دليل الباحث إعداد التقارير اتحاد الطلاب اليمنيين في الصينhttps://loghatona.itsgd.org

‫ﺪﻟﻴﻝ ﺍﻟﺒﺎﺤﺚ ‪ :‬ﺇﻋﺪﺍﺪ ﺍﻟﺘﻘﺎﺭﻴﺮ‬ ‫ﻛﺘﺒﻪ‪ ‬ﻓﺮﻳﻖ‪ ‬ﻋﻤﻞ‪ ‬ﺍﻟﻤﻮﻗﻊ‪/) ‬ﺩﻟﻴﻞ­ﺍﻟﻄﺎﻟﺐ‪/‬ﺩﻟﻴﻞ­ﺍﻟﻄﺎﻟﺐ­ﺍﻟﺒﺎﺣﺚ‪/‬ﺇﻋﺪﺍﺩ­ﺍﻟﺘﻘﺎﺭﻳﺮ‪­itemlist/user/31/‬ﻓﺮﻳﻖ­ﻋﻤﻞ­ﺍﻟﻤﻮﻗﻊ‪(html.‬‬ ‫ﺍﻹﺛﻨﻴﻦ‪ 23 ,‬ﺗﺸﺮﻳﻦ‪/2‬ﻧﻮﻓﻤﺒﺮ‪17:11 2015 ‬‬

‫‪ ‬‬ ‫ﻛﻴﻒ‪ ‬ﺗﻘﺪﻡ‪ ‬ﻋﺮﺿﺎً ‪ ‬ﺃﻭ‪ ‬ﺗﻘﺮﻳﺮﺍً ‪(Presentation) ‬‬ ‫‪ ‬ﻣﻮﺿﻮﻉ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺍﻟﺘﻘﺪﻳﻤﻲ‪ ‬ﺃﻭ‪ (presentation) ‬ﻫﻮ‪ ‬ﻣﻮﺿﻮﻉ‪ ‬ﻳﻬﻢ‪ ‬ﺍﻟﻄﻼﺏ‪ ‬ﻭﺍﻟﻤﻌﻠﻤﻴﻦ‪ ‬ﻭﺍﻟﻤﻮﻇﻔﻴﻦ‪ ‬ﻋﻠﻰ‪ ‬ﺣﺪ‪ ‬ﺳﻮﺍﺀ‪ ،‬ﻓﻔﻲ‪ ‬ﻛﺜﻴﺮ‪ ‬ﻣﻦ‬ ‫ﺍﻷﺣﻴﺎﻥ‪ ‬ﻳﺤﺘﺎﺝ‪ ‬ﺍﻟﻄﺎﻟﺐ‪ ‬ﺃﻭ‪ ‬ﺍﻟﻤﺪﺭﺱ‪ ‬ﺃﻭ‪ ‬ﺍﻟﻤﻬﻨﺪﺱ‪ ‬ﺃﻭ‪ ‬ﺍﻟﻤﻮﻇﻒ‪ ‬ﻓﻲ‪ ‬ﻋﻤﻠﻪ‪ ‬ﺃﻥ‪ ‬ﻳﻘﺪﻡ‪ ‬ﻣﺤﺎﺿﺮﺓ‪ ‬ﺃﻭ‪ ‬ﺷﺮﺡ‪ ‬ﺃﻭ‪ ‬ﻣﺸﺮﻭﻉ‪ ‬ﻟﺸﺮﻳﺤﺔ‪ ‬ﻣﻌﻴﻨﺔ‪ ‬ﻣﻦ‬ ‫ﺍﻟﺤﻀﻮﺭ‪ ،‬ﻭﻫﺬﺍ‪ ‬ﺍﻷﻣﺮ‪ ‬ﻳﺤﺘﺎﺝ‪ ‬ﻟﻤﻬﺎﺭﺓ‪ ‬ﻭﺧﺒﺮﺓ‪ ‬ﻻ‪ ‬ﺗﺄﺗﻴﺎﻥ‪ ‬ﺑﺴﻬﻮﻟﺔ‪ .‬ﻭﻧﻈﺮﺍً ‪ ‬ﻟﻜﺜﺮﺓ‪ ‬ﻣﺎ‪ ‬ﻗﺎﻡ‪ ‬ﺑﻪ‪ ‬ﻛﺎﺗﺐ‪ ‬ﺍﻟﻤﻘﺎﻝ‪ ‬ﻣﻦ‪ ‬ﻣﺤﺎﺿﺮﺍﺕ‪ ‬ﺳﻮﺍﺀ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺠﺎﻣﻌﺔ‪ ‬ﺃﻭ‬ ‫ﺍﻟﻌﻤﻞ‪ ‬ﺃﻭ‪ ‬ﺍﻟﻤﺆﺗﻤﺮﺍﺕ‪ ‬ﺍﻟﻌﻠﻤﻴﺔ‪ ‬ﻓﻘﺪ‪ ‬ﺗﺸﻜﻠﺖ‪ ‬ﻟﺪﻳﻪ‪ ‬ﻣﻌﺮﻓﺔ‪ ‬ﻻ‪ ‬ﺑﺄﺱ‪ ‬ﺑﻬﺎ‪ ‬ﺑﺎﻟﻤﻮﺿﻮﻉ‪ ‬ﻧﻨﻘﻠﻬﺎ‪ ‬ﻟﻜﻢ‪ ‬ﻟﻺﺳﺘﻔﺎﺩﺓ‪ ‬ﻣﻨﻬﺎ‪ ‬ﻛﻤﺎ‪ ‬ﻫﻰ‬ ‫ﺃﻭﻻ‪ : ‬ﺧﻄﻮﺍﺕ‪ ‬ﺗﻘﺪﻳﻢ‪ ‬ﻋﺮﺽ‪ ‬ﻧﺎﺟﺢ‬ ‫ً‬ ‫ﺍﻟﺨﻄﻮﺓ‪ ‬ﺍﻷﻭﻟﻰ‪ : ‬ﺇﺳﺘﻬﺪﻑ‪ ‬ﺍﻟﺤﻀﻮﺭ‪: ‬‬ ‫ﻭﻫﺬﺍ‪ ‬ﺍﻷﻣﺮ‪ ‬ﻳﻌﻨﻲ‪ ‬ﺍﻟﺘﻔﻜﻴﺮ‪ ‬ﺑﻨﻮﻋﻴﺔ‪ ‬ﺍﻟﻨﺎﺱ‪ ‬ﺍﻟﺬﻳﻦ‪ ‬ﺳﺘﺨﺎﻃﺒﻬﻢ‪ ‬ﺃﻭ‪ ‬ﺗﺸﺮﺡ‪ ‬ﻟﻬﻢ‪ ‬ﻭﻫﺬﺍ‪ ‬ﻳﺆﺛﺮ‪ ‬ﻋﻠﻰ‪ ‬ﻃﺮﻳﻘﺔ‪ ‬ﺗﻮﺻﻴﻞ‪ ‬ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ‬ﻓﻠﻨﻔﺘﺮﺽ‪ ‬ﻣﺜﻸ‪ ‬ﺃﻥ‬ ‫ﻣﻬﻨﺪﺳﺎً ‪ ‬ﻣﺨﺘﺼﺎً ‪ ‬ﺑﺎﻟﺰﻻﺯﻝ‪ ‬ﺃﺭﺍﺩ‪ ‬ﺃﻥ‪ ‬ﻳﺸﺮﺡ‪ ‬ﻋﻦ‪ ‬ﺗﺼﻤﻴﻢ‪ ‬ﺍﻟﻤﺒﺎﻧﻲ‪ ‬ﺍﻟﻤﻘﺎﻭﻣﺔ‪ ‬ﻟﻠﺰﻻﺯﻝ‪ ‬ﻟﻄﻼﺏ‪ ‬ﺍﻟﻬﻨﺪﺳﺔ‪ ‬ﻓﻬﺬﺍ‪ ‬ﻳﻌﻨﻲ‪ ‬ﺃﻥ‪ ‬ﺍﻟﻤﻬﻨﺪﺱ‪ ‬ﺳﻴﺪﺧﻞ‪ ‬ﻓﻲ‬ ‫ﺗﻔﺎﺻﻴﻞ‪ ‬ﺍﻟﺘﺼﻤﻴﻢ‪ ‬ﻭﺍﻟﻤﻌﺎﺩﻻﺕ‪ ‬ﻭﻋﺰﻡ‪ ‬ﺍﻟﻘﺼﻮﺭ‪ ‬ﺍﻟﺬﺍﺗﻲ‪ ‬ﻭﺍﻹﺗﺰﺍﻥ‪ ‬ﺍﻟﻤﺤﻮﺭﻱ‪ ‬ﻭﺍﻟﻜﺜﻴﺮ‪ ‬ﻣﻦ‪ ‬ﺍﻟﺘﻔﺎﺻﻴﻞ‪ ‬ﺍﻟﺘﻘﻨﻴﺔ‪ ‬ﺍﻟﺘﻲ‪ ‬ﻻ‪ ‬ﻳﻔﻬﻤﻬﺎ‪ ‬ﺳﻮﻯ‪ ‬ﺍﻟﻤﻬﻨﺪﺱ‬ ‫ﺍﻟﻤﺨﺘﺺ‪ ، ‬ﺃﻣﺎ‪ ‬ﻟﻮ‪ ‬ﻛﺎﻥ‪ ‬ﺍﻟﻤﻬﻨﺪﺱ‪ ‬ﺳﻴﺘﺤﺪﺙ‪ ‬ﻋﻦ‪ ‬ﻧﻔﺲ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﻓﻲ‪ ‬ﻣﺤﺎﺿﺮﺓ‪ ‬ﻋﺎﻣﺔ‪ ‬ﻟﻠﻨﺎﺱ‪ ‬ﻓﻤﻦ‪ ‬ﻏﻴﺮ‪ ‬ﺍﻟﻤﻌﻘﻮﻝ‪ ‬ﺃﻥ‪ ‬ﻳﺘﺤﺪﺙ‪ ‬ﻋﻦ‪ ‬ﺗﻠﻚ‬ ‫ﺍﻟﺘﻔﺎﺻﻴﻞ‪ ‬ﻭﺇﻧﻤﺎ‪ ‬ﺳﻴﺘﺤﺪﺙ‪ ‬ﻋﻦ‪ ‬ﺷﻜﻞ‪ ‬ﺍﻟﻤﺒﺎﻧﻲ‪ ‬ﺍﻟﻤﻘﺎﻭﻣﺔ‪ ‬ﻟﻠﺰﻻﺯﻝ‪ ‬ﺑﺸﻜﻞ‪ ‬ﻳﻔﻬﻤﻪ‪ ‬ﻣﻌﻈﻢ‪ ‬ﺃﻭ‪ ‬ﻏﺎﻟﺒﻴﺔ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ­ ‬ﺇﻥ‪ ‬ﻟﻢ‪ ‬ﻳﻜﻦ‪ ‬ﻛﻠﻬﻢ‪.‬‬ ‫ﺗﺬﻛﺮ‪ ‬ﺩﻭﻣﺎً ‪ ‬ﺃﻥ‪ ‬ﺍﻟﻬﺪﻑ‪ ‬ﻫﻮ‪ ‬ﺗﻮﺻﻴﻞ‪ ‬ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ‬ﻟﻠﺤﻀﻮﺭ‪ ‬ﺑﺸﻜﻞ‪ ‬ﻳﻔﻬﻤﻮﻧﻪ‪ ‬ﻭﻟﻴﺲ‪ ‬ﺍﻟﻬﺪﻑ‪ ‬ﺇﺑﺮﺍﺯ‪ ‬ﻣﻬﺎﺭﺍﺗﻚ‪ ‬ﺍﻟﻌﻠﻤﻴﺔ‪ ‬ﻭﺗﺮﻙ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﻳﺘﺨﺒﻄﻮﻥ‬ ‫ﺩﻭﻥ‪ ‬ﺃﻥ‪ ‬ﻳﻔﻘﻬﻮﺍ‪ ‬ﺷﻴﺌﺎً ‪.‬‬

‫ﺃﺗﺬﻛﺮ‪ ‬ﺑﻬﺬﺍ‪ ‬ﺍﻟﺨﺼﻮﺹ‪ ‬ﺃﻧﻲ‪ ‬ﺩﻋﻴﺖ‪ ‬ﻳﻮﻣﺎً ‪ ‬ﻹﻟﻘﺎﺀ‪ ‬ﻣﺤﺎﺿﺮﺓ‪ ‬ﻓﻲ‪ ‬ﻣﻮﺿﻮﻉ‪ ‬ﻋﻠﻤﻲ‪ ‬ﻭﻷﻧﻲ‪ ‬ﻟﻢ‪ ‬ﺃﻛﻦ‪ ‬ﺃﻋﺮﻑ‪ ‬ﻣﺴﺘﻮﻯ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﻣﻦ‪ ‬ﻧﺎﺣﻴﺔ‪ ‬ﻋﻠﻤﻴﺔ‪ ‬ﻓﻘﺪ‬ ‫ٌ‬

‫ﺃﺗﺬﻛﺮ‪ ‬ﺑﻬﺬﺍ‪ ‬ﺍﻟﺨﺼﻮﺹ‪ ‬ﺃﻧﻲ‪ ‬ﺩﻋﻴﺖ‪ ‬ﻳﻮﻣﺎً ‪ ‬ﻹﻟﻘﺎﺀ‪ ‬ﻣﺤﺎﺿﺮﺓ‪ ‬ﻓﻲ‪ ‬ﻣﻮﺿﻮﻉ‪ ‬ﻋﻠﻤﻲ‪ ‬ﻭﻷﻧﻲ‪ ‬ﻟﻢ‪ ‬ﺃﻛﻦ‪ ‬ﺃﻋﺮﻑ‪ ‬ﻣﺴﺘﻮﻯ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﻣﻦ‪ ‬ﻧﺎﺣﻴﺔ‪ ‬ﻋﻠﻤﻴﺔ‪ ‬ﻓﻘﺪ‬ ‫ٌ‬ ‫ﻛﺎﻧﺖ‪ ‬ﻣﺤﺎﺿﺮﺗﻲ‪ ‬ﻣﻠﻴﺌﺔ‪ ‬ﺑﺎﻟﻤﻌﺎﺩﻻﺕ‪ ‬ﺍﻟﺮﻳﺎﺿﻴﺔ‪ ‬ﺍﻟﺘﻲ‪ ‬ﻟﻢ‪ ‬ﻳﻔﻬﻤﻬﺎ‪ ‬ﻣﻌﻈﻢ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ،‬ﻭﻓﻲ‪ ‬ﺍﻟﻤﺮﺓ‪ ‬ﺍﻟﺜﺎﻧﻴﺔ‪ ‬ﺩﻋﻴﺖ‪ ‬ﻹﻟﻘﺎﺀ‪ ‬ﻣﺤﺎﺿﺮﺓ‪ ‬ﻋﻠﻤﻴﺔ‪ ‬ﻟﻨﻔﺲ‬ ‫ﺍﻟﺤﻀﻮﺭ‪ ‬ﻓﻜﺎﻧﺖ‪ ‬ﻣﺤﺎﺿﺮﺗﻲ‪ ‬ﺧﺎﻟﻴﺔ‪ ‬ﺗﻤﺎﻣﺎً ‪ ‬ﻣﻦ‪ ‬ﺍﻟﻤﻌﺎﺩﻻﺕ‪ ‬ﻭﺃﻭﺻﻠﺖ‪ ‬ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ‬ﺑﻄﺮﻳﻘﺔ‪ ‬ﺟﻌﻠﺖ‪ ‬ﺃﻗﻠﻬﻢ‪ ‬ﻋﻠﻤﺎً ‪ ‬ﻳﻔﻬﻢ‪ ‬ﻣﺎ‪ ‬ﺃﺭﺩﺕ‪ ‬ﺇﻳﺼﺎﻟﻪ‪.‬‬ ‫ﺍﻟﺨﻄﻮﺓ‪ ‬ﺍﻟﺜﺎﻧﻴﺔ‪ : ‬ﺍﻟﺨﻼﺻﺔ‬ ‫ﻗﺒﻞ‪ ‬ﺃﻥ‪ ‬ﺗﺒﺪﺃ‪ ‬ﺑﺘﺤﻀﻴﺮ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺍﻟﺘﻘﺪﻳﻤﻲ‪ ‬ﻭﺑﻌﺪ‪ ‬ﺃﻥ‪ ‬ﺗﻜﻮﻥ‪ ‬ﻗﺪ‪ ‬ﻋﺮﻓﺖ‪ ‬ﺍﻟﻤﺴﺘﻮﻯ‪ ‬ﺍﻟﻌﻠﻤﻲ‪ ‬ﻟﻠﺤﻀﻮﺭ‪ ‬ﺗﺒﺪﺃ‪ ‬ﺑﺎﻟﺘﻔﻜﻴﺮ‪ ‬ﻣﻦ‪ ‬ﺍﻟﻨﻬﺎﻳﺔ‪ ‬ﺑﻤﻌﻨﻲ‪ ‬ﺃﻥ‪ ‬ﺗﺴﺄﻝ‬ ‫ﻧﻔﺴﻚ‪ ‬ﻫﺬﺍ‪ ‬ﺍﻟﺴﺆﺍﻝ‪ :‬ﻣﺎ‪ ‬ﻫﻲ‪ ‬ﺍﻟﻔﻜﺮﺓ‪ ‬ﺃﻭ‪ ‬ﺍﻟﺨﻼﺻﺔ‪ ‬ﺍﻟﺘﻲ‪ ‬ﺗﺮﻳﺪ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﺃﻥ‪ ‬ﻳﺨﺮﺟﻮﺍ‪ ‬ﺑﻬﺎ‪ ‬ﺑﻌﺪ‪ ‬ﺍﻧﺘﻬﺎﺀ‪ ‬ﻣﺤﺎﺿﺮﺗﻚ؟‪ ‬ﻭﻋﻨﺪﻣﺎ‪ ‬ﺗﺠﻴﺐ‪ ‬ﻋﻠﻰ‪ ‬ﻫﺬﺍ‬ ‫ﺍﻟﺴﺆﺍﻝ‪ ‬ﺗﺒﺪﺃ‪ ‬ﺑﺘﺮﺗﻴﺐ‪ ‬ﺍﻷﻓﻜﺎﺭ‪ ‬ﻭﺗﺤﻀﻴﺮﻫﺎ‪ ‬ﺑﺎﻟﺸﻜﻞ‪ ‬ﺍﻟﺬﻱ‪ ‬ﻳﻮﺻﻞ‪ ‬ﺗﻠﻚ‪ ‬ﺍﻟﻔﻜﺮﺓ‪ ‬ﺑﻤﺎ‪ ‬ﻳﺘﻨﺎﺳﺐ‪ ‬ﻣﻊ‪ ‬ﻣﺴﺘﻮﻯ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﺍﻟﻌﻠﻤﻲ‬ ‫ﺍﻟﺨﻄﻮﺓ‪ ‬ﺍﻟﺜﺎﻟﺜﺔ‪ : ‬ﺣﺴﺎﺏ‪ ‬ﺍﻟﻮﻗﺖ‬ ‫ﻓﻲ‪ ‬ﻣﻌﻈﻢ‪ ‬ﺍﻷﺣﻴﺎﻥ‪ ‬ﻳﻜﻮﻥ‪ ‬ﺯﻣﻦ‪ ‬ﺍﻟﻤﺤﺎﺿﺮﺓ‪ ‬ﻣﺤﺪﺩﺍً ‪ ‬ﻭﻻ‪ ‬ﻳﻤﻜﻦ‪ ‬ﺗﺠﺎﻭﺯﻩ‪ ‬ﻣﺜﻞ‪ ‬ﺍﻟﻤﺆﺗﻤﺮﺍﺕ‪ ‬ﺍﻟﻌﻠﻤﻴﺔ‪ ‬ﺃﻭ‪ ‬ﻣﺤﺎﺿﺮﺍﺕ‪ ‬ﺍﻟﺠﺎﻣﻌﺔ‪ ، ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻳﺠﺐ‪ ‬ﺗﺤﺪﻳﺪ‬ ‫ﺍﻟﺸﺮﺍﺋﺢ‪ ‬ﻭﺣﺴﺎﺏ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﺍﻟﻼﺯﻡ‪ ‬ﻟﻜﻞ‪ ‬ﺷﺮﻳﺤﺔ‪ ‬ﻭﻋﻨﺪ‪ ‬ﺍﻟﻠﺰﻭﻡ‪ ‬ﺍﺧﺘﺼﺎﺭ‪ ‬ﺃﻭ‪ ‬ﺇﺿﺎﻓﺔ‪ ‬ﺑﻌﺾ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‪ ‬ﺑﺤﻴﺚ‪ ‬ﻳﺘﻢ‪ ‬ﺍﻟﺘﻘﻴﺪ‪ ‬ﺑﺎﻟﻮﻗﺖ‪ ‬ﺩﻭﻥ‪ ‬ﺯﻳﺎﺩﺓ‪ ‬ﺃﻭ‪ ‬ﻧﻘﺼﺎﻥ‪.‬‬ ‫ﻷﻥ‪ ‬ﺫﻟﻚ‪ ‬ﻳﺆﺛﺮ‪ ‬ﺗﺄﺛﻴﺮﺍً ‪ ‬ﺳﻠﺒﻴﺎً‬ ‫‪ ‬ﻋﻠﻰ‪ ‬ﺍﻟﻤﺤﺎﺿﺮ‪ .‬ﻣﺜﻼ‪ ‬ﻓﻲ‪ ‬ﺍﻣﺘﺤﺎﻥ‪ ‬ﺍﻟﺪﻛﺘﻮﺭﺍﺓ‪ ‬ﻳﺘﻢ‪ ‬ﻣﻨﺢ‪ ‬ﺍﻟﻄﺎﻟﺐ‪ ‬ﻣﺪﺓ‪ ‬ﻣﻌﻴﻨﺔ‪) ‬ﻋﺎﺩﺓ‪ ‬ﻧﺼﻒ‪ ‬ﺳﺎﻋﺔ(‪ ‬ﻟﻌﺮﺽ‪ ‬ﺍﻷﻃﺮﻭﺣﺔ‬ ‫ُ‬ ‫ﻭﺇﻥ‪ ‬ﺗﺨﻄﻰ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﺍﻟﻤﺴﻤﻮﺡ‪ ‬ﻟﻪ‪ ‬ﻳﺘﻢ‪ ‬ﺇﻳﻘﺎﻓﻪ‪ ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻳﻨﺘﻬﻲ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﺑﻴﻨﻤﺎ‪ ‬ﻻ‪ ‬ﻳﺴﺘﻄﻴﻊ‪ ‬ﻋﺮﺽ‪ ‬ﻣﺎ‪ ‬ﺃﺭﺍﺩ‪.‬‬ ‫ﺃﻣﺎ‪ ‬ﻓﻲ‪ ‬ﺍﻟﻤﺆﺗﻤﺮﺍﺕ‪ ‬ﺍﻟﻌﻠﻤﻴﺔ‪ ‬ﻓﻴﻜﻮﻥ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﻋﺎﺩﺓ‪ ‬ﺭﺑﻊ‪ ‬ﺳﺎﻋﺔ‪ ‬ﻻ‪ ‬ﻳﺴﻤﺢ‪ ‬ﺑﺘﺠﺎﻭﺯﻫﺎ‪ ‬ﻭﻗﺪ‪ ‬ﺭﺃﻳﺖ‪ ‬ﺍﻟﺒﻌﺾ‪ ‬ﻳﻘﻊ‪ ‬ﻓﻲ‪ ‬ﻭﺭﻃﺔ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﻭﺗﻤﺮ‪ 14 ‬ﺩﻗﻴﻘﺔ‬ ‫ﻭﻫﻮ‪ ‬ﻻﺯﺍﻝ‪ ‬ﺑﺤﺎﺟﺔ‪ ‬ﻟﻌﺮﺽ‪ ‬ﻣﺠﻤﻮﻋﺔ‪ ‬ﻛﺒﻴﺮﺓ‪ ‬ﻣﻦ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‪ ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻳﻘﻮﻡ‪ ‬ﺑﻌﺮﺽ‪ ‬ﺑﻘﻴﺔ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‪ ‬ﺑﺸﻜﻞ‪ ‬ﺳﺮﻳﻊ‪ ‬ﺟﺪﺍً ‪ ‬ﻭﻻ‪ ‬ﻳﺘﻤﻜﻦ‪ ‬ﻣﻦ‪ ‬ﺍﻟﺸﺮﺡ‪ ‬ﻭﺫﻟﻚ‬ ‫ﺣﺘﻰ‪ ‬ﻻ‪ ‬ﻳﺘﺠﺎﻭﺯ‪ ‬ﺍﻟﻮﻗﺖ‪.‬‬

‫ﺍﻟﻘﺎﻫﺪﺓ‪ ‬ﺍﻟﺬﻫﺒﻴﺔ‪ ‬ﻟﻌﺪﻡ‪ ‬ﺍﻟﻮﻗﻮﻉ‪ ‬ﻓﻲ‪ ‬ﻣﺜﻞ‪ ‬ﺗﻠﻚ‪ ‬ﺍﻟﻤﺸﺎﻛﻞ‪ ‬ﻫﻲ‪ ‬ﺍﻟﻤﻤﺎﺭﺳﺔ‬ ‫ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻳﺠﺐ‪ ‬ﻣﻤﺎﺭﺳﺔ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺃﻱ‪ ‬ﻋﻤﻞ‪ ‬ﺑﺮﻭﻓﺔ‪ ‬ﻗﺒﻞ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺑﻴﻮﻡ‪ ‬ﻋﻠﻰ‪ ‬ﺍﻷﻗﻞ‪ ‬ﺃﻣﺎﻡ‪ ‬ﺍﻟﺰﻣﻼﺀ‪ ‬ﺃﻭ‪ ‬ﺍﻷﺻﺪﻗﺎﺀ‪ ‬ﻓﻬﺬﺍ‪ ‬ﻳﻔﻴﺪ‪ ‬ﺟﺪﺍً ‪ ‬ﻣﻦ‪ ‬ﻧﺎﺣﻴﺔ‪ ‬ﺗﻼﻓﻲ‬ ‫ﺃﻳﺔ‪ ‬ﺃﺧﻄﺎﺀ‪ ‬ﻗﺪ‪ ‬ﻻ‪ ‬ﺗﻨﺘﺒﻪ‪ ‬ﺇﻟﻴﻬﺎ‪ ‬ﻭﻳﻨﺒﻬﻚ‪ ‬ﺇﻟﻴﻬﺎ‪ ‬ﺍﻟﺰﻣﻼﺀ‪ ‬ﻭﻟﻤﻤﺎﺭﺳﺔ‪ ‬ﻋﻤﻠﻴﺔ‪ ‬ﺍﻟﺘﺤﻜﻢ‪ ‬ﻓﻲ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﻓﺈﻥ‪ ‬ﻭﺟﺪﺕ‪ ‬ﺃﻧﻚ‪ ‬ﺗﺠﺎﻭﺯﺕ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﺗﺒﺤﺚ‪ ‬ﻋﻦ‬ ‫ﺃﺷﻴﺎﺀ‪ ‬ﻳﻤﻜﻦ‪ ‬ﺍﺧﺘﺼﺎﺭﻫﺎ‪ ‬ﺃﻭ‪ ‬ﺍﻹﺳﺘﻐﻨﺎﺀ‪ ‬ﻋﻨﻬﺎ‪ ‬ﺃﻭ‪ ‬ﺗﻘﻠﻴﻞ‪ ‬ﺍﻟﺸﺮﺡ‪ ‬ﻓﻴﻬﺎ‪ ‬ﻭﺇﻥ‪ ‬ﻭﺟﺪﺕ‪ ‬ﺃﻧﻚ‪ ‬ﺃﻧﻬﻴﺖ‪ ‬ﻗﺒﻞ‪ ‬ﺍﻟﻮﻗﺖ‪ ‬ﺗﻀﻴﻒ‪ ‬ﺃﺷﻴﺎﺀ‪ ‬ﺟﺪﻳﺪﺓ‪ ‬ﺃﻭ‪ ‬ﺗﺘﺤﺪﺙ‬ ‫ﺃﻛﺜﺮ‪ ‬ﻋﻦ‪ ‬ﺑﻌﺾ‪ ‬ﺍﻷﻣﻮﺭ‪.‬‬ ‫ﺇﻥ‪ ‬ﻟﻢ‪ ‬ﺗﺠﺪ‪ ‬ﺯﻣﻼﺀ‪ ‬ﺃﻭ‪ ‬ﺃﺻﺪﻗﺎﺀ‪ ‬ﺗﻘﻮﻡ‪ ‬ﺑﻌﻤﻞ‪ ‬ﺑﺮﻭﻓﺔ‪ ‬ﻟﻬﻢ‪ ‬ﻓﻘﻢ‪ ‬ﺑﻌﻤﻞ‪ ‬ﺫﻟﻚ‪ ‬ﺃﻣﺎﻡ‪ ‬ﺯﻭﺟﺘﻚ‪/‬ﺯﻭﺟﻚ‪ ‬ﺃﻭ‪ ‬ﺃﻭﻻﺩﻙ‪ ‬ﻓﻬﺬﺍ‪ ‬ﻳﻔﻴﺪ‪ ‬ﻣﻦ‪ ‬ﻧﺎﺣﻴﺔ‪ ‬ﺍﻟﺘﺤﻜﻢ‪ ‬ﻓﻲ‬ ‫‪ ‬ﻣﺜﻼ‪ ‬ﻟﻤﺆﺗﻤﺮ‪ ‬ﻋﻠﻤﻲ‪ ‬ﻓﻘﻢ‪ ‬ﺑﻌﻤﻞ‪ ‬ﺫﻟﻚ‪ ‬ﺑﻴﻨﻚ‪ ‬ﻭﺑﻴﻦ‪ ‬ﻧﻔﺴﻚ‪ ‬ﻓﻲ‪ ‬ﻏﺮﻓﺘﻚ‪ ‬ﻓﻲ‪ ‬ﺍﻟﻔﻨﺪﻕ‪ ‬ﻭﻫﺬﺍ‪ ‬ﻣﻔﻴﺪ‪ ‬ﺟﺪﺍً‬ ‫ﺍﻟﻮﻗﺖ‪ ‬ﻭﺇﻥ‪ ‬ﻛﻨﺖ‪ ‬ﻭﺣﻴﺪﺍً ‪ ‬ﺃﻭ‪ ‬ﻣﺴﺎﻓﺮﺍً‬ ‫ً‬ ‫ﻟﻨﺎﺣﻴﺔ‪ ‬ﺣﺴﺎﺏ‪ ‬ﺍﻟﻮﻗﺖ‪.‬‬ ‫‪ ‬‬ ‫ﺛﺎﻧﻴﺎً ‪ : ‬ﺃﺧﻄﺎﺀ‪ ‬ﺷﺎﺋﻌﺔ‪ ‬ﻓﻲ‪ ‬ﺍﻟﻌﺮﻭﺽ‬ ‫ﻫﻨﺎﻙ‪ ‬ﺍﻟﻜﺜﻴﺮ‪ ‬ﻣﻦ‪ ‬ﺍﻷﺧﻄﺎﺀ‪ ‬ﺍﻟﺸﺎﺋﻌﺔ‪ ‬ﺳﻮﺍﺀ‪ ‬ﻓﻲ‪ ‬ﺗﺤﻀﻴﺮ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺍﻟﺘﻘﺪﻳﻤﻲ‪ ‬ﺃﻭ‪ ‬ﻓﻲ‪ ‬ﻃﺮﻳﻘﺔ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺳﺄﺳﺘﻌﺮﺿﻬﺎ‪ ‬ﻟﻜﻢ‪ ‬ﺗﺒﺎﻋﺎً ‪ ‬ﺇﻥ‪ ‬ﺷﺎﺀ‪ ‬ﷲ‬ ‫‪ ­1‬ﺣﺠﻢ‪ ‬ﺍﻟﺨﻂ‬ ‫ً‬ ‫ﺣﺎﻭﻝ‪ ‬ﺩﻭﻣﺎً ‪ ‬ﺃﻥ‪ ‬ﻳﻜﻮﻥ‪ ‬ﺍﻟﺨﻂ‪ ‬ﻣﺘﻨﺎﺳﻘﺎً‬ ‫‪ ‬ﻭﻻ‪ ‬ﻳﻘﻞ‪ ‬ﺣﺠﻢ‪ ‬ﺍﻟﺨﻂ‪ ‬ﻋﻦ‪ 24 ‬ﺇﻥ‪ ‬ﻛﻨﺖ‪ ‬ﺗﺴﺘﺨﺪﻡ‪ ‬ﺍﻟﺒﻮﺭﺑﻮﻳﻨﺖ‪ ‬ﻷﻥ‪ ‬ﺃﻗﻞ‪ ‬ﻣﻦ‪ ‬ﺫﻟﻚ‪ ‬ﻟﻦ‪ ‬ﻳﻜﻮﻥ‪ ‬ﻣﻘﺮﻭﺀﺃ‬ ‫‪ ‬ﺟﺪﺍً‬ ‫ﻭﺍﻟﻤﺸﻜﻠﺔ‪ ‬ﺗﺘﻜﺮﺭ‪ ‬ﻓﻲ‪ ‬ﺣﺎﻟﺔ‪ ‬ﺍﻟﺮﺳﻮﻣﺎﺕ‪ ‬ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ‬ﺍﻟﺘﻮﺿﻴﺤﻴﺔ‪ ‬ﻋﻠﻴﻬﺎ‪ ‬ﺣﻴﺚ‪ ‬ﻳﻜﻮﻥ‪ ‬ﺍﻟﺨﻂ‪ ‬ﺻﻐﻴﺮﺍً‬ ‫‪ ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻻ‪ ‬ﻳﺴﺘﻄﻴﻊ‪ ‬ﺣﺘﻰ‪ ‬ﻣﻦ‪ ‬ﻳﺠﻠﺲ‪ ‬ﻓﻲ‬ ‫ﺍﻟﺼﻒ‪ ‬ﺍﻷﻭﻝ‪ ‬ﻣﻦ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﻗﺮﺍﺋﺘﻬﺎ‪ .‬ﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻳﺠﺐ‪ ‬ﺇﻋﺎﺩﺓ‪ ‬ﺗﺤﻀﻴﺮ‪ ‬ﺍﻟﺮﺳﻮﻣﺎﺕ‪ ‬ﻭﺍﻟﻜﺘﺎﺑﺎﺕ‪ ‬ﺍﻟﺘﻮﺿﻴﺤﻴﺔ‪ ‬ﺑﺸﻜﻞ‪ ‬ﺗﻜﻮﻥ‪ ‬ﻣﻘﺮﻭﺀﺓ‪ ‬ﻭﻭﺍﺿﺤﺔ‪ ‬ﻟﻠﺠﻤﻴﻊ‬ ‫‪ ­2‬ﺗﺒﺎﻳﻦ‪ ‬ﺍﻷﻟﻮﺍﻥ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ‪ (contrast) ‬ﻣﻬﻢ‪ ‬ﺟﺪﺍً ‪ ‬ﻷﻧﻪ‪ ‬ﺇﻥ‪ ‬ﻛﺎﻥ‪ ‬ﺳﻴﺌﺎً ‪ ‬ﻳﺠﻌﻞ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﻏﻴﺮ‪ ‬ﻣﺮﺋﻲ‪ ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻳﺠﺐ‪ ‬ﺃﻥ‪ ‬ﻳﻜﻮﻥ‪ ‬ﻫﻨﺎﻙ‪ ‬ﺗﺒﺎﻳﻦ‪ ‬ﺑﻴﻦ‪ ‬ﻟﻮﻥ‪ ‬ﺍﻟﺨﻠﻔﻴﺔ‪ ‬ﻭﻟﻮﻥ‪ ‬ﺍﻟﺨﻂ‬ ‫ﻭﻳﻔﻀﻞ‪ ‬ﺃﻥ‪ ‬ﺗﻜﻮﻥ‪ ‬ﺍﻷﻟﻮﺍﻥ‪ ‬ﻫﺎﺩﺋﺔ‪ ‬ﻭﻟﻴﺴﺖ‪ ‬ﺻﺎﺭﺧﺔ‪ ‬ﺃﻭ‪ ‬ﻣﺜﻴﺮﺓ‪ ‬ﻟﻸﻋﺼﺎﺏ‪ .‬ﻓﺈﻥ‪ ‬ﻛﺎﻧﺖ‪ ‬ﺍﻟﺨﻠﻔﻴﺔ‪ ‬ﻟﻮﻧﻬﺎ‪ ‬ﺩﺍﻛﻦ‪ ‬ﻳﺠﺐ‪ ‬ﺃﻥ‪ ‬ﻳﻜﻮﻥ‪ ‬ﺍﻟﺨﻂ‪ ‬ﻟﻮﻧﻪ‪ ‬ﻓﺎﺗﺢ‬ ‫ﻭﺍﻟﻌﻜﺲ‪ ‬ﺻﺤﻴﺢ‪ .‬ﻣﺜﺎﻝ‪ ‬ﻋﻠﻰ‪ ‬ﺫﻟﻚ‪:‬‬ ‫ﺍﻟﺨﻠﻔﻴﺔ‪ ‬ﻫﻨﺎ‪ ‬ﻟﻮﻧﻬﺎ‪ ‬ﺍﺑﻴﺾ‪:‬‬ ‫ﻫﻞ‪ ‬ﺗﺴﺘﻄﻴﻊ‪ ‬ﻗﺮﺍﺀﺓ‪ ‬ﻫﺬﺍ‪ ‬ﺍﻟﺨﻂ‪ ‬ﺑﺴﻬﻮﻟﺔ؟‬ ‫ﻻ‪ ‬ﺷﻚ‪ ‬ﺃﻥ‪ ‬ﻫﺬﺍ‪ ‬ﺍﻟﺴﻄﺮ‪ ‬ﺃﻭﺿﺢ‪ ‬ﻣﻤﺎ‪ ‬ﺳﻘﺒﻪ‬ ‫‪ ­3‬ﺍﻟﺤﺮﻛﺔ‪ (animation) ‬‬ ‫ﺣﺎﻭﻝ‪ ‬ﺩﻭﻣﺎً‬ ‫‪ ‬ﺃﻥ‪ ‬ﺗﺘﺠﻨﺐ‪ ‬ﺍﻟﺤﺮﻛﺔ‪ ‬ﺍﻟﻜﺜﻴﺮﺓ‪ ‬ﻓﻲ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺍﻟﺘﻘﺪﻳﻤﻲ‪ ‬ﻭﺫﻟﻚ‪ ‬ﻟﻌﺪﺓ‪ ‬ﺃﺳﺒﺎﺏ‪ ‬ﺃﻫﻤﻬﺎ‪ ‬ﺃﻥ‪ ‬ﻛﺜﺮﺓ‪ ‬ﺍﻟﺤﺮﻛﺔ‪ ‬ﺗﺸﺘﺖ‪ ‬ﺍﻧﺘﺒﺎﻩ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﻓﺒﺪﻻ‪ ‬ﻣﻦ‬ ‫ً‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‪ ‬ﻋﻠﻰ‪ ‬ﺍﻟﻤﺤﺘﻮﻯ‪ ‬ﻓﺈﻧﻬﻢ‪ ‬ﻳﺮﻛﺰﻭﻥ‪ ‬ﻋﻠﻰ‪ ‬ﺍﻟﺤﺮﻛﺎﺕ‪ ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﺗﻔﻘﺪ‪ ‬ﺍﻟﺮﺳﺎﻟﺔ‪ ‬ﺍﻟﺘﻲ‪ ‬ﺗﺮﻳﺪ‪ ‬ﺗﻮﺻﻴﻠﻬﺎ‪ ‬ﻭﺍﻟﺴﺒﺐ‪ ‬ﺍﻵﺧﺮ‪ ‬ﺃﻥ‪ ‬ﻛﺜﺮﺓ‪ ‬ﺍﻟﺤﺮﻛﺔ‪ ‬ﺗﻔﻘﺪ‬ ‫ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﺭﻭﻧﻘﻪ‪ ‬ﻭﺯﺧﻤﻪ‪ ‬ﺍﻟﻌﻠﻤﻲ‪ ‬ﻭﺗﻌﻄﻲ‪ ‬ﺍﻧﻄﺒﺎﻋﺎً ‪ ‬ﻏﻴﺮ‪ ‬ﺟﻴﺪ‪ ‬ﻋﻦ‪ ‬ﻣﻘﺪﻡ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺃﻥ‪ ‬ﻛﺎﻥ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﻟﻤﻨﺎﻗﺸﺔ‪ ‬ﺭﺳﺎﻟﺔ‪ ‬ﻣﺎﺟﺴﺘﻴﺮ‪ ‬ﺃﻭ‪ ‬ﺩﻛﺘﻮﺭﺍﺓ‪.‬‬ ‫ﻭﺃﺗﺬﻛﺮ‪ ‬ﻣﺜﺎﻝ‪ ‬ﺳﻲﺀ‪ ‬ﻋﻠﻰ‪ ‬ﺍﻟﺤﺮﻛﺔ‪ ‬ﺃﻭ‪ ‬ﺍﻷﻧﻴﻤﻴﺸﻦ‪ ‬ﻓﻲ‪ ‬ﺃﺣﺪ‪ ‬ﺍﻟﻤﺆﺗﻤﺮﺍﺕ‪ ‬ﺍﻟﻌﻠﻤﻴﺔ‪ ‬ﻗﺎﻡ‪ ‬ﺃﺣﺪﻫﻢ‪ ‬ﺑﻌﺮﺽ‪ ‬ﺛﻼﺙ‪ ‬ﺭﺳﻮﻣﺎﺕ‪ ‬ﻋﻠﻤﻴﺔ‪ ‬ﻣﺘﺤﺮﻛﺔ‪ ‬ﻓﻲ‬ ‫ﺷﺮﻳﺤﺔ‪ ‬ﻭﺍﺣﺪﺓ‪ ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻟﻢ‪ ‬ﻳﺴﺘﻄﻊ‪ ‬ﺃﺣﺪ‪ ‬ﺍﻟﺘﺮﻛﻴﺰ‪ ‬ﻋﻠﻰ‪ ‬ﺃﻱ‪ ‬ﻣﻨﻬﺎ‪.‬‬ ‫ﻛﻘﺎﻋﺪﺓ‪ ‬ﺫﻫﺒﻴﺔ‪ :‬ﺗﺠﻨﺐ‪ ‬ﺍﻟﺤﺮﻛﺔ‪) ‬ﺍﻷﻧﻴﻤﺸﻦ(‪ ‬ﻣﺎ‪ ‬ﺃﻣﻜﻦ‬ ‫‪ ­4‬ﻗﺮﺍﺀﺓ‪ ‬ﻣﺎ‪ ‬ﻫﻮ‪ ‬ﻣﻜﺘﻮﺏ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﻣﻦ‪ ‬ﺍﻷﺧﻄﺎﺀ‪ ‬ﺍﻟﺸﺎﺋﻌﺔ‪ ‬ﺃﻳﻀﺎً ‪ ‬ﻗﺮﺍﺀﺓ‪ ‬ﻣﺎ‪ ‬ﻫﻮ‪ ‬ﻣﻜﺘﻮﺏ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‪ .‬ﻭﻟﺬﺍ‪ ‬ﻋﻠﻴﻚ‪ ‬ﻓﻘﻂ‪ ‬ﻛﺘﺎﺑﺔ‪ ‬ﺭﺅﻭﺱ‪ ‬ﺃﻗﻼﻡ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‪ ‬ﻓﻘﻂ‪ ‬ﻟﺘﺬﻛﻴﺮﻙ‪ ‬ﺑﻤﺎ‪ ‬ﺗﺮﻳﺪ‬

‫­‪ ‬ﻗﺮﺍﺀﺓ‪ ‬ﻣﺎ‪ ‬ﻫﻮ‪ ‬ﻣﻜﺘﻮﺏ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‬

‫ﻣﻦ‪ ‬ﺍﻷﺧﻄﺎﺀ‪ ‬ﺍﻟﺸﺎﺋﻌﺔ‪ ‬ﺃﻳﻀﺎً ‪ ‬ﻗﺮﺍﺀﺓ‪ ‬ﻣﺎ‪ ‬ﻫﻮ‪ ‬ﻣﻜﺘﻮﺏ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‪ .‬ﻭﻟﺬﺍ‪ ‬ﻋﻠﻴﻚ‪ ‬ﻓﻘﻂ‪ ‬ﻛﺘﺎﺑﺔ‪ ‬ﺭﺅﻭﺱ‪ ‬ﺃﻗﻼﻡ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‪ ‬ﻓﻘﻂ‪ ‬ﻟﺘﺬﻛﻴﺮﻙ‪ ‬ﺑﻤﺎ‪ ‬ﺗﺮﻳﺪ‬ ‫ﺍﻟﺤﺪﻳﺚ‪ ‬ﻋﻨﻪ‪ ،‬ﻭﺣﺎﻭﻝ‪ ‬ﺃﻻ‪ ‬ﺗﻜﻮﻥ‪ ‬ﺟﺎﻣﺪﺍً ‪ ‬ﺃﻭ‪ ‬ﻣﺘﺤﺠﺮﺍً ‪ ‬ﺃﺛﻨﺎﺀ‪ ‬ﺍﻹﻟﻘﺎﺀ‪ ‬ﺑﻞ‪ ‬ﺍﻧﻈﺮ‪ ‬ﺗﺠﺎﻩ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﻭﺗﻔﺎﻋﻞ‪ ‬ﻣﻌﻬﻢ‪ ‬ﺑﺎﻟﺤﺮﻛﺔ‪ ‬ﻭﺍﻹﻳﻤﺎﺀﺍﺕ‪ ‬ﻭﻏﻴﺮ‪ ‬ﺫﻟﻚ‪ ‬ﻭﻻ‪ ‬ﺗﻘﺮﺃ‬ ‫ﺃﺑﺪﺍً ‪ ‬ﻣﻤﺎ‪ ‬ﻫﻮ‪ ‬ﻣﻜﺘﻮﺏ‪ ‬ﻓﻲ‪ ‬ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﻳﻘﻮﻟﻮﻥ‪ ‬ﺃﻥ‪ ‬ﺍﻟﺼﻮﺭﺓ‪ ‬ﺗﻌﺎﺩﻝ‪ ‬ﺃﻟﻒ‪ ‬ﻛﻠﻤﺔ‪ ‬ﻭﻟﺬﻟﻚ‪ ‬ﻣﻦ‪ ‬ﺍﻟﻤﻔﻀﻞ‪ ‬ﺇﺛﺮﺍﺀ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺍﻟﺘﻘﺪﻳﻤﻲ‪ ‬ﺑﺎﻟﺼﻮﺭ‪ ‬ﻣﺎ‪ ‬ﺃﻣﻜﻦ‪ ‬ﻭﺗﻘﻠﻴﻞ‪ ‬ﺍﻟﻤﻌﺎﺩﻻﺕ‪ ‬ﻣﺎ‪ ‬ﺃﻣﻜﻦ‪ ‬ﻭﺫﻟﻚ‪ ‬ﻷﻥ‬ ‫ﺍﻟﺼﻮﺭ‪ ‬ﺗﻮﺿﺢ‪ ‬ﺃﻛﺜﺮ‪ ‬ﻣﻦ‪ ‬ﺍﻟﻜﻠﻤﺎﺕ‪ ‬ﻭﺗﺨﻔﻒ‪ ‬ﻣﻦ‪ ‬ﺟﻔﺎﻑ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﺇﻥ‪ ‬ﻛﺎﻥ‪ ‬ﺻﻌﺒﺎً ‪ ‬ﻭﺗﻌﻄﻲ‪ ‬ﺗﺸﻮﻳﻘﺎً ‪ ‬ﻭﻣﺘﻌﺔ‪ ‬ﻟﻠﺤﻀﻮﺭ‪ ‬ﺃﻛﺜﺮ‪ ‬ﻣﻦ‪ ‬ﺍﻟﻨﺼﻮﺹ‬ ‫ﻭﺍﻟﻤﻌﺎﺩﻻﺕ‪ ‬ﺍﻟﺼﻌﺒﺔ‪ .‬ﻃﺒﻌﺎً ‪ ‬ﻫﺬﺍ‪ ‬ﻻ‪ ‬ﻳﻌﻨﻲ‪ ‬ﺍﻟﻐﻠﻮ‪ ‬ﺃﻭ‪ ‬ﺍﻟﺘﻜﻠﻒ‪ ‬ﻓﻲ‪ ‬ﻋﺮﺽ‪ ‬ﺍﻟﺼﻮﺭ‪ ‬ﺑﻤﺎ‪ ‬ﻳﻀﺮ‪ ‬ﺑﺎﻟﻤﻮﺿﻮﻉ‬ ‫ﺛﺎﻟﺜﺎً ‪ : ‬ﺍﻟﻌﺮﻭﺽ‬ ‫ﻛﻤﺎ‪ ‬ﻗﻠﺖ‪ ‬ﺳﺎﺑﻘﺎً ‪ ‬ﻟﻴﺲ‪ ‬ﻣﻦ‪ ‬ﺍﻟﻤﺴﺘﺤﺴﻦ‪ ‬ﺃﺑﺪﺍً ‪ ‬ﺃﻥ‪ ‬ﻳﺒﻘﻰ‪ ‬ﺍﻟﺸﺨﺺ‪ ‬ﺟﺎﻣﺪﺍً ‪ ‬ﺃﺛﻨﺎﺀ‪ ‬ﺇﻟﻘﺎﺀ‪ ‬ﺍﻟﻤﺤﺎﺿﺮﺓ‪ ،‬ﻓﻘﺪ‪ ‬ﺭﺃﻳﺖ‪ ‬ﺑﻌﺾ‪ ‬ﺍﻟﻨﺎﺱ‪ ‬ﻳﻘﻒ‪ ‬ﺧﻠﻒ‪ ‬ﺍﻟﻜﻤﺒﻴﻮﺗﺮ‬ ‫ﻻ‪ ‬ﻳﺘﺤﺮﻙ‪ ‬ﺃﺑﺪﺍً ‪ ‬ﻭﻳﻘﺮﺃ‪ ‬ﻣﺎ‪ ‬ﻫﻮ‪ ‬ﻣﻜﺘﻮﺏ‪ ‬ﺃﻣﺎﻣﻪ‪ ‬ﺩﻭﻥ‪ ‬ﺭﻓﻊ‪ ‬ﺑﺼﺮﻩ‪ ‬ﺗﺠﺎﻩ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ،‬ﻭﻫﺬﺍ‪ ‬ﻳﺆﺩﻱ‪ ‬ﻹﻧﻄﺒﺎﻉ‪ ‬ﺳﻲﺀ‪ ‬ﺑﺸﻜﻞ‪ ‬ﻋﺎﻡ‪ ‬ﻛﻤﺎ‪ ‬ﻳﺆﺩﻱ‪ ‬ﻟﻠﻤﻠﻞ‪ ‬ﻟﺪﻯ‬ ‫ﺍﻟﺤﻀﻮﺭ‪ ، ‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ‬ﻳﻔﻀﻞ‪ ‬ﺃﻥ‪ ‬ﻳﺘﺤﺮﻙ‪ ‬ﺍﻟﺸﺨﺺ‪ ‬ﻭﻳﻨﻈﺮ‪ ‬ﺗﺠﺎﻩ‪ ‬ﺍﻟﻜﻞ‪ ‬ﻭﻻ‪ ‬ﻳﺮﻛﺰ‪ ‬ﺑﺼﺮﻩ‪ ‬ﺑﻨﻔﺲ‪ ‬ﺍﻟﻤﻜﺎﻥ‪ ‬ﺃﻭ‪ ‬ﻳﻨﻈﺮ‪ ‬ﻟﻠﺴﻘﻒ‪ ‬ﻛﻤﺎ‪ ‬ﻳﻔﻌﻞ‪ ‬ﺍﻟﺒﻌﺾ‪.‬‬ ‫ﻻ‪ ‬ﺷﻚ‪ ‬ﺃﻥ‪ ‬ﺍﻟﺸﺨﺺ‪ ‬ﺍﻟﻐﻴﺮ‪ ‬ﻣﺘﻤﺮﺱ‪ ‬ﺃﻭ‪ ‬ﻣﻌﺘﺎﺩ‪ ‬ﻋﻠﻰ‪ ‬ﺇﻟﻘﺎﺀ‪ ‬ﺍﻟﻤﺤﺎﺿﺮﺍﺕ‪ ‬ﺳﺘﻜﻮﻥ‪ ‬ﺃﻭﻝ‪ ‬ﻣﺮﺓ‪ ‬ﺻﻌﺒﺔ‪ ‬ﺑﺎﻟﻨﺴﺒﺔ‪ ‬ﻟﻪ‪ ‬ﻭﺳﻴﻔﻜﺮ‪ ‬ﺃﻟﻒ‪ ‬ﻣﺮﺓ‪ ‬ﻛﻴﻒ‪ ‬ﺳﻴﻈﻬﺮ‬ ‫ﺃﻣﺎﻡ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﺳﻮﺍﺀ‪ ‬ﻛﺎﻧﻮﺍ‪ ‬ﺯﻣﻼﺀ‪ ‬ﺃﻭ‪ ‬ﻃﻼﺏ‪ ‬ﺃﻭ‪ ‬ﻣﻤﺘﺤﻨﻴﻦ‪ ، ‬ﻭﺳﻴﺘﻮﺟﺲ‪ ‬ﺧﻴﻔﺔ‪ ‬ﻣﻦ‪ ‬ﺍﻷﻣﺮ‪ ‬ﻭﻧﺼﻴﺤﺘﻲ‪ ‬ﺑﻬﺬﺍ‪ ‬ﺍﻟﺨﺼﻮﺹ‪ ‬ﻫﻮ‪ ‬ﺍﻟﻤﻤﺎﺭﺳﺔ‪ ‬ﻭﺧﺼﻮﺻﺎً‬ ‫ﻟﻠﻨﺎﺱ‪ ‬ﺍﻟﺨﺠﻮﻟﻴﻦ‪ ‬ﻓﺎﻷﻣﺮ‪ ‬ﻻ‪ ‬ﻳﺤﺘﺎﺝ‪ ‬ﺳﻮﻯ‪ ‬ﻟﻤﺰﻳﺪ‪ ‬ﻣﻦ‪ ‬ﺍﻟﻤﻤﺎﺭﺳﺔ‪ .‬ﻳﻤﻜﻨﻚ‪ ‬ﺍﻟﻘﻴﺎﻡ‪ ‬ﺑﺬﻟﻚ‪ ‬ﺑﺎﻟﺘﻤﺮﻳﻦ‪ ‬ﺑﺄﻥ‪ ‬ﺗﻠﻘﻲ‪ ‬ﻣﺤﺎﺿﺮﺓ‪ ‬ﻣﺜﻼ‪ ‬ﺃﻣﺎﻡ‪ ‬ﺃﺻﺪﻗﺎﺋﻚ‪ ‬ﺃﻭ‬ ‫ُ‬ ‫ﺃﻓﺮﺍﺩ‪ ‬ﺃﺳﺮﺗﻚ‪ ،‬ﻭﺗﻌﻴﺪ‪ ‬ﻫﺬﺍ‪ ‬ﺍﻷﻣﺮ‪ ‬ﺃﻣﺎﻡ‪ ‬ﺑﻌﺾ‪ ‬ﺯﻣﻼﺋﻚ‪ ‬ﻓﻲ‪ ‬ﺍﻟﻌﻤﻞ‪ ‬ﻭﺗﺄﻛﺪ‪ ‬ﺃﻥ‪ ‬ﺃﺩﺍﺋﻚ‪ ‬ﺳﻮﻑ‪ ‬ﻳﺘﺤﺴﻦ‪ ‬ﻓﻲ‪ ‬ﻛﻞ‪ ‬ﻣﺮﺓ‪.‬‬ ‫ﻻ‪ ‬ﺗﺨﺎﻃﺐ‪ ‬ﻧﻔﺴﻚ‪: ‬‬ ‫ﺍﻟﺒﻌﺾ‪ ‬ﻳﻘﻒ‪ ‬ﻟﻴﺘﺤﺪﺙ‪ ‬ﺑﺼﻮﺕ‪ ‬ﻣﻨﺨﻔﺾ‪ ‬ﻻ‪ ‬ﻳﻜﺎﺩ‪ ‬ﻳﺴﻤﻌﻪ‪ ‬ﺃﺣﺪ‪ ، ‬ﻭﻫﺬﺍ‪ ‬ﻧﺎﺑﻊ‪ ‬ﺇﻣﺎ‪ ‬ﻣﻦ‪ ‬ﺍﻟﺨﻮﻑ‪ ‬ﻭﺍﻟﺮﻫﺒﺔ‪ ‬ﺃﻭ‪ ‬ﻋﺪﻡ‪ ‬ﺍﻟﺘﺪﺭﻳﺐ‪ ، ‬ﻭﻓﻲ‪ ‬ﻣﻌﻈﻢ‪ ‬ﺍﻷﺣﻴﺎﻥ‪ ‬ﻻ‬ ‫ﻳﺘﻮﻓﺮ‪ ‬ﻣﻴﻜﺮﻭﻓﻮﻥ‪) ‬ﺳﻮﻯ‪ ‬ﻓﻲ‪ ‬ﺍﻟﻘﺎﻋﺎﺕ‪ ‬ﺍﻟﻜﺒﻴﺮﺓ(‪ ‬ﻭﻟﺬﺍ‪ ‬ﺃﻗﻮﻝ‪ :‬ﻻ‪ ‬ﺗﺨﺎﻃﺐ‪ ‬ﻧﻔﺴﻚ‪ ‬ﺑﻞ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﻭﻳﺠﺐ‪ ‬ﺃﻥ‪ ‬ﻳﻜﻮﻥ‪ ‬ﺻﻮﺗﻚ‪ ‬ﻣﺴﻤﻮﻋﺎً ‪ ‬ﻟﺪﻯ‪ ‬ﺍﻟﺠﻤﻴﻊ‬ ‫‪ ‬‬ ‫ﺗﺤﻀﻴﺮ‪ ‬ﺍﻟﻌﺮﺽ‪: ‬‬ ‫ﺍﻟﺨﻄﻮﺓ‪ ‬ﺍﻷﻭﻟﻰ‪ ‬ﻓﻲ‪ ‬ﺗﺤﻀﻴﺮ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﻫﻲ‪ ‬ﺗﺮﺗﻴﺐ‪ ‬ﺍﻷﻓﻜﺎﺭ‪ ‬ﻭﺍﻟﺘﺮﻛﻴﺰ‪ ‬ﻋﻠﻰ‪ ‬ﺍﻟﻔﻜﺮﺓ‪ ‬ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ‬ﺃﻭ‪ ‬ﺍﻟﺨﻼﺻﺔ‪ ‬ﺍﻟﺘﻲ‪ ‬ﺗﺮﻳﺪ‪ ‬ﺇﻳﺼﺎﻟﻬﺎ‪ ‬ﻟﻠﺤﻀﻮﺭ‪ ، ‬ﺛﻢ‬ ‫ﺍﻟﺘﺮﻛﻴﺰ‪ ‬ﻋﻠﻰ‪ ‬ﻛﻴﻔﻴﺔ‪ ‬ﺇﻳﺼﺎﻝ‪ ‬ﺗﻠﻚ‪ ‬ﺍﻟﺨﻼﺻﺔ‪ ‬ﺑﺸﻜﻞ‪ ‬ﻳﻔﻬﻤﻪ‪ ‬ﺍﻟﺤﻀﻮﺭ‪ ‬ﺑﻤﺎ‪ ‬ﻳﺘﻼﺋﻢ‪ ‬ﻣﻊ‪ ‬ﻣﺴﺘﻮﺍﻫﻢ‪ ‬ﺍﻟﻌﻠﻤﻲ‪.‬‬ ‫ﻭﺇﻥ‪ ‬ﺃﺭﺩﻧﺎ‪ ‬ﺗﻘﺴﻴﻢ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﺑﺸﻜﻞ‪ ‬ﻋﺎﻡ‪ ‬ﻓﻬﻮ‪ ‬ﻳﺘﻜﻮﻥ‪ ‬ﻣﻦ‪ ‬ﺛﻼﺛﺔ‪ ‬ﺃﺟﺰﺍﺀ‪ :‬ﺍﻟﻤﻘﺪﻣﺔ‪ ‬ﻭﺻﻠﺐ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﻭﺍﻟﺨﺎﺗﻤﺔ‬ ‫ﺍﻟﻤﻘﺪﻣﺔ‪ ‬ﺗﻄﺮﺡ‪ ‬ﻓﻜﺮﺓ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﻭﺍﻟﻬﺪﻑ‪ ‬ﻣﻨﻪ‪ ‬ﻭﺍﻟﻄﺮﻳﻘﺔ‪ ‬ﺍﻟﻤﺘﺒﻌﺔ‪ ‬ﻟﺘﺤﻠﻴﻠﻪ‪ ،‬ﻭﺍﻟﺼﻠﺐ‪ ‬ﻳﺮﻛﺰ‪ ‬ﻋﻠﻰ‪ ‬ﻟﺐ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﻭﺍﻟﺬﻱ‪ ‬ﻫﻮ‪ ‬ﺃﺳﺎﺱ‪ ‬ﺍﻟﻤﺤﺎﺿﺮﺓ‬ ‫ﺃﻣﺎ‪ ‬ﺍﻟﺨﻼﺻﺔ‪ ‬ﻓﺘﺸﻤﻞ‪ ‬ﺍﻟﻨﺘﺎﺋﺞ‪ ‬ﻭﺍﻟﺘﻮﺻﻴﺎﺕ‪ ‬ﺃﻭ‪ ‬ﺍﻟﻤﺸﺎﻛﻞ‪ ‬ﺍﻟﻤﻜﺘﺸﻔﺔ‪ ‬ﻭﺍﻷﻋﻤﺎﻝ‪ ‬ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‪ ‬ﺫﺍﺕ‪ ‬ﺍﻟﻌﻼﻗﺔ‪.‬‬ ‫‪ ‬‬ ‫ﺍﻟﻤﻘﺪﻣﺔ‪: ‬‬ ‫ﺗﺘﻜﻮﻥ‪ ‬ﺍﻟﻤﻘﺪﻣﺔ‪ ‬ﻋﺎﺩﺓ‪ ‬ﻣﻦ‪ 3 ‬ﺇﻟﻰ‪ 4 ‬ﺷﺮﺍﺋﺢ‪ ‬ﺗﺤﺘﻮﻱ‪ ‬ﻋﻠﻰ‪ ‬ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‪ ‬ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ ­1‬ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‪ :‬ﻣﺜﻞ‪ ‬ﻓﻬﺮﺱ‪ ‬ﻟﻜﻞ‪ ‬ﻣﺎ‪ ‬ﻳﺤﺘﻮﻳﻪ‪ ‬ﺍﻟﻌﺮﺽ‪ ‬ﻭﻳﻜﻮﻥ‪ ‬ﺑﺸﻜﻞ‪ ‬ﺭﺅﻭﺱ‪ ‬ﺃﻗﻼﻡ‬ ‫‪ ­2‬ﺍﻷﻫﺪﺍﻑ‪ :‬ﻭﺫﻟﻚ‪ ‬ﻟﻌﺮﺽ‪ ‬ﺍﻟﻬﺪﻑ‪ ‬ﻣﻦ‪ ‬ﻫﺬﺍ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﺃﻭ‪ ‬ﺍﻟﺒﺤﺚ‪ ‬ﺍﻟﺬﻱ‪ ‬ﺗﺮﻳﺪ‪ ‬ﺍﻟﺤﺪﻳﺚ‪ ‬ﻋﻨﻪ‬ ‫‪ ­3‬ﺍﻷﻋﻤﺎﻝ‪ ‬ﺍﻟﺴﺎﺑﻘﺔ‪ ‬ﻭﺳﺒﺐ‪ ‬ﺍﻟﻘﻴﺎﻡ‪ ‬ﺑﻬﺬﺍ‪ ‬ﺍﻟﺒﺤﺚ‪ :‬ﻓﻲ‪ ‬ﺑﻌﺾ‪ ‬ﺍﻷﺣﻴﺎﻥ‪ ‬ﻳﺴﺘﻠﺰﻡ‪ ‬ﺍﻷﻣﺮ‪ ‬ﺫﻛﺮ‪ ‬ﺍﻟﺴﺒﺐ‪ ‬ﻭﺭﺍﺀ‪ ‬ﻫﺬﺍ‪ ‬ﺍﻟﺒﺤﺚ‪ Motivations ‬ﻭﺑﻴﺎﻥ‪ ‬ﺍﻟﻔﺮﻕ‬ ‫ﺑﻴﻦ‪ ‬ﻫﺬﺍ‪ ‬ﺍﻟﻌﻤﻞ‪ ‬ﻭﺃﻋﻤﺎﻝ‪ ‬ﺳﺎﺑﻘﺔ‪ ‬ﻣﺸﺎﺑﻬﺔ‬ ‫‪ ‬‬ ‫ﺍﻟﻤﻮﺿﻮﻉ‪:‬‬ ‫ﻳﺘﻜﻮﻥ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﻣﻦ‪ ‬ﻋﺪﺓ‪ ‬ﻓﻘﺮﺍﺕ‪ ‬ﻭﻫﻲ‪ ‬ﺍﻟﻄﺮﻳﻘﺔ‪ (methodology) ‬ﻭﺻﻠﺐ‪ ‬ﺍﻟﻤﻮﺿﻮﻉ‪ ‬ﻭﺍﻟﺬﻱ‪ ‬ﻳﺤﺘﻮﻱ‪ ‬ﻋﻠﻰ‪ ‬ﺷﺮﺡ‪ ‬ﻟﻸﻓﻜﺎﺭ‪ ‬ﻭﻃﺮﻳﻘﺔ‪ ‬ﺍﻟﻌﻤﻞ‬ ‫ﻭﻋﺮﺽ‪ ‬ﺍﻟﻨﺘﺎﺋﺞ‬ ‫‪ ‬‬ ‫ﺍﻟﺨﺎﺗﻤﺔ‪: ‬‬ ‫ﺗﺤﺘﻮﻱ‪ ‬ﺍﻟﺨﺎﺗﻤﺔ‪ ‬ﻋﺎﺩﺓ‪ ‬ﻋﻠﻰ‪ ‬ﻋﺪﺓ‪ ‬ﻧﻘﺎﻁ‪ ‬ﺃﻫﻤﻬﺎ‪:‬‬ ‫­‪ ‬ﺍﻟﻤﻠﺨﺺ‬ ‫­‪ ‬ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ‬ ‫­‪ ‬ﺍﻟﺘﻮﺻﻴﺎﺕ‬ ‫­‪ ‬ﺃﻱ‪ ‬ﻋﻤﻞ‪ ‬ﻣﺴﺘﻘﺒﻠﻲ‬ ‫ﻭﻳﻔﻀﻞ‪ ‬ﺃﻻ‪ ‬ﺗﻜﻮﻥ‪ ‬ﺍﻟﺘﻮﺻﻴﺎﺕ‪ ‬ﻃﻮﻳﻠﺔ‪ ‬ﻭﺇﻧﻤﺎ‪ ‬ﺗﺤﺘﻮﻱ‪ ‬ﻋﻠﻰ‪ ‬ﻋﺪﺓ‪ ‬ﻧﻘﺎﻁ‪) ‬ﺃﺭﺑﻊ‪ ‬ﺃﻭ‪ ‬ﺧﻤﺲ‪ ‬ﻧﻘﺎﻁ‪ ‬ﻓﻘﻂ(‪ ‬ﻭﺗﻜﻮﻥ‪ ‬ﻣﺪﻋﻤﺔ‪ ‬ﺑﻤﺎ‪ ‬ﺳﺒﻘﻬﺎ‪ ‬ﻣﻦ‪ ‬ﺻﻠﺐ‬

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