+البيئة، والمعلم يُسهّل العملية بإعادة ترتيب عناصر
+
+124
+00:09:14,350 --> 00:09:17,890
+البيئة.  في كل مرة، يمكن أن نعيد ترتيب
+
+125
+00:09:17,890 --> 00:09:20,150
+العناصر.  أعطي الطالبات مسألة في
+
+126
+00:09:20,150 --> 00:09:25,290
+الهندسة مثلاً، فأعطيهم سؤالاً، أعطيهم معطيات، وأعطيهم
+
+127
+00:09:25,290 --> 00:09:28,350
+مطلوباً. أول مرة، أجعل المعطيات والمطلوب بصورة
+
+128
+00:09:28,350 --> 00:09:31,890
+مباشرة.  في المرة الثانية، أغيّر قليلاً في المعطيات، وأغيّر
+
+129
+00:09:31,890 --> 00:09:34,610
+قليلاً في المطلوب. بعد ذلك، أُجري عملية تغييرات،
+
+130
+00:09:34,610 --> 00:09:38,690
+الآن في كل مرة الطالبة ستنتبه إلى أي عنصر
+
+131
+00:09:38,690 --> 00:09:42,210
+تغير، وتحاول أن تصل إلى هذا التغير، وبالتالي، في كل
+
+132
+00:09:42,210 --> 00:09:46,400
+مرة تُثبّت مهارة. الآن، أول مرة مهارة بسيطة،
+
+133
+00:09:46,400 --> 00:09:49,260
+في المرة الثانية مهارة أكثر تعقيداً، بعد ذلك
+
+134
+00:09:49,260 --> 00:09:53,840
+مهارة أعلى، مهارة أعلى. في كل مرة، ننقل المتعلم من
+
+135
+00:09:53,840 --> 00:09:58,380
+تعلم سهل إلى تعلم معقد إلى تعلم أكثر تعقيداً.
+
+136
+00:09:58,380 --> 00:10:04,000
+وبالتالي تزداد مهارات المتعلم. المبدأ الثاني،
+
+137
+00:10:04,000 --> 00:10:08,490
+تفضلي، المتعلم يدرك الموقف ككل من خلال إدراك
+
+138
+00:10:08,490 --> 00:10:12,390
+العلاقات بين الأجزاء، ويتم حل المشكلة عن طريق إعادة
+
+139
+00:10:12,390 --> 00:10:15,730
+تنظيم العناصر. ممتاز جداً. يبقى هنا المتعلم يدرك
+
+140
+00:10:15,730 --> 00:10:18,770
+الموقف التعليمي ككل، يدرك العلاقات بين الأجزاء
+
+141
+00:10:18,770 --> 00:10:21,710
+ويتم حلّ المشكلة عن طريق إعادة الترتيب وتنظيم
+
+142
+00:10:21,710 --> 00:10:24,770
+العناصر وما بينها من علاقات. نحن لا ننظر فقط
+
+143
+00:10:24,770 --> 00:10:28,010
+إلى الموقف، بل إلى العلاقات بين الموقف، كما لو كان أمامك
+
+144
+00:10:28,010 --> 00:10:32,500
+صورة، لوحة فنية. هذه الصورة، أولاً، يجب أن تدركي
+
+145
+00:10:32,500 --> 00:10:36,480
+هذه الصورة، ما هي؟ صورة منظر طبيعي، أم صورة طفلة، أم
+
+146
+00:10:36,480 --> 00:10:41,360
+صورة قطة، أم صورة تُظهر مباني أو أشياء
+
+147
+00:10:41,360 --> 00:10:45,120
+ما هي الصورة التي أمامي؟ يجب أن أدرك ما هو الشيء. بعد
+
+148
+00:10:45,120 --> 00:10:48,320
+ذلك، أبدأ بالانتباه إلى الألوان وتفاصيل الألوان والعلاقات الموجودة.  يبقى أول شيء، ندرك الصورة
+
+149
+00:10:48,320 --> 00:10:51,480
+الكلية، ثم نبدأ بعملية التفصيل.  أيضاً، الاستعداد
+
+150
+00:10:51,480 --> 00:10:57,300
+للتعلم أمر مهم لإتمام عملية التعلم.  جميع الأطفال
+
+151
+00:10:57,300 --> 00:11:01,200
+يمرّون بمراحل تعليمية مختلفة. لكل مرحلة، شرط أساسي
+
+152
+00:11:01,200 --> 00:11:05,060
+لإتمام عملية التعليم. لكل مرحلة شرط أساسي. ماذا يعني
+
+153
+00:11:05,060 --> 00:11:07,440
+الاستعداد؟
+
+154
+00:11:07,440 --> 00:11:16,780
+الاستعداد والدافعية بناءً على
+
+155
+00:11:16,780 --> 00:11:23,610
+مستوى النضج العقلي والجسدي، القدرة العقلية والجسدية
+
+156
+00:11:23,610 --> 00:11:28,830
+الموجودة في الفرد تُؤهّله لعمل معيّن. ممتاز جداً. يبقى
+
+157
+00:11:28,830 --> 00:11:31,830
+عندما نتحدث عن استعداد الطفل أو استعداد
+
+158
+00:11:31,830 --> 00:11:35,850
+الطالب، نتحدث عن القدرة الجسدية والعقلية التي
+
+159
+00:11:35,850 --> 00:11:40,340
+تؤهله للقيام بمهمة معيّنة. فأنا هنا أتحدث عن مدى
+
+160
+00:11:40,340 --> 00:11:43,060
+الاستعداد. عندما يأتي الطفل مثلاً، يدخل صف أول
+
+161
+00:11:43,060 --> 00:11:45,120
+ابتدائي، الآن هناك عملية تسجيل للصف الأول
+
+162
+00:11:45,120 --> 00:11:48,820
+الابتدائي. انظري، عندما تأتين لتسجّلي الطفل في الصف
+
+163
+00:11:48,820 --> 00:11:54,580
+الأول، ماذا تسألينه؟ اسمه، اسم أبيه.  تسألينه اسمه، اسم
+
+164
+00:11:54,580 --> 00:11:57,640
+أبيه، وتشوفين هل هو يستطيع الإجابة، يستطيع الكلام، يستطيع
+
+165
+00:11:57,640 --> 00:12:03,090
+التحدث. ممكن أن تطلبي منه أن يكتب، هل تستطيعين كتابة اسمك؟ نعم.
+
+166
+00:12:03,090 --> 00:12:06,570
+تسألينه هذا، هي تسأل أسئلة بسيطة جداً، لكن من
+
+167
+00:12:06,570 --> 00:12:11,410
+خلالها سترين هل يستطيع مسك القلم. يعني، هل يستطيع
+
+168
+00:12:11,410 --> 00:12:14,110
+مسك القلم؟  قد لا يمسكه بالطريقة الصحيحة، يمسكه بهذه
+
+169
+00:12:14,110 --> 00:12:18,670
+الطريقة، لكن هل يستطيع مسكه والتحكم فيه أم لا؟  الآن
+
+170
+00:12:18,670 --> 00:12:23,150
+قبل... قبل ست سنوات، بصيلات الأصابع من
+
+223
+00:16:12,500 --> 00:16:15,640
+النجاح العقلي، نقول إن هنا الفرد
+
+224
+00:16:20,940 --> 00:16:27,320
+الفرد بيكون في حالة اتزان، حالة
+
+225
+00:16:27,320 --> 00:16:33,400
+اتزان عقلي لدى الإنسان، هذه الحالة طبعاً بتكون
+
+226
+00:16:33,400 --> 00:16:37,260
+واضحة، أنا ما عنديش أي مشكلة، وبالتالي في حالة
+
+227
+00:16:37,260 --> 00:16:42,460
+توازن، في حالة relax. متى يحدث عدم الاتزان؟ عند
+
+228
+00:16:42,460 --> 00:16:46,620
+وجود مشكلة، الآن في عندنا هنا مشكلة
+
+229
+00:16:48,450 --> 00:16:52,390
+في عندي هنا هذا الإنسان يواجه مشكلة، الآن هذا
+
+230
+00:16:52,390 --> 00:16:58,210
+الإنسان واجه مشكلة معينة، هنا مستوى  نتاج عقلي
+
+231
+00:16:58,210 --> 00:17:03,670
+هذا
+
+232
+00:17:03,670 --> 00:17:09,870
+المستوى الأول، الآن واجه مشكلة، هذا الطفل الآن يعني
+
+233
+00:17:09,870 --> 00:17:13,890
+نفترض أنّه قاعد بيلعب في داخل البيت، فراح قذف
+
+234
+00:17:13,890 --> 00:17:19,090
+الكرة، الكرة بتاعته طلعت فوق في مكان عالٍ، الآن الطفل
+
+235
+00:17:19,090 --> 00:17:24,750
+هذا بده يحل مشكلته، قدامه مجموعة من الحلول، إمّا أنّه
+
+236
+00:17:24,750 --> 00:17:28,890
+بده يقعد يبكي، وإمّا تيجي تجيب الكرة وتعطيله إياها،
+
+237
+00:17:28,890 --> 00:17:33,410
+وإمّا أنّه هو بده يفكر كيف بده يحصل على الكرة، فالآن
+
+238
+00:17:33,410 --> 00:17:40,410
+في عمليتين هو هيقوم بإجرائهما: عملية الاستيعاب، ثمّ
+
+239
+00:17:40,410 --> 00:17:41,970
+عملية الموازنة
+
+240
+00:17:44,540 --> 00:17:46,840
+هادول العمليتين، العملية الأولى: استيعاب، أنّه بده
+
+241
+00:17:46,840 --> 00:17:50,760
+يستوعب الموقف، بده يستوعب أنّه جسمه صغير، وإنّ هذه
+
+242
+00:17:50,760 --> 00:17:54,980
+الكرة في مكان عالٍ، وإنّه لما بده يوصلها
+
+243
+00:17:54,980 --> 00:17:59,640
+لازم يكون في واسطة أو في شيء معيّن، وبالتالي الآن
+
+244
+00:17:59,640 --> 00:18:03,780
+بدأ هو يتمثل المشكلة، يستوعبها، يسيطر على كافة
+
+245
+00:18:03,780 --> 00:18:08,360
+أبعادها، الآن بدأ يعمل عملية موازنة بين إمكاناته وبين
+
+246
+00:18:08,360 --> 00:18:13,000
+مكان الكرة اللي هو موجود فيها، الآن إيش طلع له؟
+
+247
+00:18:13,000 --> 00:18:19,130
+عنده طاولة، فراح جاب الطاولة وزحّها وحطّها في المكان
+
+248
+00:18:19,130 --> 00:18:24,390
+اللي كانت موجودة فيه الكرة، فهنا لساتُه هو صغير، مش
+
+249
+00:18:24,390 --> 00:18:28,950
+قادر يوصل للكرة، فحاول أنّه يستفيد من أي حاجة موجودة
+
+250
+00:18:28,950 --> 00:18:32,990
+ممكن تكون عصاية، ممكن تكون أشياء، ممكن تكون أي شيء
+
+251
+00:18:32,990 --> 00:18:36,850
+موجود في داخل البيئة اللي هو موجود فيها، وبالتالي
+
+252
+00:18:36,850 --> 00:18:41,230
+بعد ذلك حمل العصاية وهو موجود على الطاولة ونزل
+
+253
+00:18:41,230 --> 00:18:46,860
+الكرة، الآن إيش اللي حصل عنده؟ هو حلّ المشكلة، صار
+
+254
+00:18:46,860 --> 00:18:51,720
+توازن ثاني، صار فرجع إلى حالة التوازن، فالآن هو صار
+
+255
+00:18:51,720 --> 00:18:55,780
+في عنده هنا حلّ للمشكلة
+
+256
+00:18:55,780 --> 00:19:04,760
+فرجع إلى حالة التوازن اللي هي اتزان عقلي
+
+257
+00:19:04,760 --> 00:19:09,940
+لكن الآن مرحلة
+
+258
+00:19:09,940 --> 00:19:12,780
+النتاج عنده هنا صارت نتاج
+
+259
+00:19:17,190 --> 00:19:22,490
+اثنين، قدراته هنا ليست مثل قدراته هنا، قدراته هنا
+
+260
+00:19:22,490 --> 00:19:28,370
+أصبحت أعلى، لأنه بعد ذلك لو المشكلة... الآن بنلاقي
+
+261
+00:19:28,370 --> 00:19:32,410
+أن الطفل إيش بيسوي؟ بيستحلّ الحكاية، فبيصير يرمي
+
+262
+00:19:32,410 --> 00:19:36,850
+الكورة ويعود يطلع يجيبها، ليش؟ لأنّه بيحس أنّه
+
+263
+00:19:36,850 --> 00:19:43,210
+فكر بطريقة مختلفة في هذا الجانب، أو حاجة مخبأة ومش
+
+264
+00:19:43,210 --> 00:19:47,230
+قادر يجدها، وفكر فوجد هذه الشغلة اللي هي المخبأة
+
+265
+00:19:47,230 --> 00:19:51,690
+فهو الآن بيصير يخبيها ويحاول أنّه يجيبها أو يبحث
+
+266
+00:19:51,690 --> 00:19:56,030
+عنها، وبتصبح هذه بالنسبة له ممارسة عقلية جميلة، ليش؟
+
+267
+00:19:56,030 --> 00:19:59,850
+لأنّه الآن هو طوّر مستوى قدرته العقلية، الطفل اللي
+
+268
+00:19:59,850 --> 00:20:05,030
+أمه جابت له الكرة يختلف عن هذا الطفل، هذا هنا
+
+269
+00:20:07,100 --> 00:20:11,900
+ما حلّش مشكلته بنفسه، أما هذا الطفل حلّ مشكلته بنفسه
+
+270
+00:20:11,900 --> 00:20:15,820
+تماماً زي ما أنتِ تكوني قاعدة بتحلي سؤال في الاختبار
+
+271
+00:20:15,820 --> 00:20:18,980
+أو في البيت أو كده، بتواجهي مشكلة، إذا استوعبتِ
+
+272
+00:20:18,980 --> 00:20:23,380
+السؤال وقدرتي تربطي بين خبراتك السابقة أو طرق حلّ
+
+273
+00:20:23,380 --> 00:20:25,580
+الأسئلة أو بين المعطيات اللي موجودة في السؤال
+
+274
+00:20:25,580 --> 00:20:31,220
+وعملتي موازنة، حليتيه لوحدك، الآن مستوى قدرتك
+
+275
+00:20:31,220 --> 00:20:34,600
+العقلية زاد، الآن هذا السؤال وين ما يجيلك بتقدرِ
+
+276
+00:20:34,600 --> 00:20:40,460
+تحليه، لأنه خلاص أصبح بالنسبة لكِ خبرة سابقة ومهارة
+
+277
+00:20:40,460 --> 00:20:43,380
+معروفة في هذا الإطار، زمان لما كنا بنحلّ الجبر و
+
+278
+00:20:43,380 --> 00:20:46,120
+الهندسة والأشياء هذه، السؤال اللي إحنا بنفكر فيه و
+
+279
+00:20:46,120 --> 00:20:50,170
+بنحله لوحدنا ما بننساهوش، لكن السؤال اللي إحنا
+
+280
+00:20:50,170 --> 00:20:54,450
+بناخذه جاهز من المدرس، بنحفظه وبننساه وبنحفظه و
+
+281
+00:20:54,450 --> 00:20:57,390
+بننساه، بيختلف، ليش؟ لأنّه مش إحنا اللي فكرنا، اللي
+
+282
+00:20:57,390 --> 00:21:01,510
+فكّر الآخرون، هذه أهمية اللي هي الفكرة الأساسية
+
+283
+00:21:01,510 --> 00:21:05,290
+لحدوث النّتاج العقلي عند بياجيه، كيف بيحدث النّتاج
+
+284
+00:21:05,290 --> 00:21:09,230
+العقلي؟ أنّه لازم نمارس مهارة الاستيعاب والموازنة
+
+285
+00:21:09,230 --> 00:21:16,230
+من أجل الوصول إلى الحلّ، عملية
+
+286
+00:21:16,230 --> 00:21:21,650
+صوت... تعريف من؟ استيعاب وموازنة لأ، عملية
+
+287
+00:21:21,650 --> 00:21:25,550
+الاستيعاب هي العملية اللي هي تمثّل كافة العناصر
+
+288
+00:21:25,550 --> 00:21:29,630
+الموجودة في الموقف التعليمي، أما الموازنة هي الربط
+
+289
+00:21:29,630 --> 00:21:33,850
+بين الخبرات السابقة وبين معطيات الموقف ومتغيّرات
+
+290
+00:21:33,850 --> 00:21:40,610
+الموقف التعليمي للوصول إلى الحلّ، الموازنة
+
+291
+00:21:40,610 --> 00:21:41,590
+هي الخطوة الثانية
+
+292
+00:21:57,520 --> 00:22:01,640
+نرجع الآن، فبقول هنا إنّ الفرد بيكتسب خبرات جديدة
+
+293
+00:22:01,640 --> 00:22:04,840
+لأن يصل إلى مرحلة من النّتاج العقلي، التفاعل، حلّ
+
+294
+00:22:04,840 --> 00:22:07,900
+المشكلات من خلال عملية الاستيعاب والموازنة،
+
+295
+00:22:07,900 --> 00:22:11,120
+الاستيعاب يقوم باستيعاب العالم المحيط، فبيكون
+
+296
+00:22:11,120 --> 00:22:14,720
+نماذج لهذا العالم في ذهنه، الموازنة عندما يسعى
+
+297
+00:22:14,720 --> 00:22:18,340
+المتعلم لتعديل النموذج طبقاً للخبرات، الآن هو بيعدّل
+
+298
+00:22:18,340 --> 00:22:22,530
+النموذج اللي موجود عنده، بيعدّل خبراتُه السابقة بناءً
+
+299
+00:22:22,530 --> 00:22:27,010
+على هذه المعطيات الجديدة وحسب متطلّبات البيئة، وجود
+
+300
+00:22:27,010 --> 00:22:30,030
+هادول العمليتين، مع الاستيعاب والموازنة بنصل إلى
+
+301
+00:22:30,030 --> 00:22:33,910
+التوازن مع البيئة، هذا التوازن بيعطينا نتاج وقدرات
+
+302
+00:22:33,910 --> 00:22:38,710
+عقلية جديدة، يبقى الآن عملية حدوث التعلم عند بياجيه
+
+303
+00:22:38,710 --> 00:22:42,590
+يعني مش زي السلوكية إنها مثير واستجابة، بحدث التعلم
+
+304
+00:22:43,600 --> 00:22:46,580
+ولا زي النظرية المعرفية أن أشوف الصورة الكلية بس
+
+305
+00:22:46,580 --> 00:22:52,340
+لأ، هذه مرتبطة بعمر عقلي، وبسن، وبمستوى نمو، و
+
+306
+00:22:52,340 --> 00:22:56,580
+بالتالي هنا مشكلات إحنا بنواجهها مع البيئة، يبقى
+
+307
+00:22:56,580 --> 00:22:59,580
+أنا الطفل، أنا كل ما واجهته بمشكلات بأضره ولا
+
+308
+00:22:59,580 --> 00:23:05,000
+بأفيده؟ بأفيده، بأفيده، بأفيده، بأفيده، بأفيده، بأفيده
+
+309
+00:23:05,000 --> 00:23:05,460
+بأفيده، بأفيده، بأفيده، بأفيده، بأفيده، بأفيده، بأفيده
+
+310
+00:23:05,460 --> 00:23:05,560
+بأفيده، بأفيده، بأفيده، بأفيده، بأفيده، بأفيده، بأفيده
+
+311
+00:23:05,560 --> 00:23:12,150
+بأفيده، بأفيده، بأفيده، بأفيدَهُ بأكبر قدر من المشكلات، كلّ
+
+312
+00:23:12,150 --> 00:23:15,710
+ما أنتي كنتِ مدرّسة جيدة، كلّ ما جبتِ مشكلات متنوعة
+
+313
+00:23:15,710 --> 00:23:18,890
+وخليتي الطلبة يمروا فيها، ما ينفعش المشكلات تكون
+
+314
+00:23:18,890 --> 00:23:21,690
+متماثلة، ما ينفعش أجيب له عشر أسئلة كلها فيها نفس
+
+315
+00:23:21,690 --> 00:23:25,730
+الفكرة، لأنه هيكتسب فكرة، لكن أنا بجيب له أربع
+
+316
+00:23:25,730 --> 00:23:29,690
+أسئلة، كلّ سؤال فيه فكرة، فبالتالي بيكتسب أربع
+
+317
+00:23:29,690 --> 00:23:34,120
+أفكار، بالتالي هيك أنا بطوّر من قدرته العقلية، نشوف
+
+318
+00:23:34,120 --> 00:23:38,940
+مراحل بياجيه للنتاج العقلي، عندنا أربع مراحل: مرحلة
+
+319
+00:23:38,940 --> 00:23:42,640
+النمو الحسي- الحركي، مرحلة ما قبل العمليات الإجرائية
+
+320
+00:23:42,640 --> 00:23:47,140
+ومرحلة العمليات الحسية ومرحلة العمليات المجردة، نشوف
+
+321
+00:23:47,140 --> 00:23:51,980
+مرحلة النمو الحسي- الحركي، تشرحي لنا إياها، فضلي، هي
+
+322
+00:23:51,980 --> 00:23:54,920
+المرحلة التي يمرّ بها الطفل من... من الميلاد حتى
+
+323
+00:23:54,920 --> 00:23:59,680
+سنتين، حيثُ في هذه المرحلة يكتشف ما حوله من البيئة
+
+324
+00:23:59,680 --> 00:24:03,600
+من خلال حواسه، ويبقى يلمس فقط ما يراه أو ما
+
+325
+00:24:03,600 --> 00:24:06,420
+يسمعه، لا يفهم ما يتصوّر معاه، أحسن، أنتم شايفين
+
+326
+00:24:06,420 --> 00:24:09,480
+كيف الصورة جاية هادي؟ خفّف الإضاءة شوية هيك،
+
+327
+00:24:09,480 --> 00:24:14,780
+خليني أشوف الصورة، آه، بتفهم هذا، بلاش
+
+328
+00:24:17,270 --> 00:24:20,790
+طيب، إحنا شايفين طبعاً صورة الطفل أمامنا، الصورة
+
+329
+00:24:20,790 --> 00:24:24,130
+هذه يعني بتقول لي أنّه بس من الميلاد حتى سنتين، إيش
+
+330
+00:24:24,130 --> 00:24:27,650
+المهارات اللي بتكون؟ هل عنده مهارات في الملاحظة،
+
+331
+00:24:27,650 --> 00:24:33,190
+في الاستنتاج وكذا؟ لأ، لأ، مهاراتُه لساتها بسيطة،
+
+332
+00:24:33,190 --> 00:24:36,630
+حسيّة، كلّ الأشياء اللي بيشوفها بيحاول أنّه يتعرّف
+
+333
+00:24:36,630 --> 00:24:43,140
+عليها من خلال الحواس، بيمسكها، بيلمسها، بيحطّها، أقوى
+
+334
+00:24:43,140 --> 00:24:47,360
+حاسّة عنده حاسّة التذوّق، بتعطيه فلوس، بتعطيه وردة،
+
+335
+00:24:47,360 --> 00:24:50,280
+بتعطيه إيش، يفهم، روحي بفتحه؟ بِطعمه، من خلال طعمه
+
+336
+00:24:50,280 --> 00:24:53,700
+بتعرف، وبالتالي هنا هو بيتعرّف على العالم من خلال
+
+337
+00:24:53,700 --> 00:24:58,080
+حواسه، بيفهم العالم من خلال الحواس، قدراتُه لساتها
+
+338
+00:24:58,080 --> 00:25:01,860
+بسيطة، لكن تبدأ عنده الملاحظة، بيبدأ يعرف بيته، لو
+
+339
+00:25:01,860 --> 00:25:05,660
+طلع من بيته على بيت ثاني، بيعرف أنّه البيئة تغيّرت
+
+340
+00:25:05,660 --> 00:25:08,380
+ففي عنده ملاحظات، وبالتالي عنده ملاحظات، بيعرف أمه
+
+341
+00:25:08,380 --> 00:25:12,900
+بميّزها عن بقية السيّدات، بيعرف جدّته، بيعرف أهل البيت
+
+342
+00:25:12,900 --> 00:25:17,160
+بيحفظهم، عندما تتغيّر هذه الصورة بنلاقي أنّه أصبح في
+
+343
+00:25:17,160 --> 00:25:22,300
+عدم توازن، فإمّا هو بيهرب من العالم كله هذا وبينام
+
+344
+00:25:22,300 --> 00:25:27,800
+ويغمض عينيه، أو أنّه ببدأ في عملية البكاء والصراخ
+
+345
+00:25:27,800 --> 00:25:30,460
+في هذا الجانب، ليش؟ لأنّه بيعبر عن رفضه لكلّ هذه
+
+346
+00:25:30,460 --> 00:25:34,740
+الأشياء المختلفة اللي هي حوله، طبعاً هذه مرحلة أولى،
+
+347
+00:25:34,740 --> 00:25:40,000
+المرحلة الثانية مرحلة
+
+348
+00:25:40,000 --> 00:25:44,160
+ما قبل العمليات الإجرائية، أيوة، ما هي أهمّ مميزات
+
+349
+00:25:44,160 --> 00:25:47,710
+هذه المرحلة؟ فضلي، يبدأ الطفل في هذه المرحلة في سنّ
+
+350
+00:25:47,710 --> 00:25:51,210
+سنتين إلى سبع سنوات، يتعلّم من خلال عملية التقليد
+
+351
+00:25:51,210 --> 00:25:55,170
+لمن هو أكبر،  تبدأ بعض العمليات، لكن ليس جميع
+
+352
+00:25:55,170 --> 00:25:59,270
+العمليات العقلية، يبدأ دور،  مفوض للاحتفاظ، يتفضل
+
+353
+00:25:59,270 --> 00:26:02,670
+بداية، بداية، يعني لما هذا الشيء مازال موجود حتى لو
+
+354
+00:26:02,670 --> 00:26:06,390
+اختفى عن الموضوع، ممتاز جداً، طبعاً هنا يعني من سنتين
+
+355
+00:26:06,390 --> 00:26:10,860
+لسبع سنوات هذه مرحلة مهمة جداً، بس في من سنتين لأربع
+
+356
+00:26:10,860 --> 00:26:14,880
+سنوات وفي من أربع لسبع سنوات، في عندي مرحلتين،
+
+357
+00:26:14,880 --> 00:26:18,600
+المرحلة الأولى الطفل لا يفهم فيها ولا يدرك المفهوم
+
+358
+00:26:18,600 --> 00:26:22,500
+المعكوسية اللي إحنا اتكلمنا عنها، أنّ أنا لو كان في
+
+359
+00:26:22,500 --> 00:26:30,520
+عندي إناء، يعني
+
+360
+00:26:30,520 --> 00:26:31,240
+في عندي إناء
+
+361
+00:26:37,550 --> 00:26:41,430
+زي إحنا شايفين، وهنا فيه سائل، لو كمية السائل هذه
+
+362
+00:26:41,430 --> 00:26:49,030
+نفسها حاطّيتها أنا في إناء آخر بهذا الشكل، الطفل
+
+363
+00:26:49,030 --> 00:26:51,910
+ما بيفهمش أنّ نفس كمية السائل اللي هنا هي نفس كمية
+
+364
+00:26:51,910 --> 00:26:55,690
+السائل اللي هنا، وبالتالي أنتِ لما بقى مثلاً يشرب شاي
+
+365
+00:26:55,690 --> 00:26:59,030
+وبتلاقي إنّ كأسه ناقصها شوية، بتيجي تبرديله إياها
+
+366
+00:26:59,030 --> 00:27:02,810
+بتحطّيها له مثلاً في حاجة ثانية، الآن بيبطل يشرب لأنّك
+
+367
+00:27:02,810 --> 00:27:08,130
+أنتِ غيّرتِ السائل، آه، فأنتِ حتى لو رجعتيها، لو طفحتيها
+
+368
+00:27:08,130 --> 00:27:12,890
+للباب برضه هو مش مقتنع أنّها هي نفسها، ليش؟ لأنّه
+
+369
+00:27:12,890 --> 00:27:16,730
+لسه قدراتُه في فهم هذا الشيء قليلة، هو قصة
+
+370
+00:27:16,730 --> 00:27:21,970
+الشكل والطول، الشكل... آه، الأكبر، الشكل... الطول أكبر
+
+371
+00:27:21,970 --> 00:27:29,830
+من الشكل، وبالتالي هو بيرغب إيش؟ بالطول، بيرغب بالطول، آه،
+
+372
+00:27:29,830 --> 00:27:34,070
+كمان ما بيقدرش يفكّر في مفهومين معاً، يعني تقول له بتحبّ
+
+373
+00:27:34,070 --> 00:27:39,020
+ماما ولا بابا؟ هو بيلتقط الكلمة الأخيرة، هو مفهوم ما
+
+374
+00:27:39,020 --> 00:27:43,400
+بيقدرش يفكّر فيه مفهومين معاً، هو بفكّر في اتجاه واحد
+
+375
+00:27:43,400 --> 00:27:46,960
+فقط، من أجل ذلك لما بيروح الروضة، لما تطلب منه
+
+376
+00:27:46,960 --> 00:27:50,060
+المعلّمة أن يصنّف، بتطلب منه أن يصنّف باستخدام بعد
+
+377
+00:27:50,060 --> 00:27:53,320
+واحد فقط، يعني لو جبت له مجموعة من الأشكال وقالت
+
+378
+00:27:53,320 --> 00:27:57,280
+اطلع لي الأشكال المثلّثات الحمراء على جنب، ما بيفهمش؟ يا
+
+379
+00:27:57,280 --> 00:28:01,520
+إمّا بدها تاخذ اللي هو معيار الألوان، يا إمّا معيار
+
+380
+00:28:01,520 --> 00:28:06,280
+الأشكال، أما إن تاخذ معيار الشكل ومعيار اللون مع بعض
+
+381
+00:28:06,280 --> 00:28:09,840
+مش هيقدر يفكّر في هذين الاتجاهين مع بعض، وبالتالي
+
+382
+00:28:09,840 --> 00:28:14,240
+لسه قدراتُه ما نمتش في هذا المجال، فبقول هنا بعد ذلك
+
+383
+00:28:14,240 --> 00:28:18,980
+طبعاً بعد أربع سنوات بيبدأ يدرك، بيبدأ يدرك مفهوم
+
+384
+00:28:18,980 --> 00:28:23,200
+المعكوسية، بيبدأ يصنّف باستخدام بعد واحد بصورة واضحة،
+
+385
+00:28:23,200 --> 00:28:26,520
+قدرته في إجراء اللي هي عملية القياس والملاحظة
+
+386
+00:28:26,520 --> 00:28:31,350
+محدودة، لكنّه في عنده ملاحظة، بيبدأوا يدرّبوهم الخطّ
+
+387
+00:28:31,350 --> 00
+
+445
+00:32:13,090 --> 00:32:18,090
+عشان ذلك كانوا يقولوا أن العلم في الصغر هنا نقش
+
+446
+00:32:18,090 --> 00:32:21,770
+يعني شيء ما بيروح في هذه المرحلة ليش؟ لأنه لسه أصلاً
+
+447
+00:32:21,770 --> 00:32:27,750
+يعني عنده صفحة بيضاء دماغه، عنده قدرات عالية، وعنده
+
+448
+00:32:27,750 --> 00:32:32,430
+عملية التسجيل سريعة، ملاحظاته وكل إمكاناته موجودة
+
+449
+00:32:32,430 --> 00:32:35,950
+لكن بعد ذلك بتكتر المعرفة العلمية اللي بياخدها
+
+450
+00:32:35,950 --> 00:32:39,430
+الطالب، بتكتر اهتمامات الطالب، وبالتالي بتختلف
+
+451
+00:32:39,430 --> 00:32:43,520
+الأشياء، كمان بنبدأ نركز على عمليات أخرى، يعني مش شرط
+
+452
+00:32:43,520 --> 00:32:46,500
+إنك تكوني حافظة فقط، ممكن إنك تكوني...  إنك
+
+453
+00:32:46,500 --> 00:32:50,160
+تناقشيه، تحلليه، إنك تحددي الخطأ فيه، بتختلف
+
+454
+00:32:50,160 --> 00:32:53,480
+الأشياء من حسب السن، وبالتالي بنقول إن
+
+455
+00:32:53,480 --> 00:32:57,820
+قدرته في الاستدلال العقلي والمجرد ما زالت قليلة،
+
+456
+00:32:57,820 --> 00:33:01,260
+ما نتعاملش مع الرموز، يعني لسه لحد الآن ما بناخدش
+
+457
+00:33:01,260 --> 00:33:05,540
+الجيب والـ sin و cos و XY في المناهج، ولكن ما زلنا نتعامل
+
+458
+00:33:05,540 --> 00:33:08,180
+بالأرقام والأشياء المحسوسة
+
+459
+00:33:10,890 --> 00:33:17,150
+بننتقل لمرحلة العمليات المجردة، المجردة، أيوة،
+
+460
+00:33:17,150 --> 00:33:20,530
+تفضلي، تبدأ من سنة اثنا عشر حتى ثمان عشر، وفيها تظهر
+
+461
+00:33:20,530 --> 00:33:23,030
+القدرة على التذكر الاستنتاجي، والتخيل، والتصور
+
+462
+00:33:23,030 --> 00:33:26,630
+وتكوين الفرضيات، وتشخيص المغالطات المنطقية، وينبغي
+
+463
+00:33:26,630 --> 00:33:29,890
+التركيز على التواصل الاجتماعي، والاستدلال، وتأكيد ذلك
+
+464
+00:33:29,890 --> 00:33:33,330
+ممتاز جداً، مرحلة جميلة جداً، من اثنا عشر لثماني عشر
+
+465
+00:33:33,330 --> 00:33:37,780
+سنة، وتمتد إلى ما بعد ذلك، بيصير الطالب فيها عنده
+
+466
+00:33:37,780 --> 00:33:40,980
+قدرة على التخيل، على التصور، بيصير عندهم، تظهر
+
+467
+00:33:40,980 --> 00:33:44,660
+المواهب، القدرة في كتابة الشعر، القدرة في كتابة
+
+468
+00:33:44,660 --> 00:33:48,480
+القصة، بيصير أنهم بيحبوا التمثيل، بيحبوا الخطابة،
+
+469
+00:33:48,480 --> 00:33:52,120
+تبدأ الميول والمواهب تظهر بشكل كبير، بنلاقي أن في
+
+470
+00:33:52,120 --> 00:33:55,240
+طلاب بيحبوا كثيراً العلوم والرياضيات وحل المسائل، و
+
+471
+00:33:55,240 --> 00:33:58,480
+الاستدلال العقلي، وقدراتهم في هذا المجال،
+
+472
+00:33:58,480 --> 00:34:01,020
+في طلاب بيميلوا للشعر، وبيميلوا للقصة، وبيميلوا
+
+473
+00:34:01,020 --> 00:34:03,900
+للكتابة، بنلاقي أنه بدأ الطلاب يتصنفوا، يعني
+
+474
+00:34:03,900 --> 00:34:08,500
+بالأول كانوا واحدة، لكن هنا بتبدأ تظهر هذه الأشياء
+
+475
+00:34:08,500 --> 00:34:12,580
+الاستدلال العقلي بيظهر بصورة مختلفة، يعني في ناس
+
+476
+00:34:12,580 --> 00:34:15,500
+بتميل للاستدلال العقلي المنطقي المجرد في الرياضيات
+
+477
+00:34:15,500 --> 00:34:18,440
+والعلوم والأشياء هذه، في ناس لأ، بتميل للاستدلال
+
+478
+00:34:18,440 --> 00:34:21,740
+اللي هو الشكلي، وإن هم يكونوا في إطار اللي هي
+
+479
+00:34:21,740 --> 00:34:24,620
+الخيال والأمور الأخرى الخيالية، وبالتالي هنا
+
+480
+00:34:24,620 --> 00:34:27,640
+بيصير في عندنا قدرة واضحة في التفكير، في التخيل، في
+
+481
+00:34:27,640 --> 00:34:31,300
+التصور، في تكوين اللي هي الافتراضات، اكتشاف
+
+482
+00:34:31,300 --> 00:34:35,020
+المغالطات، في استدلال لفظي عالي جداً
+
+483
+00:34:39,120 --> 00:34:48,280
+اللي هو... طبعاً
+
+484
+00:34:48,280 --> 00:34:51,500
+هي هذه المرحلة بتبدأ ترافق مرحلة... المراهقة...
+
+485
+00:34:51,500 --> 00:34:54,420
+المراهقة، أي نعم، بترافق مرحلة المراهقة، بتصير اللي
+
+486
+00:34:54,420 --> 00:34:57,780
+بتهتم في حالها، طبعاً لازم تهتم في حالها... تبدأ
+
+487
+00:34:57,780 --> 00:35:00,200
+بزيادة، يعني إحنا... إيش اللي بيحصل في هذه المرحلة
+
+488
+00:35:00,200 --> 00:35:05,620
+بالنسبة للفتاة؟ بتبدأ طفرة النمو عندها، يعني بتبدأ
+
+489
+00:35:05,620 --> 00:35:09,680
+الفتاة والشابة يدخلها، كان الفتاة قبل الشابة طبعاً، تبدأ
+
+490
+00:35:09,680 --> 00:35:14,280
+تدخل في طفرة النمو، في مرحلة البلوغ، التغير، بتصير
+
+491
+00:35:14,280 --> 00:35:17,400
+فيه تغيرات في الفسيولوجيا في جسدها، هذه التغيرات
+
+492
+00:35:17,400 --> 00:35:21,120
+الفسيولوجية، الهرمونات اللي بتبدأ تشتغل، هذه،
+
+493
+00:35:21,120 --> 00:35:24,300
+بتكون كلها كامنة، يعني في مرحلة الطفولة، حاجة اسمها
+
+494
+00:35:24,300 --> 00:35:27,410
+الـ common الانفعالي، بتبقى هذه كل الغدد اللي
+
+495
+00:35:27,410 --> 00:35:30,090
+موجودة في الجسم، فيها حالة كومون، ما بتتحركش، لما
+
+496
+00:35:30,090 --> 00:35:33,990
+بتصير هذه مرحلة البلوغ وكذا، هذه كلها بتصير الضخ
+
+497
+00:35:33,990 --> 00:35:38,250
+طول النهار هذه الهرمونات في جسم الإنسان، بنلاحظ
+
+498
+00:35:38,250 --> 00:35:45,090
+أنه مثلاً البنت أو الولد في هذه المرحلة كسول، بده
+
+499
+00:35:45,090 --> 00:35:49,330
+ينام، مش قادر، يعني البنت مثلاً تقول لها إن أنت تعالي
+
+500
+00:35:49,330 --> 00:35:52,270
+اعملي كذا، اعملي كذا، لأ، نعسانة، لأ هيك بتمشي ومش
+
+501
+00:35:52,270 --> 00:35:57,650
+قادرة تركز، حتى لما إنها بتمشي مش كثيراً متزنة، هذا شيء
+
+502
+00:35:57,650 --> 00:36:03,310
+طبيعي، لأن في جسمها ضخ كمية كبيرة من الهرمونات، هذه
+
+503
+00:36:03,310 --> 00:36:06,170
+الكمية من الهرمونات هي اللي بتعملها هذا النوع من
+
+504
+00:36:06,170 --> 00:36:09,190
+الخمول، هذا النوع من عدم الاتزان، بيستمر لمتى؟ لأ، ما بيستمرش لمتى، كلها بس اللي هي
+
+505
+00:36:09,190 --> 00:36:12,890
+أول سنة وثاني سنة في مرحلة النمو، بعد إن جسمها
+
+506
+00:36:12,890 --> 00:36:17,530
+بيكتمل، وبعد هيك طبعاً بتكتمل عندها اللي هي عناصر
+
+507
+00:36:17,530 --> 00:36:21,910
+الأنوثة، وبتبدأ واضحة خلاص، بعد هيك بترجع إلى
+
+508
+00:36:21,910 --> 00:36:24,270
+طبيعتها تماماً، ما فيش نمو لأ، هي بس البداية، هي البداية
+
+509
+00:36:24,270 --> 00:36:29,990
+أنك أنتِ حصل تغيير، أنه بين أنك كنت طفلة وبين أنك
+
+510
+00:36:29,990 --> 00:36:33,690
+أنتِ أصبحتِ أنثى، وبين ضخ كمية كبيرة من الهرمونات
+
+511
+00:36:33,690 --> 00:36:37,350
+والـ adrenaline في الجسم، فهذا بيعمل تغير في الجسم
+
+512
+00:36:37,350 --> 00:36:40,190
+بعد هيك لأ، بتلاقيها صارت نشيطة، وصارت تقوم تساعد
+
+513
+00:36:40,190 --> 00:36:45,530
+أمها، وتشطف، وتعمل، وتسوي، وبتعمل كيكات، وبتعمل مش
+
+514
+00:36:45,530 --> 00:36:48,430
+عارف إيه، وبتطلع، وتنزل، أما في المرحلة الأولى هذه
+
+515
+00:36:48,430 --> 00:36:51,670
+لأ، بتلاحظ فيها الكسل تماماً، الولد بيبدأ اللي هو بعد
+
+516
+00:36:51,670 --> 00:36:56,030
+أربع عشرة أو خمس عشرة سنة، بتبدأ تظهر عليه العوامل هذه اللي هي
+
+517
+00:36:56,030 --> 00:36:59,890
+الكسل، والتراخي، والأشياء هذه، بعد ذلك بيبدأ طبعاً
+
+518
+00:36:59,890 --> 00:37:03,470
+بعد ما هي تكتمل عناصر النمو عنده، بيبدأ طبعاً ياخد
+
+519
+00:37:03,470 --> 00:37:06,630
+اللي هي مرحلة الاتزان، بس هي الكلام اللي حكيته
+
+520
+00:37:06,630 --> 00:37:09,430
+الأخت، اللي هو بتبدأ عملية تأكيد الذات، وأن أنا هنا
+
+521
+00:37:09,430 --> 00:37:11,790
+موجود، والبنت حاسة أن هي ماشية بالشارع الكل بتطلع
+
+522
+00:37:11,790 --> 00:37:14,430
+فيها، والشاب شايف حاله... ما حدش بيصدقه، أو
+
+523
+00:37:14,430 --> 00:37:19,550
+بيبدأ اللي هي طبعاً العنادة
+
+524
+00:37:19,550 --> 00:37:20,990
+وإثبات الذات
+
+525
+00:37:25,080 --> 00:37:27,900
+وإثبات that، وإن محدش بيفرض عليّ، وإني أنا اللي
+
+526
+00:37:27,900 --> 00:37:32,020
+رأيي، وإني أنا اللي كذا، طبعاً هو البنت أو الفتى
+
+527
+00:37:32,020 --> 00:37:34,500
+يعني في هذه المرحلة هم لسه ما فاهمينش حاجة، بس
+
+528
+00:37:34,500 --> 00:37:38,120
+بيحاولوا يفرضوا أنفسهم، هذه الفترة الحرجة في ال...
+
+529
+00:37:38,120 --> 00:37:41,960
+في الفترة هذه، لازم الواحد يعني يثبت شخصيته، و
+
+530
+00:37:41,960 --> 00:37:46,080
+هويته الشخصية، يعني في ال... في المجتمع، إذا ما
+
+531
+00:37:46,080 --> 00:37:50,140
+أثبتت في هذه الفترة، ما بتقدرش تثبتها بعد هيك، يعني
+
+532
+00:37:50,140 --> 00:37:55,900
+ويكون عندها تعليم، مش أي درجة يعني، إثبات شخصيتك في
+
+533
+00:37:55,900 --> 00:37:59,060
+المجتمع بيأتي بعد حصولك على مؤهل يساعدك على اللي
+
+534
+00:37:59,060 --> 00:38:03,020
+هو ال... الخوض في غمار المجتمع، لكن إنك أنت الآن
+
+535
+00:38:03,020 --> 00:38:06,700
+بتحاول تفرض نفسك، وجودك في أسرتك، إنك أنت إنسانة...
+
+536
+00:38:06,700 --> 00:38:09,820
+آه، هي هذه يعني... آه، إنك أنتِ... أنتِ إنسانة مفكرة
+
+537
+00:38:09,820 --> 00:38:14,340
+أو إنك أنتِ إنسانة يعني مش... مش إنسانة يعني...
+
+538
+00:38:14,340 --> 00:38:18,090
+يعني أنتِ كبيرة، ما أصبحتيش طفلة، ولا يعني يستطيعوا
+
+539
+00:38:18,090 --> 00:38:21,110
+قيادتك بسهولة، لازم يسألوكي، لازم يناقشوكي،
+
+540
+00:38:21,110 --> 00:38:24,850
+لازم يسألوا وجهة نظرك، يقدروا وجهة نظرك، وبتظهر
+
+541
+00:38:24,850 --> 00:38:28,190
+هنا حاجات مثلاً بصورة كبيرة جداً، اللي هي بالأول كان
+
+542
+00:38:28,190 --> 00:38:31,110
+الطفل بحاجاته في الفسيولوجيا، بعد ذلك أصبح الحاجة
+
+543
+00:38:31,110 --> 00:38:35,330
+للأمن، للتقدير، الآن تيجي الحاجة للتقدير، والحاجة
+
+544
+00:38:35,330 --> 00:38:38,370
+طبعاً إلى احترام الذات، بتصير بصورة واضحة في هذه
+
+545
+00:38:38,370 --> 00:38:41,350
+المرحلة، جميل جداً إن إحنا نفكر في هذه الأشياء، هو
+
+546
+00:38:41,350 --> 00:38:44,610
+بيجي عشان إحنا نكون برضه واضحين، ما اتعرضش
+
+547
+00:38:44,610 --> 00:38:49,210
+لمرحلة المراهقة بصفات المراهقة بالنمو، بيجي
+
+548
+00:38:49,210 --> 00:38:52,970
+بتعرض لمرحلة اللي هي من اثنا عشر لثماني عشر سنة بالصورة
+
+549
+00:38:52,970 --> 00:38:57,930
+العقلية، كيف بنفكر؟ كيف بنحل المسائل؟ كيف بنقدر نعمل
+
+550
+00:38:57,930 --> 00:39:01,670
+استدلالات؟ كيف بنقدر نكتب شعر؟ كيف بنقدر نكتب قصة؟
+
+551
+00:39:01,670 --> 00:39:04,110
+هل عندنا قدرة في الاستدلال اللفظي؟ هل عندنا قدرة في
+
+552
+00:39:04,110 --> 00:39:07,190
+التخيل؟ هل عندنا قدرة في التصور؟ هل عندنا قدرة في
+
+553
+00:39:07,190 --> 00:39:10,390
+المنطق العقلي ولا لأ؟ هذه المرحلة المفروض أنها
+
+554
+00:39:10,390 --> 00:39:15,620
+تأهلنا أن نصل للتخيل المجرد تماماً، وبعد ذلك إن كل
+
+555
+00:39:15,620 --> 00:39:18,960
+تعلمنا بعد اللي هو ثماني عشر سنة كله بيعتمد على التخيل،
+
+556
+00:39:18,960 --> 00:39:21,960
+الآن أنت في مرحلة الجامعة، مش شرط نستخدم معك وسيلة
+
+557
+00:39:21,960 --> 00:39:25,320
+أو ما نستخدمش، لازم يكون عقلك شغال إن هو يقدر
+
+558
+00:39:25,320 --> 00:39:28,880
+يتخيل الأشياء حتى لو بدون صورة، إنك أنتِ تقدري
+
+559
+00:39:28,880 --> 00:39:35,560
+تتصوريها، وتضعي لها صورة في داخلك، طيب؟ من الآخر نلخص
+
+560
+00:39:35,560 --> 00:39:41,020
+النهائيات، مراحل، بيجيب دقيقة؟  تفضلي، المرحلة الأولى هي مرحلة
+
+561
+00:39:41,020 --> 00:39:45,340
+حركية حسية للطفل من ثلاث إلى ست سنوات، فيها تعامل
+
+562
+00:39:45,340 --> 00:39:48,820
+الطفل، ويتعلم أولاً من خلال الحواس، وما ينساه أكثر
+
+563
+00:39:48,820 --> 00:39:52,040
+أما المرحلة الثانية هي مرحلة عمليات من ست
+
+564
+00:39:52,040 --> 00:39:56,440
+سنوات إلى سبع سنوات، في هذه المرحلة،  نبدأ نلاحظ جهد
+
+565
+00:39:56,440 --> 00:39:59,940
+العملية العقلية، والتعلم عن طريق التطبيق، وبعض
+
+566
+00:39:59,940 --> 00:40:03,780
+العملية من ناحية الاحتفاظ، لكن دون قدرة على
+
+567
+00:40:03,780 --> 00:40:06,880
+التفكير الانعكاسي، والانعكاس بقي حد، ولا قدرة على
+
+568
+00:40:06,880 --> 00:40:10,640
+المقلوبية، ولا على التصنيف، في المرحلة الثالثة، وهي
+
+569
+00:40:10,640 --> 00:40:13,660
+مرحلة من سبع إلى اثنا عشر سنة، وهي مرحلة
+
+570
+00:40:13,660 --> 00:40:17,740
+العملية هنا، تبدأ العملية العقلية، لكن تبقى عملية
+
+571
+00:40:17,740 --> 00:40:22,720
+مادية، محسوسة، لا تتطرق إلى عملية... العملية التجريدية، لكن
+
+572
+00:40:22,720 --> 00:40:25,860
+هو يستطيع القيام بأكثر من عملية، والاتفاق على أكثر من
+
+573
+00:40:25,860 --> 00:40:29,420
+المرجع، بالإضافة إلى قدرته على عملية التصنيف، أما
+
+574
+00:40:29,420 --> 00:40:32,700
+الأخيرة، وهي مرحلة من اثنا عشر إلى ثماني عشر سنة، وهي
+
+575
+00:40:32,700 --> 00:40:36,460
+مرحلة المراهقة، تبدأ بظهور تأكيد الذات عند
+
+576
+00:40:36,460 --> 00:40:40,540
+الطفل، وبظهور شخصيته، والقدرة على معرفة الأمور
+
+577
+00:40:40,540 --> 00:40:44,380
+المجردة، ويُثبت نفسه، تخرج منها، بارك الله فيكِ، في
+
+578
+00:40:44,380 --> 00:40:48,900
+أي سؤال؟ شكراً، طبعاً في هنا ملاحظة مهمة، أنه ليس
+
+579
+00:40:48,900 --> 00:40:51,880
+بالضرورة أن جميع الأطفال يصلوا لنفس المرحلة في نفس
+
+580
+00:40:51,880 --> 00:40:55,740
+الوقت، يعني كان في طفل، يعني مثلاً إحنا بنقول من سبع إلى
+
+581
+00:40:55,740 --> 00:40:58,900
+إثنا عشر سنة، تفكير محسوس، في طفل ممكن من تسع سنوات يوصل
+
+582
+00:40:58,900 --> 00:41:03,240
+للتفكير المجرد، وبالتالي في فروقات فردية بين
+
+583
+00:41:03,240 --> 00:41:07,380
+الأطفال، يعني ليس شرط أنه لازم يوصل للسن، في أطفال
+
+584
+00:41:07,380 --> 00:41:11,380
+ممكن يتأخروا، وفي أطفال ممكن أنهم يتقدموا، اللي
+
+585
+00:41:11,380 --> 00:41:15,480
+بيحكم بهذه الجوانب، كم من المشكلات التي يواجهها المتعامل
+
+586
+00:41:16,400 --> 00:41:17,220
+يعطيكم العافية
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d8ad14fde8249a7f626feda90207b8edccd5ef44
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_postprocess.srt
@@ -0,0 +1,2344 @@
+1
+00:00:20,890 --> 00:00:26,870
+نتدخل الآن للأساس النفسي و اليوم هنتعرف على مجموعة
+
+2
+00:00:26,870 --> 00:00:31,290
+من النظريات التربوية المعرفية تعرفنا في المحاضرة
+
+3
+00:00:31,290 --> 00:00:35,270
+الماضية على النظرية السلوكية احنا قلنا ان النظريات
+
+4
+00:00:35,270 --> 00:00:40,910
+تقسم في اتجاهين النظريات
+
+5
+00:00:40,910 --> 00:00:44,990
+السلوكية و هي النظريات المعرفية طبعا النظريات
+
+6
+00:00:44,990 --> 00:00:48,430
+السلوكية اللي احنا اتعرفنا عليها مين اتذكرنا ما هي
+
+7
+00:00:48,430 --> 00:00:49,930
+اهم مبادئ النظرية السلوكية
+
+8
+00:00:54,020 --> 00:00:58,660
+تفضلي؟ تجزئة النشاط المرد متعلمه إلى أزاق صغيرة
+
+9
+00:00:58,660 --> 00:01:02,060
+وكمان انه يكون الفعل رد فعل يعني مفير واستجاب
+
+10
+00:01:02,060 --> 00:01:06,470
+عشانك لازم نستعمل الحوادثتجب استخدام الحوافظ، تجب
+
+11
+00:01:06,470 --> 00:01:10,510
+تقسيم تجزء التعلم، كل الفكرة بتحتوي على هدف سلوكي،
+
+12
+00:01:10,510 --> 00:01:13,670
+تحديد الأهداف السلوكية بصورة إجرائية سلوكية،
+
+13
+00:01:13,670 --> 00:01:18,170
+الدوافع والاستعدادات والتعزيز مهم جدا لحدوث عملية
+
+14
+00:01:18,170 --> 00:01:21,910
+التعلم، كانت هذه مبادئ نظريات السلوكية، طبعا اللي
+
+15
+00:01:21,910 --> 00:01:25,270
+إحنا حتى الآن بنطبقها، و هي كل طالبة بتخرج منكم
+
+16
+00:01:25,270 --> 00:01:27,970
+على التدريب الميداني، لإن أهم شيء في تحضير الدرس
+
+17
+00:01:27,970 --> 00:01:32,000
+إنها تحدد الأهدافالسلوكية واتحددها بصورة إجرائية
+
+18
+00:01:32,000 --> 00:01:34,760
+قابلة للقياس وإن المفروض إن هي بتأخذ الإجراءات
+
+19
+00:01:34,760 --> 00:01:37,740
+اللازمة لعملية التطبيق فهنا هذه كانت من أهم
+
+20
+00:01:37,740 --> 00:01:40,460
+المبادئ وطبعا حتى الآن مستمرة مبادئ النظرية
+
+21
+00:01:40,460 --> 00:01:44,260
+السلوكية بننتقل الآن للنظريات المعرفية وأولها
+
+22
+00:01:44,260 --> 00:01:47,880
+النظرية المعرفية الأساسية اللي هي اسمها نظرية
+
+23
+00:01:47,880 --> 00:01:55,410
+الجيش طلطنظرية الجستالت بتقوم على أفكار كل من كهلر
+
+24
+00:01:55,410 --> 00:01:59,850
+و ليفن و أوسبل و برونر، هؤلاء من منظري النظريات
+
+25
+00:01:59,850 --> 00:02:03,170
+المعرفية، طبعا نظرياتي المعرفية متعددة، في عندنا
+
+26
+00:02:03,170 --> 00:02:06,750
+نظرية بياجيه، في عندنا نظرية جانيه، أيضا نظرية
+
+27
+00:02:06,750 --> 00:02:09,850
+الذكاءات المتعددة جانبي الدماغ، كل هذه من ضمن
+
+28
+00:02:09,850 --> 00:02:13,910
+النظريات المعرفية اللي هي بتبحث في كيفية حدوث
+
+29
+00:02:13,910 --> 00:02:18,760
+المعرفةلدى المتعلم وكيفية تعلمها وكلها بتعمل بفكرة
+
+30
+00:02:18,760 --> 00:02:24,080
+أساسية هي أن الاستبصار هو أساس عملية التعلم ماذا
+
+31
+00:02:24,080 --> 00:02:29,790
+يقصد بالاستبصار؟ هو الإدراك الكلي للموضوعالادراك
+
+32
+00:02:29,790 --> 00:02:33,710
+الكلي للموقف التعليمي من خلال ادراك العلاقات من
+
+33
+00:02:33,710 --> 00:02:38,210
+داخل الموقف وتكوين صورة كلية وبالتالي التعلم من
+
+34
+00:02:38,210 --> 00:02:42,310
+وجهة نظر الgestal يتم بادراك الصورة الكلية، احنا
+
+35
+00:02:42,310 --> 00:02:45,730
+قلنا ان النظرية السلوكية بيصير التعلم فيها من
+
+36
+00:02:45,730 --> 00:02:50,330
+الجزء إلى الكل، اما النظرية المعرفية فالتعلم فيها
+
+37
+00:02:50,330 --> 00:02:53,750
+بيتم من الكل إلى الجزء، فاكريني المرة الماضية
+
+38
+00:02:53,750 --> 00:02:54,590
+رسلنا صورة؟
+
+39
+00:02:58,430 --> 00:03:02,850
+لما قلنا بنكتب هنا تمر وبنرسم هنا صورة حبة التمر
+
+40
+00:03:02,850 --> 00:03:08,650
+وبنحط حرف التاهر الآن هذه اللوحة اللي أمامي بتجسد
+
+41
+00:03:08,650 --> 00:03:13,130
+النظريتين معنا النظرية المعرفية والنظرية السلوكية
+
+42
+00:03:13,130 --> 00:03:22,350
+أول حاجة أن هو كلمة تمر هي الكل وهنا الجزء
+
+43
+00:03:22,350 --> 00:03:26,780
+وبالتالي التعلم بيسيل فيها من الكل إلى الجزءالجزء
+
+44
+00:03:26,780 --> 00:03:31,060
+وبالتالي هذه بتشكل أفكار النظرية المعرفية لكن وجود
+
+45
+00:03:31,060 --> 00:03:35,980
+الصورة صورة التمر مع كلمة التمر بتعتبر الصورة مثير
+
+46
+00:03:35,980 --> 00:03:44,320
+والكلمة استجابة وبالتالي هنا حيثما تظهر هذه الصورة
+
+47
+00:03:44,320 --> 00:03:48,260
+تظهر هذه الكلمة من أجل ذلك بنشوف لما الأطفال في
+
+48
+00:03:48,260 --> 00:03:52,480
+الروضة أو في الصف الأول بيبدأوا يقرأوا ما بتحسيش
+
+49
+00:03:52,480 --> 00:03:56,880
+أن هو بيبقى عارف إيش المكونات الكلمةهو حافظ الكلمة
+
+50
+00:03:56,880 --> 00:04:00,800
+كده كتلة واحدة، لكن لو قلتيله هجيها، لو قلتيله كذا
+
+51
+00:04:00,800 --> 00:04:04,380
+بتلاقيهوش عارفها الحروف بالنسباله مجردة، مالهاش
+
+52
+00:04:04,380 --> 00:04:08,120
+معنى، لكن الكلمة لها معنى، يعني التمر له معنى، لكن
+
+53
+00:04:08,120 --> 00:04:12,800
+حرف التائشب يعني مجرد، وبالتالي هنا بالنسباله
+
+54
+00:04:12,800 --> 00:04:16,680
+بنلاقي أن هو فاهم الكلمة، حافظها ككل، يعني وين ما
+
+55
+00:04:16,680 --> 00:04:20,300
+تظهر صورة اللي هي حبة التمر، بتظهر أمامها كلمة
+
+56
+00:04:20,300 --> 00:04:24,610
+التمر في ذهنه وفي ذاكرتهوبالتالي هنا استخدمنا
+
+57
+00:04:24,610 --> 00:04:29,250
+المثير والاستجابة وبرضه استخدمنا من الكل إلى الجزء
+
+58
+00:04:29,250 --> 00:04:32,230
+في ناس كتير بتعارض يعني بتقول المفروض ان احنا
+
+59
+00:04:32,230 --> 00:04:35,270
+بنبدأ بتعليم الحروف ثم الكلمات في ناس يقول لأ
+
+60
+00:04:35,270 --> 00:04:39,470
+بنعلم الكلمات ومن خلال الكلمات بنعلم الحروف ما
+
+61
+00:04:39,470 --> 00:04:44,450
+رأيك؟ تاني
+
+62
+00:04:44,450 --> 00:04:48,710
+أفضل لإن الطفل لما يسك إش محصوص بيظبط بموظفه
+
+63
+00:04:57,890 --> 00:05:02,330
+حفظ وطلقين، مين بتأيد هذا الرأي؟ لما بتشت مع
+
+64
+00:05:02,330 --> 00:05:07,470
+الصورة مع ال .. مع ال .. الكل بن .. بن .. بنحط عند
+
+65
+00:05:07,470 --> 00:05:12,210
+الطفل صورة بتضلها مرجعية عنده في المستقبل يعني اذا
+
+66
+00:05:12,210 --> 00:05:16,710
+من أول ما ي .. انجابله حرف الت .. التمر بيفهم يعني
+
+67
+00:05:16,710 --> 00:05:20,390
+ان هو .. يعني هو بتأيدوا انتوا تقريبا ان هذه
+
+68
+00:05:20,390 --> 00:05:25,860
+الصورة ان هيالتعلم بيصير هنا من المحسوس إلى المجرد
+
+69
+00:05:25,860 --> 00:05:32,000
+بحيث إنها الصورة مع الكلمة أعطتلي دلالة محسوسة أما
+
+70
+00:05:32,000 --> 00:05:35,640
+حرف التاء مجرد وبالتالي بالتدريج الطالب راح يقدر
+
+71
+00:05:35,640 --> 00:05:40,160
+يجزق كلمة التمر لتطلع حرف التاء وحرف ال ميم وحرف
+
+72
+00:05:40,160 --> 00:05:43,620
+الرام فراح يعرف طبعا هو بالأول هيعلم اللي هو الجزء
+
+73
+00:05:43,620 --> 00:05:47,080
+الأول بعدين التاني بعدين التالت بالتدريج هيتعلم
+
+74
+00:05:47,080 --> 00:05:51,330
+الحروبطبعا استفادوا من النظريات هذه بالصورة واضحة
+
+75
+00:05:51,330 --> 00:05:53,610
+زي ما احنا شايفين في سياقة المناهج في مراحل
+
+76
+00:05:53,610 --> 00:05:57,250
+التعليم الأساسي أيضا في مراحل التعليم العام جميعا
+
+77
+00:05:57,250 --> 00:06:00,250
+أنه أي فكرة بنعرضها بنعرضها الصورة الكلية و بعد
+
+78
+00:06:00,250 --> 00:06:05,270
+ذلك بنبدأ بعملية التجزئة بالنسبة لهذه الصورة نشوف
+
+79
+00:06:05,270 --> 00:06:08,890
+الآن من اللي هي التجارب المهمة اللي هي تجربة كهلر
+
+80
+00:06:08,890 --> 00:06:15,730
+مع القرد، مين فاكر هذه القصة؟ القرد والموز، أي
+
+81
+00:06:15,730 --> 00:06:16,410
+ناس؟
+
+82
+00:06:21,560 --> 00:06:27,020
+الوقت ده انا حاطل كرد كوكبس و حاطله .. نار .. نار
+
+83
+00:06:27,020 --> 00:06:31,600
+فأول إشي صار ينطنط و يحاول من جدار للجدار قبل ما
+
+84
+00:06:31,600 --> 00:06:35,060
+يسطن الفوز بعد .. بعدين حاطله بعضايا يخبط برضه
+
+85
+00:06:35,060 --> 00:06:38,380
+ماعرفش، بعدين حاطله كرسي، طلع الكرسي و صار يحبط ..
+
+86
+00:06:38,380 --> 00:06:42,700
+يعني يستخدم يحاول و يطفطممتاز جدا، طبعا هنا بدأ
+
+87
+00:06:42,700 --> 00:06:46,200
+كهلار تجربه بإن هو بدأ يجرب على القرد و وضع القرد
+
+88
+00:06:46,200 --> 00:06:50,640
+في غرفة، هذه الغرفة عالية طبعا و في نصف ال .. في
+
+89
+00:06:50,640 --> 00:06:53,900
+السقف كان فيه مدلة موز طبعا، الدافع موجود لدى
+
+90
+00:06:53,900 --> 00:06:57,300
+القرد اللي هو الجوع، يعني هو عايز يأكل و الموز
+
+91
+00:06:57,300 --> 00:07:00,580
+موجود، الآن كيف بده يقدر يوصل القرد لهذه الموز؟
+
+92
+00:07:00,580 --> 00:07:03,840
+طبعا بدأ مجموعة عامل المحاولات و الخطأ إن هو يتسلق
+
+93
+00:07:03,840 --> 00:07:07,340
+الحوائط ماقدرش، إن هو يقفز ماقدرش، لاحظ وجود في
+
+94
+00:07:07,340 --> 00:07:13,250
+صندوق على الأرضفوضع الصندوق تحت اللي هو قطف الموز
+
+95
+00:07:13,250 --> 00:07:16,910
+فكان هو قصير ماقدرش في القفزات إنه يوصل فلاحظ وجود
+
+96
+00:07:16,910 --> 00:07:22,390
+صندوق تانيفراح بسك الصندوق التاني اللي صغير و حطه
+
+97
+00:07:22,390 --> 00:07:25,530
+فوق الصندوق الأول ووقف فوق الصندوقين فقدر يوصل
+
+98
+00:07:25,530 --> 00:07:29,490
+للموز الان إيش اللي حصل عند القرد هو درس كل
+
+99
+00:07:29,490 --> 00:07:33,850
+إمكانات الموقف إيش اللي بيقدر يساعده في هذا الموقف
+
+100
+00:07:33,850 --> 00:07:37,230
+يعني تسلق الحوائط مش قادر القفز المباشر مش قادر
+
+101
+00:07:37,230 --> 00:07:40,870
+يبقى لازم يكون في حاجة في داخل المكان إنها تساعده
+
+102
+00:07:40,870 --> 00:07:44,010
+كوهلر غير الأمكانات اللي موجودة في البيئة فجاب
+
+103
+00:07:44,010 --> 00:07:49,040
+عصيتينعصاية طويلة وعصاية أقصر، لكن العصيتين ممكن
+
+104
+00:07:49,040 --> 00:07:53,960
+إنها تتثبت في بعضها البعض، فهنا طبعا القرد في
+
+105
+00:07:53,960 --> 00:07:56,780
+المرة التانية ما بدأش يقفز على الحواقط ولا من
+
+106
+00:07:56,780 --> 00:08:01,200
+النص، بدأ يدرس إيش موجود في داخل البيئة، يعني ما
+
+107
+00:08:01,200 --> 00:08:05,700
+بدأش، قلل من محاولته بالمحاولة والخطأ، ونظر لقى
+
+108
+00:08:05,700 --> 00:08:08,740
+إنه في عصاية، فمسك العصاية ماقدرش، لاحظ وجود
+
+109
+00:08:08,740 --> 00:08:11,040
+العصاية التانية، طبعا العصاية التانية أقصر من
+
+110
+00:08:11,040 --> 00:08:14,950
+الأولىلاحظوا هو بتطلع في العصيتين أنه في ثقوب في
+
+111
+00:08:14,950 --> 00:08:20,090
+أسفل العصر فبتطلع فيها فرح ثبت العصيتين في بعض
+
+112
+00:08:20,090 --> 00:08:23,290
+طبعا و ضرب الموز و نزل الموز الآن بعد ذلك كهلر
+
+113
+00:08:23,290 --> 00:08:26,690
+استخدم مجموعة أشياء في كل مرة صار القرد على طول
+
+114
+00:08:26,690 --> 00:08:30,670
+يتطلع إيش الأشياء الموجودة و يبدأ يستخدمها في هذا
+
+115
+00:08:30,670 --> 00:08:33,750
+الجانب طبعا هذه أعطت دلالة على إن هو توظيف و
+
+116
+00:08:33,750 --> 00:08:37,390
+التفاعل مع البيئة أساس في عملية التعلم
+
+117
+00:08:43,290 --> 00:08:47,230
+وبالتالي هنا لاحظتي هذا الجانب أنه لابد من مواجهة
+
+118
+00:08:47,230 --> 00:08:51,450
+المتعلم بمشكلة لازم يواجه مشكلة وعلشان أساعده في
+
+119
+00:08:51,450 --> 00:08:54,970
+حلها لازم أحطله بعض الإمكانات لكن لن أضع له الحلول
+
+120
+00:08:54,970 --> 00:08:59,510
+جاهزة لازم هو يصل بنفسه إلى الحل وهذه كانت من أهم
+
+121
+00:08:59,510 --> 00:09:04,310
+مبادئ اللي هي النظرية المعرفية اللي هي بتقوللي أن
+
+122
+00:09:04,310 --> 00:09:09,950
+عملية التعلم هي بالأصل عمليةتفاعد بين المتعلم و
+
+123
+00:09:09,950 --> 00:09:14,350
+البيئة و المعلم يسهل العملية باعادة ترتيب عناصر
+
+124
+00:09:14,350 --> 00:09:17,890
+البيئة يعني في كل مرة ممكن ان احنا نعيد ترتيب
+
+125
+00:09:17,890 --> 00:09:20,150
+العناصر يعني انا بدي اعطي للطالبات مسألة في
+
+126
+00:09:20,150 --> 00:09:25,290
+الهندسة مثلا فانا بعتيهم سؤال بعتيهم معطياتوبعطيهم
+
+127
+00:09:25,290 --> 00:09:28,350
+مطلوب أول مرة بخلي المعطيات و المطلوب بصورة
+
+128
+00:09:28,350 --> 00:09:31,890
+مباشرة، التاني مرة بغير شوية في المعطيات و بغير
+
+129
+00:09:31,890 --> 00:09:34,610
+شوية في المطلوب، بعدين بسير أعمل عملية تغيرات،
+
+130
+00:09:34,610 --> 00:09:38,690
+الآن في كل مرة الطالبة راح تنتبه أيش العنصر اللي
+
+131
+00:09:38,690 --> 00:09:42,210
+تغير و تحاول إنها تصل إلى هذا التغير، وبالتالي كل
+
+132
+00:09:42,210 --> 00:09:46,400
+مرة كل مهارة، الآن ها أول مرةتثبت مهارة بسيطة،
+
+133
+00:09:46,400 --> 00:09:49,260
+الآن في المرة التانية مهارة أكثر تعقيد، بعدين
+
+134
+00:09:49,260 --> 00:09:53,840
+مهارة أعلى، مهارة أعلى، في كل مرة ننقل المتعلم من
+
+135
+00:09:53,840 --> 00:09:58,380
+تعلم سهل إلى تعلم معقد إلى تعلم أكثر تعقيد
+
+136
+00:09:58,380 --> 00:10:04,000
+وبالتالي بتزيد مهارات المتعلم، المبدأ التاني،
+
+137
+00:10:04,000 --> 00:10:08,490
+فضليهالمتعلم يدرك الموقف ككل من خلال إدارة
+
+138
+00:10:08,490 --> 00:10:12,390
+العلاقات بين الأجزاء ويتم حل المشكلة عن طريق إعادة
+
+139
+00:10:12,390 --> 00:10:15,730
+تنظيم العناصر ممتاز جدا، يبقى هنا المتعلم بيدرك
+
+140
+00:10:15,730 --> 00:10:18,770
+الموقف التعليمي ككل، بيدرك العلاقات بين الأجزاء
+
+141
+00:10:18,770 --> 00:10:21,710
+ويتم حل المشكلة عن طريق إعادة الترتيب وتنظيم
+
+142
+00:10:21,710 --> 00:10:24,770
+العناصر وما بينها من العلاقات، احنا مش بننظر بس
+
+143
+00:10:24,770 --> 00:10:28,010
+للموقف، كمان العلاقات بين الموقف، زي ما يكون قدامك
+
+144
+00:10:28,010 --> 00:10:32,500
+صورة، لوحة زيكيةهذه الصورة أول حاجة أنت لازم تدركي
+
+145
+00:10:32,500 --> 00:10:36,480
+هذه الصورة هي إيش صورة منظر طبيعي و لا صورة طفلة و
+
+146
+00:10:36,480 --> 00:10:41,360
+لا صورة قطة و لا صورة مثلا بتعطيني مباني أو أشياء
+
+147
+00:10:41,360 --> 00:10:45,120
+إيش الصورة اللي هي أمامي لازم أدرك ما هي الشيء بعد
+
+148
+00:10:45,120 --> 00:10:48,320
+ذلك ببدأ أنتبه إلى الألوان و تفصيلات الألوان و
+
+149
+00:10:48,320 --> 00:10:51,480
+العلاقات الموجودة يبقى أول شيء إحنا بندرك الصورة
+
+150
+00:10:51,480 --> 00:10:57,300
+الكلية و بعدين بنبدأ بعملية التفصيل أيضاالاستعداد
+
+151
+00:10:57,300 --> 00:11:01,200
+للتعلم قمر مهم لإتمام عملية التعلم وكل الأطفال
+
+152
+00:11:01,200 --> 00:11:05,060
+بمروا بمراحل تعليمية مختلفة لكل مرحلة شرط أساسي
+
+153
+00:11:05,060 --> 00:11:07,440
+لإتمام عملية التعليم لكل مرحلة شرط أساسي ماذا يعني
+
+154
+00:11:07,440 --> 00:11:16,780
+الاستعداد الاستعداد والدافعية بناء على
+
+155
+00:11:16,780 --> 00:11:23,610
+مستوى الندج العقلي والجسديالقدرة العقلية والجسدية
+
+156
+00:11:23,610 --> 00:11:28,830
+الموجودة في الفرد تؤهله لعمل معين ممتاز جدا، يبقى
+
+157
+00:11:28,830 --> 00:11:31,830
+لما نتكلم احنا عن الاستعداد الطفل أو استعداد
+
+158
+00:11:31,830 --> 00:11:35,850
+الطالب، نتكلم عن القدرة الجسدية والعقلية التي
+
+159
+00:11:35,850 --> 00:11:40,340
+تؤهله للقيام بمهمة معينةفأنا هنا بتكلم عن مدى
+
+160
+00:11:40,340 --> 00:11:43,060
+الاستعداد، يعني لما بيجي مثلا الطفل يدخل صف أول
+
+161
+00:11:43,060 --> 00:11:45,120
+ابتدائي، الآن فيه عملية تسجيل للصف الأول
+
+162
+00:11:45,120 --> 00:11:48,820
+الابتدائي، النظر إيش لما هتيجي هتسجل الطفل في الصف
+
+163
+00:11:48,820 --> 00:11:54,580
+الأول، إيش بتسأله؟ اسمه اسم أبوه بتسأله اسمه اسم
+
+164
+00:11:54,580 --> 00:11:57,640
+أبوه، بتشوف هل هو بيقدر يجاوب، بيقدر يتكلم، بيقدر
+
+165
+00:11:57,640 --> 00:12:03,090
+يحكي، ممكن تطلب منه أن هو يكتب، تعرف تكتب اسمكأه
+
+166
+00:12:03,090 --> 00:12:06,570
+تسألوها ده، هي بتسأل سؤالين بسيطات جدا، بس هي من
+
+167
+00:12:06,570 --> 00:12:11,410
+خلالها هتشوفه هل بيقدر يمسك القلم، يعني هو ممكن
+
+168
+00:12:11,410 --> 00:12:14,110
+بيمسك القلم، مابمسكوش بالطريقة السليمة، بمسكه بهذا
+
+169
+00:12:14,110 --> 00:12:18,670
+الشكل، بس هل بيقدر يمسكه ويتملك فيه ولا لأ، الآن
+
+170
+00:12:18,670 --> 00:12:23,150
+قبل .. قبل ست سنوات بصيلات الأصابع من هنا بتكونش
+
+171
+00:12:23,150 --> 00:12:26,850
+نمت بالصورة الطبيعية يعني، لكن ليش؟ لأنه بنلاقي
+
+172
+00:12:26,850 --> 00:12:31,170
+الطفل لما ييجي يكتب، بيمسك القلم بهذا الشكللكن
+
+173
+00:12:31,170 --> 00:12:34,760
+لبعدي شوية بصير يمسكوا هيكليش؟ لأنه بتصير العضلات
+
+174
+00:12:34,760 --> 00:12:39,220
+هنا أقوى فبصير يقدر يمسك القلم بصورة كويسة فبتنظر
+
+175
+00:12:39,220 --> 00:12:44,060
+النظرة بتشوف أنه هل النطفل عنده نمو جسدي يساعده
+
+176
+00:12:44,060 --> 00:12:47,640
+على أنه يكتب ولا لأ أو هل عنده نمو عقلي يساعده على
+
+177
+00:12:47,640 --> 00:12:52,020
+أنه يفهم السؤال ويرد على السؤال ولا لأ وممكن طبعا
+
+178
+00:12:52,020 --> 00:12:55,200
+هم الأطفال بيروحوا على الرودة وكذا سامعني أنشودة
+
+179
+00:12:55,200 --> 00:12:59,420
+سامعني كذا بس المهم أنها بتطمئن للمستوى الاستعداد
+
+180
+00:12:59,420 --> 00:13:03,220
+هلاقيتك كل مرحلة بتعمل استعداد لمرحلة التي تليها
+
+181
+00:13:04,160 --> 00:13:07,020
+يعني صف أول بأهل الطالب لدخول الصف التاني الصف
+
+182
+00:13:07,020 --> 00:13:10,100
+التاني بأهل الطالب لدخول الصف التالت وبالتالي
+
+183
+00:13:10,100 --> 00:13:15,200
+بيعمله استعداد جسدي واستعداد عقلي في هذا الجانب
+
+184
+00:13:15,200 --> 00:13:21,460
+الدافعية .. تدعني الدافعية شرط واحد لحدوث متتعلم
+
+185
+00:13:21,460 --> 00:13:24,520
+وياسي من قدر المتعلم على اكتشاف المعلومات ومتقصية
+
+186
+00:13:24,520 --> 00:13:27,540
+مواصلة عامل التعامل ممتاز جدا، ماذا تعني الدافعية؟
+
+187
+00:13:32,090 --> 00:13:35,710
+ممتاز جدا، طاقة كامنة لدى الفرق تدفع للإنجاز عمل
+
+188
+00:13:35,710 --> 00:13:39,490
+معين، طاقة في الداخل، الدافع بيجي من الداخل، في
+
+189
+00:13:39,490 --> 00:13:46,080
+فرق بين الدافع وبين الحافظالحافظ دائما خارج، يعني
+
+190
+00:13:46,080 --> 00:13:50,260
+اللي مافيهش عنده دافع بنوجدله حافظ، يعني واحد طالب
+
+191
+00:13:50,260 --> 00:13:53,460
+ماعندهش أي اهتمام لعملية التدريس فبنروح بنقوله إذا
+
+192
+00:13:53,460 --> 00:13:57,040
+أنت نجحت بدنا ناخدك رحلة، بدنا نجيبلك جائزة، بدنا
+
+193
+00:13:57,040 --> 00:14:00,740
+نعملك كذا، فبنوجدله الحافظ، لكن الدافع بيكون من
+
+194
+00:14:00,740 --> 00:14:05,000
+الداخل، هو عايز يتعلم، هو عايز يصير هذه الأشياء،
+
+195
+00:14:05,000 --> 00:14:08,860
+فبالتالي هذه الطاقة الكامنة هي اللي بتدفعه لإنه
+
+196
+00:14:08,860 --> 00:14:13,020
+ينجز أي مهارة أو أي مهمة مطلوبة منههذه أهم مبادئ
+
+197
+00:14:13,020 --> 00:14:19,960
+النظرية المعرفية ننتقل الآن لنظرية بيا جي بيا جي
+
+198
+00:14:19,960 --> 00:14:25,440
+من منظري البنائية طبعا هو عالم سويسري بدأ يعمل
+
+199
+00:14:25,440 --> 00:14:30,640
+تجاربه على أولاده بدأ ينتبه إلى سلوكيات الأطفال
+
+200
+00:14:30,640 --> 00:14:34,900
+ويحاول أنه يحلل سلوكيات الأطفال ويفهم كيف تحدث هذه
+
+201
+00:14:34,900 --> 00:14:38,840
+السلوكية طبعا هنا بدأ بملاحظات بسيطة جدا أن هو
+
+202
+00:14:38,840 --> 00:14:45,330
+مثلا مفهوم المعكوسيةو المقلبية بالنسبة للأشياء إن
+
+203
+00:14:45,330 --> 00:14:49,970
+هو لو عندنا كوب فيه مياه مليان و هذا الكوب وضعناه
+
+204
+00:14:49,970 --> 00:14:55,340
+في كأس مقعرالطفل مش هيفهم أن نفس الكمية اللي في
+
+205
+00:14:55,340 --> 00:15:00,240
+الكوب الكبير هي نفسها اللي في اللي هو المقعر لو
+
+206
+00:15:00,240 --> 00:15:03,660
+تقنعيه عشر مرات مش هيقدر يفهم حتى لو رجعتيها
+
+207
+00:15:03,660 --> 00:15:08,060
+مابقدرش ليش؟ لأنه لسه دماغه لا تفهم معكوسية
+
+208
+00:15:08,060 --> 00:15:12,460
+الأشياء يعني بتفهم الأشياء بشكل واحد، بشكل محدد
+
+209
+00:15:12,460 --> 00:15:16,480
+فهنا بدأ يعمل تجاربه على أبناءه وبدأ يحدد اللي هي
+
+210
+00:15:16,480 --> 00:15:20,760
+مراحل انمو في هذا الجانببيقول من أهم المبادئ عند
+
+211
+00:15:20,760 --> 00:15:24,560
+بياجا إنه لا يحدث التعلم إلا إذا وصلنا إلى مرحلة
+
+212
+00:15:24,560 --> 00:15:29,900
+معينة من النضج العقلي اللي بتأهلنا للتفاعل مع
+
+213
+00:15:29,900 --> 00:15:34,300
+البيئة، لازم يصير في عنا نضج عقلي، كيف يحدث النضج
+
+214
+00:15:34,300 --> 00:15:39,360
+العقلي من وجهة نظر بياجا؟ خلال الاستيعاب والمواقمة
+
+215
+00:15:39,360 --> 00:15:43,240
+خلال عمليتي الاستيعاب والمواقمة، ما المقصود
+
+216
+00:15:43,240 --> 00:15:45,560
+بالاستيعاب وما المقصود بالمواقمة؟
+
+217
+00:15:47,900 --> 00:15:50,680
+فضلنا استيعاب ان هو يدخل إيش جديد على القنية
+
+218
+00:15:50,680 --> 00:15:53,900
+المعرفية الموجودة عنده المواقمة ان هو عنده إيش
+
+219
+00:15:53,900 --> 00:15:58,520
+موجود بس إيجا إيش جديد لا يتناسب مع الإيش الموجود
+
+220
+00:15:58,520 --> 00:16:01,700
+عنده فيعدل المعلومات الموجودة عنده الخرائط
+
+221
+00:16:01,700 --> 00:16:09,180
+المعرفية أو البنك اللي عنده خدنا نشرح حاجة، الآن
+
+222
+00:16:09,180 --> 00:16:12,500
+احنا بنتكلم عن عملية الاستيعاب والمواقمة وعملية
+
+223
+00:16:12,500 --> 00:16:15,640
+النجح العقلي، بنقول ان هنا الفرد
+
+224
+00:16:20,940 --> 00:16:27,320
+الفرض بيكون في حالة اتزان حالة
+
+225
+00:16:27,320 --> 00:16:33,400
+اتزان عقلي لدى الإنسان، هذه الحالة طبعا بتكون
+
+226
+00:16:33,400 --> 00:16:37,260
+واضحة، أنا ماعنديش أي مشكلة وبالتالي في حالة
+
+227
+00:16:37,260 --> 00:16:42,460
+توازن، في حالة relax متى يحدث عدم الاتزان؟ عند
+
+228
+00:16:42,460 --> 00:16:46,620
+وجود مشكلة، الآن في عندنا هنا مشكلة
+
+229
+00:16:48,450 --> 00:16:52,390
+في عندي هنا هذا الإنسان بيواجه مشكلة الآن هذا
+
+230
+00:16:52,390 --> 00:16:58,210
+الإنسان واجه مشكلة معينة هنا مستوى واحد نتج عقلي
+
+231
+00:16:58,210 --> 00:17:03,670
+هذا
+
+232
+00:17:03,670 --> 00:17:09,870
+المستوى الأول الآن واجه مشكلة هذا الطفل الآن يعني
+
+233
+00:17:09,870 --> 00:17:13,890
+نفترض أن هو قاعد بيلعب في داخل البيت فراح قذف
+
+234
+00:17:13,890 --> 00:17:19,090
+الكرة الكرة بتاعته طلعت فوق في مكان عاليالان الطفل
+
+235
+00:17:19,090 --> 00:17:24,750
+هذا بده يحل مشكلته قدامه مجموعة من الحلوب إما إنه
+
+236
+00:17:24,750 --> 00:17:28,890
+بده يقعد يبكي و إما تيجي تجيب للكرة و تعطيله إياها
+
+237
+00:17:28,890 --> 00:17:33,410
+و إما إنه هو بده يفكر كيه بده يحصل على الكرة فالان
+
+238
+00:17:33,410 --> 00:17:40,410
+في عمليتين هو هيقوم بإجراءها عملية الاستيعاب ثم
+
+239
+00:17:40,410 --> 00:17:41,970
+عملية المواقف
+
+240
+00:17:44,540 --> 00:17:46,840
+هدول العمليتين العملية الأولى استيعاب أنه بده
+
+241
+00:17:46,840 --> 00:17:50,760
+يستوعب الموقف بده يستوعب أن هو جسمه صغير وإن هذه
+
+242
+00:17:50,760 --> 00:17:54,980
+الكرة في مكان عالي وإن هو لما انه يحتاج أنه يوصلها
+
+243
+00:17:54,980 --> 00:17:59,640
+لازم يكون في واسطة أو في شيء معين وبالتالي الآن
+
+244
+00:17:59,640 --> 00:18:03,780
+بدأ هو يتمثل المشكلة يستوعبها يسيطر على كافة
+
+245
+00:18:03,780 --> 00:18:08,360
+أبعادها الآن بدأ يعمل عملية موأمة بين إمكانته وبين
+
+246
+00:18:08,360 --> 00:18:13,000
+مكان الكرة اللي هو موجود فيها الآن إيش تطلع لأ
+
+247
+00:18:13,000 --> 00:18:19,130
+عنده طاولةفراح جاب الطاولة وزحها وحطها في المكان
+
+248
+00:18:19,130 --> 00:18:24,390
+اللي كانت موجودة في الكرة فهنا لساته هو صغير مش
+
+249
+00:18:24,390 --> 00:18:28,950
+قادر يوصل للكرة فحاول إنه يستفيد من أي حاجة موجودة
+
+250
+00:18:28,950 --> 00:18:32,990
+ممكن تكون عصاية، ممكن تكون أشاطة، ممكن تكون أي شيء
+
+251
+00:18:32,990 --> 00:18:36,850
+موجود في داخل البيئة اللي هو موجود فيها وبالتالي
+
+252
+00:18:36,850 --> 00:18:41,230
+بعد ذلك حمل العصاية وهو موجود في الطاولة ونزل
+
+253
+00:18:41,230 --> 00:18:46,860
+الكرةالآن إيش اللي حصل عنده؟ هو حل المشكلة صار
+
+254
+00:18:46,860 --> 00:18:51,720
+توازن تاني صار فرجع إلى حالة التوازن فالآن هو صار
+
+255
+00:18:51,720 --> 00:18:55,780
+في عنده هنا حل المشكلة
+
+256
+00:18:55,780 --> 00:19:04,760
+فرجع إلى حالة التوازن اللي هي اتزان عقلي
+
+257
+00:19:04,760 --> 00:19:09,940
+لكن الآن مرحلة
+
+258
+00:19:09,940 --> 00:19:12,780
+النج عنده هنا صارت نج
+
+259
+00:19:17,190 --> 00:19:22,490
+اتنين قدراته هنا ليست مثل قدراته هنا قدراته هنا
+
+260
+00:19:22,490 --> 00:19:28,370
+أصبحت أعلى لأنه بعد ذلك لو المشكلة .. الآن بنلاقي
+
+261
+00:19:28,370 --> 00:19:32,410
+أن الطفل إيش بيسوي بيستحل الحكاية فبصير يرمي
+
+262
+00:19:32,410 --> 00:19:36,850
+الكورة و يعود يطلع يجيبها فليش؟ لأن هو بيحس أن هو
+
+263
+00:19:36,850 --> 00:19:43,210
+فكر بطريقةمختلفة في هذا الجانب أو حاجة متخبية و مش
+
+264
+00:19:43,210 --> 00:19:47,230
+قادر يوجدها و فكر فوجد هذه الشغلة اللي هي المخبأة
+
+265
+00:19:47,230 --> 00:19:51,690
+فهو الآن بيصير يخبيها و يحاول ان هو يجيبها او يبحث
+
+266
+00:19:51,690 --> 00:19:56,030
+عنها و بتصبح هذه بالنسباله ممارسة عقلية جميلة ليش؟
+
+267
+00:19:56,030 --> 00:19:59,850
+لأنه الآن هو تطور مستوى قدرته العقلية الطفل اللي
+
+268
+00:19:59,850 --> 00:20:05,030
+أمه جابتله الكورة بختلف عن هذا الطفل هداك دل هنا
+
+269
+00:20:07,100 --> 00:20:11,900
+ماحلش مشكلته بنفسه، أما هذا الطفل حل مشكلته بنفسه
+
+270
+00:20:11,900 --> 00:20:15,820
+تماما زي ما أنت تكون قاعدة بتحلي سؤال في الاختبار
+
+271
+00:20:15,820 --> 00:20:18,980
+أو في البيت أو كده، بتواجه مشكلة، إذا استوعبتي
+
+272
+00:20:18,980 --> 00:20:23,380
+السؤال وقدرتي تربطي بين خبراتك السابقة أو طرق حل
+
+273
+00:20:23,380 --> 00:20:25,580
+الأسئلة أو بين المعطيات اللي موجودة في السؤال
+
+274
+00:20:25,580 --> 00:20:31,220
+وعملتي مواقمة، حلتيه لوحدك، الآن مستوى قدرتك
+
+275
+00:20:31,220 --> 00:20:34,600
+العقلية زاد، الآن هذا السؤال وين ما يجيلك بتقدر
+
+276
+00:20:34,600 --> 00:20:40,460
+تحليهلأنه خلاص أصبح بالنسبالك خبرة سابقة ومهارة
+
+277
+00:20:40,460 --> 00:20:43,380
+معروفة في هذا الإطار زمان لما كنا بنحل الجبر و
+
+278
+00:20:43,380 --> 00:20:46,120
+الهندسة و الأشياء هذه السؤال اللي احنا بنفكر فيه و
+
+279
+00:20:46,120 --> 00:20:50,170
+بنحله لوحدناما بننساهوش، لكن السؤال اللي احنا
+
+280
+00:20:50,170 --> 00:20:54,450
+بناخده جاهز من المدرس، بنحفظه و بننساه و بنحفظه و
+
+281
+00:20:54,450 --> 00:20:57,390
+بننساه، بختلف، ليش؟ لأنه مش احنا اللي فكرنا، اللي
+
+282
+00:20:57,390 --> 00:21:01,510
+فكر الآخرين، هذه أهمي اللي هي الفكرة الأساسية
+
+283
+00:21:01,510 --> 00:21:05,290
+لحدوث النطج العقلي عند بياجي، كيف بيحدث النطج
+
+284
+00:21:05,290 --> 00:21:09,230
+العقلي؟ إنه لازم نمارس مهارة الاستيعاب والمواقمة
+
+285
+00:21:09,230 --> 00:21:16,230
+من أجل الوصول إلى الحلوة علي
+
+286
+00:21:16,230 --> 00:21:21,650
+صوتكتعريف مين؟ استيعاب والمواقف لأ، عملية
+
+287
+00:21:21,650 --> 00:21:25,550
+الاستيعاب هي عملية اللي هي تمثل كافة العناصر
+
+288
+00:21:25,550 --> 00:21:29,630
+الموجودة في الموقف التعليمي أما المواقف هي الربط
+
+289
+00:21:29,630 --> 00:21:33,850
+بين الخبرات السابقة وبين معطيات الموقف ومتغيرات
+
+290
+00:21:33,850 --> 00:21:40,610
+الموقف التعليمي للوصول إلى الحل المواقف
+
+291
+00:21:40,610 --> 00:21:41,590
+هي الخطوة التانية
+
+292
+00:21:57,520 --> 00:22:01,640
+نرجع الآن، فبقول هنا إن الفرد بيكتسب خبرات جديدة
+
+293
+00:22:01,640 --> 00:22:04,840
+لأن يصل إلى مرحلة من النتج العقلي، التفاعل حل
+
+294
+00:22:04,840 --> 00:22:07,900
+المشكلات من خلال عملية الاستيعاب والمواقمة،
+
+295
+00:22:07,900 --> 00:22:11,120
+الاستيعاب يقوم باستيعاب العالم المحيط، فبيكون
+
+296
+00:22:11,120 --> 00:22:14,720
+نماذج لهذا العالم في ذهنه، المواقمة عندما يسعى
+
+297
+00:22:14,720 --> 00:22:18,340
+المتعلم لتعديل النموذج طبقا للخبرات، الآن هو بيعدل
+
+298
+00:22:18,340 --> 00:22:22,530
+النموذج اللي موجود عنده، بيعدل خبراتهالسابقة بناء
+
+299
+00:22:22,530 --> 00:22:27,010
+على هذه المعطيات الجديدة وحسب متطلبات البيئة وجود
+
+300
+00:22:27,010 --> 00:22:30,030
+هدول العمليتين مع الاستيعاب والمواقمة بنصل إلى
+
+301
+00:22:30,030 --> 00:22:33,910
+التوازن مع البيئة، هذا التوازن بيعطينا نتج وقدرات
+
+302
+00:22:33,910 --> 00:22:38,710
+عقلية جديدة يبقى الآن عملية حدوث التعلم عند بياجات
+
+303
+00:22:38,710 --> 00:22:42,590
+يعني مش زي السلوكية إنها مثير واستجابة بحدث التعلم
+
+304
+00:22:43,600 --> 00:22:46,580
+ولا زي النظرية المعرفية ان اشوف الصورة الكلية بس
+
+305
+00:22:46,580 --> 00:22:52,340
+لأ هذه مرتبطة بعمر عقلي و بسن و بمستوى نمو و
+
+306
+00:22:52,340 --> 00:22:56,580
+بالتالي هنا مشكلات احنا بنواجهها مع البيئة يبقى
+
+307
+00:22:56,580 --> 00:22:59,580
+انا الطفل انا كل ما واجهته بمشكلات بأضره ولا
+
+308
+00:22:59,580 --> 00:23:05,000
+بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده
+
+309
+00:23:05,000 --> 00:23:05,460
+بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده
+
+310
+00:23:05,460 --> 00:23:05,560
+بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده
+
+311
+00:23:05,560 --> 00:23:12,150
+بأفيده بأفيده بأفيده بأفقدر أكبر من المشكلات، كل
+
+312
+00:23:12,150 --> 00:23:15,710
+ما أنتي كنتي مدرسة جيدة، كل ما جبتي مشكلات متنوعة
+
+313
+00:23:15,710 --> 00:23:18,890
+وخلتي الطلبة يمروا فيها، مانفعش المشكلات تكون
+
+314
+00:23:18,890 --> 00:23:21,690
+متماثلة، مانفعش أجيبله عشر أسئلة كلها فيها نفس
+
+315
+00:23:21,690 --> 00:23:25,730
+الفكرة، لأنه هيكتسب فكرة، لكن أنا بجيبله أربع
+
+316
+00:23:25,730 --> 00:23:29,690
+أسئلة كل سؤال فيه فكرة، فبالتالي بيكتسب أربع
+
+317
+00:23:29,690 --> 00:23:34,120
+أفكاره، بالتالي هيك أنا بطور من قدرته العقليةنشوف
+
+318
+00:23:34,120 --> 00:23:38,940
+مراحل بيجال النجم العقلي، عندنا أربع مراحل، مرحلة
+
+319
+00:23:38,940 --> 00:23:42,640
+النمو الحس حركي، مرحلة ما قبل العمليات الإجرائية
+
+320
+00:23:42,640 --> 00:23:47,140
+ومرحلة العمليات المادية والعمليات المجردة، نشوف
+
+321
+00:23:47,140 --> 00:23:51,980
+مرحلة النمو الحس حركي، تشرحلنا إياها، فضليهي
+
+322
+00:23:51,980 --> 00:23:54,920
+المرحلة التي مر بها الطفل من .. من الميلاد حتى
+
+323
+00:23:54,920 --> 00:23:59,680
+عميق حيثه في هذه المرحلة كاتشف ما حاوله من البيه
+
+324
+00:23:59,680 --> 00:24:03,600
+من خلال حواسه و بقى يلبسه فقط فما لا يراه أو ما لا
+
+325
+00:24:03,600 --> 00:24:06,420
+يسمعه لا يفهم اللي هتصوره معاه أحسن، أنتوا شايفين
+
+326
+00:24:06,420 --> 00:24:09,480
+كيف الصورة الجنة اللي هادى؟ خفف الإضاءة شوية هيك،
+
+327
+00:24:09,480 --> 00:24:14,780
+خليني أشوف الصورة آه، بتفه هذا، بلاش
+
+328
+00:24:17,270 --> 00:24:20,790
+طيب، احنا شايفين طبعا صورة الطفل أمامنا، الصورة
+
+329
+00:24:20,790 --> 00:24:24,130
+هذه يعني بتقوللي انه بس من الميلاد حتى سنتين، إيش
+
+330
+00:24:24,130 --> 00:24:27,650
+المهارات اللي بتكون؟ هل عنده مهارات في الملاحظة،
+
+331
+00:24:27,650 --> 00:24:33,190
+في الاستنتاج وكذا؟ لأ، لأ، مهاراته لساتها؟ بسيطة،
+
+332
+00:24:33,190 --> 00:24:36,630
+حسية، كل الأشياء اللي بيشوفها بيحاول إنه يتعرف
+
+333
+00:24:36,630 --> 00:24:43,140
+عليها من خلال الحواس، بيمسكها، بلمسها، حطها،أقوى
+
+334
+00:24:43,140 --> 00:24:47,360
+حاسس عنده حاسس التذوق، بتعطيه فلوس، بتعطيه وردة،
+
+335
+00:24:47,360 --> 00:24:50,280
+بتعطيه إيش يفهم روحي بفتها؟ بطمه، من خلال طمه
+
+336
+00:24:50,280 --> 00:24:53,700
+بتعرف، وبالتالي هنا هو بتعرف على العالم من خلال
+
+337
+00:24:53,700 --> 00:24:58,080
+حواسه، بيفهم العالم من خلال الحواس، قدراته لساتها
+
+338
+00:24:58,080 --> 00:25:01,860
+بسيطة، لكن تبدأ عنده الملاحظة، ببدأ يعرف بيتهم، لو
+
+339
+00:25:01,860 --> 00:25:05,660
+طلع من بيتهم على بيت تاني، بيعرف أن هو البيئةتغيرت
+
+340
+00:25:05,660 --> 00:25:08,380
+ففي عنده ملاحظات وبالتالي عنده ملاحظات بيعرف أمه
+
+341
+00:25:08,380 --> 00:25:12,900
+بميزها عن بقية السيدات بيعرف جدته بيعرف أهل البيت
+
+342
+00:25:12,900 --> 00:25:17,160
+بيحفظهم عندما تتغير هذه الصورة بنلاقي أنه أصبح في
+
+343
+00:25:17,160 --> 00:25:22,300
+عدم توازن فإما هو بيهرب من العالم كله هذا و بينام
+
+344
+00:25:22,300 --> 00:25:27,800
+و بيغمض عينين أو أنه ببدأ في عملية البكاء والصراخ
+
+345
+00:25:27,800 --> 00:25:30,460
+في هذا الجانب ليش؟ لأنه بيعبر عن رفضه لكل هذه
+
+346
+00:25:30,460 --> 00:25:34,740
+الأشياءالمختلفة اللي هي حولها طبعا هذه مرحلة أولى
+
+347
+00:25:34,740 --> 00:25:40,000
+المرحلة التانية مرحلة
+
+348
+00:25:40,000 --> 00:25:44,160
+ما قبل العمليات الإجرائية أيوة ما هي أهم مميزات
+
+349
+00:25:44,160 --> 00:25:47,710
+هذه المرحلة؟ فضلييبدأ الطفل في هذه المرحلة في سن
+
+350
+00:25:47,710 --> 00:25:51,210
+سنتين إلى سبع سنوات يتعلم من خلال عملية التقليد
+
+351
+00:25:51,210 --> 00:25:55,170
+لمن هو farmer، هتبدأ بعض العملية لكن ليس جميع
+
+352
+00:25:55,170 --> 00:25:59,270
+العملية العقلية، يبدأ دوره مفوض لاحتفاظ، يتفض
+
+353
+00:25:59,270 --> 00:26:02,670
+بداي، يداي، يعني لما هذا الشائع مازال موجود حتى لو
+
+354
+00:26:02,670 --> 00:26:06,390
+اختفى عن الموضوع ممتاز جدا، طبعا هنا يعني من اتنين
+
+355
+00:26:06,390 --> 00:26:10,860
+لسبع سنوات هذه مرحلة مهمة جدابس في من اتنين لاربع
+
+356
+00:26:10,860 --> 00:26:14,880
+سنوات وفي من اربع لسبع سنوات، في عندي مرحلتين،
+
+357
+00:26:14,880 --> 00:26:18,600
+المرحلة الأولى الطفل لايفهم فيها ولا يدرك المفهوم
+
+358
+00:26:18,600 --> 00:26:22,500
+المعكوسية اللي احنا اتكلمنا عنها، ان انا لو كان في
+
+359
+00:26:22,500 --> 00:26:30,520
+عندي اناء يعني
+
+360
+00:26:30,520 --> 00:26:31,240
+في عندي اناء
+
+361
+00:26:37,550 --> 00:26:41,430
+زي احنا شايفين و هنا فيه سائل لو كمية السائل هذه
+
+362
+00:26:41,430 --> 00:26:49,030
+نفسها حاطيتها انا في قناع اخر بهذا الشكل الطفل
+
+363
+00:26:49,030 --> 00:26:51,910
+مابيفهمش ان نفس كمية السائل اللي هنا هي نفس كمية
+
+364
+00:26:51,910 --> 00:26:55,690
+السائل اللي هنا وبالتالي انت لما بقى مثلا يشرب شاي
+
+365
+00:26:55,690 --> 00:26:59,030
+و بتلاقي انه كاسته ناقصها شوية بتيجي تبرديله اياها
+
+366
+00:26:59,030 --> 00:27:02,810
+بتحطيه اياها مثلا حاجة تانية، الآن ببطل يشرب لأنك
+
+367
+00:27:02,810 --> 00:27:08,130
+انت غيرت السائلأه فانت حتى لو رجعتيها لو طفحتيها
+
+368
+00:27:08,130 --> 00:27:12,890
+للباب برضه هو مش مقتنع أنه هي نفسها ليش؟ لأن هو
+
+369
+00:27:12,890 --> 00:27:16,730
+لسه قدراته في فهم هذا الشيء أي نعم قليلا هو قصة
+
+370
+00:27:16,730 --> 00:27:21,970
+الشكل و النص الشكل أه الأكبر الشكل النص الشكل أكبر
+
+371
+00:27:21,970 --> 00:27:29,830
+من الشكل وبالتالي هو برغب إيش؟ بالنص برغب النص أه
+
+372
+00:27:29,830 --> 00:27:34,070
+كمان مابيقدرش يفكر في مفهومين معنى يعني تقوله بتحب
+
+373
+00:27:34,070 --> 00:27:39,020
+ماما ولا باباهو بلحق الكلمة الأخيرة، هو مفهوم ما
+
+374
+00:27:39,020 --> 00:27:43,400
+بقدرش يفكر فيه مفهومين معنى، هو بفكر في اتجاه واحد
+
+375
+00:27:43,400 --> 00:27:46,960
+فقط، من أجل ذلك لما بدخل الروضة، لما تطلب منه
+
+376
+00:27:46,960 --> 00:27:50,060
+المعلم أن يصنف، بتطلب منه أن يصنف باستخدام بعد
+
+377
+00:27:50,060 --> 00:27:53,320
+واحد فقط، يعني لو جبتله مجموعة من الأشكال وقالت
+
+378
+00:27:53,320 --> 00:27:57,280
+تطلعلي الأشكال المثلثات الحمرة على جنب، تفهمش؟ يا
+
+379
+00:27:57,280 --> 00:28:01,520
+إما بدها تاخد اللي هو معيار الألوان، يا إما معيار
+
+380
+00:28:01,520 --> 00:28:06,280
+الأشكالأما إن تأخذ معيار الشكل ومعيار اللون مع بعض
+
+381
+00:28:06,280 --> 00:28:09,840
+مش هيقدر يفكر في هدول الاتجاهين مع بعض وبالتالي
+
+382
+00:28:09,840 --> 00:28:14,240
+لسه قدراته ابتنموا في هذا المجال فبقول هنا بعد ذلك
+
+383
+00:28:14,240 --> 00:28:18,980
+طبعا بعد أربع سنوات بيبدأ يدرك بيبدأ يدرك مفهوم
+
+384
+00:28:18,980 --> 00:28:23,200
+المعكوسية بيبدأ يصلف باستخدام بعد واحد بصورة واضحة
+
+385
+00:28:23,200 --> 00:28:26,520
+قدرته في إجراء اللي هي عملية القياس والملاحظة
+
+386
+00:28:26,520 --> 00:28:31,350
+محدودة لكنه في عنده ملاحظةبيبدأوا يدربوهم الخط
+
+387
+00:28:31,350 --> 00:28:35,110
+المنحني و الخط المكسر و المثلث و المتوسط بيدربوهم
+
+388
+00:28:35,110 --> 00:28:38,490
+على هذه الأشياء من أجل تنمية قدراتهم في عملية
+
+389
+00:28:38,490 --> 00:28:41,930
+التصنيف لكن لسه قدراتهم ما زالت بسيطة عشان ذلك
+
+390
+00:28:41,930 --> 00:28:45,970
+عملية إجرائية قبل العمليات الإجرائية أنه ماقدرش
+
+391
+00:28:45,970 --> 00:28:50,530
+يفكر في عملية و ياخد إجراء لسه صعبة بالنسباله أنه
+
+392
+00:28:50,530 --> 00:28:55,910
+ياخد هذا الإجراء مرحلة
+
+393
+00:28:55,910 --> 00:28:59,930
+العمليات المحسوسة أو الماديةطبعا كبروا و راحوا على
+
+394
+00:28:59,930 --> 00:29:05,890
+المدرسة هي ايوة مانتكلم؟ بدا ليه؟ من سن سبعة إلى
+
+395
+00:29:05,890 --> 00:29:09,670
+أثنين سنة تتطور قدرتهم و بصير عندهم استذلال بس
+
+396
+00:29:09,670 --> 00:29:13,570
+استذلال مش مجرد لأ حسي يعني عشان هيك لازم احنا
+
+397
+00:29:13,570 --> 00:29:17,250
+ندعملهم المنادش دايما بشي محسوس و ملموس نجيبلهم
+
+398
+00:29:17,250 --> 00:29:20,310
+الأشكال و الوسائل عشان يتفاعلوا مع ال issue و
+
+399
+00:29:20,310 --> 00:29:25,110
+يقدروا يستوقفوا ممتاز جدايعني إحنا في المرحلة اللي
+
+400
+00:29:25,110 --> 00:29:29,370
+هي من 7 ل 12 بترافق أي مرحلة؟ المدرسة، بداية
+
+401
+00:29:29,370 --> 00:29:32,270
+المدرسة، من البداية حتى الصف اللي هو؟ السادس،
+
+402
+00:29:32,270 --> 00:29:35,150
+السادس، أينها؟ حتى الصف السادس، السادس، يبقى هذه
+
+403
+00:29:35,150 --> 00:29:36,930
+اللي هي المرحلة اللي كانوا زمان يسموها المرحلة
+
+404
+00:29:36,930 --> 00:29:39,830
+الإبتدائية، هلاقيتها المرحلة الأساسية الأولى،
+
+405
+00:29:39,830 --> 00:29:43,810
+الأطفال بدأوا الآن يكبروا، بدأت يصير عندهم قدرات
+
+406
+00:29:43,810 --> 00:29:46,430
+في استخدام اللغة، بدأوا يستخدموا اللغة، يعبروا عن
+
+407
+00:29:46,430 --> 00:29:50,560
+أنفسهم، بدأوا يصنفوا باستخدام بعدين أو أكتربيفهموا
+
+408
+00:29:50,560 --> 00:29:54,620
+تماما مفهوم المعكوسية ومفهوم المقلوبية، مافيش
+
+409
+00:29:54,620 --> 00:30:00,740
+عندهم مشكلة في هذا المفهوم، أيضا بيقدر يجري عمليات
+
+410
+00:30:00,740 --> 00:30:04,620
+إجرائية، يعني بيقدر يجري عملية جمع، عملية طريح ومش
+
+411
+00:30:04,620 --> 00:30:07,600
+عملية واحدة، يعني ممكن أنا أقوله مثلا اشترى عادي
+
+412
+00:30:07,600 --> 00:30:11,850
+الخمس بيضات، سعر البيضة مثلا تلات شواقلكذا، فالان
+
+413
+00:30:11,850 --> 00:30:14,330
+مثلا بده ييجي يحسب، يحول العملات، بده يحول
+
+414
+00:30:14,330 --> 00:30:17,050
+العملات، بده ياخد اللي هو من الأصغر للأكبر، مثلا
+
+415
+00:30:17,050 --> 00:30:20,810
+من الصانتي للمليمتر، من المليمتر لصانتي أو كذا،
+
+416
+00:30:20,810 --> 00:30:23,570
+وبالتالي الآن ببدأ يعمل عمليات إجرائية، هذه المعنى
+
+417
+00:30:23,570 --> 00:30:27,170
+الإجراء، إن هو يفهم المفهوم و بعد ذلك يقوم بخطوات
+
+418
+00:30:27,170 --> 00:30:31,020
+للحلوبالتالي الآن ببدأ في هذه العملية، المدرس
+
+419
+00:30:31,020 --> 00:30:34,440
+الجيد في هذه المرحلة بيخلي المرحلة هذه غنية
+
+420
+00:30:34,440 --> 00:30:38,440
+بالوسائل المحسوسة، يعني كل حاجة بده يفكر فيها
+
+421
+00:30:38,440 --> 00:30:42,400
+الطفل خليها محسوسة، خليها ملموسة أمامه، بده يجمع،
+
+422
+00:30:42,400 --> 00:30:44,760
+بده إيش؟ بده أجيبله عداد، بده أجيبله أدوات يجمع من
+
+423
+00:30:44,760 --> 00:30:47,980
+خلالها، بده أجيبله أشياء، بده أعلمه إن هو مثلا
+
+424
+00:30:47,980 --> 00:30:52,580
+يعمل تجربة معينة، نقول الهواء يشغل حيز من الفراغ،
+
+425
+00:30:52,580 --> 00:30:56,190
+بده أخليه يجيب بلونة وينفخهاالبلونة كانت فاضية
+
+426
+00:30:56,190 --> 00:30:59,110
+وبعد ذلك لما نفخناها صارت مليانة، إيه صار؟ إن
+
+427
+00:30:59,110 --> 00:31:03,730
+الهواء بيشغل حيز من الفرق، أشياء بسيطة جدا لكن
+
+428
+00:31:03,730 --> 00:31:07,830
+بتوصل المفهوم، كل ما كان المدرس مبدع كل ما أثر هذه
+
+429
+00:31:07,830 --> 00:31:12,170
+المرحلة بالمحسوسات التعليمية، طبعا قدرته في
+
+430
+00:31:12,170 --> 00:31:17,120
+الاستدلال العقلي المجردلسه بسيطة، لأ في الاستدلال
+
+431
+00:31:17,120 --> 00:31:20,500
+العقلي المجرد لسه بسيطة، احنا بنقول تفكيره محسوس،
+
+432
+00:31:20,500 --> 00:31:25,240
+لأن هاد المرحلة اسم العمليات المحسوسة، يعني كل إشي
+
+433
+00:31:25,240 --> 00:31:29,380
+وسائل، بس إنما .. بكون طفل أسكأيش في السنوات هذه،
+
+434
+00:31:29,380 --> 00:31:35,880
+يعني بكون فتح .. فتح يعني بكون أكتر من ..عنده تفتح
+
+435
+00:31:35,880 --> 00:31:39,960
+عقلي، عنده تفتح ذهني، قدرته في التذكر، قدرته في
+
+436
+00:31:39,960 --> 00:31:43,600
+الاستيعاب عالية جدا، قدرته في التطبيق عالية جدا،
+
+437
+00:31:43,600 --> 00:31:46,680
+يعني مهارات التلاتة الأولى اللي هي تذكر و فهم و
+
+438
+00:31:46,680 --> 00:31:50,100
+تطبيق عالية جدا وبالتالي اللي في عمر ست سنوات و
+
+439
+00:31:50,100 --> 00:31:52,620
+سبع سنوات القرآن اللي حفظتيه انت في هذا المرحلة
+
+440
+00:31:52,620 --> 00:31:56,560
+لليوم حافظته، ده كمان أغلب منك تحفظ الأجزاء في
+
+441
+00:31:56,560 --> 00:32:01,590
+الجامعةممكن إنها تتفلت ليش؟ لأن قدراتك الآن في
+
+442
+00:32:01,590 --> 00:32:04,890
+التذكر صارت عندك قدرات في التحليل وفي التركيب وفي
+
+443
+00:32:04,890 --> 00:32:08,570
+حل المشكلة وفي المهارات العقلية الأعلى من ذلك لكن
+
+444
+00:32:08,570 --> 00:32:13,090
+قدراتك في الاحتفاظ بالمعلومة يعني ليست مثل الصغر
+
+445
+00:32:13,090 --> 00:32:18,090
+عشان ذلك كانوا يقولوا أن العلم في الصغريهنا نقش
+
+446
+00:32:18,090 --> 00:32:21,770
+يعني إشي ما بيروح في هذا المرحلة ليش لأنه لسه أصلا
+
+447
+00:32:21,770 --> 00:32:27,750
+يعني عنده صفحة بيضاء دماغه عنده قدرات عالية و عنده
+
+448
+00:32:27,750 --> 00:32:32,430
+عملية التسجيل سريعة ملاحظاته و كل إمكاناته موجودة
+
+449
+00:32:32,430 --> 00:32:35,950
+لكن بعد ذلك بتكتر المعرفة العلمية اللي بيخدها
+
+450
+00:32:35,950 --> 00:32:39,430
+الطالب بتكتر اهتمامات الطالب وبالتالي بتختلف
+
+451
+00:32:39,430 --> 00:32:43,520
+الأشياء كمان بنسير نركز على عمليات أخرىيعني مش شرط
+
+452
+00:32:43,520 --> 00:32:46,500
+إنك تكوني حاضة بس ممكن إنك تكوني أشياء إنك
+
+453
+00:32:46,500 --> 00:32:50,160
+تناقشيها، تحليليها، إنك تحدد الخطأ فيها، بتختلف
+
+454
+00:32:50,160 --> 00:32:53,480
+الأشياء من حسب اللي هو السن وبالتالي بنقول إن
+
+455
+00:32:53,480 --> 00:32:57,820
+قدرته في الاستدلال العقلي والمجرد ما زالت قليلة،
+
+456
+00:32:57,820 --> 00:33:01,260
+نتعاملش مع الرموز، يعني لسه لحد الآن ما بناخدش
+
+457
+00:33:01,260 --> 00:33:05,540
+سينوساد و XY في المناهج، ولكن ما زلنا بنتعامل
+
+458
+00:33:05,540 --> 00:33:08,180
+بالأرقام والأشياء المحسوسة
+
+459
+00:33:10,890 --> 00:33:17,150
+بننتقل لمرحلة العمليات المجردة، المجردة، أيوة،
+
+460
+00:33:17,150 --> 00:33:20,530
+تفضلي تبدأ من سنة اتناشر حتى تمانتاش وفيها تهم
+
+461
+00:33:20,530 --> 00:33:23,030
+القدرة على التذكير الاستثماري والتخيل والتصور
+
+462
+00:33:23,030 --> 00:33:26,630
+وتكوين الفرضيات وتشكل المغلطات المنطقية وينبغى
+
+463
+00:33:26,630 --> 00:33:29,890
+التركيز على التواصل الاجتماعي واستدالة وتأكيد ذلك
+
+464
+00:33:29,890 --> 00:33:33,330
+ممتاز جدا، مرحلة جميلة جدا، من اتناشر لتمانتاشر
+
+465
+00:33:33,330 --> 00:33:37,780
+سنة وتمتد إلى ما بعد ذلكبتصير الطالب فيها عنده
+
+466
+00:33:37,780 --> 00:33:40,980
+قدرة على التخيل، على التصور، بيصير عندهم تظهر
+
+467
+00:33:40,980 --> 00:33:44,660
+المواهب، القدرة في كتابة الشعر، القدرة في كتابة
+
+468
+00:33:44,660 --> 00:33:48,480
+القصة، بيصير أن هم بيحبوا التمثيل، بيحبوا الخطابة،
+
+469
+00:33:48,480 --> 00:33:52,120
+تبدأ الميول و المواهب تظهر بشكل كبير، بنلاقي أن في
+
+470
+00:33:52,120 --> 00:33:55,240
+طلاب بيحبوا كتير العلوم و الرياضيات و حل المسائل و
+
+471
+00:33:55,240 --> 00:33:58,480
+الاستدلال العقلي و القدرات بتاعتهم في هذا المجال،
+
+472
+00:33:58,480 --> 00:34:01,020
+في طلاب بيميلوا للشعر و بيميلوا للقصة و بيميلوا
+
+473
+00:34:01,020 --> 00:34:03,900
+للكتابة، بنلاقي أنه بدأ الطلاب يتصنفوا، يعني
+
+474
+00:34:03,900 --> 00:34:08,500
+بالأول كانواواحدة، لكن هنا بتبدأ تظهر هذه الأشياء
+
+475
+00:34:08,500 --> 00:34:12,580
+الاستدلال العقلي بيظهر بصورة مختلفة، يعني في ناس
+
+476
+00:34:12,580 --> 00:34:15,500
+بتميل للاستدلال العقلي المنطقي المجرد في الرياضيات
+
+477
+00:34:15,500 --> 00:34:18,440
+و العلوم و الأشياء هذه، في ناس لأ بتميل للاستدلال
+
+478
+00:34:18,440 --> 00:34:21,740
+اللي هو الشكلي و إن هم يكونوا في إطار اللي هي
+
+479
+00:34:21,740 --> 00:34:24,620
+الخيال و الأمور الأخرى الخيالية، وبالتالي هنا
+
+480
+00:34:24,620 --> 00:34:27,640
+بيصير في عنا قدرة واضحة في التفكير، في التخيل، في
+
+481
+00:34:27,640 --> 00:34:31,300
+التصور، في تكوين اللي هي الافتراضات، اكتشاف
+
+482
+00:34:31,300 --> 00:34:35,020
+المغالطات، في استدلال لفظي عالي جدا
+
+483
+00:34:39,120 --> 00:34:48,280
+اللي هو .. طبعا
+
+484
+00:34:48,280 --> 00:34:51,500
+هي هاد المرحلة بتبدأ ترافق مرحلة .. المراهقة ..
+
+485
+00:34:51,500 --> 00:34:54,420
+المراهقة أي نعم بترافق مرحلة المراهقة بتصير اللي
+
+486
+00:34:54,420 --> 00:34:57,780
+بتهتم في حالها طبعا لازم تهتم في حالها .. تبدأ
+
+487
+00:34:57,780 --> 00:35:00,200
+بزيادة يعني احنا .. إيش اللي بيحصل في هاد المرحلة
+
+488
+00:35:00,200 --> 00:35:05,620
+بالنسبة للفتى؟ بتبدأ تفرط النمو عندهايعني بتبدأ
+
+489
+00:35:05,620 --> 00:35:09,680
+الفتى و الشاب يدخله، كان الفتى قبل الشاب طبعا تبدأ
+
+490
+00:35:09,680 --> 00:35:14,280
+تدخل في طفرة النمو، في مرحلة البلوغ، التغير، بتصير
+
+491
+00:35:14,280 --> 00:35:17,400
+فيه تغيرات في السيولوجيا في جسدها، هذه التغيرات
+
+492
+00:35:17,400 --> 00:35:21,120
+الفيسيولوجية، الهرمونات اللي بتبدأ تشتغل هذه،
+
+493
+00:35:21,120 --> 00:35:24,300
+بتكون كلها كامنة، يعني في مرحلة الطفولة حاجة اسمها
+
+494
+00:35:24,300 --> 00:35:27,410
+ال common الانفعاليبتبقى هذه كل الغُدَد اللي
+
+495
+00:35:27,410 --> 00:35:30,090
+موجودة في الجسم، فيها حالة كومون، مابتتحركش، لما
+
+496
+00:35:30,090 --> 00:35:33,990
+بتصير هذه مرحلة البلوغ وكذا، هذه كلها بتصير الضخ
+
+497
+00:35:33,990 --> 00:35:38,250
+طول النهار هذه الهرمونات في جسم الإنسان، بنلاحظ
+
+498
+00:35:38,250 --> 00:35:45,090
+إنه مثلا البنت أو الولد في هذه المرحلة كسول، بده
+
+499
+00:35:45,090 --> 00:35:49,330
+ينام، مش قادر، يعني البنت مثلا تقولها إن انت تعالي
+
+500
+00:35:49,330 --> 00:35:52,270
+اعملي كذا، اعملي كذا، لأ نعسانة، لأ هيك بتمشي ومش
+
+501
+00:35:52,270 --> 00:35:57,650
+قادرة تصلب، حتى لما انها بتمشي مش كتير متزنةهذا شئ
+
+502
+00:35:57,650 --> 00:36:03,310
+طبيعي لإن في جسمها ضخ كمية كبيرة من الهرمونات، هذه
+
+503
+00:36:03,310 --> 00:36:06,170
+الكمية من الهرمونات هي اللي بتعملها هذا النوع من
+
+504
+00:36:06,170 --> 00:36:09,190
+الخدل، هذا النوع من عدم الإتزان بستمر اللي لمالها
+
+505
+00:36:09,190 --> 00:36:12,890
+نهاية؟ لأ بستمرش لمالها نهاية، كليتها بس اللي هي
+
+506
+00:36:12,890 --> 00:36:17,530
+أول سنة و تاني سنة في مرحلة النمو بعد إن جسمها
+
+507
+00:36:17,530 --> 00:36:21,910
+يكتمل و بعد هيك طبعا بتكتمل عندها اللي هي عناصر
+
+508
+00:36:21,910 --> 00:36:24,270
+الأنوثة و بتبدأ واضحة خلاص، بعد هيك بترجع إلى
+
+509
+00:36:24,270 --> 00:36:29,990
+طبيعتها تمامامافيش نمو لأ هي بس البداية هي البداية
+
+510
+00:36:29,990 --> 00:36:33,690
+أنك أنتي حصل تغيير أنه بين أنك كنت طفلة و بين أنك
+
+511
+00:36:33,690 --> 00:36:37,350
+أنتي أصبحتي أنثى و بين ضخ كمية كبيرة من الهرمونات
+
+512
+00:36:37,350 --> 00:36:40,190
+و ال adrenaline في الجسم فهذا بيعمل تغير في الجسم
+
+513
+00:36:40,190 --> 00:36:45,530
+بعد هيك لأ بتلاقيها صارت نشيطة و صارت تقوم تساعد
+
+514
+00:36:45,530 --> 00:36:48,430
+أمها و تشطف و تعمل و تسوي و بتعمل كيكات و بتعمل مش
+
+515
+00:36:48,430 --> 00:36:51,670
+عارف أيه و بتطلع و تنزل أما في المرحلة الأولى هذه
+
+516
+00:36:51,670 --> 00:36:56,030
+لأ بتلاحظ فيها الكسل تماماالولد ببدأ اللي هو بعد
+
+517
+00:36:56,030 --> 00:36:59,890
+14 أو 15 سنة بتبدأ تظهر عليه العوامل هذه اللي هي
+
+518
+00:36:59,890 --> 00:37:03,470
+الكسل والتراخي و الأشياء هذه بعد ذلك بيبدأ طبعا
+
+519
+00:37:03,470 --> 00:37:06,630
+بعد ما هي تكتمل عناصر النمو عنده بيبدأ طبعا ياخد
+
+520
+00:37:06,630 --> 00:37:09,430
+اللي هي مرحلة الاتزان بس هي الكلام اللي حاكته
+
+521
+00:37:09,430 --> 00:37:11,790
+الأخت اللي هو بتبدأ عملية تأكيد الذات و أن أنا هنا
+
+522
+00:37:11,790 --> 00:37:14,430
+موجود و البنت حاسة أن هي ماشية الشارع الكل بتطلع
+
+523
+00:37:14,430 --> 00:37:19,550
+فيها و الشاب شايف حاله مش هنصدق او
+
+524
+00:37:19,550 --> 00:37:20,990
+بيبدأ اللي هي طبعا العنادة
+
+525
+00:37:25,080 --> 00:37:27,900
+و اثبتت that و ان محدش بيفرض عليي و اني انا اللي
+
+526
+00:37:27,900 --> 00:37:32,020
+رأيه و اني انا اللي كذا طبعا هو البنت او الفتى
+
+527
+00:37:32,020 --> 00:37:34,500
+يعني في هذه المرحلة هم لسه مش فاهمين حاجة بس
+
+528
+00:37:34,500 --> 00:37:38,120
+بيحاولوا يفرضوا أنفسهم هذه الفترة الحرجة في ال ..
+
+529
+00:37:38,120 --> 00:37:41,960
+في الفترة هذه لازم الواحدة يعني تثبت شخصيتها و
+
+530
+00:37:41,960 --> 00:37:46,080
+هويتها الشخصية يعني في ال .. في المجتمع إذا ما
+
+531
+00:37:46,080 --> 00:37:50,140
+أثبتتش في هذه الفترة بتقدرش تثبتها بعد هيك يعني
+
+532
+00:37:50,140 --> 00:37:55,900
+وكون عندها تعليم مش لها الدرج يعنيإثبات شخصيتك في
+
+533
+00:37:55,900 --> 00:37:59,060
+المجتمع بيأتي بعد حصودك على مؤهل يساعدك على اللي
+
+534
+00:37:59,060 --> 00:38:03,020
+هو ال .. الخوض في غمار المجتمع، لكن إنك انت الآن
+
+535
+00:38:03,020 --> 00:38:06,700
+بتحاول تفرض نفسك وجودك في أسرتك، إنك انت انسانة ..
+
+536
+00:38:06,700 --> 00:38:09,820
+اه هي هادي يعني .. اه إنك انت .. انت انسانة مفكرة
+
+537
+00:38:09,820 --> 00:38:14,340
+أو إنك انت انسانة يعني مش .. مش انسانة يعني ..
+
+538
+00:38:14,340 --> 00:38:18,090
+يعني انت كبيرتي ما أصبحتش طفلةولان يعني يستطيعوا
+
+539
+00:38:18,090 --> 00:38:21,110
+قيادتك بصورة سهلة، لازم يسألوكي، لازم يناقشوكي،
+
+540
+00:38:21,110 --> 00:38:24,850
+لازم يسألوا وجهة نظرك، يقدروا وجهة نظرك، وبتظهر
+
+541
+00:38:24,850 --> 00:38:28,190
+هنا حاجات مثله بصورة كبيرة جدا، اللي هي بالأول كان
+
+542
+00:38:28,190 --> 00:38:31,110
+الطفل بحاجاته في السيولوجيا، بعد ذلك أصبح الحاجة
+
+543
+00:38:31,110 --> 00:38:35,330
+الأمن التقدير، الآن تيجي الحاجة للتقديروالحاجة
+
+544
+00:38:35,330 --> 00:38:38,370
+طبعا إلى احترام الذات بتصير بصورة واضحة في هذه
+
+545
+00:38:38,370 --> 00:38:41,350
+المرحلة، جرميل جدا إن احنا نفكر في هذه الأشياء، هو
+
+546
+00:38:41,350 --> 00:38:44,610
+بيا جيه عشان احنا نكون برضه واضحين، ما اتعرضش
+
+547
+00:38:44,610 --> 00:38:49,210
+لمرحلة المراهقة بصفات المراهقة بالنمو، بيا جيه
+
+548
+00:38:49,210 --> 00:38:52,970
+بتعرض لمرحلة اللي هي من 12 ل 18 سنة بالصورة
+
+549
+00:38:52,970 --> 00:38:57,930
+العقليةكيف بنفكر؟ كيف بنحل المسائل؟ كيف بنقدر نعمل
+
+550
+00:38:57,930 --> 00:39:01,670
+استدلالات؟ كيف بنقدر نكتب شعر؟ كيف بنقدر نكتب قصة؟
+
+551
+00:39:01,670 --> 00:39:04,110
+هل عندنا قدرة في الاستدلال للفزي؟ هل عندنا قدرة في
+
+552
+00:39:04,110 --> 00:39:07,190
+التخيل؟ هل عندنا قدرة في التصور؟ هل عندنا قدرة في
+
+553
+00:39:07,190 --> 00:39:10,390
+المنطق العقلي ولا لأ؟ هذه المرحلة المفروض أنها
+
+554
+00:39:10,390 --> 00:39:15,620
+تأهلنا أن نوصل للتخيل المجرد تماماًوبعد ذلك إنه كل
+
+555
+00:39:15,620 --> 00:39:18,960
+تعلمنا بعد اللي هو 18 سنة كله بيعتمد على التخيل،
+
+556
+00:39:18,960 --> 00:39:21,960
+الأن أنت مرحلة في الجامعة مش شرط نستخدم معاك وسيلة
+
+557
+00:39:21,960 --> 00:39:25,320
+أو ما نستخدمش، لازم يكون عقلك شغال إن هو يقدر
+
+558
+00:39:25,320 --> 00:39:28,880
+يتخيل الأشياء حتى لو بدون صورة، إنك إنت تقدري
+
+559
+00:39:28,880 --> 00:39:35,560
+تتصوريها و تضعي لها صورة في داخلك، طيب؟ من اتلخص
+
+560
+00:39:35,560 --> 00:39:41,020
+النهائقة مرحل بيجيب دقيقة؟ صدليمرحلة أولى هي مرحلة
+
+561
+00:39:41,020 --> 00:39:45,340
+تحس حركية للطفل من منذ 3 إلى 20 سنتين فيها تعامل
+
+562
+00:39:45,340 --> 00:39:48,820
+الطفل ويتعلم أولو من خلال الحواس وما ينسوه أكتر
+
+563
+00:39:48,820 --> 00:39:52,040
+أما المرحلة التانية هي مرحلة مقابلة لعمليات من 6
+
+564
+00:39:52,040 --> 00:39:56,440
+سنتين إلى 7 سنوات في هذه المرحلة سنبدأ لجهد
+
+565
+00:39:56,440 --> 00:39:59,940
+العملية العقلية والتعلم عن طريق التطبيق وبعض
+
+566
+00:39:59,940 --> 00:40:03,780
+العملية من الحاجة ناحية الاحتفاظ لكن دون قدرة على
+
+567
+00:40:03,780 --> 00:40:06,880
+الاتجاهالتفكير والاتجاه بقى حد و لا قدرة على
+
+568
+00:40:06,880 --> 00:40:10,640
+المقلوبية ولا على التصنيف في المرحلة التالتة و هي
+
+569
+00:40:10,640 --> 00:40:13,660
+مرحلة لإنها سنة سبعة و أتناشر سنة و هي مرحلة
+
+570
+00:40:13,660 --> 00:40:17,740
+العملية هنا تبدأ العملية العقلية لكن تبقى عملية
+
+571
+00:40:17,740 --> 00:40:22,720
+مادية محسوسة لا تتطقي إلى عملية العملية تجردها لكن
+
+572
+00:40:22,720 --> 00:40:25,860
+هو يستطيع قيام أكتر من العملية و الاتفاق أكتر من
+
+573
+00:40:25,860 --> 00:40:29,420
+المرفوع بالإضافة إلى قدرته على عملية التصنيفأما
+
+574
+00:40:29,420 --> 00:40:32,700
+الأخيرة و هي مرحلة من الـ 18 إلى الـ 18 سنة و هي
+
+575
+00:40:32,700 --> 00:40:36,460
+ما تواجه مرحلة المراهقة تبدأ بظهور تأكيد بدات عنده
+
+576
+00:40:36,460 --> 00:40:40,540
+طفل و بظهور شخصيته و القدرة على معرفة الأمور
+
+577
+00:40:40,540 --> 00:40:44,380
+المجردة و يثبات نفسه تخرج منها بارك الله فيك، في
+
+578
+00:40:44,380 --> 00:40:48,900
+أي سؤال؟شكرا طبعا في هنا بس ملاحظة مهمة انه ليس
+
+579
+00:40:48,900 --> 00:40:51,880
+بالضرورة ان جميع الأطفال يصلوا لنفس المرحلة في نفس
+
+580
+00:40:51,880 --> 00:40:55,740
+الوقت يعني كان في طفل يعني مثلا احنا بنقول من 7 ل
+
+581
+00:40:55,740 --> 00:40:58,900
+12 سنة تفكير محسوس في طفل ممكن من 9 سنوات يوصل
+
+582
+00:40:58,900 --> 00:41:03,240
+للتفكير المجرد وبالتالي في فروقات فردية بين
+
+583
+00:41:03,240 --> 00:41:07,380
+الأطفال يعني ليس شرط انه لازم يوصل السن في أطفال
+
+584
+00:41:07,380 --> 00:41:11,380
+ممكن يتأخروا وفي أطفال ممكن انهم يتقدموا اللي
+
+585
+00:41:11,380 --> 00:41:15,480
+بيحكم بالجهتين كام المشكلات اللذي يواجهها المتعامل
+
+586
+00:41:16,400 --> 00:41:17,220
+يعطيكم العافية
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..a71f60b849a4fd8857fce6469e1b1ac08e6c34aa
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_raw.json
@@ -0,0 +1 @@
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2446.86, "word": " طبعا", "probability": 0.8170166015625}, {"start": 2446.86, "end": 2447.0, "word": " في", "probability": 0.63134765625}, {"start": 2447.0, "end": 2447.14, "word": " هنا", "probability": 0.8388671875}, {"start": 2447.14, "end": 2447.34, "word": " بس", "probability": 0.88525390625}, {"start": 2447.34, "end": 2447.72, "word": " ملاحظة", "probability": 0.990625}, {"start": 2447.72, "end": 2448.02, "word": " مهمة", "probability": 0.98876953125}, {"start": 2448.02, "end": 2448.42, "word": " انه", "probability": 0.6298828125}, {"start": 2448.42, "end": 2448.9, "word": " ليس", "probability": 0.935302734375}, {"start": 2448.9, "end": 2449.44, "word": " بالضرورة", "probability": 0.9724609375}, {"start": 2449.44, "end": 2449.56, "word": " ان", "probability": 0.58544921875}, {"start": 2449.56, "end": 2449.9, "word": " جميع", "probability": 0.9931640625}, {"start": 2449.9, "end": 2450.38, "word": " الأطفال", "probability": 0.9853515625}, {"start": 2450.38, "end": 2450.86, "word": 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0.957763671875}, {"start": 2464.64, "end": 2464.92, "word": " ليس", "probability": 0.96826171875}, {"start": 2464.92, "end": 2465.24, "word": " شرط", "probability": 0.9855143229166666}, {"start": 2465.24, "end": 2465.54, "word": " انه", "probability": 0.8291015625}, {"start": 2465.54, "end": 2465.82, "word": " لازم", "probability": 0.9781901041666666}, {"start": 2465.82, "end": 2466.1, "word": " يوصل", "probability": 0.9529622395833334}, {"start": 2466.1, "end": 2466.82, "word": " السن", "probability": 0.9677734375}, {"start": 2466.82, "end": 2467.0, "word": " في", "probability": 0.576171875}, {"start": 2467.0, "end": 2467.38, "word": " أطفال", "probability": 0.993408203125}, {"start": 2467.38, "end": 2467.66, "word": " ممكن", "probability": 0.9912109375}, {"start": 2467.66, "end": 2468.32, "word": " يتأخروا", "probability": 0.990625}, {"start": 2468.32, "end": 2468.86, "word": " وفي", "probability": 0.864013671875}, {"start": 2468.86, "end": 2469.22, "word": " أطفال", "probability": 0.994384765625}, {"start": 2469.22, "end": 2469.58, "word": " ممكن", "probability": 0.9853515625}, {"start": 2469.58, "end": 2469.96, "word": " انهم", "probability": 0.668212890625}, {"start": 2469.96, "end": 2471.12, "word": " يتقدموا", "probability": 0.98681640625}, {"start": 2471.12, "end": 2471.38, "word": " اللي", "probability": 0.883056640625}, {"start": 2471.38, "end": 2471.78, "word": " بيحكم", "probability": 0.888427734375}, {"start": 2471.78, "end": 2472.56, "word": " بالجهتين", "probability": 0.975390625}, {"start": 2472.56, "end": 2473.02, "word": " كام", "probability": 0.747314453125}, {"start": 2473.02, "end": 2473.82, "word": " المشكلات", "probability": 0.861572265625}, {"start": 2473.82, "end": 2474.22, "word": " اللذي", "probability": 0.6669921875}, {"start": 2474.22, "end": 2474.82, "word": " يواجهها", "probability": 0.96630859375}, {"start": 2474.82, "end": 2475.48, "word": " المتعامل", "probability": 0.84951171875}], "temperature": 1.0}, {"id": 100, "seek": 247721, 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\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..d8ad14fde8249a7f626feda90207b8edccd5ef44
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/1uRKcyAxGkE_raw.srt
@@ -0,0 +1,2344 @@
+1
+00:00:20,890 --> 00:00:26,870
+نتدخل الآن للأساس النفسي و اليوم هنتعرف على مجموعة
+
+2
+00:00:26,870 --> 00:00:31,290
+من النظريات التربوية المعرفية تعرفنا في المحاضرة
+
+3
+00:00:31,290 --> 00:00:35,270
+الماضية على النظرية السلوكية احنا قلنا ان النظريات
+
+4
+00:00:35,270 --> 00:00:40,910
+تقسم في اتجاهين النظريات
+
+5
+00:00:40,910 --> 00:00:44,990
+السلوكية و هي النظريات المعرفية طبعا النظريات
+
+6
+00:00:44,990 --> 00:00:48,430
+السلوكية اللي احنا اتعرفنا عليها مين اتذكرنا ما هي
+
+7
+00:00:48,430 --> 00:00:49,930
+اهم مبادئ النظرية السلوكية
+
+8
+00:00:54,020 --> 00:00:58,660
+تفضلي؟ تجزئة النشاط المرد متعلمه إلى أزاق صغيرة
+
+9
+00:00:58,660 --> 00:01:02,060
+وكمان انه يكون الفعل رد فعل يعني مفير واستجاب
+
+10
+00:01:02,060 --> 00:01:06,470
+عشانك لازم نستعمل الحوادثتجب استخدام الحوافظ، تجب
+
+11
+00:01:06,470 --> 00:01:10,510
+تقسيم تجزء التعلم، كل الفكرة بتحتوي على هدف سلوكي،
+
+12
+00:01:10,510 --> 00:01:13,670
+تحديد الأهداف السلوكية بصورة إجرائية سلوكية،
+
+13
+00:01:13,670 --> 00:01:18,170
+الدوافع والاستعدادات والتعزيز مهم جدا لحدوث عملية
+
+14
+00:01:18,170 --> 00:01:21,910
+التعلم، كانت هذه مبادئ نظريات السلوكية، طبعا اللي
+
+15
+00:01:21,910 --> 00:01:25,270
+إحنا حتى الآن بنطبقها، و هي كل طالبة بتخرج منكم
+
+16
+00:01:25,270 --> 00:01:27,970
+على التدريب الميداني، لإن أهم شيء في تحضير الدرس
+
+17
+00:01:27,970 --> 00:01:32,000
+إنها تحدد الأهدافالسلوكية واتحددها بصورة إجرائية
+
+18
+00:01:32,000 --> 00:01:34,760
+قابلة للقياس وإن المفروض إن هي بتأخذ الإجراءات
+
+19
+00:01:34,760 --> 00:01:37,740
+اللازمة لعملية التطبيق فهنا هذه كانت من أهم
+
+20
+00:01:37,740 --> 00:01:40,460
+المبادئ وطبعا حتى الآن مستمرة مبادئ النظرية
+
+21
+00:01:40,460 --> 00:01:44,260
+السلوكية بننتقل الآن للنظريات المعرفية وأولها
+
+22
+00:01:44,260 --> 00:01:47,880
+النظرية المعرفية الأساسية اللي هي اسمها نظرية
+
+23
+00:01:47,880 --> 00:01:55,410
+الجيش طلطنظرية الجستالت بتقوم على أفكار كل من كهلر
+
+24
+00:01:55,410 --> 00:01:59,850
+و ليفن و أوسبل و برونر، هؤلاء من منظري النظريات
+
+25
+00:01:59,850 --> 00:02:03,170
+المعرفية، طبعا نظرياتي المعرفية متعددة، في عندنا
+
+26
+00:02:03,170 --> 00:02:06,750
+نظرية بياجيه، في عندنا نظرية جانيه، أيضا نظرية
+
+27
+00:02:06,750 --> 00:02:09,850
+الذكاءات المتعددة جانبي الدماغ، كل هذه من ضمن
+
+28
+00:02:09,850 --> 00:02:13,910
+النظريات المعرفية اللي هي بتبحث في كيفية حدوث
+
+29
+00:02:13,910 --> 00:02:18,760
+المعرفةلدى المتعلم وكيفية تعلمها وكلها بتعمل بفكرة
+
+30
+00:02:18,760 --> 00:02:24,080
+أساسية هي أن الاستبصار هو أساس عملية التعلم ماذا
+
+31
+00:02:24,080 --> 00:02:29,790
+يقصد بالاستبصار؟ هو الإدراك الكلي للموضوعالادراك
+
+32
+00:02:29,790 --> 00:02:33,710
+الكلي للموقف التعليمي من خلال ادراك العلاقات من
+
+33
+00:02:33,710 --> 00:02:38,210
+داخل الموقف وتكوين صورة كلية وبالتالي التعلم من
+
+34
+00:02:38,210 --> 00:02:42,310
+وجهة نظر الgestal يتم بادراك الصورة الكلية، احنا
+
+35
+00:02:42,310 --> 00:02:45,730
+قلنا ان النظرية السلوكية بيصير التعلم فيها من
+
+36
+00:02:45,730 --> 00:02:50,330
+الجزء إلى الكل، اما النظرية المعرفية فالتعلم فيها
+
+37
+00:02:50,330 --> 00:02:53,750
+بيتم من الكل إلى الجزء، فاكريني المرة الماضية
+
+38
+00:02:53,750 --> 00:02:54,590
+رسلنا صورة؟
+
+39
+00:02:58,430 --> 00:03:02,850
+لما قلنا بنكتب هنا تمر وبنرسم هنا صورة حبة التمر
+
+40
+00:03:02,850 --> 00:03:08,650
+وبنحط حرف التاهر الآن هذه اللوحة اللي أمامي بتجسد
+
+41
+00:03:08,650 --> 00:03:13,130
+النظريتين معنا النظرية المعرفية والنظرية السلوكية
+
+42
+00:03:13,130 --> 00:03:22,350
+أول حاجة أن هو كلمة تمر هي الكل وهنا الجزء
+
+43
+00:03:22,350 --> 00:03:26,780
+وبالتالي التعلم بيسيل فيها من الكل إلى الجزءالجزء
+
+44
+00:03:26,780 --> 00:03:31,060
+وبالتالي هذه بتشكل أفكار النظرية المعرفية لكن وجود
+
+45
+00:03:31,060 --> 00:03:35,980
+الصورة صورة التمر مع كلمة التمر بتعتبر الصورة مثير
+
+46
+00:03:35,980 --> 00:03:44,320
+والكلمة استجابة وبالتالي هنا حيثما تظهر هذه الصورة
+
+47
+00:03:44,320 --> 00:03:48,260
+تظهر هذه الكلمة من أجل ذلك بنشوف لما الأطفال في
+
+48
+00:03:48,260 --> 00:03:52,480
+الروضة أو في الصف الأول بيبدأوا يقرأوا ما بتحسيش
+
+49
+00:03:52,480 --> 00:03:56,880
+أن هو بيبقى عارف إيش المكونات الكلمةهو حافظ الكلمة
+
+50
+00:03:56,880 --> 00:04:00,800
+كده كتلة واحدة، لكن لو قلتيله هجيها، لو قلتيله كذا
+
+51
+00:04:00,800 --> 00:04:04,380
+بتلاقيهوش عارفها الحروف بالنسباله مجردة، مالهاش
+
+52
+00:04:04,380 --> 00:04:08,120
+معنى، لكن الكلمة لها معنى، يعني التمر له معنى، لكن
+
+53
+00:04:08,120 --> 00:04:12,800
+حرف التائشب يعني مجرد، وبالتالي هنا بالنسباله
+
+54
+00:04:12,800 --> 00:04:16,680
+بنلاقي أن هو فاهم الكلمة، حافظها ككل، يعني وين ما
+
+55
+00:04:16,680 --> 00:04:20,300
+تظهر صورة اللي هي حبة التمر، بتظهر أمامها كلمة
+
+56
+00:04:20,300 --> 00:04:24,610
+التمر في ذهنه وفي ذاكرتهوبالتالي هنا استخدمنا
+
+57
+00:04:24,610 --> 00:04:29,250
+المثير والاستجابة وبرضه استخدمنا من الكل إلى الجزء
+
+58
+00:04:29,250 --> 00:04:32,230
+في ناس كتير بتعارض يعني بتقول المفروض ان احنا
+
+59
+00:04:32,230 --> 00:04:35,270
+بنبدأ بتعليم الحروف ثم الكلمات في ناس يقول لأ
+
+60
+00:04:35,270 --> 00:04:39,470
+بنعلم الكلمات ومن خلال الكلمات بنعلم الحروف ما
+
+61
+00:04:39,470 --> 00:04:44,450
+رأيك؟ تاني
+
+62
+00:04:44,450 --> 00:04:48,710
+أفضل لإن الطفل لما يسك إش محصوص بيظبط بموظفه
+
+63
+00:04:57,890 --> 00:05:02,330
+حفظ وطلقين، مين بتأيد هذا الرأي؟ لما بتشت مع
+
+64
+00:05:02,330 --> 00:05:07,470
+الصورة مع ال .. مع ال .. الكل بن .. بن .. بنحط عند
+
+65
+00:05:07,470 --> 00:05:12,210
+الطفل صورة بتضلها مرجعية عنده في المستقبل يعني اذا
+
+66
+00:05:12,210 --> 00:05:16,710
+من أول ما ي .. انجابله حرف الت .. التمر بيفهم يعني
+
+67
+00:05:16,710 --> 00:05:20,390
+ان هو .. يعني هو بتأيدوا انتوا تقريبا ان هذه
+
+68
+00:05:20,390 --> 00:05:25,860
+الصورة ان هيالتعلم بيصير هنا من المحسوس إلى المجرد
+
+69
+00:05:25,860 --> 00:05:32,000
+بحيث إنها الصورة مع الكلمة أعطتلي دلالة محسوسة أما
+
+70
+00:05:32,000 --> 00:05:35,640
+حرف التاء مجرد وبالتالي بالتدريج الطالب راح يقدر
+
+71
+00:05:35,640 --> 00:05:40,160
+يجزق كلمة التمر لتطلع حرف التاء وحرف ال ميم وحرف
+
+72
+00:05:40,160 --> 00:05:43,620
+الرام فراح يعرف طبعا هو بالأول هيعلم اللي هو الجزء
+
+73
+00:05:43,620 --> 00:05:47,080
+الأول بعدين التاني بعدين التالت بالتدريج هيتعلم
+
+74
+00:05:47,080 --> 00:05:51,330
+الحروبطبعا استفادوا من النظريات هذه بالصورة واضحة
+
+75
+00:05:51,330 --> 00:05:53,610
+زي ما احنا شايفين في سياقة المناهج في مراحل
+
+76
+00:05:53,610 --> 00:05:57,250
+التعليم الأساسي أيضا في مراحل التعليم العام جميعا
+
+77
+00:05:57,250 --> 00:06:00,250
+أنه أي فكرة بنعرضها بنعرضها الصورة الكلية و بعد
+
+78
+00:06:00,250 --> 00:06:05,270
+ذلك بنبدأ بعملية التجزئة بالنسبة لهذه الصورة نشوف
+
+79
+00:06:05,270 --> 00:06:08,890
+الآن من اللي هي التجارب المهمة اللي هي تجربة كهلر
+
+80
+00:06:08,890 --> 00:06:15,730
+مع القرد، مين فاكر هذه القصة؟ القرد والموز، أي
+
+81
+00:06:15,730 --> 00:06:16,410
+ناس؟
+
+82
+00:06:21,560 --> 00:06:27,020
+الوقت ده انا حاطل كرد كوكبس و حاطله .. نار .. نار
+
+83
+00:06:27,020 --> 00:06:31,600
+فأول إشي صار ينطنط و يحاول من جدار للجدار قبل ما
+
+84
+00:06:31,600 --> 00:06:35,060
+يسطن الفوز بعد .. بعدين حاطله بعضايا يخبط برضه
+
+85
+00:06:35,060 --> 00:06:38,380
+ماعرفش، بعدين حاطله كرسي، طلع الكرسي و صار يحبط ..
+
+86
+00:06:38,380 --> 00:06:42,700
+يعني يستخدم يحاول و يطفطممتاز جدا، طبعا هنا بدأ
+
+87
+00:06:42,700 --> 00:06:46,200
+كهلار تجربه بإن هو بدأ يجرب على القرد و وضع القرد
+
+88
+00:06:46,200 --> 00:06:50,640
+في غرفة، هذه الغرفة عالية طبعا و في نصف ال .. في
+
+89
+00:06:50,640 --> 00:06:53,900
+السقف كان فيه مدلة موز طبعا، الدافع موجود لدى
+
+90
+00:06:53,900 --> 00:06:57,300
+القرد اللي هو الجوع، يعني هو عايز يأكل و الموز
+
+91
+00:06:57,300 --> 00:07:00,580
+موجود، الآن كيف بده يقدر يوصل القرد لهذه الموز؟
+
+92
+00:07:00,580 --> 00:07:03,840
+طبعا بدأ مجموعة عامل المحاولات و الخطأ إن هو يتسلق
+
+93
+00:07:03,840 --> 00:07:07,340
+الحوائط ماقدرش، إن هو يقفز ماقدرش، لاحظ وجود في
+
+94
+00:07:07,340 --> 00:07:13,250
+صندوق على الأرضفوضع الصندوق تحت اللي هو قطف الموز
+
+95
+00:07:13,250 --> 00:07:16,910
+فكان هو قصير ماقدرش في القفزات إنه يوصل فلاحظ وجود
+
+96
+00:07:16,910 --> 00:07:22,390
+صندوق تانيفراح بسك الصندوق التاني اللي صغير و حطه
+
+97
+00:07:22,390 --> 00:07:25,530
+فوق الصندوق الأول ووقف فوق الصندوقين فقدر يوصل
+
+98
+00:07:25,530 --> 00:07:29,490
+للموز الان إيش اللي حصل عند القرد هو درس كل
+
+99
+00:07:29,490 --> 00:07:33,850
+إمكانات الموقف إيش اللي بيقدر يساعده في هذا الموقف
+
+100
+00:07:33,850 --> 00:07:37,230
+يعني تسلق الحوائط مش قادر القفز المباشر مش قادر
+
+101
+00:07:37,230 --> 00:07:40,870
+يبقى لازم يكون في حاجة في داخل المكان إنها تساعده
+
+102
+00:07:40,870 --> 00:07:44,010
+كوهلر غير الأمكانات اللي موجودة في البيئة فجاب
+
+103
+00:07:44,010 --> 00:07:49,040
+عصيتينعصاية طويلة وعصاية أقصر، لكن العصيتين ممكن
+
+104
+00:07:49,040 --> 00:07:53,960
+إنها تتثبت في بعضها البعض، فهنا طبعا القرد في
+
+105
+00:07:53,960 --> 00:07:56,780
+المرة التانية ما بدأش يقفز على الحواقط ولا من
+
+106
+00:07:56,780 --> 00:08:01,200
+النص، بدأ يدرس إيش موجود في داخل البيئة، يعني ما
+
+107
+00:08:01,200 --> 00:08:05,700
+بدأش، قلل من محاولته بالمحاولة والخطأ، ونظر لقى
+
+108
+00:08:05,700 --> 00:08:08,740
+إنه في عصاية، فمسك العصاية ماقدرش، لاحظ وجود
+
+109
+00:08:08,740 --> 00:08:11,040
+العصاية التانية، طبعا العصاية التانية أقصر من
+
+110
+00:08:11,040 --> 00:08:14,950
+الأولىلاحظوا هو بتطلع في العصيتين أنه في ثقوب في
+
+111
+00:08:14,950 --> 00:08:20,090
+أسفل العصر فبتطلع فيها فرح ثبت العصيتين في بعض
+
+112
+00:08:20,090 --> 00:08:23,290
+طبعا و ضرب الموز و نزل الموز الآن بعد ذلك كهلر
+
+113
+00:08:23,290 --> 00:08:26,690
+استخدم مجموعة أشياء في كل مرة صار القرد على طول
+
+114
+00:08:26,690 --> 00:08:30,670
+يتطلع إيش الأشياء الموجودة و يبدأ يستخدمها في هذا
+
+115
+00:08:30,670 --> 00:08:33,750
+الجانب طبعا هذه أعطت دلالة على إن هو توظيف و
+
+116
+00:08:33,750 --> 00:08:37,390
+التفاعل مع البيئة أساس في عملية التعلم
+
+117
+00:08:43,290 --> 00:08:47,230
+وبالتالي هنا لاحظتي هذا الجانب أنه لابد من مواجهة
+
+118
+00:08:47,230 --> 00:08:51,450
+المتعلم بمشكلة لازم يواجه مشكلة وعلشان أساعده في
+
+119
+00:08:51,450 --> 00:08:54,970
+حلها لازم أحطله بعض الإمكانات لكن لن أضع له الحلول
+
+120
+00:08:54,970 --> 00:08:59,510
+جاهزة لازم هو يصل بنفسه إلى الحل وهذه كانت من أهم
+
+121
+00:08:59,510 --> 00:09:04,310
+مبادئ اللي هي النظرية المعرفية اللي هي بتقوللي أن
+
+122
+00:09:04,310 --> 00:09:09,950
+عملية التعلم هي بالأصل عمليةتفاعد بين المتعلم و
+
+123
+00:09:09,950 --> 00:09:14,350
+البيئة و المعلم يسهل العملية باعادة ترتيب عناصر
+
+124
+00:09:14,350 --> 00:09:17,890
+البيئة يعني في كل مرة ممكن ان احنا نعيد ترتيب
+
+125
+00:09:17,890 --> 00:09:20,150
+العناصر يعني انا بدي اعطي للطالبات مسألة في
+
+126
+00:09:20,150 --> 00:09:25,290
+الهندسة مثلا فانا بعتيهم سؤال بعتيهم معطياتوبعطيهم
+
+127
+00:09:25,290 --> 00:09:28,350
+مطلوب أول مرة بخلي المعطيات و المطلوب بصورة
+
+128
+00:09:28,350 --> 00:09:31,890
+مباشرة، التاني مرة بغير شوية في المعطيات و بغير
+
+129
+00:09:31,890 --> 00:09:34,610
+شوية في المطلوب، بعدين بسير أعمل عملية تغيرات،
+
+130
+00:09:34,610 --> 00:09:38,690
+الآن في كل مرة الطالبة راح تنتبه أيش العنصر اللي
+
+131
+00:09:38,690 --> 00:09:42,210
+تغير و تحاول إنها تصل إلى هذا التغير، وبالتالي كل
+
+132
+00:09:42,210 --> 00:09:46,400
+مرة كل مهارة، الآن ها أول مرةتثبت مهارة بسيطة،
+
+133
+00:09:46,400 --> 00:09:49,260
+الآن في المرة التانية مهارة أكثر تعقيد، بعدين
+
+134
+00:09:49,260 --> 00:09:53,840
+مهارة أعلى، مهارة أعلى، في كل مرة ننقل المتعلم من
+
+135
+00:09:53,840 --> 00:09:58,380
+تعلم سهل إلى تعلم معقد إلى تعلم أكثر تعقيد
+
+136
+00:09:58,380 --> 00:10:04,000
+وبالتالي بتزيد مهارات المتعلم، المبدأ التاني،
+
+137
+00:10:04,000 --> 00:10:08,490
+فضليهالمتعلم يدرك الموقف ككل من خلال إدارة
+
+138
+00:10:08,490 --> 00:10:12,390
+العلاقات بين الأجزاء ويتم حل المشكلة عن طريق إعادة
+
+139
+00:10:12,390 --> 00:10:15,730
+تنظيم العناصر ممتاز جدا، يبقى هنا المتعلم بيدرك
+
+140
+00:10:15,730 --> 00:10:18,770
+الموقف التعليمي ككل، بيدرك العلاقات بين الأجزاء
+
+141
+00:10:18,770 --> 00:10:21,710
+ويتم حل المشكلة عن طريق إعادة الترتيب وتنظيم
+
+142
+00:10:21,710 --> 00:10:24,770
+العناصر وما بينها من العلاقات، احنا مش بننظر بس
+
+143
+00:10:24,770 --> 00:10:28,010
+للموقف، كمان العلاقات بين الموقف، زي ما يكون قدامك
+
+144
+00:10:28,010 --> 00:10:32,500
+صورة، لوحة زيكيةهذه الصورة أول حاجة أنت لازم تدركي
+
+145
+00:10:32,500 --> 00:10:36,480
+هذه الصورة هي إيش صورة منظر طبيعي و لا صورة طفلة و
+
+146
+00:10:36,480 --> 00:10:41,360
+لا صورة قطة و لا صورة مثلا بتعطيني مباني أو أشياء
+
+147
+00:10:41,360 --> 00:10:45,120
+إيش الصورة اللي هي أمامي لازم أدرك ما هي الشيء بعد
+
+148
+00:10:45,120 --> 00:10:48,320
+ذلك ببدأ أنتبه إلى الألوان و تفصيلات الألوان و
+
+149
+00:10:48,320 --> 00:10:51,480
+العلاقات الموجودة يبقى أول شيء إحنا بندرك الصورة
+
+150
+00:10:51,480 --> 00:10:57,300
+الكلية و بعدين بنبدأ بعملية التفصيل أيضاالاستعداد
+
+151
+00:10:57,300 --> 00:11:01,200
+للتعلم قمر مهم لإتمام عملية التعلم وكل الأطفال
+
+152
+00:11:01,200 --> 00:11:05,060
+بمروا بمراحل تعليمية مختلفة لكل مرحلة شرط أساسي
+
+153
+00:11:05,060 --> 00:11:07,440
+لإتمام عملية التعليم لكل مرحلة شرط أساسي ماذا يعني
+
+154
+00:11:07,440 --> 00:11:16,780
+الاستعداد الاستعداد والدافعية بناء على
+
+155
+00:11:16,780 --> 00:11:23,610
+مستوى الندج العقلي والجسديالقدرة العقلية والجسدية
+
+156
+00:11:23,610 --> 00:11:28,830
+الموجودة في الفرد تؤهله لعمل معين ممتاز جدا، يبقى
+
+157
+00:11:28,830 --> 00:11:31,830
+لما نتكلم احنا عن الاستعداد الطفل أو استعداد
+
+158
+00:11:31,830 --> 00:11:35,850
+الطالب، نتكلم عن القدرة الجسدية والعقلية التي
+
+159
+00:11:35,850 --> 00:11:40,340
+تؤهله للقيام بمهمة معينةفأنا هنا بتكلم عن مدى
+
+160
+00:11:40,340 --> 00:11:43,060
+الاستعداد، يعني لما بيجي مثلا الطفل يدخل صف أول
+
+161
+00:11:43,060 --> 00:11:45,120
+ابتدائي، الآن فيه عملية تسجيل للصف الأول
+
+162
+00:11:45,120 --> 00:11:48,820
+الابتدائي، النظر إيش لما هتيجي هتسجل الطفل في الصف
+
+163
+00:11:48,820 --> 00:11:54,580
+الأول، إيش بتسأله؟ اسمه اسم أبوه بتسأله اسمه اسم
+
+164
+00:11:54,580 --> 00:11:57,640
+أبوه، بتشوف هل هو بيقدر يجاوب، بيقدر يتكلم، بيقدر
+
+165
+00:11:57,640 --> 00:12:03,090
+يحكي، ممكن تطلب منه أن هو يكتب، تعرف تكتب اسمكأه
+
+166
+00:12:03,090 --> 00:12:06,570
+تسألوها ده، هي بتسأل سؤالين بسيطات جدا، بس هي من
+
+167
+00:12:06,570 --> 00:12:11,410
+خلالها هتشوفه هل بيقدر يمسك القلم، يعني هو ممكن
+
+168
+00:12:11,410 --> 00:12:14,110
+بيمسك القلم، مابمسكوش بالطريقة السليمة، بمسكه بهذا
+
+169
+00:12:14,110 --> 00:12:18,670
+الشكل، بس هل بيقدر يمسكه ويتملك فيه ولا لأ، الآن
+
+170
+00:12:18,670 --> 00:12:23,150
+قبل .. قبل ست سنوات بصيلات الأصابع من هنا بتكونش
+
+171
+00:12:23,150 --> 00:12:26,850
+نمت بالصورة الطبيعية يعني، لكن ليش؟ لأنه بنلاقي
+
+172
+00:12:26,850 --> 00:12:31,170
+الطفل لما ييجي يكتب، بيمسك القلم بهذا الشكللكن
+
+173
+00:12:31,170 --> 00:12:34,760
+لبعدي شوية بصير يمسكوا هيكليش؟ لأنه بتصير العضلات
+
+174
+00:12:34,760 --> 00:12:39,220
+هنا أقوى فبصير يقدر يمسك القلم بصورة كويسة فبتنظر
+
+175
+00:12:39,220 --> 00:12:44,060
+النظرة بتشوف أنه هل النطفل عنده نمو جسدي يساعده
+
+176
+00:12:44,060 --> 00:12:47,640
+على أنه يكتب ولا لأ أو هل عنده نمو عقلي يساعده على
+
+177
+00:12:47,640 --> 00:12:52,020
+أنه يفهم السؤال ويرد على السؤال ولا لأ وممكن طبعا
+
+178
+00:12:52,020 --> 00:12:55,200
+هم الأطفال بيروحوا على الرودة وكذا سامعني أنشودة
+
+179
+00:12:55,200 --> 00:12:59,420
+سامعني كذا بس المهم أنها بتطمئن للمستوى الاستعداد
+
+180
+00:12:59,420 --> 00:13:03,220
+هلاقيتك كل مرحلة بتعمل استعداد لمرحلة التي تليها
+
+181
+00:13:04,160 --> 00:13:07,020
+يعني صف أول بأهل الطالب لدخول الصف التاني الصف
+
+182
+00:13:07,020 --> 00:13:10,100
+التاني بأهل الطالب لدخول الصف التالت وبالتالي
+
+183
+00:13:10,100 --> 00:13:15,200
+بيعمله استعداد جسدي واستعداد عقلي في هذا الجانب
+
+184
+00:13:15,200 --> 00:13:21,460
+الدافعية .. تدعني الدافعية شرط واحد لحدوث متتعلم
+
+185
+00:13:21,460 --> 00:13:24,520
+وياسي من قدر المتعلم على اكتشاف المعلومات ومتقصية
+
+186
+00:13:24,520 --> 00:13:27,540
+مواصلة عامل التعامل ممتاز جدا، ماذا تعني الدافعية؟
+
+187
+00:13:32,090 --> 00:13:35,710
+ممتاز جدا، طاقة كامنة لدى الفرق تدفع للإنجاز عمل
+
+188
+00:13:35,710 --> 00:13:39,490
+معين، طاقة في الداخل، الدافع بيجي من الداخل، في
+
+189
+00:13:39,490 --> 00:13:46,080
+فرق بين الدافع وبين الحافظالحافظ دائما خارج، يعني
+
+190
+00:13:46,080 --> 00:13:50,260
+اللي مافيهش عنده دافع بنوجدله حافظ، يعني واحد طالب
+
+191
+00:13:50,260 --> 00:13:53,460
+ماعندهش أي اهتمام لعملية التدريس فبنروح بنقوله إذا
+
+192
+00:13:53,460 --> 00:13:57,040
+أنت نجحت بدنا ناخدك رحلة، بدنا نجيبلك جائزة، بدنا
+
+193
+00:13:57,040 --> 00:14:00,740
+نعملك كذا، فبنوجدله الحافظ، لكن الدافع بيكون من
+
+194
+00:14:00,740 --> 00:14:05,000
+الداخل، هو عايز يتعلم، هو عايز يصير هذه الأشياء،
+
+195
+00:14:05,000 --> 00:14:08,860
+فبالتالي هذه الطاقة الكامنة هي اللي بتدفعه لإنه
+
+196
+00:14:08,860 --> 00:14:13,020
+ينجز أي مهارة أو أي مهمة مطلوبة منههذه أهم مبادئ
+
+197
+00:14:13,020 --> 00:14:19,960
+النظرية المعرفية ننتقل الآن لنظرية بيا جي بيا جي
+
+198
+00:14:19,960 --> 00:14:25,440
+من منظري البنائية طبعا هو عالم سويسري بدأ يعمل
+
+199
+00:14:25,440 --> 00:14:30,640
+تجاربه على أولاده بدأ ينتبه إلى سلوكيات الأطفال
+
+200
+00:14:30,640 --> 00:14:34,900
+ويحاول أنه يحلل سلوكيات الأطفال ويفهم كيف تحدث هذه
+
+201
+00:14:34,900 --> 00:14:38,840
+السلوكية طبعا هنا بدأ بملاحظات بسيطة جدا أن هو
+
+202
+00:14:38,840 --> 00:14:45,330
+مثلا مفهوم المعكوسيةو المقلبية بالنسبة للأشياء إن
+
+203
+00:14:45,330 --> 00:14:49,970
+هو لو عندنا كوب فيه مياه مليان و هذا الكوب وضعناه
+
+204
+00:14:49,970 --> 00:14:55,340
+في كأس مقعرالطفل مش هيفهم أن نفس الكمية اللي في
+
+205
+00:14:55,340 --> 00:15:00,240
+الكوب الكبير هي نفسها اللي في اللي هو المقعر لو
+
+206
+00:15:00,240 --> 00:15:03,660
+تقنعيه عشر مرات مش هيقدر يفهم حتى لو رجعتيها
+
+207
+00:15:03,660 --> 00:15:08,060
+مابقدرش ليش؟ لأنه لسه دماغه لا تفهم معكوسية
+
+208
+00:15:08,060 --> 00:15:12,460
+الأشياء يعني بتفهم الأشياء بشكل واحد، بشكل محدد
+
+209
+00:15:12,460 --> 00:15:16,480
+فهنا بدأ يعمل تجاربه على أبناءه وبدأ يحدد اللي هي
+
+210
+00:15:16,480 --> 00:15:20,760
+مراحل انمو في هذا الجانببيقول من أهم المبادئ عند
+
+211
+00:15:20,760 --> 00:15:24,560
+بياجا إنه لا يحدث التعلم إلا إذا وصلنا إلى مرحلة
+
+212
+00:15:24,560 --> 00:15:29,900
+معينة من النضج العقلي اللي بتأهلنا للتفاعل مع
+
+213
+00:15:29,900 --> 00:15:34,300
+البيئة، لازم يصير في عنا نضج عقلي، كيف يحدث النضج
+
+214
+00:15:34,300 --> 00:15:39,360
+العقلي من وجهة نظر بياجا؟ خلال الاستيعاب والمواقمة
+
+215
+00:15:39,360 --> 00:15:43,240
+خلال عمليتي الاستيعاب والمواقمة، ما المقصود
+
+216
+00:15:43,240 --> 00:15:45,560
+بالاستيعاب وما المقصود بالمواقمة؟
+
+217
+00:15:47,900 --> 00:15:50,680
+فضلنا استيعاب ان هو يدخل إيش جديد على القنية
+
+218
+00:15:50,680 --> 00:15:53,900
+المعرفية الموجودة عنده المواقمة ان هو عنده إيش
+
+219
+00:15:53,900 --> 00:15:58,520
+موجود بس إيجا إيش جديد لا يتناسب مع الإيش الموجود
+
+220
+00:15:58,520 --> 00:16:01,700
+عنده فيعدل المعلومات الموجودة عنده الخرائط
+
+221
+00:16:01,700 --> 00:16:09,180
+المعرفية أو البنك اللي عنده خدنا نشرح حاجة، الآن
+
+222
+00:16:09,180 --> 00:16:12,500
+احنا بنتكلم عن عملية الاستيعاب والمواقمة وعملية
+
+223
+00:16:12,500 --> 00:16:15,640
+النجح العقلي، بنقول ان هنا الفرد
+
+224
+00:16:20,940 --> 00:16:27,320
+الفرض بيكون في حالة اتزان حالة
+
+225
+00:16:27,320 --> 00:16:33,400
+اتزان عقلي لدى الإنسان، هذه الحالة طبعا بتكون
+
+226
+00:16:33,400 --> 00:16:37,260
+واضحة، أنا ماعنديش أي مشكلة وبالتالي في حالة
+
+227
+00:16:37,260 --> 00:16:42,460
+توازن، في حالة relax متى يحدث عدم الاتزان؟ عند
+
+228
+00:16:42,460 --> 00:16:46,620
+وجود مشكلة، الآن في عندنا هنا مشكلة
+
+229
+00:16:48,450 --> 00:16:52,390
+في عندي هنا هذا الإنسان بيواجه مشكلة الآن هذا
+
+230
+00:16:52,390 --> 00:16:58,210
+الإنسان واجه مشكلة معينة هنا مستوى واحد نتج عقلي
+
+231
+00:16:58,210 --> 00:17:03,670
+هذا
+
+232
+00:17:03,670 --> 00:17:09,870
+المستوى الأول الآن واجه مشكلة هذا الطفل الآن يعني
+
+233
+00:17:09,870 --> 00:17:13,890
+نفترض أن هو قاعد بيلعب في داخل البيت فراح قذف
+
+234
+00:17:13,890 --> 00:17:19,090
+الكرة الكرة بتاعته طلعت فوق في مكان عاليالان الطفل
+
+235
+00:17:19,090 --> 00:17:24,750
+هذا بده يحل مشكلته قدامه مجموعة من الحلوب إما إنه
+
+236
+00:17:24,750 --> 00:17:28,890
+بده يقعد يبكي و إما تيجي تجيب للكرة و تعطيله إياها
+
+237
+00:17:28,890 --> 00:17:33,410
+و إما إنه هو بده يفكر كيه بده يحصل على الكرة فالان
+
+238
+00:17:33,410 --> 00:17:40,410
+في عمليتين هو هيقوم بإجراءها عملية الاستيعاب ثم
+
+239
+00:17:40,410 --> 00:17:41,970
+عملية المواقف
+
+240
+00:17:44,540 --> 00:17:46,840
+هدول العمليتين العملية الأولى استيعاب أنه بده
+
+241
+00:17:46,840 --> 00:17:50,760
+يستوعب الموقف بده يستوعب أن هو جسمه صغير وإن هذه
+
+242
+00:17:50,760 --> 00:17:54,980
+الكرة في مكان عالي وإن هو لما انه يحتاج أنه يوصلها
+
+243
+00:17:54,980 --> 00:17:59,640
+لازم يكون في واسطة أو في شيء معين وبالتالي الآن
+
+244
+00:17:59,640 --> 00:18:03,780
+بدأ هو يتمثل المشكلة يستوعبها يسيطر على كافة
+
+245
+00:18:03,780 --> 00:18:08,360
+أبعادها الآن بدأ يعمل عملية موأمة بين إمكانته وبين
+
+246
+00:18:08,360 --> 00:18:13,000
+مكان الكرة اللي هو موجود فيها الآن إيش تطلع لأ
+
+247
+00:18:13,000 --> 00:18:19,130
+عنده طاولةفراح جاب الطاولة وزحها وحطها في المكان
+
+248
+00:18:19,130 --> 00:18:24,390
+اللي كانت موجودة في الكرة فهنا لساته هو صغير مش
+
+249
+00:18:24,390 --> 00:18:28,950
+قادر يوصل للكرة فحاول إنه يستفيد من أي حاجة موجودة
+
+250
+00:18:28,950 --> 00:18:32,990
+ممكن تكون عصاية، ممكن تكون أشاطة، ممكن تكون أي شيء
+
+251
+00:18:32,990 --> 00:18:36,850
+موجود في داخل البيئة اللي هو موجود فيها وبالتالي
+
+252
+00:18:36,850 --> 00:18:41,230
+بعد ذلك حمل العصاية وهو موجود في الطاولة ونزل
+
+253
+00:18:41,230 --> 00:18:46,860
+الكرةالآن إيش اللي حصل عنده؟ هو حل المشكلة صار
+
+254
+00:18:46,860 --> 00:18:51,720
+توازن تاني صار فرجع إلى حالة التوازن فالآن هو صار
+
+255
+00:18:51,720 --> 00:18:55,780
+في عنده هنا حل المشكلة
+
+256
+00:18:55,780 --> 00:19:04,760
+فرجع إلى حالة التوازن اللي هي اتزان عقلي
+
+257
+00:19:04,760 --> 00:19:09,940
+لكن الآن مرحلة
+
+258
+00:19:09,940 --> 00:19:12,780
+النج عنده هنا صارت نج
+
+259
+00:19:17,190 --> 00:19:22,490
+اتنين قدراته هنا ليست مثل قدراته هنا قدراته هنا
+
+260
+00:19:22,490 --> 00:19:28,370
+أصبحت أعلى لأنه بعد ذلك لو المشكلة .. الآن بنلاقي
+
+261
+00:19:28,370 --> 00:19:32,410
+أن الطفل إيش بيسوي بيستحل الحكاية فبصير يرمي
+
+262
+00:19:32,410 --> 00:19:36,850
+الكورة و يعود يطلع يجيبها فليش؟ لأن هو بيحس أن هو
+
+263
+00:19:36,850 --> 00:19:43,210
+فكر بطريقةمختلفة في هذا الجانب أو حاجة متخبية و مش
+
+264
+00:19:43,210 --> 00:19:47,230
+قادر يوجدها و فكر فوجد هذه الشغلة اللي هي المخبأة
+
+265
+00:19:47,230 --> 00:19:51,690
+فهو الآن بيصير يخبيها و يحاول ان هو يجيبها او يبحث
+
+266
+00:19:51,690 --> 00:19:56,030
+عنها و بتصبح هذه بالنسباله ممارسة عقلية جميلة ليش؟
+
+267
+00:19:56,030 --> 00:19:59,850
+لأنه الآن هو تطور مستوى قدرته العقلية الطفل اللي
+
+268
+00:19:59,850 --> 00:20:05,030
+أمه جابتله الكورة بختلف عن هذا الطفل هداك دل هنا
+
+269
+00:20:07,100 --> 00:20:11,900
+ماحلش مشكلته بنفسه، أما هذا الطفل حل مشكلته بنفسه
+
+270
+00:20:11,900 --> 00:20:15,820
+تماما زي ما أنت تكون قاعدة بتحلي سؤال في الاختبار
+
+271
+00:20:15,820 --> 00:20:18,980
+أو في البيت أو كده، بتواجه مشكلة، إذا استوعبتي
+
+272
+00:20:18,980 --> 00:20:23,380
+السؤال وقدرتي تربطي بين خبراتك السابقة أو طرق حل
+
+273
+00:20:23,380 --> 00:20:25,580
+الأسئلة أو بين المعطيات اللي موجودة في السؤال
+
+274
+00:20:25,580 --> 00:20:31,220
+وعملتي مواقمة، حلتيه لوحدك، الآن مستوى قدرتك
+
+275
+00:20:31,220 --> 00:20:34,600
+العقلية زاد، الآن هذا السؤال وين ما يجيلك بتقدر
+
+276
+00:20:34,600 --> 00:20:40,460
+تحليهلأنه خلاص أصبح بالنسبالك خبرة سابقة ومهارة
+
+277
+00:20:40,460 --> 00:20:43,380
+معروفة في هذا الإطار زمان لما كنا بنحل الجبر و
+
+278
+00:20:43,380 --> 00:20:46,120
+الهندسة و الأشياء هذه السؤال اللي احنا بنفكر فيه و
+
+279
+00:20:46,120 --> 00:20:50,170
+بنحله لوحدناما بننساهوش، لكن السؤال اللي احنا
+
+280
+00:20:50,170 --> 00:20:54,450
+بناخده جاهز من المدرس، بنحفظه و بننساه و بنحفظه و
+
+281
+00:20:54,450 --> 00:20:57,390
+بننساه، بختلف، ليش؟ لأنه مش احنا اللي فكرنا، اللي
+
+282
+00:20:57,390 --> 00:21:01,510
+فكر الآخرين، هذه أهمي اللي هي الفكرة الأساسية
+
+283
+00:21:01,510 --> 00:21:05,290
+لحدوث النطج العقلي عند بياجي، كيف بيحدث النطج
+
+284
+00:21:05,290 --> 00:21:09,230
+العقلي؟ إنه لازم نمارس مهارة الاستيعاب والمواقمة
+
+285
+00:21:09,230 --> 00:21:16,230
+من أجل الوصول إلى الحلوة علي
+
+286
+00:21:16,230 --> 00:21:21,650
+صوتكتعريف مين؟ استيعاب والمواقف لأ، عملية
+
+287
+00:21:21,650 --> 00:21:25,550
+الاستيعاب هي عملية اللي هي تمثل كافة العناصر
+
+288
+00:21:25,550 --> 00:21:29,630
+الموجودة في الموقف التعليمي أما المواقف هي الربط
+
+289
+00:21:29,630 --> 00:21:33,850
+بين الخبرات السابقة وبين معطيات الموقف ومتغيرات
+
+290
+00:21:33,850 --> 00:21:40,610
+الموقف التعليمي للوصول إلى الحل المواقف
+
+291
+00:21:40,610 --> 00:21:41,590
+هي الخطوة التانية
+
+292
+00:21:57,520 --> 00:22:01,640
+نرجع الآن، فبقول هنا إن الفرد بيكتسب خبرات جديدة
+
+293
+00:22:01,640 --> 00:22:04,840
+لأن يصل إلى مرحلة من النتج العقلي، التفاعل حل
+
+294
+00:22:04,840 --> 00:22:07,900
+المشكلات من خلال عملية الاستيعاب والمواقمة،
+
+295
+00:22:07,900 --> 00:22:11,120
+الاستيعاب يقوم باستيعاب العالم المحيط، فبيكون
+
+296
+00:22:11,120 --> 00:22:14,720
+نماذج لهذا العالم في ذهنه، المواقمة عندما يسعى
+
+297
+00:22:14,720 --> 00:22:18,340
+المتعلم لتعديل النموذج طبقا للخبرات، الآن هو بيعدل
+
+298
+00:22:18,340 --> 00:22:22,530
+النموذج اللي موجود عنده، بيعدل خبراتهالسابقة بناء
+
+299
+00:22:22,530 --> 00:22:27,010
+على هذه المعطيات الجديدة وحسب متطلبات البيئة وجود
+
+300
+00:22:27,010 --> 00:22:30,030
+هدول العمليتين مع الاستيعاب والمواقمة بنصل إلى
+
+301
+00:22:30,030 --> 00:22:33,910
+التوازن مع البيئة، هذا التوازن بيعطينا نتج وقدرات
+
+302
+00:22:33,910 --> 00:22:38,710
+عقلية جديدة يبقى الآن عملية حدوث التعلم عند بياجات
+
+303
+00:22:38,710 --> 00:22:42,590
+يعني مش زي السلوكية إنها مثير واستجابة بحدث التعلم
+
+304
+00:22:43,600 --> 00:22:46,580
+ولا زي النظرية المعرفية ان اشوف الصورة الكلية بس
+
+305
+00:22:46,580 --> 00:22:52,340
+لأ هذه مرتبطة بعمر عقلي و بسن و بمستوى نمو و
+
+306
+00:22:52,340 --> 00:22:56,580
+بالتالي هنا مشكلات احنا بنواجهها مع البيئة يبقى
+
+307
+00:22:56,580 --> 00:22:59,580
+انا الطفل انا كل ما واجهته بمشكلات بأضره ولا
+
+308
+00:22:59,580 --> 00:23:05,000
+بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده
+
+309
+00:23:05,000 --> 00:23:05,460
+بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده
+
+310
+00:23:05,460 --> 00:23:05,560
+بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده بأفيده
+
+311
+00:23:05,560 --> 00:23:12,150
+بأفيده بأفيده بأفيده بأفقدر أكبر من المشكلات، كل
+
+312
+00:23:12,150 --> 00:23:15,710
+ما أنتي كنتي مدرسة جيدة، كل ما جبتي مشكلات متنوعة
+
+313
+00:23:15,710 --> 00:23:18,890
+وخلتي الطلبة يمروا فيها، مانفعش المشكلات تكون
+
+314
+00:23:18,890 --> 00:23:21,690
+متماثلة، مانفعش أجيبله عشر أسئلة كلها فيها نفس
+
+315
+00:23:21,690 --> 00:23:25,730
+الفكرة، لأنه هيكتسب فكرة، لكن أنا بجيبله أربع
+
+316
+00:23:25,730 --> 00:23:29,690
+أسئلة كل سؤال فيه فكرة، فبالتالي بيكتسب أربع
+
+317
+00:23:29,690 --> 00:23:34,120
+أفكاره، بالتالي هيك أنا بطور من قدرته العقليةنشوف
+
+318
+00:23:34,120 --> 00:23:38,940
+مراحل بيجال النجم العقلي، عندنا أربع مراحل، مرحلة
+
+319
+00:23:38,940 --> 00:23:42,640
+النمو الحس حركي، مرحلة ما قبل العمليات الإجرائية
+
+320
+00:23:42,640 --> 00:23:47,140
+ومرحلة العمليات المادية والعمليات المجردة، نشوف
+
+321
+00:23:47,140 --> 00:23:51,980
+مرحلة النمو الحس حركي، تشرحلنا إياها، فضليهي
+
+322
+00:23:51,980 --> 00:23:54,920
+المرحلة التي مر بها الطفل من .. من الميلاد حتى
+
+323
+00:23:54,920 --> 00:23:59,680
+عميق حيثه في هذه المرحلة كاتشف ما حاوله من البيه
+
+324
+00:23:59,680 --> 00:24:03,600
+من خلال حواسه و بقى يلبسه فقط فما لا يراه أو ما لا
+
+325
+00:24:03,600 --> 00:24:06,420
+يسمعه لا يفهم اللي هتصوره معاه أحسن، أنتوا شايفين
+
+326
+00:24:06,420 --> 00:24:09,480
+كيف الصورة الجنة اللي هادى؟ خفف الإضاءة شوية هيك،
+
+327
+00:24:09,480 --> 00:24:14,780
+خليني أشوف الصورة آه، بتفه هذا، بلاش
+
+328
+00:24:17,270 --> 00:24:20,790
+طيب، احنا شايفين طبعا صورة الطفل أمامنا، الصورة
+
+329
+00:24:20,790 --> 00:24:24,130
+هذه يعني بتقوللي انه بس من الميلاد حتى سنتين، إيش
+
+330
+00:24:24,130 --> 00:24:27,650
+المهارات اللي بتكون؟ هل عنده مهارات في الملاحظة،
+
+331
+00:24:27,650 --> 00:24:33,190
+في الاستنتاج وكذا؟ لأ، لأ، مهاراته لساتها؟ بسيطة،
+
+332
+00:24:33,190 --> 00:24:36,630
+حسية، كل الأشياء اللي بيشوفها بيحاول إنه يتعرف
+
+333
+00:24:36,630 --> 00:24:43,140
+عليها من خلال الحواس، بيمسكها، بلمسها، حطها،أقوى
+
+334
+00:24:43,140 --> 00:24:47,360
+حاسس عنده حاسس التذوق، بتعطيه فلوس، بتعطيه وردة،
+
+335
+00:24:47,360 --> 00:24:50,280
+بتعطيه إيش يفهم روحي بفتها؟ بطمه، من خلال طمه
+
+336
+00:24:50,280 --> 00:24:53,700
+بتعرف، وبالتالي هنا هو بتعرف على العالم من خلال
+
+337
+00:24:53,700 --> 00:24:58,080
+حواسه، بيفهم العالم من خلال الحواس، قدراته لساتها
+
+338
+00:24:58,080 --> 00:25:01,860
+بسيطة، لكن تبدأ عنده الملاحظة، ببدأ يعرف بيتهم، لو
+
+339
+00:25:01,860 --> 00:25:05,660
+طلع من بيتهم على بيت تاني، بيعرف أن هو البيئةتغيرت
+
+340
+00:25:05,660 --> 00:25:08,380
+ففي عنده ملاحظات وبالتالي عنده ملاحظات بيعرف أمه
+
+341
+00:25:08,380 --> 00:25:12,900
+بميزها عن بقية السيدات بيعرف جدته بيعرف أهل البيت
+
+342
+00:25:12,900 --> 00:25:17,160
+بيحفظهم عندما تتغير هذه الصورة بنلاقي أنه أصبح في
+
+343
+00:25:17,160 --> 00:25:22,300
+عدم توازن فإما هو بيهرب من العالم كله هذا و بينام
+
+344
+00:25:22,300 --> 00:25:27,800
+و بيغمض عينين أو أنه ببدأ في عملية البكاء والصراخ
+
+345
+00:25:27,800 --> 00:25:30,460
+في هذا الجانب ليش؟ لأنه بيعبر عن رفضه لكل هذه
+
+346
+00:25:30,460 --> 00:25:34,740
+الأشياءالمختلفة اللي هي حولها طبعا هذه مرحلة أولى
+
+347
+00:25:34,740 --> 00:25:40,000
+المرحلة التانية مرحلة
+
+348
+00:25:40,000 --> 00:25:44,160
+ما قبل العمليات الإجرائية أيوة ما هي أهم مميزات
+
+349
+00:25:44,160 --> 00:25:47,710
+هذه المرحلة؟ فضلييبدأ الطفل في هذه المرحلة في سن
+
+350
+00:25:47,710 --> 00:25:51,210
+سنتين إلى سبع سنوات يتعلم من خلال عملية التقليد
+
+351
+00:25:51,210 --> 00:25:55,170
+لمن هو farmer، هتبدأ بعض العملية لكن ليس جميع
+
+352
+00:25:55,170 --> 00:25:59,270
+العملية العقلية، يبدأ دوره مفوض لاحتفاظ، يتفض
+
+353
+00:25:59,270 --> 00:26:02,670
+بداي، يداي، يعني لما هذا الشائع مازال موجود حتى لو
+
+354
+00:26:02,670 --> 00:26:06,390
+اختفى عن الموضوع ممتاز جدا، طبعا هنا يعني من اتنين
+
+355
+00:26:06,390 --> 00:26:10,860
+لسبع سنوات هذه مرحلة مهمة جدابس في من اتنين لاربع
+
+356
+00:26:10,860 --> 00:26:14,880
+سنوات وفي من اربع لسبع سنوات، في عندي مرحلتين،
+
+357
+00:26:14,880 --> 00:26:18,600
+المرحلة الأولى الطفل لايفهم فيها ولا يدرك المفهوم
+
+358
+00:26:18,600 --> 00:26:22,500
+المعكوسية اللي احنا اتكلمنا عنها، ان انا لو كان في
+
+359
+00:26:22,500 --> 00:26:30,520
+عندي اناء يعني
+
+360
+00:26:30,520 --> 00:26:31,240
+في عندي اناء
+
+361
+00:26:37,550 --> 00:26:41,430
+زي احنا شايفين و هنا فيه سائل لو كمية السائل هذه
+
+362
+00:26:41,430 --> 00:26:49,030
+نفسها حاطيتها انا في قناع اخر بهذا الشكل الطفل
+
+363
+00:26:49,030 --> 00:26:51,910
+مابيفهمش ان نفس كمية السائل اللي هنا هي نفس كمية
+
+364
+00:26:51,910 --> 00:26:55,690
+السائل اللي هنا وبالتالي انت لما بقى مثلا يشرب شاي
+
+365
+00:26:55,690 --> 00:26:59,030
+و بتلاقي انه كاسته ناقصها شوية بتيجي تبرديله اياها
+
+366
+00:26:59,030 --> 00:27:02,810
+بتحطيه اياها مثلا حاجة تانية، الآن ببطل يشرب لأنك
+
+367
+00:27:02,810 --> 00:27:08,130
+انت غيرت السائلأه فانت حتى لو رجعتيها لو طفحتيها
+
+368
+00:27:08,130 --> 00:27:12,890
+للباب برضه هو مش مقتنع أنه هي نفسها ليش؟ لأن هو
+
+369
+00:27:12,890 --> 00:27:16,730
+لسه قدراته في فهم هذا الشيء أي نعم قليلا هو قصة
+
+370
+00:27:16,730 --> 00:27:21,970
+الشكل و النص الشكل أه الأكبر الشكل النص الشكل أكبر
+
+371
+00:27:21,970 --> 00:27:29,830
+من الشكل وبالتالي هو برغب إيش؟ بالنص برغب النص أه
+
+372
+00:27:29,830 --> 00:27:34,070
+كمان مابيقدرش يفكر في مفهومين معنى يعني تقوله بتحب
+
+373
+00:27:34,070 --> 00:27:39,020
+ماما ولا باباهو بلحق الكلمة الأخيرة، هو مفهوم ما
+
+374
+00:27:39,020 --> 00:27:43,400
+بقدرش يفكر فيه مفهومين معنى، هو بفكر في اتجاه واحد
+
+375
+00:27:43,400 --> 00:27:46,960
+فقط، من أجل ذلك لما بدخل الروضة، لما تطلب منه
+
+376
+00:27:46,960 --> 00:27:50,060
+المعلم أن يصنف، بتطلب منه أن يصنف باستخدام بعد
+
+377
+00:27:50,060 --> 00:27:53,320
+واحد فقط، يعني لو جبتله مجموعة من الأشكال وقالت
+
+378
+00:27:53,320 --> 00:27:57,280
+تطلعلي الأشكال المثلثات الحمرة على جنب، تفهمش؟ يا
+
+379
+00:27:57,280 --> 00:28:01,520
+إما بدها تاخد اللي هو معيار الألوان، يا إما معيار
+
+380
+00:28:01,520 --> 00:28:06,280
+الأشكالأما إن تأخذ معيار الشكل ومعيار اللون مع بعض
+
+381
+00:28:06,280 --> 00:28:09,840
+مش هيقدر يفكر في هدول الاتجاهين مع بعض وبالتالي
+
+382
+00:28:09,840 --> 00:28:14,240
+لسه قدراته ابتنموا في هذا المجال فبقول هنا بعد ذلك
+
+383
+00:28:14,240 --> 00:28:18,980
+طبعا بعد أربع سنوات بيبدأ يدرك بيبدأ يدرك مفهوم
+
+384
+00:28:18,980 --> 00:28:23,200
+المعكوسية بيبدأ يصلف باستخدام بعد واحد بصورة واضحة
+
+385
+00:28:23,200 --> 00:28:26,520
+قدرته في إجراء اللي هي عملية القياس والملاحظة
+
+386
+00:28:26,520 --> 00:28:31,350
+محدودة لكنه في عنده ملاحظةبيبدأوا يدربوهم الخط
+
+387
+00:28:31,350 --> 00:28:35,110
+المنحني و الخط المكسر و المثلث و المتوسط بيدربوهم
+
+388
+00:28:35,110 --> 00:28:38,490
+على هذه الأشياء من أجل تنمية قدراتهم في عملية
+
+389
+00:28:38,490 --> 00:28:41,930
+التصنيف لكن لسه قدراتهم ما زالت بسيطة عشان ذلك
+
+390
+00:28:41,930 --> 00:28:45,970
+عملية إجرائية قبل العمليات الإجرائية أنه ماقدرش
+
+391
+00:28:45,970 --> 00:28:50,530
+يفكر في عملية و ياخد إجراء لسه صعبة بالنسباله أنه
+
+392
+00:28:50,530 --> 00:28:55,910
+ياخد هذا الإجراء مرحلة
+
+393
+00:28:55,910 --> 00:28:59,930
+العمليات المحسوسة أو الماديةطبعا كبروا و راحوا على
+
+394
+00:28:59,930 --> 00:29:05,890
+المدرسة هي ايوة مانتكلم؟ بدا ليه؟ من سن سبعة إلى
+
+395
+00:29:05,890 --> 00:29:09,670
+أثنين سنة تتطور قدرتهم و بصير عندهم استذلال بس
+
+396
+00:29:09,670 --> 00:29:13,570
+استذلال مش مجرد لأ حسي يعني عشان هيك لازم احنا
+
+397
+00:29:13,570 --> 00:29:17,250
+ندعملهم المنادش دايما بشي محسوس و ملموس نجيبلهم
+
+398
+00:29:17,250 --> 00:29:20,310
+الأشكال و الوسائل عشان يتفاعلوا مع ال issue و
+
+399
+00:29:20,310 --> 00:29:25,110
+يقدروا يستوقفوا ممتاز جدايعني إحنا في المرحلة اللي
+
+400
+00:29:25,110 --> 00:29:29,370
+هي من 7 ل 12 بترافق أي مرحلة؟ المدرسة، بداية
+
+401
+00:29:29,370 --> 00:29:32,270
+المدرسة، من البداية حتى الصف اللي هو؟ السادس،
+
+402
+00:29:32,270 --> 00:29:35,150
+السادس، أينها؟ حتى الصف السادس، السادس، يبقى هذه
+
+403
+00:29:35,150 --> 00:29:36,930
+اللي هي المرحلة اللي كانوا زمان يسموها المرحلة
+
+404
+00:29:36,930 --> 00:29:39,830
+الإبتدائية، هلاقيتها المرحلة الأساسية الأولى،
+
+405
+00:29:39,830 --> 00:29:43,810
+الأطفال بدأوا الآن يكبروا، بدأت يصير عندهم قدرات
+
+406
+00:29:43,810 --> 00:29:46,430
+في استخدام اللغة، بدأوا يستخدموا اللغة، يعبروا عن
+
+407
+00:29:46,430 --> 00:29:50,560
+أنفسهم، بدأوا يصنفوا باستخدام بعدين أو أكتربيفهموا
+
+408
+00:29:50,560 --> 00:29:54,620
+تماما مفهوم المعكوسية ومفهوم المقلوبية، مافيش
+
+409
+00:29:54,620 --> 00:30:00,740
+عندهم مشكلة في هذا المفهوم، أيضا بيقدر يجري عمليات
+
+410
+00:30:00,740 --> 00:30:04,620
+إجرائية، يعني بيقدر يجري عملية جمع، عملية طريح ومش
+
+411
+00:30:04,620 --> 00:30:07,600
+عملية واحدة، يعني ممكن أنا أقوله مثلا اشترى عادي
+
+412
+00:30:07,600 --> 00:30:11,850
+الخمس بيضات، سعر البيضة مثلا تلات شواقلكذا، فالان
+
+413
+00:30:11,850 --> 00:30:14,330
+مثلا بده ييجي يحسب، يحول العملات، بده يحول
+
+414
+00:30:14,330 --> 00:30:17,050
+العملات، بده ياخد اللي هو من الأصغر للأكبر، مثلا
+
+415
+00:30:17,050 --> 00:30:20,810
+من الصانتي للمليمتر، من المليمتر لصانتي أو كذا،
+
+416
+00:30:20,810 --> 00:30:23,570
+وبالتالي الآن ببدأ يعمل عمليات إجرائية، هذه المعنى
+
+417
+00:30:23,570 --> 00:30:27,170
+الإجراء، إن هو يفهم المفهوم و بعد ذلك يقوم بخطوات
+
+418
+00:30:27,170 --> 00:30:31,020
+للحلوبالتالي الآن ببدأ في هذه العملية، المدرس
+
+419
+00:30:31,020 --> 00:30:34,440
+الجيد في هذه المرحلة بيخلي المرحلة هذه غنية
+
+420
+00:30:34,440 --> 00:30:38,440
+بالوسائل المحسوسة، يعني كل حاجة بده يفكر فيها
+
+421
+00:30:38,440 --> 00:30:42,400
+الطفل خليها محسوسة، خليها ملموسة أمامه، بده يجمع،
+
+422
+00:30:42,400 --> 00:30:44,760
+بده إيش؟ بده أجيبله عداد، بده أجيبله أدوات يجمع من
+
+423
+00:30:44,760 --> 00:30:47,980
+خلالها، بده أجيبله أشياء، بده أعلمه إن هو مثلا
+
+424
+00:30:47,980 --> 00:30:52,580
+يعمل تجربة معينة، نقول الهواء يشغل حيز من الفراغ،
+
+425
+00:30:52,580 --> 00:30:56,190
+بده أخليه يجيب بلونة وينفخهاالبلونة كانت فاضية
+
+426
+00:30:56,190 --> 00:30:59,110
+وبعد ذلك لما نفخناها صارت مليانة، إيه صار؟ إن
+
+427
+00:30:59,110 --> 00:31:03,730
+الهواء بيشغل حيز من الفرق، أشياء بسيطة جدا لكن
+
+428
+00:31:03,730 --> 00:31:07,830
+بتوصل المفهوم، كل ما كان المدرس مبدع كل ما أثر هذه
+
+429
+00:31:07,830 --> 00:31:12,170
+المرحلة بالمحسوسات التعليمية، طبعا قدرته في
+
+430
+00:31:12,170 --> 00:31:17,120
+الاستدلال العقلي المجردلسه بسيطة، لأ في الاستدلال
+
+431
+00:31:17,120 --> 00:31:20,500
+العقلي المجرد لسه بسيطة، احنا بنقول تفكيره محسوس،
+
+432
+00:31:20,500 --> 00:31:25,240
+لأن هاد المرحلة اسم العمليات المحسوسة، يعني كل إشي
+
+433
+00:31:25,240 --> 00:31:29,380
+وسائل، بس إنما .. بكون طفل أسكأيش في السنوات هذه،
+
+434
+00:31:29,380 --> 00:31:35,880
+يعني بكون فتح .. فتح يعني بكون أكتر من ..عنده تفتح
+
+435
+00:31:35,880 --> 00:31:39,960
+عقلي، عنده تفتح ذهني، قدرته في التذكر، قدرته في
+
+436
+00:31:39,960 --> 00:31:43,600
+الاستيعاب عالية جدا، قدرته في التطبيق عالية جدا،
+
+437
+00:31:43,600 --> 00:31:46,680
+يعني مهارات التلاتة الأولى اللي هي تذكر و فهم و
+
+438
+00:31:46,680 --> 00:31:50,100
+تطبيق عالية جدا وبالتالي اللي في عمر ست سنوات و
+
+439
+00:31:50,100 --> 00:31:52,620
+سبع سنوات القرآن اللي حفظتيه انت في هذا المرحلة
+
+440
+00:31:52,620 --> 00:31:56,560
+لليوم حافظته، ده كمان أغلب منك تحفظ الأجزاء في
+
+441
+00:31:56,560 --> 00:32:01,590
+الجامعةممكن إنها تتفلت ليش؟ لأن قدراتك الآن في
+
+442
+00:32:01,590 --> 00:32:04,890
+التذكر صارت عندك قدرات في التحليل وفي التركيب وفي
+
+443
+00:32:04,890 --> 00:32:08,570
+حل المشكلة وفي المهارات العقلية الأعلى من ذلك لكن
+
+444
+00:32:08,570 --> 00:32:13,090
+قدراتك في الاحتفاظ بالمعلومة يعني ليست مثل الصغر
+
+445
+00:32:13,090 --> 00:32:18,090
+عشان ذلك كانوا يقولوا أن العلم في الصغريهنا نقش
+
+446
+00:32:18,090 --> 00:32:21,770
+يعني إشي ما بيروح في هذا المرحلة ليش لأنه لسه أصلا
+
+447
+00:32:21,770 --> 00:32:27,750
+يعني عنده صفحة بيضاء دماغه عنده قدرات عالية و عنده
+
+448
+00:32:27,750 --> 00:32:32,430
+عملية التسجيل سريعة ملاحظاته و كل إمكاناته موجودة
+
+449
+00:32:32,430 --> 00:32:35,950
+لكن بعد ذلك بتكتر المعرفة العلمية اللي بيخدها
+
+450
+00:32:35,950 --> 00:32:39,430
+الطالب بتكتر اهتمامات الطالب وبالتالي بتختلف
+
+451
+00:32:39,430 --> 00:32:43,520
+الأشياء كمان بنسير نركز على عمليات أخرىيعني مش شرط
+
+452
+00:32:43,520 --> 00:32:46,500
+إنك تكوني حاضة بس ممكن إنك تكوني أشياء إنك
+
+453
+00:32:46,500 --> 00:32:50,160
+تناقشيها، تحليليها، إنك تحدد الخطأ فيها، بتختلف
+
+454
+00:32:50,160 --> 00:32:53,480
+الأشياء من حسب اللي هو السن وبالتالي بنقول إن
+
+455
+00:32:53,480 --> 00:32:57,820
+قدرته في الاستدلال العقلي والمجرد ما زالت قليلة،
+
+456
+00:32:57,820 --> 00:33:01,260
+نتعاملش مع الرموز، يعني لسه لحد الآن ما بناخدش
+
+457
+00:33:01,260 --> 00:33:05,540
+سينوساد و XY في المناهج، ولكن ما زلنا بنتعامل
+
+458
+00:33:05,540 --> 00:33:08,180
+بالأرقام والأشياء المحسوسة
+
+459
+00:33:10,890 --> 00:33:17,150
+بننتقل لمرحلة العمليات المجردة، المجردة، أيوة،
+
+460
+00:33:17,150 --> 00:33:20,530
+تفضلي تبدأ من سنة اتناشر حتى تمانتاش وفيها تهم
+
+461
+00:33:20,530 --> 00:33:23,030
+القدرة على التذكير الاستثماري والتخيل والتصور
+
+462
+00:33:23,030 --> 00:33:26,630
+وتكوين الفرضيات وتشكل المغلطات المنطقية وينبغى
+
+463
+00:33:26,630 --> 00:33:29,890
+التركيز على التواصل الاجتماعي واستدالة وتأكيد ذلك
+
+464
+00:33:29,890 --> 00:33:33,330
+ممتاز جدا، مرحلة جميلة جدا، من اتناشر لتمانتاشر
+
+465
+00:33:33,330 --> 00:33:37,780
+سنة وتمتد إلى ما بعد ذلكبتصير الطالب فيها عنده
+
+466
+00:33:37,780 --> 00:33:40,980
+قدرة على التخيل، على التصور، بيصير عندهم تظهر
+
+467
+00:33:40,980 --> 00:33:44,660
+المواهب، القدرة في كتابة الشعر، القدرة في كتابة
+
+468
+00:33:44,660 --> 00:33:48,480
+القصة، بيصير أن هم بيحبوا التمثيل، بيحبوا الخطابة،
+
+469
+00:33:48,480 --> 00:33:52,120
+تبدأ الميول و المواهب تظهر بشكل كبير، بنلاقي أن في
+
+470
+00:33:52,120 --> 00:33:55,240
+طلاب بيحبوا كتير العلوم و الرياضيات و حل المسائل و
+
+471
+00:33:55,240 --> 00:33:58,480
+الاستدلال العقلي و القدرات بتاعتهم في هذا المجال،
+
+472
+00:33:58,480 --> 00:34:01,020
+في طلاب بيميلوا للشعر و بيميلوا للقصة و بيميلوا
+
+473
+00:34:01,020 --> 00:34:03,900
+للكتابة، بنلاقي أنه بدأ الطلاب يتصنفوا، يعني
+
+474
+00:34:03,900 --> 00:34:08,500
+بالأول كانواواحدة، لكن هنا بتبدأ تظهر هذه الأشياء
+
+475
+00:34:08,500 --> 00:34:12,580
+الاستدلال العقلي بيظهر بصورة مختلفة، يعني في ناس
+
+476
+00:34:12,580 --> 00:34:15,500
+بتميل للاستدلال العقلي المنطقي المجرد في الرياضيات
+
+477
+00:34:15,500 --> 00:34:18,440
+و العلوم و الأشياء هذه، في ناس لأ بتميل للاستدلال
+
+478
+00:34:18,440 --> 00:34:21,740
+اللي هو الشكلي و إن هم يكونوا في إطار اللي هي
+
+479
+00:34:21,740 --> 00:34:24,620
+الخيال و الأمور الأخرى الخيالية، وبالتالي هنا
+
+480
+00:34:24,620 --> 00:34:27,640
+بيصير في عنا قدرة واضحة في التفكير، في التخيل، في
+
+481
+00:34:27,640 --> 00:34:31,300
+التصور، في تكوين اللي هي الافتراضات، اكتشاف
+
+482
+00:34:31,300 --> 00:34:35,020
+المغالطات، في استدلال لفظي عالي جدا
+
+483
+00:34:39,120 --> 00:34:48,280
+اللي هو .. طبعا
+
+484
+00:34:48,280 --> 00:34:51,500
+هي هاد المرحلة بتبدأ ترافق مرحلة .. المراهقة ..
+
+485
+00:34:51,500 --> 00:34:54,420
+المراهقة أي نعم بترافق مرحلة المراهقة بتصير اللي
+
+486
+00:34:54,420 --> 00:34:57,780
+بتهتم في حالها طبعا لازم تهتم في حالها .. تبدأ
+
+487
+00:34:57,780 --> 00:35:00,200
+بزيادة يعني احنا .. إيش اللي بيحصل في هاد المرحلة
+
+488
+00:35:00,200 --> 00:35:05,620
+بالنسبة للفتى؟ بتبدأ تفرط النمو عندهايعني بتبدأ
+
+489
+00:35:05,620 --> 00:35:09,680
+الفتى و الشاب يدخله، كان الفتى قبل الشاب طبعا تبدأ
+
+490
+00:35:09,680 --> 00:35:14,280
+تدخل في طفرة النمو، في مرحلة البلوغ، التغير، بتصير
+
+491
+00:35:14,280 --> 00:35:17,400
+فيه تغيرات في السيولوجيا في جسدها، هذه التغيرات
+
+492
+00:35:17,400 --> 00:35:21,120
+الفيسيولوجية، الهرمونات اللي بتبدأ تشتغل هذه،
+
+493
+00:35:21,120 --> 00:35:24,300
+بتكون كلها كامنة، يعني في مرحلة الطفولة حاجة اسمها
+
+494
+00:35:24,300 --> 00:35:27,410
+ال common الانفعاليبتبقى هذه كل الغُدَد اللي
+
+495
+00:35:27,410 --> 00:35:30,090
+موجودة في الجسم، فيها حالة كومون، مابتتحركش، لما
+
+496
+00:35:30,090 --> 00:35:33,990
+بتصير هذه مرحلة البلوغ وكذا، هذه كلها بتصير الضخ
+
+497
+00:35:33,990 --> 00:35:38,250
+طول النهار هذه الهرمونات في جسم الإنسان، بنلاحظ
+
+498
+00:35:38,250 --> 00:35:45,090
+إنه مثلا البنت أو الولد في هذه المرحلة كسول، بده
+
+499
+00:35:45,090 --> 00:35:49,330
+ينام، مش قادر، يعني البنت مثلا تقولها إن انت تعالي
+
+500
+00:35:49,330 --> 00:35:52,270
+اعملي كذا، اعملي كذا، لأ نعسانة، لأ هيك بتمشي ومش
+
+501
+00:35:52,270 --> 00:35:57,650
+قادرة تصلب، حتى لما انها بتمشي مش كتير متزنةهذا شئ
+
+502
+00:35:57,650 --> 00:36:03,310
+طبيعي لإن في جسمها ضخ كمية كبيرة من الهرمونات، هذه
+
+503
+00:36:03,310 --> 00:36:06,170
+الكمية من الهرمونات هي اللي بتعملها هذا النوع من
+
+504
+00:36:06,170 --> 00:36:09,190
+الخدل، هذا النوع من عدم الإتزان بستمر اللي لمالها
+
+505
+00:36:09,190 --> 00:36:12,890
+نهاية؟ لأ بستمرش لمالها نهاية، كليتها بس اللي هي
+
+506
+00:36:12,890 --> 00:36:17,530
+أول سنة و تاني سنة في مرحلة النمو بعد إن جسمها
+
+507
+00:36:17,530 --> 00:36:21,910
+يكتمل و بعد هيك طبعا بتكتمل عندها اللي هي عناصر
+
+508
+00:36:21,910 --> 00:36:24,270
+الأنوثة و بتبدأ واضحة خلاص، بعد هيك بترجع إلى
+
+509
+00:36:24,270 --> 00:36:29,990
+طبيعتها تمامامافيش نمو لأ هي بس البداية هي البداية
+
+510
+00:36:29,990 --> 00:36:33,690
+أنك أنتي حصل تغيير أنه بين أنك كنت طفلة و بين أنك
+
+511
+00:36:33,690 --> 00:36:37,350
+أنتي أصبحتي أنثى و بين ضخ كمية كبيرة من الهرمونات
+
+512
+00:36:37,350 --> 00:36:40,190
+و ال adrenaline في الجسم فهذا بيعمل تغير في الجسم
+
+513
+00:36:40,190 --> 00:36:45,530
+بعد هيك لأ بتلاقيها صارت نشيطة و صارت تقوم تساعد
+
+514
+00:36:45,530 --> 00:36:48,430
+أمها و تشطف و تعمل و تسوي و بتعمل كيكات و بتعمل مش
+
+515
+00:36:48,430 --> 00:36:51,670
+عارف أيه و بتطلع و تنزل أما في المرحلة الأولى هذه
+
+516
+00:36:51,670 --> 00:36:56,030
+لأ بتلاحظ فيها الكسل تماماالولد ببدأ اللي هو بعد
+
+517
+00:36:56,030 --> 00:36:59,890
+14 أو 15 سنة بتبدأ تظهر عليه العوامل هذه اللي هي
+
+518
+00:36:59,890 --> 00:37:03,470
+الكسل والتراخي و الأشياء هذه بعد ذلك بيبدأ طبعا
+
+519
+00:37:03,470 --> 00:37:06,630
+بعد ما هي تكتمل عناصر النمو عنده بيبدأ طبعا ياخد
+
+520
+00:37:06,630 --> 00:37:09,430
+اللي هي مرحلة الاتزان بس هي الكلام اللي حاكته
+
+521
+00:37:09,430 --> 00:37:11,790
+الأخت اللي هو بتبدأ عملية تأكيد الذات و أن أنا هنا
+
+522
+00:37:11,790 --> 00:37:14,430
+موجود و البنت حاسة أن هي ماشية الشارع الكل بتطلع
+
+523
+00:37:14,430 --> 00:37:19,550
+فيها و الشاب شايف حاله مش هنصدق او
+
+524
+00:37:19,550 --> 00:37:20,990
+بيبدأ اللي هي طبعا العنادة
+
+525
+00:37:25,080 --> 00:37:27,900
+و اثبتت that و ان محدش بيفرض عليي و اني انا اللي
+
+526
+00:37:27,900 --> 00:37:32,020
+رأيه و اني انا اللي كذا طبعا هو البنت او الفتى
+
+527
+00:37:32,020 --> 00:37:34,500
+يعني في هذه المرحلة هم لسه مش فاهمين حاجة بس
+
+528
+00:37:34,500 --> 00:37:38,120
+بيحاولوا يفرضوا أنفسهم هذه الفترة الحرجة في ال ..
+
+529
+00:37:38,120 --> 00:37:41,960
+في الفترة هذه لازم الواحدة يعني تثبت شخصيتها و
+
+530
+00:37:41,960 --> 00:37:46,080
+هويتها الشخصية يعني في ال .. في المجتمع إذا ما
+
+531
+00:37:46,080 --> 00:37:50,140
+أثبتتش في هذه الفترة بتقدرش تثبتها بعد هيك يعني
+
+532
+00:37:50,140 --> 00:37:55,900
+وكون عندها تعليم مش لها الدرج يعنيإثبات شخصيتك في
+
+533
+00:37:55,900 --> 00:37:59,060
+المجتمع بيأتي بعد حصودك على مؤهل يساعدك على اللي
+
+534
+00:37:59,060 --> 00:38:03,020
+هو ال .. الخوض في غمار المجتمع، لكن إنك انت الآن
+
+535
+00:38:03,020 --> 00:38:06,700
+بتحاول تفرض نفسك وجودك في أسرتك، إنك انت انسانة ..
+
+536
+00:38:06,700 --> 00:38:09,820
+اه هي هادي يعني .. اه إنك انت .. انت انسانة مفكرة
+
+537
+00:38:09,820 --> 00:38:14,340
+أو إنك انت انسانة يعني مش .. مش انسانة يعني ..
+
+538
+00:38:14,340 --> 00:38:18,090
+يعني انت كبيرتي ما أصبحتش طفلةولان يعني يستطيعوا
+
+539
+00:38:18,090 --> 00:38:21,110
+قيادتك بصورة سهلة، لازم يسألوكي، لازم يناقشوكي،
+
+540
+00:38:21,110 --> 00:38:24,850
+لازم يسألوا وجهة نظرك، يقدروا وجهة نظرك، وبتظهر
+
+541
+00:38:24,850 --> 00:38:28,190
+هنا حاجات مثله بصورة كبيرة جدا، اللي هي بالأول كان
+
+542
+00:38:28,190 --> 00:38:31,110
+الطفل بحاجاته في السيولوجيا، بعد ذلك أصبح الحاجة
+
+543
+00:38:31,110 --> 00:38:35,330
+الأمن التقدير، الآن تيجي الحاجة للتقديروالحاجة
+
+544
+00:38:35,330 --> 00:38:38,370
+طبعا إلى احترام الذات بتصير بصورة واضحة في هذه
+
+545
+00:38:38,370 --> 00:38:41,350
+المرحلة، جرميل جدا إن احنا نفكر في هذه الأشياء، هو
+
+546
+00:38:41,350 --> 00:38:44,610
+بيا جيه عشان احنا نكون برضه واضحين، ما اتعرضش
+
+547
+00:38:44,610 --> 00:38:49,210
+لمرحلة المراهقة بصفات المراهقة بالنمو، بيا جيه
+
+548
+00:38:49,210 --> 00:38:52,970
+بتعرض لمرحلة اللي هي من 12 ل 18 سنة بالصورة
+
+549
+00:38:52,970 --> 00:38:57,930
+العقليةكيف بنفكر؟ كيف بنحل المسائل؟ كيف بنقدر نعمل
+
+550
+00:38:57,930 --> 00:39:01,670
+استدلالات؟ كيف بنقدر نكتب شعر؟ كيف بنقدر نكتب قصة؟
+
+551
+00:39:01,670 --> 00:39:04,110
+هل عندنا قدرة في الاستدلال للفزي؟ هل عندنا قدرة في
+
+552
+00:39:04,110 --> 00:39:07,190
+التخيل؟ هل عندنا قدرة في التصور؟ هل عندنا قدرة في
+
+553
+00:39:07,190 --> 00:39:10,390
+المنطق العقلي ولا لأ؟ هذه المرحلة المفروض أنها
+
+554
+00:39:10,390 --> 00:39:15,620
+تأهلنا أن نوصل للتخيل المجرد تماماًوبعد ذلك إنه كل
+
+555
+00:39:15,620 --> 00:39:18,960
+تعلمنا بعد اللي هو 18 سنة كله بيعتمد على التخيل،
+
+556
+00:39:18,960 --> 00:39:21,960
+الأن أنت مرحلة في الجامعة مش شرط نستخدم معاك وسيلة
+
+557
+00:39:21,960 --> 00:39:25,320
+أو ما نستخدمش، لازم يكون عقلك شغال إن هو يقدر
+
+558
+00:39:25,320 --> 00:39:28,880
+يتخيل الأشياء حتى لو بدون صورة، إنك إنت تقدري
+
+559
+00:39:28,880 --> 00:39:35,560
+تتصوريها و تضعي لها صورة في داخلك، طيب؟ من اتلخص
+
+560
+00:39:35,560 --> 00:39:41,020
+النهائقة مرحل بيجيب دقيقة؟ صدليمرحلة أولى هي مرحلة
+
+561
+00:39:41,020 --> 00:39:45,340
+تحس حركية للطفل من منذ 3 إلى 20 سنتين فيها تعامل
+
+562
+00:39:45,340 --> 00:39:48,820
+الطفل ويتعلم أولو من خلال الحواس وما ينسوه أكتر
+
+563
+00:39:48,820 --> 00:39:52,040
+أما المرحلة التانية هي مرحلة مقابلة لعمليات من 6
+
+564
+00:39:52,040 --> 00:39:56,440
+سنتين إلى 7 سنوات في هذه المرحلة سنبدأ لجهد
+
+565
+00:39:56,440 --> 00:39:59,940
+العملية العقلية والتعلم عن طريق التطبيق وبعض
+
+566
+00:39:59,940 --> 00:40:03,780
+العملية من الحاجة ناحية الاحتفاظ لكن دون قدرة على
+
+567
+00:40:03,780 --> 00:40:06,880
+الاتجاهالتفكير والاتجاه بقى حد و لا قدرة على
+
+568
+00:40:06,880 --> 00:40:10,640
+المقلوبية ولا على التصنيف في المرحلة التالتة و هي
+
+569
+00:40:10,640 --> 00:40:13,660
+مرحلة لإنها سنة سبعة و أتناشر سنة و هي مرحلة
+
+570
+00:40:13,660 --> 00:40:17,740
+العملية هنا تبدأ العملية العقلية لكن تبقى عملية
+
+571
+00:40:17,740 --> 00:40:22,720
+مادية محسوسة لا تتطقي إلى عملية العملية تجردها لكن
+
+572
+00:40:22,720 --> 00:40:25,860
+هو يستطيع قيام أكتر من العملية و الاتفاق أكتر من
+
+573
+00:40:25,860 --> 00:40:29,420
+المرفوع بالإضافة إلى قدرته على عملية التصنيفأما
+
+574
+00:40:29,420 --> 00:40:32,700
+الأخيرة و هي مرحلة من الـ 18 إلى الـ 18 سنة و هي
+
+575
+00:40:32,700 --> 00:40:36,460
+ما تواجه مرحلة المراهقة تبدأ بظهور تأكيد بدات عنده
+
+576
+00:40:36,460 --> 00:40:40,540
+طفل و بظهور شخصيته و القدرة على معرفة الأمور
+
+577
+00:40:40,540 --> 00:40:44,380
+المجردة و يثبات نفسه تخرج منها بارك الله فيك، في
+
+578
+00:40:44,380 --> 00:40:48,900
+أي سؤال؟شكرا طبعا في هنا بس ملاحظة مهمة انه ليس
+
+579
+00:40:48,900 --> 00:40:51,880
+بالضرورة ان جميع الأطفال يصلوا لنفس المرحلة في نفس
+
+580
+00:40:51,880 --> 00:40:55,740
+الوقت يعني كان في طفل يعني مثلا احنا بنقول من 7 ل
+
+581
+00:40:55,740 --> 00:40:58,900
+12 سنة تفكير محسوس في طفل ممكن من 9 سنوات يوصل
+
+582
+00:40:58,900 --> 00:41:03,240
+للتفكير المجرد وبالتالي في فروقات فردية بين
+
+583
+00:41:03,240 --> 00:41:07,380
+الأطفال يعني ليس شرط انه لازم يوصل السن في أطفال
+
+584
+00:41:07,380 --> 00:41:11,380
+ممكن يتأخروا وفي أطفال ممكن انهم يتقدموا اللي
+
+585
+00:41:11,380 --> 00:41:15,480
+بيحكم بالجهتين كام المشكلات اللذي يواجهها المتعامل
+
+586
+00:41:16,400 --> 00:41:17,220
+يعطيكم العافية
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60.srt
new file mode 100644
index 0000000000000000000000000000000000000000..3f11b6bbddcf4c0b277517d88e73e83209d1201c
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60.srt
@@ -0,0 +1,1595 @@
+
+1
+00:00:20,990 --> 00:00:28,630
+السلام عليكم، نقشنا
+
+2
+00:00:28,630 --> 00:00:33,090
+في المحاضرة السابقة تنظيمات المناهج الحديثة
+
+3
+00:00:33,090 --> 00:00:39,870
+واتكلمنا عن منهج النشاط والمنهج الخفي، ثم المنهج
+
+4
+00:00:39,870 --> 00:00:43,310
+التكنولوجي. اليوم إن شاء الله سنناقش المنهج المحوري
+
+5
+00:00:43,310 --> 00:00:51,220
+ومنهج الوحدات الدراسية. طبعاً هنا المنهج المحوري كان
+
+6
+00:00:51,220 --> 00:00:55,680
+السؤال المهم جداً ومطرح بعد عملية تطوير المناهج
+
+7
+00:00:55,680 --> 00:00:59,400
+وتنظيمات المناهج: كيف يمكن أن يكون شكل المنهج
+
+8
+00:00:59,400 --> 00:01:05,230
+للمرحلة الثانوية؟ الهدف من المرحلة الثانوية هو إعداد
+
+9
+00:01:05,230 --> 00:01:08,830
+الطالب لدخول الجامعة، وبالتالي يجب أن تكون الدراسة
+
+10
+00:01:08,830 --> 00:01:13,630
+أكاديمية، لأنها تعد الطالب لدراسة التخصص في الجامعة.
+
+11
+00:01:13,630 --> 00:01:18,750
+تعد الطالب لممارسة مهنة في المجتمع. طالما أن الطالب
+
+12
+00:01:18,750 --> 00:01:22,090
+يريد أن يمارس مهنة في داخل المجتمع، يبقى لابد أن
+
+13
+00:01:22,090 --> 00:01:25,470
+يكون متمكّناً. يعني المهندس الذي يريد أن يدرس، لازم يكون
+
+14
+00:01:25,470 --> 00:01:29,060
+متمكّناً في علم الهندسة. الطبيب الذي يريد أن يدرس، لازم يكون
+
+15
+00:01:29,060 --> 00:01:32,440
+متمكّناً في علم الطب. وبالتالي هنا أصبح السؤال: كيف
+
+16
+00:01:32,440 --> 00:01:35,840
+يمكن أن نقدّم منهجاً بعد هذا التطوير الذي حصل في
+
+17
+00:01:35,840 --> 00:01:39,520
+المناهج، وبعد صورة منهج النشاط التي خرجت عن الصورة
+
+18
+00:01:39,520 --> 00:01:43,240
+التقليدية للمناهج، وقدّمت لنا صورة مختلفة. فبدأوا
+
+19
+00:01:43,240 --> 00:01:47,120
+يفكّرون. كان هنا التفكير وصل إلى أنهم يعملوا منهجاً محوريّاً.
+
+20
+00:01:47,360 --> 00:01:51,180
+ماذا يعني منهج محوري؟ المنهج المحوري ينطوي على تكامل
+
+21
+00:01:51,180 --> 00:01:55,680
+المعرفة، بحيث أنّه عندما يقدّم فكرة، يقدّمها من كافة
+
+22
+00:01:55,680 --> 00:02:00,060
+الجوانب. طبعاً نتيجة أنّه منهج النشاط عندنا ركّز على
+
+23
+00:02:00,060 --> 00:02:04,280
+طبيعة المتعلّم، ومنهج المواد الدراسية ركّز على
+
+24
+00:02:04,280 --> 00:02:07,560
+المادة الدراسية، فقالوا هنا: لابد أن نركّز على
+
+25
+00:02:07,560 --> 00:02:12,800
+طبيعة المتعلّم، وعلى طبيعة المجتمع، لأنّ المجتمع دائماً
+
+26
+00:02:12,800 --> 00:02:16,960
+هو الغائب الحاضر في منهج المواد الدراسية، وبالتالي
+
+27
+00:02:16,960 --> 00:02:20,020
+هنا ما لابد أن يكون هذا المنهج ينطلق من مشكلات
+
+28
+00:02:20,020 --> 00:02:23,580
+المجتمع أو المشكلات الحياتية، بحيث أنّه يتم دراسة
+
+29
+00:02:23,580 --> 00:02:28,100
+كل مشكلة بصورة كاملة ومتكاملة، لنشرح ما هو
+
+30
+00:02:28,100 --> 00:02:32,060
+المنهج المحوري. قبل أن نخوض في هذه الأشياء التي
+
+31
+00:02:32,060 --> 00:02:35,520
+أمامنا، سنرى كيف هو المنهج المحوري.
+
+32
+00:02:43,420 --> 00:02:49,400
+يقسّم إلى قسمين: القسم الأول هو البرنامج
+
+33
+00:02:49,400 --> 00:02:56,820
+المحوري، والقسم الثاني هو البرنامج الخاص.
+
+34
+00:02:56,820 --> 00:03:07,520
+البرنامج المحوري يرتكز على مشكلات المجتمع.
+
+35
+00:03:08,630 --> 00:03:12,510
+وبالتالي تُجرى دراسة: ما هي المشكلات التي يعاني
+
+36
+00:03:12,510 --> 00:03:16,410
+منها المجتمع؟ تُرتّب هذه المشكلات من الأهم إلى الأقل
+
+37
+00:03:16,410 --> 00:03:22,160
+أهمية، وتُدرس بأسلوب حل المشكلة. وبالتالي هنا
+
+38
+00:03:22,160 --> 00:03:25,580
+يُقسّم الطلبة إلى مجموعات، كلّ مجموعة تأخذ
+
+39
+00:03:25,580 --> 00:03:29,360
+مشكلة، أو تُدرس هذه المشكلة. وبعد ذلك تأخذ
+
+40
+00:03:29,360 --> 00:03:31,520
+المجموعة الثانية نفس المشكلة التي كانوا يدرسونها
+
+41
+00:03:31,520 --> 00:03:35,340
+زملاؤهم، ويَتعرفون عليها. فهنا على الطالب
+
+42
+00:03:35,340 --> 00:03:39,220
+أن يدرس مجموعة من المشكلات خلال العام الدراسي.
+
+43
+00:03:39,220 --> 00:03:44,020
+يأخذ، طبعاً هنا يتركّز، يستخدم ما هو حلّ
+
+44
+00:03:44,020 --> 00:03:48,900
+المشكلات. يأخذ من نصف إلى ثلثي
+
+45
+00:03:52,500 --> 00:03:56,760
+اليوم الدراسي. طبعاً ليس الهدف من أن الطالب يقدّم
+
+46
+00:03:56,760 --> 00:03:59,440
+مشروعاً عن مشكلة من مشكلات المجتمع، بل أنّه يريد أن يقوم
+
+47
+00:03:59,440 --> 00:04:02,580
+بحلّ مشكلة المجتمع. يعني لو أردنا أن نصنع مثلاً مشكلة عن
+
+48
+00:04:02,580 --> 00:04:06,080
+التلوث مثلاً في البيئة، في المجتمع الفلسطيني، ليس
+
+49
+00:04:06,080 --> 00:04:08,520
+الهدف من أن الطالب يدرس هذه المشكلة أنّه يحلّ
+
+50
+00:04:08,520 --> 00:04:12,440
+مشكلة المجتمع، هو لن يستطيع الطالب حلّ مشكلة
+
+51
+00:04:13,140 --> 00:04:16,860
+المجتمع، لكنّه سيكون على وعي كامل، وعلى دراية كافية
+
+52
+00:04:16,860 --> 00:04:20,660
+بهذه المشكلة، وبعد ذلك سيُعزّز الوعي في كيفية
+
+53
+00:04:20,660 --> 00:04:24,520
+التعامل مع هذه المشكلة. وبالتالي هذا برنامج مشترك
+
+54
+00:04:24,520 --> 00:04:30,680
+لجميع الطلبة. كلّ
+
+55
+00:04:30,680 --> 00:04:35,880
+الطلبة يدرسون نفس المشكلات، ويبدأون من أول يوم إلى نصف
+
+56
+00:04:35,880 --> 00:04:41,020
+اليوم الدراسي، هم يدرسون هذه المشكلات، يدرسونها،
+
+57
+00:04:41,020 --> 00:04:44,040
+يقدّمون تقارير، يناقشونها، يجمعون أشياء من
+
+58
+00:04:44,040 --> 00:04:47,520
+الميدان، يعرضون أمام زملائهم، يستخدمون طريقة
+
+59
+00:04:47,520 --> 00:04:50,880
+التي هي العادية في التدريس، التي تعتمد على حلّ
+
+60
+00:04:50,880 --> 00:04:53,920
+المشكلة، التي تعتمد على الشعور بالمشكلة، وجمع
+
+61
+00:04:53,920 --> 00:04:57,280
+المعلومات، وفرض الفرضيات، واختبارها، ويأتون...
+
+62
+00:04:57,280 --> 00:05:00,000
+يقدّمون عرضاً أمام زملائهم، هؤلاء يقدّمون
+
+63
+00:05:00,000 --> 00:05:03,360
+عرضاً، وهؤلاء يقدّمون عرضاً، ثمّ يتبادلون الأدوار
+
+64
+00:05:03,360 --> 00:05:07,440
+بينهم. الآن يبقى عندنا البرنامج الخاص. البرنامج
+
+65
+00:05:07,440 --> 00:05:14,060
+الخاص، لأنه يرتكز هنا على دراسات تخصصية، مشكلات خاصة
+
+66
+00:05:14,060 --> 00:05:24,380
+بل يرتكز على الهوايات والرياضة، ليست
+
+67
+00:05:24,380 --> 00:05:29,010
+مشكلات خاصة، ولكنّها دراسات تخصصية. البرنامج الخاص
+
+68
+00:05:29,010 --> 00:05:32,930
+الذي هو هذا، يهتم بإعداد الطالب للمرحلة الثانوية،
+
+69
+00:05:32,930 --> 00:05:36,330
+نظام الثانوية العامة، أو نظام المرحلة الثانوية
+
+70
+00:05:36,330 --> 00:05:40,290
+يختلف عن نظامنا، كيف؟ الآن لو جئنا لنرى أنّه هنا
+
+71
+00:05:40,290 --> 00:05:43,310
+يجب أن يأتي الطالب من البداية: أنت، ما هي ميولك؟
+
+72
+00:05:43,310 --> 00:05:46,110
+ما هي طموحاتك؟ ما هي الأشياء التي تريد أن تدرسها؟
+
+73
+00:05:46,110 --> 00:05:49,080
+وقد يقول الطالب: أنا أريد أن أدرس... طالب آخر يقول
+
+74
+00:05:49,080 --> 00:05:52,120
+أنا أريد أن أدرس هندسة، فيقولون للطالب الذي يريد أن يدرس
+
+75
+00:05:52,120 --> 00:05:54,860
+طبّاً: أنت الآن يجب أن تدرس كيمياء، يجب أن تدرس
+
+76
+00:05:54,860 --> 00:05:58,100
+بيولوجيا، يجب أن تدرس كذا، وبالتالي الآن يُعطى
+
+77
+00:05:58,100 --> 00:06:02,300
+المساقات التي يجب أن يدرسها، يجب أن يتمكّن في اللغة،
+
+78
+00:06:02,300 --> 00:06:06,040
+يجب أن يتمكّن في ما هو استخدام الرموز، وبالتالي يأخذ
+
+79
+00:06:06,040 --> 00:06:10,700
+المساقات الأساسية التي تُمكّنه من اجتياز اختبار
+
+80
+00:06:10,700 --> 00:06:15,900
+القبول في كلية الطب. نجد أن البرنامج الخاص، كما قلنا،
+
+81
+00:06:15,900 --> 00:06:20,460
+أنّه يُعطيني نظاماً لدخول الجامعة مختلفاً تماماً، يركّز
+
+82
+00:06:20,460 --> 00:06:23,960
+على ميول واحتياجات الطلبة، يركّز على طموحاتهم، على
+
+83
+00:06:23,960 --> 00:06:26,360
+قدراتهم العقلية، طبعاً يُجرون لهم اختبارات في
+
+84
+00:06:26,360 --> 00:06:28,920
+القدرات العقلية، يعني الطالب يقول: أنا أريد أن أدخل
+
+85
+00:06:28,920 --> 00:06:31,540
+كلية هندسة، فيُجرون لهم اختبارات: هل هو قادر على
+
+86
+00:06:31,540 --> 00:06:35,160
+دراسة هذه المساقات أم لا؟ فإن لم يكن لديه هذه
+
+87
+00:06:35,160 --> 00:06:38,810
+القدرات، يُنصح، يُواجه بأنه لا، لا يستطيع دراسة
+
+88
+00:06:38,810 --> 00:06:42,150
+هذه المساقات، إلاّ إذا بذل جهوداً أكثر أو كذا. الآن هم
+
+89
+00:06:42,150 --> 00:06:45,390
+يضعونه في الصورة الكاملة، وعليه هو الاختيار. الآن
+
+90
+00:06:45,390 --> 00:06:49,090
+الطالب يدرس دراسات تخصصية، دراسات تخصصية جامدة
+
+91
+00:06:49,090 --> 00:06:54,000
+تماماً، يدرسها بحيث أنّه تُعدّه لدراسة هذا التخصص، بحيث
+
+92
+00:06:54,000 --> 00:06:56,980
+أنّه يدرس مثلاً في الطب، يدرس ما هو علم الـ Biology
+
+93
+00:06:56,980 --> 00:07:01,520
+يدرس ما هو علم الكيمياء، بتمكّن شديد جداً في هذا
+
+94
+00:07:01,520 --> 00:07:03,780
+الإطار، يعني يكون لديه مادتين، ثلاث رئيسيات
+
+95
+00:07:03,780 --> 00:07:08,780
+وموادّ تُكمّل هذه المساقات. بالإضافة إلى ذلك،
+
+96
+00:07:08,780 --> 00:07:12,160
+يكون لديه ما هو هوايات. كلّ طالب يجب أن يكون لديه
+
+97
+00:07:12,160 --> 00:07:15,100
+شيء يعبر فيه عن شخصيته، وبالتالي يجب أن يكون لديه
+
+98
+00:07:15,100 --> 00:07:18,580
+هواية معيّنة، وهذه الهواية يُدرسها بطريقة نظامية
+
+99
+00:07:18,580 --> 00:07:22,830
+يعني لو قلنا واحد لديه هواية الرسم، أنّه يحبّ أنّه
+
+100
+00:07:22,830 --> 00:07:25,290
+يرسم، فيقولون له: لا، ليس فقط أن تقول أنا أحبّ
+
+101
+00:07:25,290 --> 00:07:29,870
+الرسم، نحن يجب أن نُعلّمَكَ أصول فنّ الرسم، وبالتالي هو
+
+102
+00:07:29,870 --> 00:07:33,430
+يأخذ هذه الهواية، ويصبح لديه حسٌّ فيها، ويتعلّم
+
+103
+00:07:33,430 --> 00:07:36,650
+ويعمل ما هي لوحات، وهذه اللوحات ممكن أن تُباع، وممكن
+
+104
+00:07:36,650 --> 00:07:39,930
+أن يستفيد من ثمنها. وبالتالي هنا يأخذ الهواية
+
+105
+00:07:39,930 --> 00:07:43,130
+بتاعته، أيّما كانت الهواية: رسم،  تصوير، أو أي شيء، أو حتّى التمثيل، فهو
+
+106
+00:07:43,130 --> 00:07:47,150
+يأخذ هذا، وينضمّ إلى الفريق في هذه الهواية، ويبدأ
+
+107
+00:07:47,150 --> 00:07:50,850
+يمارس هذه الهواية. الجزء الثالث، وهو الرياضة
+
+108
+00:07:53,710 --> 00:07:57,050
+لأنّهم يحرصون جداً على التنمية الجسدية، أنّه يجب أن كلّ
+
+109
+00:07:57,050 --> 00:08:01,410
+طالب يكون فيه فريق رياضي داخل المدرسة: كرة قدم،
+
+110
+00:08:01,410 --> 00:08:05,190
+كرة سلة، جمباز، سباحة، أي فريق، أي مهارة، أيّ
+
+111
+00:08:05,190 --> 00:08:07,770
+مهارة التي تتقنها في هذا الإطار، نحن
+
+112
+00:08:07,770 --> 00:08:11,390
+ندربك عليها تدريباً عالياً، والمدرسة ستشارك في مسابقات،
+
+113
+00:08:11,390 --> 00:08:14,250
+مسابقات بين المدارس، مسابقات على مستوى ما هو
+
+114
+00:08:14,250 --> 00:08:17,050
+المدينة التي هم فيها، أو المدن الأخرى، ويجب
+
+115
+00:08:17,050 --> 00:08:20,090
+أن يكون الطالب عضواً في هذه الفرق الرياضية. يعني
+
+116
+00:08:20,090 --> 00:08:22,940
+يهتمون بالطالب في كافة الجوانب. طبعاً هذا ما هو
+
+117
+00:08:22,940 --> 00:08:31,440
+البرنامج، يأخذ من ثلث إلى نصف اليوم الدراسي.
+
+118
+00:08:31,440 --> 00:08:34,700
+طبعاً قد يكون هناك نوع من التداخل، بحيث أن بعض
+
+119
+00:08:34,700 --> 00:08:37,740
+الطلاب، مثلاً، لدينا نحن في البيئة هنا مشكلة
+
+120
+00:08:37,740 --> 00:08:41,440
+التلوث البيئي، قد يكون هناك طالب هنا يريد أن يدرس فيها
+
+121
+00:08:41,440 --> 00:08:45,280
+دراسات البيئة، فممكن أن تصبح المشكلة العامة عنده مشكلة
+
+122
+00:08:45,280 --> 00:08:50,070
+من ضمن التخصص، لأن هنا أيضاً التخصص يعني لا يُدرس
+
+123
+00:08:50,070 --> 00:08:53,210
+بصورة المادة الدراسية فقط، بل كلها تُعبّر عن مشاريع
+
+124
+00:08:53,210 --> 00:08:56,790
+ونشاطات، وأنّشطة، يعني لا يُدرسونها فقط كـ
+
+125
+00:08:56,790 --> 00:09:00,550
+مادّة دراسية، ولكنّ فيها جزء كبير جداً من النشاط
+
+126
+00:09:00,550 --> 00:09:04,450
+يكون موجوداً داخل الدراسات التخصصية. هكذا الطالب
+
+127
+00:09:04,450 --> 00:09:08,310
+يُعدّ لدراسة ما هو الاستعداد للمستقبل. طبعاً هنا
+
+128
+00:09:08,310 --> 00:09:11,510
+لو نظرنا، نجد أنّ البرنامج المحوري والبرنامج
+
+129
+00:09:11,510 --> 00:09:16,130
+الخاص، كان الهدف منهما إعداد الطالب للمستقبل، لكن عندما
+
+130
+00:09:16,130 --> 00:09:18,890
+نظروا إلى المنهج المحوري، لاحظوا أنّ البرنامج
+
+131
+00:09:18,890 --> 00:09:23,850
+المحوري، وهو الجزء الأول، يركّز على الحاضر أكثر
+
+132
+00:09:23,850 --> 00:09:27,050
+من المستقبل، لأنه يدرس المشكلات الموجودة حالياً
+
+133
+00:09:27,050 --> 00:09:30,590
+داخل المجتمع. هذه المشكلات قد تتغيّر، يعني ممكن
+
+134
+00:09:30,590 --> 00:09:34,010
+بعد فترة أن تتغيّر هذه المشكلات، ولا تصبح هي مشكلات
+
+135
+00:09:34,010 --> 00:09:36,890
+المجتمع، يعني في المستقبل قد تكون هناك مشكلات أخرى.
+
+136
+00:09:36,890 --> 00:09:41,450
+يبقى أين أصبحت مراعاة المستقبل؟ في البرنامج
+
+137
+00:09:41,450 --> 00:09:45,190
+الخاص، هو الذي يراعي المستقبل. وهنا بالتالي أصبحت
+
+138
+00:09:45,190 --> 00:09:49,010
+ما هي مراعاة المستقبل جزئية وليست كلية. كان
+
+139
+00:09:49,010 --> 00:09:51,990
+المفروض أن يكون كلّه، البرنامج المحوري، المنهج المحوري
+
+140
+00:09:51,990 --> 00:09:57,410
+كلّه موّجهاً لما هو المستقبل. في هذا الجانب، يبقى
+
+141
+00:09:57,410 --> 00:10:01,330
+الآن عرفنا ما هو البرنامج المحوري، المنهج المحوري
+
+142
+00:10:01,330 --> 00:10:06,150
+هو موضوعان: برنامج عام، برنامج خاص. البرنامج العام
+
+143
+00:10:06,150 --> 00:10:08,850
+الذي سُمّي البرنامج المحوري، البرنامج الخاص الذي
+
+144
+00:10:08,850 --> 00:10:12,580
+يرتكز على الدراسات التخصصية. هذا التنظيم هو الذي
+
+145
+00:10:12,580 --> 00:10:16,740
+سائد حالياً في أوروبا وفي أمريكا. من البداية
+
+146
+00:10:16,740 --> 00:10:19,860
+يُجهّزون الطالب، كلّ طالب يكون عالماً ما هو التخصص
+
+147
+00:10:19,860 --> 00:10:22,900
+الذي يريد أن يذهب إليه، يدخل لاختبار القبول في الجامعة،
+
+148
+00:10:22,900 --> 00:10:27,330
+إذا قُبل في هذا العام، إذا كان الطالب متمكّناً وقُبل في
+
+149
+00:10:27,330 --> 00:10:29,930
+هذا العام مثلاً، يدخل كلية الطب، واجتاز الاختبار،
+
+150
+00:10:29,930 --> 00:10:33,070
+يدخل في كلية الطب. إذا لم يجتاز الاختبار، بنسبة
+
+151
+00:10:33,070 --> 00:10:36,510
+التمكّن والإتقان المطلوب، ولم يحصل على معدل 80% أو
+
+152
+00:10:36,510 --> 00:10:41,350
+90% في الاختبار، فيقولون له: ممكن أن تدخل لكلية أدنى
+
+153
+00:10:41,350 --> 00:10:44,410
+في نفس المجال، يعني ممكن أن يدرس علوم صحية، يدرس
+
+154
+00:10:44,410 --> 00:10:48,390
+أشعة، يدرس بصريات، يدرس كذا. إذا الطالب يريد أن يدرس
+
+155
+00:10:48,390 --> 00:10:50,930
+في هذه الأشياء، يدرس، لا، يجب أن ينتظر للسنة
+
+156
+00:10:50,930 --> 00:10:56,540
+القادمة، ليدخل امتحان القبول مرّة ثانية. وفي هذه
+
+157
+00:10:56,540 --> 00:10:59,680
+الحالة يُعطى موادّ داعمة، يقال له: لنُساعدكَ
+
+158
+00:10:59,680 --> 00:11:03,580
+على العودة إلى المدرسة الثانوية، وتُدرس مساقات كذا وكذا
+
+159
+00:11:03,580 --> 00:11:07,660
+وينزلون لهم مساقات ليدرسوها، موادّ داعمة، لـ
+
+160
+00:11:07,660 --> 00:11:11,560
+تساعدهم في اجتياز الاختبار. بالنسبة لاختبارات
+
+161
+00:11:11,560 --> 00:11:14,120
+القبول، قد يعيد الطلاب سنتين، ثلاث، إلى أن
+
+162
+00:11:14,120 --> 00:11:16,980
+يدخلوا الكلية التي يريدونها. وقد يدخلون
+
+163
+00:11:16,980 --> 00:11:21,510
+كلية أدنى، بحسب ما هي نسبة الاختبار
+
+164
+00:11:21,510 --> 00:11:25,310
+التي توجهه، يعني مثلاً الذي يحصل على فوق 90% يدخل طبّاً، الذي
+
+165
+00:11:25,310 --> 00:11:28,930
+يحصل على فوق 80% يدخل علوم صحية بتخصصاتها المختلفة،
+
+166
+00:11:28,930 --> 00:11:31,710
+الذي يحصل على أقلّ من ذلك، ممكن أن يدخل تمريضاً، في الإطار
+
+167
+00:11:31,710 --> 00:11:35,430
+الطبي الصحي. فالآن الطالب بحسب ما هو ميوله
+
+168
+00:11:35,430 --> 00:11:39,010
+واهتماماته، وما يريد أن يذهب إليه، فهو يذهب في هذا
+
+169
+00:11:39,010 --> 00:11:44,230
+الإطار. يبقى الآن فهمنا ما هو المنهج المحوري الذي
+
+170
+00:11:44,230 --> 00:11:47,410
+يركّ
+
+223
+00:14:50,590 --> 00:14:53,990
+في المشكلات العامة، وهذا يضر البرنامج الخاص
+
+224
+00:14:54,570 --> 00:14:58,110
+البرنامج المحوري طبعا يركز على الجانب العام ويلح
+
+225
+00:14:58,110 --> 00:15:01,850
+عليه، وهذا طبعا باهتمام بحاجات المتعلمين واهتماماتهم
+
+226
+00:15:01,850 --> 00:15:05,570
+بصورة جزئية، ولا يعطيها الاهتمام الأكبر لأنه نحن
+
+227
+00:15:05,570 --> 00:15:09,070
+نركز على دخول الطالب للجامعة، واللي طبعا هنا كان
+
+228
+00:15:09,070 --> 00:15:13,310
+لازم أنْ يُعِدَّ الطلاب لحياة المستقبل، وهذا شيء جزئي
+
+229
+00:15:13,310 --> 00:15:17,390
+فقط لأنهم اعتبروا أنَّ نحن لا نستطيع أن نتوقع المشكلات
+
+230
+00:15:17,390 --> 00:15:20,900
+التي ممكن أن تكون في المجتمع في المستقبل، يعني إيش اللي
+
+231
+00:15:20,900 --> 00:15:23,400
+سيكون عندنا في المجتمع من مشكلات؟ هذا الشيء نحن
+
+232
+00:15:23,400 --> 00:15:27,620
+لا نستطيع أن نتوقع فيه، وبالتالي جاء الاهتمام فيه جزء
+
+233
+00:15:27,620 --> 00:15:31,320
+طبعا نحن لو شفنا هنا أهم اللي هي دور المعلم
+
+234
+00:15:31,320 --> 00:15:37,760
+والمتعلم في المنهج المحوري، كيف كان دور المعلم ودور
+
+235
+00:15:37,760 --> 00:15:46,500
+المتعلم؟ تفضلي، أيوة، تعاوني وتشاركي، المعلم مرافق
+
+236
+00:15:46,500 --> 00:15:52,400
+للطالب، مستوى التخطيط والتنفيذ بقى في تعاون، في
+
+237
+00:15:52,400 --> 00:15:55,940
+تشارك، في دور فاعل للمعلم، في دور فاعل للمتعلم،
+
+238
+00:15:55,940 --> 00:16:00,480
+المتعلم نشط، وأيضا المعلم دوره واضح، الموجه أيضا
+
+239
+00:16:00,480 --> 00:16:04,000
+موجود في هذا الإطار، يُساعد الطلبة في عملية التوجيه
+
+240
+00:16:04,000 --> 00:16:08,740
+والإرشاد، طريقة التدريس هنا كانت طريقة حل المشكلات،
+
+241
+00:16:08,740 --> 00:16:12,900
+التنظيم في المنهج المحوري كان تنظيم منطقي،
+
+242
+00:16:12,900 --> 00:16:17,640
+Psychology، التنظيم المنطقي يأتي من خلال الدراسات
+
+243
+00:16:17,640 --> 00:16:21,640
+التخصصية، إنه يدرس مادة تخصصية أكاديمية، وبالتالي
+
+244
+00:16:21,640 --> 00:16:24,820
+التنظيم فيها لازم يكون تنظيم منطقي، تنظيم الـ
+
+245
+00:16:24,820 --> 00:16:27,580
+Psychology، الذي يرتكز على حاجات المجتمع وحاجات
+
+246
+00:16:27,580 --> 00:16:30,480
+الطلاب، والمشكلات التي يعانون منها،
+
+247
+00:16:30,480 --> 00:16:34,980
+فالتنظيم جاء هنا تنظيم منطقي Psychology في هذا
+
+248
+00:16:34,980 --> 00:16:38,140
+الإطار، لو نظرنا للمنهج المحوري نقول: هذا الاهتمام
+
+249
+00:16:38,140 --> 00:16:43,000
+بالماضي أو الحاضر أو المستقبل، كان اهتمامه بالحاضر،
+
+250
+00:16:43,000 --> 00:16:47,560
+اهتمامه بالمستقبل، أين ذهب في البرنامج الخاص؟ ظهر
+
+251
+00:16:47,560 --> 00:16:52,850
+عندي الذي هو الاهتمام بالمستقبل، عملية التقويم، في
+
+252
+00:16:52,850 --> 00:16:57,530
+المنهج المحوري، عملية مستمرة لأن الطلبة يقومون بحل
+
+253
+00:16:57,530 --> 00:17:01,650
+المشكلات، المشكلات هذه داخل المجتمع، فهم
+
+254
+00:17:01,650 --> 00:17:04,150
+يسألون المدرس، يواجهون المدرس، إيش الذي نحن ممكن
+
+255
+00:17:04,150 --> 00:17:08,230
+نعمله؟ يعرضون عملهم أمام بعضهم البعض، يناقشون، ممكن
+
+256
+00:17:08,230 --> 00:17:11,490
+أن تكون طريقة العرض مختلفة، كل مجموعة تعرض مشكلتها، و
+
+257
+00:17:11,490 --> 00:17:14,970
+الطلبة يناقشونها، المعلم يناقشهم، يعدلون من مسارهم،
+
+258
+00:17:14,970 --> 00:17:17,770
+ويرجعون مرة أخرى، يكملون، ويعدلون من مسارهم،
+
+259
+00:17:17,770 --> 00:17:23,620
+وبالتالي الآن عملية التي هي التقويم، عملية مستمرة،
+
+260
+00:17:23,620 --> 00:17:28,080
+أيضا الخبرات، مستمرة، كيف الخبرات مستمرة؟ تكون
+
+261
+00:17:28,080 --> 00:17:32,080
+من خلال البرنامج التخصصي، من خلال الدراسات التخصصية،
+
+262
+00:17:32,080 --> 00:17:35,760
+تكون الخبرات مستمرة لأن الطالب يأخذ معلومات، وهذه
+
+263
+00:17:35,760 --> 00:17:38,580
+المعلومات يعني هو يبدأ مثلا في دراسة مساقات
+
+264
+00:17:38,580 --> 00:17:42,140
+الكيمياء من الصف العاشر، فهو الآن الذي سيأخذ الكيمياء
+
+265
+00:17:42,140 --> 00:17:44,820
+في الثاني عشر، سترتكز على الذي أخذه في الصف
+
+266
+00:17:44,820 --> 00:17:49,320
+العاشر، وبالتالي ستكون العملية كلها مرتبة بصورة
+
+267
+00:17:49,320 --> 00:17:52,380
+مستمرة، يبقى هنا في استمرارية في الخبرات، وفي
+
+268
+00:17:52,380 --> 00:17:56,550
+استمرارية في عملية التقويم، وفيه تنوع أيضا في
+
+269
+00:17:56,550 --> 00:18:00,370
+الخبرات لأن المشكلات تُدرس، كل مشكلة تُدرس في مجال
+
+270
+00:18:00,370 --> 00:18:06,130
+معين، يبقى هذا المنهج هو يُعتبر من أفضل المناهج التي
+
+271
+00:18:06,130 --> 00:18:10,110
+استُخدمت لمرحلة ثانوية، وطُبقت لأنها لاقت طبيعة
+
+272
+00:18:10,110 --> 00:18:13,730
+المجتمع، ولاقَت طبيعة الطلاب، طبعا مع العيوب التي
+
+273
+00:18:13,730 --> 00:18:18,330
+كانت موجودة في هذا المنهج، أنَّه لا يحتاج للتنسيق
+
+274
+00:18:18,330 --> 00:18:21,810
+بصورة عالية جدا، وهذا طبعا لحد الآن نحن لو بدنا
+
+275
+00:18:21,810 --> 00:18:25,800
+نقول: هل ممكن تطبيق هذا المنهج المحوري في الدول
+
+276
+00:18:25,800 --> 00:18:30,320
+العربية أو في فلسطين؟ هل يمكن تطبيقه؟ من تقول نعم،
+
+277
+00:18:30,320 --> 00:18:35,460
+ومن تقول لا، لأن البيئة التي يحتاجها لازم تكون
+
+278
+00:18:35,460 --> 00:18:41,080
+مخصصة، وعادية، ولازم يكون المعامل أو البناء التنظيمي
+
+279
+00:18:41,080 --> 00:18:44,860
+للمدارس يكون مختلفا، البناء التنظيمي لازم يكون مختلفا،
+
+280
+00:18:44,860 --> 00:18:48,660
+نحن الآن سنرى كيف اللي هي عملية بناء المدارس
+
+281
+00:18:48,660 --> 00:18:52,620
+لازم تكون مختلفة، ممكن في الدول العربية، لكن أنا لا
+
+282
+00:18:52,620 --> 00:18:58,100
+...الأدوات والـ ... كل الـ ... هو لحد الآن هي تحتاج إلى
+
+283
+00:18:58,100 --> 00:19:01,280
+تغيير الفكرة، لحد الآن في الدول العربية كلها
+
+284
+00:19:01,280 --> 00:19:06,530
+المرحلة الثانوية أو التي هي التوجيهي هي أهم شيء، و
+
+285
+00:19:06,530 --> 00:19:09,090
+هذه تعمل مشكلة لأنَّ نحن عاملينها كأنها زي عنق
+
+286
+00:19:09,090 --> 00:19:12,770
+الزجاجة، لا نُعدُّ الطالب من البداية، ونُلقِي الطالب
+
+287
+00:19:12,770 --> 00:19:15,510
+في بحر متلاطم الأمواج حتى يخلص مرحلة الثانوية
+
+288
+00:19:15,510 --> 00:19:18,030
+العامة، وبعدين هو لا يعرف حاله، وأنه يريد أن يذهب، هذه
+
+289
+00:19:18,030 --> 00:19:20,870
+تحتاج أولا إلى تمهيد في الأفكار، بعدين تحتاج
+
+290
+00:19:20,870 --> 00:19:23,810
+إلى إمكانات، إمكانات هائلة جدا، يعني الآن مثلا نحن
+
+291
+00:19:23,810 --> 00:19:27,210
+لما أنا أدرس في مشكلات، تكون مشكلات زي مشكلات
+
+292
+00:19:27,210 --> 00:19:31,030
+البيئة، وطالب آخر جالس يدرس مشكلات مثلا انتشار
+
+293
+00:19:31,030 --> 00:19:35,210
+الديدان الطفيلية، واحد جالس يدرس مشكلة مثلا زي ما
+
+294
+00:19:35,210 --> 00:19:37,670
+تحدثنا المرة الماضية، التي هي محصول الفراولة، أو
+
+295
+00:19:37,670 --> 00:19:40,830
+الفراولة، أو كذا، الآن ممكن أن يكون عندهم أشياء
+
+296
+00:19:40,830 --> 00:19:43,470
+تساعدهم في هذا الإطار، يعني ممكن هنا الـ ... بينا
+
+297
+00:19:43,470 --> 00:19:46,710
+نجعل الطلاب يعملون مجموعات، أنتم الآن جالسون في
+
+298
+00:19:46,710 --> 00:19:49,850
+قاعة، نجعلكم تعملون مجموعات، وتتوزعوا، ممكن هذه
+
+299
+00:19:49,850 --> 00:19:53,410
+الحيطة تُزاح، تُرفع، وهذه الحيطة تُزاح تُرفع، وتصبحوا
+
+300
+00:19:53,410 --> 00:19:57,990
+موجودين في ساحة واسعة، وأنتم تبدأوا تعملون
+
+301
+00:19:57,990 --> 00:20:01,590
+بصورة تعاونية، كل مجموعة تأخذ مكانا لحالها، ركنا،
+
+302
+00:20:01,590 --> 00:20:05,270
+وتعملوا، لو نحن نحتاج في هذه المحاضرة مختبرا
+
+303
+00:20:05,270 --> 00:20:09,070
+حاسوب، ممكن أن الحيطة ستكون مشتركة مع الحيطة مع
+
+304
+00:20:09,070 --> 00:20:13,630
+المكان الذي ورائنا هنا، أن عليها مختبر حاسوب، ممكن تُزال
+
+305
+00:20:13,630 --> 00:20:17,800
+الحيطة، ويأتي لك مختبر الحاسوب، وبالتالي هنا الإمكانات
+
+306
+00:20:17,800 --> 00:20:21,900
+هائلة، بعدين تكون التي هي الملاعب الرياضية التي هي
+
+307
+00:20:21,900 --> 00:20:25,520
+موجودة، يعني كل الملاعب موجودة داخل المدرسة، يعني
+
+308
+00:20:25,520 --> 00:20:28,580
+في طلاب يريدون أن يلعبوا جمباز، في يريدون أن يلعبوا سباحة، في
+
+309
+00:20:28,580 --> 00:20:30,920
+يريدون أن يلعبوا كذا، يبقى هذا كله لازم يكون موجودا في
+
+310
+00:20:30,920 --> 00:20:34,560
+البيئة المدرسية، لا ينفع أن أضع لهم بس التي هي كرة
+
+311
+00:20:34,560 --> 00:20:38,180
+السلة، وكرة الطائرة، وكرة القدم، وأقول إن هذه هي
+
+312
+00:20:38,180 --> 00:20:42,660
+بس الألعاب الموجودة، كل طالب على حسب ميوله،
+
+313
+00:20:42,660 --> 00:20:46,400
+واهتماماته، وقدراته الجسدية، أي اللعبة المناسبة له،
+
+314
+00:20:46,400 --> 00:20:49,260
+فهو يختارها في هذا الجانب، يحتاج إلى قدرات، طبعا
+
+315
+00:20:49,260 --> 00:20:53,420
+هي الدول العربية ليست فقيرة، ولكن هي تحتاج إلى
+
+316
+00:20:53,420 --> 00:20:57,300
+ترتيب، وتنظيم، وتخطيط شامل لتغيير كل الأفكار التي
+
+317
+00:20:57,300 --> 00:21:03,020
+تُبنى عليها هذه المرحلة، نشوف الآن منهج الوحدات
+
+318
+00:21:03,020 --> 00:21:08,120
+الدراسية، الآن تحدثنا نحن قبل ذلك عن منهج النشاط
+
+319
+00:21:08,120 --> 00:21:11,620
+وقلنا منهج النشاط الذي هو طُبق في المرحلة المتوسطة
+
+320
+00:21:11,620 --> 00:21:14,240
+التي ليست في المرحلة الأساسية الدنيا ولا المرحلة
+
+321
+00:21:14,240 --> 00:21:18,740
+العليا، ولكن كان في المرحلة المتوسطة، طبعا المنهج
+
+322
+00:21:18,740 --> 00:21:21,780
+كان كله عبارة عن نشاطات، مشاريع يقوم فيها الطلبة،
+
+323
+00:21:21,780 --> 00:21:24,580
+ويدرسوها، وهذه المشاريع ليست مترابطة مع بعضها البعض،
+
+324
+00:21:24,580 --> 00:21:28,700
+هنا صار في مشكلة واضحة، أنَّه: إيش المنهج الذي يناسب
+
+325
+00:21:28,700 --> 00:21:32,850
+الطلبة من بداية دخولهم المدرسة؟ وكيف نحن نريد أن نوفق
+
+326
+00:21:32,850 --> 00:21:36,610
+بين الأفكار الحديثة وبين الأفكار التي هي التقليدية
+
+327
+00:21:36,610 --> 00:21:40,490
+القديمة، فقالوا: نحن لازم نعمل وحدة دراسية، لو
+
+328
+00:21:40,490 --> 00:21:42,890
+أتينا لنرى الوحدة الدراسية، أي وحدة دراسية أنتِ
+
+329
+00:21:42,890 --> 00:21:49,190
+تشاهدينها في كتاب مدرسي، من ماذا تتكون؟ من فصول، من
+
+330
+00:21:49,190 --> 00:21:53,630
+فصول، تتكون من فصول، تتكون من دروس، بالضبط، يعني ممكن
+
+331
+00:21:53,630 --> 00:21:56,850
+أن تكون الوحدة فيها فصلين، والفصل فيه مثلا ثلاثة أو
+
+332
+00:21:56,850 --> 00:22:02,530
+أربعة دروس، الدروس هذه مقسمة إلى طبعا أفكار أساسية،
+
+333
+00:22:02,530 --> 00:22:06,390
+وتبدأ التي هي تعطي التي هي أشياء، أول شيء كل
+
+334
+00:22:06,390 --> 00:22:09,690
+وحدة لها أهداف عامة، والأهداف العامة تنقسم إلى
+
+335
+00:22:09,690 --> 00:22:14,370
+أهداف خاصة، كل وحدة لها مقدمة، كل وحدة تركز على ماذا؟
+
+336
+00:22:14,370 --> 00:22:18,410
+هي الأنشطة المطلوبة لدراسة هذه الوحدة، وأيضا كل
+
+337
+00:22:18,410 --> 00:22:21,670
+وحدة فيها أسئلة تكوينية، وكل وحدة فيها وراءها أسئلة
+
+338
+00:22:21,670 --> 00:22:25,670
+ختامية، بالنسبة لها، وبالتالي هنا يكون هذه الوحدة
+
+339
+00:22:25,670 --> 00:22:28,990
+مُصاغة بالصورة المعينة، لو أردت أن أُضيف ... أُصيغ وحدة أنا
+
+340
+00:22:28,990 --> 00:22:33,030
+للصف الأول الابتدائي مثلا، هل أُصيغها بنفس الأسلوب
+
+341
+00:22:33,030 --> 00:22:36,750
+والمستوى الذي أُصيغه للصف الرابع؟ أو الصف السابع؟
+
+342
+00:22:36,750 --> 00:22:40,270
+يبقى الآن اللغة، والأشكال، والرسومات، والأشياء تكون
+
+343
+00:22:40,270 --> 00:22:44,510
+كلها ملائمة لطبيعة هذه الوحدة، أو لطبيعة الطلاب في
+
+344
+00:22:44,510 --> 00:22:46,890
+هذا الصف، معنى ذلك: هل ممكن الطلاب هم الذين يجمعون
+
+345
+00:22:46,890 --> 00:22:51,430
+المادة؟ أمْ لازم خبراء ومتخصصون؟ المفروض أن خبراء و
+
+346
+00:22:51,430 --> 00:22:55,780
+متخصصون يقومون بوضع التي هي الوحدات الدراسية، زي ما
+
+347
+00:22:55,780 --> 00:22:59,220
+نحن نشاهد أنَّ التنظيمات التي هي التنظيمات
+
+348
+00:22:59,220 --> 00:23:02,140
+المنهجية القائمة على الوحدات الدراسية تعتمد على
+
+349
+00:23:02,140 --> 00:23:05,180
+سلسلة من الأنشطة التعليمية المتنوعة، المتضمنة خلال
+
+350
+00:23:05,180 --> 00:23:08,240
+الوحدات الدراسية، وبالتالي هذا التنظيم يقسم
+
+351
+00:23:08,240 --> 00:23:12,000
+الموضوعات الدراسية إلى وحدات لها علاقة وارتباط خاص،
+
+352
+00:23:12,000 --> 00:23:15,420
+لكل وحدة دراسية مقدمة، وأهداف، ومضمون، وأنشطة، وأسلوب،
+
+353
+00:23:15,420 --> 00:23:18,780
+تقويم،  وأمثلة محددة، كل هذه الأشياء لازم
+
+354
+00:23:18,780 --> 00:23:22,930
+تكون ضمن الوحدة الدراسية، لأن الحواجز بين هذه
+
+355
+00:23:22,930 --> 00:23:26,270
+الوحدات غير موجودة، ما يؤكد على أهمية ووحدة وتكامل
+
+356
+00:23:26,270 --> 00:23:29,490
+المعرفة، في التنظيم، الوحدات الدراسية تكون على أساس
+
+357
+00:23:29,490 --> 00:23:33,350
+نشاط المتعلم وإيجابيتة، وليس على أساس نشاط المعلم
+
+358
+00:23:33,350 --> 00:23:37,250
+وتفاعله، إذ أنَّ دور المعلم هنا مرشد، وموجه، ومعدل،
+
+359
+00:23:37,250 --> 00:23:41,110
+ومصحح، ومنسق للوحدات الدراسية، يبقى لازم الطالب
+
+360
+00:23:41,110 --> 00:23:45,780
+يكون هو الفاعل، هو الذي نشط، لكن الوحدة جاهزة،
+
+361
+00:23:45,780 --> 00:23:50,120
+لكن فيها نشاطات لازم أن يقوم فيها الطالب، المعلم يوجه
+
+362
+00:23:50,120 --> 00:23:54,120
+الطلاب، يرشدهم، يتابع عملية التقويم، يتابع عملية
+
+363
+00:23:54,120 --> 00:23:56,540
+الشرح بالنسبة للطلاب،
+
+364
+00:23:58,900 --> 00:24:01,720
+طبعا يتفق هذا المنهج مع المنهج المحوري من حيث
+
+365
+00:24:01,720 --> 00:24:04,940
+تركيزه على المشكلات الحياتية للمتعلمين، يحاول أن
+
+366
+00:24:04,940 --> 00:24:07,320
+يحل هذه المشكلات من خلال تفاعل المتعلمين في
+
+367
+00:24:07,320 --> 00:24:11,320
+مجموعات، يعني إيش هي المشكلات الحياتية للمتعلمين؟
+
+368
+00:24:11,320 --> 00:24:14,380
+أنا طلاب، جاؤوا، هم لازالوا أطفالا، أهم مشكلتهم
+
+369
+00:24:14,380 --> 00:24:16,700
+الحياتية، يريدون أن يتعلموا القراءة، يريدون أن يتعلموا
+
+370
+00:24:16,700 --> 00:24:19,640
+الكتابة، يريدون أن يتعلموا الحساب، يريدون أن يعرفوا أشياء عن
+
+371
+00:24:19,640 --> 00:24:23,250
+تاريخ بلدهم، يريدون أن يعرفوا أشياء ثقافية، هذه هي
+
+372
+00:24:23,250 --> 00:24:26,070
+مشكلتهم الحياتية، لازم يكون عندهم درجة من التنوير
+
+373
+00:24:26,070 --> 00:24:29,530
+الحياتي والعلمي، فأنا أساعدهم على أن يحلوا
+
+374
+00:24:29,530 --> 00:24:33,130
+هذه المشكلات، أُحدد أي المجالات الأساسية التي هم
+
+375
+00:24:33,130 --> 00:24:36,190
+لازم يدرسوا فيها، هناك أنواع متعددة من الوحدات
+
+376
+00:24:36,190 --> 00:24:39,270
+الدراسية، يمكن تصنيفها إلى نوعين، وحدات قائمة على
+
+377
+00:24:39,270 --> 00:24:42,350
+المادة الدراسية، وترتكز على موضوعات، وعلى مدى
+
+378
+00:24:42,350 --> 00:24:45,490
+ارتباطها مع بعضها البعض، والوحدات القائمة على
+
+379
+00:24:45,490 --> 00:24:48,350
+الخبرة، وحدات تجعل من الخبرات المكتسبة محورا
+
+380
+00:24:48,350 --> 00:24:52,010
+لعملية التعلم، أشرح لكم الفكرة الأساسية هنا، كيف أيضا
+
+381
+00:24:52,010 --> 00:24:55,090
+ما هي لا تقوم زي ما نحن، عندنا كتاب وفيه خمس أو
+
+382
+00:24:55,090 --> 00:25:00,930
+ست وحدات دراسية، المنهج في هذه المراحل، يأتي المدرس
+
+383
+00:25:00,930 --> 00:25:05,110
+في بداية العام الدراسي، الآن هو لا يملك منهجا واضحا
+
+384
+00:25:05,110 --> 00:25:10,150
+محددا، هو عنده مثلا،  لِيدرُسَ مادة العلوم، عنده عشر
+
+385
+00:25:10,150 --> 00:25:14,490
+وحدات، من العشر وحدات هذه، يختار أربع وحدات بحيث
+
+386
+00:25:14,490 --> 00:25:17,230
+أنها تكون: واحدة تأتي في مجال الفيزياء، واحدة تأتي في
+
+387
+00:25:17,230 --> 00:25:19,390
+مجال الكيمياء، واحدة تأتي في مجال biology، واحدة
+
+388
+00:25:19,390 --> 00:25:22,590
+تأتي في مجال الأحياء، وبالتالي هو الآن يبدأ يناقش
+
+389
+00:25:22,590 --> 00:25:25,890
+مع الطلاب الموضوعات والأشياء، إيش تحبون أن تدرسوا؟ إيش
+
+390
+00:25:25
+
+445
+00:28:41,220 --> 00:28:44,800
+عشر، اثنا عشر وحدة، بده يدرس منهم أربع وحدات،
+
+446
+00:28:44,800 --> 00:28:50,530
+فالمقرر كل سنة لسنة بيختلف لأن السنة بتقرر أربع
+
+447
+00:28:50,530 --> 00:28:53,510
+وحدات، السنة التالية ممكن يقرر أربع وحدات غيرهم
+
+448
+00:28:53,510 --> 00:28:56,870
+وبالتالي الآن ممكن كمان مصممي المناهج يطلعوا وحدات
+
+449
+00:28:56,870 --> 00:29:00,710
+جديدة وبالتالي كل مرة هيختلف اللي هو المقرر
+
+450
+00:29:00,710 --> 00:29:04,810
+بالنسبة للطلاب، بتحتاج المدارس إعادة تنظيم في ذلك
+
+451
+00:29:04,810 --> 00:29:08,310
+المنهج حيث أنه لازم يكون في عندنا قاعات للأنشطة
+
+452
+00:29:08,310 --> 00:29:11,370
+والتدريب، أجهزة للممارسة تلك الأنشطة، إنجاز
+
+453
+00:29:11,370 --> 00:29:14,710
+للتمرينات المطلوبة، التجارب العلمية زي ما اتكلمنا
+
+454
+00:29:14,710 --> 00:29:18,070
+إن مدارسنا يعني ما فيها هذه الاستعدادات، إن
+
+455
+00:29:18,070 --> 00:29:20,930
+المكان اللي هو قاعد فيه الطالب يكون موجود فيه مختبر
+
+456
+00:29:20,930 --> 00:29:24,990
+خصوصاً إن يكون فيه مختبر علوم، إن يكون في مجال اللي
+
+457
+00:29:24,990 --> 00:29:28,050
+هي ممارسة الأنشطة، لسه هذه الأشياء عندنا في المدارس
+
+458
+00:29:28,050 --> 00:29:31,990
+يعني لم تُكلف بالصورة الكافية، حتى بعض المدارس اللي
+
+459
+00:29:31,990 --> 00:29:35,740
+هي اللي صمموها في قطر وفي السعودية، الـ smart school
+
+460
+00:29:35,740 --> 00:29:40,180
+المدارس الذكية، لسه لحتى الآن بيحاولوا إنهم ينشؤوها
+
+461
+00:29:40,180 --> 00:29:43,660
+بصورة معينة، الـ smart school يعني الـ table هذه اللي
+
+462
+00:29:43,660 --> 00:29:47,380
+أمامك هي عبارة عن شاشة حاسوب، الطاولة اللي قدام
+
+463
+00:29:47,380 --> 00:29:51,080
+الطالب هي شاشة حاسوب، هو بيكتب وبيقرأ وبيمسح و
+
+464
+00:29:51,080 --> 00:29:54,020
+بيعمل كل شيء، لأن هي عاملة زي اللي هي الـ iPad أو
+
+465
+00:29:54,020 --> 00:29:58,600
+كذا، بين إيداه فيها كل المعلومات المطلوبة، الشاشة
+
+466
+00:29:58,600 --> 00:30:01,360
+اللي أمام الطلاب، اللي هي الصبورة، برضه هي بنفس
+
+467
+00:30:01,360 --> 00:30:05,460
+الصورة، بيعتمدوا هذا النظام، لكن لسه لحتى الآن يعني
+
+468
+00:30:05,460 --> 00:30:09,200
+هم طوروا في بعض الأجهزة، لكن في أشياء كثيرة بتحتاج
+
+469
+00:30:09,200 --> 00:30:11,740
+إلى تطوير، ما زال في هذا الجانب
+
+470
+00:30:15,170 --> 00:30:18,550
+الآن إحنا لو رجعنا لتنظيم اللي هو المواد الدراسية
+
+471
+00:30:18,550 --> 00:30:25,870
+التنظيم فيها منطقي ولا Psychology؟ تنظيم منطقي و
+
+472
+00:30:25,870 --> 00:30:28,890
+Psychology، لأنه فيها الجزء المنطقي، لأنه بياخد
+
+473
+00:30:28,890 --> 00:30:32,290
+وحدات دراسية، والوحدات هذه مساغة بصورة منطقية، لكن
+
+474
+00:30:32,290 --> 00:30:36,430
+تتناسب مع احتياجات الطلاب، وبالتالي فيها الصورة الـ
+
+475
+00:30:36,430 --> 00:30:40,970
+Psychological، أسلوب التدريس طبعاً بتعتمد أكثر شيء
+
+476
+00:30:40,970 --> 00:30:46,850
+تعلم التعاون وحل المشكلات أيضاً، وبتعتمد على تنمية
+
+477
+00:30:46,850 --> 00:30:52,370
+أنماط مختلفة من التفكير، طبعاً بتعتمد استمرارية
+
+478
+00:30:52,370 --> 00:30:58,690
+التقويم واستمرارية الخبرات، هي أكثر ملائمة طبعاً
+
+479
+00:30:58,690 --> 00:31:03,650
+لمرحلة الطلبة في المراحل الدنيا، لأنها بتتناسب مع
+
+480
+00:31:03,650 --> 00:31:06,910
+قدراتهم وإمكاناتهم، لأنها بتساعدهم للاستعداد
+
+481
+00:31:06,910 --> 00:31:11,470
+للمستقبل، يعني أنا لما بزود الطلبة بمهارات القراءة
+
+482
+00:31:11,470 --> 00:31:14,530
+والكتابة والحساب والتاريخ والجغرافيا، فأنا بساعدهم
+
+483
+00:31:14,530 --> 00:31:18,790
+للاستعداد للمستقبل، وبالتالي هي بتعدهم للمستقبل
+
+484
+00:31:18,790 --> 00:31:21,990
+وبالتالي هو كان من أفضل المناهج اللي هي بتساعد على
+
+485
+00:31:21,990 --> 00:31:34,070
+إعداد الطلبة للمستقبل في هذا الجانب، لو
+
+486
+00:31:34,070 --> 00:31:35,590
+قلنا دور المعلم والمتعلم
+
+487
+00:31:38,080 --> 00:31:46,900
+في منهج الوحدات الدراسية، المعلم موجه ومرشد ومرافق
+
+488
+00:31:46,900 --> 00:31:50,580
+للطالب، الطالب أيضاً فعال ونشط، ولابد أنه يجمع
+
+489
+00:31:50,580 --> 00:31:54,720
+المعرفة بصورة كاملة، هل اللي هي الوحدات الدراسية
+
+490
+00:31:54,720 --> 00:32:00,380
+بتتركز على تكامل المعرفة أو لا؟ لأ، فيها صورة
+
+491
+00:32:00,380 --> 00:32:03,640
+متكاملة، أي نعم، بتتركز على تكامل المعرفة، منهج
+
+492
+00:32:03,640 --> 00:32:06,180
+الوحدات الدراسية، أهم حاجة فيه أن الطالب لما ياخد
+
+493
+00:32:06,180 --> 00:32:10,340
+الوحدة، ياخد الوحدة شاملة، متكاملة، وبالتالي ركزت
+
+494
+00:32:10,340 --> 00:32:13,420
+على تكامل المعرفة العلمية
+
+495
+00:32:17,890 --> 00:32:21,270
+الآن إحنا اتكلمنا عن تنظيمات المناهج، هناخد صورة بس
+
+496
+00:32:21,270 --> 00:32:24,790
+بسيطة عن اللي هي أساليب التطوير، اللي هي الأساليب
+
+497
+00:32:24,790 --> 00:32:29,890
+التقليدية في المناهج، علشان المنهج يعتمدوا في عملية
+
+498
+00:32:29,890 --> 00:32:33,650
+تطويره، هم  أكم شريحة يعني مش كتار، أسلوب الحذف
+
+499
+00:32:33,650 --> 00:32:39,370
+والإضافة والاستبدال، أسلوب علشان إحنا نطور، فاكرين
+
+500
+00:32:39,370 --> 00:32:45,190
+التطوير؟ ماذا يعني التطوير؟ عملية تحسين شاملة لجميع
+
+501
+00:32:45,190 --> 00:32:51,270
+جوانب المنهج، لرفع كفاءة المنهج في تحقيق الأهداف،
+
+502
+00:32:51,270 --> 00:32:54,730
+وإحنا بنعمل عملية تحسين شاملة، أول أسلوب التحسين
+
+503
+00:32:54,730 --> 00:32:58,510
+ممكن أنها تكون الحذف، إن أنا أحذف، إيش اللي بده
+
+504
+00:32:58,510 --> 00:33:01,690
+أحذفه من مناهجنا؟ واللي هو أنا بَفَتّـر تفكير بيستخدم
+
+505
+00:33:01,690 --> 00:33:02,230
+فيه مناهج
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ce46744a1476279d12189a05986e0d20b0f32928
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_postprocess.srt
@@ -0,0 +1,2020 @@
+1
+00:00:20,990 --> 00:00:28,630
+السلام عليكم نقشنا
+
+2
+00:00:28,630 --> 00:00:33,090
+في المحاضرة السابقة تنظيمات المناهج الحديثة
+
+3
+00:00:33,090 --> 00:00:39,870
+واتكلمنا عن منهج النشاط والمنهج الخفي ثم المنهج
+
+4
+00:00:39,870 --> 00:00:43,310
+التكنولوجي اليوم ان شاء الله هنناقش المنهج المحوري
+
+5
+00:00:43,310 --> 00:00:51,220
+ومنهج الوحدات الدراسية طبعا هنا المنهج المحوريكان
+
+6
+00:00:51,220 --> 00:00:55,680
+السؤال المهم جدا ومطروح بعد عملية تطوير المناهج
+
+7
+00:00:55,680 --> 00:00:59,400
+وتنظيمات المناهج كيف يمكن أن يكون شكل المنهاج
+
+8
+00:00:59,400 --> 00:01:05,230
+للمرحلة الثانوية الهدف من المرحلة الثانويةهو إعداد
+
+9
+00:01:05,230 --> 00:01:08,830
+الطالب لدخول الجامعة وبالتالي يجب أن تكون الدراسة
+
+10
+00:01:08,830 --> 00:01:13,630
+أكاديمية لأنها تعد الطالب لدراسة التخصص والجامعة
+
+11
+00:01:13,630 --> 00:01:18,750
+تعد الطالب لممارسة مهنة في المجتمع طالما أن الطالب
+
+12
+00:01:18,750 --> 00:01:22,090
+عندي بدي مارس مهنة في داخل المجتمع يبقى لابد أن
+
+13
+00:01:22,090 --> 00:01:25,470
+يكون متمكن يعني المهندس اللي بدي يدرس لازم يكون
+
+14
+00:01:25,470 --> 00:01:29,060
+متمكن في علم الهندسةالطبيب اللي بده يدرس لازم يكون
+
+15
+00:01:29,060 --> 00:01:32,440
+متمكن في علم الطب وبالتالي هنا أصبح السؤال كيف
+
+16
+00:01:32,440 --> 00:01:35,840
+يمكن أن نقدم منهج بعد هذا التطوير اللي حصل في
+
+17
+00:01:35,840 --> 00:01:39,520
+المناهج وبعد صورة منهج النشاط اللي خرجت من الصورة
+
+18
+00:01:39,520 --> 00:01:43,240
+التقليدية للمناهج وقدمت لنا صورة مختلفة فبدأوا
+
+19
+00:01:43,240 --> 00:01:47,120
+يفكروا كان هنا التفكير وصل إن هم يعملوا منهج محوى
+
+20
+00:01:47,360 --> 00:01:51,180
+ايش معنى منهج محوري؟ المنهج المحوري بيتنبط تكامل
+
+21
+00:01:51,180 --> 00:01:55,680
+المعرفة بحيث ان هو لما بيقدم فكرة بيقدمها من كافة
+
+22
+00:01:55,680 --> 00:02:00,060
+الجوانب طبعا نتيجة ان هو منهج النشاط عندنا ركز على
+
+23
+00:02:00,060 --> 00:02:04,280
+طبيعة المتعلم ومنهج المواد الدراسية ركزت على
+
+24
+00:02:04,280 --> 00:02:07,560
+المادة الدراسية فقالوا هنا لابد ان احنا نركز على
+
+25
+00:02:07,560 --> 00:02:12,800
+طبيعة المتعلم وعلىطبيعة المجتمع لأنه دائما المجتمع
+
+26
+00:02:12,800 --> 00:02:16,960
+هو الغائب الحاضر في منهج المواد الدراسية وبالتالي
+
+27
+00:02:16,960 --> 00:02:20,020
+هنا اللي لابد أن يكون هذا المنهج ينطلق من مشكلات
+
+28
+00:02:20,020 --> 00:02:23,580
+المجتمع أو المشكلات الحيوانية بحيث أنه يتم دراسة
+
+29
+00:02:23,580 --> 00:02:28,100
+كل مشكلة بصورة كاملة متكاملة عشان نشرح اللي هو
+
+30
+00:02:28,100 --> 00:02:32,060
+منهج المحوري قبل ما نخوض في هذه الأشياء اللي
+
+31
+00:02:32,060 --> 00:02:35,520
+أمامنا بدنا نشوف كيف اللي هو المنهج المحوري
+
+32
+00:02:43,420 --> 00:02:49,400
+بينقسم إلى قسمين القسم الأول اللي هو البرنامج
+
+33
+00:02:49,400 --> 00:02:56,820
+المحوري والقسم التاني اللي هو البرنامج الخاص
+
+34
+00:02:56,820 --> 00:03:07,520
+البرنامج المحوري يرتكز على مشكلات المجتمع
+
+35
+00:03:08,630 --> 00:03:12,510
+وبالتالي بتنعمل دراسة ما هي المشكلات التي يعاني
+
+36
+00:03:12,510 --> 00:03:16,410
+منها المجتمع، ترتب هذه المشكلات من الأهم إلى الأقل
+
+37
+00:03:16,410 --> 00:03:22,160
+أهمية، يتم دراستها بأسلوب حلالمشكلة وبالتالي هنا
+
+38
+00:03:22,160 --> 00:03:25,580
+بيتم تقسيم الطلبة إلى مجموعات كل مجموعة بتاخد
+
+39
+00:03:25,580 --> 00:03:29,360
+مشكلة أو بيتم دراسة هذه المشكلة وبعدين بتاخد
+
+40
+00:03:29,360 --> 00:03:31,520
+المجموعة التانية نفس المشكلة اللي كانوا يدرسواها
+
+41
+00:03:31,520 --> 00:03:35,340
+زملاءهم بدرسوها وبيتعرفوا عليها فهنا على الطالب
+
+42
+00:03:35,340 --> 00:03:39,220
+انه يدرس مجموعة من المشكلات خلال العام الدراسي
+
+43
+00:03:39,220 --> 00:03:44,020
+بياخد طبعا هنا بيتركز هنا بيستخدم اللي هو حل
+
+44
+00:03:44,020 --> 00:03:48,900
+المشكلات بياخد من نصف إلى تلتين
+
+45
+00:03:52,500 --> 00:03:56,760
+اليوم الدراسة طبعا ليس الهدف من إن الطالب يقدم
+
+46
+00:03:56,760 --> 00:03:59,440
+مشروع عن مشكلة من مشكلات المجتمع إن هو بدي يقوم
+
+47
+00:03:59,440 --> 00:04:02,580
+بحل مشكلة المجتمع يعني لو بدنا نعمل مثلا مشكلة عن
+
+48
+00:04:02,580 --> 00:04:06,080
+التلوث مثلا في البيئة في المجتمع الفلسطيني ليس
+
+49
+00:04:06,080 --> 00:04:08,520
+الهدف من إن الطالب يدرس هذا المشكلة إن هو يحل
+
+50
+00:04:08,520 --> 00:04:12,440
+المشكلة بتاعة المجتمع هو مش هيقدر الطالب يحل مشكلة
+
+51
+00:04:13,140 --> 00:04:16,860
+المجتمع لكن هو هيكون على وعي كامل وعلى دراية كافية
+
+52
+00:04:16,860 --> 00:04:20,660
+بهذه المشكلة وبعد ذلك هي ensure الوعي في كيفية
+
+53
+00:04:20,660 --> 00:04:24,520
+التعامل مع هذه المشكلة وبالتالي هذا برنامج مشترك
+
+54
+00:04:24,520 --> 00:04:30,680
+لجميع الطلبة كل
+
+55
+00:04:30,680 --> 00:04:35,880
+الطلبة بيدرسوا نفس المشكلاتوببدأوا من أول نهار لنص
+
+56
+00:04:35,880 --> 00:04:41,020
+اليوم الدراسي هم بيدرسوا هذه المشكلات، بيدرسوها،
+
+57
+00:04:41,020 --> 00:04:44,040
+بيقدموا تقارير، بيناقشوها، بيجمعوا أشياء من
+
+58
+00:04:44,040 --> 00:04:47,520
+الميدان، بيعرضوا أمام زملائهم، بيستخدموا طريقة
+
+59
+00:04:47,520 --> 00:04:50,880
+اللي هي العادية في التدريس، اللي بتعتمد على حل
+
+60
+00:04:50,880 --> 00:04:53,920
+المشكلة، اللي بتعتمد على الشعور بالمشكلة، وجمع
+
+61
+00:04:53,920 --> 00:04:57,280
+المعلومات، وفرض الفرضيات، واختبارها، وبيجوا ..
+
+62
+00:04:57,280 --> 00:05:00,000
+بيقدموا عرض أمام زملائهم، هدول الجماعة بيقدموا
+
+63
+00:05:00,000 --> 00:05:03,360
+عرض، و هدول بيقدموا عرض، بعدين بتبادلواالأدوار
+
+64
+00:05:03,360 --> 00:05:07,440
+فيما بينهم الآن بيضل عند البرنامج الخاص البرنامج
+
+65
+00:05:07,440 --> 00:05:14,060
+الخاص علشان بيرتكز هنا دراسات تخصصية مشكلات الخاصة
+
+66
+00:05:14,060 --> 00:05:24,380
+هو بيرتكز على الهوايات والرياضة ليست
+
+67
+00:05:24,380 --> 00:05:29,010
+مشكلات خاصة ولكنها دراسات تخصصيةالبرنامج الخاص
+
+68
+00:05:29,010 --> 00:05:32,930
+اللي هو هذا بيعتني بإعداد الطالب للمرحلة الثانوية،
+
+69
+00:05:32,930 --> 00:05:36,330
+نظام الثانوية العامة أو نظام المرحلة الثانوية
+
+70
+00:05:36,330 --> 00:05:40,290
+بيختلف عن نظام عنا، كيف؟ الآن لو جينا نشوف إنه هنا
+
+71
+00:05:40,290 --> 00:05:43,310
+بده ييجي الطالب من البداية، إنت إيش ما هي ميولك؟
+
+72
+00:05:43,310 --> 00:05:46,110
+ما هي طموحاتك؟ إيش الأشياء اللي إنت بدك تدرسها؟
+
+73
+00:05:46,110 --> 00:05:49,080
+وممكن يقول الطالب أنا بدي أدرس طبطالب تاني يقول
+
+74
+00:05:49,080 --> 00:05:52,120
+أنا بدأ أدرس هندسة، فيقولوا للطالب اللي بدأ يدرس
+
+75
+00:05:52,120 --> 00:05:54,860
+طب أن أنت الآن لازم تدرس كيميا، لازم تدرس
+
+76
+00:05:54,860 --> 00:05:58,100
+بيولوجيا، لازم تدرس كذا، وبالتالي الآن فيبعطوه
+
+77
+00:05:58,100 --> 00:06:02,300
+المثاقات اللي هو لازم يدرسها، لازم تتمكن في اللغة،
+
+78
+00:06:02,300 --> 00:06:06,040
+لازم تتمكن في اللي هي سياقة الرموز، وبالتالي بياخد
+
+79
+00:06:06,040 --> 00:06:10,700
+المثاقات الأساسية التي تمكنه من اجتياز اختبار
+
+80
+00:06:10,700 --> 00:06:15,900
+القبول لكلية الطبهلاقيت البرنامج الخاص زي ما قلنا
+
+81
+00:06:15,900 --> 00:06:20,460
+ان هو بعطيني نظام لدخول الجامعة مختلف تمام، بيركز
+
+82
+00:06:20,460 --> 00:06:23,960
+على ميول واحتياجات الطلبة، بيركز على طموحاتهم، على
+
+83
+00:06:23,960 --> 00:06:26,360
+قدراتهم العقلية، طبعا بيعملولهم اختبارات في
+
+84
+00:06:26,360 --> 00:06:28,920
+القدرات العقلية، يعني الطالب يقول انا بدي ادخل
+
+85
+00:06:28,920 --> 00:06:31,540
+كلية هندسة، فبيعملولهم اختبارات هل هو قادر على
+
+86
+00:06:31,540 --> 00:06:35,160
+دراسة هذه المساقات او لأ، فإذا هو ماعندهش هذه
+
+87
+00:06:35,160 --> 00:06:38,810
+القدرات بينصحوه، بيواجههمإن انت لأ مابتقدرش تدرس
+
+88
+00:06:38,810 --> 00:06:42,150
+هذه المثقار إلا لو بزلت جهود أكتر أو كذا، الآن هم
+
+89
+00:06:42,150 --> 00:06:45,390
+بيحطوه بالصورة كاملة وعليه هو الاختيار، الآن
+
+90
+00:06:45,390 --> 00:06:49,090
+الطالب بيدرس دراسات تخصصية، دراسات تخصصية جامدة
+
+91
+00:06:49,090 --> 00:06:54,000
+تماما، بدرسها بحيث أنه بتعده لدراسة هذا التخصصبحيث
+
+92
+00:06:54,000 --> 00:06:56,980
+أنه بدرس مثلا في الطب بدرس اللي هو علم الـ Biology
+
+93
+00:06:56,980 --> 00:07:01,520
+بدرس اللي هو علم الكيميا بتمكن شديد جدا في هذا
+
+94
+00:07:01,520 --> 00:07:03,780
+الإطار يعني بيكون في عنده مادتين، تلاتة رئيسيات
+
+95
+00:07:03,780 --> 00:07:08,780
+وفي مواد بتكون مكملة لهذه المثاقات بالإضافة لذلك
+
+96
+00:07:08,780 --> 00:07:12,160
+في عنده اللي هو هوايات كل طالب لازم يكون في عنده
+
+97
+00:07:12,160 --> 00:07:15,100
+حاجة يعبر فيها عن شخصيته وبالتالي لازم يكون في
+
+98
+00:07:15,100 --> 00:07:18,580
+عنده هواية معينة والهواية هذه بدرسها بطريقة نظامية
+
+99
+00:07:18,580 --> 00:07:22,830
+يعني لو قلنا واحد عنده هواية الرسمإن هو بيحب إنه
+
+100
+00:07:22,830 --> 00:07:25,290
+يرسم، فبيقولوله لأ هو مالفعش إنك تقول أنا بحب
+
+101
+00:07:25,290 --> 00:07:29,870
+الرسم، احنا لازم نعلمك أصول فن الرسم، وبالتالي هو
+
+102
+00:07:29,870 --> 00:07:33,430
+بياخد الهواية هذه و بيصير ياخد حساس فيها و بيتعلم
+
+103
+00:07:33,430 --> 00:07:36,650
+و بيعمل اللي هي لوحات، و اللوحات هذه ممكن تباع و
+
+104
+00:07:36,650 --> 00:07:39,930
+ممكن يستفادمن ثمنها وبالتالي هنا باخد الهواية
+
+105
+00:07:39,930 --> 00:07:43,130
+بتاعته، إيش ما كانت الهواية؟ رسم، بدها تكون اللي
+
+106
+00:07:43,130 --> 00:07:47,150
+هي عملية تصوير أو أي شيء أو حتى عملية تمثيل، فهو
+
+107
+00:07:47,150 --> 00:07:50,850
+بياخد هذا و بينضم إلى الفريق في هذا الهواية و ببدأ
+
+108
+00:07:50,850 --> 00:07:53,330
+يمارس هذه الهواية الجزء التالت اللي هي الرياضة
+
+109
+00:07:53,710 --> 00:07:57,050
+لأنهم بيحرصوا جدا على التنمية الجسدية، إنه لازم كل
+
+110
+00:07:57,050 --> 00:08:01,410
+طالب يكون فيه فريق رياضي في داخل المدرسة، كرة قدم،
+
+111
+00:08:01,410 --> 00:08:05,190
+كرة سلة، جمباز، سباحة، أي فريق، إيش المهارة، إيش
+
+112
+00:08:05,190 --> 00:08:07,770
+المهارة اللي أنت بتتقنها في هذا الإطار، إحنا
+
+113
+00:08:07,770 --> 00:08:11,390
+بندربك عليها تدريب عالي، و المدرسة هتفوت مسابقات،
+
+114
+00:08:11,390 --> 00:08:14,250
+مسابقات بين المدارس، مسابقات على مستوى اللي هي
+
+115
+00:08:14,250 --> 00:08:17,050
+المدينة اللي هم فيها أو المدن الأخرى، و لازم
+
+116
+00:08:17,050 --> 00:08:20,090
+الطالب يكون عضو في هذه الفرق الرياضية، يعني
+
+117
+00:08:20,090 --> 00:08:22,940
+بيهتموا بالطالب في كافة الجوانبطبعا هذه اللي هو
+
+118
+00:08:22,940 --> 00:08:31,440
+البرنامج بياخد من تلت من تلت إلى نصف اليوم الدراسة
+
+119
+00:08:31,440 --> 00:08:34,700
+طبعا ممكن يصير فيه نوع من التداخل بحيث ان بعض
+
+120
+00:08:34,700 --> 00:08:37,740
+الطلاب مثلا مثلا في عندنا احنا في البيئة هنا مشكلة
+
+121
+00:08:37,740 --> 00:08:41,440
+التلوث البيئة ممكن في طالب هنا حابب يدرس فيه
+
+122
+00:08:41,440 --> 00:08:45,280
+دراسات البيئة فممكن المشكلة العامة تصبح عنده مشكلة
+
+123
+00:08:45,280 --> 00:08:50,070
+من ضمنالتخصص لأن هنا برضه التخصص يعني بدرسهوش
+
+124
+00:08:50,070 --> 00:08:53,210
+بصورة المادة الدراسية السماء لكن كلها بعبر مشروعات
+
+125
+00:08:53,210 --> 00:08:56,790
+وعبر نشاطات وعبر أنشطة يعني مابدرسوهاش فقط اللي هي
+
+126
+00:08:56,790 --> 00:09:00,550
+بس مادة دراسية ولكن فيها جزء كبير جدا من النشاط
+
+127
+00:09:00,550 --> 00:09:04,450
+بيكون موجود في داخل الدراسات التخصصية هيك الطالب
+
+128
+00:09:04,450 --> 00:09:08,310
+بيعدوا لدراسة اللي هو الاستعداد للمستقبل طبعا هنا
+
+129
+00:09:08,310 --> 00:09:11,510
+لو نظرة بنلاقي أنه البرنامج المحوري والبرنامج
+
+130
+00:09:11,510 --> 00:09:16,130
+الخاص كان الهدف منهم إعداد الطالب للمستقبللكن لما
+
+131
+00:09:16,130 --> 00:09:18,890
+هم نظروا للمنهج المحوري لاحظوا أنه البرنامج
+
+132
+00:09:18,890 --> 00:09:23,850
+المحوري اللي هو الجزء الأول بيركز على الحاضر أكتر
+
+133
+00:09:23,850 --> 00:09:27,050
+من المستقبل لأنه بيدرس المشكلات اللي موجودة حاليا
+
+134
+00:09:27,050 --> 00:09:30,590
+في داخل المجتمع هذه المشكلات ممكن تتغير يعني ممكن
+
+135
+00:09:30,590 --> 00:09:34,010
+بعد فترة هذه المشكلات تتغير وما تصبحش هي مشكلات
+
+136
+00:09:34,010 --> 00:09:36,890
+المجتمع يعني في المستقبل ممكن يصير فيه مشكلات أخرى
+
+137
+00:09:36,890 --> 00:09:41,450
+يبقى وين أصبح فيه مراعاة المستقبل؟في البرنامج
+
+138
+00:09:41,450 --> 00:09:45,190
+الخاص هو اللي بيراعي المستقبل وهنا بالتالي أصبحت
+
+139
+00:09:45,190 --> 00:09:49,010
+اللي هي مراعاة المستقبل جزئية وليست كلية كان
+
+140
+00:09:49,010 --> 00:09:51,990
+المفروض إنه كله البرنامج المحوري المنهج المحوري
+
+141
+00:09:51,990 --> 00:09:57,410
+كله بتوجه لاللي هي المستقبل في هذا الجانب يبقى
+
+142
+00:09:57,410 --> 00:10:01,330
+الآن اعرفنا إيش هي البرنامج المحوري المنهج المحوري
+
+143
+00:10:01,330 --> 00:10:06,150
+هو موضوعين برنامج عام برنامج خاص البرنامج العام
+
+144
+00:10:06,150 --> 00:10:08,850
+اللي هو سموه البرنامج المحوري البرنامج الخاص اللي
+
+145
+00:10:08,850 --> 00:10:12,580
+هو مرتكز على الدراساتالتخصصية هذا التنظيم هو اللي
+
+146
+00:10:12,580 --> 00:10:16,740
+سائد حاليا في أوروبا و في أمريكا، من البداية
+
+147
+00:10:16,740 --> 00:10:19,860
+بيجهزوا الطالب، كل طالب يبقى عارف إيش هو التخصص
+
+148
+00:10:19,860 --> 00:10:22,900
+اللي بده يروحله، بدخل لاختبار القبول في الجامعة،
+
+149
+00:10:22,900 --> 00:10:27,330
+إذا قبل في هذا العامإذا كان الطالب متمكن وقبل في
+
+150
+00:10:27,330 --> 00:10:29,930
+هذا العام مثلا يدخل كلية الطب واجتاز الاختبار،
+
+151
+00:10:29,930 --> 00:10:33,070
+يدخل في كلية الطب، إذا لم يجتاز الاختبار، بنسبة
+
+152
+00:10:33,070 --> 00:10:36,510
+التمكن والإتقان المطلوب، وما حصلش على معدل 80% أو
+
+153
+00:10:36,510 --> 00:10:41,350
+90% في الاختبار، فيقولوله أن ممكن تدخل لكلية أقل
+
+154
+00:10:41,350 --> 00:10:44,410
+في نفس المجال، يعني ممكن يدرس علوم صحية، يدرس
+
+155
+00:10:44,410 --> 00:10:48,390
+أشعاع، يدرس بصريات، يدرس كذا، إذا الطالب بده يدرس
+
+156
+00:10:48,390 --> 00:10:50,930
+في هذه الأشياء، بدرس، بدوش، بده يستنى للسنة
+
+157
+00:10:50,930 --> 00:10:56,540
+القادمةعلشان يدخل امتحان القبول مرة تانية وفي هذه
+
+158
+00:10:56,540 --> 00:10:59,680
+الحالة باعطوله مواد داعمة بيقولوله انت عشان نساعدك
+
+159
+00:10:59,680 --> 00:11:03,580
+ترجع على المدرسة السانوية و تدرس مساقات كذا و كذا
+
+160
+00:11:03,580 --> 00:11:07,660
+و بينزلولهم مساقات علشان يدرسوها مواد داعمة عشان
+
+161
+00:11:07,660 --> 00:11:11,560
+تساعدهم في اجتياز الاختبار بالنسبة لاختبارات
+
+162
+00:11:11,560 --> 00:11:14,120
+القبول في طلاب ممكن يعيدوا سنتين تلاتة لحد ما
+
+163
+00:11:14,120 --> 00:11:16,980
+يدخلوا الكلية اللي هو اللي بديها وفي ممكن يستغنقوا
+
+164
+00:11:16,980 --> 00:11:21,510
+يدخلوا الكليةأقل على حسب ما إنه هي نسبة الاختبار
+
+165
+00:11:21,510 --> 00:11:25,310
+بتوجهه، يعني مثلا اللي بيجيب فوق 90% بدخل طب، اللي
+
+166
+00:11:25,310 --> 00:11:28,930
+بيجيب فوق 80% بدخل علوم صحية بتخصصاتها المختلفة،
+
+167
+00:11:28,930 --> 00:11:31,710
+اللي بيجيب أقل من ذلك ممكن يدخل تمريض، في الإطار
+
+168
+00:11:31,710 --> 00:11:35,430
+الطبي الصحي، فالآن الطالب على حسب اللي هو ميوله
+
+169
+00:11:35,430 --> 00:11:39,010
+واهتماماته وإن هو عايز يروح، فهو بيذهب في هذا
+
+170
+00:11:39,010 --> 00:11:44,230
+الإطاريبقى الآن فهمنا إيش هو المنهج المحوري اللي
+
+171
+00:11:44,230 --> 00:11:47,410
+هو ركز على مشكلات المجتمع عامة ومشكلات المتعلم
+
+172
+00:11:47,410 --> 00:11:49,710
+وبالتالي إيه هو البرنامج المحور اللي بيهتم
+
+173
+00:11:49,710 --> 00:11:53,410
+بالمشكلات العامة وباللي هي نهتم بدراستها برتب
+
+174
+00:11:53,410 --> 00:11:56,550
+المشكلات العامة تبقى الأولويات حالها بيقوموا
+
+175
+00:11:56,550 --> 00:11:59,650
+المتعلمين بحلها من خلال حل المشكلات الجانب التالي
+
+176
+00:11:59,650 --> 00:12:03,210
+بيهتم بالمشكلات الخاصة أو الفردية وهذه طبعا تعتمد
+
+177
+00:12:03,210 --> 00:12:07,830
+على إرشاد المتعلم توجيهه وتوصيله إلى الحل هذا طبعا
+
+178
+00:12:07,830 --> 00:12:11,250
+بيرتكز علىمشكلات، هذه ايه المشكلات اللي هي بتربط
+
+179
+00:12:11,250 --> 00:12:15,170
+حياة المتعلم بالواقع الحقيقي، بنلاحظ هنا أنه بيرجع
+
+180
+00:12:15,170 --> 00:12:19,170
+دور المعلم ودور المشرف والموجه بالنسبة للطالب لأن
+
+181
+00:12:19,170 --> 00:12:21,590
+الطالب بيحتاج إلى إشراف، بيحتاج إلى توجيه، من
+
+182
+00:12:21,590 --> 00:12:25,170
+يوضحله طريقه، أنت كيف ممكن تختار تخصصك، كيف أنت
+
+183
+00:12:25,170 --> 00:12:29,020
+ممكن تسير في هذا الطريقمن أهم وصفاته اعتماده على
+
+184
+00:12:29,020 --> 00:12:31,620
+المشكلات الحقيقية والمشتركة بين المتعلمين في
+
+185
+00:12:31,620 --> 00:12:35,060
+برنامج العام اللي هي الأشياء اللي موجودة في داخل
+
+186
+00:12:35,060 --> 00:12:38,560
+المجتمع بتتكامل فيه المعرفة على أساس مبدأ العناصر
+
+187
+00:12:38,560 --> 00:12:42,400
+أو المحاور المشتركة طبعا أي محور أو أي دراسة بيتم
+
+188
+00:12:42,400 --> 00:12:46,500
+دراستها بيتم دراستها من كافة الجوارج يعني نتكلم
+
+189
+00:12:46,500 --> 00:12:49,480
+مثلا عن أي مشكلة موجودة قبل سنتين كان عندنا مشكلة
+
+190
+00:12:49,480 --> 00:12:52,840
+المرض هاد H1N1 فاكرينه؟ طبعا في الونزا الخنازير
+
+191
+00:12:54,070 --> 00:12:57,530
+فهذا المرض بيتم دراسته من كافة الجوانب، نشأته، طرق
+
+192
+00:12:57,530 --> 00:13:01,450
+علاجه، طرق الوقاية، وكل ما يرتبط بهذا العلاج، بهذه
+
+193
+00:13:01,450 --> 00:13:05,470
+المشكلة بيتم دراستها وكيف تأثير الـP أو تأثير
+
+194
+00:13:05,470 --> 00:13:09,330
+التفكير، حتى وجود الخرافة في عملية العلاج بيتم
+
+195
+00:13:09,330 --> 00:13:12,870
+دراستها، وبالتالي بيتم دراست هذا الموضوع من كافة
+
+196
+00:13:12,870 --> 00:13:16,210
+الجوانبهذا البرنامج المحوري بيحتاج إلى وقت طويل
+
+197
+00:13:16,210 --> 00:13:19,410
+البرنامج العام بيحتاج إلى تعاون من الجميع سواء في
+
+198
+00:13:19,410 --> 00:13:23,770
+مرحلة التخطيط أو التنفيذ لأنه في عندنا اللي بيحدد
+
+199
+00:13:23,770 --> 00:13:27,110
+المشكلات ليس الطلاب ولكن في هناك المشرفين
+
+200
+00:13:27,110 --> 00:13:30,010
+والمدرسين اللي هم بيحددوا إيش هي المشكلات العامة
+
+201
+00:13:30,010 --> 00:13:34,250
+وبيركبوها من الأهم للأقل أهمية بيحتاج الجانب الخاص
+
+202
+00:13:34,250 --> 00:13:37,330
+إلى تعاون المعلم والمشرف التربوي لأنهم بحق ساعدوا
+
+203
+00:13:37,330 --> 00:13:41,360
+الطالب كيف يختار تخصصه وكيف إنه من الآنمن بداية
+
+204
+00:13:41,360 --> 00:13:44,100
+دخوله للمرحلة الثانوية يبقى عارف حالة وين رايح في
+
+205
+00:13:44,100 --> 00:13:48,240
+الجامعة، احنا بخلص الطالب و بحصل على معدل عالي بس
+
+206
+00:13:48,240 --> 00:13:52,120
+مش عارف حالة وين بده يروح في إطار الجامعة، وهذه
+
+207
+00:13:52,120 --> 00:13:56,770
+طبعا تعتبر مشكلةطبعاً بيراعي الفروق الفردية بين
+
+208
+00:13:56,770 --> 00:14:00,090
+المتعلمين بيهتم البرنامج اللي عام مشكلات المجتمع،
+
+209
+00:14:00,090 --> 00:14:03,350
+البرنامج الخاصة ما إحنا شايفينه، برامج تخصصية
+
+210
+00:14:03,350 --> 00:14:06,750
+تساعد أختيار مهنة المستقبل، برامج تتعلق في
+
+211
+00:14:06,750 --> 00:14:09,870
+الهوايات، بيختارها الطالب حسب ميولو اتجاهته،
+
+212
+00:14:09,870 --> 00:14:14,310
+وبرامج تتعلق بالمشاركة بالفرق الرياضية، من أهم
+
+213
+00:14:14,310 --> 00:14:18,860
+عيوبهإنه بيحتاج إلى درجة عالية من التنسيق والتخطيط
+
+214
+00:14:18,860 --> 00:14:22,180
+من المعلمين والتلامي يعني لازم المعلمين يكون في
+
+215
+00:14:22,180 --> 00:14:25,720
+عندهم درجة عالية من التنسيق في اللي هي تحديد إيش
+
+216
+00:14:25,720 --> 00:14:29,480
+هي مشكلات المجتمع وإيش هي أهم هذه المشكلات وكيف هم
+
+217
+00:14:29,480 --> 00:14:32,440
+يدرسوها الطلاب وكيف بتدقسم الطلاب على المشكلات
+
+218
+00:14:32,440 --> 00:14:35,480
+وكيف اللي هي عملية دراسة المشكلات والاختبارات وكل
+
+219
+00:14:35,480 --> 00:14:39,730
+هذه الأشياء كيف هتم في هذا الجانبعدم تحديد وقت
+
+220
+00:14:39,730 --> 00:14:43,110
+معين لحل المشكلة، لأنه بيقوللي إنه البرنامج العام
+
+221
+00:14:43,110 --> 00:14:46,790
+بياخد من نصف إلى تلتين اليوم الدراسة، يعني الوقت
+
+222
+00:14:46,790 --> 00:14:50,590
+مش محدد، يعني ممكن إنهم يستمروا في دراسة اللي هو
+
+223
+00:14:50,590 --> 00:14:53,990
+في المشكلات العامة، وهذا يضر البرنامج الخاص
+
+224
+00:14:54,570 --> 00:14:58,110
+البرنامج المحوري طبعا بيركز على الجانب العام وبيلح
+
+225
+00:14:58,110 --> 00:15:01,850
+عليه وهذا طبعا باهتم بحاجات المتعليمين واهتماماتهم
+
+226
+00:15:01,850 --> 00:15:05,570
+بصورة جزئية ولا يعطيها الاهتمام الأكبر لأنه احنا
+
+227
+00:15:05,570 --> 00:15:09,070
+بنركز على دخول الطالب للجامعة واللي طبعا هنا كان
+
+228
+00:15:09,070 --> 00:15:13,310
+لازم ان هو يعد الطلاب لحياة المستقبل وهذا شئ جزئي
+
+229
+00:15:13,310 --> 00:15:17,390
+فقط لأنهم اعتبروا انه احنا مقدرش نتنبأش المشكلات
+
+230
+00:15:17,390 --> 00:15:20,900
+اللي ممكن تكون في المجتمع في المستقبليعني إيش اللي
+
+231
+00:15:20,900 --> 00:15:23,400
+هيكون عندنا في المجتمع من المشكلات هذا الشيء إحنا
+
+232
+00:15:23,400 --> 00:15:27,620
+مابنقدرش نتنبأ فيه وبالتالي جاء الإهتمام فيه جزء
+
+233
+00:15:27,620 --> 00:15:31,320
+طبعا إحنا لو شوفنا هنا أهم اللي هي دور المعلم
+
+234
+00:15:31,320 --> 00:15:37,760
+والمتعلم في المنهج المحوري كيف كان دور المعلم ودور
+
+235
+00:15:37,760 --> 00:15:46,500
+المتعلم؟ تفضلي ايوة تعاوني وتشاركي المعلم مرافق
+
+236
+00:15:46,500 --> 00:15:52,400
+للطالبع مستوى التخطيط والتنفيذ بقى في تعاون في
+
+237
+00:15:52,400 --> 00:15:55,940
+تشارك في دور فاعل للمعلم في دور فاعل للمتعلم
+
+238
+00:15:55,940 --> 00:16:00,480
+المتعلم نشط وأيضا المعلم دوره واضح الموجه أيضا
+
+239
+00:16:00,480 --> 00:16:04,000
+موجود في هذا الإطار بيساعد الطلبة في عملية التوجيه
+
+240
+00:16:04,000 --> 00:16:08,740
+والإرشاد طريقة التدريس هنا كانت طريقة حل المشكلات
+
+241
+00:16:08,740 --> 00:16:12,900
+التنظيم في المنهج المحوريكان تنظيم منطقي
+
+242
+00:16:12,900 --> 00:16:17,640
+Psychology التنظيم المنطقي بيأتي من خلال الدراسات
+
+243
+00:16:17,640 --> 00:16:21,640
+التخصصية إنه بيدرس مادة تخصصية أكاديمية وبالتالي
+
+244
+00:16:21,640 --> 00:16:24,820
+التنظيم فيها لازم يكون تنظيم منطقي تنظيم الـ
+
+245
+00:16:24,820 --> 00:16:27,580
+Psychology اللي هو بيرتكز على حاجات المجتمع وحاجات
+
+246
+00:16:27,580 --> 00:16:30,480
+اللي هو الطلاب والمشكلات اللي بيعانوا منها
+
+247
+00:16:30,480 --> 00:16:34,980
+فالتنظيم جاء هنا تنظيم منطقي Psychology في هذا
+
+248
+00:16:34,980 --> 00:16:38,140
+الإطار لو نظرنا لمنهج المحوري بنقول هالاهتم
+
+249
+00:16:38,140 --> 00:16:43,000
+بالماضي أو الحاضر أو المستقبلكان اهتمامه بالحاضر
+
+250
+00:16:43,000 --> 00:16:47,560
+اهتمامه بالمستقبل اين ذهب في البرنامج الخاص ظهر
+
+251
+00:16:47,560 --> 00:16:52,850
+عندي اللي هو الاهتمام في المستقبل عملية التقويمفي
+
+252
+00:16:52,850 --> 00:16:57,530
+المنهج المحوري عملية مستمرة لأن الطلبة بيقوموا بحل
+
+253
+00:16:57,530 --> 00:17:01,650
+المشكلات المشكلات هذه داخل المشكلات المجتمعة فهم
+
+254
+00:17:01,650 --> 00:17:04,150
+بيسألوا المدرس بيواجهوا المدرس إيش اللي إحنا ممكن
+
+255
+00:17:04,150 --> 00:17:08,230
+نعمله بيعرضوا شغلهم أمام بعضهم البعض بيناقشوا ممكن
+
+256
+00:17:08,230 --> 00:17:11,490
+تكون طريقة العد مختلفة كل مجموعة بتعرض مشكلتها و
+
+257
+00:17:11,490 --> 00:17:14,970
+الطلبة بيناقشوها المعلم بيناقشهم بيعدلوا من مسارهم
+
+258
+00:17:14,970 --> 00:17:17,770
+و بيرجعوا مرتان يكملوا و بيعدلوا من مسارهم
+
+259
+00:17:17,770 --> 00:17:23,620
+وبالتالي الآن عملية اللي هيالتقويم عملية مستمرة
+
+260
+00:17:23,620 --> 00:17:28,080
+أيضًا الخبرات فيهامستمرة كيف الخبرات مستمرة بتكون
+
+261
+00:17:28,080 --> 00:17:32,080
+من خلال البرنامج التخصصي من خلال الدراسات التخصصية
+
+262
+00:17:32,080 --> 00:17:35,760
+بتكون الخبرات مستمرة لأن الطالب بياخد معلومات وهذه
+
+263
+00:17:35,760 --> 00:17:38,580
+المعلومات يعني هو بيبدأ مثلا في دراسة مساقات
+
+264
+00:17:38,580 --> 00:17:42,140
+الكيميا من الصف العاشر فهو الآن اللي هيخد الكيميا
+
+265
+00:17:42,140 --> 00:17:44,820
+في الثاني عشر هتكون ترتكز على اللي أخده في الصف
+
+266
+00:17:44,820 --> 00:17:49,320
+العاشر وبالتالي هتكون العملية كلها مرتبة بصورة
+
+267
+00:17:49,320 --> 00:17:52,380
+مستمرة يبقى هنا في استمرارية في الخبرات وفي
+
+268
+00:17:52,380 --> 00:17:56,550
+استمرارية في عمليةالتقويم وفيه تنوع أيضًا في
+
+269
+00:17:56,550 --> 00:18:00,370
+الخبرات لأن المشكلات بتدرس كل مشكلة بتدرس في مجال
+
+270
+00:18:00,370 --> 00:18:06,130
+معين يبقى هذا المنهج هو يعتبر من أفضل المناهج اللي
+
+271
+00:18:06,130 --> 00:18:10,110
+استيغطت لمرحلة ثانوية وطبقت لأنها لقمت طبيعة
+
+272
+00:18:10,110 --> 00:18:13,730
+المجتمع و لقمت طبيعة الطلاب طبعًا مع العيوب اللي
+
+273
+00:18:13,730 --> 00:18:18,330
+كانت موجودة في هذا المنهج أن هو مابحتاج للتنسيق
+
+274
+00:18:18,330 --> 00:18:21,810
+بصورة عالية جدًا و هذا طبعًا لحد الآن إحنا لو بدنا
+
+275
+00:18:21,810 --> 00:18:25,800
+نقول هل ممكن تطبيق هذا المنهجالمحوري في الدول
+
+276
+00:18:25,800 --> 00:18:30,320
+العربية أو في فلسطين هل يمكن تفبيقه؟ من بتقول أه
+
+277
+00:18:30,320 --> 00:18:35,460
+ومن بتقول لأ لأن البيئة اللي بحتاجها لازم تكون
+
+278
+00:18:35,460 --> 00:18:41,080
+مخصصة وعادة و لازم يكون المعامل أو البناء التنظيمي
+
+279
+00:18:41,080 --> 00:18:44,860
+للمدارس يكون مختلف البناء التنظيمي لازم يكون مختلف
+
+280
+00:18:44,860 --> 00:18:48,660
+احنا الآن هنشوف كيف اللي هي عملية بناء المدارس
+
+281
+00:18:48,660 --> 00:18:52,620
+لازم تكون مختلفة ممكن في الدول العربية لكن أنا لا
+
+282
+00:18:52,620 --> 00:18:58,100
+..الأدوات والـ .. كل الـ هو لحد الآن هي بتحتاج إلى
+
+283
+00:18:58,100 --> 00:19:01,280
+تغيير الفكرة، لحد الآن في الدول العربية كلها
+
+284
+00:19:01,280 --> 00:19:06,530
+المرحلة الثانوية أو اللي هي التوزيهي هي أهم شيءو
+
+285
+00:19:06,530 --> 00:19:09,090
+هذه بتعمل مشكلة لإن إحنا عاملين إنها زي عنق
+
+286
+00:19:09,090 --> 00:19:12,770
+الزجاجة، مابنعدش الطالب من البداية و بنخل الطالب
+
+287
+00:19:12,770 --> 00:19:15,510
+في بحر متلاطم الأمواج حتى يخلص مرحلة الثانوية
+
+288
+00:19:15,510 --> 00:19:18,030
+العامة و بعدين هو مش عارف حاله و أنه بده يروح، هذه
+
+289
+00:19:18,030 --> 00:19:20,870
+بدها أول حاجة تمهيد في الأفكار، بعدين بدها
+
+290
+00:19:20,870 --> 00:19:23,810
+إمكانات، إمكانات هائلة جدا، يعني الآن مثلا إحنا
+
+291
+00:19:23,810 --> 00:19:27,210
+لما أنا بندرس في مشكلاتبتكون مشكلات زي مشكلات
+
+292
+00:19:27,210 --> 00:19:31,030
+البيئة وطالب تاني قاعد بدرس مشكلات مثلا الانتشار
+
+293
+00:19:31,030 --> 00:19:35,210
+للديدان التفايلية واحد قاعد فيدرس مشكلة مثلا زي ما
+
+294
+00:19:35,210 --> 00:19:37,670
+اتكلمنا المرة الماضية اللي هي محصول الفرتقان او
+
+295
+00:19:37,670 --> 00:19:40,830
+الفراولة او كذا الآن ممكن يكون في عندهم أشياء
+
+296
+00:19:40,830 --> 00:19:43,470
+تساعدهم في هذا الإيطار يعني ممكن هنا ال .. بينا
+
+297
+00:19:43,470 --> 00:19:46,710
+نخل الطلاب يشتغلوا مجموعات انتوا الآن قاعدين في
+
+298
+00:19:46,710 --> 00:19:49,850
+قاعة بيخليكم تشتغلوا مجموعات و تتوزعوا ممكن هذه
+
+299
+00:19:49,850 --> 00:19:53,410
+الحيطة بزر ترتفع و هذه الحيطة بزر ترتفع وتصبحوا
+
+300
+00:19:53,410 --> 00:19:57,990
+موجودين في ساحةواسعة و ان انتوا تبدأوا تشتغلوا
+
+301
+00:19:57,990 --> 00:20:01,590
+بصورة تعاونية كل مجموعة تاخد مكان لحالها ركن
+
+302
+00:20:01,590 --> 00:20:05,270
+وتشتغلوا لو احنا محتاجين في هذه المحاضرة مختبر
+
+303
+00:20:05,270 --> 00:20:09,070
+حسوب ممكن ان الحيطة هتكون مشتركة مع الحيطة مع
+
+304
+00:20:09,070 --> 00:20:13,630
+المكان اللي ورانا هنا ان عليها مختبر حسوب ممكن تلف
+
+305
+00:20:13,630 --> 00:20:17,800
+الحيطة و يجيلك مختبرالحسوب وبالتالي هنا الإمكانات
+
+306
+00:20:17,800 --> 00:20:21,900
+هائلة بعدين بتكون اللي هي الملاعب الرياضية اللي هي
+
+307
+00:20:21,900 --> 00:20:25,520
+موجودة يعني كل الملاعب موجودة في داخل المدرسة يعني
+
+308
+00:20:25,520 --> 00:20:28,580
+في طلاب بدهم يلعبوا جنباز في بدهم يلعبوا سباحة في
+
+309
+00:20:28,580 --> 00:20:30,920
+بدهم يلعبوا كذا يبقى هذا كله لازم يكون موجود في
+
+310
+00:20:30,920 --> 00:20:34,560
+البيئة المدرسية مانفعش أنا أحط لهم بس اللي هي كرة
+
+311
+00:20:34,560 --> 00:20:38,180
+السلة و كرة الطائرة و كرة القدم و أقول إن هذه هي
+
+312
+00:20:38,180 --> 00:20:42,660
+بس الألعاب الموجودة كل طالب على حسبميولو
+
+313
+00:20:42,660 --> 00:20:46,400
+اهتماماته، قدراته الجسدية، ايش اللعبة المناسبة له،
+
+314
+00:20:46,400 --> 00:20:49,260
+فهو بيختارها في هذا الجانب، بحتاج إلى قدرات، طبعا
+
+315
+00:20:49,260 --> 00:20:53,420
+هي الدول العربية ليست فقيرة، ولكن هي بتحتاج إلى
+
+316
+00:20:53,420 --> 00:20:57,300
+ترتيب و تنظيم و تخطيط شامل لتغيير كل الأفكار اللي
+
+317
+00:20:57,300 --> 00:21:03,020
+بتنبني عليها هذه المرحلة نشوف الآن منهاج الوحدات
+
+318
+00:21:03,020 --> 00:21:08,120
+الدراسيةالان اتكلمنا احنا قبل ذلك على منهج النشاط
+
+319
+00:21:08,120 --> 00:21:11,620
+وقلنا منهج النشاط اللى هو طبق فى المرحلة المتوسطة
+
+320
+00:21:11,620 --> 00:21:14,240
+اللى ليست فى المرحلة الأساسية الدنيا ولا المرحلة
+
+321
+00:21:14,240 --> 00:21:18,740
+العليا ولكن كان فى المرحلة المتوسطة طبعا المنهج
+
+322
+00:21:18,740 --> 00:21:21,780
+كان كله عبارة عن نشاطات مشاريع يقوموا فيها الطلبة
+
+323
+00:21:21,780 --> 00:21:24,580
+ويدرسوها وهذه المشاريع مش مترابطة مع بعضها البعض
+
+324
+00:21:24,580 --> 00:21:28,700
+هنا صار فى مشكلة واضحة انه ايش المنهج اللى بيناسب
+
+325
+00:21:28,700 --> 00:21:32,850
+الطلبة من بداية دخولهم المدرسة؟وكيف احنا بدنا نوفق
+
+326
+00:21:32,850 --> 00:21:36,610
+بين الأفكار الحديثة وبين الأفكار اللي هي التقليدية
+
+327
+00:21:36,610 --> 00:21:40,490
+القديمة، فقالوا احنا لازم نعمل وحدة دراسية، لو
+
+328
+00:21:40,490 --> 00:21:42,890
+أجينا نشوف الوحدة الدراسية، أي وحدة دراسية أنت
+
+329
+00:21:42,890 --> 00:21:49,190
+تشوفيها في كتاب مدرسي، من ما تتكون؟ من فصوص، من
+
+330
+00:21:49,190 --> 00:21:53,630
+فصوص تتكون ومن فصوص تتكون من دروسبالظبط يعني ممكن
+
+331
+00:21:53,630 --> 00:21:56,850
+تكون الوحدة فيها فصلين و الفصل فيه مثلا تلت أو
+
+332
+00:21:56,850 --> 00:22:02,530
+أربع دروس، الدروس هذه مقسمة إلى طبعا أفكار أساسية
+
+333
+00:22:02,530 --> 00:22:06,390
+و بتبدأ اللي هي بتعطيني اللي هي أشياء، أول حاجة كل
+
+334
+00:22:06,390 --> 00:22:09,690
+وحدة لها أهداف عامةوالأهداف العامة بتنقسم إلى
+
+335
+00:22:09,690 --> 00:22:14,370
+أهداف خاصة، كل وحدة إلها مقدمة، كل وحدة بتركز لإيش
+
+336
+00:22:14,370 --> 00:22:18,410
+هي الأنشطة المطلوبة لدراسة هذه الوحدة، وأيضا كل
+
+337
+00:22:18,410 --> 00:22:21,670
+وحدة فيها أسئلة تكوينية، وكل وحدة فيها وراها أسئلة
+
+338
+00:22:21,670 --> 00:22:25,670
+ختمية بالنسبالها، وبالتالي هنا بيكون هذه الوحدة
+
+339
+00:22:25,670 --> 00:22:28,990
+مساغة بالصورة معينة، لو بدي أضيف .. أصيغ وحدة أنا
+
+340
+00:22:28,990 --> 00:22:33,030
+للصف الأول الإبتدائي مثلا، هل هصيغها بنفس الأسلوب
+
+341
+00:22:33,030 --> 00:22:36,750
+والمستوى اللي هصيغه للصف الرابع؟أو الصف السابع
+
+342
+00:22:36,750 --> 00:22:40,270
+يبقى الآن اللغة والأشكال والرسومات والأشياء تكون
+
+343
+00:22:40,270 --> 00:22:44,510
+كلها ملائمة لطبيعة هذه الوحدة أو لطبيعة الطلاب في
+
+344
+00:22:44,510 --> 00:22:46,890
+هذا المحل معناه ذلك هل ممكن الطلاب هم اللي يجمعوا
+
+345
+00:22:46,890 --> 00:22:51,430
+المادة ولا لازم خبراء و متخصصين المفروض أن خبراء و
+
+346
+00:22:51,430 --> 00:22:55,780
+متخصصين بيقوموا بوضع اللي هي الوحدات الدراسيةزي ما
+
+347
+00:22:55,780 --> 00:22:59,220
+احنا شايفين ان التنظيمات اللي هي التنظيمات
+
+348
+00:22:59,220 --> 00:23:02,140
+المنهجية القائمة على الوحدات الدراسية تعتمد على
+
+349
+00:23:02,140 --> 00:23:05,180
+سلسلة من الأنشطة التعليمية المتنوعة المتضمنة خلال
+
+350
+00:23:05,180 --> 00:23:08,240
+الوحدات الدراسية وبالتالي هذا التنظيم بيقسم
+
+351
+00:23:08,240 --> 00:23:12,000
+الموضوعات الدراسية إلى وحدات لها علاقة وارتباط خاص
+
+352
+00:23:12,000 --> 00:23:15,420
+لكل وحدة دراسية مقدمة وأهداف ومضمون وأنشطة وأسلوب
+
+353
+00:23:15,420 --> 00:23:18,780
+تقويم الكمارين وأمثلة محددة كل هذه الأشياء لازم
+
+354
+00:23:18,780 --> 00:23:22,930
+تكون ضمنالوحدة الدراسية لأن الحواجز بين هذه
+
+355
+00:23:22,930 --> 00:23:26,270
+الوحدات غير موجودة ما يؤكد على أهمية ووحدة وتكامل
+
+356
+00:23:26,270 --> 00:23:29,490
+المعرفة في التنظيم الوحدات الدراسية بتكون على أساس
+
+357
+00:23:29,490 --> 00:23:33,350
+نشاط المتعلم وإيجابيته وليس على أساس نشاط المعلم
+
+358
+00:23:33,350 --> 00:23:37,250
+وتفاعله إذ أن دور المعلم هنا مرشد وموجه ومعدل
+
+359
+00:23:37,250 --> 00:23:41,110
+ومصحح ومنمزج للوحدات الدراسية يبقى لازم الطالب
+
+360
+00:23:41,110 --> 00:23:45,780
+يكون هو الفاعل هو اللي نشط لكن الوحدة جايةجاهزة،
+
+361
+00:23:45,780 --> 00:23:50,120
+لكن فيها نشاطات لازم يقوم فيها الطالب المعلم بوجه
+
+362
+00:23:50,120 --> 00:23:54,120
+الطلاب بيرشدهم بيتابع عملية التقويم، بيتابع عملية
+
+363
+00:23:54,120 --> 00:23:56,540
+الشرح بالنسبة للطلاب
+
+364
+00:23:58,900 --> 00:24:01,720
+طبعا بيتفق هذا المنهج مع المنهج المحوري من حيث
+
+365
+00:24:01,720 --> 00:24:04,940
+تركيزه على المشكلات الحياتية للمتعلمين، بيحاول أن
+
+366
+00:24:04,940 --> 00:24:07,320
+يحل هذه المشكلات من خلال تفاعل المتعلمين في
+
+367
+00:24:07,320 --> 00:24:11,320
+مجموعات، يعني إيش هي المشكلات الحياتية للمتعلمين؟
+
+368
+00:24:11,320 --> 00:24:14,380
+أنا طلاب جايين ليه لساتهم أطفال، أهم مشكلتهم
+
+369
+00:24:14,380 --> 00:24:16,700
+الحياتية بدهم يتعلموا القراءة، بدهم يتعلموا
+
+370
+00:24:16,700 --> 00:24:19,640
+الكتابة، بدهم يتعلموا الحساب، بدهم يعرفوا أشياء عن
+
+371
+00:24:19,640 --> 00:24:23,250
+تاريخ بلدهم، بدهم يعرفوا أشياء ثقافيةهذه هي
+
+372
+00:24:23,250 --> 00:24:26,070
+مشكلتهم الحياتية لازم يكون في عندهم درجة من التنور
+
+373
+00:24:26,070 --> 00:24:29,530
+الحياتي والتنور العلمي فانا بساعدهم على انهم يحلوا
+
+374
+00:24:29,530 --> 00:24:33,130
+هذه المشكلات بحدد ايش المجالات الأساسية اللي هم
+
+375
+00:24:33,130 --> 00:24:36,190
+لازم يدرسوا فيها هناك أنواع متعددة من الوحدات
+
+376
+00:24:36,190 --> 00:24:39,270
+الدراسية يمكن تصنيفها إلى نوعين وحدات قائمة على
+
+377
+00:24:39,270 --> 00:24:42,350
+المادة الدراسية وترتكز على موضوعات وعلى مدى
+
+378
+00:24:42,350 --> 00:24:45,490
+ارتباطها مع بعضها البعض والوحدات القائمة على
+
+379
+00:24:45,490 --> 00:24:48,350
+الخبرة وحدات بتجعل من الخبرات المكتسبة محورا
+
+380
+00:24:48,350 --> 00:24:52,010
+لعملية التعلمأشرح لكم الفكرة الأساسية هنا كيف برضه
+
+381
+00:24:52,010 --> 00:24:55,090
+ما هي بتقومش زي ما احنا في عندنا كتاب و فيه خمس أو
+
+382
+00:24:55,090 --> 00:25:00,930
+ست وحدات دراسية المنهج في هذه المراحل بيأتي المدرس
+
+383
+00:25:00,930 --> 00:25:05,110
+في بداية العام الدراسي الآن هو ماعندهوش منهج واضح
+
+384
+00:25:05,110 --> 00:25:10,150
+محدد هو عنده مثلا عشان يدرس مادة العلم فعنده عشر
+
+385
+00:25:10,150 --> 00:25:14,490
+وحدات من العشر وحدات دول بتختار أربعوحدان بحيث
+
+386
+00:25:14,490 --> 00:25:17,230
+انها تكون واحدة جاية في مجال الفيزيا واحدة جاية في
+
+387
+00:25:17,230 --> 00:25:19,390
+مجال الكيميا واحدة جاية في مجال ال biology واحدة
+
+388
+00:25:19,390 --> 00:25:22,590
+جاية في مجال التخزين وبالتالي هو الان ببدأ يناقش
+
+389
+00:25:22,590 --> 00:25:25,890
+مع الطلاب الموضوعات والاشياء ايش بتحبوا تدرسوا ايش
+
+390
+00:25:25,890 --> 00:25:29,690
+بتحبوا هذا كذا بحيث ان اي واحدة بخدها الطلاب تكون
+
+391
+00:25:29,690 --> 00:25:33,170
+شاملة كافة المعرفة اللي لازم يدرسوها في هذه
+
+392
+00:25:33,170 --> 00:25:37,390
+المرحلةوبالتالي الطلبة بيختاروا مع المدرس إيش هي
+
+393
+00:25:37,390 --> 00:25:40,750
+الوحدات اللي هم هيدرسوها الوحدات تمت صياغتها لكن
+
+394
+00:25:40,750 --> 00:25:44,610
+من اللي بده ينجزها ويكملها طبعا المعلم مع الطلاب
+
+395
+00:25:44,610 --> 00:25:47,130
+هم اللي هيجمعوا المادة العلمية وبالتالي بتيح
+
+396
+00:25:47,130 --> 00:25:50,650
+المجال للطلاب للاختيار في وحدات بتركز على مادة
+
+397
+00:25:50,650 --> 00:25:54,710
+دراسية بحيث إنها مادة دراسية زي الحساب مثلا الحساب
+
+398
+00:25:54,710 --> 00:25:57,070
+إيش بتعطيه للطلاب؟ إيش المشروع اللي بتعطيه للطلاب
+
+399
+00:25:57,070 --> 00:26:00,860
+في الحساب؟هي مادة دراسية لازم ياخدوها لازم يتعلموا
+
+400
+00:26:00,860 --> 00:26:04,480
+الجمع والطريح والضرب والقسمة والنسبة المقاوية وكل
+
+401
+00:26:04,480 --> 00:26:06,880
+الأشياء دي وبالتالي في وحدات قائمة على المادة
+
+402
+00:26:06,880 --> 00:26:09,640
+الدراسية بتركز على الموضوعات ارتباطها ب بعضها
+
+403
+00:26:09,640 --> 00:26:12,960
+تسلسلها المنطقي في وحدات قائمة على الخبرة ووحدات
+
+404
+00:26:12,960 --> 00:26:16,720
+تجعل من المختبرات المكتسبة محور لعملية التعلم هذا
+
+405
+00:26:16,720 --> 00:26:19,160
+النوع بيعتمد على الخبرات المتعلم زي مادة العلم
+
+406
+00:26:19,160 --> 00:26:22,540
+الطلاب بيعتمدوا فيها على التجريببيعتمدوا فيها على
+
+407
+00:26:22,540 --> 00:26:25,420
+جمع العينات، بيعتمدوا فيها على كذا، وبالتالي في
+
+408
+00:26:25,420 --> 00:26:28,640
+وحدات بتركز مادة دراسية بحتة، في وحدات بتركز على
+
+409
+00:26:28,640 --> 00:26:29,700
+الخبرة
+
+410
+00:26:33,300 --> 00:26:36,000
+بيتم صناعة و بناء تلك الوحدات من قبل الخبراء
+
+411
+00:26:36,000 --> 00:26:39,020
+والمتخصصين بينما يقوم المعلم باختيار الوحدات
+
+412
+00:26:39,020 --> 00:26:41,800
+الملائمة اللي بتتفق مع خصائص ومتطلبات التلاميذ، من
+
+413
+00:26:41,800 --> 00:26:44,520
+هنا بيبدأ دور المتعلم في تحديد الأنشطة والمواد
+
+414
+00:26:44,520 --> 00:26:48,600
+التعليمية في داخل المدرسة ومعرفة حاجاتهم واختيارهم
+
+415
+00:26:48,600 --> 00:26:52,280
+وقدراتهم في اختيار الوحدات اللي بتناسبهم تتفق مع
+
+416
+00:26:52,280 --> 00:26:56,900
+رغباتهم، يبقى الوحدات بيصنعها الخبراءبتقدم للطلاب
+
+417
+00:26:56,900 --> 00:27:00,980
+بيتم اختيار الوحدات التي تتناسب مع حاجات وميول
+
+418
+00:27:00,980 --> 00:27:04,360
+واهتمامات الطلب نعمل دراسة لاهتمامات الطلب عند
+
+419
+00:27:04,360 --> 00:27:07,520
+طلاب مثلا في الصف التاني الإعدادي الآن بدأوا
+
+420
+00:27:07,520 --> 00:27:10,340
+يدخلوا في طفرة النمو والبلوغ وكذا، يبقى هدولة
+
+421
+00:27:10,340 --> 00:27:14,700
+بيحتاجوا أنهم يدرسواوحدات عن اللي هو التطور
+
+422
+00:27:14,700 --> 00:27:17,900
+الجسماني بالنسبة للشاب بالنسبة للفتا بالنسبة لكذا
+
+423
+00:27:17,900 --> 00:27:21,060
+بختار لهم بعض الوحدات بعرضها أمامهم و بقى أشوف هل
+
+424
+00:27:21,060 --> 00:27:24,860
+هم بوافقوا عليها و لا لأ فهي طالما بتناسبهم فهم
+
+425
+00:27:24,860 --> 00:27:27,620
+بيختارواها ممكن يكون في أكتر من وحدة في هذا المجال
+
+426
+00:27:27,620 --> 00:27:30,140
+فالطالب لازم يختار منهم وحدة في تلات وحدة أدك
+
+427
+00:27:30,140 --> 00:27:33,580
+تختار منهم وحدة لكن أي وحدة هتعطيه المعلومات اللي
+
+428
+00:27:33,580 --> 00:27:37,640
+هو لازم ياخدها و لازم يعرفها في هذه المرحلة
+
+429
+00:27:40,180 --> 00:27:43,580
+طبعا هنا بيصلح هذا التنظيم للمراحل الأولية من
+
+430
+00:27:43,580 --> 00:27:46,780
+التعليم المرحلة الابتدائية وممكن تكون المرحلة
+
+431
+00:27:46,780 --> 00:27:50,320
+المتوسطة لكن مابيصلحش لا للمرحلة الثانوية ولا
+
+432
+00:27:50,320 --> 00:27:54,140
+للمرحلة الجامعية لإن هدولة بيركزوا على التخصص
+
+433
+00:27:54,140 --> 00:27:58,160
+الدقيق و الدراسة الأكاديمية المتخصصة وبالتالي هذا
+
+434
+00:27:58,160 --> 00:28:01,680
+مابيصلحش هذا التخصص لإيش؟ لأنه لإن أنا بتقعدش أعطي
+
+435
+00:28:01,680 --> 00:28:05,800
+وحدة كاملة عن موضوع معين عن موضوع التخزين فأنا
+
+436
+00:28:05,800 --> 00:28:09,800
+بتدعتي معلومات بسيطة سطحية مش هعطي كل شيء بصورة
+
+437
+00:28:10,260 --> 00:28:14,000
+تخصيصية ولكن هو هياخد قشور من المعرفة في هذا
+
+438
+00:28:14,000 --> 00:28:17,100
+الإطار على الرغم إن هذا التنظيم يهتم بالمعلومات
+
+439
+00:28:17,100 --> 00:28:20,800
+والمعرفة إلا إن تلك المعلومات والمعارف ضحلة في دوق
+
+440
+00:28:20,800 --> 00:28:25,440
+التراكم المعرفي يعني بتظل بسيطة و بتعتمد على تقدم
+
+441
+00:28:25,440 --> 00:28:28,920
+سائل التكنولوجيا شعل .. شعل من هذه الوحدات طبعا
+
+442
+00:28:28,920 --> 00:28:33,380
+يعني وسيلة ليست جيدة لأنهم ممكن يدرسوها الطلاب
+
+443
+00:28:33,380 --> 00:28:38,060
+لحالهملا يوجد لهذا التنظيم كتب مقررة، مافيش كتاب
+
+444
+00:28:38,060 --> 00:28:41,220
+مقرر، زي ما قلنا المدرس بيجي في بداية العام عنده
+
+445
+00:28:41,220 --> 00:28:44,800
+عشر، اتناشر وحدة، بده يدرس منهم أربع وحدات،
+
+446
+00:28:44,800 --> 00:28:50,530
+فالمقرر كل من سنة لسنة بيختلفلأن السنة بتقرر أربع
+
+447
+00:28:50,530 --> 00:28:53,510
+وحدات، السنة التالية ممكن يقرر أربع وحدات غيرهم
+
+448
+00:28:53,510 --> 00:28:56,870
+وبالتالي الآن ممكن كمان مصممي المناهج يطلعوا وحدات
+
+449
+00:28:56,870 --> 00:29:00,710
+جديدة وبالتالي كل مرة هيختلف اللي هو المقرر
+
+450
+00:29:00,710 --> 00:29:04,810
+بالنسبة للطلاب، بتحتاج المدارس إعادة تنظيم في ذل
+
+451
+00:29:04,810 --> 00:29:08,310
+هذا المنهجبحيث إنه لازم يكون في عنا قاعات للأنشطة
+
+452
+00:29:08,310 --> 00:29:11,370
+والتدريب أجهزة للممارسة تلك الأنشطة انجاز
+
+453
+00:29:11,370 --> 00:29:14,710
+للتمرينات المطلوبة التجارب العلمية زي ما اتكلمنا
+
+454
+00:29:14,710 --> 00:29:18,070
+إن مدارسنا يعني مافيش فيها هذه الاستعدادات إن
+
+455
+00:29:18,070 --> 00:29:20,930
+المكان اللي هو قاعد فيه الطالب يكون موجود في مختبر
+
+456
+00:29:20,930 --> 00:29:24,990
+حسوب إن يكون فيه مختبر علوم إن يكون في مجال اللي
+
+457
+00:29:24,990 --> 00:29:28,050
+هي ممارسة الأنشطة لسه هذه الأشياء عندنا في المدارس
+
+458
+00:29:28,050 --> 00:29:31,990
+يعني لم تكلف بالصورة الكافية حتى بعض المدارس اللي
+
+459
+00:29:31,990 --> 00:29:35,740
+هي اللي صمموها في قطروفي السعودية ال smart school
+
+460
+00:29:35,740 --> 00:29:40,180
+المدارس الذكية لسه لحتى الآن بيحاولوا انهم ينشؤوها
+
+461
+00:29:40,180 --> 00:29:43,660
+بصورة معينة ال smart school يعني ال table هذه اللي
+
+462
+00:29:43,660 --> 00:29:47,380
+أمامك هي عبارة عن شاشةحاسوب الطاولة اللي قدام
+
+463
+00:29:47,380 --> 00:29:51,080
+الطالب هي شاشة حاسوب هو بيكتب و بيقرأ و بيمسح و
+
+464
+00:29:51,080 --> 00:29:54,020
+بيعمل كل شيء لإن هي عاملة زي اللي هي ال iPad أو
+
+465
+00:29:54,020 --> 00:29:58,600
+كذا بين إيداه فيها كل المعلومات المطلوبة الشاشة
+
+466
+00:29:58,600 --> 00:30:01,360
+اللي أمام الطلاب اللي هي الصبورة برضه هي بنفس
+
+467
+00:30:01,360 --> 00:30:05,460
+الصورة بيعتندوا هذا النظام لكن لسه لحتى الآن يعني
+
+468
+00:30:05,460 --> 00:30:09,200
+هم طوروا في بعض الأجهزة لكن في أشياء كتيرة بتحتاج
+
+469
+00:30:09,200 --> 00:30:11,740
+إلى تطوير مزال في هذا الجانب
+
+470
+00:30:15,170 --> 00:30:18,550
+الآن إحنا لو رجعنا لتنظيم اللي هو المواد الدراسية
+
+471
+00:30:18,550 --> 00:30:25,870
+التنظيم فيها منطقي ولا Psychology؟ تنظيم منطقي و
+
+472
+00:30:25,870 --> 00:30:28,890
+Psychology لأنه فيها الجزء المنطقي لأنه بياخد
+
+473
+00:30:28,890 --> 00:30:32,290
+وحدات دراسية و الوحدات هذه مساغة بصورة منطقية لكن
+
+474
+00:30:32,290 --> 00:30:36,430
+تتناسب مع احتياجات الطلاب وبالتالي فيها الصورة ال
+
+475
+00:30:36,430 --> 00:30:40,970
+Psychological بسلوب التدريس طبعا بتعتمد أكتر شيء
+
+476
+00:30:40,970 --> 00:30:46,850
+تعلم التعاون و حل المشكلات أيضاوبتعتمد على تنمية
+
+477
+00:30:46,850 --> 00:30:52,370
+أنماط مختلفة من التفكير طبعا بتعتمد استمرارية
+
+478
+00:30:52,370 --> 00:30:58,690
+التقويم واستمرارية الخبرات هي أكثر ملائمة طبعا
+
+479
+00:30:58,690 --> 00:31:03,650
+لمرحلة الطلبة في المراحل الدنيا لأنها بتتناسب مع
+
+480
+00:31:03,650 --> 00:31:06,910
+قدراتهم وإمكاناتهم لأنها بتساعدهم للاستعداد
+
+481
+00:31:06,910 --> 00:31:11,470
+للمستقبليعني أنا لما بزود الطلبة بمهارات القراءة
+
+482
+00:31:11,470 --> 00:31:14,530
+والكتابة والحساب والتاريخ والجغرافيا فأنا بساعدهم
+
+483
+00:31:14,530 --> 00:31:18,790
+للاستعداد للمستقبل وبالتالي هي بتعدهم للمستقبل
+
+484
+00:31:18,790 --> 00:31:21,990
+وبالتالي هو كان من أكفأ المناهج اللي هي بتساعد على
+
+485
+00:31:21,990 --> 00:31:34,070
+إعداد الطلبة للمستقبل في هذا الجانب لو
+
+486
+00:31:34,070 --> 00:31:35,590
+قلنا دور المعلم والمتعلم
+
+487
+00:31:38,080 --> 00:31:46,900
+في منهج الوحدات الدراسية المعلم موجه ومرشد مرافق
+
+488
+00:31:46,900 --> 00:31:50,580
+للطالب الطالب أيضا فعال ونشط ولابد انه يجمع
+
+489
+00:31:50,580 --> 00:31:54,720
+المعرفة بصورة كاملة هل اللي هي الوحدات الدراسية
+
+490
+00:31:54,720 --> 00:32:00,380
+بتركز على تكامل المعرفة او لا؟لأ، فيها صورة
+
+491
+00:32:00,380 --> 00:32:03,640
+متكاملة، أي نعم، بتركز على تكامل المعرفة، منهج
+
+492
+00:32:03,640 --> 00:32:06,180
+الوحدات الدراسية أهم حاجة فيه أن الطالب لما ياخد
+
+493
+00:32:06,180 --> 00:32:10,340
+الوحدة، ياخد الوحدة شاملة، متكاملة، وبالتالي ركزت
+
+494
+00:32:10,340 --> 00:32:13,420
+على تكامل المعرفة العلمية
+
+495
+00:32:17,890 --> 00:32:21,270
+الان احنا اتكلمنا عن تنظيمات المناهج هناخد صورة بس
+
+496
+00:32:21,270 --> 00:32:24,790
+بسيطة عن اللي هي أساليب التطوير اللي هي الأساليب
+
+497
+00:32:24,790 --> 00:32:29,890
+التقليدية في المناهج علشان المنهج يعتمدوا في عملية
+
+498
+00:32:29,890 --> 00:32:33,650
+تطويره هم أكم شريحة يعني مش كتار أسلوب الحذف
+
+499
+00:32:33,650 --> 00:32:39,370
+والإضافة والاستبدال أسلوب علشان احنا نطور فاكرين
+
+500
+00:32:39,370 --> 00:32:45,190
+التطوير ماذا يعني التطوير عملية تحسين شاملة لجميع
+
+501
+00:32:45,190 --> 00:32:51,270
+جوانبالمنهج لرفع كفاءة المنهج في تحقيق الأهداف،
+
+502
+00:32:51,270 --> 00:32:54,730
+وإحنا بنعمل عملية تحسين شاملة، أول أسلوب التحسين
+
+503
+00:32:54,730 --> 00:32:58,510
+ممكن أنها تكون الحذف، إن أنا أحذف، إيش اللي بده
+
+504
+00:32:58,510 --> 00:33:01,690
+أحذفه من مناهجنا؟ واللي هو أنا بفت تفكير بيستخدم
+
+505
+00:33:01,690 --> 00:33:02,230
+فيه مناهج
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..ef33a16df7c509ea5d55bc2c2f5b4d7d5f277133
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+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_raw.json
@@ -0,0 +1 @@
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{"start": 1952.11, "end": 1953.15, "word": " أسلوب", "probability": 0.9210205078125}, {"start": 1953.15, "end": 1953.65, "word": " الحذف", "probability": 0.974609375}, {"start": 1953.65, "end": 1954.75, "word": " والإضافة", "probability": 0.92470703125}, {"start": 1954.75, "end": 1956.21, "word": " والاستبدال", "probability": 0.95009765625}, {"start": 1956.21, "end": 1957.81, "word": " أسلوب", "probability": 0.8885498046875}, {"start": 1957.81, "end": 1958.31, "word": " علشان", "probability": 0.9703776041666666}, {"start": 1958.31, "end": 1958.67, "word": " احنا", "probability": 0.86083984375}, {"start": 1958.67, "end": 1959.01, "word": " نطور", "probability": 0.8190104166666666}, {"start": 1959.01, "end": 1959.37, "word": " فاكرين", "probability": 0.93896484375}, {"start": 1959.37, "end": 1959.87, "word": " التطوير", "probability": 0.9559326171875}, {"start": 1959.87, "end": 1960.11, "word": " ماذا", "probability": 0.8756510416666666}, {"start": 1960.11, "end": 1960.27, "word": " 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\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ce46744a1476279d12189a05986e0d20b0f32928
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/2Hjmgnaag60_raw.srt
@@ -0,0 +1,2020 @@
+1
+00:00:20,990 --> 00:00:28,630
+السلام عليكم نقشنا
+
+2
+00:00:28,630 --> 00:00:33,090
+في المحاضرة السابقة تنظيمات المناهج الحديثة
+
+3
+00:00:33,090 --> 00:00:39,870
+واتكلمنا عن منهج النشاط والمنهج الخفي ثم المنهج
+
+4
+00:00:39,870 --> 00:00:43,310
+التكنولوجي اليوم ان شاء الله هنناقش المنهج المحوري
+
+5
+00:00:43,310 --> 00:00:51,220
+ومنهج الوحدات الدراسية طبعا هنا المنهج المحوريكان
+
+6
+00:00:51,220 --> 00:00:55,680
+السؤال المهم جدا ومطروح بعد عملية تطوير المناهج
+
+7
+00:00:55,680 --> 00:00:59,400
+وتنظيمات المناهج كيف يمكن أن يكون شكل المنهاج
+
+8
+00:00:59,400 --> 00:01:05,230
+للمرحلة الثانوية الهدف من المرحلة الثانويةهو إعداد
+
+9
+00:01:05,230 --> 00:01:08,830
+الطالب لدخول الجامعة وبالتالي يجب أن تكون الدراسة
+
+10
+00:01:08,830 --> 00:01:13,630
+أكاديمية لأنها تعد الطالب لدراسة التخصص والجامعة
+
+11
+00:01:13,630 --> 00:01:18,750
+تعد الطالب لممارسة مهنة في المجتمع طالما أن الطالب
+
+12
+00:01:18,750 --> 00:01:22,090
+عندي بدي مارس مهنة في داخل المجتمع يبقى لابد أن
+
+13
+00:01:22,090 --> 00:01:25,470
+يكون متمكن يعني المهندس اللي بدي يدرس لازم يكون
+
+14
+00:01:25,470 --> 00:01:29,060
+متمكن في علم الهندسةالطبيب اللي بده يدرس لازم يكون
+
+15
+00:01:29,060 --> 00:01:32,440
+متمكن في علم الطب وبالتالي هنا أصبح السؤال كيف
+
+16
+00:01:32,440 --> 00:01:35,840
+يمكن أن نقدم منهج بعد هذا التطوير اللي حصل في
+
+17
+00:01:35,840 --> 00:01:39,520
+المناهج وبعد صورة منهج النشاط اللي خرجت من الصورة
+
+18
+00:01:39,520 --> 00:01:43,240
+التقليدية للمناهج وقدمت لنا صورة مختلفة فبدأوا
+
+19
+00:01:43,240 --> 00:01:47,120
+يفكروا كان هنا التفكير وصل إن هم يعملوا منهج محوى
+
+20
+00:01:47,360 --> 00:01:51,180
+ايش معنى منهج محوري؟ المنهج المحوري بيتنبط تكامل
+
+21
+00:01:51,180 --> 00:01:55,680
+المعرفة بحيث ان هو لما بيقدم فكرة بيقدمها من كافة
+
+22
+00:01:55,680 --> 00:02:00,060
+الجوانب طبعا نتيجة ان هو منهج النشاط عندنا ركز على
+
+23
+00:02:00,060 --> 00:02:04,280
+طبيعة المتعلم ومنهج المواد الدراسية ركزت على
+
+24
+00:02:04,280 --> 00:02:07,560
+المادة الدراسية فقالوا هنا لابد ان احنا نركز على
+
+25
+00:02:07,560 --> 00:02:12,800
+طبيعة المتعلم وعلىطبيعة المجتمع لأنه دائما المجتمع
+
+26
+00:02:12,800 --> 00:02:16,960
+هو الغائب الحاضر في منهج المواد الدراسية وبالتالي
+
+27
+00:02:16,960 --> 00:02:20,020
+هنا اللي لابد أن يكون هذا المنهج ينطلق من مشكلات
+
+28
+00:02:20,020 --> 00:02:23,580
+المجتمع أو المشكلات الحيوانية بحيث أنه يتم دراسة
+
+29
+00:02:23,580 --> 00:02:28,100
+كل مشكلة بصورة كاملة متكاملة عشان نشرح اللي هو
+
+30
+00:02:28,100 --> 00:02:32,060
+منهج المحوري قبل ما نخوض في هذه الأشياء اللي
+
+31
+00:02:32,060 --> 00:02:35,520
+أمامنا بدنا نشوف كيف اللي هو المنهج المحوري
+
+32
+00:02:43,420 --> 00:02:49,400
+بينقسم إلى قسمين القسم الأول اللي هو البرنامج
+
+33
+00:02:49,400 --> 00:02:56,820
+المحوري والقسم التاني اللي هو البرنامج الخاص
+
+34
+00:02:56,820 --> 00:03:07,520
+البرنامج المحوري يرتكز على مشكلات المجتمع
+
+35
+00:03:08,630 --> 00:03:12,510
+وبالتالي بتنعمل دراسة ما هي المشكلات التي يعاني
+
+36
+00:03:12,510 --> 00:03:16,410
+منها المجتمع، ترتب هذه المشكلات من الأهم إلى الأقل
+
+37
+00:03:16,410 --> 00:03:22,160
+أهمية، يتم دراستها بأسلوب حلالمشكلة وبالتالي هنا
+
+38
+00:03:22,160 --> 00:03:25,580
+بيتم تقسيم الطلبة إلى مجموعات كل مجموعة بتاخد
+
+39
+00:03:25,580 --> 00:03:29,360
+مشكلة أو بيتم دراسة هذه المشكلة وبعدين بتاخد
+
+40
+00:03:29,360 --> 00:03:31,520
+المجموعة التانية نفس المشكلة اللي كانوا يدرسواها
+
+41
+00:03:31,520 --> 00:03:35,340
+زملاءهم بدرسوها وبيتعرفوا عليها فهنا على الطالب
+
+42
+00:03:35,340 --> 00:03:39,220
+انه يدرس مجموعة من المشكلات خلال العام الدراسي
+
+43
+00:03:39,220 --> 00:03:44,020
+بياخد طبعا هنا بيتركز هنا بيستخدم اللي هو حل
+
+44
+00:03:44,020 --> 00:03:48,900
+المشكلات بياخد من نصف إلى تلتين
+
+45
+00:03:52,500 --> 00:03:56,760
+اليوم الدراسة طبعا ليس الهدف من إن الطالب يقدم
+
+46
+00:03:56,760 --> 00:03:59,440
+مشروع عن مشكلة من مشكلات المجتمع إن هو بدي يقوم
+
+47
+00:03:59,440 --> 00:04:02,580
+بحل مشكلة المجتمع يعني لو بدنا نعمل مثلا مشكلة عن
+
+48
+00:04:02,580 --> 00:04:06,080
+التلوث مثلا في البيئة في المجتمع الفلسطيني ليس
+
+49
+00:04:06,080 --> 00:04:08,520
+الهدف من إن الطالب يدرس هذا المشكلة إن هو يحل
+
+50
+00:04:08,520 --> 00:04:12,440
+المشكلة بتاعة المجتمع هو مش هيقدر الطالب يحل مشكلة
+
+51
+00:04:13,140 --> 00:04:16,860
+المجتمع لكن هو هيكون على وعي كامل وعلى دراية كافية
+
+52
+00:04:16,860 --> 00:04:20,660
+بهذه المشكلة وبعد ذلك هي ensure الوعي في كيفية
+
+53
+00:04:20,660 --> 00:04:24,520
+التعامل مع هذه المشكلة وبالتالي هذا برنامج مشترك
+
+54
+00:04:24,520 --> 00:04:30,680
+لجميع الطلبة كل
+
+55
+00:04:30,680 --> 00:04:35,880
+الطلبة بيدرسوا نفس المشكلاتوببدأوا من أول نهار لنص
+
+56
+00:04:35,880 --> 00:04:41,020
+اليوم الدراسي هم بيدرسوا هذه المشكلات، بيدرسوها،
+
+57
+00:04:41,020 --> 00:04:44,040
+بيقدموا تقارير، بيناقشوها، بيجمعوا أشياء من
+
+58
+00:04:44,040 --> 00:04:47,520
+الميدان، بيعرضوا أمام زملائهم، بيستخدموا طريقة
+
+59
+00:04:47,520 --> 00:04:50,880
+اللي هي العادية في التدريس، اللي بتعتمد على حل
+
+60
+00:04:50,880 --> 00:04:53,920
+المشكلة، اللي بتعتمد على الشعور بالمشكلة، وجمع
+
+61
+00:04:53,920 --> 00:04:57,280
+المعلومات، وفرض الفرضيات، واختبارها، وبيجوا ..
+
+62
+00:04:57,280 --> 00:05:00,000
+بيقدموا عرض أمام زملائهم، هدول الجماعة بيقدموا
+
+63
+00:05:00,000 --> 00:05:03,360
+عرض، و هدول بيقدموا عرض، بعدين بتبادلواالأدوار
+
+64
+00:05:03,360 --> 00:05:07,440
+فيما بينهم الآن بيضل عند البرنامج الخاص البرنامج
+
+65
+00:05:07,440 --> 00:05:14,060
+الخاص علشان بيرتكز هنا دراسات تخصصية مشكلات الخاصة
+
+66
+00:05:14,060 --> 00:05:24,380
+هو بيرتكز على الهوايات والرياضة ليست
+
+67
+00:05:24,380 --> 00:05:29,010
+مشكلات خاصة ولكنها دراسات تخصصيةالبرنامج الخاص
+
+68
+00:05:29,010 --> 00:05:32,930
+اللي هو هذا بيعتني بإعداد الطالب للمرحلة الثانوية،
+
+69
+00:05:32,930 --> 00:05:36,330
+نظام الثانوية العامة أو نظام المرحلة الثانوية
+
+70
+00:05:36,330 --> 00:05:40,290
+بيختلف عن نظام عنا، كيف؟ الآن لو جينا نشوف إنه هنا
+
+71
+00:05:40,290 --> 00:05:43,310
+بده ييجي الطالب من البداية، إنت إيش ما هي ميولك؟
+
+72
+00:05:43,310 --> 00:05:46,110
+ما هي طموحاتك؟ إيش الأشياء اللي إنت بدك تدرسها؟
+
+73
+00:05:46,110 --> 00:05:49,080
+وممكن يقول الطالب أنا بدي أدرس طبطالب تاني يقول
+
+74
+00:05:49,080 --> 00:05:52,120
+أنا بدأ أدرس هندسة، فيقولوا للطالب اللي بدأ يدرس
+
+75
+00:05:52,120 --> 00:05:54,860
+طب أن أنت الآن لازم تدرس كيميا، لازم تدرس
+
+76
+00:05:54,860 --> 00:05:58,100
+بيولوجيا، لازم تدرس كذا، وبالتالي الآن فيبعطوه
+
+77
+00:05:58,100 --> 00:06:02,300
+المثاقات اللي هو لازم يدرسها، لازم تتمكن في اللغة،
+
+78
+00:06:02,300 --> 00:06:06,040
+لازم تتمكن في اللي هي سياقة الرموز، وبالتالي بياخد
+
+79
+00:06:06,040 --> 00:06:10,700
+المثاقات الأساسية التي تمكنه من اجتياز اختبار
+
+80
+00:06:10,700 --> 00:06:15,900
+القبول لكلية الطبهلاقيت البرنامج الخاص زي ما قلنا
+
+81
+00:06:15,900 --> 00:06:20,460
+ان هو بعطيني نظام لدخول الجامعة مختلف تمام، بيركز
+
+82
+00:06:20,460 --> 00:06:23,960
+على ميول واحتياجات الطلبة، بيركز على طموحاتهم، على
+
+83
+00:06:23,960 --> 00:06:26,360
+قدراتهم العقلية، طبعا بيعملولهم اختبارات في
+
+84
+00:06:26,360 --> 00:06:28,920
+القدرات العقلية، يعني الطالب يقول انا بدي ادخل
+
+85
+00:06:28,920 --> 00:06:31,540
+كلية هندسة، فبيعملولهم اختبارات هل هو قادر على
+
+86
+00:06:31,540 --> 00:06:35,160
+دراسة هذه المساقات او لأ، فإذا هو ماعندهش هذه
+
+87
+00:06:35,160 --> 00:06:38,810
+القدرات بينصحوه، بيواجههمإن انت لأ مابتقدرش تدرس
+
+88
+00:06:38,810 --> 00:06:42,150
+هذه المثقار إلا لو بزلت جهود أكتر أو كذا، الآن هم
+
+89
+00:06:42,150 --> 00:06:45,390
+بيحطوه بالصورة كاملة وعليه هو الاختيار، الآن
+
+90
+00:06:45,390 --> 00:06:49,090
+الطالب بيدرس دراسات تخصصية، دراسات تخصصية جامدة
+
+91
+00:06:49,090 --> 00:06:54,000
+تماما، بدرسها بحيث أنه بتعده لدراسة هذا التخصصبحيث
+
+92
+00:06:54,000 --> 00:06:56,980
+أنه بدرس مثلا في الطب بدرس اللي هو علم الـ Biology
+
+93
+00:06:56,980 --> 00:07:01,520
+بدرس اللي هو علم الكيميا بتمكن شديد جدا في هذا
+
+94
+00:07:01,520 --> 00:07:03,780
+الإطار يعني بيكون في عنده مادتين، تلاتة رئيسيات
+
+95
+00:07:03,780 --> 00:07:08,780
+وفي مواد بتكون مكملة لهذه المثاقات بالإضافة لذلك
+
+96
+00:07:08,780 --> 00:07:12,160
+في عنده اللي هو هوايات كل طالب لازم يكون في عنده
+
+97
+00:07:12,160 --> 00:07:15,100
+حاجة يعبر فيها عن شخصيته وبالتالي لازم يكون في
+
+98
+00:07:15,100 --> 00:07:18,580
+عنده هواية معينة والهواية هذه بدرسها بطريقة نظامية
+
+99
+00:07:18,580 --> 00:07:22,830
+يعني لو قلنا واحد عنده هواية الرسمإن هو بيحب إنه
+
+100
+00:07:22,830 --> 00:07:25,290
+يرسم، فبيقولوله لأ هو مالفعش إنك تقول أنا بحب
+
+101
+00:07:25,290 --> 00:07:29,870
+الرسم، احنا لازم نعلمك أصول فن الرسم، وبالتالي هو
+
+102
+00:07:29,870 --> 00:07:33,430
+بياخد الهواية هذه و بيصير ياخد حساس فيها و بيتعلم
+
+103
+00:07:33,430 --> 00:07:36,650
+و بيعمل اللي هي لوحات، و اللوحات هذه ممكن تباع و
+
+104
+00:07:36,650 --> 00:07:39,930
+ممكن يستفادمن ثمنها وبالتالي هنا باخد الهواية
+
+105
+00:07:39,930 --> 00:07:43,130
+بتاعته، إيش ما كانت الهواية؟ رسم، بدها تكون اللي
+
+106
+00:07:43,130 --> 00:07:47,150
+هي عملية تصوير أو أي شيء أو حتى عملية تمثيل، فهو
+
+107
+00:07:47,150 --> 00:07:50,850
+بياخد هذا و بينضم إلى الفريق في هذا الهواية و ببدأ
+
+108
+00:07:50,850 --> 00:07:53,330
+يمارس هذه الهواية الجزء التالت اللي هي الرياضة
+
+109
+00:07:53,710 --> 00:07:57,050
+لأنهم بيحرصوا جدا على التنمية الجسدية، إنه لازم كل
+
+110
+00:07:57,050 --> 00:08:01,410
+طالب يكون فيه فريق رياضي في داخل المدرسة، كرة قدم،
+
+111
+00:08:01,410 --> 00:08:05,190
+كرة سلة، جمباز، سباحة، أي فريق، إيش المهارة، إيش
+
+112
+00:08:05,190 --> 00:08:07,770
+المهارة اللي أنت بتتقنها في هذا الإطار، إحنا
+
+113
+00:08:07,770 --> 00:08:11,390
+بندربك عليها تدريب عالي، و المدرسة هتفوت مسابقات،
+
+114
+00:08:11,390 --> 00:08:14,250
+مسابقات بين المدارس، مسابقات على مستوى اللي هي
+
+115
+00:08:14,250 --> 00:08:17,050
+المدينة اللي هم فيها أو المدن الأخرى، و لازم
+
+116
+00:08:17,050 --> 00:08:20,090
+الطالب يكون عضو في هذه الفرق الرياضية، يعني
+
+117
+00:08:20,090 --> 00:08:22,940
+بيهتموا بالطالب في كافة الجوانبطبعا هذه اللي هو
+
+118
+00:08:22,940 --> 00:08:31,440
+البرنامج بياخد من تلت من تلت إلى نصف اليوم الدراسة
+
+119
+00:08:31,440 --> 00:08:34,700
+طبعا ممكن يصير فيه نوع من التداخل بحيث ان بعض
+
+120
+00:08:34,700 --> 00:08:37,740
+الطلاب مثلا مثلا في عندنا احنا في البيئة هنا مشكلة
+
+121
+00:08:37,740 --> 00:08:41,440
+التلوث البيئة ممكن في طالب هنا حابب يدرس فيه
+
+122
+00:08:41,440 --> 00:08:45,280
+دراسات البيئة فممكن المشكلة العامة تصبح عنده مشكلة
+
+123
+00:08:45,280 --> 00:08:50,070
+من ضمنالتخصص لأن هنا برضه التخصص يعني بدرسهوش
+
+124
+00:08:50,070 --> 00:08:53,210
+بصورة المادة الدراسية السماء لكن كلها بعبر مشروعات
+
+125
+00:08:53,210 --> 00:08:56,790
+وعبر نشاطات وعبر أنشطة يعني مابدرسوهاش فقط اللي هي
+
+126
+00:08:56,790 --> 00:09:00,550
+بس مادة دراسية ولكن فيها جزء كبير جدا من النشاط
+
+127
+00:09:00,550 --> 00:09:04,450
+بيكون موجود في داخل الدراسات التخصصية هيك الطالب
+
+128
+00:09:04,450 --> 00:09:08,310
+بيعدوا لدراسة اللي هو الاستعداد للمستقبل طبعا هنا
+
+129
+00:09:08,310 --> 00:09:11,510
+لو نظرة بنلاقي أنه البرنامج المحوري والبرنامج
+
+130
+00:09:11,510 --> 00:09:16,130
+الخاص كان الهدف منهم إعداد الطالب للمستقبللكن لما
+
+131
+00:09:16,130 --> 00:09:18,890
+هم نظروا للمنهج المحوري لاحظوا أنه البرنامج
+
+132
+00:09:18,890 --> 00:09:23,850
+المحوري اللي هو الجزء الأول بيركز على الحاضر أكتر
+
+133
+00:09:23,850 --> 00:09:27,050
+من المستقبل لأنه بيدرس المشكلات اللي موجودة حاليا
+
+134
+00:09:27,050 --> 00:09:30,590
+في داخل المجتمع هذه المشكلات ممكن تتغير يعني ممكن
+
+135
+00:09:30,590 --> 00:09:34,010
+بعد فترة هذه المشكلات تتغير وما تصبحش هي مشكلات
+
+136
+00:09:34,010 --> 00:09:36,890
+المجتمع يعني في المستقبل ممكن يصير فيه مشكلات أخرى
+
+137
+00:09:36,890 --> 00:09:41,450
+يبقى وين أصبح فيه مراعاة المستقبل؟في البرنامج
+
+138
+00:09:41,450 --> 00:09:45,190
+الخاص هو اللي بيراعي المستقبل وهنا بالتالي أصبحت
+
+139
+00:09:45,190 --> 00:09:49,010
+اللي هي مراعاة المستقبل جزئية وليست كلية كان
+
+140
+00:09:49,010 --> 00:09:51,990
+المفروض إنه كله البرنامج المحوري المنهج المحوري
+
+141
+00:09:51,990 --> 00:09:57,410
+كله بتوجه لاللي هي المستقبل في هذا الجانب يبقى
+
+142
+00:09:57,410 --> 00:10:01,330
+الآن اعرفنا إيش هي البرنامج المحوري المنهج المحوري
+
+143
+00:10:01,330 --> 00:10:06,150
+هو موضوعين برنامج عام برنامج خاص البرنامج العام
+
+144
+00:10:06,150 --> 00:10:08,850
+اللي هو سموه البرنامج المحوري البرنامج الخاص اللي
+
+145
+00:10:08,850 --> 00:10:12,580
+هو مرتكز على الدراساتالتخصصية هذا التنظيم هو اللي
+
+146
+00:10:12,580 --> 00:10:16,740
+سائد حاليا في أوروبا و في أمريكا، من البداية
+
+147
+00:10:16,740 --> 00:10:19,860
+بيجهزوا الطالب، كل طالب يبقى عارف إيش هو التخصص
+
+148
+00:10:19,860 --> 00:10:22,900
+اللي بده يروحله، بدخل لاختبار القبول في الجامعة،
+
+149
+00:10:22,900 --> 00:10:27,330
+إذا قبل في هذا العامإذا كان الطالب متمكن وقبل في
+
+150
+00:10:27,330 --> 00:10:29,930
+هذا العام مثلا يدخل كلية الطب واجتاز الاختبار،
+
+151
+00:10:29,930 --> 00:10:33,070
+يدخل في كلية الطب، إذا لم يجتاز الاختبار، بنسبة
+
+152
+00:10:33,070 --> 00:10:36,510
+التمكن والإتقان المطلوب، وما حصلش على معدل 80% أو
+
+153
+00:10:36,510 --> 00:10:41,350
+90% في الاختبار، فيقولوله أن ممكن تدخل لكلية أقل
+
+154
+00:10:41,350 --> 00:10:44,410
+في نفس المجال، يعني ممكن يدرس علوم صحية، يدرس
+
+155
+00:10:44,410 --> 00:10:48,390
+أشعاع، يدرس بصريات، يدرس كذا، إذا الطالب بده يدرس
+
+156
+00:10:48,390 --> 00:10:50,930
+في هذه الأشياء، بدرس، بدوش، بده يستنى للسنة
+
+157
+00:10:50,930 --> 00:10:56,540
+القادمةعلشان يدخل امتحان القبول مرة تانية وفي هذه
+
+158
+00:10:56,540 --> 00:10:59,680
+الحالة باعطوله مواد داعمة بيقولوله انت عشان نساعدك
+
+159
+00:10:59,680 --> 00:11:03,580
+ترجع على المدرسة السانوية و تدرس مساقات كذا و كذا
+
+160
+00:11:03,580 --> 00:11:07,660
+و بينزلولهم مساقات علشان يدرسوها مواد داعمة عشان
+
+161
+00:11:07,660 --> 00:11:11,560
+تساعدهم في اجتياز الاختبار بالنسبة لاختبارات
+
+162
+00:11:11,560 --> 00:11:14,120
+القبول في طلاب ممكن يعيدوا سنتين تلاتة لحد ما
+
+163
+00:11:14,120 --> 00:11:16,980
+يدخلوا الكلية اللي هو اللي بديها وفي ممكن يستغنقوا
+
+164
+00:11:16,980 --> 00:11:21,510
+يدخلوا الكليةأقل على حسب ما إنه هي نسبة الاختبار
+
+165
+00:11:21,510 --> 00:11:25,310
+بتوجهه، يعني مثلا اللي بيجيب فوق 90% بدخل طب، اللي
+
+166
+00:11:25,310 --> 00:11:28,930
+بيجيب فوق 80% بدخل علوم صحية بتخصصاتها المختلفة،
+
+167
+00:11:28,930 --> 00:11:31,710
+اللي بيجيب أقل من ذلك ممكن يدخل تمريض، في الإطار
+
+168
+00:11:31,710 --> 00:11:35,430
+الطبي الصحي، فالآن الطالب على حسب اللي هو ميوله
+
+169
+00:11:35,430 --> 00:11:39,010
+واهتماماته وإن هو عايز يروح، فهو بيذهب في هذا
+
+170
+00:11:39,010 --> 00:11:44,230
+الإطاريبقى الآن فهمنا إيش هو المنهج المحوري اللي
+
+171
+00:11:44,230 --> 00:11:47,410
+هو ركز على مشكلات المجتمع عامة ومشكلات المتعلم
+
+172
+00:11:47,410 --> 00:11:49,710
+وبالتالي إيه هو البرنامج المحور اللي بيهتم
+
+173
+00:11:49,710 --> 00:11:53,410
+بالمشكلات العامة وباللي هي نهتم بدراستها برتب
+
+174
+00:11:53,410 --> 00:11:56,550
+المشكلات العامة تبقى الأولويات حالها بيقوموا
+
+175
+00:11:56,550 --> 00:11:59,650
+المتعلمين بحلها من خلال حل المشكلات الجانب التالي
+
+176
+00:11:59,650 --> 00:12:03,210
+بيهتم بالمشكلات الخاصة أو الفردية وهذه طبعا تعتمد
+
+177
+00:12:03,210 --> 00:12:07,830
+على إرشاد المتعلم توجيهه وتوصيله إلى الحل هذا طبعا
+
+178
+00:12:07,830 --> 00:12:11,250
+بيرتكز علىمشكلات، هذه ايه المشكلات اللي هي بتربط
+
+179
+00:12:11,250 --> 00:12:15,170
+حياة المتعلم بالواقع الحقيقي، بنلاحظ هنا أنه بيرجع
+
+180
+00:12:15,170 --> 00:12:19,170
+دور المعلم ودور المشرف والموجه بالنسبة للطالب لأن
+
+181
+00:12:19,170 --> 00:12:21,590
+الطالب بيحتاج إلى إشراف، بيحتاج إلى توجيه، من
+
+182
+00:12:21,590 --> 00:12:25,170
+يوضحله طريقه، أنت كيف ممكن تختار تخصصك، كيف أنت
+
+183
+00:12:25,170 --> 00:12:29,020
+ممكن تسير في هذا الطريقمن أهم وصفاته اعتماده على
+
+184
+00:12:29,020 --> 00:12:31,620
+المشكلات الحقيقية والمشتركة بين المتعلمين في
+
+185
+00:12:31,620 --> 00:12:35,060
+برنامج العام اللي هي الأشياء اللي موجودة في داخل
+
+186
+00:12:35,060 --> 00:12:38,560
+المجتمع بتتكامل فيه المعرفة على أساس مبدأ العناصر
+
+187
+00:12:38,560 --> 00:12:42,400
+أو المحاور المشتركة طبعا أي محور أو أي دراسة بيتم
+
+188
+00:12:42,400 --> 00:12:46,500
+دراستها بيتم دراستها من كافة الجوارج يعني نتكلم
+
+189
+00:12:46,500 --> 00:12:49,480
+مثلا عن أي مشكلة موجودة قبل سنتين كان عندنا مشكلة
+
+190
+00:12:49,480 --> 00:12:52,840
+المرض هاد H1N1 فاكرينه؟ طبعا في الونزا الخنازير
+
+191
+00:12:54,070 --> 00:12:57,530
+فهذا المرض بيتم دراسته من كافة الجوانب، نشأته، طرق
+
+192
+00:12:57,530 --> 00:13:01,450
+علاجه، طرق الوقاية، وكل ما يرتبط بهذا العلاج، بهذه
+
+193
+00:13:01,450 --> 00:13:05,470
+المشكلة بيتم دراستها وكيف تأثير الـP أو تأثير
+
+194
+00:13:05,470 --> 00:13:09,330
+التفكير، حتى وجود الخرافة في عملية العلاج بيتم
+
+195
+00:13:09,330 --> 00:13:12,870
+دراستها، وبالتالي بيتم دراست هذا الموضوع من كافة
+
+196
+00:13:12,870 --> 00:13:16,210
+الجوانبهذا البرنامج المحوري بيحتاج إلى وقت طويل
+
+197
+00:13:16,210 --> 00:13:19,410
+البرنامج العام بيحتاج إلى تعاون من الجميع سواء في
+
+198
+00:13:19,410 --> 00:13:23,770
+مرحلة التخطيط أو التنفيذ لأنه في عندنا اللي بيحدد
+
+199
+00:13:23,770 --> 00:13:27,110
+المشكلات ليس الطلاب ولكن في هناك المشرفين
+
+200
+00:13:27,110 --> 00:13:30,010
+والمدرسين اللي هم بيحددوا إيش هي المشكلات العامة
+
+201
+00:13:30,010 --> 00:13:34,250
+وبيركبوها من الأهم للأقل أهمية بيحتاج الجانب الخاص
+
+202
+00:13:34,250 --> 00:13:37,330
+إلى تعاون المعلم والمشرف التربوي لأنهم بحق ساعدوا
+
+203
+00:13:37,330 --> 00:13:41,360
+الطالب كيف يختار تخصصه وكيف إنه من الآنمن بداية
+
+204
+00:13:41,360 --> 00:13:44,100
+دخوله للمرحلة الثانوية يبقى عارف حالة وين رايح في
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+205
+00:13:44,100 --> 00:13:48,240
+الجامعة، احنا بخلص الطالب و بحصل على معدل عالي بس
+
+206
+00:13:48,240 --> 00:13:52,120
+مش عارف حالة وين بده يروح في إطار الجامعة، وهذه
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+207
+00:13:52,120 --> 00:13:56,770
+طبعا تعتبر مشكلةطبعاً بيراعي الفروق الفردية بين
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+208
+00:13:56,770 --> 00:14:00,090
+المتعلمين بيهتم البرنامج اللي عام مشكلات المجتمع،
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+209
+00:14:00,090 --> 00:14:03,350
+البرنامج الخاصة ما إحنا شايفينه، برامج تخصصية
+
+210
+00:14:03,350 --> 00:14:06,750
+تساعد أختيار مهنة المستقبل، برامج تتعلق في
+
+211
+00:14:06,750 --> 00:14:09,870
+الهوايات، بيختارها الطالب حسب ميولو اتجاهته،
+
+212
+00:14:09,870 --> 00:14:14,310
+وبرامج تتعلق بالمشاركة بالفرق الرياضية، من أهم
+
+213
+00:14:14,310 --> 00:14:18,860
+عيوبهإنه بيحتاج إلى درجة عالية من التنسيق والتخطيط
+
+214
+00:14:18,860 --> 00:14:22,180
+من المعلمين والتلامي يعني لازم المعلمين يكون في
+
+215
+00:14:22,180 --> 00:14:25,720
+عندهم درجة عالية من التنسيق في اللي هي تحديد إيش
+
+216
+00:14:25,720 --> 00:14:29,480
+هي مشكلات المجتمع وإيش هي أهم هذه المشكلات وكيف هم
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+217
+00:14:29,480 --> 00:14:32,440
+يدرسوها الطلاب وكيف بتدقسم الطلاب على المشكلات
+
+218
+00:14:32,440 --> 00:14:35,480
+وكيف اللي هي عملية دراسة المشكلات والاختبارات وكل
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+219
+00:14:35,480 --> 00:14:39,730
+هذه الأشياء كيف هتم في هذا الجانبعدم تحديد وقت
+
+220
+00:14:39,730 --> 00:14:43,110
+معين لحل المشكلة، لأنه بيقوللي إنه البرنامج العام
+
+221
+00:14:43,110 --> 00:14:46,790
+بياخد من نصف إلى تلتين اليوم الدراسة، يعني الوقت
+
+222
+00:14:46,790 --> 00:14:50,590
+مش محدد، يعني ممكن إنهم يستمروا في دراسة اللي هو
+
+223
+00:14:50,590 --> 00:14:53,990
+في المشكلات العامة، وهذا يضر البرنامج الخاص
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+224
+00:14:54,570 --> 00:14:58,110
+البرنامج المحوري طبعا بيركز على الجانب العام وبيلح
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+225
+00:14:58,110 --> 00:15:01,850
+عليه وهذا طبعا باهتم بحاجات المتعليمين واهتماماتهم
+
+226
+00:15:01,850 --> 00:15:05,570
+بصورة جزئية ولا يعطيها الاهتمام الأكبر لأنه احنا
+
+227
+00:15:05,570 --> 00:15:09,070
+بنركز على دخول الطالب للجامعة واللي طبعا هنا كان
+
+228
+00:15:09,070 --> 00:15:13,310
+لازم ان هو يعد الطلاب لحياة المستقبل وهذا شئ جزئي
+
+229
+00:15:13,310 --> 00:15:17,390
+فقط لأنهم اعتبروا انه احنا مقدرش نتنبأش المشكلات
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+230
+00:15:17,390 --> 00:15:20,900
+اللي ممكن تكون في المجتمع في المستقبليعني إيش اللي
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+231
+00:15:20,900 --> 00:15:23,400
+هيكون عندنا في المجتمع من المشكلات هذا الشيء إحنا
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+232
+00:15:23,400 --> 00:15:27,620
+مابنقدرش نتنبأ فيه وبالتالي جاء الإهتمام فيه جزء
+
+233
+00:15:27,620 --> 00:15:31,320
+طبعا إحنا لو شوفنا هنا أهم اللي هي دور المعلم
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+234
+00:15:31,320 --> 00:15:37,760
+والمتعلم في المنهج المحوري كيف كان دور المعلم ودور
+
+235
+00:15:37,760 --> 00:15:46,500
+المتعلم؟ تفضلي ايوة تعاوني وتشاركي المعلم مرافق
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+236
+00:15:46,500 --> 00:15:52,400
+للطالبع مستوى التخطيط والتنفيذ بقى في تعاون في
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+237
+00:15:52,400 --> 00:15:55,940
+تشارك في دور فاعل للمعلم في دور فاعل للمتعلم
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+238
+00:15:55,940 --> 00:16:00,480
+المتعلم نشط وأيضا المعلم دوره واضح الموجه أيضا
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+239
+00:16:00,480 --> 00:16:04,000
+موجود في هذا الإطار بيساعد الطلبة في عملية التوجيه
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+240
+00:16:04,000 --> 00:16:08,740
+والإرشاد طريقة التدريس هنا كانت طريقة حل المشكلات
+
+241
+00:16:08,740 --> 00:16:12,900
+التنظيم في المنهج المحوريكان تنظيم منطقي
+
+242
+00:16:12,900 --> 00:16:17,640
+Psychology التنظيم المنطقي بيأتي من خلال الدراسات
+
+243
+00:16:17,640 --> 00:16:21,640
+التخصصية إنه بيدرس مادة تخصصية أكاديمية وبالتالي
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+244
+00:16:21,640 --> 00:16:24,820
+التنظيم فيها لازم يكون تنظيم منطقي تنظيم الـ
+
+245
+00:16:24,820 --> 00:16:27,580
+Psychology اللي هو بيرتكز على حاجات المجتمع وحاجات
+
+246
+00:16:27,580 --> 00:16:30,480
+اللي هو الطلاب والمشكلات اللي بيعانوا منها
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+247
+00:16:30,480 --> 00:16:34,980
+فالتنظيم جاء هنا تنظيم منطقي Psychology في هذا
+
+248
+00:16:34,980 --> 00:16:38,140
+الإطار لو نظرنا لمنهج المحوري بنقول هالاهتم
+
+249
+00:16:38,140 --> 00:16:43,000
+بالماضي أو الحاضر أو المستقبلكان اهتمامه بالحاضر
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+250
+00:16:43,000 --> 00:16:47,560
+اهتمامه بالمستقبل اين ذهب في البرنامج الخاص ظهر
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+251
+00:16:47,560 --> 00:16:52,850
+عندي اللي هو الاهتمام في المستقبل عملية التقويمفي
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+252
+00:16:52,850 --> 00:16:57,530
+المنهج المحوري عملية مستمرة لأن الطلبة بيقوموا بحل
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+253
+00:16:57,530 --> 00:17:01,650
+المشكلات المشكلات هذه داخل المشكلات المجتمعة فهم
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+254
+00:17:01,650 --> 00:17:04,150
+بيسألوا المدرس بيواجهوا المدرس إيش اللي إحنا ممكن
+
+255
+00:17:04,150 --> 00:17:08,230
+نعمله بيعرضوا شغلهم أمام بعضهم البعض بيناقشوا ممكن
+
+256
+00:17:08,230 --> 00:17:11,490
+تكون طريقة العد مختلفة كل مجموعة بتعرض مشكلتها و
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+257
+00:17:11,490 --> 00:17:14,970
+الطلبة بيناقشوها المعلم بيناقشهم بيعدلوا من مسارهم
+
+258
+00:17:14,970 --> 00:17:17,770
+و بيرجعوا مرتان يكملوا و بيعدلوا من مسارهم
+
+259
+00:17:17,770 --> 00:17:23,620
+وبالتالي الآن عملية اللي هيالتقويم عملية مستمرة
+
+260
+00:17:23,620 --> 00:17:28,080
+أيضًا الخبرات فيهامستمرة كيف الخبرات مستمرة بتكون
+
+261
+00:17:28,080 --> 00:17:32,080
+من خلال البرنامج التخصصي من خلال الدراسات التخصصية
+
+262
+00:17:32,080 --> 00:17:35,760
+بتكون الخبرات مستمرة لأن الطالب بياخد معلومات وهذه
+
+263
+00:17:35,760 --> 00:17:38,580
+المعلومات يعني هو بيبدأ مثلا في دراسة مساقات
+
+264
+00:17:38,580 --> 00:17:42,140
+الكيميا من الصف العاشر فهو الآن اللي هيخد الكيميا
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+265
+00:17:42,140 --> 00:17:44,820
+في الثاني عشر هتكون ترتكز على اللي أخده في الصف
+
+266
+00:17:44,820 --> 00:17:49,320
+العاشر وبالتالي هتكون العملية كلها مرتبة بصورة
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+267
+00:17:49,320 --> 00:17:52,380
+مستمرة يبقى هنا في استمرارية في الخبرات وفي
+
+268
+00:17:52,380 --> 00:17:56,550
+استمرارية في عمليةالتقويم وفيه تنوع أيضًا في
+
+269
+00:17:56,550 --> 00:18:00,370
+الخبرات لأن المشكلات بتدرس كل مشكلة بتدرس في مجال
+
+270
+00:18:00,370 --> 00:18:06,130
+معين يبقى هذا المنهج هو يعتبر من أفضل المناهج اللي
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+271
+00:18:06,130 --> 00:18:10,110
+استيغطت لمرحلة ثانوية وطبقت لأنها لقمت طبيعة
+
+272
+00:18:10,110 --> 00:18:13,730
+المجتمع و لقمت طبيعة الطلاب طبعًا مع العيوب اللي
+
+273
+00:18:13,730 --> 00:18:18,330
+كانت موجودة في هذا المنهج أن هو مابحتاج للتنسيق
+
+274
+00:18:18,330 --> 00:18:21,810
+بصورة عالية جدًا و هذا طبعًا لحد الآن إحنا لو بدنا
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+275
+00:18:21,810 --> 00:18:25,800
+نقول هل ممكن تطبيق هذا المنهجالمحوري في الدول
+
+276
+00:18:25,800 --> 00:18:30,320
+العربية أو في فلسطين هل يمكن تفبيقه؟ من بتقول أه
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+277
+00:18:30,320 --> 00:18:35,460
+ومن بتقول لأ لأن البيئة اللي بحتاجها لازم تكون
+
+278
+00:18:35,460 --> 00:18:41,080
+مخصصة وعادة و لازم يكون المعامل أو البناء التنظيمي
+
+279
+00:18:41,080 --> 00:18:44,860
+للمدارس يكون مختلف البناء التنظيمي لازم يكون مختلف
+
+280
+00:18:44,860 --> 00:18:48,660
+احنا الآن هنشوف كيف اللي هي عملية بناء المدارس
+
+281
+00:18:48,660 --> 00:18:52,620
+لازم تكون مختلفة ممكن في الدول العربية لكن أنا لا
+
+282
+00:18:52,620 --> 00:18:58,100
+..الأدوات والـ .. كل الـ هو لحد الآن هي بتحتاج إلى
+
+283
+00:18:58,100 --> 00:19:01,280
+تغيير الفكرة، لحد الآن في الدول العربية كلها
+
+284
+00:19:01,280 --> 00:19:06,530
+المرحلة الثانوية أو اللي هي التوزيهي هي أهم شيءو
+
+285
+00:19:06,530 --> 00:19:09,090
+هذه بتعمل مشكلة لإن إحنا عاملين إنها زي عنق
+
+286
+00:19:09,090 --> 00:19:12,770
+الزجاجة، مابنعدش الطالب من البداية و بنخل الطالب
+
+287
+00:19:12,770 --> 00:19:15,510
+في بحر متلاطم الأمواج حتى يخلص مرحلة الثانوية
+
+288
+00:19:15,510 --> 00:19:18,030
+العامة و بعدين هو مش عارف حاله و أنه بده يروح، هذه
+
+289
+00:19:18,030 --> 00:19:20,870
+بدها أول حاجة تمهيد في الأفكار، بعدين بدها
+
+290
+00:19:20,870 --> 00:19:23,810
+إمكانات، إمكانات هائلة جدا، يعني الآن مثلا إحنا
+
+291
+00:19:23,810 --> 00:19:27,210
+لما أنا بندرس في مشكلاتبتكون مشكلات زي مشكلات
+
+292
+00:19:27,210 --> 00:19:31,030
+البيئة وطالب تاني قاعد بدرس مشكلات مثلا الانتشار
+
+293
+00:19:31,030 --> 00:19:35,210
+للديدان التفايلية واحد قاعد فيدرس مشكلة مثلا زي ما
+
+294
+00:19:35,210 --> 00:19:37,670
+اتكلمنا المرة الماضية اللي هي محصول الفرتقان او
+
+295
+00:19:37,670 --> 00:19:40,830
+الفراولة او كذا الآن ممكن يكون في عندهم أشياء
+
+296
+00:19:40,830 --> 00:19:43,470
+تساعدهم في هذا الإيطار يعني ممكن هنا ال .. بينا
+
+297
+00:19:43,470 --> 00:19:46,710
+نخل الطلاب يشتغلوا مجموعات انتوا الآن قاعدين في
+
+298
+00:19:46,710 --> 00:19:49,850
+قاعة بيخليكم تشتغلوا مجموعات و تتوزعوا ممكن هذه
+
+299
+00:19:49,850 --> 00:19:53,410
+الحيطة بزر ترتفع و هذه الحيطة بزر ترتفع وتصبحوا
+
+300
+00:19:53,410 --> 00:19:57,990
+موجودين في ساحةواسعة و ان انتوا تبدأوا تشتغلوا
+
+301
+00:19:57,990 --> 00:20:01,590
+بصورة تعاونية كل مجموعة تاخد مكان لحالها ركن
+
+302
+00:20:01,590 --> 00:20:05,270
+وتشتغلوا لو احنا محتاجين في هذه المحاضرة مختبر
+
+303
+00:20:05,270 --> 00:20:09,070
+حسوب ممكن ان الحيطة هتكون مشتركة مع الحيطة مع
+
+304
+00:20:09,070 --> 00:20:13,630
+المكان اللي ورانا هنا ان عليها مختبر حسوب ممكن تلف
+
+305
+00:20:13,630 --> 00:20:17,800
+الحيطة و يجيلك مختبرالحسوب وبالتالي هنا الإمكانات
+
+306
+00:20:17,800 --> 00:20:21,900
+هائلة بعدين بتكون اللي هي الملاعب الرياضية اللي هي
+
+307
+00:20:21,900 --> 00:20:25,520
+موجودة يعني كل الملاعب موجودة في داخل المدرسة يعني
+
+308
+00:20:25,520 --> 00:20:28,580
+في طلاب بدهم يلعبوا جنباز في بدهم يلعبوا سباحة في
+
+309
+00:20:28,580 --> 00:20:30,920
+بدهم يلعبوا كذا يبقى هذا كله لازم يكون موجود في
+
+310
+00:20:30,920 --> 00:20:34,560
+البيئة المدرسية مانفعش أنا أحط لهم بس اللي هي كرة
+
+311
+00:20:34,560 --> 00:20:38,180
+السلة و كرة الطائرة و كرة القدم و أقول إن هذه هي
+
+312
+00:20:38,180 --> 00:20:42,660
+بس الألعاب الموجودة كل طالب على حسبميولو
+
+313
+00:20:42,660 --> 00:20:46,400
+اهتماماته، قدراته الجسدية، ايش اللعبة المناسبة له،
+
+314
+00:20:46,400 --> 00:20:49,260
+فهو بيختارها في هذا الجانب، بحتاج إلى قدرات، طبعا
+
+315
+00:20:49,260 --> 00:20:53,420
+هي الدول العربية ليست فقيرة، ولكن هي بتحتاج إلى
+
+316
+00:20:53,420 --> 00:20:57,300
+ترتيب و تنظيم و تخطيط شامل لتغيير كل الأفكار اللي
+
+317
+00:20:57,300 --> 00:21:03,020
+بتنبني عليها هذه المرحلة نشوف الآن منهاج الوحدات
+
+318
+00:21:03,020 --> 00:21:08,120
+الدراسيةالان اتكلمنا احنا قبل ذلك على منهج النشاط
+
+319
+00:21:08,120 --> 00:21:11,620
+وقلنا منهج النشاط اللى هو طبق فى المرحلة المتوسطة
+
+320
+00:21:11,620 --> 00:21:14,240
+اللى ليست فى المرحلة الأساسية الدنيا ولا المرحلة
+
+321
+00:21:14,240 --> 00:21:18,740
+العليا ولكن كان فى المرحلة المتوسطة طبعا المنهج
+
+322
+00:21:18,740 --> 00:21:21,780
+كان كله عبارة عن نشاطات مشاريع يقوموا فيها الطلبة
+
+323
+00:21:21,780 --> 00:21:24,580
+ويدرسوها وهذه المشاريع مش مترابطة مع بعضها البعض
+
+324
+00:21:24,580 --> 00:21:28,700
+هنا صار فى مشكلة واضحة انه ايش المنهج اللى بيناسب
+
+325
+00:21:28,700 --> 00:21:32,850
+الطلبة من بداية دخولهم المدرسة؟وكيف احنا بدنا نوفق
+
+326
+00:21:32,850 --> 00:21:36,610
+بين الأفكار الحديثة وبين الأفكار اللي هي التقليدية
+
+327
+00:21:36,610 --> 00:21:40,490
+القديمة، فقالوا احنا لازم نعمل وحدة دراسية، لو
+
+328
+00:21:40,490 --> 00:21:42,890
+أجينا نشوف الوحدة الدراسية، أي وحدة دراسية أنت
+
+329
+00:21:42,890 --> 00:21:49,190
+تشوفيها في كتاب مدرسي، من ما تتكون؟ من فصوص، من
+
+330
+00:21:49,190 --> 00:21:53,630
+فصوص تتكون ومن فصوص تتكون من دروسبالظبط يعني ممكن
+
+331
+00:21:53,630 --> 00:21:56,850
+تكون الوحدة فيها فصلين و الفصل فيه مثلا تلت أو
+
+332
+00:21:56,850 --> 00:22:02,530
+أربع دروس، الدروس هذه مقسمة إلى طبعا أفكار أساسية
+
+333
+00:22:02,530 --> 00:22:06,390
+و بتبدأ اللي هي بتعطيني اللي هي أشياء، أول حاجة كل
+
+334
+00:22:06,390 --> 00:22:09,690
+وحدة لها أهداف عامةوالأهداف العامة بتنقسم إلى
+
+335
+00:22:09,690 --> 00:22:14,370
+أهداف خاصة، كل وحدة إلها مقدمة، كل وحدة بتركز لإيش
+
+336
+00:22:14,370 --> 00:22:18,410
+هي الأنشطة المطلوبة لدراسة هذه الوحدة، وأيضا كل
+
+337
+00:22:18,410 --> 00:22:21,670
+وحدة فيها أسئلة تكوينية، وكل وحدة فيها وراها أسئلة
+
+338
+00:22:21,670 --> 00:22:25,670
+ختمية بالنسبالها، وبالتالي هنا بيكون هذه الوحدة
+
+339
+00:22:25,670 --> 00:22:28,990
+مساغة بالصورة معينة، لو بدي أضيف .. أصيغ وحدة أنا
+
+340
+00:22:28,990 --> 00:22:33,030
+للصف الأول الإبتدائي مثلا، هل هصيغها بنفس الأسلوب
+
+341
+00:22:33,030 --> 00:22:36,750
+والمستوى اللي هصيغه للصف الرابع؟أو الصف السابع
+
+342
+00:22:36,750 --> 00:22:40,270
+يبقى الآن اللغة والأشكال والرسومات والأشياء تكون
+
+343
+00:22:40,270 --> 00:22:44,510
+كلها ملائمة لطبيعة هذه الوحدة أو لطبيعة الطلاب في
+
+344
+00:22:44,510 --> 00:22:46,890
+هذا المحل معناه ذلك هل ممكن الطلاب هم اللي يجمعوا
+
+345
+00:22:46,890 --> 00:22:51,430
+المادة ولا لازم خبراء و متخصصين المفروض أن خبراء و
+
+346
+00:22:51,430 --> 00:22:55,780
+متخصصين بيقوموا بوضع اللي هي الوحدات الدراسيةزي ما
+
+347
+00:22:55,780 --> 00:22:59,220
+احنا شايفين ان التنظيمات اللي هي التنظيمات
+
+348
+00:22:59,220 --> 00:23:02,140
+المنهجية القائمة على الوحدات الدراسية تعتمد على
+
+349
+00:23:02,140 --> 00:23:05,180
+سلسلة من الأنشطة التعليمية المتنوعة المتضمنة خلال
+
+350
+00:23:05,180 --> 00:23:08,240
+الوحدات الدراسية وبالتالي هذا التنظيم بيقسم
+
+351
+00:23:08,240 --> 00:23:12,000
+الموضوعات الدراسية إلى وحدات لها علاقة وارتباط خاص
+
+352
+00:23:12,000 --> 00:23:15,420
+لكل وحدة دراسية مقدمة وأهداف ومضمون وأنشطة وأسلوب
+
+353
+00:23:15,420 --> 00:23:18,780
+تقويم الكمارين وأمثلة محددة كل هذه الأشياء لازم
+
+354
+00:23:18,780 --> 00:23:22,930
+تكون ضمنالوحدة الدراسية لأن الحواجز بين هذه
+
+355
+00:23:22,930 --> 00:23:26,270
+الوحدات غير موجودة ما يؤكد على أهمية ووحدة وتكامل
+
+356
+00:23:26,270 --> 00:23:29,490
+المعرفة في التنظيم الوحدات الدراسية بتكون على أساس
+
+357
+00:23:29,490 --> 00:23:33,350
+نشاط المتعلم وإيجابيته وليس على أساس نشاط المعلم
+
+358
+00:23:33,350 --> 00:23:37,250
+وتفاعله إذ أن دور المعلم هنا مرشد وموجه ومعدل
+
+359
+00:23:37,250 --> 00:23:41,110
+ومصحح ومنمزج للوحدات الدراسية يبقى لازم الطالب
+
+360
+00:23:41,110 --> 00:23:45,780
+يكون هو الفاعل هو اللي نشط لكن الوحدة جايةجاهزة،
+
+361
+00:23:45,780 --> 00:23:50,120
+لكن فيها نشاطات لازم يقوم فيها الطالب المعلم بوجه
+
+362
+00:23:50,120 --> 00:23:54,120
+الطلاب بيرشدهم بيتابع عملية التقويم، بيتابع عملية
+
+363
+00:23:54,120 --> 00:23:56,540
+الشرح بالنسبة للطلاب
+
+364
+00:23:58,900 --> 00:24:01,720
+طبعا بيتفق هذا المنهج مع المنهج المحوري من حيث
+
+365
+00:24:01,720 --> 00:24:04,940
+تركيزه على المشكلات الحياتية للمتعلمين، بيحاول أن
+
+366
+00:24:04,940 --> 00:24:07,320
+يحل هذه المشكلات من خلال تفاعل المتعلمين في
+
+367
+00:24:07,320 --> 00:24:11,320
+مجموعات، يعني إيش هي المشكلات الحياتية للمتعلمين؟
+
+368
+00:24:11,320 --> 00:24:14,380
+أنا طلاب جايين ليه لساتهم أطفال، أهم مشكلتهم
+
+369
+00:24:14,380 --> 00:24:16,700
+الحياتية بدهم يتعلموا القراءة، بدهم يتعلموا
+
+370
+00:24:16,700 --> 00:24:19,640
+الكتابة، بدهم يتعلموا الحساب، بدهم يعرفوا أشياء عن
+
+371
+00:24:19,640 --> 00:24:23,250
+تاريخ بلدهم، بدهم يعرفوا أشياء ثقافيةهذه هي
+
+372
+00:24:23,250 --> 00:24:26,070
+مشكلتهم الحياتية لازم يكون في عندهم درجة من التنور
+
+373
+00:24:26,070 --> 00:24:29,530
+الحياتي والتنور العلمي فانا بساعدهم على انهم يحلوا
+
+374
+00:24:29,530 --> 00:24:33,130
+هذه المشكلات بحدد ايش المجالات الأساسية اللي هم
+
+375
+00:24:33,130 --> 00:24:36,190
+لازم يدرسوا فيها هناك أنواع متعددة من الوحدات
+
+376
+00:24:36,190 --> 00:24:39,270
+الدراسية يمكن تصنيفها إلى نوعين وحدات قائمة على
+
+377
+00:24:39,270 --> 00:24:42,350
+المادة الدراسية وترتكز على موضوعات وعلى مدى
+
+378
+00:24:42,350 --> 00:24:45,490
+ارتباطها مع بعضها البعض والوحدات القائمة على
+
+379
+00:24:45,490 --> 00:24:48,350
+الخبرة وحدات بتجعل من الخبرات المكتسبة محورا
+
+380
+00:24:48,350 --> 00:24:52,010
+لعملية التعلمأشرح لكم الفكرة الأساسية هنا كيف برضه
+
+381
+00:24:52,010 --> 00:24:55,090
+ما هي بتقومش زي ما احنا في عندنا كتاب و فيه خمس أو
+
+382
+00:24:55,090 --> 00:25:00,930
+ست وحدات دراسية المنهج في هذه المراحل بيأتي المدرس
+
+383
+00:25:00,930 --> 00:25:05,110
+في بداية العام الدراسي الآن هو ماعندهوش منهج واضح
+
+384
+00:25:05,110 --> 00:25:10,150
+محدد هو عنده مثلا عشان يدرس مادة العلم فعنده عشر
+
+385
+00:25:10,150 --> 00:25:14,490
+وحدات من العشر وحدات دول بتختار أربعوحدان بحيث
+
+386
+00:25:14,490 --> 00:25:17,230
+انها تكون واحدة جاية في مجال الفيزيا واحدة جاية في
+
+387
+00:25:17,230 --> 00:25:19,390
+مجال الكيميا واحدة جاية في مجال ال biology واحدة
+
+388
+00:25:19,390 --> 00:25:22,590
+جاية في مجال التخزين وبالتالي هو الان ببدأ يناقش
+
+389
+00:25:22,590 --> 00:25:25,890
+مع الطلاب الموضوعات والاشياء ايش بتحبوا تدرسوا ايش
+
+390
+00:25:25,890 --> 00:25:29,690
+بتحبوا هذا كذا بحيث ان اي واحدة بخدها الطلاب تكون
+
+391
+00:25:29,690 --> 00:25:33,170
+شاملة كافة المعرفة اللي لازم يدرسوها في هذه
+
+392
+00:25:33,170 --> 00:25:37,390
+المرحلةوبالتالي الطلبة بيختاروا مع المدرس إيش هي
+
+393
+00:25:37,390 --> 00:25:40,750
+الوحدات اللي هم هيدرسوها الوحدات تمت صياغتها لكن
+
+394
+00:25:40,750 --> 00:25:44,610
+من اللي بده ينجزها ويكملها طبعا المعلم مع الطلاب
+
+395
+00:25:44,610 --> 00:25:47,130
+هم اللي هيجمعوا المادة العلمية وبالتالي بتيح
+
+396
+00:25:47,130 --> 00:25:50,650
+المجال للطلاب للاختيار في وحدات بتركز على مادة
+
+397
+00:25:50,650 --> 00:25:54,710
+دراسية بحيث إنها مادة دراسية زي الحساب مثلا الحساب
+
+398
+00:25:54,710 --> 00:25:57,070
+إيش بتعطيه للطلاب؟ إيش المشروع اللي بتعطيه للطلاب
+
+399
+00:25:57,070 --> 00:26:00,860
+في الحساب؟هي مادة دراسية لازم ياخدوها لازم يتعلموا
+
+400
+00:26:00,860 --> 00:26:04,480
+الجمع والطريح والضرب والقسمة والنسبة المقاوية وكل
+
+401
+00:26:04,480 --> 00:26:06,880
+الأشياء دي وبالتالي في وحدات قائمة على المادة
+
+402
+00:26:06,880 --> 00:26:09,640
+الدراسية بتركز على الموضوعات ارتباطها ب بعضها
+
+403
+00:26:09,640 --> 00:26:12,960
+تسلسلها المنطقي في وحدات قائمة على الخبرة ووحدات
+
+404
+00:26:12,960 --> 00:26:16,720
+تجعل من المختبرات المكتسبة محور لعملية التعلم هذا
+
+405
+00:26:16,720 --> 00:26:19,160
+النوع بيعتمد على الخبرات المتعلم زي مادة العلم
+
+406
+00:26:19,160 --> 00:26:22,540
+الطلاب بيعتمدوا فيها على التجريببيعتمدوا فيها على
+
+407
+00:26:22,540 --> 00:26:25,420
+جمع العينات، بيعتمدوا فيها على كذا، وبالتالي في
+
+408
+00:26:25,420 --> 00:26:28,640
+وحدات بتركز مادة دراسية بحتة، في وحدات بتركز على
+
+409
+00:26:28,640 --> 00:26:29,700
+الخبرة
+
+410
+00:26:33,300 --> 00:26:36,000
+بيتم صناعة و بناء تلك الوحدات من قبل الخبراء
+
+411
+00:26:36,000 --> 00:26:39,020
+والمتخصصين بينما يقوم المعلم باختيار الوحدات
+
+412
+00:26:39,020 --> 00:26:41,800
+الملائمة اللي بتتفق مع خصائص ومتطلبات التلاميذ، من
+
+413
+00:26:41,800 --> 00:26:44,520
+هنا بيبدأ دور المتعلم في تحديد الأنشطة والمواد
+
+414
+00:26:44,520 --> 00:26:48,600
+التعليمية في داخل المدرسة ومعرفة حاجاتهم واختيارهم
+
+415
+00:26:48,600 --> 00:26:52,280
+وقدراتهم في اختيار الوحدات اللي بتناسبهم تتفق مع
+
+416
+00:26:52,280 --> 00:26:56,900
+رغباتهم، يبقى الوحدات بيصنعها الخبراءبتقدم للطلاب
+
+417
+00:26:56,900 --> 00:27:00,980
+بيتم اختيار الوحدات التي تتناسب مع حاجات وميول
+
+418
+00:27:00,980 --> 00:27:04,360
+واهتمامات الطلب نعمل دراسة لاهتمامات الطلب عند
+
+419
+00:27:04,360 --> 00:27:07,520
+طلاب مثلا في الصف التاني الإعدادي الآن بدأوا
+
+420
+00:27:07,520 --> 00:27:10,340
+يدخلوا في طفرة النمو والبلوغ وكذا، يبقى هدولة
+
+421
+00:27:10,340 --> 00:27:14,700
+بيحتاجوا أنهم يدرسواوحدات عن اللي هو التطور
+
+422
+00:27:14,700 --> 00:27:17,900
+الجسماني بالنسبة للشاب بالنسبة للفتا بالنسبة لكذا
+
+423
+00:27:17,900 --> 00:27:21,060
+بختار لهم بعض الوحدات بعرضها أمامهم و بقى أشوف هل
+
+424
+00:27:21,060 --> 00:27:24,860
+هم بوافقوا عليها و لا لأ فهي طالما بتناسبهم فهم
+
+425
+00:27:24,860 --> 00:27:27,620
+بيختارواها ممكن يكون في أكتر من وحدة في هذا المجال
+
+426
+00:27:27,620 --> 00:27:30,140
+فالطالب لازم يختار منهم وحدة في تلات وحدة أدك
+
+427
+00:27:30,140 --> 00:27:33,580
+تختار منهم وحدة لكن أي وحدة هتعطيه المعلومات اللي
+
+428
+00:27:33,580 --> 00:27:37,640
+هو لازم ياخدها و لازم يعرفها في هذه المرحلة
+
+429
+00:27:40,180 --> 00:27:43,580
+طبعا هنا بيصلح هذا التنظيم للمراحل الأولية من
+
+430
+00:27:43,580 --> 00:27:46,780
+التعليم المرحلة الابتدائية وممكن تكون المرحلة
+
+431
+00:27:46,780 --> 00:27:50,320
+المتوسطة لكن مابيصلحش لا للمرحلة الثانوية ولا
+
+432
+00:27:50,320 --> 00:27:54,140
+للمرحلة الجامعية لإن هدولة بيركزوا على التخصص
+
+433
+00:27:54,140 --> 00:27:58,160
+الدقيق و الدراسة الأكاديمية المتخصصة وبالتالي هذا
+
+434
+00:27:58,160 --> 00:28:01,680
+مابيصلحش هذا التخصص لإيش؟ لأنه لإن أنا بتقعدش أعطي
+
+435
+00:28:01,680 --> 00:28:05,800
+وحدة كاملة عن موضوع معين عن موضوع التخزين فأنا
+
+436
+00:28:05,800 --> 00:28:09,800
+بتدعتي معلومات بسيطة سطحية مش هعطي كل شيء بصورة
+
+437
+00:28:10,260 --> 00:28:14,000
+تخصيصية ولكن هو هياخد قشور من المعرفة في هذا
+
+438
+00:28:14,000 --> 00:28:17,100
+الإطار على الرغم إن هذا التنظيم يهتم بالمعلومات
+
+439
+00:28:17,100 --> 00:28:20,800
+والمعرفة إلا إن تلك المعلومات والمعارف ضحلة في دوق
+
+440
+00:28:20,800 --> 00:28:25,440
+التراكم المعرفي يعني بتظل بسيطة و بتعتمد على تقدم
+
+441
+00:28:25,440 --> 00:28:28,920
+سائل التكنولوجيا شعل .. شعل من هذه الوحدات طبعا
+
+442
+00:28:28,920 --> 00:28:33,380
+يعني وسيلة ليست جيدة لأنهم ممكن يدرسوها الطلاب
+
+443
+00:28:33,380 --> 00:28:38,060
+لحالهملا يوجد لهذا التنظيم كتب مقررة، مافيش كتاب
+
+444
+00:28:38,060 --> 00:28:41,220
+مقرر، زي ما قلنا المدرس بيجي في بداية العام عنده
+
+445
+00:28:41,220 --> 00:28:44,800
+عشر، اتناشر وحدة، بده يدرس منهم أربع وحدات،
+
+446
+00:28:44,800 --> 00:28:50,530
+فالمقرر كل من سنة لسنة بيختلفلأن السنة بتقرر أربع
+
+447
+00:28:50,530 --> 00:28:53,510
+وحدات، السنة التالية ممكن يقرر أربع وحدات غيرهم
+
+448
+00:28:53,510 --> 00:28:56,870
+وبالتالي الآن ممكن كمان مصممي المناهج يطلعوا وحدات
+
+449
+00:28:56,870 --> 00:29:00,710
+جديدة وبالتالي كل مرة هيختلف اللي هو المقرر
+
+450
+00:29:00,710 --> 00:29:04,810
+بالنسبة للطلاب، بتحتاج المدارس إعادة تنظيم في ذل
+
+451
+00:29:04,810 --> 00:29:08,310
+هذا المنهجبحيث إنه لازم يكون في عنا قاعات للأنشطة
+
+452
+00:29:08,310 --> 00:29:11,370
+والتدريب أجهزة للممارسة تلك الأنشطة انجاز
+
+453
+00:29:11,370 --> 00:29:14,710
+للتمرينات المطلوبة التجارب العلمية زي ما اتكلمنا
+
+454
+00:29:14,710 --> 00:29:18,070
+إن مدارسنا يعني مافيش فيها هذه الاستعدادات إن
+
+455
+00:29:18,070 --> 00:29:20,930
+المكان اللي هو قاعد فيه الطالب يكون موجود في مختبر
+
+456
+00:29:20,930 --> 00:29:24,990
+حسوب إن يكون فيه مختبر علوم إن يكون في مجال اللي
+
+457
+00:29:24,990 --> 00:29:28,050
+هي ممارسة الأنشطة لسه هذه الأشياء عندنا في المدارس
+
+458
+00:29:28,050 --> 00:29:31,990
+يعني لم تكلف بالصورة الكافية حتى بعض المدارس اللي
+
+459
+00:29:31,990 --> 00:29:35,740
+هي اللي صمموها في قطروفي السعودية ال smart school
+
+460
+00:29:35,740 --> 00:29:40,180
+المدارس الذكية لسه لحتى الآن بيحاولوا انهم ينشؤوها
+
+461
+00:29:40,180 --> 00:29:43,660
+بصورة معينة ال smart school يعني ال table هذه اللي
+
+462
+00:29:43,660 --> 00:29:47,380
+أمامك هي عبارة عن شاشةحاسوب الطاولة اللي قدام
+
+463
+00:29:47,380 --> 00:29:51,080
+الطالب هي شاشة حاسوب هو بيكتب و بيقرأ و بيمسح و
+
+464
+00:29:51,080 --> 00:29:54,020
+بيعمل كل شيء لإن هي عاملة زي اللي هي ال iPad أو
+
+465
+00:29:54,020 --> 00:29:58,600
+كذا بين إيداه فيها كل المعلومات المطلوبة الشاشة
+
+466
+00:29:58,600 --> 00:30:01,360
+اللي أمام الطلاب اللي هي الصبورة برضه هي بنفس
+
+467
+00:30:01,360 --> 00:30:05,460
+الصورة بيعتندوا هذا النظام لكن لسه لحتى الآن يعني
+
+468
+00:30:05,460 --> 00:30:09,200
+هم طوروا في بعض الأجهزة لكن في أشياء كتيرة بتحتاج
+
+469
+00:30:09,200 --> 00:30:11,740
+إلى تطوير مزال في هذا الجانب
+
+470
+00:30:15,170 --> 00:30:18,550
+الآن إحنا لو رجعنا لتنظيم اللي هو المواد الدراسية
+
+471
+00:30:18,550 --> 00:30:25,870
+التنظيم فيها منطقي ولا Psychology؟ تنظيم منطقي و
+
+472
+00:30:25,870 --> 00:30:28,890
+Psychology لأنه فيها الجزء المنطقي لأنه بياخد
+
+473
+00:30:28,890 --> 00:30:32,290
+وحدات دراسية و الوحدات هذه مساغة بصورة منطقية لكن
+
+474
+00:30:32,290 --> 00:30:36,430
+تتناسب مع احتياجات الطلاب وبالتالي فيها الصورة ال
+
+475
+00:30:36,430 --> 00:30:40,970
+Psychological بسلوب التدريس طبعا بتعتمد أكتر شيء
+
+476
+00:30:40,970 --> 00:30:46,850
+تعلم التعاون و حل المشكلات أيضاوبتعتمد على تنمية
+
+477
+00:30:46,850 --> 00:30:52,370
+أنماط مختلفة من التفكير طبعا بتعتمد استمرارية
+
+478
+00:30:52,370 --> 00:30:58,690
+التقويم واستمرارية الخبرات هي أكثر ملائمة طبعا
+
+479
+00:30:58,690 --> 00:31:03,650
+لمرحلة الطلبة في المراحل الدنيا لأنها بتتناسب مع
+
+480
+00:31:03,650 --> 00:31:06,910
+قدراتهم وإمكاناتهم لأنها بتساعدهم للاستعداد
+
+481
+00:31:06,910 --> 00:31:11,470
+للمستقبليعني أنا لما بزود الطلبة بمهارات القراءة
+
+482
+00:31:11,470 --> 00:31:14,530
+والكتابة والحساب والتاريخ والجغرافيا فأنا بساعدهم
+
+483
+00:31:14,530 --> 00:31:18,790
+للاستعداد للمستقبل وبالتالي هي بتعدهم للمستقبل
+
+484
+00:31:18,790 --> 00:31:21,990
+وبالتالي هو كان من أكفأ المناهج اللي هي بتساعد على
+
+485
+00:31:21,990 --> 00:31:34,070
+إعداد الطلبة للمستقبل في هذا الجانب لو
+
+486
+00:31:34,070 --> 00:31:35,590
+قلنا دور المعلم والمتعلم
+
+487
+00:31:38,080 --> 00:31:46,900
+في منهج الوحدات الدراسية المعلم موجه ومرشد مرافق
+
+488
+00:31:46,900 --> 00:31:50,580
+للطالب الطالب أيضا فعال ونشط ولابد انه يجمع
+
+489
+00:31:50,580 --> 00:31:54,720
+المعرفة بصورة كاملة هل اللي هي الوحدات الدراسية
+
+490
+00:31:54,720 --> 00:32:00,380
+بتركز على تكامل المعرفة او لا؟لأ، فيها صورة
+
+491
+00:32:00,380 --> 00:32:03,640
+متكاملة، أي نعم، بتركز على تكامل المعرفة، منهج
+
+492
+00:32:03,640 --> 00:32:06,180
+الوحدات الدراسية أهم حاجة فيه أن الطالب لما ياخد
+
+493
+00:32:06,180 --> 00:32:10,340
+الوحدة، ياخد الوحدة شاملة، متكاملة، وبالتالي ركزت
+
+494
+00:32:10,340 --> 00:32:13,420
+على تكامل المعرفة العلمية
+
+495
+00:32:17,890 --> 00:32:21,270
+الان احنا اتكلمنا عن تنظيمات المناهج هناخد صورة بس
+
+496
+00:32:21,270 --> 00:32:24,790
+بسيطة عن اللي هي أساليب التطوير اللي هي الأساليب
+
+497
+00:32:24,790 --> 00:32:29,890
+التقليدية في المناهج علشان المنهج يعتمدوا في عملية
+
+498
+00:32:29,890 --> 00:32:33,650
+تطويره هم أكم شريحة يعني مش كتار أسلوب الحذف
+
+499
+00:32:33,650 --> 00:32:39,370
+والإضافة والاستبدال أسلوب علشان احنا نطور فاكرين
+
+500
+00:32:39,370 --> 00:32:45,190
+التطوير ماذا يعني التطوير عملية تحسين شاملة لجميع
+
+501
+00:32:45,190 --> 00:32:51,270
+جوانبالمنهج لرفع كفاءة المنهج في تحقيق الأهداف،
+
+502
+00:32:51,270 --> 00:32:54,730
+وإحنا بنعمل عملية تحسين شاملة، أول أسلوب التحسين
+
+503
+00:32:54,730 --> 00:32:58,510
+ممكن أنها تكون الحذف، إن أنا أحذف، إيش اللي بده
+
+504
+00:32:58,510 --> 00:33:01,690
+أحذفه من مناهجنا؟ واللي هو أنا بفت تفكير بيستخدم
+
+505
+00:33:01,690 --> 00:33:02,230
+فيه مناهج
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/BaEgZvPk0fw_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/BaEgZvPk0fw_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..72c6a903d549f7c8e09601ce3a97ebfbad058d7e
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/BaEgZvPk0fw_postprocess.srt
@@ -0,0 +1,2508 @@
+1
+00:00:20,810 --> 00:00:25,470
+السلام عليكم أخدنا
+
+2
+00:00:25,470 --> 00:00:28,950
+في المحاضرة الماضية اللي هو مفهوم المنهاج كنظام،
+
+3
+00:00:28,950 --> 00:00:42,330
+من اتذكرنا ما المقصود بالنظام؟ ممتاز
+
+4
+00:00:42,330 --> 00:00:46,030
+جدا، هو الكل المتكامل الذي تتفاعل أجزاءه لتحقيق
+
+5
+00:00:46,030 --> 00:00:48,330
+أهداف محددة، ما هي مكوناته النظام؟
+
+6
+00:00:52,610 --> 00:00:58,750
+أحسنت ما هي مدخلات نظام المنهج؟
+
+7
+00:00:58,750 --> 00:01:02,870
+حاجات المجتمع،
+
+8
+00:01:02,870 --> 00:01:11,650
+حاجات الأفراد، أهداف مشتقة من الحاجات أيضًا خبرات
+
+9
+00:01:11,650 --> 00:01:15,950
+ومعرفة علمية وأنشطة والإمكانات المتوفرة ما هي
+
+10
+00:01:15,950 --> 00:01:17,570
+عمليات نظام المنهج؟
+
+11
+00:01:26,780 --> 00:01:33,780
+أحسنتي، ما هي المخرجات لنظام المنهج؟
+
+12
+00:01:33,780 --> 00:01:36,860
+تحقيق
+
+13
+00:01:36,860 --> 00:01:41,680
+أهداف النظام الترفض ما هو .. ما هي وظيفة التخزيه
+
+14
+00:01:41,680 --> 00:01:47,440
+الراجعة في نظام المنهج؟ زيادة الكفاءة، زيادة كفاءة
+
+15
+00:01:47,440 --> 00:01:52,210
+المخرجاتزيادة كفاءة المخرجات لأنها هي التي تتحقق
+
+16
+00:01:52,210 --> 00:01:57,350
+من مدى كفاءة المدخلات والعمليات للمخرجات وبالتالي
+
+17
+00:01:57,350 --> 00:02:01,130
+هي تعمل على زيادة كفاءتها يبقى عندنا منظومة المنهج
+
+18
+00:02:01,130 --> 00:02:05,920
+أصبحت واضحة لديناإن المنهج نظام متكامل هو قلب
+
+19
+00:02:05,920 --> 00:02:10,820
+أنظمة المجتمع هذا المنهج المدرسي بكل هذه الأشياء
+
+20
+00:02:10,820 --> 00:02:14,700
+وبكل هذا الجهد المبذول طبعا من أجل بناءه من أجل
+
+21
+00:02:14,700 --> 00:02:18,920
+تصميمه من أجل تدريسه من أجل مراجعته كله من أجل
+
+22
+00:02:18,920 --> 00:02:23,640
+تحقيق أهداف المجتمع هذا المنهج يقابل مجموعة من
+
+23
+00:02:23,640 --> 00:02:28,040
+الإشكاليات حسب متطلبات العصر اللي إحنا بنعيش فيه
+
+24
+00:02:28,040 --> 00:02:32,020
+طبعا هنا جينا نسأل يعني ما هي المناهج التي ندرسها
+
+25
+00:02:32,870 --> 00:02:36,690
+لماذا ليس لدينا أفراد بمواصفات معينة؟ طبعا كل
+
+26
+00:02:36,690 --> 00:02:41,210
+مجتمع يريد أن يخرج أفراد بمواصفات خاصة يضع هذه
+
+27
+00:02:41,210 --> 00:02:45,050
+الصفات و هذه المواصفات ضمن المناهج يعني بدنا ناس
+
+28
+00:02:45,050 --> 00:02:48,170
+ملتزمين بالدين الإسلامي يحترموا الدين، يحترموا
+
+29
+00:02:48,170 --> 00:02:50,830
+العقيدة، إن عندهم قيمة، إن عندهم كذا، نضع هذه
+
+30
+00:02:50,830 --> 00:02:53,850
+الأشياء في المناهج الطلاب بياخدوها على إنهم
+
+31
+00:02:53,850 --> 00:02:56,930
+مسلمات، دائما إحنا بنشوف إن الطالب بياخد كلام
+
+32
+00:02:56,930 --> 00:03:01,300
+المعلم على إنهمسلمة ولا يمكن إنه يناقشها وبالتالي
+
+33
+00:03:01,300 --> 00:03:04,400
+هذه الأشياء اللي هي بتبني الفكرة طبعا هذا الشيء
+
+34
+00:03:04,400 --> 00:03:08,020
+دائما بيثير الجدل بين الرجال السياسة ورجال
+
+35
+00:03:08,020 --> 00:03:11,980
+الاقتصاد ورجال التربية في كل المجالات في عندي
+
+36
+00:03:11,980 --> 00:03:16,900
+إشكاليات ثلاثة يواجهها المنهاج في العصر الحالي
+
+37
+00:03:16,900 --> 00:03:20,020
+الثبات والتغير والمعاصرة
+
+38
+00:03:22,280 --> 00:03:27,140
+هذه الإشكاليات التلاتة يعني ثبات وتغير ومعاصرة، كل
+
+39
+00:03:27,140 --> 00:03:30,400
+حياة بنعيشها فيها هذه الإشكاليات الثلاثة، ما
+
+40
+00:03:30,400 --> 00:03:40,080
+المقصود بالثبات استقرار الأمور ضمن حالة محددة لا
+
+41
+00:03:40,080 --> 00:03:43,500
+يمكن أن تتخيل أن كل شيء في الحياة متحرك، أن مافيش
+
+42
+00:03:43,500 --> 00:03:48,100
+عنا حاجةثابتة، الثبات ضروري للعقل البشري، إن أنا
+
+43
+00:03:48,100 --> 00:03:52,180
+أشوف الأشياء أمامي ثابتة، وبالتالي استقرار الأمور،
+
+44
+00:03:52,180 --> 00:03:54,900
+لكن ليست استقرار كل الأمور، استقرار كل الأمور
+
+45
+00:03:54,900 --> 00:03:58,800
+معناه الموت والعدم، لأن الاستقرار النهائي هو في
+
+46
+00:03:58,800 --> 00:04:02,560
+الموت، ما هي التوابط التي يجب المحافظ عليها في
+
+47
+00:04:02,560 --> 00:04:08,200
+المناهج؟ المبدأ والقيم الخاصة بالمجتمعأحسن، يبقى
+
+48
+00:04:08,200 --> 00:04:13,080
+المبادئ والأسس، العقيدة اللي بني عليها المنهج،
+
+49
+00:04:13,080 --> 00:04:16,780
+الفلسفة الأساسية هذه يجب أن تكون ثابتة وبالتالي
+
+50
+00:04:16,780 --> 00:04:21,580
+هنا الثبات مهم جدا، لكن هذا الثبات بيكون موجود في
+
+51
+00:04:21,580 --> 00:04:25,580
+المبادئ والأسس اللي بني عليها هذا المنهج، يعني
+
+52
+00:04:25,580 --> 00:04:29,400
+إحنا الآن مسلمين و بعد عشرين سنة مسلمين و بعد متين
+
+53
+00:04:29,400 --> 00:04:32,890
+سنة مسلمين، هل هذا الشيء هيتغير؟هل ممكن إنه في
+
+54
+00:04:32,890 --> 00:04:35,950
+ديانة أخرى تترق على هذا الشعب؟ يبقى هذا الشيء إحنا
+
+55
+00:04:35,950 --> 00:04:40,950
+بنحافظ على وجوده في داخل المنهج القيم الصدق
+
+56
+00:04:40,950 --> 00:04:46,190
+الأمانة الإخلاص هذه برضه قيم المحافظة عليها ثابتة
+
+57
+00:04:46,190 --> 00:04:50,770
+وضرورية التغير ماذا يعني التغير؟
+
+58
+00:04:53,100 --> 00:04:56,460
+الاختلاف من صورة إلى أخرى وكل الأشياء اللي احنا
+
+59
+00:04:56,460 --> 00:04:59,960
+بنشوفها في حياتنا هي نتيجة سلسلة من التغيرات
+
+60
+00:04:59,960 --> 00:05:05,280
+التغيرات انت شوف انت نفسك هاتي سورك خلال آخر خمس
+
+61
+00:05:05,280 --> 00:05:09,860
+سنوات وشوفي هل انت اتغيرتي شكلا هل اتغيرتي فكرا و
+
+62
+00:05:09,860 --> 00:05:13,820
+مضمونا ام لا وبالتالي بتلاحظ ان حصل عليك سلسلة من
+
+63
+00:05:13,820 --> 00:05:17,480
+التغيرات الحياة كلها سلسلة من التغيرات كل يوم فيه
+
+64
+00:05:17,480 --> 00:05:22,730
+جديد كل يوم هوفي شأنه وبالتالي كل يوم فيه جديد
+
+65
+00:05:22,730 --> 00:05:25,790
+يبقى معناه ذلك إن المناهج لا يمكن إنها تستقر تبقى
+
+66
+00:05:25,790 --> 00:05:30,470
+ثابتة لابد إنها تواكب حركة التغير التغير الموجودة
+
+67
+00:05:30,470 --> 00:05:34,650
+ما هي ما هي المتغيرات في المناهج التفاصيلات
+
+68
+00:05:34,650 --> 00:05:39,580
+الجزئية تندلج تحت الأساسيات والخوارممتاز جدا، يبقى
+
+69
+00:05:39,580 --> 00:05:42,620
+هنا التفاصيلات كلها بتتغير، حتى العلم نفسه ممكن
+
+70
+00:05:42,620 --> 00:05:46,300
+يتغير، يعني ممكن نظريات يثبت خطأها، ممكن نظريات
+
+71
+00:05:46,300 --> 00:05:49,820
+جديدة تسعد، ممكن أفكار جديدة، ممكن موضوعات جديدة
+
+72
+00:05:49,820 --> 00:05:53,100
+تنشأ، ماكنتش موجودة سابقا، يعني زمان كان فيه
+
+73
+00:05:53,100 --> 00:05:55,140
+الكيميا وكان فيه البيولوجيا، صار فيه الكيميا
+
+74
+00:05:55,140 --> 00:05:58,010
+البيولوجية، البيولوجيا الكيميائيةصار في علوم
+
+75
+00:05:58,010 --> 00:06:01,750
+جديدة، الكيميا الفيزيائية، في الكيميا التكنولوجية،
+
+76
+00:06:01,750 --> 00:06:05,130
+في تكنولوجيا الكيميا وبالتالي هنا في أشياء جديدة
+
+77
+00:06:05,130 --> 00:06:08,410
+ممكن تظهر، هذه الأشياء كلها ممكن تتغير، ليش؟ لأنها
+
+78
+00:06:08,410 --> 00:06:13,930
+هي وليدة العقل البشري وكل يوم هو جديد كيف يمكن أن
+
+79
+00:06:13,930 --> 00:06:16,150
+نوازن بين الثبات والتغير؟
+
+80
+00:06:21,860 --> 00:06:26,260
+إنه إحنا نبقى القيام والمبادئ ثابتة و بس نغير في
+
+81
+00:06:26,260 --> 00:06:29,720
+الأساليب والطرق طرق توصيل المعلومات إذا في إضافات
+
+82
+00:06:29,720 --> 00:06:35,020
+جديدة نجددها نزل إش جديد ينبين حكمه ضمن القيام
+
+83
+00:06:35,020 --> 00:06:38,780
+ممتاز يبقى يجب الثبات والتغير يمشوا مع بعض في
+
+84
+00:06:38,780 --> 00:06:42,420
+المناهج يعني المناهج تبعتنا هذه كل يوم فيه جديد في
+
+85
+00:06:42,420 --> 00:06:44,900
+العالم يبقى احنا كل يوم بنمشي بس برضه زي ما احنا
+
+86
+00:06:44,900 --> 00:06:49,560
+بنمشي في التغيرات برضه لازم الثبات عندنا يضلبرضه
+
+87
+00:06:49,560 --> 00:06:53,120
+مستمر، مش لازم يقف، مش لازم ان احنا يكون في عيننا
+
+88
+00:06:53,120 --> 00:06:56,600
+بعض النظريات بتقول انه في نظريات الخلق الذاتي، في
+
+89
+00:06:56,600 --> 00:06:59,840
+نظريات النشوء، في نظريات كذا، هل معنا ذلك ان احنا
+
+90
+00:06:59,840 --> 00:07:03,460
+نرفض فكرة ان الله سبحانه وتعالى هو خالق هذا الكون؟
+
+91
+00:07:03,460 --> 00:07:06,460
+لأ، احنا هذه فكرتنا الأساسية، هذا مبدأنا الأساسي
+
+92
+00:07:06,460 --> 00:07:09,640
+اللي احنا بنؤمن فيه، لكن مافيش مانع ان احنا نقرأ
+
+93
+00:07:09,640 --> 00:07:14,300
+الأفكار الأخرى ونراها، وبالتالي الثبات والتغير
+
+94
+00:07:14,300 --> 00:07:18,940
+بيسيروا جنبا إلى جنب في بناء المناهجيعني في تطوير
+
+95
+00:07:18,940 --> 00:07:21,140
+في المناهج، بنتطور في المناهج، في نظريات جديدة،
+
+96
+00:07:21,140 --> 00:07:24,560
+بناخد فيها نظريات، بندرس طلابنا، إيش في علم جديد،
+
+97
+00:07:24,560 --> 00:07:28,900
+بندرسهم، لكن التغير في المبادئ صعب، التغير في
+
+98
+00:07:28,900 --> 00:07:32,460
+التفصيلات، في الجزئيات، في اللي هي مبادئ اللي هو
+
+99
+00:07:32,460 --> 00:07:35,980
+الفكر الإنسان، وبالتالي هنا بقول الثبات والتغير
+
+100
+00:07:35,980 --> 00:07:39,580
+ينبغي أن يصير معا جنبا إلى جنب، حيث أن يكون الثبات
+
+101
+00:07:39,580 --> 00:07:43,480
+في المبادئ والتغير في التفصيلات الجزئية، بين
+
+102
+00:07:43,480 --> 00:07:49,120
+الثبات والتغير في مفهوم المعاصرةما هي المعاصرة؟
+
+103
+00:07:49,120 --> 00:07:54,560
+تفضلي إنه الإنسان يواكب العصر اللي هو عايش فيه،
+
+104
+00:07:54,560 --> 00:07:58,240
+مادام لا يتعارض مع قيم ومبادئه الأساسية يعني
+
+105
+00:07:58,240 --> 00:08:03,000
+أمتاز، في ناس كتير بتفهم المعاصرة بشكل مختلف، يعني
+
+106
+00:08:03,000 --> 00:08:06,080
+بنسمع نقاش بقولك أنت كان فتاهة في الاسطينية، بقولك
+
+107
+00:08:06,080 --> 00:08:10,820
+يجب أنت كوني فتاهة عصرية مواكب على التطورأيوة
+
+108
+00:08:10,820 --> 00:08:14,580
+مواكبة للتطور وبالتالي لما بنجيب نفهم كلمة عصرية
+
+109
+00:08:14,580 --> 00:08:19,040
+إن هي مواكبة لأحداث العصر يعني إيش فيه تغيرات؟ إيش
+
+110
+00:08:19,040 --> 00:08:24,000
+فيه أفكار جديدة في هذا العصر؟ يجب أن نواكبها هذا
+
+111
+00:08:24,000 --> 00:08:27,520
+كلام جيد لكن هنا فيه نقطة مهمة في المعاصرة إذا
+
+112
+00:08:27,520 --> 00:08:31,260
+إحنا بدنا نواكب كل ما هو جديد شخصيتنا الأساسية
+
+113
+00:08:31,260 --> 00:08:36,930
+رايحة تضيع يبقى حتى تكون المعاصرة معاصرة سليمةأي
+
+114
+00:08:36,930 --> 00:08:42,090
+نعم، نحافظ على الشخصية الأساسية ونواكب المتغيرات
+
+115
+00:08:42,090 --> 00:08:47,890
+التي لا تتخالف مع فلسفتنا، لا تتخالف مع عقيدتنا،
+
+116
+00:08:47,890 --> 00:08:52,490
+لا يوجد ما يمنع أنك تكوني أنت فتاة عصرية، عالمة
+
+117
+00:08:52,490 --> 00:08:55,790
+متقدمة في الفيزياء أو في الكيميا أو في أعلى
+
+118
+00:08:55,790 --> 00:09:01,290
+العلوم، لكن محجبة، هل في منع؟ لأ مافي شيء يمنع أنك
+
+119
+00:09:01,290 --> 00:09:04,370
+أنت تكوني فتاة مسلمة محجبة و تكوني عالمة في أدق
+
+120
+00:09:04,370 --> 00:09:08,570
+العلومأو أنك تكون عندك .. أنت رسامة أو تكون عندك
+
+121
+00:09:08,570 --> 00:09:12,530
+أي نوع من أنواع الإبداع، مافي شيء يمنعك، طالما أنك
+
+122
+00:09:12,530 --> 00:09:15,430
+محافظة على شخصيتك الأصلية، لكن عندك قدرة على
+
+123
+00:09:15,430 --> 00:09:18,750
+الإبداع، عندك قدرة على الإنتاج، يبقى هنا معنى
+
+124
+00:09:18,750 --> 00:09:22,670
+المعاصرة أنه نعيش في ظروف العصر مع المحافظة على
+
+125
+00:09:22,670 --> 00:09:26,730
+الشخصية الأصلية، معناه ذلك أننا نعاصر ولا نتغير
+
+126
+00:09:27,620 --> 00:09:30,800
+التغيير ان احنا بدنا نستغني عن الصورة الأساسية
+
+127
+00:09:30,800 --> 00:09:33,920
+بتاعتنا، بناكون فتاة عصرية يعني معناه ذلك بدي أعيش
+
+128
+00:09:33,920 --> 00:09:36,080
+زي الفتيات اللي بيشوفهم بالتلفزيون، لأ مش هذه
+
+129
+00:09:36,080 --> 00:09:42,020
+المعاصرة، هدولة لهم ظروفهم اللي همبيؤمنوا فيها،
+
+130
+00:09:42,020 --> 00:09:44,760
+مابيؤمنوش فيها، لكن أنا كإنسان اللي مبادئ، اللي
+
+131
+00:09:44,760 --> 00:09:48,780
+فلسفة، أنا بقدرش أكون زيهم، لكن أنا بقدر أشوف ما
+
+132
+00:09:48,780 --> 00:09:52,960
+هو الجيد في هذا العصر ويمكن إن أنا أخده، وهذا طبعا
+
+133
+00:09:52,960 --> 00:09:56,680
+اللي بيصير في المناهج، المناهج لازم تكون معاصرة،
+
+134
+00:09:56,680 --> 00:10:00,720
+لازم تحافظ على شخصية المواطن في بلده، بس لازم
+
+135
+00:10:00,720 --> 00:10:05,310
+تساعده على إنه يرتقي في أعلى العلومهذا معنى معاصرة
+
+136
+00:10:05,310 --> 00:10:07,910
+المنهج، لأن في ناس كتير تقولك إن المناهج اللي
+
+137
+00:10:07,910 --> 00:10:13,110
+بدرسوها متخلفة، لازم تدرسوا منهج معاصرة، طب إيش
+
+138
+00:10:13,110 --> 00:10:16,770
+يعني منهج معاصرة؟ بقولك شيلوا كل ما يرتبط بالدين
+
+139
+00:10:16,770 --> 00:10:21,440
+الإسلاميالحجاب اللي انتوا بتحطوه بخفة طبقة متعفنة
+
+140
+00:10:21,440 --> 00:10:26,340
+في رؤوسكم وبالتالي بتلاقي انه أصبحت الكلمات ليست
+
+141
+00:10:26,340 --> 00:10:30,080
+في معاصرة العلم ولكن هي في الهجوم على الفكر
+
+142
+00:10:30,080 --> 00:10:35,060
+الموجود، هذا اللي هو يعني بيقلبوا المفاهيمما
+
+143
+00:10:35,060 --> 00:10:38,040
+أصبحتش المعاصرة بهذا الشكل هي المعاصرة، ولكن أصبحت
+
+144
+00:10:38,040 --> 00:10:41,620
+هي هجوم على المبدأ، الأصل في المعاصرة أن المبدأ
+
+145
+00:10:41,620 --> 00:10:45,680
+بيحافظ على شخصية المواطن، وبعد ذلك المعاصرة في
+
+146
+00:10:45,680 --> 00:10:49,000
+ظروف العصر بتعيش على أعلى مستوى من التقنيات،
+
+147
+00:10:49,000 --> 00:10:53,760
+بتشتري أعلى نوع من التقنية التعليمية، بتعلم طلاب
+
+148
+00:10:53,760 --> 00:10:57,440
+في كل المختبرات، بتتدربيهم على أدق التقنيات، مافيش
+
+149
+00:10:57,440 --> 00:11:03,140
+مشكلة في هذا الشئوالمشكلة الأساسية أنك تتخلى عن
+
+150
+00:11:03,140 --> 00:11:06,400
+مبادئك الأساسية، لأ مش هي هذه المشكلة، مبادئي هذه
+
+151
+00:11:06,400 --> 00:11:10,720
+شخصيتي أنا ما بتتخلاش عنها، لكن أنا ممكن أتعلم
+
+152
+00:11:10,720 --> 00:11:15,040
+وممكن المناهجي تتطور في كافة الإمكانة، يبقى هنا
+
+153
+00:11:15,040 --> 00:11:19,700
+المعاصرة دكتورة، ممكن نقول برضه أن معاصرة المنقاش،
+
+154
+00:11:19,700 --> 00:11:22,800
+في نظريات معينةبيصير عليها تعديلات و تغييرات يعني
+
+155
+00:11:22,800 --> 00:11:27,180
+مضالش زي ما هي بس صح ان الواحد يوركد النظرية يعني
+
+156
+00:11:27,180 --> 00:11:29,880
+احنا بنقول مثلا كانت النظريات في التعليم في
+
+157
+00:11:29,880 --> 00:11:33,100
+التربية زي ما اتكلمنا قبل ذلك ان مثلا هي اتكلمنا
+
+158
+00:11:33,100 --> 00:11:35,900
+في نظرية المنهج ان هي من الجزئيات للكليات بعدين
+
+159
+00:11:35,900 --> 00:11:38,520
+صارت من الكليات إلى الجزئيات صارت من المحسوس إلى
+
+160
+00:11:38,520 --> 00:11:42,780
+المجرد احنا بنشوف كل هذه نظريات بنستفيد منها ماعن
+
+161
+00:11:42,780 --> 00:11:46,480
+مانع ان احنا نطور في نظرية بناء المنهج كيف نبني
+
+162
+00:11:46,480 --> 00:11:50,590
+المنهج كيف نعلم طلابناهل ممكن أستخدم المثير
+
+163
+00:11:50,590 --> 00:11:53,950
+والاستجابة أو أستخدم الفكرة الكلية وأستخدم الوسيلة
+
+164
+00:11:53,950 --> 00:11:57,950
+التعليمية أستخدم الوسيلة التقنية الألكترونية؟ إيش
+
+165
+00:11:57,950 --> 00:12:02,650
+المتحنج أنا بستخدمه؟ لكن مش لازم هذه الوسيلة تتضمن
+
+166
+00:12:02,650 --> 00:12:08,610
+ما ينافي مبدأ، هذا هو الأساس في مفهوم المعاصرة،
+
+167
+00:12:08,610 --> 00:12:13,990
+وبالتالي المعاصرةمعناها طبعا إن يعيش الفرد بمستوى
+
+168
+00:12:13,990 --> 00:12:17,090
+ظروف عصره مادامك هذه الظروف لا تتعارض مع قيمه
+
+169
+00:12:17,090 --> 00:12:20,950
+وأخلاقه ومبادئ الملبتقة من قيمه الإسلامية الحنيفة
+
+170
+00:12:20,950 --> 00:12:24,990
+ويخطط للمستقبل ويستطيع أن يعيش هذا المستقبل مهما
+
+171
+00:12:24,990 --> 00:12:29,710
+كان يحمل من مفاجئات، هيك إحنا بنقدر فعلا نحط مناهج
+
+172
+00:12:29,710 --> 00:12:33,210
+وهذه المناهج ما نقولش إنها متخلفة ولا إن هي سبب
+
+173
+00:12:33,210 --> 00:12:36,490
+تخلفنا أو إن هي سبب كذا، لأ إحنا بنحط مناهج على
+
+174
+00:12:36,490 --> 00:12:39,990
+أعلى مستوى من التقنية وكل حديث في التربية بنحاول
+
+175
+00:12:39,990 --> 00:12:43,320
+إن إحنا نفهمهوإن احنا نستفيد منه كل حديث في العلم
+
+176
+00:12:43,320 --> 00:12:46,560
+وكل حديث في التكنولوجيا بنحاول إن احنا نستفيد منه
+
+177
+00:12:46,560 --> 00:12:49,500
+وإحنا مش بس هذا الشيء اللي بدناه إحنا بدنا نكون
+
+178
+00:12:49,500 --> 00:12:53,520
+أصل من يولد هذه المعرفة هيك كانوا المسلمين في
+
+179
+00:12:53,520 --> 00:12:57,720
+البداية كانوا هم الذين يضعوا العلوم والغرب يترجم
+
+180
+00:12:57,720 --> 00:13:02,500
+عنهم حتى
+
+181
+00:13:02,500 --> 00:13:06,380
+نستطيع أن نحقق هذه الأشياء لابد من إكساب متعلمنا
+
+182
+00:13:06,380 --> 00:13:09,900
+سمات الإنسان الجديد الإنسان اللي بيعيش في هذا
+
+183
+00:13:09,900 --> 00:13:14,750
+العصرهذا العصر اللي هو متلاحق التغيرات كل يوم فيه
+
+184
+00:13:14,750 --> 00:13:18,310
+جديد، فيه سرعة في المعرفة، فيه سرعة في إنتاج
+
+185
+00:13:18,310 --> 00:13:21,330
+المعرفة، فيه سرعة في إنتاج التقنية، فيه سرعة في
+
+186
+00:13:21,330 --> 00:13:24,970
+إنتاج التكنولوجيا، في وسائل الإتصال، يعني لو شفتوا
+
+187
+00:13:24,970 --> 00:13:30,410
+حياتكم من خمس سنوات حتى الآن أو من تلت سنوات حتى
+
+188
+00:13:30,410 --> 00:13:36,270
+الآن، قداش كم تغيير حصل في الحياة؟كان كبير جدا،
+
+189
+00:13:36,270 --> 00:13:39,430
+حتى مافيش دار تقدر تقعد من غير router، من غير إنه
+
+190
+00:13:39,430 --> 00:13:42,010
+يكون في عندهم net، من غير إنه يكون في عندهم كذا،
+
+191
+00:13:42,010 --> 00:13:45,430
+لابد إن يكون فينا اتصال في العالم الخارجي، بتقدر
+
+192
+00:13:45,430 --> 00:13:48,890
+تتكلمي مع كل بقاع الأرض، بتقدر تجري حديث إذا ماكنش
+
+193
+00:13:48,890 --> 00:13:53,190
+مسموع بكون مقروق، بكون كذا، اختلفت طبيعة الحياة و
+
+194
+00:13:53,190 --> 00:13:57,250
+طبيعة التواصل، هذا الشيء احنا بنحتاج فيه لمهارات
+
+195
+00:13:57,250 --> 00:14:02,340
+جديدةوالمنهج يجب أن يكون له دور في هذا المجال،
+
+196
+00:14:02,340 --> 00:14:06,420
+بقول من الأمور التي يجب أن نتحقق منها أو أن يكون
+
+197
+00:14:06,420 --> 00:14:11,880
+فيها دور حقيقي، إكساب المتعلم مقومات ثقافة العقل،
+
+198
+00:14:11,880 --> 00:14:16,500
+ما هي ثقافة العقل؟
+
+199
+00:14:16,500 --> 00:14:19,860
+معلومات تساعد على حل المشكلة معلومات تساعد على حل
+
+200
+00:14:19,860 --> 00:14:20,880
+المشكلة، تفضل
+
+201
+00:14:24,670 --> 00:14:28,170
+ممتاز جدا، قدرة على التفكير المنطقي والموضوع
+
+202
+00:14:28,170 --> 00:14:32,130
+والبعد عن التفكير بالخرافة يكون لديه ثقة بالنفس
+
+203
+00:14:32,130 --> 00:14:35,830
+ويحل مشكلته بنفسه ممتاز، لديه ثقة بالنفس وعنده
+
+204
+00:14:35,830 --> 00:14:41,830
+قدرة على حل المشكلات أحسنت،
+
+205
+00:14:41,830 --> 00:14:46,520
+رفض فكرة الحل الوحيد والبحث عن حلول أخرىيبقى احنا
+
+206
+00:14:46,520 --> 00:14:50,460
+بنتكلم هنا عن ثقافة المنطق، ثقافة القدرة على حل
+
+207
+00:14:50,460 --> 00:14:54,620
+المشكلات، القدرة على اتخاذ القرار، القدرة على
+
+208
+00:14:54,620 --> 00:14:59,920
+إنتاج حلول للمشكلات، لا يوجد للمشكلة حل وحيد، ولكن
+
+209
+00:14:59,920 --> 00:15:04,780
+في لها مجموعة دائما من الحلول، فكرة الحل الوحيد هي
+
+210
+00:15:04,780 --> 00:15:09,350
+فكرة دكتاتوريةفكرة بتدمر الإنسان، لما بيجي يقولوا
+
+211
+00:15:09,350 --> 00:15:12,390
+إن هذا المشكلة إلها حل واحد، زي ما تيجي المدرسة
+
+212
+00:15:12,390 --> 00:15:16,150
+بتقول للطلاب أنت بتحل السؤال زي هيك، لو حل بطريقة
+
+213
+00:15:16,150 --> 00:15:20,070
+تانية، بتحطله خطأ، مع إنها الطريقة التانية صح، فهي
+
+214
+00:15:20,070 --> 00:15:23,690
+بتحطله خطأ، ليش؟ لأنها بتهيأ يفكر بتفكيرها، هذا
+
+215
+00:15:23,690 --> 00:15:26,410
+خطأ، أنا لازم أعلم الطالب إن أي طريقة ممكن
+
+216
+00:15:26,410 --> 00:15:30,470
+يستخدمها للحل هي طريقةصحيحة طالما كانت خطواتها
+
+217
+00:15:30,470 --> 00:15:34,050
+منهجية صحيحة وبالتالي هنا لابد دائما ان احنا يكون
+
+218
+00:15:34,050 --> 00:15:39,110
+في عنا اكثر من حل كل مشكلة لها اكثر من حل وبالتالي
+
+219
+00:15:39,110 --> 00:15:42,890
+هنا بنمي القدرات على ان يكون في عنا دائما قدرة في
+
+220
+00:15:42,890 --> 00:15:46,090
+اتخاذ القرار قدرة في الإبداع في إنتاج مجموعة كبيرة
+
+221
+00:15:46,090 --> 00:15:50,670
+من الحلول يبقى هنا بنرفض التفكير الخرافي بنرفض
+
+222
+00:15:50,670 --> 00:15:55,130
+الاعتماد على الأساطيرثقافة عقل، عقلنا بنعيش في عصر
+
+223
+00:15:55,130 --> 00:15:59,890
+متحدر، عصر فيه تقنية، فيه تكنولوجيا، فيه ثورة
+
+224
+00:15:59,890 --> 00:16:02,730
+معلوماتية، يبقى احنا كمان قدراتنا العقلية لازم
+
+225
+00:16:02,730 --> 00:16:07,250
+تكون برضه في مستوى هذا العصر اكساب المتعلم مهارات
+
+226
+00:16:07,250 --> 00:16:12,170
+التكنولوجيا الإنسانية ما هي مهارات التكنولوجيا
+
+227
+00:16:12,170 --> 00:16:16,590
+التي تحتاجينها أنت كطالب في الجامعة؟قدرة على
+
+228
+00:16:16,590 --> 00:16:20,870
+استخدام حسوب برامج حسابية مختلفة وقدرة على تدخل
+
+229
+00:16:20,870 --> 00:16:25,110
+إلى شركة التي انتجت الحصول عليهاممتاز جدا، انت
+
+230
+00:16:25,110 --> 00:16:27,830
+كطالبة جامعية محتاجة انك تتعاملي مع الحاسوب،
+
+231
+00:16:27,830 --> 00:16:30,570
+تتعاملي مع الانترنت، تتعاملي مع Google Scholar
+
+232
+00:16:30,570 --> 00:16:34,530
+بحيث انك تدخلي للبحث العلمي، تعملي أبحاث علمية،
+
+233
+00:16:34,530 --> 00:16:38,410
+تقرأ أي أخر ما كان في هذا المجال، في مجال البحث،
+
+234
+00:16:38,410 --> 00:16:42,470
+تقدر تستخدمي أدوات اللي هي النشر العالمي، تقدر
+
+235
+00:16:42,470 --> 00:16:45,490
+تنشري أفكار، تقدر تدافع عن هذه الأفكار، هذه كلها
+
+236
+00:16:45,490 --> 00:16:48,950
+مهارات لازم انك انت تمتلكيها، كمان لما يكون في
+
+237
+00:16:48,950 --> 00:16:52,660
+عندك أي جهازعندك في البيت أو في المختبر عندك في
+
+238
+00:16:52,660 --> 00:16:56,600
+المدرسة في الجامعة و كذا لازم تقدر تتعاملي مع هذا
+
+239
+00:16:56,600 --> 00:16:59,880
+الجهاز تتعاملي معاه و اتحافظي عليه و اتصينيه مش
+
+240
+00:16:59,880 --> 00:17:04,480
+انك انت تدمريه في البعض ممكن يدمر جهاز الجوال او
+
+241
+00:17:04,480 --> 00:17:08,100
+كذا لأنه ما بعرف يتعامل معاه بالتالي هنا لابد ان
+
+242
+00:17:08,100 --> 00:17:11,320
+يكون في عنا قدرة في استخدام المهارة اللي هي مهارات
+
+243
+00:17:11,320 --> 00:17:15,040
+التكنولوجيا الإنسانية نسخر التكنولوجيا لخدمة
+
+244
+00:17:15,040 --> 00:17:20,240
+الإنسان مش نسخر الإنسان لخدمة التكنولوجيايعني الآن
+
+245
+00:17:20,240 --> 00:17:23,360
+مثلا ال Facebook و ال WhatsApp و كذا و كذا، هذه
+
+246
+00:17:23,360 --> 00:17:27,760
+أشياء مسخرة لخدمتنا، مش إحنا مسخرين لإلها، مش 24
+
+247
+00:17:27,760 --> 00:17:31,760
+ساعة تاخد من تفكيرنا، لأ مش لازم تاخد من تفكيرنا
+
+248
+00:17:31,760 --> 00:17:37,660
+هذا الحد، مش لازم تستعبدنا، لازم إحنا نسخرها
+
+249
+00:17:37,660 --> 00:17:41,700
+لخدمتنا في وقت محدد، في زمن محدد، نستفيد منها، بس
+
+250
+00:17:41,700 --> 00:17:44,580
+مش بنبذل وقتنا و حياتنا و جهدنا و طاقتنا عليها
+
+251
+00:17:46,140 --> 00:17:49,980
+أساليب الحوار مع الآخرين، لابد من إكساب المتعلم
+
+252
+00:17:49,980 --> 00:17:53,060
+أساليب الحوار مع الآخرين، ماذا تفهم من هذه
+
+253
+00:17:53,060 --> 00:18:00,900
+العبارة؟ لتقبل
+
+254
+00:18:00,900 --> 00:18:06,930
+أراء الآخرين، كيف يمكن أن نتقبل الآخر؟لمّا أتحوّر
+
+255
+00:18:06,930 --> 00:18:10,170
+مع أحد أكون عارفة أنه رأيي صواب يحتمل الخطأ و رأيي
+
+256
+00:18:10,170 --> 00:18:13,970
+خطأ يحتمل الصواب، مش أنه أنت كلامك غلط و بس و أسكر
+
+257
+00:18:13,970 --> 00:18:17,150
+عليه و مااسمعهوش أو .. أو أنه أرفع الصوت أثناء
+
+258
+00:18:17,150 --> 00:18:21,070
+الحوار بالظبط، احنا يعني في حياتنا بنفتقد مهارات
+
+259
+00:18:21,070 --> 00:18:27,070
+الحوار، دائما رأيي هو الصواب، اللي مش معايا فهو
+
+260
+00:18:27,070 --> 00:18:32,760
+ضديفهو خطأ، الرأي اللي بيأيدنيش فهو رأي خطأ، هذه
+
+261
+00:18:32,760 --> 00:18:38,860
+يعني نقول عنصرية، عصبية، جاهلية، لكن الأثر أن احنا
+
+262
+00:18:38,860 --> 00:18:42,740
+يكون في عنا قدرة لتفاهم الآخر، لتقبل الآخر، لازم
+
+263
+00:18:42,740 --> 00:18:45,980
+انا اسمع ازميلتيك بتكلمك اسمعيها، شوف ايش الفكرة
+
+264
+00:18:45,980 --> 00:18:50,540
+اللي موجودة عندها، يمكن رأيها من وجهة نظرك خطأ، بس
+
+265
+00:18:50,540 --> 00:18:54,260
+أكيد في أشياء صواب، وانت أكيد رأيك اللي انت مؤمن
+
+266
+00:18:54,260 --> 00:18:58,520
+ان هو صحيح تماما، أكيد برضه في أشياء خاطبةخطأ يبقى
+
+267
+00:18:58,520 --> 00:19:01,940
+لازم ان احنا يكون في عنا قدرة للحوار ان احنا نفهم
+
+268
+00:19:01,940 --> 00:19:06,380
+ان يكون في بيننا تبادل للمفاهيم ان انا افهم
+
+269
+00:19:06,380 --> 00:19:09,980
+المفاهيم زي ما هي فاهمها لأن مرات كتير ممكن احنا
+
+270
+00:19:09,980 --> 00:19:15,660
+.. احنا و الغرب مثلا مش متفقين في معنى الإرهاب هم
+
+271
+00:19:15,660 --> 00:19:19,620
+بيسمونه إرهابين احنا بنقول احنا بنقاوم الفرق بيننا
+
+272
+00:19:19,620 --> 00:19:25,460
+و بينهم ان احنا نتفق على المسمى ماذا تعني مقاومة
+
+273
+00:19:25,460 --> 00:19:29,510
+وماذا يعني إرهابلو اتفقنا على المسمى احنا وياهم مش
+
+274
+00:19:29,510 --> 00:19:32,670
+هيصير في بينا فروقات، لكن هم بيرفضوا فكرتنا و احنا
+
+275
+00:19:32,670 --> 00:19:36,630
+بنرفض فكرتهم، وبالتالي هنا احنا مابنقدرش نتحاور
+
+276
+00:19:36,630 --> 00:19:41,160
+معاهم إلا لما نتفق على المفاهيمفإذا كنا إحنا في
+
+277
+00:19:41,160 --> 00:19:43,600
+عيننا مشكلة عالمية في هذا الإطار، يبقى إحنا بيننا
+
+278
+00:19:43,600 --> 00:19:46,640
+أنفسنا مش لازم تكون هذه المشكلة، لأنه كل أيتنا
+
+279
+00:19:46,640 --> 00:19:50,180
+إحنا من نفس المبدأ وكل أيتنا إحنا من نفس الديانة
+
+280
+00:19:50,180 --> 00:19:53,120
+وكل أيتنا من نفس المجتمع، يبقى لازم نفتفق على كثير
+
+281
+00:19:53,120 --> 00:19:57,800
+من المفاهيم عشان تكون في بيننا أساليب للحوار إكسب
+
+282
+00:19:57,800 --> 00:20:00,100
+المتعلم قدرات الإبداع والإبتكار
+
+283
+00:20:02,760 --> 00:20:06,540
+إنه أنا لازم أنظر للمقلوف بطريقة غير مقلوفة، لأ مش
+
+284
+00:20:06,540 --> 00:20:09,620
+كل إشي تقليد تقليد و زي ما أنا متعودة أعمل الإشي
+
+285
+00:20:09,620 --> 00:20:13,000
+routine يوم منيك، لأ لازم أحاول أغيره، يمكن في إشي
+
+286
+00:20:13,000 --> 00:20:17,220
+أحسن و أنا ماحاولتش أبحث عنه انت عارفة ما هو
+
+287
+00:20:17,220 --> 00:20:24,080
+الإبداع؟ تطوير المهارات و الخبرات أحنا الأفراد،
+
+288
+00:20:24,080 --> 00:20:28,280
+يعني كل فرد عنده خبرة معينة مش موجودة عن غيره و
+
+289
+00:20:28,280 --> 00:20:28,840
+نطورها
+
+290
+00:20:32,160 --> 00:20:35,200
+التفكير بطريقة مختلفة .. مختلفة عن طريقة الغربي
+
+291
+00:20:35,200 --> 00:20:38,760
+والأحمري لم يسمحوا .. ممتازة النظر للأشياء نظرة
+
+292
+00:20:38,760 --> 00:20:41,620
+مختلفة عن نظرة الآخر، أنا أفكر بالظاهرة هذه بصورة
+
+293
+00:20:41,620 --> 00:20:46,060
+مختلفة، أن أقدر أجيب فكرة مختلفة، ما أكونش الصورة
+
+294
+00:20:46,060 --> 00:20:50,540
+مكررة، فاكرين البرنامج اللي كان بيجي لمحمد اللي
+
+295
+00:20:50,540 --> 00:20:55,440
+عرف اسمه ضع بصمتك؟إيش معنى ضاع بصمتك؟ إنك إنت إلك
+
+296
+00:20:55,440 --> 00:20:59,860
+بصمة، إلك طريق التفكير، إلك شيء أنت ممكن تأثر فيه
+
+297
+00:20:59,860 --> 00:21:03,880
+بالحياة مختلف عن الآخر، فدايما لازم تبحث على إنك
+
+298
+00:21:03,880 --> 00:21:08,160
+أنت تكون إنسانة مميزة، لن يكون هذا التميز إلا
+
+299
+00:21:08,160 --> 00:21:14,240
+بالإبداع والابتكار، ونحن كمسلمون كمسلمين لا يمكن
+
+300
+00:21:14,240 --> 00:21:20,220
+أن نواجه المستقبل إلا بالإبداع والابتكارإذا لم نصل
+
+301
+00:21:20,220 --> 00:21:25,800
+إلى الصورة هذه سنظل دائما بالخلف متى يمكن أن نتقدم
+
+302
+00:21:25,800 --> 00:21:31,480
+الصفوف إذا أصبحنا أصحاب الإبداعات أصحاب الإختراعات
+
+303
+00:21:31,480 --> 00:21:35,200
+سواء في الفكر سواء في الثقافة سواء في الأدب سواء
+
+304
+00:21:35,200 --> 00:21:38,740
+في العلم سواء في التكنولوجيا ممكن أن نتقدم الصفوف
+
+305
+00:21:38,740 --> 00:21:42,600
+يبقى علشان يكون فينا إنسان جديد معاصر لازم يكون
+
+306
+00:21:42,600 --> 00:21:47,010
+هذا الإنسان عنده قدرات في الإبداعوالابتكار. آخر
+
+307
+00:21:47,010 --> 00:21:50,870
+شيء عندنا طرائق الاستفادة من العولمة. العولمة
+
+308
+00:21:50,870 --> 00:21:54,690
+اقتحمت بيوتنا، اقتحمت منازلنا، اقتحمت أفكارنا،
+
+309
+00:21:54,690 --> 00:21:59,650
+سواء أنشئنا ام أبينا. كيف يمكن أن نستفيد منها؟ ان
+
+310
+00:21:59,650 --> 00:22:04,270
+العولمة عبارة عن جمع العالم قرية صغيرة. جمع العالم
+
+311
+00:22:04,270 --> 00:22:07,370
+قرية صغيرة مستمر ومافيناش الدين الإسلامي بأنه أصبح
+
+312
+00:22:07,370 --> 00:22:11,010
+.. يعني النت أصبح طريقة تواصل لجميع الكورة
+
+313
+00:22:11,010 --> 00:22:14,390
+الأرضية. أي نعم، كل شيء ممكن يكون سيء، احنا ممكن
+
+314
+00:22:14,390 --> 00:22:21,050
+نخليهإيجابي ومفيد ونسخره لخدمة الدين والدعوة ونشر
+
+315
+00:22:21,050 --> 00:22:24,490
+أفكارنا ومبادئنا والاستفادة من كل هذه التقنيات
+
+316
+00:22:24,490 --> 00:22:29,210
+لأنفسنا لتطوير ذواتنا وليس لتدمير ذواتنا كما يهدف
+
+317
+00:22:29,210 --> 00:22:32,810
+الغرب أشياء كثيرة وبرامج كثيرة موجهة للشرق
+
+318
+00:22:32,810 --> 00:22:37,210
+ولمسلمين من أجل تدمير شبابهم احنا لازم نعرف نستفيد
+
+319
+00:22:37,210 --> 00:22:39,850
+من هذه الأشياء طالما هي مفتوحة وموجودة يعني شئنا
+
+320
+00:22:39,850 --> 00:22:43,210
+أم أبينا موجودة ومفتوحة كيف ممكن نستفيد منها يجب
+
+321
+00:22:43,210 --> 00:22:45,710
+أن نعرف كيف يمكن أن نستفيد منها
+
+322
+00:22:49,390 --> 00:22:53,810
+طبعاً هذا الشيء بوصلنا للمنهج الفعال اللي هو
+
+323
+00:22:53,810 --> 00:22:58,470
+المنهج اللي بيساعدنا لتحقيق نمط في الحياة المعاصرة
+
+324
+00:22:58,470 --> 00:23:04,150
+هذا المنهج الفعال طبعاً اللي هو بيعتمد على التفكير
+
+325
+00:23:04,150 --> 00:23:09,250
+المنطلق ومرونة التفكير التفرد وتحقيق الذات مش
+
+326
+00:23:09,250 --> 00:23:14,130
+موجودة عندك بالكتابة رفض فكرة الحل الوحيد وعدم
+
+327
+00:23:14,130 --> 00:23:16,690
+التزامت الفكري وقبول الآخر
+
+328
+00:23:19,160 --> 00:23:23,420
+هي تقريبا تلخيص للأشياء اللي احنا اتكلمناها، إن
+
+329
+00:23:23,420 --> 00:23:27,740
+احنا بنحاول نصل إلى يكون مناهجنا مناهج فعالة، حتى
+
+330
+00:23:27,740 --> 00:23:31,580
+نصل إلى سماعة الإنسان الجديد، يجب أن تكون المناهج
+
+331
+00:23:31,580 --> 00:23:36,160
+اللي احنا بنعملها بتنمي التفكير المنطلق، بتنمي
+
+332
+00:23:36,160 --> 00:23:41,320
+مرونة التفكير، بتساعدنا في التفرد وتحقيقthat أيضًا
+
+333
+00:23:41,320 --> 00:23:45,420
+رفض فكرة الحل الوحيد وعدم التزامت الفكري وقبول
+
+334
+00:23:45,420 --> 00:23:49,220
+الآخر هي الصورة اللي احنا بتكلمنا عن سماعة الإنسان
+
+335
+00:23:49,220 --> 00:23:53,840
+كيف بدنا نعكسها في داخل المنهاج حتى يصبح المنهاج
+
+336
+00:23:53,840 --> 00:23:59,580
+أكثر فعالية هنتكلم
+
+337
+00:23:59,580 --> 00:24:04,100
+الآن عن العولمة اتكلمنا عن العولمة وقلنا اللي لابد
+
+338
+00:24:04,100 --> 00:24:06,960
+أن احنا نستفيد منها كطلبة كيف ممكن يتأثر هذه
+
+339
+00:24:06,960 --> 00:24:08,200
+العولمة في مناهجنا
+
+340
+00:24:35,920 --> 00:24:43,310
+ممتاز يعني احنا بنواجهسيل كبير من التغير الفكري،
+
+341
+00:24:43,310 --> 00:24:47,450
+التغير الثقافي، التغير الحضاري اللي احنا بنشوفه في
+
+342
+00:24:47,450 --> 00:24:50,670
+حياتنا، بنلاقي لو مشيتي هلقيتها في الشارع، بتلاقي
+
+343
+00:24:50,670 --> 00:24:54,290
+بعض الطلاب، الشباب عاملين شعارهم كده واقف،
+
+344
+00:24:54,290 --> 00:25:00,010
+مابتعرفيش كيف، لابسين البنطالون الساحل، عاملين في
+
+345
+00:25:00,010 --> 00:25:04,190
+وجههم مابتعرفيش ايه بيسمع اغاني و بي .. و كأنهم
+
+346
+00:25:04,190 --> 00:25:07,610
+منعزلين عن العالم عن جد يعني كأنهم مجانين بالنسبة
+
+347
+00:25:07,610 --> 00:25:12,870
+لي الصراحةو نفس الوقت بتلاقي يعني بنات برضه مافيش
+
+348
+00:25:12,870 --> 00:25:16,970
+عندهم التزام مافيش عندهم أي شعور بإنها أنت و لازم
+
+349
+00:25:16,970 --> 00:25:21,250
+تحافظ على نفسها بصورة أكبر بنلاقي بعض الأشياء و
+
+350
+00:25:21,250 --> 00:25:25,970
+بعض الأشياء بتسمعيها حتى و دانك كده بتحس إنها
+
+351
+00:25:25,970 --> 00:25:30,070
+تلوثت من هذه الأشياء اللي بتسمعها طبعا هذه أشياء
+
+352
+00:25:30,070 --> 00:25:33,410
+إحنا موجودة في عصرنا يعني نقدرش إن احنا نقول هي مش
+
+353
+00:25:33,410 --> 00:25:35,890
+موجودة و لو فتحت التليفزيون علشان تشوفي و علشان
+
+354
+00:25:35,890 --> 00:25:40,090
+تتفرجيفانت لو بتشوفي نشرة أخبار فبروحوا بيجيبولك
+
+355
+00:25:40,090 --> 00:25:44,710
+مجموعة أشياء أنت بتشوفيها غصبا عنها هذا الشيء يعني
+
+356
+00:25:44,710 --> 00:25:49,350
+لو ما أثرش على الناس اللي عندها فكر يعني راقي ممكن
+
+357
+00:25:49,350 --> 00:25:54,850
+يتأثر على الأجيال الناشئة اللي لساتهم بيتأرجحوا
+
+358
+00:25:56,030 --> 00:26:00,110
+احنا وين؟ و إيش بدنا نسوي؟ و إيش بدنا نعمل؟ و كذا
+
+359
+00:26:00,110 --> 00:26:04,550
+وبالتالي هذه العالمة يعني التأثير في هذا الجانب
+
+360
+00:26:04,550 --> 00:26:08,370
+كبير جدا، ليش أنت يا ابني بتعمل هيك؟ ليش يا بنت
+
+361
+00:26:08,370 --> 00:26:13,620
+بتعملي هيك؟إنتوا معقدين؟ إيش هذا جننتونا فقعتونا
+
+362
+00:26:13,620 --> 00:26:18,120
+الحياة الإحباط الاكتئاب الكآبة بد مش عارفة إيه؟
+
+363
+00:26:18,120 --> 00:26:21,980
+وبالتالي بتلاقي عندهم مليون شغلة نوازع كثيرة جدا
+
+364
+00:26:21,980 --> 00:26:26,100
+فترة يعني ليست سهلة حتى إنه يصل الإنسان بيخرج من
+
+365
+00:26:26,100 --> 00:26:30,680
+هذه الأفكار اللي هي بتساعده على الضيع نشوف أول
+
+366
+00:26:30,680 --> 00:26:34,800
+حاجة ما هي العالمة كيف تفهمين العالمة؟
+
+367
+00:26:37,150 --> 00:26:42,270
+ممكن تكون هيمنة للدول الصناعية المتطورة أو وضعها
+
+368
+00:26:42,270 --> 00:26:45,830
+أحسن على الدول غير المنتجة ممتاز هيمنة للدول
+
+369
+00:26:45,830 --> 00:26:49,990
+الصناعية على الدول الاستهلاكية فصل الدين عن الدولة
+
+370
+00:26:49,990 --> 00:26:53,210
+فصل الدين عن الدولة جزء من علمنا هو معناه
+
+371
+00:26:53,210 --> 00:26:59,290
+العلمانية أيوة كيف بتفهم العالم انت في حياتك؟ جعل
+
+372
+00:26:59,290 --> 00:27:02,670
+العالم قرية صغيرة جعل العالم قرية صغيرة أحسنتي
+
+373
+00:27:02,670 --> 00:27:06,540
+أيوة فرض الفكر الرئيسمالي على الدول المنتجةفرض
+
+374
+00:27:06,540 --> 00:27:11,420
+الفكر الرأسمالي على الدول اللي هي النامية طبعا وقت
+
+375
+00:27:11,420 --> 00:27:16,040
+.. متى ظهرت العولمة؟ ظهرت العولمة طبعا بعد .. بعد
+
+376
+00:27:16,040 --> 00:27:19,900
+انهيار الاتحاد السوفيتي كان العالم فيه رأسين، رأس
+
+377
+00:27:19,900 --> 00:27:23,500
+.. رأسمالي و رأس اشتراكي بعد انهيار الاتحاد
+
+378
+00:27:23,500 --> 00:27:26,400
+السوفيتي أصبحت .. يعني في ناس بيسموها العولمة و
+
+379
+00:27:26,400 --> 00:27:31,240
+ناس بيسموها الأمريكا اللي هو صياغة العالم كله
+
+380
+00:27:31,240 --> 00:27:37,260
+بثقافة واحدةيعني ذوبان الثقافات الصغيرة ضمن
+
+381
+00:27:37,260 --> 00:27:41,540
+الثقافة الكبيرة بحيث أنه لا يصبح فواصل بين
+
+382
+00:27:41,540 --> 00:27:46,620
+الثقافات أنها تدوب الثقافات كلها في بوتقة واحدة
+
+383
+00:27:46,620 --> 00:27:51,960
+وتنتج ثقافة واحدة عالمية هذه فكرة العالمة معناه
+
+384
+00:27:51,960 --> 00:27:57,740
+ذلك أن الثقافات تتخلى عن نفسها يعني أنتم كمسلمين
+
+385
+00:27:57,740 --> 00:28:03,240
+تتخلوا عن فكركمال .. مثلا اليابانيين يتخلوا عن
+
+386
+00:28:03,240 --> 00:28:07,220
+فكرهم الصينيين يتخلوا عن فكرهم ليش؟ لأن هم بالاصل
+
+387
+00:28:07,220 --> 00:28:11,140
+يعني لو أجينا احنا للشعب الأمريكي هو مافيش شعب
+
+388
+00:28:11,140 --> 00:28:13,700
+واضح اسمه الشعب الأمريكي هم كانوا الهنود الحمر و
+
+389
+00:28:13,700 --> 00:28:17,960
+هم قضوا عليهم وبالتالي هم مملمين من كل دول العالم
+
+390
+00:28:17,960 --> 00:28:26,520
+عمر أمريكا كلية قدر؟ أكم سنة؟ حوالي 500 سنة؟ أه
+
+391
+00:28:26,520 --> 00:28:31,690
+لكن هنا في عندنا شعوب عمرها آلافالصينيين هذه
+
+392
+00:28:31,690 --> 00:28:36,310
+الشعوب لها حضارة لها ثقافة لها موروثات حضارية
+
+393
+00:28:36,310 --> 00:28:40,870
+موجودة هدولا مافيش لهم هذا الشئ مافيش لهم هذا
+
+394
+00:28:40,870 --> 00:28:44,750
+الوجود وبالتالي هنا هذه الشيء هم قالهم احنا لابد
+
+395
+00:28:44,750 --> 00:28:50,470
+ان احنا كل القديم كل الموروثات القديمة نرفضها هنا
+
+396
+00:28:50,470 --> 00:28:54,270
+نشأت عدقش المشكلة الكبيرة جدا هل احنا كمسلمين
+
+397
+00:28:54,270 --> 00:29:02,450
+بنقدر نستغنى عن أخلاقنا ومبادئناعن طريقة حياتنا؟
+
+398
+00:29:02,450 --> 00:29:07,410
+هل إحنا بنقدر نستغنى عن موروثاتنا الفكرية أو
+
+399
+00:29:07,410 --> 00:29:10,510
+الثقافية أو الحياتية؟ هذه الأشياء إحنا مقدرش
+
+400
+00:29:10,510 --> 00:29:14,610
+نستغنى عنها ولا أي شعب في العالم بيقدر يستغني عن
+
+401
+00:29:14,610 --> 00:29:17,510
+هذه الأشياء لأن هذه الأشياء هي اللي بتفخر فيها
+
+402
+00:29:17,510 --> 00:29:20,370
+الشعوب انت لما بيبدأوا بتشوفوا في الألعاب
+
+403
+00:29:20,370 --> 00:29:24,190
+الأولمبية أو في كأس العالم أو كذا لما بتبدأ الشعوب
+
+404
+00:29:24,190 --> 00:29:27,810
+بتعمل عرض ينادوا قسم كل دولة كل دولة بتطلع بالزي
+
+405
+00:29:27,810 --> 00:29:32,110
+الرسمي تبعهافبتلاقي اليابانيين بيطلعوا بالزي
+
+406
+00:29:32,110 --> 00:29:35,290
+الياباني والصينيين بيطلعوا بالزي الصيني وكذا و
+
+407
+00:29:35,290 --> 00:29:37,830
+بيحملوا علامهم بتلاقيهم لابسين نفس الأشياء اللي هي
+
+408
+00:29:37,830 --> 00:29:41,610
+من موروثاتهم التاريخية العولمة مابتها تقضي على كل
+
+409
+00:29:41,610 --> 00:29:46,210
+هذا الشيء لك لأ هم مش لازم يلبسوا هيك هم كلهم لازم
+
+410
+00:29:46,210 --> 00:29:49,690
+يخرجوا بس فقط في لباس الرياضة اللي قررته اللي هي
+
+411
+00:29:49,690 --> 00:29:54,010
+ال viva بتاعة الرياضةوبالتالي احنا مابدناش مواصفات
+
+412
+00:29:54,010 --> 00:29:57,650
+في هذا الإطار، هذا الشيء طبعا رفضه العالم بصورة
+
+413
+00:29:57,650 --> 00:30:00,370
+كبيرة جدا، انا احنا بنقدر ان احنا يكون في عندنا
+
+414
+00:30:00,370 --> 00:30:04,410
+نظام نتفق عليه، بنتفق في نظام الأكل، في نظام
+
+415
+00:30:04,410 --> 00:30:07,230
+الشرب، في نظام المأكولات، في نظام البنوك، في نظام
+
+416
+00:30:07,230 --> 00:30:11,050
+التعامل، في أنظمة كثيرة، في نظام البناء، لكن مش
+
+417
+00:30:11,050 --> 00:30:14,610
+شرط ان احنا نتفق في الأنظمة الثقافية، لكن هي
+
+418
+00:30:14,610 --> 00:30:19,570
+العالمة بالاصل بتهدف الفكر والثقافة بالجانب الكبير
+
+419
+00:30:19,570 --> 00:30:24,390
+جداطبعا هنا هذا الشيء اللي احنا بنشوفه بدأت اللي
+
+420
+00:30:24,390 --> 00:30:27,150
+هي مظاهر العوالم تدخل عندنا هنا و بدأوا يقلدها
+
+421
+00:30:27,150 --> 00:30:31,350
+الشباب دون وعي و دون علم في هذا الجانب طبعا خل هذا
+
+422
+00:30:31,350 --> 00:30:35,570
+النظام التربوي عليه مهمة كبيرة جدا ان هو لابد من
+
+423
+00:30:35,570 --> 00:30:38,810
+بناء الإنسان المسلم عشان انت تحافظي على شخصيتك في
+
+424
+00:30:38,810 --> 00:30:42,930
+هذا الخضم هذه التيارات الفكرية اللي جايك من
+
+425
+00:30:42,930 --> 00:30:45,730
+التلفزيونات و من النت و من الشبكات و من هنا و من
+
+426
+00:30:45,730 --> 00:30:51,460
+هنا و من هنا لازم نبني الإنسان المسلمتبني الفكر
+
+427
+00:30:51,460 --> 00:30:54,660
+بحيث انك انت لو انت الآن انسانة مسلمة عايشة في غزة
+
+428
+00:30:54,660 --> 00:30:59,640
+والظروف حواليك مغلقة تماما كل البنات اللي حواليكي
+
+429
+00:30:59,640 --> 00:31:03,420
+محجبات وبيصلوا وماشاء الله عليك ومش هيك صار انك
+
+430
+00:31:03,420 --> 00:31:06,700
+انت روحتي وانت وزعتي من هذا المجتمع وعشتي في مجتمع
+
+431
+00:31:06,700 --> 00:31:11,380
+اخر انت وزوجك وأولادك هل بدك تحافظ على شخصيتك
+
+432
+00:31:11,380 --> 00:31:13,580
+الإسلامية ولا بدك تعيش زي الدولة اللي انت عايشها
+
+433
+00:31:13,580 --> 00:31:17,720
+فيها حافظ على شخصيتك ايش اللي ممكن يخليك تحافظ على
+
+434
+00:31:17,720 --> 00:31:23,020
+شخصيتكأو أنك تندمجي في العالم الآخر المبدأ المبدأ
+
+435
+00:31:23,020 --> 00:31:26,660
+ان انا اتربيت من الأساس صح ان انا انغرست فيا القيم
+
+436
+00:31:26,660 --> 00:31:30,720
+والمبادئ من المنهج من لما كنت طالبة و اتربيت على
+
+437
+00:31:30,720 --> 00:31:34,540
+هذا الشيء اتربيت على هذا الشيء اتربيت في الأسرة
+
+438
+00:31:34,540 --> 00:31:38,380
+اتربيت في المدرسة اتربيت في المجتمع على ما هو الصح
+
+439
+00:31:38,380 --> 00:31:41,660
+و ما هو الخطأ ما هو الحلال و ما هو الحرام ما هو
+
+440
+00:31:41,660 --> 00:31:44,580
+الواجب ما هو هم المفروض ما هو كل شيء هذه الأشياء
+
+441
+00:31:44,580 --> 00:31:49,390
+موجودة في داخليلو عشت في غزة، في الجو المغلق، و لو
+
+442
+00:31:49,390 --> 00:31:52,390
+عشت في الصين، و لو عشت في أوروبا، و لو عشت في
+
+443
+00:31:52,390 --> 00:31:57,390
+أمريكا، و لو عشت في أي مكان، بضل أنا، مابتغيرش،
+
+444
+00:31:57,390 --> 00:32:00,290
+عشان هيك لما بتشوف مثلا بطلعوا المسلمين في الدول
+
+445
+00:32:00,290 --> 00:32:04,050
+الأوروبية، بتلاقيهم المسلمات محجبات، طب ليش
+
+446
+00:32:04,050 --> 00:32:07,950
+محجبات؟ يعني هناك لو شلحت الحجاب، من ساقلها؟هل
+
+447
+00:32:07,950 --> 00:32:10,490
+انها هتسمع كلام من الناس هنا زي بتسمع تشوف بنت
+
+448
+00:32:10,490 --> 00:32:13,530
+مثلا ماشي مش محجب او كذا، تلاقي الناس مثلا التريقة
+
+449
+00:32:13,530 --> 00:32:15,770
+عليها او شي، لأ هناك عادي جدا، كل واحد يمشي ازاي
+
+450
+00:32:15,770 --> 00:32:20,170
+ما بده، حتى لو مش من غير ملابسمافيش عندها مشكلة،
+
+451
+00:32:20,170 --> 00:32:23,450
+لكن هنا اللي بيحافظ على شخصية الإنسان إرساء
+
+452
+00:32:23,450 --> 00:32:26,890
+الثوابط الأساسية في داخله وبالتالي هنا إرساء
+
+453
+00:32:26,890 --> 00:32:30,710
+الثوابط الأصلية في داخله بحيث أن يكون عنده قدرة في
+
+454
+00:32:30,710 --> 00:32:33,930
+مواجهة أقصى التيارات العاتية وتكون عنده الرؤية
+
+455
+00:32:33,930 --> 00:32:38,230
+السليمة في عالم المتناقضات لبناء أفراد طبعا هدولة
+
+456
+00:32:38,230 --> 00:32:41,850
+الأفراد نبنيهم علميا وسلوكيا وإجتماعيا، هو هذا
+
+457
+00:32:41,850 --> 00:32:46,380
+الهدف الأساسيعلشان هيك يعني اللي بده يغرب ابنه
+
+458
+00:32:46,380 --> 00:32:50,840
+برا، بده يطلع يدرس برا، لازم يكون معتمد عليه، إن
+
+459
+00:32:50,840 --> 00:32:55,040
+هو بنى شخصيته بطريقة سليمة، لأنه الآن هو موجود
+
+460
+00:32:55,040 --> 00:32:59,180
+هنا، مافيشش خمر، لكن لما إنه يخرج برا، راح يلاقيهم
+
+461
+00:32:59,180 --> 00:33:02,380
+بيشربوا الخمر زي الميه، إيش اللي راح يمنعه إنه
+
+462
+00:33:02,380 --> 00:33:08,900
+يشرب الخمر؟إن هو يكون فاهم ومقتنع ومسلم تماما إن
+
+463
+00:33:08,900 --> 00:33:11,620
+ديننا الإسلام يبنعنا عن شرب الخمور وإن هذا الشيء
+
+464
+00:33:11,620 --> 00:33:15,040
+حرام وبالتالي هو لو نحطت كل الخمور أمامه مش هيشرح
+
+465
+00:33:15,040 --> 00:33:19,200
+هذا الشيء الأساسي اللي احنا .. في ناس بتضيع في ناس
+
+466
+00:33:19,200 --> 00:33:23,460
+لما تطلع برا بتضيع خلاص بتضيع من ضمن الناس تصبح
+
+467
+00:33:23,460 --> 00:33:27,000
+بلا هوية لكن احنا مابدناش نصبح بلا هوية احنا بدنا
+
+468
+00:33:27,000 --> 00:33:29,640
+نحافظ على هويتنا في هذا الجانب
+
+469
+00:33:36,860 --> 00:33:41,960
+المنهاج المدرسي ودرجة الممارسة ماذا تعني درجة
+
+470
+00:33:41,960 --> 00:33:47,590
+الممارسة؟يعني هل الكلام اللي أنا بتعلمه في المناهج
+
+471
+00:33:47,590 --> 00:33:50,590
+بتعامل معاه على أنه مجرد معلومات بدي أمتحن فيها و
+
+472
+00:33:50,590 --> 00:33:54,610
+خلاص و لا بعد هيك بستفيد منها في واقع الحياة و
+
+473
+00:33:54,610 --> 00:33:58,590
+بطبقها و الاشي اللي كان عندي غلط و اتعلمت طريقته
+
+474
+00:33:58,590 --> 00:34:02,130
+الصحيحة في الكتاب بغير و لا خلاص زي ما أنا مش أثر
+
+475
+00:34:02,130 --> 00:34:05,930
+ل .. ل .. لدرسته عليا ممتاز أيوة توظيف الحضارات
+
+476
+00:34:05,930 --> 00:34:09,490
+العالمية في حل المشكلات في حل المشكلات الحياتية
+
+477
+00:34:09,490 --> 00:34:16,400
+اليومية تفضل تطبيق المعلومات من نظريات مدرسية فيفي
+
+478
+00:34:16,400 --> 00:34:22,740
+الحياة العاملية، ممتاز ممتاز،
+
+479
+00:34:22,740 --> 00:34:25,220
+كل الكلام اللي انت حكيته يعني كلام جميل، هل احنا
+
+480
+00:34:25,220 --> 00:34:29,320
+بنوصل فعلا إلى درجة الممارسة؟ هل فعلا كل المعلومات
+
+481
+00:34:29,320 --> 00:34:31,660
+اللي احنا بندرسها في داخل المدارس بنطبقها في
+
+482
+00:34:31,660 --> 00:34:36,750
+حياتنا، بنقدر ان احنا نوظفها؟حتى لو كانت أفكار
+
+483
+00:34:36,750 --> 00:34:40,930
+علمية بناخد مجموعة كبيرة مثلا طالبات الفيزيا
+
+484
+00:34:40,930 --> 00:34:44,450
+بياخدوا في الفيزيا الألكترونية و الكهربية لما
+
+485
+00:34:44,450 --> 00:34:51,830
+بيخرب عندها الراديو في البيت بتعرفش تصلحه بتصلحي
+
+486
+00:34:51,830 --> 00:35:00,790
+بدون فيزيا؟ طب كويس في ناس كتير مابقدروشيعني
+
+487
+00:35:00,790 --> 00:35:03,750
+مابيقدروش يوظفوا هذه الأشياء في حياتهم، يعني احنا
+
+488
+00:35:03,750 --> 00:35:07,190
+أول حاجة بنعلم الطالب في المدرسة التطبيق، يعني
+
+489
+00:35:07,190 --> 00:35:10,030
+المدرسة بتوخف تشرحله عملية الجامع فبتعطيه أسئلة
+
+490
+00:35:10,030 --> 00:35:13,410
+عشان يطبق، كيف أن هو يجمع، بتعلمهم القواعد في
+
+491
+00:35:13,410 --> 00:35:16,770
+النحو، بتعطيهم جمل علشان يعرفوا، علشان يقدر
+
+492
+00:35:16,770 --> 00:35:20,210
+يستخدمها، هل بيقدر يستخدم هذه اللغة الصحيحة في
+
+493
+00:35:20,210 --> 00:35:26,190
+حياته، ولا بتلاقي ان هو لأ مش قادر يستخدمها؟في خلل
+
+494
+00:35:26,190 --> 00:35:30,310
+موجود وبالتالي هنا عندنا درجة التطبيق لا تصل إلى
+
+495
+00:35:30,310 --> 00:35:33,710
+هذا المستوى، احنا بنقول نعلم الطلاب القدرة في
+
+496
+00:35:33,710 --> 00:35:37,030
+إنتاج الأفكار، القدرة في الإبداع والابتكار، طب ليش
+
+497
+00:35:37,030 --> 00:35:40,130
+في الشعرين مبدعين؟ ليش في الشعرين مبتكرين؟ أكم
+
+498
+00:35:40,130 --> 00:35:44,690
+اختراع بنسجل في العام؟ يعني هم قارنوا بين الدول
+
+499
+00:35:44,690 --> 00:35:47,810
+العربية وبين بعض الدول في عدد الاختراعات
+
+500
+00:35:47,810 --> 00:35:52,490
+والابتكارات التي تسجل كل عامفلقوا إنه على مستوى
+
+501
+00:35:52,490 --> 00:35:55,510
+الوطن العربي في العام الواحد يسجل حوالي من تلاتة
+
+502
+00:35:55,510 --> 00:36:00,170
+إلى أربع ابتكارات أو اختراعات ولقوا إنه في بعض
+
+503
+00:36:00,170 --> 00:36:04,570
+اللي هي الولايات اللي هي في أمريكا أو مثلا في
+
+504
+00:36:04,570 --> 00:36:10,310
+بريطانيا أو كذا تسجل مئات الاختراعات والابتكارات
+
+505
+00:36:10,310 --> 00:36:18,300
+هم أذكى منها؟ لأ هم ليسوا أكتر ذكاءطريقة المنهاج
+
+506
+00:36:18,300 --> 00:36:22,340
+بالظبط كيف بتدرسوا؟ كيف بيدرسوا؟ كيف بتعاملوا؟
+
+507
+00:36:22,340 --> 00:36:27,180
+احنا مناهجنا كام كبيرة مليانة معلومات كلها بتركز
+
+508
+00:36:27,180 --> 00:36:33,060
+على الحفظ، أي نعم وعلى الجانب النظري لكن هل فعلا
+
+509
+00:36:33,060 --> 00:36:37,160
+الطلاب يعني طلابنا مثلا بالعلوم من بداية ما يبدأوا
+
+510
+00:36:37,160 --> 00:36:39,340
+ياخدوا علوم بيروحوا على المختبرات و بيعملوا تجارب
+
+511
+00:36:39,340 --> 00:36:42,520
+بيستخدموا أدوات و بيستخدموا أشياء من فعلا هم مرتن
+
+512
+00:36:42,520 --> 00:36:49,380
+علوم وقتاش بدأتوا تدخلوا مختبر حقيقيحتى لو دفننا
+
+513
+00:36:49,380 --> 00:36:52,680
+النقطة المرة أو مرتين في السنة يا دوق عشان تبدأ
+
+514
+00:36:52,680 --> 00:36:57,000
+تدخلي مختبر و تعمل تجربة لحالك في الجامعة بس بس
+
+515
+00:36:57,000 --> 00:37:00,780
+لكن في المدارس هذا مش موجود يا دوق في المدارس
+
+516
+00:37:00,780 --> 00:37:04,200
+اتعلمنا كيف نستخدم ال microscope كيف نستخدم ال
+
+517
+00:37:04,200 --> 00:37:09,540
+ammeter ال voltmeter وورقة عباد الشمس وورقة عباد
+
+518
+00:37:09,540 --> 00:37:14,600
+الشمس كلهم اتفرج بسبب هذا الشيء اه بس مابنشتغلش
+
+519
+00:37:14,600 --> 00:37:17,320
+مابننتجش معرفة مابنحاولش ان احنا ال مدارس اللي
+
+520
+00:37:17,320 --> 00:37:22,960
+كانت تعملتتفرج عليها وبالتالي احنا مابنعرفش نستخدم
+
+521
+00:37:22,960 --> 00:37:26,240
+الجهاز يعني حتى كمان لمنها كانت تستخدم ال
+
+522
+00:37:26,240 --> 00:37:30,180
+microscope كانت هي تجيب الشريحة ل slide و تحطها و
+
+523
+00:37:30,180 --> 00:37:34,540
+تظبط العدسة 100% و بعدين تعملنا تابور و تعالوا
+
+524
+00:37:34,540 --> 00:37:38,760
+بصوا و مرات تشوفوا و مرات ما تشوفوا تفرفة تروحك من
+
+525
+00:37:38,760 --> 00:37:42,000
+البنات تزقوا فيك و تسحبوا حالك تروحوا صح ولا لا؟
+
+526
+00:37:42,000 --> 00:37:46,420
+صح صح احنا هنا مهارات عملية مافيهذا السبب كانت
+
+527
+00:37:46,420 --> 00:37:49,460
+دكتورة كثفة المنهج لتصبح المدرسة sufficiently دمجة
+
+528
+00:37:49,460 --> 00:37:54,300
+.. مش وقت الدرس .. تعلم الطلبات .. كثفة المنهج ..
+
+529
+00:37:54,300 --> 00:37:59,460
+زيادة أعداد الطلاب .. إيش كمان؟ قلة الوقت .. قلة
+
+530
+00:37:59,460 --> 00:38:03,920
+الوقت بالنسبة لحجم المادة الدراسية .. إيش في كمان
+
+531
+00:38:03,920 --> 00:38:06,640
+أسباب؟ قلة الإمكانات والموارد .. قلة الإمكانات
+
+532
+00:38:06,640 --> 00:38:11,120
+والموارد .. ممتاز .. كفاءة المعلم ..
+
+533
+00:38:12,050 --> 00:38:15,850
+طبعاً هذه الأشياء هو يعني المعلم والطالب كذا، لو
+
+534
+00:38:15,850 --> 00:38:21,740
+فيه سياسة تعليمية موجودة، كل هذه المشاكل بتنحللو
+
+535
+00:38:21,740 --> 00:38:24,700
+في سياسة تعليمية بتقولي أنا بدأ أوصل الطلبة لدرجة
+
+536
+00:38:24,700 --> 00:38:28,340
+التطبيق، بدي إن الطلبة بدل كام العلوم هذا الكبير
+
+537
+00:38:28,340 --> 00:38:32,480
+اللي بياخدوه، بدي كل طالب كل سنة ينتجلي شيء معين،
+
+538
+00:38:32,480 --> 00:38:36,000
+كل طالب يكون فيه له مشروع ينتج من خلاله فكرة، ينتج
+
+539
+00:38:36,000 --> 00:38:40,160
+معلومة، ينتج عبرة، ينتج قيمة، ينتج أي شيء، بس
+
+540
+00:38:40,160 --> 00:38:44,460
+المهم إنه ينتج حاجة جديدةالان سياسة التعليم تتغير،
+
+541
+00:38:44,460 --> 00:38:48,160
+بيصير المدرس غصب عنه يخل الطلاب يكون لهم مشاريعهم،
+
+542
+00:38:48,160 --> 00:38:53,020
+يكون لهم كذا، ان يكون فيه أدوات مسخرة للطلاب علشان
+
+543
+00:38:53,020 --> 00:38:56,560
+يستخدموها، علشان ينموا قدراتهم، اللي هي النفس
+
+544
+00:38:56,560 --> 00:39:00,800
+الحركية واليدوية في هذا المدرس اللي بدرس الأدب،
+
+545
+00:39:00,800 --> 00:39:05,040
+بدرس القصص، بدرس كذا، الأشياء اللي هي بتنمي
+
+546
+00:39:05,040 --> 00:39:08,520
+الإحساس المرهف، هل فعلا أن الطلاب يعني لما هم
+
+547
+00:39:08,520 --> 00:39:10,540
+يدرسوا الأدب بيصير إحساسهم مرهف؟
+
+548
+00:39:13,640 --> 00:39:19,080
+مش كلهم، في ناس اتأثر و في ناس لأ، هل المدرس بينمي
+
+549
+00:39:19,080 --> 00:39:21,800
+عندهم القدرة على الكتابة، القدرة على النقد، القدرة
+
+550
+00:39:21,800 --> 00:39:25,740
+على كتابة القصة، القدرة على المتارحة الشعرية، ايه
+
+551
+00:39:25,740 --> 00:39:29,860
+دول بتكفيوا يكتبوا؟طيب هذه هنا المشكلة الحقيقية
+
+552
+00:39:29,860 --> 00:39:34,600
+أننا لا نصل إلى درجة الممارسة إلى درجة التطبيق
+
+553
+00:39:34,600 --> 00:39:38,080
+وبالتالي لا نستطيع أن يكون لدينا اختراعات أو
+
+554
+00:39:38,080 --> 00:39:41,220
+ابتكارات أو تطوير في الفكر أو الوجدان أو المهارة
+
+555
+00:39:41,220 --> 00:39:45,200
+حتى نستطيع أن نتغلب على هذه المشكلة لابد أن نصل
+
+556
+00:39:45,200 --> 00:39:48,560
+إلى أن يكون في عندنا اهتمام كبير من الجانب العلمي
+
+557
+00:39:48,560 --> 00:39:54,880
+للمعلومات وأن يكون المنهج عبارة عننشاطات وخبرات،
+
+558
+00:39:54,880 --> 00:40:00,220
+ليست معلومات مرسوسة رص، ولكن نشاطات، تجارب،
+
+559
+00:40:00,220 --> 00:40:04,840
+مشاريع، رحلات، معلومات، الطالب من خلالها بيصل إلى
+
+560
+00:40:04,840 --> 00:40:07,340
+المعلومات، يعني الطالب بيمارس النشاط، من النشاط
+
+561
+00:40:07,340 --> 00:40:11,500
+بيصل إلى المعلومة وليس أكثر، طبعا تحت إشراف
+
+562
+00:40:11,500 --> 00:40:14,440
+المدرسة والتركيز على الجوانب العلمية والتجربية
+
+563
+00:40:14,440 --> 00:40:19,250
+والاكتشافالعلمي لازم الطالب يفوت في هذا الجانب
+
+564
+00:40:19,250 --> 00:40:22,870
+القيمة الحقيقية للمعلومات اللي بيدرسوها الطلبة هي
+
+565
+00:40:22,870 --> 00:40:28,970
+في مدى استخدامهم لها في المواقف الحياتية المختلفة
+
+566
+00:40:30,020 --> 00:40:32,880
+إذا الطالب عندى بيحل مسألة حسابية ولمّا انه يروح
+
+567
+00:40:32,880 --> 00:40:35,900
+على السوق مابيعرفش يجمع أو مابيعرفش يطرح انه يحسب
+
+568
+00:40:35,900 --> 00:40:39,500
+اللي هي القيمة وقداش اشتراه وقداش بقى، معناه ذلك
+
+569
+00:40:39,500 --> 00:40:43,780
+ان هو فاشل حسابيا، لازم يقدر يستخدم هذه الأشياء في
+
+570
+00:40:43,780 --> 00:40:47,200
+مواقف حياتية، يبقى لازم المسائر اللي أنا بعطيها
+
+571
+00:40:47,200 --> 00:40:52,550
+للطالب في المدرسة لازم تكون مرتبطة بمواقفأي نعم في
+
+572
+00:40:52,550 --> 00:40:55,990
+المسائل اللغزية لازم يقدر يدخل في مهارة التحليل
+
+573
+00:40:55,990 --> 00:40:59,930
+وإن هو يعيش الموقف الحياتي ويقدر أنه يتعامل معاه
+
+574
+00:40:59,930 --> 00:41:07,080
+بصورة كاملة أيضا لابد من استخدام أفضل الأساليبفي
+
+575
+00:41:07,080 --> 00:41:11,880
+عملية التعليم طبعا وإدخال كل ما توصل إليه العلم من
+
+576
+00:41:11,880 --> 00:41:14,760
+تقنيات حديثة في التعليم يعني إيش في عندنا مثلا
+
+577
+00:41:14,760 --> 00:41:17,000
+وسائل، في عندنا استخدام للحسوب، ليش ما يكون في
+
+578
+00:41:17,000 --> 00:41:20,480
+حسوب، ليش الطلاب ما يكون فيهم email يرسلوا اللي هو
+
+579
+00:41:20,480 --> 00:41:23,640
+المعلمين، ليش ما يكون في تواصل من خلال إجرابات
+
+580
+00:41:23,640 --> 00:41:27,160
+مثلا على بعض المواقع، ليش ما يكون في توظيف لهذه
+
+581
+00:41:27,160 --> 00:41:31,260
+التقنية، طالما أن هذه تقنية مشتدبة للطلاب ومطيرة
+
+582
+00:41:31,260 --> 00:41:35,290
+عقولهم تماماو الطالب لما انه مثلا الطفل الصغير
+
+583
+00:41:35,290 --> 00:41:37,930
+قاعد ليلة و نهار بيلعب على الألعاب و بيلعب على كذا
+
+584
+00:41:37,930 --> 00:41:40,610
+أنا هذه الأشياء اللي هو بحبها لازم أستغلها في
+
+585
+00:41:40,610 --> 00:41:45,370
+التعليم بحيث أنها تنمي عنده مهارات تنمي عنده قدرات
+
+586
+00:41:45,370 --> 00:41:49,410
+بستغلها بقى نمي قدرات المعلم في توظيف هذه التقنيات
+
+587
+00:41:49,410 --> 00:41:52,930
+بحيث أنه يستفيد منها و يسخرها لعملية التعليم
+
+588
+00:41:52,930 --> 00:41:57,010
+ماتضلش عملية التعليم معلم و طالب و سبورة و تباشيرة
+
+589
+00:41:57,010 --> 00:42:02,390
+لازم تكون أرقىمن ذلك وإن احنا نوظف أرقاء أساليب
+
+590
+00:42:02,390 --> 00:42:07,130
+التعليم اللي بتعتمد على الفكر وليس الحفظ و التذكر،
+
+591
+00:42:07,130 --> 00:42:12,190
+هيك احنا بنحول مناهجنا من تركيز على معلومة صماع
+
+592
+00:42:12,190 --> 00:42:18,890
+إلى نشاطات تساهم في تنمية الممارسة لدى الطلبة
+
+593
+00:42:36,430 --> 00:42:41,670
+ماشي، يبقى خلاص هذه بعدين .. طبعا
+
+594
+00:42:41,670 --> 00:42:48,630
+إحنا حتى نصل في مناهجنا إلى درجة ممارسة واضحة، يجب
+
+595
+00:42:48,630 --> 00:42:54,930
+أن نعلم إن القرار ليس بيدنا، مش بيد الدول العربية
+
+596
+00:42:54,930 --> 00:42:58,720
+أو أي دولة نامية أنها تغير مناهجهاإنها تعمل مناهج
+
+597
+00:42:58,720 --> 00:43:02,840
+متقدمة وراقية، تذكرين أحمد الشقيري لما كان بيجيب
+
+598
+00:43:02,840 --> 00:43:05,740
+عن المدارس اللي في اليابان و هنا و هنا و هنا، كيف
+
+599
+00:43:05,740 --> 00:43:09,560
+كانت مدارسهم، كيف الإمكانات اللي موجودة، يعني أنا
+
+600
+00:43:09,560 --> 00:43:12,160
+كنت بتفرج يعني إيش المانع إن احنا يكون في عيننا
+
+601
+00:43:12,160 --> 00:43:18,710
+هذا الشئ، طبعا الموانع ليست سهلةموانع سياسية،
+
+602
+00:43:18,710 --> 00:43:21,330
+موانع اقتصادية، في ناس يعني احنا مناهجنا
+
+603
+00:43:21,330 --> 00:43:25,290
+الفلسطينية وضعت هذه المناهج يعني في ضوء اتفاقات
+
+604
+00:43:25,290 --> 00:43:29,890
+دولية وبرغم ذلك هذه الاتفاقات ودول الرعي لهذه
+
+605
+00:43:29,890 --> 00:43:34,230
+الاتفاقات غير راضية عن مناهجنا، حتى أنهم غير راضين
+
+606
+00:43:34,230 --> 00:43:38,270
+عن اللي هو رفع العلم الفلسطيني في بداية اليوم
+
+607
+00:43:38,270 --> 00:43:42,440
+الدراسي وإن يكون فيه تحيية للعالملأنه بقولك إن هذا
+
+608
+00:43:42,440 --> 00:43:46,040
+بينمي الانتماء، إن يكون في خارطة لفلسطين ويدرس
+
+609
+00:43:46,040 --> 00:43:49,160
+الطلاب خارطة فلسطين التاريخية برضه هم غير راضين عن
+
+610
+00:43:49,160 --> 00:43:53,340
+هذا الشيء كل شئ في المناهج يتم مراجعته، يتم
+
+611
+00:43:53,340 --> 00:43:58,270
+تدقيقه، في ناس قاعدة خصوصيعشان تقولك إيش درستي و
+
+612
+00:43:58,270 --> 00:44:01,190
+إيش مادرسيش، و لو إنتي خرجتي عن السطر بقولك إنك
+
+613
+00:44:01,190 --> 00:44:04,630
+إنتي خرجتي عن السطر في هذا الإطار، لما هم بدهم
+
+614
+00:44:04,630 --> 00:44:08,170
+يرفعولنا السقف خالص و بده يصير عندنا إبداع و بده
+
+615
+00:44:08,170 --> 00:44:10,610
+يصير عندنا اختراع و بده يصير في عندنا كذا، معنا
+
+616
+00:44:10,610 --> 00:44:13,570
+ذلك إن احنا سوف تكون المواجهة عظيمة بيننا وبين
+
+617
+00:44:13,570 --> 00:44:18,030
+الدول الصناعيةإذا انتقلنا من دور الدول المستهلكة
+
+618
+00:44:18,030 --> 00:44:22,610
+إلى الدور المصنعة، هنا هتصير مشكلة عالمية كبيرة،
+
+619
+00:44:22,610 --> 00:44:26,350
+مش هنقدر نحمي أنفسنا إلا إذا كان فكرنا فعلا فكر
+
+620
+00:44:26,350 --> 00:44:31,930
+حقيقي، و هم محتاجوا هذا الفكر في التطوير، ممكن أن
+
+621
+00:44:31,930 --> 00:44:35,810
+نقدر نواجهه، لن نستطيع مواجهة المستقبل إلا
+
+622
+00:44:36,960 --> 00:44:40,560
+بالإبداع، الإبداع هو اللي هيواجه .. ساعدنا لمواجهة
+
+623
+00:44:40,560 --> 00:44:45,680
+المستقبل، إبداع مبني على قيم، قيم حقيقية، هذا
+
+624
+00:44:45,680 --> 00:44:49,520
+الشيء اللي ممكن يساعدنا إن احنا نواجه المستقبل، ان
+
+625
+00:44:49,520 --> 00:44:52,240
+شاء الله في المحاضرة الجاية هنتعرف على المعوقات
+
+626
+00:44:52,240 --> 00:44:56,300
+التي تحولتنا الوصول إلى مناهج متطورة في هذا
+
+627
+00:44:56,300 --> 00:44:59,760
+الجانب، في أي سؤال؟ برك الله فيكم
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/BaEgZvPk0fw_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/BaEgZvPk0fw_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..72c6a903d549f7c8e09601ce3a97ebfbad058d7e
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/BaEgZvPk0fw_raw.srt
@@ -0,0 +1,2508 @@
+1
+00:00:20,810 --> 00:00:25,470
+السلام عليكم أخدنا
+
+2
+00:00:25,470 --> 00:00:28,950
+في المحاضرة الماضية اللي هو مفهوم المنهاج كنظام،
+
+3
+00:00:28,950 --> 00:00:42,330
+من اتذكرنا ما المقصود بالنظام؟ ممتاز
+
+4
+00:00:42,330 --> 00:00:46,030
+جدا، هو الكل المتكامل الذي تتفاعل أجزاءه لتحقيق
+
+5
+00:00:46,030 --> 00:00:48,330
+أهداف محددة، ما هي مكوناته النظام؟
+
+6
+00:00:52,610 --> 00:00:58,750
+أحسنت ما هي مدخلات نظام المنهج؟
+
+7
+00:00:58,750 --> 00:01:02,870
+حاجات المجتمع،
+
+8
+00:01:02,870 --> 00:01:11,650
+حاجات الأفراد، أهداف مشتقة من الحاجات أيضًا خبرات
+
+9
+00:01:11,650 --> 00:01:15,950
+ومعرفة علمية وأنشطة والإمكانات المتوفرة ما هي
+
+10
+00:01:15,950 --> 00:01:17,570
+عمليات نظام المنهج؟
+
+11
+00:01:26,780 --> 00:01:33,780
+أحسنتي، ما هي المخرجات لنظام المنهج؟
+
+12
+00:01:33,780 --> 00:01:36,860
+تحقيق
+
+13
+00:01:36,860 --> 00:01:41,680
+أهداف النظام الترفض ما هو .. ما هي وظيفة التخزيه
+
+14
+00:01:41,680 --> 00:01:47,440
+الراجعة في نظام المنهج؟ زيادة الكفاءة، زيادة كفاءة
+
+15
+00:01:47,440 --> 00:01:52,210
+المخرجاتزيادة كفاءة المخرجات لأنها هي التي تتحقق
+
+16
+00:01:52,210 --> 00:01:57,350
+من مدى كفاءة المدخلات والعمليات للمخرجات وبالتالي
+
+17
+00:01:57,350 --> 00:02:01,130
+هي تعمل على زيادة كفاءتها يبقى عندنا منظومة المنهج
+
+18
+00:02:01,130 --> 00:02:05,920
+أصبحت واضحة لديناإن المنهج نظام متكامل هو قلب
+
+19
+00:02:05,920 --> 00:02:10,820
+أنظمة المجتمع هذا المنهج المدرسي بكل هذه الأشياء
+
+20
+00:02:10,820 --> 00:02:14,700
+وبكل هذا الجهد المبذول طبعا من أجل بناءه من أجل
+
+21
+00:02:14,700 --> 00:02:18,920
+تصميمه من أجل تدريسه من أجل مراجعته كله من أجل
+
+22
+00:02:18,920 --> 00:02:23,640
+تحقيق أهداف المجتمع هذا المنهج يقابل مجموعة من
+
+23
+00:02:23,640 --> 00:02:28,040
+الإشكاليات حسب متطلبات العصر اللي إحنا بنعيش فيه
+
+24
+00:02:28,040 --> 00:02:32,020
+طبعا هنا جينا نسأل يعني ما هي المناهج التي ندرسها
+
+25
+00:02:32,870 --> 00:02:36,690
+لماذا ليس لدينا أفراد بمواصفات معينة؟ طبعا كل
+
+26
+00:02:36,690 --> 00:02:41,210
+مجتمع يريد أن يخرج أفراد بمواصفات خاصة يضع هذه
+
+27
+00:02:41,210 --> 00:02:45,050
+الصفات و هذه المواصفات ضمن المناهج يعني بدنا ناس
+
+28
+00:02:45,050 --> 00:02:48,170
+ملتزمين بالدين الإسلامي يحترموا الدين، يحترموا
+
+29
+00:02:48,170 --> 00:02:50,830
+العقيدة، إن عندهم قيمة، إن عندهم كذا، نضع هذه
+
+30
+00:02:50,830 --> 00:02:53,850
+الأشياء في المناهج الطلاب بياخدوها على إنهم
+
+31
+00:02:53,850 --> 00:02:56,930
+مسلمات، دائما إحنا بنشوف إن الطالب بياخد كلام
+
+32
+00:02:56,930 --> 00:03:01,300
+المعلم على إنهمسلمة ولا يمكن إنه يناقشها وبالتالي
+
+33
+00:03:01,300 --> 00:03:04,400
+هذه الأشياء اللي هي بتبني الفكرة طبعا هذا الشيء
+
+34
+00:03:04,400 --> 00:03:08,020
+دائما بيثير الجدل بين الرجال السياسة ورجال
+
+35
+00:03:08,020 --> 00:03:11,980
+الاقتصاد ورجال التربية في كل المجالات في عندي
+
+36
+00:03:11,980 --> 00:03:16,900
+إشكاليات ثلاثة يواجهها المنهاج في العصر الحالي
+
+37
+00:03:16,900 --> 00:03:20,020
+الثبات والتغير والمعاصرة
+
+38
+00:03:22,280 --> 00:03:27,140
+هذه الإشكاليات التلاتة يعني ثبات وتغير ومعاصرة، كل
+
+39
+00:03:27,140 --> 00:03:30,400
+حياة بنعيشها فيها هذه الإشكاليات الثلاثة، ما
+
+40
+00:03:30,400 --> 00:03:40,080
+المقصود بالثبات استقرار الأمور ضمن حالة محددة لا
+
+41
+00:03:40,080 --> 00:03:43,500
+يمكن أن تتخيل أن كل شيء في الحياة متحرك، أن مافيش
+
+42
+00:03:43,500 --> 00:03:48,100
+عنا حاجةثابتة، الثبات ضروري للعقل البشري، إن أنا
+
+43
+00:03:48,100 --> 00:03:52,180
+أشوف الأشياء أمامي ثابتة، وبالتالي استقرار الأمور،
+
+44
+00:03:52,180 --> 00:03:54,900
+لكن ليست استقرار كل الأمور، استقرار كل الأمور
+
+45
+00:03:54,900 --> 00:03:58,800
+معناه الموت والعدم، لأن الاستقرار النهائي هو في
+
+46
+00:03:58,800 --> 00:04:02,560
+الموت، ما هي التوابط التي يجب المحافظ عليها في
+
+47
+00:04:02,560 --> 00:04:08,200
+المناهج؟ المبدأ والقيم الخاصة بالمجتمعأحسن، يبقى
+
+48
+00:04:08,200 --> 00:04:13,080
+المبادئ والأسس، العقيدة اللي بني عليها المنهج،
+
+49
+00:04:13,080 --> 00:04:16,780
+الفلسفة الأساسية هذه يجب أن تكون ثابتة وبالتالي
+
+50
+00:04:16,780 --> 00:04:21,580
+هنا الثبات مهم جدا، لكن هذا الثبات بيكون موجود في
+
+51
+00:04:21,580 --> 00:04:25,580
+المبادئ والأسس اللي بني عليها هذا المنهج، يعني
+
+52
+00:04:25,580 --> 00:04:29,400
+إحنا الآن مسلمين و بعد عشرين سنة مسلمين و بعد متين
+
+53
+00:04:29,400 --> 00:04:32,890
+سنة مسلمين، هل هذا الشيء هيتغير؟هل ممكن إنه في
+
+54
+00:04:32,890 --> 00:04:35,950
+ديانة أخرى تترق على هذا الشعب؟ يبقى هذا الشيء إحنا
+
+55
+00:04:35,950 --> 00:04:40,950
+بنحافظ على وجوده في داخل المنهج القيم الصدق
+
+56
+00:04:40,950 --> 00:04:46,190
+الأمانة الإخلاص هذه برضه قيم المحافظة عليها ثابتة
+
+57
+00:04:46,190 --> 00:04:50,770
+وضرورية التغير ماذا يعني التغير؟
+
+58
+00:04:53,100 --> 00:04:56,460
+الاختلاف من صورة إلى أخرى وكل الأشياء اللي احنا
+
+59
+00:04:56,460 --> 00:04:59,960
+بنشوفها في حياتنا هي نتيجة سلسلة من التغيرات
+
+60
+00:04:59,960 --> 00:05:05,280
+التغيرات انت شوف انت نفسك هاتي سورك خلال آخر خمس
+
+61
+00:05:05,280 --> 00:05:09,860
+سنوات وشوفي هل انت اتغيرتي شكلا هل اتغيرتي فكرا و
+
+62
+00:05:09,860 --> 00:05:13,820
+مضمونا ام لا وبالتالي بتلاحظ ان حصل عليك سلسلة من
+
+63
+00:05:13,820 --> 00:05:17,480
+التغيرات الحياة كلها سلسلة من التغيرات كل يوم فيه
+
+64
+00:05:17,480 --> 00:05:22,730
+جديد كل يوم هوفي شأنه وبالتالي كل يوم فيه جديد
+
+65
+00:05:22,730 --> 00:05:25,790
+يبقى معناه ذلك إن المناهج لا يمكن إنها تستقر تبقى
+
+66
+00:05:25,790 --> 00:05:30,470
+ثابتة لابد إنها تواكب حركة التغير التغير الموجودة
+
+67
+00:05:30,470 --> 00:05:34,650
+ما هي ما هي المتغيرات في المناهج التفاصيلات
+
+68
+00:05:34,650 --> 00:05:39,580
+الجزئية تندلج تحت الأساسيات والخوارممتاز جدا، يبقى
+
+69
+00:05:39,580 --> 00:05:42,620
+هنا التفاصيلات كلها بتتغير، حتى العلم نفسه ممكن
+
+70
+00:05:42,620 --> 00:05:46,300
+يتغير، يعني ممكن نظريات يثبت خطأها، ممكن نظريات
+
+71
+00:05:46,300 --> 00:05:49,820
+جديدة تسعد، ممكن أفكار جديدة، ممكن موضوعات جديدة
+
+72
+00:05:49,820 --> 00:05:53,100
+تنشأ، ماكنتش موجودة سابقا، يعني زمان كان فيه
+
+73
+00:05:53,100 --> 00:05:55,140
+الكيميا وكان فيه البيولوجيا، صار فيه الكيميا
+
+74
+00:05:55,140 --> 00:05:58,010
+البيولوجية، البيولوجيا الكيميائيةصار في علوم
+
+75
+00:05:58,010 --> 00:06:01,750
+جديدة، الكيميا الفيزيائية، في الكيميا التكنولوجية،
+
+76
+00:06:01,750 --> 00:06:05,130
+في تكنولوجيا الكيميا وبالتالي هنا في أشياء جديدة
+
+77
+00:06:05,130 --> 00:06:08,410
+ممكن تظهر، هذه الأشياء كلها ممكن تتغير، ليش؟ لأنها
+
+78
+00:06:08,410 --> 00:06:13,930
+هي وليدة العقل البشري وكل يوم هو جديد كيف يمكن أن
+
+79
+00:06:13,930 --> 00:06:16,150
+نوازن بين الثبات والتغير؟
+
+80
+00:06:21,860 --> 00:06:26,260
+إنه إحنا نبقى القيام والمبادئ ثابتة و بس نغير في
+
+81
+00:06:26,260 --> 00:06:29,720
+الأساليب والطرق طرق توصيل المعلومات إذا في إضافات
+
+82
+00:06:29,720 --> 00:06:35,020
+جديدة نجددها نزل إش جديد ينبين حكمه ضمن القيام
+
+83
+00:06:35,020 --> 00:06:38,780
+ممتاز يبقى يجب الثبات والتغير يمشوا مع بعض في
+
+84
+00:06:38,780 --> 00:06:42,420
+المناهج يعني المناهج تبعتنا هذه كل يوم فيه جديد في
+
+85
+00:06:42,420 --> 00:06:44,900
+العالم يبقى احنا كل يوم بنمشي بس برضه زي ما احنا
+
+86
+00:06:44,900 --> 00:06:49,560
+بنمشي في التغيرات برضه لازم الثبات عندنا يضلبرضه
+
+87
+00:06:49,560 --> 00:06:53,120
+مستمر، مش لازم يقف، مش لازم ان احنا يكون في عيننا
+
+88
+00:06:53,120 --> 00:06:56,600
+بعض النظريات بتقول انه في نظريات الخلق الذاتي، في
+
+89
+00:06:56,600 --> 00:06:59,840
+نظريات النشوء، في نظريات كذا، هل معنا ذلك ان احنا
+
+90
+00:06:59,840 --> 00:07:03,460
+نرفض فكرة ان الله سبحانه وتعالى هو خالق هذا الكون؟
+
+91
+00:07:03,460 --> 00:07:06,460
+لأ، احنا هذه فكرتنا الأساسية، هذا مبدأنا الأساسي
+
+92
+00:07:06,460 --> 00:07:09,640
+اللي احنا بنؤمن فيه، لكن مافيش مانع ان احنا نقرأ
+
+93
+00:07:09,640 --> 00:07:14,300
+الأفكار الأخرى ونراها، وبالتالي الثبات والتغير
+
+94
+00:07:14,300 --> 00:07:18,940
+بيسيروا جنبا إلى جنب في بناء المناهجيعني في تطوير
+
+95
+00:07:18,940 --> 00:07:21,140
+في المناهج، بنتطور في المناهج، في نظريات جديدة،
+
+96
+00:07:21,140 --> 00:07:24,560
+بناخد فيها نظريات، بندرس طلابنا، إيش في علم جديد،
+
+97
+00:07:24,560 --> 00:07:28,900
+بندرسهم، لكن التغير في المبادئ صعب، التغير في
+
+98
+00:07:28,900 --> 00:07:32,460
+التفصيلات، في الجزئيات، في اللي هي مبادئ اللي هو
+
+99
+00:07:32,460 --> 00:07:35,980
+الفكر الإنسان، وبالتالي هنا بقول الثبات والتغير
+
+100
+00:07:35,980 --> 00:07:39,580
+ينبغي أن يصير معا جنبا إلى جنب، حيث أن يكون الثبات
+
+101
+00:07:39,580 --> 00:07:43,480
+في المبادئ والتغير في التفصيلات الجزئية، بين
+
+102
+00:07:43,480 --> 00:07:49,120
+الثبات والتغير في مفهوم المعاصرةما هي المعاصرة؟
+
+103
+00:07:49,120 --> 00:07:54,560
+تفضلي إنه الإنسان يواكب العصر اللي هو عايش فيه،
+
+104
+00:07:54,560 --> 00:07:58,240
+مادام لا يتعارض مع قيم ومبادئه الأساسية يعني
+
+105
+00:07:58,240 --> 00:08:03,000
+أمتاز، في ناس كتير بتفهم المعاصرة بشكل مختلف، يعني
+
+106
+00:08:03,000 --> 00:08:06,080
+بنسمع نقاش بقولك أنت كان فتاهة في الاسطينية، بقولك
+
+107
+00:08:06,080 --> 00:08:10,820
+يجب أنت كوني فتاهة عصرية مواكب على التطورأيوة
+
+108
+00:08:10,820 --> 00:08:14,580
+مواكبة للتطور وبالتالي لما بنجيب نفهم كلمة عصرية
+
+109
+00:08:14,580 --> 00:08:19,040
+إن هي مواكبة لأحداث العصر يعني إيش فيه تغيرات؟ إيش
+
+110
+00:08:19,040 --> 00:08:24,000
+فيه أفكار جديدة في هذا العصر؟ يجب أن نواكبها هذا
+
+111
+00:08:24,000 --> 00:08:27,520
+كلام جيد لكن هنا فيه نقطة مهمة في المعاصرة إذا
+
+112
+00:08:27,520 --> 00:08:31,260
+إحنا بدنا نواكب كل ما هو جديد شخصيتنا الأساسية
+
+113
+00:08:31,260 --> 00:08:36,930
+رايحة تضيع يبقى حتى تكون المعاصرة معاصرة سليمةأي
+
+114
+00:08:36,930 --> 00:08:42,090
+نعم، نحافظ على الشخصية الأساسية ونواكب المتغيرات
+
+115
+00:08:42,090 --> 00:08:47,890
+التي لا تتخالف مع فلسفتنا، لا تتخالف مع عقيدتنا،
+
+116
+00:08:47,890 --> 00:08:52,490
+لا يوجد ما يمنع أنك تكوني أنت فتاة عصرية، عالمة
+
+117
+00:08:52,490 --> 00:08:55,790
+متقدمة في الفيزياء أو في الكيميا أو في أعلى
+
+118
+00:08:55,790 --> 00:09:01,290
+العلوم، لكن محجبة، هل في منع؟ لأ مافي شيء يمنع أنك
+
+119
+00:09:01,290 --> 00:09:04,370
+أنت تكوني فتاة مسلمة محجبة و تكوني عالمة في أدق
+
+120
+00:09:04,370 --> 00:09:08,570
+العلومأو أنك تكون عندك .. أنت رسامة أو تكون عندك
+
+121
+00:09:08,570 --> 00:09:12,530
+أي نوع من أنواع الإبداع، مافي شيء يمنعك، طالما أنك
+
+122
+00:09:12,530 --> 00:09:15,430
+محافظة على شخصيتك الأصلية، لكن عندك قدرة على
+
+123
+00:09:15,430 --> 00:09:18,750
+الإبداع، عندك قدرة على الإنتاج، يبقى هنا معنى
+
+124
+00:09:18,750 --> 00:09:22,670
+المعاصرة أنه نعيش في ظروف العصر مع المحافظة على
+
+125
+00:09:22,670 --> 00:09:26,730
+الشخصية الأصلية، معناه ذلك أننا نعاصر ولا نتغير
+
+126
+00:09:27,620 --> 00:09:30,800
+التغيير ان احنا بدنا نستغني عن الصورة الأساسية
+
+127
+00:09:30,800 --> 00:09:33,920
+بتاعتنا، بناكون فتاة عصرية يعني معناه ذلك بدي أعيش
+
+128
+00:09:33,920 --> 00:09:36,080
+زي الفتيات اللي بيشوفهم بالتلفزيون، لأ مش هذه
+
+129
+00:09:36,080 --> 00:09:42,020
+المعاصرة، هدولة لهم ظروفهم اللي همبيؤمنوا فيها،
+
+130
+00:09:42,020 --> 00:09:44,760
+مابيؤمنوش فيها، لكن أنا كإنسان اللي مبادئ، اللي
+
+131
+00:09:44,760 --> 00:09:48,780
+فلسفة، أنا بقدرش أكون زيهم، لكن أنا بقدر أشوف ما
+
+132
+00:09:48,780 --> 00:09:52,960
+هو الجيد في هذا العصر ويمكن إن أنا أخده، وهذا طبعا
+
+133
+00:09:52,960 --> 00:09:56,680
+اللي بيصير في المناهج، المناهج لازم تكون معاصرة،
+
+134
+00:09:56,680 --> 00:10:00,720
+لازم تحافظ على شخصية المواطن في بلده، بس لازم
+
+135
+00:10:00,720 --> 00:10:05,310
+تساعده على إنه يرتقي في أعلى العلومهذا معنى معاصرة
+
+136
+00:10:05,310 --> 00:10:07,910
+المنهج، لأن في ناس كتير تقولك إن المناهج اللي
+
+137
+00:10:07,910 --> 00:10:13,110
+بدرسوها متخلفة، لازم تدرسوا منهج معاصرة، طب إيش
+
+138
+00:10:13,110 --> 00:10:16,770
+يعني منهج معاصرة؟ بقولك شيلوا كل ما يرتبط بالدين
+
+139
+00:10:16,770 --> 00:10:21,440
+الإسلاميالحجاب اللي انتوا بتحطوه بخفة طبقة متعفنة
+
+140
+00:10:21,440 --> 00:10:26,340
+في رؤوسكم وبالتالي بتلاقي انه أصبحت الكلمات ليست
+
+141
+00:10:26,340 --> 00:10:30,080
+في معاصرة العلم ولكن هي في الهجوم على الفكر
+
+142
+00:10:30,080 --> 00:10:35,060
+الموجود، هذا اللي هو يعني بيقلبوا المفاهيمما
+
+143
+00:10:35,060 --> 00:10:38,040
+أصبحتش المعاصرة بهذا الشكل هي المعاصرة، ولكن أصبحت
+
+144
+00:10:38,040 --> 00:10:41,620
+هي هجوم على المبدأ، الأصل في المعاصرة أن المبدأ
+
+145
+00:10:41,620 --> 00:10:45,680
+بيحافظ على شخصية المواطن، وبعد ذلك المعاصرة في
+
+146
+00:10:45,680 --> 00:10:49,000
+ظروف العصر بتعيش على أعلى مستوى من التقنيات،
+
+147
+00:10:49,000 --> 00:10:53,760
+بتشتري أعلى نوع من التقنية التعليمية، بتعلم طلاب
+
+148
+00:10:53,760 --> 00:10:57,440
+في كل المختبرات، بتتدربيهم على أدق التقنيات، مافيش
+
+149
+00:10:57,440 --> 00:11:03,140
+مشكلة في هذا الشئوالمشكلة الأساسية أنك تتخلى عن
+
+150
+00:11:03,140 --> 00:11:06,400
+مبادئك الأساسية، لأ مش هي هذه المشكلة، مبادئي هذه
+
+151
+00:11:06,400 --> 00:11:10,720
+شخصيتي أنا ما بتتخلاش عنها، لكن أنا ممكن أتعلم
+
+152
+00:11:10,720 --> 00:11:15,040
+وممكن المناهجي تتطور في كافة الإمكانة، يبقى هنا
+
+153
+00:11:15,040 --> 00:11:19,700
+المعاصرة دكتورة، ممكن نقول برضه أن معاصرة المنقاش،
+
+154
+00:11:19,700 --> 00:11:22,800
+في نظريات معينةبيصير عليها تعديلات و تغييرات يعني
+
+155
+00:11:22,800 --> 00:11:27,180
+مضالش زي ما هي بس صح ان الواحد يوركد النظرية يعني
+
+156
+00:11:27,180 --> 00:11:29,880
+احنا بنقول مثلا كانت النظريات في التعليم في
+
+157
+00:11:29,880 --> 00:11:33,100
+التربية زي ما اتكلمنا قبل ذلك ان مثلا هي اتكلمنا
+
+158
+00:11:33,100 --> 00:11:35,900
+في نظرية المنهج ان هي من الجزئيات للكليات بعدين
+
+159
+00:11:35,900 --> 00:11:38,520
+صارت من الكليات إلى الجزئيات صارت من المحسوس إلى
+
+160
+00:11:38,520 --> 00:11:42,780
+المجرد احنا بنشوف كل هذه نظريات بنستفيد منها ماعن
+
+161
+00:11:42,780 --> 00:11:46,480
+مانع ان احنا نطور في نظرية بناء المنهج كيف نبني
+
+162
+00:11:46,480 --> 00:11:50,590
+المنهج كيف نعلم طلابناهل ممكن أستخدم المثير
+
+163
+00:11:50,590 --> 00:11:53,950
+والاستجابة أو أستخدم الفكرة الكلية وأستخدم الوسيلة
+
+164
+00:11:53,950 --> 00:11:57,950
+التعليمية أستخدم الوسيلة التقنية الألكترونية؟ إيش
+
+165
+00:11:57,950 --> 00:12:02,650
+المتحنج أنا بستخدمه؟ لكن مش لازم هذه الوسيلة تتضمن
+
+166
+00:12:02,650 --> 00:12:08,610
+ما ينافي مبدأ، هذا هو الأساس في مفهوم المعاصرة،
+
+167
+00:12:08,610 --> 00:12:13,990
+وبالتالي المعاصرةمعناها طبعا إن يعيش الفرد بمستوى
+
+168
+00:12:13,990 --> 00:12:17,090
+ظروف عصره مادامك هذه الظروف لا تتعارض مع قيمه
+
+169
+00:12:17,090 --> 00:12:20,950
+وأخلاقه ومبادئ الملبتقة من قيمه الإسلامية الحنيفة
+
+170
+00:12:20,950 --> 00:12:24,990
+ويخطط للمستقبل ويستطيع أن يعيش هذا المستقبل مهما
+
+171
+00:12:24,990 --> 00:12:29,710
+كان يحمل من مفاجئات، هيك إحنا بنقدر فعلا نحط مناهج
+
+172
+00:12:29,710 --> 00:12:33,210
+وهذه المناهج ما نقولش إنها متخلفة ولا إن هي سبب
+
+173
+00:12:33,210 --> 00:12:36,490
+تخلفنا أو إن هي سبب كذا، لأ إحنا بنحط مناهج على
+
+174
+00:12:36,490 --> 00:12:39,990
+أعلى مستوى من التقنية وكل حديث في التربية بنحاول
+
+175
+00:12:39,990 --> 00:12:43,320
+إن إحنا نفهمهوإن احنا نستفيد منه كل حديث في العلم
+
+176
+00:12:43,320 --> 00:12:46,560
+وكل حديث في التكنولوجيا بنحاول إن احنا نستفيد منه
+
+177
+00:12:46,560 --> 00:12:49,500
+وإحنا مش بس هذا الشيء اللي بدناه إحنا بدنا نكون
+
+178
+00:12:49,500 --> 00:12:53,520
+أصل من يولد هذه المعرفة هيك كانوا المسلمين في
+
+179
+00:12:53,520 --> 00:12:57,720
+البداية كانوا هم الذين يضعوا العلوم والغرب يترجم
+
+180
+00:12:57,720 --> 00:13:02,500
+عنهم حتى
+
+181
+00:13:02,500 --> 00:13:06,380
+نستطيع أن نحقق هذه الأشياء لابد من إكساب متعلمنا
+
+182
+00:13:06,380 --> 00:13:09,900
+سمات الإنسان الجديد الإنسان اللي بيعيش في هذا
+
+183
+00:13:09,900 --> 00:13:14,750
+العصرهذا العصر اللي هو متلاحق التغيرات كل يوم فيه
+
+184
+00:13:14,750 --> 00:13:18,310
+جديد، فيه سرعة في المعرفة، فيه سرعة في إنتاج
+
+185
+00:13:18,310 --> 00:13:21,330
+المعرفة، فيه سرعة في إنتاج التقنية، فيه سرعة في
+
+186
+00:13:21,330 --> 00:13:24,970
+إنتاج التكنولوجيا، في وسائل الإتصال، يعني لو شفتوا
+
+187
+00:13:24,970 --> 00:13:30,410
+حياتكم من خمس سنوات حتى الآن أو من تلت سنوات حتى
+
+188
+00:13:30,410 --> 00:13:36,270
+الآن، قداش كم تغيير حصل في الحياة؟كان كبير جدا،
+
+189
+00:13:36,270 --> 00:13:39,430
+حتى مافيش دار تقدر تقعد من غير router، من غير إنه
+
+190
+00:13:39,430 --> 00:13:42,010
+يكون في عندهم net، من غير إنه يكون في عندهم كذا،
+
+191
+00:13:42,010 --> 00:13:45,430
+لابد إن يكون فينا اتصال في العالم الخارجي، بتقدر
+
+192
+00:13:45,430 --> 00:13:48,890
+تتكلمي مع كل بقاع الأرض، بتقدر تجري حديث إذا ماكنش
+
+193
+00:13:48,890 --> 00:13:53,190
+مسموع بكون مقروق، بكون كذا، اختلفت طبيعة الحياة و
+
+194
+00:13:53,190 --> 00:13:57,250
+طبيعة التواصل، هذا الشيء احنا بنحتاج فيه لمهارات
+
+195
+00:13:57,250 --> 00:14:02,340
+جديدةوالمنهج يجب أن يكون له دور في هذا المجال،
+
+196
+00:14:02,340 --> 00:14:06,420
+بقول من الأمور التي يجب أن نتحقق منها أو أن يكون
+
+197
+00:14:06,420 --> 00:14:11,880
+فيها دور حقيقي، إكساب المتعلم مقومات ثقافة العقل،
+
+198
+00:14:11,880 --> 00:14:16,500
+ما هي ثقافة العقل؟
+
+199
+00:14:16,500 --> 00:14:19,860
+معلومات تساعد على حل المشكلة معلومات تساعد على حل
+
+200
+00:14:19,860 --> 00:14:20,880
+المشكلة، تفضل
+
+201
+00:14:24,670 --> 00:14:28,170
+ممتاز جدا، قدرة على التفكير المنطقي والموضوع
+
+202
+00:14:28,170 --> 00:14:32,130
+والبعد عن التفكير بالخرافة يكون لديه ثقة بالنفس
+
+203
+00:14:32,130 --> 00:14:35,830
+ويحل مشكلته بنفسه ممتاز، لديه ثقة بالنفس وعنده
+
+204
+00:14:35,830 --> 00:14:41,830
+قدرة على حل المشكلات أحسنت،
+
+205
+00:14:41,830 --> 00:14:46,520
+رفض فكرة الحل الوحيد والبحث عن حلول أخرىيبقى احنا
+
+206
+00:14:46,520 --> 00:14:50,460
+بنتكلم هنا عن ثقافة المنطق، ثقافة القدرة على حل
+
+207
+00:14:50,460 --> 00:14:54,620
+المشكلات، القدرة على اتخاذ القرار، القدرة على
+
+208
+00:14:54,620 --> 00:14:59,920
+إنتاج حلول للمشكلات، لا يوجد للمشكلة حل وحيد، ولكن
+
+209
+00:14:59,920 --> 00:15:04,780
+في لها مجموعة دائما من الحلول، فكرة الحل الوحيد هي
+
+210
+00:15:04,780 --> 00:15:09,350
+فكرة دكتاتوريةفكرة بتدمر الإنسان، لما بيجي يقولوا
+
+211
+00:15:09,350 --> 00:15:12,390
+إن هذا المشكلة إلها حل واحد، زي ما تيجي المدرسة
+
+212
+00:15:12,390 --> 00:15:16,150
+بتقول للطلاب أنت بتحل السؤال زي هيك، لو حل بطريقة
+
+213
+00:15:16,150 --> 00:15:20,070
+تانية، بتحطله خطأ، مع إنها الطريقة التانية صح، فهي
+
+214
+00:15:20,070 --> 00:15:23,690
+بتحطله خطأ، ليش؟ لأنها بتهيأ يفكر بتفكيرها، هذا
+
+215
+00:15:23,690 --> 00:15:26,410
+خطأ، أنا لازم أعلم الطالب إن أي طريقة ممكن
+
+216
+00:15:26,410 --> 00:15:30,470
+يستخدمها للحل هي طريقةصحيحة طالما كانت خطواتها
+
+217
+00:15:30,470 --> 00:15:34,050
+منهجية صحيحة وبالتالي هنا لابد دائما ان احنا يكون
+
+218
+00:15:34,050 --> 00:15:39,110
+في عنا اكثر من حل كل مشكلة لها اكثر من حل وبالتالي
+
+219
+00:15:39,110 --> 00:15:42,890
+هنا بنمي القدرات على ان يكون في عنا دائما قدرة في
+
+220
+00:15:42,890 --> 00:15:46,090
+اتخاذ القرار قدرة في الإبداع في إنتاج مجموعة كبيرة
+
+221
+00:15:46,090 --> 00:15:50,670
+من الحلول يبقى هنا بنرفض التفكير الخرافي بنرفض
+
+222
+00:15:50,670 --> 00:15:55,130
+الاعتماد على الأساطيرثقافة عقل، عقلنا بنعيش في عصر
+
+223
+00:15:55,130 --> 00:15:59,890
+متحدر، عصر فيه تقنية، فيه تكنولوجيا، فيه ثورة
+
+224
+00:15:59,890 --> 00:16:02,730
+معلوماتية، يبقى احنا كمان قدراتنا العقلية لازم
+
+225
+00:16:02,730 --> 00:16:07,250
+تكون برضه في مستوى هذا العصر اكساب المتعلم مهارات
+
+226
+00:16:07,250 --> 00:16:12,170
+التكنولوجيا الإنسانية ما هي مهارات التكنولوجيا
+
+227
+00:16:12,170 --> 00:16:16,590
+التي تحتاجينها أنت كطالب في الجامعة؟قدرة على
+
+228
+00:16:16,590 --> 00:16:20,870
+استخدام حسوب برامج حسابية مختلفة وقدرة على تدخل
+
+229
+00:16:20,870 --> 00:16:25,110
+إلى شركة التي انتجت الحصول عليهاممتاز جدا، انت
+
+230
+00:16:25,110 --> 00:16:27,830
+كطالبة جامعية محتاجة انك تتعاملي مع الحاسوب،
+
+231
+00:16:27,830 --> 00:16:30,570
+تتعاملي مع الانترنت، تتعاملي مع Google Scholar
+
+232
+00:16:30,570 --> 00:16:34,530
+بحيث انك تدخلي للبحث العلمي، تعملي أبحاث علمية،
+
+233
+00:16:34,530 --> 00:16:38,410
+تقرأ أي أخر ما كان في هذا المجال، في مجال البحث،
+
+234
+00:16:38,410 --> 00:16:42,470
+تقدر تستخدمي أدوات اللي هي النشر العالمي، تقدر
+
+235
+00:16:42,470 --> 00:16:45,490
+تنشري أفكار، تقدر تدافع عن هذه الأفكار، هذه كلها
+
+236
+00:16:45,490 --> 00:16:48,950
+مهارات لازم انك انت تمتلكيها، كمان لما يكون في
+
+237
+00:16:48,950 --> 00:16:52,660
+عندك أي جهازعندك في البيت أو في المختبر عندك في
+
+238
+00:16:52,660 --> 00:16:56,600
+المدرسة في الجامعة و كذا لازم تقدر تتعاملي مع هذا
+
+239
+00:16:56,600 --> 00:16:59,880
+الجهاز تتعاملي معاه و اتحافظي عليه و اتصينيه مش
+
+240
+00:16:59,880 --> 00:17:04,480
+انك انت تدمريه في البعض ممكن يدمر جهاز الجوال او
+
+241
+00:17:04,480 --> 00:17:08,100
+كذا لأنه ما بعرف يتعامل معاه بالتالي هنا لابد ان
+
+242
+00:17:08,100 --> 00:17:11,320
+يكون في عنا قدرة في استخدام المهارة اللي هي مهارات
+
+243
+00:17:11,320 --> 00:17:15,040
+التكنولوجيا الإنسانية نسخر التكنولوجيا لخدمة
+
+244
+00:17:15,040 --> 00:17:20,240
+الإنسان مش نسخر الإنسان لخدمة التكنولوجيايعني الآن
+
+245
+00:17:20,240 --> 00:17:23,360
+مثلا ال Facebook و ال WhatsApp و كذا و كذا، هذه
+
+246
+00:17:23,360 --> 00:17:27,760
+أشياء مسخرة لخدمتنا، مش إحنا مسخرين لإلها، مش 24
+
+247
+00:17:27,760 --> 00:17:31,760
+ساعة تاخد من تفكيرنا، لأ مش لازم تاخد من تفكيرنا
+
+248
+00:17:31,760 --> 00:17:37,660
+هذا الحد، مش لازم تستعبدنا، لازم إحنا نسخرها
+
+249
+00:17:37,660 --> 00:17:41,700
+لخدمتنا في وقت محدد، في زمن محدد، نستفيد منها، بس
+
+250
+00:17:41,700 --> 00:17:44,580
+مش بنبذل وقتنا و حياتنا و جهدنا و طاقتنا عليها
+
+251
+00:17:46,140 --> 00:17:49,980
+أساليب الحوار مع الآخرين، لابد من إكساب المتعلم
+
+252
+00:17:49,980 --> 00:17:53,060
+أساليب الحوار مع الآخرين، ماذا تفهم من هذه
+
+253
+00:17:53,060 --> 00:18:00,900
+العبارة؟ لتقبل
+
+254
+00:18:00,900 --> 00:18:06,930
+أراء الآخرين، كيف يمكن أن نتقبل الآخر؟لمّا أتحوّر
+
+255
+00:18:06,930 --> 00:18:10,170
+مع أحد أكون عارفة أنه رأيي صواب يحتمل الخطأ و رأيي
+
+256
+00:18:10,170 --> 00:18:13,970
+خطأ يحتمل الصواب، مش أنه أنت كلامك غلط و بس و أسكر
+
+257
+00:18:13,970 --> 00:18:17,150
+عليه و مااسمعهوش أو .. أو أنه أرفع الصوت أثناء
+
+258
+00:18:17,150 --> 00:18:21,070
+الحوار بالظبط، احنا يعني في حياتنا بنفتقد مهارات
+
+259
+00:18:21,070 --> 00:18:27,070
+الحوار، دائما رأيي هو الصواب، اللي مش معايا فهو
+
+260
+00:18:27,070 --> 00:18:32,760
+ضديفهو خطأ، الرأي اللي بيأيدنيش فهو رأي خطأ، هذه
+
+261
+00:18:32,760 --> 00:18:38,860
+يعني نقول عنصرية، عصبية، جاهلية، لكن الأثر أن احنا
+
+262
+00:18:38,860 --> 00:18:42,740
+يكون في عنا قدرة لتفاهم الآخر، لتقبل الآخر، لازم
+
+263
+00:18:42,740 --> 00:18:45,980
+انا اسمع ازميلتيك بتكلمك اسمعيها، شوف ايش الفكرة
+
+264
+00:18:45,980 --> 00:18:50,540
+اللي موجودة عندها، يمكن رأيها من وجهة نظرك خطأ، بس
+
+265
+00:18:50,540 --> 00:18:54,260
+أكيد في أشياء صواب، وانت أكيد رأيك اللي انت مؤمن
+
+266
+00:18:54,260 --> 00:18:58,520
+ان هو صحيح تماما، أكيد برضه في أشياء خاطبةخطأ يبقى
+
+267
+00:18:58,520 --> 00:19:01,940
+لازم ان احنا يكون في عنا قدرة للحوار ان احنا نفهم
+
+268
+00:19:01,940 --> 00:19:06,380
+ان يكون في بيننا تبادل للمفاهيم ان انا افهم
+
+269
+00:19:06,380 --> 00:19:09,980
+المفاهيم زي ما هي فاهمها لأن مرات كتير ممكن احنا
+
+270
+00:19:09,980 --> 00:19:15,660
+.. احنا و الغرب مثلا مش متفقين في معنى الإرهاب هم
+
+271
+00:19:15,660 --> 00:19:19,620
+بيسمونه إرهابين احنا بنقول احنا بنقاوم الفرق بيننا
+
+272
+00:19:19,620 --> 00:19:25,460
+و بينهم ان احنا نتفق على المسمى ماذا تعني مقاومة
+
+273
+00:19:25,460 --> 00:19:29,510
+وماذا يعني إرهابلو اتفقنا على المسمى احنا وياهم مش
+
+274
+00:19:29,510 --> 00:19:32,670
+هيصير في بينا فروقات، لكن هم بيرفضوا فكرتنا و احنا
+
+275
+00:19:32,670 --> 00:19:36,630
+بنرفض فكرتهم، وبالتالي هنا احنا مابنقدرش نتحاور
+
+276
+00:19:36,630 --> 00:19:41,160
+معاهم إلا لما نتفق على المفاهيمفإذا كنا إحنا في
+
+277
+00:19:41,160 --> 00:19:43,600
+عيننا مشكلة عالمية في هذا الإطار، يبقى إحنا بيننا
+
+278
+00:19:43,600 --> 00:19:46,640
+أنفسنا مش لازم تكون هذه المشكلة، لأنه كل أيتنا
+
+279
+00:19:46,640 --> 00:19:50,180
+إحنا من نفس المبدأ وكل أيتنا إحنا من نفس الديانة
+
+280
+00:19:50,180 --> 00:19:53,120
+وكل أيتنا من نفس المجتمع، يبقى لازم نفتفق على كثير
+
+281
+00:19:53,120 --> 00:19:57,800
+من المفاهيم عشان تكون في بيننا أساليب للحوار إكسب
+
+282
+00:19:57,800 --> 00:20:00,100
+المتعلم قدرات الإبداع والإبتكار
+
+283
+00:20:02,760 --> 00:20:06,540
+إنه أنا لازم أنظر للمقلوف بطريقة غير مقلوفة، لأ مش
+
+284
+00:20:06,540 --> 00:20:09,620
+كل إشي تقليد تقليد و زي ما أنا متعودة أعمل الإشي
+
+285
+00:20:09,620 --> 00:20:13,000
+routine يوم منيك، لأ لازم أحاول أغيره، يمكن في إشي
+
+286
+00:20:13,000 --> 00:20:17,220
+أحسن و أنا ماحاولتش أبحث عنه انت عارفة ما هو
+
+287
+00:20:17,220 --> 00:20:24,080
+الإبداع؟ تطوير المهارات و الخبرات أحنا الأفراد،
+
+288
+00:20:24,080 --> 00:20:28,280
+يعني كل فرد عنده خبرة معينة مش موجودة عن غيره و
+
+289
+00:20:28,280 --> 00:20:28,840
+نطورها
+
+290
+00:20:32,160 --> 00:20:35,200
+التفكير بطريقة مختلفة .. مختلفة عن طريقة الغربي
+
+291
+00:20:35,200 --> 00:20:38,760
+والأحمري لم يسمحوا .. ممتازة النظر للأشياء نظرة
+
+292
+00:20:38,760 --> 00:20:41,620
+مختلفة عن نظرة الآخر، أنا أفكر بالظاهرة هذه بصورة
+
+293
+00:20:41,620 --> 00:20:46,060
+مختلفة، أن أقدر أجيب فكرة مختلفة، ما أكونش الصورة
+
+294
+00:20:46,060 --> 00:20:50,540
+مكررة، فاكرين البرنامج اللي كان بيجي لمحمد اللي
+
+295
+00:20:50,540 --> 00:20:55,440
+عرف اسمه ضع بصمتك؟إيش معنى ضاع بصمتك؟ إنك إنت إلك
+
+296
+00:20:55,440 --> 00:20:59,860
+بصمة، إلك طريق التفكير، إلك شيء أنت ممكن تأثر فيه
+
+297
+00:20:59,860 --> 00:21:03,880
+بالحياة مختلف عن الآخر، فدايما لازم تبحث على إنك
+
+298
+00:21:03,880 --> 00:21:08,160
+أنت تكون إنسانة مميزة، لن يكون هذا التميز إلا
+
+299
+00:21:08,160 --> 00:21:14,240
+بالإبداع والابتكار، ونحن كمسلمون كمسلمين لا يمكن
+
+300
+00:21:14,240 --> 00:21:20,220
+أن نواجه المستقبل إلا بالإبداع والابتكارإذا لم نصل
+
+301
+00:21:20,220 --> 00:21:25,800
+إلى الصورة هذه سنظل دائما بالخلف متى يمكن أن نتقدم
+
+302
+00:21:25,800 --> 00:21:31,480
+الصفوف إذا أصبحنا أصحاب الإبداعات أصحاب الإختراعات
+
+303
+00:21:31,480 --> 00:21:35,200
+سواء في الفكر سواء في الثقافة سواء في الأدب سواء
+
+304
+00:21:35,200 --> 00:21:38,740
+في العلم سواء في التكنولوجيا ممكن أن نتقدم الصفوف
+
+305
+00:21:38,740 --> 00:21:42,600
+يبقى علشان يكون فينا إنسان جديد معاصر لازم يكون
+
+306
+00:21:42,600 --> 00:21:47,010
+هذا الإنسان عنده قدرات في الإبداعوالابتكار. آخر
+
+307
+00:21:47,010 --> 00:21:50,870
+شيء عندنا طرائق الاستفادة من العولمة. العولمة
+
+308
+00:21:50,870 --> 00:21:54,690
+اقتحمت بيوتنا، اقتحمت منازلنا، اقتحمت أفكارنا،
+
+309
+00:21:54,690 --> 00:21:59,650
+سواء أنشئنا ام أبينا. كيف يمكن أن نستفيد منها؟ ان
+
+310
+00:21:59,650 --> 00:22:04,270
+العولمة عبارة عن جمع العالم قرية صغيرة. جمع العالم
+
+311
+00:22:04,270 --> 00:22:07,370
+قرية صغيرة مستمر ومافيناش الدين الإسلامي بأنه أصبح
+
+312
+00:22:07,370 --> 00:22:11,010
+.. يعني النت أصبح طريقة تواصل لجميع الكورة
+
+313
+00:22:11,010 --> 00:22:14,390
+الأرضية. أي نعم، كل شيء ممكن يكون سيء، احنا ممكن
+
+314
+00:22:14,390 --> 00:22:21,050
+نخليهإيجابي ومفيد ونسخره لخدمة الدين والدعوة ونشر
+
+315
+00:22:21,050 --> 00:22:24,490
+أفكارنا ومبادئنا والاستفادة من كل هذه التقنيات
+
+316
+00:22:24,490 --> 00:22:29,210
+لأنفسنا لتطوير ذواتنا وليس لتدمير ذواتنا كما يهدف
+
+317
+00:22:29,210 --> 00:22:32,810
+الغرب أشياء كثيرة وبرامج كثيرة موجهة للشرق
+
+318
+00:22:32,810 --> 00:22:37,210
+ولمسلمين من أجل تدمير شبابهم احنا لازم نعرف نستفيد
+
+319
+00:22:37,210 --> 00:22:39,850
+من هذه الأشياء طالما هي مفتوحة وموجودة يعني شئنا
+
+320
+00:22:39,850 --> 00:22:43,210
+أم أبينا موجودة ومفتوحة كيف ممكن نستفيد منها يجب
+
+321
+00:22:43,210 --> 00:22:45,710
+أن نعرف كيف يمكن أن نستفيد منها
+
+322
+00:22:49,390 --> 00:22:53,810
+طبعاً هذا الشيء بوصلنا للمنهج الفعال اللي هو
+
+323
+00:22:53,810 --> 00:22:58,470
+المنهج اللي بيساعدنا لتحقيق نمط في الحياة المعاصرة
+
+324
+00:22:58,470 --> 00:23:04,150
+هذا المنهج الفعال طبعاً اللي هو بيعتمد على التفكير
+
+325
+00:23:04,150 --> 00:23:09,250
+المنطلق ومرونة التفكير التفرد وتحقيق الذات مش
+
+326
+00:23:09,250 --> 00:23:14,130
+موجودة عندك بالكتابة رفض فكرة الحل الوحيد وعدم
+
+327
+00:23:14,130 --> 00:23:16,690
+التزامت الفكري وقبول الآخر
+
+328
+00:23:19,160 --> 00:23:23,420
+هي تقريبا تلخيص للأشياء اللي احنا اتكلمناها، إن
+
+329
+00:23:23,420 --> 00:23:27,740
+احنا بنحاول نصل إلى يكون مناهجنا مناهج فعالة، حتى
+
+330
+00:23:27,740 --> 00:23:31,580
+نصل إلى سماعة الإنسان الجديد، يجب أن تكون المناهج
+
+331
+00:23:31,580 --> 00:23:36,160
+اللي احنا بنعملها بتنمي التفكير المنطلق، بتنمي
+
+332
+00:23:36,160 --> 00:23:41,320
+مرونة التفكير، بتساعدنا في التفرد وتحقيقthat أيضًا
+
+333
+00:23:41,320 --> 00:23:45,420
+رفض فكرة الحل الوحيد وعدم التزامت الفكري وقبول
+
+334
+00:23:45,420 --> 00:23:49,220
+الآخر هي الصورة اللي احنا بتكلمنا عن سماعة الإنسان
+
+335
+00:23:49,220 --> 00:23:53,840
+كيف بدنا نعكسها في داخل المنهاج حتى يصبح المنهاج
+
+336
+00:23:53,840 --> 00:23:59,580
+أكثر فعالية هنتكلم
+
+337
+00:23:59,580 --> 00:24:04,100
+الآن عن العولمة اتكلمنا عن العولمة وقلنا اللي لابد
+
+338
+00:24:04,100 --> 00:24:06,960
+أن احنا نستفيد منها كطلبة كيف ممكن يتأثر هذه
+
+339
+00:24:06,960 --> 00:24:08,200
+العولمة في مناهجنا
+
+340
+00:24:35,920 --> 00:24:43,310
+ممتاز يعني احنا بنواجهسيل كبير من التغير الفكري،
+
+341
+00:24:43,310 --> 00:24:47,450
+التغير الثقافي، التغير الحضاري اللي احنا بنشوفه في
+
+342
+00:24:47,450 --> 00:24:50,670
+حياتنا، بنلاقي لو مشيتي هلقيتها في الشارع، بتلاقي
+
+343
+00:24:50,670 --> 00:24:54,290
+بعض الطلاب، الشباب عاملين شعارهم كده واقف،
+
+344
+00:24:54,290 --> 00:25:00,010
+مابتعرفيش كيف، لابسين البنطالون الساحل، عاملين في
+
+345
+00:25:00,010 --> 00:25:04,190
+وجههم مابتعرفيش ايه بيسمع اغاني و بي .. و كأنهم
+
+346
+00:25:04,190 --> 00:25:07,610
+منعزلين عن العالم عن جد يعني كأنهم مجانين بالنسبة
+
+347
+00:25:07,610 --> 00:25:12,870
+لي الصراحةو نفس الوقت بتلاقي يعني بنات برضه مافيش
+
+348
+00:25:12,870 --> 00:25:16,970
+عندهم التزام مافيش عندهم أي شعور بإنها أنت و لازم
+
+349
+00:25:16,970 --> 00:25:21,250
+تحافظ على نفسها بصورة أكبر بنلاقي بعض الأشياء و
+
+350
+00:25:21,250 --> 00:25:25,970
+بعض الأشياء بتسمعيها حتى و دانك كده بتحس إنها
+
+351
+00:25:25,970 --> 00:25:30,070
+تلوثت من هذه الأشياء اللي بتسمعها طبعا هذه أشياء
+
+352
+00:25:30,070 --> 00:25:33,410
+إحنا موجودة في عصرنا يعني نقدرش إن احنا نقول هي مش
+
+353
+00:25:33,410 --> 00:25:35,890
+موجودة و لو فتحت التليفزيون علشان تشوفي و علشان
+
+354
+00:25:35,890 --> 00:25:40,090
+تتفرجيفانت لو بتشوفي نشرة أخبار فبروحوا بيجيبولك
+
+355
+00:25:40,090 --> 00:25:44,710
+مجموعة أشياء أنت بتشوفيها غصبا عنها هذا الشيء يعني
+
+356
+00:25:44,710 --> 00:25:49,350
+لو ما أثرش على الناس اللي عندها فكر يعني راقي ممكن
+
+357
+00:25:49,350 --> 00:25:54,850
+يتأثر على الأجيال الناشئة اللي لساتهم بيتأرجحوا
+
+358
+00:25:56,030 --> 00:26:00,110
+احنا وين؟ و إيش بدنا نسوي؟ و إيش بدنا نعمل؟ و كذا
+
+359
+00:26:00,110 --> 00:26:04,550
+وبالتالي هذه العالمة يعني التأثير في هذا الجانب
+
+360
+00:26:04,550 --> 00:26:08,370
+كبير جدا، ليش أنت يا ابني بتعمل هيك؟ ليش يا بنت
+
+361
+00:26:08,370 --> 00:26:13,620
+بتعملي هيك؟إنتوا معقدين؟ إيش هذا جننتونا فقعتونا
+
+362
+00:26:13,620 --> 00:26:18,120
+الحياة الإحباط الاكتئاب الكآبة بد مش عارفة إيه؟
+
+363
+00:26:18,120 --> 00:26:21,980
+وبالتالي بتلاقي عندهم مليون شغلة نوازع كثيرة جدا
+
+364
+00:26:21,980 --> 00:26:26,100
+فترة يعني ليست سهلة حتى إنه يصل الإنسان بيخرج من
+
+365
+00:26:26,100 --> 00:26:30,680
+هذه الأفكار اللي هي بتساعده على الضيع نشوف أول
+
+366
+00:26:30,680 --> 00:26:34,800
+حاجة ما هي العالمة كيف تفهمين العالمة؟
+
+367
+00:26:37,150 --> 00:26:42,270
+ممكن تكون هيمنة للدول الصناعية المتطورة أو وضعها
+
+368
+00:26:42,270 --> 00:26:45,830
+أحسن على الدول غير المنتجة ممتاز هيمنة للدول
+
+369
+00:26:45,830 --> 00:26:49,990
+الصناعية على الدول الاستهلاكية فصل الدين عن الدولة
+
+370
+00:26:49,990 --> 00:26:53,210
+فصل الدين عن الدولة جزء من علمنا هو معناه
+
+371
+00:26:53,210 --> 00:26:59,290
+العلمانية أيوة كيف بتفهم العالم انت في حياتك؟ جعل
+
+372
+00:26:59,290 --> 00:27:02,670
+العالم قرية صغيرة جعل العالم قرية صغيرة أحسنتي
+
+373
+00:27:02,670 --> 00:27:06,540
+أيوة فرض الفكر الرئيسمالي على الدول المنتجةفرض
+
+374
+00:27:06,540 --> 00:27:11,420
+الفكر الرأسمالي على الدول اللي هي النامية طبعا وقت
+
+375
+00:27:11,420 --> 00:27:16,040
+.. متى ظهرت العولمة؟ ظهرت العولمة طبعا بعد .. بعد
+
+376
+00:27:16,040 --> 00:27:19,900
+انهيار الاتحاد السوفيتي كان العالم فيه رأسين، رأس
+
+377
+00:27:19,900 --> 00:27:23,500
+.. رأسمالي و رأس اشتراكي بعد انهيار الاتحاد
+
+378
+00:27:23,500 --> 00:27:26,400
+السوفيتي أصبحت .. يعني في ناس بيسموها العولمة و
+
+379
+00:27:26,400 --> 00:27:31,240
+ناس بيسموها الأمريكا اللي هو صياغة العالم كله
+
+380
+00:27:31,240 --> 00:27:37,260
+بثقافة واحدةيعني ذوبان الثقافات الصغيرة ضمن
+
+381
+00:27:37,260 --> 00:27:41,540
+الثقافة الكبيرة بحيث أنه لا يصبح فواصل بين
+
+382
+00:27:41,540 --> 00:27:46,620
+الثقافات أنها تدوب الثقافات كلها في بوتقة واحدة
+
+383
+00:27:46,620 --> 00:27:51,960
+وتنتج ثقافة واحدة عالمية هذه فكرة العالمة معناه
+
+384
+00:27:51,960 --> 00:27:57,740
+ذلك أن الثقافات تتخلى عن نفسها يعني أنتم كمسلمين
+
+385
+00:27:57,740 --> 00:28:03,240
+تتخلوا عن فكركمال .. مثلا اليابانيين يتخلوا عن
+
+386
+00:28:03,240 --> 00:28:07,220
+فكرهم الصينيين يتخلوا عن فكرهم ليش؟ لأن هم بالاصل
+
+387
+00:28:07,220 --> 00:28:11,140
+يعني لو أجينا احنا للشعب الأمريكي هو مافيش شعب
+
+388
+00:28:11,140 --> 00:28:13,700
+واضح اسمه الشعب الأمريكي هم كانوا الهنود الحمر و
+
+389
+00:28:13,700 --> 00:28:17,960
+هم قضوا عليهم وبالتالي هم مملمين من كل دول العالم
+
+390
+00:28:17,960 --> 00:28:26,520
+عمر أمريكا كلية قدر؟ أكم سنة؟ حوالي 500 سنة؟ أه
+
+391
+00:28:26,520 --> 00:28:31,690
+لكن هنا في عندنا شعوب عمرها آلافالصينيين هذه
+
+392
+00:28:31,690 --> 00:28:36,310
+الشعوب لها حضارة لها ثقافة لها موروثات حضارية
+
+393
+00:28:36,310 --> 00:28:40,870
+موجودة هدولا مافيش لهم هذا الشئ مافيش لهم هذا
+
+394
+00:28:40,870 --> 00:28:44,750
+الوجود وبالتالي هنا هذه الشيء هم قالهم احنا لابد
+
+395
+00:28:44,750 --> 00:28:50,470
+ان احنا كل القديم كل الموروثات القديمة نرفضها هنا
+
+396
+00:28:50,470 --> 00:28:54,270
+نشأت عدقش المشكلة الكبيرة جدا هل احنا كمسلمين
+
+397
+00:28:54,270 --> 00:29:02,450
+بنقدر نستغنى عن أخلاقنا ومبادئناعن طريقة حياتنا؟
+
+398
+00:29:02,450 --> 00:29:07,410
+هل إحنا بنقدر نستغنى عن موروثاتنا الفكرية أو
+
+399
+00:29:07,410 --> 00:29:10,510
+الثقافية أو الحياتية؟ هذه الأشياء إحنا مقدرش
+
+400
+00:29:10,510 --> 00:29:14,610
+نستغنى عنها ولا أي شعب في العالم بيقدر يستغني عن
+
+401
+00:29:14,610 --> 00:29:17,510
+هذه الأشياء لأن هذه الأشياء هي اللي بتفخر فيها
+
+402
+00:29:17,510 --> 00:29:20,370
+الشعوب انت لما بيبدأوا بتشوفوا في الألعاب
+
+403
+00:29:20,370 --> 00:29:24,190
+الأولمبية أو في كأس العالم أو كذا لما بتبدأ الشعوب
+
+404
+00:29:24,190 --> 00:29:27,810
+بتعمل عرض ينادوا قسم كل دولة كل دولة بتطلع بالزي
+
+405
+00:29:27,810 --> 00:29:32,110
+الرسمي تبعهافبتلاقي اليابانيين بيطلعوا بالزي
+
+406
+00:29:32,110 --> 00:29:35,290
+الياباني والصينيين بيطلعوا بالزي الصيني وكذا و
+
+407
+00:29:35,290 --> 00:29:37,830
+بيحملوا علامهم بتلاقيهم لابسين نفس الأشياء اللي هي
+
+408
+00:29:37,830 --> 00:29:41,610
+من موروثاتهم التاريخية العولمة مابتها تقضي على كل
+
+409
+00:29:41,610 --> 00:29:46,210
+هذا الشيء لك لأ هم مش لازم يلبسوا هيك هم كلهم لازم
+
+410
+00:29:46,210 --> 00:29:49,690
+يخرجوا بس فقط في لباس الرياضة اللي قررته اللي هي
+
+411
+00:29:49,690 --> 00:29:54,010
+ال viva بتاعة الرياضةوبالتالي احنا مابدناش مواصفات
+
+412
+00:29:54,010 --> 00:29:57,650
+في هذا الإطار، هذا الشيء طبعا رفضه العالم بصورة
+
+413
+00:29:57,650 --> 00:30:00,370
+كبيرة جدا، انا احنا بنقدر ان احنا يكون في عندنا
+
+414
+00:30:00,370 --> 00:30:04,410
+نظام نتفق عليه، بنتفق في نظام الأكل، في نظام
+
+415
+00:30:04,410 --> 00:30:07,230
+الشرب، في نظام المأكولات، في نظام البنوك، في نظام
+
+416
+00:30:07,230 --> 00:30:11,050
+التعامل، في أنظمة كثيرة، في نظام البناء، لكن مش
+
+417
+00:30:11,050 --> 00:30:14,610
+شرط ان احنا نتفق في الأنظمة الثقافية، لكن هي
+
+418
+00:30:14,610 --> 00:30:19,570
+العالمة بالاصل بتهدف الفكر والثقافة بالجانب الكبير
+
+419
+00:30:19,570 --> 00:30:24,390
+جداطبعا هنا هذا الشيء اللي احنا بنشوفه بدأت اللي
+
+420
+00:30:24,390 --> 00:30:27,150
+هي مظاهر العوالم تدخل عندنا هنا و بدأوا يقلدها
+
+421
+00:30:27,150 --> 00:30:31,350
+الشباب دون وعي و دون علم في هذا الجانب طبعا خل هذا
+
+422
+00:30:31,350 --> 00:30:35,570
+النظام التربوي عليه مهمة كبيرة جدا ان هو لابد من
+
+423
+00:30:35,570 --> 00:30:38,810
+بناء الإنسان المسلم عشان انت تحافظي على شخصيتك في
+
+424
+00:30:38,810 --> 00:30:42,930
+هذا الخضم هذه التيارات الفكرية اللي جايك من
+
+425
+00:30:42,930 --> 00:30:45,730
+التلفزيونات و من النت و من الشبكات و من هنا و من
+
+426
+00:30:45,730 --> 00:30:51,460
+هنا و من هنا لازم نبني الإنسان المسلمتبني الفكر
+
+427
+00:30:51,460 --> 00:30:54,660
+بحيث انك انت لو انت الآن انسانة مسلمة عايشة في غزة
+
+428
+00:30:54,660 --> 00:30:59,640
+والظروف حواليك مغلقة تماما كل البنات اللي حواليكي
+
+429
+00:30:59,640 --> 00:31:03,420
+محجبات وبيصلوا وماشاء الله عليك ومش هيك صار انك
+
+430
+00:31:03,420 --> 00:31:06,700
+انت روحتي وانت وزعتي من هذا المجتمع وعشتي في مجتمع
+
+431
+00:31:06,700 --> 00:31:11,380
+اخر انت وزوجك وأولادك هل بدك تحافظ على شخصيتك
+
+432
+00:31:11,380 --> 00:31:13,580
+الإسلامية ولا بدك تعيش زي الدولة اللي انت عايشها
+
+433
+00:31:13,580 --> 00:31:17,720
+فيها حافظ على شخصيتك ايش اللي ممكن يخليك تحافظ على
+
+434
+00:31:17,720 --> 00:31:23,020
+شخصيتكأو أنك تندمجي في العالم الآخر المبدأ المبدأ
+
+435
+00:31:23,020 --> 00:31:26,660
+ان انا اتربيت من الأساس صح ان انا انغرست فيا القيم
+
+436
+00:31:26,660 --> 00:31:30,720
+والمبادئ من المنهج من لما كنت طالبة و اتربيت على
+
+437
+00:31:30,720 --> 00:31:34,540
+هذا الشيء اتربيت على هذا الشيء اتربيت في الأسرة
+
+438
+00:31:34,540 --> 00:31:38,380
+اتربيت في المدرسة اتربيت في المجتمع على ما هو الصح
+
+439
+00:31:38,380 --> 00:31:41,660
+و ما هو الخطأ ما هو الحلال و ما هو الحرام ما هو
+
+440
+00:31:41,660 --> 00:31:44,580
+الواجب ما هو هم المفروض ما هو كل شيء هذه الأشياء
+
+441
+00:31:44,580 --> 00:31:49,390
+موجودة في داخليلو عشت في غزة، في الجو المغلق، و لو
+
+442
+00:31:49,390 --> 00:31:52,390
+عشت في الصين، و لو عشت في أوروبا، و لو عشت في
+
+443
+00:31:52,390 --> 00:31:57,390
+أمريكا، و لو عشت في أي مكان، بضل أنا، مابتغيرش،
+
+444
+00:31:57,390 --> 00:32:00,290
+عشان هيك لما بتشوف مثلا بطلعوا المسلمين في الدول
+
+445
+00:32:00,290 --> 00:32:04,050
+الأوروبية، بتلاقيهم المسلمات محجبات، طب ليش
+
+446
+00:32:04,050 --> 00:32:07,950
+محجبات؟ يعني هناك لو شلحت الحجاب، من ساقلها؟هل
+
+447
+00:32:07,950 --> 00:32:10,490
+انها هتسمع كلام من الناس هنا زي بتسمع تشوف بنت
+
+448
+00:32:10,490 --> 00:32:13,530
+مثلا ماشي مش محجب او كذا، تلاقي الناس مثلا التريقة
+
+449
+00:32:13,530 --> 00:32:15,770
+عليها او شي، لأ هناك عادي جدا، كل واحد يمشي ازاي
+
+450
+00:32:15,770 --> 00:32:20,170
+ما بده، حتى لو مش من غير ملابسمافيش عندها مشكلة،
+
+451
+00:32:20,170 --> 00:32:23,450
+لكن هنا اللي بيحافظ على شخصية الإنسان إرساء
+
+452
+00:32:23,450 --> 00:32:26,890
+الثوابط الأساسية في داخله وبالتالي هنا إرساء
+
+453
+00:32:26,890 --> 00:32:30,710
+الثوابط الأصلية في داخله بحيث أن يكون عنده قدرة في
+
+454
+00:32:30,710 --> 00:32:33,930
+مواجهة أقصى التيارات العاتية وتكون عنده الرؤية
+
+455
+00:32:33,930 --> 00:32:38,230
+السليمة في عالم المتناقضات لبناء أفراد طبعا هدولة
+
+456
+00:32:38,230 --> 00:32:41,850
+الأفراد نبنيهم علميا وسلوكيا وإجتماعيا، هو هذا
+
+457
+00:32:41,850 --> 00:32:46,380
+الهدف الأساسيعلشان هيك يعني اللي بده يغرب ابنه
+
+458
+00:32:46,380 --> 00:32:50,840
+برا، بده يطلع يدرس برا، لازم يكون معتمد عليه، إن
+
+459
+00:32:50,840 --> 00:32:55,040
+هو بنى شخصيته بطريقة سليمة، لأنه الآن هو موجود
+
+460
+00:32:55,040 --> 00:32:59,180
+هنا، مافيشش خمر، لكن لما إنه يخرج برا، راح يلاقيهم
+
+461
+00:32:59,180 --> 00:33:02,380
+بيشربوا الخمر زي الميه، إيش اللي راح يمنعه إنه
+
+462
+00:33:02,380 --> 00:33:08,900
+يشرب الخمر؟إن هو يكون فاهم ومقتنع ومسلم تماما إن
+
+463
+00:33:08,900 --> 00:33:11,620
+ديننا الإسلام يبنعنا عن شرب الخمور وإن هذا الشيء
+
+464
+00:33:11,620 --> 00:33:15,040
+حرام وبالتالي هو لو نحطت كل الخمور أمامه مش هيشرح
+
+465
+00:33:15,040 --> 00:33:19,200
+هذا الشيء الأساسي اللي احنا .. في ناس بتضيع في ناس
+
+466
+00:33:19,200 --> 00:33:23,460
+لما تطلع برا بتضيع خلاص بتضيع من ضمن الناس تصبح
+
+467
+00:33:23,460 --> 00:33:27,000
+بلا هوية لكن احنا مابدناش نصبح بلا هوية احنا بدنا
+
+468
+00:33:27,000 --> 00:33:29,640
+نحافظ على هويتنا في هذا الجانب
+
+469
+00:33:36,860 --> 00:33:41,960
+المنهاج المدرسي ودرجة الممارسة ماذا تعني درجة
+
+470
+00:33:41,960 --> 00:33:47,590
+الممارسة؟يعني هل الكلام اللي أنا بتعلمه في المناهج
+
+471
+00:33:47,590 --> 00:33:50,590
+بتعامل معاه على أنه مجرد معلومات بدي أمتحن فيها و
+
+472
+00:33:50,590 --> 00:33:54,610
+خلاص و لا بعد هيك بستفيد منها في واقع الحياة و
+
+473
+00:33:54,610 --> 00:33:58,590
+بطبقها و الاشي اللي كان عندي غلط و اتعلمت طريقته
+
+474
+00:33:58,590 --> 00:34:02,130
+الصحيحة في الكتاب بغير و لا خلاص زي ما أنا مش أثر
+
+475
+00:34:02,130 --> 00:34:05,930
+ل .. ل .. لدرسته عليا ممتاز أيوة توظيف الحضارات
+
+476
+00:34:05,930 --> 00:34:09,490
+العالمية في حل المشكلات في حل المشكلات الحياتية
+
+477
+00:34:09,490 --> 00:34:16,400
+اليومية تفضل تطبيق المعلومات من نظريات مدرسية فيفي
+
+478
+00:34:16,400 --> 00:34:22,740
+الحياة العاملية، ممتاز ممتاز،
+
+479
+00:34:22,740 --> 00:34:25,220
+كل الكلام اللي انت حكيته يعني كلام جميل، هل احنا
+
+480
+00:34:25,220 --> 00:34:29,320
+بنوصل فعلا إلى درجة الممارسة؟ هل فعلا كل المعلومات
+
+481
+00:34:29,320 --> 00:34:31,660
+اللي احنا بندرسها في داخل المدارس بنطبقها في
+
+482
+00:34:31,660 --> 00:34:36,750
+حياتنا، بنقدر ان احنا نوظفها؟حتى لو كانت أفكار
+
+483
+00:34:36,750 --> 00:34:40,930
+علمية بناخد مجموعة كبيرة مثلا طالبات الفيزيا
+
+484
+00:34:40,930 --> 00:34:44,450
+بياخدوا في الفيزيا الألكترونية و الكهربية لما
+
+485
+00:34:44,450 --> 00:34:51,830
+بيخرب عندها الراديو في البيت بتعرفش تصلحه بتصلحي
+
+486
+00:34:51,830 --> 00:35:00,790
+بدون فيزيا؟ طب كويس في ناس كتير مابقدروشيعني
+
+487
+00:35:00,790 --> 00:35:03,750
+مابيقدروش يوظفوا هذه الأشياء في حياتهم، يعني احنا
+
+488
+00:35:03,750 --> 00:35:07,190
+أول حاجة بنعلم الطالب في المدرسة التطبيق، يعني
+
+489
+00:35:07,190 --> 00:35:10,030
+المدرسة بتوخف تشرحله عملية الجامع فبتعطيه أسئلة
+
+490
+00:35:10,030 --> 00:35:13,410
+عشان يطبق، كيف أن هو يجمع، بتعلمهم القواعد في
+
+491
+00:35:13,410 --> 00:35:16,770
+النحو، بتعطيهم جمل علشان يعرفوا، علشان يقدر
+
+492
+00:35:16,770 --> 00:35:20,210
+يستخدمها، هل بيقدر يستخدم هذه اللغة الصحيحة في
+
+493
+00:35:20,210 --> 00:35:26,190
+حياته، ولا بتلاقي ان هو لأ مش قادر يستخدمها؟في خلل
+
+494
+00:35:26,190 --> 00:35:30,310
+موجود وبالتالي هنا عندنا درجة التطبيق لا تصل إلى
+
+495
+00:35:30,310 --> 00:35:33,710
+هذا المستوى، احنا بنقول نعلم الطلاب القدرة في
+
+496
+00:35:33,710 --> 00:35:37,030
+إنتاج الأفكار، القدرة في الإبداع والابتكار، طب ليش
+
+497
+00:35:37,030 --> 00:35:40,130
+في الشعرين مبدعين؟ ليش في الشعرين مبتكرين؟ أكم
+
+498
+00:35:40,130 --> 00:35:44,690
+اختراع بنسجل في العام؟ يعني هم قارنوا بين الدول
+
+499
+00:35:44,690 --> 00:35:47,810
+العربية وبين بعض الدول في عدد الاختراعات
+
+500
+00:35:47,810 --> 00:35:52,490
+والابتكارات التي تسجل كل عامفلقوا إنه على مستوى
+
+501
+00:35:52,490 --> 00:35:55,510
+الوطن العربي في العام الواحد يسجل حوالي من تلاتة
+
+502
+00:35:55,510 --> 00:36:00,170
+إلى أربع ابتكارات أو اختراعات ولقوا إنه في بعض
+
+503
+00:36:00,170 --> 00:36:04,570
+اللي هي الولايات اللي هي في أمريكا أو مثلا في
+
+504
+00:36:04,570 --> 00:36:10,310
+بريطانيا أو كذا تسجل مئات الاختراعات والابتكارات
+
+505
+00:36:10,310 --> 00:36:18,300
+هم أذكى منها؟ لأ هم ليسوا أكتر ذكاءطريقة المنهاج
+
+506
+00:36:18,300 --> 00:36:22,340
+بالظبط كيف بتدرسوا؟ كيف بيدرسوا؟ كيف بتعاملوا؟
+
+507
+00:36:22,340 --> 00:36:27,180
+احنا مناهجنا كام كبيرة مليانة معلومات كلها بتركز
+
+508
+00:36:27,180 --> 00:36:33,060
+على الحفظ، أي نعم وعلى الجانب النظري لكن هل فعلا
+
+509
+00:36:33,060 --> 00:36:37,160
+الطلاب يعني طلابنا مثلا بالعلوم من بداية ما يبدأوا
+
+510
+00:36:37,160 --> 00:36:39,340
+ياخدوا علوم بيروحوا على المختبرات و بيعملوا تجارب
+
+511
+00:36:39,340 --> 00:36:42,520
+بيستخدموا أدوات و بيستخدموا أشياء من فعلا هم مرتن
+
+512
+00:36:42,520 --> 00:36:49,380
+علوم وقتاش بدأتوا تدخلوا مختبر حقيقيحتى لو دفننا
+
+513
+00:36:49,380 --> 00:36:52,680
+النقطة المرة أو مرتين في السنة يا دوق عشان تبدأ
+
+514
+00:36:52,680 --> 00:36:57,000
+تدخلي مختبر و تعمل تجربة لحالك في الجامعة بس بس
+
+515
+00:36:57,000 --> 00:37:00,780
+لكن في المدارس هذا مش موجود يا دوق في المدارس
+
+516
+00:37:00,780 --> 00:37:04,200
+اتعلمنا كيف نستخدم ال microscope كيف نستخدم ال
+
+517
+00:37:04,200 --> 00:37:09,540
+ammeter ال voltmeter وورقة عباد الشمس وورقة عباد
+
+518
+00:37:09,540 --> 00:37:14,600
+الشمس كلهم اتفرج بسبب هذا الشيء اه بس مابنشتغلش
+
+519
+00:37:14,600 --> 00:37:17,320
+مابننتجش معرفة مابنحاولش ان احنا ال مدارس اللي
+
+520
+00:37:17,320 --> 00:37:22,960
+كانت تعملتتفرج عليها وبالتالي احنا مابنعرفش نستخدم
+
+521
+00:37:22,960 --> 00:37:26,240
+الجهاز يعني حتى كمان لمنها كانت تستخدم ال
+
+522
+00:37:26,240 --> 00:37:30,180
+microscope كانت هي تجيب الشريحة ل slide و تحطها و
+
+523
+00:37:30,180 --> 00:37:34,540
+تظبط العدسة 100% و بعدين تعملنا تابور و تعالوا
+
+524
+00:37:34,540 --> 00:37:38,760
+بصوا و مرات تشوفوا و مرات ما تشوفوا تفرفة تروحك من
+
+525
+00:37:38,760 --> 00:37:42,000
+البنات تزقوا فيك و تسحبوا حالك تروحوا صح ولا لا؟
+
+526
+00:37:42,000 --> 00:37:46,420
+صح صح احنا هنا مهارات عملية مافيهذا السبب كانت
+
+527
+00:37:46,420 --> 00:37:49,460
+دكتورة كثفة المنهج لتصبح المدرسة sufficiently دمجة
+
+528
+00:37:49,460 --> 00:37:54,300
+.. مش وقت الدرس .. تعلم الطلبات .. كثفة المنهج ..
+
+529
+00:37:54,300 --> 00:37:59,460
+زيادة أعداد الطلاب .. إيش كمان؟ قلة الوقت .. قلة
+
+530
+00:37:59,460 --> 00:38:03,920
+الوقت بالنسبة لحجم المادة الدراسية .. إيش في كمان
+
+531
+00:38:03,920 --> 00:38:06,640
+أسباب؟ قلة الإمكانات والموارد .. قلة الإمكانات
+
+532
+00:38:06,640 --> 00:38:11,120
+والموارد .. ممتاز .. كفاءة المعلم ..
+
+533
+00:38:12,050 --> 00:38:15,850
+طبعاً هذه الأشياء هو يعني المعلم والطالب كذا، لو
+
+534
+00:38:15,850 --> 00:38:21,740
+فيه سياسة تعليمية موجودة، كل هذه المشاكل بتنحللو
+
+535
+00:38:21,740 --> 00:38:24,700
+في سياسة تعليمية بتقولي أنا بدأ أوصل الطلبة لدرجة
+
+536
+00:38:24,700 --> 00:38:28,340
+التطبيق، بدي إن الطلبة بدل كام العلوم هذا الكبير
+
+537
+00:38:28,340 --> 00:38:32,480
+اللي بياخدوه، بدي كل طالب كل سنة ينتجلي شيء معين،
+
+538
+00:38:32,480 --> 00:38:36,000
+كل طالب يكون فيه له مشروع ينتج من خلاله فكرة، ينتج
+
+539
+00:38:36,000 --> 00:38:40,160
+معلومة، ينتج عبرة، ينتج قيمة، ينتج أي شيء، بس
+
+540
+00:38:40,160 --> 00:38:44,460
+المهم إنه ينتج حاجة جديدةالان سياسة التعليم تتغير،
+
+541
+00:38:44,460 --> 00:38:48,160
+بيصير المدرس غصب عنه يخل الطلاب يكون لهم مشاريعهم،
+
+542
+00:38:48,160 --> 00:38:53,020
+يكون لهم كذا، ان يكون فيه أدوات مسخرة للطلاب علشان
+
+543
+00:38:53,020 --> 00:38:56,560
+يستخدموها، علشان ينموا قدراتهم، اللي هي النفس
+
+544
+00:38:56,560 --> 00:39:00,800
+الحركية واليدوية في هذا المدرس اللي بدرس الأدب،
+
+545
+00:39:00,800 --> 00:39:05,040
+بدرس القصص، بدرس كذا، الأشياء اللي هي بتنمي
+
+546
+00:39:05,040 --> 00:39:08,520
+الإحساس المرهف، هل فعلا أن الطلاب يعني لما هم
+
+547
+00:39:08,520 --> 00:39:10,540
+يدرسوا الأدب بيصير إحساسهم مرهف؟
+
+548
+00:39:13,640 --> 00:39:19,080
+مش كلهم، في ناس اتأثر و في ناس لأ، هل المدرس بينمي
+
+549
+00:39:19,080 --> 00:39:21,800
+عندهم القدرة على الكتابة، القدرة على النقد، القدرة
+
+550
+00:39:21,800 --> 00:39:25,740
+على كتابة القصة، القدرة على المتارحة الشعرية، ايه
+
+551
+00:39:25,740 --> 00:39:29,860
+دول بتكفيوا يكتبوا؟طيب هذه هنا المشكلة الحقيقية
+
+552
+00:39:29,860 --> 00:39:34,600
+أننا لا نصل إلى درجة الممارسة إلى درجة التطبيق
+
+553
+00:39:34,600 --> 00:39:38,080
+وبالتالي لا نستطيع أن يكون لدينا اختراعات أو
+
+554
+00:39:38,080 --> 00:39:41,220
+ابتكارات أو تطوير في الفكر أو الوجدان أو المهارة
+
+555
+00:39:41,220 --> 00:39:45,200
+حتى نستطيع أن نتغلب على هذه المشكلة لابد أن نصل
+
+556
+00:39:45,200 --> 00:39:48,560
+إلى أن يكون في عندنا اهتمام كبير من الجانب العلمي
+
+557
+00:39:48,560 --> 00:39:54,880
+للمعلومات وأن يكون المنهج عبارة عننشاطات وخبرات،
+
+558
+00:39:54,880 --> 00:40:00,220
+ليست معلومات مرسوسة رص، ولكن نشاطات، تجارب،
+
+559
+00:40:00,220 --> 00:40:04,840
+مشاريع، رحلات، معلومات، الطالب من خلالها بيصل إلى
+
+560
+00:40:04,840 --> 00:40:07,340
+المعلومات، يعني الطالب بيمارس النشاط، من النشاط
+
+561
+00:40:07,340 --> 00:40:11,500
+بيصل إلى المعلومة وليس أكثر، طبعا تحت إشراف
+
+562
+00:40:11,500 --> 00:40:14,440
+المدرسة والتركيز على الجوانب العلمية والتجربية
+
+563
+00:40:14,440 --> 00:40:19,250
+والاكتشافالعلمي لازم الطالب يفوت في هذا الجانب
+
+564
+00:40:19,250 --> 00:40:22,870
+القيمة الحقيقية للمعلومات اللي بيدرسوها الطلبة هي
+
+565
+00:40:22,870 --> 00:40:28,970
+في مدى استخدامهم لها في المواقف الحياتية المختلفة
+
+566
+00:40:30,020 --> 00:40:32,880
+إذا الطالب عندى بيحل مسألة حسابية ولمّا انه يروح
+
+567
+00:40:32,880 --> 00:40:35,900
+على السوق مابيعرفش يجمع أو مابيعرفش يطرح انه يحسب
+
+568
+00:40:35,900 --> 00:40:39,500
+اللي هي القيمة وقداش اشتراه وقداش بقى، معناه ذلك
+
+569
+00:40:39,500 --> 00:40:43,780
+ان هو فاشل حسابيا، لازم يقدر يستخدم هذه الأشياء في
+
+570
+00:40:43,780 --> 00:40:47,200
+مواقف حياتية، يبقى لازم المسائر اللي أنا بعطيها
+
+571
+00:40:47,200 --> 00:40:52,550
+للطالب في المدرسة لازم تكون مرتبطة بمواقفأي نعم في
+
+572
+00:40:52,550 --> 00:40:55,990
+المسائل اللغزية لازم يقدر يدخل في مهارة التحليل
+
+573
+00:40:55,990 --> 00:40:59,930
+وإن هو يعيش الموقف الحياتي ويقدر أنه يتعامل معاه
+
+574
+00:40:59,930 --> 00:41:07,080
+بصورة كاملة أيضا لابد من استخدام أفضل الأساليبفي
+
+575
+00:41:07,080 --> 00:41:11,880
+عملية التعليم طبعا وإدخال كل ما توصل إليه العلم من
+
+576
+00:41:11,880 --> 00:41:14,760
+تقنيات حديثة في التعليم يعني إيش في عندنا مثلا
+
+577
+00:41:14,760 --> 00:41:17,000
+وسائل، في عندنا استخدام للحسوب، ليش ما يكون في
+
+578
+00:41:17,000 --> 00:41:20,480
+حسوب، ليش الطلاب ما يكون فيهم email يرسلوا اللي هو
+
+579
+00:41:20,480 --> 00:41:23,640
+المعلمين، ليش ما يكون في تواصل من خلال إجرابات
+
+580
+00:41:23,640 --> 00:41:27,160
+مثلا على بعض المواقع، ليش ما يكون في توظيف لهذه
+
+581
+00:41:27,160 --> 00:41:31,260
+التقنية، طالما أن هذه تقنية مشتدبة للطلاب ومطيرة
+
+582
+00:41:31,260 --> 00:41:35,290
+عقولهم تماماو الطالب لما انه مثلا الطفل الصغير
+
+583
+00:41:35,290 --> 00:41:37,930
+قاعد ليلة و نهار بيلعب على الألعاب و بيلعب على كذا
+
+584
+00:41:37,930 --> 00:41:40,610
+أنا هذه الأشياء اللي هو بحبها لازم أستغلها في
+
+585
+00:41:40,610 --> 00:41:45,370
+التعليم بحيث أنها تنمي عنده مهارات تنمي عنده قدرات
+
+586
+00:41:45,370 --> 00:41:49,410
+بستغلها بقى نمي قدرات المعلم في توظيف هذه التقنيات
+
+587
+00:41:49,410 --> 00:41:52,930
+بحيث أنه يستفيد منها و يسخرها لعملية التعليم
+
+588
+00:41:52,930 --> 00:41:57,010
+ماتضلش عملية التعليم معلم و طالب و سبورة و تباشيرة
+
+589
+00:41:57,010 --> 00:42:02,390
+لازم تكون أرقىمن ذلك وإن احنا نوظف أرقاء أساليب
+
+590
+00:42:02,390 --> 00:42:07,130
+التعليم اللي بتعتمد على الفكر وليس الحفظ و التذكر،
+
+591
+00:42:07,130 --> 00:42:12,190
+هيك احنا بنحول مناهجنا من تركيز على معلومة صماع
+
+592
+00:42:12,190 --> 00:42:18,890
+إلى نشاطات تساهم في تنمية الممارسة لدى الطلبة
+
+593
+00:42:36,430 --> 00:42:41,670
+ماشي، يبقى خلاص هذه بعدين .. طبعا
+
+594
+00:42:41,670 --> 00:42:48,630
+إحنا حتى نصل في مناهجنا إلى درجة ممارسة واضحة، يجب
+
+595
+00:42:48,630 --> 00:42:54,930
+أن نعلم إن القرار ليس بيدنا، مش بيد الدول العربية
+
+596
+00:42:54,930 --> 00:42:58,720
+أو أي دولة نامية أنها تغير مناهجهاإنها تعمل مناهج
+
+597
+00:42:58,720 --> 00:43:02,840
+متقدمة وراقية، تذكرين أحمد الشقيري لما كان بيجيب
+
+598
+00:43:02,840 --> 00:43:05,740
+عن المدارس اللي في اليابان و هنا و هنا و هنا، كيف
+
+599
+00:43:05,740 --> 00:43:09,560
+كانت مدارسهم، كيف الإمكانات اللي موجودة، يعني أنا
+
+600
+00:43:09,560 --> 00:43:12,160
+كنت بتفرج يعني إيش المانع إن احنا يكون في عيننا
+
+601
+00:43:12,160 --> 00:43:18,710
+هذا الشئ، طبعا الموانع ليست سهلةموانع سياسية،
+
+602
+00:43:18,710 --> 00:43:21,330
+موانع اقتصادية، في ناس يعني احنا مناهجنا
+
+603
+00:43:21,330 --> 00:43:25,290
+الفلسطينية وضعت هذه المناهج يعني في ضوء اتفاقات
+
+604
+00:43:25,290 --> 00:43:29,890
+دولية وبرغم ذلك هذه الاتفاقات ودول الرعي لهذه
+
+605
+00:43:29,890 --> 00:43:34,230
+الاتفاقات غير راضية عن مناهجنا، حتى أنهم غير راضين
+
+606
+00:43:34,230 --> 00:43:38,270
+عن اللي هو رفع العلم الفلسطيني في بداية اليوم
+
+607
+00:43:38,270 --> 00:43:42,440
+الدراسي وإن يكون فيه تحيية للعالملأنه بقولك إن هذا
+
+608
+00:43:42,440 --> 00:43:46,040
+بينمي الانتماء، إن يكون في خارطة لفلسطين ويدرس
+
+609
+00:43:46,040 --> 00:43:49,160
+الطلاب خارطة فلسطين التاريخية برضه هم غير راضين عن
+
+610
+00:43:49,160 --> 00:43:53,340
+هذا الشيء كل شئ في المناهج يتم مراجعته، يتم
+
+611
+00:43:53,340 --> 00:43:58,270
+تدقيقه، في ناس قاعدة خصوصيعشان تقولك إيش درستي و
+
+612
+00:43:58,270 --> 00:44:01,190
+إيش مادرسيش، و لو إنتي خرجتي عن السطر بقولك إنك
+
+613
+00:44:01,190 --> 00:44:04,630
+إنتي خرجتي عن السطر في هذا الإطار، لما هم بدهم
+
+614
+00:44:04,630 --> 00:44:08,170
+يرفعولنا السقف خالص و بده يصير عندنا إبداع و بده
+
+615
+00:44:08,170 --> 00:44:10,610
+يصير عندنا اختراع و بده يصير في عندنا كذا، معنا
+
+616
+00:44:10,610 --> 00:44:13,570
+ذلك إن احنا سوف تكون المواجهة عظيمة بيننا وبين
+
+617
+00:44:13,570 --> 00:44:18,030
+الدول الصناعيةإذا انتقلنا من دور الدول المستهلكة
+
+618
+00:44:18,030 --> 00:44:22,610
+إلى الدور المصنعة، هنا هتصير مشكلة عالمية كبيرة،
+
+619
+00:44:22,610 --> 00:44:26,350
+مش هنقدر نحمي أنفسنا إلا إذا كان فكرنا فعلا فكر
+
+620
+00:44:26,350 --> 00:44:31,930
+حقيقي، و هم محتاجوا هذا الفكر في التطوير، ممكن أن
+
+621
+00:44:31,930 --> 00:44:35,810
+نقدر نواجهه، لن نستطيع مواجهة المستقبل إلا
+
+622
+00:44:36,960 --> 00:44:40,560
+بالإبداع، الإبداع هو اللي هيواجه .. ساعدنا لمواجهة
+
+623
+00:44:40,560 --> 00:44:45,680
+المستقبل، إبداع مبني على قيم، قيم حقيقية، هذا
+
+624
+00:44:45,680 --> 00:44:49,520
+الشيء اللي ممكن يساعدنا إن احنا نواجه المستقبل، ان
+
+625
+00:44:49,520 --> 00:44:52,240
+شاء الله في المحاضرة الجاية هنتعرف على المعوقات
+
+626
+00:44:52,240 --> 00:44:56,300
+التي تحولتنا الوصول إلى مناهج متطورة في هذا
+
+627
+00:44:56,300 --> 00:44:59,760
+الجانب، في أي سؤال؟ برك الله فيكم
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8.srt
new file mode 100644
index 0000000000000000000000000000000000000000..8afcb7a01a2da0aab6d5e3ec81451446e9266736
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8.srt
@@ -0,0 +1,1292 @@
+1
+00:00:21,350 --> 00:00:24,130
+بسم الله الرحمن الرحيم أهلا وسهلا بكم اليوم في
+
+2
+00:00:24,130 --> 00:00:28,550
+محاضرتنا عن مفاهيم الإثراء والتقويم والتطوير
+
+3
+00:00:28,550 --> 00:00:32,930
+للمنهاج المدرسي. هذه المفاهيم يتم تداولها بين أهل
+
+4
+00:00:32,930 --> 00:00:37,730
+التربية بصورة كبيرة جدا، ويلزم المعلم بصورة خاصة أن
+
+5
+00:00:37,730 --> 00:00:42,250
+يلمّ بِهذه المفاهيم. ماذا يعني الإثراء؟ ومتى نقوم
+
+6
+00:00:42,250 --> 00:00:46,350
+بالإثراء؟ وكيف نقوم بهذا الإثراء؟ وماذا يعني
+
+7
+00:00:46,350 --> 00:00:50,930
+التقويم؟ وكيف نقوم به؟ ومتى نقوم به؟ وكذلك عملية
+
+8
+00:00:50,930 --> 00:00:55,490
+التطوير للمناهج. تحدثنا في المحاضرة السابقة عن مكونات
+
+9
+00:00:55,490 --> 00:01:01,920
+المنهاج المدرسي، مكونات هذا المنهج بصورة عامة، ثم بعد
+
+10
+00:01:01,920 --> 00:01:05,920
+ذلك تناولنا مفهوم تصميم المنهج. بعد عملية تصميم
+
+11
+00:01:05,920 --> 00:01:10,720
+المنهج، وبعد تعريض المنهج لعملية التجريب الأولى، ثم
+
+12
+00:01:10,720 --> 00:01:14,980
+عملية التجريب الثانية، ثم عملية تعميم المنهج، يتم
+
+13
+00:01:14,980 --> 00:01:19,540
+توزيع المنهج على المدارس، ويتم تعميمه، ويطلب من جميع
+
+14
+00:01:19,540 --> 00:01:24,520
+المدارس أن تقوم بتطبيق هذا المنهج. الأهم، هذا العمل
+
+15
+00:01:24,520 --> 00:01:29,580
+هو عمل للإنسان، وعمل الإنسان لا يخلو دائما من نواقص،
+
+16
+00:01:29,580 --> 00:01:33,680
+وبالتالي هنا في إطار عملية التجريب الأولى، تم
+
+17
+00:01:33,680 --> 00:01:39,180
+تصحيح أشياء ظهرت للمربين في الفصل، تم تصحيح أشياء ظهرت
+
+18
+00:01:39,180 --> 00:01:43,660
+لِمصمم المنهج. لكن بعد ذلك، العملية تكون أوسع، لأن في
+
+19
+00:01:43,660 --> 00:01:47,740
+هناك آراء ووجهات نظر مختلفة في عدد أكبر من الطلاب.
+
+20
+00:01:47,950 --> 00:01:51,950
+في عندي فئات مختلفة، في عندي طلاب متفوقون جدا، في
+
+21
+00:01:51,950 --> 00:01:56,210
+طلاب متفوقون، في طلاب متوسطون، اللي هو متوسطي الذكاء، في
+
+22
+00:01:56,210 --> 00:02:00,250
+طلاب أقل من المتوسط، في طلاب ممكن يكونوا متدني
+
+23
+00:02:00,250 --> 00:02:05,020
+التحصيل، ولكنهم... يعني يمكن أن يكون لديهم بعض القدرات.
+
+24
+00:02:05,020 --> 00:02:09,100
+في طلاب متدني التحصيل في كافة القدرات، وبالتالي هنا
+
+25
+00:02:09,100 --> 00:02:12,640
+إحنا بتبدأ تظهر لنا أشياء واحتياجات للمنهج.
+
+26
+00:02:12,640 --> 00:02:17,100
+وبالتالي هنا نحتاج إلى القيام بعملية الإثراء. ماذا
+
+27
+00:02:17,100 --> 00:02:23,720
+يعني الإثراء؟ تفضل. هي إضافات أو نقص معينة
+
+28
+00:02:23,720 --> 00:02:30,340
+يضيفها المربون إلى عناصر المنهج. حين يجدون نواقص
+
+29
+00:02:30,340 --> 00:02:34,800
+في مفردات المنهج. ممتاز جداً، يبقى عملية زيادات
+
+30
+00:02:34,800 --> 00:02:39,440
+وإضافات، عملية إغناء للمنهج، وإحداث زيادات وإضافات
+
+31
+00:02:39,440 --> 00:02:46,420
+تكمل نواقص اكتشفها المربون بعد تحليل المنهج. يبقى
+
+32
+00:02:46,420 --> 00:02:53,180
+هنا عملية الإثراء عملية
+
+33
+00:02:53,180 --> 00:02:53,760
+إغناء
+
+34
+00:03:01,460 --> 00:03:09,900
+إغناء للمنهج. ولكنها تتم بعد التحليل للمنهج. لا يحدث الإغناء قبل التحليل، لأن إذا أردنا
+
+35
+00:03:09,900 --> 00:03:16,300
+عملية الإغناء، يجب أن نعرف أين هو النقص الموجود.
+
+36
+00:03:16,300 --> 00:03:19,900
+وبالتالي، نلجأ إلى عملية تحليل المنهج. ما المقصود
+
+37
+00:03:19,900 --> 00:03:23,720
+بالتحليل؟ الوصف الموضوعي والمنظم والكمي للمجموع
+
+38
+00:03:23,720 --> 00:03:29,460
+للظاهر من مواد الاتصال. ممتاز جداً، يبقى عملية التحليل
+
+39
+00:03:29,460 --> 00:03:33,240
+للمنهج هي وصف موضوعي ومنظم وكمي لمواد الاتصال
+
+40
+00:03:33,240 --> 00:03:39,340
+الظاهرة، مواد الاتصال الظاهرة التي يتم... اللي هو
+
+41
+00:03:39,340 --> 00:03:43,500
+تعلمها وتعليمها. يقوم المعلم بتعليم هذه المادة،
+
+42
+00:03:43,500 --> 00:03:48,100
+وبالتالي يستطيع إيصالها للطلاب. وبالتالي عملية
+
+43
+00:03:48,100 --> 00:03:51,780
+التحليل للمنهج وصف موضوعي
+
+44
+00:03:51,780 --> 00:03:56,340
+ومنظم وكمي لكافة مكونات المنهج أو للمنهج. عملية
+
+45
+00:03:57,580 --> 00:04:11,290
+التحليل بتشمل كل شيء في المناهج. ممكن نحلل اللي هي
+
+46
+00:04:11,290 --> 00:04:15,410
+الأهداف، ممكن نحلل طبعاً محتوى المنهج، أو ممكن نحلل
+
+47
+00:04:15,410 --> 00:04:20,370
+أساليب التدريس، لكن دائماً هنا بنركز على مادة
+
+48
+00:04:20,370 --> 00:04:24,570
+الاتصال الظاهرة، وبالتالي بيكون التركيز هنا على
+
+49
+00:04:24,570 --> 00:04:28,150
+مادة الاتصال
+
+50
+00:04:28,150 --> 00:04:31,970
+الظاهرة، واللي هو بيُعنى فيها محتوى المنهج.
+
+51
+00:04:31,970 --> 00:04:38,710
+مما يتكون محتوى المنهج؟ نلاحظ إن محتوى المنهج في
+
+52
+00:04:40,440 --> 00:04:45,580
+أي مادة بيتكون من الحقائق، المفاهيم، المبادئ،
+
+53
+00:04:45,580 --> 00:04:50,120
+والتعميمات، والقوانين والقواعد، والنظريات، والقيم، والمهارات،
+
+54
+00:04:50,120 --> 00:04:55,420
+وأساليب التفكير. طبعاً تختلف هذه المكونات باختلاف المادة
+
+55
+00:04:55,420 --> 00:05:00,640
+الدراسية وطبيعة المادة، يعني مكونات اللغة العربية
+
+56
+00:05:00,640 --> 00:05:04,140
+بتختلف عن مكونات العلوم، بتختلف عن مكونات
+
+57
+00:05:04,140 --> 00:05:07,260
+الرياضيات، يعني بدي آخذ مثلاً أساليب التفكير،
+
+58
+00:05:07,260 --> 00:05:10,860
+أساليب التفكير في اللغة تعتمد على النقد، لكن في
+
+59
+00:05:10,860 --> 00:05:14,480
+الرياضيات تعتمد على المنطق، في العلوم تعتمد على حل
+
+60
+00:05:14,480 --> 00:05:18,640
+المشكلة وأسلوب التفكير العلمي. يبقى هنا الآن كل
+
+61
+00:05:18,640 --> 00:05:22,380
+مادة بتعتمد على أسلوب تفكير معين، القيم، القيم
+
+62
+00:05:22,380 --> 00:05:26,500
+مثلاً لو أخذنا مادة التربية الوطنية، بنلاقي أنها
+
+63
+00:05:26,500 --> 00:05:29,120
+بتركز على قيم الانتماء والولاء والأشياء... الآن لو
+
+64
+00:05:29,120 --> 00:05:33,740
+أخذنا مادة العلوم، بنلاقي القيم البيئية، القيم اللي
+
+65
+00:05:33,740 --> 00:05:38,070
+هي وقائية. وبالتالي الآن تختلف القيم على حسب طبيعة
+
+66
+00:05:38,070 --> 00:05:41,410
+المادة، أساليب التفكير، الحقائق، المفاهيم. الآن المعلم
+
+67
+00:05:45,190 --> 00:05:50,130
+يقوم بعملية تحليل لكافة هذه المكونات، بيأخذ اللي هو
+
+68
+00:05:50,130 --> 00:05:53,470
+المادة الدراسية اللي بيدرسها للطلاب، وبيبدأ بعملية
+
+69
+00:05:53,470 --> 00:05:58,470
+قراءتها قراءة متأنية، وقراءة بحيث إنه هو بيحدد كافة
+
+70
+00:05:58,470 --> 00:06:02,410
+الحقائق، المفاهيم، المبادئ، التعميمات، القوانين،
+
+71
+00:06:02,410 --> 00:06:05,710
+النظريات، القيم، المهارات، أساليب التفكير. بتبدأ
+
+72
+00:06:05,710 --> 00:06:11,260
+تظهر ثغرات. يعني ممكن يكون عرض مفهوم، لكن لم يعرض
+
+73
+00:06:11,260 --> 00:06:15,320
+دلالاته اللفظية. مثلاً، يتكلم عن الخلية، لكن ما يُقلدش
+
+74
+00:06:15,320 --> 00:06:20,300
+إيش هي الخلية، وبالتالي فيه هناك نقص عن تعريف
+
+75
+00:06:20,300 --> 00:06:23,020
+الخلية. ممكن يكون في اللغة العربية، يتكلم عن الشاعر
+
+76
+00:06:23,020 --> 00:06:28,270
+أحمد شوقي، ولكن لم يعرض من هو الشاعر أحمد شوقي، كتب
+
+77
+00:06:28,270 --> 00:06:31,010
+له قصيدة، وقال إن هذه القصيدة للشاعر أحمد شوقي، لكن
+
+78
+00:06:31,010 --> 00:06:35,050
+ما هو الشاعر أحمد شوقي؟ أين نشأ؟ لم يُعرفه في هذا
+
+79
+00:06:35,050 --> 00:06:38,850
+الجانب. وبالتالي هناك نقص. ممكن في الرياضيات، في جمع
+
+80
+00:06:38,850 --> 00:06:43,610
+الكسور، أعطى الطالب مثالين، لكن لما أنا بدرس المادة،
+
+81
+00:06:43,610 --> 00:06:47,170
+بلاقي أن الطالب يحتاج ليس فقط مثالين، يمكن بدي خمسة، ستة
+
+82
+00:06:47,170 --> 00:06:51,830
+أمثلة، عشان الطالب يفهم. أنا كمُدرس، لازم أحضر
+
+83
+00:06:51,830 --> 00:06:56,870
+أمثلة، لازم أحضر أسئلة، لازم أحضر رسوم توضيحية. ممكن
+
+84
+00:06:56,870 --> 00:06:59,870
+بعض الأشياء مثلاً، لازم نعرض... نتكلم عن قلب
+
+85
+00:06:59,870 --> 00:07:04,110
+الإنسان، يبقى لازم يكون في عندي صورة للقلب. ممكن في
+
+86
+00:07:04,110 --> 00:07:07,130
+بعض الرسوم التوضيحية ناقصة. وبالتالي الآن، من اللي
+
+87
+00:07:07,130 --> 00:07:12,330
+بيقدر النقص والأشياء هذه؟ المعلمة. يبقى اللي بيقوم
+
+88
+00:07:12,330 --> 00:07:17,430
+بعملية التحليل، اللي هو المعلم، واللي هم طبعاً المشرف
+
+89
+00:07:17,430 --> 00:07:20,270
+على المادة الدراسية. لأن المشرف هو اللي بيكون
+
+90
+00:07:20,270 --> 00:07:24,310
+بيتابع المعلم، بيطلب منه عملية التحليل، يحدد كافة
+
+91
+00:07:24,310 --> 00:07:27,810
+النواقص اللي موجودة في محتوى المنهج، وبناءً على ذلك،
+
+92
+00:07:27,810 --> 00:07:32,570
+بيطلب منه بناء مادة إثرائية. يبقى هنا من يقوم
+
+93
+00:07:32,570 --> 00:07:36,870
+بعملية الإثراء، يقوم
+
+94
+00:07:36,870 --> 00:07:39,910
+بها المعلم.
+
+95
+00:07:43,980 --> 00:07:47,180
+يبقى بناءً على ذلك، فبنقول أن عملية الإثراء عملية
+
+96
+00:07:47,180 --> 00:07:54,720
+فردية، لأن ممكن بعض المعلمين في مدرسة قاموا بعملية
+
+97
+00:07:54,720 --> 00:07:59,760
+تحليل وعملية إثراء للمنهج، معلمين في منطقة أخرى
+
+98
+00:07:59,760 --> 00:08:03,520
+لنفس المنهج، ما قاموش بنفس العملية، وما عملوش مادة
+
+99
+00:08:03,520 --> 00:08:07,260
+إثرائية. ممكن ولا مش ممكن؟ ممكن. وبالتالي العملية
+
+100
+00:08:07,260 --> 00:08:12,500
+هذه عملية فردية وليست عملية جماعية. عملية الإثراء
+
+101
+00:08:12,500 --> 00:08:15,200
+إحنا بنشوف فيها إيش المواد اللي موجودة، لكن هل إحنا
+
+102
+00:08:15,200 --> 00:08:19,520
+بنغير في أسس المنهج؟ لا. وبالتالي هي عملية بتتناول
+
+103
+00:08:19,520 --> 00:08:28,960
+الجزئيات، ولا تتناول أسس المنهج. يبقى هنا تركز على
+
+104
+00:08:28,960 --> 00:08:33,140
+جزئيات المنهج،
+
+105
+00:08:33,140 --> 00:08:37,340
+لا تتناول اللي هي الأسس
+
+106
+00:08:39,750 --> 00:08:45,150
+والمنطلقات. يبقى الآن هذه العملية ما بتتناولش لا أسس
+
+107
+00:08:45,150 --> 00:08:50,550
+ولا منطلقات بالنسبة للمنهج، ولكن بتركز على جزئيات،
+
+108
+00:08:50,550 --> 00:08:53,850
+بتعدل في الحقائق، بتعدل في الأمثلة، في الأسئلة
+
+109
+00:08:53,850 --> 00:08:57,190
+اللي موجودة. المدرسة بتجيب أسئلة امتحانات للطلاب،
+
+110
+00:08:57,190 --> 00:09:01,250
+بتعرض لهم بعض الرسوم التوضيحية، ممكن إنها بتزيد في
+
+111
+00:09:01,250 --> 00:09:05,230
+تعريف بعض المفاهيم، ممكن تتوسع في شرح بعض الأشياء،
+
+112
+00:09:05,230 --> 00:09:08,810
+وبالتالي هنا بتأتي على حسب احتياجات الطلاب، على
+
+113
+00:09:08,810 --> 00:09:13,240
+حسب الحاجة اللي قدرها المعلم والمشرف. بالنسبة لإثراء
+
+114
+00:09:13,240 --> 00:09:16,660
+هذا المساعد. وبالتالي هذه عملية جزئية وليست عملية
+
+115
+00:09:16,660 --> 00:09:21,260
+كلية، وما بتشرفش عليها المؤسسة التعليمية ككل، فبتبقى
+
+116
+00:09:21,260 --> 00:09:26,220
+جهود أفراد في هذا الجانب. طبعاً إحنا قلنا أن هذه
+
+117
+00:09:26,220 --> 00:09:30,820
+العملية لا تجري إلا بعد أن... هي عملية تحليل محتوى
+
+118
+00:09:30,820 --> 00:09:34,580
+المنهج. وبالتالي هنا عملية الإثراء هي العملية
+
+119
+00:09:34,580 --> 00:09:38,980
+العلاجية الأولى بالنسبة للمنهج. يعني إحنا الآن
+
+120
+00:09:38,980 --> 00:09:43,620
+المنهج طبقناه تطبيق أولي وتطبيق ثاني، الآن بدأت
+
+121
+00:09:43,620 --> 00:09:48,420
+نكتشف أن في هناك أخطاء، فبدأنا نعالجها في مكانها.
+
+122
+00:09:48,420 --> 00:09:56,780
+إذا زادت الأخطاء في المنهج، ماذا نفعل؟ يجب أن يقوم
+
+123
+00:09:56,780 --> 00:10:03,120
+اللي هو المسؤول عن هذا المنهج بعملية التقويم. لازم
+
+124
+00:10:03,120 --> 00:10:07,120
+نقيم، لازم نشوف إيش الخطأ اللي عندنا، عشان إحنا بعد
+
+125
+00:10:07,120 --> 00:10:13,440
+ذلك بدنا عملية تعديل شاملة بالنسبة للمنهج. يبقى
+
+126
+00:10:13,440 --> 00:10:18,380
+الآن بننتقل إلى عملية أخرى، اللي هي عملية التقويم
+
+127
+00:10:18,380 --> 00:10:19,140
+للمنهج.
+
+128
+00:10:46,110 --> 00:10:48,850
+ممتازة. يعني هي العملية اللي بيقوم فيها فريق
+
+129
+00:10:48,850 --> 00:10:52,730
+وجماعة لمعرفة مدى النجاح أو الفشل في تحقيق
+
+130
+00:10:52,730 --> 00:10:59,110
+الأهداف التربوية. لو فرضنا إن هذا المنهج له مئة هدف،
+
+131
+00:10:59,110 --> 00:11:04,230
+يعني منهج مثلاً الرياضيات من الصف الأول حتى الرابع،
+
+132
+00:11:05,160 --> 00:11:09,980
+يجب أن يحقق مئة هدف في تدريس الرياضيات. بدي أعرف
+
+133
+00:11:09,980 --> 00:11:12,760
+الطلاب على الأرقام، على عملية الجمع، على عملية
+
+134
+00:11:12,760 --> 00:11:16,660
+الطرح، الضرب، القسمة، جمع الكسور، طرح الكسور،
+
+135
+00:11:16,660 --> 00:11:19,860
+النسبة والتناسب. فأنا عندي مئة هدف، لما أنا
+
+136
+00:11:19,860 --> 00:11:24,580
+أجيت عملت اختبار مستوى للطلاب، لقيت أن اللي
+
+137
+00:11:24,580 --> 00:11:29,770
+اتحقق من أهداف المنهج ٥٠٪؜. فمعنى ذلك أن كفاءة
+
+138
+00:11:29,770 --> 00:11:35,830
+المنهج ٥٠٪؜، بالضبط، ما أعطتنيش دلالة عالية. ليش؟
+
+139
+00:11:35,830 --> 00:11:38,890
+لأن المفروض أن أنا في عندي مئة هدف، يعني أقل شيء
+
+140
+00:11:38,890 --> 00:11:43,950
+أحقق منهم ٧٠، ٨٠ هدف، علشان يكون في عندي أنه في ٢٠٪؜
+
+141
+00:11:43,950 --> 00:11:49,400
+فشل، ماشي، لكن أن يكون في عندي ٥٠٪؜ فشل، معناه ذلك أن
+
+142
+00:11:49,400 --> 00:11:53,380
+في عندي مشكلة، وهذه المشكلة كبيرة. طبعاً هنا هذه
+
+143
+00:11:53,380 --> 00:11:56,340
+العملية يعني ليست سهلة، يعني هذه المفروض أن نقوم
+
+144
+00:11:56,340 --> 00:11:59,960
+فيها  بها المؤسسة التعليمية، علشان نحكم على مدى كفاءة
+
+145
+00:11:59,960 --> 00:12:03,560
+هذا المنهج. هذا المنهج اللي تم إعداده زي ما إحنا
+
+146
+00:12:03,560 --> 00:12:07,440
+شفنا، خبرات تربوية داخل وخارج المدرسة، وراعينا فيها
+
+147
+00:12:07,440 --> 00:12:10,740
+النمو الشامل، وراعينا فيها تنوع الخبرات،
+
+148
+00:12:10,950 --> 00:12:14,910
+وحطينا الطلاب في  وضع التفكير، وخليناهم يحلوا كثيراً من
+
+149
+00:12:14,910 --> 00:12:18,530
+المشكلات، ويصلوا إلى الإبداع، لم يصل إلى مستوى
+
+150
+00:12:18,530 --> 00:12:23,110
+الكفاءة المطلوبة. طبعاً إحنا كفلسطينيين، ممكن مثلاً
+
+151
+00:12:23,110 --> 00:12:25,850
+نقول إن إحنا كيف بنحكم مثلاً على كفاءة مناهجنا في
+
+152
+00:12:25,850 --> 00:12:31,930
+اختبارات عالمية زي اختبارات TIMSS، اختبارات TIMSS في
+
+153
+00:12:31,930 --> 00:12:36,090
+العلوم والرياضيات. هذه... إحنا لما ندخل هذه الاختبارات،
+
+154
+00:12:36,090 --> 00:12:38,670
+إحنا عندنا مناهج، والمفروض إنه هذه المناهج صيغت
+
+155
+00:12:38,670 --> 00:12:43,770
+بِمواصفات عالمية، لأن المفروض إنه إن بدرس
+
+156
+00:12:43,770 --> 00:12:46,830
+الرياضيات في غزة، وبدرس الرياضيات في ألمانيا، و
+
+157
+00:12:46,830 --> 00:12:51,530
+بدرس الرياضيات في أمريكا، وبدرسها في الصين،
+
+158
+00:12:51,530 --> 00:12:54,890
+المفروض إنه في الصف الرابع بيوصل إلى نفس المهارات.
+
+159
+00:12:56,500 --> 00:12:59,300
+يعني المفروض إنه يعرف يجمع، يعرف يطرح، يعرف يضرب،
+
+160
+00:12:59,300 --> 00:13:02,300
+يعرف يقسم. يعني لو ما وصلش الطالب عندنا لهذه
+
+161
+00:13:02,300 --> 00:13:06,340
+المهارات، وكون في عندنا خلل، الخلل موجود أين ممكن
+
+162
+00:13:06,340 --> 00:13:13,100
+يكون؟ في المعلم؟ في الطالب؟ في المنهج؟ في الأسلوب؟
+
+163
+00:13:13,100 --> 00:13:18,880
+في البيئة المدرسية؟ كل هذه الأشياء مسؤولة، كل هذه
+
+164
+00:13:18,880 --> 00:13:22,860
+الأشياء مسؤولة، لكن إحنا لازم نشوف إحنا برضه هل
+
+165
+00:13:22,860 --> 00:13:27,990
+منهجنا فيه هذه المهارات ولا فيهوش؟ هل المهارات اللي
+
+166
+00:13:27,990 --> 00:13:30,610
+موجودة في اختبارات TIMSS اللي إحنا بنُخضع الطلاب
+
+167
+00:13:30,610 --> 00:13:33,570
+لِلامتحان فيها، موجودة عندنا في المنهج ولا مش موجودة؟ ما هو إذا أنا ببدأ أمتحنه مثلاً في حاجة هي مش موجودة
+
+168
+00:13:33,570 --> 00:13:36,510
+مثلاً، إحنا بِنأخذ أولوية العملية الحسابية، بنأخذها
+
+169
+00:13:36,510 --> 00:13:40,050
+مثلاً في خامس، ونيجي يمتحن
+
+223
+00:18:12,210 --> 00:18:14,590
+النفسي، فيه هناك نوع من الإرهاب، فيه هناك نوع من
+
+224
+00:18:14,590 --> 00:18:17,730
+العقاب الشديد، وبالتالي ممكن أنها لا تشجع على هذه
+
+225
+00:18:17,730 --> 00:18:21,610
+الأشياء، المفروض أن العملية تكون مستمرة، يعني نحن
+
+226
+00:18:21,610 --> 00:18:25,420
+لسنا نقوم بتقييم مرة واحدة، وبعد ذلك نتركها، المفروض
+
+227
+00:18:25,420 --> 00:18:30,900
+أن كل سنة المنهج يتعرض لعملية تقويم، ويجب أن تكون
+
+228
+00:18:30,900 --> 00:18:35,180
+هذه العملية متنوعة، يعني كل مرة نستخدم فيها أدوات
+
+229
+00:18:35,180 --> 00:18:39,520
+مختلفة، وأشياء مختلفة، وأسئلة مختلفة، بحيث أن نحن
+
+230
+00:18:39,520 --> 00:18:45,980
+ننوع في هذه العملية أيضا. من خصائص عملية التقويم
+
+231
+00:18:45,980 --> 00:18:51,340
+تعمل على تشخيص واقع المنهج، تعمل على تشخيص واقع
+
+232
+00:18:51,340 --> 00:19:01,590
+المنهج، تشخيص واقع المنهج، تشخيص واقع المنهج
+
+233
+00:19:01,590 --> 00:19:13,510
+تحديد نقاط القوة ونقاط الضعف. ما هو أهم منهج عندي
+
+234
+00:19:13,510 --> 00:19:17,620
+أنا في عملية التقييم، هو أنا بتعرف وين الخلل وين
+
+235
+00:19:17,620 --> 00:19:20,680
+الخلل الموجود عندي؟ الخلل هو وين؟ نقاط القوة التي
+
+236
+00:19:20,680 --> 00:19:24,200
+عندي؟ الكتاب جيد؟ المدرس جيد؟ الطالب جيد؟
+
+237
+00:19:24,200 --> 00:19:27,720
+البيئة جيدة؟ أين الخلل بالضبط؟ وبالتالي
+
+238
+00:19:27,720 --> 00:19:31,800
+هنا أنا أُشخص الواقع كما هو، زي ما هو موجود على أرض
+
+239
+00:19:31,800 --> 00:19:35,520
+الواقع. يأتي المشرفون والموجهون والناس القائمون على
+
+240
+00:19:35,520 --> 00:19:38,020
+هذه العملية، وبيطلعوا على المدارس، يشوفوا هل
+
+241
+00:19:38,020 --> 00:19:42,040
+المدارس هذه فيها إضاءة؟ الشبابيك هذه عليها زجاج؟
+
+242
+00:19:42,040 --> 00:19:45,440
+في مقاعد للطلاب يقعدوا عليها؟ في مختبرات للطلاب؟ في
+
+243
+00:19:45,440 --> 00:19:49,330
+كافتيريا في المدرسة؟ في خدمات ومرافق موجودة
+
+244
+00:19:49,330 --> 00:19:53,170
+بالنسبة للطلاب، نشوف المدرس كيف يُدرس المادة، ما
+
+245
+00:19:53,170 --> 00:19:56,630
+الوسائل التعليمية التي هو يستخدمها، نشوف أسئلة
+
+246
+00:19:56,630 --> 00:20:00,470
+الاختبارات التي المدرس يقدمها للطالب، هو المدرس
+
+247
+00:20:00,470 --> 00:20:04,090
+يبدأ يعمل اختبار، يجعل طلابه كلهم ناجحين، لما
+
+248
+00:20:04,090 --> 00:20:08,770
+يأتي اختبار قادم من الوزارة، يَرسُبون، معنى
+
+249
+00:20:08,770 --> 00:20:12,630
+ذلك أن أدوات الاختبارات التي هي تستخدمها، والأسئلة
+
+250
+00:20:12,630 --> 00:20:17,610
+مستواها متدني، وبالتالي كل طلابه ينجحون في اختبارها
+
+251
+00:20:17,610 --> 00:20:21,270
+لكن لما يدخلون في اختبار نهاية الفصل، مستواهم
+
+252
+00:20:21,270 --> 00:20:24,430
+متدني. وبالتالي هنا لابد من تشخيص الواقع كما هو
+
+253
+00:20:24,430 --> 00:20:28,910
+تحديد نقاط القوة، تحديد نقاط الضعف. نقاط القوة نقوم
+
+254
+00:20:28,910 --> 00:20:38,290
+على تدعيمها، أما نقاط الضعف، نرسم خطة علاجية
+
+255
+00:20:40,700 --> 00:20:45,520
+هنا الهدف الأساسي من عملية التقويم أن نقوم بعملية
+
+256
+00:20:45,520 --> 00:20:51,430
+التشخيص والعلاج، وهذا كله طبعاً يستند على مجموعة
+
+257
+00:20:51,430 --> 00:20:55,630
+أساسية من الأسس الأساسية، التي هي الشمول والتنوع
+
+258
+00:20:55,630 --> 00:20:59,690
+والاستمرارية. نستخدم أدوات متنوعة، نرتبط بالبيئة
+
+259
+00:20:59,690 --> 00:21:03,330
+العالمية، نرتبط بالإطار الوطني والإقليمي، ثم في
+
+260
+00:21:03,330 --> 00:21:07,490
+الإطار المحلي، حتى نصل إلى مستوى المعلم والطالب
+
+261
+00:21:07,490 --> 00:21:12,730
+وبالتالي هنا نخرج بنتائج، نقول بعد ما استخلصنا كل
+
+262
+00:21:12,730 --> 00:21:17,620
+هذه الأشياء، أنه هل منهجنا كفؤ أم غير كفؤ؟ هل يصل
+
+263
+00:21:17,620 --> 00:21:22,000
+إلى مستوى الكفاءة؟ هل يحقق فاعلية لدى هؤلاء الطلاب؟
+
+264
+00:21:22,000 --> 00:21:26,200
+الآن نبدأ نبحث في هذه الأشياء، نشوف في النهاية ما
+
+265
+00:21:26,200 --> 00:21:30,840
+الذي ظهر عندنا، ونبدأ نشتغل عليه. هل كل شيء سيء؟ لو
+
+266
+00:21:30,840 --> 00:21:34,720
+طلعنا على منهجنا الفلسطيني، هل كل شيء سيء؟ أكيد فيه
+
+267
+00:21:34,720 --> 00:21:39,620
+نقاط قوة، okay، نقاط إيجابية، هو يأخذ بالمستحدثات، هو
+
+268
+00:21:39,620 --> 00:21:42,900
+ينمي الانتماء، هو مرتبط بالبيئة الفلسطينية، وكذا
+
+269
+00:21:42,900 --> 00:21:47,540
+لكن في عندنا نقاط ضعف، وبالتالي هذه تحتاج إلى علاج
+
+270
+00:21:47,540 --> 00:21:51,480
+لكي نقوم بعلاج المنهج، نحتاج إلى القيام بعملية
+
+271
+00:21:51,480 --> 00:22:02,980
+تسمى تطوير المنهج، يحدث التطوير. التقويم
+
+272
+00:22:02,980 --> 00:22:08,520
+يؤدي إلى حدوث تطوير للمنهج، لا توجد عملية تطوير
+
+273
+00:22:08,520 --> 00:22:12,860
+بدون عملية تقويم، لازم أول شيء أعمل عملية تقويم
+
+274
+00:22:12,860 --> 00:22:17,180
+وبعد ذلك أخرج بنتائج، الآن أعرف أنا إلى أين أذهب
+
+275
+00:22:17,180 --> 00:22:20,740
+بالضبط، وأريد أن أعمل عملية تطوير. ما المقصود بالتطوير؟
+
+276
+00:22:24,600 --> 00:22:28,500
+أدخل التحسينات في الجوانب التي أثبت التقويم أنها
+
+277
+00:22:28,500 --> 00:22:33,480
+بحاجة إلى رفع كفاءة وتحسين. أحسنتِ، عملية تحسين
+
+278
+00:22:33,480 --> 00:22:38,600
+كافة جوانب المنهج التي أثبتت عملية التقويم
+
+279
+00:22:38,600 --> 00:22:45,080
+للمنهج حاجتها للتعديل والتحسين. وبالتالي عملية
+
+280
+00:22:45,080 --> 00:22:50,410
+تحسين، عملية تحسين شاملة. نحن تحدثنا، قلنا نحن
+
+281
+00:22:50,410 --> 00:22:54,590
+في الإثراء، قلنا أنه عملية جزئية، يعني لأي خلل
+
+282
+00:22:54,590 --> 00:22:57,590
+في المفاهيم، أصلح المفاهيم، لأي خلل في الثوابت، أصلح
+
+283
+00:22:57,590 --> 00:23:02,270
+الثوابت، لكن عملية التطوير تكون عملية شاملة، شاملة
+
+284
+00:23:02,270 --> 00:23:06,570
+لما أنا أريد أن أعدل في المفاهيم، لازم أعدل في الأهداف،
+
+285
+00:23:06,570 --> 00:23:10,210
+لازم أعدل في طرق التدريس، لازم أعدل في الاختبارات
+
+286
+00:23:10,210 --> 00:23:14,850
+وبالتالي العملية هنا عملية شاملة، وتتناول الأسس
+
+287
+00:23:14,850 --> 00:23:18,670
+والمنطلقات، لأن الآن أنا أريد أن أعمل تطوير للمنهج، يبقى
+
+288
+00:23:18,670 --> 00:23:24,070
+من الذي يقوم بعملية التطوير؟ المؤسسات التعليمية
+
+289
+00:23:24,070 --> 00:23:28,310
+المؤسسات التعليمية، الخبراء، المسؤولون، المستشارون،
+
+290
+00:23:28,310 --> 00:23:33,470
+أيوا، من أيضاً ممكن يشارك في عملية التطوير؟ المعلم،
+
+291
+00:23:33,470 --> 00:23:37,510
+المشرفون، ممكن يشارك المعلم، المشرف، مؤسسات
+
+292
+00:23:37,510 --> 00:23:40,070
+المجتمع، هل تشارك؟ مؤسسات الاجتماعية والاقتصادية
+
+293
+00:23:40,070 --> 00:23:43,430
+أيوا، لابد أنها تشارك، المؤسسات الاجتماعية ومؤسسات
+
+294
+00:23:43,430 --> 00:23:48,170
+الاقتصادية. ممكن يشارك المعلمون في بعض مشاكلهم، رأي
+
+295
+00:23:48,170 --> 00:23:52,330
+الطالب عندي مهم...رأي الطالب يدخل في عملية
+
+296
+00:23:52,330 --> 00:23:57,290
+التقويم، لكن الطالب لا يشارك في التطوير، لأنه الآن
+
+297
+00:23:57,290 --> 00:24:01,890
+أنا مهم أعيد، مثلاً الطالب قال لي أن المنهج كبير،
+
+298
+00:24:01,890 --> 00:24:05,590
+الطالب لا أستطيع أن أحكم من خلال كلمات الطالب على مدى
+
+299
+00:24:05,590 --> 00:24:08,270
+كبر المنهج، لكن أين يأتي مستوى
+
+300
+00:24:08,270 --> 00:24:14,870
+الطالب؟ هنا نشوف الطالب هل قدر أن يحل أسئلة على
+
+301
+00:24:14,870 --> 00:24:17,930
+المستوى العالمي، على المستوى الوطني، هل اختبارات
+
+302
+00:24:17,930 --> 00:24:22,030
+التحصيلية العادية هو ينجح فيها، الآن أشوف أنا من
+
+303
+00:24:22,030 --> 00:24:26,150
+خلال هذه الأشياء، إذا الطالب عنده إمكانات أم لا
+
+304
+00:24:26,150 --> 00:24:29,190
+عنده، آخذ آراء الأهالي، آخذ آراء
+
+305
+00:24:29,190 --> 00:24:33,530
+المربين، كل هؤلاء يشاركون في عملية تقييم
+
+306
+00:24:33,530 --> 00:24:37,490
+المنهج، لكن في عملية التطوير، هذا أريد أن أقول لولي
+
+307
+00:24:37,490 --> 00:24:40,610
+الأمر، تعال شاركنا في التطوير، هذه الأشياء تتعلق بـ
+
+308
+00:24:40,610 --> 00:24:44,330
+خبرات، لكن ممكن تشارك فيها المؤسسات، يعني إذا في
+
+309
+00:24:44,330 --> 00:24:48,880
+نظام اقتصادي جديد، المفروض نحن نتعامل مع المرحلة،
+
+310
+00:24:48,880 --> 00:24:52,680
+نتعامل مع هذا النظام الاقتصادي، فيه نظام اجتماعي،
+
+311
+00:24:52,680 --> 00:24:56,480
+فيه تطوير في النظام الاجتماعي، فيه أشياء استجدت في
+
+312
+00:24:56,480 --> 00:24:59,140
+التكنولوجيا المعلومات، يعني زمان مثلاً كانت وسائل
+
+313
+00:24:59,140 --> 00:25:02,480
+الاتصال، الهاتف والبرقية، الآن نأتي نقول
+
+314
+00:25:02,480 --> 00:25:05,980
+لوزارة الاتصالات، تعالوا يا ناس الذين تعملون في
+
+315
+00:25:05,980 --> 00:25:09,400
+الـ IT، نحن نريد أن نضيف جزئية في منهج التكنولوجيا،
+
+316
+00:25:09,400 --> 00:25:13,420
+في منهج العلوم عن الاتصالات، ما هو الجديد في عالم
+
+317
+00:25:13,420 --> 00:25:17,560
+الاتصالات، لكي نحن ندرجه ضمن المناهج، لا ينفع أن
+
+318
+00:25:17,560 --> 00:25:19,980
+نحن ندرس الطلاب في المدرسة على البرقية، فهم
+
+319
+00:25:19,980 --> 00:25:26,530
+الآن أصبحوا في عصر متطور جداً، وسائل الاتصال أصبحت
+
+320
+00:25:26,530 --> 00:25:30,010
+مكتسحة في كل المجالات، يبقى أنا لا ينفع أن
+
+321
+00:25:30,010 --> 00:25:33,190
+نحن نكون بعيدين، يبقى تشارك مؤسسات المجتمع، يبقى
+
+322
+00:25:33,190 --> 00:25:38,990
+هذه عملية التطوير عملية كبيرة، عملية وطنية تقوم
+
+323
+00:25:38,990 --> 00:25:43,070
+فيها المؤسسة التعليمية، بمشاركة مع كافة مؤسسات
+
+324
+00:25:43,070 --> 00:25:49,910
+المجتمع، يشرف عليها الخبراء، وبالتالي هي عملية تحصيل
+
+325
+00:25:49,910 --> 00:25:54,760
+لكافة الجوانب التي ظهرت بعد عملية التقويم، وبالتالي
+
+326
+00:25:54,760 --> 00:26:00,620
+هذه العملية تتناول الأسس والمنطلقات والأهداف، لأننا
+
+327
+00:26:00,620 --> 00:26:19,700
+نقول أن هذه العملية عملية شاملة، عملية
+
+328
+00:26:19,700 --> 00:26:23,360
+تحسين شاملة لكافة
+
+329
+00:26:31,640 --> 00:26:37,400
+طبعاً تقوم بها المؤسسات
+
+330
+00:26:37,400 --> 00:26:55,260
+التعليمية ومؤسسات المجتمع، طبعاً مع الخبراء، خبراء
+
+331
+00:26:55,260 --> 00:26:55,740
+academic
+
+332
+00:26:59,900 --> 00:27:05,780
+وتربويون. طبعاً هذا التطوير، يعني زي ما قلنا، يشارك فيه
+
+333
+00:27:05,780 --> 00:27:09,640
+مؤسسات المجتمع، يبقى لابد أن تكون هناك
+
+334
+00:27:09,640 --> 00:27:13,940
+حاجات وأسباب أساسية، من أهم الأسباب التي نحن ممكن
+
+335
+00:27:13,940 --> 00:27:18,500
+نضعها، زي ما نحن وضعنا مبررات لتصميم، في عدة أسباب
+
+336
+00:27:18,500 --> 00:27:23,230
+للتطوير، لازم يكون في حدث لكي أنا أعمل نقلة نوعية
+
+337
+00:27:23,230 --> 00:27:27,030
+أنا ممكن أظل الإثراء يحل لي المشكلة، لكن أحياناً أنا
+
+338
+00:27:27,030 --> 00:27:30,590
+أحتاج هذه العملية عندما تزيد عيوب المنهج،
+
+339
+00:27:30,590 --> 00:27:34,290
+كلما زادت العيوب، يعني نحن نقدر نعالج، نَظِلّ
+
+340
+00:27:34,290 --> 00:27:37,390
+نعالج، نبتدئ نعالج، لكن لما... أحياناً نحتاج أن
+
+341
+00:27:37,390 --> 00:27:42,130
+نحن نعيد صياغة المنهج، لما تزيد العيوب والنواقص
+
+342
+00:27:42,130 --> 00:27:45,850
+الموجودة، وبالتالي هنا يكون عندي مبررات واضحة
+
+343
+00:27:45,850 --> 00:27:50,980
+من أهم هذه المبررات التي نحن ممكن نرتكز عليها، عدم
+
+344
+00:27:50,980 --> 00:27:56,200
+الكفاءة، عدم كفاءة مستويات التحصيل للطلاب
+
+345
+00:27:56,200 --> 00:28:00,620
+هذه كانت من المبررات. بالنسبة للمنهج، حصل تطور
+
+346
+00:28:00,620 --> 00:28:04,180
+علمي وتطور technology.  لسنا نقول نحن نسأل
+
+347
+00:28:04,180 --> 00:28:06,820
+وزارة الاتصالات والـ IT، وكذا، ما الذي حصل عندكم؟
+
+348
+00:28:06,820 --> 00:28:10,440
+وبالتالي نشوف نحن ما التطورات التي حصلت، ممكن
+
+349
+00:28:10,440 --> 00:28:15,020
+نحتاج إلى تطوير المنهج إذا حدث ما يسمى بتغير في
+
+350
+00:28:15,020 --> 00:28:21,770
+أيديولوجية المجتمع. ماذا يعني التغير الأيديولوجي؟
+
+351
+00:28:21,770 --> 00:28:27,430
+أحسنتِ، تغير في السمات السائدة داخل المجتمع،
+
+352
+00:28:27,430 --> 00:28:30,310
+يعني كانوا الناس مثلاً منفتحين جداً، صار عندهم
+
+353
+00:28:30,310 --> 00:28:36,570
+اتجاه للتدين، للالتزام، الآن صار في تغير في سمات
+
+354
+00:28:36,570 --> 00:28:39,750
+المجتمع، كان هذا المجتمع مثلاً زراعياً، صار فيه
+
+355
+00:28:39,750 --> 00:28:44,970
+تحول للصناعة، فصار فيه تحول في سمات المجتمع، يبقى
+
+356
+00:28:44,970 --> 00:28:48,170
+هنا عندما يحصل عندي نوع من التغير الأيديولوجي في
+
+357
+00:28:48,170 --> 00:28:52,370
+داخل المجتمع، نحتاج إلى تطوير المنهج، وبالتالي هنا
+
+358
+00:28:52,370 --> 00:29:02,110
+نقول أنه يتم تحديد أسباب التطوير التي ممكن
+
+359
+00:29:02,110 --> 00:29:07,670
+تكون في المجال التطور العلمي، التغير
+
+360
+00:29:07,670 --> 00:29:10,230
+الأيديولوجي،
+
+361
+00:29:11,890 --> 00:29:22,210
+ممكن أيضاً مستويات التحصيل، مستويات الكفاءة
+
+362
+00:29:22,210 --> 00:29:25,450
+للمنهج،
+
+363
+00:29:25,450 --> 00:29:30,170
+فنقول أن هذه أسباب ممكن تؤدي إلى عملية
+
+364
+00:29:30,170 --> 00:29:39,830
+التطوير. فضلاً، يبقى هنا عملية التطوير عملية طبعاً
+
+365
+00:29:39,830 --> 00:29:47,210
+تتم بصورة شاملة، تتضمن
+
+366
+00:29:47,210 --> 00:29:56,570
+الأسس والمنطلقات والأهداف وكافة
+
+367
+00:29:56,570 --> 00:30:05,050
+مكونات المنهج. أريد
+
+368
+00:30:05,050 --> 00:30:08,070
+طالبة ممتازة، قارني لي بين الإثراء والتطوير.
+
+369
+00:30:13,070 --> 00:30:17,170
+الإثراء نتيجة لخلل في المنهج، أما التطوير نتيجة
+
+370
+00:30:17,170 --> 00:30:22,250
+بعد التطبيق والتقويم، في الإثراء يقوم به المعلم،
+
+371
+00:30:22,250 --> 00:30:26,710
+أما...أما التطوير تقوم به المؤسسة التعليمية
+
+372
+00:30:26,710 --> 00:30:31,620
+بمشاركة مؤسسات المجتمع، تحت إشراف الخبراء. الإثراء
+
+373
+00:30:31,620 --> 00:30:37,820
+عملية فردية، أما التطوير عملية...يعني كل من يشارك فيها
+
+374
+00:30:37,820 --> 00:30:47,720
+عملية كلية شاملة. الإثراء جزئي، والتطوير شامل، والتطوير
+
+375
+00:30:47,720 --> 00:30:50,760
+شامل. أحسنتِ، تبارك الله، كلّه إن شاء الله يعني يكونوا
+
+376
+00:30:50,760 --> 00:30:54,400
+...فهمتم؟ في أي سؤال؟ يعافيكم الله.
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2cf0a4b1e59f55742199f6017436e7a7a8833fed
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8_postprocess.srt
@@ -0,0 +1,1504 @@
+1
+00:00:21,350 --> 00:00:24,130
+بسم الله الرحمن الرحيم أهلا وسهلا بكم اليوم في
+
+2
+00:00:24,130 --> 00:00:28,550
+محاضرتنا عن مفاهيم الإثراء والتقويم والتطوير
+
+3
+00:00:28,550 --> 00:00:32,930
+للمنهاج المدرسي هذه المفاهيم يتم تداولها بين أهل
+
+4
+00:00:32,930 --> 00:00:37,730
+التربية بصورة كبيرة جدا ويلزم المعلم بصورة خاصة أن
+
+5
+00:00:37,730 --> 00:00:42,250
+يلمب هذه المفاهيمماذا يعني الإثراء؟ ومتى نقوم
+
+6
+00:00:42,250 --> 00:00:46,350
+بالإثراء؟ وكيف نقوم بهذا الإثراء؟ وماذا يعني
+
+7
+00:00:46,350 --> 00:00:50,930
+التقويم؟ وكيف نقوم به؟ ومتى نقوم به؟ وكذلك عملية
+
+8
+00:00:50,930 --> 00:00:55,490
+التطوير للمناهج تحدثنا في المحاضرة السابقة عن تقوم
+
+9
+00:00:55,490 --> 00:01:01,920
+المنهاج المدرسيمكونات هذا المنهج بصورة عامة ثم بعد
+
+10
+00:01:01,920 --> 00:01:05,920
+ذلك تناولنا مفهوم تصميم المنهج بعد عملية تصميم
+
+11
+00:01:05,920 --> 00:01:10,720
+المنهج وبعد تعريض المنهج لعملية التجريب الأولى ثم
+
+12
+00:01:10,720 --> 00:01:14,980
+عملية التجريب الثانية ثم عملية تعميم المنهج يتم
+
+13
+00:01:14,980 --> 00:01:19,540
+توزيع المنهج على المدارس ويتم تعميم ويطلب من جميع
+
+14
+00:01:19,540 --> 00:01:24,520
+المدارس أن تقوم بتطبيق هذا المنهجالأهم هذا العمل
+
+15
+00:01:24,520 --> 00:01:29,580
+هو عمل للإنسان وعمل الإنسان لا يتمل دائما به نواقص
+
+16
+00:01:29,580 --> 00:01:33,680
+وبالتالي هنا في الإطار لعملية التجريب الأولى تم
+
+17
+00:01:33,680 --> 00:01:39,180
+تصحيح أشياء ظهرت لمربي الفصل تم تصحيح أشياء ظهرت
+
+18
+00:01:39,180 --> 00:01:43,660
+لمصمم المنهج لكن بعد ذلك العملية تكون أوسع لأن في
+
+19
+00:01:43,660 --> 00:01:47,740
+هناك آراء ووجهات نظر مختلفة في عدد أكبر من الطلاب
+
+20
+00:01:47,950 --> 00:01:51,950
+في عندي فئات مختلفة، في عندي طلبة متفوقين جدا، في
+
+21
+00:01:51,950 --> 00:01:56,210
+طلبة متفوقين، في طلبة متوسطين اللي هو الذكاء، في
+
+22
+00:01:56,210 --> 00:02:00,250
+طلبة أقل من المتوسط، في طلبة ممكن يكونوا متدني
+
+23
+00:02:00,250 --> 00:02:05,020
+التحصيل ولكنهميعني يمكن أن يكون لديهم بعض القدرات
+
+24
+00:02:05,020 --> 00:02:09,100
+في طلبه متدني تحصيل في كافة القدرات وبالتالي هنا
+
+25
+00:02:09,100 --> 00:02:12,640
+احنا بتبدأ تظهر لنا أشياء واحتياجات للمنهج
+
+26
+00:02:12,640 --> 00:02:17,100
+وبالتالي هنا نحتاج إلى القيام بعملية الاثراء، ماذا
+
+27
+00:02:17,100 --> 00:02:23,720
+يعني الاثراء؟ تفضل هي إغناط أو إضافات أو نقص معينة
+
+28
+00:02:23,720 --> 00:02:30,340
+يضيفها المربوين في عناصر المنهجالحين يجدون نواقص
+
+29
+00:02:30,340 --> 00:02:34,800
+في مفردات المنهج ممتاز جدا يبقى عملية زيادات
+
+30
+00:02:34,800 --> 00:02:39,440
+وإضافات عملية إغناء للمنهج وإحداث زيادات وإضافات
+
+31
+00:02:39,440 --> 00:02:46,420
+تكمل نواقص اكتشفها المربون بعد تحليل المنهج يبقى
+
+32
+00:02:46,420 --> 00:02:53,180
+هنا عملية الإثراء عملية
+
+33
+00:02:53,180 --> 00:02:53,760
+إغناء
+
+34
+00:03:01,460 --> 00:03:09,900
+غناء للمنهج من المناهج ولكنها تتم بعد التحليل من
+
+35
+00:03:09,900 --> 00:03:16,300
+المنهج لا يحدث الإغناق قبل التحليل لأن إذا أردنا
+
+36
+00:03:16,300 --> 00:03:19,900
+عملية الإغناق يجب أن نعرف أين هو النقص الموجود
+
+37
+00:03:19,900 --> 00:03:23,720
+وبالتالي إدنجة إلى عملية تحليل المنهج ما المقصود
+
+38
+00:03:23,720 --> 00:03:29,460
+بالتحليل؟الوصف الموضوعي والمنظم والكمي للمجموع
+
+39
+00:03:29,460 --> 00:03:33,240
+للظاهر لمواد الاتصال ممتاز جدا يبقى عملية التحليل
+
+40
+00:03:33,240 --> 00:03:39,340
+للمنهج هي وصف موضوعي ومنظم وكمي للمواد الاتصال
+
+41
+00:03:39,340 --> 00:03:43,500
+الظاهرة مواد الاتصال الظاهرة التي يتم اللي هو
+
+42
+00:03:43,500 --> 00:03:48,100
+تعلمها وتعليمها يقوم المعلم بتعليم هذه المادة
+
+43
+00:03:48,100 --> 00:03:51,780
+وبالتالي يستطيع إيصالها للطلبة وبالتالي عملية
+
+44
+00:03:51,780 --> 00:03:56,340
+التحليل للمنهج وصف موضوعي
+
+45
+00:03:57,580 --> 00:04:11,290
+ومنظم وكمي لكافة مكونات المنهج أو المنهجعملية
+
+46
+00:04:11,290 --> 00:04:15,410
+التحليل بتملأ كل شيء في المناهج ممكن نحلل اللي هي
+
+47
+00:04:15,410 --> 00:04:20,370
+الأهداف ممكن نحلل طبعا محتوى المنهاج أو ممكن نحلل
+
+48
+00:04:20,370 --> 00:04:24,570
+أساليب التدريس لكن دائما هنا بنركز على مادة
+
+49
+00:04:24,570 --> 00:04:28,150
+الاتصال الظاهرة وبالتالي بيكون التركيز هنا على
+
+50
+00:04:28,150 --> 00:04:31,970
+مادة الاتصال
+
+51
+00:04:31,970 --> 00:04:38,710
+الظاهرة واللي هو بيُعنى فيها محتوى المنهاج
+
+52
+00:04:40,440 --> 00:04:45,580
+مما يتكون محتوى المنهاج نلاحظ إن محتوى المنهاج في
+
+53
+00:04:45,580 --> 00:04:50,120
+أي مادة بيتكون من الحقائق، المفاهيم، مبادر
+
+54
+00:04:50,120 --> 00:04:55,420
+وتعميمات، قوانين وقواعد، نظريات، قيم، مهارات،
+
+55
+00:04:55,420 --> 00:05:00,640
+أساليب تفكيرطبعا تختلف هذه المكونات باختلاف المادة
+
+56
+00:05:00,640 --> 00:05:04,140
+الدراسية وطبيعة المادة، يعني مكونات اللغة العربية
+
+57
+00:05:04,140 --> 00:05:07,260
+بتختلف عن مكونات العلم، بتختلف عن مكونات
+
+58
+00:05:07,260 --> 00:05:10,860
+الرياضيات، يعني بدي أخد مثلا أساليب التفكير،
+
+59
+00:05:10,860 --> 00:05:14,480
+أساليب التفكير في اللغة تعتمد على النقدلكن في
+
+60
+00:05:14,480 --> 00:05:18,640
+الرياضيات تعتمد على المنطق، في العلوم تعتمد على حل
+
+61
+00:05:18,640 --> 00:05:22,380
+المشكلة و أسلوب التفكير العلمي، يبقى هنا الآن كل
+
+62
+00:05:22,380 --> 00:05:26,500
+مادة بتعتمد على أسلوب تفكير معين، القيم، القيم
+
+63
+00:05:26,500 --> 00:05:29,120
+مثلا لو أخدنا مادة التربية الوطنية بنلاقي أنها
+
+64
+00:05:29,120 --> 00:05:33,740
+بتركز على قيم الانتماء والولاء والأشياء، الآن لو
+
+65
+00:05:33,740 --> 00:05:38,070
+أخدنا مادة العلوم بنلاقي القيم البيئيةالقيم اللي
+
+66
+00:05:38,070 --> 00:05:41,410
+هي وقائية وبالتالي الآن تختلف القيم على حسب طبيعة
+
+67
+00:05:41,410 --> 00:05:45,190
+المادة أساليب التفكير الحقائق المفاهمة الآن المعلم
+
+68
+00:05:45,190 --> 00:05:50,130
+يقوم بعملية تحليل لكافة هذه المكونات بيأخذ اللي هو
+
+69
+00:05:50,130 --> 00:05:53,470
+المادة الدراسية اللي بيدرسها للطلاب وبيبدأ بعملية
+
+70
+00:05:53,470 --> 00:05:58,470
+قراءتها قراءة متأنية وقراءة بحيث ان هو بيحدد كافة
+
+71
+00:05:58,470 --> 00:06:02,410
+الحقائق المفاهيم المبادئ التعميمات القوانين
+
+72
+00:06:02,410 --> 00:06:05,710
+النظريات القيم المهارات الأساليب التفكير بتبدأ
+
+73
+00:06:05,710 --> 00:06:11,260
+تظهر ثغراتيعني ممكن يكون عرض بمفهوم لكن لم يعرض
+
+74
+00:06:11,260 --> 00:06:15,320
+دلالة اللفظية، مثلا اتكلم عن الخلية، لكن ماقلدش
+
+75
+00:06:15,320 --> 00:06:20,300
+إيش هي الخلية، وبالتالي فيه هناك نقص عن تعريف
+
+76
+00:06:20,300 --> 00:06:23,020
+الخلية، ممكن يكون في اللغة العربية يتكلم عن الشاعر
+
+77
+00:06:23,020 --> 00:06:28,270
+أحمد شوقي، ولكن لم يعرض من هو الشاعرأحمد شوقي كتب
+
+78
+00:06:28,270 --> 00:06:31,010
+لي قصيدة وقال لإن هذه القصيدة للشاعر أحمد شوقي لكن
+
+79
+00:06:31,010 --> 00:06:35,050
+ما هو الشاعر أحمد شوقي؟ أين نشأت؟ لم يعرفه في هذا
+
+80
+00:06:35,050 --> 00:06:38,850
+الجانب وبالتالي هناك نقص ممكن في الرياضية في جمع
+
+81
+00:06:38,850 --> 00:06:43,610
+الكثور أعطل الطالب مثالين لكن لما أنا بدرس المادة
+
+82
+00:06:43,610 --> 00:06:47,170
+بلاقي أن الطالب بحتاجش بس مثالين يمكن بدي خمس، ست
+
+83
+00:06:47,170 --> 00:06:51,830
+أمتل عشان الطالب يقدريفهم أنا كمدرس لازم أحضر
+
+84
+00:06:51,830 --> 00:06:56,870
+أمثلة لازم أحضر أسئلة لازم أحضر رسوم توضيحية ممكن
+
+85
+00:06:56,870 --> 00:06:59,870
+بعض الأشياء مثلا لازم نعرض قلب نتكلم عن قلب
+
+86
+00:06:59,870 --> 00:07:04,110
+الإنسان يبقى لازم يكون في عندي صورة للقلب ممكن في
+
+87
+00:07:04,110 --> 00:07:07,130
+بعض الرسوم التوضيحية ناقصة وبالتالي الآن مين اللي
+
+88
+00:07:07,130 --> 00:07:12,330
+بيقدر النقص والأشياء هذه المعلمة يبقى اللي بيقوم
+
+89
+00:07:12,330 --> 00:07:17,430
+بعملية التحليلاللي هو المعلم و اللي هم طبعا المشرف
+
+90
+00:07:17,430 --> 00:07:20,270
+بتاع المادة الدراسية لأنه المشرف هو اللي بيكون
+
+91
+00:07:20,270 --> 00:07:24,310
+بيتابع المعلم بيطلب منه عملية التحليل يحدد كافة
+
+92
+00:07:24,310 --> 00:07:27,810
+النواقص اللي موجودة في محتوى المنهج وبناء على ذلك
+
+93
+00:07:27,810 --> 00:07:32,570
+بيطلب منه بناء مادة إثرائية يبقى هنا من يقوم
+
+94
+00:07:32,570 --> 00:07:36,870
+بعملية الإثراء يقوم
+
+95
+00:07:36,870 --> 00:07:39,910
+بها المعلم
+
+96
+00:07:43,980 --> 00:07:47,180
+يبقى بناء على ذلك فبنقول أن عملية الإثراء عملية
+
+97
+00:07:47,180 --> 00:07:54,720
+فردية لأن ممكن بعض المعلمين في مدرسة قاموا بعملية
+
+98
+00:07:54,720 --> 00:07:59,760
+تحليل وعملية إثراء للمنهج معلمين في منطقة أخرى
+
+99
+00:07:59,760 --> 00:08:03,520
+لنفس المنهج ماقاموش في نفس العملية وماعنلوش مادة
+
+100
+00:08:03,520 --> 00:08:07,260
+إثرائية ممكن ولا مش ممكن؟ ممكن وبالتالي العملية
+
+101
+00:08:07,260 --> 00:08:12,500
+هذه عمليةفرلية وليست عملية جماعية عملية الإسراء
+
+102
+00:08:12,500 --> 00:08:15,200
+إحنا بنشوف فيها إيش المواد اللي موجودة لكن هل إحنا
+
+103
+00:08:15,200 --> 00:08:19,520
+بنغير في أسس المنهج؟ لأ وبالتالي هي عملية بتتناول
+
+104
+00:08:19,520 --> 00:08:28,960
+الجزئيات ولا تتناول أسس المنهج يبقى هنا تركز على
+
+105
+00:08:28,960 --> 00:08:33,140
+جزئيات المنهج
+
+106
+00:08:33,140 --> 00:08:37,340
+لا تتناول اللي هي الأسس
+
+107
+00:08:39,750 --> 00:08:45,150
+والمنطلقاتيبقى الآن هذه العملية ما بتتناولش لا أسس
+
+108
+00:08:45,150 --> 00:08:50,550
+ولا منطلقات بالنسبة للمنهج ولكن بتركز على جزئيات،
+
+109
+00:08:50,550 --> 00:08:53,850
+بتعدل في الحقائق، بتعدل في الأمثلة، في الأسئلة
+
+110
+00:08:53,850 --> 00:08:57,190
+اللي موجودة، المدرسة بتجيب أسئلة امتحانات للطلاب،
+
+111
+00:08:57,190 --> 00:09:01,250
+بتعرضلهم بعض الرسوم التوضيحية، ممكن إنها بتزيد في
+
+112
+00:09:01,250 --> 00:09:05,230
+تعريف بعض المفاهيم، ممكن تتوسع في شرح بعض الأشياء،
+
+113
+00:09:05,230 --> 00:09:08,810
+وبالتالي هنا بتأتي على حسب احتياجات الطلاب، على
+
+114
+00:09:08,810 --> 00:09:13,240
+حسب الحاجة اللي قدرها المعلم والمشرف بالنسبةلإثراء
+
+115
+00:09:13,240 --> 00:09:16,660
+هذا المساعد وبالتالي هذه عملية جزئية وليست عملية
+
+116
+00:09:16,660 --> 00:09:21,260
+كلية وما بتشرفش عليها المؤسسة التعليمية ككل فبتبقى
+
+117
+00:09:21,260 --> 00:09:26,220
+جهود أفراد في هذا الجانب طبعا احنا قلنا ان هذه
+
+118
+00:09:26,220 --> 00:09:30,820
+العملية لا تجري الا بعد ان هي عملية تحليل محتوى
+
+119
+00:09:30,820 --> 00:09:34,580
+المنهاج وبالتالي هنا عملية الإثراء هي العملية
+
+120
+00:09:34,580 --> 00:09:38,980
+العلاجية الأولى بالنسبةللمنهج يعني احنا الان
+
+121
+00:09:38,980 --> 00:09:43,620
+المنهج طبقنا تطبيق اولى و تطبيق تانى الان بدأت
+
+122
+00:09:43,620 --> 00:09:48,420
+نكتشف ان في هناك أخطاء فبدأنا نعالجها في مكانها
+
+123
+00:09:48,420 --> 00:09:56,780
+اذا زادت الأخطاء في المنهج ماذا نفعل؟ يجب أن يقوم
+
+124
+00:09:56,780 --> 00:10:03,120
+اللى هو المسؤول عن هذا المنهج بعملية التقويم لازم
+
+125
+00:10:03,120 --> 00:10:07,120
+نقيم لازم نشوف ايش الخطأ اللى عندناعشان احنا بعد
+
+126
+00:10:07,120 --> 00:10:13,440
+ذلك بدنا عملية كعديل شاملة بالنسبة للمنهج يبقى
+
+127
+00:10:13,440 --> 00:10:18,380
+الأن بننتقل إلى عملية أخرى اللي هي عملية التقويم
+
+128
+00:10:18,380 --> 00:10:19,140
+للمنهج
+
+129
+00:10:46,110 --> 00:10:48,850
+ممتازة يعني هي العملية اللي بيخون فيها الفرق
+
+130
+00:10:48,850 --> 00:10:52,730
+والجماعة لمعرفة مدى النجاح أو الفشل في تحقيق
+
+131
+00:10:52,730 --> 00:10:59,110
+الأهداف التركية لو فرضنا إن هذا المنهج له مئة هدف
+
+132
+00:10:59,110 --> 00:11:04,230
+يعني منهج مثلا الرياضيات من صفة الأول حتى الرابع
+
+133
+00:11:05,160 --> 00:11:09,980
+يجب أن يحقق 100 هدف في تدريس الرياضيات، بدي أعرف
+
+134
+00:11:09,980 --> 00:11:12,760
+الطلب على الأرقام، على عملية الجامع، على عملية
+
+135
+00:11:12,760 --> 00:11:16,660
+الطرح، الضرب، القسمة، جمع الكثور، طرح الكثور،
+
+136
+00:11:16,660 --> 00:11:19,860
+النسبة والتناسب، فالأقل في عندي 100 هدف، لما أنا
+
+137
+00:11:19,860 --> 00:11:24,580
+أجيت أعملت مستوى اختبار مستوى لطلاب، لاقيت أن اللي
+
+138
+00:11:24,580 --> 00:11:29,770
+اتحقق من أهداف المنهاج 50%فمعنى ذلك أن كفاءة
+
+139
+00:11:29,770 --> 00:11:35,830
+المنهج 50%، بالظبط ما أعطتنيش دلالة عالية، ليش؟
+
+140
+00:11:35,830 --> 00:11:38,890
+لأن المفروض أن أنا في عندي مئات هدف، يعني أقل شي
+
+141
+00:11:38,890 --> 00:11:43,950
+أحقق منهم 70، 80 هدف علشان يكون في عندي أنه في 20%
+
+142
+00:11:43,950 --> 00:11:49,400
+فشل، ماشي، لكن أن يكون في عندي 50% فشلمعناة ذلك أن
+
+143
+00:11:49,400 --> 00:11:53,380
+في عندي مشكلة وهذه المشكلة كبيرة طبعا هنا هذه
+
+144
+00:11:53,380 --> 00:11:56,340
+العملية يعني ليست سهلة يعني هذه المفروض أن نقوم
+
+145
+00:11:56,340 --> 00:11:59,960
+فيها المؤسسة التعليمية علشان نحكم على مدى كفاءة
+
+146
+00:11:59,960 --> 00:12:03,560
+هذا المنهج هذا المنهج اللي تم إعداده زي ما احنا
+
+147
+00:12:03,560 --> 00:12:07,440
+شفنا خبرات تربوية وداخل وخارج المدرسة وراعينا فيها
+
+148
+00:12:07,440 --> 00:12:10,740
+النمو الشامل وراعينا فيها الخبرات التنوع الخبرات
+
+149
+00:12:10,950 --> 00:12:14,910
+وحطينا الطلاب في التفكير وخلينهم يحلوا كثير من
+
+150
+00:12:14,910 --> 00:12:18,530
+المشكلات ويصلوا إلى الإبداع لم يصل إلى مستوى
+
+151
+00:12:18,530 --> 00:12:23,110
+الكفاءة المفروض طبعا احنا كفلسطينيين ممكن مثلا
+
+152
+00:12:23,110 --> 00:12:25,850
+نقول ان احنا كيف بنحكم مثلا على كفاءة مناهجنا في
+
+153
+00:12:25,850 --> 00:12:31,930
+اختبارات عالمية زي اختبار التمث اختبارات التمث في
+
+154
+00:12:31,930 --> 00:12:36,090
+العلم والرياضياتهذه إحنا لما ندخل هذه الإختبارات،
+
+155
+00:12:36,090 --> 00:12:38,670
+إحنا عندنا مناهج والمفروض إنه هذه المناهج صيغة
+
+156
+00:12:38,670 --> 00:12:43,770
+بتبعد بمواصفات عالمية، لإن المفروض إنه إن بدرس
+
+157
+00:12:43,770 --> 00:12:46,830
+الرياضيات في غزة و بدرس الرياضيات في ألمانيا و
+
+158
+00:12:46,830 --> 00:12:51,530
+بدرس الرياضيات في أمريكا و بدرسها في الصين،
+
+159
+00:12:51,530 --> 00:12:54,890
+المفروض إن هو في الصف الرابع بوصل إلى نفس المهارات
+
+160
+00:12:56,500 --> 00:12:59,300
+يعني المفروض إنه يعرف يجمع، يعرف يتراح، يعرف يدرب،
+
+161
+00:12:59,300 --> 00:13:02,300
+يعرف يقسم، يعني لو ما وصلش الطالب عندنا لهذه
+
+162
+00:13:02,300 --> 00:13:06,340
+المهارات وكون في عندنا خلل الخلل هدوى أين ممكن
+
+163
+00:13:06,340 --> 00:13:13,100
+يكون؟ في المعلم؟ في الطالب؟ في المنهج؟ في الأسلوب؟
+
+164
+00:13:13,100 --> 00:13:18,880
+في البيئة المدرسية؟ كل هذه الأشياء مسؤولة كل هذه
+
+165
+00:13:18,880 --> 00:13:22,860
+الأشياء مسؤولة لكن إحنا لازم نشوف إحنا برضه هل
+
+166
+00:13:22,860 --> 00:13:27,990
+منهجنا في هذه المهارات ولا فيهوشهل المهارات اللي
+
+167
+00:13:27,990 --> 00:13:30,610
+موجودة في اختبارات التمث اللي احنا بنخل الطلاب
+
+168
+00:13:30,610 --> 00:13:33,570
+يمتحنوها موجودة عندنا في المنهج ولا مش موجودة ما
+
+169
+00:13:33,570 --> 00:13:36,510
+هو اذا انا بدأ امتحنه مثلا في حاجة هي مش موجودة
+
+170
+00:13:36,510 --> 00:13:40,050
+مثلا احنا بياخد أولوية العملية الحسابية باخدها
+
+171
+00:13:40,050 --> 00:13:44,990
+مثلا في خامس ونيجي يمتحن عليها الطالب في رابع فهو
+
+172
+00:13:44,990 --> 00:13:49,770
+مااخدهاش فأكيد هوأي نعم مش هيجاوز في هذه الإطار
+
+173
+00:13:49,770 --> 00:13:53,150
+وبالتالي هنا احنا لازم نعرف انه هذا الاختبار بيحدد
+
+174
+00:13:53,150 --> 00:13:57,050
+مهارات هذه المهارات المفروض انها تكون موجودة لدى
+
+175
+00:13:57,050 --> 00:14:01,350
+الجميع وبنسبة معينة فبنرجع احنا للمنهج يبقى هنا في
+
+176
+00:14:01,350 --> 00:14:10,550
+عملية تقويم المنهج تستخدم لمعرفة مدى الكفاءة في
+
+177
+00:14:10,550 --> 00:14:15,530
+تحقيق أهداف المنهج
+
+178
+00:14:17,350 --> 00:14:26,830
+أول حاجة تستخدم أدوات قياس متنوعة ما هي أدوات
+
+179
+00:14:26,830 --> 00:14:31,870
+القياس؟ طبعا أول شيء ممكن يكون في عندنا اختبارات
+
+180
+00:14:31,870 --> 00:14:40,810
+العالمية اللي هي زي اختبار SMS إن احنا ممكن نشارك
+
+181
+00:14:40,810 --> 00:14:46,310
+في اختبار عالمي ممكن يكون في عندنا اختبارات وطنية
+
+182
+00:14:47,640 --> 00:14:51,760
+زي الاختبار الوطني للرياضيات واللغة العربية وزارة
+
+183
+00:14:51,760 --> 00:14:54,460
+التربية والتعليم تعمل اختبار اسمه اختبار الوطني
+
+184
+00:14:54,460 --> 00:14:58,420
+عشان يشوفوا هل طلابنا وصلوا لتحقيق اهداف منهجنا
+
+185
+00:14:58,420 --> 00:15:03,340
+ولا لأ فبيعملوه في الرياضيات وفي اللغة العربية في
+
+186
+00:15:03,340 --> 00:15:10,360
+عندنا ايضا اختبارات التحصيل العادية عندنا
+
+187
+00:15:10,360 --> 00:15:14,060
+الاستبيانات المقابلة الشخصية
+
+188
+00:15:21,090 --> 00:15:28,790
+وعنا استطلاعات بالرقم عنا أيضا بطاقات الملاحظة
+
+189
+00:15:28,790 --> 00:15:33,690
+طبعا
+
+190
+00:15:33,690 --> 00:15:36,290
+هنا احنا الاختبارات كلها بتتطبق على الطلاب
+
+191
+00:15:36,290 --> 00:15:42,230
+الاستبيانات لمين بتتطبق؟ المعلمين والمشرفين
+
+192
+00:15:42,230 --> 00:15:47,990
+المقابلات ممكن تكون لخبراء في المناهجناس خبراء في
+
+193
+00:15:47,990 --> 00:15:51,670
+المناهج نعمل معاهم مقابلات شخصية استطلاعات الرأي
+
+194
+00:15:51,670 --> 00:15:57,590
+بتكون للأهالي لما تطلع أراء أولياء الأمور والأمهات
+
+195
+00:15:57,590 --> 00:16:00,830
+والناس اللي هم العاملة بطاقات الملاحظة بتكون
+
+196
+00:16:00,830 --> 00:16:04,110
+للمعلم بروح على المدرسة وبشوف المعلم كيف يقوم
+
+197
+00:16:04,110 --> 00:16:08,870
+بتعليم وتدريس هذا المنهج يبقى عملية التقويم تستخدم
+
+198
+00:16:08,870 --> 00:16:15,070
+مجموعة كبيرة من الأدوات يشترك في هذه الأدوات يشترك
+
+199
+00:16:15,070 --> 00:16:25,350
+فيها الصدقأيوة والثبات والموضوعية لازم هذه الأدوات
+
+200
+00:16:25,350 --> 00:16:30,470
+اللي إحنا بنستخدمها لازم تكون صادقة ثابتة موضوعية
+
+201
+00:16:30,470 --> 00:16:36,530
+ماذا تعني هذه الكلمات؟ ماذا يعني الصدق؟ فضلي الصدق
+
+202
+00:16:36,530 --> 00:16:40,410
+أن يقيص الإختبار موضر عليه أجله ممتاز جدا أن تقيص
+
+203
+00:16:40,410 --> 00:16:45,190
+أدوات القياس موضعة لأجله يعني أن تقيص مدى تحقق
+
+204
+00:16:45,190 --> 00:16:50,280
+الأهداف الثباتان اذا اعيد الاختبار اكتر من هم يعطي
+
+205
+00:16:50,280 --> 00:16:53,780
+نفس النتائج ممتاز جدا، اذا اعيد الاختبار او دا
+
+206
+00:16:53,780 --> 00:16:57,280
+تبقى قياس مرة اخرى بتعطي نفس النتائج زي النيزان
+
+207
+00:16:57,280 --> 00:17:00,940
+لما بتوقف عليه بيقولك ان وزنك ستين كيلو بالفعش
+
+208
+00:17:00,940 --> 00:17:05,020
+كمان ساعتين يطلع وزنك تمانين المفروض ان هو بيعطي
+
+209
+00:17:05,020 --> 00:17:10,780
+نفس القياس الموضوعية ايوة
+
+210
+00:17:12,410 --> 00:17:16,570
+البعد عن التحيز والأهواء الذاتية يبقى هنا بنستخدم
+
+211
+00:17:16,570 --> 00:17:23,490
+أدوات قياس متنوعة أيضا عملية التقويم يجب أن تتصف
+
+212
+00:17:23,490 --> 00:17:34,770
+بإيش تتصف عملية التقويم؟ بالشمون والاستمرارية
+
+213
+00:17:34,770 --> 00:17:37,690
+والتنوع
+
+214
+00:17:38,230 --> 00:17:41,110
+أحنا لما بنعمل عملية تقييم للمنهج، بنقييم مش
+
+215
+00:17:41,110 --> 00:17:46,290
+المحتوى بس و المادة العلمية، بنقيم الأهداف، بنعمل
+
+216
+00:17:46,290 --> 00:17:50,050
+تقييم لطرق التدريس، للوسائل التعليمية، للبيئة
+
+217
+00:17:50,050 --> 00:17:53,930
+المدرسية، لأساليب الإشراف، كل هذه الأشياء لابد
+
+218
+00:17:53,930 --> 00:17:57,610
+أنها تكون تدخل في عملية التقييم، أنا بدي أقول إن
+
+219
+00:17:57,610 --> 00:18:00,390
+الكتاب ممتاز جدا، مايمكن المدرس هو اللي مستوى سيئ
+
+220
+00:18:01,530 --> 00:18:05,270
+يمكن مافيش وسيلة تعليمية موجودة، يمكن البيئة
+
+221
+00:18:05,270 --> 00:18:09,110
+المدرسية بيئة تكون سيئة، المناخ اللي موجود فيها
+
+222
+00:18:09,110 --> 00:18:12,210
+يعني لا يشجع الإبداع، فيه هناك نوع من الضغط
+
+223
+00:18:12,210 --> 00:18:14,590
+النفسي، فيه هناك نوع من الإرهاب، فيه هناك نوع من
+
+224
+00:18:14,590 --> 00:18:17,730
+العقاب الشديد، وبالتالي ممكن أنها ماتشجعش على هذه
+
+225
+00:18:17,730 --> 00:18:21,610
+الأشياء، المفروض أن العملية تكون مستمرة، يعني احنا
+
+226
+00:18:21,610 --> 00:18:25,420
+مش بنقوم بتخويم مرة واحدةوبعد ذلك بنتركها المفروض
+
+227
+00:18:25,420 --> 00:18:30,900
+أنه كل سنة المنهج بتتعرض لعملية تقويم ويجب أن تكون
+
+228
+00:18:30,900 --> 00:18:35,180
+هذه العملية متنوعة يعني كل مرة نستخدم فيها أدوات
+
+229
+00:18:35,180 --> 00:18:39,520
+مختلفة وأشياء مختلفة وأسئلة مختلفة بحيث أن احنا
+
+230
+00:18:39,520 --> 00:18:45,980
+ننوع في هذه العملية أيضا من خصائص عملية التقويم
+
+231
+00:18:45,980 --> 00:18:51,340
+تعمل على تشكيز واقع المنزل تعمل على تشكيز واقع
+
+232
+00:18:51,340 --> 00:19:01,590
+الدولةتشخيص واقع المنهاج تشخيص واقع المنهاج
+
+233
+00:19:01,590 --> 00:19:13,510
+تحديد نقاط القوة و نقاط الضعف ما هو أهم منهاج عندي
+
+234
+00:19:13,510 --> 00:19:17,620
+أنا في عملية التكوين هو أنا بتعرف وين الخلقوين
+
+235
+00:19:17,620 --> 00:19:20,680
+الخلل الموجود عندي؟ الخلل هو وين نقاط القوة اللي
+
+236
+00:19:20,680 --> 00:19:24,200
+عندي؟ الكتاب كويس؟ المدرس كويس؟ الطالب كويس؟
+
+237
+00:19:24,200 --> 00:19:27,720
+البيئة كويسة؟ إيش اللي فيه؟ خلل بالظبط وبالتالي
+
+238
+00:19:27,720 --> 00:19:31,800
+هنا أنا بشخص الواقع كما هو زي ما هو موجود على أرض
+
+239
+00:19:31,800 --> 00:19:35,520
+الواقع بيجي المشرفين والموجهين والناس القائمة على
+
+240
+00:19:35,520 --> 00:19:38,020
+هذه العملية وبيطلعوا على المدارس بيشوفوا هل
+
+241
+00:19:38,020 --> 00:19:42,040
+المدارس هذه فيها إضاءة؟ الشبابيك هذه عليها أزاز؟
+
+242
+00:19:42,040 --> 00:19:45,440
+في مقاعد لطلاب يقعدوا عليها؟ في مختبرات لطلاب؟ في
+
+243
+00:19:45,440 --> 00:19:49,330
+كفاتيريا في المدرسة؟في خدمات و مرافق موجودة
+
+244
+00:19:49,330 --> 00:19:53,170
+بالنسبة للطلاب بنشوف المدرس كيف بدرس المادة، ايش
+
+245
+00:19:53,170 --> 00:19:56,630
+الوسائل التعليمية اللي هو بيستخدمها، بنشوف أسئلة
+
+246
+00:19:56,630 --> 00:20:00,470
+الاختبارات اللي المدرس بيقدمها للطالب، هو المدرس
+
+247
+00:20:00,470 --> 00:20:04,090
+ابتديش يعمل اختبار، بتلع طلابها كلهم ناجحين، لما
+
+248
+00:20:04,090 --> 00:20:08,770
+بيجي بدخلوا اختبار جاي من الوزارة، بيرسبوا، معنا
+
+249
+00:20:08,770 --> 00:20:12,630
+ذلك أن أدوات الاختبارات اللي هي بتستخدمها والأسئلة
+
+250
+00:20:12,630 --> 00:20:17,610
+مستواهامتدني وبالتالي كل طلابها بنجحوا في اختبارها
+
+251
+00:20:17,610 --> 00:20:21,270
+لكن لما بدخلوا في اختبار نهاية الفصيل مستوقعهم
+
+252
+00:20:21,270 --> 00:20:24,430
+متدني وبالتالي هنا لابد من تشخيص الواقع كما هو
+
+253
+00:20:24,430 --> 00:20:28,910
+تحديد نقاط القوة تحديد نقاط الضعف نقاط القوة بنقوم
+
+254
+00:20:28,910 --> 00:20:38,290
+على تدعيمها أما نقاط الضعف بنرسم خطة اللي هو علاجي
+
+255
+00:20:40,700 --> 00:20:45,520
+هنا الهدف الأساسي من عملية التقويم أن نقوم بعملية
+
+256
+00:20:45,520 --> 00:20:51,430
+التشخيصوالعلاج وهذا كله طبعاً يستند على مجموعة
+
+257
+00:20:51,430 --> 00:20:55,630
+أساسية من الأسس الأساسية اللي هي الشمول والتنوع
+
+258
+00:20:55,630 --> 00:20:59,690
+والاستمرارية بنستخدم أدوات متنوعة نرتبط بالبيئة
+
+259
+00:20:59,690 --> 00:21:03,330
+العالمية نرتبط بالإطار الوطني الإقليمي ثم في
+
+260
+00:21:03,330 --> 00:21:07,490
+الإطار المحلي حتى نصل إلى مستوى المعلم والطالب
+
+261
+00:21:07,490 --> 00:21:12,730
+وبالتالي هنا بنخرج بنتائج بنقول بعد ما استخدلنا كل
+
+262
+00:21:12,730 --> 00:21:17,620
+هذه الأشياء أنه هل منهجنا كفوء أو غير كفوءهل يصل
+
+263
+00:21:17,620 --> 00:21:22,000
+إلى مستوى كفاءة؟ هل يحقق فاعلية لدى هؤلاء الطلاب؟
+
+264
+00:21:22,000 --> 00:21:26,200
+الآن نبدأ نبحث في هذه الأشياء بنشوف في النهاية إيش
+
+265
+00:21:26,200 --> 00:21:30,840
+اللي طالع عنا و بنبدأ نشتغل عليه هل كله سيء؟ لو
+
+266
+00:21:30,840 --> 00:21:34,720
+طلعنا على منهجنا الفلسطيني هل كله سيء؟ أكيد فيه
+
+267
+00:21:34,720 --> 00:21:39,620
+نقاطقوة okay نقاط إيجابية هو بياخد بالمستحدثات هو
+
+268
+00:21:39,620 --> 00:21:42,900
+بينام الانتماء هو مرتبط بالبيئة الفلسطينية وكذا
+
+269
+00:21:42,900 --> 00:21:47,540
+لكن في عند نقاط ضعف وبالتالي هذه بتحتاج إلى علاج
+
+270
+00:21:47,540 --> 00:21:51,480
+علشان نقوم بعلاج المنهج نحتاج إلى القيام بعملية
+
+271
+00:21:51,480 --> 00:22:02,980
+تسمى التطوير منهج يحدث التطوير التقويم
+
+272
+00:22:02,980 --> 00:22:08,520
+بيدي إلى حدوثالتطوير للمنهج، مافيش عملية تطوير
+
+273
+00:22:08,520 --> 00:22:12,860
+بدون عملية تقويم، لازم أول حاجة أعمل عملية تقويم
+
+274
+00:22:12,860 --> 00:22:17,180
+وبعد ذلك هطلع بنتائج، الآن بعرف أنا وين رايح
+
+275
+00:22:17,180 --> 00:22:20,740
+بالظبط وبدي أعمل عملية تطوير، ما المقصود بالتطوير
+
+276
+00:22:24,600 --> 00:22:28,500
+أدخل التحسينات في الجوانب التي أثبت التقويم أنها
+
+277
+00:22:28,500 --> 00:22:33,480
+بحاجة إلى رفع كفاءة وتحسين أحسنتي، عملية تحسين
+
+278
+00:22:33,480 --> 00:22:38,600
+كافة جوانب المنهاج التي أثبتت عملية التقويم
+
+279
+00:22:38,600 --> 00:22:45,080
+للمنهاج حاجتها للتعديل والتحسين وبالتالي عملية
+
+280
+00:22:45,080 --> 00:22:50,410
+تحسين، بس عملية تحسين شاملةأحنا اتكلمنا قولنا احنا
+
+281
+00:22:50,410 --> 00:22:54,590
+في الاثراء قولنا ان هو عملية جزئية يعني لأي اتخلل
+
+282
+00:22:54,590 --> 00:22:57,590
+في المفاهيم بصلح المفاهيم لأي اتخلل بالثوار بصلح
+
+283
+00:22:57,590 --> 00:23:02,270
+الثوار لكن عملية التطوير بتكون عملية شاملة شاملة
+
+284
+00:23:02,270 --> 00:23:06,570
+لما انا بدي اعدل في المفاهيم لازم اعدل في الأهداف
+
+285
+00:23:06,570 --> 00:23:10,210
+لازم اعدل في طرق التدريس لازم اعدل في الاختبارات
+
+286
+00:23:10,210 --> 00:23:14,850
+وبالتالي العملية هنا عملية شاملة وبتتناول الأسس
+
+287
+00:23:14,850 --> 00:23:18,670
+والمنطلقات لأن الان انا بدي اعمل تطوير للمنهجيبقى
+
+288
+00:23:18,670 --> 00:23:24,070
+من الذي يقوم بعملية التطوير؟ المؤسسات التعليمية
+
+289
+00:23:24,070 --> 00:23:28,310
+المؤسسات التعليمية، الخبراء، مسؤولين، مستشارين،
+
+290
+00:23:28,310 --> 00:23:33,470
+أيوة مين كمان ممكن يشارك في عملية التطوير؟ المعلم،
+
+291
+00:23:33,470 --> 00:23:37,510
+المشرفين ممكن يشارك المعلم، المشرف، مؤسسات
+
+292
+00:23:37,510 --> 00:23:40,070
+المجتمع، هل تشارك؟ مؤسسات الإجتماعية والاقتصادية
+
+293
+00:23:40,070 --> 00:23:43,430
+أيوة، لابد إنها تشارك المؤسسات الإجتماعية ومؤسسات
+
+294
+00:23:43,430 --> 00:23:48,170
+الاقتصادية ممكن يشارك المعلمين في بعض مشكلتهمرأي
+
+295
+00:23:48,170 --> 00:23:52,330
+الطالب عندي مهم .. رأي الطالب هو بيدخل في عملية
+
+296
+00:23:52,330 --> 00:23:57,290
+التقويم، لكن الطالب لا يشارك في التقوير، لأنه الآن
+
+297
+00:23:57,290 --> 00:24:01,890
+أنا مهم عيدي، مثلا الطالب قاللي أنه المنهج كبير،
+
+298
+00:24:01,890 --> 00:24:05,590
+الطالب ماقدرش أن أحكم من خلال كلمات الطالب على مدى
+
+299
+00:24:05,590 --> 00:24:08,270
+كبر اللي هو المنهج، لكن وين بيجيني أنا مستوى
+
+300
+00:24:08,270 --> 00:24:14,870
+الطالب؟ هنابشوف الطالب هل قدر أنه يحل أسئلة على
+
+301
+00:24:14,870 --> 00:24:17,930
+المستوى العالمى، على المستوى الوطني، هل اختبارات
+
+302
+00:24:17,930 --> 00:24:22,030
+التحصيلية العادية هو بينجح فيها، الآن بشوف أنا من
+
+303
+00:24:22,030 --> 00:24:26,150
+خلال هذه الأشياءإذا الطالب عنده إمكانات ولا
+
+304
+00:24:26,150 --> 00:24:29,190
+ماعندوش، باخد أراء الأهالي، باخد اللي هو أراء
+
+305
+00:24:29,190 --> 00:24:33,530
+المربين، كل هدولة بيشاركوا في عملية اللي هي تقيين
+
+306
+00:24:33,530 --> 00:24:37,490
+المنهجة، لكن في عملية التطوير، ده عايز أقول لولي
+
+307
+00:24:37,490 --> 00:24:40,610
+الأمر تعال شاركنا في التطوير، هذه الأشياء بتاعة
+
+308
+00:24:40,610 --> 00:24:44,330
+خبرات، لكن ممكن تشارك فيها المؤسسات، يعني إذا في
+
+309
+00:24:44,330 --> 00:24:48,880
+نظام اقتصادي جديدالمفروض احنا بنتعامل مع الملحاجة،
+
+310
+00:24:48,880 --> 00:24:52,680
+بنتعامل مع هذا النظام الاقتصادي، فيه نظام اجتماعي،
+
+311
+00:24:52,680 --> 00:24:56,480
+فيه تطوير في النظام الاجتماعي، فيه أشياء استجدت في
+
+312
+00:24:56,480 --> 00:24:59,140
+التكنولوجيا المعلومات، يعني زمان مثلا كانت وسائر
+
+313
+00:24:59,140 --> 00:25:02,480
+الاتصال، التليفون والتليغراف، الآن نيجي نقول
+
+314
+00:25:02,480 --> 00:25:05,980
+لمزارة الاتصالات تعالوا، يا الناس اللي بتعملوا في
+
+315
+00:25:05,980 --> 00:25:09,400
+ال IT، احنا بدنا نضيف جزئية في منهج التكنولوجيا،
+
+316
+00:25:09,400 --> 00:25:13,420
+في منهج العلوم عن الاتصالاتما هو الجديد في عالم
+
+317
+00:25:13,420 --> 00:25:17,560
+الاتصالة علشان احنا ندرجه ضمن المناهج، مانفعش ان
+
+318
+00:25:17,560 --> 00:25:19,980
+احنا ندرس الطلاب في المدرسة على التليغراف، فهم
+
+319
+00:25:19,980 --> 00:25:26,530
+الآن أصبحوا في عصر متطور جدا، وسائل الاتصالأصبحت
+
+320
+00:25:26,530 --> 00:25:30,010
+مكتسحة في كل المجالات، يبقى، أنا ما بنفعش يعني إن
+
+321
+00:25:30,010 --> 00:25:33,190
+احنا نكون بعيدين، يبقى بتشارك مؤسسات المجتمع، يبقى
+
+322
+00:25:33,190 --> 00:25:38,990
+هذه عملية التطوير عملية كبيرة، عملية وطنية بتقوم
+
+323
+00:25:38,990 --> 00:25:43,070
+فيها المؤسسة التعليمية بالمشاركة مع كافة مؤسسات
+
+324
+00:25:43,070 --> 00:25:49,910
+المجتمع يشرف عليها الخبراء وبالتالي هي عملية تحصيل
+
+325
+00:25:49,910 --> 00:25:54,760
+لكافة الجوانب اللي ظهرت بعد عملية التقويموبالتالي
+
+326
+00:25:54,760 --> 00:26:00,620
+هذه العملية تتناول الأسس والمنطلقات والأهداف لأننا
+
+327
+00:26:00,620 --> 00:26:19,700
+نقول إن هذه العملية عملية شاملة عملية
+
+328
+00:26:19,700 --> 00:26:23,360
+تحسين شاملة لكافة
+
+329
+00:26:31,640 --> 00:26:37,400
+طبعا يقوم بيها المؤسسات
+
+330
+00:26:37,400 --> 00:26:55,260
+التعليمية ومؤسسات المجتمع طبعا مع الخبراء خبراء
+
+331
+00:26:55,260 --> 00:26:55,740
+academic
+
+332
+00:26:59,900 --> 00:27:05,780
+وتربوين طبعا هدأت التطوير يعني زي ما قلنا بيحتشارك
+
+333
+00:27:05,780 --> 00:27:09,640
+فيه مؤسسات المجتمع يبقى لابد أن تكون فيه هناك
+
+334
+00:27:09,640 --> 00:27:13,940
+حاجات وأسباب أساسية من أهم الأسباب اللي احنا ممكن
+
+335
+00:27:13,940 --> 00:27:18,500
+نحطها زي ما احنا وضعنا مبررات لتصميم في عدة أسباب
+
+336
+00:27:18,500 --> 00:27:23,230
+للتطويرلازم يكون في حدث عشان انا اعمل نقلة نوعية
+
+337
+00:27:23,230 --> 00:27:27,030
+انا ممكن اظل الإثراء يحللي المشكلة لكن وقتش انا
+
+338
+00:27:27,030 --> 00:27:30,590
+بحتاج هذه العملية عندما تزيد اللي هي عيوب المنهج
+
+339
+00:27:30,590 --> 00:27:34,290
+كل ما زادت العيوب يعني احنا بنقدر نعالج، بنظل
+
+340
+00:27:34,290 --> 00:27:37,390
+نعالج، نبتدعي نعالج، لكن لما ن .. وقتش بنحتاج ان
+
+341
+00:27:37,390 --> 00:27:42,130
+احنا نعيد صياغة المنهج لما تزيد العيوب والنواقص
+
+342
+00:27:42,130 --> 00:27:45,850
+الموجودة وبالتالي هنا بيكون في عندى مبررات واضحة
+
+343
+00:27:45,850 --> 00:27:50,980
+من أهم هذه المبررات اللي احنا ممكن نرتكز عليهاعدم
+
+344
+00:27:50,980 --> 00:27:56,200
+الكفاءة عدم الكفاءة اللي هي مستويات التحصيل للطلاب
+
+345
+00:27:56,200 --> 00:28:00,620
+هذه كانت من المبررات بالنسبة للمنهج في حصل تطور
+
+346
+00:28:00,620 --> 00:28:04,180
+علمي و تطور technology مش احنا بنقول احنا بنسأل
+
+347
+00:28:04,180 --> 00:28:06,820
+وزارة الاتصالات و ال IT و كذا إيش اللي حصل عندكم
+
+348
+00:28:06,820 --> 00:28:10,440
+وبالتالي بنشوف احنا إيش التطورات اللي حصل ممكن
+
+349
+00:28:10,440 --> 00:28:15,020
+نحتاج إلى تطوير المنهج إذا حدث ما يسمى بتغير في
+
+350
+00:28:15,020 --> 00:28:21,770
+أيديولوجية المجتمعماذا يعني التغير الأيدولوجي؟
+
+351
+00:28:21,770 --> 00:28:27,430
+أحسنتي، تغير في السماده السائدة في داخل المجتمع،
+
+352
+00:28:27,430 --> 00:28:30,310
+يعني كانوا الناس مثلا منفتحين جدا، صار في عندهم
+
+353
+00:28:30,310 --> 00:28:36,570
+اتجاه للتدين، للالتزام، الآن صار في تغير في سماده
+
+354
+00:28:36,570 --> 00:28:39,750
+المجتمع، كان هذا المجتمع مثلا زراعي، صار في عنده
+
+355
+00:28:39,750 --> 00:28:44,970
+تحول للصناعةفصار فيه تحول في سمات المجتمع، يبقى
+
+356
+00:28:44,970 --> 00:28:48,170
+هنا عندما يحصل عندي نوع من التغير الأيدولوجي في
+
+357
+00:28:48,170 --> 00:28:52,370
+داخل المجتمع، نحتاج إلى تطوير المنهج وبالتالي هنا
+
+358
+00:28:52,370 --> 00:29:02,110
+بنقول إن هو يتم تحديد أسباب التطوير اللي هي ممكن
+
+359
+00:29:02,110 --> 00:29:07,670
+تكون في المجال التطور العلمي، ممكن التغير
+
+360
+00:29:07,670 --> 00:29:10,230
+الأيدولوجي
+
+361
+00:29:11,890 --> 00:29:22,210
+ممكن أيضًا اللي هي مستويات التحصيل مستويات الكفاءة
+
+362
+00:29:22,210 --> 00:29:25,450
+للمنهاج
+
+363
+00:29:25,450 --> 00:29:30,170
+فنقول إن هذه أسباب ممكن تتقعد أو تدى إلى عملية
+
+364
+00:29:30,170 --> 00:29:39,830
+التطوير فضلا يبقى هنا عملية التطوير عملية طبعا
+
+365
+00:29:39,830 --> 00:29:47,210
+تتمبصورة شاملة تتضمن
+
+366
+00:29:47,210 --> 00:29:56,570
+الأسس والمنطلقات والأهداف وكافة
+
+367
+00:29:56,570 --> 00:30:05,050
+مكونات المدارس بدي
+
+368
+00:30:05,050 --> 00:30:08,070
+طالبة كده ممتازة اقارنلي بين الإسراء والتطوير
+
+369
+00:30:13,070 --> 00:30:17,170
+الإفراء نتيجي تخليل المنهج، أما التطوير هذه نتيجة
+
+370
+00:30:17,170 --> 00:30:22,250
+بعد التطبيق والتقويم، في الإفراء يقوم به المعلم،
+
+371
+00:30:22,250 --> 00:30:26,710
+أما .. أما التطوير يقوم بتقوم بالمؤسسة التعليمية
+
+372
+00:30:26,710 --> 00:30:31,620
+بمشاركة مؤسسات المجتمع حتى إشراف الخبراءالإفرا
+
+373
+00:30:31,620 --> 00:30:37,820
+عملية فردية أما التطوير عملية يعني كل حم شارك فيها
+
+374
+00:30:37,820 --> 00:30:47,720
+عملية كلية شاملة إفرا جزئية والتطوير شامل والتطوير
+
+375
+00:30:47,720 --> 00:30:50,760
+شامل أحسن تبارك الله كله ان شاء الله يعني بيكونوا
+
+376
+00:30:50,760 --> 00:30:54,400
+.. فهمتوا؟ في أي سؤال؟ يعافيكم العافية
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..bda087f936ea839fbdfd91606d4d01164da76fda
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/C2f16RQ3at8_raw.json
@@ -0,0 +1 @@
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"end": 1817.99, "word": " التطبيق", "probability": 0.968017578125}, {"start": 1817.99, "end": 1819.73, "word": " والتقويم،", "probability": 0.8033854166666666}, {"start": 1819.73, "end": 1820.19, "word": " في", "probability": 0.37890625}, {"start": 1820.19, "end": 1820.61, "word": " الإفراء", "probability": 0.959716796875}, {"start": 1820.61, "end": 1820.99, "word": " يقوم", "probability": 0.98974609375}, {"start": 1820.99, "end": 1821.21, "word": " به", "probability": 0.421875}, {"start": 1821.21, "end": 1822.25, "word": " المعلم،", "probability": 0.803466796875}, {"start": 1822.25, "end": 1822.69, "word": " أما", "probability": 0.968505859375}, {"start": 1822.69, "end": 1823.11, "word": " ..", "probability": 0.677734375}, {"start": 1823.11, "end": 1824.15, "word": " أما", "probability": 0.92529296875}, {"start": 1824.15, "end": 1824.89, "word": " التطوير", "probability": 0.9844970703125}, {"start": 1824.89, "end": 1825.25, "word": " يقوم", "probability": 0.98193359375}, {"start": 1825.25, "end": 1825.59, "word": " بتقوم", "probability": 0.7181803385416666}, {"start": 1825.59, "end": 1826.19, "word": " بالمؤسسة", "probability": 0.951171875}, {"start": 1826.19, "end": 1826.71, "word": " التعليمية", "probability": 0.9751953125}, {"start": 1826.71, "end": 1827.39, "word": " بمشاركة", "probability": 0.918212890625}, {"start": 1827.39, "end": 1828.07, "word": " مؤسسات", "probability": 0.9505859375}, {"start": 1828.07, "end": 1828.51, "word": " المجتمع", "probability": 0.98876953125}, {"start": 1828.51, "end": 1828.75, "word": " حتى", "probability": 0.56402587890625}, {"start": 1828.75, "end": 1829.15, "word": " إشراف", "probability": 0.5987548828125}, {"start": 1829.15, "end": 1829.83, "word": " الخبراء", "probability": 0.7899576822916666}], "temperature": 1.0}, {"id": 74, "seek": 185440, "start": 1830.5, "end": 1854.4, "text": "الإفرا عملية فردية أما التطوير عملية يعني كل حم شارك فيها عملية كلية شاملة إفرا جزئية والتطوير شامل والتطوير شامل أحسن تبارك الله كله ان شاء الله يعني بيكونوا .. فهمتوا؟ في أي سؤال؟ يعافيكم العافية", "tokens": [6027, 28814, 5172, 23557, 6225, 42213, 10632, 6156, 2288, 3215, 10632, 5551, 15042, 16712, 9566, 2407, 13546, 6225, 42213, 10632, 37495, 22653, 28242, 11331, 2304, 13412, 9640, 4117, 8978, 11296, 6225, 42213, 10632, 28242, 10632, 13412, 10943, 37977, 11933, 5172, 23557, 10874, 11622, 19986, 10632, 16070, 2655, 9566, 2407, 13546, 13412, 10943, 1211, 16070, 2655, 9566, 2407, 13546, 13412, 10943, 1211, 5551, 5016, 3794, 1863, 6055, 3555, 9640, 4117, 21984, 28242, 3224, 16472, 13412, 16606, 21984, 37495, 22653, 4724, 1829, 30544, 14407, 4386, 6156, 16095, 2655, 14407, 22807, 8978, 36632, 8608, 33604, 6027, 22807, 37495, 31845, 1829, 24793, 18863, 31845, 10632], "avg_logprob": -0.20312499663993425, "compression_ratio": 2.04, "no_speech_prob": 1.1324882507324219e-06, "words": [{"start": 1830.5, "end": 1831.62, "word": "الإفرا", "probability": 0.684722900390625}, {"start": 1831.62, "end": 1832.14, "word": " عملية", "probability": 0.9055989583333334}, {"start": 1832.14, "end": 1832.9, "word": " فردية", "probability": 0.9482421875}, {"start": 1832.9, "end": 1834.04, "word": " أما", "probability": 0.6640625}, {"start": 1834.04, "end": 1835.82, "word": " التطوير", "probability": 0.9024658203125}, {"start": 1835.82, "end": 1836.42, "word": " عملية", "probability": 0.9500325520833334}, {"start": 1836.42, "end": 1836.68, "word": " يعني", "probability": 0.9267578125}, {"start": 1836.68, "end": 1836.96, "word": " كل", "probability": 0.455322265625}, {"start": 1836.96, "end": 1837.14, "word": " حم", "probability": 0.732177734375}, {"start": 1837.14, "end": 1837.52, "word": " شارك", "probability": 0.9523111979166666}, {"start": 1837.52, "end": 1837.82, "word": " فيها", "probability": 0.989013671875}, {"start": 1837.82, "end": 1838.4, "word": " عملية", "probability": 0.96142578125}, {"start": 1838.4, "end": 1839.18, "word": " كلية", "probability": 0.768798828125}, {"start": 1839.18, "end": 1840.36, "word": " شاملة", "probability": 0.9895833333333334}, {"start": 1840.36, "end": 1843.1, "word": " إفرا", "probability": 0.709228515625}, {"start": 1843.1, "end": 1844.1, "word": " جزئية", "probability": 0.9599609375}, {"start": 1844.1, "end": 1846.52, "word": " والتطوير", "probability": 0.8350341796875}, {"start": 1846.52, "end": 1847.06, "word": " شامل", "probability": 0.98486328125}, {"start": 1847.06, "end": 1847.72, "word": " والتطوير", "probability": 0.87744140625}, {"start": 1847.72, "end": 1848.06, "word": " شامل", "probability": 0.9908854166666666}, {"start": 1848.06, "end": 1848.36, "word": " أحسن", "probability": 0.79449462890625}, {"start": 1848.36, "end": 1848.72, "word": " تبارك", "probability": 0.81787109375}, {"start": 1848.72, "end": 1848.88, "word": " الله", "probability": 0.9609375}, {"start": 1848.88, "end": 1849.36, "word": " كله", "probability": 0.5384521484375}, {"start": 1849.36, "end": 1849.68, "word": " ان", "probability": 0.54443359375}, {"start": 1849.68, "end": 1849.9, "word": " شاء", "probability": 0.97705078125}, {"start": 1849.9, "end": 1850.08, "word": " الله", "probability": 0.95849609375}, {"start": 1850.08, "end": 1850.34, "word": " يعني", "probability": 0.971923828125}, {"start": 1850.34, "end": 1850.76, "word": " بيكونوا", "probability": 0.859375}, {"start": 1850.76, "end": 1850.84, "word": " ..", "probability": 0.3359375}, {"start": 1850.84, "end": 1851.36, "word": " فهمتوا؟", "probability": 0.8009765625}, {"start": 1851.36, "end": 1851.44, "word": " في", "probability": 0.9326171875}, {"start": 1851.44, "end": 1851.56, "word": " أي", "probability": 0.72021484375}, {"start": 1851.56, "end": 1852.96, "word": " سؤال؟", "probability": 0.97509765625}, {"start": 1852.96, "end": 1853.98, "word": " يعافيكم", "probability": 0.7974853515625}, {"start": 1853.98, "end": 1854.4, "word": " العافية", "probability": 0.9236653645833334}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 1854.62425, "duration_after_vad": 1744.519374999996}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg.srt
new file mode 100644
index 0000000000000000000000000000000000000000..dedec4eead6d37a29362be0ee5b8e7c52358469e
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg.srt
@@ -0,0 +1,1942 @@
+1
+00:00:21,260 --> 00:00:28,080
+بسم الله الرحمن الرحيم السلام عليكم كيف حالكم؟ طيب
+
+2
+00:00:28,080 --> 00:00:30,860
+احنا بدأنا في المحاضرة الماضية اللي هي مقارنة بين
+
+3
+00:00:30,860 --> 00:00:35,460
+المنهاج التقليدي ومنهاج الحديث، بدنا نذكر بعض هذه
+
+4
+00:00:35,460 --> 00:00:39,280
+الجوانب ونستكمل الجوانب اللي تبقت عنها في هذا
+
+5
+00:00:39,280 --> 00:00:43,300
+الجدول، كيف نظرة المنهاج الحديث بالنسبة للطالب
+
+6
+00:00:43,300 --> 00:00:47,640
+وكيف نظرة المنهاج التقليدي؟ تفضلي
+
+7
+00:00:50,320 --> 00:00:54,000
+المنهج يطالب بأن يكون فعالاً، ويتنمي
+
+8
+00:00:54,000 --> 00:00:59,260
+السماع، نموّاً شاملاً للمتعلم، أما المنهج
+
+9
+00:00:59,260 --> 00:01:04,400
+التقليدي، فقد يُضرب المثل أنه يقتصر على أن يكون طالبًا، وعقلًا يجمع
+
+10
+00:01:04,400 --> 00:01:07,520
+على الحفظ، وبالمعلومات، بدون أن يكون فعّالاً، وبدون
+
+11
+00:01:07,520 --> 00:01:11,080
+مراعاة للفردية، وبدون مراعاة للفروق الفردية
+
+12
+00:01:12,430 --> 00:01:15,130
+بارك الله فيكِ، يبقى هنا المنهج الحديث اهتم بالنمو
+
+13
+00:01:15,130 --> 00:01:18,470
+الشامل والمتكامل بالنسبة للمتعلم، اهتم بإيجابية
+
+14
+00:01:18,470 --> 00:01:22,070
+المتعلم، اهتم بتكوين العادات الإيجابية، اهتم
+
+15
+00:01:22,070 --> 00:01:27,030
+بمراعاة الفروق الفردية، كل هذه الأشياء كانت مهملة
+
+16
+00:01:27,030 --> 00:01:30,290
+في المنهج التقليدي، لأنه كان ينظر للطالب بصورة
+
+17
+00:01:30,290 --> 00:01:33,430
+سلبية، وإنه يستطيع استقبال أي معلومة يمكن أن
+
+18
+00:01:33,430 --> 00:01:36,650
+يستقبلها في هذا the journey، كيف نظر المنهج الحديث
+
+19
+00:01:36,650 --> 00:01:40,250
+للجو المدرسي العام، وكيف نظر له المنهج التقليدي؟
+
+20
+00:01:40,250 --> 00:01:41,530
+تفضلي
+
+21
+00:01:44,020 --> 00:01:47,660
+بتسبب شعوراً لدى الطلاب بالملل، والتسرب من المدارس
+
+22
+00:01:47,660 --> 00:01:51,960
+لكن بالمنهج الحديث، المدرسة عملت على توفير أنشطة
+
+23
+00:01:51,960 --> 00:01:53,300
+طلابية للطلاب
+
+24
+00:01:57,920 --> 00:02:01,500
+ممتاز جداً، يبقى المنهج الحديث عزز الأنشطة، مشاركة
+
+25
+00:02:01,500 --> 00:02:05,800
+الطلاب ما يتناسب مع ميولهم واهتماماتهم وقدراتهم
+
+26
+00:02:05,800 --> 00:02:09,300
+العقلية وقدراتهم الاجتماعية أيضاً، كل هذه الأشياء
+
+27
+00:02:09,300 --> 00:02:12,780
+تعززت في المنهج الحديث، وبالتالي أصبح فيه أنشطة في
+
+28
+00:02:12,780 --> 00:02:16,420
+كافة المساقات، في أنشطة مدرسية عامة، هذه الأشياء
+
+29
+00:02:16,420 --> 00:02:19,180
+عندما أهملت في المنهج التقليدي، طبعاً تسببت في
+
+30
+00:02:19,180 --> 00:02:24,070
+التسرب من المدارس، دور المعلم تغير بصورة كبيرة
+
+31
+00:02:24,070 --> 00:02:27,550
+وبالتالي المنهج الحديث، عدد من دور المعلم، كيف
+
+32
+00:02:27,550 --> 00:02:30,690
+تعامل المنهج الحديث مع المعلم، وكيف تعامل معاه
+
+33
+00:02:30,690 --> 00:02:35,130
+المنهج التقليدي؟ تفضلي، بالنسبة لي المنهج التقليدي
+
+34
+00:02:35,130 --> 00:02:38,510
+تعامل مع المعلم على وصفة واحدة، هو تقديم المعلومات
+
+35
+00:02:38,510 --> 00:02:41,830
+واتباع أدوار مُكتوبة منه، أما بالنسبة لي
+
+36
+00:02:41,830 --> 00:02:45,830
+المنهج الحديث، تعامل مع المعلم على أنهم ليسوا مجرد
+
+37
+00:02:45,830 --> 00:02:51,680
+مُلقّنين، وأعطاهم فرصة لتوسيع أدوارهم، المعلم هنا ممتاز
+
+38
+00:02:51,680 --> 00:02:55,600
+جداً، يبقى هنا المعلم أصبح مُوجّهاً، أصبح مُرشداً، أصبح
+
+39
+00:02:55,600 --> 00:03:00,780
+مرافقاً للطالب، أصبح هذا المعلم له أدوار مختلفة عن
+
+40
+00:03:00,780 --> 00:03:04,200
+دور الملقّن بالنسبة للطالب، وبالتالي يعني الصورة
+
+41
+00:03:04,200 --> 00:03:07,440
+الأولى اللي كانت موجودة، أن كل الدور على المعلم،
+
+42
+00:03:07,440 --> 00:03:11,120
+هذه الصورة اللي كانت تقول إن المعلم إيجابي، والطالب
+
+43
+00:03:11,120 --> 00:03:14,180
+سلبي، أصبحت العملية مشاركة بين المعلم وبين الطالب
+
+44
+00:03:14,520 --> 00:03:18,440
+الآن سوف نرى كيف نظرة المنهج التقليدي لطرائق
+
+45
+00:03:18,440 --> 00:03:24,560
+التدريس، وكيف نظرة لها المنهج الحديث، المنهج التقليدي
+
+46
+00:03:24,560 --> 00:03:28,100
+يستخدم نظام الحفظ والتلقين، ولم يكن يعتمد
+
+47
+00:03:28,100 --> 00:03:30,860
+على التكنولوجيا، بالإضافة أن المعلم هو اللي يمتلك
+
+48
+00:03:30,860 --> 00:03:34,400
+المعرفة، وبالتالي هو اللي سيعطيها، ويلقّنها للطالب، بينما
+
+49
+00:03:34,400 --> 00:03:37,100
+في المنهج الحديث، اعتمدوا على استخدام التكنولوجيا،
+
+50
+00:03:37,100 --> 00:03:40,500
+اعتمدوا على طرق الاكتشاف والاستقصاء، اعتمدوا على
+
+51
+00:03:40,500 --> 00:03:43,300
+تنوع طرق التعليم بما يتناسب مع المادة الدراسية، مع
+
+52
+00:03:43,300 --> 00:03:46,670
+طبيعة المتعلم، ومع طبيعة الأهداف المرجوّة، ممتاز جداً
+
+53
+00:03:46,670 --> 00:03:49,370
+يبقى الآن أصبح عندنا مجموعة كبيرة من طرائق
+
+54
+00:03:49,370 --> 00:03:53,270
+التدريس التي لم تكن موجودة سابقاً، سابقاً كانت موجودة
+
+55
+00:03:53,270 --> 00:03:56,750
+طريقة أو طريقتين، الغالبية تقوم على طريقة الإلقاء
+
+56
+00:03:56,750 --> 00:04:00,050
+وطريقة المحاضرة، طبعاً تُستخدم في المعلومات
+
+57
+00:04:00,050 --> 00:04:02,490
+الإنسانية، في العلوم الطبيعية تُستخدم طريقة
+
+58
+00:04:02,490 --> 00:04:06,550
+الاستنباط، لكن في المنهج الحديث، وظّفت التكنولوجيا
+
+59
+00:04:06,550 --> 00:04:10,450
+بصورة كبيرة جداً، أصبحت معظم طرائق التدريس تعتمد
+
+60
+00:04:10,450 --> 00:04:13,370
+على الاكتشاف، على أن الطالب بنفسه هو الذي يكتشف
+
+61
+00:04:13,930 --> 00:04:17,610
+المعلومة، وليست هناك طريقة مُفضّلة في التدريس، كل
+
+62
+00:04:17,610 --> 00:04:21,650
+الطرائق يمكن استخدامها إذا كانت تتناسب، يعني تستخدم
+
+63
+00:04:21,650 --> 00:04:25,010
+الطريقة إذا كانت تناسب طبيعة المادة الدراسية، إذا
+
+64
+00:04:25,010 --> 00:04:29,150
+كانت تناسب الموضوع الدراسي، طبيعة الطلاب، ميولهم،
+
+65
+00:04:29,150 --> 00:04:31,950
+احتياجاتهم، إذا كان هناك حاجة للتجريب، هناك
+
+66
+00:04:31,950 --> 00:04:35,730
+حاجة للرحلات الميدانية، هناك حاجة لأن يكون هناك
+
+67
+00:04:35,730 --> 00:04:39,550
+اكتشاف أو بحث، وبالتالي أصبحت متنوعة بصورة كبيرة
+
+68
+00:04:39,550 --> 00:04:42,730
+جداً، والتنوع في أساليب التدريس، والاستراتيجيات
+
+69
+00:04:42,730 --> 00:04:48,690
+المستخدمة، يُراعى الفروق الفردية دائماً، التنوع نضع
+
+70
+00:04:48,690 --> 00:04:52,650
+كلمة التنوع بجانب الفروق الفردية، كيف يمكن مراعاة
+
+71
+00:04:52,650 --> 00:04:55,110
+الفروق الفردية بالتنوع؟ تنوع الأساليب، تنوع
+
+72
+00:04:55,110 --> 00:04:58,050
+الوسائل، تنوع الطرائق، تنوع الأسئلة، كل هذه
+
+73
+00:04:58,050 --> 00:05:01,930
+الأشياء تُلائم الفروق الفردية، كما تطورت أساليب
+
+74
+00:05:01,930 --> 00:05:06,910
+التدريس، أيضاً تطورت أساليب التقويم، كيف تطورت أساليب
+
+75
+00:05:06,910 --> 00:05:11,430
+التقويم؟ تفضلي
+
+76
+00:05:13,570 --> 00:05:17,810
+كان غرضه فقط معرفة كم حصل الطالب من المعلومات، ولا
+
+77
+00:05:17,810 --> 00:05:23,930
+يتبع ذلك تعديل، وتقديم، وعلاج، أما التقويم الحديث
+
+78
+00:05:23,930 --> 00:05:30,150
+يتبعه علاج، وهو شامل، وممكن أن يكون ذا تنوع واسع
+
+79
+00:05:30,150 --> 00:05:36,220
+وتنوع في طرائقه، طريقة الأسئلة، أحسن، تبقى هنا الآن أصبح
+
+80
+00:05:36,220 --> 00:05:39,980
+عندنا تنوع شامل في أساليب التقويم، كانت أساليب
+
+81
+00:05:39,980 --> 00:05:42,940
+التقويم القديمة، أو التقليدية، تعتمد على أسلوبين،
+
+82
+00:05:42,940 --> 00:05:46,980
+الاختبارات الشفوية، والاختبارات التحريرية، وبالتالي
+
+83
+00:05:46,980 --> 00:05:49,520
+كان لابد للطالب أن يجتاز اختباراً شفوياً، وبعدين يجتاز
+
+84
+00:05:49,520 --> 00:05:53,260
+اختباراً تحريرياً، والاختبار التحصيلي كله قائم على
+
+85
+00:05:53,260 --> 00:05:56,880
+الأسئلة المقالية التي تُقيِّس... التي تُبيّن...
+
+86
+00:05:56,880 --> 00:06:01,060
+تُقيِّس مدى حفظ الطالب للمعلومات، الآن أصبحت أساليب
+
+87
+00:06:01,060 --> 00:06:04,000
+الاختبارات متنوعة، يعني أصبح عندنا
+
+88
+00:06:04,000 --> 00:06:07,220
+اختبارات تحريرية، أصبح عندنا بطاقات ملاحظة، أصبح عندنا
+
+89
+00:06:07,220 --> 00:06:11,000
+اختبارات عملية، اختبارات تركز على مدى فهم
+
+90
+00:06:11,000 --> 00:06:15,850
+الطالب للمعلومة، الأسئلة تغيرت، الأسئلة أيضاً بدل ما
+
+91
+00:06:15,850 --> 00:06:19,650
+هي كانت أسئلة مقالية، أصبحت أسئلة موضوعية، في صح
+
+92
+00:06:19,650 --> 00:06:22,910
+وخطأ، في إكمال، من متعدد، في اختيار من متعدد،
+
+93
+00:06:22,910 --> 00:06:25,370
+عندنا أيضاً إكمال فراغات، عندنا أسئلة
+
+94
+00:06:25,370 --> 00:06:28,290
+المزاوجة، عندنا أسئلة المقالية المقننة، التي
+
+95
+00:06:28,290 --> 00:06:32,130
+تكون محددة، وما المقصود مطلوب منها، الغرض من عملية
+
+96
+00:06:32,130 --> 00:06:37,410
+التقويم كله تغير، كان الغرض من التقويم هو قياس مدى
+
+97
+00:06:37,410 --> 00:06:40,090
+حفظ الطلبة للمعلومات، لكن عملية التقويم الحديثة
+
+98
+00:06:40,090 --> 00:06:45,500
+الغرض منها كشف نقاط القوة ونقاط الضعف لدى المتعلم،
+
+99
+00:06:45,500 --> 00:06:49,160
+يعني إذا أنتِ متعلمة في المدرسة مثلاً الابتدائية، في
+
+100
+00:06:49,160 --> 00:06:52,220
+المدرسة الأولى، وبالتالي هنا ممكن يكون الغرض من
+
+101
+00:06:52,220 --> 00:06:54,860
+الامتحان الذي عملتِه فقط أنك تُشخصي من الطلبة الذين
+
+102
+00:06:54,860 --> 00:06:58,500
+عندهم ضعف في الإملاء، من الطلبة الذين ليس عندهم قدرة
+
+103
+00:06:58,500 --> 00:07:01,340
+في كتابة بعض الأشياء، والمهارات التي درّبتِهم
+
+104
+00:07:01,340 --> 00:07:05,520
+عليها، سواء الهمزات الشمسية، أو ال... الهمزات، أو الأشياء
+
+105
+00:07:05,520 --> 00:07:08,680
+هذه التي تُدرّبون عليها، حروف المد، وبالتالي الغرض هو
+
+106
+00:07:08,680 --> 00:07:13,040
+عملية تشخيص، وبعد التشخيص لابد أن يكون هناك علاج،
+
+107
+00:07:13,040 --> 00:07:16,960
+تضع المعلمة خطة علاجية لتعديل سلوك الطلاب، وتنمية
+
+108
+00:07:16,960 --> 00:07:20,860
+قدراتهم، وبالتالي هنا أصبح الهدف من عملية التقويم
+
+109
+00:07:20,860 --> 00:07:24,200
+ليس فقط حفظ المعلومات، ولا يركّز في حفظ المعلومات،
+
+110
+00:07:24,200 --> 00:07:27,680
+لكن يركّز في التذكر، والفهم، والتطبيق، والتحليل،
+
+111
+00:07:27,680 --> 00:07:31,840
+والتركيب، ويأخذ في كل هذه الأشياء، العقاب البدني
+
+112
+00:07:31,840 --> 00:07:34,940
+صورته أيضاً اختلفت بين المنهج التقليدي، والمنهج
+
+113
+00:07:34,940 --> 00:07:40,100
+الحديث، كيف كان العقاب البدني في المنهج التقليدي؟
+
+114
+00:07:40,100 --> 00:07:41,900
+تفضلي؟
+
+115
+00:07:46,020 --> 00:07:49,680
+كان بشكل عام، العقاب مسموح به داخل المدارس، أو
+
+116
+00:07:49,680 --> 00:07:54,520
+من أجل العملية التربوية، والتأديبية، لكن في ال...
+
+117
+00:07:54,520 --> 00:07:58,880
+المنهج الحديث، تنوعت وسائل العقاب، لم تعد مجرد وسيلة
+
+118
+00:07:58,880 --> 00:08:03,900
+تأديبية، أصبحت هناك وسائل أخرى، من ناحية... العقاب
+
+119
+00:08:03,900 --> 00:08:08,780
+الذي يسحب شيئاً مرغوباً فيه، أو تعديل سلوك معيّن، وليس فقط
+
+120
+00:08:08,780 --> 00:08:13,020
+تأديبياً، أو على سلوك، يعني هي ليست بهذا الشكل، يعني هي
+
+121
+00:08:13,020 --> 00:08:15,580
+ليست أن تنوعت وسائل العقاب، يعني هكذا نحن يكونوا
+
+122
+00:08:15,580 --> 00:08:20,540
+يعني كيف يصنعون؟ طبعاً هو أصبح العقاب عقاباً تربوياً،
+
+123
+00:08:20,540 --> 00:08:24,260
+يعني لا عملية تربوية بدون عقاب، لكن المنهج
+
+124
+00:08:24,260 --> 00:08:28,420
+الحديث نبذ العقاب البدني، يعني نحن لو رجعنا إلى
+
+125
+00:08:28,420 --> 00:08:32,160
+الخلف، نجد أن كثيراً من المدارس كانت تستخدم
+
+126
+00:08:32,160 --> 00:08:36,470
+فيها الضرب، بشتى وسائله، وأنهم يضربوا الطالب على
+
+127
+00:08:36,470 --> 00:08:39,950
+يديه، على رجليه، يحبسوه في غرفة مقفلة، ويقولوا له هذه
+
+128
+00:08:39,950 --> 00:08:43,670
+غرفة الفيران، أو كذا، هذه الأشياء طبعاً التي كانت
+
+129
+00:08:43,670 --> 00:08:46,650
+تُستخدم في المدارس سابقاً، هذه الأشياء الآن أصبحت
+
+130
+00:08:46,650 --> 00:08:50,850
+مرفوضة تماماً، والمنهج الحديث يميل إلى نبذ العقاب
+
+131
+00:08:50,850 --> 00:08:54,670
+البدني، مافيش ضرب للطالب، ضرب على يديه، على رجليه،
+
+132
+00:08:54,670 --> 00:08:58,070
+على وجهه، ممنوع هذا الضرب، أطلقاً، لكن كيف ممكن أن يُعاقب
+
+133
+00:08:58,070 --> 00:09:02,270
+الطالب؟ في أساليب للعقاب، هذه أساليب تربوية، أن أنا
+
+134
+00:09:02,270 --> 00:09:08,330
+ممكن...ممكن نُبْلِغ ولي أمره، ونُبَلِّغه أنه عنده خلل
+
+135
+00:09:08,330 --> 00:09:11,950
+في سلوكه، ومحتاج إلى تعديل سلوك، أحرمه مثلاً من
+
+136
+00:09:11,950 --> 00:09:16,790
+معززات معيّنة، مثلاً جائزة، أو شيء، نعم، ممكن أنا
+
+137
+00:09:16,790 --> 00:09:19,970
+أُكافئ كل الطلبة الذين يجلسون مثلاً جيداً، أو
+
+138
+00:09:19,970 --> 00:09:22,670
+يعملون الواجب، أو كذا، يكون لهم تعزيز، هو
+
+139
+00:09:22,670 --> 00:09:27,600
+لا يأخذ هذا التعزيز، وبالتالي هو في المرة القادمة
+
+140
+00:09:27,600 --> 00:09:31,840
+نجد أنه يصير يتنافس حتى يحصل على هذا التعزيز،
+
+141
+00:09:31,840 --> 00:09:35,420
+طبعاً هذه الأشياء يعني يحاولون أن يجدوا أساليب
+
+142
+00:09:35,420 --> 00:09:39,500
+للعقاب، في بعض المدارس الحديثة يعملون مثلاً مقعداً
+
+143
+00:09:39,500 --> 00:09:43,440
+هكذا على الجنب، ويسمّونه هذا للمُعاقبين، أي طالب بشغب
+
+144
+00:09:43,440 --> 00:09:46,220
+أو كذا، يجلس فيه، هو يأخذ نفس الأشياء، يعني
+
+145
+00:09:46,220 --> 00:09:49,340
+يتعرض لنفس المعرفة، ويحل الأسئلة، ويشارك في
+
+146
+00:09:49,340 --> 00:09:53,890
+الأنشطة، لكن هو أمام زملائه، مُعاقب في هذا الشيء، يعني
+
+147
+00:09:53,890 --> 00:09:56,590
+هو يؤثر عليه أنه ثانيةً لا يحاول أن يجلس في
+
+148
+00:09:56,590 --> 00:09:59,890
+هذا المكان، وأن يكون مع زملائه، يعني أساليب، لكن
+
+149
+00:09:59,890 --> 00:10:03,210
+يعني لا تهدف إلى التعذيب النفسي، ولا التعذيب
+
+150
+00:10:03,210 --> 00:10:04,670
+الجسدي، تفضلي
+
+151
+00:10:08,830 --> 00:10:11,550
+جانب تقديم الأشياء، هذه في الجامعات معروفة، يعني هي
+
+152
+00:10:11,550 --> 00:10:15,370
+أكيد أن الطالب في الجامعة، حتى في كل العالم، يعني لا
+
+153
+00:10:15,370 --> 00:10:19,110
+يمكنه أن يتعرض للعذاب، للعقاب البدني، لكن أن هو في
+
+154
+00:10:19,110 --> 00:10:22,990
+أساليب للعقاب، يعني، لأن هنا الفعل من نوع رد الفعل
+
+155
+00:10:22,990 --> 00:10:25,770
+كما تقولين، رد الفعل من نوع الفعل، يعني الطالب يغش
+
+156
+00:10:25,770 --> 00:10:29,570
+في الامتحان، فتحرم دخوله الامتحان، أو تحرمه التسجيل
+
+157
+00:10:29,570 --> 00:10:33,270
+الطالب مثلاً عنده سلوك سيء، فممكن أن تحرميه من تسجيل
+
+158
+00:10:33,270 --> 00:10:36,610
+فصل، أو أن تُبعديه عن هذا الجانب، تُعْرضه لمجلس تأديب
+
+159
+00:10:36,610 --> 00:10:41,650
+يكون فيه هناك نوع من، اللي هو الجلسة للوعظ والإرشاد
+
+160
+00:10:41,650 --> 00:10:44,430
+له، بعد ذلك يكون فيه قرار، هذا موجود في كل
+
+161
+00:10:44,430 --> 00:10:48,050
+العالم، في كل الجامعات، أن محاكمة سلوك الطلبة
+
+162
+00:10:48,050 --> 00:10:51,990
+الذين لديهم سلوكيات خاطئة، السلوكيات الخارجة عن المألوف، التي هي
+
+163
+00:10:51,990 --> 00:10:55,670
+منها عمليات الغش، منها عمليات التكرار، هذه الأشياء
+
+164
+00:10:55,670 --> 00:10:59,040
+التي تحدث في هذا الإطار، تفضلي
+
+165
+00:10:59,040 --> 00:11:03,120
+أتقال يعني، مجلس التأديب في الجامعة هذه أساليب علاج تربوية؟ نعم،
+
+166
+00:11:03,120 --> 00:11:06,420
+طبعاً، طيب كيف يعني مثلاً طالب غش، تُفصلونه من
+
+167
+00:11:06,420 --> 00:11:09,760
+الجامعة؟ لا، لا، مافيش طالب غشّ يُفصل من الجامعة،
+
+168
+00:11:09,760 --> 00:11:15,680
+يعني يُسقِط في الفصل، أو بالمادة؟ هو الرسوب يكون
+
+169
+00:11:15,680 --> 00:11:20,200
+بالمادة، وليس بالفصل، أما ممكن أن يُحرم من تسجيل
+
+170
+00:11:20,200 --> 00:11:24,080
+فصل جديد، أما يُرسب فقط في المادة، وليس في كل المواد الأخرى التي هو
+
+223
+00:14:58,210 --> 00:15:01,490
+موجودة في داخل جسمك مع الأنسجة والخلايا الموجودة
+
+224
+00:15:01,490 --> 00:15:05,670
+كل هذه تتفاعل مع بعضها البعض، يكفل لك حياة جيدة لو
+
+225
+00:15:05,670 --> 00:15:10,430
+أي خلية أو أي جهاز عندك صار فيه عطب أو صار فيه مشكلة
+
+226
+00:15:10,430 --> 00:15:16,810
+تبقى الجسم كله بتقل كفاءته بالضبط، وهذا طبعًا من
+
+227
+00:15:16,810 --> 00:15:28,530
+تجيب لي حديثًا في هذا المعنى أحسن
+
+228
+00:15:28,530 --> 00:15:32,510
+يبقى هنا المسلمون كلهم جسد واحد، المفروض أن هذا
+
+229
+00:15:32,510 --> 00:15:35,470
+إحساس، شوف مفهوم النظام كيف يقدمه لنا
+
+230
+00:15:35,470 --> 00:15:39,110
+الإسلام، إنه نحن في تعاطف وفي توادّ وفي تراحم
+
+231
+00:15:39,110 --> 00:15:43,070
+بيننا، ولو أن أي إنسان من هؤلاء المسلمين حولنا
+
+232
+00:15:43,070 --> 00:15:46,090
+صار في عنده مشكلة، ولو أي دولة صار فيها مشكلة،
+
+233
+00:15:46,090 --> 00:15:50,530
+المفروض أن كل المسلمين يقومون ويساعدون هذا
+
+234
+00:15:50,530 --> 00:15:53,690
+أساس مبادئ الدين طبعًا، إنه نحن الآن بدنا ننظر
+
+235
+00:15:53,690 --> 00:15:58,910
+إلى العملية التربوية، العملية التربوية طبعًا هي أساس
+
+236
+00:15:58,910 --> 00:16:05,120
+مهم جدًا في المجتمع، وطبعًا نحن لكي نبني منهجًا، نحن
+
+237
+00:16:05,120 --> 00:16:09,460
+نبني مجتمعًا، يعني كيف يمكن أن نبني هؤلاء الطلاب؟
+
+238
+00:16:09,460 --> 00:16:12,420
+نحن نعلمهم الحساب، ونعلمهم عن التاريخ، ونعلمهم
+
+239
+00:16:12,420 --> 00:16:15,780
+عن الجغرافيا، ونعلمهم علومًا، ونعلمهم لغة بلدهم، و
+
+240
+00:16:15,780 --> 00:16:18,740
+نعلمهم لغة أجنبية أخرى من أجل أن يكونوا
+
+241
+00:16:18,740 --> 00:16:23,940
+مواطنين أكفاء صالحين، يقدرون أن يخدموا بلدهم، أن
+
+242
+00:16:23,940 --> 00:16:27,120
+يخرج منهم المدرسون، ويخرج منهم المهندسون، ويخرج منهم
+
+243
+00:16:27,120 --> 00:16:30,720
+الأطباء، ويخرج منهم العلماء الذين يساعدون في ما هو
+
+244
+00:16:30,720 --> 00:16:34,480
+هو تسيير الحياة بالدرجة الأولى، ثم تطوير هذه الحياة،
+
+245
+00:16:34,480 --> 00:16:38,020
+وأنهم يواجهون في المستقبل، وأنهم يقدرون أن يقدموا
+
+246
+00:16:38,020 --> 00:16:41,160
+خدمات جليلة لمجتمعهم، يبقى الآن هذا المنهج، هذه
+
+247
+00:16:41,160 --> 00:16:44,920
+المادة الدراسية التي نحن نعملها لها تأثير كبير جدًا
+
+248
+00:16:44,920 --> 00:16:48,220
+في صياغة أفراد المجتمع، وبالتالي هنا أقول إن
+
+249
+00:16:48,220 --> 00:16:51,340
+النظام التربوي، العملية التربوية نظام متكامل،
+
+250
+00:16:51,340 --> 00:16:55,640
+والمنهاج في ضوء هذا النظام، يعتبر نظام فرعي من
+
+251
+00:16:55,640 --> 00:17:00,300
+النظام التربوي، هذا التفاعل مهم جدًا، نظام المنهاج هو
+
+252
+00:17:00,300 --> 00:17:04,280
+مركز الأنظمة التربوية والاجتماعية، نشوف
+
+253
+00:17:14,470 --> 00:17:18,030
+زي ما نحن شايفين هنا، أن طبعًا النظام الأكبر هو
+
+254
+00:17:18,030 --> 00:17:22,570
+نظام المجتمع، مما يتكون نظام المجتمع؟ كم نظام
+
+255
+00:17:22,570 --> 00:17:29,250
+عندي فيه داخل المجتمع؟ نظام
+
+256
+00:17:29,250 --> 00:17:34,920
+التربية، أو نظام ال... لا، نظام المجتمع يتكون من
+
+257
+00:17:34,920 --> 00:17:39,280
+مجموعة من الأنظمة، أيوة، يعني كل مجتمع فيه نظام
+
+258
+00:17:39,280 --> 00:17:42,580
+سياسي، فيه نظام اقتصادي، فيه نظام إعلامي، فيه نظام
+
+259
+00:17:42,580 --> 00:17:46,580
+صحي، فيه نظام ثقافي، مش هذه الأشياء كلها موجودة في
+
+260
+00:17:46,580 --> 00:17:49,940
+داخل المجتمع؟ هذه الأشياء كلها لازم تعمل بكفاءة،
+
+261
+00:17:49,940 --> 00:17:52,960
+يعني فيه نظام صحي وفيه نظام تعليمي وفيه نظام إعلامي
+
+262
+00:17:52,960 --> 00:17:56,760
+وفيه نظام اقتصادي وفيه نظام سياسي، لو مجتمع تخيلنا
+
+263
+00:17:56,760 --> 00:18:00,700
+انهار فيه النظام الاقتصادي، هل بقية الأنظمة ستشتغل
+
+264
+00:18:00,700 --> 00:18:05,820
+بفعالية؟ ستختل الكفاءة لو انهار في هذه المنظومة
+
+265
+00:18:05,820 --> 00:18:09,960
+النظام الصحي، هل المنهج هذا سيكون فيه كفاءة، هذه
+
+266
+00:18:09,960 --> 00:18:13,500
+المنظومة التي هي الاجتماعية، يبقى هذه الأنظمة كلها
+
+267
+00:18:13,500 --> 00:18:16,220
+متداخلة في داخل المجتمع، كلها لازم تشتغل مع بعضها في
+
+268
+00:18:16,220 --> 00:18:20,120
+كفاءة، لازم النظام الصحي يكون شغال وكفوء، لازم
+
+269
+00:18:20,120 --> 00:18:23,460
+النظام التربوي يكون شغال، لازم النظام السياسي، لازم
+
+270
+00:18:23,460 --> 00:18:27,480
+النظام الثقافي، النظام الإعلامي، كل هذه الأنظمة
+
+271
+00:18:27,480 --> 00:18:31,480
+تشتغل مع بعضها البعض، قلب هذه الأنظمة الاجتماعية
+
+272
+00:18:31,480 --> 00:18:38,650
+الذي هو نظام التربية، ما دمنا نحن نتكلم عن أول
+
+273
+00:18:38,650 --> 00:18:47,650
+منظومة، التي هي نظام المجتمع، فيه سياسي، اقتصادي،
+
+274
+00:18:47,650 --> 00:18:54,190
+إعلامي، تربوي، صحي، وباقي الأشياء، هل هي نظام
+
+275
+00:18:54,190 --> 00:18:58,770
+التربية هو
+
+276
+00:18:58,770 --> 00:19:03,480
+قلب أنظمة المجتمع، لأن الذي أريده أن يخرج سياسيًا، و
+
+277
+00:19:03,480 --> 00:19:07,260
+اقتصاديًا، وإعلاميًا، والذي أريده أن يخرج في أي مكان
+
+278
+00:19:07,260 --> 00:19:12,500
+يجب أن يمر في نظام تربوي، فالنظام التربوي هو قلب أنظمة
+
+279
+00:19:12,500 --> 00:19:16,800
+المجتمع، النظام التربوي مما يتكون؟ من نظام
+
+280
+00:19:16,800 --> 00:19:23,220
+المنهاج، نظام الإدارة، نظام الإشراف، نظام
+
+281
+00:19:23,220 --> 00:19:30,510
+التعيينات، فيه عندنا مجموعة كبيرة، المتابعة مثلاً، هذه
+
+282
+00:19:30,510 --> 00:19:33,350
+فيه عندنا منظومة كبيرة، يعني فيه عندنا إدارات
+
+283
+00:19:33,350 --> 00:19:36,750
+للتعليم، فيه عندنا أيضًا جهاز للإشراف، فيه عندنا
+
+284
+00:19:36,750 --> 00:19:39,710
+جهاز للإدارة، فيه عندنا جهاز للمتابعة، فيه عندنا ناس
+
+285
+00:19:39,710 --> 00:19:42,530
+مسؤولون عن مباني المدارس، فيه عندنا ناس مسؤولون عن
+
+286
+00:19:42,530 --> 00:19:45,710
+الأثاث الموجودة في المدارس، فهذه الأشياء كلها
+
+287
+00:19:45,710 --> 00:19:49,270
+منظومة واحدة، كلها تشتغل مع بعضها البعض، ما ينفعش
+
+288
+00:19:49,270 --> 00:19:52,130
+أن يكون فيه مدارس، وليس فيه ناس مشرفون على هذه المدارس
+
+289
+00:19:52,740 --> 00:19:55,520
+لا ينفع أن لا يكون هناك من يشرف على المدارس ويوجهها
+
+290
+00:19:55,520 --> 00:19:59,240
+ويتابعها، ويحضر لها من الكتب والوسائل، يبني لهم مدارس،
+
+291
+00:19:59,240 --> 00:20:02,980
+يساعدهم في هذا الإطار، وبالتالي هذه منظومة كاملة
+
+292
+00:20:02,980 --> 00:20:06,360
+تشتغل مع بعضها البعض، قلب هذه المنظومة هو
+
+293
+00:20:06,360 --> 00:20:09,820
+نظام المنهج
+
+294
+00:20:11,090 --> 00:20:15,330
+قلب هذه المنظومة هو نظام المنهج، الذي يتكون
+
+295
+00:20:15,330 --> 00:20:18,810
+عندي من مجموعة من الأشياء التي نحن الآن سنشوفها،
+
+296
+00:20:18,810 --> 00:20:22,290
+يبقى الآن نظام المنهج هو قلب نظام التربية الذي هو
+
+297
+00:20:22,290 --> 00:20:27,450
+قلب نظام المجتمع، يبقى الآن نحن كيف ن... الطالب
+
+298
+00:20:27,450 --> 00:20:29,830
+الذي أريده أن يكون عندي، أريده أن يصبح سياسيًا، أريده أن يأخذ عندي
+
+299
+00:20:29,830 --> 00:20:34,010
+منهجًا، والذي أريده أن يكون إعلاميًا، أريده أن يأخذ عندي منهجًا،
+
+300
+00:20:35,040 --> 00:20:39,180
+وبالتالي الشيء الذي أنا أغير فيه هو قلب الأشياء في
+
+301
+00:20:39,180 --> 00:20:42,920
+داخل المجتمع، الذي هو المنهاج المدرسي، هو الذي أنا
+
+302
+00:20:42,920 --> 00:20:47,880
+أؤثر فيه، أدخل فيه على كل فرد في داخل المجتمع، كلهم
+
+303
+00:20:47,880 --> 00:20:51,520
+سيدخلون المدرسة، وكلهم سيتعلمون، وكلهم سيأخذون الفكر،
+
+304
+00:20:51,520 --> 00:20:54,660
+وسيأخذون العلم، وسيأخذون المعرفة، وسيأخذون الاتجاهات،
+
+305
+00:20:54,660 --> 00:20:58,020
+والميول، والمهارات التي نحن نريد أن نعلمهم إياها،
+
+306
+00:20:58,020 --> 00:21:01,620
+بعد ذلك، كل واحد منهم سيختار طريقه على حسب تخصصه،  بس
+
+307
+00:21:01,620 --> 00:21:06,150
+كلهم سيتعرضون إلى نفس الخبرات، كلهم سيأخذون نفس
+
+308
+00:21:06,150 --> 00:21:10,350
+الخبرات، يبقى هنا قلب ما هو المنظومة الاجتماعية،
+
+309
+00:21:10,350 --> 00:21:14,510
+والمنظومة التربوية، الذي هو نظام المنهج، نشوف مما
+
+310
+00:21:14,510 --> 00:21:15,910
+يتكون نظام المنهج؟
+
+311
+00:21:43,100 --> 00:21:45,940
+أيوة، اتنشطوا، ليه... ليه أنتم لستم نشيطين؟ لقد...
+
+312
+00:21:45,940 --> 00:21:49,420
+اتنشطوا شوية، فيه خمس درجات على النشاط في
+
+313
+00:21:49,420 --> 00:21:56,200
+المحاضرة، تفضلوا، عندي
+
+314
+00:21:56,200 --> 00:22:00,600
+المدخلات، والعمليات، والمخرجات، وفيه عندي التغذية
+
+315
+00:22:00,600 --> 00:22:04,320
+الراجعة، أربعة مكونات أساسية للنظام، وهذه أربعة
+
+316
+00:22:04,320 --> 00:22:09,110
+مكونات أساسية لأي نظام، نظام الحاسوب، نظام
+
+317
+00:22:09,110 --> 00:22:13,090
+الإدارة، أي منظومة لها مدخلات وعمليات ومخرجات،
+
+318
+00:22:13,090 --> 00:22:16,750
+وفيه تغذية راجعة، نشوف ما هي المدخلات في
+
+319
+00:22:16,750 --> 00:22:23,850
+نظام المنهج؟ تفضل، حاجة المجتمع وعاداته وقيمه، وحاجة
+
+320
+00:22:23,850 --> 00:22:28,770
+الأفراد، والتطلعات المستقبلية من الحاجات، وخبرات
+
+321
+00:22:28,770 --> 00:22:31,470
+تعليمية، والمواد المعرفية، والأنشطة التعليمية،
+
+322
+00:22:31,470 --> 00:22:36,140
+و الإمكانات المتوفرة، والإمكانات المتوفرة في البيئة،
+
+323
+00:22:36,140 --> 00:22:38,940
+يبقى لأن، عشان نحن نسأل ما هي المدخلات، نحن لما
+
+324
+00:22:38,940 --> 00:22:41,200
+أنا أجئ أعمل أي شيء
+
+325
+00:22:44,530 --> 00:22:47,370
+فأحضر المدخلات، يعني لو تريدين أن تصنعي كيكة، فستذهبين
+
+326
+00:22:47,370 --> 00:22:51,710
+تحضرين كل الأشياء المطلوبة، وتضعينها أمامك، وبعدين
+
+327
+00:22:51,710 --> 00:22:56,030
+تبدئين عملية الخلط، نفس الشيء بالنسبة
+
+328
+00:22:56,030 --> 00:22:59,210
+للمنهاج، نريد أن نصنع منهجًا لهذا المجتمع، أول شيء نريد
+
+329
+00:22:59,210 --> 00:23:04,350
+أن نسأل عن حاجات المجتمع، ما هي حاجات المجتمع
+
+330
+00:23:04,350 --> 00:23:08,890
+الفلسطيني؟ ماذا نحتاج في المجتمع الفلسطيني؟
+
+331
+00:23:08,890 --> 00:23:12,370
+نحتاج
+
+332
+00:23:12,370 --> 00:23:12,690
+الأمل،
+
+333
+00:23:17,550 --> 00:23:19,830
+ممتاز، يا عزيزي، القيام والمعرفة التاريخية، ماذا
+
+334
+00:23:19,830 --> 00:23:26,010
+نحتاج أيضًا؟ الحرية أيضًا، الحرية، نحتاج بناء
+
+335
+00:23:26,010 --> 00:23:31,610
+الدولة، نحتاج أكفاء في كل المجالات، أحسنتِ،
+
+336
+00:23:31,610 --> 00:23:34,690
+نحتاج أكفاء في كل المجالات، نريد أطباءً، ونريد
+
+337
+00:23:34,690 --> 00:23:38,110
+مهندسين، ونريد IT، ونريد كذا، نريد أشياء كثيرة،
+
+338
+00:23:38,110 --> 00:23:41,810
+نحتاج الوحدة أيضًا، نحتاج الوحدة الوطنية،
+
+339
+00:23:41,810 --> 00:23:45,780
+نحتاج ماذا أيضًا؟ أن نعرف أكثر عن التكنولوجيا، و
+
+340
+00:23:45,780 --> 00:23:50,540
+تطورنا، نقدر نعرف
+
+341
+00:23:50,540 --> 00:23:54,320
+أكثر
+
+342
+00:23:54,320 --> 00:23:55,960
+عن التكنولوجيا وتطورنا، نقدر نعرف أكثر عن
+
+343
+00:23:55,960 --> 00:23:57,160
+التكنولوجيا وتطورنا، نقدر نعرف أكثر عن التكنولوجيا
+
+344
+00:23:57,160 --> 00:23:58,880
+و تطورنا، نقدر نعرف أكثر عن التكنولوجيا وتطورنا
+
+345
+00:23:58,880 --> 00:24:00,700
+نقدر نعرف أكثر عن التكنولوجيا وتطورنا، نقدر نعرف
+
+346
+00:24:00,700 --> 00:24:02,960
+أكثر عن التكنولوجيا وتطورنا، نقدر نعرف أكثر عن
+
+347
+00:24:02,960 --> 00:24:04,860
+التكنولوجيا وتطورنا، نقدر نعرف أكثر عن التكنولوجيا
+
+348
+00:24:04,860 --> 00:24:08,800
+و تطورنا، نقدر نعرف أكثر عن التكنولوجيا وتطورنا
+
+349
+00:24:08,800 --> 00:24:13,720
+نقدر نعرف أكثر عن التكنولوجيا، البشرية، ماذا يحتاج
+
+350
+00:24:13,720 --> 00:24:16,880
+من الكوادر البشرية لإدارة هذا المجتمع؟ ما هي
+
+351
+00:24:16,880 --> 00:24:19,760
+احتياجاته من القيم؟ ما هي احتياجاته السياسية؟ ما
+
+352
+00:24:19,760 --> 00:24:23,120
+هي احتياجاته الأمنية؟ كل هذه الأشياء يتم وضعها
+
+353
+00:24:23,120 --> 00:24:26,560
+بواسطة باحثين يعملون بها، يسألون الناس، يشاهدون الناس
+
+354
+00:24:26,560 --> 00:24:30,760
+ماذا هم يحتاجون بالضبط، ويدرسون هذا المجتمع في ضوء
+
+355
+00:24:30,760 --> 00:24:33,200
+حاجاته، في ضوء قيمه، في ضوء العقيدة السائدة
+
+356
+00:24:33,200 --> 00:24:36,340
+الموجودة، ويضعونها في قوائم، يحددون احتياجات
+
+357
+00:24:36,340 --> 00:24:40,020
+المجتمع، ليست احتياجات المجتمع فقط، بل احتياجات
+
+358
+00:24:40,020 --> 00:24:45,710
+الأفراد، أنتِ كفرد في المجتمع، ماذا تحتاجين؟ ماذا
+
+359
+00:24:45,710 --> 00:24:52,750
+تحتاجين؟ تحتاجين أمنًا، تحتاجين بيتًا لكي يكون عندك
+
+360
+00:24:52,750 --> 00:24:59,110
+أمن، أليس كذلك؟ تريدين بيتًا، وتريدين...
+
+361
+00:24:59,110 --> 00:25:03,510
+ممتاز، المأكل، والملبس، والمشرب، وكل الأشياء، تريدين ناسًا
+
+362
+00:25:03,510 --> 00:25:06,710
+تزرع لكِ لكي تأكلي، تريدين ناسًا تخيط لكِ لكي تلبسي، تريدين
+
+363
+00:25:06,710 --> 00:25:11,070
+أشياء كثيرة، نحتاج الآباء الذين... الذين ي... يموتون
+
+364
+00:25:11,070 --> 00:25:19,750
+كل يوم؟ نحتاج أن يموتوا أم أن يعيشوا؟ الله أكبر، هم
+
+365
+00:25:19,750 --> 00:25:23,790
+يعني يحرمون الأطفال دائمًا من الآباء، يعني نعم، نحتاج
+
+366
+00:25:23,790 --> 00:25:26,510
+... حاجة للأمن، الأمن والاستقرار،
+
+367
+00:25:29,570 --> 00:25:33,610
+ممتاز، حاجة الرعاية الصحية، والتعليم، كل إنسان له
+
+368
+00:25:33,610 --> 00:25:37,070
+احتياجاته، أنتِ كإنسانة موجودة في المجتمع الفلسطيني،
+
+369
+00:25:37,070 --> 00:25:40,530
+أول احتياجاتكِ أن تتربي جيدًا، وأن تتعلمي جيدًا، أن
+
+370
+00:25:40,530 --> 00:25:43,850
+يكون فيه نظام تعليمي يُعلّمِكِ، والنظام التعليمي هذا
+
+371
+00:25:43,850 --> 00:25:48,150
+يمنحك هذا الشيء مجانًا، وبعد ذلك يكون فيه عندكِ فرصة
+
+372
+00:25:48,150 --> 00:25:51,670
+لاختيار التخصص المناسب لكِ، وأن تتوفر إليكِ فرصة
+
+373
+00:25:51,670 --> 00:25:56,570
+التعليم، وفرصة الحصول على عمل، هذه أقل الاحتياجات، أنكِ
+
+374
+00:25:56,570 --> 00:25:59,730
+تتعلمي، وأن تعمل، وأن تفيدي مجتمعك، أنتِ بحاجة
+
+375
+00:25:59,730 --> 00:26:04,390
+لبيت، بحاجة لاستقرار نفسي واجتماعي، بحاجة أن يكون
+
+376
+00:26:04,390 --> 00:26:07,190
+فيه عندكِ أسرة، وأن يكون فيه زوج، أن... أن...  يقول لكِ أن فيه
+
+377
+00:26:07,190 --> 00:26:11,130
+أشياء كثيرة، أنتِ هذه موجودة في احتياجاتكِ، وبالتالي
+
+378
+00:26:11,130 --> 00:26:14,570
+نحن لا يتم ما هو الاهتمام باحتياجات المجتمع على
+
+379
+00:26:14,570 --> 00:26:17,650
+حسب احتياجات الفرد، لابد من الموازنة بين احتياجات
+
+380
+00:26:17,650 --> 00:26:20,660
+الفرد واحتياجات المجتمع، يبقى نحن نأخذ
+
+381
+00:26:20,660 --> 00:26:24,180
+احتياجات الفرد، احتياجات المجتمع، وعاداته وتقاليده،
+
+382
+00:26:24,180 --> 00:26:26,960
+وقيمه، والعقيدة السائدة، والفلسفة السائدة، وحاجات
+
+383
+00:26:26,960 --> 00:26:31,560
+الأفراد، هذه الحاجات، حاجات الفرد وحاجات المجتمع
+
+384
+00:26:31,560 --> 00:26:37,280
+كلها توضع في صورة أهداف، وبالتالي هذه تُترجم لأهداف،
+
+385
+00:26:38,500 --> 00:26:42,640
+أهداف مشتقة من الحاجات، يبقى هذه الحاجات التي نحن
+
+386
+00:26:42,640 --> 00:26:47,800
+تكلّمنا عنها، نُشتق منها أهدافًا تعليمية، هذه الأهداف
+
+387
+00:26:47,800 --> 00:26:52,480
+نضع لها خبرات تعليمية، والخبرات تحتاج إلى معرفة،
+
+388
+00:26:52,480 --> 00:26:56,000
+يعني نحن نريد الطالب أن يقوم بتجربة معينة، يبقى بده
+
+389
+00:26:56,000 --> 00:26:59,840
+معرفة علمية لهذه التجربة، أيضًا يحتاج إلى أنشطة
+
+390
+00:26:59,840 --> 00:27:03,800
+علمية، كل هذه الأشياء التي نحن حضرناها، نجئ نوقف
+
+391
+00:27:03,800 --> 00:27:07,650
+هنا عند الإمكانات المتوفرة في البيئة، نحن نحتاج
+
+392
+00:27:0
+
+445
+00:30:34,500 --> 00:30:38,420
+ودخلنا الطالب في منظومة العمل التربوي ودخل الطالب
+
+446
+00:30:38,420 --> 00:30:41,320
+في المنهج هذا من الصف الأول حتى الصف الثاني عشر
+
+447
+00:30:41,320 --> 00:30:46,280
+درس منهج كامل، ما هو المخرج النهائي؟ أنا كنت حاطة
+
+448
+00:30:46,280 --> 00:30:49,800
+مواصفات لهذا المخرج النهائي، ما المخرج النهائي؟
+
+449
+00:31:12,930 --> 00:31:18,130
+عشان أحقق أهداف أساسية، وإن يطلع عندي شخصية كاملة
+
+450
+00:31:18,130 --> 00:31:21,530
+ومتكاملة، طالب يتكلم ويكتب اللغة العربية بطلاقة،
+
+451
+00:31:21,660 --> 00:31:25,120
+يتكلم ويكتب اللغة الإنجليزية بطلاقة، يقوم بمجموعة
+
+452
+00:31:25,120 --> 00:31:28,420
+كبيرة من العمليات الحسابية، له معرفة عن تاريخ
+
+453
+00:31:28,420 --> 00:31:31,940
+بلده، له قدرات علمية في استخدام الفيزياء والكيمياء،
+
+454
+00:31:31,940 --> 00:31:35,280
+وكذا في حل المشكلات، هل الطالب، المخرج النهائي اللي
+
+455
+00:31:35,280 --> 00:31:39,100
+طلع عندي من الثانوية العامة، بيحمل هذه المواصفات،
+
+456
+00:31:39,100 --> 00:31:45,280
+ولا لأ؟ إذا الآن بدنا نشوف قد إيش نسبة النمو الشامل
+
+457
+00:31:45,280 --> 00:31:48,560
+للمتعلم اللي حصلت في، اللي أشرت إليه، اللي أنا حددته
+
+458
+00:31:48,560 --> 00:31:52,420
+في البداية، إن أنا بدي إياه يكتب ويتكلم اللغة العربية
+
+459
+00:31:52,420 --> 00:31:55,120
+بطلاقة، وإن يكون في عنده مهارات كاملة في اللغة
+
+460
+00:31:55,120 --> 00:31:57,840
+العربية، بدي أشوف إيش مستواي في اللغة العربية، إيش
+
+461
+00:31:57,840 --> 00:31:59,580
+مستواه في اللغة الإنجليزية، إيش مستواه في
+
+462
+00:31:59,580 --> 00:32:02,680
+الرياضيات، بدي أشوف هل تحققت هذه الأشياء أم لم
+
+463
+00:32:02,680 --> 00:32:06,340
+تتحقق. أيضًا أهداف النظام التربوي، في أهداف كانت
+
+464
+00:32:06,340 --> 00:32:09,890
+للنظام التربوي، كانت أهداف موجودة للمتعلم، كانت
+
+465
+00:32:09,890 --> 00:32:13,110
+أهداف موجودة للمعلمين، كانت أهداف موجودة لنظام
+
+466
+00:32:13,110 --> 00:32:16,710
+الإدارة، كانت أهداف موجودة لنظام الإشراف، لتحسين
+
+467
+00:32:16,710 --> 00:32:21,010
+المعلمين، لتحسين البيئة التعليمية، لتحسين الأدوات
+
+468
+00:32:21,010 --> 00:32:24,710
+والوسائل، هل تحققت هذه الأشياء أم لا؟ إحنا مش
+
+469
+00:32:24,710 --> 00:32:28,250
+اشتغلنا كل هذا الشيء وإحنا هنا عملنا دورات وعملنا
+
+470
+00:32:28,250 --> 00:32:32,090
+كذا وكذا وكذا، الآن هل هذه الأشياء فعلاً تحسنت؟ هل
+
+471
+00:32:32,090 --> 00:32:35,990
+الخطة اللي وضعتها الوزارة مثلاً لتطوير كفاءات
+
+472
+00:32:35,990 --> 00:32:40,010
+المعلمين، هل فعلاً تحققت؟ هل فعلاً صاروا المعلمين
+
+473
+00:32:40,010 --> 00:32:43,910
+عندهم كفاءة؟ هل تطورت أساليب القياس والتقويم؟ هل
+
+474
+00:32:43,910 --> 00:32:47,670
+اتوفرت لكل مادة تعليمية وسائل تعليمية مناسبة
+
+475
+00:32:47,670 --> 00:32:50,950
+لتدريسها؟ يبقى الآن بنعمل... لما بيجوا بيعملوا
+
+476
+00:32:50,950 --> 00:32:55,270
+عملية التقييم بتكون هنا، لأنه من هنا بتصير إن احنا
+
+477
+00:32:55,270 --> 00:32:58,190
+نبحث عن التغذية الراجعة
+
+478
+00:32:58,190 --> 00:33:03,550
+‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏
+
+479
+00:33:05,430 --> 00:33:09,410
+على الطلاب كلها؟ آه، طب، لهم كان هذا يعني منهج يعني مش
+
+480
+00:33:09,410 --> 00:33:13,270
+... يعني ... في مشاكل، آه، في مشاكل، مش هيستفيدوا منه
+
+481
+00:33:13,270 --> 00:33:16,030
+الطلاب، أشياء يعني، آه، ما هي، إيش بتصير هذه في
+
+482
+00:33:16,030 --> 00:33:18,510
+المدارس التجريبية، في مدارس بيكون اسمها المدارس
+
+483
+00:33:18,510 --> 00:33:21,450
+التجريبية، هذه مدارس بتشرف عليها الجامعات والمؤسسات
+
+484
+00:33:21,450 --> 00:33:26,150
+الأولية، يعني الآن بنشرح الدرس، والدرس بيشرحه مدرس
+
+485
+00:33:26,150 --> 00:33:30,090
+عادي، بس بيكون فيه قاعدين معه خبراء، فالآن خلال
+
+486
+00:33:30,090 --> 00:33:33,570
+عملية الشرح بتتضح العيوب، فبتتم عملية المعالجة فورًا،
+
+487
+00:33:34,540 --> 00:33:37,440
+يعني بتتم عملية المعالجة والمتابعة، لأن احنا بنخليش
+
+488
+00:33:37,440 --> 00:33:40,120
+المدرس يدرس كل المنهج، وبعدين تطلع عندي إن الطالب
+
+489
+00:33:40,120 --> 00:33:42,980
+كل العمليات اللي أخذها فيها خلالها، لأ، على طول
+
+490
+00:33:42,980 --> 00:33:46,040
+يعني في ناس بتحضر وبتتابع أول بأول، هذه اسمها
+
+491
+00:33:46,040 --> 00:33:49,900
+المدارس التجريبية، إن احنا بنحاول إن احنا نشوف مدى
+
+492
+00:33:49,900 --> 00:33:53,560
+يعني التحسن اللي بيحصل، هل بتحقق الأهداف، هل في
+
+493
+00:33:53,560 --> 00:33:56,580
+خطأ في المادة العلمية، هل المادة العلمية أعلى من
+
+494
+00:33:56,580 --> 00:34:00,260
+مستوى الطالب، أدنى من مستوى الطالب، هل بتحتاج إلى
+
+495
+00:34:00,260 --> 00:34:05,600
+إثراء في جانب معين، هي المادة العلمية، فالخلل
+
+496
+00:34:05,600 --> 00:34:07,820
+اللي بده يتعالج، ردة فعل الطالب مش في الصورة اللي هو
+
+497
+00:34:07,820 --> 00:34:11,020
+بده ياخد معلومات خاطئة، لأ، بس ممكن أنا ألاقي أن
+
+498
+00:34:11,020 --> 00:34:15,140
+المعلومات أعلى كثيرًا من مستوى الطالب، أو ممكن أدنى
+
+499
+00:34:15,140 --> 00:34:18,280
+من مستوى الطالب، المعلومات سطحية، الطلبة صارت
+
+500
+00:34:18,280 --> 00:34:23,080
+أسئلتهم كثيرة في جوانب ما هي واضحة، فهنا بتم
+
+501
+00:34:23,080 --> 00:34:25,940
+عملية اللي هي المعالجة، الأخطاء اللغوية والإملائية،
+
+502
+00:34:25,940 --> 00:34:28,240
+والأشياء هذه، ما هي مشكلة، ليش؟ لأن أي مدقق في
+
+503
+00:34:28,240 --> 00:34:32,100
+اللغة ممكن أن هو يعملها، لكن الأشياء اللي هي بتتم
+
+504
+00:34:32,100 --> 00:34:34,900
+متابعتها اللي هي من حيث... اللي هي مستوى المنهج،
+
+505
+00:34:34,900 --> 00:34:37,040
+من حيث مدى الكثافة، من حيث الإثراء، هذه هي
+
+506
+00:34:37,040 --> 00:34:39,920
+الأشياء، لكن هو المنهج اللي بيقوموا، بيكونوا حاطين
+
+507
+00:34:39,920 --> 00:34:43,520
+ناس خبراء، مدرسين، يعني لازم يكون في عندي مدرس في
+
+508
+00:34:43,520 --> 00:34:47,840
+المساق، يعني أحصل على مستويات متميزة، ليس أقل من 15
+
+509
+00:34:47,840 --> 00:34:52,310
+عامًا، فهدول إيش بيكونوا؟ بيكونوا شربين المنهج شربًا،
+
+510
+00:34:52,310 --> 00:34:56,430
+فاهمين كل دقائقه، مرات المدرسين اللي في المدارس
+
+511
+00:34:56,430 --> 00:34:59,030
+بيفهموا أكثر من الأكاديميين اللي في الجامعات في
+
+512
+00:34:59,030 --> 00:35:02,170
+المادة الدراسية بالضبط، ليش؟ لأن هو اللي بدرس...
+
+513
+00:35:02,170 --> 00:35:04,970
+إله عشر سنين أو خمس عشر سنة، بدرس الطلاب مادة
+
+514
+00:35:04,970 --> 00:35:08,750
+الكيمياء، فهو فاهم المادة وحفظها، وفاهم كيف الطلاب
+
+515
+00:35:08,750 --> 00:35:13,210
+بيفكروا، وفاهم إيش الأسئلة اللي ممكن يطرحوها الطلاب،
+
+516
+00:35:13,210 --> 00:35:15,630
+وهذه المعلومة قد إيش أعلى من مستوى الطالب، وهذه
+
+517
+00:35:15,630 --> 00:35:19,030
+المعلومة قد إيش أدنى من مستوى الطالب، الخبرة مهمة جدًا
+
+518
+00:35:19,030 --> 00:35:21,810
+في هذا الجانب، وبالتالي بيكونوا حاطين المنهج، ما هيش
+
+519
+00:35:21,810 --> 00:35:25,050
+يعني ناس بيكونوا جايين يعني لسه أول مرة بيشتغلوا
+
+520
+00:35:25,050 --> 00:35:29,430
+في هذا الشغل، لأ، هم بيجيبوا ناس خبراء، مدرسين خبراء،
+
+521
+00:35:29,430 --> 00:35:33,030
+مشرفين خبراء، مشرفين أكاديميين، بيجيبوا أكاديميين من
+
+522
+00:35:33,030 --> 00:35:36,830
+الجامعات، التخصص يعني، بيجيب مثلاً هذا علم الكيمياء،
+
+523
+00:35:36,830 --> 00:35:40,490
+وفيه معلومات بدهم يدرسوا مثلاً عن اللي هي المعايرة،
+
+524
+00:35:40,490 --> 00:35:43,690
+أو عن كذا وكذا، بيجيبوا أستاذ متخصص في هذا العلم،
+
+525
+00:35:43,690 --> 00:35:48,330
+عشان يدقق مدى صحة المعلومات العلمية الموجودة، لأن
+
+526
+00:35:48,330 --> 00:35:51,990
+هو متخصص في هذا المجال، لو بدهم يجيبوا مثلاً درس في
+
+527
+00:35:51,990 --> 00:35:54,210
+الكيمياء التحليلية، بيروحوا بيجيبوا خبير في الكيمياء
+
+528
+00:35:54,900 --> 00:35:58,040
+التحليلية، عشان نشوف مدى دقة المادة العلمية، العمل
+
+529
+00:35:58,040 --> 00:36:01,360
+ليس سهلًا، يعني وليس عشوائيًا، وبالتالي إحنا ما نتوقعش
+
+530
+00:36:01,360 --> 00:36:04,200
+أنه لما تيجي تدخل المدرسة التجريبية إنها هتبقى
+
+531
+00:36:04,200 --> 00:36:08,400
+العملية سيئة، أو إن الطالب هيتعرض لخبرات إن هي
+
+532
+00:36:08,400 --> 00:36:13,240
+تدمره، لأ، مش بهذه الصورة، الآن بنشوف التغذية
+
+533
+00:36:13,240 --> 00:36:14,940
+الراجعة، ما هي التغذية الراجعة؟
+
+534
+00:36:18,610 --> 00:36:23,330
+التغذية الراجعة بتكشف لي مدى، مدى مدخلة المدخلات مع
+
+535
+00:36:23,330 --> 00:36:27,230
+الأهداف المراد تحقيقها، أو عمل إضافات وتعديلات
+
+536
+00:36:27,230 --> 00:36:30,690
+على المنهج من أجل أن يحقق الكفاءة المطلوبة، ممتاز
+
+537
+00:36:30,690 --> 00:36:33,590
+جداً، يبقى هنا في التغذية الراجعة بنشوف مدى كفاءة
+
+538
+00:36:33,590 --> 00:36:38,770
+المدخلات والعمليات بالنسبة للمخرجات، هل حققت المخرجات أم
+
+539
+00:36:38,770 --> 00:36:43,770
+لا؟ إحنا بنحكم على كفاءة المنهج من وين؟ من المخرجات،
+
+540
+00:36:43,770 --> 00:36:47,350
+بالضبط، يعني أنا بشوف المخرج، بأحكم على كفاءة المنهج،
+
+541
+00:36:47,350 --> 00:36:50,450
+أنا أجيب طلبة الثانوية العامة عندي، وأقول إن
+
+542
+00:36:50,450 --> 00:36:53,930
+الطلبة عندي لازم يطلعوا كلهم يتكلموا لغة إنجليزية
+
+543
+00:36:53,930 --> 00:36:56,610
+لازم يكونوا كل الطلبة fluent في اللغة الإنجليزية،
+
+544
+00:36:56,610 --> 00:37:01,870
+طب ما يتحققش عندي هذا الهدف، يبقى الآن عندي المخرج
+
+545
+00:37:01,870 --> 00:37:05,530
+هو اللي بيحكم لي على مدى كفاءة المنهج، وبالتالي
+
+546
+00:37:05,530 --> 00:37:08,110
+بنحكم على كفاءة المنهج، بنرجع للتغذية الراجعة، بنشوف
+
+547
+00:37:08,110 --> 00:37:13,630
+وين الخلل كان؟ هل الخلل كان في المدخلات؟ أم في
+
+548
+00:37:13,630 --> 00:37:17,270
+العمليات، واللي أنا لما حطيت اللغة العربية مع
+
+549
+00:37:17,270 --> 00:37:20,370
+اللغة الأم، اللغة الإنجليزية مع اللغة الأم اللي هي
+
+550
+00:37:20,370 --> 00:37:23,350
+اللغة العربية، واحدة منهم أضعفت الثانية، وبالتالي
+
+551
+00:37:23,350 --> 00:37:27,400
+طلعوا الاثنتين ضعيفتين، وبالتالي هنا أبدأ أشوف أنا وين
+
+552
+00:37:27,400 --> 00:37:29,820
+الخلل حاطيته، أنا يمكن يكون في حاجات المجتمع
+
+553
+00:37:29,820 --> 00:37:32,880
+وقيمه، إنه بيعتبر هذه اللغة الإنجليزية لغة زائدة،
+
+554
+00:37:32,880 --> 00:37:36,320
+وما هيش مهمة كثيرًا، وأهم شيء مثلاً اللغة العربية،
+
+555
+00:37:36,320 --> 00:37:40,380
+وبالتالي هنا ما فيش اهتمام كثير لتطلعات العالمية،
+
+556
+00:37:40,380 --> 00:37:43,520
+ممكن إنه يكون في عندي الأهداف، ممكن الخبرات، ممكن
+
+557
+00:37:43,520 --> 00:37:47,020
+المعرفة، ممكن مستوى المدرس، ممكن اتجاهات الطالب
+
+558
+00:37:47,020 --> 00:37:51,720
+نحو اللغة، وبالتالي كل الأشياء هذه مسؤولة، وبدنا
+
+559
+00:37:51,720 --> 00:37:55,640
+نعيد ونعمل تقييم لها، علشان نشوف وين الخلل بالضبط،
+
+560
+00:37:55,640 --> 00:37:58,340
+وبالتالي هنا في التغذية الراجعة بتشري عملية
+
+561
+00:37:58,340 --> 00:38:01,300
+التقويم للمنهج، لما هم بيشوفوا وبيعملوا عملية
+
+562
+00:38:01,300 --> 00:38:04,420
+التقويم للمنهج، هم بيشوفوا مدى كفاءة كل هذه
+
+563
+00:38:04,420 --> 00:38:07,580
+المدخلات، وكل هذه العمليات بالنسبة للمخرجات، هل حققت عند
+
+564
+00:38:07,580 --> 00:38:11,220
+المخرجات المطلوبة، قد إيش نسبة الكفاءة في تحقيق
+
+565
+00:38:11,220 --> 00:38:15,260
+المخرج، قد إيش نسبة اللي هي مهارة الطالب في اللغة
+
+566
+00:38:15,260 --> 00:38:17,780
+العربية، في اللغة الإنجليزية، في العلوم، في الرياضيات،
+
+567
+00:38:17,780 --> 00:38:21,200
+في كذا، في كذا، في كذا، الآن هذه بتبين مدى كفاءة
+
+568
+00:38:22,330 --> 00:38:26,050
+المنهج، يبقى لازم أرجع مرة ثانية، إذا منهج ما يحققش
+
+569
+00:38:26,050 --> 00:38:31,170
+كفاءة أعلى من 80%، أرجع مرة ثانية هنا وهنا، وأشوف
+
+570
+00:38:31,170 --> 00:38:34,110
+وين الخلل؟ هل الخلل في الكتاب اللي أنا قدمته؟ هل
+
+571
+00:38:34,110 --> 00:38:37,630
+الخلل في المدرس؟ هل إنه ما فيش وسيلة تعليمية؟ أو يمكن
+
+572
+00:38:37,630 --> 00:38:41,690
+الخلل يكون سبب ثاني خالص، يكون في احتياجات الشعب
+
+573
+00:38:41,690 --> 00:38:44,110
+للأمن والاستقرار اللي أنتم اتكلمتوا فيها، إنه حصلت
+
+574
+00:38:44,110 --> 00:38:48,000
+حرب، واضطروا يلغوا وحدات من المناهج، وبالتالي في
+
+575
+00:38:48,000 --> 00:38:51,880
+معلومات أساسية ما أخذوهاش الطلاب، وما اتعرضوش لها،
+
+576
+00:38:51,880 --> 00:38:55,620
+حالة الخوف، وحالة عدم الاستقرار هذه بتأثر على تحصيل
+
+577
+00:38:55,620 --> 00:38:58,860
+الطالب، وبالتالي يمكن يكون المبرر، المبرر الثاني
+
+578
+00:38:58,860 --> 00:39:01,620
+خالص، من الدراسات اللي هتجرى هي اللي هتقول لي بالضبط
+
+579
+00:39:01,620 --> 00:39:11,240
+ما هو السبب في هذا الجانب، العملية
+
+580
+00:39:11,240 --> 00:39:17,670
+في التغذية الراجعة، التقويم هو من خلال التغذية
+
+581
+00:39:17,670 --> 00:39:24,610
+الراجعة، نشوف ما هي وظائف المنهج؟ في عندي ثلاث وظائف
+
+582
+00:39:24,610 --> 00:39:31,490
+أساسية لأي نظام منهج، أي نظام منهج ينتج، منهج ينفذ،
+
+583
+00:39:31,490 --> 00:39:36,590
+منهج يقيم ويقدر فعالية نظام المنهج، يبقى هذا النظام
+
+584
+00:39:36,590 --> 00:39:41,070
+اللي إحنا شرحناه بيعمل ثلاث وظائف أساسية، إنتاج،
+
+585
+00:39:41,070 --> 00:39:47,870
+وتنفيذ، وتقييم للمنهج، يبقى الآن عرفنا إحنا ما
+
+586
+00:39:47,870 --> 00:39:53,190
+المقصود بمنظومة المنهج، وما هي مكوناتها باختصار،
+
+587
+00:39:53,190 --> 00:39:57,550
+خلال دقيقة، طالبة تقول لي ما هي مكونات نظام المنهج،
+
+588
+00:39:57,550 --> 00:40:02,990
+أول حاجة، المنتجات تعتبر مناحات المجتمع، وحاجات
+
+589
+00:40:02,990 --> 00:40:05,890
+المخرجات، والأهداف، المستخدمة مع مناحات المجتمع،
+
+590
+00:40:31,080 --> 00:40:34,600
+بارك الله فيك، شكرًا، يعطيكم العافية
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..19d63c568d577164deec9439d225e1915fd0aa90
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg_postprocess.srt
@@ -0,0 +1,2360 @@
+1
+00:00:21,260 --> 00:00:28,080
+بسم الله الرحمن الرحيم السلام عليكم كيف حالكم؟ طيب
+
+2
+00:00:28,080 --> 00:00:30,860
+احنا بدأنا في المحاضرة الماضية اللي هي مقارنة بين
+
+3
+00:00:30,860 --> 00:00:35,460
+المنهاج التقليدي ومنهاج الحديث بدنا نذكر بعض هذه
+
+4
+00:00:35,460 --> 00:00:39,280
+الجوانب ونستكمل الجوانب اللي تبقت عنها في هذا
+
+5
+00:00:39,280 --> 00:00:43,300
+الجدول كيف نظراء المنهاج الحديث بالنسبة للطالب
+
+6
+00:00:43,300 --> 00:00:47,640
+وكيف نظراء المنهاج التقليدي تفضلي
+
+7
+00:00:50,320 --> 00:00:54,000
+المنظرة يطالب على أنه يجب أن يكون فعال ويتنمي
+
+8
+00:00:54,000 --> 00:00:59,260
+السماع نمو الشامل للتدمير أما المنهج القادم
+
+9
+00:00:59,260 --> 00:01:04,400
+التقليدي فقد تضرب أنه قطل إلى أنه طالب وعق أجمع
+
+10
+00:01:04,400 --> 00:01:07,520
+على النحش و بالمعلومات بدون أن يكون فعلا و بدون
+
+11
+00:01:07,520 --> 00:01:11,080
+مراعاة في الفردية و بدون مراعاة في الوروان الحجابي
+
+12
+00:01:12,430 --> 00:01:15,130
+بارك الله فيك، يبقى هنا المنهج الحديث اهتم بالنمو
+
+13
+00:01:15,130 --> 00:01:18,470
+الشامل والمتكامل بالنسبة للمتعلم، اهتم بإيجابية
+
+14
+00:01:18,470 --> 00:01:22,070
+المتعلم، اهتم بتكوين العادات الإيجابية، اهتم
+
+15
+00:01:22,070 --> 00:01:27,030
+بمراعاة الفروق الفردية، كل هذه الأشياء كانت مهملة
+
+16
+00:01:27,030 --> 00:01:30,290
+في المنهج التقليدي لأنه كان بينظر للطالب بصورة
+
+17
+00:01:30,290 --> 00:01:33,430
+سلبية وإنه يستطيع استقبال أي معلومة يمكن أن
+
+18
+00:01:33,430 --> 00:01:36,650
+يستقبلها في هذا الـJourney كيف نظر المنهج الحديث
+
+19
+00:01:36,650 --> 00:01:40,250
+للجو المدرسي العام وكيف نظر له المنهج التقليدي؟
+
+20
+00:01:40,250 --> 00:01:41,530
+تفضلي
+
+21
+00:01:44,020 --> 00:01:47,660
+بتانى شعرة لشعار الطلاب بالملل و التسرق من المدارس
+
+22
+00:01:47,660 --> 00:01:51,960
+لكن بالملاجة الحديث المدرسة عملت على توفير أنشطة
+
+23
+00:01:51,960 --> 00:01:53,300
+طلابية للطلاب
+
+24
+00:01:57,920 --> 00:02:01,500
+ممتاز جدا يبقى المنهج الحديث عزز الأنشطة مشاركة
+
+25
+00:02:01,500 --> 00:02:05,800
+الطلاب ما يتناسب مع ميولهم واهتماماتهم وقدراتهم
+
+26
+00:02:05,800 --> 00:02:09,300
+العقلية وقدراتهم أيضا الاجتماعية كل هذه الأشياء
+
+27
+00:02:09,300 --> 00:02:12,780
+تعززت في المنهج الحديث وبالتالي أصبح فيه أنشطة في
+
+28
+00:02:12,780 --> 00:02:16,420
+كافة المساقات في أنشطة مدرسية عامة هذه الأشياء
+
+29
+00:02:16,420 --> 00:02:19,180
+عندما أهملت في المنهج التقليدي طبعا تسببت في
+
+30
+00:02:19,180 --> 00:02:24,070
+التسرب من المدارسدور المعلم تغير بصورة كبيرة
+
+31
+00:02:24,070 --> 00:02:27,550
+وبالتالي المنهج الحديث عدد من دور المعلم كيف
+
+32
+00:02:27,550 --> 00:02:30,690
+اتعامل المنهج الحديث مع المعلم وكيف اتعامل معاه
+
+33
+00:02:30,690 --> 00:02:35,130
+المنهج التقليدي؟ فضلاله بالنسبالي المنهج التقليدي
+
+34
+00:02:35,130 --> 00:02:38,510
+اتعامل مع المعلم على وصفة واحدة هو تقديم المعلومات
+
+35
+00:02:38,510 --> 00:02:41,830
+واتجاه تفقيق أدواري مكتوبة منها أما بالنسبالي
+
+36
+00:02:41,830 --> 00:02:45,830
+المنهج الحديث اتعامل مع المعلم على أنهم ماشي موجوش
+
+37
+00:02:45,830 --> 00:02:51,680
+طلبة وأعطوه فرصة بيصيح بأدواره المعلم الدوليممتاز
+
+38
+00:02:51,680 --> 00:02:55,600
+جدا، يبقى هنا المعلم أصبح موجه، أصبح مرشد، أصبح
+
+39
+00:02:55,600 --> 00:03:00,780
+مرافق للطالب، أصبح هذا المعلم له أدوار مختلفة عن
+
+40
+00:03:00,780 --> 00:03:04,200
+دور الملقن بالنسبة للطالب وبالتالي يعني الصورة
+
+41
+00:03:04,200 --> 00:03:07,440
+الأولى اللي كانت موجودة أنه كل الدور على المعلم،
+
+42
+00:03:07,440 --> 00:03:11,120
+هذه الصورة اللي كانت تقول إن المعلم إيجابي والطالب
+
+43
+00:03:11,120 --> 00:03:14,180
+سلبي أصبحت العملية مشاركة بين المعلم وبين الطالب
+
+44
+00:03:14,520 --> 00:03:18,440
+الان سوف نرى كيفة نظرة المنهاج التقليدي لترائق
+
+45
+00:03:18,440 --> 00:03:24,560
+التدريس وكيف نظرة لها المنهاج الحديثالمنهج التقليد
+
+46
+00:03:24,560 --> 00:03:28,100
+يستخدموا النظام بالحفظ والتلقية ولم يكن يعتمدوا
+
+47
+00:03:28,100 --> 00:03:30,860
+على التكنولوجيا بالإضافة أن المعلم هو اللي يمتلك
+
+48
+00:03:30,860 --> 00:03:34,400
+المعرفة وبركالي هو اللي سيعطيه ولقنه للطالب بينما
+
+49
+00:03:34,400 --> 00:03:37,100
+في المنهج الحديث اعتمدوا على مثال تكنولوجيا،
+
+50
+00:03:37,100 --> 00:03:40,500
+اعتمدوا على طرق الاكتشاف والاستقصاء، اعتمدوا على
+
+51
+00:03:40,500 --> 00:03:43,300
+تنوع طرق التعليم بما يتلقى من المهزة الدراسية مع
+
+52
+00:03:43,300 --> 00:03:46,670
+طبيعة المتعلم ومع طبيعة الأهداف المنجومةممتاز جدا
+
+53
+00:03:46,670 --> 00:03:49,370
+يبقى الأن أصبح في عنا مجموعة كبيرة من طرائق
+
+54
+00:03:49,370 --> 00:03:53,270
+التدريس التي لم تكن موجودة سابقا سابقا كانت موجودة
+
+55
+00:03:53,270 --> 00:03:56,750
+طريقة أو طريقتين الغالبية بتقوم على طريقة الإلقاء
+
+56
+00:03:56,750 --> 00:04:00,050
+وطريقة المحاضرة طبعا بتستخدموها في المعلوم
+
+57
+00:04:00,050 --> 00:04:02,490
+الإنسانية في العلوم الطبيعية بتستخدموا طريقة
+
+58
+00:04:02,490 --> 00:04:06,550
+الاستنبات لكن في المنهج الحديث وظفت التكنولوجيا
+
+59
+00:04:06,550 --> 00:04:10,450
+بصورة كبيرة جدا أصبحت معظم طرائق التدريس بتعتمد
+
+60
+00:04:10,450 --> 00:04:13,370
+على الاكتشاف على إن الطالب بنفسه هو الذي يكتشف
+
+61
+00:04:13,930 --> 00:04:17,610
+المعلومة، وليست هناك طريقة مفضلة في التدريس، كل
+
+62
+00:04:17,610 --> 00:04:21,650
+الطرائق يمكن استخدامها إذا كانت تتلقم، يعني تستخدم
+
+63
+00:04:21,650 --> 00:04:25,010
+الطريقة إذا كانت تلقم طبيعة المادة الدراسية، إذا
+
+64
+00:04:25,010 --> 00:04:29,150
+كانت تلقم الموضوع الدراسي، طبيعة الطلاب، ميولهم،
+
+65
+00:04:29,150 --> 00:04:31,950
+احتياجاتهم، إذا كان في هناك حاجة للتجريب، في هناك
+
+66
+00:04:31,950 --> 00:04:35,730
+حاجة للرحلات الميدانية، في هناك حاجة لأن يكون هناك
+
+67
+00:04:35,730 --> 00:04:39,550
+اكتشاف أو بحث، وبالتالي أصبحت متنوعة بصورة كبيرة
+
+68
+00:04:39,550 --> 00:04:42,730
+جدا، والتنوع في أساليب التدريس والاستراتيجيات
+
+69
+00:04:42,730 --> 00:04:48,690
+المستخدمةيراعى الفروق الفردية دائما التنوع نضع
+
+70
+00:04:48,690 --> 00:04:52,650
+كلمة التنوع بجانب الفروق الفردية كيف يمكن نراعى
+
+71
+00:04:52,650 --> 00:04:55,110
+الفروق الفردية بالتنوع، تنوع الأساليب، تنوع
+
+72
+00:04:55,110 --> 00:04:58,050
+الوسائل، تنوع الطرائق، تنوع الأسئلة، كل هذه
+
+73
+00:04:58,050 --> 00:05:01,930
+الأشياء بتلائم الفروق الفردية كما تطورت أساليب
+
+74
+00:05:01,930 --> 00:05:06,910
+التدريس أيضا تطورت أساليب التقويم كيف تطورت أساليب
+
+75
+00:05:06,910 --> 00:05:11,430
+التقويم؟ فضل
+
+76
+00:05:13,570 --> 00:05:17,810
+كان غرض وفقط لمعرفة كام حصل الطلب من المعلومات ولا
+
+77
+00:05:17,810 --> 00:05:23,930
+يتبع ذلك تعديل وتقديم وعلاج أما التقويم الحديث
+
+78
+00:05:23,930 --> 00:05:30,150
+يتبعه علاج وهو شامل وممكن أن يكون ذات تنوع عن أسده
+
+79
+00:05:30,150 --> 00:05:36,220
+وتنوع عن طرفهطريقة الأسئلة أحسن تبقى هنا الأن أصبح
+
+80
+00:05:36,220 --> 00:05:39,980
+في عنا تنوع شامل في أساليب التقويم كانت أساليب
+
+81
+00:05:39,980 --> 00:05:42,940
+التقويم القديمة أو التقليدية بتستنج على أسلوبين
+
+82
+00:05:42,940 --> 00:05:46,980
+الاختبارات الشفوية والاختباراتالتحريرية وبالتالي
+
+83
+00:05:46,980 --> 00:05:49,520
+كان لازم الطالب أن يفوت اختبار شفاوي وبعدين يفوت
+
+84
+00:05:49,520 --> 00:05:53,260
+اختبار تحريري والاختبار تحصيلي كله قائم على
+
+85
+00:05:53,260 --> 00:05:56,880
+الأسئلة المقالية اللي بتستد .. اللي هي بتشوف ..
+
+86
+00:05:56,880 --> 00:06:01,060
+بتقييس مدى حفظ الطالب للمعلومات الآن أصبحت أساليب
+
+87
+00:06:01,060 --> 00:06:04,000
+اللي هي الاختبارات متنوعة يعني أصبح في عنا
+
+88
+00:06:04,000 --> 00:06:07,220
+اختبارات تحريرية أصبح في عنا بطاقات ملاحظة أصبح في
+
+89
+00:06:07,220 --> 00:06:11,000
+عنا اختبارات عملية اختبارات بتركز على مدى فهم
+
+90
+00:06:11,000 --> 00:06:15,850
+الطالب للمعلومة الأسئلة تغيرتالأسئلة كمان بدل ما
+
+91
+00:06:15,850 --> 00:06:19,650
+هي كانت أسئلة مقالية أصبحت أسئلة موضوعية في صح
+
+92
+00:06:19,650 --> 00:06:22,910
+وخطأ، في إكمال من المتعدد، في الاختيار من المتعدد،
+
+93
+00:06:22,910 --> 00:06:25,370
+في عندنا أيضًا إكمال فراغات، في عندنا أسئلة
+
+94
+00:06:25,370 --> 00:06:28,290
+المزاوجة، في عندنا أسئلة المقالية المقننة، اللي هي
+
+95
+00:06:28,290 --> 00:06:32,130
+بتكون محددة وما المقصود مطلوب منها، الغرض من عملية
+
+96
+00:06:32,130 --> 00:06:37,410
+التقويم كله تغير، كان الغرض من التقويم هو قياس مدى
+
+97
+00:06:37,410 --> 00:06:40,090
+حفظ الطلبة للمعلومات، لكن عملية التقويم الحديثة
+
+98
+00:06:40,090 --> 00:06:45,500
+الغرض منهاكشف نقاط القوة و نقاط الضعف لدى المتعلم،
+
+99
+00:06:45,500 --> 00:06:49,160
+يعني إذا أنت متعلمة في المدرسة مثلا الإبتدائية، في
+
+100
+00:06:49,160 --> 00:06:52,220
+المدرسة الأولى، وبالتالي هنا ممكن يكون الغرض من
+
+101
+00:06:52,220 --> 00:06:54,860
+الامتحان اللي عملتيه فقط إنك تشخصي من الطلبة اللي
+
+102
+00:06:54,860 --> 00:06:58,500
+عندهم ضعف في الإملةمن الطلبة اللي ما عندهمش قدرة
+
+103
+00:06:58,500 --> 00:07:01,340
+في كتابة بعض الأشياء والمهارات اللي أنت تدربتهم
+
+104
+00:07:01,340 --> 00:07:05,520
+عليها سواء الـ الشمسية أو ال .. الهمزات أو الاشياء
+
+105
+00:07:05,520 --> 00:07:08,680
+هذه اللي بتتدرب عليها حروف المد وبالتالي الغرض هو
+
+106
+00:07:08,680 --> 00:07:13,040
+عملية تشخيص وبعد التشخيص لابد أن يكون في هناكعلاج
+
+107
+00:07:13,040 --> 00:07:16,960
+تضع المعلمة خطة علاجية لتعديل سلوك الطلاب وتنمية
+
+108
+00:07:16,960 --> 00:07:20,860
+قدراته وبالتالي هنا أصبح الهدف من عملية التقويم
+
+109
+00:07:20,860 --> 00:07:24,200
+ليس فقط حفظ المعلومات وما بتركزش في حفظ المعلومات
+
+110
+00:07:24,200 --> 00:07:27,680
+لكن بتركز في التذكر والفهم والتطبيق والتحليل
+
+111
+00:07:27,680 --> 00:07:31,840
+والتركيب وبتأخذ في كل هذه الأشياء العقاب البدني
+
+112
+00:07:31,840 --> 00:07:34,940
+صورته ايضا اختلفت بين المنهج التقليدي ومن المنهج
+
+113
+00:07:34,940 --> 00:07:40,100
+الحديث كيف كان العقاب البدني في المنهج التقليدي؟
+
+114
+00:07:40,100 --> 00:07:41,900
+تشكرين؟
+
+115
+00:07:46,020 --> 00:07:49,680
+فبنى؟ كان شكل عام العقاب مسموح في داخل المدارس أو
+
+116
+00:07:49,680 --> 00:07:54,520
+من أجل العملية التربوية والتأديبية لكن في ال ..
+
+117
+00:07:54,520 --> 00:07:58,880
+المنهج الحديث تنوعت وسائل العقاب تمتعد مجرد وسيلة
+
+118
+00:07:58,880 --> 00:08:03,900
+تأديبية أصبحت هناك وسائل أخرى من ناحية و .. العقاب
+
+119
+00:08:03,900 --> 00:08:08,780
+اللي سحب شئ مرغوب فيه أو تعديل سلوك معين و ليس فقط
+
+120
+00:08:08,780 --> 00:08:13,020
+تأديبيا أو على سلوكيعني هي مش بهذا الشكل، يعني هي
+
+121
+00:08:13,020 --> 00:08:15,580
+مش أنها تنوعت وسائل العقاب، يعني هيك إحنا بيكونوا
+
+122
+00:08:15,580 --> 00:08:20,540
+يعني إزاي بيصنعوا طبعاً هو أصبح العقاب عقاب تربوي،
+
+123
+00:08:20,540 --> 00:08:24,260
+يعني مافيش عملية تربوية بدون عقاب، لكن المنهج
+
+124
+00:08:24,260 --> 00:08:28,420
+الحديث نبض العقاب البدني، يعني إحنا لو رجعنا إلى
+
+125
+00:08:28,420 --> 00:08:32,160
+الخلف، بنلاقي إنه كثير من المدارس كانت يعني تستخدم
+
+126
+00:08:32,160 --> 00:08:36,470
+فيها الضرب بشتة وسائلهوإنهم يضربوا الطالب على
+
+127
+00:08:36,470 --> 00:08:39,950
+إيديه على رجليه يحبسوه في غرفة مقفلة ويقولوله هذه
+
+128
+00:08:39,950 --> 00:08:43,670
+غرفة الفيران أو كذا هذه الأشياء طبعا اللي كانت
+
+129
+00:08:43,670 --> 00:08:46,650
+تستخدم في المدارس سابقا هذه الأشياء الأن أصبحت
+
+130
+00:08:46,650 --> 00:08:50,850
+مرفوضة تماما والمنهج الحديث بيميل إلى نبذ العقاب
+
+131
+00:08:50,850 --> 00:08:54,670
+البدني مافيش ضرب للطالب ضرب على إيديه على رجليه
+
+132
+00:08:54,670 --> 00:08:58,070
+على وشه ممنوع هذا الضرب أطلقت لكن كيف ممكن أنعقب
+
+133
+00:08:58,070 --> 00:09:02,270
+الطالب؟ في أسليب للعقاب هذه أسليب تربوية إن أنا
+
+134
+00:09:02,270 --> 00:09:08,330
+ممكنممكن نبعت لووليه أمره و نبلغه إن هو عنده خلل
+
+135
+00:09:08,330 --> 00:09:11,950
+في صلوكه و محتاج إلى تعديل صلوك أحرمه مثلا من
+
+136
+00:09:11,950 --> 00:09:16,790
+معززات معينة مثلا جائزة أو إشي أه نعم ممكن أنا
+
+137
+00:09:16,790 --> 00:09:19,970
+أثابر كل الطلاب اللي هم قاعدين مثلا كويس أو
+
+138
+00:09:19,970 --> 00:09:22,670
+بيعملوا الواجب أو كذا يكون فيه لهم تعزيز هو
+
+139
+00:09:22,670 --> 00:09:27,600
+ماياخدش هذاالتعزيز وبالتالي هو في المرة القادمة
+
+140
+00:09:27,600 --> 00:09:31,840
+بنلاقي أن هو بيصير يتنافس حتى يحصل على هذا التعزيز
+
+141
+00:09:31,840 --> 00:09:35,420
+طبعا هذه الأشياء يعني بيحاولوا أنه يجدوا أساليب
+
+142
+00:09:35,420 --> 00:09:39,500
+للعقاب في بعض المدارس الحديثة بيعملوا مثلا مقعد
+
+143
+00:09:39,500 --> 00:09:43,440
+كده على الجنب و بيسموه هذا للمعاقبين أي طالب بشغب
+
+144
+00:09:43,440 --> 00:09:46,220
+أو كذا بيقعدوا فيه هو بياخد نفس الاشياء يعني
+
+145
+00:09:46,220 --> 00:09:49,340
+بيتعرض لنفس المعرفة و بيحل الأسئلة و بيشارك في
+
+146
+00:09:49,340 --> 00:09:53,890
+الأنشطة لكن هو قدام زملاءهمعاقب في هذا الشيء يعني
+
+147
+00:09:53,890 --> 00:09:56,590
+هو بأثر عليه أنه تاني مرة ما يحاولش أنه يقعد في
+
+148
+00:09:56,590 --> 00:09:59,890
+هذا المكان و أنه يكون مع زملائه، يعني أساليب لكن
+
+149
+00:09:59,890 --> 00:10:03,210
+يعني ما تهدفش إلى التعذيب النفسي ولا التعذيب
+
+150
+00:10:03,210 --> 00:10:04,670
+الجسدي، اتفضل
+
+151
+00:10:08,830 --> 00:10:11,550
+لجانب تقديم الأشياء هذه في الجامعات معروفة يعني هي
+
+152
+00:10:11,550 --> 00:10:15,370
+أكيد أن الطالب في الجامعة حتى في كل العالم يعني لا
+
+153
+00:10:15,370 --> 00:10:19,110
+يمكنه يتعرض للعذاب للعقاب البدني لكن أن هو في
+
+154
+00:10:19,110 --> 00:10:22,990
+أساليب للعقاب يعني لأن هنا الفعل من نوع رد الفعل
+
+155
+00:10:22,990 --> 00:10:25,770
+زي ما بتقول رد الفعل من نوع الفعل يعني الطالب بغش
+
+156
+00:10:25,770 --> 00:10:29,570
+في الامتحان فبتحرم دخولالانتحان أو بتحرمه التسجيل
+
+157
+00:10:29,570 --> 00:10:33,270
+الطالب مثلا عنده سلوك سيء فممكن أنت تحرمه من تسجيل
+
+158
+00:10:33,270 --> 00:10:36,610
+فصل أو أنه تبعده عن هذا الجانب تعمله مجلس تأديب
+
+159
+00:10:36,610 --> 00:10:41,650
+يكون فيه هناك نوع من اللي هو الجلسة للوعد والإرشاد
+
+160
+00:10:41,650 --> 00:10:44,430
+له بعد ذلك راح يكون فيها قرار هذا موجود في كل
+
+161
+00:10:44,430 --> 00:10:48,050
+العالم في كل الجامعات أنه محاكمة سلوك الطلبة
+
+162
+00:10:48,050 --> 00:10:51,990
+الشادة السلوكيات الشادة الخارجة عن المقلوف اللي هي
+
+163
+00:10:51,990 --> 00:10:55,670
+منها عمليات الغش منها عمليات التكثير الدرب الأشياء
+
+164
+00:10:55,670 --> 00:10:59,040
+اللي بتحصل في هذا الإطار فضلناأتقال يعني مجلس
+
+165
+00:10:59,040 --> 00:11:03,120
+التقديم في الجامعة هذي أساليب علاج يعني تربوية؟ أه
+
+166
+00:11:03,120 --> 00:11:06,420
+طبعا طب كيف يعني مثلا طالب غاش راح تغسلهم من
+
+167
+00:11:06,420 --> 00:11:09,760
+الجامعة؟ لأ لأ مافيش طالب بنغاش بالفصل من الجامعة
+
+168
+00:11:09,760 --> 00:11:15,680
+يعني سقطوا بالفصل أو بالمادة؟ هو الترسيب بكون
+
+169
+00:11:15,680 --> 00:11:20,200
+بالمادة مش بالفصل أما ممكن أن هو ينحرم من تسجيل
+
+170
+00:11:20,200 --> 00:11:24,080
+فصل جديدأما بيرسبهاش في كل المواد التانية اللي هو
+
+171
+00:11:24,080 --> 00:11:27,720
+دخلها ونجاحها مافيش فيها مشكلة المادة اللي هو دخل
+
+172
+00:11:27,720 --> 00:11:31,700
+فيها وغش فيها هذي اللي بيرسب فيها بيرسب الطالب في
+
+173
+00:11:31,700 --> 00:11:36,420
+المادة بأحكي لها إن هو عارف مسبقا إن أنت هتتعرف
+
+174
+00:11:36,420 --> 00:11:38,920
+لهذا الاشي إذا أنت تتكلم بهذا الاشي وبالتالي
+
+175
+00:11:38,920 --> 00:11:43,460
+بيكونش يعني عقاب شديد لإن أنت عارف نتيجته أساسا ما
+
+176
+00:11:43,460 --> 00:11:46,320
+هو بالظبط يعني أنا لما يكون عندي طالب جامعي والآن
+
+177
+00:11:46,320 --> 00:11:50,810
+هو بيخرج للمجتمعإذا كان هذا معلم و لا إذا كان طبيب
+
+178
+00:11:50,810 --> 00:11:53,670
+و لا إذا كان محاسب و لا إذا كان مهندس إذا هذا بغش
+
+179
+00:11:53,670 --> 00:11:57,990
+من الآن كيف بده يكون هو أمين على الأجيال المهندس
+
+180
+00:11:57,990 --> 00:12:02,110
+اللي بغش بكرا هيغش في الأساسات هتوقع المباني على
+
+181
+00:12:02,110 --> 00:12:05,830
+رأس أصحابها و المعلم اللي بغش كيف بده يربي أجيال
+
+182
+00:12:05,830 --> 00:12:08,970
+على القيم و على الأمانة و على المبادئ طلاب بغش
+
+183
+00:12:08,970 --> 00:12:12,550
+منهم كمان أنا قصدي كمية العقاب كبيرة هيك لأ هو
+
+184
+00:12:12,550 --> 00:12:16,050
+كمية ال .. زي ما بقولك الفعل يعني بيكون رد الفعل
+
+185
+00:12:16,050 --> 00:12:19,680
+على حجم الفعليعني طالبة مثلا إن هي كانت تتكلم
+
+186
+00:12:19,680 --> 00:12:22,360
+زمليتها أو كذا أو إشي هيك و لأول مرة برسبوها في
+
+187
+00:12:22,360 --> 00:12:27,340
+المادة لما يتكرر الحدث هلاقيت أخدت هي أول مرة و
+
+188
+00:12:27,340 --> 00:12:32,060
+رسبت في المادة في المرة التانية لازم يكون العقاب
+
+189
+00:12:32,060 --> 00:12:38,850
+أشد فممكن يحرموها إنها تفوت فصل الجامعةلكن مابوصلش
+
+190
+00:12:38,850 --> 00:12:42,090
+للطرد من الجامعة اطلاقا، لكن مابكونش بحجم ان هو لأ
+
+191
+00:12:42,090 --> 00:12:44,930
+انت خلاص ممنوع مفصولة من الجامعة عشان الغشاتي،
+
+192
+00:12:44,930 --> 00:12:47,770
+احنا بنحاول ان احنا نعدل من سلوكة، انك انت اتعرضتي
+
+193
+00:12:47,770 --> 00:12:51,290
+لهذا العقاب، لأنه مش معقول بعد ما هي غشت نروح نرجع
+
+194
+00:12:51,290 --> 00:12:55,230
+الورقة للمدرس ونقوله صليح الهياه ونرجحها، هذا
+
+195
+00:12:55,230 --> 00:13:00,190
+بيجرّق كل الطلاب على ان هم الغش هذا حاجة ممتازة
+
+196
+00:13:00,190 --> 00:13:01,590
+جدا عشان نرفع معدلاتنا
+
+197
+00:13:04,380 --> 00:13:07,460
+لأ المفروض أن يكون في عيننا قيم، في عيننا مبادئ،
+
+198
+00:13:07,460 --> 00:13:09,820
+بعدين إحنا مسلمين، الرسول عليه الصلاة والسلام ماذا
+
+199
+00:13:09,820 --> 00:13:14,980
+يقول؟ من غشنا فليس مننا، يعني بدك تخرج من أمة
+
+200
+00:13:14,980 --> 00:13:19,080
+الإسلام ككل، لن تكوني مسلمة، لن تكوني من أمة
+
+201
+00:13:19,080 --> 00:13:22,160
+الإسلام إذا أنت بدك تغشي، وإذا أنت هلاقيت طالبة
+
+202
+00:13:22,160 --> 00:13:25,760
+وفي مادة بسيطة بتغشي، بقى بكرا لما بده يكون قدامك
+
+203
+00:13:25,760 --> 00:13:29,180
+مسئولية وقدامك أجيال، راح تزوري أشياء كثيرة عشان
+
+204
+00:13:29,180 --> 00:13:33,520
+توضحي أنك انسانة ناجحةوهذا شيء خطأ المفروض انك
+
+205
+00:13:33,520 --> 00:13:37,420
+تجتهدي حتى تنجح و بعدين ليش طالبة طول الليل قاعدة
+
+206
+00:13:37,420 --> 00:13:42,280
+تدرس و ما أكلت و ما شربت و كذا و جاي تعبانة و كذا
+
+207
+00:13:42,280 --> 00:13:46,080
+و انت واحدة ما درست م المرة و تاخد نفس القيمة اللي
+
+208
+00:13:46,080 --> 00:13:49,240
+أخدتها الطالبة اللي تعبت مش من العدل و مش من
+
+209
+00:13:49,240 --> 00:13:53,220
+الإنصاف ان اللي تعب و اللي ما تعبش واحد لازم
+
+210
+00:13:53,220 --> 00:13:56,100
+يكونوا الاتنين في نفس الميزان اللي تعب ياخد على
+
+211
+00:13:56,100 --> 00:14:02,890
+قدر تعبهطيب، الآن اتعرفنا على أنه المنهاج الحديث
+
+212
+00:14:02,890 --> 00:14:06,670
+طبعا بيرفض العقاب البدني لكن بيستخدم أساليب لتعديل
+
+213
+00:14:06,670 --> 00:14:12,110
+السلوك نشوف الآن فعلنا طبعا اللي هي عملية النظم
+
+214
+00:14:12,110 --> 00:14:17,030
+وكيف ممكن احنا نتعامل مع المنهاج كنظام، ماذا يعني
+
+215
+00:14:17,030 --> 00:14:22,470
+النظام وما هو النظام؟ تفضلي هو كل متكامل يتفاعل
+
+216
+00:14:22,470 --> 00:14:25,870
+أساء هو مع بعضها البعض زي إيه؟
+
+217
+00:14:32,770 --> 00:14:38,190
+مدخلات وعمليات ومخرجات وتغذية راجع أي شيء بيكون
+
+218
+00:14:38,190 --> 00:14:43,070
+فيه علاقة كلية شاملة بنسميه منظومةهذه المنظومة
+
+219
+00:14:43,070 --> 00:14:47,510
+يعني هي كل متكون من مجموع أجزاء بتتفاعل مع بعضها
+
+220
+00:14:47,510 --> 00:14:51,290
+البعض بتحقق هدف معين يعني جسم الإنسان عندنا في
+
+221
+00:14:51,290 --> 00:14:54,690
+مجموعة كبيرة من الأجهزة في عندك الجهاز الهضمي
+
+222
+00:14:54,690 --> 00:14:58,210
+والجهاز الدوري والجهاز العصبي وكل الأجهزة اللي
+
+223
+00:14:58,210 --> 00:15:01,490
+موجودة في داخل جسمك مع الأنسجة والخلايا الموجودة
+
+224
+00:15:01,490 --> 00:15:05,670
+كل هذه تفاعلها مع بعضها البعض بيكفلك حياة جيدة لو
+
+225
+00:15:05,670 --> 00:15:10,430
+أي خلية أو أي جهاز عندك صار في عطب أو صار في مشكلة
+
+226
+00:15:10,430 --> 00:15:16,810
+بقيت الجسم كلهبتقل كفاءته بالظبط وهذا طبعا من
+
+227
+00:15:16,810 --> 00:15:28,530
+تجيبلي حديث في هذا المعنى احسن
+
+228
+00:15:28,530 --> 00:15:32,510
+يبقى هنا المسلمين كلهم جسدواحد المفروض إنه هذا
+
+229
+00:15:32,510 --> 00:15:35,470
+إحساس، شوف مفهوم النظام كيف بقدّم إلينا إياه
+
+230
+00:15:35,470 --> 00:15:39,110
+الإسلام، إنه إحنا في تعاطف وفي توادع وفي تراحم
+
+231
+00:15:39,110 --> 00:15:43,070
+بيننا، ولو إنه أي إنسان من هذا المسلمين حوالينا
+
+232
+00:15:43,070 --> 00:15:46,090
+صار في عنده مشكلة، لو أي دولة صار فيها مشكلة،
+
+233
+00:15:46,090 --> 00:15:50,530
+المفروض إنه كل المسلمين بيقوموا وبيحبوا مع هذا
+
+234
+00:15:50,530 --> 00:15:53,690
+أساس مبادئ الدين طبعا إنه إحنا الآن بدنا ننظر
+
+235
+00:15:53,690 --> 00:15:58,910
+للعملية التربوية، العملية التربوية طبعا هي أساس
+
+236
+00:15:58,910 --> 00:16:05,120
+مهم جدافي المجتمع وطبعا احنا علشان نبني منهج احنا
+
+237
+00:16:05,120 --> 00:16:09,460
+بنبني مجتمع يعني كيف يمكن ان نبني هؤلاء الطلاب؟
+
+238
+00:16:09,460 --> 00:16:12,420
+احنا بنعلمهم الحساب و بنعلمهم عن التاريخ و بنعلمهم
+
+239
+00:16:12,420 --> 00:16:15,780
+عن الجغرافيا و بنعلمهم علوم و بنعلمهم لغة بلدهم و
+
+240
+00:16:15,780 --> 00:16:18,740
+بنعلمهم لغة أجنبية تانية من أجل انهم يكونوا
+
+241
+00:16:18,740 --> 00:16:23,940
+مواطنينأكفاء صالحين بيقدروا انهم يخدموا بلدهم انه
+
+242
+00:16:23,940 --> 00:16:27,120
+يطلع منهم المدرسين ويطلع منهم المهندسين ويطلع منهم
+
+243
+00:16:27,120 --> 00:16:30,720
+الأطباء ويطلع منهم العلماء اللي بيساعدوا فيه اللي
+
+244
+00:16:30,720 --> 00:16:34,480
+هي تسيير الحياة بالدرجة الأولى ثم تطوير هذه الحياة
+
+245
+00:16:34,480 --> 00:16:38,020
+وان هم يواجهوا في المستقبل وان هم يقدروا يقدموا
+
+246
+00:16:38,020 --> 00:16:41,160
+خدمات جليلة لمجتمعهم يبقى الآن هذا المنهج هذا
+
+247
+00:16:41,160 --> 00:16:44,920
+المادة الدراسية اللي احنا بنعملها هيمؤثر كبير جدا
+
+248
+00:16:44,920 --> 00:16:48,220
+في صياغة أفراد المجتمع وبالتالي هنا أقول إنه
+
+249
+00:16:48,220 --> 00:16:51,340
+النظام التربوي العملية التربوية نظام متكامل
+
+250
+00:16:51,340 --> 00:16:55,640
+والمنهاج في ضقة سليب النظم أيضا يعتبر نظام فرعي من
+
+251
+00:16:55,640 --> 00:17:00,300
+النظام التربوي التفاعل هذا مهم جدا نظام المنهاج هو
+
+252
+00:17:00,300 --> 00:17:04,280
+مركز الأنظمة التربوية والاجتماعية، نشوف
+
+253
+00:17:14,470 --> 00:17:18,030
+زي ما أحنا شايفين هنا أنه طبعا النظام الأكبر هو
+
+254
+00:17:18,030 --> 00:17:22,570
+نظام المجتمع، مما يتكون نظام المجتمع، أكم نظام
+
+255
+00:17:22,570 --> 00:17:29,250
+عندى فيه داخل المجتمع؟ نظام
+
+256
+00:17:29,250 --> 00:17:34,920
+التربي أو نظام ال ..لأ، نظام المجتمع يتكون من
+
+257
+00:17:34,920 --> 00:17:39,280
+مجموعة من الأنظمة، أيوة، يعني كل مجتمع في نظام
+
+258
+00:17:39,280 --> 00:17:42,580
+سياسي، في نظام اقتصادي، في نظام إعلامي، في نظام
+
+259
+00:17:42,580 --> 00:17:46,580
+صحي، في نظام ثقافي، مش هذه الأشياء كلها موجودة في
+
+260
+00:17:46,580 --> 00:17:49,940
+داخل المجتمع، هذه الأشياء كلها لازم تعمل بكفاءة،
+
+261
+00:17:49,940 --> 00:17:52,960
+يعني في نظام صحي وفي نظام تعليمي وفي نظام إعلامي
+
+262
+00:17:52,960 --> 00:17:56,760
+وفي نظام اقتصادي وفي نظام سياسي، لو مجتمع تخيلنا
+
+263
+00:17:56,760 --> 00:18:00,700
+انهار في النظام الاقتصادي، هل بقية الأنظمة هتشتغل
+
+264
+00:18:00,700 --> 00:18:05,820
+بفعالية؟هتختل الكفاءة لو انهار في هذا المنظومة
+
+265
+00:18:05,820 --> 00:18:09,960
+النظام الصحي هل المنهج هذا هيكون فيه كفاءة هذه
+
+266
+00:18:09,960 --> 00:18:13,500
+المنظومة اللي هي الاجتماعية يبقى هذه الأنظمة كلها
+
+267
+00:18:13,500 --> 00:18:16,220
+يتها في داخل المجتمع كلها لازم تشتغل مع بعضها في
+
+268
+00:18:16,220 --> 00:18:20,120
+كفاءة لازم النظام الصحي يكون شغال وكفوء لازم
+
+269
+00:18:20,120 --> 00:18:23,460
+النظام التربو يكون شغال لازم النظام السياسي لازم
+
+270
+00:18:23,460 --> 00:18:27,480
+النظام الثقافي النظام الإعلامي كل هذه الأنظمة
+
+271
+00:18:27,480 --> 00:18:31,480
+تشتغل مع بعضها البعض قلب هذه الأنظمة الاجتماعية
+
+272
+00:18:31,480 --> 00:18:38,650
+اللي هو نظامالتربية مالكم احنا بنتكلم عن اول
+
+273
+00:18:38,650 --> 00:18:47,650
+منظومة اللي هي نظام المجتمع فيه سياسي اقتصادي
+
+274
+00:18:47,650 --> 00:18:54,190
+إعلامي تربوي صحي و باقية الأشياء هلقيتها نظام
+
+275
+00:18:54,190 --> 00:18:58,770
+التربية هو
+
+276
+00:18:58,770 --> 00:19:03,480
+قلب أنظمة المجتمعلأن اللي بدي يطلع سياسي و
+
+277
+00:19:03,480 --> 00:19:07,260
+الاقتصادي و الاعلامي و اللي بدي يطلع في أي مكان
+
+278
+00:19:07,260 --> 00:19:12,500
+بدي يمر في نظام التربو فالنظام التربو هو قلب أنظمة
+
+279
+00:19:12,500 --> 00:19:16,800
+المجتمع النظام التربو من إيش بتكون؟ من نظام
+
+280
+00:19:16,800 --> 00:19:23,220
+المنهاج، نظام الإدارة، نظام الإشراف، نظام
+
+281
+00:19:23,220 --> 00:19:30,510
+التعيينات، في عندنا مجموعة كبيرة المتابعة مثلاهذه
+
+282
+00:19:30,510 --> 00:19:33,350
+في عندنا منظومة كبيرة، يعني في عندنا إدارات
+
+283
+00:19:33,350 --> 00:19:36,750
+للتعليم، في عندنا أيضًا جهاز للإشراف، في عندنا
+
+284
+00:19:36,750 --> 00:19:39,710
+جهاز للإدارة، في عندنا جهاز للمتابعة، في عندنا ناس
+
+285
+00:19:39,710 --> 00:19:42,530
+مسؤولين عن مباني المدارس، في عندنا ناس مسؤولين عن
+
+286
+00:19:42,530 --> 00:19:45,710
+الأثات اللي موجودة في المدارس، فهذه الأشياء كلها
+
+287
+00:19:45,710 --> 00:19:49,270
+منظومة واحدة، كلها بتشتغل مع بعضها البعض، ماينفعش
+
+288
+00:19:49,270 --> 00:19:52,130
+أن يكون في مدارس وفيش ناس مشرفين على هذه المدارس
+
+289
+00:19:52,740 --> 00:19:55,520
+بنفع يكون أن مافيش حد مشرف على المدارس ويوجهها
+
+290
+00:19:55,520 --> 00:19:59,240
+ويتابعها يحضرلها من الكتب الوسائل يبنيلهم مدارس
+
+291
+00:19:59,240 --> 00:20:02,980
+يساعدهم في هذا الإطار وبالتالي هذه منظومة كاملة
+
+292
+00:20:02,980 --> 00:20:06,360
+بتشتغل مع بعضها البعض قلب هذه المنظومة اللي هو
+
+293
+00:20:06,360 --> 00:20:09,820
+نظام المنهجة
+
+294
+00:20:11,090 --> 00:20:15,330
+قلب هذه المنظومة اللي هو نظام المنهج اللي هو بتكون
+
+295
+00:20:15,330 --> 00:20:18,810
+عندي من مجموعة من الأشياء اللي إحنا الآن هنشوفها،
+
+296
+00:20:18,810 --> 00:20:22,290
+يبقى الآن نظام المنهج هو قلب نظام التربية اللي هي
+
+297
+00:20:22,290 --> 00:20:27,450
+قلب نظام المجتمع، يبقى الآن إحنا كيف بن .. الطالب
+
+298
+00:20:27,450 --> 00:20:29,830
+اللي بدي أجي عندي بدي يصبح سياسي، بدي ياخد عندي
+
+299
+00:20:29,830 --> 00:20:34,010
+منهج، و اللي بدي يكون إعلامي بدي ياخد عندي منهج
+
+300
+00:20:35,040 --> 00:20:39,180
+وبالتالي الشيء اللي أنا بغير فيه هو قلب الأشياء في
+
+301
+00:20:39,180 --> 00:20:42,920
+داخل المجتمع اللي هو المنهاج المدرسي هو اللي أنا
+
+302
+00:20:42,920 --> 00:20:47,880
+بأثر فيه بدخل فيه على كل فرد في داخل المجتمع كلهم
+
+303
+00:20:47,880 --> 00:20:51,520
+هيدخلوا المدرسة وكلهم هيتعلموا وكلهم هيخدوا الفكر
+
+304
+00:20:51,520 --> 00:20:54,660
+و هيخدوا العلم و هيخدوا المعرفة و هيخدوا الاتجاهات
+
+305
+00:20:54,660 --> 00:20:58,020
+و الميول و المهارات اللي احنا بدنا نعلمهم إياها
+
+306
+00:20:58,020 --> 00:21:01,620
+بعد ذلك كل واحد فيهم هيختار طريقه على حسب تخصصه بس
+
+307
+00:21:01,620 --> 00:21:06,150
+كلهم هيتعرضوا إلى نفس الخبراتكلهم هياخدوا نفس
+
+308
+00:21:06,150 --> 00:21:10,350
+الخبرات يبقى هنا قلب اللي هو المنظومة الاجتماعية
+
+309
+00:21:10,350 --> 00:21:14,510
+والمنظومة التربوية اللي هو نظام المنهاج نشوف مما
+
+310
+00:21:14,510 --> 00:21:15,910
+يتكون نظام المنهاج
+
+311
+00:21:43,100 --> 00:21:45,940
+أيوة، اتنشطوا، ليه .. ليه انتوا مش نشاطة لقد ..
+
+312
+00:21:45,940 --> 00:21:49,420
+اتنشطوا شوية، فيه خمس درجات على النشاط في
+
+313
+00:21:49,420 --> 00:21:56,200
+المحاضرة، تفضلوا عندى
+
+314
+00:21:56,200 --> 00:22:00,600
+المدخلات و العمليات و المخرجات و فيه عندي التغذية
+
+315
+00:22:00,600 --> 00:22:04,320
+الراجعة، أربع مكونات أساسية للنظام، وهذه أربع
+
+316
+00:22:04,320 --> 00:22:09,110
+مكونات أساسية لأي نظامأي نظام، نظام الحاسوب، نظام
+
+317
+00:22:09,110 --> 00:22:13,090
+الإدارة، أي منظومة فيه إلها مدخلات وعمليات ومخرجات
+
+318
+00:22:13,090 --> 00:22:16,750
+وفيه تغذية؟ راجعة راجعة نشوف ما هي المدخلات في
+
+319
+00:22:16,750 --> 00:22:23,850
+نظام المنهج تفضل حاجة للمجتمع ووعاداته وقيمه وحاجة
+
+320
+00:22:23,850 --> 00:22:28,770
+الأفراد والأخلاف المستقبلية من الحاجات وخبرات
+
+321
+00:22:28,770 --> 00:22:31,470
+تعليمية والمواد المعرفية والأنشطة التعليمية
+
+322
+00:22:31,470 --> 00:22:36,140
+والإمكانات المدخليةوالامكانات المتوفرة في البيئة
+
+323
+00:22:36,140 --> 00:22:38,940
+يبقى لان عشان احنا نسأل ما هي المدخلات احنا لما
+
+324
+00:22:38,940 --> 00:22:41,200
+انا بنيجي بنعمل اي شي
+
+325
+00:22:44,530 --> 00:22:47,370
+فبنحضر المدخلات يعني لو بدك تعملي كيكة فبتروحي
+
+326
+00:22:47,370 --> 00:22:51,710
+بتحضري كل الأشياء المطلوبة و بتحطيها قدامك و بعدين
+
+327
+00:22:51,710 --> 00:22:56,030
+بتبدأ عملية ال mix تبعتها و الخلق نفس الشي بالنسبة
+
+328
+00:22:56,030 --> 00:22:59,210
+للمنهج بدنا نعمل منهج لهذا المجتمع أول شئ بدنا
+
+329
+00:22:59,210 --> 00:23:04,350
+نسأل عنه حاجات المجتمع ما هي حاجات المجتمع
+
+330
+00:23:04,350 --> 00:23:08,890
+الفلسطيني؟ اللي أش محتاجين في المجتمع الفلسطيني؟
+
+331
+00:23:08,890 --> 00:23:12,370
+محتاجين
+
+332
+00:23:12,370 --> 00:23:12,690
+الأمل
+
+333
+00:23:17,550 --> 00:23:19,830
+ممتاز، يا عزيزي القيام والمعرفة التاريخية، إيش
+
+334
+00:23:19,830 --> 00:23:26,010
+محتاجين كمان؟ الحرية كمان الحرية محتاجين بناء
+
+335
+00:23:26,010 --> 00:23:31,610
+الدولة، محتاجين أكفاء في كل المجالات أحسنتي،
+
+336
+00:23:31,610 --> 00:23:34,690
+محتاجين أكفاء في كل المجالات، بدنا طباء و بدنا
+
+337
+00:23:34,690 --> 00:23:38,110
+مهندسين و بدنا IT و بدنا كذا، بدنا أشياء كتيرة
+
+338
+00:23:38,110 --> 00:23:41,810
+محتاجين الوحدة كمان محتاجين الوحدة الوطنية،
+
+339
+00:23:41,810 --> 00:23:45,780
+محتاجين إيش كمان؟بنعرف أكتر عن التكنولوجيا و
+
+340
+00:23:45,780 --> 00:23:50,540
+تطورنا نقدر نعرف
+
+341
+00:23:50,540 --> 00:23:54,320
+أكتر
+
+342
+00:23:54,320 --> 00:23:55,960
+عن التكنولوجيا و تطورنا نقدر نعرف أكتر عن
+
+343
+00:23:55,960 --> 00:23:57,160
+التكنولوجيا و تطورنا نقدر نعرف أكتر عن التكنولوجيا
+
+344
+00:23:57,160 --> 00:23:58,880
+و تطورنا نقدر نعرف أكتر عن التكنولوجيا و تطورنا
+
+345
+00:23:58,880 --> 00:24:00,700
+نقدر نعرف أكتر عن التكنولوجيا و تطورنا نقدر نعرف
+
+346
+00:24:00,700 --> 00:24:02,960
+أكتر عن التكنولوجيا و تطورنا نقدر نعرف أكتر عن
+
+347
+00:24:02,960 --> 00:24:04,860
+التكنولوجيا و تطورنا نقدر نعرف أكتر عن التكنولوجيا
+
+348
+00:24:04,860 --> 00:24:08,800
+و تطورنا نقدر نعرف أكتر عن التكنولوجيا و تطورنا
+
+349
+00:24:08,800 --> 00:24:13,720
+نقدر نعرف أكتر عن التكنولوجياالبشرية، أيش بيحتاج
+
+350
+00:24:13,720 --> 00:24:16,880
+من الكوادر البشرية لإدارة هذا المجتمع؟ ما هي
+
+351
+00:24:16,880 --> 00:24:19,760
+احتياجاته من القيم؟ ما هي احتياجاته السياسية؟ ما
+
+352
+00:24:19,760 --> 00:24:23,120
+هي احتياجاته الأمنية؟ كل هذه الأشياء بيتم وضعها
+
+353
+00:24:23,120 --> 00:24:26,560
+ناس باحثين بيشتغلوها، بيسألوا الناس، بيشوفوا الناس
+
+354
+00:24:26,560 --> 00:24:30,760
+أيش هم محتاجين بالضبط، وبدرسوا هذا المجتمع في دوق
+
+355
+00:24:30,760 --> 00:24:33,200
+حاجاته، في دوق قيمه، في دوق العقيدة السائدة
+
+356
+00:24:33,200 --> 00:24:36,340
+الموجودة، وبيضعوها في قوائم بيحددوا احتياجات
+
+357
+00:24:36,340 --> 00:24:40,020
+المجتمع، ليست احتياجات المجتمع فقط، كمان احتياجات
+
+358
+00:24:40,020 --> 00:24:45,710
+الأفرادانت كفرد في المجتمع ماذا تحتاجين؟ إيش
+
+359
+00:24:45,710 --> 00:24:52,750
+بتحتاجي؟ تحتاجي لأمن تحتاجي لبيت عشان يكون عندك
+
+360
+00:24:52,750 --> 00:24:59,110
+أمن ولا لأ؟ بدك بيت و بدك ..
+
+361
+00:24:59,110 --> 00:25:03,510
+ممتاز المأكل و الملبس و المشرب و كل أشياء بدك ناس
+
+362
+00:25:03,510 --> 00:25:06,710
+تزرعلك عشان تاكلي بدك ناس تخيطلك عشان تلبسي بدك
+
+363
+00:25:06,710 --> 00:25:11,070
+أشياء كتيرةمحتاجين الأهل اللي .. اللي ب .. بموتوا
+
+364
+00:25:11,070 --> 00:25:19,750
+كل يوم؟ محتاجين هم يموتوا ولا يعيشوا؟ الله أكبر هم
+
+365
+00:25:19,750 --> 00:25:23,790
+يعني بحرموا الأطفال دايما من الأهل يعني اه محتاجين
+
+366
+00:25:23,790 --> 00:25:26,510
+.. حاجة للأمن الأمن والاستقرار
+
+367
+00:25:29,570 --> 00:25:33,610
+ممتاز حاجة الرعاية الصحية و التعليم كل إنسان له
+
+368
+00:25:33,610 --> 00:25:37,070
+احتياجاته انت كإنسانة موجودة في المجتمع الفلسطيني
+
+369
+00:25:37,070 --> 00:25:40,530
+أول احتياجاتك انك تتربي كويس و انك تتعلم كويس انه
+
+370
+00:25:40,530 --> 00:25:43,850
+يكون في نظام تعليمي يعلمك و النظام التعليمي هذا
+
+371
+00:25:43,850 --> 00:25:48,150
+يمنحك هذا الشيء مجانا و بعد ذلك يكون في عندك فرصة
+
+372
+00:25:48,150 --> 00:25:51,670
+لاختيار التخصص المناسب لإلك و انها تتوفر إليك فرصة
+
+373
+00:25:51,670 --> 00:25:56,570
+التعليم و فرصة الحصول على عمل هذه أقل احتياجاتكانك
+
+374
+00:25:56,570 --> 00:25:59,730
+تتعلمي و انك تعملي و انك تفيدي مجتمعك انت بحاجة
+
+375
+00:25:59,730 --> 00:26:04,390
+لبيت بحاجة لاستقرار نفسي و اجتماعي بحاجة انه يكون
+
+376
+00:26:04,390 --> 00:26:07,190
+في عندك أسرة و انه يكون فيك زوج انه يقولك انه في
+
+377
+00:26:07,190 --> 00:26:11,130
+أشياء كثيرة انت هادي موجودة في احتياجاتك وبالتالي
+
+378
+00:26:11,130 --> 00:26:14,570
+احنا لا يتم اللي هو الاهتمام باحتياجات المجتمع على
+
+379
+00:26:14,570 --> 00:26:17,650
+حسب احتياجات الفرد لابد من الموازنة بين احتياجات
+
+380
+00:26:17,650 --> 00:26:20,660
+الفرد واحتياجات المجتمعالمجتمع، يبقى احنا بناخد
+
+381
+00:26:20,660 --> 00:26:24,180
+احتياجات الفرد، احتياجات المجتمع وعاداته وتقاليده
+
+382
+00:26:24,180 --> 00:26:26,960
+وقيمه والعقيدة السائدة والفلسفة السائدة وحاجات
+
+383
+00:26:26,960 --> 00:26:31,560
+الأفراد، هذه الحاجات حاجات الفرد وحاجات المجتمع
+
+384
+00:26:31,560 --> 00:26:37,280
+كلها توضع في صورة أهداف وبالتالي هذه تترجم لأهداف
+
+385
+00:26:38,500 --> 00:26:42,640
+أهداف مشتقة من الحاجات يبقى هذه الحاجات اللي احنا
+
+386
+00:26:42,640 --> 00:26:47,800
+اتكلمنا عنها بنشتق منها أهداف تعليمية هذه الأهداف
+
+387
+00:26:47,800 --> 00:26:52,480
+نضع لها خبرات تعليمية و الخبرات تحتاج إلى معرفة
+
+388
+00:26:52,480 --> 00:26:56,000
+يعني احنا بدنا الطالب يقوم بتجربة معينة يبقى بده
+
+389
+00:26:56,000 --> 00:26:59,840
+معرفة علمية لهذه التجربة أيضا يحتاج إلى أنشطة
+
+390
+00:26:59,840 --> 00:27:03,800
+علمية كل هذه الأشياء اللي احنا حضرناها بنجي بنوقف
+
+391
+00:27:03,800 --> 00:27:07,650
+هنا عند الإمكانات المتوافرةفي البيئة إحنا محتاجين
+
+392
+00:27:07,650 --> 00:27:11,410
+إمكانات بشرية وإمكانات مادية مادية يبقى لابد من
+
+393
+00:27:11,410 --> 00:27:14,810
+توفير الإمكانات المادية و البشرية عشان قبل ما أقول
+
+394
+00:27:14,810 --> 00:27:18,610
+أنا بدأ أدرس مادة في المناهج جديدة في المدارس بدأ
+
+395
+00:27:18,610 --> 00:27:21,970
+أشوف هل في إلها مدرسين؟ هل في إلها مختبرات؟ هل في
+
+396
+00:27:21,970 --> 00:27:25,610
+إمكانية لتطبيقها؟ هل في عندنا إمكانية أن أحنا نصنع
+
+397
+00:27:25,610 --> 00:27:28,910
+ونوفر هذه المختبرات؟ بدنا نفتح مدارس جديدة؟ بدنا
+
+398
+00:27:28,910 --> 00:27:31,930
+نعمل كذا؟ عندنا طموحاتنا كبيرة جدا لكن هل
+
+399
+00:27:31,930 --> 00:27:36,200
+إمكاناتنا على قدر طموحاتنا؟يبقى أنا المفروض أن أنا
+
+400
+00:27:36,200 --> 00:27:39,540
+بمشي خطوة خطوة كل ما أطور خطوة بسير بالخطوة التي
+
+401
+00:27:39,540 --> 00:27:43,640
+تاليها الآن هذه الأشياء اللي هي بتتحضر في البداية
+
+402
+00:27:43,640 --> 00:27:47,880
+حضرنا الأهداف شوفنا أول حاجة إيش اللي إحنا بدناياه
+
+403
+00:27:47,880 --> 00:27:50,900
+كمجتمع و كأفراد اعملنا الأهداف حضرنا المعارفة
+
+404
+00:27:50,900 --> 00:27:54,020
+حضرنا الخبرات بدنا كذا بدنا كذا الإمكانات الأنشطة
+
+405
+00:27:54,020 --> 00:27:59,620
+المختبرات الآن بتبدأ اللي هي العمليات أولى
+
+406
+00:27:59,620 --> 00:28:03,570
+العمليات اللي هي عملية التصميمالمنهج، الآن هذه
+
+407
+00:28:03,570 --> 00:28:07,790
+الأشياء كلها بتنعطى لناس مؤلفين وخبراء في تصميم
+
+408
+00:28:07,790 --> 00:28:11,370
+المناهج وبنقولهم الآن أنتوا بتعملولنا مناهج
+
+409
+00:28:11,370 --> 00:28:15,090
+بتصممولنا إياها ونشوف كيف بتخرج هذه العملية بعد
+
+410
+00:28:15,090 --> 00:28:19,730
+عملية التصميم دائما إيش بيكون؟ تجريب يبقى مباشرة
+
+411
+00:28:19,730 --> 00:28:21,510
+بعد التصميم بيكون فيه تجريب
+
+412
+00:28:24,180 --> 00:28:28,920
+بالظبط، يعني نعمل على نطاق ضيق، ثم على نطاق أوسع،
+
+413
+00:28:28,920 --> 00:28:30,100
+أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع،
+
+414
+00:28:30,100 --> 00:28:30,320
+أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع،
+
+415
+00:28:30,320 --> 00:28:31,980
+أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع،
+
+416
+00:28:31,980 --> 00:28:34,740
+أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع،
+
+417
+00:28:34,740 --> 00:28:42,160
+أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع،
+
+418
+00:28:42,160 --> 00:28:48,340
+أوسع، أوسع، أوسع، أوسع، أوسع، أوسع، أوسع،
+
+419
+00:28:48,340 --> 00:28:53,230
+أوسع، أويبقى بدي أخد المدرسين دورات عشان أحدث
+
+420
+00:28:53,230 --> 00:28:57,190
+معلوماتهم، عشان أطور معلوماتهم، ما عندهم مش مهارات
+
+421
+00:28:57,190 --> 00:28:59,890
+في القياس والتقويم، مهاراتهم في استخدام الوسائل
+
+422
+00:28:59,890 --> 00:29:02,990
+التكنولوجية الحديثة قليلة، يبقى بنعمل دورات
+
+423
+00:29:02,990 --> 00:29:07,030
+تدريبية للمعلمين، يبقى احنا بنعمل على إعداد المعلم
+
+424
+00:29:07,030 --> 00:29:10,970
+الكفق، القادر على تدريس المنهج توفير المواد
+
+425
+00:29:10,970 --> 00:29:15,120
+التعليمية، ايش المواد التعليمية؟الكتب والوسائل
+
+426
+00:29:15,120 --> 00:29:18,940
+التعليمية المقاعد كل ما هو مرتبط باحتياجات الطالب
+
+427
+00:29:18,940 --> 00:29:24,340
+في داخل الصف وفي داخل المدرسة بنوفرها للطالب الآن
+
+428
+00:29:24,340 --> 00:29:28,440
+بنعمل على تطبيق المنهج الآن بدأنا في عملية التطبيق
+
+429
+00:29:28,440 --> 00:29:33,040
+للمنهج بنحدد أساليب وطرق التعليم طبقنا المناهج
+
+430
+00:29:33,040 --> 00:29:36,600
+دربنا المعلمين وعملنا الكتب ووزعناها وجبنا لهم
+
+431
+00:29:36,600 --> 00:29:40,400
+وسائل تعليمية الآن بنخرج للمدرسة بنشوف هل المعلم
+
+432
+00:29:40,400 --> 00:29:44,580
+بدرس المنهج زي ما احنا عايزينزي ما هو لازم يتدرسوا
+
+433
+00:29:44,580 --> 00:29:48,780
+للمدرس بدرسه بطريقة تانية ما هو ممكن يكون المنهج
+
+434
+00:29:48,780 --> 00:29:53,460
+ممتاز بس المدرس ماعندهوش مهارة في التدريس وبالتالي
+
+435
+00:29:53,460 --> 00:29:56,860
+انا بدي اعدل من سلوك المدرسين يبقى لابد من عملية
+
+436
+00:29:56,860 --> 00:30:00,460
+المتابعة لأساليب التدريس واساليب التعليم في
+
+437
+00:30:00,460 --> 00:30:04,780
+المدارس لابد ان المنهج الحديث يضعلي دور واضح
+
+438
+00:30:04,780 --> 00:30:10,530
+للمتعلم لازم المتعلم يكون له دورفي المنهج و لازم
+
+439
+00:30:10,530 --> 00:30:13,890
+هذا الدور يكون واضح في كل حصة لازم اعرف اش دور
+
+440
+00:30:13,890 --> 00:30:18,770
+اللى بدى يقوم فيه الطالب الان بنصل الى المخرجات
+
+441
+00:30:20,520 --> 00:30:23,960
+احنا عملنا كل هذه العمليات عمليات تحليل شاملة،
+
+442
+00:30:23,960 --> 00:30:27,340
+ناس، خبراء بيشتغلوا خبراء في التربية، خبراء
+
+443
+00:30:27,340 --> 00:30:30,960
+أكاديميين، خبراء كذا عملوا منهج الإشراف بيشتغل
+
+444
+00:30:30,960 --> 00:30:34,500
+الإدارة بيشتغل كله بيشتغل لحد ما جهزنا وخلصنا
+
+445
+00:30:34,500 --> 00:30:38,420
+ودخلنا الطالب في منظومة العمل التربة ودخل الطالب
+
+446
+00:30:38,420 --> 00:30:41,320
+في المنهج هذا من الصف الأول حتى الصف الثاني عشر
+
+447
+00:30:41,320 --> 00:30:46,280
+درس منهج كامل ما هو المخرج النهائي أنا كنت حاطة
+
+448
+00:30:46,280 --> 00:30:49,800
+مواصفات لهذا المخرج النهائي ما المخرج النهائي؟
+
+449
+00:31:12,930 --> 00:31:18,130
+عشان أحقق أهداف أساسية وإن تطلع عندى شخصية كاملة
+
+450
+00:31:18,130 --> 00:31:21,530
+ومتكاملة طالب يتكلم ويكتب اللغة العربية بطلاقة
+
+451
+00:31:21,660 --> 00:31:25,120
+يتكلم ويكتب اللغة الإنجليزية بطلاقة يقوم بمجموعة
+
+452
+00:31:25,120 --> 00:31:28,420
+كبيرة من العمليات الحسابية لهوا معرفة عن تاريخ
+
+453
+00:31:28,420 --> 00:31:31,940
+بلده لهوا قدرات علمية في استخدام الفيزيا والكيميا
+
+454
+00:31:31,940 --> 00:31:35,280
+وكذا في حل المشكلات هل الطالب المخرج النهائي اللي
+
+455
+00:31:35,280 --> 00:31:39,100
+طلع عندي من الثانوية العامة بيحمل هذه المواصفات
+
+456
+00:31:39,100 --> 00:31:45,280
+ولا لأ؟ إذا الآن بدنا نشوف قداش نسبة النمو الشامل
+
+457
+00:31:45,280 --> 00:31:48,560
+للمتعلم اللي حصلت في دوق اللي أشير اللي أنا حددته
+
+458
+00:31:48,560 --> 00:31:52,420
+في البدايةإن أنا بدي يا يكتب ويتكلم اللغة العربية
+
+459
+00:31:52,420 --> 00:31:55,120
+بطلاقة وإن يكون في عنده مهارات كاملة في اللغة
+
+460
+00:31:55,120 --> 00:31:57,840
+العربية، بدي أشوف إيش مستوقع في اللغة العربية، إيش
+
+461
+00:31:57,840 --> 00:31:59,580
+مستوقع في اللغة الإنجليزية، إيش مستوقع في
+
+462
+00:31:59,580 --> 00:32:02,680
+الرياضيات، بدي أشوف هل تحققت هذه الأشياء أو لم
+
+463
+00:32:02,680 --> 00:32:06,340
+تتحقق أيضًا أهداف النظام التربوي، في أهداف كانت
+
+464
+00:32:06,340 --> 00:32:09,890
+للنظام التربويكانت أهداف موجودة للمتعلم، كانت
+
+465
+00:32:09,890 --> 00:32:13,110
+أهداف موجودة للمعلمين، كانت أهداف موجودة لنظام
+
+466
+00:32:13,110 --> 00:32:16,710
+الإدارة، كانت أهداف موجودة لنظام الإشراف، لتحسين
+
+467
+00:32:16,710 --> 00:32:21,010
+المعلمين، لتحسين البيئة الصفرية، لتحسين الأدوات
+
+468
+00:32:21,010 --> 00:32:24,710
+والوسائل، هل تحققت هذه الأشياء ولا لأ؟ إحنا مش
+
+469
+00:32:24,710 --> 00:32:28,250
+اشتغلنا كل هذا الشيء وإحنا هنا عملنا دورات وعملنا
+
+470
+00:32:28,250 --> 00:32:32,090
+كذا وكذا وكذا، الآن هل هذه الأشياء فعلا تحسنت؟ هل
+
+471
+00:32:32,090 --> 00:32:35,990
+الخطة اللي وضعتها الوزارة مثلا؟لتطوير كفاءات
+
+472
+00:32:35,990 --> 00:32:40,010
+المعلمين هل فعلا اتحققت؟ هل فعلا صاروا المعلمين
+
+473
+00:32:40,010 --> 00:32:43,910
+عندهم كفاءة؟ هل تطورت أساليب القياس والتقويم؟ هل
+
+474
+00:32:43,910 --> 00:32:47,670
+اتوفرت لكل مادة تعليمية وسائل تعليمية مناسبة
+
+475
+00:32:47,670 --> 00:32:50,950
+لتدريسها؟ يبقى الآن بنعمل .. لما بيجوا بيعملوا
+
+476
+00:32:50,950 --> 00:32:55,270
+عملية التقييم بتكون هنا لأنه من هنا بتصير ان احنا
+
+477
+00:32:55,270 --> 00:32:58,190
+نبحث عن التخزية الراجعة
+
+478
+00:32:58,190 --> 00:33:03,550
+‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏�
+
+479
+00:33:05,430 --> 00:33:09,410
+عالطلاب كلها؟ اه طب لهم كان هذا يعني منهج يعني مش
+
+480
+00:33:09,410 --> 00:33:13,270
+.. يعني .. في مشاكل اه في مشاكل مش هيستفيدوا منه
+
+481
+00:33:13,270 --> 00:33:16,030
+الطلاب أشياء يعني اه ما هي إيش بتصير هذه في
+
+482
+00:33:16,030 --> 00:33:18,510
+المدارس التجربية في مدارس بيكون اسمها المدارس
+
+483
+00:33:18,510 --> 00:33:21,450
+التجربية هذه مدارس بتشرف عليها الجامعات والمؤسسات
+
+484
+00:33:21,450 --> 00:33:26,150
+الأولية يعني الآن بنشرح الدرس و الدرس بيشرحه مدرس
+
+485
+00:33:26,150 --> 00:33:30,090
+عادي بس بيكون فيه قاعدين معاه خبراء فالآن خلال
+
+486
+00:33:30,090 --> 00:33:33,570
+عملية الشرح بتتضح العيوب فبتتم عملية المعالجة فورا
+
+487
+00:33:34,540 --> 00:33:37,440
+يعني بتتم عملية المعالجة والمتابعة لإن احنا بنخليش
+
+488
+00:33:37,440 --> 00:33:40,120
+المدرس يدرس كل المنهج وبعدين تطلع عندي إن الطالب
+
+489
+00:33:40,120 --> 00:33:42,980
+كل العمليات اللي أخدها فيها خلالها، لأ على طول
+
+490
+00:33:42,980 --> 00:33:46,040
+يعني في ناس بتحضر وبتتابع أول بأول، هذه اسمها
+
+491
+00:33:46,040 --> 00:33:49,900
+المدارس التجربية إن احنا بنحاول إن احنا نشوف مدى
+
+492
+00:33:49,900 --> 00:33:53,560
+يعني التحسن اللي بيحصل، هل بتحقق الأهداف، هل في
+
+493
+00:33:53,560 --> 00:33:56,580
+خطأ في المادة العلمية، هل المادة العلمية أعلى من
+
+494
+00:33:56,580 --> 00:34:00,260
+مستوى الطالب، أدنى من مستوى الطالب، هل بتحتاج إلى
+
+495
+00:34:00,260 --> 00:34:05,600
+إثراء في جانب معين، هي المادة العلمية، الكوالخلل
+
+496
+00:34:05,600 --> 00:34:07,820
+اللي بده يتعالج ردله الطالب مش في الصورة اللي هو
+
+497
+00:34:07,820 --> 00:34:11,020
+بده ياخد معلومات خطأ لأ بس ممكن أنا ألاقي أن
+
+498
+00:34:11,020 --> 00:34:15,140
+المعلومات أعلى كتير من مستوى الطالب أو ممكن أدنى
+
+499
+00:34:15,140 --> 00:34:18,280
+من مستوى الطالب المعلومات سطحية الطلبة صارت
+
+500
+00:34:18,280 --> 00:34:23,080
+أسئلتهم كتيرة في جوانب ما هياشواضحة، فهنا بترم
+
+501
+00:34:23,080 --> 00:34:25,940
+عملية اللي هي المعالج، الأخطاء اللغوية والإملئية
+
+502
+00:34:25,940 --> 00:34:28,240
+والأشياء هذه ماهياش مشكلة، ليش؟ لأن أي مدقق في
+
+503
+00:34:28,240 --> 00:34:32,100
+اللغة ممكن أن هو يعملها، لكن الأشياء اللي هي بتتم
+
+504
+00:34:32,100 --> 00:34:34,900
+تابعتها اللي هي من حيث .. اللي هي مستوى المنهاج،
+
+505
+00:34:34,900 --> 00:34:37,040
+من حيث مدى الكثافة، من حيث الإثراء، ولا دي
+
+506
+00:34:37,040 --> 00:34:39,920
+الأشياء، لكن هو المنهج اللي بيقوموا، بيكونوا حاطوا
+
+507
+00:34:39,920 --> 00:34:43,520
+ناس خبراء، مدرسين، يعني لازم يكون في عندي مدرس في
+
+508
+00:34:43,520 --> 00:34:47,840
+المساق، يعني أحصل على مستويات متميزة ليس أقل من 15
+
+509
+00:34:47,840 --> 00:34:52,310
+عامفهدول إيش بيكونوا؟ بيكونوا شربين المنهج الشروعي
+
+510
+00:34:52,310 --> 00:34:56,430
+فاهمين كل دقائقه مرات المدرسين اللي في المدارس
+
+511
+00:34:56,430 --> 00:34:59,030
+بيفهموا أكتر من الأكاديميين اللي في الجامعات في
+
+512
+00:34:59,030 --> 00:35:02,170
+المادة الدراسية بالظبط ليش؟ لأن هو اللي بدرس ..
+
+513
+00:35:02,170 --> 00:35:04,970
+إله عشر سنين أو خمس عشر سنة بدرس الطلاب مادة
+
+514
+00:35:04,970 --> 00:35:08,750
+الكيميا فهو فاهم المادة وحفظها وفاهم كيف الطلاب
+
+515
+00:35:08,750 --> 00:35:13,210
+بيفكروا وفاهم إيش الأسئلة اللي ممكن يترحوهاالطلاب
+
+516
+00:35:13,210 --> 00:35:15,630
+و هذه المعلومة قداش أعلى من مستوى الطالب و هذه
+
+517
+00:35:15,630 --> 00:35:19,030
+المعلومة قداش أدنى من مستوى الطالب الخبرة مهمة جدا
+
+518
+00:35:19,030 --> 00:35:21,810
+في هذا الجانب وبالتالي بيكونوا حاطوا المنهاج مهماش
+
+519
+00:35:21,810 --> 00:35:25,050
+يعني ناس بيكونوا جايين يعني لسه أول مرة بيشتغلوا
+
+520
+00:35:25,050 --> 00:35:29,430
+في هالشغل لأ هم بيجيبوا ناس خبراءمدرسين خبراء
+
+521
+00:35:29,430 --> 00:35:33,030
+مشرفين خبراء مشرفين أكاديميين بيجيبوا أكاديميين من
+
+522
+00:35:33,030 --> 00:35:36,830
+الجامعات التخصص يعني بيجيب مثلا هذا علم الكيميا
+
+523
+00:35:36,830 --> 00:35:40,490
+وفيه معلومات بدهم يدرسوا مثلا عن اللي هي المعايرة
+
+524
+00:35:40,490 --> 00:35:43,690
+أو عن كذا وكذا بيجيبوا أستاذ متخصص في هذا العلم
+
+525
+00:35:43,690 --> 00:35:48,330
+عشان يدقق مدى صحة المعلومات العلمية الموجودة لأن
+
+526
+00:35:48,330 --> 00:35:51,990
+هو متخصص في هذا المجال لو بدهم يجيبوا مثلا درس في
+
+527
+00:35:51,990 --> 00:35:54,210
+الكيميا التحليلية بيروحوا بيجيبوا خبير في الكيميا
+
+528
+00:35:54,900 --> 00:35:58,040
+التحليلية عشان نشوف مدى دقة المادة العلمية العمل
+
+529
+00:35:58,040 --> 00:36:01,360
+ليس سهل يعني وليس عشوائي وبالتالي احنا مانتوقعش
+
+530
+00:36:01,360 --> 00:36:04,200
+انه لما تيجي تدخل المدرسة التجربية انها هتبقى
+
+531
+00:36:04,200 --> 00:36:08,400
+العملية سيئة او ان الطالب هيتعرض لخبرات ان هي
+
+532
+00:36:08,400 --> 00:36:13,240
+تدمره، لأ مش بهذا الصورة الآن بنشوف التخضيه
+
+533
+00:36:13,240 --> 00:36:14,940
+الراجعة، ماهي التخضيه الراجعة؟
+
+534
+00:36:18,610 --> 00:36:23,330
+التخضية الراجعة بتكشفلي مدى مدى مدعمة المدخلات مع
+
+535
+00:36:23,330 --> 00:36:27,230
+أسام المراد تحقيقها أو عمل إتحاد تحتينات وتعديلات
+
+536
+00:36:27,230 --> 00:36:30,690
+على المنهج من أجل ان يحقق الكفاءة المطلوبة ممتاز
+
+537
+00:36:30,690 --> 00:36:33,590
+جدا يبقى هنا في التخضية الراجعة بنشوف مدى كفاءة
+
+538
+00:36:33,590 --> 00:36:38,770
+المدخلات والعمليات للمخرجات هل حققت المخرجات ولا
+
+539
+00:36:38,770 --> 00:36:43,770
+لأ؟ احنا بنحكم على كفاءة المنهج من وين؟من المخرجات
+
+540
+00:36:43,770 --> 00:36:47,350
+بالظبط يعني أنا بشوف المخرج بحسب على كفاءة المنهج
+
+541
+00:36:47,350 --> 00:36:50,450
+أنا أجيب طلبة الثانوية العامة عندي و بقول إن
+
+542
+00:36:50,450 --> 00:36:53,930
+الطلبة عندي لازم يطلعوا كلهم يتكلموا لغة إنجليزية
+
+543
+00:36:53,930 --> 00:36:56,610
+لازم يكونوا كل الطلبة fluent في اللغة الإنجليزية
+
+544
+00:36:56,610 --> 00:37:01,870
+طب مااتحققش عندي هذا الهدف يبقى الآن عندي المخرج
+
+545
+00:37:01,870 --> 00:37:05,530
+هو اللي بيحكملي على مدى كفاءة المنهج وبالتالي
+
+546
+00:37:05,530 --> 00:37:08,110
+بنحكم على كفاءة المنهج بنرجع للتغذية الراجعة بنشوف
+
+547
+00:37:08,110 --> 00:37:13,630
+وين الخلل كان؟ هل الخلل كان في المدخلات؟ولا في
+
+548
+00:37:13,630 --> 00:37:17,270
+العمليات، واللي أنا لما حطيت اللغة العربية مع
+
+549
+00:37:17,270 --> 00:37:20,370
+اللغة الأم، اللغة الإنجليزية مع اللغة الأم اللي هي
+
+550
+00:37:20,370 --> 00:37:23,350
+اللغة العربية، واحدة منهم أضعفت التانية فبالتالي
+
+551
+00:37:23,350 --> 00:37:27,400
+طلعوا التنتين اضعافوبالتالي هنا بدأ أشوف أنا وين
+
+552
+00:37:27,400 --> 00:37:29,820
+الخلال حاطيته، أنا يمكن يكون في حاجات المجتمع
+
+553
+00:37:29,820 --> 00:37:32,880
+وقيمه، إنه بيعتبر هذه اللغة الإنجليزية لغة زائدة
+
+554
+00:37:32,880 --> 00:37:36,320
+وماهياش مهمة كتير، وأهم اشي مثلا اللغة العربية،
+
+555
+00:37:36,320 --> 00:37:40,380
+وبالتالي هنا مافيش اهتمام كتير لتطلعات العالمية،
+
+556
+00:37:40,380 --> 00:37:43,520
+ممكن إنه يكون في عندي الأهداف، ممكن الخبرات، ممكن
+
+557
+00:37:43,520 --> 00:37:47,020
+المعرفة، ممكن مستوى المدرس، ممكن اتجاهات الطالب
+
+558
+00:37:47,020 --> 00:37:51,720
+نحو اللغة، وبالتالي كل الأشياء هذه مسئولةوبدنا
+
+559
+00:37:51,720 --> 00:37:55,640
+نعيد ونعمل تقييم لها علشان نشوف وين الخلل بالضبط
+
+560
+00:37:55,640 --> 00:37:58,340
+وبالتالي هنا في التغذية الراجعة بتشري عملية
+
+561
+00:37:58,340 --> 00:38:01,300
+التقويم للمنهج لما هم بيشوفوا و بيعملوا عملية
+
+562
+00:38:01,300 --> 00:38:04,420
+التقويم للمنهج هم بيشوفوا مدى كفاءة كل هذه
+
+563
+00:38:04,420 --> 00:38:07,580
+المدخلات وكل هذه العمليات للمخرجات هل حققت عند
+
+564
+00:38:07,580 --> 00:38:11,220
+المخرجات المطلوبة قداش نسبة الكفاءة في تحقيق
+
+565
+00:38:11,220 --> 00:38:15,260
+المخرج قداش نسبة اللي هي مهارة الطالب في اللغة
+
+566
+00:38:15,260 --> 00:38:17,780
+العربية في اللغة الإنجليزية في العلوم في الرياضيات
+
+567
+00:38:17,780 --> 00:38:21,200
+في كذا في كذا في كذا الان هذه بتبين لمدى كفاءة
+
+568
+00:38:22,330 --> 00:38:26,050
+المنهج يبقى لازم أرجع مرة تانية إذا منهج يمحققش
+
+569
+00:38:26,050 --> 00:38:31,170
+كفاءة أعلى من 80% أرجع مرة تانية هنا و هنا و أشوف
+
+570
+00:38:31,170 --> 00:38:34,110
+وين الخلل هل الخلل في الكتاب اللي أنا قدمته؟ هل
+
+571
+00:38:34,110 --> 00:38:37,630
+الخلل في المدرس؟ هل إنه فيش وسيلة تعليمية؟ أو يمكن
+
+572
+00:38:37,630 --> 00:38:41,690
+الخلل يكون سبب تاني خالص يكون في احتياجات الشعب
+
+573
+00:38:41,690 --> 00:38:44,110
+للأمن والاستقرار اللي أنتوا اتكلمتوا فيها إنه حصلت
+
+574
+00:38:44,110 --> 00:38:48,000
+حرب واضطروا يلغوا وحدات من المناهجوبالتالي في
+
+575
+00:38:48,000 --> 00:38:51,880
+معلومات أساسية ما أخدوهاش الطلاب وما اتعرضوش لها
+
+576
+00:38:51,880 --> 00:38:55,620
+حالة الخوف وحالة عدم الاستقرار هذه بتأثر على تحصيل
+
+577
+00:38:55,620 --> 00:38:58,860
+الطالب وبالتالي يمكن يكون المبرر المبرر التاني
+
+578
+00:38:58,860 --> 00:39:01,620
+خالص من الدراسات اللي هتجرها هي اللي هتقولي بالظبط
+
+579
+00:39:01,620 --> 00:39:11,240
+ما هو السبب في هذا الجانب عملية؟
+
+580
+00:39:11,240 --> 00:39:17,670
+في التخزير الراجعالتقويم هو من خلال التغذية
+
+581
+00:39:17,670 --> 00:39:24,610
+الراجعة نشوف ما هي وظائف المنهاج في عندي تلت وظائف
+
+582
+00:39:24,610 --> 00:39:31,490
+أساسية لأي نظام منهج أي نظام منهج ينتج منهج ينفذ
+
+583
+00:39:31,490 --> 00:39:36,590
+منهج يقيم ويقدر فعالية نظام المنهج يبقى هذا النظام
+
+584
+00:39:36,590 --> 00:39:41,070
+اللي احنا جرحناه بيعمل تلت وظائف أساسية إنتاج
+
+585
+00:39:41,070 --> 00:39:47,870
+وتنفيذ وتقييم للمنهجيبقى الآن اعرفنا احنا ما
+
+586
+00:39:47,870 --> 00:39:53,190
+المقصود بمنظومة المنهج وما هي مكوناتها باختصار
+
+587
+00:39:53,190 --> 00:39:57,550
+خلال دقيقة طالبة تقولي ما هي مكونات نظام المنهج
+
+588
+00:39:57,550 --> 00:40:02,990
+اول حاجة انتقلت تعتبر منحكات المجتمع وحاجات
+
+589
+00:40:02,990 --> 00:40:05,890
+الأخراج والاهداف المستخدمة مع منحكات المجتمع
+
+590
+00:40:31,080 --> 00:40:34,600
+بارك الله فيك، شكرًا، يعطيكم العافية
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..4bbab1a64f135aa2093c9c2cffed320c3b9b1efc
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/DpK0GfSEMHg_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 4764, "start": 21.26, "end": 47.64, "text": "بسم الله الرحمن الرحيم السلام عليكم كيف حالكم؟ طيب احنا بدأنا في المحاضرة الماضية اللي هي مقارنة بين المنهاج التقليدي ومنهاج الحديث بدنا نذكر بعض هذه الجوانب ونستكمل الجوانب اللي تبقت عنها في هذا الجدول كيف نظراء المنهاج الحديث بالنسبة للطالب وكيف نظراء المنهاج التقليدي تفضلي", "tokens": [3555, 38251, 21984, 34892, 5016, 27842, 34892, 5016, 32640, 21136, 37440, 25894, 24793, 9122, 33911, 11331, 6027, 24793, 22807, 23032, 1829, 3555, 1975, 5016, 8315, 47525, 10721, 8315, 8978, 9673, 5016, 46958, 25720, 9673, 46958, 10632, 13672, 1829, 39896, 3714, 4587, 9640, 1863, 3660, 49374, 9673, 1863, 3224, 26108, 16712, 4587, 20292, 16254, 4032, 27842, 3224, 26108, 21542, 16254, 12984, 47525, 8315, 8717, 8848, 37983, 45030, 11242, 29538, 25724, 2407, 7649, 3555, 4032, 1863, 14851, 24793, 1211, 25724, 2407, 7649, 3555, 13672, 1829, 6055, 3555, 38149, 18871, 11296, 8978, 23758, 25724, 3215, 12610, 9122, 33911, 8717, 19913, 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"end": 2371.49, "word": " ينفذ", "probability": 0.828369140625}, {"start": 2371.49, "end": 2372.17, "word": " منهج", "probability": 0.9952799479166666}, {"start": 2372.17, "end": 2373.05, "word": " يقيم", "probability": 0.8680013020833334}, {"start": 2373.05, "end": 2373.75, "word": " ويقدر", "probability": 0.9852294921875}, {"start": 2373.75, "end": 2374.37, "word": " فعالية", "probability": 0.9598388671875}, {"start": 2374.37, "end": 2374.89, "word": " نظام", "probability": 0.9972330729166666}, {"start": 2374.89, "end": 2375.39, "word": " المنهج", "probability": 0.9918212890625}, {"start": 2375.39, "end": 2375.85, "word": " يبقى", "probability": 0.947998046875}, {"start": 2375.85, "end": 2376.11, "word": " هذا", "probability": 0.95849609375}, {"start": 2376.11, "end": 2376.59, "word": " النظام", "probability": 0.9754231770833334}, {"start": 2376.59, "end": 2376.73, "word": " اللي", "probability": 0.97265625}, {"start": 2376.73, "end": 2376.93, "word": " احنا", "probability": 0.8387044270833334}, {"start": 2376.93, "end": 2378.05, "word": " جرحناه", "probability": 0.9703125}, {"start": 2378.05, "end": 2378.31, "word": " بيعمل", "probability": 0.873046875}, {"start": 2378.31, "end": 2378.73, "word": " تلت", "probability": 0.990234375}, {"start": 2378.73, "end": 2379.95, "word": " وظائف", "probability": 0.9940185546875}, {"start": 2379.95, "end": 2380.43, "word": " أساسية", "probability": 0.982177734375}, {"start": 2380.43, "end": 2381.07, "word": " إنتاج", "probability": 0.8448893229166666}, {"start": 2381.07, "end": 2381.99, "word": " وتنفيذ", "probability": 0.8736572265625}, {"start": 2381.99, "end": 2383.47, "word": " وتقييم", "probability": 0.9544270833333334}, {"start": 2383.47, "end": 2384.63, "word": " للمنهج", "probability": 0.857470703125}], "temperature": 1.0}, {"id": 96, "seek": 240589, "start": 2385.97, "end": 2405.89, "text": "يبقى الآن اعرفنا احنا ما المقصود بمنظومة المنهج وما هي مكوناتها باختصار خلال دقيقة طالبة تقولي ما هي مكونات نظام المنهج اول حاجة انتقلت تعتبر منحكات المجتمع وحاجات الأخراج والاهداف المستخدمة مع منحكات المجتمع", "tokens": [1829, 3555, 4587, 7578, 6024, 48506, 1975, 3615, 28480, 8315, 1975, 5016, 8315, 19446, 9673, 4587, 9381, 23328, 4724, 27842, 19913, 20498, 3660, 9673, 1863, 3224, 7435, 4032, 15042, 39896, 3714, 4117, 2407, 8315, 2655, 11296, 4724, 47283, 2655, 9381, 9640, 16490, 1211, 6027, 11778, 38436, 28671, 23032, 6027, 49401, 6055, 39648, 1829, 19446, 39896, 3714, 4117, 2407, 8315, 2655, 8717, 19913, 10943, 9673, 1863, 3224, 7435, 1975, 12610, 11331, 26108, 3660, 16472, 2655, 4587, 1211, 2655, 6055, 34268, 26890, 9154, 5016, 4117, 9307, 9673, 7435, 39237, 3615, 4032, 5016, 26108, 9307, 16247, 34740, 26108, 16070, 40294, 28259, 5172, 9673, 14851, 9778, 40448, 3660, 20449, 9154, 5016, 4117, 9307, 9673, 7435, 39237, 3615], "avg_logprob": -0.21395285244573625, "compression_ratio": 1.9844559585492227, "no_speech_prob": 1.7881393432617188e-07, "words": [{"start": 2385.97, "end": 2386.27, "word": "يبقى", "probability": 0.84796142578125}, {"start": 2386.27, "end": 2386.55, "word": " الآن", "probability": 0.6978759765625}, {"start": 2386.55, "end": 2387.05, "word": " اعرفنا", "probability": 0.8975830078125}, {"start": 2387.05, "end": 2387.37, "word": " احنا", "probability": 0.9332682291666666}, {"start": 2387.37, "end": 2387.87, "word": " ما", "probability": 0.7041015625}, {"start": 2387.87, "end": 2388.43, "word": " المقصود", "probability": 0.9923095703125}, {"start": 2388.43, "end": 2389.27, "word": " بمنظومة", "probability": 0.98212890625}, {"start": 2389.27, "end": 2390.69, "word": " المنهج", "probability": 0.9625244140625}, {"start": 2390.69, "end": 2391.05, "word": " وما", "probability": 0.886962890625}, {"start": 2391.05, "end": 2391.31, "word": " هي", "probability": 0.95068359375}, {"start": 2391.31, "end": 2392.27, "word": " مكوناتها", "probability": 0.8578287760416666}, {"start": 2392.27, "end": 2393.19, "word": " باختصار", "probability": 0.94033203125}, {"start": 2393.19, "end": 2393.81, "word": " خلال", "probability": 0.9381510416666666}, {"start": 2393.81, "end": 2394.25, "word": " دقيقة", "probability": 0.927734375}, {"start": 2394.25, "end": 2394.49, "word": " طالبة", "probability": 0.89306640625}, {"start": 2394.49, "end": 2394.99, "word": " تقولي", "probability": 0.80810546875}, {"start": 2394.99, "end": 2395.81, "word": " ما", "probability": 0.90283203125}, {"start": 2395.81, "end": 2396.09, "word": " هي", "probability": 0.9443359375}, {"start": 2396.09, "end": 2396.77, "word": " مكونات", "probability": 0.944140625}, {"start": 2396.77, "end": 2397.07, "word": " نظام", "probability": 0.9967447916666666}, {"start": 2397.07, "end": 2397.55, "word": " المنهج", "probability": 0.991455078125}, {"start": 2397.55, "end": 2400.07, "word": " اول", "probability": 0.500244140625}, {"start": 2400.07, "end": 2400.35, "word": " حاجة", "probability": 0.9609375}, {"start": 2400.35, "end": 2400.89, "word": " انتقلت", "probability": 0.4558837890625}, {"start": 2400.89, "end": 2401.29, "word": " تعتبر", "probability": 0.6641438802083334}, {"start": 2401.29, "end": 2401.87, "word": " منحكات", "probability": 0.7078857421875}, {"start": 2401.87, "end": 2402.45, "word": " المجتمع", "probability": 0.907958984375}, {"start": 2402.45, "end": 2402.99, "word": " وحاجات", "probability": 0.5919189453125}, {"start": 2402.99, "end": 2403.55, "word": " الأخراج", "probability": 0.87158203125}, {"start": 2403.55, "end": 2404.29, "word": " والاهداف", "probability": 0.7269287109375}, {"start": 2404.29, "end": 2404.81, "word": " المستخدمة", "probability": 0.84599609375}, {"start": 2404.81, "end": 2404.99, "word": " مع", "probability": 0.30029296875}, {"start": 2404.99, "end": 2405.59, "word": " منحكات", "probability": 0.9580078125}, {"start": 2405.59, "end": 2405.89, "word": " المجتمع", "probability": 0.9892578125}], "temperature": 1.0}, {"id": 97, "seek": 243460, "start": 2431.08, "end": 2434.6, "text": "بارك الله فيك، شكرًا، يعطيكم العافية", "tokens": [3555, 9640, 4117, 21984, 8978, 4117, 12399, 13412, 37983, 14111, 995, 12399, 37495, 9566, 1829, 24793, 18863, 31845, 10632], "avg_logprob": -0.33652344197034834, "compression_ratio": 1.0151515151515151, "no_speech_prob": 1.430511474609375e-06, "words": [{"start": 2431.08, "end": 2431.92, "word": "بارك", "probability": 0.8046875}, {"start": 2431.92, "end": 2432.02, "word": " الله", "probability": 0.96875}, {"start": 2432.02, "end": 2432.34, "word": " فيك،", "probability": 0.6884765625}, {"start": 2432.34, "end": 2433.76, "word": " شكرًا،", "probability": 0.683251953125}, {"start": 2433.76, "end": 2434.14, "word": " يعطيكم", "probability": 0.69854736328125}, {"start": 2434.14, "end": 2434.6, "word": " العافية", "probability": 0.8575846354166666}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2434.914125, "duration_after_vad": 2287.8543749999917}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/GKMRu68j7e0.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/GKMRu68j7e0.srt
new file mode 100644
index 0000000000000000000000000000000000000000..b17db0b98f3fd7821f98c39732bdefbd19751388
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/GKMRu68j7e0.srt
@@ -0,0 +1,1917 @@
+1
+00:00:21,040 --> 00:00:25,880
+السلام عليكم كيف
+
+2
+00:00:25,880 --> 00:00:33,500
+حالكم؟ ما لكم كده؟ استعدادكم؟ تناولنا في المحاضرة
+
+3
+00:00:33,500 --> 00:00:37,040
+الماضية مفاهيم مهمة في تطوير المناهج، يفضل طبعاً أن
+
+4
+00:00:37,040 --> 00:00:41,420
+نحن الآن نراجع هذه المفاهيم، نتذكر أولاً ما المقصود
+
+5
+00:00:41,420 --> 00:00:49,280
+بالمُنهج المدرسي؟ ما هو المنهج؟ تفضلي
+
+6
+00:01:01,530 --> 00:01:04,990
+مما يُكفل لهم التفاعل الناجح مع المجتمع، وحل
+
+7
+00:01:04,990 --> 00:01:08,210
+المشكلات، وابتكار حلول لهذه المشكلات، يعني أن أنا
+
+8
+00:01:08,210 --> 00:01:11,810
+أذكر جزءاً من التعريف، هو أنني أعطيت المفهوم، لكن أيضاً
+
+9
+00:01:11,810 --> 00:01:15,090
+لا بد من عملية الإكمال، ما المقصود بعملية تصميم
+
+10
+00:01:15,090 --> 00:01:15,770
+المنهج؟
+
+11
+00:01:24,510 --> 00:01:30,410
+خذِ مثالاً؟  وضع خطة عمل، أو بناء وصناعة منهج جديد
+
+12
+00:01:30,410 --> 00:01:34,830
+لتحقيق الأهداف التربوية في ضوء الإمكانات المتاحة،
+
+13
+00:01:34,830 --> 00:01:41,210
+ما المقصود بإثراء المنهج؟
+
+14
+00:01:41,210 --> 00:01:46,210
+أحسنتِ،
+
+15
+00:01:46,210 --> 00:01:48,370
+ما المقصود بعملية التحليل للمنهج؟
+
+16
+00:01:50,800 --> 00:01:55,900
+هو الوصف الموضوعي والكامل لكافة أنواع المنهج، لكافة
+
+17
+00:01:55,900 --> 00:02:00,500
+مكونات محتوى المنهج، والتي تتكون من الحقائق
+
+18
+00:02:00,500 --> 00:02:04,400
+والمفاهيم والمبادئ والقوانين، أساليب التفكير، والقيم
+
+19
+00:02:04,400 --> 00:02:12,280
+والمهارات، عملية التقويم قلنا عملية أساسية تجري بعد
+
+20
+00:02:12,280 --> 00:02:16,980
+استمرار عمليات الإثراء، ما المقصود بالتقويم؟ تفضلي
+
+21
+00:02:18,850 --> 00:02:22,890
+الجماعة من أجل مادة النجاح أو الفشل في تحقيق الأهداف المنشودة
+
+22
+00:02:22,890 --> 00:02:26,470
+ممتاز،  قياس النجاح أو الفشل في تحقيق الأهداف
+
+23
+00:02:26,470 --> 00:02:30,290
+المنشودة بعد عملية التطوير، ما العملية التي تحدث؟
+
+24
+00:02:30,290 --> 00:02:33,830
+عملية التطوير، عملية التطوير، ما المقصود بالتطوير؟
+
+25
+00:02:33,830 --> 00:02:36,890
+عملية
+
+26
+00:02:36,890 --> 00:02:41,470
+تحسين شاملة لجميع جوانب المنهج بهدف رفع
+
+27
+00:02:41,470 --> 00:02:45,350
+كفاءة المنهج لتحقيق الأهداف، وبالتالي هذه
+
+28
+00:02:45,350 --> 00:02:49,890
+عمليات مهمة جداً، لا بد لكل مدرس يعمل في مجال التدريس
+
+29
+00:02:49,890 --> 00:02:54,900
+أن يفهم مفهوم هذه المصطلحات وهذه المفاهيم، اليوم
+
+30
+00:02:54,900 --> 00:02:59,440
+سنعرف لماذا تغير المنهج، ما الذي تغير ولماذا تغير
+
+31
+00:02:59,440 --> 00:03:02,960
+وكيف تغير هذا المنهج،  سناخذ مقارنة بين المنهج
+
+32
+00:03:02,960 --> 00:03:06,060
+التقليدي والمنهج الحديث، ولكن أول شيء، نتعرف على
+
+33
+00:03:06,060 --> 00:03:12,140
+العوامل التي أدت إلى ظهور المفهوم الحديث للمنهج، من
+
+34
+00:03:12,140 --> 00:03:19,420
+هذه العوامل، الثورة الصناعية،  فضلًا، الثورة الصناعية
+
+35
+00:03:19,420 --> 00:03:24,980
+في إتمام المراجعات بالهوامش، والتربية المهنية، وحيث أن
+
+36
+00:03:24,980 --> 00:03:27,620
+التربية المهنية والعمل بيستهدفان فيها الأرشيف
+
+37
+00:03:27,620 --> 00:03:30,460
+المختلفة، ومتعامل ممتاز جداً، من تعرف معلومات عن
+
+38
+00:03:30,460 --> 00:03:36,240
+الثورة الصناعية في أوروبا؟ تفضلي،  واُخترعت الآلة
+
+39
+00:03:36,240 --> 00:03:42,460
+البخارية والفحم، مما أدى إلى، يعني،  خفّفوا من نُظر
+
+40
+00:03:42,460 --> 00:03:47,100
+الثورة الصناعية، صارت ثورة صناعية، صار فيه، اللي هي
+
+41
+00:03:47,100 --> 00:03:52,480
+عملية، اللي هي التصنيع للآلات والأدوات، أيضاً صار
+
+42
+00:03:52,480 --> 00:03:58,080
+فيه بعد الآلة البخارية، أشياء كثيرة، تفضلي، في كل
+
+43
+00:03:58,080 --> 00:04:01,400
+أوروبا تقريباً، هي كانت بدايتها في فرنسا
+
+44
+00:04:01,400 --> 00:04:06,760
+وفي بريطانيا، لكن طبعاً هي استمرت واجتاحت كل أوروبا
+
+45
+00:04:06,760 --> 00:04:10,100
+بحيث أن، أصبح فيه تطور في أسلوب العمل، في أسلوب
+
+46
+00:04:10,100 --> 00:04:13,480
+الحياة، أصبح فيه صناعة، أصبح فيه احترام
+
+47
+00:04:13,480 --> 00:04:17,600
+للعمل اليدوي، كانت أوروبا مقسمة إلى فئات: فئة النبلاء
+
+48
+00:04:17,600 --> 00:04:20,560
+وفئة العمال، كانت فئة العمال هي الفئة المضطهدة
+
+49
+00:04:20,560 --> 00:04:23,960
+بصورة كبيرة جداً، عندما أصبحت الثورة الصناعية هي
+
+50
+00:04:23,960 --> 00:04:28,100
+الأساس، وهي المحرك الأساسي للحياة، وليس المجتمع
+
+51
+00:04:28,100 --> 00:04:30,880
+الموجود، هو فقط مجتمع زراعي، ويعتمد على الزراعة
+
+52
+00:04:30,880 --> 00:04:33,880
+وعلى الإقطاعيين الذين يمتلكون الكميات الكبيرة من
+
+53
+00:04:33,880 --> 00:04:37,640
+الأرض الزراعية، ولكن أصبحت الناس الذين عندهم تصنيع، و
+
+54
+00:04:37,640 --> 00:04:41,540
+الذين عندهم إمكانية أن يوفروا أدوات، وأن يستخدموا
+
+55
+00:04:41,540 --> 00:04:45,700
+أيدي عاملة بصورة كبيرة جداً، أصبحت بصورة واضحة، يعني
+
+56
+00:04:45,700 --> 00:04:48,720
+تُجتاح أوروبا، وبالتالي تحول المجتمع إلى مجتمع
+
+57
+00:04:48,720 --> 00:04:52,620
+صناعي كامل، هذا غير في مفاهيم الناس الموجودة،
+
+58
+00:04:52,620 --> 00:04:59,200
+وبالتالي تأثر المنهج، تأثر المنهج بتأثير الثورة
+
+59
+00:04:59,200 --> 00:05:00,980
+الصناعية على المنهج، كيف؟
+
+60
+00:05:05,150 --> 00:05:09,670
+نعم، هو أمامكم الآن، تفضلي، هم في البداية كانوا
+
+61
+00:05:09,670 --> 00:05:12,910
+يهتمون بالجانب النظري، وبعدين اكتشفوا أن هذا ما
+
+62
+00:05:12,910 --> 00:05:15,930
+يكفي، وأن الذين، وأن الذين يتخرجون من
+
+63
+00:05:15,930 --> 00:05:19,530
+المدرسة غير مؤهلين للعمل في سوق العمل، و
+
+64
+00:05:19,530 --> 00:05:23,890
+بالتالي، أنهم يحتاجون لتعديل، إضافة الجانب العملي
+
+65
+00:05:23,890 --> 00:05:27,110
+إلى جانب النظري، ممتاز جداً، بدأوا يهتمون بالجانب
+
+66
+00:05:27,110 --> 00:05:30,670
+العملي، بدأوا يهتمون بالتعلم عن طريق العمل، بدأوا
+
+67
+00:05:30,670 --> 00:05:33,850
+يُحترمون التربية المهنية، كان من يمارس أي مهنة
+
+68
+00:05:33,850 --> 00:05:37,830
+مهنية، سواء كان نجاراً أو حداداً أو كهربائياً أو أي شيء،
+
+69
+00:05:37,830 --> 00:05:41,520
+كان يُعتبر إنساناً مُحتقراً، ليس له تقدير داخل المجتمع،
+
+70
+00:05:41,520 --> 00:05:44,460
+لكن عندما أصبحت مهنته هي الأساس، أصبح فيه، في
+
+71
+00:05:44,460 --> 00:05:48,440
+التعليم، تربية مهنية، صاروا يفتحون مدارس ليعلموا
+
+72
+00:05:48,440 --> 00:05:51,360
+الناس النجارة، ويعلموهم الحِدادَ، ويعلموهم الصيانة،
+
+73
+00:05:51,360 --> 00:05:55,180
+ويعلموهم كذا، وبالتالي أصبح فيه تربية مهنية مثل
+
+74
+00:05:55,180 --> 00:05:58,700
+التعلم الأكاديمي، التعلم الأكاديمي النظري الذي أنتم
+
+75
+00:05:58,700 --> 00:06:01,300
+تدرسون الآن، أنتم كمعلمين، هذا التعلم أكاديمي، لكن
+
+76
+00:06:01,300 --> 00:06:05,200
+فيه عندنا كليات كاملة عن التعلم المهني، مثل الكليات
+
+77
+00:06:05,200 --> 00:06:09,080
+التطبيقية، وكليات المجتمع، هذه كلها قائمة على التعلم
+
+78
+00:06:09,080 --> 00:06:11,840
+المهني، فصار فيه تعلم مهني، وصار للتعلم المهني
+
+79
+00:06:11,840 --> 00:06:14,640
+مدارس، وصار له جامعات، وصار فيه ناس تصل إلى
+
+80
+00:06:14,640 --> 00:06:18,420
+درجة الدكتوراه في التعلم المهني، وبالتالي أصبح
+
+81
+00:06:18,420 --> 00:06:23,040
+محترماً ومُقدّراً مثل التعلم الأكاديمي، فكان من
+
+82
+00:06:23,040 --> 00:06:26,240
+أهم الأشياء التي اهتموا بها، اهتموا بالتربية
+
+83
+00:06:26,240 --> 00:06:29,520
+المهنية، أصبح القيام بالأنشطة، قيام الطلبة
+
+84
+00:06:29,520 --> 00:06:33,120
+بالأنشطة مهم جداً، أصبح لا بد أن يكون الطالب ناشطاً
+
+85
+00:06:33,120 --> 00:06:36,980
+لازم الطالب يكون فعّالاً داخل الحصة الدراسية، حتى
+
+86
+00:06:36,980 --> 00:06:41,780
+يستطيع أن يكون جزءاً من هذا المنهج، طبعاً من الذين
+
+87
+00:06:41,780 --> 00:06:45,500
+دعموا هذا الاتجاه، طبعاً جان جاك روسو وبيستالوزي و
+
+88
+00:06:45,500 --> 00:06:48,820
+جون لوك، نادوا بترسيخ التعلم عن طريق العمل و
+
+89
+00:06:48,820 --> 00:06:55,080
+الاكتشاف، طبعاً هذا الشيء، هؤلاء العلماء الذين كانوا
+
+90
+00:06:55,080 --> 00:06:58,040
+موجودين، وقالوا: منهجنا لازم يتغير، والطالب ليس
+
+91
+00:06:58,040 --> 00:07:02,880
+لازم يظلّ جالساً صامتاً، وإن هو مستقبل المعرفة، لازم يكون
+
+92
+00:07:02,880 --> 00:07:07,400
+فعّالاً ونشطاً، طبعاً ساعده، بأنه يقوم، في داخل
+
+93
+00:07:07,400 --> 00:07:10,580
+المدرسة، يسير في رحلات ميدانية، يسير في، أن
+
+94
+00:07:10,580 --> 00:07:14,100
+الطالب يُشارك داخل الحصة، ويجيب، أن يقوم بتجارب،
+
+95
+00:07:14,100 --> 00:07:17,820
+أن يقوم بدراسات، أن يقوم بأبحاث، وبالتالي أصبح جزءاً
+
+96
+00:07:17,820 --> 00:07:21,060
+أساسياً من العملية التعليمية، يبقى الآن الثورة
+
+97
+00:07:21,060 --> 00:07:24,660
+الصناعية ساهمت في إدخال الأنشطة، في إدخال التربية
+
+98
+00:07:24,660 --> 00:07:31,020
+المهنية، أيضاً في نشاط الطالب، والعمل في العملية
+
+99
+00:07:31,020 --> 00:07:35,940
+التعليمية، المنهج
+
+100
+00:07:35,940 --> 00:07:44,780
+العلمي، ما هو المنهج العلمي؟ تعرفون
+
+101
+00:07:44,780 --> 00:07:50,080
+خطوات حل المشكلة؟ ما هي خطوات حل المشكلة؟ تحديد
+
+102
+00:07:50,080 --> 00:07:54,840
+المشكلة، جمع المعلومات، وضع الفرضية، التأكد من
+
+103
+00:07:54,840 --> 00:07:59,160
+صحّة الفرضية، الوصول إلى الحل، والتعامل مع الحقائق
+
+104
+00:07:59,650 --> 00:08:02,890
+ممتاز جداً، يبقى قلنا، عندي أنا خطوات ستة، كلنا
+
+105
+00:08:02,890 --> 00:08:06,070
+نعرفها، لكننا لا نعرف أنها هي المنهج العلمي في
+
+106
+00:08:06,070 --> 00:08:09,030
+التفكير، أنه يكون عندنا منهج في التفكير، طبعاً كان
+
+107
+00:08:09,030 --> 00:08:12,450
+التفكير إما يحصل بأسلوب، اللي هو، التجربة والخطأ، أو
+
+108
+00:08:12,450 --> 00:08:15,310
+ممكن يكون يعتمد على الخرافة، بعد ذلك بدأوا
+
+109
+00:08:15,310 --> 00:08:18,450
+يستخدمون أسلوب الاستقراء والاستنتاج، لكن
+
+110
+00:08:18,450 --> 00:08:21,690
+عندما صار عندنا ثورة صناعية، وصار عندنا مشكلات
+
+111
+00:08:21,690 --> 00:08:25,090
+كثيرة، كل يوم تواجهنا، ففي خطوات ستة، هذه تسمى
+
+112
+00:08:25,090 --> 00:08:28,290
+خطوات حل المشكلة
+
+113
+00:08:33,420 --> 00:08:39,840
+لو أتينا لنرى هنا مفهوم العلم، العلم
+
+114
+00:08:39,840 --> 00:08:51,260
+كان مادة، بعد ذلك أصبح مادة وطريقة، طريقة؟ أين أن؟
+
+115
+00:08:51,260 --> 00:08:56,720
+المنهج
+
+116
+00:08:56,720 --> 00:09:02,300
+العلمي، قالوا أن العلم هو عبارة عن مادة
+
+117
+00:09:03,780 --> 00:09:09,400
+وطريقة في التفكير، لا
+
+118
+00:09:09,400 --> 00:09:14,260
+يُمكن الوصول إلى المعرفة إلا من خلال التفكير، يعني ليست
+
+119
+00:09:14,260 --> 00:09:18,300
+المعرفة التي توصل إليها العلماء جميعها صحيحة، إذا
+
+120
+00:09:18,300 --> 00:09:20,940
+كانوا قد توصلوا إلى كل المعرفة الصحيحة، يبقى بعد ذلك
+
+121
+00:09:20,940 --> 00:09:24,500
+الإنسان لن يستطيع أن يصل إلى شيء، ولكن باب الاجتهاد
+
+122
+00:09:25,310 --> 00:09:28,670
+مفتوح، ودائماً فيه معلومات لا يعرفها الإنسان،
+
+123
+00:09:28,670 --> 00:09:33,030
+ومهما كانت درجة صحة المعلومة، يظل فيها نسبة من
+
+124
+00:09:33,030 --> 00:09:37,330
+النقص ونسبة من الخطأ، وبالتالي أصبح العلم في
+
+125
+00:09:37,330 --> 00:09:41,510
+المدرسة، لا بد أن يأخذ الطالب مادة، ويأخذ هذه المادة عن
+
+126
+00:09:41,510 --> 00:09:46,550
+طريق التفكير، لا يأخذ هذه المادة جاهزة، وبالتالي
+
+127
+00:09:46,550 --> 00:09:53,530
+أصبحت منهجية البحث العلمي، اللي هي منهج البحث العلمي
+
+128
+00:09:53,530 --> 00:09:58,210
+الذي يقوم على أسلوب حل المشكلات، الذي يبدأ
+
+129
+00:09:58,210 --> 00:10:10,830
+بالشعور بالمشكلة، تحديدها، جمع المعلومات، وضع الفرضيات،
+
+130
+00:10:10,830 --> 00:10:14,810
+اختبار الفرضيات،
+
+131
+00:10:14,810 --> 00:10:20,350
+ثم الوصول إلى
+
+132
+00:10:24,140 --> 00:10:30,020
+الحل، وتعميمه، هذه هي خطوات المنهج العلمي في حل
+
+133
+00:10:30,020 --> 00:10:33,040
+المشكلة، أنني أضع الطالب في مشكلة، يعني حتى لو
+
+134
+00:10:33,040 --> 00:10:37,340
+كانت المشكلة مسألة رياضيات، فالطالب يقرأ المشكلة،
+
+135
+00:10:37,340 --> 00:10:41,140
+يقرأ ما هي المعطيات الموجودة في المشكلة، فيحاول
+
+136
+00:10:41,140 --> 00:10:44,960
+أن يستشعر ما هي العلاقة الموجودة، وما هو المطلوب،
+
+137
+00:10:44,960 --> 00:10:48,640
+الآن يُحدد المطلوب، يُحدد المعطيات، يحاول أن يصل
+
+138
+00:10:48,640 --> 00:10:52,670
+إلى علاقة بين المعطى والمطلوب،  يعمل عصف ذهني، يجمع
+
+139
+00:10:52,670 --> 00:10:56,550
+معلومات من عقله، فالآن يحاول أن يصل إلى طريقة
+
+140
+00:10:56,550 --> 00:11:00,770
+الحل، يختبر عدة طرق للحل حتى يصل إلى الحل الصحيح،
+
+141
+00:11:00,770 --> 00:11:04,450
+وبالتالي، عندما وضعته في موقف مشكلة، وعلمته كيف
+
+142
+00:11:04,450 --> 00:11:08,550
+يحل المشكلة، الآن أنا علمته مهارة، لكن فيه فرق كبير
+
+143
+00:11:08,550 --> 00:11:12,190
+جداً بين أن يحل المشكلة أو أن يأخذ المسألة
+
+144
+00:11:12,190 --> 00:11:18,650
+محلولة، الذي يحل المشكلة بنفسه، عمره ما ينساها، لكن
+
+145
+00:11:18,650 --> 00:11:24,480
+الذي يأخذ المشكلة محلولة، يحفظها، وينسى الطريقة، لأنه
+
+146
+00:11:24,480 --> 00:11:28,540
+لم يفكر، لأنه لم يجمع معلومات، لم يضع فروضاً، لم
+
+147
+00:11:28,540 --> 00:11:31,860
+يختبر هذه الفرضيات، وبالتالي، هنا أصبح ظهور المنهج
+
+148
+00:11:31,860 --> 00:11:35,360
+العلمي ساعد على تطوير النظر للعلم، أصبح للعلم ليس
+
+149
+00:11:35,360 --> 00:11:39,420
+مادة فقط، وليس طريقة فقط، بل مادة وطريقة، طبعاً هذه
+
+150
+00:11:39,420 --> 00:11:42,280
+الخطوات الست، التي نقولها، هذه تسمى
+
+151
+00:11:42,280 --> 00:11:45,720
+خطوات جون ديوي لحل المشكلة، جون ديوي، الذي هو من
+
+152
+00:11:45,720 --> 00:11:50,160
+العلماء الذين دعموا ظهور المنهج العلمي، وبالتالي هذه
+
+153
+00:11:50,160 --> 00:11:53,740
+الخطوات الست هي تسمى خطوات جون ديوي لحل المشكلات،
+
+154
+00:11:53,740 --> 00:11:57,340
+دعمه طبعاً، آي روبيل، نادى بترسيخ التعلم عن طريق
+
+155
+00:11:57,340 --> 00:12:01,640
+التفكير العلمي وحل المشكلات، أننا لازم نُعطِي
+
+156
+00:12:01,640 --> 00:12:05,220
+الطالب أسئلة، لازم نضع الطالب في مشكلات، حتى يستطيع
+
+157
+00:12:05,220 --> 00:12:14,760
+أن يتعلم، وأن يصل إلى الحل الصحيح، الدراسات
+
+158
+00:12:14,760 --> 00:12:15,920
+النفسية والتربوية،
+
+159
+00:12:18,790 --> 00:12:22,450
+كيف ساهمت الدراسات النفسية والتربوية في ظهور مفهوم
+
+160
+00:12:22,450 --> 00:12:33,030
+حديث للمنهج؟ نعم، نشطة، تفضلي،  دائماً كانت العلاقة
+
+161
+00:12:33,030 --> 00:12:37,730
+بين الطالب والمعلم علاقة تقليدية، أما عندما يُدرّس
+
+162
+00:12:37,730 --> 00:12:42,150
+الطالب أمراً ما، يصبح ينجز أكثر عندما يكون لديه دافعيه
+
+163
+00:12:42,150 --> 00:12:48,580
+للتعلم، لذلك،  يعني، علم النفس التربوي يعني تحديد
+
+164
+00:12:48,580 --> 00:12:52,120
+طرق، من خلالها نستطيع زيادة دافعية الطالب
+
+165
+00:12:52,120 --> 00:12:59,100
+للتعلم، مثل تعزيز الطالب، نعم، التعزيز والدافعية،
+
+166
+00:13:01,160 --> 00:13:05,600
+والتي يمكن أن نقول، توفير ما يتناسب مع
+
+167
+00:13:05,600 --> 00:13:09,020
+احتياجاته وميوله وشخصيته، بارك الله فيكِ، يبقى
+
+168
+00:13:09,020 --> 00:13:11,620
+الآن، فيه دراسات كثيرة أنتم أخذتوها، وتعرفون
+
+169
+00:13:11,620 --> 00:13:15,040
+عنها في علم النفس التربوي، مثل النظرية السلوكية، أن
+
+170
+00:13:15,040 --> 00:13:19,260
+التعلم يحدث إذا كان هناك مُثير، المثير يتبعه
+
+171
+00:13:20,210 --> 00:13:24,570
+استجابة، تحتاج إلى تعزيز، وبالتالي، الآن صار عندي
+
+172
+00:13:24,570 --> 00:13:27,730
+أهمية كبيرة جداً، أن يكون عندي دافع للتعلم،
+
+173
+00:
+
+223
+00:16:45,640 --> 00:16:50,630
+نهتم بالمعلم، يعني في كل المواطنات السابقة كنا
+
+224
+00:16:50,630 --> 00:16:54,190
+بنهتم بالمتعلم، لكن الآن بقول إن اللي لازم احنا
+
+225
+00:16:54,190 --> 00:16:58,110
+ندربه، المعلم لازم ندربه على آخر مستجدات
+
+226
+00:16:58,110 --> 00:17:01,390
+التكنولوجيا، لازم المعلمين هولاء اللي في المدارس
+
+227
+00:17:01,390 --> 00:17:04,250
+اللي لحد الآن في منهم من لا يعرف يفتح الحاسوب، لازم
+
+228
+00:17:04,250 --> 00:17:07,930
+نعلمه، وهي الطرق الحديثة والتكنولوجيا، وإن يكون
+
+229
+00:17:07,930 --> 00:17:12,330
+فيه أسلوب جديد، وطريقة جديدة في توصيل المعلومات.
+
+230
+00:17:17,810 --> 00:17:21,170
+طب إحنا هنتقل الآن إلى مقارنة بين المنهج التقليدي
+
+231
+00:17:21,170 --> 00:17:24,870
+والمنهج الحديث. هي مش موجودة معانا على الـ PowerPoint
+
+232
+00:17:24,870 --> 00:17:30,730
+بس إحنا هنناقشها من خلال الكتاب. إحنا
+
+233
+00:17:30,730 --> 00:17:34,730
+قلنا إنه في تغير كبير حصل بين المفهوم الحديث
+
+234
+00:17:34,730 --> 00:17:39,030
+للمنهج والمفهوم القديم التقليدي. بالنسبة لي، المنهج
+
+235
+00:17:39,030 --> 00:17:44,730
+بدنا نشوف كيف قارن، وكيف نظهر المنهج الحديث للطالب،
+
+236
+00:17:44,730 --> 00:17:49,510
+وكيف نظهر له المنهج التقليدي. دور الطالب في المنهج
+
+237
+00:17:49,510 --> 00:17:54,350
+التقليدي، ودور الطالب في المنهج الحديث. المنهج
+
+238
+00:17:54,350 --> 00:17:59,170
+التقليدي كان الطالب مجرد مستقبل، لا يتم التركيز على
+
+239
+00:17:59,170 --> 00:18:03,090
+ميوله، ميوله واتجاهاته، أو الفروق الفردية ما بين
+
+240
+00:18:03,090 --> 00:18:06,970
+الطلبة، أو ما يرغب به هذا الطالب، إنما مجرد عملية
+
+241
+00:18:06,970 --> 00:18:12,220
+تلقين تتم للطالب حتى يركز على المعارف. بالتالي،
+
+242
+00:18:12,220 --> 00:18:15,420
+يتعود الطالب على السلبية، بينما في المنهج الحديث
+
+243
+00:18:15,420 --> 00:18:19,100
+كان هناك اهتمام ناتج عن الدراسات النفسية في جميع
+
+244
+00:18:19,100 --> 00:18:22,760
+جوانب الطالب، ومعرفة الفروق الفردية، حيث أصبح أكثر
+
+245
+00:18:22,760 --> 00:18:26,800
+إيجابية، لديه دور في التفاعل في عملية التعليم بشكل كبير
+
+246
+00:18:26,800 --> 00:18:29,900
+جداً، ممتاز جداً. يبقى الآن الطالب، أصبحت النظرة
+
+247
+00:18:29,900 --> 00:18:34,080
+بالنسبة للطالب في المنهج التقليدي الصورة واضحة
+
+248
+00:18:34,080 --> 00:18:37,280
+تماماً، كأن الطالب موجود، يذهب إلى المدرسة، يتلقى
+
+249
+00:18:37,280 --> 00:18:42,150
+العلم. هذا الطالب لا يملك حق التعبير، أو حق
+
+250
+00:18:42,150 --> 00:18:45,530
+الكلام، أو حق المشاركة في أي شيء. يعتبرون أن هذا
+
+251
+00:18:45,530 --> 00:18:48,750
+الطالب هو عبارة عن وعاء أجوف، لابد أن أقوم بحشوه
+
+252
+00:18:48,750 --> 00:18:52,610
+بكل المعلومات في دماغه، وبالتالي ليس له حق
+
+253
+00:18:52,610 --> 00:18:55,430
+الاعتراض حتى على المعلومة التي أخذها، أو مناقشتها.
+
+254
+00:18:55,430 --> 00:18:59,730
+وبالتالي كان دور الطالب سلبياً بصورة كبيرة جداً. اهتم
+
+255
+00:18:59,730 --> 00:19:05,590
+المنهج التقليدي بنمو المهارات العقلية، يعني اهتم
+
+256
+00:19:05,590 --> 00:19:08,370
+بعقل الطالب. علموا الرياضيات، وعلموا اللغة، وعلموا
+
+257
+00:19:08,370 --> 00:19:12,230
+المنطق، وعلموا الفلسفة. لكن هل الطالب فقط يحتاج أن
+
+258
+00:19:12,230 --> 00:19:17,750
+ينمو في المجال العقلي؟ بقية مجالات النمو، المجال
+
+259
+00:19:17,750 --> 00:19:21,130
+الثقافي، والمجال النفسي، والمجال الاجتماعي، هذه
+
+260
+00:19:21,130 --> 00:19:25,540
+مجالات تحتاج أيضاً إلى اهتمام. وبالتالي المنهج
+
+261
+00:19:25,540 --> 00:19:29,140
+الحديث عندما جاء بدأ يهتم بالجانب الاجتماعي، بدأ
+
+262
+00:19:29,140 --> 00:19:32,240
+يهتم بالجانب الرياضي، في بنية الجسم، في التربية
+
+263
+00:19:32,240 --> 00:19:36,200
+الجسدية، بدأ يهتم بالجانب الثقافي، وبالتالي بجانب
+
+264
+00:19:36,200 --> 00:19:38,900
+المهارات العقلية التي اهتم فيها المنهج التقليدي،
+
+265
+00:19:38,900 --> 00:19:42,120
+أضاف المنهج الحديث. وبالتالي الآن المنهج الحديث
+
+266
+00:19:42,120 --> 00:19:47,600
+أصبح يهتم بالنمو الشامل للمتعلم، عكس المنهج
+
+267
+00:19:47,600 --> 00:19:51,160
+التقليدي الذي اهتم بالجانب العقلي فقط. الآن
+
+268
+00:19:51,160 --> 00:19:54,780
+المنهج التقليدي لم يكن يركز على احتياجات وميول
+
+269
+00:19:54,780 --> 00:19:58,920
+واهتمامات الطلاب. كان على الطالب أن يدرس سواء كان
+
+270
+00:19:58,920 --> 00:20:02,500
+عنده ميل لهذه المادة أو ما عندهوش ميل، المفروض
+
+271
+00:20:02,500 --> 00:20:07,420
+أن هو يدرس. بدك تدخل تدرس هذا التخصص لأنه معدلك
+
+272
+00:20:07,420 --> 00:20:10,000
+مثلاً يدخلك لهذا التخصص، لأ أنا ما بديش أدخل هذا
+
+273
+00:20:10,000 --> 00:20:14,540
+التخصص، لأ، مش على خاطرك، المفروض أنك أنت بدك تدخل هذا
+
+274
+00:20:14,540 --> 00:20:17,800
+التخصص. وبالتالي لا يوجد هناك أي مراعاة لحاجات
+
+275
+00:20:17,800 --> 00:20:21,560
+وميول واهتمامات الطلاب، لكن المنهج الحديث راعى هذا
+
+276
+00:20:21,560 --> 00:20:25,520
+الجانب بصورة كبيرة، كما راعى تكوين العادات والقيم
+
+277
+00:20:25,520 --> 00:20:30,170
+والتقاليد الإيجابية. المنهج الحديث، يعني في المنهج
+
+278
+00:20:30,170 --> 00:20:35,410
+القديم لم يكن هناك تخطيط كامل لتربية العادات لدى
+
+279
+00:20:35,410 --> 00:20:37,930
+الإنسان. إن إحنا لازم نعود الطلبة على أن يكونوا
+
+280
+00:20:37,930 --> 00:20:40,870
+رياضيين، يمارسوا رياضة، أن يكون في إذاعة صباحية
+
+281
+00:20:40,870 --> 00:20:44,690
+مدرسية، أن الطالب يعبر عن ذاته، أن هو مثلاً يسطر في
+
+282
+00:20:44,690 --> 00:20:48,550
+داخل الدفتر، يرتب، يستخدم الألوان، ممكن يستخدم
+
+283
+00:20:48,550 --> 00:20:52,760
+أشياء كثيرة. هذه العادات البسيطة مهمة جداً. يعني لما
+
+284
+00:20:52,760 --> 00:20:56,100
+تيجي طالبة مثلاً تدق على الباب، وتيجي الطالبة تدخل
+
+285
+00:20:56,100 --> 00:20:59,320
+المدرسة، إيش بتقول لها؟ ارجعي ودقي على الباب ودخلي،
+
+286
+00:20:59,320 --> 00:21:05,140
+استأذني. ليش؟ بتعلمها آداب الاستئذان. هذه عادات، هذه
+
+287
+00:21:05,140 --> 00:21:07,900
+عادات، المفروض أن إحنا نهتم بها. مش مهم أن الطالب
+
+288
+00:21:07,900 --> 00:21:11,360
+عندي يكون موجود علشان يأخذ المعرفة بس، هو لازم يأخذ
+
+289
+00:21:11,360 --> 00:21:15,600
+المعرفة، لكن بجانب المعرفة لازم يتعلم كيف يتواصل مع
+
+290
+00:21:15,600 --> 00:21:19,560
+المدرسة، كيف يتواصل مع زملائه، كيف يكون إنسان مهذّب،
+
+291
+00:21:19,560 --> 00:21:22,620
+كيف يكون إنسان اجتماعي ناجح، وبالتالي تكوين العادات
+
+292
+00:21:22,620 --> 00:21:26,220
+والتقاليد والقيم الإيجابية، هذا شيء مهم جداً.
+
+293
+00:21:26,220 --> 00:21:30,730
+بالإضافة طبعاً للاعتماد على النفس، والاستقلالية. أنا لما
+
+294
+00:21:30,730 --> 00:21:33,770
+أكلف الطالب يجيب لي بحث، أو إنه يعمل دراسة ميدانية،
+
+295
+00:21:33,770 --> 00:21:37,770
+أو إنه يجمع معلومات عن شيء معين، إنه هو لازم في داخل
+
+296
+00:21:37,770 --> 00:21:40,650
+الحصة لازم يرفع يده، ولازم يجيب، ويناقش. معناه
+
+297
+00:21:40,650 --> 00:21:44,450
+ذلك أن أنا بأعلمه أنه يفكر بدماغه، وليس بدماغ
+
+298
+00:21:44,450 --> 00:21:48,860
+الآخرين، وبالتالي أنا بأعطيه الحرية للتفكير. لكن طالما
+
+299
+00:21:48,860 --> 00:21:51,820
+دائماً إحنا بنعطيه المعلومة جاهزة، ما بنطلبش منه أي
+
+300
+00:21:51,820 --> 00:21:56,440
+مهارة، بنعلمُه السلبية، والاعتماد على الآخرين
+
+301
+00:21:56,440 --> 00:22:00,380
+والتفكير بعقول الآخرين أيضاً. يعني لما أجيب له قضية
+
+302
+00:22:00,380 --> 00:22:04,420
+وأقول له إيش رأيك فيها، هو بيكتب لي رأي المعلم،
+
+303
+00:22:04,420 --> 00:22:09,700
+ما بيكتبش رأيه. طب أنت إيش رأيك؟ قولي أنت إيش شايف
+
+304
+00:22:09,700 --> 00:22:13,220
+في هذه المعلومة، هو ما يقدرش يعطي رأيه، لأنه ما اتعودش أن
+
+305
+00:22:13,220 --> 00:22:17,820
+يكون له رأي. وبالتالي هنا هو ما يقدرش يعتمد على
+
+306
+00:22:17,820 --> 00:22:20,900
+نفسه في أنه يبدي رأيه في أي قضية. يبقى الآن فيه
+
+307
+00:22:20,900 --> 00:22:25,460
+تغيير كامل بين المنهج التقليدي الذي لم يراعي الفروق
+
+308
+00:22:25,460 --> 00:22:28,820
+الفردية، لم يهتم بالنمو الشامل، لم يركز على
+
+309
+00:22:28,820 --> 00:22:32,560
+العادات والتقاليد الإيجابية، والقيم الإيجابية، وعوّد
+
+310
+00:22:32,560 --> 00:22:35,720
+الطالب على السلبية، وبين المنهج الحديث الذي أعطانا
+
+311
+00:22:35,720 --> 00:22:39,960
+صورة مشرقة بالنسبة للمتعلم، الذي يهتم بالنمو الشامل،
+
+312
+00:22:39,960 --> 00:22:43,860
+الذي يهتم بقيمه، بعاداته، برغباته، باحتياجاته،
+
+313
+00:22:43,860 --> 00:22:47,120
+أنه لازم يكون ناشطاً، لازم يكون إيجابياً، لابد أنه
+
+314
+00:22:47,120 --> 00:22:51,430
+يعتمد على نفسه في كل شيء. المواد الدراسية، كيف نظر
+
+315
+00:22:51,430 --> 00:22:54,990
+لها المنهج التقليدي، وكيف نظر لها المنهج الحديث؟
+
+316
+00:22:54,990 --> 00:22:58,830
+تفضل. في المنهج التقليدي، المواد الدراسية، اهتم كل
+
+317
+00:22:58,830 --> 00:23:04,010
+مدرس بالمادة التي يدرسها، وأضاف عليها، مما أدى إلى
+
+318
+00:23:04,010 --> 00:23:09,850
+تدخمها، وعُلِمَت بشكل مُفصّل. واهتمام كل مدرس بالمادة التي
+
+319
+00:23:09,850 --> 00:23:13,670
+يدرسها، أدى إلى انفصال المواد الدراسية، وانعدام ترابطها.
+
+320
+00:23:14,110 --> 00:23:17,650
+وأيضاً الجانب العملي في المنهج التقليدي،
+
+321
+00:23:17,650 --> 00:23:21,470
+لم يركزوا على الجانب العملي، والتفكير النقدي في المادة
+
+322
+00:23:21,470 --> 00:23:25,710
+الدراسية. أما في المنهج الحديث، اهتموا بالخبرات
+
+323
+00:23:25,710 --> 00:23:30,450
+التعلمية التي كانت تؤثر على سلوك المتعلم، واهتموا أيضاً
+
+324
+00:23:30,450 --> 00:23:34,350
+بالجانب العملي، وركزوا على آليات التفكير، والخبرات
+
+325
+00:23:34,350 --> 00:23:39,220
+المباشرة للطلاب، واهتموا بالترابط، والتكامل
+
+326
+00:23:39,220 --> 00:23:43,100
+بين المواد الدراسية، على عكس المنهج التقليدي. أحسن،
+
+327
+00:23:43,100 --> 00:23:45,540
+يبقى هنا في المناهج الدراسية، عندما نتكلم عن
+
+328
+00:23:45,540 --> 00:23:49,380
+المنهج، وعن الكتب، والمادة العلمية التي نقدمها
+
+329
+00:23:49,380 --> 00:23:59,620
+للطالب، نتكلم فيه في ثلاث مجالات:
+
+330
+00:23:59,620 --> 00:24:11,880
+التضخم، الانفصال في المادة، الانفصال في المفاهيم، عن
+
+331
+00:24:11,880 --> 00:24:19,500
+الجوانب العملية. ثلاث نقاط مهمة جداً، يعني نركز عليها
+
+332
+00:24:19,500 --> 00:24:23,910
+عندما نتكلم في هذا الموضوع، المادة الدراسية. الآن كل
+
+333
+00:24:23,910 --> 00:24:26,910
+يوم فيه جديد في المادة الدراسية. فإذا كان المدرس
+
+334
+00:24:26,910 --> 00:24:30,170
+يعني نقول له، إحنا المادة هذه لازم نطورها، لازم
+
+335
+00:24:30,170 --> 00:24:33,730
+نثريها. فهو كل، مثلاً فيه، كان بالأول عندنا كتاب من
+
+336
+00:24:33,730 --> 00:24:37,150
+مائة صفحة، فراح أضاف عليه عشرين صفحة في السنة التي
+
+337
+00:24:37,150 --> 00:24:40,150
+بعدها، أضاف كمان عشرة، بعدين أضاف تماماً خمسة. الكتب إيش
+
+338
+00:24:40,150 --> 00:24:44,970
+بتصير فيها؟ بتتضخم. ممكن الآن يصير فيه تضارب في
+
+339
+00:24:44,970 --> 00:24:47,730
+المعلومات التي موجودة في الكتاب نفسه، يعني تكون في
+
+340
+00:24:47,730 --> 00:24:50,950
+معلومات تنقد المعلومات الجديدة، أو المعلومات
+
+341
+00:24:50,950 --> 00:24:55,050
+الجديدة تناقض المعلومات القديمة. وبالتالي الآن صار
+
+342
+00:24:55,050 --> 00:24:58,630
+في تضخم في المادة، هذا على حساب الطالب أيضاً. في
+
+343
+00:24:58,630 --> 00:25:01,310
+تضارب في المعلومات التي موجودة في المادة الدراسية
+
+344
+00:25:01,310 --> 00:25:06,710
+الواحدة. ما فيش علاقة بين المواد، يعني بالمواد
+
+345
+00:25:06,710 --> 00:25:09,430
+الدراسية، أو في المادة الدراسية نفسها. يعني إذا
+
+346
+00:25:09,430 --> 00:25:13,050
+جئنا نقول مثلاً مادة زي اللغة العربية، يعتبرون أن
+
+347
+00:25:13,050 --> 00:25:16,910
+النصوص مادة، لها كتاب، ولها معلم، ولها اختبار،
+
+348
+00:25:16,910 --> 00:25:22,830
+والنحو والصرف مادة، والإملاء مادة، والقراءة مادة،
+
+349
+00:25:22,830 --> 00:25:25,770
+وكل مادة لها كتاب، وكل مادة لها اختبار، وكل مادة
+
+350
+00:25:25,770 --> 00:25:29,540
+لها كتاب. ما فيش ترابط بينهم. وبالتالي هذه كمان مشكلة
+
+351
+00:25:29,540 --> 00:25:32,960
+كبيرة جداً. في مواد في بينهم ترابط واضح، يعني الفيزياء
+
+352
+00:25:32,960 --> 00:25:35,360
+مرتبطة مع الكيمياء، مرتبطة مع البيولوجي، لأنها كلها
+
+353
+00:25:35,360 --> 00:25:39,260
+مادة علمية. في الرياضيات، الجبر والهندسة والحساب
+
+354
+00:25:39,260 --> 00:25:44,340
+وكذا، كلها مرتبطة مع بعضها البعض. ما أقدرش أفصل المواد،
+
+355
+00:25:44,340 --> 00:25:47,800
+المادة نفسها أجزائها، وأخلي من المادة يطلع عندي
+
+356
+00:25:47,800 --> 00:25:51,780
+أربعة أو خمسة مساقات، هذا كثير جداً بالنسبة للطالب.
+
+357
+00:25:52,360 --> 00:25:55,580
+أيضاً الجوانب العملية كانت مهملة بصورة كبيرة جداً.
+
+358
+00:25:55,580 --> 00:25:58,620
+يعني أي مدرس مثلاً لو عنده تجربة، إيش هيعمل في
+
+359
+00:25:58,620 --> 00:26:02,160
+التجربة؟ هرسمها على السبورة، وينفذها للطلاب.
+
+360
+00:26:02,160 --> 00:26:05,880
+وبالتالي هينفذها على السبورة، لكن فعلياً هل الطلاب
+
+361
+00:26:05,880 --> 00:26:08,920
+استخدموا الأدوات، استخدموا المواد؟ ما استخدموش أي
+
+362
+00:26:08,920 --> 00:26:11,980
+شيء. وبالتالي كان في إهمال للجانب العملي. هذه
+
+363
+00:26:11,980 --> 00:26:16,100
+الجوانب كلها في المنهج الحديث تغيرت. أول شيء قال لك
+
+364
+00:26:16,100 --> 00:26:20,560
+لازم نعمل المادة هذه إثرائية، أن إحنا نركز على
+
+365
+00:26:20,560 --> 00:26:25,540
+جوانب تفيد المتعلم، لازم نركز على الخبرة المباشرة،
+
+366
+00:26:25,540 --> 00:26:30,580
+لازم نركز على المعلومات التي تساعد على التكيف مع
+
+367
+00:26:30,580 --> 00:26:35,900
+الفرد، ومع المجتمع. ما المقصود بالخبرة المباشرة؟ ما
+
+368
+00:26:35,900 --> 00:26:38,360
+هي الخبرة المباشرة؟
+
+369
+00:26:42,870 --> 00:26:46,970
+ممتاز جداً، هي الخبرة التي يتوصل إليها الطالب نتيجة
+
+370
+00:26:46,970 --> 00:26:54,010
+قيامه بعمل معين، وبالتالي الآن الطالب قام بتجربة،
+
+371
+00:26:54,010 --> 00:26:57,130
+التجربة توصل من خلالها إلى خصائص معينة، فالآن
+
+372
+00:26:57,130 --> 00:27:01,950
+نعتبر هذه التجربة معينة. الطالب يكتب، فقاعد يكتب،
+
+373
+00:27:01,950 --> 00:27:04,790
+ذهب عادل إلى المدرسة، وتعلم الكتابة، لأنه هو اللي
+
+374
+00:27:04,790 --> 00:27:08,940
+قام بالكتابة، فهو هذا يعتبر خبرة مباشرة. لازم الطالب
+
+375
+00:27:08,940 --> 00:27:12,320
+هو اللي يعمل. يعني لو المدرس عمل التجربة قدام
+
+376
+00:27:12,320 --> 00:27:17,040
+الطلاب، لا تعتبر الخبرة مباشرة، تعتبر خبرة غير
+
+377
+00:27:17,040 --> 00:27:21,350
+مباشرة، لأن الطالب لم يستخدم يديه. لازم الطالب هو
+
+378
+00:27:21,350 --> 00:27:24,330
+الذي يقوم بالعمل، عشان تكون خبرة مباشرة. ومش كل
+
+379
+00:27:24,330 --> 00:27:26,770
+المعلومات هي التي تفيد. يبقى أنا لازم آخذ من
+
+380
+00:27:26,770 --> 00:27:30,510
+المعلومات ما يفيد الطالب، ما ينمي شخصيته، ما يفيده
+
+381
+00:27:30,510 --> 00:27:33,990
+على التواصل مع بيئته، مع المواد العلمية، مع
+
+382
+00:27:33,990 --> 00:27:37,070
+مجتمعه. هذا الشيء المهم، وبالتالي نركز على
+
+383
+00:27:37,070 --> 00:27:41,570
+المعلومات التي تساعد على التكيّف النفسي والاجتماعي.
+
+384
+00:27:42,680 --> 00:27:45,860
+يبقى هنا ركز، بالنسبة للتضخم في المادة العلمية، على
+
+385
+00:27:45,860 --> 00:27:48,100
+أنهم ركزوا على الخبرة المباشرة، على المعلومات
+
+386
+00:27:48,100 --> 00:27:51,960
+التي تساعد على التكيّف. الانفصال بين المفاهيم، وفي
+
+387
+00:27:51,960 --> 00:27:55,700
+المساقات، ركزوا على الترابط. قال لي لأ، إنه مثلاً
+
+388
+00:27:55,700 --> 00:27:59,540
+المفروض مدرس اللغة العربية في حصة النصوص، لو طالب
+
+389
+00:27:59,540 --> 00:28:05,270
+أخطأ في قراءة كلمة معينة، يطلبه يعرفها. نستخدم
+
+390
+00:28:05,270 --> 00:28:08,5
+
+445
+00:31:24,020 --> 00:31:26,440
+الشعر، في عندهم موهبة في كتابة القصة، هذه بيشارك
+
+446
+00:31:26,440 --> 00:31:30,400
+فيها كل الطلبة، الطالب اللي بيلاقي نفسه وبيلاقي
+
+447
+00:31:30,400 --> 00:31:33,320
+قدراته وإمكاناته واحتياجاته في داخل المدرسة بيحبها
+
+448
+00:31:33,320 --> 00:31:37,240
+لكن الطالب اللي بيقدرش يعبر عن نفسه وعن ذاته وعن
+
+449
+00:31:37,240 --> 00:31:40,640
+ميوله وعن اهتماماته بيكره المدرسة ويتسرب من
+
+450
+00:31:40,640 --> 00:31:44,700
+المدرسة، يبقى الجو المدرسي العام إذا أهمل وإن بس
+
+451
+00:31:44,700 --> 00:31:49,580
+الطالب بيجي من البيت بيعدل غرفة الصف، بيأخذ الحصة
+
+452
+00:31:49,580 --> 00:31:53,840
+بتاعته، وبعدين بيروح، ماحدش بيهتم إذا كان برسم، إذا
+
+453
+00:31:53,840 --> 00:31:58,040
+كان بيكتب، إذا كان هذا عنده أسلوب اللي هي كتابة
+
+454
+00:31:58,040 --> 00:32:01,340
+الشعر، إذا كان هو عنده مهارات في البحث العلمي، إذا
+
+455
+00:32:01,340 --> 00:32:04,340
+كان عنده قدرات عقلية في الحساب، إذا كان عنده قدرات
+
+456
+00:32:04,340 --> 00:32:08,840
+في الخطبة الدينية، ما حدش بيهتم، وبالتالي هذه
+
+457
+00:32:08,840 --> 00:32:12,640
+الأشياء تقتل أشياء جميلة كثيرة في داخل الطلاب
+
+458
+00:32:12,640 --> 00:32:15,820
+المنهج الحديث اهتم بهذه الأشياء، بالعكس، بطلب من كل
+
+459
+00:32:15,820 --> 00:32:19,810
+مدرس أن يكون فيه مجموعة من الأنشطة اللي هو مسئول
+
+460
+00:32:19,810 --> 00:32:22,850
+عليها، هو إنه يفتش على أنشطة جديدة وعلى إبداعات
+
+461
+00:32:22,850 --> 00:32:25,610
+جديدة، أو بيشاركوا في هذا الشيء، أو بيعملوا مشاركات
+
+462
+00:32:25,610 --> 00:32:28,610
+بين المدارس، أو بيعملوا مسابقات بين المدارس، أو
+
+463
+00:32:28,610 --> 00:32:31,970
+بيقدموا جائزة لأفضل طالب لخص قصة، جائزة لأفضل
+
+464
+00:32:31,970 --> 00:32:35,230
+مطارحة شعرية، جائزة لأفضل كذا، وبالتالي بيحاولوا
+
+465
+00:32:35,230 --> 00:32:38,330
+إنهم ينشطوا الطلاب في كافة المجالات، يبقى في عندنا
+
+466
+00:32:38,330 --> 00:32:41,930
+اهتمام بالجو المدرسي العام، البيئة
+
+467
+00:33:04,220 --> 00:33:09,440
+ممتاز جدا، ممكن المنهج يكون ثابت والبيئة متغيرة
+
+468
+00:33:10,250 --> 00:33:12,670
+هلقيت إحنا ممكن المنهج يظل عشر سنين، عشرين سنة
+
+469
+00:33:12,670 --> 00:33:16,770
+ما يتغيرش، لكن في هذه الفترة، هل تغير المجتمع أم لم
+
+470
+00:33:16,770 --> 00:33:20,530
+يتغير؟ تغير، تغيرت، صار في عندي تغيرات كبيرة في
+
+471
+00:33:20,530 --> 00:33:23,270
+المجتمع، صار في عندي تغيرات في العادات، صار في عندي
+
+472
+00:33:23,270 --> 00:33:26,610
+تغيرات في التقاليد، صار في عندي تغيرات في اهتمامات
+
+473
+00:33:26,610 --> 00:33:29,030
+الناس، في النظام السياسي، في النظام الاقتصادي، في
+
+474
+00:33:29,030 --> 00:33:31,890
+أشياء كثيرة، يبقى الآن المنهج لازم يواكب هذه
+
+475
+00:33:31,890 --> 00:33:34,610
+التغيرات، ما ينفعش إن إحنا نظلنا قاعدين ساعة كتير،
+
+476
+00:33:34,610 --> 00:33:40,610
+مثلًا الآن عندنا بيستخدموا كميات كبيرة اللي هي بتأثر على
+
+477
+00:33:40,610 --> 00:33:43,210
+صحة الإنسان، وعلى صحة الحيوان، وبتأثر على التربة
+
+478
+00:33:43,210 --> 00:33:46,150
+وعلى كذا، المفروض إن مناهجنا بتعالج هذه الظاهرة
+
+479
+00:33:47,180 --> 00:33:50,280
+عشان إحنا لما بدنا ناكل أي حاجة من الخضروات اللي
+
+480
+00:33:50,280 --> 00:33:54,440
+موجودة نعرف كيف أننا نتناولها، إنه في عندنا مثلًا
+
+481
+00:33:54,440 --> 00:33:57,400
+تسرب إشعاعي أو كذا، كيف ممكن أننا نتخلص من هذه
+
+482
+00:33:57,400 --> 00:34:00,540
+الآثار؟ الناس اللي مثلًا طول الوقت حاملة الجوال،
+
+483
+00:34:00,540 --> 00:34:02,820
+اللي بتستخدم المايكرويف، الأشياء هذه اللي هي كلها
+
+484
+00:34:02,820 --> 00:34:06,880
+فيها مستحدثات ومستجدات، إحنا ما بنعرفش آثارها
+
+485
+00:34:06,880 --> 00:34:09,940
+على أجسادنا، باللحظة مثلًا إحنا عندنا في غزة بقول
+
+486
+00:34:09,940 --> 00:34:15,540
+أعلى نسبة لأمراض السرطان موجودة في قطاع غزة، طب ليش
+
+487
+00:34:15,540 --> 00:34:19,020
+هذه الأسباب؟ المفروض إن مناهجنا بتعالج، بتعالج
+
+488
+00:34:19,020 --> 00:34:22,320
+أشياء كثيرة من هذه الأشياء، إن هي بتقول لي إن هذه
+
+489
+00:34:22,320 --> 00:34:24,840
+الهرمونات الزراعية كيف بتأثر على الإنسان، الإشعاع
+
+490
+00:34:24,840 --> 00:34:28,060
+كيف بيأثر على الإنسان، كيف الإنسان ممكن إن هو
+
+491
+00:34:28,060 --> 00:34:30,700
+يتلاشى كثير من الأخطاء والأخطار والأشياء اللي
+
+492
+00:34:30,700 --> 00:34:34,400
+بتأثر على حياته، وهو ما بيعرفش، هو بيدخل في هذه
+
+493
+00:34:34,400 --> 00:34:38,200
+الأشياء بدون معرفة، بدون أنه يهتم، يعني مثلًا الست
+
+494
+00:34:38,200 --> 00:34:41,580
+اللي بتحط مثلًا الببرونة بتاعة البيبي في داخل ال
+
+495
+00:34:41,580 --> 00:34:45,450
+مايكرويف، بتعرف إيش تأثير المايكرويف على المادة
+
+496
+00:34:45,450 --> 00:34:47,390
+الغذائية اللي بتنحط في داخلها، المادة الغذائية
+
+497
+00:34:47,390 --> 00:34:52,250
+السائلة؟ أي نعم، تصبح المادة مسرطنة، تصبح الحليب
+
+498
+00:34:52,250 --> 00:34:59,890
+هذا مادة مسرطنة، بدون
+
+499
+00:34:59,890 --> 00:35:06,300
+هرمونات، طب باقي الناس؟ يعني أنا هذه سنة الصراحة
+
+500
+00:35:06,300 --> 00:35:09,280
+يعني شيء.. شيء.. شيء زي إن أنت هادي، بقول لك إن هادي
+
+501
+00:35:09,280 --> 00:35:12,280
+أنا بزرعها لإخوتي، ما بحطش عليها هرمونات، عارف
+
+502
+00:35:12,280 --> 00:35:16,640
+إنها بتأذي، يعني عارف إنها بتأذي، طيب وهو ليش..
+
+503
+00:35:16,640 --> 00:35:19,760
+ليش تأذي الناس كلها؟ ما الناس كلها بدها.. بدها
+
+504
+00:35:19,760 --> 00:35:22,620
+تروح تشتري، بدها تشتري من الخيار والطماطم، بدها
+
+505
+00:35:22,620 --> 00:35:26,330
+تشتري من كل هذه الأشياء، فهذا طبعًا يعني المفروض أن
+
+506
+00:35:26,330 --> 00:35:29,410
+إحنا بنعرفه، والمزارعون بيعرفوا، وأبناء المزارعين
+
+507
+00:35:29,410 --> 00:35:32,630
+بيعرفوا، والموجودون في داخل هذا المجتمع، ووزارة
+
+508
+00:35:32,630 --> 00:35:36,010
+الزراعة وكذا، بتكون فيه تنبيه لهذه الأخطار وهذه
+
+509
+00:35:36,010 --> 00:35:39,790
+الأشياء اللي هي موجودة، طبعًا هنا يعني هذه الأشياء و
+
+510
+00:35:39,790 --> 00:35:42,070
+الملوثات اللي موجودة، إذا إحنا المنهج ده إحنا ما
+
+511
+00:35:42,070 --> 00:35:44,830
+بتعالجها، معناه ذلك إنه في انفصال بين المنهج وبين
+
+512
+00:35:45,710 --> 00:35:48,990
+البيئة اللي إحنا بنعيشها، كذلك ممكن تكون البيئة
+
+513
+00:35:48,990 --> 00:35:52,710
+زراعية أو صناعية أو ساحلية، على حسب طبيعة هذه
+
+514
+00:35:52,710 --> 00:35:55,490
+البيئة، فكيف نتعامل إحنا في البيئة الزراعية أو
+
+515
+00:35:55,490 --> 00:35:58,510
+الصناعية أو الساحلية، المفروض إن المنهج بيعالج
+
+516
+00:35:58,510 --> 00:36:02,270
+أيضًا طبيعة البيئة، يعني اللي عايشين في بيئة ساحلية
+
+517
+00:36:02,270 --> 00:36:04,810
+وبيعتمدوا بكل شيء على الصيد وعلى كذا، المفروض إن
+
+518
+00:36:04,810 --> 00:36:08,610
+هذا يكون برضه موجود في المناهج، بتعالجه، كيف نتعامل
+
+519
+00:36:08,610 --> 00:36:11,170
+مع الزراعة، كيف نتعامل مع الصناعة، كيف يكون كل هذا
+
+520
+00:36:11,170 --> 00:36:14,450
+الشيء، إحنا منهجنا مثلًا، إحنا كل سنتين تلاتة في
+
+521
+00:36:14,450 --> 00:36:18,880
+عندنا حروب، في عندنا آثار مدمرة، ليه؟ اللي هي
+
+522
+00:36:18,880 --> 00:36:21,720
+القنابل، المتفجرات، على الإنسان وعلى البيئة، هل
+
+523
+00:36:21,720 --> 00:36:25,120
+مناهجنا عالجت هذا الشيء؟ يبقى إحنا عندنا فيه مشكلة
+
+524
+00:36:25,120 --> 00:36:28,100
+في المناهج، المفروض إن إحنا بنحاول إن هذه المناهج
+
+525
+00:36:28,100 --> 00:36:35,330
+تعيد تطويرها بحيث إنها تهتم بهذا الجرم، أضافوا بعض
+
+526
+00:36:35,330 --> 00:36:37,830
+الأشياء، I know، ما هم بيحاولوا أن يشوفوا ما هي
+
+527
+00:36:37,830 --> 00:36:42,430
+الاحتياجات، لازم المنهج يحاول يحل المشكلات المجتمعية
+
+528
+00:36:42,430 --> 00:36:45,730
+ويساعد الفرد على حل مشكلته، يبقى هنا لما بنتكلم
+
+529
+00:36:45,730 --> 00:36:50,470
+إحنا عن البيئة والمنهج، لابد أن المنهج يواكب كافة
+
+530
+00:36:50,470 --> 00:36:53,450
+التغيرات اللي موجودة في البيئة، ويواكب طبيعة البيئة
+
+531
+00:36:53,450 --> 00:37:01,430
+أيضًا، إذا كانت صناعية أو زراعية أو ساحلية، المعلم فضّل
+
+532
+00:37:02,000 --> 00:37:04,920
+المنهج اللي يقدر عليه، هو التلقين، الطالب
+
+533
+00:37:04,920 --> 00:37:07,640
+للمعلومات، وكيفية قياس توصيل المعلومة له، بينما
+
+534
+00:37:07,640 --> 00:37:11,200
+المنهج الحديث أدى إلى المعلم أنه يكون مرشدًا وموجهًا
+
+535
+00:37:11,200 --> 00:37:14,880
+للطالب، ويساعده في الوصول للمعلومة، بتعلمها ذاتيًا عن
+
+536
+00:37:14,880 --> 00:37:18,680
+طريق الطالب نفسه، وليس عن طريق المعلم، أحسن، هل أنصف
+
+537
+00:37:18,680 --> 00:37:22,800
+المنهج القديم أو المنهج التقليدي، هل أنصف المعلم
+
+538
+00:37:22,800 --> 00:37:26,020
+أنه خلّى كل الدور على المعلم، هو اللي بيقوم بالشرح
+
+539
+00:37:26,020 --> 00:37:29,060
+واللي بيقوم بالتوضيح، واللي بيقوم بعمل الأنشطة، هل
+
+540
+00:37:29,060 --> 00:37:33,710
+هذا كان إنصافًا للمعلم؟ أو كان تعديًا على الحدود؟
+
+541
+00:37:33,710 --> 00:37:37,410
+المفروض إن هو في هناك مشاركة، يعني أنا بقى في ناس
+
+542
+00:37:37,410 --> 00:37:40,950
+كثير بقول لك إن المدرس كان زمان إيه له قيمة أكبر، صح؟
+
+543
+00:37:40,950 --> 00:37:43,790
+هو إن هو كان بيقوم بكل الأدوار، لكن هو المفروض
+
+544
+00:37:43,790 --> 00:37:49,150
+مايقومش بكل الأدوار، المفروض إن الأدوار هذه لا تُحدد
+
+545
+00:37:49,150 --> 00:37:52,770
+ولكن تُعدد، يعني هو أنت دورك مش بس بتوضح للطالب و
+
+546
+00:37:52,770 --> 00:37:56,230
+بتشرح، لكن أنت مرافق للطالب، موجه للطالب، أنت زميل
+
+547
+00:37:56,230 --> 00:38:00,430
+للطالب، وبالتالي هنا بنعدد أدوار المعلم ولا نحددها
+
+548
+00:38:01,460 --> 00:38:05,960
+هل نعدد أم نحدد؟ نعدد، هو عدد للأدوار، يعني خلاه مرافقًا
+
+549
+00:38:05,960 --> 00:38:10,080
+للطالب، خلاه موجهًا، خلاه أنه بيشارك للطالب في كثير
+
+550
+00:38:10,080 --> 00:38:14,320
+من الأنشطة، وبالتالي طبعًا هنا بنقول إنه المنهج
+
+551
+00:38:14,320 --> 00:38:17,360
+التقليدي ركز على المعلم في عملية الأداء والشرح
+
+552
+00:38:17,360 --> 00:38:21,380
+والتوضيح والتفسير، واللي هي جلب المعلومات للطلاب
+
+553
+00:38:21,380 --> 00:38:26,880
+كاملة، لكن هذا في المنهج الحديث، اعتبره أنه ليس هو
+
+554
+00:38:26,880 --> 00:38:31,890
+الصواب، لابد أن يكون هناك دور للطالب، إن هو يبحث، إن
+
+555
+00:38:31,890 --> 00:38:35,350
+هو يأتي في المعرفة، وإن هو يشرح ويوضح، وإنه يشارك في
+
+556
+00:38:35,350 --> 00:38:39,050
+الأنشطة، وإنه يشارك في المهمات التعليمية كاملة،
+
+557
+00:38:39,050 --> 00:38:44,530
+المعلم والطالب في عملية مشاركة، يعني ليس الطالب
+
+558
+00:38:44,530 --> 00:38:50,410
+مفردًا، وليس المتعلم مفردًا، ولكن في هناك مشاركة، حتى
+
+559
+00:38:50,410 --> 00:38:53,370
+وصلت إلى بعض الأنظمة اللي هي ممكن تصل إلى التعلم
+
+560
+00:38:53,370 --> 00:38:58,170
+الذاتي، لكن أيضًا بتوجيه من المعلم، الأهداف
+
+561
+00:39:06,050 --> 00:39:22,530
+الأهداف هي الجوهر
+
+562
+00:39:22,530 --> 00:39:27,170
+الأساسي، الأهداف، هل هي معرفية فقط؟ ولكن في عندي
+
+563
+00:39:27,170 --> 00:39:30,430
+أهداف وجدانية، في عندي أهداف نفس-حركية، في عندي
+
+564
+00:39:30,430 --> 00:39:33,690
+أهداف ترتبط بالجانب الاجتماعي، الآن المنهج
+
+565
+00:39:33,690 --> 00:39:37,890
+التقليدي ركز فقط على الجانب المعرفي، ومن الجانب
+
+566
+00:39:37,890 --> 00:39:41,850
+المعرفي ركز فقط على التذكر، لأنه في عندي فهم، و
+
+567
+00:39:41,850 --> 00:39:44,490
+تحليل، وتركيب، وتقويم، هذه الأشياء اللي لم يتم
+
+568
+00:39:44,490 --> 00:39:47,290
+الاهتمام فيها، وبالتالي اهتم فقط بالتذكر، المنهج
+
+569
+00:39:47,290 --> 00:39:51,660
+الحديث اهتم بكافة المجالات، اللي هي المجال المعرفي
+
+570
+00:39:51,660 --> 00:39:55,300
+والوجداني، والنفس-الحركي، طبعًا هي إحنا قررنا
+
+571
+00:39:55,300 --> 00:39:59,140
+بين عدة مجالات، من يعطيني تلخيصًا بسيطًا، ما الفرق بين
+
+572
+00:39:59,140 --> 00:40:04,500
+المنهج التقليدي والمنهج الحديث، فضلًا
+
+573
+00:40:04,870 --> 00:40:07,950
+بشكل عام، المنهج التقليدي يعتمد على عملية التلقين
+
+574
+00:40:07,950 --> 00:40:12,730
+والمحاضرة، حيث يركز بشكل كبير على دور المعلم، فإن هو
+
+575
+00:40:12,730 --> 00:40:16,310
+اللي يعطي الطالب، والطالب بسلبية يتلقى جميع المعلومات
+
+576
+00:40:16,310 --> 00:40:21,550
+دون اهتمام بفروقه الفردية أو بميوله واتجاهاته
+
+577
+00:40:21,550 --> 00:40:26,210
+فكانت أهداف هذا المنهج هي أهداف معرفية فقط، بينما
+
+578
+00:40:26,210 --> 00:40:30,290
+المنهج الحديث كان منهجًا يعتمد على تنمية جميع جوانب
+
+579
+00:40:30,290 --> 00:40:34,330
+الطالب، معتمدًا بذلك على ميوله واتجاهاته، ينوع من
+
+580
+00:40:34,330 --> 00:40:40,130
+الأنشطة، وينوع من الوسائل والطرق التي يهدف إليها،
+
+581
+00:40:40,130 --> 00:40:43,210
+حيث إن هدفه ليست معرفية فقط، بل معرفية، مهارية
+
+582
+00:40:43,210 --> 00:40:47,270
+ووجدانية، وتعتمد على أسلوب حل المشكلات، والاكتشاف
+
+583
+00:40:47,270 --> 00:40:49,750
+والاستقصاء، بارك الله فيك، شكرًا
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/GKMRu68j7e0_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/GKMRu68j7e0_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..cb727cddc3f579fc863f815e463870e58d2c9a33
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/GKMRu68j7e0_raw.srt
@@ -0,0 +1,2336 @@
+1
+00:00:21,040 --> 00:00:25,880
+السلام عليكم كيف
+
+2
+00:00:25,880 --> 00:00:33,500
+حالكم؟ مالكم كده استخبارين؟ اتناولنا في المحاضرة
+
+3
+00:00:33,500 --> 00:00:37,040
+الماضية مفاهيم مهمة في تطوير المناهج يفضل طبعا إن
+
+4
+00:00:37,040 --> 00:00:41,420
+احنا الآن نراجع هذه المفاهيم نتذكر أول ما المقصود
+
+5
+00:00:41,420 --> 00:00:49,280
+بالمنهاج المدرسي ما هو المنهاج؟ فضلي
+
+6
+00:01:01,530 --> 00:01:04,990
+مما يكفل لهم التفاعل الناجح مع المجتمع وحل
+
+7
+00:01:04,990 --> 00:01:08,210
+المشكلات وابتكار حلول لهذه المشكلات يعني أن أنا
+
+8
+00:01:08,210 --> 00:01:11,810
+أذكر جزء من التعريف هو أنا أعطيت المفهوم بس برضه
+
+9
+00:01:11,810 --> 00:01:15,090
+لابد من عملية الإكمال ما المقصود بعملية تصميم
+
+10
+00:01:15,090 --> 00:01:15,770
+المنهج؟
+
+11
+00:01:24,510 --> 00:01:30,410
+خدّالي؟ طوادر خطة عمل أو بناء وصناعة منهج جديد
+
+12
+00:01:30,410 --> 00:01:34,830
+لتحقيق الأهداف التربوية في ضوء الإمكانات المتاحة
+
+13
+00:01:34,830 --> 00:01:41,210
+ما المقصود بإثراء المنهج؟
+
+14
+00:01:41,210 --> 00:01:46,210
+أحسنتي،
+
+15
+00:01:46,210 --> 00:01:48,370
+ما المقصود بعملية التحليل للمنهج؟
+
+16
+00:01:50,800 --> 00:01:55,900
+هو الوصف الموضوعي والكامل لكافة أنواع المنهج لكافة
+
+17
+00:01:55,900 --> 00:02:00,500
+مكونات محتوى المنهج واللي هي بتتكون من الحقائق
+
+18
+00:02:00,500 --> 00:02:04,400
+والمفاهيم والمبادئ والقوانين أساليب التفكير والقيم
+
+19
+00:02:04,400 --> 00:02:12,280
+والمهارات عملية التقويم قلنا عملية أساسية تجري بعد
+
+20
+00:02:12,280 --> 00:02:16,980
+استمرار عمليات الإثراء ما المقصود بالتقويم تفضلي
+
+21
+00:02:18,850 --> 00:02:22,890
+الجماعة من أجل مادة نجاح أو فشل الأهداف المنشودة
+
+22
+00:02:22,890 --> 00:02:26,470
+ممتاز، المادة النجاح أو الفشل في تحقيق الأهداف
+
+23
+00:02:26,470 --> 00:02:30,290
+المنشودة بعد عملية التطوير، ما العملية التي تحدث؟
+
+24
+00:02:30,290 --> 00:02:33,830
+عملية التطوير عملية التطوير، ما المقصود بالتطوير؟
+
+25
+00:02:33,830 --> 00:02:36,890
+عملية
+
+26
+00:02:36,890 --> 00:02:41,470
+تحسين شاملة لجميع جوانب المدهنالمنهج بهدف رفع
+
+27
+00:02:41,470 --> 00:02:45,350
+كفاءة المنهج لتحقيق الأهداف وبالتالي هنا هذه
+
+28
+00:02:45,350 --> 00:02:49,890
+عمليات مهمة جدا لابد كل مدرس بيعمل في مجال التدريس
+
+29
+00:02:49,890 --> 00:02:54,900
+أن يفهم مفهوم هذه المصطلحات وهذه المفاهيماليوم
+
+30
+00:02:54,900 --> 00:02:59,440
+هنعرف لماذا تغير المنهج ما الذي تغير ولماذا تغير
+
+31
+00:02:59,440 --> 00:03:02,960
+وكيف تغير هذا المنهج هناخد مقارنة بين المنهج
+
+32
+00:03:02,960 --> 00:03:06,060
+التقليدي والمنهج الحديث بس أول شيء بدنا نتعرف على
+
+33
+00:03:06,060 --> 00:03:12,140
+العوامل التي أدت إلى ظهور المفهوم الحديث للمنهج من
+
+34
+00:03:12,140 --> 00:03:19,420
+هذه العوامل الثورة الصناعية فضلوا ساعة ثورة صناعية
+
+35
+00:03:19,420 --> 00:03:24,980
+في إتمام المراجين بالهملوالتربية المهنية وحيث أن
+
+36
+00:03:24,980 --> 00:03:27,620
+التربية المهنية و العمل بيستضبطوا فيها بالأرشف
+
+37
+00:03:27,620 --> 00:03:30,460
+المختلفة ومتعاملة ممتاز جدا، مين بتعرف معلوماتك عن
+
+38
+00:03:30,460 --> 00:03:36,240
+الثورة الصناعية في أوروبا؟ فضلوا واخترعوا الألة
+
+39
+00:03:36,240 --> 00:03:42,460
+البخارية و الفحام مما قد أنه يعني يخففوا من نظر
+
+40
+00:03:42,460 --> 00:03:47,100
+ثورة الصناعيةصارت ثورة صناعية صار فيه اللي هي
+
+41
+00:03:47,100 --> 00:03:52,480
+عملية اللي هي التصنيع للآلات والأدوات أيضًا صار
+
+42
+00:03:52,480 --> 00:03:58,080
+فيه بعد الآلة البخارية أشياء كثيرة اتفضل في كل
+
+43
+00:03:58,080 --> 00:04:01,400
+أوروبا تقريبًا هي كانت بدايتها في اللي هي فرنسا
+
+44
+00:04:01,400 --> 00:04:06,760
+وفي بريطانيا لكن طبعًا هي استمرت واجتاحت كل أوروبا
+
+45
+00:04:06,760 --> 00:04:10,100
+بحيث إن هي أصبح في تطور في أسلوب العمل في أسلوب
+
+46
+00:04:10,100 --> 00:04:13,480
+الحياة أصبح في هناك صناعة أصبح في هناك احترام
+
+47
+00:04:13,480 --> 00:04:17,600
+للعمل اليدويكانت أوروبا مقسمة إلى فئات فئة النبلاء
+
+48
+00:04:17,600 --> 00:04:20,560
+وفئة العمال، كانت فئة العمال هي الفئة المضطهدة
+
+49
+00:04:20,560 --> 00:04:23,960
+بصورة كبيرة جداً عندما أصبحت الثورة الصناعية هي
+
+50
+00:04:23,960 --> 00:04:28,100
+الأساس وهي المحرك الأساسي للحياة وليس المجتمع
+
+51
+00:04:28,100 --> 00:04:30,880
+الموجود هو فقط مجتمع زراعي وبيعتمد على الزراعة
+
+52
+00:04:30,880 --> 00:04:33,880
+وعلى الإقطاعيين اللي بيمتلكواالكميات الكبيرة من
+
+53
+00:04:33,880 --> 00:04:37,640
+الأرض الزراعية ولكن أصبحت الناس اللي عندها تصنيع و
+
+54
+00:04:37,640 --> 00:04:41,540
+اللي عندها إمكانية إنها توفر أدوات و إنها تستخدم
+
+55
+00:04:41,540 --> 00:04:45,700
+أيدي عاملة بصورة كبيرة جدا أصبحت بصورة واضحة يعني
+
+56
+00:04:45,700 --> 00:04:48,720
+بتشتاح أوروبا وبالتالي تحول المجتمع إلى مجتمع
+
+57
+00:04:48,720 --> 00:04:52,620
+صناعي كامل هذا غير في مفاهيم الناس الموجودة
+
+58
+00:04:52,620 --> 00:04:59,200
+وبالتالي اتأثرت المدرسة اتأثر المنهج تأثير الثورة
+
+59
+00:04:59,200 --> 00:05:00,980
+الصناعية على المنهج كيف ذهب؟
+
+60
+00:05:05,150 --> 00:05:09,670
+أيوة هيوا قدامكم مانوا .. فضلوا هم بالبداية كانوا
+
+61
+00:05:09,670 --> 00:05:12,910
+يهتموا بالجانب النظري و بعدين اكتشفوا ان هذا اللي
+
+62
+00:05:12,910 --> 00:05:15,930
+ما يكفيش و ان اللي .. و ان اللي بيطلعوا متخرجين من
+
+63
+00:05:15,930 --> 00:05:19,530
+المدرسة غير مؤهلين العمل في .. في سوق العمل و
+
+64
+00:05:19,530 --> 00:05:23,890
+بالتالي .. انهم محتاجين تعديل إطافة الجانب العملي
+
+65
+00:05:23,890 --> 00:05:27,110
+إلى جانب النظريممتاز جدا، بدأوا يهتموا بالجانب
+
+66
+00:05:27,110 --> 00:05:30,670
+العملي، بدأوا يهتموا بالتعلم عن طريق العمل، بدأوا
+
+67
+00:05:30,670 --> 00:05:33,850
+يحترموا التربية المهنية، كان اللي بيمارس أي تربية
+
+68
+00:05:33,850 --> 00:05:37,830
+مهنية سواء كان نجار أو حداد أو كهربائي أو أي شيء،
+
+69
+00:05:37,830 --> 00:05:41,520
+هذا إنسان محتقر، مايلوش هذا التقييم في داخلالمجتمع
+
+70
+00:05:41,520 --> 00:05:44,460
+لكن لما أصبحت مهنته هي الأساس أصبح فيه هناك في
+
+71
+00:05:44,460 --> 00:05:48,440
+التعليم تربية مهنية صاروا يفتحوا مدارس عشان يعلموا
+
+72
+00:05:48,440 --> 00:05:51,360
+الناس النجارة ويعلموهم الإحدادة ويعلموهم الصيانة
+
+73
+00:05:51,360 --> 00:05:55,180
+ويعلموهم كذا وبالتالي أصبح فيه تربية مهنية زيها زي
+
+74
+00:05:55,180 --> 00:05:58,700
+التعلم الأكاديمي التعلم الأكاديمي النظر اللي أنتوا
+
+75
+00:05:58,700 --> 00:06:01,300
+بتدرسوه الآن أنتوا كمعلمين هذا التعلم أكاديمي لكن
+
+76
+00:06:01,300 --> 00:06:05,200
+في عندنا كليات كاملة على التعلم المهني زي الكليات
+
+77
+00:06:05,200 --> 00:06:09,080
+التطبيقيةوكليات المجتمع هذه كلها قائمة عن التعلم
+
+78
+00:06:09,080 --> 00:06:11,840
+المهني فصار فيه تعلم مهني وصار التعلم المهني إله
+
+79
+00:06:11,840 --> 00:06:14,640
+مدارس وصار فيه إله جامعات وصار فيه ناس توصل إلى
+
+80
+00:06:14,640 --> 00:06:18,420
+درجة الدكتوراه في التعلم المهني وبالتالي أصبح
+
+81
+00:06:18,420 --> 00:06:23,040
+محترم ومقدر زيه زي التعلم الأكاديمي فكان هنا من
+
+82
+00:06:23,040 --> 00:06:26,240
+أهم الأشياء اللي هم اهتموا بالعملاهتموا بالتربية
+
+83
+00:06:26,240 --> 00:06:29,520
+المهنية أصبح اللي هو القيام بالأنشطة قيام الطلبة
+
+84
+00:06:29,520 --> 00:06:33,120
+بالأنشطة مهم جداً أصبح لازم أن يكون الطالب ناشط
+
+85
+00:06:33,120 --> 00:06:36,980
+لازم الطالب يكون فعال في داخل الحصة الدراسية حتى
+
+86
+00:06:36,980 --> 00:06:41,780
+يستطيع أن يكون جزء من هذا المنهج طبعا من اللي
+
+87
+00:06:41,780 --> 00:06:45,500
+دعموا هذه الاتجاه طبعا جان جاكروسو و بيستالوزي و
+
+88
+00:06:45,500 --> 00:06:48,820
+جون لوك نادوا بترورة التعلم عن طريق العمل و
+
+89
+00:06:48,820 --> 00:06:55,080
+الاكتشاف طبعا هذا الشيءهدول العلماء اللي كانوا
+
+90
+00:06:55,080 --> 00:06:58,040
+موجودين وقالوا احنا مدرسنا لازم تتغير والطالب مش
+
+91
+00:06:58,040 --> 00:07:02,880
+لازم يضل قاعد ساكت وإن هو مستقبل المعرفة لازم يكون
+
+92
+00:07:02,880 --> 00:07:07,400
+فعال ونشط طبعا ساعده بإنه يقوم في عندنا في داخل
+
+93
+00:07:07,400 --> 00:07:10,580
+المدرسة إنه يسير في عندنا رحلات ميدانية يسير في إن
+
+94
+00:07:10,580 --> 00:07:14,100
+الطالب ينسقل في داخل الحصة ويجاوب إنه يقوم بتجارب
+
+95
+00:07:14,100 --> 00:07:17,820
+إنه يقوم بدراسات إنه يقوم بأبحاث وبالتالي أصبح جزء
+
+96
+00:07:17,820 --> 00:07:21,060
+أساسي من العملية التعليميةيبقى الآن الثورة
+
+97
+00:07:21,060 --> 00:07:24,660
+الصناعية ساهمة في إدخال الأنشطة، في إدخال التربية
+
+98
+00:07:24,660 --> 00:07:31,020
+المهنية، أيضًا في نشاط الطالب والعمل للعملية
+
+99
+00:07:31,020 --> 00:07:35,940
+التعليمية المنهج
+
+100
+00:07:35,940 --> 00:07:44,780
+العلمي، ما هو المنهج العلمي؟ تعرف
+
+101
+00:07:44,780 --> 00:07:50,080
+خطوات حل المشكلة؟ ما هي خطوات حل المشكلة؟تحديد
+
+102
+00:07:50,080 --> 00:07:54,840
+المشكلة، تجمع جمع الجماعة، توضع الفرضية، تأكد من
+
+103
+00:07:54,840 --> 00:07:59,160
+كل الفرضية، الوصول للحل، وتعمل الحق، تتعامل الحق
+
+104
+00:07:59,650 --> 00:08:02,890
+ممتاز جدا، يبقى القال في عندي أنا خطوات ستة كلتنا
+
+105
+00:08:02,890 --> 00:08:06,070
+بنعرفها، بس مش عارفين إن هي دي هي المنهج العلمي في
+
+106
+00:08:06,070 --> 00:08:09,030
+التفكير، إنه يكون في عنا منهج في التفكير، طبعا كان
+
+107
+00:08:09,030 --> 00:08:12,450
+التفكير إما بيحصل بأسلوب اللي هو السواب والخطأ أو
+
+108
+00:08:12,450 --> 00:08:15,310
+ممكن يكون بيعتمدوا على الخرافة، بعد ذلك بدأوا
+
+109
+00:08:15,310 --> 00:08:18,450
+يستخدموا اللي هو أسلوب الاستقراء والاستنضاب، لكن
+
+110
+00:08:18,450 --> 00:08:21,690
+لما صار إنه في عنا ثورة صناعية وصار في عنا مشكلات
+
+111
+00:08:21,690 --> 00:08:25,090
+كثيرة كل يوم تقابلنا، ففي خطوات ستة، هذي اسمها
+
+112
+00:08:25,090 --> 00:08:28,290
+خطوات حل المشكلة
+
+113
+00:08:33,420 --> 00:08:39,840
+لو اجينا نشوف احنا هنا مفهوم العلم العلم
+
+114
+00:08:39,840 --> 00:08:51,260
+كان مادة بعد ذلك أصبح مادة طريقة طريقة؟ اين ان؟
+
+115
+00:08:51,260 --> 00:08:56,720
+المنهج
+
+116
+00:08:56,720 --> 00:09:02,300
+العلمي قاللي ان المنهج ان العلم هو عبارة عن مادة
+
+117
+00:09:03,780 --> 00:09:09,400
+وطريقة في التفكير لا
+
+118
+00:09:09,400 --> 00:09:14,260
+يمكن الوصول للمعرفة إلا من خلال التفكير يعني ليست
+
+119
+00:09:14,260 --> 00:09:18,300
+المعرفة التي توصل إليها العلماء جميعها صحيحة إذا
+
+120
+00:09:18,300 --> 00:09:20,940
+كان هما توصلوا إلى كل المعرفة الصحيحة يبقى بعد ذلك
+
+121
+00:09:20,940 --> 00:09:24,500
+الإنسان لن يستطيع أن يصل إلى شيء ولكن باب الاجتهاد
+
+122
+00:09:25,310 --> 00:09:28,670
+مفتوح ودائما فيه هناك معلومات لا يعرفها الإنسان
+
+123
+00:09:28,670 --> 00:09:33,030
+ومهما كانت درجة صحة المعلومة بيظل فيها نسبة من
+
+124
+00:09:33,030 --> 00:09:37,330
+النقص ونسبة من الخطأ وبالتالي أصبح العلم في
+
+125
+00:09:37,330 --> 00:09:41,510
+المدرسة لازم الطالب ياخد مادة وياخد المادة هذه عن
+
+126
+00:09:41,510 --> 00:09:46,550
+طريق التفكير ماياخدش المادة هذه جاهزة وبالتالي
+
+127
+00:09:46,550 --> 00:09:53,530
+أصبحت منهجية البحث العلمي اللي هو منهجالبحث العلمى
+
+128
+00:09:53,530 --> 00:09:58,210
+اللى هو قائم على أسلوب حل المشكلات اللى هو ببدأ
+
+129
+00:09:58,210 --> 00:10:10,830
+بالشعور بالمشكلة تحديدها جمع المعلومات أربعة
+
+130
+00:10:10,830 --> 00:10:14,810
+فرد الفروض خمسة
+
+131
+00:10:14,810 --> 00:10:20,350
+اختبار الفروض ثم الوصول إلى
+
+132
+00:10:24,140 --> 00:10:30,020
+للحل وتعميمه هذه ليه خطوات المنهج العلمي في حل
+
+133
+00:10:30,020 --> 00:10:33,040
+المشكلة أن أنا بحط الطالب في مشكلة يعني حتى لو
+
+134
+00:10:33,040 --> 00:10:37,340
+كانت المشكلة مسألة رياضيات فالطالب بيقرأ المشكلة
+
+135
+00:10:37,340 --> 00:10:41,140
+بيقرأ أيش المعطيات اللي موجودة في المشكلة فبحاول
+
+136
+00:10:41,140 --> 00:10:44,960
+أن هو يستشعر ما هي العلاقة الموجودة وما هو المطلوب
+
+137
+00:10:44,960 --> 00:10:48,640
+الآن بيحدد المطلوب بيحدد المعطيات بيحاول أن يصل
+
+138
+00:10:48,640 --> 00:10:52,670
+إلى علاقة بين المعطىوالمطلوب بيعمل عصف ذهني بيجمع
+
+139
+00:10:52,670 --> 00:10:56,550
+معلومات من عقله فالان بيحاول انه يصل الى طريقة
+
+140
+00:10:56,550 --> 00:11:00,770
+الحل بيختبر عدة طرق للحل حتى يصل الى الحل الصحيح
+
+141
+00:11:00,770 --> 00:11:04,450
+وبالتالي انا لما حطيته في موقف مشكلة وعلمته كيف
+
+142
+00:11:04,450 --> 00:11:08,550
+يحل المشكلة الان انا علمته مهارة لكن في فرق كبير
+
+143
+00:11:08,550 --> 00:11:12,190
+جدا بين ان هو يحل المشكلة او انه ياخد المسألة
+
+144
+00:11:12,190 --> 00:11:18,650
+محلولة اللي بيحل المشكلة بنفسهعمرا ما بنساها لكن
+
+145
+00:11:18,650 --> 00:11:24,480
+اللي بياخد المشكلة محلولةبيحفظها وبينسى طريقة لأنه
+
+146
+00:11:24,480 --> 00:11:28,540
+ما فكرش لأنه ما جمعش معلومات ما وضعش فرود ما
+
+147
+00:11:28,540 --> 00:11:31,860
+اختبرش هذه الفرود وبالتالي هنا أصبح ظهور المنهج
+
+148
+00:11:31,860 --> 00:11:35,360
+العلمي ساعد على تطوير النظر للعلم أصبح للعلم ليس
+
+149
+00:11:35,360 --> 00:11:39,420
+مادة وليس طريقة ولكنها مادة وطريقة طبعا هذه
+
+150
+00:11:39,420 --> 00:11:42,280
+الخطوات الستة هذه اللي احنا بنقولها هذه اسمها
+
+151
+00:11:42,280 --> 00:11:45,720
+خطوات جون داوي لحل المشكلة جون داوي اللي هو من
+
+152
+00:11:45,720 --> 00:11:50,160
+العلماء اللي دعموا ظهور المنهج العلميوبالتالي هذه
+
+153
+00:11:50,160 --> 00:11:53,740
+الخطوات الستة هي اسمها خطوات جون داوي لحل المشكلات
+
+154
+00:11:53,740 --> 00:11:57,340
+دعمه طبعا if rubel نادى بدرورة التعلم عن طريق
+
+155
+00:11:57,340 --> 00:12:01,640
+التفكير العلمى وحل المشكلات ان احنا لازم نضل نعطى
+
+156
+00:12:01,640 --> 00:12:05,220
+الطالب اسئلة لازم نحط الطالب فى مشكلات حتى يستطيع
+
+157
+00:12:05,220 --> 00:12:14,760
+اللى هو التعلم و الوصول الى الحل الصحى الدراسات
+
+158
+00:12:14,760 --> 00:12:15,920
+النفسية و التربوية
+
+159
+00:12:18,790 --> 00:12:22,450
+كيف ساهمت الدراسات النفسية والتربوية في ظهور مفهوم
+
+160
+00:12:22,450 --> 00:12:33,030
+حديث للمنهج؟ أيوة، نشطه. تفضلي. فديما كان العلاقة
+
+161
+00:12:33,030 --> 00:12:37,730
+بين الطالب والمعلم علاقة طالقين، أما عندما أنه درس
+
+162
+00:12:37,730 --> 00:12:42,150
+الطالب أمتها يصبح ينجز أكتر عندما يكون له دفعية
+
+163
+00:12:42,150 --> 00:12:48,580
+للتعلم، لذلك أصل يعنيعلم النفس التربوي يعني أحدد
+
+164
+00:12:48,580 --> 00:12:52,120
+طرق ذاتي من خلالها نستطيع زيادة دافعية الطالب
+
+165
+00:12:52,120 --> 00:12:59,100
+للتعلم مثل تعزيز الطالب .. ايوة تعزيز والدافعية
+
+166
+00:13:01,160 --> 00:13:05,600
+واللي هي ممكن نقول احنا توفير ما يتناسب مع
+
+167
+00:13:05,600 --> 00:13:09,020
+احتياجات وميول وشخصية الفرق، برك الله فيك، يبقى
+
+168
+00:13:09,020 --> 00:13:11,620
+الآن فينا دراسات كتيرة أنتوا أخدتوها و بتعرفوا
+
+169
+00:13:11,620 --> 00:13:15,040
+عنها في علم النفس التربوي زي النظرية السلوكية، أن
+
+170
+00:13:15,040 --> 00:13:19,260
+التعلم يحدث إذا كان هناك مثير، المثير تعقبه
+
+171
+00:13:20,210 --> 00:13:24,570
+الاستجابة تحتاج إلى تعزيز وبالتالي الآن صار في
+
+172
+00:13:24,570 --> 00:13:27,730
+عندي أهمية كبيرة جدا إنه يكون في عندي دافع للتعلم
+
+173
+00:13:27,730 --> 00:13:32,110
+إنه يكون في تعزيز لعملية التعلم نظرية الجشتر بتقول
+
+174
+00:13:32,110 --> 00:13:36,750
+إن التعلم يحدث بالاستبصار الكلي للموقف إذا وضعنا
+
+175
+00:13:36,750 --> 00:13:40,770
+الطالب في مشكلة وبالتالي بيحاول إنه يدرس المشكلة
+
+176
+00:13:40,770 --> 00:13:44,570
+ككل النظريات الأخرى بتقول إن المتعلم لا يستطيع أن
+
+177
+00:13:44,570 --> 00:13:48,050
+يتعلم إلا إذا كان هناك وفرنا احتياجاته على حسب هرم
+
+178
+00:13:48,050 --> 00:13:54,780
+ماثله للتعلمهرم بسله إيش بيقول؟ هي حاجات حسيولوجية
+
+179
+00:13:54,780 --> 00:13:59,220
+لأ مش كلكم مع بعض، تفضلي قاعة الهرم الحاجات
+
+180
+00:13:59,220 --> 00:14:05,660
+الفسيولوجية، ليه طعم، شراب، بعزال الأمن، أيوة
+
+181
+00:14:05,660 --> 00:14:09,580
+الحاجة إلى الأمن و الانتماء، بعدين تقدير ال ..
+
+182
+00:14:09,580 --> 00:14:13,930
+تقدير الهزازأيوة، يبقى هنا في علم احتياجات
+
+183
+00:14:13,930 --> 00:14:17,970
+للإنسان، يعني الإنسان الخائف بقدرش يتعلم، الإنسان
+
+184
+00:14:17,970 --> 00:14:22,170
+الجائع بقدرش يتعلم، اللي مابحبش هذا الموضوع بقدرش
+
+185
+00:14:22,170 --> 00:14:26,620
+برضهيتعلم، اللي بيشعر بالاحتقار في داخله لا يستطيع
+
+186
+00:14:26,620 --> 00:14:30,660
+أن يتعلم، يبقى لابد من تنمية شخصية الإنسان، لأن
+
+187
+00:14:30,660 --> 00:14:33,900
+الشخصية كلها متكاملة مع بعضها البعض، ماقدرش أقسم
+
+188
+00:14:33,900 --> 00:14:37,280
+الإنسان، انه انت الآن موجود في داخل المدرسة خلاص
+
+189
+00:14:37,280 --> 00:14:40,560
+تنسى كل شيء، واحد اتوفى أبوه، ان الآن بقوله انت
+
+190
+00:14:40,560 --> 00:14:44,050
+لازم تقعد و تقدم امتحانلأ، ما بيقدرش يفصل بين
+
+191
+00:14:44,050 --> 00:14:48,610
+مشاعره وبين قدراته العقلية، فالشخصية كل متكامل،
+
+192
+00:14:48,610 --> 00:14:51,550
+هذه الأشياء اللي بدأت تأتي بها دراسات النفسية
+
+193
+00:14:51,550 --> 00:14:55,010
+والتربوية، صارت تقول إن الشخصية كل متكامل، حاجات
+
+194
+00:14:55,010 --> 00:14:58,570
+الإنسان، ميوله، اهتماماته، رغباته، أنماط التفضيلات
+
+195
+00:14:58,570 --> 00:15:01,990
+اللي موجودة عنده، هذه مهمة جدا، مهم جدا أهتم
+
+196
+00:15:01,990 --> 00:15:05,050
+بالتعزيز، مهم جدا أهتم بالدافعية، مهم جدا أهتم
+
+197
+00:15:05,050 --> 00:15:08,990
+بطرق التدريس، مهم إن الطالب مايضلش قاعد زي الآلة
+
+198
+00:15:08,990 --> 00:15:13,990
+يستقبل، المفروض إن هو يكونفعال وبالتالي اتحول اللي
+
+199
+00:15:13,990 --> 00:15:17,630
+هو التدريس قللنا من اللفظية صار الطالب يمارس
+
+200
+00:15:17,630 --> 00:15:21,470
+أنشطة، يحل تمارين، يقوم بتجارب، يقوم بأشياء قللت
+
+201
+00:15:21,470 --> 00:15:25,030
+من دور المتعلم اللي هي اللفظية اللي قللت من دور
+
+202
+00:15:25,030 --> 00:15:30,180
+المتعلم، لكن تحولنا منها فأصبح أنهطرق الحديثة كلها
+
+203
+00:15:30,180 --> 00:15:33,780
+بتركز على إيجابية المتعلم وعلى تعزيز السلوك الجيد
+
+204
+00:15:33,780 --> 00:15:38,740
+للمتعلم وبالتالي غيرت بصورة كبيرة من هذه الاتجاه
+
+205
+00:15:38,740 --> 00:15:41,780
+طبعا من العلماء في عندنا بيا جيه وفي عندنا برونر
+
+206
+00:15:41,780 --> 00:15:45,160
+وفي عندنا أيضا جانيه كلهم من العلماء اللي اهتموا
+
+207
+00:15:45,160 --> 00:15:53,100
+بهذه الأشياء التقدم العلمي والتكنولوجيا أثر التقدم
+
+208
+00:15:53,100 --> 00:15:55,980
+العلمي والتكنولوجيا بصورة كبيرة في ظهور مفهوم حديث
+
+209
+00:15:55,980 --> 00:16:00,190
+للمنهجانتقلنا بصورة كبيرة جدا أصبحت التكنولوجيا
+
+210
+00:16:00,190 --> 00:16:04,690
+موجودة اقتحمت حياتنا اقتحمت بيوتنا اقتحمت مدارسنا
+
+211
+00:16:04,690 --> 00:16:08,330
+هل بنقدر نقول لأ التكنولوجيا مش موجودة؟ بدنا نرجع
+
+212
+00:16:08,330 --> 00:16:11,370
+للأسلوب القديم بعض الناس بتقول لك لأ أنا بقدر أشرح
+
+213
+00:16:11,370 --> 00:16:15,190
+كل شيء بدون وسيلة تعليمية هو صح أنت بتقدر تشرح
+
+214
+00:16:15,190 --> 00:16:17,970
+بدون وسيلة بس الآن ما يتناسب مع الجيل الحديث هو
+
+215
+00:16:17,970 --> 00:16:22,010
+الوسيلة وكل ما كانت هذه الوسيلة تقنية كل ما كانت
+
+216
+00:16:22,010 --> 00:16:26,760
+إلكترونية بتكون جذاب أكتربالنسبة للطلاب وبالتالي
+
+217
+00:16:26,760 --> 00:16:30,200
+لابد ان احنا نوظف تكنولوجيا التعليم، ندخل الوسائل
+
+218
+00:16:30,200 --> 00:16:33,200
+التعليمية، كثير من البرامج أصبحت بتعتمد على
+
+219
+00:16:33,200 --> 00:16:35,760
+التكنولوجيا، أصبح الآن في عندنا التعلم الألكتروني،
+
+220
+00:16:35,760 --> 00:16:39,000
+التعلم عبر الانترنت، في عندنا أنظمة كبيرة جدا من
+
+221
+00:16:39,000 --> 00:16:41,960
+التعلم المدمج والتعلم المقلوب والتعلم المنعكس،
+
+222
+00:16:41,960 --> 00:16:45,640
+أشياء كثيرة في هذا الإطار، هذا أدى على أن احنا
+
+223
+00:16:45,640 --> 00:16:50,630
+نهتم بالمعلم، يعني في كلالمواطيات السابقة كنا
+
+224
+00:16:50,630 --> 00:16:54,190
+بنهتم بالمتعلم، لكن الآن بقول لمن اللي لازم احنا
+
+225
+00:16:54,190 --> 00:16:58,110
+ندربه المعلم لازم ندربه على آخر مستجدات
+
+226
+00:16:58,110 --> 00:17:01,390
+التكنولوجيا لازم المعلمين هدول اللي في المدارس
+
+227
+00:17:01,390 --> 00:17:04,250
+اللي لحد الآن في منهم مايعرفش يفتح الحسوب لازم
+
+228
+00:17:04,250 --> 00:17:07,930
+نعلمه اللي هي الطرق الحديثة والتكنولوجيا وإن يكون
+
+229
+00:17:07,930 --> 00:17:12,330
+فيه أسلوب جديد وطريقة جديدة في توصيل المعلومات
+
+230
+00:17:17,810 --> 00:17:21,170
+طب إحنا هنتقل الآن إلى مقارنة بين المنهج التقليدي
+
+231
+00:17:21,170 --> 00:17:24,870
+والمنهج الحديث هي مش موجودة معانا على ال power
+
+232
+00:17:24,870 --> 00:17:30,730
+point بس إحنا هنناقشها من خلال الكتاب إحنا
+
+233
+00:17:30,730 --> 00:17:34,730
+قلنا إنه في تغير كبير حصل بين المفهوم الحديث
+
+234
+00:17:34,730 --> 00:17:39,030
+للمنهج والمفهوم القديم التقليدي بالنسبالي المنهج
+
+235
+00:17:39,030 --> 00:17:44,730
+بدنا نشوف كيف قارن وكيف نظهر المنهج الحديث للطالب
+
+236
+00:17:44,730 --> 00:17:49,510
+وكيف نظهر له المنهج التقليديمدور الطالب في المنهج
+
+237
+00:17:49,510 --> 00:17:54,350
+التقليدي ومدور الطالب في المنهج الحديث المنهج
+
+238
+00:17:54,350 --> 00:17:59,170
+التقليدي كان الطالب مجرد مستقبل لا يتم التركيز على
+
+239
+00:17:59,170 --> 00:18:03,090
+ميوله .. ميوله واتجاهاته أو الفروق الفردي ما بين
+
+240
+00:18:03,090 --> 00:18:06,970
+الطلبة أو ما يرغب به هذا الطالب إنما مجرد عملية
+
+241
+00:18:06,970 --> 00:18:12,220
+توقيت تتم إلى الطالب حتى يتركز على المعارفبالتالي،
+
+242
+00:18:12,220 --> 00:18:15,420
+يتعود الطالب على السلبية، بينما في المنهج الحديد
+
+243
+00:18:15,420 --> 00:18:19,100
+كان هناك اتمام ناتج عن الدراسات المفسية في جميع
+
+244
+00:18:19,100 --> 00:18:22,760
+جوانب الطالب، ومن عارفه رغم الفردية حيث أصبح أكثر
+
+245
+00:18:22,760 --> 00:18:26,800
+إيجابية، لديه دور بالتفاعز عملية التعليم بشكل كبير
+
+246
+00:18:26,800 --> 00:18:29,900
+جدا ممتاز جدا، يبقى الآن الطالب أصبحت النضرة
+
+247
+00:18:29,900 --> 00:18:34,080
+بالنسبة للطالب في المنهج التقليدي الصورة واضحة
+
+248
+00:18:34,080 --> 00:18:37,280
+تماما، كأن الطالب موجود، يذهب إلى المدرسة، بيتلقى
+
+249
+00:18:37,280 --> 00:18:42,150
+العلم، الطالب هذا لا يملكمن حق التعبير أو من حق
+
+250
+00:18:42,150 --> 00:18:45,530
+الكلام أو من حق المشاركة أي شيء بيعتبروا إن هذا
+
+251
+00:18:45,530 --> 00:18:48,750
+الطالب هو عبارة عن وعاء أجوف لابد إن أقوم بحشه
+
+252
+00:18:48,750 --> 00:18:52,610
+كافة المعلومات في دماغه وبالتالي ليس له حق
+
+253
+00:18:52,610 --> 00:18:55,430
+الاعتراض حتى على المعلومة التي أخدها أو مناقشتها
+
+254
+00:18:55,430 --> 00:18:59,730
+وبالتالي كان دور الطالب سلبي بصورة كبيرة جدا اهتم
+
+255
+00:18:59,730 --> 00:19:05,590
+المنهج التقليدي بنمو المهارات العقلية يعني اهتم
+
+256
+00:19:05,590 --> 00:19:08,370
+بعقل الطالب علموا الرياضيات وعلموا اللغة وعلموا
+
+257
+00:19:08,370 --> 00:19:12,230
+المنطق وعلموا الفلسفةلكن هل الطالب فقط يحتاج أن
+
+258
+00:19:12,230 --> 00:19:17,750
+ينمو في المجال العقلي؟ بقية مجالات النمو، المجال
+
+259
+00:19:17,750 --> 00:19:21,130
+الثقافي والمجال النفسي والمجال الاجتماعي، هذه
+
+260
+00:19:21,130 --> 00:19:25,540
+مجالات تحتاج أيضًاإلى اهتمام وبالتالي المنهج
+
+261
+00:19:25,540 --> 00:19:29,140
+الحديث عندما جاء بدأ يهتم بالجانب الاجتماعي بدأ
+
+262
+00:19:29,140 --> 00:19:32,240
+يهتم بالجانب الرياضي في بنية الجسد في التربية
+
+263
+00:19:32,240 --> 00:19:36,200
+الجسدية بدأ يهتم في الجانب الثقافي وبالتالي بجانب
+
+264
+00:19:36,200 --> 00:19:38,900
+المهارات العقلية اللي اهتم فيها المنهج التقليدي
+
+265
+00:19:38,900 --> 00:19:42,120
+أضاف المنهج الحديث وبالتالي الآن المنهج الحديث
+
+266
+00:19:42,120 --> 00:19:47,600
+أصبح يهتم بالنموالشاملي المتعلم عكس المنهج
+
+267
+00:19:47,600 --> 00:19:51,160
+التقليدي اللي هو تم بالجانب الحياتي فقط الآن
+
+268
+00:19:51,160 --> 00:19:54,780
+المنهج التقليدي لم يكن يركز على احتياجات وميول
+
+269
+00:19:54,780 --> 00:19:58,920
+واهتمامات الطلاب كان على الطالب انه يدرس سواء كان
+
+270
+00:19:58,920 --> 00:20:02,500
+عنده يعني ميل لهذه المادة او ماعندهوش ميل المفروض
+
+271
+00:20:02,500 --> 00:20:07,420
+ان هو بيدرس بدك تدخل تدرس التخصص هذا لأنه معدلك
+
+272
+00:20:07,420 --> 00:20:10,000
+مثلا بيدخلك هذا التخصص لأ أنا مابديش ادخل هذا
+
+273
+00:20:10,000 --> 00:20:14,540
+التخصص لأ مش على خاطرك المفروض انك انتبدك تدخل هذا
+
+274
+00:20:14,540 --> 00:20:17,800
+التخصص وبالتالي لا يوجد هناك أي مراعاة لحاجات
+
+275
+00:20:17,800 --> 00:20:21,560
+وميول واهتمامات الطلاب، لكن المنهج الحديث راعى هذا
+
+276
+00:20:21,560 --> 00:20:25,520
+الجانب بصورة كبيرة كما راعى تكوين العدات والقيم
+
+277
+00:20:25,520 --> 00:20:30,170
+والتقاليد الإيجابيةالمنهج الحديث، يعني في المنهج
+
+278
+00:20:30,170 --> 00:20:35,410
+القديم لم يكن هناك تضقيق كامل لتربية العادة لدى
+
+279
+00:20:35,410 --> 00:20:37,930
+الإنسان، إن أحنا لازم نعود الطلب على إنهم يكونوا
+
+280
+00:20:37,930 --> 00:20:40,870
+رياضيين، يمارسوا رياضة، إنه يكون في إذاعة الصبح
+
+281
+00:20:40,870 --> 00:20:44,690
+مدرسية، إن الطالب يعبر عن ذاته، إن هو مثلا يسطر في
+
+282
+00:20:44,690 --> 00:20:48,550
+داخل الدفتر، يرتب، يستخدم الألوان، ممكن يستخدم
+
+283
+00:20:48,550 --> 00:20:52,760
+أشياء كثيرة، هذه العادات البسيطة مهمة جدايعني لما
+
+284
+00:20:52,760 --> 00:20:56,100
+تيجي طالبة مثلا تدق على الباب وتيجي الطالبة تفوت
+
+285
+00:20:56,100 --> 00:20:59,320
+المدرسة إيش بتقولها ارجعي ودقي على الباب وفوتي
+
+286
+00:20:59,320 --> 00:21:05,140
+استأذن ليش؟ بتعلمها أداب الاستئذان هذه عادات هذه
+
+287
+00:21:05,140 --> 00:21:07,900
+عادات المفروض ان احنا بنهتم فيها مش مهم ان الطالب
+
+288
+00:21:07,900 --> 00:21:11,360
+عندى يكون موجود علشان ياخد المعرفة بس هو لازم ياخد
+
+289
+00:21:11,360 --> 00:21:15,600
+المعرفة لكن بجانب المعرفة لازم يتعلمكيف يتواصل مع
+
+290
+00:21:15,600 --> 00:21:19,560
+مدرسه، كيف يتواصل مع زملاءه، كيف يكون إنسان مهدب،
+
+291
+00:21:19,560 --> 00:21:22,620
+كيف يكون إنسان اجتماعي ناجح وبالتالي تكوين العادات
+
+292
+00:21:22,620 --> 00:21:26,220
+والتقاليد والقيم الإيجابية، هذا شيء مهم جدا
+
+293
+00:21:26,220 --> 00:21:30,730
+بالإضافة طبعا للاعتماد عن نفسه، الاستقلاليةأنا لما
+
+294
+00:21:30,730 --> 00:21:33,770
+بكلف الطالب يجيب لي بحث أو إنه يعمل دراسة ميدانية
+
+295
+00:21:33,770 --> 00:21:37,770
+أو إنه يجمع معلومات عن شيء معين إن هو لازم في داخل
+
+296
+00:21:37,770 --> 00:21:40,650
+الحصة لازم يرفع إيده و لازم يجاوب و يناقش معناه
+
+297
+00:21:40,650 --> 00:21:44,450
+ذلك إن أنا بعلمه إن هو يفكر بدماغه و ليس بدماغ
+
+298
+00:21:44,450 --> 00:21:48,860
+الآخرين وبالتالي أنا بعطيه الحرية للتفكيرلكن طالما
+
+299
+00:21:48,860 --> 00:21:51,820
+دائما احنا بنعطيه المعلومة جاهزة، ما بنطلبش منه أي
+
+300
+00:21:51,820 --> 00:21:56,440
+مهارة، بنعلمه السلبية والاعتماد على الآخرين
+
+301
+00:21:56,440 --> 00:22:00,380
+والتفكير بعقول الآخرين أيضا، يعني لما بجيبله قضية
+
+302
+00:22:00,380 --> 00:22:04,420
+وبقوله إيش رأيك فيها، هو بكتبلي رأي المعلم،
+
+303
+00:22:04,420 --> 00:22:09,700
+بكتبليش رأيه، طب إنت إيش رأيك؟ قوللي إنت إيش شايف
+
+304
+00:22:09,700 --> 00:22:13,220
+هذه المعلومة، هو مقدرش يعطي رأيه، لأن هو متعودش أن
+
+305
+00:22:13,220 --> 00:22:17,820
+يكون في قلوبرأي وبالتالي هنا هو مابقدرش يعتمد على
+
+306
+00:22:17,820 --> 00:22:20,900
+ذاته في أنه يبدي رأيه في أي قضية يبقى الآن فيه
+
+307
+00:22:20,900 --> 00:22:25,460
+تغيير كامل بين المنهج التقليدياللي لم يراعي الفروق
+
+308
+00:22:25,460 --> 00:22:28,820
+الفردية، لم يهتم بالنمو الشامل، لم يركز على
+
+309
+00:22:28,820 --> 00:22:32,560
+العادات والتقاليد الإيجابية والقيم الإيجابية عوض
+
+310
+00:22:32,560 --> 00:22:35,720
+الطالب على السلبية وبين المنهج الحديث اللي أعطانا
+
+311
+00:22:35,720 --> 00:22:39,960
+صورة مشرقة بالنسبة للمتعلم اللي بيهتم بنمو الشامل،
+
+312
+00:22:39,960 --> 00:22:43,860
+اللي بيهتم بقيمه، بعاداته، برغباته، باحتياجاته،
+
+313
+00:22:43,860 --> 00:22:47,120
+إنه لازم يكون ناشط، لازم يكون إيجابي، لابد إنه
+
+314
+00:22:47,120 --> 00:22:51,430
+يعتمد على نفسه في كل شيءالمواد الدراسية كيف نظر
+
+315
+00:22:51,430 --> 00:22:54,990
+لها المنهج التقليدي وكيف نظر لها المنهج الحديد،
+
+316
+00:22:54,990 --> 00:22:58,830
+تفضل في المنهج التقليدي المواد الدراسية اهتم كل
+
+317
+00:22:58,830 --> 00:23:04,010
+مددس بالمادة التي يدرسها واضاف عليها، مما أدى إلى
+
+318
+00:23:04,010 --> 00:23:09,850
+تدخمها وعلم اتعلمها، واهتمام كل مددس بالمادة التي
+
+319
+00:23:09,850 --> 00:23:13,670
+يدرسها أدى إلى إفصال المواد الدراسية وعالم ترابطها
+
+320
+00:23:14,110 --> 00:23:17,650
+و أيضًا أعملوا الجانب العملي في المنهج التقليدي،
+
+321
+00:23:17,650 --> 00:23:21,470
+لم يركزوا على الجانب العملي و التفكير في المادة
+
+322
+00:23:21,470 --> 00:23:25,710
+الدراسية. أما في المنهج الحديد، اهتموا بالخبرات
+
+323
+00:23:25,710 --> 00:23:30,450
+المربية التي كانت لسلوك المتعلم، واهتموا أيضًا
+
+324
+00:23:30,450 --> 00:23:34,350
+بالجانب العملي وركزوا على أثاري التفكير و الخبرات
+
+325
+00:23:34,350 --> 00:23:39,220
+المباشرة للطلابواهتموا بالترابط أيضًا من التكامل
+
+326
+00:23:39,220 --> 00:23:43,100
+بالمواد الدراسية على عكس المنهاج التقليدي أحسن،
+
+327
+00:23:43,100 --> 00:23:45,540
+يبقى هنا في المناهج الدراسية عند ما نتكلم عن
+
+328
+00:23:45,540 --> 00:23:49,380
+المنهاج وعن الكتب والمادة العلمية اللي بنقدمها
+
+329
+00:23:49,380 --> 00:23:59,620
+للطالب، بنتكلم فيه تلت مجالات عن
+
+330
+00:23:59,620 --> 00:24:11,880
+التضخم انفصال في المادةعن الانفصال في المفاهيم عن
+
+331
+00:24:11,880 --> 00:24:19,500
+الجوانب العملية تلت نقاط مهمة جدا يعني بنركز عليها
+
+332
+00:24:19,500 --> 00:24:23,910
+عندما نتكلم في هذا الموضوع المادة الدراسيةالآن كل
+
+333
+00:24:23,910 --> 00:24:26,910
+يوم فيه جديد في المادة الدراسية فإذا كان المدرس
+
+334
+00:24:26,910 --> 00:24:30,170
+يعني بنقوله احنا المادة هذه لازم نطورها لازم
+
+335
+00:24:30,170 --> 00:24:33,730
+نثريها فهو كل مثلا فيه كان بالأول عندنا كتاب من
+
+336
+00:24:33,730 --> 00:24:37,150
+مائة صفحة فراح ضاف عليه عشرين صفحة في السنة اللي
+
+337
+00:24:37,150 --> 00:24:40,150
+بعدها ضاف كمان عشرة بعدين ضاف تماما خمسة الكتب إيش
+
+338
+00:24:40,150 --> 00:24:44,970
+بتصير فيها؟ بتتضخم ممكن الآن يصير فيه تضارب في
+
+339
+00:24:44,970 --> 00:24:47,730
+المعلومات اللي موجودة في الكتاب نفسه يعني تكون في
+
+340
+00:24:47,730 --> 00:24:50,950
+معلومات بتنقد المعلوماتالجديدة أو المعلومات
+
+341
+00:24:50,950 --> 00:24:55,050
+الجديدة بتناقض المعلومات القديمة وبالتالي الآن صار
+
+342
+00:24:55,050 --> 00:24:58,630
+في تضخم في المادة هدى على حساب الطالب أيضًا في
+
+343
+00:24:58,630 --> 00:25:01,310
+تضارب في المعلومات اللي موجودة في المادة الدراسية
+
+344
+00:25:01,310 --> 00:25:06,710
+الواحدة مافيش علاقة بين المواد، يعني بالمواد
+
+345
+00:25:06,710 --> 00:25:09,430
+الدراسية أو في المادة الدراسية نفسها، يعني إذا
+
+346
+00:25:09,430 --> 00:25:13,050
+نيجي نقول مثلًا مادة زي اللغة العربيةبيعتبروا إن
+
+347
+00:25:13,050 --> 00:25:16,910
+النصوص مادة، لها كتاب ولها معلم ولها اختبار،
+
+348
+00:25:16,910 --> 00:25:22,830
+والنحو والصرف مادة، والإملأ مادة، والقراءة مادة،
+
+349
+00:25:22,830 --> 00:25:25,770
+وكل مادة لها كتاب وكل مادة لها اختبار، وكل مادة
+
+350
+00:25:25,770 --> 00:25:29,540
+لها كتاب، مافيش ترابطبينهم وبالتالي هذه كمان مشكلة
+
+351
+00:25:29,540 --> 00:25:32,960
+كبيرة جدا في مواد في بينهم ترابط واضح يعني الفيزيا
+
+352
+00:25:32,960 --> 00:25:35,360
+مرتبطة مع الكيميا مرتبطة مع ال biology لأنها كلها
+
+353
+00:25:35,360 --> 00:25:39,260
+مادة علمية في الرياضيات الجبر والهندسة والإحسا
+
+354
+00:25:39,260 --> 00:25:44,340
+وكذا كلها مرتبطة مع بعضها البعض بقدرش أفصل المواد
+
+355
+00:25:44,340 --> 00:25:47,800
+المادة نفسها أجزئها و أخلي من المادة يطلع عندي
+
+356
+00:25:47,800 --> 00:25:51,780
+أربع أو خمس مساقات هذا كثير جدا بالنسبة للطالب
+
+357
+00:25:52,360 --> 00:25:55,580
+أيضًا الجوانب العملية كانت مهملة بصورة كبيرة جدًا
+
+358
+00:25:55,580 --> 00:25:58,620
+يعني أي مدرس مثلًا لو في عنده تجربة إيش هيعمل في
+
+359
+00:25:58,620 --> 00:26:02,160
+التجربة؟ هيرسمها على الصبورة وينفذها للطلاب
+
+360
+00:26:02,160 --> 00:26:05,880
+وبالتالي هينفذها على الصبورة لكن فعليًا هل الطلاب
+
+361
+00:26:05,880 --> 00:26:08,920
+استخدموا الأدوات استخدموا المواد؟ ما استخدموش أي
+
+362
+00:26:08,920 --> 00:26:11,980
+شيء وبالتالي كان في إهمال للجانب العملي هذه
+
+363
+00:26:11,980 --> 00:26:16,100
+الجوانب كلها في الملهج الحديث تغيرت أول شيء قالك
+
+364
+00:26:16,100 --> 00:26:20,560
+لازم نعمل المادة هذه الإثرائية إن احنا نركزعلى
+
+365
+00:26:20,560 --> 00:26:25,540
+جوانب تفيد المتعلم لازم نركز على الخبرة المباشرة
+
+366
+00:26:25,540 --> 00:26:30,580
+لازم نركز على المعلومات التي تساعد على التكيف مع
+
+367
+00:26:30,580 --> 00:26:35,900
+الفرد و مع المجتمع ما المقصود بالخبرة المباشرة؟ ما
+
+368
+00:26:35,900 --> 00:26:38,360
+هي الخبرة المباشرة؟
+
+369
+00:26:42,870 --> 00:26:46,970
+ممتاز جدا، هي الخبرة التي يتوصل اليها الطالب نتيجة
+
+370
+00:26:46,970 --> 00:26:54,010
+قيامه بعمل معين، وبالتالي الآن الطالب قام بتجربة،
+
+371
+00:26:54,010 --> 00:26:57,130
+التجربة توصل من خلالها إلى خصائص معينة، فالأن
+
+372
+00:26:57,130 --> 00:27:01,950
+نعتبر هذه التجربة معينة، الطالب بكتب، فقاعد بكتب،
+
+373
+00:27:01,950 --> 00:27:04,790
+ذهب عادل إلى المدرسة، اتعلم الكتابة لأن هو اللي
+
+374
+00:27:04,790 --> 00:27:08,940
+قامبالكتابة فهو هذا يعتبر خبرة مباشرة، لازم الطالب
+
+375
+00:27:08,940 --> 00:27:12,320
+هو اللي يعمل، يعني لو المدرس عمل التجربة قدام
+
+376
+00:27:12,320 --> 00:27:17,040
+الطلاب، لا تعتبر الخبرة مباشرة، تعتبر خبرة غير
+
+377
+00:27:17,040 --> 00:27:21,350
+مباشرة، لأن الطالب لم يستخدم يداهلازم الطالب هو
+
+378
+00:27:21,350 --> 00:27:24,330
+اللي يقوم بالعمل عشان تكون خبرة مباشرة، ومش كل
+
+379
+00:27:24,330 --> 00:27:26,770
+المعلومات هي اللي بتفيد، يبقى أنا لازم أخد من
+
+380
+00:27:26,770 --> 00:27:30,510
+المعلومات ما يفيد الطالب، ما ينمي شخصيته، ما يفيده
+
+381
+00:27:30,510 --> 00:27:33,990
+على التواصل مع بيئته، مع المواد العلمية، مع
+
+382
+00:27:33,990 --> 00:27:37,070
+مجتمعه، هذا الشيء المهم، وبالتالي بنركز على
+
+383
+00:27:37,070 --> 00:27:41,570
+المعلومات التي تساعد على التكييف النفسي والاجتماعي
+
+384
+00:27:42,680 --> 00:27:45,860
+يبقى هنا ركز بالنسبة للتدخم في المادة العلمية على
+
+385
+00:27:45,860 --> 00:27:48,100
+إنهم ركزوا على الخبرة المباشرة على المعلومات
+
+386
+00:27:48,100 --> 00:27:51,960
+تتساعد على التكييف، الانفصال في بين المفاهيم وفي
+
+387
+00:27:51,960 --> 00:27:55,700
+المثاقات ركزوا على الترابط قال لي لأ إنه مثلا
+
+388
+00:27:55,700 --> 00:27:59,540
+المفروض مدرس اللغة العربية في حصة النصوص لو اتطالب
+
+389
+00:27:59,540 --> 00:28:05,270
+أخطأ في قراءة كلمة معينة بيطلب منه يعرفهابنستخدم
+
+390
+00:28:05,270 --> 00:28:08,570
+الرياضيات في العلوم، في داخل مادة العلوم في مسائل،
+
+391
+00:28:08,570 --> 00:28:13,110
+فبنخل الطلب يستحلها بصورة رياضية ويستخدم مهارته في
+
+392
+00:28:13,110 --> 00:28:16,590
+الرياضيات وبالتالي هنا بنربط بين اللي هي المساقات
+
+393
+00:28:16,590 --> 00:28:20,310
+وبالتالي يركزوا على الترابط بين المساقات المختلفة
+
+394
+00:28:20,310 --> 00:28:23,710
+الجوانب العملية زي ما قلنا ركزوا على التجريب
+
+395
+00:28:23,710 --> 00:28:28,800
+المباشرخرجوا من اللي هو التجارب اللي هي بتعتمد على
+
+396
+00:28:28,800 --> 00:28:31,620
+اللي هي التأكيد أو التجارب اللي هي بتعتمد على
+
+397
+00:28:31,620 --> 00:28:35,000
+العروض العملية أمام الطلاب وأصبح ضرورة ممارسة
+
+398
+00:28:35,000 --> 00:28:39,940
+الطلبة للتجريب العملي والبحث الميداني أصبح هذا جزء
+
+399
+00:28:39,940 --> 00:28:42,580
+أساسي، إن الطالب لازم يقوم بأبحاث، لازم يقوم
+
+400
+00:28:42,580 --> 00:28:48,370
+بدراسات، لازم يكون فيه نشاط موحد في هذا الجانبيبقى
+
+401
+00:28:48,370 --> 00:28:51,550
+الآن في صورة مختلفة تماماً اتقدمت فيها المادة
+
+402
+00:28:51,550 --> 00:28:55,390
+الدراسية في المنهج الحديث أصبح المدرس، يعني مش
+
+403
+00:28:55,390 --> 00:28:58,150
+مطلوب أنا من يكون مثلا في عندي مدرس للفيزيا،
+
+404
+00:28:58,150 --> 00:29:00,790
+للكيميا، للبيولوجيا في المراحل اللي هو في الخامس
+
+405
+00:29:00,790 --> 00:29:05,070
+وفي سادس وكذا، لأ هو مدرس واحد ممكن يدرس مادة
+
+406
+00:29:05,070 --> 00:29:08,090
+العلوم وبالتالي هو بيقدر يربط بين أجزاء المادة
+
+407
+00:29:08,090 --> 00:29:13,130
+العلمية ككل الجو المدرسي العام، ما المقصود بالجو
+
+408
+00:29:13,130 --> 00:29:14,930
+المدرسي العام؟ تفضل
+
+409
+00:29:17,580 --> 00:29:20,740
+أحمر الأنشطة الطب .. أحمر الأنشطة الطب بيه خرج
+
+410
+00:29:20,740 --> 00:29:23,940
+داخل مجموعة بيستاه ويركزوا فقط على المعلومات و لا
+
+411
+00:29:23,940 --> 00:29:26,940
+يركزوا على الجامب العملي لمّا أدى إلى شهر الطلاب
+
+412
+00:29:26,940 --> 00:29:30,220
+اللي يمدوا من فرق المدرسة و حالة التسارق أما في
+
+413
+00:29:30,220 --> 00:29:34,140
+منهاج الحديث تركزوا على الأنشطة العملية و اهتموا
+
+414
+00:29:34,140 --> 00:29:37,940
+بالطلب و المجولة أكترممتاز جدا، إهمان الأنشطة
+
+415
+00:29:37,940 --> 00:29:42,520
+بيؤدي إلى التسرب، الملل، الزهق، يعني لو اليوم
+
+416
+00:29:42,520 --> 00:29:45,880
+الدراسي مافيش فيه أنشطة، ما هي الأنشطة التي تمارس
+
+417
+00:29:45,880 --> 00:29:49,760
+في اليوم الدراسي؟ إذاعة مدرسية، إذاعة مدرسية،
+
+418
+00:29:49,760 --> 00:29:56,180
+إذاعة الصباح، إذاعة الصباح، إذاعة الصباح، إذاعة
+
+419
+00:29:56,180 --> 00:29:59,780
+الصباح، إذاعة الصباح، إذاعة الصباح، إذاعة الصباح،
+
+420
+00:29:59,780 --> 00:30:04,180
+إذاعة الصباح، إذاعة الصباح، إذاعة الصبح، إذاعة
+
+421
+00:30:04,180 --> 00:30:04,400
+الصبح، إذاعة الصبح، إذاعة الصبح، إذاعة الصبح،
+
+422
+00:30:04,400 --> 00:30:04,400
+إذاعة الصبح، إذاعة الصبح، إذاعة الصبح، إذاعة
+
+423
+00:30:04,400 --> 00:30:05,720
+الصبح، إذاعة الصبح، إذاعة الصبح، إذاعة الصبح
+
+424
+00:30:06,660 --> 00:30:11,460
+مسابقات، ممكن يكونوا مسابقات بين المدارس، ممكن
+
+425
+00:30:11,460 --> 00:30:14,580
+مسابقات رياضية، ممكن يكونوا اوائل الطلبة ايضا،
+
+426
+00:30:14,580 --> 00:30:18,560
+مسابقات اوائل الطلبة حساس الرياضة والرسم، جيد
+
+427
+00:30:21,010 --> 00:30:24,710
+احتفالات التكريم للمتفوقين، طبعا في المدارس
+
+428
+00:30:24,710 --> 00:30:27,530
+بيعملوا نادي للعلوم، نادي لللغة العربية، بيعملوا
+
+429
+00:30:27,530 --> 00:30:30,370
+مطارحات شعرية، بيعملوا مسابقات، بيعملوا أشياء
+
+430
+00:30:30,370 --> 00:30:34,570
+كثيرة، بيعملوا قليل قصص، كل مدرس مادة بيحاول إن
+
+431
+00:30:34,570 --> 00:30:37,270
+يكون فيه مجموعة من الأنشطة، اللغة العربية اللي
+
+432
+00:30:37,270 --> 00:30:40,990
+بيعمل المسرحية ومطارحة شعرية وتلخيص القصص وعرضها،
+
+433
+00:30:40,990 --> 00:30:43,930
+وبيعودوا الطلبة على الكتابة وعلى أشياء كثيرة، مدرس
+
+434
+00:30:43,930 --> 00:30:47,950
+العلوم اللي بيخلي الطلبة يهتموااللي هو بالنشرات
+
+435
+00:30:47,950 --> 00:30:51,330
+اللي هي عن النظافة و عن الصحة و عن الغذاء مدرس
+
+436
+00:30:51,330 --> 00:30:53,890
+الرياضيات اللي بيحاول يعطي جمال للرياضيات و
+
+437
+00:30:53,890 --> 00:30:56,470
+بيعملوا مجلة الحائط و بيعملوا المسابقات العلمية و
+
+438
+00:30:56,470 --> 00:30:59,890
+المسابقات الذهنية كل مدرس له مجموعة من النشاطات
+
+439
+00:30:59,890 --> 00:31:02,930
+وهذه النشاطات اللي هي بشاركت فيها بس الطالب
+
+440
+00:31:02,930 --> 00:31:06,570
+المتفوق يعني مش الطالب المتفوق عندي هو اللي بده
+
+441
+00:31:06,570 --> 00:31:09,350
+يشارك في كل هذه الأنشطة في طلبة عندهم أسلوب جميل
+
+442
+00:31:09,350 --> 00:31:14,040
+جدا في الخطابةبنخليهم يوقفوا ويعطوا مثلا خطبة
+
+443
+00:31:14,040 --> 00:31:16,960
+صغيرة أمام زملاءهم، في طلبة عندهم صوت جميل في
+
+444
+00:31:16,960 --> 00:31:20,480
+الغناء، فبنخليهم إنهم ينشدوا، إنهم يقدموا شيء، في
+
+445
+00:31:20,480 --> 00:31:24,020
+طلبة عندهم موهبة في الرسم، في عندهم موهبة في
+
+446
+00:31:24,020 --> 00:31:26,440
+الشعر، في عندهم موهبة في كتابة القصة، هذه بيشارك
+
+447
+00:31:26,440 --> 00:31:30,400
+فيها كل الطلبةالطالب اللي بيلاقي نفسه وبيلاقي
+
+448
+00:31:30,400 --> 00:31:33,320
+قدراته وإمكاناته واحتياجاته في داخل المدرسة بيحبها
+
+449
+00:31:33,320 --> 00:31:37,240
+لكن الطالب اللي بيقدرش يعبر عن نفسه وعن ذاته وعن
+
+450
+00:31:37,240 --> 00:31:40,640
+ميوله وعن اهتماماته بيكره المدرسة وبيتسرب من
+
+451
+00:31:40,640 --> 00:31:44,700
+المدرسة يبقى الجو المدرسي العام إذا أهمل وإن بس
+
+452
+00:31:44,700 --> 00:31:49,580
+الطالب بيجي من البيت بيعدل غرفة الصف بيأخذ الحصة
+
+453
+00:31:49,580 --> 00:31:53,840
+بتاعته وبعدين بيروحماحدش بيهتم إذا كان برسم، إذا
+
+454
+00:31:53,840 --> 00:31:58,040
+كان بيكتب، إذا كان هذا عنده أسلوب اللي هي كتابة
+
+455
+00:31:58,040 --> 00:32:01,340
+الشعر، إذا كان هو عنده مهارات في البحث العلمي، إذا
+
+456
+00:32:01,340 --> 00:32:04,340
+كان عنده قدرات عقلية في الحساب، إذا كان عنده قدرات
+
+457
+00:32:04,340 --> 00:32:08,840
+في الخطبة الدينية، ماحدش باهتم وبالتالي هذه
+
+458
+00:32:08,840 --> 00:32:12,640
+الأشياء تقتل أشياء جميلة كثيرة في داخل الطلاب
+
+459
+00:32:12,640 --> 00:32:15,820
+المنهج الحديث اهتم بهذه الأشياء، بالعكس بطلب من كل
+
+460
+00:32:15,820 --> 00:32:19,810
+مدرس أن يكون فيه مجموعة منالأنشطة اللي هو مسئول
+
+461
+00:32:19,810 --> 00:32:22,850
+عليها هو إنه يفتش على أنشطة جديدة وعلى إبداعات
+
+462
+00:32:22,850 --> 00:32:25,610
+جديدة أو بيشاركوا في هذا الشيء أو بيعملوا مشاركات
+
+463
+00:32:25,610 --> 00:32:28,610
+بين المدارس أو بيعملوا مسابقات بين المدارس أو
+
+464
+00:32:28,610 --> 00:32:31,970
+بيقدموا جائزة لأفضل طالب لخص قصة، جائزة لأفضل
+
+465
+00:32:31,970 --> 00:32:35,230
+مطارحة شعرية، جائزة لأفضل كذا، وبالتالي بيحاولوا
+
+466
+00:32:35,230 --> 00:32:38,330
+إنهم ينشطوا الطلاب في كافة المجالات، يبقى في عنا
+
+467
+00:32:38,330 --> 00:32:41,930
+اهتمام بالجو المدرسي العام البيئة
+
+468
+00:33:04,220 --> 00:33:09,440
+ممتاز جدا، ممكن المنهج يكون ثابت والبيئة متغيرة
+
+469
+00:33:10,250 --> 00:33:12,670
+هلقيت احنا ممكن المنهج يظل عشر سنين، عشرين سنة
+
+470
+00:33:12,670 --> 00:33:16,770
+مايتغيرش، لكن في هذه الفترة، هل تغير المجتمع أو لم
+
+471
+00:33:16,770 --> 00:33:20,530
+يتغير؟ تغيرت، تغيرت صار في عندي تغيرات كبيرة في
+
+472
+00:33:20,530 --> 00:33:23,270
+المجتمع، صار في عندي تغيرات في العداد، صار في عندي
+
+473
+00:33:23,270 --> 00:33:26,610
+تغيرات في التقاليد، صار في عندي تغيرات في اهتمامات
+
+474
+00:33:26,610 --> 00:33:29,030
+الناس، في النظام السياسي، في النظام الاقتصادي، في
+
+475
+00:33:29,030 --> 00:33:31,890
+أشياء كثيرة، يبقى الآن المنهج لازم يواكب هذه
+
+476
+00:33:31,890 --> 00:33:34,610
+التغيرات، ماينفعش إن احنا نظلنا قاعدين ساعة كتير،
+
+477
+00:33:34,610 --> 00:33:40,610
+مثل الأن عندنا بيستخدموا كميات كواللي هي بتأثر على
+
+478
+00:33:40,610 --> 00:33:43,210
+صحة الإنسان وعلى صحة الحيوان وبتأثر على التربة
+
+479
+00:33:43,210 --> 00:33:46,150
+وعلى كذا المفروض إن مناهجنا بتعالج هذه الظاهرة
+
+480
+00:33:47,180 --> 00:33:50,280
+علشان إحنا لما بدنا ناكل أي حاجة من الخضروات اللي
+
+481
+00:33:50,280 --> 00:33:54,440
+موجودة نعرف كيف أننا نتناولها، إنه في عندنا مثلا
+
+482
+00:33:54,440 --> 00:33:57,400
+تسرب إشعاية أو كذا، كيف ممكن أننا نتخلص من هذه
+
+483
+00:33:57,400 --> 00:34:00,540
+الآثار؟ الناس اللي مثلا طول الوقت حاملة الجوال،
+
+484
+00:34:00,540 --> 00:34:02,820
+اللي بتستخدم الـmicrowave، الأشياء هذه اللي هي كل
+
+485
+00:34:02,820 --> 00:34:06,880
+إتها فيها مستحدثات ومستجدات، إحنا مابنعرفش آثارها
+
+486
+00:34:06,880 --> 00:34:09,940
+على أجسادنا، باللحظة مثلا إحنا عندنا في غزة بقول
+
+487
+00:34:09,940 --> 00:34:15,540
+أعلى نسبة لأمراض السرطان موجودةفي قطاع غزة، طب ليش
+
+488
+00:34:15,540 --> 00:34:19,020
+هذه الأسباب؟ المفروض إن مناهجنا بتعالج، بتعالج
+
+489
+00:34:19,020 --> 00:34:22,320
+أشياء كثيرة من هذه الأشياء، إن هي بتقولّي إن هذه
+
+490
+00:34:22,320 --> 00:34:24,840
+الهرمونات الزراعية كيف بتأثر على الإنسان، الإشعاع
+
+491
+00:34:24,840 --> 00:34:28,060
+كيف بيأثر على الإنسان، كيف الإنسان ممكن إن هو
+
+492
+00:34:28,060 --> 00:34:30,700
+يتلاشى كثير من الأخطاء والأخطار والأشياء اللي
+
+493
+00:34:30,700 --> 00:34:34,400
+بتأثر على حياته، وهو ما بيعرفش، هو بيدهم في هذه
+
+494
+00:34:34,400 --> 00:34:38,200
+الأشياء بدون معرفة، بدون أنه يهتم يعني مثلا الست
+
+495
+00:34:38,200 --> 00:34:41,580
+اللي بتحط مثلا الببرونة بتاعة ال baby في داخل ال
+
+496
+00:34:41,580 --> 00:34:45,450
+microwaveبتعرف إيش تأثير ال microwave على المادة
+
+497
+00:34:45,450 --> 00:34:47,390
+الغذائية اللي بتنحط في داخلها المادة الغذائية
+
+498
+00:34:47,390 --> 00:34:52,250
+السائلة؟ أي نعم تصبح المادة مسارطنة، تصبح الحليب
+
+499
+00:34:52,250 --> 00:34:59,890
+هذا مادة مسارطنة بدون
+
+500
+00:34:59,890 --> 00:35:06,300
+هرموناتطب باقية الناس؟ يعني انا هذه سنة الصراحة
+
+501
+00:35:06,300 --> 00:35:09,280
+يعني شئ ..شئ ..شئ زيه ان انت هادي بقولك انه هادي
+
+502
+00:35:09,280 --> 00:35:12,280
+انا بزرعها إليه لأهلي مابحطش عليه هيرمونات عارف
+
+503
+00:35:12,280 --> 00:35:16,640
+أنها بتأذي يعني عارف أنها بتأذي طيب و هو ليش ..
+
+504
+00:35:16,640 --> 00:35:19,760
+ليش تأذي الناس كلها؟ ما الناس كلها بدروح .. بدها
+
+505
+00:35:19,760 --> 00:35:22,620
+تروح تشتري، بدها تشتري من الخيار و الطماطم، بدها
+
+506
+00:35:22,620 --> 00:35:26,330
+تشتري من كل هذه الأشياءفهذا طبعا يعني المفروض أن
+
+507
+00:35:26,330 --> 00:35:29,410
+احنا بنعرفه و المزارعين بيعرفوا و أبناء المزارعين
+
+508
+00:35:29,410 --> 00:35:32,630
+بيعرفوا و الموجودين في داخل هذا المجتمع و زارة
+
+509
+00:35:32,630 --> 00:35:36,010
+الزراعة و كذا بتكون فيه تنبيه لهذه الأخطار و هذه
+
+510
+00:35:36,010 --> 00:35:39,790
+الأشياء اللي هي موجودة طبعا هنا يعني هذه الأشياء و
+
+511
+00:35:39,790 --> 00:35:42,070
+الملوثات اللي موجودة إذا إحنا المنهج دا إحنا ما
+
+512
+00:35:42,070 --> 00:35:44,830
+بتعالجها معناه ذلك إنه في انفصال بين المنهج وبين
+
+513
+00:35:45,710 --> 00:35:48,990
+البيئة اللي إحنا بنعيشها كذلك ممكن تكون البيئة
+
+514
+00:35:48,990 --> 00:35:52,710
+زراعية أو صناعية أو ساحلية على حسب طبيعة هذه
+
+515
+00:35:52,710 --> 00:35:55,490
+البيئة فكيف نتعامل إحنا في البيئة الزراعية أو
+
+516
+00:35:55,490 --> 00:35:58,510
+الصناعية أو الساحلية المفروض إن المنهج بيعالج
+
+517
+00:35:58,510 --> 00:36:02,270
+أيضًا طبيعة البيئة يعني اللي عايشين في بيئة ساحلية
+
+518
+00:36:02,270 --> 00:36:04,810
+وبيعتمدوا بكل شيء على الصيد وعلى كذا المفروض إن
+
+519
+00:36:04,810 --> 00:36:08,610
+هذا يكون برضه موجود في المناهج بتعالجه كيف نتعامل
+
+520
+00:36:08,610 --> 00:36:11,170
+مع الزراعة كيف نتعامل مع الصناعة كيف يكون كل هذا
+
+521
+00:36:11,170 --> 00:36:14,450
+الشيء إحنا منهجنا مثلًا إحنا كل سنتين تلاتة في
+
+522
+00:36:14,450 --> 00:36:18,880
+عندنا حربوفي عندنا أثار مدمرة، ليه؟ اللي هي
+
+523
+00:36:18,880 --> 00:36:21,720
+القنابل المتفجرات على الإنسان وعلى البيئة، هل
+
+524
+00:36:21,720 --> 00:36:25,120
+مناهجنا عالجت هذا الشيء؟ يبقى إحنا عندنا فيه مشكلة
+
+525
+00:36:25,120 --> 00:36:28,100
+في المناهج، المفروض إن إحنا بنحاول إن هذه المناهج
+
+526
+00:36:28,100 --> 00:36:35,330
+تعيد تطويرها بحيث إنها تهتم بهذا الجرمسأضافوا بعض
+
+527
+00:36:35,330 --> 00:36:37,830
+الأشياء I know ما هم بيحاولوا أن يشوفوا ما هي
+
+528
+00:36:37,830 --> 00:36:42,430
+الاحتياجات لازم المنهج يحاول يحل المشكلات المجتمعة
+
+529
+00:36:42,430 --> 00:36:45,730
+ويساعد الفرد على حل مشكلته يبقى هنا لما بنتكلم
+
+530
+00:36:45,730 --> 00:36:50,470
+احنا عن البيئة والمنهج لابد ان المنهج يواكب كافة
+
+531
+00:36:50,470 --> 00:36:53,450
+التغيرات اللي موجودة في البيئة ويواكب طبيعة البيئة
+
+532
+00:36:53,450 --> 00:37:01,430
+أيضا إذا كانت صناعية أو زراعية أو ساحل المعلم فضل
+
+533
+00:37:02,000 --> 00:37:04,920
+المنهج اللي يقدر على المعلم هو التلقين الطالب
+
+534
+00:37:04,920 --> 00:37:07,640
+للمعلومات وكيفية قياس توصيل المعلومة له بينما
+
+535
+00:37:07,640 --> 00:37:11,200
+المنهج الحديث أدى إلى المعلم أنه يكون مواجه ومرشد
+
+536
+00:37:11,200 --> 00:37:14,880
+للطالب ويساعده في الوصول للمعلومة بتعلمها الذات عن
+
+537
+00:37:14,880 --> 00:37:18,680
+طريق الطالب نفسه وليس عن طريق المعلم أحسن، هل أنصف
+
+538
+00:37:18,680 --> 00:37:22,800
+المنهج القديم أو المنهج التقليدي، هل أنصف المعلم
+
+539
+00:37:22,800 --> 00:37:26,020
+أنه خلّى كل الدور على المعلم هو اللي بيقوم بالشرح
+
+540
+00:37:26,020 --> 00:37:29,060
+واللي بيقوم بالتوضيح واللي بيقوم بعمل الأنشطة، هل
+
+541
+00:37:29,060 --> 00:37:33,710
+هذا كان إنصاف للمعلم؟أو كان تعدي على الحدود
+
+542
+00:37:33,710 --> 00:37:37,410
+المفروض إن هو في هناك مشاركة يعني أنا بقى في ناس
+
+543
+00:37:37,410 --> 00:37:40,950
+كتير بقولك إن المدرس كان زمان إيه له قيمة أكبر صح
+
+544
+00:37:40,950 --> 00:37:43,790
+هو إن هو كان بيقوم بكل الأدوار لكن هو المفروض
+
+545
+00:37:43,790 --> 00:37:49,150
+مايقومش بكل الأدوار المفروض إن الأدوار هذه لا تحدد
+
+546
+00:37:49,150 --> 00:37:52,770
+ولكن تعدد يعني هو أنت دورك مش بس بتوضح لطالب و
+
+547
+00:37:52,770 --> 00:37:56,230
+بتشرح لكن أنت مرافق للطالب موجه للطالب أنت زميل
+
+548
+00:37:56,230 --> 00:38:00,430
+للطالب وبالتالي هنا بنعدد أدوار المعلم ولا نحددها
+
+549
+00:38:01,460 --> 00:38:05,960
+هل عدد أو حدد؟ عدد هو عدد للأطفال يعني خلاه مرافق
+
+550
+00:38:05,960 --> 00:38:10,080
+للطالب، خلاه موجه، خلاه أنه بيشارك للطالب في كثير
+
+551
+00:38:10,080 --> 00:38:14,320
+من الأنشطة وبالتالي طبعا هنا بنقول أنه المنهج
+
+552
+00:38:14,320 --> 00:38:17,360
+التقليدي ركز على المعلم في عملية الأداء والشرح
+
+553
+00:38:17,360 --> 00:38:21,380
+والتوضيح والتفسير واللي هي جلب المعلومات للطلاب
+
+554
+00:38:21,380 --> 00:38:26,880
+كاملة لكن هذا في المنهج الحديث اعتبره أنه ليس هو
+
+555
+00:38:26,880 --> 00:38:31,890
+الصواب لابد أن يكون هناك دور للطالبإن هو يبحث إن
+
+556
+00:38:31,890 --> 00:38:35,350
+هو يأتي في المعرفة وإن هو يشرح ويوضح وإنه يشارك في
+
+557
+00:38:35,350 --> 00:38:39,050
+الأنشطة وإنه يشارك في المهمات التعليمية كاملة
+
+558
+00:38:39,050 --> 00:38:44,530
+المعلم والطالب في عملية مشاركة يعني ليس الطالب
+
+559
+00:38:44,530 --> 00:38:50,410
+مفردا وليس المتعلم مفردا ولكن في هناك مشاركة حتى
+
+560
+00:38:50,410 --> 00:38:53,370
+وصلت إلى بعض الأنظمة اللي هي ممكن تصل إلى التعلم
+
+561
+00:38:53,370 --> 00:38:58,170
+الذاتي لكن أيضا بتوجيه من المعلم الأهداف
+
+562
+00:39:06,050 --> 00:39:22,530
+الأهداف هي الجوهر
+
+563
+00:39:22,530 --> 00:39:27,170
+الأساسي الأهداف هل هي معرفية فقط؟ولكن في عندي
+
+564
+00:39:27,170 --> 00:39:30,430
+أهداف وجدانية، في عندي أهداف نفس حركية، في عندي
+
+565
+00:39:30,430 --> 00:39:33,690
+أهداف ترتبط بالجانب الاجتماعي، الآن المنهج
+
+566
+00:39:33,690 --> 00:39:37,890
+التقليدي ركز فقط على الجانب المعرفي، ومن الجانب
+
+567
+00:39:37,890 --> 00:39:41,850
+المعرفي ركز فقط على التذكر، لأنه في عندي فهم و
+
+568
+00:39:41,850 --> 00:39:44,490
+تحليل و تركيب و تقويم، هذه الأشياء اللي لم يتم
+
+569
+00:39:44,490 --> 00:39:47,290
+الاهتمام فيها، وبالتالي اهتم فقط بالتذكر، المنهج
+
+570
+00:39:47,290 --> 00:39:51,660
+الحديث اهتم بكافةالمجالات اللي هي المجال المعرفي
+
+571
+00:39:51,660 --> 00:39:55,300
+والوجداني والمجال النفس الحرام طبعا هي احنا قررنا
+
+572
+00:39:55,300 --> 00:39:59,140
+بين عدة مجالات مين تعطيني تلخيص بسيط ما الفرق بين
+
+573
+00:39:59,140 --> 00:40:04,500
+المنهج التقليدي والمنهج الحديث فضلا
+
+574
+00:40:04,870 --> 00:40:07,950
+شكل عام المنهج التقليد يعتمد على عملية التلقين
+
+575
+00:40:07,950 --> 00:40:12,730
+والمحاضرة حيث يركز بشكل كبير على دور المعلم فإن هو
+
+576
+00:40:12,730 --> 00:40:16,310
+اللي يعطي الطالب وطالب بسلبية يتلقى جميع المعلومات
+
+577
+00:40:16,310 --> 00:40:21,550
+دون اهتمام بفروقه الفردية أو بميوله واتجاهاته
+
+578
+00:40:21,550 --> 00:40:26,210
+فكانت أهداف هذا المنهج هي أهداف فقط معرفية بينما
+
+579
+00:40:26,210 --> 00:40:30,290
+المنهج الحديث كان منهج يعتمد على تنمية جميع جوانب
+
+580
+00:40:30,290 --> 00:40:34,330
+الطالبمعتمداً بذلك على ميوله واتجاهاته، ينوع من
+
+581
+00:40:34,330 --> 00:40:40,130
+الأنشطة وينوع من الوسائل والطرق التي يهدف إليها،
+
+582
+00:40:40,130 --> 00:40:43,210
+حيث أن هدافه ليست معرفية فقط، بل معرفية مهرية
+
+583
+00:40:43,210 --> 00:40:47,270
+واجدانية، تتكف على أسلوب حل المشكلات والاكتشاف
+
+584
+00:40:47,270 --> 00:40:49,750
+والاستقصار بارك الله فيك، شكرا
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/KUnU-FY4WYQ.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/KUnU-FY4WYQ.srt
new file mode 100644
index 0000000000000000000000000000000000000000..2f19249f755d501cf01efbac417abe5ce7c893f1
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/KUnU-FY4WYQ.srt
@@ -0,0 +1,1373 @@
+
+1
+00:00:23,320 --> 00:00:28,500
+السلام عليكم، نقشنا
+
+2
+00:00:28,500 --> 00:00:33,380
+في المحاضرة الماضية المجال المعرفي، وذكرنا ما هي
+
+3
+00:00:33,380 --> 00:00:43,380
+مكوناته أو ما هي مستويات المجال المعرفي؟ تفضلي.
+
+4
+00:00:43,380 --> 00:00:49,040
+ممتاز.
+
+5
+00:00:49,040 --> 00:00:54,340
+جداً. التذكر، والفهم، والتطبيق سميت مهارات تفكير دنيا.
+
+6
+00:00:54,340 --> 00:00:58,640
+التحليل، والتركيب، والتقويم مهارات تفكير عالية هذه.
+
+7
+00:00:58,640 --> 00:01:01,740
+طبعاً، الأهداف التي قلنا نكتسبها من خلالها مجموعة من
+
+8
+00:01:01,740 --> 00:01:04,040
+الأشياء، ما هي الأشياء التي يكتسبها الطالب في
+
+9
+00:01:04,040 --> 00:01:13,460
+المجال المعرفي؟ ما هي النواتج العلمية؟ تمام.
+
+10
+00:01:13,460 --> 00:01:16,160
+القدرة على استرجاع المادة، وضبط وفرز المعلومات
+
+11
+00:01:16,160 --> 00:01:21,010
+السابقة التي أخذها، القدرة على ضبط المعرفة، هي القدرة على
+
+12
+00:01:21,010 --> 00:01:23,950
+استرجاع المادة، القدرة على فهم المادة
+
+13
+00:01:23,950 --> 00:01:26,350
+واستيعابها، القدرة على تطبيقها، معنى ذلك أنه فيه
+
+14
+00:01:26,350 --> 00:01:30,690
+تركيز كامل على المعرفة العلمية، يبقى النواتج في
+
+15
+00:01:30,690 --> 00:01:34,810
+المجال المعرفي بتكون المعرفة العلمية زائد أساليب
+
+16
+00:01:34,810 --> 00:01:39,270
+التفكير العلمي، لأنه في مهارات التفكير الدنيا نركز
+
+17
+00:01:39,270 --> 00:01:42,390
+على المعرفة العلمية، في مهارات التفكير العليا نركز
+
+18
+00:01:42,390 --> 00:01:46,150
+على التفكير العلمي، وبالتالي هنا النواتج بتكون
+
+19
+00:01:46,150 --> 00:01:49,990
+محصورة بين المعرفة العلمية ونواتج التفكير. الآن
+
+20
+00:01:49,990 --> 00:01:54,290
+ننتقل إلى المجال الوجداني. ما هو المجال الوجداني؟
+
+21
+00:01:54,290 --> 00:02:05,190
+ماذا نقصد بالمجال الوجداني؟
+
+22
+00:02:05,190 --> 00:02:06,810
+مالكم؟  لا يوجد تركيز؟ ما الأمر؟
+
+23
+00:02:17,780 --> 00:02:22,620
+ممتازة.  بقي هنا، نحن نقشنا قبل ذلك في نظريات... في
+
+24
+00:02:22,620 --> 00:02:26,970
+نظرية جانبية الدماغ، قلنا أن العواطف ضرورية لعملية
+
+25
+00:02:26,970 --> 00:02:30,450
+التعلم. العواطف يعني ماذا؟ خاصة العاطفة في عملية
+
+26
+00:02:30,450 --> 00:02:33,510
+التعلم. أنا أتحدث في الجانب العقلي، لكن هنا أتحدث عن
+
+27
+00:02:33,510 --> 00:02:37,490
+الجانب الانفعالي، الجانب الوجداني، الجانب الذي هو
+
+28
+00:02:37,490 --> 00:02:40,390
+يبين لي هل العلاقة إيجابية بين المعلم والمادة
+
+29
+00:02:40,390 --> 00:02:44,510
+الدراسية، بين المعلم والطالب، وبالتالي هنا العلاقة
+
+30
+00:02:44,510 --> 00:02:49,890
+التي تكون عندي في مثلث، هذا المثلث بهذا الشكل هنا:
+
+31
+00:02:49,890 --> 00:02:52,750
+معلم، طالب، مادة
+
+32
+00:02:55,750 --> 00:03:00,170
+دراسية. يجب أن تكون هذه العلاقة موجبة. يعني إذا كانت
+
+33
+00:03:00,170 --> 00:03:05,030
+علاقة المعلم مع الطالب سلبية، بتكون علاقة الطالب مع
+
+34
+00:03:05,030 --> 00:03:08,790
+المادة الدراسية أيضاً سلبية. الطالب تكون علاقة
+
+35
+00:03:08,790 --> 00:03:13,250
+إيجابية مع المادة الدراسية إذا كان يحب المعلم، إذا
+
+36
+00:03:13,250 --> 00:03:16,790
+كان يتفاعل مع هذا المعلم، إذا فعلاً المعلم يعطيه
+
+37
+00:03:16,790 --> 00:03:19,530
+ما هي الأشياء التي يريدها، القدرة على الفهم،
+
+38
+00:03:19,530 --> 00:03:22,550
+القدرة على الاستيعاب، القدرة على التطبيق، يساعد ذلك
+
+39
+00:03:22,550 --> 00:03:25,790
+على أنه يفكر، يساعد على أنه يحب المادة العلمية.
+
+40
+00:03:25,790 --> 00:03:28,970
+فتكون هنا العلاقة إيجابية، وبالتالي هنا مهم جداً أن
+
+41
+00:03:28,970 --> 00:03:32,650
+نحن نهتم بالمجال الوجداني، ونرى كيف يمكن أن
+
+42
+00:03:32,650 --> 00:03:36,570
+نؤثر على الطالب في هذا المجال. نرى الآن، عندي
+
+43
+00:03:36,570 --> 00:03:41,990
+مكتسبات أساسية في المجال الذي هو الوجداني، عندي
+
+44
+00:03:41,990 --> 00:03:46,110
+القيم، والاتجاهات، والميول العلمية، وهي جميعها ذات
+
+45
+00:03:46,110 --> 00:03:50,430
+أهمية كبرى للطلاب، ومهم جداً تنميتها لدى الطالب، يعني
+
+46
+00:03:50,430 --> 00:03:53,530
+الطالب عندي في المجال المعرفي يكتسب معرفة علمية
+
+47
+00:03:53,530 --> 00:03:57,010
+وأساليب تفكير، لكن في المجال الوجداني يكتسب القيم،
+
+48
+00:03:57,010 --> 00:04:08,130
+والاتجاهات، والميول. ما هي القيم؟ ما
+
+49
+00:04:08,130 --> 00:04:08,750
+هي القيم؟
+
+50
+00:04:16,020 --> 00:04:23,700
+مبادئ ينشأ عليها الإنسان. طيب، تعرفين أكثر؟
+
+51
+00:04:23,700 --> 00:04:27,160
+هل
+
+52
+00:04:27,160 --> 00:04:31,800
+كل العادات والتقاليد قيم؟ لا، القيم تختلف
+
+53
+00:04:31,800 --> 00:04:35,360
+عن العادات والتقاليد. يعني القيم تختلف عن العادات
+
+54
+00:04:35,360 --> 00:04:39,370
+والتقاليد. يعني نقدر نعرف القيم، تفضلي، هي عبارة عن
+
+55
+00:04:39,370 --> 00:04:42,310
+الأخلاق، أو الاتجاهات الإيجابية التي يتبناها الإنسان
+
+56
+00:04:42,310 --> 00:04:47,170
+التي  تحكم حياته مع الإنسان. هي أخلاق، يعني الأخلاق
+
+57
+00:04:47,170 --> 00:04:50,330
+أيضاً جزء من القيم، ليست كل القيم. يعني نحن نقدر
+
+58
+00:04:50,330 --> 00:04:55,230
+نقول أن القيم مختلفة نوعاً ما. القيم عبارة عن
+
+59
+00:04:55,230 --> 00:05:04,570
+اتجاهات راسخة نحو موضوعات معينة، تظهر في صورة مواقف،
+
+60
+00:05:07,340 --> 00:05:15,800
+تنمو وتستقر في المجتمعات، يقاس من خلالها سلوك
+
+61
+00:05:15,800 --> 00:05:19,780
+الأفراد، وتعتبر
+
+62
+00:05:19,780 --> 00:05:22,540
+معايير للسلوك.
+
+63
+00:05:29,160 --> 00:05:32,580
+يعني هي ليست اتجاهات، ولكن اتجاهات راسخة، في إيمان
+
+64
+00:05:32,580 --> 00:05:35,820
+كبير، في اعتقاد كبير فيها، هي أقصى ما يمكن أن يصل إليه
+
+65
+00:05:35,820 --> 00:05:40,460
+الإنسان في المجال الوجداني، أن يصل الإنسان إلى
+
+66
+00:05:40,460 --> 00:05:44,240
+القيمة، وبالتالي القيمة هي أعلى شيء، ليست اتجاه،
+
+67
+00:05:44,240 --> 00:05:50,160
+ولكنها اتجاه راسخ، يظهر في صورة موقف، الصدق موقف،
+
+68
+00:05:50,160 --> 00:05:52,920
+يعني أنت عندما تعرف أن هذه إنسانة صادقة أو إنسانة
+
+69
+00:05:52,920 --> 00:05:57,290
+غير صادقة، بتكون أنت مررتِ معها بموقف. الإخلاص موقف،
+
+70
+00:05:57,290 --> 00:06:01,570
+الأمانة موقف، فهي عبارة عن مواقف. يبقى هنا القيم
+
+71
+00:06:01,570 --> 00:06:05,610
+نواتج
+
+72
+00:06:05,610 --> 00:06:14,630
+المجال الوجداني عندنا القيم، والاتجاهات، والميول.
+
+73
+00:06:14,630 --> 00:06:23,150
+يبقى القيم عبارة عن اتجاهات راسخة تظهر في صورة
+
+74
+00:06:23,150 --> 00:06:29,850
+مواقف. هذه المواقف تصبح معايير للسلوك، من خلالها
+
+75
+00:06:29,850 --> 00:06:33,190
+نحن نقيس سلوك الإنسان، نقول هل هذا الإنسان صادق
+
+76
+00:06:33,190 --> 00:06:36,730
+أم كاذب، عندي معيار، الإنسان الذي يقول الحقيقة
+
+77
+00:06:36,730 --> 00:06:40,800
+يعتبر صادقاً، الإنسان الذي لا يقول الحقيقة لا يعتبر
+
+78
+00:06:40,800 --> 00:06:43,920
+صادقاً، وبالتالي تصبح معياراً، هذا المعيار نشأ من
+
+79
+00:06:43,920 --> 00:06:47,520
+مواقف، هذه المواقف نمت واستقرت في المجتمعات، وأصبح
+
+80
+00:06:47,520 --> 00:06:50,640
+كل المجتمع متفق على أن هذه القيمة يجب أن تكون بهذه
+
+81
+00:06:50,640 --> 00:06:54,700
+السمة أو بهذه الصفة، هذا أعلى ما يمكن أن يصل إليه
+
+82
+00:06:54,700 --> 00:07:05,100
+الإنسان. الاتجاهات، ماذا تعني الاتجاهات؟ لو قلت لك
+
+83
+00:07:05,100 --> 00:07:06,780
+أنا إما أحب الجامعة أو أكرهها.
+
+84
+00:07:10,260 --> 00:07:14,320
+فيه الميول التي أنت... يعني تتكون لدى الفرد؟ لا.
+
+85
+00:07:14,320 --> 00:07:22,780
+الميول مكون آخر. الاتجاهات: شعور الفرد النسبي، ممتاز
+
+86
+00:07:22,780 --> 00:07:28,200
+جداً، شعور الفرد النسبي تجاه موقف معين أو تجاه
+
+87
+00:07:28,200 --> 00:07:37,180
+ظاهرة معينة، إما بالقبول أو بالرفض. يعني
+
+88
+00:07:37,180 --> 00:07:41,520
+الاتجاه إما سالب وإما موجب، إما بتأييد وإما
+
+89
+00:07:41,520 --> 00:07:45,320
+برفض، إما بدرجة متوسطة. يعني لما يقول لك أنا مثلاً
+
+90
+00:07:45,320 --> 00:07:50,740
+أفضل عمل المرأة هو... واحدة تقول بدرجة كبيرة جداً،
+
+91
+00:07:50,740 --> 00:07:53,140
+واحدة تقول بدرجة كبيرة، واحدة تقول بدرجة
+
+92
+00:07:53,140 --> 00:07:56,440
+متوسطة، واحدة تقول بدرجة قليلة، واحدة بدرجة
+
+93
+00:07:56,440 --> 00:08:00,520
+قليلة جداً. لما أقول بدرجة كبيرة جداً، فهي موجبة
+
+94
+00:08:00,520 --> 00:08:04,980
+تماماً، بدرجة قليلة جداً، فهي سالبة تماماً، فأنا أقيس
+
+95
+00:08:04,980 --> 00:08:08,840
+الاتجاه، يعني شعورك النسبي تجاه هذه الظاهرة. هذا
+
+96
+00:08:08,840 --> 00:08:12,220
+يقوم على مجموعة من المكونات المعرفية، والانفعالية،
+
+97
+00:08:12,220 --> 00:08:15,620
+والوجدانية،  تتأثر فيه خبرات كثيرة. يعني في أحد
+
+98
+00:08:15,620 --> 00:08:18,460
+يقول لك أنا أريد أن أتعلم، لأنني أريد أن أتعلم، ليس لأعمل
+
+99
+00:08:18,460 --> 00:08:23,400
+ليس مهماً عندي الشغل، قدر أهمية أنني أتعلم
+
+100
+00:08:23,400 --> 00:08:27,320
+لشخصيتي، لذاتي، لوجودي.  لا، عنده مهم جداً أن تعمل
+
+101
+00:08:27,320 --> 00:08:29,800
+من أجل وضعها الاقتصادي، الوضع الاجتماعي.
+
+102
+00:08:29,800 --> 00:08:33,400
+وبالتالي هناك أسباب، هناك اختلافات، شعور كل إنسان
+
+103
+00:08:33,400 --> 00:08:37,880
+تجاه هذه الظاهرة مختلف، وبالتالي هنا نحن نقيس سلوك
+
+104
+00:08:37,880 --> 00:08:41,300
+الأفراد من خلال اتجاهاتهم، نشوف هم هل يفضلون هذا
+
+105
+00:08:41,300 --> 00:08:45,920
+الشيء أم يكرهونه. نأتي، نقول مثلاً لطالب في المدرسة
+
+106
+00:08:45,920 --> 00:08:51,040
+تحب المدرسة أم لا؟ لو سألتُ الطفل تحب
+
+107
+00:08:51,040 --> 00:08:54,240
+المدرسة أم لا، سيقول: لا أحبها.  طب، أبدأ أقول له
+
+108
+00:08:54,240 --> 00:08:58,000
+مثلاً أسئلة بسيطة جداً: أنت تحب أن تلعب في الساحة؟ تحب
+
+109
+00:08:58,000 --> 00:09:01,280
+أن تشارك في الإذاعة؟ تحب أن تذهب في رحلة مع المدرسة؟ تحب
+
+110
+00:09:01,280 --> 00:09:05,060
+كذا؟ الآن، هذه المكونات المعرفية هي التي تشكل التي
+
+111
+00:09:05,060 --> 00:09:09,420
+هي اتجاهه نحو المدرسة، ليس السؤال المباشر أن أنت
+
+112
+00:09:09,420 --> 00:09:12,420
+تحب المدرسة أم تكرهها، أو لو سألته تحب المدرسة
+
+113
+00:09:12,420 --> 00:09:15,000
+أم تكرهها، أتمنى فقط أنها قذيفة تأتي على المدرسة
+
+114
+00:09:15,000 --> 00:09:19,850
+لا تترك فيها شيئاً.  آه، في الحرب كانوا يتمنون أول
+
+115
+00:09:19,850 --> 00:09:25,370
+شيء أن تنقصف مدارسهم. هذا شعوره، الذي هو يفكر أن
+
+116
+00:09:25,370 --> 00:09:29,070
+هو موجود عنده، لكن حقيقة شعوره تختلف، حقيقة اتجاهه
+
+117
+00:09:29,070 --> 00:09:31,990
+تختلف، عندما أسأله:  أنت تحب أصحابك الذين في
+
+118
+00:09:31,990 --> 00:09:34,950
+المدرسة؟ أحبهم.  تحب الأستاذ فلان؟ أحب.
+
+119
+00:09:34,950 --> 00:09:38,450
+المعلمة فلانة؟ أحبها. تحب أن تذهب في رحلة؟ تحب
+
+120
+00:09:38,450 --> 00:09:41,670
+أن تشارك في كذا؟ تحب أن تعمل تجربة؟ ماذا كنتم تفعلون في
+
+121
+00:09:41,670 --> 00:09:44,590
+حصة العلوم؟ الآن، في هذه الأسئلة، المكونات التي
+
+122
+00:09:44,590 --> 00:09:49,290
+هي للاتجاه، تظهر عندي مستوى اتجاهه، هل هو
+
+123
+00:09:49,290 --> 00:09:55,690
+إيجابي أم سلبي. وبالتالي هنا الاتجاه: شعور نسبي،
+
+124
+00:09:55,690 --> 00:10:05,110
+إما بالقبول أو الرفض. طبعاً، القيم دائماً موجبة،  هل يوجد
+
+125
+00:10:05,110 --> 00:10:10,370
+قيم سالبة؟ يعني نحن نقول الصدق قيمة، طيب، هل الكذب
+
+126
+00:10:10,370 --> 00:10:15,740
+قيمة؟ لا، لا توجد قيمة سالبة، القيم دائماً موجبة.
+
+127
+00:10:15,740 --> 00:10:20,000
+الاتجاهات ممكن أن تكون موجبة وممكن أن تكون سالبة. ممكن
+
+128
+00:10:20,000 --> 00:10:23,840
+أن أحب أو أكره ظاهرة، لأنه ليس قيمة، عندما يرقى
+
+129
+00:10:23,840 --> 00:10:28,180
+الاتجاه يصبح قيمة. يعني أنت تحبين اللغة العربية
+
+130
+00:10:28,180 --> 00:10:31,600
+لدرجة أنك تخصصتِ في اللغة العربية. لو أتيتِ وجدتِ
+
+131
+00:10:31,600 --> 00:10:33,800
+في مكان ما، قاعد يقول لك اللغة العربية غير مهمة،
+
+132
+00:10:33,800 --> 00:10:38,320
+تصير تدافعين عنها، لأنها أصبحت بالنسبة لك قيمة لا
+
+133
+00:10:38,320 --> 00:10:42,500
+يمكن أن تتنازلي عنها. الميول هي أقل مستوى في
+
+134
+00:10:42,500 --> 00:10:49,810
+المجال الذي هو الوجداني. ما هي الميول؟
+
+135
+00:10:49,810 --> 00:11:02,230
+ممتاز جداً، نزعة سلوكية تظهر... تظهر اهتمامات، تظهر
+
+136
+00:11:02,230 --> 00:11:10,630
+اهتمامات الفرد في سلوك معين، يمكن ملاحظتها ويمكن
+
+137
+00:11:10,630 --> 00:11:21,220
+قياسها. طبعاً، والميول دائماً تتعلق بما نحب. الميول
+
+138
+00:11:21,220 --> 00:11:28,220
+تتعلق بما نحب، أما الاتجاهات تتعلق بما نعتقد. أيهم
+
+139
+00:11:28,220 --> 00:11:32,840
+أقوى؟ الحب أم الاعتقاد؟ الاعتقاد أقوى، وبالتالي
+
+140
+00:11:32,840 --> 00:11:36,000
+الاتجاهات تتعلق بالاعتقاد.
+
+141
+00:11:39,740 --> 00:11:43,000
+وبالتالي هنا، عندما نقبل شيئاً أو نرفضه، عندي درجة
+
+142
+00:11:43,000 --> 00:11:46,000
+أعلى من مجرد الميول، لكن الميول أشياء تظهر في
+
+143
+00:11:46,000 --> 00:11:49,900
+حياتنا اليومية. يعني أنتِ تأتين لطالبات مدرستهنّ
+
+144
+00:11:49,900 --> 00:11:54,240
+غايات، فتقولين لهنّ: كل واحدة تفعل ما تريد، تفعل ما
+
+145
+00:11:54,240 --> 00:11:57,480
+تحبه. لو أتيتِ بعد قليل، ستجدين في
+
+146
+00:11:57,480 --> 00:12:00,740
+بنات يجلسن ويتحدثن، بنات يجلسن ويتحدثن
+
+147
+00:12:00,740 --> 00:12:04,250
+في مسلسل،  ما هي الأحداث، ويحللن الأحداث؟ واحدة أخرى ترسم، واحدة تحل
+
+148
+00:12:04,250 --> 00:12:07,250
+الرياضيات، واحدة تفعل كذا. كل الأشياء التي
+
+149
+00:12:07,250 --> 00:12:11,170
+نفعلها في وقت الفراغ، تظهر ما هي ميولنا،
+
+150
+00:12:11,170 --> 00:12:15,170
+ما هي الأشياء التي نحبها، التي نرتاح لها
+
+151
+00:12:15,170 --> 00:12:18,570
+نفسيّاً، التي أعتبرها أنا وأنا أمارسها أنني
+
+152
+00:12:18,570 --> 00:12:21,650
+أفرغ عن نفسي. أريد أن أخرج، أريد أن أمشي، أشمّ الهواء، أريد كذا،
+
+153
+00:12:21,650 --> 00:12:25,850
+أريد أن أذهب لأشاهد المحلات، فأنا أحب التنزه، أحب
+
+154
+00:12:25,850 --> 00:12:28,850
+التسوق، هذا يتعلق بالأشياء التي أحبها،
+
+155
+00:12:28,850 --> 00:12:32,330
+وبالتالي تظهر في سلوكنا بسلوكيات معينة، فتجدين في
+
+156
+00:12:32,330 --> 00:12:36,250
+ناس لديهم ميول نحو الرسم، في ناس لديهم ميول نحو
+
+157
+00:12:36,250 --> 00:12:39,230
+الخطابة، في ناس يحبون أن يشاركوا في الإذاعة المدرسية،
+
+158
+00:12:39,230 --> 00:12:42,570
+لا يحبون أن يشاركوا في الإذاعة، يحبون أن يشاركوا في مباريات
+
+159
+00:12:42,570 --> 00:12:45,350
+في المباريات التي في المدرسة. تتعلق بالأشياء
+
+160
+00:12:45,350 --> 00:12:49,390
+الحياتية البسيطة التي تحبينها، تحبين اللون
+
+161
+00:12:49,390 --> 00:12:51,750
+الأزرق، تحبين اللون الأحمر، تحبين كذا، تحبين
+
+162
+00:12:51,750 --> 00:12:54,310
+أن ترتدي ملابس طويلة، تحبين أن ترتدي ملابس قصيرة، تحبين كذا، كل الأشياء
+
+163
+00:12:54,310 --> 00:12:57,370
+هذه التي تُبين ما هي،  يقول لك، هذه أشياء بسيطة
+
+164
+00:12:57,370 --> 00:13:01,270
+تتعلق بما نحب، وتتغير من فترة لفترة، يعني تتغير
+
+165
+00:13:06,430 --> 00:13:09,370
+مثلاً كنتِ تحبين أشياء وأنتِ صغيرة، تحبين اللعب بالدمية،
+
+166
+00:13:10,290 --> 00:13:14,190
+الآن تغيرت ميولك، تغير سلوكك، فبدأتِ تحبين أشياءً
+
+167
+00:13:14,190 --> 00:13:18,810
+أخرى في هذا المجال، وبالتالي الآن هي تتغير حسب
+
+168
+00:13:18,810 --> 00:13:22,630
+العمر، حسب السن، حسب...  أشياء كثيرة يتم
+
+169
+00:13:22,630 --> 00:13:26,510
+تغييرها، وبالتالي الميول ليست ثابتة، لأنّ نحن أيضاً
+
+170
+00:13:26,510 --> 00:13:29,670
+أيضاً ما هو أن نحب أشياء أو نكره أشياءً، هذه
+
+171
+00:13:29,670 --> 00:13:33,090
+أشياء ليست ثابتة، وبالتالي هنا هذه أشياء أولية،
+
+172
+
+223
+00:17:01,600 --> 00:17:06,060
+هي أسئلة هم يشاركون معنا، ذلك أنه حدثت استجابة، هذا
+
+224
+00:17:06,060 --> 00:17:10,400
+الشيء المعقد الصعب الآن، حدثت بالنسبة له استجابة، أثر؟
+
+225
+00:17:10,930 --> 00:17:14,290
+يعني إذا كانت هي مؤسسة خارج، مثلاً، نطاق الدراسة أو
+
+226
+00:17:14,290 --> 00:17:17,150
+الجامعة أو كذا، يعني هم  وضعوا إعلانات في الشوارع
+
+227
+00:17:17,150 --> 00:17:20,190
+وكذا وكذا، إذا ذهبتِ لحضرتِ محاضرة، ستسمعين، إذا
+
+228
+00:17:20,190 --> 00:17:25,430
+أعجبك الكلام، تبدأين ماذا؟ تتفاعلين و تصبحين تشاركيـن
+
+229
+00:17:25,430 --> 00:17:27,730
+معهم و تسألين: أنتم ما هي أهدافكم؟ وماذا؟ ومن
+
+230
+00:17:27,730 --> 00:17:31,530
+أين تُموَّلون؟ ومن أين؟، و تصبح عندك مشاركة لأنكِ
+
+231
+00:17:31,530 --> 00:17:34,890
+ترغبين في الاستفسار عن أشياء كثيرة، هذه المستويات التي
+
+232
+00:17:34,890 --> 00:17:38,750
+نحن نتحدث فيها، هذه تبني اتجاهات، تبني قيم، يعني
+
+233
+00:17:38,750 --> 00:17:41,570
+أنا لو أردتُ تعديل سلوك إنسان، أستخدم هذه المستويات
+
+234
+00:17:41,570 --> 00:17:45,990
+لو أردتُ تنمية اتجاهات حزبية، نستخدم هذه المستويات، لو
+
+235
+00:17:45,990 --> 00:17:49,530
+أردنا عمل أفكار اجتماعية و نجعل الناس تؤمن فيها
+
+236
+00:17:49,530 --> 00:17:53,250
+و أجعل  فريقي كبيراً جداً، برضه أبدأ أستخدم هذه
+
+237
+00:17:53,250 --> 00:17:56,810
+المستويات، في نطاق المدرسة، أنا أبدأ أربط الطالب
+
+238
+00:17:56,810 --> 00:17:59,850
+بالمدرسة و بالمادة الدراسية و أبدأ أنمي لديه مهارات
+
+239
+00:17:59,850 --> 00:18:05,070
+و أشياء أساسية، يبقى من الأمثلة التي في هذا المستوى
+
+240
+00:18:05,070 --> 00:18:22,560
+كما نحن نرى، أجل، تفضلي، ممتاز،
+
+241
+00:18:22,560 --> 00:18:27,100
+نرى هذا، تكوين القيمة، المستوى الثالث، الذي هو تكوين
+
+242
+00:18:27,100 --> 00:18:31,800
+القيمة، أنا لأكون قيمة لشيء، أثمن هذا الشيء
+
+243
+00:18:32,960 --> 00:18:37,240
+أضعه ثمنًا في داخلي، يعني أشعر كم هو ثمين، كم هو، كم
+
+244
+00:18:37,240 --> 00:18:40,940
+هو مهم بالنسبة لي، و بالتالي هنا أنا عملية التثمين
+
+245
+00:18:40,940 --> 00:18:45,140
+و إعطاء القيمة في عمل سلوك معين، هنا يكون هذا ناتج
+
+246
+00:18:45,140 --> 00:18:50,270
+يعني ليس بالسهولة أني أوصله، لأنه في هذه المرحلة أنا
+
+247
+00:18:50,270 --> 00:18:53,830
+أكون لدي اتجاه، لأنه يظهر لدي هنا الالتزام
+
+248
+00:18:53,830 --> 00:18:57,470
+يظهر لدي التفضيل، يعني الطالب لم يكن يحب حصة
+
+249
+00:18:57,470 --> 00:19:01,490
+الرياضيات، و لم يكن يحب حل الواجبات الخاصة بالرياضيات
+
+250
+00:19:01,490 --> 00:19:05,150
+و لم يكن يفهم أصلاً داخل الحصة، سأجده أصبح الطالب
+
+251
+00:19:05,150 --> 00:19:08,510
+يفهم داخل الحصة، و أصبح يحل الواجب، و أصبح داخل
+
+252
+00:19:08,510 --> 00:19:11,950
+الغرفة الصفية يحل الواجب، و يخرج ليسلم أول واحد
+
+253
+00:19:11,950 --> 00:19:15,010
+و لا يغيب عن حصة الرياضيات، و كذلك يلتزم بحل
+
+254
+00:19:15,010 --> 00:19:18,850
+الواجبات، يبقى أصبح لديه سلوك إيجابي، و أنا نميت
+
+255
+00:19:18,850 --> 00:19:22,510
+عنده اتجاه إيجابي ناحية هذه الظاهرة، و بالتالي بدأ
+
+256
+00:19:22,510 --> 00:19:26,210
+يُثمنها، بدأ الذي هو يعتبر أنها ثمينة بالنسبة له
+
+257
+00:19:26,210 --> 00:19:30,210
+أعطاها قيمة، بدأ الذي هو في البداية كان كل اتجاهه أن
+
+258
+00:19:30,210 --> 00:19:33,350
+هذه المادة صعبة، و أنه في النهاية سيئٌ فيها، لأ
+
+259
+00:19:33,350 --> 00:19:37,070
+سأجده أصبح أن هذه المادة لها قيمة في
+
+260
+00:19:37,070 --> 00:19:41,930
+داخله، و بالتالي أصبحت نظرته إيجابية، أصبح يُفضل هذا
+
+261
+00:19:41,930 --> 00:19:45,470
+الشيء، أصبح يتعلق به، من الأهداف في هذا المستوى
+
+262
+00:20:00,070 --> 00:20:02,430
+ممتاز جداً، يعني يبقى الآن الطالب بدأ لديه
+
+263
+00:20:02,430 --> 00:20:06,070
+الالتزام، بدأ لديه التفضيل، بدأ لديه التقدير،
+
+264
+00:20:06,070 --> 00:20:09,810
+بدأ أنه يتطوع، يعني في البداية هو لم يكن بنفسه
+
+265
+00:20:09,810 --> 00:20:17,050
+يُجيب، الآن هو أصبح يتطوع لمساعدة زملائه، التنظيم
+
+266
+00:20:18,440 --> 00:20:23,380
+تنظيم القيمة، عملية التنظيم هذه أن نحن نرتب
+
+267
+00:20:23,380 --> 00:20:27,880
+أولوياتنا، و أن نحن نضع هذا الشيء عندنا رقم واحد
+
+268
+00:20:27,880 --> 00:20:31,800
+يعني لو أنا أبدأ أقول، أقول لك مثلاً، ما هي القيمة
+
+269
+00:20:31,800 --> 00:20:37,940
+رقم واحد عندك؟ ما هي؟ الأخلاق مثلاً، أنت تحبين
+
+270
+00:20:37,940 --> 00:20:43,550
+أن صديقتك تكون مخلصة، صادقة، ثمينة، رتبِيهِم و أعطيني
+
+271
+00:20:43,550 --> 00:20:51,050
+أول رقم واحد فيهم، صادقة، مخلصة، ثقة، أنها تكون
+
+272
+00:20:51,050 --> 00:20:59,170
+أهل الثقة، أُمكن تكون أيضاً أمينة، أمينة، الآن أقول
+
+273
+00:20:59,170 --> 00:21:02,670
+أن نحن كل واحد فينا يرتب سلم القيم في داخله على
+
+274
+00:21:02,670 --> 00:21:07,950
+حسب خبراته السابقة، يعني أنت لو مررتِ بخبرة مع طالبة
+
+275
+00:21:07,950 --> 00:21:13,110
+أعطيتِها أمانة و خانَت الأمانة، يكون أهم شيء عندك
+
+276
+00:21:13,110 --> 00:21:17,790
+أن تكون صديقتك أمينة، واحدة ثانية، أهم شيء
+
+277
+00:21:17,790 --> 00:21:22,110
+عندها صديقتها لا تُفشِي السر، لماذا؟ لأنها حكت أسراراً
+
+278
+00:21:22,110 --> 00:21:25,790
+لطالبة، و ذهبت زميلتها، و ذهبت زميلتها، فشت السر و فضحت
+
+279
+00:21:25,790 --> 00:21:29,850
+و بالتالي هنا يكون أهم شيء عندها أنها تكون كاتمة
+
+280
+00:21:29,850 --> 00:21:33,090
+للأسرار، يبقى نحن الآن ما الذي يجعل لدينا القيم
+
+281
+00:21:33,090 --> 00:21:36,690
+تترتب في داخلنا؟ يعني أهم شيء أن يكون كذا، أهم
+
+282
+00:21:36,690 --> 00:21:39,930
+شيء أن يكون كذا، أو أنها تكون كذا، أن هذه الأشياء
+
+283
+00:21:39,930 --> 00:21:43,870
+نتيجة خبراتنا السابقة، هذا يسمى تنظيم القيم، أن أنا
+
+284
+00:21:43,870 --> 00:21:47,950
+يكون لدي هرم للقيم، لدي سلم قيم، أرتب من
+
+285
+00:21:47,950 --> 00:21:52,730
+الأكثر أهمية للأقل أهمية، أهم شيء الذي يكون
+
+286
+00:21:52,730 --> 00:21:57,290
+عندي في أعلى السلم القيمي، لأنني أبدأ أجعل
+
+287
+00:21:57,290 --> 00:22:00,410
+الإنسان مثلاً يصل إلى أعلى شيء في السلم القيمي
+
+288
+00:22:00,410 --> 00:22:03,630
+معناه ذلك أنه يريد التخلص من كل التناقضات التي في
+
+289
+00:22:03,630 --> 00:22:08,630
+داخله، يعني بين أنه مثلاً، أنه يحب هذا الشيء أو
+
+290
+00:22:08,630 --> 00:22:12,310
+يكره هذا الشيء، يعني نذكر قصة من التاريخ الإسلامي
+
+291
+00:22:12,310 --> 00:22:17,550
+قصة تحريم الخمر، قصة تحريم الخمر، كان العرب في
+
+292
+00:22:17,550 --> 00:22:21,870
+الجاهلية كلهم يشربون الخمر، عندما جاءت، جاءت
+
+293
+00:22:21,870 --> 00:22:25,710
+الإسلام، جاءت الدعوة الإسلامية، لم يكن فيه تحريم مباشر
+
+294
+00:22:25,710 --> 00:22:31,170
+للخمر، لماذا؟ لأن الناس سيرفضون، لأن هذا جزء من حياتهم
+
+295
+00:22:31,960 --> 00:22:35,820
+جزء من حياتهم أنهم ليل نهار يحتسون الخمر، فقال لهم
+
+296
+00:22:35,820 --> 00:22:40,540
+أول شيء: لا تقربوا الصلاة وأنتم سكارى، قال لهم: الخمر
+
+297
+00:22:40,540 --> 00:22:44,720
+و الميسر فيهما منافع، فيهما إثم كبير، الآن بدأ الذي هو
+
+298
+00:22:44,720 --> 00:22:48,180
+ما هي العملية؟ هل هي حلال أم حرام؟ أنت تقولين فيهما
+
+299
+00:22:48,180 --> 00:22:50,380
+منافع و فيهما إثم، بعدين تقولين: لا تقربوا الصلاة و
+
+300
+00:22:50,380 --> 00:22:53,500
+أنتم سكارى، حتى تعلموا ما تقولون، بعد ذلك ما الذي سيحدث؟
+
+301
+00:22:53,500 --> 00:22:58,180
+يحدث، فصار فيه تناقض، يعني بين حبهم للخمر و بين
+
+302
+00:22:58,180 --> 00:23:03,940
+حبهم للإسلام، كيف سيصبح السلم القيمي الآن؟ من
+
+303
+00:23:03,940 --> 00:23:07,000
+الذي سيكون رقم واحد؟ هل حب الإسلام و أن نرفض
+
+304
+00:23:07,000 --> 00:23:10,460
+الأشياء التي كنا معتادين عليها؟ أم أننا
+
+305
+00:23:10,460 --> 00:23:15,140
+نعود إلى هذا الشيء و نرفض الإسلام؟ فلما نزلت
+
+306
+00:23:15,140 --> 00:23:18,000
+التي هي الآية: إنما الخمر و الميسر و الأنصاب و
+
+307
+00:23:18,000 --> 00:23:21,320
+الأزلام رجس من عمل الشيطان، ماذا فعل المسلمون؟
+
+308
+00:23:22,450 --> 00:23:25,050
+تركوا الخمر، سكَبوا الخمر، أصبحت الخمر تجري في
+
+309
+00:23:25,050 --> 00:23:28,410
+الشوارع كالأنهار، كل البيوت كانت مليئة خمرًا، كل
+
+310
+00:23:28,410 --> 00:23:30,650
+البيوت كانت مليئة خمرًا، كل البيوت كانت فيها خمر، كل
+
+311
+00:23:30,650 --> 00:23:34,630
+البيوت كانت فيها خمر، و بالتالي الآن استغنوا عنها،
+
+312
+00:23:34,630 --> 00:23:39,810
+يبقى الذي أخذ في ترتيب القيم الأول من؟ الإسلام،
+
+313
+00:23:39,810 --> 00:23:42,870
+يعني نتيجة أنهم قضوا على التناقض الذي في داخلهم
+
+314
+00:23:43,710 --> 00:23:48,110
+بين حبهم للخمر و بين حبهم للإسلام، مثل الذي يحب
+
+315
+00:23:48,110 --> 00:23:50,250
+السرقة، يحب أن يسرق، يحب الأشياء التي يراها
+
+316
+00:23:50,250 --> 00:23:55,010
+في السوق، لكنه مسلم، يَتردّد في السرقة، فبين حبه للأشياء
+
+317
+00:23:55,010 --> 00:23:59,610
+التي يراها و بين التزامه بالإسلام، هذا تناقض،
+
+318
+00:23:59,610 --> 00:24:02,830
+من الذي سيأخذ رقم واحد، سيكون الالتزام به؟
+
+319
+00:24:02,830 --> 00:24:07,940
+الإسلام أم احتياجات الإنسان؟ الإسلام، نحن الآن
+
+320
+00:24:07,940 --> 00:24:11,540
+نكون صائمين طول النهار، رمضان، نشعر بالجوع
+
+321
+00:24:11,540 --> 00:24:15,260
+بشكل كبير، لكن ما الذي يجعلنا لا نفطر، لا نأكل؟
+
+322
+00:24:15,260 --> 00:24:19,020
+أن نحن نريد الوصول إلى رضا الله و كذا، و بالتالي
+
+323
+00:24:19,020 --> 00:24:22,080
+بين احتياجات جسدنا و بين القيمة التي نحن
+
+324
+00:24:22,080 --> 00:24:25,860
+نريد الوصول إليها، لدينا تنازع، لدينا نوع من
+
+325
+00:24:25,860 --> 00:24:31,150
+التناقض، فالآن أقول أن هنا يتناغم السلم القيمي فلا يصبح
+
+326
+00:24:31,150 --> 00:24:34,730
+بينها تعارض أو تنافر، بالعكس، نرضى و ننبسط و
+
+327
+00:24:34,730 --> 00:24:37,430
+نقول أن هذا الشيء نحن فعلناه لأننا نريد الوصول
+
+328
+00:24:37,430 --> 00:24:42,270
+إلى هذه المرتبة، أو هذا تحت غطاء قيمي واسع نهتم
+
+329
+00:24:42,270 --> 00:24:44,970
+به، أفهمنا كيف عملية التناقض؟ أن نحن بين
+
+330
+00:24:44,970 --> 00:24:48,770
+احتياجاتنا و بين الأشياء القيمية، يكون دائماً فيه
+
+331
+00:24:48,770 --> 00:24:53,210
+صراع، و بالتالي الآن يكون لدي ما الذي سآخذ
+
+332
+00:24:53,210 --> 00:24:56,850
+المرتبة رقم واحد؟ التزامنا بالقيمة، يبقى تنظيم
+
+333
+00:24:56,850 --> 00:25:01,500
+القيم، إعادة ترتيب قيم الإنسان بحيث لا يصبح
+
+334
+00:25:01,500 --> 00:25:05,120
+فيه تعارض أو أي شيء، يصل الإنسان في هذه المرحلة
+
+335
+00:25:05,120 --> 00:25:08,360
+أنه يدافع عن هذه القيمة، لو أي أحد يتحدث عن
+
+336
+00:25:08,360 --> 00:25:13,280
+الإسلام مثلاً، يدافع عن الإسلام، يصل إلى أنه
+
+337
+00:25:13,280 --> 00:25:17,200
+يُعد خططاً، أن يبدأ عمل خطط من أجل نشر الفكرة
+
+338
+00:25:17,200 --> 00:25:21,360
+و من أجل تعميمها، و من أجل كذا، مثل الطلاب الذين في المدارس
+
+339
+00:25:21,360 --> 00:25:24,480
+الذي مثلاً يكون يعمل في الرعاية الصحية، فيصبح
+
+340
+00:25:24,480 --> 00:25:27,400
+يُعد مجلة حائط، و يبدأ عمل خطة في المدرسة لنشر
+
+341
+00:25:27,400 --> 00:25:30,600
+التوعية الصحية، و يبدأ عمل كذا، و بالتالي الآن أصبح
+
+342
+00:25:30,600 --> 00:25:36,400
+التزامه عالياً جداً في هذا المستوى، يبقى الآن من
+
+343
+00:25:36,400 --> 00:25:38,940
+الأهداف السلوكية التي تكون لدي في هذا المستوى
+
+344
+00:25:55,400 --> 00:25:59,200
+تفضلي، ممتاز جداً، يبقى هنا الطالب يصل إلى مستويات
+
+345
+00:25:59,200 --> 00:26:04,360
+متقدمة، أعلى مستوى في المجال الذي هو الوجداني
+
+346
+00:26:04,360 --> 00:26:08,960
+الاطِّفاء بالقيمة، أن نحن الآن نُعلّم الطالب سلوكاً،
+
+347
+00:26:08,960 --> 00:26:12,980
+الطالب أن يصبح هذا الشيء سلوكاً أساسياً، سلوكاً ممارَساً،
+
+348
+00:26:12,980 --> 00:26:17,360
+يعني أنا في البداية علمته بعض العادات الصحية، فالآن
+
+349
+00:26:17,360 --> 00:26:20,360
+أصبحت ممارسته لهذه العادات الصحية أسلوباً عادياً في
+
+350
+00:26:20,360 --> 00:26:23,120
+حياته جداً، قبل أن يأكل يغسل يديه، أي شيء يريد
+
+351
+00:26:23,120 --> 00:26:26,340
+أن يمسكه يذهب ليغسله، يغسل يديه بعد الأكل،  بس يخرج
+
+352
+00:26:26,340 --> 00:26:29,220
+من الحمام يغسل يديه، بس يعمل كذا، أصبح هذا سلوكاً
+
+353
+00:26:29,220 --> 00:26:32,700
+ممارَساً، سلوكاً يومياً، أصبحت هذه القيمة التي أنا كنتُ
+
+354
+00:26:32,700 --> 00:26:37,380
+أُعلّم الإنسان عليها، أصبحت أساسية، أنه لو وضعته
+
+355
+00:26:37,380 --> 00:26:40,840
+في أي مكان يوجد فيه خمر، مستحيل يشرب خمرًا، خلاص أصبح
+
+356
+00:26:40,840 --> 00:26:44,360
+هذا سلوكاً عنده، ليس أنه  اختلفت البيئة يُمكن أن
+
+357
+00:26:44,360 --> 00:26:48,440
+يشرب الخمر، لأ، أصبح سلوكاً ممارَساً عنده أن يرفض شرب
+
+358
+00:26:48,440 --> 00:26:48,940
+الخمر
+
+359
+00:26:59,290 --> 00:27:02,930
+هذا الذي هو آخر شيء ممكن أن نصل إليه للطالب الذي نحن
+
+360
+00:27:02,930 --> 00:27:05,810
+نصل إلى أن يصل الطالب إلى مستوى النمطية، تطبيع
+
+361
+00:27:05,810 --> 00:27:09,130
+سلوكه، طبعاً المسلم عندنا أكيد، يعني لدينا
+
+362
+00:27:09,130 --> 00:27:11,890
+الأشياء القيمية عنده تصبح سلوكاً، يعني أنتِ تستيقظين
+
+363
+00:27:11,890 --> 00:27:15,650
+من الفجر، تقومين، تتوضئين، تصلين، تحرصين على أن تكون
+
+364
+00:27:15,650 --> 00:27:19,890
+يعني تكونين في قمة اللي هو نظافتك وأناقتك
+
+365
+00:27:19,890 --> 00:27:23,510
+أمام الله سبحانه و تعالى، و أنك تصلين و تسجدين و كذا، و
+
+366
+00:27:23,510 --> 00:27:26,630
+أنكِ تُقيمين كل هذه الشعائر بدون أن يكون عندك أحد
+
+367
+00:27:26,630 --> 00:27:29,030
+يعني لو أنه مثلاً موجود، أنتِ في المسجد تتوضئين و لو
+
+368
+00:27:29,030 --> 00:27:33,590
+غير موجودة في البيت لا تتوضئين، لأ، تتوضئين و تمارسين كل
+
+369
+00:27:33,590 --> 00:27:37,150
+شيء، هذا سلوك، خلاص أصبح سلوكاً عندك، قبل أن تخرجي من
+
+370
+00:27:37,150 --> 00:27:40,890
+البيت تذهبين تتوضئين، بس تشعرين بالعطش تذهبين تجددين الوضوء،
+
+371
+00:27:40,890 --> 00:27:45,070
+أصبح سلوكاً ممارَساً عندك أن تقومِ بهذه عملية النظافة و
+
+372
+00:27:45,070 --> 00:27:50,270
+عملية الوضوء و التهجُّد طول اليوم، عندما تكون عندكِ
+
+373
+00:27:50,270 --> 00:27:54,770
+زلة معينة تشعرين كأن هناك شيء ينقص، لا تعرفين
+
+374
+00:27:54,770 --> 00:27:57,830
+أن تتوازني، تشعرين بأنكِ تريدين الرجوع إلى طبيعتك، لأنه أصبح
+
+375
+00:27:57,830 --> 00:28:02,470
+سلوكاً يومياً موجوداً عندكِ، هل نقدر أن نصل طلابنا في عملية
+
+376
+00:28:02,470 --> 00:28:05,470
+التفكير العلمي، في عملية الممارسات العلمية، في
+
+377
+00:28:05,470 --> 00:28:09,270
+عملية التعامل مع المعرفة، التعامل مع القيم
+
+378
+00:28:09,270 --> 00:28:12,430
+إلى هذا المستوى؟ أقول أننا نستطيع الوصول مع الطلاب
+
+379
+00:28:12,430 --> 00:28:15,390
+فعلاً، أنا أُعلّم الطلاب طريقة تفكير، بحيث تصبح
+
+380
+00:28:15,390 --> 00:28:18,230
+طريقة التفكير هذه، ليست فقط لحل المسائل، لكن
+
+381
+00:28:18,230 --> 00:28:22,420
+باستخدامها في كل جوانب حياته، مثل أسلوب العلمي
+
+382
+00:28:22,420 --> 00:28:26,220
+في حل المشكلات، أنا علمته الأسلوب العلمي في حل
+
+383
+00:28:26,220 --> 00:28:28,880
+المشكلات، علمته إياه في الرياضيات، أصبح يستخدمه في
+
+384
+00:28:28,880 --> 00:28:31,160
+العلوم، و أصبح يستخدمه مع أسرته في البيت، و أصبح
+
+385
+00:28:31,160 --> 00:28:34,460
+يستخدمه مع أصدقائه، أصبح في كل مكان يفكر بمنهجية
+
+386
+00:28:34,460 --> 00:28:38,820
+علمية، يرفض الخرافات و يرفض الخزعبلات و يرفض كل هذه
+
+387
+00:28:38,820 --> 00:28:42,760
+الأشياء، يمارس عادات صحية صحيحة، علمناه العادات
+
+388
+00:28:42,760 --> 00:28:
+
+445
+00:32:33,750 --> 00:32:37,110
+مهارات يدوية، الطالب مش هيكون في عنده درجة إتقان
+
+446
+00:32:37,110 --> 00:32:41,150
+من خلالها، يبقى هذه الأشياء كلها بتكون لازمة لمصمم
+
+447
+00:32:42,090 --> 00:32:46,390
+المنهج للتعامل معها عند إخراج المنهج والمحاضرة
+
+448
+00:32:46,390 --> 00:32:49,130
+اللي جاي إن شاء الله هنتعرف على المحتوى العلمي
+
+449
+00:32:49,130 --> 00:32:53,350
+والخبرات التعليمية ونشوف كيف مصمم المنهج بيختار
+
+450
+00:32:53,350 --> 00:32:54,490
+المحتوى العلمي
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/KUnU-FY4WYQ_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/KUnU-FY4WYQ_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..6466b0c7eff4fdedca4bb3bcdb50859651a6b5f2
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/KUnU-FY4WYQ_postprocess.srt
@@ -0,0 +1,1800 @@
+1
+00:00:23,320 --> 00:00:28,500
+السلام عليكم نقشنا
+
+2
+00:00:28,500 --> 00:00:33,380
+في المحاضرة الماضية المجال المعرفي منذ ذكرنا ما هي
+
+3
+00:00:33,380 --> 00:00:43,380
+مكونات أو ما هي مستويات المجال المعرفي تفضلي
+
+4
+00:00:43,380 --> 00:00:49,040
+ممتاز
+
+5
+00:00:49,040 --> 00:00:54,340
+جدا التذكر والفهم والتطبيق سميت مهارات تفكيرالدنيا
+
+6
+00:00:54,340 --> 00:00:58,640
+التحليل والتركيب والتقويم مهارات تفكير عالية هذه
+
+7
+00:00:58,640 --> 00:01:01,740
+طبعا الأهداف اللي قلنا باكتسب من خلالها مجموعة من
+
+8
+00:01:01,740 --> 00:01:04,040
+الأشياء ما هي الأشياء اللتي يكتسبها الطالب في
+
+9
+00:01:04,040 --> 00:01:13,460
+المجال المعاتي ما هي النواتج العلمية تمام
+
+10
+00:01:13,460 --> 00:01:16,160
+القدرة على استرجاع المادة وضبط قرر المعلومات
+
+11
+00:01:16,160 --> 00:01:21,010
+السابقة اللتي أخذها قدرت تضبط المعرفةهو القدرة على
+
+12
+00:01:21,010 --> 00:01:23,950
+الاسترجاع المادة، القدرة على فهم المادة
+
+13
+00:01:23,950 --> 00:01:26,350
+واستيعابها، القدرة على تطبيقها، معناه ذلك أنه فيه
+
+14
+00:01:26,350 --> 00:01:30,690
+تركيز جامل على المعرفة العلمية، يبقى النواتج في
+
+15
+00:01:30,690 --> 00:01:34,810
+المجال المعرفي بتكون المعرفة العلمية زائد أساليب
+
+16
+00:01:34,810 --> 00:01:39,270
+التفكير العلمي، لأنه في مهارات التفكير الدنيا نركز
+
+17
+00:01:39,270 --> 00:01:42,390
+على المعرفة العلمية، في مهارات التفكير العليا نركز
+
+18
+00:01:42,390 --> 00:01:46,150
+على التفكيرالعلمى وبالتالي هنا النواتج بتكون
+
+19
+00:01:46,150 --> 00:01:49,990
+محصورة بين المعرفة العلمية ونواتج التفكير. الآن
+
+20
+00:01:49,990 --> 00:01:54,290
+ننتقل إلى المجال الوجدانى. ما هو المجال الوجدانى؟
+
+21
+00:01:54,290 --> 00:02:05,190
+مان مقصود بالمجال الوجدانى؟
+
+22
+00:02:05,190 --> 00:02:06,810
+مالكم؟ فيش تركيز؟ إيش الدعوة؟
+
+23
+00:02:17,780 --> 00:02:22,620
+ممتازة بقى هنا احنا نقشنا قبل ذلك في نظريات .. في
+
+24
+00:02:22,620 --> 00:02:26,970
+نظرية جانبية الدماغ قولنا ان العواطف ضروريةلعملية
+
+25
+00:02:26,970 --> 00:02:30,450
+التعلم العواطف يعني إيش خاصة العاطفة في عملية
+
+26
+00:02:30,450 --> 00:02:33,510
+التعلم أنا بتكلم في جانب عقلي لكن هنا بتكلملي عن
+
+27
+00:02:33,510 --> 00:02:37,490
+الجانب الانفعالي الجانب الوجداني الجانب اللي هو
+
+28
+00:02:37,490 --> 00:02:40,390
+بيبينلي هل العلاقة إيجابية بين المعلم والمادة
+
+29
+00:02:40,390 --> 00:02:44,510
+الدراسية بين المعلم والطالب وبالتالي هنا العلاقة
+
+30
+00:02:44,510 --> 00:02:49,890
+اللي بتكون عندى في مثلث هذا المثلث بهذا الشكل هنا
+
+31
+00:02:49,890 --> 00:02:52,750
+معلم طالب مادة
+
+32
+00:02:55,750 --> 00:03:00,170
+دراسية يجب أن تكون هذه العلاقة موجبة يعني إذا كانت
+
+33
+00:03:00,170 --> 00:03:05,030
+علاقة المعلم مع الطالب سلبية بتكون علاقة الطالب مع
+
+34
+00:03:05,030 --> 00:03:08,790
+المادة الدراسية أيضا سلبية الطالب بتكون علاقة
+
+35
+00:03:08,790 --> 00:03:13,250
+إيجابية مع المادة الدراسية إذا كان بيحبالمعلم إذا
+
+36
+00:03:13,250 --> 00:03:16,790
+كان بتفاعل مع هذا المعلم إذا فعلا المعلم بيعطيه
+
+37
+00:03:16,790 --> 00:03:19,530
+اللي هي الأشياء التي يريدها القدرة على الفهم
+
+38
+00:03:19,530 --> 00:03:22,550
+القدرة على الاستيعاب القدرة على التطبيق بيساعده
+
+39
+00:03:22,550 --> 00:03:25,790
+على أنه يفكر بيساعده على أنه يحب المادة العلمية
+
+40
+00:03:25,790 --> 00:03:28,970
+فبتكون هنا العلاقة إيجابية وبالتالي هنا مهم جدا أن
+
+41
+00:03:28,970 --> 00:03:32,650
+احنا نهتم في المجال الوجداني ونشوف كيف يمكن أن
+
+42
+00:03:32,650 --> 00:03:36,570
+نؤثر على الطالب في هذا المجال نشوف الآن في عندي
+
+43
+00:03:36,570 --> 00:03:41,990
+مكتسبات أساسيةفي المجال اللي هو الوجداني في عند
+
+44
+00:03:41,990 --> 00:03:46,110
+القيام والاتجاهات والميول العلمية وهي جميعها ذات
+
+45
+00:03:46,110 --> 00:03:50,430
+أهمية كبرى للطلاب ومهم جدا تنميتها لدى الطالب يعني
+
+46
+00:03:50,430 --> 00:03:53,530
+الطالب عندى في المجال المعرفي بيكتسب معرفة علمية
+
+47
+00:03:53,530 --> 00:03:57,010
+وأساليب تفكير لكن في المجال الوجداني بيكتسب القيام
+
+48
+00:03:57,010 --> 00:04:08,130
+والاتجاهات والميول ما هي القيام؟ ما
+
+49
+00:04:08,130 --> 00:04:08,750
+هي القيام؟
+
+50
+00:04:16,020 --> 00:04:23,700
+مبادئ ينشأ عليها الإنسان، طيب تعرف تاني؟
+
+51
+00:04:23,700 --> 00:04:27,160
+هل
+
+52
+00:04:27,160 --> 00:04:31,800
+كل العادات والتقاليد بتكون قيم؟ لأ هي القيم تختلف
+
+53
+00:04:31,800 --> 00:04:35,360
+عن العادات والتقاليد، يعني القيم بتختلف عن العادات
+
+54
+00:04:35,360 --> 00:04:39,370
+والتقاليد، يعني بنقدر نعرف القيم، تفضليهي عبارة عن
+
+55
+00:04:39,370 --> 00:04:42,310
+الأخلاق أو الاتجارات الإيجابية التي تبنها الإنسان
+
+56
+00:04:42,310 --> 00:04:47,170
+اللي كايف حياته مع الإنسان. هي أخلاق يعني الأخلاق
+
+57
+00:04:47,170 --> 00:04:50,330
+برضه جزء من القيم ليست كل القيم يعني إحنا بنقدر
+
+58
+00:04:50,330 --> 00:04:55,230
+نقول إن القيم مختلفة نوعا ما القيم عبارة عن
+
+59
+00:04:55,230 --> 00:05:04,570
+اتجاهات راسخة اتجاه موضوعات معينة تظهر بصورة مواقف
+
+60
+00:05:07,340 --> 00:05:15,800
+تنمو وتستقر في المجتمعات يقاس من خلالها سلوك
+
+61
+00:05:15,800 --> 00:05:19,780
+الأفراد وتعتبر
+
+62
+00:05:19,780 --> 00:05:22,540
+معايير للسلوك
+
+63
+00:05:29,160 --> 00:05:32,580
+يعني هي ليست اتجاهه، ولكن اتجاهات راسخة، في إيمان
+
+64
+00:05:32,580 --> 00:05:35,820
+كبير، في اعتقاد كبير فيها، هي أقصى ما يمكن يصله
+
+65
+00:05:35,820 --> 00:05:40,460
+الإنسان في المجال الوجداني، إن الإنسان يصل إلى
+
+66
+00:05:40,460 --> 00:05:44,240
+القيمة، وبالتالي القيمة هي أعلى شيء، ليست اتجاه،
+
+67
+00:05:44,240 --> 00:05:50,160
+ولكنها اتجاه راسخ، بيظهر بصورة موقف، الصدق موقف،
+
+68
+00:05:50,160 --> 00:05:52,920
+يعني أنت لما بتعرف إن هذه إنسانة صادقة أو إنسانة
+
+69
+00:05:52,920 --> 00:05:57,290
+غير صادقة، بتكون أنت مريتي معها؟بموقف الإخلاص موقف
+
+70
+00:05:57,290 --> 00:06:01,570
+الأمانة موقف فهي عبارة عن مواقف يبقى هنا القيم
+
+71
+00:06:01,570 --> 00:06:05,610
+نواتج
+
+72
+00:06:05,610 --> 00:06:14,630
+المجال الوجداني عندنا القيم والاتجاهات والميول
+
+73
+00:06:14,630 --> 00:06:23,150
+يبقى القيم عبارة عن اتجاهات راسخة تظهر في صورة
+
+74
+00:06:23,150 --> 00:06:29,850
+مواقفالمواقف هذه تصبح معايير للسلوك، من خلالها
+
+75
+00:06:29,850 --> 00:06:33,190
+احنا بنقيس سلوك الإنسان، بنقول هل هذا الإنسان صادق
+
+76
+00:06:33,190 --> 00:06:36,730
+أو كاذب، في عندي معيار، الإنسان الذي يقول الحقيقة
+
+77
+00:06:36,730 --> 00:06:40,800
+يعتبرصادق، الإنسان الذي لا يقول حقيقة لا يعتبر
+
+78
+00:06:40,800 --> 00:06:43,920
+صادق وبالتالي تصبح معيار، هذا المعيار نشأ من
+
+79
+00:06:43,920 --> 00:06:47,520
+مواقف، هذه المواقف نمت واستقرت في المجتمعات وأصبح
+
+80
+00:06:47,520 --> 00:06:50,640
+كل المجتمع متفق على إن هذه القيمة يجب أن تكون بهذه
+
+81
+00:06:50,640 --> 00:06:54,700
+السمة أو بهذه الصفة، هذا أعلى ما يمكن أن يصله
+
+82
+00:06:54,700 --> 00:07:05,100
+الإنسان الاتجاهات ماذا تعني الاتجاهات؟ لو قلتلك
+
+83
+00:07:05,100 --> 00:07:06,780
+أنا أما بتحب الجامعة أو بتكرهيها
+
+84
+00:07:10,260 --> 00:07:14,320
+فيه الميول اللي انت .. يعني بتتكوّل لدى الفرد؟ لأ
+
+85
+00:07:14,320 --> 00:07:22,780
+الميول مكوّن تاني، الاتجاهات شعور الفرد نسبي ممتاز
+
+86
+00:07:22,780 --> 00:07:28,200
+جدا، شعور الفرد النسبي اتجاه موقف معين أو اتجاه
+
+87
+00:07:28,200 --> 00:07:37,180
+ظاهرة معينة إما بالقبول أو بالرفض يعني
+
+88
+00:07:37,180 --> 00:07:41,520
+الاتجاه إما سالب وإما ..موجبة، إما بتأيدي وإما
+
+89
+00:07:41,520 --> 00:07:45,320
+بترفضي، إما بدرجة متوسطة، يعني لما بيقولك أنا مثلا
+
+90
+00:07:45,320 --> 00:07:50,740
+أفضل عمل لمرأة واحدة ممكن تقولي بدرجة كبيرة جدا،
+
+91
+00:07:50,740 --> 00:07:53,140
+واحدة ممكن تقولي بدرجة كبيرة، واحدة بتقولي بدرجة
+
+92
+00:07:53,140 --> 00:07:56,440
+متوسطة، واحدة بتقولي بدرجة قليلة، واحدة بدرجة
+
+93
+00:07:56,440 --> 00:08:00,520
+قليلة جدا، لما بقول بدرجة كبيرة جدا، فهي موجبة
+
+94
+00:08:00,520 --> 00:08:04,980
+تماما، بدرجة قليلة جدا، فهي سالبة تماما، فأنا بقيس
+
+95
+00:08:04,980 --> 00:08:08,840
+الاتجاه، يعني شعورك النسبة اتجاه هذه الظاهرةهذا
+
+96
+00:08:08,840 --> 00:08:12,220
+بيقوم على مجموعة من المكونات المعرفية والانفعالية
+
+97
+00:08:12,220 --> 00:08:15,620
+والوجدانية بتتأثر فيها خبرات كتيرة يعني في أحد
+
+98
+00:08:15,620 --> 00:08:18,460
+بيقولك أنا بدي أتعلم عشان أنا بدي أتعلم مديش أشتغل
+
+99
+00:08:18,460 --> 00:08:23,400
+مش مهم عند الشغل قد ما مهم عندي أن أنا أتعلم
+
+100
+00:08:23,400 --> 00:08:27,320
+لشخصيتي لذاتي لوجودي في لأ عنده مهم جدا إنها تعمل
+
+101
+00:08:27,320 --> 00:08:29,800
+من أجل اللي هو الوضع الاقتصادي الوضع الاجتماعي
+
+102
+00:08:29,800 --> 00:08:33,400
+وبالتالي هناك أسباب هناك اختلافات شعور كل إنسان
+
+103
+00:08:33,400 --> 00:08:37,880
+تجاه هذه الظاهرةمختلف وبالتالي هنا إحنا بنقيز سلوك
+
+104
+00:08:37,880 --> 00:08:41,300
+الأفراد من خلال اتجاهاتهم بنشوف هم هل بيفضلوا هذا
+
+105
+00:08:41,300 --> 00:08:45,920
+الشيء أو بيكرهوه بنيجي بنقول مثلا لطالب في المدرسة
+
+106
+00:08:45,920 --> 00:08:51,040
+بتحب المدرسة ولا بتحبهاش؟لو أنا سألت الطفل بتحب
+
+107
+00:08:51,040 --> 00:08:54,240
+المدرسة أو بتحبهاش راح أقولك ماحبهاش طب بدأ أقوله
+
+108
+00:08:54,240 --> 00:08:58,000
+مثلا أسئلة بسيطة جدا أنت بتحب تلعب في الساحة؟ بتحب
+
+109
+00:08:58,000 --> 00:09:01,280
+تطلع في الإذاعة؟ بتحب تروح رحلة مع المدرسة؟ بتحب
+
+110
+00:09:01,280 --> 00:09:05,060
+كذا؟ الآن هذه المكونات المعرفية هي اللي بتشكل اللي
+
+111
+00:09:05,060 --> 00:09:09,420
+هي اتجاهه نحو المدرسة مش السؤال المباشر أن أنت
+
+112
+00:09:09,420 --> 00:09:12,420
+بتحب المدرسة أو بتكرهها او لو سألته بتحب المدرسة
+
+113
+00:09:12,420 --> 00:09:15,000
+أو بتكرهها اتمنى بس أنها قضيفة تيجي على المدرسة
+
+114
+00:09:15,000 --> 00:09:19,850
+ماتخليش فيها ولا حاجةأه في الحرب كانوا بيتمنوا أول
+
+115
+00:09:19,850 --> 00:09:25,370
+حاجة تنقصف مدارسهمهذا شعوره اللي هو اللي بيفكر أن
+
+116
+00:09:25,370 --> 00:09:29,070
+هو موجود عنده لكن حقيقة شعوره بتختلف، حقيقة اتجاهه
+
+117
+00:09:29,070 --> 00:09:31,990
+بتختلف، لما أجي بسأله أنا بتحب أصحابك اللي في
+
+118
+00:09:31,990 --> 00:09:34,950
+المدرسة؟ بحبهم، بتحب الأستاذ اللي فلاني؟ بتحب
+
+119
+00:09:34,950 --> 00:09:38,450
+المعلمة اللي فلانية؟ بحبها، بتحب تطلع رحلة؟ بتحب
+
+120
+00:09:38,450 --> 00:09:41,670
+تشارك في كذا؟ بتحب تعمل تجربة؟ إيش كنتوا تساوي في
+
+121
+00:09:41,670 --> 00:09:44,590
+حصة العلم؟ الآن أنا في الأسئلة هذه، المكونات اللي
+
+122
+00:09:44,590 --> 00:09:49,290
+هي للاتجاه، بظهر عندي اللي هو مستوى اتجاهه، هل هو
+
+123
+00:09:49,290 --> 00:09:55,690
+إيجابي أو سلبي، وبالتالي هنا الاتجاهشعور؟ نسبي،
+
+124
+00:09:55,690 --> 00:10:05,110
+إما بالقبول أو الرفض طبعا القيم دائما موجبة، في
+
+125
+00:10:05,110 --> 00:10:10,370
+قيم سالبة؟ يعني إحنا بنقول الصدق قيمة، طب هل الكذب
+
+126
+00:10:10,370 --> 00:10:15,740
+قيمة؟ لأ، مافيش قيمة سالبة، القيم دائماموجبة
+
+127
+00:10:15,740 --> 00:10:20,000
+الاتجاهات ممكن تكون موجبة وممكن تكون سالبة ممكن
+
+128
+00:10:20,000 --> 00:10:23,840
+أحب أو أكره في الظاهرة لأنه ليس قيمة عندما يرقى
+
+129
+00:10:23,840 --> 00:10:28,180
+الاتجاه يصبح قيمة يعني أنت بتحب اللغة العربية
+
+130
+00:10:28,180 --> 00:10:31,600
+لدرجة أنك اتخصصت في اللغة العربية لو أجيتي قاعدتي
+
+131
+00:10:31,600 --> 00:10:33,800
+في مكان واحد قاعد يقولك اللغة العربية مش مهمة
+
+132
+00:10:33,800 --> 00:10:38,320
+بتصير تدافي عنها لأنها أصبحت بالنسبالي قيمة لا
+
+133
+00:10:38,320 --> 00:10:42,500
+يمكن أنك تتنازلي عنها الميول اللي هي أقل مستوى في
+
+134
+00:10:42,500 --> 00:10:49,810
+المجالاللي هو الوجداني، ما هي الميول؟
+
+135
+00:10:49,810 --> 00:11:02,230
+ممتاز جدا، نزعة سلوكية بتظهر .. تظهر اهتمامات تظهر
+
+136
+00:11:02,230 --> 00:11:10,630
+اهتمامات الفرد في سلوك معين، يمكن ملاحظتها ويمكن
+
+137
+00:11:10,630 --> 00:11:21,220
+قياسهاطبعاً والميول دائما تتعلق بما نحب الميول
+
+138
+00:11:21,220 --> 00:11:28,220
+تتعلق بما نحب أما الاتجاهات تتعلق بما نعتقد أيهم
+
+139
+00:11:28,220 --> 00:11:32,840
+أقوى الحب أو الاعتقاد الاعتقاد أقوى وبالتالي
+
+140
+00:11:32,840 --> 00:11:36,000
+الاتجاهات تتعلق بالاعتقاد
+
+141
+00:11:39,740 --> 00:11:43,000
+وبالتالي هنا لما بنقبل شيء أو نرفضه في عندي درجة
+
+142
+00:11:43,000 --> 00:11:46,000
+أعلى من مجرد الميول لكن الميول أشياء بتظهر في
+
+143
+00:11:46,000 --> 00:11:49,900
+حياتنا اليومية يعني أنت بتروحي لطالبات مدرستهم
+
+144
+00:11:49,900 --> 00:11:54,240
+غايبة فبتقولهم كل واحدة تعمل اللي بتهيأ تعمل اللي
+
+145
+00:11:54,240 --> 00:11:57,480
+بتحبه لو أجيتي لفتي بعد شوية بينهم راح تلاقي في
+
+146
+00:11:57,480 --> 00:12:00,740
+بنات قاعدين بتكلموا بتحدثوا في بنات قاعدين بتحدثوا
+
+147
+00:12:00,740 --> 00:12:04,250
+في مسلسلإيش صارت الأحداث وبيحللوا في المسلسل
+
+148
+00:12:04,250 --> 00:12:07,250
+الأحداث؟ واحدة تانية قاعدة بترسم، واحدة قاعدة بتحل
+
+149
+00:12:07,250 --> 00:12:11,170
+الرياضيات، واحدة قاعدة بتعمل كذا، كل الأشياء اللي
+
+150
+00:12:11,170 --> 00:12:15,170
+إحنا بنعملها في وقت الفراغ بتظهر إيش هي ميولناها،
+
+151
+00:12:15,170 --> 00:12:18,570
+إيش الأشياء اللي إحنا بنحبها، اللي إحنا بنرتاحلها
+
+152
+00:12:18,570 --> 00:12:21,650
+نفسيا، اللي أنا بعتبر إن أنا و أنا بمارسها إن أنا
+
+153
+00:12:21,650 --> 00:12:25,850
+بفرغ عن نفسيبدي أطلع برا بدي أمشي أشم هوا بدي كذا
+
+154
+00:12:25,850 --> 00:12:28,850
+بدي أروح أتفرج في المحلات فأنا بحب التنزه بحب
+
+155
+00:12:28,850 --> 00:12:32,330
+التسوق هذا الشيء بتعلق بالأشياء اللي أنا بحبها
+
+156
+00:12:32,330 --> 00:12:36,250
+وبالتالي بتظهر في سلوكنا بسلوكات معينة فبتلاقي في
+
+157
+00:12:36,250 --> 00:12:39,230
+ناس عندهم ميول ناحية الرسم في ناس عندهم ميول ناحية
+
+158
+00:12:39,230 --> 00:12:42,570
+الخطابة في ناس بيحبوا يطلعوا في الإذاعة المدرسية
+
+159
+00:12:42,570 --> 00:12:45,350
+بيحبوش يطلعوا في الإذاعة بيحبوا يشاركوا في مباريات
+
+160
+00:12:45,350 --> 00:12:49,390
+في المباريات اللي في المدرسةبتتعلق بالأشياء
+
+161
+00:12:49,390 --> 00:12:51,750
+الحياتية البسيطة اللي أنت بتحبيها، بتحب اللون
+
+162
+00:12:51,750 --> 00:12:54,310
+الأزرق، بتحب اللون الأحمر، بتحب اللي كذا، بتحب
+
+163
+00:12:54,310 --> 00:12:57,370
+تلبسي عالي، بتحب تلبسي واطي، بتحب كذا، كل الأشياء
+
+164
+00:12:57,370 --> 00:13:01,270
+هذه اللي بيتبين إيش هي، بيقولك فهذه أشياء بسيطة
+
+165
+00:13:01,270 --> 00:13:06,430
+بتتعلق بما نحب و بتتغير من فترة لفترة، يعني بتتغير
+
+166
+00:13:06,430 --> 00:13:09,370
+مثلا كنت تحب أشياء و أنت صغير تحب تلعبي بالعروسة
+
+167
+00:13:10,290 --> 00:13:14,190
+الآن اتغيرت ميولك، اتغير سلوكك، فبدأت تحبي أشياء
+
+168
+00:13:14,190 --> 00:13:18,810
+أخرى في هذا المجال وبالتالي الآن هي بتتغير حسب
+
+169
+00:13:18,810 --> 00:13:22,630
+العمر، حسب السن، حسب اللي هي أشياء كثيرة بيتم
+
+170
+00:13:22,630 --> 00:13:26,510
+تغييرها، وبالتالي الميول ليست ثابتة، لأن احنا برضه
+
+171
+00:13:26,510 --> 00:13:29,670
+كمان اللي هو إن احنا نحب أشياء أو نكره أشياء، هذه
+
+172
+00:13:29,670 --> 00:13:33,090
+أشياء ليست ثابتة، وبالتالي هنا هذه أشياء أولية،
+
+173
+00:13:33,090 --> 00:13:36,750
+أول حاجة بنكون الميول، بعد ذلك ترقى الميول حتى
+
+174
+00:13:36,750 --> 00:13:43,010
+تصبح اتجاهات، عندما ترقى الاتجاهات تصبحقيم يبقى
+
+175
+00:13:43,010 --> 00:13:51,210
+هذه مكونات المجال الوجداني نشوف الآن قسم
+
+176
+00:13:51,210 --> 00:13:55,090
+كارثول المجال الوجداني إلى خمس مستويات اللي هي
+
+177
+00:13:55,090 --> 00:13:59,650
+الاستقبال الاستجابة تكوين القيمة تنظيم القيمة ثم
+
+178
+00:13:59,650 --> 00:14:04,430
+التخصيص بالقيمة المستوى الأول اللي هو الاستقبال
+
+179
+00:14:04,430 --> 00:14:07,150
+ماذا يعني الاستقبال؟
+
+180
+00:14:09,500 --> 00:14:12,980
+استعداد الطالب للاهتمام بشيء معين أو ظاهرة معينة،
+
+181
+00:14:12,980 --> 00:14:17,700
+إيه هذا يؤدي إلى المشاركة المجدنية؟ ممتاز جدا،
+
+182
+00:14:17,700 --> 00:14:21,320
+يعني هي عبارة عن عملية استعداد للاهتمام بشيء معين،
+
+183
+00:14:21,320 --> 00:14:25,120
+بظاهرة معينة، أنت طالبة جامعية، في مؤسسة مثلا
+
+184
+00:14:25,120 --> 00:14:30,780
+عاملة أنها بتحارب العنف ضد المرأة، وكونك أنت مرأة
+
+185
+00:14:30,780 --> 00:14:34,850
+فحبيتي أنك تروحيتشوفي إيش مبادئهم، إيش الأشياء
+
+186
+00:14:34,850 --> 00:14:38,530
+اللي هم بندولها، ليش يعني هم فكروا بهذه الفكرة،
+
+187
+00:14:38,530 --> 00:14:41,770
+كونك أنت مدرسة في مؤسسة عام جديدة مثلا يبتدعي
+
+188
+00:14:41,770 --> 00:14:45,690
+لتنمية الطموح والإبداع، فكونك أنت مدرسة علوم،
+
+189
+00:14:45,690 --> 00:14:48,190
+مدرسة رياضية، لغة عربية، لغة إنجليزية، قلت أنا بدا
+
+190
+00:14:48,190 --> 00:14:51,110
+راح أشوف هذه المؤسسة إيش فيها، فهو استعداد موجود
+
+191
+00:14:51,110 --> 00:14:56,050
+في داخلك للاهتمام، هل هيستمر استعدادك ولا لأ؟ الآن
+
+192
+00:14:56,050 --> 00:14:58,690
+أنا عندي طالب في المدرسة، كيف بدي أنمي عنده اللي
+
+193
+00:14:58,690 --> 00:15:03,710
+هي هذه المهارات؟ يعني لو فرضنا أنه في طعنده مدرسة
+
+194
+00:15:03,710 --> 00:15:07,210
+رياضيات، مدرسة الرياضيات هذه ممكن تكون قاسية،
+
+195
+00:15:07,210 --> 00:15:11,570
+صعبة، إلها أسلوبها المعين، فالطالب اتجاهه سلبي
+
+196
+00:15:11,570 --> 00:15:15,670
+ناحية الرياضيات، المدرسة هذه سافرت، طلعت، راحت،
+
+197
+00:15:15,670 --> 00:15:18,930
+أجت مدرسة تانية بدالها، لأتوا الطلاب يعني بيحسوا
+
+198
+00:15:18,930 --> 00:15:22,330
+أنها مادة الرياضيات صعبة، معقدة، مش قادرين يتفهموا
+
+199
+00:15:22,330 --> 00:15:26,910
+معاها، قالتوا لهم أنا بديش منكم ولا حاجة، أنا بدي
+
+200
+00:15:26,910 --> 00:15:32,130
+بسألكم أنتم تقعدوا سكتين و تسمعونيبس بدى تسمعوا،
+
+201
+00:15:32,130 --> 00:15:36,230
+بدى شوية راحة تسكت الستير وخلت كل انتباه الطالبات
+
+202
+00:15:36,230 --> 00:15:40,730
+والطلاب معاها، إيش هي عملت؟ خلت الطالب ينتبه إلى
+
+203
+00:15:40,730 --> 00:15:44,170
+شرح المعلم، انت بتنقل هالمادة صعبة، لكن لو انت
+
+204
+00:15:44,170 --> 00:15:48,780
+انتبهت بكل حواسك ممكنبتفهم وبالتالي الآن يعني اللي
+
+205
+00:15:48,780 --> 00:15:52,460
+كان مطلوب منه أن الطالب يصغي لشرح المعلم أنه يحس
+
+206
+00:15:52,460 --> 00:15:57,440
+بأهمية اللي هو فهمه للرياضيات مثلا فأنا بديش من
+
+207
+00:15:57,440 --> 00:16:01,160
+الطالب في هذا المجال ولا أي شيء أنا بدي أشوف بس
+
+208
+00:16:01,160 --> 00:16:04,750
+بدي أنمي الاستعداد اللي في داخله هذا بدي أسحبهبدي
+
+209
+00:16:04,750 --> 00:16:08,930
+أخليه يهتم بدي أخليه يسمع بدي أخليه يحس بدي أخليه
+
+210
+00:16:08,930 --> 00:16:13,030
+يستمتع وبالتالي كل هذه الأشياء بتكون في مجال اللي
+
+211
+00:16:13,030 --> 00:16:17,490
+هو الاستقبال الان الاستقبال هو كمثير يعني هو
+
+212
+00:16:17,490 --> 00:16:23,720
+بيعتبر كمثير المثير دائما ماذا يعقبه؟استجابة دائما
+
+213
+00:16:23,720 --> 00:16:27,560
+المثير بيعقبوا استجابة المدرسة بدأت تستخدم أدوات
+
+214
+00:16:27,560 --> 00:16:32,020
+ووسائل تعليمية وأشياء واتحل نمازج واتبسطها بصورة
+
+215
+00:16:32,020 --> 00:16:36,840
+معينة صار في استجابة من الطلاب صار في استجابة كيف
+
+216
+00:16:36,840 --> 00:16:40,620
+ده تحدث استجابة الطالب صار يرفع إيده يسأل أنت هذه
+
+217
+00:16:40,620 --> 00:16:43,280
+المعلومة من وين أجت؟ كيف توصلنا لهذه المعلومة؟
+
+218
+00:16:43,280 --> 00:16:48,100
+بالأول هم مش فاهمين خالص لكن هلاقي تسارهيسألوا
+
+219
+00:16:48,100 --> 00:16:51,400
+ويشاركوا، يحاولوا إنهم يساعدوا، يحاولوا إنهم يبدو
+
+220
+00:16:51,400 --> 00:16:55,820
+أي سلوك يظهروا لمعلمة إن هو الآن حصلت استجابة فلما
+
+221
+00:16:55,820 --> 00:16:58,880
+نهيت المدارسة بالأول كلهم ساكتين وقاعدين بيسمعوا
+
+222
+00:16:58,880 --> 00:17:01,600
+هلقيتها بدأت تصير في أسئلة، في مناقشات بدأت تسأل
+
+223
+00:17:01,600 --> 00:17:06,060
+هي أسئلة هم يشاركوا معناه ذلك إنه حدثت استجابة هذا
+
+224
+00:17:06,060 --> 00:17:10,400
+الشئ المعقد الصعب الآن حدثت بالنسباله استجابة أثر؟
+
+225
+00:17:10,930 --> 00:17:14,290
+يعني إذا كان هي مؤسسة خارج مثلا نطاق الدراسة أو
+
+226
+00:17:14,290 --> 00:17:17,150
+الجامعة أو كذا، يعني هم بحطوا إعلانات في الشوارع
+
+227
+00:17:17,150 --> 00:17:20,190
+وكذا وكذا، إذا روحت حذرتي محاضرة بتسمعين، إذا
+
+228
+00:17:20,190 --> 00:17:25,430
+أعجبك الكلام، تبدأ إيه؟ تتفاعلي و بتصير تشاركي
+
+229
+00:17:25,430 --> 00:17:27,730
+معهم و تسألي و أنتوا إيش أهدافكم و إيش كذا و من
+
+230
+00:17:27,730 --> 00:17:31,530
+وين بتتمولوا و من وين، و بتصير في عندك مشاركة لأنك
+
+231
+00:17:31,530 --> 00:17:34,890
+بدك تستفسري عن أشياء كثيرة، هذه المستويات اللي
+
+232
+00:17:34,890 --> 00:17:38,750
+إحنا بنحكي فيها، هذه بتبني اتجاهات، بتبني قيميعني
+
+233
+00:17:38,750 --> 00:17:41,570
+أنا لو بدأ أعدل سلوك إنسان بأستخدم هذه المستويات
+
+234
+00:17:41,570 --> 00:17:45,990
+لو بدأ نمّي اتجاهات حزبية بنستخدم هذه المستويات لو
+
+235
+00:17:45,990 --> 00:17:49,530
+بدنا نعمل أفكار إجتماعية ونخلّي ناس تؤمن فيها
+
+236
+00:17:49,530 --> 00:17:53,250
+وخلّي إلي أنا فريق كبير جدا برضه بدأ أستخدم هذه
+
+237
+00:17:53,250 --> 00:17:56,810
+المستويات في نطاق المدرسة أنا بدأ أربط الطالب
+
+238
+00:17:56,810 --> 00:17:59,850
+بالمدرسة و بالمادة الدراسية وبدأ نمّي عنده مهارات
+
+239
+00:17:59,850 --> 00:18:05,070
+وأشياء أساسية يبقى من الأمثلة اللي في هذا المستوى
+
+240
+00:18:05,070 --> 00:18:22,560
+زي ما إحنا شايفينأيوة، تفضلي ممتاز،
+
+241
+00:18:22,560 --> 00:18:27,100
+نشوف هذه تكوين القيمة المستوى التالت اللي هو تكوين
+
+242
+00:18:27,100 --> 00:18:31,800
+القيمة أنا عشان أكون قيمة لشيء بأثمن هذا الشيء
+
+243
+00:18:32,960 --> 00:18:37,240
+بضعله ثمن في داخل يعني بأشعر كم هو ثمين كم هو كم
+
+244
+00:18:37,240 --> 00:18:40,940
+هو مهم بالنسبالي وبالتالي هنا أنا عملية التثمين
+
+245
+00:18:40,940 --> 00:18:45,140
+وإعطاء القيمة في عمل سلوك معين هنا بكون هذا ناتج
+
+246
+00:18:45,140 --> 00:18:50,270
+يعني ليس بالسهولة أني أوصلهلأنه في هذه المرحلة انا
+
+247
+00:18:50,270 --> 00:18:53,830
+اتكون عندى اتجاه لأنه بيظهر عندى هنا الالتزام
+
+248
+00:18:53,830 --> 00:18:57,470
+بيظهر عندى التفضيل يعني الطالب ماكنش يحب حصة
+
+249
+00:18:57,470 --> 00:19:01,490
+الرياضيات وماكنش يحب يحل الواجبات بتاعة الرياضيات
+
+250
+00:19:01,490 --> 00:19:05,150
+وماكنش يفهم بالاصل داخل الحصة هلاقيته صار الطالب
+
+251
+00:19:05,150 --> 00:19:08,510
+بيفهم داخل الحصة وصار بيحل الواجب وصار في داخل
+
+252
+00:19:08,510 --> 00:19:11,950
+الغرفة الصفية بيحل الواجب و بطلع يسلم أول واحد
+
+253
+00:19:11,950 --> 00:19:15,010
+ومابغيبش ولا عن حصة الرياضيات وكمان بلتزم بحل
+
+254
+00:19:15,010 --> 00:19:18,850
+الواجبات يبقى صار في عنده سلوكإيجابي وانا نميت
+
+255
+00:19:18,850 --> 00:19:22,510
+عنده اتجاه إيجابي ناحية هذه الظاهرة وبالتالي بدأ
+
+256
+00:19:22,510 --> 00:19:26,210
+يثمنها بدأ اللي هو يعتبر أن هي ثمينة بالنسباله
+
+257
+00:19:26,210 --> 00:19:30,210
+أعطاها قيمة بدأ اللي هو بالأول كان كل اتجاهه إنه
+
+258
+00:19:30,210 --> 00:19:33,350
+هذه المادة صعبة وإنه بالآخر ساقت ساقت فيها لأ
+
+259
+00:19:33,350 --> 00:19:37,070
+هلاقيته صار إن هي صارت هذه المادة إلها قيمة في
+
+260
+00:19:37,070 --> 00:19:41,930
+داخله وبالتالي صارت نظرته إيجابية صار بيفضل هذا
+
+261
+00:19:41,930 --> 00:19:45,470
+الشيء صار بيتعلق فيها من الأهداف في هذا المستوى
+
+262
+00:20:00,070 --> 00:20:02,430
+ممتاز جدا، يعني يبقى الآن الطالب بدأ في عنده
+
+263
+00:20:02,430 --> 00:20:06,070
+التلتزام، بدأ في عنده تفضيل، بدأ في عنده تقدير،
+
+264
+00:20:06,070 --> 00:20:09,810
+بدأ أن هو يتطوع، يعني بالأول هو ماكنش هو بنفسه
+
+265
+00:20:09,810 --> 00:20:17,050
+يجاوب، الآن هو صار يتطوع لمساعدة زملاءه التنظيم
+
+266
+00:20:18,440 --> 00:20:23,380
+تنظيم القيمة عملية التنظيم هذه إن أحنا نرتب
+
+267
+00:20:23,380 --> 00:20:27,880
+أولوياتنا وإن أحنا نجيب هذا الشيء عندنا رقم واحد
+
+268
+00:20:27,880 --> 00:20:31,800
+يعني لو أنا بدأ أقول .. أقولك مثلا إيش هي القيمة
+
+269
+00:20:31,800 --> 00:20:37,940
+رقم واحد عندك؟ ما هي إيش هي؟ الأخلاق مثلا أنت بتحب
+
+270
+00:20:37,940 --> 00:20:43,550
+إن صحبيتك تكون مخلصة صادقة ثمينةرتبيهم و أعطيني
+
+271
+00:20:43,550 --> 00:20:51,050
+أول رقم واحد فيهم صادقة مخلصة مخلصة ثقة أنها تكون
+
+272
+00:20:51,050 --> 00:20:59,170
+أهل الثقة أش ممكن تكون كمان أمينة أمينة الأن بقولي
+
+273
+00:20:59,170 --> 00:21:02,670
+أن أحنا كل واحد فينا بترتب سلم القيم في داخله على
+
+274
+00:21:02,670 --> 00:21:07,950
+حسب خبراته السابقة يعني أنت لو مريت خبرة مع طالبة
+
+275
+00:21:07,950 --> 00:21:13,110
+أعطتيها أمانة و خانة الأمانةبكون أهم حاجة عندك
+
+276
+00:21:13,110 --> 00:21:17,790
+أنها صاحبيتك تكون أمينة، واحدة التانية أهم حاجة
+
+277
+00:21:17,790 --> 00:21:22,110
+عندها صاحبيتها ما تفشيش السرليش؟ لأن هي حكت أسرار
+
+278
+00:21:22,110 --> 00:21:25,790
+لطالبة وراحت زميلتها وراحت زميلتها فشت السر وفضحت
+
+279
+00:21:25,790 --> 00:21:29,850
+وبالتالي هنا بيكون أهم حاجة عندها أنها تكون كاتمة
+
+280
+00:21:29,850 --> 00:21:33,090
+للسر يبقى احنا الآن إيش اللي بيخلي عندنا القيم
+
+281
+00:21:33,090 --> 00:21:36,690
+تترتب في داخلنا؟ يعني أهم إشي أنه يكون كذا، أهم
+
+282
+00:21:36,690 --> 00:21:39,930
+إشي أنه يكون كذا أو أنها تكون كذا، أن هذه الأشياء
+
+283
+00:21:39,930 --> 00:21:43,870
+نتيجة خبراتنا السابقة، هذا اسمه تنظيم القيميإن أنا
+
+284
+00:21:43,870 --> 00:21:47,950
+يكون في عندي هرم للقيام في عندي سلم قيامي بترتب من
+
+285
+00:21:47,950 --> 00:21:52,730
+الأكتر أهمية للأقل أهمية أهم حاجة اللي هي بتكون
+
+286
+00:21:52,730 --> 00:21:57,290
+عندى في أعلى السلم القيامي لأنما أنا بدأ أخلي
+
+287
+00:21:57,290 --> 00:22:00,410
+الإنسان مثلا يصل إلى أعلى شيء في السلم القيامي
+
+288
+00:22:00,410 --> 00:22:03,630
+معناه ذلك إنه بده يقضي على كل المتناقضات اللي في
+
+289
+00:22:03,630 --> 00:22:08,630
+داخلهيعني بين أنه مثلا .. أنه بيحب هذا الشيء أو
+
+290
+00:22:08,630 --> 00:22:12,310
+بيكره هذا الشيء يعني نذكر قصة من التاريخ الإسلامي
+
+291
+00:22:12,310 --> 00:22:17,550
+قصة تحريم الخمر قصة تحريم الخمر كانوا العرب في
+
+292
+00:22:17,550 --> 00:22:21,870
+الجاهلية كلهم بيشربوا الخمر لما أجت ال .. أجت
+
+293
+00:22:21,870 --> 00:22:25,710
+الإسلام أجت الدعوة الإسلامية ماكنش فيه تحريم مباشر
+
+294
+00:22:25,710 --> 00:22:31,170
+للخمر ليش؟ لأنه الناس هترفض لأن هذا جزء من حياتهم
+
+295
+00:22:31,960 --> 00:22:35,820
+جزء من حياتهم إنهم ليلة نهار بيحتسوا الشراب فقالهم
+
+296
+00:22:35,820 --> 00:22:40,540
+أول حاجة لا تقربوا الصلاة و أنتم سكارة قالهم الخمر
+
+297
+00:22:40,540 --> 00:22:44,720
+و الميسر فيهم منافع فيهم أثم كبير الآن بدأ اللي هو
+
+298
+00:22:44,720 --> 00:22:48,180
+إيش العملية هل هي حلال ولا حرام أنت بتقولي فيهم
+
+299
+00:22:48,180 --> 00:22:50,380
+منافع و فيهم أثم بعدين بتقولي لا تقربوا الصلاة و
+
+300
+00:22:50,380 --> 00:22:53,500
+أنتم سكارة حتى تعلموا ما تقولوا بعد ذلك إيش بده
+
+301
+00:22:53,500 --> 00:22:58,180
+يصير فصار فيه تناقض يعني بين أن حبهم للخمر و بين
+
+302
+00:22:58,180 --> 00:23:03,940
+حبهم للإسلامفكيف بده يصير السلم القيمي الآن؟ مين
+
+303
+00:23:03,940 --> 00:23:07,000
+اللي بده يكون رقم واحد؟ هل حب الإسلام و أننا نرفض
+
+304
+00:23:07,000 --> 00:23:10,460
+الأشياء اللي احنا كنا معتدين عليها؟ ولا أن احنا
+
+305
+00:23:10,460 --> 00:23:15,140
+نرجع إلى هذا الشيء و نرفض الإسلام؟ فلما أنها نزلت
+
+306
+00:23:15,140 --> 00:23:18,000
+اللي هي الآية إنما الخمر و الميسر و الأنصاب و
+
+307
+00:23:18,000 --> 00:23:21,320
+الأزلام رجزون من عمل الشيطان، إيش سوى المسلمين؟
+
+308
+00:23:22,450 --> 00:23:25,050
+تركوا الخمر، كبوا الخمر، صارت الخمر تجري في
+
+309
+00:23:25,050 --> 00:23:28,410
+الشوارع كما الأنهار، كل بيوت مليانة كانت خمر، كل
+
+310
+00:23:28,410 --> 00:23:30,650
+بيوت كانت مليانة خمر، كل بيوت كانت فيها خمر، كل
+
+311
+00:23:30,650 --> 00:23:34,630
+بيوت كانت فيها خمر، وبالتالي الآن استغنوا عنها،
+
+312
+00:23:34,630 --> 00:23:39,810
+يبقى اللي أخد في الترتيب القيم الأول مين؟ الإسلام،
+
+313
+00:23:39,810 --> 00:23:42,870
+يعني نتيجة إن هم قضوا على التناقض اللي في داخلهم
+
+314
+00:23:43,710 --> 00:23:48,110
+بين حبهم للخمر وبين حبهم للإسلام زي اللي بيحب
+
+315
+00:23:48,110 --> 00:23:50,250
+السرقة، بيحب إنه يسرق، بيحب الأشياء اللي بيشوفها
+
+316
+00:23:50,250 --> 00:23:55,010
+بالسوق، لكن هو مسلم، بدوش يسرق، فبين حبه للأشياء
+
+317
+00:23:55,010 --> 00:23:59,610
+اللي هو بيشوفها وبين التزامه بالإسلام، هذا تناقض،
+
+318
+00:23:59,610 --> 00:24:02,830
+مين اللي بده ياخد رقم واحد يكون الالتزام فيه؟
+
+319
+00:24:02,830 --> 00:24:07,940
+الإسلام ولا احتياجات الإنسان؟الإسلام احنا دلوقتي
+
+320
+00:24:07,940 --> 00:24:11,540
+نبقى صيمين طول النهار رمضان نبقى شعرين بالجوع
+
+321
+00:24:11,540 --> 00:24:15,260
+بصورة كبيرة لكن ايش اللي بيخلنا ما نفطرش ما ناكلش
+
+322
+00:24:15,260 --> 00:24:19,020
+ان احنا بدنا نصل الى رضا الله و بدنا كذا وبالتالي
+
+323
+00:24:19,020 --> 00:24:22,080
+بين احتياجات جسدنا وبين اللي هو القيمة اللي احنا
+
+324
+00:24:22,080 --> 00:24:25,860
+بدنا نوصل لها في عندنا تنازع في عندنا نوع من
+
+325
+00:24:25,860 --> 00:24:31,150
+التناقض فالان بقوللي ان هنابتتناغم القيام فلا يصبح
+
+326
+00:24:31,150 --> 00:24:34,730
+بينها تعارض ولا تنافر، بالعكس بنرضى و بننبسط و
+
+327
+00:24:34,730 --> 00:24:37,430
+بنقول إن هذا الشيء إحنا عملناه لأن إحنا بدنا نصل
+
+328
+00:24:37,430 --> 00:24:42,270
+إلى هذه المرتبة أو هذا تحت غطاء قيمي واسع بنهتم
+
+329
+00:24:42,270 --> 00:24:44,970
+فيه، افهمنا كيف تعملية التناقض؟ إن إحنا بين
+
+330
+00:24:44,970 --> 00:24:48,770
+احتياجاتنا وبين الأشياء القيمية بيصير دائما فيه
+
+331
+00:24:48,770 --> 00:24:53,210
+صراع وبالتالي الآن بيصير في عندي إيش اللي بدي أخد
+
+332
+00:24:53,210 --> 00:24:56,850
+المرتبة رقم واحد؟ التزامنا بالقيمة، يبقى التنظيم
+
+333
+00:24:56,850 --> 00:25:01,500
+القيمي إعادتترتيب قيم الإنسان بحيث إنه ما يصبح
+
+334
+00:25:01,500 --> 00:25:05,120
+فيها تعارض ولا أي شيء بيصل الإنسان في هذه المرحلة
+
+335
+00:25:05,120 --> 00:25:08,360
+إن هو بيدافع عن هذه القيمة لو أي حد بيتكلم عن
+
+336
+00:25:08,360 --> 00:25:13,280
+الإسلام مثلا بيدافع عن الإسلامبيصل الاشي إن هو
+
+337
+00:25:13,280 --> 00:25:17,200
+بعمل خطط إن هو ببدأ يعمل خطط علشان ينشر الفكرة
+
+338
+00:25:17,200 --> 00:25:21,360
+وعشان يعمّمها وعشان كذا زي الطلاب اللي في المدارس
+
+339
+00:25:21,360 --> 00:25:24,480
+اللي هو مثلا بيبقى يشغل في الرعاية الصحية فبصير
+
+340
+00:25:24,480 --> 00:25:27,400
+يعمل مجلة حائط وبصير يعمل خطة في المدرسة لنشر
+
+341
+00:25:27,400 --> 00:25:30,600
+التوعية الصحية وبصير يعمل كذا وبالتالي الآن أصبح
+
+342
+00:25:30,600 --> 00:25:36,400
+التزامه عالي جدا في هذا المستوى يبقى الآن من
+
+343
+00:25:36,400 --> 00:25:38,940
+الأهداف السلوكية اللي بتكون عندى في هذا المستوى
+
+344
+00:25:55,400 --> 00:25:59,200
+تفضلي ممتاز جدا، يبقى هنا الطالب بيصل إلى مستويات
+
+345
+00:25:59,200 --> 00:26:04,360
+متقدمة، أعلى مستوى في المجال اللي هو الوجداني
+
+346
+00:26:04,360 --> 00:26:08,960
+الاتصاف بالقيمةإن احنا الآن بنعلم الطالب سلوك،
+
+347
+00:26:08,960 --> 00:26:12,980
+الطالب إنه يصبح هذا الشيء سلوك أساسي، سلوك ممارس،
+
+348
+00:26:12,980 --> 00:26:17,360
+يعني أنا في البداية علمته بعض العادات الصحيةفالآن
+
+349
+00:26:17,360 --> 00:26:20,360
+أصبحت ممارسته لهذه العادات الصحية أسلوب عادي في
+
+350
+00:26:20,360 --> 00:26:23,120
+حياته جداً قبل ما يأكل بيغسل إيدي أي حاجة بده
+
+351
+00:26:23,120 --> 00:26:26,340
+يمسكها بيروح بيغسلها بيغسل إيدي بعد الأكل بس يخرج
+
+352
+00:26:26,340 --> 00:26:29,220
+من الحمام بيغسل إيدي بس يعمل كذا أصبح هذا سلوك
+
+353
+00:26:29,220 --> 00:26:32,700
+ممارس سلوك يومي أصبحت هذه القيمة اللي أنا كنت
+
+354
+00:26:32,700 --> 00:26:37,380
+بأعلم الإنسان عليها أصبحت أساسية أنه لو أنا حاطيته
+
+355
+00:26:37,380 --> 00:26:40,840
+في أي مكان موجود فيه خمر مستحيل يشرب خمر خلاص أصبح
+
+356
+00:26:40,840 --> 00:26:44,360
+هذا سلوك عندهمش كونه انه اختلفت البيئة ممكن انه
+
+357
+00:26:44,360 --> 00:26:48,440
+يشرب الخمر، لأ أصبح سلوك ممارس عنده ان يرفض ممارسة
+
+358
+00:26:48,440 --> 00:26:48,940
+الخمر
+
+359
+00:26:59,290 --> 00:27:02,930
+هذه اللي هي أخر شئ ممكن نصل فيه للطالب اللي إحنا
+
+360
+00:27:02,930 --> 00:27:05,810
+نصل إلى إنه يصل الطالب إلى مستوى النمطية، تطبيع
+
+361
+00:27:05,810 --> 00:27:09,130
+سلوكه، طبعا المسلم عندنا أكيد، يعني في عندنا
+
+362
+00:27:09,130 --> 00:27:11,890
+الأشياء القيامية عنده بتصبح سلوك، يعني أنت بتصحي
+
+363
+00:27:11,890 --> 00:27:15,650
+من الفجر، بتقوم، بتتوضي و بتصلي، بتحرسي على أنها
+
+364
+00:27:15,650 --> 00:27:19,890
+تكونيعني تكون في قمة اللي هو ناضرافتك و أناقتك
+
+365
+00:27:19,890 --> 00:27:23,510
+أمام الله سبحانه وتعالى و أنك تصلي و تسجدي و كذا و
+
+366
+00:27:23,510 --> 00:27:26,630
+أنك تقومي بكل هذه الشعائر بدون أن يكون عندك حد
+
+367
+00:27:26,630 --> 00:27:29,030
+يعني لو أنه مثلا موجود أنت في المسجد بتتوضي و لو
+
+368
+00:27:29,030 --> 00:27:33,590
+مش موجودة في البيت تتوضيش، لأ، بتتوضي و بتمارسي كل
+
+369
+00:27:33,590 --> 00:27:37,150
+حد، هذا سلوك خلاص أصبح سلوك عندكقبل ما تطلع من
+
+370
+00:27:37,150 --> 00:27:40,890
+البيت تروح تتوضي، بس تقدر القدان بتروح تجدد الوضع،
+
+371
+00:27:40,890 --> 00:27:45,070
+أصبح سلوك ممارس عندك أنك تقوم بهدي عملية النظافة و
+
+372
+00:27:45,070 --> 00:27:50,270
+عملية الوضوء و التهارة طول اليوم، لما بتكون عندك
+
+373
+00:27:50,270 --> 00:27:54,770
+زرف معين بتحس إنه كإنه فيه إشينقص، مش عارفة
+
+374
+00:27:54,770 --> 00:27:57,830
+تتوازنى، حاسة أن انت بدك ترجع إلى طبيعتك لأنه أصبح
+
+375
+00:27:57,830 --> 00:28:02,470
+سلوك يومى موجود عندك هل بنقدر نوصل طلابنا في عملية
+
+376
+00:28:02,470 --> 00:28:05,470
+التفكير العلمى، في عملية الممارسات العلمية، في
+
+377
+00:28:05,470 --> 00:28:09,270
+عملية اللى هو التعامل مع المعرفة، التعامل مع القيم
+
+378
+00:28:09,270 --> 00:28:12,430
+لهذا المستوى، بقول إن احنا بنقدر نوصل مع الطلاب
+
+379
+00:28:12,430 --> 00:28:15,390
+فعلا أنا بعلم الطلاب طريقة تفكير، بحيث أنه تصبح
+
+380
+00:28:15,390 --> 00:28:18,230
+طريقة التفكير هادى، مش بس بحل فيها المسائل، لكن
+
+381
+00:28:18,230 --> 00:28:22,420
+باستخدامها في كلجوانب حياته زي مثلًا أسلوب العلمي
+
+382
+00:28:22,420 --> 00:28:26,220
+في حل المشكلات أنا علمته الأسلوب العلمي في حل
+
+383
+00:28:26,220 --> 00:28:28,880
+المشكلات، علمته إياه في الرياضيات، صار يستخدمه في
+
+384
+00:28:28,880 --> 00:28:31,160
+العلم، وصار يستخدمه مع أسرته في البيت، وصار
+
+385
+00:28:31,160 --> 00:28:34,460
+يستخدمه مع أصحابه، صار في كل مكان بيفكر بمنهجية
+
+386
+00:28:34,460 --> 00:28:38,820
+علميةبيرفض الخرافات وبيرفض الخزعبلات وبيرفض كل هذه
+
+387
+00:28:38,820 --> 00:28:42,760
+الأشياء بيمارس عادات صحية صحيحة علمناها العادات
+
+388
+00:28:42,760 --> 00:28:46,980
+الصحية أصبحت ممارسة يومية بحافظ على قواعد النظام
+
+389
+00:28:46,980 --> 00:28:52,660
+الغذائي أصبحت هذه ممارسات يومية كاملة هذه اللي هي
+
+390
+00:28:52,660 --> 00:28:59,760
+عندنا مكونات المجال الوجداني المجال اللي نفسه حركي
+
+391
+00:28:59,760 --> 00:29:05,020
+احنا مش هناخدههنكتفي بالمجال الوجداني بس مهم جدا
+
+392
+00:29:05,020 --> 00:29:08,080
+ان احنا نعرف في المجال النفس حركي ان الطالب بيكتسب
+
+393
+00:29:08,080 --> 00:29:14,540
+مهارات يدوية عملية بيكتسب مهارات يدوية عملية في
+
+394
+00:29:14,540 --> 00:29:18,540
+المجال النفس حركي بنعلم الطالب كيف يستخدم الأجهزة
+
+395
+00:29:18,540 --> 00:29:23,160
+كيف يرسم دائرة باستخدام الفرجار كيف ان الطالب ممكن
+
+396
+00:29:25,010 --> 00:29:28,510
+إنه يشرح أرنب صغير كيف أن الطالب ممكن يستخدم
+
+397
+00:29:28,510 --> 00:29:33,430
+الـMicroscope كيف يكتب الطالب بخط واضح ومقروق كل
+
+398
+00:29:33,430 --> 00:29:36,770
+هذه مهارات يدوية يعني مهارات تعتمد على استخدام
+
+399
+00:29:36,770 --> 00:29:40,970
+اليد على مهارات الحركة وبالتالي هنا بنركز فيها
+
+400
+00:29:40,970 --> 00:29:44,670
+طبعا إحنا بندرسها بصورة كاملة لطلبة العلم أو
+
+401
+00:29:44,670 --> 00:29:47,650
+تخدوها في مادة اللي هي مهارات التدريس إحنا هنا
+
+402
+00:29:47,650 --> 00:29:53,010
+بدنا نشوف هذه الأشياء يعني الآن مصمم المنهجأحنا
+
+403
+00:29:53,010 --> 00:29:56,110
+ليش أخدنا مستويات المجال المعرفي والوجداني والنفس
+
+404
+00:29:56,110 --> 00:30:01,460
+الحركي؟ لأنه الآن مصمم المنهاجلما بعمل أي درس
+
+405
+00:30:01,460 --> 00:30:05,880
+بيحطلي في كل درس أهداف معرفية، أهداف وجدانية،
+
+406
+00:30:05,880 --> 00:30:10,380
+أهداف نص حركية، قداش نسبة الأهداف المعرفية تزيد من
+
+407
+00:30:10,380 --> 00:30:15,060
+60 إلى 70%، بكون تركيزه على المعرفة، والمهارة
+
+408
+00:30:15,060 --> 00:30:18,000
+اليدوية إن الطالب يرسم، إن الطالب يخطط، إن الطالب
+
+409
+00:30:18,000 --> 00:30:21,720
+يكتب، إن الطالب يقرأ، بتاخد حوالي 20%، بتظل القيم
+
+410
+00:30:21,720 --> 00:30:26,390
+والاتجاهات بتاخد تقريبًاحوالي 10% يعني أنا في داخل
+
+411
+00:30:26,390 --> 00:30:30,970
+الحصة بقدرش أحول الطالب من السلبي إلى الإيجابي أنا
+
+412
+00:30:30,970 --> 00:30:34,350
+عشان أخلى الطلاب أبدأ معاهم في أول حصة و هم ما
+
+413
+00:30:34,350 --> 00:30:37,090
+بيحبوش مدرسة الرياضيات يمكن أخد عشرين حصة قبل ما
+
+414
+00:30:37,090 --> 00:30:40,960
+يصيروايستجيبوا معايا وأنه يأثر فيهم لأن عملية
+
+415
+00:30:40,960 --> 00:30:45,020
+تغيير التفكير وتغيير القيمة ليست سهلة، لكن أنا
+
+416
+00:30:45,020 --> 00:30:48,100
+بكون في عندي هدف، هدف وجداني، يهتم الطالب بجمع
+
+417
+00:30:48,100 --> 00:30:51,100
+المعلومات، يستمع الطالب أثناء اللي هو الدارس،
+
+418
+00:30:51,100 --> 00:30:54,260
+يساعد الطالب زملاءه في جمع المعلومات، وبالتالي
+
+419
+00:30:54,260 --> 00:30:57,580
+الآن بيكون في عندي هدف، لكن هذا الهدف مش شرط أنه
+
+420
+00:30:57,580 --> 00:31:01,640
+يتحقق في داخل الحصة، لكن الأهداف المعرفية لازم
+
+421
+00:31:01,640 --> 00:31:04,840
+تتحقق، يعني بقول يفسر الطالب عملية الهضم قبل ما
+
+422
+00:31:04,840 --> 00:31:08,840
+تنتهي الحصة، لازم الطالب يستطيع تفسيرعملية الهدف
+
+423
+00:31:08,840 --> 00:31:13,100
+يبقى هنا مصمم المنهج بيفهم هذه التركيبة للأهداف
+
+424
+00:31:13,100 --> 00:31:19,040
+وبيصيغى الدروس عليها ليش احنا بندرس تصنيف Bloom
+
+425
+00:31:19,040 --> 00:31:23,560
+لأن مناهجنا الفلسطينية بنيت على أساس تصنيف Bloom
+
+426
+00:31:23,560 --> 00:31:27,400
+يعني أي درس بتمسكيه من أي كتاب موجود في الكتب
+
+427
+00:31:27,400 --> 00:31:31,220
+المنهجية بتاعتنا بنلاقي إن أنا لو بدى أحلل أهدافه
+
+428
+00:31:31,220 --> 00:31:34,460
+راح ألاقي أهدافه في المجال المعرفي والوجداني
+
+429
+00:31:34,460 --> 00:31:37,750
+والنفس حركيورح ألاقي إنه مركز على التذكر والفهم
+
+430
+00:31:37,750 --> 00:31:41,270
+والتحليل والتركيب والتقويم ماخد كل هذه المستويات
+
+431
+00:31:41,270 --> 00:31:45,530
+المعرفية طبعاً بنسب معينة على حسب طبيعة الدرس لابد
+
+432
+00:31:45,530 --> 00:31:48,270
+إن يكون فيه أهداف وجدانية لابد إن يكون فيه أهداف
+
+433
+00:31:48,270 --> 00:31:53,950
+نفس حركية في كل درس في كل درس لازم مصمم المنهج
+
+434
+00:31:53,950 --> 00:31:57,610
+يكون عارف ما هي التركيب الأساسية التي نبني عليها
+
+435
+00:31:57,610 --> 00:32:02,090
+الأهدافواضح الكلام هذا؟ يعني إحنا مش بناخد هنا
+
+436
+00:32:02,090 --> 00:32:05,090
+الأهداف لمجرد إن إحنا بنتعرف عليهم، لأ إحنا هنا
+
+437
+00:32:05,090 --> 00:32:08,910
+مصمم المنهج أول حاجة بيبنيها باشتغال أهداف من
+
+438
+00:32:08,910 --> 00:32:12,610
+مصادر معينة، بيحول هذه الأهداف العامة إلى أهداف
+
+439
+00:32:12,610 --> 00:32:15,430
+خاصة، لأن أهداف خاصة أنا بدي أبني على أساسها
+
+440
+00:32:15,430 --> 00:32:18,970
+محتوى، يبقى لازم الطالب كيف بدي أبني له المحتوى؟
+
+441
+00:32:18,970 --> 00:32:21,790
+بدي أبدأ بحاجات بسيطة، تذكر، التذكر بدي أنقله
+
+442
+00:32:21,790 --> 00:32:25,630
+للفهم، الفهم بدي أنقلهللتطبيق، التطبيق رح ينقله
+
+443
+00:32:25,630 --> 00:32:28,950
+للتحليل والتركيب والتقويم، هذه الأشياء إذا الطالب
+
+444
+00:32:28,950 --> 00:32:33,750
+ماعندهش عاطفة مش هيقدر ينجح فيها، إذا ماكنش فيه
+
+445
+00:32:33,750 --> 00:32:37,110
+مهارات يدوية، الطالب مش هيكون في عنده درجة إتقان
+
+446
+00:32:37,110 --> 00:32:41,150
+من خلالها، يبقى هذه الأشياء كلها بتكون لازمة لمصمم
+
+447
+00:32:42,090 --> 00:32:46,390
+المنهج للتعامل معاها عند إخراج المنهج المحاضرة
+
+448
+00:32:46,390 --> 00:32:49,130
+اللي جاي ان شاء الله هنتعرف على المحتوى العلمي
+
+449
+00:32:49,130 --> 00:32:53,350
+والخبرات التعليمية ونشوف كيف مصمم المنهج بيختار
+
+450
+00:32:53,350 --> 00:32:54,490
+المحتوى العلمي
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..b0fff185877dd1267cde29f5f92025a2dcf1cb26
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_postprocess.srt
@@ -0,0 +1,2128 @@
+1
+00:00:20,810 --> 00:00:26,550
+السلام عليكم نقشنا
+
+2
+00:00:26,550 --> 00:00:30,550
+في المحاضرة الماضية مجموعة من أساليب التدريس
+
+3
+00:00:30,550 --> 00:00:34,730
+ونقشنا ال .. الوسائل التعليمية واليوم ان شاء الله
+
+4
+00:00:34,730 --> 00:00:38,830
+راح نناقش اللي هي أنشطة المنهاج المدرسي والتحويم
+
+5
+00:00:38,830 --> 00:00:43,150
+في المنهاج المدرسي النشاط، نقشنا ما هو النشاط ما
+
+6
+00:00:43,150 --> 00:00:52,620
+هو النشاطما المقصود بالنشاط، تفضلي ممتاز،
+
+7
+00:00:52,620 --> 00:00:56,180
+هو الجهد اللي بيقوم فيه المتعلم لتحقيق الهدف
+
+8
+00:00:56,180 --> 00:00:59,660
+الأمشطة هذه غالبا ممكن أنها تكون حرة خارج البيئة
+
+9
+00:00:59,660 --> 00:01:03,540
+الصفية ممكن تكون موجهة في داخل البيئة الصفية المهم
+
+10
+00:01:03,540 --> 00:01:07,580
+أن هو جهد يقوم فيه المعلم، يقوم فيه الطالب بتوجيه
+
+11
+00:01:07,580 --> 00:01:12,420
+من المعلم من المعلم طبعا، بيحصل من خلاله على
+
+12
+00:01:12,420 --> 00:01:15,680
+معلومات، على قيم، على اتجاهات، على مهاراتتركز
+
+13
+00:01:15,680 --> 00:01:19,480
+الأنشطة غالبا على ميول واتجاهات الطلبين لأنها
+
+14
+00:01:19,480 --> 00:01:23,940
+تستثير ما في داخلهم تستفز قدراتهم العقلية،
+
+15
+00:01:23,940 --> 00:01:28,300
+إمكاناتهم، كيف يمكن أن يكونوا الأفضل في هذا المجال
+
+16
+00:01:28,300 --> 00:01:33,880
+من معايير النشاط المدرسي، حتى يكون هذا النشاط مميز
+
+17
+00:01:33,880 --> 00:01:37,720
+وفعلا يحدم الطالب، لابد أن يتسم بعدة معايير، ما هي
+
+18
+00:01:37,720 --> 00:01:41,980
+هذه المعايير؟ أن يكون محقق لهدف مرقوب ومنشور
+
+19
+00:01:41,980 --> 00:01:47,200
+ممتاز، أيضا؟أني نفسي من أشهر مستوى نتج المتعلمين
+
+20
+00:01:47,200 --> 00:01:50,660
+مستوى نتج المتعلمين أني كنت قابلة في CU وإن الله
+
+21
+00:01:50,660 --> 00:01:51,900
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+22
+00:01:51,900 --> 00:01:51,940
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+23
+00:01:51,940 --> 00:01:52,820
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+24
+00:01:52,820 --> 00:01:54,720
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+25
+00:01:54,720 --> 00:01:56,940
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+26
+00:01:56,940 --> 00:01:58,780
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+27
+00:01:58,780 --> 00:01:58,920
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+28
+00:01:58,920 --> 00:02:12,740
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن
+
+29
+00:02:12,740 --> 00:02:17,880
+الله كممتاز، ايضا من المعايير؟ ان يعتبط بالدراسة
+
+30
+00:02:17,880 --> 00:02:21,920
+داخل فصل دراسة و يوعب ترجمها واقعية للموضوع. سيد؟
+
+31
+00:02:21,920 --> 00:02:25,280
+ان يعتبط أساسا بالتفاهم والتعامل ومشاركة بالتعامل
+
+32
+00:02:25,950 --> 00:02:28,690
+ممتاز جدا، يبقى الآن المدرس عندما يريد أن يختار
+
+33
+00:02:28,690 --> 00:02:32,170
+نشاط، هذا نشاط يعني ليس نشاط عشوائي، هل بيخدم هدف
+
+34
+00:02:32,170 --> 00:02:36,110
+في داخل الغرفة الصفية؟ هل بيخدم هدف تعليمي؟ إذا
+
+35
+00:02:36,110 --> 00:02:40,130
+كان إحنا بدنا نعلم نعمل مسابقات المطارحة الشعرية،
+
+36
+00:02:40,130 --> 00:02:43,010
+هل المطارحة الشعرية بتخدم اللي هو هدف في تدريس
+
+37
+00:02:43,010 --> 00:02:46,210
+المنهاج بالنسبة للطلاب؟ إنهم الطلاب يحفظوا الشعار،
+
+38
+00:02:46,210 --> 00:02:49,330
+يحفظوا القافية، يعرفوا إنهم يتعاملوا في هذا الشيء،
+
+39
+00:02:49,330 --> 00:02:53,350
+لما بنعمل اللي هي الإذاعة المدرسية الصباحية؟مثلا،
+
+40
+00:02:53,350 --> 00:02:57,050
+هل إذا المدرسية الصباحية بتخدم أهداف داخل المنهاج
+
+41
+00:02:57,050 --> 00:02:59,770
+ولا ما بتخدمش؟ وبالتالي، لابد أنها تكون موجهة
+
+42
+00:02:59,770 --> 00:03:02,310
+لتحقيق هدف معين، مش شرط أن الهدف هذا يكون أن
+
+43
+00:03:02,310 --> 00:03:05,590
+الطالب بدي حل سؤال أو بدي حل مسألة، ولكن هل بتنمي
+
+44
+00:03:05,590 --> 00:03:08,890
+قيمة؟ هل بتنمي معرفة؟ هل بتكسب الطالب مهارة؟ هل
+
+45
+00:03:08,890 --> 00:03:12,650
+بتركز على أشياء مهمة جدا ومفيدة بالنسبة للطلاب،
+
+46
+00:03:12,650 --> 00:03:16,110
+بالنسبة لمراحل نتجهم لمستويات نموهم العقلي
+
+47
+00:03:16,110 --> 00:03:20,010
+والفكري؟ هل هذا النشاط احنا بنقدر نتابع ونشوف مدى
+
+48
+00:03:20,010 --> 00:03:24,390
+اللي هو تقدم الطلاب في هذاهذه الأشياء مهمة جدا أن
+
+49
+00:03:24,390 --> 00:03:27,950
+نركز عليها للطلاب، لكن أنا لا أريد أن أختار طالب
+
+50
+00:03:27,950 --> 00:03:33,570
+يدخل المطارح الشعرية، أو أختار طالب للتمثيل، أو
+
+51
+00:03:33,570 --> 00:03:37,650
+أختار طالب آخر بحيث يدخل مسابقة العلوم في أوائل
+
+52
+00:03:37,650 --> 00:03:42,340
+الطلبةبختار على حسب مستويات الطلبة العقلية، على
+
+53
+00:03:42,340 --> 00:03:45,400
+حسب قدراتهم العقلية، على حسب ميولهم، اتجاهاتهم،
+
+54
+00:03:45,400 --> 00:03:48,800
+واحد ماحبش الشعر ماحطوش في متارحة شعرية، واحد
+
+55
+00:03:48,800 --> 00:03:52,540
+ماعندوش قدرة على قراءة القصة ماحطوش في المطالعة
+
+56
+00:03:52,540 --> 00:03:55,840
+الحرة، بختار الطلاب على حسب ميولهم، على حسب
+
+57
+00:03:55,840 --> 00:03:59,920
+قدراتهم في هذا الجانب، ايضا الارتباط بالبيئة
+
+58
+00:03:59,920 --> 00:04:05,150
+وحاجات المجتمع عندما احنا بدنا نمثل مثلا مسرحيةإيش
+
+59
+00:04:05,150 --> 00:04:09,290
+احتياجات مجتمعنا؟ احنا لو احنا بنتكلم عن مسرحية
+
+60
+00:04:09,290 --> 00:04:14,090
+مثلا، احنا جايننا عيد العمال في اللي هو الأسبوع
+
+61
+00:04:14,090 --> 00:04:16,790
+القادم، بدك تعملي مسرحية في عيد العمال، عشان
+
+62
+00:04:16,790 --> 00:04:23,190
+هتركزي؟ بدك تركزي على العامل الفلسطيني ومشكلة
+
+63
+00:04:23,190 --> 00:04:28,230
+العاملالفلسطيني بدك ترتبطي في احتياجات بيئتك، ليش
+
+64
+00:04:28,230 --> 00:04:31,850
+بدك تتكلم عن العمال في العالم ككل؟ اتكلم عن العمال
+
+65
+00:04:31,850 --> 00:04:35,330
+اللي موجودين في بيئتك، اتكلم عن احتياجاتهم، اتكلم
+
+66
+00:04:35,330 --> 00:04:38,550
+عن السكون الاقتصادي والركود الاقتصادي اللي موجود
+
+67
+00:04:38,550 --> 00:04:40,670
+فيه العامل، وإيش حقوق هذا العامل، وكيف ممكن
+
+68
+00:04:40,670 --> 00:04:44,170
+نحفظها، وبالتالي مش لازم تروح تغردي خارج السرف،
+
+69
+00:04:44,170 --> 00:04:48,110
+لازم يكون كل شئ اليك مرتبط بالبيئة أو احتياجات
+
+70
+00:04:48,360 --> 00:04:51,700
+البيئة كل حاجة بدك تعمليها شوفي أول حاجة ارتبطي
+
+71
+00:04:51,700 --> 00:04:55,360
+بالبيئة و من خلال هذه البيئة بننطلق مايكونش بس
+
+72
+00:04:55,360 --> 00:04:58,480
+اللي هو ألعاب رياضية يعني هي مش كل النشاط نفهم على
+
+73
+00:04:58,480 --> 00:05:02,400
+أن هو ألعاب رياضية و تمثيل في أشياء كثيرة ممكن
+
+74
+00:05:02,400 --> 00:05:07,280
+تكون ضمن الأنشطة الموجودة و طبعا هذا الشيء يعني
+
+75
+00:05:07,280 --> 00:05:11,240
+بيعطينا اللي هو قداش هي قدرات الطلاب الحقيقية طب
+
+76
+00:05:11,240 --> 00:05:14,040
+أحنا هنا بدي أقولك أن إيش الأنشطة اللي ممكن تمارس
+
+77
+00:05:14,040 --> 00:05:18,440
+في المدرسة؟احنا قلنا إنه في عندك الإداعة المدرسية،
+
+78
+00:05:18,440 --> 00:05:20,880
+في عندك المترحة الشارية، إيش في عندك أيضًا أنشطة
+
+79
+00:05:20,880 --> 00:05:25,700
+من عندك أنت كمدرسة؟ عندي .. عندي خاصة في كل لغة
+
+80
+00:05:25,700 --> 00:05:28,800
+يعني العلوم بيعملوا مثلًا نادر علوم، بيصدروا
+
+81
+00:05:28,800 --> 00:05:32,500
+مطويات، بيعملوا معلمان، بدخلوا مختبر، بيعملوا
+
+82
+00:05:32,500 --> 00:05:35,900
+لرحات وكذلك، المعلمة العربية مثلًا بيساعدوا في
+
+83
+00:05:35,900 --> 00:05:39,200
+مجموعة اللغة العربية، بيساهموا مثلًا في نشر اللغة
+
+84
+00:05:39,200 --> 00:05:42,880
+وكذا يعني ممتاز، طيب، ممكن نعمل نوادي للمثاقات
+
+85
+00:05:42,880 --> 00:05:47,750
+أيضًا إيش في ممكن يكون في عندكم أنشطتجارب. فى
+
+86
+00:05:47,750 --> 00:05:50,290
+مصابقات منهجية مثلا على مستوى المدرس أو على مستوى
+
+87
+00:05:50,290 --> 00:05:54,330
+المدريات مثلا .. مثلا فى مصابقات ناشير، مصابقات
+
+88
+00:05:54,330 --> 00:05:59,190
+رسم أو مصابقات منهجية. ممتاز جدا، فى مصابقات من ..
+
+89
+00:05:59,190 --> 00:06:02,730
+لو فى ممكن مصابقات رسم مثلا عن القسير أنه أجمل
+
+90
+00:06:02,730 --> 00:06:07,790
+رسمة راح تفوز .. ايوة على مستوى مدرسة و بعدها راح
+
+91
+00:06:07,790 --> 00:06:10,780
+تروحوا على مستوى المدارس بعدها تتعرفواممتاز جدا،
+
+92
+00:06:10,780 --> 00:06:12,860
+هذا اللي بدي أوصل معاكم إنه مش دائما النشاط بس
+
+93
+00:06:12,860 --> 00:06:15,040
+بدنا نركز على أشياء موجودة، يعني أنا بدي أرفع
+
+94
+00:06:15,040 --> 00:06:18,640
+مستوات الطلاب للتنافس على مستوى عالمي، يعني أنا
+
+95
+00:06:18,640 --> 00:06:21,420
+مثلا بدي أشوف مثلا أفضل طالبة في طلاب بيرسموا
+
+96
+00:06:21,420 --> 00:06:24,440
+كاريكاتير، الكاريكاتير بترسميهم من بيئتك المحلية،
+
+97
+00:06:24,440 --> 00:06:27,340
+بس أنا بدي أعلم الطلاب على إنه يرسم الكاريكاتير
+
+98
+00:06:27,340 --> 00:06:31,260
+هدى بحيث إنه يقدر ينافسينافس مع المدارس، ينافس على
+
+99
+00:06:31,260 --> 00:06:34,800
+مستوى إقليمي، ينافس على مستوى عالمي، أنا بدأ أطلع،
+
+100
+00:06:34,800 --> 00:06:37,160
+في عندي كفاءات، في عندي مواهب، في عندي ناس عندها
+
+101
+00:06:37,160 --> 00:06:40,980
+قدرات عالية جدا، مابدأش نضيع هذه الأشياء بحيث أننا
+
+102
+00:06:40,980 --> 00:06:45,300
+بنعمل على اللي هو خمق قدرات الطلاب، لازم دائما
+
+103
+00:06:45,300 --> 00:06:51,600
+نظهر هذه القدرات و نظهرها للعالم و أن أي مسابقة،
+
+104
+00:06:51,600 --> 00:06:54,400
+أي شيء بيكون في دا إطار اللي هي الوزارة في إطار
+
+105
+00:06:54,400 --> 00:06:58,410
+الإقليم، في إطار العالم، ندخل طلابنا فيهامش مهم إن
+
+106
+00:06:58,410 --> 00:07:00,870
+احنا ناخد في المرة الأولى المركز الأول أو التانى
+
+107
+00:07:00,870 --> 00:07:04,650
+أو التالت بس المهم إن احنا نفوت و نشارك أي نعم و
+
+108
+00:07:04,650 --> 00:07:07,370
+نشوف حالنا إيش الأشياء اللي احنا لازم تكون موجودة
+
+109
+00:07:07,370 --> 00:07:11,370
+عندنا علشان نقدر نتفوق و بعد ذلك نحرص على إن
+
+110
+00:07:11,370 --> 00:07:15,050
+الأجيال اللي بتيجي بعد ذلك تكون أفضل من الأجيال
+
+111
+00:07:15,050 --> 00:07:18,130
+الأولى بهذه الصورة بتصير العالم تتقدم شوية شوية
+
+112
+00:07:18,130 --> 00:07:22,150
+بيصير في عندها تنافس من أجل الإبداع و ليس من أجل
+
+113
+00:07:22,150 --> 00:07:25,470
+فقط إن احنا بس نتبت حالة موجودين لأ احنا تنافس من
+
+114
+00:07:25,470 --> 00:07:29,030
+أجل الوصول إلى أعلى مستويات الإبداعالوظيفة
+
+115
+00:07:29,030 --> 00:07:32,690
+الأساسية للنشاط المدرسي، طبعا أنا لو بدأ أنظر لأي
+
+116
+00:07:32,690 --> 00:07:35,570
+طالبة بتمارس النشاط المدرسي والطالبة اللي بتمارسش
+
+117
+00:07:35,570 --> 00:07:39,750
+النشاط المدرسي، فيه فرق كبير في الشخصية الطالبة
+
+118
+00:07:39,750 --> 00:07:42,310
+المبادرة، المبادئة اللي عندها قدرة في النقاش، اللي
+
+119
+00:07:42,310 --> 00:07:46,210
+عندها قدرة في إنها هي اتنظم شيء معين، هذه طالبة
+
+120
+00:07:46,210 --> 00:07:48,670
+عندها قدرات بتختلف تماما، يعني لو أنا بدأ أقول
+
+121
+00:07:48,670 --> 00:07:52,540
+لطالبة أنت بدأت تنظمي لي رحلة تعليميةفهي بدها تروح
+
+122
+00:07:52,540 --> 00:07:55,640
+تتعاقد مع شركة الباصات، و هي بدها كمان ترسم خط سير
+
+123
+00:07:55,640 --> 00:07:58,200
+الرحلة، و بدها تحدد قداش نفقات الرحلة، و بدها تروح
+
+124
+00:07:58,200 --> 00:08:02,080
+تتفق مع الإدارة، و بدها تعمل جوابات لأولياء الأمور
+
+125
+00:08:02,080 --> 00:08:04,740
+علشان يساهموا، و بدها تروح تتفاهم مع المدرسات اللي
+
+126
+00:08:04,740 --> 00:08:07,820
+بدهم يطلعوا معاهم على الرحلة، هل هذه شخصيتها زي
+
+127
+00:08:07,820 --> 00:08:12,960
+شخصية طالبة موجودة في الظل و بتقومش بأي شئ؟طبعاً
+
+128
+00:08:12,960 --> 00:08:16,320
+في فرق كبير في الشخصية بين هذه الطالبة وبين
+
+129
+00:08:16,320 --> 00:08:19,900
+الطالبة الأخرى يبقى هنا النشاط المدرسي بيساعد
+
+130
+00:08:19,900 --> 00:08:22,680
+الطالب على إنه يكون عنده قدرة في إعداد الخطط، قدرة
+
+131
+00:08:22,680 --> 00:08:26,440
+في مواجهة الصعوبات، في إنه يتدرب في ميادين حياتية،
+
+132
+00:08:26,440 --> 00:08:29,600
+في إنه يبني علاقات سليمة، قدرة في المبادأ
+
+133
+00:08:29,600 --> 00:08:32,920
+والمبادرة، قدرة في القيادة، قدرة في المواجهة، قدرة
+
+134
+00:08:32,920 --> 00:08:36,140
+في التحدي، هذه الطالب اللي هو بيقوم في النشاط
+
+135
+00:08:36,140 --> 00:08:39,160
+الطالب أول مرة بوقف من .. بطلب منها إنها توقف قدام
+
+136
+00:08:39,160 --> 00:08:44,130
+المدرسة وتقول إذا عكبتكونخايفة و بترجف رجف لكن بعد
+
+137
+00:08:44,130 --> 00:08:47,110
+هيك إيش بتصير فيها؟ عالي طويلة شوية شوية بتصير
+
+138
+00:08:47,110 --> 00:08:50,570
+قدرتها قوية بعد هيك بتصير لما انها توقف بتصير تعطي
+
+139
+00:08:50,570 --> 00:08:53,670
+حركات تعبيرية و أشياء بعدين بتصير صوتها عالي بتصير
+
+140
+00:08:53,670 --> 00:08:57,530
+قدراتها عالية جدا في المواجهة لكن أول مرة كيف كانت
+
+141
+00:08:57,530 --> 00:09:01,410
+اختلفت تماما وبالتالي الآن إحنا لما بنحط طلبنا في
+
+142
+00:09:01,410 --> 00:09:05,990
+النشاطات بنقوي شخصيتهم بصورة واضحة مجالات النشاط
+
+143
+00:09:05,990 --> 00:09:09,490
+المدرسيطبعا زي ما احنا شايفين هنا الأشياء اللي
+
+144
+00:09:09,490 --> 00:09:11,930
+احنا نقشناها راح نلاقيها هنا في مجالات النشاط،
+
+145
+00:09:11,930 --> 00:09:17,850
+مجالات النشاط العلمى، ما هي؟ ما هي المجالات للنشاط
+
+146
+00:09:17,850 --> 00:09:22,710
+العلمى؟ فضلين ايه مثل الجامعات، الصحاف والمجلة ..
+
+147
+00:09:22,710 --> 00:09:25,670
+والمجلات، ورشد الأكبر، مدرسية اليومية، ودرس
+
+148
+00:09:25,670 --> 00:09:27,910
+المنادرة الشعرية، منادوات والخطبة والإيقاع في
+
+149
+00:09:27,910 --> 00:09:30,910
+المدرسة؟ممتاز، بقى احنا بنتكلم احنا عن نشاط علمى،
+
+150
+00:09:30,910 --> 00:09:35,170
+هذا نشاط علمى صحافة، مجلات، أخبار مدرسية، منادرات
+
+151
+00:09:35,170 --> 00:09:38,890
+شعرية، ندوات، خطابة، إذاعة، كلها هادي في النشاطات
+
+152
+00:09:38,890 --> 00:09:41,670
+العلمية اللي هي مرتبطة بالمثاقات العلمية، في
+
+153
+00:09:41,670 --> 00:09:50,150
+نشاطات ثقافية مثل النشاطة في المقصد المدرسي وقامت
+
+154
+00:09:50,150 --> 00:09:54,890
+مدرسات عربية و الصحة وسيارية في الـأي نعم قامة
+
+155
+00:09:54,890 --> 00:09:58,270
+المعارض والمتاحف بيعملوا معرض بيعملوا معرض للتراث
+
+156
+00:09:58,270 --> 00:10:02,190
+بيعملوا متاحف بيعملوا أشياء بيحاولوا أنهم ينظموا
+
+157
+00:10:02,190 --> 00:10:06,030
+نوع من المأكلات للطلاب يعني مناسبات معينة فهذه
+
+158
+00:10:06,030 --> 00:10:09,610
+كلها مرتبطة بالجوانب الثقافية مجالات النشاط
+
+159
+00:10:09,610 --> 00:10:17,690
+الاجتماعي ممتاز
+
+160
+00:10:17,690 --> 00:10:20,370
+والنشاط الرياضي طبعا واضح النشاط الرياضي اللي هي
+
+161
+00:10:20,370 --> 00:10:25,110
+المباريات والجري وكل الأشياء هذه النشاط الفنيمثل
+
+162
+00:10:25,110 --> 00:10:28,910
+المصريات و المجالات و المعارض المنهجية و الرقصات
+
+163
+00:10:28,910 --> 00:10:33,170
+الشعبية و المقامية ممتاز يبقى هذه مجالات ممكن تكون
+
+164
+00:10:33,170 --> 00:10:35,890
+فيها النشاط المدرسي ممكن نركز على المواد العلمية
+
+165
+00:10:35,890 --> 00:10:39,290
+ممكن نركز في النشاطات الثقافية و الواقع الثقافي
+
+166
+00:10:39,290 --> 00:10:41,950
+اللي بنعيشه او الاجتماعي او الرياضي ممكن يكون عندى
+
+167
+00:10:41,950 --> 00:10:46,170
+نشاط فنى و هذه ليست فقط المجالات ممكن ان اي مدرس
+
+168
+00:10:46,170 --> 00:10:51,490
+يستحدث اشياء جديدة بجانب هذه النشاطات ننتقل الان
+
+169
+00:10:51,490 --> 00:10:55,880
+لتقويم المنهجةتقويم المنهاج المدرسي إحنا قلنا إنه
+
+170
+00:10:55,880 --> 00:10:58,940
+عناصر المنهاج بنعيدها مرة تانية ما هي عناصر
+
+171
+00:10:58,940 --> 00:11:06,580
+المنهاج؟ الأهداف، المحتوى، الأنشطة والطرق
+
+172
+00:11:06,580 --> 00:11:11,420
+والأساليب، ثم التقويم أربع عناصر أساسية بالنسبة
+
+173
+00:11:11,420 --> 00:11:14,700
+للمنهاج، هذا السؤال مافيش اختبار وظيفة بيخلو منه
+
+174
+00:11:14,700 --> 00:11:19,080
+مظيفة؟ ايه نعم اختبارات الوظائف اختبار هذا يعني؟
+
+175
+00:11:19,080 --> 00:11:25,220
+لأ مش اختبار هذاهو ممكن أجيبلكي ياء بس أكمل واحدة
+
+176
+00:11:25,220 --> 00:11:28,200
+منكم حجاب وماشاء الله أنا يعني أصيبت بالإحباط و
+
+177
+00:11:28,200 --> 00:11:35,140
+أنا بصلح ورقكم على
+
+178
+00:11:35,140 --> 00:11:42,380
+طول أنتي زعلانة مش عارفة زعلانة منه ولا من حالك
+
+179
+00:11:42,380 --> 00:11:44,960
+يعني الطالب اللي بيزعل من امتحان بيزعل من حاله و
+
+180
+00:11:44,960 --> 00:11:51,280
+بيزعليش من المدرس اللي بيزعل من امتحان بيزعل من
+
+181
+00:11:51,280 --> 00:11:52,380
+حاله و بيزعليش من المدرسYeah
+
+182
+00:11:57,570 --> 00:12:03,250
+أسهللكم النهاية؟ هي المشكلة في صعوبة الامتحان ولا
+
+183
+00:12:03,250 --> 00:12:13,610
+المشكلة أنكم أنتم مش دارسينها؟
+
+184
+00:12:13,610 --> 00:12:16,710
+ما شاء الله في بنات يعني سكروا تلاتين في بنات تسعة
+
+185
+00:12:16,710 --> 00:12:19,470
+وعشرين ونص في تسعة وعشرين وثمانين وعشرين ونص يعني
+
+186
+00:12:19,470 --> 00:12:23,650
+في بس نص علامة راحت عليها كذا بالإجابات المقال
+
+187
+00:12:23,650 --> 00:12:27,790
+اللي أنا جايبهلكم هي أسهل حاجةيعني سؤال المقالة مش
+
+188
+00:12:27,790 --> 00:12:31,130
+أسهل منه عمري ما جبته هذا السؤال إن أقول للطالبات
+
+189
+00:12:31,130 --> 00:12:36,470
+اكتبوا مكونات الثقافة وكذا كذا يا سلام لو تشوف
+
+190
+00:12:36,470 --> 00:12:40,110
+الإجابات يا سلام يا سلام لو تشوف إيش البنات كاتبين
+
+191
+00:12:40,110 --> 00:12:45,690
+في مكونات الثقافة اختراعات في بنات عندهم قدرة على
+
+192
+00:12:45,690 --> 00:12:47,090
+اختراع مش طبيعية يعني
+
+193
+00:12:54,540 --> 00:13:00,000
+طيب تقويم المنهجالمنهاج المدرسي وحاجته للتقليد
+
+194
+00:13:00,000 --> 00:13:03,380
+احنا نقشنا في بداية الفصل اذا فاكرين ان المناهج
+
+195
+00:13:03,380 --> 00:13:06,500
+تقيم تقيم على المستوى العالمي على المستوى الإقليمي
+
+196
+00:13:06,500 --> 00:13:10,100
+على المستوى المحلي ومافيش دولة بتحط مناهجها او
+
+197
+00:13:10,100 --> 00:13:13,700
+بتكون هذه المناهج فقط بتقصد فيها اللي هي ان يكون
+
+198
+00:13:13,700 --> 00:13:16,960
+الطالب بس جيد على المستوى المحلي انا بخرج طالب
+
+199
+00:13:16,960 --> 00:13:20,220
+عشان يكون جيد على المستوى العالم الطالب اللي بدرس
+
+200
+00:13:20,220 --> 00:13:23,680
+رياضيات في غزة وبدرس رياضيات في ألمانيا وبدرس
+
+201
+00:13:23,680 --> 00:13:28,690
+رياضيات في اليابان لازم يدرس نفس الرياضياتوفي نفس
+
+202
+00:13:28,690 --> 00:13:32,370
+الصف باخد نفس المهارات واللي بدرس علوم نفس الشيء
+
+203
+00:13:32,370 --> 00:13:35,810
+بتختلف الأمور في اللغات على حسب لغات الأمم لأن
+
+204
+00:13:35,810 --> 00:13:38,330
+اللي بدرس اللغة اللي هو اللغة الأم اللي هي اللغة
+
+205
+00:13:38,330 --> 00:13:40,890
+الإنجليزية بتكون اللغة العربية مثلا بالنسبالي لغة
+
+206
+00:13:40,890 --> 00:13:44,990
+أجنبية لكن كل دولة في العالم بتحرس أنه بجانب اللغة
+
+207
+00:13:44,990 --> 00:13:49,210
+الأم يكون في لغة أجنبية ثانية وبالتالي هنا بيكون
+
+208
+00:13:49,210 --> 00:13:52,810
+في هناك تركيز على إن يكون في هناك standard معايير
+
+209
+00:13:52,810 --> 00:13:58,050
+أساسية بالنسبة للمناهجلأن هنا العلم كله فيه يعني
+
+210
+00:13:58,050 --> 00:14:01,170
+نوع من اللي هو نقول عدم الانحياز لأنه فيه نوع من
+
+211
+00:14:01,170 --> 00:14:05,230
+التوحد في معايير العلم، خاصة في المثقات العلمية،
+
+212
+00:14:05,230 --> 00:14:08,430
+في المثقات النظرية في أشياء بتكون أقليمية، يعني
+
+213
+00:14:08,430 --> 00:14:11,790
+إحنا في اللغة العربية في أكم دولة بتدرس لغة عربية
+
+214
+00:14:12,370 --> 00:14:14,970
+يبقى لازم نشترك مع هذه الدول اللي بتدرس اللغة
+
+215
+00:14:14,970 --> 00:14:19,110
+العربية بنفس المعايير وبالتالي هنا كل مساقفي له
+
+216
+00:14:19,110 --> 00:14:22,990
+معاييره الخاصة الآن احنا عشان نتكلم في تقويم
+
+217
+00:14:22,990 --> 00:14:26,890
+المنهاج ونحكم على مدى كفاءة المنهاج ونشوف مواطن
+
+218
+00:14:26,890 --> 00:14:29,870
+القوة ومواطن الضعف في المنهاج عملية التقويم بتسير
+
+219
+00:14:29,870 --> 00:14:33,750
+في اتجاهين ان انا بعمل تشخيص لنقاط القوة ونقاط
+
+220
+00:14:33,750 --> 00:14:38,260
+الضعف وبدع خطةللعلاج، يعني أنا مش بس بدي أحط أيدي
+
+221
+00:14:38,260 --> 00:14:41,860
+على نقاط الضعف والقوة في المنهج، لكن أنا بحط أيضًا
+
+222
+00:14:41,860 --> 00:14:45,560
+خطة لعملية التطوير بالنسبة لهذا المنهج وكيف إحنا
+
+223
+00:14:45,560 --> 00:14:49,220
+ممكن نتداشة كافة الأخطاء اللي ظهرت في منهجنا، كل
+
+224
+00:14:49,220 --> 00:14:53,160
+دولة بتحرس على إن منهجها تكون هي الأفضل في هذا
+
+225
+00:14:53,160 --> 00:14:59,240
+المجالمن اللي هي المشروعات اللي بتعمل على التقويم
+
+226
+00:14:59,240 --> 00:15:03,140
+على مستوى العالم اللي هو مشروع تمس العالم مشروع
+
+227
+00:15:03,140 --> 00:15:05,880
+تمس العالم اللي بيعمل على تقويم أداء التلاميذ في
+
+228
+00:15:05,880 --> 00:15:10,640
+مدرستي العلوم والرياضيات في الصفين الرابع والأخير
+
+229
+00:15:10,640 --> 00:15:15,700
+من مرحلة التعليم الأساسية العالم بيقسم اللي هو
+
+230
+00:15:15,700 --> 00:15:20,560
+المراحل التعليمية عندنا من أول لرابع وبعدين من
+
+231
+00:15:20,560 --> 00:15:25,420
+خامس لتامن وبعدين من تاسع لاطماشرفهنا بتكون
+
+232
+00:15:25,420 --> 00:15:29,240
+اختبارات التمث في الصف الرابع وفي الصف التامن وصف
+
+233
+00:15:29,240 --> 00:15:32,760
+اتناش دائما بكون نهاية اللي هي مرحلة التعليم العام
+
+234
+00:15:32,760 --> 00:15:36,440
+وهذا بتكون فيها حسب كل دولة في اختبارات زي التوجيه
+
+235
+00:15:36,440 --> 00:15:40,120
+عنا هنا او بكون في لها أنظمة مختلفة لكن اللي بيصير
+
+236
+00:15:40,120 --> 00:15:43,300
+فيهم اللي هي اختبارات التمث نهاية المرحلة الأساسية
+
+237
+00:15:43,300 --> 00:15:46,800
+الدنيا والأساسية العليا طبعا هنا بتكون في الرابع
+
+238
+00:15:46,800 --> 00:15:51,560
+وفي التامن شاركنا احنا طبعافي اختبارات التمس
+
+239
+00:15:51,560 --> 00:15:55,700
+شاركنا في عدة سنوات، طبعا شاركنا في 2003، في 2007،
+
+240
+00:15:55,700 --> 00:16:00,360
+في 2011 كانت مشاركة أيضا و أكوان في هنا مشاركات و
+
+241
+00:16:00,360 --> 00:16:03,640
+كنا بنحاول إن احنا نشوف حالنا وين احنا بالنسبة
+
+242
+00:16:03,640 --> 00:16:06,940
+العالم طب تمت المشاركة طبعا باختبارات التمس بعد
+
+243
+00:16:06,940 --> 00:16:12,160
+اللي هو التدريس بالمنهج الفلسطينييعني لما تم إقرار
+
+244
+00:16:12,160 --> 00:16:16,340
+المنهج الفلسطيني عام 2000 بعد ذلك اللي هو في 2003
+
+245
+00:16:16,340 --> 00:16:20,080
+صار فيه اللي هو دخول لاختبارات التمث للصف الرابع
+
+246
+00:16:20,080 --> 00:16:24,140
+الصف التامن وبعد ذلك أيضا طبقوه طبعا ماكنتش
+
+247
+00:16:24,140 --> 00:16:27,880
+نتائجنا مسررة كتير يعني في هذا الجانب واحنا بنعيش
+
+248
+00:16:27,880 --> 00:16:32,500
+أجواء مختلفة احنا يعني محتلين وموجه .. يعني
+
+249
+00:16:32,500 --> 00:16:35,720
+إمكاناتنا المادية، إمكاناتنا البشرية كلها محدودة
+
+250
+00:16:36,260 --> 00:16:39,820
+بالإضافة لعمليات القصف والتدمير اللي بتصير للمدارس
+
+251
+00:16:39,820 --> 00:16:43,500
+بالنسبة أيضًا لعمليات اللي هي الحجر على المناهج إن
+
+252
+00:16:43,500 --> 00:16:47,020
+المناهج لها سقف معين في هذا الجانب يعني إحنا إن
+
+253
+00:16:47,020 --> 00:16:49,840
+احنا نقدر ندخل اختبار زي هذا و نعرف إيش هي
+
+254
+00:16:49,840 --> 00:16:54,080
+المعايير ال standard العالمية هذا شيءمميز ان احنا
+
+255
+00:16:54,080 --> 00:16:59,060
+كنا مثلا في 2007 نتيجتنا افضل من 2011 طبعا كتير
+
+256
+00:16:59,060 --> 00:17:04,420
+علّوها ان هو حرب 2008 يعني دمرت بشكل كبير أشياء
+
+257
+00:17:04,420 --> 00:17:07,680
+كثيرة في المدارس و في كذا و في معنويات الطلاب هذا
+
+258
+00:17:07,680 --> 00:17:11,680
+اللي عمل التراجع في عام 2011 كان المفروض طبعا ان
+
+259
+00:17:11,680 --> 00:17:14,640
+احنا العام الماضي ان احنا ندخل اختبارات التمث
+
+260
+00:17:14,640 --> 00:17:18,700
+نتيجة عدم الجاهزية مرور غزة بحربين بعد ال 2011
+
+261
+00:17:18,700 --> 00:17:23,180
+طبعاخلاهم إنهم لأ إحنا مش هنقدر ندخل لإنه هيك إحنا
+
+262
+00:17:23,180 --> 00:17:27,960
+هنحبط أنفسنا بأنفسنا لكن لو قعدنا يعني ترميم أشياء
+
+263
+00:17:27,960 --> 00:17:32,180
+كثيرة في النظام المنهجي المدرسي ممكن بعد ذلك ندخل
+
+264
+00:17:32,180 --> 00:17:35,440
+في اختبارات التمث فهنا طبعا اختبارات التمث اللي هي
+
+265
+00:17:35,440 --> 00:17:38,820
+بتركز على اللي هي مرحلة التعليم الأساسي بتركز على
+
+266
+00:17:38,820 --> 00:17:42,320
+معارف ومعلومات أساسية في هاتين الماديتين العلوم
+
+267
+00:17:42,320 --> 00:17:44,960
+والرياضيات طبعا هدول اللي بيشتركوا فيهم كل العالم
+
+268
+00:17:44,960 --> 00:17:50,300
+ليش؟لأنهم ليسوا مثل اللغات وليسوا مثل المواد
+
+269
+00:17:50,300 --> 00:17:55,740
+الثقافية، بتميز قدرات الطلاب طبعاً لأنه في هنا
+
+270
+00:17:55,740 --> 00:17:59,880
+اشتراك في ال standard، في المعايير، يعني هنا في كل
+
+271
+00:17:59,880 --> 00:18:02,960
+دول العالم مشتركين بهذه المعايير، لكن في اللغات
+
+272
+00:18:02,960 --> 00:18:07,140
+مختلفة، في التاريخ والجغرافيا بتكون مختلفة في هذا
+
+273
+00:18:07,140 --> 00:18:11,970
+الجانبفي عندنا نظريات لتقويم المنهاج في عندنا
+
+274
+00:18:11,970 --> 00:18:16,070
+نظرية اللي بتركز على السمات الكامنة ورا استجابات
+
+275
+00:18:16,070 --> 00:18:19,690
+المتعلم على اختبار معين تفترض النظرية وجود سمات أو
+
+276
+00:18:19,690 --> 00:18:24,610
+قدرات لكل أداء ولكن كل سما لا يمكن ملاحظتها أو
+
+277
+00:18:24,610 --> 00:18:27,270
+قياسها لكن يمكن الاستدلال عليها من خلال ملاحظة
+
+278
+00:18:27,270 --> 00:18:31,270
+أداء المتعلم بغض النظر عن نوعية الأداء كيف نظرية
+
+279
+00:18:31,270 --> 00:18:34,790
+السمات الكامنة؟ يعني أنا بدأ أشوف مثلا قدرات
+
+280
+00:18:34,790 --> 00:18:39,880
+الطلاب في حل المسائلفي الرياضيات أنا بهمنيش حل
+
+281
+00:18:39,880 --> 00:18:45,320
+السؤال النهائي بهمني طريقة الحل وطريقة التفكير
+
+282
+00:18:45,320 --> 00:18:49,020
+فإحنا هنا بنركز على السمة الكامنة يعني هل فعلا
+
+283
+00:18:49,020 --> 00:18:51,600
+الطلاب عندهم القدرة على الاستنتاج على الاستنباط
+
+284
+00:18:51,600 --> 00:18:55,000
+على الرابط على الخروج بالنتيجة النهائية ولا هو
+
+285
+00:18:55,000 --> 00:18:59,780
+بيحفظ آليافهنا هذه بيتم اللي هي ملاحظته فهنا
+
+286
+00:18:59,780 --> 00:19:02,840
+بيقيموا المناهج في قدرتهم على إنهم يحركوا هذه
+
+287
+00:19:02,840 --> 00:19:05,780
+السماعات الكامنة على إنهم يحركوا المهارات الداخلية
+
+288
+00:19:05,780 --> 00:19:09,200
+بالنسبة للمتعلم بركز على هذه السماعات بيهموش
+
+289
+00:19:09,200 --> 00:19:11,940
+النتيجة النهائية يعني ممكن يجيب اختبار للطلاب مش
+
+290
+00:19:11,940 --> 00:19:15,020
+مهم الطلاب ينجحوا أو يرسولوا بس المهم في الاختبار
+
+291
+00:19:15,020 --> 00:19:19,320
+هل فكروا بطريقة صحيحة؟ إيش هي القدرات اللي فكروا
+
+292
+00:19:19,320 --> 00:19:22,120
+فيها الطلاب؟ على هذا الأساس طبعا بيتم تقويم المنهج
+
+293
+00:19:22,120 --> 00:19:24,740
+هل المنهج بيعطي الطالب مهارات ولا بيعطيه فقط
+
+294
+00:19:24,740 --> 00:19:29,530
+معلومات؟المفروض إنه بعطيه معلومات و بعطيه مهارات
+
+295
+00:19:29,530 --> 00:19:33,250
+في نفس الوقت أنا بعلم الطالب اللي هي طريقة الحل و
+
+296
+00:19:33,250 --> 00:19:37,170
+بأكسبه مهارة الحل في هذا الجانب طبعا هذه الأشياء
+
+297
+00:19:37,170 --> 00:19:40,110
+أبو إيه إنها مهمة جدا و لابد إن احنا نفهم كيف
+
+298
+00:19:40,110 --> 00:19:42,930
+بتشتغل هذه نظرية السمات الكامنة و إيش هي السما
+
+299
+00:19:42,930 --> 00:19:46,850
+الكامنة اللي بتخلي الطالب إن هو يفكر هذا التفكير و
+
+300
+00:19:46,850 --> 00:19:52,250
+يصل إلى هذا الحل في عندي فروقات بين التقويم و
+
+301
+00:19:52,250 --> 00:19:56,460
+التقييموبين التقييم والتقدير وبين التقييم والتقويم
+
+302
+00:19:56,460 --> 00:19:59,860
+والتشخيص بعض اللي هي المصطلحات اللي هي تستخدم
+
+303
+00:19:59,860 --> 00:20:05,720
+تقريبا بنفس المعنى ما الفرق بين التقويم والتقييم؟
+
+304
+00:20:05,720 --> 00:20:08,580
+في المناهج طبعا، احنا بنتكلم في المناهج وليس في
+
+305
+00:20:08,580 --> 00:20:13,360
+مجال اخر طبعا المجمع اللغوي أجاز استخدام الكلمتين
+
+306
+00:20:13,360 --> 00:20:18,000
+بنفس المعنىإن التقييم هو التقييم، نعم؟ هو مختلف عن
+
+307
+00:20:18,000 --> 00:20:21,140
+حياتي المضمون، التقييم أشهر من التقييم، التقييم
+
+308
+00:20:21,140 --> 00:20:25,360
+مضمن التشخيص والعلاج، أما التقييم فقط التشخيص لأ،
+
+309
+00:20:25,360 --> 00:20:28,700
+هو بتضمن التشخيص والعلاج، ولكن التقييم جزءي
+
+310
+00:20:28,700 --> 00:20:32,640
+والتقييم كله يعني أنا بقول تقييم المنهاج، معناه
+
+311
+00:20:32,640 --> 00:20:36,380
+ذلك إن أنا بدأ أقيم الأهداف، بدأ أقيم المحتوى، بدأ
+
+312
+00:20:36,380 --> 00:20:41,100
+أقيم طرق التدريس والأنشطة لكن لما بدي أعمل تقييم،
+
+313
+00:20:41,100 --> 00:20:46,190
+بعمل تقييم للوسائل، للجزءوبالتالي هنا التقييم في
+
+314
+00:20:46,190 --> 00:20:51,390
+المنهج جزءي والتقويم كله وبالتالي أنا بقول ده أعمل
+
+315
+00:20:51,390 --> 00:20:55,030
+تقييم لأساليب التدريس في المنهج فأنا أخدت جزئية
+
+316
+00:20:55,030 --> 00:20:58,930
+واحدة من المنهج وبعملها عملية اللي هي تقويم
+
+317
+00:20:58,930 --> 00:21:02,210
+وبالتالي بسميها تقييم وبالتالي هنا بتأتي جزئية
+
+318
+00:21:02,210 --> 00:21:06,470
+لكنها هادي وهادي بتتضمن التشخيص وتتضمن العلاج
+
+319
+00:21:06,470 --> 00:21:12,570
+التقويم والتقدير الآن كل واحدة فيكم لها تقدير من
+
+320
+00:21:12,570 --> 00:21:13,890
+تقديرها ممتاز هنا أشوف
+
+321
+00:21:17,380 --> 00:21:26,820
+متيازات ماشاء الله كويس همين جيد جدا طيب
+
+322
+00:21:26,820 --> 00:21:33,440
+كويس والباقي طيب كويس ابقى الآن التقدير .. التقدير
+
+323
+00:21:33,440 --> 00:21:38,100
+بيعطيني وصف كيفي للحالة لكن بيحددليش إيش هي نقاط
+
+324
+00:21:38,100 --> 00:21:42,390
+القوة ولا نقاطالضعف، يعني واحدة بتقولي أنا تقييمي
+
+325
+00:21:42,390 --> 00:21:45,970
+مثلا تقديري جيد جدا، أنا بعرفش إيش هي المثقات اللي
+
+326
+00:21:45,970 --> 00:21:48,990
+هي تميزت فيها وجابت امتياز ولا إيش هي المثقات اللي
+
+327
+00:21:48,990 --> 00:21:52,270
+هي جابت فيها جيد جدا أو جيد، وبالتالي هنا أنا
+
+328
+00:21:52,270 --> 00:21:56,190
+مابقدرش أصف الحالة إلا غير هي أوصف كيفي للحالة،
+
+329
+00:21:56,190 --> 00:22:00,650
+لكن مابقدرش أحدد نقاط القوة ونقاط الضعف من خلالها،
+
+330
+00:22:00,650 --> 00:22:04,530
+وبالتالي هنا التقويم بيعطيني وصف له وتشخيص له نقاط
+
+331
+00:22:04,530 --> 00:22:08,420
+القوة والضعف، لكن التقدير لأبقول الحالة جيدة زي ما
+
+332
+00:22:08,420 --> 00:22:11,540
+بيجي الطبيب يقول للمريض حالتك جيدة مستقرة، إيش
+
+333
+00:22:11,540 --> 00:22:15,340
+يعني؟ مريض ولا مش مريض؟ إيش اللي عندي بالظبط؟ إيش
+
+334
+00:22:15,340 --> 00:22:18,800
+اللي بحتاجه؟ لأ هي الحالة جيدة، لأ جيدة ما أتطنيش
+
+335
+00:22:18,800 --> 00:22:23,260
+وصف كافي، فهي وصف يعني نقول كيفي لكن ما بتحددش
+
+336
+00:22:23,260 --> 00:22:27,000
+بالظبط اللي هي طبيعة اللي هو الطالب التقويم
+
+337
+00:22:27,000 --> 00:22:34,700
+والقياس القياس دائما يسبقتكون يعني الآن إحنا بنعطي
+
+338
+00:22:34,700 --> 00:22:38,020
+للطالب اختبار بنعطيه أداة قياس الاختبار أداة قياس
+
+339
+00:22:38,020 --> 00:22:41,620
+الآن بنقيس مستوى الطالب اللي أخد تسعة وعشرين مثلا
+
+340
+00:22:41,620 --> 00:22:44,800
+من تلاتين في الامتحان بنقول هذا طالب ممتاز أنا
+
+341
+00:22:44,800 --> 00:22:48,220
+بقدر أقيم حالته أو أقدر حالته بعد ما إن يكون في
+
+342
+00:22:48,220 --> 00:22:52,740
+عندي درجةوبالتالي دائما القياس هي اللي هي نقول
+
+343
+00:22:52,740 --> 00:22:55,840
+السلة من الأول أن يكون في عندي اختبار وفي عندي
+
+344
+00:22:55,840 --> 00:22:58,380
+درجة بيحصل عليها الطالب، بناء على هذه الدرجة أنا
+
+345
+00:22:58,380 --> 00:23:02,820
+بقدر أعطي تقدير و بقدر أقيم اللي هو حالته تماما،
+
+346
+00:23:02,820 --> 00:23:06,360
+وبالتالي هنا عملية القياس دائما عملية كمية بتسبق
+
+347
+00:23:06,360 --> 00:23:10,000
+عملية التقويم، هي بتتضمن التشخيص ولكن لا تتضمن
+
+348
+00:23:10,900 --> 00:23:15,360
+العلاج دائما هي بتشخص الحالة نعطيها للطالب زي ما
+
+349
+00:23:15,360 --> 00:23:18,820
+احنا بنجي نقولها اي طالبة الان بيجي على المدارس
+
+350
+00:23:18,820 --> 00:23:21,520
+بيقولهم اعملوا للطالبة اختبار قدرات في القملة
+
+351
+00:23:23,070 --> 00:23:26,130
+فبروحوا بجيبوا قطعة في الإملة للطلاب القطعة هذه
+
+352
+00:23:26,130 --> 00:23:29,510
+فيها كلها تهمزات وفيها حروف مد وفيها كذا وفيها كذا
+
+353
+00:23:29,510 --> 00:23:33,210
+طب ليش القطعة هذه هي كده يعني صعبة؟ لأن هو بده
+
+354
+00:23:33,210 --> 00:23:38,890
+يشخص تماما ما هي مستويات الطلاب بالظبط اختبارات
+
+355
+00:23:38,890 --> 00:23:42,150
+تشخصية فالآن هذه الأداء اللي هو استخدمها بلحظوا
+
+356
+00:23:42,150 --> 00:23:45,210
+مثلا إنه مستوى الطلاب كذا أو كذا الآن بقول للمدرسة
+
+357
+00:23:45,210 --> 00:23:48,470
+ارجعي للامتحان وشوف ايش أكتر الأخطاء اللي أخطأوا
+
+358
+00:23:48,470 --> 00:23:52,270
+فيها الطلابابقاش أخطأه أخطأه بحروف المد أخطأه في
+
+359
+00:23:52,270 --> 00:23:55,210
+الهمزات الهمزة وسط السطر أخر السطر وسط الكلمة
+
+360
+00:23:55,210 --> 00:23:59,810
+والان ببدأ اللي هي عملية التشخيص والتدقيق بدقة بعد
+
+361
+00:23:59,810 --> 00:24:03,990
+ذلك عملية التقويم بصدر حكم هل اللي هو الطالب
+
+362
+00:24:03,990 --> 00:24:06,970
+كويسين أو مش كويسين بحتاجوا علاج ولا بحتاجوش علاج
+
+363
+00:24:06,970 --> 00:24:13,610
+هذا بتأتي بعد عملية التشخيص الأولى القياس
+
+364
+00:24:13,610 --> 00:24:16,190
+والتقدير القياس طبعا كم والتقدير
+
+365
+00:24:21,040 --> 00:24:27,220
+القياس والتشخيص ممكن نعتبره في التربية مرادف
+
+366
+00:24:27,220 --> 00:24:33,670
+للاختبارات التشخيصيةهي نفسها بتكون أدوات قياسية،
+
+367
+00:24:33,670 --> 00:24:36,950
+يعني إحنا لما بنقول اختبار تشخيصي في الرياضيات،
+
+368
+00:24:36,950 --> 00:24:39,570
+اختبار تشخيصي في اللغة العربية، في القملة، في كذا،
+
+369
+00:24:39,570 --> 00:24:43,370
+في كذا، هذه كلها عبارة عن أدوات للقياس، زي ما هو
+
+370
+00:24:43,370 --> 00:24:47,430
+الطبيب تماما، المصطلح التشخيص مصطلح طبي، الطبي
+
+371
+00:24:47,430 --> 00:24:50,310
+بيشتبط لو بأي مريض بيروح عنده، مثلا بيقوله أنا
+
+372
+00:24:50,310 --> 00:24:52,630
+عندي مغسل، عندي كذا، فبيقوله روح اعمل تحليل، واحد،
+
+373
+00:24:52,630 --> 00:24:55,450
+اتنين، تلات، أربع، التحليل هذا عبارة عن أشياء
+
+374
+00:24:55,450 --> 00:24:59,270
+للتشخيصهو مش هو بده يشوف نسبة دمه علشان هو بده
+
+375
+00:24:59,270 --> 00:25:02,350
+يتعرض على نسبة دمه، لأ هو بده يشوف إيش المستوى
+
+376
+00:25:02,350 --> 00:25:06,870
+الخلل الموجود، هو بده يشخص هذه الأشياء الموجودة
+
+377
+00:25:06,870 --> 00:25:11,650
+وبالتالي ممكن نعتبر إن التشخيص مرادف للقياس
+
+378
+00:25:11,650 --> 00:25:17,450
+التقدير والتشخيص برضه نفس الشيء الآن بدأنا نعرف
+
+379
+00:25:17,450 --> 00:25:21,130
+ونفهم إن التقدير كيفي، بنقدر الحالة بصورة كيفية،
+
+380
+00:25:21,130 --> 00:25:24,450
+لكن بنعتمد على التشخيص بالصورة الكمية
+
+381
+00:25:27,000 --> 00:25:32,960
+أهداف التقويم من المنهج لماذا نقوم بتقويم المنهج؟
+
+382
+00:25:32,960 --> 00:25:37,420
+ليش لازم نقيم منهجنا؟ ما الهدف من تقويم المنهج؟
+
+383
+00:25:44,780 --> 00:25:47,960
+ممتاز جدا، بدنا نخكم على أهداف منهجنا، هل أهداف
+
+384
+00:25:47,960 --> 00:25:51,240
+المنهج اللي عندنا، يعني تم اللي هو اختيارها
+
+385
+00:25:51,240 --> 00:25:53,440
+وبناءها، بناء على حاجات الفرد، بناء على حاجات
+
+386
+00:25:53,440 --> 00:25:56,720
+المجتمع زي ما أخدنا في نظام المنهج، هل فعلا بتلبي
+
+387
+00:25:56,720 --> 00:26:00,300
+احتياجات هؤلاء الأفراد اللي موجودين، هل فعلا تمت
+
+388
+00:26:00,300 --> 00:26:04,140
+سياغتها، تمت كتابتها، تمت ترجمتها، هل هي فعلا ممكن
+
+389
+00:26:04,140 --> 00:26:07,100
+أن احنا نحققها، ولا هي أهداف عامة، ولا إيش طبيعة
+
+390
+00:26:07,100 --> 00:26:10,380
+هذه الأهدافوبالتالي هنا لابد من اللي هو متابعة
+
+391
+00:26:10,380 --> 00:26:13,600
+أهداف المنهجة أيضًا.
+
+392
+00:26:23,800 --> 00:26:26,700
+ممتاز، احنا بنشوف أول حاجة احنا قلنا الأهداف،
+
+393
+00:26:26,700 --> 00:26:29,340
+بنتابع الأهداف، بعد الأهداف على طول بدنا نتابع
+
+394
+00:26:29,340 --> 00:26:33,580
+المحتوى، هل المحتوى احنا اخترناه بحيث ان يكون فيه
+
+395
+00:26:33,580 --> 00:26:36,980
+المعايير اللي احنا اتكلمنا عنها التراكمية والتتابع
+
+396
+00:26:36,980 --> 00:26:40,520
+والتكامل واللي هو يكون فيه بُقرة بتحدد أولويات
+
+397
+00:26:40,520 --> 00:26:43,560
+المعرفة وإن هو بوظف أكتر من طريقة في التدريس وإن
+
+398
+00:26:43,560 --> 00:26:47,100
+هو تم تنظيمه بصورة منطقية، سيكولوجية، هل هذه
+
+399
+00:26:47,100 --> 00:26:50,440
+المعايير وضعت في محتوانا؟هل فعلاً هذا المحتوى
+
+400
+00:26:50,440 --> 00:26:54,120
+بيحقق الأهداف المطلوبة وبالتالي إننا ما بنيجي نحكم
+
+401
+00:26:54,120 --> 00:26:56,080
+على هذه الأشياء بنشوف هذه المعايير اللي احنا
+
+402
+00:26:56,080 --> 00:26:59,760
+درسناها الاستمرار والتكامل والتتابع واللي هي
+
+403
+00:26:59,760 --> 00:27:03,740
+المعيارية والتنظيم المنطقي والتنظيم السيكولوجي
+
+404
+00:27:03,740 --> 00:27:08,020
+بنتابع كل هذه الأشياء أو بنشوف مدى مراعتها أيضاً
+
+405
+00:27:08,020 --> 00:27:11,140
+مدى مراعته لمتطلبات التربية الإسلامية احنا كمسلمين
+
+406
+00:27:11,140 --> 00:27:14,840
+هل مناهجنا مرتبطة بفلسفتنا الإسلامية هل المواكب
+
+407
+00:27:14,840 --> 00:27:18,760
+للتطورات الحديثة أيضاً أيضاً من اللي هي الأهداف
+
+408
+00:27:19,300 --> 00:27:22,420
+متابعة أساليب الدراسة المصادرة في المدرسة المحاسة
+
+409
+00:27:22,420 --> 00:27:24,920
+تحت الفرصة للشركات الاستثمارية ومراعاة الطرق
+
+410
+00:27:24,920 --> 00:27:29,640
+الوطنية وإيصال بالمجالات الأساسيةممتاز، يبقى هنا
+
+411
+00:27:29,640 --> 00:27:32,800
+بنخرج للمدارس بنشوف هل المدرس بيدرس المنهج
+
+412
+00:27:32,800 --> 00:27:37,540
+بالأساليب المناسبة لتدريسه؟ هل بيدرس الرياضيات كما
+
+413
+00:27:37,540 --> 00:27:40,560
+يجب أن تدرس؟ هل بيدرس العلوم كما يجب أن تدرس؟ ولا
+
+414
+00:27:40,560 --> 00:27:43,900
+في فرق بين النظرية والتطبيق؟ إن أنا بقول إن الطالب
+
+415
+00:27:43,900 --> 00:27:47,060
+لازم يكون نشط، لازم يكون في تعلم تعاوني، لازم يكون
+
+416
+00:27:47,060 --> 00:27:50,320
+في إثارة للتفكير، لكن طرق التدريس مختلفة عن ما
+
+417
+00:27:50,320 --> 00:27:54,660
+يدور أو عن ما تم تخطيطه بالنسبة للمنهج يبقى هنا
+
+418
+00:27:54,660 --> 00:27:57,950
+بالراعي وبنتابع طرق التدريس المطبقة في المنهجمن
+
+419
+00:27:57,950 --> 00:28:01,550
+حيث المشاركة والفروق الفردية، اكتساب المهارات، كل
+
+420
+00:28:01,550 --> 00:28:13,150
+هذه الأشياء المطلوبة، أيضًا من الأهداف من
+
+421
+00:28:13,150 --> 00:28:17,470
+تابع تقنيات التعليم، إيش المقصود بالتقنيات؟الوسائل
+
+422
+00:28:17,470 --> 00:28:22,890
+وطرق التطبيق والتنفيذ الأساليب الفنية لعملية
+
+423
+00:28:22,890 --> 00:28:26,810
+التعليم والتعلم بنشوف هل هي مناسبة، هل تم استثمار
+
+424
+00:28:26,810 --> 00:28:30,370
+إمكانات البيئة، هل فعلا البيئة بتساعدني في إنتاج
+
+425
+00:28:30,370 --> 00:28:33,830
+هذه الوسائل وفي توظيفها، هل فعلا إحنا بنساعد إن
+
+426
+00:28:33,830 --> 00:28:36,770
+احنا نقيم تتأثير هذه الوسائل، هل فعلا في عندي
+
+427
+00:28:36,770 --> 00:28:42,380
+إمكانات مادية وبشرية كافية لتنفيذ المنهجمتابعة
+
+428
+00:28:42,380 --> 00:28:46,300
+التقويم نفسه من حيث الاستمرار والشغل والتنوع في
+
+429
+00:28:46,300 --> 00:28:50,320
+الأساليب والأدوات المستخدمة في القياس بحيث يكون
+
+430
+00:28:50,320 --> 00:28:55,660
+هذا القياس موضوعيا وواقعيا ممتاز جدا كتير من
+
+431
+00:28:55,660 --> 00:28:58,620
+الأوقات يعني ممكن يكون المنهج كويس بس أساليب
+
+432
+00:28:58,620 --> 00:29:03,340
+التقويم سيئة يعني الآن إحنا لما بنيجي بنسهل
+
+433
+00:29:03,340 --> 00:29:07,220
+الامتحانات تيجي مدرسة بتدرس في صفر معين فبتيجي
+
+434
+00:29:07,220 --> 00:29:09,840
+بتقولك أنا طلابي كلهم ممتازين بتجيبلهم امتحانات
+
+435
+00:29:09,840 --> 00:29:14,450
+الشهرية سهلةو الطلاب بيجيبوا علامات عالية لما بيجي
+
+436
+00:29:14,450 --> 00:29:18,170
+الامتحان النهائي من الوزارة إيش بيصير في طلابها؟
+
+437
+00:29:18,170 --> 00:29:23,790
+بنزل، بتقعد لمعالمة عيد قبل الطلاب أحيانا العكس،
+
+438
+00:29:23,790 --> 00:29:28,790
+أحنا في الابتدائي كنا ناخد النصف أصعب من النهائي
+
+439
+00:29:28,790 --> 00:29:35,130
+ممكن أفضل انت كل ما كنتي مدرسة منصفة كل ما انتي
+
+440
+00:29:35,130 --> 00:29:39,210
+ساعدتي في تنمية مهارات الطلابتسهيل المعرفة للطلاب،
+
+441
+00:29:39,210 --> 00:29:42,150
+يعني ليس هو الهدف، أنا مش لازم أسهله، أنا ببدأ من
+
+442
+00:29:42,150 --> 00:29:45,110
+مستوى، لكن بنتهيش عن المستوى، احنا هذا الكلام
+
+443
+00:29:45,110 --> 00:29:48,570
+اتكلمنا فيه قبل كمية مرة، ان أنا ببدأ من مستوى
+
+444
+00:29:48,570 --> 00:29:50,970
+الطالب، لكن بنتهيش عن المستويات، لازم أنتهي عن
+
+445
+00:29:50,970 --> 00:29:54,710
+المستوياتمتقدمة أو أعلى من اللي هي الأشياء عشان
+
+446
+00:29:54,710 --> 00:29:57,850
+أنا أسيط قدرته على التفكير وإذا دلني في مستوى مش
+
+447
+00:29:57,850 --> 00:30:01,410
+هحرك فيه أي شيء وبالتالي هنا لابد من إثارة تفكير
+
+448
+00:30:01,410 --> 00:30:04,790
+الطلاب وبالتالي هنا أسلوب التقويم هل الإختبارات
+
+449
+00:30:04,790 --> 00:30:07,450
+اللي بتنعطلها الطلاب شاملة؟ هل الأسئلة فيها
+
+450
+00:30:07,450 --> 00:30:11,770
+متنوعة؟ هل بتحقق كافة الأهداف الموجودة؟ هل هي فعلا
+
+451
+00:30:11,770 --> 00:30:15,770
+فيها مستويات تمييز؟ إن هي تمييز لبين الطلاب الطالب
+
+452
+00:30:15,770 --> 00:30:19,930
+الممتاز، الطالب المتفوق، الطالب ال ..اللي هو فوق
+
+453
+00:30:19,930 --> 00:30:22,610
+المتوسط والطالب المتوسط تحت المتوسط المفروض
+
+454
+00:30:22,610 --> 00:30:27,330
+الامتحان الجيد بيحط كل طالب في مكانه طالما أن هذا
+
+455
+00:30:27,330 --> 00:30:30,510
+الامتحان جيد الطالب المتميز راح يكون فيه سؤال
+
+456
+00:30:30,510 --> 00:30:34,350
+مايحلوش للطالب المتميز والطالب المتفوق هيكون فيه
+
+457
+00:30:34,350 --> 00:30:38,030
+أسئلة تظهر تفوقه والطالب فوق المتوسط والطالب
+
+458
+00:30:38,030 --> 00:30:40,930
+المتوسط والطالب المتدني يبقى هذا الامتحان بيكون
+
+459
+00:30:40,930 --> 00:30:45,170
+درجات السهولة والصعوبة زيه بالظبط زي اللي هي نتائج
+
+460
+00:30:45,170 --> 00:30:49,390
+الاختباربدوا يكون فيه أسئلة للطلبة الممتزين و
+
+461
+00:30:49,390 --> 00:30:52,610
+للطلبة المتدنين غالبية الطلاب هتكون هنا في إطار
+
+462
+00:30:52,610 --> 00:30:57,110
+المتوسط فوق المتوسط و تحت المتوسط و اللي هنا
+
+463
+00:30:57,110 --> 00:31:02,450
+المتوسط وبالتالي هنا لازم يفرزلي هذه المستويات هيك
+
+464
+00:31:02,450 --> 00:31:05,250
+الإختبار بيكون إختبار جيد لكن لما أنه بده ييجي
+
+465
+00:31:05,250 --> 00:31:07,890
+الإختبار و بده أقول إن كل الطلبة ما شاء الله
+
+466
+00:31:07,890 --> 00:31:12,150
+ممتزين كيف يعني كل الطلبة ممتزين؟
+
+467
+00:31:14,640 --> 00:31:20,720
+تطلع نتائج الاختبار بهذا الشكل كل
+
+468
+00:31:20,720 --> 00:31:26,320
+الطلبة جايبين درجات عالية هذا اختبار و اللي سقفهم
+
+469
+00:31:26,320 --> 00:31:31,580
+الخفض لأن كل الطلبة جابوا نفس الدرجات الطالب
+
+470
+00:31:31,580 --> 00:31:34,240
+الممتاز و الطالب المتوسط جابوا نفس الدرجة هل هذا
+
+471
+00:31:34,240 --> 00:31:38,250
+شيء حقيقي؟لأ هذا الشيء مش حقيقي، لأن المفروض أنه
+
+472
+00:31:38,250 --> 00:31:41,850
+في أسئلة تفرز المستويات، والعكس كمان صحيح، يعني
+
+473
+00:31:41,850 --> 00:31:44,570
+مانفعش كمان أنه نتائج الاختبار تكون جاي بهذا
+
+474
+00:31:44,570 --> 00:31:49,500
+الشكل، هذا اختبار بكون سقفه مرتفعإن هو أعلى من
+
+475
+00:31:49,500 --> 00:31:53,380
+مستويات الطلاب، إحنا لا بدنا إنه يكون منخفض ولا
+
+476
+00:31:53,380 --> 00:31:57,600
+يكون مرتفع، لازم يفرز مستويات الطلاب وإن هو يضع كل
+
+477
+00:31:57,600 --> 00:32:01,380
+طالب في مكانه الحقيقي، فإحنا بنقيم أدوات التقويم،
+
+478
+00:32:01,380 --> 00:32:04,260
+بنقيم الإختبارات، بنرجع الإختبارات، بنرجع نتائج
+
+479
+00:32:04,260 --> 00:32:07,840
+الإختبارات، بنحللها، بنشوف هل فعلا إن هذه
+
+480
+00:32:07,840 --> 00:32:11,160
+إختباراتنا إختبارات جيدة مناسبة للطلاب أو غير
+
+481
+00:32:11,160 --> 00:32:11,960
+مناسبة
+
+482
+00:32:14,980 --> 00:32:27,940
+كيف يعني بنزلهم كلهم؟
+
+483
+00:32:27,940 --> 00:32:31,260
+من
+
+484
+00:32:31,260 --> 00:32:38,140
+اللي قال هذا الكلام؟ منهم
+
+485
+00:32:38,140 --> 00:32:42,370
+اللي حكوا؟أنهياتنا عميدة يعني ماعملنا أشي نزلنا
+
+486
+00:32:42,370 --> 00:32:42,990
+ولا طلعنا
+
+487
+00:32:54,600 --> 00:32:58,260
+مش هيك الصورة الصورة زي ما أنا بقولك أن هي هذه
+
+488
+00:32:58,260 --> 00:33:01,660
+الصورة اللي لازم تكون أمامك لازم يكون فيه اللي هي
+
+489
+00:33:01,660 --> 00:33:04,660
+النتائج ضمن اللي هو المنحنى الجرسي لازم يكون في
+
+490
+00:33:04,660 --> 00:33:08,220
+عندي مش معقول أنه مثلا عندي أنا الآن أنت شعور بقدش
+
+491
+00:33:08,220 --> 00:33:11,580
+عندي الآن سبعين طالبة أن تستين طالبة من السبعين
+
+492
+00:33:11,580 --> 00:33:12,900
+يكونوا جايبين امتياز ممكن
+
+493
+00:33:17,370 --> 00:33:20,550
+لأ، من اللي قالك إن كلهم في نفس المستوى، أنا هيك
+
+494
+00:33:20,550 --> 00:33:23,670
+أتبلغ الفروق الفردية يا حبيبي، أنا لو بدأ أجيب أنا
+
+495
+00:33:23,670 --> 00:33:26,230
+إجاباتكم أنتم على سؤال واحد، هل كلكم بتكون جاوبته
+
+496
+00:33:26,230 --> 00:33:29,970
+نفس الإجابة؟ طب أنا أقولك مثلا في سؤال اللي هي
+
+497
+00:33:29,970 --> 00:33:33,530
+مكونات الثقافة قبل شوية أو في سؤال اللي هي مكونات
+
+498
+00:33:33,530 --> 00:33:38,230
+نظام المنهجفي طالبات حددت المدخلات واللي هي
+
+499
+00:33:38,230 --> 00:33:41,290
+العمليات والمخرجات والتخزين الراجعة ورسمت الشكل
+
+500
+00:33:41,290 --> 00:33:45,750
+وأعطتني الصورة كاملة، في طالبات لأ مارسمتش، كتبت
+
+501
+00:33:45,750 --> 00:33:48,450
+هذه أخدت علامة كاملة وهذه أخدت علامة كاملة، في
+
+502
+00:33:48,450 --> 00:33:51,030
+طالبة كتبت لي بس اللي هي المدخلات والعمليات
+
+503
+00:33:51,030 --> 00:33:54,930
+والمخرجات والتخزين الراجعة، فقط ما كتبتش غيرهم، في
+
+504
+00:33:54,930 --> 00:33:58,470
+طالبة رحت كتبت بخجل هيكت جنب المدخلات حاجات الفرد
+
+505
+00:33:59,680 --> 00:34:03,320
+وجنب العمليات كتبت إعداد المعلمين وجنب اللي هي
+
+506
+00:34:03,320 --> 00:34:07,180
+المخرجات ما كتبتش ولا حاجة التغذية الراجعة كتبت
+
+507
+00:34:07,180 --> 00:34:12,400
+فيها مدى الملاءمة ما هي هذه جاوبت بس هل هي بتستحق
+
+508
+00:34:12,400 --> 00:34:17,340
+درجة زي الطالبات اللي لك مثلا؟ لا مستحيل، مستحيل
+
+509
+00:34:17,340 --> 00:34:21,100
+تقولي كلهم جاوب إذا أنت بتفترضي أن كل الطلاب عندهم
+
+510
+00:34:21,100 --> 00:34:24,910
+نفس القدرات افتراضك غير سليملا مافتردش أنا بس يعني
+
+511
+00:34:24,910 --> 00:34:28,250
+أنا جيتها من المبدأ مثلا لإن احنا بنات كبار بندرس
+
+512
+00:34:28,250 --> 00:34:33,850
+.. انت بتدرس اتكلمي عن نفسك اتكلمي عن نفسك انا
+
+513
+00:34:33,850 --> 00:34:37,550
+مبارح كنت بصلح امتحان الماجستير في الماجستير عندي
+
+514
+00:34:37,550 --> 00:34:40,070
+خمس و تلاتين طالبة في طالبات جابوا تمانية من
+
+515
+00:34:40,070 --> 00:34:45,610
+أربعين طالبات ماجستير موجهات ونظرات مدارس ومدرسات
+
+516
+00:34:45,610 --> 00:34:51,080
+وفي منهم طالبات مميزات في المدرسة في الجامعةو
+
+517
+00:34:51,080 --> 00:34:54,380
+جابوا علامات عالية لكن في الاختبار ماعطتش ليش
+
+518
+00:34:54,380 --> 00:34:58,260
+افترض ان هي ممكن تجيب علامة كاملة انا كنت قبل هي
+
+519
+00:34:58,260 --> 00:35:01,740
+كده لما كنت بقدرس بعض الشعب في الماجستير و يكون
+
+520
+00:35:01,740 --> 00:35:04,020
+عندي البنات خاصة ان انا باخد اللي هي شعبة العلم
+
+521
+00:35:04,020 --> 00:35:08,540
+بنات تدرس العلم والله كنت افل الورقة تفلاية عشان
+
+522
+00:35:08,540 --> 00:35:13,200
+بس اقدر ان احط لها 1.92 و 1.90 و 1 كذا عشان اقدر
+
+523
+00:35:13,200 --> 00:35:15,920
+الاقي غلطة و كتر ما هم البنات ممتزين عشان اقدر
+
+524
+00:35:15,920 --> 00:35:19,920
+اميز من مستوياتهم انا هلاقيت بدور على مكان احطلها
+
+525
+00:35:19,920 --> 00:35:24,470
+علامةبقلب الورق أو بقلب .. عشان كده بدأ نجحها، هذه
+
+526
+00:35:24,470 --> 00:35:28,210
+.. هذه أصلا علامة النجاح عندهم من سبعين مش من ستين
+
+527
+00:35:28,210 --> 00:35:32,130
+زيكم، لما بنتجيب تمانية من أربعين معنا ذلك انها
+
+528
+00:35:32,130 --> 00:35:33,290
+نصفت في المساق من النصف
+
+529
+00:35:38,090 --> 00:35:41,490
+فالقدرات بتختلف بلاش تفترض يتكلمي عن نفسك دائما
+
+530
+00:35:41,490 --> 00:35:45,830
+عملية التعميم ليست سليمة طيب بننهي المحاضرة هاد ان
+
+531
+00:35:45,830 --> 00:35:48,250
+شاء الله في المحاضرة اللي جاي بناخد وظائف التقويم
+
+532
+00:35:48,250 --> 00:35:51,270
+وأنواعه بنبدأ ان شاء الله في تنظيمات المناهج
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..00fda152d635c807b4088b5e0cdd49eb1a98ce50
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_raw.json
@@ -0,0 +1 @@
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-0.11870216760708362, "compression_ratio": 1.8677248677248677, "no_speech_prob": 0.0, "words": [{"start": 2138.0899999999997, "end": 2138.85, "word": "فالقدرات", "probability": 0.830224609375}, {"start": 2138.85, "end": 2139.41, "word": " بتختلف", "probability": 0.9514973958333334}, {"start": 2139.41, "end": 2139.79, "word": " بلاش", "probability": 0.7246500651041666}, {"start": 2139.79, "end": 2140.17, "word": " تفترض", "probability": 0.9674072265625}, {"start": 2140.17, "end": 2140.65, "word": " يتكلمي", "probability": 0.87431640625}, {"start": 2140.65, "end": 2140.73, "word": " عن", "probability": 0.98828125}, {"start": 2140.73, "end": 2141.11, "word": " نفسك", "probability": 0.9978841145833334}, {"start": 2141.11, "end": 2141.49, "word": " دائما", "probability": 0.923828125}, {"start": 2141.49, "end": 2141.91, "word": " عملية", "probability": 0.93408203125}, {"start": 2141.91, "end": 2142.37, "word": " التعميم", "probability": 0.9752604166666666}, {"start": 2142.37, "end": 2142.73, "word": " ليست", "probability": 0.9580078125}, {"start": 2142.73, "end": 2143.29, "word": " سليمة", "probability": 0.916015625}, {"start": 2143.29, "end": 2144.07, "word": " طيب", "probability": 0.8064778645833334}, {"start": 2144.07, "end": 2145.07, "word": " بننهي", "probability": 0.896484375}, {"start": 2145.07, "end": 2145.51, "word": " المحاضرة", "probability": 0.9716796875}, {"start": 2145.51, "end": 2145.73, "word": " هاد", "probability": 0.630615234375}, {"start": 2145.73, "end": 2145.83, "word": " ان", "probability": 0.787109375}, {"start": 2145.83, "end": 2146.05, "word": " شاء", "probability": 0.990234375}, {"start": 2146.05, "end": 2146.17, "word": " الله", "probability": 0.9560546875}, {"start": 2146.17, "end": 2146.31, "word": " في", "probability": 0.65966796875}, {"start": 2146.31, "end": 2146.69, "word": " المحاضرة", "probability": 0.9910888671875}, {"start": 2146.69, "end": 2146.81, "word": " اللي", "probability": 0.842529296875}, {"start": 2146.81, "end": 2146.91, "word": " جاي", "probability": 0.881103515625}, {"start": 2146.91, "end": 2147.25, "word": " بناخد", "probability": 0.8697916666666666}, {"start": 2147.25, "end": 2147.63, "word": " وظائف", "probability": 0.9542236328125}, {"start": 2147.63, "end": 2148.25, "word": " التقويم", "probability": 0.92333984375}, {"start": 2148.25, "end": 2149.05, "word": " وأنواعه", "probability": 0.88388671875}, {"start": 2149.05, "end": 2149.51, "word": " بنبدأ", "probability": 0.88134765625}, {"start": 2149.51, "end": 2149.65, "word": " ان", "probability": 0.71337890625}, {"start": 2149.65, "end": 2149.83, "word": " شاء", "probability": 0.9892578125}, {"start": 2149.83, "end": 2149.97, "word": " الله", "probability": 0.9560546875}, {"start": 2149.97, "end": 2150.11, "word": " في", "probability": 0.81494140625}, {"start": 2150.11, "end": 2150.73, "word": " تنظيمات", "probability": 0.988671875}, {"start": 2150.73, "end": 2151.27, "word": " المناهج", "probability": 0.91162109375}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2151.37525, "duration_after_vad": 2078.4287499999928}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..b0fff185877dd1267cde29f5f92025a2dcf1cb26
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/LbDMWq13Zd8_raw.srt
@@ -0,0 +1,2128 @@
+1
+00:00:20,810 --> 00:00:26,550
+السلام عليكم نقشنا
+
+2
+00:00:26,550 --> 00:00:30,550
+في المحاضرة الماضية مجموعة من أساليب التدريس
+
+3
+00:00:30,550 --> 00:00:34,730
+ونقشنا ال .. الوسائل التعليمية واليوم ان شاء الله
+
+4
+00:00:34,730 --> 00:00:38,830
+راح نناقش اللي هي أنشطة المنهاج المدرسي والتحويم
+
+5
+00:00:38,830 --> 00:00:43,150
+في المنهاج المدرسي النشاط، نقشنا ما هو النشاط ما
+
+6
+00:00:43,150 --> 00:00:52,620
+هو النشاطما المقصود بالنشاط، تفضلي ممتاز،
+
+7
+00:00:52,620 --> 00:00:56,180
+هو الجهد اللي بيقوم فيه المتعلم لتحقيق الهدف
+
+8
+00:00:56,180 --> 00:00:59,660
+الأمشطة هذه غالبا ممكن أنها تكون حرة خارج البيئة
+
+9
+00:00:59,660 --> 00:01:03,540
+الصفية ممكن تكون موجهة في داخل البيئة الصفية المهم
+
+10
+00:01:03,540 --> 00:01:07,580
+أن هو جهد يقوم فيه المعلم، يقوم فيه الطالب بتوجيه
+
+11
+00:01:07,580 --> 00:01:12,420
+من المعلم من المعلم طبعا، بيحصل من خلاله على
+
+12
+00:01:12,420 --> 00:01:15,680
+معلومات، على قيم، على اتجاهات، على مهاراتتركز
+
+13
+00:01:15,680 --> 00:01:19,480
+الأنشطة غالبا على ميول واتجاهات الطلبين لأنها
+
+14
+00:01:19,480 --> 00:01:23,940
+تستثير ما في داخلهم تستفز قدراتهم العقلية،
+
+15
+00:01:23,940 --> 00:01:28,300
+إمكاناتهم، كيف يمكن أن يكونوا الأفضل في هذا المجال
+
+16
+00:01:28,300 --> 00:01:33,880
+من معايير النشاط المدرسي، حتى يكون هذا النشاط مميز
+
+17
+00:01:33,880 --> 00:01:37,720
+وفعلا يحدم الطالب، لابد أن يتسم بعدة معايير، ما هي
+
+18
+00:01:37,720 --> 00:01:41,980
+هذه المعايير؟ أن يكون محقق لهدف مرقوب ومنشور
+
+19
+00:01:41,980 --> 00:01:47,200
+ممتاز، أيضا؟أني نفسي من أشهر مستوى نتج المتعلمين
+
+20
+00:01:47,200 --> 00:01:50,660
+مستوى نتج المتعلمين أني كنت قابلة في CU وإن الله
+
+21
+00:01:50,660 --> 00:01:51,900
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+22
+00:01:51,900 --> 00:01:51,940
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+23
+00:01:51,940 --> 00:01:52,820
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+24
+00:01:52,820 --> 00:01:54,720
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+25
+00:01:54,720 --> 00:01:56,940
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+26
+00:01:56,940 --> 00:01:58,780
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+27
+00:01:58,780 --> 00:01:58,920
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن الله
+
+28
+00:01:58,920 --> 00:02:12,740
+كنت قابلة في CU وإن الله كنت قابلة في CU وإن
+
+29
+00:02:12,740 --> 00:02:17,880
+الله كممتاز، ايضا من المعايير؟ ان يعتبط بالدراسة
+
+30
+00:02:17,880 --> 00:02:21,920
+داخل فصل دراسة و يوعب ترجمها واقعية للموضوع. سيد؟
+
+31
+00:02:21,920 --> 00:02:25,280
+ان يعتبط أساسا بالتفاهم والتعامل ومشاركة بالتعامل
+
+32
+00:02:25,950 --> 00:02:28,690
+ممتاز جدا، يبقى الآن المدرس عندما يريد أن يختار
+
+33
+00:02:28,690 --> 00:02:32,170
+نشاط، هذا نشاط يعني ليس نشاط عشوائي، هل بيخدم هدف
+
+34
+00:02:32,170 --> 00:02:36,110
+في داخل الغرفة الصفية؟ هل بيخدم هدف تعليمي؟ إذا
+
+35
+00:02:36,110 --> 00:02:40,130
+كان إحنا بدنا نعلم نعمل مسابقات المطارحة الشعرية،
+
+36
+00:02:40,130 --> 00:02:43,010
+هل المطارحة الشعرية بتخدم اللي هو هدف في تدريس
+
+37
+00:02:43,010 --> 00:02:46,210
+المنهاج بالنسبة للطلاب؟ إنهم الطلاب يحفظوا الشعار،
+
+38
+00:02:46,210 --> 00:02:49,330
+يحفظوا القافية، يعرفوا إنهم يتعاملوا في هذا الشيء،
+
+39
+00:02:49,330 --> 00:02:53,350
+لما بنعمل اللي هي الإذاعة المدرسية الصباحية؟مثلا،
+
+40
+00:02:53,350 --> 00:02:57,050
+هل إذا المدرسية الصباحية بتخدم أهداف داخل المنهاج
+
+41
+00:02:57,050 --> 00:02:59,770
+ولا ما بتخدمش؟ وبالتالي، لابد أنها تكون موجهة
+
+42
+00:02:59,770 --> 00:03:02,310
+لتحقيق هدف معين، مش شرط أن الهدف هذا يكون أن
+
+43
+00:03:02,310 --> 00:03:05,590
+الطالب بدي حل سؤال أو بدي حل مسألة، ولكن هل بتنمي
+
+44
+00:03:05,590 --> 00:03:08,890
+قيمة؟ هل بتنمي معرفة؟ هل بتكسب الطالب مهارة؟ هل
+
+45
+00:03:08,890 --> 00:03:12,650
+بتركز على أشياء مهمة جدا ومفيدة بالنسبة للطلاب،
+
+46
+00:03:12,650 --> 00:03:16,110
+بالنسبة لمراحل نتجهم لمستويات نموهم العقلي
+
+47
+00:03:16,110 --> 00:03:20,010
+والفكري؟ هل هذا النشاط احنا بنقدر نتابع ونشوف مدى
+
+48
+00:03:20,010 --> 00:03:24,390
+اللي هو تقدم الطلاب في هذاهذه الأشياء مهمة جدا أن
+
+49
+00:03:24,390 --> 00:03:27,950
+نركز عليها للطلاب، لكن أنا لا أريد أن أختار طالب
+
+50
+00:03:27,950 --> 00:03:33,570
+يدخل المطارح الشعرية، أو أختار طالب للتمثيل، أو
+
+51
+00:03:33,570 --> 00:03:37,650
+أختار طالب آخر بحيث يدخل مسابقة العلوم في أوائل
+
+52
+00:03:37,650 --> 00:03:42,340
+الطلبةبختار على حسب مستويات الطلبة العقلية، على
+
+53
+00:03:42,340 --> 00:03:45,400
+حسب قدراتهم العقلية، على حسب ميولهم، اتجاهاتهم،
+
+54
+00:03:45,400 --> 00:03:48,800
+واحد ماحبش الشعر ماحطوش في متارحة شعرية، واحد
+
+55
+00:03:48,800 --> 00:03:52,540
+ماعندوش قدرة على قراءة القصة ماحطوش في المطالعة
+
+56
+00:03:52,540 --> 00:03:55,840
+الحرة، بختار الطلاب على حسب ميولهم، على حسب
+
+57
+00:03:55,840 --> 00:03:59,920
+قدراتهم في هذا الجانب، ايضا الارتباط بالبيئة
+
+58
+00:03:59,920 --> 00:04:05,150
+وحاجات المجتمع عندما احنا بدنا نمثل مثلا مسرحيةإيش
+
+59
+00:04:05,150 --> 00:04:09,290
+احتياجات مجتمعنا؟ احنا لو احنا بنتكلم عن مسرحية
+
+60
+00:04:09,290 --> 00:04:14,090
+مثلا، احنا جايننا عيد العمال في اللي هو الأسبوع
+
+61
+00:04:14,090 --> 00:04:16,790
+القادم، بدك تعملي مسرحية في عيد العمال، عشان
+
+62
+00:04:16,790 --> 00:04:23,190
+هتركزي؟ بدك تركزي على العامل الفلسطيني ومشكلة
+
+63
+00:04:23,190 --> 00:04:28,230
+العاملالفلسطيني بدك ترتبطي في احتياجات بيئتك، ليش
+
+64
+00:04:28,230 --> 00:04:31,850
+بدك تتكلم عن العمال في العالم ككل؟ اتكلم عن العمال
+
+65
+00:04:31,850 --> 00:04:35,330
+اللي موجودين في بيئتك، اتكلم عن احتياجاتهم، اتكلم
+
+66
+00:04:35,330 --> 00:04:38,550
+عن السكون الاقتصادي والركود الاقتصادي اللي موجود
+
+67
+00:04:38,550 --> 00:04:40,670
+فيه العامل، وإيش حقوق هذا العامل، وكيف ممكن
+
+68
+00:04:40,670 --> 00:04:44,170
+نحفظها، وبالتالي مش لازم تروح تغردي خارج السرف،
+
+69
+00:04:44,170 --> 00:04:48,110
+لازم يكون كل شئ اليك مرتبط بالبيئة أو احتياجات
+
+70
+00:04:48,360 --> 00:04:51,700
+البيئة كل حاجة بدك تعمليها شوفي أول حاجة ارتبطي
+
+71
+00:04:51,700 --> 00:04:55,360
+بالبيئة و من خلال هذه البيئة بننطلق مايكونش بس
+
+72
+00:04:55,360 --> 00:04:58,480
+اللي هو ألعاب رياضية يعني هي مش كل النشاط نفهم على
+
+73
+00:04:58,480 --> 00:05:02,400
+أن هو ألعاب رياضية و تمثيل في أشياء كثيرة ممكن
+
+74
+00:05:02,400 --> 00:05:07,280
+تكون ضمن الأنشطة الموجودة و طبعا هذا الشيء يعني
+
+75
+00:05:07,280 --> 00:05:11,240
+بيعطينا اللي هو قداش هي قدرات الطلاب الحقيقية طب
+
+76
+00:05:11,240 --> 00:05:14,040
+أحنا هنا بدي أقولك أن إيش الأنشطة اللي ممكن تمارس
+
+77
+00:05:14,040 --> 00:05:18,440
+في المدرسة؟احنا قلنا إنه في عندك الإداعة المدرسية،
+
+78
+00:05:18,440 --> 00:05:20,880
+في عندك المترحة الشارية، إيش في عندك أيضًا أنشطة
+
+79
+00:05:20,880 --> 00:05:25,700
+من عندك أنت كمدرسة؟ عندي .. عندي خاصة في كل لغة
+
+80
+00:05:25,700 --> 00:05:28,800
+يعني العلوم بيعملوا مثلًا نادر علوم، بيصدروا
+
+81
+00:05:28,800 --> 00:05:32,500
+مطويات، بيعملوا معلمان، بدخلوا مختبر، بيعملوا
+
+82
+00:05:32,500 --> 00:05:35,900
+لرحات وكذلك، المعلمة العربية مثلًا بيساعدوا في
+
+83
+00:05:35,900 --> 00:05:39,200
+مجموعة اللغة العربية، بيساهموا مثلًا في نشر اللغة
+
+84
+00:05:39,200 --> 00:05:42,880
+وكذا يعني ممتاز، طيب، ممكن نعمل نوادي للمثاقات
+
+85
+00:05:42,880 --> 00:05:47,750
+أيضًا إيش في ممكن يكون في عندكم أنشطتجارب. فى
+
+86
+00:05:47,750 --> 00:05:50,290
+مصابقات منهجية مثلا على مستوى المدرس أو على مستوى
+
+87
+00:05:50,290 --> 00:05:54,330
+المدريات مثلا .. مثلا فى مصابقات ناشير، مصابقات
+
+88
+00:05:54,330 --> 00:05:59,190
+رسم أو مصابقات منهجية. ممتاز جدا، فى مصابقات من ..
+
+89
+00:05:59,190 --> 00:06:02,730
+لو فى ممكن مصابقات رسم مثلا عن القسير أنه أجمل
+
+90
+00:06:02,730 --> 00:06:07,790
+رسمة راح تفوز .. ايوة على مستوى مدرسة و بعدها راح
+
+91
+00:06:07,790 --> 00:06:10,780
+تروحوا على مستوى المدارس بعدها تتعرفواممتاز جدا،
+
+92
+00:06:10,780 --> 00:06:12,860
+هذا اللي بدي أوصل معاكم إنه مش دائما النشاط بس
+
+93
+00:06:12,860 --> 00:06:15,040
+بدنا نركز على أشياء موجودة، يعني أنا بدي أرفع
+
+94
+00:06:15,040 --> 00:06:18,640
+مستوات الطلاب للتنافس على مستوى عالمي، يعني أنا
+
+95
+00:06:18,640 --> 00:06:21,420
+مثلا بدي أشوف مثلا أفضل طالبة في طلاب بيرسموا
+
+96
+00:06:21,420 --> 00:06:24,440
+كاريكاتير، الكاريكاتير بترسميهم من بيئتك المحلية،
+
+97
+00:06:24,440 --> 00:06:27,340
+بس أنا بدي أعلم الطلاب على إنه يرسم الكاريكاتير
+
+98
+00:06:27,340 --> 00:06:31,260
+هدى بحيث إنه يقدر ينافسينافس مع المدارس، ينافس على
+
+99
+00:06:31,260 --> 00:06:34,800
+مستوى إقليمي، ينافس على مستوى عالمي، أنا بدأ أطلع،
+
+100
+00:06:34,800 --> 00:06:37,160
+في عندي كفاءات، في عندي مواهب، في عندي ناس عندها
+
+101
+00:06:37,160 --> 00:06:40,980
+قدرات عالية جدا، مابدأش نضيع هذه الأشياء بحيث أننا
+
+102
+00:06:40,980 --> 00:06:45,300
+بنعمل على اللي هو خمق قدرات الطلاب، لازم دائما
+
+103
+00:06:45,300 --> 00:06:51,600
+نظهر هذه القدرات و نظهرها للعالم و أن أي مسابقة،
+
+104
+00:06:51,600 --> 00:06:54,400
+أي شيء بيكون في دا إطار اللي هي الوزارة في إطار
+
+105
+00:06:54,400 --> 00:06:58,410
+الإقليم، في إطار العالم، ندخل طلابنا فيهامش مهم إن
+
+106
+00:06:58,410 --> 00:07:00,870
+احنا ناخد في المرة الأولى المركز الأول أو التانى
+
+107
+00:07:00,870 --> 00:07:04,650
+أو التالت بس المهم إن احنا نفوت و نشارك أي نعم و
+
+108
+00:07:04,650 --> 00:07:07,370
+نشوف حالنا إيش الأشياء اللي احنا لازم تكون موجودة
+
+109
+00:07:07,370 --> 00:07:11,370
+عندنا علشان نقدر نتفوق و بعد ذلك نحرص على إن
+
+110
+00:07:11,370 --> 00:07:15,050
+الأجيال اللي بتيجي بعد ذلك تكون أفضل من الأجيال
+
+111
+00:07:15,050 --> 00:07:18,130
+الأولى بهذه الصورة بتصير العالم تتقدم شوية شوية
+
+112
+00:07:18,130 --> 00:07:22,150
+بيصير في عندها تنافس من أجل الإبداع و ليس من أجل
+
+113
+00:07:22,150 --> 00:07:25,470
+فقط إن احنا بس نتبت حالة موجودين لأ احنا تنافس من
+
+114
+00:07:25,470 --> 00:07:29,030
+أجل الوصول إلى أعلى مستويات الإبداعالوظيفة
+
+115
+00:07:29,030 --> 00:07:32,690
+الأساسية للنشاط المدرسي، طبعا أنا لو بدأ أنظر لأي
+
+116
+00:07:32,690 --> 00:07:35,570
+طالبة بتمارس النشاط المدرسي والطالبة اللي بتمارسش
+
+117
+00:07:35,570 --> 00:07:39,750
+النشاط المدرسي، فيه فرق كبير في الشخصية الطالبة
+
+118
+00:07:39,750 --> 00:07:42,310
+المبادرة، المبادئة اللي عندها قدرة في النقاش، اللي
+
+119
+00:07:42,310 --> 00:07:46,210
+عندها قدرة في إنها هي اتنظم شيء معين، هذه طالبة
+
+120
+00:07:46,210 --> 00:07:48,670
+عندها قدرات بتختلف تماما، يعني لو أنا بدأ أقول
+
+121
+00:07:48,670 --> 00:07:52,540
+لطالبة أنت بدأت تنظمي لي رحلة تعليميةفهي بدها تروح
+
+122
+00:07:52,540 --> 00:07:55,640
+تتعاقد مع شركة الباصات، و هي بدها كمان ترسم خط سير
+
+123
+00:07:55,640 --> 00:07:58,200
+الرحلة، و بدها تحدد قداش نفقات الرحلة، و بدها تروح
+
+124
+00:07:58,200 --> 00:08:02,080
+تتفق مع الإدارة، و بدها تعمل جوابات لأولياء الأمور
+
+125
+00:08:02,080 --> 00:08:04,740
+علشان يساهموا، و بدها تروح تتفاهم مع المدرسات اللي
+
+126
+00:08:04,740 --> 00:08:07,820
+بدهم يطلعوا معاهم على الرحلة، هل هذه شخصيتها زي
+
+127
+00:08:07,820 --> 00:08:12,960
+شخصية طالبة موجودة في الظل و بتقومش بأي شئ؟طبعاً
+
+128
+00:08:12,960 --> 00:08:16,320
+في فرق كبير في الشخصية بين هذه الطالبة وبين
+
+129
+00:08:16,320 --> 00:08:19,900
+الطالبة الأخرى يبقى هنا النشاط المدرسي بيساعد
+
+130
+00:08:19,900 --> 00:08:22,680
+الطالب على إنه يكون عنده قدرة في إعداد الخطط، قدرة
+
+131
+00:08:22,680 --> 00:08:26,440
+في مواجهة الصعوبات، في إنه يتدرب في ميادين حياتية،
+
+132
+00:08:26,440 --> 00:08:29,600
+في إنه يبني علاقات سليمة، قدرة في المبادأ
+
+133
+00:08:29,600 --> 00:08:32,920
+والمبادرة، قدرة في القيادة، قدرة في المواجهة، قدرة
+
+134
+00:08:32,920 --> 00:08:36,140
+في التحدي، هذه الطالب اللي هو بيقوم في النشاط
+
+135
+00:08:36,140 --> 00:08:39,160
+الطالب أول مرة بوقف من .. بطلب منها إنها توقف قدام
+
+136
+00:08:39,160 --> 00:08:44,130
+المدرسة وتقول إذا عكبتكونخايفة و بترجف رجف لكن بعد
+
+137
+00:08:44,130 --> 00:08:47,110
+هيك إيش بتصير فيها؟ عالي طويلة شوية شوية بتصير
+
+138
+00:08:47,110 --> 00:08:50,570
+قدرتها قوية بعد هيك بتصير لما انها توقف بتصير تعطي
+
+139
+00:08:50,570 --> 00:08:53,670
+حركات تعبيرية و أشياء بعدين بتصير صوتها عالي بتصير
+
+140
+00:08:53,670 --> 00:08:57,530
+قدراتها عالية جدا في المواجهة لكن أول مرة كيف كانت
+
+141
+00:08:57,530 --> 00:09:01,410
+اختلفت تماما وبالتالي الآن إحنا لما بنحط طلبنا في
+
+142
+00:09:01,410 --> 00:09:05,990
+النشاطات بنقوي شخصيتهم بصورة واضحة مجالات النشاط
+
+143
+00:09:05,990 --> 00:09:09,490
+المدرسيطبعا زي ما احنا شايفين هنا الأشياء اللي
+
+144
+00:09:09,490 --> 00:09:11,930
+احنا نقشناها راح نلاقيها هنا في مجالات النشاط،
+
+145
+00:09:11,930 --> 00:09:17,850
+مجالات النشاط العلمى، ما هي؟ ما هي المجالات للنشاط
+
+146
+00:09:17,850 --> 00:09:22,710
+العلمى؟ فضلين ايه مثل الجامعات، الصحاف والمجلة ..
+
+147
+00:09:22,710 --> 00:09:25,670
+والمجلات، ورشد الأكبر، مدرسية اليومية، ودرس
+
+148
+00:09:25,670 --> 00:09:27,910
+المنادرة الشعرية، منادوات والخطبة والإيقاع في
+
+149
+00:09:27,910 --> 00:09:30,910
+المدرسة؟ممتاز، بقى احنا بنتكلم احنا عن نشاط علمى،
+
+150
+00:09:30,910 --> 00:09:35,170
+هذا نشاط علمى صحافة، مجلات، أخبار مدرسية، منادرات
+
+151
+00:09:35,170 --> 00:09:38,890
+شعرية، ندوات، خطابة، إذاعة، كلها هادي في النشاطات
+
+152
+00:09:38,890 --> 00:09:41,670
+العلمية اللي هي مرتبطة بالمثاقات العلمية، في
+
+153
+00:09:41,670 --> 00:09:50,150
+نشاطات ثقافية مثل النشاطة في المقصد المدرسي وقامت
+
+154
+00:09:50,150 --> 00:09:54,890
+مدرسات عربية و الصحة وسيارية في الـأي نعم قامة
+
+155
+00:09:54,890 --> 00:09:58,270
+المعارض والمتاحف بيعملوا معرض بيعملوا معرض للتراث
+
+156
+00:09:58,270 --> 00:10:02,190
+بيعملوا متاحف بيعملوا أشياء بيحاولوا أنهم ينظموا
+
+157
+00:10:02,190 --> 00:10:06,030
+نوع من المأكلات للطلاب يعني مناسبات معينة فهذه
+
+158
+00:10:06,030 --> 00:10:09,610
+كلها مرتبطة بالجوانب الثقافية مجالات النشاط
+
+159
+00:10:09,610 --> 00:10:17,690
+الاجتماعي ممتاز
+
+160
+00:10:17,690 --> 00:10:20,370
+والنشاط الرياضي طبعا واضح النشاط الرياضي اللي هي
+
+161
+00:10:20,370 --> 00:10:25,110
+المباريات والجري وكل الأشياء هذه النشاط الفنيمثل
+
+162
+00:10:25,110 --> 00:10:28,910
+المصريات و المجالات و المعارض المنهجية و الرقصات
+
+163
+00:10:28,910 --> 00:10:33,170
+الشعبية و المقامية ممتاز يبقى هذه مجالات ممكن تكون
+
+164
+00:10:33,170 --> 00:10:35,890
+فيها النشاط المدرسي ممكن نركز على المواد العلمية
+
+165
+00:10:35,890 --> 00:10:39,290
+ممكن نركز في النشاطات الثقافية و الواقع الثقافي
+
+166
+00:10:39,290 --> 00:10:41,950
+اللي بنعيشه او الاجتماعي او الرياضي ممكن يكون عندى
+
+167
+00:10:41,950 --> 00:10:46,170
+نشاط فنى و هذه ليست فقط المجالات ممكن ان اي مدرس
+
+168
+00:10:46,170 --> 00:10:51,490
+يستحدث اشياء جديدة بجانب هذه النشاطات ننتقل الان
+
+169
+00:10:51,490 --> 00:10:55,880
+لتقويم المنهجةتقويم المنهاج المدرسي إحنا قلنا إنه
+
+170
+00:10:55,880 --> 00:10:58,940
+عناصر المنهاج بنعيدها مرة تانية ما هي عناصر
+
+171
+00:10:58,940 --> 00:11:06,580
+المنهاج؟ الأهداف، المحتوى، الأنشطة والطرق
+
+172
+00:11:06,580 --> 00:11:11,420
+والأساليب، ثم التقويم أربع عناصر أساسية بالنسبة
+
+173
+00:11:11,420 --> 00:11:14,700
+للمنهاج، هذا السؤال مافيش اختبار وظيفة بيخلو منه
+
+174
+00:11:14,700 --> 00:11:19,080
+مظيفة؟ ايه نعم اختبارات الوظائف اختبار هذا يعني؟
+
+175
+00:11:19,080 --> 00:11:25,220
+لأ مش اختبار هذاهو ممكن أجيبلكي ياء بس أكمل واحدة
+
+176
+00:11:25,220 --> 00:11:28,200
+منكم حجاب وماشاء الله أنا يعني أصيبت بالإحباط و
+
+177
+00:11:28,200 --> 00:11:35,140
+أنا بصلح ورقكم على
+
+178
+00:11:35,140 --> 00:11:42,380
+طول أنتي زعلانة مش عارفة زعلانة منه ولا من حالك
+
+179
+00:11:42,380 --> 00:11:44,960
+يعني الطالب اللي بيزعل من امتحان بيزعل من حاله و
+
+180
+00:11:44,960 --> 00:11:51,280
+بيزعليش من المدرس اللي بيزعل من امتحان بيزعل من
+
+181
+00:11:51,280 --> 00:11:52,380
+حاله و بيزعليش من المدرسYeah
+
+182
+00:11:57,570 --> 00:12:03,250
+أسهللكم النهاية؟ هي المشكلة في صعوبة الامتحان ولا
+
+183
+00:12:03,250 --> 00:12:13,610
+المشكلة أنكم أنتم مش دارسينها؟
+
+184
+00:12:13,610 --> 00:12:16,710
+ما شاء الله في بنات يعني سكروا تلاتين في بنات تسعة
+
+185
+00:12:16,710 --> 00:12:19,470
+وعشرين ونص في تسعة وعشرين وثمانين وعشرين ونص يعني
+
+186
+00:12:19,470 --> 00:12:23,650
+في بس نص علامة راحت عليها كذا بالإجابات المقال
+
+187
+00:12:23,650 --> 00:12:27,790
+اللي أنا جايبهلكم هي أسهل حاجةيعني سؤال المقالة مش
+
+188
+00:12:27,790 --> 00:12:31,130
+أسهل منه عمري ما جبته هذا السؤال إن أقول للطالبات
+
+189
+00:12:31,130 --> 00:12:36,470
+اكتبوا مكونات الثقافة وكذا كذا يا سلام لو تشوف
+
+190
+00:12:36,470 --> 00:12:40,110
+الإجابات يا سلام يا سلام لو تشوف إيش البنات كاتبين
+
+191
+00:12:40,110 --> 00:12:45,690
+في مكونات الثقافة اختراعات في بنات عندهم قدرة على
+
+192
+00:12:45,690 --> 00:12:47,090
+اختراع مش طبيعية يعني
+
+193
+00:12:54,540 --> 00:13:00,000
+طيب تقويم المنهجالمنهاج المدرسي وحاجته للتقليد
+
+194
+00:13:00,000 --> 00:13:03,380
+احنا نقشنا في بداية الفصل اذا فاكرين ان المناهج
+
+195
+00:13:03,380 --> 00:13:06,500
+تقيم تقيم على المستوى العالمي على المستوى الإقليمي
+
+196
+00:13:06,500 --> 00:13:10,100
+على المستوى المحلي ومافيش دولة بتحط مناهجها او
+
+197
+00:13:10,100 --> 00:13:13,700
+بتكون هذه المناهج فقط بتقصد فيها اللي هي ان يكون
+
+198
+00:13:13,700 --> 00:13:16,960
+الطالب بس جيد على المستوى المحلي انا بخرج طالب
+
+199
+00:13:16,960 --> 00:13:20,220
+عشان يكون جيد على المستوى العالم الطالب اللي بدرس
+
+200
+00:13:20,220 --> 00:13:23,680
+رياضيات في غزة وبدرس رياضيات في ألمانيا وبدرس
+
+201
+00:13:23,680 --> 00:13:28,690
+رياضيات في اليابان لازم يدرس نفس الرياضياتوفي نفس
+
+202
+00:13:28,690 --> 00:13:32,370
+الصف باخد نفس المهارات واللي بدرس علوم نفس الشيء
+
+203
+00:13:32,370 --> 00:13:35,810
+بتختلف الأمور في اللغات على حسب لغات الأمم لأن
+
+204
+00:13:35,810 --> 00:13:38,330
+اللي بدرس اللغة اللي هو اللغة الأم اللي هي اللغة
+
+205
+00:13:38,330 --> 00:13:40,890
+الإنجليزية بتكون اللغة العربية مثلا بالنسبالي لغة
+
+206
+00:13:40,890 --> 00:13:44,990
+أجنبية لكن كل دولة في العالم بتحرس أنه بجانب اللغة
+
+207
+00:13:44,990 --> 00:13:49,210
+الأم يكون في لغة أجنبية ثانية وبالتالي هنا بيكون
+
+208
+00:13:49,210 --> 00:13:52,810
+في هناك تركيز على إن يكون في هناك standard معايير
+
+209
+00:13:52,810 --> 00:13:58,050
+أساسية بالنسبة للمناهجلأن هنا العلم كله فيه يعني
+
+210
+00:13:58,050 --> 00:14:01,170
+نوع من اللي هو نقول عدم الانحياز لأنه فيه نوع من
+
+211
+00:14:01,170 --> 00:14:05,230
+التوحد في معايير العلم، خاصة في المثقات العلمية،
+
+212
+00:14:05,230 --> 00:14:08,430
+في المثقات النظرية في أشياء بتكون أقليمية، يعني
+
+213
+00:14:08,430 --> 00:14:11,790
+إحنا في اللغة العربية في أكم دولة بتدرس لغة عربية
+
+214
+00:14:12,370 --> 00:14:14,970
+يبقى لازم نشترك مع هذه الدول اللي بتدرس اللغة
+
+215
+00:14:14,970 --> 00:14:19,110
+العربية بنفس المعايير وبالتالي هنا كل مساقفي له
+
+216
+00:14:19,110 --> 00:14:22,990
+معاييره الخاصة الآن احنا عشان نتكلم في تقويم
+
+217
+00:14:22,990 --> 00:14:26,890
+المنهاج ونحكم على مدى كفاءة المنهاج ونشوف مواطن
+
+218
+00:14:26,890 --> 00:14:29,870
+القوة ومواطن الضعف في المنهاج عملية التقويم بتسير
+
+219
+00:14:29,870 --> 00:14:33,750
+في اتجاهين ان انا بعمل تشخيص لنقاط القوة ونقاط
+
+220
+00:14:33,750 --> 00:14:38,260
+الضعف وبدع خطةللعلاج، يعني أنا مش بس بدي أحط أيدي
+
+221
+00:14:38,260 --> 00:14:41,860
+على نقاط الضعف والقوة في المنهج، لكن أنا بحط أيضًا
+
+222
+00:14:41,860 --> 00:14:45,560
+خطة لعملية التطوير بالنسبة لهذا المنهج وكيف إحنا
+
+223
+00:14:45,560 --> 00:14:49,220
+ممكن نتداشة كافة الأخطاء اللي ظهرت في منهجنا، كل
+
+224
+00:14:49,220 --> 00:14:53,160
+دولة بتحرس على إن منهجها تكون هي الأفضل في هذا
+
+225
+00:14:53,160 --> 00:14:59,240
+المجالمن اللي هي المشروعات اللي بتعمل على التقويم
+
+226
+00:14:59,240 --> 00:15:03,140
+على مستوى العالم اللي هو مشروع تمس العالم مشروع
+
+227
+00:15:03,140 --> 00:15:05,880
+تمس العالم اللي بيعمل على تقويم أداء التلاميذ في
+
+228
+00:15:05,880 --> 00:15:10,640
+مدرستي العلوم والرياضيات في الصفين الرابع والأخير
+
+229
+00:15:10,640 --> 00:15:15,700
+من مرحلة التعليم الأساسية العالم بيقسم اللي هو
+
+230
+00:15:15,700 --> 00:15:20,560
+المراحل التعليمية عندنا من أول لرابع وبعدين من
+
+231
+00:15:20,560 --> 00:15:25,420
+خامس لتامن وبعدين من تاسع لاطماشرفهنا بتكون
+
+232
+00:15:25,420 --> 00:15:29,240
+اختبارات التمث في الصف الرابع وفي الصف التامن وصف
+
+233
+00:15:29,240 --> 00:15:32,760
+اتناش دائما بكون نهاية اللي هي مرحلة التعليم العام
+
+234
+00:15:32,760 --> 00:15:36,440
+وهذا بتكون فيها حسب كل دولة في اختبارات زي التوجيه
+
+235
+00:15:36,440 --> 00:15:40,120
+عنا هنا او بكون في لها أنظمة مختلفة لكن اللي بيصير
+
+236
+00:15:40,120 --> 00:15:43,300
+فيهم اللي هي اختبارات التمث نهاية المرحلة الأساسية
+
+237
+00:15:43,300 --> 00:15:46,800
+الدنيا والأساسية العليا طبعا هنا بتكون في الرابع
+
+238
+00:15:46,800 --> 00:15:51,560
+وفي التامن شاركنا احنا طبعافي اختبارات التمس
+
+239
+00:15:51,560 --> 00:15:55,700
+شاركنا في عدة سنوات، طبعا شاركنا في 2003، في 2007،
+
+240
+00:15:55,700 --> 00:16:00,360
+في 2011 كانت مشاركة أيضا و أكوان في هنا مشاركات و
+
+241
+00:16:00,360 --> 00:16:03,640
+كنا بنحاول إن احنا نشوف حالنا وين احنا بالنسبة
+
+242
+00:16:03,640 --> 00:16:06,940
+العالم طب تمت المشاركة طبعا باختبارات التمس بعد
+
+243
+00:16:06,940 --> 00:16:12,160
+اللي هو التدريس بالمنهج الفلسطينييعني لما تم إقرار
+
+244
+00:16:12,160 --> 00:16:16,340
+المنهج الفلسطيني عام 2000 بعد ذلك اللي هو في 2003
+
+245
+00:16:16,340 --> 00:16:20,080
+صار فيه اللي هو دخول لاختبارات التمث للصف الرابع
+
+246
+00:16:20,080 --> 00:16:24,140
+الصف التامن وبعد ذلك أيضا طبقوه طبعا ماكنتش
+
+247
+00:16:24,140 --> 00:16:27,880
+نتائجنا مسررة كتير يعني في هذا الجانب واحنا بنعيش
+
+248
+00:16:27,880 --> 00:16:32,500
+أجواء مختلفة احنا يعني محتلين وموجه .. يعني
+
+249
+00:16:32,500 --> 00:16:35,720
+إمكاناتنا المادية، إمكاناتنا البشرية كلها محدودة
+
+250
+00:16:36,260 --> 00:16:39,820
+بالإضافة لعمليات القصف والتدمير اللي بتصير للمدارس
+
+251
+00:16:39,820 --> 00:16:43,500
+بالنسبة أيضًا لعمليات اللي هي الحجر على المناهج إن
+
+252
+00:16:43,500 --> 00:16:47,020
+المناهج لها سقف معين في هذا الجانب يعني إحنا إن
+
+253
+00:16:47,020 --> 00:16:49,840
+احنا نقدر ندخل اختبار زي هذا و نعرف إيش هي
+
+254
+00:16:49,840 --> 00:16:54,080
+المعايير ال standard العالمية هذا شيءمميز ان احنا
+
+255
+00:16:54,080 --> 00:16:59,060
+كنا مثلا في 2007 نتيجتنا افضل من 2011 طبعا كتير
+
+256
+00:16:59,060 --> 00:17:04,420
+علّوها ان هو حرب 2008 يعني دمرت بشكل كبير أشياء
+
+257
+00:17:04,420 --> 00:17:07,680
+كثيرة في المدارس و في كذا و في معنويات الطلاب هذا
+
+258
+00:17:07,680 --> 00:17:11,680
+اللي عمل التراجع في عام 2011 كان المفروض طبعا ان
+
+259
+00:17:11,680 --> 00:17:14,640
+احنا العام الماضي ان احنا ندخل اختبارات التمث
+
+260
+00:17:14,640 --> 00:17:18,700
+نتيجة عدم الجاهزية مرور غزة بحربين بعد ال 2011
+
+261
+00:17:18,700 --> 00:17:23,180
+طبعاخلاهم إنهم لأ إحنا مش هنقدر ندخل لإنه هيك إحنا
+
+262
+00:17:23,180 --> 00:17:27,960
+هنحبط أنفسنا بأنفسنا لكن لو قعدنا يعني ترميم أشياء
+
+263
+00:17:27,960 --> 00:17:32,180
+كثيرة في النظام المنهجي المدرسي ممكن بعد ذلك ندخل
+
+264
+00:17:32,180 --> 00:17:35,440
+في اختبارات التمث فهنا طبعا اختبارات التمث اللي هي
+
+265
+00:17:35,440 --> 00:17:38,820
+بتركز على اللي هي مرحلة التعليم الأساسي بتركز على
+
+266
+00:17:38,820 --> 00:17:42,320
+معارف ومعلومات أساسية في هاتين الماديتين العلوم
+
+267
+00:17:42,320 --> 00:17:44,960
+والرياضيات طبعا هدول اللي بيشتركوا فيهم كل العالم
+
+268
+00:17:44,960 --> 00:17:50,300
+ليش؟لأنهم ليسوا مثل اللغات وليسوا مثل المواد
+
+269
+00:17:50,300 --> 00:17:55,740
+الثقافية، بتميز قدرات الطلاب طبعاً لأنه في هنا
+
+270
+00:17:55,740 --> 00:17:59,880
+اشتراك في ال standard، في المعايير، يعني هنا في كل
+
+271
+00:17:59,880 --> 00:18:02,960
+دول العالم مشتركين بهذه المعايير، لكن في اللغات
+
+272
+00:18:02,960 --> 00:18:07,140
+مختلفة، في التاريخ والجغرافيا بتكون مختلفة في هذا
+
+273
+00:18:07,140 --> 00:18:11,970
+الجانبفي عندنا نظريات لتقويم المنهاج في عندنا
+
+274
+00:18:11,970 --> 00:18:16,070
+نظرية اللي بتركز على السمات الكامنة ورا استجابات
+
+275
+00:18:16,070 --> 00:18:19,690
+المتعلم على اختبار معين تفترض النظرية وجود سمات أو
+
+276
+00:18:19,690 --> 00:18:24,610
+قدرات لكل أداء ولكن كل سما لا يمكن ملاحظتها أو
+
+277
+00:18:24,610 --> 00:18:27,270
+قياسها لكن يمكن الاستدلال عليها من خلال ملاحظة
+
+278
+00:18:27,270 --> 00:18:31,270
+أداء المتعلم بغض النظر عن نوعية الأداء كيف نظرية
+
+279
+00:18:31,270 --> 00:18:34,790
+السمات الكامنة؟ يعني أنا بدأ أشوف مثلا قدرات
+
+280
+00:18:34,790 --> 00:18:39,880
+الطلاب في حل المسائلفي الرياضيات أنا بهمنيش حل
+
+281
+00:18:39,880 --> 00:18:45,320
+السؤال النهائي بهمني طريقة الحل وطريقة التفكير
+
+282
+00:18:45,320 --> 00:18:49,020
+فإحنا هنا بنركز على السمة الكامنة يعني هل فعلا
+
+283
+00:18:49,020 --> 00:18:51,600
+الطلاب عندهم القدرة على الاستنتاج على الاستنباط
+
+284
+00:18:51,600 --> 00:18:55,000
+على الرابط على الخروج بالنتيجة النهائية ولا هو
+
+285
+00:18:55,000 --> 00:18:59,780
+بيحفظ آليافهنا هذه بيتم اللي هي ملاحظته فهنا
+
+286
+00:18:59,780 --> 00:19:02,840
+بيقيموا المناهج في قدرتهم على إنهم يحركوا هذه
+
+287
+00:19:02,840 --> 00:19:05,780
+السماعات الكامنة على إنهم يحركوا المهارات الداخلية
+
+288
+00:19:05,780 --> 00:19:09,200
+بالنسبة للمتعلم بركز على هذه السماعات بيهموش
+
+289
+00:19:09,200 --> 00:19:11,940
+النتيجة النهائية يعني ممكن يجيب اختبار للطلاب مش
+
+290
+00:19:11,940 --> 00:19:15,020
+مهم الطلاب ينجحوا أو يرسولوا بس المهم في الاختبار
+
+291
+00:19:15,020 --> 00:19:19,320
+هل فكروا بطريقة صحيحة؟ إيش هي القدرات اللي فكروا
+
+292
+00:19:19,320 --> 00:19:22,120
+فيها الطلاب؟ على هذا الأساس طبعا بيتم تقويم المنهج
+
+293
+00:19:22,120 --> 00:19:24,740
+هل المنهج بيعطي الطالب مهارات ولا بيعطيه فقط
+
+294
+00:19:24,740 --> 00:19:29,530
+معلومات؟المفروض إنه بعطيه معلومات و بعطيه مهارات
+
+295
+00:19:29,530 --> 00:19:33,250
+في نفس الوقت أنا بعلم الطالب اللي هي طريقة الحل و
+
+296
+00:19:33,250 --> 00:19:37,170
+بأكسبه مهارة الحل في هذا الجانب طبعا هذه الأشياء
+
+297
+00:19:37,170 --> 00:19:40,110
+أبو إيه إنها مهمة جدا و لابد إن احنا نفهم كيف
+
+298
+00:19:40,110 --> 00:19:42,930
+بتشتغل هذه نظرية السمات الكامنة و إيش هي السما
+
+299
+00:19:42,930 --> 00:19:46,850
+الكامنة اللي بتخلي الطالب إن هو يفكر هذا التفكير و
+
+300
+00:19:46,850 --> 00:19:52,250
+يصل إلى هذا الحل في عندي فروقات بين التقويم و
+
+301
+00:19:52,250 --> 00:19:56,460
+التقييموبين التقييم والتقدير وبين التقييم والتقويم
+
+302
+00:19:56,460 --> 00:19:59,860
+والتشخيص بعض اللي هي المصطلحات اللي هي تستخدم
+
+303
+00:19:59,860 --> 00:20:05,720
+تقريبا بنفس المعنى ما الفرق بين التقويم والتقييم؟
+
+304
+00:20:05,720 --> 00:20:08,580
+في المناهج طبعا، احنا بنتكلم في المناهج وليس في
+
+305
+00:20:08,580 --> 00:20:13,360
+مجال اخر طبعا المجمع اللغوي أجاز استخدام الكلمتين
+
+306
+00:20:13,360 --> 00:20:18,000
+بنفس المعنىإن التقييم هو التقييم، نعم؟ هو مختلف عن
+
+307
+00:20:18,000 --> 00:20:21,140
+حياتي المضمون، التقييم أشهر من التقييم، التقييم
+
+308
+00:20:21,140 --> 00:20:25,360
+مضمن التشخيص والعلاج، أما التقييم فقط التشخيص لأ،
+
+309
+00:20:25,360 --> 00:20:28,700
+هو بتضمن التشخيص والعلاج، ولكن التقييم جزءي
+
+310
+00:20:28,700 --> 00:20:32,640
+والتقييم كله يعني أنا بقول تقييم المنهاج، معناه
+
+311
+00:20:32,640 --> 00:20:36,380
+ذلك إن أنا بدأ أقيم الأهداف، بدأ أقيم المحتوى، بدأ
+
+312
+00:20:36,380 --> 00:20:41,100
+أقيم طرق التدريس والأنشطة لكن لما بدي أعمل تقييم،
+
+313
+00:20:41,100 --> 00:20:46,190
+بعمل تقييم للوسائل، للجزءوبالتالي هنا التقييم في
+
+314
+00:20:46,190 --> 00:20:51,390
+المنهج جزءي والتقويم كله وبالتالي أنا بقول ده أعمل
+
+315
+00:20:51,390 --> 00:20:55,030
+تقييم لأساليب التدريس في المنهج فأنا أخدت جزئية
+
+316
+00:20:55,030 --> 00:20:58,930
+واحدة من المنهج وبعملها عملية اللي هي تقويم
+
+317
+00:20:58,930 --> 00:21:02,210
+وبالتالي بسميها تقييم وبالتالي هنا بتأتي جزئية
+
+318
+00:21:02,210 --> 00:21:06,470
+لكنها هادي وهادي بتتضمن التشخيص وتتضمن العلاج
+
+319
+00:21:06,470 --> 00:21:12,570
+التقويم والتقدير الآن كل واحدة فيكم لها تقدير من
+
+320
+00:21:12,570 --> 00:21:13,890
+تقديرها ممتاز هنا أشوف
+
+321
+00:21:17,380 --> 00:21:26,820
+متيازات ماشاء الله كويس همين جيد جدا طيب
+
+322
+00:21:26,820 --> 00:21:33,440
+كويس والباقي طيب كويس ابقى الآن التقدير .. التقدير
+
+323
+00:21:33,440 --> 00:21:38,100
+بيعطيني وصف كيفي للحالة لكن بيحددليش إيش هي نقاط
+
+324
+00:21:38,100 --> 00:21:42,390
+القوة ولا نقاطالضعف، يعني واحدة بتقولي أنا تقييمي
+
+325
+00:21:42,390 --> 00:21:45,970
+مثلا تقديري جيد جدا، أنا بعرفش إيش هي المثقات اللي
+
+326
+00:21:45,970 --> 00:21:48,990
+هي تميزت فيها وجابت امتياز ولا إيش هي المثقات اللي
+
+327
+00:21:48,990 --> 00:21:52,270
+هي جابت فيها جيد جدا أو جيد، وبالتالي هنا أنا
+
+328
+00:21:52,270 --> 00:21:56,190
+مابقدرش أصف الحالة إلا غير هي أوصف كيفي للحالة،
+
+329
+00:21:56,190 --> 00:22:00,650
+لكن مابقدرش أحدد نقاط القوة ونقاط الضعف من خلالها،
+
+330
+00:22:00,650 --> 00:22:04,530
+وبالتالي هنا التقويم بيعطيني وصف له وتشخيص له نقاط
+
+331
+00:22:04,530 --> 00:22:08,420
+القوة والضعف، لكن التقدير لأبقول الحالة جيدة زي ما
+
+332
+00:22:08,420 --> 00:22:11,540
+بيجي الطبيب يقول للمريض حالتك جيدة مستقرة، إيش
+
+333
+00:22:11,540 --> 00:22:15,340
+يعني؟ مريض ولا مش مريض؟ إيش اللي عندي بالظبط؟ إيش
+
+334
+00:22:15,340 --> 00:22:18,800
+اللي بحتاجه؟ لأ هي الحالة جيدة، لأ جيدة ما أتطنيش
+
+335
+00:22:18,800 --> 00:22:23,260
+وصف كافي، فهي وصف يعني نقول كيفي لكن ما بتحددش
+
+336
+00:22:23,260 --> 00:22:27,000
+بالظبط اللي هي طبيعة اللي هو الطالب التقويم
+
+337
+00:22:27,000 --> 00:22:34,700
+والقياس القياس دائما يسبقتكون يعني الآن إحنا بنعطي
+
+338
+00:22:34,700 --> 00:22:38,020
+للطالب اختبار بنعطيه أداة قياس الاختبار أداة قياس
+
+339
+00:22:38,020 --> 00:22:41,620
+الآن بنقيس مستوى الطالب اللي أخد تسعة وعشرين مثلا
+
+340
+00:22:41,620 --> 00:22:44,800
+من تلاتين في الامتحان بنقول هذا طالب ممتاز أنا
+
+341
+00:22:44,800 --> 00:22:48,220
+بقدر أقيم حالته أو أقدر حالته بعد ما إن يكون في
+
+342
+00:22:48,220 --> 00:22:52,740
+عندي درجةوبالتالي دائما القياس هي اللي هي نقول
+
+343
+00:22:52,740 --> 00:22:55,840
+السلة من الأول أن يكون في عندي اختبار وفي عندي
+
+344
+00:22:55,840 --> 00:22:58,380
+درجة بيحصل عليها الطالب، بناء على هذه الدرجة أنا
+
+345
+00:22:58,380 --> 00:23:02,820
+بقدر أعطي تقدير و بقدر أقيم اللي هو حالته تماما،
+
+346
+00:23:02,820 --> 00:23:06,360
+وبالتالي هنا عملية القياس دائما عملية كمية بتسبق
+
+347
+00:23:06,360 --> 00:23:10,000
+عملية التقويم، هي بتتضمن التشخيص ولكن لا تتضمن
+
+348
+00:23:10,900 --> 00:23:15,360
+العلاج دائما هي بتشخص الحالة نعطيها للطالب زي ما
+
+349
+00:23:15,360 --> 00:23:18,820
+احنا بنجي نقولها اي طالبة الان بيجي على المدارس
+
+350
+00:23:18,820 --> 00:23:21,520
+بيقولهم اعملوا للطالبة اختبار قدرات في القملة
+
+351
+00:23:23,070 --> 00:23:26,130
+فبروحوا بجيبوا قطعة في الإملة للطلاب القطعة هذه
+
+352
+00:23:26,130 --> 00:23:29,510
+فيها كلها تهمزات وفيها حروف مد وفيها كذا وفيها كذا
+
+353
+00:23:29,510 --> 00:23:33,210
+طب ليش القطعة هذه هي كده يعني صعبة؟ لأن هو بده
+
+354
+00:23:33,210 --> 00:23:38,890
+يشخص تماما ما هي مستويات الطلاب بالظبط اختبارات
+
+355
+00:23:38,890 --> 00:23:42,150
+تشخصية فالآن هذه الأداء اللي هو استخدمها بلحظوا
+
+356
+00:23:42,150 --> 00:23:45,210
+مثلا إنه مستوى الطلاب كذا أو كذا الآن بقول للمدرسة
+
+357
+00:23:45,210 --> 00:23:48,470
+ارجعي للامتحان وشوف ايش أكتر الأخطاء اللي أخطأوا
+
+358
+00:23:48,470 --> 00:23:52,270
+فيها الطلابابقاش أخطأه أخطأه بحروف المد أخطأه في
+
+359
+00:23:52,270 --> 00:23:55,210
+الهمزات الهمزة وسط السطر أخر السطر وسط الكلمة
+
+360
+00:23:55,210 --> 00:23:59,810
+والان ببدأ اللي هي عملية التشخيص والتدقيق بدقة بعد
+
+361
+00:23:59,810 --> 00:24:03,990
+ذلك عملية التقويم بصدر حكم هل اللي هو الطالب
+
+362
+00:24:03,990 --> 00:24:06,970
+كويسين أو مش كويسين بحتاجوا علاج ولا بحتاجوش علاج
+
+363
+00:24:06,970 --> 00:24:13,610
+هذا بتأتي بعد عملية التشخيص الأولى القياس
+
+364
+00:24:13,610 --> 00:24:16,190
+والتقدير القياس طبعا كم والتقدير
+
+365
+00:24:21,040 --> 00:24:27,220
+القياس والتشخيص ممكن نعتبره في التربية مرادف
+
+366
+00:24:27,220 --> 00:24:33,670
+للاختبارات التشخيصيةهي نفسها بتكون أدوات قياسية،
+
+367
+00:24:33,670 --> 00:24:36,950
+يعني إحنا لما بنقول اختبار تشخيصي في الرياضيات،
+
+368
+00:24:36,950 --> 00:24:39,570
+اختبار تشخيصي في اللغة العربية، في القملة، في كذا،
+
+369
+00:24:39,570 --> 00:24:43,370
+في كذا، هذه كلها عبارة عن أدوات للقياس، زي ما هو
+
+370
+00:24:43,370 --> 00:24:47,430
+الطبيب تماما، المصطلح التشخيص مصطلح طبي، الطبي
+
+371
+00:24:47,430 --> 00:24:50,310
+بيشتبط لو بأي مريض بيروح عنده، مثلا بيقوله أنا
+
+372
+00:24:50,310 --> 00:24:52,630
+عندي مغسل، عندي كذا، فبيقوله روح اعمل تحليل، واحد،
+
+373
+00:24:52,630 --> 00:24:55,450
+اتنين، تلات، أربع، التحليل هذا عبارة عن أشياء
+
+374
+00:24:55,450 --> 00:24:59,270
+للتشخيصهو مش هو بده يشوف نسبة دمه علشان هو بده
+
+375
+00:24:59,270 --> 00:25:02,350
+يتعرض على نسبة دمه، لأ هو بده يشوف إيش المستوى
+
+376
+00:25:02,350 --> 00:25:06,870
+الخلل الموجود، هو بده يشخص هذه الأشياء الموجودة
+
+377
+00:25:06,870 --> 00:25:11,650
+وبالتالي ممكن نعتبر إن التشخيص مرادف للقياس
+
+378
+00:25:11,650 --> 00:25:17,450
+التقدير والتشخيص برضه نفس الشيء الآن بدأنا نعرف
+
+379
+00:25:17,450 --> 00:25:21,130
+ونفهم إن التقدير كيفي، بنقدر الحالة بصورة كيفية،
+
+380
+00:25:21,130 --> 00:25:24,450
+لكن بنعتمد على التشخيص بالصورة الكمية
+
+381
+00:25:27,000 --> 00:25:32,960
+أهداف التقويم من المنهج لماذا نقوم بتقويم المنهج؟
+
+382
+00:25:32,960 --> 00:25:37,420
+ليش لازم نقيم منهجنا؟ ما الهدف من تقويم المنهج؟
+
+383
+00:25:44,780 --> 00:25:47,960
+ممتاز جدا، بدنا نخكم على أهداف منهجنا، هل أهداف
+
+384
+00:25:47,960 --> 00:25:51,240
+المنهج اللي عندنا، يعني تم اللي هو اختيارها
+
+385
+00:25:51,240 --> 00:25:53,440
+وبناءها، بناء على حاجات الفرد، بناء على حاجات
+
+386
+00:25:53,440 --> 00:25:56,720
+المجتمع زي ما أخدنا في نظام المنهج، هل فعلا بتلبي
+
+387
+00:25:56,720 --> 00:26:00,300
+احتياجات هؤلاء الأفراد اللي موجودين، هل فعلا تمت
+
+388
+00:26:00,300 --> 00:26:04,140
+سياغتها، تمت كتابتها، تمت ترجمتها، هل هي فعلا ممكن
+
+389
+00:26:04,140 --> 00:26:07,100
+أن احنا نحققها، ولا هي أهداف عامة، ولا إيش طبيعة
+
+390
+00:26:07,100 --> 00:26:10,380
+هذه الأهدافوبالتالي هنا لابد من اللي هو متابعة
+
+391
+00:26:10,380 --> 00:26:13,600
+أهداف المنهجة أيضًا.
+
+392
+00:26:23,800 --> 00:26:26,700
+ممتاز، احنا بنشوف أول حاجة احنا قلنا الأهداف،
+
+393
+00:26:26,700 --> 00:26:29,340
+بنتابع الأهداف، بعد الأهداف على طول بدنا نتابع
+
+394
+00:26:29,340 --> 00:26:33,580
+المحتوى، هل المحتوى احنا اخترناه بحيث ان يكون فيه
+
+395
+00:26:33,580 --> 00:26:36,980
+المعايير اللي احنا اتكلمنا عنها التراكمية والتتابع
+
+396
+00:26:36,980 --> 00:26:40,520
+والتكامل واللي هو يكون فيه بُقرة بتحدد أولويات
+
+397
+00:26:40,520 --> 00:26:43,560
+المعرفة وإن هو بوظف أكتر من طريقة في التدريس وإن
+
+398
+00:26:43,560 --> 00:26:47,100
+هو تم تنظيمه بصورة منطقية، سيكولوجية، هل هذه
+
+399
+00:26:47,100 --> 00:26:50,440
+المعايير وضعت في محتوانا؟هل فعلاً هذا المحتوى
+
+400
+00:26:50,440 --> 00:26:54,120
+بيحقق الأهداف المطلوبة وبالتالي إننا ما بنيجي نحكم
+
+401
+00:26:54,120 --> 00:26:56,080
+على هذه الأشياء بنشوف هذه المعايير اللي احنا
+
+402
+00:26:56,080 --> 00:26:59,760
+درسناها الاستمرار والتكامل والتتابع واللي هي
+
+403
+00:26:59,760 --> 00:27:03,740
+المعيارية والتنظيم المنطقي والتنظيم السيكولوجي
+
+404
+00:27:03,740 --> 00:27:08,020
+بنتابع كل هذه الأشياء أو بنشوف مدى مراعتها أيضاً
+
+405
+00:27:08,020 --> 00:27:11,140
+مدى مراعته لمتطلبات التربية الإسلامية احنا كمسلمين
+
+406
+00:27:11,140 --> 00:27:14,840
+هل مناهجنا مرتبطة بفلسفتنا الإسلامية هل المواكب
+
+407
+00:27:14,840 --> 00:27:18,760
+للتطورات الحديثة أيضاً أيضاً من اللي هي الأهداف
+
+408
+00:27:19,300 --> 00:27:22,420
+متابعة أساليب الدراسة المصادرة في المدرسة المحاسة
+
+409
+00:27:22,420 --> 00:27:24,920
+تحت الفرصة للشركات الاستثمارية ومراعاة الطرق
+
+410
+00:27:24,920 --> 00:27:29,640
+الوطنية وإيصال بالمجالات الأساسيةممتاز، يبقى هنا
+
+411
+00:27:29,640 --> 00:27:32,800
+بنخرج للمدارس بنشوف هل المدرس بيدرس المنهج
+
+412
+00:27:32,800 --> 00:27:37,540
+بالأساليب المناسبة لتدريسه؟ هل بيدرس الرياضيات كما
+
+413
+00:27:37,540 --> 00:27:40,560
+يجب أن تدرس؟ هل بيدرس العلوم كما يجب أن تدرس؟ ولا
+
+414
+00:27:40,560 --> 00:27:43,900
+في فرق بين النظرية والتطبيق؟ إن أنا بقول إن الطالب
+
+415
+00:27:43,900 --> 00:27:47,060
+لازم يكون نشط، لازم يكون في تعلم تعاوني، لازم يكون
+
+416
+00:27:47,060 --> 00:27:50,320
+في إثارة للتفكير، لكن طرق التدريس مختلفة عن ما
+
+417
+00:27:50,320 --> 00:27:54,660
+يدور أو عن ما تم تخطيطه بالنسبة للمنهج يبقى هنا
+
+418
+00:27:54,660 --> 00:27:57,950
+بالراعي وبنتابع طرق التدريس المطبقة في المنهجمن
+
+419
+00:27:57,950 --> 00:28:01,550
+حيث المشاركة والفروق الفردية، اكتساب المهارات، كل
+
+420
+00:28:01,550 --> 00:28:13,150
+هذه الأشياء المطلوبة، أيضًا من الأهداف من
+
+421
+00:28:13,150 --> 00:28:17,470
+تابع تقنيات التعليم، إيش المقصود بالتقنيات؟الوسائل
+
+422
+00:28:17,470 --> 00:28:22,890
+وطرق التطبيق والتنفيذ الأساليب الفنية لعملية
+
+423
+00:28:22,890 --> 00:28:26,810
+التعليم والتعلم بنشوف هل هي مناسبة، هل تم استثمار
+
+424
+00:28:26,810 --> 00:28:30,370
+إمكانات البيئة، هل فعلا البيئة بتساعدني في إنتاج
+
+425
+00:28:30,370 --> 00:28:33,830
+هذه الوسائل وفي توظيفها، هل فعلا إحنا بنساعد إن
+
+426
+00:28:33,830 --> 00:28:36,770
+احنا نقيم تتأثير هذه الوسائل، هل فعلا في عندي
+
+427
+00:28:36,770 --> 00:28:42,380
+إمكانات مادية وبشرية كافية لتنفيذ المنهجمتابعة
+
+428
+00:28:42,380 --> 00:28:46,300
+التقويم نفسه من حيث الاستمرار والشغل والتنوع في
+
+429
+00:28:46,300 --> 00:28:50,320
+الأساليب والأدوات المستخدمة في القياس بحيث يكون
+
+430
+00:28:50,320 --> 00:28:55,660
+هذا القياس موضوعيا وواقعيا ممتاز جدا كتير من
+
+431
+00:28:55,660 --> 00:28:58,620
+الأوقات يعني ممكن يكون المنهج كويس بس أساليب
+
+432
+00:28:58,620 --> 00:29:03,340
+التقويم سيئة يعني الآن إحنا لما بنيجي بنسهل
+
+433
+00:29:03,340 --> 00:29:07,220
+الامتحانات تيجي مدرسة بتدرس في صفر معين فبتيجي
+
+434
+00:29:07,220 --> 00:29:09,840
+بتقولك أنا طلابي كلهم ممتازين بتجيبلهم امتحانات
+
+435
+00:29:09,840 --> 00:29:14,450
+الشهرية سهلةو الطلاب بيجيبوا علامات عالية لما بيجي
+
+436
+00:29:14,450 --> 00:29:18,170
+الامتحان النهائي من الوزارة إيش بيصير في طلابها؟
+
+437
+00:29:18,170 --> 00:29:23,790
+بنزل، بتقعد لمعالمة عيد قبل الطلاب أحيانا العكس،
+
+438
+00:29:23,790 --> 00:29:28,790
+أحنا في الابتدائي كنا ناخد النصف أصعب من النهائي
+
+439
+00:29:28,790 --> 00:29:35,130
+ممكن أفضل انت كل ما كنتي مدرسة منصفة كل ما انتي
+
+440
+00:29:35,130 --> 00:29:39,210
+ساعدتي في تنمية مهارات الطلابتسهيل المعرفة للطلاب،
+
+441
+00:29:39,210 --> 00:29:42,150
+يعني ليس هو الهدف، أنا مش لازم أسهله، أنا ببدأ من
+
+442
+00:29:42,150 --> 00:29:45,110
+مستوى، لكن بنتهيش عن المستوى، احنا هذا الكلام
+
+443
+00:29:45,110 --> 00:29:48,570
+اتكلمنا فيه قبل كمية مرة، ان أنا ببدأ من مستوى
+
+444
+00:29:48,570 --> 00:29:50,970
+الطالب، لكن بنتهيش عن المستويات، لازم أنتهي عن
+
+445
+00:29:50,970 --> 00:29:54,710
+المستوياتمتقدمة أو أعلى من اللي هي الأشياء عشان
+
+446
+00:29:54,710 --> 00:29:57,850
+أنا أسيط قدرته على التفكير وإذا دلني في مستوى مش
+
+447
+00:29:57,850 --> 00:30:01,410
+هحرك فيه أي شيء وبالتالي هنا لابد من إثارة تفكير
+
+448
+00:30:01,410 --> 00:30:04,790
+الطلاب وبالتالي هنا أسلوب التقويم هل الإختبارات
+
+449
+00:30:04,790 --> 00:30:07,450
+اللي بتنعطلها الطلاب شاملة؟ هل الأسئلة فيها
+
+450
+00:30:07,450 --> 00:30:11,770
+متنوعة؟ هل بتحقق كافة الأهداف الموجودة؟ هل هي فعلا
+
+451
+00:30:11,770 --> 00:30:15,770
+فيها مستويات تمييز؟ إن هي تمييز لبين الطلاب الطالب
+
+452
+00:30:15,770 --> 00:30:19,930
+الممتاز، الطالب المتفوق، الطالب ال ..اللي هو فوق
+
+453
+00:30:19,930 --> 00:30:22,610
+المتوسط والطالب المتوسط تحت المتوسط المفروض
+
+454
+00:30:22,610 --> 00:30:27,330
+الامتحان الجيد بيحط كل طالب في مكانه طالما أن هذا
+
+455
+00:30:27,330 --> 00:30:30,510
+الامتحان جيد الطالب المتميز راح يكون فيه سؤال
+
+456
+00:30:30,510 --> 00:30:34,350
+مايحلوش للطالب المتميز والطالب المتفوق هيكون فيه
+
+457
+00:30:34,350 --> 00:30:38,030
+أسئلة تظهر تفوقه والطالب فوق المتوسط والطالب
+
+458
+00:30:38,030 --> 00:30:40,930
+المتوسط والطالب المتدني يبقى هذا الامتحان بيكون
+
+459
+00:30:40,930 --> 00:30:45,170
+درجات السهولة والصعوبة زيه بالظبط زي اللي هي نتائج
+
+460
+00:30:45,170 --> 00:30:49,390
+الاختباربدوا يكون فيه أسئلة للطلبة الممتزين و
+
+461
+00:30:49,390 --> 00:30:52,610
+للطلبة المتدنين غالبية الطلاب هتكون هنا في إطار
+
+462
+00:30:52,610 --> 00:30:57,110
+المتوسط فوق المتوسط و تحت المتوسط و اللي هنا
+
+463
+00:30:57,110 --> 00:31:02,450
+المتوسط وبالتالي هنا لازم يفرزلي هذه المستويات هيك
+
+464
+00:31:02,450 --> 00:31:05,250
+الإختبار بيكون إختبار جيد لكن لما أنه بده ييجي
+
+465
+00:31:05,250 --> 00:31:07,890
+الإختبار و بده أقول إن كل الطلبة ما شاء الله
+
+466
+00:31:07,890 --> 00:31:12,150
+ممتزين كيف يعني كل الطلبة ممتزين؟
+
+467
+00:31:14,640 --> 00:31:20,720
+تطلع نتائج الاختبار بهذا الشكل كل
+
+468
+00:31:20,720 --> 00:31:26,320
+الطلبة جايبين درجات عالية هذا اختبار و اللي سقفهم
+
+469
+00:31:26,320 --> 00:31:31,580
+الخفض لأن كل الطلبة جابوا نفس الدرجات الطالب
+
+470
+00:31:31,580 --> 00:31:34,240
+الممتاز و الطالب المتوسط جابوا نفس الدرجة هل هذا
+
+471
+00:31:34,240 --> 00:31:38,250
+شيء حقيقي؟لأ هذا الشيء مش حقيقي، لأن المفروض أنه
+
+472
+00:31:38,250 --> 00:31:41,850
+في أسئلة تفرز المستويات، والعكس كمان صحيح، يعني
+
+473
+00:31:41,850 --> 00:31:44,570
+مانفعش كمان أنه نتائج الاختبار تكون جاي بهذا
+
+474
+00:31:44,570 --> 00:31:49,500
+الشكل، هذا اختبار بكون سقفه مرتفعإن هو أعلى من
+
+475
+00:31:49,500 --> 00:31:53,380
+مستويات الطلاب، إحنا لا بدنا إنه يكون منخفض ولا
+
+476
+00:31:53,380 --> 00:31:57,600
+يكون مرتفع، لازم يفرز مستويات الطلاب وإن هو يضع كل
+
+477
+00:31:57,600 --> 00:32:01,380
+طالب في مكانه الحقيقي، فإحنا بنقيم أدوات التقويم،
+
+478
+00:32:01,380 --> 00:32:04,260
+بنقيم الإختبارات، بنرجع الإختبارات، بنرجع نتائج
+
+479
+00:32:04,260 --> 00:32:07,840
+الإختبارات، بنحللها، بنشوف هل فعلا إن هذه
+
+480
+00:32:07,840 --> 00:32:11,160
+إختباراتنا إختبارات جيدة مناسبة للطلاب أو غير
+
+481
+00:32:11,160 --> 00:32:11,960
+مناسبة
+
+482
+00:32:14,980 --> 00:32:27,940
+كيف يعني بنزلهم كلهم؟
+
+483
+00:32:27,940 --> 00:32:31,260
+من
+
+484
+00:32:31,260 --> 00:32:38,140
+اللي قال هذا الكلام؟ منهم
+
+485
+00:32:38,140 --> 00:32:42,370
+اللي حكوا؟أنهياتنا عميدة يعني ماعملنا أشي نزلنا
+
+486
+00:32:42,370 --> 00:32:42,990
+ولا طلعنا
+
+487
+00:32:54,600 --> 00:32:58,260
+مش هيك الصورة الصورة زي ما أنا بقولك أن هي هذه
+
+488
+00:32:58,260 --> 00:33:01,660
+الصورة اللي لازم تكون أمامك لازم يكون فيه اللي هي
+
+489
+00:33:01,660 --> 00:33:04,660
+النتائج ضمن اللي هو المنحنى الجرسي لازم يكون في
+
+490
+00:33:04,660 --> 00:33:08,220
+عندي مش معقول أنه مثلا عندي أنا الآن أنت شعور بقدش
+
+491
+00:33:08,220 --> 00:33:11,580
+عندي الآن سبعين طالبة أن تستين طالبة من السبعين
+
+492
+00:33:11,580 --> 00:33:12,900
+يكونوا جايبين امتياز ممكن
+
+493
+00:33:17,370 --> 00:33:20,550
+لأ، من اللي قالك إن كلهم في نفس المستوى، أنا هيك
+
+494
+00:33:20,550 --> 00:33:23,670
+أتبلغ الفروق الفردية يا حبيبي، أنا لو بدأ أجيب أنا
+
+495
+00:33:23,670 --> 00:33:26,230
+إجاباتكم أنتم على سؤال واحد، هل كلكم بتكون جاوبته
+
+496
+00:33:26,230 --> 00:33:29,970
+نفس الإجابة؟ طب أنا أقولك مثلا في سؤال اللي هي
+
+497
+00:33:29,970 --> 00:33:33,530
+مكونات الثقافة قبل شوية أو في سؤال اللي هي مكونات
+
+498
+00:33:33,530 --> 00:33:38,230
+نظام المنهجفي طالبات حددت المدخلات واللي هي
+
+499
+00:33:38,230 --> 00:33:41,290
+العمليات والمخرجات والتخزين الراجعة ورسمت الشكل
+
+500
+00:33:41,290 --> 00:33:45,750
+وأعطتني الصورة كاملة، في طالبات لأ مارسمتش، كتبت
+
+501
+00:33:45,750 --> 00:33:48,450
+هذه أخدت علامة كاملة وهذه أخدت علامة كاملة، في
+
+502
+00:33:48,450 --> 00:33:51,030
+طالبة كتبت لي بس اللي هي المدخلات والعمليات
+
+503
+00:33:51,030 --> 00:33:54,930
+والمخرجات والتخزين الراجعة، فقط ما كتبتش غيرهم، في
+
+504
+00:33:54,930 --> 00:33:58,470
+طالبة رحت كتبت بخجل هيكت جنب المدخلات حاجات الفرد
+
+505
+00:33:59,680 --> 00:34:03,320
+وجنب العمليات كتبت إعداد المعلمين وجنب اللي هي
+
+506
+00:34:03,320 --> 00:34:07,180
+المخرجات ما كتبتش ولا حاجة التغذية الراجعة كتبت
+
+507
+00:34:07,180 --> 00:34:12,400
+فيها مدى الملاءمة ما هي هذه جاوبت بس هل هي بتستحق
+
+508
+00:34:12,400 --> 00:34:17,340
+درجة زي الطالبات اللي لك مثلا؟ لا مستحيل، مستحيل
+
+509
+00:34:17,340 --> 00:34:21,100
+تقولي كلهم جاوب إذا أنت بتفترضي أن كل الطلاب عندهم
+
+510
+00:34:21,100 --> 00:34:24,910
+نفس القدرات افتراضك غير سليملا مافتردش أنا بس يعني
+
+511
+00:34:24,910 --> 00:34:28,250
+أنا جيتها من المبدأ مثلا لإن احنا بنات كبار بندرس
+
+512
+00:34:28,250 --> 00:34:33,850
+.. انت بتدرس اتكلمي عن نفسك اتكلمي عن نفسك انا
+
+513
+00:34:33,850 --> 00:34:37,550
+مبارح كنت بصلح امتحان الماجستير في الماجستير عندي
+
+514
+00:34:37,550 --> 00:34:40,070
+خمس و تلاتين طالبة في طالبات جابوا تمانية من
+
+515
+00:34:40,070 --> 00:34:45,610
+أربعين طالبات ماجستير موجهات ونظرات مدارس ومدرسات
+
+516
+00:34:45,610 --> 00:34:51,080
+وفي منهم طالبات مميزات في المدرسة في الجامعةو
+
+517
+00:34:51,080 --> 00:34:54,380
+جابوا علامات عالية لكن في الاختبار ماعطتش ليش
+
+518
+00:34:54,380 --> 00:34:58,260
+افترض ان هي ممكن تجيب علامة كاملة انا كنت قبل هي
+
+519
+00:34:58,260 --> 00:35:01,740
+كده لما كنت بقدرس بعض الشعب في الماجستير و يكون
+
+520
+00:35:01,740 --> 00:35:04,020
+عندي البنات خاصة ان انا باخد اللي هي شعبة العلم
+
+521
+00:35:04,020 --> 00:35:08,540
+بنات تدرس العلم والله كنت افل الورقة تفلاية عشان
+
+522
+00:35:08,540 --> 00:35:13,200
+بس اقدر ان احط لها 1.92 و 1.90 و 1 كذا عشان اقدر
+
+523
+00:35:13,200 --> 00:35:15,920
+الاقي غلطة و كتر ما هم البنات ممتزين عشان اقدر
+
+524
+00:35:15,920 --> 00:35:19,920
+اميز من مستوياتهم انا هلاقيت بدور على مكان احطلها
+
+525
+00:35:19,920 --> 00:35:24,470
+علامةبقلب الورق أو بقلب .. عشان كده بدأ نجحها، هذه
+
+526
+00:35:24,470 --> 00:35:28,210
+.. هذه أصلا علامة النجاح عندهم من سبعين مش من ستين
+
+527
+00:35:28,210 --> 00:35:32,130
+زيكم، لما بنتجيب تمانية من أربعين معنا ذلك انها
+
+528
+00:35:32,130 --> 00:35:33,290
+نصفت في المساق من النصف
+
+529
+00:35:38,090 --> 00:35:41,490
+فالقدرات بتختلف بلاش تفترض يتكلمي عن نفسك دائما
+
+530
+00:35:41,490 --> 00:35:45,830
+عملية التعميم ليست سليمة طيب بننهي المحاضرة هاد ان
+
+531
+00:35:45,830 --> 00:35:48,250
+شاء الله في المحاضرة اللي جاي بناخد وظائف التقويم
+
+532
+00:35:48,250 --> 00:35:51,270
+وأنواعه بنبدأ ان شاء الله في تنظيمات المناهج
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/MoW-fGeumek_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/MoW-fGeumek_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..be475420a1f2ba572dd6a4df98c72039bca12dd9
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/MoW-fGeumek_postprocess.srt
@@ -0,0 +1,1852 @@
+1
+00:00:20,840 --> 00:00:28,220
+السلام عليكم كيف حالكم اليوم؟ طيب اليوم ان شاء
+
+2
+00:00:28,220 --> 00:00:32,060
+الله هنبدأ في طرق تنفيذ المنهج احنا اخدنا ان
+
+3
+00:00:32,060 --> 00:00:34,780
+المنهج عنا اربع عناصر مني تذكرنا ما هي عناصر
+
+4
+00:00:34,780 --> 00:00:38,180
+المنهج؟
+
+5
+00:00:38,180 --> 00:00:47,300
+ما هي عناصر المنهج؟ ايوة عنا اربع مكونات أساسية
+
+6
+00:00:47,300 --> 00:00:57,720
+الأهداف والمحتوىأيوة طيب لأ يبقى هنا مكونات الملهج
+
+7
+00:00:57,720 --> 00:01:02,980
+أو بنسميها عناصر الملهج عندنا
+
+8
+00:01:02,980 --> 00:01:14,280
+أربع مكونات الأهداف المحتوى إذراءات التنفيذ وعندنا
+
+9
+00:01:14,280 --> 00:01:14,900
+التقويم
+
+10
+00:01:17,350 --> 00:01:20,270
+خلقت الأهداف و أخدناها و اتعرفنا علي انه الأهداف
+
+11
+00:01:20,270 --> 00:01:31,630
+عندنا معرفية وجدانية و نفس حركية المفتوح أخدنا
+
+12
+00:01:31,630 --> 00:01:36,210
+مكوناته المعرفية حقائق
+
+13
+00:01:36,210 --> 00:01:39,590
+و المفاهيم و المبادر و القوانين و المصريات عندنا
+
+14
+00:01:39,590 --> 00:01:42,430
+أساليب التفكير و المكونات الوجدانية
+
+15
+00:01:46,310 --> 00:01:51,570
+و أساليب التككير بالإضافة
+
+16
+00:01:51,570 --> 00:01:58,630
+للقيم اللى بحتويها المنهج الآن هنا إجراءات التنفيذ
+
+17
+00:01:58,630 --> 00:02:02,630
+إجراءات التنفيذ اللى بتاخد طبعا هنا طرق التعليم و
+
+18
+00:02:02,630 --> 00:02:08,110
+التعلم تخرعنا
+
+19
+00:02:08,110 --> 00:02:13,650
+الوسائل التعليمية
+
+20
+00:02:13,650 --> 00:02:14,550
+بتاخد أيضا
+
+21
+00:02:18,140 --> 00:02:24,480
+الانشطة وإجراءات التقويم فهذه
+
+22
+00:02:24,480 --> 00:02:28,160
+كلها في إجراءات تنفيذ المنهج بناخد هذه الأشياء
+
+23
+00:02:28,160 --> 00:02:34,480
+جميلة التقويم هناخده طبعا بالتوسع اللازم في هذا
+
+24
+00:02:34,480 --> 00:02:39,000
+الجانب نبدأ الآن اللي هي في إجراءات التنفيذ اللي
+
+25
+00:02:39,000 --> 00:02:43,970
+هي أول قسم منها اللي هي طرق التعليم والتعلمفي
+
+26
+00:02:43,970 --> 00:02:48,750
+عندنا الطريقة والاسلوب والاستراتيجية تلت مصطلحات
+
+27
+00:02:48,750 --> 00:02:52,870
+تستخدم في مجال طرق التعليم و التعلم بنفضل أن
+
+28
+00:02:52,870 --> 00:02:58,010
+نسميها طرق التعليم و التعلم أفضل من طرق التدريس
+
+29
+00:02:58,010 --> 00:03:03,330
+لماذا؟
+
+30
+00:03:03,330 --> 00:03:06,430
+نقول طرق التعليم و التعلم و لا طرق التدريس أيهم
+
+31
+00:03:06,430 --> 00:03:10,020
+أفضل؟التعليم والتعلم اللي هتشمل الطالب والمعلم
+
+32
+00:03:10,020 --> 00:03:15,660
+يعني التعليم والتعلم اللي هو يتعلم ويأخذ تدريس
+
+33
+00:03:15,660 --> 00:03:19,560
+يعني فقط طرقين من المتدرسين عملية من اتجاه واحد
+
+34
+00:03:19,560 --> 00:03:23,180
+وبالتالي هنا بنفضل انها تكون اللي هي اسمها طرق
+
+35
+00:03:23,180 --> 00:03:26,960
+التعليم والتعلم لإن المعلم يقوم بالتعليم والطالب
+
+36
+00:03:26,960 --> 00:03:32,020
+يقوم بعملية التعلم في تفاعل بين المعلم والمتعلم في
+
+37
+00:03:32,020 --> 00:03:36,380
+وجود في داخل غرفة الصفية وخارجالغرفة الصفية هذه
+
+38
+00:03:36,380 --> 00:03:39,940
+عملية التعلم بس بتتم في داخل غرفة الصفية لكن عملية
+
+39
+00:03:39,940 --> 00:03:44,620
+التدريس بتتم من المعلم للطالب داخل غرفة محددة و
+
+40
+00:03:44,620 --> 00:03:48,620
+اطار محدد وبالتالي تكون هنا عملية التدريس في
+
+41
+00:03:48,620 --> 00:03:51,560
+المدارس يفضل ان احنا نسميها طرق التعليم والتعلم في
+
+42
+00:03:51,560 --> 00:03:55,600
+عندي الطريقة وفي عندي الأسلوب وفي عندي ال strategy
+
+43
+00:03:55,600 --> 00:04:00,800
+الطريقة يعني احنا بنتكلم عن طريقة التحضير طريقة
+
+44
+00:04:00,800 --> 00:04:06,250
+المحاضرة المدرس بيبدأبيعطي توضيح ما هي جوانب هذه
+
+45
+00:04:06,250 --> 00:04:09,450
+المحاضرة وبعد ذلك بيبدأ بعملية الشرح فهي عبارة عن
+
+46
+00:04:09,450 --> 00:04:13,970
+خطوات وإجراءات في الموقف التالي وخطوة ثم خطوة ثم
+
+47
+00:04:13,970 --> 00:04:17,630
+خطوة وبالتالي بتكون مرتبة يعني لو نقول محاضرة
+
+48
+00:04:17,630 --> 00:04:20,450
+معنادلك أن المعلم يقوم بالشرح يقوم بالتمهيد
+
+49
+00:04:20,450 --> 00:04:23,850
+للموضوع ثم يقوم بالشرح لكن لما نقول مناقشة معنادلك
+
+50
+00:04:23,850 --> 00:04:29,690
+أن في هناك سؤال وجواد في هذا الإطار وبالتالي خطوات
+
+51
+00:04:29,690 --> 00:04:34,550
+وإجراءاتواللي هو النمط الإجرائي أو الجانب الإجرائي
+
+52
+00:04:34,550 --> 00:04:38,850
+من الطريقة هو النمط اللي يفترحه المعلم طبعا كل
+
+53
+00:04:38,850 --> 00:04:42,590
+إنسان له أسلوب الخاص فيه يعني ممكن نفس ال .. ال ..
+
+54
+00:04:42,590 --> 00:04:47,250
+ال .. ال teacher يشرحه مدرسين لكن .. و يستخدموا
+
+55
+00:04:47,250 --> 00:04:51,480
+طريقة المحاضرة لكن كل واحد منهم تفهميهابصورة
+
+56
+00:04:51,480 --> 00:04:55,700
+مختلفة، كل واحد بيقدمها بنمط مختلف حسب طبيعة
+
+57
+00:04:55,700 --> 00:04:59,100
+الشخصية، وفيه ممكن يعطيها .. يعطيها طابع الفكاهة و
+
+58
+00:04:59,100 --> 00:05:03,280
+يضحك، فيه منهم ممكن يستخدم الشواهد و الأدلة،
+
+59
+00:05:03,280 --> 00:05:06,480
+يستخدم الشواهد من القرآن، السنة، من الشعر، على حسب
+
+60
+00:05:06,480 --> 00:05:11,520
+طبيعة الشخصية، وبالتالي فيها فن، الأسلوب دائما فيه
+
+61
+00:05:11,520 --> 00:05:17,380
+فن خاص و إبتع خاصفي فن خاص هذا مرتبط بشخصية اللي
+
+62
+00:05:17,380 --> 00:05:20,420
+هو الإنسان اللي بيعطي هذه الأشياء إذا ما بتتفرجي
+
+63
+00:05:20,420 --> 00:05:23,980
+على بعض المحاضرات ممكن إنك انت في التليفزيون تفتحي
+
+64
+00:05:23,980 --> 00:05:27,820
+مثلا على العريفي و تفتحي مثلا على واحد تاني واحد
+
+65
+00:05:27,820 --> 00:05:31,760
+بتستوعب منه تماما مثلا و بتحب أسلوبه في عملية
+
+66
+00:05:31,760 --> 00:05:37,600
+الطرح، إنسان آخر لأ مابتتحمليش إنك تظلك تسمعيله،
+
+67
+00:05:37,600 --> 00:05:39,880
+بتحس بالملل بعد فترة، ليش؟
+
+68
+00:05:44,210 --> 00:05:47,010
+وبالتالي هنا الأسلوب دائما هو جانب إجرائي مرتبط
+
+69
+00:05:47,010 --> 00:05:50,630
+بالشخصية الاستراتيجية أوسع من الطريقة و أوسع من
+
+70
+00:05:50,630 --> 00:05:54,450
+الأسلوب يعني ممكن في الاستراتيجية لما نكون تدريسنا
+
+71
+00:05:54,450 --> 00:05:58,830
+استراتيجي بنستخدم أكتر من طريقة و أكتر من أسلوب
+
+72
+00:05:58,830 --> 00:06:01,790
+بننظمهم بطريقة معينة وبالتالي بكون تدريسنا
+
+73
+00:06:01,790 --> 00:06:05,330
+استراتيجي يعني نستخدم اللي هو استراتيجية الاكتشاف
+
+74
+00:06:05,330 --> 00:06:10,090
+فأنا بدأ أخلي الطالبات يكتشفوا استراتيجيا كيف أول
+
+75
+00:06:10,090 --> 00:06:13,870
+حاجة بس أنت أشرحلهم درس عن الزهرةفرحت طالبة منهم
+
+76
+00:06:13,870 --> 00:06:18,030
+ان كل واحدة منهم تجيب زهرة بعد ذلك بدأنا ان احنا
+
+77
+00:06:18,030 --> 00:06:21,870
+عملية تشريح الزهرة بدأت الطالبات و اللي هي نشرح
+
+78
+00:06:21,870 --> 00:06:25,370
+الزهرة نشوف الكأس التويش اللي هي المكونات بتاعتها
+
+79
+00:06:25,370 --> 00:06:29,670
+بعد ذلك المدرسة راحت رسمت الزهرة على الصدورة و
+
+80
+00:06:29,670 --> 00:06:33,350
+طلبت من الطالبات تحدد الأجزاء بالترتيب الآن هذه
+
+81
+00:06:33,350 --> 00:06:37,430
+الخطوات المتتالية تعتمد استراتيجية اكتشافية ان
+
+82
+00:06:37,430 --> 00:06:41,370
+الطالبة تتوصى لكل المعلومات بنفسيوبالتالي
+
+83
+00:06:41,370 --> 00:06:45,490
+استراتيجية أوسع من الأسلوب و أوسع من الطريقة لأنها
+
+84
+00:06:45,490 --> 00:06:51,010
+تتضمن عدة طرق و عدة أساليب في نفس الوقت و طبعا هنا
+
+85
+00:06:51,010 --> 00:06:54,630
+يدخل فيها أشياء كثيرة لضحكي الأهداف
+
+86
+00:07:14,810 --> 00:07:18,670
+ممتازة طريقة التدريس اللي هي داخل الموقف التعليمي
+
+87
+00:07:18,670 --> 00:07:22,870
+في الغرفة الصفرية فهي خطة من أجل تدريس معين خطة
+
+88
+00:07:22,870 --> 00:07:26,790
+بيضعها المدرس تفترح تحضير بيحط خطة كيف أنا بدي
+
+89
+00:07:26,790 --> 00:07:30,470
+أدرس الطلاب هذا المفهوم فبيضع أسئلة بيرسم رسومات
+
+90
+00:07:30,470 --> 00:07:34,050
+بيحضر أنشطة كل هذه الأشياء من أجل أنه يصل إلى
+
+91
+00:07:34,050 --> 00:07:37,990
+تحقيق أفضل بيحضر وسائلهإيش هي الوسائل اللي بده
+
+92
+00:07:37,990 --> 00:07:41,550
+يستخدمها بيحضر الأنشطة أوراق العمل وبالتالي هو
+
+93
+00:07:41,550 --> 00:07:46,090
+بيحضر كل طريقة تدريسه كيف بدي أدرس هذا الدرس وهنا
+
+94
+00:07:46,090 --> 00:07:49,970
+طبعا بكون هنا مرتبط بالمستوى التعليمي إذا أنا بدأ
+
+95
+00:07:49,970 --> 00:07:53,990
+أشرح درس لصف في الرابع ونفس الدرس بتدرس مثلا لصف
+
+96
+00:07:53,990 --> 00:07:57,070
+اللي هو التاسع هذا الهضم اللي منشرح في الرابع
+
+97
+00:07:57,070 --> 00:07:59,890
+ومنشرح في التاسع لكن هل هدرسه في الرابع زي ما
+
+98
+00:07:59,890 --> 00:08:03,570
+هدرسه في التاسع لأ مستوى المعلومات أعمق في التاسع
+
+99
+00:08:03,570 --> 00:08:05,090
+وبالتالي طريقة التدريس
+
+100
+00:08:08,190 --> 00:08:11,530
+تصنف طرق التدريس في تلات مجموعات، مجموعة العرض
+
+101
+00:08:11,530 --> 00:08:15,930
+والاكتشاف ومجموعة التعلم الداخل ماهي مجموعة العرض؟
+
+102
+00:08:15,930 --> 00:08:20,270
+ماذا يعني بمجموعة العرض؟
+
+103
+00:08:20,270 --> 00:08:27,490
+ممتاز،
+
+104
+00:08:27,490 --> 00:08:33,370
+هذه جميع الطرق التي تعتمد على قدرات المعلم عرض،
+
+105
+00:08:33,370 --> 00:08:38,320
+المعلم في عمل عمليةعرض للطلاب بيبقى دور الطالب هنا
+
+106
+00:08:38,320 --> 00:08:43,300
+سلبي مش إيجابي كتير لإيش؟ لأن المدرس هو اللي بيعرض
+
+107
+00:08:43,300 --> 00:08:46,760
+هو اللي بيوضح هو اللي بيفسّر فهذه الطرق بتعتمد على
+
+108
+00:08:46,760 --> 00:08:50,700
+طرق اللي هي توضيح المادة العلمية بالنسبة للطالب من
+
+109
+00:08:50,700 --> 00:08:54,700
+أمثلتها المحاضرة والاستنباط المحاضرة في العلم
+
+110
+00:08:54,700 --> 00:08:59,020
+الإنسانية والاستنباط في المساقات العلمية واللي هي
+
+111
+00:08:59,020 --> 00:09:03,700
+العلم التي تحتال إلى اللي هي التوظيف العقلي مجموعة
+
+112
+00:09:03,700 --> 00:09:04,360
+الاكتشاف
+
+113
+00:09:15,030 --> 00:09:17,870
+ممتاز جدا، عندنا مجموعة تانية، المجموعة الأولى
+
+114
+00:09:17,870 --> 00:09:20,190
+بتعتمد على المعلم، المجموعة التانية على المعلم
+
+115
+00:09:21,210 --> 00:09:25,830
+والمتعلم، في تفاعل بين المعلم وبين المتعلم، المعلم
+
+116
+00:09:25,830 --> 00:09:29,790
+بيعرض، بيوضح الطالب بتوصل للمعلومة، ممكن المعلم
+
+117
+00:09:29,790 --> 00:09:33,770
+بيعطيه أمثلة و الطالب هو اللي بيسر إلى المعلومة في
+
+118
+00:09:33,770 --> 00:09:36,650
+هذا الإطار، فهي بتعتمد على التفاعل الإيجابي
+
+119
+00:09:36,650 --> 00:09:41,110
+المثمر، المعلم مرافق للطالب، ميسر للطالب في أمشيته
+
+120
+00:09:42,320 --> 00:09:45,220
+مين اللي بتسأل؟ انا كنت بحكي عليك شرط التفاعل بين
+
+121
+00:09:45,220 --> 00:09:47,860
+المعلم و التعلم و ان المادة العلمية و التعلم و ..
+
+122
+00:09:47,860 --> 00:09:52,160
+بس المعلم يكون مجرد موجه موجه لا لا انا هدقت مثلا
+
+123
+00:09:52,160 --> 00:09:55,280
+موجه و مشرف لطالب يعني انا بدي اخلي الطالبات
+
+124
+00:09:55,280 --> 00:09:59,180
+يكتشفوا مثلا قاعد التخوات كانة فانا الآن بعرضهم
+
+125
+00:09:59,180 --> 00:10:04,000
+الأمثلة و اقولهم كانت السماء صافية أمس الجو باردة
+
+126
+00:10:04,000 --> 00:10:08,100
+فالان انا بقولهم مثلا كانة أو أمس و أصبح و دولة
+
+127
+00:10:08,100 --> 00:10:12,250
+انهم نفس المواصفات ما هي مواصفاتهم؟هل هي أفعال
+
+128
+00:10:12,250 --> 00:10:14,750
+مضارعة، أفعال ماضية، أفعال كذا، أفعال كذا، ماذا
+
+129
+00:10:14,750 --> 00:10:18,470
+حدث للجملة الإسمية؟ لما دخلت مثلا كان على الجملة
+
+130
+00:10:18,470 --> 00:10:21,890
+الإسمية، ماذا حدث لهذه الجملة؟ ماذا حدث للمتبرمة؟
+
+131
+00:10:21,890 --> 00:10:25,190
+الآن الطلبة راح يصيروا يفكروا، مين اللي هيتوصل
+
+132
+00:10:25,190 --> 00:10:30,110
+للقاعدة؟ الطلاب، هيقول إنه كان و أخواتها نجموعة من
+
+133
+00:10:30,110 --> 00:10:33,630
+الأفعال الناقصة تدخل على الجملة الإسمية، ترفع
+
+134
+00:10:33,630 --> 00:10:37,210
+المبتدأ و تنصب؟الخبر وبالتالي الطلبة هم اللي
+
+135
+00:10:37,210 --> 00:10:41,110
+اتوصلوا للقاعدة انا وجهتهم لعملية اللي هو الفهم
+
+136
+00:10:41,110 --> 00:10:44,870
+يعني عملية التوجيه ليست ان انا بدأ اوقف من ورا
+
+137
+00:10:44,870 --> 00:10:50,410
+أسطار اوجههم لكن انا بستدرجهم للفهم انا بستدرجهم
+
+138
+00:10:50,410 --> 00:10:54,410
+لعملية الفهم فانا بوجههم خطوة خطوة خطوة خطوة حتى
+
+139
+00:10:54,410 --> 00:10:58,350
+يصلوا الى الفهم في هذا الإتجار مجموعة التعلم
+
+140
+00:10:58,350 --> 00:11:05,860
+الذاتي فضليتعتمد على جهد المتعلم و التعلم الذاتيا
+
+141
+00:11:05,860 --> 00:11:09,040
+و من رمزي لطرق التعلم للبرنامج .. للبرنامج ..
+
+142
+00:11:09,040 --> 00:11:11,800
+للبرنامج و تدرسهم و تساعدهم في التعامل مع بعضهم
+
+143
+00:11:12,260 --> 00:11:15,460
+ممتاز أحسن ان احنا الآن في عصر التقنية في عصر
+
+144
+00:11:15,460 --> 00:11:19,380
+التكنولوجيا الآن أصبحت برامج التعلم الذاتي موجودة
+
+145
+00:11:19,380 --> 00:11:22,260
+في التعلم عن بعد في استخدام التعليم المبرمج في
+
+146
+00:11:22,260 --> 00:11:25,460
+عندنا التعليم عبر ال model في عندنا التعليم المدمج
+
+147
+00:11:25,460 --> 00:11:28,840
+في عندنا التعليم الألكتروني في عندنا كثير من اللي
+
+148
+00:11:28,840 --> 00:11:32,560
+هي الوسائط التعليمية اللي هي بتستخدم ال multimedia
+
+149
+00:11:32,560 --> 00:11:37,020
+و بتعتمد على المتعلم فقطوين بيكون المعلم؟ هنا
+
+150
+00:11:37,020 --> 00:11:40,260
+بيكون المعلم موجه من ورق سطارة، المعلم بيجهز
+
+151
+00:11:40,260 --> 00:11:44,260
+المادة التعليمية و بيرتبها، بيحطها على CD، بنشرها
+
+152
+00:11:44,260 --> 00:11:47,760
+على موقع إلكتروني، بيبعتها للطالب، الطالب الآن هو
+
+153
+00:11:47,760 --> 00:11:52,620
+بيدرس لوحدهبيقرأ المادة، بيحل الأسئلة، بيقرأ مادة،
+
+154
+00:11:52,620 --> 00:11:55,420
+بيحل الأسئلة، بنزله اختبار، بيحل الاختبار، هل إن
+
+155
+00:11:55,420 --> 00:11:58,920
+هو وصل لمستوى الإتقان المطلوب، بيقوله أنت أحسن،
+
+156
+00:11:58,920 --> 00:12:02,660
+ماوصلش، الجهاز هو اللي برجع، هو عاملته مباشرة مع
+
+157
+00:12:02,660 --> 00:12:06,420
+الجهاز، وبالتالي الأنها دي أصبحت موجودة بصورة
+
+158
+00:12:06,420 --> 00:12:09,920
+كبيرة جدا، لكن هي بدأت طبعا بالتدريج، يبقى هنا في
+
+159
+00:12:09,920 --> 00:12:13,220
+اعتباد على المعلم، معلم وطالب هنا، اعتباد على
+
+160
+00:12:13,220 --> 00:12:18,830
+الطالبنشوف الآن كده طرق التدريس كيف تطورت و كيف
+
+161
+00:12:18,830 --> 00:12:22,670
+أصبح، هي طرق تعليم وتعلم تعتمد على عرض المعلومات،
+
+162
+00:12:22,670 --> 00:12:25,590
+الطريقة الأولى هي طريقة المحاضرة، ما المقصود
+
+163
+00:12:25,590 --> 00:12:31,270
+بالمحاضرة؟
+
+164
+00:12:31,270 --> 00:12:37,570
+تعتمد كليا أو يعني غالبا على المعلم حيث يكون بعهد
+
+165
+00:12:37,570 --> 00:12:40,230
+الأفكار على الطلاب ثم رابط هذه الأفكار مع بعضها
+
+166
+00:12:40,230 --> 00:12:45,090
+لبعضو هي من الطرق التقليدية أيضا يعتبر فيها طالب
+
+167
+00:12:45,090 --> 00:12:48,290
+غير قادر على تنور كل المعلومات يعني طريق بمفرده
+
+168
+00:12:48,290 --> 00:12:52,590
+يعني لوحده لأن المعلم هو الذي يعني يعطيها ال ..
+
+169
+00:12:52,590 --> 00:12:56,630
+يعطيها المعلومات و .. أحسن طريقة المحاضرة بقولي
+
+170
+00:12:56,630 --> 00:12:59,830
+إذا استمر المعلم بالحديث لمدة أكتر من خمس دقائق
+
+171
+00:12:59,830 --> 00:13:04,330
+فهو يحاضر حتى أنت مع زميلتي عندما بيطلها تحكي لمدة
+
+172
+00:13:04,330 --> 00:13:07,470
+خمس دقايق متواصلة فبتقولها خلص ماخلصتش محاضرته؟
+
+173
+00:13:07,470 --> 00:13:11,930
+صح؟وبالتالي احنا الان يبقى معنى ذلك ان الحديث
+
+174
+00:13:11,930 --> 00:13:14,730
+المتواصل من طرف واحد معنى ذلك ان هو بيستخدم طريقة
+
+175
+00:13:14,730 --> 00:13:18,650
+المحاضرة ان هناك فكرة يريد إيصالها هاد الفكرة ..
+
+176
+00:13:18,650 --> 00:13:22,210
+هاد .. يعني نقدم هاد الفكرة و بعد ذلك بدنا نجزق
+
+177
+00:13:22,210 --> 00:13:25,790
+هاد الفكرة الآن طريقة المحاضرة طريقة قديمة حديثة
+
+178
+00:13:25,790 --> 00:13:28,910
+استمرت حتى الآن مين تقولي لماذا استمرت طريقة
+
+179
+00:13:28,910 --> 00:13:32,690
+المحاضرة؟
+
+180
+00:13:32,690 --> 00:13:38,650
+ما هي أهم مميزاتها؟أوفر لوقت وجبة المعلم، لأنه
+
+181
+00:13:38,650 --> 00:13:42,610
+بهذه الطريقة ممكن أنه يقل معلومات للطلاب لأجهة
+
+182
+00:13:42,610 --> 00:13:46,310
+التفاعل أسرع وقالته، وبالتالي يقطع المهج أكبر قدر
+
+183
+00:13:46,310 --> 00:13:51,530
+المعينة لليها، بإضافة رغم أنها استمرت التقادة أو
+
+184
+00:13:51,530 --> 00:13:55,430
+الإيمان بالمعلم، يعني المعلم نفسه مؤمن أن الطلاب
+
+185
+00:13:55,430 --> 00:13:59,690
+لا يستطيعون وصول المعلومة بنفسهم ممتاز، ممكن تكون
+
+186
+00:13:59,690 --> 00:14:03,010
+المعلومات صعبة لا يستطيع الطلبة وصل إليها بأنفسهم
+
+187
+00:14:03,290 --> 00:14:07,830
+ممكن انه المادة كبيرة جدا و لو المدرس بده يعتمد
+
+188
+00:14:07,830 --> 00:14:10,890
+على النقاش و الحوار و التجريب و الأشياء العملية
+
+189
+00:14:10,890 --> 00:14:14,710
+ممكن انه هذا الشيء يستغرق وقت طويل كمان انها بتنسب
+
+190
+00:14:14,710 --> 00:14:17,770
+لعدد كبير من الطلبة يعني احنا لما بكون في عدد كبير
+
+191
+00:14:17,770 --> 00:14:20,350
+من الطلبة بقعد المحاضرات فيها 200 طالب 300 طالب
+
+192
+00:14:20,350 --> 00:14:23,270
+عملية النقاش و الحوار و الاكتشاف و التجريب و
+
+193
+00:14:23,270 --> 00:14:27,160
+الأشياء هذه بتاخدوقت فهي طريقة اقتصادية طريقة
+
+194
+00:14:27,160 --> 00:14:31,080
+موفرة للوقت والجهود بالنسبة للمعلم متناسب صعوبة
+
+195
+00:14:31,080 --> 00:14:34,940
+المادة العلمية وبالتالي حتى الآن مازالت موجودة وهي
+
+196
+00:14:34,940 --> 00:14:37,380
+من الأساليب المرتمدة في التعليم الجامعي في كل
+
+197
+00:14:37,380 --> 00:14:41,900
+العالم لكن لا يفضل استخدامها في التعليم العامفي
+
+198
+00:14:41,900 --> 00:14:45,800
+مراحل التعليم العام لا يفضل استخدام المحاضرة انت
+
+199
+00:14:45,800 --> 00:14:49,380
+طالب الآن تقدر ان انت تستوعبي و تفهمي الكلام
+
+200
+00:14:49,380 --> 00:14:53,300
+النظري لكن طالب في مراحل التعليم الأساسي لأ لازم
+
+201
+00:14:53,300 --> 00:14:56,480
+يشتغل لازم يكتب يعني انا بعلمه مثلا ان هو يجمع
+
+202
+00:14:56,480 --> 00:15:00,260
+رقمين يبقى لازم اعطيه تمرين و لازم يحلم و لازم ألف
+
+203
+00:15:00,260 --> 00:15:04,890
+أصلحله أشوف هو حل صح ولا لامحلش يبقى ممارسة الطالب
+
+204
+00:15:04,890 --> 00:15:08,510
+أساسية في مراحل التعليم العام لكن في كل مكبرة اللي
+
+205
+00:15:08,510 --> 00:15:11,650
+هي المرحلة ممكن أن احنا نعتمد على التفكير التجريدي
+
+206
+00:15:11,650 --> 00:15:18,330
+وبالتالي نستخدم طريقة المحاضرة طريقة الاستنبعات
+
+207
+00:15:18,330 --> 00:15:21,790
+يكون فيها المعلم أولا بعرض القانون أو القاعدة التي
+
+208
+00:15:21,790 --> 00:15:25,510
+يود أن يشرحها ويوضحها وبعد ذلك يكون بعرض الأنتباه
+
+209
+00:15:25,510 --> 00:15:30,280
+للطلابيوضعوا هذه القاعدة ومن ثم يعطيهم أنثى للي
+
+210
+00:15:30,280 --> 00:15:33,380
+يتمكنوا من حالها و تعد هذه من طرق العرض و تسير
+
+211
+00:15:33,380 --> 00:15:36,220
+فيها التفكير من الكل إلى الجزء و منها .. ممتاز جدا
+
+212
+00:15:36,220 --> 00:15:41,120
+احنا الاستنباط من طرق التفكير العقلي هو يُسمى قياس
+
+213
+00:15:41,120 --> 00:15:44,640
+وبالتالي هذا التفكير اللي هو احنا نستخدمه يعني
+
+214
+00:15:44,640 --> 00:15:48,260
+لماذا وضعناه هنا مع طرف اللي هو العرض؟ إذا أنا
+
+215
+00:15:48,260 --> 00:15:51,720
+بتأشرح الرياضيات و أشرح العلوم طريقة المحاضرة
+
+216
+00:15:51,720 --> 00:15:55,430
+النظرية الطلاب مش هيفهم شيءيبقى راح يستخدموا طريقة
+
+217
+00:15:55,430 --> 00:15:58,110
+اللي هي من طرق العدل اللي بتسير في التفكير من الكل
+
+218
+00:15:58,110 --> 00:16:01,950
+إلى الجزء و من العام إلى الخاص يعني المدرسة بتيجي
+
+219
+00:16:01,950 --> 00:16:05,090
+في الدرس اللي احنا شرحنا قبل شوية اللي قاعدة أخوات
+
+220
+00:16:05,090 --> 00:16:07,850
+كانة بتقولهم كانة و أخواتها مجموعة من الأفعال
+
+221
+00:16:07,850 --> 00:16:11,330
+الناقصة تدخل على الجملة الإسمية ترفع المبتدأ و
+
+222
+00:16:11,330 --> 00:16:15,570
+تنصب الخبر بتشرحلهم القاعدة بعد القاعدة بتجيبلهم
+
+223
+00:16:15,570 --> 00:16:20,430
+الأمثلة و بتحلل الأمثلة أمامهم بعد ذلك بتعطيهم
+
+224
+00:16:20,430 --> 00:16:23,930
+تطبيقاتوبالتالي هي بدأت من القاعدة وبعدين انتقلت
+
+225
+00:16:23,930 --> 00:16:28,010
+للمثال ثم لتطبيقات الطلاب وبالتالي هنا ليش؟ لأنهم
+
+226
+00:16:28,010 --> 00:16:31,610
+بينتقدوا أن الطالب مش هيقدر يفهم ويصل للمعلومة
+
+227
+00:16:31,610 --> 00:16:35,990
+بنفسه لكن هنا هذه العملية عملية تفكير وعملية تفكير
+
+228
+00:16:35,990 --> 00:16:42,450
+بالقياس وهي من ضمن عمليات الاستدلال العقلي نتكلم
+
+229
+00:16:42,450 --> 00:16:46,890
+هنا عن الاستدلال ماذا
+
+230
+00:16:46,890 --> 00:16:50,430
+يعني الاستدلال العقلي؟ هي قدرة الإنسان
+
+231
+00:16:53,930 --> 00:17:05,850
+في التفكير المجرد للوصول إلى دلالات محددة من
+
+232
+00:17:05,850 --> 00:17:11,870
+دلالات معلومة من دلالات .. الوصول إلى دلالات
+
+233
+00:17:11,870 --> 00:17:19,670
+معلومة .. مجهولة من دلالات معلومة بيتضمن ال ..
+
+234
+00:17:28,230 --> 00:17:33,910
+الاستقراء والاستنتاج تلت عملية عشان انا يكون في
+
+235
+00:17:33,910 --> 00:17:37,010
+عندي قدرة في التفكير المجرد اقدر اتوصل لدلالات
+
+236
+00:17:37,010 --> 00:17:41,330
+مجهولة اشياء مجهولة من اشياء معلومة امامي اما
+
+237
+00:17:41,330 --> 00:17:51,070
+بمارس التفكير من الكل الى الجزء او من الجزء الى
+
+238
+00:17:51,070 --> 00:17:56,670
+الكل او ان احنا بنعمل على تفسير الأجزاء
+
+239
+00:17:59,230 --> 00:18:04,770
+والكليات والتوقع بناءً
+
+240
+00:18:04,770 --> 00:18:08,730
+عليها وبالتالي
+
+241
+00:18:08,730 --> 00:18:11,830
+هنا عمليات تلاتة أنا مجريهم علشان يكون في عندي
+
+242
+00:18:11,830 --> 00:18:15,170
+قدرة في التفكير الاستدلالي عشان أتوصل لأي حاجة
+
+243
+00:18:15,170 --> 00:18:18,730
+مجهولة أنا مش عارفاها من أشياء معلومة إما بفكر من
+
+244
+00:18:18,730 --> 00:18:22,480
+العام إلى الخاص نعرض القاعدة ثم المثالأو من الخاص
+
+245
+00:18:22,480 --> 00:18:25,840
+إلى العام نعرض المثال ثم القاعدة أو باخد جزئية
+
+246
+00:18:25,840 --> 00:18:29,640
+جزئية و ببدأ عملية التفسير في الجزء و الكل يعني
+
+247
+00:18:29,640 --> 00:18:33,220
+بربط المثال بعرض المثال بعرض الجزء و بعرض الكل و
+
+248
+00:18:33,220 --> 00:18:36,720
+ببدأ عملية التفسير و بنصل إلى التوقع النهائي بناء
+
+249
+00:18:36,720 --> 00:18:40,180
+على ذلك وبالتالي هدول تلت عمليات تبقى عندى هنا
+
+250
+00:18:40,180 --> 00:18:45,510
+الاستنباط عملية من ضمن عمليات الاستدلال العقليو
+
+251
+00:18:45,510 --> 00:18:49,550
+هذه تستخدم أكتر في المساقات اللي لها طبيعة نقول
+
+252
+00:18:49,550 --> 00:18:54,290
+رياضية اللي لها طبيعة جزئية و كلية هناك علاقات بين
+
+253
+00:18:54,290 --> 00:18:58,630
+أجزاء المادة العلمية فبنستخدم هذه الطريقة طبعا
+
+254
+00:18:58,630 --> 00:19:02,450
+طريقة الاستقراء زي ما احنا شايفين من الطرق المهمة
+
+255
+00:19:02,450 --> 00:19:06,150
+تستخدمها المدرس خاصة عندما تكون المادة فيها درجة
+
+256
+00:19:06,150 --> 00:19:11,710
+من الصعوبةهذه درجة الصعوبة طبعا الطلبة بيقدروش
+
+257
+00:19:11,710 --> 00:19:14,410
+انهم يستوعبوا بالمادة بعض القوانين في الرياضيات و
+
+258
+00:19:14,410 --> 00:19:17,510
+بعض الأشياء اللي بتكون صعبة على الطلبة فالمدرس
+
+259
+00:19:17,510 --> 00:19:21,710
+بيضطر ان هو يشرح يشرح القانون و يشرح المثال و يفسر
+
+260
+00:19:21,710 --> 00:19:25,390
+القانون و يفسر المثال حتى يوصل الطلبة فهو بيستخدم
+
+261
+00:19:25,390 --> 00:19:28,770
+الاستقراء و بيستخدم الاستنبات و بيستخدم الاستنتاج
+
+262
+00:19:28,770 --> 00:19:32,900
+عشان يوصل الطلبة لهذه العملية المهمةيبقى الآن
+
+263
+00:19:32,900 --> 00:19:36,400
+عرفنا أن المهادرة والاستنباط من الطرق اللي بتعتمد
+
+264
+00:19:36,400 --> 00:19:40,100
+على العدل، ننتقل الآن للطرق اللي بتعتمد على اكتشاف
+
+265
+00:19:40,100 --> 00:19:44,280
+المعلومات، عندنا طريقة استقرائية وحل المشكلات
+
+266
+00:19:44,280 --> 00:19:49,320
+وطريقة الاكتشاف، أصبح طريقة الاستقراء واضحة عندنا،
+
+267
+00:19:49,320 --> 00:19:52,040
+لأنه لما احنا قلنا ان الاستنباط من الكل إلى الجزء
+
+268
+00:19:52,040 --> 00:19:56,540
+يبقى الاستقراء هيكونمن الجزء إلى الكل وبالتالي
+
+269
+00:19:56,540 --> 00:19:59,760
+العملية عكسية يعني إن أنا بدأ أعرض للطلاب أمثلة من
+
+270
+00:19:59,760 --> 00:20:04,520
+الأمثلة نصل إلى القاعدة من اللي هي الحقائق نصل إلى
+
+271
+00:20:04,520 --> 00:20:08,660
+المفهوم وبالتالي هذه العملية عملية عكسية وهذه مهمة
+
+272
+00:20:08,660 --> 00:20:11,940
+جدا والأفضل إن التعلم في اللي هي مراحل التعليم
+
+273
+00:20:11,940 --> 00:20:16,180
+الأولى بيعتمد على هذه اللي هي الطريقة الاستقراء هو
+
+274
+00:20:16,180 --> 00:20:20,800
+مهم جدا يعني أنا بدأ أعلم الطلاب مثلا معنى الطيور
+
+275
+00:20:20,800 --> 00:20:23,540
+مثلا أو الثدييات أو البرمئيات أو أي شيء
+
+276
+00:20:28,140 --> 00:20:31,340
+الحية اللى بيعرفها الطالب يعني انا مثلا بدي احك ..
+
+277
+00:20:31,340 --> 00:20:34,320
+انا بدي اتكلم مثلا عن الثديات او عن البرمائيات او
+
+278
+00:20:34,320 --> 00:20:37,260
+انا اي كائن من هذه الكائنه بدي اجي نقوله القرنب
+
+279
+00:20:37,260 --> 00:20:42,440
+مين عمره شاف القرنب انا ايش
+
+280
+00:20:42,440 --> 00:20:49,740
+خصائص القرنب من الادب ده شوف طبعا
+
+281
+00:20:49,740 --> 00:20:53,180
+هو للأسف احنا يعني كتير من طلابنا قاعدين يعتقدوا
+
+282
+00:20:53,180 --> 00:20:57,110
+هذه الأشياء اللى كانت موجودة في البيئة العاديةيعني
+
+283
+00:20:57,110 --> 00:20:59,810
+كان زمان يبقى موجود في البيت، يعني في موجود
+
+284
+00:20:59,810 --> 00:21:02,810
+الأرنب، في موجود الدجاجة، في موجود ال cat food، في
+
+285
+00:21:02,810 --> 00:21:05,750
+موجود الحمام، في أشياء كتيرة، الآن لأ حتى يعني لو
+
+286
+00:21:05,750 --> 00:21:08,690
+شافت شكل الدجاجة و هي قبل ما كانت محي ممكن
+
+287
+00:21:08,690 --> 00:21:12,490
+مايعرفها، ليه؟ لأن هو الآن بشوفها فقط موجودة في
+
+288
+00:21:12,490 --> 00:21:16,830
+كيس نايلونجاهزة للطحي مش اكثر من ذالك وبالتالي
+
+289
+00:21:16,830 --> 00:21:19,490
+الان هم بيفتقدوا هذا الشئ وبالتالي بنلاقي انه مش
+
+290
+00:21:19,490 --> 00:21:23,470
+كل الطلاب بكونوا شافوا هذه الأشياء وبالتالي احنا
+
+291
+00:21:23,470 --> 00:21:26,910
+يعني نبدأ من خبرة الطالب مين شاف مين بيقدر يوصل ..
+
+292
+00:21:26,910 --> 00:21:29,630
+طب وصفلي انت الدجاجة ووصفلي انت الأرنب اعطيني ايش
+
+293
+00:21:29,630 --> 00:21:32,490
+مواصفاتها؟ اللي عندهم دجاجة ايش بيصير للدجاجة؟
+
+294
+00:21:32,490 --> 00:21:36,310
+الهريش بتطير ولا بتطيرش؟بتبيض ولا بتولد؟ الآن
+
+295
+00:21:36,310 --> 00:21:39,530
+بنبدأ من خلال هذه الأسئلة البسيطة نعرف ما هي خصائص
+
+296
+00:21:39,530 --> 00:21:43,410
+الطيور و بنبدأ نتعرف عليها طب ليش الحمامة بتطير
+
+297
+00:21:43,410 --> 00:21:46,870
+الدجاجة بتطيرش؟ فالآن بنسير نسأل أسئلة من خلال هذه
+
+298
+00:21:46,870 --> 00:21:50,370
+الأسئلة بنصل إلى مفهوم الطيور يعني من حقائق بسيطة
+
+299
+00:21:50,370 --> 00:21:55,080
+بنصل إلى المفهوم و بنكون دلالة لفظيةبنقول إن
+
+300
+00:21:55,080 --> 00:22:00,740
+الطيور هي كائنات حية لها ريش و تطير وتتكثر عن طريق
+
+301
+00:22:00,740 --> 00:22:05,200
+البيت وبالتالي الآن نصل إلى دلالات ومفهوم كامل
+
+302
+00:22:05,200 --> 00:22:09,200
+متكامل طريقة
+
+303
+00:22:09,200 --> 00:22:14,620
+حل المشكلة طريقة حل المشكلة هي من الطرق المهمة جدا
+
+304
+00:22:14,620 --> 00:22:18,460
+والتي لا نستطيع الاستغناء عنها وهي موجودة في كل
+
+305
+00:22:18,460 --> 00:22:21,260
+المثقفات ماذا تعني المشكلة؟
+
+306
+00:22:24,820 --> 00:22:27,600
+يعني الطالب الذي اتعتمد على وضع الطالب في موقف
+
+307
+00:22:27,600 --> 00:22:31,540
+يشعر بأن هناك مشكلة أنه يحدد له هذه المشكلة و
+
+308
+00:22:31,540 --> 00:22:34,880
+يتوجهها بحيث يستطيع يحرك تفكيره من أجل حل هذه
+
+309
+00:22:34,880 --> 00:22:38,420
+المشكلة ممتاز جدا يعني احنا الآن بدنا نعرض للطالب
+
+310
+00:22:38,420 --> 00:22:41,820
+مشكلة أي سؤال لا يستطيع الطالب الإجابة عليه يعتبر
+
+311
+00:22:41,820 --> 00:22:46,020
+مشكلة مشكلة وبالتالي ما يتعرض له طالب يمكن قال
+
+312
+00:22:46,020 --> 00:22:49,780
+يتعرض له طالب أخر يعني ما هو مشكلة بالنسبة لطالب
+
+313
+00:22:49,780 --> 00:22:53,540
+لا يعتبر مشكلة بالنسبة لطالب أخر نضرب مثاللما انت
+
+314
+00:22:53,540 --> 00:22:57,500
+تكون في لجنة الامتحان وفي عندك مثلا من الاختيار
+
+315
+00:22:57,500 --> 00:23:01,160
+متعدد في عندك عشرين سؤال في أربع أسئلة انت ماتيش
+
+316
+00:23:01,160 --> 00:23:04,540
+عارفة أجابتهم اللي جنبك جاوبتهم كلهم مافيش عندها
+
+317
+00:23:04,540 --> 00:23:09,200
+فيهم مشكلة انت عندك أربع مشاكل هي ماعندهاشولا
+
+318
+00:23:09,200 --> 00:23:11,280
+مشكلة في هذا الإطار، يمكن المشكلة تيجي عندها في
+
+319
+00:23:11,280 --> 00:23:14,920
+مجال آخر، يبقى هنا السؤال الذي لا نستطيع إجابته
+
+320
+00:23:14,920 --> 00:23:19,040
+يعتبر مشكلة، العائق اللي بيكون أمامنا من أجل تحقيق
+
+321
+00:23:19,040 --> 00:23:25,240
+هدف معين يعتبر مشكلة علشان نقدر نجاوب، فتع الكهربا
+
+322
+00:23:25,240 --> 00:23:29,440
+أكبر مشكلة علشان
+
+323
+00:23:29,440 --> 00:23:34,490
+نقدر نجاوب هذا السؤال، إيش بدنا نعمل؟انت عندك سؤال
+
+324
+00:23:34,490 --> 00:23:39,110
+في الامتحان ومش عارفة تجاوبى، ايش بتعمليه؟ شوف
+
+325
+00:23:39,110 --> 00:23:43,570
+المساعدات الخارجية على طول اه تصير اللي وراكي و
+
+326
+00:23:43,570 --> 00:23:48,450
+اللي قدامك كويسة اللي قطعت الكهرة تصير تحط
+
+327
+00:23:48,450 --> 00:23:55,090
+افتراضات تعملها بأول حاجة عملية عصفية بتصير انت
+
+328
+00:23:55,090 --> 00:23:58,450
+تعصفى في دماغك عصف كبير جدا هذه المعلومة انا وين
+
+329
+00:23:58,450 --> 00:24:02,290
+شوفتها بالظبط هي موجودة في كتاب، في صفحة كذا، في
+
+330
+00:24:02,290 --> 00:24:02,930
+مكان كذا
+
+331
+00:24:06,350 --> 00:24:10,630
+بتبدأ تتذكر وين هي كلية المادة موجودة، إيش العوامل
+
+332
+00:24:10,630 --> 00:24:13,770
+المحيطة، تتذكرين لما شرحنا الإدراك المحيطي؟ ولا
+
+333
+00:24:13,770 --> 00:24:16,570
+أنت ممكن ما تذكريش المعلومة، لكن تذكر الوسط اللي
+
+334
+00:24:16,570 --> 00:24:20,590
+قيلتلي هذه المعلومة، فبتبدأ تتذكر هذه الأشياء، هذا
+
+335
+00:24:20,590 --> 00:24:24,230
+كله عصف ذهني، هذا العصف الذهني أن أنت بتجمعي
+
+336
+00:24:24,230 --> 00:24:29,560
+معلوماتانك انت بدأت تجمعي معلومات هلقتها من عملية
+
+337
+00:24:29,560 --> 00:24:32,860
+الاستذكار القوية اللي عندك اللي انت بتبدأ تضغطي
+
+338
+00:24:32,860 --> 00:24:37,540
+على ذاكرتك بصورة قوية فانت بتحاول انك تحددي الخيار
+
+339
+00:24:37,540 --> 00:24:40,320
+الصحيح فبتشوفي هذه الافتراضات اللي هي المموهات
+
+340
+00:24:40,320 --> 00:24:44,440
+الأربع هل هذا هل هذا هل هذا هل هذافالان تبدأي انت
+
+341
+00:24:44,440 --> 00:24:48,140
+تعملي عملية اللي هي الاختيار بين البدائل انك حطيتي
+
+342
+00:24:48,140 --> 00:24:51,700
+افتراضات و بدأتي انك انت اتفضلي بين هذه الافتراضات
+
+343
+00:24:51,700 --> 00:24:54,700
+حتى تصلي الى انك تختاري الخيار الصح يكوني حلاتي
+
+344
+00:24:54,700 --> 00:24:58,660
+المشكلة علشان هيك احنا بعد الامتحان احنا ماكناش
+
+345
+00:24:58,660 --> 00:25:04,640
+يعني نخفر ولا كنا نضرب بالعصي ولا اي حاجة لكن نطلع
+
+346
+00:25:04,640 --> 00:25:10,950
+مصدعين و تعبنين ليش؟لأنك بدلتي جهد عقلي، الجهد
+
+347
+00:25:10,950 --> 00:25:14,770
+العقلي بيتعب الجسم أكتر من الجهد البدني، وبالتالي
+
+348
+00:25:14,770 --> 00:25:17,810
+بتكوني تعبانة ومجهدة وممكن تتروحي ترتاح، تقولي إيش
+
+349
+00:25:17,810 --> 00:25:21,370
+كنت تعملي، ما تكوني قاعدة على الكرسي، جسمك ماتعبش،
+
+350
+00:25:21,370 --> 00:25:25,890
+لكن دماغك بدلت جهد شديد جدا، إحنا هنا بنحاول إن
+
+351
+00:25:25,890 --> 00:25:28,750
+إحنا نخلي الطلبة يفكروا، الأهم المشكلة اللي بيفكر
+
+352
+00:25:28,750 --> 00:25:33,770
+فيها الطالبفهو بنفسه اللي بيجمع المعلومات، هو اللي
+
+353
+00:25:33,770 --> 00:25:37,330
+بيضع الافتراضات، هو اللي بيختبر صحيح هذه الفروض و
+
+354
+00:25:37,330 --> 00:25:42,010
+يصل بنفسه إلى الحل لا يمكن أن ينساها، مستحيل أن
+
+355
+00:25:42,010 --> 00:25:45,090
+ننساها، وبالتالي هذه بتكون مقدمة أنه ياخد معلومات
+
+356
+00:25:45,090 --> 00:25:47,830
+أكثر صعوبة، بعض الأسئلة اللي احنا ما بنعرفش
+
+357
+00:25:47,830 --> 00:25:51,940
+نجاوبها، بنضل نفكرفيها بنروح بنيجي و احنا بنفكر
+
+358
+00:25:51,940 --> 00:25:56,320
+فيها اذا احنا وجدنا الحل لها بنقدر نشرحها و نوضحها
+
+359
+00:25:56,320 --> 00:25:59,140
+لأى انسان لكن لو احنا أخدناها زى ما قولتوا
+
+360
+00:25:59,140 --> 00:26:05,140
+بالمساعدات الخارجية بننساها يعني في طفل معاه أربع
+
+361
+00:26:05,140 --> 00:26:09,380
+أسئلة واجب بيتي فهو الآن بذل جهد كبير جدا و حل هذه
+
+362
+00:26:09,380 --> 00:26:11,980
+الأسئلة تانى يوم المدرسة اطلع حل على السطورة بحل
+
+363
+00:26:11,980 --> 00:26:15,580
+على السطورة الطالب تانى أخد الأسئلة عنه و نقلهم و
+
+364
+00:26:15,580 --> 00:26:19,970
+كتبهم عنده فى الدفتر اه الان هو بعرف يحلتقول
+
+365
+00:26:19,970 --> 00:26:23,090
+المدرس اطلع حل على السجون هو مش عارف ليش لأن هو لم
+
+366
+00:26:23,090 --> 00:26:26,770
+يمارس مهارات حل المشكلة لم يكتسب المهارات اللازمة
+
+367
+00:26:26,770 --> 00:26:30,830
+أثناء حل المشكلة في هذا الإطار وبالتالي هنا احنا
+
+368
+00:26:30,830 --> 00:26:35,050
+لازم نحط الطالب في المشاكل لازم الطالب انت بتعرفيش
+
+369
+00:26:35,050 --> 00:26:38,350
+حالك فاهم ولا مش فاهم إلا لما تحلي أسئلة هنا
+
+370
+00:26:38,350 --> 00:26:41,190
+بتعرفي حالك فاهم انت ممكن تقرأ اقراء نظريك وفاكر
+
+371
+00:26:41,190 --> 00:26:45,680
+حالك ان انتقرأتي كويس و انه دارستي كويس و اتاش
+
+372
+00:26:45,680 --> 00:26:49,320
+بتعرفي مستوى دراستك لما انت تمر في مشكلة مرتبطة
+
+373
+00:26:49,320 --> 00:26:51,360
+بالمادة العلمية اللي انت قرأتيها وما تعرفيش
+
+374
+00:26:51,360 --> 00:26:56,220
+تحليها، الآن التحدي الحقيقي، هل هتقدر تحليها او مش
+
+375
+00:26:56,220 --> 00:26:59,220
+هتقدر اتحليها، يبقى احنا كمدرسين المفروض ان احنا
+
+376
+00:26:59,220 --> 00:27:03,300
+دائما نحط للطلبة مواقف تعليمية تنمي لديهم القدرة
+
+377
+00:27:03,300 --> 00:27:07,360
+في حل المشكلةلازم دائما نجمعهم أسئلة، نجيب أسئلة
+
+378
+00:27:07,360 --> 00:27:10,400
+من الاختبارات، نجيب أسئلة من اللي هي الكتب اللي هي
+
+379
+00:27:10,400 --> 00:27:13,900
+بتكون التجارية الموجودة، أسئلة سابقة، أسئلة
+
+380
+00:27:13,900 --> 00:27:17,140
+الكتاب، كل هذه الأشياء بنعطيها للطلاب، لإن المهارة
+
+381
+00:27:17,140 --> 00:27:20,120
+الحقيقية في حل المشكلة، إن الطالب يوم الامتحان
+
+382
+00:27:20,120 --> 00:27:23,840
+يكون عنده مجموعة مشاكل ويقدر يحلها، هذا هو اللي
+
+383
+00:27:23,840 --> 00:27:27,160
+أنا بدأ أوصل الطالب له، مش القدرة التحصيلية، هذه
+
+384
+00:27:27,160 --> 00:27:30,760
+المشكلة أنا بدأ أكسبه، هل المفروض إن احنا بنعلمه
+
+385
+00:27:30,760 --> 00:27:35,400
+المشكلة أو حل المشكلة؟ حل المشكلةيعني انا مش مهم
+
+386
+00:27:35,400 --> 00:27:39,260
+جدا انه يحل عندي عشرين مسألة و يحفظهم حفظه لإن
+
+387
+00:27:39,260 --> 00:27:41,980
+المسألة اللي تيجي في الاختبار ماتكونش منهم تماما
+
+388
+00:27:41,980 --> 00:27:46,920
+لكن بتعتمد على مهاراتهم، يبقى انا المهم عندي مهارة
+
+389
+00:27:46,920 --> 00:27:50,750
+الحل و ليس الحللأن اللي بيمتلك المهارة بقدر
+
+390
+00:27:50,750 --> 00:27:54,670
+يستخدمها في أي مجال لكن اللي بيمتلك الشئ نفسه لن
+
+391
+00:27:54,670 --> 00:27:57,990
+يستطيع الا استخدامه هو نفسه وبالتالي إذا ماكنش
+
+392
+00:27:57,990 --> 00:28:01,710
+السؤال منصب عليها مباشرة الطالب مش هيعرف يجاوب في
+
+393
+00:28:01,710 --> 00:28:05,070
+هذا الإطار وبالتالي احنا بنحتاج ان احنا نضع الطلاب
+
+394
+00:28:05,070 --> 00:28:09,330
+في مواقف تعليمية هذه المواقف بتضعهم في مجال انهم
+
+395
+00:28:09,330 --> 00:28:12,590
+هم يمارسوا مهارات حل المشكلة مين تعدلي مهارات حل
+
+396
+00:28:12,590 --> 00:28:17,250
+المشكلة مرة تانية شو؟ ماهي مهارات حل المشكلة؟
+
+397
+00:28:28,830 --> 00:28:37,530
+أولا تحديد الشعور بالمشكلة ثم أجمع المعلومات قبل
+
+398
+00:28:37,530 --> 00:28:41,590
+فرض الفرضيات ثم نضع افتراضات
+
+399
+00:28:45,800 --> 00:28:50,220
+ثم تعميم الحل يبقى المفروض ان المدرس بيساعد الطالب
+
+400
+00:28:50,220 --> 00:28:53,800
+على ان هو يمر بالكثير من المواقف التعليمية اللتي
+
+401
+00:28:53,800 --> 00:29:02,580
+تنمي لديه مهارة حل المشكلة اش
+
+402
+00:29:02,580 --> 00:29:11,320
+في لسلك اش في ارجع انت وياها عندك
+
+403
+00:29:11,320 --> 00:29:12,860
+محاضرة وهذه مش محاضرة
+
+404
+00:29:31,270 --> 00:29:33,350
+طريقة الاكتشاف
+
+405
+00:29:43,720 --> 00:29:46,900
+هي غير قدرات الإجابة للمتعلم في عمل التعليم
+
+406
+00:29:46,900 --> 00:29:50,680
+والتعلم وهي المتعلم اللي يبحث في أعماله ويكتشفها
+
+407
+00:29:50,680 --> 00:29:55,120
+بنفسه ممتاز هنا طرق الاكتشاف تعتمد على ان المتعلم
+
+408
+00:29:55,120 --> 00:29:59,680
+هو اللي يبحث عن المعرفة ويكتشفها بنفسه المتعلم بده
+
+409
+00:29:59,680 --> 00:30:04,980
+يكتشف المعرفة الآن عملية الاكتشاف هنا بتكون مهمة
+
+410
+00:30:04,980 --> 00:30:09,820
+جدا ابراهنر الطريق يسمى أبو الاكتشاف كيف يسمى
+
+411
+00:30:09,820 --> 00:30:12,800
+ابراهنر أبو الاكتشاف المثل اللي كان بينادي في
+
+412
+00:30:12,800 --> 00:30:19,170
+ابراهنربدل أن أطعمك كل يوم سمكة، علمني كيف أصطر أو
+
+413
+00:30:19,170 --> 00:30:22,890
+علمني أصطير، هذا المهم اللي هو تعلم المهارة، هل
+
+414
+00:30:22,890 --> 00:30:26,720
+المتعلم مطلوب منه ان يكتشف المادة من العدم؟لأ
+
+415
+00:30:26,720 --> 00:30:30,260
+المادة موجودة و تم اكتشافها ولكن ما هو مطلوب من
+
+416
+00:30:30,260 --> 00:30:34,300
+المتعلم إعادة معالجة المعلومة أن المتعلم يعيد
+
+417
+00:30:34,300 --> 00:30:38,280
+معالجة المعلومة يعيد ترتيبها و تنظيمها و تنسيقها
+
+418
+00:30:38,280 --> 00:30:42,680
+في رماغه بحيث أنه يقدر يستخدمها و يقدر يوظفها في
+
+419
+00:30:42,680 --> 00:30:45,980
+مواقف جديدة وبالتالي إحنا لما بنقول هنا عملية
+
+420
+00:30:45,980 --> 00:30:49,560
+التعلم بالاكتشاف هي عملية تثبيت المعلومات في ذهن
+
+421
+00:30:49,560 --> 00:30:54,230
+المتعلم ومعالجتها بصورة أكثر عمقا و تسعةو يستخدم
+
+422
+00:30:54,230 --> 00:30:57,330
+فيها المتعلم عملية الملاحظة والتصنيف والقياس
+
+423
+00:30:57,330 --> 00:31:00,130
+والتنبؤ والتفسير يعني هنا أنا مش مطلوب مني أن
+
+424
+00:31:00,130 --> 00:31:03,590
+الطالب يكتشف المعلومة من العدد أنا عندي مفهوم معين
+
+425
+00:31:03,590 --> 00:31:08,090
+مثلا الطالب بدي يفهم نظرية في الرياضيات أو بدي
+
+426
+00:31:08,090 --> 00:31:11,370
+يفهم قاعدة أو بدي يفهم شيء المفروض أن هو بدي يبذل
+
+427
+00:31:11,370 --> 00:31:15,270
+جهود بدي يعالج المعلومات في نفسه انت ما بتقدري
+
+428
+00:31:16,580 --> 00:31:19,620
+تحللي سؤال إلا إذا كنت فاهمة، عملية الفهم اللي
+
+429
+00:31:19,620 --> 00:31:23,760
+بتجري في داخل الدماغ هي عملية الاكتشاف، أنت ممكن
+
+430
+00:31:23,760 --> 00:31:28,680
+تقرأ الصفحة اللي أمامك عشرين مرة، لو سألتيها سؤال
+
+431
+00:31:28,680 --> 00:31:32,740
+ما تعرفيش تجاوبه، لكن وقتاش فعليا أنت بتكون اكتشفت
+
+432
+00:31:32,740 --> 00:31:38,980
+المعلومات، إذا فهمتيها، كدك تفهميها؟بديك تحليليها،
+
+433
+00:31:38,980 --> 00:31:41,920
+بديك ترتب المعلومات في دماغك، بديك تقولي إنه في
+
+434
+00:31:41,920 --> 00:31:45,480
+هنا اللي هي طرق التعلم مثلا، طرق التعلم تنقسم إلى
+
+435
+00:31:45,480 --> 00:31:47,460
+تلت أقسام، المجموعة الأولى، كذا المجموعة الأولى،
+
+436
+00:31:47,460 --> 00:31:51,040
+الان انت بتعيدي ترتيب المعلومات في دماغك بالصورة
+
+437
+00:31:51,040 --> 00:31:53,760
+اللي تناسبك انت، ممكن ترسميها زي ما كنا نرسميها
+
+438
+00:31:53,760 --> 00:31:57,200
+قبل شوية خارطة مفاهيمية، ممكن تعمليها بالهوا، ممكن
+
+439
+00:31:57,200 --> 00:32:00,280
+تعمليها بأي طريقة، فانت قعدتي معالجة المعلومات في
+
+440
+00:32:00,280 --> 00:32:02,900
+دماغك، الان انت لما انك قعدتي مع حالك دقيقة واحدة
+
+441
+00:32:02,900 --> 00:32:06,440
+بسو قعدت ترتيب المعلومات لان تقل بصفحه خلط أصبح
+
+442
+00:32:06,440 --> 00:32:09,940
+بالنسبالك لكن انت ممكن تضلك فاتحة عليها طول النهار
+
+443
+00:32:09,940 --> 00:32:14,420
+و تقرأيها و بدون فهم مش هتحفظيه هنا الدقيقة او
+
+444
+00:32:14,420 --> 00:32:17,520
+الدقيقتين اللي أخدتيهم في ترتيب المعلومات و
+
+445
+00:32:17,520 --> 00:32:21,580
+تنظيمها هي اللي ساعدتك على عملية الفهم وبالتالي
+
+446
+00:32:21,580 --> 00:32:26,140
+هنا التعلم عندنا بينقسم إلى تعلم بالاكتشاف الموجه
+
+447
+00:32:26,140 --> 00:32:31,100
+و تعلم بالاكتشاف الحر الاكتشاف الحر لما تبقى طالب
+
+448
+00:32:31,100 --> 00:32:32,180
+عندى ممتازة جدا
+
+449
+00:32:39,080 --> 00:32:44,520
+أنا واجبي كمدرسة التشجيع، يعني طريقة الاكتشاف الحر
+
+450
+00:32:44,520 --> 00:32:49,280
+لا تستخدم كطريقة تدريس صفي، ليش؟ لأن هذه الطريقة
+
+451
+00:32:49,280 --> 00:32:52,740
+بتعتمد على جهد الطالب وامكانات الطالب، وهذا شيء لا
+
+452
+00:32:52,740 --> 00:32:58,640
+يتوفر بكافة الطلبةطريقة الاكتشاف الموجهة هذه
+
+453
+00:32:58,640 --> 00:33:02,980
+الطريقة بتكون على حسب قدرات المتعلمين المدرس
+
+454
+00:33:02,980 --> 00:33:06,440
+بيستخدم فيها أسلوب الاستقرار يعني بيساعد الطالب
+
+455
+00:33:06,440 --> 00:33:10,200
+أنه يصل خطوة بخطوة يعني بيعطي معلومات المعلومات
+
+456
+00:33:10,200 --> 00:33:13,000
+هذه بيساعد الطلب على تحليلها من عملية التحليل بيصل
+
+457
+00:33:13,000 --> 00:33:15,920
+إلى معلومات ثم إلى معلومات أخرى حتى يصل إلى
+
+458
+00:33:15,920 --> 00:33:19,260
+الدلالة المطلوبةوبالتالي بيكون المعلم في طريقة
+
+459
+00:33:19,260 --> 00:33:23,400
+الاكتشاف الحر تماما زي اللي هو مؤشر المرور بالنسبة
+
+460
+00:33:23,400 --> 00:33:27,100
+للسيارات انت ممكن تسير بهذا الاكتشاف أو تسير بهذا
+
+461
+00:33:27,100 --> 00:33:31,980
+الاكتشاف وبالتالي هو بيوجه تفكير الطالب طيب احنا
+
+462
+00:33:31,980 --> 00:33:35,080
+بنكتشف اليوم بهذا القدر والمحاضرة اللي جاي ان شاء
+
+463
+00:33:35,080 --> 00:33:37,720
+الله بنكمل على طريقة الاكتشاف الموجودة
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/SFPRxcgiGIM_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/SFPRxcgiGIM_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..abd4d4448abb0c7fc4d33dab04859130e106dc17
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/SFPRxcgiGIM_raw.srt
@@ -0,0 +1,2412 @@
+1
+00:00:20,860 --> 00:00:25,500
+السلام عليكم هنبدأ
+
+2
+00:00:25,500 --> 00:00:29,180
+اليوم ان شاء الله في الفصل الثالث للمنهج اللي هو
+
+3
+00:00:29,180 --> 00:00:31,440
+كوّن منين عناصر المنهج
+
+4
+00:00:47,400 --> 00:00:51,120
+طبعا هنا ال .. احنا اتكلمنا عن أسس المناهج اليوم
+
+5
+00:00:51,120 --> 00:00:55,800
+هنتكلم في عناصر المنهاج
+
+6
+00:00:55,800 --> 00:00:59,160
+عناصر المنهاج عندنا أربع عناصر أساسية اللي هي
+
+7
+00:00:59,160 --> 00:01:09,280
+الأهداف عندنا المحتوى و الخبرات التعليمية عندنا
+
+8
+00:01:09,280 --> 00:01:12,880
+طرق التدريس
+
+9
+00:01:12,880 --> 00:01:17,260
+و الأنشطة و الوسائل
+
+10
+00:01:20,410 --> 00:01:27,030
+التعليمية بعد ذلك عندنا التقويم هذه
+
+11
+00:01:27,030 --> 00:01:30,670
+اللي هي الأربع عناصر الأساسية بالنسبالي لمنهج
+
+12
+00:01:30,670 --> 00:01:37,550
+العنصر الأول العنصر التاني التالت الرابع وبالتالي
+
+13
+00:01:37,550 --> 00:01:44,550
+هنا الصورة التقليدية كانت لمنهج بتقول إن المنهج هو
+
+14
+00:01:44,550 --> 00:01:49,390
+المحتوى أو الكتاب المدرسي هذه اللي هي الصورة
+
+15
+00:01:53,320 --> 00:01:57,100
+تقليدياً لكن هل اللي هو المنهج هو فقط المحتوى
+
+16
+00:01:57,100 --> 00:02:02,060
+العلمي؟ ممكن يكون فيه محتوى لكن كل مدرس يدرس هذا
+
+17
+00:02:02,060 --> 00:02:06,160
+المحتوى بطريقة مختلفة ويستخدم وسيلة مختلفة والهدف
+
+18
+00:02:06,160 --> 00:02:09,740
+يكون مختلف وطريقة التقويم تختلف معناه ذلك أن
+
+19
+00:02:09,740 --> 00:02:15,610
+المنهجية كلهااختلفت في هذا الإطار فليس المحتوى هو
+
+20
+00:02:15,610 --> 00:02:19,810
+المنهاج كله ولكن هو جزء من هذا المنهاج هو الجزء
+
+21
+00:02:19,810 --> 00:02:23,230
+المنظم اللي إحنا بنقدمه للطالب لكن عشان إحنا ننظر
+
+22
+00:02:23,230 --> 00:02:27,130
+بصورة أكثر شمولية بالنسبة ليه اللي هو عناصر
+
+23
+00:02:27,130 --> 00:02:33,720
+المنهاج فبنقول إنه المنهاج أوسع من ذلك هوكل
+
+24
+00:02:33,720 --> 00:02:37,320
+الخبرات التعليمية اللي بنقدمها للطالب مكتوبة،
+
+25
+00:02:37,320 --> 00:02:41,020
+مقروقة، مسموعة، بتعمل على نمو شامل، يبقى فيه هناك
+
+26
+00:02:41,020 --> 00:02:45,120
+هدف، فيه هناك محتوى، هناك خبرة تعليمية، هناك طريقة
+
+27
+00:02:45,120 --> 00:02:49,340
+تدريس ونشاط وسيلة تعليمية، وهناك تقويم في هذا
+
+28
+00:02:49,340 --> 00:02:53,580
+الإطار، هناخد هذه المكونات مكون مكون، يمكن بعض هذه
+
+29
+00:02:53,580 --> 00:02:57,020
+المكونات أخدتها في مساقات سابقة، لكن إحنا هنا
+
+30
+00:02:57,020 --> 00:03:02,680
+هنتعامل معاها كيف مصمم المنهاج بيضع هذه الأشياءكيف
+
+31
+00:03:02,680 --> 00:03:05,940
+يوضعها و كيف بيحاول ان هو يكتب هذه الأشياء و
+
+32
+00:03:05,940 --> 00:03:07,540
+يقدمها لإفطار
+
+33
+00:03:47,000 --> 00:03:50,960
+نتكلم عن الجزئية الأولى في عناصر المنهاج وهي
+
+34
+00:03:50,960 --> 00:03:55,260
+الأهداف التربوية طبعا التربية هي وسيلة المجتمع
+
+35
+00:03:55,260 --> 00:04:00,060
+لتحقيق أهدافه والمنهاج هو وسيلة التربية لتحقيق
+
+36
+00:04:00,060 --> 00:04:04,420
+أهداف المجتمع قبل ذلك لما اتعرفنا على نظام المنهاج
+
+37
+00:04:04,420 --> 00:04:10,260
+قلنا إنه نظام المنهاج هو قلالأنظمة الإجتماعية،
+
+38
+00:04:10,260 --> 00:04:12,920
+يعني كل الأنظمة اللي موجودة، نظام الاقتصادي ونظام
+
+39
+00:04:12,920 --> 00:04:16,440
+الإجتماعي ونظام السياسي كلهم في البداية بيلتقوا في
+
+40
+00:04:16,440 --> 00:04:21,080
+نظام المنهاج، بعد ذلك بكون في عندي تفرع في هذا
+
+41
+00:04:21,080 --> 00:04:28,980
+الجانب، ما هو الهدف؟ ما المقصود بالهدف؟ فضلا الهدف
+
+42
+00:04:28,980 --> 00:04:33,520
+هو القصد اللذي نريد تحقيقه القصد المراد تحقيقه،
+
+43
+00:04:33,520 --> 00:04:38,180
+أيضاهي النتاج والغيات والطرق التي يسعى فرض الوصول
+
+44
+00:04:38,180 --> 00:04:41,540
+إليها ممتاز، هي النتاجات تعليمية، غيات، طرق
+
+45
+00:04:41,540 --> 00:04:48,840
+نستخدمها للوصول إلى هدف معين الهدف التربوي يربح عن
+
+46
+00:04:48,840 --> 00:04:53,220
+النتاجات التعليمية والتربوية المراد بالحصول عليها،
+
+47
+00:04:53,220 --> 00:04:56,360
+بعد انتهاء عملية التعليم والتغيير المرغوب في
+
+48
+00:04:56,360 --> 00:04:59,810
+التسويقممتاز، استعمل على إحداث تغيرات، يبقى الهدف
+
+49
+00:04:59,810 --> 00:05:04,990
+التربوي هو نتاج تعليمي، نتيجة نصل إليها، هذه
+
+50
+00:05:04,990 --> 00:05:08,230
+النتيجة نصل إليها في نهاية عملية التعلم، طالب
+
+51
+00:05:08,230 --> 00:05:13,250
+ماكنش بيعرف يقرأ ولا يكتبدخل في المرحلة الأساسية و
+
+52
+00:05:13,250 --> 00:05:15,790
+بدأ يتعلم القراءة والكتابة النتاج اللي أنا بدي
+
+53
+00:05:15,790 --> 00:05:19,770
+أوصله اللي هو قدرة الطالب على القراءة والكتابة
+
+54
+00:05:19,770 --> 00:05:24,090
+الآن هذه القدرة عملت على إحداث تغير مرئي في السلوك
+
+55
+00:05:24,090 --> 00:05:27,510
+أنا شايفها بقوله اكتب و اكتب اتكلم و اتكلم
+
+56
+00:05:27,510 --> 00:05:30,930
+فبالتالي هو يعرف يقرأ يعرف يكتب يعرف يعبر وبالتالي
+
+57
+00:05:30,930 --> 00:05:34,820
+حدث تغير وهذا التغير مرغوب في السلوك وليسمكروه
+
+58
+00:05:34,820 --> 00:05:38,280
+وبالتالي هنا بتعمل هذه الأشياء على إحداث تغيرات
+
+59
+00:05:38,280 --> 00:05:41,580
+مرغوبة في سلوك المتعلم هذه التغيرات يمكن ملاحظتها
+
+60
+00:05:41,580 --> 00:05:46,340
+ويمكن قياسها كل حاجة أحنا بنتعلمها بتكون في هناك
+
+61
+00:05:46,340 --> 00:05:49,800
+نتيجة يعني أنت مابتعرفيش توقفي قدام البنات تدرسي
+
+62
+00:05:49,800 --> 00:05:53,400
+بتتعلمي كيف تدرسي كيف توقفي تعملي تمهيد كيف تعملي
+
+63
+00:05:53,850 --> 00:05:56,530
+عرض كيف تعملي كذا، الآن أنت ماكنتش تعرفي، الآن
+
+64
+00:05:56,530 --> 00:06:00,350
+أصبح في نتيجة في أدائك وفي سلوكك إنك أصبحت لديكي
+
+65
+00:06:00,350 --> 00:06:03,770
+قدرة على التدريس وبالتالي هذا أصبح تغير يمكن
+
+66
+00:06:03,770 --> 00:06:06,990
+ملاحظته، توقفي قدام الطالبات، بتعطي موقف تعليمي،
+
+67
+00:06:06,990 --> 00:06:12,550
+بنشوف مدى التغير اللي حدث في سلوككمصادر اشتقاق
+
+68
+00:06:12,550 --> 00:06:15,930
+الأهداف، من أين نشتق الأهداف التربوية؟ بدنا نعمل
+
+69
+00:06:15,930 --> 00:06:19,650
+منهاج، ما هي المصادر التي نعتمد عليها في ذلك؟
+
+70
+00:06:19,650 --> 00:06:22,710
+فلسفة المجتمع، فلسفة التربية، طبيعة المتعلم،
+
+71
+00:06:22,710 --> 00:06:26,110
+نظريات التعلم، وأيضا متخصصون والخبراء والإمكانات
+
+72
+00:06:26,110 --> 00:06:31,240
+المادية والبشرية؟ومتطلبات سوق العام. يبقى في عندى
+
+73
+00:06:31,240 --> 00:06:35,560
+سبع مصادر أساسية منها مصادر عامة ومنها بتدخل إلى
+
+74
+00:06:35,560 --> 00:06:40,240
+خصوصية طبيعة المنهجة. نشوف المصدر الأول هو فلسفة
+
+75
+00:06:40,240 --> 00:06:43,640
+المجتمع. تفضلي هو السياق العام.
+
+76
+00:06:47,280 --> 00:06:55,340
+إيش معناه؟ ماذا تعني فلسفة المجتمع؟ أيوة قدرت
+
+77
+00:06:55,340 --> 00:07:01,090
+العدد التقليد و القيم من الأشياءممتاز، المعتقدات،
+
+78
+00:07:01,090 --> 00:07:04,770
+يعني أول شيء حكت المعتقدات، العدات، التقاليد،
+
+79
+00:07:04,770 --> 00:07:09,450
+أنماط السلوك، اللغة السائدة، هذه كلها بتشكل فلسفة
+
+80
+00:07:09,450 --> 00:07:12,590
+عامة، من وين احنا بناخد قرارنا، كيف بنحدد إن هذا
+
+81
+00:07:12,590 --> 00:07:15,890
+حرام و هذا حلال، كيف بنحدد هذا عيب و هذا مقبول و
+
+82
+00:07:15,890 --> 00:07:20,340
+هذا مش مقبول، كل هذا من ضمن الفلسفةالسائدة، بننمي
+
+83
+00:07:20,340 --> 00:07:24,600
+أفكارها، بننمي أشياء في عندنا معايير أساسية بنستند
+
+84
+00:07:24,600 --> 00:07:26,660
+عليها، اللي هي العقيدة الإسلامية، في عندنا عادات و
+
+85
+00:07:26,660 --> 00:07:29,980
+تقاليد موروثة، في عندنا أنماط سلوك سائدة، كل هذه
+
+86
+00:07:29,980 --> 00:07:33,700
+بتشكل اللي هي الفلسفة اللي موجودة في داخل هذا
+
+87
+00:07:33,700 --> 00:07:38,560
+المجتمع، يبقى الفلسفة هي أهم المصادر لأن أنا بدي
+
+88
+00:07:38,560 --> 00:07:41,980
+أنمي فرد، هذا الفرد بدي يعمل على تنمية المجتمع،
+
+89
+00:07:41,980 --> 00:07:45,160
+يبقى لابد أن يكون أن يحمل نفس الأفكار اللي موجودة
+
+90
+00:07:45,160 --> 00:07:50,060
+في داخلالمجتمع هو أن يكون على ثقة ودراية بطبيعة
+
+91
+00:07:50,060 --> 00:07:53,380
+هذا المجتمع لا يمكنني أن أنمي إنسان هذا الإنسان
+
+92
+00:07:53,380 --> 00:07:57,720
+بفكره يخالف الأفكار الموجودة يعني إحنا كلنا مسلمين
+
+93
+00:07:57,720 --> 00:08:01,400
+لا يمكن أن المنهج ينمي إنسان يحمل فكر غير الفكر
+
+94
+00:08:01,400 --> 00:08:05,770
+الإسلامي أفكاره كلها ضد مبادئ الإسلامبكنش هذا
+
+95
+00:08:05,770 --> 00:08:10,150
+المنهج متصق مع طبيعة المجتمع المجتمع راح يرفض هيك
+
+96
+00:08:10,150 --> 00:08:13,970
+منهج انت لما بتحط صورة في داخل المنهج بيصير في
+
+97
+00:08:13,970 --> 00:08:16,470
+عليها اعتراض يعني لما بنحط صورة المرأة الفلسطينية
+
+98
+00:08:16,470 --> 00:08:20,310
+صورة امرأة متبرجة مثلا بقولك هل هذه بتعبر عن
+
+99
+00:08:20,310 --> 00:08:24,830
+المرأة الفلسطينية بيرفضوها لماذا رفضت هذه الصورة
+
+100
+00:08:24,830 --> 00:08:29,850
+لأنها لا تتصقمع فلسفة المجتمع، لأ إحنا مجتمع
+
+101
+00:08:29,850 --> 00:08:33,330
+محافظ، إحنا مجتمع يعني في إلنا أعدادنا وفي إلنا
+
+102
+00:08:33,330 --> 00:08:35,870
+تقاليدنا، ماعنديش مانع إنك تحط صورة المرأة
+
+103
+00:08:35,870 --> 00:08:39,310
+الفلسطينية لابسة طوب الفلسطيني، إنك تلبسها جلباب،
+
+104
+00:08:39,310 --> 00:08:42,210
+إنها تلبس لبس عادي، تحط شاشة على راسها زي المرأة
+
+105
+00:08:42,210 --> 00:08:46,590
+العادية أو إنها تلبس حجاب زي بنات الجامعة أو كذا
+
+106
+00:08:47,210 --> 00:08:49,910
+هذه هي المرأة الفلسطينية الموجودة، لكن إنك تحطلي
+
+107
+00:08:49,910 --> 00:08:52,230
+صورة امرأة أوروبية وتحطليها نموذج من المرأة
+
+108
+00:08:52,230 --> 00:08:55,010
+الفلسطينية، هذا بختلف، وبالتالي هنا بتصير إنه
+
+109
+00:08:55,010 --> 00:08:58,430
+السياق اللي موجود في المحتوى غير متسق مع فلسفة
+
+110
+00:08:58,430 --> 00:09:02,350
+المجتمع، يبقى لابد إن يكون في هناك اتساق في هذا
+
+111
+00:09:02,350 --> 00:09:05,490
+الجانب، وبالتالي هنا تعد فلسفة المجتمع من أهم
+
+112
+00:09:05,490 --> 00:09:10,910
+المصادر اللي إحنا بنعتمد عليها في إعداد المنحجة
+
+113
+00:09:11,980 --> 00:09:15,280
+طبعا إحنا كناس مؤمنين بالفكر الإسلامي مؤمنين
+
+114
+00:09:15,280 --> 00:09:18,560
+بالإسلام المفروض إن فلسفتنا مستمدة من فكرنا
+
+115
+00:09:18,560 --> 00:09:23,640
+الإسلامي أمريكا والغرب مستمدة فلسفتهم من الفكر
+
+116
+00:09:23,640 --> 00:09:30,160
+الغربي الرأسمالي الدول الشرقية من الفكر الاشتراكي
+
+117
+00:09:30,160 --> 00:09:34,660
+والشيوعي وبالتالي هناك كل منطقة لها فكر تدين فيه
+
+118
+00:09:34,660 --> 00:09:41,560
+على هذا الأساس تنمي أبناءها فلسفة التربيةماذا تعني
+
+119
+00:09:41,560 --> 00:09:49,300
+فلسفة التربية؟ ومن أين تأتي؟ فضلاً
+
+120
+00:09:49,300 --> 00:09:54,220
+فلسفة التربية مش تقنن من فلسفة المجتمع يعني إيش ..
+
+121
+00:09:54,220 --> 00:09:59,420
+كيف نربي ولادنا يضاعها القايمون على التربية
+
+122
+00:09:59,420 --> 00:10:04,790
+والمؤسسات الاجتماعية؟جيد، الآن إحنا بنقول إن إحنا
+
+123
+00:10:04,790 --> 00:10:08,350
+مسلمين وفكرنا مشتق من الفكر الإسلامي ومبادئنا
+
+124
+00:10:08,350 --> 00:10:11,150
+الأساسية، كيف ممكن نستفيد من هذا الفكر الإسلامي في
+
+125
+00:10:11,150 --> 00:10:15,750
+التربية؟ الآن كيف ممكن نعلم أبنائنا؟ الآن يجي مثلا
+
+126
+00:10:15,750 --> 00:10:20,330
+ننظر للقضية زي العقاب البدني، هل إن أحنا نضرب
+
+127
+00:10:20,330 --> 00:10:24,150
+أولادنا ولا ما نضرب همش؟ الفكر الإسلامي إيش بيقول؟
+
+128
+00:10:24,150 --> 00:10:27,370
+بناء على ذلك إحنا بنحلل الفلسفة العامة و بناء على
+
+129
+00:10:27,370 --> 00:10:31,830
+هذه الفلسفة بندير العملية التربويةالمحتوى اللي
+
+130
+00:10:31,830 --> 00:10:35,570
+لازم يدرسوه الطلبة في المدارس هذا المحتوى ماذا يجب
+
+131
+00:10:35,570 --> 00:10:39,960
+أن يحمل؟ ما هي الأفكار التي يجب أن يتضمنها؟ما هي
+
+132
+00:10:39,960 --> 00:10:43,320
+الأشياء اللي أنا بدي أخليها أمل وطموح لهذا الشعب
+
+133
+00:10:43,320 --> 00:10:48,220
+وبالتالي هنا كل شعب بيكون فيه فلسفة خاصة يعني صح
+
+134
+00:10:48,220 --> 00:10:51,640
+إن كل الدول العربية دول إسلامية لكن هنا في أشياء
+
+135
+00:10:51,640 --> 00:10:55,720
+بتختلف مثلا إحنا كفلسطينيين إحنا محتلين ففي عندنا
+
+136
+00:10:55,720 --> 00:10:58,660
+من أهداف التربية إن إحنا نخلي عند الطالب ثقافة
+
+137
+00:10:58,660 --> 00:11:02,280
+الجهاد وثقافة اللي مطالبة بالحق وكذا المصريين مثلا
+
+138
+00:11:02,280 --> 00:11:05,810
+ما عندهم مش هذا الشيءبنموا عن طلابهم ثقافة اللي هي
+
+139
+00:11:05,810 --> 00:11:09,250
+احترام الحضارة الفرعونية وإن هم بالأصل فراعنة وإن
+
+140
+00:11:09,250 --> 00:11:12,930
+هم كذا وبالتالي بتلاقي إنه في كل كتاب في التاريخ
+
+141
+00:11:12,930 --> 00:11:17,210
+في كذا في الفنادق في كل مكان بتلاقي إن هم حاطين
+
+142
+00:11:17,210 --> 00:11:21,370
+اللي هي صور التمثيل بتاعتهم حاطين تمثيل عاملين
+
+143
+00:11:21,370 --> 00:11:24,390
+اللي هي إشارات بتدل على هذه الثقافة اللي هم
+
+144
+00:11:24,390 --> 00:11:27,630
+بيحترموها وبيقدروها احنا بنختلف تماما احنا بتلاقي
+
+145
+00:11:27,630 --> 00:11:30,630
+في كل مكان لأ بنحط خريطة فلسطيني ممكن في كل بيت في
+
+146
+00:11:30,630 --> 00:11:36,210
+خريطة لفلسطينأنا ماكنتش صورة بتكون رسمة بتكون رسمة
+
+147
+00:11:36,210 --> 00:11:38,870
+احنا الشعب الوحيد اللي بيحط خريطة فلسطين في دار
+
+148
+00:11:44,500 --> 00:11:48,760
+عشان نظل متذكرين، عشان إحنا بدناش ننسى إن هذه
+
+149
+00:11:48,760 --> 00:11:52,880
+فلسطين كلها لإنا، يبقى الآن في فكر موجود، في ثقافة
+
+150
+00:11:52,880 --> 00:11:56,140
+موجودة، كيف بدنا نتعامل مع الطلاب، الطلاب هدول كيف
+
+151
+00:11:56,140 --> 00:11:59,940
+بدنا نعاملهم، هل بدنا نعاملهم بالضرب والإكراه، ولا
+
+152
+00:11:59,940 --> 00:12:02,520
+بدنا نعاملهم باللطف والليونة، كيف أسلوب المعلم مع
+
+153
+00:12:02,520 --> 00:12:05,180
+الطالب، كيف أسلوب الطالب مع المعلم، كيف أسلوب
+
+154
+00:12:05,180 --> 00:12:08,960
+الإدارة مع الطالب، يبقى في هناك قواعد، هذه كلها
+
+155
+00:12:08,960 --> 00:12:12,780
+تشتق من فلسفة المجتمع، فبنجي بنقول إحنا لأ بدناش
+
+156
+00:12:12,780 --> 00:12:16,690
+ضرب، ليش؟الرسول عليه الصلاة والسلام ماذا يقول؟
+
+157
+00:12:16,690 --> 00:12:20,890
+علموا أولادكم الصلاة لسبع واضربوهم عليها لعشر،
+
+158
+00:12:20,890 --> 00:12:25,320
+المفروض أن الطالب قبل عشر سنوات ماينضربشلأن هذه
+
+159
+00:12:25,320 --> 00:12:28,720
+المرحلة من الميلاد حتى عشر سنوات مرحلة مهمة جداً
+
+160
+00:12:28,720 --> 00:12:33,360
+لتشكيل الشخصية وبالتالي ضربه في هذه المرحلة بيأثر
+
+161
+00:12:33,360 --> 00:12:37,220
+على شخصيته بيعمله نوع من العقد النفسية بيقلل من
+
+162
+00:12:37,220 --> 00:12:41,240
+قدراته في التخيل والتصور وملكاته العقلية لأن أنا
+
+163
+00:12:41,240 --> 00:12:44,660
+بحجب هذه القدرات من خلال عملية الضرب يبقى احنا لما
+
+164
+00:12:44,660 --> 00:12:47,160
+انا بدنا نقول إنه في ضرب في المدارس ممكن يكون في
+
+165
+00:12:47,160 --> 00:12:51,700
+عقاب في المدارس بس مش شرط العقاب يكون ضرب ممكن
+
+166
+00:12:51,700 --> 00:12:55,960
+يكون عقابتربوي إن احنا بنحرمه من بعض الأشياء، إن
+
+167
+00:12:55,960 --> 00:12:59,460
+احنا بنوزنه لبعض الأشياء، بنحاول .. أي نعم بنعمل
+
+168
+00:12:59,460 --> 00:13:04,850
+بعض البدائل لهذا النموذج يعنيممكن إن هو ما ياخدهاش
+
+169
+00:13:04,850 --> 00:13:08,090
+لكن إذا عمل سلوك إيجابي ممكن يعود إن هو ياخدها
+
+170
+00:13:08,090 --> 00:13:11,430
+بنستخدم أساليب مناسبة، مناسبة للدين الإسلامي اللي
+
+171
+00:13:11,430 --> 00:13:14,170
+إحنا بنحملها، يبقى هنا فلسفة التربية هي مشتقة من
+
+172
+00:13:14,170 --> 00:13:17,870
+فلسفة المجتمع، بنحلل هذه الفلسفة، بنوصل منها كيف
+
+173
+00:13:17,870 --> 00:13:22,230
+ممكن إحنا نحط مبادئ أساسية تحكم العملية التعليمية
+
+174
+00:13:22,230 --> 00:13:27,370
+وتوجه العملية التعليمية طبيعة المتعلم
+
+175
+00:13:32,280 --> 00:13:35,060
+لابد أن تأخذ بعينك اعتبار طبيعة المتعلم من حيث
+
+176
+00:13:35,060 --> 00:13:37,840
+الميون، من حيث الحاجات، من حيث الاختبارات، من حيث
+
+177
+00:13:37,840 --> 00:13:41,360
+مبادره في الحياة واتجاهاته ورغباته، الـProblems
+
+178
+00:13:41,360 --> 00:13:46,000
+دي، حتى نستطيع وضع كيسة تربوية مناسبةممتاز جدا،
+
+179
+00:13:46,000 --> 00:13:48,560
+هذا المتعلم هل هو في الصف الأول، هل هو في الصف
+
+180
+00:13:48,560 --> 00:13:51,720
+السابع، هل هو في الصف التاسع، كل مرحلة لها
+
+181
+00:13:51,720 --> 00:13:55,600
+متطلبات، لها احتياجات، لها فكر، لها طبيعة يمكن أن
+
+182
+00:13:55,600 --> 00:13:59,540
+نتعامل فيها، الطفل اللي هو بيأتي من اللي هو من
+
+183
+00:13:59,540 --> 00:14:03,000
+البيت للمدرسة بيختلف عن الطالب المراهق اللي هو صار
+
+184
+00:14:03,000 --> 00:14:07,280
+عمره 14، 15 سنة، هذا له متطلباته، ميوله حاجاته،
+
+185
+00:14:07,280 --> 00:14:10,600
+اهتماماته، وذاك الطفل له متطلباته وحاجاته ميوله
+
+186
+00:14:10,600 --> 00:14:13,660
+اهتمامته، بتختلف، كمان الطلاب في المرحلة الواحدة
+
+187
+00:14:13,660 --> 00:14:17,630
+في بينهم فروقفردية في هناك اختلاف في القدرات في
+
+188
+00:14:17,630 --> 00:14:21,050
+هناك اختلاف في المميزات وبالتالي هنا احنا لابد ان
+
+189
+00:14:21,050 --> 00:14:24,590
+احنا نصل ونشوف هذا المتعلم اللي عندنا ما هي اهم
+
+190
+00:14:24,590 --> 00:14:28,170
+احتياجاته ما هي مستويات النجج العقل العقلي اللي
+
+191
+00:14:28,170 --> 00:14:31,510
+بيمور فيها ما هي خبراته السابقة كل هذه الأشياء كيف
+
+192
+00:14:31,510 --> 00:14:34,530
+ممكن ان احنا نستفيد منها ايش الخبرات اللي موجودة
+
+193
+00:14:34,530 --> 00:14:39,730
+عشان نبني عليها خبرات جديدة في هذا الجانب نظريات
+
+194
+00:14:39,730 --> 00:14:41,910
+التعلم كيف يمكن الاستفادة منها
+
+195
+00:14:48,000 --> 00:14:51,520
+فضلنا من خلال التواصل في البحث التاروحي تساعد هذه
+
+196
+00:14:51,520 --> 00:14:54,120
+النظرية في تحريف كتير من قصة تنوية نازمة العملية
+
+197
+00:14:54,120 --> 00:14:57,040
+التعليمية باكتشاف العديد من طرق التعليم والتعلم
+
+198
+00:14:57,040 --> 00:14:59,800
+القديم فقال يتحرس على إيجابة المتعلم والتفاعل مع
+
+199
+00:14:59,800 --> 00:15:03,080
+المجتمع هلقت النظرية السلوكية ما المبدأ الذي
+
+200
+00:15:03,080 --> 00:15:07,160
+استفدنا من خلالها؟ رابط المثير بالاستجابة اللي هو
+
+201
+00:15:07,160 --> 00:15:10,960
+رابط المثير بالاستجابة كل استجابة يمكن أن تتكرر
+
+202
+00:15:10,960 --> 00:15:14,320
+إذا تم تعزيزها هذا من نظرية السلوكية، طب نظرية
+
+203
+00:15:14,320 --> 00:15:21,510
+المعرفية؟الاستبصار الكلي للموقف، تقديم المعلومات
+
+204
+00:15:21,510 --> 00:15:25,790
+من الكليات إلى الجزئيات، نظرية بيا جي قدمت لنا
+
+205
+00:15:25,790 --> 00:15:34,050
+مبدأ من المحسوس إلى المجرد، نظرية جان ي قدمت لنا
+
+206
+00:15:34,050 --> 00:15:39,360
+مبدأأيوة، من البسيط إلى المعقد، هذه كلها مبادئ،
+
+207
+00:15:39,360 --> 00:15:42,440
+احنا أخدناها من نظريات التعلم الذكاءات المتعددة
+
+208
+00:15:42,440 --> 00:15:45,120
+قالتلي إن الطالب بيمتلك مجموعة أو خليط من
+
+209
+00:15:45,120 --> 00:15:49,000
+الذكاءات، نظرية جانبية الدماغ قالتلي كل إنسان عقله
+
+210
+00:15:49,000 --> 00:15:53,340
+منظم بطريقة مختلفة وفريدة، الفروق الفردية موجودة
+
+211
+00:15:53,940 --> 00:15:56,700
+وبالتالي هي موجودة كمان في الإنسان نفسه، إن هو
+
+212
+00:15:56,700 --> 00:16:00,800
+يعني في واحد بيفكر بهدئ أكتر من الآخر، وبالتالي في
+
+213
+00:16:00,800 --> 00:16:03,380
+عنده ذكاء أعلى من الآخر، في عنده نمط أعلى من
+
+214
+00:16:03,380 --> 00:16:06,460
+الآخر، وبالتالي هنا هذه كلها المبادئ بنستفيد منها
+
+215
+00:16:06,460 --> 00:16:09,840
+في صياغة المنهج، ما درسناهاش عبسا، ولكن إحنا بدنا
+
+216
+00:16:09,840 --> 00:16:13,540
+نظم منهج، بدنا نظمه من البسيط إلى المعقد، لكن هذا
+
+217
+00:16:13,540 --> 00:16:17,680
+البسيط يجب أن يكون محسوس، حتى يكون في مستوى تفكير
+
+218
+00:16:18,430 --> 00:16:22,290
+الطالب لابد أن يكون هذا البسيط يعطي صورة عامة عن
+
+219
+00:16:22,290 --> 00:16:26,290
+المفهوم لابد أن يرتبط بمثير وبالتالي هنا بنيجي
+
+220
+00:16:26,290 --> 00:16:29,990
+لهذه المبادئ وبنصيغ من خلالها بنية المناهج
+
+221
+00:16:29,990 --> 00:16:33,250
+المتخصصون
+
+222
+00:16:33,250 --> 00:16:37,070
+والخبراء اتفضلي فديهم القدرة على اقتراح افتتاح
+
+223
+00:16:37,070 --> 00:16:40,950
+مبادئ دراسية مختلفة كلهم في مجال التخصص ممتاز، ما
+
+224
+00:16:40,950 --> 00:16:44,250
+الفرق بين المتخصص والخبير؟ وهل يوجد خبير متخصص أو
+
+225
+00:16:44,250 --> 00:16:45,210
+متخصص خبير؟
+
+226
+00:16:49,840 --> 00:16:53,340
+المتخصص هو اللي دارس المادة العلمية الأكاديمية
+
+227
+00:16:53,340 --> 00:16:56,680
+أيوة الخبية هو اللي مارسها و هو مثلا معلم اللي
+
+228
+00:16:56,680 --> 00:17:00,340
+عشرات السنين في سيرك التعليم طبعا هيكون عنده خبرة
+
+229
+00:17:00,340 --> 00:17:03,920
+تأخري هو اللي يضاعلنا الأهداف ممتاز، أيوة أستاذ
+
+230
+00:17:03,920 --> 00:17:08,680
+الأسماء؟ المتخصص جادر أنه يحط منهج يعني مستقل
+
+231
+00:17:08,680 --> 00:17:16,190
+محتوى علمى آه لكن الخبير عاشوا سوياسيةلأ هو في
+
+232
+00:17:16,190 --> 00:17:19,130
+عندي متخصص و في عندي خبير و في عندي متخصص خبير
+
+233
+00:17:19,130 --> 00:17:22,650
+يعني في ممكن يكون في عندي متخصص يعني أنا بدأ أعمل
+
+234
+00:17:22,650 --> 00:17:25,970
+كتاب في الكيميا فبدي إنسان متخصص في علم الكيميا
+
+235
+00:17:25,970 --> 00:17:29,470
+أستفيد من الخبرات و مش .. أي نعم بدأ أشوف أنا اللي
+
+236
+00:17:29,470 --> 00:17:33,330
+هي صحة المعلومة و صدق المعلومة و ترابطها و الحدثة
+
+237
+00:17:33,330 --> 00:17:37,170
+في هذه المعلومة لكن بدي خبير مارس تدريس الكيميا في
+
+238
+00:17:37,170 --> 00:17:40,770
+الميدانوبالتالي بتأتي الخبرة اللي هي من عملية
+
+239
+00:17:40,770 --> 00:17:44,570
+الممارسة ممكن يكون متخصص في الكيميا وخبير يعني هو
+
+240
+00:17:44,570 --> 00:17:48,250
+درس كيميا وبرضه خبير في تدريس الكيميا الخبرة بتأتي
+
+241
+00:17:48,250 --> 00:17:52,770
+دائما من الممارسة أقولك أكم سنة خبرة؟ يعني أكم
+
+242
+00:17:52,770 --> 00:17:56,550
+سنة؟تمت اللي هي عملية الممارسة وبالتالي هنا بنقول
+
+243
+00:17:56,550 --> 00:17:59,470
+إنه في خبرة يبقى أنا بحتاج في هذا الإطار بحتاج
+
+244
+00:17:59,470 --> 00:18:03,330
+المتخصص الأكاديمي بحتاج اللي هو المتخصص التربوي
+
+245
+00:18:03,330 --> 00:18:07,510
+بحتاج الخبير الممارس في الميدان ولو في عندي متخصص
+
+246
+00:18:07,510 --> 00:18:11,110
+خبير بكون طبعا مهم جدا إن أستفيد منه لأن هذا
+
+247
+00:18:11,110 --> 00:18:15,970
+هيساعدني في وضع أهداف مناسبة للطلاب متدرجة فيها كل
+
+248
+00:18:15,970 --> 00:18:20,570
+المواصفات التربوية الإمكانات
+
+249
+00:18:20,570 --> 00:18:21,690
+المادية والبشرية
+
+250
+00:18:24,250 --> 00:18:28,730
+تفضل. نتكلم عن التقنيات والوسائل العلمية فكل ما
+
+251
+00:18:28,730 --> 00:18:31,870
+كانت هناك إمكانات مادية تساعدنا في تطور العملية
+
+252
+00:18:31,870 --> 00:18:35,030
+التعليمية وإيصال المعلومة للطالب بكل سهولة، أيضًا
+
+253
+00:18:35,030 --> 00:18:38,050
+الإمكانات البشرية بتساعد على تسقل الخبرات وأيضًا
+
+254
+00:18:38,050 --> 00:18:41,990
+توصيل المعلومات. ممتاز، احنا محتاجين جهتين، يعني
+
+255
+00:18:41,990 --> 00:18:45,050
+أنا بدي إمكانات مادية، أنا بدي أقرر للطلاب مثلًا
+
+256
+00:18:45,050 --> 00:18:48,550
+مادة في علم الحسوب، يبقى لازم أول حاجة أوفرلهم
+
+257
+00:18:48,550 --> 00:18:52,870
+مختبرات حسوب،لازم أوفر لهم شبكة internet لازم يكون
+
+258
+00:18:52,870 --> 00:18:55,850
+في عندي أماكن يجلسوا فيها الطلبة بدي أوفر لهم ..
+
+259
+00:18:55,850 --> 00:18:58,910
+بدي أعطيهم وحدة جديدة في اللي هو علم الكيمياق أو
+
+260
+00:18:58,910 --> 00:19:01,670
+الفيزياء أو كذا يبقى لازم أوفر لهم الوسائل
+
+261
+00:19:01,670 --> 00:19:04,390
+التعليمية في الجغرافيا بدي أعطيهم وحدة عن فلسطين
+
+262
+00:19:04,390 --> 00:19:08,650
+وكذا يبقى كل هذه الأشياء أنا بدي إمكانات ماديةبدي
+
+263
+00:19:08,650 --> 00:19:13,390
+في المدارس، بدي صفوف، بدي لابتوبات، بدي LCD، بدي
+
+264
+00:19:13,390 --> 00:19:16,930
+لوحة بيضاء، بدي لوحة سوداء، بدي لوحة مغناطسية، بدي
+
+265
+00:19:16,930 --> 00:19:19,330
+كذا، كل هذه الإمكانات، بدي كراسي يقعدوا عليها
+
+266
+00:19:19,330 --> 00:19:22,870
+الطلاب، بدي أماكن متكونة اللي هي حتى الستير هذه من
+
+267
+00:19:22,870 --> 00:19:26,010
+ضمن الإمكانات، ليش؟ لأن عشان أنت تعملي عزل للبيئة
+
+268
+00:19:26,010 --> 00:19:29,310
+الصفية بالنسبة للطلاب، يبقى هذه الإمكانات كلها هل
+
+269
+00:19:29,310 --> 00:19:32,810
+هي متوفرة؟ هل أنا ثقفي عالي جدا إن أنا بطلب إن أنا
+
+270
+00:19:32,810 --> 00:19:36,190
+بدي أعمل منهاج و هذا المنهاج بده كذا مليون دولار؟
+
+271
+00:19:36,440 --> 00:19:41,290
+وأنا إمكاناتي كليتها مثلا 200 أو 300 ألفلازم أشوف
+
+272
+00:19:41,290 --> 00:19:45,710
+إمكاناتي قبل ما أخطط و أحط أنا تصور كبير جدا و إن
+
+273
+00:19:45,710 --> 00:19:48,030
+أنا بدي أعمل و بدي أعمل و بدي أعمل بشوف إمكاناتي،
+
+274
+00:19:48,030 --> 00:19:51,470
+إيش اللي أنا بقدر أن أوفره بالنسبة للطالب، كذلك
+
+275
+00:19:51,470 --> 00:19:54,690
+الإمكانات البشرية، يعني أنا بقول بدي مدرس و هذا
+
+276
+00:19:54,690 --> 00:19:57,390
+المدرس و بدي كل المدرسين يستخدم عروض ال power
+
+277
+00:19:57,390 --> 00:20:01,430
+point أقل إش في المدارس، قبل ما أنا أشوف هذا
+
+278
+00:20:01,430 --> 00:20:04,730
+الشيء، هل المدرس اللي عندي عنده مهارة تصميم الدروس
+
+279
+00:20:04,730 --> 00:20:07,880
+باستخدام ال power point؟هل عنده هذه القدرة؟ بدي
+
+280
+00:20:07,880 --> 00:20:10,600
+أقول إن المدرس بدياه يعمل جروبات على ال face ويعمل
+
+281
+00:20:10,600 --> 00:20:14,060
+كذا ويعمل سواء هل المدرسين عندهم هذه المهارات؟ هل
+
+282
+00:20:14,060 --> 00:20:17,520
+عندهم هذه القدرات؟ هل في عندي خبراء قادرين على
+
+283
+00:20:17,520 --> 00:20:20,800
+التعامل مع هذه اللي هي التقنية الجديدة؟ هل في عندي
+
+284
+00:20:20,800 --> 00:20:24,240
+خبراء في تصميم المناهج؟ هل في عندي مشرفين قادرين
+
+285
+00:20:24,240 --> 00:20:27,960
+على إدارة هذا العمل بهذه الكيفية؟ كل هذه أسئلة
+
+286
+00:20:27,960 --> 00:20:31,140
+بنترحهاعشان انا لما انا بدأ اطرح منهج و ااخد
+
+287
+00:20:31,140 --> 00:20:34,540
+المدرس هذا و بدأ ادربه و بدأ اطوره فلازم يكون في
+
+288
+00:20:34,540 --> 00:20:38,820
+عندي خبير يدرب المدرس علشان يقدر المدرس يرفض هذا
+
+289
+00:20:38,820 --> 00:20:42,360
+المنهج بدأ نطرح وحدة جديدة في الموضوع هل المدرس
+
+290
+00:20:42,360 --> 00:20:45,440
+درسها في الجامعة مادرسهاش؟ هل في عندي خبير في
+
+291
+00:20:45,440 --> 00:20:48,080
+الجامعة يدرس المدرس هذه الوحدة قبل ما يدرسها
+
+292
+00:20:48,080 --> 00:20:52,460
+للطلاب؟فهنا الخبرة البشرية بتكون مهمة جدا،
+
+293
+00:20:52,460 --> 00:20:55,300
+وبالتالي هذه مجموعة من الأشياء اللي هم بيضعوها،
+
+294
+00:20:55,300 --> 00:20:57,960
+بنشوف إمكاناتنا المادية، إمكاناتنا البشرية، إيش هو
+
+295
+00:20:57,960 --> 00:21:01,040
+الموجود، كل اللي إحنا اتكلمناه قبل ذلك، الفلسفة
+
+296
+00:21:01,040 --> 00:21:04,460
+المجتمع وفلسفة التربية وكذا، كله عند الإمكانات
+
+297
+00:21:04,460 --> 00:21:09,620
+المادية بوقف، عشان إحنا ما نعليش ثقفنا، وبعد ذلك
+
+298
+00:21:09,620 --> 00:21:15,040
+نكتشف إن إمكاناتناقليلة ومنخفضة، هنا طبعا كل اللي
+
+299
+00:21:15,040 --> 00:21:18,060
+إحنا حلمنا فيه وكل اللي خططنا عليه بيطلع غلط، يبقى
+
+300
+00:21:18,060 --> 00:21:21,900
+لازم لما أنا بنخطط، بنخطط في ضوء الإمكانات
+
+301
+00:21:21,900 --> 00:21:25,560
+الموجودة وبنكون طموحين إن احنا نحسن أفضل ونجيب
+
+302
+00:21:25,560 --> 00:21:29,980
+أكتر ونحاول نحصل على دعم وتمويل، لكن ما بطلعش كتير
+
+303
+00:21:29,980 --> 00:21:33,680
+علشان أنا بعد ذلك ما أتفاجأش إن الخطة كلها خيالية
+
+304
+00:21:33,680 --> 00:21:34,720
+وغير منطقية
+
+305
+00:21:38,780 --> 00:21:42,080
+متطلبات العمل المستقبلية، كمان هذه نقطة مهمة جدا
+
+306
+00:21:42,080 --> 00:21:48,820
+ويمكن احنا بفلسطين بنواجهها بصورة كبيرة فضلاله
+
+307
+00:21:48,820 --> 00:21:52,960
+أنه تدريس طوارئ متناسب المستقبل ويتنبؤ فيها على
+
+308
+00:21:52,960 --> 00:21:58,400
+أساس الإيمين يعني ماذا يحتاج الإنسان في المستقبل؟
+
+309
+00:21:58,400 --> 00:22:02,830
+أيش من الاحتاج في فلسطين؟ فضلالهلازم نشوف أين
+
+310
+00:22:02,830 --> 00:22:06,230
+العالم موصل ومستقبل كيف هيكون لازم ندرس الدماغ
+
+311
+00:22:06,230 --> 00:22:10,170
+ونحاضر المستقبل عشان نشتغل أهداف مناسبة مثلا إحنا
+
+312
+00:22:10,170 --> 00:22:13,190
+عامة مناجة بيقول مانعينا بدرسوا الـ Transistor بس
+
+313
+00:22:13,190 --> 00:22:16,290
+فعليا لسه الـ Transistor في الألاك الحديثة بطر
+
+314
+00:22:16,290 --> 00:22:19,390
+يعني المستقبل بشكل فعلي الحين بتلاقي ال Transistor
+
+315
+00:22:19,390 --> 00:22:23,390
+جزء بسيط من I.C. ممكن إحنا العلمة بعد كده يتعامل
+
+316
+00:22:23,390 --> 00:22:27,970
+معاه ليش نقعد ندرس أشياء دقيقة تلزمناش؟أي نعم، هنا
+
+317
+00:22:27,970 --> 00:22:31,370
+الأن متطلبات سوق العمل المستقبلية، إحنا إيش بلزمنا
+
+318
+00:22:31,370 --> 00:22:34,890
+في فلسطين عشان ننظم العملية التربوية؟ ماذا يحتاج
+
+319
+00:22:34,890 --> 00:22:38,630
+الطالب من مهارات في المستقبل؟ عندي حلقة متصلة،
+
+320
+00:22:38,630 --> 00:22:42,730
+الماضي والحاضر والمستقبل، إحنا على أساس الماضي،
+
+321
+00:22:42,730 --> 00:22:46,190
+الحاضر تم، الآن الحاضر هذا راح يصبح ماضي في
+
+322
+00:22:46,190 --> 00:22:50,680
+المستقبلوبالتالي الطالب اللي الآن دخل المدرسة هو
+
+323
+00:22:50,680 --> 00:22:55,080
+سوف يعيش في المستقبل، مش راح يعيش هو بس الآن، هو
+
+324
+00:22:55,080 --> 00:22:58,500
+الآن بتعلم، لكن هو هيمارس حياته في المستقبل، يبقى
+
+325
+00:22:58,500 --> 00:23:02,400
+أنا لازم أزوده بالمهارات اللازمة لحياته، هو الآن
+
+326
+00:23:02,400 --> 00:23:05,260
+بحتاج مهارات عالية مثلا في اللي هي في الجانب
+
+327
+00:23:05,260 --> 00:23:08,220
+الألكتروني، بحتاج مهارات عالية في الجانب التقني
+
+328
+00:23:08,220 --> 00:23:11,620
+المعلوماتي، بحتاج مهارات حسوبية، بحتاج مهارات في
+
+329
+00:23:11,620 --> 00:23:14,240
+الرياضيات، بحتاج مهارات في العلوم، بحتاج مهارات في
+
+330
+00:23:14,240 --> 00:23:17,930
+اللغةبحتاج مهارات في الأداء، بحتاج درجة عالية من
+
+331
+00:23:17,930 --> 00:23:22,590
+الأخلاقيات، هذه الأشياء اللي احنا بدنا نهتم فيها
+
+332
+00:23:22,590 --> 00:23:26,530
+ونشوف ما هي متطلبات سوق العمل المستقبلية، الآن سوق
+
+333
+00:23:26,530 --> 00:23:30,850
+العمل لو أجينا نظرنا كام من المدرسين بيحتاج، كام
+
+334
+00:23:30,850 --> 00:23:35,310
+من مصممي ومبرمجي الحسوب بيحتاج، كام من اللي هو
+
+335
+00:23:35,310 --> 00:23:39,870
+نقول الحاملين شهادات إدارة أعمال بيحتاج، لو نظرنا
+
+336
+00:23:39,870 --> 00:23:43,750
+بنلاقي أن مافيش تخطيط حقيقي،لأنه بنلاحظ مثلا أن
+
+337
+00:23:43,750 --> 00:23:46,970
+طلاب كلية التربية وطالبات كلية التربية، طلاب اللي
+
+338
+00:23:46,970 --> 00:23:51,850
+هو الإدارة في كلية التجارة، طلاب اللي هو المحاسبة،
+
+339
+00:23:51,850 --> 00:23:55,330
+طلاب مثلا الشريعة كذا، بنلاحظ أنه فيه تكدث كبير في
+
+340
+00:23:55,330 --> 00:23:59,450
+الخريجين في هذه المجالات، في مجالات تانية، بس
+
+341
+00:23:59,450 --> 00:24:03,620
+بتخرج منها اتنين، تلاتةبتخرجوا منها أعداد قليلة
+
+342
+00:24:03,620 --> 00:24:07,600
+جداً وبعد شوية بنلاقي أنه بعض التخصصات بتندثر
+
+343
+00:24:07,600 --> 00:24:11,560
+بتبطل موجودة صار في عنا نوع من اللي هو احنا
+
+344
+00:24:11,560 --> 00:24:16,060
+الانحراف في الرؤية يعني بنلاقي أنه الآن زمان لما
+
+345
+00:24:16,060 --> 00:24:19,680
+كنا احنا في المدارس كان يبقى مثلا خمس صوف علمى،
+
+346
+00:24:19,680 --> 00:24:25,160
+خمس صوف أدبي حالتا بنلاقي صف علمىأو صفين في
+
+347
+00:24:25,160 --> 00:24:29,100
+المدارس .. في المناطق الكبيرة والباقي كله أدب في
+
+348
+00:24:29,100 --> 00:24:32,480
+بعض المدارس فيه اتناشر صف أدبي وصف العلمي فيه
+
+349
+00:24:32,480 --> 00:24:36,700
+عشرين طالبة احنا
+
+350
+00:24:36,700 --> 00:24:40,440
+وين رايحين؟ مافيش تخطيط أنا لما كل الطلب هدولة
+
+351
+00:24:40,440 --> 00:24:43,720
+بتوجهوا عندي للدراسات الأدبية بهربوا من التخصص
+
+352
+00:24:43,720 --> 00:24:47,260
+العلمي طب أنا شوية شوية هلاقيت قاعد القسم العلمي
+
+353
+00:24:47,260 --> 00:24:51,980
+BL عنديبيذوب، صار في عنا مشكلة في هذا الإطار، احنا
+
+354
+00:24:51,980 --> 00:24:55,960
+محتاجين علماء صح؟ احنا محتاجين ناس أدباء ودراسات
+
+355
+00:24:55,960 --> 00:24:58,080
+الإجتماعية والإنسانية واللغة العربية وكذا،
+
+356
+00:24:58,080 --> 00:25:01,660
+محتاجين، بس برضه في العلوم احنا برضه محتاجين،
+
+357
+00:25:01,660 --> 00:25:06,090
+والحاجة في المستقبل العلمية أكثر منهاأدبية فلازم
+
+358
+00:25:06,090 --> 00:25:09,910
+يصير فيه تشجيع لإقبال الطلبة على الأقسام العلمية
+
+359
+00:25:09,910 --> 00:25:12,910
+بنلاحظ بعد ذلك لما هم الطلبة بتخرجوا من الثانوية
+
+360
+00:25:12,910 --> 00:25:16,030
+العامة بتكون مثلا نسبة النجاح خمسين ستين فالمية
+
+361
+00:25:16,030 --> 00:25:19,710
+يعني هم بالأصل أقل طلبة العلمي و بعدين رسب منهم
+
+362
+00:25:19,710 --> 00:25:23,310
+جزء كبير الجزء اللي رسب أو جزء من اللي نجح بتوجه
+
+363
+00:25:23,310 --> 00:25:27,550
+للدراسات الأدبية بالآخر من اللي بيطلعوا فعليا و
+
+364
+00:25:27,550 --> 00:25:31,460
+بدخلوا في التخصيصات العلمية بيكون عدد قليلجداً في
+
+365
+00:25:31,460 --> 00:25:34,040
+هذا الإطار طبعاً هذا معناه ذلك إن إحنا في عندنا
+
+366
+00:25:34,040 --> 00:25:39,300
+انخفاض في المستوى الصراع في العالم على العلم مش
+
+367
+00:25:39,300 --> 00:25:42,620
+على أشياء أخرى وبالتالي تنخفض عندنا نسبة
+
+368
+00:25:42,620 --> 00:25:45,640
+الإختراعات نسبة الإبتكارات نسبة الإنجازات نسبة
+
+369
+00:25:45,640 --> 00:25:48,960
+اللي هو بنصير فيه حاجة إلى خبراء في هذا المجال
+
+370
+00:25:48,960 --> 00:25:52,120
+معناه ذلك إن صياغة المجتمع كله هذا بتحتاج من
+
+371
+00:25:52,120 --> 00:25:56,460
+البداية إلى عملية صياغة أو عملية توجيه للطالب من
+
+372
+00:25:56,460 --> 00:26:00,760
+البدايةمن ما يدخل المدرسة لازم اوجه الطالب انه يحب
+
+373
+00:26:00,760 --> 00:26:03,440
+المواد العلمية و ان يكون عنده اتجاهات علمية و ان
+
+374
+00:26:03,440 --> 00:26:06,480
+يكون عنده قدرات في هذه المجالات زي ما يكون عندى
+
+375
+00:26:06,480 --> 00:26:09,940
+هنا يكون عندى هنا بس انه مش يكون في جانب عالي جدا
+
+376
+00:26:09,940 --> 00:26:17,170
+و جانب منخفض تماماهذه اللي هي متطلبات سوق العمل.
+
+377
+00:26:17,550 --> 00:26:20,270
+نشوف الآن مستويات الأهداف. هذه كل المصادر اللي
+
+378
+00:26:20,270 --> 00:26:24,370
+بنستفيد منها من أجل اشتقاق الأهداف ونحدد ما هي
+
+379
+00:26:24,370 --> 00:26:28,650
+حاجتنا في داخل هذا المجتمع. طبعا أول مستوى للأهداف
+
+380
+00:26:28,650 --> 00:26:34,090
+اللي هو الغايات. الغايات، ما هي الغايات؟ هي أهداف
+
+381
+00:26:34,090 --> 00:26:37,050
+طويلة في المدى، بتكون في الغالب مرتبطة بسياسة عامة
+
+382
+00:26:37,050 --> 00:26:42,350
+زي سياسة الزولة، صعب قياسها ومالهاش فترة معينة
+
+383
+00:26:42,350 --> 00:26:46,880
+للاحقق.ممتاز جدا، احنا بنقول هنا أهداف، الغايات،
+
+384
+00:26:46,880 --> 00:26:50,640
+غاية، المجتمع بيضع غايات، زي ناس بتطلع مثلا
+
+385
+00:26:50,640 --> 00:26:53,880
+للانتخابات، بتقولك احنا هدفنا إعداد المواطن
+
+386
+00:26:53,880 --> 00:26:59,900
+الصالح، ممكن نختلف كتير من هو المواطن الصالح، ممكن
+
+387
+00:26:59,900 --> 00:27:03,240
+نختلف فيها كتير، هدفنا ننشر العدالة الاجتماعية،
+
+388
+00:27:03,240 --> 00:27:09,000
+كيف؟ هذه عبارات مقطعة، كبيرةغير محددة وبالتالي
+
+389
+00:27:09,000 --> 00:27:12,480
+بنقول هذه عبارة عن غاية المواطن الصالح في غزة ليس
+
+390
+00:27:12,480 --> 00:27:16,480
+هو المواطن الصالح في أمريكا مواصفاته مختلفة تماما
+
+391
+00:27:16,480 --> 00:27:20,400
+وبالتالي هذه مرتبطة بفلسفة الدولة يعني ما هي
+
+392
+00:27:20,400 --> 00:27:24,600
+الأفكار التي تريدها هذه الدولة بدهم الإنسان أعز
+
+393
+00:27:24,600 --> 00:27:28,080
+شيء عندهم لازم هذا كل شيء الإنسان يعمل عشان يحقق
+
+394
+00:27:28,080 --> 00:27:31,720
+حياته حاجاته ورغباته وإلا الإنسان جزء من منظومة
+
+395
+00:27:31,720 --> 00:27:35,780
+موجودة في داخل المجتمع والمجتمع بيلبي رغباته وهو
+
+396
+00:27:35,780 --> 00:27:39,960
+بيلبي رغباتالمجتمع، يبقى هنا أهداف طويلة بتوضع على
+
+397
+00:27:39,960 --> 00:27:43,160
+المستوى التخطيتي للدولة، بتوضع على مستوى رئاسة
+
+398
+00:27:43,160 --> 00:27:46,560
+الدولة، رئاسة مجلس الوزراء، بيكون فيه هناك مبادئ
+
+399
+00:27:46,560 --> 00:27:49,700
+عامة بدهم يعملوا عليها، هذه الأهداف لا يمكن
+
+400
+00:27:49,700 --> 00:27:53,920
+تحقيقها في فترة معينة، بدنا نعيد مواطن صالح، نجيش
+
+401
+00:27:53,920 --> 00:27:57,540
+بعد عشر، عشر سنين، نصنف الناس هذا مواطن صالح وهذا
+
+402
+00:27:57,540 --> 00:28:03,190
+مواطن غيروبالتالي عملية القياس غير منطقية وبالتالي
+
+403
+00:28:03,190 --> 00:28:05,830
+احنا بنقول هذه لا يمكن تحقيقها في مرحلة تعليمية
+
+404
+00:28:05,830 --> 00:28:11,450
+معينة عملية قياسها وعملية أيضا ملاحظتها صعبة لكن
+
+405
+00:28:11,450 --> 00:28:17,370
+هي مبدأ عام بتسعى الدولة لعمله من قبلتسعى أي دولة
+
+406
+00:28:17,370 --> 00:28:20,230
+لإن يكون فيه مواطن صالح، عدالة اجتماعية، تحقيق
+
+407
+00:28:20,230 --> 00:28:23,590
+التكافؤ في فرص العمل، وضع الرجل المناسب في المكان
+
+408
+00:28:23,590 --> 00:28:27,530
+المناسب، كلمات وأشياء وشعارات بنشوفها كيف اتنفذت
+
+409
+00:28:27,530 --> 00:28:30,570
+على أرض الواقع، بدنا نشوف الآن كيف ممكن أن يحصل
+
+410
+00:28:30,570 --> 00:28:33,710
+هذا التنفيذ، بكون المستوى التاني عندي اللي هو
+
+411
+00:28:33,710 --> 00:28:39,290
+المراميهي أهداف بواسط المدى ودعاية أقل عمومية من
+
+412
+00:28:39,290 --> 00:28:43,030
+الغايات وأقل اتساعا وليس لها فترة زمانية محددة ولا
+
+413
+00:28:43,030 --> 00:28:46,630
+تقاس بطريقة مباشرة بل يتم لها بأدوات خاصة يتم
+
+414
+00:28:46,630 --> 00:28:49,590
+قياسها ممتاز جدا، هذه أهداف توضع على المستوى
+
+415
+00:28:49,590 --> 00:28:52,090
+الأقل، يعني احنا بالأول قلنا في عندنا رئاسة
+
+416
+00:28:52,090 --> 00:28:55,110
+الدولة، رئاسة مجلس الوزراء، قالت احنا بدنا نعمل
+
+417
+00:28:55,110 --> 00:28:57,790
+مواطن صالح، فبيجي يقولوا لوزارة التربي والتعليم
+
+418
+00:28:57,790 --> 00:29:01,890
+عشان يكون عندنا مواطن صالح لازم نعلمهلو وزارة
+
+419
+00:29:01,890 --> 00:29:04,450
+الاقتصاد هذا المواطن عشان يكون صارح لازم يكون فيه
+
+420
+00:29:04,450 --> 00:29:08,150
+له فرصة عمل، لو وزارة الإسكان لازم يكون له مكان
+
+421
+00:29:08,150 --> 00:29:12,650
+للسكن، وبالتالي الان كل وزارة بتهتم في المواطن من
+
+422
+00:29:12,650 --> 00:29:16,610
+ناحية معينة، احنا الان كمدرسين بنتهتم في الجانب
+
+423
+00:29:16,610 --> 00:29:20,510
+التربوي، تفضليوبالتالي هذه الأهداف توضع على مستوى
+
+424
+00:29:20,510 --> 00:29:23,510
+التخطيطي لوزارة التربية والتعليم، المرام التعليمية
+
+425
+00:29:23,510 --> 00:29:26,770
+طبعا إحنا بنتكلم هنا ومدريات التربية والمراحل
+
+426
+00:29:26,770 --> 00:29:30,310
+التعليمية بيبدأوا يحددوا ما هي هذه المرامي علشان
+
+427
+00:29:30,310 --> 00:29:34,070
+يكون عند المواطن صالح لازم يقرأ ويكتب باللغة
+
+428
+00:29:34,070 --> 00:29:38,550
+العربية اللغة الأمية يجب أن يعرف قراءة وكتابة في
+
+429
+00:29:38,550 --> 00:29:42,360
+لغة أجنبية ثانية حتى يصل عليه التواصل مع العالميجب
+
+430
+00:29:42,360 --> 00:29:47,120
+أن يفكر تفكير علمي، يجب أن يكون في عنده قيام
+
+431
+00:29:47,120 --> 00:29:50,160
+ومبادئ وأخلاقيات وكذا، يبقى الآن أنا بدأ أشوف إيش
+
+432
+00:29:50,160 --> 00:29:53,000
+اللي أنا بدأ أعمله الطالب، بدي أنا يكون يحكي لغة
+
+433
+00:29:53,000 --> 00:29:55,980
+عربية، يبقى بدهم مادة لغة عربية وبدهم لغة أجنبية
+
+434
+00:29:55,980 --> 00:29:58,260
+تانية، إيش اللغة الأجنبية الأولى في العالم، اللغة
+
+435
+00:29:58,260 --> 00:30:01,300
+الإنجليزيةلازم يعرف اللي هو مبادئ في الرياضيات
+
+436
+00:30:01,300 --> 00:30:04,020
+يبقى في عنده مادة رياضيات لازم يعرف عن تاريخ بلده
+
+437
+00:30:04,020 --> 00:30:07,380
+لازم يعرف عن تاريخ العالم لازم يعرف وبالتالي بنبدأ
+
+438
+00:30:07,380 --> 00:30:10,900
+نحدد إيش هي المواصفات الأساسية اللي إحنا على أجلها
+
+439
+00:30:10,900 --> 00:30:15,060
+بدنا نبني هذا الإنسان طبعا من اللي هي أمثلة زي ما
+
+440
+00:30:15,060 --> 00:30:18,360
+إحنا شايفين تنمية التفكير العلمي مهارات حل المشكلة
+
+441
+00:30:18,360 --> 00:30:21,780
+إكساب الطلبة قواعد القراءة والكتابة مهارات التعلم
+
+442
+00:30:21,780 --> 00:30:25,500
+الذاتي هنا كل وزارة طبعا تبدأ تشتغل في هذا الإطار
+
+443
+00:30:25,500 --> 00:30:30,100
+هذه ما بتحتاج .. يعني عملية قياسها صعبةيعني أنا في
+
+444
+00:30:30,100 --> 00:30:32,820
+عندي طالب بيخلص توجيهي وما أتقنش قواعد القراءة و
+
+445
+00:30:32,820 --> 00:30:37,040
+الكتابة لسه في طالب في الجامعة لما بيكتبلي لكن
+
+446
+00:30:37,040 --> 00:30:41,180
+بيكتبها غلط بيكتبلي الهمزة و بيكتبها غلط لسه ما
+
+447
+00:30:41,180 --> 00:30:44,700
+أتقنش يبقى هنا عملية قياسة بتحتاج إلى أدوات خاصة
+
+448
+00:30:44,700 --> 00:30:48,480
+أنا عشان أقيس قدرة الطالب على التفكير بدي أداء
+
+449
+00:30:48,480 --> 00:30:52,760
+لقياس التفكير فضلا ممكن يكون التمثل مصادقات دولية
+
+450
+00:30:52,760 --> 00:30:58,370
+بيجيس حاجات زيأي نعم، هذه بيكون متفقة عليها بالقيس
+
+451
+00:30:58,370 --> 00:31:02,010
+مهارات معينة، يعني تمثل الصف الرابع بقيس مهارات
+
+452
+00:31:02,010 --> 00:31:06,690
+العمليات الأربع، الجمع والطرح والضرب والقسمة في
+
+453
+00:31:06,690 --> 00:31:09,450
+الصف الرابع، في الصف التامن بقيس مهارات أعلى من
+
+454
+00:31:09,450 --> 00:31:13,070
+ذلك، وبالتالي هنا هو بقيس مهارات محددة، أنا ممكن
+
+455
+00:31:13,070 --> 00:31:17,280
+أعمل اختبار، أنا ممكن أعملكم انتم اختبار تفكيرعلى
+
+456
+00:31:17,280 --> 00:31:21,220
+مستواكم العقلي، على كذا، بس هذا اختبار بيجري بناءه
+
+457
+00:31:21,220 --> 00:31:24,380
+تنحلل إيش هي المهارات اللي لازم تكون في شخصيتك،
+
+458
+00:31:24,380 --> 00:31:26,940
+إيش المعرفة اللي موجودة عندك، بناء على ذلك بنحط
+
+459
+00:31:26,940 --> 00:31:30,160
+الأسئلة، بنعرضها على خبراء، بنجربها على عينة،
+
+460
+00:31:30,160 --> 00:31:34,580
+بعدين بتصير العينة الإختبار هذا صادق وثابت، بتجرب
+
+461
+00:31:34,580 --> 00:31:38,660
+على اللي هو الطلاب، بممكن ينعملبدي أشوف انا اختبار
+
+462
+00:31:38,660 --> 00:31:41,600
+قدرات بيسموها اختبارات قدرات في المدارس، اختبار
+
+463
+00:31:41,600 --> 00:31:44,360
+قدرات في الحساب، اختبار قدرات في اللغة العربية،
+
+464
+00:31:44,360 --> 00:31:47,400
+اختبار قدرات في العلم، بنعمل على هذا الشيء، بنحلل
+
+465
+00:31:47,400 --> 00:31:51,220
+المهارات، بنحلل المعارف السابقة كلها، بنعمل هذه
+
+466
+00:31:51,220 --> 00:31:54,340
+الاختبارات، بيشرف عليها ناس خبراء، مش المدرس اللي
+
+467
+00:31:54,340 --> 00:31:57,220
+بيعملها، يعني مش المدرس بيقعد في الساعة وبيعمل
+
+468
+00:31:57,220 --> 00:32:00,020
+اختبار، هو بيعمل اختبار تحصيلي، مش اختبار قدرات
+
+469
+00:32:00,020 --> 00:32:06,210
+تختلف، وبالتالي هذه بتحتاج إلى أدوات قياس خاصةأخر
+
+470
+00:32:06,210 --> 00:32:10,690
+مستوى اللي هو عندي الأهداف السلوكية ما هي الأهداف
+
+471
+00:32:10,690 --> 00:32:15,390
+السلوكية؟ هي عبارة عن أهداف مقالية بقصيرة كمدر
+
+472
+00:32:15,390 --> 00:32:19,550
+تسبب أداء المتوقع حيث يتكلم العالم على أداء قادر
+
+473
+00:32:19,550 --> 00:32:24,570
+على أداء أقصر من مجموعات معينة والأداء بقعر انهار
+
+474
+00:32:24,570 --> 00:32:28,670
+الدراسة المنهج معاه وتكون هدوء متضامن من المستويات
+
+475
+00:32:28,670 --> 00:32:29,790
+دي أهداف المنهاج
+
+476
+00:32:37,040 --> 00:32:40,620
+ممتاز جدا هلاقيتها كل ما يتم تخطيطه على مستوى
+
+477
+00:32:40,620 --> 00:32:44,160
+الدولة وما يتم تخطيطه على مستوى الوزارة وعلى مستوى
+
+478
+00:32:44,160 --> 00:32:47,660
+المديرية وعلى مستوى المرحلة التعليمية بينفذه
+
+479
+00:32:47,660 --> 00:32:53,400
+المعلمالأهداف الوحيدة في التنفيذ اللي هي الأهداف
+
+480
+00:32:53,400 --> 00:32:56,480
+السلوكية يعني كل اللي بيعملوه و اللي بيخططوه و
+
+481
+00:32:56,480 --> 00:32:59,540
+اللي بيعملوه كلته حبر على ورق إذا لم يتم تنفيذه في
+
+482
+00:32:59,540 --> 00:33:03,560
+المدرسة إذا ماقامش المعلم اللي موجود في المدرسة
+
+483
+00:33:03,560 --> 00:33:06,980
+بتنفيذ هذه الأهداف ضمن الفلسفة الموجودة أو ضمن
+
+484
+00:33:06,980 --> 00:33:10,180
+الفكر الموجود بيكون كل التخطيط على الفاضي لما أنا
+
+485
+00:33:10,180 --> 00:33:13,220
+بجيب مدرس هذا المدرس مؤمن بفلسفة المجتمع مؤمن
+
+486
+00:33:13,220 --> 00:33:16,940
+بالفكر الأساسي همه الأساسي تعليم الطلاب و ترقيتهم
+
+487
+00:33:16,940 --> 00:33:20,230
+غير إنه مدرس يكون بس همه الأساسيإنه يخلص الشهر
+
+488
+00:33:20,230 --> 00:33:24,130
+ويقضي الراتب فبالتالي مش هيكون مهتم كتير لإن
+
+489
+00:33:24,130 --> 00:33:28,210
+الطلبة ينجزوا في هذا الإطار مهم جدا إن المدرس يحمل
+
+490
+00:33:28,210 --> 00:33:31,850
+نفس الفلسفة ونفس الفكر وإنه يكون طبعا همه اللي هو
+
+491
+00:33:31,850 --> 00:33:36,090
+إعداد الطالب إحنا بنحط أهداف قانية قصيرة المدى تصل
+
+492
+00:33:36,090 --> 00:33:40,650
+في الأداء المتوقع في حصة أو في حستيننعطي للمدرس
+
+493
+00:33:40,650 --> 00:33:45,110
+كتاب و بندخله على طلاب في صف معين و للصف الخامس،
+
+494
+00:33:45,110 --> 00:33:47,890
+طلاب الصف الخامس هدول أنت هتدرسهم و هيئة المادة
+
+495
+00:33:47,890 --> 00:33:51,570
+اللي أنت هتدرسها، بدك تحلل المادة الموجودة، بدك
+
+496
+00:33:51,570 --> 00:33:55,930
+تحط الأهداف لهادي المادة، الأهداف هذه بدك تدرسها
+
+497
+00:33:55,930 --> 00:33:59,450
+في حصة أو في حستين، يعني أنت بدك تدرس الطلاب عن
+
+498
+00:33:59,450 --> 00:34:04,060
+الجهاز الهضميبدك تدرسهم اللي هو مكونات الجهاز
+
+499
+00:34:04,060 --> 00:34:07,480
+الهضمي ويقموا الحقات القناة الهضمية، بدك تدرسهم
+
+500
+00:34:07,480 --> 00:34:10,560
+اللي هي آلية الهضم والامتصاص بالإنسان، يبقى الآن
+
+501
+00:34:10,560 --> 00:34:12,980
+هذه الأشياء علشان هو يعملها فبيقولك لأ هذا بدها
+
+502
+00:34:12,980 --> 00:34:16,260
+حستين أو بدها تلت حصة، طب إيش هتدرس في الحصة
+
+503
+00:34:16,260 --> 00:34:19,940
+الأولى؟هدرس بس مكونات الجهاز وملحقات القناة
+
+504
+00:34:19,940 --> 00:34:23,380
+الهضمية، هجيبلهم صورة و هعرضلهم وسيلة تعليمية،
+
+505
+00:34:23,380 --> 00:34:27,040
+يبقى الهدف بس إن الطالب يتعرف على مكونات الجهاز
+
+506
+00:34:27,040 --> 00:34:30,460
+الهضمية، يحدد الطالب ملحقات القناة الهضمية، يبقى
+
+507
+00:34:30,460 --> 00:34:34,930
+هذا الهدف بتنفذ في حصةالحصة اللي بعدها بتتكلم عن
+
+508
+00:34:34,930 --> 00:34:38,550
+آلية الهضم والحصة اللي بعدها بتتكلم عن آلية
+
+509
+00:34:38,550 --> 00:34:42,570
+الامتصاص، ابقى الآن هو بيجزّق المادة العلمية، هذا
+
+510
+00:34:42,570 --> 00:34:46,130
+التجزيق بيخلّي الهدف هذا قابل للقياس والملاحظة،
+
+511
+00:34:46,130 --> 00:34:51,500
+أنا شرحت للطلبة الجهاز، بطلب منهم أن يرسمواوبسألهم
+
+512
+00:34:51,500 --> 00:34:54,800
+فين وبوجههم أسئلة بعملهم سؤال في بداية الحصة
+
+513
+00:34:54,800 --> 00:34:58,380
+الطلبة لازم يعرفوا أنهم يجاوبوا ورح ألاقي فروقات
+
+514
+00:34:58,380 --> 00:35:01,060
+في المستوى في طلب وصلوا إلى ممتاز طلب إلى جيد طلب
+
+515
+00:35:01,060 --> 00:35:04,900
+إلى كذا أكيد في فروقات في الفهم في الاستيعاب لدى
+
+516
+00:35:04,900 --> 00:35:08,720
+الطلاب لكن هذا شيء يمكن علاجه وبالتالي الآن بنقول
+
+517
+00:35:08,720 --> 00:35:13,060
+أن هذه الأهداف أهداف توضع على المستوى التنفيذي
+
+518
+00:35:13,060 --> 00:35:17,680
+الآن في داخل الغرفة الصفية يضعها المعلم لينفذها
+
+519
+00:35:17,680 --> 00:35:22,410
+المتعلمالمتعلم هو اللي بينفذ هذا الهدف يمكن
+
+520
+00:35:22,410 --> 00:35:26,530
+ملاحظتها ويمكن قياسها وطبعا لازم تكون واضحة
+
+521
+00:35:26,530 --> 00:35:33,870
+بالنسبة للمتعلم بتكون
+
+522
+00:35:33,870 --> 00:35:38,150
+الهدف السلوكي طبعا من عدة مكونات الفعل المدارس،
+
+523
+00:35:38,150 --> 00:35:41,410
+شروط تحقق الهدف، مستوى الإتقان ومعيار الوقت
+
+524
+00:35:41,410 --> 00:35:43,370
+والمحتوى المعرفي
+
+525
+00:35:46,450 --> 00:35:53,770
+لو وضعنا احنا مثال لهدف سلوكي هاتي مثال لهدف سلوكي
+
+526
+00:35:53,770 --> 00:36:02,990
+يرسم
+
+527
+00:36:02,990 --> 00:36:06,350
+الطالب
+
+528
+00:36:06,350 --> 00:36:12,150
+خارطة فلسطين
+
+529
+00:36:12,150 --> 00:36:26,030
+بدقة خلالتلات دقائق بعد رسم المعلم لها على السفورة
+
+530
+00:36:26,030 --> 00:36:31,170
+الآن عندي هدف هدف هو طويل شوية أول مكون من
+
+531
+00:36:31,170 --> 00:36:35,430
+المكونات اللي هو الفعل المضارع ما هي خصائص الفعل
+
+532
+00:36:35,430 --> 00:36:43,210
+المضارع؟ فتنة هو الفعل المضارع يونسلوكي واضح سلوك
+
+533
+00:36:43,210 --> 00:36:47,270
+المتعلم يمكن قياس واضحةممتاز جدا، هذا الفعل فعل
+
+534
+00:36:47,270 --> 00:36:51,750
+سلوكي يقيس سلوك ظاهر يمكن قياسه أو يمكن ملاحظته في
+
+535
+00:36:51,750 --> 00:36:59,170
+عندي أفعال ظاهرة وفي عندي أفعال خفية هنا
+
+536
+00:36:59,170 --> 00:37:07,430
+فعل خفي، لما أقول يرسم يحدد، يشرح، يفسر، غير من أن
+
+537
+00:37:07,430 --> 00:37:12,590
+أقول يفهم، يعرف، يستوعب، يدرك
+
+538
+00:37:15,810 --> 00:37:19,610
+يتعلم، هذه أفعال بتقيث سلوكات خفية، إيش معناه سلوك
+
+539
+00:37:19,610 --> 00:37:24,210
+خفي؟ غير قابل للملاحظة، هو يحدث في داخل عقل
+
+540
+00:37:24,210 --> 00:37:27,930
+المتعلم، أنا بقول يفهم الطالب، لكن أنا كيف بعرف
+
+541
+00:37:27,930 --> 00:37:33,830
+إنه فهم؟لازم أسأله سؤال، أقوله اشرح، واضح، وفسر،
+
+542
+00:37:33,830 --> 00:37:37,210
+علشان أعرف إن هو فهم، وبالتالي هذه عملية عقلية
+
+543
+00:37:37,210 --> 00:37:41,130
+بتحدث في داخل دماغ الإنسان، لا يستدل عليها إلا من
+
+544
+00:37:41,130 --> 00:37:44,270
+آثارها، وهذه عملية صعبة، يبقى أنا بستخدم لأ فعل
+
+545
+00:37:44,270 --> 00:37:48,270
+ظاهر، يرسم، بقول للطالب ارسم، يحدد، بقول للطالب
+
+546
+00:37:48,270 --> 00:37:52,030
+حدد، بحاول أن أفعل أمر قابل للتنفيذ، يشرح، بقوله
+
+547
+00:37:52,030 --> 00:37:56,010
+اشرح، يفسر، بقوله فسر، وبالتالي ممكن إنه يتحول إلى
+
+548
+00:37:56,010 --> 00:38:03,420
+سلوك قابل للتنفيذ والملاحظةلكن افهم مش عارف اتعلم
+
+549
+00:38:03,420 --> 00:38:08,480
+اعرف لأ هذه كلها أفعال غير قابلة للقياس والملاحظة
+
+550
+00:38:08,480 --> 00:38:11,940
+وبالتالي سلوكاتها خفية غير قابلة للقياس يبقى انا
+
+551
+00:38:11,940 --> 00:38:15,200
+هنا لما نبقاش بقى قيص بدي أعلم الطالب باستخدم
+
+552
+00:38:15,200 --> 00:38:19,300
+السلوك الظاهر القابل للقياس والملاحظة وبنبعد عن
+
+553
+00:38:19,300 --> 00:38:26,540
+الأفعال الأخرى المحتوى المعرفي ما المقصود به؟ تفضل
+
+554
+00:38:26,930 --> 00:38:29,970
+هو عبارة عن محتوى المادة وموضوع المراد تدريسه
+
+555
+00:38:29,970 --> 00:38:33,830
+ومقسم كل ال .. يعني ممكن يكون حقيقة، ممكن يكون
+
+556
+00:38:33,830 --> 00:38:37,370
+مفهوم، ممكن يكون مبدأ، ممكن يكون قاعدة، ممكن يكون
+
+557
+00:38:37,370 --> 00:38:41,230
+علاقة، ممكن يكون نظرية، ممكن يكون فكرة، يعني إيش
+
+558
+00:38:41,230 --> 00:38:43,390
+بالظبط اللي أنا بديها؟ أنا هنا المحتوى اللي معرف
+
+559
+00:38:43,390 --> 00:38:47,440
+إيش عندي خارطت؟فلسطيني بقى الطالب بده يتقن هنا
+
+560
+00:38:47,440 --> 00:38:51,740
+طريقة رسم الخارطة وحدود فلسطين وكيفية اللي هي رسم
+
+561
+00:38:51,740 --> 00:38:56,080
+فلسطين من ضمن أدوات معينة بحيث ان يحدد موقعها بين
+
+562
+00:38:56,080 --> 00:39:00,240
+الدول المجاورة وبالتالي هنا بده يتقن مهارة الرسم
+
+563
+00:39:00,240 --> 00:39:04,820
+بقى هنا محتوى هذا المحتوى مهم جدا ان احدده يشرح
+
+564
+00:39:04,820 --> 00:39:10,070
+الطالب آلية الهضم في الإنسانيعرب الطالب جمل تحتوي
+
+565
+00:39:10,070 --> 00:39:13,790
+على كانة و أخواتها يبقى وين المحتوى المعرفي الجمل
+
+566
+00:39:13,790 --> 00:39:16,850
+اللي بتحتوي على كانة و أخواتها إيش السلوك إن
+
+567
+00:39:16,850 --> 00:39:21,310
+الطالب بده يعرب هذه الجمل وبالتالي هنا أنا بدخل
+
+568
+00:39:21,310 --> 00:39:25,330
+للمحتوى المعرفي لازم يكون محدد بجيش أقول مثلا إن
+
+569
+00:39:25,330 --> 00:39:32,230
+يعرب الطالب جمل عربية من فمنفعش يرسم الطالب خارطة
+
+570
+00:39:32,230 --> 00:39:36,650
+بدون ما أحدد لابد من تحديد المحتوى المعرفي بدقة
+
+571
+00:39:36,650 --> 00:39:40,950
+لأن أنا قرأت المادة العلمية جزقتها رتبتها من
+
+572
+00:39:40,950 --> 00:39:46,560
+البسيط إلى المعقد الآن كل الفكرة بحط عليهاهدف و
+
+573
+00:39:46,560 --> 00:39:49,320
+الهدف هذا بده يكون محدد عشان أنا أقدم المادة
+
+574
+00:39:49,320 --> 00:39:52,320
+للطالب و الطالب يقدر يفهمها بنبقى عشان اعطي للطالب
+
+575
+00:39:52,320 --> 00:39:56,540
+المادة كتلة واحدة لازم اجزق المادة طالب كل ما
+
+576
+00:39:56,540 --> 00:40:00,220
+اجزقت المادة كل ما قدر الطالب ان هو يستوعبها يبقى
+
+577
+00:40:00,220 --> 00:40:03,440
+الحصة بده احط فيها اربع خمس اهداف علشان المادة
+
+578
+00:40:03,440 --> 00:40:05,440
+اللي انا بده اعطيها للطالب بدل ما اعطيها كتلة
+
+579
+00:40:05,440 --> 00:40:09,280
+واحدة اعطيتهيا جزئية جزئية و كل جزئية معروف ايش
+
+580
+00:40:09,280 --> 00:40:12,140
+السلوك اللي بده يتعلمه الطالب من خلالها
+
+581
+00:40:16,450 --> 00:40:19,150
+بس بسرعة النور هدولة مستوى الإتقان طبعا مستوى
+
+582
+00:40:19,150 --> 00:40:23,890
+الإتقان احنا بحدده المدرس قداش انا بدي دقة 80% 70%
+
+583
+00:40:23,890 --> 00:40:27,370
+ممكن احطه ممكن ماحطوش يعني هذه المعايير التلاتة
+
+584
+00:40:27,370 --> 00:40:30,330
+مستوى الإتقان ومعيار الوقت شروط تحقق الهدف ممكن
+
+585
+00:40:30,330 --> 00:40:33,710
+نحطها في الهدف وممكن مانحطهاش حسب حاجة المعلم حسب
+
+586
+00:40:33,710 --> 00:40:37,250
+حاجة الطالب حاجة الدرس هل انا بدي اعلم الطالب
+
+587
+00:40:37,250 --> 00:40:42,490
+مهارة الرسم بدقة80%؟ 90%؟ و لا بدي يا يرسم رسم
+
+588
+00:40:42,490 --> 00:40:45,690
+كاريكاتيري و لا بدي يا يعرف بس الحدود؟ بتختلف،
+
+589
+00:40:45,690 --> 00:40:48,850
+يبقى الآن بدي أحط أنا معيار دقة، بديش الطالب ياخد
+
+590
+00:40:48,850 --> 00:40:53,150
+كل الحصة، بدي يا يرسم هذا الشيء خلال تلت دقائق أو
+
+591
+00:40:53,150 --> 00:40:57,030
+دقيقتين أو خمس دقائق، في عندي شرط للتحقق اللي ممكن
+
+592
+00:40:57,030 --> 00:41:01,530
+يكون بعد عرض فيلم تعليمي مثلا عن فلسطين أو بعد
+
+593
+00:41:01,530 --> 00:41:04,510
+قيام المعلم بعد قيام المعلم برسم الخارطة على
+
+594
+00:41:04,510 --> 00:41:09,490
+الصبورة أو بعد عرض وسيلة إيضاحيبقى أنا فيه عندي
+
+595
+00:41:09,490 --> 00:41:13,230
+شرط يعني الطالب مش هيتعلم يرسم لوحده أنا بدي أعلمه
+
+596
+00:41:13,230 --> 00:41:17,770
+مهارة الرسم وبالتالي هنا مهم جدا أن الطالب يعرف
+
+597
+00:41:17,770 --> 00:41:21,150
+كيف يرسم هذا الشيء يبقى الأن مكونات الهدف السلوكي
+
+598
+00:41:21,150 --> 00:41:25,450
+عندي أكم مكون خمس مكونات أن في البداية أداة تأكيد
+
+599
+00:41:25,450 --> 00:41:29,430
+يمكن استخدامها ويمكن الاستغناء عنها يرسم اللي هو
+
+600
+00:41:29,430 --> 00:41:34,560
+الفعل المضارع الطالب اللي هو القائم بالفعلممكن
+
+601
+00:41:34,560 --> 00:41:38,020
+يكون الطالب أو الطالبة المحتوى المعرفي معيار الدقة
+
+602
+00:41:38,020 --> 00:41:42,800
+معيار الوقت وشروط تحقق الهدف المرة اللي جاي ان شاء
+
+603
+00:41:42,800 --> 00:41:45,700
+الله هنفدأ ناخد في تصنيف الأهداف، في أي سؤال؟
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/TM6GUwOFN90.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/TM6GUwOFN90.srt
new file mode 100644
index 0000000000000000000000000000000000000000..5d44c4d451b7d8aed38847567979e0a21527ff2a
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/TM6GUwOFN90.srt
@@ -0,0 +1,1785 @@
+1
+00:00:21,080 --> 00:00:26,340
+بسم الله الرحمن الرحيم السلام عليكم. بدأنا
+
+2
+00:00:26,340 --> 00:00:31,480
+في المحاضرة الماضية في أسس بناء المنهج، وتعرفنا
+
+3
+00:00:31,480 --> 00:00:34,660
+على الأسس العامة لبناء المنهج. من يتذكر ما هي
+
+4
+00:00:34,660 --> 00:00:41,160
+الأسس العامة لبناء المنهج؟ فضلي، أحسن
+
+5
+00:00:41,160 --> 00:00:43,640
+فيه، بقى هنا في عندنا الأساس الفلسفي، الأساس
+
+6
+00:00:43,640 --> 00:00:47,700
+المعرفي الثقافي، الأساس الاجتماعي، والأساس النفسي.
+
+7
+00:00:51,330 --> 00:00:56,230
+الفلسفة، ماذا تعني الفلسفة؟
+
+8
+00:00:56,230 --> 00:01:01,910
+للأمور الأساسية،
+
+9
+00:01:01,910 --> 00:01:08,930
+وهي الإنسان والكون والحياة. فتكون الفلسفة على ثلاثة
+
+10
+00:01:08,930 --> 00:01:13,290
+أنماط من التفكير، ما هي هذه الأنماط؟ تفكير التأمل،
+
+11
+00:01:13,290 --> 00:01:16,730
+وتفكير التحليل، وتفكير المعرفة. أحسنتِ، ما هي
+
+12
+00:01:16,730 --> 00:01:18,250
+أهمية فلسفة التربية؟
+
+13
+00:01:25,150 --> 00:01:30,990
+بتُقَدّرُ  عملية إِرضاءِ الأفكار والمدارس؟
+
+14
+00:01:30,990 --> 00:01:35,060
+ممتاز، يبقى وجود الفلسفة التربوية هو
+
+15
+00:01:35,060 --> 00:01:38,580
+الضابط الأساسي للعملية التربوية، لأنها هي التي تُطبّق
+
+16
+00:01:38,580 --> 00:01:42,060
+الأفكار الموجودة في الحياة في الميدان التربوي،
+
+17
+00:01:42,060 --> 00:01:46,040
+وبالتالي تقع عليها مهمة تحليل المشكلات، وأيضًا نقدها،
+
+18
+00:01:46,040 --> 00:01:49,720
+وتحديد نقاط الخلل الموجودة في العملية التربوية،
+
+19
+00:01:49,720 --> 00:01:53,620
+والعمل على تشخيصها وعلاجها. وأيضًا هي التي تتحقق
+
+20
+00:01:53,620 --> 00:01:57,640
+من مدى تحقق الأغراض. قلنا إنها الفلسفة مرت بثلاث
+
+21
+00:01:57,640 --> 00:01:59,020
+محطات أساسية.
+
+22
+00:02:02,900 --> 00:02:06,860
+عندنا ثلاث محطات أساسية، زي ما أنتم شايفين، الفلسفة
+
+23
+00:02:06,860 --> 00:02:10,480
+التقليدية، والفلسفة الطبيعية، والفلسفة الحديثة. ثلاث
+
+24
+00:02:10,480 --> 00:02:15,420
+محطات كانت موجودة للفلسفة الغربية. احنا كمسلمين، عندنا
+
+25
+00:02:15,420 --> 00:02:21,420
+الإطار الفكري التربوي الإسلامي. طبعًا من أهم أفكار
+
+26
+00:02:21,420 --> 00:02:26,420
+الفلسفة التقليدية:  تُدَنِّي؟ تعمِرُ أنت تنعيني في الفترة
+
+27
+00:02:26,420 --> 00:02:29,960
+التي قَدّرَتْها المَلَكِيّةُ من أسلافٍ حقٍّ، وخَطَرٍ، وجمالٍ، والله.
+
+28
+00:02:29,960 --> 00:02:35,630
+قَسَمَت المجتمع إلى طبقة المواطنين والعمال. ممتاز،
+
+29
+00:02:35,630 --> 00:02:39,250
+تطبيقاتها التربوية، مسلمات هذه الفلسفة في المجال
+
+30
+00:02:39,250 --> 00:02:43,670
+التربوي. تفضلي. أن الأطفال أشرار بطريقة ما، دون
+
+31
+00:02:43,670 --> 00:02:48,910
+استخدام عقاب بدني، تنبيه، أين؟ أن الأطفال أشرار،
+
+32
+00:02:48,910 --> 00:02:52,150
+معنى ذلك أنهم يرفضون وجود الخير في الإنسان.
+
+33
+00:02:52,150 --> 00:02:56,050
+العقاب البدني عندهم أساس لعملية تعديل السلوك،
+
+34
+00:02:56,050 --> 00:03:00,300
+وظيفة التربية: إعداد الأطفال لحياة الكبار، وبالتالي
+
+35
+00:03:00,300 --> 00:03:05,240
+هنا تُلغى أي إمكانات، أي قدرات، أي ميول، أي احتياجات،
+
+36
+00:03:05,240 --> 00:03:09,260
+اهتمامات لدى الطلاب. الآن هذه الفلسفة سادت فترة
+
+37
+00:03:09,260 --> 00:03:13,540
+طويلة في أوروبا، لكن بعد ذلك صار هناك ضغط كبير
+
+38
+00:03:13,540 --> 00:03:17,240
+جدًا، الذي كان يقوم على العملية التربوية: هم رجال
+
+39
+00:03:17,240 --> 00:03:21,480
+الكنيسة. فصار فيه تمرد، صار فيه أفكار جديدة. الأفكار
+
+40
+00:03:21,480 --> 00:03:26,900
+الجديدة حملتها الفلسفة الطبيعية، فلسفة جان جاك
+
+41
+00:03:27,610 --> 00:03:32,770
+روسو. ما هي أهم أفكار روسو؟  صدري، أنا الإنسان
+
+42
+00:03:32,770 --> 00:03:37,290
+مستقل،  ويتعلم لنفسه، ويتطور من خلال الطبيعة،
+
+43
+00:03:37,290 --> 00:03:40,970
+عن طريق الاكتشاف. دور المعلم فقط أنه يوفر له فرصة
+
+44
+00:03:40,970 --> 00:03:45,410
+الاكتشاف. ممتاز، يعني إحنا لو نظرنا هنا، أفكار
+
+45
+00:03:45,410 --> 00:03:48,830
+روسو، روسو بيقول إن الإنسان متعلم حر، مستقل، قادر
+
+46
+00:03:48,830 --> 00:03:52,810
+على التعلم بوسائل التربية الطبيعية. فروسو رفض فكرة
+
+47
+00:03:52,810 --> 00:03:57,210
+أن الإنسان بطبعه شرير. قال إن الإنسان بطبعه خير،
+
+48
+00:03:57,210 --> 00:04:00,630
+فيه الخير، عنده قدرات على التعلم، عنده إمكانات
+
+49
+00:04:00,630 --> 00:04:04,870
+كثيرة، يمكن أنه يتعلم بوسائل التربية الطبيعية. طبعًا
+
+50
+00:04:04,870 --> 00:04:08,850
+روسو ألف كتاب سماه Émile. Émile كان بيطرح فيه فكرة
+
+51
+00:04:08,850 --> 00:04:14,050
+طفلٍ  في وسط البرية. والطفل هذا رَبَّطَهُ دبٌّ في داخل
+
+52
+00:04:14,050 --> 00:04:18,290
+البرية، في الغابة، يتعلم من هذا الدب، يتعلم ما
+
+53
+00:04:18,290 --> 00:04:21,250
+هي لغة الحيوانات، يتعلم كيف يحافظ على نفسه، يتعلم
+
+54
+00:04:21,250 --> 00:04:25,110
+كيف يغذي نفسه، يتعلم كيف أن يكون إنسانًا قويًا،
+
+55
+00:04:25,110 --> 00:04:28,250
+التي هي يعني ناقشوها في كثير من القصص، التي هي قصة
+
+56
+00:04:28,250 --> 00:04:34,960
+طرزان، قصة Mowgli. Okay، أي نعم، وهذه طبعًا
+
+57
+00:04:34,960 --> 00:04:39,460
+كلها قصص ناقشوها لهذا الافتراض الذي هو غير منطقي،
+
+58
+00:04:39,460 --> 00:04:42,720
+أن طفلًا يمكن أن يعيش في البرية بعيدًا عن أهله، وبعد ذلك أنّه
+
+59
+00:04:42,720 --> 00:04:47,040
+ممكن أن تكون بعض الحيوانات تربيه، سواء كانت دبًا أو
+
+60
+00:04:47,040 --> 00:04:51,890
+كلبًا أو أسدًا أو... يعني أية...  الدب أنّه تقوم
+
+61
+00:04:51,890 --> 00:04:55,590
+بتربيته. فهو الآن يتعلم، يعني هو وحده، ما فيش أحد
+
+62
+00:04:55,590 --> 00:04:58,510
+يعلمه، لكن هو يتعلم، يتعلم لغة الطيور، يتعلم لغة
+
+63
+00:04:58,510 --> 00:05:02,310
+الحيوان، يتعلم كيف يحافظ على نفسه. فالإنسان بطبيعته
+
+64
+00:05:02,310 --> 00:05:06,710
+في فترة قادر على التعلم، والشر ليس أساسًا في الإنسان،
+
+65
+00:05:06,710 --> 00:05:10,450
+ولكن الخير هو الأساس في الإنسان. طبعًا كانت هنا ردّ
+
+66
+00:05:10,450 --> 00:05:13,870
+الفعل، يعني في قانون الفعل، يعني لكل فعل رد فعل. إحنا
+
+67
+00:05:13,870 --> 00:05:18,170
+بنعرفه، مساوٍ له في المقدار، ولكن مضاد له في الاتجاه.
+
+68
+00:05:18,170 --> 00:05:21,790
+لما كانوا بيقولوا أن الإنسان شرير بطبعه، هنا روسو
+
+69
+00:05:21,790 --> 00:05:24,970
+قال لهم: لا، الإنسان خير بطبعه. الإنسان غير قادر على
+
+70
+00:05:24,970 --> 00:05:28,070
+الاختيار، ولازم يكون فيه كبار، الذين هم... الكبار هم
+
+71
+00:05:28,070 --> 00:05:30,630
+الذين يختارون له حياته. والذين قالوا إنّه يقدر
+
+72
+00:05:30,630 --> 00:05:35,730
+يختار حياته، يقدر يحدد هذه الأشياء. طبعًا هنا لو...
+
+73
+00:05:35,730 --> 00:05:39,170
+لو شفنا هنا، أهم أفكار روسو: بيقول إنّه التدخل
+
+74
+00:05:39,170 --> 00:05:42,850
+المتَعلّم، يتعلم بأسلوب الاكتشاف والتفاعل المباشر
+
+75
+00:05:42,850 --> 00:05:47,570
+مع البيئة. إنّه هنا الإنسان بطبيعته يتعلم. يعني عندما
+
+76
+00:05:47,570 --> 00:05:51,550
+مثلًا الطالب يكسر، الذي هو مثلًا، زجاج النافذة، لأنّه
+
+77
+00:05:51,550 --> 00:05:54,450
+الهواء البارد سيدخل عليه، سيتعلم بعد ذلك أنه
+
+78
+00:05:54,450 --> 00:05:59,290
+لا يكسر الزجاج. زي الطفل الذي يأتي مثلًا يقرب يده
+
+79
+00:05:59,290 --> 00:06:03,960
+من شيء ساخن. فأنت لو قلته له يعني عدة مرات، لن
+
+80
+00:06:03,960 --> 00:06:08,020
+يُرِيد، لكن كيف ممكن يتعلم؟ لما هو يلمسه، إذا لمسه
+
+81
+00:06:08,020 --> 00:06:12,180
+ولقاه ساخنًا، لن يُعيد تكرار هذا الفعل، وبالتالي
+
+82
+00:06:12,180 --> 00:06:15,300
+هو يتعلم من خلال الاكتشاف، من خلال التفاعل
+
+83
+00:06:15,300 --> 00:06:18,460
+المباشر. لازم يحط يده على الكأس، تصمت الكأس،
+
+84
+00:06:18,460 --> 00:06:22,180
+فهو يبطل يمسكها، وبالتالي الآن صار عنده تعلم من
+
+85
+00:06:22,180 --> 00:06:25,720
+خلال تفاعل مباشر مع البيئة. تدخل الكبار في حياة
+
+86
+00:06:25,720 --> 00:06:29,020
+الصغار يُفسِدُها من خلال التسلط عليهم بأفكارهم. يعني
+
+87
+00:06:29,020 --> 00:06:32,700
+عندما يتدخل الكبار الذين يختارون للطلاب
+
+88
+00:06:32,700 --> 00:06:36,100
+تخصصاتهم، يختارون لهم أيش الذي هم ممكن يكونوا فيه
+
+89
+00:06:36,100 --> 00:06:39,580
+في المستقبل. فهذا الشيء يُفسِدُها، لأن واقعًا أحدٌ قد يُريد أن يكون
+
+90
+00:06:39,580 --> 00:06:43,480
+طبيبًا ولا يحب هذه المهنة. فإحنا نُجبِرُهُ غصبًا عنه أن
+
+91
+00:06:43,480 --> 00:06:48,120
+يكون طبيبًا. هل سيكون طبيبًا ناجحًا؟ هو عنده ميول للشعر،
+
+92
+00:06:48,120 --> 00:06:50,860
+هو عنده ميول للأدب، ما عندهوش ميول للطب. واحد
+
+93
+00:06:50,860 --> 00:06:53,500
+ما عندهوش ميول للهندسة، نجبره أنه يكون مهندسًا، لن
+
+94
+00:06:53,500 --> 00:06:56,280
+يكون مهندسًا ناجحًا، وبالتالي بيقول إنّه تدخل الكبار،
+
+95
+00:06:56,280 --> 00:06:59,080
+الذي هو مقصود فيه طبعًا المعلمين، كبار رجال
+
+96
+00:06:59,080 --> 00:07:01,720
+الكنيسة أو كبار رجال الدولة، الذين كانوا
+
+97
+00:07:01,720 --> 00:07:05,480
+يُوجّهون التخصصات العلمية، هذا الشيء يُفسِدُها. وأيضًا
+
+98
+00:07:05,480 --> 00:07:08,640
+المتعلم له القدرة على الاختيار ويستطيع أن يُعلّم نفسه
+
+99
+00:07:09,380 --> 00:07:13,240
+بنفسه. كل إنسان ممكن يُعلّم نفسه بنفسه. طبعًا هنا
+
+100
+00:07:13,240 --> 00:07:16,540
+بنلاحظ أن المتعلم، والمعلم، وما دوره هنا في هذه
+
+101
+00:07:16,540 --> 00:07:19,060
+الفلسفة؟ هل يوجد دور واضح للمعلم؟
+
+102
+00:07:21,970 --> 00:07:25,630
+أي نعم. يبقى هنا المعلم دوره هنا موجّه من وراء ستار،
+
+103
+00:07:25,630 --> 00:07:29,670
+ما هو غير موجود، يعني هو بيساعده على أنه يضع أمامه
+
+104
+00:07:29,670 --> 00:07:33,750
+بعض الأمور، بعض تعليمات، بعض مشكلات، بعض أشياء
+
+105
+00:07:33,750 --> 00:07:36,970
+التي هو يُساعِدُهُ على التفاعل معها، لكن هو غير موجود
+
+106
+00:07:36,970 --> 00:07:41,290
+مباشرة، لأنّه هنا يرفض وجود المعلم المُعلِّم، لأنّه
+
+107
+00:07:41,290 --> 00:07:44,150
+بيقول لك: تدخل الكبار في حياة الصغار. فهو يرفض وجود
+
+108
+00:07:44,150 --> 00:07:47,850
+المعلم. فالمعلم دوره أنه يُهيّئ الظروف لعملية التعلم،
+
+109
+00:07:47,850 --> 00:07:52,340
+بس ما يتدخلش في عملية التعلم. طبعًا كانت هذه الفلسفة
+
+110
+00:07:52,340 --> 00:07:56,840
+يُعتَبَرُها هي نقطة التحول الأساسية، يعني هي الفلسفة
+
+111
+00:07:56,840 --> 00:07:59,860
+الطبيعية، هي نقطة التحول الأساسية بين التقليدية وبين
+
+112
+00:07:59,860 --> 00:08:03,260
+الحديثة. يعني الفلسفة الحديثة التي هي موجودة
+
+113
+00:08:03,260 --> 00:08:06,560
+حاليًا، والفلسفة التقليدية، الرومانية بتاعة سقراط
+
+114
+00:08:06,560 --> 00:08:10,340
+وأفلاطون وأرسطو، والفلسفة التي جاءت، التي على
+
+115
+00:08:10,340 --> 00:08:14,000
+أساسها، انقلبت أوروبا تمامًا، وبعدها قامت الثورة
+
+116
+00:08:14,000 --> 00:08:16,420
+الفرنسية، وسقوط الباستيل، وكل الأشياء التي إحنا
+
+117
+00:08:16,420 --> 00:08:21,220
+بنقرأها في التاريخ، قامت على أفكار روسو. لأنّه صار
+
+118
+00:08:21,220 --> 00:08:24,420
+يرفض العبودية، صار يرفض وجود الذل، صار يرفض هذه
+
+119
+00:08:24,420 --> 00:08:27,400
+الأشياء، بيقول للناس العاديين: أنتم ناس، لكم
+
+120
+00:08:27,400 --> 00:08:30,560
+من حقكم أنكم تعيشوا، من حقكم أنكم تكونوا بشر. طبعًا
+
+121
+00:08:30,560 --> 00:08:33,860
+كانوا في الفلسفة التقليدية، مجموعة من
+
+122
+00:08:33,860 --> 00:08:36,260
+الاقطاعيين هم الذين يملكون الدولة كلها، فكانوا
+
+123
+00:08:36,260 --> 00:08:39,080
+يستخدمون الناس العاديين، يعني ممكن لو بده يُعلّم
+
+124
+00:08:39,080 --> 00:08:42,740
+ابنه الرماية، يوقف مجموعة من البشر ويُعلِّمُه الرماية
+
+125
+00:08:43,390 --> 00:08:46,470
+عليهم، وكأنهم لوحة إسقاط، يعني ليس أكثر. وبالتالي
+
+126
+00:08:46,470 --> 00:08:50,630
+هنا كان في نوع من الظلم الكبير جدًا. أفكار روسو
+
+127
+00:08:50,630 --> 00:08:54,250
+حركت هذا الشيء، ففي ناس كثير تشبه روسو... أفكار
+
+128
+00:08:54,250 --> 00:08:58,340
+روسو في الحجر الذي تربيه في بركة راكدة، ماذا يصير
+
+129
+00:08:58,340 --> 00:09:01,620
+فيها؟ فيصير موجة صغيرة، بعدين تكبر وتكبر،
+
+130
+00:09:01,620 --> 00:09:05,820
+وتكبر هذه الموجات، لحد ما اجتاحت كل أوروبا. بدأ يصير
+
+131
+00:09:05,820 --> 00:09:08,580
+فيه تمرد على الكنيسة، بدأ يصير فيه تمرد على طريقة
+
+132
+00:09:08,580 --> 00:09:11,520
+التعليم، على طريقة التربية، على استخدام الضرب في
+
+133
+00:09:11,520 --> 00:09:15,060
+المدارس. صار كل واحد يقول: أنا من حقي أن أتعلم، لماذا لا
+
+134
+00:09:15,060 --> 00:09:17,360
+أتعلم؟ لماذا لا يكون الذي هو نحن موجودون في
+
+135
+00:09:17,360 --> 00:09:20,920
+الحياة، ليس فقط أبناء النبلاء؟ هذا طبعًا استفادوا
+
+136
+00:09:20,920 --> 00:09:24,760
+منه في الفلسفة الحديثة.
+
+137
+00:09:32,350 --> 00:09:36,550
+ظهرت بعد ذلك الفلسفة الحديثة، التي قائمة حتى
+
+138
+00:09:36,550 --> 00:09:43,130
+الآن. ما هي أفكار هذه الفلسفة؟ اسمها الفلسفة
+
+139
+00:09:43,130 --> 00:09:46,570
+الأمريكية والتقدمية. جاءت على أفكار، تجارب، وبحث، من
+
+140
+00:09:46,570 --> 00:09:50,450
+ذوي الخبرة. فرق الأفكار، يعني تعتمد على أبناء الأعمال،
+
+141
+00:09:50,450 --> 00:09:52,350
+الذين يضعونها، الحياة نفسها. هم لسه أعضاء
+
+142
+00:09:52,350 --> 00:09:55,270
+بالحياة، ويجب على المتعلم أن يتعامل مع المواقف
+
+143
+00:10:12,810 --> 00:10:16,390
+بارك الله فيك. يبقى هنا لو نظرنا إلى الفلسفة
+
+144
+00:10:16,390 --> 00:10:19,210
+الحديثة، بنلاحظ أن هذه الفلسفة الحديثة من أهم
+
+145
+00:10:19,210 --> 00:10:22,470
+روادها: جون ديوي، وبستالوزي، وفرابل. جون ديوي كلكم
+
+146
+00:10:22,470 --> 00:10:26,770
+تعرفونه، عارفين الخطوات الست لحل المشكلات؟ أيوة،
+
+147
+00:10:26,770 --> 00:10:36,970
+التي تبدأ بالشعور بالمشكلة.
+
+148
+00:10:36,970 --> 00:10:41,050
+(تكرار كلمة "بالمشكلة" عدة مرات)
+
+149
+00:10:41,050 --> 00:10:49,570
+(تكرار كلمة "بالمشكلة" عدة مرات)
+
+150
+00:10:49,570 --> 00:10:52,230
+(تكرار كلمة "بالمشكلة" عدة مرات)
+
+151
+00:10:52,230 --> 00:10:52,310
+(تكرار كلمة "بالمشكلة" عدة مرات)
+
+152
+00:10:52,310 --> 00:10:52,930
+(تكرار كلمة "بالمشكلة" عدة مرات)
+
+153
+00:10:52,930 --> 00:10:56,890
+(تكرار كلمة "بالمشكلة" عدة مرات)  ونُجَرِّب الحل،
+
+154
+00:10:56,890 --> 00:11:00,730
+وهذا المنهج العلمي، يختلف كثيرًا عن الذي هو التفكير،
+
+155
+00:11:00,730 --> 00:11:03,350
+وعن المنهجية في التفكير، وطرق التدريس.
+
+156
+00:11:03,350 --> 00:11:07,510
+بستالوزي طبعًا تبنى أفكار جون ديوي، وهم يعني جون
+
+157
+00:11:07,510 --> 00:11:10,110
+ديوي وبستالوزي وفرابل، أفكارهم كلها قامت على
+
+158
+00:11:10,110 --> 00:11:13,980
+أفكار روسو. يعني هم استفادوا من أفكار جان جاك روسو،
+
+159
+00:11:13,980 --> 00:11:16,580
+على أن الإنسان حر، والإنسان قادر على التعلم، وأنّ
+
+160
+00:11:16,580 --> 00:11:19,120
+الإنسان يقدر يتعلم بوسائل التربية الطبيعية.
+
+161
+00:11:19,120 --> 00:11:23,260
+الفلسفة هذه اسمها الفلسفة البراغماتية أو التقدمية.
+
+162
+00:11:23,260 --> 00:11:27,040
+براغماتية، إيش معناها؟ ماذا تعني البراغماتية؟
+
+163
+00:11:27,040 --> 00:11:36,880
+الأداة أو الوسيلة، الموافقة
+
+164
+00:11:36,880 --> 00:11:39,540
+بين الحاضر والماضي، هي أكثر الأداة أو الأولى
+
+165
+00:11:39,540 --> 00:11:40,180
+الوظيفية.
+
+166
+00:11:43,130 --> 00:11:46,450
+ممتاز، هي فلسفة مادية نفعية، طبعًا هي فلسفة تركز
+
+167
+00:11:46,450 --> 00:11:50,930
+على وظيفية المعرفة. إيش معنى وظيفية المعرفة؟ أن لا
+
+168
+00:11:50,930 --> 00:11:55,390
+أتعلم إلا المعرفة التي أستفيد منها ماديًا. يعني كيف
+
+169
+00:11:55,390 --> 00:11:58,010
+
+223
+00:15:15,610 --> 00:15:18,330
+المشكلة، عندنا مشكلة في المياه، عندنا مشكلة في
+
+224
+00:15:18,330 --> 00:15:20,670
+الأرض، عندنا مشكلة في كذا، يبقى لازم المعرفة التي
+
+225
+00:15:20,670 --> 00:15:25,280
+نحن نحتاجها هي التي تحلّ مشاكلنا الحقيقية، المتعلم
+
+226
+00:15:25,280 --> 00:15:28,460
+قادر على التفكير والاكتشاف من خلال التفاعل المباشر
+
+227
+00:15:28,460 --> 00:15:31,980
+والخبرات والتجربة، العاملة حسب قدرته وميوله
+
+228
+00:15:31,980 --> 00:15:36,960
+واهتماماته، كل إنسان قادر على التعلم من وجهة نظره
+
+229
+00:15:36,960 --> 00:15:41,600
+حتى المعاق عقلياً، حتى المعاق بصرياً، حتى الذي هو
+
+230
+00:15:41,600 --> 00:15:46,060
+الأصم، عنده قدرة على التعلم، وبالتالي فتح التعليم
+
+231
+00:15:46,060 --> 00:15:50,240
+لكل المجالات، يعني كان مثلاً أن البنات ليس لازماً
+
+232
+00:15:50,240 --> 00:15:54,760
+أن يتعلمن، لا، البنات حقهنّ مثل حق الآخرين، الكفيف ليس
+
+233
+00:15:54,760 --> 00:15:57,700
+عنده هذه القدرات، الأصم ليس عنده هذه القدرات،
+
+234
+00:15:57,700 --> 00:16:01,490
+وبالتالي فتح التعليم للجميع، وبالتالي أصبح
+
+235
+00:16:01,490 --> 00:16:05,590
+التعليم للجميع، أصبح أنه مستفيد من قدرات الجميع في
+
+236
+00:16:05,590 --> 00:16:09,170
+هذا الجانب، دور المعلم في العملية التربوية مساعدة
+
+237
+00:16:09,170 --> 00:16:11,930
+الطالب على التفكير، وأسلوب علمي لحلّ المشكلات التي
+
+238
+00:16:11,930 --> 00:16:15,350
+تواجهه، وتوظيف المعرفة في حياته لمساعدته على
+
+239
+00:16:15,350 --> 00:16:18,210
+التكيف، يبقى هنا الوصول إلى الجوهر في العملية
+
+240
+00:16:18,210 --> 00:16:21,030
+التعليمية، أن هذه العملية التعليمية هي التي
+
+241
+00:16:21,030 --> 00:16:24,090
+تساعدنا على أن نحن نوظف المعرفة في حياتنا، هي
+
+242
+00:16:24,090 --> 00:16:27,510
+التي تساعدنا على التكيف، لكن رغم كل هذه الأشياء
+
+243
+00:16:27,510 --> 00:16:31,210
+الإيجابية الموجودة في هذه الفلسفة، وإن هي فلسفة
+
+244
+00:16:31,210 --> 00:16:34,270
+ساعدت على التقدم العلمي، والتقدم التقني، والتقدم
+
+245
+00:16:34,270 --> 00:16:38,310
+التكنولوجي، وصارت هي الدول الغربية وأمريكا في
+
+246
+00:16:38,310 --> 00:16:41,530
+نصف العالم، طبعاً، الدول، وبدأوا يحكمون العالم، إلا أنها
+
+247
+00:16:41,530 --> 00:16:45,550
+تحمل في داخلها عوامل موت، لأن الأفكار الأساسية
+
+248
+00:16:45,550 --> 00:16:48,390
+التي قامت عليها هي أفكار داروين وفرويد، هذه الأفكار
+
+249
+00:16:48,390 --> 00:16:52,190
+التي فتحت المجال للإباحية والاختلاط، وأظهرت
+
+250
+00:16:52,190 --> 00:16:56,090
+أمراضاً لم تكن موجودة سابقاً، بالإضافة إلى أنها فيها
+
+251
+00:16:56,090 --> 00:17:02,570
+عنصر ضعف كبير جداً، أنها ترفض الدين والتاريخ، يعني
+
+252
+00:17:02,570 --> 00:17:05,930
+أنا أحتاج المعرفة التي أريدها فقط لحلّ
+
+253
+00:17:05,930 --> 00:17:09,900
+المشكلات الحالية، لكن ما هي جذوري التاريخية؟ ما
+
+254
+00:17:09,900 --> 00:17:12,820
+هي إمكاناتي؟ ما هي الحضارة التي أنا قمت عليها؟
+
+255
+00:17:12,820 --> 00:17:16,200
+طبعاً هذه الأشياء لا يهتمون بها، اعتبروا أن الدين
+
+256
+00:17:16,200 --> 00:17:19,680
+هذا أيضاً شيء مشتت للتفكير، وبالتالي يجب أن يكون
+
+257
+00:17:19,680 --> 00:17:23,120
+العلم بعيداً جداً عن التفكير، بعيداً عن الحكم، بعيداً
+
+258
+00:17:23,120 --> 00:17:27,510
+عن السياسة، الدين فقط في دور العبادة، وبالتالي هي
+
+259
+00:17:27,510 --> 00:17:31,970
+كانت فلسفة نفعية مادية، نقول هي تركز على
+
+260
+00:17:31,970 --> 00:17:35,730
+الاقتصاد، تركز على النمو والتطور، لكنها ترفض كل
+
+261
+00:17:35,730 --> 00:17:39,490
+الجوانب الأساسية التي عايشها الإنسان وعرفها من
+
+262
+00:17:39,490 --> 00:17:43,560
+بداية الخليقة حتى الآن، وهي الدين والتاريخ، لكن
+
+263
+00:17:43,560 --> 00:17:47,640
+رغم ذلك هي مستمرة حتى الآن في الدول الغربية،
+
+264
+00:17:47,640 --> 00:17:51,720
+يحاولون أنهم الآن يجددوا ويطوروا من هذه الفلسفة،
+
+265
+00:17:51,720 --> 00:17:54,380
+أن يكون عندهم جوانب أخلاقية، أن يكون عندهم
+
+266
+00:17:54,380 --> 00:17:58,400
+جوانب سلوكية، أن يهتموا ببعض الجوانب، لكن ليس
+
+267
+00:17:58,400 --> 00:18:01,840
+بالصورة المطلوبة، لأنها دولة حديثة، حتى
+
+268
+00:18:01,840 --> 00:18:07,550
+أمريكا، كم عمرها؟ ٥٠٠ سنة، عمرها مثلاً ٥٠٠ سنة
+
+269
+00:18:07,550 --> 00:18:10,690
+وبالتالي الـ٥٠٠ سنة هذه ليست في عمر التاريخ، وفي
+
+270
+00:18:10,690 --> 00:18:14,090
+عمر الشعوب أي شيء، يعني نحن عندنا مثلاً مدينة أريحا
+
+271
+00:18:14,090 --> 00:18:19,050
+كم عمرها؟ أكثر من ٧٠٠٠ سنة، أقدم مدينة في التاريخ
+
+272
+00:18:19,050 --> 00:18:22,370
+وبالتالي أين عمرهم بالنسبة لعمر الشعوب؟
+
+273
+00:18:22,370 --> 00:18:25,770
+طبعاً هذه الأشياء هم يرفضونها لأنها أصلاً ليست
+
+274
+00:18:25,770 --> 00:18:32,090
+موجودة عندهم، وليست موجودة في تاريخهم، التطور الغربي
+
+275
+00:18:32,970 --> 00:18:37,870
+مختلف تماماً عن الفكر الموجود لدى الدول الإسلامية،
+
+276
+00:18:37,870 --> 00:18:41,690
+نحن كمسلمين لدينا فكرنا المختلف، يعني هم قالوا
+
+277
+00:18:41,690 --> 00:18:47,370
+الإنسان أولاً شرير، ثم قالوا الإنسان خير، طيب
+
+278
+00:18:47,370 --> 00:18:50,990
+ما هي الصورة في الإسلام؟ هل... في الإسلام، هل الإنسان
+
+279
+00:18:50,990 --> 00:18:55,470
+خير أم شرير؟ خير، الإنسان يولد على الفطرة، والفطرة
+
+280
+00:18:55,470 --> 00:18:58,890
+الإسلامية، يعني خير، بس موجود هنا شرعٌ
+
+281
+00:18:58,890 --> 00:19:04,320
+عنده، فأبوي وأمي أنجباني، أي نعم، وبالتالي كل مولود
+
+282
+00:19:04,320 --> 00:19:07,780
+يولد على الفطرة، حديث المصطفى عليه الصلاة والسلام
+
+283
+00:19:07,780 --> 00:19:11,100
+كل مولود يولد على الفطرة، فالإنسان يولد على الخير
+
+284
+00:19:11,100 --> 00:19:16,480
+، ربنا خلقه على الخير، لكن الشر أيضاً موجود، والرسول
+
+285
+00:19:16,480 --> 00:19:18,940
+عليه الصلاة والسلام يقول: إن الشيطان يسري في ابن
+
+286
+00:19:18,940 --> 00:19:23,700
+آدم، يسري في الدم في العروق، فحنا لا نغفل عن
+
+287
+00:19:23,700 --> 00:19:27,740
+وجود الشر، يعني هو ليس خير مطلق، ولا هو شر مطلق، يعني
+
+288
+00:19:27,740 --> 00:19:31,510
+الأشياء المطلقة دائماً خطأ، الصورة الواقعية أن
+
+289
+00:19:31,510 --> 00:19:36,470
+الإنسان فيه الخير، ويُتأثّر بالشر، وممكن يكون فيه
+
+290
+00:19:36,470 --> 00:19:40,350
+شيطان يغريه، يجذبه إلى هذا الإطار، هنا
+
+291
+00:19:40,350 --> 00:19:44,430
+كانوا يرفضون، يا إما خير مطلق، يا إما شرّ، ما فيش
+
+292
+00:19:44,430 --> 00:19:47,930
+خير مطلق ولا شرّ مطلق، والواقعية طبيعة الإنسان، كل
+
+293
+00:19:47,930 --> 00:19:52,070
+إنسان فيه داخله الخير والشر، في هذا الجانب
+
+294
+00:19:52,070 --> 00:19:57,290
+فهنا طبعاً تفضلي، هو يولد، يعني فيه خير، لكن هذا فعلاً
+
+295
+00:19:57,290 --> 00:19:58,650
+مؤقت، يصير فيه شرّ
+
+296
+00:20:03,570 --> 00:20:07,190
+هو يولد صفحة بيضاء أكيد، لكن هو الآن... هو وُلد
+
+297
+00:20:07,190 --> 00:20:11,110
+في بيئة... هو الآن وُلد صفحة بيضاء، لكن وُلد عند
+
+298
+00:20:11,110 --> 00:20:16,830
+أبوين يهوديين، فعلموه مبادئ البوذية، والأشياء
+
+299
+00:20:16,830 --> 00:20:20,070
+هذه، فهذه أشياء، هو الآن يقول لك: أبوه يهوديان، أو
+
+300
+00:20:20,070 --> 00:20:24,670
+يُمجّسانه، أو كذا، الآن هو أخذ كمّاً كبيراً من المفاهيم
+
+301
+00:20:24,670 --> 00:20:28,270
+والأشياء المغلوطة، بعد ذلك، عندما يكبر، هل يبقى
+
+302
+00:20:28,270 --> 00:20:31,110
+الخير مطلقاً؟ وأنه يقدر يختار ويرفض كل الأفكار
+
+303
+00:20:31,110 --> 00:20:35,180
+الموجودة؟ والذي وجدناه، كل العالم بعد أن يُصبحوا
+
+304
+00:20:35,180 --> 00:20:39,280
+١٨ سنة، كلهم يسلمون، لكن يبقى تأثير الشيطان
+
+305
+00:20:39,280 --> 00:20:44,580
+موجوداً، أنه يزين له الأشياء... الخاطئة
+
+306
+00:20:44,580 --> 00:20:47,540
+على أنها صواب... أي نعم، الخطأ، بأنه يُبعده عن
+
+307
+00:20:47,540 --> 00:20:51,240
+الطريق الصواب، وهذا طبعاً شيء... من سماتنا، نحن
+
+308
+00:20:51,240 --> 00:20:54,040
+في فكرنا الإسلامي مؤمنون تماماً أن الشيطان يُقعد
+
+309
+00:20:54,040 --> 00:20:58,460
+للإنسان... يجري في امتداد... أي نعم، الذي يُقعد
+
+310
+00:20:58,460 --> 00:21:04,840
+لهم، سرعة، المستقيم، نرى الآن أسس المنهج الإسلامي،
+
+311
+00:21:04,840 --> 00:21:08,000
+ما هي أسس المنهج الإسلامي، وما هي مبادئ التربية
+
+312
+00:21:08,000 --> 00:21:13,020
+الإسلامية، تفضلي
+
+313
+00:21:13,020 --> 00:21:18,480
+هنا
+
+314
+00:21:18,480 --> 00:21:21,780
+من أسس المنهج الإسلامي أنها تزود الإنسان
+
+315
+00:21:21,780 --> 00:21:25,280
+بالحقائق الثابتة التي تُوصله إلى تقوى الله ورضوانه،
+
+316
+00:21:25,280 --> 00:21:28,220
+أيضاً من مبادئ الفكر الإسلامي، تفضلي
+
+317
+00:21:34,630 --> 00:21:38,390
+ممتاز جداً، نحن كل هذه المعرفة النظرية نرجمها
+
+318
+00:21:38,390 --> 00:21:42,570
+إلى سلوك وواقع، تُنمّي شخصية الإنسان المسلم في كافة
+
+319
+00:21:42,570 --> 00:21:46,290
+الجوانب: الجسمية والعقلية والنفسية والوجدانية، نرى
+
+320
+00:21:46,290 --> 00:21:50,490
+هذه طبعاً كل ما هو وارد من الله سبحانه وتعالى،
+
+321
+00:21:50,490 --> 00:21:54,750
+أصلٌ ثابت، ما هو مُشتقٌ منه فهو ثابت، نحن الآن
+
+322
+00:21:54,750 --> 00:21:58,930
+نؤمن بأن الله سبحانه وتعالى هو خالق هذا الكون،
+
+323
+00:21:59,670 --> 00:22:03,970
+يبقى كل مخلوق في هذا الكون هو من مخلوقات الله
+
+324
+00:22:03,970 --> 00:22:06,890
+سبحانه وتعالى، وبالتالي هنا نحن هذه الحقائق
+
+325
+00:22:06,890 --> 00:22:10,210
+الثابتة الموجودة عندنا في الدين، أن الله سبحانه
+
+326
+00:22:10,210 --> 00:22:13,750
+وتعالى هو خالق هذا الكون، أن الله خلقنا، وأننا سنموت،
+
+327
+00:22:13,750 --> 00:22:18,660
+هذه حقيقة نعرفها، أن الله سبحانه وتعالى خلق
+
+328
+00:22:18,660 --> 00:22:22,780
+هذه الشمس، تشرق في الشرق وتغرب في الغرب، وأنه لن
+
+329
+00:22:22,780 --> 00:22:26,860
+تشرق من الغرب إلا عندما تقوم الساعة، هذه
+
+330
+00:22:26,860 --> 00:22:31,840
+حقائق ثابتة نؤمن بها دون أن نراها، حقيقة وجود
+
+331
+00:22:31,840 --> 00:22:36,040
+الملائكة، حقيقة وجود الجن، حقيقة الأنبياء، كل هذه
+
+332
+00:22:36,040 --> 00:22:39,640
+الأشياء نعتبرها حقائق ثابتة، لا نرفضها،
+
+333
+00:22:39,640 --> 00:22:44,340
+فالدين يزودنا بهذه الأفكار، وبهذه المبادئ الثابتة،
+
+334
+00:22:44,340 --> 00:22:48,200
+وأن الله سبحانه وتعالى خلق الملائكة والإنس والجن،
+
+335
+00:22:48,200 --> 00:22:52,060
+والرسل والكتب السماوية واليوم الآخر، هذه أشياء
+
+336
+00:22:52,060 --> 00:22:55,950
+مبادئ مسلّمات عندنا في الإيمان، وبالتالي نسلم بها،
+
+337
+00:22:55,950 --> 00:22:59,810
+الآن المعرفة النظرية نرجمها إلى سلوك وواقع
+
+338
+00:22:59,810 --> 00:23:03,470
+ينطلق من قناعة راسخة مبنية على الإيمان الثابت، الآن
+
+339
+00:23:03,470 --> 00:23:07,930
+علاقة الإنسان، نحن عندما نتكلم في الفلسفة دائماً
+
+340
+00:23:07,930 --> 00:23:11,970
+قلنا نتكلم في ثلاث نقاط: النظر الشمولية،
+
+341
+00:23:11,970 --> 00:23:18,270
+الإنسان،
+
+342
+00:23:18,270 --> 00:23:24,030
+والكون، والحياة
+
+343
+00:23:26,240 --> 00:23:30,860
+الآن هذه النظرة الشمولية، يعني كيف نظر الإسلام
+
+344
+00:23:30,860 --> 00:23:37,140
+للإنسان؟ هل هو مسير أم مخيّر؟ هل هو خير أم شرير؟
+
+345
+00:23:37,140 --> 00:23:41,800
+فالآن هذه النظرة للإنسان، النظرة للكون، أنه مخلوق
+
+346
+00:23:41,800 --> 00:23:46,420
+من مخلوقات الله سبحانه وتعالى، وكل ما في هذا الكون
+
+347
+00:23:46,420 --> 00:23:51,680
+هو مسخّر لخدمة الإنسان، الحياة، الحياة التي نحن
+
+348
+00:23:51,680 --> 00:23:54,920
+نتكلم عنها، التي هي... نظرية، نرجمها إلى سلوك
+
+349
+00:23:54,920 --> 00:23:59,520
+وواقع، قواعد البيع، قواعد الشراء، قواعد الزواج،
+
+350
+00:23:59,520 --> 00:24:02,160
+قواعد الميراث،  كل هذه الأشياء موجودة
+
+351
+00:24:02,160 --> 00:24:05,560
+عندنا في القرآن، كيف يكون الميراث؟ فشرح لنا تماماً
+
+352
+00:24:05,560 --> 00:24:08,300
+كيف يكون الطلاق؟ كيف يكون الزواج؟
+
+353
+00:24:08,300 --> 00:24:11,040
+كيف يكون البيع؟ كيف يكون الشراء؟ كيف يكون كذا؟ وبالتالي كل هذه القواعد، قواعد الحياة
+
+354
+00:24:11,040 --> 00:24:14,680
+كلها موجودة، كلها معرفة الله سبحانه وتعالى أعطانا
+
+355
+00:24:14,680 --> 00:24:18,560
+إياها، أن القصاص... لكن في القصاص حياة، إن في القصاص
+
+356
+00:24:18,560 --> 00:24:24,840
+حياة، القاتل يُقتل، السارق تُقطع يده، الزاني يُجلد، كل
+
+357
+00:24:24,840 --> 00:24:29,060
+هذه لماذا؟ من أجل المحافظة على حياة الإنسان، لو انتشرت
+
+358
+00:24:29,060 --> 00:24:33,740
+الجريمة، وصار أن القاتل لا يُقتل، معنى ذلك أنه ممكن
+
+359
+00:24:33,740 --> 00:24:37,300
+يقتل نصف البشر، ولا يُقتل، وبالتالي القاتل يُقتل
+
+360
+00:24:37,300 --> 00:24:41,320
+للمحافظة على أرواح البشر، السارق للمحافظة على أموال
+
+361
+00:24:41,320 --> 00:24:45,380
+الناس، الزاني للمحافظة على أعراض الناس، وبالتالي
+
+362
+00:24:45,380 --> 00:24:48,620
+هنا هذه القواعد الحياتية كلها مرتبطة بقواعد
+
+363
+00:24:48,620 --> 00:24:52,830
+إيمانية، قواعد معرفة، وهذه تنطلق إلى التطبيق
+
+364
+00:24:52,830 --> 00:24:56,930
+الواقعي، الحقيقي، وبالتالي هنا يكون هناك دوابط
+
+365
+00:24:56,930 --> 00:25:01,270
+واضحة في هذا الإطار، اهتمت بجميع جوانب المسلم من
+
+366
+00:25:01,270 --> 00:25:05,150
+جميع الجوانب، الشيء الذي كنا نحكي عليه من أول
+
+367
+00:25:05,150 --> 00:25:07,970
+الفصل، وهو النمو الشامل والمتكامل، ففي عندنا
+
+368
+00:25:07,970 --> 00:25:13,030
+تربية بدنية، وفي عندنا تربية عقلية، وفي عندنا تربية
+
+369
+00:25:13,030 --> 00:25:16,590
+نفسية أو وجدانية، في عندنا أشياء كثيرة في السنة
+
+370
+00:25:16,590 --> 00:25:20,390
+وفي القرآن الكريم، علّموا أولادكم السباحة والرماية
+
+371
+00:25:20,390 --> 00:25:24,810
+والركوب والفروسية، هذه ماذا تُنمّي؟ تُنمّي التربية
+
+372
+00:25:24,810 --> 00:25:27,950
+البدنية، في عندنا أشياء تُنمّي التربية العقلية، أليس كذلك؟ أفكر... أفكر... أفكر... أفكر... أفكر... أفكر
+
+373
+00:25:30,890 --> 00:25:32,930
+أفكر...أفكر... أفكر... أفكر...أفكر...أفكر...
+
+374
+00:25:32,930 --> 00:25:32,950
+أفكر... أفكر... أفكر... أفكر...أفكر...أفكر...
+
+375
+00:25:32,950 --> 00:25:37,100
+أفكر... أفكر... التفكر والتدبر، أي نعم، كل الآيات
+
+376
+00:25:37,100 --> 00:25:40,200
+التي في القرآن، تدعو إلى عملية
+
+377
+00:25:40,200 --> 00:25:44,400
+التفكر، الجانب النفسي طبعاً موجود بصورة كبيرة جداً
+
+378
+00:25:45,780 --> 00:25:49,480
+الصلاة والعبادة والذكر، وأن الإنسان يكون لديه
+
+379
+00:25:49,480 --> 00:25:52,540
+النفس اللوامة، التي تحاول أن تُصلِح
+
+380
+00:25:52,540 --> 00:25:56,380
+سلوك الإنسان في هذا الإطار، وبالتالي في عندنا
+
+381
+00:25:56,380 --> 00:25:59,220
+النفس التي هي الآمرة بالسُّوء، وعندنا النفس اللوامة،
+
+382
+00:25:59,220 --> 00:26:03,740
+وعندنا النفس المطمئنة التي تصل إلى درجة الاطمئنان،
+
+383
+00:26:03,740 --> 00:26:07,810
+الجوانب الوجدانية، كل هذه الأشياء موجودة في قرآننا،
+
+384
+00:26:07,810 --> 00:26:12,990
+موجودة في سنتنا، وبالتالي هنا نلاحظ أن نحن كناس
+
+385
+00:26:12,990 --> 00:26:16,490
+نفكر من خلال الفكر الإسلامي، تفكيرنا مختلف عنهم،
+
+386
+00:26:16,490 --> 00:26:20,910
+لأن نحن هنا عندنا تنمية للتفكير السليم،
+
+387
+00:26:20,910 --> 00:26:24,350
+والموضوعي، نتعامل مع الإنسان كما هو، ليس هو خير
+
+388
+00:26:24,350 --> 00:26:27,790
+مطلق، ولا هو شر مطلق، لكن فيه الخير وفيه الشر، ليس
+
+389
+00:26:27,790 --> 00:26:32,330
+مسير، وليس مخيّر، ولكن مسير في أشياء، ومخيّر في أشياء
+
+390
+00:26:32,330 --> 00:26:35,470
+أخرى، يعني إذا قلنا أن الإنسان مسير، معنى ذلك أنه
+
+391
+00:26:35,470 --> 00:26:39,890
+ليس هناك مجال لأنه يفكر، خلاص، أنت ماشي إلى قدرك، لكن أنت
+
+392
+00:26
+
+445
+00:29:51,060 --> 00:29:52,460
+القرآن والسنة
+
+446
+00:30:21,270 --> 00:30:24,730
+هنتقل الآن للبناء الثقافي للمنهج الأساسي الثاني
+
+447
+00:30:24,730 --> 00:30:30,590
+اللي هو البناء الثقافي للمنهج لكل مجتمع. ثقافة ماذا
+
+448
+00:30:30,590 --> 00:30:37,010
+تعني ثقافة؟ لأن ما أَنْتَجَ عقل الإنسان في مجتمع معين
+
+449
+00:30:37,010 --> 00:30:40,430
+من ماديات ومعنويات، تتجمد بسبب انقطاع التفاعل الاجتماعي
+
+450
+00:30:40,430 --> 00:30:43,650
+مع أفراد المجتمع. فالعملية الثقافية عملية عقلية
+
+451
+00:30:43,650 --> 00:30:48,470
+محتاجة لتعارف، وتعقب، وتعليم، فيها وفي وعيها تنتقل من
+
+452
+00:30:48,470 --> 00:30:51,720
+الجميع إلى أُقْلِمٍ متميز جداً، يبقى ما أنتجته عقول
+
+453
+00:30:51,720 --> 00:30:56,660
+الإنسان من ماديات ومعنويات. ماذا أنتج عقل الإنسان
+
+454
+00:30:56,660 --> 00:31:01,600
+في منطقة معينة؟ أكيد كل منطقة لها ثقافة مختلفة.
+
+455
+00:31:01,600 --> 00:31:04,920
+لما نجي نعمل معارض للتراث الفلسطيني والثقافة
+
+456
+00:31:04,920 --> 00:31:07,700
+الفلسطينية، إيش الأشياء اللي إحنا بنحطها في
+
+457
+00:31:07,700 --> 00:31:12,540
+معارضنا؟ تقنية تكنولوجية... تقنية تكنولوجية زي
+
+458
+00:31:12,540 --> 00:31:18,010
+إيه؟ الأجهزة المتطورة... متطورة يعني جديدة، حواسيب؟
+
+459
+00:31:18,010 --> 00:31:21,570
+لأ، هو ما أنتج عقل الإنسان الفلسطيني. إيش أنتج عقل
+
+460
+00:31:21,570 --> 00:31:24,110
+الإنسان الفلسطيني؟ إحنا بدنا الثقافة الفلسطينية،
+
+461
+00:31:24,110 --> 00:31:28,850
+تفضل، ممتاز.
+
+462
+00:31:28,850 --> 00:31:31,850
+بنحط الملابس، بس إحنا كفلسطينيين بنحط الكوفية، بنحط
+
+463
+00:31:31,850 --> 00:31:36,250
+الثوب الفلسطيني، الأزياء الشعبية. ده إيش معنوياته؟
+
+464
+00:31:36,250 --> 00:31:40,830
+الأزياء الشعبية، أين هي من المعنويات؟ الدبكة برضه
+
+465
+00:31:40,830 --> 00:31:45,790
+من الأشياء، الفنون التراثية،
+
+466
+00:31:45,790 --> 00:31:50,210
+المنحوتات، أي نعم، والأشياء الموجودة، المطحنة، والـ
+
+467
+00:31:50,210 --> 00:31:55,650
+جرن، والفرن، والعيش، كل الأشياء هذه. بنلاقي
+
+468
+00:31:55,650 --> 00:31:58,610
+بيت الشعر كمان، بنلاقي الأشياء الجميلة اللي بتبقى
+
+469
+00:31:58,610 --> 00:32:03,690
+محطوطة على الجمال، والمنسوجات الجميلة. إيش كمان؟
+
+470
+00:32:03,690 --> 00:32:08,880
+الفخاريات، والثوب الفلاحي، والمطرزات، وكل الأشياء
+
+471
+00:32:08,880 --> 00:32:15,100
+هذه. قصر الباشا، يعني قصر... قصر الباشا. في عندنا
+
+472
+00:32:15,100 --> 00:32:18,020
+قصر الباشا، وفي عندنا كثير من الأماكن الأثرية اللي
+
+473
+00:32:18,020 --> 00:32:21,260
+هم الآن بدأوا يهتموا فيها، وأنهم يعيدوا اللي هو
+
+474
+00:32:21,260 --> 00:32:24,840
+نمط هذا التراث. هذا الشيء، ليش إحنا بنهتم فيه إلى
+
+475
+00:32:24,840 --> 00:32:29,260
+صبغة خاصة؟ يعني أنت لما تتفرج في التلفزيون، بتشوف
+
+476
+00:32:29,260 --> 00:32:31,760
+لما تجد، ما تشوف الكوفية، بتعرف أن هو بيتكلم عن
+
+477
+00:32:31,760 --> 00:32:35,200
+فلسطين، أو الثوب الفلسطيني. فهذه بتعطي دلالة على
+
+478
+00:32:35,200 --> 00:32:41,000
+الشعوب. فالشعوب بتحاول تظهر قد إيش هي لها أصول، قد إيش
+
+479
+00:32:41,000 --> 00:32:45,200
+لها جذور حضارية، قد إيش هي من قديم الأزل. كان عقل
+
+480
+00:32:45,200 --> 00:32:50,100
+الإنسان ينتج، وأنتج أشياء من الحضارة، من الثقافة،
+
+481
+00:32:50,100 --> 00:32:52,940
+من الأشياء اللي ممكن تكون فنية، زي الأمثال، زي
+
+482
+00:32:52,940 --> 00:32:56,380
+الدبكة، زي الأهازيج. ممكن تكون أشياء مادية، زي
+
+483
+00:32:56,380 --> 00:32:59,300
+الجرون، والفرن، والأشياء هذه، اللي هي الأدوات اللي
+
+484
+00:32:59,300 --> 00:33:02,620
+كان بيستخدمها الإنسان. يعني هذا الإنسان كان طول
+
+485
+00:33:02,620 --> 00:33:07,180
+عمره بيفكر، كان طول عمره بينتج أشياء مادية، وبينتج
+
+486
+00:33:07,180 --> 00:33:11,920
+أشياء معنوية. الآن هذه الأشياء توارثت عبر الأجيال،
+
+487
+00:33:12,600 --> 00:33:16,860
+يتم توارثها، وبالتالي بتنتقل من جيل إلى جيل، وكل جيل
+
+488
+00:33:16,860 --> 00:33:20,760
+بيحاول يحافظ عليها، ويرممها، ويعطيها بصورة أفضل
+
+489
+00:33:20,760 --> 00:33:24,380
+للآخرين. ما أنتج عقل الإنسان ليس فقط هذه الأشياء طبعاً،
+
+490
+00:33:24,380 --> 00:33:28,580
+أنتج عقل الإنسان معرفة، أنتج معرفة في الفيزياء، وأنتج
+
+491
+00:33:28,580 --> 00:33:31,480
+معرفة في الكيمياء، وأنتج معرفة في الرياضيات، وفي
+
+492
+00:33:31,480 --> 00:33:35,040
+العلوم، وفي اللغة، وفي الأدب، وفي الشعر، وفي كل
+
+493
+00:33:35,040 --> 00:33:38,400
+الأشياء. أيضاً هذه من ضمن المعارف اللي بتنقلها
+
+494
+00:33:38,400 --> 00:33:41,800
+للأجيال الأخرى. يبقى لما بنتكلم إحنا عن بناء
+
+495
+00:33:41,800 --> 00:33:46,570
+الثقافة، بنتكلم عن بناء المعرفة. كيف نبني المعرفة،
+
+496
+00:33:46,570 --> 00:33:50,550
+وكيف نقدمها للأجيال؟ وبالتالي هنا بيقول لي إنه في
+
+497
+00:33:50,550 --> 00:33:54,390
+اختلاف في الثقافات من مجتمع إلى آخر، وإحنا شايفين
+
+498
+00:33:54,390 --> 00:33:58,730
+هذا الشيء تماماً. إن إحنا كمجتمع فلسطيني، إحنا مسلمين،
+
+499
+00:33:58,730 --> 00:34:03,490
+وإحنا عرب، لكن بنختلف عن الشعب المصري، مع إن إحنا
+
+500
+00:34:03,490 --> 00:34:08,010
+وياهم زي بعض. يعني إحنا بندين بديانة الإسلام، نتكلم
+
+501
+00:34:08,010 --> 00:34:11,210
+اللغة العربية، في كثير مشترك بين عادات وتقاليد، لكن
+
+502
+00:34:11,210 --> 00:34:16,420
+هل ثقافتنا واحدة؟ تختلف. هم هناك بيقدّسون الفراعنة،
+
+503
+00:34:16,420 --> 00:34:19,860
+والثقافة الفرعونية اللي موجودة عندهم. إحنا كناس
+
+504
+00:34:19,860 --> 00:34:24,040
+مختلفين عنهم تماماً، ثقافتنا مختلفة. وبالتالي هنا
+
+505
+00:34:24,040 --> 00:34:27,780
+بتختلف باختلاف المجتمعات. لكل مجتمع ثقافته. ثقافة
+
+506
+00:34:27,780 --> 00:34:31,660
+ما أنتجته عقول الإنسان من ماديات ومعنويات، بيكتسبها
+
+507
+00:34:31,660 --> 00:34:35,460
+الإنسان، وبينقلها. وبالتالي عملية التعليم والتعلم
+
+508
+00:34:35,460 --> 00:34:41,770
+هذه عملية تراكمية، تنتقل من جيل إلى جيل آخر. طبعاً فيها...
+
+509
+00:34:41,770 --> 00:34:45,330
+هنشوف أنه في أشياء منها كثير راح تكون مشتركة في
+
+510
+00:34:45,330 --> 00:34:48,710
+العصر الحالي، في كثير من وسائل الاتصال اللي هي
+
+511
+00:34:48,710 --> 00:34:52,750
+بتحاول تنشر الثقافة، وتنشر الفكر. وبنلاحظ أنه كثير
+
+512
+00:34:52,750 --> 00:34:55,490
+ناس، لما بتيجي واحد فلسطيني بيعمل موقع، لازم يحط
+
+513
+00:34:55,490 --> 00:35:00,650
+فيه لمسة فلسطينية. ليش؟ لأنه بده يقول إن أنا إليّ
+
+514
+00:35:00,650 --> 00:35:04,230
+جذور تاريخية. وطبعاً هذا الشيء اللي هو اتكلمنا قبل
+
+515
+00:35:04,230 --> 00:35:06,350
+شوية في الفلسفة التقدمية، اللي هم... ما، اللي هم
+
+516
+00:35:06,350 --> 00:35:10,360
+الجذور الحضارية. إحنا إلينا جذور حضارية، حضارتنا من
+
+517
+00:35:10,360 --> 00:35:13,920
+آلاف السنين، وبالتالي إحنا بنفتخر بهذه الحضارة.
+
+518
+00:35:17,140 --> 00:35:20,820
+من أجل ذلك، وظيفة المنهج ليست فقط اللي هي نقل اللي
+
+519
+00:35:20,820 --> 00:35:24,380
+هي الموروث الثقافي، ولكن تستهدف، وتساعد، وتُطَوِّر التلاميذ
+
+520
+00:35:24,380 --> 00:35:27,700
+على اكتساب ما يناسبهم من خبرات، بالقدر اللي بيسمح
+
+521
+00:35:27,700 --> 00:35:31,200
+لهم بفهم الحاضر، وتوجيه التلاميذ إلى مصادر المعرفة
+
+522
+00:35:31,200 --> 00:35:34,820
+اللي بتتمشى مع ميولهم واهتماماتهم. يعني الآن إحنا
+
+523
+00:35:34,820 --> 00:35:38,780
+بننقل الماضي، بس هل الهدف... الغرض هو نقل الماضي؟
+
+524
+00:35:38,780 --> 00:35:40,760
+لأن يساعدهم كمان على اكتساب الشخصية.
+
+525
+00:35:43,170 --> 00:35:49,030
+نعيش الحاضر، ونستشرف المستقبل. في هذا الإطار طبعاً
+
+526
+00:35:49,030 --> 00:35:52,590
+بننقل كم كبير من القيم، والاتجاهات، وأساليب التفكير.
+
+527
+00:35:52,590 --> 00:35:56,150
+طبعاً.
+
+528
+00:35:56,150 --> 00:35:59,810
+في حاجة هنا بيتكلم عنها، اللي هي الثقافة القانونية.
+
+529
+00:35:59,810 --> 00:36:02,610
+ما هي الثقافة القانونية؟
+
+530
+00:36:08,010 --> 00:36:11,930
+معرفة الواجبات والحقوق. إن إحنا بنتكلم على إن
+
+531
+00:36:11,930 --> 00:36:15,090
+الطالب في داخل المدرسة يجب أن يعرف ما عليه من
+
+532
+00:36:15,090 --> 00:36:21,150
+واجبات، وما له من حقوق. يبقى كل إنسان في كل دوائر
+
+533
+00:36:21,150 --> 00:36:24,870
+حياته لازم يعرف هذه الأشياء. أنت ابنة، أنت طالبة، أنت
+
+534
+00:36:24,870 --> 00:36:28,790
+معلمة، عليكِ واجبات، وعليكِ حقوق. لك حقوق،
+
+535
+00:36:28,790 --> 00:36:31,830
+وبالتالي يجب أن نعرف هذه الأشياء. عدم معرفتنا
+
+536
+00:36:31,830 --> 00:36:37,580
+بالثقافة القانونية يُوقِعُنا تحت طائلة القانون. يعني
+
+537
+00:36:37,580 --> 00:36:40,780
+اللي ما بيعرفش قانون معين، وبيروح بيمارس هذا الشيء، و
+
+538
+00:36:40,780 --> 00:36:43,640
+بيقول لك أنا ما بعرفش إنه هذا الشيء ممنوع. الآن
+
+539
+00:36:43,640 --> 00:36:47,760
+القانون لا يحمي المغفلين. المغفلين اللي هم يعني
+
+540
+00:36:47,760 --> 00:36:51,240
+اللي هم لا يعرفون بالقانون. يبقى من الأشياء
+
+541
+00:36:51,240 --> 00:36:53,400
+المهمة اللي بينقلها المنهج، اللي هي الثقافة
+
+542
+00:36:53,400 --> 00:36:57,520
+القانونية. فضلاً، إزاي تدرس طلاب ست سنين، يعني،
+
+543
+00:36:57,520 --> 00:37:02,650
+بداية المدرسة من ست سنين، تكون هذا القانون؟ هو بداية
+
+544
+00:37:02,650 --> 00:37:06,510
+دخولهم للمدرسة، بنحاول إن إحنا نعلمهم أشياء كثيرة،
+
+545
+00:37:06,510 --> 00:37:09,450
+بتعلمهم كل ضوابط السلوك، وبيبدأ يعرف إيش الأشياء اللي
+
+546
+00:37:09,450 --> 00:37:13,730
+هو لازمها، إيش هي حقوقه. من حقك أنك تتعلم، أن
+
+547
+00:37:13,730 --> 00:37:16,430
+يكون لك بيت، أن يكون لك مسكن، أنك تبدي رأيك، أنك
+
+548
+00:37:16,430 --> 00:37:20,070
+كذا. من حقك أنك تبدي رأيك، بس مش من حقك أنك تهين
+
+549
+00:37:20,070 --> 00:37:26,300
+الآخرين. يعني حدود حريتك تقف عند حدود حرية الآخرين.
+
+550
+00:37:26,300 --> 00:37:30,040
+بنعلمه إيش معنى الحرية، وإن أنت حر، لكن أنت حر في
+
+551
+00:37:30,040 --> 00:37:34,700
+حدود، ليست الحرية مطلقة. نستكمل في المرة القادمة إن
+
+552
+00:37:34,700 --> 00:37:37,440
+شاء الله، الأساس الثقافي. في أي سؤال؟
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/UHEJ8CyGi3w.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/UHEJ8CyGi3w.srt
new file mode 100644
index 0000000000000000000000000000000000000000..871b117744ec20d10987b877c9de17c89ec1c942
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/UHEJ8CyGi3w.srt
@@ -0,0 +1,1990 @@
+1
+00:00:20,840 --> 00:00:24,600
+نقشنا في المحاضرة الماضية، محاضرة نظرية بياجيه
+
+2
+00:00:24,600 --> 00:00:30,580
+بياجيه ذكرنا كيف يحدث التعلم من وجهة نظر بياجيه؟
+
+3
+00:00:30,580 --> 00:00:37,320
+تفضلي عند وصوله
+
+4
+00:00:37,320 --> 00:00:40,600
+إلى مرحلة معينة من النمو العقلي، كيف يحدث النمو
+
+5
+00:00:40,600 --> 00:00:42,640
+العقلي؟
+
+6
+00:00:45,680 --> 00:00:48,980
+من خلال عمليتي الاستيعاب والمقاومة، ما المقصود
+
+7
+00:00:48,980 --> 00:00:56,740
+بالاستيعاب وما المقصود بالمقاومة؟ أيوة
+
+8
+00:00:56,740 --> 00:01:04,040
+تفضلي، الاستيعاب عملية تمثيل جميع الواقع، جميع مواقف
+
+9
+00:01:04,040 --> 00:01:08,400
+التعلم المتواصل، نموذج، ويكون عنها نموذج، يكون عنها
+
+10
+00:01:08,400 --> 00:01:12,260
+الاستيعاب عملية استيعاب للنموذج أو بناء نموذج
+
+11
+00:01:12,260 --> 00:01:16,720
+للمعرفة. أما المقاومة، فهي عشان تعديل النموذج بناء على
+
+12
+00:01:16,720 --> 00:01:20,760
+الخبرات الموجودة، في كل المواقف. ممتاز، تعديل
+
+13
+00:01:20,760 --> 00:01:26,110
+النموذج بناء على الخبرات العقلية، واللي هو إيجاد
+
+14
+00:01:26,110 --> 00:01:29,390
+طريقة لحل المشكلة. يبقى التعلم يحدث عند مواجهة
+
+15
+00:01:29,390 --> 00:01:33,690
+مشكلة، ومواجهة المشكلة تحتاج إلى عملية الاستيعاب
+
+16
+00:01:33,690 --> 00:01:37,570
+التي هي عملية تمثيل الموقف التعليمي وبناء نموذج
+
+17
+00:01:37,570 --> 00:01:42,030
+المقاومة هي عملية تعديل النموذج بناء على الخبرات
+
+18
+00:01:42,030 --> 00:01:45,290
+السابقة والخبرات الجديدة، وبالتالي يصل إلى حل
+
+19
+00:01:45,290 --> 00:01:50,430
+المشكلة، وهنا يحدث النمو العقلي. يمر التعلم من وجهة
+
+20
+00:01:50,430 --> 00:01:54,150
+نظر بياجيه بأربع مراحل أساسية، ما هي هذه المراحل؟
+
+21
+00:01:54,150 --> 00:01:58,650
+مرحلة الحسية الحركية، مرحلة ما قبل العمليات، مرحلة
+
+22
+00:01:58,650 --> 00:02:04,570
+العمليات الحسية، ومرحلة العمليات المجردة. ومرحلة
+
+23
+00:02:04,570 --> 00:02:07,490
+العمليات المجردة. يعني بقى عندنا أربع مراحل يمر
+
+24
+00:02:07,490 --> 00:02:12,890
+فيها الفرد من الميلاد حتى 18 سنة. بعد ذلك
+
+25
+00:02:12,890 --> 00:02:16,330
+بتبدأ عملية، اللي هي التعلم، كلها بتعتمد على مدى
+
+26
+00:02:16,330 --> 00:02:20,150
+مواجهته للمشكلات، لأنها بتبقى اكتملت عنده عناصر
+
+27
+00:02:20,150 --> 00:02:24,910
+عملية النمو بالنسبة للجسد، وبالنسبة للقدرات
+
+28
+00:02:24,910 --> 00:02:28,270
+العقلية. بعد ذلك بتظل القدرات هي مفتوحة للتعليم
+
+29
+00:02:28,270 --> 00:02:32,250
+المجرد، ومدى القدرة في حل المشكلات ومواجهة المشكلة.
+
+30
+00:02:32,250 --> 00:02:39,510
+جان بياجيه، نظرية جان بياجيه. عالم آخر اسمه جان بياجيه، يختلف في
+
+31
+00:02:39,510 --> 00:02:44,210
+وجهة نظره للتعلم عن بياجيه، الاثنين كل واحد فيهم
+
+32
+00:02:44,210 --> 00:02:49,010
+وجهة نظره تختلف عن الآخر. كيف يحدث التعلم من وجهة
+
+33
+00:02:49,010 --> 00:02:53,830
+نظر جان بياجيه؟ يا ده ثاني أنا أتعلم أحكي ساعة يا دكتورة
+
+34
+00:02:53,830 --> 00:02:56,990
+للتواصل، البناء بالخبرة السابقة اللي يبني عليها
+
+35
+00:02:56,990 --> 00:03:01,210
+الخبرة الجديدة، حيث إنها تتعلم عمليات رقمية تبدأ من
+
+36
+00:03:01,210 --> 00:03:05,650
+الأبسط  إلى  الأعقد. أحكي ما
+
+37
+00:03:05,650 --> 00:03:10,060
+يحتاج إليه، يبقى هنا عملية التعلم عند جان بياجيه، بارك الله
+
+38
+00:03:10,060 --> 00:03:14,440
+فيك، بتحدث نتيجة توفر خبرات سابقة، يعني أي خبرة
+
+39
+00:03:14,440 --> 00:03:17,880
+نستطيع تعلمها، لا نستطيع تعلمها إلا إذا كان هناك
+
+40
+00:03:17,880 --> 00:03:22,220
+خبرة سابقة، وبالتالي الخبرة عند جان بياجيه خبرة
+
+41
+00:03:22,220 --> 00:03:26,240
+تراكمية، تراكمية، إن كل خبرة إحنا بنتعلمها هي بتكون
+
+42
+00:03:26,240 --> 00:03:30,990
+أساس لخبرة جديدة، وبالتالي العملية بتكون بهذا الشكل،
+
+43
+00:03:30,990 --> 00:03:34,250
+يعني الإنسان بيكتسب خبرة، الخبرة هذه بتؤهل الإنسان
+
+44
+00:03:34,250 --> 00:03:37,670
+خبرة أكثر تعقيداً، ثم خبرة أكثر تعقيداً، تبقى من
+
+45
+00:03:37,670 --> 00:03:42,330
+خبرات بسيطة إلى خبرات معقدة إلى خبرات أكثر تعقيداً،
+
+46
+00:03:42,330 --> 00:03:45,950
+وبالتالي يتعلم الإنسان نتيجة كم الخبرات السابقة
+
+47
+00:03:45,950 --> 00:03:52,550
+الموجودة عنده. الآن الفرق بينه وبين بياجيه
+
+48
+00:03:52,550 --> 00:03:56,210
+حكينا بده مستوى معين، يعني بياجيه بناء على
+
+49
+00:03:56,210 --> 00:03:59,830
+نظريته، أنه في مثلاً الطفل اللي عمره تسع سنين مش
+
+50
+00:03:59,830 --> 00:04:03,910
+هيتعلم إلا أشياء محددة. أما حسب جان بياجيه لأ، ممكن نسرع
+
+51
+00:04:03,910 --> 00:04:06,810
+النمو بإن إحنا نديله الخبرات الكثير زي ما
+
+52
+00:04:06,810 --> 00:04:08,950
+بتتعلموا، إذا كانت عنده هذه الخبرة السابقة. يعني
+
+53
+00:04:08,950 --> 00:04:11,910
+فكرة اللي هي معكوسية التعليم اللي إحنا اتكلمنا
+
+54
+00:04:11,910 --> 00:04:16,730
+عنها المرة الماضية، فاكرينها؟ مفهوم المعكوسية عندما
+
+55
+00:04:16,730 --> 00:04:23,060
+يكون في عندي اللي هو الإناء موجود فيه سائل، هذا
+
+56
+00:04:23,060 --> 00:04:28,200
+نقلناه إلى اللي هو إناء مقعر أكثر، عند بياجيه
+
+57
+00:04:28,200 --> 00:04:31,340
+بيقول لي لأ، هو في مرحلة أربع سنوات، خمس سنوات، ما يقدرش
+
+58
+00:04:31,340 --> 00:04:36,100
+يفهم أن الكمية اللي هنا هي نفس الكمية اللي هنا.
+
+59
+00:04:36,100 --> 00:04:38,840
+جان بياجيه بيقول لي لأ، أنه أنا لو رجعت الكمية اللي في
+
+60
+00:04:38,840 --> 00:04:42,420
+الإناء هنا، هنا، فهي بتصير عنده خبرة سابقة،
+
+61
+00:04:42,420 --> 00:04:46,880
+فيقتنع الطفل، وبالتالي نتيجة وجود خبرة سابقة أن هو
+
+62
+00:04:46,880 --> 00:04:50,860
+بيقدر يقتنع ويقدر يسرع من عملية النمو. يعني هنا
+
+63
+00:04:50,860 --> 00:04:54,580
+النمو عند جان بياجيه مش مرتبط بسنوات العمر، ولكن أن هو
+
+64
+00:04:54,580 --> 00:04:57,960
+ممكن أنه أي خبرة موجودة، التعلم عليها خبرة جديدة
+
+65
+00:04:57,960 --> 00:05:02,740
+ممكن أنها تفيده في هذا الإطار. طبعاً هنا هذا المفهوم
+
+66
+00:05:02,740 --> 00:05:07,000
+يعني هو ممكن يحدث عند بعض الأطفال وممكن ما يحدثش
+
+67
+00:05:07,000 --> 00:05:11,980
+وبالتالي هنا إحنا بنقول أن التعلم كيف؟
+
+68
+00:05:18,890 --> 00:05:28,810
+التعلم عند بياجيه كيفي، أما التعلم عند جان بياجيه كمي.
+
+69
+00:05:28,810 --> 00:05:31,910
+تعلم
+
+70
+00:05:31,910 --> 00:05:41,650
+كمي؟ هنا كم الخبرات السابقة، أما هنا كيفية حدوث
+
+71
+00:05:44,850 --> 00:05:48,890
+التعلم، وبالتالي الصورة كيفية تماماً، يعني لازم تكون
+
+72
+00:05:48,890 --> 00:05:51,970
+هناك أن الطفل يمر بمشكلة، تحدث عملية الاستيعاب
+
+73
+00:05:51,970 --> 00:05:55,050
+المقاومة، يكون في مستوى من النمو العقلي عشان الطفل
+
+74
+00:05:55,050 --> 00:05:59,750
+يقدر يفهم. لكن هنا لأ، هنا العملية كمية، إيش أنا في
+
+75
+00:05:59,750 --> 00:06:03,810
+عندي خبرات سابقة، بقدر أتعلم خبرات أكثر صعوبة من هذه
+
+76
+00:06:03,810 --> 00:06:07,730
+الخبرات، وهذا بيساعدني أن أصل إلى خبرات أكثر تعقيداً.
+
+77
+00:06:07,730 --> 00:06:10,650
+طبعاً وجهة نظر جان بياجيه أخذت في المناهج وأخذت في
+
+78
+00:06:10,650 --> 00:06:13,970
+التدريس بصورة كبيرة جداً، يعني ما فيش خبرة توضع إلا
+
+79
+00:06:13,970 --> 00:06:17,350
+يكون لها خبرة سابقة في المناهج. يعني إحنا بدنا
+
+80
+00:06:17,350 --> 00:06:21,510
+نعلم مثلاً الأطفال موضوع معين، بدنا نعلمهم عن المادة
+
+81
+00:06:22,720 --> 00:06:26,320
+قبل ما يأخذوا الذرة ومكونات الذرة، لازم يأخذوا المادة
+
+82
+00:06:26,320 --> 00:06:30,000
+وحالات المادة، والأشياء، والتغيرات، علشان إحنا نوصل
+
+83
+00:06:30,000 --> 00:06:33,560
+في هذا الإطار، وبالتالي هنا التراكمية في المناهج
+
+84
+00:06:33,560 --> 00:06:37,200
+مهمة جداً، التراكمية في تعليم الطالب، أبدأ بخبرات
+
+85
+00:06:37,200 --> 00:06:41,350
+الطالب السابقة، هو هذا المهم. الرأيين طبعاً تم
+
+86
+00:06:41,350 --> 00:06:44,830
+احترامهما وتم تقديرهما، لأنه برضه نفس الشيء عند
+
+87
+00:06:44,830 --> 00:06:48,510
+جان بياجيه وعند بياجيه، أن حدوث مشكلة، وعملية
+
+88
+00:06:48,510 --> 00:06:52,110
+الاستيعاب والمقاومة أساسي في عملية التعلم، يعني
+
+89
+00:06:52,110 --> 00:06:55,310
+دائماً لازم نحتاج إلى اللي هي عملية الاستيعاب
+
+90
+00:06:55,310 --> 00:06:59,490
+والمقاومة. لكن هنا التعلم كيفي، في كيفية الحدوث، هنا
+
+91
+00:06:59,490 --> 00:07:07,230
+التعلم بيكون كمي. نشوف الآن مراحل
+
+92
+00:07:07,230 --> 00:07:11,590
+التعلم عند جان بياجيه، كيف يبدأ التعلم عند جان بياجيه؟
+
+93
+00:07:14,510 --> 00:07:17,510
+بتعلم بالإشارة، حيث أن الطفل يفهم الإشارة، كبكاء أو
+
+94
+00:07:17,510 --> 00:07:20,690
+ابتسامة. ممتاز جداً، أول مرحلة أنه بيتعلم الطفل
+
+95
+00:07:20,690 --> 00:07:23,990
+بالإشارة. طفل حديث الولادة كيف يفهم؟ بالابتسامة، بفهم
+
+96
+00:07:23,990 --> 00:07:27,170
+الإشارة فقط، يعني مجرد أن أمه بتضحك، يعرف أن هي
+
+97
+00:07:27,170 --> 00:07:32,090
+سعيدة. مجرد أنه مثلاً يشوف إنسان مقطب الجبين، بتلاقي
+
+98
+00:07:32,090 --> 00:07:36,570
+أنه بيبكي، بيفهم هذه الإشارات، بيفهم هذه الإيحاءات
+
+99
+00:07:36,570 --> 00:07:41,190
+هذه الأشياء، هو بيخزنها في عقله، بعد ذلك بيستفيد
+
+100
+00:07:41,190 --> 00:07:46,120
+منها. مرحلة ثانية، الرابط بين المثير والاستجابة هو
+
+101
+00:07:46,120 --> 00:07:49,480
+إيش؟ يعني ما بيستخلص بين الألعاب بتاعته وما...وما
+
+102
+00:07:49,480 --> 00:07:52,640
+يُحكمها من الاستجابات. ممتاز جداً، الآن بيربط بين
+
+103
+00:07:52,640 --> 00:07:56,340
+المثيرات والاستجابات، الألعاب وحركات بين الأشياء
+
+104
+00:07:56,340 --> 00:08:00,040
+وما يُعقبها من الاستجابات. يعني مثلاً إحنا نشوف طفل
+
+105
+00:08:00,040 --> 00:08:03,820
+صغير، إما هو واقف قدام المرايا، وبتلبس المنديل، إيش
+
+106
+00:08:03,820 --> 00:08:09,520
+بيصير يا عماة؟ بينبسط كتير، ليش بيصير فرحان؟ لأنه
+
+107
+00:08:09,520 --> 00:08:13,360
+عارف إن هي لما بتكون بهذه الهيئة بتطلع خارج البيت
+
+108
+00:08:13,360 --> 00:08:16,940
+وبالتالي هو بينبسط بصورة كبيرة جداً. اللعبة لما إنها
+
+109
+00:08:16,940 --> 00:08:21,160
+بتتحرك وبتصير بتطلع ألوان وأضواء وكذا، فهو الآن
+
+110
+00:08:21,160 --> 00:08:26,800
+بيحاول إن هو دائماً يحرك المفتاح علشان اللعبة تتحرك
+
+111
+00:08:26,800 --> 00:08:30,420
+في هذا الإطار، فيصير يفهم الأشياء وما يُعقبها من
+
+112
+00:08:30,420 --> 00:08:33,870
+الاستجابات. يعني إيش الاستجابة اللي حصلت بعدها؟ هل
+
+113
+00:08:33,870 --> 00:08:37,910
+هي استجابة صحيحة؟ استجابة أسعدته أو ما أسعدتهش؟
+
+114
+00:08:37,910 --> 00:08:42,410
+إذا أحد بيجي وبيعطي شوكولاتة، فهو دائماً بيروح له وبيحب
+
+115
+00:08:42,410 --> 00:08:46,730
+هذا الشيء، وبالتالي هنا طبعاً اللي بيحب اللي هو كافة
+
+116
+00:08:46,730 --> 00:08:50,490
+الاستجابات اللي ممكن تجلبه السعادة، والاستجابات
+
+117
+00:08:50,490 --> 00:08:55,370
+اللي بتعمل له نوع من الألم، زي مثلاً قفل الباب، فهو مجرد
+
+118
+00:08:55,370 --> 00:08:59,110
+ما يشوف المفتاح بيعرف أنه الباب الآن مثلاً هينقفل
+
+119
+00:08:59,110 --> 00:09:02,350
+ومش هيخرج، فبالتالي الآن بتكون عنده استجابة سلبية
+
+120
+00:09:02,350 --> 00:09:06,070
+في هذا الإطار. فالآن بدأ الطفل يكبر شوية ويفهم هذه
+
+121
+00:09:06,070 --> 00:09:11,110
+الحركات والاستجابات، بيصل إلى مرحلة الربط الحركي،
+
+122
+00:09:11,110 --> 00:09:13,770
+ماذا تعني بالربط الحركي؟ الربط بين الأشياء
+
+123
+00:09:13,770 --> 00:09:17,110
+واستخداماتها الحركية. يعني أنه نفس الدرجة الثانية
+
+124
+00:09:17,110 --> 00:09:22,410
+بس عدة حركات، مش مثل، مثل واستجابة واحدة، عدة مثيرات
+
+125
+00:09:22,410 --> 00:09:26,300
+واستجابات لنفس الأشياء. ممتاز، يعني إن هو بيربط بين
+
+126
+00:09:26,300 --> 00:09:29,500
+الأشياء وكيفية استخداماتها، بيعرف إن الريموت هذا
+
+127
+00:09:29,500 --> 00:09:34,360
+للتلفزيون، مفتاح باب، آه، والمفتاح للباب، بيعرف
+
+128
+00:09:34,360 --> 00:09:39,000
+أنه مثلاً الجوال هذا بيستخدم مثلاً في الألعاب وكذا،
+
+129
+00:09:39,000 --> 00:09:42,540
+فهو الآن بيصير يربط بين كيفية استخدام الأشياء،
+
+130
+00:09:42,540 --> 00:09:46,850
+بتلاحظي إنه في المرحلة هذه لما الطفل يبدأ يمشي، بيحاول
+
+131
+00:09:46,850 --> 00:09:49,890
+إن هو يتعرف على كثير من الأشياء، يضربها في الأرض،
+
+132
+00:09:49,890 --> 00:09:53,110
+يحاول يشوف كيف بتحدث صوت، يحاول إنه يشوف كيف هي
+
+133
+00:09:53,110 --> 00:09:57,450
+تستخدم، لو شاف زر معين مثلاً أحمر، فبيحاول إن هو
+
+134
+00:09:57,450 --> 00:10:00,670
+يشغله، يشوف كيف...إيش...إيش اللي ممكن ينتج عن هذه
+
+135
+00:10:00,670 --> 00:10:05,550
+الحركة. زي مثلاً زر الميكروويف أو كذا أو زر التلفزيون
+
+136
+00:10:05,550 --> 00:10:09,270
+فهو بيحاول أنه يستخدم هذه الأشياء بصورة كبيرة جداً
+
+137
+00:10:09,270 --> 00:10:13,530
+طبعاً في هذه المرحلة يعني الطفل بيغرق في استخدامات
+
+138
+00:10:13,530 --> 00:10:16,430
+اللي هي الآلات والأدوات، يعني لو شاف مثلاً أبوه في
+
+139
+00:10:16,430 --> 00:10:21,010
+البيت بيمسك مفك، زرادية، أي حاجة كماشة، فبتلاقي أن
+
+140
+00:10:21,010 --> 00:10:25,570
+هو بيغرق باستخدام هذه الآلات بصورة كبيرة جداً، لأنه
+
+141
+00:10:25,570 --> 00:10:29,150
+بيلاقي أنها لها استخدامات مختلفة، وبالتالي هو بيحب
+
+142
+00:10:29,150 --> 00:10:32,630
+جداً في هذه المرحلة اللي هي الاستخدامات للآلات. كمان
+
+143
+00:10:32,630 --> 00:10:35,570
+بيحاول إنه يمسكها، بيحاول إنه يمسك القلم يكتب،
+
+144
+00:10:35,570 --> 00:10:38,030
+بيحاول إنه يخربش، بيحاول إنه يكتب على الحائط،
+
+145
+00:10:38,030 --> 00:10:41,930
+بيحاول إنه يعمل أي حركات بحيث أنه يعبر عن قدرته في
+
+146
+00:10:41,930 --> 00:10:48,870
+استخدام القلم. مرحلة الربط اللفظي، يتعلم الربط
+
+147
+00:10:48,870 --> 00:10:52,690
+اللفظي، يتعلم في...يعني تكوين الجمل والكلمات من
+
+148
+00:10:52,690 --> 00:10:56,210
+خلال ما...ما بيتعلمه، يعني كلمة أو اللي بيشوف كلمة
+
+149
+00:10:56,210 --> 00:11:00,930
+مثلاً دي، دلوقتي يوم، كلمة...كلمة، بيصير يكوّن جمل
+
+150
+00:11:00,930 --> 00:11:04,750
+وجمل، وبيصير يتحدث ويعبر باللغة، بيصير يعبر، في
+
+151
+00:11:04,750 --> 00:11:08,690
+مرحلة الربط الحركي، اللغة غير ظاهرة بصورة كبيرة
+
+152
+00:11:08,690 --> 00:11:11,950
+عند الطفل. يعني لو سألتي مثلاً وين بابا؟ بقول لك بابا
+
+153
+00:11:11,950 --> 00:11:15,710
+في الشغل، يعطيكي كلمات مفردة، ما بيعطيكيش
+
+154
+00:11:15,710 --> 00:11:18,650
+عبارة، لكن في مرحلة الربط اللفظي لأ، بيصير يقول لك
+
+155
+00:11:18,650 --> 00:11:22,170
+إن ماما مثلاً راحت هنا، بابا راح الشغل، بيصير
+
+156
+00:11:22,170 --> 00:11:27,490
+يعطيكي عبارة، جملة مفيدة، وبيصير ثرثار، بيصير يحكي
+
+157
+00:11:27,490 --> 00:11:32,120
+كثير. بيصير يستخدم مهاراته في اللغة، بيصير يسأل،
+
+158
+00:11:32,120 --> 00:11:34,900
+بيصير يستفسر، بيصير هو يتكلم، وبتلاقي أن هو
+
+159
+00:11:34,900 --> 00:11:39,160
+بيجمع الأشياء بطريقته، مثلاً بيقول مثلاً اللون،
+
+160
+00:11:39,160 --> 00:11:42,180
+الألوان، فبيصير مثلاً يقول لك ألوانات مثلاً أو كذا،
+
+161
+00:11:42,180 --> 00:11:45,900
+بيصير يعطيكي هو لغة بأسلوبه الخاص وبطريقته الخاصة.
+
+162
+00:11:45,900 --> 00:11:49,520
+مرحلة جميلة جداً، تبدأ تظهر فيها اللغة على الطفل، و
+
+163
+00:11:49,520 --> 00:11:52,940
+بتبدأ تظهر مهاراته، بيحاول أن هو يستفيد من قدرات
+
+164
+00:11:52,940 --> 00:11:55,940
+الكبار وأن هو يتكلم زيهم. وبتلاقي أنه بيحكي كم
+
+165
+00:11:55,940 --> 00:12:02,290
+كبير، Okay أكثر من الكبار بيحكوا. بيحبوا طبعاً، ليش؟
+
+166
+00:12:02,290 --> 00:12:05,570
+لأنه هلاقى إنها هذه مهارة هي ظهرت عنده، زي ما هو ببدأ
+
+167
+00:12:05,570 --> 00:12:08,990
+يتعلم المشي، فبيصير طول الوقت يوقف ويقع ويمشي، و
+
+168
+00:12:08,990 --> 00:12:12,670
+يعود ويقوم، يوقف ويمشي. فهو الآن بيكون يعني سعيد
+
+223
+00:15:33,210 --> 00:15:36,630
+فهنقيته بيصير يسأل مثلاً، بيصير الطفل يسأل، وبيصير
+
+224
+00:15:36,630 --> 00:15:40,830
+يفكر، ففي عمليات تفكير من الجزء إلى الكل، فهو مثلاً
+
+225
+00:15:40,830 --> 00:15:44,290
+ممكن أن يقول له الكباية سخنة مثلاً، فالآن هو بده
+
+226
+00:15:44,290 --> 00:15:47,230
+يفهم أن كل الكبايات لما ينحط فيهم حاجة سخنة هي
+
+227
+00:15:47,230 --> 00:15:52,010
+هتصير ساخنة، فهو بيقدر يوصل من جزء إلى الكل، بيقدر
+
+228
+00:15:52,010 --> 00:15:55,310
+يفكر هذه الفكرة، بعدين بيصير يسأل عن ما هي الأشياء
+
+229
+00:15:56,510 --> 00:15:59,770
+يعني مثلاً كمان هذه المرحلة بيقولي هذه المرحلة فيها
+
+230
+00:15:59,770 --> 00:16:03,790
+أسئلة الطفل الصعبة، يعني بتقولي له أنت لازم تعمل
+
+231
+00:16:03,790 --> 00:16:07,030
+هيك علشان ربنا يعطيك ولك ف.. فتصير يسألك أسئلة
+
+232
+00:16:07,030 --> 00:16:10,430
+وين الجنة؟ وين النار؟ وين الله؟ وكيف احنا
+
+233
+00:16:10,430 --> 00:16:12,830
+انخلقنا؟ وكيف أنا جيت على هذه الدنيا؟ وكيف ولدت؟
+
+234
+00:16:12,830 --> 00:16:16,830
+وكيف روحته؟ فالآن هذه مرحلة أسئلة الطفل الصعبة، أن
+
+235
+00:16:16,830 --> 00:16:21,110
+هو بيحاول يفهم ما هي الأشياء، لأنه بيحاول يكون صور
+
+236
+00:16:21,110 --> 00:16:25,480
+ذهنية عن الأشياء، يعني في أشياء بتكون مهمة جداً في
+
+237
+00:16:25,480 --> 00:16:29,000
+هذه المرحلة، مرحلة التكوين المفهوم، بعض الأمهات
+
+238
+00:16:29,000 --> 00:16:32,820
+اللي تيجي بتقول له: أنت لازم تروح تصلي مع بابا، ليش؟
+
+239
+00:16:32,820 --> 00:16:35,840
+مثلاً ماتقولهاش: عشان الله يحبنا، وأن احنا مثلاً لازم
+
+240
+00:16:35,840 --> 00:16:38,180
+أن احنا نعمل... الله أعطانا عينين ويدين، واحنا
+
+241
+00:16:38,180 --> 00:16:41,780
+بنقدر نمشي وكذا، لأ، بتقول له: ربنا هيعمل نار كبيرة، وال
+
+242
+00:16:41,780 --> 00:16:44,400
+لي مش هيصلي هيقع في هذه النار، وهتنحرق إيديه، و
+
+243
+00:16:44,400 --> 00:16:48,780
+هتنحرق رجليه، الآن هو إيش هيصير؟ الآن هو... بيصير
+
+244
+00:16:48,780 --> 00:16:51,760
+يعني لما يروح يصلي... يصلي بدافع الخوف، وليس بداف
+
+245
+00:16:53,340 --> 00:16:56,320
+فالآن هو دائماً بيصير يحلم بالنار، وبالخوف، و
+
+246
+00:16:56,320 --> 00:16:59,580
+بالأشياء هذه، بتصير أن احنا بنركز على العقابات أكثر
+
+247
+00:16:59,580 --> 00:17:04,780
+ما بنركز على الجزاءات، فبنكون مفاهيم خاطئة عند الأطفال،
+
+248
+00:17:04,780 --> 00:17:07,680
+فبنخليهم يهربوا من الأشياء، بدك تروح على المدرسة؟
+
+249
+00:17:07,680 --> 00:17:11,240
+الناذرة بتدربك، وبتعمل، وبتعمل، وبتسوي، لأ، يعني
+
+250
+00:17:11,240 --> 00:17:13,660
+خلّيه يروح على المدرسة، خلّيه يحب المدرسة، مش
+
+251
+00:17:13,660 --> 00:17:17,120
+ما يفهمش من المدرسة إلا العقاب اللي في المدرسة،
+
+252
+00:17:17,120 --> 00:17:20,000
+وما يفهمش من الإيمان والإسلام والأشياء هذه إلا
+
+253
+00:17:20,000 --> 00:17:22,960
+العقاب والنار، في أشياء كثيرة لازم تركزي عليها
+
+254
+00:17:22,960 --> 00:17:27,900
+قبل ما توصلي إلى آخر المطاف اللي هو إنه يكون عقاب
+
+255
+00:17:27,900 --> 00:17:31,200
+شديد في هذا الإطار، وبالتالي هنا بناء المفاهيم لازم
+
+256
+00:17:31,200 --> 00:17:33,780
+يكون يعني هنا مهم جداً، أنا ما بنقولش إن احنا نتوسع
+
+257
+00:17:33,780 --> 00:17:37,260
+مع الأطفال في المفهوم وكأنه متخصص، لكن بنعطيه المفهوم
+
+258
+00:17:37,260 --> 00:17:41,450
+في مستوى قدراته العقلية، لكن بنركز على الجوانب
+
+259
+00:17:41,450 --> 00:17:44,730
+الإيجابية في المفهوم، هذا شيء أساسي، أن أنا أركز
+
+260
+00:17:44,730 --> 00:17:47,990
+على الجانب الإيجابي الجميل في الإيمان، الجميل في
+
+261
+00:17:47,990 --> 00:17:51,230
+الإيمان أن احنا... الله سبحانه وتعالى بأنعم علينا، و
+
+262
+00:17:51,230 --> 00:17:54,790
+أعطانا، وسوف يعطينا، وسوف يرضى علينا، وبنبدأ أن
+
+263
+00:17:54,790 --> 00:17:58,660
+احنا نعطيله أشياء إيجابية، وإن أنت ربنا هيخليك تكبر،
+
+264
+00:17:58,660 --> 00:18:01,860
+وهتصير دكتور، وهتصير كذا، وهيصير عندك كذا، والآن
+
+265
+00:18:01,860 --> 00:18:05,880
+أنا ببدأ أعطيه أشياء، علشان هو بعد ذلك يصير عنده
+
+266
+00:18:05,880 --> 00:18:09,680
+علاقة حب بينه وبين الله، مش علاقة من الإيمان مبنية
+
+267
+00:18:09,680 --> 00:18:13,900
+على الخوف، الخوف بيعطي أشياء أخرى، بعد ذلك بيصير فيه
+
+268
+00:18:13,900 --> 00:18:17,300
+تمرض، وبيترك هذه العلاقة، وبالتالي هنا في مرحلة
+
+269
+00:18:17,300 --> 00:18:21,200
+اللي هي بناء المفهوم، لازم نحاول نخليه يكون صورة
+
+270
+00:18:21,200 --> 00:18:24,520
+ذهنية إيجابية عن الأشياء، وبنعطيه الأشياء
+
+271
+00:18:24,520 --> 00:18:31,830
+بمسمياتها الصحيحة، مرحلة التعلم المبادئ والقواعد في
+
+272
+00:18:31,830 --> 00:18:37,450
+هذه المرحلة يتم بعد تعلم المبادئ، يتم هو ربّ بين
+
+273
+00:18:37,450 --> 00:18:41,310
+مرحومين أو أكثر، وبناء المبادئ والقوانين والتعليمات
+
+274
+00:18:41,310 --> 00:18:44,790
+المختلفة، ممتاز جداً، احنا قبل ذلك قلنا لما الطفل يحاول
+
+275
+00:18:44,790 --> 00:18:48,890
+أن هو يعمل عملية شرائية، فهو بيكون اتعلم مبدأ
+
+276
+00:18:48,890 --> 00:18:53,000
+الجمع ومبدأ الطرح، يعني أنت لو قَسَّمْتِي شكل، وراح شاري
+
+277
+00:18:53,000 --> 00:18:57,140
+اللي هو كيس شيبس بنص شكل، ورجع وقال للبيع بدي بقية
+
+278
+00:18:57,140 --> 00:19:02,740
+الشكل، فالآن هو اتعلم قاعدة، اتعلم مبدأ، على إنه هذا
+
+279
+00:19:02,740 --> 00:19:07,080
+الشكل بيتكون من جزئين، والوحدة هذه اللي شراها هي
+
+280
+00:19:07,080 --> 00:19:10,540
+نص اللي هي هذا الشكل، وبالتالي هو بيستعيدها، الآن
+
+281
+00:19:10,540 --> 00:19:14,830
+هذا مبدأ، كمان من المبادئ اللي هو بنعلمها إياه، يعني
+
+282
+00:19:14,830 --> 00:19:17,790
+غير مبادئ اللي هي الرياضيات، ومبادئ الجمع والقسمة
+
+283
+00:19:17,790 --> 00:19:21,590
+والضرب، بنعلمه مبادئها، دعيب، هذا حرام، هذا كذا، هذا
+
+284
+00:19:21,590 --> 00:19:25,110
+كذا، لازم تقعد كويس، لازم تتكلم مع الناس هيك، لازم ت...
+
+285
+00:19:25,110 --> 00:19:28,870
+... وبالتالي الآن بيصير ياخد مجموعة من القواعد، ومن
+
+286
+00:19:28,870 --> 00:19:31,650
+اللي هي المبادئ اللي هي بتوجه مسيرته في الحياة،
+
+287
+00:19:31,650 --> 00:19:35,510
+وبرضه هو بيكون دخل في إطار عملية تعليمية، وبدأ
+
+288
+00:19:35,510 --> 00:19:38,670
+يتعلم كتير من المبادئ والقواعد في اللغة، في
+
+289
+00:19:38,670 --> 00:19:41,870
+الرياضيات، في ال... في الأخلاقيات، في التربية
+
+290
+00:19:41,870 --> 00:19:44,870
+الإسلامية، وبالتالي بدأ يتعلم، يعني هنا الآن دخل
+
+291
+00:19:44,870 --> 00:19:48,510
+الطفل للمدرسة، بدأ ياخد المفاهيم، ما هي المفاهيم؟
+
+292
+00:19:48,510 --> 00:19:52,670
+الكلمة، والحرف، والأشياء، وبدأ أن هو ياخد عمليات، و
+
+293
+00:19:52,670 --> 00:19:57,090
+عمليات بدأت تصير نوعاً ما معقدة في هذا الإطار، آخر
+
+294
+00:19:57,090 --> 00:20:02,490
+مرحلة اللي هي حل المشكلة، يعني هنا يستخدم المفاهيم
+
+295
+00:20:02,490 --> 00:20:07,510
+في حياتهم، بأجل الوصول إلى الحل، أو حل مشكلة معينة،
+
+296
+00:20:07,510 --> 00:20:12,070
+وخلى المرحلة بتكون قمة التعلم، عن جانية... قمة التعلم
+
+297
+00:20:12,070 --> 00:20:15,350
+عن جانية قدرة الفرد على حل المشكلة، كل اللي تعلمه
+
+298
+00:20:15,350 --> 00:20:20,470
+السابق، اللي هو بدأ من اللي هو التعلم بالإشارة، ثم
+
+299
+00:20:20,470 --> 00:20:24,290
+المثير والاستجابة، ثم حتى وصل لتعلم المفهوم والمبدأ،
+
+300
+00:20:24,290 --> 00:20:28,650
+وكذا، كل هذه تعتبر بالنسبة له تعلم سابق أساسي، حتى
+
+301
+00:20:28,650 --> 00:20:32,590
+يساعدوا لحل المشكلة، بعد ذلك كل شيء بيواجه الإنسان
+
+302
+00:20:32,590 --> 00:20:36,630
+هو عبارة عن مشكلة، طالب ما يعرفش يقرأ ويكتب، اتعلم
+
+303
+00:20:36,630 --> 00:20:39,610
+يقرأ ويكتب، حل المشكلة، ما يعرفش إيش هي مكونات
+
+304
+00:20:39,610 --> 00:20:42,790
+الذرة، اتعلم إيش هي مكونات الذرة، فحل المشكلة،
+
+305
+00:20:42,790 --> 00:20:46,590
+ما يعرفش عمليات جمع أو قسمة أو ضرب أو كذا، اتعلم هذه
+
+306
+00:20:46,590 --> 00:20:49,850
+العمليات، فهو بالنسبة له حل المشكلة، الآن كل
+
+307
+00:20:49,850 --> 00:20:53,370
+العمليات اللي بعد ذلك بتعتمد على تراكمية الفهم
+
+308
+00:20:53,370 --> 00:20:56,810
+اللي احنا رسمناها قبل شوية، أن احنا بنعطى للطفل
+
+309
+00:20:56,810 --> 00:21:00,940
+خبرات بسيطة، الخبرات هذه بعد ذلك بنساعده عشان يتعلم
+
+310
+00:21:00,940 --> 00:21:04,860
+خبرات أكثر تعقيداً، على خبرات أكثر تعقيداً، وبتزيد
+
+311
+00:21:04,860 --> 00:21:08,220
+العملية مع الطفل، هنا كان الطفل في صف أول، في صف
+
+312
+00:21:08,220 --> 00:21:11,480
+ثاني، أخد معرفة، في صف ثالث، في صف رابع، حتى يصل أن
+
+313
+00:21:11,480 --> 00:21:15,200
+يكون في عنده قاعدة معرفية كبيرة، كل مرة هذه القاعدة
+
+314
+00:21:15,200 --> 00:21:18,340
+المعرفية بتساعده على أنه يتعلم تعلم أَعْقَدَ، وبالتالي
+
+315
+00:21:18,340 --> 00:21:22,280
+هنا كل صف بيكون أكثر المعرفة فيه تعقيداً، بس كيف
+
+316
+00:21:22,280 --> 00:21:26,090
+بيقدر يمشي؟ لأن هو بالأصل انبنى أسساً على هذا الشيء،
+
+317
+00:21:26,090 --> 00:21:29,830
+وبالتالي أصبحت الخبرة تراكمية، يبقى احنا شفنا الآن
+
+318
+00:21:29,830 --> 00:21:33,150
+أن كيف عملية التعلم عند جانية أفادت جداً في بناء
+
+319
+00:21:33,150 --> 00:21:36,930
+المناهج، أن احنا بنبني المناهج بحيث أن هذه تكون
+
+320
+00:21:36,930 --> 00:21:41,670
+المناهج تراكمية، من البسيط إلى المعقد، كل معلومة
+
+321
+00:21:41,670 --> 00:21:45,950
+لازم يكون فيها أساس وبناء في المنهج، حتى نحافظ على
+
+322
+00:21:45,950 --> 00:21:50,370
+تراكمية المنهج، واستفدنا أيضاً من نظرية بياجيه، أن
+
+323
+00:21:50,370 --> 00:21:53,850
+احنا حافظنا على مستويات النضج العقلي، ما بنوجهش
+
+324
+00:21:53,850 --> 00:21:58,110
+الطالب بأشياء تكون مجردة، في مرحلة هو مش قادر فيها
+
+325
+00:21:58,110 --> 00:22:01,730
+على التفكير المجرد، ولكن عملية التعلم بتصير من وجهة
+
+326
+00:22:01,730 --> 00:22:07,630
+نظر بياجيه، عملية من المحسوس إلى المجرد، يعني هنا
+
+327
+00:22:07,630 --> 00:22:11,590
+لما بنتكلم عن بياجيه، فبنقول إنه بياجيه أعطانا تعلم
+
+328
+00:22:11,590 --> 00:22:17,450
+من المحسوس للمجرد، أما جانية أعطانا من البسيط إلى
+
+329
+00:22:17,450 --> 00:22:18,410
+المعقد، أي نعم.
+
+330
+00:22:30,250 --> 00:22:38,150
+الآن، النظرية بيجيه، نظرية جان بياجيه، في نظرية أيضاً
+
+331
+00:22:38,150 --> 00:22:42,310
+لِـنظرية أوسبل، وفي نظرية برونر، مجموعة كبيرة من
+
+332
+00:22:42,310 --> 00:22:48,840
+النظريات اجتمعت مع بعضها البعض، وعلماؤها خرجوا بما
+
+333
+00:22:48,840 --> 00:22:53,380
+يسمى بالنظرية البنائية، والآن البنائية تعتبر يعني
+
+334
+00:22:53,380 --> 00:22:59,080
+أكبر نظرية في إطار عملية التعليم، لأنها بتضم كل
+
+335
+00:22:59,080 --> 00:23:03,100
+النظريات هذه تحتها، يعني كل أفكار بيجيه، كل أفكار
+
+336
+00:23:03,100 --> 00:23:07,320
+جانية بتيجي تحت النظرية البنائية، أفكار برونر، الـ
+
+337
+00:23:07,320 --> 00:23:12,390
+برونر في التربية بيسموه أبو الاكتشاف، البرونر
+
+338
+00:23:12,390 --> 00:23:16,850
+بيسموه أبو الاكتشاف، هو اللي بيقول لي إنه لازم الطفل
+
+339
+00:23:16,850 --> 00:23:21,750
+يكتشف بنفسه، صاحب اللي هو الفكرة الأساسية، اللي
+
+340
+00:23:21,750 --> 00:23:25,390
+هي... بتقول: لابد أن احنا إذا قررت أن تعلمه العوم، لابد
+
+341
+00:23:25,390 --> 00:23:30,670
+أن تقذفه في بركة ماء، ما ينفعش أعلّمه العوم وهو قاعد
+
+342
+00:23:30,670 --> 00:23:36,120
+في منطقة يابسة، ما ينفعش، بده يتعلم العوم لازم يكون
+
+343
+00:23:36,120 --> 00:23:39,680
+داخل بركة المياه، المثل الصيني إيش بيقول؟ بدل أن
+
+344
+00:23:39,680 --> 00:23:44,880
+أطعمك كل يوم سمكة، علمني كيف أصطاد، أي نعم،
+
+345
+00:23:44,880 --> 00:23:48,260
+وبالتالي احنا... يعني لازم احنا نتعلم ما هو الشيء،
+
+346
+00:23:48,260 --> 00:23:51,760
+يعني مش أن احنا نأخذ المعرفة، يعني المدرس ما يُعَلِّمْش
+
+347
+00:23:51,760 --> 00:23:56,820
+الطالب المسألة، ولكن يُعَلِّمه طريقة حل المسألة، يعني مش
+
+348
+00:23:56,820 --> 00:24:00,420
+من الصواب أن أنا أحل المسألة للطالب، وأخليه يحفظها،
+
+349
+00:24:00,420 --> 00:24:05,160
+لكن أنا بعلمه مهارة الحل، فهو بعد ذلك بيحل أي مسألة،
+
+350
+00:24:05,160 --> 00:24:08,520
+هذا هو الأساس في أفكار برونر، اللي قائمة على
+
+351
+00:24:08,520 --> 00:24:12,240
+الاكتشاف، عندنا أيضاً من الأفكار اللي قائمة على
+
+352
+00:24:12,240 --> 00:24:16,100
+البنائية، اللي هي أفكار أوسبل، أوسبل عنده نظرية في
+
+353
+00:24:16,100 --> 00:24:21,080
+الاحتواء، الاحتواء بيقول إنه عملية دمج بين الخبرات
+
+354
+00:24:21,080 --> 00:24:25,780
+السابقة والخبرات الجديدة، حتى نصل إلى تعلم ذي معنى،
+
+355
+00:24:27,350 --> 00:24:32,290
+إيش التعلم ذي المعنى؟ هو تعلم يربط بعلاقات واضحة
+
+356
+00:24:32,290 --> 00:24:37,650
+بين التعلم السابق والتعلم الجديد، هذه كلها أفكار
+
+357
+00:24:37,650 --> 00:24:42,670
+الآن هنقشها في البنائية، فبيقول إن العالم جان بياجيه
+
+358
+00:24:42,670 --> 00:24:46,450
+واضع اللبنات الأولى للبنائية، بالمشاركة مع
+
+359
+00:24:46,450 --> 00:24:52,800
+برونر وأوسبل وجانية، تَفترض البنائية أن الأفراد
+
+360
+00:24:52,800 --> 00:24:56,840
+أثناء عملية التعليم، يطوروا وبصورة نسبية، أنماط من
+
+361
+00:24:56,840 --> 00:25:01,280
+المعتقدات، تندمج في بيئات في بنياتهم المعرفية، ومن
+
+362
+00:25:01,280 --> 00:25:04,980
+الممكن أن يتعرض فردان لنفس الأحداث، إلا أن كلًا
+
+363
+00:25:04,980 --> 00:25:10,240
+منهم قد يدركها ويفسرها بطرق مختلفة، في ذلك على
+
+364
+00:25:10,240 --> 00:25:13,820
+معرفة الشخصية ومعتقداته السابقة، يعني الآن كل
+
+365
+00:25:13,820 --> 00:25:17,910
+اللي موجودين عندي في المحاضرة، هل كلكم بتطلعوا في
+
+366
+00:25:17,910 --> 00:25:23,470
+النهاية بنفس الحصيلة العلمية من المحاضرة؟ لأ، يبقى
+
+367
+00:25:23,470 --> 00:25:28,170
+كل واحدة فيكم بتطور بنية معرفية، بناءً على خبرتها
+
+368
+00:25:28,170 --> 00:25:33,050
+السابقة، بناءً على مدى فهمها للمعلومات الجديدة، بتطلع
+
+369
+00:25:33,050 --> 00:25:38,510
+في بناء معرفي معين، في طالبة كان عندها اهتمام، بأنها
+
+370
+00:25:38,510 --> 00:25:42,590
+تنتبه لكل جزئية في المحاضرة، ورمّزت أكثر من 80% من
+
+371
+00:25:42,590 --> 00:25:46,310
+المعلومات، في طالبة ما قدرتتش تتواصل مع هذه الأشياء،
+
+372
+00:25:46,310 --> 00:25:51,270
+فكانت حصيلتها 50%، في ممكن تكون حصيلتها 20%، ما
+
+373
+00:25:51,270 --> 00:25:56,620
+كانتش عندها هذه الدرجة من الانتباه، ومن
+
+374
+00:25:56,620 --> 00:25:59,360
+التركيز، بحيث أنها تربطها مع قدراتها وخبراتها
+
+375
+00:25:59,360 --> 00:26:02,800
+العقلية، وبالتالي لسه هي لما تيجي يوم الامتحان،
+
+376
+00:26:02,800 --> 00:26:07,480
+تطلع تلاقي كأنها المعرفة دي لأول مرة بتشوفها، لسه
+
+377
+00:26:07,480 --> 00:26:10,820
+بدها تقرأها، وبدها تفهمها، وبدها... لسه بدها تبذل
+
+378
+00:26:10,820 --> 00:26:15,520
+عليها جهد، عشان تحللها وتدرسها، عشان بعد ذلك لسه تبدأ
+
+379
+00:26:15,520 --> 00:26:19,040
+اللي هي عملية المراجعة النهائية للامتحان، في طالبة
+
+380
+00:26:19,040 --> 00:26:21,920
+لأ، هي خلاص فهمتها، الآن تبدأ يوم الامتحان مراجعة
+
+381
+00:26:21,920 --> 00:26:26,980
+نهائية للاختبار، يبقى هنا تختلف أنماط تطوير اللي هي
+
+382
+00:26:26,980 --> 00:26:31,760
+المعتقدات والأفكار، على حسب خبرات الفرد السابقة،
+
+383
+00:26:31,760 --> 00:26:36,200
+وكيفية تعامله مع هذه الخبرات، هذا افتراض للنظرية
+
+384
+00:26:36,200 --> 00:26:37,440
+البنائية.
+
+385
+00:26:39,480 --> 00:26:42,760
+طبعاً بتقوم النظرية البنائية على مجموعة من الأفكار،
+
+386
+00:26:42,760 --> 00:26:45,540
+والمعلومات اللي بتعرض إليها الفرد، حتى يتوصل إلى
+
+387
+00:26:45,540 --> 00:26:50,540
+معلومات جديدة، من هذه الأسس وال
+
+445
+00:30:48,240 --> 00:30:51,480
+التفاعل المحمض، وكانوا أكثر منها أو إضافة مما
+
+446
+00:30:51,480 --> 00:30:53,860
+ممكن تعملوا معهم، هذا دور الاستفادة. طب في توضيح
+
+447
+00:30:53,860 --> 00:31:01,790
+ثاني؟ مكان اجتماعي؟ تبادل الخبرة. يبقى الآن احنا
+
+448
+00:31:01,790 --> 00:31:05,510
+في الـ ... في الموضوع الواحد نقشنا أربع أو خمس قراءات
+
+449
+00:31:05,510 --> 00:31:11,610
+وبالتالي احنا بدأنا نتفاوض على المفهوم. هذا معنى
+
+450
+00:31:11,610 --> 00:31:14,310
+التفاوض الاجتماعي، يعني احنا لما بنيجي بنتفاوض على
+
+451
+00:31:14,310 --> 00:31:18,810
+حاجة، يعني بنيجي مثلا بنشرح أي معلومة، فاحنا بدنا
+
+452
+00:31:18,810 --> 00:31:23,650
+نقول التعلم كم؟ ايش معنى التعلم كم؟ فطالبة بتقول لك
+
+453
+00:31:23,650 --> 00:31:26,130
+مثلا إنه الخبرات السابقة، طالبة بتقول لك لأ إنه من
+
+454
+00:31:26,130 --> 00:31:29,770
+البسيط للمعقد، الآن هذا التفاوض اللي بيحصل، هذا
+
+455
+00:31:29,770 --> 00:31:34,300
+بيعمل على تكامل المعلومات. لأن أنتو خمس طالبات، كل
+
+456
+00:31:34,300 --> 00:31:37,200
+واحدة فيكن فهمت المفهوم بطريقة معينة، لما احنا
+
+457
+00:31:37,200 --> 00:31:41,900
+نتناقش في المفهوم نفسه، بنعمل على تكامل المفهوم،
+
+458
+00:31:41,900 --> 00:31:46,440
+فنفهم المفهوم من عدة وجهات نظر، وبالتالي بنقدر
+
+459
+00:31:46,440 --> 00:31:50,840
+... كمان ممكن أكون أنا في جزء من المفهوم يخطئ، فلما
+
+460
+00:31:50,840 --> 00:31:54,980
+بتفاوضي مع زميلاتي، بأعدل من المفهوم، زي اللي بيحصل
+
+461
+00:31:54,980 --> 00:31:58,850
+مرات قبل الامتحان. قبل الامتحان تيجي بتناقشي زميلتك،
+
+462
+00:31:58,850 --> 00:32:00,710
+بتقولي لها: شوفي هذا السؤال هذا، بيقول لك لأ لأ لأ هذا
+
+463
+00:32:00,710 --> 00:32:03,750
+مش هيك، هذا هيك. الآن أنت بتكوني فاهمة أن حل السؤال
+
+464
+00:32:03,750 --> 00:32:07,420
+هذا كان؟ بهذه الصورة، لكن بعد ما اتفاوضتي أنت و
+
+465
+00:32:07,420 --> 00:32:12,060
+زميلاتك، غيرتي من وجهة نظرك، و اقتنعتي من وجهة
+
+466
+00:32:12,060 --> 00:32:16,260
+نظرهم، الآن حصل فيه تعديل للمفهوم، تعديل للنموذج،
+
+467
+00:32:16,260 --> 00:32:19,600
+هذه طبعا شيء مهم جدا، بقول إنها عملية التعلم،
+
+468
+00:32:19,600 --> 00:32:23,540
+بتتعلمي إعادة بناء الفرد لمعرفته، يعني أنت بتقرأي
+
+469
+00:32:23,540 --> 00:32:28,940
+تمامًا، لكن وقتاش فعليًا بتعيدي بناء معرفتك بطريقة
+
+470
+00:32:28,940 --> 00:32:34,370
+صحيحة؟ لما بتناقشي مع الآخر، زي اللي بتحفظ القرآن. بتقعدي و
+
+471
+00:32:34,370 --> 00:32:38,510
+بتحطي القرآن وبتحفظي لحالك، و عدّيتي و سمعتي لحالك. قلبك
+
+472
+00:32:38,510 --> 00:32:43,030
+صاحبيتك: هاتي أسمع لك. اه، صارت ايش؟ صار في عندك خطأ
+
+473
+00:32:43,030 --> 00:32:49,890
+لما كنتي بتعيدي لحالك ما اكتشفتيش الخطأ، لكن لما صارت
+
+474
+00:32:49,890 --> 00:32:54,860
+زميلتك تسمع لك اه، صار فيها هي بتحدد لك ايش في عندك
+
+475
+00:32:54,860 --> 00:32:58,380
+أخطاء في الأحكام، في عندك أخطاء في الحركات، في
+
+476
+00:32:58,380 --> 00:33:02,360
+كلمات أنتِ نسيتيها، وبالتالي ما بنقدر نصحح معرفتنا
+
+477
+00:33:02,360 --> 00:33:06,560
+لوحدنا، يعني عملية التعلم عملية فيها وسط اجتماعي،
+
+478
+00:33:06,560 --> 00:33:10,740
+لازم يكون فيه مشاركة اجتماعية، وبالتالي عملية
+
+479
+00:33:10,740 --> 00:33:13,880
+التفاوض الاجتماعي، عملية اللي هي التحاور في
+
+480
+00:33:13,880 --> 00:33:18,320
+المعلومة مع الآخرين، عملية مهمة جدا، إن احنا لازم
+
+481
+00:33:18,320 --> 00:33:20,760
+نناقش المعلومة، مدى صحة المعلومة.
+
+482
+00:33:27,820 --> 00:33:32,160
+أيضًا عملية المعرفة القابلية ... القابلية للمتعلم
+
+483
+00:33:32,160 --> 00:33:36,180
+شرط أساسي حتى يحدث عملية، حتى يكون خبرات جديدة على
+
+484
+00:33:36,180 --> 00:33:40,120
+الخبرات السابقة. يعني يكون عنده خلفية للإشغال، يعني
+
+485
+00:33:40,120 --> 00:33:43,240
+... يعني أعطيه معنى جديدة عشان يكون على الخبرات
+
+486
+00:33:43,240 --> 00:33:47,840
+السابقة اللي هي عنده. تعلم دي معنى، معنى تعلم دي
+
+487
+00:33:47,840 --> 00:33:51,520
+معنى كلمة مهمة جدًا طبعًا هنا احنا بنتكلم عليها.
+
+488
+00:33:53,180 --> 00:33:56,720
+لأنه لما احنا بنقول إنه المعرفة القبلية شرط أساسي
+
+489
+00:33:56,720 --> 00:33:59,660
+لحدوث التعلم، دي المعنى، احنا قلنا إن Oswald من
+
+490
+00:33:59,660 --> 00:34:03,680
+منظري البنائية هو اللي ركز على التعلم دي المعنى،
+
+491
+00:34:03,680 --> 00:34:06,560
+ايش التعلم دي المعنى؟ إنه في عندي خبرات سابقة وفي
+
+492
+00:34:06,560 --> 00:34:10,520
+عندي خبرات جديدة، إذا قدرت أوجد علاقة بين الخبرة
+
+493
+00:34:10,520 --> 00:34:15,220
+السابقة والخبرة الجديدة وأدمجها في بنية العقلية،
+
+494
+00:34:15,220 --> 00:34:19,910
+فبتحصل عملية اسمها التعلم دي المعنى، اللي هي عملية
+
+495
+00:34:19,910 --> 00:34:23,570
+الاحتواء. إن أنا قدرت أحتوي الخبرات الجديدة مع
+
+496
+00:34:23,570 --> 00:34:27,490
+خبرات السابقة بحيث إن أنا عدّلت من خبراتي السابقة،
+
+497
+00:34:27,490 --> 00:34:31,310
+يعني بهذا الشكل إنه هيكون عندي اللي هو دماغ الإنسان
+
+498
+00:34:31,310 --> 00:34:36,110
+بيحتوي خبرات، وفيه عندي هنا خبرات جديدة، الآن بدأ
+
+499
+00:34:36,110 --> 00:34:40,650
+أعمل نوع من التشبيك بين الخبرة السابقة والخبرة
+
+500
+00:34:40,650 --> 00:34:44,350
+الجديدة بحيث إنه أصبحت، بعد اللي هي هذا الشيء، أصبحت
+
+501
+00:34:44,350 --> 00:34:50,820
+خبراتي أنا اللي في دماغي أوسع، أصبحت احتوت الخبرة
+
+502
+00:34:50,820 --> 00:34:53,640
+الجديدة، دخلت الخبرة الجديدة في البنية العقلية
+
+503
+00:34:53,640 --> 00:34:57,520
+تبعي، طورت من الخبرة تبعي، وبالتالي أصبح التعلم
+
+504
+00:34:57,520 --> 00:35:03,200
+له معنى، فيه معنى. فهمت، تطورت قدراتي العقلية، مش
+
+505
+00:35:03,200 --> 00:35:07,890
+إن هو تعلم جديد، لكنه برضه ما أضاف لي أي شيء. التعلم
+
+506
+00:35:07,890 --> 00:35:12,570
+الجديد لازم يعطيني معنى، في معلوماتي، يطور قدراتي،
+
+507
+00:35:12,570 --> 00:35:15,830
+يطور خبراتي في هذا الإطار، وبالتالي بنقول المعرفة
+
+508
+00:35:15,830 --> 00:35:19,590
+القبلية شرط أساسي للتعلم، هذا أساسي لكن لبناء تعلم
+
+509
+00:35:19,590 --> 00:35:26,370
+فيه معنى بيبنيه الفرد في ضوء خبراته السابقة. أيضًا
+
+510
+00:35:26,370 --> 00:35:31,070
+من المبادئ: الهدف
+
+511
+00:35:31,070 --> 00:35:33,690
+الأساسي من عملية التعلم هو إحداث كيفية، وإما
+
+512
+00:35:33,690 --> 00:35:38,400
+ضغوط، فيه ممارسة على خدمة المتعلم. ممتاز جدا، ايش
+
+513
+00:35:38,400 --> 00:35:46,880
+معنى الضغط المعرفي؟ متى بيحدث الضغط المعرفي؟
+
+514
+00:35:46,880 --> 00:35:50,480
+في عندي أنا الآن حاجة للمعرفة، في عندي حاجة سريعة
+
+515
+00:35:50,480 --> 00:35:54,620
+للوصول للمعرفة، في عندي ضغط معرفة، اللحظات اللي
+
+516
+00:35:54,620 --> 00:35:59,780
+أنت بتفكري فيها وأنت داخلة الامتحان. قد ايش عقلك بيكون
+
+517
+00:35:59,780 --> 00:36:02,920
+بيشتغل في لحظة الامتحان، أو الساعات اللي قبل
+
+518
+00:36:02,920 --> 00:36:05,920
+الامتحان. هلا لو أنا قلت لك: عندك امتحانك مثلا
+
+519
+00:36:05,920 --> 00:36:12,640
+الأساسيات يوم مثلا، قد ايش بتدرسي؟ طيب، الآن أنتِ قد ايش
+
+520
+00:36:12,640 --> 00:36:19,780
+بتدرسي من المادة؟ متى
+
+521
+00:36:19,780 --> 00:36:29,540
+طيب، لو اجيت أدرس يوم ستة وعشرين ساعة بالسبوع، لسه؟ مش
+
+522
+00:36:29,540 --> 00:36:37,020
+حاسّة فيه ضغط؟ طب ليلة الامتحان؟ و
+
+523
+00:36:37,020 --> 00:36:42,670
+قبل الامتحان بساعتين؟ مش استجاباتك بالمرة بتكون. الآن
+
+524
+00:36:42,670 --> 00:36:46,830
+عقلك ما بيشتغل إلا لما يكون تحت ضغط معرفي، لما يكون
+
+525
+00:36:46,830 --> 00:36:50,330
+فيه حاجة إنك أنت يعني تستجيبي لهذا الإطار، يعني
+
+526
+00:36:50,330 --> 00:36:55,290
+الهدف الجوهري إنه يحدث تكييف بين اللي هو بيتوازن
+
+527
+00:36:55,290 --> 00:36:58,250
+من عملية التعلم، بين الضغط المعرفي والممارسة عند
+
+528
+00:36:58,250 --> 00:37:01,790
+الخبرة، كيف بده يحدث هذا التكييف في هذا الجانب؟
+
+529
+00:37:01,790 --> 00:37:05,430
+الآن أنت بتقري، وأنت بتقرأ ايه؟ يعني ممكن أنا مش
+
+530
+00:37:05,430 --> 00:37:09,920
+لسه، أنا ما امتحنتش قريب، بقعد في الصفحة ساعة، نص ساعة، و
+
+531
+00:37:09,920 --> 00:37:13,700
+لسه ما قلبتش الصفحة، لكن لما إنه الآن أنا أصبح الوقت
+
+532
+00:37:13,700 --> 00:37:18,680
+عندي ضرورة، فعقلي بحاول يعمل نوع من التكييف، فبيصير
+
+533
+00:37:18,680 --> 00:37:23,130
+الصفحة هادي، بس بتطلع فيها هيك. بتلاقي أن كل قدراتي
+
+534
+00:37:23,130 --> 00:37:26,830
+وحواسي أصبحت واضحة، ومسخرة وكذا، وبحدد ايش هي
+
+535
+00:37:26,830 --> 00:37:29,630
+الأشياء الأساسية والمطلوبة، وبكتب بسرعة وكذا، و
+
+536
+00:37:29,630 --> 00:37:32,690
+بقلب واللي بعدها واللي بعدها، وبحاول أن أنا أقرأ
+
+537
+00:37:32,690 --> 00:37:36,590
+بسرعة، هذه عملية ضغط معرفي بتحدث عند الإنسان، يبقى
+
+538
+00:37:36,590 --> 00:37:39,890
+الآن الهدف الجوهري عند عملية التعلم إنه يقدر يحدث
+
+539
+00:37:39,890 --> 00:37:43,620
+تكييف. إذا أنت بدك تتعلمي، إن هو بده يحدث تكييف بين
+
+540
+00:37:43,620 --> 00:37:47,400
+اللي هو الضغط اللي حدث عندك، سواء حاجتك لحل المشكلة
+
+541
+00:37:47,400 --> 00:37:51,220
+معينة، أو حاجتك لاختبار أو كذا، وبين اللي هي
+
+542
+00:37:51,220 --> 00:37:54,980
+العملية والممارسة في الخبرة اللي هي موجودة عندك.
+
+543
+00:37:54,980 --> 00:37:59,140
+وبالتالي هنا بنلاقي إنه في حالة توتر، لما يكون في
+
+544
+00:37:59,140 --> 00:38:02,420
+عندك سؤال بدك تحليه وما انتش عارفة تحليه، فأنت في
+
+545
+00:38:02,420 --> 00:38:05,840
+حالة توتر، في حالة اضطراب، في ضغط، ما عرف عنك بدك
+
+546
+00:38:05,840 --> 00:38:10,660
+تعرفي، بدك تعرفي شيء معين، لازم إنك أنت بتكوني في حالة
+
+547
+00:38:10,660 --> 00:38:14,260
+هذا الضغط المعرفي اللي بيعملك. فأنتِ مارسي كتير من
+
+548
+00:38:14,260 --> 00:38:19,020
+الممارسات حتى تتخلصي من هذا الضغط. لو حسيتي إنك أنت
+
+549
+00:38:19,020 --> 00:38:22,340
+فهمتي وحليتي وكذا، خلاص، بترتاحي، بتصيري نوع من
+
+550
+00:38:22,340 --> 00:38:26,840
+الراحة عندك، لكن لو حسيتي إنك أنت لأ، مش قادرة تحلي،
+
+551
+00:38:26,840 --> 00:38:32,650
+لأ فيه عندك مشكلة، بتضلي في حالة توتر. ممكن يصير ضغط
+
+552
+00:38:32,650 --> 00:38:36,470
+معرفي لما نقرأ كلام جديد علينا و... و احنا مش
+
+553
+00:38:36,470 --> 00:38:41,630
+فاهمينه ونحاول نفهمه؟ ممكن أنتِ إذا واجهتي أي خبرة
+
+554
+00:38:41,630 --> 00:38:47,470
+وأنتِ مش قادرة تفهميها، مش قادرة تربطيها في بنيتك
+
+555
+00:38:47,470 --> 00:38:51,990
+العقلية، وحاسّة إنه هذه ... هذا ... هذا وقت أساسي لها
+
+556
+00:38:51,990 --> 00:38:57,230
+يبقى الآن أنتِ تحت ضغط معرفي. لابد إنك أنتِ تستوعبي،
+
+557
+00:38:57,230 --> 00:39:01,150
+لابد إنك أنتِ تقدري تتعاملي مع هذه المعرفة، على طول
+
+558
+00:39:01,150 --> 00:39:04,210
+احنا بنحس، يعني لما إن مثلا واحد بيشرح فكرة وأنا
+
+559
+00:39:04,210 --> 00:39:08,790
+مش قادرة أفهمها، ايش؟ فبتلاقي إن أنت كنتي وهو مثلا
+
+560
+00:39:08,790 --> 00:39:11,810
+خلال شرح الإنسان هذا، بيتكلم هذه الفكرة أو كذا، كنتي
+
+561
+00:39:11,810 --> 00:39:16,070
+مشغولة بعشرين شغلة مع هذه الفكرة. الآن ركزتي تمامًا،
+
+562
+00:39:16,070 --> 00:39:20,650
+انسحبتي من كلها وبدأتي تركز في هذه الفكرة، و
+
+563
+00:39:20,650 --> 00:39:24,950
+بدأتي تبذلي جهد علشان أنتِ تتوصلي لهذه المعلومة.
+
+564
+00:39:24,950 --> 00:39:27,950
+يعني ممكن يكون فكرة في التلفزيون، بتنشرح، واحد
+
+565
+00:39:27,950 --> 00:39:32,770
+قاعد بيشرح مبدأ معين، فروحت قلتي: بس بس بس، وروحت سكت
+
+566
+00:39:32,770 --> 00:39:36,710
+كل اللي حواليّ، وبدأتي تركز على ايش الكلام اللي
+
+567
+00:39:36,710 --> 00:39:41,290
+بينحكى، فأنت الآن واجهتي ضغط للمعرفة، فبتحاولي إنّه
+
+568
+00:39:41,290 --> 00:39:45,110
+تكون ممارساتك تعمل تواؤم مع هذا الضغط عشان تقدري
+
+569
+00:39:45,110 --> 00:39:49,450
+توصلي. لو أنتِ مثلا، اجا إن أنتِ عندك حدث ضغط معرفي
+
+570
+00:39:49,450 --> 00:39:55,830
+وما فيه عندك إمكانية للتواؤم، ايش بيصير؟ ضغط مشوش،
+
+571
+00:39:56,010 --> 00:39:59,050
+بيصير انهيار، يعني بعض الطالبات يعني بتجي في
+
+572
+00:39:59,050 --> 00:40:03,790
+الامتحان بتلاقيها بتصير ترجف وتبكي وتسهر وكذا،
+
+573
+00:40:03,790 --> 00:40:07,430
+بتصير حالتها حالة، الآن هي المفروض إنه هي بتواجه
+
+574
+00:40:07,430 --> 00:40:12,170
+مشكلة، أو إن هي مستعدة للاختبار، بس هي مش مستعدة
+
+575
+00:40:12,170 --> 00:40:16,350
+استعداد كامل للاختبار، مجرد ما شافت ورقة الاختبار
+
+576
+00:40:16,350 --> 00:40:20,350
+وشافت بعض المفاهيم اللي هي مش عارفاها، وما فيش
+
+577
+00:40:20,350 --> 00:40:24,910
+عندها وقت يساعدها على عملية التكييف، فبيصير عندها
+
+578
+00:40:24,910 --> 00:40:29,710
+انهيار. فبتصير تبكي وتنهار وكذا. لو هديت بعد ذلك
+
+579
+00:40:29,710 --> 00:40:32,770
+ممكن إنها ترتاح وإنها تسيطر على بعض الأشياء، لكن
+
+580
+00:40:32,770 --> 00:40:36,050
+هي نتيجة إحساسها إن الوقت ضيق، فبتحصل عندها هذه
+
+581
+00:40:36,050 --> 00:40:39,410
+عملية انهيار. احنا بنحاول إن نخلّي الطالب ما يوصلش لـ
+
+582
+00:40:39,410 --> 00:40:44,030
+اعطي نفسك الفرصة في التفكير. كل مشكلة ممكن أنت تقدري
+
+583
+00:40:44,030 --> 00:40:48,270
+تحليها. كل خبرة أنت لو مرت عليك ولو مرة واحدة، بتقدري
+
+584
+00:40:48,270 --> 00:40:51,870
+إنك توصلي إليها، إلى حل، بس لازم تحاولي إنك توصلي لـ
+
+585
+00:40:51,870 --> 00:40:58,420
+هذا التواؤم المعين. أيضًا من المبادئ: المتعلم يبني
+
+586
+00:40:58,420 --> 00:41:01,480
+معرفته من خلال نشاطاته ومشاركته الفعالة في عملية
+
+587
+00:41:01,480 --> 00:41:04,540
+التعليم والتعلم. ممتاز جدا، يبقى المتعلم لازم يكون
+
+588
+00:41:04,540 --> 00:41:08,940
+فعال، فعال، نشط، على طول، active. ما فيش عندي في
+
+589
+00:41:08,940 --> 00:41:11,880
+عملية التعليم والتعلم إن المتعلم متفرج. لازم يكون
+
+590
+00:41:11,880 --> 00:41:19,120
+على طول نشط في هذا. المبدأ السابع ... متعدد
+
+591
+00:41:19,120 --> 00:41:24,210
+مواقف التعلم، إلى مصاود التعلم، أو بعد التعلم، وطبعا ...
+
+592
+00:41:24,210 --> 00:41:27,410
+وطبعا بتقول إن أنا رفضت، و أنا خططت، أو ما عرفت
+
+593
+00:41:27,410 --> 00:41:30,350
+ماذا، وهذا يعني الـ experience بتبقى، صرت اتعلمت.
+
+594
+00:41:30,350 --> 00:41:34,730
+يعني كل ما الإنسان اتعلم بيتعلم أكثر، وكل ما اتعرف
+
+595
+00:41:34,730 --> 00:41:38,750
+بيتعرف أكثر. يعني هذا بقى إنه عندي اتعلم عملي، اسمه
+
+596
+00:41:38,750 --> 00:41:42,650
+يعني، ممتاز جدا. العملية ليست يعني مجرد إن احنا
+
+597
+00:41:42,650 --> 00:41:47,010
+بنتعلم مثلا مبدأ الجامع، بس أنا بتعلم الطالب مبدأ
+
+598
+00:41:47,010 --> 00:41:53,190
+الجامع لأ، بعد عملية التعلم للجامع، فيه ممارسة فيه
+
+599
+00:41:53,190 --> 00:41:56,170
+الحياة، بدي أستخدم عملية الجامع في الحياة، بدي
+
+600
+00:41:56,170 --> 00:41:59,670
+أستخدمها في كذا. بنعلمه مثلا الأخلاق، الأمانة،
+
+601
+00:41:59,670 --> 00:42:02,790
+الدين، الصدق. هل هذا تعلم فقط في داخل الغرفة
+
+602
+00:42:02,790 --> 00:42:07,190
+الصفية ولا في ما بعد التعلم؟ والمعرفة وما وراء
+
+603
+00:42:07,190 --> 00:42:11,350
+المعرفة، السطور وما بين السطور. أنا ما بديش تحفظ
+
+604
+00:42:11,350 --> 00:42:16,310
+السطور، أنا بدّك تفهمي السطور، مش هتحفظيها، لكن السطور
+
+605
+00:42:16,310 --> 00:42:20,050
+والكلمات، في ما خلف الكلمات، وفي ما بين السطور، وفي
+
+606
+00:42:20,050 --> 00:42:22,970
+المعرفة، وفي ما وراء المعرفة، ليس التفكير في
+
+607
+00:42:22,970 --> 00:42:27,780
+الفكرة، ولكن التفكير لماذا فكرت هذه الفكرة؟ يعني
+
+608
+00:42:27,780 --> 00:42:31,020
+احنا بدنا نأخذ حل مسألة معينة، فكرتك أنت باتجاه
+
+609
+00:42:31,020 --> 00:42:35
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/UHEJ8CyGi3w_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/UHEJ8CyGi3w_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..aad7836a6228abd962daefdaeffe2894de327878
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/UHEJ8CyGi3w_raw.srt
@@ -0,0 +1,2520 @@
+1
+00:00:20,840 --> 00:00:24,600
+نقشنا في المحاضرة الماضية، محاضرة نظرية جا .. بيا
+
+2
+00:00:24,600 --> 00:00:30,580
+جا مين ذكرنا كيف يحدث التعلم من وجهة نظر بيا جا؟
+
+3
+00:00:30,580 --> 00:00:37,320
+تفضلي عند وصوله
+
+4
+00:00:37,320 --> 00:00:40,600
+إلى مرحلة معينة من النج العقلي، كيف يحدث النج
+
+5
+00:00:40,600 --> 00:00:42,640
+العقلي؟
+
+6
+00:00:45,680 --> 00:00:48,980
+من خلال عملياتي الاستيعاب والمواقمة ما المقصود
+
+7
+00:00:48,980 --> 00:00:56,740
+بالاستيعاب وما المقصود بالمواقمة أيوة
+
+8
+00:00:56,740 --> 00:01:04,040
+فضلي استيعاب عملية تمثيل جميع الواقع جميع مواقع
+
+9
+00:01:04,040 --> 00:01:08,400
+التعليم المتواصل نموذج ويكون عنها نموذج يكون عنها
+
+10
+00:01:08,400 --> 00:01:12,260
+الاستيعاب عملية استيعاب للنموذج أو بناء نموذج
+
+11
+00:01:12,260 --> 00:01:16,720
+للمعرفةأما المواقع ما عشان تعديل النموذج بناء على
+
+12
+00:01:16,720 --> 00:01:20,760
+الخبرات اللي موجودة في كل الأحصان ممتاز تعديل
+
+13
+00:01:20,760 --> 00:01:26,110
+النموذج بناء على الخبراتالعقلية و اللي هو إيجاد
+
+14
+00:01:26,110 --> 00:01:29,390
+طريقة لحل المشكلة يبقى التعلم يحدث عند مواجهة
+
+15
+00:01:29,390 --> 00:01:33,690
+مشكلة ومواجهة المشكلة تحتاج إلى عملية الاستيعاب
+
+16
+00:01:33,690 --> 00:01:37,570
+اللي هي عملية تمثل الموقع التعليمي وبناء نموذج
+
+17
+00:01:37,570 --> 00:01:42,030
+المواقع ما هي عملية تعديل النموذج بناء على الخبرات
+
+18
+00:01:42,030 --> 00:01:45,290
+السابقة والخبرات الجديدة وبالتالي يصل إلى حل
+
+19
+00:01:45,290 --> 00:01:50,430
+المشكلة وهنا يحدث النجرالعقلي يمر التعلم من وجهة
+
+20
+00:01:50,430 --> 00:01:54,150
+نظر بياجيه بأربع مراحل أساسية، ما هي هذه المراحل؟
+
+21
+00:01:54,150 --> 00:01:58,650
+مرحلة نمو، الحس حركي، مرحلة قبل العمليات، مرحلة
+
+22
+00:01:58,650 --> 00:02:04,570
+العمليات المحصوظةومرحلة العمليات المجردة ومرحلة
+
+23
+00:02:04,570 --> 00:02:07,490
+العمليات المجردة يعني بقى عنا أربع عمليات بيمر
+
+24
+00:02:07,490 --> 00:02:12,890
+فيها الفرد من الميلاد حتى تمنتاشر سنة سنة بعد ذلك
+
+25
+00:02:12,890 --> 00:02:16,330
+بتبدأ عملية اللي هي التعلم كلها بتعتمد على مدى
+
+26
+00:02:16,330 --> 00:02:20,150
+مواجهته للمشكلات لإنها بتبقى اكتملت عنده عناصر
+
+27
+00:02:20,150 --> 00:02:24,910
+عملية النمو بالنسبة للجسد و بالنسبة للقدرات
+
+28
+00:02:24,910 --> 00:02:28,270
+العقلية بعد ذلك بتظل القدرات هي مفتوحة للتعليم
+
+29
+00:02:28,270 --> 00:02:32,250
+المجردومدى القدرة في حل المشكلات ومواجهة المشكلة
+
+30
+00:02:32,250 --> 00:02:39,510
+جانيه، نظرية جانيه عالم آخر اسمه جانيه بيختلف في
+
+31
+00:02:39,510 --> 00:02:44,210
+وجهة نظره للتعلم عن بياجات، الأتنين كل واحد فيهم
+
+32
+00:02:44,210 --> 00:02:49,010
+وجهة نظره تختلف عن الآخر كيف يحدث التعلم من وجهة
+
+33
+00:02:49,010 --> 00:02:53,830
+نظر جانيه؟يا ده ثاني انا اتعلم احكي ساعة دكتورة
+
+34
+00:02:53,830 --> 00:02:56,990
+لتواصل البناية بالخبرة السابقة اللى يبني عليها
+
+35
+00:02:56,990 --> 00:03:01,210
+الخبرة الجميلة حيث انها تتعلم عمليات رقمية تبدأ من
+
+36
+00:03:01,210 --> 00:03:05,650
+الأضماط المتعقلة بصي لإلى الأضماط المتعقلة احكي ما
+
+37
+00:03:05,650 --> 00:03:10,060
+يحتاجلأ، يبقى هنا عملية التعلم عند جانية، برك الله
+
+38
+00:03:10,060 --> 00:03:14,440
+فيك، بتحدث نتيجة توفر خبرات سابقة، يعني أي خبرة
+
+39
+00:03:14,440 --> 00:03:17,880
+نستطيع تعلمها، لا نستطيع تعلمها إلا إذا كان هناك
+
+40
+00:03:17,880 --> 00:03:22,220
+خبرة سابقة، وبالتالي الخبرة عند جانية خبرة
+
+41
+00:03:22,220 --> 00:03:26,240
+تراكمية، تراكمية إن كل خبرة إحنا بنتعلمها هي بتكون
+
+42
+00:03:26,240 --> 00:03:30,990
+أساس لخبرةجديدة وبالتالي العملية بتكون بهذا الشكل،
+
+43
+00:03:30,990 --> 00:03:34,250
+يعني الإنسان بيكتسب خبرة، الخبرة هذه بتأهل الاتصال
+
+44
+00:03:34,250 --> 00:03:37,670
+بخبرة أكتر تعقيد، ثم خبرة أكتر تعقيد، تبقى من
+
+45
+00:03:37,670 --> 00:03:42,330
+خبرات بسيطة إلى خبرات معقدة إلى خبرات أكتر تعقيد،
+
+46
+00:03:42,330 --> 00:03:45,950
+وبالتالي بيتعلم الإنسان نتيجة كم الخبرات السابقة
+
+47
+00:03:45,950 --> 00:03:52,550
+اللي موجودة عنده، الآن الفرق بينه و بين BJبياجيه
+
+48
+00:03:52,550 --> 00:03:56,210
+حكينا بده مستوى مدش معين يعني بياجيه بناء على
+
+49
+00:03:56,210 --> 00:03:59,830
+نظريته أنه في مثلا الطفل اللي عمره تسع سنين مش
+
+50
+00:03:59,830 --> 00:04:03,910
+هيتعلم إلا أشياء محددة أما حسب جانيه لأ ممكن نسرع
+
+51
+00:04:03,910 --> 00:04:06,810
+النمو بإنه إحنا نديله الخبرات اللي كتير زي ما
+
+52
+00:04:06,810 --> 00:04:08,950
+بتتعلموا إذا كانت عنده هذه الخبرة السابقة يعني
+
+53
+00:04:08,950 --> 00:04:11,910
+فكرة اللي هي معكوسية التعليم اللي احنا اتكلمنا
+
+54
+00:04:11,910 --> 00:04:16,730
+عنها المرة الماضية فاكرينها؟ مفهوم المعكوسية عندما
+
+55
+00:04:16,730 --> 00:04:23,060
+يكون في عندي اللي هو إناق موجود فيه سائلو هذا
+
+56
+00:04:23,060 --> 00:04:28,200
+نقلناه إلى اللي هو سائل مقعر أكتر، عند بياجيه
+
+57
+00:04:28,200 --> 00:04:31,340
+بيقولي لأ هو في مرحلة أربع سنوات، خمس سنوات، مقدرش
+
+58
+00:04:31,340 --> 00:04:36,100
+يفهم أن الكمية اللي هنا هي نفس الكمية اللي هنا،
+
+59
+00:04:36,100 --> 00:04:38,840
+جانية بيقولي لأ أنه أنا لو رجعت الكمية اللي في
+
+60
+00:04:38,840 --> 00:04:42,420
+السائل هنا، هنا، فهي بتصير عنده خبرة سابقة،
+
+61
+00:04:42,420 --> 00:04:46,880
+فبيقتنع الطفلوبالتالي نتيجة وجود خبرة سابقة أن هو
+
+62
+00:04:46,880 --> 00:04:50,860
+بيقدر يقتنع ويقدر يسرع من عملية النمو يعني هنا
+
+63
+00:04:50,860 --> 00:04:54,580
+النمو عن جانية مش مرتبط بسنوات العمر ولكن أن هو
+
+64
+00:04:54,580 --> 00:04:57,960
+ممكن أنه أي خبرة موجودة التعلم عليها خبرة جديدة
+
+65
+00:04:57,960 --> 00:05:02,740
+ممكن أنها تفيده في هذا الإطار طبعا هنا هذا المفهوم
+
+66
+00:05:02,740 --> 00:05:07,000
+يعني هو ممكن يحدث عند بعض الأطفال وممكن مايحدثش
+
+67
+00:05:07,000 --> 00:05:11,980
+وبالتالي هنا احنا بنقول أن التعلم كيف؟
+
+68
+00:05:18,890 --> 00:05:28,810
+التعلم عند بيا جا كيفي أما التعلم عند جانيا كم؟
+
+69
+00:05:28,810 --> 00:05:31,910
+تعلم
+
+70
+00:05:31,910 --> 00:05:41,650
+كم؟ هنا كم الخبرات السابقة أما هنا كيفية حدوث
+
+71
+00:05:44,850 --> 00:05:48,890
+التعلم وبالتالي الصورة كيفية تماما يعني لازم تكون
+
+72
+00:05:48,890 --> 00:05:51,970
+هناك ان الطفل يمر بمشكلة تحدث عملية الاستيعاب
+
+73
+00:05:51,970 --> 00:05:55,050
+المواقمة يكون في مستوى من النتج العقلي عشان الطفل
+
+74
+00:05:55,050 --> 00:05:59,750
+يقدر يفهم لكن هنا لأ هنا العملية كمية إيش أنا في
+
+75
+00:05:59,750 --> 00:06:03,810
+عندي خبرات سابقة بقدر أتعلم خبراتأكثر صعوبة من هذه
+
+76
+00:06:03,810 --> 00:06:07,730
+الخبرات وهذا بساعدني أن أصل إلى خبرات أكثر تعقيد
+
+77
+00:06:07,730 --> 00:06:10,650
+طبعا وجهة نظر جانيها اخذت في المناهج واخذت في
+
+78
+00:06:10,650 --> 00:06:13,970
+التدريس بصورة كبيرة جدا يعني مافيش خبرة توضع إلا
+
+79
+00:06:13,970 --> 00:06:17,350
+يكون في إلها خبرة سابقة في المناهج يعني إحنا بدنا
+
+80
+00:06:17,350 --> 00:06:21,510
+نعلم مثلا الأطفال موضوع معين بدنا نعلمهم عن المادة
+
+81
+00:06:22,720 --> 00:06:26,320
+قبل ما يُخد الذرة ومكونات الذرة لازم يُخد المادة
+
+82
+00:06:26,320 --> 00:06:30,000
+وحالات المادة والأشياء والتغيرات علشان احنا نوصل
+
+83
+00:06:30,000 --> 00:06:33,560
+في هذا الإطار وبالتالي هنا التراكمية في المناهج
+
+84
+00:06:33,560 --> 00:06:37,200
+مهمة جدا التراكمية في تعليم الطالب أبدأ بخبرات
+
+85
+00:06:37,200 --> 00:06:41,350
+الطالب السابقة هو هذا المهمالرأيين طبعا تم
+
+86
+00:06:41,350 --> 00:06:44,830
+احترامهم و تم تقديرهم لأنه برضه نفس الشيء عند
+
+87
+00:06:44,830 --> 00:06:48,510
+جانيان عند بيا جا أنه حدوث مشكلة عامة حدوث عملية
+
+88
+00:06:48,510 --> 00:06:52,110
+الاستيعاب والمواقمة أساسي في عملية التعلم يعني
+
+89
+00:06:52,110 --> 00:06:55,310
+دائما لازم نحتاج إلى اللي هي عملية الاستيعاب
+
+90
+00:06:55,310 --> 00:06:59,490
+والمواقمة لكن هنا التعلم كيفي في كيفية الحدوث هنا
+
+91
+00:06:59,490 --> 00:07:07,230
+التعلم بكون كام نشوف الآن مراحل
+
+92
+00:07:07,230 --> 00:07:11,590
+التعلم عند جانيانكيف يبدأ التعلم عن جنية؟
+
+93
+00:07:14,510 --> 00:07:17,510
+بتعلم بالإشارة حيث أن الطفل يفهم الإشارة كبكاء أو
+
+94
+00:07:17,510 --> 00:07:20,690
+ابتسام ممتاز جدا أول مرحلة أنه بتعلم الطفل
+
+95
+00:07:20,690 --> 00:07:23,990
+بالإشارة طفل حديث الولادة كيف يفهم بالابتسام بفهم
+
+96
+00:07:23,990 --> 00:07:27,170
+الإشارة فقط يعني مجرد أنها أمه بتضحك يعرف أن هي
+
+97
+00:07:27,170 --> 00:07:32,090
+سعيدة مجرد أنه مثلا تشوف إنسان مقطب الجبين بتلاقي
+
+98
+00:07:32,090 --> 00:07:36,570
+أنه بيبكي بيفهم هذه الإشارات بيفهم هذه الإحاءات
+
+99
+00:07:36,570 --> 00:07:41,190
+هذه الأشياء هو بيخزنها في عقله بعد ذلك بيستفيد
+
+100
+00:07:41,190 --> 00:07:46,120
+منها مرحلة تانيةالرابط بين المثير والاستجابة هو
+
+101
+00:07:46,120 --> 00:07:49,480
+ايش؟ يعني ما بيستخل بين الألعاب بتاعتك وما .. وما
+
+102
+00:07:49,480 --> 00:07:52,640
+يحكمها من الاستجابات ممتاز جدا، الان بيربط بين
+
+103
+00:07:52,640 --> 00:07:56,340
+المثيرات والاستجابات، الألعاب وحركات بين الأشياء
+
+104
+00:07:56,340 --> 00:08:00,040
+وما يعقوبها من الاستجابات يعني مثلا إحنا نشوف طفل
+
+105
+00:08:00,040 --> 00:08:03,820
+صغير إما هو قاقف قدام المرايا وبتلبس المنديل، إيش
+
+106
+00:08:03,820 --> 00:08:09,520
+بيصير يا عماه؟بينبسط كتير ليش بيصير فرحان لإنه
+
+107
+00:08:09,520 --> 00:08:13,360
+عارف إن هى لما بتكون بهذه الهيئة بتطلع خارج البيت
+
+108
+00:08:13,360 --> 00:08:16,940
+وبالتالي هو بينبسط بصورة كبيرة جدا اللعبة لما انها
+
+109
+00:08:16,940 --> 00:08:21,160
+بتتحرك وبتصير بتطلع ألوان وأضواء وكذا فهو الآن
+
+110
+00:08:21,160 --> 00:08:26,800
+بيحاول إن هو دائما يحرك المفتاح علشان اللعبة تتحرك
+
+111
+00:08:26,800 --> 00:08:30,420
+في هذا الإطار فبيصير يفهم الأشياء وما يعقوبها من
+
+112
+00:08:30,420 --> 00:08:33,870
+الاستجاباتيعني إيش الاستجابة اللي حصلت بعدها؟ هل
+
+113
+00:08:33,870 --> 00:08:37,910
+هي استجابة صحيحة .. استجابة أسعدته أو ما أسعدتهش؟
+
+114
+00:08:37,910 --> 00:08:42,410
+إذا حد بيجي وبعطي شوكولاتة فهو دائما بيروحله وبيحب
+
+115
+00:08:42,410 --> 00:08:46,730
+هذا الشيء وبالتالي هنا طبعا اللي بيحب اللي هو كافة
+
+116
+00:08:46,730 --> 00:08:50,490
+الاستجابات اللي ممكن تجلبله السعادة والاستجابات
+
+117
+00:08:50,490 --> 00:08:55,370
+اللي بتعمله نوع من القلم زي مثلا قفل البابفهو مجرد
+
+118
+00:08:55,370 --> 00:08:59,110
+ما يشوف المفتاح بيعرف أنه البقب الآن مثلًا حينقفل
+
+119
+00:08:59,110 --> 00:09:02,350
+ومش هيخرج فوالتالي الآن بتكون عنده استجابة سلبية
+
+120
+00:09:02,350 --> 00:09:06,070
+في هذا الإطار، فالآن بدأ الطفل يكبر شوية ويفهم هذه
+
+121
+00:09:06,070 --> 00:09:11,110
+الحركات والاستجابات، بيصل إلى مرحلة الربط الحركي،
+
+122
+00:09:11,110 --> 00:09:13,770
+ماذا تعني بالربط الحركي؟ الربط بين الأشياء
+
+123
+00:09:13,770 --> 00:09:17,110
+واستخداماتها الحركية يعني أنه نفس الدرجة التانية
+
+124
+00:09:17,110 --> 00:09:22,410
+بس عدة حركات، مش مثل مثل واستجابة واحدة، عدة مثلات
+
+125
+00:09:22,410 --> 00:09:26,300
+واستجابات لنفس الأشياءممتاز يعني إن هو بيربط بين
+
+126
+00:09:26,300 --> 00:09:29,500
+الأشياء وكيفية استخداماتها، بيعرف إن ال remote هذا
+
+127
+00:09:29,500 --> 00:09:34,360
+للتليفزيون، مفتاح باب، أه والمفتاح للباب، بيعرف
+
+128
+00:09:34,360 --> 00:09:39,000
+إنه مثلا الجوال هذا بيستخدم مثلا في الألعاب وكذا،
+
+129
+00:09:39,000 --> 00:09:42,540
+فهو الآن بيصير يربط بين كيفية استخدام الأشياء،
+
+130
+00:09:42,540 --> 00:09:46,850
+بتلاحظ إنه في المرحلة هذه لما الطفل يبدأ يمشيبحاول
+
+131
+00:09:46,850 --> 00:09:49,890
+إن هو يتعرف على كتير من الأشياء، يضربها في الأرض،
+
+132
+00:09:49,890 --> 00:09:53,110
+يحاول يشوف كيف بتحدث صوت، يحاول إنه يشوف كيف هي
+
+133
+00:09:53,110 --> 00:09:57,450
+تستخدم، لو شاف زر معين مثلا أحمر، فبحاول إن هو
+
+134
+00:09:57,450 --> 00:10:00,670
+يشغل، يشوف كيف .. إيش .. إيش اللي ممكن ينتج عن هذه
+
+135
+00:10:00,670 --> 00:10:05,550
+الحركةزي مثلا زر المونانكس أو كذا أو زر التليفزيون
+
+136
+00:10:05,550 --> 00:10:09,270
+فهو بيحاول أنه يستخدم هذه الأشياء بصورة كبيرة جدا
+
+137
+00:10:09,270 --> 00:10:13,530
+طبعا في هذه المرحلة يعني الطفل بيغرق في استخدامات
+
+138
+00:10:13,530 --> 00:10:16,430
+اللي هي الألات والأدوات يعني لو شاف مثلا أبوه في
+
+139
+00:10:16,430 --> 00:10:21,010
+البيت بيمسك زرادية، انفك، أي حاجة كماشة فبتلاقي أن
+
+140
+00:10:21,010 --> 00:10:25,570
+هو بيغرق باستخدام هذهالآلات بصورة كبيرة جدا لأنه
+
+141
+00:10:25,570 --> 00:10:29,150
+بلاقي أنه لها استخدامات مختلفة وبالتالي هو بيحب
+
+142
+00:10:29,150 --> 00:10:32,630
+جدا في هذه المرحلة اللي هي الاستخدامات للآلات كمان
+
+143
+00:10:32,630 --> 00:10:35,570
+بيحاول أنه يمسكها، بيحاول أنه يمسك الألم يكتب،
+
+144
+00:10:35,570 --> 00:10:38,030
+بيحاول أنه يخربش، بيحاول أنه يكتب على الحتة،
+
+145
+00:10:38,030 --> 00:10:41,930
+بيحاول أنه يعمل أي حركات بحيث أنه يعبر عن قدرته في
+
+146
+00:10:41,930 --> 00:10:48,870
+استخدام الألم مرحلة الرابط اللفظي أتعلم الرابط
+
+147
+00:10:48,870 --> 00:10:52,690
+اللفظيتتعلم في .. يعني تكوين الجمال والكلمات من
+
+148
+00:10:52,690 --> 00:10:56,210
+خلال ما .. ما بتعدم يعني كلمة أو اللي بيشوف كلمة
+
+149
+00:10:56,210 --> 00:11:00,930
+مثلا دي دلوقتي يومكلمة .. كلمة بيصير يكوّل لقدام
+
+150
+00:11:00,930 --> 00:11:04,750
+جمال و بيصير يتحدث و يعبّر اللغة بيصير يعبّر، في
+
+151
+00:11:04,750 --> 00:11:08,690
+مرحلة الرابط الحركي اللغة غير ظاهرة بصورة كبيرة
+
+152
+00:11:08,690 --> 00:11:11,950
+عند الطفل يعني لو سألتي مثلا وين بابا، بقولك بابا
+
+153
+00:11:11,950 --> 00:11:15,710
+الشغل الجامعي، بعطيكي كلمات ماهصلش، مابعطيكيش
+
+154
+00:11:15,710 --> 00:11:18,650
+عبارة، لكن في مرحلة الرابط اللفظي لأ بيصير يقولك
+
+155
+00:11:18,650 --> 00:11:22,170
+إن ماما مثلا راحت هنا، بابا راحت الشغل، بيصير
+
+156
+00:11:22,170 --> 00:11:27,490
+يعطيكي عبارة جملة مفيدة و بيصير ثرثار، بيصير يحكي
+
+157
+00:11:27,490 --> 00:11:32,120
+كتيربيصير يستخدم مهاراته في اللغة، بيصير يسأل،
+
+158
+00:11:32,120 --> 00:11:34,900
+بيصير يستفسر، بيصير هو يتكلم، بيصير و بتلاقي أن هو
+
+159
+00:11:34,900 --> 00:11:39,160
+بيجمع الأشياء بطريقته، مثلا بيقول مثلا اللون،
+
+160
+00:11:39,160 --> 00:11:42,180
+ألوان، فبيصير مثلا يقولك ألوانات مثلا أو كذا،
+
+161
+00:11:42,180 --> 00:11:45,900
+بيصير يعطيكي هو لغة بأسلوبه الخاص و بطريقته الخاصة
+
+162
+00:11:45,900 --> 00:11:49,520
+مرحلة جميلة جدا تبدأ تظهر فيها اللغة على الطفل و
+
+163
+00:11:49,520 --> 00:11:52,940
+بتبدأ تظهر مهارته، بيحاول أن هو يستفيد من قدرات
+
+164
+00:11:52,940 --> 00:11:55,940
+الكبار و أن هو يتكلم زيه، هو بتلاقي أنه بيحكي كم
+
+165
+00:11:55,940 --> 00:12:02,290
+كبير، بيOkay أكتر من الكبار بيحكوا بيحبوا طبعا ليش
+
+166
+00:12:02,290 --> 00:12:05,570
+لإنه هلاقيتها هذه مهارة هي ظهرت عنده زي ما هو ببدأ
+
+167
+00:12:05,570 --> 00:12:08,990
+يتعلم المشي فبصير طول الوقت يوقف و يوقع و يمشي و
+
+168
+00:12:08,990 --> 00:12:12,670
+يعود يقوم يوقف و يمشي فهو الآن بيكون يعني سعيد بإن
+
+169
+00:12:12,670 --> 00:12:17,050
+هو اتعلم حاجة جديدة نفس الاشي لما هو يتعلم اللغة
+
+170
+00:12:17,050 --> 00:12:20,290
+لما يتعلم اللغة بالأول هو بيكونوا يعلموا بابا ماما
+
+171
+00:12:20,290 --> 00:12:23,910
+تاتا كذا فالآن بعد ذلك بيصير هو يسمع الأشياء و
+
+172
+00:12:23,910 --> 00:12:27,250
+يحاول إن هو يعيدها و بتلاقي إن هو عامل زي اللاقطة
+
+173
+00:12:28,200 --> 00:12:32,200
+طبعا هو بيفهمش معاني الكلمات، لكن هو بيعرف يقول
+
+174
+00:12:32,200 --> 00:12:34,400
+إنه يحكي الكلمات، فممكن تلاقي إنه بيحكي كلمات
+
+175
+00:12:34,400 --> 00:12:39,470
+نابية أو كذا، هو مش فاهم إيش معناها، لكن هوبيعيد
+
+176
+00:12:39,470 --> 00:12:42,850
+وبيكررها بدون أنه يفهم معناها طبعا في ناس بتيجي
+
+177
+00:12:42,850 --> 00:12:45,430
+مثلا تضرب و لأ ما تقولش كذا لأ المفروض أن احنا
+
+178
+00:12:45,430 --> 00:12:49,490
+بنحاول أن احنا نساعده أن هو يلقط و يسمع كلماتي
+
+179
+00:12:49,490 --> 00:12:53,330
+كويسة مش سيئة او نخليه أن هو يعمل استبدال لبعض
+
+180
+00:12:53,330 --> 00:12:57,210
+الكلمات لو مسك كلمة معينة وضل يكرر فيها بنحاول أن
+
+181
+00:12:57,210 --> 00:13:00,170
+احنا نعمله نوع من الاستبدال لها لكن عملية ضربه هو
+
+182
+00:13:00,170 --> 00:13:03,470
+ما بيفهم لسه معنى الكلمة ما بيفهم لسه المعنى
+
+183
+00:13:03,470 --> 00:13:07,020
+الكلمة بيجينا عندنا في المرحلة التاليةاللي هي
+
+184
+00:13:07,020 --> 00:13:09,680
+مرحلة .. اللي هي تعلم المفهوم اللي هي لسه بعد ذلك
+
+185
+00:13:09,680 --> 00:13:18,780
+نشوف مرحلة التمييز من المتعدد ممتاز،
+
+186
+00:13:18,780 --> 00:13:21,960
+ألاقة بصير يميز الأشياء المتعددة، يعني هو بصير
+
+187
+00:13:21,960 --> 00:13:25,140
+يميز، يعني في البداية مبقاش يفهم أن هو مختلف مثلا
+
+188
+00:13:25,140 --> 00:13:29,880
+عن أخته، مش فاهم أن أخته أنثى و هو ذكر أو هي نفس
+
+189
+00:13:29,880 --> 00:13:32,420
+الشيء مش فاهمة، الآن في مرحلة التمييز من المتعدد
+
+190
+00:13:32,420 --> 00:13:35,220
+لأ، بصير يقول أنا بدأ ألعب مع الأولاد، مديش ألعب
+
+191
+00:13:35,220 --> 00:13:40,660
+مع البناتليش صار هو مميز شكل أخته من شكله هو و
+
+192
+00:13:40,660 --> 00:13:44,300
+أصبح أن هو في اختلاف عنده، فبصير يميز الأشياء،
+
+193
+00:13:44,300 --> 00:13:47,820
+بصير يقارن بينها، بصير يقارن بين اللعبة اللي هو
+
+194
+00:13:47,820 --> 00:13:51,060
+عايزها وبين اللعبة اللي مثلا موجودة عند أخوه، أن
+
+195
+00:13:51,060 --> 00:13:54,360
+هو محتاج هذه اللعبة أكتر، لو واحدة فيها خصائص
+
+196
+00:13:54,360 --> 00:13:57,200
+أكتر، فيها ألوان، أصوات، كذا، فبصير لأ، بيعرف أن
+
+197
+00:13:57,200 --> 00:14:00,240
+هو يميز، في البداية بيبقى يرضى بأي حاجة، الآن في
+
+198
+00:14:00,240 --> 00:14:04,910
+مرحلة التمييز من المتعدد، ببدأ يحدد الخصائصو يحدد
+
+199
+00:14:04,910 --> 00:14:08,250
+الأشياء وهنا بتبقى هذه مرحلة برضه يعني متميزة عند
+
+200
+00:14:08,250 --> 00:14:11,410
+الطفل التي تفتي إلى قدرته في التمييز أن هو بدأت
+
+201
+00:14:11,410 --> 00:14:15,290
+صفاته خصائصه شوية تختلف بدأ يميل يلعب الطفل اللي
+
+202
+00:14:15,290 --> 00:14:18,790
+هو الذكر مع الذكور أكتر و الناس بدأوا يحاولوا أنهم
+
+203
+00:14:18,790 --> 00:14:22,950
+ينسحبوا من جوء الذكور و أن يصيرهم عالمهم الخاص
+
+204
+00:14:22,950 --> 00:14:26,430
+أنهم يلعبوا مع بعض بألعابهم الخاصة لو انتبهتي
+
+205
+00:14:26,430 --> 00:14:29,390
+لطريقة اللعب بتاعتهم بتلاقيها مختلفة تماما هذه
+
+206
+00:14:29,390 --> 00:14:33,810
+بتلعب بالعروسةو هداك بيمسك اللعبة تبعته بيكسرها
+
+207
+00:14:33,810 --> 00:14:37,610
+ميت شقفة أسلاح أه و ممكن إن هو بالظبط بيلعب
+
+208
+00:14:37,610 --> 00:14:40,390
+بالسلاح بيتخوا بيعملوا يهود و عرب بيعملوا كذا
+
+209
+00:14:40,390 --> 00:14:44,130
+بيعملوا أشياء كثيرة فالآن اختلفت عندهم الأشياء و
+
+210
+00:14:44,130 --> 00:14:47,290
+بدأت الخصائص عندهم تظهر بصورة كبيرة جدا في هذه
+
+211
+00:14:47,290 --> 00:14:50,630
+المرحلة طبعا هو بيكون دخل الروضة أو هيك شيء فبصير
+
+212
+00:14:50,630 --> 00:14:54,910
+يعلموهم الأشياء فبصير مثلا إن هو بعرف المثلث، بعرف
+
+213
+00:14:54,910 --> 00:14:59,170
+المربع، بعرف الدائرة، بعرف الأشكال هذه، بعرف ..
+
+214
+00:14:59,170 --> 00:15:03,290
+بعرفه على صور الحيواناتفهو الآن بيصير في عنده قدرة
+
+215
+00:15:03,290 --> 00:15:07,350
+أن هو يميز بين أشكال الحيوانات هذا قط هذا كلب، في
+
+216
+00:15:07,350 --> 00:15:10,210
+المرحلة اللي قبل ذلك بيعتبر أن القط و الكلب و
+
+217
+00:15:10,210 --> 00:15:13,590
+الأرنب كلهم صورة واحدة، لكن في مرحلة التمييز
+
+218
+00:15:13,590 --> 00:15:17,850
+المتعدد بيصير أن هو بيقدر يميز بين هذه الأشياء،
+
+219
+00:15:17,850 --> 00:15:20,910
+بيصل الآن إلى تعلم المفهوم، لسه الآن بيبدأ يفهم ما
+
+220
+00:15:20,910 --> 00:15:24,530
+هي الأشياء، فضلا التعلم المفهوم يبدأ الطفل
+
+221
+00:15:24,530 --> 00:15:27,170
+بالتفكير من الجزء إلى الكل و من الكل إلى الجزء و
+
+222
+00:15:27,170 --> 00:15:33,210
+يكون يكون سوزانية الأشياءو يسمي الأشياء بأسمائها،
+
+223
+00:15:33,210 --> 00:15:36,630
+فهنقيته بيصير يسأل مثلا، بيصير الطفل يسأل، و بيصير
+
+224
+00:15:36,630 --> 00:15:40,830
+يفكر، ففي عمليات تفكير من الجزء إلى الكل، فهو مثلا
+
+225
+00:15:40,830 --> 00:15:44,290
+ممكن أن يقول له الكباية سخنة مثلا، فالآن هو بده
+
+226
+00:15:44,290 --> 00:15:47,230
+يفهم أن كل الكبايت لما ينحط فيهم حاجة سخنة هي
+
+227
+00:15:47,230 --> 00:15:52,010
+هتصير ساخنة، فهو بيقدر يوصل من جزء إلى الكل، بيقدر
+
+228
+00:15:52,010 --> 00:15:55,310
+يفكر هذه الفكرة، بعدين بيصير يسأل عن ما هي الأشياء
+
+229
+00:15:56,510 --> 00:15:59,770
+يعني مثلا كمان هذه المرحلة بيقولي هذه المرحلة فيها
+
+230
+00:15:59,770 --> 00:16:03,790
+أسئلة الطفل الصعبة يعني بتقولي له أنت لازم تعمل
+
+231
+00:16:03,790 --> 00:16:07,030
+هيك علشان ربنا يعطيك ولك ف .. فتصير يسألك أسئلة
+
+232
+00:16:07,030 --> 00:16:10,430
+وين الجنة و وين النار و وين الله و كيف احنا
+
+233
+00:16:10,430 --> 00:16:12,830
+انخلقنا و كيف أنا جيت على هذه الدنيا و كيف انولدت
+
+234
+00:16:12,830 --> 00:16:16,830
+و كيف روحته فالآن هذه مرحلة أسئلة الطفل الصعبة أن
+
+235
+00:16:16,830 --> 00:16:21,110
+هو بيحاول يفهم ما هي الأشياء لأنه بيحاول يكون صور
+
+236
+00:16:21,110 --> 00:16:25,480
+ذهنية عن الأشياءيعني في أشياء بتكون مهمة جدا في
+
+237
+00:16:25,480 --> 00:16:29,000
+هذه المرحلة، مرحلة التكوين المفهوم، بعض الأمهات
+
+238
+00:16:29,000 --> 00:16:32,820
+اللي تيجي بتقوله انت لازم تروح تصلي مع بابا، ليش؟
+
+239
+00:16:32,820 --> 00:16:35,840
+مثلا ماتقولهاش عشان الله يحبنا و أن احنا مثلا لازم
+
+240
+00:16:35,840 --> 00:16:38,180
+أن احنا نعمل الله أعطانا عينين و دينين و احنا
+
+241
+00:16:38,180 --> 00:16:41,780
+بنقدر نمشي و كذا، لأ بتقوله ربنا هيعمل نار كبيرة و
+
+242
+00:16:41,780 --> 00:16:44,400
+اللي مش هيصلي هيخطه في هذه النار و هتنحرق إيديه و
+
+243
+00:16:44,400 --> 00:16:48,780
+هتنحرق رجليه، الآن هو اش هيصير؟ الان هو .. بصير
+
+244
+00:16:48,780 --> 00:16:51,760
+يعني لما يروح يصلي .. يصلي بدافع الخوف و ليس بداف
+
+245
+00:16:53,340 --> 00:16:56,320
+فالان هو دائما بيصير يحلم بالنار و بالخوف و
+
+246
+00:16:56,320 --> 00:16:59,580
+بالاشياء هذه بتصير ان احنا بنركز على العقابات اكتر
+
+247
+00:16:59,580 --> 00:17:04,780
+مابنركز على الجزاءاتفبنكون مفاهيم خطأ عند الأطفال،
+
+248
+00:17:04,780 --> 00:17:07,680
+فبنخليهم يهربوا من الأشياء، بدك تروح على المدرسة
+
+249
+00:17:07,680 --> 00:17:11,240
+الناذرة بتدربك و بتعمل و بتعمل و بتسوي، لأ، يعني
+
+250
+00:17:11,240 --> 00:17:13,660
+خلّيه يروح على المدرسة، خلّيه يحب المدرسة، مش
+
+251
+00:17:13,660 --> 00:17:17,120
+مايفهمش من المدرسة إلا العقاب اللي في المدرسة،
+
+252
+00:17:17,120 --> 00:17:20,000
+ومايفهمش من الإيمان و الإسلام و الأشياء هذه إلا
+
+253
+00:17:20,000 --> 00:17:22,960
+العقاب و النار، في أشياء كتيرة لازم تركزي عليها
+
+254
+00:17:22,960 --> 00:17:27,900
+قبل ما توصلي إلىأخر المطاف اللي هو إنه يكون عقاب
+
+255
+00:17:27,900 --> 00:17:31,200
+شديد في هذا الإطار وبالتالي هنا بناء المفاهيم لازم
+
+256
+00:17:31,200 --> 00:17:33,780
+يكون يعني هنا مهم جدا أنا مابنقولش إن احنا نتوسع
+
+257
+00:17:33,780 --> 00:17:37,260
+الأطفال في المفهوم وكأنه متخصص لكن بنعطيه المفهوم
+
+258
+00:17:37,260 --> 00:17:41,450
+في مستوى قدراتهالعقلية لكن بنركز على الجوانب
+
+259
+00:17:41,450 --> 00:17:44,730
+الإيجابية في المفهوم، هذا شيء أساسي إن أنا أركز
+
+260
+00:17:44,730 --> 00:17:47,990
+على الجانب الأساسي الجميل في الإيمان، الجميل في
+
+261
+00:17:47,990 --> 00:17:51,230
+الإيمان إن احنا الله سبحانه و تعالى يأنعم علينا و
+
+262
+00:17:51,230 --> 00:17:54,790
+أعطانا و سوف يعطينا و سوف يرضى علينا و بنبدأ أن
+
+263
+00:17:54,790 --> 00:17:58,660
+احنا نعطيله أشياء إيجابيةوإن انت ربنا هيخليك تكبر
+
+264
+00:17:58,660 --> 00:18:01,860
+و هتصير دكتور و هتصير كذا و هيصير عندك كذا و الآن
+
+265
+00:18:01,860 --> 00:18:05,880
+أنا بدأ أعطيه أشياء علشان هو بعد ذلك يصير عنده
+
+266
+00:18:05,880 --> 00:18:09,680
+علاقة حب بينه و بين الله مش علاقة من الإيمان مبنية
+
+267
+00:18:09,680 --> 00:18:13,900
+على الخوف الخوف بيعطي أشياء أخرى بعد ذلك بيصير فيه
+
+268
+00:18:13,900 --> 00:18:17,300
+تمرض و بيترك هذه العلاقة وبالتالي هنا في مرحلة
+
+269
+00:18:17,300 --> 00:18:21,200
+اللي هي بناء المفهوم لازم نحاول نخليه يكون صورة
+
+270
+00:18:21,200 --> 00:18:24,520
+ذهنية إيجابية عن الأشياء و بنعطيه الأشياء
+
+271
+00:18:24,520 --> 00:18:31,830
+بمسمياتها الصحيةمرحل التعلم المبادئ والقواعد في
+
+272
+00:18:31,830 --> 00:18:37,450
+هذه المرحلة يتم بعد التعلم المبادئ يتم هو رب بين
+
+273
+00:18:37,450 --> 00:18:41,310
+مرحومين أو أكثر وبناء المبادئ والقوانين وتعليمات
+
+274
+00:18:41,310 --> 00:18:44,790
+مختلفة ممتاز جدا احنا قبل ذلك قلنا لما الطفل يحاول
+
+275
+00:18:44,790 --> 00:18:48,890
+ان هو يعمل عملية شرائية فهو بيكون اتعلم مبدأ
+
+276
+00:18:48,890 --> 00:18:53,000
+الجامع ومبدأ الطرحيعني إنت لو قعتلتي شكل و راح شرق
+
+277
+00:18:53,000 --> 00:18:57,140
+اللي هو كيس شبس بنص شكل و رجع و قال للبيع بدي بقيت
+
+278
+00:18:57,140 --> 00:19:02,740
+الشكل فالآن هو اتعلم قاعدة، اتعلم مبدأ على إنه هذا
+
+279
+00:19:02,740 --> 00:19:07,080
+الشكل بيتكون من جزئين و الوحدة هذه اللي شراها هي
+
+280
+00:19:07,080 --> 00:19:10,540
+نص اللي هي هذا الشكل و بالتالي هو بيستعيدها، الآن
+
+281
+00:19:10,540 --> 00:19:14,830
+هذا مبدأكمان من المبادئ اللي هو بنعلمه إياها يعني
+
+282
+00:19:14,830 --> 00:19:17,790
+غير مبادئ اللي هي الرياضيات ومبادئ الجامع والقسمة
+
+283
+00:19:17,790 --> 00:19:21,590
+والضرر بنعلمه مبادئها دعيب، هذا حرام، هذا كذا، هذا
+
+284
+00:19:21,590 --> 00:19:25,110
+كذا، لازم تقعد كويس، لازم تتكلم الناس هيك، لازم ت
+
+285
+00:19:25,110 --> 00:19:28,870
+.. وبالتالي الآن بيصير ياخد مجموعة من القواعد ومن
+
+286
+00:19:28,870 --> 00:19:31,650
+اللي هي المبادئ اللي هي بتوجه مسيرته في الحياة
+
+287
+00:19:31,650 --> 00:19:35,510
+وبرضه هو بيكون دخل في إطار عملية تعليمية وبدأ
+
+288
+00:19:35,510 --> 00:19:38,670
+يتعلم كتير من المبادئ والقواعد في اللغة، في
+
+289
+00:19:38,670 --> 00:19:41,870
+الرياضيات، في ال ..في الأخلاقيات في التربية
+
+290
+00:19:41,870 --> 00:19:44,870
+الإسلامية وبالتالي بدأ يتعلم يعني هنا الآن دخل
+
+291
+00:19:44,870 --> 00:19:48,510
+الطفل للمدرسة بدأ ياخد المفاهيم ما هي المفاهيم
+
+292
+00:19:48,510 --> 00:19:52,670
+الكلمة و الحرف و الأشياء و بدأ ان هو ياخد عمليات و
+
+293
+00:19:52,670 --> 00:19:57,090
+عمليات بدأت تصير نوعا ما معقدة في هذا الإطار أخر
+
+294
+00:19:57,090 --> 00:20:02,490
+مرحلة اللي هي حل المشكلة يعني هنا يستخدم المفادق
+
+295
+00:20:02,490 --> 00:20:07,510
+في حياتهم بأجل وصول إلى الحلأو حل مشكلة معينة
+
+296
+00:20:07,510 --> 00:20:12,070
+وخلّى المرحلة بتكون قمة التعلم عن جانية قمة التعلم
+
+297
+00:20:12,070 --> 00:20:15,350
+عن جانية قدرة الفرد على حل المشكلة كل اللي تعلمه
+
+298
+00:20:15,350 --> 00:20:20,470
+السابق اللي هو بدأ من اللي هو التعلم بالإشارة ثم
+
+299
+00:20:20,470 --> 00:20:24,290
+المثير والاستجابة ثم حتى وصل لتعلم المفهوم والمبدأ
+
+300
+00:20:24,290 --> 00:20:28,650
+وكذا كل هذه تعتبر بالنسباله تعلم سابق أساسي حتى
+
+301
+00:20:28,650 --> 00:20:32,590
+يساعدوا لحل المشكلة بعد ذلك كل شيء بيواجه الإنسان
+
+302
+00:20:32,590 --> 00:20:36,630
+هو عبارة عن مشكلةطالب بعرفش يقرأ و يكتب، اتعلم
+
+303
+00:20:36,630 --> 00:20:39,610
+يقرأ و يكتب، حل المشكلة، بعرفش إيش هي مكونات
+
+304
+00:20:39,610 --> 00:20:42,790
+الذرة، اتعلم إيش هي مكونات الذرة، فحل المشكلة،
+
+305
+00:20:42,790 --> 00:20:46,590
+بعرفش عمليات جمع أو قسمة أو ضرب أو كذا، اتعلم هذه
+
+306
+00:20:46,590 --> 00:20:49,850
+العمليات فهو بالنسباله حل المشكلة، الآن كل
+
+307
+00:20:49,850 --> 00:20:53,370
+العمليات اللي بعد ذلك بتعتمد على تراكمية الفهم
+
+308
+00:20:53,370 --> 00:20:56,810
+اللي احنا رسمناها قبل شوية، ان احنا بنعطي للطفل
+
+309
+00:20:56,810 --> 00:21:00,940
+خبرات بسيطةالخبرات هذه بعد ذلك بنساعده عشان يتعلم
+
+310
+00:21:00,940 --> 00:21:04,860
+خبرات أكثر تعقيد على خبرات أكثر تعقيد وبتزيد
+
+311
+00:21:04,860 --> 00:21:08,220
+العملية مع الطفل هنا كان الطفل في صف أول في صف
+
+312
+00:21:08,220 --> 00:21:11,480
+تاني أخد معرفة في صف تالت في صف رابع حتى يصل أن
+
+313
+00:21:11,480 --> 00:21:15,200
+يكون في عنده قاعدة معرفية كبيرة كل مرة هذه القاعدة
+
+314
+00:21:15,200 --> 00:21:18,340
+المعرفية بتساعده على أنه يتعلم تعلم أعقد وبالتالي
+
+315
+00:21:18,340 --> 00:21:22,280
+هنا كل صف بيكون أكثر المعرفة فيه تعقيد بس كيف
+
+316
+00:21:22,280 --> 00:21:26,090
+بيقدر يمشي؟ لأن هو بالأصل انبنىأسس على هذا الشيء
+
+317
+00:21:26,090 --> 00:21:29,830
+وبالتالي أصبحت الخبرة تراكمية يبقى احنا شوفنا الآن
+
+318
+00:21:29,830 --> 00:21:33,150
+ان كيف عملية التعلم عند جانيه أفادت جدا في بناء
+
+319
+00:21:33,150 --> 00:21:36,930
+المناهج ان احنا بنبني المناهج بحيث ان هذه تكون
+
+320
+00:21:36,930 --> 00:21:41,670
+المناهج تراكمية من البسيط إلى المعقد كل معلومة
+
+321
+00:21:41,670 --> 00:21:45,950
+لازم يكون فيها أساس و بناء في المنهج حتى نحافظ على
+
+322
+00:21:45,950 --> 00:21:50,370
+تراكمية المنهجواستفدنا أيضًا من نظرية بيا جا إن
+
+323
+00:21:50,370 --> 00:21:53,850
+إحنا حافظنا على مستويات النطج العقلي ببنوجهش
+
+324
+00:21:53,850 --> 00:21:58,110
+الطالب بأشياء تكون مجردة في مرحلة هو مش قادر فيها
+
+325
+00:21:58,110 --> 00:22:01,730
+على التفكير المجرد ولكن عملية التعلم بتصير من وجهة
+
+326
+00:22:01,730 --> 00:22:07,630
+نظر بيا جا عملية من المحسوس إلى المجرد يعني هنا
+
+327
+00:22:07,630 --> 00:22:11,590
+لما بنتكلم عن بيا جا فبنقول إنه بيا جا أعطانا تعلم
+
+328
+00:22:11,590 --> 00:22:17,450
+من المحسوس للمجرد أما جاني أعطانا من البسيطإلى
+
+329
+00:22:17,450 --> 00:22:18,410
+المعقد، أي نعم.
+
+330
+00:22:30,250 --> 00:22:38,150
+الآن، النظرية بي جيه، نظرية جان يه، في نظرية أيضًا
+
+331
+00:22:38,150 --> 00:22:42,310
+لنظرية أوسبل، وفي نظرية برونر، مجموعة كبيرة من
+
+332
+00:22:42,310 --> 00:22:48,840
+النظريات اجتمعت مع بعضها البعضوعلماءها خرجوا بما
+
+333
+00:22:48,840 --> 00:22:53,380
+يسمى بالنظرية البنائية والآن البنائية تعتبر يعني
+
+334
+00:22:53,380 --> 00:22:59,080
+أكبر نظرية في إطار عملية التعليم لأنها بتضم كل
+
+335
+00:22:59,080 --> 00:23:03,100
+النظريات هذه تحتها، يعني كل أفكار بيجيه، كل أفكار
+
+336
+00:23:03,100 --> 00:23:07,320
+جنيه بتيجي تحت النظرية البنائية، أفكار Bronner،
+
+337
+00:23:07,320 --> 00:23:12,390
+الـBronner في التربية بيسموه أبو الاكتشافالبرونر
+
+338
+00:23:12,390 --> 00:23:16,850
+بيسموه أبو الاكتشاف هو اللي بيقوللي انه لازم الطفل
+
+339
+00:23:16,850 --> 00:23:21,750
+يكتشف بنفسه صاحب اللي هو الفكرة الأساسية اللي
+
+340
+00:23:21,750 --> 00:23:25,390
+هيبتقول لابد ان احنا إذا قرت أن تعلمه العوم لابد
+
+341
+00:23:25,390 --> 00:23:30,670
+أن تقذفه في بركة ماء، مانفعش أعلمه العوم هو قاعد
+
+342
+00:23:30,670 --> 00:23:36,120
+في منطقة يابسأه بنفعش، بده يتعلم العوم لازم يكون
+
+343
+00:23:36,120 --> 00:23:39,680
+داخل بركة الميه، المثل الصيني إيش بقول؟ بدل أن
+
+344
+00:23:39,680 --> 00:23:44,880
+أطعمك كل يوم سمكة، علمني كيف أصطاد، أي نعم،
+
+345
+00:23:44,880 --> 00:23:48,260
+وبالتالي احنا .. يعني لازم احنا نتعلم ما هي الشيء،
+
+346
+00:23:48,260 --> 00:23:51,760
+يعني مش أن احنا ناخد المعرفة، يعني المدرس مايعلمش
+
+347
+00:23:51,760 --> 00:23:56,820
+الطالب المسألة، ولكن يعلمه طريقة حل المسألةيعني مش
+
+348
+00:23:56,820 --> 00:24:00,420
+من الصواب إن أنا أحل المسألة للطالب و أخليه يحفظها
+
+349
+00:24:00,420 --> 00:24:05,160
+لكن أنا بعلمه مهارة الحل فهو بعد ذلك بيحل أي مسألة
+
+350
+00:24:05,160 --> 00:24:08,520
+هذا هو الأساس في أفكار Brunner اللي قائمة على
+
+351
+00:24:08,520 --> 00:24:12,240
+الاكتشاف عندنا أيضًا من الأفكار اللي قائمة على
+
+352
+00:24:12,240 --> 00:24:16,100
+البنائية اللي هي أفكار Oswald Oswald عنده نظرية في
+
+353
+00:24:16,100 --> 00:24:21,080
+الاحتواء الاحتواء بيقول إنه عملية دمج بين الخبرات
+
+354
+00:24:21,080 --> 00:24:25,780
+السابقة والخبرات الجديدة حتى نصل إلى تعلم ذي معنى
+
+355
+00:24:27,350 --> 00:24:32,290
+إيش التعلم دي المعنى؟ هو تعلم يربط بعلاقات واضحة
+
+356
+00:24:32,290 --> 00:24:37,650
+بين التعلم السابق والتعلم الجديد هذه كلها أفكار
+
+357
+00:24:37,650 --> 00:24:42,670
+الآن هنقشها في البنائية فبيقول إن العالم جانبي
+
+358
+00:24:42,670 --> 00:24:46,450
+يجيه واضع اللابنات الأولى للبنائية بالمشاركة مع
+
+359
+00:24:46,450 --> 00:24:52,800
+برونر و أوسبل و جانياتفترض البنائية إن الأفراد
+
+360
+00:24:52,800 --> 00:24:56,840
+أثناء عملية التعليم يطوروا وبصورة نسبية أنماط من
+
+361
+00:24:56,840 --> 00:25:01,280
+المعتقدات، تندمج في بيئات في بنياتهم المعرفية ومن
+
+362
+00:25:01,280 --> 00:25:04,980
+الممكن أن يتعرض فردان لنفس الأحداث إلا أن كلًا
+
+363
+00:25:04,980 --> 00:25:10,240
+منهمها قد يدركها ويفسرها بطرق مختلفة في ذلك على
+
+364
+00:25:10,240 --> 00:25:13,820
+معرفة الشخصية ومعتقداته السابقة يعني الآن كل
+
+365
+00:25:13,820 --> 00:25:17,910
+أيديكم موجودين عندي في المحاضرةهل كلكم بتطلعوا في
+
+366
+00:25:17,910 --> 00:25:23,470
+النهاية بنفس الحصيلة العلمية من المحاضرة؟ لأ يبقى
+
+367
+00:25:23,470 --> 00:25:28,170
+كل واحدة فيكم بتطور بنية معرفية بناء على خبرتها
+
+368
+00:25:28,170 --> 00:25:33,050
+السابقة بناء على مدى فهمها للمعلومات الجديدة بتطلع
+
+369
+00:25:33,050 --> 00:25:38,510
+في بناء معرفي معين في طالبة كان عندها اهتمامبإنها
+
+370
+00:25:38,510 --> 00:25:42,590
+تنتبه لكل جزئية في المحاضرة ورمزت أكتر من 80% من
+
+371
+00:25:42,590 --> 00:25:46,310
+المعلومات في طالبة ماقدرتش تتواصل مع هذه الأشياء
+
+372
+00:25:46,310 --> 00:25:51,270
+فكانت حصيلتها 50% في ممكن تكون حصيلتها مواصلة الـ
+
+373
+00:25:51,270 --> 00:25:56,620
+20في المية ماكنش عندها هذه الدرجة من الانتباه و من
+
+374
+00:25:56,620 --> 00:25:59,360
+التركيز بحيث أنها تربطها مع قدراتها و خبراتها
+
+375
+00:25:59,360 --> 00:26:02,800
+العقلية و بالتالي لسه هي لما تيجي يوم الامتحان
+
+376
+00:26:02,800 --> 00:26:07,480
+تطلع تلاقي كأنها المعرفة دي لأول مرة بتشوفها لسه
+
+377
+00:26:07,480 --> 00:26:10,820
+بدها تقرأها و بدها تفهمها و بدها .. لسه بدها تبذل
+
+378
+00:26:10,820 --> 00:26:15,520
+عليها جهدعشان تحللها وتدرسها عشان بعد ذلك لسه تبدأ
+
+379
+00:26:15,520 --> 00:26:19,040
+اللي هي عملية المراجعة النهائية للامتحان في طالبة
+
+380
+00:26:19,040 --> 00:26:21,920
+لأ هي خلاص فهمتها الآن تبدأ يوم الامتحان مراجعة
+
+381
+00:26:21,920 --> 00:26:26,980
+نهائية للاختبار يبقى هنا تختلف أنماط تطوير اللي هي
+
+382
+00:26:26,980 --> 00:26:31,760
+المعتقدات والافكار على حسب خبرات الفرد السابقة
+
+383
+00:26:31,760 --> 00:26:36,200
+وكيفية تعامله مع هذه الخبرات هذا افتراض للنظرية
+
+384
+00:26:36,200 --> 00:26:37,440
+البنائية
+
+385
+00:26:39,480 --> 00:26:42,760
+طبعاً بتقوم النظرية البنائية على مجموعة من الأفكار
+
+386
+00:26:42,760 --> 00:26:45,540
+والمعلومات اللي بتعرض إليها الفرد حتى يتوصل إلى
+
+387
+00:26:45,540 --> 00:26:50,540
+معلومات جديدة من هذه الأسس والمنطلقات الأساس الأول
+
+388
+00:26:52,510 --> 00:26:55,810
+التعلم عملية بنائية يعني إنه بنبنى بالتدريج،
+
+389
+00:26:55,810 --> 00:27:00,370
+بيصيرش فيهوم ولا لا ومناشطة ومستمرة وغرضية التوجب،
+
+390
+00:27:00,370 --> 00:27:03,550
+يعني يكونيلها غرض ويلها هدف، ليش هو بيتعلم لازم
+
+391
+00:27:03,550 --> 00:27:07,390
+يكون عنده هدف عشان يتعلم؟ ممتاز جدا، طبعا التعلم
+
+392
+00:27:07,390 --> 00:27:11,650
+عملية بنائية، ناشطة، مستمرة، غرضية، هذه كلمة بس
+
+393
+00:27:11,650 --> 00:27:15,980
+اللي هي حرف الغين خاطقة، هي غرضية التوجبعملية
+
+394
+00:27:15,980 --> 00:27:20,880
+بنائية نشطة، يعني احنا طالما بنتعلم فاحنا بنبني
+
+395
+00:27:20,880 --> 00:27:25,280
+معرفة بصورة نشطة، بنستدعي خبراتنا السابقة، بنشوف
+
+396
+00:27:25,280 --> 00:27:28,800
+العلاقات، المعلومات، بنحاول إن احنا يكون في عنا
+
+397
+00:27:28,800 --> 00:27:32,540
+نشاط عقلي، نشاط ذهني واضح جدا، وهذا الشيء مستمر
+
+398
+00:27:32,890 --> 00:27:35,270
+يعني انت بتتعلم داخل المحاضرة و بتتعلم خارج
+
+399
+00:27:35,270 --> 00:27:37,830
+المحاضرة و بتتعلم و انت راكبه في السيارة و بتتعلم
+
+400
+00:27:37,830 --> 00:27:42,290
+في كل لحظة بتتعلم أشياء و بتكتسب معلومات عقلك و
+
+401
+00:27:42,290 --> 00:27:45,630
+دماغك بيسجل طول ما انت ماشي طالما عينيك هذه بتتحرك
+
+402
+00:27:45,630 --> 00:27:51,110
+و بتسجل و بتسجل ملاحظات فدماغك شغال و بتشتغل و في
+
+403
+00:27:51,110 --> 00:27:54,910
+عندك أفكار كتيرة بتدور في داخلك فهذه عملية نشطة
+
+404
+00:27:54,910 --> 00:27:58,570
+مستمرة لكن عملية التعلم بحد ذاتها بتكون غرضية
+
+405
+00:27:58,570 --> 00:28:02,440
+التوجه يعني في هناك هدف نريد الوصولاللي طالما في
+
+406
+00:28:02,440 --> 00:28:05,920
+هناك هدف انها تكون غرضية التوجه معنادلك هذه
+
+407
+00:28:05,920 --> 00:28:09,800
+الافتراض هنا انه مافيش انسان بيركز في الأشياء
+
+408
+00:28:09,800 --> 00:28:13,940
+وبيتعلم إلا إذا كان في عنده هدف لكن اللي ماعنده
+
+409
+00:28:13,940 --> 00:28:17,840
+هدف يعني زي اللي بيكون راكب قطار أو راكبة سيارة
+
+410
+00:28:17,840 --> 00:28:22,020
+انت ماعندكيش هدف انك انت طول ما انت ماشية تشوفي
+
+411
+00:28:22,020 --> 00:28:27,280
+إيش الأحداث و تسجليها فممكن تشوفي ألف منظر وعقلك
+
+412
+00:28:27,280 --> 00:28:32,520
+مايسجلوش لكن ممكن تشوفي قدامك حادثوتشوفي مثلا كذا
+
+413
+00:28:32,520 --> 00:28:37,960
+فالان عقلك بيسجل هذه اللقطةو بتروحي بتحكيها و
+
+414
+00:28:37,960 --> 00:28:41,440
+بتتكلمي فيها فالان انت كمان بتنقلي هذه الخبرة و
+
+415
+00:28:41,440 --> 00:28:45,100
+بتحاولي انك تتعلم الآخرين انه ماحدش يمشي مسرع انه
+
+416
+00:28:45,100 --> 00:28:48,120
+مثلا اللي راكب مثلا فزبا او كذا المفروض ان السواق
+
+417
+00:28:48,120 --> 00:28:51,880
+يعمل كذا فالان انت نتيجة انك انت ركزتي كان في عندك
+
+418
+00:28:51,880 --> 00:28:55,420
+هدف تتأملك لماذا حدث هذا الحادث او كذا فالان صار
+
+419
+00:28:55,420 --> 00:28:58,920
+في عندك تفكير فصار عندك عملية تعلم بتنقليها لنفسك
+
+420
+00:28:58,920 --> 00:29:06,700
+و بتنقليها للآخرين الاساس التاني فضليتهيأ المعلم
+
+421
+00:29:06,700 --> 00:29:09,800
+أفضل الدروس عندما يواجه .. يواجه المشكلة أهم مهمة
+
+422
+00:29:09,800 --> 00:29:13,780
+حقيقية؟ ممتاز جدا، أفضل موقف نحط فيه المتعلم إن
+
+423
+00:29:13,780 --> 00:29:18,520
+أحطه في مشكلة أو في مهمة حقيقية، يعني ممكن نشرح
+
+424
+00:29:18,520 --> 00:29:21,640
+للمتعلم، دل نشرح، نشرح، نشرح، لكن ما .. ما نعطيهوش
+
+425
+00:29:21,640 --> 00:29:25,760
+أسئلةأنا بعرفش هل الطالب فهم أو ما فهمي، كيف بعرف
+
+426
+00:29:25,760 --> 00:29:30,380
+إن الطالب فهم؟ لازم أواجهه المشكلة، لازم أعطيه
+
+427
+00:29:30,380 --> 00:29:34,240
+أسئلة هو يحلها، يعني مانفعش المدرسة تيجي تشرح اللي
+
+428
+00:29:34,240 --> 00:29:37,840
+هي نظرية في تغارس، تشرح النظرية تماما، طب هل
+
+429
+00:29:37,840 --> 00:29:43,190
+الطلبة فهموا؟ تعطيهم سؤالالان لو حطتهم في مشكلة ان
+
+430
+00:29:43,190 --> 00:29:46,470
+هو سؤال مش معروف لإجابة وقدروا الطالب يحلوها معناه
+
+431
+00:29:46,470 --> 00:29:50,130
+ذلك ان هم قدروا يحققوا هذه المشكلة يبقى أفضل موقف
+
+432
+00:29:50,130 --> 00:29:54,030
+بيعمله المدرس للطالب انه يعطيه أسئلة انه دائما
+
+433
+00:29:54,030 --> 00:29:58,550
+يمشكل الطالب يحط الطالب أمام مشكلة تحتاج إلى تفكير
+
+434
+00:29:58,550 --> 00:30:01,870
+إذا الطالب فهم المعرفة بيقدر يستخدم المعرفة في حل
+
+435
+00:30:01,870 --> 00:30:06,690
+الموقف التعليمي إذا ما فهمش هيبذل مزيد من الجهد
+
+436
+00:30:06,690 --> 00:30:10,130
+علشان يفهم عشان يقدر يحل الموقف التعليمي
+
+437
+00:30:12,780 --> 00:30:17,120
+أيضًا؟ تتضمن عملية التعلم إعادة بناء تفضل، معرفتي
+
+438
+00:30:17,120 --> 00:30:21,140
+تتضمن عملية التفاوض الإجتماعي مع الآخرين إيش معنى
+
+439
+00:30:21,140 --> 00:30:26,620
+من جد نظرك في التفاوض الإجتماعي؟ تفاعل مع الآخرين،
+
+440
+00:30:26,620 --> 00:30:31,420
+تواصل مع شرائح المجتمعمش شرق شرائح المجتمع، يعني
+
+441
+00:30:31,420 --> 00:30:34,540
+الآن احنا بدي أقولك مثلا هي آلة التواصل مع
+
+442
+00:30:34,540 --> 00:30:38,120
+المجتمع، انت إيش بتقولي مع شرائح المجتمع؟ طب إيش
+
+443
+00:30:38,120 --> 00:30:44,620
+من طالب بتانية ممكن تعطينا تصور للتفاوض الاجتماعي؟
+
+444
+00:30:44,620 --> 00:30:48,240
+قدرتنا عن الاستفادة من الخبرات الآخرين من خلال
+
+445
+00:30:48,240 --> 00:30:51,480
+التفاعل المحمض، وكانوا أكثر منها أو أضافة من ما
+
+446
+00:30:51,480 --> 00:30:53,860
+ممكن تعملوا معهم، هذا دور الاستفادة طب في توضيح
+
+447
+00:30:53,860 --> 00:31:01,790
+تاني؟ مكان الاجتماعي؟تبادل الخبرة يبقى الأن احنا
+
+448
+00:31:01,790 --> 00:31:05,510
+في ال .. في الموضوع الواحد نقشنا أربع أو خمس قراء
+
+449
+00:31:05,510 --> 00:31:11,610
+وبالتالي احنا بدأنا نتفاوض على المفهومهذا معنى
+
+450
+00:31:11,610 --> 00:31:14,310
+التفاوض الاجتماعي، يعني إحنا لما بنيجي بنتفاوض على
+
+451
+00:31:14,310 --> 00:31:18,810
+حاجة، يعني بنيجي مثلا بنشرح أي معلومة، فإحنا بدنا
+
+452
+00:31:18,810 --> 00:31:23,650
+نقول التعلم كم؟ إيش معنى التعلم كم؟ فطالبة بتقولك
+
+453
+00:31:23,650 --> 00:31:26,130
+مثلا إنه الخبرات السابقة، طالبة بتقولك لأ إنه من
+
+454
+00:31:26,130 --> 00:31:29,770
+البسيط للمعقد، الآن هذه التفاوض اللي بيحصل، هذا
+
+455
+00:31:29,770 --> 00:31:34,300
+بيعمل على تكامل المعلوماتلأن انتوا خمس طالبات، كل
+
+456
+00:31:34,300 --> 00:31:37,200
+واحدة فيكم فهم المفهوم بطريقة معينة، لما احنا
+
+457
+00:31:37,200 --> 00:31:41,900
+نتناقش في المفهوم نفسه، بنعمل على تكامل المفهوم،
+
+458
+00:31:41,900 --> 00:31:46,440
+فبنفهم المفهوم من عدة وجهات نظر، وبالتالي في نقدر
+
+459
+00:31:46,440 --> 00:31:50,840
+.. كمان ممكن اكون انا في جزء من المفهوم يخطأ، فلما
+
+460
+00:31:50,840 --> 00:31:54,980
+بتفاوض مع زميلاتي، بعدل من المفهوم، زي اللي بيحصل
+
+461
+00:31:54,980 --> 00:31:58,850
+مرات قبل الامتحانقبل الامتحان تيجي بتنقش زميلتك،
+
+462
+00:31:58,850 --> 00:32:00,710
+مابتقولها شوف هذا السؤال هذا، بيقولك لأ لأ لأ هذا
+
+463
+00:32:00,710 --> 00:32:03,750
+مش هيك هذا هيك، الآن أنت بتكوني فاهمة أن حل السؤال
+
+464
+00:32:03,750 --> 00:32:07,420
+هذا كان؟بهذه الصورة، لكن بعد ما اتفوتتي أنتي و
+
+465
+00:32:07,420 --> 00:32:12,060
+زميلاتك، غيرتي من وجهة نظرك، واقتنعتي من وجهة
+
+466
+00:32:12,060 --> 00:32:16,260
+نظرهم، الآن حصل في تعديل للمفهوم، تعديل للنموذج،
+
+467
+00:32:16,260 --> 00:32:19,600
+هذه طبعا شيء مهم جدا، بقول إنها عملية التعلم،
+
+468
+00:32:19,600 --> 00:32:23,540
+بتتعلم إعادة بناء الفرد لمعرفته، يعني أنت بتقرأي
+
+469
+00:32:23,540 --> 00:32:28,940
+تماما، لكن وقتاش فعليا بتعيدي بناء معرفتك بطريقة
+
+470
+00:32:28,940 --> 00:32:34,370
+صحيحة لما اتناقش الآخر، زي اللي بحفظ القرآنقعدة و
+
+471
+00:32:34,370 --> 00:32:38,510
+حطت القرآن و بتحفظ لحالك و عدت و سمعت لحالك قلبك
+
+472
+00:32:38,510 --> 00:32:43,030
+صاحبيتك هاتي أسمعلك اه صارت إيش؟ صار في عندك خطأ
+
+473
+00:32:43,030 --> 00:32:49,890
+لما كنت تعيدي لحالك مااكتشفتيش الخطأ لكن لما صارت
+
+474
+00:32:49,890 --> 00:32:54,860
+زميلتك تسمعلكأه صار فيها هي بتحددلك إيش في عندك
+
+475
+00:32:54,860 --> 00:32:58,380
+أخطاء في الأحكام، في عندك أخطاء في الحركات، في
+
+476
+00:32:58,380 --> 00:33:02,360
+كلمات أنتي نسيها، وبالتالي مقدرش نصحح معرفتنا
+
+477
+00:33:02,360 --> 00:33:06,560
+لوحنا، يعني عملية التعلم عملية فيها وسط اجتماعي،
+
+478
+00:33:06,560 --> 00:33:10,740
+لازم يكون فيها مشاركة اجتماعية، وبالتالي عملية
+
+479
+00:33:10,740 --> 00:33:13,880
+التفاوض الاجتماعي، عملية اللي هي التحور في
+
+480
+00:33:13,880 --> 00:33:18,320
+المعلومة مع الآخرين، عملية مهمة جدا، إن احنا لازم
+
+481
+00:33:18,320 --> 00:33:20,760
+نناقش المعلومة مدى صحة المعلومة
+
+482
+00:33:27,820 --> 00:33:32,160
+أيضًا عملية المعرفة القابلية .. القابلية للمتعلم
+
+483
+00:33:32,160 --> 00:33:36,180
+شرط أساسي حتى يحدث عملية حتى يكون خبرات جديدة على
+
+484
+00:33:36,180 --> 00:33:40,120
+الخبرات السابقة يعني يكون عنده خلفية للإشغال يعني
+
+485
+00:33:40,120 --> 00:33:43,240
+.. يعني أعطيه معنى جديدة عشان يكون على الخبرات
+
+486
+00:33:43,240 --> 00:33:47,840
+السابقة اللي هي عنده تعلم دي معنى معنى تعلم دي
+
+487
+00:33:47,840 --> 00:33:51,520
+معنى كلمة مهمة جدًا طبعًا هنا احنا بنتكلم عليها
+
+488
+00:33:53,180 --> 00:33:56,720
+لأنه لما احنا بنقول إنه المعرفة القابلية شرط أساسي
+
+489
+00:33:56,720 --> 00:33:59,660
+لحدوث التعلم دي المعنى، احنا قلنا إن Oswald من
+
+490
+00:33:59,660 --> 00:34:03,680
+منظري البنائية هو اللي ركز على التعلم دي المعنى،
+
+491
+00:34:03,680 --> 00:34:06,560
+إيش التعلم دي المعنى؟ إنه في عندي خبرات سابقة و في
+
+492
+00:34:06,560 --> 00:34:10,520
+عندي خبرات جديدة، إذا قدرت أوجد علاقة بين الخبرة
+
+493
+00:34:10,520 --> 00:34:15,220
+السابقة و الخبرة الجديدة و أدمجها في بنية العقلية،
+
+494
+00:34:15,220 --> 00:34:19,910
+فبتحصل عملية اسمها التعلم دي المعنىاللي هي عملية
+
+495
+00:34:19,910 --> 00:34:23,570
+الاحتواء إن أنا قدرت أحتوي الخبرات الجديدة مع
+
+496
+00:34:23,570 --> 00:34:27,490
+خبرات السابقة بحيث إن أنا عدلت من خبراتي السابقة،
+
+497
+00:34:27,490 --> 00:34:31,310
+يعني بهذا الشكل إنه هيت عندي اللي هو دماغ الإنسان
+
+498
+00:34:31,310 --> 00:34:36,110
+بيحتوي خبرات وفين عندي هنا خبرات جديدة، الآن بدأ
+
+499
+00:34:36,110 --> 00:34:40,650
+أعمل نوع من التشبيك بين الخبرة السابقة و الخبرة
+
+500
+00:34:40,650 --> 00:34:44,350
+الجديدة بحيث إنه أصبحت بعد اللي هي هذا الشيء أصبحت
+
+501
+00:34:44,350 --> 00:34:50,820
+خبراتي أنا اللي في دماغي أكثراتساعا احتوت الخبرة
+
+502
+00:34:50,820 --> 00:34:53,640
+الجديدة، دخلة الخبرة الجديدة في البنية العقلية
+
+503
+00:34:53,640 --> 00:34:57,520
+تبعتي، طورت من الخبرة تبعتي، وبالتالي أصبح التعلم
+
+504
+00:34:57,520 --> 00:35:03,200
+له معنى، في معنى، افهمت، اتطورت قدراتي العقلية، مش
+
+505
+00:35:03,200 --> 00:35:07,890
+أن هو تعلم جديد، لكنه برضه ما أضفليش أي حاجةالتعلم
+
+506
+00:35:07,890 --> 00:35:12,570
+جديد لازم يعطيني معنى في معلوماتي يطور قدراتي،
+
+507
+00:35:12,570 --> 00:35:15,830
+يطور خبراتي في هذا الإطار وبالتالي بنقول المعرفة
+
+508
+00:35:15,830 --> 00:35:19,590
+القبلية شرط أساسي للتعلم، هذا أساسي لكن لبناء تعلم
+
+509
+00:35:19,590 --> 00:35:26,370
+فيه معنى بيبنيه الفرد في دوق خبراته السابقة أيضًا
+
+510
+00:35:26,370 --> 00:35:31,070
+من المبادئ الهدف
+
+511
+00:35:31,070 --> 00:35:33,690
+الجمهوري من عملية التعلم هو إحداث كيفية وإما
+
+512
+00:35:33,690 --> 00:35:38,400
+ضغوطنا فيه ممارسة على خدمة المتعلمممتاز جدا، إيش
+
+513
+00:35:38,400 --> 00:35:46,880
+معنى الضغط المعرفي؟ متى هيحدث الضغط المعرفي؟
+
+514
+00:35:46,880 --> 00:35:50,480
+في عندي أنا الآن حاجة للمعرفة، في عندي حاجة سريعة
+
+515
+00:35:50,480 --> 00:35:54,620
+للوصول للمعرفة، في عندي ضغط، معرفة، اللحظات اللي
+
+516
+00:35:54,620 --> 00:35:59,780
+أنت بتفكر فيها و أنت داخل الامتحانقدش عقلك بيكون
+
+517
+00:35:59,780 --> 00:36:02,920
+بيشتغل في لحظة الامتحان أو الساعات اللي قبل
+
+518
+00:36:02,920 --> 00:36:05,920
+الامتحان هلاقيت لو أنا قولتلك عندك امتحانك مثلا
+
+519
+00:36:05,920 --> 00:36:12,640
+الأساسيات يوم مثلا قداشه واحد طيب، الآن أنتي قداشه
+
+520
+00:36:12,640 --> 00:36:19,780
+بتدرسي من المادة؟ متول
+
+521
+00:36:19,780 --> 00:36:29,540
+طيب لو أجيه لندرس يوم ستة وعشريناه بالسبوع لسه؟ مش
+
+522
+00:36:29,540 --> 00:36:37,020
+حاسين فيه ضغط؟ طب ليلة الامتحان؟ و
+
+523
+00:36:37,020 --> 00:36:42,670
+قبل الامتحان بساعتين؟ مش استجابات بالمرة بتكونالآن
+
+524
+00:36:42,670 --> 00:36:46,830
+عقلك ما بيشتغل إلا لما يكون تحت ضغط معرفي لما يكون
+
+525
+00:36:46,830 --> 00:36:50,330
+في حاجة انك انت يعني تستجيبي لهذا الإطار، يعني
+
+526
+00:36:50,330 --> 00:36:55,290
+الهدف الجوهري انه يحدث تكييف بين اللي هو بيتواقم
+
+527
+00:36:55,290 --> 00:36:58,250
+من عملية التعلم بين الضغط المعرفي والممارسة عند
+
+528
+00:36:58,250 --> 00:37:01,790
+الخبرة، كيه بده يحدث هذا التكييف في هذا الجانب؟
+
+529
+00:37:01,790 --> 00:37:05,430
+الآن انت بتسيري وانت بتقرأ ايه؟ يعني ممكن انا مش
+
+530
+00:37:05,430 --> 00:37:09,920
+لسه انا امتحانش قريب بقعد في الصفحة ساعة نص ساعةو
+
+531
+00:37:09,920 --> 00:37:13,700
+لسه مقلبتش الصفحة لكن لما انه الأن انا أصبح الوقت
+
+532
+00:37:13,700 --> 00:37:18,680
+عندي ضرورة فعقلي بحاول يعمل نوع من التكيف فبصير
+
+533
+00:37:18,680 --> 00:37:23,130
+الصفحة هادى بس بتطلع فيها هيكبتلاقي أن كل قدراتي
+
+534
+00:37:23,130 --> 00:37:26,830
+وحواسي أصبحت واضحة ومسخرة وكذا و بحدد إيش هي
+
+535
+00:37:26,830 --> 00:37:29,630
+الأشياء الأساسية و المطلوبة و بكتب بسرعة وكذا و
+
+536
+00:37:29,630 --> 00:37:32,690
+بقلب و اللي بعدها و اللي بعدها و بحاول أن أنا أقرأ
+
+537
+00:37:32,690 --> 00:37:36,590
+بسرعة، هذه عملية ضغط معرفي بتحدث عند الإنسان، يبقى
+
+538
+00:37:36,590 --> 00:37:39,890
+الآن الهدف الجوهري عند عملية التعلم أنه يقدر يحدث
+
+539
+00:37:39,890 --> 00:37:43,620
+تكييفإذا انت بدك تتعلمى إن هو بدى يحدث تكييب بين
+
+540
+00:37:43,620 --> 00:37:47,400
+اللى هو الضغط اللى حدث عندك سواء حاجتك لحل المشكلة
+
+541
+00:37:47,400 --> 00:37:51,220
+معينة أو حاجتك لاختبار أو كذا و بين اللى هى
+
+542
+00:37:51,220 --> 00:37:54,980
+العملية و الممارسة في الخبرة اللى هى موجودة عندك
+
+543
+00:37:54,980 --> 00:37:59,140
+وبالتالي هنا بنلاقي إنه في حالة توتر لما يكون في
+
+544
+00:37:59,140 --> 00:38:02,420
+عندك سؤال بدك تحليه ومانتش عارفة تحليه فانت في
+
+545
+00:38:02,420 --> 00:38:05,840
+حالة توتر في حالة اضطراب في ضغط ماعرف عنك بدك
+
+546
+00:38:05,840 --> 00:38:10,660
+تعرفىبدك تعرفي شيء معين لازم انك انت بتكون في حالة
+
+547
+00:38:10,660 --> 00:38:14,260
+هذا الضغط المعرفي اللي بيعملك فانت مارسي كتير من
+
+548
+00:38:14,260 --> 00:38:19,020
+الممارسات حتى تتخلصي من هذا الضغط لو حسيتي انك انت
+
+549
+00:38:19,020 --> 00:38:22,340
+فهمتي و حليتي و كذا خلاص بترتاحي بتصيري نوع من
+
+550
+00:38:22,340 --> 00:38:26,840
+الراحة عندك لكن لو حسيتي انك انت لأ مش قادرة تحلي
+
+551
+00:38:26,840 --> 00:38:32,650
+لأ في عندك مشكلة بتضلك في حالة توترممكن يصير ضغط
+
+552
+00:38:32,650 --> 00:38:36,470
+معرفة لما نقيم كلام جديد علينا و .. و احنا مش
+
+553
+00:38:36,470 --> 00:38:41,630
+فاهمينه و نحاول نفهمه؟ ممكن انت اذا واجهتي اي خبرة
+
+554
+00:38:41,630 --> 00:38:47,470
+و انت مش قادرة تفهميها مش قادرة تربطيها في بنيتك
+
+555
+00:38:47,470 --> 00:38:51,990
+العقلية و حاسة انه هذه .. هذا .. هذا وقت أساسي لها
+
+556
+00:38:51,990 --> 00:38:57,230
+يبقى الأن انت تحت ضغط معرفةلابد انك انت تستوعبي،
+
+557
+00:38:57,230 --> 00:39:01,150
+لابد انك انت تقدر تتعاملي مع هذه المعرفة، على طول
+
+558
+00:39:01,150 --> 00:39:04,210
+احنا بنحس يعني لما ان مثلا واحد بيشرح فكرة و انا
+
+559
+00:39:04,210 --> 00:39:08,790
+مش قادرة أفهمها، ايش؟فبتلاقي أن انت كنتي و هو مثلا
+
+560
+00:39:08,790 --> 00:39:11,810
+خلال مهار الإنسان هذا بيتله هذه الفكرة أو كذا كنتي
+
+561
+00:39:11,810 --> 00:39:16,070
+مشغولة بعشرين شغلة مع هذه الفكرة، الآن ركزتي تماما
+
+562
+00:39:16,070 --> 00:39:20,650
+انسحبتي منها كلها و بدأتي تركز في هذه الفكرة و
+
+563
+00:39:20,650 --> 00:39:24,950
+بدأتي تبدلي جهد علشان أنتي تتوصلي لهذه المعلومة
+
+564
+00:39:24,950 --> 00:39:27,950
+يعني ممكن يكون فكرة في التليفزيونة بتنشرح واحد
+
+565
+00:39:27,950 --> 00:39:32,770
+قاعد بيشرح مبدأ معينفروحت قلتوا بس بس بس وروحت سكت
+
+566
+00:39:32,770 --> 00:39:36,710
+كل اللي حواليك و بدأتي اتركزي ايش الكلام اللي
+
+567
+00:39:36,710 --> 00:39:41,290
+بينحكى، فانت الآن واجهتي ضغط للمعرفة فبتحاولي انها
+
+568
+00:39:41,290 --> 00:39:45,110
+تكون ممارساتك تعمل تواؤم مع هذا الضغط عشان تقدر
+
+569
+00:39:45,110 --> 00:39:49,450
+توصلك لو انت مثلا أجاء ان انت عندك حدث ضغط معرفي
+
+570
+00:39:49,450 --> 00:39:55,830
+ومافيش عندك إمكانية للتواؤم، اش بيصير؟ ضغط مشوش
+
+571
+00:39:56,010 --> 00:39:59,050
+بصير انهيار، يعني بعض الطالبات يعني بتيجي في
+
+572
+00:39:59,050 --> 00:40:03,790
+الامتحان بتلاقيها بتصير ترجف و تبكي و بتسفر و كذا
+
+573
+00:40:03,790 --> 00:40:07,430
+و بتصير حالتها حالة، الآن هي المفروض إنه هي بتواجه
+
+574
+00:40:07,430 --> 00:40:12,170
+مشكلة أو إنه هي مستعدة للاختبار، بس هي مش مستعدة
+
+575
+00:40:12,170 --> 00:40:16,350
+استعداد كامل للاختبار، مجرد ما شافت ورقة الاختبار
+
+576
+00:40:16,350 --> 00:40:20,350
+و شافت بعض المفاهيم اللي هي مش عارفاها و مافيش
+
+577
+00:40:20,350 --> 00:40:24,910
+عندها وقت يساعدها على عملية التكييف، فبصير عندها
+
+578
+00:40:24,910 --> 00:40:29,710
+انهيارفبتصير تبكي و بتنهار و كذا لو هديت بعد ذلك
+
+579
+00:40:29,710 --> 00:40:32,770
+ممكن أنها ترتاح و أنها تسيطر على بعض الأشياء لكن
+
+580
+00:40:32,770 --> 00:40:36,050
+هي نتيجة اني حاسس ان الوقت ضيق فبتحصل عندها هذه
+
+581
+00:40:36,050 --> 00:40:39,410
+عملية انهيار احنا بنحاول ان نخل الطالب مايوصلش ان
+
+582
+00:40:39,410 --> 00:40:44,030
+اعطي نفسك الفرصة في التفكير كل مشكلة ممكن انت تقدر
+
+583
+00:40:44,030 --> 00:40:48,270
+تحلها كل خبرة انت لو مرت عليها لو مرة واحدة بتقدر
+
+584
+00:40:48,270 --> 00:40:51,870
+انك توصل إليها إلى حل بس لازم تحاول انك تصل إلى
+
+585
+00:40:51,870 --> 00:40:58,420
+هذا التواقم المعين ايضا من المبادئالمتعلم يبني
+
+586
+00:40:58,420 --> 00:41:01,480
+معرفته من خلال نشاطاته ومشاركته المفعالة في عملية
+
+587
+00:41:01,480 --> 00:41:04,540
+التعليم والتعلم ممتاز جدا، يبقى المتعلم لازم يكون
+
+588
+00:41:04,540 --> 00:41:08,940
+فعال، فعال، نشط، على طول، active مافيش عندي في
+
+589
+00:41:08,940 --> 00:41:11,880
+عملية التعليم والتعلم إن المتعلم متفرج لازم يكون
+
+590
+00:41:11,880 --> 00:41:19,120
+على طول نشط في هذا الاتحاد المبدأ السابع ..متعدد
+
+591
+00:41:19,120 --> 00:41:24,210
+حوض التعلم إلى مصاود التعلم أو بعد التعلمو طبعا ..
+
+592
+00:41:24,210 --> 00:41:27,410
+و طبعا اتقول ان انا رفضت و انا خُططت او ماعرفت
+
+593
+00:41:27,410 --> 00:41:30,350
+ماذا و هذا يعني ال experience بتبقى صيني اتعلمت
+
+594
+00:41:30,350 --> 00:41:34,730
+يعني كل ما الانسان اتعلم يتعلم اكتر و كل ما اتعرف
+
+595
+00:41:34,730 --> 00:41:38,750
+يتعرف اكتر يعني هذا بقى انه عندي اتعلم عملي اسم
+
+596
+00:41:38,750 --> 00:41:42,650
+يعني ممتاز جدا العملية ليست يعني مجرد ان احنا
+
+597
+00:41:42,650 --> 00:41:47,010
+بنتعلم مثلا مبدأ الجامع بس انا بتتعلم الطالب مبدأ
+
+598
+00:41:47,010 --> 00:41:53,190
+الجامع لأ ما بعد عملية التعلم للجامعفي ممارسة في
+
+599
+00:41:53,190 --> 00:41:56,170
+الحياة، بدي أستخدم عملية الجامعة في الحياة، بدي
+
+600
+00:41:56,170 --> 00:41:59,670
+أستخدمها في كذا، بنعلمه مثلا الأخلاق، الأمانة،
+
+601
+00:41:59,670 --> 00:42:02,790
+الدين، الصدق، هل هذا تعلم فقط في داخل الغرفة
+
+602
+00:42:02,790 --> 00:42:07,190
+الصفية ولا في ما بعد التعلم؟والمعرفة وما وراء
+
+603
+00:42:07,190 --> 00:42:11,350
+المعرفة، السطور وما بين السطور، أنا مابديش تحفظ
+
+604
+00:42:11,350 --> 00:42:16,310
+السطور، أنا بدك تحفظ السطور مش هتفهمي، لكن السطور
+
+605
+00:42:16,310 --> 00:42:20,050
+والكلمات، في ما خلف الكلمات وفي ما بين السطور وفي
+
+606
+00:42:20,050 --> 00:42:22,970
+المعرفة وفي ما وراء المعرفة، ليس التفكير في
+
+607
+00:42:22,970 --> 00:42:27,780
+الفكرة، ولكن التفكير لماذا فكرت هذه الفكرة؟يعني
+
+608
+00:42:27,780 --> 00:42:31,020
+احنا بدنا ناخد حل مسألة معينة، فكرتي انت باتجاه
+
+609
+00:42:31,020 --> 00:42:35,140
+معين، ليش فكرتي في هذا الاتجاه فقط؟ وبالتالي ليس
+
+610
+00:42:35,140 --> 00:42:39,240
+التفكير في الفكرة فقط، ولكن التفكير في التفكير،
+
+611
+00:42:39,240 --> 00:42:42,600
+يعني لماذا فكرنا؟ وكيف فكرنا؟ ولماذا لم نفكر في
+
+612
+00:42:42,600 --> 00:42:46,640
+اتجاه آخر؟ يعني حدود التعلم لا تتعبر فقط إن أنا
+
+613
+00:42:46,640 --> 00:42:50,160
+المعرفة ومكوناتها، الكلمات والجمل والأشياء اللي
+
+614
+00:42:50,160 --> 00:42:53,300
+موجودة في داخل الكتابلكن هذه الأشياء في إلها
+
+615
+00:42:53,300 --> 00:42:56,680
+استمرارية في الحياة، في إلها انعكاسات على الفرد،
+
+616
+00:42:56,680 --> 00:42:59,900
+في إلها تواجد في حياتنا، في استمرارية لعملية
+
+617
+00:42:59,900 --> 00:43:03,340
+التعلم، بتنقل عملية التعلم من داخل الكتاب إلى
+
+618
+00:43:03,340 --> 00:43:07,880
+الحياة بتعلمنا أنمات كثيرة في التفكير تعليمها
+
+619
+00:43:07,880 --> 00:43:12,260
+للغير؟ تعليمها للغير، أي نعم، أنت الآن تتعلمي
+
+620
+00:43:12,260 --> 00:43:16,920
+الأمانة، بس لإلك و لا بدك تعلميها لولادك و لإخوانك
+
+621
+00:43:16,920 --> 00:43:20,860
+و للي حواليك ولا طلابك في المستقبلو ليش ال .. ليش
+
+622
+00:43:20,860 --> 00:43:24,020
+الأمانة بالذات؟ اش ال .. اش الميزة اللي في الأمانة
+
+623
+00:43:24,020 --> 00:43:25,340
+اللي احنا لازم نكون فيها؟
+
+624
+00:43:28,340 --> 00:43:31,960
+أينها؟ بترتب عليها أشياء كثيرة، لازم هذا نستشعره و
+
+625
+00:43:31,960 --> 00:43:35,480
+نشوفه في حياتنا، هي الأمانة بس إن أنا أعطيكي فلوس
+
+626
+00:43:35,480 --> 00:43:40,540
+و أنت تحفظيلي عليها؟ الأمانة في كل شيء، وبالتالي
+
+627
+00:43:40,540 --> 00:43:43,880
+الآن معنى الأمانة بيعبر من مفهوم الأمانة إن أنا
+
+628
+00:43:43,880 --> 00:43:47,240
+أعطيكي شيء و أنت تحفظيلي عليه إلى أشياء كثيرة أنا
+
+629
+00:43:47,240 --> 00:43:52,660
+بدي أكون فيها في قمة الأمانة، طيب في أي سؤال؟
+
+630
+00:43:52,660 --> 00:43:54,020
+يعفوكم العظيم
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/WsZ8A48SUVc.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/WsZ8A48SUVc.srt
new file mode 100644
index 0000000000000000000000000000000000000000..df5d64789c09a4132afd284c5f992ceadb54958d
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/WsZ8A48SUVc.srt
@@ -0,0 +1,2069 @@
+1
+00:00:20,650 --> 00:00:23,450
+بسم الله الرحمن الرحيم أهلا وسهلا بكم اليوم طبعا
+
+2
+00:00:23,450 --> 00:00:26,190
+في محاضرتنا التي نقول إن فيها الفصل الأول
+
+3
+00:00:26,190 --> 00:00:30,770
+من الكتاب، وهي مفاهيم أساسية في المناهج، تعرّفنا
+
+4
+00:00:30,770 --> 00:00:33,470
+في المحاضرة الماضية على إشكاليات بناء المنهج
+
+5
+00:00:33,470 --> 00:00:36,170
+ألا تذكرونا ما هي الإشكاليات الثلاث التي
+
+6
+00:00:36,170 --> 00:00:42,690
+يواجهها مصممو المنهج؟ الثبات والتغير والمعاصرة، كيف
+
+7
+00:00:42,690 --> 00:00:48,710
+يمكن التوازن بين التغير والثبات؟ الثبات يكون في أسس
+
+8
+00:00:48,710 --> 00:00:52,470
+التي يقوم عليها المجتمع، يحافظ عليها مع مواكبة
+
+9
+00:00:52,470 --> 00:00:56,470
+التطور والتغيرات الديمقراطية أو المختلفة التي تحدث
+
+10
+00:00:56,470 --> 00:00:59,510
+أو تتطرأ في مشروعنا. ممتاز، يعني الثبات في الأسس
+
+11
+00:00:59,510 --> 00:01:03,850
+والمبادئ، والتغير في التفاصيل والجزئيات. في هذا
+
+12
+00:01:03,850 --> 00:01:08,650
+الاتجاه. ما المقصود بالمعاصرة؟ أو ما هي المعاصرة؟
+
+13
+00:01:08,650 --> 00:01:15,750
+مواكبة الأحداث العصرية مع الثبات على الأسس
+
+14
+00:01:15,750 --> 00:01:18,770
+والمبادئ. لا نفع أن نكون معاصرين بأن نواكب كل ما
+
+15
+00:01:18,770 --> 00:01:23,790
+هو جديد ونتخلى عن شخصيتنا الأصلية. إن هناك مشكلة
+
+16
+00:01:23,790 --> 00:01:26,730
+كبيرة في المناهج وهي درجة الممارسة. ما المقصود
+
+17
+00:01:26,730 --> 00:01:30,710
+بدرجة الممارسة؟
+
+18
+00:01:30,710 --> 00:01:34,770
+أجل؟
+
+19
+00:01:34,770 --> 00:01:40,110
+مدى الاستفادة من المعلومات في الحياة العامة. أجل نعم
+
+20
+00:01:40,110 --> 00:01:42,910
+في الحياة الواقعية، أن نستطيع أن نستفيد من
+
+21
+00:01:42,910 --> 00:01:46,870
+كافة المعلومات ونوظفها في مواقف جديدة في حياتنا
+
+22
+00:01:46,870 --> 00:01:54,190
+سواء كانت علمية أو عملية. فطبعا توظيف
+
+23
+00:01:54,190 --> 00:01:58,450
+الخبرات الحياتية في الحياة العامة. كيف يمكن أن نُلِمّ
+
+24
+00:01:58,450 --> 00:02:01,230
+في المناهج حتى تكون أكثر ممارسة؟ كيف ممكن نُخلي
+
+25
+00:02:01,230 --> 00:02:06,050
+المناهج أكثر ممارسة؟ لما
+
+26
+00:02:06,050 --> 00:02:06,930
+بترجع يا بنات؟
+
+27
+00:02:11,150 --> 00:02:16,290
+النشاطات التي يتعلق و يشارك فيها الطالب، ونجعل
+
+28
+00:02:16,290 --> 00:02:19,090
+التطبيق العملي للمعلومة. اليوم أجل، يعني يبقى
+
+29
+00:02:19,090 --> 00:02:21,870
+لا بد أن المناهج كلها تكون مليانة نشاطات، لا بد من
+
+30
+00:02:21,870 --> 00:02:24,810
+التطوير في أساليب التدريس، لا بد أن يكون هناك
+
+31
+00:02:24,810 --> 00:02:28,170
+مهام يمارسها الطلبة، بحيث أن يكون هناك عنصر
+
+32
+00:02:28,170 --> 00:02:31,790
+الممارسة والجوانب العملية أكثر في المناهج، وهذا
+
+33
+00:02:31,790 --> 00:02:35,410
+الشيء طبعا الذي يعني يشكل إشكالية كبيرة أن
+
+34
+00:02:35,410 --> 00:02:38,130
+نحن لا نصل إلى مستويات عالية في التقدم العلمي،
+
+35
+00:02:38,130 --> 00:02:41,230
+لأننا نكتفي فقط بالحفظ والتذكر بالنسبة
+
+36
+00:02:41,230 --> 00:02:45,800
+للمعلومات. عندنا يعني إشكالية كبيرة جداً تواجهها
+
+37
+00:02:45,800 --> 00:02:50,200
+كل الدول العربية، أن مناهجنا لا تصل إلى مستويات
+
+38
+00:02:50,200 --> 00:02:54,620
+عالية من التفكير، ولا درجة عالية في درجة الممارسة. هذه
+
+39
+00:02:54,620 --> 00:02:58,060
+المعوّقات. من مجموعة من المعوقات. الوضع السياسي
+
+40
+00:02:58,060 --> 00:03:02,840
+والاقتصادي. كيف يؤثر الوضع السياسي والاقتصادي؟
+
+41
+00:03:03,990 --> 00:03:07,410
+أول شيء أن البنية الاقتصادية والسياسية التي تعيشها
+
+42
+00:03:07,410 --> 00:03:10,870
+الدول العربية ليست ناجحة. قرار سياسي مستقل، ولا
+
+43
+00:03:10,870 --> 00:03:13,770
+اقتصادي مستقل، بل نجد أن الدول العربية تابعة
+
+44
+00:03:13,770 --> 00:03:16,930
+للدول الغربية والشرقية، التي يكون هدفها هو أن تجعل
+
+45
+00:03:16,930 --> 00:03:21,090
+الدول العربية تحت سيطرتها أو ذات استقلالية محدودة. ممتاز
+
+46
+00:03:21,090 --> 00:03:23,850
+جداً. يبقى لا يوجد قرار سياسي أو قرار اقتصادي
+
+47
+00:03:23,850 --> 00:03:27,490
+مستقل. هل في دولة عربية قرارها السياسي مستقل، أو
+
+48
+00:03:27,490 --> 00:03:31,190
+قرارها الاقتصادي مستقل؟ هل تستطيع أن تزيد من ميزانية
+
+49
+00:03:31,190 --> 00:03:34,210
+التعليم، وتنهض بالتعليم بصورة واضحة بحيث أنها
+
+50
+00:03:34,210 --> 00:03:38,330
+تكون مناهجنا في مستوى مناهج الدول المتقدمة؟ لا يوجد
+
+51
+00:03:38,330 --> 00:03:41,910
+قرار سياسي، لا يوجد قرار اقتصادي تملكه هذه الدول
+
+52
+00:03:41,910 --> 00:03:45,590
+حتى تأخذ هذا الجانب. أيضاً من المعوقات، المعوقات
+
+53
+00:03:45,590 --> 00:03:51,240
+المالية. المعوقات المالية هي أن الدول إذا أرادت أن تتطور
+
+54
+00:03:51,240 --> 00:03:55,100
+نفسها، تحتاج إلى كمية كبيرة من المال. ربما هي الدول
+
+55
+00:03:55,100 --> 00:03:58,640
+العربية لا تصرف ميزانية كبيرة على التعليم، أو أن
+
+56
+00:03:58,640 --> 00:04:02,500
+هي تعاني من ميزانية منخفضة. يعني دول
+
+57
+00:04:02,500 --> 00:04:06,480
+فقيرة، ليست غنية. ربما تكون الدول فقيرة، لكن
+
+58
+00:04:06,480 --> 00:04:09,840
+ميزانية التعليم عالية، وربما تكون غنية، لكن
+
+59
+00:04:09,840 --> 00:04:12,280
+ميزانية التعليم قليلة. هي بالأصل ميزانية التعليم
+
+60
+00:04:12,280 --> 00:04:16,000
+قليلة. وإذا نظرنا لرواتب المدرسين، نجدها هي
+
+61
+00:04:16,000 --> 00:04:20,120
+الأقل بين كل الرواتب. يعني راتب المدرس ليس مثل
+
+62
+00:04:20,120 --> 00:04:24,340
+راتب المهندس، أو راتب الطبيب، أو راتب المحاسب. مع
+
+63
+00:04:24,340 --> 00:04:27,620
+الأصل أن المدرس هو الأساس في هذه الجامعة
+
+64
+00:04:31,410 --> 00:04:35,170
+في الدول الغربية، يكون راتب المدرس أعلى من
+
+65
+00:04:35,170 --> 00:04:38,090
+الرواتب الأخرى في هذا المجال. طبعاً هنا لماذا؟ لأنهم
+
+66
+00:04:38,090 --> 00:04:41,090
+يعتبرون أن هذا هو الذي يبني الأجيال، وبالتالي
+
+67
+00:04:41,090 --> 00:04:44,550
+يكون لديه فرص كثيرة ميسرة، ولديه إجازات، ولديه
+
+68
+00:04:44,550 --> 00:04:47,690
+تذاكر سفر، ولديه أشياء. لماذا؟ لأنه يكون مرتاحاً في
+
+69
+00:04:47,690 --> 00:04:52,710
+حياته، لا يكون أنه أيضاً إنسان لديه جهد نفسي
+
+70
+00:04:52,710 --> 00:04:56,170
+وجهد جسدي، وهذا جهد غير مبرر. وبالتالي هنا يعني في
+
+71
+00:04:56,170 --> 00:04:59,530
+ممكن تقدير أيضاً: إمكانات تطوير المناهج، إمكانات
+
+72
+00:04:59,530 --> 00:05:02,170
+إعادة طباعة الكتب، إمكانات تطوير البيئة
+
+73
+00:05:02,170 --> 00:05:04,770
+الدراسية، أن يكون لدينا أجهزة، أن يكون لدينا
+
+74
+00:05:04,770 --> 00:05:08,950
+وسائل. كل هذه تحتاج إلى أمور مادية. فإذا نحن
+
+75
+00:05:08,950 --> 00:05:12,730
+نضع ميزانية للتعليم، لا تكفي لتوفير أساسيات
+
+76
+00:05:12,730 --> 00:05:15,690
+العملية التعليمية، معنى ذلك أن يظل مستوى التعليم
+
+77
+00:05:16,430 --> 00:05:19,530
+متدنياً، ولن نطور في المناهج كما هو مطلوب. لأنني
+
+78
+00:05:19,530 --> 00:05:21,850
+أبدأ أطور في المنهج، أطور في المعلم، أبدأ أطور في
+
+79
+00:05:21,850 --> 00:05:24,690
+الوسيلة التعليمية، أبدأ أطور في أساليب التقويم. هذا
+
+80
+00:05:24,690 --> 00:05:30,610
+كله يحتاج إلى موازنة كافية. في معوقات مادية. هذا الكلام
+
+81
+00:05:30,610 --> 00:05:33,670
+يُقال في الدول المتقدمة على تأثير الأشياء، وأنها
+
+82
+00:05:33,670 --> 00:05:37,830
+اللازمة قيّمة، وأنك تُطوّر الأشياء. ممتاز جداً. يعني نحن
+
+83
+00:05:37,830 --> 00:05:40,410
+قد يكون لدينا أموال، لكن لا يوجد لدينا صناعة،
+
+84
+00:05:40,410 --> 00:05:44,170
+يعني لو قلنا في كل صف في المدرسة نحتاج جهاز LCD
+
+85
+00:05:44,170 --> 00:05:47,290
+وجهاز كمبيوتر، حتى يستخدم المدرس العروض
+
+86
+00:05:47,290 --> 00:05:50,270
+الإلكترونية، هل لدينا صناعة تُنتج لنا هذه
+
+87
+00:05:50,270 --> 00:05:54,510
+الأجهزة؟ طبعاً، ربما يستوردوها من بعض البلاد، وبعد
+
+88
+00:05:54,510 --> 00:05:57,290
+فترة بسيطة، تحتاج هذه الأجهزة كلها إلى
+
+89
+00:05:57,290 --> 00:06:00,930
+صيانة، فيضطرون إلى تجديدها، ويكون هناك عنصر تلف
+
+90
+00:06:00,930 --> 00:06:03,910
+كبير. عدم وجود الصناعة والتقنية اللازمة
+
+91
+00:06:03,910 --> 00:06:07,230
+لتمويل العملية التعليمية بكافة مستلزماتها، أيضاً هذه
+
+92
+00:06:07,230 --> 00:06:12,120
+تُعتبر من المعوقات الكبيرة. أيضاً من المعوقات، المعوقات
+
+93
+00:06:12,120 --> 00:06:15,920
+البشرية، وهي نُدرة المختصين والخبراء، وقلة
+
+94
+00:06:15,920 --> 00:06:19,840
+المدربين بسبب هجرة الأدمغة. ممتاز جداً. نحن نُعاني
+
+95
+00:06:19,840 --> 00:06:24,280
+في الدول العربية، وفي فلسطين بالذات، من هجرة الأدمغة
+
+96
+00:06:24,280 --> 00:06:27,460
+والعقول، أن هناك ناس كثير تحصل على درجات عليا،
+
+97
+00:06:27,460 --> 00:06:30,320
+تحصل على خبرات عالية جداً، مستوياتها وكفاءتها
+
+98
+00:06:30,320 --> 00:06:35,280
+متقدمة، لكن لا يتم الاستفادة من هذه الخبرات، وهذه
+
+99
+00:06:35,280 --> 00:06:39,760
+الخبرات، وبالتالي تلجأ إلى الهجرة. فعندما نبحث مثلاً
+
+100
+00:06:39,760 --> 00:06:42,460
+عن بعض الخبراء في بعض المجالات، نجد هناك
+
+101
+00:06:42,460 --> 00:06:45,980
+نقصاً. نضطر أن نجلب عمالة أجنبية، حتى
+
+102
+00:06:45,980 --> 00:06:48,980
+تحلّ لنا بعض المشاكل. بعض الأجهزة مثلاً لو خربت
+
+103
+00:06:48,980 --> 00:06:52,340
+في المستشفيات، لا يستطيعون إصلاحها هنا، يجب أن يجلبوا
+
+104
+00:06:52,340 --> 00:06:56,980
+خبيراً إسرائيلياً حتى يصلحها، لا يوجد خبير فلسطيني هنا
+
+105
+00:06:56,980 --> 00:07:00,380
+مثلاً يصلح هذا. ليس فقط أننا محاصرون في
+
+106
+00:07:00,380 --> 00:07:04,110
+غزة، لكن هذا موجود في كثير من الدول العربية. لا يوجد
+
+107
+00:07:04,110 --> 00:07:07,710
+لديهِم كفاءات. الكفاءات تجد من يقدّرها في الدول
+
+108
+00:07:07,710 --> 00:07:10,270
+الغربية، لكن في الدول العربية لا تجد من يقدّرها
+
+109
+00:07:10,270 --> 00:07:13,890
+وبالتالي هناك هجرة للكفاءات. هجرة للناس الذين لديهم
+
+110
+00:07:13,890 --> 00:07:18,310
+قدرات عقلية عالية. هذه تُحدث ندرة، وتُقلل من كفاءة
+
+111
+00:07:18,310 --> 00:07:21,190
+المعلمين. لأن المعلم الممتاز، المعلم الذي نستطيع
+
+112
+00:07:21,190 --> 00:07:23,770
+أن نستفيد من قدراته، الذي نرسله للخارج، ويتطور
+
+113
+00:07:23,770 --> 00:07:27,630
+إمكاناته، هو يظل بالخارج، لن يرجع لأنه لن يجد ما
+
+114
+00:07:27,630 --> 00:07:31,270
+يوازي طموحه في هذا الجانب. أيضاً لدينا النقطة
+
+115
+00:07:31,270 --> 00:07:35,570
+الأخيرة، وهي الروتين السائد. ماذا نقصد بالـ
+
+116
+00:07:35,570 --> 00:07:38,510
+الروتين السائد؟ نفس الـ ... نفس الـ ... السائد
+
+117
+00:07:38,510 --> 00:07:42,790
+البيروقراطي. آه، الذي هو؟ في الأنظمة الإدارية، يعني
+
+118
+00:07:42,790 --> 00:07:46,290
+أنه جامد، لا يوجد حوار، لا يوجد ترقيات، أو شيء، نفس
+
+119
+00:07:46,290 --> 00:07:49,590
+الشيء، يعني لا يوجد ... لا يوجد مركزية في القرار، أن هو
+
+120
+00:07:49,590 --> 00:07:53,350
+يبدع، ويطور من نفسه. لا يوجد ... لا يوجد فرصة أن هو
+
+121
+00:07:53,350 --> 00:07:58,120
+يعمل شيء مميز. تقييد للنظرة حيث أنه يرتقي.  الذي هي
+
+122
+00:07:58,120 --> 00:08:00,720
+إجراءات متكررة. طبعاً، لاتخاذ القرار، يعني لاتخاذ
+
+123
+00:08:00,720 --> 00:08:03,760
+قرار بسيط، يعني مدرسة تريد شراء جهاز
+
+124
+00:08:03,760 --> 00:08:07,500
+مثلاً LCD، فهي تحتاج أن تقوم بطلب
+
+125
+00:08:07,500 --> 00:08:10,240
+للإدارة، والإدارة تحتاج أن تعمل عطاءً، والعطاء
+
+126
+00:08:10,240 --> 00:08:12,920
+يحتاج مواصفات، ويحتاج كذا، ثم تعمل مناقصة، ثم
+
+127
+00:08:12,920 --> 00:08:16,920
+ثم تأتي الأسعار، يكون قد انتهى العام الدراسي وهم
+
+128
+00:08:16,920 --> 00:08:20,220
+لم يشترُوا الجهاز المطلوب الذي كانوا يحتاجونه.
+
+129
+00:08:20,220 --> 00:08:22,720
+في شيء معيّن. مع أنه كان من الممكن أن يذهبوا مباشرة
+
+130
+00:08:22,720 --> 00:08:25,840
+إلى السوق، يشترون، ويأتون. لكن هذه الإجراءات الإدارية
+
+131
+00:08:25,840 --> 00:08:29,780
+وهي عدم تفويض الصلاحيات لأصحاب القرار في
+
+132
+00:08:29,780 --> 00:08:32,380
+أماكنهم، أن يأخذوا القرار وأنهم يمرون
+
+133
+00:08:32,380 --> 00:08:36,020
+بإجراءات إدارية متكررة وطويلة جداً. هذا يُعيق أيضاً
+
+134
+00:08:36,020 --> 00:08:38,740
+عملية التطوير. فالمدرسة بدلاً من شراء جهاز الـ LCD
+
+135
+00:08:38,740 --> 00:08:43,380
+تقول لهم: خلاص، استخدموا أي شيء آخر، قبل أن نُدبّر
+
+136
+00:08:43,380 --> 00:08:46,980
+هذا الجهاز. عندما تأخذ العملية الإدارية هذا التكرار
+
+137
+00:08:46,980 --> 00:08:50,420
+الروتيني، هذه كلها من المعوقات التي تُعيق الوصول
+
+138
+00:08:50,420 --> 00:08:53,860
+إلى مناهج متطورة، مناهج على مستوى عالي من الرقيّ.
+
+139
+00:08:53,860 --> 00:08:58,190
+المفروض أن هذا يحتاج إلى نظرة من أصحاب القرار. كيف نحن
+
+140
+00:08:58,190 --> 00:09:01,650
+ممكن أن تكون مناهجنا أفضل؟ يجب أن نفتح القنوات
+
+141
+00:09:01,650 --> 00:09:05,490
+للباحثين. لا مجال أن الدول الغربية
+
+142
+00:09:05,490 --> 00:09:08,750
+تُعطينا مجالاً أن نبحث في الفيزياء، فهي تُقيّدنا.
+
+143
+00:09:08,750 --> 00:09:12,550
+أن نبحث في الكيمياء، تُقيّدنا في التخصّصات في الطب.  ليس
+
+144
+00:09:12,550 --> 00:09:15,850
+يجب البحث في أشياء. هذا عدم وجود القرار
+
+145
+00:09:15,850 --> 00:09:18,690
+السياسي، عدم وجود القرار الاقتصادي الذي يُساعدنا أن
+
+146
+00:09:18,690 --> 00:09:21,850
+نُموّل العملية التعليمية. عدم وجود
+
+147
+00:09:21,850 --> 00:09:25,050
+تمويل كافٍ لوزارة التربية والتعليم. كل هذا يُحدّ من
+
+148
+00:09:25,530 --> 00:09:31,110
+كفاءة العملية التعليمية.  لدينا هنا يعني
+
+149
+00:09:31,110 --> 00:09:33,710
+نتطلع إلى المناهج الفلسطينية.
+
+150
+00:09:36,040 --> 00:09:39,100
+يعني رغم أن المناهج الفلسطينية صيغت بعد
+
+151
+00:09:39,100 --> 00:09:41,900
+الاتفاقيات السياسية، وهي اتفاقيات أوسلو، إلا أنه في
+
+152
+00:09:41,900 --> 00:09:46,480
+توجيه لهذه المناهج، وهناك طبعاً هجمة شرسة عليها. لو
+
+153
+00:09:46,480 --> 00:09:50,240
+كنتم تتابعون، أن هذه المناهج إرهابية. هل المناهج
+
+154
+00:09:50,240 --> 00:09:52,540
+الفلسطينية إرهابية؟ المناهج الفلسطينية التي أنتم
+
+155
+00:09:52,540 --> 00:09:55,800
+درستموها؟ أو المنهج الفلسطيني الذي أنتم خرّيجون
+
+156
+00:09:55,800 --> 00:09:58,580
+منه؟ يعني نحن الذين نقابلكم خرّيجون
+
+157
+00:09:58,580 --> 00:10:04,220
+من المنهج المصري، وليس الفلسطيني؟ لماذا إرهاب؟ فضلاً
+
+158
+00:10:08,100 --> 00:10:12,420
+المدرسة وحدها لا تؤثر في الشارع العام، لأنها محطة
+
+159
+00:10:12,420 --> 00:10:15,860
+من بين محطات الانتفاضات. محطة الانتفاضة الأقصى، والانتفاضات
+
+160
+00:10:15,860 --> 00:10:18,500
+الأولى والثانية. لم تكن المدرسة وحدها هي التي
+
+161
+00:10:18,500 --> 00:10:22,040
+تؤثر في الناس الذين ... الذين قاموا بالانتفاضة. في مدرسة
+
+162
+00:10:22,040 --> 00:10:27,220
+... في بيت، في مسجد، في أقران، في عقيدة، في مبادئ
+
+163
+00:10:27,220 --> 00:10:30,580
+عندنا، تُحثنا على رفض القرار من المحتل. فالمدرسة
+
+164
+00:10:30,580 --> 00:10:35,280
+هي، صحيح في مناهجنا، هي نفس العقيدة،
+
+165
+00:10:37,390 --> 00:10:41,470
+ليست المناهج هي المحرّك الوحيد. طيب، رأي آخر؟ فضلاً
+
+166
+00:10:43,630 --> 00:10:46,630
+ونقول على ذلك أن المناهج ليست خاضعة للتطبيق
+
+167
+00:10:46,630 --> 00:10:49,470
+وللممارسة. فلو نظرنا إلى المناهج في الطرف الغربي
+
+168
+00:10:49,470 --> 00:10:52,050
+ومتابعتها تحت الاحتلال الإسرائيلي، نجد أنها
+
+169
+00:10:52,050 --> 00:10:55,410
+تخضع لرقابة عسكرية. تحت هذا، تقوم
+
+170
+00:10:55,410 --> 00:10:58,890
+الاحتلال الإسرائيلي ببحث مواضيع مُحرّضة على مشاعرنا، أو
+
+171
+00:10:58,890 --> 00:11:01,690
+كما تعتقد أنها إرهاب. بالنسبة لي إننا مُشجّعة
+
+172
+00:11:01,690 --> 00:11:05,370
+بالانتقام، وقدرنا أن يكون هناك مجاهدون. وقدرنا أن
+
+173
+00:11:05,370 --> 00:11:09,550
+نتّفاض في الانتفاضة الأولى عام 1987
+
+223
+00:14:19,040 --> 00:14:22,260
+المنهج ليس سيئاً، يعني بدأنا نأخذ نحن أن المنهج
+
+224
+00:14:22,260 --> 00:14:26,320
+سيء، المنهج صُيغ يعني في ضوء معايير عالمية، صُوّغَ
+
+225
+00:14:26,320 --> 00:14:30,100
+كفاءات فلسطينية، كفاءات متقدمة، لكن هو كان اسمه
+
+226
+00:14:30,100 --> 00:14:35,470
+المنهج الفلسطيني التجريبي الأول حتى الآن هو المنهج
+
+227
+00:14:35,470 --> 00:14:38,270
+الفلسطيني التجريبي، وإحنا لما أخذنا تصميم المناهج
+
+228
+00:14:38,270 --> 00:14:41,490
+قلنا المفروض أن نحن نجرب مرةً واثنتين وثلاث حتى
+
+229
+00:14:41,490 --> 00:14:44,610
+نقوم بعملية التعميم، الذي حصل أن تم تعميم المنهج
+
+230
+00:14:44,610 --> 00:14:48,350
+قبل التجريب، هو بالتالي هنا أصبح اسمه المنهج
+
+231
+00:14:48,350 --> 00:14:51,590
+الفلسطيني التجريبي الأول، فالمنهج يعني على درجة
+
+232
+00:14:51,590 --> 00:14:54,970
+عالية من الكفاءة، كل الأبحاث التي أجريت يعني لم تجد
+
+233
+00:14:54,970 --> 00:14:59,570
+أن هذا المنهج يحقق كفاءة أقل من 75%، لكن نحن نطمح
+
+234
+00:14:59,570 --> 00:15:03,750
+إلى أعلى من ذلك وإلى مستوى متقدم أكثر من ذلك حتى
+
+235
+00:15:03,750 --> 00:15:07,370
+نستطيع أن نعيد صياغة منهجنا، ما هي الاعتبارات
+
+236
+00:15:07,370 --> 00:15:12,380
+الواجب أن نأخذها في الاعتبار، صناعة منهج بأسلوب...
+
+237
+00:15:12,380 --> 00:15:16,540
+بأساليب علمية جادة، ممتاز جداً، يبقى لابد من صياغة هذه
+
+238
+00:15:16,540 --> 00:15:19,780
+المناهج بحيث أن نحن نحدد المعايير العالمية، نشوف
+
+239
+00:15:19,780 --> 00:15:22,520
+مثلاً منهج الرياضيات، ما هي المعايير العالمية، منهج
+
+240
+00:15:22,520 --> 00:15:25,120
+العلوم، منهج اللغة العربية، ما هي المعايير
+
+241
+00:15:25,120 --> 00:15:29,040
+الإقليمية، ونصنعها بطريقة علمية جادة بحيث أن نحن
+
+242
+00:15:29,040 --> 00:15:32,940
+نكون مواكبين لما هو الإطار الوطني والإطار الإقليمي
+
+243
+00:15:32,940 --> 00:15:35,100
+والإطار العالمي أيضاً
+
+244
+00:15:39,780 --> 00:15:42,520
+ممتاز جداً، نحن نقول إنه في عندنا زيادة في الكلام
+
+245
+00:15:42,520 --> 00:15:46,360
+الكثير، ممكن نحن نقلّص من هذا الكلام، ممكن نزيد
+
+246
+00:15:46,360 --> 00:15:49,700
+الجوانب العملية حتى نزيد درجة الممارسة، يبقى كافة
+
+247
+00:15:49,700 --> 00:15:52,340
+نقاط الضعف والأخطاء الموجودة، المفروض أن نحن
+
+248
+00:15:52,340 --> 00:15:58,720
+نتخلص منها أيضاً، صناعة مناهج فعّالة في تحفيز المتعلمين
+
+249
+00:15:58,720 --> 00:16:01,960
+وقبل ما ندرس، تلحظات يعني زيادة قدرات تدريب
+
+250
+00:16:01,960 --> 00:16:07,020
+المعلمين لإعطائها للمناهج، ممتاز جداً، نحن نريد منهجاً
+
+251
+00:16:07,020 --> 00:16:10,340
+فعّالاً يحلّ لنا مشاكلنا الحالية التي موجودة في
+
+252
+00:16:10,340 --> 00:16:13,960
+الحاضر، يعني الآن، مشاكلنا، لا نفع لنا في وسائل
+
+253
+00:16:13,960 --> 00:16:17,340
+الاتصال التي هي القديمة، والآن أصبح ما هو وسائل
+
+254
+00:16:17,340 --> 00:16:20,320
+الاتصال الجديدة، والتي هي الـ social media موجودة،
+
+255
+00:16:20,320 --> 00:16:25,090
+يبقى المناهج لازم تغذي حاضر المتعلمين، لا تكون بعيدة
+
+256
+00:16:25,090 --> 00:16:28,030
+عن حاضر المتعلمين، وبالتالي تساعدنا في إغناء
+
+257
+00:16:28,030 --> 00:16:31,850
+الحاضر، ليس فقط الحاضر، ولكن لابد من توجيهها توجيهاً
+
+258
+00:16:31,850 --> 00:16:35,710
+مناهجنا للمستقبل، لدراساتنا أكثر من الحاضر، وتشريعها
+
+259
+00:16:35,710 --> 00:16:37,310
+وتتواصل
+
+260
+00:16:39,420 --> 00:16:43,040
+ممتاز جداً، المناهج ثلاثة حلقات مهمة جداً: الماضي
+
+261
+00:16:43,040 --> 00:16:47,140
+والحاضر والمستقبل، لا نستطيع رفض الماضي لأنه يجب أن
+
+262
+00:16:47,140 --> 00:16:50,720
+يتعرف كل طالب على ماضيه، يجب أن يكون المنهج يغذي
+
+263
+00:16:50,720 --> 00:16:54,280
+الحاضر ويساعد الطالب على حل مشاكله في الحاضر أيضاً
+
+264
+00:16:54,280 --> 00:16:57,520
+لابد من توجيه هذه المناهج للمستقبل لأن هذا الطالب
+
+265
+00:16:57,520 --> 00:17:00,900
+سيعيش في المستقبل، وبالتالي يجب أن يتزود بكافة
+
+266
+00:17:00,900 --> 00:17:03,940
+القدرات والإمكانات التي تساعده على حل مشاكله
+
+267
+00:17:03,940 --> 00:17:09,160
+المستقبلية، فلابد من عمل دراسات في استشراف المناهج
+
+268
+00:17:09,160 --> 00:17:12,620
+وتحديد ما هي المهارات المتوقعة وما هي نسبة
+
+269
+00:17:12,620 --> 00:17:16,260
+الكفاءات والمعلومات التي يحتاجها الطالب حتى تكون
+
+270
+00:17:16,260 --> 00:17:20,120
+مناهجنا على درجة عالية من الكفاءة، يبقى لأن نحن
+
+271
+00:17:20,120 --> 00:17:23,360
+تحدثنا عن المناهج الفلسطينية، أنها ليست سيئة، لكن
+
+272
+00:17:23,360 --> 00:17:27,920
+يجب أن تكون أفضل مما هي عليه، وهذه العملية موجودة
+
+273
+00:17:27,920 --> 00:17:30,660
+في كل دول العالم، أن دول العالم دائماً تراجع
+
+274
+00:17:30,660 --> 00:17:36,360
+مناهجها، وبتجعلها أكثر كفاءة وأكثر فعالية،  بس
+
+275
+00:17:36,360 --> 00:17:39,600
+دائماً بيكون الطالب الذي درس في غزة يعني أو في
+
+276
+00:17:39,600 --> 00:17:41,900
+فلسطين برا بيكون أعلى شيء في الدولة
+
+277
+00:17:45,740 --> 00:17:50,600
+لماذا؟ مع إنه يعني مناهجنا فيها أخطاء ومشاكل وهكذا
+
+278
+00:17:50,600 --> 00:17:56,040
+كذلك، يعني أعلى شيء، أعلى مستوى، الإنسان
+
+279
+00:17:56,040 --> 00:18:02,460
+الفلسطيني إنسان ذكي، إنسان صنعته الأحداث التي يمر
+
+280
+00:18:02,460 --> 00:18:06,960
+فيها، يعني قدرتنا على التحدي، ظروفنا الصعبة، نحن
+
+281
+00:18:06,960 --> 00:18:11,710
+نعيش في غزة، ظروف حصار قاهرة، نعيش يعني في أشياء
+
+282
+00:18:11,710 --> 00:18:15,230
+كثير من المتطلبات التي متوفرة للدول من حولنا، غير
+
+283
+00:18:15,230 --> 00:18:19,070
+موجودة عندنا، لكن ما زلنا نتعلم، وجودك في هذا
+
+284
+00:18:19,070 --> 00:18:22,510
+المكان في هذا الوقت، أن أنتِ جاية وبتتعلمي رغم أن
+
+285
+00:18:22,510 --> 00:18:27,150
+أنتِ غير متأكدة أنك ستتوظفين أو لن تتوظفي، يكون فيكِ
+
+286
+00:18:27,150 --> 00:18:30,770
+مجال أن أنتِ تتعلمي وتأخذي شهادة عالية أو لا، لكن
+
+287
+00:18:30,770 --> 00:18:34,390
+عندكِ تحدي وإصرار على أن تكوني، على أن أنتِ تكوني، و
+
+288
+00:18:34,390 --> 00:18:38,110
+تكوني موجودة وتحصلي على الدرجة التي تستحقينها، وبعد
+
+289
+00:18:38,110 --> 00:18:40,930
+ذلك الأشياء بيد الله سبحانه وتعالى، فالشعب يعني
+
+290
+00:18:40,930 --> 00:18:44,750
+عنده درجة إيمان بالله سبحانه وتعالى، عنده درجة تحدي
+
+291
+00:18:44,750 --> 00:18:47,230
+من الظروف التي هو موجود فيها، وبالتالي طلابنا يعني
+
+292
+00:18:47,230 --> 00:18:50,570
+طلبة كلية الطب عندنا يعني من أكفأ طلبة، لما تُعقد
+
+293
+00:18:50,570 --> 00:18:53,370
+امتحانات على مستوى العالم، يطلع من طلبة الجامعة
+
+294
+00:18:53,370 --> 00:18:57,400
+الإسلامية اثنان أو ثلاثة، واحد منهم يطلع هو الأوائل
+
+295
+00:18:57,400 --> 00:19:01,940
+السنوات الماضية، فعندنا قدرات يعني أن نحن لسنا بهذا السوء
+
+296
+00:19:01,940 --> 00:19:04,980
+بالعكس يعني نحن عندنا قدرات وإمكانات عالية، بس أنا
+
+297
+00:19:04,980 --> 00:19:07,860
+إذا كان يطلع عام عندي عشرون في المائة ممتازين جداً
+
+298
+00:19:07,860 --> 00:19:12,340
+أنا أريد أن أجعلهم أكثر، يعني إذا كان من نسبة الطلبة
+
+299
+00:19:12,340 --> 00:19:15,200
+الذي يخُصص من توجيه فيه عندي عشرة في المائة وعشرون
+
+300
+00:19:15,200 --> 00:19:17,820
+في المائة متميزين، أنا أريد أن أزيد العدد، أريد أن أزيد
+
+301
+00:19:17,820 --> 00:19:21,370
+النسبة، لا أريد أن أجعل نسبة الرسوب خمسين في المائة، أريد
+
+302
+00:19:21,370 --> 00:19:26,330
+أن أزيد نسبة النجاح، التوجيه عندي عامل كالميزان، فأنتَ
+
+303
+00:19:26,330 --> 00:19:28,770
+تشاهد نسبة النجاح في القسم العلمي ونسبة النجاح في
+
+304
+00:19:28,770 --> 00:19:32,690
+القسم الأدبي، فتجد، ممكن تجد نسبة النجاح 45% أو
+
+305
+00:19:32,690 --> 00:19:37,010
+40 أو 50% أو كذا، يبقى في عندك نصف الطلبة fell down
+
+306
+00:19:37,860 --> 00:19:40,700
+فعندنا نسبة كبيرة عندكِ تبقى لا تستطيع دخول الجامعة
+
+307
+00:19:40,700 --> 00:19:46,140
+يعني معدلها أقل من 60% أو 65%، هذا أيضاً نقص في
+
+308
+00:19:46,140 --> 00:19:50,260
+الكفاءة، لازم يكون كل طالب عنده الفرصة أنه
+
+309
+00:19:50,260 --> 00:19:53,720
+يدخل في مجال التعليم الذي يلقمه والذي هو يريده،
+
+310
+00:19:53,720 --> 00:19:56,760
+لكن لما يكون مستوى متدنّياً فهذا يقلل، لأن في ناس
+
+311
+00:19:56,760 --> 00:20:02,600
+تجيب 60%، لكن هو نفسه يريد أن يدخل هندسة، ممكن؟ غير ممكن،
+
+312
+00:20:02,600 --> 00:20:07,360
+حسب قدراته، لكن هو يحسّ نفسه أنه مظلوم، أنه طول
+
+313
+00:20:07,360 --> 00:20:11,220
+عمره يحلم أن يكون مهندساً، لكن حصلت ظروف معينة، كذا
+
+314
+00:20:11,220 --> 00:20:15,120
+أشياء يعني لم يتوفق في الامتحان، وبالتالي يعني هي
+
+315
+00:20:15,120 --> 00:20:19,620
+نحن... يعني علاقة ما هو الامتحان...
+
+316
+00:20:19,620 --> 00:20:24,140
+العلاقة مع نسبة الذكاء أو الأشياء هذه يعني ليست
+
+317
+00:20:24,140 --> 00:20:27,420
+منطقية بالصورة الكاملة، في الشعب الفلسطيني شمال
+
+318
+00:20:27,420 --> 00:20:27,660
+هذا
+
+319
+00:20:47,700 --> 00:20:51,780
+سنتنقل للفصل الثاني، وسنبدأ الآن أن نحن نناقش في
+
+320
+00:20:51,780 --> 00:20:58,540
+أسس بناء المناهج، طبعاً لا توجد مناهج بدون أسس، الأسس
+
+321
+00:20:58,540 --> 00:21:05,920
+التي تُبنى عليها المناهج، هناك أسس متفق عليها تماماً
+
+322
+00:21:05,920 --> 00:21:14,900
+الأسس، في عندي أساس فلسفي، عندي أساس ثقافي، أساس
+
+323
+00:21:14,900 --> 00:21:15,600
+اجتماعي
+
+324
+00:21:25,390 --> 00:21:29,650
+هذه هي الأسس التي تُبنى عليها المناهج لكل دولة، إنها
+
+325
+00:21:29,650 --> 00:21:33,770
+تزيد وتنقص في طبيعة هذه الأسس كما يعني تريد
+
+326
+00:21:33,770 --> 00:21:37,490
+وبالتالي نحن لو نظرنا لأسسنا الفلسطينية، موجودة
+
+327
+00:21:37,490 --> 00:21:41,330
+عندنا في آخر صفحة في آخر الكتاب، لو نظرته
+
+328
+00:21:49,190 --> 00:21:57,430
+فينا صفحة 239، فيها الأسس، أسس
+
+329
+00:21:57,430 --> 00:22:00,290
+المنهج الفلسطيني التي بني عليها المنهج الفلسطيني
+
+330
+00:22:00,290 --> 00:22:03,790
+الحالي الموجود، طبعاً نلاحظ أنه في عندي الأساس
+
+331
+00:22:03,790 --> 00:22:07,730
+الفكري والوطني، الأساس الاجتماعي، المعرفي، النفسي
+
+332
+00:22:07,730 --> 00:22:12,750
+الفلسفة التربوية، ثم هذا المنهج محكوم بوثيقة
+
+333
+00:22:12,750 --> 00:22:17,420
+الاستقلال، وبالعادات والتقاليد، يعني أنا فيه أُنديش
+
+334
+00:22:17,420 --> 00:22:22,040
+يعني أشياء تُسيّر هذا المنهج، وثيقة الاستقلال للشعب
+
+335
+00:22:22,040 --> 00:22:25,800
+الفلسطيني، والعادات والتقاليد للمجتمع الفلسطيني، فيه
+
+336
+00:22:25,800 --> 00:22:29,260
+هناك دعائم، يعني هنا الأسس موجودة تحت، الدعائم التي
+
+337
+00:22:29,260 --> 00:22:33,040
+موجودة طبعاً فوق، التي هي التراث والدين الإسلامي
+
+338
+00:22:33,040 --> 00:22:36,360
+والقيم، يعني هي التراث والدين الإسلامي، القيم هي
+
+339
+00:22:36,360 --> 00:22:40,820
+تنبثق من الإطار الفلسفي الفكري، لكن نحن لأن هذه
+
+340
+00:22:40,820 --> 00:22:44,320
+أشياء يعني مميزة عندنا في المجتمع الفلسطيني، فحطوها
+
+341
+00:22:44,320 --> 00:22:49,820
+كدعائم ظاهرة في رسمة ما هي أسس المنهج، لكن الأسس
+
+342
+00:22:49,820 --> 00:22:53,180
+المتفق عليها الأربعة موجودة عندنا، وممكن لكل دولة
+
+343
+00:22:53,180 --> 00:22:56,940
+أنها تضيف أو أنها تتزود حسب ما هي طبيعة هذه
+
+344
+00:22:56,940 --> 00:23:00,320
+الدولة، وبالتالي هنا الأسس التي نحن نريد مناقشتها
+
+345
+00:23:00,320 --> 00:23:05,900
+والمتفق عليها، التي هي الأساس النفسي، الفلسفي، الثقافي
+
+346
+00:23:05,900 --> 00:23:11,100
+المعرفي، الاجتماعي، ثم الأساس النفسي، وطبعاً لو لاحظنا
+
+347
+00:23:11,100 --> 00:23:14,500
+هنا نلاحظ أن هنا الفلسفة تهتم بالفلسفة والفكر
+
+348
+00:23:14,500 --> 00:23:18,100
+السائد في المجتمع، الثقافة تهتم بالمعرفة وجوانب
+
+349
+00:23:18,100 --> 00:23:22,800
+المعرفة، الاجتماعي يهتم بالمجتمع، والنفسي يهتم في
+
+350
+00:23:22,800 --> 00:23:26,420
+الطالب، وبالتالي هنا نهتم بالطالب، نهتم بالمجتمع
+
+351
+00:23:26,420 --> 00:23:30,980
+نهتم بالمعرفة ونهتم بالفكر، يبقى هنا الفلسفة
+
+352
+00:23:30,980 --> 00:23:37,550
+تهتم بالفكر، الثقافة تهتم بالمعرفة، الاجتماعي يهتم
+
+353
+00:23:37,550 --> 00:23:43,230
+بالمجتمع، والنفسي يهتم بالطالب، وبالتالي هذه جوانب
+
+354
+00:23:43,230 --> 00:23:47,090
+أساسية لا يمكن تغاضيها في بناء المنهج، في بناء
+
+355
+00:23:47,090 --> 00:23:50,610
+المنهج، نحن ننظر في هذه الجوانب، ما هي الفكرة التي
+
+356
+00:23:50,610 --> 00:23:55,370
+نريد تربية الأجيال عليها؟ دين، عقيدة، فكر، وثيقة
+
+357
+00:23:55,370 --> 00:23:59,910
+استقلال، عادات، قيم، تقاليد، المعرفة، وتوارد المعرفة
+
+358
+00:23:59,910 --> 00:24:04,210
+ومعرفة في أي مجال سواء كانت رياضيات، علوم، لغة أو
+
+359
+00:24:04,210 --> 00:24:07,810
+أي شيء، المجتمع وطبيعة عادات المجتمع وتقاليده، ثم
+
+360
+00:24:07,810 --> 00:24:11,070
+احتياجات الطالب، وبالتالي هنا الأسس تقوم على هذه
+
+361
+00:24:11,070 --> 00:24:15,530
+الجوانب، لا تترك أي مجال من هذه المجالات، نشوف الآن
+
+362
+00:24:15,530 --> 00:24:19,410
+ما هي أنماط التفكير، وما هي الفلسفة التربوية، وما هي
+
+363
+00:24:19,410 --> 00:24:25,180
+الفلسفة؟ ماذا يعني بالفلسفة؟ هي عبارة عن إجابة عن
+
+364
+00:24:25,180 --> 00:24:28,480
+القضايا الكبرى، أن تُمثل في المجتمع، وأن تُمثلها في
+
+365
+00:24:28,480 --> 00:24:31,860
+الكون والإنسان والحياة والموت، ممتاز جداً، الفلسفة
+
+366
+00:24:31,860 --> 00:24:37,120
+بمعناها البسيط، حب النظرة الشمولية للأمور الأساسية
+
+367
+00:24:37,120 --> 00:24:40,720
+أو حب الحكمة، حب الحكمة، هي بمعناها البسيط حب الحكمة
+
+368
+00:24:40,720 --> 00:24:44,620
+لكن الفلسفة بمعناها الاصطلاحي هي النظرة الشمولية
+
+369
+00:24:44,620 --> 00:24:50,820
+للأمور الأساسية: الإنسان والكون والحياة، نلاقي أنه
+
+370
+00:24:50,820 --> 00:24:53,980
+كل إنسان ممكن يكون له فلسفة، لكن المجتمع كله له
+
+371
+00:24:53,980 --> 00:24:57,960
+رؤية شمولية، كيف نتعامل من خلال هذه الرؤية
+
+372
+00:24:57,960 --> 00:25:01,940
+الشمولية، فهنا تكون ما هي الرؤية الفلسفية، طبعاً
+
+373
+00:25:01,940 --> 00:25:06,020
+نحن فكرتنا مُشتقة من القرآن والسنة، يعني لما نريد
+
+374
+00:25:06,020 --> 00:25:09,900
+أن نشاهد الأمور، ما هي الرؤية الشمولية للإنسان، للكون،
+
+375
+00:25:09,900 --> 00:25:13,720
+للحياة، لماذا خلق الله الإنسان؟
+
+376
+00:25:15,510 --> 00:25:19,790
+وما خلقتُ الجن والإنس إلا ليعبدون، الله سبحانه
+
+377
+00:25:19,790 --> 00:25:24,230
+وتعالى، خلقنا وخلقنا بهدف، لكن حياة الإنسان في هذا
+
+378
+00:25:24,230 --> 00:25:28,270
+الكون مُضبوطة، يعني بالنسبة لي ما هي الحياة، يعني
+
+379
+00:25:28,270 --> 00:25:31,430
+علاقة الإنسان مع أخيه الإنسان، علاقته مع أبيه، مع
+
+380
+00:25:31,430 --> 00:25:35,290
+أمه، مع جاره، علاقات البيع والشراء، علاقات القصاص، كل
+
+381
+00:25:35,290 --> 00:25:39,130
+هذه العلاقات مضبوطة من ضمن الشرع، رؤيتنا، هل نحن
+
+382
+00:25:39,130 --> 00:25:43,000
+ممكن يكون في عندنا رؤية تُخالف الشرع، وبالتالي نحن
+
+383
+00:25:43,000 --> 00:25:47,140
+رؤيتنا للأمور الأساسية هذه هي مُشتقة من الفكر
+
+384
+00:25:47,140 --> 00:25:50,540
+الإسلامي ومن الشرع الإسلامي، رؤيتنا بالنسبة للكون، كل
+
+385
+00:25:50,540 --> 00:25:55,620
+ما في هذا الكون مسخر لخدمة الإنسان، كل هذه الكنوز
+
+386
+00:25:55,620 --> 00:25:58,720
+التي موجودة في الفضاء، في الأرض، في بطن الأرض، في
+
+387
+00:25:58,720 --> 00:26:01,960
+البحار، في أعماق البحار، كلها من أجل الإنسان، لكن
+
+388
+00:26:01,960 --> 00:26:08,230
+لا يستطيع الوصول إليها الإنسان إلا إذا تفكر وتدبر، هذه رؤيتنا
+
+389
+00:26:08,230 --> 00:26:11,190
+كمسلمين بالنسبة للإنسان والكون والحياة، لكن هذه
+
+390
+00:26:11,190 --> 00:26:14,710
+الأشياء اختلفت عبر التاريخ، يعني غير كل الشعوب
+
+391
+00:26:14,710 -->
+
+445
+00:29:44,750 --> 00:29:48,610
+يبقى هذه هي الأنماط اللي هي بتقوم عليها هذا الجانب
+
+446
+00:29:48,610 --> 00:29:53,050
+الآن إحنا بنتعامل مع الفلسفة ليس بمنظورها العام
+
+447
+00:29:53,050 --> 00:29:56,890
+ولكن بمنظورها التربوي، ما المقصود بالفلسفة التربوية؟
+
+448
+00:29:56,890 --> 00:30:01,630
+تصحيح
+
+449
+00:30:01,630 --> 00:30:03,930
+النظريات والأفكار المتواصلة بالحياة في الميدان
+
+450
+00:30:03,930 --> 00:30:06,470
+التربوي، أو تنظيمها في منهاج خاص من أجل تحقيق
+
+451
+00:30:06,470 --> 00:30:09,950
+الأهداف التربوية. ممتاز جداً، إحنا بنطبق الأفكار اللي
+
+452
+00:30:09,950 --> 00:30:15,410
+موجودة في الحياة في المجال التربوي. كيف يعني؟ يعني
+
+453
+00:30:15,410 --> 00:30:18,410
+في هناك فكرة موجودة، يعني إحنا بنقول إن الإنسان
+
+454
+00:30:18,410 --> 00:30:22,290
+في الإسلام مكرم، يبقى هذا الإنسان لما إنه يجي يدخل
+
+455
+00:30:22,290 --> 00:30:24,830
+في العملية التربوية، لابد من احترامه، لابد من
+
+456
+00:30:25,540 --> 00:30:28,160
+التقدير. وبالتالي هذه الفكرة اللي هي موجودة في
+
+457
+00:30:28,160 --> 00:30:32,440
+الحياة برضه لازم تنطبق في الميدان التربوي، وبالتالي
+
+458
+00:30:32,440 --> 00:30:34,880
+هنا تطبيق كل الأفكار اللي موجودة في الحياة في
+
+459
+00:30:34,880 --> 00:30:39,240
+المجال التربوي، أن إحنا نستفيد منها في هذا الجانب.
+
+460
+00:30:39,240 --> 00:30:42,700
+مهم جداً أن يكون فيه فلسفة للتربية. ليش يكون فيه
+
+461
+00:30:42,700 --> 00:30:46,420
+فلسفة للتربية؟ أن نعرف كيف نعلم أولادنا. إذا كان
+
+462
+00:30:46,420 --> 00:30:50,400
+إحنا مثلاً كمجتمع بنعترف بالعقاب البدني، يبقى لازم
+
+463
+00:30:50,400 --> 00:30:53,100
+لما أولادنا يخطئوا في المدارس لازم نضربهم ضرباً شديداً
+
+464
+00:30:53,100 --> 00:30:58,040
+مبرحاً. لكن إذا كان إحنا بنقول لأ، الضرب ما بيجيبش
+
+465
+00:30:58,040 --> 00:31:01,240
+نتيجة، يبقى إحنا فكرتنا الأساسية إن إحنا نبتعد عن
+
+466
+00:31:01,240 --> 00:31:04,020
+الضرب، فلازم لما نحل مشاكلنا ما يكونش الضرب هو
+
+467
+00:31:04,020 --> 00:31:08,500
+الوسيلة الأساسية للحل، ما يكونش هو الوسيلة الأولى حتى
+
+468
+00:31:08,500 --> 00:31:12,200
+لو أننا بدنا نستخدمه، ما يكونش أنه هو أول وسيلة
+
+469
+00:31:12,200 --> 00:31:15,500
+بنستخدمها في عقاب الطالب. لابد أن يكون فيه هناك
+
+470
+00:31:15,500 --> 00:31:18,780
+إمكانية لتوظيف هذه الفلسفة اللي إحنا بنؤمن فيها في
+
+471
+00:31:18,780 --> 00:31:22,400
+المجال التربوي، لأنه من أهمية فلسفة التربية أنها
+
+472
+00:31:22,400 --> 00:31:26,240
+بتساعدنا في أمور كثيرة. ما أهمية الفلسفة التربوية؟
+
+473
+00:31:26,240 --> 00:31:31,380
+دراسة المشكلات الاجتماعية وتحديدها، والكشف عن
+
+474
+00:31:31,380 --> 00:31:34,700
+العوامل التي تؤدي إليها. ممتاز جداً، في عندنا
+
+475
+00:31:34,700 --> 00:31:37,600
+مشكلات اجتماعية كثيرة، لابد أن الفلسفة التربوية
+
+476
+00:31:37,600 --> 00:31:40,940
+تدرسها. إيش عندنا مشكلات اجتماعية في المجتمع
+
+477
+00:31:40,940 --> 00:31:46,180
+الفلسطيني؟ البطالة، طبعاً، مشكلة اجتماعية. أي نعم،
+
+478
+00:31:46,180 --> 00:31:49,940
+الزواج المبكر؟ الزواج المبكر، إحنا عندنا ثلاث
+
+479
+00:31:49,940 --> 00:31:53,560
+مشكلات: الطلاق، والزواج المبكر، والعنوسة. الثلاث
+
+480
+00:31:53,560 --> 00:31:57,660
+مشاكل المذكورة. صار عندنا إيش كمان؟ إيش كمان؟
+
+481
+00:31:57,660 --> 00:32:00,990
+بعض الناس في الشعب زي السحر،  أو بعض الناس
+
+482
+00:32:00,990 --> 00:32:03,830
+بالشعوذة، والصحة. جيد، برضه هذه من المشكلات اللي
+
+483
+00:32:03,830 --> 00:32:05,990
+موجودة عند بعض الناس، ظاهرة، يعني، مش عند الكل.
+
+484
+00:32:05,990 --> 00:32:10,890
+البطالة، البطالة أكبر مشكلة، عمالة الأطفال، عمالة
+
+485
+00:32:10,890 --> 00:32:16,470
+الأطفال، موجودة بنسبة بسيطة، يعني. التسرب من المدرسة
+
+486
+00:32:17,250 --> 00:32:19,810
+طبعاً إحنا في عندنا كم كبير من المشكلات، مجتمع زي
+
+487
+00:32:19,810 --> 00:32:23,670
+بقية المجتمعات، لابد أن يكون في عندنا فيه كل الفئات
+
+488
+00:32:23,670 --> 00:32:28,090
+الموجودة. فواجب فلسفة التربية أن تدرس هذه المشكلات
+
+489
+00:32:28,090 --> 00:32:30,890
+ولابد أن تساهم في تحليلها، وأن تجد أسباب
+
+490
+00:32:30,890 --> 00:32:34,150
+لماذا حدثت هذه المشكلات. يعني مثلاً مشكلة البطالة،
+
+491
+00:32:34,150 --> 00:32:36,770
+حدثت هذه المشكلة، إيش الأسباب؟ كيف ممكن إحنا نستفيد
+
+492
+00:32:36,770 --> 00:32:39,670
+من هذه الطاقات؟ هذه الطاقات الشبابية كلها مهضورة،
+
+493
+00:32:39,670 --> 00:32:43,010
+كيف ممكن أن إحنا نوظفها ونستفيد منها؟ لازم يكون في
+
+494
+00:32:43,010 --> 00:32:46,390
+هناك تحليل للمشكلة، إذا كان فيه توجه لإطار معين
+
+495
+00:32:46,390 --> 00:32:49,670
+وإن الطلبة بيتكدسوا في مجال، كلهم بيتكدسوا في مجال،
+
+496
+00:32:49,670 --> 00:32:52,710
+وفي مجالات أخرى ما فيش فيها خريجين، يبقى لازم يكون
+
+497
+00:32:52,710 --> 00:32:56,490
+التخطيط سليماً، لازم يكون فيه رؤية سليمة في داخل
+
+498
+00:32:56,490 --> 00:33:00,190
+المجتمع، توجيه الطلبة لتخصصات مختلفة غير المجال،
+
+499
+00:33:00,190 --> 00:33:03,680
+اللي هو بيمتلك كم كبير من الخريجين، عشان نقلل من
+
+500
+00:33:03,680 --> 00:33:07,120
+اللي هو التراكم في هذا المجال، ونزيد في مجالات أخرى.
+
+501
+00:33:07,120 --> 00:33:10,840
+مشاكل اجتماعية، مشكلة مثلاً بعض العادات والتقاليد،
+
+502
+00:33:10,840 --> 00:33:13,980
+أو بعض الأشياء المنفرة اللي إحنا بنشوفها، اللي هي
+
+503
+00:33:13,980 --> 00:33:16,500
+بالنسبة للشباب، اللي هو التقليد الغربي والأجنبي،
+
+504
+00:33:16,500 --> 00:33:20,360
+وهذه الأشياء في الشعر، في موضوع اللبس، في أشياء برضه
+
+505
+00:33:20,360 --> 00:33:23,920
+هذه موجودة عند بعض الشباب. في عندنا مشكلة موجودة،
+
+506
+00:33:23,920 --> 00:33:27,580
+وظاهرة، في الأسبوع الماضي كان في شوية، بعض الطلاب،
+
+507
+00:33:27,580 --> 00:33:30,260
+بعض الشباب يعني، أقدموا على الانتحار. مثلاً، هذه برضه
+
+508
+00:33:30,260 --> 00:33:34,930
+مشكلة تحتاج إلى دراسة، وإن إحنا يكون فيه توعية
+
+509
+00:33:34,930 --> 00:33:38,650
+للشباب، وفيه اللي هو يعني، تنمية الوعي الديني بصورة
+
+510
+00:33:38,650 --> 00:33:41,230
+كبيرة جداً، وبالتالي هنا في هذه المشكلات لابد أن
+
+511
+00:33:41,230 --> 00:33:44,690
+تكون يعني، أول حاجة، لازم فلسفة التربية تدرس هذه
+
+512
+00:33:44,690 --> 00:33:48,510
+المشكلات، ما تكونش بعيدة عن هذه المشكلات، يجب من
+
+513
+00:33:48,510 --> 00:33:52,690
+دراستها، يجب تحليلها أيضاً، من واجب فلسفة التربية
+
+514
+00:33:52,690 --> 00:33:56,450
+إنتاج الأفكار حول الوضع التربوي، ويجب الاستفادة منها
+
+515
+00:33:56,450 --> 00:34:00,830
+في وضع الحلول ومعالجة المشكلات. ممتاز جداً، بنطبق
+
+516
+00:34:00,830 --> 00:34:04,290
+الحلول على الواقع الموجود. إيش الحلول اللي إحنا
+
+517
+00:34:04,290 --> 00:34:07,530
+ممكن نطبقها لأي مشكلة، يعني عشان إحنا نحل مشكلة
+
+518
+00:34:07,530 --> 00:34:11,370
+مثلاً اللي هو التقليد للغرب مثلاً، إيش هي الحلول؟
+
+519
+00:34:11,370 --> 00:34:14,050
+كيف تكون عملية التوعية؟ إيش دور وسائل الإعلام؟ إيش
+
+520
+00:34:14,050 --> 00:34:16,970
+دور  الخطباء في المساجد؟ إيش دور المعلمين في داخل
+
+521
+00:34:16,970 --> 00:34:20,410
+المدرسة؟ المعلم أساس، والأسرة أساس، يبقى لابد أن
+
+522
+00:34:20,410 --> 00:34:22,990
+يكون فيهما دور، لكن الطالب لا يعيش فقط في المدرسة
+
+523
+00:34:22,990 --> 00:34:26,860
+وفي البيت، يعيش في المسجد، يعيش في المجتمع، وسائل
+
+524
+00:34:26,860 --> 00:34:30,800
+الإعلام بتأثر عليه، وفي عندنا إعلام في كل المجالات.
+
+525
+00:34:30,800 --> 00:34:33,600
+كيف ممكن أن إحنا نخلي وسائل الإعلام هذه تساهم في
+
+526
+00:34:33,600 --> 00:34:36,540
+التنمية؟ وبالتالي لابد أن إحنا يكون في عندنا تطبيق
+
+527
+00:34:36,540 --> 00:34:39,560
+لهذه الحلول، وليست حلول بسيطة، ولكن يكون في عندنا
+
+528
+00:34:39,560 --> 00:34:43,080
+مجموعة كبيرة من الحلول متوفرة لحل هذه المشكلة.
+
+529
+00:34:43,080 --> 00:34:48,380
+أيضاً من أهمية الفلسفة التربوية، نقد وتحليل العملية
+
+530
+00:34:48,380 --> 00:34:51,940
+التربوية، وتوضيحها، وتبيين مسارها، وتوضيح التناقض بين
+
+531
+00:34:51,940 --> 00:34:55,600
+النظرية. ممتاز جداً، يبقى إحنا لابد أن إحنا ننقد
+
+532
+00:34:55,600 --> 00:34:59,200
+العملية التربوية بتاعتنا هذه. هل المدرس بيدرس صحيحاً؟
+
+533
+00:34:59,200 --> 00:35:01,260
+إيش هي الأخطاء اللي بيقع فيها المدرسون؟ إيش
+
+534
+00:35:01,260 --> 00:35:03,880
+اللي بتوقع الأخطاء فيه الإدارة؟ ليش الطلبة
+
+535
+00:35:03,880 --> 00:35:07,480
+بيحصلوا معدلات عالية في بعض المساقات، وبيحصلوا
+
+536
+00:35:07,480 --> 00:35:10,620
+معدلات عالية في مساقات أخرى؟ ليش في طلبة بتتسرب من
+
+537
+00:35:10,620 --> 00:35:13,540
+المدارس؟ ليش في عندنا طلبة في المدارس بيسرقوا؟ ليش
+
+538
+00:35:13,540 --> 00:35:17,580
+في طلبة بيغشوا؟ ليش الغش أصبح كأنه شيء أساسي في داخل
+
+539
+00:35:17,580 --> 00:35:22,880
+الامتحانات؟ هذه كلها مشكلات تحتاج إلى أن نلازم نساعد
+
+540
+00:35:22,880 --> 00:35:26,040
+أن إحنا نحلها. مش لازم أن إحنا نقول لأ، إحنا لازم في
+
+541
+00:35:26,040 --> 00:35:28,980
+كل حاجة نقول للطلبة، طالما أنه في عندي أنا مشكلة أو
+
+542
+00:35:28,980 --> 00:35:31,880
+أن الطلبة بيغشوا في الامتحانات، لازم يكون فيه كل مرة
+
+543
+00:35:31,880 --> 00:35:36,580
+توجيه للطلبة على أنه من غشنا فليس منا، وأن الغش هذا
+
+544
+00:35:36,580 --> 00:35:39,800
+سرقة، وأنه هذا كذا، وبالتالي لابد أن يكون فيه اللي
+
+545
+00:35:39,800 --> 00:35:43,320
+هو انعكاس للواقع التربوي، والتربية لازم تهتم بحل هذه
+
+546
+00:35:43,320 --> 00:35:46,460
+المشكلة، لازم التربية هي الأساس، عشان هيك بيقولوا لنا
+
+547
+00:35:46,460 --> 00:35:49,400
+دائماً أنه في مشكلة في التربية في المجتمع الفلسطيني.
+
+548
+00:35:50,530 --> 00:35:54,070
+ليش؟ بيجي واحد بيقول لك إحنا بنركب في السيارة، اللي
+
+549
+00:35:54,070 --> 00:35:58,110
+في السيارة بيحكي كلام سيء، بينقد المجتمع، بينقد
+
+550
+00:35:58,110 --> 00:36:01,930
+الطلبة، بينقد المدرسين، بينقد الجميع. هؤلاء طلاب
+
+551
+00:36:01,930 --> 00:36:05,170
+مدارس، هؤلاء بنات جامعة، هؤلاء كذا، فهو بينقد في
+
+552
+00:36:05,170 --> 00:36:07,450
+هذا الإطار، في عندنا مشكلة في التربية، على طول
+
+553
+00:36:07,450 --> 00:36:10,370
+بيقول لك المشكلة في التربية، وين في التربية يعني؟ في
+
+554
+00:36:10,370 --> 00:36:13,010
+تربية الأسرة، ولا في تربية المدرسة، ولا في تربية
+
+555
+00:36:13,010 --> 00:36:17,040
+المجتمع، ولا وين بالضبط؟ يعني إحنا بنتكلم عن التربية،
+
+556
+00:36:17,040 --> 00:36:20,220
+وهم بيتكلموا عن التربية بصورة عامة، لكن أنتِ كإنسانة
+
+557
+00:36:20,220 --> 00:36:24,480
+تربوية، مدرسة، بتكون موجودة، بتحس نفسك مسؤولة في هذا
+
+558
+00:36:24,480 --> 00:36:27,680
+الجانب. طب أنا إيش بقدر أعمل علشان أنا أقدر أحل هذه
+
+559
+00:36:27,680 --> 00:36:31,350
+المشكلة؟ هل أنا بقدر أصلح المجتمع؟ لأ، كل إنسان
+
+560
+00:36:31,350 --> 00:36:35,570
+يبدأ من مكانه، ابدأ بنفسك أولاً، ابدأ من دائرتك
+
+561
+00:36:35,570 --> 00:36:39,210
+الصغيرة، وبعد ذلك بيصير التعديل عند الجميع. يبقى
+
+562
+00:36:39,210 --> 00:36:42,590
+الآن أهمية الفلسفة التربوية أن يكون فيه فكر فلسفي،
+
+563
+00:36:42,590 --> 00:36:47,250
+هذا الفكر موجود، يعني الجميع مُعتقد بهذه الفكرة
+
+564
+00:36:47,250 --> 00:36:51,050
+التربوية، أو هذه الفلسفة التربوية، تُطبق في كل
+
+565
+00:36:51,050 --> 00:36:55,190
+المناطق التربوية، أو في كل اللي هي نقول المؤسسات
+
+566
+00:36:55,190 --> 00:36:58,230
+التربوية اللي بتتعرض إليها الطالب، هذا بيساهم على
+
+567
+00:36:58,230 --> 00:37:02,900
+تحقيق أهداف المجتمع. نشوف الآن كيف تطورت الفلسفة
+
+568
+00:37:02,900 --> 00:37:08,740
+التربوية. في عندنا فلسفات...في عندي ثلاث فلسفات
+
+569
+00:37:08,740 --> 00:37:12,580
+تطورت في الفكر الغربي. الفلسفة التقليدية اللي هي
+
+570
+00:37:12,580 --> 00:37:17,160
+فلسفة أفلاطون وأرسطو، الفلسفة الطبيعية، والفلسفة
+
+571
+00:37:17,160 --> 00:37:20,660
+الحديثة. ثلاث مراحل أساسية مرّ فيها الفكر التربوي
+
+572
+00:37:20,660 --> 00:37:24,720
+الغربي. إحنا كمسلمين، هنناقش اللي هو الإطار الفكري
+
+573
+00:37:24,720 --> 00:37:30,850
+التربوي الإسلامي. نشوف الفلسفة التقليدية. من عندها
+
+574
+00:37:30,850 --> 00:37:36,850
+تكلمنا عن الفلسفة التقليدية، الفلسفة
+
+575
+00:37:36,850 --> 00:37:41,910
+التي قامت على آراء كل من الفيلسوفين أرسطو وأفلاطون،
+
+576
+00:37:41,910 --> 00:37:46,550
+حيث كانا يناديان بأن الإنسان بطبيعته شرير، يجب
+
+577
+00:37:46,550 --> 00:37:51,150
+تقويمه وتعديله. وبالتالي، قامت عملية التعليم بالنسبة
+
+578
+00:37:51,150 --> 00:37:55,150
+لهما بتنقية الطفل، وتعليمه قيم الحق والخير والجمال،
+
+579
+00:37:55,150 --> 00:37:59,130
+باعتبار أن هذا الطفل لا يستطيع تعديل نفسه بنفسه،
+
+580
+00:37:59,130 --> 00:38:02,670
+وليس على الفطرة، وإنما يجب تعديله، فهو يميل إلى الشر
+
+581
+00:38:02,670 --> 00:38:08,170
+بطبيعته. وقام أفلاطون في كتابه "المدينة الفاضلة" بوصف
+
+582
+00:38:08,170 --> 00:38:13,590
+بناء مدينة خيالية، افتراضية، أن هذه هي الأمر المثالي
+
+583
+00:38:13,590 --> 00:38:17,310
+الذي يجب أن يكون عليه الناس. وبالتالي، قسم الناس إلى
+
+584
+00:38:17,310 --> 00:38:21,050
+أحرار وأشرار، واتخذ من مدينته الأشرار. بارك الله
+
+585
+00:38:21,050 --> 00:38:24,490
+فيك. يبقى هنا الفلسفة هذه فلسفة إغريقية قديمة،
+
+586
+00:38:24,490 --> 00:38:28,450
+قديمة الجذور، قامت على أفكار سقراط، وطبعاً تلميذه
+
+587
+00:38:28,450 --> 00:38:32,990
+أفلاطون، ثم تلميذ أفلاطون أرسطو. هم كانوا ثلاثة من
+
+588
+00:38:32,990 --> 00:38:37,150
+المنظرين في هذه الفلسفة، آمنوا بثنائية الفرد، وأن
+
+589
+00:38:37,150 --> 00:38:41,400
+الفرد بيتكون من العقل والمادة، أو الروح والجسد. أن
+
+590
+00:38:41,400 --> 00:38:45,660
+القيم ثلاثة: الحق، والخير، والجمال. هذه الأشياء طبعاً
+
+591
+00:38:45,660 --> 00:38:49,900
+على أساسها قسموا المجتمع إلى طبقتين، كانت اللي هي
+
+592
+00:38:49,900 --> 00:38:54,100
+تشير لهم أن القيم هي الحق، والخير، والجمال. هذه
+
+593
+00:38:54,100 --> 00:38:57,720
+أفكار أفلاطون في مدينة اللي هي المدينة الفاضلة،
+
+594
+00:38:57,720 --> 00:39:01,880
+اليوتوبيا، اللي هو حتى العالم المثالي، كلنا بنسمع
+
+595
+00:39:01,880 --> 00:39:05,400
+كلمة مثالية. لما تيجي واحدة صاحبتي تتكلم تقول
+
+596
+00:39:05,400 --> 00:39:08,140
+المفروض، المفروض، المفروض، فتقول لها أنت مثالية زيادة
+
+597
+00:39:08,140 --> 00:39:12,120
+عن اللزوم. إيش معنى المثالية هذه؟ آه، إن الأشياء لازم
+
+598
+00:39:12,120 --> 00:39:16,340
+تكون كلها تصل إلى درجة الكمال، الناس مش لازم تكذب،
+
+599
+00:39:16,340 --> 00:39:19,080
+الناس مش لازم تغش، الناس لازم تكون ذكية، الناس
+
+600
+00:39:19,080 --> 00:39:22,200
+لازم تكون جميلة، الناس...هذه الأشياء، هذا العالم
+
+601
+00:39:22,200 --> 00:39:25,480
+المثالي اللي هي الناس بتتعامل معاه من منطق الخير،
+
+602
+00:39:25,480 --> 00:39:29,180
+مش من منطق الشر. وبالتالي، هنا هذا اللي هو المفروض
+
+603
+00:39:29,180 --> 00:39:31,240
+أنه يكون موجود، يعني المفروض كل الخيرات تكون
+
+604
+00:39:31,240 --> 00:39:35,720
+موجودة، وكل واحد ياخذ على قدر ما يستحق، أو على قدر ما
+
+605
+00:39:35,720 --> 00:39:39,400
+يحتاج، لكن إنه مش ياخذ اللي هو زيادة، الناس تقدر
+
+606
+00:39:39,400 --> 00:39:42,400
+تتعامل مع بعضها بقيم الصدق والأمانة والإخلاص، و
+
+607
+00:39:42,400 --> 00:39:45,680
+كل الأشياء هذه. فهو حط هذا التصور، إنه في مدينة
+
+608
+00:39:45,680 --> 00:39:49,240
+موجودة، وهذه المدينة لابد أن هي تكون البلاد
+
+609
+00:39:49,240 --> 00:39:51,780
+المأمولة. وطبعاً هذه كانت موجودة في كثير عند
+
+610
+00:39:51,780 --> 00:39:55,080
+الشعراء، كانت بلاد المحجبة لجبران خليل جبران، وبعض
+
+611
+00:39
+
+667
+00:43:22,640 --> 00:43:26,240
+وبالتالي كانوا يبقون دقيقين جداً فيها، فهذه كانت
+
+668
+00:43:26,240 --> 00:43:32,660
+القيم الأساسية عندهم بالنسبة لعملية التعلم، طبعاً
+
+669
+00:43:32,660 --> 00:43:37,480
+هنا أهم شيء اهتموا به في تدريس الرياضيات والمنطق
+
+670
+00:43:37,480 --> 00:43:42,180
+والعلوم والفلسفة، طبعاً اهتموا فيها بصورة كبيرة جداً
+
+671
+00:43:42,180 --> 00:43:47,170
+العملية التربوية هنا لم تكن سهلة، ولكن كانت صعبة،
+
+672
+00:43:47,170 --> 00:43:50,750
+كانت قاسية جداً، هذا عمل رد فعل، صار فيه تمرد
+
+673
+00:43:50,750 --> 00:43:53,730
+موجود في داخل المجتمع الأوروبي على هذا النمط من
+
+674
+00:43:53,730 --> 00:43:57,770
+أنماط التربية. سوف نستكمل هذه الفلسفات إن شاء الله
+
+675
+00:43:57,770 --> 00:44:01,230
+في المحاضرة التالية. في أي سؤال؟ شكراً
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ.srt
new file mode 100644
index 0000000000000000000000000000000000000000..fa563b372fc818f4e970bf7bcf5e6e20efe9a841
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ.srt
@@ -0,0 +1,2017 @@
+1
+00:00:21,130 --> 00:00:21,970
+السلام عليكم
+
+2
+00:00:25,650 --> 00:00:29,310
+احنا الآن طبعًا وصلنا تقريبًا لأكثر من نصف المساق
+
+3
+00:00:29,310 --> 00:00:33,170
+وبدأنا نتكلم في المعايير، سيكون في عندنا جملة من
+
+4
+00:00:33,170 --> 00:00:36,430
+المعايير، جملة من المعايير لاختيار المحتوى و
+
+5
+00:00:36,430 --> 00:00:39,890
+الخبرات التعليمية، وفي عندنا معايير للتنظيم، يعني
+
+6
+00:00:39,890 --> 00:00:43,930
+هناك معايير للاختيار، وهناك معايير للتنظيم
+
+7
+00:00:43,930 --> 00:00:47,690
+وبالتالي هنا لابد أن نُفرّق بين الجهتين طبعًا
+
+8
+00:00:47,690 --> 00:00:51,150
+هذه الأشياء لابد من توفرها عندما نحكم على مدى
+
+9
+00:00:51,150 --> 00:00:56,120
+صلاحية محتوى علميّ، لا نحكم بأنه هذا كبير أو صغير أو أنه صعب أو كذا، احنا فيه عندنا معايير في
+
+10
+00:00:56,120 --> 00:00:59,620
+ضوء هذه المعايير التي وضعها ناس لديهم خبرة واسعة
+
+11
+00:00:59,620 --> 00:01:03,400
+في بناء المناهج، نستطيع الحكم على مدى صلاحية هذا
+
+12
+00:01:03,400 --> 00:01:07,800
+المنهج، كيف يمكن أن نختار المحتوى والخبرات
+
+13
+00:01:07,800 --> 00:01:11,640
+التعليمية؟ في المحاضرة الماضية تكلمنا وقلنا
+
+14
+00:01:11,640 --> 00:01:14,720
+نختار الخبرات التعليمية، المحتوى والخبرات
+
+15
+00:01:14,720 --> 00:01:17,940
+التعليمية خلال ثلاث خطوات، ما هي هذه الخطوات؟ أو
+
+16
+00:01:17,940 --> 00:01:21,250
+حاجة اختيار الموضوعات الرئيسية، أو حاجة اختيار
+
+17
+00:01:21,250 --> 00:01:24,010
+الموضوعات الرئيسية، أو حاجة اختيار
+
+18
+00:01:24,010 --> 00:01:25,070
+الموضوعات الرئيسية، أو حاجة اختيار الموضوعات
+
+19
+00:01:25,070 --> 00:01:25,530
+الرئيسية، أو حاجة اختيار الموضوعات الرئيسية، أو حاجة
+
+20
+00:01:25,530 --> 00:01:27,890
+اختيار الموضوعات الرئيسية، أو حاجة اختيار الموضوعات
+
+21
+00:01:27,890 --> 00:01:29,730
+الرئيسية، اختيار المادة العلمية، اختيار المادة
+
+22
+00:01:29,730 --> 00:01:32,550
+العلمية، اختيار المادة العلمية، اختيار المادة
+
+23
+00:01:32,550 --> 00:01:36,350
+العلمية، اختيار المادة العلمية، اختيار المادة
+
+24
+00:01:36,350 --> 00:01:40,490
+العلمية، اختيار المادة العلمية، اختيار المادة
+
+25
+00:01:40,490 --> 00:01:42,770
+العلمية، اختيار المادة العلمية، اختيار المادة
+
+26
+00:01:42,770 --> 00:01:46,470
+العلمية، اختيار
+
+27
+00:01:46,470 --> 00:01:49,050
+المادة العلمية
+
+28
+00:01:51,740 --> 00:01:55,240
+ممتاز جدًّا، يبقى لابد أن تكون مرتبطة بالأهداف
+
+29
+00:01:55,240 --> 00:01:58,700
+التربوية، وتحقيقها، ما هي الأهداف؟ يعني إذا كنا
+
+30
+00:01:58,700 --> 00:02:02,280
+نريد أهدافًا، نريد أن نميّ تفكيرًا علميًا، تفكيرًا منطقيًا،
+
+31
+00:02:02,280 --> 00:02:05,420
+نريد أن نميّ مهارات عملية، يبقى لابد أن يكون
+
+32
+00:02:05,420 --> 00:02:08,860
+المحتوى والخبرات يلبي هذه الأشياء، يعني أنا فيه
+
+33
+00:02:08,860 --> 00:02:12,000
+عندي بدأ نميّ مهارات عملية في استخدام الأجهزة، مثلًا
+
+34
+00:02:12,000 --> 00:02:15,260
+العلمية، أن الطالب يستخدم المجهر، يستخدم
+
+35
+00:02:15,260 --> 00:02:18,380
+الدوائر الكهربائية، يستخدم كذا، لا تصلح المادة
+
+36
+00:02:18,380 --> 00:02:23,210
+العلمية التي أختارها أن تكون نظرية، بل تجارب وأجهزة
+
+37
+00:02:23,210 --> 00:02:27,350
+وعمليّة، وبالتالي نحقق الأهداف من خلالها، إذا
+
+38
+00:02:27,350 --> 00:02:30,330
+كان المحتوى قيميًّا، أريد أن نميّ قيمًا عند الطلاب،
+
+39
+00:02:30,330 --> 00:02:34,130
+يبقى لابد أن يكون فيه جزء من المحتوى قيميّ ينمي القيم
+
+40
+00:02:34,130 --> 00:02:38,570
+وينمي هذه الاتجاهات العلمية أيضًا، من معايير
+
+41
+00:02:38,570 --> 00:02:43,790
+المحتوى أن تكون المحتوى والخبرات التعليمية صحيحة
+
+42
+00:02:43,790 --> 00:02:47,010
+وغير ضعيفة، وغير زائفة، وأن تكون عادلة، مُبقيّة،
+
+43
+00:02:47,010 --> 00:02:51,950
+يمكن أن تُطبّق العدالة، ممتاز جدًّا، يبقى هنا الصدق في أن
+
+44
+00:02:51,950 --> 00:02:54,510
+يكون المحتوى والخبرات التعليمية صادقة، ماذا يعني
+
+45
+00:02:54,510 --> 00:02:58,530
+الصدق؟ عندي ثلاث معايير أساسية، أنها تكون حديثة،
+
+46
+00:02:58,530 --> 00:03:01,550
+أن تكون صحيحة علميًا، أن تكون قابلة
+
+47
+00:03:01,550 --> 00:03:06,050
+للتوظيف في الحياة، سواء أُوظّفها أنا في حل المشكلات
+
+48
+00:03:06,050 --> 00:03:09,190
+والمشكلات العلمية، أو أُوظّفها في الحياة، يبقى لما
+
+49
+00:03:09,190 --> 00:03:13,110
+نقول نختار محتوى صادقًا، محتوى وخبرات صادقة، بمعنى
+
+50
+00:03:13,110 --> 00:03:16,580
+أنها لابد أن تكون حديثة، جديدة، ليس بالضرورة أن نأخذ الأشياء
+
+51
+00:03:16,580 --> 00:03:22,100
+القديمة، ومتفق على صحتها، لا خلاف في هذه
+
+52
+00:03:22,100 --> 00:03:25,700
+الصحة أيضًا، لابد أن يكون هناك إمكانية لاستخدامها
+
+53
+00:03:25,700 --> 00:03:30,840
+واستفادة منها، وأن تكون عملية في هذه الحياة، أنت
+
+54
+00:03:30,840 --> 00:03:35,360
+أيضًا؟ ستكون ذات دلالة، ماذا تعني الدلالة؟ تُكسِب
+
+55
+00:03:35,360 --> 00:03:39,860
+الطالب روح الاكتشاف والبحث، ممتاز جدًّا، أنها تكون ذات
+
+56
+00:03:39,860 --> 00:03:43,780
+دلالة، أنها تُثير التساؤل، تُثير الحسّ بالمعرفة، أن
+
+57
+00:03:43,780 --> 00:03:46,660
+الطالب يُقدِر أن يسأل سؤالًا من خلالها، يُقدِر أن يطرح سؤالًا،
+
+58
+00:03:46,660 --> 00:03:50,120
+المُدرّس يُقدِر أن يطرح سؤالًا، تُساعِد الطالب على أن يجمع
+
+59
+00:03:50,120 --> 00:03:53,360
+معلومات، وبالتالي نقول إنها ذات دلالة بحثية، ذات
+
+60
+00:03:53,360 --> 00:03:56,320
+دلالة، إنها تُساعِد الطالب على أن يجمع معلومات، أنه
+
+61
+00:03:56,320 --> 00:03:59,680
+يتساءل، أنه يحاول أن يعمل بعض الإجراءات
+
+62
+00:03:59,680 --> 00:04:02,960
+التي تُساعِدُه على أن يصل للمعرفة بنفسه، أيضًا
+
+63
+00:04:08,220 --> 00:04:12,060
+ممتاز، لا يجوز أن تكون الخبرات والمحتوى بعيدًا عن
+
+64
+00:04:12,060 --> 00:04:15,520
+المحتوى الثقافي الذي نعيشه، والواقع الثقافي،
+
+65
+00:04:15,520 --> 00:04:19,620
+يعني نحن مثلًا ممكن أن نضع صورة مثلًا فتاة مكشوفة
+
+66
+00:04:19,620 --> 00:04:23,060
+الرأس في داخل المنهج، هل هذا مرتبط بالواقع الثقافي
+
+67
+00:04:23,060 --> 00:04:26,100
+الذي نعيشه؟ وبالتالي الآن الصورة التي أبدأ
+
+68
+00:04:26,100 --> 00:04:29,420
+أختارها للطالب الفلسطيني تكون من البيئة
+
+69
+00:04:30,540 --> 00:04:33,680
+الفلسطينية، لو أنا أريد أن أتكلم عن ما هو
+
+70
+00:04:33,680 --> 00:04:37,380
+جمع عينات، فلا أقول للطالب مثلًا اجمع عينات مثلًا
+
+71
+00:04:37,380 --> 00:04:41,480
+سخريةً أو استعماليات كذا، لا، أقول له اجمع عينات من وادي
+
+72
+00:04:41,480 --> 00:04:45,260
+غزة، اجمع عينات مثلًا من شمال غزة، الواقع
+
+73
+00:04:45,260 --> 00:04:49,340
+الثقافي والواقع الاجتماعي طبعًا، والأنظمة الاجتماعية
+
+74
+00:04:49,340 --> 00:04:52,060
+مثل النظام الاقتصادي والنظام السياسي، نحن مثلًا
+
+75
+00:04:52,060 --> 00:04:56,540
+عندنا في النظام الاقتصادي، عندنا مشكلة، ما هي
+
+76
+00:04:56,540 --> 00:05:00,070
+العملة التي نتعامل فيها؟ المشكلة، هل نحن
+
+77
+00:05:00,070 --> 00:05:04,650
+عاملون في الكتاب للطالب هذه المشكلة؟ لا لا لا لا لا لا
+
+78
+00:05:04,650 --> 00:05:04,890
+لا لا لا لا لا لا لا لا لا لا لا لا لا لا لا لا
+
+79
+00:05:04,890 --> 00:05:06,230
+لا لا لا لا لا لا لا لا لا لا لا لا لا لا لا لا
+
+80
+00:05:06,230 --> 00:05:08,930
+لا لا لا لا لا لا لا لا لا لا لا لا لا لا لا لا
+
+81
+00:05:08,930 --> 00:05:27,510
+لا لا لا لا لا لا لا
+
+82
+00:05:27,510 --> 00:05:32,230
+لا، هذه يجب أن تصبح أن هذه دولتك الرسمية، وهذه
+
+83
+00:05:32,230 --> 00:05:35,870
+عملتك الرسمية، أن تكون شاملة، ما المقصود
+
+84
+00:05:35,870 --> 00:05:40,610
+بالشمولية؟ أن
+
+85
+00:05:40,610 --> 00:05:46,810
+تكون شاملة في جوانب الأهداف المعرفية والمهارية
+
+86
+00:05:46,810 --> 00:05:51,200
+والقيميّة، أو شاملة أيضًا في المجالات العلمية، لجميع
+
+87
+00:05:51,200 --> 00:05:53,800
+المجالات العلمية التي يغطيها المنهج الدراسي، أنّه
+
+88
+00:05:53,800 --> 00:05:57,560
+تكون شمولية، يعني أنا في عندي هنا مشكلة كبيرة جدًّا
+
+89
+00:05:57,560 --> 00:06:00,720
+بين الشمولية وبين العمق، يعني أنا في عندي معياران
+
+90
+00:06:00,720 --> 00:06:05,440
+ورا بعض، أقول إنها لابد أن تكون المادة شاملة، يُفضّل أن
+
+91
+00:06:05,440 --> 00:06:12,420
+تشمل
+
+92
+00:06:12,420 --> 00:06:16,420
+جميع المادة، يعني الآن مثلًا نحن نريد أن نقول نريد
+
+93
+00:06:16,420 --> 00:06:20,270
+ندرس الطالب لغة عربية، طيب كم فرع أنا أبدأ أُدرّسه في
+
+94
+00:06:20,270 --> 00:06:23,430
+اللغة العربية؟ أبدأ أُدرّس قراءةً، وأبدأ أُدرّس تعبيرًا، و
+
+95
+00:06:23,430 --> 00:06:28,070
+أبدأ أُدرّس خطًّا، وأبدأ أُدرّس قواعد، وأدبًا، وكل الأشياء
+
+96
+00:06:28,070 --> 00:06:30,570
+هذه، هل هذه الأشياء أقدر أن أُعطِيها للطالب في أول
+
+97
+00:06:30,570 --> 00:06:35,590
+سنة؟ أن يدرس كل هذه الأشياء، كيف أبدأ أجعلها أنا
+
+98
+00:06:35,590 --> 00:06:39,670
+يعني يدرس مادة لغة عربية شاملة، وكيف مستوى العمق
+
+99
+00:06:39,670 --> 00:06:43,070
+الذي سيكون موجودًا عنده؟ طبعًا هذه مشكلة، يعني يعانون
+
+100
+00:06:43,070 --> 00:06:46,990
+منها كبار مصممي المناهج، كيف أنا أبدأ أجعل الطالب يمر
+
+101
+00:06:46,990 --> 00:06:50,570
+بهذا الكم من المنهج؟ يعني أنا أبدأ آخذ مثلًا
+
+102
+00:06:50,570 --> 00:06:53,610
+مثلًا مادة مثل مادة الفيزياء، ليدرس فيزياء
+
+103
+00:06:53,610 --> 00:06:56,850
+ويقول إن أنا درست فيزياء، لابد أن يدرس الصوت، لابد أن يدرس
+
+104
+00:06:56,850 --> 00:07:00,290
+الضوء، لابد أن يدرس الميكانيكا، الحركة، لابد أن يأخذ كهرباء
+
+105
+00:07:00,290 --> 00:07:03,530
+لابد أن يأخذ مغناطيسية، كل هذه الفروع لابد أن يأخذها
+
+106
+00:07:03,530 --> 00:07:06,670
+وحرارة وكذا، لكي نقول إنه أخذ فيزياء، لكن هل أنا في
+
+107
+00:07:06,670 --> 00:07:10,290
+السنة الواحدة أقدر أن أُدرّس كل هذه الأشياء مرة واحدة؟
+
+108
+00:07:10,290 --> 00:07:15,630
+هو لابد أن يكون المنهج شاملًا، لكن هنا شمولية المنهج
+
+109
+00:07:15,630 --> 00:07:20,190
+والعمق، طيب أنا لو أريد أن أُعطي من كل فصل صفحتين،
+
+110
+00:07:20,190 --> 00:07:23,780
+معنى ذلك أنه سيأخذ قشور المعرفة، لن
+
+111
+00:07:23,780 --> 00:07:27,260
+يتعمق فيها، فأنا أقول إنها لابد أن تكون عميقة، ولابد
+
+112
+00:07:27,260 --> 00:07:30,780
+أن تتناول أساسيات المادة، يبقى الآن هذه المادة لما
+
+113
+00:07:30,780 --> 00:07:33,780
+أريد أن آخذها، أريد منهجًا من الصف الأول حتى الصف
+
+114
+00:07:33,780 --> 00:07:37,540
+الثاني عشر، فأنا أبدأ أرى متى يمكن أن أضيف
+
+115
+00:07:37,540 --> 00:07:40,900
+بعض المجالات للمنهج، يعني أنا أول ما يدخل الطالب
+
+116
+00:07:40,900 --> 00:07:44,320
+يدخل لغة عربية، لكن ما الذي يأخذه؟ يأخذ القراءة و
+
+117
+00:07:44,320 --> 00:07:48,230
+الكتابة، يأخذ شيء آخر؟ بعد ما يأخذ القراءة أو
+
+118
+00:07:48,230 --> 00:07:52,110
+الكتابة، بعد ذلك نُضيف له جزئية من النحو، بعد ما
+
+119
+00:07:52,110 --> 00:07:55,670
+نضع جزئية من النحو، نبدأ نضع التعبير، شيئًا فشيئًا
+
+120
+00:07:55,670 --> 00:07:59,090
+نتدرج في المادة، أو يصبح الطالب يأخذ أكثر من فرع
+
+121
+00:07:59,090 --> 00:08:02,730
+في مساق اللغة العربية، يبقى أنا أحرس على أن خلال
+
+122
+00:08:02,730 --> 00:08:08,630
+دراسته للمنهج ككل أن يكون درس كل فروع المادة، ودرجة
+
+123
+00:08:08,630 --> 00:08:11,530
+مناسبة من العمق لعمر الطالب، يعني لما أبدأ أدرس
+
+124
+00:08:11,530 --> 00:08:14,950
+مثلًا عن الصوت، أبدأ أدرس عن الصوت في الصف الثالث، و
+
+125
+00:08:14,950 --> 00:08:18,290
+أبدأ أدرس عن الصوت في المراحل التالية،
+
+126
+00:08:18,290 --> 00:08:21,870
+فهنا كيف يجب أن تكون الدرجة المناسبة في هذا الجانب؟ في
+
+127
+00:08:21,870 --> 00:08:25,130
+شيء اسمه الجدول التطويريّ التتابعيّ
+
+128
+00:08:44,020 --> 00:08:49,340
+يعني لو أخذنا مثلًا مادة مثل مادة العلوم، فأنا أريد
+
+129
+00:08:49,340 --> 00:08:55,200
+أن أرى مثلًا في الصف الأول أن العلوم عندي ثلاثة أجزاء،
+
+130
+00:08:55,200 --> 00:09:04,620
+مثلًا كيمياء وفيزياء وبيولوجيا، وعندي أيضًا علوم أرض
+
+131
+00:09:04,620 --> 00:09:08,800
+الآن
+
+132
+00:09:08,800 --> 00:09:13,940
+في الصف الأول، ماذا أُعطي للطالب أنا من الكيمياء؟ ماذا
+
+133
+00:09:13,940 --> 00:09:17,740
+أُعطي للطالب أنا من الفيزياء؟ فأجد كم جزئية أنا
+
+134
+00:09:17,740 --> 00:09:20,520
+عندي في الكيمياء، عندك كيمياء تحليلية، وعندك
+
+135
+00:09:20,520 --> 00:09:23,440
+كيمياء عضوية، وعندك كيمياء كذا، الآن هذه الأشياء
+
+136
+00:09:23,440 --> 00:09:29,660
+نحن، ركزي هنا، دعينا من الاستعارة، يعني نحن
+
+137
+00:09:29,660 --> 00:09:35,440
+نختار من المادة ما هو مناسب لعمر الطالب،
+
+138
+00:09:35,440 --> 00:09:38,860
+ممكن أن نأتي في الصف الأول، لأن مادة الكيمياء صعبة،
+
+139
+00:09:38,860 --> 00:09:44,250
+لا نعطيه شيئًا، نأتي نعطيه في الفيزياء، نعطيه في
+
+140
+00:09:44,250 --> 00:09:48,150
+المادة في موضوعات المادة، آخذ شيء واحد، وهو
+
+141
+00:09:48,150 --> 00:09:53,890
+حالات المادة، آخذ فقط أن المادة صلبة وسائلة
+
+142
+00:09:53,890 --> 00:10:01,410
+وغازية، بالبيولوجيا يأخذ جسم الإنسان، آخذ
+
+143
+00:10:01,410 --> 00:10:05,670
+شيئًا بسيطًا جدًّا، جسمه، يتعرّف على الحواس الخمس،
+
+144
+00:10:05,670 --> 00:10:08,170
+يعرف ما هي الحواس الخمس، ما وظيفة اليدين، ما
+
+145
+00:10:08,170 --> 00:10:11,290
+وظيفة كذا كذا، آخذ شويّة عن النباتات،
+
+146
+00:10:14,300 --> 00:10:18,040
+آخذ في علوم الأرض، آخذ أشياء أن هناك رياحًا، أن هناك
+
+147
+00:10:18,040 --> 00:10:21,140
+الأرض، كذا، آخذ شويّة في علوم الأرض، نأتي في الصف
+
+148
+00:10:21,140 --> 00:10:29,540
+الثاني، نعطيه شويّة كيمياء، نأتي نعطيه هنا في
+
+149
+00:10:29,540 --> 00:10:33,780
+الكيمياء أنه في عملية تغير، وفي تفاعلات تحدث،
+
+150
+00:10:33,780 --> 00:10:38,300
+وبالتالي نعطيه معلومات بسيطة في الكيمياء، نزيد هنا
+
+151
+00:10:38,300 --> 00:10:42,100
+في حالات المادة، نعطيه شيء أكثر عمقًا، فنعطيه
+
+152
+00:10:42,100 --> 00:10:43,160
+التغير في المادة،
+
+153
+00:10:45,910 --> 00:10:49,770
+على أن الماء عندما نضعه في الثلاجة يتجمد،
+
+154
+00:10:49,770 --> 00:10:55,010
+فيتحوّل من الحالة السائلة للحالة الصلبة، وبهذا
+
+155
+00:10:55,010 --> 00:10:59,110
+الشكل طبعًا تبدأ عملية تطوير المنهج التي
+
+156
+00:10:59,110 --> 00:11:01,290
+هي كما أنتم تعرفون التي تبدأ بالصورة هذه
+
+157
+00:11:01,290 --> 00:11:02,030
+اللولبية
+
+158
+00:11:04,320 --> 00:11:08,060
+يعني هي نفس الموضوعات تتكرر، لكن هنا ليست كل مرة أنا
+
+159
+00:11:08,060 --> 00:11:11,840
+آتي أُعطي هنا، بل أوسّع أكثر، وأزيد مجالها، وبالتالي هنا
+
+160
+00:11:11,840 --> 00:11:16,100
+يصبح هناك نوع من التوازن بين العمق والشمول في
+
+161
+00:11:16,100 --> 00:11:19,680
+المادة العلمية، هذه تسمى خارطة المنهج، وهو
+
+162
+00:11:19,680 --> 00:11:23,000
+الجدول التطويريّ التتابعيّ، لما تصبحون إن شاء الله غدًا
+
+163
+00:11:23,000 --> 00:11:25,720
+معلّمين، فأقول لكم هذه المادة لابد أن تفهموا كيف
+
+164
+00:11:25,720 --> 00:11:31,080
+تراكميتها، لأنكم أنتم لو كنتم مُعلّمين في أي مساق، لابد
+
+165
+00:11:31,080 --> 00:11:33,540
+أن تعرفوا ما أخذه الطالب السنة الماضية، وما سياخذ
+
+166
+00:11:33,540 --> 00:11:38,280
+السنة القادمة، لماذا؟ لكي تعرفوا أن تُعدّوا الطالب، لكي
+
+167
+00:11:38,280 --> 00:11:40,820
+المعلومات التي أشرحها اليوم أُبنيها على
+
+168
+00:11:40,820 --> 00:11:44,780
+المعلومات السابقة الموجودة، وأُعِدّ الطالب
+
+169
+00:11:44,780 --> 00:11:48,360
+للمعلومات القادمة، وبالتالي هنا مثلًا مُعلّمة
+
+170
+00:11:48,360 --> 00:11:51,160
+الرياضيات، لابد أن تعرف أن الطالب الآن لما يأخذ
+
+171
+00:11:51,160 --> 00:11:54,280
+الزوايا الآن،
+
+223
+00:15:51,760 --> 00:15:57,540
+مادة على حدة في هذا الإطار، وبنحاول أن نكون كل مرة
+
+224
+00:15:57,540 --> 00:16:01,320
+متضمنة أكثر، بتتابع في هذا الجانب.
+
+225
+00:16:05,970 --> 00:16:11,870
+التكامل، ماذا يعني التكامل؟ التكامل هو
+
+226
+00:16:11,870 --> 00:16:18,370
+العلاقة الأفقية، كيف
+
+227
+00:16:18,370 --> 00:16:22,210
+ممكن نفسر هذه العلاقة الأفقية؟ هل يجب أن يكون هناك
+
+228
+00:16:22,210 --> 00:16:26,400
+علاقة بين التاريخ والجغرافيا واللغة العربية؟ هل
+
+229
+00:16:26,400 --> 00:16:28,760
+لازم يكون في علاقة بين الرياضيات واللغة العربية
+
+230
+00:16:28,760 --> 00:16:32,340
+والتربية الإسلامية؟ في المستوى الواحد، يبقى إحنا
+
+231
+00:16:32,340 --> 00:16:36,400
+هنا بنتعامل مع المساقات الموجودة في المستوى
+
+232
+00:16:36,400 --> 00:16:43,360
+الواحد. إحنا في البداية قلنا الاستمرارية هنا
+
+233
+00:16:43,360 --> 00:16:51,920
+استمرارية، لكن التكامل يكون هنا في المرحلة الواحدة،
+
+234
+00:16:51,920 --> 00:16:54,880
+يعني زي ما إحنا اتكلمنا على المادة الواحدة، هنا
+
+235
+00:16:54,880 --> 00:16:58,640
+المادة الواحدة،
+
+236
+00:16:58,640 --> 00:17:03,500
+هنا الصف أو المرحلة التعليمية، وبالتالي لابد أن يكون
+
+237
+00:17:03,500 --> 00:17:07,020
+فيه عندي علاقة مترابطة بين المساقات اللي أنا بقدمها.
+
+238
+00:17:07,020 --> 00:17:10,620
+في التاريخ، لازم الجغرافيا تساعدني في شرحه، وأنا
+
+239
+00:17:10,620 --> 00:17:14,220
+بعطي للطلاب عن تاريخ الدعوة الإسلامية، لازم
+
+240
+00:17:14,220 --> 00:17:16,940
+يكون فيه معهم في الجغرافيا جغرافية الوطن العربي
+
+241
+00:17:16,940 --> 00:17:20,780
+وكل الدول المحيطة به، وكيف انتشرت الدولة الإسلامية.
+
+242
+00:17:20,780 --> 00:17:24,160
+وبالتالي لما يكون الطالب فاهمها جغرافيا، بيصير في
+
+243
+00:17:24,160 --> 00:17:27,960
+عنده تخيل، وإحنا بنشرح وين هي هذه الدولة، وين هذه
+
+244
+00:17:27,960 --> 00:17:30,820
+الدولة، وبالتالي الجغرافيا بتساعدني في فهم التاريخ
+
+245
+00:17:30,820 --> 00:17:33,720
+والتاريخ بيساعدني في فهم الجغرافيا، التربية
+
+246
+00:17:33,720 --> 00:17:37,320
+الإسلامية بتؤكد على مبادئ اللغة العربية، اللغة
+
+247
+00:17:37,320 --> 00:17:41,120
+العربية بتأخذ آيات قرآنية، بتدرسها للطلاب، وبتعلمهم
+
+248
+00:17:41,120 --> 00:17:44,060
+التفسير والتحليل والتركيب والنقد، وكذا من خلالها.
+
+249
+00:17:45,000 --> 00:17:49,060
+وبالتالي هنا عندي ترابط كامل، ما فيش عندي انفصال
+
+250
+00:17:49,060 --> 00:17:52,140
+بين المساقات، حتى بين اللغة العربية وبين الرياضيات.
+
+251
+00:17:52,140 --> 00:17:55,320
+ما أقدرش أعطي للطالب مسألة في الرياضيات وهو لسه
+
+252
+00:17:55,320 --> 00:18:00,080
+ما تعلمش كيف يقرأها في اللغة العربية أو يفهمها.
+
+253
+00:18:00,080 --> 00:18:04,960
+وبالتالي هنا عملية التكامل هي علاقة أفقية تربط بين
+
+254
+00:18:04,960 --> 00:18:08,920
+المواد الدراسية في المرحلة الواحدة، وهنا التكامل زي
+
+255
+00:18:08,920 --> 00:18:13,300
+ما إحنا شايفين، إنه بيعطينا فهم أعمق وأشمل للمادة
+
+256
+00:18:13,300 --> 00:18:13,940
+الدراسية.
+
+257
+00:18:16,540 --> 00:18:20,580
+مثلًا التبرير، مادة رياضية، الجبل والحصان بتحدث عنها
+
+258
+00:18:20,580 --> 00:18:23,480
+هذا في مادة واحدة، أما بالنسبة لما يكون
+
+259
+00:18:23,480 --> 00:18:27,320
+التكامل، مثلًا علاقة رياضية ومادة الفيزياء، أن الطفل
+
+260
+00:18:27,320 --> 00:18:31,360
+مش راح يقدر يجري عملية حساب في فيزياء مثلًا، ما لم يكن
+
+261
+00:18:31,360 --> 00:18:34,710
+عارف الكسور والجذور، اللي إذا كان عارفها في الرياضيات، أكيد
+
+262
+00:18:34,710 --> 00:18:38,770
+طبعًا، يعني إحنا في بعض الأشياء في الفيزياء بالذات،
+
+263
+00:18:38,770 --> 00:18:41,910
+يعني بتتأجل، مثلًا بيعطوه... بيعطوا الطالب القانون،
+
+264
+00:18:41,910 --> 00:18:45,330
+بيعطوهش طريقة اشتقاق القانون، لأنه في اشتقاق
+
+265
+00:18:45,330 --> 00:18:47,870
+القانون ده بيستخدم علاقات تفاضل وتكامل، هو لسه
+
+266
+00:18:47,870 --> 00:18:53,650
+ما أخذهاش، وبالتالي هنا بيتأجلوا... بيعطوهم نص القانون
+
+267
+00:18:53,650 --> 00:18:56,970
+بس، وتفسيرات النص، بيعطوهش طريقة اشتقاق القانون
+
+268
+00:18:56,970 --> 00:19:00,690
+الرياضية، وكيف استخدامه الرياضي، لأن هذا لسه مرحلة
+
+269
+00:19:00,690 --> 00:19:04,890
+متقدمة. بعد ذلك لما بيكبر، بيعطوه طريقة اشتقاق
+
+270
+00:19:04,890 --> 00:19:10,010
+القانون. إنتحقق التوازن بين التنظيم المنطقي
+
+271
+00:19:10,010 --> 00:19:14,090
+والـpsychology، ماذا يعني التنظيم المنطقي وماذا يعني
+
+272
+00:19:14,090 --> 00:19:15,510
+الـpsychological
+
+273
+00:19:18,200 --> 00:19:22,040
+التنظيم المنطقي يعني ترتيب المادة من الجزئي إلى
+
+274
+00:19:22,040 --> 00:19:25,540
+الكلي، أما بالنسبة للتنظيم السيكولوجي، ترتيب المادة
+
+275
+00:19:25,540 --> 00:19:28,600
+بما يتوافق مع ناحية المتعلمين، يعني مراعاة
+
+276
+00:19:28,600 --> 00:19:31,740
+الفرق والفروقات المختلفة، الحاجاتية ممتاز.
+
+277
+00:19:31,740 --> 00:19:35,820
+هنا صار في عندي نزاع بين الناس المتعصبة للمادة
+
+278
+00:19:35,820 --> 00:19:39,740
+الدراسية وأهمية المادة الدراسية، بيقولي أنا عشان
+
+279
+00:19:39,740 --> 00:19:42,280
+أقدم المادة الدراسية للطالب، أنا اللي بفهمه، إيش
+
+280
+00:19:42,280 --> 00:19:45,700
+الواحد، أن هذه المادة لازم تكون من البسيط للمعقد، من
+
+281
+00:19:45,700 --> 00:19:48,380
+الجزئيات إلى الكليات، لازم تكون من القديم إلى
+
+282
+00:19:48,380 --> 00:19:52,320
+الحديث، لازم تكون مرتبة متدرجة متسلسلة، هذا اللي
+
+283
+00:19:52,320 --> 00:19:54,520
+بفهمه، بيهم المادة العلمية، بيرد عليه
+
+284
+00:19:54,520 --> 00:19:57,140
+السيكولوجيين، الناس اللي بيهتموا بطبيعة المتعلمين
+
+285
+00:19:57,550 --> 00:20:00,870
+والله إن أنت ممكن تهتم بترتيب المادة، لكن هل ترتيب
+
+286
+00:20:00,870 --> 00:20:03,970
+المادة هذا يناسب احتياجات الطالب؟ يناسب مستوى
+
+287
+00:20:03,970 --> 00:20:07,350
+تفكير الطالب؟ هل ما هو بسيط من وجهة نظر مصمم
+
+288
+00:20:07,350 --> 00:20:11,780
+المناج هو بسيط من وجهة نظر الطالب؟ أنا لازم أحطه
+
+289
+00:20:11,780 --> 00:20:14,820
+في مستوى تفكير الطالب. هو صحيح بسيط، في ترتيب
+
+290
+00:20:14,820 --> 00:20:18,160
+المعرفة هو بسيط، لكن هل هذا البسيط بسيط جدًا في
+
+291
+00:20:18,160 --> 00:20:21,280
+مستوى تفكير الطالب؟ ولا لسه هو أعلى من مستوى
+
+292
+00:20:21,280 --> 00:20:24,640
+تفكير الطالب؟ وبالتالي هنا صار فيه تنازع، فهنا
+
+293
+00:20:24,640 --> 00:20:28,360
+الناس اللي بتناقش الطالب في التنظيم المنطقي بتقولي
+
+294
+00:20:28,360 --> 00:20:30,900
+أن إحنا بنعرض المادة من السهل للصعب، هذا
+
+295
+00:20:30,900 --> 00:20:33,810
+التنظيم السيكولوجي مش المنطقي، التنظيم الـ
+
+296
+00:20:33,810 --> 00:20:36,530
+psychological، تنظيم المادة حسب مستويات نمو التلاميذ
+
+297
+00:20:36,530 --> 00:20:40,010
+العقلية، مرتبط بخبراتهم السابقة، بتراعي حاجاتهم
+
+298
+00:20:40,010 --> 00:20:43,410
+وميولهم ومشاكلهم، بغض النظر عن طبيعة المادة
+
+299
+00:20:43,410 --> 00:20:45,950
+وترتيبها المنطقي، أنا ما يهمنيش كتير ترتيب المادة
+
+300
+00:20:45,950 --> 00:20:49,750
+منطقيًا، زي مثلًا مادة التاريخ، أنا لو بدأت أبدأ بتاريخ
+
+301
+00:20:49,750 --> 00:20:52,990
+الكرة الأرضية، مش راح أوصل للتاريخ اللي أنا
+
+302
+00:20:52,990 --> 00:20:57,570
+فيه الآن إلا بعد ما أخلص كل مراحل التعليم، وبالتالي
+
+303
+00:20:57,570 --> 00:21:00,790
+مثلًا طالب في الصف السادس محتاج يعرف أشياء
+
+304
+00:21:00,790 --> 00:21:04,930
+عن قضية فلسطين، وإيش سبب نكبة فلسطين، وليش الأشياء
+
+305
+00:21:04,930 --> 00:21:08,090
+اللي حصلت الآن، وكذا، وبالتالي الآن هذه مرحلة في
+
+306
+00:21:08,090 --> 00:21:12,970
+التاريخ الحديث، لو بدي أنشيء أنا بالتسلسل مش راح أقدر
+
+307
+00:21:12,970 --> 00:21:17,530
+أوّصل لهذه المرحلة، لكن هذا متناسب مع احتياجات الطلبة.
+
+308
+00:21:17,530 --> 00:21:20,170
+لو إحنا بدنا نأخذ بعض الأشياء اللي هي في بعض
+
+309
+00:21:20,170 --> 00:21:23,490
+العلوم، برضه نفس الشيء، إن إحنا نأخذ أشياء نقول إنها
+
+310
+00:21:23,490 --> 00:21:27,270
+بسيطة، بس إن نأخذ في الذرة، وهذه بسيطة، بتقدر تدرسها
+
+311
+00:21:27,270 --> 00:21:29,870
+لطلاب في الإبتدائي، لكن الطلاب ما بيقدروش يفهموها
+
+312
+00:21:29,870 --> 00:21:35,030
+قدرتهم على التخيل مازالت بسيطة، وبالتالي الآن يعني
+
+313
+00:21:35,030 --> 00:21:39,190
+ما أقدرش، أهم شيء كانت المادة في تسلسل المادة كمادة
+
+314
+00:21:39,190 --> 00:21:42,710
+بسيطة، ممكن أنها تكون صعبة من وجهة نظر الطلاب، ممكن
+
+315
+00:21:42,710 --> 00:21:46,730
+ما يكونش عندهم خبرات سابقة من خلالها، صار اللي هو
+
+316
+00:21:46,730 --> 00:21:50,710
+الاندماج بين التنظيمين، التنظيم المنطقي والسيكولوجي، بحيث أن
+
+317
+00:21:50,710 --> 00:21:55,590
+إحنا بنقدم المادة بصورة سهلة مبسطة، ولكن بحيث أنها
+
+318
+00:21:55,590 --> 00:21:59,650
+تكون في مستوى تفكير الطالب. يعني أنا ما بإنظر للجانب
+
+319
+00:21:59,650 --> 00:22:03,450
+السيكولوجي مطلقًا، أني أضطر، وأن كل الأشياء
+
+320
+00:22:03,450 --> 00:22:07,870
+على مستوى الطالب وحاجاته، ما بقولش لأ، لكن أنا بقدمها
+
+321
+00:22:07,870 --> 00:22:11,090
+في مستوى تفكيره ومستوى خبراته السابقة، لكن برضه
+
+322
+00:22:11,090 --> 00:22:16,270
+بقدمها بصورة منطقية، متسلسلة، متدرجة، في هذا الإطار.
+
+323
+00:22:16,270 --> 00:22:19,570
+وبالتالي هنا، الاعتماد على أي تنظيم بصورة فردية لا
+
+324
+00:22:19,570 --> 00:22:23,010
+يؤدي إلى تحقيق الأهداف، لذلك نعرض المادة بصورة
+
+325
+00:22:23,010 --> 00:22:27,330
+منطقية، وحسب مستويات نمو التلاميذ وقدراتهم، وبالتالي
+
+326
+00:22:27,330 --> 00:22:31,850
+هنا بنوازن بين التنظيم المنطقي والتنظيم السيكولوجي.
+
+327
+00:22:31,850 --> 00:22:37,250
+لابد أن تساعد على توظيف أكثر من طريقة في التعلم.
+
+328
+00:22:37,250 --> 00:22:41,210
+أي مادة في الكتاب لازم توظف أكثر من طريقة، تفضيل
+
+329
+00:22:42,810 --> 00:22:45,650
+عرض المعلومات والخبرات التي تُعطى للطالب حسب
+
+330
+00:22:45,650 --> 00:22:49,110
+قدراته وميوله، فنجد أن بعض الطلاب يتعلمون عن طريق
+
+331
+00:22:49,110 --> 00:22:52,730
+العمل، ونجد بعضهم يتعلمون عن طريق الملاحظة، وآخرين
+
+332
+00:22:52,730 --> 00:22:56,910
+يتعلمون عن طريق توفير الوسائل التعليمية، وآخرين عن
+
+333
+00:22:56,910 --> 00:23:00,430
+طريق المناقشة، فتنوع هذه ال... هذه الطرق أتاحت
+
+334
+00:23:00,430 --> 00:23:05,030
+للمتعلم فرصة أكبر من أجل مراعاة الناحية الفردية
+
+335
+00:23:05,030 --> 00:23:09,460
+للمتعلم، شخصية ممتاز جدًا. المادة في الكتاب نفسه يجب
+
+336
+00:23:09,460 --> 00:23:12,700
+أن تكون معروضة بطريقة تساهم في استخدام أكثر من
+
+337
+00:23:12,700 --> 00:23:17,640
+طريقة. يعني أنا لو عرضت المادة سمعيًا، فأنا بتوجه
+
+338
+00:23:17,640 --> 00:23:20,940
+المدرس مباشرة أنه يتلو المادة على طول، لكن لو
+
+339
+00:23:20,940 --> 00:23:24,920
+حطيت من خلالها أسئلة، لو حطيت موقف، قلت له: قف وفكر،
+
+340
+00:23:24,920 --> 00:23:30,210
+حطيت له رسم توضيحي، حطيت له تجربة، قلت له: اجمع
+
+341
+00:23:30,210 --> 00:23:33,450
+عينات، قلت له: ابحث عن معلومات عن الكاتب الفلاني،
+
+342
+00:23:33,450 --> 00:23:36,750
+الآن، طريقة عرض المادة في الكتاب هي اللي ساعدت في
+
+343
+00:23:36,750 --> 00:23:40,990
+أن المدرس ينوع في طرق التدريس، ينوع في الوسائل
+
+344
+00:23:40,990 --> 00:23:44,830
+التعليمية. طالما عندي أنا أشكال توضيحية، في رسومات،
+
+345
+00:23:44,830 --> 00:23:48,390
+في أشياء، في صور، يبقى المدرس لازم يستخدم وسائل
+
+346
+00:23:49,380 --> 00:23:52,980
+تعليمية يوضح هذه الأشياء ويشرحها للطلاب. طالما في
+
+347
+00:23:52,980 --> 00:23:56,220
+أشياء تدعو للتفكير والبحث، لازم يوجه الطلاب لعملية
+
+348
+00:23:56,220 --> 00:23:59,380
+التفكير والبحث، وبالتالي هنا لابد أن إحنا نعرض
+
+349
+00:23:59,380 --> 00:24:02,980
+المادة في داخل الكتاب بصورة يعني بتكون أكثر
+
+350
+00:24:02,980 --> 00:24:06,840
+إيجابية أو أكثر تفاعلية بالنسبة للطالب، عشان هيك
+
+351
+00:24:06,840 --> 00:24:09,540
+بنلاقي في مراحل التعليم العام، الكتب لازم يكون فيها
+
+352
+00:24:09,540 --> 00:24:12,820
+صور، ما ينفعش الكتب ما يكونش فيها صور، ما يكونش فيها
+
+353
+00:24:12,820 --> 00:24:16,720
+رسومات، ما يكونش فيها أشكال، خرائط مفاهيمية، لازم
+
+354
+00:24:16,720 --> 00:24:19,480
+يكون فيها على الهوامش، "هل تعلم"، لازم يكون فيها
+
+355
+00:24:19,480 --> 00:24:22,780
+"ابحث عن الكاتب الفلاني"، لازم يحطوا هذه الأشياء،
+
+356
+00:24:22,780 --> 00:24:26,400
+ليش؟ لأن هذا اللي هيشجع في أن يكون الفصل أكثر
+
+357
+00:24:26,400 --> 00:24:32,620
+إيجابية وأكثر تفاعلية. تقرير أولويات المعرفة، كيف بنقرر
+
+358
+00:24:32,620 --> 00:24:36,860
+إحنا أولويات المعرفة، ما هي المعرفة الأهم، وما هي
+
+359
+00:24:36,860 --> 00:24:42,180
+الأقل أهمية، وما هي الأقل أقل أهمية؟ طبعًا بقول هنا
+
+360
+00:24:42,180 --> 00:24:46,180
+ثلاثة أنماط للمعرفة: معرفة علمية أساسية، جوهرية، وهذه
+
+361
+00:24:46,180 --> 00:24:49,720
+بتتعلمها الطلبة في الدائرة الأولى، معرفة علمية
+
+362
+00:24:49,720 --> 00:24:53,340
+بتتعلمها الطلبة، ينبغي تعلمها في الدائرة الثانية، ثم
+
+363
+00:24:53,340 --> 00:24:57,320
+معرفة يمكن تعلمها في الدائرة الثالثة. نشوف هذه
+
+364
+00:24:57,320 --> 00:25:03,540
+الدوائر. طبعًا هنا هذه الدائرة اللي في الوسط هنا، اللي
+
+365
+00:25:03,540 --> 00:25:09,020
+هي دي معرفة يجب، must، يجب أن يتعلمها جميع الطلبة.
+
+366
+00:25:09,020 --> 00:25:12,720
+يعني أنت وأنت بتشرح، لازم تعرف إنه ما فيش طالب بيطلع
+
+367
+00:25:12,720 --> 00:25:15,740
+من هنا إلا لما يكون عارف هذه المعرفة، هذا أهم شيء
+
+368
+00:25:15,740 --> 00:25:19,080
+عندي، أن الطالبة كلها، لو أنت قاعد بتشرح درس عن
+
+369
+00:25:19,080 --> 00:25:22,600
+أخوات كان، كل طالبة لازم تقرأ قاعدة أخوات كان.
+
+370
+00:25:23,100 --> 00:25:25,900
+لازم تعرف إيش هم أخوات كان، وإيش بتعمل في الجملة
+
+371
+00:25:25,900 --> 00:25:29,700
+الاسمية، وكيف بتتصرف معاها، هذا شيء أنت ما بتستغنيش عنه.
+
+372
+00:25:29,700 --> 00:25:32,280
+و بتكتبيه على السبورة، وبتقول للطالب: عيدي، عيدي،
+
+373
+00:25:32,280 --> 00:25:34,500
+عيدي، عيدي، وبتعطيها أمثلة، وبتعطيها أنشطة، و
+
+374
+00:25:34,500 --> 00:25:38,260
+بتعطيها كذا، وبتعطيها واجبات بيتية، عشان تؤكدي على
+
+375
+00:25:38,260 --> 00:25:42,900
+هذه المعرفة. في معرفة ينبغي معرفتها، يعني هذه أشياء
+
+376
+00:25:42,900 --> 00:25:46,980
+بتكون مكملة للمعرفة الأولى، إن هي الطالبة عشان تفهم
+
+377
+00:25:46,980 --> 00:25:51,610
+أخوات كان، لازم تكون عارفة أنواع الجملة، وإن الجملة
+
+378
+00:25:51,610 --> 00:25:55,450
+الاسمية بتبدأ باسم، والجملة الفعلية بتبدأ بالفعل، هذه
+
+379
+00:25:55,450 --> 00:25:59,390
+أشياء مكملة للمعرفة الأساسية، ما بتقدرش الطالبة تفهم
+
+380
+00:25:59,390 --> 00:26:02,410
+هذه المعرفة اللي بيسموها الـ core subject، ما بيقدرش
+
+381
+00:26:02,410 --> 00:26:06,310
+يفهمها إلا إذا كان فاهم هذه الأشياء. هلقيت في
+
+382
+00:26:06,310 --> 00:26:09,530
+أشياء يمكن معرفتها، اللي هي الأمثلة اللي إحنا
+
+383
+00:26:09,530 --> 00:26:13,570
+مترحين كثير عليها، هذه، هذه مش شرط إن الطالبة تحفظها، يعني
+
+384
+00:26:13,570 --> 00:26:16,930
+الأصل إن الطالبة تقدر تطبق على أي شيء، يعني إنها
+
+385
+00:26:16,930 --> 00:26:19,810
+تحفظ الأمثلة اللي في الكتاب، وطريقة العرض اللي في
+
+386
+00:26:19,810 --> 00:26:23,050
+الكتاب، والكلمات اللي... والقطع اللي موجودة، هذا
+
+387
+00:26:23,050 --> 00:26:27,690
+شيء مش هو الأساس، هذه لازم... هي ممكن إنها تعرفها
+
+388
+00:26:27,690 --> 00:26:31,090
+لحالها، حتى ممكن تقرأها، ممكن تطبقها، لكن مش هي
+
+389
+00:26:31,090 --> 00:26:35,170
+اللي أنا راح أهدي فيها جل وقتي، جل وقتي في عندي حاجة
+
+390
+00:26:35,170 --> 00:26:38,900
+مهمة جدًا لازم يعرفوها الطلبة. وبالتالي هنا بنلاقي أن
+
+391
+00:26:38,900 --> 00:26:4
+
+445
+00:30:04,640 --> 00:30:10,660
+توافر المعايير؟ 60% مقبول، 70% جيد، 80% جيد جدا،
+
+446
+00:30:10,660 --> 00:30:14,960
+إذا أكثر من 90% بيكون هذا المنهج ممتاز، طبعا ما فيش
+
+447
+00:30:14,960 --> 00:30:19,020
+منهج يصل إلى درجة الامتياز لأنه يضاهي جهد البشر،
+
+448
+00:30:19,020 --> 00:30:23,520
+بنلاقي إنه فيه دائما نسبة خطأ، وعمل الإنسان دائما
+
+449
+00:30:23,520 --> 00:30:26,620
+فيه نسبة خطأ، لكن هذه هي المعايير اللي إحنا بنحكم من
+
+450
+00:30:26,620 --> 00:30:30,280
+خلالها، في أننا كيف بنتعلم، اللي هي عملية تحليل
+
+451
+00:30:30,280 --> 00:30:34,420
+محتوى المنهج. إحنا أخذنا في بداية الفصل، ما المقصود
+
+452
+00:30:34,420 --> 00:30:35,580
+بتحليل المحتوى؟
+
+453
+00:30:38,770 --> 00:30:42,070
+الوصف الموضوعي والكمي والمنظم للموضوع والمدخل
+
+454
+00:30:42,070 --> 00:30:45,150
+للمادة العلمية، يتم استخدامه كمادة تقويم محتوى
+
+455
+00:30:45,150 --> 00:30:47,490
+علمي، جوانب التعليم الأساسية للمحتوى التعليمي
+
+456
+00:30:47,490 --> 00:30:52,530
+ممتاز جداً. يبقى وصف موضوعي منظم وكمي، يطلبه الموجه من
+
+457
+00:30:52,530 --> 00:30:56,390
+المدرس أن يحلل المحتوى.  تاخدوها في مهارات تدريس
+
+458
+00:30:56,390 --> 00:30:59,050
+بتاخدوا كيف تحلله. عملتوا تحليل في مهارات تدريس؟
+
+459
+00:31:00,160 --> 00:31:03,760
+بتأخذ ما هي جوانب التعلم الأساسية، إيش بدك تحلله؟
+
+460
+00:31:03,760 --> 00:31:06,760
+بدك تحليل الحقائق، المفاهيم، المبادئ، العمليات
+
+461
+00:31:06,760 --> 00:31:09,940
+العلمية، أساليب التفكير، القيم، كل الأشياء هذه
+
+462
+00:31:09,940 --> 00:31:13,600
+بتحليليها في داخل المحتوى العلمي. لو مثلاً في اللغة
+
+463
+00:31:13,600 --> 00:31:16,560
+العربية، بدك تحليلي المهارات، المهارات التحليلية
+
+464
+00:31:16,560 --> 00:31:19,900
+والتَّركيبية، والمهارات النَّاقدة. في الـ English بدك
+
+465
+00:31:19,900 --> 00:31:23,360
+تحليلي الأشياء اللي هي في مهارات الاستماع، والتحدث،
+
+466
+00:31:23,360 --> 00:31:27,060
+على حسب طبيعة المادة بتكون جوانب التعلم اللي هي
+
+467
+00:31:27,060 --> 00:31:31,160
+موجودة فيها. أي محتوى علمي بيكون من مجموعة من
+
+468
+00:31:31,160 --> 00:31:33,980
+الحقائق والمفاهيم والمبادئ والقوانين والقواعد
+
+469
+00:31:33,980 --> 00:31:38,500
+والنظريات، حسب طبيعة المادة، وأساليب التفكير كلها
+
+470
+00:31:38,500 --> 00:31:42,420
+بتترابط مع بعض، بتسهل على المتعلم المرور بخبرات
+
+471
+00:31:42,420 --> 00:31:45,900
+تربوية، بتنمي قيم واتجاهات وميول ومهارات، بتحقق
+
+472
+00:31:45,900 --> 00:31:48,840
+الأهداف. تعريف اللي أخذناه ده للمحتوى العلمي
+
+473
+00:31:59,210 --> 00:32:02,850
+خطوات التحليل، كيف إحنا بنحلل المحتوى؟ لو طلب منك
+
+474
+00:32:02,850 --> 00:32:06,470
+إنك تحلليه. محتوى أول حاجة، بتقرأ إيه؟ محتوى المادة
+
+475
+00:32:06,470 --> 00:32:10,090
+العلمية، قراءة جيدة. بتجيب الكتاب وبتقرأ إيه؟ تِقرأيه
+
+476
+00:32:10,090 --> 00:32:14,290
+كويس مرة، وتنتقل تالتة: بتحددي جوانب التعلم الأساسية
+
+477
+00:32:14,290 --> 00:32:18,670
+المراد دراستها داخل المحتوى. إيش هي جوانب التعلم؟
+
+478
+00:32:18,670 --> 00:32:22,330
+يعني لو أنا بدرس مثلاً في العلوم، في عندي حقائق، في
+
+479
+00:32:22,330 --> 00:32:26,930
+عندي مفاهيم، في عندي مبادئ، عندي قواعد، قوانين، نظريات،
+
+480
+00:32:26,930 --> 00:32:30,350
+عندي أساليب تفكير، عندي عمليات علمية. هذه موجودة في
+
+481
+00:32:30,350 --> 00:32:33,750
+اللي هي العلوم. في الرياضيات؟ لأ، في الرياضيات في
+
+482
+00:32:33,750 --> 00:32:38,710
+عندي حقائق، في عندي مفاهيم، في عندي قوانين وتعميمات،
+
+483
+00:32:38,710 --> 00:32:42,650
+وفي عندي مبادئ، وفي عندي مهارات. وبالتالي في
+
+484
+00:32:42,650 --> 00:32:46,130
+الرياضيات عندي مفاهيم، وعندي اللي هي التعميمات،
+
+485
+00:32:46,130 --> 00:32:49,850
+وعندي المهارات. التعميمات ممكن يكون فيها قوانين،
+
+486
+00:32:49,850 --> 00:32:52,370
+ممكن يكون فيها قواعد، ممكن يكون فيها مبادئ، ممكن
+
+487
+00:32:52,370 --> 00:32:56,260
+يكون فيها أشياء كثيرة. في اللغات بتختلف، وبالتالي
+
+488
+00:32:56,260 --> 00:32:59,560
+الأرض، بنحدد ما هي جوانب التعلم. يبقى جوانب التعلم
+
+489
+00:32:59,560 --> 00:33:03,060
+اللي هي بتكون مكونات المادة الأساسية، المراد إكسابها
+
+490
+00:33:03,060 --> 00:33:06,180
+للطلبة. إيش بدنا نكسِب الطلبة؟ هي بتكون هذه جوانب
+
+491
+00:33:06,180 --> 00:33:11,660
+التعلم الأساسية. بنعرفها تعريف إجرائي، يعني بنيجي
+
+492
+00:33:11,660 --> 00:33:15,880
+بنعرف المفهوم. ما المقصود بالمفهوم؟ إحنا أخذنا
+
+493
+00:33:15,880 --> 00:33:22,080
+تعريف المفهوم، فاكرينه؟ هي الصورة، هي الصورة الذهنية
+
+494
+00:33:22,080 --> 00:33:26,520
+للمدرك الحسي أو المجرد. يبقى الآن المفاهيم، مثلاً في
+
+495
+00:33:26,520 --> 00:33:30,660
+مادة اللغة العربية: الكلمة مفهوم، الجملة مفهوم، لكن
+
+496
+00:33:30,660 --> 00:33:34,960
+مثلاً في العلم: الخلية مفهوم، أي نعم، الذرة مفهوم،
+
+497
+00:33:34,960 --> 00:33:37,960
+الأيون مفهوم. وبالتالي هنا بنحدد هذه الأشياء،
+
+498
+00:33:37,960 --> 00:33:42,100
+بنعرفها تعريف إجرائي، بيتم دراسة كل واحدة على حدة،
+
+499
+00:33:42,100 --> 00:33:46,460
+بنحدد كافة الجوانب اللي متعلقة فيها. بنركز بشكل
+
+500
+00:33:46,460 --> 00:33:50,300
+أساسي على المفاهيم الرئيسية، عشان نشوف هل المفاهيم
+
+501
+00:33:50,300 --> 00:33:54,860
+الرئيسية متسلسلة بصورة مستمرة؟ هل في لها ارتباطات
+
+502
+00:33:54,860 --> 00:33:58,560
+مع مساقات أخرى؟ هل بالزمني أنا، عشان أفهم، أشرح هذا
+
+503
+00:33:58,560 --> 00:34:01,860
+المفهوم، إنه يكون مرتبط بمادة أخرى؟ وبالتالي الآن
+
+504
+00:34:01,860 --> 00:34:06,180
+نبدأ نحدد هذه الأشياء، بنحطها في جداول، من خلالها
+
+505
+00:34:06,180 --> 00:34:09,460
+بتظهر عندي، بتسلسل رأسي، ومدى الترابط في طريقة عرض
+
+506
+00:34:09,460 --> 00:34:13,220
+المفاهيم اللي بتساعد في التوصل للمبادئ وللقوانين.
+
+507
+00:34:13,650 --> 00:34:18,090
+بندرسها، وبنحددها، بحيث إن إحنا بنحدد مدى التدرج
+
+508
+00:34:18,090 --> 00:34:22,810
+الهرمي والترابط الأفقي بالنسبة لمفاهيم المادة
+
+509
+00:34:22,810 --> 00:34:27,030
+الواحدة والمفاهيم الأخرى. الآن كيف بدك تشوف الضعف؟
+
+510
+00:34:28,670 --> 00:34:31,570
+الآن أنا بقول إن هذه المفاهيم، عندي المفهوم المفروض
+
+511
+00:34:31,570 --> 00:34:34,950
+إن الطالب لما ياخد مثلاً الخلية، ياخد بعدها المفاهيم
+
+512
+00:34:34,950 --> 00:34:38,050
+اللي هي الكائنات وحيدة الخلية، بعدين ياخد الكائنات
+
+513
+00:34:38,050 --> 00:34:41,730
+متعددة الخلايا. فبلاقي إنه على طول أعطاني الخلية، و
+
+514
+00:34:41,730 --> 00:34:44,750
+أعطاني الكائنات متعددة الخلايا. يبقى في عندي فجوة
+
+515
+00:34:44,750 --> 00:34:48,560
+في المنهج هنا. المفروض إنه بيعطيني الكائنات وحيدة
+
+516
+00:34:48,560 --> 00:34:52,940
+الخلية، عشان يفهمني ويقدر يوصلني إلى الكائنات
+
+517
+00:34:52,940 --> 00:34:57,400
+متعددة الخلايا. وبالتالي في نقطة ضعف موجودة. لو في
+
+518
+00:34:57,400 --> 00:35:00,360
+اللغة العربية، أعطاني مثلاً القاعدة، وما أعطانيش أمثلة
+
+519
+00:35:00,360 --> 00:35:03,480
+كفاية. أعطاني مثالين أو تلاتة، لأ، أنا بدي مجموعة أكبر
+
+520
+00:35:03,480 --> 00:35:06,200
+من الأمثلة. أعطاني أمثلة في الجملة الاسمية، في
+
+521
+00:35:06,200 --> 00:35:09,320
+الجملة الفعلية، ما أعطانيش في شبه الجملة. لما أجوا
+
+522
+00:35:09,320 --> 00:35:13,040
+الطلاب يعرفوا في شبه الجملة، ما عرفوش، يعرفوا. يبقى
+
+523
+00:35:13,040 --> 00:35:15,980
+لازم يكون في عندي أمثلة أنا في شبه الجملة،
+
+524
+00:35:15,980 --> 00:35:19,900
+وبالتالي الآن تبدأ تظهر نقاط الضعف على طول. أنتِ
+
+525
+00:35:19,900 --> 00:35:23,200
+كمدرسة، بتعرفي إن هنا أنا بحتاج أمثلة زيادة، هنا
+
+526
+00:35:23,200 --> 00:35:27,100
+أنا بحتاج أسئلة زيادة، هنا في عارضلي شيء بس مش عارض
+
+527
+00:35:27,100 --> 00:35:30,730
+الرسْمَة تبعته. يبقى لازم يكون فيه رسومات موجودة في
+
+528
+00:35:30,730 --> 00:35:35,090
+داخل المنهج. أنتِ كمدرسة، بتحسّي لأ، المفروض إن أحط لي
+
+529
+00:35:35,090 --> 00:35:38,870
+رسومات، المفروض إن أحط لي كذا. فتبدأ تتضح نقاط الضعف
+
+530
+00:35:38,870 --> 00:35:42,710
+اللي موجودة في داخل المنهج. تبدأ تتضح عندنا القفزات
+
+531
+00:35:42,710 --> 00:35:46,370
+غير المنطقية في عرض المفاهيم، في المراحل المتتالية.
+
+532
+00:35:46,370 --> 00:35:50,410
+عملت لي قفزة بين المفاهيم، وبالتالي هذا عمل لي مشكلة
+
+533
+00:35:50,410 --> 00:35:53,750
+كبيرة جداً. يعني مثلاً لما كنا بنتكلم عن المادة، أعطاه
+
+534
+00:35:53,750 --> 00:35:57,320
+لحالات المادة، أعطاه للتغير في المادة، بعدين فجأة
+
+535
+00:35:57,320 --> 00:36:00,700
+أعطى عن الذرة. لأ، في عندي حاجات كتيرة لازم يعطيها
+
+536
+00:36:00,700 --> 00:36:04,940
+عشان يوصلها، اللي هو مفهوم الذرة. يعطينا عن الكتلة
+
+537
+00:36:04,940 --> 00:36:08,320
+والحجم والكثافة، والأشياء هذه. لسه في أشياء كتيرة
+
+538
+00:36:08,320 --> 00:36:11,780
+لازم ياخدها الطالب، وكيفية قياسها، عشان نقدر نوصله
+
+539
+00:36:11,780 --> 00:36:15,180
+للذرة. وبالتالي الآن بيكون فيه قفزات غير منطقية.
+
+540
+00:36:15,180 --> 00:36:18,280
+بنحدد مجالات المادة الأساسية التي يجب تناولها في
+
+541
+00:36:18,280 --> 00:36:21,960
+المادة بصورة جيدة، والمجالات اللي تم تناولها بصورة
+
+542
+00:36:22,740 --> 00:36:26,440
+ضعيفة. مثلاً في اللغة العربية، اهتم كتير في القراءة،
+
+543
+00:36:26,440 --> 00:36:30,960
+أو اهتم كتير في القواعد، ما كانش فيه اهتمام بالخط. هل
+
+544
+00:36:30,960 --> 00:36:34,950
+بنقدر إن إحنا نتجاهل الخط؟ للطالب التعليم الأساسي،
+
+545
+00:36:34,950 --> 00:36:39,470
+يبقى في عندي مجال كامل تم إهماله، وهذا المجال مهم
+
+546
+00:36:39,470 --> 00:36:43,110
+جداً في مراحل التعليم الأساسي. وبالتالي هنا بظهر
+
+547
+00:36:43,110 --> 00:36:47,230
+عمداً أن هذا المجال لم يتم تغطيته، أو تم تناوله
+
+548
+00:36:47,230 --> 00:36:50,690
+بصورة ضعيفة. بندرس مدى عمق أو سطحية المفاهيم
+
+549
+00:36:50,690 --> 00:36:54,390
+المتناولة، وكيفية التعامل مع هذه المفاهيم. هل
+
+550
+00:36:54,390 --> 00:36:59,110
+المفاهيم عميقة بصورة نسبية للطلاب، أو سطحية؟ أو أنا
+
+551
+00:36:59,110 --> 00:37:02,590
+كمدرسة، محتاجة أن أجيب معلومات من خارج الكتاب، عشان
+
+552
+00:37:02,590 --> 00:37:06,310
+أوضحها للطلاب. مثلاً لما تيجي مدرسة بتدرس عن الدولة
+
+553
+00:37:06,310 --> 00:37:09,330
+العباسية مثلاً في التاريخ، فيكون كاتبة عن الدولة
+
+554
+00:37:09,330 --> 00:37:12,970
+العباسية، نصها إنه أسسها فلان وكذا وكذا وكذا، فهي
+
+555
+00:37:12,970 --> 00:37:17,850
+بتيجي تشرح عنها، فهي بتروح جايبة مادة من كتاب خارج
+
+556
+00:37:17,850 --> 00:37:21,710
+هذا الكتاب، وبتصير تشرح لهم، وكيف اتأسست الدولة
+
+557
+00:37:21,710 --> 00:37:25,010
+العباسية، وكيف كان السفاح، وكيف كان كذا، وكيف كان كذا.
+
+558
+00:37:25,010 --> 00:37:28,130
+الآن هذه المعلومات كلها إضافية، مش في الكتاب الأصلي.
+
+559
+00:37:29,150 --> 00:37:31,870
+عدم تناولها في الكتاب الأصلي كان غلط من اللي صمم
+
+560
+00:37:31,870 --> 00:37:35,710
+الكتاب، بس هي لما أضافتها للطلاب، أضافت ثقة للطلاب. الآن هل الطلاب مطالبين بهذه المعلومات، أو
+
+561
+00:37:35,710 --> 00:37:39,590
+مش مطالبين؟ الآن هذه المدرسة عملت إثراء في هذه
+
+562
+00:37:43,730 --> 00:37:46,870
+المعرفة. مدرسة في مدرسة تانية ما عملتش هذا الشيء،
+
+563
+00:37:46,870 --> 00:37:51,640
+درستهم المادة زي ما هي. الامتحان من وين هيجي؟ من
+
+564
+00:37:51,640 --> 00:37:54,380
+المادة زي ما هي في الكتاب. وبالتالي هنا صار في
+
+565
+00:37:54,380 --> 00:37:57,440
+مشكلة. يبقى بدي يكون في إثراء للمعرفة، بدي يكون في
+
+566
+00:37:57,440 --> 00:38:02,360
+اتفاق على هذا الجانب مع الموجهين، بحيث إنه يدرج هذا
+
+567
+00:38:02,360 --> 00:38:05,640
+الشيء في المناهج في المراحل التالية. وبالتالي هنا
+
+568
+00:38:05,640 --> 00:38:09,120
+بنحدد مدى العمق أو السطحية. بنحدد المجالات
+
+569
+00:38:09,120 --> 00:38:12,060
+الأساسية للمادة الدراسية الواجب توفرها في مناهج
+
+570
+00:38:12,060 --> 00:38:15,780
+المرحلة الجامعية، مع مراعاة التدرج الهرمي للمفاهيم.
+
+571
+00:38:15,780 --> 00:38:20,660
+إحنا الآن بنعِدّ الطالب في المدرسة عشان يدخل الجامعة،
+
+572
+00:38:20,660 --> 00:38:23,960
+هل المعلومات الأساسية اللي بتمكنه إنه يفهم مناهج
+
+573
+00:38:23,960 --> 00:38:28,220
+الجامعة موجودة عنده ولا لأ؟ وبالتالي إحنا مش بس
+
+574
+00:38:28,220 --> 00:38:32,060
+يعني هي ليست سلسلة منفصلة، لأ، المرحلة اللي هو
+
+575
+00:38:32,060 --> 00:38:35,500
+الأساسية الدنيا، المرحلة الأساسية العليا، بعدين
+
+576
+00:38:35,500 --> 00:38:39,020
+تيجينا المرحلة الثانوية، بعدين الجامعة. يبقى لابد أني
+
+577
+00:38:39,020 --> 00:38:43,440
+أدرس هذا التسلسل. يعني الآن مثلاً في بعض المساقات
+
+578
+00:38:43,440 --> 00:38:45,900
+عندنا في الجامعة، لما تطورت المناهج الفلسطينية،
+
+579
+00:38:45,900 --> 00:38:50,140
+قعدوا يطوّروها بالكامل في الجامعة، لأن صارت المعلومات
+
+580
+00:38:50,140 --> 00:38:52,920
+اللي كانت تتدرس، اللي إحنا درسناها في الجامعة، تتدرس
+
+581
+00:38:52,920 --> 00:38:57,780
+في التانية ثانوي، وفي توجيهيها. يعني في بعض المساقات
+
+582
+00:38:57,780 --> 00:39:00,060
+اللي هي في الـ general chemistry والـ general
+
+583
+00:39:00,060 --> 00:39:02,960
+physics، الآن نزلت على الثانوية. يبقى اللي بده يتدرس
+
+584
+00:39:02,960 --> 00:39:06,360
+في الجامعة، بده يكون أعلى، بده يكون advanced عن اللي
+
+585
+00:39:06,360 --> 00:39:10,040
+هي اتدرست في المرحلة الثانوية. وبالتالي لابد من
+
+586
+00:39:10,040 --> 00:39:14,000
+مراعاة هذا التسلسل، ومراعاة هذه المعايير أيضاً في
+
+587
+00:39:14,000 --> 00:39:18,470
+المراحل الجامعية. فهم كيف بتتم عملية بناء المناهج
+
+588
+00:39:18,470 --> 00:39:22,990
+وترتيبها، وقد إيش أنتِ كمدرسة بيكون مطلوب منك مهام،
+
+589
+00:39:22,990 --> 00:39:25,570
+يعني مجرد ما إنه ييجي مشرفك ويقول لك: أنا بدي تحليل
+
+590
+00:39:25,570 --> 00:39:28,350
+المحتوى، إيش معنى التحليل؟ بس أنا بدي أحلل الحقائق
+
+591
+00:39:28,350 --> 00:39:32,760
+والمفاهيم، وبعد ما حطيتهم، إيش أهميتهم؟ لأ، أنا ببدأ
+
+592
+00:39:32,760 --> 00:39:35,680
+أشوف هل هو.. هل في فجوات؟ هل في عندي مشكلات؟ هل
+
+593
+00:39:35,680 --> 00:39:38,960
+في قفزات غير منطقية؟ إيش المادة اللي أنا محتاجاها؟
+
+594
+00:39:38,960 --> 00:39:42,300
+يبقى لابد من دراسة كل هذه المعايير، عشان أقدر أحدد
+
+595
+00:39:42,300 --> 00:39:45,100
+إيش المشاكل اللي موجودة، لأن أنا لما بعمل عملية
+
+596
+00:39:45,100 --> 00:39:48,900
+وصف موضوعي ومنظم وكمي، من أجل تحديد نقاط القوة
+
+597
+00:39:48,900 --> 00:39:53,360
+ونقاط الضعف اللي موجودة عندي في المنهج.
+
+599
+00:39:55,620 --> 00:40:00,340
+أهم مظاهر تطور المعرفة، طبعاً المعرفة تطورت وتدخلت،
+
+600
+00:40:00,340 --> 00:40:04,320
+صار فينا تصنيفات حديثة وتفريعات جديدة. يعني كان
+
+601
+00:40:04,320 --> 00:40:07,340
+زمان كيمياء وفيزياء و biology، مثلاً في العلوم،
+
+602
+00:40:07,340 --> 00:40:09,360
+هلّأ صار في كيمياء فيزيائية، في عندي فيزياء
+
+603
+00:40:09,360 --> 00:40:12,260
+كيميائية، في عندي كيمياء تكنولوجية، في عندي
+
+604
+00:40:12,260 --> 00:40:17,220
+تكنولوجيا كيميائية. وبالتالي الآن صار في تفريعات
+
+605
+00:40:17,220 --> 00:40:21,760
+كثيرة في داخل المعرفة. كان فينا تاريخ آسيا وكان
+
+606
+00:40:21,760 --> 00:40:23,840
+فينا تاريخ أوروبا، هلّأ صار فينا مادة اسمها
+
+607
+00:40:23,840 --> 00:40:28,970
+أوراسيا، مثلاً، فهو صار بيدمج بين.. بطلِق لي مادة
+
+608
+00:40:28,970 --> 00:40:32,450
+بتدمج بين تاريخ أوروبا وتاريخ آسيا. وبالتالي الآن
+
+609
+00:40:32,450 --> 00:40:35,750
+هذه تفرعات المعرفة الجديدة، نتيجة كثرة المعرفة،
+
+610
+00:40:35
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..4ceacf8b7f756376c86d10607b0c7890df1a0891
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 2197, "start": 21.13, "end": 21.97, "text": "السلام عليكم", "tokens": [6027, 3794, 37440, 25894, 24793], "avg_logprob": -0.08935547123352687, "compression_ratio": 0.7419354838709677, "no_speech_prob": 0.0, "words": [{"start": 21.13, "end": 21.57, "word": "السلام", "probability": 0.8896484375}, {"start": 21.57, "end": 21.97, "word": " عليكم", "probability": 0.941650390625}], "temperature": 1.0}, {"id": 2, "seek": 5175, "start": 25.65, "end": 51.75, "text": "احنا الان طبعا وصلنا تقريبا لأكتر من نصف المساق وبدأنا نتكلم في المعايير هيكون في عندنا جملة من المعايير في جملة من المعايير لاختيار المحتوى و الخبرات التعليمية وفي عندنا معايير للتنظيم يعني هناك معايير للاختيار و هناك معايير للتنظيم وبالتالي هنا لابد ان احنا نفرق بين الجهتين طبعا هذه الأشياء لابد من توفرها عندما نحكم على مدى صلاحية", "tokens": [39319, 8315, 2423, 7649, 23032, 3555, 3615, 995, 4032, 36520, 8315, 6055, 4587, 16572, 3555, 995, 5296, 10721, 4117, 2655, 2288, 9154, 8717, 9381, 5172, 9673, 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"word": " أي", "probability": 0.496337890625}, {"start": 2490.21, "end": 2490.77, "word": " سؤال؟", "probability": 0.953857421875}], "temperature": 1.0}, {"id": 105, "seek": 249337, "start": 2492.47, "end": 2493.37, "text": "يعطيكم العافية", "tokens": [40228, 9566, 1829, 24793, 18863, 31845, 10632], "avg_logprob": -0.2670898549258709, "compression_ratio": 0.7714285714285715, "no_speech_prob": 0.0, "words": [{"start": 2492.47, "end": 2492.97, "word": "يعطيكم", "probability": 0.8865966796875}, {"start": 2492.97, "end": 2493.37, "word": " العافية", "probability": 0.6888020833333334}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2493.451625, "duration_after_vad": 2378.796249999995}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..30370faaca102dd6a8c2aff423178f9970bfa710
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZAtuOXMqGjQ_raw.srt
@@ -0,0 +1,2508 @@
+1
+00:00:21,130 --> 00:00:21,970
+السلام عليكم
+
+2
+00:00:25,650 --> 00:00:29,310
+احنا الان طبعا وصلنا تقريبا لأكتر من نصف المساق
+
+3
+00:00:29,310 --> 00:00:33,170
+وبدأنا نتكلم في المعايير هيكون في عندنا جملة من
+
+4
+00:00:33,170 --> 00:00:36,430
+المعايير في جملة من المعايير لاختيار المحتوى و
+
+5
+00:00:36,430 --> 00:00:39,890
+الخبرات التعليمية وفي عندنا معايير للتنظيم يعني
+
+6
+00:00:39,890 --> 00:00:43,930
+هناك معايير للاختيار و هناك معايير للتنظيم
+
+7
+00:00:43,930 --> 00:00:47,690
+وبالتالي هنا لابد ان احنا نفرق بين الجهتين طبعا
+
+8
+00:00:47,690 --> 00:00:51,150
+هذه الأشياء لابد من توفرها عندما نحكم على مدى
+
+9
+00:00:51,150 --> 00:00:56,120
+صلاحيةمحتوى علمي، لا نحكم بإنه هذا كام كبير أو كام
+
+10
+00:00:56,120 --> 00:00:59,620
+صغير أو إنه صعب أو كذا، احنا فيه عندنا معايير في
+
+11
+00:00:59,620 --> 00:01:03,400
+ضوء هذه المعايير اللي وضعها ناس لديهم خبرة واسعة
+
+12
+00:01:03,400 --> 00:01:07,800
+في بناء المناهج، بنستطيع الحكم على مدى صلاحية هذا
+
+13
+00:01:07,800 --> 00:01:11,640
+المنهج كيف يمكن أن نختار المحتوى والخبرات
+
+14
+00:01:11,640 --> 00:01:14,720
+التعليمية؟ في المحاضرة الماضية اتكلمنا وقلنا
+
+15
+00:01:14,720 --> 00:01:17,940
+بنختار الخبرات التعليمية، المحتوى الخبرات
+
+16
+00:01:17,940 --> 00:01:21,250
+التعليمية خلال ثلاث خطوات، ما هي هذه الخطوات؟أو
+
+17
+00:01:21,250 --> 00:01:24,010
+حاجة اختيار الموضوعات الرئيسية او حاجة اختيار
+
+18
+00:01:24,010 --> 00:01:25,070
+الموضوعات الرئيسية او حاجة اختيار الموضوعات
+
+19
+00:01:25,070 --> 00:01:25,530
+الرئيسية او حاجة اختيار الموضوعات الرئيسية او حاجة
+
+20
+00:01:25,530 --> 00:01:27,890
+اختيار الموضوعات الرئيسية او حاجة اختيار الموضوعات
+
+21
+00:01:27,890 --> 00:01:29,730
+الرئيسية اختيار المادة العلمية اختيار المادة
+
+22
+00:01:29,730 --> 00:01:32,550
+العلمية اختيار المادة العلمية اختيار المادة
+
+23
+00:01:32,550 --> 00:01:36,350
+العلمية اختيار المادة العلمية اختيار المادة
+
+24
+00:01:36,350 --> 00:01:40,490
+العلمية اختيار المادة العلمية اختيار المادة
+
+25
+00:01:40,490 --> 00:01:42,770
+العلمية اختيار المادة العلمية اختيار المادة
+
+26
+00:01:42,770 --> 00:01:46,470
+العلمية اختيار
+
+27
+00:01:46,470 --> 00:01:49,050
+المادة العلمية
+
+28
+00:01:51,740 --> 00:01:55,240
+ممتاز جدا، يبقى لابد أنها تكون مرتبطة بالأهداف
+
+29
+00:01:55,240 --> 00:01:58,700
+التربوية و بتحقيقها، ما هي الأهداف؟ يعني إذا كنا
+
+30
+00:01:58,700 --> 00:02:02,280
+نريد أهداف، نريد أنه نمي تفكير علمي، تفكير منطقي،
+
+31
+00:02:02,280 --> 00:02:05,420
+نريد أنه نمي مهارات عملية، يبقى لابد أن يكون
+
+32
+00:02:05,420 --> 00:02:08,860
+المحتوى والخبرات يلبي هذه الأشياء، يعني أنا فيه
+
+33
+00:02:08,860 --> 00:02:12,000
+عندى بدأ نمي مهارات عملية في استخدام الأجهزة، مثلا
+
+34
+00:02:12,000 --> 00:02:15,260
+العلمية، أن الطالب يستخدم ال microscope، يستخدم
+
+35
+00:02:15,260 --> 00:02:18,380
+اللي هي الدرات الكهربية، يستخدم كذا، مانفعش المادة
+
+36
+00:02:18,380 --> 00:02:23,210
+العلمية اللي أنا بختارها تكون نظرية، لتجارب وأجهزة
+
+37
+00:02:23,210 --> 00:02:27,350
+وعملي وبالتالي احنا بنحقق الأهداف من خلالها إذا
+
+38
+00:02:27,350 --> 00:02:30,330
+كان المحتوى قيمي أنا بدي أنا نمي قيم عند الطلاب
+
+39
+00:02:30,330 --> 00:02:34,130
+بقى لازم يكون فيه جزء من المحتوى قيمي بينمي القيم
+
+40
+00:02:34,130 --> 00:02:38,570
+وبينمي هذه الاتجاهات والعلمية أيضا من معايير
+
+41
+00:02:38,570 --> 00:02:43,790
+المحتوى أن يقول المحتوى الخبرات التعاملية صحيحة
+
+42
+00:02:43,790 --> 00:02:47,010
+وما كده أن غير ضعيفة وغير زيفة وأن تكون عدل مبقية
+
+43
+00:02:47,010 --> 00:02:51,950
+يمكن أن تطبق العدلممتاز جدا، يبقى هنا الصدق في أن
+
+44
+00:02:51,950 --> 00:02:54,510
+يكون المحتوى و الخبرات التعليمية صادقة، ماذا يعني
+
+45
+00:02:54,510 --> 00:02:58,530
+الصدق؟ عندي تلت معايير أساسية، أنها تكون حديثة،
+
+46
+00:02:58,530 --> 00:03:01,550
+أنها تكون صحيحة علميا، أنها تكون في إمكانية
+
+47
+00:03:01,550 --> 00:03:06,050
+لتوظيفها في الحياة، سواء بوظفها أنا في حل المشاكل
+
+48
+00:03:06,050 --> 00:03:09,190
+و المشكلات العلمية أو بوظفها في الحياة، يبقى لما
+
+49
+00:03:09,190 --> 00:03:13,110
+نقول نختار محتوى صادق، محتوى و خبرات صادقة، بمعنى
+
+50
+00:03:13,110 --> 00:03:16,580
+أنها لازم تكون حديثة، جديدةمش لازم ناخد الأشياء
+
+51
+00:03:16,580 --> 00:03:22,100
+القديمة ومتفق على صحتها، مافيش فيها خلاف في هذه
+
+52
+00:03:22,100 --> 00:03:25,700
+الصحة أيضا، لابد أن يكون هناك إمكانية لاستخدامها
+
+53
+00:03:25,700 --> 00:03:30,840
+ولاستفادة منها وإنها تكون عملية في هذه الحياة انت
+
+54
+00:03:30,840 --> 00:03:35,360
+أيضا؟ هتكون دالة دلالة ماذا تعني الدلالة؟ تكسب
+
+55
+00:03:35,360 --> 00:03:39,860
+أطلبها روح الاكتشاف والبحثممتاز جدا، إنها تكون ذات
+
+56
+00:03:39,860 --> 00:03:43,780
+دلالة، إنها بتثير التساؤل، بتثير الحس للمعرفة، إن
+
+57
+00:03:43,780 --> 00:03:46,660
+الطالب بيقدر يسأل سؤال من خلالها، بيقدر يطرح سؤال،
+
+58
+00:03:46,660 --> 00:03:50,120
+المدرس بيقدر يطرح سؤال، بتساعد الطالب على إنه يجمع
+
+59
+00:03:50,120 --> 00:03:53,360
+معلومات، وبالتالي بنقول إنها ذات دلالة بحثية، ذات
+
+60
+00:03:53,360 --> 00:03:56,320
+دلالة إنها بتساعد الطالب على إنه يجمع معلومات، إنه
+
+61
+00:03:56,320 --> 00:03:59,680
+يتساءل، إنه يحاول إنه يعمل بعض اللي هي الإجراءات
+
+62
+00:03:59,680 --> 00:04:02,960
+اللي ممكن يساعده إنه يصل للمعرفة بنفسه، أيضا
+
+63
+00:04:08,220 --> 00:04:12,060
+ممتاز منفعش أنها تكون الخبرات و المحتوى بعيد عن
+
+64
+00:04:12,060 --> 00:04:15,520
+المحتوى الثقافي اللي احنا بنعيشه و الواقع الثقافي
+
+65
+00:04:15,520 --> 00:04:19,620
+يعني احنا مثلا ممكن نحط صورة مثلا فتاة مكشوفة
+
+66
+00:04:19,620 --> 00:04:23,060
+الرأس في داخل المنهج، هل هذا مرتبط بالواقع الثقافي
+
+67
+00:04:23,060 --> 00:04:26,100
+اللي احنا بنعيشه؟ وبالتالي الآن الصورة اللي انا
+
+68
+00:04:26,100 --> 00:04:29,420
+بدأ اختارها للطالب الفلسطيني بتكون من البيئة
+
+69
+00:04:30,540 --> 00:04:33,680
+الفلسطينية لو انا بدى اختار مثلا اتكلم عن اللى هو
+
+70
+00:04:33,680 --> 00:04:37,380
+جمع عينات فبديش اقول للطالب مثلا اجمع عينات مثلا
+
+71
+00:04:37,380 --> 00:04:41,480
+سخرية او استعماليات كذا لأ بقوله اجمع عينات من واد
+
+72
+00:04:41,480 --> 00:04:45,260
+غزة اجمع عينات مثلا من اللى هو شمال غزة الواقع
+
+73
+00:04:45,260 --> 00:04:49,340
+الثقافى والواقع الاجتماعى طبعا والانظمة الاجتماعية
+
+74
+00:04:49,340 --> 00:04:52,060
+مثل النظام الاقتصادي والنظام السياسى احنا مثلا
+
+75
+00:04:52,060 --> 00:04:56,540
+عندنا في النظام الاقتصادي في عندنا مشكلة ايش
+
+76
+00:04:56,540 --> 00:05:00,070
+العملة اللى احنا بنتعامل فيها؟الشاكل هل احنا
+
+77
+00:05:00,070 --> 00:05:04,650
+عاملين في الكتاب للطالب الشاكل؟ لأ لأ لأ لأ لأ لأ
+
+78
+00:05:04,650 --> 00:05:04,890
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+79
+00:05:04,890 --> 00:05:06,230
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+80
+00:05:06,230 --> 00:05:08,930
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+81
+00:05:08,930 --> 00:05:08,930
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+82
+00:05:08,930 --> 00:05:08,930
+لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ لأ
+
+83
+00:05:08,930 --> 00:05:27,510
+لأ لأ لأ لأ لأ لأ لأ
+
+84
+00:05:27,510 --> 00:05:32,230
+لأ لفهذه بدها تصير أن هذه دولتك الرسمية وهذه
+
+85
+00:05:32,230 --> 00:05:35,870
+عاملتك الرسمية، أن تكون شاملة، ما المقصود
+
+86
+00:05:35,870 --> 00:05:40,610
+بالشمولية؟ أن
+
+87
+00:05:40,610 --> 00:05:46,810
+تكون شاملة في جوانب الأهداف المعرفية والمجدانية
+
+88
+00:05:46,810 --> 00:05:51,200
+والبهارية أو شاملة أيضًا في المجالات العلميةلشميع
+
+89
+00:05:51,200 --> 00:05:53,800
+المجالات العلمية اللي يتغطيها المادة الدراسية انها
+
+90
+00:05:53,800 --> 00:05:57,560
+تكون شمولية يعني انا في عندى هنا مشكلة كبيرة جدا
+
+91
+00:05:57,560 --> 00:06:00,720
+بين الشمولية و بين العمق يعني انا في عندى معيارين
+
+92
+00:06:00,720 --> 00:06:05,440
+ورا بعض بقول انها لازم تكون المادة شاملة تفضل ان
+
+93
+00:06:05,440 --> 00:06:12,420
+تشمل
+
+94
+00:06:12,420 --> 00:06:16,420
+جميع المادة يعني الان مثلا احنا بدنا نقول بدنا
+
+95
+00:06:16,420 --> 00:06:20,270
+ندرس الطالب لغة عربيةطب أكام فرع أنا بدأ دارسه في
+
+96
+00:06:20,270 --> 00:06:23,430
+اللغة العربية؟ بدأ دارسه قراقة و بدأ دارسه تعبير و
+
+97
+00:06:23,430 --> 00:06:28,070
+بدأ دارسه خط و بدأ دارسه قواعد و أدب و كل الأشياء
+
+98
+00:06:28,070 --> 00:06:30,570
+دي هل هذه الأشياء أنا بقدر أعطيها للطالب في أول
+
+99
+00:06:30,570 --> 00:06:35,590
+سنة؟ أنه يدرس كل هذه الأشياءكيف بدأ أخليها أنا
+
+100
+00:06:35,590 --> 00:06:39,670
+يعني يدرس مادة لغة عربية شاملة وكيف مستوى العنف
+
+101
+00:06:39,670 --> 00:06:43,070
+اللي هيكون موجود عنده؟ طبعا هذه مشكلة يعني بيعانوا
+
+102
+00:06:43,070 --> 00:06:46,990
+منها كبار مصممي المنهج كيف أنا بدأ أخلي الطالب يمر
+
+103
+00:06:46,990 --> 00:06:50,570
+بهذه اللي هو الكم من المنهج؟ يعني أنا بدأ أخد مثلا
+
+104
+00:06:50,570 --> 00:06:53,610
+أي مثل المادة زي مادة الفيزيا عشان يدرس فيزيا
+
+105
+00:06:53,610 --> 00:06:56,850
+ويقول إن أنا درست فيزيا لازم يدرس سوق لازم يدرس
+
+106
+00:06:56,850 --> 00:07:00,290
+ضوء لازم يدرس mechanical حركة لازم ياخد كهربية
+
+107
+00:07:00,290 --> 00:07:03,530
+لازم ياخد مغناطسية كل هذه الفروع لازم ياخدها
+
+108
+00:07:03,530 --> 00:07:06,670
+وحرارة وكذاعشان نقول إنه أخد فيزة، لكن هل أنا في
+
+109
+00:07:06,670 --> 00:07:10,290
+السنة الواحدة بقدر أدرس كل هذه الأشياء مرة واحدة؟
+
+110
+00:07:10,290 --> 00:07:15,630
+هو لازم المنهج يكون شامل، بس هنا شمولية المنهج
+
+111
+00:07:15,630 --> 00:07:20,190
+والعمق، طب أنا لو بدي أعطيه من كل فصل صفحتين،
+
+112
+00:07:20,190 --> 00:07:23,780
+معناه ذلك إن كل اللي هياخدها قشور من المعرفةمش
+
+113
+00:07:23,780 --> 00:07:27,260
+هيتعمق فيها فأنا بقول أنها لازم تكون عميقة و لازم
+
+114
+00:07:27,260 --> 00:07:30,780
+تتناول أساسيات المادة يبقى الآن هو المادة هذه لما
+
+115
+00:07:30,780 --> 00:07:33,780
+بدي أخدها بدي أخد منهاج من الصف الأول حتى الصف
+
+116
+00:07:33,780 --> 00:07:37,540
+اللي هو الثاني عشر فأنا بدأ أشوف متى يمكن أن أضيف
+
+117
+00:07:37,540 --> 00:07:40,900
+بعض المجالات للمنهج يعني أنا أول ما يدخل الطالب
+
+118
+00:07:40,900 --> 00:07:44,320
+يدخل لغة عربية بس ايش اللي بياخده؟ بياخد القراءة و
+
+119
+00:07:44,320 --> 00:07:48,230
+القملة باخد حاجة تانية؟بعد ما ياخد القراءة أو
+
+120
+00:07:48,230 --> 00:07:52,110
+الإملأ بعد هيك بنصير نحط له جزئية من النحو، بعد ما
+
+121
+00:07:52,110 --> 00:07:55,670
+نحط جزئية من النحو بنصير نحط التعبير، شوية شوية
+
+122
+00:07:55,670 --> 00:07:59,090
+بنتدرج في المادة أو بيصير الطالب ياخد أكثر من فرع
+
+123
+00:07:59,090 --> 00:08:02,730
+في مساق اللغة العربية، يبقى أنا بحرس على أنه خلال
+
+124
+00:08:02,730 --> 00:08:08,630
+دراسته للمنهج ككل أن يكون درس كل فروعالمادة ودرجة
+
+125
+00:08:08,630 --> 00:08:11,530
+مناسبة من العمق لعمر الطالب يعني لما بديجي أدرس
+
+126
+00:08:11,530 --> 00:08:14,950
+مثلا عن الصوت بدي أدرس عن الصوت في الصف التالت و
+
+127
+00:08:14,950 --> 00:08:18,290
+بدي أدرس عن الصوت في اللي هو في المراحل التالية
+
+128
+00:08:18,290 --> 00:08:21,870
+فهنا كيف بدها تكون درجة المناسبة في هذا الجانب؟ في
+
+129
+00:08:21,870 --> 00:08:25,130
+حاجة اسمها الجدول التطويري التتابعي
+
+130
+00:08:44,020 --> 00:08:49,340
+يعني لو أخدنا مثلا مادة زي مادة العلوم فأنا بدي
+
+131
+00:08:49,340 --> 00:08:55,200
+أشوف مثلا في الصف الأول أن العلوم عندي تلت أجزاء
+
+132
+00:08:55,200 --> 00:09:04,620
+مثلا كيميا وفيزيا وبيولوجيا وفي عندي كمان علوم أرض
+
+133
+00:09:04,620 --> 00:09:08,800
+الآن
+
+134
+00:09:08,800 --> 00:09:13,940
+في الصف الأول إيش بتدعي للطالب أنا من الكيميا؟إيش
+
+135
+00:09:13,940 --> 00:09:17,740
+بتدعي للطالب أنا من الفيزيا، فلاقيت أكم جزئية أنا
+
+136
+00:09:17,740 --> 00:09:20,520
+عندي في الكيميا، في عندك كيميا تحليلية و عندك
+
+137
+00:09:20,520 --> 00:09:23,440
+كيميا عضوية و عندك كيميا كذا، الآن هذه الأشياء
+
+138
+00:09:23,440 --> 00:09:29,660
+احنا، ركزي هنا، سيبك من الاستعارة، يعني احنا
+
+139
+00:09:29,660 --> 00:09:35,440
+بنختار من المادة ما هي تناسب مع عمر الطالب،
+
+140
+00:09:35,440 --> 00:09:38,860
+ممكن نيجي في الصف الأول لأنها مادة الكيميا صعبة،
+
+141
+00:09:38,860 --> 00:09:44,250
+مانعطيهوش ولا حاجةبنجي بنعطيه في الفيزيا بنعطيه في
+
+142
+00:09:44,250 --> 00:09:48,150
+المادة في موضوعات المادة باخد حاجة واحدة اللي هي
+
+143
+00:09:48,150 --> 00:09:53,890
+حالات المادة باخد بس إنها المادة سالبة وسائلة
+
+144
+00:09:53,890 --> 00:10:01,410
+وغازية بالبيولوجيا بياخد جسم الإنسان باخد
+
+145
+00:10:01,410 --> 00:10:05,670
+حاجة بسيطة جدا جسمي أتعرف عليه الحواس الخامسة
+
+146
+00:10:05,670 --> 00:10:08,170
+بيعرف إيش هي الحواس الخامسة إيش فاقت اليدين إيش
+
+147
+00:10:08,170 --> 00:10:11,290
+فاقت كذا كذا باخد شوية عن النباتات
+
+148
+00:10:14,300 --> 00:10:18,040
+باخد في علوم الأرض باخد أشياء إنه في رياح إن في
+
+149
+00:10:18,040 --> 00:10:21,140
+الأرض في كذا باخد شوية في علوم الأرض بناجي في الصف
+
+150
+00:10:21,140 --> 00:10:29,540
+التاني بنعطيه شوية كيميا بناجي بنعطيه هنا في
+
+151
+00:10:29,540 --> 00:10:33,780
+الكيميا إنه في عملية تغير وفي تفاعلات بتحصل
+
+152
+00:10:33,780 --> 00:10:38,300
+وبالتالي بنعطيه معلومات بسيطة في الكيميا بنزيد هنا
+
+153
+00:10:38,300 --> 00:10:42,100
+في حالات المادة بنعطيه حاجة أكثر عمق فبنعطيه
+
+154
+00:10:42,100 --> 00:10:43,160
+التغير في المادة
+
+155
+00:10:45,910 --> 00:10:49,770
+على إن المادة الميّه عندما نحطها في التلاجة بتتجمد
+
+156
+00:10:49,770 --> 00:10:55,010
+فبتتحول من الحالة السائلة للحالة الصلبة وبهذا
+
+157
+00:10:55,010 --> 00:10:59,110
+الشكل طبعا تبدأ اللي هي عملية تطوير المنهاج اللي
+
+158
+00:10:59,110 --> 00:11:01,290
+هي زي ما أنتوا عارفين اللي هي بتبدأ بالصورة هذه
+
+159
+00:11:01,290 --> 00:11:02,030
+الحلزونية
+
+160
+00:11:04,320 --> 00:11:08,060
+يعني هي نفس الموضوعات بتتكرر بس هنا مش كل مرة أنا
+
+161
+00:11:08,060 --> 00:11:11,840
+باجي علم هنا بتوسع أكتر و بزيد مجاله وبالتالي هنا
+
+162
+00:11:11,840 --> 00:11:16,100
+بيصير فيه نوع من التوازن بين العمق والشمول في
+
+163
+00:11:16,100 --> 00:11:19,680
+المادة العلمية هذه اسمها خارطة المنهج اللي هو
+
+164
+00:11:19,680 --> 00:11:23,000
+الجدول التطوير التتابعي لما انك ان شاء الله بكرا
+
+165
+00:11:23,000 --> 00:11:25,720
+بتصير مدرسة فبقولك هذه المادة لازم تفهمي كيف
+
+166
+00:11:25,720 --> 00:11:31,080
+تراكميتها لأنك انت لو كنت مدرسة في أي مساقلازم
+
+167
+00:11:31,080 --> 00:11:33,540
+تعرف إيش أخد الطالب السنة الماضية و إيش هياخد
+
+168
+00:11:33,540 --> 00:11:38,280
+السنة الجاية ليش؟ علشان أنت تعرف تعدي الطالب عشان
+
+169
+00:11:38,280 --> 00:11:40,820
+المعلومات أنا اللي بشرحها اليوم بدي أبنيها على
+
+170
+00:11:40,820 --> 00:11:44,780
+المعلومات السابقة الموجودة و بدي أجهز الطالب
+
+171
+00:11:44,780 --> 00:11:48,360
+للمعلومات اللي جاية وبالتالي هنا مثلا مدرسة
+
+172
+00:11:48,360 --> 00:11:51,160
+الرياضيات تبقى عارفة أن الطالب الآن هو لما بياخد
+
+173
+00:11:51,160 --> 00:11:54,280
+الزوايا الآن و بياخد قياسات الزوايا أن الدور
+
+174
+00:11:54,280 --> 00:11:58,640
+الجاية هياخد مثلا تطابق المثلثاتوبالتالي هي بتجهزه
+
+175
+00:11:58,640 --> 00:12:12,440
+علشان يفهم هذه المبادئ ايضا
+
+176
+00:12:12,440 --> 00:12:18,240
+من المبادئ من المعاييرإنها تراعي حاجات وميول
+
+177
+00:12:18,240 --> 00:12:22,400
+ومشكلات الطلبة وقدراتهم العقلية وإنها تكون مرتبطة
+
+178
+00:12:22,400 --> 00:12:26,880
+بخبراتهم السابقة وهذا شيء أساسي طبعا إنها ما تكونش
+
+179
+00:12:26,880 --> 00:12:30,840
+أعلى ولا أدنى من مستوى الطالب يعني أنا بحط خبرات
+
+180
+00:12:30,840 --> 00:12:34,800
+للصف الخامس في مستوى تفكير الصف الخامس بما يتناسب
+
+181
+00:12:34,800 --> 00:12:38,820
+مع احتياجات الصف الخامس بتختلف عن الأشياء اللي أنا
+
+182
+00:12:38,820 --> 00:12:42,300
+بدأ أحطها في المنهج في الصف الثالث في الصف التاسع
+
+183
+00:12:42,300 --> 00:12:45,600
+أو في الصف اللي هو الهادي عشر أو الثاني عشرليش؟
+
+184
+00:12:45,600 --> 00:12:48,920
+لأنه الآن احتياجات الطلبة بتختلف، يعني أنا مثلا في
+
+185
+00:12:48,920 --> 00:12:52,020
+العلوم، بدأ أعلمهم في الصف الخامس عن الجهاز
+
+186
+00:12:52,020 --> 00:12:56,080
+الهضمي، عن الجهاز الدوري، لكن في مثلا في الصف
+
+187
+00:12:56,080 --> 00:13:00,410
+التاسع، بدأ أعلمهم الجهاز العصبيوالجهاز العصب
+
+188
+00:13:00,410 --> 00:13:03,290
+الطرفي و المركزي و بدي أعطيهم عن الجهاز التناسلي و
+
+189
+00:13:03,290 --> 00:13:06,210
+بدي أعطيهم عن التغيرات اللي بتحصل في جسم الإنسان و
+
+190
+00:13:06,210 --> 00:13:09,630
+بدي أعطيهم كل هذه المعلومات، ليش؟ لأن هذا بتناسب
+
+191
+00:13:09,630 --> 00:13:14,010
+مع مراحل نموه، إنه يفهمها، ماقدرش أعطيه أنا الجهاز
+
+192
+00:13:14,010 --> 00:13:16,750
+العصبي و ردّاء الفعل و ردّات الفعل و هو لساته في
+
+193
+00:13:16,750 --> 00:13:20,690
+خامس، بعطيه الجهاز الهضمي، بفهم و ماشي، لكن ماقدرش
+
+194
+00:13:20,690 --> 00:13:23,630
+ياخد أشياء أكتر، مراحل النمو عندنا بتختلف، يبقى
+
+195
+00:13:23,630 --> 00:13:27,790
+بعطيه أنا أشياء تناسب مراحلنموها وبالتالي احنا
+
+196
+00:13:27,790 --> 00:13:31,950
+بنراعي احتياجات الطلبة الفكرية العقلية خبراتهم
+
+197
+00:13:31,950 --> 00:13:40,470
+السابقة معيير
+
+198
+00:13:40,470 --> 00:13:44,610
+تنظيم المحتوى طبعا في عندي انا اربع خمس معيير
+
+199
+00:13:44,610 --> 00:13:51,090
+الاستمرارية والتراكمية التكامل التوازن بين التنظيم
+
+200
+00:13:51,090 --> 00:13:54,130
+المنطقي والسيكولوجي توظيف اكثر من طريقة للتعلم
+
+201
+00:13:54,130 --> 00:13:56,230
+تقرير اولويات المعرفة
+
+202
+00:13:59,220 --> 00:14:04,620
+ماذا تعني الاستمرارية؟
+
+203
+00:14:04,620 --> 00:14:11,160
+ماذا يعني الاستمرار في محتوى وخبرات المنهجة؟
+
+204
+00:14:11,160 --> 00:14:23,640
+ممتاز
+
+205
+00:14:23,640 --> 00:14:27,700
+جدا، الصورة اللي احنا بسمناها أمامكم قبل شويةاللي
+
+206
+00:14:27,700 --> 00:14:34,460
+هي العلاقة الرأسية الآن هذا الرأس يعني الأفق
+
+207
+00:14:34,460 --> 00:14:38,100
+العلاقة الرأسية اللي بتربط بين جزيات المادة
+
+208
+00:14:38,100 --> 00:14:41,780
+الدراسية الواحدة في المراحل المتتالية تسمى
+
+209
+00:14:41,780 --> 00:14:46,620
+الاستمرار والتتابع هنا لابد ان يكون في ندي استمرار
+
+210
+00:14:46,620 --> 00:14:53,400
+كيف يكون استمرار؟ الصورة اللي احنا رسمناها بهذا
+
+211
+00:14:53,400 --> 00:14:58,890
+الشكلإنه في كل مرحلة بيكون في عندي تتابع في
+
+212
+00:14:58,890 --> 00:15:02,550
+المنهج، استمرار وليس تكرار، الاستمرار يتضمن
+
+213
+00:15:02,550 --> 00:15:10,070
+التتابع، ماذا يعني التتابع؟ اي
+
+214
+00:15:10,070 --> 00:15:13,720
+نعم إن هي بتاخد المعلومة التي تليهايعني انا لما
+
+215
+00:15:13,720 --> 00:15:16,180
+نكون في عندى تتابع و باخد المعلومات و المعلومات
+
+216
+00:15:16,180 --> 00:15:20,300
+اللى تليها فعندى تتابع و ليس تكرار يعني في مرات
+
+217
+00:15:20,300 --> 00:15:23,340
+بيقولك ان احنا خدنا الجهاز الهضم فى رابع و بدنا
+
+218
+00:15:23,340 --> 00:15:27,680
+ناخده كمان فى سابع تكرار هل هى نفس المعلومات؟ لأ
+
+219
+00:15:27,680 --> 00:15:30,680
+مش نفس المعلومات وبالتالى فى تتابع انا اعطيتك
+
+220
+00:15:30,680 --> 00:15:34,780
+بالأول أساسية اللى الآن في عندىتوسع في المادة طبعا
+
+221
+00:15:34,780 --> 00:15:39,520
+هنا ال استمرار زي ما إحنا شايفين هو من المبادئ
+
+222
+00:15:39,520 --> 00:15:43,620
+الأكثر أهمية أكثر حساسية للاتجاهات والمفاهيم
+
+223
+00:15:43,620 --> 00:15:48,000
+والقيم بيركز عليها بصورة كبيرة جدا هو علاقة رأسية
+
+224
+00:15:48,000 --> 00:15:51,760
+بتربط من جزئيات المادة الدراسية الواحدة باهتم بكل
+
+225
+00:15:51,760 --> 00:15:57,540
+مادة على حدة في هذا الإطار وبنحاول إن احنا كل مرة
+
+226
+00:15:57,540 --> 00:16:01,320
+تكون متضمنة أكثر تتابع في هذا الجانب
+
+227
+00:16:05,970 --> 00:16:11,870
+التكامل، ماذا يعني التكامل؟ التكامل اللي هو
+
+228
+00:16:11,870 --> 00:16:18,370
+العلاقة الأفقية كيف
+
+229
+00:16:18,370 --> 00:16:22,210
+ممكن نفسر هذه العلاقة الأفقية؟ هل يجب أن يكون هناك
+
+230
+00:16:22,210 --> 00:16:26,400
+علاقة بين التاريخ والجغرافيا واللغة العربية؟هل
+
+231
+00:16:26,400 --> 00:16:28,760
+لازم يكون في علاقة بين الرياضيات واللغة العربية
+
+232
+00:16:28,760 --> 00:16:32,340
+والتربية الإسلامية؟ في المستوى الواحد، يبقى احنا
+
+233
+00:16:32,340 --> 00:16:36,400
+هنا بنتعامل مع اللي هي المساقات اللي هي في المستوى
+
+234
+00:16:36,400 --> 00:16:43,360
+الواحد، احنا بالأول قلنا الاستمرار هنا
+
+235
+00:16:43,360 --> 00:16:51,920
+استمرار، لكن التكامل بيكون هنافي المرحلة الواحدة،
+
+236
+00:16:51,920 --> 00:16:54,880
+يعني زي ما احنا اتكلمنا على المادة الواحدة، هنا
+
+237
+00:16:54,880 --> 00:16:58,640
+المادة الواحدة،
+
+238
+00:16:58,640 --> 00:17:03,500
+هنا الصفأو المرحلة التعليمية وبالتالي لابد أن يكون
+
+239
+00:17:03,500 --> 00:17:07,020
+فيه عندى علاقة مترابطة بين المساقات اللى أنا بعطيه
+
+240
+00:17:07,020 --> 00:17:10,620
+في التاريخ لازم الجغرافيا تساعدني في شرحه وانا
+
+241
+00:17:10,620 --> 00:17:14,220
+بعطي للطلاب عن تاريخ اللى هي الدعوة الإسلامية لازم
+
+242
+00:17:14,220 --> 00:17:16,940
+يكون فيه معهم في الجغرافيا جغرافية الوطن العربي
+
+243
+00:17:16,940 --> 00:17:20,780
+وكل الدول المحيطة فيه وكيف انتشرت الدولة الإسلامية
+
+244
+00:17:20,780 --> 00:17:24,160
+وبالتالي لما يكون الطالب فاهمها جغرافيا بيصير في
+
+245
+00:17:24,160 --> 00:17:27,960
+عنده تخيل واحنا بنشرحوين ان هي هذه الدولة وين هذه
+
+246
+00:17:27,960 --> 00:17:30,820
+الدولة وبالتالي الجغرافية بتساعدني في فهم التاريخ
+
+247
+00:17:30,820 --> 00:17:33,720
+والتاريخ بتساعدني في فهم الجغرافية التربية
+
+248
+00:17:33,720 --> 00:17:37,320
+الإسلامية بتأكد على مبادئ اللغة العربية اللغة
+
+249
+00:17:37,320 --> 00:17:41,120
+العربية بتاخد آيات قرأنية بتدرسها للطلاب وبتعلمهم
+
+250
+00:17:41,120 --> 00:17:44,060
+التفسير والتحليل والتركيب والنقد وكذا من خلالها
+
+251
+00:17:45,000 --> 00:17:49,060
+وبالتالي هنا في عندي ترابط كامل مافيش عندي انفصال
+
+252
+00:17:49,060 --> 00:17:52,140
+بين المثقات حتى بين اللغة العربية وبين الرياضيات
+
+253
+00:17:52,140 --> 00:17:55,320
+ماقدرش أعطي للطالب مسألة في الرياضيات هو لسه
+
+254
+00:17:55,320 --> 00:18:00,080
+ماتعلمش كيف يقرأها في اللغة العربية أو إنه يفهمها
+
+255
+00:18:00,080 --> 00:18:04,960
+وبالتالي هنا عملية التكامل هي علاقة أفقية تربط بين
+
+256
+00:18:04,960 --> 00:18:08,920
+المواد الدراسية في المرحلة الواحدة وهنا التكامل زي
+
+257
+00:18:08,920 --> 00:18:13,300
+ما إحنا شايفين إنه بعطينا فهم أعمق وأشمل للمادة
+
+258
+00:18:13,300 --> 00:18:13,940
+الوالمية
+
+259
+00:18:16,540 --> 00:18:20,580
+مثلا التبران، مادة رياضية، الجبل والحصان بتحدثها
+
+260
+00:18:20,580 --> 00:18:23,480
+هذا في مادة واحدة، أما بالنسبالها اللي بتكون
+
+261
+00:18:23,480 --> 00:18:27,320
+التكامل مثلا علاقة رياضية مادة الفيزيا، أن الطفل
+
+262
+00:18:27,320 --> 00:18:31,360
+مش راح يقدر يجري عملية حساب على فيزيا مثلا مالكة
+
+263
+00:18:31,360 --> 00:18:34,710
+الكسور والجزور، اللي إذا كان عارفها في رياضياتأكيد
+
+264
+00:18:34,710 --> 00:18:38,770
+طبعا، يعني احنا في بعض الأشياء في الفيزيا بالذات،
+
+265
+00:18:38,770 --> 00:18:41,910
+يعني بتتأجل مثلا بعتوش .. بعتوا الطالب القانون،
+
+266
+00:18:41,910 --> 00:18:45,330
+بعتوهش طريقة اشتقاق القانون، لأنه في اشتقاق
+
+267
+00:18:45,330 --> 00:18:47,870
+القانون ده يستخدم علاقات تفاضل وتكامل، هو لسه
+
+268
+00:18:47,870 --> 00:18:53,650
+ماخدهاشوبالتالي هنا بتأجلوا .. بعتوهم نص القانون
+
+269
+00:18:53,650 --> 00:18:56,970
+بس و تفسيرات النص بعتهوش طريقة اشتقاق القانون
+
+270
+00:18:56,970 --> 00:19:00,690
+الرياضية و كيف استخدامه الرياضي لأن هذا لسه مرحلة
+
+271
+00:19:00,690 --> 00:19:04,890
+متقدمة بعد ذلك لمنه بيكبر بعتوه طريقة اشتقاق
+
+272
+00:19:04,890 --> 00:19:10,010
+القانون انتحقق التوازن بين التنظيم المنطقي
+
+273
+00:19:10,010 --> 00:19:14,090
+والpsychology ماذا يعني التنظيم المنطقي وماذا يعني
+
+274
+00:19:14,090 --> 00:19:15,510
+التنظيم الpsychology
+
+275
+00:19:18,200 --> 00:19:22,040
+والتنظيم المنطقي يعني ترتيب المادة من النفس إلى
+
+276
+00:19:22,040 --> 00:19:25,540
+الكل، أما بالنسبة للتنظيم السيكولوجي ترتيب المادة
+
+277
+00:19:25,540 --> 00:19:28,600
+بما يتبق مع ناحية البراجيل المتعلمة، يعني مراعاة
+
+278
+00:19:28,600 --> 00:19:31,740
+الفرق والدقات مختلفة عن المتعارف الحاجاتية ممتاز،
+
+279
+00:19:31,740 --> 00:19:35,820
+هنا صار في انا نزاعبين الناس المتعصبة للمادة
+
+280
+00:19:35,820 --> 00:19:39,740
+الدراسية و أهمية المادة الدراسية، بقولي أنا عشان
+
+281
+00:19:39,740 --> 00:19:42,280
+أقدم المادة الدراسية للطالب، أنا بقى اللي بفهمه إش
+
+282
+00:19:42,280 --> 00:19:45,700
+واحد، إن هذه المادة لازم تكون من البسيط للمعقد، من
+
+283
+00:19:45,700 --> 00:19:48,380
+الجزئيات إلى الكليات، لازم تكون من القديم إلى
+
+284
+00:19:48,380 --> 00:19:52,320
+الحديث، لازم تكون مرتبة متدرجة متسلسلة، هاي اللي
+
+285
+00:19:52,320 --> 00:19:54,520
+بفهمهم بيهم المادة العلمية، بيردوا عليه
+
+286
+00:19:54,520 --> 00:19:57,140
+السيكلوجيين، الناس اللي بيهتموا بطبيعة المتعلمين
+
+287
+00:19:57,550 --> 00:20:00,870
+والله ان انت ممكن تهتم بترتيب المادة لكن هل ترتيب
+
+288
+00:20:00,870 --> 00:20:03,970
+المادة هذا يناسب احتياجات الطالب؟ يناسب مستوى
+
+289
+00:20:03,970 --> 00:20:07,350
+تفكير الطالب؟ هل ما هو بسيط من وجهة نظر مصمم
+
+290
+00:20:07,350 --> 00:20:11,780
+المناهج هو بسيط من وجهة نظر الطالب؟أنا لازم أحطه
+
+291
+00:20:11,780 --> 00:20:14,820
+في مستوى تفكير الطالب، هو صح بسيط، في ترتيب
+
+292
+00:20:14,820 --> 00:20:18,160
+المعرفة هو بسيط، لكن هل هذا البسيط بسيط جدا في
+
+293
+00:20:18,160 --> 00:20:21,280
+مستوى تفكير الطالب؟ ولا لساته هو أعلى من مستوى
+
+294
+00:20:21,280 --> 00:20:24,640
+تفكير الطالب؟ وبالتالي هنا صار فيه تنازع، فهنا
+
+295
+00:20:24,640 --> 00:20:28,360
+الناس اللي بتناقض الطالب في التنظيم المنطقي بتقولي
+
+296
+00:20:28,360 --> 00:20:30,900
+إن احنا بنعرض المادة من السهل إلى الصعب، هذه
+
+297
+00:20:30,900 --> 00:20:33,810
+التنظيم ال psychology مش المنطقيالتنظيم الـ
+
+298
+00:20:33,810 --> 00:20:36,530
+Psychology تنظيم المادة حسب مستويات نمو التلاميذ
+
+299
+00:20:36,530 --> 00:20:40,010
+العقلية مرتبط بخبراتهم السابقة بتراعي حاجاتهم
+
+300
+00:20:40,010 --> 00:20:43,410
+وميولهم ومشكلاتهم بغض النظر عن طبيعة المادة
+
+301
+00:20:43,410 --> 00:20:45,950
+وترتيبها المنطقي أنا مهمنيش كتير ترتيب المادة
+
+302
+00:20:45,950 --> 00:20:49,750
+منطقيا زي مثلا مادة التاريخ أنا لو بدأ أبدأ بتاريخ
+
+303
+00:20:49,750 --> 00:20:52,990
+اللي هي الكورة الأرضية مش هوصل للتاريخ اللي أنا
+
+304
+00:20:52,990 --> 00:20:57,570
+فيه الآن إلا بعد ما أخلص كل مراحل التعليم وبالتالي
+
+305
+00:20:57,570 --> 00:21:00,790
+مثلا التعلم عندي في الصف السادس محتاج يعرف أشياء
+
+306
+00:21:00,790 --> 00:21:04,930
+عن قضية فلسطينوإيش سبب نكبة فلسطين وليش الأشياء
+
+307
+00:21:04,930 --> 00:21:08,090
+اللي حدثت الآن و لا كذا وبالتالي الآن هذه مرحلة في
+
+308
+00:21:08,090 --> 00:21:12,970
+التاريخ الحديث لو بدي أنشي أنا بالتسلسل مش هقدر
+
+309
+00:21:12,970 --> 00:21:17,530
+أوصل لهذه المرحلة لكن هذه متناسب إحتياجات الطلبة
+
+310
+00:21:17,530 --> 00:21:20,170
+لو إحنا بدنا ناخد بعض الأشياء اللي هي في بعض
+
+311
+00:21:20,170 --> 00:21:23,490
+العلوم برضه نفس الشيء إن إحنا ناخد أشياء نقول إنها
+
+312
+00:21:23,490 --> 00:21:27,270
+بسيطة بس إن ناخد في الذرع وهذه بسيطة بتقدر أدرسها
+
+313
+00:21:27,270 --> 00:21:29,870
+لطلبة في الإبتدائي لأ الطلبة مابقدروش يفهموها
+
+314
+00:21:29,870 --> 00:21:35,030
+قدرتهم في التخيلمزالت بسيطة وبالتالي الآن يعني
+
+315
+00:21:35,030 --> 00:21:39,190
+مابقدرش أنا مهم كانت المادة في تسلسل المادة كمادة
+
+316
+00:21:39,190 --> 00:21:42,710
+بسيطة ممكن أنها تكون صعبة من وجهة نظر الطلاب ممكن
+
+317
+00:21:42,710 --> 00:21:46,730
+مايكونش عندهم خبرات سابقة من خلالها صار اللي هو
+
+318
+00:21:46,730 --> 00:21:50,710
+اتدمج بين التنظيمين تنظيم منطقي وسيكولوجي بحيث أن
+
+319
+00:21:50,710 --> 00:21:55,590
+احنا بنقدم المادة بصورة سهلة مبسطة ولكن لأجل أنها
+
+320
+00:21:55,590 --> 00:21:59,650
+تكون في مستوى تفكيرالطالب يعني أنا بانظرش للجانب
+
+321
+00:21:59,650 --> 00:22:03,450
+ال psychology مطلقا أن أنا أضطرف و أن كل الأشياء
+
+322
+00:22:03,450 --> 00:22:07,870
+على مستوى الطالب و حاجاته ميقوله لأ لكن أنا بقدمها
+
+323
+00:22:07,870 --> 00:22:11,090
+في مستوى تفكيره و مستوى خبراته السابقة لكن برضه
+
+324
+00:22:11,090 --> 00:22:16,270
+بقدمها بصورةمنطقية متسلسلة متدرجة فيها هذا الإطار
+
+325
+00:22:16,270 --> 00:22:19,570
+وبالتالي هنا الاقتصاد على أي تنظيم بصورة فردية لا
+
+326
+00:22:19,570 --> 00:22:23,010
+يؤدي إلى تحقيق الأهداف لذلك نعرض المادة بصورة
+
+327
+00:22:23,010 --> 00:22:27,330
+منطقية وحسب مستويات نمو التلاميذ وقدراتهم وبالتالي
+
+328
+00:22:27,330 --> 00:22:31,850
+هنا بنوازن بين التنظيم المنطقي والتنظيم السيكولوجي
+
+329
+00:22:31,850 --> 00:22:37,250
+لابد أنها تساعد على توظيف أكثر من طريقة في التعلم
+
+330
+00:22:37,250 --> 00:22:41,210
+أي مادة في الكتاب لازم توظف أكتر من طريقة تفضلي
+
+331
+00:22:42,810 --> 00:22:45,650
+متعرض المعلومات والاخبارات التي تُعطى للطالب حسب
+
+332
+00:22:45,650 --> 00:22:49,110
+قدراته وامتناماته فنجد أن بعض الطلاب يتعلم عن طريق
+
+333
+00:22:49,110 --> 00:22:52,730
+العمل ونجد بعضهم يتعلم عن طريق الملاحظة واخرين
+
+334
+00:22:52,730 --> 00:22:56,910
+يتعلمون عن طريق توفير الوسائل التعليمية واخرين عن
+
+335
+00:22:56,910 --> 00:23:00,430
+طريق المناقشة فتنوع هذه ال .. هذه الطرق أتاحت
+
+336
+00:23:00,430 --> 00:23:05,030
+للمتعلم فرصة أكبر من أجل مراعاة في نقطة فردية
+
+337
+00:23:05,030 --> 00:23:09,460
+ومتعلمة شخصيةممتاز جدا المادة في الكتاب نفسه يجب
+
+338
+00:23:09,460 --> 00:23:12,700
+أن تكون معروضة بطريقة تساهم في استخدام أكثر من
+
+339
+00:23:12,700 --> 00:23:17,640
+طريقة يعني انا لو عرضت المادة صماع فانا بتوجه
+
+340
+00:23:17,640 --> 00:23:20,940
+المدرس مباشرة ان هو يتلو المادة على الطول لكن لو
+
+341
+00:23:20,940 --> 00:23:24,920
+حطيت من خلالها أسئلة لو حطيت موقف قلتله قف وفكر
+
+342
+00:23:24,920 --> 00:23:30,210
+حطيت له رسم توضيحيأه حطيتله تجربة قولتله اجمع
+
+343
+00:23:30,210 --> 00:23:33,450
+عينات قولتله ابحث عن معلومات عن الكاتب الفلاني
+
+344
+00:23:33,450 --> 00:23:36,750
+الآن طريقة عرض المادة في الكتاب هي اللي ساعدت في
+
+345
+00:23:36,750 --> 00:23:40,990
+أن المدرس ينوع في طرق التدريس ينوع في الوسائل
+
+346
+00:23:40,990 --> 00:23:44,830
+التعليمية طالما عندي أنا في أشكال توضحية في رسومات
+
+347
+00:23:44,830 --> 00:23:48,390
+في أشياء في صور يبقى المدرس لازم يستخدم وسائل
+
+348
+00:23:49,380 --> 00:23:52,980
+تعليمية يوضح هذه الأشياء ويشرحها للطلاب طالما في
+
+349
+00:23:52,980 --> 00:23:56,220
+أشياء تدعو للتفكير والبحث لازم يوجه الطلاب لعملية
+
+350
+00:23:56,220 --> 00:23:59,380
+التفكير والبحث وبالتالي هنا لابد أن احنا نعرض
+
+351
+00:23:59,380 --> 00:24:02,980
+المادة في داخل الكتاب بصورة يعني بتكون أكثر
+
+352
+00:24:02,980 --> 00:24:06,840
+إيجابية أو أكثر تفعيل بالنسبة للطالب عشان هيك
+
+353
+00:24:06,840 --> 00:24:09,540
+بنلاقي مراحل التعليم العام الكتب لازم يكون فيها
+
+354
+00:24:09,540 --> 00:24:12,820
+صورمنفعش الكتب مايكونش فيها صور، مايكونش فيها
+
+355
+00:24:12,820 --> 00:24:16,720
+رسومات، مايكونش فيها أشكال، خرائط مفاهيمية، لازم
+
+356
+00:24:16,720 --> 00:24:19,480
+يكون فيها على الهوامش، هل تعلم، لازم يكون فيها
+
+357
+00:24:19,480 --> 00:24:22,780
+ابحث عن الكاتب الفلاني، لازم يحطوا هذه الأشياء،
+
+358
+00:24:22,780 --> 00:24:26,400
+ليش؟ لأن هذا اللي هيشجع في أن يكون الفصل أكتر
+
+359
+00:24:26,400 --> 00:24:32,620
+إيجابية وأكتر تعلمتقرير أولويات المعرفة كيف بنقرر
+
+360
+00:24:32,620 --> 00:24:36,860
+احنا أولويات المعرفة ما هي المعرفة الأهم وما هي
+
+361
+00:24:36,860 --> 00:24:42,180
+الأقل أهمية وما هي الأقل أقل أهمية طبعا بقول هنا
+
+362
+00:24:42,180 --> 00:24:46,180
+تلت أنماط للمعرفة معرفة علمية أساسية جوهرية وهذه
+
+363
+00:24:46,180 --> 00:24:49,720
+بتعلمها الطلبة في الدائرة الأولى معرفة علمية
+
+364
+00:24:49,720 --> 00:24:53,340
+بتعلمها الطلبة ينبغي تعلمها في الدائرة الثانية ثم
+
+365
+00:24:53,340 --> 00:24:57,320
+معرفة يمكن تعلمها في الدائرة الثالثة نشوف هذه
+
+366
+00:24:57,320 --> 00:25:03,540
+الدوائرطبعا هنا هذه الدائرة اللي في الوسط هنا اللي
+
+367
+00:25:03,540 --> 00:25:09,020
+هي دي معرفة يجب must يجب أن يتعلمها جميع الطلبة
+
+368
+00:25:09,020 --> 00:25:12,720
+يعني أنت و أنت بتشرح يعارفة أنه مافيش طالبة بتتطلع
+
+369
+00:25:12,720 --> 00:25:15,740
+من هنا إلا لما تكون عارفة هذه المعرفة، هذا أهم شيء
+
+370
+00:25:15,740 --> 00:25:19,080
+عندي أنها الطالبة كلها لو أنت قاعد تشرح درس عن
+
+371
+00:25:19,080 --> 00:25:22,600
+أخوات كانا، كل طالبة لازم تقرأ قاعدة أخوات كانا
+
+372
+00:25:23,100 --> 00:25:25,900
+لازم تعرف إيش هم أخوات كانة و إيش بتعمل في الجملة
+
+373
+00:25:25,900 --> 00:25:29,700
+الإسمية و كيف بتتصرف معاها هذا شئ أنت بتستغنيش عنه
+
+374
+00:25:29,700 --> 00:25:32,280
+و بتكتبيه على السجورة و بتقول للطالب عيدي عيدي
+
+375
+00:25:32,280 --> 00:25:34,500
+عيدي عيدي و بتعطيها أمثلة و بتعطيها أنشطة و
+
+376
+00:25:34,500 --> 00:25:38,260
+بتعطيها كذا و بتعطيها واجبات بيتية عشان تأكدي على
+
+377
+00:25:38,260 --> 00:25:42,900
+هذه المعرفة في معرفة ينبغي معرفتها يعني هذه أشياء
+
+378
+00:25:42,900 --> 00:25:46,980
+بتكون مكملة للمعرفة الأولى إن هي الطالبة عشان تفهم
+
+379
+00:25:46,980 --> 00:25:51,610
+أخوات كانة لازم تكون عارفة أنواع الجملةوإن الجملة
+
+380
+00:25:51,610 --> 00:25:55,450
+الإسمية تبدأ باسم والجملة الفعلية تبدأ بفعل، هذه
+
+381
+00:25:55,450 --> 00:25:59,390
+أشياء مكملة للمعرفة الأساسية، بتقدرش الطالبة تفهم
+
+382
+00:25:59,390 --> 00:26:02,410
+هذه المعرفة اللي بيسموها ال core subject، بيقدرش
+
+383
+00:26:02,410 --> 00:26:06,310
+يفهمها إلا إذا كان فاهم هذه الأشياء، هلقيت في
+
+384
+00:26:06,310 --> 00:26:09,530
+أشياء يمكن معرفتها، اللي هي الأمثلة اللي إحنا
+
+385
+00:26:09,530 --> 00:26:13,570
+مترحّري كتير هذه، هذه مش شرط إن الطالبة تحفظهايعني
+
+386
+00:26:13,570 --> 00:26:16,930
+الأصل إنها الطالبة تقدر تطبق على أي شيء، يعني إنها
+
+387
+00:26:16,930 --> 00:26:19,810
+تحفظ الأمثل اللي في الكتاب وطريقة العرض اللي في
+
+388
+00:26:19,810 --> 00:26:23,050
+الكتاب والكلمات اللي .. والقطع اللي موجودة، هذا
+
+389
+00:26:23,050 --> 00:26:27,690
+شيء مش هو الأساس، هذه لازم .. هي ممكن إنها تعرفها
+
+390
+00:26:27,690 --> 00:26:31,090
+لحالها، حتى ممكن تقرأها، ممكن تطبقها، لكن مش هي
+
+391
+00:26:31,090 --> 00:26:35,170
+اللي أنا هتدل فيها جل وقتي، جل وقتي في عندي حاجة
+
+392
+00:26:35,170 --> 00:26:38,900
+مهمة جدا لازم يعرفوها الطلبةوبالتالي هنا بنلاقي أن
+
+393
+00:26:38,900 --> 00:26:42,880
+المدرس لازم و أنت بتحاول تبحث في الكتاب فيه عندك
+
+394
+00:26:42,880 --> 00:26:47,460
+هي المعلومة الأهم اللي موجودة إيش هي المعلومة
+
+395
+00:26:47,460 --> 00:26:51,340
+الأهم في الدرس؟ كل درس فيه معلومة أساسية لازم تقدر
+
+396
+00:26:51,340 --> 00:26:55,620
+تقرري أولوية المعرفة الكتاب كمان لازم يساعد المدرس
+
+397
+00:26:55,620 --> 00:26:58,980
+في تقرير أولوية المعرفة بإن هنا بيحددلي أهداف
+
+398
+00:26:58,980 --> 00:27:02,670
+والأهداف هذه بيقوم فيها هدف أساسييعني هدف أساسي
+
+399
+00:27:02,670 --> 00:27:05,810
+إنها الطالبة مثلا تعرف القانون إنها تعمل تطبيقات
+
+400
+00:27:05,810 --> 00:27:07,990
+على القانون هذا بيكون رقم اتنين إنها تعرف
+
+401
+00:27:07,990 --> 00:27:11,330
+استخدامات القانون في الحياة العملية بيكون هذا رقم
+
+402
+00:27:11,330 --> 00:27:15,370
+تلاتة وبالتالي هنا إيش الأهم وإيش اللي هو يعني هنا
+
+403
+00:27:15,370 --> 00:27:24,270
+الأهم والمهم والأقل أهمية بتكون بهذا الشكل هذه
+
+404
+00:27:24,270 --> 00:27:29,600
+اللي هي معيير اللي هو المنهاجيبقى احنا لما بدنا
+
+405
+00:27:29,600 --> 00:27:35,120
+نيجي نحكم على أي منهاج، بنفعش نحكم بالصورة العامة،
+
+406
+00:27:35,120 --> 00:27:37,140
+يعني احنا في بداية الفصل لما قلنا ايش رأيكم
+
+407
+00:27:37,140 --> 00:27:41,380
+بالمنهج الفلسطيني صرنا كليتنا نتكلم أشياء كثيرة،
+
+408
+00:27:41,380 --> 00:27:45,460
+لأ قلقت انا إذا بدي أحكم، بدي أشوف هل الاستمرارية
+
+409
+00:27:45,460 --> 00:27:51,120
+موجودة؟هل في تكامل؟ هل هو مرتبط بالواقع الثقافي؟
+
+410
+00:27:51,120 --> 00:27:55,760
+ما درجة العمق وما درجة الشمول؟ هل بتنسب مع مستويات
+
+411
+00:27:55,760 --> 00:27:59,360
+الطلبة؟ الاستمرارية و التراكمية كيف تعامل معها
+
+412
+00:27:59,360 --> 00:28:02,960
+المنهج؟ التكامل كيف تعامل مع المنهج؟ هل في توازن
+
+413
+00:28:02,960 --> 00:28:05,800
+بين التنظيم المنطقي والpsychology؟ هل فعلا
+
+414
+00:28:05,800 --> 00:28:08,900
+بيساعدني أن أوظف أكتر من ..؟ هذه هي المعايير، هذه
+
+415
+00:28:08,900 --> 00:28:11,920
+المعايير أنا باخد منها مؤشرات و برجع لمنهج و بحلل
+
+416
+00:28:12,830 --> 00:28:16,130
+بشوف يعني زي ما احنا أخدنا معايير الأهداف إن
+
+417
+00:28:16,130 --> 00:28:18,930
+الأهداف لازم تكون في تلت مجالات وإن المجالات هذه
+
+418
+00:28:18,930 --> 00:28:22,230
+لازم تكون معرفية ووجدانية ونفس حركية وإن المجال
+
+419
+00:28:22,230 --> 00:28:26,030
+المعرفي باخد هو المستوى الأكبر بعد ذلك اللي هو
+
+420
+00:28:26,030 --> 00:28:29,490
+المجال المهاري ثم المجال اللي هو الوجداني، الآن
+
+421
+00:28:29,490 --> 00:28:33,610
+حددنا الأهداف، بنحلل الأهداف، بنحلل المختوى، بنشوف
+
+422
+00:28:33,610 --> 00:28:36,980
+هل هذه المعايير موجودة أو مش موجودةيعني احنا
+
+423
+00:28:36,980 --> 00:28:40,840
+مابنحكمش بصورة سطحية مابنجيش نقول اه والله الطلاب
+
+424
+00:28:40,840 --> 00:28:43,180
+مثلا واحدة ست قاعدة في البيت وقاعدة بتعلم ولادة
+
+425
+00:28:43,180 --> 00:28:45,860
+ولادها مش عارفين يدرسوا او تيجي بتقولك احنا
+
+426
+00:28:45,860 --> 00:28:48,060
+المرايا هذه أخدناها في تالتة عدادي فلاقيتها
+
+427
+00:28:48,060 --> 00:28:54,360
+بدرسوها للطالب في صف رابع والله حرام حرام؟ انت
+
+428
+00:28:54,360 --> 00:28:57,720
+قداش بتقرا في الفرق الزمن اللي حصل بينك و بين
+
+429
+00:28:57,720 --> 00:29:02,720
+أولادك؟ قداش حصل في تقدم العلم؟ هل مهارات أولادك
+
+430
+00:29:02,720 --> 00:29:06,670
+الآن نفس مهاراتك لما كنت في سنها؟يعني الآن احنا
+
+431
+00:29:06,670 --> 00:29:08,870
+بنشوف مثلا اللي عمره تلت سنوات أو أربع سنوات
+
+432
+00:29:08,870 --> 00:29:12,890
+بيستخدم الحاسوب، بيستخدم اللي هو الجوال، بيستخدم
+
+433
+00:29:12,890 --> 00:29:16,630
+كذا، بنزل ألعاب، عندهم قدرات تكنولوجية هائلة،
+
+434
+00:29:16,630 --> 00:29:19,730
+بيقدروا يتكلموا، بيقدروا يحكوا في أشياء كتيرة،
+
+435
+00:29:19,730 --> 00:29:22,840
+الأطفال زمان ماكانوش في نفس القدراتيبقى المفروض
+
+436
+00:29:22,840 --> 00:29:26,260
+مستوى المعلومات اللي بياخدوها مايكونش نفس المستوى
+
+437
+00:29:26,260 --> 00:29:30,660
+يبقى كام التقدم العلمي اللي حصل أن هذا انعكس على
+
+438
+00:29:30,660 --> 00:29:33,760
+المناهج وبالتالي اللي كنت انت تقضيه في تالتة
+
+439
+00:29:33,760 --> 00:29:37,690
+أعداد، الآن الطالب باخده برابع أو خامسوبالتالي هو
+
+440
+00:29:37,690 --> 00:29:41,690
+بالنسبالك صعب لكن بالنسبالى الطالب مش صعب خلينا
+
+441
+00:29:41,690 --> 00:29:45,230
+نشوف و نحلل المنهج و نشوف هل كلام هذه الستات اللى
+
+442
+00:29:45,230 --> 00:29:49,070
+بتقول ان المنهج صعب ولا غير صعب تطلع معايير مختلفة
+
+443
+00:29:49,070 --> 00:29:53,050
+تماما ممكن ما يطلعش انه مستوى جودة الآن احنا هذه
+
+444
+00:29:53,050 --> 00:29:55,490
+المعايير بنحطلها المعايير اللى اتكلمنا عنها
+
+445
+00:29:55,490 --> 00:29:59,170
+بنحطلها مستويات لتوافرها اذا توافرت هذه المستويات
+
+446
+00:29:59,170 --> 00:30:04,640
+بنقول المنهج جيد او جيد جدا او ممتازقداش نسبة
+
+447
+00:30:04,640 --> 00:30:10,660
+توافر المعايير؟ 60% مقبول، 70% جيد، 80% جيد جدا،
+
+448
+00:30:10,660 --> 00:30:14,960
+إذا أكتر من 90% بيكون هذا المنهج ممتاز، طبعا مافيش
+
+449
+00:30:14,960 --> 00:30:19,020
+منهج تصل إلى درجة الامتياز لأنه بيضال جهد البشر،
+
+450
+00:30:19,020 --> 00:30:23,520
+بنلاقي إنه فيها دائمانسبة خطأ وعمل الإنسان دائما
+
+451
+00:30:23,520 --> 00:30:26,620
+في نسبة خطأ لكن هذه هي المعايير اللي احنا بنحكم من
+
+452
+00:30:26,620 --> 00:30:30,280
+خلالها في أننا كيف بنتعلم اللي هي عملية تحليل
+
+453
+00:30:30,280 --> 00:30:34,420
+محتوى المنهج احنا أخدنا في بداية الفصل ما المقصود
+
+454
+00:30:34,420 --> 00:30:35,580
+بتحليل المحتوى؟
+
+455
+00:30:38,770 --> 00:30:42,070
+الوصف الموضوعي و الكمي و المنظم للموضوع و المدخل
+
+456
+00:30:42,070 --> 00:30:45,150
+للمادة العلمية يتم استخدامه كمادة تقبلين محتوى
+
+457
+00:30:45,150 --> 00:30:47,490
+علمانية جوانب التعليم الأساسية للمحتوى التعليمي
+
+458
+00:30:47,490 --> 00:30:52,530
+ممتاز جدا يبقى وصف موضوعي منظم وكمي يطلب الموجه من
+
+459
+00:30:52,530 --> 00:30:56,390
+المدرس أن يحلل المحتوى تاخدوها في مهارات تدريس
+
+460
+00:30:56,390 --> 00:30:59,050
+بتاخدوا كيف تحلله عملتوا تحليل في مهارات تدريس؟
+
+461
+00:31:00,160 --> 00:31:03,760
+بتاخد ما هي جوانب التعلم الأساسية، إيش بدك تحليله؟
+
+462
+00:31:03,760 --> 00:31:06,760
+بدك تحليل الحقائق، المفاهيم، المبادئ، عمليات
+
+463
+00:31:06,760 --> 00:31:09,940
+العلم، أساليب التفكير، القيم، كل الأشياء هذه
+
+464
+00:31:09,940 --> 00:31:13,600
+بتحليليها في داخل المحتوى العلمي لو مثلا في اللغة
+
+465
+00:31:13,600 --> 00:31:16,560
+العربية، بدك تحليلي المهارات، المهارات التحليلية
+
+466
+00:31:16,560 --> 00:31:19,900
+التركيبية، المهارات الناقدة، في ال English بدك
+
+467
+00:31:19,900 --> 00:31:23,360
+تحليلي أشياء اللي هي في مهارات الاستماع، التحدث،
+
+468
+00:31:23,360 --> 00:31:27,060
+على حسب طبيعة المادة بتكون جوانب التعلم اللي هي
+
+469
+00:31:27,060 --> 00:31:31,160
+موجودة فيهاأي محتوى علمي بتكون من مجموعة من
+
+470
+00:31:31,160 --> 00:31:33,980
+الحقائق والمفاهيم والمبادئ والقوانين والقواعد
+
+471
+00:31:33,980 --> 00:31:38,500
+والنظريات حسب طبيعة المادة وأساليب التفكير كلها
+
+472
+00:31:38,500 --> 00:31:42,420
+بتترابط مع بعض بتسهل على المتعلم المرور بخبرات
+
+473
+00:31:42,420 --> 00:31:45,900
+تربوية بتنمي قيم واتجاهات وميول ومهارات بتحقق
+
+474
+00:31:45,900 --> 00:31:48,840
+الأهداف تعريف اللي أخدناها ده للمحتوى العلمي
+
+475
+00:31:59,210 --> 00:32:02,850
+خطوات التحليل كيف احنا بنحلل المحتوى لو طلب منك
+
+476
+00:32:02,850 --> 00:32:06,470
+انك تحليليه محتوى اول حاجة بتقرأ ايه محتوى المادة
+
+477
+00:32:06,470 --> 00:32:10,090
+العلمية قراءة جيدة بتجيب الكتاب و بتقرأ ايه؟تقرأيه
+
+478
+00:32:10,090 --> 00:32:14,290
+كويس مرة وتنتقل تلاتة بتحددي جوانب التعلم الأساسية
+
+479
+00:32:14,290 --> 00:32:18,670
+المراد دراستها داخل المحتوى إيش هي جوانب التعلم؟
+
+480
+00:32:18,670 --> 00:32:22,330
+يعني لو أنا بدرس مثلا في العلوم في عندي حقائق في
+
+481
+00:32:22,330 --> 00:32:26,930
+عندي مفاهيم في عندي مبادئ عندي قواعد قوانين نظريات
+
+482
+00:32:26,930 --> 00:32:30,350
+عندي أساليب تفكير عندي عمليات علم هذه موجودة في
+
+483
+00:32:30,350 --> 00:32:33,750
+اللي هي العلوم في الرياضيات لأ في الرياضيات في
+
+484
+00:32:33,750 --> 00:32:38,710
+عندي حقائق في عندي مفاهيم في عنديقوانين والتعميمات
+
+485
+00:32:38,710 --> 00:32:42,650
+وفي عندي مبادئ وفي عندي مهارات وبالتالي في
+
+486
+00:32:42,650 --> 00:32:46,130
+الرياضيات عندي مفاهيم وعندي اللي هي التعميمات
+
+487
+00:32:46,130 --> 00:32:49,850
+وعندي المهارات التعميمات ممكن يكون فيها قوانين
+
+488
+00:32:49,850 --> 00:32:52,370
+ممكن يكون فيها قواعد ممكن يكون فيها مبادئ ممكن
+
+489
+00:32:52,370 --> 00:32:56,260
+يكون فيها أشياء كثيرةفي اللغات بتختلف وبالتالي
+
+490
+00:32:56,260 --> 00:32:59,560
+الارض بنحدد ما هي جوانب التعلم يبقى جوانب التعلم
+
+491
+00:32:59,560 --> 00:33:03,060
+اللي هي بتكون مكونات المادة الأساسية المراد اكسبها
+
+492
+00:33:03,060 --> 00:33:06,180
+للطلبة إيش بدنا نكسب الطلبة؟ هي بتكون هذه جوانب
+
+493
+00:33:06,180 --> 00:33:11,660
+التعلم الأساسية بنعرفها تعريف إجرائي يعني بنيجي
+
+494
+00:33:11,660 --> 00:33:15,880
+بنعرف المفهوم ما المقصود بالمفهوم؟ احنا أخدنا
+
+495
+00:33:15,880 --> 00:33:22,080
+تعريف المفهوم فاكرينه؟ هي الصورةهي الصورة الذهنية
+
+496
+00:33:22,080 --> 00:33:26,520
+للمدرك الحسي أو المجرد يبقى الآن المفاهيم مثلا في
+
+497
+00:33:26,520 --> 00:33:30,660
+مادة اللغة العربية الكلمة مفهوم الجملة مفهوم لكن
+
+498
+00:33:30,660 --> 00:33:34,960
+مثلا في العلم الخلية مفهوم اي نعم الذر مفهوم
+
+499
+00:33:34,960 --> 00:33:37,960
+الايون مفهوم وبالتالي هنا بنحدد هذه الأشياء
+
+500
+00:33:37,960 --> 00:33:42,100
+بنعرفها تعريف إزرائي بيتم دراسة كل واحدة على حدة
+
+501
+00:33:42,100 --> 00:33:46,460
+بنحدد كافة الجوانب اللي متعلمة فيها بنركز بشكل
+
+502
+00:33:46,460 --> 00:33:50,300
+أساسي على المفاهيم الرئيسي عشان نشوفهل المفاهيم
+
+503
+00:33:50,300 --> 00:33:54,860
+الرئيسية متسلسلة بصورة مستمرة؟ هل في إلها ارتباطات
+
+504
+00:33:54,860 --> 00:33:58,560
+مع مساقات أخرى؟ هل بالزمني أنا عشان أفهم أشرح هذا
+
+505
+00:33:58,560 --> 00:34:01,860
+المفهوم أنه يكون مرتبط بمادة أخرى؟ وبالتالي الآن
+
+506
+00:34:01,860 --> 00:34:06,180
+نبدأ نحدد هذه الأشياء بنحطها في جداول من خلالها
+
+507
+00:34:06,180 --> 00:34:09,460
+بتظهر عندي بتسلسل الرأسي ومدى الترابط في طريقة عرض
+
+508
+00:34:09,460 --> 00:34:13,220
+المفاهيم اللي بتساعد في التوصل للمبادئ وللقوانين
+
+509
+00:34:13,650 --> 00:34:18,090
+بندرسها و بنحددها بحيث ان احنا بنحدد مدى التدرج
+
+510
+00:34:18,090 --> 00:34:22,810
+الهرمي والترابط الأفقي بالنسبة لمفاهيم المادة
+
+511
+00:34:22,810 --> 00:34:27,030
+الواحدة والمفاهيم الأخرى الان كيف بدك تشوف الضعف؟
+
+512
+00:34:28,670 --> 00:34:31,570
+الان انا بقول ان هذه المفاهيم عندى المفهوم المفروض
+
+513
+00:34:31,570 --> 00:34:34,950
+ان الطالب لما ياخد مثلا الخلية ياخد بعدها المفاهيم
+
+514
+00:34:34,950 --> 00:34:38,050
+اللى هى الكائنات وحيدة الخلية بعدين ياخد الكائنات
+
+515
+00:34:38,050 --> 00:34:41,730
+متعددة الخلايا فبلاقي انه على طول اعطانى الخلية و
+
+516
+00:34:41,730 --> 00:34:44,750
+اعطانى الكائنات متعددة الخلايا يبقى فى عندى فجوة
+
+517
+00:34:44,750 --> 00:34:48,560
+فى المنهج هناالمفروض إنه بيعطيني الكائنات وحيدة
+
+518
+00:34:48,560 --> 00:34:52,940
+الخلية عشان يفهمني ويقدر يوصلني إلى الكائنات
+
+519
+00:34:52,940 --> 00:34:57,400
+متعددة الخلايا وبالتالي في نقطة ضعف موجودة لو في
+
+520
+00:34:57,400 --> 00:35:00,360
+اللغة العربية أعطاني مثلا القاعدة وماعطانيش أمثلة
+
+521
+00:35:00,360 --> 00:35:03,480
+كفاية أعطاني مثلين أو تلاتة لأ أنا بدي مجموعة أكبر
+
+522
+00:35:03,480 --> 00:35:06,200
+من الأمثلة أعطاني أمثلة في الجملة الإسمية في
+
+523
+00:35:06,200 --> 00:35:09,320
+الجملة الفعلية ماعطانيش في شبه الجملة لما أجوا
+
+524
+00:35:09,320 --> 00:35:13,040
+الطلاب يعرفوا في شبه الجملة ماعرفوشيعرفوا يبقى
+
+525
+00:35:13,040 --> 00:35:15,980
+لازم يكون في عندي أمثلة أنا في شبه الجملة،
+
+526
+00:35:15,980 --> 00:35:19,900
+وبالتالي الآن تبدأ تظهر رقاط الضعف على طول، أنت
+
+527
+00:35:19,900 --> 00:35:23,200
+كمدرسة بتعرفي إن هنا أنا بحتاج أمثلة زيادة، هنا
+
+528
+00:35:23,200 --> 00:35:27,100
+أنا بحتاج أسئلة زيادة، هنا في عرضلي شيء بس مش عارض
+
+529
+00:35:27,100 --> 00:35:30,730
+الرسمة تبعتهيبقى لازم يكون فيه رسومات موجودة في
+
+530
+00:35:30,730 --> 00:35:35,090
+داخل المنهج انت كمدرسة بتحس لأ المفروض ان احطلي
+
+531
+00:35:35,090 --> 00:35:38,870
+رسومات المفروض ان احطلي كذا فتبدأ تتضح نقاط الضعف
+
+532
+00:35:38,870 --> 00:35:42,710
+اللي موجودة في داخل المنهج تبدأ تتضح عندنا القفزات
+
+533
+00:35:42,710 --> 00:35:46,370
+غير المنطقية في عرض المفاهيم في المراحل المتتالية
+
+534
+00:35:46,370 --> 00:35:50,410
+عملني قفزة بين المفاهيم وبالتالي هذا عملني مشكلة
+
+535
+00:35:50,410 --> 00:35:53,750
+كبيرة جدا يعني مثلا لما كنا بنتكلم عن المادة اعطاه
+
+536
+00:35:53,750 --> 00:35:57,320
+لحالات المادة اعطاه للتغير في المادةبعدين فجأة
+
+537
+00:35:57,320 --> 00:36:00,700
+أعطى عن الذرع لأ في عندي حاجات كتيرة لازم يعطيها
+
+538
+00:36:00,700 --> 00:36:04,940
+علشان يوصلها اللي هو مفهوم الذرع يعطينا عن الكتلة
+
+539
+00:36:04,940 --> 00:36:08,320
+و الحجم و الكثافة و الأشياء هذه لسه في أشياء كتيرة
+
+540
+00:36:08,320 --> 00:36:11,780
+لازم يخدها الطالب و كيفية قياسها عشان نقدر نوصله
+
+541
+00:36:11,780 --> 00:36:15,180
+للذرع وبالتالي الآن بيكون فيه قفزات غير منطقية
+
+542
+00:36:15,180 --> 00:36:18,280
+بنحدد مجالات المادة الأساسية التي يجب تناولها في
+
+543
+00:36:18,280 --> 00:36:21,960
+المادة بصورة جيدة والمجالات اللي تم تناولها بصورة
+
+544
+00:36:22,740 --> 00:36:26,440
+ضعيفة مثلا في اللغة العربية اهتم كتير في القراءة
+
+545
+00:36:26,440 --> 00:36:30,960
+او اهتم كتير في القملة ماكنش فيه اهتمام بالخط هل
+
+546
+00:36:30,960 --> 00:36:34,950
+بنقدر ان احنا نتجهل الخط؟لطالب التعليم الأساسي
+
+547
+00:36:34,950 --> 00:36:39,470
+يبقى في عمدي مجال كامل تم إحماله وهذا المجال مهم
+
+548
+00:36:39,470 --> 00:36:43,110
+جدا في مراحل التعليم الأساسي وبالتالي هنا بظهر
+
+549
+00:36:43,110 --> 00:36:47,230
+عمدي أن هذا المجال لم يتم تغطيته أو تم تناوله
+
+550
+00:36:47,230 --> 00:36:50,690
+بصورة ضعيفة بندرس مدى عمق أو سطحية المفاهيم
+
+551
+00:36:50,690 --> 00:36:54,390
+المتناولة وكيفية التعامل مع هذه المفاهيم هل
+
+552
+00:36:54,390 --> 00:36:59,110
+المفاهيم عميقة بصورة نسب الطلاب أو سطحية؟أو أنا
+
+553
+00:36:59,110 --> 00:37:02,590
+كمدرسة محتاجة أن أجيب معلومات من خارج الكتاب عشان
+
+554
+00:37:02,590 --> 00:37:06,310
+أوضحها للطلاب مثلا لما تيجي مدرسة بتدرس عن الدولة
+
+555
+00:37:06,310 --> 00:37:09,330
+العباسية مثلا في التاريخ فيكون كاتبة عن الدولة
+
+556
+00:37:09,330 --> 00:37:12,970
+العباسية نص طفها أنه أسسها فلان وكذا وكذا وكذا فهي
+
+557
+00:37:12,970 --> 00:37:17,850
+بتيجي تشرح عنها فهي بتروح جايبة مادة من كتاب خارج
+
+558
+00:37:17,850 --> 00:37:21,710
+هذا الكتاب وبتصير تشرحلهم وكيف اتأسست الدولة
+
+559
+00:37:21,710 --> 00:37:25,010
+العباسية وكيف كان السفاح وكيف كان كذا وكيف كان كذا
+
+560
+00:37:25,010 --> 00:37:28,130
+الآن هذه المعلومات كلها إضافية مش في الكتاب الأصلي
+
+561
+00:37:29,150 --> 00:37:31,870
+عدم تناولها في الكتاب الأصلي كان غلط من اللي صمم
+
+562
+00:37:31,870 --> 00:37:35,710
+الكتاب، بس هي لما أضافتها على الطلاب أضافت ثقة على
+
+563
+00:37:35,710 --> 00:37:39,590
+الطلاب، الآن هل الطلاب مطالبين بهذه المعلومات أو
+
+564
+00:37:39,590 --> 00:37:43,730
+مش مطالبين؟ الآن هذه المدرسة عملت إثراء في هذه
+
+565
+00:37:43,730 --> 00:37:46,870
+المعرفة، مدرسة في مدرسة تانية ماعملتش هذا الشيء،
+
+566
+00:37:46,870 --> 00:37:51,640
+درستهم المادة زي ما هي، الامتحان من وين هيجي؟من
+
+567
+00:37:51,640 --> 00:37:54,380
+المادة زي ما هي في الكتاب وبالتالي هنا صار في
+
+568
+00:37:54,380 --> 00:37:57,440
+مشكلة يبقى بدي يكون في إثراء للمعرفة بدي يكون في
+
+569
+00:37:57,440 --> 00:38:02,360
+اتفاق على هذا الجانب مع الموجهين بحيث أنه يدرج هذا
+
+570
+00:38:02,360 --> 00:38:05,640
+الشيء في المناهج في المراحل التالية وبالتالي هنا
+
+571
+00:38:05,640 --> 00:38:09,120
+بنحدد مادة العمق أو السطحية بنحدد المجالات
+
+572
+00:38:09,120 --> 00:38:12,060
+الأساسية للمادة الدراسية الواجب توفرها في مناهج
+
+573
+00:38:12,060 --> 00:38:15,780
+المرحلة الجامعية مع مراعات التدرج الهرمى للمفاهيم
+
+574
+00:38:15,780 --> 00:38:20,660
+احنا الآن بنعد الطالب في المدرسة عشان يدخلالجامعة
+
+575
+00:38:20,660 --> 00:38:23,960
+هل المعلومات الأساسية اللي بتمكنه أنه يفهم مناهج
+
+576
+00:38:23,960 --> 00:38:28,220
+الجامعة موجودة عنده ولا لأ وبالتالي احنا مش بس
+
+577
+00:38:28,220 --> 00:38:32,060
+يعني هي ليست سلسلة منفصلة لأ المرحلة اللي هو
+
+578
+00:38:32,060 --> 00:38:35,500
+الأساسية الدنيا المرحلة الأساسية العليا بعدين
+
+579
+00:38:35,500 --> 00:38:39,020
+تجينا المرحلة الثانوية بعدين الجامعة يبقى لابد أني
+
+580
+00:38:39,020 --> 00:38:43,440
+أدرس هذا التسلسل يعني الآن مثلا في بعض المساقات
+
+581
+00:38:43,440 --> 00:38:45,900
+عندنا في الجامعة لما اتطورت المناهج الفلسطينية
+
+582
+00:38:45,900 --> 00:38:50,140
+قعدوا تطويرها بالكامل في الجامعةلأن صارت المعلومات
+
+583
+00:38:50,140 --> 00:38:52,920
+اللي كانت تتدرس اللي احنا درسناها في الجامعة تتدرس
+
+584
+00:38:52,920 --> 00:38:57,780
+في التانية ثانوية وفي توجيهها يعني في بعض المثقات
+
+585
+00:38:57,780 --> 00:39:00,060
+اللي هي في ال general chemistry و ال general
+
+586
+00:39:00,060 --> 00:39:02,960
+physics الآن نزلت على الثانوية يبقى اللي بده يتدرس
+
+587
+00:39:02,960 --> 00:39:06,360
+في الجامعة بده يكون أعلى بده يكون advanced عن اللي
+
+588
+00:39:06,360 --> 00:39:10,040
+هي اتدرس في المرحلة الثانوية وبالتالي لابد من
+
+589
+00:39:10,040 --> 00:39:14,000
+مراعاة هذا التسلسل ومراعاة هذه المعايير أيضا في
+
+590
+00:39:14,000 --> 00:39:18,470
+المراحل الجامعيةفهم كيف بتتم عملية بناء المناهج
+
+591
+00:39:18,470 --> 00:39:22,990
+وترتيبها، وقداش أنت كمدرسة بيكون مطلوب منك مهام،
+
+592
+00:39:22,990 --> 00:39:25,570
+يعني مجرد ما أنه ييجي مشرفك ويقولك أنا بدي تحليل
+
+593
+00:39:25,570 --> 00:39:28,350
+المحتوى، إيش معنى التحليل، بس أنا بدي حلل الحقائق
+
+594
+00:39:28,350 --> 00:39:32,760
+والمفاهيم وبعد ما حطيتهم إيش أهميتهم، لأأنا بدأ
+
+595
+00:39:32,760 --> 00:39:35,680
+أشوف هل هو .. هل في فجوات، هل في عندي مشكلات، هل
+
+596
+00:39:35,680 --> 00:39:38,960
+في قفصات غير منطقية، إيش المادة اللي أنا محتاجاها،
+
+597
+00:39:38,960 --> 00:39:42,300
+يبقى لابد من دراسة كل هذه المعايير عشان أقدر أحدد
+
+598
+00:39:42,300 --> 00:39:45,100
+إيش المشاكل اللي موجودة، لأن أنا لما بعمل عملية
+
+599
+00:39:45,100 --> 00:39:48,900
+وصف موضوعي ومنظم وكمي، من أجل تحديد نقاط القوة
+
+600
+00:39:48,900 --> 00:39:53,360
+ونقاط الدعف اللي موجودة عندي في المنهج
+
+601
+00:39:55,620 --> 00:40:00,340
+أهم ظاهر تطور المعرفة، طبعا المعرفة تطورت وتدخلت،
+
+602
+00:40:00,340 --> 00:40:04,320
+صار فينا تصنيفات حديثة و تفريعات جديدة، يعني كان
+
+603
+00:40:04,320 --> 00:40:07,340
+زمان كيميا و فيزيا و biology، مثلا في العلوم،
+
+604
+00:40:07,340 --> 00:40:09,360
+هلقيت صار في كيميا فيزيائية، في عندي فيزيا
+
+605
+00:40:09,360 --> 00:40:12,260
+كيميائية، في عندي كيميا تكنولوجية، في عندي
+
+606
+00:40:12,260 --> 00:40:17,220
+تكنولوجيا كيميائية، وبالتالي الآن صار في تفريعات
+
+607
+00:40:17,220 --> 00:40:21,760
+كثيرة في داخل المعرفة، كان فينا تاريخ أسيا وكان
+
+608
+00:40:21,760 --> 00:40:23,840
+فينا تاريخ أوروبا، هلقت صار فينا مادة اسمها
+
+609
+00:40:23,840 --> 00:40:28,970
+أوراسيا، مثلافهو صار بيدمش بين .. بطلقلي مادة
+
+610
+00:40:28,970 --> 00:40:32,450
+بتدمش بين تاريخ أوروبا وتاريخ آسيا وبالتالي الآن
+
+611
+00:40:32,450 --> 00:40:35,750
+هذه تفرعات المعرفة الجديدة نتيجة كثرة المعرفة
+
+612
+00:40:35,750 --> 00:40:40,810
+وجدية المعرفة بدأت تصير عندي تصنيفات جديدةبنأهم
+
+613
+00:40:40,810 --> 00:40:44,270
+المظاهر اللي لازم نهتم بها اللي هي زيادة الاهتمام
+
+614
+00:40:44,270 --> 00:40:47,830
+بأنشطة البحث العلمي إنه لازم دائما المادة العلمية
+
+615
+00:40:47,830 --> 00:40:51,290
+تتضمن أنشطة للبحث العلمي دائما كان في الطلاب
+
+616
+00:40:51,290 --> 00:40:54,310
+يجمعوا معلومات، الآن على جوجل كل الطلاب بيقدر
+
+617
+00:40:54,310 --> 00:40:58,610
+يجيبوا معلومات بتخضع عن شخصية معينة في التاريخ
+
+618
+00:40:58,610 --> 00:41:01,430
+قوليهم اجمعوا معلومات عنها، هتقولي أهم خصائص هذه
+
+619
+00:41:01,430 --> 00:41:05,910
+الشخصيةفراحت تلاقي ان الطلاب اهتموا وجمعوا معلومات
+
+620
+00:41:05,910 --> 00:41:09,690
+وبحث عن هذه الشخصية اهتموا ان هم يجيبولك صور عن
+
+621
+00:41:09,690 --> 00:41:13,530
+بعض الأشياء انهم يهتموا ان هم يصوروا بعض المظاهر
+
+622
+00:41:13,530 --> 00:41:16,050
+في بيئتهم ويجيبولك إياها هذا الشيء بيزيد قدرس
+
+623
+00:41:16,050 --> 00:41:19,510
+الطلبة في التفكير والبحث العلمي آخر نقطة اللي هي
+
+624
+00:41:19,510 --> 00:41:23,390
+ان احنا نزيد من استخدام التكنولوجيا في حل المشكلات
+
+625
+00:41:23,390 --> 00:41:26,250
+ان احنا لازم دائما نحاول ان احنا نوظف التقنية
+
+626
+00:41:26,250 --> 00:41:32,970
+والفكر الجديد في حل المشكلة في أي سؤال؟يعطيكم
+
+627
+00:41:32,970 --> 00:41:33,370
+العافية
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..fe715f0b4afef0e4e8c130080665f43e2138694a
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_postprocess.srt
@@ -0,0 +1,2532 @@
+1
+00:00:20,890 --> 00:00:24,870
+السلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+2
+00:00:24,870 --> 00:00:25,930
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+3
+00:00:25,930 --> 00:00:26,550
+سلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+4
+00:00:26,550 --> 00:00:26,770
+سلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+5
+00:00:26,770 --> 00:00:30,570
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+6
+00:00:30,570 --> 00:00:39,010
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+7
+00:00:39,010 --> 00:00:45,150
+سلام عليكم سلام عليكمهو عبارة عن تشكيل مواقع القوة
+
+8
+00:00:45,150 --> 00:00:48,030
+والضعف في المنهج لما يبقاش قاتل يبقى مواقع الشعزي
+
+9
+00:00:48,030 --> 00:00:53,290
+والعزيزي هم نفسهم على شكل كافي جيد هي عملية منهجية
+
+10
+00:00:53,290 --> 00:00:58,910
+علمية تقوم بإصدار حكم على مدى كفاءة المنهج من حيث
+
+11
+00:00:58,910 --> 00:01:03,170
+تحديد نقاط القوة ونقاط الضعف لتدعيم نقاط القوة
+
+12
+00:01:03,170 --> 00:01:08,850
+وعلاج نقاط الضعف من خلال وضع خطة علاجية لتطوير هذا
+
+13
+00:01:08,850 --> 00:01:13,380
+المنهجالأن هنتعرف على وظائف عملية التقويم، ما هي
+
+14
+00:01:13,380 --> 00:01:17,500
+الوظيفة لعملية التقويم، ماذا نقوم بعملية التقويم،
+
+15
+00:01:17,500 --> 00:01:21,120
+سواء كان هذا التقويم للطالب، هذا التقويم للمنهج،
+
+16
+00:01:21,120 --> 00:01:25,280
+أي عملية تقويم بنقوم فيها، لها وظيفة أساسية وسينا
+
+17
+00:01:25,280 --> 00:01:29,180
+للحسين التعلم، اللي هو يكشف التقويم عن مستويات
+
+18
+00:01:29,180 --> 00:01:33,540
+أداء المتعلمين وإعادة النظر في المنهج المدرسي في
+
+19
+00:01:33,540 --> 00:01:37,730
+ذوق إن كان مستوياتممتاز احنا من خلال هذا التقويم
+
+20
+00:01:37,730 --> 00:01:42,180
+نعرف انه مستويات أداء الطلاباحنا بنعرف إن إذا كان
+
+21
+00:01:42,180 --> 00:01:45,660
+أداء الطلاب متدني معناه ذلك إنه في هناك مشكلة
+
+22
+00:01:45,660 --> 00:01:49,180
+بالمنهج فلابد أن نتعرف على مستويات الأداء وهل هذا
+
+23
+00:01:49,180 --> 00:01:52,480
+المنهج يلبي المهارات الأساسية المطلوبة أو لا
+
+24
+00:01:52,480 --> 00:01:55,700
+يلبيها فإذا عملنا اختبار بهذه المهارات الأساسية
+
+25
+00:01:55,700 --> 00:01:59,760
+ولاقينا مستوى الطالب متدني أو مرتفع هذا بيكون دليل
+
+26
+00:01:59,760 --> 00:02:04,900
+على مدى اللي هو ضعف المنهج أو كفاءة المنهج في هذا
+
+27
+00:02:04,900 --> 00:02:08,880
+الإطار أيضا من وظائف المنهجأن تقوم أداة تشريحها،
+
+28
+00:02:08,880 --> 00:02:12,860
+تنظر إلى نقاط ضعف ونقاط قوة، لأن في أداة تعليمك
+
+29
+00:02:12,860 --> 00:02:17,920
+هيعملها تقبل أداة نقاط القوة، وتعلمك أداة قمّال
+
+30
+00:02:17,920 --> 00:02:21,000
+سلوك وده موجود بيها، وتقوم الأداة بالأسدوت قمّال
+
+31
+00:02:21,000 --> 00:02:25,950
+سلوك موجود بيهاممتاز جدا، هي أداة تشخيص في تحدد
+
+32
+00:02:25,950 --> 00:02:30,690
+نقاط القوة كما أسلفنا وبتعمل على تدعيمها ونقاط
+
+33
+00:02:30,690 --> 00:02:34,650
+الضعف وتعمل على علاجها أيضا من وظائف التقويم ديات
+
+34
+00:02:34,650 --> 00:02:37,670
+الدراسات اللي بتعلمت بيكون بيحضر محفزات قوية
+
+35
+00:02:37,670 --> 00:02:42,420
+لفزعيم التعلم والتعلم المدني يمنعج المدرسة؟ممتازة
+
+36
+00:02:42,420 --> 00:02:45,020
+بقى هنا بزيد الدافعية للتعلم مافيش طالب بيعرف
+
+37
+00:02:45,020 --> 00:02:48,100
+نتيجته اللي غير هذا بزيد دافعيته للتعلم تعرفي أنه
+
+38
+00:02:48,100 --> 00:02:52,000
+درجتك مثلا ممكن تكون 25 من 30 انت حابب أنك تكوني
+
+39
+00:02:52,000 --> 00:02:55,580
+أفضل لو حصلتي على معدل عالي عايزة تحافظي على هذا
+
+40
+00:02:55,580 --> 00:02:59,200
+المعدل لو حصلتي على معدل منخفض عايزة تحسني هذا
+
+41
+00:02:59,200 --> 00:03:02,360
+المعدل دائما معرفة النتيجة بيساعد الإنسان على
+
+42
+00:03:02,360 --> 00:03:06,280
+التحفيز وعلى التحسين أن يكون في عنده دافع لعملية
+
+43
+00:03:06,280 --> 00:03:10,710
+التحسينأيضًا بيراعي الفروق الفردية خاصة عندما
+
+44
+00:03:10,710 --> 00:03:15,430
+بيستخدم أدوات متنوعة عندما بنستخدم أسئلة متنوعة في
+
+45
+00:03:15,430 --> 00:03:18,770
+الأدوات كل هذه الأشياء بتكون عندنا ضمن وظائف عملية
+
+46
+00:03:18,770 --> 00:03:24,410
+التقويم خصائص التقويم لابد للتقويم الجيد أن يكون
+
+47
+00:03:24,410 --> 00:03:28,170
+له عدة خصائص أول خاصية زي ما إحنا شايفين الإرتباط
+
+48
+00:03:28,170 --> 00:03:32,160
+بالأهدافيعني إذا كان هذا المنهج له أهداف أساسية
+
+49
+00:03:32,160 --> 00:03:35,400
+واضحة محددة يبقى لابد أن يكون الطالب قد اكتسب هذه
+
+50
+00:03:35,400 --> 00:03:39,800
+الأهداف الارتباط بالأهداف التحققت وما هي نسبة
+
+51
+00:03:39,800 --> 00:03:43,140
+تحققها ومدى ارتباطه في الأهداف يعني احنا الآن لما
+
+52
+00:03:43,140 --> 00:03:46,060
+يكون في عندنا منهج هذا المنهج بيركز على مهارات
+
+53
+00:03:46,060 --> 00:03:49,260
+أساسية ممكن مثلا المنهج عندنا هنا بيركز على
+
+54
+00:03:49,260 --> 00:03:53,420
+المهارات في سياقة الأهدافإذا كان انت تخرجش من
+
+55
+00:03:53,420 --> 00:03:56,040
+المثاق و انت عندك مهارة سياغة الأهداف معينة ذلك
+
+56
+00:03:56,040 --> 00:04:00,960
+انها اتحققت العملية و بالتالي المنهج مرتبط بأهدافه
+
+57
+00:04:00,960 --> 00:04:06,360
+و حصلت نتيجة جيدة عند الطلاب التقويم عملية شاملة
+
+58
+00:04:06,360 --> 00:04:10,660
+لابد ان التقويم يشمل جميع جوانب نمو المتعامليعني
+
+59
+00:04:10,660 --> 00:04:13,480
+احنا بيركزش فقط على المعرفة ولكن بيركز على المعرفة
+
+60
+00:04:13,480 --> 00:04:16,260
+وعلى التفكير وعلى القيمة وعلى الاتجاه وعلى المهارة
+
+61
+00:04:16,260 --> 00:04:21,020
+على كل جوانب نمو المتعلم في هذا الإطار وبركز على
+
+62
+00:04:21,020 --> 00:04:23,960
+المنهج ككل يعني ليس جزء من المنهج ولكن لابد إنه
+
+63
+00:04:23,960 --> 00:04:29,040
+يشمل كافة المنهج استمرارية عملية التقويم المدرس في
+
+64
+00:04:29,040 --> 00:04:33,250
+بداية الحصةبيقوم بعملية التقويم، في نص الحصة بيقوم
+
+65
+00:04:33,250 --> 00:04:36,970
+بالتقويم، في نهاية الحصة بيقوم بالتقويم، بس يخلص
+
+66
+00:04:36,970 --> 00:04:40,570
+تدريس الوحدة بيقوم بعملية تقويم، في نهاية الشهر
+
+67
+00:04:40,570 --> 00:04:43,850
+بيقوم بعملية تقويم، اللي مختصين في المناهج بيعملوا
+
+68
+00:04:43,850 --> 00:04:48,510
+تقويم لمنهج، فالتقويم عملية مستمرة لمعرفة مدى
+
+69
+00:04:48,510 --> 00:04:51,610
+التقدم ومدى الضعف في هذا المنهج
+
+70
+00:04:54,320 --> 00:04:56,840
+تقويم عملية مشتركة، يعني اللي بيقوم في عملية
+
+71
+00:04:56,840 --> 00:05:01,020
+التقويم ليس فقط المعلم وليس فقط مختص المنهج، ولكن
+
+72
+00:05:01,020 --> 00:05:05,220
+المعلم، أيضًا الطالب بيشارك في عملية التقويم،
+
+73
+00:05:05,220 --> 00:05:09,340
+أولياء الأمور أيضًا بيشاركوا من خلال اللي هو معرفة
+
+74
+00:05:09,340 --> 00:05:14,620
+اتجاهات أبناءهم وقدراتهم، أيضًا الخبراء، المدراء،
+
+75
+00:05:14,620 --> 00:05:18,780
+المشرفين، كلهم بيشاركوا في عملية التقويمطبعا هنا
+
+76
+00:05:18,780 --> 00:05:22,800
+بيستخدموا أدوات متعددة مثل اللي هي المقابلات، عقد
+
+77
+00:05:22,800 --> 00:05:26,280
+الندوات، المناقشات، الحلقات التليفزيونية، على
+
+78
+00:05:26,280 --> 00:05:29,760
+صفحات الجرائد والمجلات، بيناقشوا إيش هي مستويات
+
+79
+00:05:29,760 --> 00:05:32,660
+الأسئلة، إيش المناسب، إيش مش مناسب، بيترحوا حتى
+
+80
+00:05:32,660 --> 00:05:35,820
+بيترحوا للجمهور العام بحيث أنهم يدلوا بأراءهم
+
+81
+00:05:35,820 --> 00:05:39,400
+ويستجمعوا هذه الأراء حتى يخرجوا بنتيجة لعملية
+
+82
+00:05:39,400 --> 00:05:43,670
+التقويمالتقويم عملية علمية حتى يكون التقويم علمي
+
+83
+00:05:43,670 --> 00:05:47,110
+لابد أن يكون في عندنا فيه عدة خصائص أهم الخصائص
+
+84
+00:05:47,110 --> 00:05:50,130
+اللي بتكون هنا موجودة عندنا أن يكون فيه موضوعية
+
+85
+00:05:50,130 --> 00:05:54,050
+وفيه صدق وثبات فيه قدرة على التمييز بس نوضح هذه
+
+86
+00:05:54,050 --> 00:05:58,150
+المفاهيم الصدق
+
+87
+00:05:58,150 --> 00:06:05,190
+الثبات الموضوعية
+
+88
+00:06:05,190 --> 00:06:05,990
+القدرة على
+
+89
+00:06:10,540 --> 00:06:17,640
+التمييز، هذه اللي هي الخصائص العلمية
+
+90
+00:06:17,640 --> 00:06:22,800
+للتقويم، ماذا يقصد بالصدق؟ ما هو الصدق؟
+
+91
+00:06:22,800 --> 00:06:26,620
+ممتاز جدا، الصدق هو تقييس الأدوات ما وضعت لقياسها
+
+92
+00:06:26,620 --> 00:06:30,880
+أو تقييس الأهداف التي وضعت لقياسها، ما وضعت لقياسه
+
+93
+00:06:30,880 --> 00:06:34,320
+فيه أهداف لابد من عملية قياسها، الثبات
+
+94
+00:06:38,920 --> 00:06:43,360
+ممتازة، بقى هنا بنقول إنها الأداء ثابتة عندما تعطي
+
+95
+00:06:43,360 --> 00:06:53,180
+نفس النتائج عند إعادة استخدام الموضوعية البعد
+
+96
+00:06:53,180 --> 00:06:56,080
+عن الأهواء والتحيز القدرة على التمييز
+
+97
+00:06:59,650 --> 00:07:02,370
+التمييز بين مستويات الطلبة ومستويات السهولة
+
+98
+00:07:02,370 --> 00:07:05,690
+ومستويات السهولة؟ ممتاز جدا، بنقيس مستوى سهولة
+
+99
+00:07:05,690 --> 00:07:09,330
+السؤال ومستوى صعوبة هذا السؤال قدرته على التمييز
+
+100
+00:07:09,330 --> 00:07:12,290
+بين مستويات الطلبة يعني لازم يكون في أسئلة بتميز
+
+101
+00:07:12,290 --> 00:07:15,990
+بين مستويات الطلبة بحيث أنها بتساعد الطالب المتفوق
+
+102
+00:07:15,990 --> 00:07:19,450
+على أن يكون هو أكثر تفوق والطالب المتوسط أن يكون
+
+103
+00:07:19,450 --> 00:07:22,330
+في مكانه وبالتالي هنا بتوزع بتساعد في أنها تكون
+
+104
+00:07:22,330 --> 00:07:28,320
+الأسئلة على حسب المنحنة الجرسية عارفينه؟أي نعم إنه
+
+105
+00:07:28,320 --> 00:07:32,080
+لازم يكون في عندي توزيع اعتدالي بحيث إنه يكون في
+
+106
+00:07:32,080 --> 00:07:35,040
+عندي نسبة من الأسئلة الصعبة نسبة من الأسئلة السهلة
+
+107
+00:07:35,040 --> 00:07:39,580
+وغالبية الأسئلة في مستوى المتوسط فوق المتوسط تحت
+
+108
+00:07:39,580 --> 00:07:43,820
+المتوسط بالنسبة لإفصلها التقويم بيستخدم أدوات
+
+109
+00:07:43,820 --> 00:07:47,610
+متنوعةالأدوات اللي احنا بنستخدمها في التقويم،
+
+110
+00:07:47,610 --> 00:07:50,130
+بنستخدم أدوات مختلفة، بنستخدم الاختبارات
+
+111
+00:07:50,130 --> 00:07:53,090
+التحريرية، بنستخدم الاختبارات الشفوية، بنستخدم
+
+112
+00:07:53,090 --> 00:07:56,530
+الاختبارات العملية، بنستخدم بطاقات الملاحظة،
+
+113
+00:07:56,530 --> 00:08:01,090
+بنستخدم أيضًا قوائم الرصد بالنسبالي الطلاب، كمان
+
+114
+00:08:01,090 --> 00:08:03,690
+الأسئلة في داخل الاختبارات بتكون متنوعة، يعني
+
+115
+00:08:03,690 --> 00:08:06,230
+أسئلة في التذكر، في الفهم، في التحليل، في التركيب،
+
+116
+00:08:06,230 --> 00:08:09,810
+في التقويم، أسئلة في حل المشكلة، أسئلة في القيمة
+
+117
+00:08:09,810 --> 00:08:12,690
+اللي اكتسبها افطارب، وبالتالي هنا بيكون فيه تنوع،
+
+118
+00:08:12,690 --> 00:08:16,740
+بالأنواع الأسئلة، يعني يكون في عندك اختيار متعدد،
+
+119
+00:08:16,740 --> 00:08:20,180
+في عندك صح وخطأ، في عندك مقال مفتوح، في عندك مقال
+
+120
+00:08:20,180 --> 00:08:24,020
+مقنن، في عندك أسئلة المزاوجة، عندك أنواع مختلفة،
+
+121
+00:08:24,020 --> 00:08:27,920
+كل هذه التنوعات اللي بتكون في عملية التقويم كلها
+
+122
+00:08:27,920 --> 00:08:31,900
+من أجل مراعاة الفروق الفردية، يعني خلال تصحيح
+
+123
+00:08:31,900 --> 00:08:35,640
+الاختبار مثلا، اختبار common lesson في طالبة جاوب
+
+124
+00:08:35,640 --> 00:08:39,830
+وممتاز في اللي هو المقالوأخدت علامة كاملة في
+
+125
+00:08:39,830 --> 00:08:42,850
+المقالي وكانت أخطائها كلها في الموضوعي في بنات ولا
+
+126
+00:08:42,850 --> 00:08:46,690
+خطأ في الموضوعي كل أخطائها في المقالي لو كان
+
+127
+00:08:46,690 --> 00:08:50,970
+امتحان نمط واحد في ناس هتنظلم وبالتالي هي كان هو
+
+128
+00:08:50,970 --> 00:08:54,650
+أعطى لكل طالبة المستويات اللي بتناسبها وبالتالي
+
+129
+00:08:54,650 --> 00:08:57,790
+هنا ظهرت إبداعات طالبات في الأسئلة المقالي أعطتني
+
+130
+00:08:57,790 --> 00:09:01,410
+إجابة كاملة وافية تماما في طالبات لأ ماعندهاش قدرة
+
+131
+00:09:01,410 --> 00:09:05,210
+على الكتابة كانت الأسئلة الموضوعية بالنسبالها أفضل
+
+132
+00:09:09,130 --> 00:09:11,990
+خطوات التقويم بالنسبة للمنهج عشان نقوم بعملية
+
+133
+00:09:11,990 --> 00:09:18,030
+تقويم للمنهج لابد أن نخرج إلى الواقع ندرس الواقع
+
+134
+00:09:18,030 --> 00:09:25,640
+كما هو بدنا نطلع على المدارس و نشوفهل هذه المدارس
+
+135
+00:09:25,640 --> 00:09:29,800
+اللي بتدرس هذا المنهج، هل فيها مقاعد للطلبة؟ هل في
+
+136
+00:09:29,800 --> 00:09:33,760
+إضاءات للطلبة؟ هل في أدوات متوفرة أو وسائل تعليمية
+
+137
+00:09:33,760 --> 00:09:38,220
+بالنسبة للطلاب؟ هل المدرس يدرس هذه المساقات كما
+
+138
+00:09:38,220 --> 00:09:42,120
+يجب أن يدرس هذه المساقات؟ كم الذي يدرس من هذا
+
+139
+00:09:42,120 --> 00:09:46,090
+المنهج؟يعني فعليًا مثلا الطالب في عنده أربع وحدات
+
+140
+00:09:46,090 --> 00:09:48,830
+أو خمس وحدات هل فعلا كلهم بتدرسوا في المدارس ولا
+
+141
+00:09:48,830 --> 00:09:52,850
+في إشي بيتم اللي هو cancelته؟ هل المدرسة بيهتم
+
+142
+00:09:52,850 --> 00:09:56,310
+بالأسئلة الموجودة في الكتاب؟ هل إن هو بيهتم بإنه
+
+143
+00:09:56,310 --> 00:10:00,590
+يثري خبرات الطلاب بأسئلة أخرى؟ كل هذه الأشياء بيتم
+
+144
+00:10:00,590 --> 00:10:03,670
+دراستها على أرض الواقع وبالتالي بيتم دراسة واقع
+
+145
+00:10:03,670 --> 00:10:07,430
+المنهاج كما هو بدون أي تزييف بيخرجوا للمدارس
+
+146
+00:10:07,430 --> 00:10:10,980
+بيشوفوا أيش مستويات حتىبشوف الإضاءة، الستاير، هل
+
+147
+00:10:10,980 --> 00:10:14,040
+في مرافق في المدارس، هل في مثلا مطعم في المدرسة،
+
+148
+00:10:14,040 --> 00:10:17,000
+هل في كذا، مدى صحة هذه المطاعم، كل هذه الأشياء
+
+149
+00:10:17,000 --> 00:10:20,700
+بيتم تقييمها بالإضافة لتقييم مستويات المدرسين
+
+150
+00:10:20,700 --> 00:10:23,600
+وكيفية اللي هي عملية تدريس المساقات، بيقايموا
+
+151
+00:10:23,600 --> 00:10:27,020
+الإختبارات، بيقايموا الأدوات، كل هذه الأشياء بيتم
+
+152
+00:10:27,020 --> 00:10:30,600
+دراستها كما هي هذه اللي هي الخطوة الأولى، دراسة
+
+153
+00:10:30,600 --> 00:10:35,140
+واقع المنهج الخطوة التانية، بضعوا خطة لتعديلالمنهج
+
+154
+00:10:35,140 --> 00:10:37,860
+ممكن يكون اللي هو فيه أخطاء في المادة العلمية اللي
+
+155
+00:10:37,860 --> 00:10:41,780
+مع الطلاب في الكتب فبيضع خطة لتعديل الكتب بيلاقوا
+
+156
+00:10:41,780 --> 00:10:44,220
+إن المدرسين في عندهم ضعف في استخدام الوسائل
+
+157
+00:10:44,220 --> 00:10:47,800
+التعليمية الحديثة بيعملوا دورات لتدريب المعلمين
+
+158
+00:10:47,800 --> 00:10:50,740
+على الوسائل الحديثة بيلاحظوا إن الإختبارات اللي
+
+159
+00:10:50,740 --> 00:10:54,720
+بتتطبق على الطلاب مافيش فيها أسئلة متنوعة ولكنها
+
+160
+00:10:54,720 --> 00:10:57,460
+كلها بتركز على التذكر فبيعملوا دورات في القياس
+
+161
+00:10:57,460 --> 00:11:01,140
+والتقويم وبيعديوا صياغة الإختبارات يبقى بيحطوا خطة
+
+162
+00:11:01,140 --> 00:11:06,250
+كاملة لعمليةالتعديل بالنسبة للمنهج بعد ذلك بتتم
+
+163
+00:11:06,250 --> 00:11:10,750
+عملية التعديل بيعدلوا الكتب بيرزموها بيضيفوا صور
+
+164
+00:11:10,750 --> 00:11:13,750
+بيضيفوا رسومات بيعدلوا أسئلة اختبارات بيعطوا دورات
+
+165
+00:11:13,750 --> 00:11:16,890
+للمدرسين إذا في أشياء في المدرسة بدها إصلاح في
+
+166
+00:11:16,890 --> 00:11:20,870
+وسائل تعليمية كل أشياء هتتعدل بعد ذلك بتتم عملية
+
+167
+00:11:20,870 --> 00:11:25,290
+المتابعة للمنهج هل هذه التعديلات يعني قدت أكلها
+
+168
+00:11:25,290 --> 00:11:28,590
+وإن الطلاب صار المنهج أحسن ولا لسه بدهم عملية
+
+169
+00:11:28,590 --> 00:11:33,440
+تحسين مرات التحسين بحتاج نفسه إلىتحسين وبالتالي
+
+170
+00:11:33,440 --> 00:11:39,480
+بتظل العملية مستمرة في هذا الإطارالآن عندنا أربع
+
+171
+00:11:39,480 --> 00:11:41,920
+أنواع صار من التقويم واضح زي ما احنا شوفنا في
+
+172
+00:11:41,920 --> 00:11:45,880
+عملية دراسة واقع المنهج، احنا بنقيم الوضع، بنصف
+
+173
+00:11:45,880 --> 00:11:50,220
+الحالة الراهنة للمنهج كما هي، بدون أي تزييفة،
+
+174
+00:11:50,220 --> 00:11:53,620
+وبالتالي بنحدد المميزات، بنحدد العيوب، أيضًا بنعمل
+
+175
+00:11:53,620 --> 00:11:56,260
+على تقويم التجهيزات، كافة الموارد والأدوات
+
+176
+00:11:56,260 --> 00:11:59,800
+والأجهزة اللازمة لتنفيذ المنهج، كل هذه الأشياء
+
+177
+00:11:59,800 --> 00:12:04,480
+بنعمل على دراستها وعلى فحصها بصورة سليمة التقويم
+
+178
+00:12:04,480 --> 00:12:09,650
+التكويني، اللي هو بينسب على مراحل بناء المنهجهذا
+
+179
+00:12:09,650 --> 00:12:12,970
+التقويم التكويني طبعا هنا المراحل اللي هو مر فيها
+
+180
+00:12:12,970 --> 00:12:16,090
+اللي هي عملية اللي هي تحديد الأهداف وتحديد
+
+181
+00:12:16,090 --> 00:12:20,850
+العمليات ثم اللي هي حتى الوصول إلى المخرجات كل
+
+182
+00:12:20,850 --> 00:12:23,790
+مرحلة من هذه المراحل بنشوف هل تمت بطريقة صحيحة أو
+
+183
+00:12:23,790 --> 00:12:27,150
+لا هل عملية التدريس في داخل المدارس تمت بطريقة
+
+184
+00:12:27,150 --> 00:12:31,030
+صحيحة في النهاية بنصل إلى التقويم النهائي إن احنا
+
+185
+00:12:31,030 --> 00:12:34,910
+بنقيم كل هذه الأشياء مع بعضها البعض بنقيم المدخلات
+
+186
+00:12:34,910 --> 00:12:38,150
+والعمليات والمخرجات وبنشوف هل تحققت عندنا الأهداف
+
+187
+00:12:38,150 --> 00:12:42,990
+أو لمتتحقق ما هي نسبة وكفاءة المنهاج الحالي
+
+188
+00:12:42,990 --> 00:12:48,370
+الموجود، هل يصل إلى مستوى 50%، 60%، 70%، بعد ذلك
+
+189
+00:12:48,370 --> 00:12:51,590
+بنبدأ الحلقة مرة أخرى، بعد ما عملنا حكم نهائي على
+
+190
+00:12:51,590 --> 00:12:54,970
+المنهاج، بنبدأ نعمل خطة علاجية تانية، وبنشوف كيف
+
+191
+00:12:54,970 --> 00:12:58,750
+بنا نعدل، وبعدين بنرجع، بنعيد الكرة، طبعا الدول
+
+192
+00:12:58,750 --> 00:13:01,850
+بتقوم بهذه العمليات يعني تقريبا كل 3 سنوات، من 3
+
+193
+00:13:01,850 --> 00:13:06,050
+إلى 5 سنوات، لازم تجري عملية تقويمللمنهج، بيضلش
+
+194
+00:13:06,050 --> 00:13:09,850
+المنهج مستمر كما هو، ولكن بيعملوا .. بيطبقوا منهج
+
+195
+00:13:09,850 --> 00:13:12,750
+جديد، بيطلعوا على المدارس، بيتابعوا عملية التطبيق،
+
+196
+00:13:12,750 --> 00:13:16,190
+بعد ذلك بيقيموا إيش اللي حدث، بيضعوا خطة علاجية،
+
+197
+00:13:16,190 --> 00:13:19,010
+بيطبقوا الخطة العلاجية، بيرجعوا يقيموا الخطة
+
+198
+00:13:19,010 --> 00:13:22,390
+العلاجية مع المنهج الجديد، بيشوفوا فيه أخطاء،
+
+199
+00:13:22,390 --> 00:13:25,550
+بيحطولها خطة علاجية، و بيرجعوا بيطبقوا، بالتالي
+
+200
+00:13:25,550 --> 00:13:30,070
+عملية تطوير المناهج عمليةمستمرة مابتقفش في هذا
+
+201
+00:13:30,070 --> 00:13:32,830
+الإطار كل يوم فيه تقدم علمي جديد كل يوم فيه تغير
+
+202
+00:13:32,830 --> 00:13:36,290
+اجتماعي جديد وبالتالي عملية تطوير المناهج عملية
+
+203
+00:13:36,290 --> 00:13:41,050
+مستمرة لا تقف ولكن بتفضل مستمرة طالما العملية
+
+204
+00:13:41,050 --> 00:13:47,150
+التعليمية مستمرة هيك ممكن احنا انهينا اللي هي
+
+205
+00:13:47,150 --> 00:13:52,810
+عملية التقويم وانهينا عناصر المنهاج هنتقل الآن إلى
+
+206
+00:13:52,810 --> 00:13:56,550
+تصميم اللي هي المناهج وتنظيمات المناهج
+
+207
+00:14:31,730 --> 00:14:36,490
+عشان نتكلم عن تنظيمات المنهج انتوا عملتوا بحث طبعا
+
+208
+00:14:36,490 --> 00:14:41,010
+و غالبيتكم سلمتوا عن تنظيمات المنهج ايش يعني تنظيم
+
+209
+00:14:41,010 --> 00:14:45,750
+المنهج ما هي الفكرة الأساسية التي تدور حولها عملية
+
+210
+00:14:45,750 --> 00:14:51,550
+تنظيم المنهجعند اقتراح فكرة معينة للمناهج بيتم وضع
+
+211
+00:14:51,550 --> 00:14:54,630
+مجموعة من الأفكار يعني إحنا بدنا نعمل منهاج هذا
+
+212
+00:14:54,630 --> 00:14:58,290
+المنهاج بده يدور حول الطالب طب الآن طالما هذا
+
+213
+00:14:58,290 --> 00:15:00,770
+المنهاج بده يدور حول الطالب ما هو الدور الحقيقي
+
+214
+00:15:00,770 --> 00:15:03,330
+للطالب؟ ما هو الدور الحقيقي للمعلم؟ كيف بدنا
+
+215
+00:15:03,330 --> 00:15:06,250
+نتعامل مع الكتب الدراسية؟ كيف بدنا نتعامل مع عملية
+
+216
+00:15:06,250 --> 00:15:09,730
+التقويم؟ كيف بدنا نتعامل مع الإختبارات؟ يبقى هنا
+
+217
+00:15:09,730 --> 00:15:12,930
+بتتم دراسة كافة هذه الأشياء يعني الآن مثلا عندنا
+
+218
+00:15:12,930 --> 00:15:16,800
+بدرسوا كيف يغيروا نظام التوجيهو يصير فيه تنظيم
+
+219
+00:15:16,800 --> 00:15:20,380
+منهج جيل التوجيهي بيختلف عن التنظيمات السابقة يبقى
+
+220
+00:15:20,380 --> 00:15:22,740
+الأن إيش هيكون دور المعلم؟ إيش هيكون دور الطالب؟
+
+221
+00:15:22,740 --> 00:15:25,880
+كيف هيتنفذ الامتحان؟ كيف هيصير في الكتب؟ يبقى كل
+
+222
+00:15:25,880 --> 00:15:30,410
+العملية هذه بيتمتغييرها وبتم عملية تعديلها
+
+223
+00:15:30,410 --> 00:15:33,870
+وبالتالي بنعمل تنظيم جديد أو فكرة جديدة تساغ على
+
+224
+00:15:33,870 --> 00:15:37,250
+أساسها المناهج طبعا كانت التنظيمات السائدة هي
+
+225
+00:15:37,250 --> 00:15:40,690
+التنظيمات التقليدية اللي هي بتركز على المادة
+
+226
+00:15:40,690 --> 00:15:45,070
+العلمية والمادة الدراسية طالما في تركيز على المادة
+
+227
+00:15:45,070 --> 00:15:50,190
+الدراسية يبقى المعلم وطالبهم لخدمة المادة الدراسية
+
+228
+00:15:50,190 --> 00:15:53,910
+في هذا الإطار بعد ذلك أصبح في عندنا تنظيمات بتركز
+
+229
+00:15:53,910 --> 00:15:57,670
+على نشاطالمتعلم، التنظيمات اللي بتركز على النشاط
+
+230
+00:15:57,670 --> 00:16:01,930
+المتعلم زي منهج الخبرة وزي منهج التكنولوجيا ومنهج
+
+231
+00:16:01,930 --> 00:16:06,550
+الخفيفة كل شيء بيركز على طبيعةالمتعلم، الكتاب لازم
+
+232
+00:16:06,550 --> 00:16:10,090
+يركز على طبيعة المتعلم، المعلم لازم يهتم بالميول
+
+233
+00:16:10,090 --> 00:16:13,910
+واحتياجات المتعلم، الاختبارات لازم تركز على طبيعة
+
+234
+00:16:13,910 --> 00:16:16,930
+المتعلم، يبقى كل شيء بده يدور حول هذا المحور، يبقى
+
+235
+00:16:16,930 --> 00:16:21,210
+أي تنظيم فيه إله فكرة أساسية، فيه إله منطلق فكري
+
+236
+00:16:21,210 --> 00:16:24,330
+ينطلق من خلاله، يعني إحنا وين بدنا نروح الآن؟ بدنا
+
+237
+00:16:24,330 --> 00:16:26,590
+نركز على الطالب ولا على المعلم ولا على المجتمع ولا
+
+238
+00:16:26,590 --> 00:16:30,000
+بدنا نركز على التكنولوجيا؟وبالتالي هنا بالبداية
+
+239
+00:16:30,000 --> 00:16:32,700
+كان تركيز على المادة الدراسية ظهرت عندنا مواد
+
+240
+00:16:32,700 --> 00:16:36,240
+المناهج الدراسية اللي هي المنهج المنفصل والمنهج
+
+241
+00:16:36,240 --> 00:16:39,840
+المتصل والمنهج المترابط والمندمج والمجالات الواسعة
+
+242
+00:16:39,840 --> 00:16:44,400
+والمنهج الحلزوني بعد ذلك صار في رفض كامل لهذه
+
+243
+00:16:44,400 --> 00:16:48,140
+التنظيمات وإنها بتهتمش إلا بالمادة الدراسية فصار
+
+244
+00:16:48,140 --> 00:16:50,980
+في تنظيمات حديثة اللي هي منهج الخبرة اللي هو منهج
+
+245
+00:16:50,980 --> 00:16:55,020
+النشاط والمنهج التكنولوجي والمنهج الخفي بعد ذلك
+
+246
+00:16:55,020 --> 00:16:58,140
+لما كانوا بيركزوا على جانب كانوا بيحملوا الجوانب
+
+247
+00:16:58,140 --> 00:17:01,950
+الأخرىيعني عندما ركزوا على المتعلم أهملوا المادة
+
+248
+00:17:01,950 --> 00:17:04,530
+الدراسية، عندما ركزوا على المادة الدراسية أهملوا
+
+249
+00:17:04,530 --> 00:17:08,510
+المتعلم، عندما ركزوا على المتعلم أهملوا المجتمع،
+
+250
+00:17:08,510 --> 00:17:13,310
+وبالتالي كل الفكرة كانت تأتي بتنظيم جديد، فكان فيه
+
+251
+00:17:13,310 --> 00:17:16,850
+تنظيمات أيضًا في النهاية قائمة على مشكلات المجتمع،
+
+252
+00:17:16,850 --> 00:17:20,470
+اللي هي منها المنهج المحوري والوحدات الدراسية،
+
+253
+00:17:20,470 --> 00:17:26,450
+بدنا نتعرف على طبيعة هذه التنظيماتتنظيمات القائمة
+
+254
+00:17:26,450 --> 00:17:30,430
+على المادة العلمية، منهج ملفصل، منهج مترابط، منهج
+
+255
+00:17:30,430 --> 00:17:36,570
+مدمج، مجالات واسعة ومنهج حلزونيلو نظرنا لمنهج
+
+256
+00:17:36,570 --> 00:17:40,290
+المواد المنفصلة احنا اتكلمنا عنها في بداية الفصل
+
+257
+00:17:40,290 --> 00:17:43,690
+لما اتكلمنا عن المنهج التقليدي فاكرين المنهج
+
+258
+00:17:43,690 --> 00:17:47,470
+التقليدي قلنا ان المنهج التقليدي بركز على المادة
+
+259
+00:17:47,470 --> 00:17:51,750
+الدراسية و اهم شيء ان الطالب يدرس هذه المادة
+
+260
+00:17:51,750 --> 00:17:55,410
+الدراسية بتعرض طبعا هنا بتعتبر ان المادة العلمية
+
+261
+00:17:55,410 --> 00:17:58,430
+أساس عملية التعلم المواد الدراسية بتعرض بصورة
+
+262
+00:17:58,430 --> 00:18:01,990
+مجزقة او منفصلة لا علاقة ولا ترابط بينها كيف يعني؟
+
+263
+00:18:01,990 --> 00:18:03,970
+يعني في عندي المواد الاشتماعية في عندي تاريخ
+
+264
+00:18:03,970 --> 00:18:07,990
+اجغرافيةالتاريخ مادة إلها كتاب و إلها مدرس و إلها
+
+265
+00:18:07,990 --> 00:18:11,250
+اختبار منفصل الجغرافية مادة إلها تاريخ و إلها كتاب
+
+266
+00:18:11,250 --> 00:18:14,150
+و إلها كل شيء منفصل لو أجينا مثلا لمادة زي
+
+267
+00:18:14,150 --> 00:18:17,710
+الرياضيات ففي عندهم الجبر و الهندس مثلا و الحساب
+
+268
+00:18:17,710 --> 00:18:20,770
+في المراحل الأولى يبقى في كتاب للجبر و في مدرس
+
+269
+00:18:20,770 --> 00:18:23,610
+للجبر و يبقى في كتاب للهندس و مدرس للهندس و في
+
+270
+00:18:23,610 --> 00:18:27,310
+كتاب للحساب و مدرس للحساب في اللغات مثلا في مدرس
+
+271
+00:18:27,310 --> 00:18:31,330
+للنصوص في مدرس للقراءة في مدرس للنحو وبالتالي
+
+272
+00:18:31,330 --> 00:18:37,210
+المادةمجزقة، منفصلة بصورة كبيرة جدا، وطبعا هنا كل
+
+273
+00:18:37,210 --> 00:18:41,190
+مدرس هنا بي .. ما بي .. يعني أي حاجة مرتبطة
+
+274
+00:18:41,190 --> 00:18:45,790
+بالمساق الأخر هو ما بيذكرهاش، يعني مدرس التاريخ هو
+
+275
+00:18:45,790 --> 00:18:48,870
+بيدرس المادة من نجهة نظر تاريخية، مش مستعد يستخدم
+
+276
+00:18:48,870 --> 00:18:52,850
+خريطة و يشرح عليها اللي هو مكان، الموقع، لأنه لما
+
+277
+00:18:52,850 --> 00:18:57,110
+بدأ يستخدم خرائط، هذا شغل معلمالجغرافي وبالتالي هو
+
+278
+00:18:57,110 --> 00:19:01,170
+مابتدخلش في هذا الإطار طبعا هنا لو نظرنا بنلاقي أن
+
+279
+00:19:01,170 --> 00:19:04,510
+المتعلم بيلجأ لحفظ المادة الدراسية محاول تسترجعها
+
+280
+00:19:04,510 --> 00:19:07,830
+وقت الاختبار وإن يكون قادر على تطبيق أو توظيف ما
+
+281
+00:19:07,830 --> 00:19:12,010
+تعلمه طبعا في مواد دراسية هذا شيء طبعا لا يستطيعه
+
+282
+00:19:12,010 --> 00:19:19,630
+المتعلم نشوف اللي هو طبعا
+
+283
+00:19:19,630 --> 00:19:21,770
+من أهم وصفات المنهج المنفصل
+
+284
+00:19:26,890 --> 00:19:30,090
+هذا المنهج المنفصل، مش المتفصل، بس غلط الكلمة اللي
+
+285
+00:19:30,090 --> 00:19:34,490
+فوق، مواصفات منهج المواد المنفصلة، طبعا قدرة
+
+286
+00:19:34,490 --> 00:19:37,470
+المتعلم على حفظ كام كبير من المادة العلمية،
+
+287
+00:19:37,470 --> 00:19:41,290
+التركيز على المادة العلمية كأساس، الحياة أيضا
+
+288
+00:19:41,290 --> 00:19:44,430
+منفصلة، يعني كل ما يحدث في هذه الحياة هو منفصل عن
+
+289
+00:19:44,430 --> 00:19:52,220
+المنهج، يعني مثلا بيتكلموا عن اللي هي التاريخمثلًا
+
+290
+00:19:52,220 --> 00:19:55,260
+الآن في أحداث شديدة مثلًا موجودة في حلب، وكلية
+
+291
+00:19:55,260 --> 00:19:58,820
+نسمعنا عنها من مبارح أو كذا، مدرس التاريخ مش لازم
+
+292
+00:19:58,820 --> 00:20:02,440
+يتفرق لما يحدث في الحال، في الحاضر، لازم هو فقط
+
+293
+00:20:02,440 --> 00:20:07,460
+يدرس المرحلة التاريخية، وبالتالي هنا هو في انفصال
+
+294
+00:20:07,460 --> 00:20:11,170
+بين الحياة وبينالمنهج الأصل أنه المنهج يرتبط
+
+295
+00:20:11,170 --> 00:20:14,150
+بالواقع، هذا الأساس في عملية التدريس، لكن هنا
+
+296
+00:20:14,150 --> 00:20:18,610
+الحياة منفصلة تماما، بيحقق أدنى مستويات الأهداف،
+
+297
+00:20:18,610 --> 00:20:22,470
+هو فقط بيركز على التذكر واسترجاع المادة، المتعلم
+
+298
+00:20:22,470 --> 00:20:25,750
+الجيد هو اللي بيحفظ المعلومات الأكتر، ممكن الراسي
+
+299
+00:20:25,750 --> 00:20:28,790
+يكون عنده قدرات عقلية عالية بس ماعندهش قدرة على
+
+300
+00:20:28,790 --> 00:20:33,900
+الحفظوبالتالي افيرسب في المادة وكان في علامات في
+
+301
+00:20:33,900 --> 00:20:36,480
+التاريخ يعني أينشتاين كان من الطلبة الراسبين في
+
+302
+00:20:36,480 --> 00:20:40,040
+المدارس نيوتن كان من الطلبة الراسبين في المدارس
+
+303
+00:20:40,040 --> 00:20:42,740
+ليش؟ لأنه كان عندهم قدرات عالية مابقدروش يحفظوها
+
+304
+00:20:42,740 --> 00:20:46,380
+وبالتالي هنا ماكنتش الاختبارات بتحقق هذه المهارات
+
+305
+00:20:46,380 --> 00:20:49,540
+فكانوا الطلبة افيرسبوا مع أنهم أثبت التاريخ أنهم
+
+306
+00:20:49,540 --> 00:20:54,240
+ماكانوش أغبياء ولكن كان عندهم قدرات عقلية عالية
+
+307
+00:20:54,240 --> 00:21:00,430
+عيوبها زي ما احنا شايفينإن عيوبها إنها بتجذق
+
+308
+00:21:00,430 --> 00:21:04,850
+المعرفة العلمية، لا تواجه المتعلم بمشكلات المحيط،
+
+309
+00:21:04,850 --> 00:21:11,750
+حاجات وميول المتعلمين مهملة، المتعلم طبعا ليس لديه
+
+310
+00:21:11,750 --> 00:21:16,050
+قدرة في توظيف الأشياء في الحياة والمعلومات، إحنا
+
+311
+00:21:16,050 --> 00:21:17,650
+لما بدنا نتكلم على أي نمط
+
+312
+00:21:33,670 --> 00:21:42,130
+بنقول هنا المنطلق الفكري أو الفكرة الأساسية دور
+
+313
+00:21:42,130 --> 00:21:49,590
+المعلم، دور الطالب، عملية التقويم، التدريس أول
+
+314
+00:22:14,320 --> 00:22:17,660
+لو جينا نتكلم احنا عن الفكرة الرئيسية أو عن
+
+315
+00:22:17,660 --> 00:22:21,460
+المنطلق الفكري للمنهج المنفصل بينطلق من ماذا؟
+
+316
+00:22:22,240 --> 00:22:25,760
+المادة الدراسية أهمية المادة الدراسية الأهداف هنا
+
+317
+00:22:25,760 --> 00:22:32,360
+أهداف معرفية هو بيركز على الأهداف المعرفية ومن
+
+318
+00:22:32,360 --> 00:22:36,100
+الأهداف المعرفية بيركز على التذكر وبالتالي هنا كان
+
+319
+00:22:36,100 --> 00:22:46,000
+المنطلق المادة الأهداف معرفية بتركز على التذكر دور
+
+320
+00:22:46,000 --> 00:22:53,410
+المعلم الشرح والتوضيح دور الطالب الحفظواللي هي
+
+321
+00:22:53,410 --> 00:22:56,730
+السلبية، عدم المشاركة لأنها المادة جاهزة أساليب
+
+322
+00:22:56,730 --> 00:23:04,550
+التدريس بتعتمد على الإلقاء والتلقين أساليب التقويم
+
+323
+00:23:04,550 --> 00:23:12,570
+بتعتمد على اللي هو التذكر الاختبارات
+
+324
+00:23:12,570 --> 00:23:17,130
+التحريرية اللي هي بتركز فقط على التذكر التنظيم
+
+325
+00:23:17,130 --> 00:23:20,470
+للمادة تنظيم منطقي
+
+326
+00:23:22,610 --> 00:23:25,790
+يعني أنا لو بدي أحلل هذا الصنيف اللي عندي أو هذا
+
+327
+00:23:25,790 --> 00:23:29,090
+التنظيم، بلاحظ أنه بنطلق من المادة الدراسية،
+
+328
+00:23:29,090 --> 00:23:31,930
+أهدافه كانت كلها معرفية، دور المعلم كان الشرح
+
+329
+00:23:31,930 --> 00:23:35,650
+والتوضيح، دور الطالب كان فيه سلبي، أساليب التدريس
+
+330
+00:23:35,650 --> 00:23:39,230
+التلقين، أساليب التخويم كلها اختبارات تحريرية
+
+331
+00:23:39,230 --> 00:23:43,490
+بتعتمد على التذكر، التنظيم للمادة كان تنظيممنطقي
+
+332
+00:23:43,490 --> 00:23:47,150
+طبعاً عيوبة زي ما احنا شايفين فصل بين المتعلم وبين
+
+333
+00:23:47,150 --> 00:23:49,750
+البيئة، بين حاجاته وبين حاجات اللي هو المشكلات
+
+334
+00:23:49,750 --> 00:23:53,230
+اللي بيعانيها، لم يهتم بحاجاته ميول الطلبة، كل
+
+335
+00:23:53,230 --> 00:23:56,970
+الأشياء هذه أهملها بصورة كبيرة جدا، كل ما يجري في
+
+336
+00:23:56,970 --> 00:24:00,970
+داخل المجتمع أيضا أهمله ولم يكن لديه اهتمام من
+
+337
+00:24:00,970 --> 00:24:05,690
+خلالههذه الصورة الأولى لمنهج المواد الدراسية الآن
+
+338
+00:24:05,690 --> 00:24:08,370
+حاولوا إنهم يحلوا المشكلة فعملوا منهج المواد
+
+339
+00:24:08,370 --> 00:24:13,430
+المترابطة قالوا إحنا في عندنا انفصال كبير جدا بين
+
+340
+00:24:13,430 --> 00:24:16,250
+المثاقات فإحنا لابد إن احنا نربط بين المثاقات
+
+341
+00:24:16,250 --> 00:24:20,610
+فنشوف كل مثاقين متشابهين نربطهم مع بعضهم البعض
+
+342
+00:24:20,610 --> 00:24:24,330
+فمثلا ممكن نربط التاريخ مع الجغرافيا ممكن نربط
+
+343
+00:24:24,330 --> 00:24:27,790
+الأدب مع النصوص ممكن نربط النحو مثلا مع الصرف
+
+344
+00:24:27,790 --> 00:24:35,150
+وبالتالي هنابيصير في عملية ربط عملية الربط هنا
+
+345
+00:24:35,150 --> 00:24:39,250
+عملية جزئية ظهرت من خلالها طريقة في التدريس اسمها
+
+346
+00:24:39,250 --> 00:24:44,540
+التدريس بالفريق ايش معنى التدريس بالفريق؟قالت لما
+
+347
+00:24:44,540 --> 00:24:47,600
+يكون في عندى مدرس تاريخ وفي مدرس جغرافيا هذا تم
+
+348
+00:24:47,600 --> 00:24:50,880
+إعداده في الجامعة على إن هو بس درس تاريخ فبالتالي
+
+349
+00:24:50,880 --> 00:24:54,160
+هو بعرفش إشي في الجغرافيا يبقى عشان يربطوا بين
+
+350
+00:24:54,160 --> 00:24:57,760
+مادة التاريخ وبين مادة الجغرافيا لازم ييجي مدرس
+
+351
+00:24:57,760 --> 00:25:00,660
+التاريخ يشرح في الحصة الجزئية التاريخية وييجي مدرس
+
+352
+00:25:00,660 --> 00:25:04,480
+الجغرافيا يجيب الخريطة ويشرح للطلاب المكان على
+
+353
+00:25:04,480 --> 00:25:08,340
+الخريطة وكيف كان التحرك فهذه سموها طريقة التدريس
+
+354
+00:25:08,340 --> 00:25:12,680
+بالفريق يعني مدرسين يدخلوا على الطلاب في نفسالحصة
+
+355
+00:25:12,680 --> 00:25:16,700
+كل واحد بيشرح الجزئية الخاصة فيه العملية هذه كانت
+
+356
+00:25:16,700 --> 00:25:19,800
+عملية عشوائية وبترجع إلى جهد المعلمين إن المعلمين
+
+357
+00:25:19,800 --> 00:25:23,920
+يقعدوا مع بعض انت بتحتاج مين يساعدك فمدرس النصوص
+
+358
+00:25:23,920 --> 00:25:27,060
+بيقوله انا بدي مثلا واحد في الأدب يجي يتكلم عن
+
+359
+00:25:27,060 --> 00:25:32,400
+شخصية الشاعرفبيجي مدرس الأدب يدخل مع مدرس النصوص،
+
+360
+00:25:32,400 --> 00:25:35,800
+واحد يقرأ النص ويناقش الطلاب، وواحد يتكلم عن شخصية
+
+361
+00:25:35,800 --> 00:25:40,320
+الأديب أو الكاتب وبالتالي هنا فيه نوع من الترابط
+
+362
+00:25:40,320 --> 00:25:45,730
+اللي هو عشوائي نوعا ما وغير واضح وغير منظمهذا
+
+363
+00:25:45,730 --> 00:25:49,350
+التنظيم جعل التخلص من الحواجز بين المواد الدراسية
+
+364
+00:25:49,350 --> 00:25:52,870
+اهتم بكيفية الربط بين المواد الدراسية وعلى إيجاد
+
+365
+00:25:52,870 --> 00:25:56,650
+علاقات رأسية لم يركز على إيجاد علاقات رأسية أوفقية
+
+366
+00:25:56,650 --> 00:26:00,050
+بين المواد الدراسية احنا قبل ذلك اتعرفنا على
+
+367
+00:26:00,050 --> 00:26:02,730
+المعايير وقلنا إنه في عندنا الاتجاه الرأسي والأفقي
+
+368
+00:26:02,730 --> 00:26:08,030
+لكن هنا ماهتمش بهذا الجانب بالمطلق جعل المعلم حر
+
+369
+00:26:08,030 --> 00:26:11,610
+في إيجاد علاقات معينة بدون أن تكون هذه الموضوعات
+
+370
+00:26:11,610 --> 00:26:15,740
+مترابطة داخل المقرر الدراسيجأت عملية الربط عملية
+
+371
+00:26:15,740 --> 00:26:19,840
+عشوائية، غير واضحة، كانت دي اتفاق ووافق فيها
+
+372
+00:26:19,840 --> 00:26:23,640
+المعلم أو لأ، حسب خبرة المعلم، مهارته، قدرته في
+
+373
+00:26:23,640 --> 00:26:27,780
+عملية الربط، أجه هذا التنظيم قائم على الارتجالية
+
+374
+00:26:27,780 --> 00:26:33,820
+والعشوائية، جهد من المعلمين، لكنه غير واضحأهم
+
+375
+00:26:33,820 --> 00:26:38,080
+وصفاته بيركز على الربط أكتر من اكتساب المضمون صار
+
+376
+00:26:38,080 --> 00:26:41,100
+المهم لكل مدرس أنه يجيب مدرس ثاني معاه علشان يقول
+
+377
+00:26:41,100 --> 00:26:45,180
+إن أنا هيتني أنا بعمل عمليات ترابط في المنهج كورسة
+
+378
+00:26:45,180 --> 00:26:49,740
+المعلمين لإجراء عمليات الربط غير مخططةظهرت فكرة
+
+379
+00:26:49,740 --> 00:26:54,140
+التدريس بالفريق اللي كانت فكرة جديدة وهذه أدخلوها
+
+380
+00:26:54,140 --> 00:26:57,200
+على أساس أن يكون فيه أكتر من مدرس في الحصة الواحدة
+
+381
+00:26:57,200 --> 00:27:01,740
+الموضوعات غير مترابطة وما زالت منفصلة ما زالت اللي
+
+382
+00:27:01,740 --> 00:27:04,940
+هو الكتب هي زي ما هي يعني هذا كتاب تاريخ وهذا كتاب
+
+383
+00:27:04,940 --> 00:27:08,200
+جغرافيا لكن مدرس التاريخ بيستعين بمدرس الجغرافيا
+
+384
+00:27:08,200 --> 00:27:12,440
+ومدرس الجغرافيا بيستعين بمدرس التاريخ المعلم تعلم
+
+385
+00:27:12,440 --> 00:27:15,880
+دور سلبي والمعلم إيجابي هل تغيب أي شيء في هذه
+
+386
+00:27:15,880 --> 00:27:20,620
+المواصفات؟مازال اللي هو المنطلق الفكري مادة علمية
+
+387
+00:27:20,620 --> 00:27:23,900
+و الأهداف معرفية و المعلم شارك بالطالب سلبي و
+
+388
+00:27:23,900 --> 00:27:26,560
+أساليب التدريب التلقين و الاختبارات اللي هي و
+
+389
+00:27:26,560 --> 00:27:31,820
+التنظيم ما زال منطقي لم يتغير أي شيء في هذا الإطار
+
+390
+00:27:31,820 --> 00:27:37,750
+حاولوا يحسنوا الفكرةمنهم يعملوا منهج أرقان أو
+
+391
+00:27:37,750 --> 00:27:41,590
+عالماء بنشوف إن هنا من عيوبها لإنهم بيركزش على كل
+
+392
+00:27:41,590 --> 00:27:44,450
+الموضوعات اللي هي مش كل الموضوعات اللي بيكون فيها
+
+393
+00:27:44,450 --> 00:27:48,430
+عملية ربط المعلم بيحتاج عملية تخطيط عشان عملية
+
+394
+00:27:48,430 --> 00:27:51,670
+الربط اللي بده يجريها مزال التنظيم بيركز على
+
+395
+00:27:51,670 --> 00:27:54,890
+المعلومات والطريقة اللي استخدمها كانت غير قابلة
+
+396
+00:27:54,890 --> 00:28:00,110
+للتطبيق ومزال غير قابلة للتطبيق في مدارسنا منهج
+
+397
+00:28:00,110 --> 00:28:04,660
+المواد المندمجةهلقيتهم قالوا بدنا نبحث عن مادتين و
+
+398
+00:28:04,660 --> 00:28:08,980
+نربطهم مع بعض قال لأ بدنا نوسع النطاق بدنا نعمل
+
+399
+00:28:08,980 --> 00:28:13,260
+على عملية دمج أي تلت مواد قريب من بعض ممكن ندمجهم
+
+400
+00:28:13,260 --> 00:28:18,460
+مع بعض و نخليهم في مجال واحد و هذا التنظيم بيدمج
+
+401
+00:28:18,460 --> 00:28:21,440
+بين مادتين أو تلت مواد مع بعضها البعض داخل المقرر
+
+402
+00:28:21,440 --> 00:28:25,920
+إدرافي مثل دمج التاريخ والجغرافيا والتربية الوطنية
+
+403
+00:28:25,920 --> 00:28:28,800
+يبقى بدل مجغرافيا والتاريخ حطوا معاهم التربية
+
+404
+00:28:30,150 --> 00:28:34,570
+الوطنية مع بعضهم البعض طبعا هنا وهذا الدمج الساعد
+
+405
+00:28:34,570 --> 00:28:37,670
+على إجراء عمليات الرابط المطلوبة بدون افتعال ذلك
+
+406
+00:28:37,670 --> 00:28:40,650
+هذا النوع من التنظيمات مزال يهتم بالمعلم أكتر من
+
+407
+00:28:40,650 --> 00:28:44,390
+إهتمامه بالمتعلم الأمر اللي أدى إلى ظهور انتقادات
+
+408
+00:28:46,040 --> 00:28:50,060
+جابوا التلات كتب و حطوهم مع بعض و قالوا إن الأجزاء
+
+409
+00:28:50,060 --> 00:28:54,060
+هذه كليتها المدرسين بيشتغلوا مع بعضهم البعض و بدنا
+
+410
+00:28:54,060 --> 00:28:58,880
+نحط مواقف محددة يعني في الدرس هذا المدرس هذا بيعطي
+
+411
+00:28:58,880 --> 00:29:01,840
+كذا و المدرس التاني كذا و كذا بدأوا يعملوها عملية
+
+412
+00:29:01,840 --> 00:29:06,640
+أكثر تخطيط لكنها مزالة عملية ليست منظمة و مزالة
+
+413
+00:29:06,640 --> 00:29:13,400
+المناهج منفصلة كما هيطبعا هو بيدمش بين مدتين أو
+
+414
+00:29:13,400 --> 00:29:16,720
+تلاتة في مقرر واحد يعطي واحد يعني مفهوم بسيط عن
+
+415
+00:29:16,720 --> 00:29:21,620
+وحدة وتكامل المعرفة انه بيحاول انه يهتم بالربط من
+
+416
+00:29:21,620 --> 00:29:25,580
+خلال اللي هي البيئة الصفرية ومن خلال المعلمين جميع
+
+417
+00:29:25,580 --> 00:29:28,460
+يعمل على انها المواد الدراسية ذات المضمون الواحد
+
+418
+00:29:28,460 --> 00:29:31,600
+تصبح مترابطة حتى كل اللي هي مواقع الغياضيات مثلا
+
+419
+00:29:31,600 --> 00:29:36,480
+الحسابالهندسة الجبرح ساب المثلثات الإحصاء دمجوهم
+
+420
+00:29:36,480 --> 00:29:41,060
+مع بعضهم البعض لكن لسه مزالت عملية التصرف فيها غير
+
+421
+00:29:41,060 --> 00:29:44,460
+واضحة مزال بيركز على المادة الدراسية ولا يراعي
+
+422
+00:29:44,460 --> 00:29:47,780
+حاجات المتعلمين برضه نفس الشيء بنلاقي أن عيوبه
+
+423
+00:29:47,780 --> 00:29:52,380
+مزالت هي نفسالعيوب صارت المادة دراسية يعني هم
+
+424
+00:29:52,380 --> 00:29:55,560
+بدوروا حول نفس المحور يعني مادة واحدة بعدين نحط
+
+425
+00:29:55,560 --> 00:29:59,040
+مادتين بعدين نحط تلاتة مع بعض لكن طريقة التدريس
+
+426
+00:29:59,040 --> 00:30:03,180
+مختلفتش طريقة التقويم مختلفتش مافيش أي شيء عندهم
+
+427
+00:30:03,180 --> 00:30:07,520
+اختلف في هذا الإطار ما زالت المادة العلمية هي محور
+
+428
+00:30:07,520 --> 00:30:10,840
+التعلم عدم مقدرة المتعلم على فهم التفاصيل الدقيقة
+
+429
+00:30:10,840 --> 00:30:14,320
+صاروا ان هو في الحصة عندي تلت مدرسين هذا بشرح هذا
+
+430
+00:30:14,320 --> 00:30:18,460
+بشرح هذا بشرح فصاروا الطلاق بيفهموا الفكرةالعامة
+
+431
+00:30:18,460 --> 00:30:23,060
+بيقدروش يفهموا التفاصيل لأن قداش الحصة بدها تستوعب
+
+432
+00:30:23,060 --> 00:30:26,340
+من هذه الأشياء سطحية وعدال قدرة على التعمق في
+
+433
+00:30:26,340 --> 00:30:30,180
+المادة العلمية صار في سطحية في المعرفة عملية الدمج
+
+434
+00:30:30,180 --> 00:30:33,240
+كلها عملية شكلية لأنها الكتب لحد الآن ما زالت
+
+435
+00:30:33,240 --> 00:30:37,720
+منفصلة وهذا التنظيم ما زال اللي هو بيركز على
+
+436
+00:30:37,720 --> 00:30:45,530
+إيجابية المعلم وسلبية المتعلموسعوا الحكاية أكتر
+
+437
+00:30:45,530 --> 00:30:50,770
+قالوا بدنا نعملها مجالات واسعة فهلقيتها كل اللي هي
+
+438
+00:30:50,770 --> 00:30:54,810
+مثلا نيجي ناخد مثلا مجال الرياضيات بدل ما نحط مثلا
+
+439
+00:30:54,810 --> 00:30:58,610
+الهندسة و الجبر و كذا مع بعض لأ بدنا نحط كل مواد
+
+440
+00:30:58,610 --> 00:31:02,390
+الرياضيات مع بعضها و نسميها مجال الرياضيات و
+
+441
+00:31:02,390 --> 00:31:05,050
+العلوم بدنا نحط الفيزيا و الكيميا و التغذية و
+
+442
+00:31:05,050 --> 00:31:07,710
+البيولوجيا و علوم الأرض و علوم الفلك كلها مع بعضها
+
+443
+00:31:07,710 --> 00:31:11,940
+و نسميها مجال العلوموعلى هذا الأساس بدنا نغير
+
+444
+00:31:11,940 --> 00:31:15,900
+فراحوا جابوا ست كتب سبعة كتب مثلا اللي كانت تدرس
+
+445
+00:31:15,900 --> 00:31:20,000
+للطالب وقللوا منهم المعلومات ودبسوهم في دبوس واحد
+
+446
+00:31:20,000 --> 00:31:23,820
+و أصبح هذا اسمه كتاب العلوم لكن الوحدة الأولى
+
+447
+00:31:23,820 --> 00:31:26,320
+فيزيا و الوحدة التانية كيميا و الوحدة التالتة
+
+448
+00:31:26,320 --> 00:31:28,720
+بيولوجيا و الوحدة الرابعة تغذية و الوحدة اللي كذا
+
+449
+00:31:28,720 --> 00:31:33,340
+وبالتالي هم إيش عملوا؟ بس عملية إن هم هم جمعوا
+
+450
+00:31:33,340 --> 00:31:37,340
+الكتب و عملوها مجال واسع سموها المجالات الواسعة و
+
+451
+00:31:37,340 --> 00:31:41,150
+قالوا إنه لأ مدرس واحد هو اللي يدرسهاطالما هو
+
+452
+00:31:41,150 --> 00:31:44,470
+متخصص في فرع من العلوم بدل ما نخلي مدرسين ييجوا
+
+453
+00:31:44,470 --> 00:31:48,250
+يدرسوا زي المنهج المترابط، مدرس واحد، احنا بنخفف
+
+454
+00:31:48,250 --> 00:31:52,450
+من كام المادة و مدرس واحد بدرسها، وهذا أفرج يعني
+
+455
+00:31:52,450 --> 00:31:56,950
+مشكلة كبيرة جدا، لأن المدرسين في الجامعات في دور
+
+456
+00:31:56,950 --> 00:32:00,130
+إعداد المعلمين كانوا يعدوا فيه تخصص واحد، يعني هو
+
+457
+00:32:00,130 --> 00:32:03,210
+هذا درس بس فيزيا، بيعرف يدرس فيزيا، بفهمش ولا إش
+
+458
+00:32:03,210 --> 00:32:07,120
+في الكيميابفهمش ولا إيش في علوم الأرض، يبقى كيف
+
+459
+00:32:07,120 --> 00:32:11,480
+بده يدرس كل مسارات العلوم، صارت المشكلة في المدرس
+
+460
+00:32:11,480 --> 00:32:15,880
+أكتر ما هي في الطالبطبعا هنا هذا التنظيم اهتم بدمج
+
+461
+00:32:15,880 --> 00:32:18,900
+المواد الدراسية في مجالات متعددة، كل مجال يتضمن
+
+462
+00:32:18,900 --> 00:32:22,640
+مجموعة من مواد دراسية متشابهة، يمكن ضمن الفيزيا
+
+463
+00:32:22,640 --> 00:32:25,000
+والكيميا والبوليج وعلوم الأرض في مجال واحد اسم
+
+464
+00:32:25,000 --> 00:32:28,000
+المجال العلمي الجبر والهندس وحساب المثلثة التفادل
+
+465
+00:32:28,000 --> 00:32:31,920
+والتكامل والإحسس بالمجال الرياضي وهكذا طبعا ضموها
+
+466
+00:32:31,920 --> 00:32:35,800
+أطلقوا على هذا التنظيم المجالات الواسعة لأن هو جمع
+
+467
+00:32:35,800 --> 00:32:40,410
+كل الأشياء، يعني صار الطالب عنده تلت أربع ماداتفضل
+
+468
+00:32:40,410 --> 00:32:43,930
+ما عنده عشرين مادة لكن هم برضه بيحتووا على نفس
+
+469
+00:32:43,930 --> 00:32:46,810
+المساقات وعلى نفس المواد
+
+470
+00:32:49,310 --> 00:32:54,350
+من أهم وصفاته أنه بيحاول يحقق وحدة المعرفة، هو
+
+471
+00:32:54,350 --> 00:32:56,850
+بيسعى لوحدة المعرفة أو تكامل المعرفة، هم بدهم
+
+472
+00:32:56,850 --> 00:33:00,950
+يحققوا نوع من الوحدة والتكامل، بيركز على الأفكار
+
+473
+00:33:00,950 --> 00:33:03,490
+الرئيسية دون الدخول في الجزئيات، لما هم حطوا كل
+
+474
+00:33:03,490 --> 00:33:06,910
+الكتب مع بعض، صار قداش حجم الكتاب هدد، فقالك لأ
+
+475
+00:33:06,910 --> 00:33:10,150
+بدنا نختصره، فبنعطي للطلاب مفاهيم عامة وكل
+
+476
+00:33:10,150 --> 00:33:14,460
+التفاصيلوكل الأشياء الداخلية كلها هادب نحذفها عشان
+
+477
+00:33:14,460 --> 00:33:18,020
+نخفف عن الطالب أو عن المدرس وبالتالي صار بيركز على
+
+478
+00:33:18,020 --> 00:33:21,320
+الأفكار الرئيسية بيعتبروا أن المجال الواحد و إحدى
+
+479
+00:33:21,320 --> 00:33:24,120
+دراسية مترابطة بيركز على المعرفة ما زال تروح
+
+480
+00:33:24,120 --> 00:33:31,180
+استذكاره لو شفنا أهم عيوبه بيعتبر أن عملية التعلم
+
+481
+00:33:31,180 --> 00:33:36,790
+محور العملية ما زال هو المادةالعلمية ضغط هذه
+
+482
+00:33:36,790 --> 00:33:39,930
+المقررات لا يعني إنها بالضرورة كونت مجال دراسي
+
+483
+00:33:39,930 --> 00:33:43,890
+واحد لأن الفيزيا تماما مختلفة عن الكيميا والتاريخ
+
+484
+00:33:43,890 --> 00:33:47,950
+مختلف تماما عن الجغرافيا فمش معناه أنه ضغطها أو
+
+485
+00:33:47,950 --> 00:33:53,330
+دمجها مع بعض أن هذا أدى إلى النجاح ملائمة هذا
+
+486
+00:33:53,330 --> 00:33:56,010
+التنظيم المرحلتين الإبتدائية المتوسطة غير ملائم
+
+487
+00:33:56,010 --> 00:34:00,430
+للمرحلةالثانوية انا ممكن اعطي لطلاب ابتدائي في
+
+488
+00:34:00,430 --> 00:34:04,270
+المرحلة الأساسية الدنيا في العليا ان يكون في عنده
+
+489
+00:34:04,270 --> 00:34:08,070
+أشياء أفكار لكن في الثانوي انا بعنده طالب لدخول
+
+490
+00:34:08,070 --> 00:34:13,180
+الجامعة يبقى لازم يكون يدرس فيه التفاصيليتيح
+
+491
+00:34:13,180 --> 00:34:16,900
+الفرصة لتنفيذ نشاط للمعلم يحكم النشاط المتعلم ما
+
+492
+00:34:16,900 --> 00:34:21,240
+زال سلبي يبقى هذه كل الأشياء لساتها ما زالت
+
+493
+00:34:21,240 --> 00:34:26,040
+التنظيم للمادة تنظيم منطقي أساليب التقويم تحريرية
+
+494
+00:34:26,040 --> 00:34:29,920
+وشفوية بتركز على التذكر التدريس تلقيني والطالب
+
+495
+00:34:29,920 --> 00:34:34,240
+سلبي والمعلم يحكم بعملية الشرح والتوضيح ماتغيرش أي
+
+496
+00:34:34,240 --> 00:34:39,220
+حاجة يبقى هنا دارهم في ملف كبير جدا لكن هذه الدورة
+
+497
+00:34:39,220 --> 00:34:43,050
+لم تخرجهمإنهم يفكروا في محور جديد، ليش دائما نقول
+
+498
+00:34:43,050 --> 00:34:47,070
+يجب أن نفكر أننا خارج الصندوق؟ لما هم كانوا جميعا
+
+499
+00:34:47,070 --> 00:34:50,070
+في صندوق واحد اسمه المادة الدراسية وإن التدريس يجب
+
+500
+00:34:50,070 --> 00:34:53,670
+أن يحصل بمادة دراسية فهم فكروا عدة أفكار، إنهم
+
+501
+00:34:53,670 --> 00:34:57,190
+يخلوا منهج مترابط، منهج مندمج، منهج مجلة واسعة،
+
+502
+00:34:57,190 --> 00:35:01,430
+لكن لم يقدروا أن يعطوا صورةمختلفة عن هذا المنهج
+
+503
+00:35:01,430 --> 00:35:04,510
+لما قدروا يكسروا هذا الصندوق قدروا يجدوا اللي هي
+
+504
+00:35:04,510 --> 00:35:07,730
+فكرة أخرى أن هو دور المنهج حول المتعلم وليس حول
+
+505
+00:35:07,730 --> 00:35:12,490
+المادة الدراسية أخر تنظيم هنا كان المنهج الحلزوني
+
+506
+00:35:12,490 --> 00:35:16,810
+المنهج الحلزوني اللي إنتوا عملتوا بحث عنه وشفتوه
+
+507
+00:35:16,810 --> 00:35:22,890
+هذا المنهج الحلزوني على إيش بيركز الهياك المعرفي،
+
+508
+00:35:22,890 --> 00:35:25,130
+إيش معناه هيك المعرفي؟
+
+509
+00:35:29,620 --> 00:35:34,400
+وأساليب التفكير يبقى كل مادة في إلها هيكل معرفي في
+
+510
+00:35:34,400 --> 00:35:37,040
+إلها حقائق في إلها مفاهيم في إلها مبادئ في إلها
+
+511
+00:35:37,040 --> 00:35:40,320
+قوانين يعني لو أنا بدي أخد بدي أتكلم عن مفاهيم بدي
+
+512
+00:35:40,320 --> 00:35:43,860
+أتكلم عن التضاريس عن السهول والهضاب والصادرات
+
+513
+00:35:43,860 --> 00:35:50,970
+والوردات هذه المفاهيم في أي علم؟ علم الجغرافيالكن
+
+514
+00:35:50,970 --> 00:35:53,950
+إذا بدأ أتكلم عن المواقع التاريخية أو عن المؤتمرات
+
+515
+00:35:53,950 --> 00:35:56,970
+أو عن الشخصيات التاريخية أو عن كذا، فأنا بتكلم في
+
+516
+00:35:56,970 --> 00:35:59,310
+التاريخ، يبقى كل مادة إلها مفرداتها، إلها
+
+517
+00:35:59,310 --> 00:36:02,750
+مفاهيمها، والمفاهيم هذه بيخدها الطالب بصورة
+
+518
+00:36:02,750 --> 00:36:09,990
+حلزونية، يعني هنا، أول إشي بسيط، بعد ذلك اللي هو
+
+519
+00:36:09,990 --> 00:36:10,890
+بيتعمق فيها
+
+520
+00:36:16,810 --> 00:36:20,350
+يعني الطالب بياخد في اللغة العربية مثلا، بياخد
+
+521
+00:36:20,350 --> 00:36:24,190
+مفاهيم و أشياء بسيطة، باخد كلمات و حروف، بيكون
+
+522
+00:36:24,190 --> 00:36:27,790
+كلمات بسيطة، بيصير يكون منها جمل، بعدين بيصير ياخد
+
+523
+00:36:27,790 --> 00:36:31,970
+أنواع الجمل، الجملة اسمية، فعلية، باخد شبه جملة،
+
+524
+00:36:31,970 --> 00:36:36,850
+بعدين بيصير ياخد أشياء أكبرمن ذلك، بعدين بترتقي
+
+525
+00:36:36,850 --> 00:36:40,590
+العملية بتصير أوسع، هي نفس الأشياء، نفس الأسس، هل
+
+526
+00:36:40,590 --> 00:36:44,790
+اتغيرت أسس المادة؟ لأ، نفسها يعني هو لازم يتعلم
+
+527
+00:36:44,790 --> 00:36:48,110
+كلمات ويتعلم جمل ويتعلم كذا، بعد ذلك بيصير عشان
+
+528
+00:36:48,110 --> 00:36:52,170
+يتعلم جمل أشياء لازم ياخد تعبير، يكوّن، عشان يقدر
+
+529
+00:36:52,170 --> 00:36:55,890
+يضبط هذه الجمل لازم ياخد نحوهعشان يقدر يتعامل
+
+530
+00:36:55,890 --> 00:36:59,950
+بطريقة جيدة لازم يكتب بخط واضح يبقى هي نفس المادة
+
+531
+00:36:59,950 --> 00:37:03,830
+لكن كل مرة بتزيد اللي هي فروع هذه المادة أول مرة
+
+532
+00:37:03,830 --> 00:37:06,690
+بياخد تلاتة بعدين بيصير ياخد أربعة من فروع المادة
+
+533
+00:37:06,690 --> 00:37:11,050
+بعدين بيصير ياخد خمسة بعدين بيصير ياخد بلاغة بيصير
+
+534
+00:37:11,050 --> 00:37:14,530
+ياخد نقط بيصير ياخد كذا الآن هي نفس المادة بياخدها
+
+535
+00:37:14,530 --> 00:37:19,220
+الطالب بالتدريج على حسب هيكلها وعلى حسبمكونات
+
+536
+00:37:19,220 --> 00:37:22,980
+فطبعا هنا هذه الهياكل زي ما احنا شايفين اللي هي
+
+537
+00:37:22,980 --> 00:37:26,040
+بتتكون من مفاهيم وتعميمات ومبادئ أساليب تفكير
+
+538
+00:37:26,040 --> 00:37:30,220
+تتضمن في مادة دراسية معينة كل مادة لها حقائقها لها
+
+539
+00:37:30,220 --> 00:37:33,740
+مفاهيمها لها مبادئها لها أساليب تفكيرها وطبعا
+
+540
+00:37:33,740 --> 00:37:38,260
+بياخدوا من اللي هي هذه الهياكل اللي هي أسس لبناء
+
+541
+00:37:38,260 --> 00:37:40,340
+هذا التنظيم بتعطي هياكل بسيطة في المرحلة
+
+542
+00:37:40,340 --> 00:37:43,300
+الإبتدائية بتتدرج هذه الهياكل في إتساعها تتصل
+
+543
+00:37:43,300 --> 00:37:47,660
+لمرحلةالثانوية بيستطيع كل متعلم أن يكتسب كل تلك
+
+544
+00:37:47,660 --> 00:37:51,720
+الهياكل وبالتالي لكل متعلم أن يتخصص تبقى لما يراه
+
+545
+00:37:51,720 --> 00:37:55,140
+مناسب يعني الطالب احنا بنعطيه هذه الصورة في اللغة
+
+546
+00:37:55,140 --> 00:37:58,360
+العربية نفس الاشي بياخده في الحساب والرياضيات
+
+547
+00:37:58,360 --> 00:38:02,480
+بيبدأ في الرياضيات بياخد بدل ما ياخد تلت مجالات لأ
+
+548
+00:38:02,480 --> 00:38:05,860
+هو أنا ببدأ معاه من البداية في المجالات يعني هو
+
+549
+00:38:05,860 --> 00:38:09,860
+بياخد فسلا في الرياضيات في الصف الأول باخد حساب
+
+550
+00:38:09,860 --> 00:38:14,200
+وكمان باخد أشكال هندسية صح ولا لأ؟فهو بدأنا معاه
+
+551
+00:38:14,200 --> 00:38:17,520
+مع الحساب والهندسة بعد ذلك بنصير نعطيه رموز فهو
+
+552
+00:38:17,520 --> 00:38:21,100
+بيصير يتعامل فيها مع الجبل شوي شوي بيصير ياخد اللي
+
+553
+00:38:21,100 --> 00:38:24,760
+هي إحصة بيصير يجمع طلاب يطلع متوسطات وبالتالي
+
+554
+00:38:24,760 --> 00:38:32,560
+بيبدأ بالرياضيات نفس الشيء يبقى الآن الطالب باخد
+
+555
+00:38:32,560 --> 00:38:36,840
+مجموعة من الهياكل المعرفية في كل المساقات لو أجينا
+
+556
+00:38:36,840 --> 00:38:37,660
+نظرنا طبعا
+
+557
+00:38:42,880 --> 00:38:46,080
+يعني احنا بنبدأ بالتفاصيل الجزئية البسيطة و بتبدأ
+
+558
+00:38:46,080 --> 00:38:50,020
+بعملية بالتدريج بهذا الشكل طبعا هنا المرحلة
+
+559
+00:38:50,020 --> 00:38:54,540
+الابتدائية بنبدأ بالعكس طبعا فيها و المرحلة
+
+560
+00:38:54,540 --> 00:38:57,920
+الثالوية الآن هنا لو جينا و شوفنا الهياكل المعرفية
+
+561
+00:38:57,920 --> 00:39:00,220
+أي واحدة فيكم الآن لأنكم انت درستوا في المنهج
+
+562
+00:39:00,220 --> 00:39:04,100
+الحلزانيبنلاقي عندك معلومات في اللغة عندك معلومات
+
+563
+00:39:04,100 --> 00:39:06,960
+في اللغة، عندك معلومات في التاريخ، عندك معلومات في
+
+564
+00:39:06,960 --> 00:39:09,940
+الفيزيا، عندك معلومات في الرياضية، يبقى أنت عندك
+
+565
+00:39:09,940 --> 00:39:14,960
+هيكل معرفي في كل مساقف، يعني في كل مساقف عندك هيكل
+
+566
+00:39:14,960 --> 00:39:19,260
+معرفي متكامل، احنا منهجنا منهج حلزوني، ماخد اللي
+
+567
+00:39:19,260 --> 00:39:23,560
+هو بياخد بهذا الاتساع، ان هو بيمشي بحيث ان هو يعرف
+
+568
+00:39:23,560 --> 00:39:28,190
+الطالب من البدايةعلى هيكل المادة الدراسية وبياخد
+
+569
+00:39:28,190 --> 00:39:31,610
+بالتدريج من هذه الهياكل حتى يصل إلى المرحلة
+
+570
+00:39:31,610 --> 00:39:35,750
+الثانوية وبالتالي هنا بنحافظ احنا على نمو الطالب
+
+571
+00:39:35,750 --> 00:39:43,270
+في هذا الإطار أهم وصفات هذا التنظيم طبعا هو بيسعى
+
+572
+00:39:43,270 --> 00:39:48,490
+لتوخيد المعرفة وتكاملها أفقياورقصيا لأنه هيك لإني
+
+573
+00:39:48,490 --> 00:39:52,430
+بشتغل بهذا الشكل أنا بشتغل فيه اللي هو على ال axis
+
+574
+00:39:52,430 --> 00:39:55,650
+عارفينها اللي احنا أخدناها في الاستمرار وفي
+
+575
+00:39:55,650 --> 00:39:59,350
+التكامل فاحنا بنشتغل بهذا الإطار في العملية
+
+576
+00:39:59,350 --> 00:40:03,330
+الاستمرارية برضه بنفس الصورة انا لما بدرس هنا
+
+577
+00:40:03,330 --> 00:40:06,810
+اللغة العربية وبدرس الرياضيات بحاول انهم يكونوا في
+
+578
+00:40:06,810 --> 00:40:11,010
+نفس المستوى مايكونش اللي هو ماخد مادة صعبة جدا
+
+579
+00:40:11,010 --> 00:40:13,670
+متقدمة في الرياضيات ومادة سهلة في اللغة لأ كله
+
+580
+00:40:13,670 --> 00:40:18,020
+بيكون بنفسالمستوى في درجة الترابط بينهم في هذا
+
+581
+00:40:18,020 --> 00:40:21,020
+الإطار وبالتالي هو سعى للتكامل الرأسي والأفقي
+
+582
+00:40:21,020 --> 00:40:25,200
+بدأوا يفكروا بالمعايير وإن في اللي هو ترابط رأسي
+
+583
+00:40:25,200 --> 00:40:28,400
+وفي ترابط أفقي وفي تتابع وفي استمرارية وفي تكامل
+
+584
+00:40:28,400 --> 00:40:32,860
+بدأت تظهر المعايير بصورة واضحة في هذا التنظيم طبعا
+
+585
+00:40:32,860 --> 00:40:36,540
+هذا التنظيم بيسمح للمتعلم لأي حصص في التعليم
+
+586
+00:40:36,540 --> 00:40:41,820
+العالميأى تخصص بده يدخل المتعلم ممكن ان هو يدخله
+
+587
+00:40:41,820 --> 00:40:45,580
+صح ممكن تكون علمى او أدبي لكن ممكن العلمى يكون
+
+588
+00:40:45,580 --> 00:40:48,320
+مجالاته محصورة الأدبي برضه بدخل في مجالاته لكن
+
+589
+00:40:48,320 --> 00:40:53,490
+تدخلي أي مجال في مجالكيعني مش ان هو بيحد انه لأ
+
+590
+00:40:53,490 --> 00:40:56,710
+انت لازم درسي لغة لازم تدرسي لغة لأ تدرسي لغة
+
+591
+00:40:56,710 --> 00:41:00,190
+تدرسي اجتماعيات تدرسي انجليزي تدرسي أصول تدرسي كذا
+
+592
+00:41:00,190 --> 00:41:03,870
+وبالتالي بوجهك لأي تخصص في مجال التعليم العالي
+
+593
+00:41:03,870 --> 00:41:08,530
+بيكسب المتعلم ثقافات متعددة فعندك ثقافة في التاريخ
+
+594
+00:41:08,530 --> 00:41:13,050
+وعندك ثقافة في الجغرافيا وعندك ثقافة في اللغة عندك
+
+595
+00:41:13,050 --> 00:41:18,170
+ثقافات متعددةبيأكد على عدم تمسك المعلم بتخصصه أنه
+
+596
+00:41:18,170 --> 00:41:21,310
+المعلم ممكن يدرس أي مادة زي ما بيحصل عندنا الآن
+
+597
+00:41:21,310 --> 00:41:24,870
+تيجي مدرسة علوم بتقولها انت ضايقك حسن خديهم
+
+598
+00:41:24,870 --> 00:41:28,790
+تكنولوجيا ممكن تعطيها أي مادة
+
+599
+00:41:31,960 --> 00:41:37,020
+هنا بيصير أنه أي شي هنا بدك تكملي جدولك أنت عندك
+
+600
+00:41:37,020 --> 00:41:41,120
+24 حصة لازم تدرس 26 الحصين هدول إيش ممكن تدرسيهم؟
+
+601
+00:41:41,120 --> 00:41:43,220
+خدهم تربية إسلامية أنا أدرس تربية إسلامية؟ تقولها
+
+602
+00:41:43,220 --> 00:41:46,260
+أه و أنت إيش يعني ممكن تدرسيها؟ عادي لأنك أنت تم
+
+603
+00:41:46,260 --> 00:41:50,100
+إعدادك سابقا في هذا المجال فبتقدر أنك تدرسيها مع
+
+604
+00:41:50,100 --> 00:41:56,420
+أن احنا ضد هذه الأفكار خربطيهم لأنه لازم يكون فيه
+
+605
+00:41:56,420 --> 00:42:02,230
+تخصص وفيه احترام للتخصصلكن هو بقولك لو نقص، لو
+
+606
+00:42:02,230 --> 00:42:04,950
+مثلا في حدث معين حرب أو كذا أو كذا، مش هتقدر
+
+607
+00:42:04,950 --> 00:42:10,150
+تدرسيها المادة، تقدري، عندك ثقافة فيها، مش انك انت
+
+608
+00:42:10,150 --> 00:42:13,910
+ضحلة فيها، يعني بالأول كان ان هذا بدخل هذا مسار و
+
+609
+00:42:13,910 --> 00:42:16,830
+خلاص هو بعرف هذا المسار بس، لكن الآن لأ صار في ان
+
+610
+00:42:16,830 --> 00:42:22,380
+انت عندك ثقافات متعددةيركز على الهياكل المعرفية
+
+611
+00:42:22,380 --> 00:42:25,940
+ولا يتعدى الجوانب العقلية المتعلم بيركزش كتير على
+
+612
+00:42:25,940 --> 00:42:29,280
+التفكير قدما بيركز على الهياكل المعرفية طبعا هنا
+
+613
+00:42:29,280 --> 00:42:32,540
+من أهم المشاكل اللي هي صعوبة إعداد مدرس يستطيع
+
+614
+00:42:32,540 --> 00:42:35,680
+تدريسك في جميع الهياكل، هذه مشكلة يعني أنا بدأ
+
+615
+00:42:35,680 --> 00:42:38,440
+أفترض أن هذا المعلم superman يعني بيقدر يدرس كل
+
+616
+00:42:38,440 --> 00:42:42,920
+المثاقات، هذا افتراض غير منطقي وغير صحيح كل واحد
+
+617
+00:42:42,920 --> 00:42:47,540
+بيميل دائما لتخصصه و للمادة اللي هو بيبدع فيها، ما
+
+618
+00:42:47,540 --> 00:42:53,860
+زال بيركز على المادةالعلمية وبيحمل خصائص المتعلن
+
+619
+00:42:53,860 --> 00:42:57,280
+بيصعب وضع هياك المعرفية في بعض المجالات يعني أنا
+
+620
+00:42:57,280 --> 00:43:01,320
+ممكن أحط هيكة معرفة في الرياضيات مثلا في الرياضيات
+
+621
+00:43:01,320 --> 00:43:04,540
+بدأنا بالأرقام اللي بياخد الطالب في أول هو أساس
+
+622
+00:43:04,540 --> 00:43:06,440
+للي هياخده في التاني و اللي بياخده في التاني هو
+
+623
+00:43:06,440 --> 00:43:09,380
+أساس للي في التالف لكن هل كل المساقات لها هذه
+
+624
+00:43:09,380 --> 00:43:13,360
+الطبيعة؟ لأ يعني لو بدأ أخد مثلا التربية الإسلامية
+
+625
+00:43:13,360 --> 00:43:16,580
+هو بياخد الذكاء هو بياخد الصلاة هذه موضوعات منفصلة
+
+626
+00:43:17,380 --> 00:43:20,420
+ماهياش تراكمية، ماهواش أساس إن هو إذا بدو يتعلم
+
+627
+00:43:20,420 --> 00:43:23,680
+الصلاة لازم يكون أخد الذكاء، هل هذه فيها شرط لهذه؟
+
+628
+00:43:23,680 --> 00:43:26,800
+لأ، فبالتالي مش كل المساقات لها هذه الطبيعة
+
+629
+00:43:26,800 --> 00:43:30,840
+التراكمية، هذا صعب استخدام هذه الأساليب و هذه
+
+630
+00:43:30,840 --> 00:43:34,940
+الطرق، لكن هنا أتسار في تطوير على اللي هو المنهج
+
+631
+00:43:34,940 --> 00:43:38,840
+الحلزوني و أصبح أفضل، هناخد في المحاضرة الجاي إن
+
+632
+00:43:38,840 --> 00:43:41,980
+شاء الله التنظيمات الحديثة و هنشوف كيف ارتقى
+
+633
+00:43:41,980 --> 00:43:43,920
+المنهج الحلزوني، في أي سؤال؟
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..f73e9d20a85ff358bf962fbbb19d1f6b2b834049
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_raw.json
@@ -0,0 +1 @@
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"text": "جابوا التلات كتب و حطوهم مع بعض و قالوا إن الأجزاء هذه كليتها المدرسين بيشتغلوا مع بعضهم البعض و بدنا نحط مواقف محددة يعني في الدرس هذا المدرس هذا بيعطي كذا و المدرس التاني كذا و كذا بدأوا يعملوها عملية أكثر تخطيط لكنها مزالة عملية ليست منظمة و مزالة المناهج منفصلة كما هي", "tokens": [7435, 16758, 14407, 16712, 1211, 9307, 9122, 2655, 3555, 4032, 11331, 9566, 2407, 16095, 20449, 45030, 11242, 4032, 50239, 14407, 36145, 16247, 7435, 11622, 16606, 29538, 28242, 36081, 11296, 9673, 3215, 2288, 3794, 9957, 4724, 1829, 8592, 2655, 17082, 1211, 14407, 20449, 45030, 11242, 16095, 29739, 3615, 11242, 4032, 47525, 8315, 8717, 5016, 9566, 3714, 14407, 4587, 5172, 3714, 24401, 41891, 37495, 22653, 8978, 32748, 2288, 3794, 23758, 9673, 3215, 2288, 3794, 23758, 4724, 40228, 9566, 1829, 9122, 15730, 4032, 9673, 3215, 2288, 3794, 16712, 7649, 1829, 9122, 15730, 4032, 9122, 15730, 47525, 10721, 14407, 7251, 25957, 1211, 2407, 11296, 6225, 42213, 10632, 5551, 4117, 49115, 6055, 9778, 9566, 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\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..5b1a15d8d36d43dda7a2b0a9a970a4cde7019443
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ZPwohU6FO80_raw.srt
@@ -0,0 +1,2548 @@
+1
+00:00:20,890 --> 00:00:24,870
+السلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+2
+00:00:24,870 --> 00:00:25,930
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+3
+00:00:25,930 --> 00:00:26,550
+سلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+4
+00:00:26,550 --> 00:00:26,550
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+5
+00:00:26,550 --> 00:00:26,770
+سلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+6
+00:00:26,770 --> 00:00:30,570
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+7
+00:00:30,570 --> 00:00:30,570
+سلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+8
+00:00:30,570 --> 00:00:30,570
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+9
+00:00:30,570 --> 00:00:30,570
+سلام عليكم سلام عليكم سلام عليكم سلام عليكم سلام
+
+10
+00:00:30,570 --> 00:00:39,010
+عليكم سلام عليكم سلام عليكم سلام عليكم سلام عليكم
+
+11
+00:00:39,010 --> 00:00:45,150
+سلام عليكم سلام عليكمهو عبارة عن تشكيل مواقع القوة
+
+12
+00:00:45,150 --> 00:00:48,030
+والضعف في المنهج لما يبقاش قاتل يبقى مواقع الشعزي
+
+13
+00:00:48,030 --> 00:00:53,290
+والعزيزي هم نفسهم على شكل كافي جيد هي عملية منهجية
+
+14
+00:00:53,290 --> 00:00:58,910
+علمية تقوم بإصدار حكم على مدى كفاءة المنهج من حيث
+
+15
+00:00:58,910 --> 00:01:03,170
+تحديد نقاط القوة ونقاط الضعف لتدعيم نقاط القوة
+
+16
+00:01:03,170 --> 00:01:08,850
+وعلاج نقاط الضعف من خلال وضع خطة علاجية لتطوير هذا
+
+17
+00:01:08,850 --> 00:01:13,380
+المنهجالأن هنتعرف على وظائف عملية التقويم، ما هي
+
+18
+00:01:13,380 --> 00:01:17,500
+الوظيفة لعملية التقويم، ماذا نقوم بعملية التقويم،
+
+19
+00:01:17,500 --> 00:01:21,120
+سواء كان هذا التقويم للطالب، هذا التقويم للمنهج،
+
+20
+00:01:21,120 --> 00:01:25,280
+أي عملية تقويم بنقوم فيها، لها وظيفة أساسية وسينا
+
+21
+00:01:25,280 --> 00:01:29,180
+للحسين التعلم، اللي هو يكشف التقويم عن مستويات
+
+22
+00:01:29,180 --> 00:01:33,540
+أداء المتعلمين وإعادة النظر في المنهج المدرسي في
+
+23
+00:01:33,540 --> 00:01:37,730
+ذوق إن كان مستوياتممتاز احنا من خلال هذا التقويم
+
+24
+00:01:37,730 --> 00:01:42,180
+نعرف انه مستويات أداء الطلاباحنا بنعرف إن إذا كان
+
+25
+00:01:42,180 --> 00:01:45,660
+أداء الطلاب متدني معناه ذلك إنه في هناك مشكلة
+
+26
+00:01:45,660 --> 00:01:49,180
+بالمنهج فلابد أن نتعرف على مستويات الأداء وهل هذا
+
+27
+00:01:49,180 --> 00:01:52,480
+المنهج يلبي المهارات الأساسية المطلوبة أو لا
+
+28
+00:01:52,480 --> 00:01:55,700
+يلبيها فإذا عملنا اختبار بهذه المهارات الأساسية
+
+29
+00:01:55,700 --> 00:01:59,760
+ولاقينا مستوى الطالب متدني أو مرتفع هذا بيكون دليل
+
+30
+00:01:59,760 --> 00:02:04,900
+على مدى اللي هو ضعف المنهج أو كفاءة المنهج في هذا
+
+31
+00:02:04,900 --> 00:02:08,880
+الإطار أيضا من وظائف المنهجأن تقوم أداة تشريحها،
+
+32
+00:02:08,880 --> 00:02:12,860
+تنظر إلى نقاط ضعف ونقاط قوة، لأن في أداة تعليمك
+
+33
+00:02:12,860 --> 00:02:17,920
+هيعملها تقبل أداة نقاط القوة، وتعلمك أداة قمّال
+
+34
+00:02:17,920 --> 00:02:21,000
+سلوك وده موجود بيها، وتقوم الأداة بالأسدوت قمّال
+
+35
+00:02:21,000 --> 00:02:25,950
+سلوك موجود بيهاممتاز جدا، هي أداة تشخيص في تحدد
+
+36
+00:02:25,950 --> 00:02:30,690
+نقاط القوة كما أسلفنا وبتعمل على تدعيمها ونقاط
+
+37
+00:02:30,690 --> 00:02:34,650
+الضعف وتعمل على علاجها أيضا من وظائف التقويم ديات
+
+38
+00:02:34,650 --> 00:02:37,670
+الدراسات اللي بتعلمت بيكون بيحضر محفزات قوية
+
+39
+00:02:37,670 --> 00:02:42,420
+لفزعيم التعلم والتعلم المدني يمنعج المدرسة؟ممتازة
+
+40
+00:02:42,420 --> 00:02:45,020
+بقى هنا بزيد الدافعية للتعلم مافيش طالب بيعرف
+
+41
+00:02:45,020 --> 00:02:48,100
+نتيجته اللي غير هذا بزيد دافعيته للتعلم تعرفي أنه
+
+42
+00:02:48,100 --> 00:02:52,000
+درجتك مثلا ممكن تكون 25 من 30 انت حابب أنك تكوني
+
+43
+00:02:52,000 --> 00:02:55,580
+أفضل لو حصلتي على معدل عالي عايزة تحافظي على هذا
+
+44
+00:02:55,580 --> 00:02:59,200
+المعدل لو حصلتي على معدل منخفض عايزة تحسني هذا
+
+45
+00:02:59,200 --> 00:03:02,360
+المعدل دائما معرفة النتيجة بيساعد الإنسان على
+
+46
+00:03:02,360 --> 00:03:06,280
+التحفيز وعلى التحسين أن يكون في عنده دافع لعملية
+
+47
+00:03:06,280 --> 00:03:10,710
+التحسينأيضًا بيراعي الفروق الفردية خاصة عندما
+
+48
+00:03:10,710 --> 00:03:15,430
+بيستخدم أدوات متنوعة عندما بنستخدم أسئلة متنوعة في
+
+49
+00:03:15,430 --> 00:03:18,770
+الأدوات كل هذه الأشياء بتكون عندنا ضمن وظائف عملية
+
+50
+00:03:18,770 --> 00:03:24,410
+التقويم خصائص التقويم لابد للتقويم الجيد أن يكون
+
+51
+00:03:24,410 --> 00:03:28,170
+له عدة خصائص أول خاصية زي ما إحنا شايفين الإرتباط
+
+52
+00:03:28,170 --> 00:03:32,160
+بالأهدافيعني إذا كان هذا المنهج له أهداف أساسية
+
+53
+00:03:32,160 --> 00:03:35,400
+واضحة محددة يبقى لابد أن يكون الطالب قد اكتسب هذه
+
+54
+00:03:35,400 --> 00:03:39,800
+الأهداف الارتباط بالأهداف التحققت وما هي نسبة
+
+55
+00:03:39,800 --> 00:03:43,140
+تحققها ومدى ارتباطه في الأهداف يعني احنا الآن لما
+
+56
+00:03:43,140 --> 00:03:46,060
+يكون في عندنا منهج هذا المنهج بيركز على مهارات
+
+57
+00:03:46,060 --> 00:03:49,260
+أساسية ممكن مثلا المنهج عندنا هنا بيركز على
+
+58
+00:03:49,260 --> 00:03:53,420
+المهارات في سياقة الأهدافإذا كان انت تخرجش من
+
+59
+00:03:53,420 --> 00:03:56,040
+المثاق و انت عندك مهارة سياغة الأهداف معينة ذلك
+
+60
+00:03:56,040 --> 00:04:00,960
+انها اتحققت العملية و بالتالي المنهج مرتبط بأهدافه
+
+61
+00:04:00,960 --> 00:04:06,360
+و حصلت نتيجة جيدة عند الطلاب التقويم عملية شاملة
+
+62
+00:04:06,360 --> 00:04:10,660
+لابد ان التقويم يشمل جميع جوانب نمو المتعامليعني
+
+63
+00:04:10,660 --> 00:04:13,480
+احنا بيركزش فقط على المعرفة ولكن بيركز على المعرفة
+
+64
+00:04:13,480 --> 00:04:16,260
+وعلى التفكير وعلى القيمة وعلى الاتجاه وعلى المهارة
+
+65
+00:04:16,260 --> 00:04:21,020
+على كل جوانب نمو المتعلم في هذا الإطار وبركز على
+
+66
+00:04:21,020 --> 00:04:23,960
+المنهج ككل يعني ليس جزء من المنهج ولكن لابد إنه
+
+67
+00:04:23,960 --> 00:04:29,040
+يشمل كافة المنهج استمرارية عملية التقويم المدرس في
+
+68
+00:04:29,040 --> 00:04:33,250
+بداية الحصةبيقوم بعملية التقويم، في نص الحصة بيقوم
+
+69
+00:04:33,250 --> 00:04:36,970
+بالتقويم، في نهاية الحصة بيقوم بالتقويم، بس يخلص
+
+70
+00:04:36,970 --> 00:04:40,570
+تدريس الوحدة بيقوم بعملية تقويم، في نهاية الشهر
+
+71
+00:04:40,570 --> 00:04:43,850
+بيقوم بعملية تقويم، اللي مختصين في المناهج بيعملوا
+
+72
+00:04:43,850 --> 00:04:48,510
+تقويم لمنهج، فالتقويم عملية مستمرة لمعرفة مدى
+
+73
+00:04:48,510 --> 00:04:51,610
+التقدم ومدى الضعف في هذا المنهج
+
+74
+00:04:54,320 --> 00:04:56,840
+تقويم عملية مشتركة، يعني اللي بيقوم في عملية
+
+75
+00:04:56,840 --> 00:05:01,020
+التقويم ليس فقط المعلم وليس فقط مختص المنهج، ولكن
+
+76
+00:05:01,020 --> 00:05:05,220
+المعلم، أيضًا الطالب بيشارك في عملية التقويم،
+
+77
+00:05:05,220 --> 00:05:09,340
+أولياء الأمور أيضًا بيشاركوا من خلال اللي هو معرفة
+
+78
+00:05:09,340 --> 00:05:14,620
+اتجاهات أبناءهم وقدراتهم، أيضًا الخبراء، المدراء،
+
+79
+00:05:14,620 --> 00:05:18,780
+المشرفين، كلهم بيشاركوا في عملية التقويمطبعا هنا
+
+80
+00:05:18,780 --> 00:05:22,800
+بيستخدموا أدوات متعددة مثل اللي هي المقابلات، عقد
+
+81
+00:05:22,800 --> 00:05:26,280
+الندوات، المناقشات، الحلقات التليفزيونية، على
+
+82
+00:05:26,280 --> 00:05:29,760
+صفحات الجرائد والمجلات، بيناقشوا إيش هي مستويات
+
+83
+00:05:29,760 --> 00:05:32,660
+الأسئلة، إيش المناسب، إيش مش مناسب، بيترحوا حتى
+
+84
+00:05:32,660 --> 00:05:35,820
+بيترحوا للجمهور العام بحيث أنهم يدلوا بأراءهم
+
+85
+00:05:35,820 --> 00:05:39,400
+ويستجمعوا هذه الأراء حتى يخرجوا بنتيجة لعملية
+
+86
+00:05:39,400 --> 00:05:43,670
+التقويمالتقويم عملية علمية حتى يكون التقويم علمي
+
+87
+00:05:43,670 --> 00:05:47,110
+لابد أن يكون في عندنا فيه عدة خصائص أهم الخصائص
+
+88
+00:05:47,110 --> 00:05:50,130
+اللي بتكون هنا موجودة عندنا أن يكون فيه موضوعية
+
+89
+00:05:50,130 --> 00:05:54,050
+وفيه صدق وثبات فيه قدرة على التمييز بس نوضح هذه
+
+90
+00:05:54,050 --> 00:05:58,150
+المفاهيم الصدق
+
+91
+00:05:58,150 --> 00:06:05,190
+الثبات الموضوعية
+
+92
+00:06:05,190 --> 00:06:05,990
+القدرة على
+
+93
+00:06:10,540 --> 00:06:17,640
+التمييز، هذه اللي هي الخصائص العلمية
+
+94
+00:06:17,640 --> 00:06:22,800
+للتقويم، ماذا يقصد بالصدق؟ ما هو الصدق؟
+
+95
+00:06:22,800 --> 00:06:26,620
+ممتاز جدا، الصدق هو تقييس الأدوات ما وضعت لقياسها
+
+96
+00:06:26,620 --> 00:06:30,880
+أو تقييس الأهداف التي وضعت لقياسها، ما وضعت لقياسه
+
+97
+00:06:30,880 --> 00:06:34,320
+فيه أهداف لابد من عملية قياسها، الثبات
+
+98
+00:06:38,920 --> 00:06:43,360
+ممتازة، بقى هنا بنقول إنها الأداء ثابتة عندما تعطي
+
+99
+00:06:43,360 --> 00:06:53,180
+نفس النتائج عند إعادة استخدام الموضوعية البعد
+
+100
+00:06:53,180 --> 00:06:56,080
+عن الأهواء والتحيز القدرة على التمييز
+
+101
+00:06:59,650 --> 00:07:02,370
+التمييز بين مستويات الطلبة ومستويات السهولة
+
+102
+00:07:02,370 --> 00:07:05,690
+ومستويات السهولة؟ ممتاز جدا، بنقيس مستوى سهولة
+
+103
+00:07:05,690 --> 00:07:09,330
+السؤال ومستوى صعوبة هذا السؤال قدرته على التمييز
+
+104
+00:07:09,330 --> 00:07:12,290
+بين مستويات الطلبة يعني لازم يكون في أسئلة بتميز
+
+105
+00:07:12,290 --> 00:07:15,990
+بين مستويات الطلبة بحيث أنها بتساعد الطالب المتفوق
+
+106
+00:07:15,990 --> 00:07:19,450
+على أن يكون هو أكثر تفوق والطالب المتوسط أن يكون
+
+107
+00:07:19,450 --> 00:07:22,330
+في مكانه وبالتالي هنا بتوزع بتساعد في أنها تكون
+
+108
+00:07:22,330 --> 00:07:28,320
+الأسئلة على حسب المنحنة الجرسية عارفينه؟أي نعم إنه
+
+109
+00:07:28,320 --> 00:07:32,080
+لازم يكون في عندي توزيع اعتدالي بحيث إنه يكون في
+
+110
+00:07:32,080 --> 00:07:35,040
+عندي نسبة من الأسئلة الصعبة نسبة من الأسئلة السهلة
+
+111
+00:07:35,040 --> 00:07:39,580
+وغالبية الأسئلة في مستوى المتوسط فوق المتوسط تحت
+
+112
+00:07:39,580 --> 00:07:43,820
+المتوسط بالنسبة لإفصلها التقويم بيستخدم أدوات
+
+113
+00:07:43,820 --> 00:07:47,610
+متنوعةالأدوات اللي احنا بنستخدمها في التقويم،
+
+114
+00:07:47,610 --> 00:07:50,130
+بنستخدم أدوات مختلفة، بنستخدم الاختبارات
+
+115
+00:07:50,130 --> 00:07:53,090
+التحريرية، بنستخدم الاختبارات الشفوية، بنستخدم
+
+116
+00:07:53,090 --> 00:07:56,530
+الاختبارات العملية، بنستخدم بطاقات الملاحظة،
+
+117
+00:07:56,530 --> 00:08:01,090
+بنستخدم أيضًا قوائم الرصد بالنسبالي الطلاب، كمان
+
+118
+00:08:01,090 --> 00:08:03,690
+الأسئلة في داخل الاختبارات بتكون متنوعة، يعني
+
+119
+00:08:03,690 --> 00:08:06,230
+أسئلة في التذكر، في الفهم، في التحليل، في التركيب،
+
+120
+00:08:06,230 --> 00:08:09,810
+في التقويم، أسئلة في حل المشكلة، أسئلة في القيمة
+
+121
+00:08:09,810 --> 00:08:12,690
+اللي اكتسبها افطارب، وبالتالي هنا بيكون فيه تنوع،
+
+122
+00:08:12,690 --> 00:08:16,740
+بالأنواع الأسئلة، يعني يكون في عندك اختيار متعدد،
+
+123
+00:08:16,740 --> 00:08:20,180
+في عندك صح وخطأ، في عندك مقال مفتوح، في عندك مقال
+
+124
+00:08:20,180 --> 00:08:24,020
+مقنن، في عندك أسئلة المزاوجة، عندك أنواع مختلفة،
+
+125
+00:08:24,020 --> 00:08:27,920
+كل هذه التنوعات اللي بتكون في عملية التقويم كلها
+
+126
+00:08:27,920 --> 00:08:31,900
+من أجل مراعاة الفروق الفردية، يعني خلال تصحيح
+
+127
+00:08:31,900 --> 00:08:35,640
+الاختبار مثلا، اختبار common lesson في طالبة جاوب
+
+128
+00:08:35,640 --> 00:08:39,830
+وممتاز في اللي هو المقالوأخدت علامة كاملة في
+
+129
+00:08:39,830 --> 00:08:42,850
+المقالي وكانت أخطائها كلها في الموضوعي في بنات ولا
+
+130
+00:08:42,850 --> 00:08:46,690
+خطأ في الموضوعي كل أخطائها في المقالي لو كان
+
+131
+00:08:46,690 --> 00:08:50,970
+امتحان نمط واحد في ناس هتنظلم وبالتالي هي كان هو
+
+132
+00:08:50,970 --> 00:08:54,650
+أعطى لكل طالبة المستويات اللي بتناسبها وبالتالي
+
+133
+00:08:54,650 --> 00:08:57,790
+هنا ظهرت إبداعات طالبات في الأسئلة المقالي أعطتني
+
+134
+00:08:57,790 --> 00:09:01,410
+إجابة كاملة وافية تماما في طالبات لأ ماعندهاش قدرة
+
+135
+00:09:01,410 --> 00:09:05,210
+على الكتابة كانت الأسئلة الموضوعية بالنسبالها أفضل
+
+136
+00:09:09,130 --> 00:09:11,990
+خطوات التقويم بالنسبة للمنهج عشان نقوم بعملية
+
+137
+00:09:11,990 --> 00:09:18,030
+تقويم للمنهج لابد أن نخرج إلى الواقع ندرس الواقع
+
+138
+00:09:18,030 --> 00:09:25,640
+كما هو بدنا نطلع على المدارس و نشوفهل هذه المدارس
+
+139
+00:09:25,640 --> 00:09:29,800
+اللي بتدرس هذا المنهج، هل فيها مقاعد للطلبة؟ هل في
+
+140
+00:09:29,800 --> 00:09:33,760
+إضاءات للطلبة؟ هل في أدوات متوفرة أو وسائل تعليمية
+
+141
+00:09:33,760 --> 00:09:38,220
+بالنسبة للطلاب؟ هل المدرس يدرس هذه المساقات كما
+
+142
+00:09:38,220 --> 00:09:42,120
+يجب أن يدرس هذه المساقات؟ كم الذي يدرس من هذا
+
+143
+00:09:42,120 --> 00:09:46,090
+المنهج؟يعني فعليًا مثلا الطالب في عنده أربع وحدات
+
+144
+00:09:46,090 --> 00:09:48,830
+أو خمس وحدات هل فعلا كلهم بتدرسوا في المدارس ولا
+
+145
+00:09:48,830 --> 00:09:52,850
+في إشي بيتم اللي هو cancelته؟ هل المدرسة بيهتم
+
+146
+00:09:52,850 --> 00:09:56,310
+بالأسئلة الموجودة في الكتاب؟ هل إن هو بيهتم بإنه
+
+147
+00:09:56,310 --> 00:10:00,590
+يثري خبرات الطلاب بأسئلة أخرى؟ كل هذه الأشياء بيتم
+
+148
+00:10:00,590 --> 00:10:03,670
+دراستها على أرض الواقع وبالتالي بيتم دراسة واقع
+
+149
+00:10:03,670 --> 00:10:07,430
+المنهاج كما هو بدون أي تزييف بيخرجوا للمدارس
+
+150
+00:10:07,430 --> 00:10:10,980
+بيشوفوا أيش مستويات حتىبشوف الإضاءة، الستاير، هل
+
+151
+00:10:10,980 --> 00:10:14,040
+في مرافق في المدارس، هل في مثلا مطعم في المدرسة،
+
+152
+00:10:14,040 --> 00:10:17,000
+هل في كذا، مدى صحة هذه المطاعم، كل هذه الأشياء
+
+153
+00:10:17,000 --> 00:10:20,700
+بيتم تقييمها بالإضافة لتقييم مستويات المدرسين
+
+154
+00:10:20,700 --> 00:10:23,600
+وكيفية اللي هي عملية تدريس المساقات، بيقايموا
+
+155
+00:10:23,600 --> 00:10:27,020
+الإختبارات، بيقايموا الأدوات، كل هذه الأشياء بيتم
+
+156
+00:10:27,020 --> 00:10:30,600
+دراستها كما هي هذه اللي هي الخطوة الأولى، دراسة
+
+157
+00:10:30,600 --> 00:10:35,140
+واقع المنهج الخطوة التانية، بضعوا خطة لتعديلالمنهج
+
+158
+00:10:35,140 --> 00:10:37,860
+ممكن يكون اللي هو فيه أخطاء في المادة العلمية اللي
+
+159
+00:10:37,860 --> 00:10:41,780
+مع الطلاب في الكتب فبيضع خطة لتعديل الكتب بيلاقوا
+
+160
+00:10:41,780 --> 00:10:44,220
+إن المدرسين في عندهم ضعف في استخدام الوسائل
+
+161
+00:10:44,220 --> 00:10:47,800
+التعليمية الحديثة بيعملوا دورات لتدريب المعلمين
+
+162
+00:10:47,800 --> 00:10:50,740
+على الوسائل الحديثة بيلاحظوا إن الإختبارات اللي
+
+163
+00:10:50,740 --> 00:10:54,720
+بتتطبق على الطلاب مافيش فيها أسئلة متنوعة ولكنها
+
+164
+00:10:54,720 --> 00:10:57,460
+كلها بتركز على التذكر فبيعملوا دورات في القياس
+
+165
+00:10:57,460 --> 00:11:01,140
+والتقويم وبيعديوا صياغة الإختبارات يبقى بيحطوا خطة
+
+166
+00:11:01,140 --> 00:11:06,250
+كاملة لعمليةالتعديل بالنسبة للمنهج بعد ذلك بتتم
+
+167
+00:11:06,250 --> 00:11:10,750
+عملية التعديل بيعدلوا الكتب بيرزموها بيضيفوا صور
+
+168
+00:11:10,750 --> 00:11:13,750
+بيضيفوا رسومات بيعدلوا أسئلة اختبارات بيعطوا دورات
+
+169
+00:11:13,750 --> 00:11:16,890
+للمدرسين إذا في أشياء في المدرسة بدها إصلاح في
+
+170
+00:11:16,890 --> 00:11:20,870
+وسائل تعليمية كل أشياء هتتعدل بعد ذلك بتتم عملية
+
+171
+00:11:20,870 --> 00:11:25,290
+المتابعة للمنهج هل هذه التعديلات يعني قدت أكلها
+
+172
+00:11:25,290 --> 00:11:28,590
+وإن الطلاب صار المنهج أحسن ولا لسه بدهم عملية
+
+173
+00:11:28,590 --> 00:11:33,440
+تحسين مرات التحسين بحتاج نفسه إلىتحسين وبالتالي
+
+174
+00:11:33,440 --> 00:11:39,480
+بتظل العملية مستمرة في هذا الإطارالآن عندنا أربع
+
+175
+00:11:39,480 --> 00:11:41,920
+أنواع صار من التقويم واضح زي ما احنا شوفنا في
+
+176
+00:11:41,920 --> 00:11:45,880
+عملية دراسة واقع المنهج، احنا بنقيم الوضع، بنصف
+
+177
+00:11:45,880 --> 00:11:50,220
+الحالة الراهنة للمنهج كما هي، بدون أي تزييفة،
+
+178
+00:11:50,220 --> 00:11:53,620
+وبالتالي بنحدد المميزات، بنحدد العيوب، أيضًا بنعمل
+
+179
+00:11:53,620 --> 00:11:56,260
+على تقويم التجهيزات، كافة الموارد والأدوات
+
+180
+00:11:56,260 --> 00:11:59,800
+والأجهزة اللازمة لتنفيذ المنهج، كل هذه الأشياء
+
+181
+00:11:59,800 --> 00:12:04,480
+بنعمل على دراستها وعلى فحصها بصورة سليمة التقويم
+
+182
+00:12:04,480 --> 00:12:09,650
+التكويني، اللي هو بينسب على مراحل بناء المنهجهذا
+
+183
+00:12:09,650 --> 00:12:12,970
+التقويم التكويني طبعا هنا المراحل اللي هو مر فيها
+
+184
+00:12:12,970 --> 00:12:16,090
+اللي هي عملية اللي هي تحديد الأهداف وتحديد
+
+185
+00:12:16,090 --> 00:12:20,850
+العمليات ثم اللي هي حتى الوصول إلى المخرجات كل
+
+186
+00:12:20,850 --> 00:12:23,790
+مرحلة من هذه المراحل بنشوف هل تمت بطريقة صحيحة أو
+
+187
+00:12:23,790 --> 00:12:27,150
+لا هل عملية التدريس في داخل المدارس تمت بطريقة
+
+188
+00:12:27,150 --> 00:12:31,030
+صحيحة في النهاية بنصل إلى التقويم النهائي إن احنا
+
+189
+00:12:31,030 --> 00:12:34,910
+بنقيم كل هذه الأشياء مع بعضها البعض بنقيم المدخلات
+
+190
+00:12:34,910 --> 00:12:38,150
+والعمليات والمخرجات وبنشوف هل تحققت عندنا الأهداف
+
+191
+00:12:38,150 --> 00:12:42,990
+أو لمتتحقق ما هي نسبة وكفاءة المنهاج الحالي
+
+192
+00:12:42,990 --> 00:12:48,370
+الموجود، هل يصل إلى مستوى 50%، 60%، 70%، بعد ذلك
+
+193
+00:12:48,370 --> 00:12:51,590
+بنبدأ الحلقة مرة أخرى، بعد ما عملنا حكم نهائي على
+
+194
+00:12:51,590 --> 00:12:54,970
+المنهاج، بنبدأ نعمل خطة علاجية تانية، وبنشوف كيف
+
+195
+00:12:54,970 --> 00:12:58,750
+بنا نعدل، وبعدين بنرجع، بنعيد الكرة، طبعا الدول
+
+196
+00:12:58,750 --> 00:13:01,850
+بتقوم بهذه العمليات يعني تقريبا كل 3 سنوات، من 3
+
+197
+00:13:01,850 --> 00:13:06,050
+إلى 5 سنوات، لازم تجري عملية تقويمللمنهج، بيضلش
+
+198
+00:13:06,050 --> 00:13:09,850
+المنهج مستمر كما هو، ولكن بيعملوا .. بيطبقوا منهج
+
+199
+00:13:09,850 --> 00:13:12,750
+جديد، بيطلعوا على المدارس، بيتابعوا عملية التطبيق،
+
+200
+00:13:12,750 --> 00:13:16,190
+بعد ذلك بيقيموا إيش اللي حدث، بيضعوا خطة علاجية،
+
+201
+00:13:16,190 --> 00:13:19,010
+بيطبقوا الخطة العلاجية، بيرجعوا يقيموا الخطة
+
+202
+00:13:19,010 --> 00:13:22,390
+العلاجية مع المنهج الجديد، بيشوفوا فيه أخطاء،
+
+203
+00:13:22,390 --> 00:13:25,550
+بيحطولها خطة علاجية، و بيرجعوا بيطبقوا، بالتالي
+
+204
+00:13:25,550 --> 00:13:30,070
+عملية تطوير المناهج عمليةمستمرة مابتقفش في هذا
+
+205
+00:13:30,070 --> 00:13:32,830
+الإطار كل يوم فيه تقدم علمي جديد كل يوم فيه تغير
+
+206
+00:13:32,830 --> 00:13:36,290
+اجتماعي جديد وبالتالي عملية تطوير المناهج عملية
+
+207
+00:13:36,290 --> 00:13:41,050
+مستمرة لا تقف ولكن بتفضل مستمرة طالما العملية
+
+208
+00:13:41,050 --> 00:13:47,150
+التعليمية مستمرة هيك ممكن احنا انهينا اللي هي
+
+209
+00:13:47,150 --> 00:13:52,810
+عملية التقويم وانهينا عناصر المنهاج هنتقل الآن إلى
+
+210
+00:13:52,810 --> 00:13:56,550
+تصميم اللي هي المناهج وتنظيمات المناهج
+
+211
+00:14:31,730 --> 00:14:36,490
+عشان نتكلم عن تنظيمات المنهج انتوا عملتوا بحث طبعا
+
+212
+00:14:36,490 --> 00:14:41,010
+و غالبيتكم سلمتوا عن تنظيمات المنهج ايش يعني تنظيم
+
+213
+00:14:41,010 --> 00:14:45,750
+المنهج ما هي الفكرة الأساسية التي تدور حولها عملية
+
+214
+00:14:45,750 --> 00:14:51,550
+تنظيم المنهجعند اقتراح فكرة معينة للمناهج بيتم وضع
+
+215
+00:14:51,550 --> 00:14:54,630
+مجموعة من الأفكار يعني إحنا بدنا نعمل منهاج هذا
+
+216
+00:14:54,630 --> 00:14:58,290
+المنهاج بده يدور حول الطالب طب الآن طالما هذا
+
+217
+00:14:58,290 --> 00:15:00,770
+المنهاج بده يدور حول الطالب ما هو الدور الحقيقي
+
+218
+00:15:00,770 --> 00:15:03,330
+للطالب؟ ما هو الدور الحقيقي للمعلم؟ كيف بدنا
+
+219
+00:15:03,330 --> 00:15:06,250
+نتعامل مع الكتب الدراسية؟ كيف بدنا نتعامل مع عملية
+
+220
+00:15:06,250 --> 00:15:09,730
+التقويم؟ كيف بدنا نتعامل مع الإختبارات؟ يبقى هنا
+
+221
+00:15:09,730 --> 00:15:12,930
+بتتم دراسة كافة هذه الأشياء يعني الآن مثلا عندنا
+
+222
+00:15:12,930 --> 00:15:16,800
+بدرسوا كيف يغيروا نظام التوجيهو يصير فيه تنظيم
+
+223
+00:15:16,800 --> 00:15:20,380
+منهج جيل التوجيهي بيختلف عن التنظيمات السابقة يبقى
+
+224
+00:15:20,380 --> 00:15:22,740
+الأن إيش هيكون دور المعلم؟ إيش هيكون دور الطالب؟
+
+225
+00:15:22,740 --> 00:15:25,880
+كيف هيتنفذ الامتحان؟ كيف هيصير في الكتب؟ يبقى كل
+
+226
+00:15:25,880 --> 00:15:30,410
+العملية هذه بيتمتغييرها وبتم عملية تعديلها
+
+227
+00:15:30,410 --> 00:15:33,870
+وبالتالي بنعمل تنظيم جديد أو فكرة جديدة تساغ على
+
+228
+00:15:33,870 --> 00:15:37,250
+أساسها المناهج طبعا كانت التنظيمات السائدة هي
+
+229
+00:15:37,250 --> 00:15:40,690
+التنظيمات التقليدية اللي هي بتركز على المادة
+
+230
+00:15:40,690 --> 00:15:45,070
+العلمية والمادة الدراسية طالما في تركيز على المادة
+
+231
+00:15:45,070 --> 00:15:50,190
+الدراسية يبقى المعلم وطالبهم لخدمة المادة الدراسية
+
+232
+00:15:50,190 --> 00:15:53,910
+في هذا الإطار بعد ذلك أصبح في عندنا تنظيمات بتركز
+
+233
+00:15:53,910 --> 00:15:57,670
+على نشاطالمتعلم، التنظيمات اللي بتركز على النشاط
+
+234
+00:15:57,670 --> 00:16:01,930
+المتعلم زي منهج الخبرة وزي منهج التكنولوجيا ومنهج
+
+235
+00:16:01,930 --> 00:16:06,550
+الخفيفة كل شيء بيركز على طبيعةالمتعلم، الكتاب لازم
+
+236
+00:16:06,550 --> 00:16:10,090
+يركز على طبيعة المتعلم، المعلم لازم يهتم بالميول
+
+237
+00:16:10,090 --> 00:16:13,910
+واحتياجات المتعلم، الاختبارات لازم تركز على طبيعة
+
+238
+00:16:13,910 --> 00:16:16,930
+المتعلم، يبقى كل شيء بده يدور حول هذا المحور، يبقى
+
+239
+00:16:16,930 --> 00:16:21,210
+أي تنظيم فيه إله فكرة أساسية، فيه إله منطلق فكري
+
+240
+00:16:21,210 --> 00:16:24,330
+ينطلق من خلاله، يعني إحنا وين بدنا نروح الآن؟ بدنا
+
+241
+00:16:24,330 --> 00:16:26,590
+نركز على الطالب ولا على المعلم ولا على المجتمع ولا
+
+242
+00:16:26,590 --> 00:16:30,000
+بدنا نركز على التكنولوجيا؟وبالتالي هنا بالبداية
+
+243
+00:16:30,000 --> 00:16:32,700
+كان تركيز على المادة الدراسية ظهرت عندنا مواد
+
+244
+00:16:32,700 --> 00:16:36,240
+المناهج الدراسية اللي هي المنهج المنفصل والمنهج
+
+245
+00:16:36,240 --> 00:16:39,840
+المتصل والمنهج المترابط والمندمج والمجالات الواسعة
+
+246
+00:16:39,840 --> 00:16:44,400
+والمنهج الحلزوني بعد ذلك صار في رفض كامل لهذه
+
+247
+00:16:44,400 --> 00:16:48,140
+التنظيمات وإنها بتهتمش إلا بالمادة الدراسية فصار
+
+248
+00:16:48,140 --> 00:16:50,980
+في تنظيمات حديثة اللي هي منهج الخبرة اللي هو منهج
+
+249
+00:16:50,980 --> 00:16:55,020
+النشاط والمنهج التكنولوجي والمنهج الخفي بعد ذلك
+
+250
+00:16:55,020 --> 00:16:58,140
+لما كانوا بيركزوا على جانب كانوا بيحملوا الجوانب
+
+251
+00:16:58,140 --> 00:17:01,950
+الأخرىيعني عندما ركزوا على المتعلم أهملوا المادة
+
+252
+00:17:01,950 --> 00:17:04,530
+الدراسية، عندما ركزوا على المادة الدراسية أهملوا
+
+253
+00:17:04,530 --> 00:17:08,510
+المتعلم، عندما ركزوا على المتعلم أهملوا المجتمع،
+
+254
+00:17:08,510 --> 00:17:13,310
+وبالتالي كل الفكرة كانت تأتي بتنظيم جديد، فكان فيه
+
+255
+00:17:13,310 --> 00:17:16,850
+تنظيمات أيضًا في النهاية قائمة على مشكلات المجتمع،
+
+256
+00:17:16,850 --> 00:17:20,470
+اللي هي منها المنهج المحوري والوحدات الدراسية،
+
+257
+00:17:20,470 --> 00:17:26,450
+بدنا نتعرف على طبيعة هذه التنظيماتتنظيمات القائمة
+
+258
+00:17:26,450 --> 00:17:30,430
+على المادة العلمية، منهج ملفصل، منهج مترابط، منهج
+
+259
+00:17:30,430 --> 00:17:36,570
+مدمج، مجالات واسعة ومنهج حلزونيلو نظرنا لمنهج
+
+260
+00:17:36,570 --> 00:17:40,290
+المواد المنفصلة احنا اتكلمنا عنها في بداية الفصل
+
+261
+00:17:40,290 --> 00:17:43,690
+لما اتكلمنا عن المنهج التقليدي فاكرين المنهج
+
+262
+00:17:43,690 --> 00:17:47,470
+التقليدي قلنا ان المنهج التقليدي بركز على المادة
+
+263
+00:17:47,470 --> 00:17:51,750
+الدراسية و اهم شيء ان الطالب يدرس هذه المادة
+
+264
+00:17:51,750 --> 00:17:55,410
+الدراسية بتعرض طبعا هنا بتعتبر ان المادة العلمية
+
+265
+00:17:55,410 --> 00:17:58,430
+أساس عملية التعلم المواد الدراسية بتعرض بصورة
+
+266
+00:17:58,430 --> 00:18:01,990
+مجزقة او منفصلة لا علاقة ولا ترابط بينها كيف يعني؟
+
+267
+00:18:01,990 --> 00:18:03,970
+يعني في عندي المواد الاشتماعية في عندي تاريخ
+
+268
+00:18:03,970 --> 00:18:07,990
+اجغرافيةالتاريخ مادة إلها كتاب و إلها مدرس و إلها
+
+269
+00:18:07,990 --> 00:18:11,250
+اختبار منفصل الجغرافية مادة إلها تاريخ و إلها كتاب
+
+270
+00:18:11,250 --> 00:18:14,150
+و إلها كل شيء منفصل لو أجينا مثلا لمادة زي
+
+271
+00:18:14,150 --> 00:18:17,710
+الرياضيات ففي عندهم الجبر و الهندس مثلا و الحساب
+
+272
+00:18:17,710 --> 00:18:20,770
+في المراحل الأولى يبقى في كتاب للجبر و في مدرس
+
+273
+00:18:20,770 --> 00:18:23,610
+للجبر و يبقى في كتاب للهندس و مدرس للهندس و في
+
+274
+00:18:23,610 --> 00:18:27,310
+كتاب للحساب و مدرس للحساب في اللغات مثلا في مدرس
+
+275
+00:18:27,310 --> 00:18:31,330
+للنصوص في مدرس للقراءة في مدرس للنحو وبالتالي
+
+276
+00:18:31,330 --> 00:18:37,210
+المادةمجزقة، منفصلة بصورة كبيرة جدا، وطبعا هنا كل
+
+277
+00:18:37,210 --> 00:18:41,190
+مدرس هنا بي .. ما بي .. يعني أي حاجة مرتبطة
+
+278
+00:18:41,190 --> 00:18:45,790
+بالمساق الأخر هو ما بيذكرهاش، يعني مدرس التاريخ هو
+
+279
+00:18:45,790 --> 00:18:48,870
+بيدرس المادة من نجهة نظر تاريخية، مش مستعد يستخدم
+
+280
+00:18:48,870 --> 00:18:52,850
+خريطة و يشرح عليها اللي هو مكان، الموقع، لأنه لما
+
+281
+00:18:52,850 --> 00:18:57,110
+بدأ يستخدم خرائط، هذا شغل معلمالجغرافي وبالتالي هو
+
+282
+00:18:57,110 --> 00:19:01,170
+مابتدخلش في هذا الإطار طبعا هنا لو نظرنا بنلاقي أن
+
+283
+00:19:01,170 --> 00:19:04,510
+المتعلم بيلجأ لحفظ المادة الدراسية محاول تسترجعها
+
+284
+00:19:04,510 --> 00:19:07,830
+وقت الاختبار وإن يكون قادر على تطبيق أو توظيف ما
+
+285
+00:19:07,830 --> 00:19:12,010
+تعلمه طبعا في مواد دراسية هذا شيء طبعا لا يستطيعه
+
+286
+00:19:12,010 --> 00:19:19,630
+المتعلم نشوف اللي هو طبعا
+
+287
+00:19:19,630 --> 00:19:21,770
+من أهم وصفات المنهج المنفصل
+
+288
+00:19:26,890 --> 00:19:30,090
+هذا المنهج المنفصل، مش المتفصل، بس غلط الكلمة اللي
+
+289
+00:19:30,090 --> 00:19:34,490
+فوق، مواصفات منهج المواد المنفصلة، طبعا قدرة
+
+290
+00:19:34,490 --> 00:19:37,470
+المتعلم على حفظ كام كبير من المادة العلمية،
+
+291
+00:19:37,470 --> 00:19:41,290
+التركيز على المادة العلمية كأساس، الحياة أيضا
+
+292
+00:19:41,290 --> 00:19:44,430
+منفصلة، يعني كل ما يحدث في هذه الحياة هو منفصل عن
+
+293
+00:19:44,430 --> 00:19:52,220
+المنهج، يعني مثلا بيتكلموا عن اللي هي التاريخمثلًا
+
+294
+00:19:52,220 --> 00:19:55,260
+الآن في أحداث شديدة مثلًا موجودة في حلب، وكلية
+
+295
+00:19:55,260 --> 00:19:58,820
+نسمعنا عنها من مبارح أو كذا، مدرس التاريخ مش لازم
+
+296
+00:19:58,820 --> 00:20:02,440
+يتفرق لما يحدث في الحال، في الحاضر، لازم هو فقط
+
+297
+00:20:02,440 --> 00:20:07,460
+يدرس المرحلة التاريخية، وبالتالي هنا هو في انفصال
+
+298
+00:20:07,460 --> 00:20:11,170
+بين الحياة وبينالمنهج الأصل أنه المنهج يرتبط
+
+299
+00:20:11,170 --> 00:20:14,150
+بالواقع، هذا الأساس في عملية التدريس، لكن هنا
+
+300
+00:20:14,150 --> 00:20:18,610
+الحياة منفصلة تماما، بيحقق أدنى مستويات الأهداف،
+
+301
+00:20:18,610 --> 00:20:22,470
+هو فقط بيركز على التذكر واسترجاع المادة، المتعلم
+
+302
+00:20:22,470 --> 00:20:25,750
+الجيد هو اللي بيحفظ المعلومات الأكتر، ممكن الراسي
+
+303
+00:20:25,750 --> 00:20:28,790
+يكون عنده قدرات عقلية عالية بس ماعندهش قدرة على
+
+304
+00:20:28,790 --> 00:20:33,900
+الحفظوبالتالي افيرسب في المادة وكان في علامات في
+
+305
+00:20:33,900 --> 00:20:36,480
+التاريخ يعني أينشتاين كان من الطلبة الراسبين في
+
+306
+00:20:36,480 --> 00:20:40,040
+المدارس نيوتن كان من الطلبة الراسبين في المدارس
+
+307
+00:20:40,040 --> 00:20:42,740
+ليش؟ لأنه كان عندهم قدرات عالية مابقدروش يحفظوها
+
+308
+00:20:42,740 --> 00:20:46,380
+وبالتالي هنا ماكنتش الاختبارات بتحقق هذه المهارات
+
+309
+00:20:46,380 --> 00:20:49,540
+فكانوا الطلبة افيرسبوا مع أنهم أثبت التاريخ أنهم
+
+310
+00:20:49,540 --> 00:20:54,240
+ماكانوش أغبياء ولكن كان عندهم قدرات عقلية عالية
+
+311
+00:20:54,240 --> 00:21:00,430
+عيوبها زي ما احنا شايفينإن عيوبها إنها بتجذق
+
+312
+00:21:00,430 --> 00:21:04,850
+المعرفة العلمية، لا تواجه المتعلم بمشكلات المحيط،
+
+313
+00:21:04,850 --> 00:21:11,750
+حاجات وميول المتعلمين مهملة، المتعلم طبعا ليس لديه
+
+314
+00:21:11,750 --> 00:21:16,050
+قدرة في توظيف الأشياء في الحياة والمعلومات، إحنا
+
+315
+00:21:16,050 --> 00:21:17,650
+لما بدنا نتكلم على أي نمط
+
+316
+00:21:33,670 --> 00:21:42,130
+بنقول هنا المنطلق الفكري أو الفكرة الأساسية دور
+
+317
+00:21:42,130 --> 00:21:49,590
+المعلم، دور الطالب، عملية التقويم، التدريس أول
+
+318
+00:22:14,320 --> 00:22:17,660
+لو جينا نتكلم احنا عن الفكرة الرئيسية أو عن
+
+319
+00:22:17,660 --> 00:22:21,460
+المنطلق الفكري للمنهج المنفصل بينطلق من ماذا؟
+
+320
+00:22:22,240 --> 00:22:25,760
+المادة الدراسية أهمية المادة الدراسية الأهداف هنا
+
+321
+00:22:25,760 --> 00:22:32,360
+أهداف معرفية هو بيركز على الأهداف المعرفية ومن
+
+322
+00:22:32,360 --> 00:22:36,100
+الأهداف المعرفية بيركز على التذكر وبالتالي هنا كان
+
+323
+00:22:36,100 --> 00:22:46,000
+المنطلق المادة الأهداف معرفية بتركز على التذكر دور
+
+324
+00:22:46,000 --> 00:22:53,410
+المعلم الشرح والتوضيح دور الطالب الحفظواللي هي
+
+325
+00:22:53,410 --> 00:22:56,730
+السلبية، عدم المشاركة لأنها المادة جاهزة أساليب
+
+326
+00:22:56,730 --> 00:23:04,550
+التدريس بتعتمد على الإلقاء والتلقين أساليب التقويم
+
+327
+00:23:04,550 --> 00:23:12,570
+بتعتمد على اللي هو التذكر الاختبارات
+
+328
+00:23:12,570 --> 00:23:17,130
+التحريرية اللي هي بتركز فقط على التذكر التنظيم
+
+329
+00:23:17,130 --> 00:23:20,470
+للمادة تنظيم منطقي
+
+330
+00:23:22,610 --> 00:23:25,790
+يعني أنا لو بدي أحلل هذا الصنيف اللي عندي أو هذا
+
+331
+00:23:25,790 --> 00:23:29,090
+التنظيم، بلاحظ أنه بنطلق من المادة الدراسية،
+
+332
+00:23:29,090 --> 00:23:31,930
+أهدافه كانت كلها معرفية، دور المعلم كان الشرح
+
+333
+00:23:31,930 --> 00:23:35,650
+والتوضيح، دور الطالب كان فيه سلبي، أساليب التدريس
+
+334
+00:23:35,650 --> 00:23:39,230
+التلقين، أساليب التخويم كلها اختبارات تحريرية
+
+335
+00:23:39,230 --> 00:23:43,490
+بتعتمد على التذكر، التنظيم للمادة كان تنظيممنطقي
+
+336
+00:23:43,490 --> 00:23:47,150
+طبعاً عيوبة زي ما احنا شايفين فصل بين المتعلم وبين
+
+337
+00:23:47,150 --> 00:23:49,750
+البيئة، بين حاجاته وبين حاجات اللي هو المشكلات
+
+338
+00:23:49,750 --> 00:23:53,230
+اللي بيعانيها، لم يهتم بحاجاته ميول الطلبة، كل
+
+339
+00:23:53,230 --> 00:23:56,970
+الأشياء هذه أهملها بصورة كبيرة جدا، كل ما يجري في
+
+340
+00:23:56,970 --> 00:24:00,970
+داخل المجتمع أيضا أهمله ولم يكن لديه اهتمام من
+
+341
+00:24:00,970 --> 00:24:05,690
+خلالههذه الصورة الأولى لمنهج المواد الدراسية الآن
+
+342
+00:24:05,690 --> 00:24:08,370
+حاولوا إنهم يحلوا المشكلة فعملوا منهج المواد
+
+343
+00:24:08,370 --> 00:24:13,430
+المترابطة قالوا إحنا في عندنا انفصال كبير جدا بين
+
+344
+00:24:13,430 --> 00:24:16,250
+المثاقات فإحنا لابد إن احنا نربط بين المثاقات
+
+345
+00:24:16,250 --> 00:24:20,610
+فنشوف كل مثاقين متشابهين نربطهم مع بعضهم البعض
+
+346
+00:24:20,610 --> 00:24:24,330
+فمثلا ممكن نربط التاريخ مع الجغرافيا ممكن نربط
+
+347
+00:24:24,330 --> 00:24:27,790
+الأدب مع النصوص ممكن نربط النحو مثلا مع الصرف
+
+348
+00:24:27,790 --> 00:24:35,150
+وبالتالي هنابيصير في عملية ربط عملية الربط هنا
+
+349
+00:24:35,150 --> 00:24:39,250
+عملية جزئية ظهرت من خلالها طريقة في التدريس اسمها
+
+350
+00:24:39,250 --> 00:24:44,540
+التدريس بالفريق ايش معنى التدريس بالفريق؟قالت لما
+
+351
+00:24:44,540 --> 00:24:47,600
+يكون في عندى مدرس تاريخ وفي مدرس جغرافيا هذا تم
+
+352
+00:24:47,600 --> 00:24:50,880
+إعداده في الجامعة على إن هو بس درس تاريخ فبالتالي
+
+353
+00:24:50,880 --> 00:24:54,160
+هو بعرفش إشي في الجغرافيا يبقى عشان يربطوا بين
+
+354
+00:24:54,160 --> 00:24:57,760
+مادة التاريخ وبين مادة الجغرافيا لازم ييجي مدرس
+
+355
+00:24:57,760 --> 00:25:00,660
+التاريخ يشرح في الحصة الجزئية التاريخية وييجي مدرس
+
+356
+00:25:00,660 --> 00:25:04,480
+الجغرافيا يجيب الخريطة ويشرح للطلاب المكان على
+
+357
+00:25:04,480 --> 00:25:08,340
+الخريطة وكيف كان التحرك فهذه سموها طريقة التدريس
+
+358
+00:25:08,340 --> 00:25:12,680
+بالفريق يعني مدرسين يدخلوا على الطلاب في نفسالحصة
+
+359
+00:25:12,680 --> 00:25:16,700
+كل واحد بيشرح الجزئية الخاصة فيه العملية هذه كانت
+
+360
+00:25:16,700 --> 00:25:19,800
+عملية عشوائية وبترجع إلى جهد المعلمين إن المعلمين
+
+361
+00:25:19,800 --> 00:25:23,920
+يقعدوا مع بعض انت بتحتاج مين يساعدك فمدرس النصوص
+
+362
+00:25:23,920 --> 00:25:27,060
+بيقوله انا بدي مثلا واحد في الأدب يجي يتكلم عن
+
+363
+00:25:27,060 --> 00:25:32,400
+شخصية الشاعرفبيجي مدرس الأدب يدخل مع مدرس النصوص،
+
+364
+00:25:32,400 --> 00:25:35,800
+واحد يقرأ النص ويناقش الطلاب، وواحد يتكلم عن شخصية
+
+365
+00:25:35,800 --> 00:25:40,320
+الأديب أو الكاتب وبالتالي هنا فيه نوع من الترابط
+
+366
+00:25:40,320 --> 00:25:45,730
+اللي هو عشوائي نوعا ما وغير واضح وغير منظمهذا
+
+367
+00:25:45,730 --> 00:25:49,350
+التنظيم جعل التخلص من الحواجز بين المواد الدراسية
+
+368
+00:25:49,350 --> 00:25:52,870
+اهتم بكيفية الربط بين المواد الدراسية وعلى إيجاد
+
+369
+00:25:52,870 --> 00:25:56,650
+علاقات رأسية لم يركز على إيجاد علاقات رأسية أوفقية
+
+370
+00:25:56,650 --> 00:26:00,050
+بين المواد الدراسية احنا قبل ذلك اتعرفنا على
+
+371
+00:26:00,050 --> 00:26:02,730
+المعايير وقلنا إنه في عندنا الاتجاه الرأسي والأفقي
+
+372
+00:26:02,730 --> 00:26:08,030
+لكن هنا ماهتمش بهذا الجانب بالمطلق جعل المعلم حر
+
+373
+00:26:08,030 --> 00:26:11,610
+في إيجاد علاقات معينة بدون أن تكون هذه الموضوعات
+
+374
+00:26:11,610 --> 00:26:15,740
+مترابطة داخل المقرر الدراسيجأت عملية الربط عملية
+
+375
+00:26:15,740 --> 00:26:19,840
+عشوائية، غير واضحة، كانت دي اتفاق ووافق فيها
+
+376
+00:26:19,840 --> 00:26:23,640
+المعلم أو لأ، حسب خبرة المعلم، مهارته، قدرته في
+
+377
+00:26:23,640 --> 00:26:27,780
+عملية الربط، أجه هذا التنظيم قائم على الارتجالية
+
+378
+00:26:27,780 --> 00:26:33,820
+والعشوائية، جهد من المعلمين، لكنه غير واضحأهم
+
+379
+00:26:33,820 --> 00:26:38,080
+وصفاته بيركز على الربط أكتر من اكتساب المضمون صار
+
+380
+00:26:38,080 --> 00:26:41,100
+المهم لكل مدرس أنه يجيب مدرس ثاني معاه علشان يقول
+
+381
+00:26:41,100 --> 00:26:45,180
+إن أنا هيتني أنا بعمل عمليات ترابط في المنهج كورسة
+
+382
+00:26:45,180 --> 00:26:49,740
+المعلمين لإجراء عمليات الربط غير مخططةظهرت فكرة
+
+383
+00:26:49,740 --> 00:26:54,140
+التدريس بالفريق اللي كانت فكرة جديدة وهذه أدخلوها
+
+384
+00:26:54,140 --> 00:26:57,200
+على أساس أن يكون فيه أكتر من مدرس في الحصة الواحدة
+
+385
+00:26:57,200 --> 00:27:01,740
+الموضوعات غير مترابطة وما زالت منفصلة ما زالت اللي
+
+386
+00:27:01,740 --> 00:27:04,940
+هو الكتب هي زي ما هي يعني هذا كتاب تاريخ وهذا كتاب
+
+387
+00:27:04,940 --> 00:27:08,200
+جغرافيا لكن مدرس التاريخ بيستعين بمدرس الجغرافيا
+
+388
+00:27:08,200 --> 00:27:12,440
+ومدرس الجغرافيا بيستعين بمدرس التاريخ المعلم تعلم
+
+389
+00:27:12,440 --> 00:27:15,880
+دور سلبي والمعلم إيجابي هل تغيب أي شيء في هذه
+
+390
+00:27:15,880 --> 00:27:20,620
+المواصفات؟مازال اللي هو المنطلق الفكري مادة علمية
+
+391
+00:27:20,620 --> 00:27:23,900
+و الأهداف معرفية و المعلم شارك بالطالب سلبي و
+
+392
+00:27:23,900 --> 00:27:26,560
+أساليب التدريب التلقين و الاختبارات اللي هي و
+
+393
+00:27:26,560 --> 00:27:31,820
+التنظيم ما زال منطقي لم يتغير أي شيء في هذا الإطار
+
+394
+00:27:31,820 --> 00:27:37,750
+حاولوا يحسنوا الفكرةمنهم يعملوا منهج أرقان أو
+
+395
+00:27:37,750 --> 00:27:41,590
+عالماء بنشوف إن هنا من عيوبها لإنهم بيركزش على كل
+
+396
+00:27:41,590 --> 00:27:44,450
+الموضوعات اللي هي مش كل الموضوعات اللي بيكون فيها
+
+397
+00:27:44,450 --> 00:27:48,430
+عملية ربط المعلم بيحتاج عملية تخطيط عشان عملية
+
+398
+00:27:48,430 --> 00:27:51,670
+الربط اللي بده يجريها مزال التنظيم بيركز على
+
+399
+00:27:51,670 --> 00:27:54,890
+المعلومات والطريقة اللي استخدمها كانت غير قابلة
+
+400
+00:27:54,890 --> 00:28:00,110
+للتطبيق ومزال غير قابلة للتطبيق في مدارسنا منهج
+
+401
+00:28:00,110 --> 00:28:04,660
+المواد المندمجةهلقيتهم قالوا بدنا نبحث عن مادتين و
+
+402
+00:28:04,660 --> 00:28:08,980
+نربطهم مع بعض قال لأ بدنا نوسع النطاق بدنا نعمل
+
+403
+00:28:08,980 --> 00:28:13,260
+على عملية دمج أي تلت مواد قريب من بعض ممكن ندمجهم
+
+404
+00:28:13,260 --> 00:28:18,460
+مع بعض و نخليهم في مجال واحد و هذا التنظيم بيدمج
+
+405
+00:28:18,460 --> 00:28:21,440
+بين مادتين أو تلت مواد مع بعضها البعض داخل المقرر
+
+406
+00:28:21,440 --> 00:28:25,920
+إدرافي مثل دمج التاريخ والجغرافيا والتربية الوطنية
+
+407
+00:28:25,920 --> 00:28:28,800
+يبقى بدل مجغرافيا والتاريخ حطوا معاهم التربية
+
+408
+00:28:30,150 --> 00:28:34,570
+الوطنية مع بعضهم البعض طبعا هنا وهذا الدمج الساعد
+
+409
+00:28:34,570 --> 00:28:37,670
+على إجراء عمليات الرابط المطلوبة بدون افتعال ذلك
+
+410
+00:28:37,670 --> 00:28:40,650
+هذا النوع من التنظيمات مزال يهتم بالمعلم أكتر من
+
+411
+00:28:40,650 --> 00:28:44,390
+إهتمامه بالمتعلم الأمر اللي أدى إلى ظهور انتقادات
+
+412
+00:28:46,040 --> 00:28:50,060
+جابوا التلات كتب و حطوهم مع بعض و قالوا إن الأجزاء
+
+413
+00:28:50,060 --> 00:28:54,060
+هذه كليتها المدرسين بيشتغلوا مع بعضهم البعض و بدنا
+
+414
+00:28:54,060 --> 00:28:58,880
+نحط مواقف محددة يعني في الدرس هذا المدرس هذا بيعطي
+
+415
+00:28:58,880 --> 00:29:01,840
+كذا و المدرس التاني كذا و كذا بدأوا يعملوها عملية
+
+416
+00:29:01,840 --> 00:29:06,640
+أكثر تخطيط لكنها مزالة عملية ليست منظمة و مزالة
+
+417
+00:29:06,640 --> 00:29:13,400
+المناهج منفصلة كما هيطبعا هو بيدمش بين مدتين أو
+
+418
+00:29:13,400 --> 00:29:16,720
+تلاتة في مقرر واحد يعطي واحد يعني مفهوم بسيط عن
+
+419
+00:29:16,720 --> 00:29:21,620
+وحدة وتكامل المعرفة انه بيحاول انه يهتم بالربط من
+
+420
+00:29:21,620 --> 00:29:25,580
+خلال اللي هي البيئة الصفرية ومن خلال المعلمين جميع
+
+421
+00:29:25,580 --> 00:29:28,460
+يعمل على انها المواد الدراسية ذات المضمون الواحد
+
+422
+00:29:28,460 --> 00:29:31,600
+تصبح مترابطة حتى كل اللي هي مواقع الغياضيات مثلا
+
+423
+00:29:31,600 --> 00:29:36,480
+الحسابالهندسة الجبرح ساب المثلثات الإحصاء دمجوهم
+
+424
+00:29:36,480 --> 00:29:41,060
+مع بعضهم البعض لكن لسه مزالت عملية التصرف فيها غير
+
+425
+00:29:41,060 --> 00:29:44,460
+واضحة مزال بيركز على المادة الدراسية ولا يراعي
+
+426
+00:29:44,460 --> 00:29:47,780
+حاجات المتعلمين برضه نفس الشيء بنلاقي أن عيوبه
+
+427
+00:29:47,780 --> 00:29:52,380
+مزالت هي نفسالعيوب صارت المادة دراسية يعني هم
+
+428
+00:29:52,380 --> 00:29:55,560
+بدوروا حول نفس المحور يعني مادة واحدة بعدين نحط
+
+429
+00:29:55,560 --> 00:29:59,040
+مادتين بعدين نحط تلاتة مع بعض لكن طريقة التدريس
+
+430
+00:29:59,040 --> 00:30:03,180
+مختلفتش طريقة التقويم مختلفتش مافيش أي شيء عندهم
+
+431
+00:30:03,180 --> 00:30:07,520
+اختلف في هذا الإطار ما زالت المادة العلمية هي محور
+
+432
+00:30:07,520 --> 00:30:10,840
+التعلم عدم مقدرة المتعلم على فهم التفاصيل الدقيقة
+
+433
+00:30:10,840 --> 00:30:14,320
+صاروا ان هو في الحصة عندي تلت مدرسين هذا بشرح هذا
+
+434
+00:30:14,320 --> 00:30:18,460
+بشرح هذا بشرح فصاروا الطلاق بيفهموا الفكرةالعامة
+
+435
+00:30:18,460 --> 00:30:23,060
+بيقدروش يفهموا التفاصيل لأن قداش الحصة بدها تستوعب
+
+436
+00:30:23,060 --> 00:30:26,340
+من هذه الأشياء سطحية وعدال قدرة على التعمق في
+
+437
+00:30:26,340 --> 00:30:30,180
+المادة العلمية صار في سطحية في المعرفة عملية الدمج
+
+438
+00:30:30,180 --> 00:30:33,240
+كلها عملية شكلية لأنها الكتب لحد الآن ما زالت
+
+439
+00:30:33,240 --> 00:30:37,720
+منفصلة وهذا التنظيم ما زال اللي هو بيركز على
+
+440
+00:30:37,720 --> 00:30:45,530
+إيجابية المعلم وسلبية المتعلموسعوا الحكاية أكتر
+
+441
+00:30:45,530 --> 00:30:50,770
+قالوا بدنا نعملها مجالات واسعة فهلقيتها كل اللي هي
+
+442
+00:30:50,770 --> 00:30:54,810
+مثلا نيجي ناخد مثلا مجال الرياضيات بدل ما نحط مثلا
+
+443
+00:30:54,810 --> 00:30:58,610
+الهندسة و الجبر و كذا مع بعض لأ بدنا نحط كل مواد
+
+444
+00:30:58,610 --> 00:31:02,390
+الرياضيات مع بعضها و نسميها مجال الرياضيات و
+
+445
+00:31:02,390 --> 00:31:05,050
+العلوم بدنا نحط الفيزيا و الكيميا و التغذية و
+
+446
+00:31:05,050 --> 00:31:07,710
+البيولوجيا و علوم الأرض و علوم الفلك كلها مع بعضها
+
+447
+00:31:07,710 --> 00:31:11,940
+و نسميها مجال العلوموعلى هذا الأساس بدنا نغير
+
+448
+00:31:11,940 --> 00:31:15,900
+فراحوا جابوا ست كتب سبعة كتب مثلا اللي كانت تدرس
+
+449
+00:31:15,900 --> 00:31:20,000
+للطالب وقللوا منهم المعلومات ودبسوهم في دبوس واحد
+
+450
+00:31:20,000 --> 00:31:23,820
+و أصبح هذا اسمه كتاب العلوم لكن الوحدة الأولى
+
+451
+00:31:23,820 --> 00:31:26,320
+فيزيا و الوحدة التانية كيميا و الوحدة التالتة
+
+452
+00:31:26,320 --> 00:31:28,720
+بيولوجيا و الوحدة الرابعة تغذية و الوحدة اللي كذا
+
+453
+00:31:28,720 --> 00:31:33,340
+وبالتالي هم إيش عملوا؟ بس عملية إن هم هم جمعوا
+
+454
+00:31:33,340 --> 00:31:37,340
+الكتب و عملوها مجال واسع سموها المجالات الواسعة و
+
+455
+00:31:37,340 --> 00:31:41,150
+قالوا إنه لأ مدرس واحد هو اللي يدرسهاطالما هو
+
+456
+00:31:41,150 --> 00:31:44,470
+متخصص في فرع من العلوم بدل ما نخلي مدرسين ييجوا
+
+457
+00:31:44,470 --> 00:31:48,250
+يدرسوا زي المنهج المترابط، مدرس واحد، احنا بنخفف
+
+458
+00:31:48,250 --> 00:31:52,450
+من كام المادة و مدرس واحد بدرسها، وهذا أفرج يعني
+
+459
+00:31:52,450 --> 00:31:56,950
+مشكلة كبيرة جدا، لأن المدرسين في الجامعات في دور
+
+460
+00:31:56,950 --> 00:32:00,130
+إعداد المعلمين كانوا يعدوا فيه تخصص واحد، يعني هو
+
+461
+00:32:00,130 --> 00:32:03,210
+هذا درس بس فيزيا، بيعرف يدرس فيزيا، بفهمش ولا إش
+
+462
+00:32:03,210 --> 00:32:07,120
+في الكيميابفهمش ولا إيش في علوم الأرض، يبقى كيف
+
+463
+00:32:07,120 --> 00:32:11,480
+بده يدرس كل مسارات العلوم، صارت المشكلة في المدرس
+
+464
+00:32:11,480 --> 00:32:15,880
+أكتر ما هي في الطالبطبعا هنا هذا التنظيم اهتم بدمج
+
+465
+00:32:15,880 --> 00:32:18,900
+المواد الدراسية في مجالات متعددة، كل مجال يتضمن
+
+466
+00:32:18,900 --> 00:32:22,640
+مجموعة من مواد دراسية متشابهة، يمكن ضمن الفيزيا
+
+467
+00:32:22,640 --> 00:32:25,000
+والكيميا والبوليج وعلوم الأرض في مجال واحد اسم
+
+468
+00:32:25,000 --> 00:32:28,000
+المجال العلمي الجبر والهندس وحساب المثلثة التفادل
+
+469
+00:32:28,000 --> 00:32:31,920
+والتكامل والإحسس بالمجال الرياضي وهكذا طبعا ضموها
+
+470
+00:32:31,920 --> 00:32:35,800
+أطلقوا على هذا التنظيم المجالات الواسعة لأن هو جمع
+
+471
+00:32:35,800 --> 00:32:40,410
+كل الأشياء، يعني صار الطالب عنده تلت أربع ماداتفضل
+
+472
+00:32:40,410 --> 00:32:43,930
+ما عنده عشرين مادة لكن هم برضه بيحتووا على نفس
+
+473
+00:32:43,930 --> 00:32:46,810
+المساقات وعلى نفس المواد
+
+474
+00:32:49,310 --> 00:32:54,350
+من أهم وصفاته أنه بيحاول يحقق وحدة المعرفة، هو
+
+475
+00:32:54,350 --> 00:32:56,850
+بيسعى لوحدة المعرفة أو تكامل المعرفة، هم بدهم
+
+476
+00:32:56,850 --> 00:33:00,950
+يحققوا نوع من الوحدة والتكامل، بيركز على الأفكار
+
+477
+00:33:00,950 --> 00:33:03,490
+الرئيسية دون الدخول في الجزئيات، لما هم حطوا كل
+
+478
+00:33:03,490 --> 00:33:06,910
+الكتب مع بعض، صار قداش حجم الكتاب هدد، فقالك لأ
+
+479
+00:33:06,910 --> 00:33:10,150
+بدنا نختصره، فبنعطي للطلاب مفاهيم عامة وكل
+
+480
+00:33:10,150 --> 00:33:14,460
+التفاصيلوكل الأشياء الداخلية كلها هادب نحذفها عشان
+
+481
+00:33:14,460 --> 00:33:18,020
+نخفف عن الطالب أو عن المدرس وبالتالي صار بيركز على
+
+482
+00:33:18,020 --> 00:33:21,320
+الأفكار الرئيسية بيعتبروا أن المجال الواحد و إحدى
+
+483
+00:33:21,320 --> 00:33:24,120
+دراسية مترابطة بيركز على المعرفة ما زال تروح
+
+484
+00:33:24,120 --> 00:33:31,180
+استذكاره لو شفنا أهم عيوبه بيعتبر أن عملية التعلم
+
+485
+00:33:31,180 --> 00:33:36,790
+محور العملية ما زال هو المادةالعلمية ضغط هذه
+
+486
+00:33:36,790 --> 00:33:39,930
+المقررات لا يعني إنها بالضرورة كونت مجال دراسي
+
+487
+00:33:39,930 --> 00:33:43,890
+واحد لأن الفيزيا تماما مختلفة عن الكيميا والتاريخ
+
+488
+00:33:43,890 --> 00:33:47,950
+مختلف تماما عن الجغرافيا فمش معناه أنه ضغطها أو
+
+489
+00:33:47,950 --> 00:33:53,330
+دمجها مع بعض أن هذا أدى إلى النجاح ملائمة هذا
+
+490
+00:33:53,330 --> 00:33:56,010
+التنظيم المرحلتين الإبتدائية المتوسطة غير ملائم
+
+491
+00:33:56,010 --> 00:34:00,430
+للمرحلةالثانوية انا ممكن اعطي لطلاب ابتدائي في
+
+492
+00:34:00,430 --> 00:34:04,270
+المرحلة الأساسية الدنيا في العليا ان يكون في عنده
+
+493
+00:34:04,270 --> 00:34:08,070
+أشياء أفكار لكن في الثانوي انا بعنده طالب لدخول
+
+494
+00:34:08,070 --> 00:34:13,180
+الجامعة يبقى لازم يكون يدرس فيه التفاصيليتيح
+
+495
+00:34:13,180 --> 00:34:16,900
+الفرصة لتنفيذ نشاط للمعلم يحكم النشاط المتعلم ما
+
+496
+00:34:16,900 --> 00:34:21,240
+زال سلبي يبقى هذه كل الأشياء لساتها ما زالت
+
+497
+00:34:21,240 --> 00:34:26,040
+التنظيم للمادة تنظيم منطقي أساليب التقويم تحريرية
+
+498
+00:34:26,040 --> 00:34:29,920
+وشفوية بتركز على التذكر التدريس تلقيني والطالب
+
+499
+00:34:29,920 --> 00:34:34,240
+سلبي والمعلم يحكم بعملية الشرح والتوضيح ماتغيرش أي
+
+500
+00:34:34,240 --> 00:34:39,220
+حاجة يبقى هنا دارهم في ملف كبير جدا لكن هذه الدورة
+
+501
+00:34:39,220 --> 00:34:43,050
+لم تخرجهمإنهم يفكروا في محور جديد، ليش دائما نقول
+
+502
+00:34:43,050 --> 00:34:47,070
+يجب أن نفكر أننا خارج الصندوق؟ لما هم كانوا جميعا
+
+503
+00:34:47,070 --> 00:34:50,070
+في صندوق واحد اسمه المادة الدراسية وإن التدريس يجب
+
+504
+00:34:50,070 --> 00:34:53,670
+أن يحصل بمادة دراسية فهم فكروا عدة أفكار، إنهم
+
+505
+00:34:53,670 --> 00:34:57,190
+يخلوا منهج مترابط، منهج مندمج، منهج مجلة واسعة،
+
+506
+00:34:57,190 --> 00:35:01,430
+لكن لم يقدروا أن يعطوا صورةمختلفة عن هذا المنهج
+
+507
+00:35:01,430 --> 00:35:04,510
+لما قدروا يكسروا هذا الصندوق قدروا يجدوا اللي هي
+
+508
+00:35:04,510 --> 00:35:07,730
+فكرة أخرى أن هو دور المنهج حول المتعلم وليس حول
+
+509
+00:35:07,730 --> 00:35:12,490
+المادة الدراسية أخر تنظيم هنا كان المنهج الحلزوني
+
+510
+00:35:12,490 --> 00:35:16,810
+المنهج الحلزوني اللي إنتوا عملتوا بحث عنه وشفتوه
+
+511
+00:35:16,810 --> 00:35:22,890
+هذا المنهج الحلزوني على إيش بيركز الهياك المعرفي،
+
+512
+00:35:22,890 --> 00:35:25,130
+إيش معناه هيك المعرفي؟
+
+513
+00:35:29,620 --> 00:35:34,400
+وأساليب التفكير يبقى كل مادة في إلها هيكل معرفي في
+
+514
+00:35:34,400 --> 00:35:37,040
+إلها حقائق في إلها مفاهيم في إلها مبادئ في إلها
+
+515
+00:35:37,040 --> 00:35:40,320
+قوانين يعني لو أنا بدي أخد بدي أتكلم عن مفاهيم بدي
+
+516
+00:35:40,320 --> 00:35:43,860
+أتكلم عن التضاريس عن السهول والهضاب والصادرات
+
+517
+00:35:43,860 --> 00:35:50,970
+والوردات هذه المفاهيم في أي علم؟ علم الجغرافيالكن
+
+518
+00:35:50,970 --> 00:35:53,950
+إذا بدأ أتكلم عن المواقع التاريخية أو عن المؤتمرات
+
+519
+00:35:53,950 --> 00:35:56,970
+أو عن الشخصيات التاريخية أو عن كذا، فأنا بتكلم في
+
+520
+00:35:56,970 --> 00:35:59,310
+التاريخ، يبقى كل مادة إلها مفرداتها، إلها
+
+521
+00:35:59,310 --> 00:36:02,750
+مفاهيمها، والمفاهيم هذه بيخدها الطالب بصورة
+
+522
+00:36:02,750 --> 00:36:09,990
+حلزونية، يعني هنا، أول إشي بسيط، بعد ذلك اللي هو
+
+523
+00:36:09,990 --> 00:36:10,890
+بيتعمق فيها
+
+524
+00:36:16,810 --> 00:36:20,350
+يعني الطالب بياخد في اللغة العربية مثلا، بياخد
+
+525
+00:36:20,350 --> 00:36:24,190
+مفاهيم و أشياء بسيطة، باخد كلمات و حروف، بيكون
+
+526
+00:36:24,190 --> 00:36:27,790
+كلمات بسيطة، بيصير يكون منها جمل، بعدين بيصير ياخد
+
+527
+00:36:27,790 --> 00:36:31,970
+أنواع الجمل، الجملة اسمية، فعلية، باخد شبه جملة،
+
+528
+00:36:31,970 --> 00:36:36,850
+بعدين بيصير ياخد أشياء أكبرمن ذلك، بعدين بترتقي
+
+529
+00:36:36,850 --> 00:36:40,590
+العملية بتصير أوسع، هي نفس الأشياء، نفس الأسس، هل
+
+530
+00:36:40,590 --> 00:36:44,790
+اتغيرت أسس المادة؟ لأ، نفسها يعني هو لازم يتعلم
+
+531
+00:36:44,790 --> 00:36:48,110
+كلمات ويتعلم جمل ويتعلم كذا، بعد ذلك بيصير عشان
+
+532
+00:36:48,110 --> 00:36:52,170
+يتعلم جمل أشياء لازم ياخد تعبير، يكوّن، عشان يقدر
+
+533
+00:36:52,170 --> 00:36:55,890
+يضبط هذه الجمل لازم ياخد نحوهعشان يقدر يتعامل
+
+534
+00:36:55,890 --> 00:36:59,950
+بطريقة جيدة لازم يكتب بخط واضح يبقى هي نفس المادة
+
+535
+00:36:59,950 --> 00:37:03,830
+لكن كل مرة بتزيد اللي هي فروع هذه المادة أول مرة
+
+536
+00:37:03,830 --> 00:37:06,690
+بياخد تلاتة بعدين بيصير ياخد أربعة من فروع المادة
+
+537
+00:37:06,690 --> 00:37:11,050
+بعدين بيصير ياخد خمسة بعدين بيصير ياخد بلاغة بيصير
+
+538
+00:37:11,050 --> 00:37:14,530
+ياخد نقط بيصير ياخد كذا الآن هي نفس المادة بياخدها
+
+539
+00:37:14,530 --> 00:37:19,220
+الطالب بالتدريج على حسب هيكلها وعلى حسبمكونات
+
+540
+00:37:19,220 --> 00:37:22,980
+فطبعا هنا هذه الهياكل زي ما احنا شايفين اللي هي
+
+541
+00:37:22,980 --> 00:37:26,040
+بتتكون من مفاهيم وتعميمات ومبادئ أساليب تفكير
+
+542
+00:37:26,040 --> 00:37:30,220
+تتضمن في مادة دراسية معينة كل مادة لها حقائقها لها
+
+543
+00:37:30,220 --> 00:37:33,740
+مفاهيمها لها مبادئها لها أساليب تفكيرها وطبعا
+
+544
+00:37:33,740 --> 00:37:38,260
+بياخدوا من اللي هي هذه الهياكل اللي هي أسس لبناء
+
+545
+00:37:38,260 --> 00:37:40,340
+هذا التنظيم بتعطي هياكل بسيطة في المرحلة
+
+546
+00:37:40,340 --> 00:37:43,300
+الإبتدائية بتتدرج هذه الهياكل في إتساعها تتصل
+
+547
+00:37:43,300 --> 00:37:47,660
+لمرحلةالثانوية بيستطيع كل متعلم أن يكتسب كل تلك
+
+548
+00:37:47,660 --> 00:37:51,720
+الهياكل وبالتالي لكل متعلم أن يتخصص تبقى لما يراه
+
+549
+00:37:51,720 --> 00:37:55,140
+مناسب يعني الطالب احنا بنعطيه هذه الصورة في اللغة
+
+550
+00:37:55,140 --> 00:37:58,360
+العربية نفس الاشي بياخده في الحساب والرياضيات
+
+551
+00:37:58,360 --> 00:38:02,480
+بيبدأ في الرياضيات بياخد بدل ما ياخد تلت مجالات لأ
+
+552
+00:38:02,480 --> 00:38:05,860
+هو أنا ببدأ معاه من البداية في المجالات يعني هو
+
+553
+00:38:05,860 --> 00:38:09,860
+بياخد فسلا في الرياضيات في الصف الأول باخد حساب
+
+554
+00:38:09,860 --> 00:38:14,200
+وكمان باخد أشكال هندسية صح ولا لأ؟فهو بدأنا معاه
+
+555
+00:38:14,200 --> 00:38:17,520
+مع الحساب والهندسة بعد ذلك بنصير نعطيه رموز فهو
+
+556
+00:38:17,520 --> 00:38:21,100
+بيصير يتعامل فيها مع الجبل شوي شوي بيصير ياخد اللي
+
+557
+00:38:21,100 --> 00:38:24,760
+هي إحصة بيصير يجمع طلاب يطلع متوسطات وبالتالي
+
+558
+00:38:24,760 --> 00:38:32,560
+بيبدأ بالرياضيات نفس الشيء يبقى الآن الطالب باخد
+
+559
+00:38:32,560 --> 00:38:36,840
+مجموعة من الهياكل المعرفية في كل المساقات لو أجينا
+
+560
+00:38:36,840 --> 00:38:37,660
+نظرنا طبعا
+
+561
+00:38:42,880 --> 00:38:46,080
+يعني احنا بنبدأ بالتفاصيل الجزئية البسيطة و بتبدأ
+
+562
+00:38:46,080 --> 00:38:50,020
+بعملية بالتدريج بهذا الشكل طبعا هنا المرحلة
+
+563
+00:38:50,020 --> 00:38:54,540
+الابتدائية بنبدأ بالعكس طبعا فيها و المرحلة
+
+564
+00:38:54,540 --> 00:38:57,920
+الثالوية الآن هنا لو جينا و شوفنا الهياكل المعرفية
+
+565
+00:38:57,920 --> 00:39:00,220
+أي واحدة فيكم الآن لأنكم انت درستوا في المنهج
+
+566
+00:39:00,220 --> 00:39:04,100
+الحلزانيبنلاقي عندك معلومات في اللغة عندك معلومات
+
+567
+00:39:04,100 --> 00:39:06,960
+في اللغة، عندك معلومات في التاريخ، عندك معلومات في
+
+568
+00:39:06,960 --> 00:39:09,940
+الفيزيا، عندك معلومات في الرياضية، يبقى أنت عندك
+
+569
+00:39:09,940 --> 00:39:14,960
+هيكل معرفي في كل مساقف، يعني في كل مساقف عندك هيكل
+
+570
+00:39:14,960 --> 00:39:19,260
+معرفي متكامل، احنا منهجنا منهج حلزوني، ماخد اللي
+
+571
+00:39:19,260 --> 00:39:23,560
+هو بياخد بهذا الاتساع، ان هو بيمشي بحيث ان هو يعرف
+
+572
+00:39:23,560 --> 00:39:28,190
+الطالب من البدايةعلى هيكل المادة الدراسية وبياخد
+
+573
+00:39:28,190 --> 00:39:31,610
+بالتدريج من هذه الهياكل حتى يصل إلى المرحلة
+
+574
+00:39:31,610 --> 00:39:35,750
+الثانوية وبالتالي هنا بنحافظ احنا على نمو الطالب
+
+575
+00:39:35,750 --> 00:39:43,270
+في هذا الإطار أهم وصفات هذا التنظيم طبعا هو بيسعى
+
+576
+00:39:43,270 --> 00:39:48,490
+لتوخيد المعرفة وتكاملها أفقياورقصيا لأنه هيك لإني
+
+577
+00:39:48,490 --> 00:39:52,430
+بشتغل بهذا الشكل أنا بشتغل فيه اللي هو على ال axis
+
+578
+00:39:52,430 --> 00:39:55,650
+عارفينها اللي احنا أخدناها في الاستمرار وفي
+
+579
+00:39:55,650 --> 00:39:59,350
+التكامل فاحنا بنشتغل بهذا الإطار في العملية
+
+580
+00:39:59,350 --> 00:40:03,330
+الاستمرارية برضه بنفس الصورة انا لما بدرس هنا
+
+581
+00:40:03,330 --> 00:40:06,810
+اللغة العربية وبدرس الرياضيات بحاول انهم يكونوا في
+
+582
+00:40:06,810 --> 00:40:11,010
+نفس المستوى مايكونش اللي هو ماخد مادة صعبة جدا
+
+583
+00:40:11,010 --> 00:40:13,670
+متقدمة في الرياضيات ومادة سهلة في اللغة لأ كله
+
+584
+00:40:13,670 --> 00:40:18,020
+بيكون بنفسالمستوى في درجة الترابط بينهم في هذا
+
+585
+00:40:18,020 --> 00:40:21,020
+الإطار وبالتالي هو سعى للتكامل الرأسي والأفقي
+
+586
+00:40:21,020 --> 00:40:25,200
+بدأوا يفكروا بالمعايير وإن في اللي هو ترابط رأسي
+
+587
+00:40:25,200 --> 00:40:28,400
+وفي ترابط أفقي وفي تتابع وفي استمرارية وفي تكامل
+
+588
+00:40:28,400 --> 00:40:32,860
+بدأت تظهر المعايير بصورة واضحة في هذا التنظيم طبعا
+
+589
+00:40:32,860 --> 00:40:36,540
+هذا التنظيم بيسمح للمتعلم لأي حصص في التعليم
+
+590
+00:40:36,540 --> 00:40:41,820
+العالميأى تخصص بده يدخل المتعلم ممكن ان هو يدخله
+
+591
+00:40:41,820 --> 00:40:45,580
+صح ممكن تكون علمى او أدبي لكن ممكن العلمى يكون
+
+592
+00:40:45,580 --> 00:40:48,320
+مجالاته محصورة الأدبي برضه بدخل في مجالاته لكن
+
+593
+00:40:48,320 --> 00:40:53,490
+تدخلي أي مجال في مجالكيعني مش ان هو بيحد انه لأ
+
+594
+00:40:53,490 --> 00:40:56,710
+انت لازم درسي لغة لازم تدرسي لغة لأ تدرسي لغة
+
+595
+00:40:56,710 --> 00:41:00,190
+تدرسي اجتماعيات تدرسي انجليزي تدرسي أصول تدرسي كذا
+
+596
+00:41:00,190 --> 00:41:03,870
+وبالتالي بوجهك لأي تخصص في مجال التعليم العالي
+
+597
+00:41:03,870 --> 00:41:08,530
+بيكسب المتعلم ثقافات متعددة فعندك ثقافة في التاريخ
+
+598
+00:41:08,530 --> 00:41:13,050
+وعندك ثقافة في الجغرافيا وعندك ثقافة في اللغة عندك
+
+599
+00:41:13,050 --> 00:41:18,170
+ثقافات متعددةبيأكد على عدم تمسك المعلم بتخصصه أنه
+
+600
+00:41:18,170 --> 00:41:21,310
+المعلم ممكن يدرس أي مادة زي ما بيحصل عندنا الآن
+
+601
+00:41:21,310 --> 00:41:24,870
+تيجي مدرسة علوم بتقولها انت ضايقك حسن خديهم
+
+602
+00:41:24,870 --> 00:41:28,790
+تكنولوجيا ممكن تعطيها أي مادة
+
+603
+00:41:31,960 --> 00:41:37,020
+هنا بيصير أنه أي شي هنا بدك تكملي جدولك أنت عندك
+
+604
+00:41:37,020 --> 00:41:41,120
+24 حصة لازم تدرس 26 الحصين هدول إيش ممكن تدرسيهم؟
+
+605
+00:41:41,120 --> 00:41:43,220
+خدهم تربية إسلامية أنا أدرس تربية إسلامية؟ تقولها
+
+606
+00:41:43,220 --> 00:41:46,260
+أه و أنت إيش يعني ممكن تدرسيها؟ عادي لأنك أنت تم
+
+607
+00:41:46,260 --> 00:41:50,100
+إعدادك سابقا في هذا المجال فبتقدر أنك تدرسيها مع
+
+608
+00:41:50,100 --> 00:41:56,420
+أن احنا ضد هذه الأفكار خربطيهم لأنه لازم يكون فيه
+
+609
+00:41:56,420 --> 00:42:02,230
+تخصص وفيه احترام للتخصصلكن هو بقولك لو نقص، لو
+
+610
+00:42:02,230 --> 00:42:04,950
+مثلا في حدث معين حرب أو كذا أو كذا، مش هتقدر
+
+611
+00:42:04,950 --> 00:42:10,150
+تدرسيها المادة، تقدري، عندك ثقافة فيها، مش انك انت
+
+612
+00:42:10,150 --> 00:42:13,910
+ضحلة فيها، يعني بالأول كان ان هذا بدخل هذا مسار و
+
+613
+00:42:13,910 --> 00:42:16,830
+خلاص هو بعرف هذا المسار بس، لكن الآن لأ صار في ان
+
+614
+00:42:16,830 --> 00:42:22,380
+انت عندك ثقافات متعددةيركز على الهياكل المعرفية
+
+615
+00:42:22,380 --> 00:42:25,940
+ولا يتعدى الجوانب العقلية المتعلم بيركزش كتير على
+
+616
+00:42:25,940 --> 00:42:29,280
+التفكير قدما بيركز على الهياكل المعرفية طبعا هنا
+
+617
+00:42:29,280 --> 00:42:32,540
+من أهم المشاكل اللي هي صعوبة إعداد مدرس يستطيع
+
+618
+00:42:32,540 --> 00:42:35,680
+تدريسك في جميع الهياكل، هذه مشكلة يعني أنا بدأ
+
+619
+00:42:35,680 --> 00:42:38,440
+أفترض أن هذا المعلم superman يعني بيقدر يدرس كل
+
+620
+00:42:38,440 --> 00:42:42,920
+المثاقات، هذا افتراض غير منطقي وغير صحيح كل واحد
+
+621
+00:42:42,920 --> 00:42:47,540
+بيميل دائما لتخصصه و للمادة اللي هو بيبدع فيها، ما
+
+622
+00:42:47,540 --> 00:42:53,860
+زال بيركز على المادةالعلمية وبيحمل خصائص المتعلن
+
+623
+00:42:53,860 --> 00:42:57,280
+بيصعب وضع هياك المعرفية في بعض المجالات يعني أنا
+
+624
+00:42:57,280 --> 00:43:01,320
+ممكن أحط هيكة معرفة في الرياضيات مثلا في الرياضيات
+
+625
+00:43:01,320 --> 00:43:04,540
+بدأنا بالأرقام اللي بياخد الطالب في أول هو أساس
+
+626
+00:43:04,540 --> 00:43:06,440
+للي هياخده في التاني و اللي بياخده في التاني هو
+
+627
+00:43:06,440 --> 00:43:09,380
+أساس للي في التالف لكن هل كل المساقات لها هذه
+
+628
+00:43:09,380 --> 00:43:13,360
+الطبيعة؟ لأ يعني لو بدأ أخد مثلا التربية الإسلامية
+
+629
+00:43:13,360 --> 00:43:16,580
+هو بياخد الذكاء هو بياخد الصلاة هذه موضوعات منفصلة
+
+630
+00:43:17,380 --> 00:43:20,420
+ماهياش تراكمية، ماهواش أساس إن هو إذا بدو يتعلم
+
+631
+00:43:20,420 --> 00:43:23,680
+الصلاة لازم يكون أخد الذكاء، هل هذه فيها شرط لهذه؟
+
+632
+00:43:23,680 --> 00:43:26,800
+لأ، فبالتالي مش كل المساقات لها هذه الطبيعة
+
+633
+00:43:26,800 --> 00:43:30,840
+التراكمية، هذا صعب استخدام هذه الأساليب و هذه
+
+634
+00:43:30,840 --> 00:43:34,940
+الطرق، لكن هنا أتسار في تطوير على اللي هو المنهج
+
+635
+00:43:34,940 --> 00:43:38,840
+الحلزوني و أصبح أفضل، هناخد في المحاضرة الجاي إن
+
+636
+00:43:38,840 --> 00:43:41,980
+شاء الله التنظيمات الحديثة و هنشوف كيف ارتقى
+
+637
+00:43:41,980 --> 00:43:43,920
+المنهج الحلزوني، في أي سؤال؟
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA.srt
new file mode 100644
index 0000000000000000000000000000000000000000..97f73f88051c81092750de5effd6dae9f006bbd5
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA.srt
@@ -0,0 +1,1997 @@
+1
+00:00:21,190 --> 00:00:26,470
+السلام عليكم كيف
+
+2
+00:00:26,470 --> 00:00:31,270
+حالكم؟ ناقشنا
+
+3
+00:00:31,270 --> 00:00:35,830
+في المحاضرة الماضية أول مكون من مكونات المنهج وهو
+
+4
+00:00:35,830 --> 00:00:40,930
+الأهداف، من يتذكر تصنيف الأهداف؟ ما هي مجالات
+
+5
+00:00:40,930 --> 00:00:47,550
+الأهداف الكبرى؟ ما هي المجالات الكبرى للأهداف؟
+
+6
+00:00:51,060 --> 00:00:55,460
+أحسنتِ، المجال المعرفي، الوجداني، النفسُ-حركي، التركيز
+
+7
+00:00:55,460 --> 00:01:00,240
+طبعاً في المناهج بيكون على الجانب المعرفي بنسبة من
+
+8
+00:01:00,240 --> 00:01:04,760
+خمسين إلى ستين في المئة، حوالي عشرين في
+
+9
+00:01:04,760 --> 00:01:08,960
+المئة تكون على المجال النفس-حركي، وعشرون إلى عشر في
+
+10
+00:01:08,960 --> 00:01:12,620
+المئة تكون على المجال الوجداني، على حسب طبيعة
+
+11
+00:01:13,150 --> 00:01:17,270
+المحتوى. يحرص مصمم المنهج على أن تكون الأهداف
+
+12
+00:01:17,270 --> 00:01:20,870
+متنوعة، متنوعة في المجالات الكبرى، متنوعة في
+
+13
+00:01:20,870 --> 00:01:24,990
+المستويات التي تتكون منها هذه المجالات. ما هي
+
+14
+00:01:24,990 --> 00:01:34,550
+مستويات المجال المعرفي؟ ما هي المستويات المعرفية؟
+
+15
+00:01:34,550 --> 00:01:38,810
+فضلاً
+
+16
+00:01:38,970 --> 00:01:42,870
+المعرفة... الفهم...الت...الت... المعرفة والفهم
+
+17
+00:01:42,870 --> 00:01:46,070
+بعدها التطبيق، التحليل، التركيب، التطبيقي، أحسنتِ
+
+18
+00:01:46,070 --> 00:01:50,050
+المعرفة، التي هي: التذكر، الفهم، التطبيق،
+
+19
+00:01:50,050 --> 00:01:53,550
+وسميناها مهارات التفكير الدنيا، التحليل، والتركيب،
+
+20
+00:01:53,550 --> 00:01:57,590
+والتقويم، مهارات التفكير العليا. ما هي المستويات
+
+21
+00:01:57,590 --> 00:02:01,890
+للمجال الوجداني؟  صحيح
+
+22
+00:02:06,900 --> 00:02:10,120
+ممتاز، وهذه هي المستويات التي نكون من خلالها
+
+23
+00:02:10,120 --> 00:02:14,900
+القيم، والاتجاهات، والميول بالنسبة للطلبة. بماذا
+
+24
+00:02:14,900 --> 00:02:20,480
+يهتم المجال النفس-حركي؟ الإدراك الحركي
+
+25
+00:02:28,350 --> 00:02:31,550
+ممتاز، يبقى هو يهتم ببناء المهارات اليدوية
+
+26
+00:02:31,550 --> 00:02:35,810
+الحركية، والمهارات الاجتماعية لدى الطلبة. يبقى الآن
+
+27
+00:02:35,810 --> 00:02:39,570
+مصمم المنهج عندما يضع المحتوى يضع في ذهنه كل هذه
+
+28
+00:02:39,570 --> 00:02:43,590
+الأهداف. الآن سنتعرف على المكون الثاني، وهو
+
+29
+00:02:43,590 --> 00:02:48,030
+المحتوى العلمي. ما المقصود بالمحتوى العلمي؟ ما هو
+
+30
+00:02:48,030 --> 00:02:48,930
+المحتوى العلمي؟
+
+31
+00:02:55,570 --> 00:02:58,770
+مفاهيم، ومبادئ، وقوانين، ونظريات، وأساليب
+
+32
+00:02:58,770 --> 00:03:02,130
+التفكير التي ترتبط مع بعضها البعض بطريقة تسهم
+
+33
+00:03:02,130 --> 00:03:04,590
+في تمكين المتعلم من المرور بالتجارب التعليمية، وتُهيّئ
+
+34
+00:03:04,590 --> 00:03:08,310
+البيئة والمدخلات، والاتجاهات لتحقيق الأهداف
+
+35
+00:03:08,310 --> 00:03:11,470
+التربوية. يبقى الآن لما نتكلم، ما هو المحتوى
+
+36
+00:03:11,470 --> 00:03:14,490
+العلمي؟ المحتوى العلمي هو المادة العلمية، أو المعرفة
+
+37
+00:03:14,490 --> 00:03:18,090
+العلمية التي نقدمها للطالب. ماذا نقدم للطالب؟ نقدم
+
+38
+00:03:18,090 --> 00:03:23,190
+له حقائق، مفاهيم، قوانين، مبادئ، نظريات، وأساليب تفكير.
+
+39
+00:03:23,460 --> 00:03:27,160
+كلها هذه تُرتب بصورة من السهل إلى الصعب، من البسيط
+
+40
+00:03:27,160 --> 00:03:31,500
+إلى المعقد، من المحسوس إلى المجرد، نقدمها للطالب بطريقة
+
+41
+00:03:31,500 --> 00:03:36,180
+سلسة، تُسهل على المتعلم أن يكتسب خبرات
+
+42
+00:03:36,180 --> 00:03:40,000
+تربوية تُنمي قيم، وميول، واتجاهات، ومهارات، كلها
+
+43
+00:03:40,000 --> 00:03:43,240
+تحقق الأهداف التي درسناها، وهي أهداف
+
+44
+00:03:43,240 --> 00:03:46,640
+المجال المعرفي، والوجداني، والنفس-حركي. يبقى نحن
+
+45
+00:03:46,640 --> 00:03:51,740
+نقدم معرفة تُنمي خبرات، تُنمي قيماً، تُنمي اتجاهات،
+
+46
+00:03:51,980 --> 00:03:55,000
+الآن، هذه الأشياء، يعني، يُقال إن الميول
+
+47
+00:03:55,000 --> 00:03:57,800
+والاتجاهات، والقيم لا تَتَمّ بدون معرفة، فالمعرفة هي
+
+48
+00:03:57,800 --> 00:04:00,680
+الأساس في بناء المحتوى. في ناس يقولون إن القيم
+
+49
+00:04:00,680 --> 00:04:05,940
+والاتجاهات، والميول هذه تحتاج معرفة علمية، حتى نُعلّم الأمانة، لا تحتاج إلى معرفة علمية. هل هذا
+
+50
+00:04:05,940 --> 00:04:10,040
+الكلام صحيح؟  لازم نعرف ما هي الأمانة، ما هي، كيف
+
+51
+00:04:10,040 --> 00:04:14,140
+ممكن أن نُطبّق هذه الأمانة. وبالتالي، كل شيء يعني
+
+52
+00:04:14,140 --> 00:04:18,830
+القيمة لها مكوّن معرفي، المهارة لها مكون معرفي،
+
+53
+00:04:18,830 --> 00:04:22,210
+المعرفة لها مكونات معرفية مختلفة. وبالتالي، هنا نحن
+
+54
+00:04:22,210 --> 00:04:26,810
+نبدأ نسأل عن المعرفة التربوية، أن المعرفة
+
+55
+00:04:26,810 --> 00:04:30,370
+التربوية لابد أن تكون منظمة،
+
+56
+00:04:30,370 --> 00:04:32,110
+وتوجد بينها علاقات، وتتميز بسهولة تعلمها. المعرفة
+
+57
+00:04:34,550 --> 00:04:38,230
+التي نُعرفها للطلاب، نُعلّمها للطلاب، اسمها
+
+58
+00:04:38,230 --> 00:04:41,330
+المعرفة المنظمة. ليست معرفة عشوائية، ولكنها معرفة
+
+59
+00:04:45,230 --> 00:04:50,030
+منظمة. أنا، لأُعلّم الطالب عملية الجمع، يبقى في
+
+60
+00:04:50,030 --> 00:04:55,130
+حقائق لازم أُعلّمها إياه، أن عندنا كميات، هذه
+
+61
+00:04:55,130 --> 00:04:59,250
+الكميات مختلفة، ممكن أن تعطيني نتيجة، وهي
+
+62
+00:04:59,250 --> 00:05:02,510
+جمع الكمية الأولى، والكمية الثانية، أو ما يُسمّى بمجموع
+
+63
+00:05:02,510 --> 00:05:05,630
+الكميتين، معنوي. بالتالي، هنا، أنا في أشياء أقدمها
+
+64
+00:05:05,630 --> 00:05:09,250
+للطالب، لا أستطيع أن أُعلّم الطالب عملية الضرب قبل أن
+
+65
+00:05:09,250 --> 00:05:13,670
+أُعلّمه عملية الجمع والطرح، لأنه فيه تسلسل، لازم يفهم
+
+66
+00:05:13,670 --> 00:05:16,870
+عملية الجمع، يفهم عملية الطرح، بعدين يأخذ
+
+67
+00:05:16,870 --> 00:05:20,630
+عملية الضرب، لا يستطيع أن يأخذ عملية القسمة إلاّ لما يتقن
+
+68
+00:05:20,630 --> 00:05:24,850
+عملية الضرب، وبالتالي فيه تسلسل، فيه تنظيم في
+
+69
+00:05:24,850 --> 00:05:29,230
+المعرفة، يبقى هذا يُنقِلُنا إلى ما يُسمّى بالمعرفة
+
+70
+00:05:29,230 --> 00:05:33,830
+المنظمة. ما هي المعرفة المنظمة؟ يعني، حتى نسأل سؤالاً
+
+71
+00:05:33,830 --> 00:05:37,330
+مُهِمّاً جداً، ما هي المعرفة المنظمة؟ أقول هي بنية منطقية
+
+72
+00:05:37,330 --> 00:05:40,650
+من الحقائق، والمفاهيم، والقوانين، والتعميمات، بنية
+
+73
+00:05:40,650 --> 00:05:43,730
+علمية، تختلف عن بنية منهج اللغة العربية، ومنهجية
+
+74
+00:05:43,730 --> 00:05:47,710
+البحث، تختلف فيها، وهذا يتفق مع كون العلم مادة
+
+75
+00:05:47,710 --> 00:05:52,110
+وطريقة. يبقى الآن، كل مادة لها بنية منطقية من
+
+76
+00:05:52,110 --> 00:05:55,910
+الحقائق، والمفاهيم، وأساليب التفكير، ومنهجية البحث. لو
+
+77
+00:05:55,910 --> 00:05:59,970
+نحن نظرنا، نقول
+
+78
+00:05:59,970 --> 00:06:08,620
+هنا مادة العلوم، وهنا الجغرافيا، العلوم
+
+79
+00:06:08,620 --> 00:06:20,220
+لها حقائق، ومفاهيم، ومبادئ، وقوانين، ونظريات. هل هذه
+
+80
+00:06:20,220 --> 00:06:25,260
+المفاهيم، والحقائق هي نفسها الموجودة في علم، الذي
+
+81
+00:06:25,260 --> 00:06:30,320
+هو الجغرافيا؟ تختلف تماماً. لو أتينا نحن، أخذنا مثالاً
+
+82
+00:06:30,320 --> 00:06:38,430
+لمفهوم... أبدأ أتكلم عن الذرة، هنا نتكلم عن التضاريس،
+
+83
+00:06:38,430 --> 00:06:44,810
+نتكلم عن المناخ، نتكلم عن الطقس، عن الحدود،
+
+84
+00:06:44,810 --> 00:06:49,030
+المياه، نتكلم عن كذا، هنا نتكلم أشياء مختلفة،
+
+85
+00:06:49,030 --> 00:06:55,150
+نتكلم في الأحياء، نتكلم في الكائنات الحية، التنفس، يبقى
+
+86
+00:06:55,150 --> 00:06:59,190
+هنا كل مادة لها سلسلة منتظمة من المفاهيم خاصة
+
+87
+00:06:59,190 --> 00:07:02,510
+فيها. يعني، حتى مادة الجغرافيا، ومادة التاريخ، هل
+
+88
+00:07:02,510 --> 00:07:05,490
+المصطلحات المُستخدمة في التاريخ هي نفسها المُستخدمة
+
+89
+00:07:05,490 --> 00:07:09,550
+في الجغرافيا؟ يعني نحن صحيح نستخدم الخرائط مثلاً،
+
+90
+00:07:09,550 --> 00:07:12,570
+لكن أنا هنا نتكلم عن المؤتمرات، نتكلم عن
+
+91
+00:07:12,570 --> 00:07:15,930
+المعارك، نتكلم عن كذا. في الجغرافيا لا نتكلم عن
+
+92
+00:07:15,930 --> 00:07:20,600
+هذه الأشياء. وبالتالي، هنا تختلف، كل مادة لها
+
+93
+00:07:20,600 --> 00:07:30,360
+مفاهيمها، لها معرفة، بنية منطقية خاصة. وهنا نفس
+
+94
+00:07:30,360 --> 00:07:38,080
+الشّيء، لها نفس الشيء، لها أيضاً أساليب تفكير، ولها
+
+95
+00:07:38,080 --> 00:07:41,300
+أيضاً... يبقى هنا، لما أبدأ أتكلم أنا عن المعرفة المنظمة
+
+96
+00:07:47,220 --> 00:07:54,520
+نتكلم عن ثلاث أشياء، وهي: بنية منطقية
+
+97
+00:07:54,520 --> 00:08:03,120
+من المعرفة، أساليب تفكير، زائد منهجية
+
+98
+00:08:07,200 --> 00:08:11,480
+منهجية البحث في العلوم تختلف تماماً عن منهجية البحث
+
+99
+00:08:11,480 --> 00:08:14,800
+في الجغرافيا، عن منهجية البحث في اللغة العربية. يعني
+
+100
+00:08:14,800 --> 00:08:18,300
+كل مادة، أنا أبحث فيها بطريقة مختلفة. وأنا أبحث في
+
+101
+00:08:18,300 --> 00:08:21,480
+العلوم، أبحث تجريبياً، وأنا أبحث في اللغة العربية
+
+102
+00:08:21,480 --> 00:08:25,300
+أبحث نقدياً، وأنا أبحث في التاريخ أبحث وصفياً. يبقى
+
+103
+00:08:25,300 --> 00:08:28,980
+الآن، منهجية البحث مختلفة، أساليب التفكير مختلفة،
+
+104
+00:08:28,980 --> 00:08:32,820
+البنية المنطقية مختلفة. يبقى أي معرفة أريد أن أقدمها
+
+105
+00:08:32,820 --> 00:08:35,560
+للطالب، وأريد أن أُصمّم لها كتاباً، وأنظمها، يبقى مع
+
+106
+00:08:35,560 --> 00:08:39,960
+المفروض أن تكون ضمن المعرفة المنظمة. وهذا
+
+107
+00:08:39,960 --> 00:08:43,520
+طبعاً يتفق مع النظرة الحديثة أن العلم مادة، وطريقة
+
+108
+00:08:43,520 --> 00:08:52,020
+في التفكير، توجهها حركة البحث، والاكتشاف. تصنيفات
+
+109
+00:08:52,020 --> 00:08:56,680
+المعرفة، طبعاً هنا نحن نرى ما يُسمّى بعملية تصنيف
+
+110
+00:08:56,680 --> 00:09:02,330
+المعرفة. عندي Philip Phenix في السبعينيات، صنّف
+
+111
+00:09:02,330 --> 00:09:07,450
+المعرفة المنظمة. كيف صنّف Philip Phenix المعرفة
+
+112
+00:09:07,450 --> 00:09:11,650
+المنظمة، ولماذا أوجد هذا التصنيف؟ طبعاً سؤال مهم، ما
+
+113
+00:09:11,650 --> 00:09:14,790
+هي الأشياء التي يجب أن نُعلّمها للطلبة في مراحل
+
+114
+00:09:14,790 --> 00:09:17,590
+التعليم العام؟ الطالب عندما يدخل المدرسة، ما هي
+
+115
+00:09:17,590 --> 00:09:21,470
+الأشياء التي يجب أن يدرسها؟ ماذا يجب أن ندرسه؟ فقال
+
+116
+00:09:21,470 --> 00:09:24,870
+يجب أن ندرس معرفة منظمة، معرفة منظمة في ماذا؟ فقسّمها
+
+117
+00:09:24,870 --> 00:09:29,370
+في عدة مكونات، المكون الأول وهو الرمزيات.  ألا
+
+118
+00:09:29,370 --> 00:09:34,630
+تعرفونها من عندكم؟ الرمزيات. ماذا تشمل
+
+119
+00:09:34,630 --> 00:09:40,470
+الرمزيات؟ تشمل الشعائر، اللغات، الرياضيات، والحكايات
+
+120
+00:09:40,470 --> 00:09:46,630
+الأسطورية، المتفاعلة مع الموروث، ممتاز. رموز،
+
+121
+00:09:46,630 --> 00:09:50,550
+الرياضيات عبارة عن رموز. يعني، نحن لما نقول ألف،
+
+122
+00:09:50,550 --> 00:09:54,030
+باء، جيم، مثلث، نرسم شكل المثلث، كمان شكل المثلث،
+
+123
+00:09:54,030 --> 00:09:57,990
+هذا متفق عليه، أن هذا الشكل هو المثلث.  كذلك اللغة
+
+124
+00:09:57,990 --> 00:10:02,130
+عبارة عن رموز. يعني، إذا أقول ألف، باء، جيم، سواء A،
+
+125
+00:10:02,230 --> 00:10:06,010
+B، C، D، هذه كلها عبارة عن رموز، اتفاق على أن هذا
+
+126
+00:10:06,010 --> 00:10:11,880
+الرمز في اللغة العربية هذا ألف، في ما هو الـ
+
+127
+00:10:11,880 --> 00:10:15,960
+English، هذا الـ A. يبقى الآن، في اتفاق على هذا الرمز
+
+128
+00:10:15,960 --> 00:10:19,640
+أن هذا كذا، وهذا كذا، وبالتالي هي عبارة عن مجموعة
+
+129
+00:10:19,640 --> 00:10:23,800
+من الرموز. يبقى، يجب أن يدرس الطالب في مراحل التعليم
+
+130
+00:10:23,800 --> 00:10:26,860
+الأولى، مجموعة من الرمزيات، التي تأتي في علوم
+
+131
+00:10:26,860 --> 00:10:31,340
+الرياضيات، وعلوم اللغات أيضاً. وبالتالي، لابد أن يدرس
+
+132
+00:10:31,340 --> 00:10:36,940
+الطلاب بالإضافة للشعائر، أي نعم، كيف أنّه ممكن يُقدّم
+
+133
+00:10:36,940 --> 00:10:41,660
+الصلاة، بالإضافة إلى ما هو الحركات الإيمائية التي
+
+134
+00:10:41,660 --> 00:10:46,340
+هي، يعني، في ما يُسمّى بالتعلم بالحركة الإيمائية،
+
+135
+00:10:46,340 --> 00:10:48,760
+والإيمائية. لديها ثانية، يعني عندنا الشعائر، وعندنا
+
+136
+00:10:48,760 --> 00:10:52,800
+الحركات الإيمائية، يعني، هي ما يُسمّى بلغة الإشارة.
+
+137
+00:10:54,040 --> 00:10:58,600
+يعني، في بعض الطلاب يفهمون الأشياء من خلال الإشارة،
+
+138
+00:10:58,600 --> 00:11:01,520
+خاصة، مثلاً، الذين لديهم ما يُسمّى بالصمّ، أو في
+
+139
+00:11:01,520 --> 00:11:04,600
+هذا الشكل. وبالتالي، هنا، الشعائر تعني
+
+140
+00:11:04,600 --> 00:11:08,020
+الحركات الإيمائية. لكن، هنا، الحركات الإيمائية التي
+
+141
+00:11:08,020 --> 00:11:12,580
+تُفسّر على حسب طبيعة عملية التعلم، يبدأ يفهم
+
+142
+00:11:12,580 --> 00:11:17,480
+الطالب هذه الحركات. من الأصناف: المعارف التجريبية،
+
+143
+00:11:17,480 --> 00:11:22,900
+تشمل العلوم الطبيعية، والاجتماعية. فلا يمكن أن نفهم
+
+144
+00:11:22,900 --> 00:11:26,140
+أي مفهوم إلاّ من خلال التجريب العلمي. وحديثاً أيضاً، دخلت
+
+145
+00:11:26,140 --> 00:11:29,260
+العلوم الاجتماعية، والتربوية في مجال التطبيق. ممتاز
+
+146
+00:11:29,260 --> 00:11:31,900
+جداً. يبقى الآن، من الأشياء التي يجب أن نتعلمها أيضاً
+
+147
+00:11:31,900 --> 00:11:35,440
+التجريبيات. ما هي التجريبيات؟ العلوم، أكيد على طول
+
+148
+00:11:35,440 --> 00:11:39,720
+ندخل فيزياء، كيمياء، بيولوجيا، تكنولوجيا. الآن بدأت تدخل
+
+149
+00:11:39,720 --> 00:11:41,800
+ما يُسمّى بالعلوم الاجتماعية،
+
+150
+00:11:44,710 --> 00:11:47,110
+العلوم الاجتماعية، مثل علم النفس، علم النفس
+
+151
+00:11:47,110 --> 00:11:50,870
+الاجتماعي، هذا الذي ندخله في عملية التجريب.
+
+152
+00:11:50,870 --> 00:11:53,730
+يعني، لما يكون عندي أطفال عندهم جنوح، عندهم
+
+153
+00:11:53,730 --> 00:11:57,730
+جريمة، فأقول إنّنا ممكن ندخلهم في برنامج
+
+154
+00:11:57,730 --> 00:12:02,810
+تدريبي يُعدّل من سلوكهم. وبالتالي، هنا دخلت العلوم التي
+
+155
+00:12:02,810 --> 00:12:06,090
+هي الاجتماعية. كان صعباً أن أُعدّل سلوك إنسان، لكنّ
+
+156
+00:12:06,090 --> 00:12:08,970
+الآن دخلت العلوم الاجتماعية في هذا الإطار،
+
+157
+00:12:08,970 --> 00:12:12,350
+وبالتالي نجد أن هناك برامج تدريبية، برامج
+
+158
+00:12:12,350 --> 00:12:15,990
+توجيهية، برامج، أشياء كثيرة تُعدّل من
+
+159
+00:12:15,990 --> 00:12:19,990
+سلوك الإنسان، تُطوّر من سلوكه، مثل بعض البرامج التي
+
+160
+00:12:19,990 --> 00:12:23,850
+ممكن تزيد من الذكاء، مثل برنامج الحساب العقلي، عارفين
+
+161
+00:12:23,850 --> 00:12:27,030
+برنامج الحساب العقلي، أو الحساب الذهني. هذه تُعلّم
+
+162
+00:12:27,030 --> 00:12:31,730
+الطفل أنّه يُجري العمليات بطريقة معيّنة. هذه برامج
+
+163
+00:12:31,730 --> 00:12:35,610
+تدخل فيها، يُدرّب الطالب على هذه المهارة. هذه الآن
+
+164
+00:12:35,610 --> 00:12:38,910
+ليست علماً، هو لم يأخذ ما هو علم الرياضيات، ولكنه أخذ
+
+165
+00:12:38,910 --> 00:12:42,810
+المهارة في التعامل مع الرياضيات. كما تكلمنا، أنّه
+
+166
+00:12:42,810 --> 00:12:45,730
+هناك أشخاص لديهم مشاكل نفسية، عقد اجتماعية،
+
+167
+00:12:45,730 --> 00:12:49,230
+أشياء كثيرة، ممكن يتعرضوا لبرامج إرشادية، ويتعدّل
+
+168
+00:12:49,230 --> 00:12:52,650
+سلوكهم في هذا الجانب. الجماليات،
+
+170
+00:12:54,700 --> 00:12:57,880
+تشمل الأدب، والرسم، والموسيقى، وهي تعتبر
+
+171
+00:12:57,880 --> 00:13:0
+
+223
+00:16:18,400 --> 00:16:21,900
+في هذا الإطار، وبالتالي هذه بتكون طبعاً مهمة جداً
+
+224
+00:16:21,900 --> 00:16:25,800
+عشان تساعد الطالب على فهم نفسه، وما يدخلش في أشياء
+
+225
+00:16:25,800 --> 00:16:29,040
+غيبية هو مش فاهمها، وممكن تصل فيه إلى الكفر
+
+226
+00:16:29,730 --> 00:16:33,710
+وبالتالي أنا قبل ما أتأثر عليه بأي أفكار موجودة أنا
+
+227
+00:16:33,710 --> 00:16:37,510
+بأثر عليه أو بوجهه في التفكير، في التوجيه السليم
+
+228
+00:16:37,510 --> 00:16:41,390
+الأخلاقيات
+
+229
+00:16:41,390 --> 00:16:51,330
+هل
+
+230
+00:16:51,330 --> 00:16:56,990
+الأخلاق واحدة؟ هل الأخلاق في الدول الإسلامية هي
+
+231
+00:16:56,990 --> 00:17:01,520
+نفس الأخلاق اللي هي في الدول المتقدمة؟ تختلف، تختلف
+
+232
+00:17:01,520 --> 00:17:05,520
+يبقى لابد أن يكون عندي هنا تنويه وتوجيه، أيش هي
+
+233
+00:17:05,520 --> 00:17:09,260
+الأخلاق الموجودة، الآن في منهج جديد في العالم اسمه
+
+234
+00:17:09,260 --> 00:17:13,350
+المنهج الأخلاقي، وفيه بيعملوا السلوكيات، منهج
+
+235
+00:17:13,350 --> 00:17:18,290
+السلوكيات، ليش هذه الأشياء؟ لأن هم يعني صار فيه نوع
+
+236
+00:17:18,290 --> 00:17:21,750
+من اللي هو عدم الفهم، أيش هي الأخلاقية، نتيجة
+
+237
+00:17:21,750 --> 00:17:25,390
+الإباحية المنتشرة والأشياء، فمفيش فيه مثلاً إن هو
+
+238
+00:17:25,390 --> 00:17:28,290
+مثلاً الصغير يحترم الكبير، إن إحنا لو لاقينا مثلاً
+
+239
+00:17:28,290 --> 00:17:31,670
+إنسان كفيف ممكن نساعده إنه يعبر الشارع، كيف ممكن
+
+240
+00:17:31,670 --> 00:17:35,530
+إحنا نتكلم مع الأكبر سناً، كيف ممكن إحنا ناكل، كيف
+
+241
+00:17:35,530 --> 00:17:38,190
+ممكن إحنا نشرب، كيف ممكن كذا، كل هذه الأشياء
+
+242
+00:17:38,190 --> 00:17:41,530
+والسلوكيات هذه لابد من تعليمها، والرسول عليه الصلاة
+
+243
+00:17:41,530 --> 00:17:44,610
+والسلام يعني أول ما نهتم بالأخلاقيات عندما كان
+
+244
+00:17:44,610 --> 00:17:48,290
+يعلم اللي هو الأطفال كيفية الطعام، من فاكرة
+
+245
+00:17:48,290 --> 00:17:54,390
+الحديثة تقول لنا يا؟ وكل ما إليك وبالتالي هنا كان
+
+246
+00:17:54,390 --> 00:17:57,790
+بيعلمهم اللي هو آداب الطعام، كيف أنت ممكن تاكل،
+
+247
+00:17:57,790 --> 00:18:00,990
+المفروض أنك أنت تسمي بالله وكل بيمينك وكل ما إليك
+
+248
+00:18:00,990 --> 00:18:05,390
+وما يعني ما تحاولش أنك أنت تخلي إيدك تطيش في الصحون
+
+249
+00:18:05,390 --> 00:18:09,750
+بحيث أنك أنت يعني تعمل قضارة وأشياء في هذا الإطار
+
+250
+00:18:17,180 --> 00:18:19,980
+وبالتالي هذه القواعد وهذه الأخلاقيات لابد من
+
+251
+00:18:19,980 --> 00:18:23,820
+تعليمها للطلاب سواء كانت بده ياخدها منفصلة أو بده
+
+252
+00:18:23,820 --> 00:18:27,800
+ياخدها ضمن دروس أيضاً، بنعطي درس عن الأمانة،
+
+253
+00:18:27,800 --> 00:18:31,300
+بنعطي درس عن الصدق، وبنعطي درس عن الأخلاق، عن
+
+254
+00:18:31,300 --> 00:18:34,660
+الأخلاق الحميدة، وبنعطي درس عن كذا وعن كذا، ليه كل
+
+255
+00:18:34,660 --> 00:18:38,400
+هذه الأشياء؟ لأن هذه أشياء أساسية إحنا بنبني عليها
+
+256
+00:18:38,400 --> 00:18:41,660
+الجيل، بنبني عليها الأفكار الموجودة، هذا هو
+
+257
+00:18:41,660 --> 00:18:46,260
+الصحيح، هذا هو الصواب، هذا هو المعيار الأساسي، ال
+
+258
+00:18:46,260 --> 00:18:50,760
+standard العالمي اللي إحنا لازم نتبعه، مش هنختلف على
+
+259
+00:18:50,760 --> 00:18:53,360
+معنى الأمانة سواء هنا أو في اليابان أو في أمريكا
+
+260
+00:18:53,360 --> 00:18:56,220
+ممكن نختلف على أشياء ثانية، على طريقة الأكل، على
+
+261
+00:18:56,220 --> 00:18:59,640
+طريقة الشرب، لكن في أشياء هناك اتفاق عليها، فهذه
+
+262
+00:18:59,640 --> 00:19:02,540
+الأشياء لابد أن تكون موجودة ومضمنة في داخل
+
+263
+00:19:02,540 --> 00:19:08,320
+المناهج، النقطة الأخيرة اللي هي الإجماليات، وتشمل
+
+264
+00:19:08,320 --> 00:19:11,060
+الدين والتاريخ، وذلك لكون الدين واضح علاقة الإنسان
+
+265
+00:19:11,060 --> 00:19:13,740
+بخالقه، والتاريخ واضح المراحل اللي مرت بها البشرية
+
+266
+00:19:14,200 --> 00:19:17,120
+ممتاز جداً، لابد أن الطالب يدرس عن الدين ويدرس عن
+
+267
+00:19:17,120 --> 00:19:20,960
+التاريخ، هذه الأمور الإجمالية الكلية، يعني إحنا
+
+268
+00:19:20,960 --> 00:19:23,720
+الآن موجودين، موجودين في فلسطين في هذه المرحلة
+
+269
+00:19:23,720 --> 00:19:26,880
+الصعبة اللي إحنا موجودين فيها في الحصار، لماذا
+
+270
+00:19:26,880 --> 00:19:30,300
+نعيش نحن في الحصار؟ هل هذا الشيء لأنه إحنا سيئين؟ ولا
+
+271
+00:19:30,300 --> 00:19:35,850
+هذا امتداد لتاريخ؟ امتداد لتاريخ موجود، إحنا في
+
+272
+00:19:35,850 --> 00:19:41,390
+عندنا احتلال موجود من عام 48، بعدين عام 67، في صراع
+
+273
+00:19:41,390 --> 00:19:44,890
+بين الحق وبين الباطل، يبقى لإن لما يجي يقول لك أيش
+
+274
+00:19:44,890 --> 00:19:47,670
+معنى إحنا مثلاً، لأ هو مش أيش معنى إحنا هنا، لازم
+
+275
+00:19:47,670 --> 00:19:52,120
+تفهم التاريخ عشان تقدر تجاوب هذا السؤال، لازم كمان
+
+276
+00:19:52,120 --> 00:19:55,180
+تتعرف على أمور دينك، كونك مسلم، لازم تتعرف على أمور
+
+277
+00:19:55,180 --> 00:19:57,620
+دينك، زي ما المسيحية بتعرفوا على دينهم، زي ما اليهود
+
+278
+00:19:57,620 --> 00:20:01,280
+بتعرفوا على دينهم، زي ما البوذيين اللي هم الناس
+
+279
+00:20:01,280 --> 00:20:04,200
+اللي بيعبدوش الله خالص بتعرفوا على دينهم، إحنا
+
+280
+00:20:04,200 --> 00:20:07,760
+كمسلمين لازم كمان نتعرف على ديننا، ونعرف ما هو
+
+281
+00:20:07,760 --> 00:20:10,760
+الصواب وما هو الخطأ، ما هي النواهي وما هي الأوامر
+
+282
+00:20:10,760 --> 00:20:15,760
+هذه تصنيف Philip Phoenix للمعرفة المنظمة التي يجب
+
+283
+00:20:15,760 --> 00:20:19,340
+أن يدرسها الطالب، طبعاً هنا نظروا لهذا التصنيف
+
+284
+00:20:19,340 --> 00:20:23,800
+وقالوا إحنا ممكن نعتمد عليه، وممكن يصير فيه شوية
+
+285
+00:20:23,800 --> 00:20:27,380
+نقاش، أيش في أشياء ممكن أنت تشوفي أنها مش موجودة في
+
+286
+00:20:27,380 --> 00:20:30,320
+هذا التصنيف؟ يعني المفروض أن إحنا ندرسها في
+
+287
+00:20:30,320 --> 00:20:36,500
+المدارس، ومش موجودة؟
+
+288
+00:20:36,500 --> 00:20:43,340
+هل في أشياء ممكن إحنا نقترحها مثلاً؟ طبعاً زي ما هو
+
+289
+00:20:43,340 --> 00:20:45,340
+واضح أنك أنت لاقي أن كل الأشياء اللي أنت ممكن
+
+290
+00:20:45,340 --> 00:20:50,160
+تدرسيها موجودة هنا، وبالتالي هو كان التصنيف الأكثر
+
+291
+00:20:50,160 --> 00:20:52,920
+شمولية، يعني أنا بتكلم مثلاً عن الوضع الفلسطيني، عن
+
+292
+00:20:52,920 --> 00:20:55,560
+القضية الفلسطينية، إحنا هندرسها في التاريخ، هنتكلم
+
+293
+00:20:55,560 --> 00:20:58,880
+إحنا كمسلمين ومبادئنا، هنتكلم عليها في الدين، بدنا
+
+294
+00:20:58,880 --> 00:21:02,740
+أشياء أن إحنا، إن هؤلاء طلابنا المفروض أنهم يتعلموا
+
+295
+00:21:02,740 --> 00:21:05,840
+الأدب والكتابة والفنيات والرسم والمهارات، و..و..
+
+296
+00:21:05,840 --> 00:21:10,560
+كل الأشياء هذه تقريباً مدرجة، فكان هنا اعتماد الـ
+
+297
+00:21:10,560 --> 00:21:13,680
+UNESCO في الدول المشرفة عليها على تصنيف Philip
+
+298
+00:21:13,680 --> 00:21:17,020
+Phoenix، بحيث أن هو اللي على أساسه ممكن يصمموا
+
+299
+00:21:17,020 --> 00:21:20,780
+مناهج في هذا الإطار، Philip Phoenix ما كانش هو أول
+
+300
+00:21:20,780 --> 00:21:23,760
+واحد بيصنف المعرفة، كان في عندنا تصنيف للغزالي
+
+301
+00:21:24,800 --> 00:21:28,720
+الغزالي، والعلماء المسلمون، هو أول من صنفوا المعرفة
+
+302
+00:21:28,720 --> 00:21:32,120
+التي يجب أن يدرسها الطالب، فكان في تصنيف للغزالي
+
+303
+00:21:32,120 --> 00:21:35,940
+صنف المعارف لثلاثة أصناف، كيف صنف الغزالي المعرفة
+
+304
+00:21:35,940 --> 00:21:43,800
+المنظمة؟  ثلاثة معارف،
+
+305
+00:21:43,800 --> 00:21:47,920
+معارف شرعية، ما هي المعرفة الشرعية؟
+
+306
+00:21:53,800 --> 00:21:57,100
+ممتاز جداً، يبقى هنا ما جاء عن طريق الأنبياء، هذه
+
+307
+00:21:57,100 --> 00:22:00,840
+معرفة تعتبر معرفة شرعية، يعني كل الأشياء، يعني كل
+
+308
+00:22:00,840 --> 00:22:05,920
+الأوامر، تعتبر بالنسبة لنا، اقرأ، وأقم الصلاة، أمر،
+
+309
+00:22:05,920 --> 00:22:09,360
+نعم أمر، وبالتالي هنا لازم هذه الأوامر نلتزم فيها،
+
+310
+00:22:09,360 --> 00:22:13,190
+لما يكون فيه نهي، ولا تقتل النفس التي حرم الله إلا
+
+311
+00:22:13,190 --> 00:22:17,030
+بالحق، يبقى هذه نواهي، يبقى هنا كل الأشياء هذه معرفة
+
+312
+00:22:17,030 --> 00:22:20,010
+شرعية، أنا لازم أعرفها، لازم أعرف ما هي الأوامر وما
+
+313
+00:22:20,010 --> 00:22:24,230
+هي النواهي، ولازم يكون في هنا فهم كامل لكل هذه
+
+314
+00:22:24,230 --> 00:22:27,850
+المعرفة التي وجدت، عشان إحنا نقدر نحيا في حياة
+
+315
+00:22:27,850 --> 00:22:30,630
+شرعية، وحياة إن إحنا ما نخالف الشرع، لأن إحنا مش
+
+316
+00:22:30,630 --> 00:22:33,810
+عارفين هذا الشيء، فإحنا لازم نتعرف على هذه الأشياء
+
+317
+00:22:33,810 --> 00:22:35,490
+في معرفة غير شرعية
+
+318
+00:22:45,710 --> 00:22:48,670
+ممتاز جداً، الآن المجتمع، هل سيحيا بس بالعلوم
+
+319
+00:22:48,670 --> 00:22:53,220
+الدينية؟ لأ، إحنا محتاجين أن نتعلم في الرياضيات
+
+320
+00:22:53,220 --> 00:22:55,540
+ونتعلم في اللغة، إحنا عشان نفهم الدين لازم نتعلم
+
+321
+00:22:55,540 --> 00:22:57,980
+اللغة، وعشان نفهم الدين كويس لازم نتعلم
+
+322
+00:22:57,980 --> 00:23:01,000
+الرياضيات، ولازم نتعلم علم الفلك، لكن هذه علوم
+
+323
+00:23:01,000 --> 00:23:04,600
+أقول حسب الاختيار، حسب الرغبة، مين عنده قدرات في
+
+324
+00:23:04,600 --> 00:23:07,220
+الرياضيات، بتعلم رياضيات، مين عنده قدرات في علم
+
+325
+00:23:07,220 --> 00:23:10,760
+الفلك، وبالتالي هنا حسب اللي هي الاجتهادات، العلماء
+
+326
+00:23:10,760 --> 00:23:14,380
+أو هي معارف اختيارية لكنها لازمة، يعني إذا لم
+
+327
+00:23:14,380 --> 00:23:18,000
+يتعلمها أحد في المجتمع تصبح لازمة، يعني المفروض أن
+
+328
+00:23:18,000 --> 00:23:22,270
+هي عاملة زي فرض الكفاية، لكن إذا فرض الكفاية
+
+329
+00:23:22,270 --> 00:23:26,270
+ما تمش في حد، يصبح فرض عين في هذا الإطار، في معرفة
+
+330
+00:23:26,270 --> 00:23:32,030
+ممنوعة زي السحر، هذه معارف لا يفضل أن إحنا نتعلمها
+
+331
+00:23:32,030 --> 00:23:38,250
+والمفروض أن إحنا نبتعد عنها، في تصنيف لابن خلدون
+
+332
+00:23:38,250 --> 00:23:43,690
+كيف صنف ابن خلدون المعرفة؟ صنف المعرفة إلى نوعين:
+
+333
+00:23:43,690 --> 00:23:47,650
+معارف العلم المقصودة، ومعارف العلم الأهم، ممتاز، ما
+
+334
+00:23:47,650 --> 00:23:52,530
+هي معرفة العلم المقصودة؟ الشرائع، والتفسير، والحديث
+
+335
+00:23:52,530 --> 00:23:57,010
+والفقه، وعلم الكلام، والإلهيات، والطبيعيات، والطبيعيات
+
+336
+00:23:57,010 --> 00:23:59,830
+يبقى هنا المعرفة العلم المقصود اللي إحنا بدنا نقصد
+
+337
+00:23:59,830 --> 00:24:03,590
+عملية تعلمه، واللي لازم يكون أساسي وليس اختياري
+
+338
+00:24:03,590 --> 00:24:06,390
+اللي هي كل العلوم الشرعية، علم التفسير، والحديث
+
+339
+00:24:06,390 --> 00:24:09,930
+والفقه، وعلم الكلام، وعلم الطبيعة، والأشياء اللي
+
+340
+00:24:09,930 --> 00:24:13,050
+مرتبطة بالإلهيات، اللي هي ما جاء عن طريق الرسول
+
+341
+00:24:13,050 --> 00:24:16,470
+أيضاً هنا في معرفة العلوم الآلية، ما هي العلوم
+
+342
+00:24:16,470 --> 00:24:20,900
+الآلية؟ هي وسائل الإشارات، والطبيعيات، والترصيف، زي
+
+343
+00:24:20,900 --> 00:24:23,800
+اللغة العربية، والحساب، والمنطق، ممتاز جداً، يبقى
+
+344
+00:24:23,800 --> 00:24:27,880
+العلوم الآلية هي علوم بتساعدنا في الفهم، لا الحياة
+
+345
+00:24:27,880 --> 00:24:31,600
+ولا الشرعيات، وهي مثل علوم اللي هي العلوم الطبيعية
+
+346
+00:24:31,600 --> 00:24:34,840
+والفلسفة، واللغة العربية، والحساب، والمنطق، طبعاً
+
+347
+00:24:34,840 --> 00:24:38,500
+تصنيف الغزالي، وتصنيف ابن خلدون، من التصنيفات
+
+348
+00:24:38,500 --> 00:24:41,440
+الأولى في التاريخ، يعني قبل ذلك ما كانش في حد قبلهم
+
+349
+00:24:41,440 --> 00:24:46,200
+بيصنف المعرفة، ولما كانوا بيبعثوا طالب للتدريس، و
+
+350
+00:24:46,200 --> 00:24:48,780
+لعملية التدريس، طبعاً إحنا كانت عملية التدريس تحدث
+
+351
+00:24:48,780 --> 00:24:51,760
+في الكتاتيب، لكن هل في الكتاتيب كانوا بس إنهم
+
+352
+00:24:51,760 --> 00:24:56,730
+بيتعلموا القرآن؟ لأ، كانت الـ..الـ..الـ.. أيوة كانوا
+
+353
+00:24:56,730 --> 00:24:59,370
+بيتعلموا علوم اللغة، وكانوا بيعلموا علوم الحساب، و
+
+354
+00:24:59,370 --> 00:25:02,070
+بيتعلموا هذه الأشياء، فهنا كان في تصنيف إن إحنا لازم
+
+355
+00:25:02,070 --> 00:25:05,050
+نُعلم الطالب كذا، لازم نُعلم الطالب كذا، لكن ما كانتش
+
+356
+00:25:05,050 --> 00:25:08,690
+العلوم متسعة بهذا الشكل، لكن لما أخدت العلوم هذا
+
+357
+00:25:08,690 --> 00:25:12,030
+الاتساع، أصبحت هذه اللي هي التصنيفات، يعني رغم
+
+358
+00:25:12,030 --> 00:25:16,030
+أهميتها، لا تتناسب كثيراً مع العصر الحالي، فأصبح لابد
+
+359
+00:25:16,030 --> 00:25:19,050
+من تطوير هذه اللي هي التصنيفات
+
+360
+00:25:23,050 --> 00:25:27,270
+الآن نشوف مكونات المحتوى العلمي، مما يتكون المحتوى
+
+361
+00:25:27,270 --> 00:25:32,310
+العلمي، أبو حمس، أما نقدرش نخفف الإضاءة؟ الإضاءة
+
+362
+00:25:36,330 --> 00:25:48,810
+ما هو
+
+363
+00:25:48,810 --> 00:25:51,210
+من الألوان، عشان الألوان شوية باهتة
+
+364
+00:26:03,320 --> 00:26:09,080
+تمرّي قدام الكاميرا، أيوة، ما كانتش طيبة،
+
+365
+00:26:09,080 --> 00:26:15,300
+بنشوف المكون الأول، اللي هي الحقائق، المحتوى العلمي
+
+366
+00:26:15,300 --> 00:26:18,720
+بيتكون من الحقائق، والمفاهيم، والمبادئ، قلنا اللي
+
+367
+00:26:18,720 --> 00:26:23,200
+هي القوانين، والقوانين، والنظريات، وأساليب التفكير
+
+368
+00:26:23,200 --> 00:26:26,300
+ما هي الحقائق؟ ماذا تعني الحقيقة؟
+
+369
+00:26:45,980 --> 00:26:50,880
+قابلة للتعديل، هي معرفة مدركة بالحواس، يبقى هنا
+
+370
+00:26:50,880 --> 00:26:54,320
+الحقيقة، إحنا كلمة الحقيقة مأخوذة من اسم الله الحق
+
+371
+00:26:55,190 --> 00:26:59,450
+والحق معناه إنه لا يأتيه الباطل، يعني مافيش فيه خطأ
+
+372
+00:26:59,450 --> 00:27:03,630
+ما فيه أي شيء، الحقائق يعني عشان إحنا نصنفها، هي
+
+373
+00:27:03,630 --> 00:27:08,830
+حقيقة نوعين، حقيقة مطلقة، وحقيقة مدركة، الحقيقة
+
+374
+00:27:08,830 --> 00:27:12,530
+المطلقة اللي هي بتتعلق بالأشياء المطلقة اللي إحنا
+
+375
+00:27:12,530 --> 00:27:17,430
+بنقيم فيها إيمان مطلق، حقيقة وجود الله، حقيقة الموت
+
+376
+00:27:17,430 --> 00:27:21,010
+والحياة، الحقيقة في حياتك إنك أنت كطالبة جامعية إنك
+
+377
+00:27:21,010 --> 00:27:26,320
+أنت خلقتِ، وسوف تموتين، بتكسبي هذا الشيء؟ هذه مسلمة
+
+378
+00:27:26,320 --> 00:27:29,980
+بالنسبة لنا حقيقة تامة، وبالتالي لكن أيش هيحدث في
+
+379
+00:27:29,980 --> 00:27:33,400
+أشياء حياتنا؟ ما أعرفش، هل هذه الأشياء هتكون حقائق أو
+
+380
+00:27:33,400 --> 00:27:36,960
+مش حقائق، وبالتالي حقيقة وجود الله، والموت، والحياة
+
+381
+00:27:36,960 --> 00:27:41,300
+والبعث، والنشور، كل هذه حقائق مطلقة، لكن في حقيقة
+
+382
+00:27:41,300 --> 00:27:47,020
+مدركة، مدركة أي يمكن إدراكها بالحواس، يعني الآن أنا
+
+383
+00:27:47,020 --> 00:27:51,580
+ببدأ أشوف مثلاً، أيش اسمك؟ فاطمة، فاطمة لابسة الآن
+
+384
+00:27:51,580 --> 00:27:57,530
+جلباب لونه اللي هو أزرق، هذه حقيقة، مين شايفة اللون
+
+385
+00:27:57,530 --> 00:28:02,870
+ثاني؟ آه، عندها ألوان،
+
+386
+00:28:02,870 --> 00:28:05,190
+لو إحنا بدنا نجيب مثلاً بيانات فاطمة، بدنا نجيب
+
+387
+00:28:05,190 --> 00:28:10,550
+قد ايش طولها، قد ايش وزنها، قد ايش معدلها التراكمي، قد ايش
+
+388
+00:28:10,550 --> 00:28:12,810
+اللي هي نسبتها في الثانوية العامة، هذه كلها
+
+389
+00:28:12,810 --> 00:28:17,070
+بالنسبة لها حقائق، هذه كلها بيانات رقمية أنا بقدر
+
+390
+00:28:17,070 --> 00:28:20,190
+أحصل عليها، أشياء أنا شايفها بعيني، بتأكد منها تماماً
+
+391
+00:28:20
+
+445
+00:31:55,130 --> 00:31:58,470
+المكان فهي صحيحة وبالتالي إحنا لما بنضيف مادتين
+
+446
+00:31:58,470 --> 00:32:02,050
+على بعض في الكيميا وبيطلع لي مثلاً راسب أرجواني
+
+447
+00:32:02,050 --> 00:32:06,190
+اللون بخار بني وكذا هذا حصل قدامي وشفته وأنا بأجربه
+
+448
+00:32:06,190 --> 00:32:09,610
+مرة واثنتين وثلاث، وبأتأكد من وجوده فخلاص هو هذه
+
+449
+00:32:09,610 --> 00:32:15,080
+حقيقة، لكن ممكن تتغير الظروف لو أنا سخنت المادة، ممكن
+
+450
+00:32:15,080 --> 00:32:18,280
+أنها تختلف وبالتالي الآن بيصير فيه تغير في هذه
+
+451
+00:32:18,280 --> 00:32:24,360
+الحقيقة المدركة. أنا أعطيت للأخت، معلش، تفضلي.
+
+452
+00:32:26,930 --> 00:32:29,750
+التجارب اللي هي ناتجة عامة في سلسلة الحقائق
+
+453
+00:32:29,750 --> 00:32:32,890
+والمفروض هو الـ"صورة" اللي هي قدرة التجارب
+
+454
+00:32:32,890 --> 00:32:37,070
+ويتكون اسم أو دلالة لفظية، هي يعني عبارة عن
+
+455
+00:32:37,070 --> 00:32:42,110
+مجموعة معينة، تعريف شامل، يعني مجموعة بتشمل بينها
+
+456
+00:32:42,110 --> 00:32:46,630
+صفات، بتشمل بينها خصائص، خصائص وهي عبارة يعني، تتمّ
+
+457
+00:32:46,630 --> 00:32:50,510
+بالتدريج، يعني تتعدى المراحل بالتدريج، يعني على حسب
+
+458
+00:32:50,510 --> 00:32:54,950
+القدرة، حسب اللي هي مراحل التدريس، يعني هنا نتاجات
+
+459
+00:32:54,950 --> 00:32:58,470
+عقلية ناتجة عن تصنيف الحقائق. الآن لما نيجي إحنا
+
+460
+00:32:58,470 --> 00:33:05,050
+نقول: العصفور له ريش ويبيض، الدجاجة لها ريش وبيض،
+
+461
+00:33:05,050 --> 00:33:10,190
+النعام له ريش ويبيض. الآن من تصنيف هذه الأشياء أنا
+
+462
+00:33:10,190 --> 00:33:15,290
+بدأت أسمي هذه الأشياء حاجة، فقالوا: كل كائن حي له
+
+463
+00:33:15,290 --> 00:33:18,850
+ريش ويبيض يسمى طائر. يبقى ما هو الطائر؟
+
+464
+00:33:21,270 --> 00:33:25,930
+كل كائن حي له ريش ويبيض يسمى طائر. وبالتالي هو اسم
+
+465
+00:33:25,930 --> 00:33:30,650
+ودلالة لفظية. من أين ظهرت هذه؟ من تصنيف الحقائق، لأن
+
+466
+00:33:30,650 --> 00:33:34,890
+أنا عندي حقائق صنفتها وطلعت في هذا الشيء. الآن
+
+467
+00:33:34,890 --> 00:33:38,230
+نيجي نقول مثلاً التداريس، ما هي التداريس؟ بنقول إن
+
+468
+00:33:38,230 --> 00:33:41,150
+الكرة الأرضية عليها جبال، عليها هضاب، فيها
+
+469
+00:33:41,150 --> 00:33:44,530
+بحار، فيها محيطات، فيها كذا، فيها كذا. مجموع هذه
+
+470
+00:33:44,530 --> 00:33:47,830
+الأشياء إحنا بدنا نسميها التداريس، يبقى ما هي
+
+471
+00:33:47,830 --> 00:33:52,510
+التداريس؟ هي ما يوجد على سطح الأرض من الارتفاع أو
+
+472
+00:33:52,510 --> 00:33:55,550
+أي من الخفضات وكذا. وبالتالي هنا في حقائق موجودة،
+
+473
+00:33:55,550 --> 00:33:59,670
+أن الأرض عليها جبال، هاي في جبل، جنب الجبل في
+
+474
+00:33:59,670 --> 00:34:04,310
+واد، في تلة، في هضبة، في كذا، في بحر، في... يبقى
+
+475
+00:34:04,310 --> 00:34:07,610
+هذه الأشياء كلها إحنا بدنا نسميها، يبقى هنا يفهم
+
+476
+00:34:07,610 --> 00:34:11,210
+الطالب المفاهيم، بس المفاهيم هذه بياخدها بالتسلسل،
+
+477
+00:34:11,210 --> 00:34:14,490
+يعني لما يبدأ ياخد مفهوم التداريس، ما بياخدش على طول
+
+478
+00:34:14,490 --> 00:34:20,110
+كلمة التداريس، لأ، بياخد الجبال، وبتعرف على الجبال، و
+
+479
+00:34:20,110 --> 00:34:22,410
+الجبال اللي موجودة في فلسطين والجبال كذا، وبعدين
+
+480
+00:34:22,410 --> 00:34:26,350
+بياخد السهول، وبياخد شكل السهل وبتعرف عليه، وبياخد
+
+481
+00:34:26,350 --> 00:34:29,170
+شكل الوادي، وبياخد شكل كذا، وشكل البحر، بعدين
+
+482
+00:34:29,170 --> 00:34:34,210
+بيقول له إن هذه الأشياء هي التداريس. لما بنعلم
+
+483
+00:34:34,210 --> 00:34:37,070
+الطفل مثلاً، اللي هو على الكائنات الحية، أول حاجة بتعرف
+
+484
+00:34:37,070 --> 00:34:41,110
+على الصور: إيش هذا؟ هذا عصفور. طب إيش خصائص العصفور؟
+
+485
+00:34:41,830 --> 00:34:45,890
+إيش بنستفيد منه؟ إيش خصائص اللي هي كذا؟ الآن بعد
+
+486
+00:34:45,890 --> 00:34:49,510
+ذلك بنصير نصنف له الكائنات الحية هذه، فهو بياخد
+
+487
+00:34:49,510 --> 00:34:53,030
+الطيور، وبياخد الفقاريات، وبياخد اللافقاريات، و
+
+488
+00:34:53,030 --> 00:34:55,910
+بياخد اللي هي ذوات الدم الحار، وبياخد ذوات الدم
+
+489
+00:34:55,910 --> 00:34:59,350
+البارد، وبياخد اللي هي الثديات، والبرمائيات، وكذا.
+
+490
+00:34:59,350 --> 00:35:02,950
+فالآن بدخل في عملية تصنيف كبيرة، هذه عشان أقول له
+
+491
+00:35:02,950 --> 00:35:07,090
+مثلاً هذا الكائن البرمائي، ماذا يعني؟ كائن يعيش في
+
+492
+00:35:07,090 --> 00:35:11,930
+البر ويعيش في البحر. وبالتالي الآن يعني لما أنه
+
+493
+00:35:11,930 --> 00:35:15,790
+بياخد الحقائق بيقدر يصل من خلالها للمفاهيم. الآن هو
+
+494
+00:35:15,790 --> 00:35:18,910
+لما أنه بدرس في مراحل التعليم الأولى، يعني بدرس على
+
+495
+00:35:18,910 --> 00:35:21,530
+كائنات الحياة، وبعدين بياخد اللي هو عملية التصنيف،
+
+496
+00:35:21,530 --> 00:35:24,770
+لما أنه يكبر شوية بتصير التصنيفات أعقد، يعني كل
+
+497
+00:35:24,770 --> 00:35:27,970
+مرحلة هو بياخد المفهوم، بس كل مرحلة بياخد المفهوم
+
+498
+00:35:27,970 --> 00:35:31,910
+أكثر تعقيداً، يعني بتكون صورة المفهوم بالصورة
+
+499
+00:35:31,910 --> 00:35:35,870
+اللولبية المنطقية اللي إحنا بنعرفها بهذا الشكل.
+
+500
+00:35:40,410 --> 00:35:44,250
+يعني هو هنا بياخد مثلاً الصور والأشياء، بعد ذلك
+
+501
+00:35:44,250 --> 00:35:47,650
+بيبدأ يصنف الخصائص، بعد الخصائص بيبدأ يطلق
+
+502
+00:35:47,650 --> 00:35:51,590
+الأسماء، بيصير في أسماء وفي دلالة لفظية، بعد ذلك
+
+503
+00:35:51,590 --> 00:35:54,610
+بيصير يدخل في علاقات أكثر، اللي هي بيصير ياخد دورة
+
+504
+00:35:54,610 --> 00:35:57,530
+حياة مثلاً، دورة حياة البعوضة، دورة حياة
+
+505
+00:35:57,530 --> 00:36:01,030
+كذا، بيصير يعرف كيف بتصير اللي هي عمليات الحيوية،
+
+506
+00:36:01,030 --> 00:36:05,010
+كيف بتتنفس، كيف بتتغذى، كيف كذا، هذا كله بياخذه
+
+507
+00:36:06,700 --> 00:36:09,380
+هذا بياخذه في الصف الأول. شيء في الصف الثاني، بياخد شيء
+
+508
+00:36:09,380 --> 00:36:12,980
+ثاني على نفس الموضوع. على نفس الموضوع في الصف
+
+509
+00:36:12,980 --> 00:36:15,700
+الثالث على نفس الموضوع. في الصف الرابع، كل مرة بياخد
+
+510
+00:36:15,700 --> 00:36:20,300
+بأكثر اتساعاً وأكثر عمقاً. هيك بندرس المفاهيم للطلاب
+
+511
+00:36:20,300 --> 00:36:23,180
+عشان المفاهيم تنمو زي ما إحنا بندرسهم في اللغة
+
+512
+00:36:23,180 --> 00:36:26,660
+العربية. الكلمة أو الحروف، والكلمات، والجمل،
+
+513
+00:36:26,660 --> 00:36:30,860
+بنصنف الجمل اسمية وفعلية، بعدين بناخد الجملة وشبه
+
+514
+00:36:30,860 --> 00:36:33,760
+الجملة، بناخد كذا، كل الأشياء هذه إحنا بناخدها
+
+515
+00:36:33,760 --> 00:36:34,760
+بالتدريج.
+
+516
+00:36:40,620 --> 00:36:46,580
+المبادئ والتعميمات فيه.
+
+517
+00:36:46,580 --> 00:36:49,680
+إن المبدأ، مبادئ وتعميمات، المبادئ غالباً بتكون في
+
+518
+00:36:49,680 --> 00:36:53,360
+المواد النظرية، والتعميمات بتكون في العلوم. يعني لما
+
+519
+00:36:53,360 --> 00:36:57,010
+يكون في عندي مفهومين في بينهم علاقة. عندما بنقول
+
+520
+00:36:57,010 --> 00:37:02,150
+الحديد، المعادن تتمدد بالحرارة، هذا تعميم علمي،
+
+521
+00:37:02,150 --> 00:37:05,050
+معناه إن الحديد يتمدد بالحرارة، النحاس يتمدد
+
+522
+00:37:05,050 --> 00:37:08,870
+بالحرارة، الألمنيوم يتمدد بالحرارة، يعني أنا بأتكلم
+
+523
+00:37:08,870 --> 00:37:13,790
+على المعادن، يعني على كل المعادن. الأحماض تحمر ورقة
+
+524
+00:37:13,790 --> 00:37:16,930
+عباد الشمس، يبقى كل الأحماض بتحمر هذا الشيء، هذا
+
+525
+00:37:16,930 --> 00:37:22,360
+اسمه تعميم علمي. علاقة كيفية بين مفهومين أو أكثر.
+
+526
+00:37:22,360 --> 00:37:25,640
+كيفية، لازم تفهمي إيش معناه كلمة كيفية. لا يوجد فيها
+
+527
+00:37:25,640 --> 00:37:29,280
+وصف كمي. يعني أنا بقول المعادن تتمدد بالحرارة، لكن
+
+528
+00:37:29,280 --> 00:37:33,280
+ما بقولش معامل تمدد الحديد كذا، المعامل معناه إن أنا
+
+529
+00:37:33,280 --> 00:37:39,620
+بحسب كميّاً، يبقى هنا الوصف هنا وصف كيفي للظواهر، وصف
+
+530
+00:37:39,620 --> 00:37:43,640
+كيفي، يبقى بدون جانب كمي. ممكن يكون عندي بعض المبادئ
+
+531
+00:37:43,640 --> 00:37:47,380
+زي مثلاً مبادئ علم التربية: تنوع الأهداف يساعد في
+
+532
+00:37:47,380 --> 00:37:53,100
+مراعاة الفروق الفردية، هذا مبدأ. الاجتهاد يؤدي إلى
+
+533
+00:37:53,100 --> 00:37:58,040
+النجاح، برضه هذا يعتبر مبدأ. هذه أشياء، مفاهيم، في
+
+534
+00:37:58,040 --> 00:38:02,140
+بينهم علاقة بتظهر بصورة مبدأ، ومتفق عليها، يعني
+
+535
+00:38:02,140 --> 00:38:06,180
+الكل متفق عليها ومافيش فيها خطأ، يبقى لازم هذه
+
+536
+00:38:06,180 --> 00:38:10,540
+الجملة تكون صحيحة علمياً، عشان أوصل، أقول إن الأحماض
+
+537
+00:38:10,540 --> 00:38:15,730
+تحمر ورقة عباد الشمس، لازم أجرب كل الأحماض عشان أشوف
+
+538
+00:38:15,730 --> 00:38:19,050
+أنا، إن تنوع الأهداف يؤدي إلى زيادة التحصيل، لازم
+
+539
+00:38:19,050 --> 00:38:22,550
+أجرب وأعمل اللي هو أهداف وأشوف كيف هي، هل هي بتؤدي
+
+540
+00:38:22,550 --> 00:38:25,530
+إلى زيادة التحصيل أو لأ. في عندنا الصورة الكمية
+
+541
+00:38:25,530 --> 00:38:31,010
+اللي هي القواعد والقوانين. القانون، إيش بيقول لي ده؟
+
+542
+00:38:31,010 --> 00:38:34,770
+قانون الجاذبية، وقانون بويل، وقاعدة أرخميدس. علاقة
+
+543
+00:38:34,770 --> 00:38:39,970
+بين مفهومين أو أكثر، بس بصورة كمية. ويتناسب حجم
+
+544
+00:38:39,970 --> 00:38:44,270
+الغاز عكسياً مع ضغطه عند ثبوت درجة الحرارة، من علوم
+
+545
+00:38:44,270 --> 00:38:44,470
+هنا.
+
+546
+00:38:47,450 --> 00:38:51,690
+هذا قانون بويل، قانون بويل بيقول لي إنه بيتناسب حجم
+
+547
+00:38:51,690 --> 00:38:57,690
+الغاز عكسياً مع الضغط. كل ما زدنا الحجم، كل ما زدنا
+
+548
+00:38:57,690 --> 00:39:01,850
+الضغط على الغاز، إيش بيقل الحجم. لما يحطوا أسطوانة
+
+549
+00:39:01,850 --> 00:39:05,130
+الغاز هذه، ممكن تحط فيها ٦ كيلو، ممكن تحط فيها ١٢
+
+550
+00:39:05,130 --> 00:39:09,290
+كيلو، صح؟ لما تحطي فيها ٦ كيلو بتبقى مليانة غاز
+
+551
+00:39:09,290 --> 00:39:12,750
+لأن الغاز بِنتشر بهذه الطريقة، لكن أنا ممكن أضغط على
+
+552
+00:39:12,750 --> 00:39:16,890
+الغاز أكثر وأحط ١٢ كيلو، وممكن أضغط أكثر وأحط
+
+553
+00:39:16,890 --> 00:39:21,510
+١٨ كيلو، لأنه كل ما زِدت الضغط، كل ما قلت الحجم
+
+554
+00:39:21,510 --> 00:39:26,140
+بالنسبة للغاز، لكن عند ثبوت درجة الحرارة. يبقى هنا
+
+555
+00:39:26,140 --> 00:39:30,540
+بحسب أنا قد إيش نسبة الحجم، قد إيش نسبة الضغط، وبقدر أن
+
+556
+00:39:30,540 --> 00:39:34,820
+أنا أصل إلى هذا الشيء. هذه علاقة كمية، يبقى القانون
+
+557
+00:39:34,820 --> 00:39:37,340
+والقاعدة علاقة كمية.
+
+558
+00:39:39,910 --> 00:39:44,030
+قمة الهرم اللي هي النظرية. النظرية اللي هي إطار
+
+559
+00:39:44,030 --> 00:39:47,930
+فكري يتضمن العلاقة بين الحقائق والمفاهيم والمبادئ
+
+560
+00:39:47,930 --> 00:39:52,110
+والقوانين والقواعد، وهذه طبعاً مهمة جداً، لازم
+
+561
+00:39:52,110 --> 00:39:55,550
+يكون في نظرية، لازم يكون في حاجة نظرية موجودة، ليش
+
+562
+00:39:55,550 --> 00:39:59,690
+النظرية هذه؟ يعني أنا بقول المعادن تتمدد بالحرارة،
+
+563
+00:39:59,690 --> 00:40:03,610
+لماذا؟  وإنّي بعتمد على العلم يقولوا ليش الحديد بيتمدد
+
+564
+00:40:03,610 --> 00:40:04,270
+بالحرارة؟
+
+565
+00:40:12,570 --> 00:40:16,810
+أجل، لأنه بيقول لي إن المادة بتتكون من جزيئات، و
+
+566
+00:40:16,810 --> 00:40:22,170
+الجزيئات بتتكون من ذرات، والذرات في بينها مسافات،
+
+567
+00:40:22,170 --> 00:40:25,830
+أجل، مسافات بينية، لما بسخّن المسافات هذه بتزيد،
+
+568
+00:40:25,830 --> 00:40:29,490
+بتتبعد، فبتبقى قطعة الحديد طولها ١٠ سم بتصير
+
+569
+00:40:29,490 --> 00:40:34,890
+١٢ سم. يبقى في افتراض نظري بيقول لي إن المادة
+
+570
+00:40:34,890 --> 00:40:37,610
+بتتكون من جزيئات، وجزيئات بتتكون من ذرات، وإن الذرات
+
+571
+00:40:37,610 --> 00:40:40,410
+في بينها مسافات بينية. في حد شاف هذا الشيء بعينيه؟
+
+572
+00:40:40,410 --> 00:40:45,390
+لأ، هذه نظرية، افتراض نظري، إطار بيفسر لي المعرفة
+
+573
+00:40:45,390 --> 00:40:48,970
+اللي هي موجودة. زي مثلاً بيجي أقول لك إن حقيقة خلق
+
+574
+00:40:48,970 --> 00:40:52,770
+الإنسان، في نظرية بتقول إن هذا الإنسان ما خلقش
+
+575
+00:40:52,770 --> 00:40:56,510
+أن الله سبحانه وتعالى خلقه، يعني خلق آدم وإنّه من
+
+576
+00:40:56,510 --> 00:41:01,320
+طين، وسواه، ونفخ فيه من روحه، ولكن هذه عبارة عن
+
+577
+00:41:01,320 --> 00:41:06,620
+نظرية، اللي هي نظرية التولد الذاتي هذه أو التولد
+
+578
+00:41:06,620 --> 00:41:10,200
+التلقائي. إن هذه خلايا الأرض تفاعلت مع بعضها، أنتجت
+
+579
+00:41:10,200 --> 00:41:12,720
+خلية حية، بدأت الخلية الحية تنقسم على نفسها لما
+
+580
+00:41:12,720 --> 00:41:18,620
+كوّنت إنسان. هذه نظرية. في نظرية داروين، إيش بتقول إن
+
+581
+00:41:18,620 --> 00:41:23,840
+أصل الإنسان قرد، وإنّه هذا اللي كان قرد من سلالة
+
+582
+00:41:23,840 --> 00:41:27,880
+القرود، ولكن نتيجة عوامل معينة، إنّه حاجته إنّه يمشي
+
+583
+00:41:27,880 --> 00:41:32,000
+على رجلين، مش على أربعة، على كذا، وبالتالي تطور
+
+584
+00:41:32,000 --> 00:41:34,880
+الإنسان، وأصبح بهذا الشكل، وممكن بعد ذلك يتطور كمان
+
+585
+00:41:34,880 --> 00:41:42,020
+ممكن يصير يمشي على رجل واحدة. هذه نظريات، هذا افتراض
+
+586
+00:41:42,020 --> 00:41:46,150
+بيرجعوا له عشان يفسّروا ما هو موجود. يعني داروين
+
+587
+00:41:46,150 --> 00:41:50,390
+حاول أنه يفسر لماذا وجود الفقرات العصعصية في أسفل
+
+588
+00:41:50,390 --> 00:41:53,390
+ظهر الإنسان، يعني أسفل الظهر بنلاقي إنه فيه فقرات
+
+589
+00:41:53,390 --> 00:41:59,210
+متراصة. داروين فسّرها على أنه هذا ذنب، ذيل، وهذا
+
+590
+00:41:59,210 --> 00:42:02,190
+الإنسان كان له ذيل، ونتيجة عدم حاجته للذيل، ضمر
+
+591
+00:42:02,190 --> 00:42:07,530
+الذيل هذا. هذه
+
+592
+00:42:07,530 --> 00:42:11,310
+المنطقة اللي فيها عظم الذنب. ما أعرفش إذا عمركم
+
+593
+00:42:11,310 --> 00:42:16,130
+قرأتم عنها. هذه بيقول إنه الإنسان يعني الخلايا الحية
+
+594
+00:42:16,130 --> 00:42:23,110
+ما عدا هذه، يعني هذه هي يعني بالظبط يعني هذه بعد ما
+
+595
+00:42:23,110 --> 00:42:28,070
+سحَقوها ونشروها وحطوها بحمض مركز وكذا، إلا إنهم
+
+596
+00:42:28,070 --> 00:42:30,250
+وجدوا إن الخلايا الحية فيها ما ماتتش، يعني لما
+
+597
+00:42:30,250 --> 00:42:34,150
+حطوها بأقوى حمض مركز، الخلايا الحية فيها ما ماتتش،
+
+598
+00:42:34,150 --> 00:42:37,890
+صحّقوها، طحنوها على الآخر، وبرضه فحصوها، لأ، الخلايا
+
+599
+00:42:37,890 --> 00:42:41,660
+لساتها موجودة. هذا سبحانه وتعالى، يعني من أعجاز الله
+
+600
+00:42:41,660 --> 00:42:45,080
+سبحانه وتعالى. عندما يعود الإنسان في عملية النشور
+
+601
+00:42:45,080 --> 00:42:49,720
+يبدأ input الإنسان من خلال هذه الأشياء، لأن كل ما
+
+602
+00:42:49,720 --> 00:42:53,700
+في الإنسان يبقى تلاشى إلا هذا العظم الصغير. هم كيف
+
+603
+00:42:53,700 --> 00:42:57,580
+فسّروها، وإحنا كيف التفسير المنطقي عندنا الموجود،
+
+604
+00:42:57,580 --> 00:43:03,700
+اللي بنرضاه. المحاضرة جاية إن شاء الله بنكمل بقية
+
+605
+00:43:03,700 --> 00:43:06,140
+مكونات المحتوى. الله يعفو.
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..50f959566ce9ff65d341013ce8c3af19dd4c44a6
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA_postprocess.srt
@@ -0,0 +1,2420 @@
+1
+00:00:21,190 --> 00:00:26,470
+السلام عليكم كيف
+
+2
+00:00:26,470 --> 00:00:31,270
+حالكم؟ نقشنا
+
+3
+00:00:31,270 --> 00:00:35,830
+في المحاضرة الماضية أول مكون من مكونات المنهاج وهو
+
+4
+00:00:35,830 --> 00:00:40,930
+الأهداف، من اتذكرنا بتصنيف الأهداف؟ ما هي مجالات
+
+5
+00:00:40,930 --> 00:00:47,550
+الأهداف الكبرى؟ ما هي المجالات الكبرى للأهداف؟
+
+6
+00:00:51,060 --> 00:00:55,460
+أحسنتي المجال المعرفي الوجداني النفس حركي التركيز
+
+7
+00:00:55,460 --> 00:01:00,240
+طبعا في المناهج بيكون على الجانب المعرفي بنسبة من
+
+8
+00:01:00,240 --> 00:01:04,760
+خمسين من خمسين إلى ستين في المية حوالي عشرين في
+
+9
+00:01:04,760 --> 00:01:08,960
+المية بتكون على المجال النفس حركي وعشرين لعشرة في
+
+10
+00:01:08,960 --> 00:01:12,620
+المية بتكون على المجال الوجداني على حسب طبيعة
+
+11
+00:01:13,150 --> 00:01:17,270
+المحتوى يحرص مصمم المنهاج على إنها تكون الأهداف
+
+12
+00:01:17,270 --> 00:01:20,870
+متنوعة، متنوعة في المجالات الكبرى، متنوعة في
+
+13
+00:01:20,870 --> 00:01:24,990
+المستويات التي تتكون منها هذه المجالة. ما هي
+
+14
+00:01:24,990 --> 00:01:34,550
+مستويات المجال المعرفي؟ ما هي المستويات المعرفية؟
+
+15
+00:01:34,550 --> 00:01:38,810
+فضلين
+
+16
+00:01:38,970 --> 00:01:42,870
+المعرفة .. الفهم .. الت .. الت .. المعرفة و الفهم
+
+17
+00:01:42,870 --> 00:01:46,070
+بعد أن أتطبيق التحليل التركيب التطبيقي أحسنتي
+
+18
+00:01:46,070 --> 00:01:50,050
+المعرفة اللي هي بتاعي التذكر الفهم التطبيق
+
+19
+00:01:50,050 --> 00:01:53,550
+وسميناها مهارات التفكير الدنيا التحليل والتركيب
+
+20
+00:01:53,550 --> 00:01:57,590
+والتقويم مهارات التفكير العليا ما هي المستويات
+
+21
+00:01:57,590 --> 00:02:01,890
+للمجال الوجداني؟ صدري
+
+22
+00:02:06,900 --> 00:02:10,120
+ممتاز، وهذه اللي هي المستويات التي نكون من خلالها
+
+23
+00:02:10,120 --> 00:02:14,900
+القيم والاتجاهات والميول بالنسبة للطلبة، بماذا
+
+24
+00:02:14,900 --> 00:02:20,480
+يهتم المجال النفس حركي؟ الادراك الحميد
+
+25
+00:02:28,350 --> 00:02:31,550
+ممتاز، يبقى هو بيهتم في بناء المهارات اليدوية
+
+26
+00:02:31,550 --> 00:02:35,810
+الحركية والمهارات الاجتماعية لدى الطلبة يبقى الآن
+
+27
+00:02:35,810 --> 00:02:39,570
+مصمم المنهاج عندما يضع المحتوى يضع في ذهنه كل هذه
+
+28
+00:02:39,570 --> 00:02:43,590
+الأهداف الآن هنتعرف على المكون التاني اللي هو
+
+29
+00:02:43,590 --> 00:02:48,030
+المحتوى العلمي ما المقصود بالمحتوى العلمي؟ ما هو
+
+30
+00:02:48,030 --> 00:02:48,930
+المحتوى العلمي؟
+
+31
+00:02:55,570 --> 00:02:58,770
+مفاهيم والمبادئ والقوانين والنظريات وأساليب
+
+32
+00:02:58,770 --> 00:03:02,130
+التفكير التي ترتبط مع بعضها البعض بالطريقة تسحر
+
+33
+00:03:02,130 --> 00:03:04,590
+على المتعاجم المرور للتجارب التعليمية وتنهيأ
+
+34
+00:03:04,590 --> 00:03:08,310
+المدقيا والمدونة داية والاتجاهات لتحقيق الأهداف
+
+35
+00:03:08,310 --> 00:03:11,470
+التربوية يبقى الآن لما بنتكلم إيش هو المحتوى
+
+36
+00:03:11,470 --> 00:03:14,490
+العلمي المحتوى العلمي المادة العلمية أو المعرفة
+
+37
+00:03:14,490 --> 00:03:18,090
+العلمية التي نقدمها للطالب ماذا نقدم للطالب نقدم
+
+38
+00:03:18,090 --> 00:03:23,190
+له حقائق مفاهيم قوانين مبادق نظريات وأساليب تفكير
+
+39
+00:03:23,460 --> 00:03:27,160
+كلها دي بتترتب بصورة من السهل إلى الصعب، من البسيط
+
+40
+00:03:27,160 --> 00:03:31,500
+للمعقد، من المحسوس للمجرد، بنقدمها للطالب بطريقة
+
+41
+00:03:31,500 --> 00:03:36,180
+سلسة بتسهل على المتعلم إنه يكون في عنده خبرات
+
+42
+00:03:36,180 --> 00:03:40,000
+تربوية بتنمي قيم وميول واتجاهات ومهارات، كلها
+
+43
+00:03:40,000 --> 00:03:43,240
+بتحقق الأهداف اللي إحنا درسناها، اللي هو أهداف
+
+44
+00:03:43,240 --> 00:03:46,640
+المجال المعرفي والمجداني والنفس حركة، يبقى إحنا
+
+45
+00:03:46,640 --> 00:03:51,740
+بنقدم معرفة بتنمي خبرات، بتنمي قيم، بتنمي اتجاهة
+
+46
+00:03:51,980 --> 00:03:55,000
+الآن هذه الأشياء يعني بيقوللي إلا إن الميول
+
+47
+00:03:55,000 --> 00:03:57,800
+والاتجاهات والقيم لا تتم بدون معرفة فالمعرفة هي
+
+48
+00:03:57,800 --> 00:04:00,680
+الأساس في بناء المحتوى في ناس بيقولك إن القيم
+
+49
+00:04:00,680 --> 00:04:05,940
+والاتجاهات والميول هذه بدهاش معرفة علمية عشان إحنا
+
+50
+00:04:05,940 --> 00:04:10,040
+نعلم الأمانة مش عايزة الحكاية معرفة علمية هل هذا
+
+51
+00:04:10,040 --> 00:04:14,140
+الكلام صحيح؟ لازم نعرف ما هي الأمانة ما هي كيف
+
+52
+00:04:14,140 --> 00:04:18,830
+ممكن نحن ننصون هذه الأمانة وبالتالي كل شيءيعني
+
+53
+00:04:18,830 --> 00:04:22,210
+القيمة لها مكون معرفي، المهارة لها مكون معرفي،
+
+54
+00:04:22,210 --> 00:04:26,810
+المعرفة لها مكونات معرفية مختلفة وبالتالي هنا إحنا
+
+55
+00:04:26,810 --> 00:04:30,370
+بنبدأ نسأل عن المعرفة التربوية، أن المعرفة
+
+56
+00:04:30,370 --> 00:04:32,110
+التربوية لابد أنها تكون منظمة
+
+57
+00:04:34,550 --> 00:04:38,230
+وتوجد بينها علاقات وتتميز بسهولة تعلمها المعرفة
+
+58
+00:04:38,230 --> 00:04:41,330
+اللي إحنا بنعرفها للطلاب بنعلمها للطلاب اسمها
+
+59
+00:04:41,330 --> 00:04:45,230
+المعرفة المنظمة ليست معرفة عشوائية ولكنها معرفة
+
+60
+00:04:45,230 --> 00:04:50,030
+منظمة أنا عشان أعلم الطالب عملية الجامعة يبقى في
+
+61
+00:04:50,030 --> 00:04:55,130
+حقائق لازم أعلمه إياها إنه عند جامعة كميات هذه
+
+62
+00:04:55,130 --> 00:04:59,250
+الكميات مختلفة ممكن إنها تعطيني قيمةنتج اللي هو
+
+63
+00:04:59,250 --> 00:05:02,510
+جمع الكمية الأولى والكمية التانية أو اللي هي مجموع
+
+64
+00:05:02,510 --> 00:05:05,630
+الكميتين معنوى، بالتالي هنا أنا في أشياء أقدمها
+
+65
+00:05:05,630 --> 00:05:09,250
+للطالب، بقدرش أعلم الطالب عملية الضرب قبل ما
+
+66
+00:05:09,250 --> 00:05:13,670
+أعلموا عملية الجمع والطرحلأنه فيه تسلسل، لازم يفهم
+
+67
+00:05:13,670 --> 00:05:16,870
+عملية الجماعة، يفهم عملية الطريح، بعدين بياخد
+
+68
+00:05:16,870 --> 00:05:20,630
+عملية الدرب، بيقدرش ياخد عملية القسم إلا لما يتقن
+
+69
+00:05:20,630 --> 00:05:24,850
+عملية الدرب، وبالتالي فيه تسلسل، فيه تنظيم في
+
+70
+00:05:24,850 --> 00:05:29,230
+المعرفة، يبقى هذا بنقلنا إلى اللي هو المعرفة
+
+71
+00:05:29,230 --> 00:05:33,830
+المنظمة، ما هي المعرفة المنظمة؟يعني حتى نسأل سؤال
+
+72
+00:05:33,830 --> 00:05:37,330
+مهم جدا ما هي المعرفة المنظمة؟ بقول هي بنية منطقية
+
+73
+00:05:37,330 --> 00:05:40,650
+من الحقائق والمفاهيم والقوانين والتعميمات بنية
+
+74
+00:05:40,650 --> 00:05:43,730
+العلم تختلف عن بنية منهج اللغة العربية ومنهجية
+
+75
+00:05:43,730 --> 00:05:47,710
+البحث بتختلف فيها وهذا بتفق مع كون العلم مادة
+
+76
+00:05:47,710 --> 00:05:52,110
+وطريقة يبقى الآن كل مادة في إلها بنية منطقية من
+
+77
+00:05:52,110 --> 00:05:55,910
+الحقائق والمفاهيم وأساليب التفكير ومنهجية البحث لو
+
+78
+00:05:55,910 --> 00:05:59,970
+احنا نظرنا نقول
+
+79
+00:05:59,970 --> 00:06:08,620
+هنا مادة العلموفي عنا هنا الجغرافيا العلوم
+
+80
+00:06:08,620 --> 00:06:20,220
+لها حقائق ومفاهيم ومبادئ وقوانين ونظريات هل هذه
+
+81
+00:06:20,220 --> 00:06:25,260
+المفاهيم والحقائق هي نفسها اللي موجودة في علم اللي
+
+82
+00:06:25,260 --> 00:06:30,320
+هو الجغرافيا بتختلف تماما لو أجينا احنا أخدنا مثال
+
+83
+00:06:30,320 --> 00:06:38,430
+لمفهومبدأ أتكلم عن الذرّة، هنا بنتكلم عن التضاريس،
+
+84
+00:06:38,430 --> 00:06:44,810
+نتكلم عن المناخ، بنتكلم عن الطقس، عن الحدود،
+
+85
+00:06:44,810 --> 00:06:49,030
+المياه، نتكلم عن كذا، هنا بنتكلم أشياء مختلفة،
+
+86
+00:06:49,030 --> 00:06:55,150
+بنتكلم الأحياءبنتكلم بالكائنات الحية، التنفس، يبقى
+
+87
+00:06:55,150 --> 00:06:59,190
+هنا كل مادة إلها سلسلة منتظمة من المفاهيم خاصة
+
+88
+00:06:59,190 --> 00:07:02,510
+فيها، يعني حتى مادة الجغرافيا ومادة التاريخ، هل
+
+89
+00:07:02,510 --> 00:07:05,490
+المصطلحات المستخدمة في التاريخ هي نفسها المستخدمة
+
+90
+00:07:05,490 --> 00:07:09,550
+في الجغرافيا؟ يعني إحنا صح بنستخدم الخرائط مثلا،
+
+91
+00:07:09,550 --> 00:07:12,570
+لكن أنا هنا بنتكلم عن المؤتمرات، بنتكلم عن
+
+92
+00:07:12,570 --> 00:07:15,930
+المعارك، بنتكلم عن كذا، في الجغرافيا بنتكلمش عن
+
+93
+00:07:15,930 --> 00:07:20,600
+الأشياء هذهوبالتالي هنا بتختلف كل مادة إلها
+
+94
+00:07:20,600 --> 00:07:30,360
+مفاهيمها، إلها معرفة بنية منطقية خاصة، وهنا نفس
+
+95
+00:07:30,360 --> 00:07:38,080
+الاشي إلها نفس الشيء إلها كمان أساليب تفكير وإلها
+
+96
+00:07:38,080 --> 00:07:41,300
+أيضا يبقى هنا لما بدأ أتكلم أنا عن المعرفة المنظمة
+
+97
+00:07:47,220 --> 00:07:54,520
+بنتكلم عن تلت أشياء اللي هي بنية منطقية
+
+98
+00:07:54,520 --> 00:08:03,120
+من المعرفة، أساليب، تفكير، زائد مناهج
+
+99
+00:08:07,200 --> 00:08:11,480
+منهجية البحث في العلوم تختلف تماما عن منهجية البحث
+
+100
+00:08:11,480 --> 00:08:14,800
+في الجغرافيا عن منهجية البحث في اللغة العربية يعني
+
+101
+00:08:14,800 --> 00:08:18,300
+كل مادة أنا ببحث فيها بطريقة مختلفة و أنا ببحث في
+
+102
+00:08:18,300 --> 00:08:21,480
+العلوم ببحث تجريبيا و أنا ببحث في اللغة العربية
+
+103
+00:08:21,480 --> 00:08:25,300
+ببحث نقديا و أنا ببحث في التاريخ ببحث وصفيا يبقى
+
+104
+00:08:25,300 --> 00:08:28,980
+الآن منهجية البحث مختلفة أساليب التفكير مختلفة
+
+105
+00:08:28,980 --> 00:08:32,820
+البنية المنطقية مختلفة يبقى أي معرفة بدي أقدمها
+
+106
+00:08:32,820 --> 00:08:35,560
+للطالب و بدي أصمم فيها كتاب و أنظمها يبقى مع
+
+107
+00:08:35,560 --> 00:08:39,960
+المفروض أنها تكوناللي هي ضمن المعرفة المنظمة وهذا
+
+108
+00:08:39,960 --> 00:08:43,520
+طبعا بتفق مع النظرة الحديثة إن العلم مادة وطريقة
+
+109
+00:08:43,520 --> 00:08:52,020
+في التفكير بتوجهها حركة البحث والاكتشاف تصنيفات
+
+110
+00:08:52,020 --> 00:08:56,680
+المعرفة طبعا هنا إحنا بنشوف اللي هي عملية تصنيف
+
+111
+00:08:56,680 --> 00:09:02,330
+المعرفةفي عندى Philip Phoenix في السبعينات صنف
+
+112
+00:09:02,330 --> 00:09:07,450
+المعرفة المنظمة كيف صنف Philip Phoenix المعرفة
+
+113
+00:09:07,450 --> 00:09:11,650
+المنظمة وليش أوجدلى هذا التصنيف طبعا سؤال مهم ما
+
+114
+00:09:11,650 --> 00:09:14,790
+هي الأشياء اللتي يجب أنه علمها للطلبة في مراحل
+
+115
+00:09:14,790 --> 00:09:17,590
+التعليم العام؟الطالب عندما يدخل المدرسة ما هي
+
+116
+00:09:17,590 --> 00:09:21,470
+الأشياء التي يجب أن يدرسها؟ إيش لازم ندرسه؟ فقال
+
+117
+00:09:21,470 --> 00:09:24,870
+لازم ندرسه معرفة منظمة، معرفة منظمة في إيش؟ فقسمها
+
+118
+00:09:24,870 --> 00:09:29,370
+في عدة مكونات، المكون الأول اللي هو الرمزيات، مش
+
+119
+00:09:29,370 --> 00:09:34,630
+عارفة مبينة من عندكم؟ الرمزيات، ماذا تشمل
+
+120
+00:09:34,630 --> 00:09:40,470
+الرمزيات؟ تشمل السعائر واللغات والرياضيات والحكاية
+
+121
+00:09:40,470 --> 00:09:46,630
+الإدنية التتفاعل والمتفاعلة مع المموذممتاز، رموز،
+
+122
+00:09:46,630 --> 00:09:50,550
+الرياضيات عبارة عن رموز، يعني إحنا لما بنقول ألف،
+
+123
+00:09:50,550 --> 00:09:54,030
+با، جيم، مثلث، بنعمل شكل المثلث، كمان شكل المثلث،
+
+124
+00:09:54,030 --> 00:09:57,990
+هذا متفق عليا إن هذا الشكل هو المثلث، كمان اللغة
+
+125
+00:09:57,990 --> 00:10:02,130
+عبارة عن رموز، يعني إذا بقول ألف، با، جيم، سواء A,
+
+126
+00:10:02,230 --> 00:10:06,010
+B, C, D، هذه كلها عبارة عن رموز، اتفاق على إن هذا
+
+127
+00:10:06,010 --> 00:10:11,880
+الرمز في اللغة العربيةهذا ألف في اللي هو ال
+
+128
+00:10:11,880 --> 00:10:15,960
+English هذا ال A يبقى الآن في اتفاق على هذا الرمز
+
+129
+00:10:15,960 --> 00:10:19,640
+أن هذا كذا و هذا كذا وبالتالي هي عبارة عن مجموعة
+
+130
+00:10:19,640 --> 00:10:23,800
+من الرمز يبقى لازم يدرس الطالب في مراحل التعليم
+
+131
+00:10:23,800 --> 00:10:26,860
+الأهم مجموعة من الرمزيات اللي هي بتأتي في علوم
+
+132
+00:10:26,860 --> 00:10:31,340
+الرياضيات وعلوم اللغات أيضًا وبالتالي لابد أن يدرس
+
+133
+00:10:31,340 --> 00:10:36,940
+الطلبة بالإضافة للشعائرأي نعم كيف أن هو ممكن يقدّي
+
+134
+00:10:36,940 --> 00:10:41,660
+الصلاوات بالإضافة لاللي هي الحركات الإيمائية اللي
+
+135
+00:10:41,660 --> 00:10:46,340
+هم يعني في اللي هو التعلم بالحركة الإيمانية
+
+136
+00:10:46,340 --> 00:10:48,760
+والإيمائية لديها تانية يعني في عندنا الشعائر وفي
+
+137
+00:10:48,760 --> 00:10:52,800
+عندنا الحركات إيمائية يعني هي اللي هي لغة الإشارة
+
+138
+00:10:54,040 --> 00:10:58,600
+يعني في بعض الطلاب بيفهموا الأشياء من خلال الإشارة
+
+139
+00:10:58,600 --> 00:11:01,520
+خاصة مثلا اللي بيكون في عندهم اللي هم الصوم أو في
+
+140
+00:11:01,520 --> 00:11:04,600
+هذا الشكل وبالتالي هنا الشعائر اللي هي بتعني
+
+141
+00:11:04,600 --> 00:11:08,020
+بالحركات الإيمانية لكن هنا الحركات الإيمانية اللي
+
+142
+00:11:08,020 --> 00:11:12,580
+هي بتفسر على حسب طبيعة عملية التعلم بيبدأ يفهم
+
+143
+00:11:12,580 --> 00:11:17,480
+الطالب هذه الحركاتمن الأصناف المعرفة التجريبيات
+
+144
+00:11:17,480 --> 00:11:22,900
+تشمل العلوم الطبيعية والاجتماعية فلا يمكن أن نفهم
+
+145
+00:11:22,900 --> 00:11:26,140
+أي مفهوم إلا خلال التجريب العلمي وحديثا أيضا دخلت
+
+146
+00:11:26,140 --> 00:11:29,260
+العلوم الاجتماعية والتربوية في مجال التطبيق ممتاز
+
+147
+00:11:29,260 --> 00:11:31,900
+جدا يبقى الآن من الأشياء التي يجب أن نتعلمها أيضا
+
+148
+00:11:31,900 --> 00:11:35,440
+التجريبيات إيش هي التجريبيات العلوم أكيد على طول
+
+149
+00:11:35,440 --> 00:11:39,720
+ندخل فيزيا كيميا بيولوجيا تكنولوجيا الآن بدأت تدخل
+
+150
+00:11:39,720 --> 00:11:41,800
+اللي هي العلوم الاجتماعية
+
+151
+00:11:44,710 --> 00:11:47,110
+العلوم الاجتماعية زي علم النفس، علم النفس
+
+152
+00:11:47,110 --> 00:11:50,870
+الاجتماعي، هذا اللي احنا بندخله في عملية التجريب،
+
+153
+00:11:50,870 --> 00:11:53,730
+يعني لما يكون في عندى أطفال في عندهم جنوح، في
+
+154
+00:11:53,730 --> 00:11:57,730
+عندهم جريمة، فبقول إن احنا ممكن ندخلهم في برنامج
+
+155
+00:11:57,730 --> 00:12:02,810
+تدريبي يعدل من سلوكهموبالتالي هنا دخلة العلوم اللي
+
+156
+00:12:02,810 --> 00:12:06,090
+هي الإجتماعية كان صعب إن أنا أعدل سلوك إنسان، بس
+
+157
+00:12:06,090 --> 00:12:08,970
+الآن دخلت العلوم الإجتماعية في هذا الإطار،
+
+158
+00:12:08,970 --> 00:12:12,350
+وبالتالي بنلاقي إنه في برامج تدريبية، في برامج
+
+159
+00:12:12,350 --> 00:12:15,990
+اللي هي توجيهية، في برامج أشياء كثيرة بتعدل من
+
+160
+00:12:15,990 --> 00:12:19,990
+سلوك الإنسان، بتطور من سلوكه، زي بعض البرامج اللي
+
+161
+00:12:19,990 --> 00:12:23,850
+ممكن تزيد من الذكاء، زي برنامج الحساب العقليعارفين
+
+162
+00:12:23,850 --> 00:12:27,030
+برنامج الحساب العقلي أو الحساب الذهني هذه بتعلم
+
+163
+00:12:27,030 --> 00:12:31,730
+الطفل أن هو يجمع العمليات بطريقة معينة فهذه برامج
+
+164
+00:12:31,730 --> 00:12:35,610
+بتدخل فيها بدربوا الطالب على هذه المهارة هذه الآن
+
+165
+00:12:35,610 --> 00:12:38,910
+مش علم هو ماخدش اللي هو علم الرياضيات ولكن هو أخد
+
+166
+00:12:38,910 --> 00:12:42,810
+المهارة في التعامل مع الرياضيات زي ما اتكلمنا إنه
+
+167
+00:12:42,810 --> 00:12:45,730
+في ناس بيكون في عندهم مشاكل نفسية عقد اجتماعية
+
+168
+00:12:45,730 --> 00:12:49,230
+أشياء كثيرة ممكن يتعرضوا لبرامج إرشادية ويتعدل
+
+169
+00:12:49,230 --> 00:12:52,650
+سلوكهم في هذا الجانب الجماليات
+
+170
+00:12:54,700 --> 00:12:57,880
+تشمل الأدب و الرسم و القنون اللي بصرية و هي تعتبر
+
+171
+00:12:57,880 --> 00:13:01,660
+تباطن للناس الإنسانية و تعبر عن ذات الفرد؟ تعبر عن
+
+172
+00:13:01,660 --> 00:13:05,380
+ذات الفرد، احنا يعني بس بدنا نعلم الطلاب رياضيات و
+
+173
+00:13:05,380 --> 00:13:09,460
+علوم و لغات و أشياء بهذا الشكل ولا لازم يكون في
+
+174
+00:13:09,460 --> 00:13:15,050
+حاجة فيهانوع من الارتياح للنفس البشرية كيف بتعبري
+
+175
+00:13:15,050 --> 00:13:18,230
+عن ذاتك، كيف كذا، فانت بتحتاجي إلى بعض الجماليات،
+
+176
+00:13:18,230 --> 00:13:22,670
+في الأدب، في الرسم، في الفنون، في الخطابة، في
+
+177
+00:13:22,670 --> 00:13:25,590
+الشعر، في أشياء كثيرة، بيكون في عيننا هذا الشيء،
+
+178
+00:13:25,590 --> 00:13:29,010
+حتى ممكن يكون في الغناء، في الموسيقىكل هذه الأشياء
+
+179
+00:13:29,010 --> 00:13:33,470
+بتكون موجودة الكون كله بيقوم على الموسيقى يعني كل
+
+180
+00:13:33,470 --> 00:13:36,430
+الأشياء اللي احنا بنسمعها من بداية النهار ما يطلع
+
+181
+00:13:36,430 --> 00:13:41,030
+بتبدأ تسمعي صوت العصفير تسمع أشياء بتسمعي أشياء
+
+182
+00:13:41,030 --> 00:13:45,470
+حتى صوت الريح بيعملك أصوات هيك في ناس بتحب هذه
+
+183
+00:13:45,470 --> 00:13:49,270
+الأشياء في ناس بتصير عندها هذه التفاصيل مهمة في
+
+184
+00:13:49,270 --> 00:13:53,430
+حياتها في بعض الأطفال بيحب كتير يرسمفبتلاقي إنه
+
+185
+00:13:53,430 --> 00:13:57,390
+قاعد بيرسم أول ما بنبدأ نعلم الأطفال في رياض
+
+186
+00:13:57,390 --> 00:14:00,890
+الأطفال نعلمهم الرسم والتلوين وكيف إنه يلون وكيف
+
+187
+00:14:00,890 --> 00:14:05,430
+إنه كذا في كتير أي نعم بيحبوا الأدب، بيقرأوا
+
+188
+00:14:05,430 --> 00:14:07,790
+الشعر، بيحفظوا الشعر، المسابقات والمطارحات
+
+189
+00:14:07,790 --> 00:14:12,110
+الشعرية، كل هذه أشياء يعني ذوقية، فنية، واللي إنها
+
+190
+00:14:12,110 --> 00:14:16,410
+بتعكس ارتياح للنفس وبتنمي المشاعر والوجدان بصورة
+
+191
+00:14:16,410 --> 00:14:22,700
+كبيرة جدا الذاتيات والتأملياتإيش هي الذاتيات
+
+192
+00:14:22,700 --> 00:14:27,760
+والتأمليات؟ تشمل
+
+193
+00:14:27,760 --> 00:14:31,340
+الفلسفة وعلم النفس تقوم على تعامل اتقال الإنسان من
+
+194
+00:14:31,340 --> 00:14:35,740
+محوله لظاهر البشرية والطبيعية بعلاقة هذا الإنسان
+
+195
+00:14:35,740 --> 00:14:39,860
+بالإلهام ممتاز يعني أنا في كتير من الأسئلة ترد إلى
+
+196
+00:14:39,860 --> 00:14:45,660
+ذهن الطالب إحنا كيف خلقنا ولماذا خلقنا وماذا كان
+
+197
+00:14:45,660 --> 00:14:51,470
+قبل أن نخلق وماذا سيكون بعد أن نموتتأمل ليش في ناس
+
+198
+00:14:51,470 --> 00:14:54,890
+كويسين و ليش في ناس ما هماش بهذه الدرجة؟ ليش في
+
+199
+00:14:54,890 --> 00:14:58,350
+ناس بتسرق و ليش في ناس مابتسرقش؟ ليش في ناس بتعمل
+
+200
+00:14:58,350 --> 00:15:02,530
+كذا؟ هذه أسئلة كلها بتدور في داخل اللي هو الإنسان
+
+201
+00:15:02,530 --> 00:15:06,110
+و بتبدأ يسأل عليها الطفل من هو لساته يعني ما قبل
+
+202
+00:15:06,110 --> 00:15:10,310
+المدرسة، بصير يسأل أمه أنا كيف أجيت على الدنيا؟طب
+
+203
+00:15:10,310 --> 00:15:12,830
+أنا قبل ما أنولد إيش صار؟ طب قبل ما تنخلق الدنيا
+
+204
+00:15:12,830 --> 00:15:15,750
+إيش كان فيه كان؟ فهو الآن هذه الأسئلة التأملية
+
+205
+00:15:15,750 --> 00:15:19,010
+لابد من الرد عليها فكانوا زمان بيدرسوا الفلسفة
+
+206
+00:15:19,010 --> 00:15:22,110
+والمنطق وعلم النفس بيدرسوهم في الثانوي، بس مش بس
+
+207
+00:15:22,110 --> 00:15:24,350
+هي بتتدرس في الثانوي، احنا كمان في التربية
+
+208
+00:15:24,350 --> 00:15:30,200
+الإسلاميةبنعطي للطالب مثلا اللي قصة خلق سيدنا أدم،
+
+209
+00:15:30,200 --> 00:15:34,300
+ليش؟ إيش مفيدة له أنه يعرف قصة خلق سيدنا أدم؟ وإن
+
+210
+00:15:34,300 --> 00:15:37,980
+الله سبحانه وتعالى خلق أدم من تراب وخلق له حواء،
+
+211
+00:15:37,980 --> 00:15:41,580
+ليش؟ عشان يفهم، عشان يبدأ يتأمل وبنقوله إن هذا
+
+212
+00:15:41,580 --> 00:15:45,480
+الإنسان يعني هذا الإنسان مفطور على الفترة وإنه فيه
+
+213
+00:15:45,480 --> 00:15:49,750
+شيطان بيحاول إنه يحرفطريقه إن الإنسان اللي بيبعد
+
+214
+00:15:49,750 --> 00:15:53,490
+عن الشيطان بدخل الجنة، هذه كلها تأملات بنحاول أن
+
+215
+00:15:53,490 --> 00:15:57,170
+احنا نوصلها، بنجاوب على مجموعة كبيرة من الأسئلة،
+
+216
+00:15:57,170 --> 00:16:00,330
+ليش إنسان في خير وليش إنسان في شر، لماذا الإنسان
+
+217
+00:16:00,330 --> 00:16:03,610
+يقوم بالجريمة ولماذا إنسان آخر لا يقوم بهذه
+
+218
+00:16:03,610 --> 00:16:07,080
+الجريمة؟هذه كليتها يعني بتتاخد من خلال الدروس،
+
+219
+00:16:07,080 --> 00:16:09,640
+يعني ممكن تدخل في دروس الدينية، في دروس اللغة
+
+220
+00:16:09,640 --> 00:16:11,940
+العربية، في دروس خاصة، اللي هي في العلوم
+
+221
+00:16:11,940 --> 00:16:14,500
+الإجتماعية، اللي هي بتدخل في الفلسفة وعلم المنطق
+
+222
+00:16:14,500 --> 00:16:18,400
+وعلم الإجتماع، علم الإجتماع، بياخدوها تأملات كاملة
+
+223
+00:16:18,400 --> 00:16:21,900
+في هذا الإطار، وبالتالي هذه بتكون طبعا مهمة جدا
+
+224
+00:16:21,900 --> 00:16:25,800
+عشان تساعد الطالب على فهم نفسه، ومايدخلش في أشياء
+
+225
+00:16:25,800 --> 00:16:29,040
+غيبية هو مش فاهمها، وممكن تصل فيه إلى الكفر
+
+226
+00:16:29,730 --> 00:16:33,710
+وبالتالي أنا قبل ما اتأثر عليه أي أفكار موجودة أنا
+
+227
+00:16:33,710 --> 00:16:37,510
+بأثر عليه أو بوجهه في التفكير، في التوجيه السليم
+
+228
+00:16:37,510 --> 00:16:41,390
+الأخلاقيات
+
+229
+00:16:41,390 --> 00:16:51,330
+هل
+
+230
+00:16:51,330 --> 00:16:56,990
+الأخلاق واحدة؟ هل الأخلاق في الدول الإسلامية هي
+
+231
+00:16:56,990 --> 00:17:01,520
+نفس الأخلاق اللي هي في الدول المتقدمة؟تختلف تختلف
+
+232
+00:17:01,520 --> 00:17:05,520
+يبقى لابد ان يكون في عندى هنا تنويه وتوجيه ايش هي
+
+233
+00:17:05,520 --> 00:17:09,260
+الأخلاق الموجودة، الآن في منهج جديد في العالم اسمه
+
+234
+00:17:09,260 --> 00:17:13,350
+المنهج الأخلاقيوفيه بيعملوا السلوكيات، منهج
+
+235
+00:17:13,350 --> 00:17:18,290
+السلوكيات ليش هذه الأشياء؟ لأن هم يعني صار فيه نوع
+
+236
+00:17:18,290 --> 00:17:21,750
+من اللي هو عدم الفهم إيش هي الأخلاقية، نتيجة
+
+237
+00:17:21,750 --> 00:17:25,390
+الإباحية المنتشرة والأشياء، ففيش فيه مثلا إن هو
+
+238
+00:17:25,390 --> 00:17:28,290
+مثلا الصغير يحترم الكبير، إن إحنا لو لاقينا مثلا
+
+239
+00:17:28,290 --> 00:17:31,670
+إنسان كفيف ممكن نساعده إنه يعبر الشارع، كيف ممكن
+
+240
+00:17:31,670 --> 00:17:35,530
+إحنا نتكلم مع الأكبر سنة، كيف ممكن إحنا ناكل، كيف
+
+241
+00:17:35,530 --> 00:17:38,190
+ممكن إحنا نشرب، كيف ممكن كذا، كل هذه الأشياء
+
+242
+00:17:38,190 --> 00:17:41,530
+والسلوكيات هذه لابد من تعليمهاوالرسول عليه الصلاة
+
+243
+00:17:41,530 --> 00:17:44,610
+والسلام يعني أول ما نهتم بالأخلاقيات عندما كان
+
+244
+00:17:44,610 --> 00:17:48,290
+يعلم اللي هو الأطفال كيفية الطعام، من فاكرة
+
+245
+00:17:48,290 --> 00:17:54,390
+الحديثة تقولنا يا؟ وكل مما يليك وبالتالي هنا كان
+
+246
+00:17:54,390 --> 00:17:57,790
+بيعلمهم اللي هو آداء بالطعام، كيف أنت ممكن تاكل،
+
+247
+00:17:57,790 --> 00:18:00,990
+المفروض أنك أنت تسمي بالله وكل بيمينك وكل مما يليك
+
+248
+00:18:00,990 --> 00:18:05,390
+وما يعني ما تحاولش أنك أنت تخلي إيدك تطيش في الصحف
+
+249
+00:18:05,390 --> 00:18:09,750
+بحيث أنك أنت يعني تعمل قضارة وأشياء في هذا الإطار
+
+250
+00:18:17,180 --> 00:18:19,980
+وبالتالي هذه القواعد و هذه الأخلاقيات لابد من
+
+251
+00:18:19,980 --> 00:18:23,820
+تعليمها لطلاب سواء كانت بده ياخدها منفصلة أو بده
+
+252
+00:18:23,820 --> 00:18:27,800
+ياخدها في دمن الدروس أيضا، بنعطي درس عن الأمانة،
+
+253
+00:18:27,800 --> 00:18:31,300
+بنعطي درس عن الصدق، وبنعطي درس عن الأخلاق، عن
+
+254
+00:18:31,300 --> 00:18:34,660
+الأخلاق الحميدة، وبنعطي درس عن كذا وعن كذا، ليه كل
+
+255
+00:18:34,660 --> 00:18:38,400
+هذه الأشياء؟ لأن هذه أشياء أساسية إحنا بنبني عليها
+
+256
+00:18:38,400 --> 00:18:41,660
+الجيل، بنبني عليها الأفكار الموجودة، هذا هو
+
+257
+00:18:41,660 --> 00:18:46,260
+الصحيح، هذا هو الصواب، هذا هو المعيار الأساسي، ال
+
+258
+00:18:46,260 --> 00:18:50,760
+standardالعالمي اللي احنا لازم نتبعه مش هنختلف على
+
+259
+00:18:50,760 --> 00:18:53,360
+معنى الأمانة سواء هنا أو في اليابان أو في أمريكا
+
+260
+00:18:53,360 --> 00:18:56,220
+ممكن نختلف على أشياء تانية على طريقة الأكل على
+
+261
+00:18:56,220 --> 00:18:59,640
+طريقة الشرب لكن في أشياء هناك اتفاق عليها فهذه
+
+262
+00:18:59,640 --> 00:19:02,540
+الأشياء لابد أنها تكون موجودة ومضمنة في داخل
+
+263
+00:19:02,540 --> 00:19:08,320
+المناهج النقطة الأخيرة اللي هي الإجماليات وتشمل
+
+264
+00:19:08,320 --> 00:19:11,060
+الدين والتاريخ وذلك لكون الدين واضح علاقة الإنسان
+
+265
+00:19:11,060 --> 00:19:13,740
+بخالقه والتاريخ واضح المراحل اللي اتمرت بها البشر
+
+266
+00:19:14,200 --> 00:19:17,120
+ممتاز جدا، لابد إن الطالب يدرس عن الدين ويدرس عن
+
+267
+00:19:17,120 --> 00:19:20,960
+التاريخ، هذه الأمور الإجمالية الكلية، يعني إحنا
+
+268
+00:19:20,960 --> 00:19:23,720
+الآن موجودين، موجودين في فلسطين في هذه المرحلة
+
+269
+00:19:23,720 --> 00:19:26,880
+الصعبة اللي إحنا موجودين فيها في الحصار، لماذا
+
+270
+00:19:26,880 --> 00:19:30,300
+نعيش نحن بالحصار؟ هل هذا الشئ لأنه إحنا سيئين؟ ولا
+
+271
+00:19:30,300 --> 00:19:35,850
+هذا إمتداد لتاريخ؟امتداد لتاريخ موجود احنا في
+
+272
+00:19:35,850 --> 00:19:41,390
+عندنا احتلال موجود من عام 48 بعدين عام 67 في صراع
+
+273
+00:19:41,390 --> 00:19:44,890
+بين الحق وبين الباطل يبقى لان لما يجي يقولك ايش
+
+274
+00:19:44,890 --> 00:19:47,670
+معنى احنا مثلا لأ هو مش ايش معنى احنا هنا لازم
+
+275
+00:19:47,670 --> 00:19:52,120
+تفهم التاريخ عشان تقدرتجاوب هذا السؤال لازم كمان
+
+276
+00:19:52,120 --> 00:19:55,180
+تتعرف على أمور دينك كونك مسلم لازم تتعرف على أمور
+
+277
+00:19:55,180 --> 00:19:57,620
+دينك زي ما المسيحية بتعرفوا على دينهم زي ما اليهود
+
+278
+00:19:57,620 --> 00:20:01,280
+بتعرفوا على دينهم زي ما البوذيين اللي هم الناس
+
+279
+00:20:01,280 --> 00:20:04,200
+اللي بيعبدوش الله خالص بتعرفوا على دينهم احنا
+
+280
+00:20:04,200 --> 00:20:07,760
+كمسلمين لازم كمان نتعرف على ديننا و نعرف ما هو
+
+281
+00:20:07,760 --> 00:20:10,760
+الصواب و ما هو الخطأ ما هي النواهي و ما هي الأوامل
+
+282
+00:20:10,760 --> 00:20:15,760
+هذه تصنيف Philip Phoenix للمعرفة المنظمة التي يجب
+
+283
+00:20:15,760 --> 00:20:19,340
+أن يدرسها الطالبطبعاً هنا نظروا لهذا التصنيف
+
+284
+00:20:19,340 --> 00:20:23,800
+وقالوا إحنا ممكن نعتمد عليه وممكن يصير فيه شوية
+
+285
+00:20:23,800 --> 00:20:27,380
+نقض إيش في أشياء ممكن أنت تشوفي أنها مش موجودة في
+
+286
+00:20:27,380 --> 00:20:30,320
+هذا التصنيف؟ يعني المفروض أن أحنا ندرسها في
+
+287
+00:20:30,320 --> 00:20:36,500
+المدارس ومش موجودة؟
+
+288
+00:20:36,500 --> 00:20:43,340
+هل في أشياء ممكن أحنا نقترحها مثلا؟ طبعاً زي ما هو
+
+289
+00:20:43,340 --> 00:20:45,340
+واضح أنك أنت ملاقي أن كل الأشياء اللي أنت ممكن
+
+290
+00:20:45,340 --> 00:20:50,160
+تدرسيهاموجودة هنا وبالتالي هو كان التصنيف الأكثر
+
+291
+00:20:50,160 --> 00:20:52,920
+شمولي يعني أنا بتتكلم مثلا عن الوضع الفلسطيني عن
+
+292
+00:20:52,920 --> 00:20:55,560
+القضية الفلسطينية أنحنا هنتدرسها في التاريخ هنتكلم
+
+293
+00:20:55,560 --> 00:20:58,880
+احنا كمسلمين ومبادئين هنتكلم عليها في الدين بدنا
+
+294
+00:20:58,880 --> 00:21:02,740
+أشياء ان احنا ان هدول طلابنا المفروض ان هم يتعلموا
+
+295
+00:21:02,740 --> 00:21:05,840
+الأدب والضغو والفنيات والرسم والمهارات و .. و ..
+
+296
+00:21:05,840 --> 00:21:10,560
+كل الأشياء هذهتقريبا مدرجة، فكان هنا اعتماد للـ
+
+297
+00:21:10,560 --> 00:21:13,680
+UNESCO في الدول المشرفة عليها على تصنيف Philip
+
+298
+00:21:13,680 --> 00:21:17,020
+Phoenix بحيث أن هو اللي على أساسه ممكن يصمموا
+
+299
+00:21:17,020 --> 00:21:20,780
+مناهج في هذا الإطار Philip Phoenix ماكنش هو أول
+
+300
+00:21:20,780 --> 00:21:23,760
+واحد بيصنف المعرفة، كان في عندنا تصنيف للغزالي
+
+301
+00:21:24,800 --> 00:21:28,720
+الغزالي، العلماء المسلمين، هو أول من صنفوا المعرفة
+
+302
+00:21:28,720 --> 00:21:32,120
+التي يجب أن يدرسها الطالب، فكان في تصنيف للغزالي
+
+303
+00:21:32,120 --> 00:21:35,940
+صنف المعارف تلت أصناف، كيف صنف الغزالي المعرفة
+
+304
+00:21:35,940 --> 00:21:43,800
+المنظمة؟ تفضلي تلت معارف،
+
+305
+00:21:43,800 --> 00:21:47,920
+معارف شرعية، ما هي المعرفة الشرعية؟
+
+306
+00:21:53,800 --> 00:21:57,100
+ممتاز جدا، يبقى هنا ما جاء عن طريق الأنبياء، هذه
+
+307
+00:21:57,100 --> 00:22:00,840
+معرفة تعتبر معرفة شرعية، يعني كل الأشياء، يعني كل
+
+308
+00:22:00,840 --> 00:22:05,920
+الأوامر تعتبر بالنسبالنا فرود، وأقم الصلاة، أمر،
+
+309
+00:22:05,920 --> 00:22:09,360
+نعم أمر، وبالتالي هنا لازم هذه الأوامر نلتزم فيها،
+
+310
+00:22:09,360 --> 00:22:13,190
+لما يكون فيه نهيولا تقتل النفس التي حرم الله إلا
+
+311
+00:22:13,190 --> 00:22:17,030
+بالحق يبقى هذه نواهي يبقى هنا كل الأشياء هذه معرفة
+
+312
+00:22:17,030 --> 00:22:20,010
+شرعية أنا لازم أعرفها لازم أعرف ما هي الأوامر وما
+
+313
+00:22:20,010 --> 00:22:24,230
+هي النواهي و لازم يكون في هنا فهم كامل لكل هذه
+
+314
+00:22:24,230 --> 00:22:27,850
+المعرفة اللي أجدت عشان إحنا نقدر نحيا في حياة
+
+315
+00:22:27,850 --> 00:22:30,630
+شرعية وحياة إن إحنا ما نخالف الشرع لأن إحنا مش
+
+316
+00:22:30,630 --> 00:22:33,810
+عارفين هذا الشيء فإحنا لازم نتعرف على هذه الأشياء
+
+317
+00:22:33,810 --> 00:22:35,490
+في معرفة غير شرعية
+
+318
+00:22:45,710 --> 00:22:48,670
+ممتاز جدا، الآن المجتمع هل هيحيا بس بالعلوم
+
+319
+00:22:48,670 --> 00:22:53,220
+الدينية؟لأ احنا محتاجين ان احنا نتعلم في الرياضيات
+
+320
+00:22:53,220 --> 00:22:55,540
+و نتعلم في اللغة، احنا عشان نفهم الدين لازم نتعلم
+
+321
+00:22:55,540 --> 00:22:57,980
+اللغة و عشان نفهم الدين الكويس لازم نتعلم
+
+322
+00:22:57,980 --> 00:23:01,000
+الرياضيات و لازم نتعلم علم الفلك، لكن هذه علوم
+
+323
+00:23:01,000 --> 00:23:04,600
+بقول حسب الاختيار، حسب الرغبة، مين عنده قدرات في
+
+324
+00:23:04,600 --> 00:23:07,220
+الرياضيات بتعلم رياضيات، مين عنده قدرات في علم
+
+325
+00:23:07,220 --> 00:23:10,760
+الفلك، وبالتالي هنا حسب اللي هي الاجتهادات العلماء
+
+326
+00:23:10,760 --> 00:23:14,380
+أو هي معارف اختيارية لكنها لازمة، يعني إذا لم
+
+327
+00:23:14,380 --> 00:23:18,000
+يتعلمها أحد في المجتمع تصبح لازم، يعني المفروض أن
+
+328
+00:23:18,000 --> 00:23:22,270
+هي عاملة زي فرض العينالكفاية لكن إذا فرض الكفاية
+
+329
+00:23:22,270 --> 00:23:26,270
+ماقمش في حد يصبح فرض عين في هذا الإطار في معرفة
+
+330
+00:23:26,270 --> 00:23:32,030
+مظمومة زي السحر هذه معارف لا يفضل أن احنا نتعلمها
+
+331
+00:23:32,030 --> 00:23:38,250
+والمفروض أن احنا نبتعد عنها في تصنيف لإبن خلدون
+
+332
+00:23:38,250 --> 00:23:43,690
+كيف صنف إبن خلدون المعرفة صنف المعرفة إلى لوعين
+
+333
+00:23:43,690 --> 00:23:47,650
+معارف العلم المقصودة ومعارف العلم الأهم ممتاز ما
+
+334
+00:23:47,650 --> 00:23:52,530
+هي معرفة العلم المقصودةالشريات والتفسير والحديث
+
+335
+00:23:52,530 --> 00:23:57,010
+والفقه وعلم الكلام والإلهيات والطبيعيات والطبيعيات
+
+336
+00:23:57,010 --> 00:23:59,830
+يبقى هنا المعرفة العلم المقصود اللي احنا بدنا نقصد
+
+337
+00:23:59,830 --> 00:24:03,590
+عملية تعلمه واللي لازم يكون أساسي وليس اختياري
+
+338
+00:24:03,590 --> 00:24:06,390
+اللي هي كل العلم الشرعية علم التفسير والحديث
+
+339
+00:24:06,390 --> 00:24:09,930
+والفقه وعلم الكلام وعلم الطبيعة والأشياء اللي
+
+340
+00:24:09,930 --> 00:24:13,050
+مرتبطة بالإلهيات اللي هي ما جاء عن طريق الرسول
+
+341
+00:24:13,050 --> 00:24:16,470
+أيضا هنا في معرفة العلوم الآلية ما هي العلوم
+
+342
+00:24:16,470 --> 00:24:20,900
+الآلية؟هي وسائل الإشاريات والطبيعيات والترصفة زي
+
+343
+00:24:20,900 --> 00:24:23,800
+اللغة العربية والحساب والمنطقممتاز جداً يبقى
+
+344
+00:24:23,800 --> 00:24:27,880
+العلوم الآلية هي علوم بتساعدنا في الفهم لا الحياء
+
+345
+00:24:27,880 --> 00:24:31,600
+ولا الشرعيات وهي مثل علوم اللي هي العلوم الطبيعية
+
+346
+00:24:31,600 --> 00:24:34,840
+والفلسفة و اللغة العربية و الحساب و المنطقة طبعا
+
+347
+00:24:34,840 --> 00:24:38,500
+تصنيف الغزالي و تصنيف ابن خلدون من التصنيفات
+
+348
+00:24:38,500 --> 00:24:41,440
+الأولى في التاريخ يعني قبل ذلك ماكنش في حد قبلهم
+
+349
+00:24:41,440 --> 00:24:46,200
+بيصنف المعرفة و لما كانوا بيبعثوا طالب للتدريس و
+
+350
+00:24:46,200 --> 00:24:48,780
+لعملية التدريس طبعا احنا كانت عملية التدريس تحدث
+
+351
+00:24:48,780 --> 00:24:51,760
+في الكتاتيب لكن هل في الكتاتيب كانوا بس انهم
+
+352
+00:24:51,760 --> 00:24:56,730
+بتعلموا القرآنلأ كانت ال .. ال .. ال .. ايوة كانوا
+
+353
+00:24:56,730 --> 00:24:59,370
+بتعلموا علوم اللغة وكانوا بتعلموا علوم الحساب و
+
+354
+00:24:59,370 --> 00:25:02,070
+بتعلموا هذه الأشياء فهنا كان في تصنيف إن احنا لازم
+
+355
+00:25:02,070 --> 00:25:05,050
+نعلم الطالب كذا لازم نعلم الطالب كذا لكن ماكنتش
+
+356
+00:25:05,050 --> 00:25:08,690
+العلوم متسعة بهذا الشكل لكن لما أخدت العلوم هذا
+
+357
+00:25:08,690 --> 00:25:12,030
+الاتساع أصبحت هذه اللي هي التصنيفات يعني رغم
+
+358
+00:25:12,030 --> 00:25:16,030
+أهميتها لا تتناسب كثيرا مع العصر الحالي فأصبح لابد
+
+359
+00:25:16,030 --> 00:25:19,050
+من تطوير هذه اللي هي التصنيفات
+
+360
+00:25:23,050 --> 00:25:27,270
+الآن نشوف مكونات المحتوى العلمي، مما يتكون المحتوى
+
+361
+00:25:27,270 --> 00:25:32,310
+العلمي. أبو حمس، أما نقدرش نخفف الإضاءة؟ الإضاءة.
+
+362
+00:25:36,330 --> 00:25:48,810
+ما هو
+
+363
+00:25:48,810 --> 00:25:51,210
+من الألوان، عشان الألوان شويه فاتها.
+
+364
+00:26:03,320 --> 00:26:09,080
+تمرش قدام الكاميرا أي و ما كانت طيب،
+
+365
+00:26:09,080 --> 00:26:15,300
+بنشوف المكون الأول اللي هي الحقائق المحتوى العلمي
+
+366
+00:26:15,300 --> 00:26:18,720
+بيتكون من الحقائق، المفاهيم، المبادئ، قولنا اللي
+
+367
+00:26:18,720 --> 00:26:23,200
+هي القوانين القوانين و النظريات و أساليب التفكير
+
+368
+00:26:23,200 --> 00:26:26,300
+ما هي الحقائق؟ ماذا تعني الحقيقة؟
+
+369
+00:26:45,980 --> 00:26:50,880
+قابلة للتعديد هي معرفة مدركة بالحواس يبقى هنا
+
+370
+00:26:50,880 --> 00:26:54,320
+الحقيقة احنا كلمة الحقيقة مأخوذة من اسم الله الحق
+
+371
+00:26:55,190 --> 00:26:59,450
+والحق معناه إنه لا يأتيه الباطل يعني مافيش فيه خطأ
+
+372
+00:26:59,450 --> 00:27:03,630
+مافيش فيه أي شيء الحقائق يعني عشان احنا نصنفها هي
+
+373
+00:27:03,630 --> 00:27:08,830
+حقيقى نوعين حقيقة مطلقة وحقيقة مدركة الحقيقة
+
+374
+00:27:08,830 --> 00:27:12,530
+المطلقة اللي هي بتتعلق بالأشياء المطلقة اللي احنا
+
+375
+00:27:12,530 --> 00:27:17,430
+بنقامل فيها إيمان مطلق حقيقة وجود الله حقيقة الموت
+
+376
+00:27:17,430 --> 00:27:21,010
+والحياة الحقيقة في حياتك إنك انت كطالبة جامعي إنك
+
+377
+00:27:21,010 --> 00:27:26,320
+انت خلقتي وسوف تموتي بتكسبي هذا الشيء؟هذه مسلمة
+
+378
+00:27:26,320 --> 00:27:29,980
+بالنسبالنا حقيقة تمة وبالتالي لكن إيش هيحدث في
+
+379
+00:27:29,980 --> 00:27:33,400
+أشياء حياتنا؟ ماعرفش هل هذه الأشياء هتكون حقائق أو
+
+380
+00:27:33,400 --> 00:27:36,960
+مش حقائق وبالتالي حقيقة وجود الله والموت والحياة
+
+381
+00:27:36,960 --> 00:27:41,300
+والبعث والنشور كل هذه حقائق مطلقة لكن في حقيقة
+
+382
+00:27:41,300 --> 00:27:47,020
+مدركة مدركة أي يمكن إدراكها بالحواس يعني الآن أنا
+
+383
+00:27:47,020 --> 00:27:51,580
+بدأ أشوف مثلا إيش أسمك؟ فاطمة فاطمة لابسة الآن
+
+384
+00:27:51,580 --> 00:27:57,530
+جلباب لونه اللي هو أزرقهذه حقيقة مين شايفة أبلون
+
+385
+00:27:57,530 --> 00:28:02,870
+تاني؟ أه عندها أملوان،
+
+386
+00:28:02,870 --> 00:28:05,190
+لو احنا بدنا نجيب مثلا بيانات فاطمة، بدنا نجيب
+
+387
+00:28:05,190 --> 00:28:10,550
+قداش طولها، قداش وزنها، قداش معدلها التراكمي، قداش
+
+388
+00:28:10,550 --> 00:28:12,810
+اللي هي نسبتها في الثانوية العامة، هذه كلها
+
+389
+00:28:12,810 --> 00:28:17,070
+بالنسبالها حقائقهذه كلها بيانات رقمية أنا بقدر
+
+390
+00:28:17,070 --> 00:28:20,190
+أحصل عليها أشياء أنا شايفها بعيني بتأكد منها تماما
+
+391
+00:28:20,190 --> 00:28:24,110
+وبالتالي بالنسبالي تعتبر حقيقة وبالتالي هنا
+
+392
+00:28:24,110 --> 00:28:27,790
+الحقيقة نتاج علمي مجزّق خاص يعني أنا لما بتكلم
+
+393
+00:28:27,790 --> 00:28:32,490
+بقول إنه هو جلبابها لون أزرق هذا الشيء أنا شفته
+
+394
+00:28:32,490 --> 00:28:36,430
+بعيني غير قابل للنقاش في وقته لكن لو زي ما قالت
+
+395
+00:28:36,430 --> 00:28:39,250
+الأخت لقدر الله صار عنا عما ألوان ممكن يختلف اللون
+
+396
+00:28:39,250 --> 00:28:45,550
+يبقى هنا الحقيقة صحيحة في ظروف الزمانوالمكان، يعني
+
+397
+00:28:45,550 --> 00:28:49,670
+أنا لو بدأ أجيب ميّه و أغليها، بدأ أجيب دوراق فيهم
+
+398
+00:28:49,670 --> 00:28:52,970
+يعني و بدأ أغلي هذا الدوراق قدامي الآن و أجيب
+
+399
+00:28:52,970 --> 00:28:56,270
+thermometer و أقيس نقطة الغليان، راح تغلي الميّه
+
+400
+00:28:56,270 --> 00:29:00,370
+عن درجة قداش؟ مية درجة مقاوية طب لو أنا طلعت فوق
+
+401
+00:29:00,370 --> 00:29:04,450
+جبل، هل هتغلي عند مية درجة مقاوية؟ إيش اللي اختلف؟
+
+402
+00:29:04,450 --> 00:29:09,280
+اختلفت ظروف المكانوبالتالي الآن صار فيه اختلاف
+
+403
+00:29:09,280 --> 00:29:12,680
+يعني إذا اختلفت ظروف الزمان أو المكان ممكن تختلف
+
+404
+00:29:12,680 --> 00:29:17,120
+الحقيقة وبالتالي هنا بنقول إن الحقائق المدركة
+
+405
+00:29:17,120 --> 00:29:21,920
+نتجات علمية خاصة جزئية غير قابلة للنقاش قابلة
+
+406
+00:29:21,920 --> 00:29:26,620
+للتعديل والتغيير عند تغير ظروف الزمان والمكان
+
+407
+00:29:26,620 --> 00:29:30,440
+وبالتالي ممكن إنها تختلف ظروف الزمان والمكان ممكن
+
+408
+00:29:30,440 --> 00:29:33,440
+تختلف الأدوات نفسها يعني مثلا بقول إنها الأرض
+
+409
+00:29:33,440 --> 00:29:37,460
+كراويةأول حاجة قالوا إنها الأرض مسطحة، بعدين قالوا
+
+410
+00:29:37,460 --> 00:29:40,840
+إنها الأرض بيضاوية، بعدين قالوا إنها كراوية، هل
+
+411
+00:29:40,840 --> 00:29:44,200
+أترجعوا مرة تانية بيقولوا إنها بيضاوية؟ طب إيش
+
+412
+00:29:44,200 --> 00:29:49,230
+اللي بيختلف عندهم؟الأدوات اللي بيستخدموها يعني
+
+413
+00:29:49,230 --> 00:29:52,510
+الأدوات اللي بيستخدموها مرة بتوارجيهم إياها كذا
+
+414
+00:29:52,510 --> 00:29:56,910
+مرة كذا هو شايفها صورها تماما قدامه و طلعها كراوية
+
+415
+00:29:56,910 --> 00:30:00,250
+في أداء أخرى صورتها طلعتها منبعجة على الأطراف
+
+416
+00:30:00,250 --> 00:30:03,730
+وبالتالي طلعت بيضاوي يبقى الآن هي صحيحة في الأداء
+
+417
+00:30:03,730 --> 00:30:06,170
+اللي هو استخدمها في الوقت اللي هو صور في الوقت
+
+418
+00:30:06,170 --> 00:30:10,140
+اللي كذا فعلا قعتطوا هذه الصورة لكن ممكن إنهاأي
+
+419
+00:30:10,140 --> 00:30:13,900
+نعم، تغيرت الظروف، تغير الزمان، صار فيه دقة أكتر
+
+420
+00:30:13,900 --> 00:30:18,400
+في أدوات التصوير، فطلعتلي الصورة مختلفة تماماً،
+
+421
+00:30:18,400 --> 00:30:22,340
+يبقى الآن هذه حقائق مدركة، مدركة يعني يمكن إدراكها
+
+422
+00:30:22,340 --> 00:30:27,280
+بالحواس، بنشوفها و بنتأكد منها، حواس يعني ممكن أنك
+
+423
+00:30:27,280 --> 00:30:31,220
+أنت تشوفيها بعينك، ممكن تسمعيها بأذنك، ممكن
+
+424
+00:30:31,220 --> 00:30:36,380
+تلمسيها بإيداكي،بتستخدمي حواسك، ممكن تتذوقيها
+
+425
+00:30:36,380 --> 00:30:39,880
+وبالتالي بتستخدمي أي حاسة من هذه الحواس على حسب
+
+426
+00:30:39,880 --> 00:30:43,920
+طبيعة الحقيقة، هذا المكون الأول المكون التاني اللي
+
+427
+00:30:43,920 --> 00:30:44,860
+هي المفاهيم
+
+428
+00:30:44,860 --> 00:30:52,760
+‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏‏�
+
+429
+00:30:53,730 --> 00:30:56,950
+يعني غير قابلة للتعديل والتغيير إلا عند تغيير ظروف
+
+430
+00:30:56,950 --> 00:30:59,790
+الزمان والمكان يعني هي بس هنا شوية ناقصة العبارة
+
+431
+00:30:59,790 --> 00:31:03,390
+قابلة للتعديل والتغيير لكنها غير قابلة للنقاش في
+
+432
+00:31:03,390 --> 00:31:06,310
+وقت اكتشافها يعني أنا الآن قولتلك إن فاطمة لابستش
+
+433
+00:31:06,310 --> 00:31:10,390
+الباب أزرق تقدر تكذبني؟ ماقدرش، تقدريش، لأن أنا
+
+434
+00:31:10,390 --> 00:31:13,690
+هيك شايفها أنا جبت الميه وغليتها قدامك وغليت عند
+
+435
+00:31:13,690 --> 00:31:16,950
+ميه درجة مقاوية وبالتالي هذا شيء غير قابل للنقاش
+
+436
+00:31:16,950 --> 00:31:22,040
+لكن وقتش ممكن تناقشينيلما يتغير الظروف، أي نعم،
+
+437
+00:31:22,040 --> 00:31:24,520
+يعني لو أخدنا الميه وطلعنا فوق جبل أو نزلنا تحت
+
+438
+00:31:24,520 --> 00:31:28,400
+مستوى سطح البحر، ممكن أنها تختلف نقطة درجة غليان
+
+439
+00:31:28,400 --> 00:31:32,740
+الماء، وبالتالي الآن تغيرت الحقيقة، صورنا الأرض،
+
+440
+00:31:32,740 --> 00:31:36,720
+طلعت الأرض اللي هي كروية، جبت الكل العالم و أقفتهم
+
+441
+00:31:36,720 --> 00:31:39,680
+ورا التليسكوب وقلتلهم شوفوا هي الأرض، طلعت الأرض
+
+442
+00:31:39,680 --> 00:31:42,820
+كروية، هنا بالظبط
+
+443
+00:31:45,930 --> 00:31:49,750
+الان وارجينا كيف انت أثبتت هذا الشيء فالان ممكن
+
+444
+00:31:49,750 --> 00:31:55,130
+تتغير لكن هي طالما ان هي صحيحة لظروف نفس الزمان و
+
+445
+00:31:55,130 --> 00:31:58,470
+المكان فهي صحيحة وبالتالي احنا لما بنضيف مادتين
+
+446
+00:31:58,470 --> 00:32:02,050
+على بعض في الكيميا وبطلع لي مثلا راسب أرجواني
+
+447
+00:32:02,050 --> 00:32:06,190
+اللون بخار بني وكذا هذا حصل قدامي وشفته وانا بجربه
+
+448
+00:32:06,190 --> 00:32:09,610
+مرة وتنتين وتلاتة وبتأكد من وجوده فخلاص هو هذه
+
+449
+00:32:09,610 --> 00:32:15,080
+حقيقة لكن ممكن تتغير الظروف لو انا سخنت المادةممكن
+
+450
+00:32:15,080 --> 00:32:18,280
+إنها تختلف وبالتالي الآن بيصير فيه تغير في هذه
+
+451
+00:32:18,280 --> 00:32:24,360
+الحقيقة المدركة أنا أعطيت للأخت، معلش، تفضلي
+
+452
+00:32:26,930 --> 00:32:29,750
+التجارب اللي هي ناتجة عامة في سلسلة الحقائق
+
+453
+00:32:29,750 --> 00:32:32,890
+والمفروض هو الـ «صورة» اللي هي قدرة التجارب
+
+454
+00:32:32,890 --> 00:32:37,070
+ويتكوّن اسم أو دلالة مرفوية هي يعني عبارة عن
+
+455
+00:32:37,070 --> 00:32:42,110
+مشموعة معينة تعريف بشمل يعني مشموعة بتشمع بينهم
+
+456
+00:32:42,110 --> 00:32:46,630
+صفات بتشمع بينهم خصائص خصائص وهي عبارة يعني تتموا
+
+457
+00:32:46,630 --> 00:32:50,510
+بالتدريج يعني تتعدى المطالب بالتدريج يعني على حسب
+
+458
+00:32:50,510 --> 00:32:54,950
+قدرةحسب اللي هي مراحل التدريس يعني هنا نتاجات
+
+459
+00:32:54,950 --> 00:32:58,470
+عقلية ناتجة عن تصنيف الحقائق الآن لما نيجي احنا
+
+460
+00:32:58,470 --> 00:33:05,050
+نقول العصفور لهو ريش ويبيض الدجاجة لها ريش وطبيض
+
+461
+00:33:05,050 --> 00:33:10,190
+النصر لهو ريش ويبيض الآن من تصنيف هذه الأشياء أنا
+
+462
+00:33:10,190 --> 00:33:15,290
+بدأ أسمي هذه الأشياء حاجة فقالوا كل كائن حي لهو
+
+463
+00:33:15,290 --> 00:33:18,850
+ريش ويبيض يسمى طائر يبقى ما هو الطائر؟
+
+464
+00:33:21,270 --> 00:33:25,930
+كل كائن حي له ريش ويميد يسمى طائر وبالتالي هو اسم
+
+465
+00:33:25,930 --> 00:33:30,650
+ودلالة لفظية من أين ظهرت هذه من تصنيف الحقائق لأن
+
+466
+00:33:30,650 --> 00:33:34,890
+أنا في عندي حقائق صنفتها وطلعت في هذا الشيء الآن
+
+467
+00:33:34,890 --> 00:33:38,230
+نيجي نقول مثلا التداريس ما هي التداريس؟ بنقول إن
+
+468
+00:33:38,230 --> 00:33:41,150
+الكرة الأرضية في عليها جبال في عليها هضاب فيها
+
+469
+00:33:41,150 --> 00:33:44,530
+بحار فيها محيطات فيها كذا فيها كذا مجموع هذه
+
+470
+00:33:44,530 --> 00:33:47,830
+الأشياء احنا بدنا نسميهاالتداريس، يبقى ما هي
+
+471
+00:33:47,830 --> 00:33:52,510
+التداريس؟ هي ما يوجد على سطح الأرض من الإرتفاع أو
+
+472
+00:33:52,510 --> 00:33:55,550
+أي من الخفضات وكذا وبالتالي هنا في حقائق موجودة،
+
+473
+00:33:55,550 --> 00:33:59,670
+إن الأرض في عليها جبال، هاي في جبل، جنب الجبل في
+
+474
+00:33:59,670 --> 00:34:04,310
+واد، في تلة، في هضبة، في كذا، في بحر، في .. يبقى
+
+475
+00:34:04,310 --> 00:34:07,610
+هذه الأشياء كلها إحنا بدنا نسميها، يبقى هنا تفهم
+
+476
+00:34:07,610 --> 00:34:11,210
+الطالب المفاهيم، بس المفاهيم هذه بياخدها بالتسلسل،
+
+477
+00:34:11,210 --> 00:34:14,490
+يعني لما يبدأ ياخد مفهوم التداريس، بياخدش على طول
+
+478
+00:34:14,490 --> 00:34:20,110
+كلمة التداريسأه بياخد الجبال و بتعرف علي الجبال و
+
+479
+00:34:20,110 --> 00:34:22,410
+الجبال اللي موجودة في فلسطين و الجوال كذا و بعدين
+
+480
+00:34:22,410 --> 00:34:26,350
+باخد السهول و باخد شكل السهل و بتعرف عليه و باخد
+
+481
+00:34:26,350 --> 00:34:29,170
+شكل الوادي و باخد شكل كذا و شكل البحر بعدين
+
+482
+00:34:29,170 --> 00:34:34,210
+بيقولوله ان هذه الأشياء هي التداريس لما بنعلم
+
+483
+00:34:34,210 --> 00:34:37,070
+الطفل مثلا اللي هو ع الكائنات الحية أول حاجة بتعرف
+
+484
+00:34:37,070 --> 00:34:41,110
+على الصور إيش هذا؟ هذا عصفور طب إيش خصائص العصفور؟
+
+485
+00:34:41,830 --> 00:34:45,890
+إيش بنستفيد منه؟ إيش خصائص اللي هي كذا؟ الآن بعد
+
+486
+00:34:45,890 --> 00:34:49,510
+ذلك بنصير نصنفله الكائنات الحية هذه فهو بياخد
+
+487
+00:34:49,510 --> 00:34:53,030
+الطيور و بياخد الفقاريات و بياخد اللافقاريات و
+
+488
+00:34:53,030 --> 00:34:55,910
+بياخد اللي هي ذوات الدم الحار و بياخد ذوات الدم
+
+489
+00:34:55,910 --> 00:34:59,350
+البارد و بياخد اللي هي الثديات و البرمائيات و كذا
+
+490
+00:34:59,350 --> 00:35:02,950
+فالآن بدخل في عملية تصنيف كبيرة هذي عشان أقوله
+
+491
+00:35:02,950 --> 00:35:07,090
+مثلا هذا الكائن البرمائي ماذا يعني؟ كائن يعيش في
+
+492
+00:35:07,090 --> 00:35:11,930
+البر و يعيشفي البحر وبالتالي الآن يعني لما أنه
+
+493
+00:35:11,930 --> 00:35:15,790
+باخد الحقائق بيقدر يصل من خلالها للمفاهيم، الآن هو
+
+494
+00:35:15,790 --> 00:35:18,910
+لما أنه بدرس في مراحل التعليم الأولى يعني بدرس على
+
+495
+00:35:18,910 --> 00:35:21,530
+كائنات الحياة وبعدين بياخد اللي هو عملية التصنيف،
+
+496
+00:35:21,530 --> 00:35:24,770
+لما أنه بكبر شوية بتصير التصنيف أعقد، يعني كل
+
+497
+00:35:24,770 --> 00:35:27,970
+مرحلة هو باخد المفهوم، بس كل مرحلة باخد المفهوم
+
+498
+00:35:27,970 --> 00:35:31,910
+أكثر تعقيد، يعني بتكون صورة المفهوم بالصورة
+
+499
+00:35:31,910 --> 00:35:35,870
+الحلزونية المنطقية اللي احنا بنعرفها بهذا الشكل
+
+500
+00:35:40,410 --> 00:35:44,250
+يعني هو هنا بياخد مثلا الصور والأشياء بعد ذلك
+
+501
+00:35:44,250 --> 00:35:47,650
+بيبدأ يصنف الخصائص، بعد الخصائص بيبدأ يطلق
+
+502
+00:35:47,650 --> 00:35:51,590
+الأسماء، بيصير في أسماء وفي دلالة لفظية، بعد ذلك
+
+503
+00:35:51,590 --> 00:35:54,610
+بيصير يدخل في علاقات أكتر، اللي هي بيصير ياخد دورة
+
+504
+00:35:54,610 --> 00:35:57,530
+حياة مثلا الـ scarce، دورة حياة البعوضة، دورة حياة
+
+505
+00:35:57,530 --> 00:36:01,030
+كذا، بيصير يعرف كيف بتصير اللي هي عمليات الحيوية،
+
+506
+00:36:01,030 --> 00:36:05,010
+كيف بتتنفس، كيف بتتغذى، كيف كذا، هذا كله بياخدوا
+
+507
+00:36:06,700 --> 00:36:09,380
+هذا بياخد في الصف أول شيء في الصف التاني باخد شيء
+
+508
+00:36:09,380 --> 00:36:12,980
+تاني على نفس الموضوع على نفس الموضوع في الصف
+
+509
+00:36:12,980 --> 00:36:15,700
+التالت على نفس الموضوع في الصف الرابع كل مرة باخد
+
+510
+00:36:15,700 --> 00:36:20,300
+بأكتر اتساع و أكتر عمق هيك بندرس المفاهيم للطلاب
+
+511
+00:36:20,300 --> 00:36:23,180
+عشان المفاهيم تنمو زي ما احنا بندرسهم في اللغة
+
+512
+00:36:23,180 --> 00:36:26,660
+العربية الكلمة أو الحاجة الحروف و الكلمات الجمل
+
+513
+00:36:26,660 --> 00:36:30,860
+بنصنف الجمل اسمية وفعلية بعدين بناخد الجملة وشبه
+
+514
+00:36:30,860 --> 00:36:33,760
+الجملة بناخد كذا كل الأشياء هذه احنا بناخدها
+
+515
+00:36:33,760 --> 00:36:34,760
+بالتدريج
+
+516
+00:36:40,620 --> 00:36:46,580
+المبادئ والتعميمات فيه
+
+517
+00:36:46,580 --> 00:36:49,680
+إن مبدأ مبادئ وتعميمات المبادئ غالبا بتكون في
+
+518
+00:36:49,680 --> 00:36:53,360
+المواد النظرية والتعميمات بتكون في العلوم يعني لما
+
+519
+00:36:53,360 --> 00:36:57,010
+يكون في عندي مفهومين في بينهم علاقةعندما بنقول
+
+520
+00:36:57,010 --> 00:37:02,150
+الحديد المعادن تتمدد بالحرارة، هذا تعميم علمي،
+
+521
+00:37:02,150 --> 00:37:05,050
+معناه إن الحديد يتمدد بالحرارة، النحاس يتمدد
+
+522
+00:37:05,050 --> 00:37:08,870
+بالحرارة، الانامنيوم تمدد بالحرارة، يعني أنا بتكلم
+
+523
+00:37:08,870 --> 00:37:13,790
+المعادن يعني على كل المعادن، الأحماض تحمر ورقة
+
+524
+00:37:13,790 --> 00:37:16,930
+عباد الشمس، يبقى كل الأحماض بتحمر هذا الشيء، هذا
+
+525
+00:37:16,930 --> 00:37:22,360
+اسمه تعميم علمي، علاقةكيفية بين مفهومين أو أكتر
+
+526
+00:37:22,360 --> 00:37:25,640
+كيفية لازم تفهمي إيش معناه كلمة كيفية لا يوجد فيها
+
+527
+00:37:25,640 --> 00:37:29,280
+وصف كمي يعني أنا بقول المعادل تتمدد بالحرارة لكن
+
+528
+00:37:29,280 --> 00:37:33,280
+بقولكيش معامل تمدد الحديد كذا المعامل معناه إن أنا
+
+529
+00:37:33,280 --> 00:37:39,620
+بحسب كمي يبقى هنا الوصف هنا وصف كيفي للظواهر وصف
+
+530
+00:37:39,620 --> 00:37:43,640
+كيفي يبقى بدون جانب كمي ممكن يكون عندي بعض المبادئ
+
+531
+00:37:43,640 --> 00:37:47,380
+زي مثلا مبادئ علم التربية تنوع الأهداف يساعد في
+
+532
+00:37:47,380 --> 00:37:53,100
+مراعاة الفروقالفردية، هذا مبدأ، الاجتهاد يؤدي إلى
+
+533
+00:37:53,100 --> 00:37:58,040
+النجاح، برضه هذا يعتبر مبدأ، هذه أشياء مفاهيم، في
+
+534
+00:37:58,040 --> 00:38:02,140
+بينهم علاقة بتظهر بصورة مبدأ ومتفق عليها، يعني
+
+535
+00:38:02,140 --> 00:38:06,180
+الكل متفق عليها ومافيش فيها خطأ، يبقى لازم هذه
+
+536
+00:38:06,180 --> 00:38:10,540
+الجملة تكون صحيحة علميا، عشان أوصل أقول أن الأحمد
+
+537
+00:38:10,540 --> 00:38:15,730
+تحمر ورقة عباد الشمس، لازم أجرب كل الأحمدعشان أشوف
+
+538
+00:38:15,730 --> 00:38:19,050
+أنا أن تنوع الأهداف يؤدي إلى زيادة التحصيل لازم
+
+539
+00:38:19,050 --> 00:38:22,550
+أجرب وأعمل اللي هو أهداف وأشوف كيف هي هل هي بتؤدي
+
+540
+00:38:22,550 --> 00:38:25,530
+إلى زيادة التحصيل أو لأ في عندنا الصورة الكامية
+
+541
+00:38:25,530 --> 00:38:31,010
+اللي هي القواعد والقوانين القانون، إيش بيقوللي ده
+
+542
+00:38:31,010 --> 00:38:34,770
+قانون الجاذبية وقانون بال وقاعدة Archimedes علاقة
+
+543
+00:38:34,770 --> 00:38:39,970
+بين مفهومين أو أكثر بس بصورة كامية وليتناسب حجم
+
+544
+00:38:39,970 --> 00:38:44,270
+الغاز عكسيا مع ضغطه عند ثبوت درجة الحرارة، من علوم
+
+545
+00:38:44,270 --> 00:38:44,470
+هنا
+
+546
+00:38:47,450 --> 00:38:51,690
+هذا قانون باي، قانون باي بيقوللي إنه بتتناسب حجم
+
+547
+00:38:51,690 --> 00:38:57,690
+الغاز عكسيا مع الضغط، كل ما زدنا الحجم، كل ما زدنا
+
+548
+00:38:57,690 --> 00:39:01,850
+الضغط على الغاز إيش بيقل الحجم، لما يحطوا استوانة
+
+549
+00:39:01,850 --> 00:39:05,130
+الغاز هذه، ممكن تحط فيها 6 كيلو، ممكن تحط فيها 12
+
+550
+00:39:05,130 --> 00:39:09,290
+كيلو، صح؟لما تحطي فيها 6 كيلو بتبقى مليانة غاز
+
+551
+00:39:09,290 --> 00:39:12,750
+لأنه الغاز بنتشر على هدى، لكن أنا ممكن أضغط على
+
+552
+00:39:12,750 --> 00:39:16,890
+الغاز أكتر و أحط 12 كيلو، و ممكن أضغط أكتر و أحط
+
+553
+00:39:16,890 --> 00:39:21,510
+18 كيلو، لأنه كل ما زدت الضغط كل ما قلت الحجم
+
+554
+00:39:21,510 --> 00:39:26,140
+بالنسبة للغاز، لكن عند ثبوت درجةالحرارة يبقى هنا
+
+555
+00:39:26,140 --> 00:39:30,540
+بحسب انا قداش نسبة الحجم قداش نسبة الضغط وبقدر ان
+
+556
+00:39:30,540 --> 00:39:34,820
+انا اصل الى هذا الشيء هذه علاقة كمية يبقى القانون
+
+557
+00:39:34,820 --> 00:39:37,340
+والقاعدة علاقة كمية
+
+558
+00:39:39,910 --> 00:39:44,030
+قمة الهرم اللي هي النظرية، النظرية اللي هي إطار
+
+559
+00:39:44,030 --> 00:39:47,930
+فكري يتضمن العلاقة بين الحقائق والمفاهيم والمبادئ
+
+560
+00:39:47,930 --> 00:39:52,110
+والقوانين والقواعد، وهذه طبعاً مهمة جداً، لازم
+
+561
+00:39:52,110 --> 00:39:55,550
+يكون في نظرية، لازم يكون في حاجة نظرية موجودة، ليش
+
+562
+00:39:55,550 --> 00:39:59,690
+النظرية هذه؟ يعني أنا بقول المعادن تتمدد بالحرارة،
+
+563
+00:39:59,690 --> 00:40:03,610
+لماذا؟ وانت اللي بعت العلم يقولوا ليش الحديد بتمدد
+
+564
+00:40:03,610 --> 00:40:04,270
+بالحرارة؟
+
+565
+00:40:12,570 --> 00:40:16,810
+أينا، لأنه بيقوللي إن المادة بتتكون من جزيئات، و
+
+566
+00:40:16,810 --> 00:40:22,170
+الجزيئات بتتكون من ذرات، و الذرات في بينها مسافات،
+
+567
+00:40:22,170 --> 00:40:25,830
+أيوة مسافات بينية، لما بسخن المسافات هادي بتزيد،
+
+568
+00:40:25,830 --> 00:40:29,490
+بتتبعد، فبتبقى قطعة الحديد طولها عشرة صنطي بتصير
+
+569
+00:40:29,490 --> 00:40:34,890
+اتناشر صنطييبقى في افتراض نظري بيقوللي إن المادة
+
+570
+00:40:34,890 --> 00:40:37,610
+بتتكون من جزيئات وجزيئات بتتكون من ذرات وإن الذرات
+
+571
+00:40:37,610 --> 00:40:40,410
+في بينها مسافات بينية، في حد شاف هذا الاشي بعينيه؟
+
+572
+00:40:40,410 --> 00:40:45,390
+لأ، هذه نظرية، افتراض نظري، إطار بيفسرلي المعرفة
+
+573
+00:40:45,390 --> 00:40:48,970
+اللي هي موجودة، زي مثلا بيجي أقولك إنه حقيقة خلق
+
+574
+00:40:48,970 --> 00:40:52,770
+الإنسان، في نظرية بتقول إن هذا الإنسان لأ ما خلقش
+
+575
+00:40:52,770 --> 00:40:56,510
+إن الله سبحانه وتعالى خلقه، يعني خلق آدم وإن هو من
+
+576
+00:40:56,510 --> 00:41:01,320
+ثراب وسواه ونفخ فيه من روحه، ولكنهذه عبارة عن
+
+577
+00:41:01,320 --> 00:41:06,620
+توليد من اللي هي نظرية التولد الذاتي هذه أو التولد
+
+578
+00:41:06,620 --> 00:41:10,200
+التلقائي إن هذه خلايا الأرض اتفاعلت مع بعضها أنتجت
+
+579
+00:41:10,200 --> 00:41:12,720
+خلية حية بدأت الخلية الحية تنقسم على نفسها لما
+
+580
+00:41:12,720 --> 00:41:18,620
+كونت إنسان، هذه نظرية في نظرية داروين إيش بتقول إن
+
+581
+00:41:18,620 --> 00:41:23,840
+أصل الإنسان قردوإنه هذا اللي كان قرد من سلالة
+
+582
+00:41:23,840 --> 00:41:27,880
+القرود ولكن نتيجة عوامل معينة إن هو حاجته إنه يمشي
+
+583
+00:41:27,880 --> 00:41:32,000
+على إجرين مش على أربعة على كذا وبالتالي اتطور
+
+584
+00:41:32,000 --> 00:41:34,880
+الإنسان و أصبح بهذا الشكل وممكن بعد ذلك يتطور كمان
+
+585
+00:41:34,880 --> 00:41:42,020
+ممكن يصير يمشي على إجر واحدة هذه نظريات هذا افتراض
+
+586
+00:41:42,020 --> 00:41:46,150
+بيرجعوله علشان يفسروا ما هوموجود، يعني الداروين
+
+587
+00:41:46,150 --> 00:41:50,390
+حاول أنه يفسر لماذا وجود الفقرات العصعوسية في أسفل
+
+588
+00:41:50,390 --> 00:41:53,390
+دهر الإنسان، يعني أسفل الدهر بنلاقي أنه فيه فقرات
+
+589
+00:41:53,390 --> 00:41:59,210
+متراسة، داروين فسرها على أنه هذه دنب، ذيل، وهذا
+
+590
+00:41:59,210 --> 00:42:02,190
+الإنسان كان له ذيل، ونتيجة عدم حاجته للذيل، ضمر
+
+591
+00:42:02,190 --> 00:42:07,530
+الذيل هذا هذه
+
+592
+00:42:07,530 --> 00:42:11,310
+المنطقة اللي فيها عدم عجم الذنب، ماعرفش إذا عمركم
+
+593
+00:42:11,310 --> 00:42:16,130
+قرأته عنهاهذه بيقول إنه الإنسان يعني الخلايا الحية
+
+594
+00:42:16,130 --> 00:42:23,110
+ما عدا هذه يعني هذه هي يعني بالظبط يعني هذه بعد ما
+
+595
+00:42:23,110 --> 00:42:28,070
+سحقوها ونشروها وحطوها بحمد أسد مركز وكذا إلا إنهم
+
+596
+00:42:28,070 --> 00:42:30,250
+وجدوا إن الخلايا الحية فيها ما ماتتش يعني لما
+
+597
+00:42:30,250 --> 00:42:34,150
+حطوها بأقوى حمد مركز الخلايا الحية فيها ما ماتتش
+
+598
+00:42:34,150 --> 00:42:37,890
+صحنوها طحنوها على الآخر وبرضه فحصوها لأو الخلايا
+
+599
+00:42:37,890 --> 00:42:41,660
+لساتها موجودةهذا سبحانه وتعالى يعني من أعجاز الله
+
+600
+00:42:41,660 --> 00:42:45,080
+سبحانه وتعالى عندما يعود الإنسان في عملية النشور
+
+601
+00:42:45,080 --> 00:42:49,720
+يبدأ ي input الإنسان من خلال هذه الأشياء لأن كل ما
+
+602
+00:42:49,720 --> 00:42:53,700
+في الإنسان يبقى تلاشى إلا هذا العضم الصغير هم كيف
+
+603
+00:42:53,700 --> 00:42:57,580
+فسروها وإحنا كيف التفسير المنطقي عندنا الموجود
+
+604
+00:42:57,580 --> 00:43:03,700
+اللي بنرضعه المحاضرة جاي إن شاء الله بنكمل بقية
+
+605
+00:43:03,700 --> 00:43:06,140
+مكونات المحتوى الله يعفو
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..d1277394402cb878fb82878ba015a7bcac68f6bb
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/bXxbOv4pgeA_raw.json
@@ -0,0 +1 @@
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@@ -0,0 +1 @@
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2464.05, "end": 2464.87, "word": " تنظيمات", "probability": 0.99248046875}, {"start": 2464.87, "end": 2465.49, "word": " المناهج", "probability": 0.9263916015625}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2465.6805625, "duration_after_vad": 2357.228124999994}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/dVuQOngwhjI_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/dVuQOngwhjI_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..ba806ed0b2418902d50a5dc27ba1f641085babd0
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/dVuQOngwhjI_postprocess.srt
@@ -0,0 +1,2300 @@
+1
+00:00:21,950 --> 00:00:28,710
+السلام عليكم نقشنا
+
+2
+00:00:28,710 --> 00:00:33,570
+في المحاضرة السابقة نظرية التعلم بجانبي الدماغ مين
+
+3
+00:00:33,570 --> 00:00:40,330
+ذكرنا ما هي أهم مسلمات هذه النظرية؟ فضليه
+
+4
+00:00:40,800 --> 00:00:44,080
+أقول على أنا دماغ الإنسان مقصدا إلا تصين التصم
+
+5
+00:00:44,080 --> 00:00:48,880
+الأيمن وهو مقتصد بال .. بالأشياء التخيلية .. أيوة
+
+6
+00:00:48,880 --> 00:00:51,960
+.. التصم الأيسر مقتصد بالأشياء التفسيرية ..
+
+7
+00:00:51,960 --> 00:00:57,780
+التفسيريةالنظرية بتكون على افتراض أنه دماغ الإنسان
+
+8
+00:00:57,780 --> 00:01:01,880
+كما هو مقسم تشريفيا إلى جانبين هو أيضا العمليات
+
+9
+00:01:01,880 --> 00:01:06,500
+العقلية التي تجري في هذا الدماغ أيضا تختلف من
+
+10
+00:01:06,500 --> 00:01:09,440
+الجانب الأيمن إلى الجانب الأيسر، يقوم الجانب
+
+11
+00:01:09,440 --> 00:01:13,240
+الأيمن بعمليات التخيل، الإبتكار، الإبداع، الرؤية
+
+12
+00:01:13,240 --> 00:01:17,630
+الشمولية، أما الجانب الأيسربالرؤية التفاصيلية
+
+13
+00:01:17,630 --> 00:01:22,090
+الدقيقة التحليلية والتدقيق في التفاصيل وتفاصيل
+
+14
+00:01:22,090 --> 00:01:26,210
+التفاصيل والتحليلات الدقيقة والفرعية هذه اللي هي
+
+15
+00:01:26,210 --> 00:01:28,970
+المكونات لكن هذه النظرية بتقوم على عدة مسلمات ما
+
+16
+00:01:28,970 --> 00:01:35,950
+هي هذه المسلمات؟إن دماغ نظام ديناويكي
+
+17
+00:01:35,950 --> 00:01:40,630
+معقد وإنها أيضا العباطف المهمة فيه وإيضا إن الدماغ
+
+18
+00:01:40,630 --> 00:01:44,750
+العقل ده وظيفة اجتماعية وإن البحث عن المعنى هنا
+
+19
+00:01:44,750 --> 00:01:49,710
+أمر فتري في الدماغ أيضا إنه يتضمن الانتباه
+
+20
+00:01:49,710 --> 00:01:54,590
+والإدراك المحيطي الإدراك المحيطي فارقة لفك هذه من
+
+21
+00:01:54,590 --> 00:01:59,130
+مسلمات النظرية في مسلمات أخرىفضاليه؟ أن التعليم
+
+22
+00:01:59,130 --> 00:02:03,110
+يضمن عملية الوعي واللاوعي، أن التعليم هي صفة إنماء
+
+23
+00:02:03,110 --> 00:02:06,750
+وتطور، أن التعليم عادز بالتحدي لا بالتهديد، إنها
+
+24
+00:02:06,750 --> 00:02:10,190
+يعاقب التهديد، أن كل دماغ المضم طريقة مفردة، إن
+
+25
+00:02:10,190 --> 00:02:14,560
+الإنسان بتعلم على الأقل طريقتينطريقتان في تنظيم
+
+26
+00:02:14,560 --> 00:02:17,740
+الذاكرة التعلم مش هيتضمن الوعي و اللاوعي هو يهتم
+
+27
+00:02:17,740 --> 00:02:21,680
+في الوعي و في اللاوعي هذه اللي هي نظرية التعلم
+
+28
+00:02:21,680 --> 00:02:26,280
+بجانبي الدماغ طبعا واجب المعلم ان هو يتعامل مع
+
+29
+00:02:26,280 --> 00:02:31,550
+الطلاب بالفريقين يعني إذا كان في عنده طلاببيتعلموا
+
+30
+00:02:31,550 --> 00:02:35,150
+بالجانب الأيمن أو الجانب الأيمن قدراته أعلى معناه
+
+31
+00:02:35,150 --> 00:02:38,930
+ذلك إنه يجب أن يعطيهم الأنشطة التي تساعدهم على
+
+32
+00:02:38,930 --> 00:02:42,990
+تطور هذا الجانب والأنشطة التي تنمي الجانب الأيسر
+
+33
+00:02:42,990 --> 00:02:46,730
+لازم نعمل على إن احنا ننمي الطلاب في الجانبين يعني
+
+34
+00:02:46,730 --> 00:02:50,690
+الطالب لازم يكون عنده قدرة تحليلية تفكيرية تفصيلية
+
+35
+00:02:50,690 --> 00:02:53,790
+وكمان لازم يكون عنده قدرة شمولية ابتكارية لازم
+
+36
+00:02:53,790 --> 00:02:57,650
+يكون في عنده توازن في الجانبين وبالتالي المعلم
+
+37
+00:02:57,650 --> 00:03:01,800
+لازم ينوع منالأنشطة ينوّع من أساليب التدريس، ينوع
+
+38
+00:03:01,800 --> 00:03:05,500
+من الوسائل التعليمية عشان يعمل توازن بين الطلاب
+
+39
+00:03:05,500 --> 00:03:10,580
+اللي موجودين انشوف الآن فينا نظرية جديدة هذه
+
+40
+00:03:10,580 --> 00:03:14,480
+النظريات كلها تم الاستفادة منها في تصميم المناهج
+
+41
+00:03:14,480 --> 00:03:17,520
+لإن احنا بنتعرف على الفروقات بين الطلبة ونتعرف على
+
+42
+00:03:17,520 --> 00:03:22,040
+طريقة تفكير الطلبة في عنا نظرية gardener للذكاءات
+
+43
+00:03:22,040 --> 00:03:23,020
+المتعددة
+
+44
+00:03:25,150 --> 00:03:29,030
+اسمعتوا عن الذكاءات المتعارضة قبل ذلك؟ ايوة قولي
+
+45
+00:03:29,030 --> 00:03:32,790
+ان ايش اسمعتي اشوف، تفضلي ان الانسان لابد ان يحتوي
+
+46
+00:03:32,790 --> 00:03:36,550
+عقله على مجموعة من الذكاءات، يعني اقل شي يكون عنده
+
+47
+00:03:36,550 --> 00:03:40,270
+واحد الذكاء، فهناك نوع من الذكاء الشخصي والاجتماعي
+
+48
+00:03:40,270 --> 00:03:43,190
+والرياضي
+
+49
+00:03:43,680 --> 00:03:46,620
+أي نعم، في أنماط متعددة من الذكاء، طبعا كان
+
+50
+00:03:46,620 --> 00:03:50,220
+الافتراض القديم السابق على إنه الذكاء هو نمط واحد
+
+51
+00:03:50,220 --> 00:03:54,100
+من الذكاء والإحنا كانت بيعملوله اختبارات للذكاء،
+
+52
+00:03:54,100 --> 00:03:58,780
+هو اختبار تحصيليبيعتمد على القدرة الرياضية القدرة
+
+53
+00:03:58,780 --> 00:04:01,720
+التحصيلية على التلقى في جمع الأفكار كانوا بيعتبروا
+
+54
+00:04:01,720 --> 00:04:05,380
+أن هذا هو النمط السائد من الذكاء بعد ذلك ظهرت
+
+55
+00:04:05,380 --> 00:04:09,860
+حالات غيرت من هذه الأفكار وبدأت تظهر نظريات أخرى
+
+56
+00:04:09,860 --> 00:04:14,600
+تدعم أن هناك أنماط مختلفة من الذكاء نشوف هذه
+
+57
+00:04:14,600 --> 00:04:19,040
+الأشياء طبعا هنا وليه أن مصطلح الذكاء المتعددة لا
+
+58
+00:04:19,040 --> 00:04:22,520
+يعني تعدد مستويات الذكاء بين الأفراد يعني الذكاء
+
+59
+00:04:22,520 --> 00:04:26,770
+المتعدد مش معناه أن كل إنسان له نمط ذكاء مختلفلكن
+
+60
+00:04:26,770 --> 00:04:31,430
+الإنسان الواحد فيه عنده عدة أنماط من الذكاء، عموما
+
+61
+00:04:31,430 --> 00:04:34,070
+ارتبط هذا بالعمليات العقلية المرتبطة بالذاكرة
+
+62
+00:04:34,070 --> 00:04:37,030
+والمعرفة والاطلاقة والادراك والقدرة العددية
+
+63
+00:04:37,030 --> 00:04:38,690
+والانتباه والاستيعاب
+
+64
+00:04:42,050 --> 00:04:45,170
+طبعا من أوائل النظريات اللي بحثت في هذا الجانب
+
+65
+00:04:45,170 --> 00:04:48,490
+كانت في علنا نظرية Sperman Sperman نظر إلى الذكاء
+
+66
+00:04:48,490 --> 00:04:51,790
+بصورة بسيطة اعتقل إن الناس يختلفون في مدى ما
+
+67
+00:04:51,790 --> 00:04:56,010
+يمتلكون منطقات عقلية بس قال إن هو الذكاء ممت واحد
+
+68
+00:04:56,010 --> 00:05:00,110
+والناس بس بيختلفوا بكم التقات العقلية اللي موجودة
+
+69
+00:05:00,110 --> 00:05:03,330
+عندهم يعني إنه عندنا قدرة حسابية عندنا قدرة رفضية
+
+70
+00:05:03,330 --> 00:05:06,910
+لكن هي موجودة لكن بتختلف عند الآخرين ماحددهاش
+
+71
+00:05:06,910 --> 00:05:11,190
+وبالتالي كانت يعني صورة الذكاء عنده صورة بسيطةبعد
+
+72
+00:05:11,190 --> 00:05:14,190
+ذلك كان فيه Spearman و Thurston و Guilford و
+
+73
+00:05:14,190 --> 00:05:18,250
+Kettle Guilford و Kettle طبعا حددوا و عملوا مقياس
+
+74
+00:05:18,250 --> 00:05:22,550
+للذكاء حددوا فيه القدرات العقلية بالتفصيل أكثر من
+
+75
+00:05:22,550 --> 00:05:25,810
+السابق لما بدأوا يعملوا اختبار للذكاء بدأوا يحددوا
+
+76
+00:05:25,810 --> 00:05:28,830
+أنهم بدهم يعملوا سؤال مثلا في العلاقات الرياضية
+
+77
+00:05:28,830 --> 00:05:31,610
+بدهم يعملوا سؤال في الأوزان و الكتل بدهم يعملوا
+
+78
+00:05:31,610 --> 00:05:34,670
+سؤال في اللغة بدون ما يحددوا أنماط الذكاءات
+
+79
+00:05:34,670 --> 00:05:40,020
+اعتبروا أن هذه هي مكونات الذكاءالستيرنبرج اقترح
+
+80
+00:05:40,020 --> 00:05:43,940
+نظرية بتقوم على تحليل مكونات الذكاء قام بتحليل
+
+81
+00:05:43,940 --> 00:05:46,600
+الأساليب اللي بيستخدمها الإنسان عندما يقوم بحل
+
+82
+00:05:46,600 --> 00:05:48,920
+المشكلات في الحياة العامة والمشكلات اللي اتت في
+
+83
+00:05:48,920 --> 00:05:53,880
+اختبارات الذكاء أوضح الستيرنبرج إن هناك ثلاث أنماط
+
+84
+00:05:53,880 --> 00:05:58,950
+أساسية للذكاء اللي هي الذكاء طبعابتقوم الذكاء
+
+85
+00:05:58,950 --> 00:06:02,350
+الأكاديمي واللي يمكن قياسه بالقدرة على حل المشكلات
+
+86
+00:06:02,350 --> 00:06:07,190
+أول نمط سماع الذكاء الأكاديمي النمط التاني سماع
+
+87
+00:06:07,190 --> 00:06:11,270
+الذكاء العملي وهذا طبعا بيستخدمه في مواقف الحياة
+
+88
+00:06:11,270 --> 00:06:15,270
+اليومية يبقى ذكاء أكاديمي بنستخدمه في المدارس ذكاء
+
+89
+00:06:15,270 --> 00:06:19,130
+عملي وهذا في الحياة بالإضافة للذكاء الإبداعي اللي
+
+90
+00:06:19,130 --> 00:06:22,830
+هو بيتجلى في اكتشاف حلول جديدة للمشكلات يبقى هنا
+
+91
+00:06:22,830 --> 00:06:26,130
+استنبرج عمل ليه تلت أنماط للذكاء عمل ذكاء أكاديمي
+
+92
+00:06:26,130 --> 00:06:30,720
+ذكاء عملي وذكاء ..اللي هو إبداعي في هذا الجانب هنا
+
+93
+00:06:30,720 --> 00:06:34,380
+بدأت تتضح الصورة إن الإنسان عنده أكثر من نمط من
+
+94
+00:06:34,380 --> 00:06:39,110
+أنماط الذكاءوسعت النظرية طبعا هنا وبدأت تظهر عندي
+
+95
+00:06:39,110 --> 00:06:45,150
+أفكار جديدة gardener هو نحو مختلف عن الأخرين عن
+
+96
+00:06:45,150 --> 00:06:49,270
+الباحثين في محاولة تفسير طبيعة الذكاء طبعا كان في
+
+97
+00:06:49,270 --> 00:06:52,670
+هنا عدة ملاحظات اعتمد عليها في هذا الجانب أنه في
+
+98
+00:06:52,670 --> 00:06:55,890
+أن أفراد عندهم قدرات خارقة لكن لا يحصلون في
+
+99
+00:06:55,890 --> 00:06:59,770
+اختبارات الذكاء إلا على درجات متوسطة يعني في ناس
+
+100
+00:06:59,770 --> 00:07:03,230
+عندهم درجات عالية من الذكاء تتكلمي معاهم تحسي أنهم
+
+101
+00:07:03,230 --> 00:07:07,740
+أذكياء لكن لما تيجي تطبقي عليهم اختبار ذكاءما
+
+102
+00:07:07,740 --> 00:07:12,640
+بتطلعوش أذكياء زي بياجي زي بياجي زي أينشتاين نفسه
+
+103
+00:07:12,640 --> 00:07:15,980
+أينشتاين كيف كان في المدرسة؟ كان راسب في المدرسة و
+
+104
+00:07:15,980 --> 00:07:19,160
+نيوتن كان راسب في المدرسة لكن هل معناه ذلك أن هو
+
+105
+00:07:19,160 --> 00:07:23,600
+كان غبي؟ ماكانش غبي ولكن كان في عنده أنماط مختلفة
+
+106
+00:07:23,600 --> 00:07:26,440
+من الذكاء مش في قياس الذكاء
+
+107
+00:07:29,160 --> 00:07:32,260
+أه بس كانوا بيعتبروا أنه الرياضيات مقياس الذكاء،
+
+108
+00:07:32,260 --> 00:07:35,540
+يعني كانت نص أسئلة اختبارات الذكاء تكون ..رياضيات
+
+109
+00:07:35,540 --> 00:07:39,660
+..رياضيات، أيه نعم؟ بس لازم مش بس الرياضيات يعني،
+
+110
+00:07:39,660 --> 00:07:43,710
+الواحد مكون ذكي في ..هو مش بس الرياضيات لكن هنا
+
+111
+00:07:43,710 --> 00:07:46,930
+كانوا بيعتبروا أن القدرة الرياضية والقدرة العددية
+
+112
+00:07:46,930 --> 00:07:51,130
+هي المكون الأساسي للذكاء بعد ذلك بتيجي بعض الأسئلة
+
+113
+00:07:51,130 --> 00:07:54,550
+اللي هي بتكون مرتبطة بجوانب اللغة لكن ماكنوش
+
+114
+00:07:54,550 --> 00:07:57,410
+اضطرقوا لحل المشكلات الحياتية ماكنوش اضطرقوا
+
+115
+00:07:57,410 --> 00:08:01,510
+للإبداع في حل المشكلات اللي هي نظرية Sternberg بعد
+
+116
+00:08:01,510 --> 00:08:04,870
+ذلك لما صارت النظرية هادى وصار أنه لأ في جزء من
+
+117
+00:08:04,870 --> 00:08:07,710
+الذكاء عملي في جزء من ذكاء حياتي في جزء من كذا
+
+118
+00:08:07,710 --> 00:08:12,220
+فبدأوا يفكروا فلاحظوا أنه في اختلافات كثيرةحالة
+
+119
+00:08:12,220 --> 00:08:15,640
+بيذكر النياها طبعا بيقول الطفل بلغت نسبة ذكائه
+
+120
+00:08:15,640 --> 00:08:20,720
+خمسين، خمسين يعني متدني جدا، يعني خمسين من حوالي
+
+121
+00:08:20,720 --> 00:08:24,620
+مية و تمانين، فنسبة ذكائه بتقوله أن هذا معاق، اللي
+
+122
+00:08:24,620 --> 00:08:28,320
+أنه كان قادر على ذكر تاريخ أي يوم من أيام أسبوع
+
+123
+00:08:28,320 --> 00:08:31,040
+الواقع بين السنوات الف و تمانية و تمانين و الف و
+
+124
+00:08:31,040 --> 00:08:35,440
+تسعمية و خمسينيعني قوليله أي يوم فهو بيقدر يجيبلك
+
+125
+00:08:35,440 --> 00:08:39,260
+التاريخ بالضبط في هذا اليوم كما كان قادر على العزف
+
+126
+00:08:39,260 --> 00:08:42,780
+على آلة البيانو بالسمعة بس يسمع النغمة يروح يعزف
+
+127
+00:08:42,780 --> 00:08:45,920
+بدون أنه يقرأ ال note الموسيقية كان هذا الطفل
+
+128
+00:08:45,920 --> 00:08:49,080
+يمتلك غيرها من القدرات مثل الغناء بلغات أجنبية لا
+
+129
+00:08:49,080 --> 00:08:53,420
+يتحدثها والتهجئة والحفظ يعني هذه كانت أشياء مثلا
+
+130
+00:08:53,420 --> 00:08:55,600
+الطفل زي اللي بيجيبوهم الآن في أطفال المواهب
+
+131
+00:08:55,600 --> 00:08:59,530
+بتلاقي أنه في طفلعنده مواهب كتيرة في أشياء مثلا إن
+
+132
+00:08:59,530 --> 00:09:03,170
+هو في الحركة بتلاقيهم عندهم ذكاء في الحركة بشكل
+
+133
+00:09:03,170 --> 00:09:06,310
+كبير جدا، في ناس ذكاء في الأرقام، زي بتوع الحساب
+
+134
+00:09:06,310 --> 00:09:10,950
+الذهني، فهذه أشياء طبعا مختلفة و بدأت تظهر بصورة
+
+135
+00:09:10,950 --> 00:09:15,150
+كبيرة، هذه الحالات يعني استرعت اللي هو انتباه
+
+136
+00:09:15,150 --> 00:09:19,390
+Gardner و بدأ يفكر إنه في أنماط كتيرة من الذكاءات
+
+137
+00:09:19,830 --> 00:09:23,610
+المنفصلة هنا بدأ يفكر أنه هذه النظرية أنه في عندنا
+
+138
+00:09:23,610 --> 00:09:27,550
+ذكاء متعدد وهذه بتركز على حل المشكلات والإنتاج
+
+139
+00:09:27,550 --> 00:09:31,550
+المبدع واعتبار الذكاء تحول من شكل إلى أشكال حل
+
+140
+00:09:31,550 --> 00:09:35,450
+المشكلة طبعا هنا بدأ يركز Gardner أن الأشخاص
+
+141
+00:09:35,450 --> 00:09:39,130
+العاديين يتشكل لديهم على الأقل تمانية عناصر مستقلة
+
+142
+00:09:39,130 --> 00:09:43,860
+من الذكاء يعني الإنسان العادي البسيطبطبيعته عنده
+
+143
+00:09:43,860 --> 00:09:48,340
+تمام أنماط من الذكاء وممكن ناس عندهم قدرات أعلى من
+
+144
+00:09:48,340 --> 00:09:52,640
+هذه الأنماط لكن في تمام أنماط متفق عليها النمط
+
+145
+00:09:52,640 --> 00:09:57,100
+الأول اللي هو الذكاء اللغوي اللفظ ماذا قصد جاردنر
+
+146
+00:09:57,100 --> 00:10:03,020
+بهذا النمط من أنماط الذكاء تفضل تعلق الخدرة على
+
+147
+00:10:03,020 --> 00:10:05,680
+استخدام الكلمات الفعالية والبرعة في تركيب الجمال
+
+148
+00:10:05,680 --> 00:10:10,720
+ونص الأصوات وتعرف معاني الألفةأي نعم، يبقى هنا هذه
+
+149
+00:10:10,720 --> 00:10:15,180
+القدرة في الذكاء اللغوي، اللفظي، في ناس قدرتها في
+
+150
+00:10:15,180 --> 00:10:19,040
+اللغة بتكون عالية جدا، بيستخدموا الكلمات، يكونوا
+
+151
+00:10:19,040 --> 00:10:23,380
+عندهم براعة في اختيار الجملوقول لي إنه هذا ال ..
+
+152
+00:10:23,380 --> 00:10:25,980
+النمط من الأنماط طبعا ممكن يكون موجود عند
+
+153
+00:10:25,980 --> 00:10:29,860
+المحاميين، ممكن يكون موجود عند اللي هو مدرسين، عند
+
+154
+00:10:29,860 --> 00:10:33,180
+الشعراء، عند الأدباء، عند الخطاباء، هدول الناس
+
+155
+00:10:33,180 --> 00:10:37,740
+عندهم هذه القدرة، طبعا هنا بيقوللي إنه تسميته بهذا
+
+156
+00:10:37,740 --> 00:10:40,960
+النمط لأنه في هناك أفراد الصوم يمكنهم اكتساب اللغة
+
+157
+00:10:40,960 --> 00:10:46,150
+الطبيعية، في بعض الناس الصوم بيفهماه حركة الشفاية
+
+158
+00:10:46,150 --> 00:10:50,070
+حركة الشفاية بيفهم انت ايش بتقولي مباشرة وبالتالي
+
+159
+00:10:50,070 --> 00:10:53,110
+لان هو عنده ذكاء لغوى وبيقدر انه يفهم هذه الأشياء
+
+160
+00:10:53,110 --> 00:10:58,550
+رغم ان هو مابيسمعهاش الا انه بيميزها بصورة معينة
+
+161
+00:10:58,550 --> 00:11:02,010
+وممكن هم طبعا استنباطها واتقان لغة الإشارة في شكل
+
+162
+00:11:02,010 --> 00:11:05,890
+من أنماط من أشكال هذا الذكاء اللي هو مرتبط بالذكاء
+
+163
+00:11:05,890 --> 00:11:09,210
+الموسيقي هو بيميز المعنى والاهامية في كل طبقة من
+
+164
+00:11:09,210 --> 00:11:12,450
+طبقاتالصوت، الناس اللي عندها الحس الموسيقى
+
+165
+00:11:12,450 --> 00:11:15,670
+وبيشتغلوا في الموسيقى بيفهموا كيف طبقات الصوت
+
+166
+00:11:15,670 --> 00:11:18,450
+الطبقة العليا والطبقة الدنيا وهذا القرار وهذا
+
+167
+00:11:18,450 --> 00:11:22,550
+الجواب وهذا الكذا، ففيها أنماط كثيرة بتكون موجودة
+
+168
+00:11:22,550 --> 00:11:27,710
+زي ما احنا شايفين ان هو عند الشعراء، عند الكتاب،
+
+169
+00:11:27,710 --> 00:11:31,030
+عند الصحفيين، الممثلين، المهارات اللي عندهم
+
+170
+00:11:31,030 --> 00:11:36,750
+بيستخدموا اللغةبشكل شفهي، بشكل كتابي، في رواية
+
+171
+00:11:36,750 --> 00:11:39,510
+القصة، في النقاش، في إجراء المقابلات، في إعطاء
+
+172
+00:11:39,510 --> 00:11:43,790
+معاني ودلالات بعض الناس المحاميين من شطرتهم باللغة
+
+173
+00:11:43,790 --> 00:11:49,010
+بقلب الحق باطل و الباطل حق لبعض الممثلين بيقنعك أن
+
+174
+00:11:49,010 --> 00:11:52,830
+هذه الفكرة صحيحة وبيأثر فيكي لدرجة أنك أنت ممكن
+
+175
+00:11:52,830 --> 00:11:57,680
+تبكي، مع أنك عارفة ومتأكدة أن هو بيمثلوإن الموقف
+
+176
+00:11:57,680 --> 00:12:01,980
+غير حقيقي إلا إن من تأثرك في الموضوع بتبكي فقداش
+
+177
+00:12:01,980 --> 00:12:05,540
+بتكون قدرته في استخدام اللغة وفي التأثير على
+
+178
+00:12:05,540 --> 00:12:12,400
+العواطف للناس اللي أمامه الذكاء المنطقي الرياضي ما
+
+179
+00:12:12,400 --> 00:12:16,460
+المقصود بهذا النمط من أنمات الذكاء هو القدرات
+
+180
+00:12:16,460 --> 00:12:21,860
+المنطقية والرياضية العلمية أيضًا استخدام الادارة
+
+181
+00:12:21,860 --> 00:12:25,440
+الفعلية وحساسيًا أنمط والعلاقات والقضايا المنطقية
+
+182
+00:12:25,440 --> 00:12:29,330
+والمجردةممتاز جدا، يبقى هنا ذكاء منطقي رياضي، منطق
+
+183
+00:12:29,330 --> 00:12:33,330
+المنطق بيقولك إن واحد زائد واحد بيساوي اتنين
+
+184
+00:12:33,330 --> 00:12:36,730
+واتنين زائد اتنين بيساوي اربع أشياء متسلسلة،
+
+185
+00:12:36,730 --> 00:12:40,470
+مترابطة، فيها صورة منطقية، لا يقبل العقل بغير
+
+186
+00:12:40,470 --> 00:12:45,210
+المنطق، الافتراض التخيلي، التخمين الأشياء هذه كلها
+
+187
+00:12:45,210 --> 00:12:50,050
+غير موجودة، فهذا ذكاء منطقي، رياضي، بيحتكم إلى لغة
+
+188
+00:12:50,050 --> 00:12:54,210
+الأرقام، وبالتالي هنا لو بدك تقنعيه بأي حاجة أخرى
+
+189
+00:12:54,800 --> 00:12:58,760
+من تصورات، من تخمينات هو ما بيقتنع لأن قدراته
+
+190
+00:12:58,760 --> 00:13:02,500
+منطقية رياضية، بتمثل في استخدام الأعداد، عنده
+
+191
+00:13:02,500 --> 00:13:06,180
+حساسية جدا للأعداد، بعرف من حد ما يشوف السؤال،
+
+192
+00:13:06,180 --> 00:13:09,060
+بعرف إذا كان السؤال هذا صح أو خطأ من رقم معين،
+
+193
+00:13:09,060 --> 00:13:12,320
+يكون موجود، طبعا عند علماء الرياضيات والإحصاء،
+
+194
+00:13:12,320 --> 00:13:15,720
+مبرمجي الكمبيوتر والمحاسبين والمهندسين، بيكون هذا
+
+195
+00:13:15,720 --> 00:13:20,180
+النمط طبعا موجود بصورة كبيرةطبعا المهارات اللي
+
+196
+00:13:20,180 --> 00:13:23,540
+عندهم التحليل والحساب والاستنتاج التخمينات والتوقع
+
+197
+00:13:23,540 --> 00:13:27,280
+والتجريب الرياضي طبعا اللعب بالألعاب الاستراتيجية
+
+198
+00:13:27,280 --> 00:13:32,040
+استخدام الخوارزميات والمسائل المنطقية الذكاء
+
+199
+00:13:32,040 --> 00:13:38,070
+المكاني البصرييتمتع الأشخاص الذين يتميزون بهذا
+
+200
+00:13:38,070 --> 00:13:40,810
+الذكاء بقدرة على تصور المكان النسبي للأشياء في
+
+201
+00:13:40,810 --> 00:13:44,110
+الفرق لجده خاصة عند أصحاب القدرات الفنية زي
+
+202
+00:13:44,110 --> 00:13:47,450
+الرسمين المهندسين المعمريين عندهم قدرة على رسم
+
+203
+00:13:47,450 --> 00:13:50,790
+المجسمات والمخططات وتصميم الصفحات وتقدرك الفرقات
+
+204
+00:13:50,790 --> 00:13:54,660
+اللي في اللوحةإدرك لو أي فرق في اللوحة ممكن يحكولك
+
+205
+00:13:54,660 --> 00:13:57,660
+إيش فيها ناقص؟ أي نعم، يعني الآن لما بيجي واحد
+
+206
+00:13:57,660 --> 00:14:02,500
+مهندس وبده يعمل تصور لمدرسة أو لجامعة أو كذا، فهو
+
+207
+00:14:02,500 --> 00:14:06,180
+الآن عنده قدرة على التخيل المكاني، التصور المكاني
+
+208
+00:14:06,180 --> 00:14:09,760
+للأشياء، فهو دكاء بصري مكاني، بيعتمد على استخدام
+
+209
+00:14:09,760 --> 00:14:13,200
+البصر، إنه يشوف الأشياء وإنه يضع الأشياء في مكانها
+
+210
+00:14:13,200 --> 00:14:17,950
+المناسب، انت أعطي قطعة أرض، فهو عملك عليهابيت
+
+211
+00:14:17,950 --> 00:14:21,690
+كامل، حسب حساب كل نقطة، حسب حساب كل مكان، بيختلف
+
+212
+00:14:21,690 --> 00:14:24,430
+من واحد لآخر، يمكن المهندس يكون عنده ذكاء عالي في
+
+213
+00:14:24,430 --> 00:14:30,550
+هذا المجال، يعطيكي تصور مختلف لما بدهم يعملوهلمّا
+
+214
+00:14:30,550 --> 00:14:33,830
+بدهم يبنوا جامعة أو مسجد أو كذا أو شيء كان بيعملوا
+
+215
+00:14:33,830 --> 00:14:39,410
+مسابقة بين المهندسين عشان يختاروا أفضل تصميم أفضل
+
+216
+00:14:39,410 --> 00:14:41,870
+تصميم اللي هو بيعتمد على قدرة عالية من الذكاء
+
+217
+00:14:41,870 --> 00:14:46,210
+البصري المكاني كيف قدر يستغل كل مساحة كيف قدر
+
+218
+00:14:46,210 --> 00:14:49,970
+يستغل هذه الأشياء كيف بدها تكون الرؤية من الخارج و
+
+219
+00:14:49,970 --> 00:14:52,630
+من الداخل كيف بدها تكون اللي هي الإضاءة من الخارج
+
+220
+00:14:52,630 --> 00:14:56,890
+و الداخل دخول الشمس كل هذه الأشياء بتكونمهمة جدا
+
+221
+00:14:56,890 --> 00:15:00,030
+يعني في بعض المباني اللي هي كانت في تعبر التاريخ
+
+222
+00:15:00,030 --> 00:15:05,050
+مثلا في معبد الكرنك في مصر أنه هذا المعبد الشمس
+
+223
+00:15:05,050 --> 00:15:09,230
+بتول السنة فيه تلاتمية و ستين شباك كل يوم الشمس
+
+224
+00:15:09,230 --> 00:15:16,570
+بتدخل فيه من شباك تصميم
+
+225
+00:15:16,570 --> 00:15:21,150
+هندسي رائع جدا طبعا عملوه بحيث أن هو كل يوم الشمس
+
+226
+00:15:21,150 --> 00:15:25,850
+بتدخله من مكانشوف قدش التصور المكاني اللي هم عملوه
+
+227
+00:15:25,850 --> 00:15:29,370
+كيف أنهم يتبعوا حركة الشمس يعني بقى حركة الشمس
+
+228
+00:15:29,370 --> 00:15:33,210
+مثلا على شبك معين مش هاد؟ هي الشمس كل يوم بتشرق
+
+229
+00:15:33,210 --> 00:15:36,850
+بهذا، بس كل يوم بيكون التسليط في زاوية الشمس بتدخل
+
+230
+00:15:36,850 --> 00:15:41,630
+من شبك معين، فخلال السنة الشمس بتدخل من كل الشباب
+
+231
+00:15:43,240 --> 00:15:46,740
+طبعا تحليلات هائلة جدا في المعمار يعني فن المعمار
+
+232
+00:15:46,740 --> 00:15:51,540
+في العالم يعني أشياء جميلة جدا طبعا هذه قدرات بقول
+
+233
+00:15:51,540 --> 00:15:55,120
+إنها موجودة طبعا عند اللي هم المهندسي ال decor
+
+234
+00:15:55,120 --> 00:15:58,640
+الناس اللي عندهم قدرات فنية الملحين اللي هم
+
+235
+00:15:58,640 --> 00:16:03,830
+بيسوقوا البواخر في البحربرضه معروف عندهم هذه
+
+236
+00:16:03,830 --> 00:16:07,290
+التصورات المكانية، عندهم قدرة طبعا في الرسم، تصميم
+
+237
+00:16:07,290 --> 00:16:10,970
+الصفحات وتنسيق الألوان والديكور، التفكير بوسط
+
+238
+00:16:10,970 --> 00:16:15,110
+الصور، المجسمات، بيبدأ يعلم الطلاب يعني لما بيبدأ
+
+239
+00:16:15,110 --> 00:16:19,450
+أن هو يرسمله المربع، بعد المربع بيعطيه المكعب، فهو
+
+240
+00:16:19,450 --> 00:16:22,870
+بيبدأ يخليه يفهم حاجة اللي هي الفراغ، الهندسة
+
+241
+00:16:22,870 --> 00:16:27,020
+الفراغيةإن هذا المربع ممكن إنه يكون من ثلاث
+
+242
+00:16:27,020 --> 00:16:30,160
+الأبعاد أي نعم من ثلاث الأبعاد كيف بده يكون؟ فبده
+
+243
+00:16:30,160 --> 00:16:34,160
+يكون مكعب الدائرة ممكن تكون ثلاثية الأبعاد فهتكون
+
+244
+00:16:34,160 --> 00:16:37,680
+هي استوانة فالآن كيف بده يصير يفكر في هذه الأشياء؟
+
+245
+00:16:37,680 --> 00:16:41,260
+كيف المربع لو دار في الفراغ إيش ممكن يكون؟ الدائرة
+
+246
+00:16:41,260 --> 00:16:44,100
+لو دارت في الفراغ إيش ممكن تكون؟ وبالتالي هنا
+
+247
+00:16:44,100 --> 00:16:47,780
+بيبدأوا يفهموا الطفل هذه الأشياء الآن طبعا أصبحت
+
+248
+00:16:47,780 --> 00:16:52,220
+التليفزيونات الـ 3D موجودة من عندهم تليفزيون 3D؟
+
+249
+00:16:54,000 --> 00:16:57,160
+الـ three dimension اللي بيلبسوله نضارات كده و
+
+250
+00:16:57,160 --> 00:17:03,200
+بتحس كأنك عايشة انت مع الحدث اي
+
+251
+00:17:03,200 --> 00:17:09,460
+نعم تلاتي الأبعاد طبعا هي بتعطيك الإيحاء انك انت
+
+252
+00:17:09,460 --> 00:17:13,440
+كأنك يعني داخلة معاهم و انه الصورة ليست مستوية في
+
+253
+00:17:13,440 --> 00:17:16,760
+الجهاز ولكن ماعطياكي مساحة كبيرة يعني اذا كنت
+
+254
+00:17:16,760 --> 00:17:19,740
+تتفرج على اللي هي كرة قدم بتحس كأنك انت داخلة
+
+255
+00:17:19,740 --> 00:17:22,220
+معاهم في الملعب
+
+256
+00:17:27,940 --> 00:17:32,940
+الذكاء الموسيقي فضلنا يتمثّع بي ذوي القدرات
+
+257
+00:17:32,940 --> 00:17:36,020
+العالية في الموسيقى مثل خبراء السمعيات ومهندسي
+
+258
+00:17:36,020 --> 00:17:39,860
+الصوف والمغنيين والموسيقيين يعني يكون عندهم قدرة
+
+259
+00:17:39,860 --> 00:17:42,860
+في تعليف الإيقاعات والألحان وأيضا تمييز الأغاني
+
+260
+00:17:42,860 --> 00:17:46,460
+والأنشيب من نفس النغمة ممتاز جدا الذكاء الموسيقي
+
+261
+00:17:46,460 --> 00:17:49,860
+يعني أشياء كتيرة يعني في ناس عندهم ذكاء موسيقي انت
+
+262
+00:17:49,860 --> 00:17:52,660
+لو مثلا عندكم سيارة بتعرفي زمول السيارة تبعدكم من
+
+263
+00:17:52,660 --> 00:17:58,200
+بين كل السيارةبتعرف فيه خطوات مثلا أخوكي من أختك
+
+264
+00:17:58,200 --> 00:18:01,640
+مين اللي طالع على الدرج، كذا، فهنا عندك أذن بتكون
+
+265
+00:18:01,640 --> 00:18:05,720
+فيها نوع من الذكاء الموسيقى، إنك اتميز الأصوات،
+
+266
+00:18:05,720 --> 00:18:10,300
+بتعرفي صوت العصفور من البولبول، الكنار، الكذا،
+
+267
+00:18:10,300 --> 00:18:14,280
+وبالتالي بتميز هذه الأصوات، بنبيزه طبعا الأناشيد،
+
+268
+00:18:14,280 --> 00:18:17,200
+بيميزوا الألحان، عندهم قدرة في وضع هذه الألحان،
+
+269
+00:18:17,200 --> 00:18:20,160
+عندهم ذكاء موسيقي عالي، زي ما اتكلمنا قبل شوية، ان
+
+270
+00:18:20,160 --> 00:18:23,680
+هو بيقدر يميز طبقة الصوت بدقة، كيف ممكن يكون الصوت
+
+271
+00:18:23,910 --> 00:18:26,730
+وبالتالي كيف ممكن يكون التحكم بالصوت في هذا
+
+272
+00:18:26,730 --> 00:18:29,990
+الجانب، طبعا بتكون هذه أكتر موجودة لدى الموسيقين
+
+273
+00:18:29,990 --> 00:18:33,430
+والمغنيين، مهندسي الصوت، خبراء السمعيات، الناس
+
+274
+00:18:33,430 --> 00:18:36,730
+اللي هم بعلموا طلاب الصوم كيف اللي هو الأشياء
+
+275
+00:18:36,730 --> 00:18:40,130
+وبيعملولهم اللي هي السماعات بتاعة الأذن، فادولة
+
+276
+00:18:40,130 --> 00:18:43,730
+خبراء للسمعيات، فيكون عندهم هذا النمط من اللي هو
+
+277
+00:18:43,730 --> 00:18:48,370
+الذكاء بصورة عالية، الذكاء الجسمي الحركي
+
+278
+00:18:52,270 --> 00:18:56,430
+قدرة على حل المشكلات والانتاج عن طريق حركات الجسم
+
+279
+00:18:56,430 --> 00:19:01,630
+أو جزء منه، بنلاقي عند رياقين وراقصاد البلاء مثلا
+
+280
+00:19:01,630 --> 00:19:05,510
+بتكون هي تحكي جثة مش كل الناس بيفهموها، اللي عندهم
+
+281
+00:19:05,510 --> 00:19:09,050
+ذكاء حركي بتكون هي خلال رقصة بتعمل قصة معينة
+
+282
+00:19:09,050 --> 00:19:12,450
+بيفهموها اللي عندهم ذكاء حركي، بتعتمد على تنصيب
+
+283
+00:19:12,450 --> 00:19:17,990
+البصر و أجزاء الجسمممتاز جدا، طبعا هنا دكاء الجسم
+
+284
+00:19:17,990 --> 00:19:21,510
+الحركي كيف أقدر أستخدم جسمي و أسيطر عليه، لو
+
+285
+00:19:21,510 --> 00:19:24,410
+بتشوفوا مثلا رقصة البلاء أو واحد بيمشي على حبلة
+
+286
+00:19:25,280 --> 00:19:27,580
+الناس اللي بتشتغل في الcirc، اللي بيبقى يمشي على
+
+287
+00:19:27,580 --> 00:19:31,500
+حبل أو اللي مثلا بتعمل إنها بتتشقلب في الفراغ، هي
+
+288
+00:19:31,500 --> 00:19:35,440
+بتشوف إن فيها هتيجي مرجحة و هي هتمسك فيها و كذا،
+
+289
+00:19:35,440 --> 00:19:39,320
+فهي بتبقى هنا الدكاء الجسمي الحركي إنها تتحكم
+
+290
+00:19:39,320 --> 00:19:42,760
+بعضلات جسمها، بالإضافة للجراحين، هلاقيت الجراح
+
+291
+00:19:42,760 --> 00:19:45,890
+اللي بيعمل عملية في العين مثلااذيش حجم عين
+
+292
+00:19:45,890 --> 00:19:50,150
+الإنسان؟ بيعمل عملية و بيعمل عملية ترقيع للقرانية
+
+293
+00:19:50,150 --> 00:19:53,250
+و بيعمل كذا، كيف بيمسك المشرة و كيف بتحرك في داخل
+
+294
+00:19:53,250 --> 00:19:56,630
+العين؟ لو إيده انحرفت كده أو كده ممكن يقطع عصب
+
+295
+00:19:56,630 --> 00:20:01,520
+النظر و يصير العين كفيفة تماماًوبالتالي هنا بتكون
+
+296
+00:20:01,520 --> 00:20:05,380
+قدرة في التحكم في عضلات الجسم بصورة كبيرة جدا إنه
+
+297
+00:20:05,380 --> 00:20:09,240
+بيقدر يتحكم بهذا الشيء، بيجري عملية في العين،
+
+298
+00:20:09,240 --> 00:20:12,280
+بيجري عملية في الأذن، عملية في الدماغ، عملية في
+
+299
+00:20:12,280 --> 00:20:15,520
+أعصاب الوجه، يعني في بعض الناس مثلا اللهم عفونا،
+
+300
+00:20:15,520 --> 00:20:18,160
+بيكون مثلا طالع لهم أشياء في الوجه، لو إن هو بده
+
+301
+00:20:18,160 --> 00:20:23,530
+ال ..طلع حبة مثلا أو كذا، لو بده يخطئ بس ويقطع
+
+302
+00:20:23,530 --> 00:20:26,770
+العصب، بيعمل عملية شلل كامل في هذا الإطار، فبتكون
+
+303
+00:20:26,770 --> 00:20:31,310
+عملية التحكم شديدة جدا في هذا الجانب، وبالتالي هنا
+
+304
+00:20:31,310 --> 00:20:34,490
+بيكون في عندي إمكانات عالية جدا إن احنا نفهم لغة
+
+305
+00:20:34,490 --> 00:20:38,130
+الجسد وإشارة هذا الجسد، طبعا بقول بتبقى موجودة
+
+306
+00:20:38,130 --> 00:20:41,370
+أكتر بين الراقسين، بين الجرحين، الممثلين،
+
+307
+00:20:41,370 --> 00:20:44,930
+الحرفيين، السبحينكل ما بيكون عندهم هذه التمارين
+
+308
+00:20:44,930 --> 00:20:48,070
+اللياقة الرياضية والتمارين البدنية عندهم قدرة
+
+309
+00:20:48,070 --> 00:20:51,230
+هائلة على التحكم في الأعصاب وفي العضلات وفي
+
+310
+00:20:51,230 --> 00:20:55,050
+أطرافهم وفي التوازن في عملية التوازن اللي هي بتكون
+
+311
+00:20:55,050 --> 00:21:02,630
+موجودة عندهم الذكاء البين شخصي أيوة الجهة هذه
+
+312
+00:21:02,630 --> 00:21:06,250
+شاركونا الحياة اتناكم فضلوا هي قدرة على فهم
+
+313
+00:21:06,250 --> 00:21:09,970
+الأكبرين وكيفية التعامل معاهم ومراعاة المشروب بين
+
+314
+00:21:09,970 --> 00:21:15,300
+الناس وخاصة الفروق في تباعتهم وكلامهمممتاز جدا في
+
+315
+00:21:15,300 --> 00:21:18,360
+الذكاء البين شخصي وفي الذكاء الضمن شخصي الذكاء
+
+316
+00:21:18,360 --> 00:21:22,140
+البين شخصي ان احنا نقدر نفهم الآخرين في ناس بيكونش
+
+317
+00:21:22,140 --> 00:21:25,620
+عندهم ذكاء رياضي وقدراتهم التحصيلية مش عالية لكن
+
+318
+00:21:25,620 --> 00:21:29,780
+عندهم ذكاء بين شخصي او ذكاء اجتماعي يعني علاقاتهم
+
+319
+00:21:29,780 --> 00:21:32,460
+الاجتماعية بيفهموا الناس بيعرفوا كيف يتحدثوا مع
+
+320
+00:21:32,460 --> 00:21:35,980
+الآخرين كيف يكسبوا الآخرين لما يكون موجود في مكان
+
+321
+00:21:35,980 --> 00:21:39,620
+بيكون هو النجمفي هذا المكان، هو اللي بيتكلم والكل
+
+322
+00:21:39,620 --> 00:21:43,360
+بيسمعله، والكل بيحب إنه يسمع حديثه، وكمان هو بيقدر
+
+323
+00:21:43,360 --> 00:21:46,800
+يكون يقوم يكون علاقات إيجابية، وبالتالي بنقول ان
+
+324
+00:21:46,800 --> 00:21:50,120
+في عنده قدرة على فهم الآخرين، كيف التعاون معهم،
+
+325
+00:21:50,120 --> 00:21:53,000
+كيف اللي هي ملاحظة الفروق بين الناس، كيف التناقض
+
+326
+00:21:53,000 --> 00:21:57,190
+في طباعهم، في كلامهمأه وبالتالي عنده درجة عالية من
+
+327
+00:21:57,190 --> 00:21:59,850
+اللي هي العلاقة الاجتماعية العالية اللي هو بيفهم
+
+328
+00:21:59,850 --> 00:22:03,350
+الآخرين وبيقدر يتسير معاهم ويعيشهم بصورة كبيرة جدا
+
+329
+00:22:03,350 --> 00:22:07,670
+و اللي بتبقى موجودة أكتر لدى المدرسين لدى المرشدين
+
+330
+00:22:07,670 --> 00:22:10,850
+النفسيين المفروض أن الوالدين بيكون عندهم هذا الشيء
+
+331
+00:22:10,850 --> 00:22:14,790
+الباعة بتكون موجودة عندهم لما بتشوف تتقابل مع بياع
+
+332
+00:22:14,790 --> 00:22:19,170
+بيبقى عارف يقولك أنك أنت بتكشر أو بتكيشتشتري بيفهم
+
+333
+00:22:19,170 --> 00:22:23,890
+ال .. بيفهم الانسان على طول بيقيمه هذا الانسان
+
+334
+00:22:23,890 --> 00:22:26,690
+فبتلاقي عنده هذا الذكاء الاجتماعي انه يقيم قدرات
+
+335
+00:22:26,690 --> 00:22:29,710
+اللي أمامه و يحدد إيش الفرق بينه و بين الآخرين
+
+336
+00:22:29,710 --> 00:22:33,170
+يعني بتيجي واحدة ست بدها تشتري .. تتفرج فبعطيهاش
+
+337
+00:22:33,170 --> 00:22:35,410
+اهتمام، بتيجي واحدة تانية بعطيها كل الاهتمام، طب
+
+338
+00:22:35,410 --> 00:22:38,050
+ليش مهتمتش فيها؟ بقولها كده بدهاش تشتري، بده تتفرج
+
+339
+00:22:38,050 --> 00:22:43,150
+أو بده تسلحجي اللي تقدر تتفرجأو لأ بالظبط، هذه
+
+340
+00:22:43,150 --> 00:22:46,290
+المهارة عندهم مية مية. بيعدي عن درجتها كمار بشوية
+
+341
+00:22:46,290 --> 00:22:50,830
+عشان تفاهمها. أه نعم، هذه مشكلة مش سهلة هذه، أنا
+
+342
+00:22:50,830 --> 00:22:56,050
+عشان كتير من المحلات بيعرفوني مافيش حاجة بتبقى ان
+
+343
+00:22:56,050 --> 00:22:57,430
+شاء الله بعشرين بتصير بسبعين
+
+344
+00:23:01,300 --> 00:23:04,480
+فالواحد مايعرفش يعرفك اشتري حقيقي يعني لإن هم على
+
+345
+00:23:04,480 --> 00:23:07,940
+طول بيقدروا و بيقيموا اللي أمامهم و حتى لو منهم
+
+346
+00:23:07,940 --> 00:23:10,540
+مابيعرفكيش بيقيمك في صورة تانية بتشتر على .. بتشتر
+
+347
+00:23:10,540 --> 00:23:13,400
+على غيرهم اه فخلاص فبتلاقي ان الأشياء عندهم ما شاء
+
+348
+00:23:13,400 --> 00:23:19,840
+الله عليهم الذكاء اضمن شخصي القدرة على تشكيل نموذج
+
+349
+00:23:19,840 --> 00:23:23,060
+صادف عن الذات و استخدمها دي القدرة فعالية في
+
+350
+00:23:23,060 --> 00:23:27,220
+الحياة وقدرتهم .. وقدرت الفرش على فين بداته جايزة
+
+351
+00:23:27,220 --> 00:23:32,780
+أمتاز هل أنت فاهم نفسك؟مش كل الناس بتفهم ذاتها، مش
+
+352
+00:23:32,780 --> 00:23:36,740
+كل الناس بتكون نموذج صادق عن الذات، يعني أقدر أقول
+
+353
+00:23:36,740 --> 00:23:39,560
+إن أنا قدراتي هي قدراتي، يعني في بتلاقي مثلا بعض
+
+354
+00:23:39,560 --> 00:23:42,720
+الطالبات أو بعض الطلاب أو كذا، يعني هو جايب 60 أو
+
+355
+00:23:42,720 --> 00:23:47,320
+70% وقاعد هو بيناكد في أهله، بيناكد في نفسه إن هو
+
+356
+00:23:47,320 --> 00:23:51,020
+بده يدخل هندسة أو إنه كذا، و بتلاقي إن هو بيدخل
+
+357
+00:23:51,020 --> 00:23:53,980
+مثلا كلية وبده يحول و بعد هيك مقدرش يحول، هو مش
+
+358
+00:23:53,980 --> 00:23:57,680
+قادر يكون نموذج صادق عن نفسه، مش قادر يفهم حجم
+
+359
+00:23:57,680 --> 00:24:01,550
+قدراته الحقيقي،إنك تقدر تفهمي نفسك، إنك تحطي نفسك
+
+360
+00:24:01,550 --> 00:24:04,470
+في الصورة الحقيقية اللي إنت فيها، إيش قدراتك
+
+361
+00:24:04,470 --> 00:24:06,830
+العقلية، إيش قدراتك الشماعية، إيش قدراتك
+
+362
+00:24:06,830 --> 00:24:10,270
+التحصيلية، وين أنا بقدر أسير، هيك أنا بقدر أحل
+
+363
+00:24:10,270 --> 00:24:13,810
+مشاكل، لكن لو أنا حطيت نفسي في نموذج هو مش نموذجي،
+
+364
+00:24:13,810 --> 00:24:17,450
+أو بحاول أقلد الآخرين و هو هذا الشيء مش أنا، هذا
+
+365
+00:24:17,450 --> 00:24:21,270
+بيعمل مشكلة للإنسان. بيحكوا هنا في الأثر إنه رحم
+
+366
+00:24:21,270 --> 00:24:26,010
+الله عرف القدرانة، يعني هذا هو مش يعرف قدر حاله،
+
+367
+00:24:26,010 --> 00:24:30,250
+ممكن يورد حاله بأشي أو مش يدها،في كتير من الناس
+
+368
+00:24:30,250 --> 00:24:33,870
+بتضيع حياتهم، هو مش قادر يعرف القدر نفسه، يعني
+
+369
+00:24:33,870 --> 00:24:37,250
+بيدخل في كلية، بيضل يحول الكلية لكلية أو أنه مثلا
+
+370
+00:24:37,250 --> 00:24:43,050
+بيترك المدرسة أو أنه ممكن بيعمل أشياء وسلوكات، هو
+
+371
+00:24:43,050 --> 00:24:47,050
+بالآخر مابقدرش يتحمل تبعاتها وبالتالي هو مابقدرش
+
+372
+00:24:47,050 --> 00:24:52,040
+.. ما هوش فاهم حجمه الحقيقي في هذا الإطاروبالتالي
+
+373
+00:24:52,040 --> 00:24:55,640
+هنا بنقول إن هذا ذكاء ضمن شخصي، هذا ذكاء بين شخصي
+
+374
+00:24:55,640 --> 00:24:59,240
+اللي هو الذكاء اللي بينه بين الآخرين، أما هذا ذكاء
+
+375
+00:24:59,240 --> 00:25:03,600
+ضمن شخصي إن أقدر أكول نموذج صادق عن نفسي و أقدر
+
+376
+00:25:03,600 --> 00:25:07,620
+أقدم في هذه الحياة بفاعلية، بحيث إن يكون في عندي
+
+377
+00:25:07,620 --> 00:25:11,180
+هنا يعني فهم ذيء جيد للذات و تقلق في العاطفة وقدرة
+
+378
+00:25:11,180 --> 00:25:14,300
+على التمييز، هذا الذكاء لدى العلماء و الحكماء و
+
+379
+00:25:14,300 --> 00:25:17,830
+الفلاسفةهم بيقدروا يحددوا إيش مكانتهم وإيش هما
+
+380
+00:25:17,830 --> 00:25:21,190
+وبيقدروا يقدموا الفكرة الأساسية، المهارات اللي
+
+381
+00:25:21,190 --> 00:25:23,950
+عندهم طبعا التأمل الذاتي، مراقبة الذات، إدراك
+
+382
+00:25:23,950 --> 00:25:27,530
+وشعور الفرد بنفسه، معالجة المعلومات بصورة ذاتية،
+
+383
+00:25:27,530 --> 00:25:31,090
+الالتزام بالمبادئ والقيم الخلقية، التهدي والثقة،
+
+384
+00:25:31,090 --> 00:25:34,670
+الصبر على الشدائد، لأن الإنسان اللي بيفهم نفسه فهو
+
+385
+00:25:34,670 --> 00:25:36,990
+عنده قدرة على الصبر، عنده قدرة على التأمل، عنده
+
+386
+00:25:36,990 --> 00:25:40,610
+قدرة على إنه يتحمل الآخرين، ليش؟ لأن هو عارف إيش
+
+387
+00:25:40,610 --> 00:25:44,570
+هو من الداخل، فهو بيقيم الآخرين حسب قدرتهلذاته
+
+388
+00:25:44,570 --> 00:25:49,110
+الذكاء الطبيعي هو
+
+389
+00:25:49,110 --> 00:25:51,670
+.. هو تبدأ على التنييز ببساطين من الإيمان الحي
+
+390
+00:25:51,670 --> 00:25:55,630
+والهدايا والجمالات واللي ايضا ينضم الأنواع في
+
+391
+00:25:55,630 --> 00:26:00,900
+غيراتممتاز، هنا الذكاء الطبيعي اللي هو مرتبط بعلم
+
+392
+00:26:00,900 --> 00:26:04,260
+الطبيعة والأشياء الطبيعية والعلوم طبعا قدرة في
+
+393
+00:26:04,260 --> 00:26:08,080
+تمييز تصنيف الكائنات الحية، في النباتات والحيوانات
+
+394
+00:26:08,080 --> 00:26:11,100
+والجمادات، تدمن الحساسية والوعي بالتغيرات اللي
+
+395
+00:26:11,100 --> 00:26:14,480
+بتحصل في البيئة، يتضح لدى المزارعين، الصيادين،
+
+396
+00:26:14,480 --> 00:26:17,550
+علماء النبات، الحيوانبتلاقي إن الصياد بعرف اليوم
+
+397
+00:26:17,550 --> 00:26:20,910
+هل في صيد، هل في .. هيكون سمك، مش هيكون في سمك،
+
+398
+00:26:20,910 --> 00:26:23,530
+المزارعين بيفهموا الطربة، بيفهموا إن وقتاش ينمو
+
+399
+00:26:23,530 --> 00:26:26,150
+هذا النبات وقتاش ممكن يتم عملية التلقيح لبعض
+
+400
+00:26:26,150 --> 00:26:29,670
+النباتات، وقتاش ممكن يسقي وقتاش مش ممكن يسقي، هو
+
+401
+00:26:29,670 --> 00:26:32,930
+بيفهم الأشياء هذه الطبيعية، بيقدر إن هو يتعامل
+
+402
+00:26:32,930 --> 00:26:36,750
+معاها بصورة واضحةهذه طبعًا تمام أنماط من الذكاءات
+
+403
+00:26:36,750 --> 00:26:40,510
+موجودة طبعًا ومتفق عليها، في أنماط أخرى في الذكاء
+
+404
+00:26:40,510 --> 00:26:43,950
+اللي هو الوجود، إن احنا نفهم الأشياء وأسباب وجودنا
+
+405
+00:26:43,950 --> 00:26:47,970
+وإن يكون في هناك أشياء مختلفة موجودة، لكن هذه
+
+406
+00:26:47,970 --> 00:26:52,390
+أنماط من الذكاءات اللي هي متفق عليها بصورة واضحة
+
+407
+00:26:55,090 --> 00:27:00,030
+افتراضات ومبادئ نظرية Gardner طبعا Gardner افترض
+
+408
+00:27:00,030 --> 00:27:03,670
+إن الناس كلهم بيملكوا أنماط فريدة من اللي هي نقاط
+
+409
+00:27:03,670 --> 00:27:08,370
+القوة ونقاط الضعف عليها ممكن إحنا نطور اللي هو
+
+410
+00:27:08,370 --> 00:27:12,050
+أدوات لقياس هذه أنماط الذكاء عشان إحنا نقيص الذكاء
+
+411
+00:27:12,050 --> 00:27:15,870
+عند إنسان لازم نقيص عنده الذكاء المكان البصري و
+
+412
+00:27:15,870 --> 00:27:20,970
+الذكاء اللي هو الجسمي الحركي و الذكاء البين شخصي
+
+413
+00:27:20,970 --> 00:27:24,750
+والدمن شخصي كل هذه الأنماططبعا هنا الافتراضات
+
+414
+00:27:24,750 --> 00:27:27,730
+الأساسية لهذه النظرية بتقول إن البشر لهم اختلافات
+
+415
+00:27:27,730 --> 00:27:31,550
+في القدرات والاهتمامات وبالتالي جميعنا لا نتعلم
+
+416
+00:27:31,550 --> 00:27:35,390
+بنفس الطريقة طالما إحنا مختلفين في الاهتمامات
+
+417
+00:27:35,390 --> 00:27:39,410
+مختلفين في القدرات العقلية يبقى كل واحد فينا بتعلم
+
+418
+00:27:39,410 --> 00:27:45,110
+بطريقة مختلفة عن الآخر نحن لا نستطيع أن نتعلم كل
+
+419
+00:27:45,110 --> 00:27:51,040
+شيء يمكنتعلموا وهذا شئ حقيقي مش كل شئ يمكن تعلمه
+
+420
+00:27:51,040 --> 00:27:55,180
+بتقدر أنت تتعلمه يعني أنت الآن تقدر تتعلمي تتعلمي
+
+421
+00:27:55,180 --> 00:27:57,800
+في علم التربية وكذا لكن لو أجيت الآن أن أعلمك كيف
+
+422
+00:27:57,800 --> 00:28:03,440
+تمشي على الحبل يمكن تظبط عند واحدة فيكم بس ماتظبطش
+
+423
+00:28:03,440 --> 00:28:07,980
+عند البقية مش كل شئ يمكن تعلمه يمكن أن نتعلمه لأنه
+
+424
+00:28:07,980 --> 00:28:12,700
+في اختلاف في القدرات في ناس عندهاذاكاء متركز في
+
+425
+00:28:12,700 --> 00:28:16,700
+هذه المنطقة، فممكن إنها تتعلم هذا الجانب، وتتطور
+
+426
+00:28:16,700 --> 00:28:19,540
+عندها هذه الأنماط من الذكاءات، لكن في ناس أخرين ما
+
+427
+00:28:19,540 --> 00:28:23,140
+بيمتلكوش هذا النمط من الذكاء، أو هو عندهم بصورة
+
+428
+00:28:23,140 --> 00:28:26,700
+بسيطة جدا، يعني في مثلا بعض .. بعض منكم لو بتوقف
+
+429
+00:28:26,700 --> 00:28:31,320
+بس على المجلة، بتكسر نص الكسار، وفي مش ممكن حاجة
+
+430
+00:28:31,320 --> 00:28:35,780
+تملص من إيدها وتنكسرلا بيحصل ولا ما بيحصلش؟ واحدة
+
+431
+00:28:35,780 --> 00:28:38,840
+عند .. يعني هذا أهم .. اللي هي أبسط أنواع اللي هي
+
+432
+00:28:38,840 --> 00:28:42,260
+الذكاءات الحركية، أنك تقدر تتحكمي ببعض الأشياء،
+
+433
+00:28:42,260 --> 00:28:44,160
+بيلاقي في ناس على طول إيدهم بيقولوا هذا إيدهم
+
+434
+00:28:44,160 --> 00:28:47,320
+بتكسر، كيف إيدهم بتكسر؟ مافيش عندهم تحكم، مافيش
+
+435
+00:28:47,320 --> 00:28:50,480
+عندهم قدرتهم في التحكم سيئة، وبالتالي مابيقدروش
+
+436
+00:28:50,480 --> 00:28:56,420
+يتعلموا هذا النمط من أنماط الذكاء المنظرية
+
+437
+00:28:56,420 --> 00:29:00,820
+الذكاء المتعددة قامت على عدة مبادئ، أول مبدأ
+
+438
+00:29:06,170 --> 00:29:09,610
+ممتاز جدا يبقى الذكاء ليس نوعا واحدا ولكن أنواع
+
+439
+00:29:09,610 --> 00:29:14,850
+متعددة أيضا كل شخص متميز وفريد من نوعه يتمتع بخليط
+
+440
+00:29:14,850 --> 00:29:17,610
+من أنواع الذكاء أي نعم يبقى كل إنسان اللي بنقول
+
+441
+00:29:17,610 --> 00:29:22,030
+هذا متميز ماعندهوش نمط واحد ولكن عنده خليط يعني مش
+
+442
+00:29:22,030 --> 00:29:25,250
+معقول إنه بس عنده الذكاء الرياضي المنطقي أكيد في
+
+443
+00:29:25,250 --> 00:29:28,990
+عنده ذكاء ضمن شخصي أكيد في عنده ذكاء بين شخصي عنده
+
+444
+00:29:28,990 --> 00:29:34,730
+أنماط مختلفة من الذكاء أيضاأنها تختلف أنواع دفعة
+
+445
+00:29:34,730 --> 00:29:37,230
+من نمو و تطور سواء على السعيد الداخلي بينه وبين
+
+446
+00:29:37,230 --> 00:29:40,440
+ذاته أو على السعيد اللي بينه وبين الأشخاصممتاز
+
+447
+00:29:40,440 --> 00:29:44,220
+جدا، بتختلف أنواع الذكاءات، مش كل الناس بتتطور
+
+448
+00:29:44,220 --> 00:29:48,160
+ذكاءتها بنفس السرعة وبنفس القوة، يعني في ناس بس
+
+449
+00:29:48,160 --> 00:29:51,680
+تمر تاخد معدل محاضرات في الرياضيات، بتصير قدراتها
+
+450
+00:29:51,680 --> 00:29:54,820
+في الرياضيات عالية، في ناس بتاخد نفس الكم من
+
+451
+00:29:54,820 --> 00:29:57,700
+المحاضرات في علم الرياضيات، مابتتطورش عندها نفس
+
+452
+00:29:57,700 --> 00:30:01,620
+القدرات في هذا الجانب، وبالتالي هنا بتختلف أنواع
+
+453
+00:30:01,620 --> 00:30:05,180
+الذكاء في النمو وتطور، هو كل نمط قابل للتطور، لكن
+
+454
+00:30:05,180 --> 00:30:10,350
+كيف؟ حسب اللي هي الأفراد أنفسهمأنواع الذكاء كلها
+
+455
+00:30:10,350 --> 00:30:13,670
+حيوية وديناميكية أنواع الذكاء كلها حيوية
+
+456
+00:30:13,670 --> 00:30:16,350
+وديناميكية يعني مافيش نوع احنا نقول إنه مش ممكن
+
+457
+00:30:16,350 --> 00:30:21,950
+ينمو أي حاجة بالتدريب ممكن يتم تعلمها في هذا
+
+458
+00:30:21,950 --> 00:30:25,310
+الجانب وبتقالي أي نمط ممكن نحنا نتعلم
+
+459
+00:30:30,620 --> 00:30:33,960
+ممتاز، أي نوع من الذكاء يمكن أن احنا نحدده و نميزه
+
+460
+00:30:33,960 --> 00:30:38,620
+و نصفه و نعرفه بدقة و نعرف ما هي خصائص هذا الإنسان
+
+461
+00:30:38,620 --> 00:30:41,800
+اللي أمامنا، بنعرضه لاختبارات، بنعرضه لتحليل
+
+462
+00:30:41,800 --> 00:30:46,260
+شخصية، بنشوف علاقاته الشخصية، بنقدر نحلله و نحدده
+
+463
+00:30:46,260 --> 00:30:50,140
+و نحدد كم الذكاء اللي هو موجود عندهطبعا هذه نظرية
+
+464
+00:30:50,140 --> 00:30:54,280
+الذكاء المتعددة عملت فتح كبير في مجال المناهج يعني
+
+465
+00:30:54,280 --> 00:30:58,560
+احنا ممكن يكون في عندنا عالم كبير جدا ان احنا ننوع
+
+466
+00:30:58,560 --> 00:31:02,520
+في الأنماط الأنشطة والتدريبات والوسائل والتساليب
+
+467
+00:31:02,520 --> 00:31:06,600
+وطرق التدريس علشان نمي كافة أنماط الذكاء لدى
+
+468
+00:31:06,600 --> 00:31:09,960
+الطلاب زي ما هي الرياضيات بتنمي الذكاء اللي هو
+
+469
+00:31:09,960 --> 00:31:13,940
+المنطقي الرياضي كمان برضه ممكن تنمي أنماط أخرى من
+
+470
+00:31:13,940 --> 00:31:17,770
+أنماطالذكاء ممكن اللي هو النمط اللي هو الحركي
+
+471
+00:31:17,770 --> 00:31:20,950
+الجسمي إن الطالب يرسم بدقة بينمو برضه من خلال
+
+472
+00:31:20,950 --> 00:31:24,510
+الرياضيات، إن الطالب يكون في عنده ذكاء ضمن شخصي
+
+473
+00:31:24,510 --> 00:31:28,070
+برضه بينمو من خلال الرياضيات، كل نمط ممكن إحنا
+
+474
+00:31:28,070 --> 00:31:32,170
+نميه وبالتالي هذه الأشياء تستند قد إيش قدرس المدرس
+
+475
+00:31:32,170 --> 00:31:35,750
+في إنه يستفيد من هذه القدرات، يعرف توجهات طلابه،
+
+476
+00:31:35,750 --> 00:31:38,550
+إذا في طلاب عندهم قدرات فائقة في نمط من هذه
+
+477
+00:31:38,550 --> 00:31:42,010
+الأنماط، كيف ممكن نمي هذا النمط وكيف ممكن نحن
+
+478
+00:31:42,010 --> 00:31:45,770
+نستثمره ونوجههيعني بنلاحظ إنه في طلاب عندهم قدرة
+
+479
+00:31:45,770 --> 00:31:48,350
+على التمثيل، في طلاب عندهم قدرة على الخطابة وإلقاء
+
+480
+00:31:48,350 --> 00:31:53,350
+الشعر، اللي هو الذكاء اللغوي عندهم عالي جدا،
+
+481
+00:31:53,350 --> 00:31:56,870
+وبالتالي المفروض إن احنا بنوجههم للدراسات الأدبية،
+
+482
+00:31:56,870 --> 00:32:00,150
+في طلاب عندهم ذكاء مثلا رياضي عالي جدا، بنوجههم
+
+483
+00:32:00,150 --> 00:32:03,590
+للدراسات العلمية، كمان تتحكم في اختيار التخصص في
+
+484
+00:32:03,590 --> 00:32:07,340
+توجيه الطالب التوجيه الصحيح حسب إمكانتهمش أن هو
+
+485
+00:32:07,340 --> 00:32:11,260
+تكون قدراته أكتر في الجانب مثلا اللي هو البين شخصي
+
+486
+00:32:11,260 --> 00:32:14,880
+و أنه يفهم قدرات الآخرين و يتفاعل معهم، هذا لازم
+
+487
+00:32:14,880 --> 00:32:18,140
+أوجهه أنا لدراسات اجتماعية، لدراسات نفسية، لأن هيك
+
+488
+00:32:18,140 --> 00:32:21,180
+ان هو هيقدر يفهم البشر أفضل من أنه يروح يدرس
+
+489
+00:32:21,180 --> 00:32:25,160
+رياضيات و يرسم، وبالتالي أنا بوجهه ضمن اللي هو
+
+490
+00:32:25,160 --> 00:32:29,560
+نطاق الذكاء أو نمط الذكاء الذي يمتلكه بصورة أفضل
+
+491
+00:32:32,420 --> 00:32:35,060
+طبعا هنا بتأكد هذه النظرية إن الذكاء يكمن في
+
+492
+00:32:35,060 --> 00:32:38,900
+القدرة على حل المشكلات وتقديم نتجات ذات أهمية في
+
+493
+00:32:38,900 --> 00:32:42,060
+موقع معين مثل الشعر، الموسيقى، الرسم، الرياضة وحل
+
+494
+00:32:42,060 --> 00:32:46,420
+المشكلات، لعب الشطرنج، انهاء قصة معينة هذه النظرية
+
+495
+00:32:46,420 --> 00:32:49,720
+بتركز على الأصل ال biology للذكاء فأي فرد لديه
+
+496
+00:32:49,720 --> 00:32:52,360
+إعاقة أو أي مرض عقلي لا تكون لديه القدرة على حل
+
+497
+00:32:52,360 --> 00:32:55,940
+المشكلات والانتاجية وفي نفس الوقت تركز على أهمية
+
+498
+00:32:55,940 --> 00:32:59,890
+التنشئة الثقافية لكل جانب من جوانب الذكاءيعني هنا
+
+499
+00:32:59,890 --> 00:33:03,670
+ده النظرية بتقوللي كمان إنه الذكاء فيه إيه له أصل؟
+
+500
+00:33:03,670 --> 00:33:08,990
+Biology، يعني فيه جزء من الذكاء موروث، يعني فيه
+
+501
+00:33:08,990 --> 00:33:11,810
+جزء من الذكاء موروث، يعني مثلا اللي بيكون أبوه
+
+502
+00:33:11,810 --> 00:33:15,720
+جراحوعنده قدرة عالية مثلا في اللي هو في الذكاء،
+
+503
+00:33:15,720 --> 00:33:19,060
+الذكاء الجسم الحركي، ممكن يكون الإبن له نفس النسبة
+
+504
+00:33:19,060 --> 00:33:23,160
+من هذا الذكاء، بس مش شرط إن هو يتوجه نفس توجه
+
+505
+00:33:23,160 --> 00:33:27,140
+والده، لكن هو عنده درجة من هذا الذكاء، عوامل اللي
+
+506
+00:33:27,140 --> 00:33:30,780
+هي التنشئة برضه مهمة جدا، يعني في جزء من الذكاء
+
+507
+00:33:30,780 --> 00:33:35,550
+مورود وفي جزء منهمكتسب واللي بيحدد قيمة الذكاء
+
+508
+00:33:35,550 --> 00:33:39,210
+اللي هي كم الإنتاجية، أداش إحنا بنقدر ننتج من اللي
+
+509
+00:33:39,210 --> 00:33:42,270
+هي قدرة على حل المشكلات، إن إحنا نحل المشكلات وإن
+
+510
+00:33:42,270 --> 00:33:45,630
+إحنا نقدم هذه المشكلات بصورة محلولة، هيك بنقدم
+
+511
+00:33:45,630 --> 00:33:49,410
+إحنا مستوانة من الذكاء وبالتالي هنا كل إنسان عنده
+
+512
+00:33:49,410 --> 00:33:52,110
+قدرة على التفكير، كل إنسان عنده قدرات في الذكاء،
+
+513
+00:33:52,110 --> 00:33:55,650
+كيف بيقدر يوظفها في حل المشكلات، بيتضح قدرته
+
+514
+00:33:55,650 --> 00:33:59,890
+الحقيقية في الذكاءهذا الذكاء طبعاً لان في وجود
+
+515
+00:33:59,890 --> 00:34:02,590
+اللي هو الأصل البيولوجي وإن هو في جزء منه موروث
+
+516
+00:34:02,590 --> 00:34:05,430
+وهذا طبيعة الجينات والكروميزومات وكيف اللي هي
+
+517
+00:34:05,430 --> 00:34:08,790
+عملية نقل هذه الإمكانات من الأباء إلى الأبناء
+
+518
+00:34:08,790 --> 00:34:12,410
+أيضاً التنشأة الإجتماعية بتكون مهمة جداً، يعني لو
+
+519
+00:34:12,410 --> 00:34:16,330
+احنا وضعنا توقع متماثل، إلهم نفس القدرات في
+
+520
+00:34:16,330 --> 00:34:20,520
+الذكاء، وضعنا كل واحد منهم في بيئةواحد حطناه في
+
+521
+00:34:20,520 --> 00:34:24,780
+بيئة حضارية متقدمة، واحد حطناه في بيئة متأخرة، كيف
+
+522
+00:34:24,780 --> 00:34:29,340
+هيكون نمط الذكاء اللي ناتج بعد عشرين سنة؟عوامل
+
+523
+00:34:29,340 --> 00:34:33,220
+البيئة هتتدخل بصورة كبيرة جدا، ليش؟ لأنه الآن هذا
+
+524
+00:34:33,220 --> 00:34:36,240
+الإنسان اللي هو قابل، اللي هو ناسة نشت ذكاءته في
+
+525
+00:34:36,240 --> 00:34:39,940
+كل المجالات و اللي هي اتنميها و اتعرض لعملية تعليم
+
+526
+00:34:39,940 --> 00:34:43,060
+ممنهجة، راح يكون في عنده نمط من الذكاء، هذا أكيد،
+
+527
+00:34:43,060 --> 00:34:46,120
+راح يكون في عنده نمط من الذكاء، بس حسب طبيعة
+
+528
+00:34:46,120 --> 00:34:49,880
+البيئة اللي هو عاش فيها، راح يقدر يحل مشاكل هذه
+
+529
+00:34:49,880 --> 00:34:52,500
+البيئة، و قبل ذلك احنا اتكلمنا، فاكريني لما
+
+530
+00:34:52,500 --> 00:34:56,700
+اتكلمنا عن John Giacoso؟قلنا إن هو افترض إن إميل
+
+531
+00:34:56,700 --> 00:35:01,920
+طفل هذا تاه في البرية وإنه هي علمته دب كيف يعيش
+
+532
+00:35:01,920 --> 00:35:05,480
+وكيف كذا، فهو اتعلم لغة الطيور ولغة الحيوانات، فهو
+
+533
+00:35:05,480 --> 00:35:09,460
+هنا البيئة أثرت فيه بصورة كبيرة جدا، هنا نفس الشيء
+
+534
+00:35:09,460 --> 00:35:12,980
+بقول إنها البريقة والتنشقة الثقافية مهمة جدا، قد
+
+535
+00:35:12,980 --> 00:35:16,100
+ما بنقدر إن احنا نجيب لأولادنا أشياء بتنمي الذكاء
+
+536
+00:35:16,410 --> 00:35:19,910
+يعني بدك تجيب للطفل لعبة، ماتجيبلهاش لعبة أي لعبة،
+
+537
+00:35:19,910 --> 00:35:23,330
+جيبيله لعبة الفك والتركيب، جيبيله لعبة الحركة اللي
+
+538
+00:35:23,330 --> 00:35:27,350
+هي بتاعة التكملة، الحروف يكملها و يعمل كلمات،
+
+539
+00:35:27,350 --> 00:35:30,310
+ألعاب يفككها و يرجعلك الصورة زي ما كانت، هذه
+
+540
+00:35:30,310 --> 00:35:32,730
+الأشياء ال puzzles اللي إحنا بنقدمها لأطفالنا
+
+541
+00:35:32,730 --> 00:35:38,760
+بتنمي قدراتهم، بتنمي ذكاءاتهم بصورة كبيرة جداًهذه
+
+542
+00:35:38,760 --> 00:35:41,620
+النظرية طبعا بقول لي من أهم النظريات اللي بنعتمد
+
+543
+00:35:41,620 --> 00:35:45,880
+عليها في الجانب التربوي و لحتى الآن يعني تم إغفال
+
+544
+00:35:45,880 --> 00:35:49,340
+كثير من المواهب و دفنت لأنها اعتمدت على التقييم
+
+545
+00:35:49,340 --> 00:35:52,920
+الفردي و الذكاء الفردي اللي هو كان بيهتم بمهارة
+
+546
+00:35:52,920 --> 00:35:56,320
+واحدة من مهارات الذكاء، الآن بدأوا يهتموا بهذه
+
+547
+00:35:56,320 --> 00:36:00,300
+النظرية من أجل تحسين مستويات التحصيل واستخدموها
+
+548
+00:36:00,300 --> 00:36:04,900
+كمدخل للتدريس بأساليبمتعددة طبعا حاولوا في هذه
+
+549
+00:36:04,900 --> 00:36:08,000
+النظرية أنهم يفهموا قدرات واهتمامات الطلاب،
+
+550
+00:36:08,000 --> 00:36:12,160
+يستخدموا أدوات عادلة في عملية القياس، ويطابقوا بين
+
+551
+00:36:12,160 --> 00:36:14,640
+هذه الحاجات وحاجات المجتمع
+
+552
+00:36:27,830 --> 00:36:31,050
+فهنا كان فيه اهتمام كبير في هذه النظرية بصورة
+
+553
+00:36:31,050 --> 00:36:35,150
+واضحة انهم يهتموا فيها، طبعا بتساعد على ان يواجه
+
+554
+00:36:35,150 --> 00:36:38,270
+كل فرد للوظيفة التي تناسبه و تلاقم قدراته زي ما
+
+555
+00:36:38,270 --> 00:36:41,050
+اتكلمنا ان احنا بنساعد الأفراد على انهم يختاروا
+
+556
+00:36:41,050 --> 00:36:45,450
+التخصص المناسب، انه يتوجه للوظيفة المناسبة، انا
+
+557
+00:36:45,450 --> 00:36:48,810
+بختار انسان ذكي في العلاقة الاجتماعية، في الذكاء
+
+558
+00:36:48,810 --> 00:36:52,210
+اللغوي، هذا بطلع محامي ناجح، هذا بطلع خطيب ناجح،
+
+559
+00:36:52,210 --> 00:36:55,490
+هذا بطلع كذا ليش، لأن هوبيمتلك هذه القدرة و هذه
+
+560
+00:36:55,490 --> 00:36:59,430
+المهارة من الأساس بنميها و بنطورها و بنوجهه لهذه
+
+561
+00:36:59,430 --> 00:37:02,750
+المهنة ما بنحاولش أن احنا نعاكس الطبيعة و القدرات
+
+562
+00:37:02,750 --> 00:37:06,090
+اللي ربنا سبحانه و تعالى خلق عليها هذا الإنسان
+
+563
+00:37:06,090 --> 00:37:10,090
+ولكن بنوجهه التوجيه الصحيح طيب احنا الجزء اللي
+
+564
+00:37:10,090 --> 00:37:15,930
+باقي هنا يعني مش اللي هي مستويات الجودة مش مطلوبة
+
+565
+00:37:15,930 --> 00:37:16,230
+منكم
+
+566
+00:37:19,780 --> 00:37:24,600
+احنا الآن بنوصل اللي هي لأسس المنهج الفلسطيني،
+
+567
+00:37:24,600 --> 00:37:27,380
+احنا اتكلمنا عن الأسس بصورة عامة، خليكم معايا
+
+568
+00:37:30,520 --> 00:37:33,420
+اتكلمنا عن أسس المنهج الفلسطيني وقلنا في بداية
+
+569
+00:37:33,420 --> 00:37:36,980
+حديثنا عن الأسس أنه في عندنا الأساس اللي هو الفكري
+
+570
+00:37:36,980 --> 00:37:40,640
+والأساس المعرفي الثقافي ثم الأساس الاجتماعي بعد
+
+571
+00:37:40,640 --> 00:37:44,340
+ذلك اللي هو الأساس النفسي توسعنا في هذا الجانب،
+
+572
+00:37:44,340 --> 00:37:47,440
+الآن في عندنا في نهاية الكتاب في عندنا أسس المنهج
+
+573
+00:37:47,440 --> 00:37:51,240
+الفلسطيني، كل واحدة منكم معاكم أسبوعين تعملولي نقد
+
+574
+00:37:51,240 --> 00:37:53,700
+لأسس المنهج الفلسطيني واتجيبولي إياها على ورقة أو
+
+575
+00:37:53,700 --> 00:37:54,340
+تسلموني إياها هنا
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ifa2qONRo_A.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ifa2qONRo_A.srt
new file mode 100644
index 0000000000000000000000000000000000000000..a27d362c443ee9c821130e547c2c55d722eb888e
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ifa2qONRo_A.srt
@@ -0,0 +1,1436 @@
+1
+00:00:20,670 --> 00:00:25,370
+بسم الله الرحمن الرحيم نبدأ
+
+2
+00:00:25,370 --> 00:00:30,090
+محاضرة اليوم إن شاء الله، بدأنا في الأساس الثقافي
+
+3
+00:00:30,090 --> 00:00:35,710
+المعرفي، الأساس المكون لأساسيات المنهج، وهذا من أهم
+
+4
+00:00:35,710 --> 00:00:39,630
+الأساسيات التي يعتمد عليها المنهج، تكلمنا عن مفهوم
+
+5
+00:00:39,630 --> 00:00:43,230
+الثقافة في المحاضرة الماضية، وذكرنا ما المقصود
+
+6
+00:00:43,230 --> 00:00:44,110
+بما هي الثقافة؟
+
+7
+00:00:49,210 --> 00:00:54,070
+ممتاز، وتوارث عبر الأجيال،  ينقلها عبر الأجيال
+
+8
+00:00:54,070 --> 00:00:59,390
+أهمية الثقافة، ووجود الثقافة أنها تحدد هوية الأمة و
+
+9
+00:00:59,390 --> 00:01:03,150
+هوية المجتمع الذي تنبثق منه، وبالتالي نلاحظ
+
+10
+00:01:03,150 --> 00:01:07,450
+أن لكل مجتمع ثقافته الخاصة، في حاجة اسمها
+
+11
+00:01:07,450 --> 00:01:11,710
+الثقافة القانونية، ما المقصود بالثقافة القانونية؟
+
+12
+00:01:11,710 --> 00:01:14,690
+فضلاً عن معرفة الواجبات،
+
+13
+00:01:18,630 --> 00:01:21,970
+الحقوق والواجبات، المطلوب الاندماج فيها داخل
+
+14
+00:01:21,970 --> 00:01:25,210
+مجتمع معين، سواء كان هذا المجتمع، المجتمع
+
+15
+00:01:25,210 --> 00:01:28,110
+الكبير الذي نحيا فيه، أو  ممكن يكون مجتمع
+
+16
+00:01:28,110 --> 00:01:31,550
+المدرسة، أو ممكن يكون في أي مكان، على الطالب عندما
+
+17
+00:01:31,550 --> 00:01:34,330
+يدخل المدرسة أن يعرف حقوقه في هذه المدرسة وأن
+
+18
+00:01:34,330 --> 00:01:38,600
+يعرف واجباته، وكيف يمكن أن يتصرف حتى لا يقع
+
+19
+00:01:38,600 --> 00:01:42,560
+تحت طائلة القانون، مدير المدرسة له حقوق، له
+
+20
+00:01:42,560 --> 00:01:45,440
+حقوق، وله واجبات، المدرس له حقوق، عليه
+
+21
+00:01:45,440 --> 00:01:49,000
+واجبات، الطالب كذلك، وبالتالي لكل واحد أن يقف عند
+
+22
+00:01:49,000 --> 00:01:54,300
+حقوقه وينفذ واجباته حتى لا تكون هناك نوع من الفوضى
+
+23
+00:01:54,300 --> 00:01:58,040
+في عدم ضبط العملية التعليمية، نشوف الآن مكونات
+
+24
+00:01:58,040 --> 00:02:00,940
+الثقافة، الثقافة تتكون من ثلاث مكونات أساسية، ما
+
+25
+00:02:00,940 --> 00:02:01,320
+هي؟
+
+26
+00:02:06,580 --> 00:02:10,080
+ممتاز، أحسنت، عموميات، وخصوصيات، ومتغيرات، ما المقصود
+
+27
+00:02:10,080 --> 00:02:14,600
+بالمقصود بعموميات الثقافة؟ هي عبارة عن عمومات ثقافية تشتت
+
+28
+00:02:14,600 --> 00:02:17,120
+منها في غالب الأحيان في المجتمع، وهي بتشكل أساس
+
+29
+00:02:17,120 --> 00:02:19,420
+الثقافة، التسميات، المعتقدات، القيم،
+
+30
+00:02:19,420 --> 00:02:22,060
+والعادات، والثقافات،  والعادات السلوكية، والعلاقات الأساسية،
+
+31
+00:02:22,060 --> 00:02:24,220
+والعناصر الأساسية، والأسس الأساسية، التي هي
+
+32
+00:02:24,220 --> 00:02:28,210
+عموميات اجتماعية، ممتاز، يبقى هنا العناصر التي
+
+33
+00:02:28,210 --> 00:02:32,010
+يشترك فيها غالبية أفراد المجتمع، أكثر العناصر التي
+
+34
+00:02:32,010 --> 00:02:34,890
+يشترك فيها غالبية سكان المجتمع، مثلاً في الدول
+
+35
+00:02:34,890 --> 00:02:39,850
+الإسلامية، هي العقيدة، ثم بعد ذلك اللغة، القيم،
+
+36
+00:02:39,850 --> 00:02:43,770
+العادات، التقاليد، الأنماط السلوكية، وهذه تكون
+
+37
+00:02:43,770 --> 00:02:48,430
+حسب الأفكار السائدة داخل المجتمع، ممكن
+
+38
+00:02:48,430 --> 00:02:51,910
+أن يكون ما هو عمومية في مجتمع، يكون خصوصية في مجتمع
+
+39
+00:02:52,550 --> 00:02:55,490
+آخر، يعني نحن عندنا الدين الإسلامي هنا عمومية،
+
+40
+00:02:55,490 --> 00:02:58,270
+لكن هل هو ممكن يكون في دولة مثل أمريكا دين
+
+41
+00:02:58,270 --> 00:03:01,630
+عمومية، سواء كان الدين المسيحي أو اليهودي أو
+
+42
+00:03:01,630 --> 00:03:05,370
+الإسلامي؟ لا، هناك ليس عمومية، هناك يعتبر خصوصية
+
+43
+00:03:05,370 --> 00:03:09,910
+لأنها دولة تقوم على الأقليات، كيف يهتم المنهج
+
+44
+00:03:09,910 --> 00:03:17,510
+بالمقصود بعموميات المنهج؟ تفضلي، من خلال التركيز عليها، خاصة
+
+45
+00:03:17,510 --> 00:03:21,450
+في مرحلة التعليم الأساسي، حتى تنتقل لجميع الأفراد
+
+46
+00:03:21,450 --> 00:03:26,170
+لأنها تنتقل عن طريق المدرسة، ممتاز جداً، يبقى
+
+47
+00:03:26,170 --> 00:03:29,770
+هنا في مرحلة التعليم الأساسي التي كانت قديماً تسمى
+
+48
+00:03:29,770 --> 00:03:33,510
+التعليم الإلزامي، ومعناها إلزام ولي الأمر بتعليم
+
+49
+00:03:33,510 --> 00:03:36,430
+أبنائه، هذه المرحلة في كل دول العالم تعتبر
+
+50
+00:03:36,430 --> 00:03:40,580
+مرحلة مجانية، لأن من اللازم أن كل الطلبة يدخلوا في إطار هذه
+
+51
+00:03:40,580 --> 00:03:44,580
+المرحلة التعليمية، ويكتسبوا قدراً من الثقافة في كل
+
+52
+00:03:44,580 --> 00:03:47,560
+المجالات، يعني يكتسبوا قدراً من الثقافة في اللغة،
+
+53
+00:03:47,560 --> 00:03:50,180
+قدراً من الثقافة في الرياضيات، قدراً من الثقافة في
+
+54
+00:03:50,180 --> 00:03:52,700
+العلوم، قدراً من الثقافة في التاريخ، في الجغرافيا،
+
+55
+00:03:52,700 --> 00:03:55,940
+في التربية الإسلامية، وبالتالي هنا يأخذ، يعني حتى
+
+56
+00:03:55,940 --> 00:03:59,180
+نهاية الصف الثالث الإعدادي أو الصف التاسع
+
+57
+00:03:59,180 --> 00:04:03,760
+أو العاشر، يكون كل الطلبة مروا بنفس
+
+58
+00:04:03,760 --> 00:04:07,000
+القدر من الثقافة، لماذا؟  لكي يعطيني مستوى من
+
+59
+00:04:07,000 --> 00:04:10,540
+الاتفاق بين الأفكار الموجودة بين أفراد المجتمع
+
+60
+00:04:10,540 --> 00:04:14,820
+ الواحد، فلا يكون أن الطالب وصل مثلاً للصف العاشر وهو
+
+61
+00:04:14,820 --> 00:04:17,840
+لا يعرف حتى الآن الحساب أو الضرب أو الجمع
+
+62
+00:04:17,840 --> 00:04:20,520
+أو كذا، أو لا يعرف شيئاً عن تاريخ بلده أو عن
+
+63
+00:04:20,520 --> 00:04:23,420
+جغرافية بلده أو عن العالم أو عن أي شيء، يكون هذا
+
+64
+00:04:23,420 --> 00:04:27,860
+قدر مشترك من الثقافة يعمم على الجميع، ويركز أكثر
+
+65
+00:04:27,860 --> 00:04:31,610
+شيء على العموميات، في الدين، في اللغة، في العادات
+
+66
+00:04:31,610 --> 00:04:34,910
+والتقاليد وفي القيم، وكون التركيز عليها بصورة
+
+67
+00:04:34,910 --> 00:04:38,630
+كبيرة جداً، بالإضافة للقدر المشترك من المعرفة، وهذا
+
+68
+00:04:38,630 --> 00:04:41,770
+إلزام على كل أولياء الأمور أن يدخلوا أبناءهم في
+
+69
+00:04:41,770 --> 00:04:44,690
+هذه المرحلة، وهذه المرحلة تصرف عليها الدولة ولا
+
+70
+00:04:44,690 --> 00:04:48,610
+تأخذ منها فائدة إلا أنها تخرج أفراداً بمواصفات
+
+71
+00:04:48,610 --> 00:04:54,200
+معينة، خصوصيات الثقافة، تفضلي، هي العناصر الثقافية أو
+
+72
+00:04:54,200 --> 00:04:57,080
+العادات والتقاليد أو الأنماط السلوكية التي تختص بفئات
+
+73
+00:04:57,080 --> 00:05:00,040
+معينة داخل المجتمع، مثل الأطباء والمهندسين وغيرها
+
+74
+00:05:00,930 --> 00:05:03,690
+ممتاز جداً، إذا كنا نتكلم هنا عن الخصوصيات، التي هي
+
+75
+00:05:03,690 --> 00:05:07,350
+الجوانب المرتبطة بالأنماط السلوكية والعادات
+
+76
+00:05:07,350 --> 00:05:10,370
+والتقاليد التي تختص بفئة من فئات المجتمع، زي
+
+77
+00:05:10,370 --> 00:05:13,190
+المهندسين، لهم نقابة، الأطباء لهم نقابة،
+
+78
+00:05:13,190 --> 00:05:16,630
+العمال، المقاولين، كل هؤلاء الناس نجد أن لهم
+
+79
+00:05:16,630 --> 00:05:20,770
+نقابات، لهم مؤسسات خاصة، أكيد القوانين والضوابط
+
+80
+00:05:20,770 --> 00:05:24,810
+التي تحكم الأطباء تختلف عن المهندسين، تختلف عن
+
+81
+00:05:25,600 --> 00:05:28,620
+المعلمين، هذه الفئات وهذه التجمعات هي التي تحافظ
+
+82
+00:05:28,620 --> 00:05:32,000
+على الحقوق، يعني كلنا نسمع عن إضراب المعلمين في
+
+83
+00:05:32,000 --> 00:05:36,470
+رام الله، سمعتم عنه أم لا؟ ماذا تطالب هذه النقابات؟
+
+84
+00:05:36,470 --> 00:05:40,010
+هنا، تطالب طبعاً بزيادة نسبة
+
+85
+00:05:40,010 --> 00:05:44,490
+الرواتب وكذا، وفي شروط لتحسين العملية
+
+86
+00:05:44,490 --> 00:05:48,410
+التعليمية، هنا لأنهم جميعاً تحكمهم نفس
+
+87
+00:05:48,410 --> 00:05:51,790
+القوانين ونفس الضوابط، فهنا يكون لهم مؤسسة
+
+88
+00:05:51,790 --> 00:05:56,170
+معينة، هذه هي ما يسمى بخصوصيات الثقافة، بالإضافة
+
+89
+00:05:56,170 --> 00:05:59,210
+لأن هذا الشيء يكون جيداً داخل
+
+90
+00:05:59,210 --> 00:06:03,230
+المجتمع، يعني لو نظرنا إلى طبيعة هذا الشيء، لأن
+
+91
+00:06:03,230 --> 00:06:06,310
+هذه العناصر وجودها ضروري وحيوي، وجودها أمر طبيعي
+
+92
+00:06:06,310 --> 00:06:10,170
+ وعدم وجودها نقص داخل المجتمع، لماذا؟ لأنها تعمل
+
+93
+00:06:10,170 --> 00:06:14,530
+على تكامل المجتمع، المجتمع، كل مجتمع حريص
+
+94
+00:06:14,530 --> 00:06:18,330
+على التخصص، يعني كل مجتمع فيه
+
+95
+00:06:18,330 --> 00:06:21,790
+تخطيط جيد، تخطيط سليم، يزيد التخصصات، يعني
+
+96
+00:06:21,790 --> 00:06:25,130
+لا يجوز أن يكون فيه تكدس كبير في الكوادر البشرية
+
+97
+00:06:25,130 --> 00:06:30,090
+في مجال معين، ونقص حاد جداً في مجالات أخرى، يعني يكون
+
+98
+00:06:30,090 --> 00:06:32,610
+عندي عدد كبير جداً مثلاً من الناس الحاصلين على
+
+99
+00:06:32,610 --> 00:06:36,170
+درجة إدارة الأعمال، لكن ليس عندي واحد يعمل
+
+100
+00:06:36,170 --> 00:06:40,170
+فعلياً في البرمجة المالية، أو من يبني لي
+
+101
+00:06:40,170 --> 00:06:43,110
+منظومة مالية كاملة، أو من يقدر... وبالتالي هنا
+
+102
+00:06:43,110 --> 00:06:47,830
+فيه تكدس في مجال، لكن فيه خصوصيات، تخصصات ليست
+
+103
+00:06:47,830 --> 00:06:52,030
+موجودة، واجب المنهج في هذا الإطار، ماذا تتوقعون أن
+
+104
+00:06:52,030 --> 00:06:54,350
+المنهج كيف يمكن أن يتعامل مع هذه الخصوصيات؟
+
+105
+00:07:00,680 --> 00:07:04,380
+نعم، أن يكون فيه تخصصات، فتح باب التخصص
+
+106
+00:07:04,380 --> 00:07:08,840
+وتخصص التخصص، يعني لابد أن يكون مثلاً لدينا تخصص علوم،
+
+107
+00:07:08,840 --> 00:07:12,260
+لكن في تخصص فيزياء، طب في تخصص فيزياء طبية، طب في
+
+108
+00:07:12,260 --> 00:07:15,620
+تخصص فيزياء كيميائية، وبالتالي مفتاح التخصص
+
+109
+00:07:15,620 --> 00:07:18,900
+وتخصص التخصص، لماذا؟ لأن هذه التخصصات هي التي
+
+110
+00:07:18,900 --> 00:07:22,980
+تسيطر على كل احتياجات المجتمع، وتوجد فئات
+
+111
+00:07:22,980 --> 00:07:26,080
+قادرة على إدارة هذا المجتمع، ليس أنا عندما
+
+112
+00:07:26,080 --> 00:07:29,160
+تخرب عندي محطة كهرباء، أبدأ أجلب خبراء من مصر، ليس عندي
+
+113
+00:07:29,160 --> 00:07:33,250
+خبراء، تخرب بعض الأجهزة الطبية في المستشفيات
+
+114
+00:07:33,250 --> 00:07:36,730
+ليس عندي خبراء، طب نحن عندما نرى كل هؤلاء
+
+115
+00:07:36,730 --> 00:07:40,810
+المكدسين هؤلاء، لا نستطيع إخراج عشرة منهم خبراء، ليس
+
+116
+00:07:40,810 --> 00:07:43,450
+عندنا عقول نيرة لإخراجهم، ويدرسوا، ويعودوا خبراء
+
+117
+00:07:43,450 --> 00:07:46,460
+في هذا المجال؟ وهؤلاء العشرة يعلمون عشرة،
+
+118
+00:07:46,460 --> 00:07:49,540
+وبالتالي، إن وجدت هذه الأشياء، هنا وجود
+
+119
+00:07:49,540 --> 00:07:53,100
+التخصص في المنهج مهم جداً، والآن العالم كله يتجه
+
+120
+00:07:53,100 --> 00:07:56,740
+إلى التخصص، وتخصص التخصص، وتخصص
+
+121
+00:07:56,740 --> 00:08:00,620
+التخصص، يعني من فرع واحد في الفيزياء، تجد ممكن
+
+122
+00:08:00,620 --> 00:08:04,660
+أن يخرج عندك 100 تخصص، حسب استخداماتها في
+
+123
+00:08:04,660 --> 00:08:05,240
+الحياة.
+
+124
+00:08:13,460 --> 00:08:16,380
+ما المقصود بالمتغيرات الثقافية؟ تفضلي، عناصر
+
+125
+00:08:16,380 --> 00:08:19,240
+ثقافية حديثة العهد في المجتمع، بحيث لا تنتمي إلى
+
+126
+00:08:19,240 --> 00:08:22,180
+جوهر الثقافة أو  لب الثقافة، بحيث تشكل عناصر
+
+127
+00:08:22,180 --> 00:08:26,200
+جديدة لعناصر موجودة، ممتاز جداً، يعني يبقى هذه عناصر
+
+128
+00:08:26,200 --> 00:08:29,760
+دخيلة جديدة، متغيرات، متغير، دخل، يعني نحن ناس
+
+129
+00:08:29,760 --> 00:08:34,540
+مسلمين ملتزمين، متحجبات، ليس عندنا كذا، فنحن نجيء
+
+130
+00:08:34,540 --> 00:08:37,260
+ونفتح على الفضائيات ونفتح على كذا، فنرى أن فيه
+
+131
+00:08:37,260 --> 00:08:40,490
+أشياء مختلفة، نحن عندنا المرأة محجبة، هناك المرأة
+
+132
+00:08:40,490 --> 00:08:44,470
+غير محجبة، الشباب لهم شكل وصيغة، هناك لهم شكل
+
+133
+00:08:44,470 --> 00:08:48,110
+وصيغة مختلفة، تأتيك أفكار تناقض الأفكار التي أنت
+
+134
+00:08:48,110 --> 00:08:51,930
+تنادي بها، أنت تحاول عمل نوع من الإرساء لقيم
+
+135
+00:08:51,930 --> 00:08:55,510
+معينة، تجد هؤلاء الناس يناقضون هذه القيم،
+
+136
+00:08:55,510 --> 00:08:57,570
+نحن نقول مثلاً أن البنت مكفولة من أهلها، من
+
+137
+00:08:57,570 --> 00:09:01,110
+أسرتها، إنها مكفولة من أبيها، مكفولة من أخوها لو
+
+138
+00:09:01,110 --> 00:09:04,310
+أبوها غير موجود، مكفولة من خالها لو مثلاً أبوها و
+
+139
+00:09:04,310 --> 00:09:07,110
+أخوها غير موجودين، فهي البنت مكفولة في المجتمع
+
+140
+00:09:07,110 --> 00:09:10,170
+الإسلامي، تقولين من سن 16 عاماً لابد أن تعيش
+
+141
+00:09:10,170 --> 00:09:13,510
+لوحدها، لابد أن تكفل نفسها بنفسها، حتى لو أبوها
+
+142
+00:09:13,510 --> 00:09:18,270
+ملياردير، لابد أن تخرج، وتستقل، تعتمد على نفسها،
+
+143
+00:09:18,270 --> 00:09:21,250
+وتواجه الحياة، لها أن تستقل في حياتها تماماً،
+
+144
+00:09:21,250 --> 00:09:24,710
+نحن هذا فكر مرفوض هنا، ولا نقبله، حتى البنت لو
+
+145
+00:09:24,710 --> 00:09:28,710
+اتفقت أن لابد أن ترجع لأهلها، نحن عندنا أفكار
+
+146
+00:09:28,710 --> 00:09:33,610
+مختلفة، هذا الانفتاح الثقافي يكون في اتجاهين، إما
+
+147
+00:09:33,610 --> 00:09:37,510
+يكون في الجانب الفكري، وإما يكون في الجانب المادي،
+
+148
+00:09:37,510 --> 00:09:42,690
+كيف سنُعامل مع المتغيرات المادية؟ إذا كانت
+
+149
+00:09:42,690 --> 00:09:46,230
+المتغيرات مادية، هل نتعامل معها أم لا؟  أما يكون
+
+150
+00:09:46,230 --> 00:09:48,990
+عندنا تقنيات جديدة، تكنولوجيا جديدة،  حواسيب
+
+151
+00:09:48,990 --> 00:09:53,170
+جديدة، آلات جديدة، أنماط جديدة، كانت الغسالات
+
+152
+00:09:53,170 --> 00:09:55,250
+اليدوية، أصبحت الغسالات الأوتوماتيكية، هل نحن
+
+153
+00:09:55,250 --> 00:09:59,630
+نتعامل مع هذا الشيء أم لا؟ بالعكس، يعني لابد أن يكون
+
+154
+00:09:59,630 --> 00:10:02,690
+في مناهجنا وفي حياتنا مرونة أن نستوعب الأشياء
+
+155
+00:10:02,690 --> 00:10:05,370
+التي نستفيد منها، نعم، لابد أن تكون لدينا قدرات
+
+156
+00:10:05,370 --> 00:10:08,510
+ وإمكانات أن نستوعب كل هذا التقدم التقني، وليس
+
+157
+00:10:08,510 --> 00:10:11,010
+فقط أن نستوعب التقدم، لابد أن نكون نحن
+
+158
+00:10:11,010 --> 00:10:15,950
+قادة التقدم، وأن نقدم هذا التقدم للعالم،
+
+159
+00:10:15,950 --> 00:10:19,210
+ وبالتالي التقدم المادي، التقدم التقني،
+
+160
+00:10:19,210 --> 00:10:21,750
+التكنولوجيا، لا، نحن نتعامل معه بصورة واسعة
+
+161
+00:10:21,750 --> 00:10:25,050
+جداً، فيه آلات جديدة، أدوات جديدة للعمليات
+
+162
+00:10:25,050 --> 00:10:27,590
+الجراحية، جراحة بالليزر، جراحات عبر
+
+163
+00:10:27,590 --> 00:10:30,570
+الحاسوب، كذا، كل هذه الأشياء نتعامل معها،
+
+164
+00:10:30,570 --> 00:10:34,810
+تقنيات للتصوير، للتشخيص، الأدوات المنزلية، كل
+
+165
+00:10:34,810 --> 00:10:38,120
+هذه الأشياء التعامل معها يكون سهلاً، ونبعث خبراء
+
+166
+00:10:38,120 --> 00:10:40,120
+ونُعلّم مشابهنا إياها، الخطورة أين؟ في ما
+
+167
+00:10:40,120 --> 00:10:44,200
+تكلمنا عنه أولاً، التغير الفكري، التغيرات
+
+168
+00:10:44,200 --> 00:10:47,020
+الفكرية التي تأتي وتدخل، نلاحظ أنه أصبح في عيوننا
+
+169
+00:10:47,020 --> 00:10:50,340
+نوع من الاختلاف الكامل في العادات، في
+
+170
+00:10:50,340 --> 00:10:53,960
+التقاليد، في القيم، القيم اختلفت، أشياء أصبحت
+
+171
+00:10:53,960 --> 00:10:57,340
+أشياء أخرى، لم يكن زمان في المجتمعات الإسلامية
+
+172
+00:10:57,340 --> 00:11:02,700
+بيوت للمسنين، حالياً أصبح هناك بيوت للمسنين، لماذا؟
+
+173
+00:11:05,900 --> 00:11:08,860
+انعدام بر الوالدين، أصبح من لديه كبير السن خلاص
+
+174
+00:11:08,860 --> 00:11:12,420
+الله يسهل عليك، اذهب، انتهى، انتهى ما عليك، أصبح
+
+175
+00:11:12,420 --> 00:11:15,040
+هناك  اختلاف في القيم، تضارب، لم يكن مثلاً
+
+176
+
+223
+00:14:09,020 --> 00:14:13,900
+أتطور في ذوق العالم ممتاز جداً، المنهج هذا لازم يكون
+
+224
+00:14:13,900 --> 00:14:17,180
+متطوراً، ما ينفعش أظل أدرس أنا عن التليغراف، والآن
+
+225
+00:14:17,180 --> 00:14:20,680
+وسائل الـsocial media اجتاحت العالم، كله المفروض
+
+226
+00:14:20,680 --> 00:14:24,080
+أن المنهج هذا يكون متطوراً، إيش فيه تطورات
+
+227
+00:14:24,080 --> 00:14:27,680
+تكنولوجية، إيش فيه تطورات فكرية، لازم ندرسها، الآن
+
+228
+00:14:27,680 --> 00:14:31,300
+العالم يعيش ثورات مختلفة، منها سياسية، منها
+
+229
+00:14:31,300 --> 00:14:34,260
+اقتصادية، منها فكرية، منها معلوماتية، لازم منهجنا
+
+230
+00:14:34,260 --> 00:14:37,900
+يكون دائماً متطوراً في هذا المجال، أيضاً
+
+231
+00:14:49,590 --> 00:14:51,810
+ممتازة، يعني يبقى هنا لابد أن  نحن إذا كان التغير
+
+232
+00:14:51,810 --> 00:14:55,950
+إيجابياً ونحن نرغب في هذا التغير أن يحصل لطلابنا،
+
+233
+00:14:55,950 --> 00:14:59,340
+أن نحن نساعدهم على تقبل هذا التغير، يعني فيه بده
+
+234
+00:14:59,340 --> 00:15:03,060
+يُطلع يأخذ دورات متقدمة في مجال معين أو بده أن هو
+
+235
+00:15:03,060 --> 00:15:05,980
+يُطوّر مجاله، صعب أنا وأنا مالي، لا إحنا هنا
+
+236
+00:15:05,980 --> 00:15:09,920
+نشجعهم، ننمي قدراتهم، نزيد من إمكاناتهم، كمان
+
+237
+00:15:09,920 --> 00:15:13,000
+لو في أي متغيرات فكرية، كمان ننمي قدرتهم على
+
+238
+00:15:13,000 --> 00:15:16,460
+مواجهتها وكيفية التعامل معها، كمان يعني لما أنتَ
+
+239
+00:15:16,460 --> 00:15:20,320
+تشوف أشياء، مش بس أنتَ بدك تدافع عن نفسك، كمان أنتَ
+
+240
+00:15:20,320 --> 00:15:23,620
+ممكن تكون أنتَ داعية لهذه الفكرة، تقعد مع واحدة
+
+241
+00:15:23,620 --> 00:15:26,260
+مسيحية، بدل ما هي أن هي تؤثر عليك وتخليك تشلح
+
+242
+00:15:26,260 --> 00:15:30,540
+الحجاب، أنتَ ممكن تؤثر عليها وتخليها تسلم، وبالتالي
+
+243
+00:15:30,540 --> 00:15:34,440
+هنا بيكون التأثير كبيراً جداً في هذا الواقع الثقافي
+
+244
+00:15:34,440 --> 00:15:37,000
+الذي نحن نعيشه، نساعدهم على التكيف، على
+
+245
+00:15:37,000 --> 00:15:41,800
+التأقلم، على التمييز، بحيث أن هو بيكون متشكل في
+
+246
+00:15:41,800 --> 00:15:46,500
+شخصيته، ولكن من عناصر الأساسية لبناء الشخصية
+
+247
+00:15:50,700 --> 00:15:53,520
+ننتقل الآن للبناء الثالث، الذي هو البناء الاجتماعي،
+
+248
+00:15:53,520 --> 00:16:00,600
+للمُنهج، ما هي وسيلة المجتمع في بناء الأفراد؟ المنهج
+
+249
+00:16:00,600 --> 00:16:12,240
+المنهج، أهي نعم، تفضلي ممتاز
+
+250
+00:16:12,240 --> 00:16:16,080
+جداً، يبقى هو المنهج بالبداية، يعني ما هي مواصفات
+
+251
+00:16:16,080 --> 00:16:21,080
+الأفراد التي نريدها، بدنا إحنا طلاب، لسه الطفل طالع
+
+252
+00:16:21,080 --> 00:16:25,340
+من حضن أمه وجاي لي على المدرسة، أنا هذا الإنسان بدي
+
+253
+00:16:25,340 --> 00:16:28,600
+أحط فيه أفكار، بدي أحط عنده قيم، بدي أحط عنده عادات
+
+254
+00:16:28,600 --> 00:16:32,060
+بدي أحط عنده أنماط سلوك، بدي أحط عنده قدرات عقلية
+
+255
+00:16:32,060 --> 00:16:35,660
+علمية، قدرات في التفكير العلمي، فأنا الذي بدي أصيغه
+
+256
+00:16:35,660 --> 00:16:40,360
+فالمنهج هو الوسيلة، الوسيلة الأساسية لبناء الأفراد في
+
+257
+00:16:40,360 --> 00:16:43,620
+داخل المجتمع، بدي أطلعهم في طابع، في سمات هذا
+
+258
+00:16:43,620 --> 00:16:48,320
+المجتمع، إذا بتشوف مثلاً المنهج المصري، بتلاقيهم من صف
+
+259
+00:16:48,320 --> 00:16:51,760
+أول حتى يخلص الذي هو الثالث الإعدادي وهم بعطوهم
+
+260
+00:16:51,760 --> 00:16:54,760
+عن الفراعنة وعن إيزيس وأوزوريس وحاتشبسوت ومش
+
+261
+00:16:54,760 --> 00:16:57,300
+عارف إيه، وبياخذوا عنها في العربي وبياخذوا عنها في
+
+262
+00:16:57,300 --> 00:16:59,180
+التاريخ وبياخذوا عنها في الدراسات الإسلامية وبياخذوا
+
+263
+00:16:59,180 --> 00:17:02,860
+عنها في كذا، ليس لأنه بدهم كل واحد فيهم يسيروا يقدسوا
+
+264
+00:17:02,860 --> 00:17:07,380
+هذه الثقافة الفرعونية وأن أصلهم فراعنة، هذه أشياء
+
+265
+00:17:07,380 --> 00:17:11,360
+يعني خبيثة، مش سهلة، لأنه بدل ما أنتَ تتنمي في أن هو
+
+266
+00:17:11,360 --> 00:17:15,620
+إنسان مثلاً مسلم بالدرجة الأولى وأن الفراعنة هدول
+
+267
+00:17:15,620 --> 00:17:19,100
+كانوا بالأصل كفار، وربنا أغرقهم في البحر كذا، لا هم
+
+268
+00:17:19,100 --> 00:17:22,380
+بيقولوا لهم: لا، أنتم هذه حضارتكم الأساسية، ليش؟ لأن هم
+
+269
+00:17:22,380 --> 00:17:26,000
+بيستفيدوا منها على نطاق السياحة، بتجلب لهم سياحة،
+
+270
+00:17:26,000 --> 00:17:29,340
+قطاع السياحة عندهم بيجيب صورة كبيرة جداً، وهم لأنهم
+
+271
+00:17:29,340 --> 00:17:32,420
+بدهم يأصلوا هذا المفهوم، فبتلاقي بيركزوا عليه بصورة
+
+272
+00:17:32,420 --> 00:17:35,680
+كبيرة جداً، طبعاً إحنا عشان ما نظلمهم، مش برضه بيركزوا
+
+273
+00:17:35,680 --> 00:17:38,660
+على الدين، بيركزوا على اللغة، عندهم كوادر، عندهم
+
+274
+00:17:38,660 --> 00:17:42,160
+علماء، عندهم ناس مميزين في هذا الجانب، ومنهجهم من
+
+275
+00:17:42,160 --> 00:17:44,660
+أقوى المناهج التي موجودة في العالم، لكن في فكرة
+
+276
+00:17:44,660 --> 00:17:50,330
+أساسية، الدولة.. الدولة السعودية، الدولة السودانية،
+
+277
+00:17:50,330 --> 00:17:53,390
+أي دولة، أمريكا، اليابان كذا، بتلاقيهم بيركزوا على
+
+278
+00:17:53,390 --> 00:17:57,570
+ثقافتهم الخاصة، على ما يريدون أن يكون عليه طابع هذا
+
+279
+00:17:57,570 --> 00:18:02,690
+الإنسان، إيش الشيء الذي أنتَ تعاني فيه؟ أي نعم، نحن
+
+280
+00:18:02,690 --> 00:18:10,050
+مثلاً كفلسطينيين، بِإيش نتعذب أكثر شيء؟ بالتراث،
+
+281
+00:18:10,050 --> 00:18:14,520
+نحن أكثر شيء نتعذب أرضنا، نتعذب حقنا، كل يدنا من
+
+282
+00:18:14,520 --> 00:18:17,380
+أول ما.. هذا نقول لهم على طول أن هذه أرض فلسطين
+
+283
+00:18:17,380 --> 00:18:21,600
+أرض حق لنا، كذا كذا، ليش؟ نزرعها في كل إنسان أن
+
+284
+00:18:21,600 --> 00:18:24,600
+هذه أرض فلسطين، هذه أرضك، هذا حقك، لأن نحن نشأنا
+
+285
+00:18:24,600 --> 00:18:28,420
+على مشكلة، قبل ذلك ما كانت هذه الصورة، كانت الصورة
+
+286
+00:18:28,420 --> 00:18:31,800
+مختلفة، لكن لما أصبح في مشكلة موجودة، أصبحت تنشأ
+
+287
+00:18:31,800 --> 00:18:36,380
+على أساس الذي هو تثبيت هذا الحق وتثبيت الذي هو
+
+288
+00:18:36,380 --> 00:18:39,240
+الانتماء وهذه الأشياء، طبعاً فيه اهتمام في الدين وفي
+
+289
+00:18:39,240 --> 00:18:42,060
+العقيدة وكذا، لكن في فكرة أساسية تجمعنا كلنا
+
+290
+00:18:43,030 --> 00:18:47,370
+لا تختلف عليها أي فصيل من الفصائل، أن نحن كلنا
+
+291
+00:18:47,370 --> 00:18:51,610
+موجودون من أجل الذي هو استرجاع حقوقنا وأن نحن هذا
+
+292
+00:18:51,610 --> 00:18:55,090
+حقنا وما نستغنيش عن هذا الحق، يبقى هنا المنهج هو
+
+293
+00:18:55,090 --> 00:18:58,310
+الوسيلة لإعداد الأفراد، تنشئتهم داخل المجتمع،
+
+294
+00:18:58,310 --> 00:19:04,710
+والتفاعل مع متغيرات الحاضر والتكيف مع الماضي،
+
+295
+00:19:04,710 --> 00:19:07,870
+والتفاعل مع متغيرات الحاضر والتكيف واستشراف
+
+296
+00:19:07,870 --> 00:19:11,070
+المستقبل، يبقى عندي هنا بيشتغل هو على ثلاث حلقات، على
+
+297
+00:19:11,070 --> 00:19:17,070
+ثلاث حلقات، الماضي، الماضي منه امتداد للحاضر، والحاضر
+
+298
+00:19:17,070 --> 00:19:25,890
+هو امتداد للمستقبل، هنا الماضي وهنا الحاضر، ما فيش
+
+299
+00:19:25,890 --> 00:19:30,810
+مجتمع ما لوش ماضي، الماضي هذا لازم نستفيد منه علشان
+
+300
+00:19:30,810 --> 00:19:34,550
+نقدر نعيش الحاضر، والحاضر لازم يساعدنا علشان نقدر
+
+301
+00:19:34,550 --> 00:19:38,690
+نعيش المستقبل، لازم من اليوم الطالب الذي أنا أدخله
+
+302
+00:19:38,690 --> 00:19:42,630
+عندي المدرسة اليوم، هو هيعيش في المستقبل، مش هيعيش
+
+303
+00:19:42,630 --> 00:19:46,290
+الآن، يبقى القدرات التي لازم يكتسبها قدرات تناسبُه
+
+304
+00:19:46,290 --> 00:19:49,710
+للعيش في المستقبل، يبقى القدرات التي نحن موجودون
+
+305
+00:19:49,710 --> 00:19:53,490
+فيها يعني مختلفة، الآن نلاقي أن الطلبة في المدارس
+
+306
+00:19:53,490 --> 00:19:55,430
+صار في قدراتهم في التكنولوجيا أعلى من قدرات
+
+307
+00:19:55,430 --> 00:19:59,650
+مدرسيهم، ليش؟ لأنه الآن معطيات الحاضر بتاعتهم تختلف
+
+308
+00:19:59,650 --> 00:20:02,910
+عن معطيات الحاضر الذي عاشوه هم، عاشوا كانوا في
+
+309
+00:20:02,910 --> 00:20:05,710
+الماضي، فلقوا عايشين في الحاضر، الآن معطيات الحاضر
+
+310
+00:20:05,710 --> 00:20:09,910
+مختلفة، نحن نجهزهم للمستقبل، يبقى لازم نشوف أن نحن
+
+311
+00:20:09,910 --> 00:20:13,270
+كيف بدنا نواجه هذا الشيء، قبل ذلك ونحن نقول كيف
+
+312
+00:20:13,270 --> 00:20:17,970
+ممكن أن نواجه المستقبل، حاجة لازم نعرفها كلنا،
+
+313
+00:20:17,970 --> 00:20:23,710
+نواجه المستقبل بالإبداع، لن نستطيع مواجهة المستقبل
+
+314
+00:20:23,710 --> 00:20:27,010
+إلا بالإبداع، التفكير والإبداع، لازم نكون مبدعين
+
+315
+00:20:27,010 --> 00:20:29,890
+وإلا راح نضلنا في ذيل القائمة
+
+316
+00:20:34,560 --> 00:20:37,280
+طبعاً الاستعداد والمشاركة الإيجابية في حل المشكلات
+
+317
+00:20:37,280 --> 00:20:40,940
+المجتمعية، التقدم والتغير المستمر في العالم، كل هذا
+
+318
+00:20:40,940 --> 00:20:44,540
+الشيء يتطلب منه عملية بناء وتحليل لطبيعة المجتمع،
+
+319
+00:20:44,540 --> 00:20:48,120
+وتحديد أهدافه، حاجاته، مشكلاته، مطالبه في الحاضر
+
+320
+00:20:48,120 --> 00:20:51,880
+والمستقبل، نحدد مطالبات وحاجات البيئة المحلية، يتم
+
+321
+00:20:51,880 --> 00:20:54,820
+في الاستفادة من هذا التحليل في بناء أهداف المنهج
+
+322
+00:20:54,820 --> 00:21:00,800
+واختيار المحتوى وتنظيمه والخبرات التعليمية، بناء
+
+323
+00:21:00,800 --> 00:21:04,840
+على ذلك، في عندي مجموعة من المبادئ، عشان إحنا نطلع
+
+324
+00:21:04,840 --> 00:21:06,660
+هذه الصورة، المبدأ الأول
+
+325
+00:21:13,890 --> 00:21:16,710
+ممتاز جداً، وحاجاته ومشكلاته وثقافته المميزة له عن
+
+326
+00:21:16,710 --> 00:21:19,550
+المجتمعات الأخرى، يبقى لازم يكون بين أهداف المنهج
+
+327
+00:21:19,550 --> 00:21:23,370
+والمشكلات التي يدرسها ارتباط كامل مع طبيعة هذا
+
+328
+00:21:23,370 --> 00:21:27,930
+المجتمع، يبقى هنا نقول أساس اجتماعي، ما يكونش فيه
+
+329
+00:21:27,930 --> 00:21:31,070
+فصل، نحن ما نتكلمش عن عادات وتقاليد مش موجودة في
+
+330
+00:21:31,070 --> 00:21:34,450
+مجتمعنا، لا، أنا بأطلع من البيئة نفسها، من كيف الناس
+
+331
+00:21:34,450 --> 00:21:37,350
+بتفكر، حتى لو في عندي ناس بيروحوا للعرافين، بيروحوا
+
+332
+00:21:37,350 --> 00:21:41,040
+للمشعوذين، برضه بدي أنقش فيه داخل المنهج عشان
+
+333
+00:21:41,040 --> 00:21:43,700
+أنا فيه دي ظاهرة بدي أنفيها، فبدي أعلم الناس أن
+
+334
+00:21:43,700 --> 00:21:49,260
+هذا الشيء خطأ، فأنا لازم أطلع من واقع هذا المجتمع
+
+335
+00:21:49,260 --> 00:21:54,160
+أيضاً أن يساعد المنهج في تحقيق أهداف المجتمع من
+
+336
+00:21:54,160 --> 00:21:57,060
+خلال مؤسساته التربوية والاقتصادية والسياسية
+
+337
+00:21:57,060 --> 00:21:59,960
+ممتاز جداً، كل مؤسسات المجتمع لابد أن تشارك
+
+338
+00:21:59,960 --> 00:22:03,020
+النظام الاقتصادي الذي موجود عندنا لازم يكون هو
+
+339
+00:22:03,020 --> 00:22:05,240
+موجود في المناهج، إحنا عندنا مشكلة في هذا الجانب
+
+340
+00:22:05,900 --> 00:22:08,380
+مشكلة كبيرة جداً، يعني بتبدأ من التي هي المراحل
+
+341
+00:22:08,380 --> 00:22:11,740
+الأولى، إيش العملة التي نحن نتعامل معها؟
+
+342
+00:22:11,740 --> 00:22:16,860
+الشيكل، وجود الشيكل في المناهج يُعتبر اعتراف كامل
+
+343
+00:22:16,860 --> 00:22:20,040
+أن نحن.. أن إسرائيل هي الدولة الرسمية، وبالتالي
+
+344
+00:22:20,040 --> 00:22:22,340
+بيقول لك: لا، بدنا الشيكل، طب حط الدينار، طب حط.. طيب
+
+345
+00:22:22,340 --> 00:22:25,520
+إيه، الطفل بيتعامل بالدينار؟ طب إحنا زمان كنا ندرس
+
+346
+00:22:25,520 --> 00:22:27,420
+على الجنيه المصري، طب هل نحن نستخدم الجنيه
+
+347
+00:22:27,420 --> 00:22:31,320
+المصري؟ طب أنا ما بعرفش إيش مكونات الجنيه، مثلاً؟
+
+348
+00:22:32,180 --> 00:22:34,680
+لازم يكون لنا عملة، لحتى الآن مش قادرين، بقول لك
+
+349
+00:22:34,680 --> 00:22:37,940
+إحنا مش قادرين نغير، فبتلاقي مرات لما بتكملوا على
+
+350
+00:22:37,940 --> 00:22:41,720
+العملات مثلاً أو على نظام البيع أو على كذا، بيروحوا
+
+351
+00:22:41,720 --> 00:22:44,840
+متكلمين في الدينار، يعني في.. اعتمدوها أن هي
+
+352
+00:22:44,840 --> 00:22:47,660
+الدينار، لكن الطفل ما بيعرفش إيش مكونات الدينار، ولا
+
+353
+00:22:47,660 --> 00:22:50,780
+بيروح بيشتري ولا يبيع ولا بيجيب في الدينار، ليش؟ لأنه
+
+354
+00:22:50,780 --> 00:22:54,190
+إحنا عندنا مشكلة في النظام الاقتصادي، ما فيش عندنا
+
+355
+00:22:54,190 --> 00:22:57,170
+اقتصاد معتمد على ذاتنا، ما فيش عندنا أصلاً عملة، ما فيش
+
+356
+00:22:57,170 --> 00:23:00,470
+عندنا نظام نقدي واضح في هذا الجانب، لكن الدول التي
+
+357
+00:23:00,470 --> 00:23:03,250
+لها نظام نقدي واضح، لازم يكون هذا الشيء مؤسس، موجود
+
+358
+00:23:03,250 --> 00:23:06,030
+عندهم في المشاركات الاقتصادية السياسية، النظام
+
+359
+00:23:06,030 --> 00:23:09,070
+السياسي، الموجود، السلطة التشريعية والتنفيذية
+
+360
+00:23:09,070 --> 00:23:11,930
+والأشياء هذه، لازم الطالب يدرسها، الجوانب الثقافية
+
+361
+00:23:11,930 --> 00:23:15,890
+مؤسسات المجتمع، رعاية الطفولة والأمومة والطموح
+
+362
+00:23:15,890 --> 00:23:19,570
+والإبداع، وكل هذه لازم تشارك في وضع أهداف لها في
+
+363
+00:23:19,570 --> 00:23:23,420
+داخل المنهج، لازم نهتم بكل الأشياء هذه وأنها تكون
+
+364
+00:23:23,420 --> 00:23:28,180
+موجودة في داخل مناهجنا بصورة كبيرة، هذه المدرسة هي
+
+365
+00:23:28,180 --> 00:23:30,520
+المؤسسة الوحيدة المسؤولة عن عملية التربية، جميع
+
+366
+00:23:30,520 --> 00:23:35,290
+المؤسسات تشارك بصورة غير مقصودة، لذلك لابد من
+
+367
+00:23:35,290 --> 00:23:38,450
+مشاركتها في عملية التربية والبناء للفرد، المدرسة هي
+
+368
+00:23:38,450 --> 00:23:42,710
+التي تدرس،  بس نأخذ الأفكار الأساسية الموجودة، صار
+
+369
+00:23:42,710 --> 00:23:45,090
+فيه تغيير في نظام النقد، ندرجه في المناهج، صار فيه
+
+370
+00:23:45,090 --> 00:23:47,310
+تغيير في نظام السياسة، ندرجه في المناهج، صار فيه
+
+371
+00:23:47,310 --> 00:23:50,290
+تغيير في النظام الاجتماعي، ندرجه في المناهج عشان ما
+
+372
+00:23:50,290 --> 00:23:53,530
+نكونش نحن نغرد خارج السرب، نعلمه شيء والواقع
+
+373
+00:23:53,530 --> 00:23:58,550
+شيء آخر، أيوة
+
+374
+00:23:58,550 --> 00:24:00,450
+تفضلي
+
+375
+00:24:02,570 --> 00:24:05,790
+المجتمع من معارف وخبرات ومهارات الحاضر والمستقبل،
+
+376
+00:24:05,790 --> 00:24:09,570
+فليس في كل الثقافات تحتاج إلى أنواع من الكفاءة
+
+377
+00:24:09,570 --> 00:24:13,170
+والمهارة نفسها، أحسن، يبقى هنا المنهج لابد أن يراعي
+
+378
+00:24:13,170 --> 00:24:16,850
+ما يحتاجه المجتمع من معارف وكفاءات ومهارات للحاضر
+
+379
+00:24:16,850 --> 00:24:20,730
+والمستقبل، هلقيت نحن أهم شيء أن نحن نهتم بالحاضر،
+
+380
+00:24:20,730 --> 00:24:23,450
+نحن نأخذ من الماضي ما يفيدنا في بناء الحاضر، نهتم
+
+381
+00:24:23,450 --> 00:24:27,930
+بالحاضر عشان نقدر نبني المستقبل بطريقة سليمة،
+
+382
+00:24:27,930 --> 00:24:30,490
+المحتاج، ليس في كل الثقافات في حاجة إلى أنواع من
+
+383
+00:24:30,490 --> 00:24:33,690
+المعرفة نفسها والكفاءة والمهارة، يختلف ذلك بأطوار
+
+384
+00:24:33,690 --> 00:24:37,130
+النمو المجتمعي، يعني مثلاً إذا كان في مجتمع متقدم
+
+385
+00:24:37,130 --> 00:24:40,430
+صناعياً أو هو مجتمع ما زال في أطوار التقدم، يختلف
+
+386
+00:24:40,430 --> 00:24:43,430
+المجتمعات الحضرية غير عن المجتمعات النامية،
+
+387
+00:24:43,430 --> 00:24:47,290
+المجتمعات الزراعية غير عن المجتمعات الصناعية، يعني
+
+388
+00:24:47,290 --> 00:24:50,990
+مثلاً نحن مجتمع مثلاً فيه عندنا زراعة، فبستخدم مثلاً
+
+389
+00:24:50,990 --> 00:24:55,340
+الهرمونات الزراعية، بعد معرفة، بعد فهم، لو في توضيح في
+
+390
+00:24:55,34
+
+445
+00:28:25,390 --> 00:28:33,900
+ثبت خطأها، بنستبعدها، بنركز على معلومات حديثة
+
+446
+00:28:33,900 --> 00:28:46,660
+صحيحة وقابلة للتطبيق العلمي والحيوي، هذه معلومات
+
+447
+00:28:46,660 --> 00:28:49,960
+بنركز عليها، في أي علم، معلومات حديثة، مش قديمة
+
+448
+00:28:49,960 --> 00:28:54,000
+معلومات صحيحة، ما فيهاش خطأ، معلومات قابلة للتطبيق
+
+449
+00:28:54,000 --> 00:28:57,410
+نقدر نستفيد منها في حياتنا، وبالتالي هنا إحنا لما
+
+450
+00:28:57,410 --> 00:29:00,590
+بنتكلم في هذا الجانب، إحنا بنقول: لابد أن يكون فيه
+
+451
+00:29:00,590 --> 00:29:02,610
+عندي تركيز على المعلومات والخبرات اللي ساعدتنا على
+
+452
+00:29:02,610 --> 00:29:06,170
+التكييف، بنُنقّي، نتلافى من الشوائب، بنواكب التقدم
+
+453
+00:29:06,170 --> 00:29:09,410
+العلمي والتقني، وبنشجع البحث العلمي في كافة
+
+454
+00:29:09,410 --> 00:29:12,430
+المجالات، كل ما كان فيه جديد بنواكب ما هو جديد
+
+455
+00:29:12,430 --> 00:29:15,230
+وبنطور مناهجنا في هذا الإطار، هيك بنحل إشكالية
+
+456
+00:29:15,230 --> 00:29:19,620
+الماضي والحاضر والمستقبل، باخد من العلم ما يفيدني
+
+457
+00:29:19,620 --> 00:29:23,000
+ما باخدش من العلم اللي أنا ما بستفيدش منه، بس هذا العلم
+
+458
+00:29:23,000 --> 00:29:26,660
+لازم يكون حديثًا وصحيحًا وقابلًا للتطبيق علميًا وحياتيًا
+
+459
+00:29:26,660 --> 00:29:31,180
+في أي سؤال؟ ان شاء الله بنكمل، ضبط التغيرات
+
+460
+00:29:31,180 --> 00:29:33,960
+الاجتماعية، وبنبدأ في الإطار النفسي ان شاء الله
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ifa2qONRo_A_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ifa2qONRo_A_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..a36e25531927f465936000b50d64010cf6227ee1
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/ifa2qONRo_A_raw.srt
@@ -0,0 +1,1840 @@
+1
+00:00:20,670 --> 00:00:25,370
+الرحمن الرحيم نبدأ
+
+2
+00:00:25,370 --> 00:00:30,090
+محاضرة اليوم إن شاء الله بدأنا في الأساس الثقافي
+
+3
+00:00:30,090 --> 00:00:35,710
+المعرفي الأساس المكون لأساسيات المنهج وهذا من أهم
+
+4
+00:00:35,710 --> 00:00:39,630
+الأساسيات التي بيعتمد عليها المنهج تكلمنا عن مفهوم
+
+5
+00:00:39,630 --> 00:00:43,230
+الثقافة في المحاضرة الماضية منذ ذكرنا ما المقصود
+
+6
+00:00:43,230 --> 00:00:44,110
+ما هي الثقافة
+
+7
+00:00:49,210 --> 00:00:54,070
+ممتاز و تتوارث عبر الأجيال يتمنقلها عبر الأجيال
+
+8
+00:00:54,070 --> 00:00:59,390
+أهمية الثقافة وجود الثقافة أنها بتحدد هوية الأمة و
+
+9
+00:00:59,390 --> 00:01:03,150
+هوية المجتمع اللذي تنبثق من خلالها وبالتالي بنلاحظ
+
+10
+00:01:03,150 --> 00:01:07,450
+أن لكل مجتمع فيه له ثقافته الخاصة في حاجة اسمها
+
+11
+00:01:07,450 --> 00:01:11,710
+الثقافة القانونية ما المقصود بالثقافة القانونية
+
+12
+00:01:11,710 --> 00:01:14,690
+فضلا معرفة الواجبات
+
+13
+00:01:18,630 --> 00:01:21,970
+الحقوق والواجبات المطلوب الاندباط فيها في داخل
+
+14
+00:01:21,970 --> 00:01:25,210
+المجتمع معين سواء كان هذا المجتمع اللي هو المجتمع
+
+15
+00:01:25,210 --> 00:01:28,110
+الكبير اللي احنا بنحيا فيه أو ممكن يكون مجتمع
+
+16
+00:01:28,110 --> 00:01:31,550
+المدرسة أو ممكن يكون في أي مكان على الطالب لما
+
+17
+00:01:31,550 --> 00:01:34,330
+يدخل المدرسة يعرف إيش هي حقوقه في هذه المدرسة وأن
+
+18
+00:01:34,330 --> 00:01:38,600
+يعرف ما هيواجباته، كيف يمكن أن يتصرف حتى لا يقع
+
+19
+00:01:38,600 --> 00:01:42,560
+تحت طائلة القانون، مدير المدرسة في عليه حقوق، في
+
+20
+00:01:42,560 --> 00:01:45,440
+إله حقوق، في عليه واجبات، المدرس في إله حقوق، عليه
+
+21
+00:01:45,440 --> 00:01:49,000
+واجبات، الطالب كذلك، وبالتالي لكل واحد أن يقف عند
+
+22
+00:01:49,000 --> 00:01:54,300
+حقوقه وينفذ واجباته حتى لا تكون هناك نوع من الفوضى
+
+23
+00:01:54,300 --> 00:01:58,040
+في عدم ضبط العملية التعليمية نشوف الآن مكونات
+
+24
+00:01:58,040 --> 00:02:00,940
+الثقافة، الثقافة بتتكون من تلات مكونات أساسية، ما
+
+25
+00:02:00,940 --> 00:02:01,320
+هي؟
+
+26
+00:02:06,580 --> 00:02:10,080
+ممتاز، أحسنت عموميات وخصوصيات ومتغيرات، ما المقصود
+
+27
+00:02:10,080 --> 00:02:14,600
+بعموميات الثقافة هي عبارة عن عمومات ثقافية تشتت
+
+28
+00:02:14,600 --> 00:02:17,120
+منها غالبين الأحيان المجتمعة وهي بتاعة أساسي
+
+29
+00:02:17,120 --> 00:02:19,420
+الثقافة والتسمة، المعتقدات الوحيدة، الملعبات
+
+30
+00:02:19,420 --> 00:02:22,060
+والثقافات والألمانات السلوكية والعلاقات الأساسية
+
+31
+00:02:22,060 --> 00:02:24,220
+والألمانات الأساسية والأسامين الأساسية اللي هي
+
+32
+00:02:24,220 --> 00:02:28,210
+عمومات الأجتماعيةممتاز يبقى هنا العناصر اللي
+
+33
+00:02:28,210 --> 00:02:32,010
+بيشترك فيها غالبية أفراد المجتمع أكثر العناصر اللي
+
+34
+00:02:32,010 --> 00:02:34,890
+بيشترك فيها غالبية السكان المجتمع مثلا في الدول
+
+35
+00:02:34,890 --> 00:02:39,850
+الإسلامية اللي هي العقيدة ثم بعد ذلك اللغة القيم،
+
+36
+00:02:39,850 --> 00:02:43,770
+العدات، التقاليد، الأنماط السلوكية وهذه بتكون على
+
+37
+00:02:43,770 --> 00:02:48,430
+حسب اللي هي الأفكار السائدة في داخل المجتمع ممكن
+
+38
+00:02:48,430 --> 00:02:51,910
+أن يكون ما هو عمومية في مجتمع يكون خصوصية في مجتمع
+
+39
+00:02:52,550 --> 00:02:55,490
+أخر، يعني إحنا عندنا الدين الإسلامي هنا عمومية،
+
+40
+00:02:55,490 --> 00:02:58,270
+لكن هل إن هو ممكن يكون في دولة زي أمريكا دين
+
+41
+00:02:58,270 --> 00:03:01,630
+عمومية سواء كان الدين المسيحي أو اليهودي أو
+
+42
+00:03:01,630 --> 00:03:05,370
+الإسلامي؟ لأ هناك مش عمومية، هناك يعتبر خصوصية
+
+43
+00:03:05,370 --> 00:03:09,910
+لأنها دولة تقوم على الأقليات كيف يهتم المنهج
+
+44
+00:03:09,910 --> 00:03:17,510
+بعموميات المنهج؟ تفضليمن خلال التركيز عليها خاصة
+
+45
+00:03:17,510 --> 00:03:21,450
+في مرحلة التعليم الأساسي حتى يتنقلها لجميع الأفراد
+
+46
+00:03:21,450 --> 00:03:26,170
+لأنه التقاطة تنتقل عن طريق المدرسة ممتاز جدا، يبقى
+
+47
+00:03:26,170 --> 00:03:29,770
+هنا في مرحلة التعليم الأساسي اللي كانت قديما تسمى
+
+48
+00:03:29,770 --> 00:03:33,510
+التعليم الإلزامي ومعناها إلزام ولي الأمر بدرور
+
+49
+00:03:33,510 --> 00:03:36,430
+التعليم أبناءه، هذه المرحلة في كل دول العالم تعتبر
+
+50
+00:03:36,430 --> 00:03:40,580
+مرحلة مجانيةلأنه لازم كل الطلبة يدخلوا في إطار هذه
+
+51
+00:03:40,580 --> 00:03:44,580
+المرحلة التعليمية يكتسبوا قدر من الثقافة في كل
+
+52
+00:03:44,580 --> 00:03:47,560
+المجالات، يعني بيكتسبوا قدر من الثقافة في اللغة،
+
+53
+00:03:47,560 --> 00:03:50,180
+قدر من الثقافة في الرياضيات، قدر من الثقافة في
+
+54
+00:03:50,180 --> 00:03:52,700
+العلوم، قدر من الثقافة في التاريخ، في الجغرافيا،
+
+55
+00:03:52,700 --> 00:03:55,940
+في الترابية الإسلامية، وبالتالي هنا باخد يعني لحد
+
+56
+00:03:55,940 --> 00:03:59,180
+نهاية اللي هو الصف الثالث الإعدادي أو الصف التاسع
+
+57
+00:03:59,180 --> 00:04:03,760
+أو العاشر، بيكونوا كل الطلبة مروا كلهم بنفساللي هو
+
+58
+00:04:03,760 --> 00:04:07,000
+القدر من الثقافة، ليش؟ عشان يعطيني مستوى من
+
+59
+00:04:07,000 --> 00:04:10,540
+الاتفاق بين الأفكار اللي موجودة بين أفراد المجتمع
+
+60
+00:04:10,540 --> 00:04:14,820
+الواحد، مايكون أن الطالب وصل مثلا للصف العاشر وإن
+
+61
+00:04:14,820 --> 00:04:17,840
+هو اللي حتى الآن مايعرفش يحسب أو يضرب أو أنه يجمع
+
+62
+00:04:17,840 --> 00:04:20,520
+أو كذا أو مايعرفش أي شيء عن تاريخ بلده أو عن
+
+63
+00:04:20,520 --> 00:04:23,420
+جغرافة بلده أو عن العالم أو عن أي شيء، بيكون هذا
+
+64
+00:04:23,420 --> 00:04:27,860
+قدر مشترك من الثقافة يعمّم على الجميع، وبيركز أكتر
+
+65
+00:04:27,860 --> 00:04:31,610
+شيء في العمومياتفي الدين، في اللغة، في العادات
+
+66
+00:04:31,610 --> 00:04:34,910
+والتقاليد وفي القيم، وكون التركيز عليها بصورة
+
+67
+00:04:34,910 --> 00:04:38,630
+كبيرة جدا بالإضافة للقدر المشترك من المعرفة وهذا
+
+68
+00:04:38,630 --> 00:04:41,770
+الزام على كل أولياء الأمور إنهم يدخلوا أبناءهم في
+
+69
+00:04:41,770 --> 00:04:44,690
+هذه المرحلة وهذه المرحلة بتصرف عليها الدولة وما
+
+70
+00:04:44,690 --> 00:04:48,610
+بتاخدش منها فائد إلا إنها بتهتخرج أفراد بمواصفات
+
+71
+00:04:48,610 --> 00:04:54,200
+معينة خصوصيات الثقافة، فضلاهي العناصر التقاطية أو
+
+72
+00:04:54,200 --> 00:04:57,080
+العادات والتقاليد أو الأناط السلوكية تختص بعتيقة
+
+73
+00:04:57,080 --> 00:05:00,040
+معينة داخل المجتمع مثل الأطباء والمشتبسين وغيرها
+
+74
+00:05:00,930 --> 00:05:03,690
+ممتاز جدا، إذا كنا نتكلم هنا عن الخصوصيات اللي هي
+
+75
+00:05:03,690 --> 00:05:07,350
+الجوانب المرتبطة بالأنماط السلوكية والعادات
+
+76
+00:05:07,350 --> 00:05:10,370
+والتقاليد اللي بتختص فئة من فئات المجتمع زي
+
+77
+00:05:10,370 --> 00:05:13,190
+المهندسين فيه إلهم نقابة، الأطباء إلهم نقابة،
+
+78
+00:05:13,190 --> 00:05:16,630
+العمال، المقاولين، كل هدول الناس بنلاقي إنهم إلهم
+
+79
+00:05:16,630 --> 00:05:20,770
+نقابات، إلهم مؤسسات خاصة أكيد القوانين والضوابط
+
+80
+00:05:20,770 --> 00:05:24,810
+اللي بتطبط الأطباء بتختلف عن المهندسين، بتختلف عن
+
+81
+00:05:25,600 --> 00:05:28,620
+المعلمين هذه الفئات وهذه التجمعات هي اللي بتحافظ
+
+82
+00:05:28,620 --> 00:05:32,000
+على الحقوق يعني كلنا بنسمع عن إدراب المعلمين في
+
+83
+00:05:32,000 --> 00:05:36,470
+رمالله سمعتوا عنه ولا لأ؟إيش بتطالب هذه النقابات؟
+
+84
+00:05:36,470 --> 00:05:40,010
+هنا بتهم طبعا اللي هو إنه زيادة اللي هي نسبة
+
+85
+00:05:40,010 --> 00:05:44,490
+الرواتب وكذا وفيه يعني شروط علشان يحسنوا من عملية
+
+86
+00:05:44,490 --> 00:05:48,410
+التعليمية فهنا لأنهم كل إيتهم يعني بتحكمهم نفس
+
+87
+00:05:48,410 --> 00:05:51,790
+القوانين ونفس الضوابط فهنا بتكون فيه إلهم مؤسسة
+
+88
+00:05:51,790 --> 00:05:56,170
+معينة هذه اللي هي بيسموها خصوصيات الثقافة بالإضافة
+
+89
+00:05:56,170 --> 00:05:59,210
+لإن هذا الشيء يعني بيكون يعني شيء جيد في داخل
+
+90
+00:05:59,210 --> 00:06:03,230
+المجتمع يعني لو نظرنا إحنا إلى طبيعة هذا الشيءلأن
+
+91
+00:06:03,230 --> 00:06:06,310
+هذه العناصر وجودها ضروري وحيوي وجودها أمر طبيعي
+
+92
+00:06:06,310 --> 00:06:10,170
+وعدم وجودها هو نقص داخل المجتمع، ليش؟ لأنها بتعمل
+
+93
+00:06:10,170 --> 00:06:14,530
+على تكامل المجتمع، المجتمع كل مكان مجتمع حريص
+
+94
+00:06:14,530 --> 00:06:18,330
+بيزيد في التخصص، يعني كل مكان هذا المجتمع فيه
+
+95
+00:06:18,330 --> 00:06:21,790
+تخطيط جيد، فيه تخطيط سليم، بيزيد في التخصصات، يعني
+
+96
+00:06:21,790 --> 00:06:25,130
+لا يجوز أن يكون فيه تكدس كبير في الكوادر البشرية
+
+97
+00:06:25,130 --> 00:06:30,090
+في مجال معين ونقص حد جدا في مجالات أخرىيعني بيكون
+
+98
+00:06:30,090 --> 00:06:32,610
+عندي عدد كبير جدا مثلا من الناس اللي حاصلين على
+
+99
+00:06:32,610 --> 00:06:36,170
+درجة إدارة الأعمال لكن مافيش عندي واحد فعليا
+
+100
+00:06:36,170 --> 00:06:40,170
+بيشتغل في البرمجة المالية أو إن واحد يقدر يبنيلي
+
+101
+00:06:40,170 --> 00:06:43,110
+منظومة مالية كاملة أو إن واحد يقدر .. و التالي هنا
+
+102
+00:06:43,110 --> 00:06:47,830
+فيه تكدس في مجال لكن فيه خصوصيات فيه تخصصات ماهياش
+
+103
+00:06:47,830 --> 00:06:52,030
+موجودة واجب المنهج في هذا الإطار إيش تتصور إن
+
+104
+00:06:52,030 --> 00:06:54,350
+المنهج كيف ممكن يتعامل مع هذه الخصوصيات؟
+
+105
+00:07:00,680 --> 00:07:04,380
+أي نعم اللي هو أن يكون فيه تخصصات فاتح باب التخصص
+
+106
+00:07:04,380 --> 00:07:08,840
+و تخصص التخصصيعني لازم يكون مثلا فينا تخصص علوم،
+
+107
+00:07:08,840 --> 00:07:12,260
+لكن في تخصص فيزياء، طب في تخصص فيزياء طبية، طب في
+
+108
+00:07:12,260 --> 00:07:15,620
+تخصص فيزياء كيميائية، و بالتالي هي المفتاح التخصص
+
+109
+00:07:15,620 --> 00:07:18,900
+و تخصص التخصص، ليش؟ لأن هذه التخصصات هي اللي
+
+110
+00:07:18,900 --> 00:07:22,980
+بتسيطر على كل احتياجات المجتمع و بتوجد ليه فئات
+
+111
+00:07:22,980 --> 00:07:26,080
+قادرة على انها تكون تدير هذا المجتمع، مش انا لما
+
+112
+00:07:26,080 --> 00:07:29,160
+تخرب عندى محطة الكهرة بدأ أجيب خبراء من مصر، مافيش
+
+113
+00:07:29,160 --> 00:07:33,250
+عندي خبراءتخرب بعض الأجهزة الطبية في المستشفيات
+
+114
+00:07:33,250 --> 00:07:36,730
+مافيش عندى خبراء طب احنا لما نشوف كل البشر اللي
+
+115
+00:07:36,730 --> 00:07:40,810
+مكدسين هدول ماعرفناش نطلع عشرة منهم خبراء مافيش
+
+116
+00:07:40,810 --> 00:07:43,450
+عندنا عقول نية نطلعهم برا و يدرسوا و يرجعوا لنا
+
+117
+00:07:43,450 --> 00:07:46,460
+خبراء في هذا المجال؟و هدول العشرة يعلموا عشرة
+
+118
+00:07:46,460 --> 00:07:49,540
+وبالتالي ان هتكون هذه الأشياء موجودة فهنا وجود
+
+119
+00:07:49,540 --> 00:07:53,100
+التخصص في المنهج مهم جدا و الآن العالم كله بتطلعش
+
+120
+00:07:53,100 --> 00:07:56,740
+للتخصص العام بتطلع للتخصص و تخصص التخصص و تخصص
+
+121
+00:07:56,740 --> 00:08:00,620
+التخصص يعني من الفرع الواحد من الفيزيا بتلاقي ممكن
+
+122
+00:08:00,620 --> 00:08:04,660
+يطلع عندك 100 تخصص حسب اللي هي استخداماتها في
+
+123
+00:08:04,660 --> 00:08:05,240
+الحياة
+
+124
+00:08:13,460 --> 00:08:16,380
+ما المقصود بالمتغيرات الثقافية؟ اتفضلي عناصر
+
+125
+00:08:16,380 --> 00:08:19,240
+ثقافية حديثة العهد في المجتمع بحيث لا تنتمي إلى
+
+126
+00:08:19,240 --> 00:08:22,180
+مميزة الثقافة أو قصصية الثقافة بحيث تشكل عناصر
+
+127
+00:08:22,180 --> 00:08:26,200
+جديدة لعناصر موجودة ممتاز جدا، يعني يبقى هذه عناصر
+
+128
+00:08:26,200 --> 00:08:29,760
+دخيلة جديدة، متغيرات، متغير، دخل يعني احنا ناس
+
+129
+00:08:29,760 --> 00:08:34,540
+مسلمين، ملتزمين، متحجبين، مافيش عنا كذا فبنيجي و
+
+130
+00:08:34,540 --> 00:08:37,260
+بنفتح على الفضائيات و بنفتح على كذا فبنلاقي أنه في
+
+131
+00:08:37,260 --> 00:08:40,490
+أشياء مختلفةاحنا عندنا المرأة محجبة، هناك المرأة
+
+132
+00:08:40,490 --> 00:08:44,470
+غير محجبة، الشباب يلهم شكل وصيغة، هناك تلهم شكل
+
+133
+00:08:44,470 --> 00:08:48,110
+وصيغة مختلفة، تجيكي أفكار تناقض الأفكار اللي انت
+
+134
+00:08:48,110 --> 00:08:51,930
+بتنادي فيها، انت بتحاول تعمل نوع من الإرساء لقيم
+
+135
+00:08:51,930 --> 00:08:55,510
+معينة، بتلاقي ان هدول الناس لأ بناقضوا هذه القيم،
+
+136
+00:08:55,510 --> 00:08:57,570
+احنا بنقول مثلا ان هالبنت مكفولة من أهلها، من
+
+137
+00:08:57,570 --> 00:09:01,110
+أسرتهاإن هي مكفولة من أبوها، مكفولة من أخوها لو
+
+138
+00:09:01,110 --> 00:09:04,310
+أبوها مش موجود، مكفولة من خالها لو مثلا أبوها و
+
+139
+00:09:04,310 --> 00:09:07,110
+أخوها مش موجودين، فهي البنت مكفولة في المجتمع
+
+140
+00:09:07,110 --> 00:09:10,170
+الإسلامي، بقرب قولك من 16 سنة لازم تطلع تعيش
+
+141
+00:09:10,170 --> 00:09:13,510
+لوحدها، لازم هي تكفل نفسها بنفسها، حتى لو أبوها
+
+142
+00:09:13,510 --> 00:09:18,270
+ملياردير، لازم هي تطلع، تستقل، و تعتمد على نفسها،
+
+143
+00:09:18,270 --> 00:09:21,250
+وتواجه الحياة، وإلها إنها تستقل في حياتها تمامًا،
+
+144
+00:09:21,250 --> 00:09:24,710
+إحنا هذا فكر مرفوض هنا، وما بنقبله، حتى البنت لو
+
+145
+00:09:24,710 --> 00:09:28,710
+اتطلعت إن هي لازم ترجع علىأهلها، احنا عندنا أفكار
+
+146
+00:09:28,710 --> 00:09:33,610
+مختلفة هذا الانفتاح الثقافي بيكون في اتجاهين إما
+
+147
+00:09:33,610 --> 00:09:37,510
+بيكون في الجانب الفكري وإما بيكون في الجانب المادي
+
+148
+00:09:37,510 --> 00:09:42,690
+كيف بدنا نتعامل مع المتغيرات المادية؟ إذا كانت
+
+149
+00:09:42,690 --> 00:09:46,230
+المتغيرات مادية، هل بنتعامل معها ولا لأ؟ أما يكون
+
+150
+00:09:46,230 --> 00:09:48,990
+في عندنا تقنيات جديدة، تكنولوجيا جديدة، حوصبة
+
+151
+00:09:48,990 --> 00:09:53,170
+جديدة، آلات جديدة، في أنماط جديدة، كانت الغسالات
+
+152
+00:09:53,170 --> 00:09:55,250
+اليدوية صارت الغسالات اللي في القطب، هل إحنا
+
+153
+00:09:55,250 --> 00:09:59,630
+بنتعامل مع هذا الشيء ولا لأ؟بالعكس، يعني لازم يكون
+
+154
+00:09:59,630 --> 00:10:02,690
+في مناهجنا وفي حياتنا مرونة أننا نستوعب الأشياء
+
+155
+00:10:02,690 --> 00:10:05,370
+اللي بنستفيد منها نعم، لازم يكون في عنا قدرات
+
+156
+00:10:05,370 --> 00:10:08,510
+وإمكانات إن احنا نستوعب كل هذا التقدم التقني ومش
+
+157
+00:10:08,510 --> 00:10:11,010
+بس بدنا إحنا نضلنا نستوعب التقدم، بدنا نكون إحنا
+
+158
+00:10:11,010 --> 00:10:15,950
+قادةالتقدم، وإن احنا نقدم هذا التقدم للعالم
+
+159
+00:10:15,950 --> 00:10:19,210
+وبالتالي التقدم اللي هو المادي، التقدم التقني،
+
+160
+00:10:19,210 --> 00:10:21,750
+التكنولوجيا، لأ، احنا بنتعامل معاه بصورة واسعة
+
+161
+00:10:21,750 --> 00:10:25,050
+جداً، فيه آلات جديدة، فيه أدوات جديدة للعمليات
+
+162
+00:10:25,050 --> 00:10:27,590
+الجراحية، فيه جراحة بالـLaser، فيه جراحات عبر
+
+163
+00:10:27,590 --> 00:10:30,570
+الحسوب، فيه كذا، كل هذه الأشياء بتتعاملوا معاها،
+
+164
+00:10:30,570 --> 00:10:34,810
+فيه تقنيات للتصوير، للتشخيص، للأدوات المنزلية، كل
+
+165
+00:10:34,810 --> 00:10:38,120
+هذه الأشياء التعامل معاها بكون سهلوبنبعت خبراء
+
+166
+00:10:38,120 --> 00:10:40,120
+وبتعلم مشابهنا إياها الخطورة وين؟ في اللي
+
+167
+00:10:40,120 --> 00:10:44,200
+اتكلمناها بالأول اللي هو التغير الفكري التغيرات
+
+168
+00:10:44,200 --> 00:10:47,020
+الفكرية اللي بتيجي بتدخل وبنلاحظ أنه صار في عيننا
+
+169
+00:10:47,020 --> 00:10:50,340
+نوع من اللي هو الإختلاف الكامل في العادات، في
+
+170
+00:10:50,340 --> 00:10:53,960
+التقاليد، في القيم، القيم اختلفت، كانت أشياء صارت
+
+171
+00:10:53,960 --> 00:10:57,340
+أشياء أخرى، ماكنش في زمان في المجتمعات الإسلامية
+
+172
+00:10:57,340 --> 00:11:02,700
+بيوت للمسنين، حالة صار في بيوت للمسنين، ليش؟
+
+173
+00:11:05,900 --> 00:11:08,860
+بطل فيه بالوالدين، صار إن اللي عنده حد كبير خلاص
+
+174
+00:11:08,860 --> 00:11:12,420
+الله يسهل عليك، روح، خلصت، خلصت اللي عليك، يلا صار
+
+175
+00:11:12,420 --> 00:11:15,040
+فيه إنه القيم اختلفت، تضاربت، ماكنش فيه مثلا
+
+176
+00:11:15,040 --> 00:11:17,400
+مؤسسات زي مبرّات الرحمة و الأشياء هذه، ماكنتش فيه
+
+177
+00:11:17,400 --> 00:11:20,700
+خطيئة و مشاكل بداخل المجتمع، حتي صار فيه أشياء،
+
+178
+00:11:20,700 --> 00:11:24,160
+صارت إنه مثلا ممكن إنها أم إنها ترمي جنيها أو كذا
+
+179
+00:11:24,160 --> 00:11:27,620
+علشان إن هي تسر على نفسها، وبالتالي فيها أشياء هذه
+
+180
+00:11:27,620 --> 00:11:31,460
+كلها أجتنا من غربنا، صاروا يستحدثولها مؤسسات، صارت
+
+181
+00:11:31,460 --> 00:11:36,060
+المؤسسات هذه مش على مؤصارت تزيد، ليش؟ لأن هذه
+
+182
+00:11:36,060 --> 00:11:38,960
+بترعى هوامش في داخل المجتمع، فهذه كلها بتدخل من
+
+183
+00:11:38,960 --> 00:11:42,580
+المتغيرات الثقافية كيف بدنا نواجه من خلال المنهج
+
+184
+00:11:42,580 --> 00:11:46,920
+المتغير الثقافي الفكرة في التنائم العمومية في
+
+185
+00:11:46,920 --> 00:11:50,100
+الثقافية كدين واللغة وطبقين متعادلين دالي دار فرد
+
+186
+00:11:50,100 --> 00:11:55,950
+يدخل المجتمع دولة كبناء معين للتقاط إدماعيأحسنت،
+
+187
+00:11:55,950 --> 00:11:59,350
+يبقى لابد من تدعيم العموميات الثقافية، الدين،
+
+188
+00:11:59,350 --> 00:12:02,590
+اللغة، العادات والتقاليد، الأنماط اللي هي الفكرية
+
+189
+00:12:02,590 --> 00:12:07,110
+السائدة، لابد من تدعيمها وتعزيزهاببدأ الطفل من
+
+190
+00:12:07,110 --> 00:12:09,950
+بداية ما هو يدخل المدرسة بنقوله احترام الكبير
+
+191
+00:12:09,950 --> 00:12:12,570
+واحترام الصغير وانت كيف لازم تتعامل وكيف لازم
+
+192
+00:12:12,570 --> 00:12:15,070
+تتعامل مع جارك، كيف لازم تتعامل مع أخوك، كيف لازم
+
+193
+00:12:15,070 --> 00:12:18,890
+تتعامل مع أمك، ببدأ ياخد قواعد وقيم ومبادئ، باخد
+
+194
+00:12:18,890 --> 00:12:21,750
+قراءات دينية، باخد في اللغة العربية عن الصدق، عن
+
+195
+00:12:21,750 --> 00:12:25,650
+الأمانة، باخد في التعبير، باخد في كذا، في كل
+
+196
+00:12:25,650 --> 00:12:29,130
+المثقات بنلاقي بتدخل هذه الجوانب فهذه بتعمل على
+
+197
+00:12:29,130 --> 00:12:33,170
+تعزيز القيم والمبادئ الأساسية وبترسيها بصورة كبيرة
+
+198
+00:12:33,170 --> 00:12:38,160
+وبيركزوا عليالأولى في هذا الإطار لأنه هناك بيصير
+
+199
+00:12:38,160 --> 00:12:43,060
+عارف إيش هو الصح وإيش هو الخطأ أيضًا تنمية الفرد
+
+200
+00:12:43,060 --> 00:12:46,640
+على التمييز والدراسة لكل ما هو غير مألوف وجديد في
+
+201
+00:12:46,640 --> 00:12:50,320
+طوق المعيار الأساسية للثقافة الممتاز جدا إحنا بنحط
+
+202
+00:12:50,320 --> 00:12:54,260
+المعيار الأساسي للثقافة وبنشوف هذا المتغير الجديد
+
+203
+00:12:54,260 --> 00:12:58,980
+هل بتناسب مع ثقافتنا ولا مابتناسبش مع ثقافتنالو
+
+204
+00:12:58,980 --> 00:13:02,220
+انت سافرتي برا و روحتي قاعدتي مع مجموعة من الناس
+
+205
+00:13:02,220 --> 00:13:05,240
+الخبراء و قاعدين حاطين على الطاولة حاطين خمور و
+
+206
+00:13:05,240 --> 00:13:08,380
+خنزير و كذا و كذا، هل بتقدري تاكلي معاهم؟
+
+207
+00:13:08,380 --> 00:13:11,640
+مابتاكليش، بقولك ليش مابتاكليش، هذا نبيد كذا، هذا
+
+208
+00:13:11,640 --> 00:13:15,400
+كذا، لأ أنا ديني مابقولليش أشرب هذه الأشياء، لو
+
+209
+00:13:15,400 --> 00:13:18,080
+احترمتي دينك، بحترموك، لو مااحترمتيش دينك، بيعرفوا
+
+210
+00:13:18,080 --> 00:13:22,180
+انك انت ممكن اتحرتي، فعلى طول بطلبوك و بقولك هذا و
+
+211
+00:13:22,180 --> 00:13:26,320
+ده واجبة إسلاميةواجبة إسلامية فيها دجاج، فيها وزر،
+
+212
+00:13:26,320 --> 00:13:30,080
+فيها أي حاجة، بس مافيش فيها خنزين، فيه عصير، ببسي،
+
+213
+00:13:30,080 --> 00:13:33,060
+شراب، أي حاجة، ليش؟ لأن هو بعرف أنك أنت في عندك
+
+214
+00:13:33,060 --> 00:13:37,800
+معيار للانتقاء، هذا لو انوجدت أنت في بيئة غربية،
+
+215
+00:13:37,800 --> 00:13:41,180
+لو شاب سافر صغير وراح على دولة غربية، يعني ما
+
+216
+00:13:41,180 --> 00:13:44,860
+بيحميه إلا أن يكون في عنده قيم من الداخل، وازع من
+
+217
+00:13:44,860 --> 00:13:48,440
+الداخللكن لو هذه الأشياء ما كانتش موجودة في
+
+218
+00:13:48,440 --> 00:13:52,020
+انهيار، في انحطات، في القيم فإحنا لازم نمي قدرة
+
+219
+00:13:52,020 --> 00:13:55,020
+اللي هو طلبتنا على التمييز كل حاجة بنخدعها
+
+220
+00:13:55,020 --> 00:13:57,700
+للمعيار، بتوافق معانا بنخدع، بتوافقش معانا،
+
+221
+00:13:57,700 --> 00:14:05,640
+مابنخدوش في هذا الجانب أيضًا،
+
+222
+00:14:05,640 --> 00:14:09,020
+تفضلي مراعاة الملونة للتوانات المنهاج بحيث تكون قد
+
+223
+00:14:09,020 --> 00:14:13,900
+اتطور في ذوق العالمممتاز جدا، المنهج هذا لازم يكون
+
+224
+00:14:13,900 --> 00:14:17,180
+متطور، ماينفعش أظل أدرس أنا عن التليغراف، والآن
+
+225
+00:14:17,180 --> 00:14:20,680
+وسائل الـsocial media إجتاحة العالم، كله المفروض
+
+226
+00:14:20,680 --> 00:14:24,080
+إن المنهج هذا يكون متطور، إيش فيه تطورات
+
+227
+00:14:24,080 --> 00:14:27,680
+تكنولوجية، إيش فيه تطورات فكرية، لازم ندرسها، الآن
+
+228
+00:14:27,680 --> 00:14:31,300
+العالم بعيش ثورات مختلفة، منها سياسية، منها
+
+229
+00:14:31,300 --> 00:14:34,260
+اقتصادية، منها فكرية، منها معلوماتية، لازم منهجنا
+
+230
+00:14:34,260 --> 00:14:37,900
+تكون دائما متطورة في هذا المجال، أيضا
+
+231
+00:14:49,590 --> 00:14:51,810
+ممتازة، يعني يبقى هنا لابد إن احنا إذا كان التغير
+
+232
+00:14:51,810 --> 00:14:55,950
+إيجابي واحنا بنرغب في هذا التغير إنه يحصل لطلابنا،
+
+233
+00:14:55,950 --> 00:14:59,340
+إن احنا نساعدهم على تقبل هذا التغيريعني فيه بده
+
+234
+00:14:59,340 --> 00:15:03,060
+يطلع ياخد دورات متقدمة في مجال معين أو بده إن هو
+
+235
+00:15:03,060 --> 00:15:05,980
+يطور مجاله صعب أنا و أنا مالي، لأ إحنا هنا
+
+236
+00:15:05,980 --> 00:15:09,920
+بنشجعهم، بننمي قدراتهم، بنزيد من إمكاناتهم، كمان
+
+237
+00:15:09,920 --> 00:15:13,000
+لو في أي متغيرات فكرية، كمان بننمي قدرتهم على
+
+238
+00:15:13,000 --> 00:15:16,460
+مواجهتها وكيفية التعامل معها، كمان يعني لما أنت
+
+239
+00:15:16,460 --> 00:15:20,320
+بتشوف أشياء مش بس أنت بدك تدافع عن نفسك، كمان أنت
+
+240
+00:15:20,320 --> 00:15:23,620
+ممكن تكون أنت داعية لهذه الفكرةتقعد مع واحدة
+
+241
+00:15:23,620 --> 00:15:26,260
+مسيحية بدل ما هي أن هي تأثر عليك وتخليك تشلح
+
+242
+00:15:26,260 --> 00:15:30,540
+الحجاب، أنت ممكن تأثر عليها وتخليها تسلم وبالتالي
+
+243
+00:15:30,540 --> 00:15:34,440
+هنا بيكون التأثير كبير جدا في هذا الواقع الثقافي
+
+244
+00:15:34,440 --> 00:15:37,000
+اللي احنا بنعيشه، بنساعدهم على التكيف، على
+
+245
+00:15:37,000 --> 00:15:41,800
+التقالف، على التنييز، بحيث أن هو بيكون شهاد في
+
+246
+00:15:41,800 --> 00:15:46,500
+شخصيته ولكن من عناصر الأساسية لبناء الشخصية
+
+247
+00:15:50,700 --> 00:15:53,520
+تقل الآن للبناء التالت، اللي هو البناء الاجتماعي،
+
+248
+00:15:53,520 --> 00:16:00,600
+للمنهج ما هي وسيلة المجتمع في بناء الأفراد؟ المنهج
+
+249
+00:16:00,600 --> 00:16:12,240
+المنهج، أهي نعم، تفضلي ممتاز
+
+250
+00:16:12,240 --> 00:16:16,080
+جدا، يبقى هو المنهج بالبداية يعني ما هي مواصفات
+
+251
+00:16:16,080 --> 00:16:21,080
+الأفراد التي نريدهابدنا احنا طلاب لسه الطفل طالع
+
+252
+00:16:21,080 --> 00:16:25,340
+من حضن أمه وجايلي على المدرسة أنا هذا الإنسان بدي
+
+253
+00:16:25,340 --> 00:16:28,600
+أحط فيه أفكار بدي أحط عنده قيم بدي أحط عنده عداد
+
+254
+00:16:28,600 --> 00:16:32,060
+بدي أحط عنده أنماط سلوك بدي أحط عنده قدرات عقلية
+
+255
+00:16:32,060 --> 00:16:35,660
+علمية قدرات في التفكير العلمي فأنا اللي بدي أصيغه
+
+256
+00:16:35,660 --> 00:16:40,360
+فالمنهج هو وسيلة الوسيلة الأساسية لبناء الأفراد في
+
+257
+00:16:40,360 --> 00:16:43,620
+داخل المجتمع بدي أطلعهم في طابع في سمات هذا
+
+258
+00:16:43,620 --> 00:16:48,320
+المجتمع إذا بتشوف مثلا المنهج المصريبتلاقيهم من صف
+
+259
+00:16:48,320 --> 00:16:51,760
+أول حتى يخلص اللي هو الثالث الإعدادي و هم بعطوهم
+
+260
+00:16:51,760 --> 00:16:54,760
+عن الفراعنة و عن إزيس و أزوريس و حتشابسوت و مش
+
+261
+00:16:54,760 --> 00:16:57,300
+عارف ايه و باخدوا عنها في العربي و باخدوا عنها في
+
+262
+00:16:57,300 --> 00:16:59,180
+التاريخ و باخدوا عنها في التعريب الإسلامي و باخدوا
+
+263
+00:16:59,180 --> 00:17:02,860
+عنها في كذا ليس لأنه بدهم كل يتهم يسيروا يقدسوا
+
+264
+00:17:02,860 --> 00:17:07,380
+هذه الثقافة الفرعونية و إن أصلهم فراعنة هذه أشياء
+
+265
+00:17:07,380 --> 00:17:11,360
+يعني خبيثة مش سهلة لأنه بدل ما أنت تتنمي في إن هو
+
+266
+00:17:11,360 --> 00:17:15,620
+إنسان مثلا مسلم بالدرجة الأولى و إن الفراعن هدولة
+
+267
+00:17:15,620 --> 00:17:19,100
+كانوا بالأصل كفرةوربنا أغرقهم في البحر كذا، لأ هم
+
+268
+00:17:19,100 --> 00:17:22,380
+بيقولهم لأ انتوا هذه حضارتكم الأساسية ليش؟ لأن هم
+
+269
+00:17:22,380 --> 00:17:26,000
+بتستفيدوا منها على نطاق السياحة بتجلبهم سياحة،
+
+270
+00:17:26,000 --> 00:17:29,340
+قطاع السياحة عندهم بيجيب صورة كبيرة جدا وهم لأنهم
+
+271
+00:17:29,340 --> 00:17:32,420
+بدهم يأصلوا هذا المفهوم فبتلاقي بيركزوا عليه بصورة
+
+272
+00:17:32,420 --> 00:17:35,680
+كبيرة جدا طبعا احنا عشان ما نظلمهم مش برضه بيركزوا
+
+273
+00:17:35,680 --> 00:17:38,660
+على الدين، بيركزوا على اللغة عندهم كوادر، عندهم
+
+274
+00:17:38,660 --> 00:17:42,160
+علماء، عندهم ناس مميزين في هذا الجانب ومنهجهم من
+
+275
+00:17:42,160 --> 00:17:44,660
+أقوى المناهج اللي موجودة في العالم لكن في فكرة
+
+276
+00:17:44,660 --> 00:17:50,330
+أساسيةالدولة .. الدولة السعودية، الدولة السودانية،
+
+277
+00:17:50,330 --> 00:17:53,390
+أي دولة، أمريكا، اليابان كذا، بتلاقيهم بيركزوا على
+
+278
+00:17:53,390 --> 00:17:57,570
+ثقافتهم الخاصة على ما يريدوا أن يكون عليه طابع هذا
+
+279
+00:17:57,570 --> 00:18:02,690
+الإنسان إيش الشئ اللي أنت بتعتذب فيه؟ اي نعم، احنا
+
+280
+00:18:02,690 --> 00:18:10,050
+مثلا كفلسطينيين، بإيش بنعتذب أكتر حاجة؟ بالتراث،
+
+281
+00:18:10,050 --> 00:18:14,520
+احنا أكتر شي بنعتذب أرضنا، بنعتذب حقناكل يدنا من
+
+282
+00:18:14,520 --> 00:18:17,380
+أول ما .. هذا بنقولهم على طول إن هذه أرض فلسطين
+
+283
+00:18:17,380 --> 00:18:21,600
+أرض حق إلنا، كذا، كذا، ليش؟ بنزرعها في كل إنسان إن
+
+284
+00:18:21,600 --> 00:18:24,600
+هذه أرض فلسطين، هذه أرضك، هذا حقك لإن إحنا نشأنا
+
+285
+00:18:24,600 --> 00:18:28,420
+على مشكلة قبل ذلك ماكنتش هذه الصورة، كانت الصورة
+
+286
+00:18:28,420 --> 00:18:31,800
+مختلفة، لكن لما أصبح في مشكلة موجودة أصبحت تنشي
+
+287
+00:18:31,800 --> 00:18:36,380
+على أساس اللي هو تثبيت هذا الحق وتثبيت اللي هو
+
+288
+00:18:36,380 --> 00:18:39,240
+الانتماء وهذه الأشياء طبعا فيه اهتمام في الدين وفي
+
+289
+00:18:39,240 --> 00:18:42,060
+العقيدة وكذا، لكن في فكرة أساسية بتجمعنا كلنا
+
+290
+00:18:43,030 --> 00:18:47,370
+تختلفش عليها أي فصيل من الفصائل إنه إحنا كل أيتنا
+
+291
+00:18:47,370 --> 00:18:51,610
+موجودين من أجل اللي هو استرجاع حقوقنا وإن أحنا هذا
+
+292
+00:18:51,610 --> 00:18:55,090
+حقنا وما بنستغنيش عن هذا الحق يبقى هنا المنهج هو
+
+293
+00:18:55,090 --> 00:18:58,310
+الوسيلة لإعداد الأفراد تنشئتهم داخل المجتمع
+
+294
+00:18:58,310 --> 00:19:04,710
+التفاعل مع متغيرات الحاضر والتكيف الماضي
+
+295
+00:19:04,710 --> 00:19:07,870
+والتفاعل مع المتغيرات الحاضر والتكيف واستشراف
+
+296
+00:19:07,870 --> 00:19:11,070
+المستقبل يبقى عندي هنا بيشتغل هو على أكم حلقة على
+
+297
+00:19:11,070 --> 00:19:17,070
+تلتحلقات الماضي الماضي منه امتداد للحاضر والحاضر
+
+298
+00:19:17,070 --> 00:19:25,890
+هو امتداد للمستقبل هنا الماضي وهنا الحاضر مافيش
+
+299
+00:19:25,890 --> 00:19:30,810
+مجتمع مالوش ماضي الماضي هذه لازم نستفيد منه علشان
+
+300
+00:19:30,810 --> 00:19:34,550
+نقدر نعيش الحاضر والحاضر لازم يساعدنا علشان نقدر
+
+301
+00:19:34,550 --> 00:19:38,690
+نعيش المستقبل لازم من اليوم الطالب اللي انا دخل
+
+302
+00:19:38,690 --> 00:19:42,630
+عندى المدرسة اليومهو هيعيش في المستقبل مش هيعيش
+
+303
+00:19:42,630 --> 00:19:46,290
+الآن يبقى القدرات اللي لازم يكتسبها قدرات تناسبه
+
+304
+00:19:46,290 --> 00:19:49,710
+للعيش في المستقبل يبقى القدرات اللي احنا موجودين
+
+305
+00:19:49,710 --> 00:19:53,490
+فيها يعني مختلفة الآن بنلاقي ان الطلبة في المدارس
+
+306
+00:19:53,490 --> 00:19:55,430
+صار في قدراتهم في التكنولوجيا أعلى من قدرات
+
+307
+00:19:55,430 --> 00:19:59,650
+مدرسيهم ليش؟ لأنه الآن معطيات الحاضر بتاعتهم تختلف
+
+308
+00:19:59,650 --> 00:20:02,910
+عن معطيات الحاضر اللي عاشوا هم عاشوا كانوا في
+
+309
+00:20:02,910 --> 00:20:05,710
+الماضي فلقيت عايشين في الحاضر الآن معطيات الحاضر
+
+310
+00:20:05,710 --> 00:20:09,910
+مختلفة احنا بنجهزهم للمستقبليبقى لازم نشوف إن احنا
+
+311
+00:20:09,910 --> 00:20:13,270
+كيف بدنا نواجه هذا الشيء قبل ذلك و احنا نقول كيف
+
+312
+00:20:13,270 --> 00:20:17,970
+ممكن أن نواجه المستقبل حاجة لازم نعرفها كلنا،
+
+313
+00:20:17,970 --> 00:20:23,710
+نواجه المستقبل بالإبداع لن نستطيع مواجهة المستقبل
+
+314
+00:20:23,710 --> 00:20:27,010
+إلا بالإبداع، التفكير والإبداع، لازم نكون مبدعين
+
+315
+00:20:27,010 --> 00:20:29,890
+وإلا راح نضلنا في ذيل القائمة
+
+316
+00:20:34,560 --> 00:20:37,280
+طبعًا الاستعداد والمشاركة الإيجابية في حل المشكلات
+
+317
+00:20:37,280 --> 00:20:40,940
+المجتمعية التقدم والتغير المستمر في العالم كل هذا
+
+318
+00:20:40,940 --> 00:20:44,540
+الشيء بيتطلب منه عملية بناء وتحليل لطبيعة المجتمع
+
+319
+00:20:44,540 --> 00:20:48,120
+تحديد أهدافه حاجاته مشكلته مطالبه في الحاضر
+
+320
+00:20:48,120 --> 00:20:51,880
+والمستقبل بنحدد مطالبات وحاجات البيئة المحلية بيتم
+
+321
+00:20:51,880 --> 00:20:54,820
+في الاستفادة من هذا التحليل في بناء أهداف المنهج
+
+322
+00:20:54,820 --> 00:21:00,800
+واختيار المحتوى وتنظيمه والخبرات التعليمية بناء
+
+323
+00:21:00,800 --> 00:21:04,840
+على ذلك في عندي مجموعة من المبادئعشان احنا نطلع
+
+324
+00:21:04,840 --> 00:21:06,660
+هذه الصورة المبدأ الأول
+
+325
+00:21:13,890 --> 00:21:16,710
+ممتاز جدا وحاجاته ومشكلته وثقافته المميزة له عن
+
+326
+00:21:16,710 --> 00:21:19,550
+المجتمعات الأخرى يبقى لازم يكون بين أهداف المنهج
+
+327
+00:21:19,550 --> 00:21:23,370
+والمشكلات اللي بدرسها ارتباط كامل مع طبيعة هذا
+
+328
+00:21:23,370 --> 00:21:27,930
+المجتمع يبقى هنا بنقول أساس اجتماعي مايكونش فيه
+
+329
+00:21:27,930 --> 00:21:31,070
+فصل احنا مانتكلمش عن عادات وتقاليد مش موجودة في
+
+330
+00:21:31,070 --> 00:21:34,450
+مجتمعنا لأ أنا بطلع من البيئة نفسها من كيف الناس
+
+331
+00:21:34,450 --> 00:21:37,350
+بتفكر حتى لو في عندي ناس بيروح إلى العرفين بيروح
+
+332
+00:21:37,350 --> 00:21:41,040
+إلى المشاوذين برضه بدي أنقش فيه داخلالمنهاج عشان
+
+333
+00:21:41,040 --> 00:21:43,700
+أنا فيها دي ظاهرة بدي أنفيها فبدي أعلم الناس إن
+
+334
+00:21:43,700 --> 00:21:49,260
+هذا الشيء خطأ فأنا لازم أطلع من واقع هذا المجتمع
+
+335
+00:21:49,260 --> 00:21:54,160
+أيضًا أن يساعد المنهاج في تحقيق أهداف المجتمع من
+
+336
+00:21:54,160 --> 00:21:57,060
+خلال مؤسسات تبويات الشمعية والاقتصادية والسياسية
+
+337
+00:21:57,060 --> 00:21:59,960
+ممتاز جدا، كل مؤسسات المجتمع لابد إنها تشارك
+
+338
+00:21:59,960 --> 00:22:03,020
+النظام الاقتصادي اللي موجود عندنا لازم يكون هو
+
+339
+00:22:03,020 --> 00:22:05,240
+موجود في المناهج، إحنا عندنا مشكلة في هذا الجانب
+
+340
+00:22:05,900 --> 00:22:08,380
+مشكلة كبيرة جدا، يعني بتبدأ من اللي هي المراحل
+
+341
+00:22:08,380 --> 00:22:11,740
+الأولى، إيش العملة اللي إحنا بنتعامل معاها؟
+
+342
+00:22:11,740 --> 00:22:16,860
+الشاكل، وجود الشاكل في المناهج يعتبر اعتراف كامل
+
+343
+00:22:16,860 --> 00:22:20,040
+إن احنا .. إن إسرائيل هي الدولة الرسمية، وبالتالي
+
+344
+00:22:20,040 --> 00:22:22,340
+بيقولك لأ بديش الشاكل، طب حط الدنار، طب حط .. طيب
+
+345
+00:22:22,340 --> 00:22:25,520
+إيه الطفل بتعامل بالدنار؟ طب إحنا زمان كنا ندرس
+
+346
+00:22:25,520 --> 00:22:27,420
+على الجنيه المصري، طب هل إحنا بنستخدم الجنيه
+
+347
+00:22:27,420 --> 00:22:31,320
+المصري؟ طب أنا مابعرفش إيش مكونات الجنيه، مثلا؟
+
+348
+00:22:32,180 --> 00:22:34,680
+لازم يكون لنا عملة، لحتى الآن مش قادرين، بقولك
+
+349
+00:22:34,680 --> 00:22:37,940
+احنا مش قادرين نغير، فبتلاقي مرات لما بتكملوا على
+
+350
+00:22:37,940 --> 00:22:41,720
+العملات مثلا أو على نظام البيع أو على كذا، بروحوا
+
+351
+00:22:41,720 --> 00:22:44,840
+متكلمين في الدنار، يعني في .. اعتمدوها انه هي
+
+352
+00:22:44,840 --> 00:22:47,660
+الدنار، لكن الطفل مابيعرفش اش مكونات الدنار، ولا
+
+353
+00:22:47,660 --> 00:22:50,780
+بروح بشتري ولا ببيع ولا بجيب في الدنار، ليش؟ لأنه
+
+354
+00:22:50,780 --> 00:22:54,190
+احنا عندنا مشكلة في النظام الاقتصاديمافيش عندنا
+
+355
+00:22:54,190 --> 00:22:57,170
+اقتصاد معتمد على ذاتنا مافيش عندنا أصلا عملة مافيش
+
+356
+00:22:57,170 --> 00:23:00,470
+عندنا نظام نقدي واضح في هذا الجانب لكن الدول اللي
+
+357
+00:23:00,470 --> 00:23:03,250
+لها نظام نقدي واضح لازم يكون هذا الشئ مؤسس موجود
+
+358
+00:23:03,250 --> 00:23:06,030
+عندهم في المشاركات الاقتصادية السياسية النظام
+
+359
+00:23:06,030 --> 00:23:09,070
+السياسي الموجود السلطة التشريعية والتنفيذية
+
+360
+00:23:09,070 --> 00:23:11,930
+والأشياء هذه لازم الطالب يدرسها الجوانب الثقافية
+
+361
+00:23:11,930 --> 00:23:15,890
+مؤسسات المجتمع رعاية الطفولة والأمومة والطموح
+
+362
+00:23:15,890 --> 00:23:19,570
+والإبداع وكل هذه لازم تشارك في وضع أهداف لها في
+
+363
+00:23:19,570 --> 00:23:23,420
+داخلالمنهج لازم نهتم بكل الأشياء هذه وانها تكون
+
+364
+00:23:23,420 --> 00:23:28,180
+موجودة في داخل مناهجنا بصورة كبيرة هذه المدرسة هي
+
+365
+00:23:28,180 --> 00:23:30,520
+المؤسسة الوحيدة المسؤولة عن عملية التربية جميع
+
+366
+00:23:30,520 --> 00:23:35,290
+المؤسسات تشارك بصورة غيرمقصودة لذلك لابد من
+
+367
+00:23:35,290 --> 00:23:38,450
+مشاركتها في عملية التربية والبناء للفرد المدرسة هي
+
+368
+00:23:38,450 --> 00:23:42,710
+اللي بتدرس بس بناخد الأفكار الأساسية الموجودة صار
+
+369
+00:23:42,710 --> 00:23:45,090
+فيه تغيير في نظام النقد بندرج في المناهج صار فيه
+
+370
+00:23:45,090 --> 00:23:47,310
+تغيير في نظام السياسة بندرج في المناهج صار فيه
+
+371
+00:23:47,310 --> 00:23:50,290
+تغيير في النظام الاجتماعي بندرج في المناهج عشان ما
+
+372
+00:23:50,290 --> 00:23:53,530
+نكونش احنا بنغرد خارج السرب بنعلمه شيء و الواقع
+
+373
+00:23:53,530 --> 00:23:58,550
+شيء آخر أيوة
+
+374
+00:23:58,550 --> 00:24:00,450
+فضل
+
+375
+00:24:02,570 --> 00:24:05,790
+المجتمع من معارف وكتبات ومهارات الحاضر والمستقبل
+
+376
+00:24:05,790 --> 00:24:09,570
+فليس في كل الثقافات تحتاج إلى أنواع من الكفاءة
+
+377
+00:24:09,570 --> 00:24:13,170
+والمهارة نفسها أحسن يبقى هنا المنهج لابد إنه يراعي
+
+378
+00:24:13,170 --> 00:24:16,850
+ما يحتاجه المجتمع من معارف وكفاءات ومهارات للحاضر
+
+379
+00:24:16,850 --> 00:24:20,730
+والمستقبل هلقيت احنا اهم شيء ان احنا نهتم بالحاضر
+
+380
+00:24:20,730 --> 00:24:23,450
+احنا بناخد من الماضي ما يفيدنا في بناء الحاضر نهتم
+
+381
+00:24:23,450 --> 00:24:27,930
+بالحاضر عشان نقدر نبنيالمستقبل بطريقة سليمة
+
+382
+00:24:27,930 --> 00:24:30,490
+المحتاج ليس في كل الثقافات في حاجة إلى أنواع من
+
+383
+00:24:30,490 --> 00:24:33,690
+المعرفة نفسها والكفاءة والمهارة تبت ذلك بأطوار
+
+384
+00:24:33,690 --> 00:24:37,130
+النمو المجتمعي يعني مثلا إذا كان في مجتمع متقدم
+
+385
+00:24:37,130 --> 00:24:40,430
+صناعي أو هو مجتمع ما زال في أطوار التقدم بيختلف
+
+386
+00:24:40,430 --> 00:24:43,430
+المجتمعات الحضارية غير عن المجتمعات النامية
+
+387
+00:24:43,430 --> 00:24:47,290
+المجتمعات الزراعية غير عن المجتمعات الصناعية يعني
+
+388
+00:24:47,290 --> 00:24:50,990
+مثلا إحنا مجتمع مثلا فيه عندنا زراعة فبستخدمه مثلا
+
+389
+00:24:50,990 --> 00:24:55,340
+الهرمولات الزراعية بعد معرفة بعد فهملو في توضيح في
+
+390
+00:24:55,340 --> 00:24:58,060
+المناهج لهذه الهرمونات و تأثيراتها على جسم
+
+391
+00:24:58,060 --> 00:25:01,160
+الإنسان، كان الطالب اللي بدخل المدرسة بيعرف إن هو
+
+392
+00:25:01,160 --> 00:25:05,180
+هذه الأشياء مضرة، أنا مابستناش علشان يصير عندي
+
+393
+00:25:05,180 --> 00:25:08,660
+أعلى انتشار لنسبة السرطان في العالم علشان أعرف إنه
+
+394
+00:25:08,660 --> 00:25:11,480
+النباتات تبعتنا كلها إيها، اللي المفروض إنها بتنظف
+
+395
+00:25:11,480 --> 00:25:15,390
+الجسم من السموم هي اللي بتحطالسموم في داخل الجسم
+
+396
+00:25:15,390 --> 00:25:18,490
+المفروض إن احنا بنختار من الأشياء ما يتناسب مع
+
+397
+00:25:18,490 --> 00:25:22,030
+طبيعة المجتمع كل مجتمع بيحتاج أنماط من المعرفة على
+
+398
+00:25:22,030 --> 00:25:27,710
+حسب طبيعة تقرر إنه المجتمع اللي هو موجود فيه أيضًا
+
+399
+00:25:27,710 --> 00:25:35,070
+أن يولد بالمنهج حاجات المجتمع في البيئة نفسها يعني
+
+400
+00:25:35,070 --> 00:25:39,050
+مثلًا في عندي بيئة زراعية بيخصصلهم إشي في المنهج
+
+401
+00:25:39,050 --> 00:25:43,920
+البيئة الصناعية بيخصصلهم إشي على أساسممتاز جدا،
+
+402
+00:25:43,920 --> 00:25:46,460
+يبقى هنا بنحتاج .. بنهتم جدا في طبيعة البيئة هي
+
+403
+00:25:46,460 --> 00:25:49,280
+مرتبطة بالنقطة اللي قبلها حيث أنه بيئة زراعية
+
+404
+00:25:49,280 --> 00:25:52,140
+صناعية ساحلية على المجتمع خدمة البيئة المحلية حل
+
+405
+00:25:52,140 --> 00:25:55,460
+مشكلتها بحيث بتضمن كافة المعلومات والخبرات اللي
+
+406
+00:25:55,460 --> 00:26:00,340
+بتأهل الفرد لخدمة بيئته الآن
+
+407
+00:26:00,340 --> 00:26:04,480
+في وظائف للمنهجفي إطار اللي هو العملية الاجتماعية
+
+408
+00:26:04,480 --> 00:26:07,220
+هذه اللي احنا عشان نكون بالماضي والحاضر والمستقبل
+
+409
+00:26:07,220 --> 00:26:11,780
+أكبر إشكالية بتعارض بتواجه مصممي المناهج إيش
+
+410
+00:26:11,780 --> 00:26:15,560
+المعلومات اللي بده أنقلها للطالب يعني لو بده أخد
+
+411
+00:26:15,560 --> 00:26:19,820
+أنا تطور علم معين تطور علم الكيميا من بداية حياة
+
+412
+00:26:19,820 --> 00:26:23,460
+الإنسان حتى الآن هل واجب للطالب إنه يدرس كل التطور
+
+413
+00:26:23,460 --> 00:26:26,960
+اللي حصل في علم الكيميا؟ إيش اللي بده أخده من علم
+
+414
+00:26:26,960 --> 00:26:29,120
+الكيميا عشان أعطيله الطالب في المدرسة؟
+
+415
+00:26:35,330 --> 00:26:39,950
+الأساسيات القواعد الرسمية، المفاهيم الأساسية، إيش
+
+416
+00:26:39,950 --> 00:26:44,310
+كمان؟ الأشياء اللي
+
+417
+00:26:44,310 --> 00:26:49,930
+تم اكتشافها ولا على الحاضر اللي إحنا بنعيشه؟ أه
+
+418
+00:26:49,930 --> 00:26:53,450
+هنا دي أكبر إشكالية، قولي هل أنا بدأ أمشي مع
+
+419
+00:26:53,450 --> 00:26:57,400
+المادة في تتبع تاريخي منطقي؟و أورجيهم كيف بدأ اللي
+
+420
+00:26:57,400 --> 00:26:59,820
+هو علم الكيميا أو علم الفيزيا أو الرياضيات أو
+
+421
+00:26:59,820 --> 00:27:02,720
+اللغة أو كذا و كذا و أبدأ أعلمهم أو أن أنا بدي
+
+422
+00:27:02,720 --> 00:27:05,760
+أركز على الأشياء اللي موجودة بالحاضر أو بدي أركز
+
+423
+00:27:05,760 --> 00:27:08,560
+على ما هو مطلوب للمستقبل كيف بدي أتعامل أنا مع هذه
+
+424
+00:27:08,560 --> 00:27:14,200
+المادة فهذه إشكالية ليست سهلةتشوف الآن بقول إن هنا
+
+425
+00:27:14,200 --> 00:27:17,600
+دي المشكلة يعني بواجهها مصممي المناهج في نقل
+
+426
+00:27:17,600 --> 00:27:21,180
+التراث في خدمة تطور العلم والتكنولوجيا والمعلومات
+
+427
+00:27:21,180 --> 00:27:24,220
+المتسارعة عملية نقل التراث بكاملة تؤدي إلى تكدس
+
+428
+00:27:24,220 --> 00:27:27,280
+المعلومات والمعارف التي لا تتسق مع التغيرات
+
+429
+00:27:27,280 --> 00:27:31,400
+الاجتماعية، طبعا هنا إحنا بنركزالحل هذه المشكلة
+
+430
+00:27:31,400 --> 00:27:35,060
+تركيز على التماسك بالمعتقدات الدينية والقيم
+
+431
+00:27:35,060 --> 00:27:39,360
+الإجتماعية هذا أكيد ومافيش اختلاف عليه الآن مناقشة
+
+432
+00:27:39,360 --> 00:27:41,980
+التيارة الفكرية في دوق المعتقدات الدينية والقيامية
+
+433
+00:27:41,980 --> 00:27:45,500
+والاجتماعية بدرسش حاجة في أي علم تتناقض معه اللي
+
+434
+00:27:45,500 --> 00:27:50,840
+هي فلسفتي وتاريخي هنا بنركز طبعا على المعلومات
+
+435
+00:27:50,840 --> 00:27:54,420
+والخبرات اللي بتساعد على التكيف النفسي والاجتماعي
+
+436
+00:27:54,420 --> 00:27:57,420
+إيش الأشياء اللي أنا محتاجها الآن من علم الكيميا؟
+
+437
+00:27:58,470 --> 00:28:01,410
+إيش اللي أنا محتاج أفهمه في هذا العالم اللي أنا
+
+438
+00:28:01,410 --> 00:28:03,930
+بعيش فيه من علم الكيميا؟ يبقى أحنا بنركز على
+
+439
+00:28:03,930 --> 00:28:08,550
+المفاهيم الأساسية اللي بتساعدنا على التكيف النفسي
+
+440
+00:28:08,550 --> 00:28:11,550
+إن أنا أفهم العالم المحيط فيه مش مهم أنا أاخد كل
+
+441
+00:28:11,550 --> 00:28:14,790
+أنواع الكيميا أنا باخد من الكيميا بس ما يفيدني في
+
+442
+00:28:14,790 --> 00:28:18,510
+حياتي العادية وبالتالي هنا بتصير عملية تنقية كبيرة
+
+443
+00:28:18,510 --> 00:28:22,030
+جدا أيضا تنقية التراث من الشواقب والأخطاء السابق
+
+444
+00:28:22,030 --> 00:28:25,390
+حتى لا يتم توارثها بصورة غير صحية كل الأشياء اللي
+
+445
+00:28:25,390 --> 00:28:33,900
+ثبت خطأها بنستبعدهابنركز على معلومات حديثة
+
+446
+00:28:33,900 --> 00:28:46,660
+صحيحة قابلة للتطبيق العلمي والحياني هذه معلومات
+
+447
+00:28:46,660 --> 00:28:49,960
+بنركز عليها في أي علم معلومات حديثة مش قديمة
+
+448
+00:28:49,960 --> 00:28:54,000
+معلومات صحيحة مافيش فيها خطأ معلومات قابلة للتطبيق
+
+449
+00:28:54,000 --> 00:28:57,410
+نقدر نستفيد منهافي حياتنا وبالتالي هنا إحنا لما
+
+450
+00:28:57,410 --> 00:29:00,590
+بنتكلم في هذا الجانب إحنا بنقول لابد إن يكون في
+
+451
+00:29:00,590 --> 00:29:02,610
+عندي تركيز على المعلومات والخبرات اللي ساعدنا على
+
+452
+00:29:02,610 --> 00:29:06,170
+التكييف بنقّي اتراف من الشواقب بنواكب التقدم
+
+453
+00:29:06,170 --> 00:29:09,410
+العلمي والتقني وبنشجع البحث العلمي في كافة
+
+454
+00:29:09,410 --> 00:29:12,430
+المجالات كل ما كان فيه جديد بنواكب ما هو جديد
+
+455
+00:29:12,430 --> 00:29:15,230
+وبنطور مناهجنا في هذا الإطار هيك بنحل إشكالية
+
+456
+00:29:15,230 --> 00:29:19,620
+الماضي و الحاضروالمستقبل باخد من العلم ما يفيدني
+
+457
+00:29:19,620 --> 00:29:23,000
+ماباخدش من العلم اللي أنا مستفيدش منه بس هذا العلم
+
+458
+00:29:23,000 --> 00:29:26,660
+لازم يكون حديث وصحيح وقابل للتطبيق العلمي و الحياة
+
+459
+00:29:26,660 --> 00:29:31,180
+في أي سؤال درجة ان شاء الله بنكمل ضبط التغيرات
+
+460
+00:29:31,180 --> 00:29:33,960
+الاجتماعية و بنبدأ في الإطار النفسي ان شاء الله
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0.srt
new file mode 100644
index 0000000000000000000000000000000000000000..34dbf2de42bb1abbb1f042c84be8fcb47ce2e35b
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0.srt
@@ -0,0 +1,1960 @@
+1
+00:00:21,920 --> 00:00:27,040
+السلام عليكم، طبعًا أُرحّب بكم اليوم في هذه المحاضرة الأولى
+
+2
+00:00:27,040 --> 00:00:32,410
+أول محاضرة بالنسبة لمساق أساسيات المناهج. عرض المساق زي
+
+3
+00:00:32,410 --> 00:00:35,410
+ما أنتم شايفين بين أيديكم، اللي هو خطة المنهاج
+
+4
+00:00:35,410 --> 00:00:38,670
+بتوضح ايش الأشياء اللي احنا هناخذها طول الفصل
+
+5
+00:00:38,670 --> 00:00:43,550
+طبعًا طول الفصل هيكون فيه عندنا اللي هي دراسة لمجموعة
+
+6
+00:00:43,550 --> 00:00:46,770
+من المفاهيم الأساسية والمبادئ في علم المناهج اللي
+
+7
+00:00:46,770 --> 00:00:50,290
+إن شاء الله هتستفيدوا منها عند ممارسة مهنة التدريس.
+
+8
+00:00:50,290 --> 00:00:54,880
+بالنسبة لمتطلبات المساق واضحة عندك في الخطة، هيكون
+
+9
+00:00:54,880 --> 00:00:58,380
+فيه عندك اختبار نصف فصل، وهيكون فيه عندك أيضًا اللي
+
+10
+00:00:58,380 --> 00:01:01,840
+هو نشاط على الـ model، وحوله عشر درجات بالإضافة
+
+11
+00:01:01,840 --> 00:01:06,880
+للامتحان النهائي، عندك ستين درجة. كتاب المساق زي ما
+
+12
+00:01:06,880 --> 00:01:11,500
+هو موجود عندك، اللي هو كتاب المنهاج المدرسي. طبعًا هذا
+
+13
+00:01:11,500 --> 00:01:14,600
+الكتاب من تأليف الأستاذ الدكتور عزوزنا، والأستاذ
+
+14
+00:01:14,600 --> 00:01:18,220
+الدكتور الفاتحي اللولو. طبعًا المفروض أنه أنت بتحصل
+
+15
+00:01:18,220 --> 00:01:22,220
+على الكتاب، المحاضرات إن شاء الله هتكون موجودة
+
+16
+00:01:22,220 --> 00:01:26,790
+عندك، كلها نازلة على الصفحة بتاعتك. كلها نازلة على الـ
+
+17
+00:01:26,790 --> 00:01:30,230
+website. كلها نازلة PowerPoint، ممكن أنت تنزليها
+
+18
+00:01:30,230 --> 00:01:33,950
+عندك، تاخديها إذا بتحبي تقرأ قراءة إلكترونية. إنك
+
+19
+00:01:33,950 --> 00:01:36,850
+تاخدي الكتاب، تشتري الكتاب، هذا شيء مهم لإن هو بيُثري
+
+20
+00:01:36,850 --> 00:01:40,450
+عندك كثير من المعارف، لأن في محاضرات ما فيهاش كل
+
+21
+00:01:41,500 --> 00:01:44,800
+المعلومات، يعني فيها خطوط أساسية بالنسبة للمادة.
+
+22
+00:01:44,800 --> 00:01:49,540
+حضورك للمادة طبعًا مهم جدًا، وللشرح، والمشاركة هذا
+
+23
+00:01:49,540 --> 00:01:53,200
+شيء مهم لأنه بيوضح عندك كثير من المفاهيم اللي أنتِ
+
+24
+00:01:53,200 --> 00:01:56,800
+يعني كنتِ طالبة ما بتدركيها، الآن أنتِ كمعلمة
+
+25
+00:01:56,800 --> 00:02:01,060
+المفروض أنك تتحكمي، وتتأكدي، وتتمكني من هذه
+
+26
+00:02:01,060 --> 00:02:07,140
+المفاهيم. هنبدأ اليوم إن شاء الله بمفهوم المنهج، ما
+
+27
+00:02:07,140 --> 00:02:12,370
+هو المنهج؟ طبعًا أهم شيء يهمه المدرس في داخل الميدان
+
+28
+00:02:12,370 --> 00:02:16,470
+التعليمي أن يتعامل مع الطلاب، بده يتعامل مع الطلاب،
+
+29
+00:02:16,470 --> 00:02:21,070
+بده ينمي قدراتهم، مفاهيمهم، قيمهم، كل هذه الأشياء
+
+30
+00:02:21,070 --> 00:02:24,970
+لا يمكن أن تتم إلا من خلال المنهج. تطورت النظرة
+
+31
+00:02:24,970 --> 00:02:29,530
+للمنهج بين الحديث والقديم، وبالتالي صار في اختلاف
+
+32
+00:02:29,530 --> 00:02:33,550
+كبير في المنهج، واحنا بنلمسه في حياتنا البسيطة لما
+
+33
+00:02:33,550 --> 00:02:37,790
+احنا بنقول: كيف زمان كانوا بيدرسوا؟ كيف الآن؟ أصبحت
+
+34
+00:02:37,790 --> 00:02:41,110
+عملية التدريس، كيف أصبح التعامل مع المنهج، كيف
+
+35
+00:02:41,110 --> 00:02:44,290
+أصبح التعامل مع عمليات التقييم، كل هذه الأشياء
+
+36
+00:02:44,290 --> 00:02:48,670
+بنلمس فيها تغير واضح. الآن بدنا نشوف أول حاجة، في
+
+37
+00:02:48,670 --> 00:02:52,930
+عندي تلاتة مفاهيم أساسية، في عندي الكتاب وعندي
+
+38
+00:02:52,930 --> 00:02:58,610
+المقرر وعندي المنهج.
+
+39
+00:02:58,610 --> 00:03:01,310
+ما المقصود بهذه المفاهيم؟ من عندكِ
+
+40
+00:03:04,510 --> 00:03:08,030
+ما هو الكتاب؟ هل هناك فرق بين الكتاب والمقرر و
+
+41
+00:03:08,030 --> 00:03:15,370
+المنهج؟ تفضلي. يوجد فرق، إن الكتاب اللي هو من
+
+42
+00:03:15,370 --> 00:03:19,870
+الجلد إلى الجلد، كل ما بين دفتي الكتاب. أما
+
+43
+00:03:19,870 --> 00:03:22,770
+المنهج هيكون فيه أنشطة خارجية، ممكن يكون مثلًا
+
+44
+00:03:22,770 --> 00:03:26,170
+رحلة، نشاط، أي نشاط يكون فيه الطلاب، له علاقة
+
+45
+00:03:26,170 --> 00:03:32,060
+بالمحتوى نفسه اللي داخل الكتاب. المقرر هو الجزء اللي
+
+46
+00:03:32,060 --> 00:03:38,080
+المفروض المدرس يدرسه للطلاب من المادة. أحسنتِ، كلامكِ
+
+47
+00:03:38,080 --> 00:03:41,140
+قريب يعني من الصحة. يعني احنا لو بدأنا في الكتاب
+
+48
+00:03:41,140 --> 00:03:43,640
+كما بدأتِ، اسميه الـ course، هي المادة العلمية
+
+49
+00:03:43,640 --> 00:03:48,860
+المكتوبة والمطبوعة، وتحتوي على محتوى علمي وعلى أهداف
+
+50
+00:03:48,860 --> 00:03:54,680
+وعلى أسئلة وأنشطة، وتقدم للطالب بصورة طبعًا مطبوعة
+
+51
+00:03:54,680 --> 00:04:00,940
+ومكتوبة بحيث إنها بتحتوي كافة متطلبات مقرر معين أو
+
+52
+00:04:00,940 --> 00:04:05,940
+مساق معين. المقرر يعني احنا بنقدر نقول إن ممكن
+
+53
+00:04:05,940 --> 00:04:08,440
+المقرر في هذا العام يختلف عن المقرر في العام
+
+54
+00:04:08,440 --> 00:04:14,570
+الماضي. ما تم إقراره من قبل الجهة المؤسسة للتدريس في
+
+55
+00:04:14,570 --> 00:04:20,610
+عام معين في مساق معين، يعتبر مقرر من المادة العلمية
+
+56
+00:04:20,610 --> 00:04:24,350
+المكتوبة، المطبوعة، والمقدمة بالنسبة للطالب، يعني هي
+
+57
+00:04:24,350 --> 00:04:28,870
+كتاب بين إيدينا، خمس وحدات، ممكن في سنة ندرس الخمس
+
+58
+00:04:28,870 --> 00:04:33,930
+وحدات، في سنة ثانية مثلًا، أيام الحرب، حدثت وحدة، فصار
+
+59
+00:04:33,930 --> 00:04:38,510
+المقرر أربع وحدات، وبالتالي المقرر هو ما تم إقراره
+
+60
+00:04:38,510 --> 00:04:43,470
+من ناحية المؤسسة التعليمية لتدريسه في مساق معين في
+
+61
+00:04:43,470 --> 00:04:47,390
+عام معين، لأنه ممكن يختلف المقرر من عام إلى عام.
+
+62
+00:04:47,390 --> 00:04:50,610
+وطبعًا هذا بيكون من ضمن المادة المكتوبة والمطبوعة
+
+63
+00:04:50,610 --> 00:04:54,270
+المقدمة للطالب، اللي هي من الكتاب المدرسي اللي يقدم
+
+64
+00:04:54,270 --> 00:04:58,530
+للطالب. يبقى الآن الكتاب اللي هي المادة العلمية
+
+65
+00:04:58,530 --> 00:05:02,950
+المكتوبة، ليس منهج، والمقرر ليس منهج، فما هو المنهج؟
+
+66
+00:05:09,280 --> 00:05:13,600
+تفضلي؟  الأنشطة والإجراءات، ويقوم بها المعلم
+
+67
+00:05:13,600 --> 00:05:17,720
+حتى يوصل الطلاب لهدف التعليم.. يوصل للهدف الذي
+
+68
+00:05:17,720 --> 00:05:20,860
+يريده الطلاب من التعليم، سواء كانت كتابة في
+
+69
+00:05:20,860 --> 00:05:24,320
+المدرسة أو.. و.. وسفرات مدرسية أخرى، أو مواد
+
+70
+00:05:24,320 --> 00:05:28,800
+إثرائية، أو الأنشطة التي يقوم بها الطلاب. ممتاز.
+
+71
+00:05:28,800 --> 00:05:31,240
+يبقى هنا لما نقول إن هو مجموعة من الخبرات
+
+72
+00:05:31,240 --> 00:05:34,480
+التربوية، مجموعة من الأنشطة، يعني احنا بدنا نفهم
+
+73
+00:05:34,480 --> 00:05:37,200
+ما هي الأنشطة، وما هي الخبرات؟ بدنا نجي أول حاجة
+
+74
+00:05:37,200 --> 00:05:41,460
+للمفهوم اللغوي لِكلمة المنهاج، المنهاج كما ورد في
+
+75
+00:05:41,460 --> 00:05:49,300
+القرآن الكريم: "وَلِكُلِّ جَعَلْنَا مِنْكُمْ شَرِيعَةً وَمِنْهَاجًا"، ما
+
+76
+00:05:49,300 --> 00:05:53,560
+المقصود في القرآن بالمنهاج؟ تفضلي.
+
+77
+00:05:55,050 --> 00:05:58,270
+الطريق الواضح، الطريق البيّن، اللي احنا بنشوفه لما
+
+78
+00:05:58,270 --> 00:06:02,150
+احنا بنقول إن كلّ.. ولكلّ.. لكل أمة لها شرعة ولها
+
+79
+00:06:02,150 --> 00:06:07,030
+منهاج، لها طريق بيّن واضح. في هذا الإطار، وبالتالي
+
+80
+00:06:07,030 --> 00:06:10,390
+احنا حتى نصل إلى غاية محددة، لابد أن يكون طريقنا
+
+81
+00:06:10,390 --> 00:06:15,470
+واضح، غايتنا واضحة، سلوكنا واضح في هذا الإطار،
+
+82
+00:06:15,470 --> 00:06:18,110
+وبالتالي احنا لما نيجي نتعرف على مفهوم المنهج
+
+83
+00:06:18,110 --> 00:06:18,650
+الحديث
+
+84
+00:06:24,800 --> 00:06:28,160
+نستفيد من اللي هو التعريف اللي قرأتِه زميلتكم، بس بدنا
+
+85
+00:06:28,160 --> 00:06:31,300
+نتطور في التعريف، بنقول إن هو مجموعة من الخبرات
+
+86
+00:06:31,300 --> 00:06:35,400
+التربوية التي تُهيّئها المدرسة للتلاميذ سواء داخلها
+
+87
+00:06:35,400 --> 00:06:40,300
+أو خارجها، وذلك بغرض مساعدتهم على النمو الشامل،
+
+88
+00:06:40,300 --> 00:06:43,860
+نمو يؤدي إلى تعديل سلوكهم، وإكسابهم القدرة على التفاعل بنجاح مع
+
+89
+00:06:43,860 --> 00:06:47,660
+بيئتهم ومجتمعهم، وابتكارهم حلولًا لمواجهة مشكلاتهم.
+
+90
+00:06:47,660 --> 00:06:52,540
+هنحلل هذا التعريف كلمة كلمة، لأنه مهم جدًا.
+
+91
+00:06:52,540 --> 00:06:56,200
+أنتِ كإنسانة إن شاء الله هتعملي في سلك التعليم، تكوني
+
+92
+00:06:56,200 --> 00:07:00,860
+فاهمة كل كلمة في هذا اللي هو التعريف. لما نقول إن
+
+93
+00:07:00,860 --> 00:07:04,880
+المنهاج هو مجموعة من الخبرات التربوية، ما المقصود
+
+94
+00:07:04,880 --> 00:07:09,860
+بالخبرة التربوية؟ ما هي الخبرة؟
+
+95
+00:07:09,860 --> 00:07:14,440
+تجارب مكتسبة من الحياة. تجارب مكتسبة من الحياة،
+
+96
+00:07:14,440 --> 00:07:20,330
+تفاعل مُثمر علميًا، تفاعل مثمر مع البيئة أيضًا، حصيلة ما
+
+97
+00:07:20,330 --> 00:07:23,750
+جمعه الفرد في الحياة. حصيلة ما جمعه الفرد في الحياة.
+
+98
+00:07:23,750 --> 00:07:26,950
+لما بقول أنا عندي خبرة، يبقى معناه ذلك إن أنا
+
+99
+00:07:26,950 --> 00:07:31,190
+اكتسبت أشياء كثيرة. لما نقول: هذا مدرس عنده خبرة،
+
+100
+00:07:31,190 --> 00:07:35,590
+ومدرس ما عندهاش خبرة، مدرس جديد، الفرق بين الاثنين إن
+
+101
+00:07:35,590 --> 00:07:39,230
+هذا المدرس اللي عنده خبرة قام بممارسة عمل التدريس
+
+102
+00:07:39,230 --> 00:07:44,210
+فترة، أما المدرس الجديد لسّه ما عندهوش خبرة، فأنا بدأت
+
+103
+00:07:44,210 --> 00:07:49,690
+أُكسِب الطالب خبرة. الخبرة هي ما يكتسبه الإنسان من
+
+104
+00:07:49,690 --> 00:07:59,250
+معارف وقيم ومهارات، نتيجة قيامه بعمل معين، وبالتالي
+
+105
+00:07:59,250 --> 00:08:02,410
+عندما نقول إنها مجموعة خبرات، يبقى لابد أن يقوم
+
+106
+00:08:02,410 --> 00:08:07,040
+المتعلم بمجموعة من الأشياء، وبالتالي هو بيكتسب من
+
+107
+00:08:07,040 --> 00:08:13,220
+خلالها معرفة وقيمة ومهارة. المعرفة والقيمة والمهارة
+
+108
+00:08:13,220 --> 00:08:19,380
+اللي بنكتسبهم نتيجة قيام بعمل معين تُسمّى خبرة. يبقى
+
+109
+00:08:19,380 --> 00:08:22,540
+عرفنا إيش الخبرة؟ يبقى الآن لما بنقول إن المنهج
+
+110
+00:08:22,540 --> 00:08:27,660
+خبرات تربوية، يبقى هذه الخبرات معارف وقيم ومهارات،
+
+111
+00:08:27,660 --> 00:08:31,180
+لكن هذه المعارف والقيم والمهارات يجب أن تكون تربوية.
+
+112
+00:08:31,180 --> 00:08:34,680
+هل توجد خبرات غير تربوية؟
+
+113
+00:08:37,620 --> 00:08:42,740
+أيوه، كلّمي، أشوف. خبرات في الحياة العامة، خبرات في
+
+114
+00:08:42,740 --> 00:08:45,300
+الحياة العامة، ممكن في خبرات نكتسبها تكون إيجابية،
+
+115
+00:08:45,300 --> 00:08:49,020
+وفي خبرات تكون سلبية. سلبية، يعني لما احنا بنيجي
+
+116
+00:08:49,020 --> 00:08:52,920
+بنعلم مثلًا الطفل إن أنت لما تشوف رجل كبير بده يعبر
+
+117
+00:08:52,920 --> 00:08:56,000
+الشارع، أنت أمسك إيده وساعده على إنه يعبر الطريق.
+
+118
+00:08:56,000 --> 00:08:59,920
+الطريق، مثلًا إنك أنت لو كنت قاعد في مكان وهو واقف، أنتَ
+
+119
+00:08:59,920 --> 00:09:04,480
+توقف، وهو يقعد. فاحنا بنعلمّه هنا قيمة، هذه القيمة
+
+120
+00:09:04,480 --> 00:09:09,370
+إيجابية، لكن لو عرضنا له فيلم كيف يسرق بنك، بنعلمّه
+
+121
+00:09:09,370 --> 00:09:16,050
+سلوك السرقة، هل هذه خبرة إيجابية، خبرة تربوية؟
+
+122
+00:09:16,050 --> 00:09:18,670
+لا، يبقى الخبرة عشان تكون تربوية يبقى أن تكون
+
+123
+00:09:18,670 --> 00:09:24,270
+مفيدة، مفيدة وتُعدّل السلوك في الاتجاه الإيجابي. هنا
+
+124
+00:09:24,270 --> 00:09:29,780
+بنقول إن الخبرة عندنا خبرة تربوية. هذه الخبرة طبعًا
+
+125
+00:09:29,780 --> 00:09:33,600
+لابد أنها تكون تربوية، تُعدّل سلوك المتعلم في الاتجاه
+
+126
+00:09:33,600 --> 00:09:38,660
+الإيجابي، تكون له مفيدة، تُكسبه معارف، قيم، مهارات
+
+127
+00:09:38,660 --> 00:09:42,940
+يستفيد منها في الحياة. هذه الخبرات التربوية لابد
+
+128
+00:09:42,940 --> 00:09:49,620
+أيضًا أنها تكون متنوعة، يعني يشترط في هذه الخبرات
+
+129
+00:09:49,620 --> 00:09:54,540
+أنها تكون مفيدة، أنها تكون إيجابية، أنها تكون متنوعة.
+
+130
+00:09:54,540 --> 00:09:59,970
+ماذا يعني التنوع؟ هل نستطيع أن نُعلّم الطالب فقط
+
+131
+00:09:59,970 --> 00:10:06,810
+اللغة؟ ماذا نُعلّمه أيضًا بجانب اللغة؟ نُعلّمه الدين،
+
+132
+00:10:06,810 --> 00:10:12,550
+نُعلّمه إيش؟ الأخلاق، نُعلّمه رياضيات، نُعلّمه تاريخ،
+
+133
+00:10:12,550 --> 00:10:16,570
+نُعلّمه جغرافيا، نُعلّمه أشياء مرتبطة بالجوانب
+
+134
+00:10:16,570 --> 00:10:21,410
+الذاتية، وبالتالي هنا بننمّي احنا من كافة الجوانب،
+
+135
+00:10:21,410 --> 00:10:24,870
+هنا لابد إن هيكون فيه تنوع، ما ينفعش يكون الخبرات
+
+136
+00:10:24,870 --> 00:10:28,420
+اللي أنا بعطيها بس في مجال واحد. عشان يتعلّم علوم
+
+137
+00:10:28,420 --> 00:10:31,940
+القرآن، لازم يتعلّم علوم اللغة، وعشان يتعلّم علوم
+
+138
+00:10:31,940 --> 00:10:34,660
+اللغة، لازم يتعلّم علوم الفلسفة والمنطق، عشان..
+
+139
+00:10:34,660 --> 00:10:38,340
+وبالتالي هنا لابد إنها تكون هذه الخبرات متنوعة،
+
+140
+00:10:38,340 --> 00:10:41,200
+يبقى لابد إنه يشترط في هذه الخبرات حتى تكون تربوية
+
+141
+00:10:41,200 --> 00:10:47,580
+إنها تكون مفيدة، إيجابية، ومتنوعة أيضًا. هذه الخبرات
+
+142
+00:10:47,580 --> 00:10:52,300
+تُهيّئها المدرسة للتلاميذ سواء داخلها أو خارجها،
+
+143
+00:10:52,300 --> 00:10:57,200
+الخبرات تتم داخل المدرسة وخارج المدرسة، في خبرات
+
+144
+00:10:57,200 --> 00:11:01,960
+بتتم خارج المدرسة؟ طبعًا، خبرات الحياة.. خبرات
+
+145
+00:11:01,960 --> 00:11:05,000
+الحياة، ويعني.. يعني.. يعني يعيش في الـ.. في
+
+146
+00:11:05,000 --> 00:11:08,950
+المجتمع، ويتأثر فيه، ويتأثر به. ممتاز جدًا، إن احنا
+
+147
+00:11:08,950 --> 00:11:11,770
+بننقل خبراتنا اللي بتتعلمها داخل المدرسة إلى خارج
+
+148
+00:11:11,770 --> 00:11:15,730
+المدرسة، والتطبيق بيكون داخل وخارج المدرسة. أنا
+
+149
+00:11:15,730 --> 00:11:19,510
+لما بعلم الطالب قواعد النظافة، أنا بعلمها نظريًا
+
+150
+00:11:19,510 --> 00:11:24,210
+في المدرسة، لكن تطبيقها بيكون في الحياة، بيكون خارج
+
+151
+00:11:24,210 --> 00:11:27,730
+الغرفة الصفية. كثير من الأنشطة بنطلب من الطلبة إنهم
+
+152
+00:11:27,730 --> 00:11:30,650
+يمارسوها في خارج الغرفة الصفية، تجارب، أبحاث
+
+153
+00:11:30,650 --> 00:11:34,450
+ميدانية، تقارير، أشياء، تطبيقات عملية، كلها بتكون
+
+154
+00:11:34,450 --> 00:11:38,410
+في خارج الغرفة الصفية، يبقى هنا الآن عملية التعليم
+
+155
+00:11:38,410 --> 00:11:42,170
+داخل وخارج الغرفة الصفية، داخل وخارج المدرسة، سواء
+
+156
+00:11:42,170 --> 00:11:48,590
+داخلها أو خارجها، الغرض هو النمو الشامل. ماذا يعني
+
+157
+00:11:48,590 --> 00:11:49,570
+النمو الشامل؟
+
+158
+00:11:59,630 --> 00:12:03,510
+أحسنتِ، ممتاز. بقى هنا النمو الشامل يعني نمو الطالب
+
+159
+00:12:03,510 --> 00:12:08,350
+من كافة الجوانب، العقلية، والنفسية، والجسدية،
+
+160
+00:12:08,350 --> 00:12:13,990
+والثقافية، والدينية، والاجتماعية. ما ينفعش أنا أنمّي
+
+161
+00:12:13,990 --> 00:12:18,270
+الطالب في مجال، وأترك المجالات الأخرى. يعني لا يجوز
+
+162
+00:12:18,270 --> 00:12:22,570
+أن أنمّي الطالب في مجال العقل، أعطيه مهارات، وأعطيه
+
+163
+00:12:22,570 --> 00:12:25,730
+أشياء عقلية، ورياضيات، ويصير هذا الطالب ذكي جدًا،
+
+164
+00:12:25,730 --> 00:12:31,710
+لكن جسده ضعيف، ما يقدرش يحمل كرة، ما يقدرش يجري، لو
+
+165
+00:12:31,710 --> 00:12:35,670
+مشي مسافة بسيطة بيصير يلهث. أنا نمّيت عقله بس
+
+166
+00:12:35,670 --> 00:12:40,820
+ما نمّيتش جسده. يبقى هنا إن أنا أحمل الرياضة مثلًا، و
+
+167
+00:12:40,820 --> 00:12:45,120
+التربية البدنية، هذا هيؤثر على الطالب. إن أنمّي
+
+168
+
+223
+00:16:25,900 --> 00:16:31,450
+رقمين كبيرين أو عشرين لازم تجمعهم بهذه الطريقة، فأنا
+
+224
+00:16:31,450 --> 00:16:34,210
+أحصر نفسي على قدرات الطالب، طب الطالب عنده إمكانية أنه
+
+225
+00:16:34,210 --> 00:16:37,090
+يبتكر طريقة ثانية في الحل، في إمكانية أو في شيء
+
+226
+00:16:37,090 --> 00:16:40,490
+طب ليش أنا أحصر نفسي على الطالب أنه هذه المشكلة
+
+227
+00:16:40,490 --> 00:16:44,830
+الرياضية لازم تحل بالطريقة بتاعتي أنا كمدرسة، وأي
+
+228
+00:16:44,830 --> 00:16:49,930
+تغيير في طريقة الحل راح أحط لك خطأ، هذا الأسلوب خطأ.
+
+229
+00:16:49,930 --> 00:16:54,750
+أنا لازم أعلمه أن أي مشكلة لها مجموعة من الحلول
+
+230
+00:16:54,750 --> 00:16:58,870
+وأن كل ما كنت إنسان عندك قدرات عقلية تقدر تبتكر
+
+231
+00:16:58,870 --> 00:17:03,710
+حلول جديدة، ويقدر يكون في عندك أشياء جديدة تترجح
+
+232
+00:17:03,710 --> 00:17:07,330
+وبالتالي هنا احنا بنمي الابتكار، بنمي الإبداع،
+
+233
+00:17:07,330 --> 00:17:10,190
+يعني احنا من خلال المنهج ما احنا عايزين إنسان
+
+234
+00:17:10,190 --> 00:17:16,300
+يحفظ، إنسان يكرر، يعيد ما هو موجود في داخل الكتاب،
+
+235
+00:17:16,300 --> 00:17:19,460
+لأ، أنا ما بدي هذه الصورة، أنا بدي إنسان ياخد من
+
+236
+00:17:19,460 --> 00:17:23,240
+هذه المعرفة اللي أنا بقدمها له، وهذه المهارات و
+
+237
+00:17:23,240 --> 00:17:26,740
+هذه القيم، ما يساعد على حل مشكلته، ومش بس حل
+
+238
+00:17:26,740 --> 00:17:30,380
+مشكلته، والتفاعل الناجح مع المجتمع، وابتكار حلول
+
+239
+00:17:30,380 --> 00:17:35,860
+لمشكلته ومشكلات المجتمع، هيك أنا بنمي إنسان مبدع،
+
+240
+00:17:35,860 --> 00:17:40,100
+لن أستطيع مواجهة المستقبل إلا بالإبداع. احنا كشعوب
+
+241
+00:17:40,100 --> 00:17:45,000
+نامية، أو كشعوب، بنقول احنا كفلسطينيين محتلين، ما فيش
+
+242
+00:17:45,000 --> 00:17:49,080
+عنا امكانيات، والعالم مغلق حولنا، لن نستطيع مواجهة
+
+243
+00:17:49,080 --> 00:17:52,000
+المستقبل إلا بالإبداع، لازم نبدع، لازم يكون في عنا
+
+244
+00:17:52,000 --> 00:17:55,640
+قدرة في الإبداع، قدرة في تخطي المشكلات، قدرة في
+
+245
+00:17:55,640 --> 00:17:59,100
+التعامل مع أي مشكلة وحل هذه المشكلة، والشعب
+
+246
+00:17:59,100 --> 00:18:02,600
+الفلسطيني أثبت هذا الشيء، أكيد أنه عنده قدرة على
+
+247
+00:18:02,600 --> 00:18:08,010
+التكيف، مش بس التكيف، كمان أنه هو يبدع في عملية
+
+248
+00:18:08,010 --> 00:18:13,170
+السيطرة على كافة المؤثرات والتغيرات، أي نعم، والظروف
+
+249
+00:18:13,170 --> 00:18:16,610
+التي تفرض عليه، يبقى الآن فهمنا إيش معنى المنهج
+
+250
+00:18:16,610 --> 00:18:21,870
+المدرسي؟ هذا المفهوم للمنهج بدك تكوني فاهمه تماما
+
+251
+00:18:21,870 --> 00:18:26,870
+كلمة كلمة، تعرفي كيف؟ إيش معنى كلمة منهج؟ مش معنى
+
+252
+00:18:26,870 --> 00:18:30,030
+المنهج اللي هو كتاب مدرسي بتقدمه للطالب، ولا مقرر
+
+253
+00:18:30,030 --> 00:18:33,330
+بتقدمه للطالب، ولا هي مادة علمية بندرسها للطالب في
+
+254
+00:18:33,330 --> 00:18:36,690
+داخل الموقف التعليمي، ولكن هذا المنهج مجموعة من
+
+255
+00:18:36,690 --> 00:18:40,630
+الخبرات التربوية تعد للطالب عشان يدرسها داخل وخارج
+
+256
+00:18:40,630 --> 00:18:44,920
+المدرسة، من بداية دخول المدرسة حتى نهاية العملية
+
+257
+00:18:44,920 --> 00:18:48,680
+التعليمية، بتشمل أشياء كثيرة، كل ما يمارسه المعلم
+
+258
+00:18:48,680 --> 00:18:51,720
+في داخل غرفة الصف من ضمن المنهج، الوسائل
+
+259
+00:18:51,720 --> 00:18:54,320
+التعليمية من ضمن المنهج، الاختبارات من ضمن
+
+260
+00:18:54,320 --> 00:18:58,720
+المنهج، الأنشطة العقلية كلها من ضمن المنهج، يبقى
+
+261
+00:18:58,720 --> 00:19:03,200
+مفهوم المنهج أوسع بكثير من المفهوم الضيق البسيط
+
+262
+00:19:03,200 --> 00:19:04,380
+اللي احنا بنشوفه.
+
+263
+00:19:16,700 --> 00:19:19,160
+مدلولات التعريف زي أن احنا شايفين الأشياء اللي
+
+264
+00:19:19,160 --> 00:19:25,000
+احنا شرحناها، وأنت شرحت لي الـ band الأول، أيوة
+
+265
+00:19:25,000 --> 00:19:30,210
+شرحنا؟ تفضلي، أنه تتضمن منهج خبرات تربوية مفيدة
+
+266
+00:19:30,210 --> 00:19:33,610
+تحقق الأهداف المرجوة، يعني أن هدف المنهج هو أن
+
+267
+00:19:33,610 --> 00:19:38,730
+يكون في خبرات، ممكن خبرات تربوية مفيدة، والهدف
+
+268
+00:19:38,730 --> 00:19:41,190
+المرجو منها هو التأثير على سلوك المتعلم حيث أنه
+
+269
+00:19:41,190 --> 00:19:44,830
+يتفاعل مع البيئة المحيطة به بصورة ناجحة، ممتاز جداً.
+
+270
+00:19:44,830 --> 00:19:48,170
+يبقى هنا الخبرات لابد أن تكون تربوية، لابد أن
+
+271
+00:19:48,170 --> 00:19:51,010
+تكون إيجابية، لابد أن تكون مفيدة، لابد أن تكون
+
+272
+00:19:51,010 --> 00:19:56,410
+متنوعة، كلها من أجل تحقيق الأهداف، ما هو الهدف؟ الهدف
+
+273
+00:19:56,410 --> 00:20:00,310
+أن أنا أبدأ أنمي إنساناً، الإنسان هذا سلوكه جيد، يستطيع
+
+274
+00:20:00,310 --> 00:20:03,270
+التفاعل مع المجتمع، يبقى لابد أن أقدم له خبرات، و
+
+275
+00:20:03,270 --> 00:20:07,090
+هذه الخبرات بيبقى تكون على درجة عالية من الإفادة
+
+276
+00:20:07,090 --> 00:20:12,290
+بالنسبة للمتعلم أيضاً؟ تفضلي، أن تشترط هذه الخبرة
+
+277
+00:20:12,290 --> 00:20:16,130
+مشاركة المتعلم في أنشطة مختلفة، أن المتعلم ما يكون
+
+278
+00:20:16,130 --> 00:20:20,130
+مش متلق، بالعكس، المنهج الحديث هو محور العملية
+
+279
+00:20:20,130 --> 00:20:25,460
+التربوية، يعني لازم يكون مشارك ويكون فعال، نعم، لازم
+
+280
+00:20:25,460 --> 00:20:28,980
+يكون مشاركاً، فعالاً، قادراً على اقتراح حلول، قادر على
+
+281
+00:20:28,980 --> 00:20:32,360
+اقتراح أفكار، يمارس العملية التعليمية داخل الغرفة
+
+282
+00:20:32,360 --> 00:20:37,280
+الصفية وخارج الغرفة الصفية أيضاً، تفضلي، الهدف
+
+283
+00:20:37,280 --> 00:20:40,940
+اللي نسعى إليه، نمو شامل للمتلقين، الهدف من
+
+284
+00:20:40,940 --> 00:20:45,060
+نمو شامل للمتلقين هو النمو، لكن من جميع الجوانب، مش فقط في قراءة كتب
+
+285
+00:20:45,060 --> 00:20:47,200
+في الجوانب النفسية والعقلية، أحسنتِ، يبقى هنا لابد أن
+
+286
+00:20:50,500 --> 00:20:53,180
+يكون نمو شامل، متكامل، ومتوازن، أيوة، أيضاً، تفضلي.
+
+287
+00:20:53,180 --> 00:21:00,540
+تفاعل الفرد مع المجتمع والبيئة يؤدي إلى نمو مهارات وخبرات، التفاعل لابد أن المنهج
+
+288
+00:21:00,540 --> 00:21:04,620
+يتيح فرص للتفاعل، أحسن، تبقى هنا فرص التفاعل بتكون
+
+289
+00:21:04,620 --> 00:21:12,670
+من خلال مواجهة المشكلات، طالما إحنا بنتفاعل مع المجتمع يبقى لازم نحس بمشكلته، نشوف ما فيه من
+
+290
+00:21:12,670 --> 00:21:16,810
+المشكلات، وإحنا بنواجه هذه المشكلات، زي مثلاً إحنا
+
+291
+00:21:16,810 --> 00:21:19,790
+عندنا مشكلة الكهرباء، هي مشكلة في المجتمع، بس إحنا
+
+292
+00:21:19,790 --> 00:21:22,830
+بنحس، إحنا بنعيشها، إحنا بنعيش المشكلة يبقى لازم
+
+293
+00:21:22,830 --> 00:21:25,770
+نفكر بحل لهذه المشكلة، يبقى من خلال تفاعلنا بنقترح
+
+294
+00:21:25,770 --> 00:21:30,680
+حلول، وبتخيّل لي إحنا تطورنا كثيراً في مواجهة قطع
+
+295
+00:21:30,680 --> 00:21:35,140
+الكهرباء، يعني صرنا عدينا مراحل كثيرة من خلال
+
+296
+00:21:35,140 --> 00:21:37,780
+المولدات والبطاريات، وأشياء كثيرة في هذا
+
+297
+00:21:37,780 --> 00:21:42,700
+الجانب، والخلايا الشمسية، والخلايا الشمسية هذه آخر
+
+298
+00:21:42,700 --> 00:21:46,000
+ابتكار، ما شاء الله.
+
+299
+00:21:57,430 --> 00:22:07,590
+الآن، ده نتعرف على العمليات التي تجرى على المنهج، أول
+
+300
+00:22:07,590 --> 00:22:12,610
+عملية تجري على المنهج هي عملية تصميم المنهج، علشان نعمل
+
+301
+00:22:12,610 --> 00:22:17,870
+منهجاً، لازم يكون في عندنا عملية تصميم أولية، يعني اللي
+
+302
+00:22:17,870 --> 00:22:23,790
+بيشتري قطعة أرض بيحتاج إلى عمل تصميم، فإن اشتريتِ
+
+303
+00:22:23,790 --> 00:22:26,390
+قطعة أرض، فبتجيبي المهندس وتقولي أنا بدي أعمل بيت
+
+304
+00:22:27,430 --> 00:22:32,210
+بدي لكِ تصميم معين، هو احنا مش على طول بنكتبه،
+
+305
+00:22:32,210 --> 00:22:34,070
+بنبنيه، بدنا نعمل منهج، بيقولوا نحن نكتب الدرس
+
+306
+00:22:34,070 --> 00:22:36,190
+الأول، الدرس الثاني، الدرس الثالث، لأ، بدنا نعمل
+
+307
+00:22:36,190 --> 00:22:41,430
+عملية تصميم، بدنا نرسم خارطة للمنهج، بدنا نشوف كيف
+
+308
+00:22:41,430 --> 00:22:46,250
+بدنا نرسم خارطة للمنهج، ما المقصود بعملية التصميم؟
+
+309
+00:22:46,250 --> 00:22:51,380
+تفضلي، هي وضع خطة عمل لإنجاز مشروع معين في ضوء
+
+310
+00:22:51,380 --> 00:22:54,080
+الإمكانات، ممتازة؟ ممتاز جداً، التصميم بمعنى
+
+311
+00:22:54,080 --> 00:22:58,360
+البسيط جداً أن احنا بنبدأ نحط خطة عمل علشان أنا أنجز
+
+312
+00:22:58,360 --> 00:23:01,220
+مشروع معين، إيش الإمكانات اللي موجودة عندي، يعني
+
+313
+00:23:01,220 --> 00:23:04,040
+أنا باجي اللي بده يعطيني قطعة الأرض هذه، فبقول له
+
+314
+00:23:04,040 --> 00:23:07,020
+أنا قد ايش ثقافتي، يعني إيش بدك، قد ايش معك فلوس
+
+315
+00:23:07,020 --> 00:23:09,840
+علشان أنت بدك تعمل بيت، بدك تعمل villa، بدك تعمل
+
+316
+00:23:09,840 --> 00:23:12,460
+عمارة، بدك تعمل برج، بدك تعمل supermarket، إيش
+
+317
+00:23:12,460 --> 00:23:16,040
+بالضبط؟ الثقافة المالية اللي عندك، إيش الإمكانات اللي
+
+318
+00:23:16,040 --> 00:23:19,260
+موجودة، المتاحة، فإحنا بدنا نخطط لإنجاز هذا
+
+319
+00:23:19,260 --> 00:23:21,920
+المشروع، حتى إذا إحنا بدنا نبني بيت، فإذا إحنا
+
+320
+00:23:21,920 --> 00:23:26,700
+بدنا نبني أجيالاً، إذا بدنا نبني أجيالاً، هتبقى
+
+321
+00:23:26,700 --> 00:23:30,220
+الأسئلة أصعب من هيك بكثير، فإحنا بدنا نحاول أن
+
+322
+00:23:30,220 --> 00:23:36,540
+إحنا نضع خطة عمل، أي نعم، لبناء وتصميم وصناعة
+
+323
+00:23:36,540 --> 00:23:42,320
+منهج، فإحنا في تصميم المنهج نضع خطة عمل لبناء
+
+324
+00:23:42,320 --> 00:23:48,360
+وإنجاز منهج معين لتحقيق الأهداف التربوية في ضوء
+
+325
+00:23:48,360 --> 00:23:54,040
+الإمكانات المتاحة، نشوف الآن، عشان إحنا نصمم منهجاً
+
+326
+00:23:54,040 --> 00:23:58,500
+لما يجي مثلاً أي دولة تقول احنا بدنا نعمل منهج
+
+327
+00:23:58,500 --> 00:24:03,960
+جديد، طب ما في منهج قائم، مش أكيد، في منهج قائم، السؤال
+
+328
+00:24:03,960 --> 00:24:09,270
+الأول، تبرير عملية التصميم، لماذا نريد تصميم منهج
+
+329
+00:24:09,270 --> 00:24:13,290
+جديد؟ ما هي الأسباب التي يمكن أن تكون لدى الدولة
+
+330
+00:24:13,290 --> 00:24:20,310
+حتى تغير منهجها كاملاً؟ ممكن تطور في الدولة، ممكن تطور
+
+331
+00:24:20,310 --> 00:24:23,690
+علمي وتكنولوجي، جيد، أصبح غير مناسب لسوق العمل الموجود
+
+332
+00:24:23,690 --> 00:24:27,130
+في الدولة، يعني إيه؟ أصبح غير مناسب لمتطلبات سوق
+
+333
+00:24:27,130 --> 00:24:33,690
+العمل، أحسنتِ؟ يعني وجود مشكلات معينة، إزاي؟ مش
+
+334
+00:24:33,690 --> 00:24:37,510
+مناسب للجيل، يعني مثلاً الجيل هذا مثلاً، لتناغم مع
+
+335
+00:24:37,510 --> 00:24:40,710
+اللي هو طبيعة تفكير الطلاب ومستوياتهم؟ ممكن
+
+336
+00:24:40,710 --> 00:24:45,710
+عدم فعالية المنهج القديم، وتحت الأجراء، عدم فعالية
+
+337
+00:24:45,710 --> 00:24:49,690
+المنهج القديم، تفضلي، إذا كان بيعتمد الناس على
+
+338
+00:24:49,690 --> 00:24:55,690
+الطباعة والحبر، فبيستبدلوه، وتطبق عملية التطوير، جيد؟
+
+339
+00:24:55,690 --> 00:24:59,490
+ممكن موجود أخطاء في المنهج القديم، من الـ campus رأيه
+
+340
+00:24:59,490 --> 00:25:03,530
+فكانت حصة المدنية الفلسطينية عالية، جيد، ممكن وجود
+
+341
+00:25:03,530 --> 00:25:07,750
+أخطاء كبيرة في المنهج، مواكبة التطور العلمي، مواكبة
+
+342
+00:25:07,750 --> 00:25:11,510
+التطور العلمي، طبعاً أي دولة بدها تعمل منهج جديد،
+
+343
+00:25:11,510 --> 00:25:14,850
+بده يكون عندها مبررات قوية، علشان أنتِ تلغي هذا
+
+344
+00:25:14,850 --> 00:25:18,790
+المنهج الموجود، القائم، اللي هي قامت عليه أجيال،
+
+345
+00:25:18,790 --> 00:25:22,510
+يعني إحنا في فلسطين، في قطاع غزة كنا بندرس المنهج
+
+346
+00:25:22,510 --> 00:25:27,530
+المصري، والضفة الغربية كانت بتدرس المنهج الأردني،
+
+347
+00:25:27,530 --> 00:25:30,970
+الفلسطينيين في الأردن بيدرسوا منهج أردني،
+
+348
+00:25:30,970 --> 00:25:35,470
+والفلسطينيين في لبنان بيدرسوا منهج لبناني، وفي
+
+349
+00:25:35,470 --> 00:25:40,310
+سوريا بيدرسوا منهج سوري، ما فيش منهج فلسطيني، نتيجة
+
+350
+00:25:40,310 --> 00:25:45,070
+أن إحنا طبعاً نُكبنا في وطننا، هُجرنا، فأصبحنا يعني
+
+351
+00:25:45,070 --> 00:25:48,950
+ما فيش لنا كيان واضح، فصارنا إحنا بندرس مناهج هذه
+
+352
+00:25:48,950 --> 00:25:54,630
+المنااهج استضعفتنا فيها الدول، يعني احنا كنا مستضيفيناً
+
+353
+00:25:54,630 --> 00:25:59,090
+في مصر، الأردن كانت مستضيفة، مستضيفة الضفة الغربية،
+
+354
+00:25:59,090 --> 00:26:02,570
+والدول اللي هي فيها مخيمات اللاجئين كانوا بيدرسوا
+
+355
+00:26:02,570 --> 00:26:06,590
+اللي هي منهج الدولة اللي هم مقيمين فيها، ما فيش حاجة
+
+356
+00:26:06,590 --> 00:26:09,930
+اسمها منهج فلسطيني، يبقى إحنا كانت مشكلتنا ليست
+
+357
+00:26:09,930 --> 00:26:14,970
+مشكلة تطور، وليست مشكلة مهارات، ولكن مشكلة اغتراب في
+
+358
+00:26:14,970 --> 00:26:20,830
+المنهج، إيش معنى الاغتراب؟ أنه بيدرس ثقافة غريبة عن
+
+359
+00:26:20,830 --> 00:26:21,390
+ثقافته.
+
+360
+00:26:25,670 --> 00:26:30,650
+وبالتالي عندما يدرس المنهج ثقافة مغايرة، يحتاج إلى
+
+361
+00:26:30,650 --> 00:26:34,530
+منهج وطني، منهج ينبع من الثقافة، من الفكر القائم
+
+362
+00:26:34,530 --> 00:26:38,510
+في هذه الدولة، وبالتالي إحنا كفلسطينيين كنا في
+
+363
+00:26:38,510 --> 00:26:40,930
+عندنا مشكلة أساسية، أن إحنا بندرس منهج ليس
+
+364
+00:26:40,930 --> 00:26:44,390
+منهجنا، الدول الأخرى بتكون مشكلتهم في التطور
+
+365
+00:26:44,390 --> 00:26:48,190
+التقني والثقافي والتطور العلمي، أن صارت المناهج
+
+366
+00:26:48,190 --> 00:26:53,300
+هذه مناهج قديمة، لا تواكب حركة التطور اللي حدثت أو
+
+367
+00:26:53,300 --> 00:26:57,040
+ممكن يكون حصل عندهم تغير سياسي، أنه كان في نظام
+
+368
+00:26:57,040 --> 00:27:01,520
+قائم، وأجا نظام، النظام القائم هذا انهار، وأجا بداله نظام
+
+369
+00:27:01,520 --> 00:27:07,140
+آخر، فالنظام الآخر هذا بده يغير كل ما هو موجود، لأنه
+
+370
+00:27:07,140 --> 00:27:11,960
+علشان إحنا نغير في مجتمع معين لازم نغير المنهج، من
+
+371
+00:27:11,960 --> 00:27:17,820
+اللي بيأثر؟ من المؤثر الأساسي في بناء الفرد؟ طبعاً
+
+372
+00:27:17,820 --> 00:27:21,100
+هنا المناهج مؤثرة بصورة كبيرة جداً، لأن أنا ببني
+
+373
+00:27:21,100 --> 00:27:24,080
+الطالب على مبادئ، وعلى قيم، وعلى أشياء كثيرة، الآن
+
+374
+00:27:24,080 --> 00:27:28,180
+هنا أنا ببني اللي هو الفكر في داخل هذا الإنسان،
+
+375
+00:27:28,180 --> 00:27:31,500
+وبالتالي هنا لابد أن يكون في عندي عملية تبرير
+
+376
+00:27:31,500 --> 00:27:36,280
+لتصميم المنهج، ممكن أسباب التبرير أو المبررات هذه
+
+377
+00:27:36,280 --> 00:27:39,640
+تكون سياسية، ممكن تكون اقتصادية، ممكن تكون
+
+378
+00:27:39,640 --> 00:27:43,940
+اجتماعية، ممكن تكون فكرية، ممكن تكون تكنولوجية،
+
+379
+00:27:43,940 --> 00:27:47,920
+يبقى في عندنا مجموعة من الأسباب والمبررات اللي هي
+
+380
+00:27:47,920 --> 00:27:51,660
+فعلاً بتقول لي أن أنا أغير المنهج كامل، ألغي المنهج
+
+381
+00:27:51,660 --> 00:27:55,700
+القديم وأجيب منهج جديد، غالباً الدول ما بتقومش بهذه
+
+382
+00:27:55,700 --> 00:28:01,020
+العملية، بتقوم بعملية تطوير، بتخلي جزء، وتطور جزء
+
+383
+00:28:01,020 --> 00:28:08,720
+آخر، تعمل عملية تحسين للمنهج، تحديد مجال التصميم، هل
+
+384
+00:28:08,720 --> 00:28:12,820
+نريد تصميم للمنهج للمرحلة الأساسية الدنيا، للأساسية
+
+385
+00:28:12,820 --> 00:28:18,320
+العليا، للثانوي، هل بدنا نغير بس مناهج العلوم؟ طب
+
+386
+00:28:18,320 --> 00:28:20,780
+إحنا كنا بنعاني بالاغتراب أكثر شيء في مناهج
+
+3
+
+445
+00:31:59,860 --> 00:32:04,200
+الدين، لكن لما أبدأ أجرى أن أحاكم هذا الشيء في ضوء
+
+446
+00:32:04,200 --> 00:32:08,580
+الفكر الإسلامي، بقوله لأ هذا الربا حرام، يبقى أنت
+
+447
+00:32:08,580 --> 00:32:12,320
+لازم تفكر في طريقة حتى تربح أموالك و حتى تزيدوا و
+
+448
+00:32:12,320 --> 00:32:16,620
+تنموا بعيدا عن الربا. يبقى الآن الفكرة لما إحنا
+
+449
+00:32:16,620 --> 00:32:20,100
+بنحطها في المنهج، الصورة لما بحطها في المنهج يعني
+
+450
+00:32:20,100 --> 00:32:24,140
+لما أنا بقى أحط صورة السيدة الفلسطينية، أعلمها في
+
+451
+00:32:24,140 --> 00:32:29,420
+الصف الأول. أمي وأبي وأسرتي فبنيجي وبنحط صورة
+
+452
+00:32:29,420 --> 00:32:33,400
+الست، صورة الست الفلسطينية. لو أنا بدأ أحط مثلاً صورة
+
+453
+00:32:33,400 --> 00:32:37,760
+ست جميلة، أنسة، ومتبرجة، و لابسة كده، وقاعدة في مكان
+
+454
+00:32:37,760 --> 00:32:42,800
+غني، في مكان ثري. آه، الآن هذه صورة الست الفلسطينية؟
+
+455
+00:32:42,800 --> 00:32:47,580
+لأ، هذه مش صورة الست الفلسطينية، هذه صورة السيدة
+
+456
+00:32:47,580 --> 00:32:52,280
+الثرية الغربية اللي بدها تخلي الطفل هذا يتمرد على
+
+457
+00:32:52,280 --> 00:32:56,750
+واقعه. لما يروح يشوف صورة أمه بتختلف عن صورة هذه
+
+458
+00:32:56,750 --> 00:33:00,910
+الأم، فبالتالي هو هيرفض هذه الصورة، لكن أنا بدي
+
+459
+00:33:00,910 --> 00:33:04,230
+صورة من مبادئنا، من فكرنا، يعني لما بحط صورة
+
+460
+00:33:04,230 --> 00:33:09,170
+المرأة الفلسطينية أو الأم الفلسطينية، بحطها محجبة، و
+
+461
+00:33:09,170 --> 00:33:12,450
+بحطها بلباس طويل، وبحطها في بيت عادي. الصورة هذه
+
+462
+00:33:12,450 --> 00:33:15,570
+لها دلالة، يعني الصورة لها دلالة، الكلمة لها
+
+463
+00:33:15,570 --> 00:33:19,330
+دلالة، كل شيء له دلالة. أي حاجة نحطها في الكتاب، أنا
+
+464
+00:33:19,330 --> 00:33:22,430
+ببني شخصية الطالب على أساسه. يبقى لابد أن إحنا نفكر
+
+465
+00:33:22,430 --> 00:33:24,750
+في الأسس والمنطلقات اللي إحنا بدنا نبنيه على
+
+466
+00:33:24,750 --> 00:33:30,390
+أساسها. بنفكر أيضًا بالنظرية التربوية، أخذتها عن
+
+467
+00:33:30,390 --> 00:33:34,710
+النظرية السلوكية. ما هي مبادئ النظرية السلوكية؟
+
+468
+00:33:34,710 --> 00:33:37,670
+أيضاً.
+
+469
+00:33:40,700 --> 00:33:46,560
+يتحكم في تعديل السلوك من خلال تواقُع... من خلال
+
+470
+00:33:46,560 --> 00:33:49,220
+تواقُع السلوك... تعديل من خلال تواقُع التعزيز أو
+
+471
+00:33:49,220 --> 00:33:54,140
+العقاب. يعني هي بتستند عملية التعلم على وجود مثير،
+
+472
+00:33:54,140 --> 00:33:58,860
+المثير يحتاج إلى استجابة، استجابة تبدأ بالمعزز، آه،
+
+473
+00:33:58,860 --> 00:34:02,880
+والاستجابة تحتاج إلى عملية تعزيز. اختفاء التعزيز
+
+474
+00:34:02,880 --> 00:34:07,560
+يؤدي إلى انقراض الاستجابة. هذه نظرية في التعليم
+
+475
+00:34:07,560 --> 00:34:12,500
+بتقول إن التعلم يسير من الجزئيات إلى الكليات. في
+
+476
+00:34:12,500 --> 00:34:16,290
+نظرية الجشطالت اللي هي عكسها، اللي هي بتقول لي إن
+
+477
+00:34:16,290 --> 00:34:20,450
+التعلم يسير من الكليات إلى الجزئيات. طب أنا بدي
+
+478
+00:34:20,450 --> 00:34:25,370
+أعلم الطالب الحرف قبل الكلمة ولا الكلمة قبل الحرف؟
+
+479
+00:34:25,370 --> 00:34:27,350
+الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف قبل
+
+480
+00:34:27,350 --> 00:34:27,610
+الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف
+
+481
+00:34:27,610 --> 00:34:27,710
+قبل الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة،
+
+482
+00:34:27,710 --> 00:34:28,030
+الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف قبل
+
+483
+00:34:28,030 --> 00:34:28,190
+الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف
+
+484
+00:34:28,190 --> 00:34:28,670
+قبل الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة،
+
+485
+00:34:28,670 --> 00:34:31,150
+الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف قبل
+
+486
+00:34:31,150 --> 00:34:36,610
+الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة. بعدين
+
+487
+00:34:36,610 --> 00:34:39,790
+نبدأ نجمعها. لأ، الحرف قبل الكلمة لأنه بيصير التأسيس
+
+488
+00:34:39,790 --> 00:34:42,770
+من الحرف. ما زال ما يعرف الحروف، كيف بده يكتب الكلمة؟
+
+489
+00:34:42,770 --> 00:34:48,030
+طيب إحنا بدنا نشوف الآن، لو إحنا بدنا نشوف الكلمة
+
+490
+00:34:48,030 --> 00:34:50,610
+ولا الحرف، والحرف، والكلمة. هلا قيتها مثلاً لما بيجي
+
+491
+00:34:50,610 --> 00:34:53,850
+بيخطّ لي في الصف الأول أو في ال... في الروضة، في رياض
+
+492
+00:34:53,850 --> 00:35:02,970
+الأطفال، فهو بيخطّ لي هنا تمر، هو بيرسم لي حبة التمر،
+
+493
+00:35:02,970 --> 00:35:04,410
+هو بيحط لي هنا حرف
+
+494
+00:35:07,210 --> 00:35:12,050
+الصورة اللي قدامك هذه جمعت بين النظريتين. أول حاجة
+
+495
+00:35:12,050 --> 00:35:21,350
+أنه الكلمة قبل الحرف. لماذا؟ لأن الحرف مجرد حرف
+
+496
+00:35:21,350 --> 00:35:26,470
+التاء، ماذا يعني تاء؟ ما أعرفش حرف التاء، الحرف مجرد،
+
+497
+00:35:26,470 --> 00:35:32,420
+لكن الكلمة لها دلالة، محسوسة، تمر، هي حبة التمر، هي
+
+498
+00:35:32,420 --> 00:35:35,920
+حبة التمر، فهم بيشوفوها، فالكلمة محسوسة أكثر، يعني
+
+499
+00:35:35,920 --> 00:35:39,780
+لها معنى ولها دلالة. الآن الربط بين الكلمة وبين
+
+500
+00:35:39,780 --> 00:35:49,000
+الصورة. أصبحت الصورة عبارة عن مثير، والكلمة عبارة
+
+501
+00:35:49,000 --> 00:35:54,380
+عن استجابة. كل ما ظهرت هذه الصورة، راح تظهر في ذهن
+
+502
+00:35:54,380 --> 00:36:00,860
+الطالب الكلمة. وبالتالي استخدم الكلمة كمثير، الصورة
+
+503
+00:36:00,860 --> 00:36:06,380
+كمثير، والكلمة أصبحت كاستجابة. بنفس الوقت هو بدأ
+
+504
+00:36:06,380 --> 00:36:10,780
+بالكلمة قبل الحرف. فهنا وظف اللي هو النظرية
+
+505
+00:36:10,780 --> 00:36:16,520
+السلوكية، وهنا وظف النظرية المعرفية، اللي هي الكل
+
+506
+00:36:16,520 --> 00:36:19,080
+قبل الجزء.
+
+507
+00:36:23,590 --> 00:36:26,430
+فبقى قد ايش مهم. أنا عندي النظرية التربوية مهمة، كيف بقى
+
+508
+00:36:26,430 --> 00:36:29,170
+أعرف وأبدأ مع الطلاب، يعني until and، أشرح لك مثلاً
+
+509
+00:36:29,170 --> 00:36:31,790
+عن مفهوم معين، لازم تعرف أيش اللي بدك تخديه، لازم
+
+510
+00:36:31,790 --> 00:36:35,290
+نعرف الصورة الكلية، وبعد هيك ندخل في الأجزاء. لكن
+
+511
+00:36:35,290 --> 00:36:37,430
+مش معناه ذلك أن أنا بدها من الأجزاء، الأجزاء بدأ
+
+512
+00:36:37,430 --> 00:36:41,710
+أدرسها جزء جزء. في ناس كتير بتؤيد النظرية اللي
+
+513
+00:36:41,710 --> 00:36:47,170
+تكلمت عنها الأخت، إن احنا نبدأ نبدأ من الأجزاء. لكن
+
+514
+00:36:47,170 --> 00:36:52,230
+الآن، حاليًا بالواقع اللي إحنا بنعيشه، واللي لأ، إن
+
+515
+00:36:52,230 --> 00:36:56,170
+الكل يجب أن يسبق الجزء. الفكرة العامة، وبعد ذلك
+
+516
+00:36:56,170 --> 00:36:59,710
+بنبدأ بعملية التخصيص بالأجزاء.
+
+517
+00:37:09,690 --> 00:37:14,510
+الآن طبعاً، بعد ذلك بنحط اللي هي خطة محددة لعمليات
+
+518
+00:37:14,510 --> 00:37:17,770
+بناء المنهج. بنضع الخطة. هلّأ حددنا الأساس، والنظرية،
+
+519
+00:37:17,770 --> 00:37:22,010
+والمبررات. هلّأ بنحط الخطة العامة لعملية البناء.
+
+520
+00:37:22,010 --> 00:37:26,390
+بنعمل عملية رسم نموذج واضح، محدد الإجراءات. هذا
+
+521
+00:37:26,390 --> 00:37:29,850
+بيسمّوه الجدول التطويري التتابعي.
+
+522
+00:37:39,020 --> 00:37:43,480
+بنرسم خريطة المنهج، بحيث إن إحنا بدنا نشوف الطالب
+
+523
+00:37:43,480 --> 00:37:49,040
+في الصف الأول، هيدرس مفاهيم، المفاهيم اللي بده
+
+524
+00:37:49,040 --> 00:37:55,700
+يدرسها في الصف الثاني، على ال axis كده اللي هو هذا
+
+525
+00:37:55,700 --> 00:38:00,920
+الاتجاه الأفقي، وهذا الرأسي. الآن أنا بدي آخذ مادة
+
+526
+00:38:00,920 --> 00:38:03,860
+واحدة، اللي بده ياخده الطالب في الصف الأول في اللغة
+
+527
+00:38:03,860 --> 00:38:08,220
+العربية، يجب أن يؤسس لللي بده ياخده في الصف الثاني،
+
+528
+00:38:08,220 --> 00:38:11,800
+لكن في الصف الثاني هياخذه بصورة أكثر اتساعاً، وأكثر
+
+529
+00:38:11,800 --> 00:38:18,800
+عمقاً، وهكذا. آه، يبقى أنا بدي آخذ الآن مسار، مسار بده
+
+530
+00:38:18,800 --> 00:38:21,520
+يأخذ اللغة العربية، بدي أشوف إيش بده ياخذ الطالب في
+
+531
+00:38:21,520 --> 00:38:23,900
+الأول، إيش بده ياخذ في الثاني، إيش بده ياخذ في الثالث، إيش بده
+
+532
+00:38:23,900 --> 00:38:28,540
+يأخذ في رابع. لازم يكون فيه تسلسل. طب الآن أنا أقبل
+
+533
+00:38:28,540 --> 00:38:31,620
+اللغة العربية. في عندي الرياضيات، ما أنفعش أعطي للطالب
+
+534
+00:38:31,620 --> 00:38:36,670
+في الصف الأول مسائل لفظية. ليش؟ لأنه ما بيعرفش يقرأ،
+
+535
+00:38:36,670 --> 00:38:39,710
+يبقى لازم يكون في عندي ارتباط بين اللغة العربية
+
+536
+00:38:39,710 --> 00:38:44,570
+وبين الرياضيات، نفس الشيء، أنا برسمهم، بس في عندي
+
+537
+00:38:44,570 --> 00:38:50,610
+علاقة مرتبطة بين الرياضيات وبين اللغة العربية،
+
+538
+00:38:50,610 --> 00:38:53,270
+ما بقدرش أعطيه حاجات في الرياضيات إلا لما يكون أخذها
+
+539
+00:38:53,270 --> 00:38:56,190
+في اللغة العربية، أخذ الكلمات هذه، بعرفه يقرأ،
+
+540
+00:38:56,190 --> 00:39:00,580
+بصير أعطيه مسائل لفظية. أخد المهارات في الرياضيات،
+
+541
+00:39:00,580 --> 00:39:04,780
+وبيعرف يحل مسائل، بقدر أعطي مسائل في العلوم. يبقى في
+
+542
+00:39:04,780 --> 00:39:09,060
+علاقة أفقية بين المواضيع هذه. الخطة كلها بدنا نرسمها،
+
+543
+00:39:09,060 --> 00:39:14,280
+اسمها الجدول التطويري التتابعي للمنهج. الآن بنحط
+
+544
+00:39:14,280 --> 00:39:17,900
+المنهج. بعد ما نعمل هذه الخارطة بتاعت المنهج، بنبدأ
+
+545
+00:39:17,900 --> 00:39:23,170
+نكتب في المنهج، ونكتبه، وبنخلي الناس الخبراء يكتبوا
+
+546
+00:39:23,170 --> 00:39:26,630
+هذا المنهج، يحددوا. بدنا ندرس في الصف الأول بس بعض
+
+547
+00:39:26,630 --> 00:39:29,150
+الأشياء. بدنا ناس تكتب لنا هذه الدروس، بنجيب ناس
+
+548
+00:39:29,150 --> 00:39:34,050
+خبراء بيكتبوها. الآن يتم اللي هو وضع المنهج على
+
+549
+00:39:34,050 --> 00:39:39,590
+التجريب في نطاق ضيق. بعد ما عملنا منهج، بنطبعه، بنجيب
+
+550
+00:39:39,590 --> 00:39:43,830
+مجموعة بسيطة من الطلاب، نبدأ نجرب، نعطيهم الدروس هذه،
+
+551
+00:39:43,830 --> 00:39:46,490
+ونشوف راح تطلع عندنا أخطاء في الصياغة، وأخطاء علمية،
+
+552
+00:39:46,490 --> 00:39:50,390
+المعلومات صعبة، المعلومات سهلة. هنبدأ نجرب على هؤلاء
+
+553
+00:39:50,390 --> 00:39:54,650
+الطلاب. يعني هذا منهج للخامس، أجيب طلاب من صف خامس وأنا
+
+554
+00:39:54,650 --> 00:40:00,990
+أجرب عليهم. بعد ذلك يتم تصحيح المنهج، وتعديله، ثم
+
+555
+00:40:00,990 --> 00:40:04,350
+يتم تجريبه على نطاق أوسع. بدل ما جربناه على عينة
+
+556
+00:40:04,350 --> 00:40:10,030
+بسيطة، بناخد مدرستين، ثلاثة، وبنجرب عليه المنهج. بعد
+
+557
+00:40:10,030 --> 00:40:13,350
+عملية تجريب المنهج، بنعمل تقويم، وبنشوف إيش الأخطاء
+
+558
+00:40:13,350 --> 00:40:18,470
+اللي طلعت معنا. بعد ذلك يتم تعميم المنهج الجديد.
+
+559
+00:40:18,470 --> 00:40:22,770
+يبقى هنا لابد أن يكون المنهج الجديد يوضع موضع
+
+560
+00:40:22,770 --> 00:40:26,750
+التجريب. حتى الآن منهجنا الفلسطيني، اسمه المنهج
+
+561
+00:40:26,750 --> 00:40:30,250
+الفلسطيني، التجريبي الأول. لسه لحتى الآن إحنا منهجنا
+
+562
+00:40:30,250 --> 00:40:33,690
+منهج تجريبي، لم يصل إلى المنهج، ليش؟ لأنه لسه لحتى
+
+563
+00:40:33,690 --> 00:40:38,570
+الآن لم يتم تقييمه وتعديله بالصورة المناسبة. يبقى
+
+564
+00:40:38,570 --> 00:40:45,610
+الأهم فهمنا عملية تصميم المنهج. مين تلخص لنا تصميم
+
+565
+00:40:45,610 --> 00:40:51,710
+المنهج هنا بسرعة؟ اتفضلي. بداية، المحدد، سبب عملية
+
+566
+00:40:51,710 --> 00:40:55,610
+هذا التصميم، ما سبب قيام الدولة بتغيير المنهج، أو
+
+567
+00:40:55,610 --> 00:40:59,770
+تحسينه، سواء كان لسبب سياسي، أو اقتصادي، أو تكنولوجي.
+
+568
+00:40:59,770 --> 00:41:03,870
+ثانيًا، المحدد، مجال التصميم المنهجي. ما هي المادة، أو
+
+569
+00:41:03,870 --> 00:41:09,240
+المواد التي سنقوم بتصميم المنهج أو تغييره فيها.
+
+570
+00:41:09,240 --> 00:41:12,820
+ثالثًا، نحدد الأسس والمنطلقات، فلسفة معتمدة على
+
+571
+00:41:12,820 --> 00:41:17,340
+فلسفة ورؤية المجتمع، من نظريات، وبيانات، وتقارير. بعد
+
+572
+00:41:17,340 --> 00:41:20,600
+ذلك، نحدد النظرية التربوية الخاصة بالمنهاج، سواء
+
+573
+00:41:20,600 --> 00:41:24,880
+نظرية معرفية، أو سلوكية، من الجزء للكل، أو من الكل للجزء،
+
+574
+00:41:24,880 --> 00:41:29,060
+حسب ما تراه الفلسفة التربوية. بعد ذلك، نحدد خطة
+
+575
+00:41:29,060 --> 00:41:33,540
+محددة لعمليات بناء المنهج، وهذه الخطة يجب أن
+
+576
+00:41:33,540 --> 00:41:37,850
+تتوافق فيها جميع المواد، ننسير معها في هذا
+
+577
+00:41:37,850 --> 00:41:41,870
+التصميم. بعد ذلك، نرسم نموذج واضح، ومحدد الإجراءات،
+
+578
+00:41:41,870 --> 00:41:46,270
+وهو ما يسمى بجدول التطوير التتابعي، حيث يجب أن نرى
+
+579
+00:41:46,270 --> 00:41:50,470
+تطور المواضيع عند الطالب نفسه من الصف الأول حتى الصف
+
+580
+00:41:50,470 --> 00:41:54,510
+الثاني عشر، بشكل متتابع، ومترابط. بعد ذلك، نضع المنهج
+
+581
+00:41:54,510 --> 00:41:58,050
+موضع التجريب على نطاق معين، سواء مدرسة معينة، أو صف
+
+582
+00:41:58,050 --> 00:42:01,050
+معين، في الفصل الدراسي الذي نود... نود أن نطبق
+
+583
+00:42:01,050 --> 00:42:04,730
+المنهج عليه. بعد ذلك، نقوم بتقويم المنهج، ونتأكد
+
+584
+00:42:04,730 --> 00:42:08,530
+من مدى صحته، ونتعميمه على نطاق واسع. أشكرك جزيل الشكر.
+
+585
+00:42:08,530 --> 00:42:13,220
+الله فيك، أتمنى أنكم استفدتم، في أي سؤال؟ اللي
+
+586
+00:42:13,220 --> 00:42:15,660
+عندها أي سؤال تسأل، فضلاً. إحنا في الطب كان عندنا
+
+587
+00:42:15,660 --> 00:42:19,000
+محاضرة، أخذنا... سألنا الأستاذ نفس السؤال، سألتُه
+
+588
+00:42:19,000 --> 00:42:23,120
+إيش يبدأ، الحرف أولاً ولا الكلمة؟ يعني من الجزء ولا من
+
+589
+00:42:23,120 --> 00:42:27,220
+الكل؟ فأجابنا من الجزء إلى الكل. إحنا لما نبدأ
+
+590
+00:42:27,220 --> 00:42:30,520
+عملية التأثير مع الطفل بشكل عام، نبدأ بالحرف، يعني
+
+591
+00:42:30,520 --> 00:42:33,860
+كيف نعلمه الحرف عشان يبدأ بالكلمة؟ كيف نبدأ من تعليمه كلمة
+
+592
+00:42:33,860 --> 00:42:37,960
+التمر وبعدها حرف التاء؟ فهو كيف عرف حرف
+
+593
+00:42:37,960 --> 00:42:43,520
+كلمة التمر؟ لأ هو ما يعرفهاش، هو لم يعرف حروف كلمة
+
+594
+00:42:43,520 --> 00:42:48,780
+التمر، هو الآن يعني عقله مثل... مثل اللقطة، بيصور
+
+595
+00:42:48,780 --> 00:42:52,060
+الكلمة، لكن أنا عشان أوضح له الحروف بحط له بعد
+
+596
+00:42:52,060 --> 00:42:56,460
+التمر حرف التاء. فبتعلم التاء المفتوحة، مربوط... آه، التاء
+
+597
+00:42:56,460 --> 00:42:59,780
+اللي هي مضمومة أو مكسورة. آه، وبالتالي الآن أنا
+
+598
+00:42:59,780 --> 00:43:03,740
+بعلمه الحرف، لكن هو الآن ما تعلمش حروف كلمة التمر،
+
+599
+00:43:03,740 --> 00:43:07,560
+لأ، هو أنا بس ربطت له بين الكلمة، يعني هو الآن عقله
+
+600
+00:43:07,560 --> 00:43:14,420
+بيصور الكلمة. وبالتالي الآن يعني هو الكلمة قبل الحرف.
+
+601
+00:43:14,420 --> 00:43:17,600
+يعني ليس معناها أن أنا علمته حروف الكلمة، ولكن أنا
+
+602
+00:43:17,600 --> 00:43:21,960
+بعلمه الجزئية، لكن أنا بعد ذلك الكلمة هذه بقطعها.
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..c1d95c8795d22144e6e611104d6a86c2397121ad
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0_raw.json
@@ -0,0 +1 @@
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\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..f35718dbdaf83ea639e962c9a406f8dca371d163
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/npX_jdUdQF0_raw.srt
@@ -0,0 +1,2408 @@
+1
+00:00:21,920 --> 00:00:27,040
+السلام عليكم طبعا برحب فيكم اليوم في هذا أول
+
+2
+00:00:27,040 --> 00:00:32,410
+محاضرة بالنسبة لمساف أساسيات المناهجعرض المساق زي
+
+3
+00:00:32,410 --> 00:00:35,410
+ما انتوا شايفين بين ايديكم اللي هو خطة المنهاج
+
+4
+00:00:35,410 --> 00:00:38,670
+بتوضح ايش الأشياء اللي احنا هناخدها طوال الفصل
+
+5
+00:00:38,670 --> 00:00:43,550
+طبعا طوال الفصل هيكون في عنا اللي هي دراسة لمجموعة
+
+6
+00:00:43,550 --> 00:00:46,770
+من المفاهيم الأساسية والمبادئ في علم المناهج اللي
+
+7
+00:00:46,770 --> 00:00:50,290
+ان شاء الله هتستفيدوا منها عند ممارسة مهنة التدريس
+
+8
+00:00:50,290 --> 00:00:54,880
+بالنسبة لمتطلبات المساق واضحة عندك في الخطةهيكون
+
+9
+00:00:54,880 --> 00:00:58,380
+في عندك اختبار نصف فصل و هيكون في عندك أيضا اللي
+
+10
+00:00:58,380 --> 00:01:01,840
+هو نشاط على ال model و حدور عشر درجات بالاضافة
+
+11
+00:01:01,840 --> 00:01:06,880
+للامتحان النهائي عندك ستين درجة كتاب المساق زي ما
+
+12
+00:01:06,880 --> 00:01:11,500
+هو موجود عندك اللي هو كتاب المنهاج المدرسيطبعا هذا
+
+13
+00:01:11,500 --> 00:01:14,600
+الكتاب من تقليف الأستاذ الدكتور عزوزنا و الأستاذ
+
+14
+00:01:14,600 --> 00:01:18,220
+الدكتور الفاتحي اللولو طبعا المفروض أنه أنت بتحصل
+
+15
+00:01:18,220 --> 00:01:22,220
+علم على الكتاب، المحاضرات ان شاء الله هتكون موجودة
+
+16
+00:01:22,220 --> 00:01:26,790
+عندك، كلها نازلة على الصفحة تبعتيكلها نازلة على ال
+
+17
+00:01:26,790 --> 00:01:30,230
+website كلها نازلة powerpoint ممكن أنت تنزليها
+
+18
+00:01:30,230 --> 00:01:33,950
+عندك تاخديها إذا بتحب تقرأ إقراء ألكترونية انك
+
+19
+00:01:33,950 --> 00:01:36,850
+تاخد الكتاب تشتري الكتاب هذا شئ مهم لإن هو بيثري
+
+20
+00:01:36,850 --> 00:01:40,450
+عندك كثير من المعارف لإن في محاضرات مافيش فيها كل
+
+21
+00:01:41,500 --> 00:01:44,800
+المعلومات يعني فيها خطوط أساسية بالنسبة للمادة
+
+22
+00:01:44,800 --> 00:01:49,540
+حضورك للمادة طبعا مهم جدا و للشرح و المشاركة هذا
+
+23
+00:01:49,540 --> 00:01:53,200
+شئ مهم لأنه بوضح عندك كثير من المفاهيم اللي انت
+
+24
+00:01:53,200 --> 00:01:56,800
+يعني كنتي طالبة ما بتدركيها الآن انت كمعلمة
+
+25
+00:01:56,800 --> 00:02:01,060
+المفروض انك تتحكمي و تتأكدي و تتمكني من هذه
+
+26
+00:02:01,060 --> 00:02:07,140
+المفاهيم هنبدأ اليوم ان شاء الله بمفهوم المنهج ما
+
+27
+00:02:07,140 --> 00:02:12,370
+هو المنهجطبعا أهم شي بهم المدرس في داخل المرفع
+
+28
+00:02:12,370 --> 00:02:16,470
+الصفرية أن يتعامل مع الطلاب، بده يتعامل مع الطلاب،
+
+29
+00:02:16,470 --> 00:02:21,070
+بده ينمي قدراتهم، مفاهيمهم، قيمهم، كل هذه الأشياء
+
+30
+00:02:21,070 --> 00:02:24,970
+لا يمكن أن تتم إلا من خلال المنهج، تطورت النظرة
+
+31
+00:02:24,970 --> 00:02:29,530
+للمنهج بين الحديث والقديم، وبالتالي صار في اختلاف
+
+32
+00:02:29,530 --> 00:02:33,550
+كبير في المنهج، واحنا بنلمسه في حياتنا البسيطة لما
+
+33
+00:02:33,550 --> 00:02:37,790
+احنا بنقول كيف زمان كانوا تدرسوا، كيف الآن؟أصبحت
+
+34
+00:02:37,790 --> 00:02:41,110
+عملية التدريس، كيف أصبح التعامل مع المنهج، كيف
+
+35
+00:02:41,110 --> 00:02:44,290
+أصبح التعامل مع عمليات التخويف، كل هذه الأشياء
+
+36
+00:02:44,290 --> 00:02:48,670
+بنلمس فيها تغير واضح، الآن بدنا نشوف أول حاجة، في
+
+37
+00:02:48,670 --> 00:02:52,930
+عندي تلت مفاهيم أساسية، في عندي الكتاب وعندي
+
+38
+00:02:52,930 --> 00:02:58,610
+المقرر وعندي المنهج،
+
+39
+00:02:58,610 --> 00:03:01,310
+ما المقصود بهذه المفاهيم؟ من عندك
+
+40
+00:03:04,510 --> 00:03:08,030
+ما هو الكتاب؟ هل هناك فرق بين الكتاب و المقرر و
+
+41
+00:03:08,030 --> 00:03:15,370
+المنهج؟ تفضلي يوجد فرق انه الكتاب اللي هو من
+
+42
+00:03:15,370 --> 00:03:19,870
+الجلدة الى الجلدة كل ما بين دفتاي الكتاب أما
+
+43
+00:03:19,870 --> 00:03:22,770
+المنهج هيكون فيه أنشطة خارجية ممكن يكون مثلا
+
+44
+00:03:22,770 --> 00:03:26,170
+هداعة، نشاط، أي نشاط يكون في الطلاب يلو علاقة
+
+45
+00:03:26,170 --> 00:03:32,060
+بالمحتوى نفسه لداخل الكتابالمقرر هو الجزء اللي
+
+46
+00:03:32,060 --> 00:03:38,080
+المفروض المدرس يدرسه للطلاب من المادة أحسنتي كلامك
+
+47
+00:03:38,080 --> 00:03:41,140
+قريب يعني من الصحة يعني احنا لو بدأنا في الكتاب
+
+48
+00:03:41,140 --> 00:03:43,640
+كما بدأت أسميلي ال course هي المادة العلمية
+
+49
+00:03:43,640 --> 00:03:48,860
+المكتوبة والمطبوعةوتحتوي على محتوى علمى وعلى أهداف
+
+50
+00:03:48,860 --> 00:03:54,680
+وعلى أسئلة وأنشطة وتقدم للطالب بصورة طبعا مطبوعة
+
+51
+00:03:54,680 --> 00:04:00,940
+ومكتوبة بحيث انها بتحتوي كافة متطلبات مقرر معين أو
+
+52
+00:04:00,940 --> 00:04:05,940
+مساق معين المقرر يعني احنا بنقدر نقول ان ممكن
+
+53
+00:04:05,940 --> 00:04:08,440
+المقرر في هذا العام يختلف عن المقرر في العام
+
+54
+00:04:08,440 --> 00:04:14,570
+الماضىما تم إقراره من قبل الجهة المؤسسة للتدريس في
+
+55
+00:04:14,570 --> 00:04:20,610
+عام معين في مساق معين يعتبر مقرر من المادة العلمية
+
+56
+00:04:20,610 --> 00:04:24,350
+المكتوبة المطبوعة والمقدمة بالنسبة للطالب يعني هي
+
+57
+00:04:24,350 --> 00:04:28,870
+كتاب بين إيدينا خمس وحدات ممكن في سنة ندرس الخمس
+
+58
+00:04:28,870 --> 00:04:33,930
+وحدات في سنة تانية مثلا أيام الحرب حدثوا وحدة فصار
+
+59
+00:04:33,930 --> 00:04:38,510
+المقرر أربعوحدات وبالتالي المقرر هو ما تم إقراره
+
+60
+00:04:38,510 --> 00:04:43,470
+من ناحية المؤسسة التعليمية لتدريسه في مساق معين في
+
+61
+00:04:43,470 --> 00:04:47,390
+عام معين لأنه ممكن يختلف المقرر من عام إلى عام
+
+62
+00:04:47,390 --> 00:04:50,610
+وطبعا هذا بيكون من ضمن المادة المكتوبة والمقبوعة
+
+63
+00:04:50,610 --> 00:04:54,270
+المقدمة للطالب اللي هي من الكتاب المدرسي اللي يقدم
+
+64
+00:04:54,270 --> 00:04:58,530
+للطالب يبقى الآن الكتاب اللي هي المادة العلمية
+
+65
+00:04:58,530 --> 00:05:02,950
+المكتوبة ليس منهج والمقرر ليس منهج فما هو المنهج؟
+
+66
+00:05:09,280 --> 00:05:13,600
+فضّاليه؟ سمع الأنشطة و الإجراءات و يقوم بها المعلم
+
+67
+00:05:13,600 --> 00:05:17,720
+حتى يوصل الطلاب لهدف التعليم .. يوصل لهدف الذي
+
+68
+00:05:17,720 --> 00:05:20,860
+يريده الطلاب من التعليم، سواء كانت الكتابة في
+
+69
+00:05:20,860 --> 00:05:24,320
+المدرسة أو .. و .. وسائق المدرسة الأخرى أو مواد
+
+70
+00:05:24,320 --> 00:05:28,800
+إثرائية أو الأنشطة التي يقومها بالطلاب الصحيممتاز،
+
+71
+00:05:28,800 --> 00:05:31,240
+يبقى هنا لما نقول إن هو مجموعة من الخبرات
+
+72
+00:05:31,240 --> 00:05:34,480
+التربوية، مجموعة من الأنشطة، يعني إحنا بدنا نفهم
+
+73
+00:05:34,480 --> 00:05:37,200
+ما هي الأنشطة وما هي الخبرات، بدنا نجي أول حاجة
+
+74
+00:05:37,200 --> 00:05:41,460
+للمفهوم اللغوي ليه المنهاج، المنهاج كما ورد في
+
+75
+00:05:41,460 --> 00:05:49,300
+القرآن الكريم ولكل جعلنا منكم شرعة ومنهاجة، ما
+
+76
+00:05:49,300 --> 00:05:53,560
+المقصود في القرآن بالمنهاج؟ تفضلي
+
+77
+00:05:55,050 --> 00:05:58,270
+الطريق الواضح، الطريق البين اللي احنا بنشوفه لما
+
+78
+00:05:58,270 --> 00:06:02,150
+احنا بنقول ان كل .. و لكل .. كل أمة لها شرعة و لها
+
+79
+00:06:02,150 --> 00:06:07,030
+منهاج، لها طريق بين واضح في هذا الإطار، وبالتالي
+
+80
+00:06:07,030 --> 00:06:10,390
+احنا حتى نصل إلى غاية محددة، لابد أن يكون طريقنا
+
+81
+00:06:10,390 --> 00:06:15,470
+واضح، غايتنا واضحة، سلوكنا واضح في هذا الإطار،
+
+82
+00:06:15,470 --> 00:06:18,110
+وبالتالي احنا لما نيجي نتعرف على مفهوم المنهج
+
+83
+00:06:18,110 --> 00:06:18,650
+الحديث
+
+84
+00:06:24,800 --> 00:06:28,160
+نستفيد من اللي هو التعريف اللي قرت وزملتكم بس بدنا
+
+85
+00:06:28,160 --> 00:06:31,300
+نتطور في التعريف بنقول إن هو مجموعة من الخبرات
+
+86
+00:06:31,300 --> 00:06:35,400
+التربوية التي تهيئها المدرسة للتلاميذ سواء داخلها
+
+87
+00:06:35,400 --> 00:06:40,300
+أو خارجها وذلك بغرض مساعدتهم على النمو الشامل،
+
+88
+00:06:40,300 --> 00:06:43,860
+نموه يؤدي إلى تعديل سلوكهم وإكفل تفاعلهم بنجاح مع
+
+89
+00:06:43,860 --> 00:06:47,660
+بيئتهم ومجتمعهم وابتكارهم حلولا لمواجههم من
+
+90
+00:06:47,660 --> 00:06:52,540
+المشكلاتهنحلل هذا التعريف كلمة كلمة لأنه مهم جدا
+
+91
+00:06:52,540 --> 00:06:56,200
+أنت كإنسانة ان شاء الله هتعمل في سلك التعليم تكون
+
+92
+00:06:56,200 --> 00:07:00,860
+فاهمة كل كلمة في هذا اللي هو التعريف لما نقول إن
+
+93
+00:07:00,860 --> 00:07:04,880
+المنهاج هو مجموعة من الخبرات التربوية ما المقصود
+
+94
+00:07:04,880 --> 00:07:09,860
+بالخبرة التربوية؟ ما هي الخبرة؟
+
+95
+00:07:09,860 --> 00:07:14,440
+تجارب مكتسبة من الحياة تجارب مكتسبة من الحياة
+
+96
+00:07:14,440 --> 00:07:20,330
+تفاعل مفهم علميةتفاعل مثمر مع البيئة أيضا حصيلة ما
+
+97
+00:07:20,330 --> 00:07:23,750
+جمعه الفرق في الحياة حصيلة ما جمعه الفرق في الحياة
+
+98
+00:07:23,750 --> 00:07:26,950
+لما بقول انا اندي خبرة يبقى معناه ذلك ان انا
+
+99
+00:07:26,950 --> 00:07:31,190
+اكتسبت اشياء كثيرة لما نقول هذا مدرس عنده خبرة
+
+100
+00:07:31,190 --> 00:07:35,590
+ومدرس ماعندهاش خبرة مدرس جديد الفرق بين الاتنين ان
+
+101
+00:07:35,590 --> 00:07:39,230
+هذا المدرس اللي عنده خبرة قام بممارسة عمل تدريس
+
+102
+00:07:39,230 --> 00:07:44,210
+فترةأما المدرس الجديد لسه ما عندهوش خبرة فأنا بدأ
+
+103
+00:07:44,210 --> 00:07:49,690
+أكسب الطالب خبرة الخبرة هي ما يكتسبه الإنسان من
+
+104
+00:07:49,690 --> 00:07:59,250
+معارف وقيم ومهارات نتيجة قيامه بعمل معين وبالتالي
+
+105
+00:07:59,250 --> 00:08:02,410
+عندما نقول إن هي مجموعة الخبرات يبقى لابد أن يقوم
+
+106
+00:08:02,410 --> 00:08:07,040
+المتعلم بمجموعة من الأشياءوبالتالي هي بيكتسب من
+
+107
+00:08:07,040 --> 00:08:13,220
+خلالها معرفة وقيمة ومهارة المعرفة والقيمة والمهارة
+
+108
+00:08:13,220 --> 00:08:19,380
+اللي بنكتسبهم نتيجة قيم عمل معين تسمى خبرة يبقى
+
+109
+00:08:19,380 --> 00:08:22,540
+عرفنا إيش الخبرة؟ يبقى الآن لما بنقول إن المنهج
+
+110
+00:08:22,540 --> 00:08:27,660
+خبرات تربوية يبقى هذه الخبرات معارف وقيم ومهارة
+
+111
+00:08:27,660 --> 00:08:31,180
+لكن هذه المعارف والقيم ومهارة يجب أن تكون تربوية
+
+112
+00:08:31,180 --> 00:08:34,680
+هل توجد خبرات غير تربوية؟
+
+113
+00:08:37,620 --> 00:08:42,740
+أيوه كلّمي أشوف خبرات في الحياة العامة خبرات في
+
+114
+00:08:42,740 --> 00:08:45,300
+الحياة العامة ممكن في خبرات نكتسبها تكون إيجابية
+
+115
+00:08:45,300 --> 00:08:49,020
+وفي خبرات تكون سلبية سلبية يعني لما احنا بنيجي
+
+116
+00:08:49,020 --> 00:08:52,920
+بنعلم مثلا الطفل ان انت لما تشوف رجل كبير بده يعبر
+
+117
+00:08:52,920 --> 00:08:56,000
+الشارع انت امسك إيده وساعده على ان هو يعبر طريق
+
+118
+00:08:56,000 --> 00:08:59,920
+طريق مثلا انك انت لو كنت قاعد في مكان هو واقف انت
+
+119
+00:08:59,920 --> 00:09:04,480
+توقف و هو يقعد فاحنا بنعلمه هنا قيمة هذه القيمة
+
+120
+00:09:04,480 --> 00:09:09,370
+إيجابية لكن لو عرضنا له فيلم كيف يسرق بنكواتعلم
+
+121
+00:09:09,370 --> 00:09:16,050
+سلوك السرقة، هل هذه خبرة إيجابية، خبرة تربوية؟
+
+122
+00:09:16,050 --> 00:09:18,670
+أيوة، يبقى الخبرة عشان تكون تربوية يبقى أن تكون
+
+123
+00:09:18,670 --> 00:09:24,270
+مفيدة، مفيدة وتعدل السلوك في الاتجاه الإيجابي، هنا
+
+124
+00:09:24,270 --> 00:09:29,780
+بنقول إن الخبرة عندنا خبرة تربويةهذه الخبرة طبعا
+
+125
+00:09:29,780 --> 00:09:33,600
+لابد أنها تكون تربوية تعدل سلوك المتعلم في الاتجاه
+
+126
+00:09:33,600 --> 00:09:38,660
+الإيجابي تكون له مفيدة تكسبه معارف قيم مهارات
+
+127
+00:09:38,660 --> 00:09:42,940
+يستفيد منها في الحياة هذه الخبرات التربوية لابد
+
+128
+00:09:42,940 --> 00:09:49,620
+أيضا أنها تكون متنوعة يعني يشترك في هذه الخبرات
+
+129
+00:09:49,620 --> 00:09:54,540
+أنها تكون مفيدة أنها تكون إيجابية أنها تكون متنوعة
+
+130
+00:09:54,540 --> 00:09:59,970
+ماذا يعني التنوع؟هل نستطيع أن نعلم الطالب فقط
+
+131
+00:09:59,970 --> 00:10:06,810
+اللغة؟ ماذا نعلمه أيضًا بجانب اللغة؟ بنعلمه الدين،
+
+132
+00:10:06,810 --> 00:10:12,550
+بنعلمه إيش؟ الأخلاق، بنعلمه رياضيات، بنعلمه تاريخ،
+
+133
+00:10:12,550 --> 00:10:16,570
+بنعلمه جغرافيا، بنعلمه أشياء مرتبطة بالجوانب
+
+134
+00:10:16,570 --> 00:10:21,410
+الذاتية، وبالتالي هنا بننمي إحنا من كافة الجوانب،
+
+135
+00:10:21,410 --> 00:10:24,870
+هنا لابد إن هيكون فيه تنوع، مانفعش يكون الخبرات
+
+136
+00:10:24,870 --> 00:10:28,420
+اللي أنا بعطيها بس في مجال واحدعشان يتعلم علوم
+
+137
+00:10:28,420 --> 00:10:31,940
+القرآن لازم يتعلم علوم اللغة وعلشان يتعلم علوم
+
+138
+00:10:31,940 --> 00:10:34,660
+اللغة لازم يتعلم علوم الفلسفة و المنطق عشان ..
+
+139
+00:10:34,660 --> 00:10:38,340
+وبالتالي هنا لابد انها تكون هذه الخبرات متنوعة،
+
+140
+00:10:38,340 --> 00:10:41,200
+يبقى لابد انه يشترك في هذه الخبرات حتى تكون تربوي
+
+141
+00:10:41,200 --> 00:10:47,580
+انها تكون مفيدة، إيجابية ومتنوعة أيضاهذه الخبرات
+
+142
+00:10:47,580 --> 00:10:52,300
+تهيئها المدرسة للتلاميذ سواء داخلها أو خارجها،
+
+143
+00:10:52,300 --> 00:10:57,200
+الخبرات تتم داخل المدرسة و خارج المدرسة، في خبرات
+
+144
+00:10:57,200 --> 00:11:01,960
+بتتم خارج المدرسة؟ طبعا خبرات الحياة .. خبرات
+
+145
+00:11:01,960 --> 00:11:05,000
+الحياة و يعني .. يعني .. يعني يعيش في ال .. في
+
+146
+00:11:05,000 --> 00:11:08,950
+المجتمع و يتأثر فيه و يتأثر بيهممتاز جدا، إن احنا
+
+147
+00:11:08,950 --> 00:11:11,770
+بننقل خبراتنا اللي بتعلمها داخل المدرسة إلى خارج
+
+148
+00:11:11,770 --> 00:11:15,730
+المدرسة، والتطبيق بيكون داخل وخارج المدرسة، أنا
+
+149
+00:11:15,730 --> 00:11:19,510
+لما بعلم الطالب قواعد النظافة، أنا بعلم إياها نظري
+
+150
+00:11:19,510 --> 00:11:24,210
+في المدرسة، لكن تطبيقها بيكون في الحياةبكون خارج
+
+151
+00:11:24,210 --> 00:11:27,730
+الغرفة الصفية كثير من الأنشطة بنطلب من الطلبة إنهم
+
+152
+00:11:27,730 --> 00:11:30,650
+يمارسوها في خارج الغرفة الصفية تجارب، أبحاث
+
+153
+00:11:30,650 --> 00:11:34,450
+ميدانية، تقارير، أشياء، تقبيقات، عملية، كلها بتكون
+
+154
+00:11:34,450 --> 00:11:38,410
+في خارج الغرفة الصفية، يبقى هنا الآن عملية التعليم
+
+155
+00:11:38,410 --> 00:11:42,170
+داخل وخارج الغرفة الصفية، داخل وخارج المدرسة، سواء
+
+156
+00:11:42,170 --> 00:11:48,590
+داخلها أو خارجها، الغرض هو النمو الشامل، ماذا يعني
+
+157
+00:11:48,590 --> 00:11:49,570
+نمو الشامل؟
+
+158
+00:11:59,630 --> 00:12:03,510
+أحسنتى، ممتازى، بقى هنا نمو شامل يعني نمو الطالب
+
+159
+00:12:03,510 --> 00:12:08,350
+من كافة الجوانب العقلية والنفسية والجسدية
+
+160
+00:12:08,350 --> 00:12:13,990
+والثقافية والدينية والاجتماعية، بنفعش أنا أنمي
+
+161
+00:12:13,990 --> 00:12:18,270
+الطالب في مجال واترك المجالات الأخرىيعني لا يجوز
+
+162
+00:12:18,270 --> 00:12:22,570
+أن أنام الطالب في مجال العقل، أعطيه مهارات و أعطيه
+
+163
+00:12:22,570 --> 00:12:25,730
+أشياء عقلية و رياضيات و يصير هذا الطالب ذكي جدا
+
+164
+00:12:25,730 --> 00:12:31,710
+لكن جسده ضعيف، مابقدرش يحمل كورة، مابقدرش يجري، لو
+
+165
+00:12:31,710 --> 00:12:35,670
+ماشي مسافة بسيطة بصير يلهت، أنا نميت عقله بس
+
+166
+00:12:35,670 --> 00:12:40,820
+مانميتش جسدهيبقى هنا إن أنا أحمل الرياضة مثلا و
+
+167
+00:12:40,820 --> 00:12:45,120
+التنمية الجسدية، هذا هيؤثر على الطالب إن أنامي
+
+168
+00:12:45,120 --> 00:12:48,640
+مثلا في مجال اللغة و أحمل مجال الرياضية، ما بينفعش
+
+169
+00:12:48,640 --> 00:12:52,120
+إنه يهتم بالرياضيات و باللغة و مايعرفش أي شيء عن
+
+170
+00:12:52,120 --> 00:12:57,540
+تاريخ بلده، مايعرفش أي شيء عن ثقافة بلده، و برضه
+
+171
+00:12:57,540 --> 00:13:02,040
+هذا الشيء لا يجوز، يبقى لابد إن يكون نمو متكامل
+
+172
+00:13:02,040 --> 00:13:07,730
+لكن بصورة متوازنةيعني أنا بقدرش افترض ان كل الطلاب
+
+173
+00:13:07,730 --> 00:13:11,510
+هيصير عندهم نمو بنفس المستوى، يعني الآن هذا الطالب
+
+174
+00:13:11,510 --> 00:13:14,930
+شاطر في الرياضيات، عنده نمو عالي جدا في المهارات
+
+175
+00:13:14,930 --> 00:13:17,370
+الحسابية، هل بفترض ان كل الطلاب لازم يكونوا بنفس
+
+176
+00:13:17,370 --> 00:13:21,690
+المستوى؟يعني في طالب هينمو في مجال العلم، في طالب
+
+177
+00:13:21,690 --> 00:13:25,290
+هينمو في مجال مهارات الجسد، في طالب هينمو في مجال
+
+178
+00:13:25,290 --> 00:13:29,170
+المهارات الثقافية، لكن لابد إن يكون في عند الطالب
+
+179
+00:13:29,170 --> 00:13:33,030
+الواحد نمو في كافة المجالات، لكن ليس بصورة
+
+180
+00:13:33,030 --> 00:13:37,850
+متساوية، ولكن بصورة متوازنةبحيث أنه مايكنش في
+
+181
+00:13:37,850 --> 00:13:42,490
+إهمال لمجال على حساب الآخر، يعني مانهتمش بمجال
+
+182
+00:13:42,490 --> 00:13:45,530
+وخلاص احنا أهم حاجة أن الطالب يحفظ، أهم حاجة أن
+
+183
+00:13:45,530 --> 00:13:48,590
+الطالب يقدم امتحانات، يتفوق، لكن في أشياء كتيرة
+
+184
+00:13:48,590 --> 00:13:52,110
+باجي مثلا أسأل الطالب عنها في مهارات الحياتية في
+
+185
+00:13:52,110 --> 00:13:54,850
+كذا بلا إيه، ماعندوش، يبقى لأ، هنا بيكون في عدم
+
+186
+00:13:54,850 --> 00:14:01,650
+توازن في النمو، يبقى نمو شامل ومتكامل ومتوازن في
+
+187
+00:14:01,650 --> 00:14:05,890
+كافة المجالات اللي بتعرضلها الطالب، هذا النمو
+
+188
+00:14:06,620 --> 00:14:11,750
+بيقدّي إلى تعديل السلوكلما أنا بعلم الطالب كل هذه
+
+189
+00:14:11,750 --> 00:14:15,270
+المبادئ الحياتية و هذه المبادئ العلمية و الأخلاقية
+
+190
+00:14:15,270 --> 00:14:18,870
+فأنا بعمل على تعديل سلوكهم كل ما كبروا كل ما
+
+191
+00:14:18,870 --> 00:14:22,090
+اتعلموا في المدرسة المنهج المدرسي هذا بياخد الطالب
+
+192
+00:14:22,090 --> 00:14:25,670
+من بداية دخوله لصف أول حتى نهاية اللي هو الصف
+
+193
+00:14:25,670 --> 00:14:30,230
+التاني عشر انا بدأ امرره بمنهج هذا المنهج بده يعمل
+
+194
+00:14:30,230 --> 00:14:35,190
+على تعديل سلوكه كل مرحلة فيها تميز و فيها ارتقاء و
+
+195
+00:14:35,190 --> 00:14:40,050
+بالتالي بيعمل على تعديل سلوكهم هذا التعديلبيحفل
+
+196
+00:14:40,050 --> 00:14:44,390
+التفاعل الناجح مع البيئة و مع المجتمع من خلال
+
+197
+00:14:44,390 --> 00:14:47,750
+تعديل السلوك ماكناش نعرف نقرأ صرنا نعرف نقرأ
+
+198
+00:14:47,750 --> 00:14:51,830
+ماكناش نعرف نجري عملية حسابية صرنا نجري عملية
+
+199
+00:14:51,830 --> 00:14:54,690
+حسابية صرنا نروح السوق نشتري صرنا نعرف نغير في
+
+200
+00:14:54,690 --> 00:14:57,830
+العملة صرنا نعمل عمليات حسابية أعلى من ذلك
+
+201
+00:14:57,830 --> 00:15:01,590
+وبالتالي صار في عندي تفاعل ناجح مع المجتمع يعني
+
+202
+00:15:01,590 --> 00:15:04,630
+احنا وقتاش بنقول مثلا ان الطفل صار في عنده نمو
+
+203
+00:15:04,630 --> 00:15:09,680
+عقلي جيد عندما يقدر يجري عملية شرائية كاملةيعني
+
+204
+00:15:09,680 --> 00:15:14,520
+تعطيه مثلا عشرة شكل و تقوله لو بدك تشتري كذا و كذا
+
+205
+00:15:14,520 --> 00:15:18,700
+و كذا و يجمعهم و يترحم و يجيبلك الباقي مظبوطفأنا
+
+206
+00:15:18,700 --> 00:15:21,140
+بعرف إنه صار في عنده نمو في المهارة الحياتية
+
+207
+00:15:21,140 --> 00:15:24,780
+العقلية اللي هو يقدر يعمل عملية شرائية كاملة
+
+208
+00:15:24,780 --> 00:15:28,220
+وبالتالي هنا صار في عنده تفاعل ناجح بإقدر إن هو
+
+209
+00:15:28,220 --> 00:15:32,800
+يتفاعل بصورة صحيحة هو طفل صحيح لكن عنده قدرات
+
+210
+00:15:32,800 --> 00:15:35,920
+ومهارات تكفله إنه يتفاعل بصورة ناجحة مش إن هو يروح
+
+211
+00:15:35,920 --> 00:15:38,680
+ويتضيع منه الفلوس أو إنهم ياخدوها منه أو مايعرفش
+
+212
+00:15:38,680 --> 00:15:42,450
+يحسب إيش اللي شرعهوبالتالي هنا بكون مافيش عندي
+
+213
+00:15:42,450 --> 00:15:45,710
+خدمة أساسية بالنسبة للمهارات العقلية بالنسبة
+
+214
+00:15:45,710 --> 00:15:48,610
+للطالب، لازم يكون في عندي تفاعل ناجح مع البيئة و
+
+215
+00:15:48,610 --> 00:15:52,210
+مع المجتمع، أنت بحياتك أي مشكلة بتصد فيها لازم
+
+216
+00:15:52,210 --> 00:15:56,610
+العلم اللي أنت بتدرسيه في المدرسة يساعدك في حلها،
+
+217
+00:15:56,610 --> 00:16:02,450
+ومش بس في حل المشكلة، وابتكار حلول للمشكلة، يعني
+
+218
+00:16:02,450 --> 00:16:06,900
+مش بس اللي هي حل وحيد للمشكلةلازم يكون فيه بدائل
+
+219
+00:16:06,900 --> 00:16:10,440
+للمشكلة وبالتالي هنا بقولنا انه بحل المشاكل
+
+220
+00:16:10,440 --> 00:16:16,320
+وابتكارهم حلول لما يواجههم المشكلات دائما يجب ان
+
+221
+00:16:16,320 --> 00:16:20,980
+نخرج من فكرة الحل الوحيد فكرة الحل الوحيد هي فكرة
+
+222
+00:16:20,980 --> 00:16:25,900
+دكتاتورية لما اجي انا بقول لطالب ان انت بدك تجمع
+
+223
+00:16:25,900 --> 00:16:31,450
+رقمين كثرين عشرين لازم تجمعهم بهذه الطريقةفأنا
+
+224
+00:16:31,450 --> 00:16:34,210
+بحشر على قدرات الطالب طب الطالب عنده إمكانية إنه
+
+225
+00:16:34,210 --> 00:16:37,090
+يبتكر طريقة تانية في الحل في إمكانية ولا في الشيء
+
+226
+00:16:37,090 --> 00:16:40,490
+طب ليش أنا أحشر على الطالب إنه هذه المشكلة
+
+227
+00:16:40,490 --> 00:16:44,830
+الرياضية لازم تحلها بالطريقة تبعتي أنا كمدرسة وأي
+
+228
+00:16:44,830 --> 00:16:49,930
+تغيير في طريقة الحل راح أحط لك خطأ هذا الأسلوب خطأ
+
+229
+00:16:49,930 --> 00:16:54,750
+أنا لازم أعلمه إن أي مشكلة لها مجموعة من الحلول
+
+230
+00:16:54,750 --> 00:16:58,870
+وإنت كل ما كنت إنسان عندك قدرات عقلية تقدر تبتكر
+
+231
+00:16:58,870 --> 00:17:03,710
+حلولجديدة و بيقدر يكون في عندك أشياء جديدة تترحى
+
+232
+00:17:03,710 --> 00:17:07,330
+وبالتالي هنا احنا بنمي الابتكار، بنمي الإبداع،
+
+233
+00:17:07,330 --> 00:17:10,190
+يعني احنا من خلال المنهج ما إحناش عايزين إنسان
+
+234
+00:17:10,190 --> 00:17:16,300
+يحفظإنسان يكرر، يعيد ما هو موجود في داخل الكتاب،
+
+235
+00:17:16,300 --> 00:17:19,460
+لأ أنا مابديش هذه الصورة، أنا بدي إنسان ياخد من
+
+236
+00:17:19,460 --> 00:17:23,240
+هذه المعرفة اللي أنا بقدمله إياها و هذه المهارات و
+
+237
+00:17:23,240 --> 00:17:26,740
+هذه القيم، ما يساعد على حل مشكلته، و مش بس حل
+
+238
+00:17:26,740 --> 00:17:30,380
+مشكلته، و التفاعل الناجح مع المجتمع، و ابتكار حلول
+
+239
+00:17:30,380 --> 00:17:35,860
+لمشكلته و مشكلات المجتمع، هيك أنا بنمي إنسان مبدع،
+
+240
+00:17:35,860 --> 00:17:40,100
+لن استطيع مواجهة المستقبل إلا بالإبداعاحنا كشعوب
+
+241
+00:17:40,100 --> 00:17:45,000
+نامية أو كشعوب بنقول احنا كفلسطينيين محتلين مافيشش
+
+242
+00:17:45,000 --> 00:17:49,080
+عنا الكانات والعالم مغلق حولنا لن نستطيع مواجهة
+
+243
+00:17:49,080 --> 00:17:52,000
+المستقبل إلا بالإبداع لازم نبدع لازم يكون في عنا
+
+244
+00:17:52,000 --> 00:17:55,640
+قدرة في الإبداع قدرة في تخطي المشكلات قدرة في
+
+245
+00:17:55,640 --> 00:17:59,100
+التعامل مع أي مشكلة وحل هذه المشكلة والشعب
+
+246
+00:17:59,100 --> 00:18:02,600
+الفلسطيني أثبت هذا الشيء أكيد أنه عنده قدرة على
+
+247
+00:18:02,600 --> 00:18:08,010
+التكيف مش بس التكيف كمان أن هو يبدعفي عملية
+
+248
+00:18:08,010 --> 00:18:13,170
+السيطرة على كافة المؤثرات والتغيرات اي نعم والظروف
+
+249
+00:18:13,170 --> 00:18:16,610
+التي تفرض عليها يبقى الآن فهمنا ايش معنى المنهاج
+
+250
+00:18:16,610 --> 00:18:21,870
+المدرسي؟ هذا المفهوم المنهاج بدك تكوني فاهمه تماما
+
+251
+00:18:21,870 --> 00:18:26,870
+كلمة كلمةتعرفي كيف؟ إيش معنى كلمة منهج؟ مش معنى
+
+252
+00:18:26,870 --> 00:18:30,030
+المنهج اللي هو كتاب مدرسي بتقدم للطالب ولا مقرر
+
+253
+00:18:30,030 --> 00:18:33,330
+بتقدم للطالب ولا هي مادة علمية بندرسها للطالب في
+
+254
+00:18:33,330 --> 00:18:36,690
+داخل الموقف التعليمي ولكن هذا منهج مجموعة من
+
+255
+00:18:36,690 --> 00:18:40,630
+الخبرات التربوية تعد للطالب عشان يدرسها داخل وخارج
+
+256
+00:18:40,630 --> 00:18:44,920
+المدرسة من بداية دخول المدرسة حتىنهاية العملية
+
+257
+00:18:44,920 --> 00:18:48,680
+التعليمية بتشمل أشياء كثيرة، كل ما يمارسه المعلم
+
+258
+00:18:48,680 --> 00:18:51,720
+في داخل غرفة الصف من ضمن المنهاج، الوسائل
+
+259
+00:18:51,720 --> 00:18:54,320
+التعليمية من ضمن المنهاج، الاختبارات من ضمن
+
+260
+00:18:54,320 --> 00:18:58,720
+المنهاج، الأنشطة العقلية كلها من ضمن المنهاج، يبقى
+
+261
+00:18:58,720 --> 00:19:03,200
+مفهوم المنهاج أوسع بكتير من المفهوم الضيق البسيط
+
+262
+00:19:03,200 --> 00:19:04,380
+اللي احنا بنشوفه
+
+263
+00:19:16,700 --> 00:19:19,160
+مدلولات التعريف زي ان احنا شايفين الأشياء اللي
+
+264
+00:19:19,160 --> 00:19:25,000
+احنا شرحناها و أنت شرحلي ال band الأول أيوة
+
+265
+00:19:25,000 --> 00:19:30,210
+شرحنا؟ تفضلإنه تتضامل منهاش خبرات تربوية مفيدة
+
+266
+00:19:30,210 --> 00:19:33,610
+تحقق الأهداف المنزولة يعني إنه هدف المنهاش هو أن
+
+267
+00:19:33,610 --> 00:19:38,730
+يكون الخبرات ممكن خبرات تربوية مفيدة والهدف
+
+268
+00:19:38,730 --> 00:19:41,190
+المرجون منها هي عاملية السلوك المتعلم حيث إنه
+
+269
+00:19:41,190 --> 00:19:44,830
+يتفاعل مع البيئة المحيطة بيه بصورة ناجحة ممتاز جدا
+
+270
+00:19:44,830 --> 00:19:48,170
+يبقى هنا الخبرات لابد إنها تكون تربوية لابد إنها
+
+271
+00:19:48,170 --> 00:19:51,010
+تكون إيجابية لابد إنها تكون مفيدة لابد إنها تكون
+
+272
+00:19:51,010 --> 00:19:56,410
+متنوعة كلها من أجل تحقيق الأهداف ما هو الهدف؟الهدف
+
+273
+00:19:56,410 --> 00:20:00,310
+إن أنا بدأ نمي إنسان، الإنسان هذا سلوكه جيد يستطيع
+
+274
+00:20:00,310 --> 00:20:03,270
+التفاعل مع المجتمع، يبقى لابد إنه أقدمله خبرات و
+
+275
+00:20:03,270 --> 00:20:07,090
+هذه الخبرات بيبقى تكون على درجة عالية من الإفادة
+
+276
+00:20:07,090 --> 00:20:12,290
+بالنسبة للمتعلم أيضا؟ تفضلي تشترط هذه الخبرة
+
+277
+00:20:12,290 --> 00:20:16,130
+مشاركة لمتعلم بالأنطقة المختلفة، إن المتعلم مايكون
+
+278
+00:20:16,130 --> 00:20:20,130
+مش متلق، بالعكس المنظم الحديث هو محور العملية
+
+279
+00:20:20,130 --> 00:20:25,460
+التربويةيعني لازم يكون مشارك و يكون فعال نعم لازم
+
+280
+00:20:25,460 --> 00:20:28,980
+يكون مشارك، فعال، قادر على اقتراح حلول، قادر على
+
+281
+00:20:28,980 --> 00:20:32,360
+اقتراح أفكار، يمارس العملية التعليمية داخل الغرفة
+
+282
+00:20:32,360 --> 00:20:37,280
+الصحفية و خارج الغرفة الصحفية، أيضًا، تفضلي الهدف
+
+283
+00:20:37,280 --> 00:20:40,940
+اللي يسعى ليه مهاجمة الصحون المشرفة، الهدف من
+
+284
+00:20:40,940 --> 00:20:45,060
+مهاجمة الصحون المشرفة هو القارة، لكن من جميع الحق
+
+285
+00:20:45,060 --> 00:20:47,200
+الجوانبه، بس فقط في قراءة كتب
+
+286
+00:20:50,500 --> 00:20:53,180
+في الجوانب النفسية والعقلية أحسنتي بقى هنا لابد أن
+
+287
+00:20:53,180 --> 00:21:00,540
+يكون نمو شامل متكامل ومتوازن أيوة أيضا تفضلي
+
+288
+00:21:00,540 --> 00:21:04,620
+اتفاعل المجتمع .. اتفاعل الفد مع المجتمع والبيئة
+
+289
+00:21:04,620 --> 00:21:08,710
+يؤدي لنمو مهارات وخبراتالتفاعل لابد أن المنهاج
+
+290
+00:21:08,710 --> 00:21:12,670
+يتيح فرص للتفاعل، أحسن تبقى هنا فرص التفاعل بتكون
+
+291
+00:21:12,670 --> 00:21:16,810
+من خلال مواجهة المشكلات طالما إحنا بنتفاعل مع
+
+292
+00:21:16,810 --> 00:21:19,790
+المجتمع يبقى لازم نحس بمشكلته، نشوف ما بيه من
+
+293
+00:21:19,790 --> 00:21:22,830
+المشكلات، وإحنا بنواجه هذه المشكلات، زي مثلا إحنا
+
+294
+00:21:22,830 --> 00:21:25,770
+عندنا مشكلة الكهربا، هي مشكلة في المجتمع، بس إحنا
+
+295
+00:21:25,770 --> 00:21:30,680
+بنحس، إحنا بنعيشهااحنا بنعيش المشكلة يبقى لازم
+
+296
+00:21:30,680 --> 00:21:35,140
+نفكر بحل لهذه المشكلة يبقى من خلال تفاعلنا بنقترح
+
+297
+00:21:35,140 --> 00:21:37,780
+حلول و بتهيألي احنا تطورنا كثيرا في مواجهة قطع
+
+298
+00:21:37,780 --> 00:21:42,700
+الكهرباء يعني صرنا عدينا مراحل كتيرة من خلال
+
+299
+00:21:42,700 --> 00:21:46,000
+المطارات و اللدات و البطاريات و أشياء كثيرة في هذا
+
+300
+00:21:46,000 --> 00:21:51,980
+الجانب و الخلايا الشمسية و الخلايا الشمسية هذه أخر
+
+301
+00:21:51,980 --> 00:21:52,860
+ابتكار ما شاء الله
+
+302
+00:21:57,430 --> 00:22:07,590
+الان ده نتعرف على عمليات تجري على المنهج أول
+
+303
+00:22:07,590 --> 00:22:12,610
+عملية تجري للمنهج هي عملية تصميم المنهج علشان نعمل
+
+304
+00:22:12,610 --> 00:22:17,870
+منهج لازم يكون في عندنا عملية تصميم أولي يعني اللي
+
+305
+00:22:17,870 --> 00:22:23,790
+بيشتري قطعة أرض بيحتاج إلى عمل تصميم فانت شاريتي
+
+306
+00:22:23,790 --> 00:22:26,390
+قطعة أرض فبتجيب المهندس و تقولي أنا بدي أعمل بيت
+
+307
+00:22:27,430 --> 00:22:32,210
+بدي تعملي تصميم معين، هو احنا مش على طول بنكتبه،
+
+308
+00:22:32,210 --> 00:22:34,070
+بيبنيش بدنا نعمل منهج، بيقولوا نحن نكتب الدرس
+
+309
+00:22:34,070 --> 00:22:36,190
+الأول، الدرس التاني، الدرس التالت، لأ بدنا نعمل
+
+310
+00:22:36,190 --> 00:22:41,430
+عملية تصميم، بدنا نرسم خارطة للمنهج، بدنا نشوف كيف
+
+311
+00:22:41,430 --> 00:22:46,250
+بدنا نرسم خارطة للمنهج، ما المقصود بعملية التصميم؟
+
+312
+00:22:46,250 --> 00:22:51,380
+تفضلهي وضع خطة عمل لإنجاز مشروع معين في ضوء
+
+313
+00:22:51,380 --> 00:22:54,080
+الإمكانات الممتازة؟ ممتاز جدا، التصميم بمعنى
+
+314
+00:22:54,080 --> 00:22:58,360
+البسيط جدا إن احنا بدأ أحط خطة عمل علشان أنا أنجز
+
+315
+00:22:58,360 --> 00:23:01,220
+مشروع معين، إيش الإمكانات اللي موجودة عندى، يعني
+
+316
+00:23:01,220 --> 00:23:04,040
+أنا باجي اللي بده يعطيني قطعة الأرض هذه، فبقوله
+
+317
+00:23:04,040 --> 00:23:07,020
+أنا قداش ثقفك، يعني إيش بدك .. قداش معاك فلوس
+
+318
+00:23:07,020 --> 00:23:09,840
+علشان أنت بدك تعمل بيت، بدك تعمل villa، بدك تعمل
+
+319
+00:23:09,840 --> 00:23:12,460
+عمارة، بدك تعمل برج، بدك تعمل supermarket، إيش
+
+320
+00:23:12,460 --> 00:23:16,040
+بالظبط؟الثقف المالي اللي عندك، إيش الإمكانات اللي
+
+321
+00:23:16,040 --> 00:23:19,260
+موجودة المتاحة، فإحنا بدنا نخطط لإنجاز هذا
+
+322
+00:23:19,260 --> 00:23:21,920
+المشروع، حتى إذا إحنا بدنا نبني بيت، فإذا إحنا
+
+323
+00:23:21,920 --> 00:23:26,700
+بدنا نبني أجيال، إذا بدنا نبني أجيال، هتبقى
+
+324
+00:23:26,700 --> 00:23:30,220
+الأسئلة أصعب من هيك بكتير، فإحنا بدنا نحاول إن
+
+325
+00:23:30,220 --> 00:23:36,540
+احنا نضع خطة عمل، أيه نعم، لبناء وتصميم وصناعة
+
+326
+00:23:36,540 --> 00:23:42,320
+منهاجفاحنا في تصميم المنهاج نضع خطة عمل لبناء
+
+327
+00:23:42,320 --> 00:23:48,360
+وإنجاز منهاج معين لتحقيق الأهداف التربوية في ضوء
+
+328
+00:23:48,360 --> 00:23:54,040
+الإمكانات المتاحة نشوف الآن عشان احنا نصمم منهج
+
+329
+00:23:54,040 --> 00:23:58,500
+لما ييجي مثلا أي دولة تقول احنا بدنا نعمل منهج
+
+330
+00:23:58,500 --> 00:24:03,960
+جديد طب مافي منهج قائم مش أكيد في منهج قائم السؤال
+
+331
+00:24:03,960 --> 00:24:09,270
+الأول تبرير عملية التصميملماذا نريد تصميم منهج
+
+332
+00:24:09,270 --> 00:24:13,290
+جديد؟ ما هي الأسباب التي يمكن أن تكون لدى الدولة
+
+333
+00:24:13,290 --> 00:24:20,310
+حتى تغير منهجها كاملة؟ ممكن تطور بالدولة ممكن تطور
+
+334
+00:24:20,310 --> 00:24:23,690
+علمي وتكنولوجي، جيد أصبح غير مناسب لسوق الموجود
+
+335
+00:24:23,690 --> 00:24:27,130
+بالدولة، يعني ايه؟ أصبح غير مناسب لمتطلبات سوق
+
+336
+00:24:27,130 --> 00:24:33,690
+العمل، أحسنتي؟ يعني وجود مشكلات معينة إزاي؟مش
+
+337
+00:24:33,690 --> 00:24:37,510
+مناسب للجيل يعني مثلا الجيل هذا مثلا لتناسب مع
+
+338
+00:24:37,510 --> 00:24:40,710
+اللي هو طبيعة تفكير الطلاب و مستويات نتجهم؟ ممكن
+
+339
+00:24:40,710 --> 00:24:45,710
+عدم فعالية المنهج القديم و تحت الأجار عدم فعالية
+
+340
+00:24:45,710 --> 00:24:49,690
+المنهج القديم اتفضلي اذا كان بيعتمد الناس على
+
+341
+00:24:49,690 --> 00:24:55,690
+الطبقين و الحبس فبستدلوه و تطبق عملية تطور جيد؟
+
+342
+00:24:55,690 --> 00:24:59,490
+ممكن موجود أخطأ في المنهج الأخر من ال campus رأيه
+
+343
+00:24:59,490 --> 00:25:03,530
+فكانت حصة المدنية الفلسطينية عاليةجيد، ممكن وجود
+
+344
+00:25:03,530 --> 00:25:07,750
+أخطاء كبيرة في المنهج مواكبة التطور العلمي مواكبة
+
+345
+00:25:07,750 --> 00:25:11,510
+التطور العلمي، طبعا أي دولة بدها تعمل منهج جديد،
+
+346
+00:25:11,510 --> 00:25:14,850
+بده يكون عندها مبررات قوية علشان أنتي تلغي هذا
+
+347
+00:25:14,850 --> 00:25:18,790
+المنهج الموجود القائم، اللي هي قامت عليه أجيال،
+
+348
+00:25:18,790 --> 00:25:22,510
+يعني احنا في فلسطين، في قطاع غزة كنا بندرس المنهج
+
+349
+00:25:22,510 --> 00:25:27,530
+المصريوالضفة الغربية كانت بتدرس المنهج الأردني
+
+350
+00:25:27,530 --> 00:25:30,970
+الفلسطينيين في الأردن بيدرسوا منهج أردني
+
+351
+00:25:30,970 --> 00:25:35,470
+والفلسطينيين في لبنان بيدرسوا منهج لبناني وفي
+
+352
+00:25:35,470 --> 00:25:40,310
+سوريا بيدرسوا منهج سوري مافيش منهج فلسطيني نتيجة
+
+353
+00:25:40,310 --> 00:25:45,070
+إن إحنا طبعا نكبنا في وطننا هجرنا فأصبحنا يعني
+
+354
+00:25:45,070 --> 00:25:48,950
+مافيش إلنا كيان واضح فصيرنا إحنا بندرس مناهج هذه
+
+355
+00:25:48,950 --> 00:25:54,630
+المناهج استضعفتنا فيها دوليعني احنا كانت مستضيفانة
+
+356
+00:25:54,630 --> 00:25:59,090
+مصر، القردن كانت مستضيفة .. مستضيفة الضحفة الغربية
+
+357
+00:25:59,090 --> 00:26:02,570
+والدول اللي هي فيها مخيمات اللاجئين كانوا بيدرسوا
+
+358
+00:26:02,570 --> 00:26:06,590
+اللي هي منهج الدولة اللي هم مقيمين فيها مافيش حاجة
+
+359
+00:26:06,590 --> 00:26:09,930
+اسمها منهج فلسطيني، يبقى احنا كانت مشكلتنا ليست
+
+360
+00:26:09,930 --> 00:26:14,970
+مشكلة تطور وليست مشكلة مهارات ولكن مشكلة اغتراب في
+
+361
+00:26:14,970 --> 00:26:20,830
+المنهج ايش معنى الاغتراب؟ انه بيدرس ثقافة غريبة عن
+
+362
+00:26:20,830 --> 00:26:21,390
+ثقافته
+
+363
+00:26:25,670 --> 00:26:30,650
+وبالتالي عندما يدرس المنهج ثقافة مغتربة، يحتاج إلى
+
+364
+00:26:30,650 --> 00:26:34,530
+منهج وطني، منهج ينبع من الثقافة، من الفكر القائم
+
+365
+00:26:34,530 --> 00:26:38,510
+في هذه الدولة، وبالتالي احنا كفلسطينيين كنا في
+
+366
+00:26:38,510 --> 00:26:40,930
+عندنا مشكلة أساسية، ان احنا بندرس منهج ليست
+
+367
+00:26:40,930 --> 00:26:44,390
+منهجنا، الدول الأخرى بتكون مشكلتهم في التطور
+
+368
+00:26:44,390 --> 00:26:48,190
+التقني والثقافي والتطور العلمي، انه صارت المناهج
+
+369
+00:26:48,190 --> 00:26:53,300
+هذه منهج قديمة، لا تواكبحركة التطور اللي حدثت أو
+
+370
+00:26:53,300 --> 00:26:57,040
+ممكن يكون حصل عندهم تغير سياسي أنه كان في نظام
+
+371
+00:26:57,040 --> 00:27:01,520
+قائم و أجا نظام القائم هذا انهار و أجا بدله نظام
+
+372
+00:27:01,520 --> 00:27:07,140
+آخر فالنظام الآخر هذا بدي يغير كل ما هو موجود لأنه
+
+373
+00:27:07,140 --> 00:27:11,960
+علشان احنا نغير في مجتمع معين لازم نغير المنهج مين
+
+374
+00:27:11,960 --> 00:27:17,820
+اللي بيأثر؟ مين المؤثر الأساسي في بناء الفرد؟طبعا
+
+375
+00:27:17,820 --> 00:27:21,100
+هنا المناهج مؤثرة بصورة كبيرة جدا لإن أنا ببني
+
+376
+00:27:21,100 --> 00:27:24,080
+الطالب على مبادئ و على قيم و على أشياء كثيرة، الآن
+
+377
+00:27:24,080 --> 00:27:28,180
+هنا أنا ببني اللي هو الفكر في داخل هذا الإنسان،
+
+378
+00:27:28,180 --> 00:27:31,500
+وبالتالي هنا لابد إن يكون في عندي عملية التبرير
+
+379
+00:27:31,500 --> 00:27:36,280
+لتصميم المنهجممكن أسباب التبرير أو المبررات هذه
+
+380
+00:27:36,280 --> 00:27:39,640
+تكون سياسية، ممكن تكون اقتصادية، ممكن تكون
+
+381
+00:27:39,640 --> 00:27:43,940
+اجتماعية، ممكن تكون فكرية، ممكن تكون تكنولوجيا،
+
+382
+00:27:43,940 --> 00:27:47,920
+يبقى في عنا مجموعة من الأسباب والمبررات اللي هي
+
+383
+00:27:47,920 --> 00:27:51,660
+فعلا بتقوللي إن أنا أغير المنهج كامل، ألغي المنهج
+
+384
+00:27:51,660 --> 00:27:55,700
+القديم و أجيب منهج جديد، غالبا الدول بتقومش بهذه
+
+385
+00:27:55,700 --> 00:28:01,020
+العملية، بتقوم بعملية تطويربتخلّي جزء و بتطور جزء
+
+386
+00:28:01,020 --> 00:28:08,720
+آخر تعمل عملية تحسين للمنهج تحديد مجال التصميم هل
+
+387
+00:28:08,720 --> 00:28:12,820
+نريد تصميم للمنهج للمرحلة الأساسية الدنيا للأساسية
+
+388
+00:28:12,820 --> 00:28:18,320
+العليا للثانوي هل بدنا نغير بس مناهج العلم؟ طب
+
+389
+00:28:18,320 --> 00:28:20,780
+احنا كنا بنعاني بالاغتراب أكتر إشي في مناهج
+
+390
+00:28:20,780 --> 00:28:23,680
+الدراسات الإجتماعية مثلا اللي هو في التاريخ
+
+391
+00:28:23,680 --> 00:28:25,920
+والجغرافيا هل بس بدنا نصمم مناهج التاريخ
+
+392
+00:28:25,920 --> 00:28:29,630
+والجغرافيا؟يبقى لابد من تحديد المجال تحديد المرحلة
+
+393
+00:28:29,630 --> 00:28:34,410
+تحديد المبحث العلمي وبالتالي في تحديد المجال
+
+394
+00:28:34,410 --> 00:28:40,190
+التصميم بنحدد المرحلة و بنحدد المبحث العلمي الآن
+
+395
+00:28:40,190 --> 00:28:48,970
+هنا السؤال المهم جدا الأسس والمنطلقات مما يجب أن
+
+396
+00:28:48,970 --> 00:28:52,190
+ينطلق المنهج يعني ما هي النظرية ما هي الفلسفة
+
+397
+00:28:52,190 --> 00:28:56,260
+الأساسية التي يجب أن ينطلق منها المنهجبتعتمد على
+
+398
+00:28:56,260 --> 00:28:58,940
+فلسفة المجتمع نفسه سواء الفلسفة التقبوية أو
+
+399
+00:28:58,940 --> 00:29:01,960
+الاجتماعية عادات المجتمع التقاليد و الفلسفة اللي
+
+400
+00:29:01,960 --> 00:29:05,040
+بتعتمدها في التربية مثلا أن أحنا كمجتمعات إسلامية
+
+401
+00:29:05,040 --> 00:29:08,540
+نعتمد على الفلسفة و الرؤية الإسلامية مجتمعات أخرى
+
+402
+00:29:08,540 --> 00:29:11,880
+بتعتمد على الفلسفة الماركسية أو الفلسفة الرأسمالية
+
+403
+00:29:11,880 --> 00:29:16,020
+بالتالي كل مجتمع بيختار من فلسفته المنهج اللي
+
+404
+00:29:16,020 --> 00:29:19,720
+عيساين طلب إليه برك الله يبقى هنا ممتاز جدا يعني
+
+405
+00:29:19,720 --> 00:29:24,170
+احنا كمسلمين المفروض أن احنا منتهج الفكرالإسلامي
+
+406
+00:29:24,170 --> 00:29:27,030
+وإنه مناهجنا تكون مشتقة من فكرنا الإسلامي ومش لازم
+
+407
+00:29:27,030 --> 00:29:31,510
+نحط في مناهجنا أي حاجة بتناقض فكرنا وبتناقض
+
+408
+00:29:31,510 --> 00:29:34,970
+إسلامنا نفس الشيء مثلا الدول الشرقية بتاخد من
+
+409
+00:29:34,970 --> 00:29:38,650
+الفكر الشيوعي الفكر الاشتراكي وبتعتبر هو المنطلق
+
+410
+00:29:38,650 --> 00:29:42,550
+الأساسي ما هو منطلق المنهج هذا شيء مهم جدا يعني
+
+411
+00:29:42,550 --> 00:29:46,510
+أنا إيش كيف بدي أربي هذا الإنسان؟ إذا كان مثلا في
+
+412
+00:29:46,510 --> 00:29:50,130
+الدول الغربية الفكرة الرأسمالية فهي بتتنمي الفرد
+
+413
+00:29:51,090 --> 00:29:56,270
+فهي بدها تنمي إن الفرد أهم شيء تحقيق أهدافك
+
+414
+00:29:56,270 --> 00:30:00,410
+ورغباتك أهم ما يجب أن تقوم فيه وبالتالي عندهم
+
+415
+00:30:00,410 --> 00:30:05,930
+الغاية تبرر الوسيلة للإنسان إنه ينتهج أي سلوك حتى
+
+416
+00:30:05,930 --> 00:30:11,250
+يحقق أهدافه حتى لو كان هذا السلوك غير قيمي حتى لو
+
+417
+00:30:11,250 --> 00:30:14,090
+كان غير أخلاقي فهم ماعندهم مش مشكلة طالما إن هو
+
+418
+00:30:14,090 --> 00:30:18,790
+حقق في النهاية أهدافه إيش أهم أهدافه عندهم اللي هو
+
+419
+00:30:18,790 --> 00:30:23,300
+التكوين الاقتصاديأهم شيء أن هو يكون اقتصادي، أن هو
+
+420
+00:30:23,300 --> 00:30:26,400
+يمتلك ثروة هائلة، أن هو يكون كذا وبالتالي هيك
+
+421
+00:30:26,400 --> 00:30:30,020
+بيحقق أهدافه، هل احنا كمسلمين الأساس اللي احنا
+
+422
+00:30:30,020 --> 00:30:33,320
+بنفكر فيه أن احنا نصل إلى أن احنا نكون اقتصاديين
+
+423
+00:30:33,320 --> 00:30:36,800
+داوي أموال؟ ما الغاية الأساسية لدنيا؟ رضى الله
+
+424
+00:30:36,800 --> 00:30:40,540
+وانت؟ رضى الله، يبقى طالما رضى الله سبحانه وتعالى
+
+425
+00:30:40,540 --> 00:30:43,880
+عندنا، يبقى احنا لازم نعمل عشان نصل إلى رضى الله،
+
+426
+00:30:43,880 --> 00:30:49,170
+نستخدمفكرنا في الاقتصاد وفكرنا في الاجتماع وفي
+
+427
+00:30:49,170 --> 00:30:54,270
+الثقافة وفي العلم، كل هذه الأشياء بدنا نسخرها بحيث
+
+428
+00:30:54,270 --> 00:30:58,010
+إنها تساعدنا على أن نرضي الله، مش لازم أسرق، أنا
+
+429
+00:30:58,010 --> 00:31:02,230
+ممكن أكون اقتصادي كبير جدا، لكن هذا الاقتصاد يجب
+
+430
+00:31:02,230 --> 00:31:07,040
+أن يكون أتى من الحلالمش لازم يكون في حرام، مش لازم
+
+431
+00:31:07,040 --> 00:31:09,420
+أقتل واحد علشان أنا أخده فلوسه علشان أنا أصير غني
+
+432
+00:31:09,420 --> 00:31:13,720
+أو أني أنهب أو أني أسرق أو أني أعمل أي سلوك أو أني
+
+433
+00:31:13,720 --> 00:31:16,700
+أتعامل بالربع علشان يكون أنا في عندي .. لأ هذا
+
+434
+00:31:16,700 --> 00:31:20,740
+السلوك أنا بدي أعلمه لطفل من البداية إنك إنت لما
+
+435
+00:31:20,740 --> 00:31:23,480
+بتلاقي حاجة على الأرض مش لازم تاخدها لأنها ليست
+
+436
+00:31:23,480 --> 00:31:29,720
+حققة، يجب أن تسألعنها، كل شيء بدأ أعلمهيا، بدأ
+
+437
+00:31:29,720 --> 00:31:33,240
+أحطله في المنهج، كيف يأكل، كيف يشرب، كيف يحترم
+
+438
+00:31:33,240 --> 00:31:35,400
+الكبير، كيف يحترم الصغير، من وين ده أجيب المبادئ
+
+439
+00:31:35,400 --> 00:31:40,200
+هذه؟ من الدين، كمان، لما أنا بعلمه الرياضيات، لما
+
+440
+00:31:40,200 --> 00:31:43,020
+بعلمه العلوم، لما بعلمه كذا، كل هذه الأشياء لازم
+
+441
+00:31:43,020 --> 00:31:48,320
+ترتبط مبادئالفلسفة الأساسية أو الفكر الأساسي
+
+442
+00:31:48,320 --> 00:31:52,100
+المشتقة منه، مش لازم أعلمه أن هو الربا هذا شيء
+
+443
+00:31:52,100 --> 00:31:56,220
+جميل جدا، الفلوس بتحطها في البنك فبتتضعف و بتتضعف
+
+444
+00:31:56,220 --> 00:31:59,860
+و بتتضعف، أنا هيك بتعلمه فكر رأسمالي بعيد عن
+
+445
+00:31:59,860 --> 00:32:04,200
+الدين، لكن لما أبدأ أجر أن أحاكم هذا الشيء في ضوء
+
+446
+00:32:04,200 --> 00:32:08,580
+الفكر الإسلامي، بقوله لأ هذا الربا حراميبقى أنت
+
+447
+00:32:08,580 --> 00:32:12,320
+لازم تفكر في طريقة حتى تربوا أموالك و حتى تزيدوا و
+
+448
+00:32:12,320 --> 00:32:16,620
+تنموا بعيدا عن الربع يبقى الآن الفكرة لما احنا
+
+449
+00:32:16,620 --> 00:32:20,100
+بنحطها في المنهج الصورة لما بحطها في المنهج يعني
+
+450
+00:32:20,100 --> 00:32:24,140
+لما انا بقى احط صورة السيدة الفلسطينية بعلمه في
+
+451
+00:32:24,140 --> 00:32:29,420
+الصف الأولأمي و أبي و أسرتي فبنيجي و بنحط صورة
+
+452
+00:32:29,420 --> 00:32:33,400
+الست صورة الست الفلسطينية لو أنا بدأ أحط مثلا صورة
+
+453
+00:32:33,400 --> 00:32:37,760
+ست جميلة أنسة و متبرجة و لابسة كده و قاعدة في مكان
+
+454
+00:32:37,760 --> 00:32:42,800
+غني في مكان ثري اه الان هذه صورة الست الفلسطينية
+
+455
+00:32:42,800 --> 00:32:47,580
+لأ هذه مش صورة الست الفلسطينية هذه صورة السيدة
+
+456
+00:32:47,580 --> 00:32:52,280
+الثرية الغربية اللي بدها تخلي الطفل هذا يتمرد على
+
+457
+00:32:52,280 --> 00:32:56,750
+واقعهلمّا يروح يشوف صورة أمه بتختلف عن صورة هذه
+
+458
+00:32:56,750 --> 00:33:00,910
+الأم، فبالتالي هو هيرفض هذه الصورة، لكن أنا بدي
+
+459
+00:33:00,910 --> 00:33:04,230
+صورة من مبادئنا، من فكرنا، يعني لما بحط صورة
+
+460
+00:33:04,230 --> 00:33:09,170
+المرأة الفلسطينية أو الأم الفلسطينية، بحطها محجبةو
+
+461
+00:33:09,170 --> 00:33:12,450
+بحطها لبس طويل و بحطها في البيت العادي الصورة هذه
+
+462
+00:33:12,450 --> 00:33:15,570
+إلها دلالة يعني الصورة إلها دلالة الكلمة إلها
+
+463
+00:33:15,570 --> 00:33:19,330
+دلالة كل شيء إله دلالة أي حاجة نحطها في الكتاب أنا
+
+464
+00:33:19,330 --> 00:33:22,430
+ببني شخصية الطالب على أساسه يبقى لابد إن إحنا نفكر
+
+465
+00:33:22,430 --> 00:33:24,750
+في الأسس و المنطلقات اللي إحنا بدنا نبنيه على
+
+466
+00:33:24,750 --> 00:33:30,390
+أساسها بنفكر أيضًا بالنظرية التربوية أخدته عن
+
+467
+00:33:30,390 --> 00:33:34,710
+النظرية السلوكية ما هي مبادئ النظرية السلوكية
+
+468
+00:33:34,710 --> 00:33:37,670
+أيضًا
+
+469
+00:33:40,700 --> 00:33:46,560
+يتحكم في تعديل السلوك من خلال تواجع .. من خلال
+
+470
+00:33:46,560 --> 00:33:49,220
+تواجع السلوك .. تعديل من خلال تواجع التعزيز أو
+
+471
+00:33:49,220 --> 00:33:54,140
+العقابيعني هي بتستند عملية التعلم على وجود مثير
+
+472
+00:33:54,140 --> 00:33:58,860
+المثير يحتاج إلى استجابة استجابة تبدأ بالمعزز أه
+
+473
+00:33:58,860 --> 00:34:02,880
+والاستجابة تحتاج إلى عملية تعزيز اختفاء التعزيز
+
+474
+00:34:02,880 --> 00:34:07,560
+يؤدي إلى انتفاق الاستجابة هذه نظرية في التعليم
+
+475
+00:34:07,560 --> 00:34:12,500
+بتقول إن التعلم يسير من الجزئيات إلى الكليات في
+
+476
+00:34:12,500 --> 00:34:16,290
+نظرية الجشطةاللي هي عكسها، اللي هي بتقولي إن
+
+477
+00:34:16,290 --> 00:34:20,450
+التعلم يسير من الكليات إلى الجزئيات طب أنا بدي
+
+478
+00:34:20,450 --> 00:34:25,370
+أعلم الطالب الحرف قبل الكلمة ولا الكلمة قبل الحرف؟
+
+479
+00:34:25,370 --> 00:34:27,350
+الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف قبل
+
+480
+00:34:27,350 --> 00:34:27,610
+الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف
+
+481
+00:34:27,610 --> 00:34:27,710
+قبل الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة،
+
+482
+00:34:27,710 --> 00:34:28,030
+الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف قبل
+
+483
+00:34:28,030 --> 00:34:28,190
+الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف
+
+484
+00:34:28,190 --> 00:34:28,670
+قبل الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمة،
+
+485
+00:34:28,670 --> 00:34:31,150
+الحرف قبل الكلمة، الحرف قبل الكلمة، الحرف قبل
+
+486
+00:34:31,150 --> 00:34:36,610
+الكلمة، الحرف قبل الكلمة، الحرف قبل الكلمبعدين
+
+487
+00:34:36,610 --> 00:34:39,790
+نبدأ نجذقها لأ الحرف قبل الكلمة لإنه بيصير التأسيس
+
+488
+00:34:39,790 --> 00:34:42,770
+من الحرف ما زال مش عارف الحروف كيف بده يكتب الكلمة
+
+489
+00:34:42,770 --> 00:34:48,030
+طيب إحنا بدنا نشوف الآن لو إحنا بدنا نشوف الكلمة
+
+490
+00:34:48,030 --> 00:34:50,610
+ولا الحرف و الحرف و الكلمة هلاقيتها مثلا لما بيجي
+
+491
+00:34:50,610 --> 00:34:53,850
+بيخطلي في الصف الأول أو في ال .. في الروضة في رياض
+
+492
+00:34:53,850 --> 00:35:02,970
+الأطفال فهو بيخطلي هنا ت تمر هو بيرسملي حبة التمر
+
+493
+00:35:02,970 --> 00:35:04,410
+هو بيحطلي هنا حرف
+
+494
+00:35:07,210 --> 00:35:12,050
+الصورة اللي قدامك هذي جمعت بين النظريتان أول حاجة
+
+495
+00:35:12,050 --> 00:35:21,350
+أنه الكلمة قبل الحرف لماذا؟ لأن الحرف مجرد حرف
+
+496
+00:35:21,350 --> 00:35:26,470
+التا، ماذا يعني تا؟ ماعرفش حرف التا، الحرف مجرد،
+
+497
+00:35:26,470 --> 00:35:32,420
+لكن الكلمةلها دلالة، محسوسة، تمر، هي حبة التمر، هي
+
+498
+00:35:32,420 --> 00:35:35,920
+حبة التمر، فهم بيشوفوها، فالكلمة محسوسة أكتر، يعني
+
+499
+00:35:35,920 --> 00:35:39,780
+لها معنى ولها دلالة، الآن الربط بين الكلمة وبين
+
+500
+00:35:39,780 --> 00:35:49,000
+الصورة أصبحت الصورة عبارة عن مثير، والكلمة عبارة
+
+501
+00:35:49,000 --> 00:35:54,380
+عناستجابة كل ما ظهرت هذه الصورة راح تظهر في ذهن
+
+502
+00:35:54,380 --> 00:36:00,860
+الطالب الكلمة وبالتالي استخدم الكلمة كمثير الصورة
+
+503
+00:36:00,860 --> 00:36:06,380
+كمثير والكلمة أشبحت كاستجابة بنفس الوقت هو بدأ
+
+504
+00:36:06,380 --> 00:36:10,780
+بالكلمة قبل الحرف فهنا وظف اللي هو النظرية
+
+505
+00:36:10,780 --> 00:36:16,520
+السلوكية وهنا وظف النظرية المعرفية اللي هي الكل
+
+506
+00:36:16,520 --> 00:36:19,080
+قبل الجزء
+
+507
+00:36:23,590 --> 00:36:26,430
+فبقى قداش مهم أنا عند النظرية التربوية مهم كيف بقى
+
+508
+00:36:26,430 --> 00:36:29,170
+أعرف و أبدأ مع الطلاب يعني until and أشرحلك مثلا
+
+509
+00:36:29,170 --> 00:36:31,790
+عن المفهوم معين لازم تعرف أيش اللي بدك تخديه لازم
+
+510
+00:36:31,790 --> 00:36:35,290
+نعرف الصورة الكلية و بعد هيك ندخل في الأجزاء لكن
+
+511
+00:36:35,290 --> 00:36:37,430
+مش معناه ذلك إن أنا بدها من الأجزاء الأجزاء بدأ
+
+512
+00:36:37,430 --> 00:36:41,710
+أدرسها جزء جزء في ناس كتير بتأيد النظرية اللي
+
+513
+00:36:41,710 --> 00:36:47,170
+اتكلمت عنها الأخت إن احنا نبدأ نبدأ من الأجزاء لكن
+
+514
+00:36:47,170 --> 00:36:52,230
+الآن حاليا بالواقع اللي احنا بنعيشهواللي لأ إن
+
+515
+00:36:52,230 --> 00:36:56,170
+الكل يجب أن يسبق الجزء الفكرة العامة وبعد ذلك
+
+516
+00:36:56,170 --> 00:36:59,710
+بنبدأ بعملية التخصيص بالأجزاء
+
+517
+00:37:09,690 --> 00:37:14,510
+الان طبعا بعد ذلك بنحط اللي هي خطة محددة لعمليات
+
+518
+00:37:14,510 --> 00:37:17,770
+بناء المنهج بنضع الخطة هلقت حددنا الأساس والنظرية
+
+519
+00:37:17,770 --> 00:37:22,010
+والمبررات هلقتها بنحط الخطة العامة لعملية البناء
+
+520
+00:37:22,010 --> 00:37:26,390
+بنعمل عملية رسم نموذج واضح محدد الإجراءات هذا
+
+521
+00:37:26,390 --> 00:37:29,850
+بيسموه الجدول التطويري التتابعي
+
+522
+00:37:39,020 --> 00:37:43,480
+بنرسم خريطة المنهج بحيث ان احنا بدنا نشوف الطالب
+
+523
+00:37:43,480 --> 00:37:49,040
+في الصف الأول هيدرس مفاهيم المفاهيم اللي بده
+
+524
+00:37:49,040 --> 00:37:55,700
+يدرسها في الصف التاني على ال axis كده اللي هو هذا
+
+525
+00:37:55,700 --> 00:38:00,920
+اتجاه الأفقي و هذا الرأس فالان انا بده اخد مادة
+
+526
+00:38:00,920 --> 00:38:03,860
+واحدة اللي بده ياخده الطالب في الصف الأول في اللغة
+
+527
+00:38:03,860 --> 00:38:08,220
+العربيةيجب أن يؤسس لللي بده ياخده في الصف التاني
+
+528
+00:38:08,220 --> 00:38:11,800
+لكن في الصف التاني هياخده بصورة اكثر اتساعا و اكثر
+
+529
+00:38:11,800 --> 00:38:18,800
+عمقا و هكذا اه يبقى انا بده اخد الان مسار مسار بده
+
+530
+00:38:18,800 --> 00:38:21,520
+اخد اللغة العربية بده اشوف ايش ده ياخد الطالب في
+
+531
+00:38:21,520 --> 00:38:23,900
+اول ايش ده ياخد في تاني ايش ده ياخد في تاني ايش ده
+
+532
+00:38:23,900 --> 00:38:28,540
+ياخد في رابع لازم يكون فيه تسلسل طب الان انا اقبل
+
+533
+00:38:28,540 --> 00:38:31,620
+اللغة العربية في عند الرياضيات بنفعش اعطي للطالب
+
+534
+00:38:31,620 --> 00:38:36,670
+في الصف الأول مسائل لفظيةليش؟ لأنه بعرفش أقرأ،
+
+535
+00:38:36,670 --> 00:38:39,710
+يبقى لازم يكون في عندي ارتباط بين اللغة العربية
+
+536
+00:38:39,710 --> 00:38:44,570
+وبين الرياضيات، نفس الشيء أنا بارسمهم، بس في عندي
+
+537
+00:38:44,570 --> 00:38:50,610
+علاقة مرتبطة بين الرياضيات وبين اللغة العربية،
+
+538
+00:38:50,610 --> 00:38:53,270
+بقدرش أعطيه حاجات في الرياضيات إلا لما يكون أخدها
+
+539
+00:38:53,270 --> 00:38:56,190
+في اللغة العربية، أخد الكلمات هذه، بعرفيه أقرأ
+
+540
+00:38:56,190 --> 00:39:00,580
+بصير أعطيه مساء اللفظيةأخد المهارات في الرياضيات
+
+541
+00:39:00,580 --> 00:39:04,780
+وبيعرف يحل مسائل بقدر أعطي مسائل في العلوم يبقى في
+
+542
+00:39:04,780 --> 00:39:09,060
+علاقة أفقية بين المثقات هذه الخطة كلها بدنا نرسمها
+
+543
+00:39:09,060 --> 00:39:14,280
+اسمها جدول التطويري التتابعي للمنهج الآن بنحط
+
+544
+00:39:14,280 --> 00:39:17,900
+المنهج بعد ما نعمل هذه الخارج بتاعت المنهج بنبدأ
+
+545
+00:39:17,900 --> 00:39:23,170
+نقلففي المنهج و نكتبه و بنخلي الناس الخبراء يكتبوا
+
+546
+00:39:23,170 --> 00:39:26,630
+هذا المنهج يحددوا بدنا ندرس في الصف الأول بس بعض
+
+547
+00:39:26,630 --> 00:39:29,150
+الأشياء بدنا ناس تكتبلنا هذه الدروس بنجيب ناس
+
+548
+00:39:29,150 --> 00:39:34,050
+خبراء بيكتبوها الآن بيتم اللي هو وضع المنهج على
+
+549
+00:39:34,050 --> 00:39:39,590
+التجريب في نطاق ضيق بعد ما عملنا منهج بنطبعه بنجيب
+
+550
+00:39:39,590 --> 00:39:43,830
+مجموعة بسيطة من الطلاب نبدأ نجربنعطيهم الدروس هذه
+
+551
+00:39:43,830 --> 00:39:46,490
+ونشوف راح تطلع عندنا أخطاء في القملة و أخطاء علمية
+
+552
+00:39:46,490 --> 00:39:50,390
+المعلومات صعبة المعلومات سهلة هنبدأ نجرب على هؤلاء
+
+553
+00:39:50,390 --> 00:39:54,650
+الطلاب يعني هذا منهج لخامس أجيب طلاب من صفر خامس و
+
+554
+00:39:54,650 --> 00:40:00,990
+أجرب عليهم بعد ذلك بيتم تصليح المنهج وتعديله ثم
+
+555
+00:40:00,990 --> 00:40:04,350
+يتم تجريبه على نطاق أوسع بدل ما جربناه على عينة
+
+556
+00:40:04,350 --> 00:40:10,030
+بسيطة بناخد مدرستين تلاتة و بنجرب عليهاالمنهج بعد
+
+557
+00:40:10,030 --> 00:40:13,350
+عملية تجريب المنهج بنعمل تقويم وبنشوف إيش الأخطاء
+
+558
+00:40:13,350 --> 00:40:18,470
+اللي طلعت معانا بعد ذلك يتم تعميم المنهج الجديد
+
+559
+00:40:18,470 --> 00:40:22,770
+يبقى هنا لابد أن يكون المنهج الجديد يوضع موضع
+
+560
+00:40:22,770 --> 00:40:26,750
+التجريب حتى الآن منهجنا الفلسطيني اسمه المنهج
+
+561
+00:40:26,750 --> 00:40:30,250
+الفلسطيني التجريب الأول لسه لحتى الآن احنا منهجنا
+
+562
+00:40:30,250 --> 00:40:33,690
+منهج تجريبي لم يصل إلى المنهج ليش لأنه لسه لحتى
+
+563
+00:40:33,690 --> 00:40:38,570
+الآن لم يتم تقييمه وتعديله بالصورة المناسبةيبقى
+
+564
+00:40:38,570 --> 00:40:45,610
+الأقل فهمنا عملية تصميم المنهج مين اتلخص بيه تصميم
+
+565
+00:40:45,610 --> 00:40:51,710
+المنهج هنا بسرعة اتفضلي بداية المحدد سبب بعملية
+
+566
+00:40:51,710 --> 00:40:55,610
+هذا التصميم ما سبب القيام الدولة بتغيير المنهج أو
+
+567
+00:40:55,610 --> 00:40:59,770
+تحسينه سواء كان لسبب سياسية أو قصادية أو تكنولوجية
+
+568
+00:40:59,770 --> 00:41:03,870
+ثاني المحدد مجال التصميم المنهجي ما هي المادة أو
+
+569
+00:41:03,870 --> 00:41:09,240
+المصادقة التي سنقوم بتصميم المنهج أو تغييرهفيها،
+
+570
+00:41:09,240 --> 00:41:12,820
+ثلاثة نحدد الأسس والانطلاقات، فلسفة معتمدة على
+
+571
+00:41:12,820 --> 00:41:17,340
+فلسفة وراية المجتمع من نظريات وعداد وتقارير، بعد
+
+572
+00:41:17,340 --> 00:41:20,600
+ذلك نحدد النظرية التربوية الخاصة بالمنهاج، سواء
+
+573
+00:41:20,600 --> 00:41:24,880
+نظرية معرفية أو سلوكية من الجزء الكل أو من كل جزء،
+
+574
+00:41:24,880 --> 00:41:29,060
+حسب ما تراه الفلسفة التعاملية، بعد ذلك نحدد خطة
+
+575
+00:41:29,060 --> 00:41:33,540
+محددة العمليات بناء المنهاج، وهذه الخطة يجب أن
+
+576
+00:41:33,540 --> 00:41:37,850
+تتوافق فيها جميع المواد،نتسير معاها في هذا
+
+577
+00:41:37,850 --> 00:41:41,870
+التصميم، بعد ذلك نرسم نموذج واضح ومحدد الإجراءات،
+
+578
+00:41:41,870 --> 00:41:46,270
+وهو ما يسمى بجدول التطوير التتابعي، حيث يجب أن نرى
+
+579
+00:41:46,270 --> 00:41:50,470
+تطور المساء عند الطالب نفسه من الصف الأول حتى الصف
+
+580
+00:41:50,470 --> 00:41:54,510
+الثاني عشر بشكل متتابع ومترابطبعد ذلك نضع المنهاج
+
+581
+00:41:54,510 --> 00:41:58,050
+موضع التجريب على نطاق معين سواء مدرسة معينة أو صفر
+
+582
+00:41:58,050 --> 00:42:01,050
+معين في الفصل الدراسي الذي نود .. نود أن نطبق
+
+583
+00:42:01,050 --> 00:42:04,730
+المنهاج عليه، بعد ذلك نقوم بتقويم المنهاج و نتأكد
+
+584
+00:42:04,730 --> 00:42:08,530
+من مدى صحته و نتعميمه على نطاق العالم أشكرك برك
+
+585
+00:42:08,530 --> 00:42:13,220
+الله فيك، أتمنى أنكم استفدتوا، في أي سؤال؟اللي
+
+586
+00:42:13,220 --> 00:42:15,660
+عندها أي سؤال تسأل، فضلنا احنا الطب كان عندنا
+
+587
+00:42:15,660 --> 00:42:19,000
+محاضرة أخدنا .. سألنا الأستاذ نفس السؤال، سألتي
+
+588
+00:42:19,000 --> 00:42:23,120
+إيش بيبدأ الحرف حرف ولا كلمة؟ يعني من الجزء ولا من
+
+589
+00:42:23,120 --> 00:42:27,220
+الكل؟ فزوّبنا من الجزء إلى الكل، احنا لما نبدأ
+
+590
+00:42:27,220 --> 00:42:30,520
+عملية التأثير مع الطفل بشكل عام نبدأ بحرفه، يعني
+
+591
+00:42:30,520 --> 00:42:33,860
+كيف نعلمه الحرف عشان يبتدوا الكلمة؟ كيف سارت من
+
+592
+00:42:33,860 --> 00:42:37,960
+علمه كلمة الطمر و بعدها حرف الدق؟ فهو كيف عرف حرف
+
+593
+00:42:37,960 --> 00:42:43,520
+كلمة الطمر؟لأ هو معرفهاش، هو لم يعرف حروف كلمة
+
+594
+00:42:43,520 --> 00:42:48,780
+التمر، هو الآن يعني عقله مثل .. مثل اللقطةبيصور
+
+595
+00:42:48,780 --> 00:42:52,060
+الكلمة، لكن انا عشان اوضح له الحروف بحطله بعد
+
+596
+00:42:52,060 --> 00:42:56,460
+التمر حرف التأ فبتعلم التأ مفتوحة مربوط .. اه التأ
+
+597
+00:42:56,460 --> 00:42:59,780
+اللي هي مضمومة او مكتورة، اه وبالتالي الآن انا
+
+598
+00:42:59,780 --> 00:43:03,740
+بعلمه الحرف، لكن هو الآن ماتعلمش حروف كلمة التمر،
+
+599
+00:43:03,740 --> 00:43:07,560
+لأ هو انا بس ربطله بين الكلمة، يعني هو الآن عقله
+
+600
+00:43:07,560 --> 00:43:14,420
+بيصور الكلمةوبالتالي الآن يعني هو الكلمة قبل الحرف
+
+601
+00:43:14,420 --> 00:43:17,600
+يعني ليس معناها ان انا علمت حروف الكلمة ولكن انا
+
+602
+00:43:17,600 --> 00:43:21,960
+بعلمه الجزئية، لكن انا بعد ذلك الشلمة هذه بقطعها
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_postprocess.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..bf0d7bb64308494615842274d511dbb8a108f307
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_postprocess.srt
@@ -0,0 +1,2248 @@
+1
+00:00:20,640 --> 00:00:24,940
+السلام عليكم نقشنا
+
+2
+00:00:24,940 --> 00:00:28,060
+في المحاضر الماضية المحتوى العلمى مفهوم المعرفة
+
+3
+00:00:28,060 --> 00:00:31,980
+المنظمة و تصنيف Philip Phoenix واخدنا مكونات
+
+4
+00:00:31,980 --> 00:00:40,920
+المحتوى نذكر ما المقصود بالمحتوى العلمى ما
+
+5
+00:00:40,920 --> 00:00:41,880
+هو المحتوى العلمى
+
+6
+00:00:47,350 --> 00:00:50,370
+هو عبارة عن أجمع من الحقائق والمفاهيم والمبادئ
+
+7
+00:00:50,370 --> 00:00:53,250
+والقوانين والنظريات وأسلوب التفكير تهدف لتحقيق
+
+8
+00:00:53,250 --> 00:01:00,350
+الأهداف التي تترابط مع بعضها البعض بطريقة بسهل
+
+9
+00:01:00,350 --> 00:01:05,170
+مرور المتعلم بخبرات تربوية وقيم وتنمي مهارات وقيم
+
+10
+00:01:05,170 --> 00:01:10,040
+تحقيق الأهداف التربويةوبالتالي كل نوادج التعلم
+
+11
+00:01:10,040 --> 00:01:13,740
+بتكون موجودة ضمن المحتوى العلمي، المعرفة العلمية
+
+12
+00:01:13,740 --> 00:01:18,340
+لابد أن تكون منظمة حتى تقدم للطالب، هناك ثلاث شروط
+
+13
+00:01:18,340 --> 00:01:23,680
+حتى تكون المعرفة منظمة، ما هي هذه الشروط؟
+
+14
+00:01:23,680 --> 00:01:27,640
+اللي يكون هناك دنيا منطقية للمعرفة وأيضا أسلوب
+
+15
+00:01:27,640 --> 00:01:34,500
+تفكير وأيضامنهجية بحث علمى متوفرة فى داخلها هكذا
+
+16
+00:01:34,500 --> 00:01:38,080
+تكون المعرفة منظمة صنف Philip Phoenix المعرفة
+
+17
+00:01:38,080 --> 00:01:41,220
+المنظمة المنظمة لها ست مجالات أساسية ما هي هذه
+
+18
+00:01:41,220 --> 00:01:50,120
+المجالات؟ ممتاز
+
+19
+00:01:50,120 --> 00:01:53,860
+جدا الغزالى صنف أيضا المعرفة المنظمة كيف صنف
+
+20
+00:01:53,860 --> 00:01:55,080
+الغزالى المعرفة؟
+
+21
+00:01:58,120 --> 00:02:02,700
+جيد، أيضًا ابن خلدون صنف المعرفة معرفة العلوم
+
+22
+00:02:02,700 --> 00:02:08,220
+المقصودة والقالية معرفة العلوم المقصودة والقالية،
+
+23
+00:02:08,220 --> 00:02:11,640
+مكونات المحتوى، ان هي تكون من عدة مكونات، ما هي
+
+24
+00:02:11,640 --> 00:02:17,060
+هذه المكونات؟ حقائق، مفهيم، مبادئ وتعميماتوأساليب
+
+25
+00:02:17,060 --> 00:02:21,500
+تفكير نقشنا هذه المكونات جميعا لأن الحقائق هي
+
+26
+00:02:21,500 --> 00:02:26,040
+حقائق مطلقة وحقائق مدركة المفاهيم تشكل هي بنية
+
+27
+00:02:26,040 --> 00:02:29,140
+العلم وهي الصورة الذهنية للمدرك الحسي أو المجرد
+
+28
+00:02:29,140 --> 00:02:34,900
+التعميمات علاقة كيفية بين المفاهيم أما القوانين
+
+29
+00:02:34,900 --> 00:02:39,060
+والقواعد علاقة كمية الإطار النظري النظرية هي
+
+30
+00:02:39,060 --> 00:02:43,920
+الإطار الفكري المرجعي الذي يفسر الحقائق والمفاهيم
+
+31
+00:02:43,920 --> 00:02:47,810
+والمبادئ والقوانين جميعاأيضًا بالإضافة لهذه
+
+32
+00:02:47,810 --> 00:02:53,530
+المكونات يتضمن المحتوى أساليب تفكير أساليب تفكير
+
+33
+00:02:53,530 --> 00:02:57,090
+لماذا؟ لأنه لا تقدم المعرفة للطالب جاهزة يعني أنا
+
+34
+00:02:57,090 --> 00:03:01,650
+مابقدمش المعرفة للطالب جاهزة لابد أن الطالب يقوم
+
+35
+00:03:01,650 --> 00:03:06,090
+بعملية تفكير وهذا التفكير بنساعد الطالب حتى يصل
+
+36
+00:03:06,090 --> 00:03:08,510
+إلى أنماط من التفكير أول هذه الأنماط اللي هو
+
+37
+00:03:08,510 --> 00:03:14,480
+التفكير المنطقيكيف بنفكر إحنا بصورة منطقية؟ المنطق
+
+38
+00:03:14,480 --> 00:03:18,180
+دائما بقولنا إن التفكير بيصير من السهل إلى الصعب،
+
+39
+00:03:18,180 --> 00:03:22,300
+من البسيط للمعقد، وبالتالي بيصير أنماء التفكير إما
+
+40
+00:03:22,300 --> 00:03:26,820
+من الأجزاء للكليات وإما من الكليات إلى الأجزاء،
+
+41
+00:03:26,820 --> 00:03:30,520
+وبالتالي هدول الجزئين مع أن هما تفكيرمنطقي، يعني
+
+42
+00:03:30,520 --> 00:03:33,840
+لو بتفكر بصورة منطقية أما بتفكر من الجزء للكل أو
+
+43
+00:03:33,840 --> 00:03:38,080
+من الكل إلى الجزء وهذا التفكير بيكون بيسهل على
+
+44
+00:03:38,080 --> 00:03:41,880
+المتعلم أن توصل إلى خبرات جديدة أيضا من أنماط
+
+45
+00:03:41,880 --> 00:03:46,170
+التفكير التي توضع في المناهج أسلوب حلالمشكلة أسلوب
+
+46
+00:03:46,170 --> 00:03:49,250
+حل المشكلة لابد أن نضع للطالب أسئلة لابد أن نضع
+
+47
+00:03:49,250 --> 00:03:53,370
+الطالب في مواقف تعليمية تنمي لديه المهارة في حل
+
+48
+00:03:53,370 --> 00:03:56,610
+المشكلة في الرياضيات بنحطله مسائل في الرياضيات في
+
+49
+00:03:56,610 --> 00:03:59,890
+العلوم نعطيه أسئلة في اللغة العربية بنعطيه أيضًا
+
+50
+00:03:59,890 --> 00:04:03,430
+أنشطة و تمارين إن هو يقوم باستخراج أشياء بإعراف
+
+51
+00:04:03,430 --> 00:04:07,850
+بمناقشة هذه الأشياء في كل مادة إلها عملية التقويم
+
+52
+00:04:07,850 --> 00:04:10,810
+الخاصة فيها والأنشطة اللي بتنمي مهارات التفكير
+
+53
+00:04:10,810 --> 00:04:15,380
+أيضًا عندنا التفكير الإبداعيالتفكير الإبداعي إن
+
+54
+00:04:15,380 --> 00:04:21,520
+الطالب يفكر بصورة غير مألوفة وبالتالي عندما يخرج
+
+55
+00:04:21,520 --> 00:04:26,580
+الطالب عن المألوفة هو يفكر بصورة إبداعية باتعامل
+
+56
+00:04:26,580 --> 00:04:30,100
+مع مهارات اللي هي مختلفة اللي هي مهارة التلقائية
+
+57
+00:04:30,100 --> 00:04:34,340
+والمرونة واللي هي بتكون عندنا الأصالة هذه من
+
+58
+00:04:34,340 --> 00:04:37,180
+مهارات التفكير الإبداعي أيضا
+
+59
+00:04:39,740 --> 00:04:44,000
+توجد أنماط أخرى للتفكير في المناهج، هذه الأنماط
+
+60
+00:04:44,000 --> 00:04:49,540
+ممكن يكون في عندنا التفكير، أيوة، هذه أيضًا أنماط
+
+61
+00:04:49,540 --> 00:04:51,880
+أخرى ممكن يكون في عندنا تفكير ناقط، في عندنا تفكير
+
+62
+00:04:51,880 --> 00:04:55,960
+بصري، في عندنا تفكير تأملي، في عندنا تفكير مكاني،
+
+63
+00:04:55,960 --> 00:04:59,240
+في عندنا أنماط أخرى من التفكير تضعف للمناهج، كل
+
+64
+00:04:59,240 --> 00:05:03,240
+مادة بتوضع فيها أساليب التفكير حسب طبيعتها، يعني
+
+65
+00:05:03,240 --> 00:05:05,940
+حسب طبيعة هذه المادة، يعني لما أخد مادة أنا زي
+
+66
+00:05:05,940 --> 00:05:09,960
+النحوبدي أعرض للطلاب قواعد، أخليهم يتوصلوا لقواعد
+
+67
+00:05:09,960 --> 00:05:12,660
+معينة، ممكن أخليهم يستخدموا التفكير المنطقي، إن
+
+68
+00:05:12,660 --> 00:05:16,400
+أنا أعرض الأمثلة ومن الأمثلة أصل إلى القاعدة،
+
+69
+00:05:16,400 --> 00:05:19,960
+عندما أتعامل مع مادة زي العلم، أنا بستخدم أسلوب حل
+
+70
+00:05:20,800 --> 00:05:24,820
+المشكلة في هذا الجانب ممكن مثلا في التعبير أخلي
+
+71
+00:05:24,820 --> 00:05:28,340
+الطالب يكون اللي هو كل تفكيره تفكير إبداعي إنه
+
+72
+00:05:28,340 --> 00:05:32,500
+يفكر بصورة غير مألوفة ممكن في بعض المثاقات اللي هي
+
+73
+00:05:32,500 --> 00:05:36,060
+بدها تكون تفكير استدلالي زي الرياضيات إنه يستدل من
+
+74
+00:05:36,060 --> 00:05:39,900
+الأجزاء والكليات حتى يصل إلى حل المشكلة الرياضية
+
+75
+00:05:39,900 --> 00:05:44,140
+يبقى هنا حسب طبيعة المادة بتحدد أسلوب التفكير الذي
+
+76
+00:05:44,140 --> 00:05:47,760
+يجب أن نفكر فيه المكون التاني للمنهج إحنا بنحط
+
+77
+00:05:47,760 --> 00:05:57,590
+المعرفةلكن المعرفة تحتاج إلى خبرة، ما هي الخبرة؟
+
+78
+00:05:57,590 --> 00:06:02,090
+جيد،
+
+79
+00:06:02,090 --> 00:06:05,670
+يبقى هنا التعريف بس هنا شوية نقص، اللي هو إنه ما
+
+80
+00:06:05,670 --> 00:06:14,230
+يكتسبه الفرد من معرفة وقيمة ومهارة، نتيجة مروره
+
+81
+00:06:14,230 --> 00:06:21,780
+بعمل معينيعدل السلوك ويعمل على تغييره في اتجاه
+
+82
+00:06:21,780 --> 00:06:28,020
+الإجابة يبقى لما بنقول الخبرة معرفة
+
+83
+00:06:28,020 --> 00:06:37,280
+وقيمة ومهارة يتم اكتسبها نتيجة
+
+84
+00:06:37,280 --> 00:06:49,470
+القيام أو المرور بعمل معين تعمل على تعديلالسلوك
+
+85
+00:06:49,470 --> 00:06:55,730
+يبقى هنا لما بنقول خبرة الخبرة معرفة وقيمة ومهارة
+
+86
+00:06:55,730 --> 00:07:00,710
+يعني احنا بنقول مثلا انه في عندي معرفة المعرفة
+
+87
+00:07:00,710 --> 00:07:04,510
+العلمية بتقول ان الأحمد تحمل ورقة عباد الشمس
+
+88
+00:07:04,510 --> 00:07:08,350
+الطالب محتاج علشان يصل لهذه المعرفة العلمية ان
+
+89
+00:07:08,350 --> 00:07:14,530
+يقوم بخبرة عمليةفأنا بقول للطالب ممكن نجيب ان احنا
+
+90
+00:07:14,530 --> 00:07:18,690
+جزء من اللي هو حمض الخليك نجيب لمونة نجيب كذا و
+
+91
+00:07:18,690 --> 00:07:22,690
+نمرر اللي هو نحط عليها اللي هي أعباد الشمس و نشوف
+
+92
+00:07:22,690 --> 00:07:26,930
+ما هي النتيجة يبقى لازم الطالب يقوم بعملمعين في
+
+93
+00:07:26,930 --> 00:07:30,710
+هذا الإطار وبالتالي هنا الطالب عشان يكتسب هذه اللي
+
+94
+00:07:30,710 --> 00:07:34,110
+هي المعرفة وإنه يكون عنده قيمة في احترام العمل
+
+95
+00:07:34,110 --> 00:07:37,890
+العلمي وإنه يكون عنده مهارة في عملية التجريب لازم
+
+96
+00:07:37,890 --> 00:07:42,890
+يقوم بتجربة علمية في هذا الإطار هذه مثلا جزء في
+
+97
+00:07:42,890 --> 00:07:46,550
+العلوم لما بدأ أقول أنا إن الطالب لابد إن هو يكون
+
+98
+00:07:46,550 --> 00:07:49,210
+في عنده قدرة على القراءة يبقى لازم أجيبله قطعة
+
+99
+00:07:49,210 --> 00:07:54,780
+قراءة وهذه إن هو يقرأهابصوت عالي بدون أخطاء
+
+100
+00:07:54,780 --> 00:07:57,940
+وبالتالي الآن هو بده يمارس هذه العملية يبقى هنا
+
+101
+00:07:57,940 --> 00:08:02,320
+عملية الممارسة سواء كانت هذه الممارسة يعني تجربية
+
+102
+00:08:02,320 --> 00:08:06,300
+أو نظرية إلا إنها تتطلب من الطالب إن يقوم بهذه
+
+103
+00:08:06,300 --> 00:08:09,380
+العملية، ماينفعش أنا قاعد يعلم الطالب القراءة و
+
+104
+00:08:09,380 --> 00:08:12,840
+الكتابة بدون الطالب ما يكتب، بدون الطالب ما يقرأ،
+
+105
+00:08:12,840 --> 00:08:17,530
+بعالمشحل المسائل بدون ما هو يحللازم تكون اللي هي
+
+106
+00:08:17,530 --> 00:08:20,990
+جزئية الحل، جزئية الممارسة، جزئية التجربة، جزئية
+
+107
+00:08:20,990 --> 00:08:23,590
+التمرين، هذه أساس في العملية، هذه اللي إحنا
+
+108
+00:08:23,590 --> 00:08:26,950
+بنسميها الخبرة، اللي هو أنا بدأ أخل الطالب إن هو
+
+109
+00:08:26,950 --> 00:08:29,990
+عنده خبرة في هذه المادة، أنا لو شرحت المادة نظريا،
+
+110
+00:08:29,990 --> 00:08:34,350
+إنه الطالب ماقمش بأي عمل، الطالب مااكتسبش أي مهارة
+
+111
+00:08:34,350 --> 00:08:38,290
+أو أي معرفة أو أي قيمة، الآن هنا الشروط الواجب
+
+112
+00:08:38,290 --> 00:08:42,250
+توفرها في الخبرة، حتى تتوفر هذه الخبرة، تفضلي ‏-
+
+113
+00:08:42,250 --> 00:08:45,030
+التوازن بين أشخاص مستردوا حالتهم، يجتمعوا مشكلة،
+
+114
+00:08:47,360 --> 00:08:50,100
+ممتاز جدا، يبقى أنا بركز على احتياجات الفرد
+
+115
+00:08:50,100 --> 00:08:53,680
+واحتياجات المجتمع، يعني احنا الآن احنا بدنا نعلم
+
+116
+00:08:53,680 --> 00:08:57,080
+الطالب القراءة و الكتابة، بدنا نعلمه اللي هو
+
+117
+00:08:57,080 --> 00:08:59,880
+النظام الحسابي، المفروض أن أنا بدأ أعلمه أشياء
+
+118
+00:08:59,880 --> 00:09:02,740
+مرتبطة باحتياجات المجتمع، يعني أنا بدأ أعلم الطالب
+
+119
+00:09:02,740 --> 00:09:06,000
+كيف يستخدم العملة، كيف اللي هو اللي هي عملية اللي
+
+120
+00:09:06,000 --> 00:09:08,680
+هي البيع و الشراء و الأشياء هذه، يبقى لازم اللي هي
+
+121
+00:09:08,680 --> 00:09:11,940
+الأشياء هذه بتلبي احتياجات الفرد أن أنا بدأ أعلمه
+
+122
+00:09:11,940 --> 00:09:15,690
+إيها كمان، هو يقدر يستخدمها في داخلالمجتمع، يعني
+
+123
+00:09:15,690 --> 00:09:17,970
+الخبرة هذه هو يبقى يستخدمها في المجتمع، لا يمكنني
+
+124
+00:09:17,970 --> 00:09:20,990
+أن أعلم اللغة العربية والجرائد عندنا بتصدر باللغة
+
+125
+00:09:20,990 --> 00:09:25,270
+الإنجليزية، مثلا لازم يتعلم اللغة اللي هي ممكن
+
+126
+00:09:25,270 --> 00:09:29,430
+يستخدمها في داخل البلد اللي هو بيعيش فيها، يتعلم
+
+127
+00:09:29,430 --> 00:09:32,130
+نظام اقتصادي، بقى لازم يتعلم النظام الاقتصادي اللي
+
+128
+00:09:32,130 --> 00:09:35,290
+موجود في داخل المجتمع، فلابد إن احنا نوازن بين
+
+129
+00:09:35,290 --> 00:09:40,010
+احتياجات الفرد وبين احتياجات المجتمع، أيضًا؟
+
+130
+00:09:40,010 --> 00:09:43,590
+انتجات المفضل الاستمرارية بحيث أن كل خبرة تؤخذ بما
+
+131
+00:09:43,590 --> 00:09:50,870
+سمتهافيعمل عدر ركم للخبرات ويعني بناء خبرات جديدة
+
+132
+00:09:50,870 --> 00:09:54,410
+بناء خبرات جديدة التراكمية الاستمرارية بتعني
+
+133
+00:09:54,410 --> 00:09:57,970
+التراكمية في المناهج اش معنى الاستمرارية كل خبرة
+
+134
+00:09:57,970 --> 00:10:02,460
+بتاخد من الخبرة التيسبقتها و بتعدل فيها أو بتطور و
+
+135
+00:10:02,460 --> 00:10:06,600
+بتنمو بعد ذلك أنا بعلم الطالب عملية الجامع عملية
+
+136
+00:10:06,600 --> 00:10:09,520
+جامع الأحد بعد ما أعلمه جامع الأحد بعلمه جامع
+
+137
+00:10:09,520 --> 00:10:13,540
+العشرات بعدين بعطيه أنا بعد الجامع بعطيه الطرح بعد
+
+138
+00:10:13,540 --> 00:10:16,540
+الطرح بعلمه اللي هو الدرب بعد الدرب بعلمه قسمة
+
+139
+00:10:16,540 --> 00:10:21,040
+بقدرش أعلمه الدرب قبل ما أعلمه الجامع و الطرحولا
+
+140
+00:10:21,040 --> 00:10:24,500
+القسم قبل الضرب لازم يكون فيه تراكم فيه نوع من
+
+141
+00:10:24,500 --> 00:10:27,760
+اللي هو الترتيب المنطقي اللي هو بيساعد الطالب لأن
+
+142
+00:10:27,760 --> 00:10:30,320
+الخبرة الأولى هي اللى هتساعده على فهم الخبرة
+
+143
+00:10:30,320 --> 00:10:34,180
+التانى ان هو يفهم الكلمة وكيف يكتب الكلمة بعد ذلك
+
+144
+00:10:34,180 --> 00:10:37,580
+بيقدر يكتب الجملة لكن بعلموش الجملة و بعدين برجع
+
+145
+00:10:37,580 --> 00:10:41,040
+أعلمه الكلمة صعبة ليش؟ لأنه لازم أول حاجة يتقن
+
+146
+00:10:41,040 --> 00:10:45,480
+عملية الكتابة بعدين بنقل إلى الأشياء الكلية أيضا
+
+147
+00:10:45,480 --> 00:10:47,140
+من اللي هي شروط الخبرات
+
+148
+00:10:54,010 --> 00:10:59,710
+ممتاز جدا، الآن احنا مثلا بنعلم الطالب اللي هي كيف
+
+149
+00:10:59,710 --> 00:11:04,150
+ان الطالب يجمع أرقام مثلا فبنعلمه في الرياضيات
+
+150
+00:11:04,150 --> 00:11:08,790
+اتنين زي التلاتة بساوي خمسة الطالب في صف أول
+
+151
+00:11:08,790 --> 00:11:12,940
+بتعامل مع المسألة الرقمية ال digitalطب لما أجى أنا
+
+152
+00:11:12,940 --> 00:11:16,100
+أقوله إن هو اشترى عادي الخمس بيضات، سعر البيضة
+
+153
+00:11:16,100 --> 00:11:19,880
+تلات قروش، والآن .. الان صارت المسألة لفظية، هل
+
+154
+00:11:19,880 --> 00:11:23,600
+الكلمات هذه هو درسها في اللغة العربية؟ هل بعرف
+
+155
+00:11:23,600 --> 00:11:28,280
+يقرأ السؤال بطريقة صحيحة ولا لأ؟لازم يكون فيه
+
+156
+00:11:28,280 --> 00:11:31,120
+ترابط بالظبط لازم يكون فيه ترابط أنا مقدرش أعطيه
+
+157
+00:11:31,120 --> 00:11:35,020
+كلمات في الحساب هو مااخدهاش في اللغة العربية مقدرش
+
+158
+00:11:35,020 --> 00:11:38,300
+أشرحله أشياء في الجغرافيا في التاريخ و هو لسه
+
+159
+00:11:38,300 --> 00:11:42,940
+مااخدش هذه الأشياء في الجغرافيا أتكلمله عن الدول
+
+160
+00:11:42,940 --> 00:11:45,720
+الإسكندرابية هو مش عارف وين هي الدول الإسكندرابية
+
+161
+00:11:45,720 --> 00:11:49,640
+في الجغرافيا مادرسش وين المكان هذه؟الدول، بدي
+
+162
+00:11:49,640 --> 00:11:52,740
+أشرحله عن أي دولة، يبقى لازم يكون أن هو فيه هناك
+
+163
+00:11:52,740 --> 00:11:56,120
+ترابط، من منهج التاريخ، من منهج الجغرافيا، بدي
+
+164
+00:11:56,120 --> 00:11:58,980
+أعطيه نصوص في التربية الإسلامية و أطلب منه إعراف
+
+165
+00:11:58,980 --> 00:12:02,200
+بعض الكلمات، يبقى المفروض أن يكون أخدها في اللغة
+
+166
+00:12:02,200 --> 00:12:06,260
+العربية، يبقى فيه ترابط عندي بين المساقات، يعني
+
+167
+00:12:06,260 --> 00:12:09,680
+هذه العلاقة لابد أنها تكون موجودة في داخل المنهج
+
+168
+00:12:09,680 --> 00:12:12,740
+الواحديعني الوحدة الأولى بدها تكون أسهل من الوحدة
+
+169
+00:12:12,740 --> 00:12:16,000
+التانية بتساعد على فهم الوحدة التانية وكذلك و بين
+
+170
+00:12:16,000 --> 00:12:19,880
+منهج كل مرحلة بما يليها يعني كل مرحلة بدها تترابط
+
+171
+00:12:19,880 --> 00:12:24,120
+مع المرحلة التالية أيضًا هذه الخبرات لابد أنها
+
+172
+00:12:24,120 --> 00:12:29,340
+تكون منظمة فتكون هذه الخبرات منظمة و تحيطها في
+
+173
+00:12:29,340 --> 00:12:35,010
+صورة متدرجة أن السن اللي أصبحتممتاز جدا، إنها
+
+174
+00:12:35,010 --> 00:12:37,950
+بتكون منظمة، إحنا بنعرض الخبرات بصورة منظمة، من
+
+175
+00:12:37,950 --> 00:12:42,070
+السهل للصعب، من المحسوس للمجرد، أي خبرة بدي أعرضها
+
+176
+00:12:42,070 --> 00:12:45,310
+للطالب، بدي أبدأله الدرس، كيف بدي أبدأله الدرس في
+
+177
+00:12:45,310 --> 00:12:51,010
+الكتاب؟ بدي أبدأ بأسهل الخبرات، أسهل الخبرات وين
+
+178
+00:12:51,010 --> 00:12:53,930
+بتكون؟ أول إيش؟ أه هي بتكون أول حاجة، هذه بتكون
+
+179
+00:12:53,930 --> 00:12:58,050
+الخبرات معروفة للطالبدائما السهل هو ما نعرفه
+
+180
+00:12:58,050 --> 00:13:01,570
+والصعب ما لا نعرفه وبالتالي أنا ببدأ من الخبرات
+
+181
+00:13:01,570 --> 00:13:05,570
+السابقة للطلاب يعني أنا بدأ أبدأ أدرس عن المرايا
+
+182
+00:13:05,570 --> 00:13:09,670
+بالنسبة للطلاب فأنا بقول للطالب هل وقفت مرة أمام
+
+183
+00:13:09,670 --> 00:13:14,670
+مرآة؟ ماذا لاحظت؟هل نظرت في مرقات السيارة، في
+
+184
+00:13:14,670 --> 00:13:18,150
+المرقاة اللي هو بجانب السائق، كيف كانت صورتك في
+
+185
+00:13:18,150 --> 00:13:21,530
+هذه السيارة؟ بنحضر مرقاة و بنخلي الطلاب يشوفوا
+
+186
+00:13:21,530 --> 00:13:24,610
+حالهم، إيش شايفين في المرقاة؟ فالآن الطالب بيصير
+
+187
+00:13:24,610 --> 00:13:27,370
+يقول لك إن هو شايف حاله، هل أنت شايف حالك كبير،
+
+188
+00:13:27,370 --> 00:13:31,150
+صغير، كذا؟ الآن هذه خبرات بسيطة، لكنها مثيرة، إيش
+
+189
+00:13:31,150 --> 00:13:34,610
+اللي إحنا بدناه؟نوصلوا إيش اللي إحنا بدنا نتعلم،
+
+190
+00:13:34,610 --> 00:13:38,330
+بنجيبلهم مرقة محدبة و بنجيبلهم مرقة مقعرة، فبيشوف
+
+191
+00:13:38,330 --> 00:13:41,070
+حاله في المرقة المقعرة كبيرة و في المرقة المحدبة،
+
+192
+00:13:41,070 --> 00:13:44,850
+بيشوف حاله صغير، ليش هذه الأشياء، الآن بنبدأ إحنا
+
+193
+00:13:44,850 --> 00:13:48,010
+نناقش أنواع المرايا و الأشياء، يبقى أنا لما بدأت،
+
+194
+00:13:48,010 --> 00:13:52,200
+بدأت بداية سهلةبداية ممكن أن الطالب يمارسها، بداية
+
+195
+00:13:52,200 --> 00:13:55,780
+أنه ممكن يتعامل معها في هذا الإتعامل وبالتالي هي
+
+196
+00:13:55,780 --> 00:13:59,100
+أن نظمنا المادة إحنا من السهل للصعب كمان بننظم
+
+197
+00:13:59,100 --> 00:14:02,900
+المادة كيف؟ بنحط عنوين جانبية، بنحط عنوين فرعية،
+
+198
+00:14:02,900 --> 00:14:08,000
+بنحط أسئلة خلال عملية السرد، بنحط صور، بنحط رسومات
+
+199
+00:14:08,000 --> 00:14:10,940
+بيانية، يعني أعرضله صورة القلب، بدأ أتكلم عن
+
+200
+00:14:10,940 --> 00:14:14,680
+القلب، بحطله صورة القلب، بدأ أعرضله مثلا فلسطين،
+
+201
+00:14:14,680 --> 00:14:18,940
+فبحطله خارطةفلسطين، ليش بنحط الصور؟ إيش بنستفيد
+
+202
+00:14:18,940 --> 00:14:23,400
+منها؟ مهم جدا لعملية التوضيح و تنظيم المعرفة أنا
+
+203
+00:14:23,400 --> 00:14:26,600
+بقوله القدس عاصمة فلسطين يبقى لازم أحطله خارطة و
+
+204
+00:14:26,600 --> 00:14:30,680
+أوضحله فيها موقع القدس مهم جدا إنه يكون في عندي
+
+205
+00:14:30,680 --> 00:14:34,140
+صور لو مافيش عندي صور و مافيش عندي رسومات و مافيش
+
+206
+00:14:34,140 --> 00:14:37,160
+عندي خرائط و مافيش عندي أشياء، إيه المنهج بيصير؟
+
+207
+00:14:37,160 --> 00:14:42,600
+أصم، صعب، مابقدرش أتعامل معاه أيضا هذه الخبرات
+
+208
+00:14:42,600 --> 00:14:45,160
+لابد أن تكون متنوعة
+
+209
+00:14:48,240 --> 00:14:53,600
+الشميعية وانا نفسيممتازة بقى احنا لازم نعلم الطالب
+
+210
+00:14:53,600 --> 00:14:56,800
+كافة المهارات يعني الطالب بيقولك احنا يعني انا
+
+211
+00:14:56,800 --> 00:14:59,880
+عارف بدرسونا هذا الحساب ليش يعني خلاص اتعلمنا
+
+212
+00:14:59,880 --> 00:15:03,100
+عملية الجامعة و الدرب لأ انت عشان يكون في عندك
+
+213
+00:15:03,100 --> 00:15:07,020
+مهارات عليا و ان يصير في عندك قدرات اعلى لازم تضلك
+
+214
+00:15:07,020 --> 00:15:10,200
+تدرس رياضيات لازم تضلك تدرس علوم مش معنى ان انت
+
+215
+00:15:10,200 --> 00:15:13,520
+عندك ميول للشعر ان انت بس بدك تدرس شعر لأ لازم
+
+216
+00:15:13,520 --> 00:15:17,160
+يكون في عندك نمو متكامل و اتكلمنا قبل ذلك احنا عن
+
+217
+00:15:17,160 --> 00:15:21,580
+النموالشامل والمتكامل لأن الطالب لازم ينمو في كل
+
+218
+00:15:21,580 --> 00:15:26,920
+الجوانب وفي كل المجالات بحيث أن يكون يفهم شيء عن
+
+219
+00:15:26,920 --> 00:15:30,720
+كل شيء هو مش هيفهم كل شيء طبعا بس هو لازم يعرف شيء
+
+220
+00:15:30,720 --> 00:15:34,640
+عن كل شيء لازم ينمو في المجال اللي هو الجسدي لازم
+
+221
+00:15:34,640 --> 00:15:37,560
+يلعب رياضة و لازم يفهم أهمية الرياضة و كيف ممكن
+
+222
+00:15:37,560 --> 00:15:40,780
+يمارس رياضة لازم ياخد أشياء عن الإسعافات الأولية
+
+223
+00:15:40,780 --> 00:15:43,960
+مثلا لو حصل عنده أي شيء في هذا الإطار لازم يكون
+
+224
+00:15:43,960 --> 00:15:47,570
+عنده وعي صحيفي هذا الجانب وبالتالي بنعطيه في
+
+225
+00:15:47,570 --> 00:15:50,770
+العلوم عن الأمراض، بنعطيه عن جسم الإنسان، بنعطيه
+
+226
+00:15:50,770 --> 00:15:53,790
+عن النباتات، بنعطيه في الرياضيات، وبالتالي بيستخدم
+
+227
+00:15:53,790 --> 00:15:58,130
+أشياء كثيرة في الرياضيات في حياته العامة، طب كل
+
+228
+00:15:58,130 --> 00:16:00,990
+هذه الأشياء بتغني عن إنه يدرس التاريخ والجغرافيا؟
+
+229
+00:16:01,760 --> 00:16:04,900
+ما بتغنيشه ولا بتغني أنه ما يدرسش تربيه إسلامية
+
+230
+00:16:04,900 --> 00:16:08,980
+لازم يدرس اللي هو دينه يعرف إيش هي حقوقه وإيش هي
+
+231
+00:16:08,980 --> 00:16:11,800
+واجباته لازم يكون في عنده أشياء توعيه في هذا
+
+232
+00:16:11,800 --> 00:16:14,860
+الجانب وبالتالي أنا هيك بحرس على إن هو لازم ينمو
+
+233
+00:16:14,860 --> 00:16:19,420
+في كافة الجوانب وفي كافة المجالات وبالتالي الخبرات
+
+234
+00:16:19,420 --> 00:16:25,500
+لابد إنها تكون متنوعة لابد إنها تكون الخبرة بتنمي
+
+235
+00:16:27,200 --> 00:16:31,460
+الخبرة الواحدة بتحقق عدة أهداف في نفس الوقت، يعني
+
+236
+00:16:31,460 --> 00:16:34,980
+أنا لما أنا بعلم الآن الطالب عملية القراة، بقول
+
+237
+00:16:34,980 --> 00:16:38,820
+للطالب اقرأي، الطالب قاعد بتقرأ، بتقرأ بصوت و ..
+
+238
+00:16:38,820 --> 00:16:42,460
+بقولها أنا علي صوتك، و أنت بتقرأي، و هي بتقرأ
+
+239
+00:16:42,460 --> 00:16:48,120
+أخطأتبقول لزملتها .. بقولها قفى، الآن انت قولي
+
+240
+00:16:48,120 --> 00:16:50,860
+اللي بقاش أخطأت، فانا الآن بدأ نمي عندها قدرة في
+
+241
+00:16:50,860 --> 00:16:54,500
+التفكير الناقد، إن هي لما أنها نصبت شيء أو رفعت
+
+242
+00:16:54,500 --> 00:16:57,860
+شيء مش في مكانه، إن هذا الشيء خطأ، و إنه من قواعد
+
+243
+00:16:57,860 --> 00:17:00,760
+القراءة إنه لازم تكون عملية الضبط سليمة، بنعيد،
+
+244
+00:17:00,760 --> 00:17:04,620
+بنعملها عملية تغذيراجها، وبنخليها تعيد عملية
+
+245
+00:17:04,620 --> 00:17:07,260
+النطق، يبقى الآن أنا و أنا بقى أعلمها هذا الشيء،
+
+246
+00:17:07,260 --> 00:17:11,010
+الآن صاحباتها بتعلموا من؟منها في طريقة اللي هي
+
+247
+00:17:11,010 --> 00:17:14,030
+القراءة، في طريقة الإلقاء، في اللي هي عملية
+
+248
+00:17:14,030 --> 00:17:17,130
+المواجهة، في بعض الطالبات لأنها بتواجهش مثلا أو
+
+249
+00:17:17,130 --> 00:17:20,490
+الطلاب، بالشرط طالب، طلاب أو طالبات، لمّا بتعود إن
+
+250
+00:17:20,490 --> 00:17:24,530
+هو يقرأ أو كذا، بتكون شخصيته هشة، ضعيفة، أي نعم،
+
+251
+00:17:24,530 --> 00:17:28,810
+لما أنه يوقف بيصير إيش؟ يرج بيصير إن هو خايف،
+
+252
+00:17:28,810 --> 00:17:33,170
+بيصير صوته متهدج، ليش؟ لأن هو ماتعودش عملية اللي
+
+253
+00:17:33,170 --> 00:17:36,450
+هي المواجهة للآخرين، فأنا في .. لما اني خلت
+
+254
+00:17:36,450 --> 00:17:39,880
+الطالبة تقرأ، أول حاجة علمت عملية المواجهةعلمتها
+
+255
+00:17:39,880 --> 00:17:43,940
+عملية الإلقاء أمام جمهور علمتها القراءة الصحيحة
+
+256
+00:17:43,940 --> 00:17:46,700
+اللي هو الهدف الأساسي عندي علمتها كيف أنها تكون
+
+257
+00:17:46,700 --> 00:17:50,680
+ناقضة لنفسها أو ناقضة للآخرين علمتها كيف ممكن تكون
+
+258
+00:17:50,680 --> 00:17:54,100
+التغذية الراجعة كيف ممكن يكون التعزيز هذا كله قيته
+
+259
+00:17:54,100 --> 00:17:57,740
+في خبرة واحدة أنا بعلمها للطالب بقى كل خبرة
+
+260
+00:17:57,740 --> 00:18:02,480
+بنعلمها للطالب بتحقق عدة أهداف بخل الطلبة في
+
+261
+00:18:02,480 --> 00:18:05,880
+مجموعات و بخليهم يعملوا تجربة الآن هم مش بس
+
+262
+00:18:05,880 --> 00:18:09,870
+بتعلموا التجربة بتعلموا كيف يتعاملوا مع بعضكيف
+
+263
+00:18:09,870 --> 00:18:12,770
+يكون في بينهم عمل تعاون، كيف ممكن يحترموا آراء
+
+264
+00:18:12,770 --> 00:18:16,370
+بعض، كيف ممكن أنهم يكون في إلهم صوت واحد، وبالتالي
+
+265
+00:18:16,370 --> 00:18:20,830
+أي خبرة بتنمي عدة أهداف في هذا الجانب، يبقى هذه
+
+266
+00:18:20,830 --> 00:18:24,030
+اللي هي الشروط الواجب توافرها في الخبرات، الخبرات
+
+267
+00:18:24,030 --> 00:18:27,810
+ممكن تكون مباشرة وغير مباشرة وممكن تكون مساحبة، ما
+
+268
+00:18:27,810 --> 00:18:32,070
+هي الخبرة المباشرة؟
+
+269
+00:18:32,070 --> 00:18:36,610
+‏- فضلين ‏- هي الخبرات اللي يقول فيها الفيرن نتيجة
+
+270
+00:18:36,610 --> 00:18:42,820
+قيامك بعمل معين أو نشاط معينممتاز جدا يبقى لازم
+
+271
+00:18:42,820 --> 00:18:46,740
+الطالب يقوم بالعمل عشان تكون خبرة مباشرة يعني أنا
+
+272
+00:18:46,740 --> 00:18:49,620
+لما أني بدي أكون أنا في عندي تجربة و بدي أعمل
+
+273
+00:18:49,620 --> 00:18:53,280
+التجربة هذه أمام الطالبات هل الخبرة هذه خبرة
+
+274
+00:18:53,280 --> 00:18:59,920
+مباشرة؟ لأ لازم الطالب هو نفسه اللي يعمل بالظبط
+
+275
+00:18:59,920 --> 00:19:04,200
+يعني هو بدي يعرف مثلا أنه الأحمد تحمل ورقة عبادة
+
+276
+00:19:04,200 --> 00:19:06,020
+الشنسة التجربة اللي ذاكرناها في البداية لازم هو
+
+277
+00:19:06,020 --> 00:19:09,980
+اللي يعمل التجربةبدو يعرف خصائص الفلزات، لازم هو
+
+278
+00:19:09,980 --> 00:19:13,280
+اللي يعمل التجربة، بدو يقيس نقطة غليان الماء، يبقى
+
+279
+00:19:13,280 --> 00:19:15,860
+هو اللي لازم يعمل التجربة، لازم أنت اللي تمارس
+
+280
+00:19:15,860 --> 00:19:20,280
+المهمة، الطالب هو اللي يمارس المهمة، لو المعلم عمل
+
+281
+00:19:20,280 --> 00:19:23,340
+هذه التجربة أمام الجميع، المعلم هو اللي عمل الخبرة
+
+282
+00:19:23,340 --> 00:19:25,840
+المباشرة، يبقى إذا إحنا ماقومناش بعمل معين، لا
+
+283
+00:19:25,840 --> 00:19:31,900
+تعتبر الخبرة مباشرة، ما أهمية هذه الخبرة؟ تقضي
+
+284
+00:19:31,900 --> 00:19:34,920
+مانع، تقضي مانع دقيقة ما عملت المرموز القانونية
+
+285
+00:19:35,920 --> 00:19:38,420
+ممتاز جدا، يبقى الآن إحنا لما ن .. إحنا بنعمل
+
+286
+00:19:38,420 --> 00:19:45,760
+لحالنا التجربة، المعنى بيكون أعمق، أدق، بترسخ
+
+287
+00:19:45,760 --> 00:19:48,480
+المعلومة، يعني الطالبة بتيجي بتقول بس أنها خصائص
+
+288
+00:19:48,480 --> 00:19:53,380
+الفلزأه الآن تتذكر بالظبط إيش اللي عملنا إحنا
+
+289
+00:19:53,380 --> 00:19:56,380
+يميها؟ أه في أشياء إحنا شوفنا اللى معان شوفنا
+
+290
+00:19:56,380 --> 00:19:59,660
+الحرارة شوفنا الكهربا شوفنا كذا أه الآن تبدأ
+
+291
+00:19:59,660 --> 00:20:02,440
+الطالبة تتذكر وبالتالي الأشياء دائما اللي إحنا
+
+292
+00:20:02,440 --> 00:20:07,400
+نمارسها يعني بتكون نسبة النسيان فيها قليلة جدا
+
+293
+00:20:07,400 --> 00:20:10,260
+يعني إحنا بنتذكر حوالي 70% من الأشياء اللي إحنا
+
+294
+00:20:10,260 --> 00:20:14,700
+بنقوم فيها بقول إن الإنسان بيتذكر من الأشياء اللي
+
+295
+00:20:14,700 --> 00:20:19,780
+بيسمعها عشرينفلمية يعني تمانين فلمية بتروح بس ليش
+
+296
+00:20:19,780 --> 00:20:23,460
+لأنك انت بس اسمعتها لكن لو الأشياء هذه انت
+
+297
+00:20:23,460 --> 00:20:27,740
+مارستيها تتذكر منها من ستين إلى سبعين فلمية
+
+298
+00:20:27,740 --> 00:20:31,080
+وبالتالي هنا الخبرة المباشرة بتكون مهمة جدا
+
+299
+00:20:31,080 --> 00:20:35,830
+إيجابية الطالب فيهاواضحة لأن هو اللي بيقوم بعملية
+
+300
+00:20:35,830 --> 00:20:39,650
+العمل بتنمي طبعا عنده القدرة على التفكير العلمي و
+
+301
+00:20:39,650 --> 00:20:44,070
+القدرة على التعلم بالذات يعني بعض التجارب العلمية
+
+302
+00:20:44,070 --> 00:20:46,930
+بعض الأشياء العلمية اللي بيعملوها الطلاب المدرسة
+
+303
+00:20:46,930 --> 00:20:50,610
+أجهزت قالت لهم تعالوا بدنا نرسم خارطة خارطة و راحت
+
+304
+00:20:50,610 --> 00:20:53,390
+رسمة مربعات و علمتهم صاروا الطلاب هم يرسموا
+
+305
+00:20:53,390 --> 00:20:56,910
+بأنفسهم فراحت طالب على البيت و بدأ يرسم مربعات و
+
+306
+00:20:56,910 --> 00:21:00,270
+صار يقولك أنا بقدر أرسم أيخارطة، الآن ليش؟ لأن هو
+
+307
+00:21:00,270 --> 00:21:04,390
+اتعلم بطريقة مباشرة، معلمة العلوم عملت تجربة
+
+308
+00:21:04,390 --> 00:21:08,610
+قلتلهم للهواء ضغط من أسفل إلى أعلى، راحت جابت كاسة
+
+309
+00:21:08,610 --> 00:21:11,630
+ميه ملتها وحطت على وجهها ورقة وقلبتها، الميه ما
+
+310
+00:21:11,630 --> 00:21:16,010
+وقعتش، فإيش اللي صار؟ إن هو فيه للهواء ضغط من أسفل
+
+311
+00:21:16,010 --> 00:21:18,990
+إلى أعلى، الآن هو طول الوقت في البيت إيش هيسوي؟
+
+312
+00:21:18,990 --> 00:21:22,870
+هيملّي الدنيا ميه، هيعبي الكاسة .. الكاسة ميه ويحط
+
+313
+00:21:22,870 --> 00:21:26,230
+عليه هورقة، الآن إذا ماكنتش مليانا ميه تماما وفيه
+
+314
+00:21:26,230 --> 00:21:30,170
+أي نتفة هوىمعنى ذلك إنها الورقة هتقوع فهيضل يجرب
+
+315
+00:21:30,170 --> 00:21:35,670
+لما هتصبط معه هذه كلها مهارات تعلم ذاتي علموه إن
+
+316
+00:21:35,670 --> 00:21:38,470
+هو يعمل دائرة كهربية فراح يعمل دائرة كهربية وصار
+
+317
+00:21:38,470 --> 00:21:42,190
+يوصلها لحد ما ضوى اللي هو لمبة الكهربا والمصباح
+
+318
+00:21:42,190 --> 00:21:47,350
+الآن هو إشت إحساس عنده سعيد جدا لأن هو قام
+
+319
+00:21:47,350 --> 00:21:50,070
+بالإنجاز في هذا الجانب وبالتالي هذا الشئ اللي هو
+
+320
+00:21:50,070 --> 00:21:54,960
+بيخليها تكون عالقة في الذهن أكثر لدى الطالبلكن هل
+
+321
+00:21:54,960 --> 00:21:57,300
+بنقدر إحنا ندرس كل الخبرات في المدرسة بصورة
+
+322
+00:21:57,300 --> 00:22:02,840
+مباشرة؟ صعب صعب إن أنا أعطي للطالب الخبرة المباشرة
+
+323
+00:22:02,840 --> 00:22:08,640
+جميعها ما هي الخبرة الغير مباشرة؟ هي الخبرة التي
+
+324
+00:22:08,640 --> 00:22:11,160
+نتواصل إليها بالطالب المغير مباشرة على طريق
+
+325
+00:22:11,160 --> 00:22:15,320
+الدراقة أو السماء أو حتى المشاهدةممتاز، يبقى هنا
+
+326
+00:22:15,320 --> 00:22:19,400
+في خبرات احنا بنكسبها بطريقة غير مباشرة، بنتفرج
+
+327
+00:22:19,400 --> 00:22:22,260
+على التليفزيون، بنقرأ من الكتاب، بنشوف المدرس و هو
+
+328
+00:22:22,260 --> 00:22:26,340
+بيعمل تجربة، هذه خبرة غير مباشرة، بنسمعها،
+
+329
+00:22:26,340 --> 00:22:31,060
+بنقرأها، بنشوفها، كل هذه خبرة غير مباشرة، لماذا
+
+330
+00:22:31,060 --> 00:22:32,120
+هذه الخبرات مهمة؟
+
+331
+00:22:34,810 --> 00:22:38,090
+لأن حياتي الانسان قصيرة فلا يستطيع أن يصل لزميرها
+
+332
+00:22:38,090 --> 00:22:41,590
+في أمريكا أو براشيا كما أن بعض الأولمبيا استحالة
+
+333
+00:22:41,590 --> 00:22:44,790
+من مستقلانها مثل الأعماق الدهار و بعضها فيها خطأ
+
+334
+00:22:44,790 --> 00:22:48,290
+مثل استخدام الأحمال المركزة و بعضها فيها بعض مثل
+
+335
+00:22:48,290 --> 00:22:49,890
+الانتقالات الجغرافية
+
+336
+00:22:53,690 --> 00:22:56,390
+ممتاز جدا أنا بقدرش أخلي الخبرات اللي موجودة في
+
+337
+00:22:56,390 --> 00:22:58,870
+الكتاب و المدرسة للطالب كلها لازم توصلها بصورة
+
+338
+00:22:58,870 --> 00:23:03,230
+مباشرة أن هذا بده إمكانات مالية عالية جدا كمان بده
+
+339
+00:23:03,230 --> 00:23:07,250
+وقت طويل جدا و الخبرات إذا كل حاجة إحنا بدنا
+
+340
+00:23:07,250 --> 00:23:10,550
+نعملها و نجربها في حياتنا يعني بدنا أعمار فوق
+
+341
+00:23:10,550 --> 00:23:14,770
+أعمارنا يعني كان في درس معانا و احنا في الثانوية
+
+342
+00:23:14,770 --> 00:23:19,780
+العامة لماذا هويته القراءة لعباس محمود العقادفكان
+
+343
+00:23:19,780 --> 00:23:23,540
+طبعا جوابه اللي هو لأنها تضيف ليه أعمارا فوق عمرين
+
+344
+00:23:23,540 --> 00:23:27,260
+يعني كل واحد بيحط خبرته في كتاب فانت لما بتقرايها
+
+345
+00:23:27,260 --> 00:23:31,360
+بتاخد خبرة هذا الإنسان هذا الشيء يعني في الغرب
+
+346
+00:23:31,360 --> 00:23:35,380
+موظف بصورة كبيرة جدا لأنه بقولك متوسط ما يقرأ
+
+347
+00:23:35,380 --> 00:23:39,080
+الإنسان العربي اللي هو من كتاب إلى اتنين طوال
+
+348
+00:23:39,080 --> 00:23:42,520
+العام الدراسي متوسط ما يقرأ الإنسان الغربي من
+
+349
+00:23:42,520 --> 00:23:47,210
+عشرين إلى تلاتين اربعين كتابفي العام الواحد فهنا
+
+350
+00:23:47,210 --> 00:23:52,510
+طبعا احنا يعني أمة اقرأ لا تقرأ للأسف الشديد أين
+
+351
+00:23:52,510 --> 00:23:56,230
+العرب اللي قالوا اقرأ لإن حياة واحدة لا تكفي؟ أين؟
+
+352
+00:23:56,230 --> 00:24:01,590
+هم قالواورفزوا زمان بس اللي موجودين الآن ما
+
+353
+00:24:01,590 --> 00:24:05,630
+بيقرأوا يعني احنا صار في حتى كمان يعني كثير من
+
+354
+00:24:05,630 --> 00:24:08,250
+الوسائل يعني اللي هي تساعد على القراءة الآن ال
+
+355
+00:24:08,250 --> 00:24:11,090
+Facebook و ال internet و كذا ممكن انت بتقرأي
+
+356
+00:24:11,090 --> 00:24:15,790
+معلومة بتجيكي كده فجأة اه فبتقرأيها لكن انت بتبحثي
+
+357
+00:24:15,790 --> 00:24:19,650
+عنها بصورة معينة صعب ان احنا بنفهم أشياء كثيرة
+
+358
+00:24:19,650 --> 00:24:23,070
+مثلا نجي احنا .. الآن احنا في شهر رجب فضاء الفهر
+
+359
+00:24:23,070 --> 00:24:27,230
+شهر رجب كل عام دو طيبينو بعد رجب شعبان رمضان
+
+360
+00:24:27,230 --> 00:24:30,950
+فبتلاقي انه في ندق كتيبات صغيرة هيك مثلا بتتكلم عن
+
+361
+00:24:30,950 --> 00:24:34,980
+أحكام المرأة في الصيامكويس انت لو اقتنعت كتاب و
+
+362
+00:24:34,980 --> 00:24:37,820
+قرأتيه علشان انت لو حصل معاكي أي شيء تكوني انت
+
+363
+00:24:37,820 --> 00:24:42,020
+فاهمة و على اطلاع في هذا الجانب لو أمك في البيت
+
+364
+00:24:42,020 --> 00:24:45,560
+مريضة او كذا او شيء ايش ممكن انت تعمل عشان انت هي
+
+365
+00:24:45,560 --> 00:24:48,640
+مش قادرة تصوم و كيف ممكن انت تتصرف ان يكون انت
+
+366
+00:24:48,640 --> 00:24:52,160
+عندك فقه عندك تنور في المعرفة العلمية في المعرفة
+
+367
+00:24:52,160 --> 00:24:55,160
+الدينية في كذا المفروض ان احنا بنقرأ باستمرار
+
+368
+00:24:55,160 --> 00:24:59,610
+بننمي أفكارنا بنقرأ في كل المجالاتللأسف يعني هذا
+
+369
+00:24:59,610 --> 00:25:02,450
+الشيء عندنا مش موجود كتير، يعني أنا بتمنى أنه
+
+370
+00:25:02,450 --> 00:25:05,550
+أنتوا تستمروا، يعني في طالبات من خريجاتنا من
+
+371
+00:25:05,550 --> 00:25:08,470
+الجامعة، بعد عشر سنين شوفناهم، آه أنتوا إيش
+
+372
+00:25:08,470 --> 00:25:10,710
+أخباركم؟ بتقرأوا إيش؟ وقولوا والله من يوم ما طلعنا
+
+373
+00:25:10,710 --> 00:25:15,840
+من الجامعة وفتحنا كتاب، طب ليه؟طب ما هو أنت طلعت
+
+374
+00:25:15,840 --> 00:25:18,340
+من الجامعة قبل عشر سنوات، هل العلم وقف بعد عشر
+
+375
+00:25:18,340 --> 00:25:22,320
+سنوات تاني؟ لأ، أنت كنت بتحتاج تنمية، تحتاج تنمية
+
+376
+00:25:22,320 --> 00:25:25,580
+كبيرة جداً طبعا هذه الأشياء زي ما إحنا شايفين إنها
+
+377
+00:25:25,580 --> 00:25:29,480
+ممكن تكون مستحيلة إن أخد الطلاب مثلا للفضاء أو إلى
+
+378
+00:25:29,480 --> 00:25:33,280
+بطن الأرض أو كذا، ممكن يكون فيها خطورة، نسبة خطورة
+
+379
+00:25:33,280 --> 00:25:36,180
+عالية، ممكن تكون بعيدة جغرافيا، ممكن تكون بعيدة
+
+380
+00:25:36,180 --> 00:25:40,240
+تاريخيا، وبالتالي بنرجع للخبرة الغير مباشرة، الآن
+
+381
+00:25:40,240 --> 00:25:43,340
+بيستخدموا وسائل متقدمة، بيعملوا أفلام فيديو،
+
+382
+00:25:43,340 --> 00:25:49,190
+بيعملواكتيبات بيعملوا أشياء يعني ممكن تخيلية زي
+
+383
+00:25:49,190 --> 00:25:51,330
+مثلا بعض الأشياء اللي ممكن تفتح انت على اليوتيوب
+
+384
+00:25:51,330 --> 00:25:55,710
+تشوفي كيف عملية الهضم في الإنسان فبروح هو جايبلك
+
+385
+00:25:55,710 --> 00:26:00,190
+بالمحا كجهاز هضمي عند الإنسان وكيف دخلت اللقمة في
+
+386
+00:26:00,190 --> 00:26:03,610
+داخل الفم وكيف بدأت تمشي في داخل الجسم وكيف .. إيش
+
+387
+00:26:03,610 --> 00:26:07,130
+العصارات والأشياء بشرحلك إياها بصورة كاملة أنا
+
+388
+00:26:07,130 --> 00:26:10,510
+مقدرش أخد الإنسان هذه الرحلة لكن أنا بعطيها رحلة
+
+389
+00:26:11,360 --> 00:26:14,980
+تخيلية وبالتالي هي خبرة غير مباشرة لكنها خبرة
+
+390
+00:26:14,980 --> 00:26:20,140
+ممتعة خبرة مثيرة بنقدمها للطالب فيه مع هذه الخبرات
+
+391
+00:26:20,140 --> 00:26:25,220
+خبرة مصاحبة هلاقيت الخبرة المباشرة بتهتم بالمجال
+
+392
+00:26:25,220 --> 00:26:30,320
+النفس حركي والخبرة الغير مباشرة بتهتم بالمجال
+
+393
+00:26:30,320 --> 00:26:36,640
+المعرفي العقلي الآن الخبرة المصاحبةتهتم بالمجال
+
+394
+00:26:36,640 --> 00:26:40,620
+الوجداني، لأن هذه خبرة بتكون مرافقة إما للخبرات
+
+395
+00:26:40,620 --> 00:26:44,620
+المباشرة أو الخبرات الغير مباشرة، إيش معنى الخبرة
+
+396
+00:26:44,620 --> 00:26:49,260
+المصاحبة؟ هي خبرة غير مقصودة بصورة مباشرة، تفضلي
+
+397
+00:26:53,810 --> 00:26:57,130
+أي نعم، بجانب الخبرة اللي انت بدك تكتس بيها، يعني
+
+398
+00:26:57,130 --> 00:27:00,510
+زي ما احنا قلنا بتحقق عدة اللي هي أهداف، يعني أنا
+
+399
+00:27:00,510 --> 00:27:03,210
+علمت الطالب في تجربة معينة، هو اكتسب المعلومة اللي
+
+400
+00:27:03,210 --> 00:27:06,730
+في التجربة، لكن اتعلم كيف يتعامل مع زميله، اتعلم
+
+401
+00:27:06,730 --> 00:27:12,400
+كيف يدقق النتائج، هذه خبرة مصاحبةخبرة بتهتم في
+
+402
+00:27:12,400 --> 00:27:16,080
+الجوانب اللي احنا مابنشوفهاش فيه جوانب شعورية، فيه
+
+403
+00:27:16,080 --> 00:27:19,400
+جوانب وجدانية، فيه جوانب نقول تدقيقية بالنسبة
+
+404
+00:27:19,400 --> 00:27:23,560
+للإنسان، بقول هنا التلميذ أثناء تلقي درسه من
+
+405
+00:27:23,560 --> 00:27:27,580
+المعلم بيكتسب إلى جانب هذه الأشياء، حبه للمادة أو
+
+406
+00:27:27,580 --> 00:27:30,780
+كراهيتها، هو المدرس بيشرح ممكن نحبها و ممكن
+
+407
+00:27:31,990 --> 00:27:36,410
+منحبهاش، ممكن إذا كانت طريقة التدريس فعالة يكون في
+
+408
+00:27:36,410 --> 00:27:39,310
+عندنا اتجاهات، في عندنا أسلوب تفكير مرغوبة، في
+
+409
+00:27:39,310 --> 00:27:42,630
+عندنا عدات صالحة، في عندنا قدرات، طبعا هذه الأشياء
+
+410
+00:27:42,630 --> 00:27:48,290
+تكتسب كلها بطريقةلاشعورية نكتسبها بطريقة لاشعورية
+
+411
+00:27:48,290 --> 00:27:52,030
+المدرسة منظمة ومرتبة و بتعرضوا لكم المعلومات منظمة
+
+412
+00:27:52,030 --> 00:27:56,370
+بتكتسبوا الطالبات طريقة الترتيب من طريقة المدرسة
+
+413
+00:27:56,370 --> 00:27:59,390
+في عرض المعلومة بيصيروا عارفين ان هذه المدرسة
+
+414
+00:27:59,390 --> 00:28:04,330
+بتحبش الأشياء اللي مرتبة ومنظمة وكذا وبالتالي هم
+
+415
+00:28:04,330 --> 00:28:09,190
+بيكتسبوا هذا الشيء شويه شويه هذا بيصبح سلوك عندهم
+
+416
+00:28:09,190 --> 00:28:15,200
+في هذا الجانبكيف ممكن نختار المحتوى و الخبرات
+
+417
+00:28:15,200 --> 00:28:19,280
+التعليمية؟ لو احنا بدنا نختار محتوى و خبرات
+
+418
+00:28:19,280 --> 00:28:22,040
+تعليمية في عندي تلت خطوات هم موجودين عندك في
+
+419
+00:28:22,040 --> 00:28:27,400
+الكتاب خمسة بس هم تلاتة لو احنا طلب منا ان احنا
+
+420
+00:28:27,400 --> 00:28:31,880
+نعمل منهج فما هي الخطوات التي نختار من خلالها
+
+421
+00:28:31,880 --> 00:28:35,540
+المحتوى و الخبرات التعليمية؟ يعني قالولنا الآن
+
+422
+00:28:35,540 --> 00:28:40,770
+احنا بدنا الشعب الفلسطيني طول عمره مافيش إلهمنهج
+
+423
+00:28:40,770 --> 00:28:44,550
+علشان هذا الشعب مالوش منهج احنا بدنا نعمله مادة
+
+424
+00:28:44,550 --> 00:28:51,510
+اتنم الانتماء لفلسطين بدنا نسميها مادة اللي هي
+
+425
+00:28:51,510 --> 00:28:56,010
+تربية مدنية، تربية وطنية، اي مسمة من هذه المسميات،
+
+426
+00:28:56,010 --> 00:28:59,860
+تربية وطنية عادةالآن بدنا نفكر إيش الأشياء اللي
+
+427
+00:28:59,860 --> 00:29:02,800
+إحنا ممكن نحطها في التربية الوطنية، كيف ممكن نعمل
+
+428
+00:29:02,800 --> 00:29:06,080
+منهج للتربية الوطنية، طبعا هنا بقول اللي هو فيه
+
+429
+00:29:06,080 --> 00:29:10,400
+تلت خطوات أساسية، أول حاجة اختيار الموضوعات، بعدين
+
+430
+00:29:10,400 --> 00:29:14,540
+اختيار الأفكار، بعدين اختيار المادة الغلمية، الآن
+
+431
+00:29:14,540 --> 00:29:19,300
+كيف هيتم اختيار الموضوعات الدراسية؟
+
+432
+00:29:19,300 --> 00:29:22,580
+فضل. إذا ما هي الموضوعات اللي هو أنك تتحقق الأداء،
+
+433
+00:29:22,580 --> 00:29:26,820
+تكون مناسب تلت الإدراس لوقت مخصص لتدريبها، وتكون
+
+434
+00:29:26,820 --> 00:29:32,370
+مطرابممتاز جدا، الآن ما هو الهدف احنا اللي حددناه؟
+
+435
+00:29:32,370 --> 00:29:36,610
+أنا طرحت هذا الموضوع كمثال، لكن هم لما يحددوا مادة
+
+436
+00:29:36,610 --> 00:29:39,070
+العلم والتاريخ برضه نفس الشيء بيكونوا إيش محددين؟
+
+437
+00:29:39,070 --> 00:29:43,190
+الأهداف، احنا بدنا نمي الانتماء لفلسطين، ما هي
+
+438
+00:29:43,190 --> 00:29:46,230
+الموضوعات التي يمكن من خلالها أن نمي الانتماء
+
+439
+00:29:46,230 --> 00:29:53,470
+لفلسطين؟ فكروا أشوف أهمية المسجد الأقصى، قولي، طيب
+
+440
+00:29:53,470 --> 00:29:55,550
+مش بس اللي غير المسجد الأقصى، بس هو اللي بنمي
+
+441
+00:29:55,550 --> 00:29:55,890
+الانتماء
+
+442
+00:29:59,340 --> 00:30:04,680
+أهمية موقع فلسطين الثورات
+
+443
+00:30:04,680 --> 00:30:10,140
+الفلسطينية في فلسطين مكانتها الجغرافية المرموقة،
+
+444
+00:30:10,140 --> 00:30:14,640
+إيش كمان؟ التضحيات، يبقى إحنا لازم نتكلم عن
+
+445
+00:30:14,640 --> 00:30:18,320
+القيادات، نتكلم عن شخصيات تاريخية مؤثرة، إيش كمان
+
+446
+00:30:18,320 --> 00:30:23,400
+ممكن نتكلم؟ ممتاز، نتكلم عن الآثار اللي موجودة
+
+447
+00:30:23,400 --> 00:30:25,780
+فيها وأهمية رعاية هذه الآثار
+
+448
+00:30:29,520 --> 00:30:34,620
+الحق التاريخي لأهل فلسطين في أرض فلسطين مثلا ممكن
+
+449
+00:30:34,620 --> 00:30:37,280
+نتكلم عن أشياء كثيرة بس أنا السؤال اللي بدي أسأله
+
+450
+00:30:37,280 --> 00:30:40,920
+مهم جدا أكم حصة لهذه المادة في الإسبوع؟
+
+451
+00:30:43,790 --> 00:30:47,750
+الحصة مثلا إلها حصة حصة تاريخ وحصة Geography وحصة
+
+452
+00:30:47,750 --> 00:30:51,090
+وطنية ومدنية يبقى هي إلها حصة يبقى مش معقول أنا
+
+453
+00:30:51,090 --> 00:30:54,850
+بدأ أحط عشرين موضوع للطلاب يدرسوه خلال السنة لإن
+
+454
+00:30:54,850 --> 00:30:57,810
+الفصل الدراسي أربعتاشر أسبوع ستاشر أسبوع منهم
+
+455
+00:30:57,810 --> 00:31:01,410
+أسبوعين امتحانات يبقى هو أربعتاشر أسبوع لما هو إله
+
+456
+00:31:01,410 --> 00:31:05,510
+حصة في الأسبوع يبقى هذه المادة بتتدرس على أربعتاشر
+
+457
+00:31:05,510 --> 00:31:09,750
+حصة يبقى أنا هلاقيت الحصة هذه الواحدة هل بقدر أحط
+
+458
+00:31:09,750 --> 00:31:13,270
+فيها موضوع كامل؟بقدرش أحط فيها موضوع، يمكن أحط
+
+459
+00:31:13,270 --> 00:31:17,690
+فيها أنا مثلا هم 14 حصة، بدأ أحط فيها 7 موضوع أو
+
+460
+00:31:17,690 --> 00:31:22,410
+كذا، بحيث إن الموضوع يكون في حصتين، وبالتالي هنا
+
+461
+00:31:22,410 --> 00:31:26,750
+أنا الوزن النسبي للمادة بين المساقات، هذا مهم جدا،
+
+462
+00:31:26,750 --> 00:31:31,030
+الوزن النسبي لمادة اللغة العربية، إلها 8 حصص أو
+
+463
+00:31:31,030 --> 00:31:35,850
+إلها 6 حصص، بتتاخد 8 حصص، 8 في 14، كذا، يبقى الآن
+
+464
+00:31:35,850 --> 00:31:39,710
+مادة اللغة العربية هيكون حجمهاكبير، ليش؟ لأن هذه
+
+465
+00:31:39,710 --> 00:31:42,990
+مادة أساسية، الرياضيات قدش إلها؟ إلها 6 حصص،
+
+466
+00:31:42,990 --> 00:31:46,890
+العلوم إلها 4 حصص، الوزن النسبي للمادة، هذا مهم،
+
+467
+00:31:46,890 --> 00:31:50,490
+لأن أنا بدي أفصل مادة على حسب الوقت، على حسب
+
+468
+00:31:50,490 --> 00:31:55,170
+الزمن، على حسب قدرات الطلبة، بديش أنا أرتفع بمستوى
+
+469
+00:31:55,170 --> 00:31:58,310
+قدرات الطلبة، يبقى إحنا هنا بنحدد هذه بناء على
+
+470
+00:31:58,310 --> 00:32:02,050
+الأهداف، إيش الهدف عندي؟أنا بدأ أقول إنه أنا من
+
+471
+00:32:02,050 --> 00:32:04,330
+الانتماء لفلسطين، بدأ أنا من الانتماء لفلسطين في
+
+472
+00:32:04,330 --> 00:32:07,530
+الصف الرابع، بدأ أعرفهم أنا على بعض اللي هي
+
+473
+00:32:07,530 --> 00:32:11,250
+الأشياء اللي مرتبطة بموقع فلسطين، اللي هي حدود
+
+474
+00:32:11,250 --> 00:32:15,630
+فلسطين، قورة فلسطينية غير معروفة، بدأ أتكلم عن بعض
+
+475
+00:32:15,630 --> 00:32:18,410
+الشخصيات الفلسطينية، عن الأثار الفلسطينية، أمكن
+
+476
+00:32:18,410 --> 00:32:22,740
+أتكلم عن التراث الفلسطينيبكفي عندي هذه الموضوعات
+
+477
+00:32:22,740 --> 00:32:26,180
+على إن احنا نتكلم عليها خلال هذا الفصل فبدنا نحط
+
+478
+00:32:26,180 --> 00:32:30,020
+عليها مجموعة من الدروس يبقى الأن إحنا بدنا نحدد
+
+479
+00:32:30,020 --> 00:32:32,860
+الموضوعات الرئيسية بحيث إن هذه الموضوعات تكون
+
+480
+00:32:32,860 --> 00:32:37,660
+مترابطة وإنها تكون في مستوى تفكير الطالب يعني ده
+
+481
+00:32:37,660 --> 00:32:40,780
+أتكلم عن المواقع، بدي أتكلم عن موقع فلسطين، بدي
+
+482
+00:32:40,780 --> 00:32:43,440
+أتكلم عن بعض القرى الفلسطينية، بعدها على طول ده
+
+483
+00:32:43,440 --> 00:32:46,940
+أتكلم عن الأثار، أتكلم عن الأثار، بتكلم عن التراث
+
+484
+00:32:46,940 --> 00:32:52,730
+الفلسطيني، الأمور هتبقى؟متسلسلة ومترابطة مع بعضها
+
+485
+00:32:52,730 --> 00:32:56,190
+البعض بعد ما اخترنا الموضوعات بنختار الأفكار كيف
+
+486
+00:32:56,190 --> 00:33:03,310
+هيتم اختيار الأفكار لو
+
+487
+00:33:03,310 --> 00:33:06,730
+قلنا احنا بدنا نختار نتكلم عن شخصيات فلسطينية
+
+488
+00:33:06,730 --> 00:33:10,990
+فالآن أنا بدأ أطلب من مجموعة من الخبراء اللي هم
+
+489
+00:33:10,990 --> 00:33:14,210
+انتوا أمامي كل واحدة منكم تحط عشر أسماء فلسطينية
+
+490
+00:33:14,210 --> 00:33:19,400
+ممكن نتكلم عنها في هذا الكتابفكل واحدة فيكم هتحط
+
+491
+00:33:19,400 --> 00:33:26,100
+عشر أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+492
+00:33:26,100 --> 00:33:27,640
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+493
+00:33:27,640 --> 00:33:27,760
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+494
+00:33:27,760 --> 00:33:27,940
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+495
+00:33:27,940 --> 00:33:30,800
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+496
+00:33:30,800 --> 00:33:36,200
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+497
+00:33:36,200 --> 00:33:40,080
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+498
+00:33:40,080 --> 00:33:43,070
+أسماء، أسماء، أسماء، أسماء، أسماءأسماء مؤثرة بدي
+
+499
+00:33:43,070 --> 00:33:47,430
+أشوف الأشياء المشتركة طلعت أسماء مشتركة طلعت حوالي
+
+500
+00:33:47,430 --> 00:33:53,090
+15 اسم هدولة تم الاتفاق عليهم بنسبة فوق الـ70%
+
+501
+00:33:53,090 --> 00:33:56,510
+هدولة بدي أرجعهم أنا للخبراء تاني و بدي أقولهم
+
+502
+00:33:56,510 --> 00:34:00,390
+رتبوا ليهم من الأهم للأقل أهمية لأن أنا مش معقول
+
+503
+00:34:00,390 --> 00:34:04,310
+بدي أتكلم في السنة الواحدة عن 15 شخصية أنا بدي
+
+504
+00:34:04,310 --> 00:34:08,880
+أخدلهم شخصيتين تلاتة فبدي أهمأشخاص في هذا الإطار
+
+505
+00:34:08,880 --> 00:34:13,040
+وبالتالي الآن بنعيد ترتيب الشخصيات من الأهم للأقل
+
+506
+00:34:13,040 --> 00:34:16,780
+أهمية بناء على ذلك بتم اختيار شخصيتين أو تلاتة مش
+
+507
+00:34:16,780 --> 00:34:20,160
+أكتر لأن الطالب مش معقول لهذه المادة مش سيارة
+
+508
+00:34:20,160 --> 00:34:24,920
+ذاتيةفاحنا ممكن ناخد شخصيتين نتكلم عنهم والسنة
+
+509
+00:34:24,920 --> 00:34:27,040
+اللي جاي بناخد شخصيتين والسنة اللي بعديها بناخد
+
+510
+00:34:27,040 --> 00:34:31,060
+شخصيتين بنبدأ بنرتب على حسب اهتمامات واحتياجات
+
+511
+00:34:31,060 --> 00:34:34,260
+الطلبة في هذا الموضوع يبقى هنا بيقوموا الخبراء
+
+512
+00:34:34,260 --> 00:34:37,000
+باختيار الأفكار الأساسية من قوائم تم إعدادها
+
+513
+00:34:37,000 --> 00:34:41,140
+سابقاً بنجيب لهم أسماء احنا من أهم الشخصيات جيبنا
+
+514
+00:34:41,140 --> 00:34:44,280
+40 اسم وقلنا لكل واحد يختار منهم عشرة بعد ذلك
+
+515
+00:34:44,280 --> 00:34:48,120
+بنشوف إيش هي الأفكار اللي تم الاتفاق عليها وبعد
+
+516
+00:34:48,120 --> 00:34:51,640
+ذلك احنا بنحددها و بنرتبها من الأهم للأقل الأهمية
+
+517
+00:34:51,770 --> 00:34:55,830
+كل درس بنعمل بهذا الشكل، مش بس شخصيات، يعني أنا
+
+518
+00:34:55,830 --> 00:34:59,670
+مابدأ أتكلم عن موقع فلسطين، فأنا بنحط الأفكار هنا،
+
+519
+00:34:59,670 --> 00:35:02,070
+إيش الأشياء اللي بنتكلم عن موقع فلسطين، بنحط هذه
+
+520
+00:35:02,070 --> 00:35:06,050
+الأفكار و بنعرضها على الخبراء و بنقولهم حددوا إن
+
+521
+00:35:06,050 --> 00:35:09,430
+إيش هي أهم الأفكار، وبناء على ذلك إحنا بنقرر إيش
+
+522
+00:35:09,430 --> 00:35:12,470
+اللي ممكن يكون في هذا الإطار، بعد ذلك بنصل إلى
+
+523
+00:35:12,470 --> 00:35:16,620
+اختيار المادة العلمية الخاصةخلّينا في المثال اللي
+
+524
+00:35:16,620 --> 00:35:19,960
+إحنا طرحنا إن إحنا نتكلم عن قائد فلسطيني فبنقول
+
+525
+00:35:19,960 --> 00:35:22,400
+اختيار المادة العلمية الخاصة لو أنا بدأ أتكلم عن
+
+526
+00:35:22,400 --> 00:35:24,780
+الشيخ أحمد ياسين أو عن ياسر عرفات أو عن عزيزي
+
+527
+00:35:24,780 --> 00:35:28,900
+القسام أو عن حسن سلامة أو عن أي عبد القادر الحسيني
+
+528
+00:35:28,900 --> 00:35:32,840
+بدنا نشوف هذه الشخصيات اللي هي المؤثرة أكم كاتب
+
+529
+00:35:32,840 --> 00:35:36,980
+كتب عن هذه المادة؟ وهل أنا لو بدأ أحط مادة للصف
+
+530
+00:35:36,980 --> 00:35:41,680
+الرابع بدأ أاخد من الناس اللي وثقت تاريخيا وكتبت
+
+531
+00:35:41,680 --> 00:35:46,820
+بأسلوب وبلغة وبلاغة عالية جدا؟أنا بدي أشوف مين
+
+532
+00:35:46,820 --> 00:35:49,420
+اللي كتبوا فيها دا بدي أختار المادة العلمية بدي
+
+533
+00:35:49,420 --> 00:35:53,620
+أختار معلومات أساسية بس بدي أعطيها لناس يصيغوها في
+
+534
+00:35:53,620 --> 00:35:57,980
+مستوى الصف الرابع يعني أنا بدي هم يعرفوا عن مثلا
+
+535
+00:35:57,980 --> 00:36:03,220
+هذا الإنسان اللي هو ما كان مولده أهم أعماله اللي
+
+536
+00:36:03,220 --> 00:36:07,160
+هي صفاته الشخصية كذا وبالتالي أنا بحدد هذه الأشياء
+
+537
+00:36:07,160 --> 00:36:11,800
+لكن أنا بعرضها بمستوى تفكير الطالبيعني مانفعش انا
+
+538
+00:36:11,800 --> 00:36:16,060
+اجي اخد من ال .. ال .. ال .. مهياش رسالة مجستير أو
+
+539
+00:36:16,060 --> 00:36:18,840
+اجيب بعض الناس اللي عملت رسالة دكتوراه أو عملوا
+
+540
+00:36:18,840 --> 00:36:23,080
+اتراحات متقدمة أو مؤتمرات ناقشت هذه الشخصية واخد
+
+541
+00:36:23,080 --> 00:36:26,100
+منها جزء ايه؟ وانت لا مانفعش أنا بدأ أشوف الناس
+
+542
+00:36:26,100 --> 00:36:28,900
+اللي عملت هذا الشيء وبدأ أطلب منهم يسيغولي هذه
+
+543
+00:36:28,900 --> 00:36:34,640
+المعرفة بصورة مبسطة تناسب مستوى الطالب وبالتالي
+
+544
+00:36:34,640 --> 00:36:38,640
+الآن احنا زي ما احنا شايفينطبعا هنا إحنا بنختار
+
+545
+00:36:38,640 --> 00:36:41,940
+المادة العلمية اللي بتتعبر عن الفكرة، بتترجمها،
+
+546
+00:36:41,940 --> 00:36:46,140
+بتترابط بصورة منطقية و بترتبط بحاجات الفرد والبيئة
+
+547
+00:36:46,140 --> 00:36:50,060
+والإمكانات المتاحة بالنسبة لنا تكلم عن موقع
+
+548
+00:36:50,060 --> 00:36:53,060
+فلسطين، بدنا نشوف إيش في عندنا إمكانية، في عندي
+
+549
+00:36:53,060 --> 00:36:57,630
+فيلم؟مصور عن اللي هي فلسطين في عندي اللي هو ممكن
+
+550
+00:36:57,630 --> 00:37:01,390
+نستخدم Google Earth نشوف مثلا نورج الطلاب من
+
+551
+00:37:01,390 --> 00:37:04,050
+Google Earth اللي هي فلسطين ونخليه يشوفها وكذا
+
+552
+00:37:04,050 --> 00:37:07,630
+ممكن هذه التقنيات المتوفرة عندي مثلا أورجيهم هذا
+
+553
+00:37:07,630 --> 00:37:11,550
+الشيء إذا مش متوفر لأ يبقى خلنا نعرض الخريطة بكافة
+
+554
+00:37:11,800 --> 00:37:16,000
+لو متوفر، بكون أنا طموح يعني في الخطة تبعتي، إيش
+
+555
+00:37:16,000 --> 00:37:19,040
+في إمكانات عندي بستطيع أني أوظفها؟ يبقى في عملية
+
+556
+00:37:19,040 --> 00:37:22,680
+اختيار المحتوى والخبرات التعليمية، في عندي تلت
+
+557
+00:37:22,680 --> 00:37:26,260
+خطوات أساسية، بنختار الموضوعات، بنختار الأفكار، ثم
+
+558
+00:37:26,260 --> 00:37:30,740
+بنختار المادة العلمية الخاصة في هذا الإطار، هذه
+
+559
+00:37:30,740 --> 00:37:32,120
+الأشياء لها معايير
+
+560
+00:37:36,360 --> 00:37:38,980
+طيب المحاضرة اللي جاي ان شاء الله هتكون كلها يتهم
+
+561
+00:37:38,980 --> 00:37:44,660
+ناخد معايير الاختيار و معايير التنظيم، في أي سؤال؟
+
+562
+00:37:44,660 --> 00:37:45,900
+يعطيكم العافية
+
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_raw.json b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..a74fc7c0f3caf8e4e7a2caaaeba9956aca14cb26
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_raw.json
@@ -0,0 +1 @@
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22807, 7251, 3555, 4587, 7578, 8978, 6225, 42213, 10632, 1975, 9778, 31371, 9640, 9673, 33753, 2407, 7578, 16070, 9778, 26890, 9307, 16712, 3615, 20292, 2304, 10632, 12399, 8978, 18871, 16254, 6055, 1211, 2655, 16490, 9566, 2407, 9307, 5551, 3794, 32277, 10632, 12399, 44945, 46456, 9640, 9673, 2407, 11242, 45367, 9307, 12399, 44945, 46456, 9640, 16247, 5172, 4117, 9640, 12399, 38637, 2304, 44945, 46456, 9640, 9673, 18513, 3660, 18863, 19528, 10632, 33962, 33546, 3660, 8978, 23758, 33688, 9566, 9640, 12399, 29538, 16247, 8592, 1829, 16606, 5296, 11296, 20449, 47302, 13546], "avg_logprob": -0.09777285125273377, "compression_ratio": 1.9473684210526316, "no_speech_prob": 2.384185791015625e-07, "words": [{"start": 2231.8, "end": 2232.12, "word": "لو", "probability": 0.931640625}, {"start": 2232.12, "end": 2232.9, "word": " متوفر،", "probability": 0.84552001953125}, {"start": 2232.9, "end": 2233.26, "word": " بكون", "probability": 0.969482421875}, {"start": 2233.26, "end": 2233.46, "word": " أنا", "probability": 0.8779296875}, {"start": 2233.46, "end": 2233.94, "word": " طموح", "probability": 0.916259765625}, {"start": 2233.94, "end": 2234.2, "word": " يعني", "probability": 0.6591796875}, {"start": 2234.2, "end": 2234.44, "word": " في", "probability": 0.94287109375}, {"start": 2234.44, "end": 2234.98, "word": " الخطة", "probability": 0.9786783854166666}, {"start": 2234.98, "end": 2235.8, "word": " تبعتي،", "probability": 0.923046875}, {"start": 2235.8, "end": 2236.0, "word": " إيش", "probability": 0.78857421875}, {"start": 2236.0, "end": 2236.1, "word": " في", "probability": 0.79052734375}, {"start": 2236.1, "end": 2236.52, "word": " إمكانات", "probability": 0.9376220703125}, {"start": 2236.52, "end": 2236.74, "word": " عندي", "probability": 0.822998046875}, {"start": 2236.74, "end": 2237.24, "word": " بستطيع", "probability": 0.9676513671875}, {"start": 2237.24, "end": 2237.48, "word": " أني", "probability": 0.739990234375}, {"start": 2237.48, "end": 2238.32, "word": " أوظفها؟", "probability": 0.89345703125}, {"start": 2238.32, "end": 2238.54, "word": " يبقى", "probability": 0.9796142578125}, {"start": 2238.54, "end": 2238.66, "word": " في", "probability": 0.98095703125}, {"start": 2238.66, "end": 2239.04, "word": " عملية", "probability": 0.9837239583333334}, {"start": 2239.04, "end": 2239.48, "word": " اختيار", "probability": 0.8785400390625}, {"start": 2239.48, "end": 2240.52, "word": " المحتوى", "probability": 0.9935302734375}, {"start": 2240.52, "end": 2241.04, "word": " والخبرات", "probability": 0.8697509765625}, {"start": 2241.04, "end": 2242.14, "word": " التعليمية،", "probability": 0.9055989583333334}, {"start": 2242.14, "end": 2242.22, "word": " في", "probability": 0.8212890625}, {"start": 2242.22, "end": 2242.46, "word": " عندي", "probability": 0.947998046875}, {"start": 2242.46, "end": 2242.68, "word": " تلت", "probability": 0.81103515625}, {"start": 2242.68, "end": 2243.04, "word": " خطوات", "probability": 0.9869384765625}, {"start": 2243.04, "end": 2243.52, "word": " أساسية،", "probability": 0.94892578125}, {"start": 2243.52, "end": 2243.86, "word": " بنختار", "probability": 0.90087890625}, {"start": 2243.86, "end": 2244.96, "word": " الموضوعات،", "probability": 0.9828287760416666}, {"start": 2244.96, "end": 2245.34, "word": " بنختار", "probability": 0.9619140625}, {"start": 2245.34, "end": 2246.1, "word": " الأفكار،", "probability": 0.96044921875}, {"start": 2246.1, "end": 2246.26, "word": " ثم", "probability": 0.988525390625}, {"start": 2246.26, "end": 2246.76, "word": " بنختار", "probability": 0.98779296875}, {"start": 2246.76, "end": 2247.2, "word": " المادة", "probability": 0.9908854166666666}, {"start": 2247.2, "end": 2247.78, "word": " العلمية", "probability": 0.9938151041666666}, {"start": 2247.78, "end": 2249.02, "word": " الخاصة", "probability": 0.9757486979166666}, {"start": 2249.02, "end": 2249.22, "word": " في", "probability": 0.9921875}, {"start": 2249.22, "end": 2249.58, "word": " هذا", "probability": 0.98095703125}, {"start": 2249.58, "end": 2250.52, "word": " الإطار،", "probability": 0.8382568359375}, {"start": 2250.52, "end": 2250.74, "word": " هذه", "probability": 0.939453125}, {"start": 2250.74, "end": 2251.22, "word": " الأشياء", "probability": 0.996826171875}, {"start": 2251.22, "end": 2251.54, "word": " لها", "probability": 0.991455078125}, {"start": 2251.54, "end": 2252.12, "word": " معايير", "probability": 0.7500813802083334}], "temperature": 1.0}, {"id": 97, "seek": 226590, "start": 2256.36, "end": 2265.9, "text": "طيب المحاضرة اللي جاي ان شاء الله هتكون كلها يتهم ناخد معايير الاختيار و معايير التنظيم، في أي سؤال؟ يعطيكم العافية", "tokens": [9566, 1829, 3555, 9673, 5016, 46958, 25720, 13672, 1829, 10874, 47302, 16472, 13412, 16606, 21984, 8032, 2655, 30544, 28242, 11296, 7251, 2655, 16095, 8717, 47283, 3215, 20449, 47302, 13546, 2423, 47283, 31371, 9640, 4032, 20449, 47302, 13546, 16712, 1863, 19913, 32640, 12399, 8978, 36632, 8608, 33604, 6027, 22807, 37495, 9566, 1829, 24793, 18863, 31845, 10632], "avg_logprob": -0.16169084768210137, "compression_ratio": 1.5909090909090908, "no_speech_prob": 5.960464477539063e-08, "words": [{"start": 2256.36, "end": 2257.0, "word": "طيب", "probability": 0.9720052083333334}, {"start": 2257.0, "end": 2257.64, "word": " المحاضرة", "probability": 0.8875732421875}, {"start": 2257.64, "end": 2257.76, "word": " اللي", "probability": 0.5750732421875}, {"start": 2257.76, "end": 2257.9, "word": " جاي", "probability": 0.842041015625}, {"start": 2257.9, "end": 2258.0, "word": " ان", "probability": 0.6796875}, {"start": 2258.0, "end": 2258.12, "word": " شاء", "probability": 0.989990234375}, {"start": 2258.12, "end": 2258.2, "word": " الله", "probability": 0.962890625}, {"start": 2258.2, "end": 2258.52, "word": " هتكون", "probability": 0.9405924479166666}, {"start": 2258.52, "end": 2258.8, "word": " كلها", "probability": 0.58056640625}, {"start": 2258.8, "end": 2258.98, "word": " يتهم", "probability": 0.6829427083333334}, {"start": 2258.98, "end": 2259.28, "word": " ناخد", "probability": 0.8846028645833334}, {"start": 2259.28, "end": 2259.74, "word": " معايير", "probability": 0.947265625}, {"start": 2259.74, "end": 2260.6, "word": " الاختيار", "probability": 0.9302978515625}, {"start": 2260.6, "end": 2261.16, "word": " و", "probability": 0.9931640625}, {"start": 2261.16, "end": 2261.86, "word": " معايير", "probability": 0.8645833333333334}, {"start": 2261.86, "end": 2262.62, "word": " التنظيم،", "probability": 0.8787109375}, {"start": 2262.62, "end": 2262.72, "word": " في", "probability": 0.892578125}, {"start": 2262.72, "end": 2262.86, "word": " أي", "probability": 0.66357421875}, {"start": 2262.86, "end": 2264.66, "word": " سؤال؟", "probability": 0.969970703125}, {"start": 2264.66, "end": 2265.52, "word": " يعطيكم", "probability": 0.8878173828125}, {"start": 2265.52, "end": 2265.9, "word": " العافية", "probability": 0.85400390625}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2265.96575, "duration_after_vad": 2164.004374999995}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_raw.srt b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..bf0d7bb64308494615842274d511dbb8a108f307
--- /dev/null
+++ b/PL9fwy3NUQKwaxiW_-aTTIDdS0i8EiNge-/qcdOCjkhhRk_raw.srt
@@ -0,0 +1,2248 @@
+1
+00:00:20,640 --> 00:00:24,940
+السلام عليكم نقشنا
+
+2
+00:00:24,940 --> 00:00:28,060
+في المحاضر الماضية المحتوى العلمى مفهوم المعرفة
+
+3
+00:00:28,060 --> 00:00:31,980
+المنظمة و تصنيف Philip Phoenix واخدنا مكونات
+
+4
+00:00:31,980 --> 00:00:40,920
+المحتوى نذكر ما المقصود بالمحتوى العلمى ما
+
+5
+00:00:40,920 --> 00:00:41,880
+هو المحتوى العلمى
+
+6
+00:00:47,350 --> 00:00:50,370
+هو عبارة عن أجمع من الحقائق والمفاهيم والمبادئ
+
+7
+00:00:50,370 --> 00:00:53,250
+والقوانين والنظريات وأسلوب التفكير تهدف لتحقيق
+
+8
+00:00:53,250 --> 00:01:00,350
+الأهداف التي تترابط مع بعضها البعض بطريقة بسهل
+
+9
+00:01:00,350 --> 00:01:05,170
+مرور المتعلم بخبرات تربوية وقيم وتنمي مهارات وقيم
+
+10
+00:01:05,170 --> 00:01:10,040
+تحقيق الأهداف التربويةوبالتالي كل نوادج التعلم
+
+11
+00:01:10,040 --> 00:01:13,740
+بتكون موجودة ضمن المحتوى العلمي، المعرفة العلمية
+
+12
+00:01:13,740 --> 00:01:18,340
+لابد أن تكون منظمة حتى تقدم للطالب، هناك ثلاث شروط
+
+13
+00:01:18,340 --> 00:01:23,680
+حتى تكون المعرفة منظمة، ما هي هذه الشروط؟
+
+14
+00:01:23,680 --> 00:01:27,640
+اللي يكون هناك دنيا منطقية للمعرفة وأيضا أسلوب
+
+15
+00:01:27,640 --> 00:01:34,500
+تفكير وأيضامنهجية بحث علمى متوفرة فى داخلها هكذا
+
+16
+00:01:34,500 --> 00:01:38,080
+تكون المعرفة منظمة صنف Philip Phoenix المعرفة
+
+17
+00:01:38,080 --> 00:01:41,220
+المنظمة المنظمة لها ست مجالات أساسية ما هي هذه
+
+18
+00:01:41,220 --> 00:01:50,120
+المجالات؟ ممتاز
+
+19
+00:01:50,120 --> 00:01:53,860
+جدا الغزالى صنف أيضا المعرفة المنظمة كيف صنف
+
+20
+00:01:53,860 --> 00:01:55,080
+الغزالى المعرفة؟
+
+21
+00:01:58,120 --> 00:02:02,700
+جيد، أيضًا ابن خلدون صنف المعرفة معرفة العلوم
+
+22
+00:02:02,700 --> 00:02:08,220
+المقصودة والقالية معرفة العلوم المقصودة والقالية،
+
+23
+00:02:08,220 --> 00:02:11,640
+مكونات المحتوى، ان هي تكون من عدة مكونات، ما هي
+
+24
+00:02:11,640 --> 00:02:17,060
+هذه المكونات؟ حقائق، مفهيم، مبادئ وتعميماتوأساليب
+
+25
+00:02:17,060 --> 00:02:21,500
+تفكير نقشنا هذه المكونات جميعا لأن الحقائق هي
+
+26
+00:02:21,500 --> 00:02:26,040
+حقائق مطلقة وحقائق مدركة المفاهيم تشكل هي بنية
+
+27
+00:02:26,040 --> 00:02:29,140
+العلم وهي الصورة الذهنية للمدرك الحسي أو المجرد
+
+28
+00:02:29,140 --> 00:02:34,900
+التعميمات علاقة كيفية بين المفاهيم أما القوانين
+
+29
+00:02:34,900 --> 00:02:39,060
+والقواعد علاقة كمية الإطار النظري النظرية هي
+
+30
+00:02:39,060 --> 00:02:43,920
+الإطار الفكري المرجعي الذي يفسر الحقائق والمفاهيم
+
+31
+00:02:43,920 --> 00:02:47,810
+والمبادئ والقوانين جميعاأيضًا بالإضافة لهذه
+
+32
+00:02:47,810 --> 00:02:53,530
+المكونات يتضمن المحتوى أساليب تفكير أساليب تفكير
+
+33
+00:02:53,530 --> 00:02:57,090
+لماذا؟ لأنه لا تقدم المعرفة للطالب جاهزة يعني أنا
+
+34
+00:02:57,090 --> 00:03:01,650
+مابقدمش المعرفة للطالب جاهزة لابد أن الطالب يقوم
+
+35
+00:03:01,650 --> 00:03:06,090
+بعملية تفكير وهذا التفكير بنساعد الطالب حتى يصل
+
+36
+00:03:06,090 --> 00:03:08,510
+إلى أنماط من التفكير أول هذه الأنماط اللي هو
+
+37
+00:03:08,510 --> 00:03:14,480
+التفكير المنطقيكيف بنفكر إحنا بصورة منطقية؟ المنطق
+
+38
+00:03:14,480 --> 00:03:18,180
+دائما بقولنا إن التفكير بيصير من السهل إلى الصعب،
+
+39
+00:03:18,180 --> 00:03:22,300
+من البسيط للمعقد، وبالتالي بيصير أنماء التفكير إما
+
+40
+00:03:22,300 --> 00:03:26,820
+من الأجزاء للكليات وإما من الكليات إلى الأجزاء،
+
+41
+00:03:26,820 --> 00:03:30,520
+وبالتالي هدول الجزئين مع أن هما تفكيرمنطقي، يعني
+
+42
+00:03:30,520 --> 00:03:33,840
+لو بتفكر بصورة منطقية أما بتفكر من الجزء للكل أو
+
+43
+00:03:33,840 --> 00:03:38,080
+من الكل إلى الجزء وهذا التفكير بيكون بيسهل على
+
+44
+00:03:38,080 --> 00:03:41,880
+المتعلم أن توصل إلى خبرات جديدة أيضا من أنماط
+
+45
+00:03:41,880 --> 00:03:46,170
+التفكير التي توضع في المناهج أسلوب حلالمشكلة أسلوب
+
+46
+00:03:46,170 --> 00:03:49,250
+حل المشكلة لابد أن نضع للطالب أسئلة لابد أن نضع
+
+47
+00:03:49,250 --> 00:03:53,370
+الطالب في مواقف تعليمية تنمي لديه المهارة في حل
+
+48
+00:03:53,370 --> 00:03:56,610
+المشكلة في الرياضيات بنحطله مسائل في الرياضيات في
+
+49
+00:03:56,610 --> 00:03:59,890
+العلوم نعطيه أسئلة في اللغة العربية بنعطيه أيضًا
+
+50
+00:03:59,890 --> 00:04:03,430
+أنشطة و تمارين إن هو يقوم باستخراج أشياء بإعراف
+
+51
+00:04:03,430 --> 00:04:07,850
+بمناقشة هذه الأشياء في كل مادة إلها عملية التقويم
+
+52
+00:04:07,850 --> 00:04:10,810
+الخاصة فيها والأنشطة اللي بتنمي مهارات التفكير
+
+53
+00:04:10,810 --> 00:04:15,380
+أيضًا عندنا التفكير الإبداعيالتفكير الإبداعي إن
+
+54
+00:04:15,380 --> 00:04:21,520
+الطالب يفكر بصورة غير مألوفة وبالتالي عندما يخرج
+
+55
+00:04:21,520 --> 00:04:26,580
+الطالب عن المألوفة هو يفكر بصورة إبداعية باتعامل
+
+56
+00:04:26,580 --> 00:04:30,100
+مع مهارات اللي هي مختلفة اللي هي مهارة التلقائية
+
+57
+00:04:30,100 --> 00:04:34,340
+والمرونة واللي هي بتكون عندنا الأصالة هذه من
+
+58
+00:04:34,340 --> 00:04:37,180
+مهارات التفكير الإبداعي أيضا
+
+59
+00:04:39,740 --> 00:04:44,000
+توجد أنماط أخرى للتفكير في المناهج، هذه الأنماط
+
+60
+00:04:44,000 --> 00:04:49,540
+ممكن يكون في عندنا التفكير، أيوة، هذه أيضًا أنماط
+
+61
+00:04:49,540 --> 00:04:51,880
+أخرى ممكن يكون في عندنا تفكير ناقط، في عندنا تفكير
+
+62
+00:04:51,880 --> 00:04:55,960
+بصري، في عندنا تفكير تأملي، في عندنا تفكير مكاني،
+
+63
+00:04:55,960 --> 00:04:59,240
+في عندنا أنماط أخرى من التفكير تضعف للمناهج، كل
+
+64
+00:04:59,240 --> 00:05:03,240
+مادة بتوضع فيها أساليب التفكير حسب طبيعتها، يعني
+
+65
+00:05:03,240 --> 00:05:05,940
+حسب طبيعة هذه المادة، يعني لما أخد مادة أنا زي
+
+66
+00:05:05,940 --> 00:05:09,960
+النحوبدي أعرض للطلاب قواعد، أخليهم يتوصلوا لقواعد
+
+67
+00:05:09,960 --> 00:05:12,660
+معينة، ممكن أخليهم يستخدموا التفكير المنطقي، إن
+
+68
+00:05:12,660 --> 00:05:16,400
+أنا أعرض الأمثلة ومن الأمثلة أصل إلى القاعدة،
+
+69
+00:05:16,400 --> 00:05:19,960
+عندما أتعامل مع مادة زي العلم، أنا بستخدم أسلوب حل
+
+70
+00:05:20,800 --> 00:05:24,820
+المشكلة في هذا الجانب ممكن مثلا في التعبير أخلي
+
+71
+00:05:24,820 --> 00:05:28,340
+الطالب يكون اللي هو كل تفكيره تفكير إبداعي إنه
+
+72
+00:05:28,340 --> 00:05:32,500
+يفكر بصورة غير مألوفة ممكن في بعض المثاقات اللي هي
+
+73
+00:05:32,500 --> 00:05:36,060
+بدها تكون تفكير استدلالي زي الرياضيات إنه يستدل من
+
+74
+00:05:36,060 --> 00:05:39,900
+الأجزاء والكليات حتى يصل إلى حل المشكلة الرياضية
+
+75
+00:05:39,900 --> 00:05:44,140
+يبقى هنا حسب طبيعة المادة بتحدد أسلوب التفكير الذي
+
+76
+00:05:44,140 --> 00:05:47,760
+يجب أن نفكر فيه المكون التاني للمنهج إحنا بنحط
+
+77
+00:05:47,760 --> 00:05:57,590
+المعرفةلكن المعرفة تحتاج إلى خبرة، ما هي الخبرة؟
+
+78
+00:05:57,590 --> 00:06:02,090
+جيد،
+
+79
+00:06:02,090 --> 00:06:05,670
+يبقى هنا التعريف بس هنا شوية نقص، اللي هو إنه ما
+
+80
+00:06:05,670 --> 00:06:14,230
+يكتسبه الفرد من معرفة وقيمة ومهارة، نتيجة مروره
+
+81
+00:06:14,230 --> 00:06:21,780
+بعمل معينيعدل السلوك ويعمل على تغييره في اتجاه
+
+82
+00:06:21,780 --> 00:06:28,020
+الإجابة يبقى لما بنقول الخبرة معرفة
+
+83
+00:06:28,020 --> 00:06:37,280
+وقيمة ومهارة يتم اكتسبها نتيجة
+
+84
+00:06:37,280 --> 00:06:49,470
+القيام أو المرور بعمل معين تعمل على تعديلالسلوك
+
+85
+00:06:49,470 --> 00:06:55,730
+يبقى هنا لما بنقول خبرة الخبرة معرفة وقيمة ومهارة
+
+86
+00:06:55,730 --> 00:07:00,710
+يعني احنا بنقول مثلا انه في عندي معرفة المعرفة
+
+87
+00:07:00,710 --> 00:07:04,510
+العلمية بتقول ان الأحمد تحمل ورقة عباد الشمس
+
+88
+00:07:04,510 --> 00:07:08,350
+الطالب محتاج علشان يصل لهذه المعرفة العلمية ان
+
+89
+00:07:08,350 --> 00:07:14,530
+يقوم بخبرة عمليةفأنا بقول للطالب ممكن نجيب ان احنا
+
+90
+00:07:14,530 --> 00:07:18,690
+جزء من اللي هو حمض الخليك نجيب لمونة نجيب كذا و
+
+91
+00:07:18,690 --> 00:07:22,690
+نمرر اللي هو نحط عليها اللي هي أعباد الشمس و نشوف
+
+92
+00:07:22,690 --> 00:07:26,930
+ما هي النتيجة يبقى لازم الطالب يقوم بعملمعين في
+
+93
+00:07:26,930 --> 00:07:30,710
+هذا الإطار وبالتالي هنا الطالب عشان يكتسب هذه اللي
+
+94
+00:07:30,710 --> 00:07:34,110
+هي المعرفة وإنه يكون عنده قيمة في احترام العمل
+
+95
+00:07:34,110 --> 00:07:37,890
+العلمي وإنه يكون عنده مهارة في عملية التجريب لازم
+
+96
+00:07:37,890 --> 00:07:42,890
+يقوم بتجربة علمية في هذا الإطار هذه مثلا جزء في
+
+97
+00:07:42,890 --> 00:07:46,550
+العلوم لما بدأ أقول أنا إن الطالب لابد إن هو يكون
+
+98
+00:07:46,550 --> 00:07:49,210
+في عنده قدرة على القراءة يبقى لازم أجيبله قطعة
+
+99
+00:07:49,210 --> 00:07:54,780
+قراءة وهذه إن هو يقرأهابصوت عالي بدون أخطاء
+
+100
+00:07:54,780 --> 00:07:57,940
+وبالتالي الآن هو بده يمارس هذه العملية يبقى هنا
+
+101
+00:07:57,940 --> 00:08:02,320
+عملية الممارسة سواء كانت هذه الممارسة يعني تجربية
+
+102
+00:08:02,320 --> 00:08:06,300
+أو نظرية إلا إنها تتطلب من الطالب إن يقوم بهذه
+
+103
+00:08:06,300 --> 00:08:09,380
+العملية، ماينفعش أنا قاعد يعلم الطالب القراءة و
+
+104
+00:08:09,380 --> 00:08:12,840
+الكتابة بدون الطالب ما يكتب، بدون الطالب ما يقرأ،
+
+105
+00:08:12,840 --> 00:08:17,530
+بعالمشحل المسائل بدون ما هو يحللازم تكون اللي هي
+
+106
+00:08:17,530 --> 00:08:20,990
+جزئية الحل، جزئية الممارسة، جزئية التجربة، جزئية
+
+107
+00:08:20,990 --> 00:08:23,590
+التمرين، هذه أساس في العملية، هذه اللي إحنا
+
+108
+00:08:23,590 --> 00:08:26,950
+بنسميها الخبرة، اللي هو أنا بدأ أخل الطالب إن هو
+
+109
+00:08:26,950 --> 00:08:29,990
+عنده خبرة في هذه المادة، أنا لو شرحت المادة نظريا،
+
+110
+00:08:29,990 --> 00:08:34,350
+إنه الطالب ماقمش بأي عمل، الطالب مااكتسبش أي مهارة
+
+111
+00:08:34,350 --> 00:08:38,290
+أو أي معرفة أو أي قيمة، الآن هنا الشروط الواجب
+
+112
+00:08:38,290 --> 00:08:42,250
+توفرها في الخبرة، حتى تتوفر هذه الخبرة، تفضلي ‏-
+
+113
+00:08:42,250 --> 00:08:45,030
+التوازن بين أشخاص مستردوا حالتهم، يجتمعوا مشكلة،
+
+114
+00:08:47,360 --> 00:08:50,100
+ممتاز جدا، يبقى أنا بركز على احتياجات الفرد
+
+115
+00:08:50,100 --> 00:08:53,680
+واحتياجات المجتمع، يعني احنا الآن احنا بدنا نعلم
+
+116
+00:08:53,680 --> 00:08:57,080
+الطالب القراءة و الكتابة، بدنا نعلمه اللي هو
+
+117
+00:08:57,080 --> 00:08:59,880
+النظام الحسابي، المفروض أن أنا بدأ أعلمه أشياء
+
+118
+00:08:59,880 --> 00:09:02,740
+مرتبطة باحتياجات المجتمع، يعني أنا بدأ أعلم الطالب
+
+119
+00:09:02,740 --> 00:09:06,000
+كيف يستخدم العملة، كيف اللي هو اللي هي عملية اللي
+
+120
+00:09:06,000 --> 00:09:08,680
+هي البيع و الشراء و الأشياء هذه، يبقى لازم اللي هي
+
+121
+00:09:08,680 --> 00:09:11,940
+الأشياء هذه بتلبي احتياجات الفرد أن أنا بدأ أعلمه
+
+122
+00:09:11,940 --> 00:09:15,690
+إيها كمان، هو يقدر يستخدمها في داخلالمجتمع، يعني
+
+123
+00:09:15,690 --> 00:09:17,970
+الخبرة هذه هو يبقى يستخدمها في المجتمع، لا يمكنني
+
+124
+00:09:17,970 --> 00:09:20,990
+أن أعلم اللغة العربية والجرائد عندنا بتصدر باللغة
+
+125
+00:09:20,990 --> 00:09:25,270
+الإنجليزية، مثلا لازم يتعلم اللغة اللي هي ممكن
+
+126
+00:09:25,270 --> 00:09:29,430
+يستخدمها في داخل البلد اللي هو بيعيش فيها، يتعلم
+
+127
+00:09:29,430 --> 00:09:32,130
+نظام اقتصادي، بقى لازم يتعلم النظام الاقتصادي اللي
+
+128
+00:09:32,130 --> 00:09:35,290
+موجود في داخل المجتمع، فلابد إن احنا نوازن بين
+
+129
+00:09:35,290 --> 00:09:40,010
+احتياجات الفرد وبين احتياجات المجتمع، أيضًا؟
+
+130
+00:09:40,010 --> 00:09:43,590
+انتجات المفضل الاستمرارية بحيث أن كل خبرة تؤخذ بما
+
+131
+00:09:43,590 --> 00:09:50,870
+سمتهافيعمل عدر ركم للخبرات ويعني بناء خبرات جديدة
+
+132
+00:09:50,870 --> 00:09:54,410
+بناء خبرات جديدة التراكمية الاستمرارية بتعني
+
+133
+00:09:54,410 --> 00:09:57,970
+التراكمية في المناهج اش معنى الاستمرارية كل خبرة
+
+134
+00:09:57,970 --> 00:10:02,460
+بتاخد من الخبرة التيسبقتها و بتعدل فيها أو بتطور و
+
+135
+00:10:02,460 --> 00:10:06,600
+بتنمو بعد ذلك أنا بعلم الطالب عملية الجامع عملية
+
+136
+00:10:06,600 --> 00:10:09,520
+جامع الأحد بعد ما أعلمه جامع الأحد بعلمه جامع
+
+137
+00:10:09,520 --> 00:10:13,540
+العشرات بعدين بعطيه أنا بعد الجامع بعطيه الطرح بعد
+
+138
+00:10:13,540 --> 00:10:16,540
+الطرح بعلمه اللي هو الدرب بعد الدرب بعلمه قسمة
+
+139
+00:10:16,540 --> 00:10:21,040
+بقدرش أعلمه الدرب قبل ما أعلمه الجامع و الطرحولا
+
+140
+00:10:21,040 --> 00:10:24,500
+القسم قبل الضرب لازم يكون فيه تراكم فيه نوع من
+
+141
+00:10:24,500 --> 00:10:27,760
+اللي هو الترتيب المنطقي اللي هو بيساعد الطالب لأن
+
+142
+00:10:27,760 --> 00:10:30,320
+الخبرة الأولى هي اللى هتساعده على فهم الخبرة
+
+143
+00:10:30,320 --> 00:10:34,180
+التانى ان هو يفهم الكلمة وكيف يكتب الكلمة بعد ذلك
+
+144
+00:10:34,180 --> 00:10:37,580
+بيقدر يكتب الجملة لكن بعلموش الجملة و بعدين برجع
+
+145
+00:10:37,580 --> 00:10:41,040
+أعلمه الكلمة صعبة ليش؟ لأنه لازم أول حاجة يتقن
+
+146
+00:10:41,040 --> 00:10:45,480
+عملية الكتابة بعدين بنقل إلى الأشياء الكلية أيضا
+
+147
+00:10:45,480 --> 00:10:47,140
+من اللي هي شروط الخبرات
+
+148
+00:10:54,010 --> 00:10:59,710
+ممتاز جدا، الآن احنا مثلا بنعلم الطالب اللي هي كيف
+
+149
+00:10:59,710 --> 00:11:04,150
+ان الطالب يجمع أرقام مثلا فبنعلمه في الرياضيات
+
+150
+00:11:04,150 --> 00:11:08,790
+اتنين زي التلاتة بساوي خمسة الطالب في صف أول
+
+151
+00:11:08,790 --> 00:11:12,940
+بتعامل مع المسألة الرقمية ال digitalطب لما أجى أنا
+
+152
+00:11:12,940 --> 00:11:16,100
+أقوله إن هو اشترى عادي الخمس بيضات، سعر البيضة
+
+153
+00:11:16,100 --> 00:11:19,880
+تلات قروش، والآن .. الان صارت المسألة لفظية، هل
+
+154
+00:11:19,880 --> 00:11:23,600
+الكلمات هذه هو درسها في اللغة العربية؟ هل بعرف
+
+155
+00:11:23,600 --> 00:11:28,280
+يقرأ السؤال بطريقة صحيحة ولا لأ؟لازم يكون فيه
+
+156
+00:11:28,280 --> 00:11:31,120
+ترابط بالظبط لازم يكون فيه ترابط أنا مقدرش أعطيه
+
+157
+00:11:31,120 --> 00:11:35,020
+كلمات في الحساب هو مااخدهاش في اللغة العربية مقدرش
+
+158
+00:11:35,020 --> 00:11:38,300
+أشرحله أشياء في الجغرافيا في التاريخ و هو لسه
+
+159
+00:11:38,300 --> 00:11:42,940
+مااخدش هذه الأشياء في الجغرافيا أتكلمله عن الدول
+
+160
+00:11:42,940 --> 00:11:45,720
+الإسكندرابية هو مش عارف وين هي الدول الإسكندرابية
+
+161
+00:11:45,720 --> 00:11:49,640
+في الجغرافيا مادرسش وين المكان هذه؟الدول، بدي
+
+162
+00:11:49,640 --> 00:11:52,740
+أشرحله عن أي دولة، يبقى لازم يكون أن هو فيه هناك
+
+163
+00:11:52,740 --> 00:11:56,120
+ترابط، من منهج التاريخ، من منهج الجغرافيا، بدي
+
+164
+00:11:56,120 --> 00:11:58,980
+أعطيه نصوص في التربية الإسلامية و أطلب منه إعراف
+
+165
+00:11:58,980 --> 00:12:02,200
+بعض الكلمات، يبقى المفروض أن يكون أخدها في اللغة
+
+166
+00:12:02,200 --> 00:12:06,260
+العربية، يبقى فيه ترابط عندي بين المساقات، يعني
+
+167
+00:12:06,260 --> 00:12:09,680
+هذه العلاقة لابد أنها تكون موجودة في داخل المنهج
+
+168
+00:12:09,680 --> 00:12:12,740
+الواحديعني الوحدة الأولى بدها تكون أسهل من الوحدة
+
+169
+00:12:12,740 --> 00:12:16,000
+التانية بتساعد على فهم الوحدة التانية وكذلك و بين
+
+170
+00:12:16,000 --> 00:12:19,880
+منهج كل مرحلة بما يليها يعني كل مرحلة بدها تترابط
+
+171
+00:12:19,880 --> 00:12:24,120
+مع المرحلة التالية أيضًا هذه الخبرات لابد أنها
+
+172
+00:12:24,120 --> 00:12:29,340
+تكون منظمة فتكون هذه الخبرات منظمة و تحيطها في
+
+173
+00:12:29,340 --> 00:12:35,010
+صورة متدرجة أن السن اللي أصبحتممتاز جدا، إنها
+
+174
+00:12:35,010 --> 00:12:37,950
+بتكون منظمة، إحنا بنعرض الخبرات بصورة منظمة، من
+
+175
+00:12:37,950 --> 00:12:42,070
+السهل للصعب، من المحسوس للمجرد، أي خبرة بدي أعرضها
+
+176
+00:12:42,070 --> 00:12:45,310
+للطالب، بدي أبدأله الدرس، كيف بدي أبدأله الدرس في
+
+177
+00:12:45,310 --> 00:12:51,010
+الكتاب؟ بدي أبدأ بأسهل الخبرات، أسهل الخبرات وين
+
+178
+00:12:51,010 --> 00:12:53,930
+بتكون؟ أول إيش؟ أه هي بتكون أول حاجة، هذه بتكون
+
+179
+00:12:53,930 --> 00:12:58,050
+الخبرات معروفة للطالبدائما السهل هو ما نعرفه
+
+180
+00:12:58,050 --> 00:13:01,570
+والصعب ما لا نعرفه وبالتالي أنا ببدأ من الخبرات
+
+181
+00:13:01,570 --> 00:13:05,570
+السابقة للطلاب يعني أنا بدأ أبدأ أدرس عن المرايا
+
+182
+00:13:05,570 --> 00:13:09,670
+بالنسبة للطلاب فأنا بقول للطالب هل وقفت مرة أمام
+
+183
+00:13:09,670 --> 00:13:14,670
+مرآة؟ ماذا لاحظت؟هل نظرت في مرقات السيارة، في
+
+184
+00:13:14,670 --> 00:13:18,150
+المرقاة اللي هو بجانب السائق، كيف كانت صورتك في
+
+185
+00:13:18,150 --> 00:13:21,530
+هذه السيارة؟ بنحضر مرقاة و بنخلي الطلاب يشوفوا
+
+186
+00:13:21,530 --> 00:13:24,610
+حالهم، إيش شايفين في المرقاة؟ فالآن الطالب بيصير
+
+187
+00:13:24,610 --> 00:13:27,370
+يقول لك إن هو شايف حاله، هل أنت شايف حالك كبير،
+
+188
+00:13:27,370 --> 00:13:31,150
+صغير، كذا؟ الآن هذه خبرات بسيطة، لكنها مثيرة، إيش
+
+189
+00:13:31,150 --> 00:13:34,610
+اللي إحنا بدناه؟نوصلوا إيش اللي إحنا بدنا نتعلم،
+
+190
+00:13:34,610 --> 00:13:38,330
+بنجيبلهم مرقة محدبة و بنجيبلهم مرقة مقعرة، فبيشوف
+
+191
+00:13:38,330 --> 00:13:41,070
+حاله في المرقة المقعرة كبيرة و في المرقة المحدبة،
+
+192
+00:13:41,070 --> 00:13:44,850
+بيشوف حاله صغير، ليش هذه الأشياء، الآن بنبدأ إحنا
+
+193
+00:13:44,850 --> 00:13:48,010
+نناقش أنواع المرايا و الأشياء، يبقى أنا لما بدأت،
+
+194
+00:13:48,010 --> 00:13:52,200
+بدأت بداية سهلةبداية ممكن أن الطالب يمارسها، بداية
+
+195
+00:13:52,200 --> 00:13:55,780
+أنه ممكن يتعامل معها في هذا الإتعامل وبالتالي هي
+
+196
+00:13:55,780 --> 00:13:59,100
+أن نظمنا المادة إحنا من السهل للصعب كمان بننظم
+
+197
+00:13:59,100 --> 00:14:02,900
+المادة كيف؟ بنحط عنوين جانبية، بنحط عنوين فرعية،
+
+198
+00:14:02,900 --> 00:14:08,000
+بنحط أسئلة خلال عملية السرد، بنحط صور، بنحط رسومات
+
+199
+00:14:08,000 --> 00:14:10,940
+بيانية، يعني أعرضله صورة القلب، بدأ أتكلم عن
+
+200
+00:14:10,940 --> 00:14:14,680
+القلب، بحطله صورة القلب، بدأ أعرضله مثلا فلسطين،
+
+201
+00:14:14,680 --> 00:14:18,940
+فبحطله خارطةفلسطين، ليش بنحط الصور؟ إيش بنستفيد
+
+202
+00:14:18,940 --> 00:14:23,400
+منها؟ مهم جدا لعملية التوضيح و تنظيم المعرفة أنا
+
+203
+00:14:23,400 --> 00:14:26,600
+بقوله القدس عاصمة فلسطين يبقى لازم أحطله خارطة و
+
+204
+00:14:26,600 --> 00:14:30,680
+أوضحله فيها موقع القدس مهم جدا إنه يكون في عندي
+
+205
+00:14:30,680 --> 00:14:34,140
+صور لو مافيش عندي صور و مافيش عندي رسومات و مافيش
+
+206
+00:14:34,140 --> 00:14:37,160
+عندي خرائط و مافيش عندي أشياء، إيه المنهج بيصير؟
+
+207
+00:14:37,160 --> 00:14:42,600
+أصم، صعب، مابقدرش أتعامل معاه أيضا هذه الخبرات
+
+208
+00:14:42,600 --> 00:14:45,160
+لابد أن تكون متنوعة
+
+209
+00:14:48,240 --> 00:14:53,600
+الشميعية وانا نفسيممتازة بقى احنا لازم نعلم الطالب
+
+210
+00:14:53,600 --> 00:14:56,800
+كافة المهارات يعني الطالب بيقولك احنا يعني انا
+
+211
+00:14:56,800 --> 00:14:59,880
+عارف بدرسونا هذا الحساب ليش يعني خلاص اتعلمنا
+
+212
+00:14:59,880 --> 00:15:03,100
+عملية الجامعة و الدرب لأ انت عشان يكون في عندك
+
+213
+00:15:03,100 --> 00:15:07,020
+مهارات عليا و ان يصير في عندك قدرات اعلى لازم تضلك
+
+214
+00:15:07,020 --> 00:15:10,200
+تدرس رياضيات لازم تضلك تدرس علوم مش معنى ان انت
+
+215
+00:15:10,200 --> 00:15:13,520
+عندك ميول للشعر ان انت بس بدك تدرس شعر لأ لازم
+
+216
+00:15:13,520 --> 00:15:17,160
+يكون في عندك نمو متكامل و اتكلمنا قبل ذلك احنا عن
+
+217
+00:15:17,160 --> 00:15:21,580
+النموالشامل والمتكامل لأن الطالب لازم ينمو في كل
+
+218
+00:15:21,580 --> 00:15:26,920
+الجوانب وفي كل المجالات بحيث أن يكون يفهم شيء عن
+
+219
+00:15:26,920 --> 00:15:30,720
+كل شيء هو مش هيفهم كل شيء طبعا بس هو لازم يعرف شيء
+
+220
+00:15:30,720 --> 00:15:34,640
+عن كل شيء لازم ينمو في المجال اللي هو الجسدي لازم
+
+221
+00:15:34,640 --> 00:15:37,560
+يلعب رياضة و لازم يفهم أهمية الرياضة و كيف ممكن
+
+222
+00:15:37,560 --> 00:15:40,780
+يمارس رياضة لازم ياخد أشياء عن الإسعافات الأولية
+
+223
+00:15:40,780 --> 00:15:43,960
+مثلا لو حصل عنده أي شيء في هذا الإطار لازم يكون
+
+224
+00:15:43,960 --> 00:15:47,570
+عنده وعي صحيفي هذا الجانب وبالتالي بنعطيه في
+
+225
+00:15:47,570 --> 00:15:50,770
+العلوم عن الأمراض، بنعطيه عن جسم الإنسان، بنعطيه
+
+226
+00:15:50,770 --> 00:15:53,790
+عن النباتات، بنعطيه في الرياضيات، وبالتالي بيستخدم
+
+227
+00:15:53,790 --> 00:15:58,130
+أشياء كثيرة في الرياضيات في حياته العامة، طب كل
+
+228
+00:15:58,130 --> 00:16:00,990
+هذه الأشياء بتغني عن إنه يدرس التاريخ والجغرافيا؟
+
+229
+00:16:01,760 --> 00:16:04,900
+ما بتغنيشه ولا بتغني أنه ما يدرسش تربيه إسلامية
+
+230
+00:16:04,900 --> 00:16:08,980
+لازم يدرس اللي هو دينه يعرف إيش هي حقوقه وإيش هي
+
+231
+00:16:08,980 --> 00:16:11,800
+واجباته لازم يكون في عنده أشياء توعيه في هذا
+
+232
+00:16:11,800 --> 00:16:14,860
+الجانب وبالتالي أنا هيك بحرس على إن هو لازم ينمو
+
+233
+00:16:14,860 --> 00:16:19,420
+في كافة الجوانب وفي كافة المجالات وبالتالي الخبرات
+
+234
+00:16:19,420 --> 00:16:25,500
+لابد إنها تكون متنوعة لابد إنها تكون الخبرة بتنمي
+
+235
+00:16:27,200 --> 00:16:31,460
+الخبرة الواحدة بتحقق عدة أهداف في نفس الوقت، يعني
+
+236
+00:16:31,460 --> 00:16:34,980
+أنا لما أنا بعلم الآن الطالب عملية القراة، بقول
+
+237
+00:16:34,980 --> 00:16:38,820
+للطالب اقرأي، الطالب قاعد بتقرأ، بتقرأ بصوت و ..
+
+238
+00:16:38,820 --> 00:16:42,460
+بقولها أنا علي صوتك، و أنت بتقرأي، و هي بتقرأ
+
+239
+00:16:42,460 --> 00:16:48,120
+أخطأتبقول لزملتها .. بقولها قفى، الآن انت قولي
+
+240
+00:16:48,120 --> 00:16:50,860
+اللي بقاش أخطأت، فانا الآن بدأ نمي عندها قدرة في
+
+241
+00:16:50,860 --> 00:16:54,500
+التفكير الناقد، إن هي لما أنها نصبت شيء أو رفعت
+
+242
+00:16:54,500 --> 00:16:57,860
+شيء مش في مكانه، إن هذا الشيء خطأ، و إنه من قواعد
+
+243
+00:16:57,860 --> 00:17:00,760
+القراءة إنه لازم تكون عملية الضبط سليمة، بنعيد،
+
+244
+00:17:00,760 --> 00:17:04,620
+بنعملها عملية تغذيراجها، وبنخليها تعيد عملية
+
+245
+00:17:04,620 --> 00:17:07,260
+النطق، يبقى الآن أنا و أنا بقى أعلمها هذا الشيء،
+
+246
+00:17:07,260 --> 00:17:11,010
+الآن صاحباتها بتعلموا من؟منها في طريقة اللي هي
+
+247
+00:17:11,010 --> 00:17:14,030
+القراءة، في طريقة الإلقاء، في اللي هي عملية
+
+248
+00:17:14,030 --> 00:17:17,130
+المواجهة، في بعض الطالبات لأنها بتواجهش مثلا أو
+
+249
+00:17:17,130 --> 00:17:20,490
+الطلاب، بالشرط طالب، طلاب أو طالبات، لمّا بتعود إن
+
+250
+00:17:20,490 --> 00:17:24,530
+هو يقرأ أو كذا، بتكون شخصيته هشة، ضعيفة، أي نعم،
+
+251
+00:17:24,530 --> 00:17:28,810
+لما أنه يوقف بيصير إيش؟ يرج بيصير إن هو خايف،
+
+252
+00:17:28,810 --> 00:17:33,170
+بيصير صوته متهدج، ليش؟ لأن هو ماتعودش عملية اللي
+
+253
+00:17:33,170 --> 00:17:36,450
+هي المواجهة للآخرين، فأنا في .. لما اني خلت
+
+254
+00:17:36,450 --> 00:17:39,880
+الطالبة تقرأ، أول حاجة علمت عملية المواجهةعلمتها
+
+255
+00:17:39,880 --> 00:17:43,940
+عملية الإلقاء أمام جمهور علمتها القراءة الصحيحة
+
+256
+00:17:43,940 --> 00:17:46,700
+اللي هو الهدف الأساسي عندي علمتها كيف أنها تكون
+
+257
+00:17:46,700 --> 00:17:50,680
+ناقضة لنفسها أو ناقضة للآخرين علمتها كيف ممكن تكون
+
+258
+00:17:50,680 --> 00:17:54,100
+التغذية الراجعة كيف ممكن يكون التعزيز هذا كله قيته
+
+259
+00:17:54,100 --> 00:17:57,740
+في خبرة واحدة أنا بعلمها للطالب بقى كل خبرة
+
+260
+00:17:57,740 --> 00:18:02,480
+بنعلمها للطالب بتحقق عدة أهداف بخل الطلبة في
+
+261
+00:18:02,480 --> 00:18:05,880
+مجموعات و بخليهم يعملوا تجربة الآن هم مش بس
+
+262
+00:18:05,880 --> 00:18:09,870
+بتعلموا التجربة بتعلموا كيف يتعاملوا مع بعضكيف
+
+263
+00:18:09,870 --> 00:18:12,770
+يكون في بينهم عمل تعاون، كيف ممكن يحترموا آراء
+
+264
+00:18:12,770 --> 00:18:16,370
+بعض، كيف ممكن أنهم يكون في إلهم صوت واحد، وبالتالي
+
+265
+00:18:16,370 --> 00:18:20,830
+أي خبرة بتنمي عدة أهداف في هذا الجانب، يبقى هذه
+
+266
+00:18:20,830 --> 00:18:24,030
+اللي هي الشروط الواجب توافرها في الخبرات، الخبرات
+
+267
+00:18:24,030 --> 00:18:27,810
+ممكن تكون مباشرة وغير مباشرة وممكن تكون مساحبة، ما
+
+268
+00:18:27,810 --> 00:18:32,070
+هي الخبرة المباشرة؟
+
+269
+00:18:32,070 --> 00:18:36,610
+‏- فضلين ‏- هي الخبرات اللي يقول فيها الفيرن نتيجة
+
+270
+00:18:36,610 --> 00:18:42,820
+قيامك بعمل معين أو نشاط معينممتاز جدا يبقى لازم
+
+271
+00:18:42,820 --> 00:18:46,740
+الطالب يقوم بالعمل عشان تكون خبرة مباشرة يعني أنا
+
+272
+00:18:46,740 --> 00:18:49,620
+لما أني بدي أكون أنا في عندي تجربة و بدي أعمل
+
+273
+00:18:49,620 --> 00:18:53,280
+التجربة هذه أمام الطالبات هل الخبرة هذه خبرة
+
+274
+00:18:53,280 --> 00:18:59,920
+مباشرة؟ لأ لازم الطالب هو نفسه اللي يعمل بالظبط
+
+275
+00:18:59,920 --> 00:19:04,200
+يعني هو بدي يعرف مثلا أنه الأحمد تحمل ورقة عبادة
+
+276
+00:19:04,200 --> 00:19:06,020
+الشنسة التجربة اللي ذاكرناها في البداية لازم هو
+
+277
+00:19:06,020 --> 00:19:09,980
+اللي يعمل التجربةبدو يعرف خصائص الفلزات، لازم هو
+
+278
+00:19:09,980 --> 00:19:13,280
+اللي يعمل التجربة، بدو يقيس نقطة غليان الماء، يبقى
+
+279
+00:19:13,280 --> 00:19:15,860
+هو اللي لازم يعمل التجربة، لازم أنت اللي تمارس
+
+280
+00:19:15,860 --> 00:19:20,280
+المهمة، الطالب هو اللي يمارس المهمة، لو المعلم عمل
+
+281
+00:19:20,280 --> 00:19:23,340
+هذه التجربة أمام الجميع، المعلم هو اللي عمل الخبرة
+
+282
+00:19:23,340 --> 00:19:25,840
+المباشرة، يبقى إذا إحنا ماقومناش بعمل معين، لا
+
+283
+00:19:25,840 --> 00:19:31,900
+تعتبر الخبرة مباشرة، ما أهمية هذه الخبرة؟ تقضي
+
+284
+00:19:31,900 --> 00:19:34,920
+مانع، تقضي مانع دقيقة ما عملت المرموز القانونية
+
+285
+00:19:35,920 --> 00:19:38,420
+ممتاز جدا، يبقى الآن إحنا لما ن .. إحنا بنعمل
+
+286
+00:19:38,420 --> 00:19:45,760
+لحالنا التجربة، المعنى بيكون أعمق، أدق، بترسخ
+
+287
+00:19:45,760 --> 00:19:48,480
+المعلومة، يعني الطالبة بتيجي بتقول بس أنها خصائص
+
+288
+00:19:48,480 --> 00:19:53,380
+الفلزأه الآن تتذكر بالظبط إيش اللي عملنا إحنا
+
+289
+00:19:53,380 --> 00:19:56,380
+يميها؟ أه في أشياء إحنا شوفنا اللى معان شوفنا
+
+290
+00:19:56,380 --> 00:19:59,660
+الحرارة شوفنا الكهربا شوفنا كذا أه الآن تبدأ
+
+291
+00:19:59,660 --> 00:20:02,440
+الطالبة تتذكر وبالتالي الأشياء دائما اللي إحنا
+
+292
+00:20:02,440 --> 00:20:07,400
+نمارسها يعني بتكون نسبة النسيان فيها قليلة جدا
+
+293
+00:20:07,400 --> 00:20:10,260
+يعني إحنا بنتذكر حوالي 70% من الأشياء اللي إحنا
+
+294
+00:20:10,260 --> 00:20:14,700
+بنقوم فيها بقول إن الإنسان بيتذكر من الأشياء اللي
+
+295
+00:20:14,700 --> 00:20:19,780
+بيسمعها عشرينفلمية يعني تمانين فلمية بتروح بس ليش
+
+296
+00:20:19,780 --> 00:20:23,460
+لأنك انت بس اسمعتها لكن لو الأشياء هذه انت
+
+297
+00:20:23,460 --> 00:20:27,740
+مارستيها تتذكر منها من ستين إلى سبعين فلمية
+
+298
+00:20:27,740 --> 00:20:31,080
+وبالتالي هنا الخبرة المباشرة بتكون مهمة جدا
+
+299
+00:20:31,080 --> 00:20:35,830
+إيجابية الطالب فيهاواضحة لأن هو اللي بيقوم بعملية
+
+300
+00:20:35,830 --> 00:20:39,650
+العمل بتنمي طبعا عنده القدرة على التفكير العلمي و
+
+301
+00:20:39,650 --> 00:20:44,070
+القدرة على التعلم بالذات يعني بعض التجارب العلمية
+
+302
+00:20:44,070 --> 00:20:46,930
+بعض الأشياء العلمية اللي بيعملوها الطلاب المدرسة
+
+303
+00:20:46,930 --> 00:20:50,610
+أجهزت قالت لهم تعالوا بدنا نرسم خارطة خارطة و راحت
+
+304
+00:20:50,610 --> 00:20:53,390
+رسمة مربعات و علمتهم صاروا الطلاب هم يرسموا
+
+305
+00:20:53,390 --> 00:20:56,910
+بأنفسهم فراحت طالب على البيت و بدأ يرسم مربعات و
+
+306
+00:20:56,910 --> 00:21:00,270
+صار يقولك أنا بقدر أرسم أيخارطة، الآن ليش؟ لأن هو
+
+307
+00:21:00,270 --> 00:21:04,390
+اتعلم بطريقة مباشرة، معلمة العلوم عملت تجربة
+
+308
+00:21:04,390 --> 00:21:08,610
+قلتلهم للهواء ضغط من أسفل إلى أعلى، راحت جابت كاسة
+
+309
+00:21:08,610 --> 00:21:11,630
+ميه ملتها وحطت على وجهها ورقة وقلبتها، الميه ما
+
+310
+00:21:11,630 --> 00:21:16,010
+وقعتش، فإيش اللي صار؟ إن هو فيه للهواء ضغط من أسفل
+
+311
+00:21:16,010 --> 00:21:18,990
+إلى أعلى، الآن هو طول الوقت في البيت إيش هيسوي؟
+
+312
+00:21:18,990 --> 00:21:22,870
+هيملّي الدنيا ميه، هيعبي الكاسة .. الكاسة ميه ويحط
+
+313
+00:21:22,870 --> 00:21:26,230
+عليه هورقة، الآن إذا ماكنتش مليانا ميه تماما وفيه
+
+314
+00:21:26,230 --> 00:21:30,170
+أي نتفة هوىمعنى ذلك إنها الورقة هتقوع فهيضل يجرب
+
+315
+00:21:30,170 --> 00:21:35,670
+لما هتصبط معه هذه كلها مهارات تعلم ذاتي علموه إن
+
+316
+00:21:35,670 --> 00:21:38,470
+هو يعمل دائرة كهربية فراح يعمل دائرة كهربية وصار
+
+317
+00:21:38,470 --> 00:21:42,190
+يوصلها لحد ما ضوى اللي هو لمبة الكهربا والمصباح
+
+318
+00:21:42,190 --> 00:21:47,350
+الآن هو إشت إحساس عنده سعيد جدا لأن هو قام
+
+319
+00:21:47,350 --> 00:21:50,070
+بالإنجاز في هذا الجانب وبالتالي هذا الشئ اللي هو
+
+320
+00:21:50,070 --> 00:21:54,960
+بيخليها تكون عالقة في الذهن أكثر لدى الطالبلكن هل
+
+321
+00:21:54,960 --> 00:21:57,300
+بنقدر إحنا ندرس كل الخبرات في المدرسة بصورة
+
+322
+00:21:57,300 --> 00:22:02,840
+مباشرة؟ صعب صعب إن أنا أعطي للطالب الخبرة المباشرة
+
+323
+00:22:02,840 --> 00:22:08,640
+جميعها ما هي الخبرة الغير مباشرة؟ هي الخبرة التي
+
+324
+00:22:08,640 --> 00:22:11,160
+نتواصل إليها بالطالب المغير مباشرة على طريق
+
+325
+00:22:11,160 --> 00:22:15,320
+الدراقة أو السماء أو حتى المشاهدةممتاز، يبقى هنا
+
+326
+00:22:15,320 --> 00:22:19,400
+في خبرات احنا بنكسبها بطريقة غير مباشرة، بنتفرج
+
+327
+00:22:19,400 --> 00:22:22,260
+على التليفزيون، بنقرأ من الكتاب، بنشوف المدرس و هو
+
+328
+00:22:22,260 --> 00:22:26,340
+بيعمل تجربة، هذه خبرة غير مباشرة، بنسمعها،
+
+329
+00:22:26,340 --> 00:22:31,060
+بنقرأها، بنشوفها، كل هذه خبرة غير مباشرة، لماذا
+
+330
+00:22:31,060 --> 00:22:32,120
+هذه الخبرات مهمة؟
+
+331
+00:22:34,810 --> 00:22:38,090
+لأن حياتي الانسان قصيرة فلا يستطيع أن يصل لزميرها
+
+332
+00:22:38,090 --> 00:22:41,590
+في أمريكا أو براشيا كما أن بعض الأولمبيا استحالة
+
+333
+00:22:41,590 --> 00:22:44,790
+من مستقلانها مثل الأعماق الدهار و بعضها فيها خطأ
+
+334
+00:22:44,790 --> 00:22:48,290
+مثل استخدام الأحمال المركزة و بعضها فيها بعض مثل
+
+335
+00:22:48,290 --> 00:22:49,890
+الانتقالات الجغرافية
+
+336
+00:22:53,690 --> 00:22:56,390
+ممتاز جدا أنا بقدرش أخلي الخبرات اللي موجودة في
+
+337
+00:22:56,390 --> 00:22:58,870
+الكتاب و المدرسة للطالب كلها لازم توصلها بصورة
+
+338
+00:22:58,870 --> 00:23:03,230
+مباشرة أن هذا بده إمكانات مالية عالية جدا كمان بده
+
+339
+00:23:03,230 --> 00:23:07,250
+وقت طويل جدا و الخبرات إذا كل حاجة إحنا بدنا
+
+340
+00:23:07,250 --> 00:23:10,550
+نعملها و نجربها في حياتنا يعني بدنا أعمار فوق
+
+341
+00:23:10,550 --> 00:23:14,770
+أعمارنا يعني كان في درس معانا و احنا في الثانوية
+
+342
+00:23:14,770 --> 00:23:19,780
+العامة لماذا هويته القراءة لعباس محمود العقادفكان
+
+343
+00:23:19,780 --> 00:23:23,540
+طبعا جوابه اللي هو لأنها تضيف ليه أعمارا فوق عمرين
+
+344
+00:23:23,540 --> 00:23:27,260
+يعني كل واحد بيحط خبرته في كتاب فانت لما بتقرايها
+
+345
+00:23:27,260 --> 00:23:31,360
+بتاخد خبرة هذا الإنسان هذا الشيء يعني في الغرب
+
+346
+00:23:31,360 --> 00:23:35,380
+موظف بصورة كبيرة جدا لأنه بقولك متوسط ما يقرأ
+
+347
+00:23:35,380 --> 00:23:39,080
+الإنسان العربي اللي هو من كتاب إلى اتنين طوال
+
+348
+00:23:39,080 --> 00:23:42,520
+العام الدراسي متوسط ما يقرأ الإنسان الغربي من
+
+349
+00:23:42,520 --> 00:23:47,210
+عشرين إلى تلاتين اربعين كتابفي العام الواحد فهنا
+
+350
+00:23:47,210 --> 00:23:52,510
+طبعا احنا يعني أمة اقرأ لا تقرأ للأسف الشديد أين
+
+351
+00:23:52,510 --> 00:23:56,230
+العرب اللي قالوا اقرأ لإن حياة واحدة لا تكفي؟ أين؟
+
+352
+00:23:56,230 --> 00:24:01,590
+هم قالواورفزوا زمان بس اللي موجودين الآن ما
+
+353
+00:24:01,590 --> 00:24:05,630
+بيقرأوا يعني احنا صار في حتى كمان يعني كثير من
+
+354
+00:24:05,630 --> 00:24:08,250
+الوسائل يعني اللي هي تساعد على القراءة الآن ال
+
+355
+00:24:08,250 --> 00:24:11,090
+Facebook و ال internet و كذا ممكن انت بتقرأي
+
+356
+00:24:11,090 --> 00:24:15,790
+معلومة بتجيكي كده فجأة اه فبتقرأيها لكن انت بتبحثي
+
+357
+00:24:15,790 --> 00:24:19,650
+عنها بصورة معينة صعب ان احنا بنفهم أشياء كثيرة
+
+358
+00:24:19,650 --> 00:24:23,070
+مثلا نجي احنا .. الآن احنا في شهر رجب فضاء الفهر
+
+359
+00:24:23,070 --> 00:24:27,230
+شهر رجب كل عام دو طيبينو بعد رجب شعبان رمضان
+
+360
+00:24:27,230 --> 00:24:30,950
+فبتلاقي انه في ندق كتيبات صغيرة هيك مثلا بتتكلم عن
+
+361
+00:24:30,950 --> 00:24:34,980
+أحكام المرأة في الصيامكويس انت لو اقتنعت كتاب و
+
+362
+00:24:34,980 --> 00:24:37,820
+قرأتيه علشان انت لو حصل معاكي أي شيء تكوني انت
+
+363
+00:24:37,820 --> 00:24:42,020
+فاهمة و على اطلاع في هذا الجانب لو أمك في البيت
+
+364
+00:24:42,020 --> 00:24:45,560
+مريضة او كذا او شيء ايش ممكن انت تعمل عشان انت هي
+
+365
+00:24:45,560 --> 00:24:48,640
+مش قادرة تصوم و كيف ممكن انت تتصرف ان يكون انت
+
+366
+00:24:48,640 --> 00:24:52,160
+عندك فقه عندك تنور في المعرفة العلمية في المعرفة
+
+367
+00:24:52,160 --> 00:24:55,160
+الدينية في كذا المفروض ان احنا بنقرأ باستمرار
+
+368
+00:24:55,160 --> 00:24:59,610
+بننمي أفكارنا بنقرأ في كل المجالاتللأسف يعني هذا
+
+369
+00:24:59,610 --> 00:25:02,450
+الشيء عندنا مش موجود كتير، يعني أنا بتمنى أنه
+
+370
+00:25:02,450 --> 00:25:05,550
+أنتوا تستمروا، يعني في طالبات من خريجاتنا من
+
+371
+00:25:05,550 --> 00:25:08,470
+الجامعة، بعد عشر سنين شوفناهم، آه أنتوا إيش
+
+372
+00:25:08,470 --> 00:25:10,710
+أخباركم؟ بتقرأوا إيش؟ وقولوا والله من يوم ما طلعنا
+
+373
+00:25:10,710 --> 00:25:15,840
+من الجامعة وفتحنا كتاب، طب ليه؟طب ما هو أنت طلعت
+
+374
+00:25:15,840 --> 00:25:18,340
+من الجامعة قبل عشر سنوات، هل العلم وقف بعد عشر
+
+375
+00:25:18,340 --> 00:25:22,320
+سنوات تاني؟ لأ، أنت كنت بتحتاج تنمية، تحتاج تنمية
+
+376
+00:25:22,320 --> 00:25:25,580
+كبيرة جداً طبعا هذه الأشياء زي ما إحنا شايفين إنها
+
+377
+00:25:25,580 --> 00:25:29,480
+ممكن تكون مستحيلة إن أخد الطلاب مثلا للفضاء أو إلى
+
+378
+00:25:29,480 --> 00:25:33,280
+بطن الأرض أو كذا، ممكن يكون فيها خطورة، نسبة خطورة
+
+379
+00:25:33,280 --> 00:25:36,180
+عالية، ممكن تكون بعيدة جغرافيا، ممكن تكون بعيدة
+
+380
+00:25:36,180 --> 00:25:40,240
+تاريخيا، وبالتالي بنرجع للخبرة الغير مباشرة، الآن
+
+381
+00:25:40,240 --> 00:25:43,340
+بيستخدموا وسائل متقدمة، بيعملوا أفلام فيديو،
+
+382
+00:25:43,340 --> 00:25:49,190
+بيعملواكتيبات بيعملوا أشياء يعني ممكن تخيلية زي
+
+383
+00:25:49,190 --> 00:25:51,330
+مثلا بعض الأشياء اللي ممكن تفتح انت على اليوتيوب
+
+384
+00:25:51,330 --> 00:25:55,710
+تشوفي كيف عملية الهضم في الإنسان فبروح هو جايبلك
+
+385
+00:25:55,710 --> 00:26:00,190
+بالمحا كجهاز هضمي عند الإنسان وكيف دخلت اللقمة في
+
+386
+00:26:00,190 --> 00:26:03,610
+داخل الفم وكيف بدأت تمشي في داخل الجسم وكيف .. إيش
+
+387
+00:26:03,610 --> 00:26:07,130
+العصارات والأشياء بشرحلك إياها بصورة كاملة أنا
+
+388
+00:26:07,130 --> 00:26:10,510
+مقدرش أخد الإنسان هذه الرحلة لكن أنا بعطيها رحلة
+
+389
+00:26:11,360 --> 00:26:14,980
+تخيلية وبالتالي هي خبرة غير مباشرة لكنها خبرة
+
+390
+00:26:14,980 --> 00:26:20,140
+ممتعة خبرة مثيرة بنقدمها للطالب فيه مع هذه الخبرات
+
+391
+00:26:20,140 --> 00:26:25,220
+خبرة مصاحبة هلاقيت الخبرة المباشرة بتهتم بالمجال
+
+392
+00:26:25,220 --> 00:26:30,320
+النفس حركي والخبرة الغير مباشرة بتهتم بالمجال
+
+393
+00:26:30,320 --> 00:26:36,640
+المعرفي العقلي الآن الخبرة المصاحبةتهتم بالمجال
+
+394
+00:26:36,640 --> 00:26:40,620
+الوجداني، لأن هذه خبرة بتكون مرافقة إما للخبرات
+
+395
+00:26:40,620 --> 00:26:44,620
+المباشرة أو الخبرات الغير مباشرة، إيش معنى الخبرة
+
+396
+00:26:44,620 --> 00:26:49,260
+المصاحبة؟ هي خبرة غير مقصودة بصورة مباشرة، تفضلي
+
+397
+00:26:53,810 --> 00:26:57,130
+أي نعم، بجانب الخبرة اللي انت بدك تكتس بيها، يعني
+
+398
+00:26:57,130 --> 00:27:00,510
+زي ما احنا قلنا بتحقق عدة اللي هي أهداف، يعني أنا
+
+399
+00:27:00,510 --> 00:27:03,210
+علمت الطالب في تجربة معينة، هو اكتسب المعلومة اللي
+
+400
+00:27:03,210 --> 00:27:06,730
+في التجربة، لكن اتعلم كيف يتعامل مع زميله، اتعلم
+
+401
+00:27:06,730 --> 00:27:12,400
+كيف يدقق النتائج، هذه خبرة مصاحبةخبرة بتهتم في
+
+402
+00:27:12,400 --> 00:27:16,080
+الجوانب اللي احنا مابنشوفهاش فيه جوانب شعورية، فيه
+
+403
+00:27:16,080 --> 00:27:19,400
+جوانب وجدانية، فيه جوانب نقول تدقيقية بالنسبة
+
+404
+00:27:19,400 --> 00:27:23,560
+للإنسان، بقول هنا التلميذ أثناء تلقي درسه من
+
+405
+00:27:23,560 --> 00:27:27,580
+المعلم بيكتسب إلى جانب هذه الأشياء، حبه للمادة أو
+
+406
+00:27:27,580 --> 00:27:30,780
+كراهيتها، هو المدرس بيشرح ممكن نحبها و ممكن
+
+407
+00:27:31,990 --> 00:27:36,410
+منحبهاش، ممكن إذا كانت طريقة التدريس فعالة يكون في
+
+408
+00:27:36,410 --> 00:27:39,310
+عندنا اتجاهات، في عندنا أسلوب تفكير مرغوبة، في
+
+409
+00:27:39,310 --> 00:27:42,630
+عندنا عدات صالحة، في عندنا قدرات، طبعا هذه الأشياء
+
+410
+00:27:42,630 --> 00:27:48,290
+تكتسب كلها بطريقةلاشعورية نكتسبها بطريقة لاشعورية
+
+411
+00:27:48,290 --> 00:27:52,030
+المدرسة منظمة ومرتبة و بتعرضوا لكم المعلومات منظمة
+
+412
+00:27:52,030 --> 00:27:56,370
+بتكتسبوا الطالبات طريقة الترتيب من طريقة المدرسة
+
+413
+00:27:56,370 --> 00:27:59,390
+في عرض المعلومة بيصيروا عارفين ان هذه المدرسة
+
+414
+00:27:59,390 --> 00:28:04,330
+بتحبش الأشياء اللي مرتبة ومنظمة وكذا وبالتالي هم
+
+415
+00:28:04,330 --> 00:28:09,190
+بيكتسبوا هذا الشيء شويه شويه هذا بيصبح سلوك عندهم
+
+416
+00:28:09,190 --> 00:28:15,200
+في هذا الجانبكيف ممكن نختار المحتوى و الخبرات
+
+417
+00:28:15,200 --> 00:28:19,280
+التعليمية؟ لو احنا بدنا نختار محتوى و خبرات
+
+418
+00:28:19,280 --> 00:28:22,040
+تعليمية في عندي تلت خطوات هم موجودين عندك في
+
+419
+00:28:22,040 --> 00:28:27,400
+الكتاب خمسة بس هم تلاتة لو احنا طلب منا ان احنا
+
+420
+00:28:27,400 --> 00:28:31,880
+نعمل منهج فما هي الخطوات التي نختار من خلالها
+
+421
+00:28:31,880 --> 00:28:35,540
+المحتوى و الخبرات التعليمية؟ يعني قالولنا الآن
+
+422
+00:28:35,540 --> 00:28:40,770
+احنا بدنا الشعب الفلسطيني طول عمره مافيش إلهمنهج
+
+423
+00:28:40,770 --> 00:28:44,550
+علشان هذا الشعب مالوش منهج احنا بدنا نعمله مادة
+
+424
+00:28:44,550 --> 00:28:51,510
+اتنم الانتماء لفلسطين بدنا نسميها مادة اللي هي
+
+425
+00:28:51,510 --> 00:28:56,010
+تربية مدنية، تربية وطنية، اي مسمة من هذه المسميات،
+
+426
+00:28:56,010 --> 00:28:59,860
+تربية وطنية عادةالآن بدنا نفكر إيش الأشياء اللي
+
+427
+00:28:59,860 --> 00:29:02,800
+إحنا ممكن نحطها في التربية الوطنية، كيف ممكن نعمل
+
+428
+00:29:02,800 --> 00:29:06,080
+منهج للتربية الوطنية، طبعا هنا بقول اللي هو فيه
+
+429
+00:29:06,080 --> 00:29:10,400
+تلت خطوات أساسية، أول حاجة اختيار الموضوعات، بعدين
+
+430
+00:29:10,400 --> 00:29:14,540
+اختيار الأفكار، بعدين اختيار المادة الغلمية، الآن
+
+431
+00:29:14,540 --> 00:29:19,300
+كيف هيتم اختيار الموضوعات الدراسية؟
+
+432
+00:29:19,300 --> 00:29:22,580
+فضل. إذا ما هي الموضوعات اللي هو أنك تتحقق الأداء،
+
+433
+00:29:22,580 --> 00:29:26,820
+تكون مناسب تلت الإدراس لوقت مخصص لتدريبها، وتكون
+
+434
+00:29:26,820 --> 00:29:32,370
+مطرابممتاز جدا، الآن ما هو الهدف احنا اللي حددناه؟
+
+435
+00:29:32,370 --> 00:29:36,610
+أنا طرحت هذا الموضوع كمثال، لكن هم لما يحددوا مادة
+
+436
+00:29:36,610 --> 00:29:39,070
+العلم والتاريخ برضه نفس الشيء بيكونوا إيش محددين؟
+
+437
+00:29:39,070 --> 00:29:43,190
+الأهداف، احنا بدنا نمي الانتماء لفلسطين، ما هي
+
+438
+00:29:43,190 --> 00:29:46,230
+الموضوعات التي يمكن من خلالها أن نمي الانتماء
+
+439
+00:29:46,230 --> 00:29:53,470
+لفلسطين؟ فكروا أشوف أهمية المسجد الأقصى، قولي، طيب
+
+440
+00:29:53,470 --> 00:29:55,550
+مش بس اللي غير المسجد الأقصى، بس هو اللي بنمي
+
+441
+00:29:55,550 --> 00:29:55,890
+الانتماء
+
+442
+00:29:59,340 --> 00:30:04,680
+أهمية موقع فلسطين الثورات
+
+443
+00:30:04,680 --> 00:30:10,140
+الفلسطينية في فلسطين مكانتها الجغرافية المرموقة،
+
+444
+00:30:10,140 --> 00:30:14,640
+إيش كمان؟ التضحيات، يبقى إحنا لازم نتكلم عن
+
+445
+00:30:14,640 --> 00:30:18,320
+القيادات، نتكلم عن شخصيات تاريخية مؤثرة، إيش كمان
+
+446
+00:30:18,320 --> 00:30:23,400
+ممكن نتكلم؟ ممتاز، نتكلم عن الآثار اللي موجودة
+
+447
+00:30:23,400 --> 00:30:25,780
+فيها وأهمية رعاية هذه الآثار
+
+448
+00:30:29,520 --> 00:30:34,620
+الحق التاريخي لأهل فلسطين في أرض فلسطين مثلا ممكن
+
+449
+00:30:34,620 --> 00:30:37,280
+نتكلم عن أشياء كثيرة بس أنا السؤال اللي بدي أسأله
+
+450
+00:30:37,280 --> 00:30:40,920
+مهم جدا أكم حصة لهذه المادة في الإسبوع؟
+
+451
+00:30:43,790 --> 00:30:47,750
+الحصة مثلا إلها حصة حصة تاريخ وحصة Geography وحصة
+
+452
+00:30:47,750 --> 00:30:51,090
+وطنية ومدنية يبقى هي إلها حصة يبقى مش معقول أنا
+
+453
+00:30:51,090 --> 00:30:54,850
+بدأ أحط عشرين موضوع للطلاب يدرسوه خلال السنة لإن
+
+454
+00:30:54,850 --> 00:30:57,810
+الفصل الدراسي أربعتاشر أسبوع ستاشر أسبوع منهم
+
+455
+00:30:57,810 --> 00:31:01,410
+أسبوعين امتحانات يبقى هو أربعتاشر أسبوع لما هو إله
+
+456
+00:31:01,410 --> 00:31:05,510
+حصة في الأسبوع يبقى هذه المادة بتتدرس على أربعتاشر
+
+457
+00:31:05,510 --> 00:31:09,750
+حصة يبقى أنا هلاقيت الحصة هذه الواحدة هل بقدر أحط
+
+458
+00:31:09,750 --> 00:31:13,270
+فيها موضوع كامل؟بقدرش أحط فيها موضوع، يمكن أحط
+
+459
+00:31:13,270 --> 00:31:17,690
+فيها أنا مثلا هم 14 حصة، بدأ أحط فيها 7 موضوع أو
+
+460
+00:31:17,690 --> 00:31:22,410
+كذا، بحيث إن الموضوع يكون في حصتين، وبالتالي هنا
+
+461
+00:31:22,410 --> 00:31:26,750
+أنا الوزن النسبي للمادة بين المساقات، هذا مهم جدا،
+
+462
+00:31:26,750 --> 00:31:31,030
+الوزن النسبي لمادة اللغة العربية، إلها 8 حصص أو
+
+463
+00:31:31,030 --> 00:31:35,850
+إلها 6 حصص، بتتاخد 8 حصص، 8 في 14، كذا، يبقى الآن
+
+464
+00:31:35,850 --> 00:31:39,710
+مادة اللغة العربية هيكون حجمهاكبير، ليش؟ لأن هذه
+
+465
+00:31:39,710 --> 00:31:42,990
+مادة أساسية، الرياضيات قدش إلها؟ إلها 6 حصص،
+
+466
+00:31:42,990 --> 00:31:46,890
+العلوم إلها 4 حصص، الوزن النسبي للمادة، هذا مهم،
+
+467
+00:31:46,890 --> 00:31:50,490
+لأن أنا بدي أفصل مادة على حسب الوقت، على حسب
+
+468
+00:31:50,490 --> 00:31:55,170
+الزمن، على حسب قدرات الطلبة، بديش أنا أرتفع بمستوى
+
+469
+00:31:55,170 --> 00:31:58,310
+قدرات الطلبة، يبقى إحنا هنا بنحدد هذه بناء على
+
+470
+00:31:58,310 --> 00:32:02,050
+الأهداف، إيش الهدف عندي؟أنا بدأ أقول إنه أنا من
+
+471
+00:32:02,050 --> 00:32:04,330
+الانتماء لفلسطين، بدأ أنا من الانتماء لفلسطين في
+
+472
+00:32:04,330 --> 00:32:07,530
+الصف الرابع، بدأ أعرفهم أنا على بعض اللي هي
+
+473
+00:32:07,530 --> 00:32:11,250
+الأشياء اللي مرتبطة بموقع فلسطين، اللي هي حدود
+
+474
+00:32:11,250 --> 00:32:15,630
+فلسطين، قورة فلسطينية غير معروفة، بدأ أتكلم عن بعض
+
+475
+00:32:15,630 --> 00:32:18,410
+الشخصيات الفلسطينية، عن الأثار الفلسطينية، أمكن
+
+476
+00:32:18,410 --> 00:32:22,740
+أتكلم عن التراث الفلسطينيبكفي عندي هذه الموضوعات
+
+477
+00:32:22,740 --> 00:32:26,180
+على إن احنا نتكلم عليها خلال هذا الفصل فبدنا نحط
+
+478
+00:32:26,180 --> 00:32:30,020
+عليها مجموعة من الدروس يبقى الأن إحنا بدنا نحدد
+
+479
+00:32:30,020 --> 00:32:32,860
+الموضوعات الرئيسية بحيث إن هذه الموضوعات تكون
+
+480
+00:32:32,860 --> 00:32:37,660
+مترابطة وإنها تكون في مستوى تفكير الطالب يعني ده
+
+481
+00:32:37,660 --> 00:32:40,780
+أتكلم عن المواقع، بدي أتكلم عن موقع فلسطين، بدي
+
+482
+00:32:40,780 --> 00:32:43,440
+أتكلم عن بعض القرى الفلسطينية، بعدها على طول ده
+
+483
+00:32:43,440 --> 00:32:46,940
+أتكلم عن الأثار، أتكلم عن الأثار، بتكلم عن التراث
+
+484
+00:32:46,940 --> 00:32:52,730
+الفلسطيني، الأمور هتبقى؟متسلسلة ومترابطة مع بعضها
+
+485
+00:32:52,730 --> 00:32:56,190
+البعض بعد ما اخترنا الموضوعات بنختار الأفكار كيف
+
+486
+00:32:56,190 --> 00:33:03,310
+هيتم اختيار الأفكار لو
+
+487
+00:33:03,310 --> 00:33:06,730
+قلنا احنا بدنا نختار نتكلم عن شخصيات فلسطينية
+
+488
+00:33:06,730 --> 00:33:10,990
+فالآن أنا بدأ أطلب من مجموعة من الخبراء اللي هم
+
+489
+00:33:10,990 --> 00:33:14,210
+انتوا أمامي كل واحدة منكم تحط عشر أسماء فلسطينية
+
+490
+00:33:14,210 --> 00:33:19,400
+ممكن نتكلم عنها في هذا الكتابفكل واحدة فيكم هتحط
+
+491
+00:33:19,400 --> 00:33:26,100
+عشر أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+492
+00:33:26,100 --> 00:33:27,640
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+493
+00:33:27,640 --> 00:33:27,760
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+494
+00:33:27,760 --> 00:33:27,940
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+495
+00:33:27,940 --> 00:33:30,800
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+496
+00:33:30,800 --> 00:33:36,200
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+497
+00:33:36,200 --> 00:33:40,080
+أسماء، أسماء، أسماء، أسماء، أسماء، أسماء، أسماء،
+
+498
+00:33:40,080 --> 00:33:43,070
+أسماء، أسماء، أسماء، أسماء، أسماءأسماء مؤثرة بدي
+
+499
+00:33:43,070 --> 00:33:47,430
+أشوف الأشياء المشتركة طلعت أسماء مشتركة طلعت حوالي
+
+500
+00:33:47,430 --> 00:33:53,090
+15 اسم هدولة تم الاتفاق عليهم بنسبة فوق الـ70%
+
+501
+00:33:53,090 --> 00:33:56,510
+هدولة بدي أرجعهم أنا للخبراء تاني و بدي أقولهم
+
+502
+00:33:56,510 --> 00:34:00,390
+رتبوا ليهم من الأهم للأقل أهمية لأن أنا مش معقول
+
+503
+00:34:00,390 --> 00:34:04,310
+بدي أتكلم في السنة الواحدة عن 15 شخصية أنا بدي
+
+504
+00:34:04,310 --> 00:34:08,880
+أخدلهم شخصيتين تلاتة فبدي أهمأشخاص في هذا الإطار
+
+505
+00:34:08,880 --> 00:34:13,040
+وبالتالي الآن بنعيد ترتيب الشخصيات من الأهم للأقل
+
+506
+00:34:13,040 --> 00:34:16,780
+أهمية بناء على ذلك بتم اختيار شخصيتين أو تلاتة مش
+
+507
+00:34:16,780 --> 00:34:20,160
+أكتر لأن الطالب مش معقول لهذه المادة مش سيارة
+
+508
+00:34:20,160 --> 00:34:24,920
+ذاتيةفاحنا ممكن ناخد شخصيتين نتكلم عنهم والسنة
+
+509
+00:34:24,920 --> 00:34:27,040
+اللي جاي بناخد شخصيتين والسنة اللي بعديها بناخد
+
+510
+00:34:27,040 --> 00:34:31,060
+شخصيتين بنبدأ بنرتب على حسب اهتمامات واحتياجات
+
+511
+00:34:31,060 --> 00:34:34,260
+الطلبة في هذا الموضوع يبقى هنا بيقوموا الخبراء
+
+512
+00:34:34,260 --> 00:34:37,000
+باختيار الأفكار الأساسية من قوائم تم إعدادها
+
+513
+00:34:37,000 --> 00:34:41,140
+سابقاً بنجيب لهم أسماء احنا من أهم الشخصيات جيبنا
+
+514
+00:34:41,140 --> 00:34:44,280
+40 اسم وقلنا لكل واحد يختار منهم عشرة بعد ذلك
+
+515
+00:34:44,280 --> 00:34:48,120
+بنشوف إيش هي الأفكار اللي تم الاتفاق عليها وبعد
+
+516
+00:34:48,120 --> 00:34:51,640
+ذلك احنا بنحددها و بنرتبها من الأهم للأقل الأهمية
+
+517
+00:34:51,770 --> 00:34:55,830
+كل درس بنعمل بهذا الشكل، مش بس شخصيات، يعني أنا
+
+518
+00:34:55,830 --> 00:34:59,670
+مابدأ أتكلم عن موقع فلسطين، فأنا بنحط الأفكار هنا،
+
+519
+00:34:59,670 --> 00:35:02,070
+إيش الأشياء اللي بنتكلم عن موقع فلسطين، بنحط هذه
+
+520
+00:35:02,070 --> 00:35:06,050
+الأفكار و بنعرضها على الخبراء و بنقولهم حددوا إن
+
+521
+00:35:06,050 --> 00:35:09,430
+إيش هي أهم الأفكار، وبناء على ذلك إحنا بنقرر إيش
+
+522
+00:35:09,430 --> 00:35:12,470
+اللي ممكن يكون في هذا الإطار، بعد ذلك بنصل إلى
+
+523
+00:35:12,470 --> 00:35:16,620
+اختيار المادة العلمية الخاصةخلّينا في المثال اللي
+
+524
+00:35:16,620 --> 00:35:19,960
+إحنا طرحنا إن إحنا نتكلم عن قائد فلسطيني فبنقول
+
+525
+00:35:19,960 --> 00:35:22,400
+اختيار المادة العلمية الخاصة لو أنا بدأ أتكلم عن
+
+526
+00:35:22,400 --> 00:35:24,780
+الشيخ أحمد ياسين أو عن ياسر عرفات أو عن عزيزي
+
+527
+00:35:24,780 --> 00:35:28,900
+القسام أو عن حسن سلامة أو عن أي عبد القادر الحسيني
+
+528
+00:35:28,900 --> 00:35:32,840
+بدنا نشوف هذه الشخصيات اللي هي المؤثرة أكم كاتب
+
+529
+00:35:32,840 --> 00:35:36,980
+كتب عن هذه المادة؟ وهل أنا لو بدأ أحط مادة للصف
+
+530
+00:35:36,980 --> 00:35:41,680
+الرابع بدأ أاخد من الناس اللي وثقت تاريخيا وكتبت
+
+531
+00:35:41,680 --> 00:35:46,820
+بأسلوب وبلغة وبلاغة عالية جدا؟أنا بدي أشوف مين
+
+532
+00:35:46,820 --> 00:35:49,420
+اللي كتبوا فيها دا بدي أختار المادة العلمية بدي
+
+533
+00:35:49,420 --> 00:35:53,620
+أختار معلومات أساسية بس بدي أعطيها لناس يصيغوها في
+
+534
+00:35:53,620 --> 00:35:57,980
+مستوى الصف الرابع يعني أنا بدي هم يعرفوا عن مثلا
+
+535
+00:35:57,980 --> 00:36:03,220
+هذا الإنسان اللي هو ما كان مولده أهم أعماله اللي
+
+536
+00:36:03,220 --> 00:36:07,160
+هي صفاته الشخصية كذا وبالتالي أنا بحدد هذه الأشياء
+
+537
+00:36:07,160 --> 00:36:11,800
+لكن أنا بعرضها بمستوى تفكير الطالبيعني مانفعش انا
+
+538
+00:36:11,800 --> 00:36:16,060
+اجي اخد من ال .. ال .. ال .. مهياش رسالة مجستير أو
+
+539
+00:36:16,060 --> 00:36:18,840
+اجيب بعض الناس اللي عملت رسالة دكتوراه أو عملوا
+
+540
+00:36:18,840 --> 00:36:23,080
+اتراحات متقدمة أو مؤتمرات ناقشت هذه الشخصية واخد
+
+541
+00:36:23,080 --> 00:36:26,100
+منها جزء ايه؟ وانت لا مانفعش أنا بدأ أشوف الناس
+
+542
+00:36:26,100 --> 00:36:28,900
+اللي عملت هذا الشيء وبدأ أطلب منهم يسيغولي هذه
+
+543
+00:36:28,900 --> 00:36:34,640
+المعرفة بصورة مبسطة تناسب مستوى الطالب وبالتالي
+
+544
+00:36:34,640 --> 00:36:38,640
+الآن احنا زي ما احنا شايفينطبعا هنا إحنا بنختار
+
+545
+00:36:38,640 --> 00:36:41,940
+المادة العلمية اللي بتتعبر عن الفكرة، بتترجمها،
+
+546
+00:36:41,940 --> 00:36:46,140
+بتترابط بصورة منطقية و بترتبط بحاجات الفرد والبيئة
+
+547
+00:36:46,140 --> 00:36:50,060
+والإمكانات المتاحة بالنسبة لنا تكلم عن موقع
+
+548
+00:36:50,060 --> 00:36:53,060
+فلسطين، بدنا نشوف إيش في عندنا إمكانية، في عندي
+
+549
+00:36:53,060 --> 00:36:57,630
+فيلم؟مصور عن اللي هي فلسطين في عندي اللي هو ممكن
+
+550
+00:36:57,630 --> 00:37:01,390
+نستخدم Google Earth نشوف مثلا نورج الطلاب من
+
+551
+00:37:01,390 --> 00:37:04,050
+Google Earth اللي هي فلسطين ونخليه يشوفها وكذا
+
+552
+00:37:04,050 --> 00:37:07,630
+ممكن هذه التقنيات المتوفرة عندي مثلا أورجيهم هذا
+
+553
+00:37:07,630 --> 00:37:11,550
+الشيء إذا مش متوفر لأ يبقى خلنا نعرض الخريطة بكافة
+
+554
+00:37:11,800 --> 00:37:16,000
+لو متوفر، بكون أنا طموح يعني في الخطة تبعتي، إيش
+
+555
+00:37:16,000 --> 00:37:19,040
+في إمكانات عندي بستطيع أني أوظفها؟ يبقى في عملية
+
+556
+00:37:19,040 --> 00:37:22,680
+اختيار المحتوى والخبرات التعليمية، في عندي تلت
+
+557
+00:37:22,680 --> 00:37:26,260
+خطوات أساسية، بنختار الموضوعات، بنختار الأفكار، ثم
+
+558
+00:37:26,260 --> 00:37:30,740
+بنختار المادة العلمية الخاصة في هذا الإطار، هذه
+
+559
+00:37:30,740 --> 00:37:32,120
+الأشياء لها معايير
+
+560
+00:37:36,360 --> 00:37:38,980
+طيب المحاضرة اللي جاي ان شاء الله هتكون كلها يتهم
+
+561
+00:37:38,980 --> 00:37:44,660
+ناخد معايير الاختيار و معايير التنظيم، في أي سؤال؟
+
+562
+00:37:44,660 --> 00:37:45,900
+يعطيكم العافية
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/0inPgJnzCSY.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/0inPgJnzCSY.srt
new file mode 100644
index 0000000000000000000000000000000000000000..05fef4f4e368521c02a84d884aefc1aac945e33d
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/0inPgJnzCSY.srt
@@ -0,0 +1,1486 @@
+1
+00:00:20,910 --> 00:00:23,630
+بسم الله الرحمن الرحيم والصلاة والسلام على النبي
+
+2
+00:00:23,630 --> 00:00:27,830
+رحمة للعالمين وعلى آله وصحبه ومن سار على هديه إلى
+
+3
+00:00:27,830 --> 00:00:33,610
+يوم الدين. وبعد، حيكم بتحية الإسلام السلام عليكم
+
+4
+00:00:33,610 --> 00:00:41,230
+ورحمة الله وبركاته. وكل عام وأنتم بخير قبل العيد.
+
+5
+00:00:41,230 --> 00:00:45,510
+نعتبره مرحلة، وبعد العيد مرحلة أخرى. انتهينا في
+
+6
+00:00:45,510 --> 00:00:50,250
+المرحلة السابقة من الحديث عن مصادر نقد الشعر.
+
+7
+00:00:51,790 --> 00:00:56,950
+وحاولنا التعرف على تلك المصادر وما تشتمل عليه من
+
+8
+00:00:56,950 --> 00:01:03,950
+قضايا، وكيف استنبطنا منها مقاييس نقدية تصلح للحركة
+
+9
+00:01:03,950 --> 00:01:09,970
+النقدية الشعرية، أو بالأصح تكون نظرية نقد الشعر.
+
+10
+00:01:09,970 --> 00:01:18,530
+اليوم ننتقل إلى نقد النثر، وأبدأ بما درج عليه
+
+11
+00:01:18,530 --> 00:01:24,280
+الدارسون.  أعقب عليها درجة الدارسون على القول بأن
+
+12
+00:01:24,280 --> 00:01:30,140
+نقد النثر لم يهتم به العرب القدامى إطلاقًا. فليست
+
+13
+00:01:30,140 --> 00:01:34,880
+لدينا مصادر إلا القليل جدًا. وذكروا في هذا المقام
+
+14
+00:01:34,880 --> 00:01:41,620
+كتاب نصب الاقلام لابن جعفر، وهو كتاب نقد شاعر، وهم
+
+15
+00:01:41,620 --> 00:01:47,890
+في ذلك صاروا على خطأ، أسست من البداية وهي خطأ طهر
+
+16
+00:01:47,890 --> 00:01:54,190
+حسين الذي قال إن نقد النثر لم يحظَ باهتمام العرب
+
+17
+00:01:54,190 --> 00:02:02,320
+القدماء إطلاقًا. والحقيقة غير ذلك تمامًا. هو بنى هذا
+
+18
+00:02:02,320 --> 00:02:10,000
+على اعتبار أن أجناس القول البشري اثنان: شعر ونثر.
+
+19
+00:02:10,000 --> 00:02:16,480
+أما القرآن فهو جنس مغاير، وهو جنس ثالث، وما يتصل به
+
+20
+00:02:16,480 --> 00:02:21,560
+لا يدخل في سياق النثر.  أقلقنا نحن نغيره في هذا الرأي،
+
+21
+00:02:21,560 --> 00:02:27,060
+ونقول إن القرآن لا ينزه بنفيه عما يعرف البشر، بل
+
+22
+00:02:27,060 --> 00:02:34,320
+يعزل هكذا مما فيه من أوجه الإعجاز. كيف يكون معجزًا
+
+23
+00:02:34,320 --> 00:02:40,520
+ونحن لا نعرف عنه شيئًا. الحقيقة فنون القول لدي على
+
+24
+00:02:40,520 --> 00:02:49,960
+الأقل ثلاثة أنواع: شعر آسف، نوعان: شعر ونثر، لا ثالث لهما.
+
+25
+00:02:49,960 --> 00:02:56,580
+أما النثر فيضم في جنباته النثر الفن المعجز،
+
+26
+00:02:56,580 --> 00:03:03,390
+الذي هو القرآن الكريم. ذهبت في هذا المذهب لأنه
+
+27
+00:03:03,390 --> 00:03:09,030
+الصواب، لأن المعجزة الربانية أتت على الأنبياء
+
+28
+00:03:09,030 --> 00:03:15,110
+والرسل بما أتقنت شعوبهم في أزمانهم. حينما أتقن
+
+29
+00:03:15,110 --> 00:03:23,790
+اليهود في عهد موسى عليه السلام السحر، وتبارى السحرة
+
+30
+00:03:23,790 --> 00:03:32,190
+كان في يده العصا التي تغلبت على كل ألوان السحر التي
+
+31
+00:03:32,190 --> 00:03:38,590
+أجادها أهل زمانه. وفي عهد ازدهار الطب، كانت معجزته
+
+32
+00:03:38,590 --> 00:03:45,690
+عيسى عليه السلام هي شفاء الأكمه والأبرص، بل وإحياء
+
+33
+00:03:45,690 --> 00:03:54,250
+الموتى بإذن الله. العرب تباهوا بأنهم أهل فصاحة، أهل
+
+34
+00:03:54,250 --> 00:03:59,910
+بيان، أهل خطابة، وكان يباهي خطبائهم بأنهم كانوا
+
+35
+00:03:59,910 --> 00:04:07,190
+يقفون من شروق الشمس حتى مغيبها يخاطبون أقوامهم، ولا
+
+36
+00:04:07,190 --> 00:04:14,150
+ينضب الكلام على ألسنتهم.  يباهون الأمم بإتقانهم
+
+37
+00:04:14,150 --> 00:04:20,250
+بفصاحتهم، ببلاغتهم، وبالتالي كانت المعجزة من جنس ما
+
+38
+00:04:20,250 --> 00:04:26,990
+يباهون به. ورأينا كيف جاء في القرآن التحدي لهم بأن
+
+39
+00:04:26,990 --> 00:04:36,800
+يأتوا بعشر سور مثله، ثم بواحدة. قال المعتزلة إن الله
+
+40
+00:04:36,800 --> 00:04:42,060
+صرف الهمم، وهم يستطيعون ذلك، ولكن الله صرف هممهم عن
+
+41
+00:04:42,060 --> 00:04:46,960
+مجارات القرآن الكريم. هذا كلام باطل. الله لم يصرف
+
+42
+00:04:46,960 --> 00:04:53,420
+الهمم، وذلك عليه أدلة لاحظناها في محاولات مسيلمة
+
+43
+00:04:53,420 --> 00:04:59,480
+وسجاح في عمل ما يشبه ولو بإيقاعه أو بصوته. إن
+
+44
+00:04:59,480 --> 00:05:04,360
+أعطيناك العقعق أو الفيل، وما أدرك ما الفيل! كلام
+
+45
+00:05:04,360 --> 00:05:10,880
+فارغ من المحتوى، ولا يشبه إطلاقًا القرآن الكريم، لأنه
+
+46
+00:05:10,880 --> 00:05:18,360
+ذلك النثر الفنّي المعجز الذي عجز البشر بالتجربة عن
+
+47
+00:05:18,360 --> 00:05:25,290
+عمل مثله. حين أننا نتحدث عن نقد نثر، علينا أن نأخذ
+
+48
+00:05:25,290 --> 00:05:30,250
+أيضًا الدراسات التي تناولت القرآن الكريم تمامًا
+
+49
+00:05:30,250 --> 00:05:36,430
+مثلما نأخذ الدراسات التي تناولت الخطب والرسائل، وهي
+
+50
+00:05:36,430 --> 00:05:41,710
+جميعًا من أجناس النثر.  حقيقة، لقد اشتغلت بهذا الجانب
+
+51
+00:05:42,040 --> 00:05:46,740
+حينما رأيت كتب النقد الأدبي القديم جميعًا تخلو من
+
+52
+00:05:46,740 --> 00:05:52,160
+نقد النثر، ويأسف الدارسون على أن المكتبة العربية
+
+53
+00:05:52,160 --> 00:05:57,420
+الإسلامية تخلو من نقد النثر لعدم اهتمام العرب
+
+54
+00:05:57,420 --> 00:06:05,600
+بالنثر وفنونه. منذ أكثر من عقدين، قريبًا الثلاث عقود،
+
+55
+00:06:05,600 --> 00:06:10,900
+كان لي كتاب بعنوان: نقد النثر في تراث العرب النقدي.
+
+56
+00:06:12,040 --> 00:06:17,600
+وقد أرشدت، ولم أصنع المكتبة الموجودة، ولكن أرشدت
+
+57
+00:06:17,600 --> 00:06:23,280
+الدارسين إلى تلك المكتبة الثرية جدًا، والتي يفوق
+
+58
+00:06:23,280 --> 00:06:29,360
+نتاجها نتاج نقد الشعر. و كسرت
+
+59
+00:06:29,360 --> 00:06:35,800
+أنا ذاك الحديث فيها على أقسام: قسم تناول مصادر نقد
+
+60
+00:06:35,800 --> 00:06:39,440
+النثر التي تتصل بالقرآن وعلومه،
+
+61
+00:06:42,030 --> 00:06:45,270
+تفسير القرآن. اجتمعت على الكثير من آراء نقدية،
+
+62
+00:06:45,270 --> 00:06:51,050
+فكان لها نصيب من الدراسة أيضًا. الكتب التي بحثت في
+
+63
+00:06:51,050 --> 00:06:57,510
+إعجاز القرآن: الرماني، والباقلاني، وأبو عبيدة، وكتبهم
+
+64
+00:06:57,510 --> 00:07:05,290
+حاضرة وموجودة في المكتبة. هي مصادر درس نثر. ثم بعد
+
+65
+00:07:05,290 --> 00:07:10,360
+ذلك، الكتب التي تناولت مشكلة القرآن الكريم، والتي
+
+66
+00:07:10,360 --> 00:07:13,920
+تناولت غريب القرآن الكريم، ومشكلة الحديث الشريف،
+
+67
+00:07:13,920 --> 00:07:18,760
+ وغريب القرآن الشريف. تلك الكتب والمصادر، عشرات الكتب.
+
+68
+00:07:18,760 --> 00:07:23,300
+لقد درسنا مصادر نقد الشعر، درسنا سبعة تقريبًا،
+
+69
+00:07:23,300 --> 00:07:28,500
+وأهملنا ما يشبه معها. فلنقل سبعة، وهي لا ترقى إلى
+
+70
+00:07:28,500 --> 00:07:33,140
+سبعة. إذًا، أيّه ما أكثر مصادر نقد الشعر، أو مصادر نقد
+
+71
+00:07:33,140 --> 00:07:41,430
+النثر! ولكن يبدو أن هناك غاية لإنكار وجود مكتبة نقد
+
+72
+00:07:41,430 --> 00:07:47,550
+النثر. في القسم الثاني، تناولت الكتب التي عناوينها
+
+73
+00:07:47,550 --> 00:07:56,700
+تفضح أولئك المنكرين، والتي نحن بصددها اليوم. وقدمت
+
+74
+00:07:56,700 --> 00:08:02,620
+الحديث عن هذه المصادر قبل أن أتحدث عن تطور نظرية
+
+75
+00:08:02,620 --> 00:08:08,900
+نقد الخطبة، ونظرية نقد الرسالة، لأن تطور تلك النظرية
+
+76
+00:08:08,900 --> 00:08:14,980
+جاء في بطون هذه الكتب، واكتملت دوابطها مع هذه الكتب.
+
+77
+00:08:14,980 --> 00:08:21,860
+جملة ما يتصل بقضايا النثر. بعضه يعتبر من القضايا
+
+78
+00:08:21,860 --> 00:08:26,780
+المشتركة، كقضية الصدق النفسي أو الصدق الفني، وقضية
+
+79
+00:08:26,780 --> 00:08:32,240
+اللفظ والمعنى. قضايا لا تقتصر على الشعر، ولا تقتصر
+
+80
+00:08:32,240 --> 00:08:39,500
+على النثر، بل هي تختص بالجنسين. سنجد هذه القضايا
+
+81
+00:08:39,500 --> 00:08:45,660
+واردة في نقد النثر، كما رأيناها من قبل واردة في نقد
+
+82
+00:08:45,660 --> 00:08:46,600
+الشعر.
+
+83
+00:08:49,490 --> 00:08:57,270
+اليوم، إن شاء الله، سنبدأ مع أول مصادر نقد النثر، وهي
+
+84
+00:08:57,270 --> 00:09:04,010
+تلك الرسالة التي سطرها عبد الحميد الكاتب لإرشاد
+
+85
+00:09:04,010 --> 00:09:10,710
+الكتاب، وتشتمل على نصائح وإرشادات، أكثر من اجتمالها
+
+86
+00:09:10,710 --> 00:09:13,450
+على قضايا، وسنرى الآن.
+
+87
+00:09:17,630 --> 00:09:21,490
+تفضلي. كمجلة العينة عرفينا على عبد الحميد الكاتب.
+
+88
+00:09:21,490 --> 00:09:27,010
+اليوم، إن شاء الله، سنتحدث عن مصدر، مصادر نخبة مصر.
+
+89
+00:09:27,010 --> 00:09:31,530
+قاله، وهو رسالة عبد الحميد الكاتب. أول شيء أن أتحدث
+
+90
+00:09:31,530 --> 00:09:35,610
+عن حياة الشعب قبل أن أتحدث عن رسالته. عبد الحميد هو
+
+91
+00:09:35,610 --> 00:09:38,850
+عبد الحميد بن يحيى بن سعيد، وهو مولى ابن عمر بن
+
+92
+00:09:38,850 --> 00:09:42,490
+رؤى بن علي، وهو من أهل الشام، وكان في أول أمره
+
+93
+00:09:42,490 --> 00:09:46,310
+معلم صبية، يتنقل في البلدان. وكان قد اتصل في أول
+
+94
+00:09:46,310 --> 00:09:51,620
+حياته بوّان بن محمد بن محمد، وكان آخر خلافة بني أمية.
+
+95
+00:09:51,620 --> 00:09:56,000
+ثم بعد ذلك، انتقل محوًّا إلى دمشق، وظل محوًّا إلى توفّي
+
+96
+00:09:56,000 --> 00:09:59,900
+وفي، لأن عبد الحميد توفّي، في توفّي محوّ، في سن
+
+97
+00:09:59,900 --> 00:10:04,760
+مائة واثنين وثلاثين من هجرة، وهي السنة التي انتهت
+
+98
+00:10:04,760 --> 00:10:14,740
+فيها الخلافة بني أمية. قارن اسمك وكفه عبد الحميد
+
+99
+00:10:14,740 --> 00:10:15,500
+الكاتب.
+
+100
+00:10:18,330 --> 00:10:26,510
+في الخانة الأولى، كما
+
+101
+00:10:26,510 --> 00:10:36,750
+رأينا. بدأ حياته مؤدّبًا أو معلمًا في منطقة العمل في
+
+102
+00:10:36,750 --> 00:10:40,390
+الديوان. وهنا لابد أن نعطي فكرة عن نشاط الدوام
+
+103
+00:10:40,390 --> 00:10:43,670
+حينما
+
+104
+00:10:43,670 --> 00:10:49,070
+بدأت تتسع رقعة الدولة الإسلامية، رأينا عمر بن الخطاب
+
+105
+00:10:49,070 --> 00:10:54,150
+رضي الله عنه يخطط الدواوين التي تنظم أمور
+
+106
+00:10:54,150 --> 00:10:59,250
+الدولة: ديوان للجند، وديوان للخراج، وديوان للعطاء
+
+107
+00:10:59,250 --> 00:11:08,230
+وهكذا. وعلى رأس كل ديوان كاتب من أمهر الكتبة، وعلى
+
+108
+00:11:08,230 --> 00:11:15,140
+رأس الدواوين جميعًا أمين سر الديوان، أو كاتب ديوان
+
+109
+00:11:15,140 --> 00:11:19,840
+الإنشاء. يسمى بالتسميتين. وكتاب ديوان الإنشاء في
+
+110
+00:11:19,840 --> 00:11:26,920
+رأي يوازي اليوم رئيس الوزراء. واختيار
+
+111
+00:11:26,920 --> 00:11:36,100
+هذا الرئيس كان يتم عن جدارة وفحص. وهنا لابد نذكر
+
+112
+00:11:36,100 --> 00:11:41,630
+مثالًا بسيطًا حينما اختير صلاح الدين الأيوبي لتولي
+
+113
+00:11:41,630 --> 00:11:50,610
+ديوان الإنشاء، وتقدّم إلى مصر حيث المركز. اعتذر لأنه
+
+114
+00:11:50,610 --> 00:11:57,710
+لا يملك الرواحل التي تحمل نتاجه العلمي، مؤلفاته،
+
+115
+00:11:57,710 --> 00:12:05,770
+فأرسل له عشرًا من البغال، فاعتذر لأنها لا تحمل كتبه،
+
+116
+00:12:05,770 --> 00:12:14,910
+فأرسل له مئةً من الإبل، من باب المبالغة. وحينما وصل إلى مشارف
+
+117
+00:12:14,910 --> 00:12:20,990
+القاهرة، كأن السلطان أراد أن يقول له: لقد أرسلت لك
+
+118
+00:12:20,990 --> 00:12:28,370
+ما يكفي ويزيد. فقال: إنّي تركت مثلها في صفد. هذا الذي
+
+119
+00:12:28,370 --> 00:12:33,270
+يستحق أن يتولى ديوان الإنشاء بعلمه ومؤلفاته. عبد
+
+120
+00:12:33,270 --> 00:12:40,270
+الحميد الكاتب بخبرته ومشتهر عنه. عمل في هذا الديوان
+
+121
+00:12:40,270 --> 00:12:45,550
+في عصر بني أمية، حينما اتسعت الدولة الإسلامية أكثر
+
+122
+00:12:45,550 --> 00:12:49,690
+مما كانت عليه في عصر الخليفة عمر بن الخطاب رضي
+
+123
+00:12:49,690 --> 00:12:53,710
+الله عنه، وكان
+
+124
+00:12:53,710 --> 00:13:00,290
+به قد لاحظ انصراف الناشئة عن تعلم الكتابة، وما
+
+125
+00:13:00,290 --> 00:13:07,020
+تحتاجه من أدوات. ولاحظ انشغال بعض النصارى
+
+126
+00:13:07,020 --> 00:13:17,840
+بهذا الفن، وغيرة منه، أراد أن يعدّ أولًا، يغري، ثم يوجه،
+
+127
+00:13:17,840 --> 00:13:22,880
+ثم يعدّ الناشئة من أبناء المسلمين لهذه المهنة
+
+128
+00:13:22,880 --> 00:13:29,920
+الشريفة الرفيعة. لذلك سنجد هذه الرسالة هي خبرة عمله.
+
+129
+00:13:29,920 --> 00:13:40,270
+لقد بدأ معمروان بن محمد قبل أن يكون خليفة، ورافقه
+
+130
+00:13:40,270 --> 00:13:45,550
+في خلافته حتى قتل معه، كما جاء في بطون كتب التاريخ.
+
+131
+00:13:45,550 --> 00:13:53,330
+قتل معه، نعم. خطورة مكانة رئيس الديوان هي كخطورة
+
+132
+00:13:53,330 --> 00:13:58,830
+مكانة رئيس الوزراء اليوم. بل أرى أن رئيس الديوان
+
+133
+00:13:58,830 --> 00:14:06,530
+أكثر أهمية في بعض الأمور، لأنه هو الذي يدير علاقات
+
+134
+00:14:06,530 --> 00:14:12,450
+الخلافة مع الأمم المجاورة. فإن حسنت كتابته، ترتّب
+
+135
+00:14:12,450 --> 00:14:19,230
+عليها استقرار. وكثير من الخلفاء قتلوا بسبب كتابهم.
+
+136
+00:14:19,230 --> 00:14:26,390
+ولابد هنا أن نذكر حينما طلب معاوية من الأمصار أن
+
+137
+00:14:26,390 --> 00:14:31,530
+تبايع ولده يزيد، جعل الكاتب يكتب، مثلًا، لزياد بن
+
+138
+00:14:31,530 --> 00:14:38,360
+معاوية. كتب رسالة استفزّ فيها زيادًا، لأن الكاتب كان
+
+139
+00:14:38,360 --> 00:14:44,960
+متعجلاً، لا يتسم بالكياسة. وفي ختام تلك الرسالة، توعد
+
+140
+00:14:44,960 --> 00:14:54,040
+زيادًا، وطعن في نسبه. كان الرد من زياد بن أبيه قاسيًا
+
+141
+00:14:54,040 --> 00:15:01,940
+متعديًا، يرفض المبايعة. فحينما وصل الرد وطّلع عليه معاوية،
+
+142
+00:15:01,940 --> 00:15:08,190
+قال لكاتبه: ماذا كتبت له حتى جاءك هذا الرد؟ وحينما
+
+143
+00:15:08,190 --> 00:15:13,250
+علم بالأمر، كتب معاوية بنفسه لزياد، وكان يجيده
+
+144
+00:15:13,250 --> 00:15:19,930
+الكتابة، وكان كيسًا فطنًا رضي الله عنه، استدرى محبته.
+
+145
+00:15:19,930 --> 00:15:28,770
+كتب له: يا ابن أبيه، بعد أن كان الكاتب قد لوّحه بأنه
+
+146
+00:15:28,770 --> 00:15:29,590
+مجهول النسب.
+
+147
+00:15:32,240 --> 00:15:38,780
+وبالتالي، وقد فتنَ بكتابته اللبقة، في حين ابن الأثير،
+
+148
+00:15:38,780 --> 00:15:44,500
+بعد ذلك رأيناه يطيح برأس الخليفة، ويذهب رأسه
+
+149
+00:15:44,500 --> 00:15:52,400
+لعجرفته فيما كتب. فالكاتب يُحيل عليه كثيرًا، ولذلك
+
+150
+00:15:52,400 --> 00:15:59,350
+يتم اختياره بعناية، نظرًا لخطورة مهمّة الكاتب. رأينا
+
+151
+00:15:59,350 --> 00:16:04,250
+مثل هذه الرسالة، وكتب أخرى، ورسائل أخرى، وإن كنا سنرى
+
+152
+00:16:04,250 --> 00:16:09,450
+بعد ذلك تشعّبًا في الكتابة، كلما اتسعت رقعة الدولة،
+
+153
+00:16:09,450 --> 00:16:14,590
+كلما اتسعت الدواوين. سنجد بعد ذلك مثلًا، قدامة ابن جعفر
+
+154
+00:16:14,590 --> 00:16:20,850
+يؤلف كتابًا بعنوان: الخراج وصناعة الكتابة. وهو كتاب
+
+155
+00:16:20,850 --> 00:16:27,740
+يُعلّم ديوان الخراج، ويعلم الحساب، ومسائل الحساب، إضافة
+
+156
+00:16:27,740 --> 00:16:34,740
+إلى تعليم طرق الكتابة. ذلك تخصص، التخصص الآن. لنرى
+
+157
+00:16:34,740 --> 00:16:38,620
+القضايا التي عرّج عليها عبد الحميد الكاتب، أو
+
+158
+00:16:38,620 --> 00:16:43,120
+الوصايا والإرشادات التي أرادها عبد الحميد الكاتب.
+
+159
+00:16:43,120 --> 00:16:48,300
+طبعًا لا أريد أن أقول إن الرسالة احتفظ بها السابقون
+
+160
+00:16:48,300 --> 00:16:54,710
+واللاحقون، احتفوا بها لأهميتها. فالجهشياري، سمعت عن
+
+161
+00:16:54,710 --> 00:17:01,690
+الجهشياري، صاحب كتاب الوزراء والكتاب. وهو كتاب يتصل
+
+162
+00:17:01,690 --> 00:17:08,530
+بمصادر نقد نثر أيضًا. الوزراء هم رؤساء الدواوين. لا
+
+163
+00:17:08,530 --> 00:17:14,150
+يجيز لنفسه أن يسقط سطرًا من هذه الرسالة، يرى أنها
+
+164
+00:17:14,150 --> 00:17:20,440
+مهمّة جدًا، فيوردها كاملة في كتابه. صاحب كتاب الصناعتين،
+
+165
+00:17:20,440 --> 00:17:25,660
+يوردها كاملة، ولكن يختلط فيها حديث عبد الحميد
+
+166
+00:17:25,660 --> 00:17:35,020
+الكاتب بتعليقات صاحب الصناعتين. العمدة يورد فقرات
+
+167
+00:17:35,020 --> 00:17:42,600
+منها. ثم بعد ذلك، نرى أن شوقي ضيف في العصر الحاضر
+
+168
+00:17:44,360 --> 00:17:51,320
+يعدّ هذه الرسالة دستورًا واسعًا للكتاب. هذه هي
+
+169
+00:17:51,320 --> 00:17:58,720
+مكانة الرسالة التي اعترف بها القدماء والمحدثون.
+
+223
+00:24:00,450 --> 00:24:05,750
+والمؤهلات التي ينبغي أن يتسلح بها ينبغي أن يكون
+
+224
+00:24:05,750 --> 00:24:13,230
+أولًا محيطًا بصنوف الثقافة ثم يبدأ في التخصيص وهنا
+
+225
+00:24:13,230 --> 00:24:19,690
+يبرز السؤال: أيهما أحوج إلى سعة الثقافة الشاعر أم
+
+226
+00:24:19,690 --> 00:24:21,210
+الخطيب أم الكاتب؟
+
+227
+00:24:26,790 --> 00:24:32,710
+الشاعر يحتاج إلى ثقافة تُدَبِّت لسانه وتُجود فنه وهو
+
+228
+00:24:32,710 --> 00:24:41,710
+يطرب، وبإطرابه يتم التأثير في المتلقي. الخطيب يحتاج
+
+229
+00:24:41,710 --> 00:24:46,730
+إلى ثقافة أعلى قليلًا؛ ما يقوم لسانه، نعم، ثم بعد ذلك
+
+230
+00:24:46,730 --> 00:24:51,450
+يحتاج إلى ما يقنع به الآخرين من حجج وأدلة منطقية
+
+231
+00:24:51,450 --> 00:24:59,940
+وعقلانية وغيرها من الحجج التي تُقنع. الاثنان، شاعر
+
+232
+00:24:59,940 --> 00:25:06,000
+وخطيب، إذا ما أطرب المتلقي، هذا قبول لديه. أما
+
+233
+00:25:06,000 --> 00:25:11,460
+الكاتب، فحينما نستقبل كتابه، فلدينا متسع من الوقت
+
+234
+00:25:11,460 --> 00:25:18,400
+لنحلل هذا الكتاب وننظر فيه، ولذلك لا يستساغ لفظ
+
+235
+00:25:18,400 --> 00:25:25,300
+غريب من الخطيب. لماذا؟ لأنني إن بدأت أتدبر معنى هذا
+
+236
+00:25:25,300 --> 00:25:31,600
+اللفظ، سأنشغل عن متابعة الخطبة. لكن الكاتب، حتى وإن
+
+237
+00:25:31,600 --> 00:25:36,340
+كان لديه غريب من الألفاظ، ف لدي متسع من الوقت
+
+238
+00:25:36,340 --> 00:25:43,100
+للتفكير فيه أيضًا. الكاتب يكتب في جميع الاتجاهات، قد
+
+239
+00:25:43,100 --> 00:25:49,060
+يقول قائل: الخطبة المكتوبة هي كرسالة تمامًا. نعم،
+
+240
+00:25:49,060 --> 00:25:53,740
+الخطبة المكتوبة كرسالة تمامًا، ولكن إلقاءها يحتاج
+
+241
+00:25:53,740 --> 00:25:59,800
+إلى المؤثرات الصوتية ووسائل الإقناع. إذن،
+
+242
+00:25:59,800 --> 00:26:07,480
+يبدأ هنا بقوله: عموم المعرفة يُفَضَّل. أتحدث عن الثقافة
+
+243
+00:26:08,040 --> 00:26:13,680
+ثم يستغرق باقي رسالته... ثم يستغرق باقي رسالته ب
+
+244
+00:26:13,680 --> 00:26:18,780
+... برسالة دعاء مجتمع الكتاب حيث يحفظهم على كريم...
+
+245
+00:26:18,780 --> 00:26:24,280
+... لاقفزتي عن المؤهلات، أرين اسمك واجلسِ، يعني هي
+
+246
+00:26:24,280 --> 00:26:30,060
+المشاركة لكي أتأكد من التحضير مسبقًا. ثقافة الكاتب
+
+247
+00:26:30,060 --> 00:26:33,620
+ومؤهلاته، قلنا
+
+248
+00:26:42,230 --> 00:26:50,210
+يبدأ بتنوع الثقافة ثم يخصص بأن يقول: ابدأوا بعلم
+
+249
+00:26:50,210 --> 00:26:57,670
+كتاب الله عز وجل والفرائض، ثم العربية؛ فإنها ثقة
+
+250
+00:26:57,670 --> 00:27:08,640
+ألسنتكم وثقافة ألسنتكم. أجيدوا الخطبة. بعد علوم القرآن
+
+251
+00:27:08,640 --> 00:27:13,420
+وما يتصل بها، والعربية وما يتصل بها، وأهمية هذه في
+
+252
+00:27:13,420 --> 00:27:18,400
+الكتابة وإتقانها. لابد من إتقان الكتابة وتجويد الخط.
+
+253
+00:27:19,670 --> 00:27:25,510
+أجيدوا الخط، إنه حلية كتبكم. اقرأوا الأشعار، وعرفوا
+
+254
+00:27:25,510 --> 00:27:31,030
+غريبها ومعانيها، وأيام العرب والعجم وحديثها وسياراتها
+
+255
+00:27:31,030 --> 00:27:36,950
+فإن ذلك معين لكم على ما تُسَمَّون إليه بهِمامِكم، إلى ما
+
+256
+00:27:36,950 --> 00:27:43,180
+يُسَمَّى. الكاتب يُسَمَّى إلى إتقان صناعة الكتابة، ما يُعينه
+
+257
+00:27:43,180 --> 00:27:48,200
+على إتقان صناعة الكتابة والتدرج في ديوان الكتاب
+
+258
+00:27:48,200 --> 00:27:53,500
+أو في ديوان الإنشاء. هي مؤهلاته وإتقانه لصناعته، و
+
+259
+00:27:53,500 --> 00:27:56,440
+تملكه أدوات تلك الصناعة.
+
+260
+00:27:59,420 --> 00:28:05,980
+حتى يصل إلى تخصص التخصص. حينما يقول: ولا يضعف أنكم
+
+261
+00:28:05,980 --> 00:28:12,400
+نظركم في الحساب. لماذا الحساب؟ فإنه قوام كتاب
+
+262
+00:28:12,400 --> 00:28:17,680
+الخراج. منكم الذي يريد أن يعمل في ديوان الخراج، لابد
+
+263
+00:28:17,680 --> 00:28:25,460
+أن يجيد علم الحساب. بعد
+
+264
+00:28:25,460 --> 00:28:31,250
+أن يتحدث عن الثقافة، يحدثنا عن الأخلاق. طبعًا الأخلاق
+
+265
+00:28:31,250 --> 00:28:37,390
+مهمة جدًا. لماذا؟ لأن الكاتب هو جليس الملك، جليس
+
+266
+00:28:37,390 --> 00:28:44,670
+السلطان، هو مع علية القوم، وهو ينبغي أن يكون المثل
+
+267
+00:28:44,670 --> 00:28:51,390
+الأعلى للباقين. لذلك يقول: وارغبوا بأنفسكم عن
+
+268
+00:28:51,390 --> 00:28:59,910
+المطامع، سنيها ودنيها. المطامع في الأمور الكبيرة أو
+
+269
+00:28:59,910 --> 00:29:08,070
+الصغيرة، أي ابتعدوا عن الرشوة ومساوئ
+
+270
+00:29:08,070 --> 00:29:17,610
+الأمور ومحاقرها؛ فإنها مذلّة للرقاب. نعم، الذي تتقاضاه
+
+271
+00:29:17,610 --> 00:29:21,550
+منه تصبح بعد ذلك خاضعًا له.
+
+272
+00:29:26,820 --> 00:29:33,410
+مفسدة للكاتب. ونزهوا صناعتكم، وارعوا بأنفسكم عن
+
+273
+00:29:33,410 --> 00:29:38,190
+السعاية والنميمة. أنت تجلس ملكًا، تجلس خليفة، لا تنقل
+
+274
+00:29:38,190 --> 00:29:42,470
+كلامًا، لا تسعى بينه وبين أحد من رجال الدولة بنميمة
+
+275
+00:29:42,470 --> 00:29:49,510
+أو فساد، وما فيه أهل الدناءة والجهالة. وإياكم والكبر
+
+276
+00:29:49,510 --> 00:29:56,150
+والعظمة؛ فإنها عداوة، مش تلكبة تُثير حفاظ الآخرين.
+
+277
+00:29:56,150 --> 00:30:02,880
+وكأنك تشتري بالكبر عداوتهم. إنها وصاية إنسان حكيم
+
+278
+00:30:02,880 --> 00:30:12,020
+حريص على إتقان الناشئ لهذه الصناعة. ثم بعد ذلك، من
+
+279
+00:30:12,020 --> 00:30:17,340
+وصاياه، كما نلاحظ أنه لا يعالج قضايا، بل يعطي إرشادات
+
+280
+00:30:17,340 --> 00:30:23,600
+ونصائح، وهذا يدخل في باب النقد التعليمي. من النصائح
+
+281
+00:30:23,600 --> 00:30:30,560
+التي أيضًا نراها، وصيته بالإخلاص لهذه الصناعة. يوصي
+
+282
+00:30:30,560 --> 00:30:37,080
+بقوله: ولا يُحْزِنْ الرجل منكم في هيئة مجلسه وملبسه
+
+283
+00:30:37,080 --> 00:30:43,800
+ومركبه ومطعمه ومشربه وبنائه وخدمه وغير ذلك من شؤون
+
+284
+00:30:43,800 --> 00:30:49,880
+أمره، قدر صناعته. فإنكم، مع ما فضلكم الله به من شرف،
+
+285
+00:30:49,880 --> 00:31:01,770
+خدم، خدم لمن؟ خدم لهذه الصناعة وخدم للسلطان،
+
+286
+00:31:01,770 --> 00:31:05,930
+تقومون على خدمة الرعية وعلى خدمة الدولة، وتسهرون
+
+287
+00:31:05,930 --> 00:31:12,550
+على شؤون المسلمين، لا تَهْتَمِلُون في خدمتكم بالتقصير.
+
+288
+00:31:13,980 --> 00:31:21,240
+هو الموظف في بعض الدول حتى اليوم يُسَمَّى خادمًا، وديوان
+
+289
+00:31:21,240 --> 00:31:26,160
+الخدمة، أي ديوان الموظفين، خاصة في دول المغرب. وهنا
+
+290
+00:31:26,160 --> 00:31:31,820
+حينما يقول: خدم، أي أنتم موظفون في بعض مرافق
+
+291
+00:31:31,820 --> 00:31:37,540
+الدولة، فإن قصرتم، يمكن الاستغناء عنكم، وإتيان
+
+292
+00:31:37,540 --> 00:31:44,620
+بمثلكم. ولذلك لا تَحْتَمِلُون في خدمتكم بالتقصير، لا
+
+293
+00:31:44,620 --> 00:31:52,100
+تَحْتَمِلُون أي استغناء عنكم، وخزان وحفظة. نعم، خزان وحفظة
+
+294
+00:31:52,100 --> 00:31:59,070
+لأنهم يطلعون على ما لا يطلع عليه عامة الناس. هم
+
+295
+00:31:59,070 --> 00:32:04,170
+يَطَّلِعُون على سياسة الدولة العليا، فإن أفشوا سرًّا قد
+
+296
+00:32:04,170 --> 00:32:10,270
+يَتَرَتَّبُ عليه سوءٌ لا يُحْتَمَلُ. منكم التضيع والتردي.
+
+297
+00:32:10,270 --> 00:32:16,610
+واضحة الوصايا؟
+
+298
+00:32:16,610 --> 00:32:21,550
+لا
+
+299
+00:32:21,550 --> 00:32:21,930
+أدري
+
+300
+00:32:28,760 --> 00:32:34,500
+ثم بعد ذلك، نلاحظ أن عبد الحميد الكاتب يختتم رسالته
+
+301
+00:32:34,500 --> 00:32:36,880
+ببعض الوصايا العامة
+
+302
+00:32:39,710 --> 00:32:46,210
+دون أن يستغرق في قضايا فنية تتصل بصناعة الكتابة.
+
+303
+00:32:46,210 --> 00:32:52,690
+يعني حتى لو وضع بعض اللمسات البسيطة، كأن يتحدث عن
+
+304
+00:32:52,690 --> 00:32:59,090
+الابتداءات، وكقوله: فليقصد الرجل منكم في مجلس
+
+305
+00:32:59,090 --> 00:33:06,330
+تدبيره، قصد الكافي في منطقته، وليُقْصِرْ في كلامه، وليُؤَجِّزْ
+
+306
+00:33:06,330 --> 00:33:13,050
+في ابتداءاته. نعم، حينما أكتب بلسان ملك، لا أسهب، بلسان
+
+307
+00:33:13,050 --> 00:33:17,610
+الحاكم، لا أسهب، بل أُعَبِّرُ عن انشغال الحاكم. الحاكم
+
+308
+00:33:17,610 --> 00:33:23,610
+الحاكم لا يبدأ رسالته بالتمني والتعظيم لغيره
+
+309
+00:33:23,610 --> 00:33:29,940
+والإطالة في الدعاء لغيره، بل هو الذي يُدْعَى له. الرسالة
+
+310
+00:33:29,940 --> 00:33:37,240
+تختلف حسب قدر المخاطَب بها، وقدر المخاطَب أيضًا. إذا
+
+311
+00:33:37,240 --> 00:33:43,840
+كان المخاطَب يُخاطَبُ ندًّا، عليه أن يحترم هذه الندية.
+
+312
+00:33:43,840 --> 00:33:49,860
+وإذا كان يكتب للرعية، فلا يطيل في ذلك. وإذا كان
+
+313
+00:33:49,860 --> 00:33:57,950
+يُخاطِبُ نُدًّا، فليُخاطِبْ بعبارات التبجيل. ولذلك هنا يحدثنا عن
+
+314
+00:33:57,950 --> 00:34:03,650
+الابتداءات، وضرورة التقصير في هذه الابتداءات، لأن
+
+315
+00:34:03,650 --> 00:34:09,810
+السلطان منشغل عن الدعاء وعن الإطالة في شرح الأمور.
+
+316
+00:34:09,810 --> 00:34:15,270
+ولذلك، كما يقول: ومدفع للتشاغل عن إكثاره، وإن لم يكن
+
+317
+00:34:15,270 --> 00:34:20,330
+الإكثار عاديًّا، ثم وضع موضعه من ابتداء كتاب أو جواب
+
+318
+00:34:20,330 --> 00:34:22,410
+عند الحاجة، فلا بأس.
+
+319
+00:34:25,520 --> 00:34:31,920
+هذه هي رسالة عبد الحميد الكاتب للكتاب، وهي كما نرى
+
+320
+00:34:31,920 --> 00:34:38,220
+يعني تشتمل على العديد من الوصايا والتنبيهات التي
+
+321
+00:34:38,220 --> 00:34:43,660
+تتصل بالحث على صناعة الكتابة، وما ينبغي أن يكون
+
+322
+00:34:43,660 --> 00:34:50,750
+عليه الكاتب. ولا تنشغل كثيرًا بجوهر الرسالة، وبناء
+
+323
+00:34:50,750 --> 00:34:56,370
+الرسالة، وما ينبغي أن تكون عليه الرسالة. وكما قلت، هو
+
+324
+00:34:56,370 --> 00:35:03,750
+في هذه، محفوظ بالغيرة على الناشئة، ومحفوظ بضرورة
+
+325
+00:35:03,750 --> 00:35:10,350
+إعداد جيلٍ، أو جيلٍ، أو فئة، لتولي صناعة الكتابة في
+
+326
+00:35:10,350 --> 00:35:15,940
+دواوين الدولة المختلفة. فإذا ما أقنعهم بأهمية هذه
+
+327
+00:35:15,940 --> 00:35:22,180
+الصناعة وشرفها، ووجَّهَهم إلى ما ينبغي أن يتسلحوا به
+
+328
+00:35:22,180 --> 00:35:27,820
+من ألوان الثقافة، اكتفى بذلك، عرج على بعض اللمسات
+
+329
+00:35:27,820 --> 00:35:34,270
+الفنية الصغيرة، ليُقْنِعَهم بها. ولذلك، حينما نقول: الرسالة
+
+330
+00:35:34,270 --> 00:35:38,010
+في ميزان النقد، ما لها وما عليها، لا نستطيع أن
+
+331
+00:35:38,010 --> 00:35:43,050
+نُحاسِبَها على لمسات فنية، يكفي أنها تمثل البداية،
+
+332
+00:35:43,050 --> 00:35:47,810
+بداية الاهتمام بصناعة الكتابة. فعبد الحميد الكاتب،
+
+333
+00:35:47,810 --> 00:35:54,410
+بخبرته في الكتابة، أراد أن يحفظ الناشئة، ويعطيهم
+
+334
+00:35:54,410 --> 00:36:03,080
+خلاصة هذه الخبرة. وقد يكون فاته التطرق لبناء الرسالة
+
+335
+00:36:03,080 --> 00:36:10,160
+وجوهر الرسالة، انشغل بصناعة الكتابة، ولم ينشغل كثيرًا
+
+336
+00:36:10,160 --> 00:36:14,260
+بالرسالة ذاتها. يعني،
+
+337
+00:36:15,910 --> 00:36:19,890
+أوصانا في ثنايا كتابته، كما قلت، بالاقتصاد في
+
+338
+00:36:19,890 --> 00:36:25,470
+البداية، بعدم الإطالة، بمراعاة مقام المخاطَب، بالتسلح
+
+339
+00:36:25,470 --> 00:36:31,990
+بألوان الثقافة، إلى غير ذلك من الوصايا القيّمة. هذا
+
+340
+00:36:31,990 --> 00:36:39,970
+كل شيء عن الرسالة. وكما قلت، عبد الحميد صاحب خبرة
+
+341
+00:36:39,970 --> 00:36:44,490
+أشيدة بها، حتى جعلوه بداية الكتابة، قالوا: بدأت
+
+342
+00:36:44,490 --> 00:36:49,830
+الكتابة بعبد الحميد، وختمت بابن الحميد. طبعًا، ختمت
+
+343
+00:36:49,830 --> 00:36:55,480
+بابن الحميد، أنا لا أوافقها، بالرغم من إجماع الأمة
+
+344
+00:36:55,480 --> 00:37:00,680
+عليها. الرسالة، الكتابة، لم تَختِمْ، ولم تَختِمْ حتى يرث
+
+345
+00:37:00,680 --> 00:37:05,840
+الله الأرض وما عليها. لا نقول: قد انتهى الإبداع عند
+
+346
+00:37:05,840 --> 00:37:10,920
+فلان. ولكن هي شكل من أشكال المبالغة في امتداح ابن
+
+347
+00:37:10,920 --> 00:37:17,700
+العميد. والذين ألحقوا بهِم بالعصر المملوكي، وقالوا إن
+
+348
+00:37:17,700 --> 00:37:21,840
+الكتابة بعد ابن العميد أثقلت بقيود الصنعة، وأثقلت
+
+349
+00:37:21,840 --> 00:37:28,680
+بكذا. وجبنا الكثير من الأدلة على ضحض هذا الادعاء في
+
+350
+00:37:28,680 --> 00:37:32,180
+ما وجَّهْنا إليهم من رسائل، وما قمنا به من بحوث
+
+351
+00:37:32,180 --> 00:37:36,660
+ومؤلفات. وبالتالي، بدأت بعبد الحميد، نعم، لكن ختمت
+
+352
+00:37:36,660 --> 00:37:42,180
+بابن العميد، لا، إلا إذا كانت إشادة بابن العميد فقط،
+
+353
+00:37:42,180 --> 00:37:47,020
+ولا نقصد الختام الحقيقي؛ لأنها لم تَختِمْ بعد، ولم تَختِمْ
+
+354
+00:37:47,020 --> 00:37:50,720
+هذا.
+
+355
+00:37:50,720 --> 00:37:57,060
+عن رسالة عبد الحميد الكاتب، وهي أول الآثار التي
+
+356
+00:37:57,060 --> 00:38:03,260
+وصلتنا في توجيه الكتاب، والتي تمثل بداية التأليف في
+
+357
+00:38:03,260 --> 00:38:08,480
+نقد الناثر. وهي كما قلنا، ليست مؤلفة، وليست كتابًا
+
+358
+00:38:08,480 --> 00:38:14,440
+كبيرًا، بل عبارة عن بعض الوصايا التي أراد أن ينتفع
+
+359
+00:38:14,440 --> 00:38:19,060
+بها الناشئة. هل هناك أي استفسار عن وصايا عبد الحميد
+
+360
+00:38:19,060 --> 00:38:28,200
+الكاتب؟ طيب، كنت قد قلت أنني سأنتقل بعد ذلك لبشر بن
+
+361
+00:38:28,200 --> 00:38:28,920
+المعتمر.
+
+362
+00:38:34,050 --> 00:38:41,450
+وهو صاحب الصحيفة المشهورة. ورسالته أنضج من رسالة
+
+363
+00:38:41,450 --> 00:38:45,550
+عبد الحميد. فإذا كانت رسالة عبد الحميد تشتمل على
+
+364
+00:38:45,550 --> 00:38:53,890
+نصائح ووصايا، فإن رسالة بشر أشمل من ذلك بكثير. هل
+
+365
+00:38:53,890 --> 00:38:55,750
+هناك منحدرات؟
+
+366
+00:39:09,230 --> 00:39:13,070
+طبعًا، تُعْتَبَرُ صحيفة بشر من أهم الصحف،
+
+367
+00:39:13,070 --> 00:39:18,130
+التي تناولت تعليم الكتاب وأساليبها قديمًا، وأخذ
+
+368
+00:39:18,130 --> 00:39:23,230
+عنها كثير من النقاد والدُّوَابِّ، حتى أنهُ أُلْجِحُ أورده في
+
+369
+00:39:23,230 --> 00:39:28,530
+كتابه البيانات، تُبيِّنُ منها بعض الفقرات، وأيضًا في
+
+370
+00:39:28,530 --> 00:39:33,530
+الصِّناعتين، وأيضًا في كتاب العربية. الكثير أخذت، طبعًا،
+
+371
+00:39:33,530 --> 00:39:38,430
+صحيفة بشر من المُعْتَبَرِ... المُعْتَبَرِ، تقدير كثير من
+
+372
+00:39:38,430 --> 00:39:42,850
+السابقين واهتمامهم، حتى أصبحت من الرسائل التي كانوا
+
+373
+00:39:42,850 --> 00:39:47,290
+يرجعون إليها قديمًا، عندما يتحدثون عن الخطابة وفنونها.
+
+374
+00:39:47,290 --> 00:39:52,450
+وكذلك، شملت الصحيفة على بعض موضوعات النقد الأدبي،
+
+375
+00:39:52,450 --> 00:39:56,910
+بالإضافة لنصائح وإرشادات في... التي تتخصص، طبعًا، فن
+
+376
+00:39:56,910 --> 00:40:03,470
+الكتابة والخطابة، لتعليم الطلبة. من الأمور التي نوَّهَ
+
+377
+00:40:03,470 --> 00:40:09,690
+إليها بشر بن المعتمر في صحيفاته، هي ضرورة اغتنام
+
+378
+00:40:09,690 --> 00:40:16,190
+لحظة الإبداع. أولًا، نعرّف على بشر. خفّضت كثيرًا. من هو
+
+379
+00:40:16,190 --> 00:40:20,550
+بشر بن المعتمر؟ هو التعريف؟ ما فيه تعريف، لأ موجود
+
+380
+00:40:20,550 --> 00:40:21,130
+تعريف
+
+381
+00:40:24,870 --> 00:40:29,570
+يعني بشر بن المعتمر، أحد رؤوس المدارس المتكلمين،
+
+382
+00:40:29,570 --> 00:40:35,950
+وهو رأس مدرسة نسبت إليه تُسَمَّى البشرية، كما كانت هناك
+
+383
+00:40:35,950 --> 00:40:45,590
+مدرسة للجاحظ، هناك مدرسة لبشر بن المعتمر. والاثنان
+
+384
+00:40:45,590 --> 00:40:51,870
+كانا من المعتزلة، بل انتهى إليه رئاسة مدرسة المعتزلة
+
+385
+00:40:51,870 --> 00:40:
+
+445
+00:46:45,010 --> 00:46:53,750
+اللحظة ينبه لضرورة إتقان الصنعة، ومن إتقان هذه
+
+446
+00:46:53,750 --> 00:47:00,510
+الصنعة البعد عن غريب اللفظ الحشوِي الذي نراه يقول
+
+447
+00:47:00,510 --> 00:47:07,390
+وإياك والتواءات، التواءات تسلمك إلى التعقيد
+
+448
+00:47:09,580 --> 00:47:16,360
+والتعقيد هو الذي يستهلك معانيك، فكأن يبقى يوازن بين
+
+449
+00:47:16,360 --> 00:47:24,800
+لفظ ومعنى، ويشين ألفاظك. ومن أراد معنى كريما فليلتمس
+
+450
+00:47:24,800 --> 00:47:34,170
+له لفظا كريما. الكلام واضح؟ فإن حق المعنى الشريف
+
+451
+00:47:34,170 --> 00:47:39,010
+اللفظ الشريف، ومن حقهما أن تصونهما عما يفسدهما
+
+452
+00:47:39,010 --> 00:47:47,250
+ويهجنهما. ما الذي يريده من هذا؟ قلنا حتى في نقد
+
+453
+00:47:47,250 --> 00:47:53,070
+الشعر الجارية الحسنى ينبغي أن تعرض في  مأثر حسن
+
+454
+00:47:53,070 --> 00:48:02,000
+وقلنا إن الألفاظ أوعية المعاني هي التي تصب في تلك
+
+455
+00:48:02,000 --> 00:48:09,320
+الأوعية، فضروري أن تكون الأوعية مشاكلة لمحتواها. مش
+
+456
+00:48:09,320 --> 00:48:14,920
+هيك؟ أكمل. وقد جعل الـ goal معنا فيه ثلاث درجات
+
+457
+00:48:14,920 --> 00:48:18,380
+و جعل لكل درجة من المعالي ما يناسبها من الألفاظ، و
+
+458
+00:48:18,380 --> 00:48:21,220
+جعل لكل طبقة من الناس طبقة من الكلام، وعلى تلك
+
+459
+00:48:21,220 --> 00:48:24,840
+الدرجات أن يكون الـ goal ترشيقًا عذبًا، وفقمًا سهلاً، و
+
+460
+00:48:24,840 --> 00:48:29,120
+يكون معناه ظاهرا مكشوفا، وقريبا معروفا. فإن كانت عند
+
+461
+00:48:29,120 --> 00:48:32,900
+الخاصة قصدات، وإن كانت عند العامة أرادات، وفي حديثها
+
+462
+00:48:32,900 --> 00:48:36,200
+عن درجات اللفظ والمعنى، يلفت نظرهم إلى قضية.. إذا
+
+463
+00:48:36,200 --> 00:48:41,100
+بالنسبة للدرجات التي تناولها، كأنه صنف الناس في
+
+464
+00:48:41,100 --> 00:48:50,710
+ثلاث درجات: درجة أولى، ثم الثانية، ثم الأخيرة، على
+
+465
+00:48:50,710 --> 00:48:57,050
+قاعدة ضرورة المناسبة بين اللفظ والمعنى ومقام
+
+466
+00:48:57,050 --> 00:49:03,310
+المخاطب، على قاعدة سنراها عنده، وهي مراعاة مقتضاء
+
+467
+00:49:03,310 --> 00:49:07,870
+الحالة، المشاكلة بين ثلاثة أمور: اللفظ والمعنى
+
+468
+00:49:07,870 --> 00:49:15,070
+والمخاطب. والمخاطب في
+
+469
+00:49:15,070 --> 00:49:23,970
+الدرجة الأولى هم أصحاب المنازل الرفيعة. القضية
+
+470
+00:49:23,970 --> 00:49:28,210
+التي نراها أيضًا في ثاني معالجته لقضية اللفظ
+
+471
+00:49:28,210 --> 00:49:34,430
+والمعنى، وهي قضية الطبع والصنعة. وسنلاحظ أن الطبع
+
+472
+00:49:34,430 --> 00:49:40,240
+والصنعة مرتبطة بقضية أيضًا سابقة، وهي ضرورة مراعاة
+
+473
+00:49:40,240 --> 00:49:46,480
+لحظة الإبداع، لأن المصنوع هو يأتي على غير الطبع
+
+474
+00:49:46,480 --> 00:49:52,680
+والخاطر، والذي يأتي على قيد الخاطر هو المطبوع. تفضلي
+
+475
+00:49:52,680 --> 00:49:58,100
+ماذا قال في الطبع والصناعة؟ يؤكد على دور وجود
+
+476
+00:49:58,100 --> 00:50:01,620
+الطبع والاستعداد قبل الإقدام على صناعة الأدب، وعلى
+
+477
+00:50:01,620 --> 00:50:04,660
+الشخص أن يختبر نفسه. فما نجد فرقًا، صناع الذين باكمه في
+
+478
+00:50:04,660 --> 00:50:08,380
+الدرجة الأولى، لن نسمح له، طبعه من أول، وأحلى، وتعاصى
+
+479
+00:50:08,380 --> 00:50:12,180
+عليه القول بعد إجارة التفكرة. طيب، قولي اسمك و
+
+480
+00:50:12,180 --> 00:50:16,840
+أجلسيني.
+
+481
+00:50:16,840 --> 00:50:25,160
+سأكتفي بهذا القدر من هذه الرسالة، لكي أتأكد من حسن
+
+482
+00:50:25,160 --> 00:50:26,320
+الفهم.
+
+483
+00:50:28,500 --> 00:50:35,320
+سأبدأ بمراجعتها في مطلع المحاضرة القادمة، أرجو أن
+
+484
+00:50:35,320 --> 00:50:37,500
+نحضر لكي نتابع، ونفهم.
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/0inPgJnzCSY_raw.json b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/0inPgJnzCSY_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..dc5b3ceb233c7ef3984b98e4965662c8f32d842a
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/0inPgJnzCSY_raw.json
@@ -0,0 +1 @@
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تلك الأوعية فضروري أن تكون الأوعية مشاكلة لمحتوها مش هيك؟ اكمل", "tokens": [10721, 45367, 10632, 9673, 3615, 7649, 1829, 39896, 38392, 6055, 9381, 3555, 8978, 6055, 23275, 16247, 45367, 10632, 6156, 11242, 2288, 13063, 1829, 14739, 6055, 30544, 16247, 45367, 10632, 37893, 995, 28820, 3660, 32767, 33753, 2407, 11296, 37893, 39896, 4117, 22807, 1975, 24793, 1211], "avg_logprob": -0.17934027247958714, "compression_ratio": 1.5514018691588785, "no_speech_prob": 1.1920928955078125e-07, "words": [{"start": 2877.34, "end": 2878.04, "word": "أوعية", "probability": 0.6599934895833334}, {"start": 2878.04, "end": 2879.9, "word": " المعاني", "probability": 0.8623046875}, {"start": 2879.9, "end": 2880.56, "word": " هي", "probability": 0.513671875}, {"start": 2880.56, "end": 2880.88, "word": " التي", "probability": 0.5751953125}, {"start": 2880.88, "end": 2881.42, "word": " تصب", "probability": 0.8680013020833334}, {"start": 2881.42, "end": 2881.62, "word": " في", "probability": 0.86767578125}, 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new file mode 100644
index 0000000000000000000000000000000000000000..d2069c2c81c0d1e69048160415379e90f70e338a
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10874, 16254, 3215, 14111, 995, 8032, 1211, 5551, 11242, 5172, 2655, 10874, 2304, 6027, 14111, 995, 4032, 2407, 11242, 2407, 5016, 14111, 995, 5551, 2304, 14739, 11296, 5551, 3215, 9778, 1211, 47395, 8978, 4724, 16758, 31767, 1863, 3615, 9673, 14851, 4587, 25720, 9673, 3615, 1863, 7578, 4032, 46958, 5016, 49610, 20292, 3224], "avg_logprob": -0.12681686046511628, "compression_ratio": 1.9326923076923077, "no_speech_prob": 4.76837158203125e-07, "words": [{"start": 3126.89, "end": 3127.21, "word": "من", "probability": 0.75439453125}, {"start": 3127.21, "end": 3127.77, "word": " التعقيب", "probability": 0.784228515625}, {"start": 3127.77, "end": 3128.11, "word": " أيضًا", "probability": 0.78399658203125}, {"start": 3128.11, "end": 3128.59, "word": " وأما", "probability": 0.61309814453125}, {"start": 3128.59, "end": 3129.23, "word": " قوله", "probability": 0.9820963541666666}, {"start": 3129.23, "end": 3129.81, "word": " ولين", "probability": 0.6930338541666666}, {"start": 3129.81, "end": 3130.53, "word": " وأخادع", "probability": 0.793212890625}, {"start": 3130.53, "end": 3130.97, "word": " الدهر", "probability": 0.9114583333333334}, {"start": 3130.97, "end": 3131.43, "word": " الأبي", "probability": 0.970458984375}, {"start": 3131.43, "end": 3132.53, "word": " فأي", "probability": 0.7843424479166666}, {"start": 3132.53, "end": 3133.17, "word": " حجة", "probability": 0.9671223958333334}, {"start": 3133.17, "end": 3133.77, "word": " فأي", "probability": 0.7742513020833334}, {"start": 3133.77, "end": 3134.25, "word": " حاجة", "probability": 0.9978841145833334}, {"start": 3134.25, "end": 3134.49, "word": " إلى", "probability": 0.833984375}, {"start": 3134.49, "end": 3135.17, "word": " الأخادع", "probability": 0.96435546875}, {"start": 3135.17, "end": 3135.53, "word": " حتى", "probability": 0.88623046875}, {"start": 3135.53, "end": 3136.47, "word": " يستعيرها", "probability": 0.98349609375}, {"start": 3136.47, "end": 3137.47, "word": " للدهر", "probability": 0.9813232421875}, {"start": 3137.47, "end": 3138.23, "word": " هل", "probability": 0.87939453125}, {"start": 3138.23, "end": 3138.89, "word": " استعارة", "probability": 0.9781494140625}, {"start": 3138.89, "end": 3139.47, "word": " الأخادع", "probability": 0.9661865234375}, {"start": 3139.47, "end": 3140.01, "word": " للدهر", "probability": 0.986083984375}, {"start": 3140.01, "end": 3140.57, "word": " أعطتنا", "probability": 0.92607421875}, {"start": 3140.57, "end": 3140.93, "word": " معنا", "probability": 0.832763671875}, {"start": 3140.93, "end": 3141.55, "word": " جديدًا", "probability": 0.925}, {"start": 3141.55, "end": 3142.71, "word": " هل", "probability": 0.73583984375}, {"start": 3142.71, "end": 3143.33, "word": " أضفت", "probability": 0.92626953125}, {"start": 3143.33, "end": 3143.89, "word": " جمالًا", "probability": 0.88212890625}, {"start": 3143.89, "end": 3145.25, "word": " ووضوحًا", "probability": 0.9727260044642857}, {"start": 3145.25, "end": 3145.53, "word": " أم", "probability": 0.924072265625}, {"start": 3145.53, "end": 3145.99, "word": " أنها", "probability": 0.954833984375}, {"start": 3145.99, "end": 3146.69, "word": " أدخلته", "probability": 0.96767578125}, {"start": 3146.69, "end": 3146.91, "word": " في", "probability": 0.974609375}, {"start": 3146.91, "end": 3147.43, "word": " باب", "probability": 0.989501953125}, {"start": 3147.43, "end": 3148.57, "word": " الصنع", "probability": 0.82421875}, {"start": 3148.57, "end": 3149.41, "word": " المستقرة", "probability": 0.9049072265625}, {"start": 3149.41, "end": 3152.23, "word": " المعنى", "probability": 0.9705810546875}, {"start": 3152.23, "end": 3152.67, "word": " واضح", "probability": 0.9806315104166666}, {"start": 3152.67, "end": 3153.23, "word": " وجليه", "probability": 0.7161458333333334}], "temperature": 1.0}, {"id": 122, "seek": 316290, "start": 3154.48, "end": 3162.9, "text": "نكتفي بهذا القدر ونستكمل باب أخطاء بيتمام من جديد في اللقاء القادم ان شاء الله", "tokens": [1863, 4117, 2655, 41185, 39627, 15730, 25062, 3215, 2288, 4032, 1863, 14851, 24793, 1211, 4724, 16758, 5551, 9778, 9566, 16606, 4724, 36081, 15042, 2304, 9154, 10874, 16254, 3215, 8978, 13672, 4587, 16606, 25062, 18513, 2304, 16472, 13412, 16606, 21984], "avg_logprob": -0.19306640177965165, "compression_ratio": 1.42, "no_speech_prob": 1.1920928955078125e-07, "words": [{"start": 3154.48, "end": 3155.2, "word": "نكتفي", "probability": 0.629119873046875}, {"start": 3155.2, "end": 3155.86, "word": " بهذا", "probability": 0.72900390625}, {"start": 3155.86, "end": 3156.34, "word": " القدر", "probability": 0.99267578125}, {"start": 3156.34, "end": 3157.46, "word": " ونستكمل", "probability": 0.87900390625}, {"start": 3157.46, "end": 3158.18, "word": " باب", "probability": 0.969482421875}, {"start": 3158.18, "end": 3158.68, "word": " أخطاء", "probability": 0.865478515625}, {"start": 3158.68, "end": 3159.46, "word": " بيتمام", "probability": 0.591796875}, {"start": 3159.46, "end": 3159.64, "word": " من", 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\ No newline at end of file
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/1P4Pyk2EVNc_raw.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/1P4Pyk2EVNc_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..e9471b62e61caab90879e7af6b67be93490b733d
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/1P4Pyk2EVNc_raw.srt
@@ -0,0 +1,1924 @@
+1
+00:00:21,430 --> 00:00:26,750
+بسم الله الرحمن الرحيم وأصلي وأسلم وأبارك على أشرف
+
+2
+00:00:26,750 --> 00:00:30,950
+المرسلين سيدنا محمد وعلى آله وصحبه ومن سارة على
+
+3
+00:00:30,950 --> 00:00:40,610
+هده إله وبعد نستكمل الحديث عن كتاب الأعمد الموازن
+
+4
+00:00:40,610 --> 00:00:47,070
+بين الطائيين وكنا في اللقاء الماضي قد استعرضناما
+
+5
+00:00:47,070 --> 00:00:53,490
+أتى به من حجج أنصار كل شاعر من الشاعرين ومثلنا
+
+6
+00:00:53,490 --> 00:00:57,610
+الحالة النقدية في القرن الرابع الهجري من خلال تلك
+
+7
+00:00:57,610 --> 00:01:03,450
+الحجج التي احتجت بها أنصار الطائيين واليوم نصل إلى
+
+8
+00:01:03,450 --> 00:01:07,750
+القسم الثاني من الكتاب وهو القسم الخاص بالسرقات
+
+9
+00:01:07,750 --> 00:01:13,790
+الشعرية هذا القسم الذي تردد الحديث عنه أكثر من مرة
+
+10
+00:01:14,450 --> 00:01:27,630
+في كتاب الجرجانى اولا ثم اليوم مع كتاب الامدى نفسح
+
+11
+00:01:27,630 --> 00:01:31,710
+المجال كما هي العادة لمشاركات وليكن من التي جاءت
+
+12
+00:01:31,710 --> 00:01:38,830
+اولا انتي طيب من بقى تليها تفضلياليوم ان شاء الله
+
+13
+00:01:38,830 --> 00:01:42,630
+ستناول موضوع الصراقات الشعرية أو الصراقات الشعرية
+
+14
+00:01:42,630 --> 00:01:47,450
+هنا لقد تناولها الأمدي موضوع الصراقات الشعرية من
+
+15
+00:01:47,450 --> 00:01:53,070
+كافة الجوانب لكي يبين للقارئ الرأي الصائب في ذلك
+
+16
+00:01:53,500 --> 00:01:58,620
+الأمل و ذلك من خلال طول درايته و ممارسته لهذا
+
+17
+00:01:58,620 --> 00:02:04,940
+الموضوع فإذا لم يقتنع بموضوع مدعو بالفلسفة في هذه
+
+18
+00:02:04,940 --> 00:02:12,760
+الموضوع فيتجه إلى أو تتبع سرقة أبا تلمع أول رأي من
+
+19
+00:02:12,760 --> 00:02:19,080
+هوديه القراء أو النقل عند أبي دياء أو .. أبي دياء
+
+20
+00:02:19,080 --> 00:02:26,070
+بشر من .. بشر من تلمينو أيضا ابن أبي الطاهر .. ابن
+
+21
+00:02:26,070 --> 00:02:31,290
+أبي الطاهر فهون هدول هؤلاء الشخصيتين يقولان أنا
+
+22
+00:02:31,290 --> 00:02:35,790
+السرقة هو اشتراك كله من .. اشتراك في اللفظ و
+
+23
+00:02:35,790 --> 00:02:40,770
+المعنى بين شاعرين، اشتراكهم في اللفظ و المعنى لكن
+
+24
+00:02:40,770 --> 00:02:45,770
+رأي قامدي يقول بأن هذا خاطئ فانه .. هذا يدل على
+
+25
+00:02:45,770 --> 00:02:50,310
+اشتراكهم بين الناس و انما يكون الصحيح هو اشتراكهم
+
+26
+00:02:50,310 --> 00:02:54,930
+في البديع و ليس الاشتراك بين الناسو هناك أمثلة مثل
+
+27
+00:02:54,930 --> 00:03:02,690
+اذا رد على قوله بن ابي طاهر في هذه الأبيات ألم تمت
+
+28
+00:03:02,690 --> 00:03:07,030
+يا شقيقى الجودي من زمنه فقاللي لم يمت من لم يمت
+
+29
+00:03:07,030 --> 00:03:12,990
+كره هذا أخده من العتابي فإيش بيقول ردت صناعيه إليه
+
+30
+00:03:12,990 --> 00:03:17,410
+آيته فكأنه من نشرها منشوره من نشرها طيب قاريني
+
+31
+00:03:17,410 --> 00:03:25,200
+اسمك و تفضلي لتستمعي إلى توضيح العمربداية قبل
+
+32
+00:03:25,200 --> 00:03:32,020
+حديثه عن السرقات أرد أن يشخص الحالة كما شخص سالفه
+
+33
+00:03:32,020 --> 00:03:39,420
+الجرجاني فقال إن الناس
+
+34
+00:03:39,420 --> 00:03:46,180
+النقاد كانوا يحكمون بالسرقة إذا رأوا أي اشتراك في
+
+35
+00:03:46,180 --> 00:03:52,550
+لفظ أو معنىوبالضرورة لابد أن يشترك الإنسان مع
+
+36
+00:03:52,550 --> 00:03:56,870
+الإنسان وليس الشعر فقط في لفظ أو معنى لذلك يرى هذا
+
+37
+00:03:56,870 --> 00:04:03,090
+لا يعد صارقة ويبين رأيه في الصارقة فيقول إن
+
+38
+00:04:03,090 --> 00:04:09,830
+الصارقة تقع في البديع يقول إن الصارقة يكون في
+
+39
+00:04:09,830 --> 00:04:14,580
+البديع الذي ليس للناس فيهالشراك فما كان من هذا
+
+40
+00:04:14,580 --> 00:04:19,360
+الباب فهو الذي أخذهه البحتري من أبي تمام لا ما كثر
+
+41
+00:04:19,360 --> 00:04:24,520
+فيه أو ما كثر فيه أبو الضياء وحشى بيه كتابه إذن
+
+42
+00:04:24,520 --> 00:04:29,260
+لاحظ أنه كما لاحظ الصالف هو قد أوردنا أسماء كتب
+
+43
+00:04:29,260 --> 00:04:35,160
+جميعها تتحدث عن سرقة أو خطأ هنا عرض لآراء ناقدين
+
+44
+00:04:35,160 --> 00:04:40,200
+ورأى أن تلك الآراء فيها اتهام بالسرقة وليست من باب
+
+45
+00:04:40,200 --> 00:04:42,040
+السرقة أطلاقا
+
+46
+00:04:46,470 --> 00:04:51,710
+وهيأتي بشواهد من ذلك فيقول ادعى ابن أبي طاهر أن
+
+47
+00:04:51,710 --> 00:04:57,770
+قول أبي تمام ألم تموت يا شقيق الجودي من زمن فقال
+
+48
+00:04:57,770 --> 00:05:04,270
+لي لم يموت من لم يموت كرمه قال إنه مأخوذ من ردة
+
+49
+00:05:04,270 --> 00:05:10,650
+صناعه إليه حياته فكأنه من نشرها منشوره يرى الأهم
+
+50
+00:05:10,650 --> 00:05:19,550
+ديأن هذا من المعاني التي يعرفها الناس ونحن نعرفها
+
+51
+00:05:19,550 --> 00:05:25,390
+أيضا نحن نرى أن الإنسان إذا مات وخل فطيب الذكر
+
+52
+00:05:25,390 --> 00:05:32,070
+فكأنه لم يموتبل بقى ذكره الحسن خلفه يحيي هذا
+
+53
+00:05:32,070 --> 00:05:36,090
+الإنسان في عقول الناس وفي أذهانهم وقلوبهم يعلق
+
+54
+00:05:36,090 --> 00:05:41,650
+القامد قائلا ومثل هذا لا يقال فيه مسروق لأنه قد
+
+55
+00:05:41,650 --> 00:05:45,130
+جرى في عادات الناس إذا مات الرجل من أهل الخير
+
+56
+00:05:45,130 --> 00:05:52,430
+والفضل وأثنى عليه بالجميل أن يقول ما مات من خلف
+
+57
+00:05:52,430 --> 00:05:59,590
+مثل هذا الثناءولا من ذُكِر بمثل هذا الذكر وذلك
+
+58
+00:05:59,590 --> 00:06:07,810
+شائع في كل أمة وفي كل لسة مش هيك حتى في سنتنا
+
+59
+00:06:07,810 --> 00:06:14,550
+السمحاء النبي صلى الله عليه وسلم يقول ينقطع عمل
+
+60
+00:06:14,550 --> 00:06:21,290
+ابن آدم إذا مات إلا من ثلاث الولد الصالح وعلم
+
+61
+00:06:21,290 --> 00:06:23,650
+ينتفع به و
+
+62
+00:06:26,030 --> 00:06:31,010
+إذا الأمر واضح هذا من الأصول والمعاني التي نعرفها
+
+63
+00:06:31,010 --> 00:06:36,570
+ولا تقع فيها سابقا حينما قال ابو تمام ألم تموت يا
+
+64
+00:06:36,570 --> 00:06:43,590
+شقيق الجود من زمن فجعل الجود يرد عليه ويقول لم يمت
+
+65
+00:06:43,590 --> 00:06:49,110
+من لم يمت كرمه لم يمت كرمه أي سيا تبقى ذكرى كرمه
+
+66
+00:06:49,110 --> 00:06:53,330
+أو صدقة جارية انتفع بيها تبقيه حيا
+
+67
+00:06:56,410 --> 00:07:05,010
+الشاهد الآخر هو الاشتراك من الشواهد التي تنفي
+
+68
+00:07:05,010 --> 00:07:08,390
+السارقة اشتراك الشاعر
+
+69
+00:07:17,920 --> 00:07:22,380
+والتي يعد اشتراكا بين شاعرين في معنى واحد في بعض
+
+70
+00:07:22,380 --> 00:07:25,860
+المعاني البداية من باب الصريقة ولكن القامد رفض هذا
+
+71
+00:07:25,860 --> 00:07:29,640
+الرأي اللي يعتبر ان المعاني البداية معروفة لكل
+
+72
+00:07:29,640 --> 00:07:34,820
+عقلا وخاطر ولا يختلف عليها اثنان وأورد هؤلاء بيت
+
+73
+00:07:34,820 --> 00:07:39,480
+لأبي تمام ادعوا فيها صريقته للمعاني ومنها قول أبي
+
+74
+00:07:39,480 --> 00:07:42,420
+تمام فلو كانت الأرزاق تجري على الحجة
+
+75
+00:07:45,230 --> 00:07:50,210
+على الحجة هلكنا إذا من جهلهن البهائم وأنه مصروق من
+
+76
+00:07:50,210 --> 00:07:54,870
+قول أبو العتاهية إنما الناس كالبهائم في الرزق سواء
+
+77
+00:07:54,870 --> 00:07:58,830
+جهولهم و الحليم يعلق القامد على هذا القول أن بين
+
+78
+00:07:58,830 --> 00:08:03,050
+المعني لخلق ما أراده أبو العتاهية هو أن الأرزق
+
+79
+00:08:03,050 --> 00:08:07,070
+تأتي لكل نفس سواء كانت جهولة أو حليمة كما يأتي
+
+80
+00:08:07,070 --> 00:08:11,480
+البهائمبينما أراد أبي تمام .. أراد أبو تمام أن
+
+81
+00:08:11,480 --> 00:08:15,840
+الرزق .. أن لو كان الرزق يجري على قدر العقل لهلكك
+
+82
+00:08:15,840 --> 00:08:20,920
+البهائب بسبب جهلها وهنا زيادة حسنة في المعنى جيد
+
+83
+00:08:20,920 --> 00:08:27,600
+يعني ما نريده هنا أن
+
+84
+00:08:27,600 --> 00:08:34,280
+التفاضل قد يقع بين
+
+85
+00:08:34,280 --> 00:08:41,870
+شاعرين في معنىمشترك لنحكم
+
+86
+00:08:41,870 --> 00:08:47,770
+بالسرقة ولكن قد نحكم بأن فلان أحكم المعنى أفضل من
+
+87
+00:08:47,770 --> 00:08:52,530
+إحكام فلان لهذا المعنى وكما رأينا في الشاهد قول
+
+88
+00:08:52,530 --> 00:08:56,870
+الشاعر إنما الناس و كلب هائم في الرزق قول مستفز
+
+89
+00:08:57,550 --> 00:09:02,670
+يذكرنا بموقف الشاعر ابن قيس الرقيات مع عبد الملك
+
+90
+00:09:02,670 --> 00:09:07,090
+ابن المروان حينما قال له الشاعر اتصحوا ان فؤادك
+
+91
+00:09:07,090 --> 00:09:11,210
+غير صاحن وعقب
+
+92
+00:09:11,210 --> 00:09:15,410
+النقد وانذاك على هذه المقولة بأن مثل هذا القول لا
+
+93
+00:09:15,410 --> 00:09:24,770
+يوجه لخليفة ان يخاطب بأنه غافل او صاحن هنا
+
+94
+00:09:24,770 --> 00:09:36,430
+ايضاأضافة ابو تمام على المعنى حسنا حينما قال لو
+
+95
+00:09:36,430 --> 00:09:42,370
+كانت الأرزاق تجري على الحجة هلكنا من جهلهن البهائم
+
+96
+00:09:42,370 --> 00:09:51,810
+معنى أجود وإضافة في المعنىهكذا نكون قد وصلنا إلى
+
+97
+00:09:51,810 --> 00:09:59,750
+ما قررناه آنفا مع الجرجاني حينما قلنا إن هناك بدهي
+
+98
+00:09:59,750 --> 00:10:06,890
+ومشترك لا تقع فيه سرقة الأخسان ثلاثة قسم لا تقع
+
+99
+00:10:06,890 --> 00:10:13,270
+فيه سرقة وقد لاحظنا الاتفاق بين الناقدينوبررنا هذا
+
+100
+00:10:13,270 --> 00:10:18,950
+الاتفاق في مبحث السرقة بأنها قد تكون ظاهرة استدعت
+
+101
+00:10:18,950 --> 00:10:25,890
+العلاج وليس بالضرورة تأثر أحدهما بالآخر فبل عفو
+
+102
+00:10:25,890 --> 00:10:31,750
+الخاطر هذا علاج السرقة والثاني علاج السرقة لما
+
+103
+00:10:31,750 --> 00:10:37,910
+لاحظاه من كثرة الاتهام بالسرقة أراد أن يضع دابطا
+
+104
+00:10:38,480 --> 00:10:43,680
+للسرقة الحقة وبالتالي أخرج القسم الأول وهو
+
+105
+00:10:43,680 --> 00:10:48,860
+المتداول المبتذل البدهي المشترك من المعاني يخرج من
+
+106
+00:10:48,860 --> 00:10:54,980
+باب السرقة كما أنه لا يلتفت إلى أراء السابقين في
+
+107
+00:10:54,980 --> 00:11:00,460
+أي اشتراك في لفظ أو معنى وان اتهموا بالسرقة لا
+
+108
+00:11:00,460 --> 00:11:08,790
+نلتفت إليهم القسم الثاني منمبحث السرقات ما اطلق
+
+109
+00:11:08,790 --> 00:11:17,870
+عليه اسم محاسن السرقات وانا
+
+110
+00:11:17,870 --> 00:11:25,130
+اضع بين قوسين ما لا يدخل في السرقة مش هيك قولنا
+
+111
+00:11:25,130 --> 00:11:34,040
+ادخل عليه وصفة يخرجه من باب السرقةأنقال محاسن
+
+112
+00:11:34,040 --> 00:11:40,760
+السرقات وبالتالي هو أخرجه من باب السرقات ومن محاسن
+
+113
+00:11:41,660 --> 00:11:58,540
+من معاشر السرقة أو الذي لا يعد سرقة لطمن
+
+114
+00:11:58,540 --> 00:12:06,040
+حزنا ونقوة مثل ما انفصم السواروأخ أخدها من قول
+
+115
+00:12:06,040 --> 00:12:10,780
+الـMirror الفقعسي أثر الوقود على جوانبها بخدودهن
+
+116
+00:12:10,780 --> 00:12:15,500
+كأنه لطم لطم لطم وقد عقب القامدين بقوله أورد
+
+117
+00:12:15,500 --> 00:12:20,460
+المعنى في مسرع في مسرع بيت شطرة الأولى وأراد
+
+118
+00:12:20,460 --> 00:12:24,600
+الزيادة في المعنى في المسرع الآخر وقد ذكر القامدين
+
+119
+00:12:24,600 --> 00:12:27,800
+نوعا أخر من الإجازة والسرقة كفا كفا لنتيج لغيرك
+
+120
+00:12:27,800 --> 00:12:36,090
+المشاركة إذا النوع الأولتحدثت عن ذلك من قبل و قلت
+
+121
+00:12:36,090 --> 00:12:42,710
+هذا لا يعد سرقة لأن هناك تغيير و تبديل و إضافة فمن
+
+122
+00:12:42,710 --> 00:12:49,470
+أشكال هذا التغيير و التبديل أن يأخذ المعنى و يضيف
+
+123
+00:12:49,470 --> 00:12:55,110
+عليه منه قول
+
+124
+00:12:55,110 --> 00:13:02,470
+الفقعس أثر الوقود على جوانبها بخدودهن كأنه لطب
+
+125
+00:13:05,560 --> 00:13:11,120
+أثر الوقود على جوانب الأثافي تعرفنا ما هي الأثافي
+
+126
+00:13:11,120 --> 00:13:17,920
+الحجارة الثلاث التي توضع حول النار ليوضع فوقها
+
+127
+00:13:17,920 --> 00:13:24,400
+المرجل أو أي أمر نريد أن نضعه على النار ولذلك هل
+
+128
+00:13:24,400 --> 00:13:31,200
+يستقيم الأمر باثنين أم بثلاثة؟ونقول عن الثالث
+
+129
+00:13:31,200 --> 00:13:36,580
+ثالثة الأثافي أي الحجر الثالث الذي تيجلس عليه
+
+130
+00:13:36,580 --> 00:13:41,840
+المرجل وهنا إشعارا بأهمية هذا الثالث وناس تشهدوا
+
+131
+00:13:41,840 --> 00:13:49,540
+بهذا في الأمور التي لا تتم إلا باستكمالك كذا هنا
+
+132
+00:13:49,540 --> 00:13:53,240
+يشبه
+
+133
+00:13:53,240 --> 00:13:59,380
+إحمرارهذه الحجارة الثلاث من كثرة وقود النهر حولها
+
+134
+00:13:59,380 --> 00:14:10,080
+بخدود الفتيات اللاتح مرت من اللطن قالوا
+
+135
+00:14:10,080 --> 00:14:19,460
+إن أبا تمام أخذ هذا المعنى وقال أثافن كالخدود لطمن
+
+136
+00:14:19,460 --> 00:14:29,250
+حزناونؤي مثل ما انفصم السوارو هنا
+
+137
+00:14:29,250 --> 00:14:41,630
+قلب الصورة جعل احمرار الخدود أصلا وشبه به الأثافر
+
+138
+00:14:41,630 --> 00:14:48,710
+التي هي أصل الإحمرار من شدة اللهب حولها
+
+139
+00:14:52,030 --> 00:14:59,650
+ثم زيّن ذلك الوجه بالشامع نعرف أن النقا هي الحفر
+
+140
+00:14:59,650 --> 00:15:07,010
+التي تحفر حول الخيام لكي تمنع الماء من الانسراب في
+
+141
+00:15:07,010 --> 00:15:13,550
+داخل الخيمة طبعا
+
+142
+00:15:13,550 --> 00:15:21,260
+نافلةهذا كان في نظر الشاعر جانبا من جوانب ظهور
+
+143
+00:15:21,260 --> 00:15:28,020
+جمال المرأة يعني نظرة المفارقة أنها حزينة تلطم وهو
+
+144
+00:15:28,020 --> 00:15:35,040
+يرى الجانب الآخر إحمرار الوجه كدليل جمال هنا لو
+
+145
+00:15:35,040 --> 00:15:42,290
+نظرنا إلى البيت الأولالذي هو لمرار الفقع السي سنرى
+
+146
+00:15:42,290 --> 00:15:52,370
+أن الثاني أخذ وأضاف عليه مش هيك تحويل
+
+147
+00:15:52,370 --> 00:15:58,270
+المعنى والإيجادة فيه الشكل الثاني من الأشكال التي
+
+148
+00:15:58,270 --> 00:16:05,160
+لا تعد صرقة وقلنا سببه في ذلكوطبعا هو لا يعاد
+
+149
+00:16:05,160 --> 00:16:08,780
+سرقة، من محاسن السرقة معناه أنه لا يعاد سرقة، تكلم
+
+150
+00:16:08,780 --> 00:16:14,020
+الأمن دي عنه في أبياد أبي تمام، يأخذ البيت من غزل
+
+151
+00:16:14,020 --> 00:16:17,640
+.. من غزل مثلا ويحوله إلى مديح أو من خمر ويحوله
+
+152
+00:16:17,640 --> 00:16:21,180
+إلى غزل وها كده، ويزيد عليه وهو لا يعاد سرقة، من
+
+153
+00:16:21,180 --> 00:16:25,000
+ذلك قول إمرؤ القيس متغزلا سموت إليها بعد ما نام
+
+154
+00:16:25,000 --> 00:16:29,540
+أهلها سمو حباب مائي حالا على حالهفهذا البيت قيله
+
+155
+00:16:29,540 --> 00:16:33,420
+من رقيس في الغزل ولكن أبو تمام أخذ البيت وقلبه إلى
+
+156
+00:16:33,420 --> 00:16:37,560
+معنى المديح فقال سمع العلم من جانبيها كليهما سموع
+
+157
+00:16:37,560 --> 00:16:43,200
+باب المائزة تغاربة يعني ما المقصود بالمعنى أنت
+
+158
+00:16:43,200 --> 00:16:49,780
+تقراينا لنا نعمل كتاب وتعدينا مشاركة جئتي
+
+159
+00:16:49,780 --> 00:16:55,300
+لتقراي فقط هل هذه المشاركة ام التحضير المسبق طيب
+
+160
+00:16:55,300 --> 00:17:00,100
+ما معنى البيتينأجلسي المفروض ان بحثتي عن معنى
+
+161
+00:17:00,100 --> 00:17:03,640
+البايتين و فهمتي انا كنت بحث عن دجابة ورا بس درجة
+
+162
+00:17:03,640 --> 00:17:08,460
+مش فاهمة تشاركي مرة اخرى مشاركة ليست قراءة من
+
+163
+00:17:08,460 --> 00:17:16,420
+الكتاب بل تحضير و فهم يعني
+
+164
+00:17:16,420 --> 00:17:21,840
+التساهل انا اريد من المشاركة ان تحضري مسبقا وتأتي
+
+165
+00:17:21,840 --> 00:17:26,920
+لتستمع الصواب او لتثبتي ان كنت قد فهمتي فهما صحيحا
+
+166
+00:17:29,240 --> 00:17:34,860
+تحويل المعنى قلنا آنفا هو تحويل في العاطفة نفسها
+
+167
+00:17:34,860 --> 00:17:43,620
+عاطفة المتغذّل غير عاطفة المادح وهذا قد يترتب عليه
+
+168
+00:17:43,620 --> 00:17:49,900
+تحويل في الصياغة وتحويل في المعنى أيضا فإذا كان
+
+169
+00:17:49,900 --> 00:17:51,880
+الشاعر
+
+170
+00:17:53,500 --> 00:17:58,760
+أمرق القيس قد تغزل بصاحبته أو جاء قوله في الغزل
+
+171
+00:17:58,760 --> 00:18:07,400
+مصورا كيفية تسلله إلى خبائها فيقول سموت إليها
+
+172
+00:18:07,400 --> 00:18:18,800
+بعدما نام أهلها سمع سعد إلى خبائها والسمو دليل
+
+173
+00:18:18,800 --> 00:18:26,490
+ارتفاع ذلك الخباءسموه حباب الماء حالا على حالي
+
+174
+00:18:26,490 --> 00:18:35,270
+حباب الماء هو ثعبان الماء والثعبان في البر قد يفضر
+
+175
+00:18:35,270 --> 00:18:40,610
+صوتا إذا سار فوق ورق شجر وخلافه ولكن في الماء لا
+
+176
+00:18:40,610 --> 00:18:46,630
+صوت له أراد الشاعر أنه تسلل دون أن يعجز صوتا إلى
+
+177
+00:18:46,630 --> 00:18:54,130
+خباء محبوبتهأخذه أبو تمام وقلبه إلى معنى المدح
+
+178
+00:18:54,130 --> 00:19:04,230
+فقال سمى للعلا من جانبيها كليهما سمو عباب الماء
+
+179
+00:19:04,230 --> 00:19:11,520
+جاشت غواربهغوارب الماء هي جانبي النهر الذي يسير
+
+180
+00:19:11,520 --> 00:19:17,900
+فيه الماء فإذا ما حدث فيضان ارتفع الماء وطف على
+
+181
+00:19:17,900 --> 00:19:27,180
+جانبي النهر هنا يتناسب هذا مع القربوسماء في
+
+182
+00:19:27,180 --> 00:19:31,440
+الحالين هي للارتقاء والارتفاع قولنا هناك دلت على
+
+183
+00:19:31,440 --> 00:19:36,440
+ارتفاع البيت انه في منطقة مرتفعة او على ارتفاع قدر
+
+184
+00:19:36,440 --> 00:19:42,100
+المحبوبة يريدوا مكانتها انها من علية القوم في
+
+185
+00:19:42,100 --> 00:19:47,160
+البيت الثاني ابو تمام قال سماء يرتقى في درجات
+
+186
+00:19:47,160 --> 00:19:53,740
+العلاء كما برقة وسهولة كما يجيشوا
+
+187
+00:19:57,410 --> 00:20:03,370
+زبدوا الماء على الجانبين حينما يطف النهر غوارب
+
+188
+00:20:03,370 --> 00:20:11,050
+الماء تجيشوا على الجانبين واضح المعنى الشكل الثالث
+
+189
+00:20:11,050 --> 00:20:21,570
+اخذ المعنى وتجويض لفظه وتوضيح مقصده قال قال مسلم
+
+190
+00:20:21,570 --> 00:20:30,730
+ابن الوليد في باب المدحلا يستطيع يزيد من طبيعته عن
+
+191
+00:20:30,730 --> 00:20:36,930
+المروقة والمعروف احجابها الممدوح لا يستطيع ان يحجم
+
+192
+00:20:36,930 --> 00:20:39,110
+عن المروقة
+
+193
+00:20:44,430 --> 00:20:48,850
+يقول الأمدي إذا كان مسلم سبق إلى هذا المعنى فإن
+
+194
+00:20:48,850 --> 00:20:56,190
+أبا تمام أخذهه فكشفه وأحسن اللفظ واجده يقول تعود
+
+195
+00:20:56,190 --> 00:21:02,930
+بسط الكف حتى لو أنه دعاه لقبض لم تجيبه أنامله
+
+196
+00:21:02,930 --> 00:21:11,970
+نتخيل المعنى من كثرة بسط يده للعطاءفكأن هذه اليد
+
+197
+00:21:11,970 --> 00:21:16,450
+لا تعرف الإنقباض بعد ذلك حتى لو طلب منها أن تنقبض
+
+198
+00:21:16,450 --> 00:21:25,270
+لاتطعه المعنى جميل لأنه
+
+199
+00:21:25,270 --> 00:21:29,950
+أخذ المعنى وجود المعنى متقارب بين الإثنين ولكن في
+
+200
+00:21:29,950 --> 00:21:35,650
+طريقة إخراج المعنى وصياغته تفوق الآخر على المأخوذ
+
+201
+00:21:35,650 --> 00:21:36,290
+منه
+
+202
+00:21:42,520 --> 00:21:48,660
+الآن نصل إلى مساوء السرقات ما المقصود بمساوء
+
+203
+00:21:48,660 --> 00:21:52,100
+السرقات؟
+
+204
+00:21:52,100 --> 00:21:57,760
+ما يُعدُّ سرقة هو السرقات الأدبية لأنه لا يوجد
+
+205
+00:21:57,760 --> 00:22:03,850
+محاسن كما لا يوجد مساوء السرقة كلها سيئةفأخرجنا
+
+206
+00:22:03,850 --> 00:22:07,270
+القسم الثاني من باب السرقة أو أخرج القامد القسم
+
+207
+00:22:07,270 --> 00:22:11,670
+الثاني من باب السرقة بإضافة كلمات أو وصف مساوي
+
+208
+00:22:11,670 --> 00:22:17,610
+الآن نستخدم مصطلح ومحاسن مساوي بعد أن نستخدم محاسن
+
+209
+00:22:17,610 --> 00:22:20,250
+لنقول إن هذه هي السرقة
+
+210
+00:22:42,880 --> 00:22:49,440
+تفضلي نعود للأولانا عوض الأول ان يأخذ المعنى كما
+
+211
+00:22:49,440 --> 00:22:54,760
+هو بلفته ان يأخذ المعنى كما هو بلفته في قول أبي
+
+212
+00:22:54,760 --> 00:23:02,860
+تمام ابنا مع السباعي الماء أبن مع السباعي الماء
+
+213
+00:23:02,860 --> 00:23:08,060
+حتى لخالته السباع من السباع لخالته السباع من
+
+214
+00:23:08,060 --> 00:23:13,780
+السباع عرفت معنى البيت؟ حاولت اعرف بس ماقدرتش
+
+215
+00:23:13,780 --> 00:23:20,110
+البيت في المدحوالمدح بالقوة والشجاعة كأن الشاعر
+
+216
+00:23:20,110 --> 00:23:25,790
+يقول اردوا مع السباع الماء فتظنون السباع واحدا
+
+217
+00:23:25,790 --> 00:23:34,790
+منها هنا في مدح صاحبه يرد هذا الشخص الممدوح الماء
+
+218
+00:23:34,790 --> 00:23:40,670
+مع السباع حتى تظنه السباع واحدا منها جيد المعنى
+
+219
+00:23:42,120 --> 00:23:47,080
+وأخله من قول الشاعر في علقة قبل تمام في مختارات
+
+220
+00:23:47,080 --> 00:23:52,680
+الحماسة في قوله ترد السباع معي ترد السباع معي هنا
+
+221
+00:23:52,680 --> 00:24:00,140
+المعنى مضاف لشماما للشاعر ترد السباع معي فألفة أي
+
+222
+00:24:00,140 --> 00:24:07,800
+أوجد كالمدلي من السباع المدلي من السباع الدليليعني
+
+223
+00:24:07,800 --> 00:24:11,400
+انا لاتظن السبع ان انا واحد منها فقط بل انا قائد
+
+224
+00:24:11,400 --> 00:24:18,340
+السبع حتى لتجدني كأنني قائد السبع اخذ المعنى كما
+
+225
+00:24:18,340 --> 00:24:25,660
+هو بلفظه وان كان الأصل فيه جودة اكثر اجلسي
+
+226
+00:24:31,140 --> 00:24:37,540
+الأنموذج الثاني من السرقات أن يأخذ اللفظ والمعنى
+
+227
+00:24:37,540 --> 00:24:42,880
+معنى فمثلا
+
+228
+00:24:42,880 --> 00:24:51,460
+قال الشاعر الأرقط ابن زغيل نهنه دموعك من سحن
+
+229
+00:24:51,460 --> 00:25:00,390
+وتسجامي البين أكثر من شوقي وأسقاريوما أظن دموع
+
+230
+00:25:00,390 --> 00:25:07,750
+العين راضية حتى تسحق حتى تسحق دما هاطلا بتسجامي
+
+231
+00:25:07,750 --> 00:25:12,450
+طبعا حتى حينما كنتوا تسحقوا لعرف إعراب حتى يأتي
+
+232
+00:25:12,450 --> 00:25:21,210
+بعدها مرفوع ومنصوب ومجرور شو
+
+233
+00:25:21,210 --> 00:25:27,770
+بتعملي؟ كتبتي اسمك وين؟ ومين أعطاك الحق؟ انت مش من
+
+234
+00:25:27,770 --> 00:25:33,920
+الدفعةمن الدفع واش جابك هنا اذا انت من الشعب
+
+235
+00:25:33,920 --> 00:25:38,780
+الاولى مظبوط اجلسي
+
+236
+00:25:38,780 --> 00:25:44,540
+راجعيني بعد المحاضرة خدي
+
+237
+00:25:44,540 --> 00:25:53,820
+كتابك وما اظن دموع العين راضية حتى تسح دمه انهاطلا
+
+238
+00:25:53,820 --> 00:25:56,400
+بتسجعني نفهم البيتين
+
+239
+00:25:59,620 --> 00:26:04,340
+كان الشاعر يشخص من نفسه إنسان آخر يخاطبه قائلا
+
+240
+00:26:04,340 --> 00:26:13,200
+اسكب الدمع بكل حالته يعني الدمع كبير حر ودمع
+
+241
+00:26:13,200 --> 00:26:22,740
+متواصل لا يتقطع صح؟ what is jam؟ البين أكثر يعني
+
+242
+00:26:22,740 --> 00:26:31,340
+سيبقى بقاءك دائما لأن البعدأكثر من شوقي وأسقاني
+
+243
+00:26:31,340 --> 00:26:38,920
+هنا يكني عن كثرة الفراق وما أظن دموع العين راضية
+
+244
+00:26:38,920 --> 00:26:47,720
+لن تكتفي هذه الدموع حتى تنضب الدموع من العين
+
+245
+00:26:47,720 --> 00:26:53,660
+ويتبعها الدم هنا
+
+246
+00:26:53,660 --> 00:26:56,420
+يريد أن حزنه
+
+247
+00:26:58,830 --> 00:27:07,730
+متكرر وأن بقاءه دائم سواء أكان بصوت مرتفع أو في
+
+248
+00:27:07,730 --> 00:27:15,050
+صمت سواء كانت الدمعة غزيرة أو مسترسلة متتابعة فإن
+
+249
+00:27:15,050 --> 00:27:22,590
+هذه الدموع لن تتوقف بل ستنضب ويتبعها الدم أو
+
+250
+00:27:22,590 --> 00:27:31,790
+الدباءأخذه أبو تمام أخذه المعنى واللفظ فقال ما
+
+251
+00:27:31,790 --> 00:27:38,850
+اليوم أول توديعي ولا الثاني البين أكثر من شوقي
+
+252
+00:27:38,850 --> 00:27:46,370
+وأحزاني واضح اللفظ والمعنى مع بعض التغيير الطفيف
+
+253
+00:27:46,370 --> 00:27:52,930
+الذي لا يطمس معالم المأخوذ وما أظن أنها ترضى بما
+
+254
+00:27:52,930 --> 00:28:00,360
+صنعتلأظن الفراق ترضى بما صنعت بيه حتى تبلغني أقصى
+
+255
+00:28:00,360 --> 00:28:05,040
+خراساني وأقصى خراسان في ذلك الزمان كانت مثلا على
+
+256
+00:28:05,040 --> 00:28:11,860
+البعد البعد المسافة أي سأصل إلى أبعد الحدود في
+
+257
+00:28:11,860 --> 00:28:17,600
+حزني وهناك أبعد الحدود في الحزن هو أن يسكب الإنسان
+
+258
+00:28:17,600 --> 00:28:25,990
+دمًاالمعنى واحد واللفظ متقارب جدا وهناك مصراع أو
+
+259
+00:28:25,990 --> 00:28:31,570
+أكثر اللفظ بصورته يعني البينه أكثر من شوقي وأحزاني
+
+260
+00:28:31,570 --> 00:28:37,690
+البينه أكثر من شوقي وأسقامي هي هي الشكل الثالث من
+
+261
+00:28:37,690 --> 00:28:43,550
+أشكال السرقة أن يأخذ المعنى فيسيء ويتعسى في اللفظ
+
+262
+00:28:43,550 --> 00:28:46,870
+من
+
+263
+00:28:47,560 --> 00:28:53,060
+أمثلة ذلك التي أوردها القامد قول
+
+264
+00:28:53,060 --> 00:28:58,180
+مسلم ابن الوليد يقص السيوف نفوسا ناكثين بيه ويجعل
+
+265
+00:28:58,180 --> 00:29:07,620
+الهامة يجان القنا الذبلي كأن السيف عريان وكسوته
+
+266
+00:29:07,620 --> 00:29:10,580
+نفوس ناكثين العهد
+
+267
+00:29:14,360 --> 00:29:21,640
+هنا في الشجاعة في القوة يكس الصيوفة نفوس الناكتين
+
+268
+00:29:21,640 --> 00:29:30,620
+بيه ويجعل الهامة تيجان القنا الذبلي القنا رأسه
+
+269
+00:29:30,620 --> 00:29:40,580
+يعني كأنه شفرة الآن يكسوه بماء كأنه رأس يحتاج إلى
+
+270
+00:29:40,580 --> 00:29:47,950
+تاج كمتاج الملوكوبالتالي يكسوها برؤوس الأعداء
+
+271
+00:29:47,950 --> 00:29:55,730
+السيف يكتسي بالنفوس والقنا يكتسي بالرؤوس يريد
+
+272
+00:29:55,730 --> 00:30:03,270
+الشجاعة وكثرة القتل في الأعداء قالوا أخذه وأساء
+
+273
+00:30:03,270 --> 00:30:12,440
+الآخر وتعصف حين قالأبدلت أرؤسهم يوم الكريهة من قنا
+
+274
+00:30:12,440 --> 00:30:21,420
+الظهور لقنا الغطي مدعمة معنى واحد والألفاظ متقاربة
+
+275
+00:30:21,420 --> 00:30:30,040
+بصورة واضحة وإن كان الأول أوضح وأجمل أبدل الرؤوس
+
+276
+00:30:30,040 --> 00:30:35,480
+يوم الكريهة هناك يكس السيوفبدلا من أن يبدل الرأس
+
+277
+00:30:35,480 --> 00:30:40,660
+الذي هو على قوام الجسد يبدله قوام أنه الرمح لأ جعل
+
+278
+00:30:40,660 --> 00:30:49,520
+الرمح يكتسب الرأس فهو فرق في جمال الصورة الشكل
+
+279
+00:30:49,520 --> 00:30:56,720
+الرابع من أشكال السرقةأن يأخذ المعنى فيقصر فيه عن
+
+280
+00:30:56,720 --> 00:31:02,540
+الأول قلنا إن أخذ المعنى وزاده وأحسن فلا يعد من
+
+281
+00:31:02,540 --> 00:31:11,660
+الصارقة لأن يأخذ المعنى ويقصر ويتعزف بشار يقول في
+
+282
+00:31:11,660 --> 00:31:18,960
+مجلس الخمر شربنا من فؤادي الدني حتى تركنا الدني
+
+283
+00:31:18,960 --> 00:31:24,480
+ليس له فؤادهالدُن هو الوعاء الذي يشرب فيه الخمر
+
+284
+00:31:24,480 --> 00:31:31,500
+والخمر في داخله كأنها قلبه وفؤاده فإذا ما شرب ما
+
+285
+00:31:31,500 --> 00:31:36,660
+فيه الإنسان أصبح خاليا من ما فيه خاليا من فؤاده من
+
+286
+00:31:36,660 --> 00:31:43,590
+قلبه صورة مقبولة وجميلةنرى كيف أخذها أبو تمام فقسر
+
+287
+00:31:43,590 --> 00:31:49,390
+عن بلوغ الأصل في قوله غدت وهي أولى من فؤادي بعزمتي
+
+288
+00:31:49,390 --> 00:31:57,730
+وروحت بما في الدني أولى من الدني ما أضاف شيئا بل
+
+289
+00:31:57,730 --> 00:32:05,690
+الأول كان أكثر وضوحا وفيه زيادة ما
+
+290
+00:32:05,690 --> 00:32:13,760
+الذي أراده الآمن بيديه الشواهدهل استقصى القامدى
+
+291
+00:32:13,760 --> 00:32:21,380
+جميع سرقات ابى تمام والبحترى؟ كلا بل قرأنا ما يعد
+
+292
+00:32:21,380 --> 00:32:28,540
+من باب السرقة لكى نتعلم وقد رأينا السرقة على اربعة
+
+293
+00:32:28,540 --> 00:32:38,780
+ضروب واتى بالشاهد ليكون مثلا يقاس عليه ويحتذى به
+
+294
+00:32:40,810 --> 00:32:48,150
+هذا هو الامر الذي نراه مع قرينه هو دائما حينما
+
+295
+00:32:48,150 --> 00:32:52,970
+أذكر باب الصريقة لابد أن أذكر القاضي الجرجاني
+
+296
+00:32:52,970 --> 00:33:01,630
+يستجيب للنقاد الذين سبقوا في هذا الميدان وقد رأينا
+
+297
+00:33:02,470 --> 00:33:10,310
+من طباطبا تحديدا يتحدث عن السرقات ويتمنى أن يتصدى
+
+298
+00:33:10,310 --> 00:33:17,390
+أحد النقاد لها وهقد استجاب لأمنيته واستوفى الحديث
+
+299
+00:33:17,390 --> 00:33:24,870
+في باب السرقة حتى رأينا موضوعية الرجل ونزاهة الرجل
+
+300
+00:33:24,870 --> 00:33:33,620
+وحسن تقليبه للأمورمما يدل على أنه رجل نافذ أو ناقد
+
+301
+00:33:33,620 --> 00:33:39,560
+نافذ البصيرة الآن
+
+302
+00:33:39,560 --> 00:33:46,080
+نصل إلى المبحث الثالث من مباحث هذا الكتاب أو القسم
+
+303
+00:33:46,080 --> 00:33:52,140
+الثالث وهو ذكر أخطاء بتمام في اللفظ والأسلوب
+
+304
+00:33:52,140 --> 00:33:57,600
+والمعنى هكذا رأينا الأقسام القسم الرابع سيكون عن
+
+305
+00:33:59,510 --> 00:34:05,450
+مساوق شعر البحتوري نذكر أننا تحدثنا عن أن الكتاب
+
+306
+00:34:05,450 --> 00:34:13,690
+مباحثه قُسرت على خمسة أقسام القسم الأول في ذكري
+
+307
+00:34:13,690 --> 00:34:24,950
+حججي أنصار أبي تمام وأنصار البحتوري وقلنا قدنبرز
+
+308
+00:34:24,950 --> 00:34:31,890
+هذا القول بأنه تصوير للحالة النقدية بطريقة عملية
+
+309
+00:34:31,890 --> 00:34:38,050
+بالمثال في القرن الرابع القسم الثاني كان باب
+
+310
+00:34:38,050 --> 00:34:42,830
+السرقات الذي انتهينا منه الآن القسم الثالث ذكر
+
+311
+00:34:42,830 --> 00:34:48,590
+أخطاء بتمام في اللفظ والاسلوب والمعنى القسم الرابع
+
+312
+00:34:48,590 --> 00:34:54,980
+سيكونعيوب شعير البحتري جملة وقولنا السبب ليس لأنه
+
+313
+00:34:54,980 --> 00:35:01,340
+منحاز للبحتري بل هنا يضع النظرية والمثال وهناك
+
+314
+00:35:01,340 --> 00:35:06,160
+يأتي بالشاهد ويوضعه ولا يحتاج إلى تكرار ما سبق
+
+315
+00:35:06,160 --> 00:35:15,700
+قوله لذلك جاز له أن يجمع المساوئ جملة وسيفصل
+
+316
+00:35:15,700 --> 00:35:23,390
+في داخل المساوئ سرقات البحتريما أخذ من أبي تمام
+
+317
+00:35:23,390 --> 00:35:30,090
+وما أخذ من غيره وبعد ذلك سيذكر الأخطاء والعيوب على
+
+318
+00:35:30,090 --> 00:35:35,550
+اختلاف أشكالها لنرى ما جاء في هذا القسم من حديث
+
+319
+00:35:35,550 --> 00:35:39,350
+الامدي أولا
+
+320
+00:35:39,350 --> 00:35:45,510
+كما فعل في باب السرقات حينما تحدث عن السرقات
+
+321
+00:35:45,510 --> 00:35:46,850
+رأيناه يخرج
+
+322
+00:35:49,670 --> 00:35:54,270
+قسمين من باب السرقة القسم الأول الذي أطلقنا عليه
+
+323
+00:35:54,270 --> 00:36:01,890
+عليه اسم ما لا تقع فيه سرقة والثاني محاسن السرقة
+
+324
+00:36:01,890 --> 00:36:09,610
+الآن أيضا سنراه يخرج من باب السرقة من باب القطع ما
+
+325
+00:36:09,610 --> 00:36:18,220
+يراهشائعا بين الشعراء ولا يقتصر الأمر على أحد
+
+326
+00:36:18,220 --> 00:36:27,040
+الشاعرين وخاصة هنا على أبي تمام يقول لا
+
+327
+00:36:27,040 --> 00:36:33,100
+يعده من عيوب الشعر ما بوّبه النحويون من عيوب الشعر
+
+328
+00:36:33,100 --> 00:36:36,860
+في الإقواء والإكفاء والصنادي
+
+329
+00:36:39,470 --> 00:36:46,450
+إقواق إكفاء السناد هذا يتعلق بالقوافية وحروف
+
+330
+00:36:46,450 --> 00:36:52,510
+القوافية لماذا لا يعد لأن الشعراء حتى فعول الشعراء
+
+331
+00:36:52,510 --> 00:36:58,370
+وقعوا فيه ألم نرى قبل ذلك النابغة الذبيان يقوي
+
+332
+00:36:58,370 --> 00:37:05,390
+وغيره من الشعراء رأينا أم لا النابغة
+
+333
+00:37:06,350 --> 00:37:13,550
+في قوله زعم البوارح أن موعدنا مرة من الشاهد ثم بعد
+
+334
+00:37:13,550 --> 00:37:18,070
+ذلك رأي نبشر بنابي خاذم وغيره من غيرهما من الشعراء
+
+335
+00:37:18,070 --> 00:37:24,830
+منجالق وفيشاري وكذلك الصناد والإكفاء ثم يقول وغير
+
+336
+00:37:24,830 --> 00:37:32,070
+ذلك مما هو عيب في اللفظ دون المعنى وهذا لكثرته ليس
+
+337
+00:37:32,070 --> 00:37:41,250
+بنا حاجة لذكرهرأينا نحن الجرجاني
+
+338
+00:37:41,250 --> 00:37:48,070
+قد ذكر لنا أخطاء في شعر إمرئ القيس حينما سكن ما
+
+339
+00:37:48,070 --> 00:37:58,710
+حقه تحريك في قوله اليوم أشرب مش هيك؟ وهذه قالوا
+
+340
+00:37:58,710 --> 00:38:03,190
+ضرورات هنا تعدوا من أخطاء اللغةقال مثل هذه الأخطاء
+
+341
+00:38:03,190 --> 00:38:07,790
+يقع فيها الشعراء و لا يمكن أن ننسبها فقط لأبي تمام
+
+342
+00:38:07,790 --> 00:38:13,430
+دون غيره و منه أيضا ما أخذته الرواه على المتأخرين
+
+343
+00:38:13,430 --> 00:38:22,250
+من الغلط و الأخطاء و اللحون اللحن اختلاف في الحركة
+
+344
+00:38:26,200 --> 00:38:30,920
+فاش أيضًا وأكثر من أن يحتاج إلى أن نبرهنه أو ندل
+
+345
+00:38:30,920 --> 00:38:37,200
+عليه فلم يكن أحد من متقدم ولا متأخر في خطائه ولا
+
+346
+00:38:37,200 --> 00:38:43,260
+سهوه ولا غلطه بمجهول الحق ولا مجهود الفضل أي أن
+
+347
+00:38:43,260 --> 00:38:49,880
+هذه الأخطاء التي وقعت في أشعارهم لم تقلل مكانتهم
+
+348
+00:38:49,880 --> 00:38:52,100
+ولم تقلل من قدرهم
+
+349
+00:38:55,160 --> 00:39:01,240
+حقيقة الذي يقرأ هذا الامد بين يدي حديثه عن أخطاء
+
+350
+00:39:01,240 --> 00:39:08,560
+أبي تمام يشعر بموضوعية هذا الرجل بدقته ببراعته
+
+351
+00:39:10,280 --> 00:39:15,180
+لأن الخطأ الذي يقع بين جميع الشعراء ليمكن أن يقصر
+
+352
+00:39:15,180 --> 00:39:20,040
+الحديث عنه على شاعر واحد وإذا كان النقاد الذين
+
+353
+00:39:20,040 --> 00:39:24,300
+سبقوا لم يؤخروا منزلة الشاعر إن وقع في هذا الخطأ
+
+354
+00:39:24,300 --> 00:39:30,260
+فلماذا تؤخر منزلة أبي تمام؟ قال لم تنتقص هذه
+
+355
+00:39:30,260 --> 00:39:37,130
+الأخطاء من شهرتهم ولا مكانتهم طيب ما هو الخطأ؟قال
+
+356
+00:39:37,130 --> 00:39:44,850
+آه هي العيوب التي تكسر على ثلاثة أنواع أولها أخطاء
+
+357
+00:39:44,850 --> 00:39:52,230
+في الألفاظ والمعاني وثانيها إصراف وقبح في البدية
+
+358
+00:39:52,230 --> 00:39:56,790
+وثالثها كثرة الزحافات واضطراب الوزن
+
+359
+00:40:01,600 --> 00:40:07,660
+ثم يرينا كيف يدقق كيف يفحص كيف يعتمد على ثقافته
+
+360
+00:40:07,660 --> 00:40:13,780
+إنه الناقد البصير الذي لا يسلم بما قال السابقون
+
+361
+00:40:13,780 --> 00:40:23,500
+وقد رأينا كيف أعلنتبرؤه من الأخطاء التي وقع فيها
+
+362
+00:40:23,500 --> 00:40:30,420
+شعراء ولا تعدوا خطأا فادحا ولا عيبا كبيرا الآن من
+
+363
+00:40:30,420 --> 00:40:36,840
+فلسفته ما نراه يقول وأنا الآن أذكر ما غلط فيه أبو
+
+364
+00:40:36,840 --> 00:40:42,150
+تمام من المعاني والألفاظمما أخذته من أفواه الرجال
+
+365
+00:40:42,150 --> 00:40:47,570
+و أهل العلم بالشعر عند المذاكرة و المفاوضة ناخد
+
+366
+00:40:47,570 --> 00:40:52,810
+بالناه أي لم يسلم بما قاله و لم يهمل ما قيل بل ما
+
+367
+00:40:52,810 --> 00:40:59,510
+اقتنع به بعد مذاكرة و مفاوضة وما استخرجته أنا من
+
+368
+00:40:59,510 --> 00:41:05,990
+ذلك و أستنبطته بعد أن أسقط منه كل ما احتمل التأويل
+
+369
+00:41:06,680 --> 00:41:13,100
+ودخل تحت المجاز و لاحد له أدنى علّه هذا هو النقد
+
+370
+00:41:13,100 --> 00:41:18,500
+النقد ليس بحثا عن العيوب بل تبرير أحيانا لتلك
+
+371
+00:41:18,500 --> 00:41:24,380
+العيوب وقد رأينا تبرير الخليفة أمر بن الخطاب رضي
+
+372
+00:41:24,380 --> 00:41:33,060
+الله عنهم للشاعر الذي اشتك من الهجاة نذكر ولا او
+
+373
+00:41:33,060 --> 00:41:33,580
+ذكر
+
+374
+00:41:36,860 --> 00:41:46,760
+قال له لقد قال فينا نحن بني العجلان تعافوا الكلاب
+
+375
+00:41:46,760 --> 00:41:56,100
+الضاريات لحمهم وتأكلوا من عوف وكعب ونهشة قال أجن
+
+376
+00:41:56,100 --> 00:42:02,420
+القوم موتاهم أجن أخف حمن قوم موتاهم قال له يقول
+
+377
+00:42:02,420 --> 00:42:03,000
+فينا
+
+378
+00:42:07,940 --> 00:42:15,360
+دعي المكارم لترحل لبغيتها واقعد فانت تطاعم الكاسي
+
+379
+00:42:15,360 --> 00:42:22,580
+رأينا عمرو بن الخطاب كيف يخرج هذا الأمر هذا هو
+
+380
+00:42:22,580 --> 00:42:30,120
+النقد الامدي حاول جاهدا كما يقول أن يخرج ما يحتمل
+
+381
+00:42:30,120 --> 00:42:39,080
+التخرج ويخرجه من دائرة الخطأأما الخطأ الذي لا يخرج
+
+382
+00:42:39,080 --> 00:42:44,300
+فمن شواهده ما نرى أخطاء أبي تمام في الألفاظ
+
+383
+00:42:44,300 --> 00:42:58,500
+والمعاني نعم بالكتاب ولا تعالى أشوف سنتحدث
+
+384
+00:42:58,500 --> 00:43:02,240
+عن القسم الأول من العيوب التي ذكرها القام دى من
+
+385
+00:43:02,240 --> 00:43:03,440
+عيوب أبي تمام
+
+386
+00:43:06,530 --> 00:43:10,230
+سنتحدث عن أخطاء أبي تمام في الألفاظ والمعاني، أورد
+
+387
+00:43:10,230 --> 00:43:14,470
+القامد أخطاء أبي تمام في الألفاظ والمعاني فذكر ما
+
+388
+00:43:14,470 --> 00:43:18,590
+.. ما قاله أبو العباس أحمد بن عبيد الله من أخطاء
+
+389
+00:43:18,590 --> 00:43:23,240
+أبي تمام وبيّن ما فيها من جور وما فيها من صدرثم
+
+390
+00:43:23,240 --> 00:43:29,420
+ذكر أبو الأمدي في كتابه الموازنة الأراء اللغويين
+
+391
+00:43:29,420 --> 00:43:34,220
+في شعر أبي تمام و ثم استشهد على أخطاء أبي تمام
+
+392
+00:43:34,220 --> 00:43:38,960
+ببعض الشواهد و منها قول أبو تمام ما لمرئن خاض في
+
+393
+00:43:38,960 --> 00:43:44,700
+بحر الهوى عمرن إلا و للبين فيه السهل و الجلدوعقب
+
+394
+00:43:44,700 --> 00:43:49,260
+القامدي على هذا البيت وقال أن هذا عندي خطأ إن كان
+
+395
+00:43:49,260 --> 00:43:52,320
+أراد بالعمر مدة الحياة بأسرها لأن مدة الحياة
+
+396
+00:43:52,320 --> 00:43:56,340
+بأسرها لا يمكن تبعيدها و .. و ذكر بعض الأدلة و
+
+397
+00:43:56,340 --> 00:44:00,040
+الشواهد لتقريب المعنى إلى الأفهام أنه مثلا لا يجوز
+
+398
+00:44:00,040 --> 00:44:05,280
+أن نقول ما لزيد رأس إلا وفيه ضربة أو ما له لسان
+
+399
+00:44:05,280 --> 00:44:09,740
+إلا فصيح لأن الرأس واللسان لا يمكن تبعيدها وكذلك
+
+400
+00:44:09,740 --> 00:44:14,180
+العمر فهو مدة الحياة بأسرها لا يمكن تبعيدهافإن قال
+
+401
+00:44:14,180 --> 00:44:18,700
+القائل أنه يجوز مثلا أن نقول ما له عيش إلا طيب أو
+
+402
+00:44:18,700 --> 00:44:24,060
+ما له حياة إلا كادرة هذا يجوز لأن العيش والحياة
+
+403
+00:44:24,060 --> 00:44:27,980
+يمكن تبعيها فنحن نقول مثلا كان عايش بالعراق طيبا
+
+404
+00:44:27,980 --> 00:44:35,720
+وكان عايش في غزة لذيدا نقول كان لذيدا في غزة؟ طيب
+
+405
+00:44:35,720 --> 00:44:41,280
+يعني المعنى الذي قالته يتضحه
+
+406
+00:44:44,700 --> 00:44:49,300
+فيه صحة ما ذهب إليه الآمدين في الأنموذج الأول
+
+407
+00:44:49,300 --> 00:44:53,480
+الخطأ خطأ بعد أن برر أخطاء النقاد الذين سبقوا
+
+408
+00:44:53,480 --> 00:44:59,560
+واتهمهم بالخطأ هناك ما لا يبرر وقد أتى بنماذج منه
+
+409
+00:44:59,560 --> 00:45:04,140
+نأتي منها بهذا المثال وهو قول أبي تمام مالم رئن
+
+410
+00:45:04,140 --> 00:45:10,900
+خاض في بحر الهوى عمره الا و للبين فيه السهل والجلد
+
+411
+00:45:14,880 --> 00:45:21,200
+وتعقيب الامدي واضح أن العمر هو جملة حياة الإنسان
+
+412
+00:45:21,200 --> 00:45:28,740
+لا يجزأ ولا ينقسم إلى لكن يمكن أن نقول لو كان يقصد
+
+413
+00:45:28,740 --> 00:45:35,860
+به العيش لتجزأ أما العمر جملة فلا يتنسى يقول وهذا
+
+414
+00:45:35,860 --> 00:45:43,000
+عندي خطأ إن كان أراد بالعمر مدة الحياةلأنه اسم
+
+415
+00:45:43,000 --> 00:45:51,560
+واحد للمدة بأسرها كما أن القول في شواهده ما لزيد
+
+416
+00:45:51,560 --> 00:45:57,900
+رأس إلا وفيه شجة كام رأس لزيد؟ إذا قلنا ما لزيد
+
+417
+00:45:57,900 --> 00:46:02,320
+رأس إلا وفيه شجة أو ما له لسان إلا وفيه كذا إذا هو
+
+418
+00:46:02,320 --> 00:46:09,970
+له أكثر من رأس وأكثر من لسان القول هنا خطأيقول فهو
+
+419
+00:46:09,970 --> 00:46:14,610
+لا يتبعد فيقال لكل جزء منه عمر فكما لا يقال ما
+
+420
+00:46:14,610 --> 00:46:19,490
+لزيد رأس إلا وفيه شجة أو ضربة وما له لسان إلا و هو
+
+421
+00:46:19,490 --> 00:46:25,030
+ذرب أو فصيح فكذلك لا يقال ما له عمر إلا و هو قصير
+
+422
+00:46:25,030 --> 00:46:28,510
+كلام
+
+423
+00:46:28,510 --> 00:46:37,170
+واضح و مع ذلك هو لا يبحث عن الأخطاء فقطيقول إن أبي
+
+424
+00:46:37,170 --> 00:46:49,570
+تمام يعرف متى يستخدم هذه الكلمة تحديدا عمر للدلالة
+
+425
+00:46:49,570 --> 00:46:54,310
+على العيش ويأتي بمثال من شعري أبي تمام إذا مارق
+
+426
+00:46:54,310 --> 00:47:04,180
+بالغدر جاوز عمره فذاك حري أنت إيما حلقلهيرينا بشرح
+
+427
+00:47:04,180 --> 00:47:13,600
+واضح كيف يصوّغ هنا الأمر ولا يصوّغ استخدام كلمة
+
+428
+00:47:13,600 --> 00:47:18,920
+عمر للدلالة على جزء من حياة الإنسان أما هنا فهو
+
+429
+00:47:18,920 --> 00:47:28,040
+للدلالة على جزء من حياة الإنسان القسم
+
+430
+00:47:28,040 --> 00:47:30,880
+الثاني من أخطاء
+
+431
+00:47:33,820 --> 00:47:42,440
+القسم الثاني من أخطاء أبي تمام هو ما في البديع من
+
+432
+00:47:42,440 --> 00:47:52,360
+إسراف وقبح قد رأينا أنصار أبي تمام يفاخرون بأن
+
+433
+00:47:52,360 --> 00:47:55,480
+شعيرهم
+
+434
+00:47:56,540 --> 00:48:02,140
+هو مبتدع البديع هو أستاذ فن البديع ورأينا أنصار
+
+435
+00:48:02,140 --> 00:48:10,920
+البحتر يدفعون ذلك الآن هذا المبحث جاء من شدة تعلق
+
+436
+00:48:10,920 --> 00:48:17,270
+أبي تمام بالبديعوهذا لا يعني طبعا أنه لا يوجد
+
+437
+00:48:17,270 --> 00:48:22,170
+إسراف وقبح عند البحتورين ولكن في رأينا أن الإسراف
+
+438
+00:48:22,170 --> 00:48:27,150
+والقبح في استخدام البديه عند أبي تمام أكثر منه عند
+
+439
+00:48:27,150 --> 00:48:31,870
+البحتورين هنا
+
+440
+00:48:31,870 --> 00:48:36,690
+يذكر لنا القبيح من استعاراته والمستكره المتعقد من
+
+441
+00:48:36,690 --> 00:48:37,750
+نسجه ونظمه
+
+442
+00:48:40,890 --> 00:48:47,830
+ويستشهدوا بأنه راجع الشعراء وراجع الشعر ووجدت لبعض
+
+443
+00:48:47,830 --> 00:48:52,370
+ذلك نظائر في أشعار المتقدمين فعلمته أنه بذلك اغتر
+
+444
+00:48:52,370 --> 00:49:00,870
+يعني كأننا بيه يبرر ولا أبي تمام بالبديع لأنه لاحظ
+
+445
+00:49:00,870 --> 00:49:04,270
+أن شعراء زمانه والشعراء المتأخرين ويقصد بهم من
+
+446
+00:49:04,270 --> 00:49:09,530
+سبقهمن سبق أبي تمام قد اغتروا بالبديع قد تعلقوا
+
+447
+00:49:09,530 --> 00:49:16,010
+بالبديع فظن أنه مما يضفي جمالا فزاد في صناعته
+
+448
+00:49:16,010 --> 00:49:19,450
+فيورينا
+
+449
+00:49:19,450 --> 00:49:28,250
+أنماط المستكره والخطأ فيقول من مرذو الألفاظ أبي
+
+450
+00:49:28,250 --> 00:49:35,770
+تمام وقبيح استعاراتهيا دهرو قوم من أخدعيك فقد
+
+451
+00:49:35,770 --> 00:49:43,370
+أضججت هذا الأنامة من خُرقك والخرق والخرق هنا جمع
+
+452
+00:49:43,370 --> 00:49:52,150
+خرق أي الأخرق من الناس هو الذي لا يعقل والخرقان هم
+
+453
+00:49:52,150 --> 00:49:55,870
+يعني ضعاف العقول أو المجانين نقول فلان أخرق أي
+
+454
+00:49:55,870 --> 00:50:02,070
+مجنونوقال أبي تمام أيضا ساشكر فرجة اللبب الرخي
+
+455
+00:50:02,070 --> 00:50:09,050
+ولينا خادع الدهر الأبي ثم يقول فضربت فضربت الشتاء
+
+456
+00:50:09,050 --> 00:50:14,770
+في أخدعيه الأخدعين الكتفين يعني هنا يجسد لنا
+
+457
+00:50:14,770 --> 00:50:20,170
+الشتاء على أنه إنسان ويدرب على أخدعيه أو في أخدعيه
+
+458
+00:50:20,170 --> 00:50:27,940
+ضربة غادرته عودة عودة ركوبةتروح علينا كل يوم
+
+459
+00:50:27,940 --> 00:50:34,680
+وتغتدي خطوب كأن الذهب من هنا يسرع في كل معنى يورده
+
+460
+00:50:34,680 --> 00:50:40,960
+نجد أن البديع لم يخدم المعنى بل أفقل المعنى بقيوده
+
+461
+00:50:40,960 --> 00:50:47,140
+وأخرجه عن غايته ومن هنا الاستقرار لأنه أخرجه وأصبح
+
+462
+00:50:47,140 --> 00:50:52,280
+خطئا وإن لم يكن خطئا فهو مستقرا لم يأتي قيد الخاطر
+
+463
+00:50:52,280 --> 00:51:00,600
+ولا قيد الطبع بل جاءبطريقة مقصودة والصنعة دائما
+
+464
+00:51:00,600 --> 00:51:05,800
+والإمعان فيها يفسد نتاج الموهبة الشعر والإبداع
+
+465
+00:51:05,800 --> 00:51:12,480
+يذكر لنا الكثير جدا من الشواهد وقد أوردته بعضها
+
+466
+00:51:12,480 --> 00:51:15,640
+لنرى
+
+467
+00:51:15,640 --> 00:51:21,420
+تعليق القامدي على تلك الشواهد يقول وأشبه هذا مما
+
+468
+00:51:21,420 --> 00:51:25,340
+إذا تتبعت في شعره وجدته كثيرا
+
+469
+00:51:28,410 --> 00:51:34,150
+فجعل كما ترى ترى أيها القارئ أو المخاطب غفافة هذه
+
+470
+00:51:34,150 --> 00:51:40,550
+الألفاظ للدهري أخدعان أخدعان ويدا تقطع من الزند
+
+471
+00:51:40,550 --> 00:51:48,390
+وكأنه يسرع قلنا هل استقراه؟ جسمت الدهر نعم لكن مش
+
+472
+00:51:48,390 --> 00:51:54,310
+بهذه الكيفية و بهذه الطريقةوجعله يشرق بالكرام
+
+473
+00:51:54,310 --> 00:51:59,870
+ويفكر ويبتسم وأن الأيام له بنون والزمان أبلق وجعل
+
+474
+00:51:59,870 --> 00:52:05,250
+المديح يداً ولقصائده مزامر إلا أنها لا تنفخ ولا
+
+475
+00:52:05,250 --> 00:52:10,970
+تزمرمن التعقيب أيضًا وأما قوله ولين وأخادع الدهر
+
+476
+00:52:10,970 --> 00:52:16,470
+الأبي فأي حجة فأي حاجة إلى الأخادع حتى يستعيرها
+
+477
+00:52:16,470 --> 00:52:21,550
+للدهر هل استعارة الأخادع للدهر أعطتنا معنا جديدًا
+
+478
+00:52:21,550 --> 00:52:28,570
+هل أضفت جمالًا ووضوحًا أم أنها أدخلته في باب الصنع
+
+479
+00:52:28,570 --> 00:52:37,460
+المستقرة المعنى واضح وجليهنكتفي بهذا القدر ونستكمل
+
+480
+00:52:37,460 --> 00:52:42,700
+باب أخطاء بيتمام من جديد في اللقاء القادم ان شاء
+
+481
+00:52:42,700 --> 00:52:42,900
+الله
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/42WkWpst4xM.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/42WkWpst4xM.srt
new file mode 100644
index 0000000000000000000000000000000000000000..7ebb16e4e01069350137e57c1bac83c5debb7fbc
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/42WkWpst4xM.srt
@@ -0,0 +1,1192 @@
+1
+00:00:21,230 --> 00:00:24,730
+بسم الله والحمد لله والصلاة والسلام على سيدنا رسول الله
+
+2
+00:00:24,730 --> 00:00:33,110
+الله وبعد، بداية كل عام وأنتم بخير. نلتقي هذا الفصل
+
+3
+00:00:33,110 --> 00:00:43,590
+مع مساق النقد الأدبي القديم وتاريخه. سنحاول
+
+4
+00:00:43,590 --> 00:00:51,330
+في هذا اللقاء الأول أن نتعرف على المساق وحدوده
+
+5
+00:00:51,330 --> 00:01:01,170
+المكانية والزمانية. المساق، كما هو واضح، بدايةً
+
+6
+00:01:01,170 --> 00:01:08,450
+التسمية وأسبابها: النقد الأدبي القديم. سنرى لماذا
+
+7
+00:01:08,450 --> 00:01:15,030
+سمي بهذا الاسم، ثم المفردات، ثم الخطة التي سنسير
+
+8
+00:01:15,030 --> 00:01:18,530
+عليها طيلة محاضرات هذا الفصل.
+
+9
+00:01:35,430 --> 00:01:39,970
+كما هو واضح، اسم المساق: النقد الأدبي القديم وتاريخه.
+
+10
+00:01:39,970 --> 00:01:44,750
+لو
+
+11
+00:01:44,750 --> 00:01:53,050
+نظرنا في كلمة "نقد"، سنجد أن الكلمة معرفة بأنها "أدبي".
+
+12
+00:01:53,050 --> 00:01:59,310
+هذا يعني أن هناك نقدًا غير أدبي. نعم، هناك نقد يتصل
+
+13
+00:01:59,310 --> 00:02:05,890
+بالنقود والصيرفة. لذلك اخترنا من الاثنين، وإن كنا
+
+14
+00:02:05,890 --> 00:02:13,070
+سنلاحظ أنهما يسيران في نهر واحد، لكن اخترنا كلمة
+
+15
+00:02:13,070 --> 00:02:20,350
+"أدبي"، الأمر الذي يحتم علينا التعرف على كلمة "أدب" وما
+
+16
+00:02:20,350 --> 00:02:23,930
+هي العلاقة التي تربط بين الأدب والنقد.
+
+17
+00:02:27,370 --> 00:02:32,770
+ثم نتعرف على كلمة "قديم"، لأن هناك نقدًا حديثًا، ونرى
+
+18
+00:02:32,770 --> 00:02:41,050
+الفاصل بين القديم والحديث. وكلمة "تاريخه" ستأتي في
+
+19
+00:02:41,050 --> 00:02:47,290
+السياق. لو انتقلنا لكلمات: أولًا، طبيعة العلاقة بين
+
+20
+00:02:47,290 --> 00:02:54,770
+الأدب والنقد. هذه العلاقة لا تتضح إلا من التعرف على
+
+21
+00:02:54,770 --> 00:03:01,130
+مفهوم كلمة "أدب". لو حاولنا التعرف على كلمة "أدب"، سنجد
+
+22
+00:03:01,130 --> 00:03:05,130
+أنها
+
+23
+00:03:05,130 --> 00:03:14,930
+تشتمل على دعائم ثلاثة: هي النتاج الأدبي، ثم النقد
+
+24
+00:03:14,930 --> 00:03:24,310
+الأدبي، والتاريخ الأدبي. كلمة "أدب"، كاسم جنس، تتكون من
+
+25
+00:03:24,310 --> 00:03:32,610
+مركبات ثلاثة: الأول، النتاج، والنتاج المقصود به النص
+
+26
+00:03:32,610 --> 00:03:41,070
+الأدبي، شعرًا كان أو نثرًا، ثم النقد،
+
+27
+00:03:41,070 --> 00:03:49,750
+ثم التأريخ. والترتيب هنا لا يعد اعتباطيًا، بل مقصودًا
+
+28
+00:03:49,750 --> 00:03:53,650
+لأن
+
+29
+00:03:53,650 --> 00:04:01,440
+النقد هو أكسيد التفاعل بين المبدع والمتلقي، وبدون
+
+30
+00:04:01,440 --> 00:04:09,340
+الناقد، لن نجد أدبًا. سيكون أدب الأدراج المغلقة. الناقد
+
+31
+00:04:09,340 --> 00:04:18,360
+هو الذي يصوغ هذا الأدب ويقربه من المتلقين. طبعًا،
+
+32
+00:04:18,360 --> 00:04:24,600
+لو رجعنا لكلمة "أدب"، سنجد
+
+33
+00:04:24,600 --> 00:04:36,110
+أن هذه الكلمة في القديم لها مفهوم قد لا يشتمل على
+
+34
+00:04:36,110 --> 00:04:41,670
+ما نعرفه من نصوص أدبية. فلو ذهبنا إلى عصر ما قبل
+
+35
+00:04:41,670 --> 00:04:49,230
+الإسلام، سنجد الشعر يقول: "نحن في المشتات ندعو الجفلة،
+
+36
+00:04:49,230 --> 00:04:53,430
+هل ترى الأدابة فينا تنتقر؟"
+
+37
+00:04:56,340 --> 00:04:59,980
+ما معنى هذا القول؟ هو المقصود بالأداب (التي هي جمع
+
+38
+00:04:59,980 --> 00:05:09,340
+أدب). الشاعر هنا يتحدث عن كرمه، فيقول: "نحن وقت القحط
+
+39
+00:05:09,340 --> 00:05:17,240
+ندعو الناس لموائدنا"، ثم يتساءل: "هل ترى طعامنا ينقص
+
+40
+00:05:17,240 --> 00:05:24,240
+كناية عن شدة الكرم؟". إذن، هنا الأداب بمعنى موائد
+
+41
+00:05:24,240 --> 00:05:32,870
+الطعامل، علاقة لها بالنتاج الأدبي. لو تدرجنا قليلًا مع
+
+42
+00:05:32,870 --> 00:05:36,310
+صدر الإسلام، سنجد أن المصطفى صلى الله عليه وسلم يقول:
+
+43
+00:05:36,310 --> 00:05:45,630
+"أدبني ربي فأحسن تأديبي". المقصود هنا بكلمة "أدب"، الخلق
+
+44
+00:05:45,630 --> 00:05:54,010
+الكريم، الخلق الحسن. لو تدرجنا أكثر، سنصل إلى
+
+45
+00:05:58,370 --> 00:06:05,130
+شيوع كلمة "أدب"، ولكن بمعنى عام، بمعنى واسع. سنلاحظ أن
+
+46
+00:06:05,130 --> 00:06:08,690
+شهاب الدين النويري، في العصر المملوكي، يطلقها على
+
+47
+00:06:08,690 --> 00:06:17,870
+اسم كتابه: "نهاية الأرب في فنون الأدب". قفزة
+
+48
+00:06:17,870 --> 00:06:24,450
+من الخلق الحسن، ثم المعلم في العصر العباسي كان يُسمى
+
+49
+00:06:24,450 --> 00:06:26,130
+مؤدبًا.
+
+50
+00:06:28,140 --> 00:06:35,480
+ثم أصبحت تعني شتى العلوم والمعارف. هل
+
+51
+00:06:35,480 --> 00:06:42,980
+هذا الذي نريده من كلمة "أدب"؟ لا، نحن قلنا المقصود
+
+52
+00:06:42,980 --> 00:06:48,740
+بالأدب النتاج، وقلنا إن كلمة "أدب" عمومًا تشتمل على
+
+53
+00:06:48,740 --> 00:06:56,600
+العمليات الثلاث: النتاج، والنقد، والتاريخ.
+
+54
+00:06:58,500 --> 00:07:05,320
+أما النتاج الذي نقصده، فينقسم إلى قسمين: الشعر
+
+55
+00:07:05,320 --> 00:07:12,320
+والنثر. والشعر
+
+56
+00:07:12,320 --> 00:07:15,760
+أيضًا يُقسم إلى أقسام
+
+57
+00:07:34,220 --> 00:07:42,720
+على أساس اللغة: فصحى وعامية. يُقسم الشعر إلى الأدب
+
+58
+00:07:42,720 --> 00:07:48,420
+الرسمي أو القصيدة العمودية، قديماً وحديثًا، قصيدة
+
+59
+00:07:48,420 --> 00:07:59,580
+التفعيلة، وعاميًا. يمكن أن نعدد منه: القومة،
+
+60
+00:07:59,580 --> 00:08:07,960
+الـ"كان كان"، الدوبيت، الموشح، الموال، الزجل، إلى غير
+
+61
+00:08:07,960 --> 00:08:13,180
+ذلك من ألوان الشعر العامي. هل هذه الأنواع غريبة
+
+62
+00:08:13,180 --> 00:08:19,820
+عليكم؟ تحتاجون إلى تحديد أو تعريف قليل؟ نعم، لو
+
+63
+00:08:19,820 --> 00:08:26,000
+قلنا: "القومة" هو لون شعري نشأ في العصر العباسي في
+
+64
+00:08:26,000 --> 00:08:35,640
+مدينة سر من رأى، التي تسمى سامراء، وكان يردده المسحراتي
+
+65
+00:08:35,640 --> 00:08:41,580
+في رمضان، مقطوعات شعرية في وصف النبي، مدح النبي صلى
+
+66
+00:08:41,580 --> 00:08:46,660
+الله عليه وسلم وسيرته. تبدأ بقول: "قوموا إلى الصحورِ".
+
+67
+00:08:46,660 --> 00:08:57,310
+"قومة"، هذا هو فن القومة. الـ"كان كان": قصة شعرية ترويها
+
+68
+00:08:57,310 --> 00:09:03,530
+الجدة للأحفاد، وقد نشأت في عصرِ الترف الثقافي، وهي
+
+69
+00:09:03,530 --> 00:09:13,270
+العصر العباسي. حينما كانت الجدة تهدّئ الحفيد، فتبدأ
+
+70
+00:09:13,270 --> 00:09:20,270
+أبياتًا شعرية، قصة بسيطة تبدأ بـ"كان كان". وفي النثر: "كان
+
+71
+00:09:20,270 --> 00:09:27,520
+يا ما كان". اللغة هنا نسميها عامية، لأنها هبطت من
+
+72
+00:09:27,520 --> 00:09:32,000
+الاستخدام الرسمي إلى الاستخدام اليومي، ليفهمها الطفل.
+
+73
+00:09:32,000 --> 00:09:39,240
+الـ"دوبيت": لون شعري نشأ مع امتزاج العرب
+
+74
+00:09:39,910 --> 00:09:44,990
+بالمولودين. المولود لا يستطيع أن ينشئ قصيدة على وزن
+
+75
+00:09:44,990 --> 00:09:49,910
+وقافية طويلة، فأتيح له أن يُنوع في القافية. وكلمة "دو"
+
+76
+00:09:49,910 --> 00:09:57,050
+كلمة فارسية تعني الرقم اثنين، أي
+
+77
+00:09:57,050 --> 00:10:04,310
+كل وحدة في القصيدة تتكون من بيتين لهما القافية
+
+78
+00:10:04,310 --> 00:10:08,010
+الواحدة، أما الوزن ففي كل القصيدة... إلى غير ذلك من
+
+79
+00:10:08,010 --> 00:10:15,640
+فنون الأدب الشعبي. طيب، لو أردنا أن نقسم على أساس
+
+80
+00:10:15,640 --> 00:10:19,400
+الغرض، سينقسم
+
+81
+00:10:19,400 --> 00:10:23,400
+الشعر إلى: مدح،
+
+82
+00:10:23,400 --> 00:10:29,820
+رثاء، هجاء، وصف، غزل، الأغراض المعروفة. هذا عن
+
+83
+00:10:29,820 --> 00:10:37,640
+الشعر. قبل ذلك، يوجد نتاج أدبي نثري. أقسام النثر
+
+84
+00:10:37,640 --> 00:10:46,360
+يمكن أن نذكرها حسب النشأة: الأقدم فالأحدث. لعل
+
+85
+00:10:46,360 --> 00:10:55,340
+الأحكام، المواعظ، الوصايا هي أول ألوان النثر وجودًا، ثم
+
+86
+00:10:55,340 --> 00:11:04,320
+نشأت بعد ذلك الخطب، وتبعتها الرسائل، حتى وصلنا إلى
+
+87
+00:11:04,320 --> 00:11:10,600
+عصر ما قبل الإسلام. فصحاح العرب يباهون بأنهم أهل
+
+88
+00:11:10,600 --> 00:11:17,640
+فصاحة وبيان. يباهون الأمم بمقدرتهم على الخطابة من
+
+89
+00:11:17,640 --> 00:11:23,940
+طلوع الشمس حتى مغيبها. وقد
+
+90
+00:11:23,940 --> 00:11:34,220
+رأينا كيف كانت المعجزة القرآنية، لأنها تساوقت مع ما
+
+91
+00:11:34,220 --> 00:11:40,940
+يباهي به العرب قديماً. كانت المعجزات من جنس ما يباهي
+
+92
+00:11:40,940 --> 00:11:49,240
+به الأقوام. فإذا كان الناس يباهون بسحرهم، كانت معجزة
+
+93
+00:11:49,240 --> 00:11:56,790
+موسى عليه السلام: إبداع في السحر.  الطب، كانت معجزة
+
+94
+00:11:56,790 --> 00:12:01,670
+عيسى عليه السلام: أن يُشفى الأكمه والأبرص ويُحيي
+
+95
+00:12:01,670 --> 00:12:07,970
+الموتى بإذن الله. العرب يباهون بامتلاك الكلمة، ونصاعة
+
+96
+00:12:07,970 --> 00:12:14,510
+البيان. وبالتالي، كان القرآن... القرآن حينما يُكسر
+
+97
+00:12:14,510 --> 00:12:22,970
+البعض، تحت أصناف القول، يجعله صنفًا مستقلًا عن ما
+
+98
+00:12:22,970 --> 00:12:29,830
+يعرفه الناس. أي إذا قلنا: "الأجناس الأدبية"، فبعض يرى أن
+
+99
+00:12:29,830 --> 00:12:35,790
+الأجناس الأدبية: شعر، ونثر، وقرآن. وهذا رأي طه حسين
+
+100
+00:12:35,790 --> 00:12:40,350
+أيضًا وأتباعه. بالنسبة
+
+101
+00:12:40,350 --> 00:12:48,830
+لنا، نرى أن القول: شعر، ونثر، والقرآن تحت باب النثر،
+
+102
+00:12:48,830 --> 00:12:53,210
+ليجوز أن نفصله، حيث
+
+103
+00:12:55,590 --> 00:13:03,570
+تُختل المعجزة. لأن العرب لا تعرف قرآنًا قبل الإسلام،
+
+104
+00:13:03,570 --> 00:13:09,110
+تعرف نثرًا وتباهي به. فجاء القرآن نثرًا. أما كلمة "قرآن"
+
+105
+00:13:09,110 --> 00:13:16,570
+فهي صفة لهذا النثر، وليست التسمية. كيف
+
+106
+00:13:16,570 --> 00:13:23,170
+أن نميزه عن حديث البشر؟ نعم، هو نثر فني معجز، عجز
+
+107
+00:13:23,170 --> 00:13:31,210
+البشر عن عمل مثله. وقد رأينا الله عز وجل كيف طلب من
+
+108
+00:13:31,210 --> 00:13:36,470
+البشر إن استطاعوا أن يفعلوا مثله، وبسط لهم الأمر
+
+109
+00:13:36,470 --> 00:13:44,310
+حتى وصلنا إلى آية... قال المعتزلة في العصر العباسي: إن
+
+110
+00:13:44,310 --> 00:13:49,570
+البشر يستطيعون أن يفعلوا مثله، ولكن الله قد صرف
+
+111
+00:13:49,570 --> 00:13:56,330
+الهمم، أي قيّد الناس عن عمل مثله. هذا كلام باطل. لقد
+
+112
+00:13:56,330 --> 00:14:07,590
+حاول الناس عمل مثل القرآن. وقد رأينا سجاح ومسيلمة
+
+113
+00:14:07,590 --> 00:14:14,790
+وغيرهما من ادعى أنه يقول قرآنًا. وقد وصلنا بعض النصوص
+
+114
+00:14:14,790 --> 00:14:19,690
+التافهة التي قالوها، كقول أحدهم: "إن أعطيتك العقعق،
+
+115
+00:14:19,690 --> 00:14:26,350
+فصلي لربك وانعق، إن شانئك هو الأبلق". وقول آخر: "الفيل،
+
+116
+00:14:26,350 --> 00:14:31,290
+وما أدرك ما الفيل". إذن، الصرف غير موجود. لم يصرف
+
+117
+00:14:31,290 --> 00:14:36,160
+الله الهمم. لو صرف الهمم، لما قالوا هذه الترهات. أتيح
+
+118
+00:14:36,160 --> 00:14:42,640
+عليهم، ولكن لأنه معجز، عجز البشر بالرغم من المحاولات
+
+119
+00:14:42,640 --> 00:14:47,500
+أن يفعلوا مثله. إذاً،
+
+120
+00:14:47,500 --> 00:14:57,760
+الأجناس لدينا، كما قلنا، أجناس النثر منها: وصايا، أحكام،
+
+121
+00:14:57,760 --> 00:15:07,920
+أمثال، ثم أنضجها: الخطب، التي رأينا القرآن يباهيها. طيب،
+
+122
+00:15:07,920 --> 00:15:11,100
+الرسائل،
+
+123
+00:15:11,100 --> 00:15:20,100
+الرسائل. نعم، موجودة، ولكن أدوات الكتابة عزيزة، ولذلك
+
+124
+00:15:20,100 --> 00:15:25,280
+انتشارها كان محدودًا بالحدود السياسية، ومتطلبات
+
+125
+00:15:25,280 --> 00:15:30,770
+الحياة الاقتصادية فقط. ثم بعد ذلك، في العصر العباسي،
+
+126
+00:15:30,770 --> 00:15:36,210
+كلما تيسرت أدوات الكتابة، كلما وجدنا رواجًا أكثر
+
+127
+00:15:36,210 --> 00:15:41,650
+في فن الرسائل. وقد رأينا النبي صلى الله عليه وسلم
+
+128
+00:15:41,650 --> 00:15:46,930
+يُرسل بعض الرسائل لدعوة بعض الحكام في الأمم
+
+129
+00:15:46,930 --> 00:15:50,910
+المجاورة للدخول في الإسلام، كرسالته صلى الله عليه
+
+130
+00:15:50,910 --> 00:15:57,090
+وسلم إلى المقوقس عظيم القبائل. تلك الرسالة المشهورة
+
+131
+00:15:57,090 --> 00:16:02,010
+التي دعاه فيها إلى الإسلام: "من محمد رسول الله إلى
+
+132
+00:16:02,010 --> 00:16:06,550
+المقوقس عظيم القبائل، السلام على من اتبع الهدى...". إلى
+
+133
+00:16:06,550 --> 00:16:11,190
+آخر الرسالة. وقد رأينا المقوقس كيف أهدى للمصطفى صلى
+
+134
+00:16:11,190 --> 00:16:16,730
+الله عليه وسلم سيرين وماريا والبغل وغير ذلك، تقربًا
+
+135
+00:16:16,730 --> 00:16:20,390
+للمصطفى صلى الله عليه وسلم، وتأمينا بأنه سيدخل في
+
+136
+00:16:20,390 --> 00:16:25,310
+الإسلام أو سيدرس الأمر. إذاً، الرسائل والكتابات كانت
+
+137
+00:16:25,310 --> 00:16:32,310
+موجودة، ولكن حُصرت في أغراض مهمة. لماذا؟ لأنها كانت
+
+138
+00:16:32,310 --> 00:16:39,390
+تُكتب على الرقاع والجلود. الأدوات كانت صعبة، لم تكن
+
+139
+00:16:39,390 --> 00:16:47,350
+كالورق اليوم، ولم تكن ميسورة كما هو الحال اليوم. ثم
+
+140
+00:16:48,630 --> 00:16:51,710
+حينما ينشئ عمر بن الخطاب رضي الله عنه ديوان
+
+141
+00:16:51,710 --> 00:16:56,350
+الإنشاء، الذي ينظم أمور الجند، وينظم أمور المسلمين،
+
+142
+00:16:56,350 --> 00:17:01,410
+والزكاة وغير ذلك، يحتاجون إلى كتابة، وتصبح الكتابة
+
+143
+00:17:01,410 --> 00:17:07,650
+أكثر يسراً، نصل
+
+144
+00:17:07,650 --> 00:17:15,640
+إلى العصر العباسي، حتى تصبح رائجة مألوفة. الأمر الذي
+
+145
+00:17:15,640 --> 00:17:22,200
+سيتشجع على نشأة لون من ألوان النثر، وهو فن الخطابة،
+
+146
+00:17:22,200 --> 00:17:30,540
+فن المقامة، آسف، والمقامات هي فن نثري يُبنى على
+
+147
+00:17:30,540 --> 00:17:34,460
+الحكاية، الغاية
+
+148
+00:17:34,460 --> 00:17:40,840
+منها الموعظة أحيانًا، والترفيه. أن
+
+149
+00:17:40,840 --> 00:17:44,580
+يحدثنا الراوي
+
+150
+00:17:46,950 --> 00:17:53,210
+بحكاية مختلقة، حكاية كالقصص الفنية التي تنبع من
+
+151
+00:17:53,210 --> 00:17:59,510
+الخيال. تكون الغاية منها أحيانًا استعراض مقدرة لغوية،
+
+152
+00:17:59,510 --> 00:18:07,290
+مباهة فكرية، للاستجداء. لأنه في نهاية الحكاية يحصلون
+
+153
+00:18:07,290 --> 00:18:07,710
+مالًا.
+
+154
+00:18:10,870 --> 00:18:15,210
+سنتوقف معها فيما بعد. هذا جنس من أجناس النثر. ثم
+
+155
+00:18:15,210 --> 00:18:21,910
+نتدرج، فتنشأ الطباعة، الأمر
+
+156
+00:18:21,910 --> 00:18:30,630
+الذي سينتج الصحافة، فتولد المقالة. والمقالة تتنوع بعد
+
+157
+00:18:30,630 --> 00:18:36,670
+ذلك بأغراضها: علمية، في الطب، في الهندسة، في كل فروع
+
+158
+00:18:36,670 --> 00:18:44,270
+المعرفة، أدبية أيضًا في كل ألوان الأدب. وتنشأ بعد ذلك
+
+159
+00:18:44,950 --> 00:18:49,510
+فنون أخرى، بحكم الترجمة والاطلاع على الغرب، أو بحكم
+
+160
+00:18:49,510 --> 00:18:56,350
+إحياء القديم، أو من الخطين معًا، وهي فن القصة الذي
+
+161
+00:18:56,350 --> 00:19:01,330
+نرى أنه امتداد أحيانًا لحديث عيسى بن هشام، الذي هو
+
+162
+00:19:01,330 --> 00:19:07,910
+امتداد لفن المقامات، أو متأثر بالغرب، كما جاء في
+
+163
+00:19:07,910 --> 00:19:15,780
+رواية أو قصة زينب لهيكلو. القصة بأنواعها طبعًا،
+
+164
+00:19:15,780 --> 00:19:20,520
+القصة القصيرة جدًا (anecdote) أو القصيرة (short story)،
+
+165
+00:19:20,520 --> 00:19:29,140
+أو القصة (story). لأن كلمة "قصة" هنا اسم جنس تحته أنواع،
+
+166
+00:19:29,140 --> 00:19:37,400
+أو رواية (novel)، أو سلسلة روايات (novelette). وهذا أيضًا
+
+167
+00:19:37,400 --> 00:19:44,800
+من الفنون النثرية التي نشأت في العصر الحديث. هذا عن
+
+168
+00:19:44,800 --> 00:19:52,160
+النص الأدبي أو النتاج الأدبي. هذا النتاج الأدبي هو
+
+169
+00:19:52,160 --> 00:19:58,240
+ميدان عمل الناقد. أين يعمل الناقد؟ مع النص الأدبي.
+
+
+223
+00:26:47,870 --> 00:26:56,770
+وصفات الرداء، أحيانا نرسل امرأة تنقد، يرسل أخته فتعود
+
+224
+00:26:56,770 --> 00:27:04,090
+له فاحصة جميلة، نعم شعرها جميل، وجهها أبيض، ولكنها
+
+225
+00:27:04,090 --> 00:27:10,530
+قصيرة. هي وضعت صفات الحسن وصفات القبح، وأيهما يرجح؟
+
+226
+00:27:10,530 --> 00:27:16,970
+هذا من النقد، التمييز الجيد من الرديء، إذا
+
+227
+00:27:21,260 --> 00:27:28,400
+بعض الدلالات نراها قريبة من الأمر الذي نفعله مع
+
+228
+00:27:28,400 --> 00:27:35,840
+النصوص الأدبية أيضا. نقول: ناقد فلان فلان الأمر، أي
+
+229
+00:27:35,840 --> 00:27:45,400
+ناقشه فيه، والمناقشة أيضا هنا تعني التمييز، فحص
+
+230
+00:27:45,400 --> 00:27:53,230
+الشيء، النظر فيه، ثم إبداء الرأي فيه. وهذا ما يقوم به
+
+231
+00:27:53,230 --> 00:27:58,090
+الناقد الأدبي هناك.
+
+232
+00:27:58,090 --> 00:28:08,350
+معنى آخر: حينما نقول: نقد العصفور الحبة، فانتقدها أي
+
+233
+00:28:08,350 --> 00:28:13,190
+أوجد فيها عيبا، نقرها بمنقارِه فأوجد فيها عيبا.
+
+234
+00:28:13,190 --> 00:28:19,730
+البعض أيضا في أيامنا هذه يظن أن النقد بحث عن
+
+235
+00:28:19,730 --> 00:28:30,200
+العيوب، لأنها هنا بمعنى العيب والانتقاص من الشيء، نعم.
+
+236
+00:28:30,200 --> 00:28:36,060
+قد تلتقي مع بعض ما تشتمل عليه الكلمة في الاستخدام
+
+237
+00:28:36,060 --> 00:28:42,680
+الاصطلاحي، ولكن ليست هي كل دلالات كلمة نقد، نعم. نبحث
+
+238
+00:28:42,680 --> 00:28:49,800
+عن العيوب، ولكن ليس بهدف الوقوف عند هذه العيوب
+
+239
+00:28:49,800 --> 00:28:55,610
+وتضخيمها، بل بهدف لفت النظر إليها لإصلاحها أو لكي لا
+
+240
+00:28:55,610 --> 00:28:59,170
+يقع فيها اللاحق، بعد ذلك، لئلا يقع فيه مثيلها.
+
+241
+00:29:08,650 --> 00:29:12,930
+إذا، لو قعدنا لكلمة نقد من كل الدلالات التي سبقت،
+
+242
+00:29:12,930 --> 00:29:19,330
+سنلاحظ أن كلمة نقد اجتمعت على جوانب، لو جمعناها مع
+
+243
+00:29:19,330 --> 00:29:25,470
+بعضها البعض. أول مراحل نقد النص الأدبي نراها في فهم
+
+244
+00:29:25,470 --> 00:29:32,810
+النص وتبيان ملامحه. تقرأ النص مرة واثنتين، تشرح النص. هذه
+
+245
+00:29:32,810 --> 00:29:37,030
+أول خطوات النقد الأدبي. وقد رأينا اختصار النظر فيها، تعرف على ملامح الشيء، ثم بعد ذلك أميز
+
+246
+00:29:37,030 --> 00:29:44,190
+جيد الأساليب الأدبية عن رديئها، أو أنبه على الرديء
+
+247
+00:29:44,190 --> 00:29:51,730
+وطرق إصلاحه.
+
+248
+00:29:51,730 --> 00:29:53,790
+وطرق إصلاحه.
+
+249
+00:29:58,380 --> 00:30:03,600
+هل استخدم العرب كلمة نقد بالمعنى الاصطلاحي الذي
+
+250
+00:30:03,600 --> 00:30:09,560
+نحن نتصده؟ استخدموها، ولكن في صور متأخرة قليلا.
+
+251
+00:30:09,560 --> 00:30:18,440
+يعني، يمكن أول من استخدمها كما وصل إلينا هو البحتري
+
+252
+00:30:18,440 --> 00:30:28,980
+حينما تعرض لثعلب، يصل عن ثعلب، فعلا، صاحب كتاب قواعد
+
+253
+00:30:28,980 --> 00:30:36,440
+الشعر ناقد. وسنقف معه في رحلتنا هذا الفصل، يسأل عنه
+
+254
+00:30:36,440 --> 00:30:42,940
+فيقول: ما رأيتُ أبا عباسكم هذا ناقداً للشعر ولا
+
+255
+00:30:42,940 --> 00:30:51,440
+مميزاً لجيده من رديئه. إذا، هنا استخدم الكلمة بمعناها
+
+256
+00:30:51,440 --> 00:30:53,380
+الصحيح، بعد
+
+257
+00:30:55,190 --> 00:31:02,050
+ثعلب. سنجد من الشعراء من يقول: قلت لمن قال لي: عرضت
+
+258
+00:31:02,050 --> 00:31:09,830
+على الأخفش ما قلته فما حمده، عرضة
+
+259
+00:31:09,830 --> 00:31:17,110
+شعره. الأخفش من اللغويين المعروفين، والشعر لا يرتضي
+
+260
+00:31:17,110 --> 00:31:24,130
+قول الأخفش، يقول: ما حمده، أي ما استحسن هذا الشعر، لذلك
+
+261
+00:31:24,130 --> 00:31:29,550
+يقول له: فقصرتُ بالشعر... قصرتُ بالشعر حين عرضته على
+
+262
+00:31:29,550 --> 00:31:38,910
+العين العمي، إذا انتقده. قصرت بالشعر إذا عرضته على
+
+263
+00:31:38,910 --> 00:31:43,310
+العين التي لا تبصر، عين العمي، إذا انتقده. كلمة انتقد
+
+264
+00:31:43,310 --> 00:31:50,270
+هنا، نظر فيه بغية تمييز جيده من رديئه. ثم بعد ذلك
+
+265
+00:31:50,270 --> 00:31:56,530
+سنراها تنتشر على الألسنة، ونجد من يؤلف كتاباً يسميه
+
+266
+00:31:56,530 --> 00:32:04,190
+نقد الشعر، من هو؟ قدامة ابن جعفر، في القرنين الثالث
+
+267
+00:32:04,190 --> 00:32:09,330
+والرابع الهجريين. ثم بعد ذلك سنجد ابن رشيق
+
+268
+00:32:09,330 --> 00:32:16,950
+القيرواني يصنع كتاباً يسميه: العمدة في صناعة الشعر
+
+269
+00:32:16,950 --> 00:32:37,450
+ونقده. هنا أصبح المصطلح دارجاً على الألسنة. انتقلنا
+
+270
+00:32:37,450 --> 00:32:45,650
+من كلمة نقد أدبي لنحدد معنى المصطلح، وما زلنا في هذا
+
+271
+00:32:45,650 --> 00:32:49,810
+السياق. دفعنا لتحديد كلمة أدب، ثم الآن انتهينا من
+
+272
+00:32:49,810 --> 00:32:54,990
+كلمتي نقد وتاريخه.
+
+273
+00:32:54,990 --> 00:32:58,470
+المقصود
+
+274
+00:32:58,470 --> 00:33:04,850
+به منذ النشأة حتى نصل إلى ما قبل العصر الحديث، لأن
+
+275
+00:33:04,850 --> 00:33:09,570
+العصر الحديث سيتكفل به مساق آخر. النقد الأدبي
+
+276
+00:33:09,570 --> 00:33:15,650
+الحديث. هذا اسمه النقد الأدبي القديم. البيئة الزمانية
+
+277
+00:33:15,650 --> 00:33:23,110
+سنراها منذ عصر ما قبل الإسلام حتى آخر المصنفات
+
+278
+00:33:23,110 --> 00:33:30,270
+النقدية في العصرين المملوكي والعثماني. نتدرج مع
+
+279
+00:33:30,270 --> 00:33:37,550
+النقد الأدبي كشذرات، ملاحظات بسيطة، حتى أصبح علماً
+
+280
+00:33:37,550 --> 00:33:41,650
+تؤلف فيه الكتب، وسنرى هذه الكتب.
+
+281
+00:33:44,910 --> 00:33:54,050
+طبعاً، الوقت فيه متسع، وسأحاول أن أجعل المادة كمذكرة
+
+282
+00:33:54,050 --> 00:34:00,470
+صغيرة جداً، مطوية في عقل كل طالب منا. الأمر ميسور
+
+283
+00:34:00,470 --> 00:34:10,610
+جداً، والمادة واضحة المعالم إن شاء الله. الأهداف
+
+284
+00:34:10,610 --> 00:34:12,010
+من دراسة هذا المساق،
+
+285
+00:34:15,390 --> 00:34:21,310
+أهداف جمة. أولها: ردّ
+
+286
+00:34:21,310 --> 00:34:27,210
+على أصحاب الدعوى، توارثه الدارسون دون أن يمعنوا
+
+287
+00:34:27,210 --> 00:34:31,790
+النظر فيه. أن النقد الأدبي العربي أعلى من النقد
+
+288
+00:34:31,790 --> 00:34:43,270
+اليوناني، مقولة أطلقها عميد الأدب العربي، ورددها
+
+289
+00:34:43,270 --> 00:34:54,090
+الدارسون بعده كمسلمة. الأمر الذي سيجهدنا قليلاً لكي
+
+290
+00:34:54,090 --> 00:35:01,450
+لا نُبطل هذه المقولة إلا بعلم ومعرفة. سنذهب لدراسة
+
+291
+00:35:01,450 --> 00:35:08,630
+النقد الأدبي اليوناني، ونراه، حتى إذا ما عدنا للنقد
+
+292
+00:35:08,630 --> 00:35:14,930
+الأدبي عند العرب، نتبين: هل النقد العربي نشأ متطوراً
+
+293
+00:35:14,930 --> 00:35:19,710
+عن النقد اليوناني، أم هناك انفصال في النشأتين؟ نشأته
+
+294
+00:35:19,710 --> 00:35:25,570
+نشأة عربية محضة، وقد تتكون من أجزاء بسيطة من
+
+295
+00:35:25,570 --> 00:35:30,130
+المقياس، ثم بعد ذلك تشتمل على المقياس الكلي لكل
+
+296
+00:35:30,130 --> 00:35:37,970
+لون أدبي. الغاية أيضاً من دراسة هذا المساق هي تسليح
+
+297
+00:35:37,970 --> 00:35:43,230
+الطالب بمعرفة واسعة عن النقاد العرب ومصنفّاتهم،
+
+298
+00:35:43,230 --> 00:35:49,630
+ابتداءً من كتابه: فحول الشعراء لأبي جواد الأصمعي، ثم
+
+299
+00:35:49,630 --> 00:35:56,050
+كتاب: طبقات فحول الشعراء لابن سلام، ثم كتاب الشعر
+
+300
+00:35:56,050 --> 00:36:01,730
+والشعراء لابن قتيبة، ثم قواعد الشعر لثعلب، ثم كتاب
+
+301
+00:36:01,730 --> 00:36:06,870
+نقد الشعر لقدامة، حتى نصل إلى اكتمال النظرية
+
+302
+00:36:06,870 --> 00:36:14,230
+النقدية عند العرب. والذي يدرس هذه المصنفات، حتماً
+
+303
+00:36:14,230 --> 00:36:18,610
+سيتسلح بالمقاييس النقدية التي اجتمعت عليها هذه
+
+304
+00:36:18,610 --> 00:36:20,090
+المصنفات.
+
+305
+00:36:21,680 --> 00:36:29,480
+وبالتالي، كأن الطالب يصبح مسلحاً بأدوات ومؤهلات، إن
+
+306
+00:36:29,480 --> 00:36:37,100
+التقت مع موهبة أو استعداد، يصبح قادراً على النظر في
+
+307
+00:36:37,100 --> 00:36:46,820
+النصوص الأدبية ونقدها. إذن، المساق هو مساق تأسيسي، هو
+
+308
+00:36:46,820 --> 00:36:54,320
+الذي يُعد سيد العلوم الأدبية. يُعين الطالب على تذوق
+
+309
+00:36:54,320 --> 00:36:59,080
+النص الأدبي، يُسلحه بأدوات هذا التذوق، يُسلحه بأدوات
+
+310
+00:36:59,080 --> 00:37:04,240
+الحكم على النصوص الأدبية، يُطلِعه على القضايا الأدبية
+
+311
+00:37:04,240 --> 00:37:09,700
+الهامة، كقضية الانتحال
+
+312
+00:37:09,700 --> 00:37:15,820
+مثلاً، أو قضية السرقات الأدبية، أو قضية الطبع
+
+313
+00:37:15,820 --> 00:37:22,530
+والصناعة، إلى غيرها من القضايا التي تردّد. سيصبح مختصاً
+
+314
+00:37:22,530 --> 00:37:28,770
+فاهماً لهذه القضايا. أهداف جمة توخّاها من درس هذا
+
+315
+00:37:28,770 --> 00:37:38,050
+المساق، وفاهماً لذلك، رأيتُ أن أوزّع هذا المساق على
+
+316
+00:37:38,050 --> 00:37:42,170
+أسابيع، و
+
+317
+00:37:42,170 --> 00:37:51,300
+أُحدد مصادر ومراجع لمن سيستزيد، وكل منا سيُبحث عن
+
+318
+00:37:51,300 --> 00:38:02,060
+المزيد. لأن خطتي في التعامل مع المساقات هي
+
+319
+00:38:02,060 --> 00:38:10,000
+توزيع الجهد بين الطالب والأستاذ، أريده أن يبقى
+
+320
+00:38:10,000 --> 00:38:15,060
+الطالب متلقياً، لا يشارك في صنع المعلومة. الجامعة من
+
+321
+00:38:15,060 --> 00:38:20,340
+أهم مهامها أن تعطي معلومة ومفاتيح المعرفة، ولا تجعل
+
+322
+00:38:20,340 --> 00:38:25,840
+الطالب متلقياً. هذه المحاضرة الأولى فقط أسمح فيها
+
+323
+00:38:25,840 --> 00:38:30,480
+بالتلقي، لأنني أُحدد فيها معالم البداية. أما بعد
+
+324
+00:38:30,480 --> 00:38:37,740
+ذلك، فبداية كل محاضرة ربع ساعة على الأقل ستكون
+
+325
+00:38:37,740 --> 00:38:41,600
+لمشاركات الطالبات، تحضرن.
+
+326
+00:38:43,080 --> 00:38:48,580
+والمشاركة عليها قسم من الدرجات، أي الامتحان النصفي
+
+327
+00:38:48,580 --> 00:38:55,200
+سيكون من عشرين درجة، ثم عشر درجات للمشاركة، وعشرة
+
+328
+00:38:55,200 --> 00:39:03,040
+أخرى لواجب بيتي، ككتابة تقرير عن موضوع من الموضوعات
+
+329
+00:39:03,040 --> 00:39:08,720
+التي ندرسها في ثاني الفصل. هذه هي الدرجات الفصلية.
+
+330
+00:39:10,180 --> 00:39:15,700
+وبالتالي، دائماً في البداية سأجد مجموعة مستعدة
+
+331
+00:39:15,700 --> 00:39:22,920
+للوقوف مكاني، وتقول لنا ما فهمت مما حضرت، كيف تحضّر؟
+
+332
+00:39:22,920 --> 00:39:30,440
+على ضوء الخطة التي ستكون بين أيدينا، والذي
+
+333
+00:39:30,440 --> 00:39:40,390
+يحضر يكتشف مواطن الصعوبة عليه فيوجّهنا إليها. وإن كنتُ
+
+334
+00:39:40,390 --> 00:39:45,390
+أظن أني لن أترك أمراً... لن أترك أمراً إلا وقد بينته،
+
+335
+00:39:45,390 --> 00:39:49,990
+ولكن مع ذلك، حينما تحضّرين وتأتين إلى هنا، سيسهل
+
+336
+00:39:49,990 --> 00:39:55,570
+عليك بعد ذلك فهم موضوع المحاضرة. النقاش مشروع،
+
+337
+00:39:55,570 --> 00:40:04,090
+المشاركة مشروعة طبعاً.
+
+338
+00:40:04,090 --> 00:40:08,210
+المرجع الرئيس هو كتابنا: النقد الأدبي عند العرب.
+
+339
+00:40:09,950 --> 00:40:14,950
+مراجع إضافية، لدينا مجموعة طيبة من هذه المراجع،
+
+340
+00:40:14,950 --> 00:40:21,670
+ستكون بين أيديكم. هذه الورقة تأخذها طالبة وتصورها،
+
+341
+00:40:21,670 --> 00:40:30,070
+وتوزّعها. فيها توزيع المفردات التي سنَهتمّ بدرسها في
+
+342
+00:40:30,070 --> 00:40:32,630
+هذا الفصل إن شاء الله.
+
+343
+00:40:41,420 --> 00:40:46,200
+اليوم، المحاضرة خفيفة صغيرة، لأنها للتعريف على
+
+344
+00:40:46,200 --> 00:40:50,680
+المادة، واسم المادة، ومرجع المادة، وطريقة تدريس
+
+345
+00:40:50,680 --> 00:40:57,700
+المادة. هل تحقق لكم هذا الأمر؟ تحقق؟ طيب، هل هناك أي
+
+346
+00:40:57,700 --> 00:41:01,380
+استفسار؟
+
+347
+00:41:01,380 --> 00:41:08,220
+طيب، أظن أن الأمر قد يحتاج إلى مراجعة في اللقاء
+
+348
+00:41:08,220 --> 00:41:14,460
+القادم، بعد أن تقرأن، إن كنت قد قلت شيئاً ولم
+
+349
+00:41:14,460 --> 00:41:19,180
+تتدبريه، يمكن تسجيل السؤال عنه، ولكن في أول اللقاء.
+
+350
+00:41:19,180 --> 00:41:25,960
+بارك الله فيكنّ، وأراكُنّ يوم الثلاثاء القادم إن شاء
+
+351
+00:41:25,960 --> 00:41:27,060
+الله. السلام عليكم.
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/5kR9Myo888A_raw.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/5kR9Myo888A_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..19d7fe51c6b6bef570d88feb0e0a001194e0c9e0
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/5kR9Myo888A_raw.srt
@@ -0,0 +1,1732 @@
+1
+00:00:21,230 --> 00:00:27,570
+بسم الله الرحمن الرحيم وبه نستعين السلام عليكم
+
+2
+00:00:27,570 --> 00:00:33,490
+ورحمة الله وبركاته انتهينا
+
+3
+00:00:33,490 --> 00:00:41,670
+من الحديث عن مصادر نقد النثر وكنا قد ذهبنا إلى
+
+4
+00:00:41,670 --> 00:00:42,730
+تمثيلها
+
+5
+00:00:46,150 --> 00:00:53,890
+يكون من هدفنا الإحاطة بها جميعا وذلك لكثرة عدد
+
+6
+00:00:53,890 --> 00:01:04,470
+مصادر نقد النثر ولتنوع اتجاهاتها وغاياتها وكنت
+
+7
+00:01:04,470 --> 00:01:14,250
+قد أحلت على كتابي نقد النثر لنرى سعة مكتبة نقد
+
+8
+00:01:14,250 --> 00:01:14,650
+النثر
+
+9
+00:01:18,250 --> 00:01:24,810
+هذه السعة التي تجعل القارئ المتأمل يعجب من كتب
+
+10
+00:01:24,810 --> 00:01:30,090
+النقد القديم التي تغفر نقد النثر وتكتفي بالقول أن
+
+11
+00:01:30,090 --> 00:01:36,690
+العرب لم يتركوا تراثا يتصلوا بنقد النثر باستثناء
+
+12
+00:01:36,690 --> 00:01:42,970
+كتاب قدام إبن جعفر الذي بينا أنه نسبة خطأ لقدامه
+
+13
+00:01:50,720 --> 00:01:57,920
+واليوم نحاول أن نتعرف على ضوابط بعض أجناس النثر
+
+14
+00:01:57,920 --> 00:02:02,980
+وقد لا نتمكن أيضا من التعرف على جميع الأجناس
+
+15
+00:02:02,980 --> 00:02:08,340
+وضوابطها ولكن حسبنا أن الطالب قد درس هذه الأجناس
+
+16
+00:02:08,340 --> 00:02:14,200
+في مساقات سابقة كمساق الأدب العباسي مثلا بين يداي
+
+17
+00:02:14,200 --> 00:02:19,360
+الحديث عنالجنس الذي أثرنا التحدث عنه وهو الخطابة
+
+18
+00:02:19,360 --> 00:02:24,940
+نذكر فقط بأن أجناس النثر كثيرة منها الوصايا
+
+19
+00:02:24,940 --> 00:02:32,020
+والمواعب الأمثال والحكم الخطب والرسائل والقديم
+
+20
+00:02:32,020 --> 00:02:38,820
+الأخير منهاالمقامة التي بقى العرب يكتبونها حتى
+
+21
+00:02:38,820 --> 00:02:43,980
+مشارف العصر الحديث حيث كانت حديث عيسى ابن هشام
+
+22
+00:02:43,980 --> 00:02:50,760
+المكتوبة سنة ألف وتسعمائة واثنى عشر هي حلقة الواصل
+
+23
+00:02:50,760 --> 00:02:58,460
+بين المقامة العربية والقصة الحديثة طبعا بعد ذلك
+
+24
+00:02:58,460 --> 00:03:07,030
+تتسع دائرة النثر وتتبع ذلك نقود جديدة يدرسها
+
+25
+00:03:07,030 --> 00:03:12,390
+الطالب في النقد الحديث كنشأة القصة والرواية بكل
+
+26
+00:03:12,390 --> 00:03:18,330
+ألوانها وأقسامها والمقالة بألوانها وأقسامها إلى
+
+27
+00:03:18,330 --> 00:03:24,390
+غير ذلك من أجناس النثر التي سيتبعها
+
+28
+00:03:24,390 --> 00:03:32,170
+النقد بالتمحيص والتوجيه واستخلاص الدوابط الخطابة
+
+29
+00:03:33,230 --> 00:03:39,030
+جنس من هذه الأجناس نتمثله ونرى نظرات النقاد فيه
+
+30
+00:03:39,030 --> 00:03:43,830
+هذه النظرات التي رأينا بعضها في ثمانية المصادر
+
+31
+00:03:43,830 --> 00:03:48,190
+التي عرضنا لهاقد رأينا في البيان والتبين الكثير
+
+32
+00:03:48,190 --> 00:03:52,890
+جدا من ضوابة الخطابة رأينا في صحيفة بيشر وغير ذلك
+
+33
+00:03:52,890 --> 00:03:58,050
+من المصادر وهناك من المصادر التي سناتب بعض الأراء
+
+34
+00:03:58,050 --> 00:04:02,850
+التي وردت فيها دون أن نكون قد توقفنا معها لقلة
+
+35
+00:04:02,850 --> 00:04:12,970
+الوقت وسيكسر حديثنا عن الخطابة على ثلاثة موضوعات
+
+36
+00:04:14,090 --> 00:04:22,310
+أحدها يهتم بالخطيب والثاني يهتم بالخطبة والثالث
+
+37
+00:04:22,310 --> 00:04:29,090
+ببناء الخطبة وأقسامها ونظرات النقاد فيها وفي خضم
+
+38
+00:04:29,090 --> 00:04:35,770
+ذلك كله سيكون المتلقي المخاطب حاضرا لدينا مخصوص
+
+39
+00:04:35,770 --> 00:04:43,930
+بتوجيهات نقدية تبين أثره في عملية التلقيالقسم
+
+40
+00:04:43,930 --> 00:04:48,890
+الأول اللي سنتحدث عنه هو القسم الخاص بالخطيب
+
+41
+00:04:48,890 --> 00:04:54,250
+وصفاته أو المؤهلات التي ينبغي أن يتسلح بها الخطيب
+
+42
+00:04:54,250 --> 00:04:59,530
+وكالعادة افتحوا باب المشاركة لللواتي يرغبنا واحدة
+
+43
+00:04:59,530 --> 00:05:04,750
+واحدة تفضلوا
+
+44
+00:05:04,750 --> 00:05:06,870
+السلام عليكم سأبدأ ب
+
+45
+00:05:11,560 --> 00:05:15,660
+الخطابة كأي حرفة يجب على الخطيب أن يكون له .. يعني
+
+46
+00:05:15,660 --> 00:05:18,900
+يكون عنده بعض المؤهلات والصفات اللي اتنمتز بيها
+
+47
+00:05:18,900 --> 00:05:24,780
+لكي يكون خطيب .. خطيب جيد فأول صفة اللي يجب ان
+
+48
+00:05:24,780 --> 00:05:28,600
+يمتاز بيها الخطيب هي الفطرة والاستعداد ال ..
+
+49
+00:05:28,600 --> 00:05:33,400
+الاستعداد الغريزي فالخطابة عندنا هنا لا يمكن
+
+50
+00:05:33,400 --> 00:05:38,940
+اكتسبهاوإنما هي منحة من عند الله و هي نعمة من عند
+
+51
+00:05:38,940 --> 00:05:45,260
+الله فالخطيب منذ صغره يمتاز بطلب اللسان و حسن
+
+52
+00:05:45,260 --> 00:05:51,800
+الكلام و لا يمكن اكتسبها بكثرة المرون بتعلمها أو
+
+53
+00:05:51,800 --> 00:05:58,730
+بالمرونة بالمران .. التدريب صحيحكما قال Dawood ..
+
+54
+00:05:58,730 --> 00:06:01,750
+كما قال Dawood Ibn Hurayz، رأس الخطابة الطابع
+
+55
+00:06:01,750 --> 00:06:05,530
+وعمودها الدربة وجناحها رواية الكلام وحليها الإعراب
+
+56
+00:06:05,530 --> 00:06:09,210
+وبهاءها تخير الألفات والمحبة مقرونة بقلة الاستكراف
+
+57
+00:06:09,210 --> 00:06:14,670
+ومن ذلك كما قال الجاحظ أن هناك ناس لديهم حسن صنعة
+
+58
+00:06:14,670 --> 00:06:20,620
+في أمور ولا يحسنون صنعة في أمور أخرىفقال يكون له
+
+59
+00:06:20,620 --> 00:06:24,280
+طبع في صناعة اللحون و لا يكون له طبع في غيرهما و
+
+60
+00:06:24,280 --> 00:06:27,500
+يكون له طبع في تأليف الرسائل و الخطاب الازجاع و لا
+
+61
+00:06:27,500 --> 00:06:31,900
+يكون له طبع في قرض بيت الشعر فهناك بعض الناس
+
+62
+00:06:31,900 --> 00:06:36,240
+يحسنون اتصرف في مجال و لا يحسنون اتصرف في مجال اخر
+
+63
+00:06:36,240 --> 00:06:47,040
+اجلسي و دوني اسمك اذا اول و اهمما ينبغي أن يتصف به
+
+64
+00:06:47,040 --> 00:06:54,260
+الخطيب الاستعداد الفطري ما نسميه اليوم الموهبة إذا
+
+65
+00:06:54,260 --> 00:07:00,680
+وجد هذا الاستعداد يمكن بعد ذلك حتى وإن قلت خبرته
+
+66
+00:07:00,680 --> 00:07:07,200
+أن يستدرك ما يفوته ولكن في البداية عليه أن يختبر
+
+67
+00:07:07,200 --> 00:07:12,160
+نفسه ما هي المؤهلات التي يتمتع بها هل يميل إلى
+
+68
+00:07:12,160 --> 00:07:19,920
+كتابة الشعر؟هل يمتلك الاستعداد ليه أن يكون خطيبا؟
+
+69
+00:07:19,920 --> 00:07:27,200
+لماذا لأهمية الاستعداد الفطري والذي كما قال عنه
+
+70
+00:07:27,200 --> 00:07:34,700
+أبو داود أنه رأس الخطابة إنسان مطبوع غير المصنوع
+
+71
+00:07:34,700 --> 00:07:42,900
+المتكلف المطبوع الذي فطرة الذي وهبه الله عز وجلثم
+
+72
+00:07:42,900 --> 00:07:48,180
+بعد ذلك إذا كان رأس الخطابة الطبع فعمودها الدربة
+
+73
+00:07:48,180 --> 00:07:55,600
+لأن الطبع يحتاج إلى سقل يحتاج إلى تمرين يحتاج إلى
+
+74
+00:07:55,600 --> 00:08:00,020
+ثقافة وجناحها
+
+75
+00:08:00,020 --> 00:08:03,840
+رواية الكلام هذا من الثقافة التي يحتاج اليها
+
+76
+00:08:03,840 --> 00:08:14,260
+الخطيب وحليها الإعرابوبهاؤها تخيّر الألفاظ والمحبة
+
+77
+00:08:14,260 --> 00:08:21,500
+مقرونة بقلة الاستقرار أي أن تأتي الألفاظ قيد الطبع
+
+78
+00:08:21,500 --> 00:08:28,420
+والخاطرولا تكون مستقرة على المعاني التي تحملها أي
+
+79
+00:08:28,420 --> 00:08:35,520
+لا يتكلفها الخطيب كأن يتكلف سجعة معينة أو يتكلف
+
+80
+00:08:35,520 --> 00:08:43,560
+محسنا بديعيا بعينه فيظهر على كلامه الاستقرار
+
+81
+00:08:47,430 --> 00:08:52,730
+وكما رأينا أكثر من ناقد له رأي في أهمية الطبع حيث
+
+82
+00:08:52,730 --> 00:09:02,170
+مثّل الجاحل ما يتقنه الإنسان من صناعات ويرى أن لكل
+
+83
+00:09:02,170 --> 00:09:10,770
+صناعة ميل عند إنسان معين فيتقنها ويبدع فيها وإذا
+
+84
+00:09:10,770 --> 00:09:16,790
+أتقن فلان صناعة اللحون قد لا يتقن صناعة النثر
+
+85
+00:09:19,640 --> 00:09:27,480
+الصفة الثانية هي اللسن
+
+86
+00:09:27,480 --> 00:09:33,290
+والفصاحةهو مثلا كاتب عن الصفة الأخرى من الصفات
+
+87
+00:09:33,290 --> 00:09:38,310
+التي يجب أن .. وينبغي على الخطيب أن تكون بيها هذه
+
+88
+00:09:38,310 --> 00:09:42,430
+الصفة حتى ينجح في أداء مهمته والتي تعتبر من
+
+89
+00:09:42,430 --> 00:09:47,290
+المهمات الجليلة هي اللسن و الفصاحة الخطابة هو فان
+
+90
+00:09:47,290 --> 00:09:51,310
+عماده اللسان فهو أداة الخطيب الأولى، لذلك شرط
+
+91
+00:09:51,310 --> 00:09:54,730
+الموقع أن تكون هذه الأداة سليمة من كل العيوب
+
+92
+00:09:54,730 --> 00:10:00,020
+والنقائزوكي ينجح الخطيب في أداء مهمته يجب أن يتمتع
+
+93
+00:10:00,020 --> 00:10:04,060
+بعدد من الصفات ومنها أن يكون جاهرة الصوت واسع
+
+94
+00:10:04,060 --> 00:10:09,160
+الشدقين وبالي الأريق واسع الشدقين مش الشدقين
+
+95
+00:10:09,160 --> 00:10:14,140
+الشدقين وبالي الأريق فدرابة اللسان هي عنوان
+
+96
+00:10:14,140 --> 00:10:19,380
+الفصاحة وطريق البلغة قال الجاحب في جهارة الصوتأنهم
+
+97
+00:10:19,380 --> 00:10:23,980
+كانوا يمدحون جهيرة الصوت و يظلمون الضئيل و لذلك
+
+98
+00:10:23,980 --> 00:10:27,980
+تشادقوا في الكلام و مدحوا سيعة الفم و ذهبوا صغر
+
+99
+00:10:27,980 --> 00:10:35,120
+الفم صغر الفم لماذا هذا الكلام؟ واحدة واحدة مدحوا
+
+100
+00:10:35,120 --> 00:10:39,660
+جهيرة الصوت لم يكن لديهم مكبرات الصوت لأنهم من أحد
+
+101
+00:10:39,660 --> 00:10:46,800
+أوصاف الخطاباءأن يصل صوته ويكون مبينا عن معانيه
+
+102
+00:10:46,800 --> 00:10:52,480
+فقال الشاعر جاهير الكلامي جاهير الوطاسي سريع نياطي
+
+103
+00:10:52,480 --> 00:10:59,060
+جاهير النهار كل هذه الصفات في مدحي الخطيب الذي
+
+104
+00:10:59,060 --> 00:11:07,570
+امتلك قوةجهاز الصوت والذي يستطيع أن يخرج الحروف من
+
+105
+00:11:07,570 --> 00:11:14,290
+مخارجها فيتشادق وتشادق سعة الشدقين لأنه يأخذ هوا
+
+106
+00:11:14,290 --> 00:11:23,330
+شهيق وحينما يتحدث يخرجه زفيرايساعده على علو الصوت
+
+107
+00:11:23,330 --> 00:11:29,170
+وإذن بعض الشعراء الخطاباء الذين كانوا تمتعون بدقة
+
+108
+00:11:29,170 --> 00:11:33,870
+الصوت فقالوا ومن عجب الأياني أن كنت خاطبا وانت
+
+109
+00:11:33,870 --> 00:11:39,070
+ضئيل وصوتي وانت في خس حل يعني هذا أمر عجيب كأن نجد
+
+110
+00:11:39,070 --> 00:11:44,670
+مثلا إنسان لا يكاد يصل صوته لمن حوله ثم يقوم يخاطب
+
+111
+00:11:44,670 --> 00:11:50,280
+الجمهورطبعاً هم ربطوا بين سعة الشدقين .. سعة الفم
+
+112
+00:11:50,280 --> 00:11:56,720
+وعلو الصوت ولذلك قالوا من عجب الأيام أن قمت خاطبا
+
+113
+00:11:56,720 --> 00:12:03,870
+لماذا؟ لأنك ضايل الصوت ضالة الصوت عيب في الخاطبأما
+
+114
+00:12:03,870 --> 00:12:07,610
+بالنسبة لزيعة الفم التي تعين على تمييز مخارج
+
+115
+00:12:07,610 --> 00:12:13,610
+الحروف بالنسبة للخطيب فقال أحد الشعراء تشدق حتى
+
+116
+00:12:13,610 --> 00:12:19,150
+مالا بالقول شدقه وكل خطيب لأبا لك أشدقه لأبا لك
+
+117
+00:12:19,150 --> 00:12:23,210
+جملة أتراضية على سبيل الدعاء ولكن هنا في البيت
+
+118
+00:12:23,210 --> 00:12:29,390
+يقرر ابن وهب أن كل خطيب ينبغي أن يكون واسع الشدقين
+
+119
+00:12:32,270 --> 00:12:43,730
+وإلا لا يجوز أن ينبري للخطابة في هذا المبحث سنلاحظ
+
+120
+00:12:43,730 --> 00:12:50,050
+أن النقادربطوا اللسم والفساحة بالحديث عن بعض
+
+121
+00:12:50,050 --> 00:12:56,710
+العيوب التي بعضها يحول دون ممارسة هذه الصناعة
+
+122
+00:12:56,710 --> 00:13:03,910
+وبعضها يمكن التخلص منه وإصلاحه ويعود الإنسان لهذه
+
+123
+00:13:03,910 --> 00:13:13,110
+الصناعة العيوب التي ترتبط بالخطأ بقى طيب من العيوب
+
+124
+00:13:13,110 --> 00:13:14,350
+التي ذكرها
+
+125
+00:13:16,730 --> 00:13:25,610
+النقاد عيوب تتصل بآلة البيان كاللفغي وأشكاله من
+
+126
+00:13:25,610 --> 00:13:32,490
+تمتمة وتأتأة ولفف وحبسة وغير ذلك من الأشكال التي
+
+127
+00:13:32,490 --> 00:13:39,300
+ذكروا عليها العديد من النماذج وهذه عيوب دائمةلأنها
+
+128
+00:13:39,300 --> 00:13:45,680
+عيوب خلقية أي خُلق الإنسان بها وما نعرفه خطيبًا
+
+129
+00:13:45,680 --> 00:13:54,500
+تخلص من عيب خلقي إلا واصل ابن عطاء الذي كان يلثغ
+
+130
+00:13:54,500 --> 00:14:00,620
+في حرف الراء وتخلص ليس تخلص من هذه أي تداوى منها
+
+131
+00:14:00,620 --> 00:14:06,800
+بل ابتعد عنها أي ابتعد عن حرف الراء في حديثه أما
+
+132
+00:14:06,800 --> 00:14:08,040
+العيب فهو دائم
+
+133
+00:14:14,430 --> 00:14:20,650
+ومن العيوب الخلقية التي ذكرها الجواحظ اللفغة
+
+134
+00:14:20,650 --> 00:14:26,750
+الحنكلة الحبسة اللفف وغيرها مما يجمله قوله ويقال
+
+135
+00:14:26,750 --> 00:14:31,510
+في لسانه إلى غير ذلك من ألوان هذه العيوب
+
+136
+00:14:34,920 --> 00:14:40,400
+التي تحول ليس بين الخطابة فقط كل مهنة تعتمد على
+
+137
+00:14:40,400 --> 00:14:45,120
+آلة البيان والتوصيل لكن في الكتابة في الرسائل لا
+
+138
+00:14:45,120 --> 00:14:50,400
+يعد هذا عيبًا لأنه سيكتب كتابة سليمة لا تحتاج ولا
+
+139
+00:14:50,400 --> 00:14:55,160
+نطق النطق يعتمد على القارئ أما هنا فالعلوم التي
+
+140
+00:14:55,160 --> 00:15:00,780
+تعتمد على توصيل الكلام للمستمع هي التي تحول بينه
+
+141
+00:15:00,780 --> 00:15:02,340
+وبين هذه المهنة
+
+142
+00:15:04,910 --> 00:15:10,710
+هناك عيوب طارئة
+
+143
+00:15:10,710 --> 00:15:18,450
+يعني عارضة يصاب بها الإنسان من هذه الموقف كأنه
+
+144
+00:15:18,450 --> 00:15:24,950
+يعتلي المنبر لأول مرة بعض
+
+145
+00:15:24,950 --> 00:15:28,490
+السلف الصالح وقال بل هو عثمان بن عفان رضي الله عنه
+
+146
+00:15:28,490 --> 00:15:36,150
+في أول خطبة بعد أنبوية بالخلافةحُبس عليه الحديث و
+
+147
+00:15:36,150 --> 00:15:41,030
+أحسن التصرف و التخلص من الموقف بقوله بعد أن حمد
+
+148
+00:15:41,030 --> 00:15:44,210
+الله و أثنى عليه و صلى على النبي صلى الله عليه
+
+149
+00:15:44,210 --> 00:15:47,730
+وسلم ثم حسرة
+
+150
+00:15:50,110 --> 00:15:55,110
+حُسر أيه امتنع الكلام لم يجد ما يقول وبعد هنا قال
+
+151
+00:15:55,110 --> 00:16:02,730
+ما أحواجكم إلى خطيب قوال ليس بالفعل ستأتيكم الخطب
+
+152
+00:16:02,730 --> 00:16:08,290
+.. فعال ليس بالقوال آسف ستأتيكم الخطب تباعا إن شاء
+
+153
+00:16:08,290 --> 00:16:13,400
+اللهوحينما راجعه بعض الصحابة رضوان الله عليهم
+
+154
+00:16:13,400 --> 00:16:18,600
+أجمعين قال ما بالكم بإنسان يقف في موقف رسول الله
+
+155
+00:16:18,600 --> 00:16:24,160
+صلى الله عليه وسلم هول الموقف جعل الكلام يحبس على
+
+156
+00:16:24,160 --> 00:16:31,220
+لسانه لكن بعد ذلك هو من الخطباء المفوهين كذلك عدي
+
+157
+00:16:31,220 --> 00:16:36,660
+ابن أرطى حينما صعد على المنبرقال الحمد لله الذي
+
+158
+00:16:36,660 --> 00:16:42,460
+يطعم هؤلاء ويسقيهم حينما رأى العدد الكثير أمامه في
+
+159
+00:16:42,460 --> 00:16:48,640
+خطبة منبرية وخطبة المنبرية هي خطبة الجمعة فلما
+
+160
+00:16:48,640 --> 00:16:54,600
+رأها رأهم قد شنفوا أبصاره وصعد روح بن حاتم هناك
+
+161
+00:16:54,600 --> 00:17:00,980
+اتجه غير وجهته هل هو صعد المنبر ليقول الحمد لله
+
+162
+00:17:00,980 --> 00:17:08,540
+الذي يطعم هؤلاء ويسقيهمارتجع عليه كذلك روح ابن
+
+163
+00:17:08,540 --> 00:17:14,080
+حاتم حينما صعد المنبر لاحظ أن المخاطبين ينظرون
+
+164
+00:17:14,080 --> 00:17:20,340
+اليه جميعا فماذا قال لهم من هؤلاء الموقف نكسوا
+
+165
+00:17:20,340 --> 00:17:27,100
+رؤوسكم وغضوا أبصاركم فإن المنبر مركب صعب وإذا يسهر
+
+166
+00:17:27,100 --> 00:17:30,220
+الله فتح قفل تيسير
+
+167
+00:17:33,740 --> 00:17:41,040
+هذا من العيوب العارض أن يرتج على الإنسان من العيوب
+
+168
+00:17:41,040 --> 00:17:46,480
+العارضة مثلا التظحر
+
+169
+00:17:46,480 --> 00:17:57,740
+يبحث عن الكلام ولا يجده التأتأ بهذا المثال العبث
+
+170
+00:17:57,740 --> 00:17:59,380
+بالحياته
+
+171
+00:18:03,310 --> 00:18:11,450
+إحمرار الوجه التصبب عرقا كثرة النحنحا الفتن
+
+172
+00:18:11,450 --> 00:18:20,370
+الأصابع إلى غير ذلك الإرتجاف وقد يحدث مع بعض كنا
+
+173
+00:18:20,370 --> 00:18:24,330
+حينما اتذهبنا إلى التعليم لأول مرة قد تشعرين
+
+174
+00:18:24,330 --> 00:18:30,350
+بالوجل والرجفة تصيب ساقيكي ولكن هذا يزول مع
+
+175
+00:18:31,300 --> 00:18:51,180
+الممارسة نعم المؤهل
+
+176
+00:18:51,180 --> 00:18:54,440
+الثالث الذي نحتاجه إليه نعم
+
+177
+00:19:10,200 --> 00:19:16,200
+من الأمور اللتي يحتاج اليها الخطيب وهو .. وهي من
+
+178
+00:19:16,200 --> 00:19:20,900
+وسائل التأثير في السامعين كما أنه الخطيب بيها يلفي
+
+179
+00:19:20,900 --> 00:19:25,040
+على موضوع اللي يتحدث به الجدة و ال .. الجدة و
+
+180
+00:19:25,040 --> 00:19:30,400
+يكتسب احترام السامعين و قد صور عبدالملك بن ماروان
+
+181
+00:19:30,400 --> 00:19:34,280
+كنتول اتعمل الخطيب بقاري UNR بعافي على الناس في كل
+
+182
+00:19:34,280 --> 00:19:39,120
+جمعة مرة أو مرتين و قد أوصى النقاد للطباء بعدد او
+
+183
+00:19:40,650 --> 00:19:44,830
+فقال الجراحة وانا أوصيتك أن لا تدع التماس البيان
+
+184
+00:19:44,830 --> 00:19:49,890
+والتبيين وإن ظننت أن هناك فيه ما طبيعى، فدارك
+
+185
+00:19:49,890 --> 00:19:53,730
+يختلف القدر واللون والثقافة اللي تحتاج اليه كل
+
+186
+00:19:53,730 --> 00:19:58,070
+المرافطة حسب موضوع الكطبة و .. حسب موضوع الكطبة
+
+187
+00:19:58,070 --> 00:20:02,570
+ونوعهافالقطب الدينية تحتاج إلى نوع و لو أن ثقافة
+
+188
+00:20:02,570 --> 00:20:09,370
+يختلف عن القطب السياسية و إن بقى بينهما قاسم مشترك
+
+189
+00:20:09,370 --> 00:20:13,870
+يكون بحاجة كل منهم إلى اللغة .. إلى الثقافة
+
+190
+00:20:13,870 --> 00:20:19,890
+العربية و علوم اللغة لو ناس ماكنوا ناس يعني هي
+
+191
+00:20:19,890 --> 00:20:25,030
+الثقافة لازمة لكل المشتغلين بالأدب
+
+192
+00:20:27,830 --> 00:20:36,310
+الشاعر والخطيب والمترسل وغير ذلك من المشتغلين
+
+193
+00:20:36,310 --> 00:20:42,430
+بفنون الأدبي وأنواعه قد يكون هناك تفاوت في الحاجة
+
+194
+00:20:42,430 --> 00:20:47,850
+إلى الثقافة ولكن يتوجد قاعدة عامة لا يجوز أن يعتلي
+
+195
+00:20:47,850 --> 00:20:51,410
+من بر ليخاطب الناس وأن امتلك الطبع
+
+196
+00:20:54,380 --> 00:21:00,260
+دون أن يكون قد ضبط لسانه بما يحتاج إليه من إتقان
+
+197
+00:21:00,260 --> 00:21:06,240
+الكلام اللى يلحن اللى يخطئ في نحو اللى يخطئ في صرف
+
+198
+00:21:06,240 --> 00:21:13,900
+اللى يجيد التعبير عن معانيتههذه ثقافة لغوية نحوية
+
+199
+00:21:13,900 --> 00:21:18,820
+لا يستغني عنها لا خطيب ولا كاتب ولا شاعر ثم بعد
+
+200
+00:21:18,820 --> 00:21:25,480
+ذلك ينبغي كما رأينا في كلام أبو داود أن يمتلك
+
+201
+00:21:25,480 --> 00:21:29,580
+المعرفة بفنون الأداب التي عبرنا عنها الرواية
+
+202
+00:21:29,580 --> 00:21:34,920
+الرواية ساعة الرواية أي للطلاع على فنون الأداب
+
+203
+00:21:34,920 --> 00:21:38,680
+والتعرف على طرائق الخطباء والشعراء في إيراد
+
+204
+00:21:38,680 --> 00:21:43,980
+المعانيالخطابة التي تحتاج إلى الثقافة الأدبية أن
+
+205
+00:21:43,980 --> 00:21:49,400
+يتطلع على خطب السابقين أن يتطلع على أشعارهم هناك
+
+206
+00:21:49,400 --> 00:21:56,380
+جانب من التخصص إن أردت أن أخاطب الناس في خطب
+
+207
+00:21:56,380 --> 00:22:02,180
+منبرية دينية كخطب العيديني والجمعة علي أن أكون
+
+208
+00:22:02,180 --> 00:22:08,380
+متسلحا أكثر بالثقافة الدينية المحدةحينما أريد أن
+
+209
+00:22:08,380 --> 00:22:14,480
+أخاطب الناس بخطبة سياسية عليها أن أمتلك أدلة
+
+210
+00:22:14,480 --> 00:22:19,740
+منطقية وفلسفية ومن التاريخ وغير ذلك من الأدلة
+
+211
+00:22:19,740 --> 00:22:25,080
+والشواهد إذا أردت أن أخطب خطبة اجتماعية قد أزينها
+
+212
+00:22:25,080 --> 00:22:30,010
+ببعض الشعري وأقوال السلففي تهنيئة أو تعزية أو غير
+
+213
+00:22:30,010 --> 00:22:36,650
+ذلك إذن صنوف الثقافة هي زينة الخطبة وكما قال
+
+214
+00:22:36,650 --> 00:22:41,850
+الخطباء من قبل يعني نعرف من هو عبد الملك بن مروان
+
+215
+00:22:41,850 --> 00:22:50,500
+نعرفه ذلك الخليفة المثقف المتذوق للأدب الناقدالذي
+
+216
+00:22:50,500 --> 00:22:54,560
+رأيناه يقف للشعراء إذا خاطبه عبد الله بن قيس
+
+217
+00:22:54,560 --> 00:22:59,340
+الرقيات بقوله أتصحوا أن فؤادك غير صاحن في قصيدة
+
+218
+00:22:59,340 --> 00:23:06,500
+المدح يستهجن هذا البطلع فيقول له بل فؤادك أنت وإذا
+
+219
+00:23:06,500 --> 00:23:11,880
+رأيناها أحد الشعراء يمدحه بقوله يتألق التاج فوق
+
+220
+00:23:11,880 --> 00:23:18,460
+مثرقه يستهجن هذا الوصف ويقول له شبهتني بملوك العجن
+
+221
+00:23:19,860 --> 00:23:24,900
+الخليفة المسلم لا يمدح بتقلق تاج الملك على رأسه
+
+222
+00:23:24,900 --> 00:23:31,100
+يمدح بحسن الخصال، بتقوى وورعين وغير ذلك هذا
+
+223
+00:23:31,100 --> 00:23:38,500
+الخليفة المثقف يستصحب الخطابة وينزلها قدرها فيقول
+
+224
+00:23:38,500 --> 00:23:45,580
+مابالكم وانا اعرض عقلي على الناس مرة كل أسبوع كيف
+
+225
+00:23:45,580 --> 00:23:51,560
+يعرض عقله؟الخطبة هي تعبير عن الخطيب إذا تحدث
+
+226
+00:23:51,560 --> 00:24:00,260
+الإنسان تعرفنا عليه مادام صامتا مادم نهاب منه حتى
+
+227
+00:24:00,260 --> 00:24:06,160
+يتحدث فنعرف من هو وبالتالي ينبغي الاستعداد الجيد
+
+228
+00:24:06,160 --> 00:24:13,180
+كيف الاستعداد بكثرة الإطلاع وكثرة التحصيلإلى غير
+
+229
+00:24:13,180 --> 00:24:17,740
+ذلك من أقوال النقاد عن أهمية الثقافة وقد رأينا من
+
+230
+00:24:17,740 --> 00:24:22,600
+قبل أقوال نقاد الشعر أيضًا عن أهمية الثقافة للشعر
+
+231
+00:24:22,600 --> 00:24:28,660
+وأنا قد عقدت موازنة قبل ذلك حينما سألت سؤالًا أيهم
+
+232
+00:24:28,660 --> 00:24:34,540
+أحوج إلى سعة الثقافة أكثر الشاعر أم الخطيب أم
+
+233
+00:24:34,540 --> 00:24:40,880
+الكاتبورأينا أن الكاتب يحتاج إلى ثقافة أكثر تعمقًا
+
+234
+00:24:40,880 --> 00:24:46,260
+من الخطيب والشاعر هذا لا يعني عدم حاجة الشاعر
+
+235
+00:24:46,260 --> 00:24:51,040
+والخطيب إلى الثقافة ولكن التنوع والسعة هناك
+
+236
+00:24:56,090 --> 00:25:01,430
+وطبعا هناك وصفات كيفية تحصيل الثقافة منها ما يحصل
+
+237
+00:25:01,430 --> 00:25:07,210
+بملازمة العلماء والخطاباء ومنها ما يحصل برواية
+
+238
+00:25:07,210 --> 00:25:13,890
+الأدم أي حفظه ومنها ما يحصل بملازمة الكتب والاطلاع
+
+239
+00:25:13,890 --> 00:25:20,390
+عليها وغير ذلك من سبل تحصيل الثقافة التي نعرفها
+
+240
+00:25:25,380 --> 00:25:30,380
+الصفة الرابعة التي ينبغي أن يتصف بها الخاطيب هي
+
+241
+00:25:30,380 --> 00:25:38,280
+القدرة على مراعاة مقتضة الحال وقد مر بنا مثل هذا
+
+242
+00:25:38,280 --> 00:25:44,140
+الحديث ونستعرض صحيفة بيشر ونستعرض بعض الكتب الأخرى
+
+243
+00:25:44,140 --> 00:25:51,640
+ككتاب جاحظ وغيرها ونعرفوا ما هي مراعاة مقتضة الحال
+
+244
+00:25:51,640 --> 00:25:59,470
+مثلا بيشرنستذكر ما أوردناه من قوله ينبغي أن تعرف
+
+245
+00:25:59,470 --> 00:26:08,450
+أقدار المعاني فتوازن بينها وبين أوزان المستمعين أي
+
+246
+00:26:08,450 --> 00:26:15,530
+أخاطب الناس بما يستحقون قلت مثال على ذلك حينما
+
+247
+00:26:15,530 --> 00:26:21,830
+أخاطب الناس أو الطالبات في الجامعة الإسلاميةفينبغي
+
+248
+00:26:21,830 --> 00:26:28,750
+أن أراعي لساني وأن أجيد العربي الفصحى وإن تقعرت في
+
+249
+00:26:28,750 --> 00:26:34,550
+المعاني فلا ضير فأنا أخاطب ومن يعلمون ولكن في مجلس
+
+250
+00:26:34,550 --> 00:26:42,870
+آخر أقل تخصيصية مجلس كمسجد مثلا أو مجلس اجتماعي لا
+
+251
+00:26:42,870 --> 00:26:48,500
+يستحبوا التعمق ولا التقعر في اللغةبل ينبغي أن
+
+252
+00:26:48,500 --> 00:26:54,100
+أراعي مستوى فهم الناس أيضا ليس مستوى الفهم فقط في
+
+253
+00:26:54,100 --> 00:26:59,000
+مراعاة مقتدى الحالة بل الحالة النفسية للمخاطب أنا
+
+254
+00:26:59,000 --> 00:27:08,640
+أعتدت خطبة لأتحدث عن موضوع مبهج ثم وصلت إلى المسجد
+
+255
+00:27:08,640 --> 00:27:14,060
+فوجدت هناك جنازة من أهل القرية التي سأخاطبهم علي
+
+256
+00:27:14,060 --> 00:27:20,960
+فورا أن أغير ما أعددتهوأتخير ما أعظهم به وأوسيهم
+
+257
+00:27:20,960 --> 00:27:28,400
+مراعاة مقتدى الحال مهمة جدا إذا
+
+258
+00:27:28,400 --> 00:27:35,780
+الكلام على قدر المخاطبين وقد رأينا في المقلقاء
+
+259
+00:27:35,780 --> 00:27:41,640
+السابق معنى الشريف واللفظ الشريف للمقام العالى
+
+260
+00:27:41,640 --> 00:27:48,840
+اليوم نقول لها ثلاثثلاثة أمور تدخل في عملية مراعاة
+
+261
+00:27:48,840 --> 00:27:52,900
+مقتضل حال موضوع
+
+262
+00:27:52,900 --> 00:28:00,560
+الخطاب والمخاطب وحالة المخاطب المخاطب نقصد منزلته
+
+263
+00:28:00,560 --> 00:28:08,200
+وثقافته وحالته نقصد الحالة التي سنخاطبه في تلك
+
+264
+00:28:08,200 --> 00:28:10,060
+اللحظة حالته النفسية
+
+265
+00:28:16,680 --> 00:28:21,700
+يعني هنا مثلًا ابن واهب صاحب كتاب البرهان في علوم
+
+266
+00:28:21,700 --> 00:28:26,320
+البيان الذي نبّهته عليه وقلت إن فصلًا من فصوله
+
+267
+00:28:26,320 --> 00:28:35,540
+نصبه لقدام ابن جعفر تحت عنوان نقت النثر يقول ابن
+
+268
+00:28:35,540 --> 00:28:43,300
+واهبفي مقام مراعاة مقتنع الحال وإنما ينكر أن تكلم
+
+269
+00:28:43,300 --> 00:28:49,940
+الحاضرة والمولدين من العرب بما لا يعرفون وبما هم
+
+270
+00:28:49,940 --> 00:28:56,640
+إلى تفسيره محتاجونلأن الحاضر أهل المدن والمولدين
+
+271
+00:28:56,640 --> 00:29:01,860
+من أبوين أحدهم غير عربي لغتهم ركيكا ويحتاجون إلى
+
+272
+00:29:01,860 --> 00:29:08,320
+سهل الألفاظ والمعاني أن أحدثهم بما يحدث به العرب
+
+273
+00:29:08,320 --> 00:29:12,700
+الأقحاح إذن علي أن أتحدث وأفسر وأشرح
+
+274
+00:29:15,880 --> 00:29:20,280
+وأن تتكلم العامة السخفاء بما تتكلم به الخاصة
+
+275
+00:29:20,280 --> 00:29:26,340
+الأدباء لكل مقام مقال ولكل فئة ما يناسبها من
+
+276
+00:29:26,340 --> 00:29:32,180
+الألفاظ والمعاني وإنما مثل من يتكلم إنسانا بما لا
+
+277
+00:29:32,180 --> 00:29:38,780
+يفهمه وبما يحتاج إلى تفسيره له كمثل من كلم عربيا
+
+278
+00:29:38,780 --> 00:29:46,330
+بالفارسية واضح المثال؟مثال صارخ أن أتقعر في حديث
+
+279
+00:29:46,330 --> 00:29:50,670
+الفصحة مع إنسان لا يعرف كثيرًا عنها كأنني أحدث
+
+280
+00:29:50,670 --> 00:29:53,930
+الفصيح بلغة لا يفهمها، لا يعرفها
+
+281
+00:29:58,620 --> 00:30:03,080
+أيضا كما قلنا بين الموضوع والكلام لابد من موائمة
+
+282
+00:30:03,080 --> 00:30:08,960
+إذا الموضوع جلل أو الموضوع له صدارة وجهة ينبغي أن
+
+283
+00:30:08,960 --> 00:30:13,060
+أتخير له الألفاظ التي تناسبه وإذا كان الموضوع هزلي
+
+284
+00:30:13,060 --> 00:30:18,880
+أو بسيط له ألفاظه ومعانينهيقول أيضًا وينبغي للخطيب
+
+285
+00:30:18,880 --> 00:30:24,320
+ألا يستعمل في الأمر الكبير الكلام الفطير الكلام
+
+286
+00:30:24,320 --> 00:30:31,180
+البسيط الذي لم يخمره التدبر والتفكير فيكون كما قال
+
+287
+00:30:31,180 --> 00:30:39,780
+الشاعر وذي خطل في القول يحسب أنه مصيب وما يعرض له
+
+288
+00:30:39,780 --> 00:30:43,920
+فهو قائل ويعني يقول كيفما تيسر ما يعرض له ما يعنه
+
+289
+00:30:43,920 --> 00:30:45,400
+على باله يقول
+
+290
+00:30:49,550 --> 00:30:56,310
+كنا نعطي محاضرات لخطباء المساجد و نوجهم هذه الوجهة
+
+291
+00:30:56,310 --> 00:31:03,240
+و نقول لهم أن آلة الاستقبال ليست الأذن بل العينإذا
+
+292
+00:31:03,240 --> 00:31:09,920
+كنت تفهمين عليّ ويروقك ما أقول فتتابعيه تنظري إليّ
+
+293
+00:31:09,920 --> 00:31:14,900
+باهتمام يظهر البريق في عيني المتلقي واهتمامه لذلك
+
+294
+00:31:14,900 --> 00:31:20,420
+كنا نوصل خطبة بالقول عليك أن تراقب المستمعين
+
+295
+00:31:20,420 --> 00:31:26,900
+المخاطبين تطيل مادام ينظرون إليك باهتمام إذا رأيت
+
+296
+00:31:26,900 --> 00:31:35,980
+بريق العيون بدأ ينطفئ وبدأت الرؤوستطاطأ عليك أحد
+
+297
+00:31:35,980 --> 00:31:47,300
+أمرها الأول أن تدخل بهجة أو نكتة لكي تيقظ وإذا كنت
+
+298
+00:31:47,300 --> 00:31:54,300
+قد أطلت عليك أن تقصر خلاص ما عاد هناك فهم أكثر وما
+
+299
+00:31:54,300 --> 00:32:01,060
+عدنا في حاجة إلى المزيد هذا ما يوصي بهبعض النقاد
+
+300
+00:32:01,060 --> 00:32:08,900
+القدماء يعني مثلا الجاحظ يقول لنا لا تقبل بحديثك
+
+301
+00:32:08,900 --> 00:32:14,120
+على من لا يقبل عليه أنت تتحدثين إلي و أنا أدير
+
+302
+00:32:14,120 --> 00:32:21,060
+وجهي عليك يا انت تتحدثي لأنني لا أقبل على حديثك لا
+
+303
+00:32:21,060 --> 00:32:24,980
+يقبل عليه بوجهك كما قلت لأن أداة التلقي ليست الأذن
+
+304
+00:32:24,980 --> 00:32:25,500
+في حاسب
+
+305
+00:32:30,260 --> 00:32:38,120
+ولذلك يقول حدث الناس ما حدجوك بأبصارهم وأذنوا لك
+
+306
+00:32:38,120 --> 00:32:45,180
+بأسماعهم البصر قبل السماء ولحظوك بأبصارهم وإذا
+
+307
+00:32:45,180 --> 00:32:52,220
+رأيت منهم فترة فامسك توقف فترة أي فتور عن متابعتك
+
+308
+00:32:52,220 --> 00:32:54,760
+فتوقف عن محدثتهم
+
+309
+00:33:04,860 --> 00:33:14,000
+حقيقة وصايا كثيرة في هذا الجانب وحديث
+
+310
+00:33:14,000 --> 00:33:19,120
+الخطباء في هذا الجانب كثير فمثلا ابن السماك بيسأل
+
+311
+00:33:19,120 --> 00:33:28,360
+جارية له كانت تسمع خطبة ما رأيك؟ كيف سمعتي كلامي؟
+
+312
+00:33:28,360 --> 00:33:30,500
+قالت ما أحسن
+
+313
+00:33:33,520 --> 00:33:41,440
+لقيتها توقفت العيب قادم لو لا أنك تكثر تردده إذا
+
+314
+00:33:41,440 --> 00:33:45,940
+ليس بحسن قال
+
+315
+00:33:45,940 --> 00:33:52,320
+أردده المبرر لماذا تعيد كثيرا التكرار يعلم الشطار
+
+316
+00:33:52,320 --> 00:33:59,090
+أردده حتى يفهمه ما لا يفهمهفردت عليه بذكاء وفطنه
+
+317
+00:33:59,090 --> 00:34:05,510
+إلى أن يفهمه ما لا يفهمه قد ما لهوا ما نفهمه وما
+
+318
+00:34:05,510 --> 00:34:16,650
+لهوا أن ينصرفوا عنك هذه الأراء هي ثمرة خبرة المؤهل
+
+319
+00:34:16,650 --> 00:34:22,610
+الخامس الذي ينبغي أن يراعيه الخطيب هو الصدق
+
+320
+00:34:22,610 --> 00:34:25,790
+والإقناع بموضوع خطبته
+
+321
+00:34:29,900 --> 00:34:36,000
+الصدق يتأتى من أمرين من إيمان بالحديث الذي يتحدث
+
+322
+00:34:36,000 --> 00:34:42,300
+عنه إيمان من؟ إيمان المتحدث بما يتحدث عنه اقتناعه
+
+323
+00:34:42,300 --> 00:34:47,540
+بما سيقول ولذلك
+
+324
+00:34:47,540 --> 00:34:56,200
+رأينا الحسن البصري أو آسف عامر بن قيس يقول والكلمة
+
+325
+00:34:56,200 --> 00:35:01,900
+إذا خرجت من القلبوقعت في القلب وإذا خرجت من اللسان
+
+326
+00:35:01,900 --> 00:35:09,840
+لا تجاوز الأذان هذا كلام ردده أيضا الحسن البصري
+
+327
+00:35:09,840 --> 00:35:14,920
+حينما استمع إلى خطيب في المسجد يخاطب الناس ويعظهم
+
+328
+00:35:14,920 --> 00:35:22,300
+بكلام حسن ولكن لم يشعر البصري أن هذا الكلام يدخل
+
+329
+00:35:22,300 --> 00:35:30,880
+إلى قلبه أي يسجل أثرافخاطب المتحدث قائلا أي هذا
+
+330
+00:35:30,880 --> 00:35:38,520
+إما بقلبك مرض أو بقلبي وقال إن هذه المقولة ما خرج
+
+331
+00:35:38,520 --> 00:35:42,620
+من اللسان لا يجاوز الأذان وما خرج من القلب استقر
+
+332
+00:35:42,620 --> 00:35:47,860
+في القلب ما خرج من قلبك سيصل إلى قلب المتلقي إن
+
+333
+00:35:47,860 --> 00:35:55,580
+أمنت أنت كيف تقنعني وانت لا تؤمن بما تقول للأخطل
+
+334
+00:35:55,580 --> 00:36:02,420
+في هذاشعر رائع حينما يعني الأخت المعروف أنه شاعر
+
+335
+00:36:02,420 --> 00:36:08,160
+البلاط الأموي وأنه من الفخول الأربعة قرن إلى جانب
+
+336
+00:36:08,160 --> 00:36:14,800
+الفرستق وجرير والرائع النميري يسأل يعني عن براعته
+
+337
+00:36:14,800 --> 00:36:21,940
+فيقول إن الكلام من الفؤاد وإنما جعل اللسان على
+
+338
+00:36:21,940 --> 00:36:29,360
+الفؤاد دليلةلذا يؤثر كلامي لأنه يخرج من قلبي لا
+
+339
+00:36:29,360 --> 00:36:37,360
+يعجب أنك من خطيب قوله حتى يكون مع البيان أصيلة
+
+340
+00:36:37,360 --> 00:36:42,720
+الكلام الأصيل هو كلام من تجربة حقيقية يشعر بها
+
+341
+00:36:42,720 --> 00:36:43,560
+المتحدث
+
+342
+00:36:49,170 --> 00:36:56,090
+و أيضًا شيء تجيش به صدورنا فتقغفه على لسنتنا أي أن
+
+343
+00:36:56,090 --> 00:37:04,030
+الحديث يخرج أولًا من القلب إلى اللسان هذا عن الصدق
+
+344
+00:37:04,030 --> 00:37:09,830
+والإقناع لأنه إن لم يكن هناك إحساس بما أقول لن
+
+345
+00:37:09,830 --> 00:37:16,020
+أجعل الآخرين يصدقوا ويشعروا بما أقولمن الصفات
+
+346
+00:37:16,020 --> 00:37:22,420
+الأخرى التي أوصى بها النقاد وتحدثوا عنها سرعت
+
+347
+00:37:22,420 --> 00:37:26,840
+البديهة يعني
+
+348
+00:37:26,840 --> 00:37:30,180
+يحدث
+
+349
+00:37:30,180 --> 00:37:35,400
+ووجد انصراف
+
+350
+00:37:35,400 --> 00:37:41,920
+عن حديثه عليه أن يغير يقول لبقىوانا اعتبر او يعد
+
+351
+00:37:41,920 --> 00:37:48,000
+الناس ان هم اضحوا رهينة له سيبقوا جالسين خاصة في
+
+352
+00:37:48,000 --> 00:37:51,640
+الخطب الدينية الخطب الاعيادة اللتي يضطر الناس
+
+353
+00:37:51,640 --> 00:37:57,180
+لجلوس بها عليها ان يحسن تدبر الأمر اذا كان يخاطب
+
+354
+00:37:57,180 --> 00:38:01,820
+الناس في موضوع وانصرفوا عنه فليدرك ان هذا الموضوع
+
+355
+00:38:01,820 --> 00:38:06,900
+قد لا يلامس شغاف قلوبهم عليها ان ينصرف الى موضوع
+
+356
+00:38:06,900 --> 00:38:13,860
+اخركثير من الخطاباء اعترضوا بعض المستمعين ولم يفسد
+
+357
+00:38:13,860 --> 00:38:18,420
+الأمر ولم ينهره بل حول الأمر إلى دعابة وغير
+
+358
+00:38:18,420 --> 00:38:24,160
+الموضوع هذه سرعة البديهة التي ينبغي أن تكون حاضرة
+
+359
+00:38:24,160 --> 00:38:29,060
+إذا احتبست عليه فكرة عليه أن لا يتوقف عليها بل
+
+360
+00:38:29,060 --> 00:38:34,140
+يقفز لكي لا يظهر هذا الاحتباس في حديثين شواهد
+
+361
+00:38:34,140 --> 00:38:42,710
+كثيرة جدا على حسن التصرفوسرعات البديعة طبعا الخطيب
+
+362
+00:38:42,710 --> 00:38:51,890
+يقف على قبالة الناس ينبغي أن يكون حسن الهيئة وحسن
+
+363
+00:38:51,890 --> 00:38:55,350
+الهيئة لا يعني الملابس الجديدة بل يعني تناسق
+
+364
+00:38:55,350 --> 00:39:03,600
+الملبس جمال المظهرأستاذ في خطيب شكله مش بزيادة
+
+365
+00:39:03,600 --> 00:39:12,680
+لانقصد هذا ان دمامة الوجه ينسيها للمشاهدين حسن
+
+366
+00:39:12,680 --> 00:39:23,200
+الملبس أو نظافته أو حسن ترتيبه وتجانس مفرداته فحسن
+
+367
+00:39:23,200 --> 00:39:30,080
+هي مهمة جدا للتأثير في المخاطبينوطبعا إذا كانت حسن
+
+368
+00:39:30,080 --> 00:39:37,560
+الهيئة مهمة فحسن السيرة أهم لأن المخاطب إذا علم أن
+
+369
+00:39:37,560 --> 00:39:43,800
+الذي يعظه في الدين سارق لن يستمع إليه و لن يصدق ما
+
+370
+00:39:43,800 --> 00:39:51,800
+يقول فحسن السيرة أولا ليتبح حسن الهيئة مش هيك؟
+
+371
+00:39:51,800 --> 00:39:56,720
+وطبعا
+
+372
+00:39:59,290 --> 00:40:07,230
+حُسن المظهر بلا بيان لن يوجد خطيبا بل حُسن البيان
+
+373
+00:40:07,230 --> 00:40:12,890
+قد يشغل المشاهد عن النظر في حُسن أو قباحة المظهر
+
+374
+00:40:14,690 --> 00:40:19,310
+وطبعا كانت هناك عادات بعضها أصبح اليوم بعد الأظهر
+
+375
+00:40:19,310 --> 00:40:25,070
+الديني في مصر أصبحت يعني ملبس كأنه لكل خطابة ملبس
+
+376
+00:40:25,070 --> 00:40:29,870
+الخطيب في الماضي إذا كانت الخطب سياسية و حربية كان
+
+377
+00:40:29,870 --> 00:40:35,230
+يتكئ على السيوف والقسي و بعضهم يرتدي آلة الحرب
+
+378
+00:40:35,230 --> 00:40:43,230
+وإذا كانت الخطب من برية قد يتكئ على العصي
+
+379
+00:40:45,250 --> 00:40:55,910
+يرتدي كما راح الله ملحفة أو جبة أو قميص اليوم
+
+380
+00:40:55,910 --> 00:41:00,430
+أصبح هناك لباس نعرفه و أنا أقول هذا رجل دين لخطباء
+
+381
+00:41:00,430 --> 00:41:09,030
+الخطب الدينية بجميع أنواعها مع كل الخطباء اشترطوا
+
+382
+00:41:09,030 --> 00:41:09,870
+العمامة
+
+383
+00:41:13,050 --> 00:41:16,610
+ربما عندما جئوا العثمانيين كانوا يلبسوا الطربوش
+
+384
+00:41:16,610 --> 00:41:19,830
+انتقادهم
+
+385
+00:41:19,830 --> 00:41:26,150
+رجال الدين والنقاد والشعراء ومن الاستثمار قالوا أن
+
+386
+00:41:26,150 --> 00:41:29,850
+هذا مسلم يلبس طرطور لم يقولوا طربوش طرطور كان رجل
+
+387
+00:41:29,850 --> 00:41:35,380
+البهلوانيلماذا؟ لأنهم استهجنوا هذا وبعد ذلك أصبح
+
+388
+00:41:35,380 --> 00:41:39,840
+أيضًا جزءًا من لباس الخطيب يعني جمع بينه وبين
+
+389
+00:41:39,840 --> 00:41:44,760
+العمامة يضع التربوش ويلف حوله العمامة يعني هي
+
+390
+00:41:44,760 --> 00:41:53,460
+ملابس يعني تضفي وقارن في عيون المشاهدين من ما
+
+391
+00:41:53,460 --> 00:41:59,600
+استحسنوه أيضًاأن يستخدم الإشارة لجذب انتباه
+
+392
+00:41:59,600 --> 00:42:05,160
+المخاطبين ولكن أن لا يكثر منها أي أن تكون حركتهم
+
+393
+00:42:05,160 --> 00:42:13,320
+مدروسة غير عبثية حسن
+
+394
+00:42:13,320 --> 00:42:17,960
+الأخلاق كما قلنا هي قوام الأمر كله إن أتقن كل
+
+395
+00:42:17,960 --> 00:42:23,990
+الأمور ونحن نعرف عن خلقه ما يقدحوا فيهيجب أن لا
+
+396
+00:42:23,990 --> 00:42:31,770
+يتصدر للخطابة أطلاقًا لأن الخطيب غالبًا ما يكون
+
+397
+00:42:31,770 --> 00:42:36,470
+الخليفة أو الإمام أو وجيه المنطقة أو رجله دينها
+
+398
+00:42:36,470 --> 00:42:43,170
+إذا كانت سياسية فالخطيب قائد وإذا كانت اجتماعية
+
+399
+00:42:43,170 --> 00:42:49,420
+فالخطيب وجيه وإذا كانت دينية فالخطيب رجل دينهذا
+
+400
+00:42:49,420 --> 00:42:53,240
+غالبا وهناك الكثير من الخطابات من غير هذه الفئات
+
+401
+00:42:53,240 --> 00:42:57,760
+ولكن لهم مكانتهم الاجتماعية ومكانتهم العلمية
+
+402
+00:42:57,760 --> 00:43:01,820
+ومقدرتهم على البيانة في كل هذه الحالات ينبغي أن
+
+403
+00:43:01,820 --> 00:43:06,940
+يكونوا غير مطعون في خلقهم أو سلوكهم أو سيرتهم
+
+404
+00:43:09,700 --> 00:43:17,880
+في بعض الصفات التي نسبت للهنود نذكر القول أول
+
+405
+00:43:17,880 --> 00:43:24,280
+البلاغة اجتماع آلة البلاغة وذلك أن يكون الخطيب
+
+406
+00:43:24,280 --> 00:43:29,180
+رابط الجيش يعني ما لا يرتعد لا يرتجف لا يلعب في
+
+407
+00:43:29,180 --> 00:43:37,540
+لحيته لا يفتل أصابعه ساكن الجوارح قليل اللحظةمش
+
+408
+00:43:37,540 --> 00:43:45,760
+مرتبك ما ينقل قليل اللحظة متخيرا لللفظ لاتأت
+
+409
+00:43:45,760 --> 00:43:53,120
+الألفاظ على لسنانه بصفة عشوائية يمكن هناك مثال كان
+
+410
+00:43:53,120 --> 00:43:59,060
+يذكره لنا الأستاذ في المدرسة عن الصنع والتصنع وعدم
+
+411
+00:43:59,060 --> 00:44:05,460
+تدبر ما يقال فقط يريد سجعة حينما أكرم
+
+412
+00:44:09,090 --> 00:44:17,270
+قائد وحاكم قن مدينة قن فأراد أن يعبر عن شكره
+
+413
+00:44:17,270 --> 00:44:28,050
+وامتنانه لالذي أكرمه فقال أيها القائم بكم عزلناك
+
+414
+00:44:28,050 --> 00:44:37,490
+فقم أراد أن يشكره فعزله من منصبه مراعاة للسجعة
+
+415
+00:44:38,740 --> 00:44:44,000
+ليس الأمر كذلك بل نتخير اللفظ نتدبره لا يكلم سيد
+
+416
+00:44:44,000 --> 00:44:52,020
+الأمة بكلام الأمة للقائد جلالتك وسعادتك وسماحتك
+
+417
+00:44:52,020 --> 00:45:01,060
+ولا الملوك بكلام السوقةويكونوا في قواه فضل للتصرف
+
+418
+00:45:01,060 --> 00:45:08,200
+في كل طبقة يعني يكلموا الناس على قدر أفهمهم وعلى
+
+419
+00:45:08,200 --> 00:45:14,120
+أقدارهم ومستوياتهم الكلام
+
+420
+00:45:14,120 --> 00:45:16,680
+حول هذا الجانب واضح
+
+421
+00:45:20,110 --> 00:45:25,370
+ولا نحتاج إلى استقصاء الكثير من الآراء لأنه مر بنا
+
+422
+00:45:25,370 --> 00:45:32,350
+الكثير عن حسن الأخلاق ونعرف أنها قوام نجاح الخطيب
+
+423
+00:45:32,350 --> 00:45:40,330
+في خطابته هذا عن الصفات والمؤهلات التي ينبغي أن
+
+424
+00:45:40,330 --> 00:45:49,050
+يراعيها من يتصدى للخطابة أن يتحسس أنها فيه الخطيب
+
+425
+00:45:51,720 --> 00:45:58,080
+قد يكون قائدا كما قلت وقد يكون وجيها وقد يكون رجل
+
+426
+00:45:58,080 --> 00:46:05,280
+دين هذه صفاته ومؤهلاته هناك صفات أخرى ليست بذات
+
+427
+00:46:05,280 --> 00:46:10,860
+قيمة كبيرة لأنها مشمولة في هذه الصفات يعني مثلا من
+
+428
+00:46:10,860 --> 00:46:16,100
+المقاد من اشترط أن يكون كراوي الحديثأي غير مطعون
+
+429
+00:46:16,100 --> 00:46:21,840
+في سلوكه أن لا يكون قد كذب ولو على حيوان ذات مرة
+
+430
+00:46:21,840 --> 00:46:29,340
+أن لا يكون قد أكل في شارع أو طريق هذا مبالغة هل
+
+431
+00:46:29,340 --> 00:46:35,940
+هناك أي استفسار اللقاء القادم ان شاء الله سنتحدث
+
+432
+00:46:35,940 --> 00:46:41,080
+عن أنواع الخطبة
+
+433
+00:46:43,610 --> 00:46:46,390
+بارك الله في كلنا والسلام عليكم
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/BuLG6hwFvy4_raw.json b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/BuLG6hwFvy4_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..45fce77ddaeccc8c52185f431eab59b48c4cfc9a
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/BuLG6hwFvy4_raw.json
@@ -0,0 +1 @@
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0.83544921875}, {"start": 3457.21, "end": 3457.65, "word": " عن", "probability": 0.97119140625}, {"start": 3457.65, "end": 3458.17, "word": " رجل", "probability": 0.9947916666666666}, {"start": 3458.17, "end": 3458.91, "word": " عليم", "probability": 0.853271484375}, {"start": 3458.91, "end": 3460.07, "word": " مجرب", "probability": 0.82666015625}, {"start": 3460.07, "end": 3460.77, "word": " يعي", "probability": 0.906494140625}, {"start": 3460.77, "end": 3460.91, "word": " ما", "probability": 0.796875}, {"start": 3460.91, "end": 3461.41, "word": " يقول", "probability": 0.98095703125}, {"start": 3461.41, "end": 3463.43, "word": " هل", "probability": 0.88671875}, {"start": 3463.43, "end": 3463.75, "word": " هناك", "probability": 0.904296875}, {"start": 3463.75, "end": 3463.89, "word": " أي", "probability": 0.7109375}, {"start": 3463.89, "end": 3464.59, "word": " استفسار؟", "probability": 0.9403076171875}], "temperature": 1.0}, {"id": 132, "seek": 348255, "start": 3471.61, "end": 3482.55, "text": "طيب هتركن في رعاية الله وتوفيقه واللقاء القادم ان شاء الله سيكون مع كتاب قدامة ابن شعفر نقد الشعب", "tokens": [9566, 1829, 3555, 8032, 2655, 31747, 1863, 8978, 12602, 3615, 995, 10632, 21984, 34683, 38688, 1829, 4587, 3224, 16070, 1211, 4587, 16606, 25062, 18513, 2304, 16472, 13412, 16606, 21984, 8608, 1829, 30544, 20449, 9122, 2655, 16758, 12174, 3215, 10943, 3660, 48127, 1863, 13412, 3615, 5172, 2288, 8717, 28543, 25124, 3615, 3555], "avg_logprob": -0.1703725978732109, "compression_ratio": 1.543859649122807, "no_speech_prob": 1.1920928955078125e-07, "words": [{"start": 3471.61, "end": 3471.97, "word": "طيب", "probability": 0.7642415364583334}, {"start": 3471.97, "end": 3472.55, "word": " هتركن", "probability": 0.629730224609375}, {"start": 3472.55, "end": 3472.69, "word": " في", "probability": 0.9462890625}, {"start": 3472.69, "end": 3473.09, "word": " رعاية", "probability": 0.986328125}, {"start": 3473.09, "end": 3473.39, "word": " الله", "probability": 0.97705078125}, {"start": 3473.39, "end": 3474.27, "word": " وتوفيقه", "probability": 0.865576171875}, {"start": 3474.27, "end": 3475.37, "word": " واللقاء", "probability": 0.841064453125}, {"start": 3475.37, "end": 3475.91, "word": " القادم", "probability": 0.9918619791666666}, {"start": 3475.91, "end": 3476.09, "word": " ان", "probability": 0.69873046875}, {"start": 3476.09, "end": 3476.35, "word": " شاء", "probability": 0.988525390625}, {"start": 3476.35, "end": 3476.57, "word": " الله", "probability": 0.93701171875}, {"start": 3476.57, "end": 3477.13, "word": " سيكون", "probability": 0.9710286458333334}, {"start": 3477.13, "end": 3477.33, "word": " مع", "probability": 0.9677734375}, {"start": 3477.33, "end": 3478.17, "word": " كتاب", "probability": 0.9939778645833334}, {"start": 3478.17, "end": 3479.93, "word": " قدامة", "probability": 0.73919677734375}, {"start": 3479.93, "end": 3480.25, "word": " ابن", "probability": 0.927490234375}, {"start": 3480.25, "end": 3480.97, "word": " 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\ No newline at end of file
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/BuLG6hwFvy4_raw.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/BuLG6hwFvy4_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..076d03ac17867ac11de629681ca6d29aa9620901
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/BuLG6hwFvy4_raw.srt
@@ -0,0 +1,2264 @@
+1
+00:00:21,330 --> 00:00:24,690
+بسم الله الرحمن الرحيم الحمد لله والصلاة والسلام
+
+2
+00:00:24,690 --> 00:00:29,690
+على سيدنا رسول الله وبعد موعدنا اليوم ان شاء الله
+
+3
+00:00:29,690 --> 00:00:37,390
+مع كتاب عيار الشعر للشاعر الناقد محمد ابن أحمد ابن
+
+4
+00:00:37,390 --> 00:00:43,010
+طبا طبا وكما جرت العادة سنحاول أن نتعرف على مؤلف
+
+5
+00:00:43,010 --> 00:00:48,170
+الكتاب وعصره والبيئة التي نشأ فيهاثم نتعرف على ما
+
+6
+00:00:48,170 --> 00:00:53,230
+هي الكتاب ثم أهم القضايا التي علجها الكتاب وبعد
+
+7
+00:00:53,230 --> 00:00:59,430
+ذلك نضع الكتاب في ميزان النقد لنتحدث مما يُأخذ
+
+8
+00:00:59,430 --> 00:01:07,630
+عليه أو ما يُحسب له نبدأ مع الكتاب كما قلنا أيار
+
+9
+00:01:07,630 --> 00:01:10,570
+الشعر
+
+10
+00:01:15,800 --> 00:01:25,100
+محمد ابن أحمد ابن طبع طبع
+
+11
+00:02:13,230 --> 00:02:14,330
+مش عارف انا انا انا انا
+
+12
+00:02:17,210 --> 00:02:21,870
+طبعاً كنا قد استكملنا الحديث عن بيئات نقدية كبيئة
+
+13
+00:02:21,870 --> 00:02:27,690
+النقاد الفقهاء ثم بيئة النقاد النحا اليوم نحن
+
+14
+00:02:27,690 --> 00:02:36,090
+نتعامل مع بيئة جديدة هي بيئة النقاد الشعراء
+
+15
+00:02:36,090 --> 00:02:41,870
+والادباء وهذا له خصوصية سندركها ونحن نتعرف على
+
+16
+00:02:41,870 --> 00:02:48,800
+القضايا التي علجها ابن طبا طباكما هي العادة اللي
+
+17
+00:02:48,800 --> 00:02:55,460
+وقت قمنا بالتحضير يمكن أن يشاركنا اثنتان اثنتان في
+
+18
+00:02:55,460 --> 00:02:58,200
+البداية من هو ابن طبا طبع
+
+19
+00:03:26,810 --> 00:03:34,230
+يعني هذا الذي قلت ماذا يفيدك معرفتهما هي المؤشرات
+
+20
+00:03:34,230 --> 00:03:38,170
+أو القرائن التي نريد أن نصل إليها من خلال معرفة ما
+
+21
+00:03:38,170 --> 00:03:45,130
+قلتيه؟ نسب ماذا يعني هذا النسب؟ أنه انتمل في قريش
+
+22
+00:03:45,130 --> 00:03:51,190
+وكانت فصيحة ولغة القرآن ينبغي أن تذكري أو تتذكر ما
+
+23
+00:03:51,190 --> 00:04:00,510
+قلتي قلتي أنه ولد ونشأ بأصبهان أليس كذلك؟ بلىأذن
+
+24
+00:04:00,510 --> 00:04:04,650
+هذا يوهم بأنه غير عربي، أعجمي أصبح انبيئة أعجمية
+
+25
+00:04:04,650 --> 00:04:11,130
+في بلاد فارس الرد عليها أنه من الأشراف وأنه من
+
+26
+00:04:11,130 --> 00:04:15,850
+العرب الأقحاح الذين انتقلوا لنشر الإسلام في
+
+27
+00:04:15,850 --> 00:04:22,950
+البيئات المفتوحة هذه واحدة الثانية العصر الذي عاش
+
+28
+00:04:22,950 --> 00:04:30,200
+فيه جاء في أي عصر؟في القرنين الثالث والرابع
+
+29
+00:04:30,200 --> 00:04:37,020
+الهجريين هذه لها دلالة أن نظرية النقد في تطور
+
+30
+00:04:37,020 --> 00:04:43,260
+والأراء النقدية في تطور وأن هذا القرن الرابع وصل
+
+31
+00:04:43,260 --> 00:04:47,480
+المولدون فيه إلى جيل ثاني أو ثالث يتحدثوا العربية
+
+32
+00:04:47,480 --> 00:04:54,830
+له حاجات المولد من هو المولد؟هو الذي نشأ في بيئة
+
+33
+00:04:54,830 --> 00:04:59,970
+غير عربية وقد يكون أحد أبويه من غير العرب وبالتالي
+
+34
+00:04:59,970 --> 00:05:03,730
+يحتاجوا إلى معرفة بعض الأمور التي لا يعرفها إلا
+
+35
+00:05:03,730 --> 00:05:10,880
+العرب الأقحاحخدت بالك؟ اه اكمل كان ابن طباطب ينشد
+
+36
+00:05:10,880 --> 00:05:15,820
+الشعب ودار بينه و بين أدبا عصر مناظرات ومن ذلك قال
+
+37
+00:05:15,820 --> 00:05:20,100
+ابو عبد الله الحمزة ابن الحسن الأصبهاني سمعت جماعة
+
+38
+00:05:20,100 --> 00:05:23,280
+من رواية الأشعار بفرداجة تحدثون عن عبد الله ابن
+
+39
+00:05:23,280 --> 00:05:27,440
+الموتاز أنه كان لهجة بذكر ابو الحسن ابن طباطب
+
+40
+00:05:27,440 --> 00:05:31,900
+مقدمة له على سائر أعلان ويقول ما أشبهه في أوصافه
+
+41
+00:05:31,900 --> 00:05:36,490
+إلا محمد إبن يزيد ابن مسلمة ابن عبد الملكماذا يفيد
+
+42
+00:05:36,490 --> 00:05:44,610
+هذا الكلام الذي قرأتيه؟ هل نحن ندرسه كشاعر؟ أم أن
+
+43
+00:05:44,610 --> 00:05:51,230
+هذه المعلومة تضيق لنا جانب من شخصيته؟
+
+44
+00:05:51,230 --> 00:05:56,290
+كان شاعراً
+
+45
+00:05:56,290 --> 00:06:02,270
+وكون ابن المعتز كان لهجاً بذكره أتعرفنا من هو ابن
+
+46
+00:06:02,270 --> 00:06:07,080
+المعتز؟الخليفة التي تولي الخلافة لمدة يوم ثم عزل
+
+47
+00:06:07,080 --> 00:06:15,100
+نفسه صاحب كتاب طبقات الشعراء المولدين وصاحب كتاب
+
+48
+00:06:15,100 --> 00:06:19,740
+البديع لكن في النقد يعنينا كتاب وطبقات الشعراء
+
+49
+00:06:19,740 --> 00:06:25,040
+المولدين لماذا لا ندرس هذا الكتاب لأنه صار فيه على
+
+50
+00:06:25,040 --> 00:06:30,240
+خطم سبق ولأننا درسنا طبقات الشعراء لإبن سلام طبقات
+
+51
+00:06:30,240 --> 00:06:40,620
+فعول الشعراء يغني عنهلكن نجد ناقدا لهجا بذكر ابن
+
+52
+00:06:40,620 --> 00:06:45,000
+طباطبه هذا ينبغي أن يحثنا على التفكير من هو ابن
+
+53
+00:06:45,000 --> 00:06:50,800
+طباطبه هو شاعر ومن أواسط الشعراء في الفنون عامة
+
+54
+00:06:50,800 --> 00:06:59,080
+لأنه شبها بيزيد محمد ابن يزيد ولكن من فحول الشعراء
+
+55
+00:06:59,080 --> 00:07:05,460
+في وصف الطبيعةلماذا منفهول الشعراء في وصف الطبيعة؟
+
+56
+00:07:05,460 --> 00:07:11,060
+لأن الأشراف لا يحتاجون إلى المدح المبني على الطمع
+
+57
+00:07:11,060 --> 00:07:16,780
+والذي يشتمل على بعض الرياء أيضا لا يقدحون في الناس
+
+58
+00:07:16,780 --> 00:07:24,280
+وصف الطبيعة هو إفراز تجربة صادقة وإحساس صادق تجاه
+
+59
+00:07:24,280 --> 00:07:30,360
+أشياء ونثريات الطبيعةأيضًا هذا يؤشر لنا على البيئة
+
+60
+00:07:30,360 --> 00:07:34,920
+التي ينتمي إليها هذا الناقض إنه من بيئة الشعراء
+
+61
+00:07:34,920 --> 00:07:40,500
+عليم بالشعر وأسبابه وأسراره وكيفية قوله والمراحل
+
+62
+00:07:40,500 --> 00:07:46,120
+التي يمر بها قائله وبعض القضايا التي تتعلق بماهيته
+
+63
+00:07:46,120 --> 00:07:56,310
+ومقاييس جودته ارني اسمك وإيدي اسمكهذا هو ابن طبا
+
+64
+00:07:56,310 --> 00:08:03,050
+طبا الآن نتعرف على ما هي الكتاب تغريد يعني تغريد
+
+65
+00:08:03,050 --> 00:08:09,030
+اجلس يعني يجب
+
+66
+00:08:09,030 --> 00:08:18,810
+أن نقول الاسم كما يريد صاحبه اسمه ابن طبا طبا اسمه
+
+67
+00:08:18,810 --> 00:08:19,990
+من مقطعين
+
+68
+00:08:27,730 --> 00:08:32,930
+معروف عندك ومعرفتك السابقة لا تعنيني في شيء لأنها
+
+69
+00:08:32,930 --> 00:08:40,870
+معرفة خاطئة ما الفرق ما الفرق ما الفرق ما الفرق ما
+
+70
+00:08:40,870 --> 00:08:47,570
+الفرق ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق
+
+71
+00:08:47,570 --> 00:08:49,830
+ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق ما
+
+72
+00:08:49,830 --> 00:08:50,290
+الفرق ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق
+
+73
+00:08:50,290 --> 00:08:53,250
+ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق ما
+
+74
+00:08:53,250 --> 00:08:53,250
+الفرق ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق
+
+75
+00:08:53,250 --> 00:08:53,250
+ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق ما
+
+76
+00:08:53,250 --> 00:08:53,250
+الفرق ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق
+
+77
+00:08:53,250 --> 00:08:53,350
+ما الفرق ما الفرق ما الفرق ما الفرق ما الفرق
+
+78
+00:08:54,580 --> 00:09:00,880
+الاسماء تُأخذ كما تعرف عليها أصحابها وقد أخطأ
+
+79
+00:09:00,880 --> 00:09:04,940
+كثيرون في أسماء بعض الشعراء أيضًا حينما قالوا عن
+
+80
+00:09:04,940 --> 00:09:11,640
+شعر من الشعراء الجاهلية مثلًا طرفة فاختلف المقصد
+
+81
+00:09:11,640 --> 00:09:16,960
+من تسميته أبواه حين اصطلح على اسمه أراد له صفة
+
+82
+00:09:16,960 --> 00:09:24,440
+اللين طرفة اللينو مثلا عبيد بن الأبرز كثير من
+
+83
+00:09:24,440 --> 00:09:30,940
+الدارسين يقولون عبيد وهذا خطأ بواحى الاسم كما جاء
+
+84
+00:09:30,940 --> 00:09:38,920
+تعرفينه من قبل اليوم تعرفين الصلاة هو ابن طبا طبا
+
+85
+00:09:38,920 --> 00:09:46,140
+تفضلي يعتبر كتاب عيار الشعر طبا طبا يعتبر كتاب
+
+86
+00:09:46,140 --> 00:09:52,490
+عيار الشعر لأن يعتبرمشتقة من أخذ العبرة والاعتبار
+
+87
+00:09:52,490 --> 00:09:59,470
+ونحن نقصد أنه يعد أو يحسب نعم يعتبر كتاب الشهر ..
+
+88
+00:09:59,470 --> 00:10:01,990
+كتاب .. كتاب .. كتاب .. كتاب .. كتاب .. كتاب ..
+
+89
+00:10:01,990 --> 00:10:03,190
+كتاب .. كتاب .. كتاب .. كتاب .. كتاب .. كتاب ..
+
+90
+00:10:03,190 --> 00:10:06,110
+كتاب .. كتاب .. كتاب .. كتاب .. كتاب .. كتاب ..
+
+91
+00:10:06,110 --> 00:10:07,230
+كتاب .. كتاب .. كتاب .. كتاب .. كتاب .. كتاب ..
+
+92
+00:10:07,230 --> 00:10:07,230
+كتاب .. كتاب .. كتاب .. كتاب .. كتاب .. كتاب ..
+
+93
+00:10:07,230 --> 00:10:07,230
+كتاب .. كتاب .. كتاب .. كتاب .. كتاب .. كتاب ..
+
+94
+00:10:07,230 --> 00:10:10,950
+كتاب .. كتاب .. كتاب .. كتاب .. كتاب .. كتاب ..
+
+95
+00:10:10,950 --> 00:10:18,310
+كتاب .. كتاب .. كتاب ..
+
+96
+00:10:20,150 --> 00:10:24,090
+هذه دعاوة بعض المستشريقين أن اللغة العربية حشوا
+
+97
+00:10:24,090 --> 00:10:29,910
+كثيرة المفردات و يكفي أن تكون مفردة مكان أخرى هذا
+
+98
+00:10:29,910 --> 00:10:34,910
+أعتقد أنا جبهت به في إحدى زياراتي للخارج و أنا في
+
+99
+00:10:34,910 --> 00:10:39,010
+كيندا تيسر لي بعض المستشريقين الذين درسوا اللغة
+
+100
+00:10:39,010 --> 00:10:44,730
+العربية أحدهم قال لي نحن نقول عن الإحذاء choose
+
+101
+00:10:44,730 --> 00:10:51,460
+أنتم ماذا تقولون عنه؟فاستغربت السؤال فبدأ هو يعدد
+
+102
+00:10:51,460 --> 00:10:58,660
+عدد ليه العشرة أو أكثر من الأسماء التي نقول فقلت
+
+103
+00:10:58,660 --> 00:11:03,260
+له ينبغي أن تدرك أن لكل واحد استخدام مختلف عن
+
+104
+00:11:03,260 --> 00:11:07,920
+الآخر الجزمة غير الحزاق والحزاق غير الصندل والصندل
+
+105
+00:11:07,920 --> 00:11:12,820
+غير الكذا والكذا غير كذا وبدأت أعدد له استخدامات
+
+106
+00:11:12,820 --> 00:11:14,360
+فرضت أسماء
+
+107
+00:11:17,020 --> 00:11:21,820
+نعم في اللغة العربية لا يوجد حاشو قال طيب أنت تريد
+
+108
+00:11:21,820 --> 00:11:27,660
+أن تقولي قم فأقوم تريد أن تقولي قف فأقف اجلس اقعد
+
+109
+00:11:27,660 --> 00:11:32,200
+لماذا مفردتان او اكثر قلتله ان القعود غير الجلوس
+
+110
+00:11:32,200 --> 00:11:39,600
+والوقوف غير القيام أنت لا تعرف أسرار العربية لذلك
+
+111
+00:11:39,600 --> 00:11:43,760
+يلتبس عليك الأمر أما أهل العربية يعرفون الفرق بين
+
+112
+00:11:43,760 --> 00:11:50,360
+مفردة وأخرىو أنت من أهل العربية؟ او من الاجام؟من
+
+113
+00:11:50,360 --> 00:11:54,460
+أهل العربية تفضليه يعد يعد كتاب هي للشعر لأبن
+
+114
+00:11:54,460 --> 00:11:57,340
+طباطبه من أهم الكتب النقدية التي كتبت في عصريه وقد
+
+115
+00:11:57,340 --> 00:12:00,440
+تميزها بفرق العطاء النقدي الصادر على جمهورية متخصص
+
+116
+00:12:00,440 --> 00:12:04,120
+تحدثت عن الشعر في ضغط تجربة الشعرية ومعاناتها على
+
+117
+00:12:04,120 --> 00:12:12,480
+الإبداع الشعري وكان من أكتر علماء شعراني وكان على
+
+118
+00:12:12,480 --> 00:12:16,700
+عكس نقاد عصريه الأخرين فكان ليس شعران في حسب لأنه
+
+119
+00:12:16,700 --> 00:12:18,300
+كان نقدان وفي حين
+
+120
+00:12:21,090 --> 00:12:27,230
+روايدة تخشي انت نسي ما تقولين مرتبك طيب قاريني
+
+121
+00:12:27,230 --> 00:12:39,890
+اسمك واسمك من تريد ان تكمل تعالى اينا طيب كتب اسمك
+
+122
+00:12:39,890 --> 00:12:43,150
+نعيد
+
+123
+00:12:43,150 --> 00:12:49,430
+الحديث عن ما هيعيار الشعر وأنا سأبدأ معك بكلمة
+
+124
+00:12:49,430 --> 00:12:53,730
+عيار ألم تلفت نظرنا كلمة عيار الشعر؟ ما هو العيار
+
+125
+00:12:53,730 --> 00:13:01,440
+في العربية؟ تعرفين الميزان؟ له كفتانما يوضع في كفة
+
+126
+00:13:01,440 --> 00:13:06,980
+من حديد وزنها هي هذه العيار كيلو او جرام او هذه هي
+
+127
+00:13:06,980 --> 00:13:12,180
+العيار فكأن للشعري ميزان وهذا الكتاب هو ميزان
+
+128
+00:13:12,180 --> 00:13:18,620
+الشعر الميزان الذي يوزن فيه الشعر فيحوظ صفة جيد او
+
+129
+00:13:18,620 --> 00:13:24,110
+صفة رديق او ان الشعرإذا وزن في هذا الكتاب حسب
+
+130
+00:13:24,110 --> 00:13:29,310
+مقاييسه فهو شعر والذي ينده عن هذه المقاييس ليعده
+
+131
+00:13:29,310 --> 00:13:37,710
+شعرا هرأيتم أهمية الكتاب من عنوانه نتوقع أن يكون
+
+132
+00:13:37,710 --> 00:13:43,510
+كتابا قيما القضايا التيوردت في هذا الكتاب
+
+133
+00:14:12,180 --> 00:14:17,680
+أربع مراحل أربع مراحل عكس المعدود أربع مراحل لنظم
+
+134
+00:14:17,680 --> 00:14:21,720
+الشعر تحدثت عن خصائص شعر المولدين وتحدثت أيضًا عن
+
+135
+00:14:21,720 --> 00:14:29,620
+طبيعة العرب وبيئاتهم وعن استخدامهم للتشبيه وتحدثت
+
+136
+00:14:29,620 --> 00:14:34,930
+أيضًا عن تأثير الشعراء بعضهم في بعضونراحض من .. من
+
+137
+00:14:34,930 --> 00:14:39,550
+خلال كتابه أنه تحضر .. استخدم الدراسة الموضوعية
+
+138
+00:14:39,550 --> 00:14:43,610
+لنقده و استخدم عدة مناهج حيث أنه استخدم المنهج
+
+139
+00:14:43,610 --> 00:14:47,970
+الفني لتعبير عن الشعر و الفاظ و معانيه و صياغته و
+
+140
+00:14:47,970 --> 00:14:52,330
+استخدم المنهج الاجتماعي لتعبير عن طبيعة العرب و
+
+141
+00:14:52,330 --> 00:14:56,850
+بيئتهم و تأثير هذه الطبيعة في شعرهمو استخدم المنهج
+
+142
+00:14:56,850 --> 00:15:00,070
+النفسي للتعبير عن تأثير الشعر الجيد على المتلقي
+
+143
+00:15:00,070 --> 00:15:04,530
+وبهذا يكون قد استخدم منهجا متكاملا ودراسة موضوعية
+
+144
+00:15:04,530 --> 00:15:10,010
+اديني اسمك واجلسيه يعني في الحديث عن ماهية الكتاب
+
+145
+00:15:10,010 --> 00:15:18,570
+سنلاحظ ان ابن طباطبه تناول قضايا النقد الأدبي
+
+146
+00:15:18,570 --> 00:15:25,870
+بطريقة موضوعيةووضع الأساس أو الإطار النظري وضعتي
+
+147
+00:15:25,870 --> 00:15:30,490
+على قبلة اسمك علامة وضع الإطار النظري لبعض القضايا
+
+148
+00:15:30,490 --> 00:15:36,690
+كما أنه في كثير من الأحيان أتبعه بالشاهد التطبيقي
+
+149
+00:15:36,690 --> 00:15:43,170
+وقد لفت نظرنا براعة هذا النقد في استخدامه للعديد
+
+150
+00:15:43,170 --> 00:15:49,520
+من مناهج النقد الأدبي في وقت سبق في عصرهنحن ما
+
+151
+00:15:49,520 --> 00:15:54,480
+زلنا في يومنا هذا نتعرف على مناهج الدرس الأدبي أو
+
+152
+00:15:54,480 --> 00:15:59,040
+النقد الأدبي طبق المنهج النفسي حينما تحدث عن
+
+153
+00:15:59,040 --> 00:16:03,800
+الحالات التي تنتج الشعر تحدث تناول المنهج
+
+154
+00:16:03,800 --> 00:16:09,200
+الاجتماعي عن الوظيفة كما تحدث عن الشعوب والبيئات
+
+155
+00:16:09,200 --> 00:16:13,300
+القماء العربية وبيئاتها تناول المنهج الفني حينما
+
+156
+00:16:13,300 --> 00:16:16,800
+بحث في التشبيه وغيره من القضايا الفنية
+
+157
+00:16:18,480 --> 00:16:24,160
+هذا كله سنتعرف عليه ونحن نتتبع القضايا واحدة تلو
+
+158
+00:16:24,160 --> 00:16:31,460
+الأخرى بعد هذه الإطلالة أريد أن أصف اللي كنا
+
+159
+00:16:31,460 --> 00:16:36,620
+الكتاب من الخارج لأنني أعلم أن كنا تقصرنا في البحث
+
+160
+00:16:36,620 --> 00:16:41,060
+عن الكتاب في المكتبة مع أنه متوفر في المكتبة من من
+
+161
+00:16:41,060 --> 00:16:44,340
+كنا حاولت رؤية الكتاب؟ لا أحد
+
+162
+00:16:47,170 --> 00:16:51,970
+الكتاب صغير الحجم قياسا على الشعر والشعرة وطبقات
+
+163
+00:16:51,970 --> 00:16:57,730
+فحول الشعرة أكبر من كتاب قواعد الشعر ولكن ليس
+
+164
+00:16:57,730 --> 00:17:05,050
+بكثير يقع في قرابة 200 صفحة من القطع المتوسط متوفر
+
+165
+00:17:05,050 --> 00:17:08,770
+منه عدة تحقيقات في المكتبة الجامعة وفي المكتبات
+
+166
+00:17:08,770 --> 00:17:10,850
+متداولة
+
+167
+00:17:12,850 --> 00:17:18,970
+سبب تأليف الكتاب في ظني أنه جاء ردًا على سؤال من
+
+168
+00:17:18,970 --> 00:17:26,490
+الشباب أو الناشئة من المولدين نتخيل
+
+169
+00:17:26,490 --> 00:17:32,890
+أن بعض المولدين من الناشئة الذين يشعرون أن لديهم
+
+170
+00:17:32,890 --> 00:17:40,010
+موهبة يسألون عن الشعر ومهيته ما هو الشعر فكان
+
+171
+00:17:40,010 --> 00:17:44,880
+الكتاب إجابةعلى هذا السؤال ما هو الدليل على ما
+
+172
+00:17:44,880 --> 00:17:50,960
+أذهب إليه الدليل على ذلك بداية الكتاب مباشرة من
+
+173
+00:17:50,960 --> 00:17:57,760
+البداية يقول بسم الله وبه نستعين الشعر أسعدك الله
+
+174
+00:17:57,760 --> 00:18:03,420
+كلام منظوم أسعدك الله جملة اعتراضية وهي على سبيل
+
+175
+00:18:03,420 --> 00:18:09,870
+التحية والدعاءوتحية لمخاطب. اذا كأن المخاطب سأله
+
+176
+00:18:09,870 --> 00:18:16,390
+فرد عليه سؤالك عن الشعر اجابته هي الشعر اسعدك الله
+
+177
+00:18:16,390 --> 00:18:23,370
+كلام منظوم بائن عن المنثور الذي يستخدمه الناس في
+
+178
+00:18:23,370 --> 00:18:30,350
+مخاطباتهم اليومية. الى اخر التعريف الذي سنراه هنا
+
+179
+00:18:30,350 --> 00:18:37,310
+يحاول ابن طباطب تحديدمفهوم الشعر وهنا لابد أن نسأل
+
+180
+00:18:37,310 --> 00:18:44,790
+أنفسنا سؤالا لماذا لم يعرف النقاد الذين درسنا من
+
+181
+00:18:44,790 --> 00:18:52,390
+قبل الشعر هل تعرض ابن سلام لما هو الشعر او لماهية
+
+182
+00:18:52,390 --> 00:18:59,830
+الشعر هل تعرض ابن قطيبة فعلب لماذا لتقصير فيهم
+
+183
+00:19:02,220 --> 00:19:09,360
+السبب بسيط انهم نشأوا في بيئات عربية يعرفون الشعر
+
+184
+00:19:09,360 --> 00:19:15,200
+ويتردد في جنبات بيوتهم يوميا فلا حاجة بهم الى
+
+185
+00:19:15,200 --> 00:19:19,980
+تعريفه لا يحتاجون الى تعريف نظري فالشعر معروف
+
+186
+00:19:19,980 --> 00:19:25,540
+لديهم بمثاله وواقعه وما يلمسون من شواهده وكثير
+
+187
+00:19:25,540 --> 00:19:31,100
+منهم كان يقول الشعر بيت او بيتين في مناسبة معينة
+
+188
+00:19:32,030 --> 00:19:38,710
+ولكن حينما انتقلنا إلى بيئة غير عربية نشأت الحاجة
+
+189
+00:19:38,710 --> 00:19:45,930
+إلى معرفة ما هي الشعر واضح الكلام؟ وكما بدأ في
+
+190
+00:19:45,930 --> 00:19:51,750
+السؤال، ما هو الشعر؟ الشعر كلام منظوم هنا، بعض
+
+191
+00:19:51,750 --> 00:19:56,750
+الذين انتقدوا ابن طباطبا قالوا إن ابن طباطبا يفرق
+
+192
+00:19:56,750 --> 00:20:02,200
+بين الشعر والنثر فقط من الجانب الشكليوزن وقافية
+
+193
+00:20:02,200 --> 00:20:10,860
+هؤلاء في ظني تعجلوا في انتقاد الرجل لأنه في باقي
+
+194
+00:20:10,860 --> 00:20:16,680
+القضايا التي طرح وفي ترابط الكتاب سنجد أنه التفت
+
+195
+00:20:16,680 --> 00:20:21,200
+إلى عناصر الشعر الأربعة من النقاد القلائل الذين
+
+196
+00:20:21,200 --> 00:20:28,520
+انتبهوا لعناصر الشعر ما هي عناصر الأدب عامة كم
+
+197
+00:20:28,520 --> 00:20:38,140
+عنصرهي لفظ ومعنى وعاطفة وخيال عناصر الأسلوب الأدبي
+
+198
+00:20:38,140 --> 00:20:46,120
+كام عنصر اثنان العلمي لفظ ومعنى الذي يقول إنه
+
+199
+00:20:46,120 --> 00:20:50,160
+التفت إلى الجانب الشكلي فكأنه لم يدرك ما هي الشعر
+
+200
+00:20:50,160 --> 00:20:58,040
+ولا يعرف جوهر الشعر لأنه سيحدثنا بعد ذلك عن الجانب
+
+201
+00:20:58,040 --> 00:21:02,470
+النفسيفي الشعر ويحدثنا عن الوظيفة الأخلاقية في
+
+202
+00:21:02,470 --> 00:21:09,830
+الشعر وسيضع عيارا للشعر يرتبطه بالخيال.عينما يكون
+
+203
+00:21:09,830 --> 00:21:16,550
+عيار الشعر جيد أن يرد على الفهم الثاقب.فما قبله
+
+204
+00:21:16,550 --> 00:21:17,690
+فهوافل.
+
+205
+00:21:19,630 --> 00:21:25,890
+قالوا إنه يقيد الخيالة لأن الخيال لا يخضع لعقال
+
+206
+00:21:25,890 --> 00:21:31,210
+العقل لقيد العقل سنرى ذلك في موضعها نعود إلى مفهوم
+
+207
+00:21:31,210 --> 00:21:36,350
+الشعر تعريف الشعر فنجد قوله كلامه المنظوم بائن عن
+
+208
+00:21:36,350 --> 00:21:40,190
+المنثور الذي يستعمله أو يستخدمه الناس في مخاطباتهم
+
+209
+00:21:40,190 --> 00:21:48,750
+بما خُص به من النظم أي هنا نعم الجانب الشكليالذي
+
+210
+00:21:48,750 --> 00:21:53,870
+انعدل عن جهته ما هي جهة النظم؟ هي الأوزان المعروفة
+
+211
+00:21:53,870 --> 00:22:05,030
+البحور المعروفة 16 بحرا انعدل عنها مجته الأسبع مج
+
+212
+00:22:05,030 --> 00:22:13,930
+الشيء لم يستصفه وفسد على الذوق ونظمه معلوم نعم
+
+213
+00:22:13,930 --> 00:22:23,180
+يعرفه العرب معلوم محدودفمن صح طبعه وذوقه لم يحتج
+
+214
+00:22:23,180 --> 00:22:28,660
+إلى الاستعانة على نظم الشعري بالعروض نعم صحة الطبع
+
+215
+00:22:28,660 --> 00:22:34,060
+أي صحة الموهبة القريحة لاتحتاجوا إلى تعلم العروض
+
+216
+00:22:34,060 --> 00:22:40,180
+فكثير من الشعراء لا يعرفون أسماء بحور الشعر ولكن
+
+217
+00:22:40,180 --> 00:22:46,320
+الذي تصح لديه الموهبة وباقي الأدوات ويكون لديه بعض
+
+218
+00:22:46,320 --> 00:22:54,230
+الخللفي ميزان الشعر يمكن أن يتعلمه فيجود شعره
+
+219
+00:22:54,230 --> 00:22:58,230
+ويخلصه من الخطأ وقد رأينا من الشعراء من تخلصه من
+
+220
+00:22:58,230 --> 00:23:05,890
+عيوب القعفية كالإقواء مثلا إذا الأصل سلامة الطبع
+
+221
+00:23:05,890 --> 00:23:10,310
+ثم بعد ذلك عند ابن طبع طبع إذا توفرت بعض الشروط
+
+222
+00:23:10,310 --> 00:23:17,560
+يمكن التغلب على خلل معين يصيب بعض جوانب الشعركخطأ
+
+223
+00:23:17,560 --> 00:23:22,840
+في نحو أو في وزن أو في قافية هذا يمكن أن نتدركه
+
+224
+00:23:22,840 --> 00:23:29,180
+بتعلم النحو أو بتعلم العروض أو بتعلم الأوزان كلام
+
+225
+00:23:29,180 --> 00:23:36,900
+جيد جميل بعد ذلك يقرر ابن طباطبة أن الشعر صناعة
+
+226
+00:23:36,900 --> 00:23:40,340
+وكل
+
+227
+00:23:40,340 --> 00:23:48,810
+صناعة لها أدواتوالصانع الماهر هو الذي يتقن استخدام
+
+228
+00:23:48,810 --> 00:23:57,390
+أدواته هذا استكمال لمن فسد شيء من أدواته فيمكن أن
+
+229
+00:23:57,390 --> 00:24:04,810
+يتعلم شريطة أن يتوفر له سلامة الطبع الذوق يقول إن
+
+230
+00:24:04,810 --> 00:24:10,530
+الشعر صناعة كباقي الصناعات وصناعة الشعرتحتاج إلى
+
+231
+00:24:10,530 --> 00:24:14,750
+أدوات لذلك يقول وللشعري أدوات يجب إعدادها قبل
+
+232
+00:24:14,750 --> 00:24:22,810
+مراسه وتكلف نظمه ثم يضع الحلول فمن تعصت عليه أداة
+
+233
+00:24:22,810 --> 00:24:28,450
+من أدواته لم يكمل له ما يتكلفه منه وبان الخلل فيه
+
+234
+00:24:28,450 --> 00:24:35,150
+ما ينظمه ولاعقته العيوب من كل جهة فمنها التوسع في
+
+235
+00:24:35,150 --> 00:24:35,810
+علم اللغة
+
+236
+00:24:39,970 --> 00:24:47,210
+والبراءة في فهم الإعراب تذكرت شيء انها الثقافة
+
+237
+00:24:47,210 --> 00:24:52,970
+التي تحدث عنها من سبقه من النقاد ثقافة الشاعر
+
+238
+00:24:52,970 --> 00:24:58,770
+حدثنا ابن سلام عن ثقافة الناقد وحدثنا ابن قتيبة عن
+
+239
+00:24:59,850 --> 00:25:04,850
+ثقافة الشاعر وما يحتاج الشاعر اليك قبل النظم هنا
+
+240
+00:25:04,850 --> 00:25:12,690
+لأنه يخاطب المولدين الذين يمتلكون الموهبة ولكن قد
+
+241
+00:25:12,690 --> 00:25:20,310
+تتعصى عليهم بعض الأدوات فيصف لهم طرق إصلاح هذا
+
+242
+00:25:20,310 --> 00:25:24,150
+الخلل الذي قد يقع في شعرهم لأنهم من الناشرة ومن
+
+243
+00:25:24,150 --> 00:25:28,160
+غير العرب الأقحىغير العرب الأقحاح قد يخطأ في النحو
+
+244
+00:25:28,160 --> 00:25:34,640
+وقد لا يعرف الأوزان بطريقة سليمة ولذلك يورينا ابن
+
+245
+00:25:34,640 --> 00:25:39,220
+طبا طبا فيقول فمنها التوسع في علم اللغة والبراءة
+
+246
+00:25:39,220 --> 00:25:44,600
+في فهم الإعراب والرفوية لفنون الأداب والمعرفة
+
+247
+00:25:44,600 --> 00:25:48,440
+بأيام الناس وأنسبهم ومناقبهم والوقوف على مذاب
+
+248
+00:25:48,440 --> 00:25:55,930
+العرب في تأسيس الشعر كل هذه ثقافةأنا أريد أن أمدح
+
+249
+00:25:55,930 --> 00:26:00,510
+فقد أمدح بعراقة الأصل أنا لا أعرف الأصل إذا علي أن
+
+250
+00:26:00,510 --> 00:26:07,570
+أتعلم الأنساب قد أضطر للهجاة فعلي أن أعرف أيام
+
+251
+00:26:07,570 --> 00:26:12,950
+العرب ووقعتهم ما يُقَد على فلان أو قبيلة فلان
+
+252
+00:26:12,950 --> 00:26:18,110
+الرواية لفنون الأداب أمر رائع لماذا؟ لأنني أتعرف
+
+253
+00:26:18,110 --> 00:26:23,710
+على طرائق العرب في قول الشعري وتوليد المعانيوقد
+
+254
+00:26:23,710 --> 00:26:32,650
+اعتاد حتى المتذوقون على وصف الحفظ لناشئة الشعراء
+
+255
+00:26:32,650 --> 00:26:36,510
+في البيئة العربية حينما ياتي صبي كالذي حدث معاه
+
+256
+00:26:36,510 --> 00:26:42,330
+بنواس حينما لاحظت أمه أن لديه نباهة وأنه يقول
+
+257
+00:26:42,330 --> 00:26:47,670
+كلاما قد يكون شعرا فأخذته وذهبت إلى والدة ابن
+
+258
+00:26:47,670 --> 00:26:53,200
+الحباب الذي كان عليما بالشعروقالت له إن ابني يقول
+
+259
+00:26:53,200 --> 00:26:59,380
+الشعر فاستمع إليه ثم قال له اذهب واحفظ وطلب منه أن
+
+260
+00:26:59,380 --> 00:27:05,480
+يحفظ في رواية عشرين قصيدة وفي رواية أخرى ألفين
+
+261
+00:27:05,480 --> 00:27:13,740
+قصيدة فذهب وحفظ وعاد قال له اذهب وانسى لكي لا يقلد
+
+262
+00:27:13,740 --> 00:27:19,490
+ما حفظما الذي يفعله والبة؟ اللذي يفعله والبة يزوده
+
+263
+00:27:19,490 --> 00:27:24,610
+بالثقافة اللازمة كيف تشبه العرب الشيء، كيف تتحدث
+
+264
+00:27:24,610 --> 00:27:28,630
+عن جمال المرأة بطريقة غير مباشرة، كيف تمدح بطريقة
+
+265
+00:27:28,630 --> 00:27:33,630
+بعيدة عن الرياء، كيف تهجو، كل هذا أتعلمه من الشاهد
+
+266
+00:27:33,630 --> 00:27:38,450
+الشعري نفسه، أتعرف على طرائق الشعراء الذين سبقوا،
+
+267
+00:27:38,450 --> 00:27:47,440
+إذا رواية الفنون الأدبية هيباب من أبواب المعرفة
+
+268
+00:27:47,440 --> 00:27:54,560
+باب من أبواب الثقافة المطلوبة للشعر طبعا يطيلوا
+
+269
+00:27:54,560 --> 00:28:01,780
+ابن طبع طبع في وصف أدوات هذه الصناعة لأنه يحدثوا
+
+270
+00:28:01,780 --> 00:28:08,480
+المولد من ناشئة الشعراء وبالتالي كأنه يفصل لهم
+
+271
+00:28:08,480 --> 00:28:12,180
+الحديث ثم
+
+272
+00:28:12,180 --> 00:28:18,240
+بعد ذلك ينتقلوا إلى قضيةترتبط بكونه من بيئة
+
+273
+00:28:18,240 --> 00:28:26,460
+الأدباء النقاد وهي مراحل بناء القصيدة قضية لم يسبق
+
+274
+00:28:26,460 --> 00:28:37,940
+إليها وقد تطرق لها بحكم أنه مر بها ولأنه أيضا يعلم
+
+275
+00:28:37,940 --> 00:28:43,540
+الناشئةالشعر المتمرس لا يسأل عن المراحل التي مر
+
+276
+00:28:43,540 --> 00:28:51,100
+بها حتى نضجت قصيدته لكن
+
+277
+00:28:51,100 --> 00:28:57,100
+الناشئة تعلم كيف تكتب الشعر وقد كانت العرب في عصره
+
+278
+00:28:57,100 --> 00:29:02,940
+تعلموا الناشئة أيضا مش المولد فقط يعني لدينا من
+
+279
+00:29:02,940 --> 00:29:08,080
+الكتب مثلا ما هو بعنوان نظم المحلول أو نظم النثر
+
+280
+00:29:10,610 --> 00:29:18,030
+وكتب أخرى فك المعقود أي تحويل الشعر إلى نثر ما
+
+281
+00:29:18,030 --> 00:29:24,370
+الغاية منها تعليم أعطيكي أفكار ومعاني وأختبر
+
+282
+00:29:24,370 --> 00:29:27,390
+قريحتك على قولي الشعر
+
+283
+00:29:31,060 --> 00:29:37,600
+يعطينا مراحل احسبوا ان ابن طباطبه قد مر بها كشعر و
+
+284
+00:29:37,600 --> 00:29:43,640
+اظن ايضا ان الشعراء جميعا يمرون بها بعضهم قد لا
+
+285
+00:29:43,640 --> 00:29:49,140
+يرقب نفسه وبعضهم قد لا يعترف بها لماذا؟ لان هذه
+
+286
+00:29:49,140 --> 00:29:54,340
+المراحل لا تحتاجوا إلى حدود زمانية بين مرحلة واخرى
+
+287
+00:29:54,340 --> 00:30:01,370
+قد امروا بالمراحل الأربعةجملة و قد امر بمرحلة و
+
+288
+00:30:01,370 --> 00:30:06,830
+ابقى سنون او سنوات حتى امر بالتي تليها لان المرحلة
+
+289
+00:30:06,830 --> 00:30:13,650
+الأولى و هي مرحلة تكوين الفكرة و مخاضها في الذهن
+
+290
+00:30:13,650 --> 00:30:19,730
+كيف تتكون الفكرة و تولد في عقل او في ذهن الشاعر
+
+291
+00:30:19,730 --> 00:30:28,490
+تتكون الفكرة نتيجة تجربةالشعر الذي يُكتب من بناة
+
+292
+00:30:28,490 --> 00:30:35,110
+الأفكار دون معايشة التجربة هو نظم يولد ميتا الأصل
+
+293
+00:30:35,110 --> 00:30:37,890
+هو أن أعيش التجربة
+
+294
+00:30:41,740 --> 00:30:46,340
+يكتبون أشعارهم عن تجارب مروا بها اللذي يتحدث عن
+
+295
+00:30:46,340 --> 00:30:52,500
+الحب والذي يتحدث عن الكره الهجاء والذي يتحدث عن ..
+
+296
+00:30:52,500 --> 00:30:58,780
+ليس بالضرورة أن يمر بها مرورا واقعيا ولكن من
+
+297
+00:30:58,780 --> 00:31:07,500
+الضرورة أن يعيشها نفسيا أن يعيش التجربة يعيشها
+
+298
+00:31:07,500 --> 00:31:16,110
+ويتأثر بها نفسياوسأعطي أمثلة توضح هذا الجانب تبقى
+
+299
+00:31:16,110 --> 00:31:25,150
+أنك رأيت حادثا ما الذي يحدث معك تنتبه
+
+300
+00:31:25,150 --> 00:31:31,550
+بعض الإحاسيس الحادث نتج عنه دماء إصابات شعرت
+
+301
+00:31:31,550 --> 00:31:37,550
+بالأسأ لحالة الذين اتعرضوا للحادث بدأت تتفاعلين مع
+
+302
+00:31:37,550 --> 00:31:44,210
+الحادث نعمعدت للبيت بدأت اما صامطة تماما او تحدثين
+
+303
+00:31:44,210 --> 00:31:52,010
+من حولك باسن شديد عن هذا الحادث الشاعر اكثر حساسية
+
+304
+00:31:52,010 --> 00:31:56,890
+من الإنسان العادى هنا
+
+305
+00:31:58,450 --> 00:32:02,810
+أصبح لديه تكون فكرة ليس بالضرورة أن يكون حادث قد
+
+306
+00:32:02,810 --> 00:32:06,930
+يكون رأى فتاة جميلة ملفتة للنظر تفاعلت في عقله
+
+307
+00:32:06,930 --> 00:32:12,870
+ووجدانه فبدأ ينسج أفكارا عليها تخيل أنه يحبها
+
+308
+00:32:12,870 --> 00:32:19,740
+وتخيل أنها تبادل حبا بحبقد تزيد التجربة عن حدها
+
+309
+00:32:19,740 --> 00:32:24,660
+وقد تقف عند حد معين يوم ويومان ثم حالة الأسأ
+
+310
+00:32:24,660 --> 00:32:29,500
+والحزن التي رأها في الحادث تتجمد هل تذوب وتمتهي؟
+
+311
+00:32:29,500 --> 00:32:34,740
+كلا إنها تذهب إلى الأشعور فإن
+
+312
+00:32:34,740 --> 00:32:39,420
+مرة ما يوقفها من الحوادث ثانية قد تتحرك فتولت في
+
+313
+00:32:39,420 --> 00:32:45,580
+الذهبدكتور، هل بالضرورة أن تذهب إلى اللاشعور؟ ليس
+
+314
+00:32:45,580 --> 00:32:50,540
+بالضرورة، قد تتفاعل وتبقى متفاعلة وتلح على وجدان
+
+315
+00:32:50,540 --> 00:32:58,720
+الشاعر هذا له علاقة بمدى تأثير التجربة على وجدان
+
+316
+00:32:58,720 --> 00:33:04,980
+الشاعر ومدى تعاط الشاعر مع هذه التجربة ولذلك لما
+
+317
+00:33:04,980 --> 00:33:11,690
+يحدثنا ابن طباطب عن فواصل زمنيةوهذا أقوله لأن
+
+318
+00:33:11,690 --> 00:33:15,130
+الكثير من الدارسين انتقدوا ابن طبا طبا وقالوا هذا
+
+319
+00:33:15,130 --> 00:33:22,070
+الكلام يعني مرور بمراحل ومراحل كذا الشعراء لا
+
+320
+00:33:22,070 --> 00:33:26,690
+يعترفوا بأنهم يمرون بهذه المراحل التي يتحدث عنها
+
+321
+00:33:26,690 --> 00:33:31,670
+ابن طبا طبا كما قالوا في انتقادهم لقضية التعريف
+
+322
+00:33:31,670 --> 00:33:35,510
+الذي أتى به للشعر كلام موزون انتقدوه وقالوا إن ابن
+
+323
+00:33:35,510 --> 00:33:36,310
+طبا طبا
+
+324
+00:33:39,380 --> 00:33:43,960
+يبيح ترجمة الشعر إلى نثر وترجمة النثر إلى شعر
+
+325
+00:33:43,960 --> 00:33:49,340
+وينسى ما بين الأمرين من فروق في المقدرة وفي
+
+326
+00:33:49,340 --> 00:33:54,260
+الموهبة ونحن نقول ليس الأمر كذلك هو تعريف تنظيمي
+
+327
+00:33:54,260 --> 00:34:00,020
+أخذوا عليه أيضا أنه في ذلك التعريف لم يذكر العاطفة
+
+328
+00:34:00,020 --> 00:34:04,000
+وقد قلت إنه ذكرها حينما تحدث عن صدق الأحاسيس
+
+329
+00:34:06,460 --> 00:34:09,960
+قالوا إنه أيضًا قد أهمل الخيال وهو الشاعر العليم
+
+330
+00:34:09,960 --> 00:34:15,140
+بأثر الخيال قلنا إنه ذكره في عنوان كتابه عيار
+
+331
+00:34:15,140 --> 00:34:18,900
+الشاعر وحينما عرف العيار قال أن يرد على الفهم
+
+332
+00:34:18,900 --> 00:34:24,400
+الثاقم أي على الشاعر أن يحلق في فضاء الخيال كيف ما
+
+333
+00:34:24,400 --> 00:34:31,140
+شاء شريطة أن يعقل خياله أي أن ينتج عن ذلك الخيال
+
+334
+00:34:31,140 --> 00:34:37,780
+صورة تفهم معنى يفهموالخيال الذي لا يؤدي إلى معنى
+
+335
+00:34:37,780 --> 00:34:45,440
+لا يعد خيالا هنا أيضا في المراحل أخذوا عليه أنه
+
+336
+00:34:45,440 --> 00:34:52,180
+افترض مسافات زمنية برين مرحلة واخرى ونحن لم نر ذلك
+
+337
+00:34:52,180 --> 00:34:57,080
+في حديثه لم يتحدث عن زمن إطلاقا ولكن تحدث عن مراحل
+
+338
+00:34:57,080 --> 00:35:04,430
+أولها تكون الفكرة ومخاضها في الذهن التفاعل معهاقد
+
+339
+00:35:04,430 --> 00:35:11,430
+تيقظني ليلا لأكتبها وقد تذوب و تتأخر مكانتها من
+
+340
+00:35:11,430 --> 00:35:16,810
+الشعور إلى اللاشعور ولذلك كثير من الشعراء يعني
+
+341
+00:35:16,810 --> 00:35:19,770
+مثلا في العصر الحديد الصلاة عبدالصبور حينما سئلة
+
+342
+00:35:19,770 --> 00:35:25,450
+كيف تكتب الشعر ثرثايرة هو قال أنا لا أكتب الشعر إن
+
+343
+00:35:25,450 --> 00:35:33,800
+الشعر يكتبني نعم القصيدة تلح علي حتى أكتبهابعضهم
+
+344
+00:35:33,800 --> 00:35:42,860
+أيضا كان يسير وفي جيبها أو في يده كلم وورقة وشبهوا
+
+345
+00:35:42,860 --> 00:35:47,560
+هذا بالمرأة أينما أتتها حالة المخاب لاتتأخر
+
+346
+00:35:47,560 --> 00:35:51,220
+المرحلة
+
+347
+00:35:51,220 --> 00:35:57,960
+التانية مرحلة اختيار الصورة الشعرية اخراج
+
+348
+00:35:57,960 --> 00:35:58,380
+النص
+
+349
+00:36:01,210 --> 00:36:06,410
+مش في حمل، في مخاطر، في ولادة هذه المرحلة قد تتبع
+
+350
+00:36:06,410 --> 00:36:14,650
+الأولى وقد تتأخر عنها كثيرا وقلت ميكانيزمات أو
+
+351
+00:36:14,650 --> 00:36:18,530
+الحوافز على القول تختلف من شاعر لآخر ومن تجربة
+
+352
+00:36:18,530 --> 00:36:23,290
+لأخرى بقدر تفاعل الشاعر مع التجربة بقدر ما يكون
+
+353
+00:36:23,290 --> 00:36:30,720
+المخاطرهنا حينما تولد القصيدة إذا فكر الشاعر في
+
+354
+00:36:30,720 --> 00:36:36,020
+تنظيمها بيتا بيتا تموت الفكرة ولا يكتمل النص
+
+355
+00:36:36,020 --> 00:36:43,280
+كالمرأة التي تلد مولودها إذا إن شغلت القابلة
+
+356
+00:36:43,280 --> 00:36:49,480
+بتنظيفه من الدماء وهو لم يولد بعد قد تقتله وهو في
+
+357
+00:36:49,480 --> 00:36:56,680
+رحم أمه ولكن بعد الميلاد هناك مرحلة ثانيةما الذي
+
+358
+00:36:56,680 --> 00:37:01,460
+يقوله ابن طبع طبع يقول إن القصيدة تولد كيفما تولد
+
+359
+00:37:01,460 --> 00:37:08,020
+القصيدة على بحر الكامل جاء في ثانيها بيت يند عن
+
+360
+00:37:08,020 --> 00:37:13,760
+بحر الكامل لضير نكتبه جاء بيت لا يخضع لوزن نفرا
+
+361
+00:37:13,760 --> 00:37:19,020
+نكتبهجات قوافية غريبة على القوافية أكتبها ولا
+
+362
+00:37:19,020 --> 00:37:24,600
+أنشغل بها بعد أن تكتمل الدفقة الشعورية ونقول دفقة
+
+363
+00:37:24,600 --> 00:37:31,500
+لأن القصيدة تولد دفقة واحدة لا تجزة بعد ذلك تاتي
+
+364
+00:37:31,500 --> 00:37:35,600
+المرحلة الثالثة وهي مرحلة الصياغة
+
+365
+00:37:38,130 --> 00:37:42,630
+يعني إذا كان ترتيب المعاني غير دقيق هنا ميلاد
+
+366
+00:37:42,630 --> 00:37:48,450
+القصيدة قد أقدم بيتا وأؤخر آخر وكما قلت إذا جاء
+
+367
+00:37:48,450 --> 00:37:55,710
+بيت غير متصق في وزنه أو قافيته أعيد صياغته شريطة
+
+368
+00:37:55,710 --> 00:38:02,550
+ألا يتحول الأمر إلى الصنعة بيت وتهذيب غير صنعة
+
+369
+00:38:02,550 --> 00:38:10,290
+أجلس لأكتبرابعا المرحلة الأخيرة وهي مرحلة التثقيف
+
+370
+00:38:10,290 --> 00:38:21,450
+تثقيف من ثقافة العود أي براه هذبه يعني بعد ما تولد
+
+371
+00:38:21,450 --> 00:38:26,650
+القصيدة وتكون متكاملة مترابطة القراءة الأخيرة قد
+
+372
+00:38:26,650 --> 00:38:34,720
+تكشف ليه كلمة نابيةمعنى غير دقيق أو قلق في موضعه
+
+373
+00:38:34,720 --> 00:38:42,940
+صورة غير مناسبة أهذبها هل هذه المراحل يمروا بها
+
+374
+00:38:42,940 --> 00:38:50,570
+الشعراء؟ نعموإلا لما رأينا مدرسة زهير تستبق
+
+375
+00:38:50,570 --> 00:38:56,610
+القصيدة عاما لما تستبق القصيدة عاما للمرحلتين
+
+376
+00:38:56,610 --> 00:39:01,550
+التاليتين الأخيرتين فقط للتهذيب والتفقيف ولمرحلة
+
+377
+00:39:01,550 --> 00:39:10,590
+الصياغة هل الشاعر يمر بالمرحلتين الأولين نعم قد لا
+
+378
+00:39:10,590 --> 00:39:16,100
+يراقب نفسهلكن حينما يكتب القصيدة ينظر فيها قد
+
+379
+00:39:16,100 --> 00:39:22,880
+يعذفه بيتا قد يقدم آخر قد يغير كلمة هذه هي مرحلة
+
+380
+00:39:22,880 --> 00:39:32,860
+الصياغة واضح الكلام؟ إذا ابن طباطب يقول هذا من
+
+381
+00:39:32,860 --> 00:39:39,910
+تجربة عمليةطبعا حينما قرأ بعض نقادنا المحدثون أو
+
+382
+00:39:39,910 --> 00:39:44,230
+المعاصرون مراحل الخلق الشعري أو الإبداع الشعري في
+
+383
+00:39:44,230 --> 00:39:49,290
+كتب الغربيين كإليزابيث دور صفقوا كثيرا وقال مثلا
+
+384
+00:39:49,290 --> 00:39:53,590
+الدكتور الأستاذ الدكتور مصطفى سويف من مصر قال إن
+
+385
+00:39:53,590 --> 00:39:57,910
+هذا الحديث هو الأول وهو الحديث الجميل الرائع الذي
+
+386
+00:39:57,910 --> 00:40:01,370
+يتحدث عن أسس الإبداع النفسي ومراحله
+
+387
+00:40:03,880 --> 00:40:09,400
+ونقول له إن ابن طباطب سبق بأكثر من ألف عام في هذا
+
+388
+00:40:09,400 --> 00:40:15,040
+الحديث عن إليزابيث دور وأظن أن حديث إليزابيث دور
+
+389
+00:40:15,040 --> 00:40:20,920
+مستوحى من حديث ابن طباطب أو كأنه ترجم له
+
+390
+00:40:26,780 --> 00:40:31,760
+ننتقل بعد ذلك إلى قضية الصدق النفسي التي علجها ابن
+
+391
+00:40:31,760 --> 00:40:42,320
+طباطبا في كتابه أو كما سماها هو صدق العبارة هنا
+
+392
+00:40:42,320 --> 00:40:47,760
+مراعال نفسية المتلقي وهنا يذكرنا بمقولة للحسن
+
+393
+00:40:47,760 --> 00:40:53,440
+البصري وإن كانت يعني إما مزامنة أو بعده يقول فيها
+
+394
+00:40:53,440 --> 00:40:59,870
+حينما قام أحد الخطاباتيخطب في المسجد الذي يصلي فيه
+
+395
+00:40:59,870 --> 00:41:05,930
+الحسن البصري كان كلامه جميل ومعانيه واضحة ومع ذلك
+
+396
+00:41:05,930 --> 00:41:14,510
+قال له الحسن البصري ايه هذا مش سهجنا اما
+
+397
+00:41:14,510 --> 00:41:23,660
+بقلبك مرض ان بقلبيما خرج من اللسان لا يجاوز الأذان
+
+398
+00:41:23,660 --> 00:41:31,980
+وما خرج من القلب استكرر في القلب هنا البصرية تحدثت
+
+399
+00:41:31,980 --> 00:41:36,480
+عن الصدق النفسي إن كنت صادقة فيما تقولين تؤثرين
+
+400
+00:41:36,480 --> 00:41:42,120
+فيا وإن كنت أنت لا تصدقين ما تقولين فكيف تؤثرين في
+
+401
+00:41:42,120 --> 00:41:48,320
+الآخرينهذا ما تنبه إليه ابن طباطبة حين قال فإذا
+
+402
+00:41:48,320 --> 00:41:52,400
+وافقت هذه المعاني المعاني التي تتحدث عنها أيها
+
+403
+00:41:52,400 --> 00:41:58,760
+الشاعر هذه الحالات تضاعف حسن موقعها عند مستمعها
+
+404
+00:41:58,760 --> 00:42:06,620
+يعني هبقى أن شاعر يتحدث عن تجربة أو عن عقدة شخصية
+
+405
+00:42:06,620 --> 00:42:08,040
+همسة تؤثر فيا
+
+406
+00:42:10,910 --> 00:42:16,110
+لأ، التجربة الشخصية التي تمثل عقدة له لا تعنيني في
+
+407
+00:42:16,110 --> 00:42:19,930
+شيء ولكن
+
+408
+00:42:19,930 --> 00:42:26,490
+إن كانت تجربته تجربة إنسانية أنا أشعر بها ما زلنا
+
+409
+00:42:26,490 --> 00:42:31,850
+نقرأ الأدب الجاهلي والشعر الإسلامي ونتفاعل معاه
+
+410
+00:42:31,850 --> 00:42:37,150
+أذكر في مسابقة من مسابقات الشعر كان أحد الإخوة
+
+411
+00:42:37,150 --> 00:42:43,790
+المحررين قد قال قصيدةوأراد أن تعرض على النقد وقال
+
+412
+00:42:43,790 --> 00:42:49,490
+له المحكمون الأوليون إنها نتمت للشعري بصلة فثارت
+
+413
+00:42:49,490 --> 00:42:54,370
+ثائرته قالوا نرفعها للدكتور نبيه اللي ينظر فيها
+
+414
+00:42:54,370 --> 00:43:00,230
+وحذروني منه قالوا إنه يعني خرج من السجن بعد عقدين
+
+415
+00:43:00,230 --> 00:43:04,930
+أو أكثر في السجن نفسيته يعني مضطربة وقد يكون رد
+
+416
+00:43:04,930 --> 00:43:09,980
+فعله قاسيا عليك لأن قلت له إنها ليست قصيدةأو خلفته
+
+417
+00:43:09,980 --> 00:43:16,900
+الرأي فأنشد كلاما يدل عن شيء يخصه هو أو عقدة نفسية
+
+418
+00:43:16,900 --> 00:43:21,760
+تدلتها كان قد نظر إلى فتاة وهو يعمل في جامعة آذنا
+
+419
+00:43:21,760 --> 00:43:26,600
+حينما خرجوا من المعتقلات استوعبناهم في جامعاتنا
+
+420
+00:43:26,600 --> 00:43:30,700
+لما لا يمتلكون مؤهلات فعملوا في بعض المرافق
+
+421
+00:43:30,700 --> 00:43:34,540
+الإدارية كان يعمل هذا الرجل يعني إداريا أو آذنا في
+
+422
+00:43:34,540 --> 00:43:36,480
+الجامعة ليس في الجامعة الإسلامية
+
+423
+00:43:40,010 --> 00:43:44,330
+ثم تحدث القصيدة فهمت المعنى أنه نظر إلى فتاة وأحبة
+
+424
+00:43:44,330 --> 00:43:47,710
+ويبدو أن الفتاة لم تكن قد أعرضته انتباها أو لم
+
+425
+00:43:47,710 --> 00:43:53,670
+تشعر به أصلا ثم بدأت الأزمات النفسية لديه تتفاعل
+
+426
+00:43:53,670 --> 00:44:01,350
+ويعني في أخر القصيدة كأنه يبحث عن حل تجربته بقتلها
+
+427
+00:44:01,350 --> 00:44:10,770
+ولم تلتفت إليهفأنشد القصيدة فكنت قد وقفت وصفقت له
+
+428
+00:44:10,770 --> 00:44:15,030
+واقفا لألفة نظر الحضور يصفقوا له الجن جنون
+
+429
+00:44:15,030 --> 00:44:18,250
+الأساتذة يعني الدكتور نبيل يعرف أنها لا تمت للشعر
+
+430
+00:44:18,250 --> 00:44:23,970
+بصلة ويصفق له ثم بعد ذلك قلت له صديق العزيز أنصحك
+
+431
+00:44:23,970 --> 00:44:31,830
+نصيحة قال تفضل قلت له سأذكرك بقول الشعر وتردده
+
+432
+00:44:31,830 --> 00:44:38,370
+خلفي قال قلقلت قل خلفي لأن هناك شاعر تجربته مثل
+
+433
+00:44:38,370 --> 00:44:46,330
+تجربتك كان قد قال ذهب الحمار بأم عمرن فلا رجعت ولا
+
+434
+00:44:46,330 --> 00:44:51,950
+رجع الحمار قال يعني ما المقصود بهذا الحديث قلت
+
+435
+00:44:51,950 --> 00:44:58,610
+يعني إن لم تكن قد أحبتك فلا تستحقك وبالتالي لا
+
+436
+00:44:58,610 --> 00:45:03,390
+تلتفتوا إليها عجبه القول استرضاه نفسياوبعد ذلك قلت
+
+437
+00:45:03,390 --> 00:45:07,790
+له اكتب هذا الكلام نثرا سيؤثر أكثر منه شعرا لأريد
+
+438
+00:45:07,790 --> 00:45:11,850
+أن أقول له أنه لا يمتلك أدوات الشعر لكي لا يصدن
+
+439
+00:45:11,850 --> 00:45:16,450
+اكتبه نثرا سيكون أجمل وكذا وكذا وفعلا بدأ يكتب
+
+440
+00:45:16,450 --> 00:45:21,090
+القصة الذي
+
+441
+00:45:21,090 --> 00:45:27,550
+يؤثر فينا هو الذي يوافق هوانا تجربة إنسانية نعيشها
+
+442
+00:45:27,550 --> 00:45:32,750
+وقد تدمع عيوننا لسماعهاولذلك يقول ابن طباطبة فإذا
+
+443
+00:45:32,750 --> 00:45:37,350
+وافقت هذه المعاني هذه الحالات تضعف حسن موقعها عند
+
+444
+00:45:37,350 --> 00:45:42,390
+مستمعها و لا سيما إذا أديت بما يجلب القلوب من
+
+445
+00:45:42,390 --> 00:45:49,410
+الصدق من ذات النفس بكشف المعاني المختلفة فيها واضح
+
+446
+00:45:49,410 --> 00:45:55,020
+الكلام؟وقلنا هذا موجود عند بعض نقادنا كالحسن البصل
+
+447
+00:45:55,020 --> 00:46:00,160
+الذي ترجمه مباشرة مع الخطيب الذي يقول كلاما جميلا
+
+448
+00:46:00,160 --> 00:46:06,460
+ولكن هذا الكلام غير مؤثر لم يؤثر في نفسه ووجهه
+
+449
+00:46:06,460 --> 00:46:12,100
+توجيها نقديا حين قال له ماخرج من القلب استقر في
+
+450
+00:46:12,100 --> 00:46:17,140
+القلب وماخرج من اللسان لا يجاوز الاذاب
+
+451
+00:46:23,310 --> 00:46:28,990
+ثم بعد ذلك يحدثنا ابن طباطبة عن قضية اخرى وهي
+
+452
+00:46:28,990 --> 00:46:34,310
+الوظيفة الاجتماعية للشعر اذ يرى ان الشعر لابد ان
+
+453
+00:46:34,310 --> 00:46:43,370
+يؤدي معاني حكيمة لابد ان يؤدي المعرفة للمتلقين هذا
+
+454
+00:46:43,370 --> 00:46:48,640
+يُخد على ابن طباطبة لأن الشاعرليس واعظا ولا تطلب
+
+455
+00:46:48,640 --> 00:46:54,480
+منه الحكمة انه يتحدث عن تجارب شخصية امتزج الخيال
+
+456
+00:46:54,480 --> 00:47:00,970
+فيها معلو حقيقة والواقعومع ذلك لو عمقنا النظر في
+
+457
+00:47:00,970 --> 00:47:05,750
+رأي ابن طباطبا نعم كل قصيدة نقرأها تضيف إلينا
+
+458
+00:47:05,750 --> 00:47:10,750
+معرفة جديدة وبالتالي ما يطلبه ابن طباطبا لا نعده
+
+459
+00:47:10,750 --> 00:47:15,190
+شرطا وننتقده في أنه عده شرطا لجودة الشعر ولكن في
+
+460
+00:47:15,190 --> 00:47:21,350
+الحقيقة هو متحصل حتماحتى الذي يحدثنا عن تجربة
+
+461
+00:47:21,350 --> 00:47:26,910
+عاطفية كامر القيس من خلال قصيدته عشنا في البيئة
+
+462
+00:47:26,910 --> 00:47:31,650
+العربية وتعرفنا على عادات القوم وتقاليدهم وما
+
+463
+00:47:31,650 --> 00:47:35,330
+يستحبوا في المرأة وصفات المرأة الجميلة والمرأة
+
+464
+00:47:35,330 --> 00:47:40,090
+القبيحة وهكذا إذا تقدمت لنا المعرفة أم لم تتقدم؟
+
+465
+00:47:40,090 --> 00:47:44,930
+تقدمت ولكن دون قصدها فالذي ناخده على ابن طبع طبع
+
+466
+00:47:44,930 --> 00:47:52,410
+أن يشترط هذا الأمرالشاعر نعم ليس واعظا ولكن تأتي
+
+467
+00:47:52,410 --> 00:48:00,190
+الحكمة تأتي المعرفة في ثانية نصه بطريقة غير مقصودة
+
+468
+00:48:00,190 --> 00:48:08,130
+لو مسكن أي نص وقرأناه سنتزودوا بالمعرفة ولكن هل
+
+469
+00:48:08,130 --> 00:48:11,950
+يقصدوا اليها الشاعر قصدا كما هو الحال في الخطيب
+
+470
+00:48:11,950 --> 00:48:13,470
+اللي واعد لا
+
+471
+00:48:16,140 --> 00:48:21,780
+من القضايا الأخرى أيضًا التي يمكن أن نقف معاقب طبع
+
+472
+00:48:21,780 --> 00:48:30,620
+طبع قضية أو حديثه عن ما هي الشعر لفت النظر إلى أن
+
+473
+00:48:30,620 --> 00:48:37,400
+الشعر عملية صناعية كون الشعر عملية صناعية ككل
+
+474
+00:48:37,400 --> 00:48:44,660
+الصناعات إذا لابد من عمل العقل فيهاالعقل هو الذي
+
+475
+00:48:44,660 --> 00:48:50,800
+يجود الصناعة ولذلك يقول يلعب فيها العقل الدور
+
+476
+00:48:50,800 --> 00:48:56,200
+الأساسي وطبعا
+
+477
+00:48:56,200 --> 00:49:01,520
+سنقف مع هذا العقل بعد قليل لنرى الخيال وحدوده
+
+478
+00:49:01,520 --> 00:49:08,330
+يستكمل حديثه بأن الشعر مختلفكاختلاف الناس في صورهم
+
+479
+00:49:08,330 --> 00:49:13,630
+وأصواتهم وعقولهم نعم لو كان الشعر على نسق واحد
+
+480
+00:49:13,630 --> 00:49:21,510
+وحسب ميزان واحد لجامد الشعر ولم يتطور الشعر يختلف
+
+481
+00:49:21,510 --> 00:49:29,050
+باختلاف الناس وتمايزه
+
+482
+00:49:29,050 --> 00:49:34,170
+لا يعني عدم تذوقه بل يعني تمايزه أيضا في تذوق
+
+483
+00:49:34,170 --> 00:49:39,640
+الناسأنا أقلف أو أميل إلى شعر الغزل وفلان يميل إلى
+
+484
+00:49:39,640 --> 00:49:49,540
+شعر المدح نعود
+
+485
+00:49:49,540 --> 00:49:57,740
+للعقل الذي هو محور العملية الإبداعية والذي نرى أن
+
+486
+00:49:59,830 --> 00:50:04,950
+عيار الشعر أن يرد على الفهم الثاقب هذه لابد أن
+
+487
+00:50:04,950 --> 00:50:11,250
+نتنبه لها الجملة لماذا العقل؟ قال لأن العقل لا
+
+488
+00:50:11,250 --> 00:50:22,070
+يقبل الخطأ ولا يقبل الكذب ولا يقبل المجهول العقل
+
+489
+00:50:22,070 --> 00:50:22,870
+صاحب الحكم
+
+490
+00:50:29,750 --> 00:50:37,030
+فما قبله فهو وافل لما؟ لأنه معتدل والاعتدال في
+
+491
+00:50:37,030 --> 00:50:46,910
+الصنعة سر جودة هذه الصنعة أما الاضطراب فهو نتيجة
+
+492
+00:50:46,910 --> 00:50:52,490
+لعدم الاعتدال لذلك يقول وعلت كل حسن مقبول هي
+
+493
+00:50:52,490 --> 00:51:00,220
+الاعتدال أي سبب قبولنا وحكمنا بالجودةعلى الشعر أنه
+
+494
+00:51:00,220 --> 00:51:09,320
+متصق معتدل أما للطراب فله أسبابه والنفس تسكن إلى
+
+495
+00:51:09,320 --> 00:51:14,300
+موافقة هواها نعم
+
+496
+00:51:16,530 --> 00:51:22,550
+أيضًا أن يجعل الشعر عقالًا للموهبة يظن البعض العقل
+
+497
+00:51:22,550 --> 00:51:27,670
+عقالًا للخيال يظن البعض أنه وانتقدوه في هذا أنه
+
+498
+00:51:27,670 --> 00:51:32,730
+كبح جماح الخيال والخيال في الشعر هو أداته الخلق
+
+499
+00:51:32,730 --> 00:51:39,390
+وأداته الإبداع أتخيلوا فأبدع أنتج صورة جميلة مؤثرة
+
+500
+00:51:39,390 --> 00:51:46,460
+نقول لا إن العقل لا حدود له ولا يحددالصورة التي لا
+
+501
+00:51:46,460 --> 00:51:50,320
+يفهمها الإنسان ليست صورة والمعنى الذي لا أدركه
+
+502
+00:51:50,320 --> 00:51:57,560
+بعقلي كيف أدركه حتى حينما حدثنا القرآن عن طلع
+
+503
+00:51:57,560 --> 00:52:02,160
+الشياطين رؤوسها كتر ونحن لا نعرفها لكن بالعقل
+
+504
+00:52:02,160 --> 00:52:07,680
+سافرنا معها إلى أقصى الحدود وتخيلناها الصور
+
+505
+00:52:07,680 --> 00:52:11,940
+الكثيرة التي حدثتنا عن النعيم المقيم في الآخرة وعن
+
+506
+00:52:11,940 --> 00:52:16,590
+العذاب الأليم في الآخرة كيف أدركناهاهي مبنية على
+
+507
+00:52:16,590 --> 00:52:23,990
+عين الخيال ولكن العقل تابعها وسيرها لذلك الشاعر
+
+508
+00:52:23,990 --> 00:52:28,270
+الذي يعرف ما يقول هو الشاعر الذي يعطي ما يعقل
+
+509
+00:52:28,270 --> 00:52:33,410
+والذي لا يعرف ما يقول لا يعطي ما يعقل يعني كثير من
+
+510
+00:52:33,410 --> 00:52:37,140
+القصائد نقراها ثم نسأل الشاعر ما الذي تريدلأن
+
+511
+00:52:37,140 --> 00:52:41,100
+الفكرة في الأصل غير واضح له هو يريد أن يرصف
+
+512
+00:52:41,100 --> 00:52:46,740
+العبارات رصفا ويظن أن جمال الشكل يغني عن الجوهر
+
+513
+00:52:46,740 --> 00:52:50,820
+والمضمون الأمر ليس كذلك، إذا ما يُخَذ على ابن
+
+514
+00:52:50,820 --> 00:52:55,900
+طباطبة من أنه جعل عللة الحسن المقبول الاعتدال وأن
+
+515
+00:52:55,900 --> 00:53:01,940
+هذه العلة مربوطة بعيار الشعر نراه في غير مكانه
+
+516
+00:53:01,940 --> 00:53:03,520
+مبرر لابن طباطبة
+
+517
+00:53:06,020 --> 00:53:10,280
+هذه هي معظم القضايا التي تخصنا وتهمنا في النقد نعم
+
+518
+00:53:10,280 --> 00:53:16,320
+ابن طباطب أفرض مبحثا كاملا للحديث عن التشبيه
+
+519
+00:53:16,320 --> 00:53:23,060
+وأقسامه وأنواعه وذكر لنا ثلاثة من أنواع التشبيه
+
+520
+00:53:23,060 --> 00:53:28,040
+تشبيه الشيء بالشيء هيئة تشبيه الشيء بالشيء صورة
+
+521
+00:53:28,040 --> 00:53:35,390
+نعم أيضا حدثنا عن أقسام القافية فإذا كانت عندفعلت
+
+522
+00:53:35,390 --> 00:53:40,190
+ثلاثة أقسام فقد حصر ابن طباطب الأقسام السابعة
+
+523
+00:53:40,190 --> 00:53:45,870
+للقوافي وهو الحديث التام اللذي لم يضف عليه بعد ابن
+
+524
+00:53:45,870 --> 00:53:51,110
+طباطب ولابد أن نذكر دائما أن علم البلاغة وبعض علوم
+
+525
+00:53:51,110 --> 00:53:57,970
+العربية ولدت في أحضان كتب النقد هذه مقولة ينبغي
+
+526
+00:53:57,970 --> 00:54:02,890
+ألا ننساه لماذا في أحضان كتب النقد لأنها من مقاييس
+
+527
+00:54:02,890 --> 00:54:10,980
+النقادالناقد يحتاجها كمقاييس جودة يعني لا يهدف
+
+528
+00:54:10,980 --> 00:54:16,280
+الناقد إلى التنظير للمباحث البلاغية كغاية في ذاتها
+
+529
+00:54:16,280 --> 00:54:24,760
+بل كوسيلة تعينها على تحليل الشعر وتوجيه الشعراء
+
+530
+00:54:26,050 --> 00:54:31,950
+وبالتالي المباحث التي أضافها مباحث جيدة وكثيرة
+
+531
+00:54:31,950 --> 00:54:38,150
+يعني منها مثل كما قلنا يحسب له أنه حصر مراحل الخلق
+
+532
+00:54:38,150 --> 00:54:43,230
+الشعري كذلك حديثه عن القافية وأقسامها السبعة حديث
+
+533
+00:54:43,230 --> 00:54:47,450
+كامل شامل حديثه عن ضروب التشبيه يحسب له هذا في
+
+534
+00:54:47,450 --> 00:54:53,390
+ميزان النقدأيضا في تحليله لبعض شواهد الشعر وتعليل
+
+535
+00:54:53,390 --> 00:54:59,830
+آرائه هو تحليل نقدي رائع أو نقد يجمع بين النظرية
+
+536
+00:54:59,830 --> 00:55:05,610
+والتطبيق أيضا
+
+537
+00:55:05,610 --> 00:55:13,170
+التفت لقضية السرقات الأدبية وهو أول من طرق هذه
+
+538
+00:55:13,170 --> 00:55:16,570
+القضية ولم تكن مطروقة من قبلها
+
+539
+00:55:20,320 --> 00:55:26,180
+فكان به قد فتح باب النقاش في قضية السرقات الأدبي
+
+540
+00:55:26,180 --> 00:55:32,060
+أن يسرق شاعر من شاعر هذه القضية التي ستختمر عند من
+
+541
+00:55:32,060 --> 00:55:38,280
+سيأتي بعده من النقاد فله فضل السبق في طرح هذه
+
+542
+00:55:38,280 --> 00:55:43,620
+القضية وكان حديثه حديثا نظريا عنها ولكنه موجان
+
+543
+00:55:43,620 --> 00:55:47,840
+ماذا
+
+544
+00:55:50,500 --> 00:55:55,280
+ما يُحسب له أما ما يُأخذ عليه فقد رددت عليه كلمة
+
+545
+00:55:55,280 --> 00:55:59,840
+بكلمة في تعريفه للشعر حينما قالوا إن هذا التعريف
+
+546
+00:55:59,840 --> 00:56:05,300
+يحتمل أمكانية تحويل النثر إلى شعر وأن ابن طباطبا
+
+547
+00:56:05,300 --> 00:56:09,320
+لم يعرف فرقا بين الشعر والنثر إلا الفرق الشكلي وهو
+
+548
+00:56:09,320 --> 00:56:15,000
+الوزن والقافية قلنا الأمر غير ذلك البعض أخذ عليه
+
+549
+00:56:15,000 --> 00:56:21,270
+بعض التسلسل والتنسيق في ما طرح من قضاياونحن رأينا
+
+550
+00:56:21,270 --> 00:56:26,690
+أن هذا التفرع هو تفرع مربوط بالقضية التي طرحت فإذا
+
+551
+00:56:26,690 --> 00:56:31,090
+ما تحدث عن ماهية الشعر تفرع إلى قضية الوظيفة مثلا
+
+552
+00:56:31,090 --> 00:56:36,250
+اجتماعية أو وظيفة أو قضية الصدق النفسي وهذا مرهون
+
+553
+00:56:36,250 --> 00:56:41,970
+بحديثه عن ماهية الشعر قد يراه البعض تشعبا ولكن في
+
+554
+00:56:41,970 --> 00:56:49,030
+النظرة الإجمالية قد لا يكون كذلك على كل حال هذا
+
+555
+00:56:50,470 --> 00:56:55,850
+الحديث وما أُخذ أو ما استحسن كله في نظري يمثل
+
+556
+00:56:55,850 --> 00:57:01,450
+مرحلة تُحسب لإبن طبأ طبأ ولن تجمع الناس على شيء
+
+557
+00:57:01,450 --> 00:57:07,570
+إطلاقا في ظني إن الكتاب من أهم كتب النقد عند العرب
+
+558
+00:57:07,570 --> 00:57:12,370
+لأنه جمع بين النظرية والتطبيق ولأنه أيضا يدخل في
+
+559
+00:57:12,370 --> 00:57:17,490
+باب النقد التعليميتعريفه للشعر تعليم تعريفه
+
+560
+00:57:17,490 --> 00:57:20,910
+للمراحل التي يمر بها الشعر مراحل نفسية تعليم لنشاط
+
+561
+00:57:20,910 --> 00:57:26,190
+الشعراء تحديده للوظيفة الاجتماعية تعليم فهو في باب
+
+562
+00:57:26,190 --> 00:57:33,330
+النقد النظري التطبيقي التعليمي وأهمية الكتاب في
+
+563
+00:57:33,330 --> 00:57:40,910
+المقام الأخير أنه صادر عن رجل عليم مجرب يعي ما
+
+564
+00:57:40,910 --> 00:57:44,590
+يقول هل هناك أي استفسار؟
+
+565
+00:57:51,610 --> 00:57:56,090
+طيب هتركن في رعاية الله وتوفيقه واللقاء القادم ان
+
+566
+00:57:56,090 --> 00:58:02,550
+شاء الله سيكون مع كتاب قدامة ابن شعفر نقد الشعب
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/KUNJJQDb1aA_raw.json b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/KUNJJQDb1aA_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..9038abbf9caa05b7e37b3e008ca8b33626e05883
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/KUNJJQDb1aA_raw.json
@@ -0,0 +1 @@
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النقدية هو كتاب منسوب ونلاحظ الكلمة للأصمعية سعيد عبد الملك ابن قريب ابن عبد الملك الأصمعي كتاب فهولة الشعراء", "tokens": [2655, 9640, 1829, 9778, 3714, 1829, 15040, 3215, 3224, 3714, 24401, 3215, 5551, 15042, 19446, 9122, 8315, 4386, 6156, 19913, 1863, 29739, 3615, 11242, 4386, 12174, 1211, 2655, 5551, 12610, 19446, 4032, 36520, 11933, 20292, 8315, 9154, 3714, 9381, 1863, 5172, 9307, 28239, 28543, 10632, 31439, 9122, 2655, 16758, 9154, 3794, 37746, 4032, 1863, 15040, 5016, 19913, 33251, 19528, 3660, 24976, 10721, 9381, 2304, 3615, 10632, 8608, 3615, 25708, 6225, 44510, 9673, 23275, 48127, 1863, 12174, 16572, 3555, 48127, 1863, 6225, 44510, 9673, 23275, 16247, 9381, 2304, 3615, 1829, 9122, 2655, 16758, 6156, 3224, 12610, 3660, 25124, 3615, 2288, 16606], "avg_logprob": -0.12306621169099713, "compression_ratio": 1.8186813186813187, "no_speech_prob": 0.0, "words": [{"start": 687.57, "end": 688.01, "word": "تاريخ", "probability": 0.8841552734375}, {"start": 688.01, "end": 688.73, "word": " 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"end": 775.98, "text": "فكانت إجابته هذا الكتاب وقد كتبه تلاميذه من بعده كأبي حاتم السجستاني وهو أحد تلاميذ الأصمعي هو الذي جمع الكتاب جمع الإجابة ونشرها حينما ننظر في الكتاب نجد أنه بداية غير دقيقة وغير مبررة ولا تمثل شخصية الناقد الأصمعي", "tokens": [5172, 41361, 2655, 11933, 7435, 16758, 47395, 23758, 33251, 2655, 16758, 4032, 28543, 9122, 2655, 3555, 3224, 6055, 37440, 1829, 8848, 3224, 9154, 39182, 3224, 9122, 10721, 21292, 11331, 9307, 2304, 21136, 7435, 14851, 7649, 1829, 37037, 2407, 5551, 24401, 6055, 37440, 1829, 8848, 16247, 9381, 2304, 3615, 1829, 31439, 43527, 10874, 2304, 3615, 33251, 2655, 16758, 10874, 2304, 3615, 33688, 7435, 16758, 3660, 4032, 1863, 46309, 11296, 11331, 9957, 15042, 8717, 1863, 19913, 2288, 8978, 33251, 2655, 16758, 8717, 7435, 3215, 14739, 3224, 4724, 28259, 10632, 32771, 13546, 11778, 38436, 28671, 4032, 17082, 13546, 3714, 26890, 25720, 49429, 46811, 12984, 1211, 13412, 9778, 9381, 10632, 28239, 995, 28543, 16247, 9381, 2304, 3615, 1829], 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2539.06, "end": 2539.36, "word": " دقة", "probability": 0.950927734375}, {"start": 2539.36, "end": 2539.52, "word": " و", "probability": 0.998046875}, {"start": 2539.52, "end": 2539.86, "word": " وقت", "probability": 0.9365234375}, {"start": 2539.86, "end": 2541.56, "word": " ثم", "probability": 0.956298828125}, {"start": 2541.56, "end": 2541.76, "word": " أن", "probability": 0.84326171875}, {"start": 2541.76, "end": 2542.44, "word": " أجمع", "probability": 0.9697265625}, {"start": 2542.44, "end": 2543.0, "word": " شعراء", "probability": 0.9754638671875}, {"start": 2543.0, "end": 2543.44, "word": " الإسلام", "probability": 0.97509765625}, {"start": 2543.44, "end": 2543.62, "word": " و", "probability": 0.78857421875}, {"start": 2543.62, "end": 2544.18, "word": " أنطقي", "probability": 0.7527669270833334}, {"start": 2544.18, "end": 2544.5, "word": " منهم", "probability": 0.993896484375}, {"start": 2544.5, "end": 2545.06, "word": " فحول", "probability": 0.9873046875}, {"start": 2545.06, "end": 2546.96, "word": " الانتقاء", "probability": 0.886328125}, {"start": 2546.96, "end": 2547.98, "word": " هو", "probability": 0.96240234375}, {"start": 2547.98, "end": 2548.96, "word": " مقدرة", "probability": 0.9676106770833334}, {"start": 2548.96, "end": 2549.46, "word": " عالية", "probability": 0.9820963541666666}, {"start": 2549.46, "end": 2549.68, "word": " على", "probability": 0.8916015625}, {"start": 2549.68, "end": 2550.34, "word": " تمييز", "probability": 0.9730224609375}, {"start": 2550.34, "end": 2551.74, "word": " مراتب", "probability": 0.989013671875}, {"start": 2551.74, "end": 2552.5, "word": " الشعراء", "probability": 0.9830322265625}], "temperature": 1.0}, {"id": 104, "seek": 257385, "start": 2553.41, "end": 2573.85, "text": "وتمييز مراتب الشعراء على أساس تمييز مستويات أشعارهم فالعمل الذي أقدم عليه يعد عملا كبيرا قد لا تتمكنه مؤسسة نقدية كاملة وهو يمثل بداية ولكن بداية ناضجة إلى أبعد الحدود", "tokens": [35473, 2304, 1829, 1829, 11622, 3714, 2288, 9307, 3555, 25124, 3615, 2288, 16606, 15844, 5551, 3794, 32277, 46811, 1829, 1829, 11622, 3714, 14851, 45865, 9307, 5551, 8592, 3615, 9640, 16095, 6156, 6027, 25957, 1211, 43527, 5551, 28543, 2304, 47356, 7251, 22488, 6225, 2304, 15040, 9122, 3555, 13546, 995, 12174, 3215, 20193, 6055, 39237, 19452, 3224, 3714, 33604, 3794, 3794, 3660, 8717, 28543, 10632, 9122, 10943, 37977, 37037, 2407, 7251, 2304, 12984, 1211, 4724, 28259, 10632, 35525, 19452, 4724, 28259, 10632, 8717, 46958, 7435, 3660, 30731, 5551, 3555, 22488, 21542, 3215, 23328], "avg_logprob": -0.06598165874247966, "compression_ratio": 1.7732558139534884, "no_speech_prob": 1.7881393432617188e-07, "words": [{"start": 2553.41, "end": 2554.01, "word": "وتمييز", "probability": 0.90009765625}, {"start": 2554.01, "end": 2554.41, "word": " مراتب", "probability": 0.983642578125}, {"start": 2554.41, "end": 2555.07, "word": " الشعراء", "probability": 0.878662109375}, {"start": 2555.07, "end": 2555.65, "word": " على", "probability": 0.833984375}, {"start": 2555.65, "end": 2556.13, "word": " أساس", "probability": 0.9168294270833334}, {"start": 2556.13, "end": 2556.81, "word": " تمييز", "probability": 0.966796875}, {"start": 2556.81, "end": 2558.03, "word": " مستويات", "probability": 0.988037109375}, {"start": 2558.03, "end": 2559.27, "word": " أشعارهم", "probability": 0.98935546875}, {"start": 2559.27, "end": 2560.33, "word": " فالعمل", "probability": 0.88623046875}, {"start": 2560.33, "end": 2560.57, "word": " الذي", "probability": 0.71484375}, {"start": 2560.57, "end": 2561.03, "word": " أقدم", "probability": 0.9684244791666666}, {"start": 2561.03, "end": 2561.45, "word": " عليه", "probability": 0.94677734375}, {"start": 2561.45, "end": 2562.27, "word": " يعد", "probability": 0.803955078125}, {"start": 2562.27, "end": 2562.73, "word": " عملا", "probability": 0.9254557291666666}, {"start": 2562.73, "end": 2563.43, "word": " كبيرا", "probability": 0.9697265625}, {"start": 2563.43, "end": 2563.91, "word": " قد", "probability": 0.984130859375}, {"start": 2563.91, "end": 2564.07, "word": " لا", "probability": 0.9287109375}, {"start": 2564.07, "end": 2564.85, "word": " تتمكنه", "probability": 0.9908447265625}, {"start": 2564.85, "end": 2565.51, "word": " مؤسسة", "probability": 0.99765625}, {"start": 2565.51, "end": 2566.05, "word": " نقدية", "probability": 0.8631184895833334}, {"start": 2566.05, "end": 2567.05, "word": " كاملة", "probability": 0.9921875}, {"start": 2567.05, "end": 2567.93, "word": " وهو", "probability": 0.84619140625}, {"start": 2567.93, "end": 2569.05, "word": " يمثل", "probability": 0.9815673828125}, {"start": 2569.05, "end": 2569.63, "word": " بداية", "probability": 0.9752604166666666}, {"start": 2569.63, "end": 2570.57, "word": " ولكن", "probability": 0.928955078125}, {"start": 2570.57, "end": 2571.37, "word": " بداية", "probability": 0.9410807291666666}, {"start": 2571.37, "end": 2572.53, "word": " ناضجة", "probability": 0.9866943359375}, {"start": 2572.53, "end": 2572.91, "word": " إلى", "probability": 0.91357421875}, {"start": 2572.91, "end": 2573.35, "word": " أبعد", "probability": 0.87646484375}, {"start": 2573.35, "end": 2573.85, "word": " الحدود", "probability": 0.9895833333333334}], "temperature": 1.0}, {"id": 105, "seek": 260144, "start": 2575.31, "end": 2601.45, "text": "فلا ينبغي أن نقف لائمين أن اضطرب في يده المقياس فاضحى بدلا من ال 80 114.الان ينبغي أن نسأل أنفسنا ما هي المقاييس التي اعتمدها ابن سلام في تصنيفه", "tokens": [5172, 15040, 7251, 1863, 3555, 17082, 1829, 14739, 8717, 4587, 5172, 5296, 16373, 2304, 9957, 14739, 1975, 11242, 9566, 25513, 8978, 7251, 3215, 3224, 9673, 4587, 25528, 3794, 6156, 46958, 5016, 7578, 47525, 15040, 9154, 2423, 4688, 2975, 19, 13, 6027, 7649, 7251, 1863, 3555, 17082, 1829, 14739, 8717, 3794, 10721, 1211, 14739, 36178, 8315, 19446, 39896, 9673, 4587, 47302, 1829, 3794, 38392, 1975, 34268, 2304, 3215, 11296, 48127, 1863, 8608, 37440, 8978, 6055, 9381, 22653, 5172, 3224], "avg_logprob": -0.18393986889078648, "compression_ratio": 1.6601307189542485, "no_speech_prob": 0.0, "words": [{"start": 2575.31, "end": 2575.71, "word": "فلا", "probability": 0.918212890625}, {"start": 2575.71, "end": 2576.37, "word": " ينبغي", "probability": 0.94912109375}, {"start": 2576.37, "end": 2577.87, "word": " أن", "probability": 0.3310546875}, {"start": 2577.87, "end": 2578.43, "word": " نقف", "probability": 0.9474283854166666}, {"start": 2578.43, "end": 2579.75, "word": " لائمين", "probability": 0.8641357421875}, {"start": 2579.75, "end": 2579.95, "word": " أن", "probability": 0.74267578125}, {"start": 2579.95, "end": 2580.37, "word": " اضطرب", "probability": 0.7720947265625}, {"start": 2580.37, "end": 2580.55, "word": " في", "probability": 0.96533203125}, {"start": 2580.55, "end": 2580.83, "word": " يده", "probability": 0.9674479166666666}, {"start": 2580.83, "end": 2581.53, "word": " المقياس", "probability": 0.83685302734375}, {"start": 2581.53, "end": 2582.21, "word": " فاضحى", "probability": 0.8865966796875}, {"start": 2582.21, "end": 2582.59, "word": " بدلا", "probability": 0.85302734375}, {"start": 2582.59, "end": 2582.87, "word": " من", "probability": 0.95068359375}, {"start": 2582.87, "end": 2583.15, "word": " ال", "probability": 0.70166015625}, {"start": 2583.15, "end": 2583.85, "word": " 80", "probability": 0.464599609375}, {"start": 2583.85, "end": 2585.45, "word": " 114", "probability": 0.58465576171875}, {"start": 2585.45, "end": 2592.59, "word": ".الان", "probability": 0.4959716796875}, {"start": 2592.59, "end": 2593.03, "word": " ينبغي", "probability": 0.96005859375}, {"start": 2593.03, "end": 2593.21, "word": " أن", "probability": 0.865234375}, {"start": 2593.21, "end": 2593.51, "word": " نسأل", "probability": 0.9769287109375}, {"start": 2593.51, "end": 2594.15, "word": " أنفسنا", "probability": 0.9583333333333334}, {"start": 2594.15, "end": 2596.71, "word": " ما", "probability": 0.85498046875}, {"start": 2596.71, "end": 2596.89, "word": " هي", "probability": 0.77783203125}, {"start": 2596.89, "end": 2597.51, "word": " المقاييس", "probability": 0.912890625}, {"start": 2597.51, "end": 2597.69, "word": " التي", "probability": 0.379638671875}, {"start": 2597.69, "end": 2598.77, "word": " اعتمدها", "probability": 0.9453125}, {"start": 2598.77, "end": 2599.61, "word": " ابن", "probability": 0.775634765625}, {"start": 2599.61, "end": 2600.23, "word": " سلام", "probability": 0.8994140625}, {"start": 2600.23, "end": 2600.55, "word": " في", "probability": 0.92236328125}, {"start": 2600.55, "end": 2601.45, "word": " تصنيفه", "probability": 0.98525390625}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2601.51725, "duration_after_vad": 2468.626249999987}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/N7pmpVa_aoE.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/N7pmpVa_aoE.srt
new file mode 100644
index 0000000000000000000000000000000000000000..5bce5d7ea6a820f49fe1ffafd83a9f629312bab0
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/N7pmpVa_aoE.srt
@@ -0,0 +1,1469 @@
+1
+00:00:20,860 --> 00:00:24,020
+بسم الله الرحمن الرحيم الحمد لله والصلاة والسلام
+
+2
+00:00:24,020 --> 00:00:29,340
+على سيدنا رسول الله وعلى آله وصحبه ومن ولاه إلى
+
+3
+00:00:29,340 --> 00:00:36,480
+يوم الدين وبعد السلام عليكم ورحمة الله وبركاته كنا
+
+4
+00:00:36,480 --> 00:00:44,220
+قد انتهينا من الحديث عن مدرستين أو عن ناقدين وعن
+
+5
+00:00:44,220 --> 00:00:52,100
+كتابين يمثلان بدايات حركة نقدية، بدايات التأليف
+
+6
+00:00:52,100 --> 00:00:57,780
+النقدي، والإثنان يمثلان مدرسة نقدية واحدة وهي مدرسة
+
+7
+00:00:57,780 --> 00:01:04,080
+الفقهاء. اليوم إن شاء الله نلتقي مع مدرسة
+
+8
+00:01:04,080 --> 00:01:11,380
+جديدة، نتمثلها فيها مدرسة النقاد اللغويين أو النحاة
+
+9
+00:01:11,380 --> 00:01:14,660
+ونتمثلها
+
+10
+00:01:14,660 --> 00:01:24,360
+من خلال ثعلب وكتابه قواعد الشعر، وكما جرت العادة
+
+11
+00:01:24,360 --> 00:01:32,000
+أتيح المجال لمن حضر للمشاركة. اثنتان
+
+12
+00:01:32,000 --> 00:01:38,800
+اثنتان، والمجال مفتوح. نبدأ في البداية بتعريف أحمد
+
+13
+00:01:38,800 --> 00:01:44,060
+ابن يحيى ثعلب. من هو ثعلب؟ هو أبو العباس أحمد ابن
+
+14
+00:01:44,060 --> 00:01:47,820
+يحيى ابن زيد ابن يسار شيّباني، المعروف بالثعلب. ولد
+
+15
+00:01:47,820 --> 00:01:52,120
+في أوائل سنة مائتين للهجرة. تربع على يد
+
+16
+00:01:52,120 --> 00:01:56,140
+علماء اللغة العربية أمثال الأصمعي والأخفش الأوسط
+
+17
+00:01:56,140 --> 00:02:00,780
+والمازي. من تلميذه الأخفش، من تلميذه الأخفش وابن
+
+18
+00:02:00,780 --> 00:02:05,120
+المعتز وابن الأنباري. حدثت بينه وبين المبرد العديد
+
+19
+00:02:05,120 --> 00:02:09,720
+من المناظرات، وكان النصر عليه. فن المبرد أعجب العلماء
+
+20
+00:02:09,720 --> 00:02:15,500
+اللغة. ولكن اللي هو... يعني كان النصر هذه كلمة غير
+
+21
+00:02:15,500 --> 00:02:20,100
+مستصاغة في المناظرات العلمية. جرت بينهم مناظرات
+
+22
+00:02:20,100 --> 00:02:27,520
+علمية عديدة، وقد انحاز العلماء إلى كلٍّ منهما فريقه.
+
+23
+00:02:27,520 --> 00:02:33,630
+انحاز لثعلب، وآخر انحاز إلى أبي العباس المبرد. لكن
+
+24
+00:02:33,630 --> 00:02:38,190
+المنصفون من العلماء ينصفون الرجلين، ويعنون من
+
+25
+00:02:38,190 --> 00:02:43,630
+شأنهما. توفي سنة 291 للهجرة، وخلف وراءه ثروة أدبية
+
+26
+00:02:43,630 --> 00:02:53,110
+ولغوية ونقدية كبيرة. كفاية، إشركة هذه على قبلة اسمك.
+
+27
+00:02:53,110 --> 00:02:59,070
+اجلسي. كما لاحظنا في التسلسل الزمني، لأننا نتبع
+
+28
+00:02:59,070 --> 00:03:04,690
+منهجاً تاريخياً في تتبع هؤلاء العلماء. نلاحظ أننا قد
+
+29
+00:03:04,690 --> 00:03:22,690
+انتقلنا من بيئة البصرة ثم إلى بيئة الكوفة. إن
+
+30
+00:03:22,690 --> 00:03:23,670
+شاء الله تأتي هنا.
+
+31
+00:03:30,500 --> 00:03:37,200
+ونتابع التطور الزمني لنتمثل الإضافات التي يضيفها
+
+32
+00:03:37,200 --> 00:03:46,920
+كل ناقد على جهود سابقيه. قد بدأنا بأولهم، لأقول
+
+33
+00:03:46,920 --> 00:03:52,380
+الأصمعي، لأننا رأينا رأيه في فحول الشعراء. بل أقول
+
+34
+00:03:52,380 --> 00:04:00,280
+ابن سلام، ثم رأينا ابن قتيبة الذي عاش بعد ابن سلام
+
+35
+00:04:00,280 --> 00:04:06,900
+أربعة عقود. والآن مع قواعد الشعر لثعلب، وقد دخلنا
+
+36
+00:04:06,900 --> 00:04:12,140
+على القرن الثالث الهجري، حيثُ ولد في أواخر القرن
+
+37
+00:04:12,140 --> 00:04:17,720
+الثاني، في العام الأخير من القرن الثاني للهجرة، وعاش
+
+38
+00:04:17,720 --> 00:04:22,620
+في القرن الثالث، على مدار القرن تقريباً، قرابة
+
+39
+00:04:22,620 --> 00:04:30,340
+التسعين عاماً. هذا التسلسل يمثل لنا الارتقاء، التطور
+
+40
+00:04:30,340 --> 00:04:35,280
+في النظرية النقدية. رأينا بعض ضوابط النقد عند ابن
+
+41
+00:04:35,280 --> 00:04:39,720
+سلام، ومقاييسه النقدية الثلاثة، وكيف تفرّع من مقياس
+
+42
+00:04:39,720 --> 00:04:46,360
+الجودة مقاييس نقدية فرعية. ثم رأينا ابن قتيبة كيف
+
+43
+00:04:46,360 --> 00:04:51,040
+عالج بعض القضايا التي تختلف عن القضايا التي عالجها
+
+44
+00:04:51,040 --> 00:04:56,720
+ابن سلام، وكأنه يضيف على ما قال ابن سلام، كقضية
+
+45
+00:04:56,720 --> 00:05:01,220
+الخصومة بين القدماء والمحدثين، وقضية بناء القصيدة
+
+46
+00:05:01,220 --> 00:05:06,440
+العربية، ثم قضية اللفظ والمعنى التي رأينا فيها
+
+47
+00:05:06,440 --> 00:05:12,260
+مقاييس نقدية، تُبنى على التطبيق وليس على النصح. حينما
+
+48
+00:05:12,260 --> 00:05:19,340
+قسم الشعر إلى طبقات، أو أربعة مستويات. المستوى الأول
+
+49
+00:05:19,340 --> 00:05:24,480
+ما جاد لفظه وجاد معناه، وقد مثّله بشعر. ثم ما جاد
+
+50
+00:05:24,480 --> 00:05:29,200
+معناه وقصرت
+
+51
+00:05:29,200 --> 00:05:35,120
+ألفاظه. ثم ما جادت ألفاظه وقصر معناه. ثم بعد ذلك ما
+
+52
+00:05:35,120 --> 00:05:41,110
+ساء لفظه وساء معناه. ورأينا أيضاً حديثه عن الطبع
+
+53
+00:05:41,110 --> 00:05:45,170
+والصنعة، وقلنا إنه من أوائل الذين طرحوا هذه القضية
+
+54
+00:05:45,170 --> 00:05:50,810
+في النقد الأدبي عند العرب. ولكن يُؤخذ عليه المقياس
+
+55
+00:05:50,810 --> 00:05:56,070
+الذي اتخذه، على المطبوع، حينما جعل الإرتجال مقياساً
+
+56
+00:05:56,070 --> 00:06:00,530
+على الطبع. هذه القضايا التي عالجها ابن قتيبة. أما
+
+57
+00:06:00,530 --> 00:06:07,650
+الآن فمع ثعلب، جاء من بيئة نحاة، هم النحاة، الجملة
+
+58
+00:06:07,650 --> 00:06:14,240
+الصحيحة. وأتوقع أن تكون مقاييسه مبنية على وحدة البيت
+
+59
+00:06:14,240 --> 00:06:18,760
+أو فلنقل: إذا توفر المعنى في جملة أو شطرة من البيت
+
+60
+00:06:18,760 --> 00:06:25,140
+فإنه سيتعامل معها، وربما نراه قد أهمل باقي أبيات
+
+61
+00:06:25,140 --> 00:06:32,680
+القصيدة. هذا التطور، وكونه
+
+62
+00:06:32,680 --> 00:06:38,310
+أتى بعد ناقدين جليلين، كنا نتوقع أن يبني على ما بنياه
+
+63
+00:06:38,310 --> 00:06:45,490
+ولكن لثقافته الخاصة، سنرى أموراً جديدة، وسنرى أننا
+
+64
+00:06:45,490 --> 00:06:52,510
+نطلق بتسامح كثير على ما حدثنا عنه اسم قضايا، وهي
+
+65
+00:06:52,510 --> 00:06:57,330
+ليست قضايا بالمفهوم الحرفي للقضايا النقدية، بل هي
+
+66
+00:06:57,330 --> 00:07:06,480
+نظرات في الشعر، وآراء فيما يُستجاد منه وما يُستقبح. ثم
+
+67
+00:07:06,480 --> 00:07:12,620
+سنراه يصب جل اهتمامه على أثر البديع في هذا الشعر.
+
+68
+00:07:12,620 --> 00:07:19,140
+زميلة، كونه ستحدثنا عن ماهيّة الكتاب. جملة، تفضلي يا
+
+69
+00:07:19,140 --> 00:07:20,780
+عزيزتي. بالنسبة لي القضايا النقدية والأدبية التي
+
+70
+00:07:20,780 --> 00:07:24,800
+أثارها، متعلقة في كتابه قواعد الشعر كلّها. جلّ هذه
+
+71
+00:07:24,800 --> 00:07:29,200
+القضايا كان يدور حول الشعر، وهذا هو السبب الذي
+
+72
+00:07:29,200 --> 00:07:34,680
+جعلنا... جعلنا نطلق على هذا الشعر، هذا الكتاب اسمه
+
+73
+00:07:34,680 --> 00:07:39,220
+قواعد الشعر. في بداية الكتاب، تحدّث عن قواعد الشعر
+
+74
+00:07:39,220 --> 00:07:44,140
+مقسماً هذه القواعد إلى أربعة أقسام، وهي: الأمر والنهي
+
+75
+00:07:44,140 --> 00:07:48,680
+والخبر والاستخبار. يعني ألم يلفت نظرك اسم الكتاب:
+
+76
+00:07:48,680 --> 00:07:53,820
+قواعد الشعر؟ هل الشعر يُقَوَّدُ؟ هل يُوضع في قواعد
+
+77
+00:07:53,820 --> 00:07:59,580
+ثابتة وجامدة؟ لو وضعنا الشعر في قواعد جامدة، مات
+
+78
+00:07:59,580 --> 00:08:04,280
+الإبداع والإلهام. إنما يسير الشعر على قاعدة مرسومة من
+
+79
+00:08:04,280 --> 00:08:09,520
+قبل، وهي الصنعة. ولكن هو متأثر بقواعد اللغة
+
+80
+00:08:09,520 --> 00:08:15,840
+فتخيّر للشعر قواعد، وافترض أن هذا الشعر يستنبط من
+
+81
+00:08:15,840 --> 00:08:21,680
+أربعة قواعد. القاعدة الأولى: الأمر. وجاء ثم بعد ذلك
+
+82
+00:08:21,680 --> 00:08:27,780
+جاء بمثال عليها بقول: أقلوا عليهم لأبالي بأبيكم من
+
+83
+00:08:27,780 --> 00:08:31,900
+اللوم، أو سدوا المكان الذي سدّوا. أولئك قوم إن بنوا
+
+84
+00:08:31,900 --> 00:08:37,280
+أحسنوا البناء، وإن عاهدوا أوفوا، وإن عَقَدوا شدوا. إذا
+
+85
+00:08:37,280 --> 00:08:45,210
+هنا نلاحظ أنه أتى بمثال على أسلوب الأمر، متمثلاً بقول
+
+86
+00:08:45,210 --> 00:08:52,030
+الحطيئة: أقلوا عليهم لأبالي بأبيكم من اللوم، أو سدوا
+
+87
+00:08:52,030 --> 00:08:57,650
+المكان الذي سدّوا. أولئك قوم إن بنوا أحسنوا البناء،
+
+88
+00:08:57,650 --> 00:09:02,390
+وإن عاهدوا أوفوا، وإن عَقَدوا شدوا. المعنى واضح في
+
+89
+00:09:02,390 --> 00:09:09,630
+البيتين، وأسلوب الأمر متجلٍّ فيهما. ولم يُعقب، بل أراد
+
+90
+00:09:09,630 --> 00:09:15,170
+أن يمثل الأمر. ثم بعد ذلك انتقل إلى أسلوب النهي،
+
+91
+00:09:15,170 --> 00:09:19,790
+متمثلاً بقول: ليلة الأخيالية: لاتقربن الدهر. قال مطرف:
+
+92
+00:09:19,790 --> 00:09:24,770
+لا ظالماً أبداً ولا مظلوماً. قوم رباط الخيل وسط بيوتهم،
+
+93
+00:09:24,770 --> 00:09:34,630
+وأسنةٌ ذَرْفٌ تخالُ نجومًا من هم؟ قالوا مطرف: من هم؟
+
+94
+00:09:34,630 --> 00:09:43,540
+ليلة الأخيالية شاعرة لها رحلة كالشعراء، وكانت تقف في
+
+95
+00:09:43,540 --> 00:09:52,100
+وجه الشعراء، وكانت تمثلهم بالقول. ومما يُشهَر ما
+
+96
+00:09:52,100 --> 00:09:57,000
+ذكرناه في محاضرة سابقة عن الناقد الخليفة عمر بن
+
+97
+00:09:57,000 --> 00:10:02,680
+الخطاب رضي الله عنه، حينما ذهب قوم النبيّ غَجَعْدِيّ
+
+98
+00:10:02,680 --> 00:10:10,900
+يشتكون منها للخليفة عمر. وقد برّأته، ثم بعد ذلك عيرها
+
+99
+00:10:10,900 --> 00:10:19,700
+بأنها أنثى. وكان ردّها المنطقي الذي منه قولها: تعيرني
+
+100
+00:10:19,700 --> 00:10:27,860
+داءً بأمك مثله، وأيّ حصانٍ لا يُقال له هَلَافٌ غلِبْتُهُ بهذا
+
+101
+00:10:27,860 --> 00:10:33,720
+حيث حكم لها عمر بن الخطاب، وحازَتْ أنّها غَجَعْدِيّة، لقب
+
+102
+00:10:33,720 --> 00:10:40,760
+الشاعر. المغلمة هنا تُهدّد، تتفاخر بقومها، تقول:
+
+103
+00:10:40,760 --> 00:10:44,900
+لا تقربن الدهر أهلي، مطرف، أهلي مطرف، قومها أهلي،
+
+104
+00:10:44,900 --> 00:10:50,920
+قبيلتها. لماذا؟ لِما لا أُقْرِبُهُمْ إن كنت مظلوماً، قد
+
+105
+00:10:50,920 --> 00:10:56,040
+ينصروني. قالت: لا، لا ظالماً أبداً ولا مظلومة، لأنهم
+
+106
+00:10:56,040 --> 00:11:01,620
+أناس لا يعرفون إلا لغة الحرب. قوم رباط الخيل وسط
+
+107
+00:11:01,620 --> 00:11:07,560
+بيوتهم، كأنهم ينامون على ظهور الخيل، استعداداً لأي
+
+108
+00:11:07,560 --> 00:11:14,020
+عدوّ، وأسنةٌ زُرْفٌ تخالُ نجومًا. ذاكرة الآن الحربية
+
+109
+00:11:14,020 --> 00:11:19,940
+والسلاح. كأن الخيل هذه الطائرات، والأسنة الزُرْفُ هي
+
+110
+00:11:19,940 --> 00:11:30,200
+ما تحمله من قنابل وغيرها. هذا مثل بالنهي. تفضلي.
+
+111
+00:11:30,200 --> 00:11:35,840
+قولي اسمك، أو علمي على قبلة اسمك من تريد أن تشارك.
+
+112
+00:11:35,840 --> 00:11:39,340
+تعالي.
+
+113
+00:11:39,340 --> 00:11:45,610
+هنا الأسلوب الثالث، وهي القاعدة الثالثة التي وضعها
+
+114
+00:11:45,610 --> 00:11:51,950
+ثعلب للشعر، وهي الخبر. ومثّل عليه بقول الفطامي:
+
+115
+00:11:51,950 --> 00:11:56,130
+يقتلنّنا
+
+116
+00:11:56,130 --> 00:12:01,530
+بحديثٍ ليس يعلمه من يتقينا، ولا مكنونه باديءٌ. فهُنّ
+
+117
+00:12:01,530 --> 00:12:07,210
+ينبذنَ من قولٍ يُصِبُّنَ به مواضعَ الماءِ من ذي غلةٍ
+
+118
+00:12:07,210 --> 00:12:13,790
+صادِمالبيتان في الغزال، والشاعر يشتكي من أثر
+
+119
+00:12:13,790 --> 00:12:20,970
+نظراتهن وكلامهن في نفسه. يقتلنّنا بحديثٍ ليس يعلمه من
+
+120
+00:12:20,970 --> 00:12:27,250
+يتقينا، ولا مكنونه باديء. لغة الإيحاء، ولغة الإشارة،
+
+121
+00:12:27,250 --> 00:12:36,490
+ودائماً الغموض أجمل من التصريح. فهنا القطامي
+
+122
+00:12:36,490 --> 00:12:43,040
+يُخبِرُنا. أما القاعدة الرابعة وهي الاستخبار، كقول قيس:
+
+123
+00:12:43,040 --> 00:12:48,520
+بينما الخاطِفين أن... أن سرفتُ وكنت غيرَ سروبي، وتقرّب
+
+124
+00:12:48,520 --> 00:12:54,020
+الأحلام غير قريبة. ما تمنعي... ما تمنعي يقضي فقد
+
+125
+00:12:54,020 --> 00:13:02,280
+تؤتينه في النوم غيرَ مسردٍ. مسردٌ المسردُ المسردُ
+
+126
+00:13:02,280 --> 00:13:06,830
+المُفَرِّقِ. يعني كل إنسان زي ما بنقول في المثل الشعبيّ
+
+127
+00:13:06,830 --> 00:13:12,890
+حلم الجائع، يُعاش. يخاطب محبوبته: إذا تمناعتِ عني ولم
+
+128
+00:13:12,890 --> 00:13:17,790
+تُقابِلِيني أو تُعطِيني ما أريد، فإنني في المنام، في
+
+129
+00:13:17,790 --> 00:13:23,710
+الحلم، آخذ كل ما أريد. جملة، وإذا
+
+130
+00:13:23,710 --> 00:13:28,230
+كان ثعلب لم يُوفق في تحديد مقصده، فإنه جانب جانب
+
+131
+00:13:28,230 --> 00:13:36,610
+الصواب. عندما حدد... أولاً لو ناقشتك: هذه قواعد للشعر أم
+
+132
+00:13:36,610 --> 00:13:42,330
+هي أساليب للقول تأتي في الشعر وفي النثر، وليست كل
+
+133
+00:13:42,330 --> 00:13:48,010
+أساليب القول. هو أتى بأربعة من أساليب القول وجعلها
+
+134
+00:13:48,010 --> 00:13:52,650
+قواعد للشعر. وهناك من أخذ عليه أنه قصر هذه القواعد
+
+135
+00:13:52,650 --> 00:13:56,170
+فقط على الشعر، وهذا خاطرٌ أنه ممكن تكون... يعني أنتَ
+
+136
+00:13:56,170 --> 00:14:01,320
+تكون للشعر وللنثر أيضاً. إذاً البداية بداية نحوية غير
+
+137
+00:14:01,320 --> 00:14:07,840
+موفقة، أن يجعل هذه الأساليب مقتصرة على الشعر. ثم أن
+
+138
+00:14:07,840 --> 00:14:17,120
+يجعلها هي كل أساليب القول. ثم نراه يُفرِعُ عنها أغراضاً.
+
+139
+00:14:17,120 --> 00:14:21,260
+هل هناك أيضاً تريد أن تشارك؟ تفضل.
+
+140
+00:14:45,710 --> 00:14:47,850
+اقتصاص الأخبار.
+
+141
+00:14:50,370 --> 00:14:54,170
+ثم نقول هنا أن التشبيه يُؤخذُ على... على ثعلب مقْدَارُهُ
+
+142
+00:14:54,170 --> 00:14:57,170
+هو أن التشبيه ليس غرض قائم... ليس غرضاً من أغراض
+
+143
+00:14:57,170 --> 00:15:00,410
+الشعر، حيثُ إنه اعتبره غرضاً من أغراض الشعر، وأفرد له
+
+144
+00:15:00,410 --> 00:15:06,890
+رقماً في الشعر الجيد في كتابه، وكعادة علماء عصره. وهنا
+
+145
+00:15:06,890 --> 00:15:13,600
+...هنا يُؤخذُ على ثعلب، مريضة أن نتحدث عن الأشعار
+
+146
+00:15:13,600 --> 00:15:17,960
+التي اتحدث عنها. هو أنه أحسن اختيار أبياته الشعرية، ثم
+
+147
+00:15:17,960 --> 00:15:23,620
+انتقل بعد ذلك إلى ذكر فنون. نقف هنا. وضعي علامة على
+
+148
+00:15:23,620 --> 00:15:24,980
+قبلة اسمك والاسم.
+
+149
+00:15:28,460 --> 00:15:34,280
+يعني يُؤخذُ عليه أنه جعل التشبيه غرضاً من أغراض
+
+150
+00:15:34,280 --> 00:15:41,860
+الشعر، ويُحسب له حديثه عن التشبيه، وأقسام التشبيه،
+
+151
+00:15:41,860 --> 00:15:48,960
+ وأنواع التشبيه وغير ذلك. فهو يعني في حديثه كان
+
+152
+00:15:48,960 --> 00:15:56,900
+متعمقاً فيه. هنا لابد أن أشير إلى ما سيأتي. سيأتي
+
+153
+00:15:56,900 --> 00:16:02,180
+الحديث بعد ذلك عن ناقد يمثل طبقة أو بيئة النقاد
+
+154
+00:16:02,180 --> 00:16:09,260
+الفلاسفة، وهو قدامة ابن جعفر. سنرى قدامة ابن جعفر
+
+155
+00:16:09,260 --> 00:16:15,480
+يبرّر تأليفه كتاب نقد الشعر بأنه لم يجد أحداً ألف في
+
+156
+00:16:15,480 --> 00:16:23,740
+نقد الشعر كتاباً في تمييز جيده من رديئه. وقد يتبادر
+
+157
+00:16:23,740 --> 00:16:29,100
+لعقل القائل، لعقل الإنسان المطّلع، هذه المقولة أن
+
+158
+00:16:29,100 --> 00:16:35,940
+قدامة لم يطّلع على كتب الذين سبقوه، لذلك ظن أنه
+
+159
+00:16:35,940 --> 00:16:40,280
+الأول في هذا الباب. لكن حينما نجد
+
+160
+00:16:43,390 --> 00:16:48,730
+قدامة يعدّ التشبيه غرضاً من أغراض الشعر، ندرك أنه
+
+161
+00:16:48,730 --> 00:16:55,950
+اطّلع على قواعد الشعر، وأخذ منه، حتى أنه أخذ الخطأ
+
+162
+00:16:55,950 --> 00:17:01,590
+الذي وقع فيه ثعلب، كما هو أمر
+
+163
+00:17:01,590 --> 00:17:04,710
+واضح؟
+
+164
+00:17:04,710 --> 00:17:12,180
+وهذه قضية أرتب عليها الكثير، لأن الذين قالوا إن
+
+165
+00:17:12,180 --> 00:17:15,800
+النقد الأدبي عند العرب عالي عن النقد اليوناني، نظرة
+
+166
+00:17:15,800 --> 00:17:22,460
+لقدامة وأخطأ
+
+223
+00:23:33,770 --> 00:23:38,470
+عبارة عن قطعة من الرخام مجوّرة، يعني لو أردت أن أرسم
+
+224
+00:23:38,470 --> 00:23:43,210
+لكنا أو نمثل هذه الآلة
+
+225
+00:23:59,660 --> 00:24:14,580
+هنا تجويف المرأة
+
+226
+00:24:14,580 --> 00:24:21,270
+تضع القليل من القش هنا، حينما تحرك هذا الصخر يوري
+
+227
+00:24:21,270 --> 00:24:26,350
+شرارًا إلى أسفل من احتكاك الصخر ببعضه البعض، تأخذ من
+
+228
+00:24:26,350 --> 00:24:32,590
+هنا النار، وتفعل ما تريد، توقد المرجل، تفعل، تعدّ
+
+229
+00:24:32,590 --> 00:24:37,770
+الطعام، تفعل ما تريد بالنار، كانت تهدأ للعروس عند
+
+230
+00:24:37,770 --> 00:24:39,770
+زواجها، هذه القطع من الرخام
+
+231
+00:24:45,200 --> 00:24:50,680
+إذا، حينما يقول: أمرخ خيامهم، أم عشر، أم القلب في
+
+232
+00:24:50,680 --> 00:25:01,860
+إثرهم منحدر، يريد أن يسأل: هل هم مقيمون أم رحلوا
+
+233
+00:25:01,860 --> 00:25:10,340
+الخيام، واستعدّوا للرحلة، لأنه
+
+234
+00:25:10,340 --> 00:25:18,420
+إذا كانت مرخية، إذاً القائم تبع الخيمة منبطح، مهدوم، كما
+
+235
+00:25:18,420 --> 00:25:25,660
+المرخوف، الزندة اللي ما قلنا عنها، ولاعة، وإذا كانوا
+
+236
+00:25:25,660 --> 00:25:34,580
+سيرحلوا، فإن قلبي في إثرهم، هنا تعبير عن شدة حبه، أم
+
+237
+00:25:34,580 --> 00:25:40,720
+القلب في إثرهم منحدر، كأنه جسد قلبه شيء آخر، وأن هذا
+
+238
+00:25:40,720 --> 00:25:47,710
+القلب سيغادره ويذهب مع من يحب، فنّ الاستيعاب
+
+239
+00:25:47,710 --> 00:25:50,670
+هو أن يستعير الشيء اسم غيره، ومثل له: دارك أم القيس
+
+240
+00:25:50,670 --> 00:25:54,750
+وصف الناقة... بص... في بصفة الليل، فاستعارة لها
+
+241
+00:25:54,750 --> 00:25:59,270
+صفة القبل، فقالت له: لما تمطى بصلبه، وقعد عاجزًا، وناقة
+
+242
+00:25:59,270 --> 00:26:08,510
+بكلكلي، تعمرك ما أنت سامع، معلقة مرئي القيس، فقالت لها:
+
+243
+00:26:08,510 --> 00:26:13,610
+لما تمطى بصلبه، وقعد عاجزًا، وناقة بكلكلي، من هو؟ أم
+
+244
+00:26:13,610 --> 00:26:19,690
+القيس، من هو الذي تمطى، أخذ
+
+245
+00:26:19,690 --> 00:26:33,110
+من الناقة بعض صفاتها، ومنحها للليل، فقلت له: لما تمطى
+
+246
+00:26:33,110 --> 00:26:39,490
+بصلبه، وأردف أعجازًا، وناقي بكلكلي، ألا أيها الليل
+
+247
+00:26:39,490 --> 00:26:46,940
+الطويل، ألا انجلي بصبحٍ، وما الإصباح، ومنك بأمثالي، في
+
+248
+00:26:46,940 --> 00:26:54,480
+الأبيات، يعبر عن قلق المحب وطول ليله، نعم، هنا البديع
+
+249
+00:26:54,480 --> 00:26:58,480
+والجميل أن تعريف ثعلب للاستعارة، علمي على اسمه
+
+250
+00:26:58,480 --> 00:27:06,100
+واِجلسِيه، هو التعريف، ما هي الاستعارة؟ هو أن أستعير
+
+251
+00:27:06,100 --> 00:27:16,050
+للشيء صفة شيء آخر، أو اسم شيء آخر، هنا استعارة صفة
+
+252
+00:27:16,050 --> 00:27:26,070
+الجمل أو الناقة، وأطلقها على الليل، كما نستعير من
+
+253
+00:27:26,070 --> 00:27:33,210
+الأسد اسمه، وكلنا نعرف الاستعارة، هل هناك أيضًا
+
+254
+00:27:33,210 --> 00:27:35,490
+تريد أن تتابع، تعرف
+
+255
+00:27:40,400 --> 00:27:46,860
+أيضًا من هذه الفنون: حُسن الخروج، ومن هذه الفنون
+
+256
+00:27:46,860 --> 00:27:49,920
+التي سننتقل عليها الآن هي: حُسن الخروج، وهي في
+
+257
+00:27:49,920 --> 00:27:54,460
+حُسن الخروج عن بكاء الطلل، وشفاء القبل، وتحمل
+
+258
+00:27:54,460 --> 00:27:59,200
+الأدغان، وأيضًا فراق الجيران بغير دعذاب، وهذه
+
+259
+00:27:59,200 --> 00:28:02,640
+الألفاظ التي كانت شائعة في ذاك، وتمثل... يعني
+
+260
+00:28:02,640 --> 00:28:07,770
+أنتِ بغيّة أن تفهمي هذا المعنى، لا نقول حفظًا، نعم، أنتِ
+
+261
+00:28:07,770 --> 00:28:12,370
+حريصة على المشاركة، ولكن دعيني أمثل لك الأمر في
+
+262
+00:28:12,370 --> 00:28:18,170
+القصائد، وبناء القصيدة العربية: يبدأ الشاعر بالوقوف
+
+263
+00:28:18,170 --> 00:28:24,150
+على الطلل، وذكر المحبوبة، وبعد ذلك ما له معها من
+
+264
+00:28:24,150 --> 00:28:29,390
+ذكريات، ثم يذكر الرحلة إلى الممدوح، إلى الغرض الأصلي
+
+265
+00:28:29,390 --> 00:28:33,850
+وهو المدح، حينما يريد أن يصل إلى الممدوح، بعض
+
+266
+00:28:33,850 --> 00:28:38,990
+الشعراء يقول: دع هذا، أي: دعك من حديث الحب والهوى
+
+267
+00:28:38,990 --> 00:28:45,710
+وانتقل إلى حديث المدح، اذكر هذه العبارات، كأنها تمثل
+
+268
+00:28:45,710 --> 00:28:52,970
+مطبات، يعني ثقيلة على الأذن، أنا كنتُ مسترسلًا، مصروفًا
+
+269
+00:28:52,970 --> 00:28:58,710
+بحديثي في المقدمة، الآن فاجأتني بأن تقول: دع هذا، إذاً
+
+270
+00:28:58,710 --> 00:29:05,610
+حُسن الخروج من غرض إلى آخر، من المقدمة إلى الموضوع
+
+271
+00:29:05,610 --> 00:29:11,350
+مثاله: قول الأعشى في المدح: أنضيتها بعدما طال
+
+272
+00:29:11,350 --> 00:29:17,970
+الهباب بها، تقوم هوذة، ولا نكس ولا ورع، ما معنى
+
+273
+00:29:17,970 --> 00:29:22,190
+البيت؟ أنضيتها، أي: أهلكتها، من هي؟
+
+274
+00:29:24,900 --> 00:29:29,940
+يعني ما يرتحل به الشاعر، هي الناقة، لأنه يرتحل بها في
+
+275
+00:29:29,940 --> 00:29:36,500
+الصحراء، هي راحلته في الصحراء، أنضيتها، أي: أتعبتها،
+
+276
+00:29:36,500 --> 00:29:42,360
+أهلكتها، هل كانت مريضة من قبل؟ قال: لا، بعد ما طال
+
+277
+00:29:42,360 --> 00:29:50,400
+الهباب بها، الهباب: شدة النشاط، بعد
+
+278
+00:29:50,400 --> 00:29:58,980
+ما كانت نشيطة جدًا، أنضيتها بعدما طال بها، لماذا الآن؟
+
+279
+00:29:58,980 --> 00:30:04,960
+هو ينتقل من الرحلة في شطرة، هذا تتميم للرحلة، لأن
+
+280
+00:30:04,960 --> 00:30:12,380
+الناقة أصبحت الآن تعبانة جدًا، مريضة جدًا، بعد أن كانت
+
+281
+00:30:12,380 --> 00:30:16,380
+نشطة، متوكّدة، لماذا؟
+
+282
+00:30:17,320 --> 00:30:21,700
+أسقط ما في نفسه على الناقة، جعل الناقة تسعى للممدوح
+
+283
+00:30:21,700 --> 00:30:28,640
+طمعًا فيه، هي المحبة للممدوح، تقوم هوذة، تسعى باتجاه
+
+284
+00:30:28,640 --> 00:30:35,100
+الممدوح، هوذة تبحث عنه أو تقصده، وهي تعرف أنه لا ناكس
+
+285
+00:30:35,100 --> 00:30:42,580
+ولا ورع، ليس بجِمان ولا بخيل، رأينا دخل لمدحه الآن من
+
+286
+00:30:42,580 --> 00:30:47,880
+صفاته: أنه لا ناكس ولا ورع، شعرنا كيف انتقل من
+
+287
+00:30:47,880 --> 00:30:53,280
+المقدمة إلى الغرض الأصلي؟ فهذا حُسن الخروج، اللي نشعر
+
+288
+00:30:53,280 --> 00:30:57,820
+بانتقال، كأن ينتقل من بيت إلى آخر، دون أن نشعر
+
+289
+00:30:57,820 --> 00:31:03,620
+بفجائية النقلة، أو أن ينتقل من شطرة إلى أخرى، تكون
+
+290
+00:31:03,620 --> 00:31:07,520
+الأولى في الغزل والمقدمة الطلالية، والشطرة الثانية
+
+291
+00:31:07,520 --> 00:31:14,450
+تكون في الغرض أو في المدح، الغرض الآخر هو مجاورة
+
+292
+00:31:14,450 --> 00:31:20,630
+الأضداد، وإعرابه بأنه ذكر الشيء مع ما يُعدّ ضدّه،
+
+293
+00:31:20,630 --> 00:31:29,750
+يعني لا تجتمع الصفتان في آن واحد، يا
+
+294
+00:31:29,750 --> 00:31:37,230
+يموت، يا يحيا، لكن لا يموت ولا يحيا، حالة ذكر شيء
+
+295
+00:31:37,230 --> 00:31:43,320
+مع ما يُعدّ ضدّه، المثال رائع، ويُورينا ثقافة ثعلب
+
+296
+00:31:43,320 --> 00:31:49,700
+الظاهرة الأخيرة هي: المطابقة أو الطباق، وهو التكرار
+
+297
+00:31:49,700 --> 00:31:55,200
+المعنى بين إثنين مختلفين، ومثل له بقوله تعالى:
+
+298
+00:31:55,200 --> 00:31:59,600
+وترى الناس سكّارة، وما هم بسكّارة، جمع، بقى أنهم سكّارة
+
+299
+00:31:59,600 --> 00:32:04,180
+ولكن في حالة غير سكّارة، اتّحالي، أعلي علامة على قبالك
+
+300
+00:32:04,180 --> 00:32:04,800
+اسمك
+
+301
+00:32:07,310 --> 00:32:12,950
+انتقل من حديثه عن بعض فنون البديع، وقد لاحظنا أنه
+
+302
+00:32:12,950 --> 00:32:20,950
+نحت لها أسماءً مغايرة للأسماء التي ارتضاها أهل زمانه،
+
+303
+00:32:20,950 --> 00:32:29,950
+باستثناء الاستعارة، ومع ذلك تعريفه لها يُحمد، وتمثيله
+
+304
+00:32:29,950 --> 00:32:31,890
+عليها تمثيل دقيق
+
+305
+00:32:34,390 --> 00:32:39,550
+الآن ننتقل معه إلى أوصاف الشعر الجيد، هل هناك من
+
+306
+00:32:39,550 --> 00:32:48,670
+يريد المشاركة؟ طيب، هذه الأوصاف سنراها، أوصاف كما
+
+307
+00:32:48,670 --> 00:32:54,960
+قلت، تنصب على الجملة أو على البيت المفرد، وليس على
+
+308
+00:32:54,960 --> 00:33:01,480
+القصيدة كاملة، وقولنا: السبب لأنهم من النحاة، والنحاة
+
+309
+00:33:01,480 --> 00:33:06,940
+يتعاملون مع المعنى، إذا اكتمل، إذا اكتمل في جملة فهي
+
+310
+00:33:06,940 --> 00:33:14,300
+محطّ الأنظار، وعليها يبنى الدرس، يبدأ بالجزالة، فيقول:
+
+311
+00:33:14,300 --> 00:33:21,600
+فأما جزالة اللفظ، فما لم يكن بالمغرب البدوي، ولا
+
+312
+00:33:21,600 --> 00:33:32,570
+السفاهة العامي، يعني: ليكون غريبًا، غير مستخدم، ولا
+
+313
+00:33:32,570 --> 00:33:39,090
+عامي، يعني مستهلك في الاستخدام اليومي، ولكن مشتدّ
+
+314
+00:33:39,090 --> 00:33:46,350
+أسره، وسهل لفظه، وناقي، واستصعب على غير المطبوعين
+
+315
+00:33:46,350 --> 00:33:53,660
+مرامه، ويُوهم أي الناس بإمكانه، يعني ما نسميه سهل
+
+316
+00:33:53,660 --> 00:34:03,400
+ممتنع، تتوهمين أنك تستطيعين فعله مثله، ثم يحدثنا عن
+
+317
+00:34:03,400 --> 00:34:10,080
+اتّفاق النظم، عنده، يتّفق النظم، النظم: أي الشعر القريض،
+
+318
+00:34:10,080 --> 00:34:17,580
+إذا طاب قريضه، وسلم من السناد، ما هو السناد والإقواء
+
+319
+00:34:18,240 --> 00:34:26,260
+والإكفاء والإجازة والإيطاء، وهي عيوب القافية، فاجترح
+
+320
+00:34:26,260 --> 00:34:32,560
+حديثه في القافية، وحصر العيوب كلها في الكلمة التي
+
+321
+00:34:32,560 --> 00:34:39,600
+تجتمع فيها أقسام القافية، ثمّ
+
+322
+00:34:39,600 --> 00:34:47,240
+بعد ذلك، وما قد سهل العلماء إجازته، من قصر ممدود ومدّ
+
+323
+00:34:47,240 --> 00:34:53,940
+مقصور، ما نسميه بالضرورات الشعرية، وضروب أخرى كثيرة،
+
+324
+00:34:53,940 --> 00:34:59,880
+وإن كان ذلك قد فعله القدماء، وجاء عن فحول الشعراء،
+
+325
+00:34:59,880 --> 00:35:06,620
+يعني من العيوب، ما عدّه، ما يتصل بالقوافي، ثم من
+
+326
+00:35:06,620 --> 00:35:13,520
+العيوب: استصغار الخطأ بحجة أنه ضرورة شعرية، يقول:
+
+327
+00:35:13,520 --> 00:35:18,760
+إن هذا كان من السابقين، وكنا نبرره لهم، لكن اللاحق
+
+328
+00:35:18,760 --> 00:35:27,220
+لما يفعل هذا، وفي إمكانه اللي يقع في الضرورات، لما
+
+329
+00:35:27,220 --> 00:35:36,740
+يُصرف نوعًا، أو يُقصر ممدودًا، أو يمدّ مقصورًا، ونحن معه في
+
+330
+00:35:36,740 --> 00:35:41,680
+هذا نرى ما يُرام، ولذلك
+
+331
+00:35:41,680 --> 00:35:47,480
+يُحظى على ضرورة خلو شعر المحدثين من هذه العيوب، لكي
+
+332
+00:35:47,480 --> 00:35:52,960
+يكون متسقًا، والاتّفاق هو تجانس أجزاء الجملة، أو أجزاء
+
+333
+00:35:52,960 --> 00:35:56,520
+البيت، ثمّ
+
+334
+00:35:56,520 --> 00:36:02,680
+يبدأ بتعريف هذه العيوب، فيقول: إن السناد هو دخول
+
+335
+00:36:02,680 --> 00:36:08,060
+الفتحة على الضمة والكسرة، نحو قول ورقاء بن زهير
+
+336
+00:36:08,060 --> 00:36:13,420
+العبسي: رأيت زهيرًا تحت كلكل خالد، فأقبلت وأسعى
+
+337
+00:36:13,420 --> 00:36:19,520
+كالعجول، أبادره، فشلة يميني يوم أضرب خالد، ويمنعه مني
+
+338
+00:36:19,520 --> 00:36:27,580
+الحديد، المظاهر، نلاحظ أبادره، المظاهر، لاحظنا
+
+339
+00:36:27,580 --> 00:36:33,920
+الحركات؟ هذا تمثيل للسناد، ثم بعد ذلك يعرف الإقواء
+
+340
+00:36:33,920 --> 00:36:38,260
+والإكفاء وغيره، وقد رأينا الإقواء كظاهرة تدلّ على
+
+341
+00:36:38,260 --> 00:36:47,500
+بدائية الشعر العربي من قبل، تعوّدنا
+
+342
+00:36:47,500 --> 00:36:52,380
+ونحن نتحدث عن قضايا نقدية في المصادر التي نتعامل
+
+343
+00:36:52,380 --> 00:36:58,160
+معها، أن نقف على المقاييس، وأنا قد أعلنته من البداية
+
+344
+00:36:58,160 --> 00:37:02,900
+أننا لن نتحدث عن قضايا نقدية، ولكن نتحدث عن نظرات
+
+345
+00:37:02,900 --> 00:37:14,520
+وتعريفات في النقد وعلوم البلاغة، ومع ذلك نتبع
+
+346
+00:37:14,520 --> 00:37:20,440
+ونتعقب آراء ثعلب لنتعرف على ذوقه النقدي ومرتقاه
+
+347
+00:37:20,440 --> 00:37:27,040
+للشعر الجيد، ما هي مقاييسه؟ أهمّ قياس عنده يرتبط
+
+348
+00:37:27,040 --> 00:37:33,960
+بمدرسته النقدية، من ناحية اللغة، الجيد عنده هو ما
+
+349
+00:37:33,960 --> 00:37:41,880
+اكتمل المعنى فيه في بيت واحد، أما
+
+350
+00:37:41,880 --> 00:37:46,040
+إذا احتاج المعنى المراد إلى تتمة في بيت آخر، فيُعدّ
+
+351
+00:37:46,040 --> 00:37:52,650
+أقلّ جودة، ونحن قلنا: لو اكتمل المعنى لديه في جملة
+
+352
+00:37:52,650 --> 00:37:57,110
+واحدة، أي في شطرة من بيت، يراه أجود، وقد رأينا في
+
+353
+00:37:57,110 --> 00:38:02,110
+شواهده أن يأتي بشطرة من بيت اكتمل فيها الشاهد، ولا
+
+354
+00:38:02,110 --> 00:38:05,930
+يُورد الشطرة الثانية من البيت، هذا مما يؤكد عليه
+
+355
+00:38:15,120 --> 00:38:21,900
+وتدرّجنا معه في الحسن، أعلى الأبيات لديه، وقولنا: إنّ
+
+356
+00:38:21,900 --> 00:38:26,160
+الحكم هنا ليس على القصيدة، بل على البيت أو الشطرة
+
+357
+00:38:26,160 --> 00:38:34,100
+من البيت، المرتبة الأولى عنده يُطلق على الشعر فيها
+
+358
+00:38:34,100 --> 00:38:36,720
+اسم الأبيات المُعتدلة
+
+359
+00:38:42,710 --> 00:38:50,130
+والمعتدل هو ما تكافأت شطرتاه، أي يكون المعنى في
+
+360
+00:38:50,130 --> 00:38:56,550
+الشطرة الأولى مكافئًا للمعنى في الشطرة الثانية، ونرى
+
+361
+00:38:56,550 --> 00:39:03,510
+إعجابه، يقول: وهذا القسم هو أقرب الأشعار إلى البلاغة،
+
+362
+00:39:03,510 --> 00:39:10,090
+وأحمدها عند أهل الرواية، وأشبهها بالأمثال السائرة،
+
+363
+00:39:11,180 --> 00:39:18,480
+يراها، يعني: معاني حكيمة، ويمثل لهذا بقول إمرئ القيس:
+
+364
+00:39:18,480 --> 00:39:27,740
+الله أنجح ما طلبتُ به، والبرّ خيرُ حقيبةِ رحلي، هذا
+
+365
+00:39:27,740 --> 00:39:33,520
+البيت نراه نحن أيضًا معتدلًا في معناه، الشطرة الأولى
+
+366
+00:39:33,520 --> 00:39:40,830
+تساوي الثانية في جودة المعنى وبراعته، فإن استعنتَ
+
+367
+00:39:40,830 --> 00:39:48,250
+فتستعن بالله، الله أنجح ما طلبت به، إن طلبت، فإن طلبك
+
+368
+00:39:48,250 --> 00:39:54,290
+من الله هو أفضل الطلب، والبرّ
+
+369
+00:39:54,290 --> 00:39:59,550
+خير حقيبة رحل، تزود به، فإن خير الزاد
+
+370
+00:40:02,120 --> 00:40:06,160
+الأولى في المعنى تُعادل الثانية، والمعنيان من
+
+371
+00:40:06,160 --> 00:40:16,640
+المعاني فعلًا سائرة أو حكيمة، ثمّ
+
+372
+00:40:16,640 --> 00:40:24,660
+بعد ذلك يحدثنا عن الأبيات الغرّ، ويعرفها بأنها: وحدها
+
+373
+00:40:24,660 --> 00:40:30,000
+أغرّ، وهو ما نجم من صدر البيت بتمام معناه دون عجز،
+
+374
+00:40:30,710 --> 00:40:37,970
+ولو كان طرح آخره لأغنى أوله بوضوح دلالته، هنا ميله
+
+375
+00:40:37,970 --> 00:40:42,630
+إلى الجملة وقصر المعنى، يعني: ما تُغني الشطرة الأولى
+
+376
+00:40:42,630 --> 00:40:50,550
+في المعنى عن الشطرة الثانية، وإن عجزًا لتتم الهداية
+
+377
+00:40:50,550 --> 00:41:01,060
+بيه، اكتمل المعنى؟ نعم، صخر رائد، صخر قدوة، هذا قول
+
+378
+00:41:01,060 --> 00:41:06,560
+الخنساء عن أخيها في رثائه، الشطرة الثانية كأنه علم
+
+379
+00:41:06,560 --> 00:41:12,040
+في رأسه نار، وكالجبل الذي تُوضع على قمته نار
+
+380
+00:41:12,040 --> 00:41:19,040
+ليهتدي بها الناس السائرون ليلًا، أيضًا يقتدون الناس
+
+381
+00:41:19,040 --> 00:41:25,260
+بالنار على رأس الجبل، فهو يرى أن الأولى تُغني عن
+
+382
+00:41:25,260 --> 00:41:29,880
+الشطرة الثانية، ونحن لا نرى رأيه،
+
+383
+00:41:33,090 --> 00:41:40,970
+لأن المقام هنا مقام رثاء ومدح لصفات صخر، فالتمثيل
+
+384
+00:41:40,970 --> 00:41:46,550
+هنا غرضه إظهار المعنى المراد، والذي تسعى إليه
+
+385
+00:41:46,550 --> 00:41:53,730
+الشاعرة: أن صخر يعرفه الخلق جميعًا، كأنه الجبل العالي
+
+3
+
+445
+00:48:38,130 --> 00:48:42,930
+بديع وآخر يتحدث عن بعض الظواهر البلاغية الأخرى
+
+446
+00:48:42,930 --> 00:48:48,170
+كالاستعارة والكناية والجناس وغيرها، كما لاحظنا عند
+
+447
+00:48:48,170 --> 00:48:54,510
+ثعلب. لماذا يتحدث النقاد في كتب النقد عن البلاغة؟
+
+448
+00:48:54,510 --> 00:48:57,150
+ولماذا يعرفون فنون البلاغة؟
+
+449
+00:48:59,660 --> 00:49:06,560
+لأن الناقد يحتاج إلى أدوات تبدأ بالنحو وسلامة 
+
+450
+00:49:06,560 --> 00:49:11,100
+الجملة، ولا تنتهي عند حدود البلاغة فقط، هي من
+
+451
+00:49:11,100 --> 00:49:16,400
+مقاييسه وأدواته. ألا يحاكم الناقد الصورة وجمالها؟
+
+452
+00:49:16,400 --> 00:49:21,520
+ألا ينظر في الخيال وكيف تجسد في صور جزئية أو صورة
+
+453
+00:49:21,520 --> 00:49:29,980
+كلية؟ من هنا، ما أتى به ثعلب لا يعد نافلة، بل يعد من
+
+454
+00:49:29,980 --> 00:49:35,620
+أدوات الناقد، ومن الثقافة التي يحتاج الناقد الأدبي
+
+455
+00:49:35,620 --> 00:49:42,940
+إلى التسلح بها. يحسب له أنه اشتهد
+
+456
+00:49:44,290 --> 00:49:49,050
+في تعريف ألوان من البديع، يحسب له أنه اجتهد في
+
+457
+00:49:49,050 --> 00:49:54,850
+تعريف الشعر الجيد، وإن كان تعريفه مبني على ذوقه
+
+458
+00:49:54,850 --> 00:50:00,130
+الخاص. لأننا لن نجد بعد ذلك في كتب النقد من يصنف
+
+459
+00:50:00,130 --> 00:50:06,070
+هذه الأبيات كمقاييس نقدية، وأن يقول: "أعلى الشعر مثلاً"
+
+460
+00:50:06,070 --> 00:50:09,110
+الأبيات المعتدلة. بل
+
+461
+00:50:10,450 --> 00:50:14,970
+لن نجد بعدهم من ينظر في البيت الواحد أو في الجملة
+
+462
+00:50:14,970 --> 00:50:20,150
+الواحدة. سيرتقي النقد أكثر، وقد رأينا الذين سبقوه من
+
+463
+00:50:20,150 --> 00:50:26,050
+النقاد الفقهاء قد نظروا بنظرة أكثر شمولية من نظرته.
+
+464
+00:50:26,050 --> 00:50:33,270
+وقولنا: "لماذا؟" لأنه مهموم بهموم النحاة واللغويين.
+
+465
+00:50:36,740 --> 00:50:41,840
+ما نلاحظه لا يقلل من شأن ثعلب، بل يمثل مدرسة نقدية
+
+466
+00:50:41,840 --> 00:50:48,400
+أسهمت وأضافت لبنة من اللبنات التي بنت نظرية النقد
+
+467
+00:50:48,400 --> 00:50:53,860
+الأدبي عند العرب. الآن، أفتح باب الاستفسار أو
+
+468
+00:50:53,860 --> 00:51:01,340
+المناقشة. إن كانت هناك أسئلة، هل
+
+469
+00:51:01,340 --> 00:51:03,260
+الأمر واضح هكذا؟
+
+470
+00:51:11,490 --> 00:51:19,150
+طيب، هكذا انتهت المحاضرة. الموضوع الذي يليه ما هو؟
+
+471
+00:51:19,150 --> 00:51:22,850
+نسمع.
+
+472
+00:51:22,850 --> 00:51:31,630
+تفضلي. لماذا؟
+
+473
+00:51:31,630 --> 00:51:40,730
+لماذا؟ إن أردتِ الغياب، فلتتغيبي. لن أسأل عنك يعني.
+
+474
+00:51:40,730 --> 00:51:44,950
+لأ؛ أريد أن أحضر الطالب تحت ضغط الدرجة التي توضع
+
+475
+00:51:44,950 --> 00:51:52,390
+على الحضور. إن لم يكن يحصل الفائدة، فلن أريد ذلك.
+
+476
+00:51:52,390 --> 00:51:58,690
+طبعاً، ابن…… طبعاً في
+
+477
+00:51:58,690 --> 00:52:05,410
+اللقاء القادم. ولكن توطئة يسيرة له: سنلاحظ أنه شاعر
+
+478
+00:52:05,410 --> 00:52:15,850
+وأكثر الناس تذوقاً للشعر هم الشعراء. وهو يمثل بيئة
+
+479
+00:52:15,850 --> 00:52:20,890
+جديدة من بيئات النقد الأدبي: بيئة النقاد الشعراء أو
+
+480
+00:52:20,890 --> 00:52:28,430
+الأدباء. وبالتالي، نتوقع منه تعريفاً، ونتوقع منه قضايا
+
+481
+00:52:28,430 --> 00:52:37,390
+تمس جوهر الشعر، وتمس أموراً تتصل بقول الشعر. لذلك،
+
+482
+00:52:37,390 --> 00:52:42,490
+أتمنى أن نحضر هذا الموضوع جيداً. السلام عليكم.
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/N7pmpVa_aoE_raw.json b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/N7pmpVa_aoE_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..08a789544b17a106c30a42c7309f19bd2c5d2bd6
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/N7pmpVa_aoE_raw.json
@@ -0,0 +1 @@
+{"segments": [{"id": 1, "seek": 4658, "start": 20.86, "end": 46.58, "text": "بسم الله الرحمن الرحيم الحمد لله والصلاة والسلام على سيدنا رسول الله وعلى آله وصحبه ومن ولاه إلى يوم الدين وبعد السلام عليكم ورحمة الله وبركاته كنا قد انتهينا من الحديث عن مدرستين أو عن ناقدين وعن كتابين يمثلان", "tokens": [3555, 38251, 21984, 34892, 5016, 27842, 34892, 5016, 32640, 21542, 2304, 3215, 24976, 3224, 16070, 9381, 15040, 3660, 16070, 3794, 37440, 15844, 8608, 25708, 8315, 12602, 3794, 12610, 21984, 4032, 3615, 23942, 19753, 43761, 4032, 9381, 5016, 3555, 3224, 4032, 27842, 4032, 15040, 3224, 30731, 7251, 20498, 32748, 9957, 46599, 22488, 21136, 37440, 25894, 24793, 4032, 2288, 35571, 3660, 21984, 4032, 26890, 4117, 9307, 3224, 9122, 8315, 12174, 3215, 16472, 47395, 1829, 8315, 9154, 21542, 16254, 12984, 18871, 3714, 3215, 2288, 14851, 9957, 34051, 18871, 8717, 995, 28543, 9957, 4032, 3615, 1863, 9122, 2655, 16758, 9957, 7251, 2304, 12984, 1211, 7649], "avg_logprob": -0.0755208301924023, 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لثعلب إضافات خدمة النقد الأدبي والعلوم التي يعول عليها النقد الأدبي وهنا لابد من نافلة", "tokens": [1211, 2407, 5551, 2288, 3215, 8315, 14739, 8717, 3215, 9778, 1211, 33251, 2655, 16758, 8978, 3714, 1829, 11622, 7649, 28239, 28543, 6156, 10721, 19913, 1863, 14739, 22653, 6225, 4587, 3555, 2655, 15844, 33251, 12984, 13546, 9154, 47524, 16373, 43761, 35525, 19452, 4724, 4587, 7578, 14739, 5551, 39648, 36145, 5296, 12984, 30241, 3555, 11933, 11242, 31845, 9307, 16490, 40448, 3660, 28239, 28543, 16247, 3215, 21292, 16070, 30241, 20498, 38392, 37495, 12610, 25894, 11296, 28239, 28543, 16247, 3215, 21292, 37037, 8315, 5296, 16758, 3215, 9154, 8717, 31845, 37977], "avg_logprob": -0.09554597838171597, "compression_ratio": 1.8121546961325967, "no_speech_prob": 5.960464477539063e-08, "words": [{"start": 2870.98, "end": 2871.28, "word": "لو", "probability": 0.888916015625}, {"start": 2871.28, "end": 2871.7, "word": " أردنا", "probability": 0.9013671875}, {"start": 2871.7, "end": 2871.96, "word": 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new file mode 100644
index 0000000000000000000000000000000000000000..b8c0c9de04ed35b2e492642621a0c153c9c932c8
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@@ -0,0 +1 @@
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"probability": 0.9921875}, {"start": 1103.74, "end": 1104.4, "word": " سنجد", "probability": 0.984375}, {"start": 1104.4, "end": 1105.36, "word": " في", "probability": 0.61865234375}, {"start": 1105.36, "end": 1105.9, "word": " المبحث", "probability": 0.9326171875}, {"start": 1105.9, "end": 1106.7, "word": " الرابع", "probability": 0.99267578125}, {"start": 1106.7, "end": 1107.8, "word": " إجمال", "probability": 0.8511962890625}, {"start": 1107.8, "end": 1109.12, "word": " لكل", "probability": 0.94482421875}, {"start": 1109.12, "end": 1109.44, "word": " هذه", "probability": 0.9697265625}, {"start": 1109.44, "end": 1110.08, "word": " الأخطاء", "probability": 0.9688720703125}, {"start": 1110.08, "end": 1111.38, "word": " في", "probability": 0.98046875}, {"start": 1111.38, "end": 1111.9, "word": " شعر", "probability": 0.8004557291666666}, {"start": 1111.9, "end": 1113.24, "word": " البحتورية", "probability": 0.9722900390625}], "temperature": 1.0}, {"id": 44, "seek": 114255, "start": 1114.71, "end": 1142.55, "text": "وليس دفاعا بل هو اظهر للحقيقة حينما نقول ان هذه الشبهة تتطرح فقط في العنوانات وليس في التطبيق العملي لأنه في العنوانات جمع للبحتر الأخطاء وفصل لأبي تمام ولكن في التطبيق العملي نراه لم", "tokens": [2407, 20292, 3794, 11778, 5172, 45761, 995, 4724, 1211, 31439, 1975, 19913, 3224, 2288, 24976, 5016, 38436, 28671, 11331, 9957, 15042, 8717, 39648, 16472, 29538, 25124, 3555, 3224, 3660, 6055, 2655, 9566, 2288, 5016, 6156, 47432, 8978, 18863, 1863, 2407, 7649, 9307, 4032, 20292, 3794, 8978, 16712, 9566, 21292, 4587, 18863, 2304, 20292, 5296, 33456, 3224, 8978, 18863, 1863, 2407, 7649, 9307, 10874, 2304, 3615, 24976, 3555, 33753, 2288, 16247, 9778, 9566, 16606, 4032, 5172, 36520, 5296, 10721, 21292, 46811, 10943, 35525, 19452, 8978, 16712, 9566, 21292, 4587, 18863, 2304, 20292, 8717, 23557, 3224, 32767], "avg_logprob": -0.12296549316185217, "compression_ratio": 1.936046511627907, "no_speech_prob": 1.1920928955078125e-07, "words": [{"start": 1114.71, "end": 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والموضوعية لأننا نرى أنه في القسم الثاني يريد أن يضع قاعدة تمييز الخطأ أو مقياس تمييز الخطأ فيما يختص باللفظ والمعنى", "tokens": [1829, 2655, 31747, 5551, 9778, 9566, 16606, 29739, 33753, 13063, 1829, 9957, 4032, 28814, 1863, 25961, 2655, 13412, 14407, 3224, 3215, 3224, 25894, 11296, 5551, 4587, 1211, 32767, 45636, 995, 20193, 7251, 2655, 16095, 14407, 39182, 2304, 18863, 3215, 6027, 3660, 16070, 2304, 2407, 11242, 45367, 10632, 5296, 33456, 8315, 8717, 2288, 7578, 14739, 3224, 8978, 25062, 38251, 6024, 104, 7649, 1829, 7251, 16572, 3215, 14739, 7251, 11242, 3615, 12174, 995, 22488, 3660, 46811, 1829, 1829, 11622, 33962, 9566, 10721, 34051, 3714, 4587, 25528, 3794, 46811, 1829, 1829, 11622, 33962, 9566, 10721, 8978, 15042, 7251, 46456, 9381, 20666, 46538, 19913, 16070, 2304, 3615, 1863, 7578], "avg_logprob": -0.1109227569738649, "compression_ratio": 1.7918781725888324, "no_speech_prob": 2.980232238769531e-07, "words": [{"start": 1143.31, "end": 1144.13, "word": "يترك", "probability": 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"end": 3149.86, "word": " لايمكن", "probability": 0.7599283854166666}, {"start": 3149.86, "end": 3150.16, "word": " ان", "probability": 0.7626953125}, {"start": 3150.16, "end": 3151.68, "word": " توسم", "probability": 0.837646484375}, {"start": 3151.68, "end": 3152.44, "word": " بهذا", "probability": 0.887451171875}, {"start": 3152.44, "end": 3153.1, "word": " الميسم", "probability": 0.85595703125}, {"start": 3153.1, "end": 3153.32, "word": " ان", "probability": 0.833984375}, {"start": 3153.32, "end": 3153.58, "word": " تكون", "probability": 0.970703125}, {"start": 3153.58, "end": 3154.04, "word": " حسرة", "probability": 0.8395182291666666}], "temperature": 1.0}, {"id": 120, "seek": 318614, "start": 3157.38, "end": 3186.14, "text": "وقررنا كيف تخرج هذه الأقسام أقسام السرقات الحسنة من باب السرقة بأن تتغير العاطفة التي نبعت منها معاني تلك الأشعار وبالتالي يتغير الأمر كله ويصبح اختراعا أن يأخذ فيزيد أن يأخذ فيغير وسنقف على شواهد كثيرة بعد ذلك", "tokens": [2407, 4587, 2288, 2288, 8315, 9122, 33911, 6055, 34740, 7435, 29538, 16247, 4587, 3794, 10943, 5551, 4587, 3794, 10943, 21136, 2288, 4587, 9307, 21542, 3794, 1863, 3660, 9154, 4724, 16758, 21136, 2288, 28671, 4724, 33456, 6055, 2655, 17082, 13546, 18863, 41193, 5172, 3660, 38392, 8717, 3555, 34268, 9154, 11296, 20449, 7649, 1829, 6055, 23275, 16247, 8592, 3615, 9640, 46599, 6027, 2655, 6027, 1829, 7251, 2655, 17082, 13546, 16247, 29973, 28242, 3224, 4032, 1829, 9381, 49628, 1975, 46456, 23557, 3615, 995, 14739, 7251, 10721, 9778, 8848, 8978, 11622, 25708, 14739, 7251, 10721, 9778, 8848, 8978, 17082, 13546, 46952, 1863, 4587, 5172, 15844, 13412, 14407, 3224, 3215, 9122, 12984, 48923, 39182, 29910, 23275], "avg_logprob": -0.09228515385517053, "compression_ratio": 1.8774509803921569, "no_speech_prob": 2.384185791015625e-07, "words": [{"start": 3157.38, "end": 3158.3, "word": "وقررنا", "probability": 0.644921875}, {"start": 3158.3, "end": 3158.66, "word": " كيف", "probability": 0.979248046875}, {"start": 3158.66, 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3166.8, "end": 3167.06, "word": " التي", "probability": 0.7802734375}, {"start": 3167.06, "end": 3167.98, "word": " نبعت", "probability": 0.9695638020833334}, {"start": 3167.98, "end": 3168.4, "word": " منها", "probability": 0.9931640625}, {"start": 3168.4, "end": 3168.88, "word": " معاني", "probability": 0.9244791666666666}, {"start": 3168.88, "end": 3169.12, "word": " تلك", "probability": 0.984130859375}, {"start": 3169.12, "end": 3169.78, "word": " الأشعار", "probability": 0.9949951171875}, {"start": 3169.78, "end": 3171.0, "word": " وبالتالي", "probability": 0.950390625}, {"start": 3171.0, "end": 3172.44, "word": " يتغير", "probability": 0.984130859375}, {"start": 3172.44, "end": 3173.14, "word": " الأمر", "probability": 0.878662109375}, {"start": 3173.14, "end": 3173.46, "word": " كله", "probability": 0.9736328125}, {"start": 3173.46, "end": 3173.78, "word": " ويصبح", "probability": 0.943115234375}, {"start": 3173.78, "end": 3174.54, "word": " اختراعا", "probability": 0.940234375}, {"start": 3174.54, "end": 3175.6, "word": " أن", "probability": 0.49609375}, {"start": 3175.6, "end": 3176.42, "word": " يأخذ", "probability": 0.9296875}, {"start": 3176.42, "end": 3177.36, "word": " فيزيد", "probability": 0.9866536458333334}, {"start": 3177.36, "end": 3178.46, "word": " أن", "probability": 0.74462890625}, {"start": 3178.46, "end": 3179.36, "word": " يأخذ", "probability": 0.9150390625}, {"start": 3179.36, "end": 3181.76, "word": " فيغير", "probability": 0.96826171875}, {"start": 3181.76, "end": 3184.32, "word": " وسنقف", "probability": 0.9176025390625}, {"start": 3184.32, "end": 3184.52, "word": " على", "probability": 0.86328125}, {"start": 3184.52, "end": 3184.96, "word": " شواهد", "probability": 0.9705810546875}, {"start": 3184.96, "end": 3185.42, "word": " كثيرة", "probability": 0.9729817708333334}, {"start": 3185.42, "end": 3185.7, "word": " بعد", "probability": 0.9833984375}, {"start": 3185.7, "end": 3186.14, "word": " ذلك", "probability": 0.992919921875}], "temperature": 1.0}, {"id": 121, "seek": 320590, "start": 3186.94, "end": 3205.9, "text": "ثم رأينا السرقة وبالتالي كأنه هنا أراد أن يبلور لنا ما هو المسروق المسروق له عدة أشكال سنعرفها جميعا أثر ألا ندخل في باب السرقة لكي نستكمل في اللقاء القادم", "tokens": [12984, 2304, 12602, 10721, 1829, 8315, 21136, 2288, 28671, 46599, 6027, 2655, 6027, 1829, 9122, 33456, 3224, 34105, 5551, 2288, 18513, 14739, 7251, 36150, 13063, 5296, 8315, 19446, 31439, 9673, 3794, 2288, 30543, 9673, 3794, 2288, 30543, 46740, 6225, 41891, 5551, 8592, 4117, 6027, 8608, 1863, 3615, 28480, 11296, 10874, 2304, 40228, 995, 5551, 49115, 5551, 15040, 8717, 3215, 9778, 1211, 8978, 4724, 16758, 21136, 2288, 28671, 5296, 4117, 1829, 8717, 14851, 24793, 1211, 8978, 13672, 4587, 16606, 25062, 18513, 2304], "avg_logprob": -0.10022866135326827, "compression_ratio": 1.75625, "no_speech_prob": 5.960464477539063e-08, "words": [{"start": 3186.94, "end": 3187.36, "word": "ثم", "probability": 0.764404296875}, {"start": 3187.36, "end": 3188.0, "word": " رأينا", "probability": 0.9493408203125}, {"start": 3188.0, "end": 3188.72, "word": " السرقة", "probability": 0.8927408854166666}, {"start": 3188.72, "end": 3191.34, "word": " وبالتالي", "probability": 0.908203125}, {"start": 3191.34, "end": 3191.92, "word": " كأنه", "probability": 0.9607747395833334}, {"start": 3191.92, "end": 3192.22, "word": " هنا", "probability": 0.9345703125}, {"start": 3192.22, "end": 3192.76, "word": " أراد", "probability": 0.9197591145833334}, {"start": 3192.76, "end": 3192.98, "word": " أن", "probability": 0.8896484375}, {"start": 3192.98, "end": 3193.54, "word": " يبلور", "probability": 0.8976236979166666}, {"start": 3193.54, "end": 3193.82, "word": " لنا", "probability": 0.973388671875}, {"start": 3193.82, "end": 3194.02, "word": " ما", "probability": 0.904296875}, {"start": 3194.02, "end": 3194.22, "word": " هو", "probability": 0.89111328125}, {"start": 3194.22, "end": 3194.82, "word": " المسروق", "probability": 0.84765625}, {"start": 3194.82, "end": 3197.02, "word": " المسروق", "probability": 0.8958740234375}, {"start": 3197.02, "end": 3197.56, "word": " له", "probability": 0.91162109375}, {"start": 3197.56, "end": 3197.84, "word": " عدة", "probability": 0.96142578125}, {"start": 3197.84, "end": 3198.44, "word": " أشكال", "probability": 0.9835205078125}, {"start": 3198.44, "end": 3199.42, "word": " سنعرفها", "probability": 0.98154296875}, {"start": 3199.42, "end": 3200.48, "word": " جميعا", "probability": 0.944091796875}, {"start": 3200.48, "end": 3201.6, "word": " أثر", "probability": 0.5931396484375}, {"start": 3201.6, "end": 3201.9, "word": " ألا", "probability": 0.64453125}, {"start": 3201.9, "end": 3202.3, "word": " ندخل", "probability": 0.9979248046875}, {"start": 3202.3, "end": 3202.46, "word": " في", "probability": 0.67138671875}, {"start": 3202.46, "end": 3202.64, "word": " باب", "probability": 0.9873046875}, {"start": 3202.64, "end": 3203.2, "word": " السرقة", "probability": 0.9544270833333334}, {"start": 3203.2, "end": 3203.72, "word": " لكي", "probability": 0.9635416666666666}, {"start": 3203.72, "end": 3204.62, "word": " نستكمل", "probability": 0.9903564453125}, {"start": 3204.62, "end": 3204.76, "word": " في", "probability": 0.86376953125}, {"start": 3204.76, "end": 3205.22, "word": " اللقاء", "probability": 0.9737955729166666}, {"start": 3205.22, "end": 3205.9, "word": " القادم", "probability": 0.9747721354166666}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 3206.4435, "duration_after_vad": 2986.351249999985}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/UH7CoOZNuFA.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/UH7CoOZNuFA.srt
new file mode 100644
index 0000000000000000000000000000000000000000..0f1d90ee79af0a5645c147d659230db8b02de11c
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/UH7CoOZNuFA.srt
@@ -0,0 +1,1253 @@
+
+1
+00:00:21,180 --> 00:00:26,360
+بسم الله الرحمن الرحيم وبه نستعين. محاضرة اليوم إن
+
+2
+00:00:26,360 --> 00:00:33,040
+شاء الله تتناول كتاب البيان والتبيين للجاحظ. كنت
+
+3
+00:00:33,040 --> 00:00:38,700
+قد أعطيته نبذة سيرة عن الجاحظ في اللقاء الماضي.
+
+4
+00:00:38,700 --> 00:00:44,160
+وكالعادة أبدأ باب المشاركات لمن تريد. ونبدأ مع من
+
+5
+00:00:44,160 --> 00:00:49,520
+تريد أن تحدثنا عن الجاحظ. سوف نتحدث عن كتاب البيانة
+
+6
+00:00:49,520 --> 00:00:55,000
+والتبيين لأبي عثمان عمرو بن بحر، المحبوب الكناني الليثي. ولد بالبصرة سنة مائة
+
+7
+00:00:55,000 --> 00:00:59,280
+وستين هجرية، وعايش الكثير من الثقافات والأجناس
+
+8
+00:00:59,280 --> 00:01:03,760
+البشرية، وعايش التطورات السياسية وسُرعتها.
+
+9
+00:01:03,760 --> 00:01:08,380
+وعايش التطورات السياسية وسُرعتها.
+
+10
+00:01:11,940 --> 00:01:16,000
+و... و هناك أثقف نفسه بمختلف الثقافات مثل العربية
+
+11
+00:01:16,000 --> 00:01:19,660
+واليونانية، والفارسية، و... و... وبوخاصة في
+
+12
+00:01:19,660 --> 00:01:23,840
+البيئتين البغدادية والبصرية، و... وسافر إلى بغداد
+
+13
+00:01:23,840 --> 00:01:27,220
+ونال شهرة فيها، واشتهر، وألف الكثير من الكتب، و
+
+14
+00:01:27,220 --> 00:01:31,860
+رسائل. اشتد به المرض فعاد إلى البصرة وتوفي فيها
+
+15
+00:01:31,860 --> 00:01:35,360
+سنة مائتين وخمس وخمسين هجرية. صدر له
+
+16
+00:01:35,360 --> 00:01:41,850
+الكتاب... صدر له كتب وكان عادة الجاحظ في كتبه أن
+
+17
+00:01:41,850 --> 00:01:45,630
+يتحدث في المقدمة... صدر له كتب، ما هي الكتب التي
+
+18
+00:01:45,630 --> 00:01:50,730
+صدرت له؟ منها البيان والتبيين فقط. يكفي هذا، يعني
+
+19
+00:01:50,730 --> 00:01:55,910
+نكرر تعريف الجاحظ كما قالت زميلته: كنا ولد بالبصرة
+
+20
+00:01:55,910 --> 00:02:01,390
+ونحن نعرف أن البصرة هي حاضرة العلم والعلماء آنذاك
+
+21
+00:02:01,390 --> 00:02:08,190
+وفيها... و أنتجت أصول المعارف العربية الإسلامية بعد أن
+
+22
+00:02:08,190 --> 00:02:14,310
+نُقيت وغُربلت، وفيها أقام العلماء الكبار أيضا. البصرة
+
+23
+00:02:14,310 --> 00:02:19,910
+شهدت مختلف الأجناس البشرية التي وفدت إلى البصرة
+
+24
+00:02:19,910 --> 00:02:25,490
+والتي دخلت في الإسلام. وبالتالي كان حظ الجاحظ الذي
+
+25
+00:02:25,490 --> 00:02:31,470
+عاش قرابة القرن من الزمان في هذه البيئة وفي بغداد
+
+26
+00:02:31,470 --> 00:02:36,810
+أيضا، أن يلتقي بهذه الثقافات المتنوعة ويفيد منها.
+
+27
+00:02:36,810 --> 00:02:42,930
+كذلك عاش في بيئة شهدت بعض التطورات السياسية
+
+28
+00:02:42,930 --> 00:02:49,470
+والثقافية، كوجود الفرق الكلامية، ووجود الاختلاف على
+
+29
+00:02:49,470 --> 00:02:54,430
+الخلافة، وغير ذلك من الأحداث الجسام التي تترك بصمة
+
+30
+00:02:54,430 --> 00:03:02,540
+في نفس الإنسان وفي فكره. أريد أن أضيف هنا أن  مشقة
+
+31
+00:03:02,540 --> 00:03:11,500
+خلقة الجاحظ كانت من الحوافز الرئيسة في إبداعه، وكأن
+
+32
+00:03:11,500 --> 00:03:18,300
+به يريد أن يحقق ذاته من خلال الاجتهاد. وقد رويت
+
+33
+00:03:18,300 --> 00:03:23,120
+بعض الملح التي نسبت له في اللقاء الماضي حول تلك
+
+34
+00:03:24,600 --> 00:03:31,140
+الدمامة، أو حول انشغاله بالكتب عن تحصيل الرزق
+
+35
+00:03:31,140 --> 00:03:37,820
+أحيانًا لأبنائه. هذا الأمر حفزه أن يستأجر دكاكين
+
+36
+00:03:37,820 --> 00:03:43,260
+ورّاقين، يستأجرها ليس لدفع أجر، بل خدمة مقابل
+
+37
+00:03:43,260 --> 00:03:46,900
+خدمة. يقوم بتنظيفها وترتيبها مقابل أن يتاح له
+
+38
+00:03:46,900 --> 00:03:52,120
+المبيت بها وقراءة ما فيها من الكتب. كان نهماً
+
+39
+00:03:52,120 --> 00:03:58,050
+للقراءة. وقد أبدع عشرات الكتب والرسائل العلمية. نهتم
+
+40
+00:03:58,050 --> 00:04:06,970
+اليوم بكتاب منها بكتاب البيان والتبيين هنا.
+
+41
+00:04:06,970 --> 00:04:11,110
+لابد قبل البيان والتبيين أن نشير إلى مقدمات كتب
+
+42
+00:04:11,110 --> 00:04:17,890
+الجاحظ. عُرف الجاحظ عند الدارسين بأنه لا يهتم
+
+43
+00:04:17,890 --> 00:04:22,580
+بمقدمات كتبه. وهي مقولة،  حقيقة لا أدري من أطلقها من
+
+44
+00:04:22,580 --> 00:04:30,220
+المؤرخين أو من الدارسين، حتى انطلت على الجميع، وأضحى
+
+45
+00:04:30,220 --> 00:04:34,340
+الكل يتناقلها، وكأن الجاحظ لا يعرف تأليف المنهج
+
+46
+00:04:34,340 --> 00:04:40,800
+المنظم. قالوا إنه يدخل في كتبه دون مقدمات، واستشهدوا
+
+47
+00:04:40,800 --> 00:04:45,760
+على ذلك بما وجدوه في تقديمه لكتاب البيان والتبيين.
+
+48
+00:04:45,760 --> 00:04:53,460
+هذا الكتاب الذي بدأ فيه مباشرة في التأليف، حيث قال
+
+49
+00:04:54,860 --> 00:05:01,180
+في مقدمته: اللهم إنا نعوذ بك من فتنة القول كما نعوذ
+
+50
+00:05:01,180 --> 00:05:05,520
+بك من فتنة العمل، ونعوذ بك من التكلف لما لا نحسن،
+
+51
+00:05:05,520 --> 00:05:12,680
+كما نعوذ بك من العجب بما نحسن. الذي يتعمق ويتأمل
+
+52
+00:05:12,680 --> 00:05:19,070
+هذه المقولة، يلاحظ أنها مقولة لها مناسبة، وكأنه حفظ
+
+53
+00:05:19,070 --> 00:05:25,710
+على الدخول في تأليف هذا الكتاب بحفظ معين، قد نتوقع
+
+54
+00:05:25,710 --> 00:05:31,080
+من هذه المقدمة. هذا لا يعني أن كل كتبه كذا، بل
+
+55
+00:05:31,080 --> 00:05:35,740
+كتاب البيان والتبيين. أما الكتب الأخرى، نأخذ منها
+
+56
+00:05:35,740 --> 00:05:42,400
+مثلاً كتاب الحيوان، الذي بدأ فيه بقوله: وهذا كتاب
+
+57
+00:05:42,400 --> 00:05:47,840
+تستوي فيه رغبة الأمم، وتتشابه فيه العرب والعجم، لأنه
+
+58
+00:05:47,840 --> 00:05:52,920
+إن كان عربياً إسلامياً جماعياً، فقد أخذ من طرف
+
+59
+00:05:52,920 --> 00:05:59,270
+الفلسفة، وجمع بين معرفة السماع وعلم التجربة. إنه يبين
+
+60
+00:05:59,270 --> 00:06:05,330
+لنا ما هي كتابه والمباحث التي نتوقعها منه. وهذا ما
+
+61
+00:06:05,330 --> 00:06:11,750
+نفعله اليوم في مقدمات كتبنا، نتحدث عن الغاية من
+
+62
+00:06:11,750 --> 00:06:17,250
+تأليفها، وما تشتمل عليه من علوم ومعارف. لما لم يفعل
+
+63
+00:06:17,250 --> 00:06:22,310
+هذا الجاحظ في كتابه البيان والتبيين؟ من تريد أن تجيب
+
+64
+00:06:22,310 --> 00:06:25,630
+عن هذا السؤال؟ نتحدث الآن عن كتاب البيان والتبيين.
+
+65
+00:06:25,630 --> 00:06:29,470
+فنرى أن الجاحظ خرج عن عادته، هو لم يقدم لهذا
+
+66
+00:06:29,470 --> 00:06:34,990
+الكتاب. ونرى أن الدارسين وقفوا عند هذه ال... عند
+
+67
+00:06:34,990 --> 00:06:39,270
+هذه ال... عند هذا الكتاب. ومنهم من قال أن السبب...
+
+68
+00:06:39,270 --> 00:06:44,570
+أن السبب يعود إلى أنه لم يقدم لهذا... لهذا الكتاب، أنه
+
+69
+00:06:44,570 --> 00:06:48,990
+لم يجد فرصة أو وقت مناسب ليراجع كتابته، هو يلقي
+
+70
+00:06:48,990 --> 00:06:53,500
+نظرة أخيرة على هذا الكتاب. ومنهم من قال أنه قدم لهذا
+
+71
+00:06:53,500 --> 00:06:58,500
+الكتاب، ولكن كانت مقدمة هذا الكتاب في مكان غير...
+
+72
+00:06:58,500 --> 00:07:03,160
+في غير موضعه هو... وقول الجاحظ في الجزء الثاني في
+
+73
+00:07:03,160 --> 00:07:07,320
+مقدمة الكتاب: أردنا، بأذن الله، أن نبدأ صدر هذا
+
+74
+00:07:07,320 --> 00:07:10,040
+الجزء الثاني من البيان والتبيين بالرد على الشعوبية
+
+75
+00:07:10,040 --> 00:07:15,020
+بطعنهم على خطباء العرب وملوكهم... إلى آخر المقال. ونرى
+
+76
+00:07:15,020 --> 00:07:18,960
+أنا رأي كل من وقف عند هذا الكتاب يدور حول محور...
+
+77
+00:07:18,960 --> 00:07:22,760
+محورين أساسيين. الأول أن الكتاب كان للرد على
+
+78
+00:07:22,760 --> 00:07:27,260
+الشعوبيين في... في قولهم أن العرب ليسوا أهل بيان، و
+
+79
+00:07:27,260 --> 00:07:32,460
+بلاغة. والمحور الثاني: الكتاب جاء لعرض نماذج
+
+80
+00:07:32,460 --> 00:07:37,060
+الأدبية الرائعة، لتصوير القدوة والمثل الذي يحتذي
+
+81
+00:07:37,060 --> 00:07:42,160
+بيه. نشأة الكتاب، وبلغته. وهذا يفسر اهتمام الجاحظ
+
+82
+00:07:42,160 --> 00:07:46,120
+في كتابه قبل أن يتفنن بالكتابة، وما نراه من ناحية
+
+83
+00:07:46,120 --> 00:07:51,900
+يعني الذين لاحظوا أن الجاحظ قد بدأ كتابه
+
+84
+00:07:51,900 --> 00:07:58,160
+بالاستعاذة ودخل فوراً في الحديث عن موضوع من موضوعات
+
+85
+00:07:58,160 --> 00:08:07,650
+كتابه. قالوا: ربما لم يراجع الجاحظ كتابه، وهذا احتمال
+
+86
+00:08:07,650 --> 00:08:12,010
+ولكني
+
+87
+00:08:12,010 --> 00:08:18,570
+أرى أن استعاذة الرجل واستفتاحه يبينان عن قوة دافع
+
+88
+00:08:18,570 --> 00:08:23,370
+لتأليف هذا الكتاب. هذا الدافع الذي أراه يتمثل في
+
+89
+00:08:23,370 --> 00:08:29,080
+جانبين. الأول: هو الهجوم على العرب من قبل الشعوبية
+
+90
+00:08:29,080 --> 00:08:35,060
+الذين رأوا أن العرب أهل ضعف وعي، وليس كما يباهون
+
+91
+00:08:35,060 --> 00:08:40,660
+بأنهم أهل بلاغة وبيان. والثاني هو الحافظ
+
+92
+00:08:40,660 --> 00:08:45,340
+الرئيسي الذي يتصل بمعرفتنا أن الجاحظ كان يقف على
+
+93
+00:08:45,340 --> 00:08:50,720
+رأس مدرسة من مدارس علم الكلام، وهي المدرسة الجاحظية
+
+94
+00:08:50,720 --> 00:08:55,600
+والتي كانت تهتم بإعداد النشء وتعليمهم الخطابة
+
+95
+00:08:55,600 --> 00:09:01,830
+وفنون القول. وبالتالي القطع التي أتى بها من الخطاب
+
+96
+00:09:01,830 --> 00:09:08,490
+الرائع ليقف بها في وجه دعاوى الشعوبية، هي القطع
+
+97
+00:09:08,490 --> 00:09:14,550
+التي أرادها نموذجاً للناشئ كيُتربوا عليها ويتعلموا
+
+98
+00:09:14,550 --> 00:09:22,610
+على طرق القول كما جاءت في تلك الخطابات. رأي
+
+99
+00:09:22,610 --> 00:09:28,290
+آخر أنه لم ينظم كتابه، بدليل أن المقدمة جاءت في
+
+100
+00:09:28,290 --> 00:09:32,710
+مقدمة الجزء الثاني. وهذا الرأي ضعيف جداً، لأن الجاحظ
+
+101
+00:09:32,710 --> 00:09:38,970
+نفسه يقول في تقديمه هذا الجزء تحديداً، يقول: أردنا
+
+102
+00:09:38,970 --> 00:09:44,650
+بإذن الله أن نبدأ صدر هذا الجزء الثاني. إذًا هو
+
+103
+00:09:44,650 --> 00:09:49,010
+يعلم أنه انفرغ من الجزء الأول وانتقل إلى الجزء
+
+104
+00:09:49,010 --> 00:09:54,390
+الثاني، الجزء الذي خصصه للرد على الشعوبية في طعنهم
+
+105
+00:09:54,390 --> 00:09:57,470
+للعرب وملوكهم وخلفائهم.
+
+106
+00:09:59,840 --> 00:10:06,060
+وقد رأينا أن هذا الرد تبعه كتاب يسمى كتاب العصا.
+
+107
+00:10:06,060 --> 00:10:10,640
+إذا كان العرب الذين وقفوا منذ الجاهلية خاصة في خطب
+
+108
+00:10:10,640 --> 00:10:16,600
+الخطب من شروق الشمس حتى مغيبها، والخطيب لا
+
+109
+00:10:16,600 --> 00:10:20,880
+ينقطع عن القول ليستخلص استحساناً من النفوس، يُتهموا
+
+110
+00:10:20,880 --> 00:10:25,490
+بالضعف. ومن الأدلة على ضعف خطباء العرب أنهم
+
+111
+00:10:25,490 --> 00:10:33,040
+يتكؤون على العصي والرماح والقِسي. عُدّ ذلك عيباً، وأنهم
+
+112
+00:10:33,040 --> 00:10:38,620
+قد يستخدمون العصي أحياناً للإشارة والتلويح، وكأنهم
+
+113
+00:10:38,620 --> 00:10:42,420
+لا يستطيعون أن يصلوا بأفكارهم إلى المتلقين.
+
+114
+00:10:42,420 --> 00:10:47,500
+فيستعينوا  بأيهم بالعصا لتوضيح ذلك. لهذا الرأي ألف
+
+115
+00:10:47,500 --> 00:10:51,680
+كتاباً، أي فصلاً من كتابه. وكلمة كتاب تعني فصل في
+
+116
+00:10:51,680 --> 00:10:59,560
+ذلك الزمن، للعصا. وبدأه بقيمة العصا، ذاكراً ما جاء عنها
+
+117
+00:10:59,560 --> 00:11:04,960
+في القرآن الكريم: "ما تلك التي بيمينك يا موسى؟" ثم فضّل
+
+118
+00:11:04,960 --> 00:11:10,320
+العصا. وإذا ما تصفحنا هذا الكتاب نلاحظ أن الجاحظ
+
+119
+00:11:10,320 --> 00:11:16,980
+يحدثنا بحديث علماء التربية اليوم الذين يتحدثون عن
+
+120
+00:11:16,980 --> 00:11:21,800
+وسائل الإيضاح. ومن وسائل الإيضاح اليوم العصا أو
+
+121
+00:11:21,800 --> 00:11:27,900
+المؤشر، القلم، السبورة... اليوم الـprojector، وسيلة من
+
+122
+00:11:27,900 --> 00:11:33,820
+وسائل إيضاح إلى غير ذلك من الوسائل. وهذا لا يُعدّ
+
+123
+00:11:33,820 --> 00:11:39,880
+دليل ضعف وعي، بل هو إمعان في توصيل الفكرة التي يريد
+
+124
+00:11:44,290 --> 00:11:50,870
+انتهينا من الحديث عن مقدمات كتب الجاحظ. الآن نريد
+
+125
+00:11:50,870 --> 00:11:55,810
+أن نتعرف على القضايا التي أثارها الجاحظ في هذا
+
+126
+00:11:55,810 --> 00:12:01,790
+الكتاب. من تريد المشاركة؟ تفضلي.  ومهما كثرت الآراء...
+
+127
+00:12:01,790 --> 00:12:05,410
+ومهما كثرت تلك الآراء والتعددات، فإنها تدور حول
+
+128
+00:12:05,410 --> 00:12:10,490
+محورين أساسيين هما أن الكتاب ألف للرد على الشعوبيين،
+
+129
+00:12:10,490 --> 00:12:15,930
+وضحت حججهم المزعومة في أن العرب ليسوا أهل بيان.
+
+130
+00:12:16,190 --> 00:12:21,110
+والثاني... والثاني هو عرض للنماذج الأدبية الرائعة
+
+131
+00:12:21,110 --> 00:12:25,910
+التي هي القدوة والمثل الذي يحتذى به. والكتاب، و
+
+132
+00:12:25,910 --> 00:12:30,310
+ال... والمُلْحَقات. والسبب الثاني هو الذي يفسر اهتمام
+
+133
+00:12:30,310 --> 00:12:34,790
+الجاحظ بالخطابة، وما نراه في الكتاب من نزعة تعليمية.
+
+134
+00:12:35,210 --> 00:12:40,050
+والبيان والتبيين ما هو إلا تلبية لحاجات ذلك العصر،
+
+135
+00:12:40,050 --> 00:12:44,650
+وتعبير صادق عن اهتمامات أهله بفنون النثر عليه،
+
+136
+00:12:44,650 --> 00:12:50,890
+وبالخطابة على وجه الخصوص. كما اهتم فلاسفة اليونان
+
+137
+00:12:50,890 --> 00:12:55,870
+قديمًا بتعليم... بتعليم أساليب طرق اللغة العربية،
+
+138
+00:12:55,870 --> 00:13:02,170
+وطرق التلاعب بألفاظها. كذلك اهتم الجاحظ بتزعم مدرسة
+
+139
+00:13:02,170 --> 00:13:07,650
+... مدرسة من مدارس المعتزلة الجاحظية، بتعليم مريديه
+
+140
+00:13:07,650 --> 00:13:11,630
+فنون القول، والأساليب المُجادلة، وطرق الاحتجاج،
+
+141
+00:13:11,630 --> 00:13:15,270
+ليتمكنوا من مناظرة أهل الفرق الأخرى.
+
+142
+00:13:19,810 --> 00:13:23,850
+يعني نحن قلنا في اللقاء الماضي أن الجاحظ يقف على
+
+143
+00:13:23,850 --> 00:13:26,930
+رأس مدرسة المعتزلة.
+
+144
+00:13:28,560 --> 00:13:35,220
+وعلى قِبالته يقف ابن قتيبة على رأس مدرسة أهل السنة.
+
+145
+00:13:35,220 --> 00:13:41,800
+وقلنا هما نِدان، هذا بكثرة مؤلفاته وكتبه، وذاك بكثرة
+
+146
+00:13:41,800 --> 00:13:46,480
+مؤلفاته وكتبه، والخلاف بينهما في المذهب الديني.
+
+147
+00:13:49,670 --> 00:13:56,890
+الكتاب، كما قلنا، جاء استجابة لحاجات عصره،
+
+148
+00:13:56,890 --> 00:14:03,850
+وبالتالي انطوى في مباحثه على ثلاثة أنواع من
+
+149
+00:14:03,850 --> 00:14:11,430
+القضايا: قضايا تتصل بالشعر ونقده، وقضايا تتصل بالشعر
+
+150
+00:14:11,430 --> 00:14:12,470
+والنثر معاً.
+
+151
+00:14:15,110 --> 00:14:22,610
+وقضايا تتصل بنقد النثر. سنقف عند التي تتصل بالشعر
+
+152
+00:14:22,610 --> 00:14:30,790
+والنثر معاً. من تلك القضايا، تفضلي، وهي قضية اللفظ
+
+153
+00:14:30,790 --> 00:14:37,190
+والمعنى. من القضايا التي تتصل بالشعر والنثر معاً،
+
+154
+00:14:37,190 --> 00:14:46,720
+وفيها انحاز الجاحظ للألفاظ حين قال: المعاني ملقاة على
+
+155
+00:14:46,720 --> 00:14:55,020
+قارعة الطريق، يعرفها العربي والأعجمي. إنما الفضل في
+
+156
+00:14:55,020 --> 00:15:02,320
+تخيير اللفظ وحسن السبك. هنا يرينا الجاحظ ميله، قد
+
+157
+00:15:02,320 --> 00:15:08,320
+نتفق معه ونتفهم هذا الكلام، دون أن نهمل شأن المعنى
+
+158
+00:15:08,320 --> 00:15:13,680
+أيضاً، لأن الإحساس بالألم أو الإحساس بالمتعة، إحساس
+
+159
+00:15:13,680 --> 00:15:18,160
+يشترك فيه العرب جميعاً، الناس جميعاً، كما يشترك فيه
+
+160
+00:15:18,160 --> 00:15:23,740
+العجم. الفرق بين الناس ومن يمتلك أداة التعبير عن
+
+161
+00:15:23,740 --> 00:15:30,810
+هذا الإحساس، إذا أراد ذلك الجاحظ، فهذا كلام بديهي. ولكن
+
+162
+00:15:30,810 --> 00:15:36,770
+هذا لا يعني أن نهمل شأن اللفظ، ولا ننسى ما قاله
+
+163
+00:15:36,770 --> 00:15:42,690
+النقاد السابقون من ضرورة المواءمة بين اللفظ والمعنى.
+
+164
+00:15:42,690 --> 00:15:47,190
+إذا كان الأمر يُقاس على جودة السبك، فإن ابتذال
+
+165
+00:15:47,190 --> 00:15:53,170
+المعاني يُخل بالشكل الحسن. لابد أن تكون المعاني
+
+166
+00:15:53,170 --> 00:16:01,670
+أصيلة، مُقْتَرَعة، وتعبر بألفاظ جيدة السبك.  خطابة في ذلك
+
+167
+00:16:01,670 --> 00:16:07,110
+العصر. انتقل الآن إلى النوع الثالث من القضايا التي
+
+168
+00:16:07,110 --> 00:16:13,690
+اهتم بها كتاب البيان والتبيين، وهو النوع الذي يختص
+
+169
+00:16:13,690 --> 00:16:20,990
+بالنثر ونقده فقط. وهنا لابد أن نقول أن الحديث عن
+
+
+223
+00:21:21,520 --> 00:21:27,310
+الشدقين بأنها من المصوّغات أو من ما يُمدح به
+
+224
+00:21:27,310 --> 00:21:34,530
+الخطاباء، تشدق بالقول أو جهيرة الصوت جهيرة العطاس
+
+225
+00:21:34,530 --> 00:21:39,130
+إلى غير ذلك من الأبيات المبثوثة بين أيديكم، يعني في
+
+226
+00:21:39,130 --> 00:21:45,790
+العيوب، تحدث عن أنواع من العيوب، عيوب طريقة، عيوب
+
+227
+00:21:45,790 --> 00:21:52,720
+دائمة، عيوب خلقية، عيوب اللغة والأسلوب، علينا أن نتابعه
+
+228
+00:21:52,720 --> 00:21:56,760
+في هذه العيوب، لنتعرف عليها، العيوب الطارئة للخطيب
+
+229
+00:21:56,760 --> 00:22:01,640
+حينما يقف أول مرة على المنبر، قد يتصبب عرقًا، ولكن
+
+230
+00:22:01,640 --> 00:22:08,260
+بالتكرار، يزول هذا العيب، قد تحدث فيه رجفة من هول
+
+231
+00:22:08,260 --> 00:22:12,060
+الموقف لأول مرة، ثم يعتاد الأمر، فيزول هذا العيب
+
+232
+00:22:12,060 --> 00:22:18,660
+لذلك نقول هذه عيوب طارئة، ذكرها الجاحظ، هناك عيوب
+
+233
+00:22:19,430 --> 00:22:24,270
+دائمة، كما قلت، وهي الخلقية التي لا دخل للخطيب فيها
+
+234
+00:22:24,270 --> 00:22:30,430
+ولا يمكن أن يتخلص منها، حديث جاهز عن العيوب وعن
+
+235
+00:22:30,430 --> 00:22:36,850
+الصفات، أما الذي قالته زميلتي، فبعضه يتصل بما
+
+236
+00:22:36,850 --> 00:22:41,790
+ينبغي أن يكون عليه الخطيب، أن يكون حسن الهيئة، حسن
+
+237
+00:22:41,790 --> 00:22:49,290
+المظهر، أن يكون حسن السيرة والسمعة، الذي يؤثر عنه
+
+238
+00:22:49,290 --> 00:22:58,350
+الكذب، لكي يكون مؤثرًا في جمهور المتلقين، هذا
+
+239
+00:22:58,350 --> 00:23:08,130
+كان عن الخطيب، أما النص فقد
+
+240
+00:23:08,130 --> 00:23:14,690
+بدأ الحديث عنه بذكر مقومات الخطبة وشروط نجاحها
+
+241
+00:23:21,310 --> 00:23:29,010
+فحدثنا عن أجزاء الخطبة، ولكل جزء مقومات حسن ابتداء،
+
+242
+00:23:29,010 --> 00:23:35,830
+الخطبة، أن تبدأ بالبسملة، بالحمد والثناء على رب
+
+243
+00:23:35,830 --> 00:23:41,770
+العزة، ثم بعد ذلك بالصلاة والتسليم، هذا من مقومات
+
+244
+00:23:41,770 --> 00:23:47,150
+الابتداء، ومتى يجوز الإطالة في الابتداء، ومتى لا يجوز
+
+245
+00:23:48,010 --> 00:23:54,990
+أو ينبغي الإيجاز، حسب نوع الخطبة وموضوع الخطبة أيضًا
+
+246
+00:23:54,990 --> 00:23:59,530
+في الـMatter، حدثنا عن شروط الـMatter، وما يحتاج إليه
+
+247
+00:23:59,530 --> 00:24:03,170
+من استشهاد بالقرآن الكريم، أو بالشعر، أو
+
+248
+00:24:03,170 --> 00:24:07,510
+بالحديث النبوي، إيراد بعض الأدلة المنطقية والعقلية
+
+249
+00:24:07,510 --> 00:24:13,930
+لإقناع جمهور المتلقين، أيضًا الخاتمة، وحسن الختام، لأن
+
+250
+00:24:13,930 --> 00:24:19,150
+الخاتمة هي آخر ما يبقى في عقل المتلقي، لذلك وضع لها
+
+251
+00:24:19,150 --> 00:24:25,390
+الجاحظ شروطًا، التي تجعلها ناجحة، أن تكون
+
+252
+00:24:25,390 --> 00:24:30,290
+مختصرة، وأن يختم أحيانًا الخطيب ببيت من الشعر
+
+253
+00:24:30,290 --> 00:24:35,890
+يحفظه المتلقي، أو بآية تجمل موضوع الخطبة، وقال إن
+
+254
+00:24:35,890 --> 00:24:44,160
+كثرة الكلام يُنسي بعضه بعضًا، هذا عن بناء الخطبة، ثم
+
+255
+00:24:44,160 --> 00:24:51,580
+بعد ذلك حدثنا عن أنواع الخطب، ونستطيع
+
+256
+00:24:51,580 --> 00:24:56,780
+أن نستخلص من ثانية حديثه، أن الخطب تنقسم إلى ثلاثة
+
+257
+00:24:56,780 --> 00:25:01,180
+أنواع، الخطب السياسية بأنواعها،
+
+258
+00:25:02,840 --> 00:25:09,160
+وكخطب الأحلاف، وخطب التي تكون أمام الجيش قبل
+
+259
+00:25:09,160 --> 00:25:15,680
+الاستعداد للمعركة، وخطب التحفيز، ثم الخطب الدينية
+
+260
+00:25:15,680 --> 00:25:25,900
+كخطب العيدين، وخطب الجمعة، وهناك الخطب الاجتماعية، وإن
+
+261
+00:25:25,900 --> 00:25:30,680
+كنا نلاحظ تداخلًا أحيانًا، حيث يجعل خطب النكاح من
+
+262
+00:25:30,680 --> 00:25:34,720
+الخطب الدينية، أو خطب على القبر من الخطب الدينية،
+
+263
+00:25:34,720 --> 00:25:40,250
+لأنها تتشبّه بالوعظ، بالموعظة، لكن القسم الثالث،
+
+264
+00:25:40,250 --> 00:25:45,850
+الاجتماعية، ندخل فيه خطب الزواج، ندخل فيه الخطب
+
+265
+00:25:45,850 --> 00:25:50,910
+التعزية، والتأبين، وغير ذلك، ندخل فيه خطب المناسبات
+
+266
+00:25:50,910 --> 00:25:55,330
+الاجتماعية العامة، كأن يعود إنسان من سفر، أو يهنأ
+
+267
+00:25:55,330 --> 00:26:01,680
+بالشفاء، أو غير ذلك من المناسبات الاجتماعية، وقرأنا
+
+268
+00:26:01,680 --> 00:26:26,320
+شروطًا ودوابط كل خطبة، وصفات نجاح هذه الخطبة، ثم
+
+269
+00:26:26,320 --> 00:26:32,370
+بعد ذلك، ننتقل مع الجاحظ إلى الحديث عن المتلقي، بعد
+
+270
+00:26:32,370 --> 00:26:40,150
+أن حدثنا عن المبدع، ثم الخطبة، ثم الآن الشق الثالث
+
+271
+00:26:40,150 --> 00:26:45,430
+من العملية الإبداعية، لأن المتلقي هو العنصر المهم
+
+272
+00:26:45,430 --> 00:26:50,900
+والرئيسي في العملية الإبداعية، المبدع الذي يبدع نصًا
+
+273
+00:26:50,900 --> 00:26:57,860
+ولا يعرضه على الناس كأنه لم يبدع شيئًا، لذلك لابد من
+
+274
+00:26:57,860 --> 00:27:04,800
+مراعاة المتلقي، ففي هذا السياق حدثنا عن مراعاة حالة
+
+275
+00:27:04,800 --> 00:27:10,580
+المستمعين، كيف أراعي حالة المستمعين؟ أراعي الحالة
+
+276
+00:27:10,580 --> 00:27:16,790
+النفسية للمتلقي، ففي يوم حزن، لو أحدثهم عن موضوعات
+
+277
+00:27:16,790 --> 00:27:25,110
+مبهجة، وفي يوم فرح، لو أحدثهم عن الموت، مراعاة
+
+278
+00:27:25,110 --> 00:27:28,750
+الحالة النفسية للمتلقي، مراعاة الحالة العمرية
+
+279
+00:27:28,750 --> 00:27:32,950
+للمتلقي أيضًا،
+
+280
+00:27:32,950 --> 00:27:36,330
+مراعاة
+
+281
+00:27:36,330 --> 00:27:45,570
+المقام الذي يخطب فيه، إذ أن لكل مقام مقال، هذا سنراه
+
+282
+00:27:45,570 --> 00:27:51,470
+مبثوثًا في ثنايا وتضاعيف كتاب البيان والتبيين، أردنا
+
+283
+00:27:51,470 --> 00:27:56,610
+هنا الإشارة إلى أهم القضايا التي عالجها الجاحظ في
+
+284
+00:27:56,610 --> 00:28:02,290
+هذا الكتاب، ولا أقصد القضايا بعمومها، بل أقصد
+
+285
+00:28:02,290 --> 00:28:08,970
+القضايا التي تتصل بالنثر، ما يتصل بالنثر، قلنا هناك
+
+286
+00:28:08,970 --> 00:28:14,670
+ما امتزج فيه النثر والشعر، كقضية اللفظ والمعنى،
+
+287
+00:28:14,670 --> 00:28:23,080
+وهناك ما كان للنثر خالصًا عنه، كقضية الخطابة، ويعد هذا
+
+288
+00:28:23,080 --> 00:28:30,400
+الكتاب من الكتب التي نضج فيها الحديث عن الخطابة
+
+289
+00:28:30,400 --> 00:28:38,100
+وصفاتها، وكل ما يتصل بمقومات نجاحها، على الصعيد
+
+290
+00:28:38,100 --> 00:28:43,400
+الثلاثة: صعيد المبدع، وصعيد النص، وصعيد المتلقي
+
+291
+00:28:46,510 --> 00:28:51,390
+طبعًا سنعود لهذا الكتاب في ثانية القضايا، نقد النثر
+
+292
+00:28:51,390 --> 00:28:57,190
+حينما نتحدث بعد ذلك عن دوابط الخطبة، سيكون حديثنا
+
+293
+00:28:57,190 --> 00:29:02,090
+هو استنباط من كل هذه المصادر، وسنلاحظ أن كتاب
+
+294
+00:29:02,090 --> 00:29:07,070
+البيان والتبيين يأخذ موقع الصدارة بين تلك المصادر
+
+295
+00:29:07,070 --> 00:29:13,010
+في تكوين نظرية لنقد الخطابة مثلًا، أو لنقد الرسالة
+
+296
+00:29:17,510 --> 00:29:24,230
+بقي أن أشير إلى ظاهرة الاستطراد التي تميز بها
+
+297
+00:29:24,230 --> 00:29:35,330
+الجاحظ في كتبه جميعًا، نعرفها
+
+298
+00:29:35,330 --> 00:29:43,190
+وقد اعتدنا حين يذكر الجاحظ أو يذكر أحد كتبه مباشرة
+
+299
+00:29:43,190 --> 00:29:47,130
+يتحدث المؤلف أو الذاكر لهذه الكتب عن الاستطراد،
+
+300
+00:29:47,130 --> 00:29:57,870
+ويرى عيبًا، أنا أقول إنه سمة من سمات الجاحظ، ولعلي
+
+301
+00:29:57,870 --> 00:30:02,850
+أختلف عن الآخرين حين أقول إنه مزية، لم يعد عيبًا،
+
+302
+00:30:02,850 --> 00:30:10,610
+إنه وسيلة من وسائل التفهيم، حيث ينتقل من قضية إلى
+
+303
+00:30:10,610 --> 00:30:16,970
+أخرى، فلا أشعر كمتلقي بالملل، لو استغرق في قضية
+
+304
+00:30:16,970 --> 00:30:23,570
+واحدة، قد أصاب بالملل، ولكن لعل الجاحظ نفسه قد تنبه
+
+305
+00:30:23,570 --> 00:30:27,890
+لهذا، ومال إلى الاستطراد عن قصده،
+
+306
+00:30:32,450 --> 00:30:37,650
+فما يراه البعض عيبًا، لا أراه كذلك، قد احتج من قال
+
+307
+00:30:37,650 --> 00:30:43,930
+إن الاستطراد عيبًا، بأن بعض القضايا لم تكتمل عند
+
+308
+00:30:43,930 --> 00:30:51,410
+الجاحظ، والاستطراد أنساه الكثير من الأمور التي كان
+
+309
+00:30:51,410 --> 00:30:55,950
+يريد أن يتحدث عنها، فجاء الحديث مبثوثًا في ثنايا
+
+310
+00:30:55,950 --> 00:31:03,140
+الكتاب، كالخطابة، لم تأتِ متسلسلة، لم تأتِ مرتبة، بل
+
+311
+00:31:03,140 --> 00:31:07,100
+على القارئ المجتهد أن يرتب ما قاله الجاحظ عن
+
+312
+00:31:07,100 --> 00:31:15,180
+الخطابة، واستشهدوا على ذلك بقضية اللفظ والمعنى التي
+
+313
+00:31:15,180 --> 00:31:20,700
+بدأ الحديث عنها الجاحظ في كتابه الحيوان، والاستطراد
+
+314
+00:31:20,700 --> 00:31:27,810
+شغله عنها، فنسي أن يتمم الحديث عنها، ثم بعد ذلك نرى
+
+315
+00:31:27,810 --> 00:31:34,230
+تتمة الحديث في كتابه البيان والتبيين، أقول وإن كان
+
+316
+00:31:34,230 --> 00:31:40,070
+الأمر كذلك، فلا يعد هذا من كبير عيوبه، بل قد يكون
+
+317
+00:31:40,070 --> 00:31:50,330
+إشارة على سعة علمه، وكثرة مصادره، وتنوع ثقافته، معلوم
+
+318
+00:31:50,330 --> 00:31:57,430
+أن الجاحظ أحاط بثقافة عصره، وهو خير من يمثلها، وقد
+
+319
+00:31:57,430 --> 00:32:05,950
+ذكر ما وصل إليه من بعض الشذرات، أو من بعض ما تداوله
+
+320
+00:32:05,950 --> 00:32:10,710
+الناس عن اليونان، وعن أرسطو، وعن الهنود، بل ذاكر
+
+321
+00:32:10,710 --> 00:32:17,010
+بعض المعارف عن الهنود، وأنهم يدّعون الفصاحة والبيان
+
+322
+00:32:17,010 --> 00:32:22,330
+ثم بدأ يقارن أو يوازن بين الهنود والعرب، سعة ثقافة
+
+323
+00:32:22,330 --> 00:32:27,310
+الرجل، وحرصه أن يُجيد بكل ما يعرف، جعله ينتقل من
+
+324
+00:32:27,310 --> 00:32:34,550
+موضوع إلى آخر، هذا رأي في تبرير الاستطراد، في ميزان
+
+325
+00:32:34,550 --> 00:32:42,070
+الموضوعي، بقي أن نقول إن الكتاب يعد موسوعة تخدم اللغة
+
+326
+00:32:42,070 --> 00:32:49,310
+العربية، وعلوم العربية، فهو يعد مصدرًا للدرس البلاغي
+
+327
+00:32:49,310 --> 00:32:55,880
+الذي نُعليه، في غياب المنهج العلمي، أصبح كتاب البيان
+
+328
+00:32:55,880 --> 00:33:01,160
+والتبيين أكبر المصنّفات العربية التي اشتهرت باللغة
+
+329
+00:33:01,160 --> 00:33:05,240
+العربية، فقد تحدثت عن مصادر عدة، من بينها المصدر
+
+330
+00:33:05,240 --> 00:33:11,280
+الأول، وهو المصدر، مصادر الدرس البلاغي، وفي هذا المصدر
+
+331
+00:33:11,280 --> 00:33:15,340
+يرجع إليه...يعد الكتاب مصدرًا من مصادر الدرس
+
+332
+00:33:15,340 --> 00:33:19,780
+البلاغي، أي أنا الذي يريد أن يبحث في نشأة البلاغة
+
+333
+00:33:19,780 --> 00:33:25,700
+وعلوم البلاغة، يعتمد كتاب الجاحظ، أتفضل، يعد كتاب
+
+334
+00:33:25,700 --> 00:33:31,180
+البيان والتبيين مصدرًا من مصادر الدرس البلاغي، ومن
+
+335
+00:33:31,180 --> 00:33:36,370
+استطاع أن يرجع إليه... من استطاع أن... من أراد أن
+
+336
+00:33:36,370 --> 00:33:42,610
+يدرس البلاغة، فعليه الرجوع لكتاب البيان والتبيين،
+
+337
+00:33:42,610 --> 00:33:47,730
+وذلك لأنه يتحدث عن الفصاحة والبيان والبلاغة، كما
+
+338
+00:33:47,730 --> 00:33:54,530
+أنه يعد مصدرًا من مصادر الدرس اللغوي، يُعد مصدرًا من
+
+339
+00:33:54,530 --> 00:33:58,890
+مصادر، حيث يرجع إليه في دراسة... حيث يرجع إليه
+
+340
+00:33:58,890 --> 00:34:02,070
+في دراسة تاريخ اللغة العربية... أنا أريد أن أقول،
+
+341
+00:34:02,070 --> 00:34:06,690
+وليس من الكتاب، حيث يرجع فيه إلى تاريخ اللغة
+
+342
+00:34:06,690 --> 00:34:10,990
+العربية، وتطور مفرداتها، والمقارنة، وفروق دلالتها
+
+343
+00:34:10,990 --> 00:34:16,940
+والتعرف على لهجات الأقوام القديمة، واقتران الأصوات
+
+344
+00:34:16,940 --> 00:34:20,620
+في العربية، والفروق... الفوارق الصوتية بين اللغات،
+
+345
+00:34:20,620 --> 00:34:27,380
+كذلك يعد مصدرًا من مصادر الدرس الأدبي، إذ يجمع فيه
+
+346
+00:34:27,380 --> 00:34:31,340
+...إذ يجمع فيه الكثير من ألوان البيان، وقوانينه، بين
+
+347
+00:34:31,340 --> 00:34:36,740
+المنظوم...المنظوم والمنثور، من أشعار، وأخبار، و
+
+348
+00:34:36,740 --> 00:34:42,420
+خطب، وأمثال، ورسائل، وقصص، ومواعظ، أكمل،
+
+349
+00:34:43,720 --> 00:34:49,480
+كذلك الكثير من الجوانب، يعني، كما قالت زميلتي، كنا
+
+350
+00:34:49,480 --> 00:34:54,340
+نعده مصدرًا من مصادر الدرس البلاغي، وبينت أن فيه
+
+351
+00:34:54,340 --> 00:34:58,180
+الكثير من المباحث التي تتصل بعلم الفصاحة،
+
+352
+00:34:58,180 --> 00:35:03,920
+والبلاغة، ثم يعد مصدرًا من مصادر درس علم اللغة، وعلم
+
+353
+00:35:03,920 --> 00:35:09,020
+الأصوات العربية، حيث تتبع نشأة، تاريخ نشأة اللغة
+
+354
+00:35:09,020 --> 00:35:13,460
+العربية، ثم درس اللهجات، ثم وازن بين تلك اللهجات،
+
+355
+00:35:13,460 --> 00:35:21,560
+وتحدث عن مجموعات الأصوات، وصنفها إلى مجموعات لثوية،
+
+356
+00:35:21,560 --> 00:35:27,200
+شفهية، أو مجموعات إطباق، وغير ذلك، أو انفجارية، شديدة،
+
+357
+00:35:27,200 --> 00:35:33,150
+وغير ذلك من التصنيفات التي قد تُفيد الدرس اللغوي،
+
+358
+00:35:33,150 --> 00:35:37,910
+الحديث عن بعضها، ولكنها كانت بدايات رائعة ومبشّرة،
+
+359
+00:35:37,910 --> 00:35:44,370
+أيضًا هو مصدر من مصادر الدرس الأدبي، قلنا إنه اجتمع
+
+360
+00:35:44,370 --> 00:35:50,710
+على قضايا تتصل بالشعر، وبالتالي أتى بقطع من الشعر
+
+361
+00:35:50,710 --> 00:35:57,430
+ناقشها، وأظهر فيها رأيه، أيضًا هو مصدر درس،
+
+362
+00:35:57,430 --> 00:36:06,280
+النثر، لأنه اجتمع على مختارات من الخطب العربية،
+
+363
+00:36:06,280 --> 00:36:11,560
+والرسائل البديعة، أخيرًا هو مصدر من مصادر الدرس
+
+364
+00:36:34,270 --> 00:36:44,950
+هل هناك أي استفسار؟ القضايا واضحة؟ طيب، إن شاء الله
+
+365
+00:36:44,950 --> 00:36:52,910
+ألتقيكِ في المحاضرة القادمة، على كتاب الرسالة،
+
+366
+00:36:52,910 --> 00:36:54,670
+العذراء، إلى اللقاء
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU.srt
new file mode 100644
index 0000000000000000000000000000000000000000..5be40f4edf8835f105d6da424113908c7a750915
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU.srt
@@ -0,0 +1,1357 @@
+1
+00:00:21,350 --> 00:00:25,290
+بسم الله الرحمن الرحيم والصلاة والسلام على النبي
+
+2
+00:00:25,290 --> 00:00:28,850
+الرحمن الرحيم وعلى آله وصحبه ومن ساره على هديه
+
+3
+00:00:28,850 --> 00:00:33,350
+إلى يوم الدين وبعد نستكمل
+
+4
+00:00:33,350 --> 00:00:40,050
+الحديث اليوم عن صحيفة بشر بن المعتمر تلك الصحيفة
+
+5
+00:00:40,050 --> 00:00:49,270
+التي حملت خبرة بشر الذي كان يقف على رأس مدرسة من
+
+6
+00:00:49,270 --> 00:00:55,070
+مدارس المتكلمين والذي كان هدفه الرئيسي إعداد ناشئة
+
+7
+00:00:55,070 --> 00:01:01,030
+للخطابة لكي يحملوا أفكار ومبادئ المدرسة البشرية
+
+8
+00:01:01,030 --> 00:01:06,870
+هذه الصحيفة هي خلاصة تجربة بشر بن المعتمر وقد
+
+9
+00:01:06,870 --> 00:01:15,410
+رأيناه يتحدث فيها عن عدة قضايا منها اغتنام لحظة
+
+10
+00:01:15,410 --> 00:01:21,290
+الإبداع هذه القضية المهمة ليست في الخطابة فقط أو
+
+11
+00:01:21,290 --> 00:01:25,670
+في الكتابة فقط بل في شؤون حياة الإنسان عامة
+
+12
+00:01:25,670 --> 00:01:32,050
+والمقصود باغتنام لحظة الإبداع أن النفس تصفُّ في
+
+13
+00:01:32,050 --> 00:01:38,870
+أوقات معينة لها حالات تبدع فيها وحالات قد يصعب
+
+14
+00:01:38,870 --> 00:01:44,200
+عليها القول وهذا أمر نختبره في أنفسنا وفي أيامنا
+
+15
+00:01:44,200 --> 00:01:50,800
+العادية أنت حينما تقرأين قد تمرين بوقت لا تستطيعين
+
+16
+00:01:50,800 --> 00:01:55,360
+أن تحصلي صفحة من كتاب وفي وقت آخر قد يسهل عليك
+
+17
+00:01:55,360 --> 00:02:01,340
+الكتاب كله لكل نفس حالة هناك من تتهيأ نفسها بعد نوم
+
+18
+00:02:01,800 --> 00:02:07,160
+عند الصباح وهناك من تتهيأ نفسها عصرا وعلى كل إنسان
+
+19
+00:02:07,160 --> 00:02:12,620
+أن يكتشف هذه اللحظة التي كما يقول عنها بشر قليلها
+
+20
+00:02:12,620 --> 00:02:18,180
+كثير بإذن الله عز وجل بدل من أن أحشر نفسي في لحظة
+
+21
+00:02:18,180 --> 00:02:26,010
+ليست مهيئة لكي أزهر وأجهد نفسي دون طائل علي أن
+
+22
+00:02:26,010 --> 00:02:31,030
+أبحث عن الوقت المناسب لكي أبدع فيه أو لكي أحصل فيه
+
+23
+00:02:31,030 --> 00:02:37,210
+حتى للتحصيل العلمي هذه قضية أولى من القضايا التي
+
+24
+00:02:37,210 --> 00:02:46,330
+تعرض لها بشر أبو
+
+25
+00:02:46,330 --> 00:02:47,610
+حمز هذا لا يتحرك
+
+26
+00:03:01,910 --> 00:03:14,450
+بتعطيني مغلق امتحان يعني اجلسي
+
+27
+00:03:14,450 --> 00:03:16,430
+تعالي هنا
+
+28
+00:03:37,290 --> 00:03:42,910
+طيب خلاص اليوم لا نريد مشاركة تكونها في واحدة
+
+29
+00:03:42,910 --> 00:03:50,600
+محاضرة فقط فبنريحها أنتِ المحاضرة؟ طيب أنتِ بتقولي
+
+30
+00:03:50,600 --> 00:03:53,860
+شرحتها المرة اللي فاتت لأ يا دكتور هذه الفقرة
+
+31
+00:03:53,860 --> 00:03:56,500
+شرحتها في المحاضرة اللي فاتت أنا شرحتها وحضرت من
+
+32
+00:03:56,500 --> 00:03:59,500
+عند وقد جعل اللفظ والمعنى في ثلاث درجات أيوة من
+
+33
+00:03:59,500 --> 00:04:10,480
+هنا أنا محاضرة والطبع والصنعة وغيرها أيضا
+
+34
+00:04:10,480 --> 00:04:15,280
+من القضايا المهمة التي تعرض لها بشر بن المعتمر
+
+35
+00:04:15,280 --> 00:04:20,470
+قضية اللفظ والمعنى وهي قضية من القضايا المشتركة
+
+36
+00:04:20,470 --> 00:04:27,270
+بين الشعر والنثر وقد رأينا النقاد الذين سبقوا
+
+37
+00:04:27,270 --> 00:04:33,710
+والذين استعرضنا آراءهم في كتب نقد الشعر قد تعرض
+
+38
+00:04:33,710 --> 00:04:38,770
+أكثر من واحد منهم لهذه القضية المهمة ووضعوا شروطا
+
+39
+00:04:38,770 --> 00:04:43,170
+لها وهنا يشد التنبيه على أننا سنلاحظ أن النقاد
+
+40
+00:04:43,170 --> 00:04:50,090
+انقسموا حول هذه القضية إلى ثلاثة أقسام قسم انحاز للفظ
+
+41
+00:04:50,090 --> 00:04:53,850
+كالجارِح مثلا الذي رأى أن المعاني ملقاة على قارعة
+
+42
+00:04:53,850 --> 00:05:01,230
+الطريق كما سيمر بينها وقسم كالمبرد في كتابه الكامل
+
+43
+00:05:01,230 --> 00:05:07,270
+في اللغة والأدب الذي انحاز للمعنى وقسم توسط بين
+
+44
+00:05:07,270 --> 00:05:13,500
+الفريقين من الذين توسطوا وبشر بن المعتمر في هذه
+
+45
+00:05:13,500 --> 00:05:19,220
+الصحيفة حيث يرى ضرورة الاهتمام بكلاهما باللفظ
+
+46
+00:05:19,220 --> 00:05:25,620
+والمعنى معاً وهذا
+
+47
+00:05:25,620 --> 00:05:33,140
+أمر بدهي لأن فساد عنصر سيفسد عنصراً آخر حتما إذا كان
+
+48
+00:05:33,140 --> 00:05:37,740
+المعنى شريف واللفظ فيه تواعر وغرابة فما فائدة شرف
+
+49
+00:05:37,740 --> 00:05:43,620
+المعنى واختراع معنى مخترع، معنى جميل ولكن جاء في
+
+50
+00:05:43,620 --> 00:05:49,540
+ثياب بالية أو ثياب مستهجنة لفظ غريب مستهجن
+
+51
+00:05:49,540 --> 00:05:55,360
+وبالتالي إن أفضل الآراء هو الرأي الذي يقول بضرورة
+
+52
+00:05:55,360 --> 00:06:03,200
+موازنة اللفظ والمعنى معاً وهو كما قال ينصحنا
+
+53
+00:06:03,200 --> 00:06:11,860
+بالبعد عن التقعر في اللفظ كما أنه ينصحنا بالابتعاد
+
+54
+00:06:11,860 --> 00:06:17,260
+عن المبتذل من المعاني يعني لابد أن يكون للإنسان
+
+55
+00:06:17,260 --> 00:06:23,680
+بصمة في المعنى فيه اختراع واللفظ فيه وِعاء لهذا
+
+56
+00:06:23,680 --> 00:06:28,460
+المخترع قادر على التعبير عن المخترع من المعاني
+
+57
+00:06:43,480 --> 00:06:47,600
+بشر بن المعتمر في سياق حديثه عن اللفظ والمعنى
+
+58
+00:06:47,600 --> 00:06:53,160
+قسم لنا اللفظ والمعنى في ثلاث درجات الدرجة الأولى
+
+59
+00:06:53,160 --> 00:06:59,210
+أن يكون اللفظ فخماً رشيقا ويكون المعنى مفهوماً
+
+60
+00:06:59,210 --> 00:07:04,110
+ومعروفاً عند الجميع سواء إذا كنا نريد بالخطاب أو
+
+61
+00:07:04,110 --> 00:07:09,070
+بحديثنا أن نتحدث مع الخاصة أو أن نتحدث مع العامة
+
+62
+00:07:09,070 --> 00:07:14,730
+أيضاً عندما بدأ يسرد لنا هذه الدرجات تعرض إلى قضية
+
+63
+00:07:14,730 --> 00:07:19,890
+مهمة من قضايا النقد الأدبي وهي قضية الطبع والتكلف
+
+64
+00:07:19,890 --> 00:07:25,700
+إتريِث قليل يعني في القضية الأولى قضية الموائمة
+
+65
+00:07:25,700 --> 00:07:31,620
+ودرجات اللفظ والمعنى كأن به ينظر إلى درجات الناس
+
+66
+00:07:31,620 --> 00:07:37,860
+والدرجة العليا من البشر كالملوك والوزراء والأمراء
+
+67
+00:07:37,860 --> 00:07:42,220
+ما يناسبهم من الخطاب ومن الألفاظ والمعاني كذلك
+
+68
+00:07:42,220 --> 00:07:48,580
+للعامة ما يناسبها من ألفاظ ومعاني نتخيل أننا نتقعر
+
+69
+00:07:50,240 --> 00:07:56,300
+ونأتي بغريب اللفظ أو بفصيح الذائب في الفصحى لطبقة
+
+70
+00:07:56,300 --> 00:08:02,720
+من الناس من البساطة هل يفهمون ما نقول؟ كلا حتى وإن
+
+71
+00:08:02,720 --> 00:08:09,040
+كان لفظنا صحيحاً ومعناه مخترعاً وبالتالي ضرورة
+
+72
+00:08:09,040 --> 00:08:13,580
+مراعاة طبقات الناس وأن تكون طبقات المعاني والألفاظ
+
+73
+00:08:13,580 --> 00:08:20,370
+على قدر طبقات الناس تفضلي أيضاً في السياق هذه القضية
+
+74
+00:08:20,370 --> 00:08:24,990
+يتحدث أيضاً عن قضية الطبع والتكلف ويرى ضرورة وجود
+
+75
+00:08:24,990 --> 00:08:29,170
+الطبع عند الأديب أو عند الكاتب حتى يستطيع أن يبدأ
+
+76
+00:08:29,170 --> 00:08:33,690
+إذا كان اللي هو الطبع والتكلف موجود عند الكاتب أو
+
+77
+00:08:33,690 --> 00:08:38,630
+الأديب ولا يحتاج إلى أي جهد أو .. أو .. أو .. أو
+
+78
+00:08:38,630 --> 00:08:42,610
+جهد فإن بشر بن المعتمر يضعفه في الدرجة الأولى
+
+79
+00:08:42,840 --> 00:08:46,900
+أما الشخص الذي يعني يوجد عنده شيء من الطبيعي ولكنه
+
+80
+00:08:46,900 --> 00:08:51,300
+يحتاج إلى مزيد من التدريب ومزيد من المعاودة فإن
+
+81
+00:08:51,300 --> 00:08:55,540
+بشر بن المعتمر يضعه في الدرجة الثانية أما الأشخاص
+
+82
+00:08:55,540 --> 00:09:00,360
+الذين لا يملكون أي شيء من الطبيعي فنصحهم بشر بن
+
+83
+00:09:00,360 --> 00:09:04,540
+المعتمر بأن يتوجهوا إلى صناعة أخرى تناسب قدرتهم
+
+84
+00:09:05,080 --> 00:09:08,920
+أيضاً بشر بن المعتمر عندما تحدث عن درجات اللفظ
+
+85
+00:09:08,920 --> 00:09:13,740
+والمعنى تطرق إلى قضية أخرى خلينا في القضية الأولى
+
+86
+00:09:13,740 --> 00:09:22,920
+وهي الطبع والصنعة قولي اسمك واجلسي
+
+87
+00:09:22,920 --> 00:09:28,980
+في
+
+88
+00:09:28,980 --> 00:09:36,450
+قضية الطبع والصنعة سنلاحظ أن بشر بن المعتمر ينبهنا
+
+89
+00:09:36,450 --> 00:09:42,190
+إلى ضرورة وجود الاستعداد الفطري لمن أراد أن يتصدى
+
+90
+00:09:42,190 --> 00:09:46,770
+للخطابة أو الكتابة فكما أن الموهبة أو الاستعداد
+
+91
+00:09:46,770 --> 00:09:52,430
+الفطري شرط من شروط الشعر كذلك هو شرط من شروط
+
+92
+00:09:52,430 --> 00:09:57,450
+الخطابة والكتابة وبالتالي على الإنسان أن يختبر
+
+93
+00:09:57,450 --> 00:10:02,830
+نفسه إن كان لديه هذا الاستعداد ولديه ميل فطري لِ
+
+94
+00:10:02,830 --> 00:10:08,560
+أن يكون خطيباً أو كاتباً فليكن وإلا فليبحث لنفسه عن
+
+95
+00:10:08,560 --> 00:10:16,860
+مهنة تناسب قدراته وتناسب استعداده الفطري ثم بعد ذلك
+
+96
+00:10:16,860 --> 00:10:25,640
+يقسّم هذه الطبقات الطبقات المطبوعة على ثلاث طبقات: طبع يواكبه
+
+97
+00:10:25,640 --> 00:10:32,160
+دربة وميران خبرة وتملك أدوات هذا في القمة إنسان
+
+98
+00:10:32,160 --> 00:10:36,020
+يتملك أدوات اللغة و لديه خبرة بفنون القول وإيراد
+
+99
+00:10:36,020 --> 00:10:42,970
+المعاني هذا يقف على رأس المطبوعين آخر يمتلك الطبع
+
+100
+00:10:42,970 --> 00:10:49,150
+ولكن تعوزه الدرابة عليه أن يدرب نفسه قبل أن يتكلف
+
+101
+00:10:49,150 --> 00:10:52,970
+بهذه الصناعة أما اللون الثالث أو الفريق الثالث
+
+102
+00:10:52,970 --> 00:10:57,610
+فعليه أن يبتعد عن هذه الصناعة لأنه لا يمتلك طبعاً
+
+103
+00:10:57,610 --> 00:11:07,050
+وليست لديه الدرابة كلام جميل في هذا السياق في ثانية
+
+104
+00:11:07,050 --> 00:11:12,430
+حديثة عن قضية اللفظ والمعنى والطبع والصنعة سنجد
+
+105
+00:11:12,430 --> 00:11:19,470
+أنه يلتفت لبعض القضايا المهمة كقضية مناسبة درجات
+
+106
+00:11:19,470 --> 00:11:28,960
+الكلام وطبقات السامعين أنا خطيب ذهبت إلى مسجد
+
+107
+00:11:28,960 --> 00:11:35,240
+قرية كمنطقة مثلاً في منطقة الزوايدة أو منطقة
+
+108
+00:11:35,240 --> 00:11:41,550
+بيت لاهيا أو الشاطئ وأعددت لنفسي خطبة من التراجم أو
+
+109
+00:11:41,550 --> 00:11:48,290
+العيار الثقيل موغلة في الفصحى ومدججة بالاستشهادات
+
+110
+00:11:48,290 --> 00:11:51,970
+بآيات القرآن الكريم والحديث النبوي والعبر
+
+111
+00:11:51,970 --> 00:11:57,550
+المستخلصة من آثار السابقين ثم وجدت أن الجمهور
+
+112
+00:11:57,550 --> 00:12:05,120
+بالكاد يعرف القراءة والكتابة هل أتقعر في الفصحى؟ لا
+
+113
+00:12:05,120 --> 00:12:09,080
+إذن عليّ مراعاة المقام لو كنت في الجامعة الإسلامية
+
+114
+00:12:09,080 --> 00:12:14,260
+خطيباً خاصة في طالبات اللغة العربية فعليّ أن أبتعد
+
+115
+00:12:14,260 --> 00:12:20,460
+عن العامي والمبتذل لأنه لن يروق لهؤلاء من المختصين
+
+116
+00:12:20,460 --> 00:12:28,720
+إذن عليّ مراعاة درجات الكلام مع طبقات السامعين أنا
+
+117
+00:12:28,720 --> 00:12:33,240
+أذهب لمختص عليّ أن أتسلح بالأدوات أذهب لعامي في
+
+118
+00:12:33,240 --> 00:12:38,780
+مسجد أو في موعظة أو في جمهور معين كخطب الحُمّالات
+
+119
+00:12:38,780 --> 00:12:43,620
+مثلاً تلك الخطب التي نقولها لاستيلال السخائم من
+
+120
+00:12:43,620 --> 00:12:50,680
+النفوس في الثارات وفي الصراعات بين الفرقاء
+
+121
+00:12:50,680 --> 00:12:59,240
+هل نتخير الضارب في الفصحى والذي يحتاج إلى مختصر
+
+122
+00:12:59,240 --> 00:13:05,100
+يتتبع المعاني أو نتخير الألفاظ التي تسابقها
+
+123
+00:13:05,100 --> 00:13:09,860
+معانيها نتخير الألفاظ التي تسابقها معانيها
+
+124
+00:13:09,860 --> 00:13:17,340
+المألوفة المستخدمة للعوام إذن كلام هنا من خبرة بشر
+
+125
+00:13:17,340 --> 00:13:23,800
+أنه راعٍ لطبقة المخاطَب ثقافته، درجة وعيه، ونُهيّئ له ما
+
+126
+00:13:23,800 --> 00:13:30,320
+يناسبه من الكلام يعني لو قامت في كنا إنساناً نتخاطب
+
+127
+00:13:30,320 --> 00:13:35,760
+كنا بلغة عامية وبمعانٍ مبتذلة معروفة لكنا هل
+
+128
+00:13:35,760 --> 00:13:43,040
+تنصتُ لها؟ إطلاقاً وكأننا نقول إن الذي أتى بها إلى
+
+129
+00:13:43,040 --> 00:13:48,740
+مجلسنا قد امتهن العقول نحن نعرف هذا الكلام وهو من
+
+130
+00:13:48,740 --> 00:13:49,920
+بدهيات القول
+
+131
+00:13:55,090 --> 00:14:04,830
+أيضاً من علاقة المعاني بالألفاظ حدثنا بشر عن أربع
+
+132
+00:14:04,830 --> 00:14:11,970
+درجات لابد أن تتحقق في علاقة المعاني بالألفاظ
+
+133
+00:14:11,970 --> 00:14:19,390
+الدرجة الأولى الصحة الصحة من جميع الأنواع إن حدثتك
+
+134
+00:14:19,390 --> 00:14:25,060
+عن أمر وقلت لك إن مكتشف الأرض هو الخليل بن أحمد
+
+135
+00:14:25,060 --> 00:14:31,800
+ستستهجين قولي لابد أن أرى الصحة العلمية، الصحة
+
+136
+00:14:31,800 --> 00:14:38,040
+العقلية، الصحة المنطقية أن
+
+137
+00:14:38,040 --> 00:14:43,740
+أقدم المعلومة الصحيحة للمُخاطِب الأمر الثاني النفعية
+
+138
+00:14:43,740 --> 00:14:49,060
+أن أحقق لك نفعاً مما تسمعين وإلا تنصرفين عني ومع
+
+139
+00:14:49,060 --> 00:14:53,500
+ماذا علاقتي بهذا الكلام؟ جاء الدكتور ليعلمني كيف
+
+140
+00:14:53,500 --> 00:14:59,200
+أتوضأ وأنا في المستوى الرابع في الجامعة هل أستفيد
+
+141
+00:14:59,200 --> 00:15:03,580
+منه؟ هل أنتفع بقوله؟ أمر بدهي بالنسبة لي كمسلمة
+
+142
+00:15:03,580 --> 00:15:11,150
+ملتزمة يعني إذن لابد أن تتحقق فائدة أو منفعة
+
+143
+00:15:11,150 --> 00:15:18,250
+للمتلقي أولاً في علاقة اللفظ بالمعنى وإلا سينصرف
+
+144
+00:15:18,250 --> 00:15:24,970
+المتلقي عن الموضوع الثالث أو الدرجة الثالثة
+
+145
+00:15:24,970 --> 00:15:29,510
+المناسبة الموضوعية بين المعاني وما تُساق فيه من
+
+146
+00:15:29,510 --> 00:15:32,910
+الموضوعات يعني
+
+147
+00:15:37,050 --> 00:15:43,590
+أن أتخير للموضوع معنىً يلائمه لا أتحدث عن موضوع
+
+148
+00:15:43,590 --> 00:15:50,710
+الزواج وفي المعاني يكون هناك تنبيه على الموت أو عن
+
+149
+00:15:50,710 --> 00:15:56,330
+الجهاد وفي معانٍ أخرى عن الطرب لابد أن يتناسب
+
+150
+00:15:56,330 --> 00:15:59,490
+الموضوع
+
+151
+00:15:59,490 --> 00:16:06,810
+مع المعاني التي تُطرح فيه إذا كنت أريد أن أتحدث عن
+
+152
+00:16:06,810 --> 00:16:12,050
+الزواج وأثره في العفة وصلاح المجتمع عليّ أن أبدأ من
+
+153
+00:16:12,050 --> 00:16:15,710
+بداية الخطبة أو من بداية الكتاب بالتبشير بهذا
+
+154
+00:16:15,710 --> 00:16:22,150
+الموضوع ففي التحميد مثلاً بعد البسملة أقول الحمد
+
+155
+00:16:22,150 --> 00:16:29,910
+لله رب العالمين أحمده جلّ في علاه لقوله تعالى ومن
+
+156
+00:16:29,910 --> 00:16:37,310
+آياته أن خلق لكم من أنفسكم أزواجاً أو في الصلاة
+
+157
+00:16:37,310 --> 00:16:43,710
+والتسليم يمكن أن أبشّر بالموضوع فأقول وأصلي وأسلم
+
+158
+00:16:43,710 --> 00:16:49,310
+على النبي الكريم القائل في الحديث الصحيح يا معشر
+
+159
+00:16:49,310 --> 00:16:56,110
+الشباب هنا بشّرت بالموضوع؟ الموضوع يناسب المقام؟ أو
+
+160
+00:16:56,110 --> 00:17:00,930
+أنني بعد ذلك أقول بعد أن تحدثت عن الزواج أقول يا
+
+161
+00:17:00,930 --> 00:17:04,650
+معشر الشباب قد انتشرت ظاهرة السرقة في المجتمع و
+
+162
+00:17:04,650 --> 00:17:09,050
+علينا أن نتحرّس في بيوتنا؟ هل هناك مناسبة بين
+
+163
+00:17:09,050 --> 00:17:15,940
+الموضوع والمعنى هنا؟ بشر يُوَجّهُ الناشئة يُوَجّهُهم
+
+164
+00:17:15,940 --> 00:17:20,700
+الوجهة الصحيحة ما ينبغي عليهم مراعاته لذلك قلنا إن
+
+165
+00:17:20,700 --> 00:17:26,320
+هذه الرسائل تدخل في باب النقد التعليمي تثير
+
+166
+00:17:26,320 --> 00:17:30,020
+القضايا وطبعاً لها ضوابط ولكن الهدف من إثارة هذه
+
+167
+00:17:30,020 --> 00:17:32,840
+القضايا تعليم الناشئة
+
+168
+00:17:35,350 --> 00:17:40,850
+العلاقة الرابعة والدرجة الرابعة ضرورة مراعاة مدارك
+
+169
+00:17:40,850 --> 00:17:46,790
+المتلقي ومستواه الفكري أأتي لمجموعة طلاب في اللغة
+
+170
+00:17:46,790 --> 00:17:52,270
+العربية وأستدل لهم في خطابي عن ظاهرة التشريح في
+
+171
+00:17:52,270 --> 00:17:57,430
+كذا وكذا أو عن ظاهرة كذا وكذا عليّ أن أناسب مستواهم
+
+172
+00:17:57,430 --> 00:18:03,840
+العقلي والفكري لا أستهين بهم ولا أرتقي عن مستواهم
+
+173
+00:18:03,840 --> 00:18:09,860
+إلى ما لا يعرفون من
+
+174
+00:18:09,860 --> 00:18:15,800
+القضايا المهمة التي سبق إليها بشر البلاغيون جميعاً
+
+175
+00:18:1
+
+223
+00:23:10,180 --> 00:23:16,120
+والحداثي من النقاد هو الذي يفسح لقصيدة الـ
+
+224
+00:23:16,120 --> 00:23:20,320
+Netherland إذا كنا سنفسح لقصيدة الـ Netherland
+
+225
+00:23:20,320 --> 00:23:25,060
+فعلينا أن نتذكر ما فعلت نازك الملائكة. سمعت هذا
+
+226
+00:23:25,060 --> 00:23:29,420
+الإسم؟ تلك الشاعرة الرائدة العراقية التي
+
+227
+00:23:33,210 --> 00:23:40,270
+فتحت بابا واسعا لقصيدة النثر في البداية. النثر
+
+228
+00:23:40,270 --> 00:23:49,430
+وكانت ترأس جريدة أدبية أو مجلة أدبية، فوجدت أن كل
+
+229
+00:23:49,430 --> 00:23:55,610
+الكتابات أصبحت، والكتابات كلها تسيروا باتجاه مجلتها
+
+230
+00:23:55,610 --> 00:24:01,610
+وكل ما يُكتب عليها أن تلتزم به لأنه نثر وقصيدة في
+
+231
+00:24:01,610 --> 00:24:07,790
+نفس الوقت. بعد فترة تراجعت باتجاه التفعيلة، وكان بدر
+
+232
+00:24:07,790 --> 00:24:13,130
+شاكر السياب قد سبقها إلى التفعيلة، وأصبح هناك
+
+233
+00:24:13,130 --> 00:24:21,030
+تفريق بين شعر حر وشعر تفعيلة، الذي يُعبر عنه بالـ
+
+234
+00:24:21,030 --> 00:24:28,690
+English language: three forces and black forces.فريب
+
+235
+00:24:28,690 --> 00:24:33,570
+متحرر من كل شيء، متحرر من عقال اللغة ومن عقال الوزن
+
+236
+00:24:33,570 --> 00:24:38,390
+ومن عقال القافية. أما الـBlind فهو الشعر الموزون
+
+237
+00:24:38,390 --> 00:24:44,350
+الذي نُعبر عنه بكلمات تفعيلها من أنصار طبعا
+
+238
+00:24:44,350 --> 00:24:48,650
+الحداثة والإغراق في الحداثة، مثلاً إزرا باوند الذي
+
+239
+00:24:48,650 --> 00:24:56,360
+يقول: افعل افعل افعل، وليكن فعلك مجرداً من كل قيد، وجرد
+
+240
+00:24:56,360 --> 00:25:02,880
+من كل قيد. نعم، الدين قيد حطمته اللغة، قيد حطمها هذا
+
+241
+00:25:02,880 --> 00:25:08,240
+الكلام is rebound وليس كلامي. كلام لا يصح مع العقول
+
+242
+00:25:08,240 --> 00:25:14,140
+التي تربت تربية سليمة، وإن كان هذا الكلام لا يروق
+
+243
+00:25:14,140 --> 00:25:21,520
+للبعض، فهذا شأن البعض. هنا جاء بشر بن المعتمر قبل
+
+244
+00:25:21,520 --> 00:25:29,360
+هؤلاء بقرون، بأكثر من 1200 عام، ليقول لنا أن لكل جنس
+
+245
+00:25:29,360 --> 00:25:36,900
+أدبي خصائصه وسماته التي لا ينبغي أن نفرط بها. ثم
+
+246
+00:25:36,900 --> 00:25:40,440
+بعد أن ينتهي من التفريق بين النثر والشعر، يدخل إلى
+
+247
+00:25:40,440 --> 00:25:47,310
+التفريق بين أنواع النثر، ويريد الفرق بين الرسالة
+
+248
+00:25:47,310 --> 00:25:53,150
+والخطبة. فمثلاً من ناحية الشكل، الرسالة لها شكل يختلف
+
+249
+00:25:53,150 --> 00:26:02,610
+عن شكل الخطبة. الرسالة تبدأ بالقول: من فلان إلى فلان،
+
+250
+00:26:02,610 --> 00:26:10,100
+ثم فيها التحية. التحية تختلف حسب مقام الخطاب. رأينا
+
+251
+00:26:10,100 --> 00:26:14,340
+مثلاً من محمد رسول الله صلى الله عليه وسلم إلى
+
+252
+00:26:14,340 --> 00:26:21,760
+المقوقس عظيم القبط: السلام على من اتبع الهدى. لكن
+
+253
+00:26:21,760 --> 00:26:27,670
+بين مسلم ومسلم: السلام عليكم ورحمة الله وبركاته. هل
+
+254
+00:26:27,670 --> 00:26:34,030
+يسقط السلام؟ يسقط، وتسقط الألقاب؟ قد تسقط في رسالة
+
+255
+00:26:34,030 --> 00:26:38,650
+النبي صلى الله عليه وسلم. عظيم القبط للمقوقس الذي
+
+256
+00:26:38,650 --> 00:26:42,470
+هو حاكم مصر. بقى نذهب لكن في رسالة أمير المؤمنين
+
+257
+00:26:42,470 --> 00:26:47,990
+عمرو بن الخطاب إلى ملك الروم: قال: من عمرو بن الخطاب
+
+258
+00:26:47,990 --> 00:26:55,140
+أمير المؤمنين إلى نقفور كلب الروم. إن هذا المقام لأن
+
+259
+00:26:55,140 --> 00:26:59,160
+نقفور كان جاحداً، مهدداً للإسلام والمسلمين، وبالتالي
+
+260
+00:26:59,160 --> 00:27:04,420
+استُعِطي هذا الخُطاب. إذاً مقدمة الرسالة تختلف عن مقدمات
+
+261
+00:27:04,420 --> 00:27:09,460
+الخطبة. مقدمة الخطبة من شروطها أن تبدأ بالثناء
+
+262
+00:27:09,460 --> 00:27:13,940
+والحمد لله عز وجل، ثم الصلاة والتسليم قبل
+
+263
+00:27:13,940 --> 00:27:17,680
+الدخول في موضوع الخطبة، ويشترط في المقدمة أن تُبشر
+
+264
+00:27:17,680 --> 00:27:22,250
+بالموضوع. وبالتالي من عهد زيادة، عاد الأمن والأمان،
+
+265
+00:27:22,250 --> 00:27:28,130
+وأصبح التجار لا يغلقون متاجرهم وقت الصلاة، وأصبح
+
+266
+00:27:28,130 --> 00:27:32,910
+الناس يبيتون دون أن يصدوا سبعة أبواب على أنفسهم.
+
+267
+00:27:32,910 --> 00:27:39,130
+لماذا؟ لأنه أعاد الأمن والأمان. إذن المقدمة هنا لها
+
+268
+00:27:39,130 --> 00:27:44,250
+مقام. ولذلك الخطبة التي خلت من المقدمة سميت بطراء.
+
+269
+00:27:44,250 --> 00:27:48,730
+لماذا؟ لأنها خلت من أي ذكر حكيم، ومن الحديث النبوي،
+
+270
+00:27:48,730 --> 00:27:49,770
+ومن المقدمة.
+
+271
+00:27:53,750 --> 00:27:58,590
+لكن في الوضع الطبيعي، هناك فرق بين الخطبة والرسالة.
+
+272
+00:27:58,590 --> 00:28:04,110
+ما هو الفرق؟ الفرق، كما قلت، في الشكل. شكل الرسالة
+
+273
+00:28:04,110 --> 00:28:09,690
+أنها تبدأ عنواناً: من فلان إلى فلان، ثم فيها تسليم،
+
+274
+00:28:09,690 --> 00:28:15,950
+وفيها حديث عن الموضوع. أما الخطبة فتبدأ بالتحميد،
+
+275
+00:28:15,950 --> 00:28:20,070
+والصلاة والتسليم، مُبشرة بالموضوع.
+
+276
+00:28:22,300 --> 00:28:28,640
+في جوهر الاثنتين تعتمد
+
+277
+00:28:28,640 --> 00:28:32,900
+الأدلة العقلية والأدلة المنطقية. ولكن في الخطبة
+
+278
+00:28:32,900 --> 00:28:39,040
+تشترط آيات القرآن الكريم والأحاديث النبوية، إضافة
+
+279
+00:28:39,040 --> 00:28:44,640
+إلى تزينها ببعض الشعر أو الأقوال الحكيمة. هكذا
+
+280
+00:28:44,640 --> 00:28:50,290
+نلاحظ أن بشر بن المعتمر فرق بطريقة جيدة بين أجناس
+
+281
+00:28:50,290 --> 00:29:01,270
+النثر، وهو سابق في هذا لعصره، يعني
+
+282
+00:29:01,270 --> 00:29:08,550
+مما قال أيضاً: والرسالة تجعل خطبة، والخطبة تجعل في
+
+283
+00:29:08,550 --> 00:29:13,930
+أيسر كلفة، ولا يتهيأ مثل ذلك في الشعر من سرعة قلبه
+
+284
+00:29:13,930 --> 00:29:18,890
+وأي حالته. الكلام هذا واضح. يمكن أن أحوِّر رسالة إلى
+
+285
+00:29:18,890 --> 00:29:24,750
+خطبة؟ نعم، والخطبة المكتوبة لا تبتعد كثيراً عن
+
+286
+00:29:24,750 --> 00:29:29,890
+الرسالة من ناحية الموضوع. يقول: ومما يُعرف أيضاً من
+
+287
+00:29:29,890 --> 00:29:35,570
+الخطابة والكتابة أنهما مختصتان بأمر الدين والسلطان.
+
+288
+00:29:35,570 --> 00:29:41,090
+والخطابة لها الحظ الأوفر من أمر الدين. نعلم ذلك.
+
+289
+00:29:41,090 --> 00:29:47,040
+الخطابة دخلت في الشعائر الدينية، فأصبحت لا تتم بعض
+
+290
+00:29:47,040 --> 00:29:54,460
+الصلوات إلا بها، كالْعِيدين، خطب الجمعة. وهناك خطبة
+
+291
+00:29:54,460 --> 00:29:58,660
+الْنِّكاح، وخطبة القبر، وغيرها من الخطب الاجتماعية التي
+
+292
+00:29:58,660 --> 00:30:04,840
+طبَّقنا على الخطبة. قلنا: خطبة النكاح، مع أنه عقد نكاح.
+
+293
+00:30:10,670 --> 00:30:14,250
+من القضايا المهمة أيضاً التي تنبأ لها بشر بن
+
+294
+00:30:14,250 --> 00:30:21,330
+المعتمر قضية الصدق والكذب. ونذكر أن هذه القضية تنبأ
+
+295
+00:30:21,330 --> 00:30:25,570
+لها ابن طباطبا في القرن الرابع الهجري، في عيار
+
+296
+00:30:25,570 --> 00:30:31,090
+الشعر. حينما تحدث عن الصدق النفسي. هنا بشر سبق ابن
+
+297
+00:30:31,090 --> 00:30:35,390
+طباطبا بكثير. بشر في القرن الثاني، وابن طباطبا في
+
+298
+00:30:35,390 --> 00:30:37,350
+القرن الرابع الهجري.
+
+299
+00:30:41,720 --> 00:30:47,640
+ومن آرائه التي نعرفها، ولكنه يؤكد عليها، أن الكذب
+
+300
+00:30:47,640 --> 00:30:57,280
+يُستَصْحَح في الشعر. واضح هذا الأمر لنا؟ نعم، الذي يمدح
+
+301
+00:30:57,280 --> 00:31:05,290
+قد يمدح الجبان بالشجاعة، والبخيل بالكرم. ولذلك قال
+
+302
+00:31:05,290 --> 00:31:09,190
+المصطفى صلى الله عليه وسلم: إذا رأيتم المداحين،
+
+303
+00:31:09,190 --> 00:31:14,550
+فحثوا في وجوههم الطراب. لماذا؟ لأنهم يكذبون، يُزيِّفون
+
+304
+00:31:14,550 --> 00:31:22,390
+الحقائق. أيضاً الشاعر المُتغزِّل، نراه حتى في عصر صدر
+
+305
+00:31:22,390 --> 00:31:28,960
+الإسلام يحدثنا عن تجاربه العاطفية، وعن مغامراته،
+
+306
+00:31:28,960 --> 00:31:35,320
+ونَزواته. فيُرينا كيف تسلل إلى خباء فلانة، وكيف عاشر
+
+307
+00:31:35,320 --> 00:31:43,400
+فلانة، وهو في الحقيقة لم يخرج من دائرة خياله. وقال
+
+308
+00:31:43,400 --> 00:31:49,920
+النقاد في هذا الكثير، واستصحوا هذا الكذب. أما في
+
+309
+00:31:49,920 --> 00:31:56,080
+الخطبة، فالكذب لا يُستَصْحَح، لأنني أتحدث عن أمور الدنيا
+
+310
+00:31:56,080 --> 00:32:01,840
+والدين. هنا أتحدث عن تجاربي العاطفية، هنا أتحدث عن
+
+311
+00:32:01,840 --> 00:32:13,940
+أمور تتصل بالعباد ودينهم ومعتقداتهم. هكذا
+
+312
+00:32:13,940 --> 00:32:20,200
+نكون قد وصلنا إلى نهاية المطاف مع صحيفة بشر بن
+
+313
+00:32:20,200 --> 00:32:27,490
+المعتمر، وقد رأينا أنها تقدمت على عصرها، وأرست أو
+
+314
+00:32:27,490 --> 00:32:37,190
+وضعت عدة قضايا للنقاش. فجرت قضية اللفظ والمعنى، وإذا
+
+315
+00:32:37,190 --> 00:32:41,770
+قلت إن القضية موجودة في كتب الشعر، فليست كتب الشعر
+
+316
+00:32:41,770 --> 00:32:45,990
+سابقة على صحيفته. نأخذ تاريخ
+
+317
+00:32:48,480 --> 00:32:52,500
+حياة بشر وتاريخ الصحيفة، سنجد أنه هو المُبتدئ، هو
+
+318
+00:32:52,500 --> 00:32:58,580
+الذي وضع اللبنة الأولى للنقاش. بعد ذلك في قضية اللفظ
+
+319
+00:32:58,580 --> 00:33:05,720
+والمعنى وما يتصل بهما، لم يُفجر القضية وحسب، بل أدلى
+
+320
+00:33:05,720 --> 00:33:12,950
+فيها بآراء صائبة، وفرع عنها قضايا كما رأينا. أيضاً من
+
+321
+00:33:12,950 --> 00:33:20,390
+الأمور التي رأيناها قد طرقها، ويأتي ذكرها عند غيره،
+
+322
+00:33:20,390 --> 00:33:26,330
+هي قضية لحظة الإبداع وضرورة اغتنامها، خاصة للخطباء
+
+323
+00:33:26,330 --> 00:33:33,890
+والكتاب أيضاً. الطبع والصنعة واحدة. تقول: لقد رأينا
+
+324
+00:33:33,890 --> 00:33:40,740
+قضية الطبع والصنعة عند قتيبة أولاً، ثم بعد ذلك عند
+
+325
+00:33:40,740 --> 00:33:45,820
+القاضي علي بن عبد العزيز الجرجاني. أقول: نعم، ولكن
+
+326
+00:33:45,820 --> 00:33:52,120
+من الذي سبق إلى هذه القضية؟ بشر بن المعتمر أسبق من
+
+327
+00:33:52,120 --> 00:33:58,020
+ابن ابن
+
+328
+00:33:58,020 --> 00:34:06,980
+قتيبة، وأسبق من القاضي أيضاً. مطابقة الكلام لمقتضاه،
+
+329
+00:34:06,980 --> 00:34:15,020
+الحال. أيضاً الصدق والكذب، لبشر فضل كبير في طرح
+
+330
+00:34:15,020 --> 00:34:21,440
+القضايا. وهذه القضايا جميعاً تعتبر قضايا جديدة، فيها
+
+331
+00:34:21,440 --> 00:34:29,640
+إبداع، وفيها آراء قد يُنضجها اللاحقون، وبعضها ناضج،
+
+332
+00:34:29,640 --> 00:34:38,080
+كامل. هذا ما أريد قوله عن الصحيفة التي أراها في
+
+333
+00:34:38,080 --> 00:34:45,540
+غاية الأهمية، والتي كانت تُجاوِب هذه القضايا، وهي تُعلم
+
+334
+00:34:45,540 --> 00:34:51,740
+الناشئة. فكأنه حريص على لفت نظر الناشئة إلى هذه
+
+335
+00:34:51,740 --> 00:34:58,000
+القضايا المهمة، والتي نراها في تراثنا بعد ذلك تُنضج
+
+336
+00:34:58,000 --> 00:35:04,290
+تدريجياً. هل هناك أي استفسار عن صحيفة بشر بن
+
+337
+00:35:04,290 --> 00:35:16,630
+المعتمر؟ المعاني واضحة؟ نُقدم الآن الحديث عن كتاب
+
+338
+00:35:16,630 --> 00:35:19,390
+البيان والتبيين للجاحظ.
+
+339
+00:35:51,190 --> 00:35:56,510
+كما هي العادة، نحاول أن نعرف
+
+340
+00:36:19,370 --> 00:36:24,890
+كما هي العادة، نعرفه على الجاحظ، وإن كنت أحسن الظن
+
+341
+00:36:24,890 --> 00:36:33,150
+بكنَّة، وأعلم أن طالبة وصلت لمستوى الثالث أكيد عرفت
+
+342
+00:36:33,150 --> 00:36:35,490
+الكثير عن الجاحظ.
+
+343
+00:36:38,590 --> 00:36:44,130
+كما كان بشر يقف على رأس المدرسة البشرية، كذلك
+
+344
+00:36:44,130 --> 00:36:50,190
+الجاحظ من علماء الكلام، وهو من المعتزلة الذين لا يقف
+
+345
+00:36:50,190 --> 00:36:56,890
+على قبالته من أهل السنة إلا المبرد،
+
+346
+00:36:56,890 --> 00:37:03,930
+والبعض يقول: يقف على قبالته ابن قتيبة.
+
+347
+00:37:06,000 --> 00:37:11,780
+وأنا أميل إلى ابن قتيبة، لأن الرجل ترك إرثاً كبيراً،
+
+348
+00:37:11,780 --> 00:37:14,980
+كما
+
+349
+00:37:14,980 --> 00:37:21,160
+هو الحال بالنسبة للجاحظ. فإذا كان الجاحظ رأس مدرسة
+
+350
+00:37:21,160 --> 00:37:26,940
+المعتزلة، فإن ابن قتيبة رأس مدرسة أهل السنة.
+
+351
+00:37:31,060 --> 00:37:38,840
+عُرف عن الجاحظ نهمه وميله الشديد للقراءة في بداية
+
+352
+00:37:38,840 --> 00:37:50,460
+حياته. إذا كان بشر قد توفي في العام 162 هجرية، فإن الجاحظ
+
+353
+00:37:50,460 --> 00:37:56,980
+وُلد في العام 160 هجرية، وطبعاً في حاضرة الثقافة
+
+354
+00:37:56,980 --> 00:38:03,080
+آنذاك، وقد بيَّنتُ فيما مضى الفرق بين الحواضر. آسف،
+
+355
+00:38:03,080 --> 00:38:07,700
+بيشر توفي في العام 201 هجرية، وهنا ولد في العام
+
+356
+00:38:07,700 --> 00:38:16,180
+160 هجرية، أي تزامُنٌ وتَعاَيُش. قلنا
+
+357
+00:38:16,180 --> 00:38:21,420
+إن البصرة مدرسة المؤصلين، فيها وُلِد، ولكن كانت له
+
+358
+00:38:21,420 --> 00:38:30,080
+رحلة من همه للقراءة. هناك طرائف نُسِبَت إليه، أنه حين
+
+359
+00:38:30,080 --> 00:38:35,660
+عاد لزوجته، وقد انشغل عن الكسبة وعن إحضار الطعام،
+
+360
+00:38:35,660 --> 00:38:41,040
+وغير ذلك، وطلب منها الطعام، نَزَقَتْ له كتاباً وقدَّمَتْهُ له
+
+361
+00:38:41,040 --> 00:38:47,950
+على طبخ، وقالت له: فالتأكل مما تأتينا به. وحينما خرج
+
+362
+00:38:47,950 --> 00:38:53,230
+غاضباً، قابله زميله ابن الزياد، الأديب المعروف، وعرف
+
+363
+00:38:53,230 --> 00:38:59,850
+القصة منه، فحمله دقيقاً وزيتاً وغير ذلك مما يحتاجه
+
+364
+00:38:59,850 --> 00:39:04,950
+إليه البيت، وعاد لبيته مباهياً لزوجته أن الكتب قد أتت
+
+365
+00:39:04,950 --> 00:39:10,070
+بها نفعاً. أيضاً مما عُرف عن نهمه للقراءة، بعد أن أُصيب
+
+366
+00:39:10,070 --> 00:39:15,840
+بفالج في آخر حياته، قد وقعت عليه الكتب، وكان شهيد
+
+367
+00:39:15,840 --> 00:39:23,440
+الكتب. سُمِّيَ الجاحظ باسم الجاحظ، الجحوظ في عينيه، هذا
+
+368
+00:39:23,440 --> 00:39:31,700
+الجحوظ الذي جعل منظره دميمًا. وأظن أن هذا المنظر
+
+369
+00:39:31,700 --> 00:39:37,120
+حَفَّزَهُ على الإبداع، لم
+
+370
+00:39:37,120 --> 00:39:42,190
+يُحقق ذاته من ناحية الشكل، بل ذُكِرَتْ قصص أيضاً على
+
+371
+00:39:42,190 --> 00:39:49,110
+شكله، أنه كان يقول: لم تنظر إليّ فتاة قط أو امرأة قط.
+
+372
+00:39:49,110 --> 00:39:57,330
+وذات يوم وأنا أستعد لتناول الطعام، وإذا بامرأة
+
+373
+00:39:57,330 --> 00:40:02,930
+تأتي وتنظر إليّ، فحسبت أنها معجبة بي، ثم أشارت إليّ
+
+374
+00:40:02,930 --> 00:40:10,640
+أن أتبعها، فتبعتهُ وأنا مُسرور، حتى وصلت معها إلى
+
+375
+00:40:10,640 --> 00:40:19,940
+دكان جواهر، جِباية ذهب، الصائغ، وقالت
+
+376
+00:40:19,940 --> 00:40:26,180
+للرجل: كهذا، وانصرفت. أشرتُ إليه كهذا، وانصرفت. فسألتُ
+
+377
+00:40:26,180 --> 00:40:31,820
+الرجل: ما الأمر؟ فقال: أرادت أن تبتاع مني خاتماً،
+
+378
+00:40:31,820 --> 00:40:39,180
+وأرادت أن يكون على فصِّه صورة الشيطان. فقلتُ لها: إني
+
+379
+00:40:39,180 --> 00:40:44,120
+لم أرَ الشيطان. فأتت بها. هذه من النوادر التي رواها
+
+380
+00:40:44,120 --> 00:40:51,940
+الجاحظ عن نفسه. هذه خفة الظل تخفي تحتها رغبة جامحة
+
+381
+00:40:51,940 --> 00:41:00,440
+لتحقيق الذات، رغبة شديدة للإبداع، وقد كان. قلنا إنه
+
+382
+00:41:00,440 --> 00:41:05,340
+وصل إلى رأس
+
+383
+00:41:05,340 --> 00:41:12,600
+مدرسة المتكلمين، حتى نُسبت إليه تلك المدرسة. وأيضاً
+
+384
+00:41:12,600 --> 00:41:19,050
+ترك لنا تراثاً أدبياً كبيراً، منه كتاب البيان والتبيين،
+
+385
+00:41:19,050 --> 00:41:23,630
+ومنه كتاب الحيوان، ومنه رسالة التربيع والتدوير، ومنه
+
+386
+00:41:23,630 --> 00:41:28,490
+رسالة البخلاء، والعميان، والعرجان، والبرصان، والرسالة
+
+387
+00:41:28,490 --> 00:41:32,
\ No newline at end of file
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU_postprocess.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..c7a98f8744f4dc7921a00649d9087d229b32f679
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU_postprocess.srt
@@ -0,0 +1,1568 @@
+1
+00:00:21,350 --> 00:00:25,290
+بسم الله الرحمن الرحيم والصلاة والسلام على المبوط
+
+2
+00:00:25,290 --> 00:00:28,850
+الرحمة للعالمين وعلى آله وصحبه ومن ساره على هديه
+
+3
+00:00:28,850 --> 00:00:33,350
+إلى يوم الدين وبعد نستكمل
+
+4
+00:00:33,350 --> 00:00:40,050
+الحديث اليوم عن صحيفة بشر ابن المعتمر تلك الصحيفة
+
+5
+00:00:40,050 --> 00:00:49,270
+التي حملت خبرة بشرالذي كان يقف على رأس مدرسة من
+
+6
+00:00:49,270 --> 00:00:55,070
+مدارس المتكلمين والذي كان هدفه الرئيس إعداد ناشئة
+
+7
+00:00:55,070 --> 00:01:01,030
+للخطابة لكي يحملوا أفكار ومبادئ المدرسة البشرية
+
+8
+00:01:01,030 --> 00:01:06,870
+هذه الصحيفة هي خلاصة تجربة بشر ابن المعتمر وقد
+
+9
+00:01:06,870 --> 00:01:15,410
+رأيناه يتحدث فيها عن عدة قضايا منهااغتنام لحظة
+
+10
+00:01:15,410 --> 00:01:21,290
+الإبداع هذه القضية المهمة ليست في الخطابة فقط أو
+
+11
+00:01:21,290 --> 00:01:25,670
+في الكتابة فقط بل في شؤون حياة الإنسان عامة
+
+12
+00:01:25,670 --> 00:01:32,050
+والمقصود باغتنام لحظة الإبداع أن النفس تصف في
+
+13
+00:01:32,050 --> 00:01:38,870
+أوقات معينة لها حالات تبدع فيها وحالات قد يصعب
+
+14
+00:01:38,870 --> 00:01:44,200
+عليها القولوهذا أمر نختبره في أنفسنا وفي أيامنا
+
+15
+00:01:44,200 --> 00:01:50,800
+العادية أنت حينما تقرأينا قد تمري بوقت لا تستطيعين
+
+16
+00:01:50,800 --> 00:01:55,360
+أن تحصلي صفحة من كتاب وفي وقت آخر قد يسهل عليك
+
+17
+00:01:55,360 --> 00:02:01,340
+الكتاب كله لكل نفس حالة هناك من تتهيأ نفسه بعد نوم
+
+18
+00:02:01,800 --> 00:02:07,160
+عند الصباح وهناك من تتهيأ نفسه عصرا وعلى كل إنسان
+
+19
+00:02:07,160 --> 00:02:12,620
+أن يكتشف هذه اللحظة التي كما يقول عنها بشر قليلها
+
+20
+00:02:12,620 --> 00:02:18,180
+كثير بإذن الله عز وجل بدل من أن أحشر نفسي في لحظة
+
+21
+00:02:18,180 --> 00:02:26,010
+ليست مهيئة ليوأتزحر وأجهد نفسي دون طائل عليا أن
+
+22
+00:02:26,010 --> 00:02:31,030
+أبحث عن الوقت المناسب لكي أبدع فيه أو لكي أحصل فيه
+
+23
+00:02:31,030 --> 00:02:37,210
+حتى للتحصيل العلمي هذه قضية أولى من القضايا التي
+
+24
+00:02:37,210 --> 00:02:46,330
+تعرض لها بشر أبو
+
+25
+00:02:46,330 --> 00:02:47,610
+حمز هذا لا يتحرك
+
+26
+00:03:01,910 --> 00:03:14,450
+بتعطيني مغلق امتحان يعني اجلسي
+
+27
+00:03:14,450 --> 00:03:16,430
+تعالي هنا
+
+28
+00:03:37,290 --> 00:03:42,910
+طيب خلاص اليوم لا نريد مشاركة تكونها في واحدة
+
+29
+00:03:42,910 --> 00:03:50,600
+محاضرة فقط فبنريحها انت المحاضرة؟طيب انت بتقولي
+
+30
+00:03:50,600 --> 00:03:53,860
+شراحتها المرة اللي فاتت لأ يا دكتور انت هذه الفقرة
+
+31
+00:03:53,860 --> 00:03:56,500
+شراحتها ان المحاضرة اللي فاتت انا شررتها و حضرت من
+
+32
+00:03:56,500 --> 00:03:59,500
+عند و قد جعل اللفظ و المعنى في ثلاث درجات ايوة من
+
+33
+00:03:59,500 --> 00:04:10,480
+هنا انا محاضرة و الطبع و الصنعة و غيرها ايضا
+
+34
+00:04:10,480 --> 00:04:15,280
+من القضايا المهمة اللتي اتعرض لها بشر بن المعتمر
+
+35
+00:04:15,280 --> 00:04:20,470
+قضية اللفظ و المعنىوهي قضية من القضايا المشتركة
+
+36
+00:04:20,470 --> 00:04:27,270
+بين الشعري والنثر وقد رأينا النقاد الذين سبقوا
+
+37
+00:04:27,270 --> 00:04:33,710
+والذين استعرضنا آراءهم في كتب نقد الشعر قد تعرض
+
+38
+00:04:33,710 --> 00:04:38,770
+أكثر من واحد منهم لهذه القضية المهمة ووضعوا شروطا
+
+39
+00:04:38,770 --> 00:04:43,170
+لها وهنا يشدر التنبيه على أننا سنلاحظ أن النقاد
+
+40
+00:04:43,170 --> 00:04:50,090
+انقسموا حول هذه القضية ثلاثة أقسامقسم انحاز لللفظ
+
+41
+00:04:50,090 --> 00:04:53,850
+كالجاحذ مثلا الذي رأى أن المعاني ملقا على قارعة
+
+42
+00:04:53,850 --> 00:05:01,230
+الطريق كما سيمر بينها وقسم كالمبرد في كتابه الكامل
+
+43
+00:05:01,230 --> 00:05:07,270
+في اللغة والأدب الذي انحاز للمعنى وقسم توسط بين
+
+44
+00:05:07,270 --> 00:05:13,500
+الفريقين من الذين توسطوابشر ابن المعتمر في هذه
+
+45
+00:05:13,500 --> 00:05:19,220
+الصحيفة حيث يرى ضرورة الاهتمام بكلاهما باللفظ
+
+46
+00:05:19,220 --> 00:05:25,620
+والمعنى معنى وهذا
+
+47
+00:05:25,620 --> 00:05:33,140
+أمر بدهي لأن فساد عنصر سيفسد عنصر آخر حتما إذا كان
+
+48
+00:05:33,140 --> 00:05:37,740
+المعنى شريف واللفظ فيه تواعر وغرابة فما فائدة شرف
+
+49
+00:05:37,740 --> 00:05:43,620
+المعنى واختراعهمعنى مخترع، معنى جميل ولكن جاء في
+
+50
+00:05:43,620 --> 00:05:49,540
+ثياب بالية أو ثياب مستهجنة لفظ غريب مستهجن
+
+51
+00:05:49,540 --> 00:05:55,360
+وبالتالي أن أفضل الأراء هو الرأي الذي يقول بدرورة
+
+52
+00:05:55,360 --> 00:06:03,200
+مشاكلة اللفظ والمعنى معاه وهو كما قال ينصحنا
+
+53
+00:06:03,200 --> 00:06:11,860
+بالبعد عن التوعرفي اللفظ كما أنه ينصحنا بالابتعاد
+
+54
+00:06:11,860 --> 00:06:17,260
+عن المبتذل من المعاني يعني لابد أن يكون للإنسان
+
+55
+00:06:17,260 --> 00:06:23,680
+بصمة المعنى فيه اختراع واللفظ فيهم وامة لهذا
+
+56
+00:06:23,680 --> 00:06:28,460
+المخترع قادر على التعبير عن المخترع من المعاني
+
+57
+00:06:43,480 --> 00:06:47,600
+بشير ابن المعتمد في سياق حديثه عن اللفظ والمعنى
+
+58
+00:06:47,600 --> 00:06:53,160
+قسم لنا اللفظ والمعنى في ثلاث درجات الدرجة الأولى
+
+59
+00:06:53,160 --> 00:06:59,210
+أن يكون اللفظ فخما رشيقاويكون المعنى مفهوما
+
+60
+00:06:59,210 --> 00:07:04,110
+ومعروفا عند الجميع سواء إذا كنا نريد بالخطاب أو
+
+61
+00:07:04,110 --> 00:07:09,070
+بحديثنا أن نتحدث مع الخاصة أو أن نتحدث مع العامة
+
+62
+00:07:09,070 --> 00:07:14,730
+أيضا عندما بدأ يسرد لنا هذه الدرجات تعرض إلى قضية
+
+63
+00:07:14,730 --> 00:07:19,890
+مهمة من قضايا النقد الأدبي وهي قضية الطبع والتكلف
+
+64
+00:07:19,890 --> 00:07:25,700
+تريثي قليل يعني في القضية الأولىقضية الموائمة
+
+65
+00:07:25,700 --> 00:07:31,620
+ودرجات اللفظ والمعنى كأن به ينظر إلى درجات الناس
+
+66
+00:07:31,620 --> 00:07:37,860
+والدرجة العليا من البشر كالملوك والوزراء والأمراء
+
+67
+00:07:37,860 --> 00:07:42,220
+ما يناسبهم من الخطاب ومن الألفاظ والمعاني كذلك
+
+68
+00:07:42,220 --> 00:07:48,580
+للعامة ما يناسبها من الفاظ ومعاني نتخيل أننا نتقعر
+
+69
+00:07:50,240 --> 00:07:56,300
+ونأتي بغريب اللفظ أو بفسيحه الذارب في الفصحى لطبقة
+
+70
+00:07:56,300 --> 00:08:02,720
+من الناس من البساطة هل يفهمون ما نقول؟ كلا حتى وإن
+
+71
+00:08:02,720 --> 00:08:09,040
+كان لفظنا صحيحا ومعناه مخترعا وبالتالي ضرورة
+
+72
+00:08:09,040 --> 00:08:13,580
+مراعاة طبقات الناس وأن تكون طبقات المعاني والألفاظ
+
+73
+00:08:13,580 --> 00:08:20,370
+على قدر طبقات الناس تفضليأيضا في السياق هذه القضية
+
+74
+00:08:20,370 --> 00:08:24,990
+يتحدث أيضا عن قضية الطبع والتكلف ويرى ضرورة وجود
+
+75
+00:08:24,990 --> 00:08:29,170
+الطبع عند الأديب أو عند الكاتب حتى يستطيع أن يبدأ
+
+76
+00:08:29,170 --> 00:08:33,690
+إذا كان اللي هو الطبع والتكلف موجود عند الكاتب أو
+
+77
+00:08:33,690 --> 00:08:38,630
+الأديب ولا يحتاج إلى أي ضربة أو .. أو .. أو .. أو
+
+78
+00:08:38,630 --> 00:08:42,610
+ميران فإن بشر ابن المعتمر يضعوا فيه الدرجة الأولى
+
+79
+00:08:42,840 --> 00:08:46,900
+أما الشخص الذي يعني يوجد عنده شيء من الطبيعي ولكنه
+
+80
+00:08:46,900 --> 00:08:51,300
+يحتاج إلى مزيد من التدريب ومزيد من المعاودة فإن
+
+81
+00:08:51,300 --> 00:08:55,540
+بشر ابن المعتمر يضعف في الدرجة الثالثة أما الأشخاص
+
+82
+00:08:55,540 --> 00:09:00,360
+الذين لا يملكون أي شيء من الطبيعي فنصحهم بشر ابن
+
+83
+00:09:00,360 --> 00:09:04,540
+المعتمر بأن يتوجهوا إلى صناعة أخرى تناسب قدرتهم
+
+84
+00:09:05,080 --> 00:09:08,920
+أيضا بشر ابن المعتمر عندما تحدث عن درجات اللفظ
+
+85
+00:09:08,920 --> 00:09:13,740
+والمعنى تطرق إلى قضية أخرى خلينا في القضية الأولى
+
+86
+00:09:13,740 --> 00:09:22,920
+وهي الطبع والصنع قليني اسمك ايجلسي
+
+87
+00:09:22,920 --> 00:09:28,980
+في
+
+88
+00:09:28,980 --> 00:09:36,450
+قضية الطبع والصنع سنلاحظ أن بشر ابن المعتمرينبهنا
+
+89
+00:09:36,450 --> 00:09:42,190
+إلى ضرورة وجود الاستعداد الفطري لمن أراد أن يتصدى
+
+90
+00:09:42,190 --> 00:09:46,770
+للخطابة أو الكتابة فكما أن الموهبة أو الاستعداد
+
+91
+00:09:46,770 --> 00:09:52,430
+الفطري شرط من شروط الشعر كذلك هي شرط من شروط
+
+92
+00:09:52,430 --> 00:09:57,450
+الخطابة والكتابة وبالتالي علي الإنسان أن يختبر
+
+93
+00:09:57,450 --> 00:10:02,830
+نفسه إن كان لديه هذا الاستعداد ولديه ميل فطري ليه
+
+94
+00:10:02,830 --> 00:10:08,560
+أن يكون خطيبا أو كاتبافليكن وإلا فليبحث لنفسه عن
+
+95
+00:10:08,560 --> 00:10:16,860
+مهنة تناسبقدراته وتناسب استعداده الفطري ثم بعد ذلك
+
+96
+00:10:16,860 --> 00:10:25,640
+يكسر هذه الطبقات الطبق المطبوع على ثلاث طبع يواكبه
+
+97
+00:10:25,640 --> 00:10:32,160
+درب و ميران خبرة و تملك أدوات هذا في القمة إنسان
+
+98
+00:10:32,160 --> 00:10:36,020
+يتملك أدوات اللغة و لديه خبرة بفنون القول و إيراد
+
+99
+00:10:36,020 --> 00:10:42,970
+المعاني هذا يقف على رأس المطبوعينأخر يمتلك الطبع
+
+100
+00:10:42,970 --> 00:10:49,150
+ولكن تعوزه الدربة عليه أن يدرب نفسه قبل أن يتكلف
+
+101
+00:10:49,150 --> 00:10:52,970
+هذه الصناعة أما اللون الثالث أو الفريق الثالث
+
+102
+00:10:52,970 --> 00:10:57,610
+فعليه أن يبتعد عن هذه الصناعة لأنه لا يمتلك طبعا
+
+103
+00:10:57,610 --> 00:11:07,050
+وليست لديه الدربة كلام جميل في هذا الصياقفي ثانية
+
+104
+00:11:07,050 --> 00:11:12,430
+حديثة عن قضية اللفظ والمعنى والطبع والصنعة سنجد
+
+105
+00:11:12,430 --> 00:11:19,470
+أنه يلتفت لبعض القضايا المهمة كقضية مناسبة درجات
+
+106
+00:11:19,470 --> 00:11:28,960
+الكلام وطبقات السامعينأنا خطيب ذهبت إلى مسجد
+
+107
+00:11:28,960 --> 00:11:35,240
+القرية كمنطقة مثلا في منطقة الزوايدة أو منطقة
+
+108
+00:11:35,240 --> 00:11:41,550
+بيتلاهي أو الشاطر وأعدبت لنفسي خطبةمن الترازن أو
+
+109
+00:11:41,550 --> 00:11:48,290
+العيار الثقيل موغلة في الفصحى ومدججة بالاستشهادات
+
+110
+00:11:48,290 --> 00:11:51,970
+بآيات القرآن الكريم والحديث النبوي والعبر
+
+111
+00:11:51,970 --> 00:11:57,550
+المستخلصة من آثار السابقين ثم وجدت أن الجمهور
+
+112
+00:11:57,550 --> 00:12:05,120
+بالكاد يعرف القراءة والكتابةهل أتوعر في الفصحى؟ لأ
+
+113
+00:12:05,120 --> 00:12:09,080
+إذا عليا مراعاة المقام لو كنت في الجامعة الإسلامية
+
+114
+00:12:09,080 --> 00:12:14,260
+خطيبا خاصة في طالبات اللغة العربية فعلي أن أبتعد
+
+115
+00:12:14,260 --> 00:12:20,460
+عن العامي والمبتذل لأنه لن يروق هؤلاء من المختصين
+
+116
+00:12:20,460 --> 00:12:28,720
+إذا عليا مراعاة درجات الكلام مع طبقات السامعينأنا
+
+117
+00:12:28,720 --> 00:12:33,240
+أذهب لمختصف عليا أن أتسلح بالأدوات أذهب لعامي في
+
+118
+00:12:33,240 --> 00:12:38,780
+مسجد أو في موعظة أو في جمهور معين كخطب الحمالات
+
+119
+00:12:38,780 --> 00:12:43,620
+مثلا تلك الخطب التي نقولها لاستيلال السخائم من
+
+120
+00:12:43,620 --> 00:12:50,680
+النفوس في الثرات وفي الصراعات بين الفرقاء
+
+121
+00:12:50,680 --> 00:12:59,240
+هل نتخير الضارب في الفصحى والذي يحتاج إلى مختصر
+
+122
+00:12:59,240 --> 00:13:05,100
+يتتبع المعاني أو نتخير الألفاظ التي تسابقها
+
+123
+00:13:05,100 --> 00:13:09,860
+معانيها نتخير الألفاظ التي تسابقها معانيها
+
+124
+00:13:09,860 --> 00:13:17,340
+المألوفة المستخدمة للعوام إذن كلام هنا من خبرة بشر
+
+125
+00:13:17,340 --> 00:13:23,800
+أنه راعي طبقة المخاطب ثقافته درجة وعيه ونهيئ له ما
+
+126
+00:13:23,800 --> 00:13:30,320
+يناسبهمن الكلام يعني لو قامت في كنا انسان تخاطب
+
+127
+00:13:30,320 --> 00:13:35,760
+كنا بلغة عامية وبمعاني مبتذلة معروفة لكنا هل
+
+128
+00:13:35,760 --> 00:13:43,040
+تنصتنا لها؟ أطلاقا وكأننا نقول إن الذي أتى بها إلى
+
+129
+00:13:43,040 --> 00:13:48,740
+مجلسنا قد امتهن العقول نحن نعرف هذا الكلام وهو من
+
+130
+00:13:48,740 --> 00:13:49,920
+بدهيات القول
+
+131
+00:13:55,090 --> 00:14:04,830
+أيضا من علاقة المعاني بالألفاظ حدثنا بشر عن أربع
+
+132
+00:14:04,830 --> 00:14:11,970
+درجات لابد أن تتحقق في علاقة المعاني بالألفاظ
+
+133
+00:14:11,970 --> 00:14:19,390
+الدرجة الأولى الصحة الصحة من جميع النواعي إن حدثتك
+
+134
+00:14:19,390 --> 00:14:25,060
+عن أمروقلت لك إن مكتشف الأرض هو الخليل بن أحمد
+
+135
+00:14:25,060 --> 00:14:31,800
+ستستهجنين قولي لابد أن أراه الصحة العلمية الصحة
+
+136
+00:14:31,800 --> 00:14:38,040
+العقلية الصحة المنطقية أن
+
+137
+00:14:38,040 --> 00:14:43,740
+أقدم المعلومة الصحيحة للمخاطبالأمر الثاني النفعية
+
+138
+00:14:43,740 --> 00:14:49,060
+أن أحقق لك ثائدة مما تسمعين وإلا تنصرثين عني ومع
+
+139
+00:14:49,060 --> 00:14:53,500
+ماما علاقتي بهذا الكلام جاء الدكتور ليعلمني كيف
+
+140
+00:14:53,500 --> 00:14:59,200
+أتوضأ وأنا في المستوى الرابع في الجامعة هل أستفيد
+
+141
+00:14:59,200 --> 00:15:03,580
+منه؟ هل أنتفع بقوله؟ أمر بدهي بالنسبة لي كمسلمة
+
+142
+00:15:03,580 --> 00:15:11,150
+ملتزمة يعنيإذا لابد أن تتحقق فائدة أو منفعة
+
+143
+00:15:11,150 --> 00:15:18,250
+للمتلقي أولا في علاقة اللفظ بالمعنى وإلا سينصرف
+
+144
+00:15:18,250 --> 00:15:24,970
+المتلقي عنه الموضوع الثالث أو الدرجة الثالثة
+
+145
+00:15:24,970 --> 00:15:29,510
+المناسبة الموضوعية بين المعاني وما تساق فيه من
+
+146
+00:15:29,510 --> 00:15:32,910
+الموضوعات يعني
+
+147
+00:15:37,050 --> 00:15:43,590
+ان اتخير للموضوع معنى يلائمه لا اتحدث عن موضوع
+
+148
+00:15:43,590 --> 00:15:50,710
+الزواج وفي المعاني يكون هناك تنبيه على الموت او عن
+
+149
+00:15:50,710 --> 00:15:56,330
+الجهاد وفي معاني اخرى عن الطرب لابد ان يتناسب
+
+150
+00:15:56,330 --> 00:15:59,490
+الموضوع
+
+151
+00:15:59,490 --> 00:16:06,810
+مع المعاني اللذي تطرح فيه اذا كنت اريد انأتحدث عن
+
+152
+00:16:06,810 --> 00:16:12,050
+الزواج وأثره في العفة وصلاح المجتمع علي أن أبدأ من
+
+153
+00:16:12,050 --> 00:16:15,710
+بداية الخطبة أو من بداية الكتاب بالتبشير بهذا
+
+154
+00:16:15,710 --> 00:16:22,150
+الموضوع ففي التحميد مثلا بعد البسملة أقول الحمد
+
+155
+00:16:22,150 --> 00:16:29,910
+لله رب العالمين أحمده جل في علاه لقوله تعالى ومن
+
+156
+00:16:29,910 --> 00:16:37,310
+آياته أن خلق لكم من أنفسكم أزواجاأو في الصلاة
+
+157
+00:16:37,310 --> 00:16:43,710
+والتسليم يمكن أن أبشر بالموضوع فأقول و أصلي و أسلم
+
+158
+00:16:43,710 --> 00:16:49,310
+على الرسول الكريم القائد في الحديث الصحيح يا معشر
+
+159
+00:16:49,310 --> 00:16:56,110
+الشباب هنا بشرت بالموضوع؟الموضوع يناسب المقام؟ او
+
+160
+00:16:56,110 --> 00:17:00,930
+انني بعد ذلك اقول بعد ان تحدثت عن الزواج اقول يا
+
+161
+00:17:00,930 --> 00:17:04,650
+معشر الشباب قد انتشرت ظاهرة السرقة في المجتمع و
+
+162
+00:17:04,650 --> 00:17:09,050
+علينا ان نتحرس في بيوتنا؟ هل هناك مناسبة بين
+
+163
+00:17:09,050 --> 00:17:15,940
+الموضوع والمعنى هنا؟بشري يوجه الناشعة يوجههم
+
+164
+00:17:15,940 --> 00:17:20,700
+الوجهة الصحيحة ما ينبغي عليهم مراعاته لذلك قلنا إن
+
+165
+00:17:20,700 --> 00:17:26,320
+هذه الرسائل تدخل في باب النقد التعليمي تثير
+
+166
+00:17:26,320 --> 00:17:30,020
+القضايا وطبعا لها ضوابط ولكن الهدف من إثارة هذه
+
+167
+00:17:30,020 --> 00:17:32,840
+القضايا تعليم الناشعة
+
+168
+00:17:35,350 --> 00:17:40,850
+العلاقة الرابعة والدرجة الرابعة ضرورة مراعاة مدارك
+
+169
+00:17:40,850 --> 00:17:46,790
+المتلقي ومستواه الفكري لأتي لمجموعة طلاب في اللغة
+
+170
+00:17:46,790 --> 00:17:52,270
+العربية وأستدل لهم في خطابي عن ظاهرة التشريح في
+
+171
+00:17:52,270 --> 00:17:57,430
+كذا وكذا أو عن ظاهرة كذا وكذا علي أن أناسب مستواهم
+
+172
+00:17:57,430 --> 00:18:03,840
+العقلي و الفكريلا أستهين بهم ولا أرتقي عن مستواهم
+
+173
+00:18:03,840 --> 00:18:09,860
+إلى ما لا يعرفون من
+
+174
+00:18:09,860 --> 00:18:15,800
+القضايا المهمة التي سبق إليها بشر البلاغيين جميعا
+
+175
+00:18:15,800 --> 00:18:21,940
+هي قضية مطابقة الكلام لمقتضى الحال وهي قضية تنسب
+
+176
+00:18:21,940 --> 00:18:27,380
+لبشر وهذا يؤكد قولي دائما أن البلاغة ولدت في أحضان
+
+177
+00:18:27,380 --> 00:18:37,070
+كتبالنقد وهي أداة من أدوات الناقد وهي
+
+178
+00:18:37,070 --> 00:18:42,790
+قضية معروفة لنا جميعا مطابقة الكلام لمقتضا الحال
+
+179
+00:18:44,500 --> 00:18:50,540
+لفظ ومعنى لهما علاقة بالموضوع ولهما علاقة بالمتلقي
+
+180
+00:18:50,540 --> 00:18:55,380
+ومن هنا نلاحظ ان بشر ابن المعتمر يراعي نفسية
+
+181
+00:18:55,380 --> 00:19:00,200
+ومدارك المتلقي ويهتم به في العملية الإبداعية
+
+182
+00:19:00,200 --> 00:19:07,980
+المتلقي قطب مهم هناك مبدع هناك إبداع لمن يوجه
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+183
+00:19:07,980 --> 00:19:16,560
+لمتلقي إذا هو القطب الثالث والمهموعليه تقاسوا أمور
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+184
+00:19:16,560 --> 00:19:21,120
+الإبداع إن استصاغى واستجادى كتب لهذا الإبداع
+
+185
+00:19:21,120 --> 00:19:24,660
+البقاء وإلا فهو لا يصلح
+
+186
+00:19:31,730 --> 00:19:36,090
+يعني من ما يقوله للناشقة ينبغي المتكلم أن يعرف
+
+187
+00:19:36,090 --> 00:19:41,270
+أقدار المعاني ويوازن بينها وبين أقدار المستمعين
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+188
+00:19:41,270 --> 00:19:48,070
+وبين أقدار الحالات أيضايعني انا وزنت بين اقدار
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+189
+00:19:48,070 --> 00:19:53,030
+المعاني و اقدار المستمعين قيل لي ان انا ساخطب في
+
+190
+00:19:53,030 --> 00:20:00,330
+مسجد في منطقة غزة الرمال والناس او الحضور من
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+191
+00:20:00,330 --> 00:20:08,370
+المتعلمين فهيأته لنفسي و قعدت خطبة فلتكن عن فضل
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+192
+00:20:08,370 --> 00:20:16,270
+الزواج ثم دخلت الى المسجدفوجدته في الخلف المصلين
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+193
+00:20:16,270 --> 00:20:24,890
+جنازة هل أستمر في خطبتي المقام يختلف و حالته
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+194
+00:20:24,890 --> 00:20:28,650
+لمستمر معظم الحضور من أقارب الميت الذي سنصلي عليه
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+195
+00:20:28,650 --> 00:20:35,700
+بعد تمام الخطبة وبالتالي سرعة البديهة هناتجعلني
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+196
+00:20:35,700 --> 00:20:40,660
+أتصرف في موضوع الخطبة إذا أراعي أقدار المستمعين
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+197
+00:20:40,660 --> 00:20:47,900
+وحالاتهم النفسية كما أن لكل طبقة كلام كذلك لكل
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+198
+00:20:47,900 --> 00:20:52,460
+حالة كلان من
+
+199
+00:20:52,460 --> 00:20:55,980
+القضايا أيضا التي اهتم لها بشر بن المؤتمر بشر
+
+200
+00:20:55,980 --> 00:20:59,400
+الحقيقة طرق لنا العديد من القضايا التي ستتبلور
+
+201
+00:20:59,400 --> 00:21:04,830
+فيما بعدقضية الأجناس الأدبية وهي من القضايا
+
+202
+00:21:04,830 --> 00:21:09,850
+الحديثة والمعاصرة في النقد الحديث حيث تحدث عن
+
+203
+00:21:09,850 --> 00:21:15,910
+الأجناس الأدبية وقسمها إلى قسمين كبيرين قسم يتعلق
+
+204
+00:21:15,910 --> 00:21:23,810
+بالشعري وفنوني واخر يتعلق بالنثر وفنونيثم بدأ يفرق
+
+205
+00:21:23,810 --> 00:21:28,570
+لنا بين المجموعتين الكبيرتين بين هذين الجنسين
+
+206
+00:21:28,570 --> 00:21:34,890
+الكبيرين شعر و نثر ما للشعر من مواصفات عامة و شروط
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+207
+00:21:34,890 --> 00:21:39,290
+عامة و ما للنثر من مواصفات عامة و شروط عامة وأقصد
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+208
+00:21:39,290 --> 00:21:44,070
+بالشروط العامة الشعر مثلا يمتاز عن النثر بأوزانه
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+209
+00:21:44,070 --> 00:21:48,770
+بقوافيه اليوم
+
+210
+00:21:48,770 --> 00:21:56,220
+من علاماتالتقدم أو التقدم باتجاه التأخر أو لا أدري
+
+211
+00:21:56,220 --> 00:22:01,740
+ما أسميها أن هذا الكلام يذوب عند البعض من أدعياء
+
+212
+00:22:01,740 --> 00:22:05,460
+الحدافة أو الذين أغرقوا في التعبير عن الحدافة
+
+213
+00:22:05,460 --> 00:22:12,620
+حينما تاهت معالم الجنسين لديهم الشعر لا يضغي نثرا
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+214
+00:22:12,620 --> 00:22:16,800
+لأن النثر صفات غير الشعر فما بالنا إذا سمعنا من
+
+215
+00:22:16,800 --> 00:22:24,870
+يقول قصيدة النثرقصيدة تثير في مخيلتنا معاني وشكل
+
+216
+00:22:24,870 --> 00:22:33,370
+معين وطريقة معينة ونثر تثير شيء آخر فكيف يجتمع
+
+217
+00:22:33,370 --> 00:22:43,090
+الجنسان؟ أو أن يقال النثر المشعور هو نثر مشعور أو
+
+218
+00:22:43,090 --> 00:22:50,140
+شعر منثوروقد عبروا بهذه المصطلحات عما لا يستصاغ
+
+219
+00:22:50,140 --> 00:22:55,160
+على الأقل لديه وهناك العديد من أدعياء الحادثة ولا
+
+220
+00:22:55,160 --> 00:22:59,320
+أحسبهم من من يفهمون في النقد وليكن هذا الكلام على
+
+221
+00:22:59,320 --> 00:23:07,000
+عواهنه وأنا مسئول عنه يبتهمون أمثالي بأنهم نقاد
+
+222
+00:23:07,000 --> 00:23:08,700
+تقريديين
+
+223
+00:23:10,180 --> 00:23:16,120
+والحداثي من النقاد هو الذي يفسح لقصيدة الـ
+
+224
+00:23:16,120 --> 00:23:20,320
+Netherland إذا كنا سنفسح لقصيدة الـ Netherland
+
+225
+00:23:20,320 --> 00:23:25,060
+فعلينا أن نتذكر ما فعلت نازك الملائكة سمعت هذا
+
+226
+00:23:25,060 --> 00:23:29,420
+الإسم؟ تلك الشاعرة الناقضة العراقية التي
+
+227
+00:23:33,210 --> 00:23:40,270
+فتحت بابا واسع لقصيدة الناثر في البداية الناثر
+
+228
+00:23:40,270 --> 00:23:49,430
+وكانت ترأس جريدة أدبية أو مجلة أدبية فوجدت أن كل
+
+229
+00:23:49,430 --> 00:23:55,610
+الكتابات أصبحت الناقلات كلها تسيروا باتجاه مجلتها
+
+230
+00:23:55,610 --> 00:24:01,610
+وكل ما يُكتب عليها أن تلتزم به لأنه ناثر وقصيدة في
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+231
+00:24:01,610 --> 00:24:07,790
+نفس الوقتبعد فترة تراجعت باتجاه التفعيلة وكان بدر
+
+232
+00:24:07,790 --> 00:24:13,130
+شاكر السياب قد سبقها الى التفعيلة و أصبح هناك
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+233
+00:24:13,130 --> 00:24:21,030
+تفريق بين شعر حر و شعر تفعيلة اللى يعبر عنه بال
+
+234
+00:24:21,030 --> 00:24:28,690
+English language three forces and black forcesفريب
+
+235
+00:24:28,690 --> 00:24:33,570
+متحرر من كل شيء متحرر من عقال اللغة ومن عقال الوزن
+
+236
+00:24:33,570 --> 00:24:38,390
+ومن عقال القافية أما الـBlind فهو الشعر الناصح
+
+237
+00:24:38,390 --> 00:24:44,350
+اللي بنعبر عنه بكلمات تفعيلها من أنصار طبعا
+
+238
+00:24:44,350 --> 00:24:48,650
+الحداثة و الإغراق في الحداثة مثلا عزراب باوند اللي
+
+239
+00:24:48,650 --> 00:24:56,360
+يقول افعل افعل افعل وليكن فعلك مجردا من كل قيدوجرد
+
+240
+00:24:56,360 --> 00:25:02,880
+من كل قيد نعم الدين قيد حطمه اللغة قيد حطمها هذا
+
+241
+00:25:02,880 --> 00:25:08,240
+كلام is rebound وليس كلامي كلام لا يصح مع العقول
+
+242
+00:25:08,240 --> 00:25:14,140
+التي تربى تربية سليمة وإن كان هذا الكلام لا يروق
+
+243
+00:25:14,140 --> 00:25:21,520
+للبعض فهذا شأن البعض هنا جاء بشر بن المعتمرقبل
+
+244
+00:25:21,520 --> 00:25:29,360
+هؤلاء بقرون بأكثر من 1200 عام ليقول لنا إن لكل جنس
+
+245
+00:25:29,360 --> 00:25:36,900
+أدبي خصائصه وسماته التي لا ينبغي أن نفرط بها ثم
+
+246
+00:25:36,900 --> 00:25:40,440
+بعد أن ينتهي من التفريق بين النثر والشعر يدخل إلى
+
+247
+00:25:40,440 --> 00:25:47,310
+التفريق بين أنواع النثرويريد الفرق بين الرسالة
+
+248
+00:25:47,310 --> 00:25:53,150
+والخطبة فمثلا من ناحية الشكل الرسالة لها شكل يختلف
+
+249
+00:25:53,150 --> 00:26:02,610
+عن شكل الخطبة الرسالة تبدأ بالقول من فلان إلى فلان
+
+250
+00:26:02,610 --> 00:26:10,100
+ثم فيها التعيةالتحية تختلف حسب مقام الخطاب رأينا
+
+251
+00:26:10,100 --> 00:26:14,340
+مثلا من محمد رسول الله صلى الله عليه وسلم إلى
+
+252
+00:26:14,340 --> 00:26:21,760
+المقوقص عظيم القبط السلام على من اتبع الهدى لكن
+
+253
+00:26:21,760 --> 00:26:27,670
+بين مسلم ومسلم السلام عليكم ورحمة الله وبركاتههل
+
+254
+00:26:27,670 --> 00:26:34,030
+يسقط السلام؟ يسقط وتسقط الألقاب؟ قد تسقط في رسالة
+
+255
+00:26:34,030 --> 00:26:38,650
+النبي صلى الله عليه وسلم عظيم القبض للمقوقص اللي
+
+256
+00:26:38,650 --> 00:26:42,470
+هو حاكم مصر بقى نذهب لكن في رسالة أمير المؤمنين
+
+257
+00:26:42,470 --> 00:26:47,990
+عمرو بن الخطاب إلى ملك الروم قال من عمرو بن الخطاب
+
+258
+00:26:47,990 --> 00:26:55,140
+أمير المؤمنين إلى نقفور كلب الرومإن هذا المقام لأن
+
+259
+00:26:55,140 --> 00:26:59,160
+نقفور كان جاحداً مهدداً للإسلام والمسلمين وبالتالي
+
+260
+00:26:59,160 --> 00:27:04,420
+استعقى هذا الخطط إذا مقدمة الرسالة تختلف عن مقدمات
+
+261
+00:27:04,420 --> 00:27:09,460
+الخطبة مقدمة الخطبة من شروطها أن تبدأ بالثناء
+
+262
+00:27:09,460 --> 00:27:13,940
+والحمد على الله عز وجل ثم الصلاة والتسليم قبل
+
+263
+00:27:13,940 --> 00:27:17,680
+الدخول في موضوع الخطبة ويشترط في التقدمة أن تبشر
+
+264
+00:27:17,680 --> 00:27:22,250
+بالموضوع وبالتالي من عهد زيادةعيد الأمن والأمان
+
+265
+00:27:22,250 --> 00:27:28,130
+وأصبح التجار لا يغلقون متاجرهم وقت الصلاوات وأصبح
+
+266
+00:27:28,130 --> 00:27:32,910
+الناس يبيتون دون أن يصدوا سبعة أبواب على أنفسهم
+
+267
+00:27:32,910 --> 00:27:39,130
+لماذا؟ لأنه أعاد الأمن والأمان إذن التقدمة هنا لها
+
+268
+00:27:39,130 --> 00:27:44,250
+مقام ولذلك الخطبة التي خلت من المقدمة سميت بطراء
+
+269
+00:27:44,250 --> 00:27:48,730
+لماذا؟ لأنها خلت من أي ذكر حكيم ومن الحديث النبوي
+
+270
+00:27:48,730 --> 00:27:49,770
+ومن التقدمة
+
+271
+00:27:53,750 --> 00:27:58,590
+لكن في الوضع الطبيعي هناك فرق بين الخطبة والرسالة
+
+272
+00:27:58,590 --> 00:28:04,110
+ما هو الفرق؟ الفرق كما قلت في الشكل شكل الرسالة
+
+273
+00:28:04,110 --> 00:28:09,690
+أنها تبدأ معنونا من فلان إلى فلان ثم فيها تسليم
+
+274
+00:28:09,690 --> 00:28:15,950
+وفيها حديث عن الموضوع أما الخطبة فتبدأ بالتحميد
+
+275
+00:28:15,950 --> 00:28:20,070
+والصلاة والتسليم مبشرة بالموضوع
+
+276
+00:28:22,300 --> 00:28:28,640
+في جوهر الإثنتين تعتمد
+
+277
+00:28:28,640 --> 00:28:32,900
+الأدلة العقلية والأدلة المنطقية ولكن في الخطبة
+
+278
+00:28:32,900 --> 00:28:39,040
+تشترط آيات القرآن الكريم والأحاديث النبوية إضافة
+
+279
+00:28:39,040 --> 00:28:44,640
+إلى تزينها ببعض الشعر أو الأقوال الحكيمة هكذا
+
+280
+00:28:44,640 --> 00:28:50,290
+نلاحظ أن بشر بن المعتمريفرق بطريقة جيدة بين أجناس
+
+281
+00:28:50,290 --> 00:29:01,270
+النفر وهو سابق في هذا لعصره يعني
+
+282
+00:29:01,270 --> 00:29:08,550
+مما قال أيضا والرسالة تجعل خطبة والخطبة تجعل في
+
+283
+00:29:08,550 --> 00:29:13,930
+أيسر كلفة ولا يتهيأ مثل ذلك في الشعر من سرعة قلبه
+
+284
+00:29:13,930 --> 00:29:18,890
+وأي حالته الكلام هذا واضحيمكن أن أحور رسالة إلى
+
+285
+00:29:18,890 --> 00:29:24,750
+خطبة؟ نعم والخطبة المكتوبة لا تبتعد كثيرا عن
+
+286
+00:29:24,750 --> 00:29:29,890
+الرسالة من ناحية الموضوع يقول ومما يعرف أيضا من
+
+287
+00:29:29,890 --> 00:29:35,570
+الخطابة والكتابة أنهما مختصان بأمر الدين والسلطان
+
+288
+00:29:35,570 --> 00:29:41,090
+والخطابة لها الحظ الأوفر من أمر الدين نعلم ذلك
+
+289
+00:29:41,090 --> 00:29:47,040
+الخطابة دخلتالشعائر الدينية فاضحت لاتتموا بعض
+
+290
+00:29:47,040 --> 00:29:54,460
+الصلاوات إلا بها كالعيد دين كخطب الجمعة وهناك خطبة
+
+291
+00:29:54,460 --> 00:29:58,660
+النكاح وخطبة القبر وغيرها من الخطب الإجتماعية التي
+
+292
+00:29:58,660 --> 00:30:04,840
+طبنا على الخطبة قلنا خطبة النكاح مع أنه عقد نكاح
+
+293
+00:30:10,670 --> 00:30:14,250
+من القضايا المهمة أيضًا التي تنبأ لها بشر بن
+
+294
+00:30:14,250 --> 00:30:21,330
+المعتمر قضية الصدق والكذب ونذكر أن هذه القضية تنبأ
+
+295
+00:30:21,330 --> 00:30:25,570
+لها ابن طباطبة في القرن الرابع الهجري في عيار
+
+296
+00:30:25,570 --> 00:30:31,090
+الشعل حينما تحدث عن الصدق النفسي هنا بشر سبق ابن
+
+297
+00:30:31,090 --> 00:30:35,390
+طباطبة بكثير بشر في القرن الثاني وابن طباطبة في
+
+298
+00:30:35,390 --> 00:30:37,350
+القرن الرابع الهجري
+
+299
+00:30:41,720 --> 00:30:47,640
+ومن أرائه التي نعرفها ولكنه يؤكد عليها أن الكذب
+
+300
+00:30:47,640 --> 00:30:57,280
+يستصاه في الشعر واضح هذا الأمر لنا؟ نعم اللذي يمدح
+
+301
+00:30:57,280 --> 00:31:05,290
+قد يمدح الجبان بالشجاعةوالبخيل بالكرم ولذلك قال
+
+302
+00:31:05,290 --> 00:31:09,190
+المصطفى صلى الله عليه وسلم إذا رأيتم المداحين
+
+303
+00:31:09,190 --> 00:31:14,550
+فحثوا في وجوههم الطراب لماذا؟ لأنهم يكذبون يزيفون
+
+304
+00:31:14,550 --> 00:31:22,390
+الحقائق أيضا الشاعر المتغزل نراه حتى في عصر صدر
+
+305
+00:31:22,390 --> 00:31:28,960
+الإسلام يحدثنا عن تجاربه العاطفيةوعن مغامراته
+
+306
+00:31:28,960 --> 00:31:35,320
+ونزواته فيورينا كيف تسلل إلى خباء فلانة وكيف عاشر
+
+307
+00:31:35,320 --> 00:31:43,400
+فلانة وهو في الحقيقة لم يخرج من دائرة خياله وقال
+
+308
+00:31:43,400 --> 00:31:49,920
+النقاد في هذا الكثير واستصاهوا هذا الكذب أما في
+
+309
+00:31:49,920 --> 00:31:56,080
+الخطبةفالكذب لا يستصار لأنني أتحدث عن أمور الدنيا
+
+310
+00:31:56,080 --> 00:32:01,840
+والدين هنا أتحدث عن تجاربي العاطفية هنا أتحدث عن
+
+311
+00:32:01,840 --> 00:32:13,940
+أمور تتصل بالعباد ودينهم ومعتقداتهم هكذا
+
+312
+00:32:13,940 --> 00:32:20,200
+نكون قد وصلنا إلى نهاية المطاف مع صحيفة بشر ابن
+
+313
+00:32:20,200 --> 00:32:27,490
+المعتمروقد رأينا أنها تقدمت على عصرها وأرست أو
+
+314
+00:32:27,490 --> 00:32:37,190
+وضعت عدة قضايا للنقاش فجرت قضية اللفظ والمعنى وإذا
+
+315
+00:32:37,190 --> 00:32:41,770
+قلت إن القضية موجودة في كتب الشعر فليست كتب الشعر
+
+316
+00:32:41,770 --> 00:32:45,990
+سابقة على صحيفة نأخذ تاريخ
+
+317
+00:32:48,480 --> 00:32:52,500
+حياة بيشر و تاريخ الصحيفة سنجد أنه هو المبتدئ هو
+
+318
+00:32:52,500 --> 00:32:58,580
+الذي وضع اللبن الأولى للنقاش بعد ذلك في قضية اللفظ
+
+319
+00:32:58,580 --> 00:33:05,720
+والمعنى وما يتصل بيهما لم يفجر القضية وحسب بل أدلى
+
+320
+00:33:05,720 --> 00:33:12,950
+فيها بأراء صائبة وفرع عنها قضايا كما رأيناأيضًا من
+
+321
+00:33:12,950 --> 00:33:20,390
+الأمور التي رأيناها قد طرقها ويأتي ذكرها عند غيره
+
+322
+00:33:20,390 --> 00:33:26,330
+هي قضية لحظة الإبداع وضرورة اغتنامها خاصة للخطباء
+
+323
+00:33:26,330 --> 00:33:33,890
+والكتاب أيضًا الطبع والصنعة واحدة تقول لقد رأينا
+
+324
+00:33:33,890 --> 00:33:40,740
+قضية الطبع والصنعة عند قتيبة أولًاثم بعد ذلك عند
+
+325
+00:33:40,740 --> 00:33:45,820
+القاضي علي ابن عبد العيزي الجرجاني أقول نعم ولكن
+
+326
+00:33:45,820 --> 00:33:52,120
+من الذي سبق إلى هذه القضية؟ بشر بن المعتمر أسبق من
+
+327
+00:33:52,120 --> 00:33:58,020
+ابن ابن
+
+328
+00:33:58,020 --> 00:34:06,980
+قتيبة وأسبق من القاضي أيضا مطابقة الكلام لمقتدى
+
+329
+00:34:06,980 --> 00:34:15,020
+الحالأيضًا الصدق والكذب لبشر فضل كبير في طرح
+
+330
+00:34:15,020 --> 00:34:21,440
+القضايا وهذه القضايا جميعًا تعتبر قضايا جديدة فيها
+
+331
+00:34:21,440 --> 00:34:29,640
+إبداع وفيها آراء قد ينضجها اللاحقون وبعضها ناضج
+
+332
+00:34:29,640 --> 00:34:38,080
+مكتملهذا ما أريد قوله عن الصحيفة التي أرا أنها في
+
+333
+00:34:38,080 --> 00:34:45,540
+غاية الأهمية والتي كانت تجوب هذه القضايا وهي تعلم
+
+334
+00:34:45,540 --> 00:34:51,740
+الناشئة فكأنه حريص على لفت نظر الناشئة إلى هذه
+
+335
+00:34:51,740 --> 00:34:58,000
+القضايا المهمة والتي نراها في تراثنا بعد ذلك تنضج
+
+336
+00:34:58,000 --> 00:35:04,290
+بالتدريجهل هناك أي استفسار عن صحيفة بشر بن
+
+337
+00:35:04,290 --> 00:35:16,630
+المعتمر؟ المعاني واضحة؟ نقدمه الآن الحديث عن كتاب
+
+338
+00:35:16,630 --> 00:35:19,390
+البيان والتبيين للجاحف
+
+339
+00:35:51,190 --> 00:35:56,510
+كما هي العادة نحاول ان نعرف
+
+340
+00:36:19,370 --> 00:36:24,890
+كما هي العادة نعرفه على الجاحظ وإن كنت أحسن الظن
+
+341
+00:36:24,890 --> 00:36:33,150
+في كنة وأعلم أن طالبة وصلت لمستوى الثالث أكيد عرفت
+
+342
+00:36:33,150 --> 00:36:35,490
+الكثير عن الجاحظ
+
+343
+00:36:38,590 --> 00:36:44,130
+كما كان بشر يقف على رأس المدرسة البشرية كذلك
+
+344
+00:36:44,130 --> 00:36:50,190
+اتجاحظ من علماء الكلام وهو من المعتزلة الذي لا يقف
+
+345
+00:36:50,190 --> 00:36:56,890
+على قبالته من أهل السنة إلا المبرد
+
+346
+00:36:56,890 --> 00:37:03,930
+والبعض يقول يقف على قبالته ابن قتيبة
+
+347
+00:37:06,000 --> 00:37:11,780
+وأنا أميل إلى ابن قتيبة لأن الرجل ترك إرثة كبيرة
+
+348
+00:37:11,780 --> 00:37:14,980
+كما
+
+349
+00:37:14,980 --> 00:37:21,160
+هو الحال بالنسبة للجاحظ فإذا كان الجاحظ رأس مدرسة
+
+350
+00:37:21,160 --> 00:37:26,940
+المعتزلة فإن ابن قتيبة رأس مدرسة أهل السنة
+
+351
+00:37:31,060 --> 00:37:38,840
+عرف عن الجاحظ نهمه وميله الشديد للقراءة في بداية
+
+352
+00:37:38,840 --> 00:37:50,460
+حياته إذا كان بشر قد توفي في العام 162 فإن الجاحظ
+
+353
+00:37:50,460 --> 00:37:56,980
+ولد في العام 160 هجرية وطبعا في حاضرة الثقافة
+
+354
+00:37:56,980 --> 00:38:03,080
+آنذاك وقد بينته فيما مضىالفرق بين الحواضر أسف
+
+355
+00:38:03,080 --> 00:38:07,700
+بيشير توفي في العام 2010 للهجرة وهنا ولد في العام
+
+356
+00:38:07,700 --> 00:38:16,180
+160 للهجرة أي تزامنة و تعايشة قلنا
+
+357
+00:38:16,180 --> 00:38:21,420
+إن البصرة مدرسة المؤصلين فيها ولد ولكن كانت له
+
+358
+00:38:21,420 --> 00:38:30,080
+رحلة من همه للقراءة هناك طرائف نسبت إليهأنه حين
+
+359
+00:38:30,080 --> 00:38:35,660
+عاد لزوجه وقد انشغل عن الكسبة وعن إحضار الطعام
+
+360
+00:38:35,660 --> 00:38:41,040
+وغير ذلك وطلب منها الطعام نزقت له كتابا وقدمته له
+
+361
+00:38:41,040 --> 00:38:47,950
+على طبخ وقالت له فالتأكل مما تاتينا بهوحينما خرج
+
+362
+00:38:47,950 --> 00:38:53,230
+مغضبا قابله زميله ابن الزياد الأديب المعروف وعرف
+
+363
+00:38:53,230 --> 00:38:59,850
+القصة منه فحمله دقيق وزيت وغير ذلك مما يحتاجوا
+
+364
+00:38:59,850 --> 00:39:04,950
+إليه البيت وعاد لبيته مباهيا لزوجه أن الكتب قد أتت
+
+365
+00:39:04,950 --> 00:39:10,070
+بها ذاية أيضا مما عرف عن نهمه للقراءه بعد أن أصيب
+
+366
+00:39:10,070 --> 00:39:15,840
+بفالج في آخر حياتهقد وقعت عليه الكتب وكان شهيد
+
+367
+00:39:15,840 --> 00:39:23,440
+الكتب سمى الجاحظ باسم الجاحظ الجحوظ في عينيه هذا
+
+368
+00:39:23,440 --> 00:39:31,700
+الجحوظ الذي جعل منظره دميما و اظن ان هذا المنظر
+
+369
+00:39:31,700 --> 00:39:37,120
+حفزه على الإبداع لم
+
+370
+00:39:37,120 --> 00:39:42,190
+يحقق ذاته من ناحية الشكلبل ذكروا قصصا ايضا على
+
+371
+00:39:42,190 --> 00:39:49,110
+شكله انه كان يقول لم تنظر الي فتاة قط او امرأة قط
+
+372
+00:39:49,110 --> 00:39:57,330
+و ذات يوم و انا استعد لتناول الطعام و اذا بامرأة
+
+373
+00:39:57,330 --> 00:40:02,930
+تاتي و تنظر الي فحسبت انها معجبة بي ثم اشارت الي
+
+374
+00:40:02,930 --> 00:40:10,640
+ان اتبعها فتبعتها و انا مصرورحتى وصلت معها إلى
+
+375
+00:40:10,640 --> 00:40:19,940
+دكان جواهر جبائع الذهب الصائغ وقالت
+
+376
+00:40:19,940 --> 00:40:26,180
+للرجل كهذا وانصرفت أشرت إلي كهذا وانصرفت فسألت
+
+377
+00:40:26,180 --> 00:40:31,820
+الرجل ما الأمر فقال أرادت أن تبتاع مني خاتما
+
+378
+00:40:31,820 --> 00:40:39,180
+وأرادت أن يكون على فصه صورة الشيطانفقلت لها إنني
+
+379
+00:40:39,180 --> 00:40:44,120
+لم أرى الشيطان فأتت بيها هذه من النوادر التي رواها
+
+380
+00:40:44,120 --> 00:40:51,940
+الجاحظ عن نفسه هذه خفة الظل تخفي تحت رغبة جامحة
+
+381
+00:40:51,940 --> 00:41:00,440
+لتحقيق الذات رغبة شديدة للإبداع وقد كان قلنا إنه
+
+382
+00:41:00,440 --> 00:41:05,340
+وصل إلى رأس
+
+383
+00:41:05,340 --> 00:41:12,600
+مدرسةالمتكلمين حتى نُسبت إليه تلك المدرسة وأيضا
+
+384
+00:41:12,600 --> 00:41:19,050
+ترك لنا تراثا أدبيا كبيرامنه كتاب البيان والتبيين
+
+385
+00:41:19,050 --> 00:41:23,630
+ومنه كتاب الحيوان ومنه رسالة التربيع والتدوير ومنه
+
+386
+00:41:23,630 --> 00:41:28,490
+رسالة البخلاء والعميان والعرجان والبرصان والرسالة
+
+387
+00:41:28,490 --> 00:41:32,870
+بمعنى كتاب عشان هو رسالة الجاحضية ورسالة الأثمانية
+
+388
+00:41:32,870 --> 00:41:39,050
+وغير ذلك من الكتب والرسائل التي تباهي بها المكتب
+
+389
+00:41:39,050 --> 00:41:47,560
+العربية الإسلامية هذا القليلمما يمكن أن يُقال في
+
+390
+00:41:47,560 --> 00:41:54,220
+تعريف صاحب البيان والتبين أترك هذه التقنعة اليوم
+
+391
+00:41:54,220 --> 00:41:59,180
+وأكتفي بهذا القدر على أن أعود لكتاب البيان والتبين
+
+392
+00:41:59,180 --> 00:42:01,580
+في اللقاء القادم إن شاء الله
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU_raw.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU_raw.srt
new file mode 100644
index 0000000000000000000000000000000000000000..c7a98f8744f4dc7921a00649d9087d229b32f679
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/VLovJsGjVPU_raw.srt
@@ -0,0 +1,1568 @@
+1
+00:00:21,350 --> 00:00:25,290
+بسم الله الرحمن الرحيم والصلاة والسلام على المبوط
+
+2
+00:00:25,290 --> 00:00:28,850
+الرحمة للعالمين وعلى آله وصحبه ومن ساره على هديه
+
+3
+00:00:28,850 --> 00:00:33,350
+إلى يوم الدين وبعد نستكمل
+
+4
+00:00:33,350 --> 00:00:40,050
+الحديث اليوم عن صحيفة بشر ابن المعتمر تلك الصحيفة
+
+5
+00:00:40,050 --> 00:00:49,270
+التي حملت خبرة بشرالذي كان يقف على رأس مدرسة من
+
+6
+00:00:49,270 --> 00:00:55,070
+مدارس المتكلمين والذي كان هدفه الرئيس إعداد ناشئة
+
+7
+00:00:55,070 --> 00:01:01,030
+للخطابة لكي يحملوا أفكار ومبادئ المدرسة البشرية
+
+8
+00:01:01,030 --> 00:01:06,870
+هذه الصحيفة هي خلاصة تجربة بشر ابن المعتمر وقد
+
+9
+00:01:06,870 --> 00:01:15,410
+رأيناه يتحدث فيها عن عدة قضايا منهااغتنام لحظة
+
+10
+00:01:15,410 --> 00:01:21,290
+الإبداع هذه القضية المهمة ليست في الخطابة فقط أو
+
+11
+00:01:21,290 --> 00:01:25,670
+في الكتابة فقط بل في شؤون حياة الإنسان عامة
+
+12
+00:01:25,670 --> 00:01:32,050
+والمقصود باغتنام لحظة الإبداع أن النفس تصف في
+
+13
+00:01:32,050 --> 00:01:38,870
+أوقات معينة لها حالات تبدع فيها وحالات قد يصعب
+
+14
+00:01:38,870 --> 00:01:44,200
+عليها القولوهذا أمر نختبره في أنفسنا وفي أيامنا
+
+15
+00:01:44,200 --> 00:01:50,800
+العادية أنت حينما تقرأينا قد تمري بوقت لا تستطيعين
+
+16
+00:01:50,800 --> 00:01:55,360
+أن تحصلي صفحة من كتاب وفي وقت آخر قد يسهل عليك
+
+17
+00:01:55,360 --> 00:02:01,340
+الكتاب كله لكل نفس حالة هناك من تتهيأ نفسه بعد نوم
+
+18
+00:02:01,800 --> 00:02:07,160
+عند الصباح وهناك من تتهيأ نفسه عصرا وعلى كل إنسان
+
+19
+00:02:07,160 --> 00:02:12,620
+أن يكتشف هذه اللحظة التي كما يقول عنها بشر قليلها
+
+20
+00:02:12,620 --> 00:02:18,180
+كثير بإذن الله عز وجل بدل من أن أحشر نفسي في لحظة
+
+21
+00:02:18,180 --> 00:02:26,010
+ليست مهيئة ليوأتزحر وأجهد نفسي دون طائل عليا أن
+
+22
+00:02:26,010 --> 00:02:31,030
+أبحث عن الوقت المناسب لكي أبدع فيه أو لكي أحصل فيه
+
+23
+00:02:31,030 --> 00:02:37,210
+حتى للتحصيل العلمي هذه قضية أولى من القضايا التي
+
+24
+00:02:37,210 --> 00:02:46,330
+تعرض لها بشر أبو
+
+25
+00:02:46,330 --> 00:02:47,610
+حمز هذا لا يتحرك
+
+26
+00:03:01,910 --> 00:03:14,450
+بتعطيني مغلق امتحان يعني اجلسي
+
+27
+00:03:14,450 --> 00:03:16,430
+تعالي هنا
+
+28
+00:03:37,290 --> 00:03:42,910
+طيب خلاص اليوم لا نريد مشاركة تكونها في واحدة
+
+29
+00:03:42,910 --> 00:03:50,600
+محاضرة فقط فبنريحها انت المحاضرة؟طيب انت بتقولي
+
+30
+00:03:50,600 --> 00:03:53,860
+شراحتها المرة اللي فاتت لأ يا دكتور انت هذه الفقرة
+
+31
+00:03:53,860 --> 00:03:56,500
+شراحتها ان المحاضرة اللي فاتت انا شررتها و حضرت من
+
+32
+00:03:56,500 --> 00:03:59,500
+عند و قد جعل اللفظ و المعنى في ثلاث درجات ايوة من
+
+33
+00:03:59,500 --> 00:04:10,480
+هنا انا محاضرة و الطبع و الصنعة و غيرها ايضا
+
+34
+00:04:10,480 --> 00:04:15,280
+من القضايا المهمة اللتي اتعرض لها بشر بن المعتمر
+
+35
+00:04:15,280 --> 00:04:20,470
+قضية اللفظ و المعنىوهي قضية من القضايا المشتركة
+
+36
+00:04:20,470 --> 00:04:27,270
+بين الشعري والنثر وقد رأينا النقاد الذين سبقوا
+
+37
+00:04:27,270 --> 00:04:33,710
+والذين استعرضنا آراءهم في كتب نقد الشعر قد تعرض
+
+38
+00:04:33,710 --> 00:04:38,770
+أكثر من واحد منهم لهذه القضية المهمة ووضعوا شروطا
+
+39
+00:04:38,770 --> 00:04:43,170
+لها وهنا يشدر التنبيه على أننا سنلاحظ أن النقاد
+
+40
+00:04:43,170 --> 00:04:50,090
+انقسموا حول هذه القضية ثلاثة أقسامقسم انحاز لللفظ
+
+41
+00:04:50,090 --> 00:04:53,850
+كالجاحذ مثلا الذي رأى أن المعاني ملقا على قارعة
+
+42
+00:04:53,850 --> 00:05:01,230
+الطريق كما سيمر بينها وقسم كالمبرد في كتابه الكامل
+
+43
+00:05:01,230 --> 00:05:07,270
+في اللغة والأدب الذي انحاز للمعنى وقسم توسط بين
+
+44
+00:05:07,270 --> 00:05:13,500
+الفريقين من الذين توسطوابشر ابن المعتمر في هذه
+
+45
+00:05:13,500 --> 00:05:19,220
+الصحيفة حيث يرى ضرورة الاهتمام بكلاهما باللفظ
+
+46
+00:05:19,220 --> 00:05:25,620
+والمعنى معنى وهذا
+
+47
+00:05:25,620 --> 00:05:33,140
+أمر بدهي لأن فساد عنصر سيفسد عنصر آخر حتما إذا كان
+
+48
+00:05:33,140 --> 00:05:37,740
+المعنى شريف واللفظ فيه تواعر وغرابة فما فائدة شرف
+
+49
+00:05:37,740 --> 00:05:43,620
+المعنى واختراعهمعنى مخترع، معنى جميل ولكن جاء في
+
+50
+00:05:43,620 --> 00:05:49,540
+ثياب بالية أو ثياب مستهجنة لفظ غريب مستهجن
+
+51
+00:05:49,540 --> 00:05:55,360
+وبالتالي أن أفضل الأراء هو الرأي الذي يقول بدرورة
+
+52
+00:05:55,360 --> 00:06:03,200
+مشاكلة اللفظ والمعنى معاه وهو كما قال ينصحنا
+
+53
+00:06:03,200 --> 00:06:11,860
+بالبعد عن التوعرفي اللفظ كما أنه ينصحنا بالابتعاد
+
+54
+00:06:11,860 --> 00:06:17,260
+عن المبتذل من المعاني يعني لابد أن يكون للإنسان
+
+55
+00:06:17,260 --> 00:06:23,680
+بصمة المعنى فيه اختراع واللفظ فيهم وامة لهذا
+
+56
+00:06:23,680 --> 00:06:28,460
+المخترع قادر على التعبير عن المخترع من المعاني
+
+57
+00:06:43,480 --> 00:06:47,600
+بشير ابن المعتمد في سياق حديثه عن اللفظ والمعنى
+
+58
+00:06:47,600 --> 00:06:53,160
+قسم لنا اللفظ والمعنى في ثلاث درجات الدرجة الأولى
+
+59
+00:06:53,160 --> 00:06:59,210
+أن يكون اللفظ فخما رشيقاويكون المعنى مفهوما
+
+60
+00:06:59,210 --> 00:07:04,110
+ومعروفا عند الجميع سواء إذا كنا نريد بالخطاب أو
+
+61
+00:07:04,110 --> 00:07:09,070
+بحديثنا أن نتحدث مع الخاصة أو أن نتحدث مع العامة
+
+62
+00:07:09,070 --> 00:07:14,730
+أيضا عندما بدأ يسرد لنا هذه الدرجات تعرض إلى قضية
+
+63
+00:07:14,730 --> 00:07:19,890
+مهمة من قضايا النقد الأدبي وهي قضية الطبع والتكلف
+
+64
+00:07:19,890 --> 00:07:25,700
+تريثي قليل يعني في القضية الأولىقضية الموائمة
+
+65
+00:07:25,700 --> 00:07:31,620
+ودرجات اللفظ والمعنى كأن به ينظر إلى درجات الناس
+
+66
+00:07:31,620 --> 00:07:37,860
+والدرجة العليا من البشر كالملوك والوزراء والأمراء
+
+67
+00:07:37,860 --> 00:07:42,220
+ما يناسبهم من الخطاب ومن الألفاظ والمعاني كذلك
+
+68
+00:07:42,220 --> 00:07:48,580
+للعامة ما يناسبها من الفاظ ومعاني نتخيل أننا نتقعر
+
+69
+00:07:50,240 --> 00:07:56,300
+ونأتي بغريب اللفظ أو بفسيحه الذارب في الفصحى لطبقة
+
+70
+00:07:56,300 --> 00:08:02,720
+من الناس من البساطة هل يفهمون ما نقول؟ كلا حتى وإن
+
+71
+00:08:02,720 --> 00:08:09,040
+كان لفظنا صحيحا ومعناه مخترعا وبالتالي ضرورة
+
+72
+00:08:09,040 --> 00:08:13,580
+مراعاة طبقات الناس وأن تكون طبقات المعاني والألفاظ
+
+73
+00:08:13,580 --> 00:08:20,370
+على قدر طبقات الناس تفضليأيضا في السياق هذه القضية
+
+74
+00:08:20,370 --> 00:08:24,990
+يتحدث أيضا عن قضية الطبع والتكلف ويرى ضرورة وجود
+
+75
+00:08:24,990 --> 00:08:29,170
+الطبع عند الأديب أو عند الكاتب حتى يستطيع أن يبدأ
+
+76
+00:08:29,170 --> 00:08:33,690
+إذا كان اللي هو الطبع والتكلف موجود عند الكاتب أو
+
+77
+00:08:33,690 --> 00:08:38,630
+الأديب ولا يحتاج إلى أي ضربة أو .. أو .. أو .. أو
+
+78
+00:08:38,630 --> 00:08:42,610
+ميران فإن بشر ابن المعتمر يضعوا فيه الدرجة الأولى
+
+79
+00:08:42,840 --> 00:08:46,900
+أما الشخص الذي يعني يوجد عنده شيء من الطبيعي ولكنه
+
+80
+00:08:46,900 --> 00:08:51,300
+يحتاج إلى مزيد من التدريب ومزيد من المعاودة فإن
+
+81
+00:08:51,300 --> 00:08:55,540
+بشر ابن المعتمر يضعف في الدرجة الثالثة أما الأشخاص
+
+82
+00:08:55,540 --> 00:09:00,360
+الذين لا يملكون أي شيء من الطبيعي فنصحهم بشر ابن
+
+83
+00:09:00,360 --> 00:09:04,540
+المعتمر بأن يتوجهوا إلى صناعة أخرى تناسب قدرتهم
+
+84
+00:09:05,080 --> 00:09:08,920
+أيضا بشر ابن المعتمر عندما تحدث عن درجات اللفظ
+
+85
+00:09:08,920 --> 00:09:13,740
+والمعنى تطرق إلى قضية أخرى خلينا في القضية الأولى
+
+86
+00:09:13,740 --> 00:09:22,920
+وهي الطبع والصنع قليني اسمك ايجلسي
+
+87
+00:09:22,920 --> 00:09:28,980
+في
+
+88
+00:09:28,980 --> 00:09:36,450
+قضية الطبع والصنع سنلاحظ أن بشر ابن المعتمرينبهنا
+
+89
+00:09:36,450 --> 00:09:42,190
+إلى ضرورة وجود الاستعداد الفطري لمن أراد أن يتصدى
+
+90
+00:09:42,190 --> 00:09:46,770
+للخطابة أو الكتابة فكما أن الموهبة أو الاستعداد
+
+91
+00:09:46,770 --> 00:09:52,430
+الفطري شرط من شروط الشعر كذلك هي شرط من شروط
+
+92
+00:09:52,430 --> 00:09:57,450
+الخطابة والكتابة وبالتالي علي الإنسان أن يختبر
+
+93
+00:09:57,450 --> 00:10:02,830
+نفسه إن كان لديه هذا الاستعداد ولديه ميل فطري ليه
+
+94
+00:10:02,830 --> 00:10:08,560
+أن يكون خطيبا أو كاتبافليكن وإلا فليبحث لنفسه عن
+
+95
+00:10:08,560 --> 00:10:16,860
+مهنة تناسبقدراته وتناسب استعداده الفطري ثم بعد ذلك
+
+96
+00:10:16,860 --> 00:10:25,640
+يكسر هذه الطبقات الطبق المطبوع على ثلاث طبع يواكبه
+
+97
+00:10:25,640 --> 00:10:32,160
+درب و ميران خبرة و تملك أدوات هذا في القمة إنسان
+
+98
+00:10:32,160 --> 00:10:36,020
+يتملك أدوات اللغة و لديه خبرة بفنون القول و إيراد
+
+99
+00:10:36,020 --> 00:10:42,970
+المعاني هذا يقف على رأس المطبوعينأخر يمتلك الطبع
+
+100
+00:10:42,970 --> 00:10:49,150
+ولكن تعوزه الدربة عليه أن يدرب نفسه قبل أن يتكلف
+
+101
+00:10:49,150 --> 00:10:52,970
+هذه الصناعة أما اللون الثالث أو الفريق الثالث
+
+102
+00:10:52,970 --> 00:10:57,610
+فعليه أن يبتعد عن هذه الصناعة لأنه لا يمتلك طبعا
+
+103
+00:10:57,610 --> 00:11:07,050
+وليست لديه الدربة كلام جميل في هذا الصياقفي ثانية
+
+104
+00:11:07,050 --> 00:11:12,430
+حديثة عن قضية اللفظ والمعنى والطبع والصنعة سنجد
+
+105
+00:11:12,430 --> 00:11:19,470
+أنه يلتفت لبعض القضايا المهمة كقضية مناسبة درجات
+
+106
+00:11:19,470 --> 00:11:28,960
+الكلام وطبقات السامعينأنا خطيب ذهبت إلى مسجد
+
+107
+00:11:28,960 --> 00:11:35,240
+القرية كمنطقة مثلا في منطقة الزوايدة أو منطقة
+
+108
+00:11:35,240 --> 00:11:41,550
+بيتلاهي أو الشاطر وأعدبت لنفسي خطبةمن الترازن أو
+
+109
+00:11:41,550 --> 00:11:48,290
+العيار الثقيل موغلة في الفصحى ومدججة بالاستشهادات
+
+110
+00:11:48,290 --> 00:11:51,970
+بآيات القرآن الكريم والحديث النبوي والعبر
+
+111
+00:11:51,970 --> 00:11:57,550
+المستخلصة من آثار السابقين ثم وجدت أن الجمهور
+
+112
+00:11:57,550 --> 00:12:05,120
+بالكاد يعرف القراءة والكتابةهل أتوعر في الفصحى؟ لأ
+
+113
+00:12:05,120 --> 00:12:09,080
+إذا عليا مراعاة المقام لو كنت في الجامعة الإسلامية
+
+114
+00:12:09,080 --> 00:12:14,260
+خطيبا خاصة في طالبات اللغة العربية فعلي أن أبتعد
+
+115
+00:12:14,260 --> 00:12:20,460
+عن العامي والمبتذل لأنه لن يروق هؤلاء من المختصين
+
+116
+00:12:20,460 --> 00:12:28,720
+إذا عليا مراعاة درجات الكلام مع طبقات السامعينأنا
+
+117
+00:12:28,720 --> 00:12:33,240
+أذهب لمختصف عليا أن أتسلح بالأدوات أذهب لعامي في
+
+118
+00:12:33,240 --> 00:12:38,780
+مسجد أو في موعظة أو في جمهور معين كخطب الحمالات
+
+119
+00:12:38,780 --> 00:12:43,620
+مثلا تلك الخطب التي نقولها لاستيلال السخائم من
+
+120
+00:12:43,620 --> 00:12:50,680
+النفوس في الثرات وفي الصراعات بين الفرقاء
+
+121
+00:12:50,680 --> 00:12:59,240
+هل نتخير الضارب في الفصحى والذي يحتاج إلى مختصر
+
+122
+00:12:59,240 --> 00:13:05,100
+يتتبع المعاني أو نتخير الألفاظ التي تسابقها
+
+123
+00:13:05,100 --> 00:13:09,860
+معانيها نتخير الألفاظ التي تسابقها معانيها
+
+124
+00:13:09,860 --> 00:13:17,340
+المألوفة المستخدمة للعوام إذن كلام هنا من خبرة بشر
+
+125
+00:13:17,340 --> 00:13:23,800
+أنه راعي طبقة المخاطب ثقافته درجة وعيه ونهيئ له ما
+
+126
+00:13:23,800 --> 00:13:30,320
+يناسبهمن الكلام يعني لو قامت في كنا انسان تخاطب
+
+127
+00:13:30,320 --> 00:13:35,760
+كنا بلغة عامية وبمعاني مبتذلة معروفة لكنا هل
+
+128
+00:13:35,760 --> 00:13:43,040
+تنصتنا لها؟ أطلاقا وكأننا نقول إن الذي أتى بها إلى
+
+129
+00:13:43,040 --> 00:13:48,740
+مجلسنا قد امتهن العقول نحن نعرف هذا الكلام وهو من
+
+130
+00:13:48,740 --> 00:13:49,920
+بدهيات القول
+
+131
+00:13:55,090 --> 00:14:04,830
+أيضا من علاقة المعاني بالألفاظ حدثنا بشر عن أربع
+
+132
+00:14:04,830 --> 00:14:11,970
+درجات لابد أن تتحقق في علاقة المعاني بالألفاظ
+
+133
+00:14:11,970 --> 00:14:19,390
+الدرجة الأولى الصحة الصحة من جميع النواعي إن حدثتك
+
+134
+00:14:19,390 --> 00:14:25,060
+عن أمروقلت لك إن مكتشف الأرض هو الخليل بن أحمد
+
+135
+00:14:25,060 --> 00:14:31,800
+ستستهجنين قولي لابد أن أراه الصحة العلمية الصحة
+
+136
+00:14:31,800 --> 00:14:38,040
+العقلية الصحة المنطقية أن
+
+137
+00:14:38,040 --> 00:14:43,740
+أقدم المعلومة الصحيحة للمخاطبالأمر الثاني النفعية
+
+138
+00:14:43,740 --> 00:14:49,060
+أن أحقق لك ثائدة مما تسمعين وإلا تنصرثين عني ومع
+
+139
+00:14:49,060 --> 00:14:53,500
+ماما علاقتي بهذا الكلام جاء الدكتور ليعلمني كيف
+
+140
+00:14:53,500 --> 00:14:59,200
+أتوضأ وأنا في المستوى الرابع في الجامعة هل أستفيد
+
+141
+00:14:59,200 --> 00:15:03,580
+منه؟ هل أنتفع بقوله؟ أمر بدهي بالنسبة لي كمسلمة
+
+142
+00:15:03,580 --> 00:15:11,150
+ملتزمة يعنيإذا لابد أن تتحقق فائدة أو منفعة
+
+143
+00:15:11,150 --> 00:15:18,250
+للمتلقي أولا في علاقة اللفظ بالمعنى وإلا سينصرف
+
+144
+00:15:18,250 --> 00:15:24,970
+المتلقي عنه الموضوع الثالث أو الدرجة الثالثة
+
+145
+00:15:24,970 --> 00:15:29,510
+المناسبة الموضوعية بين المعاني وما تساق فيه من
+
+146
+00:15:29,510 --> 00:15:32,910
+الموضوعات يعني
+
+147
+00:15:37,050 --> 00:15:43,590
+ان اتخير للموضوع معنى يلائمه لا اتحدث عن موضوع
+
+148
+00:15:43,590 --> 00:15:50,710
+الزواج وفي المعاني يكون هناك تنبيه على الموت او عن
+
+149
+00:15:50,710 --> 00:15:56,330
+الجهاد وفي معاني اخرى عن الطرب لابد ان يتناسب
+
+150
+00:15:56,330 --> 00:15:59,490
+الموضوع
+
+151
+00:15:59,490 --> 00:16:06,810
+مع المعاني اللذي تطرح فيه اذا كنت اريد انأتحدث عن
+
+152
+00:16:06,810 --> 00:16:12,050
+الزواج وأثره في العفة وصلاح المجتمع علي أن أبدأ من
+
+153
+00:16:12,050 --> 00:16:15,710
+بداية الخطبة أو من بداية الكتاب بالتبشير بهذا
+
+154
+00:16:15,710 --> 00:16:22,150
+الموضوع ففي التحميد مثلا بعد البسملة أقول الحمد
+
+155
+00:16:22,150 --> 00:16:29,910
+لله رب العالمين أحمده جل في علاه لقوله تعالى ومن
+
+156
+00:16:29,910 --> 00:16:37,310
+آياته أن خلق لكم من أنفسكم أزواجاأو في الصلاة
+
+157
+00:16:37,310 --> 00:16:43,710
+والتسليم يمكن أن أبشر بالموضوع فأقول و أصلي و أسلم
+
+158
+00:16:43,710 --> 00:16:49,310
+على الرسول الكريم القائد في الحديث الصحيح يا معشر
+
+159
+00:16:49,310 --> 00:16:56,110
+الشباب هنا بشرت بالموضوع؟الموضوع يناسب المقام؟ او
+
+160
+00:16:56,110 --> 00:17:00,930
+انني بعد ذلك اقول بعد ان تحدثت عن الزواج اقول يا
+
+161
+00:17:00,930 --> 00:17:04,650
+معشر الشباب قد انتشرت ظاهرة السرقة في المجتمع و
+
+162
+00:17:04,650 --> 00:17:09,050
+علينا ان نتحرس في بيوتنا؟ هل هناك مناسبة بين
+
+163
+00:17:09,050 --> 00:17:15,940
+الموضوع والمعنى هنا؟بشري يوجه الناشعة يوجههم
+
+164
+00:17:15,940 --> 00:17:20,700
+الوجهة الصحيحة ما ينبغي عليهم مراعاته لذلك قلنا إن
+
+165
+00:17:20,700 --> 00:17:26,320
+هذه الرسائل تدخل في باب النقد التعليمي تثير
+
+166
+00:17:26,320 --> 00:17:30,020
+القضايا وطبعا لها ضوابط ولكن الهدف من إثارة هذه
+
+167
+00:17:30,020 --> 00:17:32,840
+القضايا تعليم الناشعة
+
+168
+00:17:35,350 --> 00:17:40,850
+العلاقة الرابعة والدرجة الرابعة ضرورة مراعاة مدارك
+
+169
+00:17:40,850 --> 00:17:46,790
+المتلقي ومستواه الفكري لأتي لمجموعة طلاب في اللغة
+
+170
+00:17:46,790 --> 00:17:52,270
+العربية وأستدل لهم في خطابي عن ظاهرة التشريح في
+
+171
+00:17:52,270 --> 00:17:57,430
+كذا وكذا أو عن ظاهرة كذا وكذا علي أن أناسب مستواهم
+
+172
+00:17:57,430 --> 00:18:03,840
+العقلي و الفكريلا أستهين بهم ولا أرتقي عن مستواهم
+
+173
+00:18:03,840 --> 00:18:09,860
+إلى ما لا يعرفون من
+
+174
+00:18:09,860 --> 00:18:15,800
+القضايا المهمة التي سبق إليها بشر البلاغيين جميعا
+
+175
+00:18:15,800 --> 00:18:21,940
+هي قضية مطابقة الكلام لمقتضى الحال وهي قضية تنسب
+
+176
+00:18:21,940 --> 00:18:27,380
+لبشر وهذا يؤكد قولي دائما أن البلاغة ولدت في أحضان
+
+177
+00:18:27,380 --> 00:18:37,070
+كتبالنقد وهي أداة من أدوات الناقد وهي
+
+178
+00:18:37,070 --> 00:18:42,790
+قضية معروفة لنا جميعا مطابقة الكلام لمقتضا الحال
+
+179
+00:18:44,500 --> 00:18:50,540
+لفظ ومعنى لهما علاقة بالموضوع ولهما علاقة بالمتلقي
+
+180
+00:18:50,540 --> 00:18:55,380
+ومن هنا نلاحظ ان بشر ابن المعتمر يراعي نفسية
+
+181
+00:18:55,380 --> 00:19:00,200
+ومدارك المتلقي ويهتم به في العملية الإبداعية
+
+182
+00:19:00,200 --> 00:19:07,980
+المتلقي قطب مهم هناك مبدع هناك إبداع لمن يوجه
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+183
+00:19:07,980 --> 00:19:16,560
+لمتلقي إذا هو القطب الثالث والمهموعليه تقاسوا أمور
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+184
+00:19:16,560 --> 00:19:21,120
+الإبداع إن استصاغى واستجادى كتب لهذا الإبداع
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+185
+00:19:21,120 --> 00:19:24,660
+البقاء وإلا فهو لا يصلح
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+186
+00:19:31,730 --> 00:19:36,090
+يعني من ما يقوله للناشقة ينبغي المتكلم أن يعرف
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+187
+00:19:36,090 --> 00:19:41,270
+أقدار المعاني ويوازن بينها وبين أقدار المستمعين
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+188
+00:19:41,270 --> 00:19:48,070
+وبين أقدار الحالات أيضايعني انا وزنت بين اقدار
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+189
+00:19:48,070 --> 00:19:53,030
+المعاني و اقدار المستمعين قيل لي ان انا ساخطب في
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+190
+00:19:53,030 --> 00:20:00,330
+مسجد في منطقة غزة الرمال والناس او الحضور من
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+191
+00:20:00,330 --> 00:20:08,370
+المتعلمين فهيأته لنفسي و قعدت خطبة فلتكن عن فضل
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+192
+00:20:08,370 --> 00:20:16,270
+الزواج ثم دخلت الى المسجدفوجدته في الخلف المصلين
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+193
+00:20:16,270 --> 00:20:24,890
+جنازة هل أستمر في خطبتي المقام يختلف و حالته
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+194
+00:20:24,890 --> 00:20:28,650
+لمستمر معظم الحضور من أقارب الميت الذي سنصلي عليه
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+195
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+بعد تمام الخطبة وبالتالي سرعة البديهة هناتجعلني
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+أتصرف في موضوع الخطبة إذا أراعي أقدار المستمعين
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+197
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+وحالاتهم النفسية كما أن لكل طبقة كلام كذلك لكل
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+198
+00:20:47,900 --> 00:20:52,460
+حالة كلان من
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+199
+00:20:52,460 --> 00:20:55,980
+القضايا أيضا التي اهتم لها بشر بن المؤتمر بشر
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+200
+00:20:55,980 --> 00:20:59,400
+الحقيقة طرق لنا العديد من القضايا التي ستتبلور
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+201
+00:20:59,400 --> 00:21:04,830
+فيما بعدقضية الأجناس الأدبية وهي من القضايا
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+202
+00:21:04,830 --> 00:21:09,850
+الحديثة والمعاصرة في النقد الحديث حيث تحدث عن
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+203
+00:21:09,850 --> 00:21:15,910
+الأجناس الأدبية وقسمها إلى قسمين كبيرين قسم يتعلق
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+204
+00:21:15,910 --> 00:21:23,810
+بالشعري وفنوني واخر يتعلق بالنثر وفنونيثم بدأ يفرق
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+205
+00:21:23,810 --> 00:21:28,570
+لنا بين المجموعتين الكبيرتين بين هذين الجنسين
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+206
+00:21:28,570 --> 00:21:34,890
+الكبيرين شعر و نثر ما للشعر من مواصفات عامة و شروط
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+207
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+عامة و ما للنثر من مواصفات عامة و شروط عامة وأقصد
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+208
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+بالشروط العامة الشعر مثلا يمتاز عن النثر بأوزانه
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+209
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+بقوافيه اليوم
+
+210
+00:21:48,770 --> 00:21:56,220
+من علاماتالتقدم أو التقدم باتجاه التأخر أو لا أدري
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+211
+00:21:56,220 --> 00:22:01,740
+ما أسميها أن هذا الكلام يذوب عند البعض من أدعياء
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+212
+00:22:01,740 --> 00:22:05,460
+الحدافة أو الذين أغرقوا في التعبير عن الحدافة
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+213
+00:22:05,460 --> 00:22:12,620
+حينما تاهت معالم الجنسين لديهم الشعر لا يضغي نثرا
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+214
+00:22:12,620 --> 00:22:16,800
+لأن النثر صفات غير الشعر فما بالنا إذا سمعنا من
+
+215
+00:22:16,800 --> 00:22:24,870
+يقول قصيدة النثرقصيدة تثير في مخيلتنا معاني وشكل
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+216
+00:22:24,870 --> 00:22:33,370
+معين وطريقة معينة ونثر تثير شيء آخر فكيف يجتمع
+
+217
+00:22:33,370 --> 00:22:43,090
+الجنسان؟ أو أن يقال النثر المشعور هو نثر مشعور أو
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+218
+00:22:43,090 --> 00:22:50,140
+شعر منثوروقد عبروا بهذه المصطلحات عما لا يستصاغ
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+219
+00:22:50,140 --> 00:22:55,160
+على الأقل لديه وهناك العديد من أدعياء الحادثة ولا
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+220
+00:22:55,160 --> 00:22:59,320
+أحسبهم من من يفهمون في النقد وليكن هذا الكلام على
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+221
+00:22:59,320 --> 00:23:07,000
+عواهنه وأنا مسئول عنه يبتهمون أمثالي بأنهم نقاد
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+222
+00:23:07,000 --> 00:23:08,700
+تقريديين
+
+223
+00:23:10,180 --> 00:23:16,120
+والحداثي من النقاد هو الذي يفسح لقصيدة الـ
+
+224
+00:23:16,120 --> 00:23:20,320
+Netherland إذا كنا سنفسح لقصيدة الـ Netherland
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+225
+00:23:20,320 --> 00:23:25,060
+فعلينا أن نتذكر ما فعلت نازك الملائكة سمعت هذا
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+226
+00:23:25,060 --> 00:23:29,420
+الإسم؟ تلك الشاعرة الناقضة العراقية التي
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+227
+00:23:33,210 --> 00:23:40,270
+فتحت بابا واسع لقصيدة الناثر في البداية الناثر
+
+228
+00:23:40,270 --> 00:23:49,430
+وكانت ترأس جريدة أدبية أو مجلة أدبية فوجدت أن كل
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+229
+00:23:49,430 --> 00:23:55,610
+الكتابات أصبحت الناقلات كلها تسيروا باتجاه مجلتها
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+230
+00:23:55,610 --> 00:24:01,610
+وكل ما يُكتب عليها أن تلتزم به لأنه ناثر وقصيدة في
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+231
+00:24:01,610 --> 00:24:07,790
+نفس الوقتبعد فترة تراجعت باتجاه التفعيلة وكان بدر
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+232
+00:24:07,790 --> 00:24:13,130
+شاكر السياب قد سبقها الى التفعيلة و أصبح هناك
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+233
+00:24:13,130 --> 00:24:21,030
+تفريق بين شعر حر و شعر تفعيلة اللى يعبر عنه بال
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+234
+00:24:21,030 --> 00:24:28,690
+English language three forces and black forcesفريب
+
+235
+00:24:28,690 --> 00:24:33,570
+متحرر من كل شيء متحرر من عقال اللغة ومن عقال الوزن
+
+236
+00:24:33,570 --> 00:24:38,390
+ومن عقال القافية أما الـBlind فهو الشعر الناصح
+
+237
+00:24:38,390 --> 00:24:44,350
+اللي بنعبر عنه بكلمات تفعيلها من أنصار طبعا
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+238
+00:24:44,350 --> 00:24:48,650
+الحداثة و الإغراق في الحداثة مثلا عزراب باوند اللي
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+239
+00:24:48,650 --> 00:24:56,360
+يقول افعل افعل افعل وليكن فعلك مجردا من كل قيدوجرد
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+240
+00:24:56,360 --> 00:25:02,880
+من كل قيد نعم الدين قيد حطمه اللغة قيد حطمها هذا
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+241
+00:25:02,880 --> 00:25:08,240
+كلام is rebound وليس كلامي كلام لا يصح مع العقول
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+242
+00:25:08,240 --> 00:25:14,140
+التي تربى تربية سليمة وإن كان هذا الكلام لا يروق
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+243
+00:25:14,140 --> 00:25:21,520
+للبعض فهذا شأن البعض هنا جاء بشر بن المعتمرقبل
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+244
+00:25:21,520 --> 00:25:29,360
+هؤلاء بقرون بأكثر من 1200 عام ليقول لنا إن لكل جنس
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+245
+00:25:29,360 --> 00:25:36,900
+أدبي خصائصه وسماته التي لا ينبغي أن نفرط بها ثم
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+246
+00:25:36,900 --> 00:25:40,440
+بعد أن ينتهي من التفريق بين النثر والشعر يدخل إلى
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+247
+00:25:40,440 --> 00:25:47,310
+التفريق بين أنواع النثرويريد الفرق بين الرسالة
+
+248
+00:25:47,310 --> 00:25:53,150
+والخطبة فمثلا من ناحية الشكل الرسالة لها شكل يختلف
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+249
+00:25:53,150 --> 00:26:02,610
+عن شكل الخطبة الرسالة تبدأ بالقول من فلان إلى فلان
+
+250
+00:26:02,610 --> 00:26:10,100
+ثم فيها التعيةالتحية تختلف حسب مقام الخطاب رأينا
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+251
+00:26:10,100 --> 00:26:14,340
+مثلا من محمد رسول الله صلى الله عليه وسلم إلى
+
+252
+00:26:14,340 --> 00:26:21,760
+المقوقص عظيم القبط السلام على من اتبع الهدى لكن
+
+253
+00:26:21,760 --> 00:26:27,670
+بين مسلم ومسلم السلام عليكم ورحمة الله وبركاتههل
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+254
+00:26:27,670 --> 00:26:34,030
+يسقط السلام؟ يسقط وتسقط الألقاب؟ قد تسقط في رسالة
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+255
+00:26:34,030 --> 00:26:38,650
+النبي صلى الله عليه وسلم عظيم القبض للمقوقص اللي
+
+256
+00:26:38,650 --> 00:26:42,470
+هو حاكم مصر بقى نذهب لكن في رسالة أمير المؤمنين
+
+257
+00:26:42,470 --> 00:26:47,990
+عمرو بن الخطاب إلى ملك الروم قال من عمرو بن الخطاب
+
+258
+00:26:47,990 --> 00:26:55,140
+أمير المؤمنين إلى نقفور كلب الرومإن هذا المقام لأن
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+259
+00:26:55,140 --> 00:26:59,160
+نقفور كان جاحداً مهدداً للإسلام والمسلمين وبالتالي
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+260
+00:26:59,160 --> 00:27:04,420
+استعقى هذا الخطط إذا مقدمة الرسالة تختلف عن مقدمات
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+261
+00:27:04,420 --> 00:27:09,460
+الخطبة مقدمة الخطبة من شروطها أن تبدأ بالثناء
+
+262
+00:27:09,460 --> 00:27:13,940
+والحمد على الله عز وجل ثم الصلاة والتسليم قبل
+
+263
+00:27:13,940 --> 00:27:17,680
+الدخول في موضوع الخطبة ويشترط في التقدمة أن تبشر
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+264
+00:27:17,680 --> 00:27:22,250
+بالموضوع وبالتالي من عهد زيادةعيد الأمن والأمان
+
+265
+00:27:22,250 --> 00:27:28,130
+وأصبح التجار لا يغلقون متاجرهم وقت الصلاوات وأصبح
+
+266
+00:27:28,130 --> 00:27:32,910
+الناس يبيتون دون أن يصدوا سبعة أبواب على أنفسهم
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+267
+00:27:32,910 --> 00:27:39,130
+لماذا؟ لأنه أعاد الأمن والأمان إذن التقدمة هنا لها
+
+268
+00:27:39,130 --> 00:27:44,250
+مقام ولذلك الخطبة التي خلت من المقدمة سميت بطراء
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+269
+00:27:44,250 --> 00:27:48,730
+لماذا؟ لأنها خلت من أي ذكر حكيم ومن الحديث النبوي
+
+270
+00:27:48,730 --> 00:27:49,770
+ومن التقدمة
+
+271
+00:27:53,750 --> 00:27:58,590
+لكن في الوضع الطبيعي هناك فرق بين الخطبة والرسالة
+
+272
+00:27:58,590 --> 00:28:04,110
+ما هو الفرق؟ الفرق كما قلت في الشكل شكل الرسالة
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+273
+00:28:04,110 --> 00:28:09,690
+أنها تبدأ معنونا من فلان إلى فلان ثم فيها تسليم
+
+274
+00:28:09,690 --> 00:28:15,950
+وفيها حديث عن الموضوع أما الخطبة فتبدأ بالتحميد
+
+275
+00:28:15,950 --> 00:28:20,070
+والصلاة والتسليم مبشرة بالموضوع
+
+276
+00:28:22,300 --> 00:28:28,640
+في جوهر الإثنتين تعتمد
+
+277
+00:28:28,640 --> 00:28:32,900
+الأدلة العقلية والأدلة المنطقية ولكن في الخطبة
+
+278
+00:28:32,900 --> 00:28:39,040
+تشترط آيات القرآن الكريم والأحاديث النبوية إضافة
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+279
+00:28:39,040 --> 00:28:44,640
+إلى تزينها ببعض الشعر أو الأقوال الحكيمة هكذا
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+280
+00:28:44,640 --> 00:28:50,290
+نلاحظ أن بشر بن المعتمريفرق بطريقة جيدة بين أجناس
+
+281
+00:28:50,290 --> 00:29:01,270
+النفر وهو سابق في هذا لعصره يعني
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+282
+00:29:01,270 --> 00:29:08,550
+مما قال أيضا والرسالة تجعل خطبة والخطبة تجعل في
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+283
+00:29:08,550 --> 00:29:13,930
+أيسر كلفة ولا يتهيأ مثل ذلك في الشعر من سرعة قلبه
+
+284
+00:29:13,930 --> 00:29:18,890
+وأي حالته الكلام هذا واضحيمكن أن أحور رسالة إلى
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+285
+00:29:18,890 --> 00:29:24,750
+خطبة؟ نعم والخطبة المكتوبة لا تبتعد كثيرا عن
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+286
+00:29:24,750 --> 00:29:29,890
+الرسالة من ناحية الموضوع يقول ومما يعرف أيضا من
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+287
+00:29:29,890 --> 00:29:35,570
+الخطابة والكتابة أنهما مختصان بأمر الدين والسلطان
+
+288
+00:29:35,570 --> 00:29:41,090
+والخطابة لها الحظ الأوفر من أمر الدين نعلم ذلك
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+289
+00:29:41,090 --> 00:29:47,040
+الخطابة دخلتالشعائر الدينية فاضحت لاتتموا بعض
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+290
+00:29:47,040 --> 00:29:54,460
+الصلاوات إلا بها كالعيد دين كخطب الجمعة وهناك خطبة
+
+291
+00:29:54,460 --> 00:29:58,660
+النكاح وخطبة القبر وغيرها من الخطب الإجتماعية التي
+
+292
+00:29:58,660 --> 00:30:04,840
+طبنا على الخطبة قلنا خطبة النكاح مع أنه عقد نكاح
+
+293
+00:30:10,670 --> 00:30:14,250
+من القضايا المهمة أيضًا التي تنبأ لها بشر بن
+
+294
+00:30:14,250 --> 00:30:21,330
+المعتمر قضية الصدق والكذب ونذكر أن هذه القضية تنبأ
+
+295
+00:30:21,330 --> 00:30:25,570
+لها ابن طباطبة في القرن الرابع الهجري في عيار
+
+296
+00:30:25,570 --> 00:30:31,090
+الشعل حينما تحدث عن الصدق النفسي هنا بشر سبق ابن
+
+297
+00:30:31,090 --> 00:30:35,390
+طباطبة بكثير بشر في القرن الثاني وابن طباطبة في
+
+298
+00:30:35,390 --> 00:30:37,350
+القرن الرابع الهجري
+
+299
+00:30:41,720 --> 00:30:47,640
+ومن أرائه التي نعرفها ولكنه يؤكد عليها أن الكذب
+
+300
+00:30:47,640 --> 00:30:57,280
+يستصاه في الشعر واضح هذا الأمر لنا؟ نعم اللذي يمدح
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+301
+00:30:57,280 --> 00:31:05,290
+قد يمدح الجبان بالشجاعةوالبخيل بالكرم ولذلك قال
+
+302
+00:31:05,290 --> 00:31:09,190
+المصطفى صلى الله عليه وسلم إذا رأيتم المداحين
+
+303
+00:31:09,190 --> 00:31:14,550
+فحثوا في وجوههم الطراب لماذا؟ لأنهم يكذبون يزيفون
+
+304
+00:31:14,550 --> 00:31:22,390
+الحقائق أيضا الشاعر المتغزل نراه حتى في عصر صدر
+
+305
+00:31:22,390 --> 00:31:28,960
+الإسلام يحدثنا عن تجاربه العاطفيةوعن مغامراته
+
+306
+00:31:28,960 --> 00:31:35,320
+ونزواته فيورينا كيف تسلل إلى خباء فلانة وكيف عاشر
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+307
+00:31:35,320 --> 00:31:43,400
+فلانة وهو في الحقيقة لم يخرج من دائرة خياله وقال
+
+308
+00:31:43,400 --> 00:31:49,920
+النقاد في هذا الكثير واستصاهوا هذا الكذب أما في
+
+309
+00:31:49,920 --> 00:31:56,080
+الخطبةفالكذب لا يستصار لأنني أتحدث عن أمور الدنيا
+
+310
+00:31:56,080 --> 00:32:01,840
+والدين هنا أتحدث عن تجاربي العاطفية هنا أتحدث عن
+
+311
+00:32:01,840 --> 00:32:13,940
+أمور تتصل بالعباد ودينهم ومعتقداتهم هكذا
+
+312
+00:32:13,940 --> 00:32:20,200
+نكون قد وصلنا إلى نهاية المطاف مع صحيفة بشر ابن
+
+313
+00:32:20,200 --> 00:32:27,490
+المعتمروقد رأينا أنها تقدمت على عصرها وأرست أو
+
+314
+00:32:27,490 --> 00:32:37,190
+وضعت عدة قضايا للنقاش فجرت قضية اللفظ والمعنى وإذا
+
+315
+00:32:37,190 --> 00:32:41,770
+قلت إن القضية موجودة في كتب الشعر فليست كتب الشعر
+
+316
+00:32:41,770 --> 00:32:45,990
+سابقة على صحيفة نأخذ تاريخ
+
+317
+00:32:48,480 --> 00:32:52,500
+حياة بيشر و تاريخ الصحيفة سنجد أنه هو المبتدئ هو
+
+318
+00:32:52,500 --> 00:32:58,580
+الذي وضع اللبن الأولى للنقاش بعد ذلك في قضية اللفظ
+
+319
+00:32:58,580 --> 00:33:05,720
+والمعنى وما يتصل بيهما لم يفجر القضية وحسب بل أدلى
+
+320
+00:33:05,720 --> 00:33:12,950
+فيها بأراء صائبة وفرع عنها قضايا كما رأيناأيضًا من
+
+321
+00:33:12,950 --> 00:33:20,390
+الأمور التي رأيناها قد طرقها ويأتي ذكرها عند غيره
+
+322
+00:33:20,390 --> 00:33:26,330
+هي قضية لحظة الإبداع وضرورة اغتنامها خاصة للخطباء
+
+323
+00:33:26,330 --> 00:33:33,890
+والكتاب أيضًا الطبع والصنعة واحدة تقول لقد رأينا
+
+324
+00:33:33,890 --> 00:33:40,740
+قضية الطبع والصنعة عند قتيبة أولًاثم بعد ذلك عند
+
+325
+00:33:40,740 --> 00:33:45,820
+القاضي علي ابن عبد العيزي الجرجاني أقول نعم ولكن
+
+326
+00:33:45,820 --> 00:33:52,120
+من الذي سبق إلى هذه القضية؟ بشر بن المعتمر أسبق من
+
+327
+00:33:52,120 --> 00:33:58,020
+ابن ابن
+
+328
+00:33:58,020 --> 00:34:06,980
+قتيبة وأسبق من القاضي أيضا مطابقة الكلام لمقتدى
+
+329
+00:34:06,980 --> 00:34:15,020
+الحالأيضًا الصدق والكذب لبشر فضل كبير في طرح
+
+330
+00:34:15,020 --> 00:34:21,440
+القضايا وهذه القضايا جميعًا تعتبر قضايا جديدة فيها
+
+331
+00:34:21,440 --> 00:34:29,640
+إبداع وفيها آراء قد ينضجها اللاحقون وبعضها ناضج
+
+332
+00:34:29,640 --> 00:34:38,080
+مكتملهذا ما أريد قوله عن الصحيفة التي أرا أنها في
+
+333
+00:34:38,080 --> 00:34:45,540
+غاية الأهمية والتي كانت تجوب هذه القضايا وهي تعلم
+
+334
+00:34:45,540 --> 00:34:51,740
+الناشئة فكأنه حريص على لفت نظر الناشئة إلى هذه
+
+335
+00:34:51,740 --> 00:34:58,000
+القضايا المهمة والتي نراها في تراثنا بعد ذلك تنضج
+
+336
+00:34:58,000 --> 00:35:04,290
+بالتدريجهل هناك أي استفسار عن صحيفة بشر بن
+
+337
+00:35:04,290 --> 00:35:16,630
+المعتمر؟ المعاني واضحة؟ نقدمه الآن الحديث عن كتاب
+
+338
+00:35:16,630 --> 00:35:19,390
+البيان والتبيين للجاحف
+
+339
+00:35:51,190 --> 00:35:56,510
+كما هي العادة نحاول ان نعرف
+
+340
+00:36:19,370 --> 00:36:24,890
+كما هي العادة نعرفه على الجاحظ وإن كنت أحسن الظن
+
+341
+00:36:24,890 --> 00:36:33,150
+في كنة وأعلم أن طالبة وصلت لمستوى الثالث أكيد عرفت
+
+342
+00:36:33,150 --> 00:36:35,490
+الكثير عن الجاحظ
+
+343
+00:36:38,590 --> 00:36:44,130
+كما كان بشر يقف على رأس المدرسة البشرية كذلك
+
+344
+00:36:44,130 --> 00:36:50,190
+اتجاحظ من علماء الكلام وهو من المعتزلة الذي لا يقف
+
+345
+00:36:50,190 --> 00:36:56,890
+على قبالته من أهل السنة إلا المبرد
+
+346
+00:36:56,890 --> 00:37:03,930
+والبعض يقول يقف على قبالته ابن قتيبة
+
+347
+00:37:06,000 --> 00:37:11,780
+وأنا أميل إلى ابن قتيبة لأن الرجل ترك إرثة كبيرة
+
+348
+00:37:11,780 --> 00:37:14,980
+كما
+
+349
+00:37:14,980 --> 00:37:21,160
+هو الحال بالنسبة للجاحظ فإذا كان الجاحظ رأس مدرسة
+
+350
+00:37:21,160 --> 00:37:26,940
+المعتزلة فإن ابن قتيبة رأس مدرسة أهل السنة
+
+351
+00:37:31,060 --> 00:37:38,840
+عرف عن الجاحظ نهمه وميله الشديد للقراءة في بداية
+
+352
+00:37:38,840 --> 00:37:50,460
+حياته إذا كان بشر قد توفي في العام 162 فإن الجاحظ
+
+353
+00:37:50,460 --> 00:37:56,980
+ولد في العام 160 هجرية وطبعا في حاضرة الثقافة
+
+354
+00:37:56,980 --> 00:38:03,080
+آنذاك وقد بينته فيما مضىالفرق بين الحواضر أسف
+
+355
+00:38:03,080 --> 00:38:07,700
+بيشير توفي في العام 2010 للهجرة وهنا ولد في العام
+
+356
+00:38:07,700 --> 00:38:16,180
+160 للهجرة أي تزامنة و تعايشة قلنا
+
+357
+00:38:16,180 --> 00:38:21,420
+إن البصرة مدرسة المؤصلين فيها ولد ولكن كانت له
+
+358
+00:38:21,420 --> 00:38:30,080
+رحلة من همه للقراءة هناك طرائف نسبت إليهأنه حين
+
+359
+00:38:30,080 --> 00:38:35,660
+عاد لزوجه وقد انشغل عن الكسبة وعن إحضار الطعام
+
+360
+00:38:35,660 --> 00:38:41,040
+وغير ذلك وطلب منها الطعام نزقت له كتابا وقدمته له
+
+361
+00:38:41,040 --> 00:38:47,950
+على طبخ وقالت له فالتأكل مما تاتينا بهوحينما خرج
+
+362
+00:38:47,950 --> 00:38:53,230
+مغضبا قابله زميله ابن الزياد الأديب المعروف وعرف
+
+363
+00:38:53,230 --> 00:38:59,850
+القصة منه فحمله دقيق وزيت وغير ذلك مما يحتاجوا
+
+364
+00:38:59,850 --> 00:39:04,950
+إليه البيت وعاد لبيته مباهيا لزوجه أن الكتب قد أتت
+
+365
+00:39:04,950 --> 00:39:10,070
+بها ذاية أيضا مما عرف عن نهمه للقراءه بعد أن أصيب
+
+366
+00:39:10,070 --> 00:39:15,840
+بفالج في آخر حياتهقد وقعت عليه الكتب وكان شهيد
+
+367
+00:39:15,840 --> 00:39:23,440
+الكتب سمى الجاحظ باسم الجاحظ الجحوظ في عينيه هذا
+
+368
+00:39:23,440 --> 00:39:31,700
+الجحوظ الذي جعل منظره دميما و اظن ان هذا المنظر
+
+369
+00:39:31,700 --> 00:39:37,120
+حفزه على الإبداع لم
+
+370
+00:39:37,120 --> 00:39:42,190
+يحقق ذاته من ناحية الشكلبل ذكروا قصصا ايضا على
+
+371
+00:39:42,190 --> 00:39:49,110
+شكله انه كان يقول لم تنظر الي فتاة قط او امرأة قط
+
+372
+00:39:49,110 --> 00:39:57,330
+و ذات يوم و انا استعد لتناول الطعام و اذا بامرأة
+
+373
+00:39:57,330 --> 00:40:02,930
+تاتي و تنظر الي فحسبت انها معجبة بي ثم اشارت الي
+
+374
+00:40:02,930 --> 00:40:10,640
+ان اتبعها فتبعتها و انا مصرورحتى وصلت معها إلى
+
+375
+00:40:10,640 --> 00:40:19,940
+دكان جواهر جبائع الذهب الصائغ وقالت
+
+376
+00:40:19,940 --> 00:40:26,180
+للرجل كهذا وانصرفت أشرت إلي كهذا وانصرفت فسألت
+
+377
+00:40:26,180 --> 00:40:31,820
+الرجل ما الأمر فقال أرادت أن تبتاع مني خاتما
+
+378
+00:40:31,820 --> 00:40:39,180
+وأرادت أن يكون على فصه صورة الشيطانفقلت لها إنني
+
+379
+00:40:39,180 --> 00:40:44,120
+لم أرى الشيطان فأتت بيها هذه من النوادر التي رواها
+
+380
+00:40:44,120 --> 00:40:51,940
+الجاحظ عن نفسه هذه خفة الظل تخفي تحت رغبة جامحة
+
+381
+00:40:51,940 --> 00:41:00,440
+لتحقيق الذات رغبة شديدة للإبداع وقد كان قلنا إنه
+
+382
+00:41:00,440 --> 00:41:05,340
+وصل إلى رأس
+
+383
+00:41:05,340 --> 00:41:12,600
+مدرسةالمتكلمين حتى نُسبت إليه تلك المدرسة وأيضا
+
+384
+00:41:12,600 --> 00:41:19,050
+ترك لنا تراثا أدبيا كبيرامنه كتاب البيان والتبيين
+
+385
+00:41:19,050 --> 00:41:23,630
+ومنه كتاب الحيوان ومنه رسالة التربيع والتدوير ومنه
+
+386
+00:41:23,630 --> 00:41:28,490
+رسالة البخلاء والعميان والعرجان والبرصان والرسالة
+
+387
+00:41:28,490 --> 00:41:32,870
+بمعنى كتاب عشان هو رسالة الجاحضية ورسالة الأثمانية
+
+388
+00:41:32,870 --> 00:41:39,050
+وغير ذلك من الكتب والرسائل التي تباهي بها المكتب
+
+389
+00:41:39,050 --> 00:41:47,560
+العربية الإسلامية هذا القليلمما يمكن أن يُقال في
+
+390
+00:41:47,560 --> 00:41:54,220
+تعريف صاحب البيان والتبين أترك هذه التقنعة اليوم
+
+391
+00:41:54,220 --> 00:41:59,180
+وأكتفي بهذا القدر على أن أعود لكتاب البيان والتبين
+
+392
+00:41:59,180 --> 00:42:01,580
+في اللقاء القادم إن شاء الله
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/fCidMUZGYqE_raw.json b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/fCidMUZGYqE_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..d407481095712b533c8472277efbee199a0ba5f5
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/fCidMUZGYqE_raw.json
@@ -0,0 +1 @@
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"text": "وشعر يمثل الحداثة وهو Europeat هذا نقض متطور يطرح قضية من قضايا النقض المهمة وهي القدم والحداثة", "tokens": [2407, 8592, 3615, 2288, 7251, 2304, 12984, 1211, 21542, 3215, 5718, 104, 3660, 37037, 2407, 3315, 267, 23758, 8717, 4587, 11242, 44650, 9566, 13063, 7251, 9566, 2288, 5016, 12174, 11242, 10632, 9154, 12174, 11242, 995, 25528, 28239, 4587, 11242, 9673, 16095, 3660, 37037, 1829, 25062, 40448, 16070, 24401, 5718, 104, 3660], "avg_logprob": -0.22911658338629282, "compression_ratio": 1.3833333333333333, "no_speech_prob": 5.960464477539063e-08, "words": [{"start": 798.41, "end": 799.27, "word": "وشعر", "probability": 0.758544921875}, {"start": 799.27, "end": 799.73, "word": " يمثل", "probability": 0.9395751953125}, {"start": 799.73, "end": 800.37, "word": " الحداثة", "probability": 0.791259765625}, {"start": 800.37, "end": 800.93, "word": " وهو", "probability": 0.809326171875}, {"start": 800.93, "end": 801.85, "word": " Europeat", "probability": 0.194183349609375}, {"start": 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"end": 3386.49, "word": " الأدبي", "probability": 0.96630859375}, {"start": 3386.49, "end": 3386.87, "word": " عند", "probability": 0.95654296875}, {"start": 3386.87, "end": 3387.37, "word": " العرب", "probability": 0.9677734375}, {"start": 3387.37, "end": 3388.37, "word": " ونبدأ", "probability": 0.9305419921875}, {"start": 3388.37, "end": 3388.55, "word": " من", "probability": 0.9921875}, {"start": 3388.55, "end": 3389.03, "word": " عصري", "probability": 0.89111328125}, {"start": 3389.03, "end": 3389.63, "word": " قبل", "probability": 0.994140625}, {"start": 3389.63, "end": 3390.17, "word": " الإسلام", "probability": 0.9697265625}, {"start": 3390.17, "end": 3391.63, "word": " لننتهي", "probability": 0.86396484375}, {"start": 3391.63, "end": 3392.11, "word": " إلى", "probability": 0.822265625}, {"start": 3392.11, "end": 3392.55, "word": " أول", "probability": 0.973388671875}, {"start": 3392.55, "end": 3393.35, "word": " المصنفات", "probability": 0.9552734375}, {"start": 3393.35, 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0.9812825520833334}, {"start": 3401.99, "end": 3402.73, "word": " الشعراء", "probability": 0.9840087890625}], "temperature": 1.0}, {"id": 131, "seek": 342369, "start": 3403.33, "end": 3423.69, "text": "لإبن سلام الجماحي رحلة في تاريخ الأدب ثم مع المصنفات في تاريخ النقد ثم مع المصنفات النقدية التي سنراها تجيب مباشرة عن ذلك الإدعاء بأنه باطل دون أن نعلق عليه هل هناك أي استفسار؟", "tokens": [1211, 28814, 3555, 1863, 8608, 37440, 25724, 15042, 5016, 1829, 12602, 5016, 37977, 8978, 6055, 9640, 1829, 9778, 16247, 3215, 3555, 38637, 2304, 20449, 9673, 9381, 1863, 5172, 9307, 8978, 6055, 9640, 1829, 9778, 28239, 28543, 38637, 2304, 20449, 9673, 9381, 1863, 5172, 9307, 28239, 28543, 10632, 38392, 8608, 1863, 23557, 11296, 6055, 7435, 1829, 3555, 3714, 3555, 33599, 25720, 18871, 29910, 23275, 33688, 3215, 3615, 16606, 4724, 33456, 3224, 4724, 41193, 1211, 11778, 11536, 14739, 8717, 30241, 4587, 47356, 8032, 1211, 34105, 4117, 36632, 44713, 36178, 9640, 22807], "avg_logprob": -0.09097222263614337, "compression_ratio": 1.8333333333333333, "no_speech_prob": 2.282857894897461e-05, "words": [{"start": 3403.33, "end": 3403.91, "word": "لإبن", "probability": 0.73883056640625}, {"start": 3403.91, "end": 3404.41, "word": " سلام", "probability": 0.918212890625}, {"start": 3404.41, "end": 3405.51, "word": " الجماحي", "probability": 0.7669677734375}, {"start": 3405.51, "end": 3406.41, "word": " رحلة", "probability": 0.9423828125}, {"start": 3406.41, "end": 3407.11, "word": " في", "probability": 0.8994140625}, {"start": 3407.11, "end": 3407.67, "word": " تاريخ", "probability": 0.9754638671875}, {"start": 3407.67, "end": 3408.11, "word": " الأدب", "probability": 0.9246419270833334}, {"start": 3408.11, "end": 3408.43, "word": " ثم", "probability": 0.970947265625}, {"start": 3408.43, "end": 3408.63, "word": " مع", "probability": 0.95703125}, {"start": 3408.63, "end": 3409.53, "word": " المصنفات", "probability": 0.910546875}, {"start": 3409.53, "end": 3409.67, "word": " في", "probability": 0.43310546875}, {"start": 3409.67, "end": 3409.97, "word": " تاريخ", "probability": 0.9947509765625}, {"start": 3409.97, "end": 3410.27, "word": " النقد", "probability": 0.838134765625}, {"start": 3410.27, "end": 3410.63, "word": " ثم", "probability": 0.984619140625}, {"start": 3410.63, "end": 3410.85, "word": " مع", "probability": 0.97998046875}, {"start": 3410.85, "end": 3411.49, "word": " المصنفات", "probability": 0.98798828125}, {"start": 3411.49, "end": 3412.13, "word": " النقدية", "probability": 0.9637044270833334}, {"start": 3412.13, "end": 3412.99, "word": " التي", "probability": 0.90478515625}, {"start": 3412.99, "end": 3413.77, "word": " سنراها", "probability": 0.9849853515625}, {"start": 3413.77, "end": 3414.59, "word": " تجيب", "probability": 0.991455078125}, {"start": 3414.59, "end": 3415.67, "word": " مباشرة", "probability": 0.9910888671875}, {"start": 3415.67, "end": 3416.71, "word": " عن", "probability": 0.98681640625}, {"start": 3416.71, "end": 3417.35, "word": " ذلك", "probability": 0.99462890625}, {"start": 3417.35, "end": 3418.21, "word": " الإدعاء", "probability": 0.944091796875}, {"start": 3418.21, "end": 3419.05, "word": " بأنه", "probability": 0.9646809895833334}, {"start": 3419.05, "end": 3419.91, "word": " باطل", "probability": 0.98046875}, {"start": 3419.91, "end": 3420.39, "word": " دون", "probability": 0.93359375}, {"start": 3420.39, "end": 3420.55, "word": " أن", "probability": 0.89208984375}, {"start": 3420.55, "end": 3421.07, "word": " نعلق", "probability": 0.9563802083333334}, {"start": 3421.07, "end": 3421.45, "word": " عليه", "probability": 0.6279296875}, {"start": 3421.45, "end": 3422.45, "word": " هل", "probability": 0.814453125}, {"start": 3422.45, "end": 3422.79, "word": " هناك", "probability": 0.91552734375}, {"start": 3422.79, "end": 3422.95, "word": " أي", "probability": 0.78369140625}, {"start": 3422.95, "end": 3423.69, "word": " استفسار؟", "probability": 0.94482421875}], "temperature": 1.0}, {"id": 132, "seek": 345376, "start": 3427.28, "end": 3453.76, "text": "طيب أرجو أن أحضر المحاضرة القادمة أسلوب التلقين ليس أسلوبي و لا ينبغي أن أكره عليه في المقلقاء القادم سأنادي أسماء إن لم أجد من ترفع يدها للمشاركة هذا كلام قد رددنا عليه أستودعكم الله والسلام عليكم ورحمة الله وبركاته", "tokens": [9566, 1829, 3555, 5551, 47341, 2407, 14739, 5551, 5016, 11242, 2288, 9673, 5016, 46958, 25720, 25062, 18513, 46007, 5551, 3794, 1211, 37746, 16712, 1211, 4587, 9957, 32239, 3794, 5551, 3794, 1211, 37746, 1829, 4032, 20193, 7251, 1863, 3555, 17082, 1829, 14739, 5551, 37983, 3224, 47356, 8978, 9673, 4587, 1211, 4587, 16606, 25062, 18513, 2304, 8608, 10721, 8315, 16254, 5551, 38251, 16606, 36145, 32767, 5551, 7435, 3215, 9154, 6055, 28480, 3615, 7251, 3215, 11296, 5296, 19528, 8592, 9640, 4117, 3660, 23758, 28242, 10943, 12174, 3215, 12602, 3215, 3215, 8315, 47356, 5551, 14851, 23328, 3615, 24793, 21984, 16070, 3794, 37440, 25894, 24793, 4032, 2288, 35571, 3660, 21984, 4032, 26890, 4117, 9307, 3224], "avg_logprob": -0.14498873336895093, "compression_ratio": 1.935960591133005, "no_speech_prob": 8.940696716308594e-07, "words": [{"start": 3427.28, "end": 3427.66, "word": "طيب", "probability": 0.7364095052083334}, {"start": 3427.66, "end": 3428.38, "word": " أرجو", "probability": 0.7242024739583334}, {"start": 3428.38, "end": 3429.18, "word": " أن", "probability": 0.890625}, {"start": 3429.18, "end": 3429.9, "word": " أحضر", "probability": 0.81402587890625}, {"start": 3429.9, "end": 3430.82, "word": " المحاضرة", "probability": 0.9781494140625}, {"start": 3430.82, "end": 3431.46, "word": " القادمة", "probability": 0.9912109375}, {"start": 3431.46, "end": 3431.96, "word": " أسلوب", "probability": 0.82257080078125}, {"start": 3431.96, "end": 3432.74, "word": " التلقين", "probability": 0.8209228515625}, {"start": 3432.74, "end": 3433.2, "word": " ليس", "probability": 0.974609375}, {"start": 3433.2, "end": 3433.94, "word": " أسلوبي", "probability": 0.802734375}, {"start": 3433.94, "end": 3434.6, "word": " و", "probability": 0.583984375}, {"start": 3434.6, "end": 3434.72, "word": " لا", "probability": 0.46533203125}, {"start": 3434.72, "end": 3435.18, "word": " ينبغي", "probability": 0.9587890625}, {"start": 3435.18, "end": 3435.34, "word": " أن", "probability": 0.91748046875}, {"start": 3435.34, "end": 3435.74, "word": " أكره", "probability": 0.7522786458333334}, {"start": 3435.74, "end": 3436.16, "word": " عليه", "probability": 0.943359375}, {"start": 3436.16, "end": 3436.86, "word": " في", "probability": 0.79541015625}, {"start": 3436.86, "end": 3437.84, "word": " المقلقاء", "probability": 0.77080078125}, {"start": 3437.84, "end": 3438.52, "word": " القادم", "probability": 0.9954427083333334}, {"start": 3438.52, "end": 3440.16, "word": " سأنادي", "probability": 0.8526611328125}, {"start": 3440.16, "end": 3440.74, "word": " أسماء", "probability": 0.87255859375}, {"start": 3440.74, "end": 3441.04, "word": " إن", "probability": 0.875}, {"start": 3441.04, "end": 3441.2, "word": " لم", "probability": 0.98828125}, {"start": 3441.2, "end": 3441.68, "word": " أجد", "probability": 0.97900390625}, {"start": 3441.68, "end": 3441.96, "word": " من", "probability": 0.89453125}, {"start": 3441.96, "end": 3442.86, "word": " ترفع", "probability": 0.9817708333333334}, {"start": 3442.86, "end": 3443.76, "word": " يدها", "probability": 0.9713541666666666}, {"start": 3443.76, "end": 3445.02, "word": " للمشاركة", "probability": 0.9768880208333334}, {"start": 3445.02, "end": 3447.28, "word": " هذا", "probability": 0.8623046875}, {"start": 3447.28, "end": 3447.68, "word": " كلام", "probability": 0.961669921875}, {"start": 3447.68, "end": 3447.92, "word": " قد", "probability": 0.98291015625}, {"start": 3447.92, "end": 3448.32, "word": " رددنا", "probability": 0.943115234375}, {"start": 3448.32, "end": 3448.76, "word": " عليه", "probability": 0.95849609375}, {"start": 3448.76, "end": 3450.52, "word": " أستودعكم", "probability": 0.84990234375}, {"start": 3450.52, "end": 3450.86, "word": " الله", "probability": 0.96142578125}, {"start": 3450.86, "end": 3451.42, "word": " والسلام", "probability": 0.7992350260416666}, {"start": 3451.42, "end": 3452.0, "word": " عليكم", "probability": 0.950927734375}, {"start": 3452.0, "end": 3452.48, "word": " ورحمة", "probability": 0.9688720703125}, {"start": 3452.48, "end": 3452.82, "word": " الله", "probability": 0.9736328125}, {"start": 3452.82, "end": 3453.76, "word": " وبركاته", "probability": 0.9798828125}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 3454.80425, "duration_after_vad": 3272.2874999999835}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/m-061N7uhP8_postprocess.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/m-061N7uhP8_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..0904bdbbc8527b64d6ff9652434e039abe15906c
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/m-061N7uhP8_postprocess.srt
@@ -0,0 +1,1952 @@
+1
+00:00:20,910 --> 00:00:24,730
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,730 --> 00:00:29,210
+والصلاة والسلام على المبعوث رحمة للعالمين وعلى آله
+
+3
+00:00:29,210 --> 00:00:34,510
+وصحبه ومن سار على هده إلى يوم الدين وبعد ما زلنا
+
+4
+00:00:34,510 --> 00:00:41,390
+نعيش في رحاب كتاب القامدي الموازن
+
+5
+00:00:41,390 --> 00:00:46,770
+بين الطائيين وأعتقد أننا وصلنا إلى القسم الأخير
+
+6
+00:00:46,770 --> 00:00:53,220
+تقريبا من هذا الكتاباستكمالا لما مر بنا من أخطاء
+
+7
+00:00:53,220 --> 00:00:59,400
+شعر أو أخطاء وعيوب شعر أبي تمام نذكر اللون الثالث
+
+8
+00:00:59,400 --> 00:01:05,000
+الذي يتصل بعلمي العروض والقوافي حيث أظهر فيه
+
+9
+00:01:05,000 --> 00:01:11,600
+الأهمدي براعة ومقدرة على هذين العلمين فكانه من
+
+10
+00:01:11,600 --> 00:01:19,850
+المختصين في علمي العروض والقوافي حيث تتبعما يُعدُّ
+
+11
+00:01:19,850 --> 00:01:26,450
+خطأً وعيبًا عند الآمد في هذه الجانبين وقرأنا أثر
+
+12
+00:01:26,450 --> 00:01:33,390
+كثرة الزحافات وكيف تفسد الشعر ويضحي ثقيلًا على
+
+13
+00:01:33,390 --> 00:01:40,390
+الأذن تتغير موسيقاه وأتى ببعض الشواهد شاهد منها
+
+14
+00:01:40,390 --> 00:01:49,060
+نراه يشير إلى ما يمكن تصويغه من هذاالاضطراب في
+
+15
+00:01:49,060 --> 00:01:56,920
+الوزن كان يقول ابو تمام يقول فيسمع ويمشي فيسرع
+
+16
+00:01:56,920 --> 00:02:04,050
+ويضرب في ذات الإله فيوجأيؤقب عليه الاميدي بقوله
+
+17
+00:02:04,050 --> 00:02:07,110
+فحذف النون من فعول الأولى واليأم المفاعيل التي
+
+18
+00:02:07,110 --> 00:02:10,910
+تليها ومن فعول التي هي أول المصرعة الثانية وذلك
+
+19
+00:02:10,910 --> 00:02:17,490
+كله أيضا يسمى مقبوضا وهو من الزحاف الحسن الجائز
+
+20
+00:02:17,490 --> 00:02:25,480
+ناخدبالنا من كلمة جائز حسن يعني إضافة إلى جائز
+
+21
+00:02:25,480 --> 00:02:31,900
+تعني لو تخلصنا منها يكون أفضل ولكن يجوز هذا اللون
+
+22
+00:02:31,900 --> 00:02:41,060
+لأنه لا إثقال فيه هناك زحافات فيها إثقالكالمثال
+
+23
+00:02:41,060 --> 00:02:44,580
+الثاني الذي يأتي به الآمدي من قول أبي تمام في
+
+24
+00:02:44,580 --> 00:02:50,180
+المدح إلى المفد أبي يزيد الذي يضل غمر الملوك في
+
+25
+00:02:50,180 --> 00:02:56,000
+ثمده أو يضل غمر الملوك في ثمده يرينا كيف أفسدت
+
+26
+00:02:56,000 --> 00:03:04,900
+الزحافات هذا البيت حتى أضحى ثقيلا على الأذنويبين
+
+27
+00:03:04,900 --> 00:03:10,900
+وهذا النوع الأول من المنسرح ووزنه مستفعل مفعولات
+
+28
+00:03:10,900 --> 00:03:16,460
+مستفعل مستفعل مفعولات مستفعل ويرينا ما حدث فيه من
+
+29
+00:03:16,460 --> 00:03:21,380
+زحافات كيف أخرجت الزحافات هذا الوزن عن صورته التي
+
+30
+00:03:21,380 --> 00:03:27,500
+وضع لها وهنا لابد أن أشير أن كثرة الزحافات والعلل
+
+31
+00:03:27,500 --> 00:03:35,990
+حتى المختص الخبير قد تصيبه بالاضطرابوبسوء تقدير
+
+32
+00:03:35,990 --> 00:03:42,090
+تفعيلاتها وقد رأينا ذلك حينما قال عبيد بن الأبرس
+
+33
+00:03:42,090 --> 00:03:48,930
+معلقته أكفر من أهله ملحوب فالقطبيات فالذنوب
+
+34
+00:03:52,720 --> 00:03:58,760
+الخليل بن أحمد الفراهيدي وهو مكتشف علم العروض نراه
+
+35
+00:03:58,760 --> 00:04:03,120
+لا يلتفت إلى هذه المعلقة ولا يدخلها في بحوره
+
+36
+00:04:03,120 --> 00:04:08,380
+الشعرية فكأني به قد نسبها إلى أوزان الجن لأنها
+
+37
+00:04:08,380 --> 00:04:14,780
+ارتبطت بحادثة حدثت مع النابغة تعلمنا هذه الحادثة؟
+
+38
+00:04:14,780 --> 00:04:16,540
+قال هذه القصيدة
+
+39
+00:04:19,430 --> 00:04:24,930
+وهو قرب عين الماء يريد أن يسقي أخته والشات التي
+
+40
+00:04:24,930 --> 00:04:28,830
+معه وكانت عادة العرب في الجاهلية أن يرد الماء
+
+41
+00:04:28,830 --> 00:04:35,790
+الأقوى فيشرب ويسقي بهائمه قبل أن يرد غيره ومن شدة
+
+42
+00:04:35,790 --> 00:04:43,390
+عطش أخته ماوية أنامها على ساعده تحت شجرة حتى يشرب
+
+43
+00:04:43,390 --> 00:04:49,820
+القوم ويسقون بهائمهمبعض الصفهاء من أبناء تلك
+
+44
+00:04:49,820 --> 00:04:54,800
+القبيلة أرادوا أن يعبثوا ويعلقوا على هذا المشهد
+
+45
+00:04:54,800 --> 00:05:01,620
+فقال قائلهم ذاك عبيده قد أصاب مية فليته ألقحها
+
+46
+00:05:01,620 --> 00:05:08,320
+صبية إلى آخر الأبيات التي أفزعت كما يقال شيطان
+
+47
+00:05:08,320 --> 00:05:15,120
+الجنفجاء في رواية طبعا تنسب الشعر للشياطين مش هيك
+
+48
+00:05:15,120 --> 00:05:19,740
+عند العرب اعتادوا ان يقولوا شياطين الجن قالوا جاء
+
+49
+00:05:19,740 --> 00:05:27,300
+شيطان الجن فشدخ فم طرفه اي فتحه واسع عن عبيد فم
+
+50
+00:05:27,300 --> 00:05:33,860
+عبيد و القمه قبة من شعر قبة من شعر فصحى من نومه
+
+51
+00:05:33,860 --> 00:05:39,860
+وهو يقول اكثر من أهله ملحومبالمناسبة طبعا هناك
+
+52
+00:05:39,860 --> 00:05:45,240
+أشعار كثيرة ليس لها قائل من الإنس وقد جمعها أحد
+
+53
+00:05:45,240 --> 00:05:53,410
+الدارسين تحت عنوان من أشعار الجن كتاب كاملالجن لا
+
+54
+00:05:53,410 --> 00:05:58,310
+يقول شعرا وإن قال لا يصلنا شعره ولكن جهل القائل
+
+55
+00:05:58,310 --> 00:06:04,110
+ونسبت في أحواديث وخرافات كالتي رويت لبعض شياطين
+
+56
+00:06:04,110 --> 00:06:10,880
+الجن طبعا هذه الحادثة تبرر قولعبيد الشعر كبيرا
+
+57
+00:06:10,880 --> 00:06:14,900
+عبيد لم يقول الشعر وهو شابا قاله وهو بعد الخمسين
+
+58
+00:06:14,900 --> 00:06:19,580
+من عمره لذلك قارنوه بهذه الحادثة وبغضب شيطان الجن
+
+59
+00:06:19,580 --> 00:06:26,000
+كذلك نسبوا له أساطير ترتبط بالغرائب حتى في ماماته
+
+60
+00:06:26,000 --> 00:06:37,900
+حيث قتل في يوم نحس لا أريد أن أستفيد في القصصطبعا
+
+61
+00:06:37,900 --> 00:06:43,680
+الملك عمرو بن معدي يكرب كان له يوم نحس ويوم نعيم
+
+62
+00:06:43,680 --> 00:06:49,900
+فمن أهل على مملكته في يوم نعيمه وهبله واستقبله ومن
+
+63
+00:06:49,900 --> 00:06:57,100
+أهل في يوم نحسه قتله ودهن القبرين قبريه نديميه
+
+64
+00:06:57,100 --> 00:07:04,860
+الذين قتل أو قتلهم في لحظة سكر دهنه بدمهوقد كان
+
+65
+00:07:04,860 --> 00:07:13,440
+أنورد عليه عبيد بن الأبرص في يوم النحش وكان يحب
+
+66
+00:07:13,440 --> 00:07:17,800
+عبيد ويحب أن يمدحه عبيد ومع ذلك قال له ما الذي أتى
+
+67
+00:07:17,800 --> 00:07:25,920
+بك؟ قال أتت بحاء قدمه فذهبت مثلا أتت بحاء قدمه أي
+
+68
+00:07:25,920 --> 00:07:32,400
+الذي حان أجله أتى لأجله بنفسهفذهبت مثلا طلب منه
+
+69
+00:07:32,400 --> 00:07:39,920
+قبل أن يقتله أن يقول شعرا فقال له حال الجريض دون
+
+70
+00:07:39,920 --> 00:07:45,400
+القريض والجريض هو اللعاب الذي يربط الفم جفاف ماء
+
+71
+00:07:45,400 --> 00:07:50,740
+الفم والقريض الشعر أمثال كثيرة نشبت له قالوا إن
+
+72
+00:07:50,740 --> 00:07:56,840
+بدايته مع الشعر غريبة ونهاية حياته كانت أيضا غريبة
+
+73
+00:07:58,740 --> 00:08:05,880
+أقول إن معلقة عبيد دخلتها الزحافات والعلل حتى غيرت
+
+74
+00:08:05,880 --> 00:08:11,420
+شكلها وإيقاحها الأمر الذي رأينا الأخفاش يتدركها
+
+75
+00:08:11,420 --> 00:08:16,400
+على الخليل ابن أحمد فيما بعد ورد الأمور وكشف ما
+
+76
+00:08:16,400 --> 00:08:22,640
+أصابها من زحافات وعلل هذا
+
+77
+00:08:24,120 --> 00:08:28,980
+ما يخص الموسيقى وما يقع فيها من عيوب أي ما صوّغ
+
+78
+00:08:28,980 --> 00:08:34,120
+الآمدي من عيوب الأوزان والموسيقى عند أبي تمام
+
+79
+00:08:34,120 --> 00:08:39,540
+وأرانا المستصاغ وأرانا الذي يعد من المساوئ الإفراط
+
+80
+00:08:39,540 --> 00:08:44,600
+والإغراق يثقل الشعر ويخرجه عن صورته الأولى
+
+81
+00:08:51,680 --> 00:08:56,900
+الآن نكون قد وصلنا إلى المبحث الرابع أو القسم
+
+82
+00:08:56,900 --> 00:09:02,960
+الرابع من كتاب الامري الموازن وهو ما سبقنا بالحديث
+
+83
+00:09:02,960 --> 00:09:10,020
+عنه أنه يرتبط بعيوب شعر البحتري وقد نبهنا على هذا
+
+84
+00:09:10,020 --> 00:09:17,360
+الأمر بالقول إن هناك فصلةالآمدي في ذكر عيوب شعر
+
+85
+00:09:17,360 --> 00:09:22,100
+أبي تمام فلماذا يجمل هنا لنرا تفضلي
+
+86
+00:09:29,110 --> 00:09:33,510
+عن عيوب شعر البحتوري كما بدأ ال .. كما بدأ الاندي
+
+87
+00:09:33,510 --> 00:09:38,310
+في حديثه بذكر عيوب شعر أبي تمام كذلك توجهها إلى
+
+88
+00:09:38,310 --> 00:09:43,430
+سرقات البحتوري وقسمها من حيث الجودة والرداء وكذلك
+
+89
+00:09:43,430 --> 00:09:48,190
+قسمها من حيث المصدر سرقته من شعر أبي تمام وسرقته
+
+90
+00:09:48,190 --> 00:09:54,570
+من الشعراء الآخريننلاحظ أن القامدي لم يتتبع ثريقات
+
+91
+00:09:54,570 --> 00:09:58,950
+البحتري كما تتبع .. كما تتبع ثريقات أبي تمام
+
+92
+00:09:58,950 --> 00:10:04,370
+بتفاصيل واضح حيث لم يرد القامدي تكرار نفسه إذا
+
+93
+00:10:04,370 --> 00:10:08,570
+أشعرنا وشعر هو نفسه بأنه قد تجاوز الحد في ذكر
+
+94
+00:10:08,570 --> 00:10:12,930
+الثريقات لذلك اكتفى بذكر بعض الأمثلة مستغنية
+
+95
+00:10:12,930 --> 00:10:17,310
+بالمثال والإشارة عن الحصر والتفصيل حيث يؤكد ذلك
+
+96
+00:10:17,310 --> 00:10:22,010
+قوله في نهاية هذا البابفهذا ما مر بي من سرقات
+
+97
+00:10:22,010 --> 00:10:26,190
+البحتري من أشعار الناس على غير تتبع فخرجتها ولعلي
+
+98
+00:10:26,190 --> 00:10:29,910
+لو استقصيتها لكانت نحو ما خرجته من سرقات أبي تمام
+
+99
+00:10:29,910 --> 00:10:34,270
+أو تزيد عليها وعلى أني بيته في آخر الباب فمهما مر
+
+100
+00:10:34,270 --> 00:10:38,850
+بي من شيء منها ألحقت به إن شاء الله تعالى وقد علج
+
+101
+00:10:38,850 --> 00:10:41,950
+في هذا الباب بعض سرقات البحتري من الشعراء ونورد
+
+102
+00:10:41,950 --> 00:10:46,470
+منها قول للبحتري يقف الزجاجة لونها فكأنها في الكاس
+
+103
+00:10:46,470 --> 00:10:54,250
+قائمة بغير إناع عش بكخلّيني مشاركتك اذا
+
+104
+00:10:54,250 --> 00:11:01,470
+اول العيوب التي سيتحدث عنها القامد في شعر البحثوري
+
+105
+00:11:01,470 --> 00:11:05,030
+هنا
+
+106
+00:11:05,030 --> 00:11:11,310
+احمد اه احمد تعالي هاجي القناة هذا اسمه هل قطعتي
+
+107
+00:11:11,310 --> 00:11:14,950
+شعر هنا او هنا انت بتحكي لي هنا و هنا خلاص؟ لا
+
+108
+00:11:18,980 --> 00:11:27,000
+العيوب جملة أول هذه العيوب السارقات طبعا ما قاله
+
+109
+00:11:27,000 --> 00:11:33,120
+في باب السارقات كتوطئ للحديث عن السارقات أبي تمام
+
+110
+00:11:34,150 --> 00:11:39,510
+اكتفى بيه ولم يشأ ان يكرر ما عرفناه من حديثه عن
+
+111
+00:11:39,510 --> 00:11:44,910
+البدهي والمشترك اللذي لا يدخل في باب الصارقة او
+
+112
+00:11:44,910 --> 00:11:50,070
+المستحسن او محاسن الصارقات او مقاله في ما يعد
+
+113
+00:11:50,070 --> 00:11:56,150
+صارقة اطمأننا الأمدي اننا نعرف ما هي الصارقة فبدأ
+
+114
+00:11:56,150 --> 00:11:59,690
+يحدثنا عن صارقات البحترين
+
+115
+00:12:03,260 --> 00:12:12,340
+وكسر الحديثة فيها على قسمين قسم منها سرقات البحتري
+
+116
+00:12:12,340 --> 00:12:22,160
+من أبي تمام واخر من الشعراء وبدأ بالحديث عن سرقات
+
+117
+00:12:22,160 --> 00:12:26,280
+البحتري
+
+118
+00:12:26,280 --> 00:12:32,550
+من أبي تمام نحن حينما ندخل لهذا المبحث سنلاحظأن
+
+119
+00:12:32,550 --> 00:12:40,390
+القارئ متعجّل لم يتروّى لم يتتبع جميع هذه السرقات
+
+120
+00:12:40,390 --> 00:12:50,750
+هو يعلم أن القارئ قد يلاحظ هذا لذلك نراه يقولفي
+
+121
+00:12:50,750 --> 00:12:56,250
+تبريري عدم إحاطته بكل سرقات البُحتري هذا ما مرّ
+
+122
+00:12:56,250 --> 00:13:01,650
+بيه أي هذا الذي تيسر ليه ولكن تركت الباب مفتوحا
+
+123
+00:13:01,650 --> 00:13:11,530
+لألحق ما قد أجده من سرقاتي أنا أقوللعل الأمد قد
+
+124
+00:13:11,530 --> 00:13:16,690
+ملّه وقد لاحظنا في بداية الحديث عن كتاب الموازنة
+
+125
+00:13:16,690 --> 00:13:21,710
+أن الكتاب استغرق وقت طويل في تأليفه وأنه أُلف على
+
+126
+00:13:21,710 --> 00:13:27,610
+مراحل وبالتالي الإنسان حينما يعمل عملا ويطيل في
+
+127
+00:13:27,610 --> 00:13:34,710
+إنجازه قد يتسرب الملل إليه في آخر الأمرومع ذلك هذا
+
+128
+00:13:34,710 --> 00:13:40,370
+الملل لم يخرجه من دائرة الموضوعية لأنه يقول وما
+
+129
+00:13:40,370 --> 00:13:46,190
+تركناه ربما يكون أكثر إذا يفتح الباب إلى أن هناك
+
+130
+00:13:46,190 --> 00:13:48,770
+سرقات لم يحط بها هو
+
+131
+00:13:57,220 --> 00:14:01,580
+خلّيني أشرح الأنموذج الأول الذي ذكرته زميلة كنا
+
+132
+00:14:01,580 --> 00:14:09,120
+سارقات البحتوري من الشعراء من جميع الشعراء قال
+
+133
+00:14:09,120 --> 00:14:19,420
+البحتوري في ذكر الخمريخفي الزجاجة لونها فكأنها في
+
+134
+00:14:19,420 --> 00:14:26,360
+الكأس قائمة بغير إناء قال خذه من قول علي ابن جبل
+
+135
+00:14:26,360 --> 00:14:34,240
+كأن يد النديم تدير منها شعاع لا يحيط عليه كأس هنا
+
+136
+00:14:34,240 --> 00:14:37,620
+يريد
+
+137
+00:14:37,620 --> 00:14:44,400
+أن يقول الشاعر أنصناعة الزجاج متقدمة جدا في ذلك
+
+138
+00:14:44,400 --> 00:14:52,620
+الزمن فهذا الكاس الذي سُكِبت فيه الخمر شفاف لدرجة
+
+139
+00:14:52,620 --> 00:14:58,480
+أننا قد لا نراه ونظن أن الخمر في هذا الوعاء قائم
+
+140
+00:14:58,480 --> 00:14:59,740
+بغير هذا الوعاء
+
+141
+00:15:04,180 --> 00:15:08,620
+يعني يمكن أن يستدل بالبيتين على تقدم العرب في
+
+142
+00:15:08,620 --> 00:15:11,820
+القرن الرابع الهجري في بعض الصناعات التي منها
+
+143
+00:15:11,820 --> 00:15:17,000
+صناعة الزجاج معنى البيت الأول لا يختلف عن معنى
+
+144
+00:15:17,000 --> 00:15:24,180
+البيت الأول وهذا من قبيل أخذ اللفظ والمعنى معنى
+
+145
+00:15:24,180 --> 00:15:33,220
+أما الموذج الثاني من تريد أن تشارك تفضلي
+
+146
+00:15:34,940 --> 00:15:39,760
+أيضًا من باب السرقة ولكن من شعر آخر كما قلنا من
+
+147
+00:15:39,760 --> 00:15:45,120
+الشعراء وهو قول البحتري اللي هو كرمح فيه بضعة عشر
+
+148
+00:15:45,120 --> 00:15:49,740
+فقرة من قادة تحت السنان الأصلي طبعًا اللي هو أخده
+
+149
+00:15:49,740 --> 00:15:58,020
+من قول بشار خُلقوا قادة وكانوا سواء في قعوب القنا
+
+150
+00:15:58,020 --> 00:16:03,660
+تحت السنانطبعا الأمن يبدأ في .. يعني يتكلم عن
+
+151
+00:16:03,660 --> 00:16:07,580
+سرقات البحتري من أبي تمام وطبعا لم يجملها مثل ما
+
+152
+00:16:07,580 --> 00:16:11,700
+أجملها أبو .. أبو ضياء لأنه .. طبعا ما أجملها مثل
+
+153
+00:16:11,700 --> 00:16:15,660
+ما أجملها أبو ضياء يعني أبي ضياء أجملها بل أيضا
+
+154
+00:16:15,660 --> 00:16:19,660
+اللي هو أدخل فيها ما ليس بسرقة طبعا من أمثلة
+
+155
+00:16:19,660 --> 00:16:24,040
+السرقات من أبي تمام هو عمله في هذا المقام غربلة
+
+156
+00:16:24,040 --> 00:16:29,610
+لعمل من سبقه .. من سبقاه ومنهم أبو ضياءوبالتالي ما
+
+157
+00:16:29,610 --> 00:16:35,790
+أجازه هنا على هذه الشاكلة التي أتيت أنا بنموذجين
+
+158
+00:16:35,790 --> 00:16:39,470
+منها للتمثيل فقط فسواء إجابتي غير داعن ودعائي
+
+159
+00:16:39,470 --> 00:16:49,050
+بالقفر غير مجيب فسواء
+
+160
+00:16:49,050 --> 00:16:58,530
+إجابتي غير داعن ودعائي بالقفر غير مجيبأخذه البحتري
+
+161
+00:16:58,530 --> 00:16:59,170
+فقال
+
+162
+00:17:08,620 --> 00:17:14,040
+ولذلك هذا الشكل من أشكال السرقة هو أيضًا من قبيل
+
+163
+00:17:14,040 --> 00:17:19,260
+أخذ اللفظ والمعنى معانا هذا
+
+164
+00:17:19,260 --> 00:17:26,260
+البيت
+
+165
+00:17:26,260 --> 00:17:33,570
+أضحى سيارة مشهورةأخذه البحتري فقال فقال ولان
+
+166
+00:17:33,570 --> 00:17:36,390
+تستبين الدهرة موضعة نعمة إذا أنت لم تدل عليها
+
+167
+00:17:36,390 --> 00:17:39,730
+بحازن يعني نفس المعنى إن هذه النعمة راح تظل طول
+
+168
+00:17:39,730 --> 00:17:44,270
+الدهر مطوية إذا إلا إذا يعني إجه حاسد فعل بيها
+
+169
+00:17:44,270 --> 00:17:48,990
+فيساعد في نشر هذا البيانة طبعا بعد هكذا خلاص صارين
+
+170
+00:17:48,990 --> 00:17:56,250
+اسمك والاسم أو ضايع اخوك اسم كلها هنا نلاحظ أن
+
+171
+00:17:56,250 --> 00:17:57,530
+الآمدي
+
+172
+00:18:00,540 --> 00:18:05,400
+تحدث عن القليل
+
+173
+00:18:05,400 --> 00:18:12,080
+جدا هو يقول هذا ما تيسر لي عن 64 ميتا من شعري
+
+174
+00:18:12,080 --> 00:18:21,420
+البحتري التي سرقها من أبي تمام ولذلك اتهم بالميلي
+
+175
+00:18:21,420 --> 00:18:24,520
+للبحتري
+
+176
+00:18:27,200 --> 00:18:33,620
+هو انتبه لهذا أيضًا لذلك نراه يقول ولعل قائلا يقول
+
+177
+00:18:33,620 --> 00:18:39,660
+اني قد تجاوزت في هذا الباب وقصرته ولم استخص جميع
+
+178
+00:18:39,660 --> 00:18:46,340
+ما أخرجه أبو الضياء بشر بن يحيى من المسروق ويقطع
+
+179
+00:18:46,340 --> 00:18:51,140
+بأنه استوفى الأمر حينما يقول وليس الأمر كذلك بل قد
+
+180
+00:18:51,140 --> 00:18:53,520
+استوفيت جميعه
+
+181
+00:18:59,970 --> 00:19:07,290
+حقيقة سنرى آراء آخرين بعد ذلك في مدى موضوعية الامد
+
+182
+00:19:07,290 --> 00:19:11,590
+في هذا الجانب كما
+
+183
+00:19:11,590 --> 00:19:23,050
+قلت لكنا كأن به قد تسرب الملل وأصابته السرعة كذلك
+
+184
+00:19:23,050 --> 00:19:25,090
+في حديثه عن أخطاء
+
+185
+00:19:27,380 --> 00:19:33,300
+البحتري هناك توسع في ذكر أخطاء ومساوئ شعر أبي تمام
+
+186
+00:19:33,300 --> 00:19:40,100
+هنا نراه يتتبع الأخطاء فيقول فأما مساوئ البحتري من
+
+187
+00:19:40,100 --> 00:19:46,740
+غير السرقات فقد حرسته واشتهدت أن أظفر له بسيء يكون
+
+188
+00:19:46,740 --> 00:19:51,700
+بإزاء ما أخرجته من مساوئ أبي تمام في سائر الأنواع
+
+189
+00:19:51,700 --> 00:20:00,060
+التي ذكرتها ناخد بالنا من هذه العبارةفلم أجد لشدة
+
+190
+00:20:00,060 --> 00:20:07,140
+تحرزه لشدة التحرز البحتري وجودة طبعه وتهديب الفاظ
+
+191
+00:20:07,140 --> 00:20:17,920
+فلم أجد من ذلك إلا أبياتا يسيرة أنا ذاكرها قد
+
+192
+00:20:17,920 --> 00:20:23,480
+يظن البعض أنه تعصب للبحتري أنه لا يخطئ
+
+193
+00:20:27,220 --> 00:20:32,140
+هو لا يقول إنه لا يخطأ هو قال لم أجد أخطاء كتلك
+
+194
+00:20:32,140 --> 00:20:37,160
+التي وقع فيها أبو تمام أخطاء من النوع أو من العيار
+
+195
+00:20:37,160 --> 00:20:45,820
+الثقيل وهذا قد رأينا مقولة فيه في الحجج قال
+
+196
+00:20:45,820 --> 00:20:54,830
+البحتري جيده خير من جيدهورديئي خير من رديئي أي أن
+
+197
+00:20:54,830 --> 00:21:00,230
+نسبة الرداء في شعر البحتري لاتعد من الرداء التي
+
+198
+00:21:00,230 --> 00:21:06,610
+وصل إليها في القاع أبو تمنام ومع ذلك يأتي ببعض
+
+199
+00:21:06,610 --> 00:21:13,110
+الشواهد ليبين ما لا يعد خطأ وما يعد فإذا ما قال
+
+200
+00:21:13,110 --> 00:21:19,190
+أبو الضياءفي قول البحتري أي ليل يبهي بغير نجوم
+
+201
+00:21:19,190 --> 00:21:27,130
+وسحاب تندي بغير بروقي يدافع الأمدي فيقول عبه بعضهم
+
+202
+00:21:27,130 --> 00:21:33,570
+بهذا وقالوا قد يكون برق لا غيثة معه كبرق الخلب
+
+203
+00:21:33,570 --> 00:21:42,920
+مثلاوهو برق الخُلّب والرجل لم يقول لا برق إلا ومعه
+
+204
+00:21:42,920 --> 00:21:51,000
+مطر وإنما قال لا مطرة إلا ومعه برق نفهم التفرقة
+
+205
+00:21:51,000 --> 00:21:59,140
+بين الأمراء لأن البرق قد لا يصاحبه المطر ولكن
+
+206
+00:21:59,140 --> 00:22:08,020
+المطر يأتي معه البرقوهذا ما عيب به البحتوري وليس
+
+207
+00:22:08,020 --> 00:22:14,000
+بعيب اقنعنا الامدي بدفعه هذا نعم بالتجربة العملية
+
+208
+00:22:14,000 --> 00:22:22,360
+قد نرى البرق ولا نرى المطر فهذا دفاع عن بعض أخطاء
+
+209
+00:22:22,360 --> 00:22:28,780
+البحتوريينوثم بعد ذلك نراه يجمل أو يذكر بعض
+
+210
+00:22:28,780 --> 00:22:34,560
+الشواهد الشعرية التي تدلل على خطأ المحتوري في لفظ
+
+211
+00:22:34,560 --> 00:22:40,480
+أو في معنى أو في وزن كما رأينا أخطاء أو في زحافات
+
+212
+00:22:40,480 --> 00:22:45,920
+وعلال أو استعارات مستهجنة وتشبيهات فيها مبالغة إلى
+
+213
+00:22:45,920 --> 00:22:51,900
+غير ذلك من النماذج التي رأينا شواهدها في ذكره لأبي
+
+214
+00:22:51,900 --> 00:22:59,580
+تمامنصل الآن إلى خاتمة الكتاب وهو القسم الذي وازن
+
+215
+00:22:59,580 --> 00:23:19,980
+فيه بين الشاعرين نعم تفضل خامسا
+
+216
+00:23:19,980 --> 00:23:24,140
+ان وازنت بين الشاعرينقد مهد الامد للولودة في هذا
+
+217
+00:23:24,140 --> 00:23:28,660
+الباب لمبحثين صغيرين أفرد أولهما للحديث عن فضل أبي
+
+218
+00:23:28,660 --> 00:23:33,640
+تمام وخصائصه الشعرية وقد ناقش في هذا الباب قضية
+
+219
+00:23:33,640 --> 00:23:40,700
+اللفظ والمعنى وكذلك جعل المعنى المقياس الأهم
+
+220
+00:23:40,700 --> 00:23:44,660
+المقياس النقد الأهم فلنقف عند عنوان الأول فلنقف
+
+221
+00:23:44,660 --> 00:23:49,670
+عند عنوان الأول تحدث فيه عن فضلأبي تمام خصائص
+
+222
+00:23:49,670 --> 00:23:57,310
+الشعراء إذا كأنه يريد أن يقول لنا ليست غاية الناقد
+
+223
+00:23:57,310 --> 00:24:03,530
+هي البحث عن العيوب بل أيضا ذكر الحسنات إن ذكر
+
+224
+00:24:03,530 --> 00:24:10,290
+العيوب ليس غاية بل تتبعه غاية التخلص من هذه العيوب
+
+225
+00:24:10,290 --> 00:24:16,430
+عند اللاحق من الشعراء وذكر الحسنات أيضا هو إشادة
+
+226
+00:24:16,430 --> 00:24:23,050
+بها لإظهار مكانة الشاعر وإغراء الشعراء الآخرين
+
+227
+00:24:23,050 --> 00:24:28,470
+بالسير على نهجها تفضلي ومن الجديد بذكر أن الجاهد
+
+228
+00:24:28,470 --> 00:24:34,610
+قد سبق الأملي في تقارب لهذه القضية فتطرط إلى هذه
+
+229
+00:24:34,610 --> 00:24:40,010
+القضية وكان رأي الجاهد مخالف لرأي الأملي فالجاهد
+
+230
+00:24:40,010 --> 00:24:44,870
+من أنصار الله والأملي من أنصار المعنى فقال الجاهد
+
+231
+00:24:44,870 --> 00:24:50,340
+في هذه القضيةإن المعاني مطروحة في الطريق فيعرفها
+
+232
+00:24:50,340 --> 00:24:55,780
+الأعجمي والعربي البدوي والقروي وإنما الأشياء في
+
+233
+00:24:55,780 --> 00:25:01,200
+إقامة الوزن وتمييز اللخد وسهولة وسهولة المخرج وصحة
+
+234
+00:25:01,200 --> 00:25:05,980
+الطبع وجودة السبب وذل للقامد على أهمية المجتمع
+
+235
+00:25:05,980 --> 00:25:12,560
+أيضا نريد أن نبحث دقة رأي الجاحذ التي ذكرته الجاحذ
+
+236
+00:25:12,560 --> 00:25:18,210
+في هذه المقولة لا ينكر فضل المعنىيريد أن يقول أن
+
+237
+00:25:18,210 --> 00:25:23,970
+الفرق بين الشاعر وغير الشاعر هو صياغة المعنى يعني
+
+238
+00:25:23,970 --> 00:25:28,370
+قد تشعرين أنت بالفخر ويشعره إنسان يمتلك ناصية
+
+239
+00:25:28,370 --> 00:25:34,510
+الشعر أصل المعاني لا فرق بيننا فيها كلنا نشعر
+
+240
+00:25:34,510 --> 00:25:42,130
+بالألم و بالسعادة ولكن طريقة
+
+241
+00:25:42,130 --> 00:25:48,640
+التعبير عن هذه المعانيوينبغي أن تشاكل عند جاحظ
+
+242
+00:25:48,640 --> 00:25:55,620
+أيضًا الألفاظ معانيها مشيك؟ أي لا يتأخر اللفظ عن
+
+243
+00:25:55,620 --> 00:26:04,540
+ما كانت المعنى إذا كانت المعاني هي
+
+244
+00:26:04,540 --> 00:26:12,020
+الجوهر فإنها تحتاج إلى أوعي وقوالب توضع فيها وكما
+
+245
+00:26:12,020 --> 00:26:19,990
+قال النقاد من قبلالمعرض الحسن المعرض الحسن المعرض
+
+246
+00:26:19,990 --> 00:26:21,870
+الحسن المعرض الحسن المعرض الحسن المعرض الحسن
+
+247
+00:26:21,870 --> 00:26:25,310
+المعرض الحسن المعرض الحسن المعرض الحسن المعرض
+
+248
+00:26:25,310 --> 00:26:29,910
+الحسن المعرض الحسن المعرض الحسن المعرض الحسن
+
+249
+00:26:29,910 --> 00:26:31,190
+المعرض الحسن المعرض الحسن المعرض الحسن المعرض
+
+250
+00:26:31,190 --> 00:26:34,450
+الحسن المعرض الحسن المعرض الحسن المعرض الحسن
+
+251
+00:26:34,450 --> 00:26:38,670
+المعرض الحسن المعرض الحسن المعرض حسن المعرض حسن
+
+252
+00:26:38,670 --> 00:26:39,650
+المعرض حسن المعرض حسن المعرض حسن المعرض حسن المعرض
+
+253
+00:26:39,650 --> 00:26:40,670
+حسن المعرض حسن المعرض حسن المعرض حسن المعرض حسن
+
+254
+00:26:40,960 --> 00:26:45,200
+ولو لا لطيف المعاني والشهادة من القيس فيها وإقباله
+
+255
+00:26:45,200 --> 00:26:53,310
+عليها لم تقدم على شعراء زمانلأنه لا يُصف بفصاحة
+
+256
+00:26:53,310 --> 00:27:00,530
+تزيد على فصاحة الشعراء الأخرين يعني خلاصة القول في
+
+257
+00:27:00,530 --> 00:27:06,810
+هذا المقام أن لطفة المعاني واختراعها أو السابق
+
+258
+00:27:06,810 --> 00:27:12,610
+فيها موجودة عند العرب من قبل وإذا وصفنا فإننا نصف
+
+259
+00:27:12,610 --> 00:27:16,230
+إمرأة القيس بهذا الأمر
+
+260
+00:27:19,340 --> 00:27:25,580
+وذلك لا ينفي رغم ما ذكرناه من عيوب ومساوئ عند أبي
+
+261
+00:27:25,580 --> 00:27:34,360
+تمام لا ينفي عنه لطفة المعنى وذلل الأمدي على فضل
+
+262
+00:27:34,360 --> 00:27:39,640
+أبي تمام في المعنى واستشهد برأي المعتدين من خصومه
+
+263
+00:27:39,640 --> 00:27:42,380
+أنصار البحتري الذين
+
+264
+00:27:45,070 --> 00:27:49,010
+يقول القامدة وجدت أهل النصفة من أصحاب الوحترية
+
+265
+00:27:49,010 --> 00:27:53,030
+woman يقدم مطبوعة شعري على متكلفة لها تفعل أبي
+
+266
+00:27:53,030 --> 00:27:58,150
+تمام عن لطف المعاني ودقيقها والإبداء والإغراب فيها
+
+267
+00:27:58,150 --> 00:28:02,570
+والاستنباط لها وبعد أن يطمأن القامدة إلى إثبات
+
+268
+00:28:02,570 --> 00:28:09,090
+براعة معاني أبي تمام يصدر حكمه الموضوعي بفضل أبي
+
+269
+00:28:09,090 --> 00:28:13,050
+تمام متقدمه في هذا الجانب في براعته في الإتيان
+
+270
+00:28:13,050 --> 00:28:20,260
+بالمعانيكذلك و هذا الحكم يجعلنا ننفي تهمة الميلي
+
+271
+00:28:20,260 --> 00:28:26,680
+والتحيز للبحتري إذا أثبت نعم إذا أثبت لأبي تمام
+
+272
+00:28:26,680 --> 00:28:34,160
+فضل وتقدم في لطافتها
+
+273
+00:28:34,160 --> 00:28:42,970
+وصياغتها و الإبداع فيها المبحث الثانيالذي قدم به
+
+274
+00:28:42,970 --> 00:28:48,870
+للموازنة هو مبحث يتعلق بضرورة المشاكلة بين الألفاظ
+
+275
+00:28:48,870 --> 00:28:56,230
+والمعاني ينبغي أن تتناسب الألفاظ ومعانيها وكما قلت
+
+276
+00:28:56,230 --> 00:29:02,390
+قبل قليل إذا كانت الألفاظ أوعية فلابد أن تكون
+
+277
+00:29:02,390 --> 00:29:09,770
+المعاني مناسبة لهذه الأوايةالجارية الحسناء لابد ان
+
+278
+00:29:09,770 --> 00:29:12,430
+تعرض في المعرض الحسن
+
+279
+00:29:22,910 --> 00:29:31,430
+هنا مقولة كبيرة للآمدي تحدثنا عن أهمية المشاكلة
+
+280
+00:29:31,430 --> 00:29:37,630
+والتناسب بين اللفظ والمعنى فإذا مختلى أحدهم ذهب
+
+281
+00:29:37,630 --> 00:29:45,970
+بالآخر تأخر مكان الآخر ولكن المشاكلة بينهما هي
+
+282
+00:29:45,970 --> 00:29:49,550
+المميز
+
+283
+00:29:49,550 --> 00:29:51,630
+للشاعر المبدع عن غيره
+
+284
+00:29:54,590 --> 00:29:59,230
+يعني هي من الأمثلة البديعة التراز الجيد على الثوب
+
+285
+00:29:59,230 --> 00:30:06,330
+الخلق أو كما نقول الطعام الشهي في الوعاء المقزز لا
+
+286
+00:30:06,330 --> 00:30:12,250
+يأكل طعام شهي ولكن عرضة في معرض سيء فتاة حسناء
+
+287
+00:30:12,250 --> 00:30:19,150
+لبست ثياب غير متجانسة وغير نظيفة كيف يبدو شكلها؟
+
+288
+00:30:21,690 --> 00:30:27,970
+بعد أن قدم بالمبحثين وقرأ تقديمته تأكيد على ما قد
+
+289
+00:30:27,970 --> 00:30:32,450
+يظنه البعض من ميلهي خاصة من مبحث الأول من ميلهي
+
+290
+00:30:32,450 --> 00:30:41,020
+ليهالبحتري ضد أبي تمام حيث أرانا جميل معاني أبي
+
+291
+00:30:41,020 --> 00:30:47,320
+تمام المخترع المبدع منها ثم بعد ذلك أرانا رأيه في
+
+292
+00:30:47,320 --> 00:30:52,440
+قضية اللفظ والمعنى التي نرى أن النقاد انقسموا على
+
+293
+00:30:52,440 --> 00:30:58,520
+هذه القضية إلى ثلاثة أقسام قسم حسبه البعض ميالا
+
+294
+00:30:58,520 --> 00:31:05,690
+للفظ وآخر للمعنى وثالثيقف موقفا وسطا بين اللفظ
+
+295
+00:31:05,690 --> 00:31:10,690
+والمعنى وهو الذي أطلقنا عليه الآن التجانس أو
+
+296
+00:31:10,690 --> 00:31:16,590
+المشاكلة بين اللفظ والمعنى بعد ذلك يصل الامد إلى
+
+297
+00:31:16,590 --> 00:31:24,050
+الموازنة بين الشاعرين هل هو وازن بين الشاعرين؟ كلا
+
+298
+00:31:24,050 --> 00:31:31,070
+هو أولا أرانا الشروط التي بدأت باختراعها أم جندههل
+
+299
+00:31:31,070 --> 00:31:36,150
+نذكر هذا؟ حينما وزنت بين أمريق القيس وعالقمة الفحل
+
+300
+00:31:36,150 --> 00:31:44,310
+وراعت أربعة أمور راعت اتحاد الزمن حيث كان الإثنان
+
+301
+00:31:44,310 --> 00:31:53,010
+أمامها اتحاد الموضوع قوله في وصفه فراسيكما مش هيك
+
+302
+00:31:53,010 --> 00:32:00,590
+اتحاد الوزنوالقافية شروط الأربعة حينما جاء أمير
+
+303
+00:32:00,590 --> 00:32:06,570
+المؤمنين علي بن أبي طالب كرم الله وجهه وسئل عن
+
+304
+00:32:06,570 --> 00:32:13,340
+مكانة الشعراء أي الشعراءيتقدم على من قال لو جمعهم
+
+305
+00:32:13,340 --> 00:32:17,880
+زمان واحد وضمتهم غاية واحدة إذا وضع لنا شروطا
+
+306
+00:32:17,880 --> 00:32:23,380
+للموازنة بين الشعراء لاتنفصل عن شروط ام جندب
+
+307
+00:32:23,380 --> 00:32:30,640
+ولكنها توضح شروط ام جندب ذلك كان الإطار النظري
+
+308
+00:32:30,640 --> 00:32:39,520
+مفادلة ام جندب بين علقبةوأمر القيس كان فيها
+
+309
+00:32:39,520 --> 00:32:48,840
+التطبيق مقرون بالنظرية ولكن سوء التطبيق ورأينا فيه
+
+310
+00:32:48,840 --> 00:32:56,120
+جعلنا نقول إنها بداية بسيطة لم تراعي فيها أم جندب
+
+311
+00:32:56,120 --> 00:33:04,540
+فضل الصبق ولم تراعي تسلسل الأفكار والمعاني بل حكمت
+
+312
+00:33:04,540 --> 00:33:11,600
+على بيت من النصوقالت اجهدت فرسك بكثرة الضرب وكذا
+
+313
+00:33:11,600 --> 00:33:19,000
+عينما فضلت علقما على امر القيس اما هنا فيورين
+
+314
+00:33:19,000 --> 00:33:26,280
+التطبيق العملي لهذه المقاييس الأربعة ويبدأ بتجزئة
+
+315
+00:33:26,280 --> 00:33:34,120
+القصيدة قسما قسما يبدأ بالمقدمة فنراها تنطوي على
+
+316
+00:33:34,120 --> 00:33:42,230
+ثمانية أقسمالقسم الأول منها الموازنة بين
+
+317
+00:33:42,230 --> 00:33:49,230
+الابتداءات بذكر الوقوف على البيارة يعني مقدمة
+
+318
+00:33:49,230 --> 00:33:55,120
+القصيدة الواحدة المقدمة الطلاليةالموازنة فيها تكسر
+
+319
+00:33:55,120 --> 00:34:00,520
+على ثمانية محاور المحور الأول موازن بينها الابتداء
+
+320
+00:34:00,520 --> 00:34:06,280
+بذكر الوقوف على الديار الموازنة بعد ذلك من ناحية
+
+321
+00:34:06,280 --> 00:34:10,000
+التسليم على الديار لأن الواقف قد لا يسلم على
+
+322
+00:34:10,000 --> 00:34:15,360
+الديار وأن التقدم الطلالية قد لا يذكر فيها الوقوف
+
+323
+00:34:15,360 --> 00:34:22,590
+على الطلال بل يبدأ بخطاب الطلال مثلايا دار عبلى
+
+324
+00:34:22,590 --> 00:34:27,010
+بالجواي تكلمي وعيمي مش هيك ما وقف على الطلاق ليس
+
+325
+00:34:27,010 --> 00:34:32,110
+كامر القيس الذي قال قف نبكي من ذكرا حديب ومنزلي
+
+326
+00:34:32,110 --> 00:34:37,690
+إذا لابد من توافري أجزاء هذا المعنى في التقدمة
+
+327
+00:34:37,690 --> 00:34:42,690
+ونوازن وبين معنى وآخر لنرى كيف أورد هذا المعنى
+
+328
+00:34:42,690 --> 00:34:48,370
+وكيف أورد ذاك المعنى لنتمكن من الحكم لإعادهما
+
+329
+00:34:48,370 --> 00:34:53,630
+بالفضل على الآخرالقسم الثالث من حيث تعفية الرياح
+
+330
+00:34:53,630 --> 00:34:59,210
+للديار إلى آخر هذه الأقسام ثم ينتقل بعد ذلك إلى
+
+331
+00:34:59,210 --> 00:35:04,670
+باقي معاني النص المتن والختام إن كان القصيدة ختام
+
+332
+00:35:04,670 --> 00:35:10,250
+قبل أن يحكم بين نصوص الشاعرين هو لم يوازن جملة بل
+
+333
+00:35:10,250 --> 00:35:16,770
+وازن بين نصوص للشاعرين ليخلص برأي بعد ذلكوكأننا
+
+334
+00:35:16,770 --> 00:35:23,230
+بالقامد يحاول أن يعلمنا شروط الموازنة ثم يرينا
+
+335
+00:35:23,230 --> 00:35:30,830
+الطريقة التي يمكن أن نوازن بها بين الشعراء معلوم؟
+
+336
+00:35:30,830 --> 00:35:35,930
+ما الفرق بين الموازنة والمقارنة؟ بعض الطالبات و
+
+337
+00:35:35,930 --> 00:35:41,730
+الطلاب يقول المقارنة بين الشعراء طالبات
+
+338
+00:35:41,730 --> 00:35:47,520
+كلية الأداب درسنا الأدب المقارنةالمقارنة لها شروط
+
+339
+00:35:47,520 --> 00:35:52,380
+من أهمها اختلاف اللغة لا يجوز المقارنة بين أدبين
+
+340
+00:35:52,380 --> 00:35:59,560
+من لغة واحدة والمقارنة أيضا تفترض الاتصال الزمني
+
+341
+00:35:59,560 --> 00:36:06,260
+بين المقارن بينهما إذا حينما نقارن نقارن بين شاعر
+
+342
+00:36:06,260 --> 00:36:11,200
+من العربية وشاعر من أي لغة أخرى شريطة الاتصال
+
+343
+00:36:11,200 --> 00:36:20,280
+الزمني الذييفترض تأثر أحدهما بالآخر أما الموازنة
+
+344
+00:36:20,280 --> 00:36:27,920
+فهي بين شاعرين من لغة واحدة وطبعا
+
+345
+00:36:27,920 --> 00:36:32,900
+في الموازنة يراعى إذا كان هناك سابق فضل السابق على
+
+346
+00:36:32,900 --> 00:36:41,780
+اللاحق وصلنا الآن إلى الرأي الذي نتبناه في الكتاب
+
+347
+00:36:42,730 --> 00:36:46,770
+وهو المبحث الأخير دائما اللذي نقلق عليه أنوان في
+
+348
+00:36:46,770 --> 00:36:54,970
+ميزان النقد نحن
+
+349
+00:36:54,970 --> 00:37:00,170
+نتحدث عن مجموعين القامدين ونحظ أن مجموعات القامدين
+
+350
+00:37:00,170 --> 00:37:05,430
+في كتاب المبادنة ضرورة مهمة في طبيعة هذا البحث
+
+351
+00:37:05,430 --> 00:37:07,950
+فنلاحظ أن هناك وجهات نظر
+
+352
+00:37:11,090 --> 00:37:15,650
+فمن آراء القدماء .. فمن آراء القدماء اللي هي أبي
+
+353
+00:37:15,650 --> 00:37:20,270
+اتفرج الباب .. الباب بغاء الشاعر اللي أورده يقول
+
+354
+00:37:20,270 --> 00:37:24,210
+في حموين في مجمع اللي يقول في .. اللي يقول في ..
+
+355
+00:37:24,290 --> 00:37:31,230
+معرض حديثني عن عداد الناس في المبلغات وكان الامدي
+
+356
+00:37:31,230 --> 00:37:36,470
+النحوي صاحب كتاب الموازنة يبدأ يهدي المبلغات على
+
+357
+00:37:36,470 --> 00:37:43,940
+أبي تمام يعني يرى هذا الشاعر أن الامدي تحاملةعلى
+
+358
+00:37:43,940 --> 00:37:50,960
+أبي تمام واتهمه بسوء المبالغة مع أن الببغة يرى أن
+
+359
+00:37:50,960 --> 00:37:59,100
+هذه المبالغة حسنة فيما .. ويجعلها استرادا يعيدي
+
+360
+00:37:59,100 --> 00:38:02,540
+اضاقة عليه المجال في .. لأ نريده أن نقرأ الأن صلي
+
+361
+00:38:02,540 --> 00:38:08,560
+للأنموذج اللي يمثل رأي الببغة طيب
+
+362
+00:38:08,560 --> 00:38:16,380
+وحكيهاوأورد في كتابه من قصيدتي التي أولها من سجاية
+
+363
+00:38:16,380 --> 00:38:21,960
+الطلول ألا تجيب قوله خضبة خدها إلى لؤل العقد دمى
+
+364
+00:38:21,960 --> 00:38:29,840
+أنرأت شواتق خضيبة كل دائن يرجد دواء له إلا
+
+365
+00:38:29,840 --> 00:38:35,800
+الفضيعين ميتميتة ومشيبة قال في هذه المبالغات
+
+366
+00:38:35,800 --> 00:38:43,360
+السرقة المبالغات المسرفة ثم قال عبدالفرج هذه والله
+
+367
+00:38:43,360 --> 00:38:48,260
+المبالغة التي يبلغ بها السماء ما شايرين اسم اسمك
+
+368
+00:38:48,260 --> 00:38:56,360
+واجلسين اسمك يحاول
+
+369
+00:38:56,360 --> 00:39:06,280
+بعض الدارسين انيقرر ميل الآمدي للبحتري وتعصفه في
+
+370
+00:39:06,280 --> 00:39:13,960
+آرائه ضد أبي تمام من ذلك أنهم رأوا أنه تعامل على
+
+371
+00:39:13,960 --> 00:39:20,320
+أبي تمام في مثل هذه البيتين وقال إنه ما فيهما
+
+372
+00:39:20,320 --> 00:39:25,000
+إصراف في المبالغة أي مبالغة زائدة عن الحد
+
+373
+00:39:31,070 --> 00:39:38,190
+قال أبو تمام خدبت خدها إلى لؤلو العقد دمال أن رأت
+
+374
+00:39:38,190 --> 00:39:46,770
+شواتي خضيبة أظن أن الببغة في هذا البيت رأى أن
+
+375
+00:39:46,770 --> 00:39:53,070
+الآملي رأى في هذا البيت مبالغة الشوات اللي هي مؤخر
+
+376
+00:39:53,070 --> 00:39:58,010
+الرأس وهو أول ما يشيبه في رأس الإنسان أو الرجل
+
+377
+00:39:59,840 --> 00:40:06,520
+والمرأة حينما رأت رأس هذا الرجل شائبا خضبت شعرها
+
+378
+00:40:06,520 --> 00:40:12,860
+بالدم مبالغة
+
+379
+00:40:12,860 --> 00:40:18,000
+لأ اظن ان امرأة تخضب رأسها بالدم حتى لأجل شايبي
+
+380
+00:40:18,000 --> 00:40:25,220
+زوجها حزنا عليه او ممهاتا معاهنعم نحن مع القامدين
+
+381
+00:40:25,220 --> 00:40:29,400
+أما الببغة فيرى أن هذه المبالغة رفعته إلى عنان
+
+382
+00:40:29,400 --> 00:40:33,860
+السماء أنا أظن أن رأي الببغة على البيت الثاني كل
+
+383
+00:40:33,860 --> 00:40:42,320
+دائن يرجى الدواء له إلا الفضيعين ميتة نعم هو يقرر
+
+384
+00:40:42,320 --> 00:40:51,370
+حقيقة تمسوا فلسفة الحياةألا دواء للشيب ولا دواء
+
+385
+00:40:51,370 --> 00:40:57,430
+للموت طبعا لدينا دواء للشيب الآن وإن كان دواء
+
+386
+00:40:57,430 --> 00:41:02,510
+يحتاجوا إلى دوام المعالجة بالكتم أو الحناء أو بعض
+
+387
+00:41:02,510 --> 00:41:08,230
+الأصبع مش هيك لأ مش ها لأن الشيب ليس شيب الشعر فقط
+
+388
+00:41:08,230 --> 00:41:16,020
+بل قد يتبعه تغير في ملامح وجه الإنسانأقول إن هناك
+
+389
+00:41:16,020 --> 00:41:20,520
+عمليات تجميل وشد وجه وغير ذلك هذا الأمر ينطبق على
+
+390
+00:41:20,520 --> 00:41:29,280
+عصرهم يقول الامدى أن مثل هذا الاتهام يمكن أن يوجه
+
+391
+00:41:29,280 --> 00:41:38,200
+لأب الفرج نفسه بأنه يعني يظهر تحامله تحامله على
+
+392
+00:41:38,200 --> 00:41:40,180
+من؟ على الامدى نفسه
+
+393
+00:41:46,880 --> 00:41:55,160
+لأن القامي يعد موضوعيا لا يريد إلا إظهار الأمر في
+
+394
+00:41:55,160 --> 00:42:02,240
+مكانه الصحيح فمثلا في مطلع قصيدة يقول
+
+395
+00:42:04,500 --> 00:42:11,400
+أبو تمام من سجاية الطلول اللى تجيبه فصواب من مقلة
+
+396
+00:42:11,400 --> 00:42:19,700
+انتصوبه فاسألنها واجعل بكاك جوابا تجد الشوق سائلا
+
+397
+00:42:19,700 --> 00:42:27,020
+ومجيبة يرى الأمري أن هذا اختراع ليس كسابقي نعم
+
+398
+00:42:27,020 --> 00:42:34,780
+حينما لتجيب الطلول لأن الطلل هو مكان يشير إلىبقايا
+
+399
+00:42:34,780 --> 00:42:43,400
+حياة كانت هنا يستدلوا عليها ببعر آرامي أو بمضارب
+
+400
+00:42:43,400 --> 00:42:50,280
+الخيام وأثار أوتادية ولذلك فصواب من مقلة انتصوبة
+
+401
+00:42:50,280 --> 00:42:56,360
+يعني لو بكت العين على ما كان من حياة في هذا المكان
+
+402
+00:42:56,360 --> 00:42:57,720
+صواب
+
+403
+00:43:02,060 --> 00:43:08,200
+يقول وهذه فلسفة حسنة ومذهب من مذاهب أبي تمام ليس
+
+404
+00:43:08,200 --> 00:43:13,240
+على مذاهب الشعراء ولا طريقتهم إذا استحسن له هذا
+
+405
+00:43:13,240 --> 00:43:19,160
+الذكر ولم يقول فيه مبالغة وراه من المعاني المبتكرة
+
+406
+00:43:19,160 --> 00:43:25,320
+أو المخترعة التي لم يسر فيها على دربي باقي الشعراء
+
+407
+00:43:26,490 --> 00:43:33,230
+أيضًا في باب الحديث عن كره النساء للمشيب قال أبو
+
+408
+00:43:33,230 --> 00:43:40,450
+تمام لعب البينه بالمفارق بل جدد فأبكى تماضرا
+
+409
+00:43:40,450 --> 00:43:46,350
+ولعوبة خضبت خدها إلى لؤلؤ العقد دما أنرأت شواته
+
+410
+00:43:46,350 --> 00:43:51,690
+نفس النص الذي أتينا بالبيت السابق منهيقول وهذا
+
+411
+00:43:51,690 --> 00:43:56,390
+البيت الأخير من شعره الجيد المشهور ومن يتعصب عليه
+
+412
+00:43:56,390 --> 00:44:01,990
+يقول إنه ناقض في هذه الأبيات لقوله فأبكى تماضرا
+
+413
+00:44:01,990 --> 00:44:08,230
+ولعوبة وقوله خببت خدها إلى العقد دماء إذا يعود على
+
+414
+00:44:08,230 --> 00:44:12,670
+البيت السابق ويرى أن هذا البيت أفسد المعنى
+
+415
+00:44:12,670 --> 00:44:18,470
+بمبالغته المسرفة الحقيقة
+
+416
+00:44:19,850 --> 00:44:28,130
+الشواهد التي أتى بها الذين انتقدوا حتى صاحب كتاب
+
+417
+00:44:28,130 --> 00:44:34,570
+معجم الشعراء ياقوت نراه أيضا يختلف مع الآمدي وهذا
+
+418
+00:44:34,570 --> 00:44:39,950
+أمر بدهي أن نختلف في وجهات النظر ونرا ناقد يفهم
+
+419
+00:44:39,950 --> 00:44:45,030
+نصا بغير ما يفهمه آخر ويبدي رعيا في الآخر هذا أمر
+
+420
+00:44:45,030 --> 00:44:53,120
+لا نعده عيباولأن أراء القامد ذات قيمة وشهرة رأينا
+
+421
+00:44:53,120 --> 00:45:00,840
+من ينظر فيها ويغيرها أو يخالفها حتى
+
+422
+00:45:00,840 --> 00:45:07,080
+في النقد المعاصر رأينا بعض النقاد المعاصرين يكرضون
+
+423
+00:45:07,080 --> 00:45:10,680
+كتاب القامد ويشيدون به
+
+424
+00:45:20,910 --> 00:45:26,890
+والقضية ستبقى مفتوحة قضية هالمالة الآمدي أم كان
+
+425
+00:45:26,890 --> 00:45:31,830
+موضوعيا ودفاع المهدثين ببعض العبارات التي
+
+426
+00:45:31,830 --> 00:45:40,290
+يختبسونها من كتاب الموازنة كأن نجد قول
+
+427
+00:45:40,290 --> 00:45:45,890
+الآمدي وقد جاء في شعر البحتري بيت هو عندي أقبح من
+
+428
+00:45:45,890 --> 00:45:53,150
+كل ما عيب به أبو تمامبيت أقبح من كل ما ذُكر من
+
+429
+00:45:53,150 --> 00:45:57,010
+عيبي أبي تمان في الباب الذي ورد فيه البيت هذه
+
+430
+00:45:57,010 --> 00:46:03,850
+أخدوها عبارة للتدليل على أن الآمدي الذي أهمله لا
+
+431
+00:46:03,850 --> 00:46:10,330
+يعد من باب الميل والانحياس بل من باب الملل وإلا
+
+432
+00:46:10,330 --> 00:46:15,910
+هناك عبارات قاسية جدا استخدمها في وصف شعر البحث
+
+433
+00:46:15,910 --> 00:46:17,650
+ومنها العبارة هذه
+
+434
+00:46:20,900 --> 00:46:26,900
+أيضًا قوله هذا عندي من أهجن ما مدح به خليفة وأقبعه
+
+435
+00:46:26,900 --> 00:46:33,220
+ومن ذا يعنف الخليفة أو يصده إن هذا بالهجو أولى منه
+
+436
+00:46:33,220 --> 00:46:39,720
+بالمدح أراد أن يمدعه للعزل يردعه وللتعنيف عن كرم
+
+437
+00:46:39,720 --> 00:46:48,800
+يصده رأى أن هذا أقرب إلى الهجاة منه إلى المدحهناك
+
+438
+00:46:48,800 --> 00:46:54,300
+عيوب في شعر البحتوري ومطالع لا يوفق فيها البحتوري
+
+439
+00:46:54,300 --> 00:46:58,940
+واخطاء في المعنى أيضا من هذا البيت
+
+440
+00:47:03,410 --> 00:47:11,370
+في حين نراه يستحسن بطريقة واضحة بعض أبيات أبي تمام
+
+441
+00:47:11,370 --> 00:47:17,230
+كقول أبي تمام مافي وقوفك ساعة من بأسي نقدي ذمام
+
+442
+00:47:17,230 --> 00:47:23,390
+الأربع الأدراسي يقول وهذا ابتداء جيد بالغ يقصد
+
+443
+00:47:23,390 --> 00:47:28,310
+بالغ الجودة وقوله
+
+444
+00:47:28,310 --> 00:47:36,630
+أيضافي قول أبي تمام الدمن ألم بها فقال سلام الدمن
+
+445
+00:47:36,630 --> 00:47:44,710
+هي أثار ديار المحبوبة كم حل عقدة صبره الإلمام يقول
+
+446
+00:47:44,710 --> 00:47:48,890
+هذا المصراع الأول في غاية الجودة والبراءة والحسن
+
+447
+00:47:48,890 --> 00:47:56,700
+والصحة والحلاوةإنه يكيلوا صفات المدح كيلا لأبي
+
+448
+00:47:56,700 --> 00:48:03,780
+تمام ولو لم يكن موضوعيا لمن بهر بالجيد مش هيك نعم
+
+449
+00:48:03,780 --> 00:48:09,560
+نريد آراء كثيرة للمحدثين يقولون في ميله فهذا أمر
+
+450
+00:48:09,560 --> 00:48:19,680
+مردود عليهم يكفي كتابالموازنة أنه أثار هذا الجدل
+
+451
+00:48:19,680 --> 00:48:26,660
+وهنا أكرر أن هذا الكتاب يمثله في النقد الأدبي عند
+
+452
+00:48:26,660 --> 00:48:35,550
+العرب النضجفي مقاييس نقد الشعر خاصة إذا ما أضيف له
+
+453
+00:48:35,550 --> 00:48:41,250
+ما أتى به القاضي علي ابن عبدالعزيز الجرجاني بهذا
+
+454
+00:48:41,250 --> 00:48:46,810
+نكون قد وصلنا إلى نهاية الرحلة مع مصادر نقد الشعر
+
+455
+00:48:47,570 --> 00:48:53,990
+التي رأينا أنها تمثل الأصالة وأنها قد أكملت
+
+456
+00:48:53,990 --> 00:48:59,810
+بالتدرج وفق المنهج التاريخي في درسنا مقاييس نقد
+
+457
+00:48:59,810 --> 00:49:07,230
+الشعر هل رأينا ذلك؟ الآن الذي سنصل إليه في اللقاء
+
+458
+00:49:07,230 --> 00:49:16,000
+القادم إن شاء الله مصادر نقد النترويمكن بعد ذلك أن
+
+459
+00:49:16,000 --> 00:49:22,160
+نتحدث عن قضايا للشعري وقضايا للناثر القضايا التي
+
+460
+00:49:22,160 --> 00:49:26,260
+وردت لدينا كيف تبلورت في تلك الكتب القديمة والتي
+
+461
+00:49:26,260 --> 00:49:31,420
+منها الطبع والصنعة السليقات الأدبية القدم والحداثة
+
+462
+00:49:31,420 --> 00:49:38,160
+وإن كنت أرى أنني استوفيتها في ثانية حديثي عن مصادر
+
+463
+00:49:38,160 --> 00:49:47,230
+نقد الشعر لذلك سنقفز إلىمصادر نقد النثر وأريد أن
+
+464
+00:49:47,230 --> 00:49:55,230
+أضع توطئة قبل أن أختم اللقاء أيضا قال الدارسون أن
+
+465
+00:49:55,230 --> 00:50:03,750
+مكتبةنقد النثر عند العرب مكتبة فقيرة جدا وأن العرب
+
+466
+00:50:03,750 --> 00:50:10,510
+لم يهتموا بنقد النثر إطلاقا وقد اتكأوا في ذلك أيضا
+
+467
+00:50:10,510 --> 00:50:17,710
+على أخطاء توارثوها حينما يقدم طه حسين كتاب نقد
+
+468
+00:50:17,710 --> 00:50:23,450
+النثر وينسبه لقدام ابن جعفر يعدوه التحفة والمصدر
+
+469
+00:50:23,450 --> 00:50:28,600
+الأقيم الذي وجده لنقد النثروقد رأينا بالدرس
+
+470
+00:50:28,600 --> 00:50:34,420
+والتنقيب أن مكتبة نقد النثر أكثر شمولية من مكتبة
+
+471
+00:50:34,420 --> 00:50:37,080
+نقد الشعر وأنها
+
+472
+00:50:40,670 --> 00:50:47,130
+ضمت بين جنباتها نظرية نقد لأجناس النثر من خطب
+
+473
+00:50:47,130 --> 00:50:53,210
+ورسائل ومقامات وغيرها من الأجناس النثرية التي
+
+474
+00:50:53,210 --> 00:51:00,070
+عرفها العرب وما كتاب نقد النثر الذي نصب لقدامه إلا
+
+475
+00:51:00,070 --> 00:51:08,360
+فصل من فصول كتاب البرهانلإبن واحد وأن نسبته لقدامه
+
+476
+00:51:08,360 --> 00:51:14,560
+من باب الخطأ فقط وأن كتب نقد النثر يمكن أن توزع
+
+477
+00:51:14,560 --> 00:51:21,680
+إلى مجموعات خاصة إذا غيرنا ما ذهب إليه طهر حسين
+
+478
+00:51:21,680 --> 00:51:26,240
+حينما رأى أن القرآن يعد جنسا مغايرا لما يعرفه
+
+479
+00:51:26,240 --> 00:51:33,290
+العرب جميعا أما إذا اصطلحنا على أن القرآن نثرولكنه
+
+480
+00:51:33,290 --> 00:51:38,410
+فني معجز يعجز البشر عن فعل مثله فإن دراسات القرآن
+
+481
+00:51:38,410 --> 00:51:43,230
+وشروح القرآن و البحث في غريب القرآن كلها ستثري
+
+482
+00:51:43,230 --> 00:51:50,450
+مكتبات نقد النظر هذا بالاضافة إلى ما وجدناه من
+
+483
+00:51:50,450 --> 00:51:55,790
+مصنفات كثيرة وليس كما قال طا حسين وأتباعهكتاب
+
+484
+00:51:55,790 --> 00:52:01,170
+البرهان كتاب أدب الكاتب الرسالة العذراء البن
+
+485
+00:52:01,170 --> 00:52:08,070
+المدبر العديد جدا سنرى هذه المصادر ونعرضها أرجو أن
+
+486
+00:52:08,070 --> 00:52:15,090
+نحضر لها تحضيرا جيدا وسنتناول مصدرين في كل لقاء
+
+487
+00:52:15,090 --> 00:52:22,170
+سنتناول مصدرين في كل لقاء بعد العيد كل عام وأنتوا
+
+488
+00:52:22,170 --> 00:52:24,250
+بخير والسلام عليكم
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/oTzSKdUTsdM_postprocess.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/oTzSKdUTsdM_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..c9bef3819365d2fd70fe65388fd9a042b59760e8
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/oTzSKdUTsdM_postprocess.srt
@@ -0,0 +1,1664 @@
+1
+00:00:21,350 --> 00:00:25,270
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:25,270 --> 00:00:29,090
+والصلاة والسلام على المبوث رحمة للعالمين وعلى آله
+
+3
+00:00:29,090 --> 00:00:35,090
+وصحبه ومن سار على هديه إلى يوم الدين وبعده هايكم
+
+4
+00:00:35,090 --> 00:00:40,170
+بتحية الإسلام السلام عليكم ورحمة الله وبركاته
+
+5
+00:00:40,170 --> 00:00:45,340
+وصلناالى الحديث عن النقد الأدبي عند العرب بعد أن
+
+6
+00:00:45,340 --> 00:00:51,580
+تبينا واقع الحركة النقدية عند اليونان القدماء وكيف
+
+7
+00:00:51,580 --> 00:00:58,620
+انتقلت الى روميا ثم بعد ذلك نبدأ الآن بتتبع نشأة
+
+8
+00:00:58,620 --> 00:01:03,540
+النقد الأدبي عند العرب اللى لو هتحضرنا يتفضلنا الى
+
+9
+00:01:03,540 --> 00:01:03,820
+هنا
+
+10
+00:01:13,230 --> 00:01:21,250
+نبدأ ب .. بدايات الحركة النقدية في العصر الجاهلي
+
+11
+00:01:21,250 --> 00:01:26,250
+تفضلي بسم الله الرحمن الرحيم أولا دا اليوم هو نقض
+
+12
+00:01:26,250 --> 00:01:30,190
+عند العرب نقض عند العرب لم يكن كنقض عند الرومان أو
+
+13
+00:01:30,190 --> 00:01:34,630
+اليونان نظرا لإن العرب دا هم أهمية كبيرة وما ألفوا
+
+14
+00:01:34,630 --> 00:01:39,620
+بالشعر واخوان وخواطر وما إلى ذلكلكن المشكلة او ما
+
+15
+00:01:39,620 --> 00:01:43,000
+يقال ان هناك مشكلة في النقض عند العرب او تحديل
+
+16
+00:01:43,000 --> 00:01:46,820
+التاريخ النقدي للعرب هو انه لم يصلنا الكثير من
+
+17
+00:01:46,820 --> 00:01:51,560
+شارع العرب القدامى و ذلك نظرا لعدد الظروف ربما
+
+18
+00:01:51,560 --> 00:01:57,010
+كانت خاصة بجمالهمأيضا مقالة .. مقالة هو أحد
+
+19
+00:01:57,010 --> 00:02:01,250
+العلماء بإن هو قال مالتهى إليكم مما قالته العرب
+
+20
+00:02:01,250 --> 00:02:05,030
+إلا أقله، يعني ماوصل إليكم ما .. ما قاله العرب من
+
+21
+00:02:05,030 --> 00:02:11,330
+الشعر هو القليل النادر و ذلك أيضا لعدة أسبابمن ذلك
+
+22
+00:02:11,330 --> 00:02:15,910
+لمعلقة عنترة أو ما قبل معلقة عنترة وصلت المعلقات
+
+23
+00:02:15,910 --> 00:02:20,790
+الان معلقات هي إذا نظرنا إليها نظرنا جيدة ممتازة
+
+24
+00:02:20,790 --> 00:02:26,230
+أو لربما صعبة قليلا علينا نظرا لكلماتها لكن ما
+
+25
+00:02:26,230 --> 00:02:30,350
+وصلت إلينا إلا من استحسان حدث لها في أواخر العصر
+
+26
+00:02:30,350 --> 00:02:33,590
+الجاهدي يعني منذ بداية العصر الجاهدي لم يكن .. لم
+
+27
+00:02:33,590 --> 00:02:36,970
+تكن القصيدة أو لم يكن الشعب في ذلك الاستحسان الذي
+
+28
+00:02:36,970 --> 00:02:41,730
+وصلت إليه المعلقات في آخر هذا العصرأوضًا وقاله عن
+
+29
+00:02:41,730 --> 00:02:45,090
+طريق شعره هل غادر الشعراء من اتردني أم هل عرفت
+
+30
+00:02:45,090 --> 00:02:49,750
+الدارة بعد توميه هذا دليل بارد ودليل قطري ومعروف
+
+31
+00:02:49,750 --> 00:02:54,530
+بأنه قد سبق عن طرق العديد من الشعراء الذين وقفوا
+
+32
+00:02:54,530 --> 00:02:57,890
+وبكوا الأطلال والديار والديار المحبوبة لكن لم
+
+33
+00:02:57,890 --> 00:03:02,510
+يستطع أحد معرفة هؤلاء الشعراء او لم يصل لدينا
+
+34
+00:03:02,510 --> 00:03:07,290
+شعرين كثير من ذلك أيضًا قول الرجل أو الشاعر شاعر
+
+35
+00:03:07,290 --> 00:03:12,200
+ابنه خزانهو رجل من القبيلة الطيق طبعا لم يسر بين
+
+36
+00:03:12,200 --> 00:03:18,780
+الكثير من شعره ومن ذلك ما قاله في وصفه بأنه بكى
+
+37
+00:03:18,780 --> 00:03:22,380
+على الأطلال فقال عوجة على الطلال المحيلي هذا ليس
+
+38
+00:03:22,380 --> 00:03:27,580
+من قوله ليس من قول ابن خزانه هو من الرواية المعلقة
+
+39
+00:03:27,580 --> 00:03:32,180
+إمرؤ القيس هو يذكر فقط أن هناك شاعر سبقه في القول
+
+40
+00:03:34,330 --> 00:03:39,770
+بوريكا فيكي علمي على قبالتي اسمك إذا ما قالت زميلة
+
+41
+00:03:39,770 --> 00:03:48,290
+كنا يمكن أن نلخصه على النحو التالي دائما نتذكر أن
+
+42
+00:03:48,290 --> 00:03:53,330
+البدايات مجهولة بدايات الشعر العربي مجهولة بدايات
+
+43
+00:03:53,330 --> 00:03:56,750
+النقد العربي مجهولة هل نستطيع أن نقول من أول من
+
+44
+00:03:56,750 --> 00:04:04,180
+قال الشعر؟من أول من تحدث العربية حتى وإن قال ابن
+
+45
+00:04:04,180 --> 00:04:08,380
+سلام الجماحي أن أول من تحدث العربية هو يعرب ابن
+
+46
+00:04:08,380 --> 00:04:13,570
+قحطان نتساءل هل تحدثها مع نفسه؟أم كانت اللغة
+
+47
+00:04:13,570 --> 00:04:17,470
+موجودة من قبل وبالتالي دائما لا نتحدث عن بدايات
+
+48
+00:04:17,470 --> 00:04:22,990
+لأن البداية تكون بداية ثم تتدرج هذا التدرج الذي
+
+49
+00:04:22,990 --> 00:04:27,570
+أوصل القصيدة إلى الصيغ والأوزان التي نراها لابد
+
+50
+00:04:27,570 --> 00:04:33,190
+أنها مرت معه بحالة من النقد ارتقت مع هذه الحالة
+
+51
+00:04:33,190 --> 00:04:38,270
+وإلا كيف وصلت لنا القصائد الطوال والمعلقات بهذا
+
+52
+00:04:38,270 --> 00:04:43,850
+النضج الفنينحن نعلم أن هناك عشرات المحاولات التي
+
+53
+00:04:43,850 --> 00:04:51,150
+سبقت ولم يصل إلينا منها ما يذكر ويؤكد ذلك ما نراه
+
+54
+00:04:51,150 --> 00:04:55,310
+في شعر المتقدمين من الشعراء الجاهلية أمثال عنطرة
+
+55
+00:04:55,310 --> 00:05:01,430
+مثلا الذي يقول هل غادر الشعراء من متردامي أم هل
+
+56
+00:05:01,430 --> 00:05:06,830
+عرفت الدار بعد توهمينأين هم الشعراء الذين سبقوا عن
+
+57
+00:05:06,830 --> 00:05:11,890
+ترا؟ لذلك هناك جيش من الشعراء ولكن لضعف في شعرهم
+
+58
+00:05:11,890 --> 00:05:18,470
+سقط من يد الزمن الذاكرة والراوي الشفهي أو الرواية
+
+59
+00:05:18,470 --> 00:05:24,790
+الشفهية لا تحتفل إلا بما يستحق الحفظ لكي يروىيؤكد
+
+60
+00:05:24,790 --> 00:05:28,930
+ذلك أيضًا ما نراه عند امرئ القيس ومن المعلوم لنا
+
+61
+00:05:28,930 --> 00:05:33,330
+وقد درسنا الأدب الجاهلي أن عنترة وامرئ القيس من
+
+62
+00:05:33,330 --> 00:05:37,710
+أوائل الشعراء الجاهلية المعروفين لنا امرئ القيس
+
+63
+00:05:37,710 --> 00:05:42,710
+يقول عوجة على الطلل المحيل وفي رواية أخرى القديم
+
+64
+00:05:42,710 --> 00:05:49,250
+لعلنا نبكي الديارة كما بكى ابن خذام وفي رواية أخرى
+
+65
+00:05:49,250 --> 00:05:55,690
+ابن حزامحتى الاسم لم يتفق عليه الرواه لماذا؟ لأننا
+
+66
+00:05:55,690 --> 00:06:00,430
+لا نعرف عن هذا الشاعر شيئا لو لا أن ذكره إمرؤ
+
+67
+00:06:00,430 --> 00:06:08,550
+القيس في شعرهإذن البدايات كانت ضعيفة تطورت وارتقت
+
+68
+00:06:08,550 --> 00:06:15,290
+حتى وصلت إلينا في قصائد استجادها الناس والذوق
+
+69
+00:06:15,290 --> 00:06:20,550
+العربي القديم وأطلق عليها معلقات أو القصائد طوال
+
+70
+00:06:20,550 --> 00:06:30,420
+بشكل عام وهنا من نافلة القولان نتحدث عن وجود قرابة
+
+71
+00:06:30,420 --> 00:06:36,120
+العشرين شاعر يحملون اسم النابغة أين هم؟ لم يصل
+
+72
+00:06:36,120 --> 00:06:41,620
+إلينا من شعرهم إلا ما اتصل بثلاثة منهم نابغة باني
+
+73
+00:06:41,620 --> 00:06:46,870
+شايبان ونابغة باني ذبيان والنابغة الجعديأيضا يقال
+
+74
+00:06:46,870 --> 00:06:52,110
+أن هناك مثل هذا العدد أو أقل قليلا باسم إمرئ القيس
+
+75
+00:06:52,110 --> 00:06:58,070
+وما وصل إلينا إلا شعر إمرئ القيس الكندي والباقي
+
+76
+00:06:58,070 --> 00:07:06,130
+يبدو أنه لم يستحق أن يحفظ ليروى تفضلي
+
+77
+00:07:06,750 --> 00:07:09,090
+بسم الله الرحمن الرحيم الحمد لله يا رب العالمين
+
+78
+00:07:09,090 --> 00:07:13,510
+سابقاً ما اتحدثت بزميلتي على أنها تحدثت عن أنه
+
+79
+00:07:13,510 --> 00:07:20,150
+صحيحا أنه لا يوجد بداية نقدية .. بداية دقيقة ..
+
+80
+00:07:20,150 --> 00:07:24,590
+بداية دقيقة للحركة النقدية عند الرمال ولكن هناك
+
+81
+00:07:24,590 --> 00:07:29,350
+بعض الشواهد النقدية .. عند العرب وليس الرمالعند
+
+82
+00:07:29,350 --> 00:07:33,430
+العربي وعند العصري الجديد ولكن لدينا شواهد تدلل
+
+83
+00:07:33,430 --> 00:07:37,630
+على بدائية الشعر العربي ما وصلت إلينا ومن هذه
+
+84
+00:07:37,630 --> 00:07:42,370
+الشواهد وجود بعض العيوب منها مقارنة بسيطة بين
+
+85
+00:07:42,370 --> 00:07:46,810
+الحداء اللي هو نواة الشعر والذي مستخلص الكلمة من
+
+86
+00:07:46,810 --> 00:07:52,850
+كلمة الحادى وهو قائد القبل الحداء هو او زي شعار
+
+87
+00:07:52,850 --> 00:07:59,270
+بسيطة كانت تسير بها القوافلعادية القبل هو سائقها
+
+88
+00:07:59,270 --> 00:08:05,370
+كان يغني أو ينشط بعض الأشعار ليسري عن نفسه و لكي
+
+89
+00:08:05,370 --> 00:08:11,210
+يحث القبل على المسير وهذا يمثل البداية الأولى
+
+90
+00:08:11,210 --> 00:08:15,850
+للشعار العربيوما العيوب التي وصلتنا من الشعر
+
+91
+00:08:15,850 --> 00:08:20,130
+الجاهلي إلا شواهد على اتطور الشعر العربي
+
+92
+00:08:20,130 --> 00:08:24,470
+والمحاولات النقدية الجادة اللي بذلك تقلصه من تلك
+
+93
+00:08:24,470 --> 00:08:30,230
+العيوب من ذلك من المحاولات النقدية هذه رئيس وادى
+
+94
+00:08:30,230 --> 00:08:34,690
+بن أبي خادم اللي كان ينتقد به أخيه البشر حيث قال
+
+95
+00:08:34,690 --> 00:08:40,730
+له انك تقوي في شعرك في شعركفقوى قال وما الإقواق
+
+96
+00:08:40,730 --> 00:08:44,630
+قال قوله كأدم ترى أن طول الدهر يسلي وينسى مثل ما
+
+97
+00:08:44,630 --> 00:08:49,550
+ينسى يادج وذامه أو فذامه تقال على الرواية تانية ثم
+
+98
+00:08:49,550 --> 00:08:54,170
+.. ثم قلت وكانوا قومنا فبغوا علينا فسقناهم إلى
+
+99
+00:08:54,170 --> 00:08:58,290
+البلد الشاني فلم يعد .. فلم يعد بشر أخيه إلى هذا
+
+100
+00:08:58,290 --> 00:09:06,730
+الإقواق إذا الإقواق هو اختلاف حركة الروي ما بين ما
+
+101
+00:09:06,730 --> 00:09:14,380
+بين مادةبضم أو بكسر أو بفتح وحينما ينظم الشعر
+
+102
+00:09:14,380 --> 00:09:20,040
+تتحول الضم إلى و والفتحة إلى ألف والكسرة إلى ياء
+
+103
+00:09:20,040 --> 00:09:29,970
+فيظهر الخلل في حركة الروي أيضا من الإقواءو مثل ذلك
+
+104
+00:09:29,970 --> 00:09:36,210
+.. ما نسبه للنابيغة الذبيانية حيث ذكروا له وجود
+
+105
+00:09:36,210 --> 00:09:40,950
+الإقواء في شعره فلم ينتبه لمقصدهم فأحضروا له جارية
+
+106
+00:09:40,950 --> 00:09:47,550
+تغني قوله أمن آلمية رائحة أو مصرية أمن آلميةميت
+
+107
+00:09:47,550 --> 00:09:54,130
+رائح أو متدي عجلان ذازاد وغير مزود وغير مزود زعم
+
+108
+00:09:54,130 --> 00:10:01,030
+البوارح أن رحلتنا غدا وبذاك خبرنا الغداف الأسود
+
+109
+00:10:01,030 --> 00:10:07,810
+إذا اختلفت حركة الرويم بين الكسر والضملم ينتبه
+
+110
+00:10:07,810 --> 00:10:14,730
+لهذا حتى غني له الشعر والغناء مد للحركات فظهرت
+
+111
+00:10:14,730 --> 00:10:22,530
+الكسر ياء والضمة وضن فانتبه لهذا الأمر وتخلص منه
+
+112
+00:10:23,920 --> 00:10:29,420
+وقوله ثقة النصيفة مثل آخر نعم فكان وقته وقفتنا
+
+113
+00:10:29,420 --> 00:10:33,920
+باليد بمخطب رقص كأن بنانا هو عنم يكاد من اللطاعة
+
+114
+00:10:33,920 --> 00:10:37,280
+اللطاعة ستي يعقده النصيفة اللي هو الرداء المغطى من
+
+115
+00:10:37,280 --> 00:10:44,540
+الوجه والجسم من أعلى وعنم هذا رمز على الحرقة
+
+116
+00:10:59,770 --> 00:11:04,310
+خدمته إلى الحجاز وفيه شعري ضعف وخرشته منها وانا
+
+117
+00:11:04,310 --> 00:11:09,750
+أشعر العربهذه رواية تُنسب له أي أنه انتبه لما في
+
+118
+00:11:09,750 --> 00:11:15,090
+شعره من عيب وتخلص منه طبعاً الرواية تورينا الذوق
+
+119
+00:11:15,090 --> 00:11:19,450
+العربي الذي لم يستظهر الإقواء يورينا أيضا تأدوا
+
+120
+00:11:19,450 --> 00:11:25,130
+بالعرب مع الشعراء أرادوا أن ينبهوه بطريقة مؤدبة
+
+121
+00:11:25,130 --> 00:11:31,230
+انتبه هو بنفسه لهذا العيب في الشعر فتخلص منه تخلصه
+
+122
+00:11:31,230 --> 00:11:37,610
+من العيب من النقد وانتباه المستمع إلىوجود الإقواء
+
+123
+00:11:37,610 --> 00:11:44,590
+يدل على أن النقد العربي بدأ يتشكل جزئيا ولو صح ما
+
+124
+00:11:44,590 --> 00:11:50,110
+قيل أننا أخذناه متكاملا وكنا عالة على غيرنا لمّا
+
+125
+00:11:50,110 --> 00:11:55,690
+رأينا ظواهر جزئية ولا سنرى ظواهر عديدة أخرى تفضلي
+
+126
+00:11:55,690 --> 00:12:02,130
+الآن من العيوب التي تمسوا اللفظ والمعنى نعم تمس
+
+127
+00:12:02,130 --> 00:12:06,840
+اللفظ والمعنىنقدوا الجاهليين لم يقتصر فقط على
+
+128
+00:12:06,840 --> 00:12:11,220
+الشكل أو حرب الروي بل أيضا امتدة ليشمل اللفظة
+
+129
+00:12:11,220 --> 00:12:15,720
+والمعنى فهناك بعض الشعراء اللي .. أو بعض النقاد
+
+130
+00:12:15,720 --> 00:12:19,940
+اللي يعني استهجنوا على بعض الشعراء بعض الألفاظ
+
+131
+00:12:19,940 --> 00:12:23,240
+اللتي وقعت في شعرهم و اللتي لم تكن في محلها أو في
+
+132
+00:12:23,240 --> 00:12:28,600
+موضعها و عبروا عن هذا الاستهجان مثلا في نقدة طرفة
+
+133
+00:12:28,600 --> 00:12:32,650
+ابن العبد ليه المتلمس والذي عندمايعني هو طرفه لم
+
+134
+00:12:32,650 --> 00:12:39,110
+يكن ناقدا انا ذاك كان صبيا ومما نسبله انه كان
+
+135
+00:12:39,110 --> 00:12:45,490
+يصطاد العصافير حينما قدم وفد من وفود العرب ليناظر
+
+136
+00:12:45,490 --> 00:12:49,190
+قبيلته وشعرهم
+
+137
+00:12:49,190 --> 00:12:56,050
+ينشد الشعر عند كبير القبيلة انتبه إلى قولالشاعر
+
+138
+00:12:56,050 --> 00:13:00,190
+قول المتلمس عندما قال وقد أتناسى الهم عند احتضاره
+
+139
+00:13:00,190 --> 00:13:05,410
+بناجن عليه الصيعرية مقدمى فاستهجنا قول لفظة
+
+140
+00:13:05,410 --> 00:13:10,610
+الصيعرية فقال له عند إذن استنوق الجمل لأن الصيعرية
+
+141
+00:13:10,610 --> 00:13:17,790
+هي يعني صفة للناقة والشاعر يتحدث عن جمله والصيعرية
+
+142
+00:13:17,790 --> 00:13:23,710
+هي عوجاج في رقبة الناقةوبالتالي هذا الصبي التفت
+
+143
+00:13:23,710 --> 00:13:33,650
+إلى وجوده عيب في المعنى صفة ليه اناقة ألحقت بالجمل
+
+144
+00:13:33,650 --> 00:13:40,390
+فلم يستصغها طرف الذي كان صبيا أنا ذاكأيضًا وكذلك
+
+145
+00:13:40,390 --> 00:13:43,550
+عبروا عن استهجانهم لبعض الشعراء فأطلقوا عليهم
+
+146
+00:13:43,550 --> 00:13:48,630
+ألقابا مستهجنة نسبة لبعض الألفاظ المعيبة التي وردت
+
+147
+00:13:48,630 --> 00:13:53,890
+في شعرهم ومن ذلك ما أُقِد أنه لقب الممزق الذي
+
+148
+00:13:53,890 --> 00:13:58,570
+أطلقوه على شاعر شاس بن نهار وذلك لقوله فإن كنت
+
+149
+00:13:58,570 --> 00:14:03,250
+مأكولا فكن خير أاكل وإلا فادركني ولمّا أمزقي فلُقب
+
+150
+00:14:03,250 --> 00:14:07,910
+بالممزق وأُقِد عليه ومن ذلك أيضًا هو هنا يستغيث
+
+151
+00:14:08,470 --> 00:14:16,270
+بعمر ابن هند الملك لأنه يخشى أن يغار عليه ويسلب
+
+152
+00:14:16,270 --> 00:14:24,750
+فيستنجد قائلا فإن كنت مأكولا أي سيأخذ مالي فكن خير
+
+153
+00:14:24,750 --> 00:14:31,670
+آكل أنت أولى من الأعداء بأخذ مالي وإلا فأغفني
+
+154
+00:14:31,670 --> 00:14:38,080
+أدركنيولما أمزكت هذه الكلمة لم ترد من قبل في الشعر
+
+155
+00:14:38,080 --> 00:14:43,840
+فاستهجنها الذوق العربي ولذلك أطلقها لقبا على
+
+156
+00:14:43,840 --> 00:14:49,570
+قائلها تفضليو أيضا من الألقاب لقب المستوغر اللي
+
+157
+00:14:49,570 --> 00:14:53,590
+أطلق عليه شعر عمرو بن الربيع و ذلك لقوله في وصف
+
+158
+00:14:53,590 --> 00:14:58,630
+فرس له ينشوا الماء في الربلات منها نشيشا رضفي في
+
+159
+00:14:58,630 --> 00:15:03,370
+اللبن الوغيلي، ف .. فأطلق عليه لقب المستوغر نسبة
+
+160
+00:15:03,370 --> 00:15:09,310
+لذلك البيت الذي قالوأيضا النبغة بياني لقب بذلك
+
+161
+00:15:09,310 --> 00:15:15,550
+لقوله وقد نبغت لنا منهم شؤونه بسبب لفظه استخدامه
+
+162
+00:15:15,550 --> 00:15:20,670
+لفظة نبغت وهي كلمة لم تؤلف في الشعر أريني اسمك
+
+163
+00:15:20,670 --> 00:15:28,490
+وبرك الله فيك علمي عليهم نستكمل النقد ليس بحث عن
+
+164
+00:15:28,490 --> 00:15:34,850
+العيوب فقط وإشارة إليهاكما تبيننا في مفهوم كلمة
+
+165
+00:15:34,850 --> 00:15:45,310
+ناقد بل الناقد أيضا يستجيد ويشيد بما رأاه جيدا من
+
+166
+00:15:45,310 --> 00:15:49,170
+ذلك حينما
+
+167
+00:15:49,170 --> 00:15:52,410
+لقب
+
+168
+00:15:52,410 --> 00:16:00,110
+طفيل الغنوي باسم طفيل الخيل لأنه أكثر من وصف الخيل
+
+169
+00:16:00,110 --> 00:16:08,900
+وذكرهاوأجاد في هذا الوصف حتى أطلق عليه اسما كذلك
+
+170
+00:16:08,900 --> 00:16:16,760
+أطلق على زهير ابن أبي سلم لقب قاضي الشعراء لقوله
+
+171
+00:16:16,760 --> 00:16:25,440
+فإن الحق مقطعه ثلاث، يمين أو نفار أو جلاء
+
+172
+00:16:28,400 --> 00:16:32,500
+والحقيقة هذا القول انسجم مع ما جاء في الإسلام
+
+173
+00:16:32,500 --> 00:16:39,280
+البين على من ادعى واليمين على من أنكر هذا
+
+174
+00:16:39,280 --> 00:16:49,400
+للاستحسان أطلقوا عليه لقب قاضي الشعراء أيضا
+
+175
+00:16:49,400 --> 00:16:55,160
+إشادة ببعض القصائد التي أعجبوا بها أطلقوا عليها
+
+176
+00:16:55,160 --> 00:17:02,120
+ألقابا من واقع حياتهمكان يطلقوا على قصيدة عالقمة
+
+177
+00:17:02,120 --> 00:17:09,620
+ابن عبدة أنها صمت الدهر الصمت هو العقد الذي يزين
+
+178
+00:17:09,620 --> 00:17:18,780
+جيد المرأة فجعلوا للدهر جيدا يتزين بهذه القصيدة ثم
+
+179
+00:17:18,780 --> 00:17:24,640
+حينما عادوا أنشدهم أخرى تباهيها في الجودةوهي
+
+180
+00:17:24,640 --> 00:17:31,200
+مطلعها تحبك قلب في الحسان طاروبه بعيد الشباب عصر
+
+181
+00:17:31,200 --> 00:17:38,640
+حان مشيبه قالوا إذا هما صمتا الدهر إشادة بمستوى
+
+182
+00:17:38,640 --> 00:17:44,880
+القصيدتين أما
+
+183
+00:17:44,880 --> 00:17:50,040
+قصيدة اليشكوري
+
+184
+00:17:59,860 --> 00:18:05,720
+التي يقول في مطلعها بسطت رابعة الحبل لنا فوصلنا
+
+185
+00:18:05,720 --> 00:18:11,800
+الحبل منها متسع قالوا إنها يتيمة يتيمة أي لا
+
+186
+00:18:11,800 --> 00:18:16,460
+يضاهيها شيء الشعر العربي إشيادة بمكانتها
+
+187
+00:18:18,900 --> 00:18:24,180
+وسموا قصيدة لحسان بن ثابت باسم البتارة البتارة
+
+188
+00:18:24,180 --> 00:18:28,300
+التي تبتر أي قول بعدها وهي القصيدة التي يقولوا
+
+189
+00:18:28,300 --> 00:18:35,400
+فيها لله در عصاد أبتن ندمتهم يوما بجلقة في الزمان
+
+190
+00:18:35,400 --> 00:18:42,520
+الأولين من إعجابهم بالشعري أيضا قولهم هذا أشعر بيت
+
+191
+00:18:42,520 --> 00:18:48,830
+قالته العربوفلان أشعر الناس واعترافا بمكانة بعض
+
+192
+00:18:48,830 --> 00:18:54,750
+القصائد أيضا سموها المفضضات أو المذهبات أو
+
+193
+00:18:54,750 --> 00:19:01,030
+المعلقات كما درست في الأدب العربي قبل الإسلام نعلم
+
+194
+00:19:01,030 --> 00:19:07,430
+أن المعلقات سميت في بعض الآراء ليس من التعليق بل
+
+195
+00:19:07,430 --> 00:19:12,930
+من العلق والعلق هو النفيس أي قصائد نفيسة قيمة
+
+196
+00:19:16,580 --> 00:19:22,360
+لو تقدمنا قليلا سنجد أن هذه النظرات الجزئية تتطور
+
+197
+00:19:22,360 --> 00:19:30,120
+إلى حكومة بين الشعراء كحكومة أم جندب أو حكومة
+
+198
+00:19:30,120 --> 00:19:35,620
+النابغة الذبياني حدثنا
+
+199
+00:19:35,620 --> 00:19:44,880
+مؤرخو الأدبعن إمرئ القيس أنه كان كلما قابل شاعرا
+
+200
+00:19:44,880 --> 00:19:54,460
+قالله الشعراء ثلاث شاعر وشويعر ومص فدي أمه أي طفل
+
+201
+00:19:54,460 --> 00:20:00,580
+لا يقول الشاعر أنا الشاعر فأيهما أنت؟ لا يبقى لمن
+
+202
+00:20:00,580 --> 00:20:02,020
+يقابله مرتبة
+
+203
+00:20:04,540 --> 00:20:12,580
+وعدث ذات مرة أنه تقابل مع علقمة الفحل فتنازع معاه
+
+204
+00:20:12,580 --> 00:20:19,960
+الشعر أنا أشعر منك بل أنا أشعر منك ثم اقترح علقمة
+
+205
+00:20:19,960 --> 00:20:31,860
+أن يحتكم إلى أم جندب أم جندب زوج إمرئ القيس ليه
+
+206
+00:20:31,860 --> 00:20:33,020
+ما اختار أم جندب؟
+
+207
+00:20:38,960 --> 00:20:45,080
+و جندب من العرب الأقحاح الخلص تربت في بيت شاعر
+
+208
+00:20:45,080 --> 00:20:51,500
+أبوها شاعر وأخوها شاعر وزوجها شاعر اذا تربت على
+
+209
+00:20:51,500 --> 00:21:01,360
+الذوق الأصيل ذهب اليهايختصمان المرتبة الأولى أو
+
+210
+00:21:01,360 --> 00:21:07,920
+يختصمان أيهما أشعر فوضعت أسسا قالت لهم لكي يحكم
+
+211
+00:21:07,920 --> 00:21:19,600
+بينكما قولة في وصف فرسيكما وحددت
+
+212
+00:21:19,600 --> 00:21:21,100
+لهم أيضا الوزن
+
+213
+00:21:24,620 --> 00:21:36,240
+فكأنها بهذا تضع شروط الموازنة بين الشعراء حينما
+
+214
+00:21:36,240 --> 00:21:40,340
+نريد أن نوازن بين قصيدة و قصيدة لابد أن تلتقى
+
+215
+00:21:40,340 --> 00:21:44,540
+القصيدتان في الوزن لأن البحور القصيرة أحيانا
+
+216
+00:21:44,540 --> 00:21:49,660
+والأوزان القصيرةفي الشعر تُطرب أكثر من الأوزان
+
+217
+00:21:49,660 --> 00:21:55,540
+الطويلة أيضًا القوافي لها تأثير فحددت لهم القافية
+
+218
+00:21:55,540 --> 00:22:01,400
+وحددت لهم الروي بعد أن حددت لهم الموضوع لأن
+
+219
+00:22:01,400 --> 00:22:06,200
+الموضوع يختلف التأثر به من الموضوع اللي آخر الغزل
+
+220
+00:22:06,200 --> 00:22:10,340
+قد يؤثر في قوم أكثر من تأثير المدعو والرفاق
+
+221
+00:22:12,720 --> 00:22:22,700
+فبدأ امرؤ القيس بقصيدته التي يقول فيها خليلية مرى
+
+222
+00:22:22,700 --> 00:22:30,160
+بي على أم جندب لنقضي حاجات الفؤاد المعذّب وعلقما
+
+223
+00:22:30,160 --> 00:22:37,700
+بدأ قصيدته التي مطلعها ذهبت من الهجران في كل مذهب
+
+224
+00:22:37,700 --> 00:22:41,400
+ولم يكن حقا كل هذا التجنب
+
+225
+00:22:48,020 --> 00:22:51,640
+بعد ان استمعت الى النصين اصدرت الحكم اللى ارتقته
+
+226
+00:22:51,640 --> 00:23:00,400
+فقالت لامريق القيس علقما أشعر منك قال وكيف قالت
+
+227
+00:23:00,400 --> 00:23:06,980
+لأنك قلت في ثانية نص فللصوتي الهوب وللساقي درة
+
+228
+00:23:06,980 --> 00:23:16,120
+وللزجري منه وقع أخرج مهذبي فجهدت فرسك بصوتك هكذا
+
+229
+00:23:16,120 --> 00:23:23,120
+فهمت البيتأنه يحظ الفرس على العدو والمسير بالسوطي
+
+230
+00:23:23,120 --> 00:23:29,440
+وبالدرة الدرة هي عبارة عن ما يركل به الفارس حصانه
+
+231
+00:23:29,440 --> 00:23:36,240
+بقدمه حذاء في آخره كرة من حديد ملساق يضرب بها
+
+232
+00:23:36,240 --> 00:23:43,680
+الحصان ليعدوا أسرعفي حين علق مقال في وصف حسانه أنه
+
+233
+00:23:43,680 --> 00:23:50,880
+سريع دون ركل حيث يقول فادركهن ثانيا من عنانه يعني
+
+234
+00:23:50,880 --> 00:23:55,800
+عنده سرعة أكثر ولكن يثن العنان فكأنه يحوشه عن كل
+
+235
+00:23:55,800 --> 00:24:02,480
+سرعته يمر كمر الرائح المتحلب الرائح المتحلب الذي
+
+236
+00:24:02,480 --> 00:24:08,300
+لا يكاد يلامس الأرض من شدة السرعة طبعا
+
+237
+00:24:08,300 --> 00:24:16,760
+هذا الحكملم يعجب إمرئ القيس وقال له ما هو بأشعر
+
+238
+00:24:16,760 --> 00:24:26,680
+مني ولكنك له وامق وامق أي محبة عاشقة رأى
+
+239
+00:24:26,680 --> 00:24:34,420
+أن الحكم غير موضوعي طبعا لو كان لي لقلت إن الحكم
+
+240
+00:24:36,000 --> 00:24:43,400
+نعم غير موضوعي لأنها حاكمت القصيدة بأسرها على بيته
+
+241
+00:24:43,400 --> 00:24:51,340
+في حين لو نظرت في باقي شعر بريق القيس لرأت حصانا
+
+242
+00:24:51,340 --> 00:24:57,280
+لم يختربه العرب بعد حصان
+
+243
+00:24:57,280 --> 00:25:05,470
+كما قلنا المحكاةهي تغيير وتبديل صنع شيء أحيانا
+
+244
+00:25:05,470 --> 00:25:12,010
+يتوافق مع إحساسه حصانه لهوا يطلع ذبي وساقى نعامة
+
+245
+00:25:12,010 --> 00:25:19,930
+وارخاء سرحان وتقريب تدفل ومن شدة عدوه أنه كجلمود
+
+246
+00:25:19,930 --> 00:25:24,730
+صخر حطاه السيل من عليه ليس ذلك فحسب بل صدر البيت
+
+247
+00:25:24,730 --> 00:25:33,270
+يقول مكر مفر مقبل مدبروبعدين الكلمة المحيرة معنى
+
+248
+00:25:33,270 --> 00:25:37,730
+لو أردنا نرسم هذه الصورة حتى بالصور المتحركة سريعة
+
+249
+00:25:37,730 --> 00:25:42,830
+جدا لن نفلح كيف يودي أربع حركات في سلم و حرب في آن
+
+250
+00:25:42,830 --> 00:25:50,540
+واحد الكر والفر للحرب في السلم مقبال و إدبارثم
+
+251
+00:25:50,540 --> 00:25:55,240
+معنى انها سرعة التي نراها ايضا في قول الله في
+
+252
+00:25:55,240 --> 00:26:00,840
+المعلقة يزل الغلام الخف عن صهوته من شدة السرعة
+
+253
+00:26:00,840 --> 00:26:07,220
+الفارس الخفيف يقع عن ظهره ويلوي بعناقي العنيف
+
+254
+00:26:07,220 --> 00:26:13,620
+المثقلي اما شدة السرعة التي لا يلامس الأرض وكأنه
+
+255
+00:26:13,620 --> 00:26:19,440
+يطير في السماء فنراها في مثل قوله مسحإذا ما
+
+256
+00:26:19,440 --> 00:26:24,440
+السابحات على الونا أثرنا الغبارة بالكديد المركلي
+
+257
+00:26:24,440 --> 00:26:29,740
+الخيول تضرب الأرض تثير الغبار بشدادة سرعة أما هو
+
+258
+00:26:29,740 --> 00:26:34,880
+فلا يلامس الأرض فكأنه لا يكاد يلامسها ياسحه سحًا
+
+259
+00:26:34,880 --> 00:26:41,330
+على وجه الأرضجندب نظرت إلى بيت واحد وإمرو القيس
+
+260
+00:26:41,330 --> 00:26:47,690
+جعل للسوط الهوب وللساق الضرر لكي يحصل السرعة التي
+
+261
+00:26:47,690 --> 00:26:53,170
+يريد أكثر لأنه الفارس الذي لا يشق له غبار ولكن مع
+
+262
+00:26:53,170 --> 00:26:58,470
+ذلك سنلاحظ أن أم جندب قد وضعت لنا أسس المفادلة
+
+263
+00:26:58,470 --> 00:27:01,330
+والموازنة بين الشعراء العرب
+
+264
+00:27:04,050 --> 00:27:08,390
+ولن نجد إضافات كثيرة حينما يأتي الإمام علي كرم
+
+265
+00:27:08,390 --> 00:27:14,010
+الله وجهه كما سنرى بعد قليل سنراه فقط يهذب هذه
+
+266
+00:27:14,010 --> 00:27:18,730
+القواعد ويجعلها الأساس الذي ستبنى عليه كتب
+
+267
+00:27:18,730 --> 00:27:24,150
+الموازنات بعد ذلك لو
+
+268
+00:27:24,150 --> 00:27:27,530
+انتقلنا أيضا لرصد الحركة الأدبية وكيف أسهم النقد
+
+269
+00:27:27,530 --> 00:27:36,280
+في تطورها سنجدوا أنالعرب قد اشتهرت فيهم أسواق
+
+270
+00:27:36,280 --> 00:27:44,820
+أدبية كسوق عكاد واسواق العراق في الإسلام الكناسة
+
+271
+00:27:44,820 --> 00:27:49,540
+والمربد وغيرهما وغير هذه الأسواق أشهر أسواق العرب
+
+272
+00:27:49,540 --> 00:27:58,220
+سوق عكاد كما يأمو الناس للبيع والشراء يأمو أيضا
+
+273
+00:27:58,220 --> 00:28:06,670
+الأدباء لعرض بضاعتهمعلى حضوري هذا السوق من جميع
+
+274
+00:28:06,670 --> 00:28:11,190
+قبائل العرب وفي هذا السوق كما هو معلوم لنا جميعا
+
+275
+00:28:11,190 --> 00:28:16,650
+ان اللغة العربية توحدت على لهجة قريش ليفهمها
+
+276
+00:28:16,650 --> 00:28:25,970
+القادمون من جميع القبائل على اختلاف لهجاتها لو
+
+277
+00:28:25,970 --> 00:28:34,670
+نظرنا في السوق سنجد ما يلفت الأنظارسنجد قبة حمراء
+
+278
+00:28:34,670 --> 00:28:43,050
+من أدم خيمة ضربت على قبة عالية مرتفعة من الأرض
+
+279
+00:28:43,050 --> 00:28:51,030
+تدرج عليه خيمة لماذا حمراء لتلفت الأنظار لون يلفت
+
+280
+00:28:51,030 --> 00:28:57,050
+النظر وهي من أدم من أدم أي من جلديجمال أو معز
+
+281
+00:28:57,050 --> 00:29:02,610
+مسبوغة باللون الأحمر أولا من أدم تكريما لمن سيجلس
+
+282
+00:29:02,610 --> 00:29:09,990
+داخلها لأن الأدم يلطف الجو لا يدخل أشعة الشمس بل
+
+283
+00:29:09,990 --> 00:29:17,190
+كأنها تعزل بعض الحرارة التي نراها في السوق لو
+
+284
+00:29:17,190 --> 00:29:22,580
+اقتربنا أكثر سنجد أن هذه القبةالعالية المرتفعة
+
+285
+00:29:22,580 --> 00:29:29,360
+المتميزة في شكلها ولونها ضُربت للناقد لناقد من
+
+286
+00:29:29,360 --> 00:29:35,360
+نقاد العرب ليجلس فيها ويأمه الشعراء الذين أتوا
+
+287
+00:29:35,360 --> 00:29:42,920
+ليعرضوا عليه ما قالوا في عامهم المنصرين مما
+
+288
+00:29:42,920 --> 00:29:50,700
+نقله لنا روات الأدبمشهدًا من مشاهدي هذا السوق في
+
+289
+00:29:50,700 --> 00:29:56,640
+أحد أيامه حينما التقى عند النابغة ثلاثة من الشعراء
+
+290
+00:29:56,640 --> 00:30:05,300
+أولهم كان الأعشاء الذي أنشد قصيدته المشهورة ما
+
+291
+00:30:05,300 --> 00:30:12,040
+بكاء الكبير بالأطلال وسؤالي وما ترد سؤالي
+
+292
+00:30:14,200 --> 00:30:23,400
+ثم جاء حسان وأنشد في الفخر قصيدته التي مطلعها ألم
+
+293
+00:30:23,400 --> 00:30:29,120
+تسأل الرابعة الجديدة التكلمة بمدفع أشداخ فبرقة
+
+294
+00:30:29,120 --> 00:30:33,240
+أظلمها مدفع أشداخ اسم المكان وبرقة اسم المكان أيضا
+
+295
+00:30:33,240 --> 00:30:37,880
+وفيها
+
+296
+00:30:37,880 --> 00:30:46,640
+من فخره قولهمباهيا بقومه لنا الجفنات الغر يلمعنا
+
+297
+00:30:46,640 --> 00:30:53,360
+بالضحى وأسيافنا يقطرنا من نجدة دمى ولدنا بنى
+
+298
+00:30:53,360 --> 00:30:59,380
+العنقاء وابنى محرق فأكرم بنا خالا وأكرم بنا ابنما
+
+299
+00:30:59,380 --> 00:31:05,060
+الآن ننتظر حكومة النابغة
+
+300
+00:31:09,660 --> 00:31:15,440
+بل قتت الخنساء أيضا وأنشدت القصيدة التي مطلعها كذا
+
+301
+00:31:15,440 --> 00:31:22,920
+بعين كأم بالعين عوار أم ذرفت اذ خلت من أهلها الدار
+
+302
+00:31:22,920 --> 00:31:29,900
+والتي فيها ترثي صخرا ومنها
+
+303
+00:31:29,900 --> 00:31:37,040
+قولها في مدحه وإن صخرا لتتم الهدات بيه كأنه علم في
+
+304
+00:31:37,040 --> 00:31:46,280
+رأسه نارحكومة النابغة يقولوا للخنساء والله لو لا
+
+305
+00:31:46,280 --> 00:31:52,660
+أما أبقى بصير أنشدني آنفا لقولت إنك أشعر الجن
+
+306
+00:31:52,660 --> 00:32:02,680
+والإنس إذا كان قد أصدر حكما في تقديم العشاء فلما
+
+307
+00:32:02,680 --> 00:32:11,820
+عجبه قول الخنساءرأها في مرتبة عالية وكأنها أشعر
+
+308
+00:32:11,820 --> 00:32:19,540
+العرب أشعر الإنس والجن انزعج من هذا حسان الذي أغفل
+
+309
+00:32:19,540 --> 00:32:24,740
+ذكره النابغة فقال
+
+310
+00:32:24,740 --> 00:32:31,600
+والله لأنا أشعر منك ومن أبيك هنا
+
+311
+00:32:31,600 --> 00:32:38,680
+النابغة يقول للخمساء انقضيه يا خناسأنا أشفق على
+
+312
+00:32:38,680 --> 00:32:45,560
+حسان من أن يسلط عليه النابغة إمرأة هذه
+
+313
+00:32:45,560 --> 00:32:54,160
+اللتي انبرت لحسان وقالت له أنزرت فخرك وأضعفته في
+
+314
+00:32:54,160 --> 00:33:01,100
+ثمانية مواضع وذكرت المواضع الثمانية في البيتين فقط
+
+315
+00:33:01,100 --> 00:33:05,860
+ومما
+
+316
+00:33:05,860 --> 00:33:07,380
+ينسبه
+
+317
+00:33:09,540 --> 00:33:18,520
+للنابغة أنه هو الذي قال أقللت
+
+318
+00:33:18,520 --> 00:33:23,460
+شعرك وأضعفته يعني اختلف الرواء أن القول ليه
+
+319
+00:33:23,460 --> 00:33:33,580
+الخنساء أم القول للنابغة والأرجح أن النابغة
+
+320
+00:33:33,580 --> 00:33:45,930
+قال أنقديه يا خناسمما قيل في نقده قوله أقللت
+
+321
+00:33:45,930 --> 00:33:55,910
+أسيافك لأنه قال وأسيافنا والكثير سيوف أنت تباهي
+
+322
+00:33:55,910 --> 00:34:01,530
+بكثرة عدد الرجال المقاتلين كان ينبغي أن تقول سيوف
+
+323
+00:34:01,530 --> 00:34:07,620
+وليس أسيافوالجفنات جمع المؤنث السالم وجمع المؤنث
+
+324
+00:34:07,620 --> 00:34:12,660
+السالم تلاتة لتسعة عرفات مفردها جفنة والجفنة هي
+
+325
+00:34:12,660 --> 00:34:19,920
+الوعاء الذي يوضع فيه الطعام ليقدم للناس ولو
+
+326
+00:34:19,920 --> 00:34:29,120
+قلت جفان نصيغي الكثرة لكنت أكثر كرما وقلت
+
+327
+00:34:29,120 --> 00:34:29,960
+يالمعنى
+
+328
+00:34:34,730 --> 00:34:43,170
+بالضحى ولو قلت بالدجا لكان المعدن نفيسا لأن المعدن
+
+329
+00:34:43,170 --> 00:34:50,870
+الخصيص أيضا يلمع بالضحى بالدجا حقيقة
+
+330
+00:34:50,870 --> 00:34:57,030
+لو تأملنا هذا النقد سنجد أنه نقدا بني على تذوق
+
+331
+00:34:58,240 --> 00:35:04,860
+القائد ولو رجعنا لاستخدام العرب للصيغ الجموع لما
+
+332
+00:35:04,860 --> 00:35:09,460
+رأيناهم استخدموا جموع القلة وجموع الكثرة وفرقوا
+
+333
+00:35:09,460 --> 00:35:14,520
+بينهما استخدموا الكثرة للقلة والقلة للكثرة ولكن
+
+334
+00:35:14,520 --> 00:35:22,300
+الذي يريد ان يبحث عن عيوب يجدها لكن على كل حال
+
+335
+00:35:26,250 --> 00:35:32,950
+نستشفوا من هذا النقد أنه يشتمل على محاولة للتأويل
+
+336
+00:35:32,950 --> 00:35:41,350
+أي نقد يبرر الرأي إذا كنا قد لاحظنا في بداية العصر
+
+337
+00:35:41,350 --> 00:35:47,030
+نقود تقول أشعر قصيدة وهذه بطارة وتلك سمت الدهر فلم
+
+338
+00:35:47,030 --> 00:35:54,220
+نكن نجد مع هذا النقد تبرير لمهي سمت الدهربل هو
+
+339
+00:35:54,220 --> 00:36:00,780
+استجادها وهي جيدة ولكن لم يعطينا مواطن الجودة عند
+
+340
+00:36:00,780 --> 00:36:09,080
+أم جندب وعند النابغة النقد حاول أن يبرر مواطن
+
+341
+00:36:09,080 --> 00:36:12,060
+القبح ومواطن الاستهجان
+
+342
+00:36:15,470 --> 00:36:20,390
+هذا عن أبسط صور النقد وبدأت تشكل نظرية عند العرب
+
+343
+00:36:20,390 --> 00:36:25,410
+نظرية نقدية رأينا أم جندب تضع لنا قواعد الموازنة
+
+344
+00:36:25,410 --> 00:36:31,250
+بين الشعراء لو تقدمنا بعد ذلك وذهبنا إلى عصر صدر
+
+345
+00:36:31,250 --> 00:36:33,190
+الإسلام سنجد
+
+346
+00:36:36,330 --> 00:36:41,150
+أن النبي صلى الله عليه وسلم هو أول المشجعين للحركة
+
+347
+00:36:41,150 --> 00:36:47,270
+الأدبية وهو أول الموجهين للنقد الأدبي الإسلامي
+
+348
+00:36:47,270 --> 00:36:52,650
+وكأن نبي صلى الله عليه وسلم يؤسس لنا نظرية نقد
+
+349
+00:36:52,650 --> 00:36:58,790
+إسلامي ويحث من أتى بعده على اتباع مقاييسها
+
+350
+00:36:58,790 --> 00:37:06,690
+وضوابطهامعلوم لكنا إذا ذكرنا الأدب الإسلامي وما
+
+351
+00:37:06,690 --> 00:37:12,930
+جاء فيه أن الأقول كثيرة حول موقف الإسلام من الشعر
+
+352
+00:37:12,930 --> 00:37:19,510
+والذين قالوا إن الإسلام حارب الشعر والشعراء وأن
+
+353
+00:37:19,510 --> 00:37:25,530
+محمد صلى الله عليه وسلم نهى عن قول الشعرحينما قال
+
+354
+00:37:25,530 --> 00:37:31,090
+لأن يمتلق جوفا حدكم قيحا حتى يريه خير له من أن
+
+355
+00:37:31,090 --> 00:37:36,050
+يمتلق شعرا وقولنا إن الحديث هنا ناقص استشهد به
+
+356
+00:37:36,050 --> 00:37:43,330
+مغرضون بل تتمته مما هجيتوا به نهيا عن ترديد
+
+357
+00:37:43,330 --> 00:37:46,530
+الأشعار التي تلوك أعراض المسلمين
+
+358
+00:37:49,300 --> 00:37:55,760
+الإسلام لم يقف موقفا سلبيا من الشعر بدليل أن محمد
+
+359
+00:37:55,760 --> 00:38:01,770
+صلى الله عليه وسلممن البداية حينما واجهه المشركون
+
+360
+00:38:01,770 --> 00:38:07,970
+بالسنتهم وباهاجيهم وبدأوا يتطاولون على المسلمين
+
+361
+00:38:07,970 --> 00:38:13,730
+واعراضهم قال صلى الله عليه وسلم ما ضر أو ما منع في
+
+362
+00:38:13,730 --> 00:38:19,430
+رواية أخرى القوم الذين نصروا رسول الله بسلاحهم أن
+
+363
+00:38:19,430 --> 00:38:21,790
+ينصروه بالسنتهم
+
+364
+00:38:23,980 --> 00:38:29,320
+لو كان الإسلام نهى عن قول الشعر لما سمعنا هذا
+
+365
+00:38:29,320 --> 00:38:35,340
+الحديث الصحيح وقد رأينا كيف استجاب الشعراء لهذا
+
+366
+00:38:35,340 --> 00:38:43,220
+الحديث في موقف رائع حينماوقف عبدالله بن رواحة وقال
+
+367
+00:38:43,220 --> 00:38:48,840
+انا لها يا رسول الله ووقف كعب بن مالك وقال انا لها
+
+368
+00:38:48,840 --> 00:38:56,300
+يا رسول الله ثم وقف حسان بن ثابت واخرج لسانه وضرب
+
+369
+00:38:56,300 --> 00:39:03,760
+به أرنبة أنفه وقال والله يا رسول الله لو مزجت به
+
+370
+00:39:03,760 --> 00:39:10,800
+البحر لمزجه لو حركت به البحر لعكر البحرولو وضعته
+
+371
+00:39:10,800 --> 00:39:16,440
+على صخر لفتته فقال
+
+372
+00:39:16,440 --> 00:39:20,880
+له رسول الله صلى الله عليه وسلم اذهب الى أبي بكر
+
+373
+00:39:20,880 --> 00:39:28,320
+يعلمك الأنسب او في حديث آخر فليحدثك حديث القوم و
+
+374
+00:39:28,320 --> 00:39:33,160
+أيامهم و أحسابهم ثم هجهم وجبريلو معك
+
+375
+00:39:39,740 --> 00:39:46,000
+ثم يعقب صلى الله عليه و سلم طبعا قائلا
+
+376
+00:39:46,000 --> 00:39:52,980
+أمرته عبدالله ابن رواحه فقال وأحسن وأمرته كعب ابن
+
+377
+00:39:52,980 --> 00:39:59,900
+مالك فقال وأحسن وأمرته حسان فشفى واشتفى هذا حكم
+
+378
+00:39:59,900 --> 00:40:08,300
+النقدى فيه تفضيل لشعري حسان على قرينيهفي تلك
+
+379
+00:40:08,300 --> 00:40:13,220
+المعركة رأينا العديد من نساء المسلمين يقفنا
+
+380
+00:40:13,220 --> 00:40:18,540
+استجابة لمحمد صلى الله عليه وسلم فإذا ما قالت هندو
+
+381
+00:40:18,540 --> 00:40:25,060
+بنت عطبة وهي مشركةنحن بنات طارق نمشي على النمارق
+
+382
+00:40:25,060 --> 00:40:32,480
+نقبل و نعانق و ان تدبر و نفارق فراقة غير وامق عرس
+
+383
+00:40:32,480 --> 00:40:37,620
+الفتى طالق و العار منه لاحق ردت عليها شاعرة مسلمة
+
+384
+00:40:37,620 --> 00:40:43,770
+كصفية بنت عبد المطلب او غيرها و اذا ما قالتنحن
+
+385
+00:40:43,770 --> 00:40:49,790
+جزيناكم ببدر ردت عليها صفية ايضا بنت عبدالمطالب
+
+386
+00:40:49,790 --> 00:40:56,190
+وقالت لها كزيتي في بدر وغير بدر يا بنت وقاع عظيم
+
+387
+00:40:56,190 --> 00:41:02,400
+الكفرمعركة الإسلام مع الشرك كما كان فيها للسيف
+
+388
+00:41:02,400 --> 00:41:09,080
+موقع كان للكلمة موقع متقدم أيضا الأمر الذي أدى إلى
+
+389
+00:41:09,080 --> 00:41:13,640
+الارتقاء بالحركة الأدبية والنقود التي رأيناها من
+
+390
+00:41:13,640 --> 00:41:18,180
+النبي صلى الله عليه وسلم نقود تعضظ الحركة الأدبية
+
+391
+00:41:18,180 --> 00:41:25,540
+وتوجهها الوجهة الصحيحة من تعضيضه وتشجيعه واستحسانه
+
+392
+00:41:26,500 --> 00:41:34,340
+حينما نراه يقول اهجهم كأنك تنضعهم بالنبل إن تأثير
+
+393
+00:41:34,340 --> 00:41:39,740
+الكلمة أكثر من تأثير السلاح في المشركين ثم حينما
+
+394
+00:41:39,740 --> 00:41:47,660
+يعجبه قول حسان يقول فوالله لهجأك عليهم أشد من وقع
+
+395
+00:41:47,660 --> 00:41:50,600
+السهام في غلس الظلام
+
+396
+00:41:56,030 --> 00:42:05,350
+النبي صلى الله عليه وسلم يوجه يستوضح يؤيد فحينما
+
+397
+00:42:05,350 --> 00:42:11,820
+يستمع لقولعبدالله ابن رواحة الذي يقول فيه نجالد
+
+398
+00:42:11,820 --> 00:42:18,260
+الناس عن عرض فنأسرهم فينا النبي وفينا تنزل الصور
+
+399
+00:42:18,260 --> 00:42:24,240
+يقول صلى الله عليه وسلم وإياك فثبت الله استجابة
+
+400
+00:42:24,240 --> 00:42:30,200
+لقول الشاعر في آخر بيت فثبت الله ما أتاك من حسن
+
+401
+00:42:30,200 --> 00:42:36,220
+تثبيت موسى ونصرا كالذي نصرهيدعو للمصطفى صلى الله
+
+402
+00:42:36,220 --> 00:42:47,760
+عليه وسلم فيبادله صلى الله عليه وسلم دعاء بدعاء ثم
+
+403
+00:42:47,760 --> 00:42:51,540
+نراه يقول لكعب بن مالك هؤلاء شعراء الدعوة الثلاث
+
+404
+00:42:52,790 --> 00:42:58,190
+عبدالله بن رواحة وكعب بن مالك وحسان بن ثابت كما
+
+405
+00:42:58,190 --> 00:43:02,970
+استحسن الحسان ودعا له في أكثر من موضع لا فضة فوق
+
+406
+00:43:02,970 --> 00:43:10,970
+حسان الذي عاش 120 عاما ستون منها في الإسلام وقبلها
+
+407
+00:43:10,970 --> 00:43:18,070
+مثلها في الجاهلية يفقد بصره نعم ولكن يموت ولا ينفض
+
+408
+00:43:18,070 --> 00:43:22,840
+ثمه لا تسقط ثانية من ثانيةلأن المصطفى صلى الله
+
+409
+00:43:22,840 --> 00:43:33,480
+عليه وسلم دعا له بأن لا يفض الله فما هو يقول
+
+410
+00:43:33,480 --> 00:43:41,320
+كعب أقرا الله نسي قولك زعمت سخينة أنس تغلب ربها
+
+411
+00:43:41,320 --> 00:43:47,600
+وليغلبن مغالب الغلاب سخينة من أسماء قريش
+
+412
+00:43:57,380 --> 00:44:02,520
+قلنا وقد وزن بين الثلاثة وحكم بينهم حينما قال
+
+413
+00:44:02,520 --> 00:44:07,360
+أمرته عبدالله بن رواحه فقال وأحسن وأمرته كعب بن
+
+414
+00:44:07,360 --> 00:44:13,760
+مالك فقال وأحسن وأمرته حسان بن ثابت فشفى واشتفى
+
+415
+00:44:13,760 --> 00:44:16,980
+رأينا المكان اللي بواه إياها محمد صلى الله عليه
+
+416
+00:44:16,980 --> 00:44:22,940
+وسلم نعم وقد رأيت قصائد ليه حسان
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/tLRxRkBFS0I_raw.json b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/tLRxRkBFS0I_raw.json
new file mode 100644
index 0000000000000000000000000000000000000000..b44d45ecb478566e892fe42e66a120ea2d0c7db7
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/tLRxRkBFS0I_raw.json
@@ -0,0 +1 @@
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934.25, "end": 938.61, "text": "ما رأى أي كأنه يختلف معاه و أحياناً يؤيده", "tokens": [15042, 12602, 10721, 7578, 36632, 9122, 33456, 3224, 7251, 46456, 46538, 20449, 40294, 4032, 5551, 5016, 1829, 7649, 995, 14111, 7251, 33604, 25708, 3224], "avg_logprob": -0.219375, "compression_ratio": 1.0571428571428572, "no_speech_prob": 0.591796875, "words": [{"start": 934.25, "end": 934.65, "word": "ما", "probability": 0.517578125}, {"start": 934.65, "end": 935.37, "word": " رأى", "probability": 0.9842122395833334}, {"start": 935.37, "end": 935.67, "word": " أي", "probability": 0.38134765625}, {"start": 935.67, "end": 936.07, "word": " كأنه", "probability": 0.9464518229166666}, {"start": 936.07, "end": 936.55, "word": " يختلف", "probability": 0.9925130208333334}, {"start": 936.55, "end": 936.99, "word": " معاه", "probability": 0.861572265625}, {"start": 936.99, "end": 937.31, "word": " و", "probability": 0.448486328125}, {"start": 937.31, "end": 937.77, "word": " أحياناً", "probability": 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على أن البعض كان يستجيد الشعر السابق", "tokens": [10721, 13063, 3215, 6225, 3555, 9640, 9307, 25961, 5551, 13063, 18513, 11296, 48127, 1863, 8608, 37440, 6055, 26890, 2288, 14407, 34051, 6055, 3215, 1211, 1211, 14407, 15844, 14739, 29739, 3615, 11242, 25961, 7251, 14851, 7435, 25708, 25124, 3615, 2288, 21136, 16758, 4587], "avg_logprob": -0.1452580004237419, "compression_ratio": 1.5096153846153846, "no_speech_prob": 0.0, "words": [{"start": 1007.96, "end": 1008.46, "word": "أورد", "probability": 0.8564453125}, {"start": 1008.46, "end": 1009.88, "word": " عبارات", "probability": 0.9105224609375}, {"start": 1009.88, "end": 1010.32, "word": " كان", "probability": 0.52685546875}, {"start": 1010.32, "end": 1010.82, "word": " أورادها", "probability": 0.8023681640625}, {"start": 1010.82, "end": 1011.04, "word": " ابن", "probability": 0.6666259765625}, {"start": 1011.04, "end": 1011.58, "word": " سلام", "probability": 0.851806640625}, {"start": 1011.58, "end": 1014.1, "word": " تبرروا", 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قواعد العربية والعصر الذي كان أهله من العرب الخلص طب لأن تدخل علينا الألسنة الأخرى", "tokens": [2407, 1863, 5016, 1863, 8717, 8848, 37983, 11933, 15730, 9122, 8315, 12174, 3215, 11778, 2288, 3794, 8315, 9673, 3215, 9640, 3794, 28239, 5016, 2407, 10632, 14739, 34105, 4117, 6225, 9381, 2288, 24976, 995, 14851, 8592, 11296, 3215, 44713, 8592, 3224, 3215, 4724, 28820, 10943, 18863, 2288, 21292, 8978, 3224, 37037, 2407, 18863, 9381, 2288, 43527, 12174, 22488, 2655, 8978, 3224, 12174, 14407, 22488, 18863, 25513, 10632, 16070, 3615, 9381, 2288, 43527, 25961, 5551, 3224, 43761, 9154, 18863, 25513, 33962, 1211, 9381, 23032, 3555, 5296, 33456, 6055, 3215, 9778, 1211, 25894, 8315, 16247, 1211, 3794, 1863, 3660, 16247, 34740, 7578], "avg_logprob": -0.1146874963492155, "compression_ratio": 1.9293478260869565, "no_speech_prob": 5.960464477539063e-08, "words": [{"start": 1020.13, "end": 1020.81, "word": "ونحن", "probability": 0.734375}, {"start": 1020.81, "end": 1021.31, "word": " نذكر", 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"text": "هناك كنا نسمع من يقول لقد أكثر هذا المحدث وأجادى حتى لقد همنت بروايته شعره لماذا لا تروي شعره؟ لأنه ليس من الذين يمكن الاستشهاد بشعرهم وليس لأنه مع القديم بل لأن القديم كان لعرب خلص لا تشوب لغتهم شائبة", "tokens": [3224, 8315, 4117, 9122, 8315, 8717, 38251, 3615, 9154, 7251, 39648, 5296, 28543, 5551, 4117, 49115, 23758, 9673, 24401, 12984, 36725, 7435, 18513, 7578, 11331, 49975, 5296, 28543, 8032, 27842, 2655, 4724, 32887, 995, 36081, 3224, 13412, 3615, 2288, 3224, 32767, 45636, 995, 20193, 6055, 32887, 1829, 13412, 3615, 2288, 3224, 22807, 5296, 33456, 3224, 32239, 3794, 9154, 32545, 9957, 7251, 43020, 42963, 14851, 8592, 11296, 3215, 4724, 8592, 3615, 2288, 16095, 4032, 20292, 3794, 5296, 33456, 3224, 20449, 25062, 16254, 2304, 4724, 1211, 5296, 33456, 25062, 16254, 2304, 25961, 5296, 3615, 25513, 16490, 1211, 9381, 20193, 6055, 8592, 37746, 5296, 17082, 2655, 16095, 13412, 16373, 49401], "avg_logprob": -0.12673611828574427, "compression_ratio": 1.8059701492537314, 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فم المحبوبة هنا فوها كأقاح الأقاح نوع من الورود وإذا كان قد غذاها دائما الهطل أي المطر الشديد إذا هذا الفم واسع جدا كاتساع فم الظهرة أو الوردة الكبيرة", "tokens": [3224, 8315, 16247, 3615, 8592, 16758, 11331, 9957, 15042, 6055, 24401, 12984, 18871, 3714, 5016, 3555, 37746, 47395, 16490, 6027, 5172, 19446, 6225, 28480, 43242, 18863, 25513, 18863, 25513, 11778, 16373, 15042, 6055, 3555, 40294, 1829, 4724, 9381, 17082, 2288, 6156, 2304, 9673, 5016, 3555, 37746, 3660, 34105, 6156, 2407, 11296, 9122, 10721, 4587, 39319, 16247, 4587, 39319, 8717, 45367, 9154, 2423, 13063, 23328, 4032, 28814, 15730, 25961, 12174, 3215, 32771, 15730, 11296, 11778, 16373, 15042, 2423, 3224, 9566, 1211, 36632, 9673, 9566, 2288, 25124, 16254, 3215, 11933, 15730, 23758, 27188, 2304, 4032, 32277, 3615, 10874, 28259, 9122, 9307, 3794, 45761, 6156, 2304, 6024, 116, 3224, 25720, 34051, 2423, 13063, 41891, 33251, 3555, 48923], "avg_logprob": -0.11453804231208303, "compression_ratio": 1.9212962962962963, 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"end": 2852.39, "word": " المطلوبة", "probability": 0.98369140625}, {"start": 2852.39, "end": 2852.95, "word": " للأديب", "probability": 0.9002685546875}, {"start": 2852.95, "end": 2853.71, "word": " والناقض", "probability": 0.7353515625}, {"start": 2853.71, "end": 2854.59, "word": " وقد", "probability": 0.95947265625}, {"start": 2854.59, "end": 2855.09, "word": " أطلق", "probability": 0.984130859375}, {"start": 2855.09, "end": 2855.51, "word": " عليه", "probability": 0.9853515625}, {"start": 2855.51, "end": 2855.95, "word": " اسم", "probability": 0.918701171875}, {"start": 2855.95, "end": 2856.55, "word": " كتاب", "probability": 0.9873046875}, {"start": 2856.55, "end": 2857.61, "word": " المعارف", "probability": 0.974609375}, {"start": 2857.61, "end": 2858.11, "word": " وهو", "probability": 0.78271484375}, {"start": 2858.11, "end": 2858.49, "word": " كتاب", "probability": 0.9973958333333334}, {"start": 2858.49, "end": 2859.17, "word": " منشور", "probability": 0.9423828125}], "temperature": 1.0}, {"id": 119, "seek": 288464, "start": 2859.92, "end": 2884.64, "text": "كبير الحجم إذا ابن قتيبة ناقد أسهم في ارتقاء الحركة النقدية على الصعيدين الصعيد اليوم الذي يمثل نقد الشعر والصعيد الذي يمثل نقد النثر وفي نقد النثر سنلتقي مع أكثر من كتاب له تصب في دائرة إرسائد عائم نظرية نقد النثر عند العرب", "tokens": [4117, 3555, 13546, 21542, 7435, 2304, 11933, 15730, 48127, 1863, 12174, 31371, 49401, 8717, 995, 28543, 5551, 3794, 16095, 8978, 1975, 43500, 4587, 16606, 21542, 31747, 3660, 28239, 28543, 10632, 15844, 31767, 3615, 25708, 9957, 31767, 3615, 25708, 45595, 20498, 43527, 7251, 2304, 12984, 1211, 8717, 28543, 25124, 3615, 2288, 16070, 9381, 3615, 25708, 43527, 7251, 2304, 12984, 1211, 8717, 28543, 28239, 49115, 4032, 41185, 8717, 28543, 28239, 49115, 8608, 1863, 1211, 2655, 38436, 20449, 5551, 4117, 49115, 9154, 9122, 2655, 16758, 46740, 6055, 9381, 3555, 8978, 11778, 16373, 25720, 11933, 2288, 3794, 16373, 3215, 6225, 16373, 2304, 8717, 19913, 2288, 10632, 8717, 28543, 28239, 49115, 43242, 18863, 25513], "avg_logprob": -0.10901988880200819, "compression_ratio": 2.040201005025126, "no_speech_prob": 4.0531158447265625e-06, "words": [{"start": 2859.92, "end": 2860.38, "word": "كبير", "probability": 0.9417317708333334}, {"start": 2860.38, "end": 2860.86, "word": " الحجم", "probability": 0.9459635416666666}, {"start": 2860.86, "end": 2862.04, "word": " إذا", "probability": 0.499755859375}, {"start": 2862.04, "end": 2862.6, "word": " ابن", "probability": 0.8349609375}, {"start": 2862.6, "end": 2863.2, "word": " قتيبة", "probability": 0.7781575520833334}, {"start": 2863.2, "end": 2863.82, "word": " ناقد", "probability": 0.826171875}, {"start": 2863.82, "end": 2864.82, "word": " أسهم", "probability": 0.77978515625}, {"start": 2864.82, "end": 2864.98, "word": " في", "probability": 0.88037109375}, {"start": 2864.98, "end": 2865.48, "word": " ارتقاء", "probability": 0.9588623046875}, {"start": 2865.48, "end": 2866.02, "word": " الحركة", "probability": 0.9599609375}, {"start": 2866.02, "end": 2866.76, "word": " النقدية", "probability": 0.9384765625}, {"start": 2866.76, "end": 2867.3, "word": " على", "probability": 0.92578125}, {"start": 2867.3, "end": 2868.14, "word": " الصعيدين", "probability": 0.9383544921875}, {"start": 2868.14, "end": 2868.8, "word": " الصعيد", "probability": 0.9176432291666666}, {"start": 2868.8, "end": 2869.16, "word": " اليوم", "probability": 0.743408203125}, {"start": 2869.16, "end": 2869.52, "word": " الذي", "probability": 0.87646484375}, {"start": 2869.52, "end": 2870.18, "word": " يمثل", "probability": 0.98486328125}, {"start": 2870.18, "end": 2870.46, "word": " نقد", "probability": 0.947265625}, {"start": 2870.46, "end": 2871.06, "word": " الشعر", "probability": 0.98828125}, {"start": 2871.06, "end": 2871.9, "word": " والصعيد", "probability": 0.8912353515625}, {"start": 2871.9, "end": 2872.14, "word": " الذي", "probability": 0.61181640625}, {"start": 2872.14, "end": 2872.98, "word": " يمثل", "probability": 0.9930419921875}, {"start": 2872.98, "end": 2873.78, "word": " نقد", "probability": 0.97607421875}, {"start": 2873.78, "end": 2874.54, "word": " النثر", "probability": 0.71240234375}, {"start": 2874.54, "end": 2875.38, "word": " وفي", "probability": 0.902099609375}, {"start": 2875.38, "end": 2875.62, "word": " نقد", "probability": 0.982421875}, {"start": 2875.62, "end": 2876.1, "word": " النثر", "probability": 0.94921875}, {"start": 2876.1, "end": 2877.14, "word": " سنلتقي", "probability": 0.94189453125}, {"start": 2877.14, "end": 2877.42, "word": " مع", "probability": 0.99072265625}, {"start": 2877.42, "end": 2877.84, "word": " أكثر", "probability": 0.88232421875}, {"start": 2877.84, "end": 2878.04, "word": " من", "probability": 0.98486328125}, {"start": 2878.04, "end": 2878.46, "word": " كتاب", "probability": 0.9972330729166666}, {"start": 2878.46, "end": 2878.84, "word": " له", "probability": 0.9560546875}, {"start": 2878.84, "end": 2879.6, "word": " تصب", "probability": 0.94482421875}, {"start": 2879.6, "end": 2879.82, "word": " في", "probability": 0.9609375}, {"start": 2879.82, "end": 2880.44, "word": " دائرة", "probability": 0.9723307291666666}, {"start": 2880.44, "end": 2881.2, "word": " إرسائد", "probability": 0.84677734375}, {"start": 2881.2, "end": 2881.86, "word": " عائم", "probability": 0.9873046875}, {"start": 2881.86, "end": 2883.0, "word": " نظرية", "probability": 0.958251953125}, {"start": 2883.0, "end": 2883.36, "word": " نقد", "probability": 0.982421875}, {"start": 2883.36, "end": 2883.86, "word": " النثر", "probability": 0.962890625}, {"start": 2883.86, "end": 2884.24, "word": " عند", "probability": 0.88720703125}, {"start": 2884.24, "end": 2884.64, "word": " العرب", "probability": 0.940185546875}], "temperature": 1.0}, {"id": 120, "seek": 289662, "start": 2885.56, "end": 2896.62, "text": "نكتفي بهذا على أن نلتقي ان شاء الله في المحاضرة القادمة مع مصدر جديد وناقد جديد ومدرسة نقدية جديدة", "tokens": [1863, 4117, 2655, 41185, 39627, 15730, 15844, 14739, 8717, 1211, 2655, 38436, 16472, 13412, 16606, 21984, 8978, 9673, 5016, 46958, 25720, 25062, 18513, 46007, 20449, 3714, 9381, 3215, 2288, 10874, 16254, 3215, 4032, 8315, 28543, 10874, 16254, 3215, 4032, 2304, 3215, 2288, 3794, 3660, 8717, 28543, 10632, 10874, 16254, 41891], "avg_logprob": -0.10723039215686274, "compression_ratio": 1.5213675213675213, "no_speech_prob": 0.0, "words": [{"start": 2885.56, "end": 2886.12, "word": "نكتفي", "probability": 0.710693359375}, {"start": 2886.12, "end": 2886.78, "word": " بهذا", "probability": 0.96337890625}, {"start": 2886.78, "end": 2887.74, "word": " على", "probability": 0.7431640625}, {"start": 2887.74, "end": 2887.96, "word": " أن", "probability": 0.78515625}, {"start": 2887.96, "end": 2888.46, "word": " نلتقي", "probability": 0.97998046875}, {"start": 2888.46, "end": 2888.64, "word": " ان", "probability": 0.456298828125}, {"start": 2888.64, "end": 2888.9, "word": " شاء", "probability": 0.98193359375}, {"start": 2888.9, "end": 2889.18, "word": " الله", "probability": 0.94873046875}, {"start": 2889.18, "end": 2889.34, "word": " في", "probability": 0.9482421875}, {"start": 2889.34, "end": 2889.88, "word": " المحاضرة", "probability": 0.9620361328125}, {"start": 2889.88, "end": 2890.48, "word": " القادمة", "probability": 0.9928385416666666}, {"start": 2890.48, "end": 2890.8, "word": " مع", "probability": 0.9091796875}, {"start": 2890.8, "end": 2891.54, "word": " مصدر", "probability": 0.9962158203125}, {"start": 2891.54, "end": 2892.28, "word": " جديد", "probability": 0.9894205729166666}, {"start": 2892.28, "end": 2893.06, "word": " وناقد", "probability": 0.79736328125}, {"start": 2893.06, "end": 2894.16, "word": " جديد", "probability": 0.98876953125}, {"start": 2894.16, "end": 2894.98, "word": " ومدرسة", "probability": 0.9434407552083334}, {"start": 2894.98, "end": 2895.64, "word": " نقدية", "probability": 0.8810221354166666}, {"start": 2895.64, "end": 2896.62, "word": " جديدة", "probability": 0.9864908854166666}], "temperature": 1.0}], "language": "ar", "language_probability": 1.0, "duration": 2898.4075, "duration_after_vad": 2761.7999999999897}
\ No newline at end of file
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/tcJzejPmX2M_postprocess.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/tcJzejPmX2M_postprocess.srt
new file mode 100644
index 0000000000000000000000000000000000000000..faf30323a9b7599155e83ca0f5a20559647b02e2
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/tcJzejPmX2M_postprocess.srt
@@ -0,0 +1,1804 @@
+1
+00:00:21,160 --> 00:00:27,100
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:27,100 --> 00:00:31,800
+والصلاة والسلام على سيد المرسلين محمد وعلى آله
+
+3
+00:00:31,800 --> 00:00:38,960
+وصحبه ومن سار على هديه إلى يوم الدين وبعد السلام
+
+4
+00:00:38,960 --> 00:00:46,400
+عليكم ورحمة الله وبركاته وأهنئكم
+
+5
+00:00:46,400 --> 00:00:49,780
+بالصمود
+
+6
+00:00:53,490 --> 00:01:04,410
+وبالسلامة في هذه الجولة من جولات الصراع المتتابعة
+
+7
+00:01:04,410 --> 00:01:11,370
+مع ذاك العدو الصهيوني والتي أضحى لها أسماء لكي
+
+8
+00:01:11,370 --> 00:01:19,670
+نميز بعضها عن بعض من فرقان إلى سجيل الله يعلم ماذا
+
+9
+00:01:19,670 --> 00:01:21,270
+نسمي القادم
+
+10
+00:01:23,800 --> 00:01:31,260
+علينا أن ندرك أنها فصل من فصول متتابعة وأن الله قد
+
+11
+00:01:31,260 --> 00:01:38,700
+اختار الشعب الفلسطيني ليحيى في أرض الرباط ليبقى في
+
+12
+00:01:38,700 --> 00:01:45,200
+مصادمة مع هذا العدو إلى أن يتحقق وعد الله نحمد
+
+13
+00:01:45,200 --> 00:01:55,150
+الله رغم أن التكاليف باهظة والجراحستبقى مفتوحة
+
+14
+00:01:55,150 --> 00:02:05,170
+والإحساس بالألم سيبقى لفترة طويلة ومع ذلك نشعر
+
+15
+00:02:05,170 --> 00:02:10,330
+بفخر في هذه المرة أن المعادلة بدأت تشهد بعض
+
+16
+00:02:10,330 --> 00:02:17,870
+التغيير نصرنا في صمودنا أما المفهوم العام للنصر
+
+17
+00:02:17,870 --> 00:02:25,720
+فننتظره لأن النصر بالمفهوم العامهو أن نتقدم و أن
+
+18
+00:02:25,720 --> 00:02:31,740
+نستخلص ما أخذ مننا بالقوة الصمود لأننا اتعودنا على
+
+19
+00:02:31,740 --> 00:02:36,920
+هزائم العرب السابقة وهزائم أهلنا المتتابع منذ
+
+20
+00:02:36,920 --> 00:02:44,420
+النكبة حتى النكسة حتى حتى اليوم فقط نشعر بأننا
+
+21
+00:02:44,420 --> 00:02:49,060
+بدأنا نصل إلى الطريق الصحيح في هذه المعادلة وعد
+
+22
+00:02:49,060 --> 00:02:53,120
+الله نعرفه جميعاحينما أنبأنا النبي صلى الله عليه
+
+23
+00:02:53,120 --> 00:02:59,880
+وسلم أننا سنلتقي نحن و هذا العدو الصيوني و
+
+24
+00:02:59,880 --> 00:03:05,700
+سينطقوا الشجر
+
+25
+00:03:05,700 --> 00:03:12,740
+والحجر منبه للمسلم أنه مسلم خلفي يهودي إلا شجر
+
+26
+00:03:12,740 --> 00:03:19,070
+الغردق لأنه شجر اليهودلا أريد أن أقول إن أنا لست
+
+27
+00:03:19,070 --> 00:03:25,350
+من رجال السياسة ولكن كلمة كان لابد منها بعد ما
+
+28
+00:03:25,350 --> 00:03:32,750
+شهدناه سويا وعشناه سويا في هذه الرقعة الصغيرة من
+
+29
+00:03:32,750 --> 00:03:37,070
+العالم العلم
+
+30
+00:03:37,070 --> 00:03:46,340
+هو أبرز أسلحة شعب كشعبناطرد من أهله و ما زال يلاحق
+
+31
+00:03:46,340 --> 00:03:50,880
+هو السلاح الذي يصمد به لذلك نعود لمقاعد العلم
+
+32
+00:03:50,880 --> 00:03:57,160
+لنستكمل ما كنا قد توقفنا عنده و اظن ان اخر لقاء
+
+33
+00:03:57,160 --> 00:04:04,280
+لكنا كان مع امتحان مقرر النقد موعدنا اليوم ان شاء
+
+34
+00:04:04,280 --> 00:04:08,200
+الله مع كتاب أدب الكاتب
+
+35
+00:04:13,210 --> 00:04:25,130
+لابن قتيبة هذا الناقد الذي التقيناه من قبل وكان
+
+36
+00:04:25,130 --> 00:04:31,610
+يفترض أن نلتقيه في نقد النثر أكثر من مرة لأن
+
+37
+00:04:31,610 --> 00:04:36,590
+مجهودته في نقد النثر لم تتوقف عند حدود أدب الكاتب
+
+38
+00:04:36,590 --> 00:04:40,110
+رأينا
+
+39
+00:04:40,110 --> 00:04:45,700
+كتاب الشعر والشعراءواليوم أدب الكاتب الذي يعد رقم
+
+40
+00:04:45,700 --> 00:04:51,720
+من الأركان الأربعة التي أشار إليها بعض السلف من
+
+41
+00:04:51,720 --> 00:04:56,300
+أدبائنا وعلمائنا أنه أحد الأركان الأربعة لنشأة
+
+42
+00:04:56,300 --> 00:05:01,540
+الأدب و النحظة الأدبية وقبل
+
+43
+00:05:01,540 --> 00:05:05,560
+أن أفتح باب المشاركة إن كانت هناك بعض الطالبات
+
+44
+00:05:05,560 --> 00:05:13,610
+الجاهزات أريد أن أنوه أن هذا العنوانفتح شهية بعض
+
+45
+00:05:13,610 --> 00:05:19,490
+الكتاب والنقاد ان يصنعوا كتبا على غراره في ذلك
+
+46
+00:05:19,490 --> 00:05:28,710
+الزمن فلدينا ايضا كتاب بعنوان الكتاب لأبي بكر
+
+47
+00:05:28,710 --> 00:05:32,750
+الصولي ولدينا كتاب اخر بعنوان
+
+48
+00:05:40,890 --> 00:05:49,070
+على ما أظن الكتاب لإبن درستويه وكلهم
+
+49
+00:05:49,070 --> 00:05:55,310
+اجتهدوا في توجيه الكاتب ارشاده إلى طرق الكتابة
+
+50
+00:05:55,310 --> 00:06:00,190
+الصحيحة وأمدوه بالثقافة اللازمة والتوجيهات التي
+
+51
+00:06:00,190 --> 00:06:06,070
+ينبغي ان يراعيها سبقوا أنوات ان نقد النفسر في
+
+52
+00:06:06,070 --> 00:06:13,990
+معظمه يدخل في باب النقد التعليميذلك لأن خاصة نقد
+
+53
+00:06:13,990 --> 00:06:20,590
+الكتابة ذلك لأن الدووين وتوسع الدووين وحاجتها الى
+
+54
+00:06:20,590 --> 00:06:26,570
+جيش من الكتاب على اختلاف التخصصات استدعت اعداد هذا
+
+55
+00:06:26,570 --> 00:06:32,250
+الجيش حينما صرف ناشئة من الشباب الى علوم غير
+
+56
+00:06:32,250 --> 00:06:38,310
+الكتابة رأينا فيرة النقاد وحضهم على التوجه لتعلم
+
+57
+00:06:38,310 --> 00:06:46,400
+الكتابة كما سنلاحظابن قتيبة أيضا الذي سيثوره حينما
+
+58
+00:06:46,400 --> 00:06:49,140
+يلاحظ ولاع
+
+59
+00:06:52,360 --> 00:06:57,580
+الناشئة بالفلسفة وبعض مصطلحاتها وترديد هذه
+
+60
+00:06:57,580 --> 00:07:02,620
+المصطلحات دون الردراية بحقيقتها كالحديث عن الوجود
+
+61
+00:07:02,620 --> 00:07:07,760
+والعدم والفناء والبقاء هذه المصطلحات التي وصل
+
+62
+00:07:07,760 --> 00:07:14,580
+الفلسفة في التفكير حولها إلى حدود أو تخوم القفر
+
+63
+00:07:15,490 --> 00:07:20,870
+غيرت ابن قتيبة على ناشئة أبنائنا حفظته على لفة
+
+64
+00:07:20,870 --> 00:07:27,030
+أنظارهم إلى ضرورة التسلح أولا بكتاب الله بالتفقف
+
+65
+00:07:27,030 --> 00:07:31,990
+في كتاب الله ثم التسلح بالثقافة العربية الإسلامية
+
+66
+00:07:31,990 --> 00:07:38,810
+قبل أن ألتفت إلى ثقافات أخرى لكي أكون قادرا على
+
+67
+00:07:38,810 --> 00:07:41,530
+تمييز الجيد من الرديق
+
+68
+00:07:44,650 --> 00:07:50,830
+أفتحوا كالعادة باب المشاركة الأولى ستحدثنا أو تنعش
+
+69
+00:07:50,830 --> 00:07:55,990
+الذاكرة يجوز أننا في الثمانية أيام التي مرت حصل
+
+70
+00:07:55,990 --> 00:08:01,530
+لدينا بعض التشويش نريد أن نعيد التعرف على ابن
+
+71
+00:08:01,530 --> 00:08:09,430
+قتيبة الذي عرفناه من قبل من هو ابن قتيبة؟ متى ول
+
+72
+00:08:09,430 --> 00:08:11,230
+دوائين؟ و متى توفي؟
+
+73
+00:08:14,330 --> 00:08:20,720
+ابن Muslim ولد في بغدادولد في بغداد وقيل انه ولد
+
+74
+00:08:20,720 --> 00:08:24,980
+في الكوفة، ايضا هو لم يكن عربيا والده أصله فارسي
+
+75
+00:08:24,980 --> 00:08:29,160
+من مدينة مارون هنا كتاب أدب الكاتب لابن قطيبة
+
+76
+00:08:29,160 --> 00:08:32,780
+يعتبر من طلاعة كتب النقد .. يعتبر من طلاعة كتب
+
+77
+00:08:32,780 --> 00:08:36,260
+النقد التعليمية التي وضعها العلماء المحدثين من
+
+78
+00:08:36,260 --> 00:08:40,760
+الكتاب حتى يوجههم الوجهة الصحيحة ابن قطيبة في هذا
+
+79
+00:08:40,760 --> 00:08:45,140
+الكتاب خاطب فيها الكتاب الذين ضنوا بأنفسهم العلم
+
+80
+00:08:45,140 --> 00:08:49,830
+وهم جاهلين بهذا العلم، ايضا تحدث عن المتطولينالذين
+
+81
+00:08:49,830 --> 00:08:53,770
+نشروا بجهلهم على الناس والذين بصلوا المراتب العليا
+
+82
+00:08:53,770 --> 00:08:58,330
+دون استعداد لهذه المراتب ايضا تحدثت على ما ينبغي
+
+83
+00:08:58,330 --> 00:09:01,470
+وما يجب ان يكون عليه كاتب الديوان انت دخلتي الى
+
+84
+00:09:01,470 --> 00:09:05,330
+الحديث عن ماهية الكتاب وانا اريد ان تتوقفي عند
+
+85
+00:09:05,330 --> 00:09:10,790
+الحديث عن ابن قتيبة قبل الكتاب من هو ابن قتيبة؟ هو
+
+86
+00:09:10,790 --> 00:09:14,530
+عبد الله ابن مسلم ولد في بغداد وقيل انه ولد في
+
+87
+00:09:14,530 --> 00:09:19,490
+الكوفة ايضا هو لم يكن عربياأصوله هو عربي اللي
+
+88
+00:09:19,490 --> 00:09:25,130
+يتحدث العربية نعم ولكن
+
+89
+00:09:25,130 --> 00:09:30,430
+أين ترباه في حاضرة
+
+90
+00:09:30,430 --> 00:09:35,690
+العلم والعلماء في حاضرة العربية يكفي أن تعلمي أنه
+
+91
+00:09:35,690 --> 00:09:42,000
+كان قاضياوالذي يتولى القضاء في ذلك الزمن له مؤهلات
+
+92
+00:09:42,000 --> 00:09:48,320
+خاصة يعني بغى أن يكون قد أتقن علوم العربية ثم علوم
+
+93
+00:09:48,320 --> 00:09:57,560
+الشريعة والقرآن لكي يكون قادرا على تبصر آيات الذكر
+
+94
+00:09:57,560 --> 00:10:03,350
+الحكيم واستخلاص ما بيا من أحكام وتشريعاتوبالتالي
+
+95
+00:10:03,350 --> 00:10:08,510
+حينما نقول أصله نعم هذا لا ينبغي أن يخيل في عقول
+
+96
+00:10:08,510 --> 00:10:15,730
+الدارسين أنه أقل شأنه هو أكثر وأعلى شأنه هنا أسمحي
+
+97
+00:10:15,730 --> 00:10:20,550
+لي أن أشير إلى بعض التتار قبائل همجية تترية لا
+
+98
+00:10:20,550 --> 00:10:26,190
+تعرفوا عن العربية شيئا هاجمتنا وأحرقت حضارتنا
+
+99
+00:10:26,190 --> 00:10:30,210
+وتطولت علينا وماذا فعل
+
+100
+00:10:33,270 --> 00:10:37,930
+أبناءها حينما بقوا في حاضرة الإسلام والمسلمين
+
+101
+00:10:37,930 --> 00:10:44,890
+جذبهم الإسلام بجذبيته المقدسة فدخلوا فيه فأخلصوا
+
+102
+00:10:44,890 --> 00:10:56,760
+له فألفوا في علوم العربية وفي تفسير القرآنوبالتالي
+
+103
+00:10:56,760 --> 00:11:00,020
+لا ينبغي أن نقول أنهم أصلهم من القبائل الهمجية
+
+104
+00:11:00,020 --> 00:11:05,720
+التترية ونتخيل أنهم لن يضحوا بفعل الثقافة العربية
+
+105
+00:11:05,720 --> 00:11:10,400
+الإسلامية أكثر تأثيرا من بعض الخاملين من العرب من
+
+106
+00:11:10,400 --> 00:11:18,560
+الأصول العربية الأقحاح أود أذكر اللي كنا اسما أكيد
+
+107
+00:11:18,560 --> 00:11:26,400
+ترجعنا إلى كتابه لأنه مصدر النجوم الزاهرةفي ملوك
+
+108
+00:11:26,400 --> 00:11:32,400
+مصر والقاهرة ومن الموسوعات من مؤلفهم جمال الدين
+
+109
+00:11:32,400 --> 00:11:38,300
+ابن تغريبردي هذا مثال من عشرات الأمثلة إن أردت
+
+110
+00:11:38,300 --> 00:11:44,880
+الاستزادة فكتابنا في الأدب المملوكي والعثماني يعيج
+
+111
+00:11:44,880 --> 00:11:51,970
+بذلك حينما نذكر الأصل فقط للتذكير بالأصلأبن قتيبة
+
+112
+00:11:51,970 --> 00:11:58,430
+يقف على رأس مدرسة أهل السنة كما قلنا آنفا وقلنا
+
+113
+00:11:58,430 --> 00:12:05,830
+ليس له ند إلا من يقف على رأس مدرسة المعتزلة الجاحظ
+
+114
+00:12:05,830 --> 00:12:09,990
+حينما
+
+115
+00:12:09,990 --> 00:12:16,530
+نقول الكوفة أو بغداد هي الحواضر العلمية مع البصرة
+
+116
+00:12:16,530 --> 00:12:25,330
+هي حواضر العلم والعلماءهناك ولد وليس في مره الأسوء
+
+117
+00:12:25,330 --> 00:12:32,850
+من مره هذا ينبغي أن يكون حاضرا في أذهاننا ابن
+
+118
+00:12:32,850 --> 00:12:39,430
+قتيبة حينما نعرف به قلت إن من حقه علينا أن نقف
+
+119
+00:12:39,430 --> 00:12:44,540
+معاه أكثر من مرة و نحن ندرس نقد النثرله مؤلفات في
+
+120
+00:12:44,540 --> 00:12:49,200
+غريبة القرآن الكريم في تأويل مشكلة القرآن الكريم
+
+121
+00:12:49,200 --> 00:12:53,380
+في تأويل مشكلة الحديث النبوي في أعراب القرآن
+
+122
+00:12:53,380 --> 00:12:58,640
+الكريم هذا بالاضافة إلى كتبه الموسوعية الثقافية
+
+123
+00:12:58,640 --> 00:13:05,900
+ككتاب المعارف مثلا هذا
+
+124
+00:13:05,900 --> 00:13:11,400
+بعض التعريف بابن قتيبة الذي كان
+
+125
+00:13:13,280 --> 00:13:19,440
+رائدا كما قلت مؤثرا في من بعده سواء على صعيد أرائه
+
+126
+00:13:19,440 --> 00:13:25,660
+في الشعري والشعراء أو في النثري والأدباء ألان لك
+
+127
+00:13:25,660 --> 00:13:29,500
+أن تعرفي على ما هي الكتاب أدب الكاتب هو اعتبر
+
+128
+00:13:29,500 --> 00:13:33,140
+منطلعة كتب النقد التعليمية لتوضعها الألماء من أجل
+
+129
+00:13:33,140 --> 00:13:36,780
+توجيه الكتاب إلى الوجهة الصحيحة تحدث ابن قطيبة في
+
+130
+00:13:36,780 --> 00:13:40,320
+هذا الكتابعلى الكتابة الذين ضموا بأنفسهم العلم
+
+131
+00:13:40,320 --> 00:13:44,480
+ولكن هم جهلاء بهذا العلم ايضا تحدثوا عن المتطاولين
+
+132
+00:13:44,480 --> 00:13:47,860
+كشفة عن المتطاولين عن القيم الإسلامية الذين لا
+
+133
+00:13:47,860 --> 00:13:51,340
+يعرفون ما هي مكان هذه القيم الإسلامية تحدثت ايضا
+
+134
+00:13:51,340 --> 00:13:55,260
+عن ما ينبغي ان يكون عليه كاتب الديوان ايضا تحدثت
+
+135
+00:13:55,260 --> 00:13:58,420
+عن الخامي المتطاولين الذين قاموا بنشر جهلهم على
+
+136
+00:13:58,420 --> 00:14:02,300
+الناس وتوصلوا الى المراتب العليا دون استعداد لهذه
+
+137
+00:14:02,300 --> 00:14:08,880
+المراتب اجلس فيه على ورقة اسمك ورقبكأحياناً أنوح
+
+138
+00:14:08,880 --> 00:14:15,640
+بأن المتطفلين على موائد العلم والأدب والنقد كفر
+
+139
+00:14:15,640 --> 00:14:27,100
+هوا من البداية يحذر منهم ويوجههم هؤلاء
+
+140
+00:14:27,100 --> 00:14:30,720
+الجهلاء الذين يظنون أنهم امتلكوا ناصية العلم
+
+141
+00:14:33,840 --> 00:14:40,200
+وكأنه من البداية يريد أن يقول لنا إن أنا أجابه
+
+142
+00:14:40,200 --> 00:14:46,620
+بكتبي من تصدوا للعرب بالقول إن العرب لا يعرفون
+
+143
+00:14:46,620 --> 00:14:52,200
+التأليف المنهجي المنظم لو نظرنا في ما هي الكتاب
+
+144
+00:14:52,200 --> 00:14:58,420
+سنلاحظ أن الكتاب بني بدقة بدقة متناهية له خطة
+
+145
+00:14:58,420 --> 00:15:06,560
+ومنهج لهمقدمة تبين سبب تأليف الكتاب وخطة تشرحه كيف
+
+146
+00:15:06,560 --> 00:15:13,500
+سيسير في عرضه لقضايا الكتاب إذا عرف الإنسان الغاية
+
+147
+00:15:13,500 --> 00:15:20,360
+من فعله وأحسن التخطيط إليه وصل العمل مدقناً ابن
+
+148
+00:15:20,360 --> 00:15:27,980
+قتيبة خطط لهذا الكتاب أن يقع في مقدمة وأربعة أبواب
+
+149
+00:15:27,980 --> 00:15:34,570
+سماها كتبما زلنا في رحاب الحديث عن التقدمة ولم
+
+150
+00:15:34,570 --> 00:15:39,130
+نذكر منها إلا اليسير جدا أنا هنا أريد الإشارة
+
+151
+00:15:39,130 --> 00:15:45,950
+والتنبيه على منهجية التأليف عند العرب أنه كتاب في
+
+152
+00:15:45,950 --> 00:15:51,330
+غاية التنظيم والمنهجية أما الحديث عن ما هي الكتاب
+
+153
+00:15:51,330 --> 00:15:56,510
+ما زلنا في صدد الحديث عنها تفضلي
+
+154
+00:16:02,870 --> 00:16:08,050
+أبن كثيبة حتى يحقق هدفه قسم كتابه إلى مقدمة وأربعة
+
+155
+00:16:08,050 --> 00:16:12,550
+أبواب هي تقويم اللسان وتقويم اليد وكتاب النعرفة
+
+156
+00:16:12,550 --> 00:16:17,650
+وكتاب الأبنية ذاكرة تركزت في أهم باحث هذا الكتاب
+
+157
+00:16:17,650 --> 00:16:22,930
+وتوجيهات مؤلفه للكتاب في البداية سجل ما شهدوا من
+
+158
+00:16:22,930 --> 00:16:26,990
+ولوع الناشئين من الكتاب بالفلسفة والمنطق وعلوم
+
+159
+00:16:26,990 --> 00:16:30,730
+الأوائل وبين ما بها من مجفال العقيدة الإسلامية
+
+160
+00:16:31,020 --> 00:16:35,920
+أيضاً هاجم الذين يسعون إلى فصل الناشئة من الكتاب
+
+161
+00:16:35,920 --> 00:16:41,300
+عن لغة القرآن الكريم رأى بأنه الإغراق في استخدام
+
+162
+00:16:41,300 --> 00:16:49,080
+الألفاظ وهذا الذي حذر منه منذ أكثر من ألف عام ما
+
+163
+00:16:49,080 --> 00:16:55,650
+زلنا نتعرض له ويتعرض له أبنائنا اليومفي بعض
+
+164
+00:16:55,650 --> 00:17:00,490
+المؤتمرات التي كنت أحضر كنت أجد من يتحدث عن ضرورة
+
+165
+00:17:00,490 --> 00:17:05,390
+الانقطاع مع تراثنا ويرون أن هذا التراث أثبت في
+
+166
+00:17:05,390 --> 00:17:10,450
+العصر الحاضر أنه تراث مهزوم تتفوق أمريكا تتفوق
+
+167
+00:17:10,450 --> 00:17:14,570
+أوروبا فليه ما نعود للخلف لم يترك لنا الماضي شيئا
+
+168
+00:17:14,570 --> 00:17:22,160
+نعتز بيه هذا كلامحقيقة فيه الهدم والتطاول على
+
+169
+00:17:22,160 --> 00:17:28,660
+تاريخ أمة عريق ابن قتيبة في ذلك الزمن أيضا تصدى
+
+170
+00:17:28,660 --> 00:17:35,720
+لأمثال هؤلاء ورا أن الناشئة ينبغي أن ترتبط بفكرها
+
+171
+00:17:35,720 --> 00:17:43,340
+بدينها والذين يسعون إلى ربط هؤلاء ببريق الفلسفة
+
+172
+00:17:43,340 --> 00:17:45,020
+وبريق بعض العلوم
+
+173
+00:17:47,490 --> 00:17:54,470
+قبل إعدادهم والوثوق بمقدرتهم على تمييز الحسن من
+
+174
+00:17:54,470 --> 00:18:02,350
+الرديق وقف في وجوههم ليست وقفة الذي يحارب الثقافة
+
+175
+00:18:02,350 --> 00:18:08,610
+الأجنبية الأخرى بل وقفة الذي يريد أن يحسن البناء
+
+176
+00:18:08,610 --> 00:18:18,340
+بداية حظ على تعلم حظ على تعلم لغةوالتبحر في علوم
+
+177
+00:18:18,340 --> 00:18:25,060
+القرآن الكريم ثم بعد ذلك لا ضير من الاطلاع على
+
+178
+00:18:25,060 --> 00:18:31,280
+الفلسفة و الثقافات الأخرى بل هي تعد من متطلبات
+
+179
+00:18:31,280 --> 00:18:38,800
+الثقافة ولكن ينبغي أولا الثقافة الإسلامية العربية
+
+180
+00:18:38,800 --> 00:18:42,900
+الأصيلة اجلسي و قيدي اسمك
+
+181
+00:18:46,840 --> 00:18:55,380
+هل هناك من تريد المشاركة؟ تحذيره
+
+182
+00:18:55,380 --> 00:19:05,700
+على لسانه كما يقول فإذا سمع الغمر والحدث
+
+183
+00:19:05,700 --> 00:19:13,740
+الغر هنا إشارة إلى صفتين من صفات الشباب الناشئ
+
+184
+00:19:15,080 --> 00:19:20,940
+المغمور الذي لم يحقق علما ولا معرفة والغر هو
+
+185
+00:19:20,940 --> 00:19:34,820
+اليافع الصغير الذي يمكن أن يضلل إذا سمع حديث
+
+186
+00:19:34,820 --> 00:19:41,310
+الفيلسوفعن الكون والفساد وسمع الكيان والأسماء
+
+187
+00:19:41,310 --> 00:19:46,430
+المفردة والكيفية والكمية والزمان والدليل كل هذه
+
+188
+00:19:46,430 --> 00:19:50,670
+الأمور التي يعددها إبن قتيبة يقول إنه إذا سمع هذا
+
+189
+00:19:50,670 --> 00:19:57,850
+قد يولع به لأنه غير معزز بثقافته تعالى
+
+190
+00:20:05,190 --> 00:20:09,390
+بعد أن أوصى بضرورة التزود بالثقافة العربية
+
+191
+00:20:09,390 --> 00:20:17,070
+الإسلامية الأصيلة لم يهم الإبن قتيبا قيمة الثقافات
+
+192
+00:20:17,070 --> 00:20:20,070
+غير العربية بالعليا بالتضقيق والتمحيس والتخلص من
+
+193
+00:20:20,070 --> 00:20:24,230
+الذائف من هذه الثقافات وذكر للكتاب ما يستحب وما
+
+194
+00:20:24,230 --> 00:20:30,510
+يستكره في كتابهاتهم سواء ما يتصل بالأفكاربالأفكار
+
+195
+00:20:30,510 --> 00:20:34,350
+واختيار الألفاظ ومراعاة أحوال الناس والوضوح في
+
+196
+00:20:34,350 --> 00:20:41,170
+الأساليب وعدم التقليد والاتيان بالألفاظ اللطيفة
+
+197
+00:20:41,170 --> 00:20:46,410
+أدى من توجيهاته ما جاء مطالبته للكتاب بإدراك مواطن
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+198
+00:20:46,410 --> 00:20:51,450
+الضعف في أعقبتهم والعمل على تجاوزها وفي ذلك التأسي
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+199
+00:20:51,450 --> 00:20:57,630
+بواصف بنعطاء اللادب تعد عن حفر رأفيفي كتاباته لأنه
+
+200
+00:20:57,630 --> 00:21:04,090
+كان لذغته في حرف الراء يعني هو الكاتب قد لا تظهر
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+201
+00:21:04,090 --> 00:21:08,530
+قد لا يظهر هذا العيب في ما يكتب هذه يمكن من
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+202
+00:21:08,530 --> 00:21:14,330
+الملاحظات اللتي أخذها على ابن قتيبة يعني أنت أعطيت
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+203
+00:21:14,330 --> 00:21:18,530
+مثال المثال صحيح ولكن في غير موضعه أنت تتحدث
+
+204
+00:21:18,530 --> 00:21:20,350
+للكتاب وليس للخطابة
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+205
+00:21:23,430 --> 00:21:28,710
+لكن يجوز المثال أن يُخَذ بعموميته كما تخلص ذلك
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+206
+00:21:28,710 --> 00:21:32,710
+الخطيب من لفغته في حرف الراح حينما كان يُخاطب
+
+207
+00:21:32,710 --> 00:21:39,050
+الناس فيحضوا الكتاب أن يتخلصوا مما بهم من عيوب
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+208
+00:21:39,050 --> 00:21:43,550
+طبعا واصل ابن عطاء كما هو معلوم لكنا تخلص من ذلك
+
+209
+00:21:43,550 --> 00:21:51,070
+العيب بسعة علمه ووفرة حفظهحتى استطاع ان يتجنب
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+210
+00:21:51,070 --> 00:21:58,170
+الرأى ويتجنب كل كلمة فيها الرأى ايضا
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+211
+00:21:58,170 --> 00:22:03,590
+نبه على الكتاب ان يراعوا احوال المكتوب فيختاروا
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+212
+00:22:03,590 --> 00:22:06,970
+الرفيع من الكلام لرفيع من الناس المكتوب عليهم
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+213
+00:22:06,970 --> 00:22:14,370
+اسكتوني اسمك واجلسين ابن
+
+214
+00:22:14,370 --> 00:22:21,970
+قتيبة نتدرج معاهكما قلت سنلاحظ تشابك أجزاء الكتاب
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+215
+00:22:21,970 --> 00:22:28,490
+جزء يؤدي إلى الآخر هذه التقدمة بتسلسليها في
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+216
+00:22:28,490 --> 00:22:39,490
+البداية يبدأ بتنبيهنا مما ينبغي الابتعاد عنه ثم
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+217
+00:22:39,490 --> 00:22:46,000
+بعد ذلك ما ينبغي الأخذ به والتسلح بهثم بعد ذلك
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+218
+00:22:46,000 --> 00:22:52,500
+نراه لا يهمل قيمة العقل الذي ينبغي أن يميز به
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+219
+00:22:52,500 --> 00:22:59,880
+الإنسان السيء من الجيد ثم لا يهمل قيمة القريحة
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+220
+00:22:59,880 --> 00:23:07,120
+الطبع الموهبة الاستعداد الفطري الكتابة ليست قرار
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+221
+00:23:07,120 --> 00:23:18,880
+أنا قررت أن أصبح كاتبا لابدمن استعداد فطري لديه ثم
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+222
+00:23:18,880 --> 00:23:25,520
+بعد ذلك تأتي الثقافة وكما
+
+223
+00:23:25,520 --> 00:23:33,480
+تنبه من سبقه إلى ضرورة اغتنام لحظة الإبداع وصفاء
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+224
+00:23:33,480 --> 00:23:39,940
+هذه القريحة او الموهبة تنبه ابن قتيبة ورأى ان
+
+225
+00:23:39,940 --> 00:23:52,730
+القليل مع صفاءالذهن كثير بأمر الله ثم بعد ذلك أراد
+
+226
+00:23:52,730 --> 00:23:59,050
+أن لا يقال أنه يحجب الكتاب عن الثقافات الأجنبية
+
+227
+00:23:59,050 --> 00:24:07,230
+فعاد ونبه أنه لم يذهب إلى هذا بل أراد هذا مع
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+228
+00:24:07,230 --> 00:24:14,000
+الناشئةوإن تسلحوا بثقافتهم وعلمهم الأصيل فينبغي أن
+
+229
+00:24:14,000 --> 00:24:27,760
+يحيطوا بما حولهم من علوم ومعارف طبعا
+
+230
+00:24:27,760 --> 00:24:32,820
+كما قالت زميلته كنا من القضايا والتوجيهات التي
+
+231
+00:24:32,820 --> 00:24:36,800
+وجهنا اليها ضرورة
+
+232
+00:24:38,590 --> 00:24:46,270
+التناسق بين أقسام الرسالة شكلًا وموضوعًا على صعيد
+
+233
+00:24:46,270 --> 00:24:53,530
+الموضوع ضرورة مراعاة أحوال المخاطبين ألا تكون
+
+234
+00:24:53,530 --> 00:24:59,990
+الصيغة تقليدية هناك صيغة كموضوع الإنشاء الذي يحفظه
+
+235
+00:24:59,990 --> 00:25:04,850
+الطالب ويصلح لكل مجالكان بعض الكتاب يرددها في
+
+236
+00:25:04,850 --> 00:25:09,910
+رسالة الوعيد يبدأ بالدعاء للمخاطب وفي منتصف
+
+237
+00:25:09,910 --> 00:25:14,690
+الرسالة قد يتوعده بالثبور أو بالقتل وسوء المصير
+
+238
+00:25:14,690 --> 00:25:21,990
+هذا لا يجوز هذا تناقض لذلك رأى ضرورة المواقمة
+
+239
+00:25:21,990 --> 00:25:22,950
+بينها
+
+240
+00:25:27,660 --> 00:25:32,600
+موضوع الرسالة، الفاظ الرسالة، معاني الرسالة، مقام
+
+241
+00:25:32,600 --> 00:25:37,800
+المرسل إليه، موضوع الخطاب نفسه، أمور اللي ينبغي أن
+
+242
+00:25:37,800 --> 00:25:42,660
+انا أكتب لملك، الرفيع له اللفظ الرفيع والمعنى
+
+243
+00:25:42,660 --> 00:25:48,720
+الشريف، لا أنا أكتب للملك مهدداً، سيختلف الأمر
+
+244
+00:25:48,720 --> 00:25:53,280
+إذا، ليس له الرفيع من الألفاظ ولا الشريف من
+
+245
+00:25:53,280 --> 00:25:58,250
+المعانيهنا ما ينبّه إليه مراعاة نقطة الخطاب والحال
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+246
+00:25:58,250 --> 00:26:05,190
+عملية تدخل فيها عدة عناصر أنا أكتب باسم من ولمن
+
+247
+00:26:05,190 --> 00:26:09,930
+وما هو الموضوع هذه أمور ينبغي أن يراعيها الكاتب
+
+248
+00:26:09,930 --> 00:26:15,430
+كما يقول أن يراعوا أحوال المكتوب إليهم فيختار رفيع
+
+249
+00:26:15,430 --> 00:26:20,170
+الكلام للرفيع من الناس والخسيس من الكلام للخسيس من
+
+250
+00:26:20,170 --> 00:26:25,870
+الناسوهنا لا نقول الخسيس بمعنى وضيع الطبقة
+
+251
+00:26:25,870 --> 00:26:31,110
+والمكانة لا كلكم سواسي ويعلم ابن قتيب هذا ولكن
+
+252
+00:26:31,110 --> 00:26:37,850
+الخسة تتصل بالسلوك والسيرة وليست بالفقر والغناء
+
+253
+00:26:37,850 --> 00:26:43,450
+والمرتبة الاجتماعيةخشية أنها تسرب إلى عقول كنة أن
+
+254
+00:26:43,450 --> 00:26:47,290
+هذا العالم الجليل الذي دخل العلوم القرآني والحديث
+
+255
+00:26:47,290 --> 00:26:52,290
+يميز بين طبقات الناس حسب أقدارهم الاجتماعية لا ليس
+
+256
+00:26:52,290 --> 00:26:58,970
+الأمر كذلك أيضا
+
+257
+00:26:58,970 --> 00:27:02,570
+يحذروا من الوقوع في الأخطاء المعنوية التي تصيب
+
+258
+00:27:02,570 --> 00:27:03,090
+المعنى
+
+259
+00:27:06,340 --> 00:27:14,820
+يعني ان يتابعوا خطابات تقليدية اذكروا منذ عقد او
+
+260
+00:27:14,820 --> 00:27:21,280
+عقد دين كانت هناك كتب تباع في المكتبات تحت عنوان
+
+261
+00:27:21,280 --> 00:27:28,260
+فن المرسلات يكتبوا البعض رسائل في الحب رسائل في
+
+262
+00:27:28,260 --> 00:27:34,610
+التعزية رسائل في كذاوتجد أن هذا الكتاب يأخذه الناس
+
+263
+00:27:34,610 --> 00:27:40,790
+وينقلون منه رسائلهم هو يحذر من مثل هذا أن تأخذ
+
+264
+00:27:40,790 --> 00:27:47,930
+صيغة تقليدية لخطاب لا تناسبهكما يقول وربما صدر
+
+265
+00:27:47,930 --> 00:27:54,330
+الكاتب كتابه بأكرمك الله وأبقاك أي بالدعاء للمخاطب
+
+266
+00:27:54,330 --> 00:28:03,010
+فإذا توسط كتابه وعدد على المكتوب إليه ذنوبا له قال
+
+267
+00:28:03,010 --> 00:28:10,870
+فلعنك الله وأخذاك كيف هذا؟ في رسالة واحدة حفظك
+
+268
+00:28:10,870 --> 00:28:19,020
+وأبقاك ثم لعنك وأخذاكهذا ما يريد أن ينبه إليه فكيف
+
+269
+00:28:19,020 --> 00:28:22,900
+يكرمه الله ويلعنه ويخزيه في حاله وكيف يجمع بين
+
+270
+00:28:22,900 --> 00:28:29,640
+هذين في كتاب واحد قد يخاطب مخاطب مرة بالدعاء له
+
+271
+00:28:29,640 --> 00:28:35,100
+والإحسان ومرة يكون مسيئا فيخاطب بالوعيد والانذار
+
+272
+00:28:36,370 --> 00:28:41,210
+لكن في حال واحدة هذا الخطأ الذي حذر من الوقوع فيه
+
+273
+00:28:41,210 --> 00:28:46,390
+وانا قلت سبب الوقوع فيه هو التقليد مجارات السابقين
+
+274
+00:28:46,390 --> 00:28:51,330
+السابق اعتاد ان يصدر الرسالة بالدعاء صيغة نعم نحن
+
+275
+00:28:51,330 --> 00:28:55,390
+وحينما نتحدث ان شاء الله عن بناء الرسالة سنجد انه
+
+276
+00:28:55,390 --> 00:29:01,400
+من شروطالتقدمة بعد الحمد لله والثناء عليه والصلاة
+
+277
+00:29:01,400 --> 00:29:05,540
+والتسليم على سيدنا محمد عليه الصلاة والسلام لابد
+
+278
+00:29:05,540 --> 00:29:15,040
+من ذكر المخاطب إذا كان خطابه فيه مودة أو ندية لابد
+
+279
+00:29:15,040 --> 00:29:21,620
+من الدعاء للمخاطب لكن
+
+280
+00:29:21,620 --> 00:29:26,460
+ليس في كل الحالات هذا الذي ينبه إليك
+
+281
+00:29:29,920 --> 00:29:36,060
+ثم بعد ذلك نراه يميل إلى تعريف البلاغة ونحن نعرف
+
+282
+00:29:36,060 --> 00:29:41,600
+أن هناك تعريفات كثرة هو يميله إلى التعريف الذي
+
+283
+00:29:41,600 --> 00:29:47,280
+يناسب الكتابة أو فن الكتابة إذا كان الإيجاز هو سمت
+
+284
+00:29:47,280 --> 00:29:52,280
+الرسائل الرسمية جميعا وأقصد بالرسمية التي تدور في
+
+285
+00:29:52,280 --> 00:29:56,780
+الديوان ومن الديوان وإلى الديوان أي لرجالات الدولة
+
+286
+00:29:57,510 --> 00:30:03,570
+فانا مجالة معها للإسهابي واستعراض البراعة في
+
+287
+00:30:03,570 --> 00:30:10,370
+الكتابة وبالتالي الإيجاز فهو يرى أن أيصر تعريف
+
+288
+00:30:10,370 --> 00:30:16,290
+للبلاغة هو وجود هو الإيجاز في غير خطل أي وصول
+
+289
+00:30:16,290 --> 00:30:23,550
+المعنى بأقصر الطرق وأسلم الطرقأما إذا كانت الرسالة
+
+290
+00:30:23,550 --> 00:30:29,810
+في النواحي الاجتماعية فيستحب فيها الإطالة نسبيا
+
+291
+00:30:29,810 --> 00:30:45,090
+وبالتالي الإسهاب وأيضا في غير خطأ أو خطل ما
+
+292
+00:30:45,090 --> 00:30:54,480
+ليه بعضمشتملة عليه مقدمة الكتاب وهي كما أرى
+
+293
+00:30:54,480 --> 00:31:02,760
+توجيهات نقدية قيمة لعلها أهم في الكتاب ولأن ابن
+
+294
+00:31:02,760 --> 00:31:07,220
+قتيبة يخشى
+
+295
+00:31:07,220 --> 00:31:17,290
+على الناشئةمن الضلال أراد أن يضع الثقافة المرادة
+
+296
+00:31:17,290 --> 00:31:22,810
+لهم بين أيديهم فكانت في الأبواب الأربعة من الكتاب
+
+297
+00:31:22,810 --> 00:31:34,820
+و سنلاحظ التسلسل طبعا كلمة كتاباستخدمها القدماء
+
+298
+00:31:34,820 --> 00:31:39,240
+وقصدوا بيها الفصل او الباب وقد رأينا عند الجاحف
+
+299
+00:31:39,240 --> 00:31:44,880
+قبل ذلك كتاب العصار في داخل كتابه البيان والتبيين
+
+300
+00:31:44,880 --> 00:31:52,180
+وبالتالي حينما نقول كتاب فهي بمعنى باب او فصل في
+
+301
+00:31:52,180 --> 00:31:55,780
+ترتيبه لهذه الأبواب بعد التقلمة والتوجيهات وما
+
+302
+00:31:55,780 --> 00:31:59,640
+ينبغي والحد على ضرورة التخلُح بالثقافة الإسلامية
+
+303
+00:31:59,640 --> 00:32:04,870
+العربية الأصيلةأراد أن يضع هذه الثقافة بين أيدي
+
+304
+00:32:04,870 --> 00:32:14,610
+الكتاب وكأنه يريد أن يغنيهم عن الضمك في البحث عن
+
+305
+00:32:14,610 --> 00:32:21,250
+ألوان الثقافة في كتب أخرى في ذلك الزمان الذي كانت
+
+306
+00:32:21,250 --> 00:32:25,690
+أدوات ووسائل البحث عن المعرفة فيه صعبة والسفر من
+
+307
+00:32:25,690 --> 00:32:33,100
+مكان لمكان عبر وسائل بدائية في السفرأول كتاب أو
+
+308
+00:32:33,100 --> 00:32:40,220
+أول باب كان كتاب المعرفة كما نرى في عنوانه كأنه
+
+309
+00:32:40,220 --> 00:32:48,500
+يقدم في البداية ثقافة عامة شمولية للكتاب طبعا هو
+
+310
+00:32:48,500 --> 00:32:54,320
+بعد ذلك سنرى قدام ابن جحفر يستلهم منه هذه الفكرة
+
+311
+00:32:54,320 --> 00:33:01,390
+فكرة تقديم الثقافة للكتاب وسيصنع لنا كتابابخمن
+
+312
+00:33:01,390 --> 00:33:10,730
+عنوانه الخراج وصناعة الكتابة قدامى بعد ذلك سيرى ان
+
+313
+00:33:10,730 --> 00:33:15,670
+كاتب الخراج مظلوم يحتاج إلى علم الحساب وانا وانا
+
+314
+00:33:15,670 --> 00:33:21,150
+كما قدمنا قدامى هو صاحب مؤلفات في الحساب والمنطق
+
+315
+00:33:21,150 --> 00:33:29,180
+وبالتالي يرى ان يمد الكاتب بثقافته في الحسابهنا
+
+316
+00:33:29,180 --> 00:33:34,040
+يُعطي ثقافة عامة ليست تخصصية أي ليست لكاتب بعينه
+
+317
+00:33:34,040 --> 00:33:40,060
+نحن نعلم أن الكتابة فيها تخصص هناك كاتب الجد هناك
+
+318
+00:33:40,060 --> 00:33:46,350
+كاتب الإنشاء هناك كاتب الخراجكل كاتب يحتاج إلى
+
+319
+00:33:46,350 --> 00:33:51,510
+ثقافة عامة ثم التخصص في الفرع الذي بدأ يكتب فيه
+
+320
+00:33:51,510 --> 00:33:56,670
+هنا ابن قتيبة يخص الكتاب جميعا لأنه يكتبوا لتعليم
+
+321
+00:33:56,670 --> 00:34:02,550
+ناشئة الكتاب وتوجيههم كما قلنا نقد تعليمي توجيهه
+
+322
+00:34:02,550 --> 00:34:08,830
+ولذلك يعطينا ثقافة عامة بعنوان المعرفة
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+323
+00:34:12,740 --> 00:34:18,480
+طبعا هذا الذي سماه كتاب قسمه إلى أبواب كما نقسم
+
+324
+00:34:18,480 --> 00:34:23,820
+اليوم نحن الفصل إلى مباحث أو الباب إلى فصول أو
+
+325
+00:34:23,820 --> 00:34:31,100
+المبحث إلى مطالب يعني
+
+326
+00:34:31,100 --> 00:34:36,200
+مثلا من الأمور التي اهتم بها وما زال الاهتمام بها
+
+327
+00:34:36,200 --> 00:34:41,380
+حتى يومناها الأخطاء
+
+328
+00:34:41,380 --> 00:34:55,650
+الشائعةالتي ما زلنا حتى اليوم نقع فيها ما
+
+329
+00:34:55,650 --> 00:35:00,970
+يضعه الناس في غير موضعه وفيه باب للحديث عن أصول
+
+330
+00:35:00,970 --> 00:35:06,350
+أسماء الناس وباب للحديث عن الخيل وعيوبها واخر
+
+331
+00:35:06,350 --> 00:35:10,930
+للاشربة إلى آخر هذه الأبواب التي تتصل بمعارفهم أنا
+
+332
+00:35:10,930 --> 00:35:11,330
+ذاك
+
+333
+00:35:14,950 --> 00:35:24,430
+بعد العموم يبدأوا التخصيص كتاب تقويم اليد حينما
+
+334
+00:35:24,430 --> 00:35:29,850
+نقول هو عبارة عن دروس في النحو لا نقصده النحو
+
+335
+00:35:29,850 --> 00:35:34,930
+بعمومه بل نقصده ما يسمى في لغتنا اليوم تبسيط أو
+
+336
+00:35:34,930 --> 00:35:43,550
+تيسير النحو كأنه يعطي وجبة ميسورة للكتاب تعينهمعلى
+
+337
+00:35:43,550 --> 00:35:50,290
+إتقان صناعتهم كالف
+
+338
+00:35:50,290 --> 00:35:57,030
+الوصل والف القطع التي ما زال بعض المتعلمين يقع
+
+339
+00:35:57,030 --> 00:36:02,470
+فيها ولا يدري متى تكون وصلا و متى تكون فصلافما بقى
+
+340
+00:36:02,470 --> 00:36:07,690
+لنا إذا التقى الوصول للهنزو مع الاستفهام إذا كذا
+
+341
+00:36:07,690 --> 00:36:12,970
+وحسب دفكتها إذا جاءت الهنزو مع ابن وأحوالها الابن
+
+342
+00:36:12,970 --> 00:36:18,790
+ينبغي أن يكون السابق أبن واللاحق ابنا أم تجوز في
+
+343
+00:36:18,790 --> 00:36:23,770
+كل الحالات هذا خطأ المختص اليوم يقع فيه يعني أذكر
+
+344
+00:36:23,770 --> 00:36:31,180
+أنأحد الذين يتابعون كتبي سجل علي أخطاء وأرسل لي
+
+345
+00:36:31,180 --> 00:36:38,820
+رسالة المنتصر عجبني كتابكم الموسوم بعنوان كذا وهو
+
+346
+00:36:38,820 --> 00:36:44,320
+كتاب رائع أفدته منه وأنا أكتب الدكتوراه ولكن لاحظت
+
+347
+00:36:44,320 --> 00:36:52,020
+يا أستاذي كثرة الأخطاء فيه خاصة في همزة ابنه أنا
+
+348
+00:36:52,020 --> 00:37:00,000
+أخطأ في ابنه؟ ربماوحينما بدأ يعدد شعرت بهذا الجهل
+
+349
+00:37:00,000 --> 00:37:06,500
+اللذي يسود حتى الذين يتخصصون حينما أضعها ينبغي أن
+
+350
+00:37:06,500 --> 00:37:13,680
+ينتبه القارئ حينما أتحدث عن فلان فالاسم التالي ليس
+
+351
+00:37:13,680 --> 00:37:22,280
+اسم الأب بل هو اسم العائلة لما
+
+352
+00:37:22,280 --> 00:37:22,880
+أقول
+
+353
+00:37:26,370 --> 00:37:31,790
+أي اسم نقول
+
+354
+00:37:31,790 --> 00:37:42,150
+مثلا ابن قتيبة لما أقول محمد ابن قتيبة أضعه
+
+355
+00:37:42,150 --> 00:37:50,930
+غمزة قطح لماذا؟ لأن أبوه ليس قتيبة لأنبه القارئهو
+
+356
+00:37:50,930 --> 00:37:57,930
+تعتاد أن الكتاب لا يميزونا في هذا الأمر دائما خلاص
+
+357
+00:37:57,930 --> 00:38:05,510
+إذا وقعت بين اسمين تحذف القاعدة غير ذلك يعني إذا
+
+358
+00:38:05,510 --> 00:38:12,250
+وقعت بين اسمين الأول ابن والثاني أب نعم تحذف طيب
+
+359
+00:38:12,250 --> 00:38:18,730
+الأول ابن والثاني أم تثبت عيسى ابنه مريم
+
+360
+00:38:20,840 --> 00:38:26,440
+ولكن لم تكتمل القاعدة القاعدة تقول أولهما ابن
+
+361
+00:38:26,440 --> 00:38:34,680
+والثاني أب مريم ليست أبا وبالتالي نثبت نثبت
+
+362
+00:38:34,680 --> 00:38:41,580
+القاعدة يعني الراجل يثقفنا لأننا نكتب هنا و لا
+
+363
+00:38:41,580 --> 00:38:45,400
+نتكتب ليس للخطباء للكتاب وبالتالي يعلمهم أخطاء
+
+364
+00:38:45,400 --> 00:38:51,440
+شائعة في الكتابة وأنا أتيته بمثالمن كتابه و ذكر
+
+365
+00:38:51,440 --> 00:38:56,520
+الكثير من أشكال هذه الأخطاء و لو كان لدينا وعي
+
+366
+00:38:56,520 --> 00:39:02,520
+لاتجهنا اليه لنفيد منه كثير من الذين يكتبون اليوم
+
+367
+00:39:02,520 --> 00:39:07,240
+كتبا عن الأخطاء الشيعة يعودون للقدماء مثالي من
+
+368
+00:39:07,240 --> 00:39:10,980
+قتيبة ومن تبعه ومن من تحدثوا في هذا الجانب
+
+369
+00:39:23,700 --> 00:39:32,300
+مفش بن في كل الحالات نقول بن حتى وإن لم تكن تنطق
+
+370
+00:39:32,300 --> 00:39:37,850
+هو ابنفي الكتابة يعني طب همست الواصل قولت حضرتك
+
+371
+00:39:37,850 --> 00:39:42,270
+انه لما ان تبقى موجودة بتبقى انه اسم العيلة طب
+
+372
+00:39:42,270 --> 00:39:50,190
+وسلام عائلة ام؟ لأ مش الأب وإن كانت غير مثبتة
+
+373
+00:39:50,190 --> 00:39:55,390
+لاعتياد الكتاب الناشرين على حسيها على اعتبار ان
+
+374
+00:39:55,390 --> 00:40:01,470
+الكاتب أخطأ انا أقول جارة العادة وهو أخطأ شائعة
+
+375
+00:40:01,470 --> 00:40:03,930
+شائعة يعتاد الناس عليها
+
+376
+00:40:08,790 --> 00:40:13,990
+تحدث عن التذكير التاني فكثير من الأخطاء التي نقعوا
+
+377
+00:40:13,990 --> 00:40:19,070
+فيها معنى ذلك انتقل إلى الكتاب الثالث وهو تقطويم
+
+378
+00:40:19,070 --> 00:40:28,830
+اللسان وهو كتاب يعطي دروس في علم اللغة وعلم
+
+379
+00:40:28,830 --> 00:40:31,650
+الأصوات على وجه الخصوص
+
+380
+00:40:34,920 --> 00:40:40,020
+للكتاب ليجودوا الأساليب يعطيهم مثلا في الأصوات
+
+381
+00:40:40,020 --> 00:40:45,620
+كيفية نحت الكلمة من ناحية الصوتية كيف تجمع الأصوات
+
+382
+00:40:45,620 --> 00:40:52,300
+فتصبح مشوقة وكيف تجمع فتكون منفرة ولذلك دراسة خواص
+
+383
+00:40:52,300 --> 00:40:58,360
+الأصوات وكيفية تعليف الكلام والذي نرأ مثله في حديث
+
+384
+00:40:58,360 --> 00:41:03,480
+ابن سنان الخفاجي بعد ذلك يتطور ليعطي شروط الفصاحة
+
+385
+00:41:04,490 --> 00:41:12,530
+شروط فصاحة المفردة العشرة المعروفة من
+
+386
+00:41:12,530 --> 00:41:17,110
+الأخطاء طبعا التي وقع فيها الناس نذكر بعض النماذج
+
+387
+00:41:17,110 --> 00:41:22,350
+كترك همز بعد بعض الحروف أو إبدال الهمز أو همز ما
+
+388
+00:41:22,350 --> 00:41:26,010
+لا يهمز و كذلك أتحدث عن حركات الحروف وأخطاء العوام
+
+389
+00:41:26,010 --> 00:41:33,430
+في تحريك الساكن أو تسكين المتحرك وغير ذلكالكتاب
+
+390
+00:41:33,430 --> 00:41:38,930
+الرابع كتابه الأبنية لاحظت من التدرج في الثقافة
+
+391
+00:41:38,930 --> 00:41:50,270
+أولا التعميم ثقافة عامة معرفة بعد ذلك تخصيص وأشكال
+
+392
+00:41:50,270 --> 00:41:55,910
+التخصيص مترابطة متدرجة الآن نصل إلى الشكل الأخير
+
+393
+00:41:55,910 --> 00:42:04,390
+وهو في علم الصرفكأنه رأى بعض الذين نحتوا بعض
+
+394
+00:42:04,390 --> 00:42:14,170
+الألفاظ نحتا خاطئا وجرت على الأسماء يعني
+
+395
+00:42:14,170 --> 00:42:23,170
+حتى يومنا هذا هناك من ينحت بعض الألفاظنسمع الخطيب
+
+396
+00:42:23,170 --> 00:42:29,170
+المفوّه السياسي فلان يقول وقد جيّرت حركة كذا
+
+397
+00:42:29,170 --> 00:42:35,990
+الانتصار لصالحها وقد جيّر الأديب فلان نتائج كذا
+
+398
+00:42:35,990 --> 00:42:43,150
+للاستدلال بكذا جيّره جيّره من الجير أكان يعمل في
+
+399
+00:42:43,150 --> 00:42:51,010
+الدهان هذا نحتوى الخاطرلذلك يعطي ثقافة فيها تنوع
+
+400
+00:42:51,010 --> 00:42:57,670
+وبساطة لكي يحسن الكتاب استخدامها والإفادة منها
+
+401
+00:42:57,670 --> 00:43:09,290
+كتاب كهذا ينصح بيه وهو من أنضج الكتب التي تحدثت عن
+
+402
+00:43:09,290 --> 00:43:11,910
+فن الكتابة بشكل عام
+
+403
+00:43:15,690 --> 00:43:23,650
+يعني يعدوا قاعدة ل الكتابة بكل تخصصاتها وأوجهها
+
+404
+00:43:23,650 --> 00:43:33,370
+وكيفية إعداد الكاتب نفسه لتولي هذه المهمة الكاتب
+
+405
+00:43:33,370 --> 00:43:40,870
+كما قلنا في أعلى مكانة مكانتهم بعد الخلفاء
+
+406
+00:43:40,870 --> 00:43:46,200
+والرؤساء والملوكهم يجالسون الخلفاء والملوك لذلك
+
+407
+00:43:46,200 --> 00:43:55,220
+رأينا كيف يوصي هو وغيره بضرورة حسن المظهر وحسن
+
+408
+00:43:55,220 --> 00:44:05,540
+الرائحة وطيب السمحة هذه المكانة العاليةتستدعي أداد
+
+409
+00:44:05,540 --> 00:44:10,960
+جيش ليقوم بالمهمة التي تقوم بها لأنهم يكتبون في
+
+410
+00:44:10,960 --> 00:44:15,940
+تصرف أمور الدولة في كل أوجهها أنا قلت في بداية
+
+411
+00:44:15,940 --> 00:44:20,280
+حديثي عن الناثر أن بعض الكتاب جرى الدولة للهاوية
+
+412
+00:44:20,280 --> 00:44:25,940
+بسوء كتابته وسوء تدبيره فعلى الكاتب تلقى مهام
+
+413
+00:44:25,940 --> 00:44:34,430
+جسيمة وبالتالي رأينا اهتمام غير ناقدبالكتاب وكيفية
+
+414
+00:44:34,430 --> 00:44:39,410
+إعداد الكتاب الكتاب
+
+415
+00:44:39,410 --> 00:44:45,410
+في نهاية المقام أسس لمجموعة كبيرة من الكتب التلاتة
+
+416
+00:44:45,410 --> 00:44:50,510
+منها حملت نفس العنوان وهناك بعض الكتب كانت في
+
+417
+00:44:50,510 --> 00:44:56,950
+الأخطاء الشائعة بعضها في الألفاظ السلطانيةألفاظ
+
+418
+00:44:56,950 --> 00:45:00,790
+كتابية كتب كثيرة الهنداني عمل الألفاظ الكتابية
+
+419
+00:45:00,790 --> 00:45:05,450
+هناك الألفاظ السلطانية بدأ يجتهد المجتهدون في
+
+420
+00:45:05,450 --> 00:45:10,170
+تخصيص الثقافة ما يليق من لفظ للسلاطين ما يليق من
+
+421
+00:45:10,170 --> 00:45:17,510
+ألفاظ في الكتابة ما لا يليق وهكذا في
+
+422
+00:45:17,510 --> 00:45:22,170
+ميزان النقد انتهينا منها بهذا الشكل يكفي أن
+
+423
+00:45:24,130 --> 00:45:28,450
+نعدّد أقسام الكتاب ونرى أنه اجتمل على توجيهات
+
+424
+00:45:28,450 --> 00:45:35,270
+رائعة في مقدمته واجتمل على أربعة أبواب أو أقسام
+
+425
+00:45:35,270 --> 00:45:43,130
+فيها معظم ما يحتاج إليه الكاتب من ثقافة تخصصية
+
+426
+00:45:43,130 --> 00:45:50,670
+صيغة بطريقة يسيرة بطريقة تسهل على الكتاب الإفادة
+
+427
+00:45:50,670 --> 00:45:51,190
+منها
+
+428
+00:45:53,930 --> 00:46:00,010
+هل هناك أي استفسار؟ طبعا
+
+429
+00:46:00,010 --> 00:46:05,930
+بعد ذلك لن استرسل في استعراض مكتبة نقد النثر لقد
+
+430
+00:46:05,930 --> 00:46:09,830
+قرى في العقول بعد هذا العرض البسيط أن المكتبة
+
+431
+00:46:09,830 --> 00:46:18,460
+كبيرة و عامرة أليس كذلك؟ بلى؟يعني تقدمنا بعض الكتب
+
+432
+00:46:18,460 --> 00:46:24,460
+التي ترد على الذين شككوا في وجود مكتبة لنقد النثر
+
+433
+00:46:24,460 --> 00:46:29,080
+عند العرب أما أسماء الكتب فذكرنا العشرات وأحيل هنا
+
+434
+00:46:29,080 --> 00:46:34,260
+إلى كتابنا المعنون باسم نقد النثر في تراث العرب
+
+435
+00:46:34,260 --> 00:46:39,200
+النقني وهو كتاب طبعته الهيئة المصرية العامة للكتاب
+
+436
+00:46:39,200 --> 00:46:46,300
+وموزع في الوطن العربي بأسره فيهكل كتب نقد النثر
+
+437
+00:46:46,300 --> 00:46:52,800
+وشرح واستخلاص لما فيها من قواعد أو توجيهات نقدية
+
+438
+00:46:52,800 --> 00:46:59,040
+لذلك سنستكمل واتمنى أن يتسع المقام سنستكمل في
+
+439
+00:46:59,040 --> 00:47:04,100
+المحاضرات القادمة الحديث عن الخطابة كلون من ألوان
+
+440
+00:47:04,100 --> 00:47:10,080
+النثر لنجمع آراء النقاد الذين ذكرنا و الذين لم
+
+441
+00:47:10,080 --> 00:47:16,840
+نذكر فيهثلاثة موضوعات تتصل بالخطابة أولا الخطيب
+
+442
+00:47:16,840 --> 00:47:22,400
+وما ينبغي أن يتصف به من صفات ورأي النقاد والأدباء
+
+443
+00:47:22,400 --> 00:47:28,560
+والخطباء في هذه المؤهلات ثم بعد ذلك نتناول أنواع
+
+444
+00:47:28,560 --> 00:47:35,040
+الخطب وكيف صنفها النقاد وما اشترط من شروط في كل
+
+445
+00:47:35,040 --> 00:47:41,380
+لون ثم بعد ذلك نتعرف على آراء النقاد في بناء
+
+446
+00:47:41,380 --> 00:47:47,720
+الخطبةالأقسام الثلاثة التي تبنى منها الخطبة كل قسم
+
+447
+00:47:47,720 --> 00:47:53,020
+له شروط المقدمة كيف تكون العرض أو الموضوع كيف يكون
+
+448
+00:47:53,020 --> 00:47:59,520
+والخاتمة كذلك أي نظرية نقد الخطابة إن شاء لنا أن
+
+449
+00:47:59,520 --> 00:48:07,620
+نقول ذلك لا
+
+450
+00:48:07,620 --> 00:48:12,360
+يوجد أي استفسار طيب بارك الله فيك و السلام عليكم
+
+451
+00:48:12,360 --> 00:48:12,820
+ورحمة الله
+
diff --git a/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/yBU0OpVEvTY.srt b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/yBU0OpVEvTY.srt
new file mode 100644
index 0000000000000000000000000000000000000000..bf7c6fbb05f1786685c8ff5b7171190125432761
--- /dev/null
+++ b/PL9fwy3NUQKwbsUvk6GUHPo9Ds_IlUV9rp/yBU0OpVEvTY.srt
@@ -0,0 +1,1346 @@
+
+1
+00:00:21,230 --> 00:00:24,510
+بسم الله الرحمن الرحيم الحمد لله رب العالمين
+
+2
+00:00:24,510 --> 00:00:30,210
+والصلاة والسلام على المبعوث رحمة للعالمين وعلى آله
+
+3
+00:00:30,210 --> 00:00:37,770
+وصحبه ومن سلك سبيله إلى يوم الدين وبعد نستكمل
+
+4
+00:00:37,770 --> 00:00:45,240
+الحديث عن أنواع الخطب، كنا قد بدأنا بالحديث عن
+
+5
+00:00:45,240 --> 00:00:49,860
+تقسيمات الخطاب قبل الإسلام، ثم كيف اتضحت معالم
+
+6
+00:00:49,860 --> 00:00:56,220
+الخطابة أكثر وأكثر في عصر صدر الإسلام، وقد قُرّت على
+
+7
+00:00:56,220 --> 00:01:05,900
+ثلاثة أنواع: خطب سياسية، وخطب اجتماعية، وخطب دينية.
+
+8
+00:01:06,870 --> 00:01:11,230
+انتهينا من الحديث عن الخطب السياسية والخطب الدينية،
+
+9
+00:01:11,230 --> 00:01:19,170
+واليوم نتحدث إن شاء الله عن الخطب الاجتماعية. قبل أن
+
+10
+00:01:19,170 --> 00:01:24,890
+أبدأ كالعادة، هل هناك من تريد أن تستفسر أو أن
+
+11
+00:01:24,890 --> 00:01:28,790
+تشارك؟ تشارك أية تفضلي.
+
+12
+00:01:41,890 --> 00:01:45,310
+الرحمن الرحيم، والصلاة والسلام على رسول الله. بدأنا في
+
+13
+00:01:45,310 --> 00:01:49,930
+المحاضرة السابقة الحديث عن أنواع الخطاب، وتحدثنا عن
+
+14
+00:01:49,930 --> 00:01:53,470
+الخطبة السياسية، وتحدثنا عن الخطبة الدينية، واليوم
+
+15
+00:01:53,470 --> 00:01:57,410
+ما شاء الله، سنتحدث عن الخطبة الاجتماعية. الخطبة
+
+16
+00:01:57,410 --> 00:02:01,670
+الاجتماعية، يقصد بها هي الخطبة التي تُقال في المحافل
+
+17
+00:02:01,670 --> 00:02:05,690
+الأدبية، تُقال في العديد من المناسبات الاجتماعية،
+
+18
+00:02:05,690 --> 00:02:10,710
+كالزواج، والتهنئة، والتعزية، وإصلاح ذات البين.
+
+19
+00:02:10,710 --> 00:02:14,790
+ازدهرت… بدأت نشاطها في الخطابة الاجتماعية في
+
+20
+00:02:14,790 --> 00:02:20,720
+العصر الجاهلي أيضًا، لنشاط الحياة الاجتماعية أيضًا، كما
+
+21
+00:02:20,720 --> 00:02:24,220
+نشطت، نشطت في العصر الجاهلي، نشطت في العصر الإسلامي
+
+22
+00:02:24,220 --> 00:02:28,960
+بسبب نشاط الحياة الاجتماعية، والعديد من المناسبات
+
+23
+00:02:28,960 --> 00:02:34,280
+في العصر الإسلامي. فمن أنواع الخطابة الاجتماعية، خطب
+
+24
+00:02:34,280 --> 00:02:38,220
+المحافل والوفود. خطب المحافل والوفود كانت تُلقى في
+
+25
+00:02:38,220 --> 00:02:43,540
+المحافل الأدبية، كانت تُلقى بين يدي السلطان، اللي كذا…
+
+26
+00:02:43,540 --> 00:02:48,280
+يعني كلمة محافل أدبية، كلمة تصرف إلى لقاءات أدبية،
+
+27
+00:02:48,280 --> 00:02:53,700
+مُحَدَّدة، ولكن ليس هذا المقصود بخطب المحافل، بل خطب
+
+28
+00:02:53,700 --> 00:02:58,900
+المناسبات الحافلة، الجامعة، الشاملة، ولذلك قلنا خطب
+
+29
+00:02:58,900 --> 00:03:04,040
+محافل، وأَشْفَعْنَاهَا بكلمة وفود، لأن بعض هذه الخطب كانت
+
+30
+00:03:04,040 --> 00:03:07,700
+تُلْقَى على أهل سنة، الوافدين على الوزير أو شيخ
+
+31
+00:03:07,700 --> 00:03:15,790
+القبيلة أو السلطان، خَفِتَ بالكلمة؟ فهي خطب اجتماعية، وجَميْعُ
+
+32
+00:03:15,790 --> 00:03:23,970
+هذه الخطب يدخل في سياق الأدب، كصفة لهذا الجنس
+
+33
+00:03:23,970 --> 00:03:31,050
+الأدبي، أنها خطب أدبية. في هذه الخطب، يتكلم الخطيب عن
+
+34
+00:03:31,050 --> 00:03:36,490
+شؤون قومه، عن أحوال المجتمع، عن أحوال الناس الخاصة
+
+35
+00:03:36,490 --> 00:03:41,210
+والعامة، قد يتظلّف السلطان في مناسباته الخاصة والعامة.
+
+36
+00:03:41,210 --> 00:03:45,910
+في هذه الأحوال جميعها، وفي أنواع الخطبة هذه، لم تخرج
+
+37
+00:03:45,910 --> 00:03:50,110
+عن معاني المفاخرة، أو عن إعلان الولاء للدولة، أو
+
+38
+00:03:50,110 --> 00:03:54,390
+للسلطان، أو الشفاعة، والاستعطاف. يعني قبل قليل، كان
+
+39
+00:03:54,390 --> 00:04:01,090
+لدينا ضيف كبير في الجامعة الإسلامية، حضرتِ… الخطب
+
+40
+00:04:01,090 --> 00:04:03,170
+التي قُدِّمَت، أين تَصِلُ؟
+
+41
+00:04:05,750 --> 00:04:12,370
+محافل، هل كان المحفل أدبيًا، أم محفل اجتماعي؟ محفل
+
+42
+00:04:12,370 --> 00:04:17,270
+اجتماعي، وبالتالي، قيم الخطاب في هذا السياق هي
+
+43
+00:04:17,270 --> 00:04:23,450
+خطاب محافل. أما لو قلنا حديثه، أو حديث من أتى معه
+
+44
+00:04:23,450 --> 00:04:30,250
+في حق الجامعة، فهي خطاب وفود، تُبين ذلك؟
+
+45
+00:04:30,250 --> 00:04:37,010
+أكمل… أيضًا، تحدثت الكتب الأدبية عن أنواع المحافل في
+
+46
+00:04:37,010 --> 00:04:40,850
+العصر الجاهلي، وأنواع الخطابة الاجتماعية في العصر
+
+47
+00:04:40,850 --> 00:04:44,690
+الجاهلي. تحدثت أيضًا هذه الكتب الأدبية عن المجالس
+
+48
+00:04:44,690 --> 00:04:48,850
+الإسلامية، ونشاط الخطابة فيها، والوفود التي كانت
+
+49
+00:04:48,850 --> 00:04:53,350
+تفد إلى رسول الله صلى الله عليه وسلم، وإلى الخلفاء
+
+50
+00:04:53,350 --> 00:04:59,810
+رضوان الله عليهم. أيضًا، فكانت جميع هذه الخطابة تدور
+
+51
+00:04:59,810 --> 00:05:03,760
+حول معاني المفاخرة، إعلان الدخول في الإسلام، ونصرة
+
+52
+00:05:03,760 --> 00:05:07,240
+النبي صلى الله عليه وسلم. حسبك، بارك الله فيك، اجلسي.
+
+53
+00:05:07,240 --> 00:05:13,200
+واكتبي اسمك ورقمك على واحدة. إذاً، عرفت زميلتي، كنا
+
+54
+00:05:13,200 --> 00:05:19,560
+بالخطب الاجتماعية، وهي الخطب التي تُقال في مناسبات
+
+55
+00:05:19,560 --> 00:05:24,340
+تخص أفراد المجتمع، ومناسباتهم.
+
+56
+00:05:28,090 --> 00:05:34,450
+وكما سيكون الحديث عن الخطابة الاجتماعية، مثله عن
+
+57
+00:05:34,450 --> 00:05:39,530
+الرسائل الاجتماعية. يمكن الرسائل الاجتماعية أيضًا
+
+58
+00:05:39,530 --> 00:05:45,550
+تشتمل على لون إضافي. بعد الاجتماعية، سنجد رسائل
+
+59
+00:05:45,550 --> 00:05:50,590
+وجدانية، أو أدبية. على طريقة زميلتي، وكنَّ رسائل في
+
+60
+00:05:50,590 --> 00:05:54,890
+الغزل، رسائل في الوصف، رسائل في المدح، رسائل في
+
+61
+00:05:54,890 --> 00:05:55,410
+الهجاء.
+
+62
+00:05:57,930 --> 00:06:04,790
+أما الخطابة المنطوقة، المشافهة بها، فلتعرفوا هذه
+
+63
+00:06:04,790 --> 00:06:10,930
+الألوان، فتعرفوا بعضها في المدح في مقام معين، وقلنا
+
+64
+00:06:10,930 --> 00:06:19,950
+هذا يدخل في باب المحافل. أما الخطابة المكتوبة،
+
+65
+00:06:19,950 --> 00:06:26,760
+فوجدنا في بطون الكتب ألوانًا منها تدخل في جميع
+
+66
+00:06:26,760 --> 00:06:32,540
+الأغراض التي عالجها الشعراء: من غزل، ومدح، وهجاء، ووصف،
+
+67
+00:06:32,540 --> 00:06:39,980
+ورثاء، وغير ذلك. ما الفرق بين الاثنتين؟ الخطب المشافهة
+
+68
+00:06:39,980 --> 00:06:47,360
+بها، هناك جمهور يستمع إليها، وبالتالي، ما ستُتَغَزَّلُ به. أما
+
+69
+00:06:47,360 --> 00:06:54,560
+الخطب المكتوبة، فهي كرسائل، أُذْكُرُ فيها أحاسيسي، و
+
+70
+00:06:54,560 --> 00:06:59,900
+لواعجي تجاه مكانة عنها، أو تجاه موضوع أُتَغَزَّلُ به.
+
+71
+00:06:59,900 --> 00:07:07,380
+وهكذا يكون أيضًا الوصف، المدح، الهجاء، واضح؟ هذا
+
+72
+00:07:07,380 --> 00:07:12,640
+اللون، أنا لم أدرجه لا في اجتماعي، ولم أجعله خطبًا
+
+73
+00:07:12,640 --> 00:07:19,560
+وجدانية في الرسائل، نعم، أدرجته في الرسائل الوجدانية
+
+74
+00:07:19,560 --> 00:07:24,560
+أو الأدبية التي تتماثل مع الشعر في أجزائها. أما في
+
+75
+00:07:24,560 --> 00:07:31,780
+الخطابة، فلم أدرجه، لقلة ما وجدنا منه، ولأنها لم تكن
+
+76
+00:07:31,780 --> 00:07:41,280
+تُلقى في عالم ناس، أو في محفل، بل في بطون الكتب، كتب
+
+77
+00:07:41,280 --> 00:07:46,100
+فلان، خطبة في الوصف، فقال… كتب فلان، خطبة في الرسائل،
+
+78
+00:07:46,100 --> 00:07:49,900
+فقال… وغير ذلك. هل لدينا خطب في الرسائل؟ نعم، لدينا
+
+79
+00:07:49,900 --> 00:07:53,160
+ثلاثة أنواع من الخطب، في الخطب الدينية، وفي الخطب
+
+80
+00:07:53,160 --> 00:08:02,020
+الاجتماعية، أَدخَلْنَاهَا، وهي التعزية، أو التأبين. الخطب
+
+81
+00:08:02,020 --> 00:08:04,700
+الاجتماعية، هي خطب تهاني
+
+82
+00:08:06,810 --> 00:08:14,730
+بمناسبات معينة،  موسومة، تعزية في مناسبات أخرى. ما
+
+83
+00:08:14,730 --> 00:08:20,550
+يعني للمجتمع من موضوعات، كإصلاح بين متخاصمين، أو
+
+84
+00:08:20,550 --> 00:08:25,790
+قبلتين متخاصمتين. خطب إصلاح البين، تدخل في الخطابة
+
+85
+00:08:25,790 --> 00:08:32,140
+الاجتماعية. أيضًا، المفاخرات التي كانت تتم في عصر ما
+
+86
+00:08:32,140 --> 00:08:37,080
+قبل الإسلام، والتي كانت في صدر الإسلام، حينما كانت
+
+87
+00:08:37,080 --> 00:08:41,040
+تُفَدُّ القبائل على سيدنا محمد صلى الله عليه وسلم،
+
+88
+00:08:41,040 --> 00:08:47,440
+شاعرها يفاخر شاعرنا، وخطيبها يفاخر خطيبنا.
+
+89
+00:08:49,570 --> 00:08:55,010
+الخطب الاجتماعية، كما قلنا، متنوعة. نقف مع أول هذه
+
+90
+00:08:55,010 --> 00:09:02,430
+الخطب، وهي خطب محافل ووفود. وحينما نقول محافل، نقول
+
+91
+00:09:02,430 --> 00:09:08,930
+لقاءات، قد يكون بعضها للمفاخرة، فتكون أدبية، وقد يكون
+
+92
+00:09:08,930 --> 00:09:18,080
+بعضها في مناسبات معينة. كلمة أدبية، لا أريد أن أُعْسِفَ
+
+93
+00:09:18,080 --> 00:09:26,040
+في استخدامها، أو إغراقها، لأن جميع الخطب أدبية، ألا
+
+94
+00:09:26,040 --> 00:09:31,900
+ندرسها كجنس أدبي، ألا تتسم بما يتسم به الأدب؟
+
+95
+00:09:32,630 --> 00:09:38,110
+يكون مُختتمًا بطلب قضاء حاجة للقبيلة، أو للجماعة.
+
+96
+00:09:38,110 --> 00:09:43,710
+لذلك يكون هناك بعض المبالغة في المدح في هذه الخطب،
+
+97
+00:09:43,710 --> 00:09:49,690
+خطب الوفود تحديدًا. إذاً، الخطب الاجتماعية، أنواع
+
+98
+00:09:49,690 --> 00:09:56,570
+كثيرة، منها خطب المحافل والوفود. وهذه الخطاب عرفها
+
+99
+00:09:56,570 --> 00:10:04,670
+العربي قبل الإسلام، وكتبه الأدبية حافلة بأجناس هذه
+
+100
+00:10:04,670 --> 00:10:13,810
+الخطاب وأنواعها، حيث كانت القبائل تفد وفودها
+
+101
+00:10:13,810 --> 00:10:20,680
+على بعضها البعض، يفد شاعر، ويفد خطيب، ويباهي شاعر
+
+102
+00:10:20,680 --> 00:10:26,940
+ويباهي خطيب. هذه في المفاخرة بين الخطيبين. هناك وفود
+
+103
+00:10:26,940 --> 00:10:33,560
+لتهنئة بحدث أو مناسبة، مثلًا. إذا شهر شاعر عند العرب،
+
+104
+00:10:33,560 --> 00:10:39,360
+كانت القبائل الأخرى تأتي، وتتبارى في التهنئة به. إذا
+
+105
+00:10:39,360 --> 00:10:46,850
+حدث حادث حسن، أتت وهنأت. وإذا حدث حادث سيء، أتت تواسي
+
+106
+00:10:46,850 --> 00:10:54,550
+وتعزي. أيضًا، في عقد الهدن بين القبائل، لدينا، كما قلت،
+
+107
+00:10:54,550 --> 00:10:59,850
+في لقاء ماضي، خطب الحمالات، الخطب التي يتحمل فيها
+
+108
+00:10:59,850 --> 00:11:06,850
+فريق ديات المتخاصمين. وهي خطب كان الخطيب يسعى فيها
+
+109
+00:11:06,850 --> 00:11:12,570
+دائمًا لاستنصال الحقد من النفوس، وكان يستحب فيها
+
+110
+00:11:12,570 --> 00:11:20,270
+الإطالة. طبعًا، قصر الخطبة وطول الخطبة، منوط بغرضها،
+
+111
+00:11:20,270 --> 00:11:27,760
+ومنوط أيضًا بالمخاطَب فيها. إذا كانت خطبة وفادة على
+
+112
+00:11:27,760 --> 00:11:33,940
+شيخ قبيلة، أو على زعيم، أو خليفة، يستحب فيها القصر،
+
+113
+00:11:33,940 --> 00:11:39,080
+والدخول إلى الموضوع مباشرة، وذلك مراعاة لمقام
+
+114
+00:11:39,080 --> 00:11:48,300
+المخاطَب، ووقته، وانشغاله. لكن في خطب الحمالات، تباهى
+
+115
+00:11:48,300 --> 00:11:56,630
+العرب بالإطالة، وكلما أَطالَ، كلما سعى أكثر لاستنصال
+
+116
+00:11:56,630 --> 00:12:04,150
+الحقد من نفوس المتخاصمين. يستحب
+
+117
+00:12:04,150 --> 00:12:10,350
+في هذه الخطب، الاستشهاد بآيات من القرآن الكريم، أيًّا كان
+
+118
+00:12:10,350 --> 00:12:17,520
+موضوعها: تهنئة، تعزية، مفاخرة. لأن كل خطبة تخلو من
+
+119
+00:12:17,520 --> 00:12:21,860
+القرآن الكريم، تُعتبر خطبة شوهاء.
+
+120
+00:12:24,170 --> 00:12:29,930
+ليس في هذه الخطبة فقط، في كل الخطب، يستحب القرآن
+
+121
+00:12:29,930 --> 00:12:36,390
+الكريم. وقد اتخذوا أوصافًا لخلو الصدر، أو خلو المتن،
+
+122
+00:12:36,390 --> 00:12:42,110
+أو خلو الخاتمة. أيضًا، استحبوا أحيانًا في بعض الخطب
+
+123
+00:12:42,110 --> 00:12:48,870
+توظيف الشعر، خاصة إذا كانت الخطب قصيرة. أما في الخطب
+
+124
+00:12:48,870 --> 00:12:52,850
+الطويلة، فرأوا أن الشعر لا حاجة إليه.
+
+125
+00:12:58,860 --> 00:13:03,560
+كما هو واضح مما يورثه، لم يُستَحَبَّ الاستدلال بالقرآن
+
+126
+00:13:03,560 --> 00:13:09,380
+الكريم، لأنه مما يورث الكلام البهاء، والوقار، والرقة،
+
+127
+00:13:09,380 --> 00:13:18,260
+وسلسلة من مواقفه. حينما لاحظوا خلو خطبة عمران بن حطان،
+
+128
+00:13:18,260 --> 00:13:24,380
+وهو طبعًا معروف، أحد الخوارج، قالوا: هذه أفضل خطب
+
+129
+00:13:24,380 --> 00:13:31,890
+العرب. ولو هنا، استدراج، لو كان في خطبته شيء من القرآن
+
+130
+00:13:31,890 --> 00:13:35,870
+الكريم، ابن
+
+131
+00:13:35,870 --> 00:13:45,670
+المقفع، يرى الإكثار
+
+132
+00:13:45,670 --> 00:13:54,010
+في هذه الخطب، دون غطلة، والإطالة في غير ملل. وليكن في
+
+133
+00:13:54,010 --> 00:13:59,650
+صدر كلامك دليل حاجتك، كما نقول: أن ينبئ صدر البيت عن
+
+134
+00:13:59,650 --> 00:14:04,610
+خاتمته في الشعر. نقول هنا: من صدر الحديث، يكون الدليل
+
+135
+00:14:04,610 --> 00:14:10,050
+على الحاجة من الحديث. هو كنا يستطيع الخطيب ذلك في
+
+136
+00:14:10,050 --> 00:14:15,390
+التقديم، أو في البسملة، أحيانًا. وضربنا أمثلة، كنا إن
+
+137
+00:14:15,390 --> 00:14:24,100
+بدأ بحمد الله، وذكر آية، الآية تُشِيرُ إلى الموضوع، أو يذكر
+
+138
+00:14:24,100 --> 00:14:29,060
+حديثًا، الحديث يُبَشِّرُ بموضوع الخطبة. إذا في صدر الحديث،
+
+139
+00:14:29,060 --> 00:14:34,800
+يكون تبشيرًا. وخاتمة الحديث، أو توجيه الخطبة نفسها،
+
+140
+00:14:34,800 --> 00:14:41,460
+طبعًا، قالوا: الإطالة والمبالغة غير مستحبة، إلا في خطب
+
+141
+00:14:41,460 --> 00:14:46,960
+الحمالات، وإصلاح ذات البين. إطالة يعني إطالة بدون
+
+142
+00:14:46,960 --> 00:14:54,130
+ملل، يعني يقصدون الاعتدال. وقلت: الإطالة ليست إذا
+
+143
+00:14:54,130 --> 00:15:04,590
+كان المخاطب وزيرًا، أو أميرًا. الخطب
+
+144
+00:15:04,590 --> 00:15:10,410
+الطويلة، لا يُستَحَبُّ فيها الشعر، لأنها طويلة، والشعر
+
+145
+00:15:10,410 --> 00:15:15,170
+يساعد في الخطب القصيرة، على تكثيف المعاني، بما له
+
+146
+00:15:15,170 --> 00:15:15,990
+الخصائص.
+
+147
+00:15:22,080 --> 00:15:32,420
+يُستَحَبُّ في الخطاب القصار، هذا
+
+148
+00:15:32,420 --> 00:15:38,100
+عن خطاب المحافل، وطبعًا الحديث عنها يعني
+
+149
+00:15:40,290 --> 00:15:45,870
+في كل أنواعها متشابه. قلنا فقط على المتحدث أن يراعي
+
+150
+00:15:45,870 --> 00:15:52,750
+المقام، مقام الخطاب. إذا كانت خطبة وفادة، يُمَدَّحُ، ولكن
+
+151
+00:15:52,750 --> 00:16:00,530
+لا يصل إلى حد الرياء، لكي يصل إلى حاجته. وأيضًا عليه ألا
+
+152
+00:16:00,530 --> 00:16:04,890
+يُطيل في حضرة السلطان، أو من يقوم مقامه. تُستَحَبُّ
+
+153
+00:16:04,890 --> 00:16:11,170
+الإطالة في باقي الخطب الاجتماعية، ولكن إطالة لا يملّ
+
+154
+00:16:11,170 --> 00:16:16,610
+المستمع منها. الخطب التي تُستَحَبُّ الإطالة فيها كثيرًا،
+
+155
+00:16:16,610 --> 00:16:22,110
+هي خطب إصلاح ذات البين، فقط من الخطب الاجتماعية.
+
+156
+00:16:22,110 --> 00:16:29,370
+أيضًا خطب الزواج. تفضلوا. الزواج منذ العصر الجاهلي هو
+
+157
+00:16:29,370 --> 00:16:35,490
+مراسم خاصة، عرفها العرب بشكل عام، تبدأ تجهيزات
+
+158
+00:16:35,490 --> 00:16:41,890
+المراسم، من… بخطبة يلقيها أهل… خطبة يلقيها أهل
+
+159
+00:16:41,890 --> 00:16:43,510
+الخاطب على أهل المخطوبة.
+
+160
+00:17:09,820 --> 00:17:17,340
+خطبة الطلب، يُحدّدون فيها المهر، ما هو الزواج؟ وتنقسم إلى
+
+161
+00:17:17,340 --> 00:17:23,500
+قسمين: خطبة الطلب، وخطبة الوفاق أو الرد. في خطبة
+
+162
+00:17:23,500 --> 00:17:32,300
+الطلب، لا يُحدّدون شيئًا، يبدأ المتحدث من طقوسهم أن
+
+163
+00:17:32,300 --> 00:17:41,660
+يَطْلُب ابنة فلان، ليس لجمالها، ولا يذكر هذا، لأن ذلك
+
+164
+00:17:41,660 --> 00:17:50,180
+يرونه قدحًا في شرفهم، بل لحسبهم ونسبهم، وأنه يرغب في
+
+165
+00:17:50,180 --> 00:17:55,570
+الرفعة بالانتساب إليهم، وعلو الشرف، وعلو المكانة.
+
+166
+00:17:55,570 --> 00:18:04,030
+يُمعنون في تعداد مناقبهم، ويُق
+
+223
+00:23:48,670 --> 00:23:53,390
+الأصمعي له رأي يقول كانوا يستحبون من الخاطب إلى
+
+224
+00:23:53,390 --> 00:23:58,430
+الرجل حرمته الإطالة لتدل على الرغبة، ومن المخطوب
+
+225
+00:23:58,430 --> 00:24:07,150
+إليه الإيجاز ليدل على الإجابة، وكان
+
+226
+00:24:07,150 --> 00:24:14,650
+عمر بن الخطاب رضي الله عنه يقول: ما يصعدني كلام كما
+
+227
+00:24:14,650 --> 00:24:17,190
+تتصعدني خطبة النكاح.
+
+228
+00:24:19,320 --> 00:24:26,340
+تتصعده أي تثقل عليه، يعمل عقله فيها كثيرا، يشرح هذا
+
+229
+00:24:26,340 --> 00:24:30,880
+القول ابن المقفع فيقول: ما أعرفه إلا أن يكون أراد
+
+230
+00:24:30,880 --> 00:24:37,860
+قرب الوجوه من الوجوه، يعني خطبة الطلب وخطبة الرد
+
+231
+00:24:37,860 --> 00:24:40,520
+تكون الوفود متقابلة.
+
+232
+00:24:43,140 --> 00:24:46,800
+ما أدري، هي الخطابة جميعها، يعني هذا رأي ابن المقفع،
+
+233
+00:24:46,800 --> 00:24:51,220
+لكني أرى أن الخطابة جميعها لابد أن تقابل الأحداق
+
+234
+00:24:51,220 --> 00:24:57,840
+الأحداق، وقلنا إن الانتباه والفهم من العين والأذن
+
+235
+00:24:57,840 --> 00:25:02,480
+وأداة السامع، ولكن دون إعمال البصر على قبلتها لا تتم
+
+236
+00:25:02,480 --> 00:25:06,260
+المتابعة والفهم الصحيح لمضمون الخطبة.
+
+237
+00:25:08,590 --> 00:25:13,510
+هو نظر الأحداق من قرب، في أجواف الأحداق، ولأنه إذا
+
+238
+00:25:13,510 --> 00:25:18,130
+كان جالسا معهم كانوا كأنهم نضراء وأكفاء، فإذا على
+
+239
+00:25:18,130 --> 00:25:22,090
+المنبر صاروا سوقة وراعية، هذا الرأي الثاني، يعني
+
+240
+00:25:22,090 --> 00:25:26,190
+يمكن أن يكون تبريرا لقول عمر بن الخطاب رضي الله
+
+241
+00:25:26,190 --> 00:25:31,490
+عنه، يعني لأنه يجلسوا على قبالتهم فيكونوا كأنهم أنداد،
+
+242
+00:25:31,490 --> 00:25:36,430
+لكن إذا كان على المنبر يكون هو في مقامهم في
+
+243
+00:25:36,430 --> 00:25:42,070
+مقام آخر، وإن كنت لا أرى هذا إطلاقا، بل الرأي أرجح
+
+244
+00:25:42,070 --> 00:25:51,930
+عندي ضيق المعاني، يعني معاني خطب الزواج، أي كانت
+
+245
+00:25:51,930 --> 00:25:55,550
+تشديده فيها، فهي لابد أن تدور حول الطلب والرد،
+
+246
+00:25:55,550 --> 00:26:02,460
+وبالتالي الخطيب لا مجال أمامه للإبداع، المعاني
+
+247
+00:26:02,460 --> 00:26:08,280
+محصورة، وبالتالي عليه أن يشق طريقة صعبة لكي يجدد
+
+248
+00:26:08,280 --> 00:26:12,390
+في معانيها، إذا أراد أن يستشهد بقرآن فقد استشهد
+
+249
+00:26:12,390 --> 00:26:15,950
+سابقا، إذا أراد أن يستشهد بحديث، إذا اخترع معنى
+
+250
+00:26:15,950 --> 00:26:21,750
+فالسابق سابق، سيتحدث عن أهلها حينما يطلب، سيتحدث عن
+
+251
+00:26:21,750 --> 00:26:30,610
+دين أهل الفتاة، عن تدينهم، عن أخلاقهم الحسنة، عن
+
+252
+00:26:30,610 --> 00:26:37,430
+نسبهم الرفيع، عن سلالتهم النجيبة، وماذا بعد ذلك؟ إذا
+
+253
+00:26:37,430 --> 00:26:44,130
+المعاني محصورة، وحينما يردون بالقبول يقبلون أيضا
+
+254
+00:26:44,130 --> 00:26:50,090
+لأن الفتى من أسرة ذات حسب ونسب أو ذات دين وخلق،
+
+255
+00:26:50,090 --> 00:27:00,810
+المعاني أيضا محصورة، ومهمة الخطيب تكون صعبة، الجاحظ
+
+256
+00:27:00,810 --> 00:27:05,290
+له رأي فيما نقول، يقول إن الخطيب لا يجد بدا من
+
+257
+00:27:05,290 --> 00:27:10,230
+تزكية الخاطب، يعني عمرنا شفنا أو رأينا إنسان راح
+
+258
+00:27:10,230 --> 00:27:15,810
+يخطب فلانة بنت فلان ويقول لها: ماعليش فلان أهوج
+
+259
+00:27:15,810 --> 00:27:20,610
+و فلان وضيع وكذا، وجئت وأطلب زواجك منه أو زواج
+
+260
+00:27:20,610 --> 00:27:29,150
+ابنتكم منه، لابد أن يكون مادحا، فلعله يمدحه بما ليس
+
+261
+00:27:29,150 --> 00:27:35,830
+فيه، نعم، لأنه ارتضى أن يتحدث بلسانه، فيكون قد قال
+
+262
+00:27:35,830 --> 00:27:42,610
+زورا وغرّ القوم من صاحبه، هذا كلام قد يفسر ما ذهب
+
+263
+00:27:42,610 --> 00:27:48,810
+إليه عمر بن الخطاب رضي الله عنه، يتصعده لأنه ليس
+
+264
+00:27:48,810 --> 00:27:57,020
+من الذين يزيفون الحق، يقولون ما ليس فيه، الرجل، والعمر
+
+265
+00:27:57,020 --> 00:28:00,760
+أن هذا التأويل لا يجوز إذا كان الخطيب موقوفا على
+
+266
+00:28:00,760 --> 00:28:05,140
+الخطابة، فأما عمر بن الخطاب رحمه الله وأشبهه من
+
+267
+00:28:05,140 --> 00:28:10,500
+الأئمة الراشدين، فلم يكونوا ليتكلفوا ذلك إلا في من
+
+268
+00:28:10,500 --> 00:28:17,720
+يستحق المدح، هذا كلام طيب، نعم، يبرر ما شعر به عمر
+
+269
+00:28:17,720 --> 00:28:23,140
+بن الخطاب رضي الله عنه من صعوبة، لأنه لا يريد أن
+
+270
+00:28:23,140 --> 00:28:27,160
+يزيف أو يغير واقع المتحدث عنه.
+
+271
+00:28:36,840 --> 00:28:41,740
+مما يمكن قوله بعد انتهاء الحديث عن هذه الخطبة:
+
+272
+00:28:41,740 --> 00:28:47,640
+البعض جعلها مقياسا على براعة الخطيب، لماذا؟ لأنه كيف
+
+273
+00:28:47,640 --> 00:28:52,580
+يحيي معاني تقليدية؟ كيف يجعل هذه المعاني في ثياب
+
+274
+00:28:52,580 --> 00:28:59,200
+جديدة؟ كيف يشق لنفسه طريقا يزيل عنها الرتابة
+
+275
+00:28:59,200 --> 00:29:05,380
+والتقليد؟ وبالتالي لا يستطيع ذلك إلا خطيب لديه ضربة
+
+276
+00:29:06,380 --> 00:29:11,400
+خطيب تمرس على الخطابة، يستطيع أن يولد المعاني
+
+277
+00:29:11,400 --> 00:29:18,780
+فيها، المهم أن تكون جديدة، طبعا القرآن الكريم عماد هذه
+
+278
+00:29:18,780 --> 00:29:26,020
+الخطبة، لأنها في الإسلام أصبحت جزءا من الشريعة
+
+279
+00:29:26,020 --> 00:29:31,540
+الإسلامية، وقد رأينا من أدخلها في الخطابة الدينية
+
+280
+00:29:33,140 --> 00:29:36,600
+خطب النكاح، عموما، رأينا من أدخلها في الخطابة
+
+281
+00:29:36,600 --> 00:29:41,940
+الدينية، لأن الإسلام هو الذي نظمها، ورأينا كيف
+
+282
+00:29:41,940 --> 00:29:47,380
+يستشهد بها بآية ذكر الحكيم في مواضع معينة، وآيات
+
+283
+00:29:47,380 --> 00:29:53,220
+معينة، كقوله عز وجل: {ومن آياته أن خلق لكم من أنفسكم}
+
+284
+00:29:53,220 --> 00:29:59,000
+أزواجا، وكقول النبي صلى الله عليه وسلم: يا معشر
+
+285
+00:29:59,000 --> 00:30:06,690
+الشباب... ثم في لذة تحبيب بالزواج وكثرة النسل، حينما
+
+286
+00:30:06,690 --> 00:30:12,250
+قال: تناكحوا وتناسلوا، فإني مباهي بكم الأمم يوم
+
+287
+00:30:12,250 --> 00:30:18,570
+القيامة، هذه الآيات والأحاديث وغيرها جعلت بعض
+
+288
+00:30:18,570 --> 00:30:24,730
+الدارسين يدخلونها في سياق الخطاب الدينية، ونحن نرى
+
+289
+00:30:24,730 --> 00:30:31,940
+أنها خطب اجتماعية، وجميع الخطب وسّمت بميسم ديني بعد
+
+290
+00:30:31,940 --> 00:30:38,050
+الإسلام، كلما زادت تدين… أنا قلت لكم أو للذين درسنا
+
+291
+00:30:38,050 --> 00:30:43,550
+الأدب المملوكي والأثماني، حينما أصبح الدين يعني
+
+292
+00:30:43,550 --> 00:30:49,430
+ظاهرا في المجتمع المملوكي، حينما عكف الناس على
+
+293
+00:30:49,430 --> 00:30:55,230
+القرآن وعلومه، فأصبح كل مسجد فيه مدرسة وفيه علوم
+
+294
+00:30:55,230 --> 00:31:00,200
+الدين وعلوم العربية، رأينا معاني الدين تدخل في كل
+
+295
+00:31:00,200 --> 00:31:06,940
+أغراض الشعر، حتى شعر الغزل أضحى ملونا بمعاني الدين،
+
+296
+00:31:06,940 --> 00:31:12,080
+وأضحى متضمنا لآية ذكر الحكيم، حتى وإن كان الغزل
+
+297
+00:31:12,080 --> 00:31:21,280
+أحيانا حسيا، لماذا؟ لأنه أصبح على ألسنة الناس ثقافة
+
+298
+00:31:21,280 --> 00:31:28,760
+سائدة في كل فروع حياتهم، العصر الذي اشتد فيه ساعد
+
+299
+00:31:28,760 --> 00:31:34,740
+الدين وتسود الروح الإيمانية،
+
+300
+00:31:36,020 --> 00:31:40,900
+يدمغ جميع المعاني، ليس فقط الخطابة التي هي أصلا
+
+301
+00:31:40,900 --> 00:31:46,400
+تتلون بالدين وتتغذى من معينه، بل حتى باقي فنون
+
+302
+00:31:46,400 --> 00:31:51,200
+القول، كالشعر، وكما قلت كشعر الغزل الذي هو أبعد ما
+
+303
+00:31:51,200 --> 00:31:58,020
+يكون أحيانا عن معاني الدين، خاصة الغزل الصريح، هذا
+
+304
+00:31:58,020 --> 00:32:02,000
+عن خطب النكاح، بعد
+
+305
+00:32:03,930 --> 00:32:07,330
+نعم، تريدي أن تشاركي؟ تفضلي.
+
+306
+00:32:13,500 --> 00:32:17,420
+يعني ستتحدثين عن خطب إصلاح ذات البين التي تحدثنا
+
+307
+00:32:17,420 --> 00:32:23,040
+عنها، واستشهدنا بها، وخلصها مما قد ينشأ عن هذه
+
+308
+00:32:23,040 --> 00:32:27,260
+الحروب، من دويلات الحروب، حيث كان الخطباء أيضا لهم
+
+309
+00:32:27,260 --> 00:32:31,720
+دور كبير، فكانوا يقفون طويلا للحديث عن ما تجلبه هذه
+
+310
+00:32:31,720 --> 00:32:36,690
+الحروب من خراب وما… فكانوا يتحدثون… يحاولون
+
+311
+00:32:36,690 --> 00:32:40,850
+أثناء خطابهم استئصال الضغائن من القلوب، وتنقية
+
+312
+00:32:40,850 --> 00:32:45,510
+القلوب والنفوس من السخائم، فكانوا يتحدثون عن
+
+313
+00:32:45,510 --> 00:32:49,810
+التواصل والتراحم والتآلف، والتذكير بسلطات القربة، وكانوا
+
+314
+00:32:49,810 --> 00:32:53,710
+يتحملون أيضا أحيانا ديات… أديات، ويقومون
+
+315
+00:32:53,710 --> 00:32:57,010
+بالإصلاح بين المتنازعين، وكانت تسمى تلك الخطاب
+
+316
+00:32:57,010 --> 00:33:01,650
+الحِمال. طبعا، قلت تلك الخطاب في عصر صدر الإسلام،
+
+317
+00:33:01,650 --> 00:33:05,810
+قلّت دواعيها، حيث قلت الخلافات بين الناس مع مجيء
+
+318
+00:33:05,810 --> 00:33:09,790
+الإسلام، وعادت للظهور مرة أخرى في العصرين العباسي
+
+319
+00:33:09,790 --> 00:33:16,490
+والأموي، لظهور تلك العوامل، عوامل الفرقة مثلا، وظهور
+
+320
+00:33:16,490 --> 00:33:21,310
+الشعوبية والعصبية القبلية، مما استدعى قيام
+
+321
+00:33:21,310 --> 00:33:24,670
+الخطابات مرة أخرى من أجل القيام بذلك العمل النبيل،
+
+322
+00:33:24,670 --> 00:33:28,920
+وهو الإصلاح بين المتخاصمين.  اشتركت النقاط في هذه
+
+323
+00:33:28,920 --> 00:33:34,540
+الخطب، القيام والإطالة التي تراعي حال السامعين، ومن
+
+324
+00:33:34,540 --> 00:33:38,260
+ذلك تحدث ابن المقفع عن طول خطب ذات الإصلاح، وقال
+
+325
+00:33:38,260 --> 00:33:42,120
+أبو الهيثم العسكري، ووجدنا الناس… ووجدنا الناس إذا
+
+326
+00:33:42,120 --> 00:33:46,420
+خطبوا في إصلاح بين العشائر أطالوا، لوحدة في تلك
+
+327
+00:33:46,420 --> 00:33:52,610
+الخطب، أنها كانت… يستشهد فيها بأبيات من الشعر، و
+
+328
+00:33:52,610 --> 00:33:56,050
+الأمثال الهاتفة، وكانت توشح أحيانا بالآيات
+
+329
+00:33:56,050 --> 00:33:59,950
+القرآنية والأحاديث النبوية التي تتحدث عن التواصل
+
+330
+00:33:59,950 --> 00:34:05,490
+والتراحم، والتي تبحث عن حق اندماج المسلمين، شكرا.
+
+331
+00:34:05,490 --> 00:34:13,090
+سجلي اسمك، يعني كما قالت زميلتي، كون… عن هذه الخطب
+
+332
+00:34:13,090 --> 00:34:16,370
+هذه
+
+333
+00:34:16,370 --> 00:34:23,720
+الخطب، في عصر ما قبل الإسلام كانت رائجة، وكانت
+
+334
+00:34:23,720 --> 00:34:29,040
+المباهات بمقدرة الخطاب فيها على الخطابة، من شروق
+
+335
+00:34:29,040 --> 00:34:35,380
+الشمس حتى مغيبها، ماذا يتطرقون… يتحدثون؟ يتحدثون عن
+
+336
+00:34:35,380 --> 00:34:40,040
+إصلاح المجتمع، والحفاظ على أواصر القربى والمصاهرة،
+
+337
+00:34:40,040 --> 00:34:45,400
+والتراحم والتآلف بينهم، ليستأصلوا الأحقاد من النفوس،
+
+338
+00:34:46,610 --> 00:34:50,910
+طبعا، في الإسلام، كما قالت زميلتي، قلت دواعي هذه
+
+339
+00:34:50,910 --> 00:34:59,710
+الخطب، انتهت، المسلم الحق يعفو كما قال له القرآن
+
+340
+00:34:59,710 --> 00:35:05,150
+الكريم، وأصبح القصاص في يد السلطان.
+
+341
+00:35:08,060 --> 00:35:13,460
+لكن حينما تعود روح العصبية القبلية للظهور ثانية،
+
+342
+00:35:13,460 --> 00:35:20,160
+تنشط مثل هذه الخطابة، لأن القبائل تحتمي بجذورها
+
+343
+00:35:20,160 --> 00:35:28,000
+وأروماتها، وتصبح كل قبيلة تريد أن تنتصر لنفسها،
+
+344
+00:35:29,250 --> 00:35:34,750
+من هنا تنشط هذه الخطب، ويحتاج الخطيب فيها إلى
+
+345
+00:35:34,750 --> 00:35:42,380
+البراعة في إقناع أولياء الدم، خاصة عند وجود قتلة، أو
+
+346
+00:35:42,380 --> 00:35:47,540
+المغلوبين في صراع أو مشاحنة، مراعاة الخطيب في
+
+347
+00:35:47,540 --> 00:35:53,460
+إقناعهم بالعفو عن ما أصيبوا به، وأن يحتسبوا إكراما
+
+348
+00:35:53,460 --> 00:35:59,680
+لله، أو حصولا على مرضاته، أو طمعا في مرضاته، إلى غير
+
+349
+00:35:59,680 --> 00:36:04,440
+ذلك من السبل، الأمر الذي يجعل هذه الخطب تستدعي
+
+350
+00:36:04,440 --> 00:36:12,410
+التزيين بالقرآن الكريم، نعم، يستدلون فيها بكل أنواع
+
+351
+00:36:12,410 --> 00:36:17,650
+البراهين والأدلة، خاصة أنها خطب طويلة، تقبلوا ذلك،
+
+352
+00:36:17,650 --> 00:36:23,070
+يعني ممكن أن نأتي بأقوال فلاسفة أو حكماء، أو أدلة
+
+353
+00:36:23,070 --> 00:36:28,210
+عقلية إضافة إلى النقلية، كما قلنا من قرآن وسنة، أو
+
+354
+00:36:28,210 --> 00:36:30,530
+شعر، وأمثال، وحكم.
+
+355
+00:36:37,410 --> 00:36:42,330
+طبعا، لا أريد أن أكرر كثيرا، أنها يعني من الخطب التي
+
+356
+00:36:42,330 --> 00:36:50,370
+تحتمل الإطالة أو تستحب فيها الإطالة، ومنها لو نوّهنا
+
+357
+00:36:50,370 --> 00:36:56,950
+عنه وهو خطب الحِمال، حيث حينما يتم الصلح، نجد أن
+
+358
+00:36:56,950 --> 00:37:01,390
+هناك من يتحمل ديات القتل، ليقرب وجهات النظر بين
+
+359
+00:37:01,390 --> 00:37:05,830
+المتخاصمين، لأن العرب قبل الإسلام لم تكن لتعترف
+
+360
+00:37:05,830 --> 00:37:12,090
+بمن يدفع الدية، هذا يعني في عرفهم أنه ضعيف، يخشى
+
+361
+00:37:12,090 --> 00:37:17,530
+من القبيلة التي قتل منها، لذلك كان البعض يتحمل هذه
+
+362
+00:37:17,530 --> 00:37:24,370
+الديات، ويقوم يخاطب الناس في إصلاح ذات بينهم، الخطبة
+
+363
+00:37:24,370 --> 00:37:28,550
+النوع الرابع من الخطب الاجتماعية، خطب التأبين
+
+364
+00:37:28,550 --> 00:37:35,870
+والتعزية، وهي خطب معروفة منذ عصر ما قبل الإسلام،
+
+365
+00:37:35,870 --> 00:37:39,590
+يمكن
+
+366
+00:37:39,590 --> 00:37:44,850
+الأدب العربي يحفل ببعض النوادر في هذه الخطب، حينما
+
+367
+00:37:44,850 --> 00:37:47,710
+توفي أبناء الفرزدق مثلا،
+
+368
+00:37:50,530 --> 00:37:57,350
+تَقاطر الناس عليه، وواسوه في هذا الرزق العظيم، وقام
+
+369
+00:37:57,350 --> 00:38:04,410
+الخطباء، كلٌّ يحاول أن يُجَسِّر هذه المصيبة، ويُصَوِّغها،
+
+370
+00:38:04,410 --> 00:38:13,240
+ويواسي الفرزدق، من النوادر رد الفرزدق، أنه حينما
+
+371
+00:38:13,240 --> 00:38:18,880
+رأى خطيبا يبالغ في تعزيته بأبنائه، سأله الفرزدق: أيه
+
+372
+00:38:18,880 --> 00:38:26,100
+هذا؟ أتعرف ولدي؟ أبنائي؟ قال: لا، وفي رواية: أتعرف ولدي؟
+
+373
+00:38:26,100 --> 00:38:30,240
+قال: لا، قال: والله إنه لا يساوي عباءته.
+
+374
+00:38:32,780 --> 00:38:38,460
+الناس في هذه الخطاب، يعني كخطب الزواج، أحيانا خطاب تلقى
+
+375
+00:38:38,460 --> 00:38:46,520
+كثيرة للمواساة، ثم أهل المصاب قد يلقون خطبة في شكر
+
+376
+00:38:46,520 --> 00:38:53,380
+الناس التي وقفت معهم في مصيبتهم، الخطبة التي ألقاها
+
+377
+00:38:53,380 --> 00:38:58,880
+كما ورد في بعض الكتب على الفرزدق حينما ألقاها في
+
+378
+00:38:58,880 --> 00:39:04,100
+الرد على الناس الذين واسوه في هذه الخطبة، قوله في
+
+379
+00:39:04,100 --> 00:39:08,420
+هذه الخطبة: الحمد لله الذي أراحني من إطعامهم
+
+380
+00:39:08,420 --> 00:39:15,500
+و كسوتهم، من النوادر التي استدل بها مؤرخو الأدب
+
+381
+00:39:15,500 --> 00:39:23,070
+على غلظة الفرزدق وخشونة طبعه، في مثل هذه المصيبة، حتى
+
+382
+00:39:23,070 --> 00:39:29,990
+لم يرق قلبه، لكن لعل الشعب الفلسطيني أكثر شعب
+
+383
+00:39:29,990 --> 00:39:36,290
+يعرف هذه الخطابة اليوم، الحمد لله، يعني أعراس
+
+384
+00:39:36,290 --> 00:39:41,890
+الشهداء لدينا لاتكاد تنقطع، حتى… تعود من سنوات
+
+385
+00:39:41,890 --> 00:39:49,490
+طويلة، والشعب الفلسطيني شعب ودود، مترابط في السراء
+
+386
+00:39:49,490 --> 00:39:55,710
+والضراء، كما كان هناك خطب التهنئة لدينا أيضا حينما
+
+387
+00:39:55,710 --> 00:40:01,920
+تحدث مصيبة، تفدُّ الوفود على أهل المصاب، على البيت
+
+388
+00:40:01,920 --> 00:40:08,540
+المصاب، وتبدأ الخطاب، المواساة، الخطاب التعزية بفقدهم،
+
+3
+
+445
+00:45:59,260 --> 00:46:06,220
+ولها شروط وخصائص سنراها في الحديث عن بناء الخطبة
+
+446
+00:46:06,220 --> 00:46:12,660
+ما يستحب في كل قسم من أقسام الخطبة الثلاثة: المقدمة
+
+447
+00:46:12,660 --> 00:46:19,600
+والموضوع والخاتمة. هل هناك أي استفسار؟ بارك الله في
+
+448
+00:46:19,600 --> 00:46:21,120
+كلنا. والسلام عليكم