دراسة لينا ابو نواس عن الموهوبين روووووعه

‫ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‬

‫ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ‪ /‬ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ‬

‫ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ‬

‫ﺑﺮﺍﻣﺞ ﺇﺩﺍﺭﺍﺕ ﻭﻣﺆﺳﺴﺎﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺒﺔ‬ ‫ﻟﻴﻨﺎ ﺑﻨﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺃﲪﺪ ﺑﺮﳘﲔ ﺃﺑﻮ �ﻮﺍﺱ‬ ‫ﺇﺷﺮﺍﻑ‬ ‫ﺩ‪.‬ﺟﻮﺍﻫﺮ ﺑﻨﺖ ﺃﲪﺪ ﺻﺪﻳﻖ ﻗﻨﺎﺩﻳﻠﻲ‬

‫ﺩﺭﺍﺳﺔ ﻣﻘﺪﻣﺔ ﺇﱃ ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﲝﺚ ﻣﻜﻤﻞ ﻟﻨﻴﻞ ﺩﺭﺟﺔ ﺍﳌﺎﺟﺴﺘﲑ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪١٤٢٦‬ﻫـ ‪١٤٢٧ -‬ﻫـ‬

‫ﺑﺴﻢ ﺍ‪ ‬ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬ ‫} ﻗَﺎﻟُﻮﺍ ﺳﹸﺒﹾﺤﹶﺎ�َﻚﹶ ﻻﻋ‪‬ﻠْﻢﹶ ﻟَﻨﹶﺎ ﺇِّﻻ ﻣﹶﺎ‬ ‫ﻋﹶﻠّﻤﹾﺘَﻨﹶﺎ ِﺇ�ّﻚﹶ ﺃَ�ﺖﹶ ﺍﻟﻌﹶﻠ‪‬ﻴﻢﹸ ﺍﳊَﻜ‪‬ﻴﻢﹾ {‬ ‫‪ ‬ﺻﺪﻕ ﺍ‪ ‬ﺍﻟﻌﻈﻴﻢ‬ ‫ﺳﻮﺭﺓ ﺍﻟﺒﻘﺮﺓ ﺁﻳﺔ ‪٣٢‬‬

‫ﻣﻠﺨﺺ اﻟﺪراﺳﺔ‬ ‫إﺳﻢ اﻟﺒﺎﺣﺜﺔ ‪ - :‬ﻟﻴﻨﺎ ﺑﻨﺖ ﻋﺒﺪ اﻟﺮﺣﻤﻦ أﺣﻤﺪ ﺑﺮهﻤﻴﻦ أﺑﻮ ﻧﻮاس ‪.‬‬ ‫ﻋﻨﻮان اﻟﺪراﺳﺔ ‪ - :‬ﺑﺮاﻣﺞ إدارات وﻣﺆﺳﺴﺎت رﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ ‪.‬‬ ‫أهﺪاف اﻟﺪراﺳ ﺔ ‪ -١ - :‬اﻟﺘﻌ ﺮف ﻋﻠ ﻰ اﻟﻤﺆﺳﺴ ﺎت واﻹدارات اﻟﻤﻌﻨﻴ ﺔ ﺑﺒ ﺮاﻣﺞ رﻋﺎﻳ ﺔ اﻟﻤﻮه ﻮﺑﻴﻦ‬ ‫ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ ‪ -٢ .‬اﻟﺘﻌﺮف ﻋﻠﻰ اﻹﺳﺘﺮاﺗﻴﺠﻴﺎت واﻟﺴﻴﺎﺳﺎت اﻟﺘﻨﻈﻴﻤﻴ ﺔ واﻟﺒ ﺮاﻣﺞ‬ ‫ﻟﻬﺬﻩ اﻟﻤﺆﺳﺴﺎت واﻹدارات ‪ -٣ .‬اﻟﺘﻌﺮف ﻋﻠﻰ ﻣﺪى إﺳ ﺘﻔﺎدة ه ﺬﻩ اﻟﻤﺆﺳﺴ ﺎت ﻣ ﻦ ﺗﺠ ﺎرب اﻟ ﺪول‬ ‫اﻟﻌﺮﺑﻴﺔ واﻟﻌﺎﻟﻤﻴﺔ اﻟﺘﻲ ﺳﺒﻘﺘﻬﺎ ﻓﻲ هﺬا اﻟﻤﺠﺎل وﻣﺪى اﻟﺘﻨﺴﻴﻖ واﻟﺘﻌﺎون واﻟﺘﻮاﺻﻞ ﻣﻌﻬﺎ ‪.‬‬ ‫‪ -٤‬ﻣﻘﺎرﻧ ﺔ ﻣ ﺎﺗﻢ إﻧﺠ ﺎزﻩ ﻣ ﻦ ﺧ ﻼل ه ﺬﻩ اﻟﻤﺆﺳﺴ ﺎت ﻓ ﻲ ﻣﺠ ﺎل اﻟﻤﻮهﺒ ﺔ ﻣ ﻦ ﺑ ﺮاﻣﺞ وﻣﺸ ﺎرﻳﻊ‬ ‫ﺑﺎﻷهﺪاف واﻟﺨﻄﻂ اﻟﻤﻮﺿﻮﻋﺔ ‪ -٥ .‬اﻟﺘﻌﺮف ﻋﻠﻰ ﺁراء وﺗﻄﻠﻌﺎت اﻟﻘﺎﺋﻤﻴﻦ ﻋﻠﻰ ﺑﺮاﻣﺞ اﻟﻤﻮهﻮﺑﻴﻦ‬ ‫واﻟﺘﺮﺑﻮﻳﻴﻦ ﺑﺎﻟﻤﻤﻠﻜﺔ ‪.‬‬ ‫ﻣ ﻨﻬﺞ اﻟﺪراﺳ ﺔ وإﺟﺮاءاﺗﻬ ﺎ ‪ - :‬اﺳ ﺘﺨﺪﻣﺖ اﻟﺒﺎﺣﺜ ﺔ اﻟﻤ ﻨﻬﺞ اﻟﻮﺻ ﻔﻲ اﻟﻤﺴ ﺤﻲ ﻟﻮﺻ ﻒ وﺗﺤﻠﻴ ﻞ‬ ‫اﻟﺒﻴﺎﻧ ﺎت ‪ ،‬واﻷداة اﻟﻤﺴ ﺘﺨﺪﻣﺔ ﻟ ﺬﻟﻚ ه ﻲ اﻹﺳ ﺘﺒﺎﻧﺔ ‪ ،‬وﻗ ﺪ ﺗﻜ ﻮن اﻟﻤﺠﺘﻤ ﻊ ﻣ ﻦ ﻓﺌﺘ ﻴﻦ ‪ -١‬أﻋﻀ ﺎء‬ ‫هﻴﺌ ﺔ اﻟﺘ ﺪرﻳﺲ ﺑﻜﻠﻴ ﺔ اﻟﺘﺮﺑﻴ ﺔ ﺟﺎﻣﻌ ﺔ أم اﻟﻘ ﺮى ﻣ ﻦ أﻗﺴ ﺎم ﻋﻠ ﻢ اﻟ ﻨﻔﺲ – اﻹدارة اﻟﺘﺮﺑﻮﻳ ﺔ‬ ‫واﻟﺘﺨﻄﻴﻂ – اﻟﺘﺮﺑﻴﺔ اﻹﺳﻼﻣﻴﺔ واﻟﻤﻘﺎرﻧﺔ– اﻟﻤﻨﺎهﺞ وﻃﺮق اﻟﺘ ﺪرﻳﺲ وﻋ ﺪدهﻢ اﻹﺟﻤ ﺎﻟﻲ )‪(١٣٠‬‬ ‫‪ -٢‬ﻣﻨﺴ ﻮﺑﻲ وﻣﻨﺴ ﻮﺑﺎت ﻣﺆﺳﺴ ﺔ اﻟﻤﻠ ﻚ ﻋﺒ ﺪ اﻟﻌﺰﻳ ﺰ ورﺟﺎﻟ ﻪ ﻟﺮﻋﺎﻳ ﺔ اﻟﻤﻮه ﻮﺑﻴﻦ وﻋ ﺪدهﻢ‬ ‫اﻹﺟﻤ ﺎﻟﻲ )‪ ، (٤٦‬وﻗ ﺪ ﺗ ﻢ ﺗﻮزﻳ ﻊ أداة اﻟﺪراﺳ ﺔ ﻋﻠ ﻰ اﻟﻤﺠﺘﻤ ﻊ اﻟﻜﻠ ﻲ ﺑﺄآﻤﻠ ﻪ أي ) ‪ ، ( ١٧٦‬وﻗ ﺪ‬ ‫اﻋﺘﻤﺪت اﻟﺪارﺳﺔ ﻋﻠﻰ ) ‪ ( ٩٩‬إﺳﺘﺒﺎﻧﺔ ﻓﻘﻂ ‪.‬‬ ‫وﻟﻤﻌﺎﻟﺠﺔ اﻟﺒﻴﺎﻧ ﺎت إﺣﺼ ﺎﺋﻴ ًﺎ ﺗ ﻢ إﺳ ﺘﺨﺪام اﻟﺘﻜ ﺮارات ‪ ،‬اﻟﻨﺴ ﺐ اﻟﻤﺌﻮﻳ ﺔ ‪ ،‬اﻟﻤﺘﻮﺳ ﻄﺎت اﻟﺤﺴ ﺎﺑﻴﺔ ‪،‬‬ ‫ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي ‪ ،‬إﺧﺘﺒﺎر ) ت ( ‪.‬‬ ‫أه ﻢ ﻧﺘ ﺎﺋﺞ اﻟﺪراﺳ ﺔ ‪ -١ - :‬إن ﻣﺴ ﺘﻮى اﻟ ﺬآﺎء اﻟﻌ ﺎﻟﻲ ﻳﻌﺘﺒ ﺮ ﻣ ﻦ أه ﻢ اﻟﺼ ﻔﺎت اﻟﺘ ﻲ ﻳﺘﻤﺘ ﻊ ﺑﻬ ﺎ‬ ‫اﻟﻤﻮه ﻮب ‪ -٢ .‬اﻟﻤﺮﺣﻠ ﺔ اﻹﺑﺘﺪاﺋﻴ ﺔ ه ﻲ اﻟﻤﺮﺣﻠ ﺔ اﻟﺪراﺳ ﻴﺔ اﻟﺘ ﻲ ﺗﺒ ﺪأ ﻓﻴﻬ ﺎ ﻋﻤﻠﻴﺘ ﻲ اﻟﻜﺸ ﻒ‬ ‫واﻟﺮﻋﺎﻳﺔ ﻓﻲ اﻟﻤﻤﻠﻜﺔ وﻳﻔﻀﻞ أن ﺗﺒﺪأ ﻓﻲ ﻣﺮﺣﻠﺔ رﻳﺎض اﻷﻃﻔﺎل ‪ -٣ .‬اﻟﺠﻬ ﺎت اﻟﻘﺎﺋﻤ ﺔ ﺑﻌﻤﻠﻴ ﺎت‬ ‫اﻟﻜﺸﻒ واﻟﺮﻋﺎﻳﺔ هﻲ اﻟﻤﺪارس ووزارة اﻟﺘﺮﺑﻴ ﺔ واﻟﺘﻌﻠ ﻴﻢ ‪ -٤ .‬اﻹﺧﺘﺮاﻋ ﺎت واﻟﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ ﻓ ﻲ‬ ‫ﻣﻘﺪﻣﺔ ﻣﺠﺎﻻت اﻟﻤﻮهﺒﺔ اﻟﺘﻲ ﺗﺮﻋﻰ ‪ -٥ .‬اﻹﺛﺮاء واﻟﺘﺠﻤﻴﻊ هﻤﺎ اﻹﺳﺘﺮاﺗﻴﺠﻴﺘﻴﻦ اﻟﻤﺘﺒﻌﺘﻴﻦ ﻟﺘﻌﻠ ﻴﻢ‬ ‫اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ وﻳﻔﻀﻞ أن ﻳﻀﺎف إﻟﻴﻬﻤﺎ اﻹﺳﺮاع ‪ -٦ .‬اﻷﻓﻀ ﻞ ﻟﻤ ﻦ ﻳﻌﻤ ﻞ ﺿ ﻤﻦ ﻓﺮﻳ ﻖ‬ ‫ﺑﺮﻧﺎﻣﺞ اﻟﻤﻮهﻮﺑﻴﻦ أن ﻳﻜﻮن ﺧﺒﻴﺮًا ﺑﺎﻟﻤﻮهﺒﺔ أو ﻣﺨﺘﺼ ًﺎ ﺑﺄﺣﺪ اﻟﻌﻠﻮم ‪ -٧ .‬ﻋﺪم ﺗﺄآﺪ أﻓﺮاد ﻣﺠﺘﻤﻊ‬ ‫اﻟﺪراﺳ ﺔ ﻣ ﻦ وﺟ ﻮد ﺑ ﺮاﻣﺞ ﺗﺮﺑﻮﻳ ﺔ ﺧﺎﺻ ﺔ ﺑﺮﻋﺎﻳ ﺔ اﻟﻤﻮه ﻮﺑﻴﻦ ووﺟ ﻮد أﻗﺴ ﺎم وﺗﺨﺼﺼ ﺎت ﻓ ﻲ‬ ‫ﻣﺠﺎل اﻟﻤﻮهﺒﺔ إﺿﺎﻓﺔ إﻟﻰ إدارات ﺧﺎﺻﺔ ﺗﻬﺘﻢ ﺑﺸﺆون اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ ﻣ ﺪارس وآﻠﻴ ﺎت وﺟﺎﻣﻌ ﺎت‬ ‫اﻟﻤﻤﻠﻜﺔ ‪ -٨ .‬ﺗﻮﺟﺪ ﻓﺮوق ذات دﻻﻟﺔ إﺣﺼ ﺎﺋﻴﺔ ﺑ ﻴﻦ ﺟﻨﺴ ﻲ ﻣﺠﺘﻤ ﻊ اﻟﺪراﺳ ﺔ ﻟﺼ ﺎﻟﺢ اﻹﻧ ﺎث ﻓﻴﻤ ﺎ‬ ‫ﻳﺨﺺ اﻟﻠﻐﺎت واﻵداب آﻤﺠﺎﻻت ﻳﺠﺐ أن ﺗﺮﻋﻰ واﻷﻧﺸﻄﺔ اﻟﺼ ﻔﻴﺔ وﻏﻴ ﺮ اﻟﺼ ﻔﻴﺔ آﺈﺳ ﺘﺮاﺗﻴﺠﻴﺎت‬ ‫ﺧﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜ ﺔ ‪ -٩ .‬ﺗﻮﺟ ﺪ ﻓ ﺮوق ﺑ ﻴﻦ إﺳ ﺘﺠﺎﺑﺎت ﻓﺌﺘ ﻲ ﻣﺠﺘﻤ ﻊ اﻟﺪراﺳ ﺔ‬ ‫ﻟﺼ ﺎﻟﺢ ﻣﻨﺴ ﻮﺑﻲ اﻟﻤﺆﺳﺴ ﺔ ﻓﻴﻤ ﺎ ﻳﺨ ﺺ اﻟﻤﺆﺳﺴ ﺎت اﻟﺨﺎﺻ ﺔ آﺠﻬ ﺎت ﻗﺎﺋﻤ ﺔ ﺑﺎﻟﻜﺸ ﻒ واﻟﺮﻋﺎﻳ ﺔ‬ ‫وإﺟ ﺮاء اﻷﺑﺤ ﺎث واﻟﺪراﺳ ﺎت اﻟﺘﻄﻮﻳﺮﻳ ﺔ ﻹآﺘﺸ ﺎف اﻟﻤﻮه ﻮﺑﻴﻦ وآ ﺬﻟﻚ أهﻤﻴ ﺔ اﻹﺳ ﺘﻔﺎدة ﻣ ﻦ‬ ‫اﻟﺘﺠﺎرب اﻷﺧﺮى ‪.‬‬ ‫أه ﻢ ﺗﻮﺻ ﻴﺎت اﻟﺪراﺳ ﺔ ‪ -١ - :‬اﻟﺘﻮاﺻ ﻞ وﺗﺒ ﺎدل اﻟﺨﺒ ﺮات واﻟﻤﻨ ﺎهﺞ واﻟﺴﻴﺎﺳ ﺎت اﻟﺘﻌﻠﻴﻤﻴ ﺔ ﺑ ﻴﻦ‬ ‫اﻟﻤﻤﻠﻜﺔ ودول اﻟﺨﻠﻴﺞ واﻟﺪول اﻟﻌﺮﺑﻴﺔ ‪ -٢ .‬ﺗﻔﻌﻴﻞ دور اﻟﻤﺠﺘﻤﻊ واﻟﻘﻄﺎع اﻟﺨ ﺎص ﺑﺸ ﻜﻞ أآﺒ ﺮ ﻓ ﻲ‬ ‫دﻋﻢ ﺑﺮاﻣﺞ اﻟﻤﻮهﺒﺔ ‪ - ٣ .‬زﻳﺎدة اﻟﻤﺆﺳﺴﺎت اﻟﻤﻌﻨﻴﺔ ﺑﺎﻟﻤﻮهﺒﺔ وﺗﺪﻋﻴﻢ ﺧﺒﺮات وآﻔﺎءات اﻟﻘ ﺎﺋﻤﻴﻦ‬ ‫ﻋﻠﻴﻬﺎ‪ -٤ .‬ﻓﺘﺢ ﺗﺨﺼﺼﺎت ﻣﻮهﺒﺔ وﺗﻔﻮق ﻋﻠﻤﻲ ﻓﻲ آﻠﻴﺎت وﺟﺎﻣﻌﺎت اﻟﻤﻤﻠﻜﺔ ‪ -٥ .‬إﺑﺘﻌ ﺎث اﻟﻄﻠﺒ ﺔ‬ ‫اﻟﻤﻮه ﻮﺑﻴﻦ ﻟﻠﺪراﺳ ﺔ ﺑﺎﻟﺨ ﺎرج إﺿ ﺎﻓﺔ إﻟ ﻰ اﻟﺰﻳ ﺎرات اﻟﺘﺒﺎدﻟﻴ ﺔ اﻟﻘﺼ ﻴﺮة ‪ -٦ .‬ﺗﻄﺒﻴ ﻖ ﺟﻤﻴ ﻊ‬ ‫اﻻﺧﺘﺒﺎرات اﻟﻤﻘﻨﻨﺔ ﻹآﺘﺸﺎف اﻟﻤﻮهﻮﺑﻴﻦ ‪.‬‬

Thesis Abstract

Researcher :- Lina Abdul Rahman Ahmed Barhamin Abu Nawas . Title :- Programmes of Talenteds care Institutions in Kingdom of Saudi Arabia Objectives :- 1-To Recognize Institutions that interest Mostly to Talenteds Care Programmes in Saudi Arabia . 2– To Recognize strategies, policies and Programmes of That Institutions . 3–To Recognize The Beneficial of the Arabic and international Experiments and the Usefulness of Imitation in local Institutions . 4–To Compare The Outcome to goals and plans That Been set Before . 5–To Determine Thoughts and Recommendations of Authorities of Talents programme Method and Procedures :- The Researcher Used The Descriptive Inspective Method To Describe And Analyze Data , And She Used a Questionnaire as a Tool of Data Collection ,The Population of Study Include :1– Faculty of Education’s Staff at Aum AlQura University Included Staff of Psychology – Administration and planning – Islamic Educations – Curriculums and Teaching Methods Departments The Total Number was 130 . 2– King Abdul Aziz s Staff 46 , The Total Number Of Population was 176 , Whereas The Researcher Depended On ( 99 ) Questionnaire In Her Study , For The Statisticd Analysis Of Data , She Used :-Frequencies , Arithmetic mean, One – Tailed Analysis Of Variance And T–Test . Results :- 1– High- Intelligence Rate Considered as a Significant Indicator of Talent . 2–Intermediate and Pre-Intermediate Schools are Best Fields for Exploring and caring Talenteds . 3–Exploring and caring Talenteds Been Authorized Officially by Schools and Ministry of Education . 4- Talent Measured Basically by Inventions and Researching Fields .5– Enrichment and Colleting are The Two Strategies Been Applied , but it Should be Supported by Moving toward . 6–Talent care Staff Should be Qualified and Specialist in Talent . 7 – Study Population Were not Sure That There are Talent Department in The Saudi Universities and Colleges .8– Females Insist to Care Talenteds in Sciences of Linguistics and Literatures , Class and non Class Activities . 9– King Abdul Aziz s Staff Insist to Private Institutions to Participate Side by Side With Governmental Institutions for Exploring and Caring Talent and of Course take Advantage points from Other Experiments. Recommendations :- 1– Build an Effective Contact With Gulf and Arabic Countries in Order to Exchange Experiments and Policies of Talent Care s Institutions . 2– Encourage Private Sector to Share The Process of Exploring and Caring Talents . 3– Increase Number of Institutions That Care Talent and Supported it by Qualified Team . 4– Add Talent and Gifted Specialties in Some Colleges to provide qualified Staff . 5– Offer Scholarships for Most Talenteds to Improve Their Talents . 6 – Exploring Gifted Exams Should be Applied .

‫ﺇﻫﺪﺍﺀ‬ ‫ﺇﱃ ﺃﺑﻲ ﻭﺃﻣﻲ ‪..‬‬ ‫ﺇﱃ ﺇﺧﻮﺗﻲ ﻭﺃﺧﻮﺍﺗﻲ ‪..‬‬ ‫ﺇﱃ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﻋﺎﺋﻠﱵ ‪..‬‬ ‫ﺇﱃ ﺻﺪﻳﻘﺎﺗﻲ ﻭﺯﻣﻴﻼﺗﻲ ‪..‬‬ ‫ﺇﱃ ﺃﺳﺎﺗﺬﺗﻲ ‪..‬‬ ‫ﺇﱃ ﻛﻞ ﻣﻦ ﻋﺮﻓﲏ ‪..‬‬ ‫ﺇﱃ ﻭﻃﲏ ‪..‬‬ ‫ﺇﻟﻴﻜﻢ ﲨﻴﻌﺎً ﻳﺎﻣﻦ ﺃﺣﺒﻜﻢ ‪ ..‬ﺃﻫﺪﻱ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﻟﻴﻨﺎ ﺑﻨﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺃﲪﺪ ﺑﺮﳘﲔ ﺃﺑﻮ �ﻮﺍﺱ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬ ‫ﺍﳊﻤﺪ ‪ ‬ﺭﺏ ﺍﻟﻌﺎﳌﲔ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺃﺷﺮﻑ ﺍﻷ�ﺒﻴﺎﺀ ﻭﺍﳌﺮﺳﻠﲔ ﺳﻴﺪ�ﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ ‪.‬‬ ‫ﺑﻌﺪ ﺃﻥ ﻣﻦ ﺍ‪ ‬ﻋﻠﻲ ﺑﻔﻀﻠﻪ ﻭﺗﻮﻓﻴﻘﻪ ﺑﺈﳒﺎﺯ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻳﺴﺮ�ﻲ ﺃﻥ ﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺇﱃ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﳑﺜﻠﺔ‬ ‫ﲟﺪﻳﺮﻫﺎ ﻭﻋﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﻋﻤﺎﺩﺓ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﻭﺭﺅﺳﺎﺀ ﺃﻗﺴﺎﻣﻬﺎ ﻭﻭﻛﻴﻼ ﲥﻢ ﻭﻣﻨﺴﻮﺑﻴﻬﺎ ﻛﺎﻓﺔ ﺍﻟﺬﻳﻦ ﺷﺮﻓﺖ‬ ‫ﺑﺈ�ﺘﻤﺎﺋﻲ ﳍﻢ ﺧﻼﻝ ﻣﺮﺣﻠﺔ ﺍﳌﺎﺟﺴﺘﲑ ‪.‬‬ ‫ﻭﺃﺗﻘﺪﻡ ﺑﺎﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻋﻠﻲ ﺑﻦ ﻋﺒﺪ ﺍ‪ ‬ﺍﻟﺰﻫﺮﺍ�ﻲ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺪﻛﺘﻮﺭ‪/‬‬ ‫ﺭﻣﻀﺎﻥ ﺑﻦ ﺃﲪﺪ ﻋﻴﺪ ﻋﻠﻰ ﺗﻔﻀﻠﻬﻤﺎ ﺑﺘﺤﻜﻴﻢ ﺧﻄﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﺃﻗﺪﻡ ﺍﻟﺸﻜﺮ ﻟﻌﻀﻮﻱ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻋﻠﻲ‬ ‫ﺑﻦ ﻋﺒﺪ ﺍ‪ ‬ﺍﻟﺰﻫﺮﺍ�ﻲ ﻭﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﳏﻤﺪ ﺑﻦ ﻋﺎﻳﺪ ﺍﻟﺪﻭﺳﺮﻱ ﻣﻦ ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ ﻟﺘﻔﻀﻠﻬﻤﺎ ﲟﻨﺎﻗﺸﺔ ﻫﺬﻩ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﻭ ﺍﻷﺳﺎﺗﺬﺓ ﻣﻦ ﺃﻗﺴﺎﻡ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﻟﻠﺒﻨﺎﺕ ﲟﻜﺔ ﺍﻟﻠﺬﻳﻦ ﺷﺎﺭﻛﻮﺍ ﰲ ﲢﻜﻴﻢ ﺃﺩﺍﺓ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬ ‫ﻛﻤﺎ ﺃﻗﺪﻡ ﺷﻜﺮﻱ ﻭﺗﻘﺪﻳﺮﻱ ﺇﱃ ﺍﻟﺪﻛﺘﻮﺭﺓ ‪ /‬ﺟﻮﺍﻫﺮ ﺑﻨﺖ ﺃﲪﺪ ﻗﻨﺎﺩﻳﻠﻲ ﺍﻷﺳﺘﺎﺫ ﺍﳌﺴﺎﻋﺪ ﺑﻘﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ‬ ‫ﻭﻛﻴﻠﺔ ﺍﻟﻘﺴﻢ ﻭﺍﳌﺸﺮﻓﺔ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﱵ ﻛﺎ�ﺖ ﻋﻮ�ﺎً ﻭﻣﺮﺷﺪﺍً ﱄ ﰲ ﲨﻴﻊ ﻣﺮﺍﺣﻞ ﺇﻋﺪﺍﺩﻫﺎ ﻭﺣﺘﻰ ﺇﳒﺎﺯﻫﺎ ‪،‬‬ ‫ﻭﺍﻟﺸﻜﺮ ﻣﻮﺻﻮﻻً ﻟﺴﻌﺎﺩﺓ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﳏﻤﺪ ﺑﻦ ﻣﻌﻴﺾ ﺍﻟﻮﺫﻳﻨﺎ�ﻲ ﺍﻟﺬﻱ ﺃﺳﺪﻯ ﱄ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻨﺼﺢ ﻭﺍﻹﺭﺷﺎﺩ ﺃﺛﻨﺎﺀ ﺇﻋﺪﺍﺩ‬ ‫ﺧﻄﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺇﻋﺪﺍﺩ ﺃﺩﺍﲥﺎ ﻭ ﺍﻟﺪﻛﺘﻮﺭ ‪ /‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ �ﻮﺭ ﺍﻟﺪﻳﻦ ﻛﻠﻨﱳ ﺃﺳﺘﺎﺫ ﻋﻠﻢ ﺍﳌﻮﻫﺒﺔ ﻭﺍﻟﺘﻔﻮﻕ ﳌﺎ ﻗﺪﻣﻪ ﱄ ﻣﻦ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ ﻭﻛﺘﻴﺒﺎﺕ ﲣﺺ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﻭﻻ ﻳﻔﻮﺗﲏ ﺃﻥ ﺃﺷﻜﺮ ﺍﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﻹﺩﺍﺭﺓ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﻟﻺﻗﺘﺼﺎﺩ ﺍﳌﻨﺰﱄ ﳑﺜﻠﺔ ﰲ ﻣﺪﻳﺮﻫﺎ ﻭﻋﻤﻴﺪﺍﲥﺎ ﻭﻣﻨﺴﻮﺑﺎﲥﺎ ﻭﻛﺎﻓﺔ‬ ‫ﺍﳌﺴﺆﻭﻟﲔ ﻓﻴﻬﺎ ﻟﻠﺘﺴﻬﻴﻼﺕ ﺍﻟﱵ ﻗﺪﻣﻮﻫﺎ ﱄ ﳌﺘﺎﺑﻌﺔ ﺩﺭﺍﺳﱵ ﺑﺎﳉﺎﻣﻌﺔ ﺇﱃ ﺟﺎ�ﺐ ﻋﻤﻠﻲ ﺑﺎﻟﻜﻠﻴﺔ ‪ ،‬ﻛﻤﺎ ﺃﺷﻜﺮ ﲨﻴﻊ ﻣﻨﺴﻮﺑﻲ‬ ‫ﻭﻣﻨﺴﻮﺑﺎﺕ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻣﻜﺘﺐ ﺍﻟﱰﺑﻴﺔ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻲ ﻭﻣﺪﻳﻨﺔ ﺍﳌﻠﻚ ﻋﺒﺪ‬ ‫ﺍﻟﻌﺰﻳﺰ ﻟﻠﻌﻠﻮﻡ ﻭﺍﻟﺘﻘﻨﻴﺔ ﻭﻣﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ ﻭﻣﺮﻛﺰ ﺍﻹﺗﺼﺎﻻﺕ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﳉﻤﻴﻊ ﻣﻦ ﺃﺳﻬﻢ ﰲ ﺗﻘﺪﻳﻢ ﺍﳌﺴﺎﻋﺪﺓ‬ ‫ﱄ ﻹﳒﺎﺯ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﺃﺧﲑﺍً ﺃﺷﻜﺮ ﻭﺍﻟﺪﻱ ﻭﻭﺍﻟﺪﺗﻲ ﻭﲨﻴﻊ ﺃﺧﻮﺗﻲ ﻭﺃﺧﻮﺍﺗﻲ ﳌﺎ ﻗﺪﻣﻮﻩ ﱄ ﻣﻦ ﻣﺴﺎﻋﺪﺍﺕ ﻭﺩﻋﻮﺍﺕ ‪،‬‬ ‫ﻭﺃﺳﺄﻝ ﺍ‪ ‬ﺍﻟﻌﻠﻲ ﺍﻟﻘﺪﻳﺮ ﺃﻥ ﳚﺰﻱ ﺍﳉﻤﻴﻊ ﺧﲑ ﺍﳉﺰﺍﺀ ﺇ�ﻪ ﲰﻴﻊ ﳎﻴﺐ ‪.‬‬ ‫ﺍﻟﺒﺎﺣﺜﺔ‬ ‫ﻟﻴﻨﺎ ﺑﻨﺖ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺃﲪﺪ ﺑﺮﳘﲔ ﺃﺑﻮ �ﻮﺍﺱ‬

‫ﻗﺎﺋﻤﺔ ﺍﶈﺘﻮﻳﺎﺕ‬ ‫ﺍﳌﻮﺿﻮﻉ‬ ‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬

‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪.‬‬

‫إهﺪاء ‪.‬‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪.‬‬

‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬ ‫ﺃ‬

‫ﺏ‬ ‫ﺝ‬ ‫ﺩ‬

‫ﻗﺎﺋﻤﺔ ﺍﶈﺘﻮﻳﺎﺕ ‪.‬‬

‫ﻫـ‬

‫ﻗﺎﺋﻤﺔ ﺍﳌﻼﺣﻖ ‪.‬‬

‫ﻱ‬

‫ﻗﺎﺋﻤﺔ ﺍﳉﺪﺍﻭﻝ ‪.‬‬

‫ﻣﻘﺪﻣﺔ ‪.‬‬

‫ﺡ‬

‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ‪ /‬ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪٢‬‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﺳﺌﻠﺘﻬﺎ‪.‬‬

‫‪٣‬‬

‫ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪٦‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪٥‬‬

‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪٦‬‬

‫ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎ�ﻲ ‪ /‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬

‫ﺃﻭﻻً – ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ‪- :‬‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪.‬‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻭﺍﳌﻮﻫﺒﺔ ‪.‬‬

‫‪٨‬‬ ‫‪١٠‬‬ ‫‪١٠‬‬ ‫‪١٣‬‬

‫ﺍﳌﻮﺿﻮﻉ‬

‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬

‫ﻃﺮﻕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪٢٢‬‬

‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪.‬‬

‫‪٣٢‬‬

‫ﺛﺎ�ﻴﺎً – ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪- :‬‬

‫‪٦٥‬‬

‫ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫ﲡﺮﺑﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﺍﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬ ‫ﻣﻘﺪﻣﺔ ‪.‬‬

‫ﺃﻭﻻً ‪ -‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺛﺎ�ﻴﺎً ‪ -‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﶈﻠﻴﺔ ) ﺍﻟﺴﻌﻮﺩﻳﺔ (‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ ‪ /‬ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪٢٩‬‬ ‫‪٤٥‬‬ ‫‪٦٥‬‬ ‫‪٦٦‬‬ ‫‪٦٩‬‬ ‫‪٧٦‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪٧٦‬‬

‫ﺃﺳﺎﻟﻴﺐ ﺍﳌﻌﺎﳉﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ ‪.‬‬

‫‪٨٥‬‬

‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ ‪ /‬ﲢﻠﻴﻞ ﺑﻴﺎ�ﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺋﻴﺲ ‪.‬‬ ‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ ‪.‬‬

‫‪٨٣‬‬

‫‪٨٧‬‬

‫‪١٠٩‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎ�ﻲ ‪.‬‬

‫‪١١٨‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ‪.‬‬

‫‪١٣١‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ‪.‬‬

‫‪١٢٣‬‬

‫ﺍﳌﻮﺿﻮﻉ‬

‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬ ‫‪١٣٩‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﳋﺎﻣﺲ ‪.‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺴﺎﺩﺱ ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ ‪� /‬ﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺗﻮﺻﻴﺎﲥﺎ ﻭﻣﻘﱰﺣﺎﲥﺎ‬

‫�ﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪١٤٤‬‬ ‫‪١٥٣‬‬ ‫‪١٥٨‬‬

‫ﺗﻮﺻﻴﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﻣﻘﱰﺣﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﻣﻘﱰﺣﺎﺕ ﳌﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬ ‫ﺍﻟــــــــــــﻤــــــــــﺮﺍﺟـــــــــــﻊ‬ ‫ﺍﻟــــــــــﻤــــــــــﻼﺣــــــــــﻖ‬

‫‪١٦٠‬‬ ‫‪١٦٠‬‬

‫ﻗﺎﺋﻤﺔ ﺍﳉﺪﺍﻭﻝ‬ ‫ﺭﻗﻢ ﺍﳉﺪﻭﻝ‬ ‫‪١‬‬

‫‪٢‬‬ ‫‪٣‬‬

‫ﺍﳌﻮﺿﻮﻉ‬ ‫ﺗﻮﺯﻳﻊ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻜﻠﻲ ﺍﻟﺬﻱ ﻭﺯﻋﺖ ﻋﻠﻴﻪ ﺍﻹﺳﺘﺒﺎ�ﺔ ‪.‬‬

‫ﺗﻮﺯﻳﻊ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﺎﺭﺓ ﻣﻦ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‬ ‫ﺗﻮﺯﻳﻊ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﻘﻴﻘﻲ ﺣﺴﺐ ﺍﻹﺳﺘﻤﺎﺭﺍﺕ ﺍﳌﻮﺯﻋﺔ ﻭﺍﻟﻌﺎﺋﺪﺓ‬

‫ﻭﺍﻟﻔﺎﻗﺪﺓ ‪.‬‬

‫‪٤‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﻤﺮ ‪.‬‬

‫‪٦‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ‪.‬‬

‫‪٥‬‬ ‫‪٧‬‬ ‫‪٨‬‬ ‫‪٩‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳉﻨﺲ ‪.‬‬

‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬ ‫‪٧٦‬‬ ‫‪٧٧‬‬ ‫‪٧٨‬‬ ‫‪٧٨‬‬ ‫‪٧٩‬‬ ‫‪٧٩‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﺆﻫﻞ ) ﺑﻌﺪ ﺩﻣﺞ ﺍﻟﻔﺌﺎﺕ ( ‪.‬‬

‫‪٨٠‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻬﻨﺔ ‪.‬‬

‫‪٨١‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﺨﺼﺺ ‪.‬‬

‫‪٨٠‬‬

‫‪١٠‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻬﻨﺔ ) ﺑﻌﺪ ﺩﻣﺞ ﺍﻟﻔﺌﺎﺕ (‪.‬‬

‫‪٨٢‬‬

‫‪١٢‬‬

‫ﻣﻌﺎﻣﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻠﻌﻴﻨﺔ ﺍﻹﺳﺘﻄﻼﻋﻴﺔ ‪.‬‬

‫‪٨٤‬‬

‫‪١١‬‬

‫‪١٣‬‬

‫ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ‪.‬‬

‫‪٨٢‬‬

‫ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻟﱰﺗﻴﺐ ﻹﺳﺘﺠﺎﺑﺎﺕ‬

‫‪١٠٤‬‬

‫‪١٤‬‬

‫�ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ‬

‫‪١١٢‬‬

‫‪١٥‬‬

‫�ﺘﺎﺋﺞ ﺇﺧﺘﺒﺎﺭ )ﺕ( ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪١١٩‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﻋﺒﺎﺭﺍﺕ ﺍﻹﺳﺘﺒﺎ�ﺔ ‪.‬‬ ‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﻌﻤﺮ ‪.‬‬

‫ﺗﺒﻌﺎً ﳌﺘﻐﲑ ﺍﳉﻨﺲ ‪.‬‬

‫ﺍﳌﻮﺿﻮﻉ‬

‫ﺭﻗﻢ ﺍﳉﺪﻭﻝ‬

‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬

‫‪١٦‬‬

‫�ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ‬

‫‪١٧‬‬

‫�ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ‬

‫‪١٣٣‬‬

‫‪١٨‬‬

‫�ﺘﺎﺋﺞ ﺇﺧﺘﺒﺎﺭ ﺕ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎً‬

‫‪١٤٠‬‬

‫�ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ‬

‫‪١٤٦‬‬

‫‪١٩‬‬

‫‪١٢٥‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎً ﳌﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ‪.‬‬ ‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎً ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ ‪.‬‬

‫ﳌﺘﻐﲑ �ﻮﻉ ﺍﳌﻬﻨﺔ ‪.‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺒﻌﺎً ﳌﺘﻐﲑ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ‪.‬‬

‫ﻗﺎﺋﻤﺔ ﺍﳌﻼﺣﻖ‬ ‫ﺭﻗﻢ ﺍﳌﻠﺤﻖ‬ ‫‪١‬‬

‫ﺍﳌﻮﺿﻮﻉ‬ ‫ﺍﻹﺳﺘﺒﺎ�ﺔ ‪.‬‬

‫ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬ ‫‪١٧٠‬‬ ‫‪١٧٨‬‬

‫‪٢‬‬

‫ﺃﲰﺎﺀ ﳏﻜﻤﻲ ﺍﻹﺳﺘﺒﺎ�ﺔ ‪.‬‬

‫‪٤‬‬

‫ﺧﻄﺎﺏ ﻭﻛﻴﻠﺔ ﺍﻟﻘﺴﻢ ﳌﺪﻳﺮﺓ ﺷﺌﻮﻥ ﺍﳌﻮﻇﻔﺎﺕ ‪.‬‬

‫‪١٨٠‬‬

‫ﺧﻄﺎﺏ ﻭﻛﻴﻠﺔ ﺍﻟﻘﺴﻢ ﺇﱃ ﻣﻦ ﻳﻬﻤﻪ ﺍﻷﻣﺮ ‪.‬‬

‫‪١٨٢‬‬

‫‪٣‬‬ ‫‪٥‬‬ ‫‪٦‬‬ ‫‪٧‬‬

‫ﺧﻄﺎﺏ ﻭﻛﻴﻠﺔ ﺍﻟﻘﺴﻢ ﻟﺘﻮﺯﻳﻊ ﺍﻹﺳﺘﺒﺎ�ﺔ ‪.‬‬

‫ﺧﻄﺎﺏ ﻭﻛﻴﻠﺔ ﺍﻟﻘﺴﻢ ﳌﺪﻳﺮ ﺷﺌﻮﻥ ﺍﳌﻮﻇﻔﲔ ‪.‬‬

‫ﺧﻄﺎﺏ ﻣﺪﻳﺮ ﻋﺎﻡ ﻣﻜﺘﺐ ﺍﻟﱰﺑﻴﺔ ﺍﻟﻌﺮﺑﻲ ﻟﺪﻭﻝ ﺍﳋﻠﻴﺞ ﻟﻠﺒﺎﺣﺜﺔ ‪.‬‬

‫‪١٧٩‬‬ ‫‪١٨١‬‬

‫‪١٨٣‬‬

‫ﺧﻄﺎﺏ ﻣﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍ‪‬ﻤﻮﻋﺎﺕ ﺍﻟﻌﺎﻣﺔ ﲟﻜﺘﺒﺔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﺒﺎﺣﺜﺔ‪.‬‬

‫‪١٨٤‬‬

‫‪١٠‬‬

‫ﺍﻟﻨﻈﺎﻡ ﺍﻷﺳﺎﺳﻲ ﳌﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍ‪ ‬ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪١٨٦‬‬

‫‪١٢‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﺼﻴﻔﻴﺔ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﳌﻨﻔﺬﺓ ﺻﻴﻒ ﻋﺎﻡ ‪١٤٢٢‬ﻫـ ‪.‬‬

‫‪١٨٩‬‬

‫‪١٤‬‬

‫ﳕﺎﺫﺝ ﻣﻦ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺃﺳﺌﻠﺔ ﺍﻹﺳﺘﺒﺎ�ﺔ ﺍﳌﻔﺘﻮﺣﺔ ‪.‬‬

‫‪١٩١‬‬

‫‪٨‬‬ ‫‪٩‬‬

‫‪١١‬‬

‫‪١٣‬‬

‫ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﳌﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﺼﻴﻔﻴﺔ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﳌﻨﻔﺬﺓ ﺻﻴﻒ ﻋﺎﻡ ‪١٤٢١‬ﻫـ ‪.‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﺼﻴﻔﻴﺔ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﳌﻨﻔﺬﺓ ﺻﻴﻒ ﻋﺎﻡ ‪١٤٢٣‬ﻫـ ‪.‬‬

‫‪١٨٥‬‬ ‫‪١٨٨‬‬ ‫‪١٩٠‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‬ ‫• ﻣﻘﺪﻣﺔ ‪٠‬‬

‫) ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ (‬

‫• ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﺳﺌﻠﺘﻬﺎ ‪٠‬‬

‫• ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪٠‬‬

‫• ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫• ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪٠‬‬ ‫• ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﻣﻘﺪﻣﺔ ‪- :‬‬ ‫ﻳﻌﺘﱪ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﲟﺜﺎﺑـﺔ ﺇ�ﻄﻼﻗـﺔ ﻛـﺒﲑﺓ ﰲ ﳎـﺎﻝ ﺍﳌﻮﻫﺒـﺔ ﻭﺫﻟـﻚ ﻟﺘﻮﺳـﻊ ﻣﻔﻬـﻮﻡ ﺍﳌﻮﻫﺒـﺔ ﻟﻴﺸـﻤﻞ ﺃﻱ‬

‫ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﰲ ﺃﻱ ﳎﺎﻝ ﻣﻦ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﻭﺗﻌﺪﻯ ﺫﻟﻚ ﺇﱃ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻜﺎﻣﻨﺔ ﻭﺍﻟﱵ ﱂ ﺗﱪﺯ ﻟﻌﺪﻡ ﺗﻮﻓﺮ ﺍﻟﻔﺮﺻﺔ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ ﻟﱪﻭﺯﻫﺎ ﻭﺫﻟﻚ ﺑﻌﺪ ﺃﻥ ﻛﺎﻥ ﻣﻔﻬﻮﻡ ﺍﳌﻮﻫﺒـﺔ ﳏﺼـﻮﺭﺍً ﺑﺎﻟـﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼـﻴﻞ ﺍﻟﺪﺭﺍﺳـﻲ ﺍﳌﺮﺗﻔـﻊ ﻓﻘـﻂ ‪،‬‬ ‫ﻭﺍﻹﲡﺎﻩ ﺍﳊﺪﻳﺚ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ﻛﺎﻣﻠﺔً ‪ ،‬ﺃﻱ ﲨﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ‬

‫ﺍﻟﺘﻠﻤﻴﺬ ﻣﻦ ﻣﺼﺎﺩﺭ ﻣﻮﺛﻮﻗﺔ ﺛﻢ ﺩﺭﺍﺳﺘﻬﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻟﻠﺘﻮﺻـﻞ ﺇﱃ ﺗﺸـﺨﻴﺺ ﳏـﺪﺩ ﻭﻣﻌﻠـﻮﻡ ﺇﻻ ﺃﻥ ﻗﻴـﺎﺱ ﺍﳌﻮﻫﺒـﺔ‬

‫ﻣﺎﺯﺍﻝ ﺃﻣﺮﺍً ﻣﻌﻘﺪﺍً ﻻﻳﺘﻢ ﺑﺴﻬﻮﻟﺔ ﻭﻻﳝﻜﻦ ﺗﻘﻴﻴﻤﻪ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ‪٠‬‬

‫ﻭﻗﺪ ﻋﻨﻴﺖ ﺍﻷﻣﻢ ﺍﳌﺘﻘﺪﻣﺔ ﺑﺎﻹﻫﺘﻤﺎﻡ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻨﺬ ﺍﻟﻄﻔﻮﻟﺔ ﻭﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﻌﺪﻳﺪ ﻣـﻦ‬

‫ﺍﳌﻘﺎﻳﻴﺲ ﻭﺍﻹﺧﺘﺒـﺎﺭﺍﺕ ﻭﺍﻟﻮﺳـﺎﺋﻞ ﺍﻟﻌﻠﻤﻴـﺔ ﻟﻠﻜﺸـﻒ ﻋـﻦ ﺍﻹﺳـﺘﻌﺪﺍﺩﺍﺕ ﻭﺍﻹﻣﻜﺎ�ﻴـﺎﺕ ﻭﺍﻟﻘـﺪﺭﺍﺕ ﻭﺍﳌﻮﺍﻫـﺐ‬

‫ﻟﺪﻯ ﺍﻷﻃﻔﺎﻝ ﻣﻨﺬ ﻭﻗﺖ ﻣﺒﻜﺮ ﺃﻱ ﰲ ﻣﺮﺣﻠﺔ ﻣﺎﻗﺒﻞ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺗﺴـﺘﻠﺰﻡ ﺇﻛﺘﺸـﺎﻓﻬﻢ ﻣﺒﻜـﺮﺍً‬

‫ﻋــﻦ ﻃﺮﻳــﻖ ﺇﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟــﺬﻛﺎﺀ ﺍﻟﻔﺮﺩﻳــﺔ ﻭﺍﳌﻼﺣﻈــﺔ ﻣــﻦ ﻗﺒــﻞ ﺍﻷﻫــﻞ ﻭﺍﳌﻌﻠﻤــﲔ ﺛــﻢ ﺇﺳــﺘﺨﺪﺍﻡ ﺇﺣــﺪﻯ ﺍﻟﻄــﺮﻕ‬ ‫ﺍﳊﺪﻳﺜﺔ ﰲ ﺗﻌﻠﻴﻤﻬﻢ ﺣﺴﺐ ﺣﺎﻟﺔ ﻛﻞ ﺗﻠﻤﻴﺬ ‪ ،‬ﻓﺎﳌﻮﻫﻮﺑﲔ ﺛﺮﻭﺓ ﻏﻨﻴﺔ ﰲ ﳎﺎﻻﺕ ﺗﻄﻮﺭ ﺍﻷﻣﺔ ﻭﺗﻘﺪﻣﻬﺎ ﻟﺬﺍ ﻻﺑـﺪ‬

‫ﻣــﻦ ﺇﺣﺎﻃﺘــﻬﻢ ﺑﺎﻟﻌﻨﺎﻳــﺔ ﻭﺍﻟﺮﻋﺎﻳــﺔ ﺍﻟﻼﺯﻣــﲔ ﻭﻭﺿــﻌﻬﻢ ﰲ ﺍﻟﺒﻴﺌــﺔ ﺍﳌﻼﺋﻤــﺔ ﻹﺑــﺮﺍﺯ ﻣﻮﺍﻫﺒــﻬﻢ ﻭﻃﺎﻗــﺎﲥﻢ ﺍﻟﻜﺎﻣﻨــﺔ‬

‫)ﺷﻘﲑ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٣٣‬‬

‫ﻭﻗﺪ ﲤﺜﻠﺖ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ ﰲ ﳎﺎﻝ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻋـﺪﺓ ﻣﺆﺳﺴـﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﻣﻌﻨﻴـﺔ ﺗﻨـﻬﺾ‬

‫ﲞﻄﻂ ﺍﻟﺪﻭﻝ ﰲ ﳎﺎﻝ ﺍﻟﻜﺸـﻒ ﻭﺍﻟﺮﻋﺎﻳـﺔ ﻟﻠﻤﻮﻫـﻮﺑﲔ ‪ ،‬ﻭﻗـﺪ ﺗﻘـﺪﻣﺖ ﻋـﺪﺓ ﺩﻭﻝ ﻋﺎﳌﻴـﺔ ﻣﺜـﻞ ﺃﻣﺮﻳﻜـﺎ ﻭﻛﻨـﺪﺍ‬

‫ﻭﺍﻟﻴﺎﺑــﺎﻥ ﻭﻣﺎﻟﻴﺰﻳــﺎ ﰲ ﻫــﺬﺍ ﺍ‪‬ــﺎﻝ ﻛﻤــﺎ ﻗﺎﻣــﺖ ﻋــﺪﺓ ﻣﺆﺳﺴــﺎﺕ ﰲ ﺑﻌــﺾ ﺍﻟــﺪﻭﻝ ﺍﻟﻌﺮﺑﻴــﺔ ﻣﺜــﻞ ﻣﺮﻛــﺰ ﺍﻟﻔــﺎﺗﺢ‬

‫ﻟﻠﻤﺘﻔﻮﻗﲔ ﺑﻠﻴﺒﻴﺎ – ﻣﺪﺭﺳﺔ ﺍﻟﻴﻮﺑﻴـﻞ ﺍﻟﺜﺎ�ﻮﻳـﺔ ﻭﻣﺆﺳﺴـﺔ �ـﻮﺭ ﺍﳊﺴـﲔ ﻭﺍ‪‬ﻠـﺲ ﺍﻟﻌﺮﺑـﻲ ﻟﻠﻤﻮﻫـﻮﺑﲔ ﻭﺍﳌﺘﻔـﻮﻗﲔ ﰲ‬

‫ﺍﻷﺭﺩﻥ – ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳـﺰ ﻭﺭﺟﺎﻟـﻪ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺍﳌﻜﺘـﺐ ﺍﻟﻌﺮﺑـﻲ ﻟـﺪﻭﻝ ﺍﳋﻠـﻴﺞ ﰲ ﺍﳌﻤﻠﻜـﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺪﺭﺳﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻭﲨﻌﻴﺔ ﺍﻟﻨﺎﺑﻐﲔ ﰲ ﻣﺼﺮ ‪٠‬‬

‫ﻭﻗﺪ ﻗﺎﻝ ﺧﺎﺩﻡ ﺍﳊﺮﻣﲔ ﺍﻟﺸـﺮﻳﻔﲔ ﺍﳌﻠـﻚ ﻋﺒـﺪ ﺍ‪ ‬ﺑـﻦ ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ﺁﻝ ﺳـﻌﻮﺩ ﺿـﻤﻦ ﻛﻠﻤﺘـﻪ ﰲ ﺣﻔـﻞ‬

‫ﺗﺄﺳﻴﺲ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ‪١٤١٩/٨/٣‬ﻫـ ‪- :‬‬

‫)) ﺇﻥ ﺍﳌﻮﻫﺒﺔ ﺩﻭﻥ ﺍﻫﺘﻤﺎﻡ ﻣﻦ ﺃﻫﻠﻬﺎ ﺃﺷﺒﻪ ﻣـﺎ ﺗﻜـﻮﻥ ﺑﺎﻟﻨﺒﺘـﺔ ﺍﻟﺼـﻐﲑﺓ ﺩﻭﻥ ﺭﻋﺎﻳـﺔ ﺃﻭ ﺳـﻘﻴﺎ ﻭﻻ ﻳﻘﺒـﻞ ﺍﻟـﺪﻳﻦ ﻭﻻ‬

‫ﻳﺮﺿﻰ ﺍﻟﻌﻘﻞ ﺃﻥ ﳖﻤﻠﻬﺎ ﺃﻭ �ﺘﺠﺎﻫﻠﻬﺎ ﻟﺬﻟﻚ ﻓﻤﻬﻤﺘﻨﺎ ﲨﻴﻌﺎً ﺃﻥ �ﺮﻋﻰ ﻏﺮﺳﻨﺎ ﻭ�ﻮﻟﻴﻪ ﺇﻫﺘﻤﺎﻣﻨـﺎ ﻟﻴﺸـﺘﺪ ﻋـﻮﺩﻩ ﺻـﻠﺒﺎً‬ ‫ﻭﺗﻮﺭﻕ ﺃﻏﺼﺎ�ﻪ ﻇﻼ‪ ‬ﻳﺴﺘﻈﻞ ﺑـﻪ ﺑﻌـﺪ ﺍ‪ ‬ﳌﺴـﺘﻘﺒﻞ ﺳـﻨﻄﺎﻟﺒﻬﻢ ﻓﻴـﻪ ﺑـﺪﻭﺭﻫﻢ ﺍﻟـﺬﻱ ﳓـﻦ ﰲ ﺃﺷـﺪ ﺍﳊﺎﺟـﺔ ﺇﻟﻴـﻪ ﰲ‬

‫ﻋﺼﺮ ﺍﻹﺑﺪﺍﻉ ﻭﺻﻬﺮ ﺍﳌﻮﻫﺒﺔ ﻭﲡﺴﻴﺪﻫﺎ ﻋﻠﻰ ﺍﻟﻮﺍﻗﻊ ﺧﺪﻣﺔ ﻟﻠﺪﻳﻦ ﺛﻢ ﺍﻟﻮﻃﻦ ‪ ٠٠‬ﺇﻥ ﺃﺑﻨﺎﺀ�ـﺎ ﺍﳌﻮﻫـﻮﺑﲔ ﻫـﻢ ﻋﻄـﺎﺀ‬ ‫ﺍ‪ ‬ﻟﻨــﺎ ﺩﻭﺭ�ــﺎ ﲡــﺎﻫﻬﻢ ﻛــﺒﲑ ﻭﺛﻘﻴــﻞ ﻭﺇﻥ ﱂ �ﻔﻌــﻞ ﻣــﺎ ﳝﻠﻴــﻪ ﻋﻠﻴﻨــﺎ ﻭﺍﺟﺒﻨــﺎ ﲡـﺎﻫﻬﻢ ﻓﺈ�ﻨــﺎ �ﺘﻨﻜــﺮ ﻟﻌﻄــﺎﺀ ﺍﳌــﻮﱃ ﻭﻻ‬ ‫�ﺴﺘﺤﻘﻪ (( ‪٠‬‬

‫ﻛﻤﺎ ﺫﻛﺮ ﻣﻌﺎﱄ ﻭﺯﻳﺮ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺳﺎﺑﻘﺎً ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻤﺪ ﺑﻦ ﺃﲪـﺪ ﺍﻟﺮﺷـﻴﺪ ﰲ ﻛﻠﻤﺘـﻪ ﰲ‬

‫�ﻔﺲ ﺍﳊﻔﻞ ‪- :‬‬

‫)) ﻟﻘــﺪ ﺃﺿــﺤﻰ ﻣــﻦ ﺍﳌﺴــﻠﻤﺎﺕ ﻋﻨــﺪ ﻋﻠﻤــﺎﺀ ﺍﻟﱰﺑﻴــﺔ ﻭﺍﻹﺟﺘﻤــﺎﻉ ﻭﺍﻻﻗﺘﺼــﺎﺩ ﻭﺍﻟﺴﻴﺎﺳــﺔ ﻭﻏﲑﻫــﻢ ﺃﻥ ﺍﳌﻮﻫﺒــﺔ‬

‫ﺍﻹ�ﺴﺎ�ﻴﺔ ﻫﻲ ﺃﻋﻈﻢ ﻭﺃ�ﺪﺭ ﻭﺃﻫـﻢ ﺛـﺮﻭﺓ ﰲ ﺍ‪‬ﺘﻤـﻊ ‪ ،‬ﻭﺃﻥ ﺍ‪‬ﺘﻤﻌـﺎﺕ ﺍﻟـﱵ ﺍﺳـﺘﻄﺎﻋﺖ ﺃﻥ ﺗﺘﻌـﺮﻑ ﻋﻠـﻰ ﺍﳌﻮﺍﻫـﺐ‬ ‫ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﳌﺘﻤﻴـﺰﺓ ﺍﻟـﱵ ﳝﺘﻠﻜﻬـﺎ ﻋـﺪﺩ ﻗﻠﻴـﻞ ﻣـﻦ ﺃﺑﻨﺎﺀﻫـﺎ ﻭﺃﻥ ﲥﻴـﺊ ﺍﻟﻔـﺮﺹ ﺍﳌﺜﻠـﻰ ﻹﺳـﺘﺜﻤﺎﺭﻫﺎ ﻫـﻲ ﺍ‪‬ﺘﻤﻌـﺎﺕ‬ ‫ﺍﳌﻨﺘﺠــﺔ ﺍﳌﺘﻘﺪﻣــﺔ ﻭﻣــﺎ ﺳــﻮﺍﻫﺎ ﳎﺘﻤﻌــﺎﺕ ﺗﻠــﻬﺚ ﺧﻠﻔﻬــﺎ ﺃﻭ ﺗﺘﺨــﺒﻂ ﰲ ﺗﻴــﻪ ﺍﻟﺘﺨﻠــﻒ ﻭﺍﳉﻤــﻮﺩ ‪ ،‬ﻭﳓــﻦ ﺇﺫ �ﺴــﻌﺪ‬ ‫ﺑﻮﺟﻮﺩ ﺍﻟﻜﺜﲑ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﺍﻟﺘﻘﺪﻡ ﻭﺍﳌﺪ�ﻴﺔ ﰲ ﺑﻼﺩ�ﺎ ﺍﻟﻐﺎﻟﻴـﺔ ﻟﻨـﺆﻣﻦ ﺑـﺄﻥ ﺃﻫـﻢ ﻣﻨـﻬﺎ ﺍﻹﺳـﺘﺜﻤﺎﺭ ﰲ ﺍﻟﻌﻘـﻮﻝ ﺍﳌﺒﺪﻋـﺔ‬

‫ﻭﺇ�ﺸﺎﺀ ﻣﺆﺳﺴﺎﺕ ﺗﺮﻋﺎﻫﺎ ﻛﻬﺬﻩ ﺍﳌﺆﺳﺴﺔ ﺍﻟﱵ ﻳﱰﺃﺳﻬﺎ ﺭﻣـﺰ ﻣـﻦ ﺭﻣـﻮﺯ ﺑﻼﺩ�ـﺎ ﺗﻌﻨـﻰ ﺑﺈﻛﺘﺸـﺎﻑ ﻭﺗﻌﻬـﺪ ﺍﳌﻮﻫـﻮﺑﲔ‬ ‫ﺍﻟﻨﺎﺑﻐﲔ ﺍﻟﻨﺎﲠﲔ ﺍﻟﺬﻳﻦ ﻳﺼﻨﻌﻮﻥ ﺑﺘﻮﻓﻴﻖ ﺍ‪ ‬ﺍﻟﺘﻘﺪﻡ ﻭﺍﳌﺪ�ﻴﺔ (( ‪ ) .‬ﺍﻟﺮﺷﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ١٠-٩‬‬

‫ﻭﳑﺎ ﺳﺒﻖ ﺗﺘﻀﺢ ﺃﳘﻴﺔ ﻣﻌﺮﻓﺔ ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺇﺩﺍﺭﺍﺕ ﻭﻣﺆﺳﺴﺎﺕ ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﺑﺎﳌﻤﻠﻜـﺔ‬

‫ﻭﺫﻟــﻚ ﻟﻠﺘﻌــﺮﻑ ﻋﻠــﻰ ﲡﺮﺑــﺔ ﺍﳌﻤﻠﻜــﺔ ﰲ ﻫــﺬﺍ ﺍ‪‬ــﺎﻝ ﻛــﻮﻥ ﻫــﺬﻩ ﺍﳌﺆﺳﺴــﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ ﻫــﻲ ﺍﻷﺩﺍﺓ ﺍﻟﺘﻨﻔﻴﺬﻳــﺔ‬

‫ﳋﻄﻂ ﺍﻟﺪﻭﻟﺔ ﰲ ﳎﺎﻝ ﺍﳌﻮﻫﺒﺔ ﻭﺫﻟﻚ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﳒﺎﺣﻬﺎ ﰲ ﺃﺩﺍﺀ ﺍﻟﺪﻭﺭ ﺍﳌﺄﻣﻮﻝ ﻣﻨﻬﺎ ‪.‬‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﺳﺌﻠﺘﻬﺎ ‪- :‬‬

‫ﺇﻥ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻛﺜﲑ ﻣﻦ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺛﺮﻭﺓ ﻣﻬﻤﻠﺔ ﻭﻏﲑ ﻣﺴﺘﺜﻤﺮﺓ ﻭﺫﻟﻚ ﻟﻌﺪﻡ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ ﻭﺍﻟﻜﺸـﻒ‬

‫ﻋﻨﻬﻢ ﰲ ﻛﺜﲑ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﺑﺴﺒﺐ ﻋﺪﻡ ﺇﻫﺘﻤﺎﻡ ﺍﻟﺒﻴﺌـﺔ ﺍﶈﻴﻄـﺔ ﲟﻮﺍﻫﺒـﻬﻢ ﻭﺑـﺬﻟﻚ ﻗـﺪ ﻳﻌـﻴﺶ ﺍﳌﻮﻫﻮﺑـﻮﻥ ﻃـﻮﺍﻝ‬

‫ﺣﻴﺎﲥﻢ ﺩﻭﻥ ﺃﻥ ﺗﻜﺘﺸﻒ ﻗﺪﺭﺍﲥﻢ ﺃﻭ ﺗﺘﺎﺡ ﳍﻢ ﻓﺮﺹ ﺍﳌﺴﺎﳘﺔ ﰲ ﺗﻘﺪﻡ ﳎﺘﻤﻌﺎﲥﻢ ﻭﺫﻟﻚ ﺑﺘﻮﻇﻴﻒ ﻣﻮﺍﻫﺒﻬﻢ‬

‫ﰲ ﳎــﺎﻻﺕ ﻣﻨﺘﺠــﺔ ‪ ،‬ﻭﺑ ـﺎﻟﺮﻏﻢ ﻣــﻦ ﻗــﺪﺭﺍﺕ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﲤﻴــﺰﻫﻢ ﺇﻻ ﺃﳖــﻢ ﻳﻮﺍﺟﻬــﻮﻥ ﰲ ﳎﺘﻤﻌــﺎﲥﻢ ﻋــﺪﺩﺍً ﻣــﻦ‬

‫ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﲢﺪ ﻣﻦ ﻗﺪﺭﺍﲥﻢ ﻭﺫﻟﻚ ﺑﺴﺒﺐ ﺍﻟﺘﻨﻜﺮ ﳊﺎﺟـﺎﲥﻢ ﺍﳋﺎﺻـﺔ ﺃﻭ ﻟﻌـﺪﻡ ﺗـﻮﻓﲑ ﺍﳋـﺪﻣﺎﺕ ﺍﻟﱰﺑﻮﻳـﺔ‬

‫ﺍﳌﻨﺎﺳﺒﺔ ﳍﻢ ﺃﻭ ﺗﻌﺮﺿﻬﻢ ﻟﻺ�ﺘﻘﺎﺩ ﻭﺍﻟﻌـﺰﻝ ﻣـﻦ ﺍﶈـﻴﻄﲔ ﲠـﻢ ﺃﻭ ﻟﻌـﺪﻡ ﻗـﺪﺭﺓ ﻣـﻦ ﳜـﺎﻟﻄﻮﻫﻢ ﻋﻠـﻰ ﺍﻟﺘﻌﺎﻣـﻞ ﻣـﻊ‬

‫ﺇﺣﺘﻴﺎﺟﺎﲥﻢ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴـﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴـﺔ ‪ ،‬ﻭﺇﻥ ﺇﻋﻄـﺎﺀ ﺍﻟﺜﻘـﺔ ﺑـﺎﻟﻨﻔﺲ ﻭﺑﻨـﺎﺀ ﺍﻟﺸﺨﺼـﻴﺔ ﻭﺗﻘـﺪﻳﺮ ﺍﻟـﺬﺍﺕ‬

‫ﻫﻲ ﺃﻭﱃ ﺧﻄﻮﺍﺕ ﺇﺑﺮﺍﺯ ﺍﳌﻮﺍﻫﺐ ﻟﺪﻯ ﺍﻷﻃﻔﺎﻝ ﻛﻤﺎ ﺃﻥ ﺍﳊﺐ ﻭﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﳌﻌﺎﻣﻠـﺔ ﺍﻟﺴـﻮﻳﺔ ﻣـﻦ ﺍﳌﻨـﺰﻝ ﺗﻠﻌـﺐ‬ ‫�ﻔﺲ ﺍﻟﺪﻭﺭ ‪٠‬‬

‫ﻭ�ﻈﺮﺍً ﻟﻜﻮﻥ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻌﺎﺩﻳﺔ ﺗﺼﻤﻢ ﻭﺗﻮﺿـﻊ ﺣﺴـﺐ‬

‫ﻣﺴﺘﻮﻯ ﺍﻷﻃﻔﺎﻝ ﻋﺎﺩﻳﻲ ﺍﻟﺬﻛﺎﺀ ﻟﺬﺍ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﱪﺍﻣﺞ ﻏـﲑ ﻛﺎﻓﻴـﺔ ﺃﻭ ﻣﻨﺎﺳـﺒﺔ ﻟﻠﻄـﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ ﻟـﺬﺍ ﺃﺻـﺒﺢ‬

‫ﻣﻦ ﺍﻟﻮﺍﺟﺐ ﺇﳚﺎﺩ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺇﺿﺎﻓﻴﺔ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﳉﻮﺍ�ﺐ ﺍﳋﺎﺻـﺔ ﻭﺍﳌﻮﺍﻫـﺐ ﺍﳌﺘﻤﻴـﺰﺓ ﺍﻟـﱵ ﻻ ﺗﻌﻨـﻰ ﲠـﺎ‬

‫ﺍﻟــﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳــﻴﺔ ﺍﻟﻌﺎﺩﻳــﺔ ﻛــﺎﳊﺮﻑ ﺍﻟﻴﺪﻭﻳــﺔ ﻭﺍﻹﺧﱰﺍﻋــﺎﺕ ﺍﻟﻌﻠﻤﻴــﺔ ﻭﺍﻟﻠﻐــﺎﺕ ﻭﻏﲑﻫــﺎ ‪ ،‬ﻟــﺬﺍ ﻗﺎﻣــﺖ ﺍﻟــﺪﻭﻝ‬ ‫ﺍﳌﻬﺘﻤﺔ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺑﺘﺼﻤﻴﻢ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ ﺗﺴـﺘﺠﻴﺐ ﻟﻘـﺪﺭﺍﺕ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺍﻟﺘﻔـﻮﻕ ﺍﻟﻌﻘﻠـﻲ ﻭﺍﻹﺑﺘﻜـﺎﺭ‬

‫ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳋﺎﺻﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺘﺨﺼﺼﺔ ‪ ،‬ﻭﻗﺪ ﺭﻛﺰﺕ ﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻋﻠـﻰ ﺇﳚـﺎﺩ‬

‫ﻣﻌﺎﻳﲑ ﺩﻗﻴﻘﺔ ﻛﻤﻌﻴﺎﺭ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼـﻴﻞ ﺍﻟﺪﺭﺍﺳـﻲ ﻭﺍﳌﻮﻫﺒـﺔ ﺍﳋﺎﺻـﺔ ﻣـﺜﻼ‪ ‬ﻹﻛﺘﺸـﺎﻓﻬﻢ ﻭﺍﻛﺘﺸـﺎﻑ ﻃﺎﻗـﺎﲥﻢ‬

‫ﻭﺭﻋﺎﻳﺘﻬﻢ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻨﺎﺳـﺒﺔ ﻭﺍﳌﺴـﺘﻤﺮﺓ ﻭﺍﳌﺘﻨﻮﻋـﺔ ﳌﻮﺍﻛﺒـﺔ ﺭﻭﺡ ﺍﻟﻌﺼـﺮ ﻭﺫﻟـﻚ ﻟﺘـﻮﻓﲑ ﻇـﺮﻭﻑ ﺃﻓﻀـﻞ ﺗﺴـﺎﻋﺪ‬

‫ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ ﻭﻗﺪﺭﺍﲥﻢ ﺑﺸﻜﻞ ﻳﻌﻮﺩ ﻋﻠﻴﻬﻢ ﻭﻋﻠﻰ ﳎﺘﻤﻌﺎﲥﻢ ﺑﺎﳋﲑ ‪٠‬‬

‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺗﺴﻌﻰ ﻹﺳﺘﻌﺮﺍﺽ ﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﺑﱪﺍﻣﺞ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺍﻟﻌـﺎﱂ‬

‫ﻭﰲ ﺍﻟــﺪﻭﻝ ﺍﻟﻌﺮﺑﻴــﺔ ‪ ،‬ﺛــﻢ ﺇﺳــﺘﻌﺮﺍﺽ ﻣﺜﻴﻠﺘــﻬﺎ ﰲ ﺍﳌﻤﻠﻜــﺔ ﺍﻟﻌﺮﺑﻴــﺔ ﺍﻟﺴــﻌﻮﺩﻳﺔ ﻭﺍﻟﺘﻌــﺮﻑ ﻋﻠــﻰ ﺇﺳــﱰﺍﺗﻴﺠﻴﺎﲥﺎ‬

‫ﻭﺑﺮﺍﳎﻬـﺎ ﻭﺫﻟــﻚ ﻣــﻦ ﺃﺟــﻞ ﺍﻟﻮﻗــﻮﻑ ﻋﻠــﻰ ﻣــﺎ ﲢﻘـﻖ ﻣـﻦ ﺃﻫــﺪﺍﻓﻬﺎ ﺧــﻼﻝ ﺍﻟﻔــﱰﺓ ﺍﻟﺰﻣﻨﻴــﺔ ﺍﻟﺒﺴــﻴﻄﺔ ﻣﻨــﺬ ﺑﺪﺍﻳــﺔ‬

‫ﺍﳌﺸﺮﻭﻉ ﰲ ﺍﳌﻤﻠﻜﺔ ﺃﻱ ﻋﺎﻡ ‪١٤١٨‬ﻫـ ﻭﺣﺘﻰ ﺍﻵﻥ ﻭﻣﺎﻫﻲ ﺳﺒﻞ ﺗﻄﻮﻳﺮ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳـﺎﺕ ﻭﺍﻟـﱪﺍﻣﺞ ﻭﺍﳌﺸـﺎﺭﻳﻊ‬

‫ﲟﺎ ﻳﻼﺋﻢ ﺗﻐﲑﺍﺕ ﺍﻟﻌﺼﺮ ﻭﻇﺮﻭﻑ ﻭﺑﻴﺌﺔ ﺍﳌﻤﻠﻜﺔ ‪ ،‬ﻭﺇﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﻭﺗﻄﻠﻌﺎﺕ ﺍﻟﻘـﺎﺋﻤﲔ ﻋﻠـﻰ ﻫـﺬﻩ ﺍﳌﺆﺳﺴـﺎﺕ‬

‫ﻭﺍﻹﺩﺍﺭﺍﺕ ﻭﺍﳌﺨﺘﺼﲔ ﻭﺫﻟﻚ ﻟﻠﺘﻮﺻـﻞ ﺇﱃ ﳎﻤﻮﻋـﺔ ﻣﻘﱰﺣـﺎﺕ ﻭﺗﻮﺻـﻴﺎﺕ ﻭﺃﻓﻜـﺎﺭ ﺗﺸـﻜﻞ ﰲ ﳎﻤﻠـﻬﺎ ﺧﻄـﺔ‬

‫ﻣﺴــﺘﻘﺒﻠﻴﺔ ﺃﻭ ﺟــﺰﺀ ﻣــﻦ ﳐﻄــﻂ ﻳﻌﻤــﻞ ﻋﻠــﻰ ﺩﻓــﻊ ﻋﺠﻠــﺔ ﺍﻟﺘﻄــﻮﺭ ﰲ ﳎــﺎﻝ ﺍﳌﻮﻫﺒــﺔ ﻭﺍﻹﺑــﺪﺍﻉ ﻭﺗﺴــﺘﻔﻴﺪ ﻣﻨــﻪ‬

‫ﻣﺆﺳﺴﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻣﺸﻮﺍﺭﻫﺎ ﺍﻟﱰﺑﻮﻱ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺫﻟﻚ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﻟﺮﺋﻴﺲ ﻣﻦ ﺇﻛﺘﺸـﺎﻑ‬

‫ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺃﻻ ﻭﻫﻮ ﺍﻹﺳـﺘﻔﺎﺩﺓ ﺍﻟﻘﺼـﻮﻯ ﻣـﻦ ﺇﻣﻜﺎ�ـﺎﺕ ﻭﻗـﺪﺭﺍﺕ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺗﻘـﺪﻡ ﺍﻟﺪﻭﻟـﺔ ﻭﺇﺳـﺘﺜﻤﺎﺭ‬

‫ﺍﳌﻮﺍﻫﺐ ﰲ ﳎﺎﻻﺕ ﺍﻟﺘﻄﻮﺭ ‪٠‬‬

‫ﻭﻣــﻦ ﺧــﻼﻝ ﻣﺎﺳــﺒﻖ ﳝﻜــﻦ ﺃﻥ ﻳﺘﺤــﺪﺩ ﺍﻟﺴــﺆﺍﻝ ﺍﻟ ـﺮﺋﻴﺲ ﻟﻠﺪﺭﺍﺳــﺔ ﰲ ‪ - :‬ﻣــﺎ ﺑــﺮﺍﻣﺞ ﻣﺆﺳﺴــﺎﺕ‬

‫ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ؟‬ ‫ﻭﻳﺘﻔﺮﻉ ﻣﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪- :‬‬

‫‪ -١‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﻟﻌﻤﺮ؟‬

‫‪ -٢‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳉﻨﺲ؟‬

‫‪ -٣‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ؟‬ ‫‪ -٤‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ ؟‬ ‫‪ -٥‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﻬﻨﺔ ؟‬

‫‪ - ٦‬ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ؟‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ ‪- :‬‬

‫‪ – ١‬ﺍﻟﺘﻌـــﺮﻑ ﻋﻠـــﻰ ﺍﳌﺆﺳﺴـــﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﻌﻨﻴـــﺔ ﺑـــﱪﺍﻣﺞ ﺭﻋﺎﻳـــﺔ ﺍﳌﻮﻫـــﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜـــﺔ ﺍﻟﻌﺮﺑﻴـــﺔ‬

‫ﺍﻟﺴﻌﻮﺩﻳﺔ ‪٠‬‬

‫‪ – ٢‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﱪﺍﻣﺞ ﳍﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ ‪٠‬‬

‫‪ – ٣‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﺪﻯ ﺇﺳﺘﻔﺎﺩﺓ ﻫﺬﻩ ﺍﳌﺆﺳﺴـﺎﺕ ﺑﺘﺠـﺎﺭﺏ ﺍﻟـﺪﻭﻝ ﺍﻟﻌﺮﺑﻴـﺔ ﻭﺍﻟﻌﺎﳌﻴـﺔ ﺍﻟـﱵ ﺳـﺒﻘﺘﻬﺎ ﰲ ﻫـﺬﺍ‬

‫ﺍ‪‬ﺎﻝ ﻭﻣﺪﻯ ﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﺘﻮﺍﺻﻞ ﻣﻌﻬﺎ ‪٠‬‬

‫‪ – ٤‬ﻣﻘﺎﺭ�ﺔ ﻣﺎﰎ ﺇﳒﺎﺯﻩ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﳎﺎﻝ ﺍﳌﻮﻫﺒﺔ ﻣﻦ ﺑﺮﺍﻣﺞ ﻭﻣﺸﺎﺭﻳﻊ ﺑﺎﻷﻫﺪﺍﻑ ﻭﺍﳋﻄﻂ‬ ‫ﺍﳌﻮﺿﻮﻋﺔ ‪٠‬‬

‫‪ – ٥‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺁﺭﺍﺀ ﻭﺗﻄﻠﻌﺎﺕ ﺍﳋﱪﺍﺀ ﺍﻟﱰﺑﻮﻳﲔ ﻭﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﺑﺮﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ‪٠‬‬

‫ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪- :‬‬

‫‪ – ١‬ﺍﻟﺘﻌــﺮﻑ ﻋﻠــﻰ ﺍﳌﺮﺣﻠــﺔ ﺍﻷﻭﱃ ﻣــﻦ ﻣﺸــﺮﻭﻉ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﺑﺎﳌﻤﻠﻜــﺔ ﺇﺑﺘــﺪﺍﺀ‪ ‬ﻣــﻦ ﺍﳋﻄــﻂ‬

‫ﻭﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﻭﺻﻮﻻً ﺇﱃ ﺍﳌﺸﺎﺭﻳﻊ ﻭﺍﻟﱪﺍﻣﺞ ﺍﳌﻨﺠﺰﺓ ﻣﻨﻬﺎ ﻭﺍﳌﺨﻄﻂ ﳍﺎ ﻣﺴﺘﻘﺒﻼ‪٠ ‬‬

‫‪ – ٢‬ﺇﺳﺘﻌﺮﺍﺽ ﺑﻌﺾ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ ﻟﺪﺭﺍﺳﺔ ﺇﻣﻜﺎ�ﻴﺔ ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﲟﺎ ﻳﻼﺋﻢ ﺍﻟﻈـﺮﻭﻑ ﻭﺍﻟﺒﻴﺌـﺔ‬ ‫ﺍﶈﻠﻴﺔ ‪٠‬‬

‫‪ – ٣‬ﳏﺎﻭﻟﺔ ﻭﺿﻊ ﳕﻮﺫﺝ ﺃﻭﺧﻄﻪ ﺗﺴﲑ ﻋﻠﻴﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﻌﻨﻴﺔ ﺑﱪﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ﻓﻨﻴﺎً ﻭﺇﺩﺍﺭﻳﺎً ‪٠‬‬

‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ ‪- :‬‬

‫‪ – ١‬ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ‪Strategies - :‬‬

‫)) ﻫﻲ ﺧﻄﻂ ﺭﺋﻴﺴﻴﺔ ﻛﺒﲑﺓ ﺗﺘﺒﻨﺎﻫﺎ ﺍﻹﺩﺍﺭﺓ ﻹﳒﺎﺯ ﺃﻫﺪﺍﻑ ﺍﳌﻨﺸﺄﺓ ﻭﺫﻟﻚ ﺑﺎﻷﺧﺬ ﺑﻌﲔ ﺍﻹﻋﺘﺒﺎﺭ ﻣﺎ ﻳﺘﻮﺟﺐ‬ ‫ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﻨﺎﻓﺴﲔ ﺍﻟﻘﻴﺎﻡ ﺑﻪ ﲢﺖ ﻇﺮﻭﻑ ﳐﺘﻠﻔﺔ ((‪ ).‬ﺍﻟﱪﻋﻲ ﻭﺍﻟﺘﻮﳚﺮﻱ ‪١٩٩٣ ،‬ﻡ ‪ ،‬ﺹ‪.( ٣١٥‬‬

‫)) ﻫﻲ ﺍﳋﻄﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﺸﺮﻭﻉ ﻹﳒﺎﺯ ﺍﻷﻫﺪﺍﻑ ﰲ ﺿﻮﺀ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳋﺎﺭﺟﻴﺔ ﶈﻴﻂ ﺍﳌﺸﺮﻭﻉ ((‪ ).‬ﻋﺴـﻜﺮ ‪،‬‬ ‫‪١٩٨٧‬ﻡ ‪ ،‬ﺹ‪.( ٩٣‬‬

‫‪ -‬ﻭﻳﻘﺼــﺪ ﺑﺎﻹﺳــﱰﺍﺗﻴﺠﻴﺎﺕ ﰲ ﻫــﺬﻩ ﺍﻟﺪﺭﺍﺳــﺔ ‪ - :‬ﺍﳋﻄــﻂ ﺍﻟﺮﺋﻴﺴــﻴﺔ ﻭﺍﻟﻜﻠﻴــﺔ ﺍﳌﻮﺿــﻮﻋﺔ ﻹﳒــﺎﺯ‬

‫ﺃﻫــﺪﺍﻑ ﻣﺆﺳﺴــﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﺑﺎﳌﻤﻠﻜــﺔ ﺍﻟﻌﺮﺑﻴــﺔ ﺍﻟﺴــﻌﻮﺩﻳﺔ ﰲ ﺿــﻮﺀ ﺍﻟﻈــﺮﻭﻑ ﻭﺍﻟﻌﻮﺍﻣــﻞ‬

‫ﺍﳋﺎﺭﺟﻴﺔ ﺍﶈﻴﻄﺔ ﲠﺬﻩ ﺍﳌﺆﺳﺴﺎﺕ ‪٠‬‬

‫‪ – ٢‬ﺍﳌﺆﺳﺴﺎﺕ ‪Institutions - :‬‬

‫ﻫﻲ ﺃ�ﻈﻤﺔ ﻣﺴﺘﻤﺪﺓ ﻣﻦ ﺍﻷ�ﺸﻄﺔ ﺍﻹ�ﺴﺎ�ﻴﺔ ﺍﳌﺘﻨﺎﺳﻘﺔ ﺍﻟﱵ ﺗﺴـﺘﺨﺪﻡ ﰲ ﺗﻮﺟﻴـﻪ ﳎﻤﻮﻋـﺔ ﻣـﻦ ﺍﳌـﻮﺍﺭﺩ ﺍﻟﺒﺸـﺮﻳﺔ‬

‫ﻭﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﻔﻜﺮﻳﺔ ﻣﻦ ﺃﺟﻞ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ ﺗﻌﱰﺽ ﺇﺷﺒﺎﻉ ﺍﻟﺮﻏﺒﺎﺕ ﺍﻹ�ﺴﺎ�ﻴﺔ ﻭﺫﻟﻚ ﺑﺎﻟﺘﻔﺎﻋـﻞ ﻣـﻊ ﺍﻟـﻨﻈﻢ‬

‫ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﻭﺗﻨﺸﺄ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﳏﺪﺩﺓ ﻋﻦ ﻃﺮﻳﻖ ﳑﺎﺭﺳـﺔ ﳎﻤﻮﻋـﺔ ﻣـﻦ ﺍﻷ�ﺸـﻄﺔ ﺍﳌﺮﺗﺒﻄـﺔ‬

‫ﲠﺬﻩ ﺍﻷﻫﺪﺍﻑ ﺑﺈﺳﺘﻐﻼﻝ ﺍﻹﻣﻜﺎ�ﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﺎﺣﺔ ﳍﺎ ‪ ) ٠‬ﺍﻟﺴﻨﺒﻞ ‪١٩٩٨ ،‬ﻡ ‪ ،‬ﺹ‪.( ١١‬‬

‫ﻭﻳﻘﺼﺪ ﺑﺎﳌﺆﺳﺴـﺎﺕ ﰲ ﻫـﺬﻩ ﺍﻟﺪﺭﺍﺳـﺔ ‪ - :‬ﺗﻠـﻚ ﺍﻷ�ﻈﻤـﺔ ﺍﳌﻨﺸـﺄﺓ ﰲ ﺍﳌﻤﻠﻜـﺔ ﻭﻏﲑﻫـﺎ ﻣـﻦ ﺍﻟـﺪﻭﻝ‬

‫ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﳏﺪﺩﺓ ﻭﻫﻲ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻋﻦ ﻃﺮﻳﻖ ﳑﺎﺭﺳﺔ ﳎﻤﻮﻋﺔ ﻣـﻦ ﺍﻷ�ﺸـﻄﺔ ﻭﺍﻟـﱪﺍﻣﺞ‬ ‫ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ – ٣‬ﺍﻟﱪﺍﻣﺞ ‪Programs - :‬‬

‫)) ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﺘﺸﺎﺑﻜﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ ﻭﺍﻟﻘﻮﺍﻋـﺪ ﻭﻏﲑﻫـﺎ ﻣـﻦ ﺍﻟﻮﺳـﺎﺋﻞ ﺍﻟﻼﺯﻣـﺔ‬ ‫ﻟﺘﻨﻔﻴــﺬ ﻋﻤــﻞ ﻣﻌــﲔ ﻭﻋــﺎﺩﺓ ﳛــﺪﺩ ﳍــﺎ ﺭﺃﺱ ﺍﳌــﺎﻝ ﺍﻟــﻼﺯﻡ ﻭﺍﳌﻴﺰﺍ�ﻴــﺔ ﺍﻟﺘﺸــﻐﻴﻠﻴﺔ (( ‪ )٠‬ﻋﺴــﻜﺮ ‪١٩٨٧ ،‬ﻡ ‪،‬‬

‫ﺹ‪. ( ١٠٠‬‬

‫ﻭﻳﻘﺼﺪ ﺑﺎﻟﱪﺍﻣﺞ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ‪ - :‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﺴﻴﺎﺳﺎﺕ ﻭﺍﻹﺟﺮﺍﺀﺍﺕ ﻭﺍﳌﻮﺍﺯ�ﺎﺕ‬

‫ﺍﳌﻮﺿـﻮﻋﺔ ﻛﺠــﺰﺀ ﻣــﻦ ﺧﻄــﺔ ﻛـﺒﲑﺓ ﻟﺘﺤﻘﻴــﻖ ﺍﳍــﺪﻑ ﺍﻟﺮﺋﻴﺴــﻲ ﳌﺆﺳﺴـﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﻣﻨــﻬﺎ‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﻣﺜﻼ‪٠ ‬‬

‫‪ – ٤‬ﺍﳌﻮﻫﺒﺔ ‪Talent - :‬‬

‫)) ﻫﻲ ﲰﺎﺕ ﻣﻌﻘﺪﺓ ﺗﺆﻫﻞ ﺍﻟﻔﺮﺩ ﻟﻺﳒﺎﺯ ﺍﳌﺮﺗﻔﻊ ﰲ ﺑﻌﺾ ﺍﳌﻬـﺎﺭﺍﺕ ﻭﺍﻟﻮﻇـﺎﺋﻒ ﻭﺑـﺬﻟﻚ ﻓـﺎﳌﻮﻫﻮﺏ ﻫـﻮ ﺫﻟـﻚ‬ ‫ﺍﻟﻔﺮﺩ ﺍﻟﺬﻱ ﳝﻠﻚ ﺇﺳﺘﻌﺪﺍﺩﺍً ﻓﻄﺮﻳﺎً ﻭﺗﺼﻘﻠﻪ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻼﺋﻤﺔ (( ‪ )٠‬ﺍﻟﺴﺮﻭﺭ ‪١٩٩٨ ،‬ﻡ ‪ ،‬ﺹ‪.( ١٤‬‬ ‫ﺍﳌﻮﻫﺒﺔ ‪Giftedness - :‬‬

‫ﻟﻐﻮﻳﺎً ‪ - :‬ﻣﻦ ﺍﻟﻔﻌﻞ ﻭﻫﺐ ﺃﻱ ﺃﻋﻄﻰ ﺷﻴﺌﺎً ﳎﺎ�ﺎً ‪ ،‬ﻭﺍﳌﻮﻫﺒﺔ ﻫﻲ ﺍﻟﻌﻄﻴـﺔ ﻟﻠﺸـﻲﺀ ﺑـﻼ ﻣﻘﺎﺑـﻞ ‪ )٠‬ﺣﻮﺍﺷـﲔ ‪،‬‬ ‫‪١٩٨٩‬ﻡ ‪ ،‬ﺹ‪.( ٣٣‬‬

‫‪ -‬ﻭﻳﻘﺼﺪ ﺑﺎﳌﻮﻫﻮﺑﲔ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ‪ - :‬ﺍﻟﻄﻠﺒﺔ ﺍﳌﺘﻤﻴﺰﻭﻥ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑـﺬﻛﺎﺀ ﻋـﺎﱄ ﻭﻣﺴـﺘﻮﻯ‬

‫ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ ﰲ ﳎﺎﻻﺕ ﳐﺘﻠﻔﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﻣﺴﺘﻮﻯ ﻣﺮﺗﻔﻊ ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ‪٠‬‬

‫ﺣﺪﻭﺩ ﺍﻟﺪﺭﺍﺳﺔ ‪- :‬‬ ‫‪ – ١‬ﺍﳌﻮﺿﻮﻋﻴﺔ ‪ - :‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﻠﻮﺍﺋﺢ ﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﳌﺆﺳﺴـﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳـﺔ‬

‫ﺍﳌﻮﻫــﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜــﺔ ﺍﻟﻌﺮﺑﻴــﺔ ﺍﻟﺴــﻌﻮﺩﻳﺔ ﻭﺁﺭﺍﺀ ﻭﺗﻄﻠﻌــﺎﺕ ﺍﳌﻌﻨــﻴﲔ ﻣــﻦ ﺗﺮﺑ ـﻮﻳﲔ ﻭﺧــﱪﺍﺀ ﳐﺘﺼــﲔ ﺇﺿــﺎﻓﺔ ﺇﱃ‬ ‫ﺍﻟﻘﺎﺋﻤﲔ ﻋﻠﻰ ﻣﺆﺳﺴﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ – ٢‬ﺍﻟﺰﻣﺎ�ﻴﺔ ‪ - :‬ﻋﺎﻡ ‪ ١٤٢٦ – ١٤٢٤‬ﻫـ ‪.‬‬

‫‪ – ٣‬ﺍﳌﻜﺎ�ﻴﺔ ‪ - :‬ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ – ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎ�ﻲ‬ ‫) ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ (‬

‫• ﺃﻭﻻً ‪ -‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ‪٠‬‬

‫• ﺛﺎ�ﻴﺎً ‪ -‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪٠‬‬

‫ﺃﻭﻻً – ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ‪- :‬‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﺘﻌﻠﻴﻤﻲ‬

‫ﺗﻨﺸﺄ ﺍﳌﺆﺳﺴﺔ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﳏﺪﺩﺓ ﻭﻟﺬﻟﻚ ﻓﻬﻲ ﺗﻘﻮﻡ ﲟﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷ�ﺸﻄﺔ ﺍﻹ�ﺴﺎ�ﻴﺔ ﺍﳌﺘﻨﺎﺳـﻘﺔ‬

‫ﺍﳌﺮﺗﺒﻄﺔ ﲠﺬﻩ ﺍﻷﻫﺪﺍﻑ ﻋﻦ ﻃﺮﻳﻖ ﺇﺳﺘﻐﻼﻝ ﻭﺗﻮﺟﻴﻪ ﺍﻹﻣﻜﺎ�ﺎﺕ ﻭﺍﳌـﻮﺍﺭﺩ ﺍﳌﺎﺩﻳـﺔ ﻭﺍﻟﺒﺸـﺮﻳﺔ ﺍﳌﺘﺎﺣـﺔ ﳍـﺎ ﻭﰲ‬

‫ﻇﻞ ﺗﻌﺎﻭﻥ ﻭﺗﻔﺎﻋﻞ ﻣﺴﺘﻤﺮ ﻣﻊ ﺍﻟﻨﻈﻢ ﺍﻷﺧﺮﻯ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ‪٠‬‬

‫ﺇﻥ ﺗﻨﻮﻉ ﺃﺳﺎﻟﻴﺐ ﺍﳊﻴﺎﺓ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳊﺪﻳﺜﺔ ﻭﻣﺎ ﺃﺳـﺘﻮﺟﺒﻪ ﻣـﻦ ﺗﻌـﺪﺩ ﺃﺳـﺎﻟﻴﺐ ﺍﻹ�ﺘـﺎﺝ ﻭﺍﳋـﺪﻣﺎﺕ‬

‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻘﺪﻡ ﺍﻟﺘﻘﲏ ﻗﺪ ﺇ�ﻌﻜﺲ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺇ�ﺘﺎﺟﻴﺔ ﻛﺎ�ﺖ ﺃﻭ ﺧﺪﻣﻴﺔ ﻓﺘﺸﻌﺒﺖ ﻓﻴﻬﺎ ﻓـﺮﻭﻉ‬

‫ﺍﻟﻌﻤﻞ ﻭﺗﻌﺪﺩﺕ ﺃﺳﺎﻟﻴﺒﻪ ‪ ،‬ﻛﻤـﺎ ﺃﻥ ﻫـﺬﻩ ﺍﳌﺆﺳﺴـﺎﺕ ﺗﻌﻤـﻞ ﰲ ﻇـﺮﻭﻑ ﻭﻣـﺘﻐﲑﺍﺕ ﻋﺪﻳـﺪﺓ ﰲ ﺍﻟﺒﻴﺌـﺔ ﺗﻘﺘﻀـﻲ‬

‫ﺇﺟﺮﺍﺀ ﺗﻐﻴﲑﺍﺕ ﻣﺘﻨﺎﺳﺒﺔ ﻣﻊ ﺍﻟﻨﻤﻮ ﻭﺍﻟﺘﻄﻮﺭ ﺍﳌﺴﺘﻤﺮ ‪٠‬‬

‫ﻭﻷﻥ ﺍﳌﺆﺳﺴﺔ ﺟﺰﺀ ﻣﻦ ﺑﻴﺌﺔ ﻣﺘﻜﺎﻣﻠﺔ ﺗﻀﻢ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻷﺧﺮﻯ ﻓﻬﻲ ﺗﺆﺛﺮ ﻓﻴﻬﺎ ﻭﺗﺘﺄﺛﺮ ﲠﺎ‪،‬‬

‫ﻓﻔﻌﺎﻟﻴﺔ ﻭﻛﻔﺎﺀﺓ ﺍﻷ�ﺸﻄﺔ ﺍﻟﱵ ﺗﻘﻮﻡ ﲠﺎ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻮﻗﻒ ﻋﻠﻰ �ﻮﻋﻴﺔ ﻭﻣﺴـﺘﻮﻯ ﺍﻹﻣﻜﺎ�ـﺎﺕ ﺍﻟـﱵ ﺗﻮﻓﺮﻫـﺎ ﺍﻟﺒﻴﺌـﺔ‬

‫ﻛﻤﺎ ﺃﻥ �ﺘﺎﺝ ﻋﻤﻞ ﺍﳌﺆﺳﺴﺔ ﻳﺘﺠﻪ ﺇﱄ ﺍﻟﺒﻴﺌﺔ ﻭﻳﺘﻮﻗﻒ ﳒﺎﺣﻬﺎ ﺃﻭ ﻓﺸﻠﻬﺎ ﻋﻠﻰ ﻣﺪﻯ ﻗﺒﻮﻝ ﺃﻭ ﺭﻓﺾ ﺍﻟﺒﻴﺌﺔ ﳍﺬﺍ‬

‫ﺍﻟﻨﺘﺎﺝ ‪ ،‬ﻭ�ﻈﺮﺍً ﻹﻋﺘﻤﺎﺩ ﺍﳌﺆﺳﺴﺔ ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﻨﺸﺎﻃﻬﺎ ﻋﻠﻰ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧﺮﻯ ﻓﺈﳖـﺎ ﺗﻠﺘـﺰﻡ ﺇﱃ ﺩﺭﺟـﺔ ﻣﻌﻴﻨـﺔ‬

‫ﺑﺎﻟﻘﻮﺍﻋﺪ ﺍﳌﻮﺿﻮﻋﺔ ﻣﻦ ﻗﺒﻞ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻷﺧـﺮﻯ ﺇﺿـﺎﻓﺔ ﺇﱃ ﺍﻟﺘﺰﺍﻣﻬـﺎ ﺑﺎﻟﻀـﻮﺍﺑﻂ ﺍﻟـﱵ ﺗﻀـﻌﻬﺎ ﻟﺘﻨﻈـﻴﻢ ﺳـﻠﻮﻙ‬

‫ﺃﻋﻀﺎﺀﻫﺎ ﻭﲢﻘﻴﻖ ﺍﻟﺘﺠﺎ�ﺲ ﺑﲔ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳉﻤﺎﻋﺎﺕ ﺩﺍﺧﻠﻬﺎ ‪٠‬‬

‫ﺇﻥ ﺃﳘﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﰲ ﺍﻟﺪﻭﻟﺔ ﺍﳊﺪﻳﺜﺔ ﻭﺍﻟﻀﺮﻭﺭﺓ ﺍﻟﻼﺯﻣﺔ ﻟﺘﺤﻘﻴﻖ ﻓﻌﺎﻟﻴﺘﻬﺎ ﰲ ﺇﻃـﺎﺭ ﻇـﺮﻭﻑ ﺍﻟﺘﻐـﻴﲑ‬

‫ﺍﳌﺴﺘﻤﺮ ﺗﺪﻝ ﻋﻠـﻰ ﺃﻥ ﺃﻫـﻢ ﺍﻟﻘـﺪﺭﺍﺕ ﻭﺍﻟﻜﻔـﺎﺀﺍﺕ ﺍﻟـﱵ ﲢﺘﺎﺟﻬـﺎ ﺍ‪‬ﺘﻤﻌـﺎﺕ ﺍﳊﺪﻳﺜـﺔ ﻫـﻲ ﻗـﺪﺭﺍﺕ ﺍﻟﻘﻴـﺎﺩﺍﺕ‬

‫ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﺫﺍﺕ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻄﻴﻊ ﲢﻘﻴﻖ ﻓﻌﺎﻟﻴﺔ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻷﻫﺪﺍﻑ ﺍﶈﺪﺩﺓ ﻟﻜﻞ ﻣﻨﻬﺎ ‪٠‬‬

‫) ﺍﻟﺴﻨﺒﻞ ﻭﺁﺧﺮﻭﻥ ‪١٩٨٩ ،‬ﻡ ‪ ،‬ﺹ‪. ( ١١‬‬

‫ﻭﺍﳌﺆﺳﺴﺔ ﻗﺪ ﺗﻜﻮﻥ ﺫﺍﺕ �ﺸﺎﻁ ﺇﻗﺘﺼﺎﺩﻱ ﺃﻭ ﺇﺟﺘﻤﺎﻋﻲ ‪ ،‬ﻭﻗﺪ ﲥﺪﻑ ﺇﱃ ﻛﺴﺐ ﻣﺎﱄ ‪ ،‬ﺃﻭ ﺗﻜـﻮﻥ‬

‫ﻣﺆﺳﺴﺔ ﻟﻠﺨﺪﻣﺔ ﺍﻟﻌﺎﻣﺔ ﻻ ﲥﺪﻑ ﻷﻱ ﺃﺭﺑﺎﺡ ﻣﺎﺩﻳﺔ ‪ ،‬ﻭﻗﺪ ﺗﻜـﻮﻥ ﻣﻠﻜﻴـﺔ ﻓﺮﺩﻳـﺔ ﺃﻭ ﻣﺆﺳﺴـﺎﺕ ﳝﻮﳍـﺎ ﻋـﺪﺩ‬ ‫ﳏﺪﺩ ﻣﻦ ﺍﻷﻓﺮﺍﺩ ﺑﺮﺅﻭﺱ ﺃﻣﻮﺍﻝ ﻣﺘﺴﺎﻭﻳﺔ ﺃﻭ ﳐﺘﻠﻔﺔ ﺃﻭ ﻣﺆﺳﺴﺎﺕ ﻣﺴﺎﳘﺔ ﳛﺪﺩ ﺍﻟﻘﺎ�ﻮﻥ ﻋـﺪﺩ ﺃﺳـﻬﻤﻬﺎ ﺍﻟـﱵ‬

‫ﺗﻄﺮﺡ ﰲ ﺳﻮﻕ ﺍﻟﻌﺮﺽ ﻭﺍﻟﻄﻠﺐ ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﳌﺆﺳﺴﺎﺕ ﺍﶈﺪﺩﺓ ﺃﻭ ﻏـﲑ ﺍﶈـﺪﺩﺓ ﺑﺎﻟﻀـﻤﺎ�ﺎﺕ ﺃﻭ ﺑﻌـﺪﺩ ﺍﻷﺳـﻬﻢ‬

‫‪ ،‬ﻭﻫﻨﺎﻙ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻠﺒﻠﺪﻳﺎﺕ ﻭﺍﻷﺧﺮﻯ ﺍﻟﺘﺎﺑﻌـﺔ ﻟﻠﺤﻜﻮﻣـﺔ ﺃﻭ ﻟﻸﻓـﺮﺍﺩ ‪ ) ٠‬ﻋﺒـﺪ ﺍﻟﻮﺍﺳـﻊ ‪١٩٨١ ،‬ﻡ ‪،‬‬

‫ﺹ‪. ( ١٩٤‬‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪- :‬‬

‫ﻭﻳﻘﺼﺪ ﲠﺎ ﺫﻟﻚ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﳌﻨﻈﻤﺎﺕ ﺍﻟـﱵ ﺗﻜـﻮﻥ ﻭﻇﻴﻔﺘـﻬﺎ ﺍﻟﺮﺋﻴﺴـﻴﺔ ﺗﻘـﺪﻳﻢ ﺧﺪﻣـﺔ ﺍﻟﺘﻌﻠـﻴﻢ ﻭﺍﻟﺘﻨﺸـﺌﺔ‬

‫ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺃﻳﺪﻱ ﺃﻓﺮﺍﺩ ﻣﺘﺨﺼﺼﲔ ‪٠‬‬

‫ﻭﺃﻱ ﻣﺆﺳﺴﺔ ﺗﻌﻠﻴﻤﻴـﺔ ﺗﺘﻤﻴـﺰ ﺑﻮﺟـﻮﺩ ﺷـﺒﻜﺔ ﻣـﻦ ﺍﻷﺩﻭﺍﺭ ﺍﻟـﱵ ﻳﺸـﻐﻠﻬﺎ ﺃﻓـﺮﺍﺩ ﲢﻜـﻢ ﺳـﻠﻮﻛﻬﻢ ﻗﻮﺍﻋـﺪ‬

‫ﻭﻣﻮﺍﺻﻔﺎﺕ ﳏﺪﺩﺓ ﺛﺎﺑﺘﺔ ﻭﺩﺍﺋﻤﺔ ﰲ ﺣﲔ ﺃﻥ ﺍﻷﻓﺮﺍﺩ ﻣﺘﻐﲑﻳﻦ ) ﺍﻟﺪﻭﺭ ﻫﻮ ﳎﻤﻮﻉ ﺍﻟﻮﺍﺟﺒﺎﺕ ﻭﺍﳌﺴـﺆﻭﻟﻴﺎﺕ ﺍﻟـﱵ‬

‫ﻳﺘﻮﻗﻊ ﻣﻦ ﺷﺎﻏﻞ ﻣﻨﺼﺐ ﻣﺎ ﺍﻟﻘﻴﺎﻡ ﲠﺎ( ﻛﻤﺎ ﻳﻮﺟﺪ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻟﺒﻨﻴﺎﻥ ﻏﲑ ﺍﻟﺮﲰﻲ ﻭﺍﻟـﺬﻱ ﻳﻘﺼـﺪ ﺑـﻪ ﺍﻷﻓـﺮﺍﺩ‬

‫ﺍﳌﺘﻔﺎﻋﻠﲔ ﺑﺼﻔﺔ ﻣﺴﺘﻤﺮﺓ ﻭﺍﻟﱵ ﻻ ﺗﺘﺤﻜﻢ ﻣﻘﺘﻀﻴﺎﺕ ﺃﺩﻭﺍﺭﻫﻢ ﺍﻟﺮﲰﻴﺔ ﻓﻘﻂ ﰲ ﺳﻠﻮﻛﻬﻢ ﻭﺇﳕﺎ ﺃﻳﻀﺎ ﳎﻤﻮﻋـﺔ‬

‫ﻣﻦ ﺍﻹﺣﺘﻴﺎﺟﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻹﲡﺎﻫﺎﺕ ﻭﺍﻟﺪﻭﺍﻓﻊ ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﳎﻤﻮﻋﺔ ﺍﻟﻄﻼﺏ ﺃﻭ ﺍﻟﺘﻼﻣﻴﺬ ﲠﺎ ‪٠‬‬

‫ﻭﺍﳌﺆﺳﺴــﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴــﺔ ﰲ ﺍ‪‬ﺘﻤــﻊ ﻣﺜــﻞ ﺍﳌــﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌــﺎﺕ ﻭﺍﳌﻌﺎﻫــﺪ ﻭﻣﺮﺍﻛــﺰ ﺍﻟﺒﺤــﺚ ﺍﻟﻌﻠﻤــﻲ‬

‫ﻣﺆﺳﺴﺎﺕ ﻣﺘﺨﺼﺼﺔ ﺗﻌﻤﻞ ﻋﻠﻰ ﺍﳊﻔـﺎﻅ ﻋﻠـﻰ ﺍﻟـﱰﺍﺙ ﺍﻟﺜﻘـﺎﰲ ﺇﱃ ﺟﺎ�ـﺐ ﻣﻬـﺎﻡ ﺍﻟﺘﺜﻘﻴـﻒ ﻭﺍﻟﺘﻌﻠـﻴﻢ ﻭﺍﻋـﺪﺍﺩ‬ ‫ﺍﻟﻘــﻮﻯ ﺍﻟﺒﺸ ـﺮﻳﺔ ﺍﻟﻌﺎﻣﻠــﺔ ﺍﻟﻼﺯﻣــﺔ ﻟﻠﻘﻴــﺎﻡ ﲞﻄــﻂ ﺍﻟﺘﻨﻤﻴــﺔ ‪ ،‬ﻟــﺬﺍ ﲤﺜــﻞ ﺍﳌﺆﺳﺴــﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴــﺔ �ﻈﺎﻣ ـﺎً ﺇﺟﺘﻤﺎﻋﻴ ـﺎً‬

‫ﻣﺘﻜﺎﻣﻼ‪ ‬ﻳﻀﻢ ﻋﻨﺎﺻﺮ ﻣﺘﻔﺎﻋﻠـﺔ ﻭﻣﺘﻌﺎﻭ�ـﺔ ﻣـﻦ ﺃﺟـﻞ ﲢﻘﻴـﻖ ﺃﻫـﺪﺍﻓﺎً ﻣﻨﺸـﻮﺩﺓ ﺧﺎﺻـﺔ ﻭﺃﻥ ﻫـﺬﻩ ﺍﳌﺆﺳﺴـﺎﺕ‬

‫ﺗﻌﻤﻞ ﻋﻠﻰ ﺇﻛﺴﺎﺏ ﺍﻷﻓﺮﺍﺩ ﺍﻷﳕﺎﻁ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺍﻟﱵ ﺗﻘﻮﺩ ﳖﻀﺔ ﺍ‪‬ﺘﻤﻊ ﻭﺗﻘﺪﻣﻪ ﺇﺿـﺎﻓﺔ ﺇﱃ ﻣﻬﺎﻣﻬـﺎ ﺍﻷﺧـﺮﻯ ‪٠‬‬

‫) ﺟﻮﻫﺮ ‪ ،‬ﺩ‪.‬ﺕ ‪ ،‬ﺹ ﺹ‪. ( ٩٩-٩٦‬‬

‫ﺍﻟﺘﺨﻄﻴﻂ ﺍﻹﺳﱰﺍﺗﻴﺠﻲ ﺍﻟﺘﻌﻠﻴﻤﻲ ‪- :‬‬ ‫ﺃﻭﺭﺩ ) ﺍﳉﻨــﺪﻱ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ‪ -١٥٦‬ﺹ‪ ( ١٥٨‬ﺭﺃﻱ "ﺑــﱰ ﺳــﻮﻥ ‪ "Peterson‬ﰲ ﺍﻟﺘﺨﻄــﻴﻂ‬

‫ﺍﻹﺳﱰﺍﺗﻴﺠﻲ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺑﺄ�ﻪ )) ﺗﻌﺰﻳﺰ ﻋﻤﻠﻴـﺔ ﺍﻟﺘﻜﻴـﻒ ﻭﺍﻹ�ﺴـﺠﺎﻡ ﺑـﲔ ﺍﳌﺆﺳﺴـﺔ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻭﺍﻟﺒﻴﺌـﺔ ﺍﻟـﱵ ﺗﺘﻤﻴـﺰ‬

‫ﺑﻄﺎﺑﻊ ﺍﻟﺘﻐﻴﲑ ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﳕﻮﺫﺝ ﻗﺎﺑﻞ ﻟﻠﺘﻌﺪﻳﻞ ﳝﻜﻦ ﺗﻄﺒﻴﻘﻪ ﺑﻐﻴﺔ ﲢﻘﻴﻖ ﻣﺴﺘﻘﺒﻞ ﺍﳌﻨﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻭﻛﺬﻟﻚ ﻭﺿﻊ ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺗﺴﻬﻞ ﲢﻘﻴﻖ ﺫﻟﻚ ﺍﻟﺘﻜﻴﻒ ﻭﺍﻹ�ﺴﺠﺎﻡ (( ‪.‬‬

‫ﻛﻤﺎ ﺃﻭﺭﺩ ) ﺍﳉﻨﺪﻱ ( ﺭﺃﻱ " ﺳـﺘﻴﻨﺮ ‪ " Steiner‬ﰲ ﺃﻫـﺪﺍﻑ ﺍﻟﺘﺨﻄـﻴﻂ ﺍﻹﺳـﱰﺍﺗﻴﺠﻲ ﺍﻟﺘﻌﻠﻴﻤـﻲ‬

‫ﻋﻠﻰ ﺃﳖﺎ ‪- :‬‬

‫‪ -١‬ﺗﻐــﻴﲑ ﺇﲡــﺎﻩ ﺍﳌﺆﺳﺴــﺔ ﺍﻟﺘﻌﻠﻴﻤﻴــﺔ ‪ -٢ .‬ﺍﻹﺳــﺮﺍﻉ ﺑ ـﺎﻟﻨﻤﻮ ﻭﺗﻌﻈــﻴﻢ ﺍﻟﻔﺎﺋــﺪﺓ ‪ -٣ .‬ﺗﺮﻛﻴــﺰ ﺍﳌﺼــﺎﺩﺭ ﺃﻭ‬ ‫ﺍﳌﻮﺍﺭﺩ ﻋﻠﻰ ﺍﻷﺷﻴﺎﺀ ﺍﳌﻬﻤﺔ ‪ -٤ .‬ﺗﻄﻮﻳﺮ ﺍﻟﺘﻨﺴﻴﻖ ﺍﻟﺪﺍﺧﻠﻲ ﺑﲔ ﺍﻷ�ﺸﻄﺔ ‪ -٥ .‬ﺗﻄﻮﻳﺮ ﻋﻤﻠﻴﺔ ﺍﻹﺗﺼﺎﻝ ‪.‬‬

‫‪ -٦‬ﺍﻟﺮﻗﺎﺑﺔ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳉﺎﺭﻳﺔ ‪ -٧ .‬ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﳌﻤﺎﺭﺳﺎﺕ ﺍﳌﺴﺘﻤﺮﺓ ‪ -٨ .‬ﺗﺪﺭﻳﺐ ﺍﻟﺮﺅﺳﺎﺀ ‪.‬‬

‫‪ -٩‬ﺗﻨﻤﻴﺔ ﺫﻭﻱ ﺍﻷﺩﺍﺀ ﺍﳌﺘﺪ�ﻲ ‪ -١٠ .‬ﻭﺿﻊ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﰲ ﺑﺆﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻴﺎ ‪.‬‬

‫‪ -١١‬ﺗﻮﻟﻴﺪ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﻣﻦ ﺑﲔ ﺍﻟﺮﺅﺳﺎﺀ ﻳﻨﺒﻊ ﻋﻦ ﻓﻬﻢ ﺃﻓﻀﻞ ﻟﻠﺒﻴﺌـﺔ ﺍﳌـﺘﻐﲑﺓ ‪ -١٢ .‬ﻗـﺪﺭﺓ ﺍﳌﺆﺳﺴـﺔ ﻋﻠـﻰ‬

‫ﺍﻟﺘﻜﻴﻒ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺘﻐﲑﺓ ‪ -١٣ .‬ﺧﻠﻖ ﻗﺎﻋﺪﺓ ﺑﻴﺎ�ﺎﺕ ﺩﻗﻴﻘﺔ ﺃﻣـﺎﻡ ﺍﳌﺴـﺆﻭﻟﲔ ﻟﻴﺘﻤﻜﻨـﻮﺍ ﻣـﻦ ﻭﺿـﻊ ﻗـﺮﺍﺭﺍﺕ‬

‫ﺭﺷﻴﺪﺓ ‪ -١٤ .‬ﺗﻮﻓﲑ ﺇﻃـﺎﺭ ﻣﺮﺟﻌـﻲ ﻟﻠﻤﻴﺰﺍ�ﻴـﺎﺕ ﻭﺍﳋﻄـﻂ ﺍﻹﺟﺮﺍﺋﻴـﺔ ﺍﻟﻘﺼـﲑﺓ ‪ -١٥ .‬ﺗـﻮﻓﲑ ﺍﻟﺘﺤﻠـﻴﻼﺕ‬

‫ﺍﳌﻮﻗﻔﻴﺔ ﻭﺍﳌﺨﺎﻃﺮ ﻟﺒﻴﺎﻥ ﺇﻣﻜﺎ�ﻴﺔ ﺍﳌﻨﻈﻤﺔ ﰲ ﺿﻮﺀ ﺟﻮﺍ�ﺐ ﺍﻟﻘﻮﺓ ﻭﺍﻟﻀﻌﻒ ﲠﺎ ‪ -١٦ .‬ﺗﺼﻤﻴﻢ ﺧﺮﻳﻄﺔ ﺗﺒﲔ‬

‫ﺍﻹﲡﺎﻩ ﺍﻟﺬﻱ ﺗﺴﲑ ﻓﻴﻪ ﺍﳌﻨﻈﻤﺔ ﰲ ﺿﻮﺀ ﺟﻮﺍ�ـﺐ ﺍﻟﻘـﻮﺓ ﻭﺍﻟﻀـﻌﻒ ﲠـﺎ ‪ -١٧ .‬ﻣﺮﺍﺟﻌـﺔ ﻭﻓﺤـﺺ ﺍﻷ�ﺸـﻄﺔ‬

‫ﺍﳊﺎﻟﻴﺔ ﻟﻠﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺎﺕ ﻣﻦ ﺍﻟﺘﻜﻴﻒ ﻭﺍﻟﺘﻌﺪﻳﻞ ﰲ ﺿﻮﺀ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺒﻴﺌﻴـﺔ ﻭﺃﻫـﺪﺍﻑ ﺍﳌﻨﻈﻤـﺔ ‪ -١٨ .‬ﺗﻮﺟﻴـﻪ‬

‫ﺍﻹ�ﺘﺒﺎﻩ ﺇﱃ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺑﻐﻴﺔ ﺍﻟﺘﻜﻴﻒ ﻣﻌﻬﺎ ﺑﺼـﻮﺭﺓ ﺃﻓﻀـﻞ ‪ -١٩ .‬ﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ ﻃﺮﻳﻘـﺔ ﺳـﲑ ﺍﳌﻨﻈﻤـﺔ‬

‫ﺍﻟﺒﻄﻴﺌﺔ ‪.‬‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻭﺍﻟﺬﻛﺎﺀ ﻭﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻭ ﺍﳌﻮﻫﺒﺔ‬

‫ﺇﻥ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺒﻜﺮﺓ ﻟﻠﻤﻮﻫﺒﺔ ﻭﺍﻹﺑﺪﺍﻉ ﻗﺪ ﺇﺭﺗﺒﻄﺖ ﻣﻊ �ﻈﺮﻳﺔ ﺍﻟﺬﻛﺎﺀ ﻭﻃﺮﻕ ﻗﻴﺎﺳﻪ ‪٠‬‬

‫ﺃﻭﻻ – ﺍﻟﺬﻛﺎﺀ ‪- : Intelligence‬‬

‫ﺍﻟﺬﻛﺎﺀ ﻛﺎﳌﻮﻫﺒﺔ ﻭﺍﻟﺘﻔﻮﻕ ﻣﻔﻬﻮﻡ ﳎﺮﺩ ﻻﳝﻜﻦ ﺇﺧﻀـﺎﻋﻪ ﻟﻠﻘﻴـﺎﺱ ﺍﳌـﺎﺩﻱ ﺃﻭ ﺍﳌﻼﺣﻈـﺔ ﺍﳌﺒﺎﺷـﺮﺓ ﻭﺇﳕـﺎ‬

‫ﳝﻜﻦ ﺍﻹﺳﺘﺪﻻﻝ ﻋﻠﻴـﻪ ﻣـﻦ ﺧـﻼﻝ ﺍﻟﺴـﻠﻮﻙ ﺍﳌﻼﺣـﻆ ﻟﻠﻔـﺮﺩ ﰲ ﻋـﺪﺓ ﻣﻮﺍﻗـﻒ ‪ ،‬ﻛﻤـﺎ ﺃﻥ ﺍﻟـﺬﻛﺎﺀ ﻟـﻴﺲ ﻋﻤﻠﻴـﺔ‬

‫ﻋﻘﻠﻴﺔ ﺃﻭ ﻣﻌﺮﻓﻴﺔ ﰲ ﺣﺪ ﺫﺍﺗﻪ ﻭﻟﻜﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻦ ﺇﲢﺎﺩ ﺇﺧﺘﻴﺎﺭﻱ ﻟﻌﺪﺓ ﻋﻤﻠﻴﺎﺕ ﻋﻘﻠﻴﺔ ﲠﺪﻑ ﺍﻟﺘﻜﻴﻒ ﺍﻟﻔﻌﺎﻝ‬

‫ﻣــﻊ ﺍﶈــﻴﻂ ﻭﻫــﻮ ﳏﺼــﻠﺔ ﻟﻠﺨــﱪﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴــﺔ ﻟﻠﻔــﺮﺩ ‪ ،‬ﻭﻗــﺪ ﺗﻀــﺎﺭﺑﺖ ﺁﺭﺍﺀ ﺍﻟﻌﻠﻤــﺎﺀ ﰲ ﺍﻟﻌﻼﻗــﺔ ﺑــﲔ ﺍﻟــﺬﻛﺎﺀ‬ ‫ﻭﺍﻹﺑﺪﺍﻉ ﻭﻛﺜﺮﺕ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﺇﻻ ﺃﻥ ﻣﻌﻈـﻢ ﺍﻟﻨﺘـﺎﺋﺞ ﻛﺎ�ـﺖ ﻣﺘﻘﺎﺭﺑـﺔ ﻭﻫـﻲ ﺍﻟﻘﺎﺋﻠـﺔ ﺑـﺄﻥ‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺬﻛﺎﺀ ﻭﺍﻹﺑـﺪﺍﻉ ﻟﻴﺴـﺖ ﻭﺛﻴﻘـﺔ ﻭﻟﻴﺴـﺖ ﻃﺮﺩﻳـﺔ ﻛﻤـﺎ ﻗـﺎﻝ ﺍﻟـﺒﻌﺾ ﳑـﺎ ﻳﻌـﲏ ﺃﻥ ﺯﻳـﺎﺩﺓ ﺃﺣـﺪﳘﺎ ﻻ‬

‫ﺗﺆﺩﻱ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻵﺧﺮ ﻭﻻ ﺍﻟﻌﻜﺲ ﻭﺇﳕﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ ﳏﺪﺩﺓ ﺗﺮﺑﻂ ﺑـﲔ ﺍﻹﺑـﺪﺍﻉ ﻭﻣﺴـﺘﻮﻯ ﺍﻟـﺬﻛﺎﺀ‬

‫ﻓﻮﻕ ﺍﳌﺘﻮﺳﻂ ‪ ،‬ﻭﻗﺪ ﺃﻭﺭﺩﺕ ) ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪،‬ﺹ ﺹ ‪ ( ٥٠-٤٧‬ﺗﻌﺮﻳﻒ ﺍﻟﺬﻛﺎﺀ ﻟﻜﻞ ﻣﻦ ‪- :‬‬

‫‪ " (١‬ﻛﺎﺗــﻞ ‪ " Cattell‬ﺑﺄ�ــﻪ ﻣ ـﺰﻳﺞ ﻣــﻦ ﺍﻟﺴــﻤﺎﺕ ﺍﻹ�ﺴ ـﺎ�ﻴﺔ ﺍﻟــﱵ ﺗﺸــﻤﻞ ﺍﻟﻘــﺪﺭﺓ ﻋﻠــﻰ ﺇﺳﺘﺒﺼــﺎﺭ‬

‫ﺍﻟﻌﻼﻗــﺎﺕ ﺍﳌﻌﻘــﺪﺓ ﻭﺍﻟﻘﻴــﺎﻡ ﺑﺎﻟﻮﻇ ـﺎﺋﻒ ﺍﻟﺬﻫﻨﻴــﺔ ﺍﻟــﱵ ﻳﺘﻄﻠﺒــﻬﺎ ﺍﻟــﺘﻔﻜﲑ ﺍ‪‬ــﺮﺩ ﻭﺍﻟﻘــﺪﺭﺓ ﻋﻠــﻰ ﺍﻟﺘﻜﻴــﻒ ﻭﺣــﻞ‬ ‫ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﻛﺘﺴﺎﺏ ﺧﱪﺍﺕ ﺟﺪﻳﺪﺓ ‪٠‬‬

‫‪ " (٢‬ﻛﺎﺭﺗﺮ ﺟﻮﺩ ‪ "Carter Judd‬ﺑﺄ�ﻪ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻌﻠﻢ ﻭ�ﻘﺪ ﻣﺎ ﻳـﺘﻌﻠﻢ ﻭﺍﻟﻘـﺪﺭﺓ ﻋﻠـﻰ ﻣﻌﺎﳉـﺔ‬

‫ﺍﳌﻬﺎﻡ ﺑﻔﻌﺎﻟﻴﺔ ﲟﺎ ﻓﻴﻬﺎ ﺍﻹﺧﺘﺼﺎﺭ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻷﻭﺿﺎﻉ ﺍﳌﺴﺘﺠﺪﺓ‪.‬‬

‫‪ " (٣‬ﻛــﻼﺭﻙ ‪ " Clark‬ﺑﺄ�ــﻪ ﳏﺼــﻠﺔ ﺍﻷ�ﺸــﻄﺔ ﺍﻟﺪﻣﺎﻏﻴــﺔ ﻟﻠﻔــﺮﺩ ﰲ ﺍ‪‬ــﺎﻻﺕ ﺍﳌﻌﺮﻓﻴــﺔ ﻭﺍﻹ�ﻔﻌﺎﻟﻴــﺔ‬

‫ﻭﺍﳊﺪﺳﻴﺔ ﻭﺍﻟﺒﺪ�ﻴﺔ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺍﻟﺘﻔﺎﻋـﻞ ﺑـﲔ ﺍﻟـﻨﻤﻂ ﺍﻟـﻮﺭﺍﺛﻲ ﻟـﻪ ﻭﺑـﲔ ﺍﶈـﻴﻂ ﺃﻭ ﺍﻟﺒﻴﺌـﺔ ﻭﻫـﻮ ﺑـﺬﻟﻚ ﺣﺼـﻴﻠﺔ‬

‫ﺗﻔﺎﻋﻞ ﺑﲔ ﲰﺎﺕ ﻣﻮﺭﻭﺛﺔ ﻭﺃﺧﺮﻯ ﻣﻜﺘﺴﺒﺔ ﻭﳝﻜﻦ ﺗﻘﻮﻳﺘﻪ ﺃﻭ ﺇﻋﺎﻗﺘﻪ ﺇﻋﺘﻤﺎﺩﺍً ﻋﻠﻰ ﻃﺒﻴﻌﺔ ﻫﺬﺍ ﺍﻟﺘﻔﺎﻋﻞ ‪.‬‬

‫) ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ‪ – ٤٧‬ﺹ‪. ( ٥٠‬‬

‫�ﻈﺮﻳﺎﺕ ﺍﻟﺬﻛﺎﺀ ‪- :‬‬ ‫ﺃﻭﺭﺩ ) ﺍﻟﻌﺰﺓ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪� ( ٢٠ -١٤‬ﻈﺮﻳﺎﺕ ﺍﻟﺬﻛﺎﺀ ﻭﻫﻲ ‪- :‬‬

‫‪� -١‬ﻈﺮﻳﺔ " ﺳﺒﲑﻣﺎﻥ ‪ ) " spearman‬ﺍﻟﻌﺎﻣﻠﲔ ( ﻫﻨﺎﻙ ﻋﺎﻣـﻞ ﻳﺸـﱰﻙ ﰲ ﲨﻴـﻊ ﺃﻭﺟـﻪ ﺍﻟﻨﺸـﺎﻁ ﺍﻟﻌﻘﻠـﻲ‬ ‫ﻟﻠﻔﺮﺩ ﻭﻋﺎﻣﻞ ﳏﺪﺩ ﻣﻮﺟﻮﺩ ﰲ �ﺸﺎﻁ ﻋﻘﻠﻲ ﻣﺎ ﻭﻻ ﻳﻮﺟﺪ ﰲ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻷﺧﺮﻯ ‪.‬‬

‫‪� -٢‬ﻈﺮﻳﺔ " ﻫﺐ ‪ ) " hubb‬ﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺭﻭﺙ ﻭﺍﻟﻮﻇﻴﻔﻲ ( ﻫﻨﺎﻙ �ﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺭﻭﺙ ﺍﻟـﺬﻱ ﻳـﻮﺭﺙ‬

‫ﺃﻭ ﺍﻹﺳﺘﻌﺪﺍﺩ ﺍﻟﻔﻄﺮﻱ ‪ ،‬ﻭﺍﻟـﺬﻛﺎﺀ ﺍﻟـﻮﻇﻴﻔﻲ ﻭﻫـﻮ ﻣـﺎ ﻳﻘـﻮﻡ ﺑـﻪ ﻋﻘـﻞ ﺍﻟﻔـﺮﺩ ﰲ ﳊﻈـﺔ ﻣـﺎ ﻭﳝﻜـﻦ ﻗﻴﺎﺳـﻪ ﻭﳘـﺎ‬

‫ﻣﱰﺍﺑﻄﺎﻥ ‪.‬‬

‫‪� -٣‬ﻈﺮﻳﺔ " ﺛﲑﺳﺘﻮﻥ ‪ ) " thrusting‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻄﺎﺋﻔﻴﺔ ( ﺍﻟﺬﻛﺎﺀ ﻣﻜﻮﻥ ﻣﻦ ﺳﺖ ﻣﻜﻮ�ﺎﺕ ﺭﺋﻴﺴـﻴﺔ ﻫـﻲ‬

‫‪ -:‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﺪﺩﻳﺔ – ﺍﻟﻘﺪﺭﺓ ﺍﻟﻠﻔﻈﻴﺔ – ﺍﻟﻌﺎﻣﻞ ﺍﳌﻜﺎ�ﻲ – ﺍﻟﻄﻼﻗﺔ ﺍﻟﻜﻼﻣﻴﺔ – ﺍﶈﺎﻛﻤﺔ ﺍﻟﻌﻘﻠﻴﺔ – ﺍﻟﺴـﺮﻋﺔ‬ ‫ﺍﻹﺩﺭﺍﻛﻴﺔ – ﺍﻟﺬﺍﻛﺮﺓ ‪.‬‬

‫‪� -٤‬ﻈﺮﻳﺔ " ﻛﺎﺗﻞ ‪ ) cattell‬ﺍﻟﺴﻴﺎﻝ ‪ -‬ﺍﳌﺘﺒﻠﻮﺭ ( ﻫﻨـﺎﻙ �ﻮﻋـﺎﻥ ﻣـﻦ ﺍﻟـﺬﻛﺎﺀ ‪ - :‬ﺍﻟـﺬﻛﺎﺀ ﺍﻟﺴـﻴﺎﻝ ﻭﻳﻌﺘﻤـﺪ‬

‫ﻋﻠﻰ ﺍﻟﻮﺭﺍﺛﺔ ﻭﻳﺒﻠﻎ ﺫﺭﻭﺗﻪ ﻋﻨـﺪ ﺳـﻦ ‪ ١٥‬ﺳـﻨﺔ ﻭﻳﺘﻌﻠـﻖ ﺑﺎﳌﻬـﺎﻡ ﺍﻟـﱵ ﺗﺘﻄﻠـﺐ ﺍﻟﺘﻜﻴـﻒ ﻣـﻊ ﻣﻮﺍﻗـﻒ ﺟﺪﻳـﺪﺓ –‬

‫ﺍﻟﺬﻛﺎﺀ ﺍﳌﺘﺒﻠﻮﺭ ﻭﻫﻮ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﺗﺘﺒﻠﻮﺭ ﺑﺴﺒﺐ ﺍﻟﺘﻌﻠﻢ ﻭﺍﳋﱪﺓ ﻭﻳﻮﺻﻒ ﺑﺎﻟﺜﺒﺎﺕ ﻭﻳﺴـﺘﻤﺮ ﺑـﺎﻟﻨﻤﻮ ﺣﺘـﻰ ﺳـﻦ‬ ‫‪ ٣٥‬ﺳﻨﺔ ‪.‬‬

‫‪� -٥‬ﻈﺮﻳــﺔ " ﺟﻴﻠﻔــﻮﺭﺩ ‪ ) " Guilford‬ﺍﻟﺒﻨــﺎﺀ ( ﺗﻔﺴــﺮ ﺍﻟــﺬﻛﺎﺀ ﻋﻠــﻰ ﺃﺳــﺎﺱ ﺍﻟﻨﻤــﻮ ﺍﻟﻌﻘﻠــﻲ ‪ ،‬ﺣﻴــﺚ ﺃﻥ‬ ‫ﺍﻟﺬﻛﺎﺀ ﻟﻪ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﻭﻫﻲ ‪ - :‬ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ – ﺍﶈﺘﻮﻯ – ﺍﻟﻨﺘﺎﺋﺞ ‪.‬‬

‫‪� -٦‬ﻈﺮﻳﺔ " ﺟﺎﺭﺩ�ﺮ ‪ ) " gardner‬ﺍﻟﺬﻛﺎﺀ ﺍﳌﺘﻌﺪﺩ ( ﺍﻟﺬﻛﺎﺀ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺴﻊ ﻗـﺪﺭﺍﺕ ﲤﺜـﻞ ﺍﻟـﺬﻛﺎﺀ ﺍﻟﻌـﺎﻡ‬

‫ﻭﻫﻲ ‪ - :‬ﺍﻟﺬﻛﺎﺀ ﺍﻟﻠﻐﻮﻱ – ﺍﻟﺮﻳﺎﺿﻲ ﺍﳌﻨﻄﻘﻲ – ﺍﻟﺸﺨﺼـﻲ – ﺍﻹﺟﺘﻤـﺎﻋﻲ – ﺍﳌﻮﺳـﻴﻘﻲ – ﺍﻟﺘﺼـﻮﺭﻱ –‬

‫ﺍﻟﺒﺪ�ﻲ – ﺍﻟﻄﺒﻴﻌﻲ – ﺍﻟﻮﺟﻮﺩﻱ ‪.‬‬

‫ﻛﻤﺎ ﺃﻭﺭﺩ ﺍﻟﻌﺰﺓ ﺃﻳﻀﺎً ﻣﻘﺎﻳﻴﺲ ﺍﻟﺬﻛﺎﺀ ﻛﺎﻟﺘـﺎﱄ ‪ - ١ - :‬ﻣﻘﻴـﺎﺱ ﺳـﺘﺎ�ﻔﻮﺭﺩ – ﺑﻴﻨﻴـﻪ ) ﻳﻘـﻴﺲ‬

‫ﻗﺪﺭﺍﺕ ﺍﻟﻔﻬﻢ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﳊﻜﻢ ﻭﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ( ‪.‬‬

‫‪ - ٢‬ﻣﻘﻴﺎﺱ ﻭﻛﺴﻠﺮ ﻟﻠﺼﻐﺎﺭ ﻣﻦ ‪ ١٦ – ٦‬ﻭﺃﺣﺪ ﻋﺸﺮ ﺷﻬﺮﺍً ) ﻗﺴﻤﲔ ﻟﻔﻈﻲ – ﺃﺩﺍﺋﻲ ( ‪.‬‬

‫‪ -٣‬ﻣﻘﻴﺎﺱ ﻭﻛﺴﻠﺮ ﻟﻠﻜﺒﺎﺭ ﻣﻦ ‪ ) ٧٥ – ١٦‬ﻳﺘﺄﻟﻒ ﻣﻦ ﺇﺧﺘﺒﺎﺭﺍﺕ ﻟﻔﻈﻴﺔ ﻭﺇﺧﺘﺒﺎﺭﺍﺕ ﺃﺩﺍﺋﻴﺔ‪.‬‬

‫ﺛﺎ�ﻴﺎ – ﺍﻹﺑﺪﺍﻉ ‪- : Creativity‬‬

‫" ﻫﻮ ﻣﻘﺪﺭﺓ ﺍﻹ�ﺴﺎﻥ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺔ ﺧﱪﺍﺗﻪ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺗﺼﻮﺭﺍﺕ ﻣﺴﺘﻘﺒﻠﻴﺔ ﺣﺪﻳﺜﺔ "‬

‫) ﺍﻟﱪ ﻋﻲ ﻭﺍﻟﺘﻮ ﳚﺮﻱ ‪١٩٩٣ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٧٦‬‬

‫ﻭﻗﺪ ﺃﻭﺭﺩﺕ ) ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪ ( ٨٨ – ٨٤‬ﻋﺪﺓ ﺗﻌﺎﺭﻳﻒ ﻟﻺﺑﺪﺍﻉ ﻛﺎﻟﺘﺎﱄ ‪- :‬‬

‫‪ (١‬ﺗﻌﺮﻳﻒ " ﻻﻻ�ﺪ ‪ – : " Laland‬ﺍﻹﺑﺪﺍﻉ ﻫﻮ ﺇ�ﺘﺎﺝ ﺷﻲﺀ ﻣﺎ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻫـﺬﺍ ﺍﻟﺸـﻲﺀ ﺟﺪﻳـﺪﺍً ﰲ‬ ‫ﺻﻴﺎﻏﺘﻪ ‪٠‬‬

‫‪ (٢‬ﺗﻌﺮﻳﻒ "ﺑﻴﻚ ‪ – : " Beck‬ﺍﻹﺑﺪﺍﻉ ﻫﻮ ﺍﻟﻘـﺪﺭﺓ ﻋﻠـﻰ ﺧﻠـﻖ ﺍﻷﻓﻜـﺎﺭ ﺍﻷﺻـﻴﻠﺔ ﻭﺇﻛﺘﺸـﺎﻑ ﺍﻟﻌﻼﻗـﺎﺕ‬ ‫ﺍﳉﺪﻳﺪﺓ ﻭﺍﻟﻨﺎﺩﺭﺓ ﺿﻤﻦ ﺗﺼﻮﺭﺍﺕ ﻭﺇﳚﺎﺩ ﻣﺸﻜﻼﺕ ﻭﺣﻠﻮﻝ ﺑﺸﻜﻞ ﻣﺴﺘﻤﺮ ‪٠‬‬

‫‪ (٣‬ﺗﻌﺮﻳﻒ "ﻫﻠﻬﺎﻥ ﻭﻛﻮﻓﻤﺎﻥ ‪ – : " Helhan & Coffman‬ﺍﻹﺑﺪﺍﻉ ﻫﻮ ﻗﺪﺭﺓ ﺍﻟﻔـﺮﺩ ﻋﻠـﻰ ﺇﻋﻄـﺎﺀ‬ ‫ﻭﺇﻛﺘﺸﺎﻑ ﻭﺇﺳﺘﻌﻤﺎﻝ ﺍﻷﻓﻜﺎﺭ ﺍﳉﺪﻳﺪﺓ ﻭﺍﻟﻨﺎﺩﺭﺓ ‪٠‬‬

‫‪ (٤‬ﺗﻌﺮﻳﻒ ) ﺍﳌﺸﻴﻘﺢ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ‪ )) ( ٢١‬ﻫـﻮ ﺟﻬـﺪ ﺫﻫـﲏ ﺑﺸـﺮﻱ ﻣﺘﻤﻴـﺰ ﻳﻨﺘـﻬﻲ ﺑﻌـﺪ ﻭﻻﺩﺗـﻪ ﻭﺗﺒﻠـﻮﺭﻩ‬

‫ﻋﱪ ﻣﺮﺍﺣﻞ ﻣﺘﺘﺎﺑﻌﺔ ﺇﱃ ﻣﺸﺮﻭﻉ ﺃﻭ ﻗﺎﻋﺪﺓ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﺒﻴﻖ ﺍﻟﻌﻤﻠـﻲ ﲝﻴـﺚ ﳝﻜـﻦ ﺍﻟﺮﺻـﺪ ﻭﺍﻟﺘﻔﺎﻋـﻞ ﻣـﻊ ﺍﻟﻨﺘـﺎﺋﺞ‬ ‫ﺍﳌﺴﺘﺨﻠﺼﺔ (( ‪.‬‬

‫ﻭﻣﻦ ﺷﺮﻭﻁ ﺍﻹﺑﺪﺍﻉ ‪ - :‬ﺍﻷﺻﺎﻟﺔ – ﺍﻟﻄﻼﻗﺔ – ﺍﳌﺮﻭ�ـﺔ – ﺍﳊﺴﺎﺳـﻴﺔ – ﺍﻹﺳـﺘﻨﺒﺎﻁ – ﺍﻟﻘﺒـﻮﻝ –‬

‫ﺇﻋﺎﺩﺓ ﺍﻟﺘﻨﻈﻴﻢ – ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ – ﺍﻟﺘﻄﻮﻳﺮ ‪.‬‬

‫ﺃﻣﺎ ﻣﺮﺍﺣﻞ ﻋﻤﻠﻴﺔ ﺍﻹﺑـﺪﺍﻉ ﻓﻬـﻲ ﻛﺎﻟﺘـﺎﱄ ‪ -١ - :‬ﺍﻹﻋـﺪﺍﺩ – ﺩﺭﺍﺳـﺔ ﺍﳌﺸـﻜﻠﺔ ﺑـﺎﻹﻃﻼﻉ ﻭﺍﻟﺘﺠﺮﺑـﺔ‬

‫ﻭﺍﳋﱪﺓ ‪ -٢ .‬ﺍﻟﻜﻤﻮﻥ – ﺇﺳﺘﻴﻌﺎﺏ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﲤﺜﻠﻬﺎ ﻋﻘﻠﻴـﺎً ‪ -٣ .‬ﺍﻹﺷـﺮﺍﻕ ﻭﺍﻟﻜﺸـﻒ – ﺇ�ﺒﺜـﺎﻕ ﺍﻟﻔﻜـﺮﺓ‬

‫ﺍﳉﺪﻳﺪﺓ ‪ -٤ .‬ﺍﻟﺘﺤﻘﻖ – ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﻜﺮﺓ ﻭﲡﺮﻳﺒﻬﺎ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﻼﺣﻴﺘﻬﺎ ‪.‬‬

‫ﺃﻣﺎ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻹﺑﺪﺍﻉ ﻓﻬﻲ ‪ - :‬ﺍﻟﺘﻌﺒﲑ– ﺍﻹ�ﺘﺎﺝ – ﺍﻹﺧﱰﺍﻉ – ﺍﻟﺘﺠﺮﻳﺪ– ﺍﻹﺳﺘﻨﺒﺎﻁ ‪.‬‬

‫ﻭﻣﻦ ﻣﻌﻮﻗﺎﺕ ﺍﻹﺑﺪﺍﻉ ‪ - :‬ﺍﻟﺸﻌﻮﺭ ﺑﺎﻟﻨﻘﺺ – ﻋﺪﻡ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ – ﺍﳋﻮﻑ ﻣﻦ ﺍﻟﻔﺸﻞ – ﺍﳋﺠﻞ – ﺍﳉﻤﻮﺩ‬ ‫– ﺍﻟﺘﺸﺎﺅﻡ – ﺍﻟﺘﺒﻌﻴﺔ – ﻋﺪﻡ ﺍﻟﺘﻌﻠﻢ ‪ ).‬ﺍﻟﺴﻮﻳﺪﺍﻥ ﻭﺍﻟﻌﺪﻟﻮ�ﻲ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ٦٠ -٢٩‬‬

‫ﺇﺧﺘﺒﺎﺭﺍﺕ ﻗﻴﺎﺱ ﺍﻹﺑﺪﺍﻉ ‪- :‬‬

‫ﺇﺧﺘﺒـﺎﺭ ﺍﻟﻄﻼﻗــﺔ ﺍﻟﻠﻔﻈﻴــﺔ – ﺍﻟﻄﻼﻗـﺔ ﺍﻟﺘﺨﻴﻠﻴــﺔ – ﺍﻟﻄﻼﻗــﺔ ﺍﻹﺭﺗﺒﺎﻃﻴـﺔ – ﺍﻹﺳــﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﺒﺪﻳﻠــﺔ –‬

‫ﺍﻟﺘﻔﺴــﲑ ﺍﻟﺘﺸــﺒﻴﻬﻲ – ﺍﻟﻜﻠﻤــﺎﺕ ﻏــﲑ ﺍﻟﻌﺎﺩﻳــﺔ – ﺍﻟﻨﺘـﺎﺋﺞ ﺍﳌﺘﻮﻗﻌــﺔ – ﺇﺧﺘﺒــﺎﺭ ﺗــﻮﺭ�ﺲ ﻟﻠــﺘﻔﻜﲑ ﺍﻹﺑــﺪﺍﻋﻲ –‬

‫ﻗﻴــﺎﺱ ﺍﻹﺭﺗﺒﺎﻃــﺎﺕ – ﺇﺟــﺮﺍﺀ ﺍﻟﺘﻌ ـﺪﻳﻼﺕ – ﺗﻜ ـﻮﻳﻦ ﺍﻷﺷــﻜﺎﻝ – ﺇﺧﺘﻴــﺎﺭ ﻋﻨــﺎﻭﻳﻦ ﺍﻟﻘﺼــﺺ – ﺍﳌﺸــﻜﻼﺕ‬ ‫ﺍﻟﻠﻔﻈﻴﺔ – ﲢﺪﻳﺪ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ – ﺭﺳﻢ ﺍﻹﺳﻜﺘﺸﺎﺕ ‪ ).‬ﺣﻮﺍﺷﲔ ‪١٩٨٩ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ١٥٨‬‬

‫�ﻈﺮﻳﺎﺕ ﺍﻹﺑﺪﺍﻉ ‪- :‬‬ ‫‪� -١‬ﻈﺮﻳﺔ ﺍﻟﺘﻮﺍﻓﻴﻖ ﻭﺍﻟﺘﺒﺎﺩﻳﻞ ‪٠‬‬ ‫ﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ‪.‬‬

‫‪� -٢‬ﻈﺮﻳﺔ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ‪� -٣ .‬ﻈﺮﻳـﺔ‬

‫‪� -٤‬ﻈﺮﻳﺔ ﺍﳋﱪﺍﺕ ﺍﳉﻤﻌﻴﺔ ‪.‬‬

‫‪� -٥‬ﻈﺮﻳﺔ ﺍﻹﳍﺎﻡ ‪.‬‬

‫ﺻﻔﺎﺕ ﺍﳌﺒﺪﻉ ‪- :‬‬

‫ﺍﳌﺒــﺪﻉ ﺷــﺨﺺ ﻋــﺎﺩﻱ ﺍﻟﺴــﻤﺎﺕ ﻗــﺪ ﻳﻜــﻮﻥ ﻣﺴــﺘﻮﻯ ﺫﻛــﺎﺀﻩ ﻣﺘﻮﺳــﻂ ﻭﻟﻜــﻦ ﺃﺗﻴﺤــﺖ ﻟــﻪ ﺍﻟﻔﺮﺻــﺔ‬

‫ﻭﺍﻹﻣﻜﺎ�ﺎﺕ ﻭﺍﻟﺘﻮﺟﻴﻪ ﺍﻟﺴﻠﻴﻢ ﻟﻴﺼﻞ ﺑﺘﻔﻜﲑﻩ ﻭﲣﻴﻠﻪ ﺇﱃ ﺗﻄﺒﻴﻖ ﻭﺍﻗﻌﻲ ﻣﺜﻤﺮ ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻟﺼﻔﺎﺕ ﺍﻟـﱵ ﳝﻜـﻦ‬

‫ﻣﻼﺣﻈﺘﻬﺎ ﰲ ﺍﳌﺒﺪﻉ ‪ - :‬ﺍﻟﻘـﺪﺭﺓ ﻋﻠـﻰ ﺍﻟﺘﻌـﺒﲑ – ﺣﺴـﻦ ﺍﻟﺘﺼـﺮﻑ – ﺳـﺮﻋﺔ ﺍﻹ�ﻔﻌـﺎﻝ – ﺍﻟﺜﻘـﺔ ﺑـﺎﻟﻨﻔﺲ –‬ ‫ﺍﻟﺸﺮﻭﺩ – ﺍﻟﺘﺼﻤﻴﻢ – ﺍﻹﳚﺎﺑﻴﺔ ﻭﺍﳌﺒﺎﺩﺭﺓ ‪.‬‬

‫ﻃﺮﻕ ﺗﻨﻤﻴﺔ ﺍﻹﺑﺪﺍﻉ ‪- :‬‬

‫‪ -١‬ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﲏ ) ﻭﺳﻴﻠﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻛﱪ ﻋﺪﺩ ﻣﻦ ﺍﻷﻓﻜﺎﺭ ﻣﻦ ﳎﻤﻮﻋﺔ ﺃﺷـﺨﺎﺹ ﺧـﻼﻝ‬ ‫ﻓﱰﺓ ﻭﺟﻴﺰﺓ (‪.‬‬

‫‪ -٢‬ﺍﻟﻘﺒﻌﺎﺕ ﺍﻟﺴﺖ ﻟﺘﺤﺴﲔ ﺍﻟـﺘﻔﻜﲑ ) ﺗﻘﺴـﻴﻢ ﺍﻟـﺘﻔﻜﲑ ﺇﱃ ﺳـﺘﺔ ﺃﳕـﺎﻁ ﻭﺇﻋﺘﺒﺎﺭﻫـﺎ ﻛﻘﺒﻌـﺎﺕ ﺫﺍﺕ‬ ‫ﺃﻟﻮﺍﻥ ﻳﻠﺒﺴﻬﺎ ﺍﻹ�ﺴﺎﻥ ﺣﺴﺐ ﺗﻔﻜﲑﻩ ﰲ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ (‪.‬‬

‫‪ -٣‬ﺍﻹﺳﱰﺧﺎﺀ ﺍﻟﺬﻫﲏ ﻭﺍﻟﺒﺪ�ﻲ ) ﲥﺪﺋﺔ ﺍﻟﺒﺪﻥ ﻟﻴﻬﺪﺃ ﺍﻟﺬﻫﻦ ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺘﻔﻜﲑ ﺟﻴﺪﺍً ( ‪.‬‬

‫‪ -٤‬ﺍﻷﺩﻭﺍﺭ ) ﻳﻠﻌـــﺐ ﺍﳌﺒـــﺪﻉ ﻋـــﺎﺩﺓ ﻋـــﺪﺓ ﺃﺩﻭﺍﺭ ﻫـــﻲ ﺍﳌﺴﺘﻜﺸـــﻒ – ﺍﻟﻔﻨـــﺎﻥ – ﺍﻟﻘﺎﺿـــﻲ –‬ ‫ﺍﶈﺎﺭﺏ(‪.‬‬

‫‪ -٥‬ﺍﻟﱰﻛﻴﺰ ﺍﻟﻌﻘﻠﻲ ) ﺗﺮﻛﻴﺰ ﺍﻹ�ﺘﺒﺎﻩ ﻭﺍﻟﺒﻌﺪ ﺑﺎﻟﺘﻔﻜﲑ ﻋﻦ ﺍﻟﺘﺸﺘﺖ ( ‪.‬‬

‫‪ -٦‬ﺍﻷﺳﺌﻠﺔ ﺍﻟﺬﻛﻴﺔ ) ﺇﻋﻤﺎﻝ ﺍﻟﻌﻘﻞ ﻭﺍﻟﻔﻜﺮ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺬﻛﻴﺔ ( ‪.‬‬

‫ﺛﺎﻟﺜﺎ – ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ‪- :‬‬

‫ﺗﻌﺮﻳــﻒ ﻣﻜﺘــﺐ ﺍﻟﱰﺑﻴــﺔ ﺍﻷﻣﺮﻳﻜــﻲ ‪ )) - :‬ﺍﻟﺘﻔــﻮﻕ ﺍﻟﻌﻘﻠــﻲ ﻫــﻮ ﺍﻟﺘﻔــﻮﻕ ﰲ ﺍ‪‬ــﺎﻻﺕ ﺍﻟﺘﺎﻟﻴــﺔ ﻣﻨﻔــﺮﺩﺓ ﺃﻭ‬

‫ﳎﺘﻤﻌﺔ – ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﺎﻣﺔ – ﺍﻟﺘﻔﻮﻕ ﰲ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺳﺘﻌﺪﺍﺩﻳﺔ ﺍﻷﻛﺎﺩﳝﻴﺔ ﺍﳋﺎﺻﺔ – ﺍﻟﺘﻔﻮﻕ ﰲ ﳎﺎﻝ ﺍﻟﺘﻔﻜﲑ‬

‫ﺍﻹﺑــﺪﺍﻋﻲ ﺍﻹ�ﺘــﺎﺟﻲ – ﺍﻟﺘﻔــﻮﻕ ﰲ ﳎــﺎﻝ ﺍﻟﻔﻨــﻮﻥ ﺍﻟﺒﺼ ـﺮﻳﺔ ﻭﺍﻟﺘﺸــﻜﻴﻠﻴﺔ – ﺍﻟﺘﻔــﻮﻕ ﰲ ﳎــﺎﻝ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻟــﻨﻔﺲ‬ ‫ﺣﺮﻛﻴﺔ (( ‪ ).‬ﺍﻟﻘﺮﻳﻮﺗﻲ ﻭﺁﺧﺮﻭﻥ ‪١٩٩٨ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٣٣‬‬

‫ﻭﻣﻦ ﺃﳕﺎﻁ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ‪ - :‬ﺍﻟﻘﺪﺭﺓ ﻋﻠـﻰ ﺍﻹﺳـﺘﻈﻬﺎﺭ– ﺍﻟﻘـﺪﺭﺓ ﻋﻠـﻰ ﺍﻟﻔﻬـﻢ – ﺍﻟﻘـﺪﺭﺓ ﻋﻠـﻰ ﺣـﻞ‬

‫ﺍﳌﺸﻜﻼﺕ – ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻹﺑﺘﻜﺎﺭ – ﺍﻟﻘﺪﺭﺓ ﺍﳌﻬﺎﺭﻳﺔ – ﺍﻟﻘﺪﺭﺓ ﺍﻟﻘﻴﺎﺩﻳﺔ ‪ ).‬ﺍﻟﻌﺰﺓ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٥٠‬‬

‫�ﻈﺮﻳﺎﺕ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ‪- :‬‬

‫‪ -١‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﺮﺿﻴﺔ ‪ - :‬ﻭﻫﻲ ﺗﻔﺴﺮ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻋﻠـﻰ ﺃ�ـﻪ ﻇـﺎﻫﺮﺓ ﻣﺮﺿـﻴﺔ ﻋﻨـﺪ ﺑﻌـﺾ ﺍﻷﻓـﺮﺍﺩ‬

‫ﻭﺍﻟﱵ ﲢﺪﺩ ﺍﻟﺼﻠﺔ ﺑﲔ ﺍﻟﻌﺒﻘﺮﻳﺔ ﻭﺍﳉﻨﻮﻥ ﻭﻗﺪ ﺛﺒﺖ ﺧﻄﺄ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺫﻟـﻚ ﻛـﻮﻥ �ﺴـﺒﺔ ﺍﳉﻨـﻮﻥ ﺑـﲔ ﺍﻟﻌﺒـﺎﻗﺮﺓ‬ ‫ﺃﻗﻞ ﻣﻦ ﺍﻟﻨﺴﺒﺔ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻌﺎﺩﻱ ‪.‬‬

‫‪� -٢‬ﻈﺮﻳﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻨﻔﺴﻲ ‪ - :‬ﻭﺗﻔﺴﺮ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﻮﺓ ﺍﻟـﺪﺍﻓﻊ ﺍﻟﻨﻔﺴـﻲ ﻟﻠﺘﻔـﻮﻕ ﻭﻫـﻲ ﺗﺆﻛـﺪ‬ ‫ﻭﺟﻮﺩ ﺍﻟﺪﺍﻓﻊ ﰲ ﺣﻔﺰ ﺍﳌﻮﺍﻫﺐ ﻟﻠﻈﻬﻮﺭ ‪.‬‬

‫‪ -٣‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻮﺻﻔﻴﺔ ‪ - :‬ﻭﻫﻲ ﺗﻔﺴﺮ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﺑﻮﺟﻮﺩ ﻗﺪﺭﺍﺕ ﻭﻣﻮﺍﻫﺐ ﻋﻨﺪ ﺑﻌﺾ ﺍﻟﻨﺎﺱ ﺗﺘﻤﻴﺰ ﻋﻠﻰ‬

‫ﻣﺎﻟــﺪﻯ ﺍﻟﻌــﺎﺩﻳﲔ ﻭﺍﻟﻮﺍﻗــﻊ ﺃﻥ ﺇﺧــﺘﻼﻑ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴــﺔ ﻻ ﻳﻘــﻮﻡ ﻋﻠــﻰ ﺇﺧــﺘﻼﻑ ﺍﻟﺼــﻔﺔ ﺇﳕــﺎ ﻋﻠــﻰ ﺇﺧــﺘﻼﻑ‬ ‫ﺍﳌﺴﺘﻮﻯ ‪.‬‬

‫‪ -٤‬ﺍﻟﻨﻈﺮﻳــﺔ ﺍﻟﻜﻤﻴــﺔ ‪ - :‬ﺗﺸــﲑ ﺇﱃ ﻭﺟــﻮﺩ ﻓــﺮﻭﻕ ﰲ �ﺴــﺐ ﺍﻟــﺬﻛﺎﺀ ﻭﲤ ـﺎﻳﺰ ﰲ ﻣﺴــﺘﻮﻳﺎﺕ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴــﺔ‬ ‫ﺍﳌﻌﺮﻓﻴﺔ ‪ ) .‬ﻣﻨﺼﻮﺭ ‪٢٠٠٣ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ٢٩ – ٢٦‬‬

‫ﺭﺍﺑﻌﺎً ‪ -‬ﺍﳌﻮﻫﺒﺔ ‪- :GIFTEDNESS‬‬

‫ﺃﻭﺭﺩ ) ﺍﻟﻘﺮﻳﻮﺗﻲ ﻭﺁﺧﺮﻭﻥ ‪١٩٩٨ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪ ( ٤١٦ – ٤١٠‬ﻋﺪﺓ ﺗﻌﺎﺭﻳﻒ ﻟﻠﻤﻮﻫﺒﺔ ﻛﺎﻟﺘﺎﱄ ‪- :‬‬

‫‪ – ١‬ﺗﻌﺮﻳﻒ ﻣﻜﺘـﺐ ﺍﻟﱰﺑﻴـﺔ ﺍﻷﻣﺮﻳﻜـﻲ ‪ - :‬ﺍﻷﻃﻔـﺎﻝ ﺍﳌﻮﻫـﻮﺑﲔ ﻫـﻢ ﺍﻟـﺬﻳﻦ ﻳـﺘﻢ ﲢﺪﻳـﺪﻫﻢ ﻭﺍﻟﺘﻌـﺮﻑ‬

‫ﻋﻠﻴﻬﻢ ﻣﻦ ﻗﺒﻞ ﺃﺷﺨﺎﺹ ﻣﻬﻨﻴﻮﻥ ﻣﺆﻫﻠﻮﻥ ﻭﻳﻜﻮﻥ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺍﺕ ﻋﺎﻟﻴﺔ ﻭﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑـﺄﺩﺍﺀ ﻋـﺎﱄ ﻭﻫـﻢ‬

‫ﳛﺘﺎﺟﻮﻥ ﺑﺮﺍﻣﺞ ﺗﺮﺑﻮﻳﺔ ﳐﺘﻠﻔﺔ ﻭﺧﺪﻣﺎﺕ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ ﺍﻟﻌﺎﺩﻳﺔ ﺍﳌﻘﺪﻣﺔ ﳍﻢ ﰲ ﺍﳌﺪﺍﺭﺱ ﻣﻦ ﺃﺟﻞ‬ ‫ﲢﻘﻴــﻖ ﻣﺴــﺎﳘﺎﺕ ﻷ�ﻔﺴــﻬﻢ ﻭﳎــﺘﻤﻌﻬﻢ ‪ ،‬ﻭﺣــﺪﺩ ﳎــﺎﻻﺕ ﺍﳌﻮﻫﺒــﺔ ﰲ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴــﺔ ﺍﻟﻌﺎﻣــﺔ – ﺍﻟﻘــﺪﺭﺍﺕ‬ ‫ﺍﳌﺘﺨﺼﺼﺔ – ﺍﻹﺑﺪﺍﻉ – ﺍﻟﻘﻴﺎﺩﺓ – ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ ‪٠‬‬

‫‪ – ٢‬ﺗﻌﺮﻳﻒ "ﺭ�ﺰﻭﱄ ‪ - : "Renzulli‬ﺍﳌﻮﻫﺒﺔ ﻫﻲ ﺣﺼﻴﻠﺔ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺛـﻼﺙ ﻣـﻦ ﺍﳋﺼـﺎﺋﺺ ﺍﻟﺘﺎﻟﻴـﺔ ‪:‬‬ ‫‪ -‬ﻗﺪﺭﺓ ﻋﻘﻠﻴﺔ ﻋﺎﻣﺔ ﻓﻮﻕ ﺍﳌﺘﻮﺳﻂ – ﻣﺴﺘﻮﻯ ﻋﺎﱄ ﻣﻦ ﺍﻹﻟﺘﺰﺍﻡ ﰲ ﺍﳌﻬﻤﺔ ﻭﻣﺴﺘﻮﻯ ﻋﺎﱄ ﻣﻦ ﺍﻹﺑﺪﺍﻉ ‪٠‬‬

‫‪ " – ٣‬ﺗـﺎ�ﻨﺒﻮﻡ ‪ - : " Tanenbum‬ﺇﻗــﱰﺡ ﺿــﺮﻭﺭﺓ ﺗــﻮﻓﺮ ﲬــﺲ ﻋﻮﺍﻣــﻞ ﺗﺴــﻬﻢ ﰲ ﲢﺪﻳــﺪ ﺍﳌﻮﻫــﻮﺑﲔ‬ ‫ﻭﻫﻲ ‪ - :‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﺍﻟﻌﺎﻣﻞ ﺍﻟﻌﺎﻡ – ﺍﻟﻘﺪﺭﺓ ﺍﳋﺎﺻﺔ ﻭﺗﻌـﺮﻑ ﺑﺄﳖـﺎ ﺍﻟﺘﻔـﻮﻕ ﺍﳌـﺆﺩﻱ‬

‫ﺇﱃ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻭﻣﻨﺘﺞ – ﺍﻟﻌﻮﺍﻣﻞ ﻏﲑ ﺍﻟﺬﻛﺎﺋﻴﺔ ﻣﺜﻞ ﺍﻹﺭﺍﺩﺓ – ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺒﻴﺌﻴﺔ ﻣﺜﻞ ﺍﻟﺒﻴﺌﺔ ﺍﻷﺳﺮﻳﺔ ﻭﺍﳌﺪﺭﺳـﻴﺔ‬ ‫ﻭﻋﻮﺍﻣﻞ ﺍﻟﺼﺪﻓﺔ ﻭﺍﻟﱵ ﺗﻌﱪ ﻋﻦ ﺍﻟﻔﺮﺹ ﻟﻸﺩﺍﺀ ﺍﳌﺘﻔﻮﻕ ‪.‬‬

‫ﻭﻗﺪ ﰎ ﺇﻋﺘﻤﺎﺩ ﺗﻌﺮﻳﻒ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺑﻮﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫ﰲ ‪١٤١٨/٥/٦‬ﻫـ ﺃﻋﺪﻩ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪ ﺍ‪ ‬ﺍﻟﻨﺎﻓﻊ ﻭﺁﺧﺮﻭﻥ ﻳﻨﺺ ﻋﻠﻰ ‪ )) -:‬ﺃﻥ ﺍﳌﻮﻫﻮﺑﻮﻥ ﻫﻢ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ‬

‫ﻳﻮﺟﺪ ﻟﺪﻳﻬﻢ ﺇﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﻗﺪﺭﺍﺕ ﻏﲑ ﻋﺎﺩﻳﺔ ﺃﻭ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻋﻦ ﺑﻘﻴﺔ ﺃﻗﺮﺍﳖﻢ ﰲ ﳎﺎﻝ ﺃﻭ ﺃﻛﺜﺮ ﻣـﻦ ﺍ‪‬ـﺎﻻﺕ‬

‫ﺍﻟﱵ ﻳﻘﺪﺭﻫﺎ ﺍ‪‬ﺘﻤﻊ ﻭﲞﺎﺻﺔ ﰲ ﳎـﺎﻻﺕ ﺍﻟﺘﻔـﻮﻕ ﺍﻟﻌﻘﻠـﻲ ﻭﺍﻟـﺘﻔﻜﲑ ﺍﻹﺑﺘﻜـﺎﺭﻱ ﻭﺍﻟﺘﺤﺼـﻴﻞ ﺍﻟﻌﻠﻤـﻲ ﻭﺍﳌﻬـﺎﺭﺍﺕ‬ ‫ﻭﺍﻟﻘــﺪﺭﺍﺕ ﺍﳋﺎﺻــﺔ ﻭﳛﺘــﺎﺟﻮﻥ ﺇﱃ ﺭﻋﺎﻳــﺔ ﺗﻌﻠﻴﻤﻴــﺔ ﺧﺎﺻــﺔ ﻻ ﺗﺘــﻮﺍﻓﺮ ﺑﺸــﻜﻞ ﻣﺘﻜﺎﻣــﻞ ﰲ ﺑــﺮﺍﻣﺞ ﺍﻟﺪﺭﺍﺳــﺔ‬

‫ﺍﻟﻌﺎﺩﻳﺔ(( ‪ ).‬ﻛﻠﻨﱳ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٨‬‬

‫ﻭﺗﺮﻯ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﻣﺼﻄﻠﺢ ﺍﳌﻮﻫﺒﺔ ﺃﺳﺘﺨﺪﻡ ﻗﺪﳝﺎً ﻟﻴﺪﻝ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺃﺩﺍﺀ ﻣﺮﺗﻔﻊ ﻳﺼﻞ ﺇﻟﻴﻪ ﻓـﺮﺩ ﻣـﻦ‬

‫ﺍﻷﻓﺮﺍﺩ ﰲ ﳎـﺎﻝ ﻻ ﻳـﺮﺗﺒﻂ ﺑﺎﻟـﺬﻛﺎﺀ ﻭﳜﻀـﻊ ﻟﻠﻌﻮﺍﻣـﻞ ﺍﻟﻮﺭﺍﺛﻴـﺔ ‪ ،‬ﻭﻣـﻊ ﳕـﻮ ﺍﻟﻌﻠـﻢ ﻭﺗﻘﺪﻣـﻪ ﻇﻬـﺮﺕ ﺁﺭﺍﺀ ﺟﺪﻳـﺪﺓ‬ ‫ﻓﺘﻐﲑﺕ ﺍﻟﻨﻈﺮﺓ ﺇﱃ ﻫﺬﺍ ﺍﳌﺼﻄﻠﺢ ﻟﺬﺍ ﺇ�ﺘﺸﺮﺕ ﺑﲔ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﻭﺍﻟﱰﺑﻴﺔ ﺁﺭﺍﺀ ﺑﺄﻥ ﺍﳌﻮﺍﻫﺐ ﻻ ﺗﻘﺘﺼـﺮ ﻋﻠـﻰ‬

‫ﺟﻮﺍ�ﺐ ﺑﻌﻴﻨﻬﺎ ﺑﻞ ﺗﺘﻨﺎﻭﻝ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺃﳖﺎ ﺗﺘﻜﻮﻥ ﺑﻔﻌﻞ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟـﱵ ﺗﻘـﻮﻡ ﺑﺘﻮﺟﻴـﻪ ﺍﻟﻔـﺮﺩ‬

‫ﺇﱃ ﺇﺳﺘﺜﻤﺎﺭ ﻣﺎﻟﺪﻳﻪ ﻣﻦ ﺫﻛﺎﺀ ﰲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ‪ ،‬ﺇﺫﺍً ﺍﳌﻮﻫﺒﺔ ﺗﺮﺗﺒﻂ ﲟﺴـﺘﻮﻯ ﺫﻛـﺎﺀ ﺍﻟﻔـﺮﺩ ﺃﻭ ﻣﺴـﺘﻮﻯ ﻗﺪﺭﺗـﻪ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ ‪٠‬‬

‫ﻭﻗﺪ ﺃﻭﺭﺩ ) ﺷﻘﲑ ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ‪� ( ٣٢‬ﻮﻋﲔ ﻣﻦ ﺍﳌﻮﻫﺒﺔ ‪- :‬‬

‫‪ – ١‬ﺍﳌﻮﻫﺒــﺔ ﺍﻟﻌﺎﻣــﺔ ‪ - : Giftedness‬ﻭﻫــﻲ ﻣﺴــﺘﻮﻯ ﻋــﺎﱄ ﻣــﻦ ﺍﻹﺳــﺘﻌﺪﺍﺩ ﻭ ﺍﻟﻘــﺪﺭﺓ ﺍﻟﻌﺎﻣــﺔ ﻋﻠــﻰ‬

‫ﺍﻟﺘﻔﻜﲑ ﺍﳌﺘﺠﺪﺩ ﻭﺍﻷﺩﺍﺀ ﺍﻟﻔﺎﺋﻖ ﰲ ﺃﻱ ﳎﺎﻝ ﻣﻦ ﳎﺎﻻﺕ ﺍﻟﻨﺸـﺎﻁ ﺍﻹ�ﺴـﺎ�ﻲ ﻭﻫـﻲ ﺫﺍﺕ ﺃﺻـﻞ ﻓﻄـﺮﻱ ﺗـﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﺬﻛﺎﺀ ‪٠‬‬

‫‪ – ٢‬ﺍﳌﻮﻫﺒـﺔ ﺍﳋﺎﺻـﺔ ‪ - : Talented‬ﻭﻫـﻲ ﻣﺴـﺘﻮﻯ ﻋــﺎﱄ ﻣـﻦ ﺍﻹﺳـﺘﻌﺪﺍﺩ ﺃﻭ ﺍﻟﻘـﺪﺭﺓ ﺍﳋﺎﺻـﺔ ﻋﻠــﻰ‬

‫ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴــﺰ ﰲ ﳎــﺎﻝ ﻣﻌــﲔ ﺃﻭ ﺃﻛﺜــﺮ ﻣــﻦ ﳎــﺎﻻﺕ ﺍﻟﻨﺸــﺎﻁ ﺍﻹ�ﺴ ـﺎ�ﻲ ﻭﻫــﻲ ﺫﺍﺕ ﺃﺻــﻞ ﺗﻜ ـﻮﻳﲏ ﻻ ﺗــﺮﺗﺒﻂ‬ ‫ﺑﺎﻟﺬﻛﺎﺀ ﺣﺘﻰ ﺃﻥ ﺑﻌﻀﻬﺎ ﻗﺪ ﻳﻮﺟﺪ ﺑﲔ ﺍﳌﻌﺎﻗﲔ ‪٠‬‬

‫" ﺟﺎ�ﻴﻪ ‪ " Janie‬ﻳﻄﻠﻖ ﻋﻠﻰ ﺍﳌﻮﻫﺒﺔ ﺍﻟﻌﺎﻣﺔ ﺇﺳﻢ ﺍﳌﻮﻫﺒﺔ ﻭﻳﻌﺮﻓﻬـﺎ ﺑﺄﳖـﺎ ﻗـﺪﺭﺓ ﻓـﻮﻕ ﻣﺘﻮﺳـﻄﺔ ﰲ ﳎـﺎﻝ ﺃﻭ‬

‫ﺃﻛﺜﺮ ﻣﻦ ﳎﺎﻻﺕ ﺍﻹﺳﺘﻌﺪﺍﺩ ﺍﻹ�ﺴـﺎ�ﻲ ) ﺇﺳـﺘﻌﺪﺍﺩ ﻓﻄـﺮﻱ ( ﻭﳎـﺎﻻﺕ ﺍﻹﺳـﺘﻌﺪﺍﺩ ‪ - :‬ﺇﺳـﺘﻌﺪﺍﺩ ﻋﻘﻠـﻲ –‬

‫ﺃﻛــﺎﺩﳝﻲ – ﺇﺑﺘﻜــﺎﺭﻱ – ﺇ�ﻔﻌــﺎﱄ ﻭﺇﺟﺘﻤــﺎﻋﻲ – ﺣﺴــﻲ ﺣﺮﻛــﻲ ‪ ٠٠٠‬ﺍﱁ ‪ ،‬ﻭﻋﻠــﻰ ﺍﳌﻮﻫﺒــﺔ ﺍﳋﺎﺻــﺔ ﺇﺳ ـﻢ‬

‫ﺍﻟﺘﻔــﻮﻕ ﻭﻳﻌﺮﻓــﻪ ﺑﺄ�ــﻪ ﺃﺩﺍﺀ ﻓــﻮﻕ ﺍﳌﺘﻮﺳــﻂ ) ﺃﺩﺍﺀ ﻣﺘﻤﻴــﺰ ( ﰲ ﳎــﺎﻝ ﺃﻭ ﺃﻛﺜــﺮ ﻣــﻦ ﳎــﺎﻻﺕ ﺍﻟﻨﺸــﺎﻁ ﺍﻹ�ﺴ ـﺎ�ﻲ‬ ‫ﻭﳎﺎﻻﺕ ﺍﻟﺘﻔﻮﻕ ‪ - :‬ﺍﻟﻌﻘﻠﻲ – ﺍﻷﻛﺎﺩﳝﻲ – ﺍﻟﻌﻠﻤﻲ – ﺍﻟﻔﲏ – ﺍﻟﺮﻳﺎﺿﻲ – ﺍﻟﻘﻴﺎﺩﺓ ‪٠٠٠‬ﺍﱁ ‪٠‬‬

‫ﻳﻘـﻮﻝ ﺻــﺎﺣﺐ ﺍﳌﻌﺠــﻢ ﺍﻷﺩﺑــﻲ ﻋــﻦ ﺍﳌﻮﻫﺒــﺔ ‪ - :‬ﻫــﻲ ﻣﻘــﺪﺭﺓ ﰲ ﺍﻹ�ﺘــﺎﺝ ﺍﻟﻔــﲏ ﺗﺘــﺄﺗﻰ ﻋــﻦ ﻣﻬــﺎﺭﺓ ﺃﻭ‬

‫ﻗﺮﳛﺔ ﰲ ﺻﺎﺣﺒﻬﺎ ﻓﺘﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺍﻟﺘﺄﻟﻖ ﻭﺍﻟﺘﻔﻮﻕ ﻋﻠﻰ ﺃﻗﺮﺍ�ﻪ ‪ )٠‬ﺍﻟﺘﻤﲏ ‪٢٠٠٣ ،‬ﻡ ‪ ،‬ﺹ‪. ( ١٠٧‬‬

‫ﻭﺍﳌﻮﻫﻮﺏ ﺇ�ﺴﺎﻥ ﺫﻭ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻭﺇﳒﺎﺯ ﻭﻗﺪﺭﺍﺕ ﻋﺎﻟﻴﺔ ﻣﻘﺎﺭ�ﺔ ﺑﻐﲑﻩ ﳑﻦ ﻫﻢ ﰲ ﻣﺜﻞ ﻋﻤـﺮﻩ ﻭﺧﱪﺍﺗـﻪ‬

‫ﻭﻳﺘﻤﻴــﺰ ﺑــﺬﻛﺎﺀ ﺣــﺎﺩ ﻭﻋﺒﻘﺮﻳــﺔ ﻭﻳﻈﻬــﺮ ﻗــﺪﺭﺓ ﻓﻜﺮﻳــﺔ ﻭﺇﺑﺪﺍﻋﻴــﺔ ﻭﻓﻨﻴــﺔ ﻭﻣﻬــﺎﺭﺍﺕ ﻗﻴﺎﺩﻳــﺔ ﻣــﻊ ﲤﻴــﺰ ﰲ ﺍﳉﻮﺍ�ــﺐ‬

‫ﺍﻷﻛﺎﺩﳝﻴﺔ ‪ ،‬ﻭﳝﺘﻠﻚ ﺍﳌﻮﻫﻮﺑﲔ ﻗﺪﺭﺍﺕ ﻣﺘﻤﻴﺰﺓ ﲡﻌﻠﻬﻢ ﳜﺘﻠﻔﻮﻥ ﺟﻮﻫﺮﻳﺎً ﻋﻦ ﺃﻗﺮﺍﳖﻢ ﺍﻟﻌﺎﺩﻳﲔ ﻟـﺬﺍ ﳛﺘـﺎﺟﻮﻥ ﺇﱃ‬

‫ﺑﺮﺍﻣﺞ ﺗﺮﺑﻮﻳﺔ ﺧﺎﺻﺔ ﺗﻠﱯ ﺣﺎﺟﺎﲥﻢ ‪ ،‬ﻭﺇﺳـﺘﻨﺎﺩﺍً ﺇﱃ ﻫـﺬﻩ ﺍﳊﺎﺟـﺔ ﺃﺻـﺒﺤﺖ ﺗﺮﺑﻴـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﺃﺣـﺪ ﳎـﺎﻻﺕ‬

‫ﺍﻟﱰﺑﻴــﺔ ﺍﳋﺎﺻــﺔ ﺍﻟــﱵ ﺗﻘــﺪﻡ ﺧــﺪﻣﺎﺕ ﺗﺮﺑﻮﻳــﺔ ﻟــﺬﻭﻱ ﺍﻹﺣﺘﻴﺎﺟــﺎﺕ ﺍﳋﺎﺻــﺔ ﻣﻮﻫــﻮﺑﲔ ﻛـﺎ�ﻮﺍ ﺃﻭ ﻣﻌــﻮﻗﲔ ‪ ،‬ﻭﻗــﺪ‬

‫ﻭﺍﺟﻬﺖ ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﲢﺪﻳﺎﺕ ﲤﺜﻠﺖ ﰲ ﺍﻟﺘﺸﻜﻴﻚ ﰲ ﺟﺪﻭﻯ ﺗﻄﻮﻳﺮ ﻭﺗﻨﻔﻴﺬ ﺍﻟﱪﺍﻣﺞ ﺍﳋﺎﺻﺔ –‬ ‫ﻋﺪﻡ ﺍﻹﲨـﺎﻉ ﰲ ﺍﻟـﺮﺃﻱ ﻋﻠـﻰ ﺗﻌﺮﻳـﻒ ﻣﻮﺣـﺪ ﻟﻠﺘﻔـﻮﻕ ﺃﻭ ﺍﳌﻮﻫﺒـﺔ ﻭﻋـﺪﻡ ﺍﻹﲨـﺎﻉ ﻋﻠـﻰ ﻃﺮﻳﻘـﺔ ﳏـﺪﺩﺓ ﻟﺘﻌﻠـﻴﻢ‬

‫ﺍﳌﺘﻔﻮﻗﲔ ‪٠٠٠‬ﺍﱁ ‪٠‬‬

‫ﻭﺗُﺠﻤﻊ �ﺘﺎﺋﺞ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺃﻥ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﺬﻳﻦ ﳛﺮﻣﻮﻥ ﻣﻦ ﺍﻟﻔﺮﺹ ﺍﻟﱰﺑﻮﻳـﺔ ﺍﳌﺼـﻤﻤﺔ‬

‫ﺧﺼﻴﺼﺎً ﳍﻢ ﳜﻔﻘﻮﻥ ﰲ ﲢﻘﻴﻖ ﺃﻗﺼﻰ ﻣﺎ ﺗﺴﻤﺢ ﺑﻪ ﻃﺎﻗﺎﲥﻢ ﻟﺬﺍ ﻓـﺈﻥ ﻋـﺪﻡ ﺗﻨﻔﻴـﺬ ﺍﻟـﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳـﺔ ﺍﳋﺎﺻـﺔ‬

‫ﳍﻢ ﻓﻴﻪ ﺧﺴﺎﺭﺓ ﳍﻢ ﻭ‪‬ﺘﻤﻌﻬﻢ ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺍﳌﻮﻫﻮﺏ ﺍﻟﺬﻱ ﻻﳚﺪ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻜﺎﻣﻠﺔ ﺳﻮﺍﺀ ﻣﻦ ﺍﻟﺒﻴﺖ ﺃﻭ‬ ‫ﺍﳌﺪﺭﺳﺔ ﺳﻴﺠﺪ �ﻔﺴﻪ ﺃﻣﺎﻡ ﺛﻼﺛﺔ ﺧﻴﺎﺭﺍﺕ ‪ - :‬ﺇﻣﺎ ﺃﻥ ﻳﻀﻄﺮ ﺇﱃ ﲡﺎﻫﻞ ﻣﻮﻫﺒﺘـﻪ ﺃﻭ ﺍﺳـﺘﺜﻤﺎﺭﻫﺎ ﰲ ﺍﻹ�ﺘﻘـﺎﻡ‬

‫ﻣﻦ ﻏﲑﻩ ﺃﻭ ﻳﻠﺠﺄ ﺇﱃ ﺍﻹ�ﺘﻘﺎﻡ ﺍﻟﺬﺍﺗﻲ ‪٠‬‬

‫ﻭﻳﻌﺘﻘﺪ "ﻟﻴﻮﻥ ‪ "Leon‬ﺃﻥ ﻣﻌﻈﻢ ﺍ‪‬ﺘﻤﻌﺎﺕ ﱂ ﺗﻄﻮﺭ ﺑﺮﺍﻣﺞ ﻓﺎﻋﻠﺔ ﳍﻢ ﻟﻌﺪﺓ ﺃﺳﺒﺎﺏ ‪- :‬‬

‫‪ (١‬ﺍﻹﻋﺘﻘﺎﺩ ﺑﺄﻥ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻹﳒﺎﺯ ﰲ ﻛﻞ ﺍﻟﻈﺮﻭﻑ ﻭﺑﺎﻟﺘـﺎﱄ ﻻ ﳛﺘـﺎﺟﻮﻥ ﺇﱃ‬ ‫ﺃﻱ ﻣﺴﺎﻋﺪﺓ ﺧﺎﺻﺔ ‪٠‬‬

‫‪ (٢‬ﺍﻹﻋﺘﻘﺎﺩ ﺑﺄﻥ ﺍﳌﻌﻠﻤﲔ ﳛﺒﻮﻥ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﻟﺬﺍ ﳛﺼﻞ ﻫﺆﻻﺀ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻹ�ﺘﺒﺎﻩ ﺍﳋﺎﺹ‬ ‫ﺍﻟﺬﻱ ﳛﺘﺎﺟﻮﻥ ﺇﻟﻴﻪ ‪٠‬‬

‫‪ (٣‬ﺍﻹﻋﺘﻘﺎﺩ ﺑﺄﻥ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﺗﻜﺮﺱ ﻣﻔﻬﻮﻡ ﺍﻟﻨﺨﺒﺔ ﻟﺬﺍ ﻫـﻲ ﺷـﻜﻞ‬

‫ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﺘﻤﻴﻴﺰ ﺍﻟﺬﻱ ﳚﺐ ﻋﺪﻡ ﺗﺸﺠﻴﻌﻪ ‪٠‬‬

‫‪ (٤‬ﺍﻹﻋﺘﻘﺎﺩ ﺑﺄﻥ ﺷﺢ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﳝﻨـﻊ ﺗﻄـﻮﻳﺮ ﺍﻟـﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳـﺔ ﺍﳋﺎﺻـﺔ ﺑـﺎﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔـﻮﻗﲔ ‪ ) ٠‬ﻋﺒﻴـﺪ ‪،‬‬ ‫‪٢٠٠٠‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ١٧٣ – ١٧١‬‬

‫ﺃﺳﺒﺎﺏ ﺍﳌﻮﻫﺒﺔ ‪- :‬‬

‫ﺩﺭﺍﺳــﺎﺕ ﺍﻟﻄﻔﻮﻟــﺔ ﺍﳌﺒﻜــﺮﺓ ﺃﺷــﺎﺭﺕ ﺇﱃ ﺃﻥ ﺍﻟﻌﻮﺍﻣــﻞ ﺍﻟﺒﻴﺌﻴــﺔ ﳝﻜــﻦ ﺃﻥ ﻳﻜــﻮﻥ ﳍــﺎ ﺗــﺄﺛﲑ ﻭﺍﺿــﺢ ﻋﻠــﻰ‬

‫ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﻨﺠﺎﺡ ﺍﳌﺪﺭﺳﻲ ﻭﻟﻜﻦ ﻣﺪﻯ ﻣﺴﺎﳘﺔ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻮﺭﺍﺛﻴﺔ ﻭﺍﻟﺒﻴﺌﻴﺔ ﱂ ﻳﺘﻘﺮﺭ ‪٠‬‬

‫ﺇﻥ ﺍﻟﻌﻮﺍﻣـــﻞ ﺍﳉﻴﻨﻴـــﺔ ﳍـــﺎ ﺩﻭﺭ ﰲ ﺍﳌﻮﻫﺒـــﺔ ﻭﻟﻜـــﻦ ﺍﻟﺒﻴﺌـــﺔ ﻫـــﻲ ﺍﻟـــﱵ ﲢـــﺪﺩ ﻛﻴـــﻒ ﳝﻜـــﻦ ﺃﻥ ﺗﱰﺟـــﻢ‬

‫ﺍﻹﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﳉﻴﻨﻴﺔ ﻟﺘﻌﱪ ﻋﻦ ﺃﺩﺍﺀ ﻣﻮﻫﻮﺏ ‪ ،‬ﻭﻟﻜﻦ ﻻ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳉﻴﻨﻴﺔ ﻭﻻ ﺍﻟﺒﻴﺌﻴﺔ ﳝﻜﻦ ﺃﻥ ﺗﻜـﻮﻥ ﻣﺴـﺆﻭﻟﺔ‬

‫ﻋﻦ ﺃﺩﺍﺀ ﺍﻷﻃﻔﺎﻝ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﻋﻮﺍﻣﻞ ﺑﻴﻮﻟﻮﺟﻴﺔ ﻏﲑ ﺟﻴﻨﻴﺔ ‪٠‬‬

‫ﺍﳌﻮﻫﺒﺔ ﻣﻮﺭﻭﺛﺔ ﰲ ﺗﻜﻮﻳﻨﻬﺎ ﻣﻜﺘﺴﺒﺔ ﰲ ﳕﻮﻫﺎ ﻭﻳﺆﻳﺪ ﺇﺭﺗﺒﺎﻁ ﺍﳌﻮﻫﺒﺔ ﺑﺎﻟﻮﺭﺍﺛﺔ ﺃﻥ ﺍﳌﺒﺪﻋﲔ ﻋﻠـﻰ ﻣـﺪﺍﺭ‬

‫ﺍﻟﺘﺎﺭﻳﺦ ﺑﺮﺯﻭﺍ ﻣﻦ ﺃﻋﺮﺍﻕ ﳐﺘﻠﻔﺔ ﻭﺃﺳﺮ ﻣﺘﺒﺎﻳﻨﺔ ‪ ،‬ﻭﺃﻣﺎ ﺃﻥ ﺍﳌﻮﻫﺒﺔ ﻣﻜﺘﺴﺒﺔ ﰲ ﳕﻮﻫﺎ ﻓﻬـﺬﺍ ﻳﺆﻛـﺪﻩ ﺯﻳـﺎﺩﺓ ﻋـﺪﺩ‬

‫ﺍﳌﺒﺪﻋﲔ ﰲ ﳎﺘﻤﻊ ﺩﻭﻥ ﺁﺧﺮ ﻭﰲ ﻋﺼﺮ ﺩﻭﻥ ﻏـﲑﻩ ﲝﺴـﺐ ﻣـﺎﻳﻮﻓﺮ ﺫﻟـﻚ ﺍ‪‬ﺘﻤـﻊ ﺃﻭ ﺫﻟـﻚ ﺍﻟﻌﺼـﺮ ﻣـﻦ ﻓـﺮﺹ‬

‫ﻭﺇﻣﻜﺎ�ــﺎﺕ ﺗﺴــﻤﺢ ﺑﺘﺤﻘﻴــﻖ ﳕــﻮ ﻟﻠﻤﻮﻫﺒــﺔ ﻭﺇﺯﺩﻫﺎﺭﻫــﺎ ‪ ،‬ﻭﳛﺘــﺎﺝ ﺍﻷﺩﺍﺀ ﺍﳌﻮﻫــﻮﺏ ﺇﱃ ﻣﺴــﺘﻮﻯ ﻣﻌــﺮﰲ ﻓــﻮﻕ‬ ‫ﺍﳌﺘﻮﺳﻂ ﻭﺇﻟﺘﺰﺍﻡ ﻛﺎﻣﻞ ﺑﺎﻟﻌﻤﻞ ﺍﳌﺘﻘﻦ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻨﺎﺳﺒﺔ ‪ )٠‬ﺍﻟﻮﺯﺭﺓ ‪ ، ٢٠٠١ ،‬ﺹ‪. (١‬‬

‫ﺧﺼﺎﺋﺺ ﺍﳌﻮﻫﻮﺑﻮﻥ ‪- :‬‬

‫ﻭﻗـــﺪ ﺃﻭﺭﺩﺕ ) ﺃﲪـــﺪ ‪١٩٨١ ،‬ﻡ ‪ ،‬ﺹ‪ ( ٣٢‬ﺩﺭﺍﺳـــﺔ " ﺗﲑﻣـــﺎﻥ ‪ " Terman‬ﺍﻟـــﱵ ﺗﻮﺻـــﻠﺖ ﺇﱃ‬

‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ (١‬ﺍﳉﺴﻤﻴﺔ – ﺃﻋﻠﻰ ﻣﻦ ﺍﳌﺘﻮﺳﻂ ﻣﻦ ﺣﻴﺚ ﺍﻟﻘﻮﺍﻡ ﻭﺍﻟﺼﺤﺔ – ﳕﻮ ﻋﺎﻡ ﺳﺮﻳﻊ ‪٠‬‬

‫‪ (٢‬ﺍﳌﻴﻮﻝ – ﳝﻴﻠﻮﻥ ﳓﻮ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﺘﺠﺮﻳﺪﻳﺔ –ﺍﻷﺩﺏ – ﺍﻟﺘﺎﺭﻳﺦ – ﺍﻟﺮﻳﺎﺿﻴﺎﺕ – ﻭﻣﻴﻮﳍﻢ ﻣﺘﻨﻮﻋﺔ ﻭﻭﺍﺳﻌﺔ‬

‫‪ (٣‬ﺍﻟﱰﺑﻴﺔ – ﻣﻌﺪﻝ ﺇﻟﺘﺤﺎﻗﻬﻢ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺃﻋﻠﻰ ﺑﺜﻤﺎ�ﻴﺔ ﺃﺿﻌﺎﻑ ﻣﻦ ﻣﻌﺪﻝ ﺇﻟﺘﺤﺎﻕ ﺍﻟﻄﻼﺏ ﺍﻟﻌـﺎﺩﻳﲔ‬

‫ﻭﻳﺘﻢ ﺗﺮﻓﻴﻌﻬﻢ ﻷﻛﺜﺮ ﻣﻦ ﺻﻒ ﻭﺍﺣﺪ ﰲ ﺍﳌﺪﺭﺳﺔ ‪٠‬‬

‫‪ (٤‬ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ – �ﺴﺒﺔ ﺗﻌﺮﺿﻬﻢ ﻟﺴﻮﺀ ﺍﻟﺘﻜﻴﻒ ﻭﺍﳉﻨﻮﺡ ﻣﻨﺨﻔﻀﺔ ﻋﻨﻬﺎ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﺍﻟﻌﺎﺩﻳﲔ ﻭﻣﻌﺪﻝ‬

‫ﺣﺪﻭﺙ ﺍﻹ�ﺘﺤﺎﺭ ﻟﺪﻳﻬﻢ ﻣﻨﺨﻔﺾ �ﺴﺒﻴﺎً ‪٠‬‬

‫‪ (٥‬ﺍﻟﺰﻭﺍﺝ ﻭﺍﻷﺳﺮﺓ – ﻣﻌﺪﻝ ﺍﻟﺰﻭﺍﺝ ﻋﺎﺩﻱ ﻭﻣﻌﺪﻝ ﺍﻟﻄﻼﻕ ﺃﻗﻞ ﻣﻨـﻪ ﻟـﺪﻯ ﺍﻟﻌـﺎﺩﻳﲔ ﻭﻣﺘﻮﺳـﻂ �ﺴـﺒﺔ ﺍﻟـﺬﻛﺎﺀ‬

‫ﻷﺑﻨﺎﺋﻬﻢ ﺣﻮﺍﱄ ‪ ١٣٣‬ﺩﺭﺟﺔ ‪٠‬‬

‫‪ (٦‬ﺍﳋﻴﺎﺭ ﺍﳌﻬﲏ – ﺍﻟﺬﻛﻮﺭ ﳜﺘﺎﺭﻭﻥ ﻣﻬﻦ ﺍﻟﻄﺐ ﻭﺍﻟﻘﺎ�ﻮﻥ ﲟﻌﺪﻝ ﺃﻋﻠﻰ ﺑﺜﻤﺎ�ﻴﺔ ﺃﺿﻌﺎﻑ ﻋﻦ ﺍﻟﻌﺎﺩﻳﲔ ‪٠‬‬

‫‪ (٧‬ﺍﻟﺸﺨﺼــﻴﺔ – ﺃﻗــﻞ ﻏﺸـﺎً ﻭﻣﺒﺎﻟﻐــﺔ ﰲ ﺗﻘـﺪﻳﺮ ﺍﻟــﺬﺍﺕ ﻭﺃﻛﺜــﺮ ﺗﻄــﻮﺭﺍً ﻭﺇﺳــﺘﻘﺮﺍﺭﺍً ﻋﻠــﻰ ﺇﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟﺜﺒــﺎﺕ‬

‫ﺍﻹ�ﻔﻌﺎﱄ ‪٠‬‬

‫ﻫﺬﺍ ﺇﺿﺎﻓﺔً ﺇﱃ ‪ - :‬ﺣﺐ ﺍﻹﺳـﺘﻄﻼﻉ – ﻗـﺪﺭﺓ ﻋﺎﻟﻴـﺔ ﻋﻠـﻰ ﺍﻟﱰﻛﻴـﺰ ﺍﳌﺴـﺘﻤﺮ ﳌـﺪﺓ ﻃﻮﻳﻠـﺔ – ﺩﻗـﺔ‬

‫ﺍﳌﻼﺣﻈﺔ – ﺍﻹﺳﺘﺠﺎﺑﺔ ﺍﻟﺴﺮﻳﻌﺔ ﻟﻸﻓﻜﺎﺭ ﺍﳉﺪﻳﺪﺓ – ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻮﺍﺻﻞ – ﺍﻟﺮﻏﺒـﺔ ﰲ ﺍﻟـﺘﻌﻠﻢ ﻭﺍﳌﻌﺮﻓـﺔ –‬

‫ﺍﻟﻨﻘــﺪ ﺍﻟــﺬﺍﺗﻲ – ﺍﻟــﺬﺍﻛﺮﺓ ﺍﻟﻘﻮﻳــﺔ – ﺍﳌﻨﻄﻘﻴــﺔ ﰲ ﺍﻟــﺘﻔﻜﲑ – ﺳــﺮﻋﺔ ﺍﻟﻔﻬــﻢ – ﺍﻟﻘــﺪﺭﺓ ﻋﻠــﻰ ﺍﻟﺘﻌﻤــﻴﻢ ﻭﺗﻜ ـﻮﻳﻦ‬

‫ﺇﺭﺗﺒﺎﻃـــﺎﺕ ﻣﻨﻄﻘﻴـــﺔ – ﺣﺼـــﻴﻠﺔ ﻟﻐﻮﻳـــﺔ ﻛـــﺒﲑﺓ – ﺣـــﺐ ﺍﻟﺒﺤـــﺚ ﻭﲨـــﻊ ﺍﳌﻌﻠﻮﻣـــﺎﺕ – ﺻـــﻔﺎﺕ ﻗﻴﺎﺩﻳـــﺔ –‬

‫ﺍﻹﺳﺘﻘﻼﻟﻴﺔ – ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ – ﺍﳌﺜﺎﺑﺮﺓ ‪٠٠٠‬ﺍﱁ ‪٠‬‬

‫ﻣﺸﺎﻛﻞ ﺗﻮﺍﺟﻪ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﺍﻹﻏﱰﺍﺏ ‪ -‬ﺍﻟﻌﺰﻟﺔ ‪ -‬ﺍﻹﺣﺒﺎﻁ ‪ -‬ﺍﻹﺳﺘﻴﺎﺀ ‪ -‬ﺗﻌﺪﺩ ﺍﻹﻫﺘﻤﺎﻣـﺎﺕ ‪ -‬ﻋـﺪﻡ ﺍﻟﺘـﻮﺍﺯﻥ ﻭﺍﻟﺘﻄـﻮﺭ ﺍﻟﻌﻘﻠـﻲ‬

‫ﻭﺍﳉﺴــﻤﻲ ﻭﺍﻹ�ﻔﻌــﺎﱄ – ﺍﳌﻠــﻞ – ﺍﻟﻜﺴــﻞ – ﺿــﻐﻂ ﺍﻷﻗــﺮﺍﻥ ‪ ،‬ﻭﻫــﺬﺍ ﻗــﺪ ﻳــﺆﺩﻱ ﲠــﻢ ﺇﱃ ‪ - :‬ﺍﻹﻛﺘﺌــﺎﺏ –‬

‫ﺍﻟﺘﺴــﺮﺏ – ﺍﻹﺧﻔــﺎﻕ – ﺍﻟﻼﻣﺒــﺎﻻﺓ – ﺗﻌــﺎﻃﻲ ﺍﳌﺨــﺪﺭﺍﺕ – ﺍﻹ�ﺘﺤــﺎﺭ ﻭﻏﲑﻫــﺎ‪ ) .‬ﺩﻳﻜﺴــﻮﻥ ﻭﺁﺧــﺮﻭﻥ ‪،‬‬ ‫‪٢٠٠٠‬ﻡ ‪ ،‬ﺹ ‪ – ٥‬ﺹ‪١٣‬‬

‫(‪.‬‬

‫ﻃﺮﻕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ‬ ‫ﻣﻌﺎﻳﲑ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ (١‬ﻣﻌﻴﺎﺭ ﺍﻟﺬﻛﺎﺀ ‪� - :‬ﺴﺒﺔ ﺍﻟﺬﻛﺎﺀ = ﺍﻟﻌﻤﺮ ﺍﻟﻔﻌﻠـﻲ ÷ ﺍﻟﻌﻤـﺮ ﺍﻟـﺰﻣﲏ × ‪ ) ١٠٠‬ﺃﻛﺜـﺮ ﻣـﻦ ‪– ١٣٠‬‬

‫‪ = ١٤٠‬ﻣﻮﻫـــﻮﺏ ( ‪ (٢ ٠‬ﻣﻌﻴـــﺎﺭ ﺍﻟﺘﺤﺼـــﻴﻞ ﺍﳌﺪﺭﺳـــﻲ ‪ (٣ ٠‬ﻣﻌﻴـــﺎﺭ ﺍﻷﺩﺍﺀ ‪ (٤ ٠‬ﻣﻌﻴـــﺎﺭ ﺍﳌﻮﻫﺒـــﺔ‬

‫ﺍﳋﺎﺻﺔ ‪ ) ٠‬ﺣﻮﺍﺷﲔ ‪١٩٨٩ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٣٨ -٣٣‬‬

‫ﻃﺮﻕ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﺃﻭﻻ – ﻃﺮﻕ ﻣﻮﺿـﻮﻋﻴﺔ ‪ - :‬ﻭﻫـﻲ ﻣﻘـﺎﻳﻴﺲ ﻣﻮﺿـﻮﻋﻴﺔ ﻣﻘﻨﻨـﺔ ﲤﺘـﺎﺯ ﺑﺪﺭﺟـﺔ ﻋﺎﻟﻴـﺔ ﻣـﻦ ﺍﻟﺼـﺪﻕ ﻭﺍﻟﺜﺒـﺎﺕ‬

‫ﻭﻣﻨﻬﺎ ‪ (١ - :‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻔﺮﺩﻳﺔ ) ﺳﺘﺎ�ﻔﻮﺭﺩ ‪ /‬ﺑﻴﻨﻴﻪ – ﻭﻛﺴﻠﺮ – ﺁﺭﺛـﺮ ( ﻭﺍﳉﻤﻌﻴـﺔ ) ﺃﻟﻔـﺎ – ﺑﻴﺘـﺎ‬ ‫– ﺟﻮﺩ ﺍ�ﻒ ﻫﺎﺭﻳﺲ ( ﻭﺍﻟﻌﻤﻠﻴﺔ ‪٠‬‬

‫‪ (٣‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳋﺎﺻﺔ ﻭﺍﻹﺳﺘﻌﺪﺍﺩﺍﺕ ‪٠‬‬ ‫‪ (٥‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ‪٠‬‬

‫‪ (٧‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ‪.‬‬

‫‪ (٢‬ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻴﻮﻝ ‪٠‬‬

‫‪ (٤‬ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻠﻴﺔ ‪٠‬‬

‫‪ (٦‬ﻣﻘﺎﻳﻴﺲ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ‪٠‬‬

‫ﺛﺎ�ﻴﺎ _ ﺍﻟﻄﺮﻕ ﺍﻟﺬﺍﺗﻴﺔ ) ﺍﻟﻼﺇﺧﺘﺒﺎﺭﻳﺔ ( ‪- :‬‬ ‫‪ (١‬ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ ‪٠‬‬

‫‪ (٤‬ﺩﺭﺍﺳﺔ ﺍﳊﺎﻟﺔ ‪٠‬‬

‫‪ (٧‬ﺍﻟﺘﻘﺎﺭﻳﺮ ‪٠‬‬

‫‪ (٢‬ﺍﳌﻼﺣﻈﺔ ﰲ ﺍﳌﻨﺰﻝ ﺃﻭ ﰲ ﺍﳌﺪﺭﺳﺔ ‪٠‬‬

‫‪ (٥‬ﺍﳌـﺬﻛﺮﺍﺕ ﺍﻟﻴﻮﻣﻴـﺔ ﻭﺍﳌﻔﻜـﺮﺍﺕ ﺍﻟﺸﺨﺼـﻴﺔ ‪٠‬‬

‫‪ (٣‬ﺍﳌﺴﺢ ﺍﻹﺣﺼﺎﺋﻲ ‪٠‬‬

‫‪ (٦‬ﺍﻟﺴـﺠﻞ ﺍﻟﱰﺍﻛﻤـﻲ ‪٠‬‬

‫‪ (٨‬ﺗﺮﺷﻴﺢ ﺍﻷﻗﺮﺍﻥ ‪ ).‬ﺣﻮﺍﺷﲔ ‪١٩٨٩ ،‬ﻡ ‪ ،‬ﺹ‪ – ٥١‬ﺹ‪. ( ٦١‬‬

‫ﺃﳘﻴﺔ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ - ١‬ﻭﺿﻊ ﺧﻄﻂ ﻭﺑﺮﺍﻣﺞ ﺧﺎﺻﺔ ﺩﺍﺧﻞ ﺍﳌﺪﺍﺭﺱ ﻭﺍ‪‬ﺘﻤﻌﺎﺕ ‪٠‬‬

‫‪ – ٢‬ﲢﻘﻴﻖ ﺟﻬﻮﺩ ﻣﺸﱰﻛﺔ ﺑﲔ ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﻷﻫﺎﱄ ﻭﺍﳌﻮﻫﻮﺑﲔ ﺃ�ﻔﺴﻬﻢ ‪٠‬‬ ‫‪ – ٣‬ﺗﻄﻮﻳﺮ ﺍﻹﲡﺎﻫﺎﺕ ﺇﱃ ﺇﲡﺎﻫﺎﺕ ﺇﳚﺎﺑﻴﺔ ﻭﺇ�ﺴﺎ�ﻴﺔ ﲡﺎﻩ ﺍﻷﻃﻔﺎﻝ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ – ٤‬ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻫﻲ ﺭﻋﺎﻳﺔ ﻭﻋﻨﺎﻳﺔ ﺑﺎﳉﻴﻞ ﺍﳊﺎﱄ ﻭﺍﻷﺟﻴﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ ‪٠‬‬ ‫‪ – ٥‬ﺻﻴﺎ�ﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺍﻹﳓﺮﺍﻑ ﻭﺍﻟﺘﻤﺮﺩ ﻭﻏﲑﻩ ‪٠‬‬

‫‪ – ٦‬ﺇﺣﻴﺎﺀ ﺍﻷﻣﺔ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻭﺇﺧﺮﺍﺟﻬﺎ ﻣﻦ ﲨﻮﺩﻫﺎ ﺑﻮﺍﺳﻄﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺃﺑﻨﺎﺀﻫﺎ ‪٠‬‬

‫‪ – ٧‬ﺇﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﺍﻹﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻪ ﻭﺗﻮﺟﻴﻬﻪ ﺍﻟﻮﺟﻬﺔ ﺍﻟﺘﻘﺪﻣﻴﺔ ﺍﳌﻨﺸﻮﺩﺓ ﻭﻓﻖ ﲣﻄﻴﻂ ﺇﺟﺘﻤـﺎﻋﻲ‬

‫ﻳﻬﺪﻑ ﺇﱃ ﲢﻘﻴﻖ ﺍﻟﺘﻨﻤﻴﺔ ﰲ ﺃﻛﻤﻞ ﺻﻮﺭﺓ ﳑﻜﻨﺔ ‪ )٠‬ﺩﺭﻭﻳﺶ ‪١٩٧٠ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ٧٣ – ٧٠‬‬

‫ﺇﺫﺍً ﺍﳌﻮﻫﻮﺑﲔ ﲝﺎﺟﺔ ﺇﱃ ﺗﻮﺟﻴﻪ ﺍﻹﻫﺘﻤﺎﻡ ﺇﻟﻴﻬﻢ ﳌﺴﺎﻋﺪﲥﻢ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﲥﻢ ﻭﺗﻨﻤﻴﺘﻬﺎ ﻭﺍﻹﺳﺘﻔﺎﺩﺓ‬

‫ﻣﻨــﻬﺎ ‪ ،‬ﻓﻬــﺬﻩ ﺍﻟﻔﺌــﺔ ﲤﺜــﻞ ﻣــﻮﺭﺩﺍً ﺑﺸ ـﺮﻳﺎً ﻫﺎﻣ ـﺎً ﻭﺍﻟــﺪﻭﻝ ﺗﻌﻠــﻮ ﲟﺒــﺪﻋﻴﻬﺎ ﻭﻣﻮﻫﻮﺑﻴﻬــﺎ ﻭﺗﺮﺗﻘــﻲ ﻭﺗﺘﻘــﺪﻡ ﺑﻌﻠﻤﺎﺋﻬــﺎ‬ ‫ﻭﳐﱰﻋﻴﻬﺎ‪.‬‬

‫ﻭﻣﻦ ﺍﻷﺧﻄﺎﺀ ﺍﻟـﱵ ﻗـﺪ ﻳﻘـﻊ ﻓﻴﻬـﺎ ﺍﻟﻘـﺎﺋﻤﻮﻥ ﻋﻠـﻰ ﺗﻨﻔﻴـﺬ ﻋﻤﻠﻴـﺔ ﺍﻟﻜﺸـﻒ ‪ - :‬ﺍﻟﻘﺒـﻮﻝ ﺍﻟﺰﺍﺋـﻒ ﲟﻌﻨـﻰ‬

‫ﺇﺧﺘﻴــﺎﺭ ﻃﺎﻟــﺐ ﻟ ـﻴﺲ ﺟ ـﺪﻳﺮﺍً ﺑﺎﻟﱪ�ــﺎﻣﺞ ﺍﳋــﺎﺹ ﺑــﺎﳌﻮﻫﻮﺑﲔ ﻭﻛ ـﺬﻟﻚ ﺍﻟــﺮﻓﺾ ﺍﻟﺰﺍﺋــﻒ ﲟﻌﻨــﻰ ﺣﺮﻣــﺎﻥ ﻃﺎﻟــﺐ‬

‫ﻣﻮﻫﻮﺏ ﺣﻘﺎً ﻣﻦ ﺍﻹﺳﺘﻔﺎﺩﺓ ﺑﱪ�ﺎﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﺗﻌﻮﺩ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﺇﱃ ﺃﺣﺪ ﺍﻷﺳـﺒﺎﺏ ﺍﻟﺘﺎﻟﻴـﺔ ‪ - :‬ﻭﺟـﻮﺩ‬ ‫ﺃﺧﻄﺎﺀ ﻣﺘﺼﻠﺔ ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﻨﻔﺴﻲ ﻭﺍﻟﱰﺑﻮﻱ ﻭﻋﺪﻡ ﺩﻗﺔ ﺍﳊﺴﺎﺑﺎﺕ ﻹﺳﺘﺨﺮﺍﺝ ﺩﺭﺟﺔ ﺍﻟﺬﻛﺎﺀ – ﺃﺧﻄﺎﺀ ﻣﺘﺼﻠﺔ‬

‫ﺑﻌﺪﻡ ﺍﻹ�ﺴﺠﺎﻡ ﺑﲔ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺸﻒ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ ﺍﳌﻘﺪﻣﺔ – ﺃﺧﻄﺎﺀ ﻣﺘﺼﻠﺔ ﺑﺎﻟﺴﻴﺎﺳـﺎﺕ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ‬

‫ﺍﻟﱵ ﻳﺘﺒﻌﻬﺎ ﺍﻟﻘﺎﺋﻤﻮﻥ ﻋﻠﻰ ﺇﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ – ﺃﺧﻄﺎﺀ ﻣﺘﺼﻠﺔ ﺑﺄﺳـﺎﻟﻴﺐ ﻣﻌﺎﳉـﺔ ﺍﻟﺒﻴﺎ�ـﺎﺕ – ﺃﺧﻄـﺎﺀ ﺷﺨﺼـﻴﺔ‬ ‫ﻛﺎﻟﺘﺤﻴﺰ ﺃﻭ ﺍﳉﻬﻞ ﺃﻭ ﻋﺪﻡ ﻭﺟﻮﺩ ﺧﱪﺓ ﻛﺎﻓﻴﺔ ‪ )٠ .‬ﺃﺧﻀﺮ ‪١٩٩٣ ،‬ﻡ ‪ ،‬ﺹ‪. ( ١٦٦‬‬

‫ﺩﻭﺭ ﺍﻷﺳﺮﺓ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪- :‬‬

‫ﺇﻥ ﺍﻟﻮﺍﻟ ـﺪﻳﻦ ﻳﻌﺘــﱪﺍﻥ ﻣــﻦ ﺃﻫــﻢ ﺍﳌﺼــﺎﺩﺭ ﻟﻠﺘﻌــﺮﻑ ﻋﻠــﻰ ﺍﻟﻄﻔــﻞ ﺍﳌﻮﻫــﻮﺏ ﻭﺗﻮﻗﻌــﺎﲥﻢ ﻏﺎﻟﺒ ـﺎً ﻣــﺎ ﺗﻜــﻮﻥ‬

‫ﺻﺤﻴﺤﺔ ﻭﺩﻗﻴﻘﺔ ﺇﻻ ﺃﳖﻤﺎ ﻳﻮﺍﺟﻬﺎﻥ ﺻﻌﻮﺑﺎﺕ ﻣﺘﻌﺪﺩﺓ ﺗﱰﻛﺰ ﰲ ﻋﺪﻡ ﺗـﻮﺍﻓﺮ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﻜﺎﻓﻴـﺔ ﺣـﻮﻝ ﻃﺒﻴﻌـﺔ‬ ‫ﺍﳌﻮﻫﻮﺏ ﻭﺧﺼﺎﺋﺺ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺸﻒ ﻋﻨﻬﻢ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪٠‬‬

‫ﻟﺬﺍ ﻓﺈﻥ ﻣﻌﺮﻓﺔ ﺍﻷﺳﺮﺓ ﻭﻭﻋﻴﻬـﺎ ﺑـﺄﺑﺮﺯ ﺻـﻔﺎﺕ ﺍﳌﻮﻫـﻮﺑﲔ ﺗﺴـﺎﻋﺪﻫﺎ ﰲ ﺇﻛﺘﺸـﺎﻑ ﺃﻃﻔﺎﳍـﺎ ‪ ،‬ﻭﺗﻠﻌـﺐ‬

‫ﺍﻷﺳﺮﺓ ﺩﻭﺭﺍً ﺧﻄﲑﺍً ﰲ ﺣﻴـﺎﺓ ﺍﻟﻄﻔـﻞ ﻭﺷﺨﺼـﻴﺘﻪ ﻭﻣﺴـﺘﻘﺒﻠﻪ ﻓﻬـﻲ ﺇﻣـﺎ ﺃﻥ ﺗﺴـﻬﻢ ﰲ ﺗﻨﻤﻴـﺔ ﺷﺨﺼـﻴﺔ ﺍﻟﻄﻔـﻞ‬

‫ﻭﺗﻄﻮﺭﻫﺎ ﻭﺗﻜﺴﺒﻬﺎ ﺇﲡﺎﻫﺎﺕ ﻭﻗﻴﻤﺎً ﺇﳚﺎﺑﻴﺔ ﻭﻣﻴﻮﻻً ﻋﻠﻤﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻮﻓﲑ ﻋﻮﺍﻣﻞ ﺍﻹﺳﺘﺜﺎﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﺘﻘـﺪﻳﺮ‬ ‫ﻭﺍﻟﺘﻌﺰﻳــﺰ ﻭﲥﻴﺌــﺔ ﺍﻟﻈــﺮﻭﻑ ﺍﳌﻨﺎﺳــﺒﺔ ﻟﻠﻨﻤــﻮ ﺍﻟﺴــﻮﻱ ﺍﻟﺸــﺎﻣﻞ ﺍﳌﺘﻜﺎﻣــﻞ ﺍﳌﺘــﻮﺍﺯﻥ ﺍﻷﺑﻌــﺎﺩ ﺃﻭ ﺗﺴــﻬﻢ ﰲ ﻃﻤــﺲ‬

‫ﺷﺨﺼــﻴﺔ ﺍﻟﻄﻔــﻞ ﻭﲢﻄﻴﻤﻬــﺎ ﻣــﻦ ﺧــﻼﻝ ﺳــﻠﺒﻴﺘﻬﺎ ﻭﻋــﺪﻡ ﺗﻘـﺪﻳﺮﻫﺎ ﻭﻓﻬﻤﻬــﺎ ﳌﻮﺍﻫــﺐ ﻃﻔﻠــﻬﺎ ﻭﺇﳘﺎﳍــﺎ ﻭﻋــﺪﻡ‬

‫ﺇﻋﱰﺍﻓﻬﺎ ﺑﻘﺪﺭﺍﺗﻪ ﺍﳌﺒﺪﻋﺔ ﺍﳌﺘﻤﻴﺰﺓ ﺃﻭ ﺑﺴﺒﺐ ﺇﻓﺘﻘﺎﺭ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻨﺰﻟﻴﺔ ﻟﻮﺳﺎﺋﻞ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﻫﺐ ﻟﺪﻯ ﺍﻟﻄﻔﻞ ‪.‬‬

‫) ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ‪. ( ١٣٥‬‬

‫ﻭﻋﻠﻰ ﺍﻷﺳﺮﺓ ﻣﻼﺣﻈﺔ ﺍﻟﻄﻔﻞ ﺑﺸـﻜﻞ ﻣﻨـﺘﻈﻢ ﻭﺗﻘﻴﻴﻤـﻪ ﺑﻄﺮﻳﻘـﺔ ﻣﻮﺿـﻮﻋﻴﺔ ﻭﻏـﲑ ﻣﺘﺤﻴـﺰﺓ ﻹﻛﺘﺸـﺎﻑ‬

‫ﻣﻮﺍﻫﺒﻪ ﺍﳊﻘﻴﻘﻴـﺔ ﻭﺍﻟﺘﻌـﺮﻑ ﻋﻠﻴﻬـﺎ ﰲ ﺳـﻦ ﻣﺒﻜـﺮﺓ ﻭﺍﻹﳌـﺎﻡ ﺑﺈﺳـﺘﻌﺪﺍﺩﺍﺗﻪ ﻭﺇﻣﻜﺎ�ﺎﺗـﻪ ﻭﻗﺪﺭﺍﺗـﻪ ﻭﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ‬

‫ﺃﻭﺟﻪ ﺍﻟﺘﻔـﻮﻕ ﺍﻟﻌﻘﻠـﻲ ﻭﺍﻟﺴـﻤﺎﺕ ﺍﻹﺑﺪﺍﻋﻴـﺔ ﻭﺍﻟﺼـﻔﺎﺕ ﺍﻟﺸﺨﺼـﻴﺔ ﻭﺍﻟﻌﻘﻠﻴـﺔ ﻟـﻪ ﻭﺗـﻮﻓﲑ ﺍﻹﻣﻜﺎ�ﻴـﺎﺕ ﺍﳌﻨﺎﺳـﺒﺔ‬ ‫ﻭﺇﺣﺎﻃﺔ ﺍﻟﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﺑﻜﺜﲑ ﻣﻦ ﺍﳌﺜﲑﺍﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﲟﺠﺎﻻﺕ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻹﺑـﺪﺍﻉ ﻹﻋﺎ�ﺘـﻪ ﻋﻠـﻰ ﺇﺳـﺘﻐﻼﻝ‬ ‫ﻗﺪﺭﺍﺗﻪ ﺍﻟﻌﻘﻠﻴﺔ ﻭﻣﻮﺍﻫﺒﻪ ﺍﻟﻜﺎﻣﻨﺔ ‪ ،‬ﻛﻤﺎ ﺃﻥ �ﻈﺮﺓ ﺍﻷﺳﺮﺓ ﺍﻟﺸﺎﻣﻠﺔ ﻟﻠﻄﻔـﻞ ﺍﳌﻮﻫـﻮﺏ ﻫﺎﻣـﺔ ﺟـﺪﺍً ﻓﻼﻳـﺘﻢ ﺍﻟﱰﻛﻴـﺰ‬

‫ﻋﻠﻰ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺃﻭ ﺍﳌﻮﺍﻫﺐ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﺍﳌﺘﻤﻴﺰﺓ ﻓﻘﻂ ﻭﺇﳕـﺎ ﳚـﺐ ﺃﺧـﺬ ﺍﳊﺎﺟـﺎﺕ ﺍﻷﺳﺎﺳـﻴﺔ ﺍﻷﺧـﺮﻯ‬

‫ﺑﻌﲔ ﺍﻹﻋﺘﺒﺎﺭ ‪٠‬‬

‫ﻭﳚﺐ ﺃﻥ ﻳﺘﺒﻊ ﺍﻵﺑﺎﺀ ﺃﺳﺎﻟﻴﺐ ﺍﳌﻌﺎﻣﻠﺔ ﺍﻟﺴﻮﻳﺔ ﻭﳛﺮﺻﻮﻥ ﻋﻠﻰ ﺗﻔﻬﻢ ﺍﳊﺎﺟـﺎﺕ ﻭﺍﳌﺸـﻜﻼﺕ ﺍﳋﺎﺻـﺔ‬

‫ﺑﺎﳌﻮﻫﻮﺑﲔ ﻭﺇﳚﺎﺩ ﺍﳌﻨﺎﺥ ﺍﳌﻨﺎﺳﺐ ﻭﺍﻟﺘﺸﺠﻴﻊ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ ﻭﺻﻘﻞ ﺍﳌﻮﻫﺒﺔ ﻭﺗﻨﻤﻴﺔ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ‪ ،‬ﻛﻤﺎ ﻳﻜﺘﻤـﻞ‬

‫ﺩﻭﺭ ﺍﻷﺳـــﺮﺓ ﺑﻌﻘـــﺪ ﺍﻟﻠﻘـــﺎﺀﺍﺕ ﻣـــﻊ ﺍﳌﻌﻠـــﻢ ﻭﺍﳌﺮﺷـــﺪ ﺍﻹﺟﺘﻤـــﺎﻋﻲ ﺃﻭ ﺍﻟﻨﻔﺴـــﻲ ﻟﻠﻄﻔـــﻞ ﺍﳌﻮﻫـــﻮﺏ ﻹﻋﻄﺎﺋﻬﻤـــﺎ‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻋﻨﻪ ﻭﺍﻟﺘﺸـﺎﻭﺭ ﺣـﻮﻝ ﺃﺳـﺎﻟﻴﺐ ﺍﻟﺘﻌﺎﻣـﻞ ﻭﺍﻟﻌﻨﺎﻳـﺔ ﺑـﻪ ﺇﺿـﺎﻓﺔً ﺇﱃ ﻭﺟـﻮﺏ ﳉـﻮﺀ‬

‫ﺍﻷﺳﺮﺓ ﺇﱃ ﻣﺼﺎﺩﺭ ﺍﻟﺪﻋﻢ ﰲ ﺍ‪‬ﺘﻤﻊ ﻣﻦ ﻣﺆﺳﺴـﺎﺕ ﻭﺟﺎﻣﻌـﺎﺕ ﻭﻏﲑﻫـﺎ ﻟﺘـﻮﻓﲑ ﺍﳌﺴـﺎﻋﺪﺍﺕ ﺍﳌﺎﺩﻳـﺔ ﻭﺍﻟﻔﻨﻴـﺔ‬ ‫ﻭﺍﻟﱰﺑﻮﻳﺔ ﺍﻟﻼﺯﻣﺔ ‪٠‬‬

‫ﻭﻗﺪ ﺃﺛﺒﺘﺖ ﻋﺪﺓ ﺩﺭﺍﺳـﺎﺕ ﺇﱃ ﺃﻥ ﺃﺳـﺮﺓ ﺍﳌﻮﻫـﻮﺏ ﻋـﺎﺩﺓ ﺗﻜـﻮﻥ ﺻـﻐﲑﺓ �ﺴـﺒﻴﺎً ﻭﺃﻥ ﺃﻋﻤـﺎﺭ ﺍﻟﻮﺍﻟـﺪﻳﻦ‬

‫ﺗﻜــﻮﻥ ﻛــﺒﲑﺓ �ﺴــﺒﻴﺎً ﻭﺃﻛﺜــﺮ �ﻀــﺠﺎً ﻣــﻦ ﺍﻟﻨــﻮﺍﺣﻲ ﺍﻟﻌﻘﻠﻴــﺔ ﻭﺍﻟﻌﺎﻃﻔﻴــﺔ ﻭﺍﳌﺎﺩﻳــﺔ ﻭﺍﻟﻌﻠﻤﻴــﺔ ﻭﺍﻟﺜﻘﺎﻓﻴــﺔ ﻭﺍﳌﺴــﺘﻮﻯ‬

‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﳌﻬﲏ ﻟﻸﺑﻮﻳﻦ ﻳﻜﻮﻥ ﻣﺮﺗﻔﻊ ﺇﺿﺎﻓﺔً ﺇﱃ ﲤﺘﻊ ﺃﺳﺮﺓ ﺍﳌﻮﻫﻮﺏ ﺑـﺎﻟﺘﻮﺍﻓﻖ ﺍﻷﺳـﺮﻱ ‪ )٠‬ﺍﻟﻘـﺬﺍﰲ ‪٢٠٠٠ ،‬ﻡ‬

‫‪ ،‬ﺹ ﺹ ‪. ( ٢٢٤ -٢١٨‬‬

‫ﺩﻭﺭ ﺍ‪‬ﺘﻤﻊ ﰲ ﺍﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻣﻌﻈﻢ ﺍﻟﻨﺎﺱ ﰲ ﺍ‪‬ﺘﻤﻊ ﻻ ﻳﻌﺮﻓﻮﻥ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﻫﻮﺏ ﻭﻛﻴـﻒ ﻳﻨﺒﻐـﻲ ﺃﻥ ﺗﻜـﻮﻥ ﺭﺩﻭﺩ ﺃﻓﻌـﺎﳍﻢ‬

‫ﲡﺎﻫﻪ ﻭﺫﻟﻚ ﻟﻠﺠﻬﻞ ﺃﻭ ﻗﻠﺔ ﺍﳋﱪﺓ ﺃﻭ ﻟﻌﺪﻡ ﺗﻮﻓﺮ ﺍﳌﻌﻠﻮﻣﺎﺕ ﳑﺎ ﻳـﺆﺛﺮ ﺳـﻠﺒﺎً ﻋﻠـﻰ ﺍﳌﻮﻫﺒـﺔ ﻛﻤـﺎ ﺃﻥ ﺍ‪‬ﺘﻤـﻊ ﻋـﺎﺩﺓ‪‬‬

‫ﻳﺪﻓﻊ ﺍﻟﻄﻔﻞ ﺇﱃ ﺍﻹ�ﻘﻴﺎﺩ ﻭﳝﺎﺭﺱ ﻋﻠﻴـﻪ ﲨﻴـﻊ ﺍﻟﻀـﻐﻮﻁ ﺍﻹﺟﺘﻤﺎﻋﻴـﺔ ﳉﻌـﻞ ﺗﻔﻜـﲑﻩ ﻣﻄﺎﺑﻘـﺎً ﳌﻌـﺎﻳﲑ ﺍﻟـﺘﻔﻜﲑ ﰲ‬

‫ﺍﻟﻮﺳﻂ ﺍﻹﺟﺘﻤﺎﻋﻲ ﺍﶈﻴﻂ ﻟﺌﻼ ﻳﻈﻬﺮ ﲟﻈﻬﺮ ﳐﺘﻠﻒ ‪ ،‬ﺇﻻ ﺃﻥ ﻣﺎﻗﺪ ﻳﻐﻔﻞ ﻋﻨﻪ ﺍ‪‬ﺘﻤﻊ ﻫﻮ ﺃ�ﻪ ﻳﻘـﻊ ﻋﻠـﻰ ﻋﺎﺗﻘـﻪ‬

‫ﺗﻮﻓﲑ ﺍﻷﺟﻮﺍﺀ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺫﻟﻚ ﺑﺈﳚﺎﺩ ﺍﻟﻄﺮﻕ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺬﻛﻴﺔ ﰲ ﺣﻞ ﻣﺸـﻜﻼﺗﻪ ﻭﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ‬

‫ﻃﺒﻴﻌﺘﻪ ﻭﺃ�ﻮﺍﻉ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻬﺎ ﻭﺭﺩﻭﺩ ﺍﻷﻓﻌﺎﻝ ﺍﻟﱵ ﻳﺘﻠﻘﻮﳖﺎ ﲡﺎﻫﻬﻢ ﻣﻦ ﺟﺎ�ﺐ ﺍﻷﻃﺮﺍﻑ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ‬ ‫ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻗﺪﺭﲥﻢ ﻋﻠﻰ ﺍﻟﺘﻮﺍﻓﻖ ﰲ ﻋﻼﻗﺎﲥﻢ ﺑﻐﲑﻫـﻢ ﻣـﻦ ﺍﶈـﻴﻄﲔ ﲠـﻢ ﳑـﺎ ﻳﺘﻄﻠـﺐ ﺍﳌﺴـﺎﳘﺔ ﰲ ﺍﻟﻌﻨﺎﻳـﺔ‬

‫ﺑﺎﳉﻮﺍ�ﺐ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﺑﻌﻼﻗﺎﲥﺎ ﺑﺎﳉﻮﺍ�ﺐ ﺍﻷﺧـﺮﻯ ﺣﺘـﻰ ﻳﺘﺤﻘـﻖ ﻣـﺎ ﻳﺴـﻤﻰ ﺑﻌﻤﻠﻴـﺔ ﺍﻟﻨﻤـﻮ ﺍﳌﺘﻜﺎﻣـﻞ ‪ ،‬ﻭﻣـﻦ‬

‫ﺍﳌﻬﻢ ﻣﻌﺮﻓﺔ ﺃﻫﻢ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﺗﻠﻌﺐ ﺍﻟﺪﻭﺭ ﺍﻷﻛﱪ ﰲ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺍﳌﺘﻤﺜﻠـﺔ ﰲ‬

‫ﺍﻷﺳﺮﺓ ﻭﺍﳌﺪﺭﺳﺔ ‪ ).‬ﺍﻟﻘﺬﺍﰲ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٢٢٧‬‬

‫ﺩﻭﺭ ﺍﳌﺪﺭﺳﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪- :‬‬

‫ﻣﻦ ﺃﺑﺮﺯ ﻣﺴﺆﻭﻟﻴﺎﺕ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠـﻰ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺇﻛﺘﺸـﺎﻑ ﺇﺳـﺘﻌﺪﺍﺩﺍﲥﻢ ﺍﳋﺎﺻـﺔ ﺍﻟﻜﺎﻣﻨـﺔ ﰲ‬

‫ﻭﻗـﺖ ﻣﺒﻜـﺮ ﻭﻣﺴــﺎﻋﺪﲥﻢ ﻋﻠـﻰ ﺍﻟﻨﻤــﻮ ﺍﻟﺸـﺎﻣﻞ ﺍﳌﺘﻜﺎﻣــﻞ ﻭﺣﻔـﺰ ﺩﺍﻓﻌﻴﺘــﻬﻢ ﻟﻠﺤﺼـﻮﻝ ﻋﻠــﻰ ﺍﻟﻜﻔﺎﻳـﺔ ﺍﻟﻘﺼــﻮﻯ‬

‫ﻟﻘﺪﺭﺍﲥﻢ ﻭﻣﻮﺍﻫﺒﻬﻢ ‪ ،‬ﻭﺗﺴﺘﻄﻴﻊ ﺍﳌﺪﺭﺳﺔ ﺃﻥ ﺗﻘﺪﻡ ﺍﻟﻜﺜﲑ ﰲ ﳎﺎﻝ ﺇﻛﺘﺸﺎﻑ ﺍﳌﻮﻫـﻮﺑﲔ ﻋـﻦ ﻃﺮﻳـﻖ ﺍﳌﺴـﺎﻋﺪﺓ‬

‫ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳌﻮﺍﻫﺐ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﱵ ﻳﺘﻤﻴﺰﻭﻥ ﲠﺎ ‪ ،‬ﻭﳝﻜﻦ ﺍﻟﻜﺸﻒ ﻋـﻦ ﺍﻷﻃﻔـﺎﻝ ﺍﳌﻮﻫـﻮﺑﲔ ﻋـﻦ ﻃﺮﻳـﻖ‬

‫ﺍﳌﻼﺣﻈــﺔ ﺍﳌﺒﺎﺷــﺮﺓ ﻟﻌــﺪﺩ ﻣــﻦ ﺍﻷ�ﺸــﻄﺔ ﻭﺍﻟﻔﻌﺎﻟﻴــﺎﺕ ﺍﻟﺴــﻠﻮﻛﻴﺔ ﺍﻟــﱵ ﻳﻘﻮﻣــﻮﻥ ﲠــﺎ ﰲ ﺑﺎﺣــﺔ ﺍﻟﻠﻌــﺐ ﺃﻭ ﺣﺠــﺮﺓ‬

‫ﺍﻟﺼﻒ ﻭﺩﻭﺭ ﺍﳌﺪﺭﺳﺔ ﰲ ﺩﺭﺍﺳﺔ ﺧﺼﺎﺋﺺ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺇﻛﺘﺸﺎﻑ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺭﻋﺎﻳﺘـﻬﻢ ﻻ ﻳﻘـﻮﻡ ﻋﻠـﻰ ﺗﺼـﻨﻴﻒ‬

‫ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﻣﻮﻫﻮﺏ ﻭﻏﲑ ﻣﻮﻫﻮﺏ ﺑﻞ ﳚﺐ ﺃﻥ ﻳﻬﺪﻑ ﺇﱃ ﺭﻓﻊ ﻛﻔﺎﺀﺓ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﳎﺎﻝ ﺍﻹﻫﺘﻤﺎﻡ‬ ‫ﺑﺎﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻟﻨﻤﻮ ﳉﻤﻴﻊ ﻋﻨﺎﺻﺮ ﺍﳌﻨﻈﻮﻣﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪٠‬‬

‫ﻭﻳﱰﺗــﺐ ﻋﻠــﻰ ﻗﺼــﻮﺭ ﺍﳌﺪﺭﺳــﺔ ﻭﻓﺸــﻠﻬﺎ ﰲ ﺍﻟﺘﻌــﺮﻑ ﺇﱃ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺇﻛﺘﺸــﺎﻓﻬﻢ ﻭﺗﻨﻤﻴــﺔ ﻣﻮﻫﺒﺘــﻬﻢ‬

‫ﻭﺗﺸﺠﻴﻌﻬﺎ ﺃﻥ ﻳﻀﻴﻊ ﺍﳌﻮﻫﻮﺑﲔ ﺃﻭﻗﺎﺗﺎً ﻃﻮﻳﻠﺔ ﰲ ﺃﺩﺍﺀ ﺃﻋﻤـﺎﻝ ﻭﺃ�ﺸـﻄﺔ ﺩﻭﻥ ﻣﺴـﺘﻮﺍﻫﻢ ﻭﺑـﺬﻟﻚ ﻳﻔﻘـﺪﻭﻥ ﻣﻴﻠـﻬﻢ‬

‫ﻭﲪﺎﺳﻬﻢ ﻟﻠﻌﻤﻞ ﻭﺑﺎﻟﺘﺎﱄ ﻳﻔﻘﺪ ﺍ‪‬ﺘﻤﻊ ﺇﺳﻬﺎﻣﺎ ﲥﻢ ‪٠‬‬

‫ﻭﳝﻜﻦ ﺃﻥ ﻳﻠﻌﺐ ﺍﳌﺪﺭﺱ ﺩﻭﺭﺍً ﻛﺒﲑﺍً ﰲ ﺗﻨﻤﻴﺔ ﺷﺨﺼﻴﺔ ﺍﳌﻮﻫﻮﺏ ﻭﻟﻜﻦ ﺫﻟﻚ ﻳﺘﻄﻠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﺍً‬

‫ﻋﻠــﻰ ﺍﻟﺘــﺄﺛﲑ ﰲ ﺗﻼﻣﻴــﺬﻩ ﺑﺸــﻜﻞ ﺇﳚــﺎﺑﻲ ﻳــﺆﺩﻱ ﺇﱃ ﺇﺣــﺪﺍﺙ ﺗﻐــﻴﲑ ﺃﻓﻀــﻞ ﰲ ﺷﺨﺼــﻴﺎﲥﻢ ﻭﺳــﻠﻮﻛﻬﻢ ﻭﺫﻟــﻚ‬

‫ﻳﺘﺤﻘﻖ ﻋﻦ ﻃﺮﻳﻖ ﻣﻨﺢ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻔﺮﺻﺔ ﻟﻠﺘﻔﻜﲑ ﺍﳊﺮ ﻭﲥﻴﺌﺔ ﺍﻟﻔﺮﺹ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻋﻠﻰ ﺍﻟﺘﻜﻴـﻒ ﻋـﻦ‬

‫ﻃﺮﻳﻖ ﺍﻟﺘﺸـﺠﻴﻊ ﻋﻠـﻰ ﺯﻳـﺎﺩﺓ ﺍﻟﺘﻔﺎﻋـﻞ ﻣـﻊ ﺍﻵﺧـﺮﻳﻦ ﻭﺍﻟﺘﺤﻠـﻲ ﺑﺴـﻤﺎﺕ ﺇﳚﺎﺑﻴـﺔ ﰲ ﳎـﺎﻝ ﺍﻟﺘـﺪﺭﻳﺲ ﻭﺍﻟﻌﻼﻗـﺎﺕ‬ ‫ﺍﻹ�ﺴﺎ�ﻴﺔ ‪ ) ٠‬ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ١٤٠‬‬

‫ﻭﻋﻠﻴﻪ ﻓﺎﳌﺪﺭﺱ ﻻﺑـﺪ ﺃﻥ ﻳﻜـﻮﻥ ﳏﺒـﺎً ﳐﻠﺼـﺎً ﻋﻄﻮﻓـﺎً ﻭﻋﻠـﻰ ﻭﻋـﻲ ﺑﺄﳘﻴـﺔ ﺍﻟﺘﻌﻠـﻴﻢ ﺇﺿـﺎﻓﺔ ﺇﱃ ﻛﻮ�ـﻪ‬

‫ﻣﺸﺠﻌﺎً ﻟﻠﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻟﻨﻘﺪ ﺍﻟﺒﻨﺎﺀ ﻭﺍﳌﻨﺎﻗﺸﺔ ﺍﳍﺎﺩﻓﺔ ﻭﻣﺴﺎﻋﺪﺍً ﳍـﻢ ﻋﻠـﻰ ﻣﺸـﻜﻼﲥﻢ ﻭﺇﻛﺘﺸـﺎﻑ ﻣﻮﺍﻫﺒـﻬﻢ‬ ‫ﻭﻫﺬﺍ ﻳﺴﺘﺪﻋﻲ ﺗﺄﻫﻴﻠﻪ ﻋﻠﻤﻴﺎً ﻭﻣﻬﺎﺭﻳﺎً ﻟﻴﻨﺠﺢ ﰲ ﻣﻬﻨﺔ ﺍﻟﺘﺪﺭﻳﺲ ‪.‬‬

‫ﻭﻳﻌﺘﱪ ﺗﺪﺭﻳﺐ ﻣﻌﻠﻢ ﺍﳌﻮﻫﻮﺑﲔ ﻫﺎﻡ ﻟﻀﻤﺎﻥ ﳒﺎﺡ ﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺃﻫـﺪﺍﻑ ﺗـﺪﺭﻳﺐ‬

‫ﺍﳌﻌﻠﻢ ﻫﻮ ﺍﻟﺘﻮﺻﻞ ﺇﱃ �ﺘﺎﺋﺞ ﺗﻀﻤﻦ ﻗﺪﺭﺓ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﲤﻴﻴﺰ ﺧﺼﺎﺋﺺ ﺍﻟﻄﺎﻟﺐ ﺍﳌﻮﻫﻮﺏ ﻭﻣﻌﺮﻓﺔ ﻃﺮﻕ ﺍﻟـﺘﻔﻜﲑ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ ﻭﺇﺗﻘﺎﻥ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺘﻘﻮﻳﻢ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫وﻣﻦ ﺍﻷﻣﻮﺭ ﺍﻟﱵ ﳚﺐ ﺍﻻﻋﺘﻨﺎﺀ ﲠﺎ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻮﻫﺒﺔ ﰲ ﺍﻟﺘﻠﻤﻴﺬ ﻫﻲ ﻃﺮﻕ ﺍﻟﺘـﺪﺭﻳﺲ ﻓﻬـﻲ ﻗـﺎﺩﺭﺓ ﻋﻠـﻰ‬

‫ﺇﺛﺎﺭﺓ ﺍﻟﻄﻠﺒـﺔ ﻭﺩﻓﻌﻬـﻢ ﻟﻠﻘﻴـﺎﻡ ﺑﻌﻤﻠﻴـﺎﺕ ﺍﻟـﺘﻔﻜﲑ ﺍﳌﺴـﺘﻘﻞ ﻭﺗﺼـﺤﻴﺢ ﺃﻓﻜـﺎﺭﻫﻢ ﻭ�ﻘﻠـﻬﺎ ﺇﱃ ﺍﻟﻨـﺎﺱ ‪ ،‬ﻛﻤـﺎ ﳚـﺐ‬

‫ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﳌﻨﻬﺞ ﻋﻠﻰ ﺃ�ﻪ ﻭﺳﻴﻠﺔ ﻻﺑﺮﺍﺯ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﳌﻮﺍﻫﺐ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻭﻫﺬﺍ ﻳﺘﻄﻠـﺐ ﺃﻥ ﻳﺘﻨﺎﺳـﺐ‬ ‫ﺍﳌﻨــﻬﺞ ﻣــﻊ ﺳــﻦ ﺍﻟﻄﺎﻟــﺐ ﻭﻗﺪﺭﺗــﻪ ﻋﻠــﻰ ﺗﻘـﺪﻳﻢ ﺍﳌﻌﻠﻮﻣــﺎﺕ ﺍﻟﺪﺭﺍﺳــﻴﺔ ﺑﺼــﻮﺭﺓ ﻓﻴﻬــﺎ ﲢــﺪﻱ ﻟﻘــﺪﺭﺍﺕ ﺍﳌﻮﻫــﻮﺏ‬

‫ﻭﺇﺿــﺎﻓﺔ ﺑﻌــﺾ ﺍﳉﻮﺍ�ــﺐ ﺍﻟــﱵ ﺗــﺪﻓﻊ ﺇﱃ ﳑﺎﺭﺳــﺔ ﺍﻟﺴــﻠﻮﻙ ﺍﻹﺑــﺪﺍﻋﻲ ﳑــﺎ ﻗــﺪ ﻳــﺆﺩﻱ ﺇﱃ ﺇﻓــﺎﺩﺓ ﲨﻴــﻊ ﺍﻟﺘﻼﻣﻴــﺬ‬

‫ﻭﺍﻟﻄﻠﺒﺔ ﺍﻟﻌﺎﺩﻳﲔ ﻣﻨﻬﻢ ﻭﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫ﺇﺫﺍً ﳝﻜﻦ ﻭﺿﻊ ﺩﻭﺭ ﺍﳌﺪﺭﺳﺔ ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﰲ ﻋﺪﺓ �ﻘﺎﻁ ﺃﳘﻬﺎ ‪- :‬‬

‫‪ -١‬ﺍﻹﻛﺘﺸﺎﻑ ﺍﳌﺒﻜﺮ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﺑﺎﳌﺪﺭﺳـﺔ ﻭﺗـﻮﻓﲑ ﺍﳌﻨـﺎﺥ ﺍﳌﺪﺭﺳـﻲ ﺍﳌﺴـﺎﻋﺪ ﻋﻠـﻰ ﺣﺮﻳـﺔ ﺍﻟﻌﻤـﻞ‬ ‫ﻭﺍﻟﺘﻔﻜﲑ ‪٠‬‬

‫‪ -٢‬ﺍﻹﻫﺘﻤﺎﻡ ﺑﺎﻷ�ﺸﻄﺔ ﻏﲑ ﺍﻟﺼﻔﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺑﺈﻋﺘﺒﺎﺭﻫﺎ ﳎﺎﻻً ﻟﻠﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬ ‫‪ -٣‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺃﺳﺮ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺇﻛﺘﺸﺎﻓﻬﻢ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪٠‬‬

‫‪ -٤‬ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﳌﺴﺎﳘﺔ ﰲ ﺍﻹﻋﺪﺍﺩ ﺍﻷﻛﺎﺩﳝﻲ ﳌﻌﻠﻢ ﺍﻟﺘﻔﻮﻕ ﻭﺍﳌﻮﻫﺒﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﻭﻛﻠﻴﺎﺕ ﺃﻋﺪﺍﺩ ﺍﳌﻌﻠﻤﲔ ‪٠‬‬

‫‪ -٥‬ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﻋﻠﻰ ﻃﺮﻕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻄﻮﻳﺮ ﺃﺳﺎﻟﻴﺐ ﺗﻘﻮﻳﻢ ﺍﳌﻌﻠﻤﲔ ‪٠‬‬

‫‪ -٦‬ﺗﻘﺪﻳﻢ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ‪ ).‬ﺍﻟﺴﺮﻭﺭ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ‪. ( ١‬‬

‫ﻭﺗﺸﲑ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺇﱃ ﺃﻥ ﺍﳌﺪﺍﺭﺱ ﺍﻟﱵ ﺗﻨﺘﻬﺞ ﺗﻌﻠﻴﻢ ﺍﻟﺘﻔﻜﲑ ﻭﺗﻌﻄﻲ ﻟﻠﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺯ�ﺎ‬

‫ﻳﻔﻮﻕ ﺍﶈﺘﻮﻯ ﻛﺎﻥ ﺃﺩﺍﺀ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻴﻬﺎ ﻋﻠﻰ ﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﺘﺤﺼـﻴﻠﻴﺔ ﺩﻭﻥ ﺃﻗـﺮﺍﳖﻢ ﺍﻟـﺬﻳﻦ ﺗﻠﺘـﺰﻡ ﻣﺪﺍﺭﺳـﻬﻢ ﺑـﺎﻟﺘﻌﻠﻢ‬

‫ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﻳﻨﻘﻠﺐ ﺍﻟﻮﺿﻊ ﰲ ﺍﻷﺩﺍﺀ ﺍﻟﺬﻱ ﻳﺘﻄﻠﺐ ﺍﳋﻴﺎﻝ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﻫﻲ ﺃﻛﺜـﺮ ﺍﻟﻌﻮﺍﻣـﻞ ﲤﻴﻴـﺰﺍ ﻟﻠﻤﻮﻫﺒـﺔ‬

‫ﺣﻴﺚ ﺃﻥ ﺍﳌﻮﻫﺒﺔ ﰲ ﺃﺳﺎﺳﻬﺎ ﺧﺮﻭﺟﺎ ﻋﻦ ﺍﻟﻨﺺ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺘﻘﻠﻴﺪﻱ ﰲ ﺃﺳﺎﺳﻪ ﺍﻟﺘﺰﺍﻡ ﺑﺎﻟﻨﺺ ‪٠‬‬ ‫ﻭﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺮﻋﺎﻳﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ‪ -١ - :‬ﺗﻮﺟﻴﻪ ﺍﳌﻌﻠﻢ ﺩﺍﺧﻞ ﺍﻟﺼﻒ ‪.‬‬

‫‪ -٢‬ﻋﻤﻞ ﺻﻔﻮﻑ ﺧﺎﺻﺔ ﺿﻤﻦ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﺫﺍﺗﻪ ﻭﻟﻜﻦ ﻣﻊ ﺍﻟﺘﻤﻴﻴﺰ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻌﻠﻤﲔ ‪.‬‬

‫‪ - ٣‬ﺇ�ﺸﺎﺀ ﻏﺮﻓﺔ ﻟﻠﻤﺼﺎﺩﺭ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺑﻌﺾ ﺍﻷ�ﺸﻄﺔ ﺍﳋﺎﺻﺔ ﻟﺘﻠﱯ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٤‬ﺍﻟﱪﺍﻣﺞ ﺍﻻﺛﺮﺍﺋﻴﺔ ﺍﳌﻨﺴﺠﻤﺔ ﻣﻊ ﺍﳌﻨﻬﺞ ﺍﻟﻌﺎﺩﻱ ﻭﺍﳌﺘﻘﺪﻣﺔ ﻋﻠﻴﻬﺎ ‪ ).‬ﺍﻟﻘـﺬﺍﰲ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪– ٢١٨‬‬ ‫‪. ( ٢٣٥‬‬

‫ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‬ ‫ﺑﺪﺍﻳﺔ ﺍﻹﻫﺘﻤﺎﻡ ﺍﻟﻌﻠﻤﻲ ﺑﺎﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﺗﻌﻮﺩ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺑﺪﺍﻳﺔ ﻫﺬﺍ ﺍﻟﻘﺮﻥ ﻋﻦ ﻃﺮﻳﻖ ﺑﺮﺍﻣﺞ ﺍﻟﺘﺴﺮﻳﻊ ﺿﻤﻦ ﺍﻟﱪﺍﻣﺞ ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﻌﺎﺩﻳـﺔ ﺇﺫ ﻛـﺎﻥ‬

‫ﺍﻟﻄﻠﺒــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﻳﺮﻓﻌــﻮﻥ ﺇﱃ ﺻــﻔﻮﻑ ﺃﻋﻠــﻰ ‪ ،‬ﻭﻗــﺪ ﺃﺳــﺘﺨﺪﻡ ﻣﻘﻴــﺎﺱ ﺳــﺘﺎ�ﻔﻮﺭﺩ – ﺑﻴﻨﻴــﻪ ﻟﻠــﺬﻛﺎﺀ ﻹﺧﺘﻴــﺎﺭ‬ ‫ﺍﻟﻄﻠﺒﺔ ﻟﻺﻟﺘﺤﺎﻕ ﺑﺎﻟﺼﻔﻮﻑ ﺍﳋﺎﺻﺔ ‪٠‬‬

‫ﻭﺧﻼﻝ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﻣﻦ ﻫﺬﺍ ﺍﻟﻘﺮﻥ ﺑﺪﺃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺀ ﺑﺪﻻً ﻣﻦ ﺍﻟﺘﺴﺮﻳﻊ ﻓﻘـﺪ ﻛـﺎﻥ ﻳـﺘﻢ ﺗﻌﻠـﻴﻢ‬

‫ﺍﳌﻮﻫــﻮﺑﲔ ﰲ ﺍﻟﺼــﻔﻮﻑ ﺍﻟﻌﺎﺩﻳــﺔ ﺃﻭ ﺍﳋﺎﺻــﺔ ﻋــﻦ ﻃﺮﻳــﻖ ﺗﺰﻭﻳــﺪﻫﻢ ﲟﺸــﺎﺭﻳﻊ ﻣﺴــﺘﻘﻠﺔ ﺃﻭ ﻣﻮﺿــﻮﻋﺎﺕ ﺩﺭﺍﺳــﻴﺔ‬

‫ﺧﺎﺻﺔ ‪ ،‬ﻭﺑﻌﺪ ﺫﻟﻚ ﺧﱯ ﺍﻹﻫﺘﻤﺎﻡ ﺑﺎﻟﱪﺍﻣﺞ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ �ﺘﻴﺠﺔ ﳊﺮﻛﺎﺕ ﺣﻘﻮﻕ ﺍﻹ�ﺴﺎﻥ ﻭﺍﻟﺪﳝﻮﻗﺮﺍﻃﻴﺔ‬

‫ﻭﺗﻜﺎﻓﺆ ﺍﻟﻔﺮﺹ ﺍﻟﱰﺑﻮﻳﺔ ﻟﻠﺠﻤﻴـﻊ ﺣﻴـﺚ ﺳـﺎﺩ ﺃﻥ ﺍﻟـﱪﺍﻣﺞ ﺍﳌﻘﺪﻣـﺔ ﻟﻠﻤﻮﻫـﻮﺑﲔ ﻻ ﻳﺴـﺘﻔﻴﺪ ﻣﻨـﻬﺎ ﺳـﻮﻯ ﻗﻠـﺔً ﻣـﻦ‬

‫ﺍﻷﺷﺨﺎﺹ ‪.‬‬

‫ﻭﻣﻊ ﺗﺰﺍﻳﺪ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻟﻌﻠﻤـﺎﺀ ﻭﺍﻟﺒـﺎﺣﺜﲔ ﻭﺍﻟﻘـﺎﺩﺓ ﻭﺧﺎﺻـﺔ ﰲ ﺍﻟـﺪﻭﻝ ﺍﳌﺘﻘﺪﻣـﺔ ﻓﻘـﺪ ﺗﻄـﻮﺭ ﺍﻹﻫﺘﻤـﺎﻡ‬

‫ﺑﺎﳌﻮﻫﻮﺑﲔ ﻭﺗﺮﺑﻴﺘﻬﻢ ﻋﻠﻰ ﺃﺳﺲ ﺃﻗﻞ ﲢﻴﺰﺍً ﺗﺘﻤﺜﻞ ﰲ ﺑـﺮﺍﻣﺞ ﺍﻟﺘﺴـﺮﻳﻊ ﻭﺍﻹﺛـﺮﺍﺀ ﻟﻜـﻦ ﺍﻟﱰﻛﻴـﺰ ﻛـﺎﻥ ﻣﻨﺼـﺒﺎً ﻋﻠـﻰ‬

‫ﺍﻟﻘــﺪﺭﺓ ﺍﻟﻌﻘﻠﻴــﺔ ﺍﻟﻌﺎﻣــﺔ ﻭﺍ‪‬ــﺎﻻﺕ ﺍﻷﻛﺎﺩﳝﻴــﺔ ﺍﶈــﺪﺩﺓ ﻭﻳــﺘﻢ ﺍﻹﻋﺘﻤــﺎﺩ ﻋﻠــﻰ �ﺘ ـﺎﺋﺞ ﺍﻹﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟﺘﺤﺼــﻴﻠﻴﺔ‬

‫ﻭﺇﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟــﺬﻛﺎﺀ ﻓﻘــﻂ ‪ ،‬ﻭﺑﻌــﺪ ﺫﻟــﻚ ﺗﻄــﻮﺭﺕ ﺃﺳ ـﺎﻟﻴﺐ ﻗﻴــﺎﺱ ﺍﳌﻮﻫﺒــﺔ ﻭﲢﺪﻳــﺪﻫﺎ ﻓﻘــﺪ ﰎ ﺇﺳــﺘﺨﺪﺍﻡ‬

‫ﺇﺟﺮﺍﺀﺍﺕ ﻭﺃﺩﻭﺍﺕ ﺃﺧﺮﻯ ﻣـﻊ ﺇﺧﺘﺒـﺎﺭﺍﺕ ﺍﻟـﺬﻛﺎﺀ ﻭﺍﻟﺘﺤﺼـﻴﻞ ﻣﺜـﻞ ﺇﺧﺘﺒـﺎﺭﺍﺕ ﺍﻹﺑـﺪﺍﻉ – ﻗـﻮﺍﺋﻢ ﺍﻟﺸـﻄﺐ –‬ ‫ﻗﻮﺍﺋﻢ ﺍﻟﺘﻘﺪﻳﺮ – ﻭﻗﻴﺎﺱ ﲰﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ‪ ) ٠‬ﺍﻟﻘﺮﻳﻮﺗﻲ ﻭﺁﺧﺮﻭﻥ ‪١٩٩٨ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٤١٥ – ٤١٣‬‬

‫ﻣﱪﺭﺍﺕ ﻭﺿﻊ ﺑﺮﺍﻣﺞ ﺧﺎﺻﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪ - :‬ﻋﺪﻡ ﻛﻔﺎﻳﺔ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ – ﺍﻟﱰﺑﻴـﺔ ﺍﳋﺎﺻـﺔ ﺣـﻖ‬

‫ﻟﻠﻄﻔﻞ ﺍﳌﻮﻫﻮﺏ ﻭﺍﳌﺘﻔﻮﻕ – ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﺿﻤﺎ�ﺔ ﻟﺘﻨﻤﻴﺔ ﺍ‪‬ﺘﻤـﻊ ﻭﺭﻓﺎﻫﻴﺘـﻪ – ﺍﻟﱰﺑﻴـﺔ ﺍﳋﺎﺻـﺔ ﻟﺘﻠﺒﻴـﺔ ﻣﺒـﺪﺃ‬ ‫ﺗﻜﺎﻓﻮﺀ ﺍﻟﻔﺮﺹ – ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﺿﺮﻭﺭﺓ ﻟﻠﻨﻤﻮ ﺍﳌﺘﻮﺍﺯﻥ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪.‬‬

‫ﺧﻄﻮﺍﺕ ﺇ�ﺸﺎﺀ ﺑﺮ�ﺎﻣﺞ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪ - :‬ﺇ�ﺸﺎﺀ ﳉﻨﺔ ﺧﺎﺻﺔ ﻟﻠﱪ�ﺎﻣﺞ – ﺗﻘﻴﻴﻢ ﺍﳊﺎﺟﺎﺕ – ﺗﻌﻴﲔ ﻣﺪﻳﺮ‬

‫ﺃﻭ ﻣﻨﺴــﻖ ﻟﻠﻤﺸــﺮﻭﻉ – ﺗﻄ ـﻮﻳﺮ ﻭﻣﺘﺎﺑﻌــﺔ ﺍﳌﺸــﺮﻭﻉ – ﺗﻄ ـﻮﻳﺮ ﺧﻄــﺔ ﺍﻟﻜﺸــﻒ ﻭﺗﻨﻔﻴــﺬﻫﺎ – ﲢﺪﻳــﺪ ﺍﳌﻨــﺎﻫﺞ‬ ‫ﺍﻟﺪﺭﺍﺳﻴﺔ – ﺇﺧﺘﻴﺎﺭ ﺍﳌﻌﻠﻤﲔ – ﺗﻨﻔﻴﺬ ﺍﻟﱪ�ﺎﻣﺞ – ﺗﻘﻴﻴﻢ ﺍﻟﱪ�ﺎﻣﺞ ‪ ).‬ﺍﻟﻌﺰﺓ ‪٢٠٠٢،‬ﻡ‪،‬ﺹ ﺹ‪(١١٨ – ١٠٥‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﺒﻌﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ – ١‬ﺍﻟﺘﻌﻠﻢ ﺑﺎﻹﻛﺘﺸﺎﻑ ‪ - :‬ﻭﺫﻟﻚ ﻣﻦ ﺧـﻼﻝ ﺍﻟﻨﺸـﺎﻁ ﺍﻟـﺬﺍﺗﻲ ﺍﻟﺘﻠﻘـﺎﺋﻲ ﻭﺇﺳـﺘﺨﺪﺍﻡ ﺇﺳـﱰﺍﺗﻴﺠﻴﺎﺕ‬

‫ﺍﻟﺘــﺪﺭﻳﺲ ﺍﳌﻌﺘﻤــﺪﺓ ﻋﻠــﻰ ﺍﻹﻛﺘﺸــﺎﻑ ﻭﺇﺟــﺮﺍﺀ ﺍﻟﺘﺠــﺎﺭﺏ ﺍﻟﻌﻠﻤﻴــﺔ ﻭﺇﺳــﺘﺨﺪﺍﻡ ﺍﻷﺷــﻴﺎﺀ ﰲ ﺍﻟﺒﻴﺌــﺔ ﻟﻠﺘﻮﺻــﻞ ﺇﱃ‬

‫ﺍﳌﻌﺎﺭﻑ ﻭﺇﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ‪٠‬‬

‫‪ – ٢‬ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﺘﺞ ‪ - :‬ﻭﻫﻮ ﺑﺮ�ﺎﻣﺞ ﻣﺼﻤﻢ ﻟﻠﺼﻔﻮﻑ ﺍﻟﻌﻠﻴﺎ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻳﻬﺪﻑ ﺇﱃ ﺗﻌﻠﻢ ﺍﳌﻬـﺎﺭﺍﺕ‬

‫ﺍﻟﻌﺎﻣﺔ ﳊﻞ ﺍﳌﺸﻜﻼﺕ ﺑﻐﺮﺽ ﺇﺳﺘﺜﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ‪٠‬‬

‫‪ – ٣‬ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍ‪‬ﺎﻝ ﺍﳋﻼﻕ ‪ - :‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺣﻮﺍﺭ ﻣﺼﻮﺭ ﻳﺪﻭﺭ ﺑﲔ ﺃﺭﺑﻊ ﺷﺨﺼﻴﺎﺕ ﰲ ﻗﺼـﺔ ﺧﻴﺎﻟﻴـﺔ‬

‫ﲠﺪﻑ ﺗﺪﺭﻳﺲ ﺍﻹﲡﺎﻫﺎﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺨﺘﻠﻔﺔ ﳊﻞ ﺍﳌﺸﻜﻼﺕ ‪٠‬‬

‫‪ – ٤‬ﺑﺮ�ﺎﻣﺞ ﺟﺎﺗﻴﻨﺎ ‪ - : Jatina‬ﻳﻬﺪﻑ ﺇﱃ ﺗﺪﺭﻳﺐ ﺑﻌﺾ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﻌﻘﻠﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑـﺎﻟﺘﻔﻜﲑ ﺍﻹﺑـﺪﺍﻋﻲ‬ ‫ﻛﺎﻟﺘﺄﻟﻴﻒ ﻭﺍﻟﺒﻨﺎﺀ ﻭﺍﻟﱰﻛﻴﺐ ﻭﺗﺴﺘﺨﺪﻡ ﻣﻊ ﺍﻷﻃﻔﺎﻝ ﻭﺍﳌﺮﺍﻫﻘﲔ ‪٠‬‬

‫‪ – ٥‬ﺑﺮ�ﺎﻣﺞ ﺑﻮﺭﺩﻭ ‪ - : Bordowx‬ﻫﻮ ﺳﻠﺴﻠﺔ ﻣﻜﻮ�ﺔ ﻣـﻦ ‪ ٢٨‬ﺩﺭﺳـﺎً ﻣﺴـﺠﻠﺔ ﻋﻠـﻰ ﺃﺷـﺮﻃﺔ ﲢﺘـﻮﻱ‬

‫ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻭﻣﺒﺎﺩﺉ ﺗﺆﺩﻱ ﺇﱃ ﲢﺴﲔ ﺍﻟﻘﺪﺭﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ ‪٠‬‬

‫) ﻣﻦ ﺃﻫﻢ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺩﻭﻝ ﺍﳋﻠﻴﺞ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺗﻌﻠـﻴﻤﻬﻢ ‪ - :‬ﺍﻟﺘﻌﻠـﻴﻢ ﺍﳌﻮﺟـﻪ – ﺍﻟﺘﻌﻠـﻴﻢ‬

‫ﺑﺎﻹﻛﺘﺸﺎﻑ – ﺍﻟﺘﺪﺭﺝ ﰲ ﺍﳌﻮﺍﺩ ‪ /‬ﺍﳌﻮﺿﻮﻉ ‪ /‬ﺍﶈﺘﻮﻯ ( ‪ )٠‬ﺷﻘﲑ ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ١٢٠‬‬

‫ﻃﺮﻕ ﺗﻨﻤﻴﺔ ﻗﺪﺭﺍﺕ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ – ١‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﺤﺪﻱ ‪ - :‬ﻭﺫﻟﻚ ﺑﻮﺿﻊ ﻣﺸﻜﻠﺔ ﻣﺎ ﺗﻜﻮﻥ ﻣﻮﺿﻮﻉ ﺗﻔﻜﲑ ﻭﺣﻞ ﺍﻟﺘﻠﻤﻴﺬ ‪٠‬‬

‫‪ – ٢‬ﻃﺮﻳﻘــﺔ ﺍﻟــﺘﻌﻠﻢ ﺍﻟــﺬﺍﺗﻲ ‪ - :‬ﺇﻋﺘﻤــﺎﺩ ﺍﻟﺘﻠﻤﻴــﺬ ﻋﻠــﻰ ﺫﺍﺗــﻪ ﰲ ﺍﻟــﺘﻌﻠﻢ ﺑﺈﺳــﺘﺨﺪﺍﻡ ﳎــﺎﻻﺕ ﺍﻟﺘﻌﻠــﻴﻢ ﺍﻟــﺬﺍﺗﻲ‬ ‫ﻛﺎﻟﺘﻌﻠﻴﻢ ﺍﳌﱪﻣﺞ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳊﺎﺳﺐ ﻭﻏﲑﻫﺎ ‪٠‬‬

‫‪ – ٣‬ﻃﺮﻳﻘﺔ ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﲏ ‪ - :‬ﺍﻹﺩﻻﺀ ﺑﺄﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﻷﻓﻜﺎﺭ ﺛﻢ ﺇﺧﺘﻴﺎﺭ ﺍﳊﻞ ﺍﻷﻣﺜﻞ ﻣﻨﻬﺎ ‪٠‬‬

‫‪ – ٤‬ﻃﺮﻳﻘﺔ ﺗﺂﻟﻒ ﺍﻷﺷﺘﺎﺕ ‪ - :‬ﻭﻳـﺘﻢ ﻓﻴﻬـﺎ ﻣﺴـﺎﻋﺪﺓ ﺍﻟﺘﻠﻤﻴـﺬ ﻋﻠـﻰ ﺇﺳـﺘﺨﺪﺍﻡ ﺍﻟﻌﻨﺎﺻـﺮ ﺍﻟﺬﻫﻨﻴـﺔ ﺍﻟﻌﻘﻼ�ﻴـﺔ‬

‫ﻭﻏﲑ ﺍﻟﻌﻘﻼ�ﻴﺔ ﰲ ﺍﻟﺘﻔﻜﲑ ‪ )٠‬ﺷﻘﲑ ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ١٢٢‬‬

‫ﺍﻟﱪﺍﻣﺞ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ (١‬ﺑﺮﺍﻣﺞ ﺍﻹﺛﺮﺍﺀ ) ﺍﻹﻏﻨﺎﺀ ( ‪- : Enrichment‬‬

‫ﺗﺰﻭﻳﺪ ﺍﻟﻄﺎﻟﺐ ﺍﳌﻮﻫﻮﺏ ﺑﻮﺣﺪﺍﺕ ﺗﻌﻠﻴﻤﻴﺔ ﻭ�ﺸـﺎﻃﺎﺕ ﺇﺿـﺎﻓﻴﺔ ﳌـﺎ ﻳﺘﻌﻠﻤـﻪ ﺯﻣـﻼﺅﻩ ﺍﻟﻌـﺎﺩﻳﻮﻥ ﲟـﺎ ﻳﻼﺋـﻢ‬

‫ﻣﻴﻮﻟﻪ ﻭﻗﺪﺭﺍﺗﻪ ﺍﳋﺎﺻﺔ ﻭﺫﻟﻚ ﲠﺪﻑ ﺗﻮﺳﻴﻊ ﻣﻌﻠﻮﻣﺎﺗﻪ ﻭﺗﻌﻤﻴﻖ ﺧﱪﺍﺗـﻪ ‪ ،‬ﻭﺗﻘـﻮﻡ ﻋﻠـﻰ ﺗـﺪﻋﻴﻢ ﺍﳌﻨـﻬﺞ ﻭﺗﻘـﺪﻳﻢ‬

‫ﻣﻨــﺎﻫﺞ ﺇﺿــﺎﻓﻴﺔ ﻟﻠﻤﺘﻔــﻮﻗﲔ ﺇﱃ ﺟﺎ�ــﺐ ﺍﳌﻨــﺎﻫﺞ ﺍﻟﻌﺎﺩﻳــﺔ ﺃﻱ ﺇﺿــﺎﻓﺔ ﺑﻌــﺾ ﺃﻭﺟــﻪ ﺍﻟﻨﺸــﺎﻁ ﻟﻠﱪ�ــﺎﻣﺞ ﺍﳌﻮﺿــﻮﻉ‬ ‫ﲝﻴﺚ ﺗﻨﻤﻲ ﻣﻮﺍﻫﺐ ﺍﻟﺘﻠﻤﻴﺬ ﻭﻗﺪﺭﺍﺗﻪ ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺯﻳﺎﺩﺓ ﺧﱪﺗـﻪ ﲝﻴـﺚ ﲣﺘﻠـﻒ ﺗﻠـﻚ ﺍﳋـﱪﺍﺕ ﻋـﻦ ﺍﳋـﱪﺍﺕ‬ ‫ﺍﳌﻘﺪﻣﺔ ﻟﻠﺘﻠﻤﻴﺬ ﺍﻟﻌﺎﺩﻱ ﻣﺜﻞ ﺍﻟﺒﺤﻮﺙ ﺍﳌﻜﺘﺒﻴﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ – ﺍﻟﻨـﺪﻭﺍﺕ ﻭﺍﶈﺎﺿـﺮﺍﺕ – ﺍﻟـﺮﺣﻼﺕ – ﺍﻷﻋﻤـﺎﻝ‬ ‫ﺍﻹﺑﺪﺍﻋﻴﺔ ‪٠‬‬

‫ﻭﺗﻨﺪﺭﺝ ﻋﻨﻬﺎ ﻋﺪﺓ ﺃﺳﺎﻟﻴﺐ ﻣﻨـﻬﺎ ‪ - :‬ﺍﻹﺛـﺮﺍﺀ ﻋـﱪ ﺍﶈﺘـﻮﻯ – ﺍﻹﺛـﺮﺍﺀ ﻋـﱪ ﺍﳌﻔﻬـﻮﻡ – ﺍﻹﺛـﺮﺍﺀ ﻋـﱪ‬

‫ﺍﻟﻨﺘﺎﺋﺞ ‪ ).‬ﺣﻮﺍﺷﲔ ‪١٩٨٩ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٩٨ -٦٨‬‬

‫‪ (٢‬ﺑﺮﺍﻣﺞ ﺍﻟﺘﺴﺮﻳﻊ ) ﺍﻟﺘﻜﺒﲑ ( ‪- : Acceleration‬‬

‫ﻫﻮ ﺃﺳﻠﻮﺏ ﺗﺮﺑﻮﻱ ﻳﺘﻢ ﻣﻦ ﺧﻼﻟﻪ �ﻘﻞ ﺍﻟﻄﺎﻟﺐ ﺑﺼﻔﺔ ﺇﺳﺘﺜﻨﺎﺋﻴﺔ ﻣﻦ ﻣﺴﺘﻮﻯ ﺇﱃ ﺁﺧﺮ ﺃﻋﻠﻰ ﰲ ﻣﺎﺩﺓ ﺃﻭ‬

‫ﺃﻛﺜﺮ ﺩﻭﻥ ﺇﺷﱰﺍﻁ ﺇﻛﻤﺎﻝ ﺍﳌﺪﺓ ﺍﳌﻘﺮﺭﺓ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻟﺴﺎﺑﻖ ﺃﻱ ﺍﻟﺴﻤﺎﺡ ﻟﻠﺘﻠﻤﻴﺬ ﺑﺪﺭﺍﺳﺔ ﻣﻮﺍﺩ ﺩﺭﺍﺳﻴﺔ ﳐﺼﺼﺔ‬

‫ﻟﺼﻒ ﻣﻌﲔ ﰲ ﻓﱰﺓ ﺯﻣﻨﻴﺔ ﺃﻗﻞ ﻭﻳﻬﺪﻑ ﺇﱃ ﺍﻹﺳﺮﺍﻉ ﺑﺎﻟﺘﻠﻤﻴﺬ ﰲ ﺇﳖﺎﺀ ﻓﱰﺓ ﺗﻌﻠﻴﻤﻪ ﰲ ﻭﻗﺖ ﺃﻗﻞ ﳏﻘﻘﺎً ﺍﻟﻨﻀﺞ‬

‫ﺍﻟﻌﻘﻠﻲ ﺍﻟﺴﺮﻳﻊ ﳌﻮﺍﺟﻬﺔ ﻣﺘﻄﻠﺒﺎﺕ ﺍﳊﻴـﺎﺓ ﻣﺜـﻞ ﺍﻹﻟﺘﺤـﺎﻕ ﺍﳌﺒﻜـﺮ ﺑﺎﳌﺪﺭﺳـﺔ ‪ -‬ﲣﻄـﻲ ﺍﻟﺼـﻔﻮﻑ ﺍﻟﺪﺭﺍﺳـﻴﺔ –‬

‫ﺍﻟﺘﺨﻄﻲ ﺍﶈﺪﻭﺩ – ﺍﻹﻟﺘﺤﺎﻕ ﺍﳌﺒﻜﺮ ﺑﺎﳉﺎﻣﻌﺔ ‪ ) ٠‬ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ١٧٨‬‬ ‫‪� (٣‬ﻈﻢ ﲡﻤﻴﻊ ﺍﳌﺘﻔﻮﻗﲔ ‪- : Grouping‬‬

‫ﻫﻲ ﻋﻤﻠﻴﺔ ﻣﻘﻨﻨﺔ ﻹﺧﺘﻴﺎﺭ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﺗﺘﻮﻓﺮ ﻟﺪﻳﻬﻢ ﺻﻔﺎﺕ ﺍﻟﻄـﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ ‪ ،‬ﻭﺗﻌﻤـﻞ ﻋﻠـﻰ ﺿـﻢ‬

‫ﺍﻷﻓﺮﺍﺩ ﺍﳌﺘﺸﺎﲠﲔ ﰲ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳌﻴﻮﻝ ﻭﺗﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ ﺍﳋﺎﺻﺔ ‪ ،‬ﻭﺍﻟﺘﺠﻤﻴﻊ ﻳﻜﻮﻥ ﰲ ﻣﺪﺍﺭﺱ ﺃﻭ ﺻﻔﻮﻑ ﺃﻭ‬

‫�ﻮﺍﺩﻱ ﻭﲨﺎﻋﺎﺕ ﺧﺎﺻﺔ ﺑﺎﳌﺘﻔﻮﻗﲔ ‪ ) ٠‬ﺃﺧﻀﺮ ‪١٩٩٣ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ١٧٨‬‬

‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ‬

‫ﺃﻭﻻ ‪ -‬ﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﻌﺎﳌﻴﺔ ‪- :‬‬ ‫‪ - ١‬ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻣﺎﻟﻴﺰﻳﺎ ‪- :‬‬

‫ﲥﺘﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳊﺎﻟﻴﺔ ﺑﺎﻹﺑﺪﺍﻉ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﻌﻠﻮﻡ ﻟﻠﻄﻼﺏ ﺍﻟـﺬﻳﻦ ﻳﻌﻤﻠـﻮﻥ ﻭﻳﺪﺭﺳـﻮﻥ ﰲ‬

‫�ﻔﺲ ﺍﻟﻮﻗﺖ ﻭﻣﺪﻯ ﺭﺿﺎ ﺃﺻﺤﺎﺏ ﺍﻟﻌﻤـﻞ ﻣـﻦ ﻣﺼـﺎ�ﻊ ﻭﺷـﺮﻛﺎﺕ ﻋـﻦ ﺃﺩﺍﺀ ﺍﳋـﺮﳚﲔ ﻭﻣﺴـﺘﻮﻯ ﺇﻋـﺪﺍﺩﻫﻢ ‪،‬‬

‫ﻛﻤﺎ ﻳﻌﻨﻰ ﺑﺎﳌﺘﻔﻮﻗﲔ ﻣﻦ ﺍﻟﻄﻼﺏ ﺣﻴﺚ ﲤﺖ ﲥﻴﺌﺔ ﻣﺪﺍﺭﺱ ﺧﺎﺻﺔ ﳍﻢ ﺃﳊﻖ ﲠﺎ ﺳﻜﻦ ﺩﺍﺧﻠﻲ ﻭﺗـﺘﻢ ﺍﻟﻌﻨﺎﻳـﺔ‬

‫ﲠﻢ ﻋﻠﻤﻴﺎً ﻭﺗﺮﺑﻮﻳﺎً ‪ ،‬ﻛﻤﺎ ﺗﻮﺟﺪ ﺃﻗﺴﺎﻡ ﺧﺎﺻﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﻛﻞ ﻣﺪﺭﺳـﺔ ‪ )٠‬ﻛﺘـﺎﺏ ﺍﳌﻌﺮﻓـﺔ ‪٢٠٠١ ، ١١‬ﻡ ‪،‬‬

‫ﺹ ‪. ( ٣٠٥‬‬

‫‪ – ٢‬ﰲ ﺑﺮﻳﻄﺎ�ﻴﺎ ‪- :‬‬

‫�ﺘﻴﺠــﺔ ﺍﻹﻫﺘﻤــﺎﻡ ﺑــﺎﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﻮﻫــﻮﺑﲔ ﻋﻠــﻰ ﺃﺳــﺎﺱ ﺇﺛــﺮﺍﺀ ﺍﳌﻨــﺎﻫﺞ ﻭﺍﻟــﱵ ﺗﺘﻔــﻖ ﻭﻗــﺪﺭﺍﲥﻢ ﰎ ﺇ�ﺸــﺎﺀ‬

‫ﻣﺪﺍﺭﺱ ﺧﺎﺻﺔ ﺗﺴﻤﻰ ﻣﺪﺍﺭﺱ ﺟﺮﺍﻣﺮ" ‪ "GramarSchool‬ﺛﻢ ﺇ�ﺘﺸﺮﺕ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻨﻮﻋﻴﺔ ‪٠‬‬ ‫‪ – ٣‬ﺍﻟﺴﻮﻳﺪ ‪- :‬‬

‫ﺗﻮﻓﲑ ﺗﻌﻠﻴﻢ ﺇﺑﺘـﺪﺍﺋﻲ ﻋـﺎﻡ ﳌـﺪﺓ ‪ ٩‬ﺳـﻨﻮﺍﺕ ﳉﻤﻴـﻊ ﺍﻷﻃﻔـﺎﻝ ﻭﺑﻌـﺪﻫﺎ ﻳـﺘﻢ ﺇﺧﺘﻴـﺎﺭ ﺍﻟﺘﻼﻣﻴـﺬ ﻟﻠﻤـﺪﺍﺭﺱ‬

‫ﺍﻟﺜﺎ�ﻮﻳﺔ ﺛﻢ ﺍﳉﺎﻣﻌﺔ ﺣﺴﺐ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳌﻴﻮﻝ ‪ ،‬ﻭﺗﺮﻛﺰ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟﻨﺸﺎﻁ ﺍﳊﺮ ﻭﺗﻨﻤﻴﺔ ﺍﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ‬ ‫ﺍﻹﺳﺘﻘﻼﻟﻴﺔ ﻭﺇﺗﺎﺣﺔ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﺍﺗﻲ ‪ ).‬ﺍﻟﺸﺨﺺ ‪١٩٩٦ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٣١ -٢٤‬‬ ‫‪ – ٤‬ﺃﻣﺮﻳﻜﺎ ‪- :‬‬

‫ﰎ ﺇ�ﺸــﺎﺀ ﺍﳌﻌﺎﻫــﺪ ﺍﳋﺎﺻــﺔ ﺑــﺎﳌﻮﻫﻮﺑﲔ ﻋﻠــﻰ ﺷــﻜﻞ ﻓــﺮﻕ ﺃﳊﻘــﺖ ﺃﻭﻻً ﺑﺎﳌــﺪﺍﺭﺱ ﻟﻺﺧﺘﺒــﺎﺭ ﻭﺇﺟــﺮﺍﺀ‬

‫ﺍﻟﺘﺠــﺎﺭﺏ ﻭﰲ ﺍﻟﻮﻗــﺖ �ﻔﺴــﻪ ﻋﻴﻨــﺖ ﲨﻌﻴــﺔ ﺍﻟﺘﻌﻠــﻴﻢ ﺍﻟﻌــﺎﻡ ﰲ ﻣﺪﻳﻨــﺔ �ﻴﻮﻳــﻮﺭﻙ ﻣﻌﻠﻤـﺎً ﺧﺎﺻـﺎً ﰲ ﻋﻠــﻢ ﺍﻟــﻨﻔﺲ‬

‫ﻟﺪﺭﺍﺳﺔ ﺍﻷﻃﻔﺎﻝ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻣﺪﺭﺳﺔ ﻣﻨﻬﺎﺗﻦ ‪ ،‬ﻭﺣﺎﻟﻴﺎً �ﻼﺣﻆ ﺗﺰﺍﻳـﺪ ﺍﻟﺒﺤـﻮﺙ ﻭﺍﻟﺪﺭﺍﺳـﺎﺕ ﻭﺇﺯﺩﻳـﺎﺩ �ﺴـﺒﺔ‬

‫ﺍﻹ�ﻔﺎﻕ ﻋﻠﻰ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ ‪ ،‬ﻭﻳﺘﺒﻊ ﰲ ﺃﻣﺮﻳﻜﺎ ﺃﻛﺜﺮ ﻣﻦ �ﻈﺎﻡ ﺗﺮﺑﻮﻱ ﻣﺜﻞ ﺍﻟﺘﺠﻤﻴﻊ ﻭﺍﻹﺛﺮﺍﺀ ﻭﺍﻹﺳﺮﺍﻉ ﺍﻟﺘﻌﻠﻴﻤﻲ‬

‫ﻭﺍﻟــﺬﻱ ﳝﻜــﻦ ﻣﻼﺣﻈﺘــﻪ ﰲ ﺍﻟﻘﺒــﻮﻝ ﺍﳌﺒﻜــﺮ ﰲ ﺻــﻔﻮﻑ ﺭﻳــﺎﺽ ﺍﻷﻃﻔــﺎﻝ ﻭﺍﳌــﺪﺍﺭﺱ ﺍﻹﺑﺘﺪﺍﺋﻴــﺔ ﻭ�ﻈــﺎﻡ ﲣﻄــﻲ‬

‫ﺍﻟﺼﻔﻮﻑ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺿﻐﻂ ﺍﻟﺼﻔﻮﻑ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻨﻔﻴﺬ ﺑﺮﺍﻣﺞ ﺇﺿﺎﻓﻴﺔ ﰲ ﻛﻞ‬ ‫ﻓﺼﻞ ﺩﺭﺍﺳﻲ ‪.‬‬

‫‪ – ٥‬ﺍﻟﻴﺎﺑﺎﻥ ‪- :‬‬

‫ﺗﱰﻛﺰ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﻴﺎﺑﺎ�ﻴـﺔ ﰲ ﺍﻹﻫﺘﻤـﺎﻡ ﺑﺎﻟﻜﺸـﻒ ﻭﺍﻟﺮﻋﺎﻳـﺔ ﺑـﺎﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴـﺔ ﻭﺍﻟﱰﺑﻮﻳـﺔ ﺍﳌﻨﺎﺳـﺒﺔ ‪ -‬ﻋـﺪﻡ‬

‫ﻭﺿﻊ ﻗﻴﻮﺩ ﻋﻠﻰ ﺍﻹﻣﺘﻴﺎﺯ ﻭﺍﻟﺘﻔﻮﻕ ‪ -‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﳉﻤﺎﻋﻲ ﻋﻠﻰ ﺍﻹﺑﺘﻜـﺎﺭ – ﺗﻨﻤﻴـﺔ ﺍﳌﻮﺍﻫـﺐ ﻣـﻦ ﻗﺒـﻞ ﺳـﻨﻮﺍﺕ‬

‫ﺍﻟﺪﺭﺍﺳﺔ – ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻓﻜﺎﺭ ﺗﺮﺑﻮﻳﺔ ﰲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻌﺎﻭﻥ ﺑﲔ ﺍﻷﺳﺮﺓ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫‪ ،‬ﻭﺗﻨﻔﻖ ﺍﻟﻴﺎﺑﺎﻥ ﺃﻛﺜﺮ ﻣﻦ ‪ %١٢‬ﻣﻦ ﺍﳌﻴﺰﺍ�ﻴﺔ ﺍﻟﻘﻮﻣﻴﺔ ﻋﻠﻰ ﺍﻟﱰﺑﻴﺔ ﻭﻳﻮﺟﺪ ‪ ١٠٠٠‬ﻣﻌﻬﺪ ﻋﺎﱄ ﻛﻤـﺎ ﻳﻮﺟـﺪ �ﻈـﺎﻡ‬ ‫ﺗﻌﻠﻴﻤﻲ ﺩﻗﻴﻖ ﻳﺒﺪﺃ ﻣﻦ ﺭﻳﺎﺽ ﺍﻷﻃﻔﺎﻝ ﺣﺘﻰ ﺍﳉﺎﻣﻌﺔ ﻭﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ -١‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱰﺑﻮﻳﺔ ﻟﻠـﺬﻛﺎﺀ" ‪ –" LSIE‬ﲥـﺪﻑ ﺇﱃ ﺗﺸـﺠﻴﻊ ﺍﻷﲝـﺎﺙ ﺍﻟﻌﻠﻤﻴـﺔ ﺍﻟﺘﻄﺒﻴﻘﻴـﺔ ﰲ ﳎـﺎﻝ‬ ‫ﺗﺮﺑﻴﺔ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -٢‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴـﺔ ﺍﻟﻌﺎﻣـﺔ " ‪ –" ISIE‬ﺗﺸـﺮﻑ ﻋﻠـﻰ ﻓﺼـﻮﻝ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺿـﻮﺀ‬ ‫ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻤﻴﺔ ﻣﺮﻛﺰﻳﺔ ﻭﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺣﺪﻳﺜﺔ ﻭﻓﻌﺎﻟـﺔ ‪ ،‬ﻭﻳﻘـﻮﻡ ﺍﳌﺮﻛـﺰ ﺍﻟﺮﺋﻴﺴـﻲ ﺍﳌﺸـﺮﻑ ﻋﻠـﻰ ﻫـﺬﻩ ﺍﻟﻔﺼـﻮﻝ‬ ‫ﺑﺈﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺃﺩﻭﺍﺕ ﺍﻟﺘﺪﺭﻳﺲ ﺇﺿﺎﻓﺔ ﺇﱃ ﺇ�ﺘﻘﺎﺀ ﻭﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻤﲔ ‪٠‬‬

‫‪ -٣‬ﺑﺮﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ﺍﳌﻘﺪﻣﺔ ﲜﻤﻴﻊ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﲢﺖ ﻣﺴﻤﻰ ﺍﻹﺑﺪﺍﻉ ﻣﻦ ﺧﻼﻝ ﺍﳌﻨﺎﻓﺴﺔ ‪٠‬‬

‫‪ -٤‬ﺍﳌﻌﺮﺽ ﺍﻟﺴﻨﻮﻱ ﻟﻠﻤﻌﻠﻤﲔ ﺍﳍﺎﺩﻑ ﺇﱃ ﺇﺑﺮﺍﺯ ﺃﳘﻴﺔ ﺍﻹﺧﱰﺍﻋﺎﺕ ﺍﻟﱵ ﻳﺘﻮﺻﻠﻮﻥ ﺇﻟﻴﻬﺎ ‪.‬‬

‫‪ -٥‬ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ �ﻮﺍﺩﻱ ﺍﳌﺨﱰﻉ ﺍﻟﺼﻐﲑ ﻟﻸﻃﻔﺎﻝ ﻭﺍﻟﱵ ﺗﺸﺮﻑ ﻋﻠﻴﻬﺎ ﻣﺮﺍﻛﺰ ﻭﻣﺆﺳﺴﺎﺕ ﺑـﺮﺍﺀﺍﺕ ﺍﻹﺧـﱰﺍﻉ‬ ‫ﺍﻟﻴﺎﺑﺎ�ﻴﺔ ‪.‬‬

‫‪ -٦‬ﻣﺪﺍﺭﺱ ﺍﳉﻮﻛﺲ "‪ –" Jukus‬ﻭﻫﻲ ﻣﺮﺍﻛﺰ ﺷﻌﺒﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﺬﻛﺎﺀ ﻭﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ‪٠‬‬

‫‪ -٧‬ﻣــﺪﺍﺭﺱ ﺗﺮﺑﻴــﺔ ﺍﻟــﺬﻛﺎﺀ" ‪ " IES‬ﻭﲥــﺪﻑ ﺇﱃ ﺗﺸــﺠﻴﻊ ﻭﺗﻨﻤﻴــﺔ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴــﺔ ﺑﻌﻴــﺪﺍً ﻋــﻦ ﺍﳌــﻮﺍﺩ‬ ‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻟﺘﺤﺼﻴﻞ ‪٠‬‬

‫‪ -٨‬ﻣﻌﻬﺪ ﻛﻮﻣﻮﻥ "‪ – " Kumon‬ﻟﻪ ﺳﺘﺔ ﻓﺮﻭﻉ ﻭﻳﻬﺘﻢ ﺑﺘﻨﻤﻴﺔ ﻗﺪﺭﺍﺕ ﺍﻟﻄﻼﺏ ﰲ ﳎﺎﻝ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ‪٠‬‬ ‫‪ -٩‬ﺍﳌﺪﺍﺭﺱ ﺍﻟﺸﻌﺒﻴﺔ ﺍﻟﻨﻮﻋﻴﺔ ﻟﺘﺸﺠﻴﻊ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -١٠‬ﺍﳌﻌﻬـﺪ ﺍﻟﻴﺎﺑـﺎ�ﻲ ﻟﻠﺘﺠﺪﻳــﺪ ﻭﺍﻹﺑــﺪﺍﻉ" ‪ " JIII‬ﻭﻳﻬــﺘﻢ ﺑﺎﻷ�ﺸــﻄﺔ ﺍﻟﻼﺻــﻔﻴﺔ ﺍﳍﺎﺩﻓــﺔ ﺇﱃ ﺇﺳــﺘﺜﺎﺭﺓ ﺇﻫﺘﻤــﺎﻡ‬

‫ﺍﻟﻄﻼﺏ ﻭﺗﻨﻤﻴﺔ ﻗﺪﺭﺍﲥﻢ ﺍﻹﺑﺘﻜﺎﺭﻳﺔ ‪٠‬‬

‫‪ -٩‬ﻣﺪﺭﺳﺔ ﺁﻳﺸﻴﻜﻮ" ‪ – " Ichiko‬ﻟﻠﺼﻔﻮﺓ ﻣﻦ ﺍﳌﺒﺪﻋﲔ ﻣﻦ ﺍﻷﻭﻻﺩ ‪٠‬‬

‫‪ -١٠‬ﻣﺪﺍﺭﺱ �ﺪﺍ " ‪ – " Nada‬ﻟﻠﻄﻼﺏ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﻫﻲ ﺧﺎﺻﺔ ﺑـﺎﻷﻭﻻﺩ ﻓﻘـﻂ ‪ )٠‬ﺳـﻠﻴﻤﺎﻥ ‪،‬‬ ‫‪٢٠٠١‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ١١ -٦‬‬ ‫‪ – ٦‬ﺇﺳﺮﺍﺋﻴﻞ ‪– :‬‬

‫ﺑﺪﺃﺕ ﺍﳌﻨﺎﻗﺸﺎﺕ ﰲ ﺃﻭﺍﺋﻞ ﻋﺎﻡ ‪١٩٥٨‬ﻡ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺣـﻮﻝ ﻣﻮﺿـﻮﻉ ﺗﻌﻠـﻴﻢ ﺍﻟﺼـﻐﺎﺭ ﺍﳌﻮﻫـﻮﺑﲔ –‬

‫ﺛﻢ ﺃﻓﺘﺘﺢ ﻋﺎﻡ ‪١٩٦١‬ﻡ ﻣﻘﺮ ﻟﻠﻤﺮﺍﻫﻘﲔ ﺍﳌﻌﻮﺯﻳﻦ ﺍﳌﺘﻤﺘﻌﲔ ﺑﺬﻛﺎﺀ ﻋﺎﱄ – ﻭﰲ ﺃﻭﺍﺋـﻞ ﺍﻟﺴـﺒﻌﻴﻨﻴﺎﺕ ﰎ ﺍﻓﺘﺘـﺎﺡ ﺃﻭﻝ‬

‫ﻣﺪﺭﺳﺔ ﺧﺎﺻﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺑﻨﻈﺎﻡ ﺍﻟﻴﻮﻡ ﺍﻟﻜﺎﻣـﻞ ﰲ ﺗـﻞ ﺃﺑﻴـﺐ ﻭﺗﺄﺳـﺲ ﺃﻭﻝ ﻣﻜﺘـﺐ ﻟﺘﻌﻠـﻴﻢ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﻭﺯﺍﺭﺓ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺃﺻـﺒﺢ ﺃﻭﻝ ﻣـﺪﻳﺮ ﳌﻜﺘـﺐ ﺗﻌﻠـﻴﻢ ﺍﳌﻮﻫـﻮﺑﲔ ﺑـﻮﺯﺍﺭﺓ ﺍﻟﺘﻌﻠـﻴﻢ ﺍﻹﺳـﺮﺍﺋﻴﻠﻴﺔ ﺃﻭﻝ ﺭﺋـﻴﺲ ﻟﻠﻤﺠﻠـﺲ ﺍﻟﻌـﺎﳌﻲ‬

‫ﻟﻠﻤﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻫﻨﺎﻙ ﺑﺮ�ﺎﻣﺞ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺗﺎﻟﺒﻴﻮﺕ ﻳﺘﻤﺘﻊ ﺧﺮﳚﻮﻩ ﺑﺘﺠﺮﺑﺔ ﻣﻬﻤـﺔ ﲥﻴـﺌﻬﻢ ﻟﻠﻌﻤـﻞ ﺍﻷﻛـﺎﺩﳝﻲ ﻭﺍﻟﺘﻘـﺪﻡ‬

‫ﰲ ﺍﳌﻬﻨﺔ ‪ ) ٠‬ﻛﺘﺎﺏ ﺍﳌﻌﺮﻓﺔ ‪٢٠٠١ ، ١١‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ٤٥ -٤٣‬‬ ‫‪ -٧‬ﺃﳌﺎ�ﻴﺎ ‪- :‬‬

‫‪ -١‬ﻋﺎﻡ ‪١٩٥٦‬ﻡ ﰎ ﺇ�ﺸﺎﺀ ﺍﳌﻌﻬﺪ ﺍﻷﳌﺎ�ﻲ ﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻮﻫﺒﺔ ‪.‬‬

‫‪ -٢‬ﻋﺎﻡ ‪١٩٧٠‬ﻡ ﰎ ﺇ�ﺸﺎﺀ ﻣﻌﻬﺪ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻷﲝﺎﺙ ﺍﻹﺑﺪﺍﻋﻴﺔ ﰲ ﻣﺪﻳﻨﺔ ﺑﻮﻥ ‪.‬‬

‫‪ -٣‬ﰎ ﺇ�ﺸــﺎﺀ ﲨﻌﻴــﺔ ﺍﻟﻄﻔــﻞ ﺍﳌﻮﻫــﻮﺏ ﻭﻳﻠﺤــﻖ ﺑــﻪ ﻣﺮﻛــﺰ ﺧــﺎﺹ ﻟﻺﺭﺷــﺎﺩ ﺍﻟﱰﺑــﻮﻱ ﻭﺍﻟﻨﻔﺴــﻲ ﻷﺳــﺮ ﺍﻷﻃﻔــﺎﻝ‬ ‫ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫ﻭﻗﺪ ﺇﻫﺘﻤﺖ ﺑﻌﺾ ﺍﻟﻮﻻﻳـﺎﺕ ﺍﻷﳌﺎ�ﻴـﺔ ﺑﺘﻘـﺪﻳﻢ ﺍﻟﺘﺸـﺠﻴﻊ ﻭﺗﻨﻤﻴـﺔ ﺍﻟﺪﺍﻓﻌﻴـﺔ ﻟـﺪﻯ ﺍﻷﻃﻔـﺎﻝ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ‬

‫ﺣﲔ ﺇﻫﺘﻤـﺖ ﺑﻌـﺾ ﺍﻟﻮﻻﻳـﺎﺕ ﺑﺘﻄﺒﻴـﻖ ﺍﻟـﱪﺍﻣﺞ ﺍﻻﺛﺮﺍﺋﻴـﺔ ﻭﺃﺳـﻠﻮﺏ ﺍﻟﺘﺠﻤﻴـﻊ ﻭﻭﻻﻳـﺎﺕ ﺃﺧـﺮﻯ ﺃﻫﺘﻤـﺖ ﺑـﱪﺍﻣﺞ‬

‫ﺍﻟﺘﺴﺮﻳﻊ ‪ ،‬ﻭﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌـﺪﺍﺭﺱ ﺍﻷﳌﺎ�ﻴـﺔ ‪ - :‬ﺍﻟﺼـﻔﻮﻑ ﺍﳌﻮﺍﺯﻳـﺔ – ﲣﻄـﻲ ﺍﻟﺼـﻔﻮﻑ –‬

‫ﺍﻟﺼﻔﻮﻑ ﺍﻟﺴﺮﻳﻌﺔ – ﺍﳌﺴﺎﺑﻘﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ – ﺍﻹﺷﺮﺍﻑ ﺍﳌﻨﺘﻮﺭﻱ – ﺍﻹﺛﺮﺍﺀ – ﺍﻟﺘﺸﺠﻴﻊ ﰲ ﻓﺮﻕ ﺩﺭﺍﺳـﻴﺔ ﺫﺍﺕ‬

‫ﻣﺘﻄﻠﺒــﺎﺕ ﺧﺎﺻــﺔ ﺇﺿــﺎﻓﺔ ﺇﱃ �ﻈــﺎﻡ ﺗﺸــﺠﻴﻊ ﺍﻟﻄــﻼﺏ ﻭﺍﻟﻌﻠﻤــﺎﺀ ﺍﻟﺸــﺒﺎﺏ ‪ ) .‬ﺳــﻠﻴﻤﺎﻥ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ ﺹ‬ ‫‪. ( ١٨ -١١‬‬

‫‪ -٨‬ﺍﻟﺼﲔ ‪- :‬‬

‫‪ -١‬ﺃ�ﺸﺄﺕ ﰲ ﻋﺎﻡ ‪١٩٧٨‬ﻡ ﻣﺪﺍﺭﺱ ﳏﻮﺭﻳﺔ ﻟﺘﻘﺪﻳﻢ ﺩﺭﺍﺳﺎﺕ ﻟﻠﻤﺘﻔﻮﻗﲔ ‪.‬‬

‫‪ -٢‬ﺃ�ﺸﺄﺕ ﻣﺪﺍﺭﺱ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﱵ ﲤﺰﺝ ﺑﲔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﻌﻤﻠﻴﺔ ﻟﺘﺨﺮﻳﺞ ﺍﻟﻜﻮﺍﺩﺭ ﺍﻟﻮﻃﻨﻴﺔ ‪.‬‬

‫‪ -٣‬ﻗﺼﻮﺭ ﺍﻷﻃﻔﺎﻝ ﺍﳌﻘﺎﻣﺔ ﰲ ﺑﻜﲔ ﻭﺷـﻨﻐﻬﺎﻱ ﻭﺍﻟـﱵ ﺗﻘـﺪﻡ ﺃ�ﺸـﻄﺔ ﻣﻨﻬﺠﻴـﺔ ﺭﺍﺋـﺪﺓ ﺗﻌﻄـﻰ ﻟﻠﻄـﻼﺏ ﺍﳌﺘﻔـﻮﻗﲔ‬ ‫ﻟﺘﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ ‪ ) .‬ﻣﻨﺼﻮﺭ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ٨‬‬ ‫‪ -١٠‬ﻛﻨﺪﺍ ‪- :‬‬

‫‪ -١‬ﺃ�ﺸــــــــﺊ ﺃﻭﻝ ﻓﺼــــــــﻞ ﺩﺭﺍﺳــــــــﻲ ﻟﺘﻌﻠــــــــﻴﻢ ﺍﳌﺘﻔــــــــﻮﻗﲔ ﻋــــــــﺎﻡ ‪١٩١١‬ﻡ ﰲ ﺷﺴــــــــﺘﺎﻛﺘﻮﺍﻥ‬

‫" ‪" Shestacetwan‬ﻡ ﺍ�ﺘﺸﺮﺕ ﺑﻌﺪ ﺫﻟﻚ ﺍﳌﺪﺍﺭﺱ ‪.‬‬

‫‪ -٢‬ﺗﺘﺒﻊ ﻛﻨـﺪﺍ ﻋـﺪﺓ �ﻈـﻢ ﺗﺮﺑﻮﻳـﺔ ﻟﻠﻤﺘﻔـﻮﻗﲔ ﻣﻨـﻬﺎ ‪� - :‬ﻈـﺎﻡ ﺍﳌﺪﺭﺳـﺔ ﺍﻟﻜﺎﻣﻠـﺔ – �ﻈـﺎﻡ ﺍﻟﻔﺼـﻮﻝ ﺍﳌﻨﻔﺼـﻠﺔ –‬ ‫ﲡﻤﻴﻊ ﺍﳌﺘﻔﻮﻗﲔ ﰲ ﺻـﻮﺭﺓ ﳎﻤﻮﻋـﺎﺕ ﺃﻭ ﻓﺼـﻮﻝ ﰲ ﺍﳌـﺪﺍﺭﺱ ﺍﻟﻌﺎﺩﻳـﺔ – ﺍﻟﺘﺠﻤﻴـﻊ ﻟـﺒﻌﺾ ﺍﻟﻮﻗـﺖ ﺑـﲔ ﺍﻟﻄـﻼﺏ‬

‫ﺍﳌﺘﻔﻮﻗﲔ ﺑﲔ ﻋﺪﺓ ﻣﺪﺍﺭﺱ – ﺍﻟﺘﻌﺎﻭﻥ ﻭﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﺑﲔ ﺍﻵﺑﺎﺀ ﻭﺍﳌﻌﻠﻤﲔ ﻭﺭﺟـﺎﻝ ﺍ‪‬ﺘﻤـﻊ ﻣـﻦ ﺃﺟـﻞ ﺭﻋﺎﻳـﺔ‬ ‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ‪ ) .‬ﻣﻨﺼﻮﺭ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٩‬‬

‫ﺛﺎ�ﻴﺎً – ﺑﺮﺍﻣﺞ ﻭﻣﺆﺳﺴﺎﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﺑﻲ ‪- :‬‬

‫ﺗﻄﻮﺭﺕ ﺣﺮﻛﺔ ﺍﻹﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﺑﻲ ﺑﺪﻋﻢ ﻣـﻦ ﻣﺆﺳﺴـﺎﺕ ﺣﻜﻮﻣﻴـﺔ ﻭﻏـﲑ ﺣﻜﻮﻣﻴـﺔ‬

‫ﻟﺘﺄﺧﺬ ﺃﺷﻜﺎﻻً ﻋﺪﻳﺪﺓ ﻣﻦ ﺃﳘﻬﺎ ‪- :‬‬

‫‪ -١‬ﺍﻟﺴﻤﺎﺡ ﺑﺎﻟﺘﺴﺮﻳﻊ ﺍﻷﻛﺎﺩﳝﻲ ﺃﻭ ﺍﻟﺘﻘﺪﻡ ﻋﱪ ﺩﺭﺟﺎﺕ ﺍﻟﺴﻠﻢ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺧﻼﻝ ﻣﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻷﺳﺎﺳﻴﺔ ‪٠‬‬

‫‪ -٢‬ﺇ�ﺸــﺎﺀ ﻣــﺪﺍﺭﺱ ﺧﺎﺻــﺔ ﻟﻠﻄﻠﺒــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺍﳌﺘﻔــﻮﻗﲔ ﻳﻘﺒــﻞ ﻓﻴﻬــﺎ ﺍﻟﻄﻠﺒــﺔ ﺍﻟـﺬﻳﻦ ﻳﻈﻬــﺮﻭﻥ ﲢﺼــﻴﻼ‪ ‬ﺭﻓﻴﻌـﺎً‬ ‫ﻭﻗﺪﺭﺍﺕ ﺇﺑﺪﺍﻋﻴﺔ ﻭﻋﻘﻠﻴﺔ ‪٠‬‬

‫‪ -٣‬ﺇ�ﺸﺎﺀ ﻣﺮﺍﻛﺰ ﺭﻳﺎﺩﻳﺔ ﺇﻏﻨﺎﺋﻴﺔ ﻳﻘﻀﻲ ﻓﻴﻬﺎ ﺍﻟﻄﻠﺒﺔ ﺍﳌﻮﻫﻮﺑﻮﻥ ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﻭﻳﺘﻌﺮﺿﻮﻥ ﳋﱪﺍﺕ ﺗﺮﺑﻮﻳﺔ ‪٠‬‬ ‫‪ -٤‬ﺗﻘﺪﻳﻢ ﻣﻨﺢ ﻷﻭﺍﺋﻞ ﺍﻣﺘﺤﺎ�ﺎﺕ ﺍﻟﺜﺎ�ﻮﻳﺔ ﺍﻟﻌﺎﻣﺔ ﻹﻛﻤﺎﻝ ﺩﺭﺍﺳﺘﻬﻢ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ‪٠‬‬

‫‪ -٥‬ﻋﻘﺪ ﻣﺴﺎﺑﻘﺎﺕ ﺳﻨﻮﻳﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺮﺑﻲ ﰲ ﳎﺎﻻﺕ ﺍﻹ�ﺘﺎﺝ ﺍﻹﺑﺪﺍﻋﻲ ﻭﺍﻷﺩﺑﻲ ﻭﺍﻟﻔـﲏ ﻭﺍﻟﻌﻠﻤـﻲ ﳌـﻨﺢ‬ ‫ﺍﻟﻔﺎﺋﺰﻳﻦ ﻣﻨﻬﺎ ﺟﻮﺍﺋﺰ �ﻘﺪﻳﺔ ﻭﺷﻬﺎﺩﺍﺕ ﺗﻘﺪﻳﺮ ‪٠‬‬

‫‪ -٦‬ﻋﻘﺪ ﻣﺆﲤﺮﺍﺕ ﻋﻠﻤﻴﺔ ﻳﺸﺎﺭﻙ ﻓﻴﻬﺎ ﺃﻛﺎﺩﳝﻴﻮﻥ ﻭﻣﺮﺑﻮﻥ ﻋﺮﺏ ﻳﻬﺪﻑ ﺇﱃ ﻣﻨﺎﻗﺸﺔ ﻣﻮﺿﻮﻋﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺘﻨﻤﻴـﺔ‬ ‫ﺍﳌﻮﻫﺒﺔ ﻭﺍﻹﺑﺪﺍﻉ ‪٠‬‬

‫ﻭﺗﻠﺠــﺄ ﺍﳌﺆﺳﺴــﺎﺕ ﺍﻟﱰﺑﻮﻳــﺔ ﺍﻟﺘﻄﺒﻴﻘﻴــﺔ ﺇﱃ ﺗﻮﻟﻴــﻒ ﻷﺳــﻠﻮﺑﻲ ﺍﻷﺳــﺮﻋﺔ ﻭﺍﻹﺛــﺮﺍﺀ ﻭﻣــﻦ ﺗﻠــﻚ ﺍﻟﺘﻮﻟﻴﻔــﺎﺕ‬

‫ﺗﺄﺳﻴﺲ ﲡﻤﻌﺎﺕ ﺗﺮﺑﻮﻳﺔ ﻣﺜﻞ ‪ - :‬ﻣﺮﺍﻛﺰ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ – ﻣﺮﺍﻛﺰ ﺗﻨﻤﻴـﺔ ﺍﻟﻘـﺪﺭﺍﺕ – ﻣﺮﺍﻛـﺰ ﻣﺼـﺎﺩﺭ ﺍﻟـﺘﻌﻠﻢ‬ ‫– ﺃ�ﺪﻳﺔ ﺍﻟﻌﻠﻮﻡ ‪ ) ٠‬ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ‪. ( ٢١٩‬‬

‫‪ - ١‬ﲡﺮﺑﺔ ﺍﻷﺭﺩﻥ ﰲ ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﺗﺘﻤﺜﻞ ﰲ ﻣﺪﺭﺳﺔ ﺧﺎﺻﺔ ﲠـﻢ ﺇﺿـﺎﻓﺔ ﺇﱃ ﺍﳌﺮﺍﻛـﺰ ﺍﻟﺮﻳﺎﺩﻳـﺔ ﺍﻟـﱵ ﺑﻠﻐـﺖ ﺍﻵﻥ ﺃﺭﺑﻌـﺔ ﻣﺮﺍﻛـﺰ ﰲ ﻛـﻞ ﻣـﻦ‬

‫ﺃﺭﺑﺪ – ﺍﻟﺰﺭﻗﺎﺀ – ﺍﻟﻜﺮﻙ – ﺍﻟﺒﻠﻘﺎﺀ ‪٠‬‬

‫ﻭﳛﻮﻝ ﺇﱃ ﻫﺬﻩ ﺍﳌﺮﺍﻛﺰ ﺍﻟﻄﻼﺏ ﺍﳌﺘﻤﻴﺰﻭﻥ ﻭﻓﻖ ﺿﻮﺍﺑﻂ ﻭﺃﺳـﺲ ﺻـﺎﺭﻣﺔ – ﻭﺗﻌﻤـﻞ ﻫـﺬﻩ ﺍﳌﺮﺍﻛـﺰ ﰲ‬

‫ﺍﳌﺴﺎﺀ ﻭﻫﻲ ﳎﻬﺰﺓ ﺑـﺎﻷﺩﻭﺍﺕ ﻭﺍﻷﺟﻬـﺰﺓ ﻭﺍﳌـﻮﺍﺩ ﺍﻟﻼﺯﻣـﺔ ﻭﺍﳌﺨﺘﺼـﲔ ‪ ،‬ﻭﳍـﺎ ﺑـﺮﺍﻣﺞ ﳑﻴـﺰﺓ ﻭﺃﺳـﺎﻟﻴﺐ ﺣﺪﻳﺜـﺔ‬

‫ﻣﺘﻄﻮﺭﺓ ﻛﻤﺎ ﻳﺘﻢ ﺗﻨﻔﻴﺬ ﺧﻄﺔ ﺗﺴﺮﻳﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﻛﺎﺩﳝﻲ ﻟﻌﺪﺩ ﻣﻦ ﺍﻟﻄﻠﺒـﺔ ﺍﳌﺘﻔـﻮﻗﲔ ﰲ ﺍﳌﺮﺣﻠـﺔ ﺍﻷﺳﺎﺳـﻴﺔ ﻓﻘـﻂ‬

‫ﲟﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻗﺪﺭﺍﲥﻢ ﺩﻭﻥ ﺇﻋﺘﺒـﺎﺭ ﻟﻠﻤﺤـﺪﺩﺍﺕ ﺍﻟﻌﻤﺮﻳـﺔ ﻭﻟﻜـﻦ ﺑﺄﻋـﺪﺍﺩ ﳏـﺪﻭﺩﺓ ﻭﺿـﻤﻦ ﻗﻮﺍﻋـﺪ ﻭﺃﺳـﺲ‬ ‫ﻣﻮﺿﻮﻋﻴﺔ ‪٠‬‬

‫‪ -١‬ﻣﺮﻛﺰ ﺍﻟﺴﻠﻂ ﺍﻟﺮﻳﺎﺩﻱ – ﻗﻄﺎﻉ ﺧﺎﺹ ﺗﻨﻔـﺬ ﺑﺮﺍﳎـﻪ ﺑﺎﻟﺘﻌـﺎﻭﻥ ﻭﺍﻟﺘﻨﺴـﻴﻖ ﺑـﲔ ﺍﳌﺆﺳﺴـﺔ ﻭﺍﳉﺎﻣﻌـﺔ‬

‫ﺍﻷﺭﺩ�ﻴﺔ ﻭﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺃ�ﺸـﺊ �ﺘﻴﺠـﺔ ﻟﻠﺼـﻌﻮﺑﺎﺕ ﺍﻟـﱵ ﺗﻮﺍﺟﻬﻬـﺎ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴـﺔ ﻭﺍﻟﻌﻠـﻴﻢ ﰲ ﺗﻌﺎﻣﻠـﻬﺎ ﻣـﻊ‬ ‫ﺃﻋﺪﺍﺩ ﺿﺨﻤﺔ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﲝﻴﺚ ﻻﳝﻜﻦ ﺃﻥ ﺗﺘﻮﻓﺮ ﻟﻠﻤﺘﻔﻮﻗﲔ ﻣﻨﻬﻢ ﺍﻹﻣﻜﺎ�ـﺎﺕ ﺍﻟﻼﺯﻣـﺔ ﻟﺘﻨﻤﻴـﺔ ﻗـﺪﺭﺍﲥﻢ ﻟـﺬﻟﻚ‬

‫ﻗﺎﻣﺖ ﻋﻠﻰ ﺇ�ﺸﺎﺋﻪ ﻣﺆﺳﺴﺔ ﺃﻫﻠﻴﺔ ﺧﺎﺻﺔ ﻫﻲ ﻣﺆﺳﺴﺔ ﺇﻋﻤﺎﺭ ﺍﻟﺴﻠﻂ ‪ ،‬ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﺍﳌﺮﻛـﺰ ﻣـﻮﺯﻋﲔ ﻋﻠـﻰ‬ ‫ﻋﺸﺮ ﺷﻌﺐ ﻣﻦ ﻣﺴﺘﻮﻯ ﺛﻼﺙ ﺻﻔﻮﻑ ) ﺍﻟﻌﺎﺷﺮ – ﺃﻭﻝ ﺛﺎ�ﻮﻱ – ﺛـﺎ�ﻲ ﺛـﺎ�ﻮﻱ ( – ﻳﻌﻄـﻲ ﺩﺭﻭﺱ ﰲ ﺍﻟﻠﻐـﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﺍﻟﻜﻴﻤﻴﺎﺀ ﻭﺍﳊﺎﺳﺐ ﺇﺿﺎﻓﺔ ﺇﱃ �ﺸﺎﻃﺎﺕ ﺣﺮﺓ ‪٠‬‬

‫‪ -٢‬ﻣﺪﺭﺳﺔ ﺍﻟﻴﻮﺑﻴﻞ – ﺃﻓﺘﺘﺤﺖ ﻋﺎﻡ ‪١٩٩٣‬ﻡ ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣـﻊ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ ﺑﻌـﺪ ﺣـﻮﺍﱄ ﺳـﺘﺔ‬

‫ﻋﺸﺮ ﻋﺎﻣﺎً ﻣﻦ ﺍﻹﻋﻼﻡ ﻋﻦ ﺍﻟﻔﻜﺮﺓ ‪ ،‬ﻭﺗﻘﻮﻡ ﺍﳌﺪﺭﺳﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺪﻓﲔ ‪- :‬‬

‫‪ -١‬ﺗﻘ ـﺪﻳﻢ ﺑﺮ�ــﺎﻣﺞ ﺗﺮﺑــﻮﻱ ﺷــﺎﻣﻞ ﻟﻄﻠﺒــﺔ ﺍﳌﺪﺭﺳــﺔ ﺍﳌﺨﺘــﺎﺭﻳﻦ ﻋﻠــﻰ ﺃﺳــﺎﺱ ﺍﻟﻜﻔــﺎﺀﺓ ﻭﺍﻟﻘــﺪﺭﺓ ﻭﻓــﻖ ﺃﻓﻀــﻞ‬ ‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺧﺘﻴﺎﺭﻳﺔ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﳌﺘﺎﺣﺔ ‪٠‬‬

‫‪ -٢‬ﺍﻹﺳﻬﺎﻡ ﰲ ﲢﺴﲔ �ﻮﻋﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﻣﻦ ﺧﻼﻝ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭ�ﻘﻠـﻬﺎ ﻟﻴﻔﻴـﺪ‬

‫ﻣﻨﻬﺎ ﺍﻟﻄﻠﺒﺔ ﻭﺍﳌﻌﻠﻤﻮﻥ ﻭﺍﳌﺮﺷـﺪﻭﻥ ﰲ ﺍﳌـﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴـﺔ ﻭﺍﳋﺎﺻـﺔ ‪ )٠‬ﻛﺘـﺎﺏ ﺍﳌﻌﺮﻓـﺔ ‪٢٠٠١ ، ١١‬ﻡ ‪ ،‬ﺹ‬ ‫ﺹ ‪. ( ٢٦ -١٧‬‬

‫ﻭﻣﺪﺭﺳﺔ ﺍﻟﻴﻮﺑﻴﻞ ﺍﻟﺜﺎ�ﻮﻳﺔ ﺗﻘﺪﻡ ﺑﺮ�ﺎﳎﺎً ﻟﻠﻄﻠﺒﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﻣـﻦ ﻣﺴـﺘﻮﻯ ﺍﻟﺼـﻒ ﺍﻟﻌﺎﺷـﺮ ﺣﺘـﻰ‬

‫ﳖﺎﻳﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎ�ﻴﺔ ﻭﻳﻘﺘﺼﺮ ﺑﺮ�ﺎﳎﻬﺎ ﻋﻠﻰ ﻃﻠﺒﺔ ﺍﻟﻔﺮﻉ ﺍﻟﻌﻠﻤـﻲ ﺍﳌﺨﺘـﺎﺭﻳﻦ ﺑﻌﻨﺎﻳـﺔ ﻣـﻦ ﺑـﲔ ﻣﺌـﺎﺕ ﺍﳌﺮﺷـﺤﲔ ‪،‬‬ ‫ﻭﺗﺘﻤﺘﻊ ﺍﳌﺪﺭﺳﺔ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻹﺳـﺘﻘﻼﻟﻴﺔ ﰲ ﺑﺮﺍﳎﻬـﺎ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻭﺍﻹﺩﺍﺭﻳـﺔ ﻭﺍﻟﺘﻤﻮﻳﻠﻴـﺔ ﺑﺈﺷـﺮﺍﻑ ﳉﻨـﺔ ﻣـﻦ‬

‫ﻛﺒﺎﺭ ﺍﳌﺴﺆﻭﻟﲔ ﻭﺍﳌﺨﺘﺼﲔ ﺗﻌﻤﻞ ﲟﻨﺰﻟﺔ ﳎﻠﺲ ﺃﻣﻨﺎﺀ ﺃﻭ ﻫﻴﺌﺔ ﻣﺪﻳﺮﻳﻦ ‪ ،‬ﻭﺗﻌﺪ ﻣﺆﺳﺴﺔ �ﻮﺭ ﺍﳊﺴﲔ ﻫﻲ ﺍﳉﻬﺔ‬ ‫ﺍﳌﺴﺆﻭﻟﺔ ﺇﺩﺍﺭﻳﺎً ﻭﻣﺎﻟﻴﺎً ﻋﻦ ﺍﳌﺪﺭﺳﺔ ‪ ،‬ﻭﺗﺮﺗﺒﻂ ﺍﳌﺪﺭﺳﺔ ﺑﻮﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﺗﻔﺎﻗﻴﺔ ﺗﻌـﺎﻭﻥ ﻳـﺘﻢ ﲟﻮﺟﺒـﻬﺎ‬ ‫ﺇ�ﺘﺪﺍﺏ ﺍﳌﻌﻠﻤﲔ ﺍﳌﻨﻄﺒﻘﺔ ﻋﻠﻴﻬﻢ ﺍﻟﺸﺮﻭﻁ ﻣﻦ ﻛـﺎﺩﺭ ﺍﻟـﻮﺯﺍﺭﺓ ﻟﻠﻌﻤـﻞ ﰲ ﺍﳌﺪﺭﺳـﺔ ‪ ،‬ﻛﻤـﺎ ﺗﻘـﺪﻡ ﺍﻟـﻮﺯﺍﺭﺓ ﺍﻟﻜﺘـﺐ‬

‫ﺍﻟﺮﲰﻴﺔ ﻭﺗﺪﻋﻢ ﻣﺸﺮﻭﻋﺎﺕ ﺍﳌﺪﺭﺳﺔ ﰲ ﳎﺎﻝ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻠﺒﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ‪٠‬‬

‫ﻭﺗﻘــﺪﺭ ﺍﻟﺘﻜﻠﻔــﺔ ﺍﻟﺴــﻨﻮﻳﺔ ﺍﳊﺎﻟﻴــﺔ ﻟﻠﻄﺎﻟــﺐ ﻓﻴﻬــﺎ ﺣــﻮﺍﱄ ‪ ٢٥٠٠‬ﺩﻭﻻﺭ ﺑﻴﻨﻤ ـﺎ ﻻﺗﺰﻳــﺪﻋﻠﻰ ‪ ٣٠٠‬ﺩﻭﻻﺭ‬

‫ﺗﻘﺮﻳﺒـﺎً ﰲ ﺍﳌــﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴــﺔ ‪ ،‬ﻭﻗــﺪ ﻃــﻮﺭ �ﻈــﺎﻡ ﺇﺧﺘﻴــﺎﺭ ﺍﻟﻄﻠﺒــﺔ ﳌﺪﺭﺳــﺔ ﺍﻟﻴﻮﺑﻴــﻞ ﲝﻴــﺚ ﻳــﻮﺍﺯﻥ ﺑــﲔ ﺻــﻔﱵ‬

‫ﺍﻟﻔﻌﺎﻟﻴﺔ ﻭﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻌﻤﻠﻴﺔ ‪ ،‬ﻭﰲ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻋﺪﺓ ﳏﻜﺎﺕ ﻭﻋﺪﺓ ﻣﺮﺍﺣﻞ ﻣﻨﺪﺭﺟﺔ ﻹﺧﺘﻴـﺎﺭ ﺍﻟﻄﻠﺒـﺔ ﺣﻴـﺚ ﺃﻥ‬

‫ﺗﻌﺪﺩ ﺍﶈﻜﺎﺕ ﻳﺴﻤﺢ ﺑﺎﻟﻜﺸﻒ ﻋـﻦ ﺟﻮﺍ�ـﺐ ﳐﺘﻠﻔـﺔ ﻟﻠﻤﻮﻫﺒـﺔ ﻭﺍﻟﺘﻔـﻮﻕ ﺃﻣـﺎ ﺗﻌـﺪﺩ ﺍﳌﺮﺍﺣـﻞ ﻓﻴﻀـﻤﻦ ﺇ�ﺘﺸـﺎﺭ‬

‫ﻣﻌﻠﻮﻣﺎﺕ ﻛﺎﻓﻴﺔ ﻋﻦ ﺍﳌﺪﺭﺳﺔ ﺃﻭ ﺍﻟﱪ�ﺎﻣﺞ ﳉﻤﻴﻊ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ ‪ ،‬ﻭﺗﻄﺒﻖ ﺍﳌﺪﺭﺳﺔ �ﻈﺎﻡ ﺍﳊﺼﺺ ﺍﻟﺪﻭﺍﺭ‬

‫ﺣﻴﺚ ﻳﻨﺘﻘﻞ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﻗﺎﻋﺔ ﻷﺧﺮﻯ ‪٠‬‬

‫ﻭﻳﺘﻢ ﺗﺮﺷﻴﺢ ﺍﻟﻄﻠﺒﺔ ﻟﻺﻟﺘﺤﺎﻕ ﺑﺎﳌﺪﺭﺳﺔ ﻋﻦ ﻃﺮﻳﻖ ﻣﺪﺍﺭﺳﻬﻢ ﺃﻭ ﺃﻭﻟﻴﺎﺀ ﺃﻣﻮﺭﻫﻢ ﺃﻭ ﺍﻟﻄﻠﺒﺔ ﺃ�ﻔﺴـﻬﻢ ‪،‬‬

‫ﻭﻳﻄﻠﺐ ﻣﻦ ﻛﻞ ﻣﺪﺭﺳـﺔ ﺗﺸـﻜﻴﻞ ﳉﻨـﺔ ﻓﻴﻬـﺎ ﺗﺘـﺄﻟﻒ ﻣـﻦ ﻣـﺪﻳﺮ ﺍﳌﺪﺭﺳـﺔ ﻭﺍﳌﺮﺷـﺪ ﺍﻟﱰﺑـﻮﻱ ﻭﻣﻌﻠﻤـﻲ ﺍﻟﺼـﻒ‬

‫ﺍﳌﻘﺼﻮﺩ ﺣﻴﺚ ﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻠﺠﻨﺔ ﺑﱰﺷﻴﺢ ﺍﻟﻄﻠﺒﺔ ﻭﺇﻋﺪﺍﺩ ﺍﻟﺒﻴﺎ�ﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻭﺗﺪﻗﻴﻘﻬﺎ ﻋﻠـﻰ ﺿـﻮﺀ ﺍﻟﺴـﺠﻼﺕ‬ ‫ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﺮﲰﻴﺔ ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﺍﻟﱪﺍﻣﺞ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﳌﺪﺭﺳـﺔ ‪ - :‬ﺑـﺮﺍﻣﺞ ﺍﻟﱰﺑﻴـﺔ ﺍﻟﻘﻴﺎﺩﻳـﺔ ﻭﻣﻬـﺎﺭﺍﺕ ﺍﻹﺗﺼـﺎﻝ‬

‫ﻭﻣﻬـﺎﺭﺍﺕ ﺍﻟــﺘﻔﻜﲑ ﻭﺗﻄﺒﻴﻘـﺎﺕ ﺍﳊﺎﺳــﺐ ﻭﺍﻟﻮﺳـﺎﺋﻂ ﺍﳌﺘﻌــﺪﺩﺓ ﻭﺍﻟﺒﺤـﻮﺙ ﻭﺍﻟﺪﺭﺍﺳــﺎﺕ ﺍﳌﻴﺪﺍ�ﻴـﺔ ﻭﺍﳌﻨــﺎﻇﺮﺍﺕ‬

‫ﻭﺍﻹﺭﺷﺎﺩ ﺍﳌﻬﲏ ﻭﺍﳉﺎﻣﻌﻲ ﻭﺍﻟﺒﺤـﺚ ﻋـﻦ ﻃﺮﻳـﻖ ﺍﻹ�ﱰ�ـﺖ ‪ ،‬ﻭﲤـﻨﺢ ﺍﳌﺪﺭﺳـﺔ ﲨﻴـﻊ ﻃﻠﺒﺘـﻬﺎ ﺑﻌﺜـﺎﺕ ﺩﺭﺍﺳـﻴﺔ‬

‫ﺗﻐﻄﻲ �ﻔﻘﺎﲥﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﳌﻮﺍﺻﻼﺕ ﻭﺍﻟﻄﻌﺎﻡ ﻭﲤﻮﻝ ﻣﻦ ﺻـﻨﺪﻭﻕ ﺧـﺎﺹ ﻟﻠﺒﻌﺜـﺎﺕ ﻳﺴـﻬﻢ ﰲ ﻣـﻮﺍﺭﺩﻩ ﺃﻭﻟﻴـﺎﺀ‬ ‫ﺍﻷﻣﻮﺭ ﺣﺴﺐ ﺇﻣﻜﺎ�ﺎﲥﻢ ﻭﻳﺄﺗﻲ ﺍﳉﺰﺀ ﺍﻷﻛﱪ ﻣﻦ ﻣﻮﺍﺭﺩﻩ ﻋﻦ ﻃﺮﻳﻖ ﺗﱪﻋﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﻮﻃﻨﻴﺔ ‪٠‬‬

‫‪-٣‬ﺍﻟﻨــﺎﺩﻱ ﺍﻟﻌﻠﻤــﻲ ﺍﻟﺘﻜﻨﻮﻟــﻮﺟﻲ – ﻗــﺎﻡ ﲜﻬــﻮﺩ ﺃﻓــﺮﺍﺩ ﻣــﻦ ﺍﳌﻬﻨﺪﺳــﲔ ﻭﺍﳌﻬــﺘﻤﲔ ﺑﺎﻟﺘﻌــﺎﻭﻥ ﻣــﻊ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴــﺔ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭ ﻳﻘﺪﻡ ﺩﻭﺭﺍﺕ ﻣﺘﻌﻤﻘﺔ ﰲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ‪٠‬‬

‫‪ -٤‬ﻣﺸﺮﻭﻉ ﺑﺮﺍﻣﺞ ﺍﳌﺘﻤﻴﺰ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺮﻳﺎﺩﻳﺔ ﺍﻟﺘﺎﺑﻊ ﻟﻮﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻋﺎﻡ ‪١٩٩٦‬ﻡ ‪٠‬‬ ‫‪ -٥‬ﻣﺸﺮﻭﻉ ﺍﻟﱪ�ﺎﻣﺞ ﺍﳋﺎﺹ ﺑﺎﻟﻄﻠﺒﺔ ﺍﳌﺘﻤﻴﺰﻳﻦ ﰲ ﻣﺪﺍﺭﺱ ﺍﳌﻨﻬﻞ ﺍﻟﻌﺎﳌﻴﺔ ﻋﺎﻡ ‪١٩٩٦‬ﻡ ‪٠‬‬

‫‪ -٦‬ﺟﺎﺋﺰﺓ ﲰﻮ ﻭﱄ ﺍﻟﻌﻬﺪ‪ -‬ﺗﻘﻮﻡ ﻋﻠﻰ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﺸﺒﺎﺏ ﺍﻷﺭﺩ�ﻲ ﻣﻦ ﺳﻦ ‪ ٢٥ – ١٢‬ﻋﺎﻣﺎً ﺑﺎﻻﳔﺮﺍﻁ‬ ‫ﰲ ﺍﳌﺸــﺎﺭﻛﺔ ﺍﻟﺬﺍﺗﻴــﺔ ﰲ ﺑــﺮﺍﻣﺞ ﺷــﺒﺎﺑﻴﺔ ﺗﺮﺑﻮﻳــﺔ ﻻ ﻣﻨﻬﺠﻴــﺔ ﻫﺎﺩﻓــﺔ ‪ ،‬ﻭﺍﳉـﺎﺋﺰﺓ ﻟﻴﺴــﺖ ﻣﺆﺳﺴــﻴﺔ ﻭﻻ ﺗﺘﺒــﻊ ﺃﻳــﺔ‬

‫ﻣﺆﺳﺴﺔ ﻭﺇﳕﺎ ﻫﻲ ﻣﻨﻬﺎﺝ ﻟﱪﺍﻣﺞ ﻭﺃ�ﺸﻄﺔ ﺛﻘﺎﻓﻴﺔ ﻭﻣﻌﺮﻓﻴﺔ ﻭﺭﻳﺎﺿﻴﺔ ﺻﻤﻤﺖ ﻟﺘﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﻭﺗﺸﺎﺭﻙ ﲠﺎ ﻛـﻞ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﱵ ﳍﺎ ﻋﻼﻗﺔ ﺑﺎﻟﺸﺒﺎﺏ ‪٠‬‬

‫‪ -٧‬ﺍ‪‬ﻠﺲ ﺍﻟﻌﺮﺑﻲ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ – ﺃﻋﻠﻦ ﻋﻦ ﺗﺄﺳﻴﺴﻪ ﻋﺎﻡ ‪١٩٩٦‬ﻡ ﻭﻫﻮ ﻫﻴﺌﺔ ﻋﺮﺑﻴﺔ ﺗﺮﺑﻮﻳﺔ ﺃﻛﺎﺩﳝﻴـﺔ‬

‫ﻣﻬﻨﻴﺔ ﺧﲑﻳﺔ ﻣﺴﺘﻘﻠﺔ ﺑﺘﻨﻈﻴﻢ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﻟﻴﻮﺑﻴﻞ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﻭﺑﺪﻋﻢ ﻣﻦ ﻣﻜﺘﺐ ﺍﻟﻴﻮ�ﺴﻜﻮ ﺍﻹﻗﻠﻴﻤﻲ‬ ‫ﻟﻠﱰﺑﻴﺔ ﰲ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍ‪‬ﻠﺲ ﺍﻟﻮﻃﲏ ﻟﺘﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﲟﺒﺎﺩﺭﺓ ﻣﻦ ﺻﻔﻮﺓ ﻣﻦ ﺭﺟﺎﻝ ﺍﻟﻔﻜـﺮ ﻭﺍﻟﱰﺑﻴـﺔ‬

‫ﻣﻦ ﺗﺴﻊ ﺩﻭﻝ ﻋﺮﺑﻴﺔ ﺿﻤﺖ ﺍﻷﺭﺩﻥ ﻭﻣﺼﺮ ﻭﺳﻮﺭﻳﺎ ﻭﻟﺒﻨﺎﻥ ﻭﺍﻟﻌﺮﺍﻕ ﻭﺍﻟﻜﻮﻳﺖ ﻭﺍﻹﻣﺎﺭﺍﺕ ﻭﻗﻄﺮ ﻭﺗﻮ�ﺲ ﻭﻗﺪ‬

‫ﰎ ﺇﺧﺘﻴــﺎﺭ ﺍﻟﻌﺎﺻــﻤﺔ ﻋﻤ‪‬ــﺎﻥ ﻣﻘــﺮﺍً ﻟﻠﻤﺠﻠــﺲ ﻭﻣﺪﺭﺳــﺔ ﺍﻟﻴﻮﺑﻴــﻞ ﻣﻀــﻴﻔﺔ ﻟــﻪ ‪ ،‬ﻭﻳﻌﻨــﻰ ﺍ‪‬ﻠــﺲ ﺑﺈﳕــﺎﺀ ﺍﳌﻮﻫﺒــﺔ‬ ‫ﻭﺍﻹﺑﺪﺍﻉ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﻣﻦ ﺍﻷﻃﻔﺎﻝ ﻭﺍﻟﺸﺒﺎﺏ ﺇﳝﺎ�ﺎً ﻣﻨﻪ ﺑﺄﳖﻢ ﳝﺜﻠﻮﻥ ﺭﺃﺱ ﺍﳌـﺎﻝ ﺍﳊﻘﻴﻘـﻲ ﻟﻸﻣـﺔ‬

‫ﻭﺭﺻﻴﺪ ﺗﻘﺪﻣﻬﺎ ‪ ،‬ﻭﺗﺘﺄﻟﻒ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﻟﻴﺔ ﻟﻠﻤﺠﻠﺲ ﻣﻦ ﺭﺳﻮﻡ ﺍﻹ�ﺘﺴـﺎﺏ ﻭﺍﻹﺷـﱰﺍﻛﺎﺕ ﺍﻟﺴـﻨﻮﻳﺔ ﻟﻸﻋﻀـﺎﺀ –‬

‫ﺍﳍﺒــﺎﺕ ﻭﺍﻟﺘﱪﻋــﺎﺕ – ﺇﻳــﺮﺍﺩﺍﺕ ﺃ�ﺸــﻄﺔ ﺍ‪‬ﻠــﺲ – ﺃﻱ ﺇﻳــﺮﺍﺩﺍﺕ ﺃﺧــﺮﻯ ﻻ ﺗﺘﻌــﺎﺭﺽ ﻣــﻊ ﺃﻫــﺪﺍﻑ ﺍ‪‬ﻠــﺲ‬

‫ﻭﻏﺎﻳﺎﺗﻪ‪ ،‬ﻭﺗﺘﻜﻮﻥ ﺍﳍﻴﺌﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻟﻠﻤﺠﻠﺲ ﻣﻦ ﺍﻟﺮﺋﻴﺲ – �ﺎﺋﺐ ﺍﻟﺮﺋﻴﺲ – ﺃﻣـﲔ ﺍﻟﺴـﺮ – ﺃﻣـﲔ ﺍﻟﺼـﻨﺪﻭﻕ –‬

‫ﺍﻟﻌﻀﻮ ﻭﻫﻲ ﺍﳍﻴﺌﺔ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ﻟﻠﻤﺠﻠـﺲ ﻭﻣـﺪﲥﺎ ﺳـﻨﺘﺎﻥ ‪ ،‬ﻭﻳﻬـﺪﻑ ﺍ‪‬ﻠـﺲ ﺇﱃ ‪ - :‬ﺗﻮﺛﻴـﻖ ﺍﻟﺼـﻼﺕ ﺍﻟﻌﻠﻤﻴـﺔ‬

‫ﻭﺍﻟﱰﺑﻮﻳــﺔ ﺑــﲔ ﺃﻋﻀــﺎﺀ ﺍ‪‬ﻠــﺲ ﻣــﻦ ﺍﻟــﺪﻭﻝ ﺍﻟﻌﺮﺑﻴــﺔ – ﺍﳌﺴــﺎﻋﺪﺓ ﰲ ﺇﺛــﺎﺭﺓ ﺍﻹﻫﺘﻤــﺎﻡ ﲟﻴــﺪﺍﻥ ﺍﳌﻮﻫﺒــﺔ ﻭﺍﻟﺘﻔــﻮﻕ‬

‫ﻭﺍﻹﺑﺪﺍﻉ – ﺍﳌﺴﺎﳘﺔ ﰲ ﺣﺮﻛﺔ ﺍﻟﺘﺜﻘﻴﻒ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﱰﺑﻮﻱ ﻭﺗﻌﻤﻴﻢ ﺍﳌﻌﺮﻓﺔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ – ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤـﻮﺙ‬ ‫ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﺠﺮﻳﺒﻴﺔ ‪٠٠‬ﺍﱁ ‪٠‬‬

‫‪ -٨‬ﻣﺮﻛﺰ ﺍﻟﻴﻮﺑﻴﻞ ﻟﻠﺘﻤﻴﺰ ﺍﻟﱰﺑﻮﻱ ﻋﺎﻡ ‪١٩٩٧‬ﻡ ‪٠‬‬

‫‪ -٩‬ﺻﻨﺪﻭﻕ ﺍﳊﺴﲔ ﻟﻺﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻮﻕ ﻋﺎﻡ‪٢٠٠٠‬ﻡ ‪ ) ٠‬ﻋﺒﻴﺪ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ٢١٥ – ٢١١‬‬ ‫‪ - ٢‬ﺑﺮﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻌﺮﺍﻕ ‪- :‬‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴــﺔ ﻭﺍﻟﺘﻌﻠــﻴﻢ ) ﻣﺪﻳﺮﻳــﺔ ﺍﻟﱰﺑﻴــﺔ ﺍﳋﺎﺻــﺔ ( ﻭﻭﺯﺍﺭﺓ ﺍﻟﺸــﺒﺎﺏ ) ﻣﺪﻳﺮﻳــﺔ ﺍﻟﺮﻋﺎﻳــﺔ ﺍﻟﻌﻠﻤﻴــﺔ ( –‬

‫ﺗﻌﺘﻤﺪ ﺃﺳﻠﻮﺏ ﺍﻹﺛﺮﺍﺀ ﻭﺗﺮﻛﺰ ﻋﻠﻰ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎ�ﻮﻳﺔ ‪٠‬‬

‫‪ - ٣‬ﰲ ﻣﺼﺮ ‪- :‬‬

‫ﻣﺪﺭﺳﺔ ﺍﳌﺘﻔﻮﻗﲔ ﺑﺎﳌﻌﺎﺩﻱ ﻋﺎﻡ ‪١٩٥٥‬ﻡ ﺛﻢ �ﻘﻠﺖ ﺇﱃ ﻋﲔ ﴰﺲ ﻋﺎﻡ ‪١٩٦٦‬ﻡ ‪٠‬‬

‫ﺻﻔﻮﻑ ﺧﺎﺻﺔ ﻟﻠﻤﺘﻔﻮﻗﲔ ﺃﻭﳍﺎ ﰲ ﻣﺪﺭﺳﺔ ﺷﱪﺍ ﺍﻟﺜﺎ�ﻮﻳـﺔ ﻟﻠﺒﻨـﺎﺕ ﻭﻣﺪﺭﺳـﺔ ﺍﻟﺘﻮﻓﻴﻘﻴـﺔ ﻟﻠﺒـﻨﲔ ﺛـﻢ ﺗﺒﻌﺘـﻬﺎ ﻋـﺪﺓ‬

‫ﻣﺪﺍﺭﺱ ﰲ ‪ ١٣‬ﻣﺪﺭﺳـﺔ ﺛﺎ�ﻮﻳـﺔ ﺛـﻢ ﺃﺻـﺒﺤﺖ ﻟﻠﻤـﺪﺍﺭﺱ ﺍﳌﺘﻮﺳـﻄﺔ ﺇﺿـﺎﻓﺔ ﺇﱃ ﲨﻌﻴـﺔ ﺍﻟﻨـﺎﺑﻐﲔ ‪ ) ٠‬ﻋﺒﻴـﺪ ‪،‬‬ ‫‪٢٠٠٠‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٢٢٣ -٢٢٠‬‬ ‫‪ –٤‬ﰲ ﺍﻹﻣﺎﺭﺍﺕ ‪- :‬‬

‫‪ -١‬ﺇﺳﺘﺤﺪﺍﺙ ﺇﺩﺍﺭﺓ ﺑﺮﺍﻣﺞ ﺫﻭﻱ ﺍﻟﻘﺪﺭﺍﺕ ﺍﳋﺎﺻﺔ ﰲ ﺍﳍﻴﻜﻞ ﺍﳉﺪﻳﺪ ﻟﻠﻮﺯﺍﺭﺓ ﺍﻟﺼﺎﺩﺭ ﻋـﺎﻡ ‪١٩٩٩‬ﻡ‬

‫ﺣﻴﺚ ﺿﻤﺖ ﺍﻹﺩﺍﺭﺓ ﻗﺴﻤﺎً ﻟﺮﻋﺎﻳﺔ ﺍﻟﻔﺎﺋﻘﲔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﺇﱃ ﺟﺎ�ﺐ ﻗﺴﻢ ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻭﻣﺸﻜﻼﺕ ﺍﻟﺘﻌﻠﻢ ‪٠‬‬

‫‪ -٢‬ﻋﺎﻡ ‪١٩٩٥ – ١٩٩٤‬ﻡ ﺑﺪﺃﺕ ﺍﻟﺪﻭﻟـﺔ ﺑﺈ�ﺸـﺎﺀ ﻣـﺪﺍﺭﺱ ﳕﻮﺫﺟﻴـﺔ ﻋﻠـﻰ ﻣﺴـﺘﻮﻯ ﺍﻟﺪﻭﻟـﺔ ﻟﺮﻋﺎﻳـﺔ ﺍﻟﺘﻼﻣﻴـﺬ‬

‫ﺭﻋﺎﻳﺔ ﻣﺘﻮﺍﺯ�ﺔ ﻭﺗﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ ﲢﺖ ﺇﺷﺮﺍﻑ ﺍﻟﻮﺯﺍﺭﺓ ﻭﻛـﺎﻥ ﺃﻭﻝ ﻫـﺬﻩ ﺍﳌـﺪﺍﺭﺱ ﻣﺪﺭﺳـﺔ ﺍﻟﻐـﺰﺍﱄ ﺍﻟﻨﻤﻮﺫﺟﻴـﺔ‬ ‫ﻟﻠﺒﻨﲔ ﺑﺄﺑﻮﻇﱯ ‪٠‬‬

‫‪ -٣‬ﺟﻮﺍﺋﺰ ﺍﻹﺑﺪﺍﻉ ﻋﻠﻰ ﺍﻟﺼﻌﻴﺪ ﺍ‪‬ﺘﻤﻌﻲ ﻏﲑ ﺍﻟﺮﲰﻲ ‪ - :‬ﻋـﺎﻡ ‪١٩٩٠‬ﻡ ﺑـﺪﺃﺕ ﺟـﺎﺋﺰﺓ ﺍﻟﻌـﻮﻳﺲ ﻟﻠﺪﺭﺍﺳـﺎﺕ‬

‫ﻭﺍﻹﺑﺘﻜﺎﺭ ﺍﻟﻌﻠﻤﻲ ﺑﺪﺑﻲ ‪ -‬ﻋـﺎﻡ ‪١٩٩١‬ﻡ ﺟـﺎﺋﺰﺓ ﺍﻟﺸـﻴﺦ ﺧﺎﻟـﺪ ﺑـﻦ ﺻـﻘﺮ ﺍﻟﻘـﺎﲰﻲ ﻟﻠﺘﻌـﺎﻭﻥ ﻭﺍﻟﺘﻔـﻮﻕ ﺍﻟﻄﻼﺑـﻲ‬

‫ﺑﺮﺃﺱ ﺍﳋﻴﻤﺔ ‪ -‬ﻋـﺎﻡ ‪١٩٩٤‬ﻡ ﺟـﺎﺋﺰﺓ ﺍﻟﺸـﻴﺦ ﺍﻟـﺪﻛﺘﻮﺭ ﺳـﻠﻄﺎﻥ ﺍﻟﻘـﺎﲰﻲ ﺑﺎﻟﺸـﺎﺭﻗﺔ ﻟﻠﺘﻔـﻮﻕ ‪ -‬ﻣﺸـﺮﻭﻉ ﺭﻋﺎﻳـﺔ‬ ‫ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﺬﻱ ﺗﺒﻨﺎﻩ ﻣﻜﺘﺐ ﺍﻟﺸﺎﺭﻗﺔ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻋﱪ ﺗﺸﻜﻴﻞ ﳉﺎﻥ ﻣﺘﺨﺼﺼﺔ ﻭﻋﱪ ﺍﳌﺘﺎﺑﻌﺔ ﻭﺍﻟﺘﻘﻮﻳﻢ ‪٠‬‬

‫‪ -٤‬ﲨﻌﻴﺔ ﺍﻹﻣﺎﺭﺍﺕ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺪﺑﻲ ‪٠‬‬

‫‪ -٥‬ﰎ ﺇﻋﺘﺒﺎﺭ ﻳﻮﻡ ‪ ٢١‬ﻓﱪﺍﻳﺮ ﻳﻮﻣﺎً ﻭﻃﻨﻴﺎً ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﻟﺪﻭﻟﺔ ‪٠‬‬

‫‪ -٦‬ﻣﺸــﺮﻭﻉ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﺍﻟــﺬﻱ ﺗﺒﻨــﺎﻩ ﻣﻜﺘــﺐ ﺍﻟﺸــﺎﺭﻗﺔ ﺍﻟﺘﻌﻠﻴﻤـﻲ ﻋــﱪ ﺗﺸــﻜﻴﻞ ﳉــﺎﻥ ﻣﺘﺨﺼﺼــﺔ ﻭﻋــﱪ‬ ‫ﺍﳌﺘﺎﺑﻌﺔ ﻭﺍﻟﺘﻘﻮﻳﻢ ‪٠‬‬

‫‪ -٧‬ﺗﻌﺘﻤﺪ ﺍﻟﻮﺯﺍﺭﺓ ﰲ ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﻣﻨﻬﺞ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﻋﻠﻰ ﻋﻨﺎﺻﺮ ﺍﳌﻨﻬﺞ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳌﺮﺗﻜﺰﺓ ﻋﻠﻰ ‪:‬‬

‫ﺃ ‪ -‬ﺇﺛﺮﺍﺀ ﺍﳉﺎ�ﺐ ﺍﻟﻌﻘﻠﻲ ‪ :‬ﺇﺛﺮﺍﺀ ﺍﳌﻨـﺎﻫﺞ ﺍﳋﺎﺻـﺔ ﺑـﺎﳌﻮﻫﻮﺑﲔ – ﺗﻮﻇﻴـﻒ ﺇﺳـﱰﺍﺗﻴﺠﻴﺎﺕ ﺳـﻮﺯﺍﻥ ﻭﺍﻳﻨﱪ�ـﺮ‬

‫ﻟﱰﺑﻴﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻔﺼﻮﻝ ﺍﻟﻌﺎﺩﻳﺔ – ﺇﺳـﺘﺨﺪﺍﻡ ﺃﺳـﻠﻮﺏ ﺍﳌـﺪﺍﺭﺱ ﺍﳋﺎﺻـﺔ ﻟﻠﻤﻮﻫـﻮﺑﲔ – ﺃﺳـﻠﻮﺏ‬ ‫ﺍﻟﺘﺴﺮﻳﻊ – ﺃﺳﻠﻮﺏ ﺇﻋﺪﺍﺩ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺘﺒﻌﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪٠‬‬

‫ﺏ – ﺇﺛﺮﺍﺀ ﺍﳉﺎ�ﺐ ﺍﳉﺴﻤﻲ ﺍﳊﺮﻛﻲ ﻭﺍﻹ�ﻔﻌﺎﱄ ﺍﻹﺟﺘﻤﺎﻋﻲ ﻭﺍﻷﺧﻼﻗﻲ ﺍﻟﺮﻭﺣﻲ ﻭﺍﻟﺪﻳﲏ ‪ ) ٠‬ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ‪،‬‬ ‫‪٢٠٠١‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ٩ -٦‬‬ ‫‪ – ٥‬ﰲ ﻋﹸﻤﺎﻥ ‪- :‬‬

‫‪ – ١‬ﻣﺸﺮﻭﻉ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ – ﲡﺮﻱ ﺍﻟﻮﺯﺍﺭﺓ ﻭﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪٢٠٠١‬ﻡ‪٢٠٠٢/‬ﻡ‬

‫ﺩﺭﺍﺳﺔ ﺍﳌﺸﺮﻭﻉ ﺍﳌﻘﺪﻡ ﺑﻮﺍﺳﻄﺔ ﺇﺣﺪﻯ ﻣـﺪﺍﺭﺱ ﺍﳌﻨﻄﻘـﺔ ﻭﻳﻬـﺪﻑ ﺍﳌﺸـﺮﻭﻉ ﺇﱃ ‪ - :‬ﺍﻟﻜﺸـﻒ ﻋـﻦ ﺍﻟﻄـﻼﺏ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﲟﺪﺍﺭﺳﻬﻢ – ﺭﻋﺎﻳﺔ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺗﺸـﺠﻴﻌﻬﻢ ﻭﻣﺘﺎﺑﻌﺘـﻬﻢ – ﺗـﺪﺭﻳﺐ ﻣﻌﻠﻤـﻲ ﺍﻟﻄﻠﺒـﺔ ﺍﳌﻮﻫـﻮﺑﲔ‬ ‫ﻭﺍﻹﻓﺎﺩﺓ ﻣﻦ �ﺸﺎﻃﺎﺕ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺇﳒﺎﺯﺍﲥﻢ ‪٠‬‬

‫‪ -٢‬ﻣﻠﺘﻘﻰ ﺍﻹﺑﺪﺍﻉ ﺍﻟﻄﻼﺑﻲ – �ﻔﺬ ﺧﻼﻝ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪٢٠٠٠‬ﻡ‪٢٠٠١/‬ﻡ ﻭﺗﺸﺘﻤﻞ ﺧﻄﺘﻪ ﻋﻠﻰ ﻋﺪﺓ ﳏﺎﻭﺭ‬ ‫ﻭﻫﻲ ‪ - :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ – ﺍﶈﺎﺿﺮﺍﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ – ﺍﻷ�ﺸﻄﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ – ﺍﻷ�ﺸﻄﺔ ﺍﻟﱰﻓﻴﻬﻴﺔ ‪٠‬‬

‫) ﺍﻟﺴﺮﺣﺎ�ﻲ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٢٢ -١٩‬‬ ‫‪ -٦‬ﺍﻟﺒﺤﺮﻳﻦ ‪- :‬‬

‫‪ -١‬ﻣﺮﻛﺰ ﺍﻟﻌﻠﻮﻡ ﻟﻸﻃﻔﺎﻝ ﻭﺍﻟﺸﺒﺎﺏ ﻋﺎﻡ ‪١٩٨٨‬ﻡ – ﻗﺎﻡ ﺑﻌﻤـﻞ ﺧﻄـﺔ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻋﻠﻤﻴـﺎً ﺗﺮﺗﻜـﺰ‬

‫ﻋﻠﻰ ﳏﻮﺭﻳﻦ ﻭﳘﺎ ‪ - :‬ﺇﺳﺘﻘﻄﺎﺏ ﺍﳌﺘﻤﻴﺰﻳﻦ ﻭﺍﳌﻮﻫـﻮﺑﲔ ﺇﱃ ﺍﳌﺮﻛـﺰ ﻭﺗﻨﻔﻴـﺬ ﺍﻟﱪ�ـﺎﻣﺞ ﺍﻟﺘـﺪﺭﻳﱯ ﻟﺼـﻘﻞ ﻭﺗﻄـﻮﻳﺮ‬

‫ﻗــﺪﺭﺍﲥﻢ ﺍﻟﻌﻠﻤﻴــﺔ ﻭﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ‪ ،‬ﻭﻣــﻦ ﺃﺳ ـﺎﻟﻴﺐ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﰲ ﺍﳌﺮﻛــﺰ ‪ - :‬ﺃ‪ -‬ﺗﻨﻤﻴــﺔ ﺍﻟﻘــﺪﺭﺍﺕ‬

‫ﻭﺍﳌﻮﺍﻫﺐ ﺍﻟﻌﻘﻠﻴﺔ ﻟﺪﻯ ﺍﳌﻮﻫﻮﺏ ‪ ٠‬ﺏ ‪ -‬ﺗﻜﺮﻳﻢ ﺍﳌﺒﺪﻋﲔ ﻭﺍﳌﻮﻫﻮﺑﲔ ‪ ٠‬ﺝ ‪ -‬ﺭﺑﻂ ﺍﳌﻮﻫﻮﺏ ﺑﺎ‪‬ﺘﻤﻊ ﻭﺫﻟـﻚ‬

‫ﻟﺘﺄﺻﻴﻞ ﺍﻹﺑﺪﺍﻉ ﻭﺟﻌﻠﻪ �ﺎﻓﻌﺎً ﻟﻠﻤﺠﺘﻤﻊ ‪ ٠‬ﺩ ‪ -‬ﺍﻟﺮﺑﻂ ﺑﲔ ﺃﺳﺮﺓ ﺍﳌﻮﻫﻮﺏ ﻭﺍﳌﺮﻛﺰ ﻟﺘﻬﻴﺌﺔ ﺍﻟﺒﻴﺌﺔ ﺍﳌﻨﺎﺧﻴﺔ ﻟﻠﻄﻔﻞ‬ ‫ﺍﳌﻮﻫﻮﺏ ‪ ٠‬ﻫـ ‪ -‬ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳌﻌﺎﺭﺽ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻌﺮﺽ ﺍﻟﻨﺘﺎﺝ ﺍﻹﺑﺪﺍﻋﻲ ﺍﳌﺘﻤﻴﺰ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪٠‬‬

‫ﻭ‪ -‬ﺭﺑﻂ ﺍﳌﻮﻫﻮﺏ ﺑﺎﻟﺒﻴﺌﺔ ﺍﻟﻔﻄﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﻣﺸﺎﺭﻛﺘﻪ ﰲ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﶈﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ‪٠‬‬

‫ﺯ‪ -‬ﺇﻋﻄﺎﺀ ﺍﳌﻮﻫﻮﺏ ﺷﺨﺼﻴﺘﻪ ﺍﻹﺳﺘﻘﻼﻟﻴﺔ ﻣـﻦ ﺧـﻼﻝ ﻗﻴﺎﻣـﻪ ﺑﺘـﺪﺭﻳﺐ ﺍﻟﻄﻠﺒـﺔ ﺍﳉـﺪﺩ ﺃﻭ ﻣﻨﺤـﻪ ﻣﺴـﺆﻭﻟﻴﺎﺕ‬ ‫ﺇﺩﺍﺭﻳﺔ ‪٠‬‬

‫ﻭﻣــﻦ ﺍﳋﻄــﻂ ﺍﳌﺴــﺘﻘﺒﻠﻴﺔ ﻟﻠﻤﺮﻛــﺰ ﰲ ﳎــﺎﻝ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ‪ - :‬ﻋﻤــﻞ ﺷــﺒﻜﺔ ﺇﺑﺪﺍﻋﻴــﺔ – ﺗﻜﺜﻴــﻒ‬

‫ﺍﳉﻬﻮﺩ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻟﻮﺿﻊ ﺑﺮ�ﺎﻣﺞ ﻣﺘﻜﺎﻣﻞ – ﺗﻄﻮﻳﺮ ﻭﺇﺳﺘﺤﺪﺍﺙ ﺑـﺮﺍﻣﺞ‬ ‫ﻋﻠﻤﻴــﺔ ﺟﺪﻳــﺪﺓ ﻟﺘﺘﻨﺎﺳــﺐ ﻣــﻊ ﻣﺘﻄﻠﺒــﺎﺕ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺗﻐــﲑﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴ ـﺎ – ﺇﺳــﺘﺤﺪﺍﺙ ﻗﺎﻋــﺪﺓ ﻣﻌﻠﻮﻣــﺎﺕ‬

‫ﻟﻠﻤﻮﻫﻮﺑﲔ ﻟﺮﺑﻄﻬﺎ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﳌﺨﺘﺼﺔ ‪٠‬‬

‫‪ -٢‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﺒﺤﺮﻳﻨﻴﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻄﻔﻮﻟﺔ ‪٠‬‬

‫‪ -٣‬ﻣﺴــﺎﳘﺎﺕ ﺍﳌــﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴــﺔ ﻣﺜــﻞ ﲡﺮﺑــﺔ ﻣﺪﺭﺳــﺔ ﺍﻟﺴــﻬﻠﺔ ﺍﻹﺑﺘﺪﺍﺋﻴــﺔ ﻟﻠﺒﻨــﺎﺕ ﻭﺍﻟــﱵ ﲥــﺪﻑ ﺇﱃ ﺃﻥ‬

‫ﺗﻜﺘﺴﺐ ﺍﻟﻄﺎﻟﺒﺔ ﺍﻟﺸﺨﺼﻴﺔ ﺍﳌﺘﺰ�ـﺔ ﺍﻟﻘﻮﻳـﺔ ﺍﻟﻘـﺎﺩﺭﺓ ﻋﻠـﻰ ﺍﻟﻌﻄـﺎﺀ ﺍﻹﳚـﺎﺑﻲ ﻟﻠﻤﺠﺘﻤـﻊ – ﺗﻨﻤﻴـﺔ ﺑﻌـﺾ ﺟﻮﺍ�ـﺐ‬

‫ﺍﻟــﺘﻔﻜﲑ ﺍﻹﺑــﺪﺍﻋﻲ – ﲡﺮﺑــﺔ ﻣﺪﺭﺳــﺔ ﺍﻹﺳــﺘﻘﻼﻝ ﺍﻹﻋﺪﺍﺩﻳــﺔ ﺍﻟﺜﺎ�ﻮﻳــﺔ ﻟﻠﺒﻨــﺎﺕ ﻭﲥــﺪﻑ ﺇﱃ ﺇﺗﺎﺣــﺔ ﺍﻟﻔﺮﺻــﺔ‬

‫ﻟﻠﻄﺎﻟﺒــﺎﺕ ﻟﺘﻄ ـﻮﻳﺮ ﺇﻫﺘﻤﺎﻣــﺎﲥﻦ ﻭﺇﻛﺴــﺎﲠﻦ ﻣﻬــﺎﺭﺍﺕ ﺍﻟــﺘﻔﻜﲑ ﻭﺍﻹ�ﺘــﺎﺝ ﺍﻹﺑــﺪﺍﻋﻲ – ﲡﺮﺑــﺔ ﻣﺪﺭﺳــﺔ ﺍﻟﻌــﻼﺀ‬

‫ﺍﳊﻀﺮﻣﻲ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﻟﻠﺒﻨﲔ ﻭﲥﺪﻑ ﺇﱃ ﺗﻨﻔﻴﺬ ﺑﺮ�ﺎﻣﺞ ﻳﺮﻋﻰ ﺍﻟﻄﻠﺒﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔﻮﻗﲔ ﰲ ﺍﳌﺪﺭﺳﺔ ‪٠‬‬

‫‪ -٤‬ﺗﺸﻜﻴﻞ ﳉﻨﺔ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻠﺒـﺔ ﺍﳌﺘﻔـﻮﻗﲔ ﻭﺍﳌﻮﻫـﻮﺑﲔ ﻋـﺎﻡ ‪١٩٩٥‬ﻡ ﻭﻣـﻦ ﻣﻬﺎﻣﻬـﺎ ‪ - :‬ﻭﺿـﻊ ﺗﻌﺮﻳـﻒ ﻟﻠﻄﺎﻟـﺐ‬

‫ﺍﳌﺘﻔــﻮﻕ ﻭﺍﳌﻮﻫــﻮﺏ – ﲢﺪﻳــﺪ ﺃﺩﻭﺍﺕ ﺍﻟﻜﺸــﻒ ﻭﺍﻟﺘﻌــﺮﻑ ﻋﻠــﻰ ﺍﳌﻮﻫــﻮﺑﲔ – ﺍﻟﻌﻤــﻞ ﻋﻠــﻰ ﺗﺄﺳــﻴﺲ ﺑﺮ�ــﺎﳎﲔ‬

‫ﻟﺮﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ‪٠٠٠‬ﺍﱁ ‪٠‬‬

‫‪� -٥‬ﻘــﻞ ﺇﺧﺘﺼﺎﺻــﺎﺕ ﳎﻤﻮﻋــﺔ ﺍﻟﱰﺑﻴــﺔ ﺍﳋﺎﺻــﺔ ﻣــﻦ ﺇﺩﺍﺭﺓ ﺍﻷ�ﺸــﻄﺔ ﻭﺍﳋــﺪﻣﺎﺕ ﺍﻟﻄﻼﺑﻴــﺔ ﺇﱃ ﺇﺩﺍﺭﺓ ﺍﻟﺘﻌﻠــﻴﻢ‬

‫ﺍﻹﺑﺘﺪﺍﺋﻲ ﻋﺎﻡ ‪١٩٩٨‬ﻡ ﻭﻋﻠﻰ ﺿﻮﺀﻩ ﰎ ﻭﺿﻊ ﺧﻄﺔ ﳌﺸﺮﻭﻉ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻠﺒـﺔ ﺍﳌﺘﻔـﻮﻗﲔ ﰲ ﺍﻹﺑﺘـﺪﺍﺋﻲ ﲥـﺪﻑ ﺇﱃ‬

‫ﺗﻘﺪﻳﻢ ﺍﻟﺮﻋﺎﻳﺔ ﻟﻠﻄﻠﺒﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻋﻘﻠﻴﺎً ﻭﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﺪﺍﺭﺱ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺑﺪﻭﻟﺔ ﺍﻟﺒﺤﺮﻳﻦ ‪٠‬‬

‫‪ -٦‬ﺑﺮ�ﺎﻣﺞ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻭﺍﳌﻮﻫﺒﺔ ﲜﺎﻣﻌﺔ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻲ – ﻳﻬﺪﻑ ﺇﱃ ﺗﻜﻮﻳﻦ ﻭﺇﻋﺪﺍﺩ ﺍﻟﻜـﻮﺍﺩﺭ ﺍﳌﺘﺨﺼﺼـﺔ‬

‫ﻭﺍﳌﺆﻫﻠــﺔ – ﺗــﻮﻓﲑ ﺍﳌﻌﻠﻮﻣــﺎﺕ ﺍﻟﻌﻠﻤﻴــﺔ ﻭﺇﺟــﺮﺍﺀ ﺍﻟﺒﺤــﻮﺙ ﻭﺍﻟﺪﺭﺍﺳــﺎﺕ – ﺗﻘــﺪﻳﻢ ﺍﳌﺸــﻮﺭﺓ ﺍﻟﻌﻠﻤﻴــﺔ ﻭﺧــﺪﻣﺎﺕ‬ ‫ﺍﻟﺘــﺪﺭﻳﺐ ﻭﺍﻟﺘﺄﻫﻴــﻞ – ﺯﻳــﺎﺩﺓ ﻛﻔــﺎﺀﺓ ﺍﳌﻌﻠﻤــﲔ ﻭﺍﻷﺧﺼـﺎﺋﻴﲔ ﻭﺍﻹﺟﺘﻤــﺎﻋﻴﲔ ﻭﺍﻟﱰﺑـﻮﻳﲔ ﻭﺍﳌﺮﺷـﺪﻳﻦ ﻋــﻦ ﻃﺮﻳــﻖ‬

‫ﺍﻟﺪﻭﺭﺍﺕ ﻭﻭﺭﺵ ﺍﻟﻌﻤﻞ ﻭﻳﻘﺪﻡ ﺍﻟﱪ�ﺎﻣﺞ ﺩﺑﻠﻮﻡ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﺍﳌﺎﺟﺴﺘﲑ ‪ ) ٠‬ﺇﺳﺤﺎﻕ ﻭﻣﺒﺎﺭﻙ ‪٢٠٠١ ،‬ﻡ‪،‬‬

‫ﺹ ﺹ‪. ( ١١ – ٥‬‬ ‫‪ -٧‬ﻗﻄﺮ ‪- :‬‬

‫ﺗﻨﺒﺜﻖ ﻓﻜﺮﺓ ﺇ�ﺸﺎﺀ ﺍﳌﺮﻛﺰ ﺍﻟﻘﻄﺮﻱ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺍﳌﺒـﺪﻋﲔ ﻣـﻦ ﻓﻠﺴـﻔﺔ ﺍﻟﱰﻛﻴـﺰ ﻋﻠـﻰ ﺍﻟﻨـﻮﺍﺣﻲ ﺍﻹﳚﺎﺑﻴـﺔ‬

‫ﻟﻠﻔﺮﺩ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻔﺮﺩﻩ ﻭﲤﻴﺰﻩ ﻭﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺇﻣﻜﺎ�ﻴﺎﺗﻪ ﳑﺎ ﳛﻘﻖ ﺍﻟﻨﻤﻮ ﺍﻟﺸﺨﺼـﻲ ﻟﻠﻔـﺮﺩ ﻭﳛﻘـﻖ ﺃﻓﻀـﻞ‬

‫ﻓﺮﺹ ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﳊﻴﺎﺓ ﺍﻹﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ‪ ،‬ﻭﺗﺴﺘﻬﺪﻑ ﺧﻄﺔ ﺍﳌﺮﻛﺰ ﺗـﻮﻓﲑ ﺍﻟﺘﻌﻠـﻴﻢ ﺍﳌﺘﻤﻴـﺰ‬

‫ﻭﳝﻜﻦ ﲢﻘﻴﻖ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺧﻄﺔ ﺯﻣﻨﻴﺔ ﻣﺮﺣﻠﻴﺔ ﺗﻨﻔـﺬ ﻋﻠـﻰ ﻣـﺮﺣﻠﺘﲔ ‪ -١ - :‬ﺗﻜـﻮﻳﻦ ﻓﺮﻳـﻖ ﻋﻤـﻞ‬

‫ﻓﲏ ﰲ ﻛﻞ ﻣﺪﺭﺳﺔ ‪٠‬‬

‫‪ -٢‬ﺇﻛﺘﺸﺎﻑ ﺑﻌﺾ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﻭﺗﻘﺪﻳﻢ ﺑﻌﺾ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﳍﻢ ‪٠‬‬

‫ﻭﻳﻘﺪﻡ ﺍﳌﺮﻛﺰ ﺃ�ﺸﻄﺔ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻌﺎﻣﺔ – ﺑﺮﺍﻣﺞ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﺜﻘﻴﻒ – ﺍﻟﱪﺍﻣﺞ ﺍﳋﺎﺭﺟﻴـﺔ – ﺍﻟـﱪﺍﻣﺞ‬

‫ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ) ٠‬ﺍﳌﻨﺼﻮﺭ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ١٢ -٨‬‬

‫‪ – ٨‬ﺍﻟﻜﻮﻳﺖ ‪- :‬‬

‫‪ – ١‬ﺍﻟﻨﺎﺩﻱ ﺍﻟﻌﻠﻤﻲ ﺍﻟﻜﻮﻳﱵ ﻋﺎﻡ ‪١٩٧٤‬ﻡ ‪٠‬‬

‫‪ -٢‬ﺍﳉﻤﻌﻴﺔ ﺍﻟﻜﻮﻳﺘﻴﺔ ﻟﺘﻘﺪﻡ ﺍﻟﻄﻔﻮﻟﺔ ﻋﺎﻡ ‪١٩٨٠‬ﻡ ‪٠‬‬

‫‪ -٣‬ﺍ‪‬ﻠﺲ ﺍﻟﻌﺮﺑﻲ ﻟﻠﻄﻔﻮﻟﺔ ﻭﺍﻟﺘﻨﻤﻴﺔ ﻋﺎﻡ ‪١٩٨٧‬ﻡ ‪٠‬‬

‫‪ -٤‬ﰎ ﻭﺿﻊ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﱰﺑﻴﺔ ﰲ ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ ﺣﺘﻰ ﻋﺎﻡ ‪٢٠٢٥‬ﻡ ﻭﺍﻟﱵ ﺻﺪﺭﺕ ﻋـﺎﻡ‬

‫‪١٩٩٨‬ﻡ ﻭﺫﻟــﻚ ﺗﻌﺰﻳــﺰﺍً ﻟﻺﺟــﺮﺍﺀﺍﺕ ﻭﺍﳋﻄــﻮﺍﺕ ﺍﻟــﱵ ﺃﲣــﺬﺕ ﻭﺍﻟﺘﻮﺟﻬــﺎﺕ ﺍﻟﱰﺑﻮﻳــﺔ ﺍﻟــﱵ ﰎ ﺗﺒﻨﻴﻬــﺎ ﻣﻨــﺬ ﺑﺪﺍﻳــﺔ‬

‫ﺍﻟﺴـﺘﻴﻨﻴﺎﺕ ﻭﺗﺮﺗﻜــﺰ ﻫـﺬﻩ ﺍﻹﺳــﱰﺍﺗﻴﺠﻴﺔ ﺇﱃ ﺗـﺒﲏ ﺧﻄــﺔ ﺷـﺎﻣﻠﺔ ﻭﺩﻗﻴﻘــﺔ ﻣـﻦ ﺧــﻼﻝ ﺍﻟﱰﻛﻴـﺰ ﻋﻠــﻰ ﻋـﺪﺩ ﻣــﻦ‬

‫ﺍﻷﺑﻌﺎﺩ ﻣﻨﻬﺎ ‪ - :‬ﺃ ‪ -‬ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﺴﻮﺡ ﺍﳌﻴﺪﺍ�ﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺘﺒﻌﻴﺔ ﻭﺍﳌﻘﺎﺭ�ﺔ‬

‫ﺍﻟﱵ ﻳﺸﻜﻮ ﺍﳌﻴﺪﺍﻥ ﻣﻦ �ﺪﺭﲥﺎ ‪٠‬‬

‫ﺏ ‪ -‬ﺃﳘﻴﺔ ﻭﺟﻮﺩ ﺁﻟﻴﺔ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﺗﺘﻮﱃ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻹﺷﺮﺍﻑ ﻭﺍﳌﺘﺎﺑﻌﺔ ﻋﻠﻰ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳋﻄﻂ ﻭﺍﻟﻌﻤﻞ‬ ‫ﺍﳌﻴﺪﺍ�ﻲ ﺍﳌﺘﺼﻞ ﺑﺎﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪٠‬‬

‫ﺝ ‪ -‬ﺗﺸﻜﻴﻞ ﳉﻨﺔ ﰲ ﻛﻞ ﻣﺪﺭﺳﺔ ﲥﺘﻢ ﲜﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﺗﻈﻬﺮ ﻣﻮﻫﺒﺘـﻬﻢ ﻟﻠﺘﻌـﺎﻭﻥ ﻣـﻊ ﺍﻵﻟﻴـﺔ‬ ‫ﺍﳌﻌﻨﻴﺔ ﺑﺎﻟﻮﺯﺍﺭﺓ ﻟﺘﺤﺪﻳﺪ ﺳﺒﻞ ﻣﺘﺎﺑﻌﺘﻬﻢ ‪٠‬‬

‫ﺩ ‪ -‬ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﺑﻨﺎﺀ ﺑﺮﺍﻣﺞ ﺇﺛﺮﺍﺋﻴـﺔ ﺗﻘـﻮﻡ ﻋﻠـﻰ ﺧﺼـﺎﺋﺺ ﻭﻇـﺮﻭﻑ ﻃﻠﺒـﺔ ﺍﻟﻜﻮﻳـﺖ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ‬ ‫ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﳋﱪﺓ ﺍﻟﺪﻭﻟﻴﺔ ﺍﳌﺘﻘﺪﻣﺔ ﰲ ﻣﻨﻈﻤﺎﺕ ﺍﻟﻴﻮ�ﺴﻜﻮ ﻭﺍﳌﺮﺍﻛﺰ ﺍﻟﻌﺎﳌﻴﺔ ﺍﳌﺘﺨﺼﺼﺔ ‪.‬‬

‫ﻫـ ‪ -‬ﺗﻮﻓﲑ ﺑﺮﺍﻣﺞ ﺗﻨﻤﻴﺔ ﻣﻬﻨﻴﺔ ﻟﺘﻮﻋﻴﺔ ﺍﳌﻌﻠﻤﲔ ﻭﺇﺛﺮﺍﺀ ﻗﺪﺭﺍﲥﻢ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ‪٠٠٠‬ﺍﱁ ‪٠‬‬ ‫‪ – ٥‬ﺍﻟﺒﺪﺀ ﰲ ﻋﺎﻡ ‪١٩٩٠ -١٩٩٨‬ﻡ ﲡﺮﺑﺔ ﺇ�ﺸﺎﺀ ﻣﺮﺍﻛﺰ ﻣﺘﺨﺼﺼﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ ‪٠‬‬

‫‪ – ٦‬ﺗﺸﻜﻴﻞ ﺍ‪‬ﻠﺲ ﺍﻷﻋﻠﻰ ﻟﻠﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻭﺍﻷﻣﺎ�ﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻋﺎﻡ ‪١٩٩٣‬ﻡ ﻭﺍﻟﱵ ﻛﺎﻥ ﻣﻦ ﺃﺑـﺮﺯ‬ ‫ﺟﻬﻮﺩﻫــﺎ ‪ - :‬ﺇ�ﺸــﺎﺀ ﺍﳌﺮﺍﻛــﺰ ﺍﻹﺛﺮﺍﺋﻴــﺔ ﺑــﺪﺀﺍً ﻣــﻦ ﻋــﺎﻡ ‪١٩٩٤‬ﻡ – ﺇ�ﺸــﺎﺀ ﻓﺼــﻮﻝ ﻟﻠﻄﻠﺒــﺔ ﺍﻟﻔـﺎﺋﻘﲔ ﰲ ﺍﳌﺮﺣﻠــﺔ‬ ‫ﺍﻟﺜﺎ�ﻮﻳﺔ ﻋﺎﻡ ‪٢٠٠١ -٢٠٠٠‬ﻡ ‪ ) ٠‬ﺍﳌﺸﻌﺎﻥ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ١٧ -٤‬‬

‫ﲡﺮﺑﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﺍﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‬

‫ﺗﻌــﻮﺩ ﻓﻜــﺮﺓ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﺇﱃ ﻣــﺎ �ﺼــﺖ ﻋﻠﻴــﻪ ﺍﻟﺴﻴﺎﺳــﺔ ﺍﻟﺘﻌﻠﻴﻤﻴــﺔ ﺍﳌﻌﺘﻤــﺪﺓ ﰲ ﺍﳌﻤﻠﻜــﺔ ﺍﻟﻌﺮﺑﻴــﺔ‬

‫ﺍﻟﺴﻌﻮﺩﻳﺔ ﻋﻠـﻰ ﺃﻥ ﺃﺣـﺪ ﺍﻷﻫـﺪﺍﻑ ﺍﻷﺳﺎﺳـﻴﺔ ﺍﶈﻘﻘـﺔ ﻟﻐﺎﻳـﺔ ﺍﻟﺘﻌﻠـﻴﻢ ﻳﺘﻤﺜـﻞ ﰲ ﺍﻹﻫﺘﻤـﺎﻡ ﺑﺈﻛﺘﺸـﺎﻑ ﺍﳌﻮﻫـﻮﺑﲔ‬

‫ﻭﺭﻋﺎﻳﺘﻬﻢ ﻭﺇﺗﺎﺣﺔ ﺍﻹﻣﻜﺎ�ﺎﺕ ﻭﺍﻟﻔﺮﺹ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻨﻤﻮ ﻣﻮﺍﻫﺒﻬﻢ ﰲ ﺇﻃﺎﺭ ﺍﻟﱪﺍﻣﺞ ﺍﻟﻌﺎﻣﺔ ﻭﺑﻮﺿـﻊ ﺑـﺮﺍﻣﺞ ﺧﺎﺻـﺔ‬

‫‪ ،‬ﻭﺇ�ﻄﻼﻗﺎً ﻣﻦ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺳﺔ ﰎ ﺃﻭﻻً ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﺍﻟـﻮﻃﲏ ﺍﻟـﺬﻱ ﺩﻋﻤﺘـﻪ ﻣﺪﻳﻨـﺔ ﺍﳌﻠـﻚ ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ﻟﻠﻌﻠـﻮﻡ‬

‫ﻭﺍﻟﺘﻘﻨﻴــﺔ ﺑﺎﻟﺘﻌــﺎﻭﻥ ﻣــﻊ ﻭﺯﺍﺭﺓ ﺍﳌﻌــﺎﺭﻑ ﻭﺍﻟﺮﺋﺎﺳــﺔ ﺍﻟﻌﺎﻣــﺔ ﻟﺘﻌﻠــﻴﻢ ﺍﻟﺒﻨــﺎﺕ ) ﺳــﺎﺑﻘﺎً ( ﻟﻠﻜﺸــﻒ ﻋــﻦ ﺍﳌﻮﻫــﻮﺑﲔ‬

‫ﻭﺭﻋﺎﻳﺘﻬﻢ ‪ ،‬ﻭﻟﻘﺪ ﻭﻓﺮ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻷﺳـﺎﺱ ﺍﻟﻌﻠﻤـﻲ ﻟﺒـﺪﺀ ﺍﻟﺘﻨﻔﻴـﺬ ﳌﺸـﺮﻭﻉ ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﺣﻴـﺚ ﺗﻀـﻤﻦ‬

‫ﺇﻋﺪﺍﺩ ﺍﳌﻘـﺎﻳﻴﺲ ﻭﺍﻷﺳـﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﺍﺋـﻖ ﺍﻟﻌﻠﻤﻴـﺔ ﺍﳌﻘﻨﻨـﺔ ﻋﻠـﻰ ﺑﻴﺌـﺔ ﺍﳌﻤﻠﻜـﺔ ﻭﺗﻄﻮﻳﺮﻫـﺎ ﻭﻛـﺬﻟﻚ ﻭﺿـﻊ ﳕـﺎﺫﺝ‬

‫ﻟﱪﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱃ ﺧﻄـﺔ ﺗﻮﻋﻴـﺔ ﺍ‪‬ﺘﻤـﻊ ﻭﺗﻨﺴـﻴﻖ ﺍﳉﻬـﻮﺩ ﻭﺗﻜﺎﻣﻠـﻬﺎ‬

‫ﺑﲔ ﺍﳌﺆﺳﺴﺎﺕ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺍﳊﻜﻮﻣﻴﺔ ﻭﺍﳋﺎﺻﺔ ‪ ،‬ﻭﺑﻌﺪ ﺃﻥ ﺍﻛﺘﻤﻞ ﺍﻟﺒﺤـﺚ ﺍﻟـﻮﻃﲏ ﰎ ﻋﺮﺿـﻪ ﻋﻠـﻰ ﺍﳉﻬـﺎﺕ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﺒﺪﺀ ﰲ ﺍﻟﺘﻨﻔﻴﺬ ﺛـﻢ ﺑـﺎﺩﺭﺕ ﻭﺯﺍﺭﺓ ﺍﳌﻌـﺎﺭﻑ ) ﺳـﺎﺑﻘﺎً ( ﺇﱃ ﺇ�ﺸـﺎﺀ ﺍﻟﱪ�ـﺎﻣﺞ ﺍﻟـﻮﻃﲏ ﻟﻠﻜﺸـﻒ ﻋـﻦ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪٠‬‬

‫ﻭﺣﺎﻟﻴﺎً ﲦﺔ ﺛﻼﺙ ﺟﻬﺎﺕ ﺭﲰﻴـﺔ ﺗﻌﻨـﻰ ﺑـﺎﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜـﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﺍﻟﺴـﻌﻮﺩﻳﺔ ﻭﻫـﻲ ‪ - :‬ﻣﺆﺳﺴـﺔ‬

‫ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺑﺮ�ﺎﻣﺞ ﺍﻟﻜﺸـﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ‬

‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺃﺳﺎﻟﻴﺐ ﺇﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﺍﳌﻄﺒﻘﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻣﻘﺼﻮﺭﺓ ﻋﻠـﻰ ﺍﻟﺘﺤﺼـﻴﻞ‬

‫ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻷ�ﺸﻄﺔ ﻏﲑ ﺍﻟﺼﻔﻴﺔ ﻭﺗﺮﺷﻴﺤﺎﺕ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺸﺮﻓﲔ ‪ ،‬ﺃﻣﺎ ﺍﻷﺳـﺎﻟﻴﺐ ﺍﻟﻌﻠﻤﻴـﺔ ﺍﳌﻘﻨﻨـﺔ ﻓﻘـﺪ ﰎ‬

‫ﺇﻋﺪﺍﺩ ﻭﺗﻘﻨﲔ ﺑﻌﺾ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺴـﺘﺨﺪﻡ ﻛﺠـﺰﺀ ﻣـﻦ ﻋﻤﻠﻴـﺔ ﺇﻛﺘﺸـﺎﻑ ﺍﳌﻮﻫـﻮﺑﲔ ﻣﺜـﻞ ﺇﺧﺘﺒـﺎﺭ ﻭﻛﺴـﻠﺮ‬

‫ﻟﻠﺬﻛﺎﺀ ‪ ،‬ﻭﰲ ﺩﺭﺍﺳﺔ ﻣﺴـﺤﻴﺔ ﻗﺎﻣـﺖ ﲠـﺎ ﺑـﺎﺭﺑﺮﺍ ﻛـﻼﺭﻙ " ‪" Barbra Clark‬ﺭﺋﻴﺴـﺔ ﺍ‪‬ﻠـﺲ ﺍﻟﻌﻠﻤـﻲ‬

‫ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﳌﻘﺎﺭ�ﺔ ﺍﻟﻄﺮﻕ ﻭﺍﳌﻌﺎﻳﲑ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ‪ ١٧‬ﺑﻠﺪﺍً ﻟﻠﱰﺷﻴﺢ ﻭﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﺃﺗﻀـﺢ ﺃﻥ‬

‫ﺍﳌﻤﻠﻜــﺔ ﺍﻟﻌﺮﺑﻴــﺔ ﺍﻟﺴــﻌﻮﺩﻳﺔ ﺗﻌﺘﻤــﺪ ﰲ ﺗﺮﺷــﻴﺤﻬﺎ ﻟﻠﻤﻮﻫــﻮﺑﲔ ﻋﻠــﻰ ﺗﻘ ـﺪﻳﺮﺍﺕ ﺍﳌﻌﻠﻤــﲔ – ﺍﻟﺘﻔــﻮﻕ ﰲ ﺍﻟﺘﺤﺼــﻴﻞ‬

‫ﺍﻟﺪﺭﺍﺳﻲ – ﻗﻮﺍﺋﻢ ﺍﻟﺼﻔﺎﺕ ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻌﺘﻤـﺪ ﰲ ﺍﻟﻜﺸـﻒ ﻭﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ ﺇﺧﺘﺒـﺎﺭ ﺍﻟـﺬﻛﺎﺀ ﺍﻟﻔـﺮﺩﻱ – ﺇﺧﺘﺒـﺎﺭ‬

‫ﺍﻟﺬﻛﺎﺀ ﺍﳉﻤﻌﻲ – ﻗﻮﺍﺋﻢ ﺍﻟﺼﻔﺎﺕ – ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺘﻜﺎﺭﻱ ‪ ،‬ﻋﻠﻤﺎً ﺑﺄﻥ ﺍﻟﻌﻤـﺮ ﺍﶈـﺪﺩ ﻋﻨـﺪ ﺍﻟﻜﺸـﻒ‬ ‫ﻭﺍﻟﺘﻌﺮﻑ ﰲ ﺍﳌﻤﻠﻜﺔ ﻫﻮ ‪ ١٦ – ٩‬ﺳﻨﺔ ‪.‬‬

‫‪ - ١‬ﺑﺮ�ﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻫﻮ ﺑﺮ�ﺎﻣﺞ ﻗﺎﻡ ﻋﻠﻰ ﺩﺭﺍﺳﺔ ﺃﺷﺮﻓﺖ ﻋﻠﻴﻬﺎ ﻭﻣﻮﻟﺘﻬﺎ ﻣﺪﻳﻨﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳـﺰ ﻟﻠﻌﻠـﻮﻡ ﻭﺍﻟﺘﻘﻨﻴـﺔ ﻣﺘﻌﺎﻭ�ـﺔ‬

‫ﻣــﻊ ﻭﺯﺍﺭﺓ ﺍﳌﻌـــﺎﺭﻑ ﻭﺍﻟﺮﺋﺎﺳــﺔ ﺍﻟﻌﺎﻣـــﺔ ﻟﺘﻌﻠـــﻴﻢ ﺍﻟﺒﻨــﺎﺕ ) ﺳـــﺎﺑﻘﺎً ( ﺛـــﻢ ﺑــﺎﺩﺭﺕ ﻭﺯﺍﺭﺓ ﺍﳌﻌـــﺎﺭﻑ ) ﺳـــﺎﺑﻘﺎ ً(‬ ‫ﺑﺘﻨﻔﻴﺬﻫﺎ‪ ،‬ﺗﺄﺳﺲ ﻋﺎﻡ ‪١٤١٧‬ﻫـ ﻭﺑﺪﺃ ﺍﻟﱪ�ﺎﻣﺞ ﻋﻤﻠـﻪ ﻣـﻊ ﻣﻄﻠـﻊ ﺍﻟﻌـﺎﻡ ﺍﻟﺪﺭﺍﺳـﻲ ‪١٤١٩ – ١٤١٨‬ﻫــ ﰲ ﺃﻭﻝ‬

‫ﻣﺮﻛﺰ ﲟﺠﻤﻊ ﺍﻷﻣﲑ ﺳﻠﻄﺎﻥ ﺍﻟﺘﻌﻠﻴﻤﻲ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳﺎﺽ ﻋﻠﻰ ﺃﻥ ﻳﺘﻢ ﺇ�ﺸﺎﺀ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺮﺍﻛﺰ ﰲ ﻣﻨﺎﻃﻖ ﺍﳌﻤﻠﻜـﺔ‬

‫ﻛﺎﻓﺔ ﻭﻓﻘﺎً ﻟﻺﻣﻜﺎ�ﺎﺕ ﺍﳌﺘﺎﺣﺔ ‪ ،‬ﻭﳜﺪﻡ ﺍﻟﱪ�ﺎﻣﺞ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ ﺗﻮﺟﺪ ﻟﺪﻳﻬﻢ ﺇﺳﺘﻌﺪﺍﺩﺍﺕ ﻭﻗﺪﺭﺍﺕ ﻏﲑ ﻋﺎﺩﻳـﺔ‬

‫ﺃﻭ ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻋﻦ ﺑﻘﻴﺔ ﺃﻗﺮﺍﳖﻢ ﰲ ﳎﺎﻝ ﺃﻭ ﺃﻛﺜﺮ ﻭﺧﺼﻮﺻﺎً ﰲ ﳎـﺎﻻﺕ ﺍﻟﺘﻔـﻮﻕ ﺍﻟﻌﻘﻠـﻲ ﻭﺍﻟـﺘﻔﻜﲑ ﺍﻹﺑﺘﻜـﺎﺭﻱ‬ ‫ﻭﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﻌﻠﻤﻲ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻘـﺪﺭﺍﺕ ﺍﳋﺎﺻـﺔ ﻭﳛﺘـﺎﺟﻮﻥ ﺇﱃ ﺭﻋﺎﻳـﺔ ﺗﻌﻠﻴﻤﻴـﺔ ﺧﺎﺻـﺔ ﻻ ﺗﺘـﻮﻓﺮ ﰲ ﺑـﺮﺍﻣﺞ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﺎﺩﻳﺔ ﻭﻳﺘﻢ ﺇﺧﺘﻴﺎﺭﻫﻢ ﻭﻓﻖ ﺍﻷﺳﺲ ﻭﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﻌﻠﻤﻴـﺔ ﺍﳋﺎﺻـﺔ ﻭﺍﶈـﺪﺩﺓ ﻭﻓـﻖ ﺇﺟـﺮﺍﺀﺍﺕ ﺑﺮ�ـﺎﻣﺞ‬

‫ﺍﻟﻜﺸﻒ ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﱪ�ﺎﻣﺞ ‪- :‬‬

‫ﻭﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻔﺮﻋﻴﺔ ﻟﻠﱪ�ﺎﻣﺞ ﺍﳌﻨﺒﺜﻘﺔ ﻋﻦ ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻭﻫﻮ ﺇﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪:‬‬

‫‪ -١‬ﺗﻄﻮﻳﺮ ﺑﺮ�ﺎﻣﺞ ﻣﺴﺘﻤﺮ ﻳﺘﻀﻤﻦ ﺇﻋﺪﺍﺩ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻷﺳﺎﻟﻴﺐ ﻭﺍﻟﻄﺮﻕ ﺍﻟﻌﻠﻤﻴـﺔ ﺍﳌﺴـﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻜﺸـﻒ‬ ‫ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -٢‬ﺗﻘﺪﻳﻢ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻋﻠﻰ ﺷﻜﻞ ﺑﺮﺍﻣﺞ ﺇﺛﺮﺍﺋﻴﺔ ﺇﺿﺎﻓﻴﺔ ﺧﺎﺻﺔ ﺗﺴﺘﺠﻴﺐ ﻟﻄﺒﻴﻌـﺔ‬ ‫ﻗﺪﺭﺍﲥﻢ ﻭﺇﺳﺘﻌﺪﺍﺩﺍﲥﻢ ‪٠‬‬

‫‪ -٣‬ﺍﻟﺘﻌــﺎﻭﻥ ﻣــﻊ ﺃﻭﻟﻴــﺎﺀ ﺃﻣــﻮﺭ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺃﺳــﺮﻫﻢ ﻭﻣﻌﻠﻤــﻴﻬﻢ ﰲ ﺗﻮﻋﻴﺘــﻬﻢ ﺑﻘــﺪﺭﺍﺕ ﻫــﺆﻻﺀ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﻛﻴﻔﻴــﺔ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﻢ ﻭﺗﻮﻓﲑ ﺍﻹﻣﻜﺎ�ﺎﺕ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻨﻤﻮ ﻣﻮﺍﻫﺒﻬﻢ ‪٠‬‬

‫‪ -٤‬ﺗﺸﺠﻴﻊ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﻃﺮﻳﻖ ﻣﺴﺎﺑﻘﺎﺕ ﻭﺟﻮﺍﺋﺰ ﻣﺎﺩﻳﺔ ﻭﻣﻌﻨﻮﻳﺔ ﲢﻔﺰﻫﻢ ﻭﺗﱪﺯ ﻗﺪﺭﺍﲥﻢ ‪٠‬‬

‫‪ -٥‬ﺗﻘ ـﺪﻳﻢ ﺍﻟﺮﻋﺎﻳــﺔ ﺍﻟﻨﻔﺴــﻴﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴــﺔ ﻟﻠﻤﻮﻫــﻮﺑﲔ ﻭﺃﺳــﺮﻫﻢ ﻭﺍﳌﺴــﺎﻋﺪﺓ ﰲ ﺣــﻞ ﺍﳌﺸــﻜﻼﺕ ﺍﻟﻨﻔﺴــﻴﺔ‬ ‫ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﱵ ﺗﻌﻴﻖ ﳕﻮ ﻣﻮﺍﻫﺒﻬﻢ ‪٠‬‬

‫‪ -٦‬ﺗﺸﺠﻴﻊ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﳎﺎﻝ ﺩﺭﺍﺳﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ‪ ) ٠‬ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ‪. ( ٢‬‬

‫ﻭﻗﺪ ﺗﻜﻮﻥ ﺑﺮ�ﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﺒﺔ ﻣﻦ ﻋﺪﺓ ﻣﻌـﺎﻳﲑ ﻫـﻲ ‪ - :‬ﺗﻘـﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳـﲔ – ﺍﻟﺘﻔـﻮﻕ‬

‫ﰲ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳـﻲ – ﺍﻟﺘﻔـﻮﻕ ﰲ ﲢﺼـﻴﻞ ﺍﻟﻌﻠـﻮﻡ – ﺍﻟﺘﻔـﻮﻕ ﰲ ﲢﺼـﻴﻞ ﺍﻟﺮﻳﺎﺿـﻴﺎﺕ – ﻣﻘﻴـﺎﺱ ﺍﻟﻘـﺪﺭﺍﺕ‬ ‫ﺍﻟﻌﻘﻠﻴﺔ – ﻣﻘﻴﺎﺱ ﺗﻮﺭ ﺍ�ﺲ ﻟﻠﺘﻔﻜﲑ ﺍﻹﺑﺘﻜﺎﺭﻱ – ﻣﻘﻴﺎﺱ ﻭﻛﺴﻠﺮ ﻟﺬﻛﺎﺀ ﺍﻷﻃﻔﺎﻝ ﺍﳌﻌﺪﻝ ‪.‬‬ ‫ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﺍﳌﻜﻮ�ﺔ ﻟﻠﱪ�ﺎﻣﺞ ‪- :‬‬

‫ﻫﻨﺎﻙ ﻋﺪﺓ ﻭﺣﺪﺍﺕ ﺗﻘﻮﻡ ﺑﺎﻹﻋﺪﺍﺩ ﻭﺍﻟﺘﻨﻔﻴﺬ ﻭﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺍﻟﱪ�ﺎﻣﺞ ﻭﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﻷﺧﺮﻯ‬

‫ﻭﻫﻲ ‪- :‬‬

‫‪ -١‬ﻭﺣﺪﺓ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﻜﺸﻒ ﻋﻨﻬﻢ ‪٠‬‬ ‫‪ -٣‬ﻭﺣﺪﺓ ﺍﻟﺘﺨﻄﻴﻂ ﻭﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻨﺴﻴﻖ ‪٠‬‬

‫‪ -٢‬ﻭﺣﺪﺓ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳋﺪﻣﺎﺕ ‪٠‬‬

‫‪ -٤‬ﺍﳌﻜﺘﺒﺔ ﻭﻣﺮﻛﺰ ﺍﳌﻌﻠﻮﻣﺎﺕ ‪٠‬‬

‫‪ -٥‬ﺍﳌﺨﺘﱪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻮﺭﺵ ﺍﻟﻔﻨﻴﺔ ‪٠‬‬

‫‪ - ٦‬ﻭﺣﺪﺓ ﺍﻟﺮﻋﺎﻳﺔ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﻭﺗﻨﻘﺴﻢ ﺇﱃ‬

‫ﺑﺮﺍﻣﺞ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﻹﺧﱰﺍﻋﺎﺕ ‪ ) ٠‬ﺗﻘﺮﻳﺮ ‪٢٠٠٠ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ٢١ -١٥‬‬

‫‪ – ٢‬ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﲢﻮﻝ ﺑﺮ�ﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﺇﱃ ﺇﺩﺍﺭﺓ ﻋﺎﻣﺔ ﺑﺎﻟﻘﺮﺍﺭ ﺍﻟﻮﺯﺍﺭﻱ ﺭﻗـﻢ ‪ ٥٨٠٥٤‬ﻭﺗـﺎﺭﻳﺦ‬

‫‪١٤٢١/٣/٤‬ﻫـ ﻭﺫﻟﻚ ﲟﺴﻤﻰ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫـﻮﺑﲔ ‪ ،‬ﻭﻫـﻲ ﺍﳉﻬـﺎﺯ ﺍﻟﱰﺑـﻮﻱ ﻭﺍﻟﺘﻌﻠﻴﻤـﻲ ﺍﻟـﺬﻱ ﻳﻘـﻮﻡ‬

‫ﺑﺘﻨﻔﻴــﺬ ﺳﻴﺎﺳــﺔ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﲢﻘﻴــﻖ ﺃﻫــﺪﺍﻓﻬﺎ ﰲ ﺍﻟــﻮﺯﺍﺭﺓ ‪ ،‬ﻭﻟــﻺﺩﺍﺭﺓ ﺍﻟﺼــﻼﺣﻴﺔ ﰲ ﺗﻜﻠﻴــﻒ ﻣــﻦ ﺗــﺮﺍﻩ‬

‫ﻹﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﻭﻣﻦ ﻳﻘﻮﻡ ﺑﺘﻘﻮﳝﻬﺎ ﻭﲢﻜﻴﻤﻬﺎ ﻭﻓﻘﺎً ﻟﻠﻮﺍﺋﺢ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ) ﻛﻤﺎ ﻳﻮﺟﺪ ﺇﺩﺍﺭﺓ ﻋﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ‬ ‫ﺍﳌﻮﻫﻮﺑﺎﺕ ﺗﺎﺑﻌﺔ ﻟﻠﻮﺯﺍﺭﺓ ﺃﻳﻀﺎً( ﻭﻣﻦ ﻣﻬﺎﻣﻬﺎ ﻭﻣﺴﺆﻭﻟﻴﺎﲥﺎ ﻣﺎﻳﻠﻲ ‪- :‬‬

‫‪ -١‬ﺇﻗﱰﺍﺡ ﺍﳋﻄﻂ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻌﻤﻴﻤﻬﺎ ﻋﻠﻰ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ‪٠‬‬

‫‪ -٢‬ﺇﻋﺪﺍﺩ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻵﻟﻴﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻹﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻄﻮﻳﺮﻫﺎ ‪٠‬‬

‫‪ -٣‬ﻣﺘﺎﺑﻌﺔ ﺗﻮﻓﲑ ﻣﺘﻄﻠﺒﺎﺕ ﺑﺮﺍﻣﺞ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﻭﺍﳌﺴﺘﻠﺰﻣﺎﺕ ﺍﻟﺘﻨﻔﻴﺬﻳﺔ ‪٠‬‬

‫‪ -٤‬ﺇﳚﺎﺩ ﻗﺎﻋﺪﺓ ﻣﻌﻠﻮﻣﺎﺗﻴﺔ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﲨﻴﻊ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ‪.‬‬ ‫‪ -٥‬ﺇﺳﺘﺤﺪﺍﺙ ﺍﳌﺮﺍﻛﺰ ﺑﺎﻟﺘﻨﺴﻴﻖ ﻣﻊ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ‪.‬‬

‫‪ -٦‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﺑﺮﺍﻣﺞ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺩﺍﺧﻞ ﻣﺪﺍﺭﺳﻬﻢ ‪.‬‬ ‫‪ -٧‬ﻣﺘﺎﺑﻌﺔ ﻣﺮﺍﻛﺰ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳉﻮﺍ�ﺐ ﺍﻟﻔﻨﻴﺔ ‪.‬‬

‫‪ -٨‬ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﳉﻬﺎﺕ ﺍﳌﻌﻨﻴﺔ ﰲ ﳎﺎﻝ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻟﻺﻓﺎﺩﺓ ﻣﻦ ﺧﱪﺍﲥﺎ ﻭﺇﻣﻜﺎ�ﺎﲥﺎ ‪.‬‬

‫‪ -٩‬ﻭﺿﻊ ﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﺍﻟﻼﺯﻣﺔ ﻟﻠﻤﻮﺍﻗﻊ ﻭﺍﳌﺨﺘﱪﺍﺕ ﻭﺍﳌﺒﺎ�ﻲ ﺍﳌﺨﺼﺼﺔ ﳌﺮﺍﻛﺰ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -١٠‬ﺗﻌﻤﻴﻢ ﺍﳋﻄﻂ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ ﻋﻠﻰ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻣﺘﺎﺑﻌﺔ ﺗﻨﻔﻴﺬﻫﺎ ‪٠‬‬ ‫‪ -١١‬ﺇﻋﺪﺍﺩ ﺍﳋﻄﻂ ﺍﻟﺒﺤﺜﻴﺔ ﻭﺍﻟﺘﻘﻮﳝﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮﻳﺔ ﻭﺍﻟﺘﻘﺎﺭﻳﺮ ﺍﻟﺴﻨﻮﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻹﺩﺍﺭﺓ ‪٠‬‬

‫ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﻔﺮﻋﻴـــﺔ ﰲ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣـــﺔ ‪ - :‬ﺇﺩﺍﺭﺓ ﺍﻟﻜﺸـــﻒ – ﺇﺩﺍﺭﺓ ﺍﻟﺮﻋﺎﻳـــﺔ – ﺇﺩﺍﺭﺓ ﺍﻟﺘﺨﻄـــﻴﻂ‬

‫ﻭﺍﻟﺘﻨﺴﻴﻖ ﻭﺍﻟﺘﺪﺭﻳﺐ – ﺍﻹﺗﺼﺎﻻﺕ ﺍﻹﺩﺍﺭﻳﺔ ‪٠‬‬

‫ﺃﻣﺎ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺘﺒﻌﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪ - :‬ﺍﻟﺘﺴﺮﻳﻊ – ﺍﻟﺘﺠﻤﻴﻊ – ﺍﻹﺛﺮﺍﺀ ‪٠‬‬

‫ﻭﻭﺳﺎﺋﻞ ﺍﻟﺘﻨﻔﻴﺬ ‪ - :‬ﺍﻟﱪﺍﻣﺞ ﺍﳌﺴﺎﺋﻴﺔ – ﺑـﺮﺍﻣﺞ ﺃﻳـﺎﻡ ﺍﳋﻤـﻴﺲ – ﺍﳌﻠﺘﻘﻴـﺎﺕ ﺍﻟﺼـﻴﻔﻴﺔ ﺍﻹﺛﺮﺍﺋﻴـﺔ ‪ ) ٠‬ﺗﻘﺮﻳـﺮ ‪،‬‬

‫‪٢٠٠١‬ﻡ ‪ ،‬ﺹ ‪. ( ١٨‬‬

‫ﺍﻟﺮﺅﻳﺔ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ -١‬ﰲ ﳎــﺎﻝ ﺍﻟﺮﻋﺎﻳــﺔ – ﺍﻟﺘﻮﺳــﻊ ﰲ ﺇﻓﺘﺘــﺎﺡ ﺍﳌﺮﺍﻛــﺰ – ﺍﻹﺳــﺘﻔﺎﺩﺓ ﻣــﻦ ﻛﻠﻴــﺎﺕ ﺍﳌﻌﻠﻤــﲔ – ﺇﺳــﺘﻐﻼﻝ‬

‫ﺣﺼﺺ ﺍﻟﻨﺸﺎﻁ ﰲ ﺍﳌﺪﺍﺭﺱ – ﺗﻔﻌﻴﻞ ﻣﺮﺍﻛﺰ ﺍﻟﺮﻋﺎﻳـﺔ ﰲ ﺍﻟﻔـﱰﺓ ﺍﻟﺼـﺒﺎﺣﻴﺔ – ﺇ�ﺸـﺎﺀ ﺃﻛﺎﺩﳝﻴـﺎﺕ ﺧﺎﺻـﺔ –‬ ‫ﺗﺮﻓﻴﻊ ﺍﻟﻄﻼﺏ – ﺍﻟﺘﻮﺳﻊ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺼﻴﻔﻴﺔ ‪٠‬‬

‫‪ -٢‬ﰲ ﳎﺎﻝ ﺍﻟﻜﺸﻒ – ﺍﻹﺳﺘﻤﺮﺍﺭ ﰲ ﺍﳌﻘﺎﻳﻴﺲ ﺍﳊﺎﻟﻴـﺔ ﻭﺍﻟﺘﻮﺳـﻊ ﰲ ﺇﻓﺘﺘـﺎﺡ ﺍﳌﺮﺍﻛـﺰ ﻭﺇﻋـﺪﺍﺩ ﻗﺎﻋـﺪﺓ ﺑﻴﺎ�ـﺎﺕ‬ ‫ﺑﺎﻟﻄﻼﺏ ﻭﻣﺴﺘﻮﻳﺎﲥﻢ ﻭﻣﺪﺍﺭﺳﻬﻢ – ﺍﻟﺴﻌﻲ ﻹﻋﺪﺍﺩ ﺇﺧﺘﺒﺎﺭﺍﺕ ﻣﻦ ﺩﺍﺧﻞ ﺍﻟﺒﻴﺌـﺔ ﺍﻟﺴـﻌﻮﺩﻳﺔ ﻟﻘﻴـﺎﺱ ﺍﻟﻘـﺪﺭﺍﺕ‬ ‫ﻭﺍﻟﺬﻛﺎﺀ ﻟﻺﺳﺘﻐﻨﺎﺀ ﻋﻦ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻷﺟﻨﺒﻴﺔ ‪٠‬‬

‫‪ -٣‬ﺗﺄﻫﻴــﻞ ﺍﻟﻘــﻮﻯ ﺍﻟﺒﺸـﺮﻳﺔ – ﻋﻘــﺪ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴــﺔ – ﻋﻘــﺪ ﻭﺭﺵ ﻋﻤــﻞ ﺩﺍﺧــﻞ ﺍﳌﻤﻠﻜــﺔ – ﺇﳊــﺎﻕ ﺑﻌــﺾ‬

‫ﺍﻟﻘﻴﺎﺩﻳﲔ ﺑﱪﺍﻣﺞ ﺗﺪﺭﻳﺒﻴﺔ ﰲ ﺍﳋﺎﺭﺝ – ﺇﻋﺪﺍﺩ ﺧﻄﺔ ﻣﺮﺣﻠﻴـﺔ ﻟﻠﺪﺭﺍﺳـﺎﺕ ﺍﻟﻌﹸﻠﻴـﺎ ﰲ ﳎـﺎﻝ ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ –‬ ‫ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﳊﺎﻕ ﺍﳌﻌﻠﻤﲔ ﺑﱪﺍﻣﺞ ﺍﻟﺪﺑﻠﻮﻡ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﳏﺎﻝ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﰲ ﺍﳉﺎﻣﻌﺎﺕ‬ ‫ﺍﻟﺴﻌﻮﺩﻳﺔ ‪٠‬‬

‫‪ -٤‬ﺑﺮﺍﻣﺞ ﺃﺧﺮﻯ – ﺍﻹﻋﺪﺍﺩ ﻹ�ﺸﺎﺀ ﻗﺎﻋﺪﺓ ﺑﻴﺎ�ـﺎﺕ ﺑـﺎﳌﻌﻠﻤﲔ ﺍﳌﺘﻤﻴـﺰﻳﻦ ﻹﻣﻜﺎ�ﻴـﺔ ﺍﻹﺳـﺘﻔﺎﺩﺓ ﻣﻨـﻬﺎ – ﺍﻟﻌﻤـﻞ‬ ‫ﻋﻠﻰ ﻭﺿﻊ ﻣﻌﺎﻳﲑ ﻟﻠﺠﻮﺍﺋﺰ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﻌﻠﻤﲔ ﺍﳌﺘﻤﻴﺰﻳﻦ – ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﳉﻬـﺎﺕ ﺍﳌﻤﺎﺛﻠـﺔ ﻟﻺﺳـﺘﻔﺎﺩﺓ ﻣـﻦ ﺧﱪﺍﲥـﺎ‬ ‫ﻭﺑﺮﺍﳎﻬﺎ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ – ﺍﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﺑﺸﺄﻥ ﺇﺳﻬﺎﻣﻪ ﰲ ﺩﻋﻢ ﺑﺮﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫) ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ١٢ -٤‬‬

‫ﳎﻠﺲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻋﺒﺎﺭﺓ ﻋﻦ ﻫﻴﺌﺔ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺗﺸﺮﻑ ﻋﻠﻰ ﺷﺆﻭﻥ ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻳﺸـﻜﻞ ﻭﺯﻳـﺮ ﺍﻟﱰﺑﻴـﺔ‬

‫ﻭﺍﻟﺘﻌﻠﻴﻢ ﻫﺬﺍ ﺍ‪‬ﻠﺲ ﺑﺮﺋﺎﺳﺘﻪ ﻭﻋﻀﻮﻳﺔ ﻣـﻦ ﻳـﺮﺍﻩ ﻣـﻦ ﻣﻨﺴـﻮﺑﻲ ﺍﻟـﻮﺯﺍﺭﺓ ﻭﺍﳌﺨﺘﺼـﲔ ﻭﺍﳌﻬـﺘﻤﲔ ﰲ ﳎـﺎﻝ ﺭﻋﺎﻳـﺔ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﻳﻜﻮﻥ ﺍﳌﺪﻳﺮ ﺍﻟﻌﺎﻡ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻋﻀﻮﺍً ﻭﺃﻣﻴﻨﺎً ﻟﻠﻤﺠﻠﺲ ‪ ،‬ﻭﳚﺘﻤﻊ ﺍ‪‬ﻠﺲ ﺑﻨـﺎﺀ‪ ‬ﻋﻠـﻰ ﺩﻋـﻮﺓ ﻣـﻦ‬

‫ﺭﺋﻴﺴﻪ ﻣﺮﺗﲔ ﻋﻠﻰ ﺍﻷﻗﻞ ﻛﻞ ﻋﺎﻡ ‪.‬‬

‫ﻭﻣﻦ ﺇﺧﺘﺼﺎﺻﺎﺕ ﺍ‪‬ﻠﺲ ‪ -١ - :‬ﺇﻗﺮﺍﺭ ﺍﳋﻄﻂ ﺍﳌﻨﻈﻤﺔ ﻟﱪﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٢‬ﺇﻗﺮﺍﺭ ﺍﻟﱪﺍﻣﺞ ﻭﺃﻭﺟﻪ ﺍﻟﻨﺸﺎﻁ ﺫﺍﺕ ﺍﻟﺼﻠﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٣‬ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺧﻄﻂ ﻭﺑﺮﺍﻣﺞ ﺗﺪﺭﻳﺐ ﺍﻟﻌﺎﻣﻠﲔ ﰲ ﳎﺎﻝ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﺄﻫﻴﻠﻬﻢ ‪.‬‬

‫‪ -٤‬ﺇﻋﺘﻤﺎﺩ ﺍﳌﻴﺰﺍ�ﻴﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻹ�ﺸﺎﺀ ﻣﺮﺍﻛﺰ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﲡﻬﻴﺰﻫﺎ ﻭﺗﺸﻐﻴﻠﻬﺎ ‪.‬‬ ‫‪ -٥‬ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﺘﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻜﺮﳝﻬﻢ ‪.‬‬

‫‪ -٦‬ﺇﻋﺘﻤﺎﺩ ﺍﻷﻃﺮ ﺍﻟﻌﺎﻣﺔ ﳋﻄﻂ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﻘﻮﳝﻴﺔ ﻭﺍﻟﺘﻄﻮﻳﺮﻳﺔ ﻟﱪﺍﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬ ‫‪ -٧‬ﺍﻟﺒﺖ ﰲ ﻣﺎ ﺗﻌﺮﺿﻪ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﻣﺸﺎﺭﻳﻊ ﻭﻣﻮﺿﻮﻋﺎﺕ ‪.‬‬ ‫ﺍﻟﻠﺠﻨﺔ ﺍﻟﺘﺤﻀﲑﻳﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻫﻲ ﳉﻨﺔ ﺇﺳﺘﺸـﺎﺭﻳﺔ ﻳﺸـﻜﻠﻬﺎ ﻭﺯﻳـﺮ ﺍﻟﱰﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ ﺑﺮﺋﺎﺳـﺔ ﺍﳌـﺪﻳﺮ ﺍﻟﻌـﺎﻡ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﻋﻀـﻮﻳﺔ‬

‫ﻋﺪﺩ ﻣﻦ ﺍﳌﺴﺆﻭﻟﲔ ﻭﺍﳌﺨﺘﺼﲔ ﻭﻳﻌﺎﺩ ﺗﺸﻜﻴﻠﻬﺎ ﻛـﻞ ﺳـﻨﺘﲔ ﻭﲡﺘﻤـﻊ ﺑﻨـﺎﺀ‪ ‬ﻋﻠـﻰ ﺩﻋـﻮﺓ ﺭﺋﻴﺴـﻬﺎ ﻋﻠـﻰ ﺍﻷﻗـﻞ ‪٤‬‬

‫ﻣﺮﺍﺕ ﺳﻨﻮﻳﺎً ‪ ،‬ﻭﻣﻦ ﺇﺧﺘﺼﺎﺻﺎﲥﺎ ‪ -١ - :‬ﺍﻟﺘﺤﻀﲑ ﻹﺟﺘﻤﺎﻋﺎﺕ ﳎﻠﺲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺇﻋـﺪﺍﺩ ﺟـﺪﻭﻝ‬ ‫ﺍﻷﻋﻤﺎﻝ ‪ -٢ .‬ﺇﻗﱰﺍﺡ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﻟﻮﺯﺍﺭﺓ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺘﻨﻔﻴﺬ ‪.‬‬

‫‪ -٣‬ﺇﻋﺪﺍﺩ ﻣﻬﺎﻡ ﻭﺃﻋﻤﺎﻝ ﺍﳍﻴﺌﺎﺕ ﺍﻟﱵ ﺳﺘﺘﻮﱃ ﺗﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻢ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٤‬ﻣﺮﺍﺟﻌﺔ ﺧﻄﻂ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺇﻗﱰﺍﺡ ﲢﺪﻳﺜﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ‪.‬‬ ‫‪ -٥‬ﺗﻘﺪﻳﻢ ﺍﳌﺸﻮﺭﺓ ﻟﻺﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻓﻴﻤﺎ ﺗﻌﺮﺿﻪ ﻋﻠﻴﻬﺎ ﺍﻟﻮﺯﺍﺭﺓ ‪.‬‬

‫ﻣﺮﺍﻛﺰ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻫــﻲ ﻣﺆﺳﺴــﺎﺕ ﺗﺮﺑﻮﻳــﺔ ﺗﻌﻠﻴﻤﻴــﺔ ﺇﺟﺘﻤﺎﻋﻴــﺔ ﺗﻌﻨــﻰ ﺑﺘﻘ ـﺪﻳﻢ ﺍﻟﺮﻋﺎﻳــﺔ ﺍﻟﱰﺑﻮﻳــﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴــﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴــﺔ‬

‫ﻭﺍﻟﺴﻠﻮﻛﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺧﻼﻝ ﺑﺮﺍﻣﺞ ﺗﻘﺪﻡ ﰲ ﺍﳌﺮﺍﻛـﺰ ﻣﺒﺎﺷـﺮﺓ ﺃﻭﻣـﻦ ﺧـﻼﻝ ﺗﻌﺰﻳـﺰ ﺍﻟـﱪﺍﻣﺞ‬

‫ﺍﻟﱵ ﺗﻘـﺪﻡ ﻋـﻦ ﻃﺮﻳـﻖ ﺍﳌـﺪﺍﺭﺱ ﺃﻭ ﺍﻟﻨﺸـﺎﻃﺎﺕ ﺍﻟﻄﻼﺑﻴـﺔ ‪ ،‬ﻭﺗﻮﺟـﺪ ﻣﺮﺍﻛـﺰ ﺧﺎﺻـﺔ ﺑﺎﻟﻜﺸـﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ‬ ‫ﻭﺭﻋﺎﻳﺘﻬﻢ ﰲ ﻛﻞ ﻣﻦ ‪ - :‬ﺍﻟﺮﻳﺎﺽ – ﺍﻟﻄﺎﺋﻒ – ﺍﳌﺪﻳﻨﺔ – ﺍﻟﺪﻣﺎﻡ – ﺟﺪﺓ – ﺍﻷﺣﺴﺎﺀ ‪٠‬‬

‫ﻭﻣﺮﻛﺰ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪ - :‬ﻫﻮ ﻣﺆﺳﺴﺔ ﺗﺮﺑﻮﻳﺔ ﺗﺴﻌﻰ ﻟﺘﺤﻘﻴـﻖ ﺃﻫـﺪﺍﻑ ﺳﻴﺎﺳـﺔ ﺍﻟﺘﻌﻠـﻴﻢ ﻓﻴﻤـﺎ ﳜـﺺ‬

‫ﳎﺎﻝ ﺍﻹﻫﺘﻤﺎﻡ ﺑﺈﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘـﻬﻢ ﻭﺇﺗﺎﺣـﺔ ﺍﻟﻔـﺮﺹ ﻭﺍﻹﻣﻜﺎ�ـﺎﺕ ﺍﳌﺨﺘﻠﻔـﺔ ﻟﻨﻤـﻮ ﻣﻮﺍﻫﺒـﻬﻢ ﻭﺗﺸـﺮﻑ‬

‫ﻋﻠﻴﻬﺎ ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻳﺘﻜﻮﻥ ﺟﻬﺎﺯ ﺍﻟﻌﻤﻞ ﻣﻦ ‪ - :‬ﻣﺪﻳﺮ ﺍﳌﺮﻛﺰ – ﻣﺴﺎﻋﺪ ﻣﺪﻳﺮ ﺍﳌﺮﻛﺰ –‬

‫ﻣﻌﻠﻤﻮﻥ ﺣﺴﺐ ﺍﳊﺎﺟﺔ – ﳐﺘﺺ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﺴﻠﻮﻛﻴﺔ – ﻓـﲏ ﳐﺘـﱪ – ﺃﺧﺼـﺎﺋﻲ ﻣﺼـﺎﺩﺭ ﺗﻌﻠـﻢ – ﻣﻬﻨﻴـﻮﻥ‬ ‫ﻭﻓﻨﻴﻮﻥ ﺣﺴﺐ ﺍﳊﺎﺟﺔ ‪٠‬‬

‫ﻭﻣﻦ ﺃﻫﺪﺍﻑ ﺍﳌﺮﻛﺰ ‪ -١ - :‬ﲢﻘﻴﻖ ﺳﻴﺎﺳﺔ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﳌﻤﻠﻜﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٢‬ﺇﳚﺎﺩ ﺑﻴﺌﺔ ﺗﺮﺑﻮﻳﺔ ﺗﺘﻴﺢ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺇﺑﺮﺍﺯ ﻗﺪﺭﺍﲥﻢ ﻭﺗﻨﻤﻴﺔ ﺇﻣﻜﺎ�ﺎﲥﻢ ﻭﻣﻮﺍﻫﺒﻬﻢ ‪.‬‬ ‫‪ -٣‬ﺇﻋﺪﺍﺩ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻟﻺﺳﻬﺎﻡ ﰲ ﺍﻟﺒﻨﺎﺀ ﺍﳊﻀﺎﺭﻱ ﺍﻟﻮﻃﲏ ‪.‬‬

‫‪ -٤‬ﺗﻌﺰﻳــﺰ ﺍﻹ�ﺘﻤــﺎﺀ ﺍﻟ ـﺪﻳﲏ ﻭﺍﻟــﻮﻃﲏ ﻟــﺪﻯ ﺍﻟﻄــﻼﺏ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺗﻮﺟﻴــﻪ ﻗــﺪﺭﺍﲥﻢ ﰲ ﺳــﺒﻴﻞ ﺫﻟــﻚ‬

‫‪ -٥‬ﺗﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﺍﻟﺘﻮﺟﻴﻪ ﻭﺍﻹﺭﺷﺎﺩ ﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﻮﺍﺯﻥ ﰲ ﺷﺨﺼﻴﺔ ﺍﻟﻄﺎﻟﺐ ‪.‬‬

‫ﻭﻟﻠﻤﺮﻛﺰ ﻋـﺪﺓ ﺃﻗﺴـﺎﻡ ﻫـﻲ ‪ -١ - :‬ﺍﻟﻘﺴـﻢ ﺍﻹﺩﺍﺭﻱ ‪ - :‬ﻭﻳﻘـﻮﻡ ﺑﺘﻬﻴﺌـﺔ ﺑﻴﺌـﺔ ﻣﻨﺎﺳـﺒﺔ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻣـﻦ‬

‫ﺧﻼﻝ ﺗﻘﺪﻳﻢ ﺍﻟـﺪﻭﺭ ﺍﳌﺴـﺎ�ﺪ ﻭﺍﻟـﺪﺍﻋﻢ ﻟﻠـﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴـﺔ ﻭﻣـﺪ ﺍﳉﺴـﻮﺭ ﻟﻠﺘﻮﺍﺻـﻞ ﺑـﲔ ﺍﳌﺮﻛـﺰ ﻭﺷـﺮﺍﺋﺢ ﺍ‪‬ﺘﻤـﻊ‬ ‫ﻭﺗﻮﻓﲑ ﺍﻹﺣﺘﻴﺎﺟﺎﺕ ﻭﺍﳌﺴﺘﻠﺰﻣﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺮﻋﺎﻳﺔ ﻭﻳﺸﺮﻑ ﺍﻟﻘﺴـﻢ ﺍﻹﺩﺍﺭﻱ ﻋﻠـﻰ ﻭﺣـﺪﺓ ﺍﻹﻋـﻼﻡ ﻭﺍﻟﺘﻄـﻮﻳﺮ‬

‫– ﻭﺣﺪﺓ ﻣﺼﺎﺩﺭ ﺍﻟﺘﻌﻠﻢ ﻭﺗﻘﻨﻴـﺎﺕ ﺍﻟﺘﻌﻠـﻴﻢ – ﻭﺣـﺪﺓ ﺍﳌﺨﺘـﱪﺍﺕ ﻭﻓـﺮﻕ ﺍﻟﻌﻤـﻞ – ﻭﺣـﺪﺓ ﺷـﺆﻭﻥ ﺍﻟﻄـﻼﺏ –‬

‫ﻭﺣﺪﺓ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳋﺪﻣﺎﺕ ‪٠‬‬

‫‪ -٢‬ﻗﺴــﻢ ﺍﻟﻜﺸــﻒ ﻭﺍﻹﺭﺷــﺎﺩ ‪ - :‬ﻭﻳﻬــﺪﻑ ﺇﱃ ﺗﻄ ـﻮﻳﺮ ﺃﺩﺍﺀ ﻭﺣــﺪﺍﺕ ﺍﻟﻘﺴــﻢ ﻭﺗﻔﻌﻴــﻞ ﺃﺩﻭﺍﺭﻫــﺎ ﻭﺗــﺪﺭﻳﺐ‬

‫ﺍﻟﻌــﺎﻣﻠﲔ ﰲ ﺍﻟﻘﺴــﻢ ﻭﺍﳌﺴــﺎﳘﺔ ﰲ ﺗﻮﻋﻴــﺔ ﺍ‪‬ﺘﻤــﻊ ﺑــﺎﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﻮﻫﺒــﺔ ﻭﻳﺸــﺮﻑ ﻋﻠــﻰ ﻭﺣــﺪﺗﻲ ﺍﻟﻜﺸــﻒ‬ ‫ﻭﺍﻹﺭﺷﺎﺩ ‪٠‬‬

‫‪ -٣‬ﺍﻷﻗﺴﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪ - :‬ﻭﲥﺪﻑ ﺇﱃ ﺗﻄﻮﻳﺮ ﺃﺩﺍﺀ ﺃﻗﺴـﺎﻡ ﺍﻟﺮﻋﺎﻳـﺔ ﻭﺍﻟـﱪﺍﻣﺞ ﻭﺗﻔﻌﻴـﻞ ﺩﻭﺭﳘـﺎ – ﺍﻟﺘـﺪﺭﻳﺐ‬

‫ﻭﺍﻟﺘﻄﻮﻳﺮ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ – ﺍﳌﺴﺎﳘﺔ ﰲ ﺗﻮﻋﻴﺔ ﺍ‪‬ﺘﻤﻊ ﺑﺎﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﻮﻫﺒﺔ ﻛﻜﻞ –ﺗﻌﻤﻴﻖ ﺍﻟﻌﻘﻴﺪﺓ‬

‫ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﳉﻮﺍ�ﺐ ﺍﻟﱰﺑﻮﻳﺔ ﰲ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﻟﻄﻼﺏ ‪ ،‬ﻭﺗﺸﺮﻑ ﻋﻠﻰ ﻭﺣﺪﺗﻲ ﺍﻟﺮﻋﺎﻳﺔ ﻭﺍﻟﱪﺍﻣﺞ ‪٠‬‬

‫ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﻟﺼﻴﻔﻴﺔ ‪- :‬‬

‫ﺗﻨﻄﻠــﻖ ﲟﺨﺘﻠــﻒ ﺍﳌﻨــﺎﻃﻖ ﰲ ﺍﳌﻤﻠﻜــﺔ ﻭﺗﺸــﺮﻑ ﻋﻠﻴﻬــﺎ ﻭﲤﻮﳍــﺎ ﻣﺆﺳﺴــﺔ ﺍﳌﻠــﻚ ﻋﺒــﺪ ﺍﻟﻌﺰﻳــﺰ ﻭﺭﺟﺎﻟــﻪ‬

‫ﻟﺮﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ‪ ،‬ﻭﺗﻜــﻮﻥ ﻣــﺪﲥﺎ ﺃﺭﺑﻌــﺔ ﺃﺳــﺎﺑﻴﻊ ﻳﻘــﻴﻢ ﻓﻴﻬــﺎ ﺍﻟﻄــﻼﺏ ﻭﺍﳍﻴﺌــﺔ ﺍﳌﺸــﺮﻓﺔ ﺇﻗﺎﻣــﺔ ﻛﺎﻣﻠــﺔ ﻟﻠــﱪﺍﻣﺞ‬

‫ﺍﻟﺘﻔﺮﻏﻴـﺔ ﺃﻣــﺎ ﺍﻟــﱪﺍﻣﺞ ﻏــﲑ ﺍﻟﺘﻔﺮﻏﻴــﺔ ﻓــﻼ ﺗﺸــﻤﻞ ﺍﻹﻗﺎﻣـﺔ ‪ ،‬ﻭﺗﺒــﺪﺃ ﺍﻟــﱪﺍﻣﺞ ﺑﻌــﺪ ﺍﻹﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟﻨﻬﺎﺋﻴــﺔ ﻟﻠﻔﺼــﻞ‬

‫ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺜﺎ�ﻲ ﻣﺒﺎﺷﺮﺓ ‪ ،‬ﻭﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴـﺔ ) ﺍﳌﻠﺘﻘﻴـﺎﺕ ( ﺍﻟﺼـﻴﻔﻴﺔ ﺗﻜـﻮﻥ ﰲ ‪ - :‬ﺍﻟﻌﻠـﻮﻡ ﻭﺍﻟﺮﻳﺎﺿـﻴﺎﺕ –‬

‫ﺍﻟﺒﱰﻭﻝ ﻭﺍﻟﺘﻘﻨﻴﺔ – ﺍﳊﺎﺳﺐ ﻭﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ – ﺍﻷﻋﻤﺎﻝ ﺍﳌﺼﺮﻓﻴﺔ ﻭﺍﻻﺳﺘﺜﻤﺎﺭ – ﺍﻟﻌﻠﻮﻡ ﺍﻟﺸﺮﻋﻴﺔ ‪ ،‬ﻭﺗﻨﻔﺬ‬ ‫ﺍﻟﱪﺍﻣﺞ ﰲ ﺑﻴﺌﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺘﻮﻓﺮ ﻓﻴﻬﺎ ﲨﻴﻊ ﺍﻹﻣﻜﺎ�ﺎﺕ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﳌﺮﺍﻓﻖ ﻭﺍﳋﺪﻣﺎﺕ ﺍﳌﺴﺎ�ﺪﺓ‪.‬‬

‫ﻭﲥﺪﻑ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺇﱃ ﺇﺳﺘﺜﻤﺎﺭ ﺃﻗﺼـﻰ ﻃﺎﻗـﺎﺕ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺟﻬـﺪﻫﻢ ﻭﺗﻮﺟﻴﻬﻬـﺎ ﺇﱃ ﻣـﺎ ﳛﻘـﻖ‬

‫ﳍــﻢ ﺃﻓﻀــﻞ ﳕــﻮ ﳑﻜــﻦ ﰲ ﺇﻃــﺎﺭ ﺇﺣﺘﻴﺎﺟــﺎﺕ ﳎــﺘﻤﻌﻬﻢ ﻭﺇﻣﻜﺎ�ﺎﺗــﻪ ‪ ،‬ﻭﻳﻨﻘﺴــﻢ ﻫــﺬﺍ ﺍﳍــﺪﻑ ﺇﱃ ﻋــﺪﺓ ﺃﻫــﺪﺍﻑ‬

‫ﻓﺮﻋﻴــﺔ ﻣــﻦ ﺃﳘﻬــﺎ ‪ - :‬ﺇﺛــﺮﺍﺀ ﺍﻟﻄــﻼﺏ ﻣﻌﺮﻓﻴــﺎً ﰲ ﺍ‪‬ــﺎﻻﺕ ﺍﻟﻌﻠﻤﻴــﺔ – ﺗﻨﻤﻴــﺔ ﻗــﺪﺭﺍﺕ ﺍﻟﻄــﻼﺏ ﺍﻟﻜﺎﻣﻨــﺔ‬

‫ﻭﻣﺴﺎﻋﺪﲥﻢ ﻋﻠﻰ ﺇﺳﺘﻐﻼﳍﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ – ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﰲ ﳎﺎﻻﺕ ﺍﻟﺘﻔﻜﲑ ﻭﺍﻟﻌﻤﻞ ﺍﻟﺘﻌـﺎﻭ�ﻲ‬

‫– ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻄﻼﺏ ﻟﻠﺘﻔﺎﻋـﻞ ﺍﻹﺟﺘﻤـﺎﻋﻲ ﺍﻹﳚـﺎﺑﻲ – ﺗﻮﺟﻴـﻪ ﺍﳌﻮﻫـﻮﺑﲔ ﺇﱃ ﺁﻓـﺎﻕ ﺟﺪﻳـﺪﺓ ﰲ ﳎـﺎﻻﺕ‬

‫ﳐﺘﻠﻔﺔ ‪.‬‬

‫ﺍﳌﺴﺘﻔﻴﺪﻭﻥ ﻣﻦ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﻫﻢ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎ�ﻮﻳﺔ ﻣﻦ ﳐﺘﻠﻒ ﻣﻨﺎﻃﻖ ﺍﳌﻤﻠﻜﺔ ﻣـﻦ ﺍﳌﺘﻤﻴـﺰﻳﻦ‬

‫ﰲ ﳎﺎﻻﺕ ﺃﻛﺎﺩﳝﻴـﺔ ﳍـﺎ ﻋﻼﻗـﺔ ﲟﺤﺘـﻮﻯ ﺍﻟﱪ�ـﺎﻣﺞ ﻭﺃﻫﺪﺍﻓـﻪ ﻭﳝﺘﻠﻜـﻮﻥ ﺩﺍﻓﻌﻴـﺔ ﺇﳒـﺎﺯ ﻋﺎﻟﻴـﺔ ﻭﻗـﺪﺭﺍﺕ ﻋﻘﻠﻴـﺔ‬

‫ﻭﺇﺑﺪﺍﻋﻴﺔ ﻣﺘﻤﻴﺰﺓ ﻭﻣﻬـﺎﺭﺍﺕ ﺷﺨﺼـﻴﺔ ﻣﺘﻘﺪﻣـﺔ ‪ ،‬ﺃﻣـﺎ ﺍﳌﺸـﺮﻓﻮﻥ ﻋﻠـﻰ ﺍﻟـﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴـﺔ ﻓﻬـﻢ ﻣـﻦ ﺍﻷﻛـﺎﺩﳝﻴﲔ‬ ‫ﺍﳌﺘﻤﻴﺰﻳﻦ ﻋﻠﻤﻴﺎً ﻭﺗﺮﺑﻮﻳﺎً ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻛﻞ ﻣﻨﻬﻢ ﻣﺘﺨﺼﺺ ﻭﳑﻴـﺰ ﰲ ﺃﺣـﺪ ﺍﳌﻮﺿـﻮﻋﺎﺕ ﺍﻟﻌﻠﻤﻴـﺔ ﺫﺍﺕ ﺍﻟﻌﻼﻗـﺔ‬

‫ﺑﻄﺒﻴﻌــﺔ ﺍﻟﱪ�ــﺎﻣﺞ ﻭﺃﻥ ﻳﻜــﻮﻥ ﻗﻴﺎﺩﻳ ـﺎً ﻭﺇﺑــﺪﺍﻋﻴﺎً ﻭﻣﺸــﻬﻮﺩﺍً ﻟــﻪ ﺑﺎﻟﻜﻔــﺎﺀﺓ ﻭﻟﺪﻳــﻪ ﺭﻏﺒــﺔ ﺣﻘﻴﻘﻴــﺔ ﰲ ﺍﳌﺸــﺎﺭﻛﺔ‬ ‫ﺑﺎﳌﺸﺮﻭﻉ ﺃﻭ ﺍﻟﱪ�ﺎﻣﺞ ‪.‬‬

‫ﻭﺗﺘﺨﺬ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﳌﻘﺪﻣﺔ ﻋﺪﺓ ﺃﺷﻜﺎﻝ ﻛﺎﶈﺎﺿـﺮﺍﺕ ﻭﺍﻟﻨـﺪﻭﺍﺕ – ﺍﻟﺘـﺪﺭﻳﺐ ﻋﻠـﻰ ﺍﳌﻬـﺎﺭﺍﺕ‬

‫ﺍﳌﺨﺘﻠﻔﺔ – ﺗﻨﻤﻴﺔ ﺍﻟﺘﻔﻜﲑ ﺑﺄ�ﻮﺍﻋﻪ ﺍﳌﺨﺘﻠﻔﺔ – ﺍﻟﺒﺤﻮﺙ ﻭﺍﳌﺸﺎﺭﻳﻊ ﺍﳋﺎﺻﺔ – ﺍﻟﺮﺣﻼﺕ ﻭﺍﻟﺰﻳﺎﺭﺍﺕ – ﺃ�ﺸـﻄﺔ‬

‫ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ ‪ ،‬ﺃﻣﺎ ﳏﺘﻮﻯ ﺍﻟﱪ�ﺎﻣﺞ ﺍﻹﺛﺮﺍﺋﻲ ﺍﻟﺼﻴﻔﻲ ﻓﻴﻜﻮﻥ ﻛﺎﻟﺘﺎﱄ ‪- :‬‬

‫ﺍﶈﺘﻮﻯ ﺍﳌﻌﺮﰲ‬

‫‪%٥٠‬‬

‫ﺍﻷ�ﺸﻄﺔ ﺍﻟﺒﺪ�ﻴﺔ ‪%١٠‬‬

‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺬﻫﻨﻴﺔ‬

‫ﺍﻷ�ﺸﻄﺔ ﺍﻟﱰﻭﳛﻴﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ‬

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‫ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﰲ ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺍﻟﺼﻴﻔﻴﺔ ﻫﻲ ‪ - :‬ﺍﻟﺘﻌﻠﻢ ﺑﺎﻷﻛﺘﺸﺎﻑ – ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﺗﻲ –‬

‫ﺍﻟﻌﻤﻞ ﺍﻟﺘﻌـﺎﻭ�ﻲ ﰲ ﳎﻤﻮﻋـﺎﺕ – ﺍﻟﺒﺤـﺚ ﻭﺍﻟﺘﻘﺼـﻲ ﻭﺍﳊـﻮﺍﺭ ﻭﺍﳌﻨﺎﻗﺸـﺔ – ﺍﻟﺘـﺪﺭﻳﺒﺎﺕ ﺍﻟﻌﻤﻠﻴـﺔ ﻭﺍﳌﺸـﺎﺭﻳﻊ –‬

‫ﺍﻟﻌﺼﻒ ﺍﻟﺬﻫﲏ ﻭﺣﻞ ﺍﳌﺸـﻜﻼﺕ ﺑﻄﺮﺍﺋـﻖ ﺇﺑﺪﺍﻋﻴـﺔ ﻭﺇﺑﺘﻜﺎﺭﻳـﻪ – ﺇﺟـﺮﺍﺀ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺍﳌﺴـﺘﻘﻠﺔ ‪ ) .‬ﺃﺧﺒـﺎﺭ‬ ‫ﻭﺗﻘﺎﺭﻳﺮ ‪٢٠٠٢ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٨ -٧‬‬

‫‪ -٣‬ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻫﻲ ﻣﺆﺳﺴﺔ ﺧﲑﻳﺔ ﺫﺍﺕ ﺷﺨﺼـﻴﺔ ﺇﻋﺘﺒﺎﺭﻳـﺔ‪ -‬ﻣﺴـﺘﻘﻠﺔ ﻻ ﺗﺴـﻌﻰ ﺇﱃ ﺍﻟـﺮﺑﺢ ﻭﲥـﺪﻑ ﺇﱃ ﺍﻟﻜﺸـﻒ‬

‫ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪ ،‬ﻳﺮﺃﺱ ﳎﻠﺲ ﺃﻣﻨﺎﺀﻫـﺎ ﺧـﺎﺩﻡ ﺍﳊـﺮﻣﲔ ﺍﻟﺸـﺮﻳﻔﲔ ﺍﳌﻠـﻚ ﻋﺒـﺪ ﺍ‪ ‬ﺑـﻦ ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ‪،‬‬

‫ﻭﻗﺪ ﺃﺻﺪﺭ ﺍﳌﻐﻔﻮﺭ ﻟﻪ ﺑﺈﺫﻥ ﺍ‪ ‬ﺧﺎﺩﻡ ﺍﳊﺮﻣﲔ ﺍﻟﺸﺮﻳﻔﲔ ﺍﳌﻠﻚ ﻓﻬﺪ ﺑﻦ ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ﺁﻝ ﺳـﻌﻮﺩ ﺃﻣـﺮﻩ ﺍﻟﺴـﺎﻣﻲ‬

‫ﺭﻗــﻢ ) ﺃ ‪ ( ١٠٩ /‬ﺑﺎﳌﻮﺍﻓﻘــﺔ ﻋﻠــﻰ ﺇ�ﺸــﺎﺀ ﺍﳌﺆﺳﺴــﺔ ﺑﺘــﺎﺭﻳﺦ ‪ ١٣‬ﲨــﺎﺩﻯ ﺍﻷﻭﱃ ﺛــﻢ ﺃﻋﻠــﻦ ﻋــﻦ ﺗﺄﺳﻴﺴــﻬﺎ ﰲ‬ ‫‪١٤١٩/٨/٣‬ﻫـ ﺑﺎﻹﺳﻢ ﺍﻟﺬﻱ ﺃﺧﺘﺎﺭﻩ ﳍﺎ ﲰﻮ ﻭﱄ ﺍﻟﻌﻬﺪ ﺁ�ﺬﺍﻙ ‪ ،‬ﻭﺗﻌﻮﺩ ﻓﻜﺮﺓ ﺇ�ﺸـﺎﺀ ﺍﳌﺆﺳﺴـﺔ ﺇﱃ ﺍﳌﺸـﺮﻭﻉ‬

‫ﺍﳋﺎﺹ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻟﺬﻱ ﺃﺷﺮﻓﺖ ﻋﻠﻴﻪ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ) ﻭﺯﺍﺭﺓ ﺍﳌﻌﺎﺭﻑ ﺳـﺎﺑﻘﺎً ( ﻭﺍﻟـﺬﻱ ﺃﻋـﺪﻩ‬ ‫ﻓﺮﻳﻖ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺑﺪﻋﻢ ﻣﻦ ﻣﺪﻳﻨﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻟﻠﻌﻠﻮﻡ ﻭﺍﻟﺘﻘﻨﻴـﺔ ﺑﺎﻟﺘﻌـﺎﻭﻥ ﺑـﲔ ﻭﺯﺍﺭﺓ ﺍﳌﻌـﺎﺭﻑ ﻭﺍﻟﺮﺋﺎﺳـﺔ‬

‫ﺍﻟﻌﺎﻣﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﺒﻨﺎﺕ ) ﺳﺎﺑﻘﺎً ( ‪.‬‬

‫ﻭﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﻤﻠﻴﺔ ﳍﺬﻩ ﺍﳌﺆﺳﺴﺔ ‪ - :‬ﺍﻟﺘﻌﺮﻳﻒ ﺑﺄﺻﺤﺎﺏ ﺍﳌﻮﺍﻫﺐ ﻭﻛﻴﻔﻴﺔ ﺇﻛﺘﺸـﺎﻑ ﻣﻮﺍﻫﺒـﻬﻢ‬

‫ﻭﺗﻨﻤﻴﺘﻬﺎ ﻭﺇﻇﻬـﺎﺭ ﺍﻟـﺪﻭﺭ ﺍﻟـﺬﻱ ﻳﻘـﻮﻡ ﺑـﻪ ﺍﳌﻮﻫﻮﺑـﻮﻥ ﻟﻠﻨـﻬﻮﺽ ﲟﺠﺘﻤﻌـﺎﲥﻢ ﻭ�ﺸـﺮ ﺍﻟـﻮﻋﻲ ﰲ ﺍ‪‬ﺘﻤـﻊ ﻋـﻦ ﻛﻴﻔﻴـﺔ‬

‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺃﺻﺤﺎﺏ ﺍﳌﻮﺍﻫﺐ ﻭﻋﻦ ﺃﳘﻴﺔ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻷﳖﻢ ﺛﺮﻭﺓ ﻗﻮﻣﻴﺔ ﲦﻴﻨﺔ ‪٠‬‬

‫ﺃﻣــﺎ ﺁﻟﻴــﺔ ﺍﻻﺧﺘﻴــﺎﺭ ﰲ ﺍﳌﺆﺳﺴــﺔ ﻓﺘﺸــﻤﻞ ﻋــﺪﺓ ﻃــﺮﻕ ﻭﻫــﻲ ‪ -١ - :‬ﺍﻟﱰﺷــﻴﺢ ﻣــﻦ ﺍﳌــﺪﺍﺭﺱ ‪٠‬‬

‫‪ -٢‬ﺇﺟﺮﺍﺀ ﺍﳌﺴﺢ ﺍﻟﺸﺎﻣﻞ ‪٠‬‬

‫‪ -٣‬ﺗﻄﺒﻴﻖ ﺇﺧﺘﺒﺎﺭﺍﺕ ﻭﻣﻘﺎﻳﻴﺲ ﺧﺎﺻﺔ ﺑﺎﻟﺬﻛﺎﺀ ﻭﺍﻟﻘﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴﺔ ‪٠‬‬

‫ﻭﻫﺬﻩ ﺍﻷﻣﻮﺭ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺧﺮﻯ ‪٠‬‬

‫ﻭﻟﻠﻤﺆﺳﺴﺔ ﻋﺪﺓ ﻣﻬﺎﻡ ﺗﺘﻤﺜﻞ ﰲ ‪ -١ - :‬ﺗﻮﻓﲑ ﺍﻟـﺪﻋﻢ ﺍﳌـﺎﱄ ﻭﺍﻟﻌـﻴﲏ ﻟـﱪﺍﻣﺞ ﻭﻣﺮﺍﻛـﺰ ﺍﻟﻜﺸـﻒ ﻋـﻦ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪٠‬‬

‫‪ -٢‬ﺗﻘﺪﻳﻢ ﺍﳌﻨﺢ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻟﺘﻤﻜﻴﻨﻬﻢ ﻣﻦ ﺗﻨﻤﻴﺔ ﻣﻮﺍﻫﺒﻬﻢ ﻭﻗﺪﺭﺍﲥﻢ ‪٠‬‬ ‫‪ -٣‬ﺇ�ﺸﺎﺀ ﺟﻮﺍﺋﺰ ﰲ ﳎﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﳌﺨﺘﻠﻔﺔ ‪٠‬‬

‫‪ -٤‬ﺗﻘﺪﻳﻢ ﺍﳌﺸﻮﺭﺓ ﻟﻠﺠﻬﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﻭﻏﲑ ﺍﳊﻜﻮﻣﻴﺔ ﻟﻐﺮﺽ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -٥‬ﺇﻋــﺪﺍﺩ ﺍﻟــﱪﺍﻣﺞ ﻭﺍﻟﺒﺤــﻮﺙ ﻭﺍﻟﺪﺭﺍﺳــﺎﺕ ﺍﻟﻌﻠﻤﻴــﺔ ﰲ ﳎــﺎﻝ ﺇﺧﺘﺼﺎﺻــﻬﺎ ﻭﺩﻋﻤﻬــﺎ ﺑــﺬﺍﲥﺎ ﺃﻭ ﺑﺎﻟﺘﻨﺴــﻴﻖ ﺃﻭ‬ ‫ﺍﳌﺸﺎﺭﻛﺔ ﻣﻊ ﻏﲑﻫﺎ ‪٠‬‬

‫‪ -٦‬ﺗﻮﻓﲑ ﺍﻟﺪﻋﻢ ﻭﺍﻟﺮﻋﺎﻳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺃﺳﺮﻫﻢ ﳌﺴﺎﻋﺪﲥﻢ ﻋﻠﻰ ﺗﺬﻟﻴﻞ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﲢﺪ ﻣـﻦ ﳕـﻮ ﻗـﺪﺭﺍﲥﻢ‬ ‫ﻭﻣﻮﺍﻫﺒﻬﻢ ‪٠‬‬

‫‪ -٧‬ﺍﻟﺘﻨﺴﻴﻖ ﻣﻊ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﳌﺮﺍﻛﺰ ﺩﺍﺧﻞ ﻭﺧﺎﺭﺝ ﺍﳌﻤﻠﻜﺔ ﰲ ﳎﺎﻝ ﺇﺧﺘﺼﺎﺻﻬﺎ ‪٠‬‬ ‫‪ -٨‬ﺇﺻﺪﺍﺭ ﺍﳌﻮﺍﺩ ﺍﻹﻋﻼﻣﻴﺔ ﺍﳌﺘﺨﺼﺼﺔ ﻟﻨﺸﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﻮﻋﻲ ﰲ ﳎﺎﻝ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -٩‬ﺩﻋﻢ ﺑﺮﺍﻣﺞ ﺇﻋﺪﺍﺩ ﻭﺗﻄﻮﻳﺮ ﻭﺗﺪﺭﻳﺐ ﺍﻟﻜﻮﺍﺩﺭ ﺍﳌﺘﺨﺼﺼﺔ ﰲ ﳎﺎﻝ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬ ‫‪ -١٠‬ﺗﻨﻤﻴﺔ ﻭﺇﺳﺘﺜﻤﺎﺭ ﺍﻹﺧﱰﺍﻋﺎﺕ ﻭﺍﻹﺑﺘﻜﺎﺭﺍﺕ ﺑﺬﺍﲥﺎ ﺃﻭ ﺑﺎﳌﺸﺎﺭﻛﺔ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ‪٠‬‬ ‫‪ -١١‬ﺍﻟﻘﻴﺎﻡ ﲟﺎ ﺗﺮﺍﻩ ﺍﳌﺆﺳﺴﺔ ﳏﻘﻘﺎً ﻷﻫﺪﺍﻓﻬﺎ ﻣﻦ ﺃﻭﺟﻪ ﺍﻟﻨﺸﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ‪٠‬‬

‫ﺃﻭﻟﻮﻳﺎﺕ ﺗﺮﻛﻴﺰ ﻭ�ﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ ‪ -١ - :‬ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺍﳌﺮﺍﺣـﻞ ﺍﻟﻌﻤﺮﻳـﺔ ﺍﳌﺒﻜـﺮﺓ ﻋـﻦ ﻃﺮﻳـﻖ‬

‫ﺗﻮﻓﲑ ﺍﳌﻨﺎﺥ ﺍﻟﱰﺑﻮﻱ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻭﺇ�ﺸﺎﺀ ﻣﺮﺍﻛﺰ ﺇﻗﻠﻴﻤﻴﺔ ﻹﻛﺘﺸﺎﻓﻬﻢ ‪٠‬‬

‫‪ -٢‬ﺭﺑﻂ ﺍﳌﻮﻫﺒﺔ ﺑﺈﺣﺘﻴﺎﺟـﺎﺕ ﺍﻟﺘﻨﻤﻴـﺔ ﻭﺍﻟﺘﻘـﺪﻡ ﻋـﻦ ﻃﺮﻳـﻖ ﲢﺪﻳـﺪ ﺃﻭﻟﻮﻳـﺎﺕ ﻣﻨـﺎﺣﻲ ﺍﳌﻮﻫﺒـﺔ ﺍﳌﻨﺴـﺠﻤﺔ ﻣـﻊ‬

‫ﺍﻹﺣﺘﻴﺎﺟــﺎﺕ ﺍﳊﻴﻮﻳــﺔ ﻟﻠﻤﻤﻠﻜــﺔ ﰲ ﺍ‪‬ــﺎﻻﺕ ﺍﻟﻌﻠﻤﻴــﺔ ﻭﺗﻄ ـﻮﻳﺮ ﺑــﺮﺍﻣﺞ ﺧﺎﺻــﺔ ﺗــﻼﺀﻡ ﺇﺳــﺘﻌﺪﺍﺩﺍﺕ ﻭﻗــﺪﺭﺍﺕ‬

‫ﺍﳌﻮﻫــﻮﺑﲔ – ﲢﺪﻳــﺪ ﺍﳌﺮﺍﻛــﺰ ﻭﺍﻟﺸــﺮﻛﺎﺕ ﺍﻟــﱵ ﺗﺘــﻮﱃ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺗﻘ ـﻮﻳﻢ ﺃﺩﺍﲥــﻢ ﻭﺗﻘ ـﻮﻳﻢ ﻗــﺪﺭﺓ ﺍﻷﺟﻬــﺰﺓ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺇﺳﺘﻴﻌﺎﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﻢ ﻭﺗﻮﻇﻴﻔﻬﻢ ‪٠‬‬

‫‪ -٣‬ﺭﺑﻂ ﺇﺑﺘﻜﺎﺭﺍﺕ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﳍﻴﺌﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﺘﺒﻨﺎﻫﺎ ﻋﻦ ﻃﺮﻳﻖ ﻫﻴﺌـﺔ ﳐﺘﺼـﺔ‬ ‫ﺑﺎﻟﺘﺴﻮﻳﻖ ‪٠‬‬

‫ﺇﻳﺮﺍﺩﺍﺕ ﺍﳌﺆﺳﺴﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ‪ - :‬ﺃ – ﻣﺴﺎﳘﺎﺕ ﺍﻟﺘﺄﺳﻴﺲ ﻣﻦ ﺍﻷﻋﻀﺎﺀ ﺍﳌﺆﺳﺴﲔ ‪٠‬‬

‫ﺏ – ﺇﺷﱰﺍﻛﺎﺕ ﺍﻷﻋﻀﺎﺀ ﺍﻟﻌﺎﻣﻠﲔ ﻭﺍﳌﻨﺘﺴﺒﲔ ‪٠‬‬

‫ﺝ – ﺍﻟﺘﱪﻋﺎﺕ ﻭﺍﳍﺒﺎﺕ ‪٠‬‬

‫ﻭ – ﻋﺎﺋﺪﺍﺕ ﺇﺳﺘﺜﻤﺎﺭ ﳑﺘﻠﻜﺎﺕ ﺍﳌﺆﺳﺴﺔ ﺍﻟﺜﺎﺑﺘﺔ ﻭﺍﳌﻨﻘﻮﻟﺔ ‪٠‬‬

‫ﺯ – ﺍﻟﻮﺻﺎﻳﺎ ﻭﺍﻷﻭﻗﺎﻑ ‪٠‬‬

‫ﺩ – ﺇﻳﺮﺍﺩﺍﺕ ﺍﻷ�ﺸﻄﺔ ﺫﺍﺕ ﺍﻟﻌﺎﺋﺪ ﺍﳌﺎﱄ ‪٠‬‬ ‫) ﺗﻘﺮﻳﺮ ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٤٨ -٤٧‬‬

‫ﻫـ – ﺍﻹﻋﺎ�ﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ‪٠‬‬

‫ﻭﻳﺘﻜﻮﻥ ﺍﳍﻴﻜﻞ ﺍﻟﺘﻨﻈﻴﻤﻲ ﻟﻠﻤﺆﺳﺴﺔ ﻣﻦ ‪ -١ - :‬ﺭﺋﻴﺲ ﺍﳌﺆﺳﺴﺔ ﻭﻫـﻮ ﺧـﺎﺩﻡ ﺍﳊـﺮﻣﲔ ﺍﻟﺸـﺮﻳﻔﲔ‬

‫ﺍﳌﻠﻚ ﻋﺒﺪ ﺍ‪ ‬ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺁﻝ ﺳﻌﻮﺩ ‪٠‬‬

‫‪� -٢‬ﺎﺋﺐ ﺍﻟﺮﺋﻴﺲ ﻭﳜﺘﺎﺭﻩ ﺭﺋﻴﺲ ﺍﳌﺆﺳﺴﺔ ‪٠‬‬

‫‪ -٣‬ﳎﻠﺲ ﺃﻣﻨﺎﺀ ﻻﻳﻘﻞ ﻋﻦ ) ‪( ١٥‬ﻋﻀﻮ ﳜﺘﺎﺭﻫﻢ ﺭﺋﻴﺲ ﺍﳌﺆﺳﺴﺔ ﲤﺘﺪ ﻋﻀﻮﻳﺘﻬﻢ ﳌﺪﺓ ) ‪( ٤‬ﺳـﻨﻮﺍﺕ ﻗﺎﺑﻠـﺔ‬

‫ﻟﻠﺘﺠﺪﻳﺪ ‪ ،‬ﻭﳎﻠﺲ ﺍﻷﻣﻨﺎﺀ ﻫﻮ ﺍﻟﺴﻠﻄﺔ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﳌﺆﺳﺴﺔ ﻭﻫـﻮ ﺍﻟـﺬﻱ ﻳﺮﺳـﻢ ﺍﻟﺴﻴﺎﺳـﺔ ﺍﻟﻌﺎﻣـﺔ ﳍـﺎ ﻭﻳﺸـﺮﻑ‬

‫ﻋﻠﻰ ﺗﻨﻔﻴﺬﻫﺎ ‪ ،‬ﻭ‪‬ﻠﺲ ﺍﻷﻣﻨﺎﺀ ﺃﻥ ﻳﺸﻜﻞ ﳉﺎ�ﺎً ﻣﻦ ﺑﲔ ﺃﻋﻀﺎﺋﻪ ﺃﻭ ﻣﻦ ﺳﻮﺍﻫﻢ ﻭﻳﻌﻬﺪ ﺍ‪‬ﻠـﺲ ﳍـﺬﻩ ﺍﻟﻠﺠـﺎﻥ‬

‫ﲟﺎ ﻳﺮﺍﻩ ﻣﻦ ﻣﻬﺎﻡ ﻭﳛﺪﺩ ﻗﺮﺍﺭ ﺗﺸﻜﻴﻞ ﻛﻞ ﳉﻨﺔ ﺭﺋﻴﺴـﻬﺎ ﻭﺃﻋﻀـﺎﺀﻫﺎ ﻭﺇﺧﺘﺼﺎﺻـﺎﲥﺎ ﻭﺍﻹﺟـﺮﺍﺀﺍﺕ ﺍﻟـﱵ ﺗﻠﺘـﺰﻡ‬ ‫ﲠﺎ ﰲ ﻣﺒﺎﺷﺮﺓ ﻣﻬﺎﻣﻬﺎ ‪ ،‬ﻭ‪‬ﻠﺲ ﺍﻷﻣﻨـﺎﺀ ﺍﻹﺳـﺘﻌﺎ�ﺔ ﲟـﻦ ﻳـﺮﺍﻩ ﻣـﻦ ﺧـﱪﺍﺀ ﻭﻣﺴﺘﺸـﺎﺭﻳﻦ ﻭﻏﲑﻫـﻢ ﻣﺘﻔـﺮﻏﲔ ﺃﻭ‬ ‫ﻏﲑ ﻣﺘﻔﺮﻏﲔ ﻹﳒﺎﺯ ﺑﻌﺾ ﺍﻷﻋﻤﺎﻝ ﻭﺍﳋﺪﻣﺎﺕ ﻭﺗﻘﺪﻳﻢ ﺍﳌﺸﻮﺭﺓ ﻭﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ‪٠‬‬

‫‪ -٤‬ﳎﻠــﺲ ﺗﻨﻔﻴــﺬﻱ ﻻﻳﻘــﻞ ﻋــﻦ ) ‪ ( ١٠‬ﺃﻋﻀــﺎﺀ ﺇﺛﻨــﺎﻥ ﻣﻨــﻬﻢ ﻋﻠــﻰ ﺍﻷﻗــﻞ ﻣــﻦ ﺫﻭﻱ ﺍﳋــﱪﺓ ﻭﺍﻹﺧﺘﺼــﺎﺹ ﰲ‬

‫ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻳﺮﺃﺳﻪ �ﺎﺋﺐ ﺭﺋﻴﺲ ﺍﳌﺆﺳﺴﺔ ﻭﻳﺘﻢ ﺇﺧﺘﻴﺎﺭ ﺍﻷﻋﻀﺎﺀ ﺑﻘﺮﺍﺭ ﻣﻦ ﳎﻠﺲ ﺍﻷﻣﻨﺎﺀ ﻭﲤﺘـﺪ ﺍﻟﻌﻀـﻮﻳﺔ‬

‫ﺇﱃ ‪ ٣‬ﺳﻨﻮﺍﺕ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺠﺪﻳﺪ ‪٠‬‬

‫ﻭﻳﻌﲔ ﻟﻠﻤﺆﺳﺴﺔ ﺃﻣﲔ ﻋﺎﻡ ﻣﺘﻔﺮﻍ ﳌﺪﺓ ‪ ٤‬ﺳﻨﻮﺍﺕ ﻗﺎﺑﻠﺔ ﻟﻠﺘﺠﺪﻳﺪ ﻳﻌﻤﻞ ﲢﺖ ﺍﻹﺷﺮﺍﻑ ﺍﳌﺒﺎﺷﺮ ﻟﺮﺋﻴﺲ‬

‫ﺍ‪‬ﻠﺲ ﺍﻟﺘﻨﻔﻴﺬﻱ ﻭﻳﻜﻮﻥ ﻣﺴـﺌﻮﻻً ﺃﻣﺎﻣـﻪ ﻭﻳﺘـﻮﱃ ﺇﺩﺍﺭﺓ ﺃﻋﻤـﺎﻝ ﺍﳌﺆﺳﺴـﺔ ‪ ،‬ﻭﻳﻜـﻮﻥ ﻟﻠﻤﺆﺳﺴـﺔ ﲨﻌﻴـﺔ ﻋﻤﻮﻣﻴـﺔ‬ ‫ﺗﺘﻜﻮﻥ ﻣﻦ ﲨﻴﻊ ﺍﻷﻋﻀﺎﺀ ﺍﻟﺒﺎﻟﻐﲔ ﺍﻟﺬﻳﻦ ﺇﻛﺘﺴﺒﻮﺍ ﻋﻀﻮﻳﺔ ﺍﳌﺆﺳﺴﺔ ‪.‬‬

‫ﻭﺗﺘﻜﻮﻥ ﺍﳌﺆﺳﺴﺔ ﻣـﻦ ﻋـﺪﺓ ﳉـﺎﻥ ﻫـﻲ ‪ - :‬ﺍﻟﻠﺠﻨـﺔ ﺍﻟﻘﺎ�ﻮ�ﻴـﺔ – ﺍﻟﻠﺠﻨـﺔ ﺍﻟﻌﻠﻤﻴـﺔ – ﺍﻟﻠﺠﻨـﺔ ﺍﻟﺜﻘﺎﻓﻴـﺔ‬

‫ﻭﺍﻹﻋﻼﻣﻴﺔ – ﳉﻨﺔ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﺭﺩ – ﳉﻨﺔ ﺍﻹﺳـﺘﺜﻤﺎﺭ – ﺍﻟﻠﺠﻨـﺔ ﺍﻟﻨﺴـﺎﺋﻴﺔ ) ﺃ�ﺸـﺌﺖ ﻋـﺎﻡ ‪١٤٢٣‬ﻫــ ﻭﺗﺮﺃﺳـﻬﺎ‬

‫ﺍﻷﻣﲑﺓ ﺍﻟﺒﻨـﺪﺭﻱ ﺑﻨـﺖ ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ﺁﻝ ﺳـﻌﻮﺩ ( ‪ ،‬ﺃﻣـﺎ ﺍﻹﺩﺍﺭﺍﺕ ﺍﳌﻜﻮ�ـﺔ ﳉﻬـﺎﺯ ﺍﳌﺆﺳﺴـﺔ ﻓﺘﺘﻜـﻮﻥ ﻣـﻦ ‪- :‬‬ ‫ﺍﻹﺩﺍﺭﺓ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ – ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ – ﺇﺩﺍﺭﺓ ﺍﻹﻋﻼﻡ ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﻌﺎﻣﺔ – ﺇﺩﺍﺭﺓ ﺍﻟﺘﺴﻮﻳﻖ ‪.‬‬

‫ﻭﲤﻨﺢ ﻋﻀﻮﻳﺔ ﺍﳌﺆﺳﺴﺔ ﳌﻦ ﻳﺮﻯ ﺭﺋـﻴﺲ ﺍﳌﺆﺳﺴـﺔ ﻣﻨﺤـﻪ ‪ ،‬ﻛﻤـﺎ ﺃﻥ ﺍﻟﻌﻀـﻮﻳﺔ ﺗﻜﺘﺴـﺐ ﲟﻮﺍﻓﻘـﺔ ﺭﺋـﻴﺲ‬

‫ﺍ‪‬ﻠﺲ ﺍﻟﺘﻨﻔﻴﺬﻱ ﰲ ﻋﺪﺓ ﺣﺎﻻﺕ ﻣﻨﻬﺎ ‪ -١ - :‬ﳌﻦ ﻳﻘﺪﻡ ﺩﻋﻤﺎً ﻣﺎﺩﻳﺎً ﺃﻭ ﻣﻌﻨﻮﻳﺎً ﻣﺘﻤﻴﺰﺍً ﻟﻠﻤﺆﺳﺴﺔ ‪٠‬‬

‫‪ -٢‬ﺍﳌﺘﻤﻴﺰﻳﻦ ﰲ ﲣﺼﺼﺎﺕ ﳍﺎ ﻋﻼﻗﺔ ﺑﻨﺸﺎﻁ ﺍﳌﺆﺳﺴﺔ ‪٠‬‬ ‫‪ -٣‬ﺍﳌﻮﻫﻮﺑﲔ ﻭﺃﻭﻟﻴﺎﺀ ﺃﻣﻮﺭﻫﻢ ‪٠‬‬

‫ﻭﲢــﺪﺩ ﻟــﻮﺍﺋﺢ ﺍﳌﺆﺳﺴــﺔ ﺷــﺮﻭﻁ ﺍﻟﻌﻀ ـﻮﻳﺔ ﻭﺃ�ﻮﺍﻋﻬــﺎ ﻭﺣﻘــﻮﻕ ﺃﻋﻀــﺎﺀ ﺍﳌﺆﺳﺴــﺔ ﻭﻭﺍﺟﺒــﺎﲥﻢ ‪ ) ٠‬ﺍﻟﻨﻈــﺎﻡ‬

‫ﺍﻷﺳﺎﺳﻲ ‪ ،‬ﺩ‪.‬ﺕ ‪ ،‬ﺹ ﺹ‪. ( ١٠ -٣‬‬

‫ﻭﻟﻠﻤﺆﺳﺴــﺔ ﻋــﺪﺓ ﻣﺸــﺎﺭﻳﻊ ﺗﻘــﻮﻡ ﲠــﺎ ﺑﺎﻟﺘﻌــﺎﻭﻥ ﻣــﻊ ﺍﻟﺸــﺮﻛﺎﺕ ﻭﺍﳌﺆﺳﺴــﺎﺕ ﺍﻟﻜــﱪﻯ ﰲ ﺍﳌﻤﻠﻜــﺔ ﻟﺘﺘﺒﻨــﻰ‬

‫ﻣﺸﺮﻭﻉ ﺍﻹﻫﺘﻤﺎﻡ ﺑﺎﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﻮﻫﻮﺑﺎﺕ ﻭﺇ�ﺸﺎﺀ ﺍﳌﺮﺍﻛﺰ ﻭﺍﻟﱪﺍﻣﺞ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﳌﻮﺍﻫﺐ ﻭﺇﻛﺘﺸﺎﻑ‬ ‫ﺍﻟﻘﺪﺭﺍﺕ ‪ ،‬ﻭﻗﺪ ﰎ ﺩﻋﻢ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺸﺎﺭﻳﻊ ﻣﻦ ﻗﺒـﻞ ﺍﻟﺸـﺮﻛﺎﺕ ﻣﺜـﻞ ‪ -١ - :‬ﻣﺸـﺮﻭﻉ ﻫﻠﻠـﺔ ﺃﻛﻴـﺪﺓ ﳌﻮﻫﺒـﺔ‬

‫ﺟﺪﻳﺪﺓ ﺑﺮﻋﺎﻳﺔ ﻣﺆﺳﺴﺔ ﻋﻜﺎﻅ ﻟﻠﺼﺤﺎﻓﺔ ﻭﺍﻟﻨﺸـﺮ ﺣﻴـﺚ ﺗﺴـﺎﻫﻢ ﲠﻠﻠـﺔ ﻭﺍﺣـﺪﺓ ﻣـﻦ ﻛـﻞ ﻋﻤﻠﻴـﺔ ﺑﻴـﻊ ﻟﺼـﺎﱀ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -٢‬ﻣﺸﺮﻭﻉ ﻓﺎﺋﺪﺓ ﺃﻛﻴﺪﺓ ﳌﻮﻫﺒﺔ ﺟﺪﻳﺪﺓ ﺑﺮﻋﺎﻳﺔ ﺷﺮﻛﺔ ﺑﺎﲰﺢ ﺍﻟﺘﺠﺎﺭﻳـﺔ ﻭﺫﻟـﻚ ﺑﺈﺳـﺘﻘﻄﺎﻉ ﲬﺴـﲔ ﻫﻠﻠـﺔ ﻣـﻦ‬ ‫ﻛﻞ ﻋﺒﻮﺓ ﺑﻴﻊ ﻣﻦ ﺍﳊﻠﻴﺐ ﻟﺼﺎﱀ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -٣‬ﻣﺸﺮﻭﻉ ﺩﻋﻢ ﺃﻛﻴﺪ ﳌﻮﻫﻮﺏ ﺟﺪﻳﺪ ﺑﺮﻋﺎﻳﺔ ﳎﻤﻮﻋﺔ ﻣﺴﺘﺸﻔﻴﺎﺕ ﺍﻟﺴـﻌﻮﺩﻱ ﺍﻷﳌـﺎ�ﻲ ﲞﻤﺴـﺔ ﺭﻳـﺎﻻﺕ ﻣـﻦ‬ ‫ﻛﻞ ﻛﺸﻔﻴﺔ ﻟﺼﺎﱀ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫‪ -٤‬ﺇﺗﻔﺎﻗﻴﺔ ﺗﻌـﺎﻭﻥ ﺑـﲔ ﺍﳌﺆﺳﺴـﺔ ﻭﺷـﺮﻛﺔ ﻛـﻮﺩﻭ ﻟﻠﺘﻐﺬﻳـﺔ ﻭﺍﻹﻋﺎﺷـﺔ ﻟﺘﻨﻔﻴـﺬ ﻣـﻨﺢ ﺩﺭﺍﺳـﻴﺔ ﻟﻌـﺪﺩ ﻣـﻦ ﺍﻟﻄﻠﺒـﺔ‬

‫ﺍﳌﻮﻫــﻮﺑﲔ ﲢــﺖ ﺇﺷــﺮﺍﻑ ﺍﳌﺆﺳﺴــﺔ ﻭﺫﻟــﻚ ﻣــﻦ ﺧــﻼﻝ ﺍﻗﺘﻄــﺎﻉ ﲬــﺲ ﻫﻠــﻼﺕ ﻣــﻦ ﻛــﻞ ﻭﺟﺒــﺔ ﻛــﻮﺩﻭ ﻟﺼــﺎﱀ‬ ‫ﺍﳌﺆﺳﺴﺔ ‪٠‬‬

‫‪ -٥‬ﻣﺸﺮﻭﻉ ﻋﺒﺎﻗﺮﺓ ﺍﳌﺴﺘﻘﺒﻞ ) ﲢﺖ ﺍﻟﺪﺭﺍﺳﺔ ( ﺑﺮﻋﺎﻳﺔ ﺷﺮﻛﺔ ﺑﺎﲰﺢ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺑﻘﻴﻤﺔ ﲬﺴﻮﻥ ﻫﻠﻠﺔ ﻣﻦ ﻛـﻞ‬ ‫ﻋﻤﻠﻴﺔ ﺑﻴﻊ ﻟﻌﻠﺒﺔ ﺣﻠﻴﺐ ‪٠‬‬

‫‪ -٦‬ﺇﺗﻔﺎﻗﻴﺔ ﺗﻌﺎﻭﻥ ﻣﻊ ﺍﳋﻄﻮﻁ ﺍﻟﺴﻌﻮﺩﻳﺔ ﺣﻴﺚ ﺗﻘﺪﻡ ﺍﳋﻄﻮﻁ ﺗﺬﺍﻛﺮ ﺳﻔﺮ ﲟﺎ ﻗﻴﻤﺘﻪ ‪ ١٣٠٠٠٠‬ﺭﻳـﺎﻝ ﻟﻠﻄﻠﺒـﺔ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٧‬ﺇﺗﻔﺎﻗﻴﺔ ﺗﻌﺎﻭﻥ ﻣﻊ ﺃﻛﺎﺩﳝﻴﺔ ﺍﻟﻔﻴﺼﻞ ﺍﻟﻌﺎﳌﻴﺔ ﺗﺘﻀﻤﻦ ﺗﻨﻔﻴﺬ ﻣﻨﺢ ﺩﺭﺍﺳﻴﺔ ﻭﺑـﺮﺍﻣﺞ ﺇﺛﺮﺍﺋﻴـﺔ ﻟﻌـﺪﺩ ﻣـﻦ ﺍﻟﻄﻠﺒـﺔ‬ ‫ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٨‬ﺇﺗﻔﺎﻗﻴــﺔ ﺗﻌــﺎﻭﻥ ﺑــﲔ ﺍﳌﺆﺳﺴــﺔ ﻭﺷــﺮﻛﺔ ﺍﳋﻠــﻴﺞ ﻟﻠﺘــﺪﺭﻳﺐ ﺗﺘﻀــﻤﻦ ﺗﻨﻔﻴــﺬ ﺑــﺮﺍﻣﺞ ﺇﺛﺮﺍﺋﻴــﺔ ‪ ) .‬ﺍﻟﺸــﱪﺍﻭﻱ ‪،‬‬ ‫‪٢٠٠٢‬ﻡ ‪ ،‬ﺹ‪. ( ١١‬‬

‫ﺑﺮ�ﺎﻣﺞ ﺍﳌﻨﺢ ﺍﻟﻌﻠﻤﻴـﺔ ‪ - :‬ﺗﻌﻤـﻞ ﺍﳌﺆﺳﺴـﺔ ﻋﻠـﻰ ﺍﻹﺳـﺘﻔﺎﺩﺓ ﻣـﻦ ﺍﳌـﻨﺢ ﺍﳌﻘﺪﻣـﺔ ﻣـﻦ ﺑﻌـﺾ ﺍﻟﺸـﺮﻛﺎﺕ‬

‫ﻭﺍﳌﺆﺳﺴـﺎﺕ ﺍﻟﻌﺎﳌﻴــﺔ ﻭﺗﻌﻤــﻞ ﻋﻠـﻰ ﺣــﺚ ﻭﺗﺸــﺠﻴﻊ ﺍﳌﺆﺳﺴـﺎﺕ ﺍﻟﻮﻃﻨﻴــﺔ ﻟﻠﻤﺴــﺎﳘﺔ ‪ ،‬ﻭﻳﻌﺘـﱪ ﺍﻟﱪ�ــﺎﻣﺞ ﺃﺣــﺪ‬

‫ﺃﺷﻜﺎﻝ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻨﻤﻴﺔ ﻗﺪﺭﺍﲥﻢ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺇﺿﺎﻓﺔ ﺇﱃ ﺃ�ﻪ ﺃﺣﺪ ﺍﻟﺮﻭﺍﻓـﺪ ﺍﳌﻔـﺮﺯﺓ ﻟﻠﻤـﻮﺍﺭﺩ ﺍﳌﺎﻟﻴـﺔ‬

‫ﻟﻠﻤﺆﺳﺴﺔ ﺑﺸﻜﻞ ﻏﲑ ﻣﺒﺎﺷﺮ ‪ ،‬ﻭﺗﺸﺮﻑ ﺍﳌﺆﺳﺴﺔ ﻋﻠﻰ ﺑﺮ�ﺎﻣﺞ ﺍﳌﻨﺢ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺗﻨﺴﻖ ﻓﻌﺎﻟﻴﺎﺗـﻪ ﻭﺗﻘـﻮﻡ ﺑﺘﻘﻮﳝـﻪ‬ ‫ﻭﻟﻠﻤﺆﺳﺴﺔ ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﳋﱪﺍﺕ ﻭﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻘﺪﻣﻬﺎ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌـﺎﱄ ﻭﻣﻜﺎﺗﺒـﻬﺎ ﰲ ﺍﻟـﺪﻭﻝ‬

‫ﺍﻷﺧﺮﻯ ﻣﺜﻞ ﺻﺮﻑ ﺍﳌﺨﺼﺼﺎﺕ ﺍﻟﺸﻬﺮﻳﺔ ﻟﻠﻤﺴﺘﻔﻴﺪﻳﻦ ﻣـﻦ ﺍﳌـﻨﺢ ﻭﳓـﻮ ﺫﻟـﻚ ‪ ،‬ﻭﺗﺼـﻨﻒ ﺍﳌـﻨﺢ ﺍﻟـﱵ ﺗﺮﻋـﻰ‬

‫ﺍﳌﺆﺳﺴﺔ ﲤﻮﻳﻠﻬﺎ ﺇﱃ ﺃﺭﺑﻌﺔ ﺃ�ﻮﺍﻉ ‪ -١ - :‬ﻣﻨﺢ ﺩﺭﺍﺳﻴﺔ ﲥﺪﻑ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﳌﻮﻫﻮﺑﲔ ﻋﻠﻰ ﺇﻛﻤـﺎﻝ ﺩﺭﺍﺳـﺘﻬﻢ‬

‫ﺍﳉﺎﻣﻌﻴﺔ ﻭﺍﻟﻌﻠﻴﺎ ﰲ ﺟﺎﻣﻌﺎﺕ ﻋﺎﳌﻴﺔ ﻣﺘﻤﻴﺰﺓ ‪.‬‬

‫‪ -٢‬ﻣﻨﺢ ﲝﺜﻴﺔ ﲥﺪﻑ ﺇﱃ ﲤﻜﲔ ﺍﻟﺒﺎﺣﺜﲔ ﻣﻦ ﺇﺟـﺮﺍﺀ ﺃﲝـﺎﺛﻬﻢ ﰲ ﺑﻌـﺾ ﺍ‪‬ـﺎﻻﺕ ﺍﻟﻌﻠﻤﻴـﺔ ﺍﻟـﱵ ﲢﻈـﻰ ﺑﺘﺄﻳﻴـﺪ‬ ‫ﺍﳌﺆﺳﺴﺔ ﰲ ﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺘﺨﺼﺼﺔ ‪.‬‬

‫‪ -٣‬ﻣﻨﺢ ﺗﺪﺭﻳﺒﻴﺔ ﲥﺪﻑ ﺇﱃ ﺗﻮﻓﲑ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻼﺯﻡ ﻟﺼﻘﻞ ﻣﻮﺍﻫﺐ ﻣﻌﻴﻨﺔ ﰲ ﺑﻌﺾ ﺍﳌﺮﺍﻛﺰ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‬

‫‪ -٤‬ﻣﻨﺢ ﺇﺑﺘﻜﺎﺭ ﲥﺪﻑ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﳌﻮﻫـﻮﺑﲔ ﺍﻟـﺬﻳﻦ ﻳﺴـﻌﻮﻥ ﺇﱃ ﲢﻘﻴـﻖ ﺍﺧﱰﺍﻋـﺎﺕ ﻭﺇﺑﺘﻜـﺎﺭﺍﺕ ﻣﻔﻴـﺪﺓ ﰲ‬

‫ﳎــﺎﻻﺕ ﲢــﺪﺩﻫﺎ ﺍﳌﺆﺳﺴــﺔ ‪ ،‬ﻭﻳﺴــﺘﻔﻴﺪ ﻣــﻦ ﻫــﺬﻩ ﺍﳌــﻨﺢ ﺍﳌﻮﺍﻃﻨــﻮﻥ ﺃﺻــﺤﺎﺏ ﺍﳌﻮﺍﻫــﺐ ﻭﺍﻟﻘــﺪﺭﺍﺕ ﺍﳌﺘﻤﻴــﺰﺓ‬

‫ﺣﺴﺐ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻭ ﺍﻹﺟﺮﺍﺋﻴﺔ ﺍﻟﱵ ﺗﺘﺒﻨﺎﻫﺎ ﺍﳌﺆﺳﺴﺔ ﻭﺗﺘﻔـﻖ ﻣـﻊ ﺍﻟﺘﻌـﺎﺭﻳﻒ ﺍﻟﻌﻠﻤﻴـﺔ ﰲ ﻫـﺬﺍ ﺍ‪‬ـﺎﻝ ‪،‬‬ ‫ﻭﺗﻜﻮﻥ ﺍﳌﻨﺢ ﰲ ﳎﺎﻻﺕ ﺍﻟﻄﺐ ﺍﻟﺒﺸﺮﻱ – ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﺔ – ﺍﳌﻮﻫﺒﺔ ﻭﺍﻟﺘﻔـﻮﻕ – ﻋﻠـﻮﻡ ﺍﳊﺎﺳـﺐ – ﺍﻟﺼـﻨﺎﻋﺔ‬

‫ﻭﺍﻹ�ﺘﺎﺝ – ﺍﻟﺒﻴﺌﺔ ﻭﻏﲑﻫﺎ ‪ ،‬ﻭﻳﺸﱰﻁ ﰲ ﺍﳌﺘﻘﺪﻡ ﻟﱪ�ﺎﻣﺞ ﺍﳌﻨﺢ ﺃﻥ ﻳﻜﻮﻥ ﺳﻌﻮﺩﻱ ﺍﳉﻨﺴﻴﺔ – ﺃﻥ ﻳﻜﻮﻥ ﺃﺣـﺪ‬

‫ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﺃﻭ ﺍﳌﺘﻔـﻮﻗﲔ ﺩﺭﺍﺳـﻴﺎً – ﺃﻥ ﳚﺘـﺎﺯ ﺑﺮ�ـﺎﻣﺞ ﺍﻟﺘﺤﻀـﲑ ﻟﻠﺪﺭﺍﺳـﺔ ﺍﳉﺎﻣﻌﻴـﺔ ﺇﺫﺍ ﻛﺎ�ـﺖ ﺍﳌﻨﺤـﺔ‬

‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﺒﻜﺎﻟﻮﺭﻳﻮﺱ – ﺃﻥ ﻳﻜﻮﻥ ﺣﺎﺻﻼ‪ ‬ﻋﻠﻰ ﻗﺒﻮﻝ ﻣﻦ ﺟﺎﻣﻌﺔ ﻣﻌﱰﻑ ﲠﺎ ﺃﻛﺎﺩﳝﻴﺎً – ﺃﻥ ﻳﺘﻌﻬـﺪ ﺑﺎﻟﻌﻤـﻞ‬

‫ﰲ ﺍﳉﻬﺔ ﺍﻟﱵ ﻗﺎﻣﺖ ﺑﺘﻤﻮﻳﻞ ﺍﳌﻨﺤﺔ ﺑﻌﺪ ﻋﻮﺩﺗﻪ ﻣﺪﺓ ﺗﻌﺎﺩﻝ ﻣﺪﺓ ﺑﻌﺜﺘﻪ ﻋﻠﻰ ﺍﻷﻗﻞ ‪.‬‬

‫ﺟﺎﺋﺰﺓ ﺍﻹﺑﺪﺍﻉ ﺍﻟﻌﻠﻤـﻲ ‪ - :‬ﺃﻋﺘﻤـﺪﺕ ﻣﺆﺳﺴـﺔ ﺍﳌﻠـﻚ ﻋﺒـﺪ ﺍﻟﻌﺰﻳـﺰ ﻭﺭﺟﺎﻟـﻪ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﺟـﺎﺋﺰﺓ‬

‫ﺳﻨﻮﻳﺔ ﻗﺪﺭﻫﺎ ﻣﻠﻴﻮﻥ ﺭﻳﺎﻝ ﻟﻺﺑﺪﺍﻉ ﺍﻟﻌﻠﻤﻲ ﲤـﻨﺢ ﻟﻠﻄﻠﺒـﺔ ﻭﺍﻟﻄﺎﻟﺒـﺎﺕ ﰲ ﺍ‪‬ـﺎﻻﺕ ﺍﻟﻌﻠﻤﻴـﺔ ﻭﺍﻟﺘﻘﻨﻴـﺔ ﻣـﻦ ﺍﳌﺮﺣﻠـﺔ‬

‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﺣﺘﻰ ﺍﳉﺎﻣﻌﻴـﺔ ‪ ،‬ﻭﲥـﺪﻑ ﺍﳉـﺎﺋﺰﺓ ﺇﱃ ﺗﻨﻤﻴـﺔ ﺭﻭﺡ ﺍﻹﺑـﺪﺍﻉ ﻭﺍﻹﺑﺘﻜـﺎﺭ ﺍﻟﻌﻠﻤـﻲ ﻭﺍﻟـﺘﻘﲏ ﻟـﺪﻯ ﺃﻓـﺮﺍﺩ‬

‫ﺍ‪‬ﺘﻤــﻊ ﻭﺗﺸــﺠﻴﻊ ﺍﳌﺒــﺪﻋﲔ ﻣــﻦ ﺃﺑﻨــﺎﺀ ﺍﳌﻤﻠﻜــﺔ ﻭﺑﻨﺎﲥــﺎ ﻭﺗﻘ ـﺪﻳﺮﻫﻢ ﻭﺍﳌﺴــﺎﳘﺔ ﰲ ﺗﻘــﺪﻡ ﺍﻟﻌﻠــﻢ ﻭﺍﳌﻌﺮﻓــﺔ ‪،‬‬

‫ﻭﺍﳌﺴــﺘﻬﺪﻓﻮﻥ ﻣــﻦ ﺍﳉــﺎﺋﺰﺓ ‪ -١ - :‬ﺍﳌﺒــﺪﻋﻮﻥ ﻭﺍﳌﺒﺘﻜــﺮﻭﻥ ﺣﺘــﻰ ﺳــﻦ ﺍﻟﺜﺎ�ﻴــﺔ ﻋﺸــﺮﺓ ‪ -٢ .‬ﺍﳌﺒــﺪﻋﻮﻥ‬ ‫ﻭﺍﳌﺒﺘﻜﺮﻭﻥ ﺑﲔ ﺳﻦ ‪ ١٣‬ﻭ ‪ ١٥‬ﺳﻨﺔ ‪ -٣ .‬ﺍﳌﺒﺪﻋﻮﻥ ﻭﺍﳌﺒﺘﻜﺮﻭﻥ ﺑﲔ ﺳﻦ ‪ ١٦‬ﻭ ‪ ١٨‬ﺳﻨﺔ ‪.‬‬

‫‪ -٤‬ﺍﳌﺒﺪﻋﻮﻥ ﻭﺍﳌﺒﺘﻜﺮﻭﻥ ﺑﲔ ﺳﻦ ‪ ١٩‬ﻭ ‪ ٢٥‬ﺳﻨﺔ ‪ ،‬ﻭﺗﻘﺒﻞ ﺍﻟﱰﺷﻴﺤﺎﺕ ﻟﻠﺠﺎﺋﺰﺓ ﻣـﻦ ﺍﳌﺆﺳﺴـﺎﺕ ﻭﺍﳍﻴﺌـﺎﺕ‬

‫ﺍﳊﻜﻮﻣﻴﺔ – ﺍﻟﺸﺮﻛﺎﺕ ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﳋﺎﺻﺔ – ﺍﻷﻓـﺮﺍﺩ ﰲ ﺣﺎﻟـﺔ ﻋـﺪﻡ ﺇ�ﺘﻤـﺎﺋﻬﻢ ﻷﻳـﺔ ﻣﺆﺳﺴـﺔ ﺣﻜﻮﻣﻴـﺔ ﺃﻭ‬ ‫ﺧﺎﺻﺔ ‪ ) .‬ﺩﻟﻴﻞ ﺍﳌﻨﺢ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ ﺹ‪. ( ٥ -٣‬‬

‫ﻟﻘــﺎﺀﺍﺕ ﺍﳌﺨﱰﻋــﲔ ﺍﻟﺴــﻌﻮﺩﻳﲔ ‪ - :‬ﺑــﺎﺩﺭﺕ ﻣﺆﺳﺴــﺔ ﺍﳌﻠــﻚ ﻋﺒــﺪ ﺍﻟﻌﺰﻳــﺰ ﻭﺭﺟﺎﻟــﻪ ﻟﺮﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ‬

‫ﺑﺘﻨﻈــﻴﻢ ﺍﻟﻠﻘــﺎﺀ ﺍﻷﻭﻝ ﻟﻠﻤﺨﱰﻋــﲔ ﺍﻟﺴــﻌﻮﺩﻳﲔ ﰲ ‪١٤٢٢/٢/١١‬ﻫـــ ﲟﺸــﺎﺭﻛﺔ ﺍﳉﻬــﺎﺕ ﺍﳌﻌﻨﻴــﺔ ﺑﺎﻹﺧﱰﺍﻋــﺎﺕ‬

‫ﻭﺍﳊﻤﺎﻳﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﻛﺎ�ﺖ ﺃﻭﺭﺍﻕ ﺍﻟﻌﻤﻞ ﺗﺪﻭﺭ ﺣﻮﻝ ﲪﺎﻳﺔ ﺍﳌﺨﱰﻋﺎﺕ ﻭﺣﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺍﳋﺪﻣﺎﺕ ﺍﻟﱵ‬

‫ﳛﺘﺎﺟﻬﺎ ﺍﳌﺨﱰﻋﻮﻥ ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﻛﺎﻥ ﻣﻦ ﺃﻫﻢ ﺗﻮﺻﻴﺎﺕ ﺍﻟﻠﻘﺎﺀ ﺿﺮﻭﺭﺓ ﻋﻘﺪ ﻟﻘﺎﺀﺍﺕ ﺩﻭﺭﻳﺔ – ﺇﳚـﺎﺩ ﻗﻨـﻮﺍﺕ‬

‫ﺇﺗﺼﺎﻝ ﺑﲔ ﺍﳌﺨﱰﻋﲔ ﻭﺍﳉﻬﺎﺕ ﺍﳌﻌﻨﻴﺔ – �ﺸﺮ ﺃﻭﺭﺍﻕ ﺍﻟﻌﻤﻞ – ﺇﻗﺎﻣﺔ �ـﺎﺩﻱ ﻣﺘﺨﺼـﺺ ﻟﻠﻤﺨﱰﻋـﲔ – ﺇ�ﺸـﺎﺀ‬

‫ﺣﺎﺿﻨﺔ ﺗﻘﻨﻴﺔ ﻟﺘﺼﻨﻴﻊ ﺍﻻﺧﱰﺍﻋﺎﺕ ‪ ،‬ﻛﻤﺎ ﻗﺎﻣـﺖ ﺍﳌﺆﺳﺴـﺔ ﺑﺘﻨﻈـﻴﻢ ﺍﻟﻠﻘـﺎﺀ ﺍﻟﺜـﺎ�ﻲ ﻟﻠﻤﺨﱰﻋـﲔ ﺍﻟﺴـﻌﻮﺩﻳﲔ ﰲ‬

‫‪١٤٢٤/٢/٣‬ﻫـ ﻟﺘﻌﺮﻳﻒ ﺍﳌﺨﱰﻋﲔ ﲟﻦ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﺜﻤﺮﻭﺍ ﰲ ﺇﺧﱰﺍﻋﺎﲥﻢ ﻭﻛﺎﻥ ﻣﻦ ﺃﻫﻢ ﺃﻫﺪﺍﻑ ﺍﻟﻠﻘﺎﺀ ‪- :‬‬ ‫ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﺨﱰﻋﲔ ﻟﻌﺮﺽ ﳐﱰﻋـﺎﲥﻢ ﻭﺗـﻮﻓﲑ ﻓﺮﺻـﺔ ﻟﻠﻤﺴـﺘﺜﻤﺮﻳﻦ ﺍﻟﺴـﻌﻮﺩﻳﲔ ﻟﻠﻘـﺎﺀ ﺍﳌﺨﱰﻋـﲔ ﻭﺫﻟـﻚ‬

‫ﻟﺮﺑﻂ ﺍﳌﺴﺘﺜﻤﺮ ﻭﺍﳌﺨﱰﻉ – ﺗﻮﻋﻴﺔ ﺍﳌﺨﱰﻋﲔ ﲝﻘﻮﻕ ﺍﳌﻠﻜﻴﺔ ﺍﻟﻔﻜﺮﻳﺔ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺗﺴﺠﻴﻞ ﺍﳌﺨﱰﻋﺎﺕ ﻭﻓﺮﺹ‬ ‫ﺍﻹﺳﺘﺜﻤﺎﺭ ﻓﻴﻬﺎ ‪ ،‬ﻭﻗﺪ ﺷـﺎﺭﻛﺖ ﻋـﺪﺓ ﺟﻬـﺎﺕ ﻣﻌﻨﻴـﺔ ﰲ ﺍﻟﻠﻘـﺎﺀ ﻣﻨـﻬﺎ ‪ - :‬ﻭﺯﺍﺭﺓ ﺍﳌﻌـﺎﺭﻑ ) ﺳـﺎﺑﻘﺎً ( ﻭﺯﺍﺭﺓ‬

‫ﺍﻟﱰﺑﻴــﺔ ﻭﺍﻟﺘﻌﻠــﻴﻢ ) ﺣﺎﻟﻴ ـﺎً ( – ﻣﺪﻳﻨــﺔ ﺍﳌﻠــﻚ ﻋﺒــﺪ ﺍﻟﻌﺰﻳــﺰ ﻟﻠﻌﻠــﻮﻡ ﻭﺍﻟﺘﻘﻨﻴــﺔ – ﺍﳉﺎﻣﻌــﺎﺕ ﺍﻟﺴــﻌﻮﺩﻳﺔ – ﻭﺯﺍﺭﺓ‬

‫ﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﻟﻜﻬﺮﺑﺎﺀ – ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﻔﲏ ﻭﺍﻟﺘـﺪﺭﻳﺐ ﺍﳌﻬـﲏ ﻭﺑﻌـﺾ ﺍﻟﺸـﺮﻛﺎﺕ ﺍﻟﺴـﻌﻮﺩﻳﺔ ﻭﺍﻟﻐـﺮﻑ‬ ‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ‪.‬‬

‫ﻣﻠﺘﻘﻴﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﺍﳌﻌﻮﻗﲔ ‪� - :‬ﻈﻤﺖ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﺍﳌﻠﺘﻘـﻰ‬

‫ﺍﻷﻭﻝ ﻟﺮﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﺍﳌﻌــﻮﻗﲔ ﰲ ‪١٤٢٣/١/٥‬ﻫـــ ﻭﺍﻟــﺬﻱ ﺳــﻠﻂ ﺍﻷﺿــﻮﺍﺀ ﻋﻠــﻰ ﻭﺍﻗــﻊ ﺍﳌﻮﻫــﻮﺑﲔ ﺍﳌﻌــﻮﻗﲔ‬ ‫ﻭﻣﻌﺎ�ﺎﲥﻢ ﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺣﺎﺟﺘﻬﻢ ﺇﱃ ﻋﻘﻮﻝ ﺗﺘﻔﻬﻢ ﻇﺮﻭﻓﻬﻢ ﻭﺗﻘﺪﺭ ﻣﻮﺍﻫﺒﻬﻢ ﻭﻗﺪﺭﺍﲥﻢ ﺍﻟﻌﻘﻠﻴـﺔ ﻭﻗـﺪ‬

‫ﺗﻮﺻــﻞ ﺍﳌﻠﺘﻘــﻰ ﺇﱃ ﻋــﺪﺓ ﺗﻮﺻــﻴﺎﺕ ﻭﺿــﻌﺖ ﻣﺒــﺎﺩﺉ ﺃﻭﻟﻴــﺔ ﺇﺳــﱰﺍﺗﻴﺠﻴﺔ ﻣﺪﺭﻭﺳــﺔ ﻭﺃﺳﺴ ـﺎً ﻟﺘﻘــﻨﲔ ﺭﻋﺎﻳــﺔ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻨﻈﻴﻢ ﺁﻟﻴﺎﲥﺎ ﻭﻓﻌﺎﻟﻴﺎﺕ ﻫﺬﻩ ﺍﻵﻟﻴﺎﺕ ﻣﻦ ﺃﺟﻞ ﺍﻷﺧﺬ ﺑﺄﻳﺪﻱ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻣﻦ ﻫـﺬﻩ ﺍﻟﺘﻮﺻـﻴﺎﺕ ‪- :‬‬

‫‪ -١‬ﺇﻋــﺪﺍﺩ ﲪــﻼﺕ ﺗﻮﻋﻴــﺔ ﺇﻋﻼﻣﻴــﺔ ﻣﺘﺨﺼﺼــﺔ ﺑــﲔ ﺍﳌﻌﻠﻤــﲔ ﰲ ﺍﳌــﺪﺍﺭﺱ ﻹﻛﺘﺸــﺎﻑ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻹﺑﺪﺍﻋﻴــﺔ‬ ‫ﻟﻠﻤﻮﻫﻮﺑﲔ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺎﺕ ‪.‬‬

‫‪ -٢‬ﺇﻋﺪﺍﺩ ﻃﻼﺏ ﻛﻠﻴﺎﺕ ﺍﻟﱰﺑﻴﺔ ﻭﻛﻠﻴﺎﺕ ﺍﳌﻌﻠﻤﲔ ﺑﱪﺍﻣﺞ ﺗﺆﻫﻠﻬﻢ ﻟﻠﻌﻤﻞ ﻣﻊ ﺍﳌﻮﻫﻮﺑﲔ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺎﺕ ‪.‬‬ ‫‪ -٣‬ﺗﺒﲏ ﻣﺸﺮﻭﻉ ﻋﻠﻤﻲ ﳊﺼﺮ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻌﻮﻗﲔ ﻭﻭﺿﻊ ﺗﻌﺮﻳﻒ ﻣﻮﺣﺪ ﳍﻢ ‪.‬‬ ‫‪ -٤‬ﺇﻋﺪﺍﺩ ﻭﺳﺎﺋﻞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﺍﳌﻌﻮﻗﲔ ﻣﻦ ﻛﻞ ﻓﺌﺔ ﻭﺗﻘﻨﻴﻨﻬﺎ ‪.‬‬

‫‪ -٥‬ﺍﻟﱰﻛﻴﺰ ﻋﻠﻰ ﺇﻋﺪﺍﺩ ﺧﻄﺔ ﺗﺮﺑﻮﻳﺔ ﻓﺮﺩﻳﺔ ﻟﻜﻞ ﻣﻮﻫﻮﺏ ﻣﻦ ﺫﻭﻱ ﺍﻹﻋﺎﻗﺎﺕ ‪.‬‬

‫ﺛﺎ�ﻮﻳﺎﺕ ﺧﺎﺻﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻫﻲ ﺭﺅﻳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪ ،‬ﻭﺗﺘﻠﺨﺺ ﺭﺳﺎﻟﺘﻬﺎ ﰲ ﺗﻘـﺪﻳﻢ ﺑﺮ�ـﺎﻣﺞ ﺷـﺎﻣﻞ ﻭﻣﺘﻤﻴـﺰ ﻟﺮﻋﺎﻳـﺔ ﺍﻟﻄﻠﺒـﺔ‬

‫ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺍﳌﺘﻔــﻮﻗﲔ ﻳﻐﻄــﻲ ﺍﻟﻨــﻮﺍﺣﻲ ﺍﳌﻌﺮﻓﻴــﺔ ﻭﺍﻹ�ﻔﻌﺎﻟﻴــﺔ ﻭﺍﻟﻮﺟﺪﺍ�ﻴــﺔ ﻭﺍﻟــﻨﻔﺲ ﺣﺮﻛﻴــﺔ ‪ ،‬ﻭﺗﻌﻤــﻞ ﺍﳌﺪﺭﺳــﺔ‬

‫ﻛﻤﺮﻛﺰ ﻟﺘﻄﻮﻳﺮ ﻭﺗﻘﺪﻳﻢ ﺧﺪﻣﺎﺕ ﻣﺘﻤﻴﺰﺓ ﻟﻠﻤﺠﺘﻤﻊ ﺍﻟﱰﺑﻮﻱ ﺍﻷﻭﺳﻊ ﰲ ﳎﺎﻻﺕ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﺒﺤﻮﺙ ﻭﺇﻋـﺪﺍﺩ‬

‫ﺍﳌﻌﻠﻤﲔ ﻭﺗﺄﻫﻴﻠﻬﻢ ﻭﺑﺮﺍﻣﺞ ﺍﻹﺭﺷﺎﺩ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺧﺪﻣﺔ ﺍ‪‬ﺘﻤﻊ ‪ ،‬ﻭﻳﺸﱰﻁ ﰲ ﻣﺪﺍﺭﺱ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫‪ -١‬ﺃﻥ ﺗﻜﻮﻥ ﻣﺪﺍﺭﺱ ﺛﺎ�ﻮﻳﺔ ﻷﻥ ﻗﺪﺭﺍﺕ ﺍﻟﻄﻠﺒﺔ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺗﻨﻀـﺞ ﻭﺗﺒـﺪﺃ ﰲ ﺍﻟﺘﻤـﺎﻳﺰ ‪ ،‬ﻭﻳـﺘﻢ ﺍﻟﺘﺄﻛـﺪ ﻣـﻦ‬

‫ﻣﻮﺍﻫﺒﻬﻢ ﻣﻦ ﺧﻼﻝ ﻣﺮﺩﻭﺩﻫﻢ ﺑﺎﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺴﺎﺑﻘﺔ ‪٠‬‬

‫‪ -٢‬ﺃﻥ ﺗﻜﻮﻥ ﻣﺪﺍﺭﺱ ﺩﺍﺧﻠﻴﺔ ﺗﺘﻴﺢ ﻟﻠﻄﺎﻟـﺐ ﺍﻟﺪﺭﺍﺳـﺔ ﻭﺍﻹﻗﺎﻣـﺔ ﻭﺍﳌﻌﻴﺸـﺔ ﺣﺘـﻰ ﳝﻜـﻦ ﻟﻠﻄﺎﻟـﺐ ﻣـﻦ ﺧـﺎﺭﺝ‬ ‫ﺍﳌﺪﻳﻨﺔ ﺍﻹﻟﺘﺤﺎﻕ ﲠﺎ ﻭ ﺃﻥ ﻳﺘﻮﻓﺮ ﳍﺎ ﻗﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﻹﺳﺘﻘﻼﻟﻴﺔ ﺍﳌﺎﻟﻴﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﻭﻓﻖ ﺿﻮﺍﺑﻂ ﻣﺮ�ـﺔ ﻭﺃﻥ ﺗﺘـﻮﻓﺮ‬

‫ﻓﻴﻬﺎ ﺇﻣﻜﺎ�ﻴﺎﺕ ﻣﺘﻤﻴﺰﺓ ﰲ ﺍﳌﺒﺎ�ﻲ ﻭﺍﳌﺨﺘﱪﺍﺕ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻭﻏﲑ ﺫﻟﻚ ‪٠‬‬

‫‪ - ٣‬ﺃﻥ ﻳﺘﺎﺡ ﻟﻠﻤﻌﻠﻤﲔ ﻭﺍﻹﺧﺘﺼﺎﺻﻴﲔ ﰲ ﻫﺬﻩ ﺍﳌﺪﺍﺭﺱ ﻗﺪﺭ ﻣﻦ ﺍﳊـﻮﺍﻓﺰ ﺍﳌﻌﻨﻮﻳـﺔ ﻭﺍﳌﺎﺩﻳـﺔ ﺍﻟـﱵ ﲤﻜﻨـﻬﻢ ﻣـﻦ‬ ‫ﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﻹﺑﺪﺍﻉ ‪٠‬‬

‫‪ - ٤‬ﺇﻥ ﺗﻜﻮﻥ ﻟﻜﻞ ﻣﺪﺭﺳﺔ ﻣﻨﻬﺎ ﳎﻠﺲ ﺇﺩﺍﺭﺓ ﻳﺸـﺮﻑ ﻋﻠـﻰ ﺷـﺆﻭﳖﺎ ﻭﺗﺴـﻴﲑ ﺃﻣﻮﺭﻫـﺎ ﻭﺃﻥ ﺗﻜـﻮﻥ ﺍﳌـﺪﺍﺭﺱ‬

‫ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﲨﻌﻴﺔ ﺗﺴـﻤﻰ ﲨﻌﻴـﺔ ﻣـﺪﺍﺭﺱ ﺍﳌﻮﻫـﻮﺑﲔ ﻟﺘﺒـﺎﺩﻝ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﳋـﱪﺍﺕ ‪ ) ٠‬ﺗﻘﺮﻳـﺮ ‪٢٠٠١ ،‬ﻡ ‪ ،‬ﺹ‬

‫ﺹ ‪. ( ٢٧ – ١٧‬‬

‫ﺭﺅﻳﺔ ﻣﺴﺘﻘﺒﻠﻴﺔ ﺣﻮﻝ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪- :‬‬ ‫ﻫﻨﺎﻙ ﻣﺸﺮﻭﻋﺎﺕ ﺭﺋﻴﺴﻴﺔ ﻣﻘﱰﺣﺔ ﻭﺗﻮﺻﻴﺎﺕ ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﻣﻨﻬﺎ ‪- :‬‬

‫‪ -١‬ﺇﻗﺎﻣﺔ ﻣﺮﻛﺰ ﰲ ﻛﻞ ﻣﺪﺭﺳﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻣﻦ ﺍﻟﻄﻼﺏ ﻭﻳﻜـﻮﻥ ﻣﻜـﻮﻥ ﻣـﻦ ﺛﻼﺛـﺔ �ـﻮﺍﺩﻱ ﻟﻠﻌﻠـﻮﻡ ﻭﺍﻟﻔـﻦ ﻭﺍﻷﺩﺏ‬ ‫ﻭﺃﻥ ﺗﻜﻮﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻴﻬﻢ ﻣﺪﺭﻭﺳﺔ ‪٠‬‬

‫‪ -٢‬ﺇﺛﺮﺍﺀ ﺍﳌﻨﺎﻫﺞ ﺍﳌﺪﺭﺳﻴﺔ ﻭﺗﻄﻮﻳﺮ ﺍﻷ�ﺸﻄﺔ ﻓﻴﻬﺎ ‪٠‬‬

‫‪ -٣‬ﺍﻟﺘﻌﺠﻴــﻞ ﺑﺘﻌﻠــﻴﻢ ﺍﳌﻮﻫــﻮﺑﲔ ‪ ،‬ﻭﻳﻨﺒﻐــﻲ ﺇﻗــﱰﺍﺡ ﺧﻄــﻂ ﺧﺎﺻــﺔ ﰲ ﺃﺭﺑﻌــﺔ ﳎــﺎﻻﺕ ﻛــﺪﻋﻢ ﻷ�ﻈﻤــﺔ ﺗﻌﻠــﻴﻢ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﻫﻲ ‪ - :‬ﺃ – ﺍﻟﺘﻌﻠﻴﻢ ﻣﺎ ﻗﺒﻞ ﺍﳌﺪﺭﺳﺔ ‪ ٠‬ﺏ‪ -‬ﺗﻌﻠﻴﻢ ﻣﻌﻠﻤﻲ ﺍﳌﻮﻫﻮﺑﲔ ﻋﻠﻰ ﺃﻥ ﻳﺸﻤﻞ ﻣـﻦ ﻫـﻢ‬ ‫ﺧــﺎﺭﺝ ﻭﺩﺍﺧــﻞ ﺧﺪﻣــﺔ ﺍﻟﺘــﺪﺭﻳﺐ ‪٠‬‬

‫ﺝ – ﺃﻥ ﺗﺸــﺘﻤﻞ ﺍﻟﺒﺤــﻮﺙ ﺍﻟﺘﻌﻠﻴﻤﻴــﺔ ﰲ ﳎــﺎﻝ ﺍﳌﻮﻫــﻮﺑﲔ ﻋﻠــﻰ ﺗﻘـﺪﻳﺮ‬

‫ﺍﻹﺣﺘﻴﺎﺟﺎﺕ – ﺗﻘﻨﲔ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻨﻔﺴﻴﺔ – ﻛﻔﺎﺀﺓ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺘﻨﻮﻋﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻠﻤﻮﻫـﻮﺑﲔ ﻭﺗﻘﻴـﻴﻢ‬

‫ﺍﻟﱪﺍﻣﺞ ‪ ٠‬ﺩ – ﺍﻟﺘﻨﻈﻴﻢ ﺍﻹﺩﺍﺭﻱ ‪٠‬‬

‫‪ -٤‬ﻛﺸﻒ ﺍﳌﺘﻔﻮﻕ ﻭﺍﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﻗﻴﻖ ﳌﻦ ﻫﻮ ﺍﳌﺘﻔﻮﻕ ‪٠‬‬ ‫‪ -٥‬ﺇﺧﺘﻴﺎﺭ ﺍﳌﺪﺭﺱ ﻭﻣﺎ ﻳﻠﺰﻡ ﻹﻋﺪﺍﺩﻩ ‪٠‬‬

‫‪ -٦‬ﺇﺧﺘﻴﺎﺭ ﺃﺳـﻠﻮﺏ ﺗﺮﺑﻴـﺔ ﺍﳌﺘﻔـﻮﻗﲔ ﻭﲢﺪﻳـﺪ ﺍﻹﺟـﺮﺍﺀﺍﺕ ﺍﻟﻼﺯﻣـﺔ ﻓﻴـﻪ ﻭﻭﺟـﻮﺩ ﺍﻟﺘﺸـﺮﻳﻊ ﺍﻟـﻼﺯﻡ ﻟﺘﻨﻔﻴـﺬ ﻫـﺬﻩ‬

‫ﺍﻟﱰﺑﻴﺔ ﺍﻟﱵ ﺗﺸﻤﻞ ﺷﺮﻭﻃﺎً ﻻ ﺗﻨﺺ ﻋﻠﻴﻬﺎ ﺍﻟﱰﺑﻴﺔ ﺍﳌﺘﻮﻓﺮﺓ ﻟﻠﻄﻠﺒﺔ ﺍﻟﻌﺎﺩﻳﲔ ‪٠‬‬ ‫‪ -٧‬ﺗﻮﻓﲑ ﺍﻷﻣﻮﺍﻝ ﺍﻟﻼﺯﻣﺔ ﻟﻺ�ﻔﺎﻕ ‪٠‬‬

‫‪ -٨‬ﻭﺿﻊ ﳐﻄﻄﺎﺕ ﺧﺎﺻﺔ ﺗﺒﲔ ﺃﻭﺟﻪ ﺍﻟﺘﻌﺎﻭﻥ ﺑـﲔ ﺍﳌﺪﺭﺳـﺔ ﻭﺍﻷﺳـﺮﺓ ﻭﺍﳌﺆﺳﺴـﺎﺕ ﺍﻟﻌﻠﻤﻴـﺔ ﻭﺍﻹ�ﺘﺎﺟﻴـﺔ ﰲ‬ ‫ﺍ‪‬ﺘﻤﻊ ‪ ) ٠‬ﺷﻘﲑ ‪١٩٩٩ ،‬ﻡ ‪ ،‬ﺹ ‪ ) ، (٢٤٥‬ﺯﺣﻠﻮﻕ ‪١٩٩٨ ،‬ﻡ ‪ ،‬ﺹ ﺹ ‪. ( ١٥٧ – ١٢٧‬‬

‫ﺑﺮﺍﻣﺞ ﻗﺴﻢ ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻣﺴﺎﺭ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻻﺑﺘﻜﺎﺭ ﻭﺍﳌﻮﻫﺒﺔ )ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺍﳌﻠـﻚ‬ ‫ﺳﻌﻮﺩ( ‪- :‬‬

‫ﺃﻓﺘﺘﺢ ﻫﺬﺍ ﺍﳌﺴﺎﺭ ﺿﻤﻦ ﻣﺴﺎﺭﺍﺕ ﻗﺴﻢ ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻭﺍﻟﺬﻱ ﻛﺎﻥ ﻳﺘﻀﻤﻦ ﻣﺴﺎﺭ ﺍﻟﺘﺨﻠـﻒ ﺍﻟﻌﻘﻠـﻲ‬

‫– ﺻــﻌﻮﺑﺎﺕ ﺍﻟــﺘﻌﻠﻢ – ﺍﻹﻋﺎﻗــﺔ ﺍﻟﺴــﻤﻌﻴﺔ – ﺍﻹﻋﺎﻗــﺔ ﺍﻟﺒﺼـﺮﻳﺔ ‪ ،‬ﻭﻗــﺪ ﺃﻓﺘــﺘﺢ ﻫــﺬﺍ ﺍﳌﺴــﺎﺭ ﻟﺘﺨـﺮﻳﺞ ﺍﳌﻌﻠﻤــﲔ‬

‫ﺍﳌﺨﺘﺼﲔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﻌﻠﻴﻤﻬﻢ ﻭﺗﺘﻀﻤﻦ ﺑﺮﺍﻣﺞ ﻫﺬﺍ ﺍﳌﺴﺎﺭ ﻣﺎﻳﻠﻲ ‪ - :‬ﺍﻟﻘﺪﺭﺍﺕ ﺍﻟﻌﻘﻠﻴﺔ – ﺍﳌﺪﺧﻞ ﺇﱃ‬

‫ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻹﺑﺘﻜﺎﺭ – ﺍﻟﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ ﻟﻠﻤﻮﻫـﻮﺑﲔ – ﺍﳌﺸـﻜﻼﺕ ﺍﻟﱰﺑﻮﻳـﺔ ﻭﺍﻟﻨﻔﺴـﻴﺔ ﻟﻠﻤﺘﻔـﻮﻗﲔ ﻭﺍﳌﻮﻫـﻮﺑﲔ‬

‫– ﺗﻨﻤﻴــﺔ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻹﺑﺘﻜﺎﺭﻳــﺔ – ﺩﺭﺍﺳــﺔ ﺣﺎﻟــﺔ ﰲ ﳎــﺎﻝ ﺍﻟﺘﻔــﻮﻕ ﺍﻟﻌﻘﻠــﻲ ﻭﺍﻹﺑﺘﻜــﺎﺭ ﻭﺍﳌﻮﻫﺒــﺔ – ﺍﻟﺘــﺪﺭﻳﺐ‬

‫ﺍﳌﻴﺪﺍ�ﻲ ﰲ ﳎﺎﻝ ﺍﻟﺘﻔﻮﻕ ﺍﻟﻌﻘﻠﻲ ﻭﺍﻹﺑﺘﻜﺎﺭ ‪.‬‬

‫ﻭﻛﺎﻥ ﻣـﻦ ﺍﳋﻄـﻂ ﺍﳌﺴـﺘﻘﺒﻠﻴﺔ ﻟﻠﻤﺴـﺎﺭ ﺗﻘـﺪﻳﻢ ﻋـﺪﺓ ﻣﻘـﺮﺭﺍﺕ ﺇﺿـﺎﻓﺔ ﺇﱃ ﻣـﻮﺍﺩ ﺍﻹﻋـﺪﺍﺩ ﺍﻟﻌـﺎﻡ ﳉﻤﻴـﻊ‬

‫ﺍﻟﺘﺨﺼﺼﺎﺕ ﻭﻫـﻲ ‪ - :‬ﻣﻘﺪﻣـﺔ ﰲ ﺍﻟﺘﻔـﻮﻕ ﺍﻟﻌﻘﻠـﻲ ﻭﺍﳌﻮﺍﻫـﺐ ﺍﳋﺎﺻـﺔ – ﺃﺳـﺎﻟﻴﺐ ﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ ﺍﳌﺘﻔـﻮﻗﲔ‬

‫ﻭﺍﳌﻮﻫــﻮﺑﲔ ﻋﻘﻠﻴ ـﺎً – ﺑــﺮﺍﻣﺞ ﺗﻨﻤﻴــﺔ ﺍﻟﻘــﺪﺭﺍﺕ ﺍﻹﺑﺘﻜﺎﺭﻳــﺔ ﻭﺍﳌﻮﺍﻫــﺐ ﺍﳋﺎﺻــﺔ – ﺍﻟــﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳــﺔ ﻟﻠﻤﺘﻔــﻮﻗﲔ‬ ‫ﻭﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﺍﳌﺴﺎﺭ ﺃﻗﻔﻞ ﻋﺎﻡ ‪١٤٢٢‬ﻫـ ﺑﻌﺪ ﲣﺮﻳﺞ ﺃﺭﺑﻊ ﺩﻓﻌﺎﺕ ﻣﻦ ﺍﻟﻄﻠﺒـﺔ ﻟﻌـﺪﺓ ﺃﺳـﺒﺎﺏ ﺃﳘﻬـﺎ‬

‫ﻋﺪﻡ ﻭﺟـﻮﺩ ﻭﻇـﺎﺋﻒ ﻣﻨﺎﺳـﺒﺔ ﳍـﻢ ﻋﻨـﺪ ﺍﻟﺘﺨـﺮﺝ ﻭﻋـﺪﻡ ﻛﻔﺎﻳـﺔ ﺃﻋﻀـﺎﺀ ﻫﻴﺌـﺔ ﺍﻟﺘـﺪﺭﻳﺲ ‪ ).‬ﺍﻟﻌﺒـﺪ ﺍﳉﺒـﺎﺭ ‪،‬‬ ‫‪٢٠٠١‬ﻡ ‪ ،‬ﺹ ﺹ‪.( ٩ -٢‬‬

‫ﻭﺗﺮﻯ ﺍﻟﺒﺎﺣﺜﺔ ﺃ�ﻪ ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﻛﻮﻥ ﻫﺬﺍ ﺍﳌﺴـﺎﺭ ﻳﻌﺘـﱪ ﺇﺿـﺎﻓﺔ ﺇﱃ ﺍﻟـﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳـﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﰲ‬

‫ﳎﺎﻝ ﺍﻟﱰﺑﻴﺔ ﺍﳋﺎﺻﺔ ﻛﻮ�ـﻪ ﻳﻌﻨـﻰ ﺑﺈﻋـﺪﺍﺩ ﻭﲣـﺮﻳﺞ �ﻮﻋﻴـﺔ ﺧﺎﺻـﺔ ﻣـﻦ ﺍﳌﻌﻠﻤـﲔ ﻟﺘﻌﻠـﻴﻢ ﻭﺗﺮﺑﻴـﺔ ﻭﺭﻋﺎﻳـﺔ ﺍﻟﻄﻠﺒـﺔ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﺘﻔـﻮﻗﲔ ‪ ،‬ﻭﻛـﻮﻥ ﺍﳌﻤﻠﻜـﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﺍﻟﺴـﻌﻮﺩﻳﺔ ﺑﺈﻓﺘﺘﺎﺣﻬـﺎ ﻫـﺬﺍ ﺍﳌﺴـﺎﺭ ﰲ ﺇﺣـﺪﻯ ﺟﺎﻣﻌﺎﲥـﺎ ﺗﻌﺘـﱪ‬

‫ﺳــﺒﺎﻗﺔ ﰲ ﺇ�ﺸــﺎﺀ ﻣﺴــﺎﺭ ﺃﻛــﺎﺩﳝﻲ ﳝــﻨﺢ ﺩﺭﺟــﺔ ﺍﻟﺒﻜـﺎﻟﻮﺭﻳﻮﺱ ﰲ ﻫــﺬﺍ ﺍ‪‬ــﺎﻝ ﺍﳍــﺎﻡ ﻭﻋﻠــﻰ ﺍﻟــﺮﻏﻢ ﻣــﻦ ﺍﻟﻔﺎﺋــﺪﺓ‬

‫ﺍﻟﻜﱪﻯ ﺍﳌﺮﺟﻮﺓ ﻣﻦ �ﺘﺎﺋﺞ ﻭﻣـﺮﺩﻭﺩﺍﺕ ﻣﺜـﻞ ﻫـﺬﺍ ﺍﳌﺴـﺎﺭ ﻋﻠـﻰ ﺍﻟﻄﻠﺒـﺔ ﺍﻟﺪﺍﺭﺳـﲔ ﻭﻋﻠـﻰ ﻣﺎﺳـﻴﻘﻮﻣﻮﻥ ﺑـﻪ ﻣـﻦ‬ ‫ﺗﻄﺒﻴﻖ ﻟﺪﺭﺍﺳﺘﻬﻢ ﻣﺴﺘﻘﺒﻼ‪ ‬ﺇﻻ ﺃﻥ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺃﺩﺕ ﺇﱃ ﺇﻗﻔﺎﻟﻪ ﺗﻌﺘـﱪ ﺻـﻐﲑﺓ ﻭﻫﻴﻨـﺔ ﺑﺎﳌﻘﺎﺭ�ـﺔ ﻣـﻊ ﻣﺎﻳﱰﺗـﺐ‬

‫ﻋﻠﻰ ﻫﺬﺍ ﺍﻹﻗﻔﺎﻝ ‪ ،‬ﺇﺫ ﻛﺎﻥ ﻣﻦ ﺍﻟﻮﺍﺟﺐ ﻋﻠﻰ ﺍﳌﺴﺆﻭﻟﲔ ﰲ ﺍﳉﺎﻣﻌﺔ ﺃﻭ ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﺗﺬﻟﻴﻞ ﻣﺜـﻞ ﻫـﺬﻩ‬ ‫ﺍﻟﺼــﻌﻮﺑﺎﺕ ‪ ،‬ﻓﻤــﺜﻼ‪ ‬ﻛــﺎﻥ ﺑﺎﻹﻣﻜــﺎﻥ ﻃﻠــﺐ ﻫﻴﺌــﺔ ﺗــﺪﺭﻳﺲ ﻣــﻦ ﺍﻟــﺪﻭﻝ ﺍﻟــﱵ ﺳــﺒﻘﺖ ﰲ ﻫــﺬﺍ ﺍ‪‬ــﺎﻝ ﻟﻠﺘــﺪﺭﻳﺲ‬

‫ﻭﺍﻹﺷﺮﺍﻑ ﻛﺄﺳﺎﺗﺬﺓ ﺯﺍﺋﺮﻳﻦ ‪ ،‬ﺃﻭ ﺇﻋﻄﺎﺀ ﺍﻷﺳﺎﺗﺬﺓ ﺩﻭﺭﺍﺕ ﻣﻜﺜﻔﺔ ﻭﻗﺼﲑﺓ ﺧﻼﻝ ﻓﺼﻞ ﺍﻟﺼﻴﻒ ﺃﻭ ﺩﺑﻠﻮﻣﺎﺕ‬

‫ﰲ ﻣﻨﺎﻫﺞ ﻭﻣﻘﺮﺭﺍﺕ ﺍﳌﺴﺎﺭ ﻋﻠﻰ ﺃﻳﺪﻱ ﺃﺳﺎﺗﺬﺓ ﻣﺘﺨﺼﺼﲔ ﺗﺘﻢ ﺩﻋﻮﲥﻢ ﳍﺬﺍ ﺍﻟﻐﺮﺽ ﺣﺘﻰ ﻳﺘﻤﻜﻦ ﺍﻷﺳﺎﺗﺬﺓ‬

‫ﻣﻦ ﺗﺪﺭﻳﺴﻬﺎ ‪.‬‬

‫ﻛﻤﺎ ﺃﻥ ﻋﺪﻡ ﻭﺟﻮﺩ ﻭﻇﺎﺋﻒ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻄﻠﺒﺔ ﺍﳌﺘﺨﺮﺟﲔ ﻳﻌﺘﱪ ﻗﺼﻮﺭ ﰲ ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﺘﻨﻈﻴﻤﻴﺔ ﻭﺍﻟﺘﻌﺎﻭ�ﻴـﺔ‬

‫ﺑﲔ ﺍﳌﺴﺎﺭ ﻭﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﳉﻬﺎﺕ ﺍﳌﻨـﻮﻁ ﲠـﺎ ﺍﻟﺘﻮﻇﻴـﻒ ﻷﻥ ﲨﻴـﻊ‬

‫ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﱰﺑﻮﻳﺔ ﲝﺎﺟﺔ ﺇﱃ ﻫﺬﻩ ﺍﻟﻨﻮﻋﻴﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺍﳌﺆﻫﻠﲔ ﻹﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ‪،‬‬ ‫ﻭﻳﻠﺰﻡ ﻭﺟﻮﺩ ﻣﺪﺭﺱ ﻋﻠﻰ ﺍﻷﻗﻞ ﰲ ﻛﻞ ﻣﺪﺭﺳﺔ ﺃﻭ ﻣﻌﻬﺪ ‪ ،‬ﻟﺬﺍ ﻣﻦ ﺍﻟﻮﺍﺟـﺐ ﺇﻋـﺎﺩﺓ ﻓـﺘﺢ ﻫـﺬﺍ ﺍﳌﺴـﺎﺭ ﻭﻣﺜﻠـﻪ‬

‫ﰲ ﺃﻛﺜﺮ ﻣﻦ ﺟﺎﻣﻌﺔ ﺑﺎﳌﻤﻠﻜﺔ ﺣﺘـﻰ ﻳـﺘﻢ ﺍﻹﻫﺘﻤـﺎﻡ ﺍﳉﻴـﺪ ﻭﺍﻟﺮﻋﺎﻳـﺔ ﺍﳌﺜﻤـﺮﺓ ﻟﺸـﺮﳛﺔ ﻫﺎﻣـﺔ ﻣـﻦ ﺍﻟﻄﻠﺒـﺔ ﺃﻻ ﻭﻫـﻢ‬ ‫ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫) ﺛﺎ�ﻴﺎً ‪ -‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ (‬ ‫ﻣﻘﺪﻣﺔ ‪- :‬‬

‫ﺗﻌﺮﺽ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﶈﻠﻴﺔ ﺍﻟﱵ ﲝﺜﺖ ﰲ ﳎﺎﻝ ﺍﳌﻮﻫﺒﺔ ﻭﺍﳌﻮﻫﻮﺑﲔ‬

‫ﺇﻻ ﺃﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺇﺳﺘﻔﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻣﻨﻬﺎ ﺇﻻ ﺃﳖﺎ ﺗﻮﺿﺢ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺃﻭﺟﻪ‬ ‫ﺍﻟﻘﺼﻮﺭ ﻓﻴﻤﺎ ﳜﺺ ﻣﻮﺿﻮﻉ ﺍﳌﻮﻫﺒﺔ ﻛﻮﺍﻗﻊ ﻭﺗﻄﺒﻴﻖ ﳝﻜﻦ ﺇﲨﺎﳍﺎ ﰲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ ‪- :‬‬

‫‪ – ١‬ﻗﺼﻮﺭ ﺍﻟﻄﺮﻕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻠﻜﺸﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ ﻋﻠـﻰ ﺑﻌـﺾ ﺍﻟﻮﺳـﺎﺋﻞ ﻭﺃﻭﺳـﻌﻬﺎ ﺇ�ﺘﺸـﺎﺭﺍً ﺇﺧﺘﺒـﺎﺭﺍﺕ‬ ‫ﺍﻟﺘﺤﺼﻴﻞ ﻭﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳﲔ ﺭﻏﻢ ﺃﳖﺎ ﺗﻘﻴﺲ ﺍﻟﺘﺤﺼﻴﻞ ﻭﻻ ﺗﻘﻴﺲ ﺍﳌﻮﻫﺒﺔ ﺃﻭ ﺍﻟﺬﻛﺎﺀ ‪.‬‬

‫‪ – ٢‬ﻋﺪﻡ ﻭﺟـﻮﺩ ﺃﻳـﺔ ﺧـﺪﻣﺎﺕ ﺃﻭ ﺑـﺮﺍﻣﺞ ﺃﻭﺣﺘـﻰ ﺟﻬـﺎﺕ ﻣﺴـﺆﻭﻟﺔ ﻋـﻦ ﺍﻟﻄـﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺑﻌـﺾ ﺍﻟـﺪﻭﻝ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﰲ ﺍﻟﺪﻭﻝ ﺍﻷﺧﺮﻯ ﻓﺎﳋﺪﻣﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﺆﺳﺴﺎﺕ ﻗﺎﺻﺮﺓ ﻋﻠﻰ ﺑﻌﺾ ﺍﳋﺪﻣﺎﺕ ﻓﻘﻂ ‪.‬‬

‫‪ – ٣‬ﲨﻴﻊ ﺍﳌﺘﺨﺼﺼﲔ ﻳﺮﻭﻥ ﺑﻀﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺃﺳﺎﻟﻴﺐ ﺧﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﳌﺎ ﰲ ﺫﻟﻚ ﻣﻦ ﺃﳘﻴﺔ ﻋﻈﻤـﻰ‬

‫ﻟﻠﻤﻮﻫﻮﺑﲔ ﺃ�ﻔﺴﻬﻢ ﻭﺍ‪‬ﺘﻤﻊ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻄﻠﻌﺎﲥﻢ ﻹﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﻮﺍﻗﻊ ‪.‬‬

‫‪ – ٤‬ﺍﻟﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴﺔ ﺃﻛﺜﺮ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻄﺒﻘﺔ ﻟﻠﻤﻮﻫـﻮﺑﲔ ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟـﱪﺍﻣﺞ ﺍﻹﺛﺮﺍﺋﻴـﺔ ﻭﺍﻷ�ﺸـﻄﺔ‬ ‫ﺍﻟﺼﻔﻴﺔ ﻭﻏﲑ ﺍﻟﺼﻔﻴﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻌﻠـﻮﻡ ﻭﺍﻟﺮﻳﺎﺿـﻴﺎﺕ ﻭﺗﻐﻔـﻞ ﺍ‪‬ـﺎﻻﺕ ﺍﻷﺧـﺮﻯ ﺃﻭ ﻻ ﲥـﺘﻢ‬

‫ﲠﺎ ﺑﺸﻜﻞ ﻛﺒﲑ ‪.‬‬

‫‪ – ٥‬ﺍﳌﺪﺭﺳﺔ ﻫﻲ ﺍﳌﺆﺳﺴﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺗﻘﺮﻳﺒﺎً ﺍﻟﱵ ﲢﻤـﻞ ﻋﻠـﻰ ﻋﺎﺗﻘﻬـﺎ ﺇﻛﺘﺸـﺎﻑ ﻭﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﻣﻌﻈـﻢ‬ ‫ﺍﻟﺪﻭﻝ ﺭﻏﻢ ﻣﺴﺆﻭﻟﻴﺎﲥﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﺟﻬﺎﺯ ﻣﺘﺨﺼﺺ ﻓﻴﻬﺎ ﻟﺮﻋﻴﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ – ٦‬ﲨﻴــﻊ ﺍﻟﺪﺭﺍﺳــﺎﺕ ﱂ ﺗﺒﺤــﺚ ﰲ ﺇﺩﺍﺭﺍﺕ ﻭﻣﺆﺳﺴــﺎﺕ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ) ﻣﻮﺿــﻮﻉ ﺍﻟﺪﺭﺍﺳــﺔ ﺍﳊﺎﻟﻴــﺔ (‬ ‫ﻭﺩﻭﺭﻫﺎ ﻭﺑﺮﺍﳎﻬﺎ ﺑﻞ ﻛﺎ�ﺖ ﻫﻨﺎﻙ ﺗﻮﺻـﻴﺎﺕ ﺑﻀـﺮﻭﺭﺓ ﻭﺟـﻮﺩ ﺃﻗﺴـﺎﻡ ﳐﺘﺼـﺔ ﺗﺸـﺮﻑ ﻋﻠـﻰ ﻋﻤﻠﻴـﺔ ﺇﻛﺘﺸـﺎﻑ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﺍﻷﻗﻞ ‪.‬‬

‫‪ – ٧‬ﻭﺟﻮﺩ ﻋﻘﺒﺎﺕ ﺗﻘﻒ ﺃﻣﺎﻡ ﺍﻟﺘﻄﺒﻴﻖ ﺍﳌﻨﺎﺳـﺐ ﻟﻌﻤﻠـﻴﱵ ﺍﻟﻜﺸـﻒ ﻭﺍﻟﺮﻋﺎﻳـﺔ ﻟﻠﻤﻮﻫـﻮﺑﲔ ﺗﺘﻤﺤـﻮﺭ ﰲ ﳎﻤﻠـﻬﺎ‬

‫ﺣﻮﻝ ﺍﻹﻣﻜﺎ�ﺎﺕ ﺍﳌﺎﺩﻳﺔ ﻭﺍﻟﺒﺸﺮﻳﺔ ﺍﳌﺘﺨﺼﺼﺔ ﺍﳉﻴﺪ ﻭﺍﻟﺸﺎﻣﻞ ﻭﺍﻹﺳﱰﺍﺗﻴﺠﻲ ‪.‬‬

‫ﺃﻭﻻً ‪ -‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ‪- :‬‬ ‫‪ – ١‬ﺩﺭﺍﺳﺔ ﺍﻟﻌﻤﺮ ﻭﺃﺑﻮ ﻋﻼﻡ ﻋﺎﻡ ) ‪١٩٨٥‬ﻡ ( ‪- :‬‬

‫ﺑﻌﻨﻮﺍﻥ " ﻣﺸﺮﻭﻉ ﻟﺮﻋﺎﻳﺔ ﺍﻷﻃﻔﺎﻝ ﺍﳌﺘﻔﻮﻗﲔ ﰲ ﺍﻟﻜﻮﻳﺖ " ‪ -‬ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﺇﺑﺮﺍﺯ ﺃﳘﻴﺔ ﺭﻋﺎﻳﺔ ﺍﳌﺘﻔـﻮﻗﲔ‬

‫ﺣﻴﺚ ﺃﻥ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳋﺎﺻﺔ ﺳﺘﻜﻮﻥ ﳍﺎ �ﺘﺎﺋﺞ ﺇﳚﺎﺑﻴﺔ ﻋﻠﻰ ﺍ‪‬ﺘﻤﻊ ﻭﻋﻠﻰ ﺍﳌﺘﻔـﻮﻗﲔ ﺃ�ﻔﺴـﻬﻢ ‪ ،‬ﻭﻳﺘـﺒﲔ ﻣـﻦ ﻭﺍﻗـﻊ‬

‫ﺍﳌﺘﻔــﻮﻗﲔ ﻭﺍﳌﻮﻫــﻮﺑﲔ ﺣﺎﻟﻴ ـﺎً ﻭﺟــﻮﺩ ﺣﺎﺟــﺔ ﻣﺎﺳــﺔ ﺇﱃ ﺑﺮ�ــﺎﻣﺞ ﺗﺮﺑــﻮﻱ ﻟﺮﻋﺎﻳــﺔ ﺍﳌﺘﻔــﻮﻗﲔ ﻋﻘﻠﻴ ـﺎً ﻳﺘﻤﺸــﻰ ﻣــﻊ‬

‫ﺧﺼﺎﺋﺼﻬﻢ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴـﺔ ﻭﻳﻨﺒـﻊ ﻣـﻦ ﻇـﺮﻭﻑ ﻭﺧﺼـﺎﺋﺺ ﺍ‪‬ﺘﻤـﻊ ﺍﻟﻜـﻮﻳﱵ ﻭﻳﻌﻤـﻞ ﻋﻠـﻰ ﺗﻜﺎﻣـﻞ ﳕـﻮﻫﻢ ﰲ‬

‫ﺍﳌﻈﺎﻫﺮ ﺍﳌﺨﺘﻠﻔﺔ ﲟﺎ ﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺇﺳﺘﻐﻼﻝ ﻃﺎﻗﺎﲥﻢ ﺃﱄ ﺃﻗﺼﻰ ﺣﺪ ﳑﻜﻦ ‪ ،‬ﻭﺗﺘﺴﺎﺀﻝ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻦ ‪- :‬‬

‫ﻣﺎﻫﻲ ﺃﻫﻢ ﺧﺼﺎﺋﺺ ﺍﳌﺘﻔﻮﻗﲔ ﻋﻘﻠﻴﺎً – ﻣﺎ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﺗﺘﺒﻌﻬﺎ ﺑﻌـﺾ ﺍﻟـﺪﻭﻝ ﰲ ﺭﻋﺎﻳـﺔ ﺍﳌﺘﻔـﻮﻗﲔ ﻋﻘﻠﻴـﺎً –‬

‫ﻣﺎ ﻫﻮ ﺍﻟﱪ�ﺎﻣﺞ ﺍﳌﻘﱰﺡ ﻟﺮﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻋﻘﻠﻴﺎً ﰲ ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ ﻭﻣـﺎ ﺃﻫـﻢ ﺧﺼﺎﺋﺼـﻪ ‪ ،‬ﻭﻗـﺪ ﻛﺎ�ـﺖ ﺍﻟﺪﺭﺍﺳـﺔ‬ ‫�ﻈﺮﻳﺔ ﲢﻠﻴﻠﻴﺔ ﺗﻘﻮﻡ ﻋﻠﻰ ﲢﻠﻴـﻞ ﺩﺭﺍﺳـﺎﺕ ﺳـﺎﺑﻘﺔ ﰲ �ﻔـﺲ ﺍ‪‬ـﺎﻝ ﻹﺳـﺘﺨﻼﺹ ﺑﻴﺎ�ـﺎﺕ ﺗﻔﻴـﺪ ﰲ ﺍﻹﺟﺎﺑـﺔ ﻋـﻦ‬

‫ﺃﺳﺌﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻗﺪ ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻥ ﺗﻨﻔﻴﺬ ﺑﺮ�ﺎﻣﺞ ﺭﻋﺎﻳﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻳﺘﻄﻠﺐ ﻣﺎﻳﻠﻲ ‪ - :‬ﺍﻟﻜﺸﻒ‬

‫ﺍﳌﺒﻜﺮ ﻋﻦ ﺍﳌﺘﻔﻮﻗﲔ ﻋﻘﻠﻴﺎً – ﺇﻋﺪﺍﺩ ﺍﳌﺪﺭﺳﲔ ﺍﻟﻼﺯﻣﲔ – ﺇﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳـﻴﺔ ﻭﻣﺴـﺘﻠﺰﻣﺎﺕ‬

‫ﻣﺪﺭﺳــﺔ ﺍﳌﺘﻔــﻮﻗﲔ – ﲢﺪﻳــﺪ ﺩﻭﺭ ﺍﻟﻮﺍﻟـﺪﻳﻦ ﰲ ﺭﻋﺎﻳــﺔ ﺍﳌﺘﻔــﻮﻗﲔ – ﲢﺪﻳــﺪ ﺩﻭﺭ ﺍ‪‬ﺘﻤــﻊ ﰲ ﺗﻌﻠــﻴﻢ ﺍﳌﺘﻔــﻮﻗﲔ –‬ ‫ﺇﻋﺪﺍﺩ ﻣﻴﺰﺍ�ﻴﺔ ﺑﺮ�ﺎﻣﺞ ﺍﳌﺘﻔﻮﻗﲔ ﻋﻘﻠﻴﺎً – ﺗﻌﺪﻳﻞ ﺍﻟﻠﻮﺍﺋﺢ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﺘﺤﺎﻕ ﺍﻟﻄﻠﺒﺔ ﺑـﺎﻟﺘﻌﻠﻴﻢ ﺍﻟﻌـﺎﱄ ﲟـﺎ ﻳﺘﻨﺎﺳـﺐ‬

‫ﻣﻊ ﻗﺪﺭﺍﺕ ﻭﺇﻣﻜﺎ�ﺎﺕ ﺍﻷﻓﺮﺍﺩ – ﺍﻹﻋﺪﺍﺩ ﺍﳌﺴﺘﻘﺒﻠﻲ ﻟﺘﻜﻴﻒ ﺍﻟﻄﻔـﻞ ﺍﳌﺘﻔـﻮﻕ ﻭﺧﺪﻣﺘـﻪ ‪‬ﺘﻤﻌـﻪ ﺑﻌـﺪ ﺍﻟﺘﺨـﺮﺝ‬ ‫ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ‪٠‬‬

‫ﺇﻥ ﻣﺸﺮﻭﻉ ﺑﺮ�ﺎﻣﺞ ﺭﻋﺎﻳﺔ ﺍﻟﻔﺎﺋﻘﲔ ﺍﻟﺬﻱ ﻗﺪﻣﺘﻪ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻤﺮ ﻭﺃﺑﻮ ﻋـﻼﻡ ﻳﺘﻄﻠـﺐ ﺗﻄﺒﻴﻘـﻪ ﺗﻨﻔﻴـﺬ ﻋـﺪﺓ‬

‫ﺃﺷﻴﺎﺀ ﲤﺜﻞ ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺧﻄﻂ ﻟﻌﻤﻠﻴﱵ ﺍﻟﻜﺸﻒ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻔﻖ ﻣـﻊ ﺍﻟﺪﺭﺍﺳـﺔ‬

‫ﺍﳊﺎﻟﻴﺔ ﰲ ﺳـﻌﻴﻬﺎ ﻟﻠﺘﻮﺻـﻞ ﺇﱃ ﻣﻌﺮﻓـﺔ ﺍﻹﺳـﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻔﻨﻴـﺔ ﻭﺍﻟﺘﻨﻈﻴﻤﻴـﺔ ﺍﳌﻄﺒﻘـﺔ ﻋﺮﺑﻴـﺎً ﻭﻋﺎﳌﻴـﺎً ﻭﻣﻼﺀﻣﺘـﻬﺎ‬ ‫ﻟﻠﺘﻄﺒﻴﻖ ﰲ ﺍﻟﺒﻴﺌﺔ ﺍﶈﻠﻴﺔ ‪ ،‬ﻭﲣﺘﻠﻒ ﻣﻌﻬﺎ ﰲ ﻛﻮﳖﺎ ﺩﺭﺍﺳﺔ �ﻈﺮﻳﺔ ﺑﻴﻨﻤﺎ ﺍﳊﺎﻟﻴﺔ ﻣﻴﺪﺍ�ﻴﺔ ‪٠‬‬

‫‪ – ٢‬ﺩﺭﺍﺳﺔ ﺍﻟﺘﻤﺎﺭ ﻋﺎﻡ ) ‪٢٠٠٠‬ﻡ ( ‪- :‬‬

‫ﺑﻌﻨﻮﺍﻥ " ﺗﻘـﻮﻳﻢ ﺑﺮ�ـﺎﻣﺞ ﺍﻷ�ﺸـﻄﺔ ﺍﻻﺛﺮﺍﺋﻴـﺔ ﻟﺮﻋﺎﻳـﺔ ﺍﻟﻄﻠﺒـﺔ ﺍﻟﻔـﺎﺋﻘﲔ ﰲ ﺍﻟﺮﻳﺎﺿـﻴﺎﺕ ﰲ ﺩﻭﻟـﺔ ﺍﻟﻜﻮﻳـﺖ "‬

‫ﻭﲥﺪﻑ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺗﻌﺮﻑ ﺑﺮ�ﺎﻣﺞ ﺍﻷ�ﺸﻄﺔ ﺍﻻﺛﺮﺍﺋﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺍﻟﻔﺎﺋﻘﲔ ﺍﳌﻨﻔﺬ ﰲ ﺩﻭﻟـﺔ ﺍﻟﻜﻮﻳـﺖ ﻭﺗﻘـﻮﻳﻢ ﺑﺮ�ـﺎﻣﺞ‬

‫ﺍﻷ�ﺸــﻄﺔ ﺍﻻﺛﺮﺍﺋﻴــﺔ ﻟﻠﻄﻠﺒــﺔ ﺍﻟﻔ ـﺎﺋﻘﲔ ﰲ ﺍﻟﺮﻳﺎﺿــﻴﺎﺕ ‪ ،‬ﻭﺗﺘﺤــﺪﺩ ﺃﺳــﺌﻠﺔ ﺍﻟﺪﺭﺍﺳــﺔ ﰲ ‪ - :‬ﻣــﺎ ﻃﺒﻴﻌ ـﺔ ﺑﺮ�ــﺎﻣﺞ‬

‫ﺍﻷ�ﺸﻄﺔ ﺍﻻﺛﺮﺍﺋﻴﺔ ﺍﳌﻨﻔـﺬﺓ ﰲ ﺩﻭﻟـﺔ ﺍﻟﻜﻮﻳـﺖ – ﺇﱃ ﺃﻱ ﻣـﺪﻯ ﳛﻘـﻖ ﺑﺮ�ـﺎﻣﺞ ﺍﻷ�ﺸـﻄﺔ ﺍﻻﺛﺮﺍﺋﻴـﺔ ﻟﺮﻋﺎﻳـﺔ ﺍﻟﻄﻠﺒـﺔ‬

‫ﺍﻟﻔﺎﺋﻘﲔ ﰲ ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ ﺃﻫﺪﺍﻓﻪ ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﲨﻴﻊ ﺍﻟﻄﻠﺒﺔ ﺍﳌﺴﺠﻠﲔ ﰲ ﺑﺮ�ﺎﻣﺞ ﺍﻷ�ﺸﻄﺔ‬

‫ﺍﻹﺛﺮﺍﺋﻴﺔ ﰲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻟﻠﻔﺼﻞ ﺍﻟﺜـﺎ�ﻲ ﻟﻌـﺎﻡ ‪١٩٩٨‬ﻡ ﰲ ﺍﳌـﺮﺣﻠﺘﲔ ﺍﻻﺑﺘﺪﺍﺋﻴـﺔ ﻭﺍﳌﺘﻮﺳـﻄﺔ ﻭﻣﻌﻠﻤـﻲ ﺍﻟﺮﻳﺎﺿـﻴﺎﺕ‬

‫ﺍﳌﺸﱰﻛﲔ ﻭﺍﳌﺸﺮﻓﲔ ﻋﻠﻰ ﺍﻟﱪ�ﺎﻣﺞ ﻭﺃﻭﻟﻴﺎﺀ ﺃﻣﻮﺭ ﺍﻟﻄﻠﺒﺔ ﺍﳌﺴﺠﻠﲔ ‪ ،‬ﻭﺗﻜﻮ�ﺖ ﺍﻟﻌﻴﻨﺔ ﻣﻦ ‪ ١٥٥‬ﻃﺎﻟﺐ ﻭﻃﺎﻟﺒﺔ‬

‫– ‪ ٨٩‬ﻭﱄ ﺃﻣــﺮ – ‪ ١٣‬ﻣﻌﻠــﻢ – ‪ ٩‬ﻣﺸــﺮﻓﲔ ‪ ،‬ﻭﻗــﺪ ﻭﺯﻉ ﻋﻠــﻰ ﺃﻓــﺮﺍﺩ ﺍﻟﻌﻴﻨــﺔ ‪ ٤‬ﺇﺳــﺘﺒﺎ�ﺎﺕ ﻟﻜــﻞ ﻓﺌــﺔ ﻣﻨــﻬﻢ‬

‫ﺇﺳــﺘﺒﺎ�ﺔ ﺧﺎﺻــﺔ ﻭﻗــﺪ ﳉــﺄﺕ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﱃ ﺍﳌﺘﻮﺳــﻄﺎﺕ – ﺍﻹﳓﺮﺍﻓــﺎﺕ ﺍﳌﻌﻴﺎﺭﻳــﺔ – ﺇﺧﺘﺒــﺎﺭ ﺕ ﻟﻠﺘﺤﻠﻴــﻞ‬ ‫ﺍﻹﺣﺼـﺎﺋﻲ ‪ ،‬ﻭﻗــﺪ ﺗﻮﺻــﻠﺖ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﱃ ‪ - :‬ﺃﻥ ﺑﺮ�ــﺎﻣﺞ ﺍﻷ�ﺸــﻄﺔ ﺍﻻﺛﺮﺍﺋﻴــﺔ ﺍﳌﻨﻔــﺬ ﰲ ﺍﻟﻜﻮﻳــﺖ ﻳﻘــﻊ ﲢــﺖ‬

‫ﻣﺴﻤﻰ ﺍﳋﺪﻣﺎﺕ ﺍﻟﱰﺑﻮﻳﺔ ﻟﻠﻄﻠﺒﺔ ﺍﻟﻔﺎﺋﻘﲔ ﻭﻻ ﻳﺮﻗﻰ ﺇﱃ ﺩﺭﺟﺔ ﺑﺮ�ﺎﻣﺞ – ﻏﺎﻟﺒﻴﺔ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ﺭﺍﺿﻮﻥ ﺑﺪﺭﺟﺔ‬

‫ﺟﻴﺪﺓ ﻋﻦ ﺍﻟﱪ�ﺎﻣﺞ ﻭﺇﻥ ﻛﺎﻥ ﻫﻨﺎﻙ ﺩﺭﺟﺔ ﻣﻦ ﻋﺪﻡ ﺍﻟﺮﺿﺎ ﻋﻦ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼـﺺ ﻟﻠﱪ�ـﺎﻣﺞ ‪ ،‬ﻭﻛـﺎﻥ ﻣـﻦ ﺃﻫـﻢ‬ ‫ﺍﻟﺘﻮﺻﻴﺎﺕ ‪ - :‬ﺿﺮﻭﺭﺓ ﻭﺿﻊ ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﻭﻓﻖ ﺧﻄﺔ ﺯﻣﻨﻴﺔ ﺗﺮﺍﻋﻲ ﺍﳌﺴﺘﺠﺪﺍﺕ ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﱵ ﺗﻄﺮﺃ ﻋﻠﻰ‬

‫ﺍ‪‬ﺘﻤﻊ ﺍﶈﻠﻲ ﻭﺍﻟﻌﺎﳌﻲ ﻭﺣﺎﺟﺔ ﺍﻟﻔﺎﺋﻘﲔ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ‪٠‬‬

‫ﻭﺗﺘﻔﻖ ﻫـﺬﻩ ﺍﻟﺪﺭﺍﺳـﺔ ﻣـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﳊﺎﻟﻴـﺔ ﰲ ﺳـﻌﻴﻬﺎ ﺇﱃ ﺍﻟﺘﻮﺻـﻞ ﺇﱃ ﻣﻌﺮﻓـﺔ ﻣـﺪﻯ ﻭﺟـﻮﺩ ﺗﻄﺒﻴـﻖ‬

‫ﻓﻌﻠﻲ ﳌﺎ ﻳﺴﻤﻰ ﺑﱪ�ﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﻭﻣﺎ ﻳﺸﻤﻠﻪ ﻣـﻦ ﻭﺳـﺎﺋﻞ ﺍﻟﻜﺸـﻒ ﻭﺍﻟﺮﻋﺎﻳـﺔ ﲟﺎﻓﻴﻬـﺎ‬ ‫ﺍﻷ�ﺸﻄﺔ ﺍﻻﺛﺮﺍﺋﻴﺔ ﲟﺎ ﻳﺘﻨﺎﺳـﺐ ﻣـﻊ ﻇـﺮﻭﻑ ﻭﺧﺼـﺎﺋﺺ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜـﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﺍﻟﺴـﻌﻮﺩﻳﺔ ‪ ،‬ﻛﻤـﺎ ﺗﺘﻔـﻖ‬

‫ﺍﻟﺪﺭﺍﺳﺘﺎﻥ ﰲ ﻛﻞ ﻣﻦ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ) ﺍﻹﺳﺘﺒﺎ�ﺔ ( ﻭﰲ ﺍﻷﺳـﻠﻮﺏ ﺍﻹﺣﺼـﺎﺋﻲ ﺍﳌﺘﺒـﻊ ﻭﺍﳌﻨـﻬﺞ ﺍﻟﺘﺤﻠﻴﻠـﻲ ﺇﻻ ﺃﻥ‬

‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺍﺳﺘﺨﺪﻣﺖ ﺃﺭﺑﻌﺔ ﺇﺳﺘﺒﺎ�ﺎﺕ ﳐﺘﻠﻔﺔ ﻟﻜﻞ ﻓﺌﺔ ﻣﻦ ﻓﺌﺎﺕ ﳎﺘﻤﻌﻬـﺎ ﰲ ﺣـﲔ ﺃﻥ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﳊﺎﻟﻴـﺔ‬ ‫ﺍﺳﺘﺨﺪﻣﺖ ﺇﺳﺘﺒﺎ�ﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ‪٠‬‬

‫‪ – ٣‬ﺩﺭﺍﺳﺔ ﺍﳍﻨﺪﺍﻝ ﻋﺎﻡ ) ‪٢٠٠٠‬ﻡ ( ‪- :‬‬

‫ﺑﻌﻨــﻮﺍﻥ " ﺗﻘ ـﻮﻳﻢ ﺍﻟﱪ�ــﺎﻣﺞ ﺍﻹﺛﺮﺍﺋــﻲ ﻟﻠﻤﺘﻔــﻮﻗﲔ ﻣــﻦ ﻭﺟﻬــﺔ �ﻈــﺮ ﺍﻟﻄﻠﺒــﺔ " – ﻭﲥــﺪﻑ ﺇﱃ ﻣﻌﺮﻓــﺔ ﺭﺃﻱ‬

‫ﺍﻟﻄﻠﺒــﺔ ﺍﳌﺘﻔــﻮﻗﲔ ﺑﺎﻟﱪ�ــﺎﻣﺞ ﺍﻹﺛﺮﺍﺋــﻲ ﳌﻌﺮﻓــﺔ ﻣ ـﺪﻯ ﻓﺎﻋﻠﻴــﺔ ﺍﻟﱪ�ــﺎﻣﺞ ﻭﺍﻹﺳــﺘﻔﺎﺩﺓ ﻣﻨــﻬﺎ ﻭﺗﻌــﺮﻑ ﺍﻟﺴــﻠﺒﻴﺎﺕ‬

‫ﻭﺍﻹﳚﺎﺑﻴﺎﺕ ﻭﺫﻟﻚ ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﺗﻘﻮﻳﻢ ﺍﻟﱪ�ﺎﻣﺞ ﻭﺗﻄﻮﻳﺮﻩ ‪ ،‬ﻭﺗﺘﺤﺪﺩ ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﻟﺘﻌﺮﻑ ﻭﺇﺳـﺘﻄﻼﻉ‬

‫ﺭﺃﻱ ﺍﳌﻨﺘﺴﺒﲔ ﻟﻠﱪ�ﺎﻣﺞ ﺍﻹﺛﺮﺍﺋﻲ ﺍﳋﺎﺹ ﺑﺎﻟﻄﻠﺒﺔ ﺍﳌﺘﻔﻮﻗﲔ ﻭﻣﺪﻯ ﺗﻮﻓﺮ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻤﺘﻔﻮﻗﲔ ﻣﻦ ﺧﻼﻟـﻪ ‪،‬‬ ‫ﻭﻳﺘﻠﺨﺺ ﺳﺆﺍﻝ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ‪ - :‬ﻣﺎﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﺍﻟﱪ�ﺎﻣﺞ ﻣﻦ ﻭﺟﻬﺔ �ﻈﺮ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳـﺔ ﻣـﻦ ﺍﻟﻄﻠﺒـﺔ ‪،‬‬

‫ﻭﻗﺪ ﺗﻜﻮ�ﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﻟﺼﻔﲔ ﺍﻟﺜﺎﻟﺚ ﻭﺍﻟﺮﺍﺑﻊ ﻣﺘﻮﺳﻂ ﺍﳌﻠـﺘﺤﻘﲔ ﺑﺎﻟﱪ�ـﺎﻣﺞ ﺍﻹﺛﺮﺍﺋـﻲ ‪ ،‬ﻭﰎ‬

‫ﺗﺼﻤﻴﻢ ﺇﺳﺘﺒﺎ�ﺔ ﻟﺘﻌﺮﻑ ﺭﺃﻱ ﺍﻟﻄﺎﻟﺐ ﺍﳌﺘﻔﻮﻕ ﺍﳌﻨﺘﺴﺐ ﻟﻠﱪ�ـﺎﻣﺞ ﺍﻹﺛﺮﺍﺋـﻲ ﺗـﺪﻭﺭ ﻋﺒﺎﺭﺍﲥـﺎ ﺣـﻮﻝ ﻋـﺪﺓ ﳏـﺎﻭﺭ‬

‫ﻭﻫﻲ ‪ - :‬ﺇﺳﺘﻔﺎﺩﺓ ﺍﻟﻄﺎﻟﺐ – ﺍﻷ�ﺸﻄﺔ ﺍﻻﺛﺮﺍﺋﻴﺔ – ﺍﻟﻌﻠﻢ – �ﻈﺎﻡ ﺍﻟﻌﻤﻞ – ﺍﻟﺘﻘﻮﻳﻢ ‪٠‬‬

‫ﻭﻗﺪ ﰎ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ – ﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ – ﺍﳌﺘﻮﺳﻄﺎﺕ – ﺍﻹﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻟﺘﺤﻠﻴﻞ ﺑﻨﻮﺩ‬

‫ﺍﻹﺳﺘﺒﺎ�ﺔ ﺇﺣﺼﺎﺋﻴﺎً ‪ ،‬ﻭﻗﺪ ﺑﻴﻨﺖ ﺍﻟﻨﺘﺎﺋﺞ ﺭﻏﺒﺔ ﺍﻟﻄﻠﺒﺔ ﰲ ﺇﺳـﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﱪ�ـﺎﻣﺞ ﰲ ﺍﻷﻋـﻮﺍﻡ ﺍﻟﻘﺎﺩﻣـﺔ ﻣـﻊ ﻣﺮﺍﻋـﺎﺓ‬

‫ﻣﻴــﻮﻝ ﺍﻟﻄﻠﺒــﺔ ﻭﺭﻏﺒــﺎﲥﻢ ﺑﺘــﻮﻓﲑ ﺍﻷ�ﺸــﻄﺔ ﺍﳌﺨﺘﻠﻔــﺔ ﻟﻺﺳــﺘﻔﺎﺩﺓ ﺍﻟﻜﺎﻣﻠــﺔ ‪ ،‬ﺇﺿــﺎﻓﺔ ﺇﱃ ﺭﻏﺒﺘــﻬﻢ ﰲ ﺗﻄـﻮﻳﺮ �ﻈــﺎﻡ‬

‫ﺍﻟﻌﻤﻞ ﰲ ﺍﻟﱪ�ﺎﻣﺞ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﺄﻳﻴﺪﻫﻢ ﻟﻸ�ﺸﻄﺔ ﺍﳌﻘﺪﻣﺔ ﳍـﻢ ‪ ،‬ﻭﻣـﻦ ﺃﻫـﻢ ﺍﻟﺘﻮﺻـﻴﺎﺕ ‪ - :‬ﺩﺭﺍﺳـﺔ ﻣﻴـﻮﻝ‬

‫ﺍﻟﻄﻠﺒﺔ – ﻋﺪﻡ ﺇﻟﺰﺍﻣﻬﻢ ﲜﻤﻴﻊ ﺣﺼﺺ ﺍﻟﱪ�ﺎﻣﺞ – ﺗﻄﻮﻳﺮ ﺍﳌﺮﻛﺰ ﻭﺗﺰﻭﻳﺪﻩ ﺑﺎﻷﺟﻬﺰﺓ ﺍﳊﺪﻳﺜﺔ ‪٠‬‬

‫ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﻭﺟﻮﺏ ﺍﻟﺘﺨﻄﻴﻂ ﺍﳉﻴﺪ ﻟﱪﺍﻣﺞ ﺍﻷ�ﺸﻄﺔ ﺍﻻﺛﺮﺍﺋﻴﺔ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺍﻟﱵ ﲤﺜﻞ ﺃﻫـﻢ‬

‫ﺇﺳــﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺮﻋﺎﻳــﺔ ﺍﳌﻄﺒﻘــﺔ ﳏﻠﻴ ـﺎً ﻭﻋﺮﺑﻴ ـﺎً ﻛﻮﳖــﺎ ﺍﻹﺳــﱰﺍﺗﻴﺠﻴﺔ ﺍﻷﻛﺜــﺮ ﻣﻼﺋﻤــﺔ ‪ ،‬ﻭﻫــﺬﺍ ﻣــﺎ ﺗﺘﻌــﺮﺽ ﻟــﻪ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺑﺎﻟﻌﺮﺽ ﻭﺍﻟﺘﺤﻠﻴﻞ ‪ ،‬ﻭﺗﺘﻔﻖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻷﺳﻠﻮﺏ ﺍﻹﺣﺼﺎﺋﻲ ﻭﺃﺩﺍﺓ‬

‫ﺍﻟﺪﺭﺍﺳــﺔ ﻭﺍﳌﻨــﻬﺞ ﻭﲣﺘﻠﻔــﺎﻥ ﰲ ﺍﻟﻔﺌــﺎﺕ ﺍﳌﻜﻮ�ــﺔ ‪‬ﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﺿــﺎﻓﺔ ﺇﱃ ﺑﻌــﺾ ﺍﻹﺧﺘﺒــﺎﺭﺍﺕ ﺍﻹﺣﺼـﺎﺋﻴﺔ‬

‫ﺍﻹﺿﺎﻓﻴﺔ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺘﻬﺎ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ) ﺇﺧﺘﺒﺎﺭ ﺕ – ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ – ﲢﻠﻴـﻞ‬ ‫ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ( ‪٠‬‬

‫ﺛﺎ�ﻴﺎً – ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﶈﻠﻴﺔ ) ﺍﻟﺴﻌﻮﺩﻳﺔ ( ‪- :‬‬ ‫‪ – ١‬ﺩﺭﺍﺳﺔ ﺍﻟﺸﺨﺺ ﻋﺎﻡ ) ‪١٩٩٦‬ﻡ ( ‪- :‬‬

‫ﺑﻌﻨﻮﺍﻥ "ﺍﻟﻄﻠﺒﺔ ﺍﳌﻮﻫﻮﺑﻮﻥ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﺑﺪﻭﻝ ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻲ ﺃﺳـﺎﻟﻴﺐ ﺍﻛﺘﺸـﺎﻓﻬﻢ ﻭﺳـﺒﻞ ﺭﻋﺎﻳﺘـﻬﻢ "‬

‫– ﻭﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠـﻰ ﺍﻟﻮﺍﻗـﻊ ﺍﳊـﺎﱄ ﰲ ﺇﻛﺘﺸـﺎﻑ ﻭﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺍﻟﺘﻌﻠـﻴﻢ ﺍﻟﻌـﺎﻡ ﺑـﺪﻭﻝ‬

‫ﺍﳋﻠﻴﺞ ﺍﻟﻌﺮﺑﻲ ﻭﲢﺪﻳﺪ ﺍﻟﺴﺒﻞ ﺍﳌﺘﻄﻮﺭﺓ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺧـﻼﻝ ﺇﺳـﺘﻌﺮﺍﺽ ﺍﻟﺘﺠـﺎﺭﺏ ﺍﻟﻌﺎﳌﻴـﺔ ﺍﳌﺘﻘﺪﻣـﺔ ﰲ‬

‫ﻫﺬﺍ ﺍ‪‬ﺎﻝ ﻭﺫﻟﻚ ﻟﻠﺘﻮﺻﻞ ﺇﱃ ﻣﺸﺮﻭﻉ ﻣﻘﱰﺡ ﻹﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻳﺘﻀﻤﻦ ﺃﺳﺎﻟﻴﺐ ﺣﺪﻳﺜﺔ ‪ ،‬ﻭﺗﻜﻤـﻦ‬ ‫ﺃﳘﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻮﺍﻫﺐ ﺍﻷﻓﺮﺍﺩ ﰲ ﻣﺮﺣﻠﺔ ﻣﺒﻜﺮﺓ ﻣﻦ ﺍﻟﻌﻤﺮ ﻭﺇﻋﺪﺍﺩ ﺍﻟﱪﺍﻣﺞ ﺍﻟﱰﺑﻮﻳﺔ ﺍﳌﻨﺎﺳـﺒﺔ ﻟﻨﻤﻮﻫـﺎ ﳌـﺎ‬

‫ﰲ ﺫﻟﻚ ﻣﻦ ﻓﺎﺋﺪﺓ ﻟﻠﻤﻮﻫﻮﺑﲔ ﻭﺍ‪‬ﺘﻤﻊ ‪ ،‬ﻭﻗﺪ ﺇ�ﺘﻬﺞ ﺍﻟﺒﺎﺣـﺚ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﳌﺴـﺤﻴﺔ ﻣﺴـﺘﺨﺪﻣﺎً ﺇﺳـﺘﺒﺎ�ﺘﲔ ﺍﻷﻭﱃ‬

‫ﳌﺴـﺢ ﻭﺍﻗـﻊ ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺍﻟﺜﺎ�ﻴــﺔ ﺧﺎﺻـﺔ ﺑﺈﺳﺘﻘﺼـﺎﺀ ﺃﺭﺍﺀ ﺑﻌـﺾ ﺍﳌﺨﺘﺼــﲔ ﻭﻗـﺪ ﻭﺯﻋـﺖ ﺍﻟﺜﺎ�ﻴـﺔ ﻋﻠــﻰ‬

‫ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﳎﺎﻻﺕ ﺍﻟﱰﺑﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ ﻭﺍﻟﱰﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺍﳌﻠـﻚ ﺳـﻌﻮﺩ ﻭﺟﺎﻣﻌـﺔ‬

‫ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ ﺳﻌﻮﺩ ﺑﻴﻨﻤﺎ ﻭﺯﻋﺖ ﺍﻹﺳﺘﺒﺎ�ﺔ ﺍﻷﻭﱃ ﻋﻠﻰ ﻭﺯﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺩﻭﻝ ﺍﳋﻠﻴﺞ‬

‫ﺍﻟﻌﺮﺑﻲ ‪ ،‬ﻭﻗﺪ ﺃﻭﺿﺤﺖ �ﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳـﺔ ﻋـﺪﻡ ﻭﺟـﻮﺩ ﺃﻳـﺔ ﺧـﺪﻣﺎﺕ ﺃﻭ ﺑـﺮﺍﻣﺞ ﺃﻭﺣﺘـﻰ ﺟﻬـﺎﺕ ﻣﺴـﺆﻭﻟﺔ ﻋـﻦ‬ ‫ﺍﻟﻄـﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ ﺑﻌــﺾ ﺍﻟـﺪﻭﻝ ﺍﻷﻋﻀـﺎﺀ ﺃﻣــﺎ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻠـﺪﻭﻝ ﺍﻷﺧــﺮﻯ ﻓﻬﻨـﺎﻙ ﺑﻌـﺾ ﺍﳋــﺪﻣﺎﺕ ﺍﻟـﱵ ﻗــﺪ‬

‫ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﺍﳊﻮﺍﻓﺰ ﺍﳌﺎﺩﻳﺔ ﺃﻭ ﺍﳌﻌﻨﻮﻳﺔ ﺇﱃ ﺟﺎ�ﺐ ﻭﺟﻮﺩ ﺑﻌﺾ ﺍﻷﻫـﺪﺍﻑ ﺍﳋﺎﺻـﺔ ﺑـﺎﻟﻄﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ‬

‫ﺿﻤﻦ ﺍﻷﻫـﺪﺍﻑ ﺍﻟﱰﺑﻮﻳـﺔ ﺍﻟﻌﺎﻣـﺔ ﻛﻤـﺎ ﰲ ﺍﻟﺴـﻌﻮﺩﻳﺔ ﻭﺍﻟﺒﺤـﺮﻳﻦ ‪ ،‬ﻭﻗـﺪ ﲤﺘـﺪ ﻫـﺬﻩ ﺍﳋـﺪﻣﺎﺕ ﺇﱃ ﻭﺟـﻮﺩ ﺑﻌـﺾ‬

‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻫﺆﻻﺀ ﺍﻟﻄـﻼﺏ ﺑﺎﻹﺿـﺎﻓﺔ ﺇﱃ ﺇﺟـﺮﺍﺀ ﺑﻌـﺾ ﺍﻟﺘﺠـﺎﺭﺏ ﺣـﻮﻝ ﺃﺳـﺎﻟﻴﺐ‬

‫ﺭﻋﺎﻳﺘﻬﻢ ﻛﻤﺎ ﰲ ﺍﻟﻜﻮﻳﺖ ‪ ،‬ﻭﻳﺒﺪﻭ ﺃﻥ ﺍﻟﻌﺮﺍﻕ ﺃﻛﺜﺮ ﺩﻭﻝ ﺍﳋﻠﻴﺞ ﺇﻫﺘﻤﺎﻣﺎً ﺑﺎﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﺣﻴـﺚ ﻳﺘـﻮﺍﻓﺮ ﻓﻴﻬـﺎ‬

‫ﻛﻞ ﻣﺎ ﺳﺒﻖ ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻘﺪﻳﻢ ﺑﻌﺾ ﺍﻷ�ﺸﻄﺔ ﺍﻟﱰﺑﻮﻳﺔ ﺍﻟﻼﺻـﻔﻴﺔ ﺇﱃ ﺟﺎ�ـﺐ ﺇﺳـﺘﺨﺪﺍﻡ ﺃﺳـﻠﻮﺏ ﺍﻹﺳـﺮﺍﻉ ﻣـﻊ‬

‫ﺍﻟﻄﻼﺏ ﻣـﻦ ﺫﻭﻱ ﻣﺴـﺘﻮﻯ ﺍﻟـﺬﻛﺎﺀ ﺃﻭ ﻣﺴـﺘﻮﻯ ﺍﻟﺘﺤﺼـﻴﻞ ﺍﳌﺮﺗﻔـﻊ ﻭﻫـﺬﺍ ﻣـﺎ ﻳﺘﻌﻠـﻖ ﺑﻮﺍﻗـﻊ ﺭﻋﺎﻳـﺔ ﺍﳌﻮﻫـﻮﺑﲔ ﰲ‬

‫ﺍﻟــﺪﻭﻝ ﻣﻮﺿــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ‪ ،‬ﺃﻣــﺎ ﺑﺎﻟﻨﺴــﺒﺔ ﻷﺭﺍﺀ ﺍﳌﺘﺨﺼﺼــﲔ ﻓﻘــﺪ ﺃﻭﺿــﺤﺖ ﺍﻟﻨﺘـﺎﺋﺞ ﻭﺟــﻮﺩ ﺇﺗﻔــﺎﻕ ﻋــﺎﻡ ﺑــﲔ‬

‫ﺍﳌﺘﺨﺼﺼﲔ ﻋﻠﻰ ﺿﺮﻭﺭﺓ ﺗﻮﻓﲑ ﺃﺳﺎﻟﻴﺐ ﺧﺎﺻﺔ ﻟﺮﻋﺎﻳﺔ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺃﻥ ﺫﻟﻚ ﳝﺜﻞ ﺃﳘﻴﺔ ﻛﱪﻯ ﺳﻮﺍﺀ‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺃ�ﻔﺴﻬﻢ ﲝﻴﺚ ﻳﻀﻤﻦ ﺗﻨﻤﻴﺔ ﻗﺪﺭﺍﲥﻢ ﻭﻣﻮﺍﻫﺒﻬﻢ ﺇﱃ ﺃﻗﺼﻰ ﻗﺪﺭ ﳑﻜﻦ ﺃﻭ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺠﺘﻤـﻊ‬

‫ﺣﻴﺚ ﳝﺜﻞ ﻫﺆﻻﺀ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻘﻮﺓ ﺍﳌﻨﺘﺠﺔ ﻓﻴﻪ ﻭﻣﻦ ﺛﻢ ﻓﺎﻥ ﺭﻋﺎﻳﺘـﻬﺎ ﻭﲢﻘﻴـﻖ ﺍﻟﻨﻤـﻮ ﺍﳌﻨﺎﺳـﺐ ﳍـﺎ ﺳـﻴﻌﻮﺩ ﻋﻠـﻰ‬ ‫ﺍ‪‬ﺘﻤﻊ ﺑﺎﻟﻨﻔﻊ ﺍﻟﻜﺒﲑ ﻭﺳﻴﻌﻤﻞ ﻋﻠﻰ ﺩﻓﻊ ﻋﺠﻠﺔ ﺍﻟﺘﻘﺪﻡ ﻭﺍﻟﺮﻗﻲ ﻓﻴﻪ ‪٠‬‬

‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃ�ﻪ ﺧﻼﻝ ﻓﱰﺓ ﺗﻘﺪﻳﻢ ﺩﺭﺍﺳﺔ ﺍﻟﺸﺨﺺ ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺃﻱ ﻣـﻦ ﻋـﺎﻡ ‪١٩٩٦‬ﻡ ﺇﱃ ﻋـﺎﻡ‬

‫‪٢٠٠٤‬ﻡ ﺣﺪﺛﺖ ﻋﺪﺓ ﺗﻐﻴﲑﺍﺕ ﻓﻴﻤﺎ ﳜﺘﺺ ﺑﺎﳌﻮﻫﺒـﺔ ﻭﺍﳌﻮﻫـﻮﺑﲔ ﳏﻠﻴـﺎً ﻭﺧﻠﻴﺠﻴـﺎً ‪ ،‬ﻓﺒﻴﻨﻤـﺎ ﺗﻮﺻـﻠﺖ ﺩﺭﺍﺳـﺔ‬

‫ﺍﻟﺸﺨﺺ ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﺃﻳﺔ ﺧﺪﻣﺎﺕ ﺃﻭ ﺑﺮﺍﻣﺞ ﺃﻭ ﺟﻬﺎﺕ ﻣﺴﺆﻭﻟﺔ ﻓﻌﻠﻴﺎً ﻋﻦ ﺍﳌﻮﻫـﻮﺑﲔ ﺃﻭ ﲟﻌﻨـﻰ ﺃﺩﻕ ﻋـﺪﻡ‬

‫ﺗﻮﺍﺟﺪﻫﺎ ﺑﺎﳌﻌﻨﻰ ﺍﻟﺪﻗﻴﻖ ﻭﺍﻟﻮﺍﺿﺢ ‪ ،‬ﳒﺪ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﺗﻘـﻮﻡ ﻋﻠـﻰ ﺇﺳـﺘﻌﺮﺍﺽ ﺃﺩﻭﺍﺭ ﻭﺇﺳـﱰﺍﺗﻴﺠﻴﺎﺕ‬

‫ﺇﺩﺍﺭﺍﺕ ﻭﻣﺆﺳﺴﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺫﻟﻚ ﻳﻌﲏ ﺍﻟﺘﻮﺍﺟﺪ ﺍﻟﻔﻌﻠﻲ ﳍـﺬﻩ ﺍﻟـﱪﺍﻣﺞ ﻭﺍﳉﻬـﺎﺕ ﺍﳌﻌﻨﻴـﺔ ﻓﻌﻠﻴـﺎً ﺧـﻼﻝ ﻫـﺬﻩ‬

‫ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺑﲔ ﺍﻟﺪﺭﺍﺳﺘﲔ ﳑﺎ ﺃﺳﺘﺪﻋﻰ ﺍﻟﺘﻮﻗﻒ ﻹﺳﺘﻌﺮﺍﺽ ﺑﺮﺍﳎﻬﺎ ﻭﻋﻮﺍﻣﻞ ﳒﺎﺣﻬﺎ ‪٠‬‬

‫ﻭﳑﺎ ﳚﺪﺭ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻴﻪ ﺇﺗﻔﺎﻕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴـﺔ ﻣـﻊ ﺩﺭﺍﺳـﺔ ﺍﻟﺸـﺨﺺ ﰲ ﺇﺳـﺘﺨﺪﺍﻡ ﺍﻹﺳـﺘﺒﺎ�ﺔ ﻛـﺄﺩﺍﺓ‬

‫ﳉﻤﻊ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﺿﺎﻓﺔ ﺇﱃ ﺇﺗﻔﺎﻕ ﺑﻌﺾ ﻋﺒﺎﺭﺍﺕ ﺍﻹﺳﺘﺒﺎ�ﺘﲔ ﻓﻴﻤﺎ ﳜﺺ ﺃﺳﺎﻟﻴﺐ ﺍﻻﻛﺘﺸﺎﻑ ﻭﺍﻟﺮﻋﺎﻳﺔ ﻭﻭﺍﻗـﻊ‬ ‫ﺍﻟﺘﻄﺒﻴﻖ ‪٠‬‬

‫‪ - ٢‬ﺩﺭﺍﺳﺔ ﺁﻝ ﺳﻴﻒ ﻋﺎﻡ ) ‪١٩٩٨‬ﻡ ( ‪- :‬‬

‫ﺑﻌﻨــﻮﺍﻥ " ﺩﻭﺭ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳــﻴﺔ ﰲ ﺭﻋﺎﻳــﺔ ﺍﻟﻄــﻼﺏ ﺍﳌﻮﻫــﻮﺑﲔ ﺑــﲔ ﺍﻟﻮﺍﻗــﻊ ﻭﺍﳌــﺄﻣﻮﻝ " – ﻭﲥــﺪﻑ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺪﻭﺭ ﺍﻟﻮﺍﻗﻌﻲ ﻭﺍﳌـﺄﻣﻮﻝ ﻟـﻺﺩﺍﺭﺓ ﺍﳌﺪﺭﺳـﻴﺔ ﰲ ﻛﺸـﻒ ﻭﺭﻋﺎﻳـﺔ ﺍﻟﻄـﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ‬

‫ﺇﺿــﺎﻓﺔ ﺇﱃ ﺍﻟﺘﻌــﺮﻑ ﻋﻠــﻰ ﺍﳌﻌﻮﻗــﺎﺕ ﺍﻟــﱵ ﲢــﺪ ﻣــﻦ ﻓﺎﻋﻠﻴــﺔ ﻗﻴــﺎﻡ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳــﻴﺔ ﺑــﺪﻭﺭﻫﺎ ﲡــﺎﻩ ﺍﻟﻄــﻼﺏ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺗﺪﻭﺭ ﺃﺳﺌﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ �ﻔـﺲ ﺍﻷﻫـﺪﺍﻑ ‪ ،‬ﻭﺇﲣـﺬﺕ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﳌﻨـﻬﺞ ﺍﻟﻮﺻـﻔﻲ ﺍﻟﺘﺤﻠﻴﻠـﻲ ﻭﰎ‬ ‫ﺗﻮﺯﻳﻊ ﺍﻹﺳﺘﺒﺎ�ﺔ ﺍﳌﺼﻤﻤﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻣﻜﻮ�ﺔ ﻣﻦ ‪ ٦٠‬ﻣﺪﻳﺮ ﻣﺪﺭﺳﺔ ﺇﺑﺘﺪﺍﺋﻴﺔ ﲟﺪﻳﻨﺔ ﺍﻟﺮﻳـﺎﺽ ﻭﻫـﻢ ﳝﺜﻠـﻮﻥ �ﺴـﺒﺔ‬

‫‪ %١٨‬ﻣﻦ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ ﻭﺍﳌﻜﻮﻥ ﻣﻦ ﲨﻴﻊ ﻣﺪﻳﺮﻱ ﺍﳌـﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴـﺔ ﺍﻹﺑﺘﺪﺍﺋﻴـﺔ ﰲ ﻣﺪﻳﻨـﺔ ﺍﻟﺮﻳـﺎﺽ ﻭﺍﻟﺒـﺎﻟﻎ‬

‫ﻋﺪﺩﻫﻢ ‪٣٣٣‬ﻣﺪﻳﺮﺍً ﻭﻗﺪ ﰎ ﺇﺧﺘﻴـﺎﺭ ﺍﻟﻌﻴﻨـﺔ ﺑﺎﻟﻄﺮﻳﻘـﺔ ﺍﻟﻌﺸـﻮﺍﺋﻴﺔ ﺍﻟﻄﺒﻘﻴـﺔ ‪ ،‬ﻭﺗﻮﺻـﻠﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ ﺃﻥ ‪- :‬‬ ‫ﺃﻛﺜــﺮ ﻃــﺮﻕ ﺇﻛﺘﺸــﺎﻑ ﺍﳌﻮﻫــﻮﺑﲔ ﺗﻄﺒﻴﻘـﺎً ﰲ ﺍﳌﺮﺣﻠــﺔ ﺍﻹﺑﺘﺪﺍﺋﻴــﺔ ﻫــﻲ ‪ - :‬ﺇﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟﺘﺤﺼــﻴﻞ – ﺗﻘـﺪﻳﺮﺍﺕ‬

‫ﺍﳌﺪﺭﺳﲔ – ﺍﳌﺸﺎﺭﻛﺔ ﰲ ﺍﻷ�ﺸﻄﺔ ﺍﻟﻼﺻﻔﻴﺔ ‪ ،‬ﻭﺃﻛﺜﺮ ﻃﺮﻕ ﺍﻹﻛﺘﺸﺎﻑ ﺃﳘﻴـﺔً ﻣـﻦ ﻭﺟﻬـﺔ �ﻈـﺮ ﺃﻓـﺮﺍﺩ ﻋﻴﻨـﺔ‬

‫ﺍﻟﺪﺭﺍﺳــﺔ ﻫــﻲ ﺍﳌﺸــﺎﺭﻛﺔ ﰲ ﺍﻷ�ﺸــﻄﺔ ﺍﻟﻼﺻــﻔﻴﺔ – ﺗﻘـﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳــﲔ – ﺇﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟﺘﺤﺼــﻴﻞ ‪ ،‬ﻭﺑـﺬﻟﻚ‬

‫ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺃﻥ ﻃﺮﻕ ﺍﻹﻛﺘﺸﺎﻑ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔً ﻣﻦ ﻭﺟﻬﺔ �ﻈﺮ ﺃﻓﺮﺍﺩ ﻋﻴﻨـﺔ ﺍﻟﺪﺭﺍﺳـﺔ ﻻ ﺗﻄﺒـﻖ ﰲ ﺍﳌـﺪﺍﺭﺱ ﳑـﺎ‬

‫ﻳــﺪﻝ ﻋﻠــﻰ ﺃﻥ ﺗﻄﻠﻌــﺎﺕ ﺃﻓــﺮﺍﺩ ﺍﻟﺪﺭﺍﺳــﺔ ﻹﻛﺘﺸــﺎﻑ ﺍﻟﻄــﻼﺏ ﺍﳌﻮﻫــﻮﺑﲔ ﲣﺘﻠــﻒ ﻋــﻦ ﻭﺍﻗــﻊ ﺇﻛﺘﺸــﺎﻑ ﺍﻟﻄــﻼﺏ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ‪،‬‬

‫ﻭﺃﻛﺜــﺮ ﻃــﺮﻕ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﺗﻄﺒﻴﻘ ـﺎً ﺍﳊــﻮﺍﻓﺰ – ﻋﻼﻗــﺔ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳــﻴﺔ ﺑﺄﻭﻟﻴــﺎﺀ ﺍﻷﻣ ـﻮﺭ – ﲥﻴﺌــﺔ ﺍﻟﺒﻴﺌــﺔ‬

‫ﺍﳌﺪﺭﺳﻴﺔ – ﺍﻷ�ﺸﻄﺔ ﺍﻟﻼﺻﻔﻴﺔ – ﺍﻟﺮﻋﺎﻳﺔ ﺍﻟﻨﻔﺴﻴﺔ – ﲣﻄﻴﻂ ﺑﺮﺍﻣﺞ ﺍﳌﻮﻫـﻮﺑﲔ – ﺗﻄـﻮﻳﺮ ﺍﳌﻌﻠﻤـﲔ ﻣﻬﻨﻴـﺎً –‬

‫ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﺃﻛﺜﺮ ﺃ�ﻮﺍﻉ ﺭﻋﺎﻳﺔ ﺍﻟﻄﻼﺏ ﺍﳌﻮﻫﻮﺑﲔ ﺃﳘﻴـﺔً ﻣـﻦ ﻭﺟﻬـﺔ �ﻈـﺮ ﺃﻓـﺮﺍﺩ ﻋﻴﻨـﺔ ﺍﻟﺪﺭﺍﺳـﺔ‬

‫ﻫﻲ ﺍﳊﻮﺍﻓﺰ – ﻋﻼﻗﺔ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ ﺑﺄﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ – ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫـﻮﺑﲔ �ﻔﺴـﻴﺎً – ﲥﻴﺌـﺔ ﺍﻟﺒﻴﺌـﺔ ﺍﳌﺪﺭﺳـﻴﺔ‬

‫– ﲣﻄــﻴﻂ ﺑــﺮﺍﻣﺞ ﺍﳌﻮﻫــﻮﺑﲔ – ﺗﻄـﻮﻳﺮ ﺍﳌﻌﻠﻤــﲔ ﻣﻬﻨﻴـﺎً – ﺍﻷ�ﺸــﻄﺔ ﺍﻟﻼﺻــﻔﻴﺔ – ﻃــﺮﻕ ﺗــﺪﺭﻳﺲ ﺍﳌﻮﻫــﻮﺑﲔ ‪،‬‬

‫ﻭﺑﺬﻟﻚ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﻃﺮﻕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﻷﻛﺜﺮ ﺃﳘﻴﺔً ﻣﻦ ﻭﺟﻬﺔ �ﻈﺮ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻻ ﺗﻄﺒﻖ ﰲ ﺍﳌﺪﺍﺭﺱ‬

‫ﳑﺎ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﺗﻄﻠﻌﺎﺕ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳـﺔ ﻟﺮﻋﺎﻳـﺔ ﺍﻟﻄـﻼﺏ ﺍﳌﻮﻫـﻮﺑﲔ ﲣﺘﻠـﻒ ﻋـﻦ ﻭﺍﻗـﻊ ﺭﻋﺎﻳـﺔ ﺍﻟﻄـﻼﺏ‬ ‫ﺍﳌﻮﻫــﻮﺑﲔ ‪ ،‬ﻭﺃﻛﺜــﺮ ﻣﻌﻮﻗــﺎﺕ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫــﻮﺑﲔ ﺇ�ﺘﺸــﺎﺭﺍً ﰲ ﺍﳌــﺪﺍﺭﺱ ﺍﻹﺑﺘﺪﺍﺋﻴــﺔ ﻣــﻦ ﻭﺟﻬــﺔ �ﻈــﺮ ﺃﻓــﺮﺍﺩ ﻋﻴﻨــﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻫﻲ ﻗﻠﺔ ﺍﻹﻣﻜﺎ�ﺎﺕ – ﻛﺜﺮﺓ ﺃﻋﺒﺎﺀ ﺍﻹﺩﺍﺭﺓ ﺍﳌﺪﺭﺳﻴﺔ – ﺇﻟﺘﺰﺍﻡ ﺍﳌﻌﻠﻢ ﲟﻨﻬﺞ ﺩﺭﺍﺳﻲ – ﻛﺜﺎﻓﺔ ﺍﳌﻨـﻬﺞ‬

‫ﺍﳌﺪﺭﺳﻲ – ﻋﺪﻡ ﻭﺟﻮﺩ ﺧﱪﺍﺀ ﰲ ﳎﺎﻝ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻛـﺎﻥ ﻣـﻦ ﺃﻫـﻢ ﺍﻟﺘﻮﺻـﻴﺎﺕ ﺍﳌﻘﺪﻣـﺔ ‪ - :‬ﺇ�ﺸـﺎﺀ‬

‫ﻗﺴﻢ ﰲ ﻛﻞ ﺇﺩﺍﺭﺓ ﺗﻌﻠﻴﻢ ﻳﻌﻨﻰ ﺑﺸﺆﻭﻥ ﺍﳌﻮﻫﻮﺑﲔ ﳝﺪ ﺍﳌﺪﺍﺭﺱ ﺑﺎﳋﱪﺍﺀ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ‪٠‬‬

‫ﻭﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﺩﺭﺍﺳﺔ ﺁﻝ ﺳﻴﻒ ﻣﻦ ﻋﻘﺒﺎﺕ ﻭﻣﻌﻮﻗﺎﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﳎﻤﻠﻬﺎ‬

‫ﺗﺴﺘﺪﻋﻲ ﺗﻌﺪﻳﻞ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﻨﻈﻤﺔ ﻟﱪﺍﻣﺞ ﺍﻟﻜﺸﻒ ﻭﺍﻟﺮﻋﺎﻳﺔ ﻭﻫﺬﺍ ﻣﺎ ﺗﺘﻌـﺮﺽ ﻟـﻪ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﳊﺎﻟﻴـﺔ ‪،‬‬

‫ﻭﺗﺘﻔﻖ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﰲ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﻤﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠـﻲ ﻭ ﺍﻹﺳـﺘﺒﺎ�ﺔ ﻛـﺄﺩﺍﺓ ﳉﻤـﻊ‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﳜﺘﻠﻔﺎﻥ ﰲ ﳎﺘﻤﻌﺎﲥﻤﺎ ‪٠‬‬

‫‪ -٣‬ﺩﺭﺍﺳﺔ ﺁﻝ ﻓﻬﻴﺪ ﻋﺎﻡ ) ‪١٩٩٩‬ﻡ ( ‪- :‬‬

‫ﺑﻌﻨـــﻮﺍﻥ" ﻓﺎﻋﻠﻴـــﺔ ﻭﻛﻔـــﺎﺀﺓ ﺗﻘــﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳـــﲔ ﰲ ﺍﻟﻜﺸـــﻒ ﻋـــﻦ ﺍﳌﻮﻫـــﻮﺑﲔ ﰲ ﺍﻟـــﺬﻛﺎﺀ ﻭﺍﻟـــﺘﻔﻜﲑ‬

‫ﺍﻹﺑﺘﻜــﺎﺭﻱ " ‪ -‬ﻭﻫــﺪﻓﺖ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﱃ ﺍﻟﻮﻗــﻮﻑ ﻋﻠــﻰ ﻓﺎﻋﻠﻴــﺔ ﺗﻘ ـﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳــﲔ ﻭﻛﻔﺎﺀﲥــﺎ ﻛﻄﺮﻳﻘــﺔ ﻣــﻦ‬

‫ﺍﻟﻄﺮﺍﺋﻖ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺍﳉﻨﺴـﲔ ﰲ ﺍﻟـﺬﻛﺎﺀ ﻭﺍﻟـﺘﻔﻜﲑ ﺍﻹﺑﺘﻜـﺎﺭﻱ ‪ ،‬ﻛﻤـﺎ ﻫـﺪﻓﺖ‬

‫ﺇﱃ ﲢﺪﻳﺪ ﻣﺪﻯ ﻣﺎ ﻫﻨﺎﻟﻚ ﻣﻦ ﺇﺧﺘﻼﻓﺎﺕ ﺑﲔ ﻛﻞ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺪﺭﺳﺎﺕ ﰲ ﻗﺪﺭﲥﻢ ﻋﻠﻰ ﺍﻟﺘﻌـﺮﻑ ﻋﻠـﻰ‬ ‫ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫـﻮﺑﲔ ﺑﻨـﺎﺀ ﻋﻠـﻰ ﺇﺧـﺘﻼﻑ ﲣﺼﺼـﺎﲥﻢ ﺍﻟﺪﺭﺍﺳـﻴﺔ ﺃﻭ ﻣﺴـﺘﻮﻳﺎﺕ ﺍﳋـﱪﺓ ﻟـﺪﻳﻬﻢ ‪ ،‬ﻭﻗـﺪ ﲤﺤـﻮﺭﺕ‬

‫ﺍﻟﺪﺭﺍﺳــﺔ ﺣــﻮﻝ ‪ - :‬ﻣﻔﻬــﻮﻡ ﺍﳌﻮﻫﺒــﺔ ﻭﺍﳌﻮﻫــﻮﺑﲔ – ﻃﺮﺍﺋــﻖ ﺍﻟﺘﻌــﺮﻑ ﻋﻠــﻰ ﺍﳌﻮﻫــﻮﺑﲔ ﻭﺍﻟﻜﺸــﻒ ﻋﻨــﻬﻢ –‬

‫ﺧﺼﺎﺋﺺ ﻭﲰﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻗﺪ ﻃﺒﻘﺖ ﺍﻟﺪﺭﺍﺳـﺔ ﻋﻠـﻰ ‪ ٣٧٨‬ﻓـﺮﺩ ﻣـﻦ ﺍﳌﺪﺭﺳـﲔ ﻭﺍﳌﺪﺭﺳـﺎﺕ ﺍﻟﻌـﺎﻣﻠﲔ ﰲ‬

‫ﻣﺪﺍﺭﺱ ﻣﺘﻮﺳـﻄﺔ ﺗﺎﺑﻌـﺔ ﳋﻤﺴـﺔ ﻣﺮﺍﻛـﺰ ﺗﻌﻠﻴﻤﻴـﺔ ﰲ ﻣﺪﻳﻨـﺔ ﺍﻟﺮﻳـﺎﺽ ﺇﺿـﺎﻓﺔ ﺇﱃ ‪ ٣٢٢‬ﻃﺎﻟـﺐ ﻭﻃﺎﻟﺒـﺔ ‪ ،‬ﻭﻗـﺪ‬

‫ﺇﺳــﺘﺨﺪﻡ ﺍﻟﺒﺎﺣــﺚ ﺇﺧﺘﺒــﺎﺭ ﻭﻛﺴــﻠﺮ ﻟــﺬﻛﺎﺀ ﺍﻷﻃﻔــﺎﻝ – ﺇﺧﺘﺒــﺎﺭ ﺗــﻮﺭ�ﺲ ﻟﻠــﺘﻔﻜﲑ ﺍﻹﺑﺘﻜــﺎﺭﻱ – ﺇﺳــﺘﻤﺎﺭﺓ‬ ‫ﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳﲔ – ﻗﺎﺋﻤﺔ ﲰﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺧﺼﺎﺋﺼﻬﻢ ‪.‬‬

‫ﻭﻗﺪ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘـﺎﺋﺞ ﲤﺘـﻊ ﺗﻘـﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳـﲔ ﻭﺍﳌﺪﺭﺳـﺎﺕ ﺑﺎﻟﻔﺎﻋﻠﻴـﺔ ﰲ ﺍﻟﻜﺸـﻒ ﻋـﻦ ﺍﻟﺘﻼﻣﻴـﺬ ﺃﻭ‬

‫ﺍﻟﺘﻠﻤﻴــﺬﺍﺕ ﺍﳌﻮﻫــﻮﺑﲔ ﰲ ﺍﻟــﺬﻛﺎﺀ ﺇﺿــﺎﻓﺔ ﺇﱃ ﲤﺘــﻊ ﺗﻘ ـﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳــﲔ ﺑﺎﻟﻔﺎﻋﻠﻴــﺔ ﰲ ﺍﻟﻜﺸــﻒ ﻋــﻦ ﺍﻟﺘﻼﻣﻴــﺬ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺘﻜﺎﺭﻱ ‪ ،‬ﻭﻛﺎﻥ ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻮﺻﻴﺎﺕ ﺍﳌﻘﺪﻣﺔ ‪ - :‬ﺇﺳﺘﺤﺪﺍﺙ ﻗﺴﻢ ﰲ ﺇﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ‬

‫ﻟﻠﺒﻨﲔ ﻭﺍﻟﺒﻨﺎﺕ ﻳﺘﻮﱃ ﺍﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﻟﻜﺸـﻒ ﻋﻨـﻬﻢ ﻭﻣـﻦ ﺛـﻢ ﺇﲣـﺎﺫ‬ ‫ﺍﻟﺘﺪﺍﺑﲑ ﺍﻟﻼﺯﻣﺔ ﻭﺍﳌﻼﺋﻤﺔ ﻟﺮﻋﺎﻳﺘﻬﻢ – ﺇﻋﺎ�ﺔ ﺍﳌﺪﺭﺳﲔ ﻋﻠـﻰ ﺍﻟﻘﻴـﺎﻡ ﺑﻌﻤﻠﻴـﺔ ﺍﻟﱰﺷـﻴﺢ ﻋﻠـﻰ ﳓـﻮ ﻣﻼﺋـﻢ ﻭﺩﻗﻴـﻖ‬

‫ﻭﺫﻟﻚ ﺑﺘﺰﻭﻳﺪﻫﻢ ﺑﺄﺩﻭﺍﺕ ﺇﺧﺘﻴﺎﺭ ﻛﺎﻓﻴﺔ – ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳﲔ ﻣﻘﱰ�ـﺔ ﺑـﺄﺩﻭﺍﺕ ﺃﺧـﺮﻯ ﰲ ﻋﻤﻠﻴـﺔ‬

‫ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪٠‬‬

‫ﺇﻥ ﺩﺭﺍﺳﺔ ﺁﻝ ﻓﻬﻴﺪ ﺗﻮﺻﻠﺖ ﺇﱃ ﺃﳘﻴﺔ ﺗﻘﺪﻳﺮﺍﺕ ﺍﳌﺪﺭﺳﲔ ﻛﻮﺳﻴﻠﺔ ﻹﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻫـﺬﺍ ﻳﻔﻴـﺪ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻭﺍﻟﱵ ﺗﺴﻌﻰ ﻟﺘﻌﺮﻑ ﺃﻫـﻢ ﻭﺳـﺎﺋﻞ ﺍﻟﻜﺸـﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ ‪ ،‬ﻛﻤـﺎ ﺃﻥ ﺩﺭﺍﺳـﺔ ﺁﻝ ﻓﻬﻴـﺪ ﺗﻘـﻮﻡ‬

‫ﻋﻠﻰ ﻋﺪﺓ ﳏﺎﻭﺭ ﺗﺘﻤﺜﻞ ﰲ ﻣﻔﻬﻮﻡ ﺍﳌﻮﻫﺒﺔ ﻭﺍﳌﻮﻫﻮﺑﲔ – ﻃﺮﻕ ﺍﻟﺘﻌـﺮﻑ ﻭﺍﻹﻛﺘﺸـﺎﻑ – ﺧﺼـﺎﺋﺺ ﺍﳌﻮﻫـﻮﺑﲔ ‪،‬‬

‫ﻭﻫﻲ ﰲ ﳎﻤﻠﻬﺎ ﲤﺜـﻞ ﺍﶈـﻮﺭ ﺍﻷﻭﻝ ﻟﻠﺪﺭﺍﺳـﺔ ﺍﳊﺎﻟﻴـﺔ ‪ ،‬ﻭﺗﺘﻔـﻖ ﺍﻟﺪﺭﺍﺳـﺘﺎﻥ ﰲ ﺃﻥ ﻛـﻼ‪ ‬ﻣﻨـﻬﻤﺎ ﺩﺭﺍﺳـﺔ ﻣﻴﺪﺍ�ﻴـﺔ‬ ‫ﺍﺳﺘﺨﺪﻣﺖ ﺍﻹﺳﺘﺒﺎ�ﺔ ﻛﺄﺩﺍﺓ ﻭﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻛﻤﻨﻬﺞ ﳍﻤﺎ ‪٠‬‬ ‫‪ – ٤‬ﺩﺭﺍﺳﺔ ﺑﻨﺠﺮ ﻋﺎﻡ ) ‪٢٠٠٢‬ﻡ ( ‪- :‬‬

‫ﺑﻌﻨﻮﺍﻥ "ﺩﻭﺭ ﺍﻷ�ﺸﻄﺔ ﺍﻟﻼﺻـﻔﻴﺔ ﰲ ﺭﻋﺎﻳـﺔ ﺍﻟﺘﻠﻤﻴـﺬﺍﺕ ﺍﳌﻮﻫﻮﺑـﺎﺕ ﺍﻟﺴـﻌﻮﺩﻳﺎﺕ ﰲ ﺍﳌﺮﺣﻠـﺔ ﺍﻹﺑﺘﺪﺍﺋﻴـﺔ‬

‫ﻣﻦ ﻭﺟﻬﺔ �ﻈـﺮ ﺗﺮﺑﻮﻳـﺔ " ﻭﲥـﺪﻑ ﺍﻟﺪﺭﺍﺳـﺔ ﺇﱃ ﻣﻌﺮﻓـﺔ ﻭﺟﻬـﺔ �ﻈـﺮ ﺍﻟﱰﺑﻮﻳـﺎﺕ ﰲ ﺩﻭﺭ ﺍﻷ�ﺸـﻄﺔ ﺍﻟﻼﺻـﻔﻴﺔ ﰲ‬

‫ﺭﻋﺎﻳﺔ ﺍﻟﺘﻠﻤﻴﺬﺍﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﺑﺎﳌﺮﺣﻠﺔ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ‪ ،‬ﻭﻳـﺘﻠﺨﺺ ﺍﻟﺴـﺆﺍﻝ ﺍﻟـﺮﺋﻴﺲ ﻟﻠﺪﺭﺍﺳـﺔ ﰲ ‪ - :‬ﺇﱃ ﺃﻱ ﻣـﺪﻯ‬

‫ﳝﻜﻦ ﺭﻋﺎﻳﺔ ﺍﻟﺘﻠﻤﻴﺬﺍﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﻷ�ﺸﻄﺔ ﺍﻟﻼﺻﻔﻴﺔ ﻭﺗﻨﻈﻴﻤﻬـﺎ ﰲ ﺍﳌـﺪﺍﺭﺱ‬ ‫ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﻭﻗﺪ ﺗﻜﻮﻥ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﻣـﻦ ‪١٢٧٧٥‬ﻣﻌﻠﻤـﺔ ﻭﻣﻮﺟﻬـﺔ ﰲ ﻣﺪﻳﻨـﺔ ﺍﻟﺮﻳـﺎﺽ ﻭﻗـﺪ ﺇﻗﺘﺼـﺮﺕ ﺍﻟﻌﻴﻨـﺔ‬

‫ﻋﻠﻰ ‪ ٤٤٢‬ﻣﻌﻠﻤﺔ ﻭﻣﻮﺟﻬﺔ ﻓﻘﻂ ‪ ،‬ﻭﻗﺪ ﰎ ﺗﻄﺒﻴﻖ ﺇﺳﺘﺒﺎ�ﺔ ﻋﻠﻴﻬﻦ ﺗﺪﻭﺭ ﻋﺒﺎﺭﺍﲥﺎ ﺣﻮﻝ ﺛﻼﺙ ﳏـﺎﻭﺭ ﻭﻫـﻲ ‪:‬‬ ‫‪ -‬ﻗﺎﺋﻤﺔ ﺍﻷ�ﺸﻄﺔ ﺍﻟﱰﺑﻮﻳﺔ ﺍﻟﻼﺻﻔﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﻄﺎﻟﺒﺎﺕ – ﺃﺩﻭﺍﺭ ﺍﳌﻌﻠﻤﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﺎﺕ – ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟـﱵ‬

‫ﺗﻌﻮﻕ ﳑﺎﺭﺳﺔ ﺍﻷ�ﺸﻄﺔ ﺍﻟﻼﺻﻔﻴﺔ ‪.‬‬

‫ﻭﻗــﺪ ﺃﻛــﺪﺕ ﺍﻟﺪﺭﺍﺳــﺎﺕ ﺍﻟﻨﻈﺮﻳــﺔ ﻭﺍﻟﺪﺭﺍﺳــﺎﺕ ﺍﻟﺴــﺎﺑﻘﺔ ﻭﺍﻟﺪﺭﺍﺳــﺎﺕ ﺍﳌﻴﺪﺍ�ﻴــﺔ ﻋﻠــﻰ ﺃﳘﻴــﺔ ﺩﻭﺭ‬

‫ﺍﻷ�ﺸـﻄﺔ ﺍﻟﻼﺻـﻔﻴﺔ ﰲ ﺭﻋﺎﻳــﺔ ﺍﻟﺘﻠﻤﻴـﺬﺍﺕ ﰲ ﺍﳌﺮﺣﻠــﺔ ﺍﻻﺑﺘﺪﺍﺋﻴـﺔ ﺑﺸــﻜﻞ ﻋـﺎﻡ ﻭﺍﻟﺘﻠﻤﻴــﺬﺍﺕ ﺍﳌﻮﻫﻮﺑـﺎﺕ ﺑﺸــﻜﻞ‬

‫ﺧﺎﺹ ‪ ،‬ﻛﻤﺎ ﺃﻭﺿﺤﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻨﺎﺳﺒﺔ ﻛﺜﲑ ﻣﻦ ﺍﻷ�ﺸﻄﺔ ﺍﻟﻼﺻﻔﻴﺔ ﻟﻠﻄﺎﻟﺒـﺎﺕ ﺍﳌﻮﻫﻮﺑـﺎﺕ ﺑﻴﻨﻤـﺎ ﻫـﻲ ﻏـﲑ‬

‫ﻣﺘﻮﺍﻓﺮﺓ ﻋﻠﻰ ﺃﺭﺽ ﺍﻟﻮﺍﻗﻊ ﺑﺎﳌﺪﺍﺭﺱ ﻭﻻ ﲤﺎﺭﺳﻬﺎ ﺍﳌﻌﻠﻤﺔ ﳑﺎ ﻳﺆﻛﺪ ﻋﻠﻰ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻷ�ﺸﻄﺔ ﻭﺍﻷﺧﺬ ﲠﺎ ﻋﻨﺪ‬

‫ﺍﻟﺘﺨﻄــﻴﻂ ﻟﺮﻋﺎﻳــﺔ ﺍﳌﻮﻫﻮﺑــﺎﺕ ‪ ،‬ﺇﺿــﺎﻓﺔ ﺇﱃ ﻭﺟــﻮﺏ ﺍﻟﻘﻀــﺎﺀ ﻋﻠــﻰ ﺍﻟﺼــﻌﻮﺑﺎﺕ ﺍﻟــﱵ ﺗﻌــﻮﻕ ﳑﺎﺭﺳــﺔ ﺍﻷ�ﺸــﻄﺔ‬

‫ﺍﻟﻼﺻﻔﻴﺔ ﺍﻟﱵ ﺗﻘﺪﻡ ﻟﻠﺘﻠﻤﻴﺬﺍﺕ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﳌﻮﻫﻮﺑﺎﺕ ﺑﺸﻜﻞ ﺧﺎﺹ ‪.‬‬

‫ﻭﻛﺎﻥ ﻣﻦ ﺃﻫﻢ ﺍﻟﺘﻮﺻﻴﺎﺕ ‪ - :‬ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺇﺑﺘﻜﺎﺭ ﺁﻟﻴﺎﺕ ﻭﻃﺮﺍﺋـﻖ ﻋﻤﻠﻴـﺔ ﻟﻠﻤﺴـﺎﻋﺪﺓ ﻋﻠـﻰ ﺇﻛﺘﺸـﺎﻑ‬

‫ﻭﺭﻋﺎﻳﺔ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﻭﻏﲑﻫﺎ – ﺇ�ﺸﺎﺀ ﻣﺮﺍﻛـﺰ ﻟﻸ�ﺸـﻄﺔ ﺍﻟﻼﺻـﻔﻴﺔ ﻟﺮﻋﺎﻳـﺔ ﺍﳌﻮﻫﻮﺑـﺎﺕ ﻋﻠـﻰ‬

‫ﻣﺴﺘﻮﻯ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺍﶈﺎﻓﻈﺔ ﻳﺘﻮﻓﺮ ﻓﻴﻬﺎ ﻣﺘﺨﺼﺼﺎﺕ ﻳﺴﺘﺨﺪﻣﻦ ﺍﳌﻘـﺎﻳﻴﺲ ﻭﺍﻻﺧﺘﺒـﺎﺭﺍﺕ ﻹﻛﺘﺸـﺎﻑ‬ ‫ﺍﳌﻮﻫﻮﺑﺎﺕ ‪٠‬‬

‫ﻭﺗﺮﻛــﺰ ﺩﺭﺍﺳــﺔ ﺑﻨﺠــﺮ ﻋﻠــﻰ ﺇﺳــﱰﺍﺗﻴﺠﻴﺔ ﻣــﻦ ﺇﺳــﱰﺍﺗﻴﺠﻴﺎﺕ ﺭﻋﺎﻳــﺔ ﺍﳌﻮﻫﺒــﺔ ﻭﻫــﻲ ﺍﻷ�ﺸــﻄﺔ ﺍﻟﺼــﻔﻴﺔ‬

‫ﻭﺍﻟﻼﺻﻔﻴﺔ ﻭﺃﻭﺿﺤﺖ ﺃﳘﻴﺘﻬﺎ ﰲ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﺎﺕ ﻭﻫﺬﺍ ﻳﺘﻔﻖ ﻣﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺎﻟﻴﺔ ﻛﻮﳖﺎ ﲥﺪﻑ ﺇﱃ ﻣﻌﺮﻓـﺔ‬

‫ﳐﺘﻠﻒ ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺮﻋﺎﻳﺔ ﺍﳌﻄﺒﻘﺔ ﻭﻏﲑ ﺍﳌﻄﺒﻘـﺔ ‪ ،‬ﻛﻤـﺎ ﺃﻥ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﳊﺎﻟﻴـﺔ ﺗﺘﻔـﻖ ﻣـﻊ ﺩﺭﺍﺳـﺔ ﺑﻨﺠـﺮ ﰲ‬

‫ﺇﺧﺘﻴﺎﺭ ﺍﻹﺳﺘﺒﺎ�ﺔ ﻛﺄﺩﺍﺓ ﻟﻠﺪﺭﺍﺳﺔ ﺍﳌﺴﺤﻴﺔ ﻭﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻛﻤﻨﻬﺞ ﻟﻜﻠﻴﻬﻤﺎ ‪٠‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬ ‫) ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ (‬

‫• ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪٠‬‬

‫• ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪٠‬‬ ‫• ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪٠‬‬

‫• ﺃﺳﺎﻟﻴﺐ ﺍﳌﻌﺎﳉﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ ‪٠‬‬

‫ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬ ‫ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺃﻫﺪﺍﻓﻬﺎ ﻭﻃﺒﻴﻌﺔ ﺃﺳـﺌﻠﺘﻬﺎ ﻓﻘـﺪ ﺃﺳـﺘﺨﺪﻡ ﺍﳌﻨـﻬﺞ ﺍﻟﻮﺻـﻔﻲ ﺣﻴـﺚ ﺃﻥ‬

‫ﻫﺬﺍ ﺍﳌﻨﻬﺞ ﻳﻌﺘﻤﺪ ﻋﻠﻰ )) ‪ ٠٠٠‬ﺩﺭﺍﺳﺔ ﺍﻟﻮﺍﻗﻊ ﺃﻭ ﺍﻟﻈﺎﻫﺮﺓ ﻛﻤﺎ ﺗﻮﺟﺪ ﰲ ﺍﻟﻮﺍﻗﻊ ﻭﻳﻬﺘﻢ ﺑﻮﺻﻔﻬﺎ ﻭﺻﻔﺎً ﺩﻗﻴﻘـﺎً‬ ‫ﻭﻳﻌﱪ ﻋﻨﻬﺎ ﺗﻌﺒﲑﺍً ﻛﻴﻔﻴﺎً ﺃﻭ ﺗﻌﺒﲑﺍً ﻛﻤﻴﺎً (( ‪ ) .‬ﻋﺒﻴﺪﺍﺕ ‪١٩٨٧ ،‬ﻡ ‪ ،‬ﺹ‪. ( ١٨٧‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪- :‬‬

‫ﺃ – ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ ‪ -:‬ﻳﺘﻜﻮﻥ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻓﺌﺘﲔ ﳘﺎ ‪ ( ١ - :‬ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻜﻞ‬

‫ﻣﻦ ﻗﺴﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ – ﻗﺴﻢ ﻋﻠﻢ ﺍﻟﻨﻔﺲ – ﻗﺴـﻢ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺍﻹﺳـﻼﻣﻴﺔ ﻭﺍﳌﻘﺎﺭ�ـﺔ – ﻗﺴـﻢ‬ ‫ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻜﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﲟﻜﺔ ﺍﳌﻜﺮﻣﺔ ﺫﻛﻮﺭﺍً ﻭﺇ�ﺎﺛﺎ ﻭﻋـﺪﺩﻫﻢ = ‪ ١٣٠‬ﻋﻀـﻮ‬

‫‪ ،‬ﻭﻗﺪ ﰎ ﺇﺧﺘﻴﺎﺭ ﻫﺬﻩ ﺍﻷﻗﺴﺎﻡ ﻟﻌﻼﻗﺘﻬﺎ ﺍﳌﺒﺎﺷﺮﺓ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻣﻦ ﻭﺟﻬﺔ �ﻈﺮ ﺍﻟﺒﺎﺣﺜﺔ ‪.‬‬

‫‪ ( ٢‬ﻣﻨﺴﻮﺑﻲ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺫﻛﻮﺭﺍً ﻭﺇ�ﺎﺛﺎ ﻭﻋﺪﺩﻫﻢ = ‪.* ٤٦‬‬ ‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ (١‬ﻳﻮﺿﺢ ﺗﻮﺯﻳﻊ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻜﻠﻲ ﺍﻟﺬﻱ ﻭﺯﻋﺖ ﻋﻠﻴﻪ ﺍﻹﺳﺘﺒﺎ�ﺔ‬ ‫ﺍﻟﻔﺌﺔ‬

‫ﻙ‬

‫‪%‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌﺔ‬

‫‪130‬‬

‫‪73,86‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ‬

‫‪46‬‬

‫‪26,14‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪176‬‬

‫‪100.0‬‬

‫ﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻥ ﻓﺌﺔ )ﺃ( ﺃﻋﻀﺎﺀ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﲤﺜﻞ ﺍﻟﻨﺴﺒﺔ ﺍﻷﻋﻠﻰ ﻣﻦ ﻓﺌﱵ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻴﺚ‬

‫ﺑﻠﻐﺖ ) ‪ ، ( %٧٣ ٨٦‬ﻭﺍﻟﻨﺴﺒﺔ ﺍﻷﻗﻞ ﻛﺎ�ﺖ ﻟﻔﺌﺔ )ﺏ( ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ ﻭﺍﻟﱵ ﺑﻠﻐﺖ ) ‪( %٢٦ ١٤‬‬

‫________________‬

‫* ﺍﳌﺼﺪﺭ ﺇﺩﺍﺭﺓ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ ﺑﺎﳌﺆﺳﺴﺔ ‪.‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ (٢‬ﻳﻮﺿﺢ ﺗﻮﺯﻳﻊ ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﺎﺭﺓ ﻣﻦ ﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ*‬ ‫ﺍﻟﻘﺴﻢ‬

‫ﻙ‬

‫‪%‬‬

‫ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳﺔ ﻭﺍﻟﺘﺨﻄﻴﻂ‬

‫‪28‬‬

‫‪21,54‬‬

‫ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬

‫‪25‬‬

‫‪19,23‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﳌﻘﺎﺭ�ﺔ‬

‫‪22‬‬

‫‪16,92‬‬

‫ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‬

‫‪55‬‬

‫‪42,31‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪130‬‬

‫‪100‬‬

‫ﻳﺘﻀـﺢ ﻣـﻦ ﺍﳉــﺪﻭﻝ ﺃﻥ �ﺴـﺒﺔ ﺃﻋﻀـﺎﺀ ﻫﻴﺌــﺔ ﺍﻟﺘـﺪﺭﻳﺲ ﺑﻘﺴــﻢ ﺍﳌﻨـﺎﻫﺞ ﻭﻃـﺮﻕ ﺍﻟﺘــﺪﺭﻳﺲ ﻛﺎ�ـﺖ ﻫــﻲ‬

‫ﺍﻷﻋﻠــﻰ ﺣﻴــﺚ ﺑﻠﻐــﺖ ) ‪ ، ( %٤٢ ٣١‬ﰲ ﺣــﲔ ﻛﺎ�ــﺖ ﺃﻗــﻞ �ﺴــﺒﺔ ﻷﻋﻀــﺎﺀ ﻗﺴــﻢ ﺍﻟﺪﺭﺍﺳــﺎﺕ ﺍﻹﺳــﻼﻣﻴﺔ‬ ‫ﻭﺍﳌﻘﺎﺭ�ﺔ ﻭﺑﻠﻐﺖ ) ‪. ( %١٦ ٩٢‬‬

‫ﺏ – ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ - :‬ﰎ ﺃﺧﺬ ﲨﻴﻊ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺫﻟﻚ ﻟﺼﻐﺮ ﺍ‪‬ﺘﻤﻊ ﺍﻷﺻﻠﻲ ‪ ،‬ﻭﻗﺪ ﰎ ﺗﻮﺯﻳﻊ‬

‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ) ﺇﺳﺘﺒﺎ�ﺔ ( ﻋﻠـﻰ ﲨﻴـﻊ ﺃﻓـﺮﺍﺩ ﺍ‪‬ﺘﻤـﻊ ) ‪ ( ١٧٦‬ﺇﻻ ﺃﻥ ﺍﻟﻌﺎﺋـﺪ ﻭﺍﻟﺼـﺎﱀ ﻟﻠﺪﺭﺍﺳـﺔ ﻛـﺎﻥ )‪(٩٩‬‬ ‫ﺇﺳــﺘﺒﺎ�ﺔ ﻓﻘــﻂ ﺃﻱ ﻣــﺎ ﳝﺜـﻞ �ﺴــﺒﺔ ) ‪ ( % ٥٦ ٢٥‬ﻣــﻦ ﺍ‪‬ﺘﻤــﻊ ﺍﻷﺻــﻠﻲ ﻭﻗــﺪ ﰎ ﺍﻹﻛﺘﻔــﺎﺀ ﲠــﺎ ﻟﻌــﺪﺓ ﺃﺳــﺒﺎﺏ‬

‫ﺃﳘﻬﺎ‪ -:‬ﺿﻴﺎﻉ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻹﺳﺘﺒﺎ�ﺎﺕ ﺍﳌﻮﺯﻋـﺔ – ﻗﻠـﺔ ﺍﻟﺘﻌـﺎﻭﻥ ﻣـﻦ ﻗﺒـﻞ ﺃﻓـﺮﺍﺩ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﰲ ﺍﻟـﺮﺩ‬ ‫ﻋﻠﻰ ﺍﻹﺳﺘﺒﺎ�ﺔ ﻭﺇﻋﺎﺩﲥﺎ – ﺇﻋﺎﺩﺓ ﺍﻟﻄﺒﺎﻋﺔ ﻭﺍﻟﺘﻮﺯﻳﻊ ﻟﻺﺳﺘﺒﺎ�ﺔ ﻋﺪﺓ ﻣﺮﺍﺕ ﻟﺘﻌـﻮﻳﺾ ﺍﻟﻔﺎﻗـﺪ– ﺇﺳـﺘﺒﻌﺎﺩ ﻋـﺪﺩ‬ ‫ﻛﺒﲑ ﻣﻦ ﺍﻹﺳﺘﺒﺎ�ﺎﺕ ﺍﻟﻌﺎﺋﺪﺓ ﻟﻌﺪﻡ ﺻﻼﺣﻴﺘﻬﺎ‪ -‬ﺿﻴﻖ ﺍﻟﻮﻗﺖ ﺍﳌﺨﺼﺺ ﻟﻠﺠﺰﺀ ﺍﳌﻴﺪﺍ�ﻲ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﻭﻓﻴﻤﺎ ﻳﻠﻲ ﺟﺪﻭﻝ ﻳﻮﺿﺢ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﻘﻴﻘﻲ ﻭﺫﻟﻚ ﺣﺴـﺐ ﻋـﺪﺩ ﺍﻹﺳـﺘﺒﺎ�ﺎﺕ ﺍﳌـﻮﺯﻉ ﻭﺍﻟﻌﺎﺋـﺪ‬

‫ﻭﺍﻟﻔﺎﻗﺪ ‪.‬‬

‫________________________‬ ‫•‬

‫ﺍﳌﺼﺪﺭ ﺇﺩﺍﺭﺓ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ ﲜﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ‪.‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ٣‬ﻳﻮﺿﺢ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﻘﻴﻘﻲ ﺣﺴﺐ ﻋﺪﺩ ﺍﻹﺳﺘﻤﺎﺭﺍﺕ ﺍﳌﻮﺯﻉ ﻭﺍﻟﻌﺎﺋﺪ ﻭﺍﻟﻔﺎﻗﺪ‬ ‫ﻋﺪﺩ ﺍﻹﺳﺘﻤﺎﺭﺍﺕ‬ ‫ﺍﻟﻘﺴﻢ‬

‫ﺍﳌﻮﺯﻉ‬ ‫ﻙ‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌﺔ‬

‫‪130‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ‬

‫‪46‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫ﺍﻟﻔﺎﻗﺪ‬

‫ﺍﻟﻌﺎﺋﺪ‬ ‫‪%‬‬

‫ﻙ‬

‫‪%‬‬

‫ﻙ‬

‫‪%‬‬

‫‪73,86‬‬

‫‪63‬‬

‫‪63,6‬‬

‫‪67‬‬

‫‪87,01‬‬

‫‪26,14‬‬

‫‪36‬‬

‫‪36,4‬‬

‫‪10‬‬

‫‪12,99‬‬

‫‪100‬‬ ‫‪176‬‬ ‫‪%100‬‬

‫‪100‬‬ ‫‪99‬‬ ‫‪% 56,25‬‬

‫‪100‬‬ ‫‪77‬‬ ‫‪% 43,75‬‬

‫ﻓﻴﻤﺎ ﻳﻠﻲ ﻭﺻﻒ ﳋﺼﺎﺋﺺ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴـﺚ ﻣـﺘﻐﲑﺍﺕ ﺍﻟﺪﺭﺍﺳـﺔ ‪ - :‬ﺍﻟﻌﻤـﺮ – ﺍﳉـﻨﺲ –‬

‫ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ – ﺍﻟﺘﺨﺼﺺ – ﺍﳌﻬﻨﺔ – ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ‪.‬‬

‫‪ -١‬ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﻤﺮ ‪- :‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ٤‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﻤﺮ‬ ‫ﺍﻟﻌﻤﺮ‬

‫ﻙ‬

‫‪%‬‬

‫ﻣﻦ ‪ ٣٠ - ٢٠‬ﺳﻨﺔ‬

‫‪16‬‬

‫‪16.2‬‬

‫ﻣﻦ ‪ ٤٠ - ٣١‬ﺳﻨﺔ‬

‫‪43‬‬

‫‪43.4‬‬

‫ﻣﻦ ‪ ٥٠ - ٤١‬ﺳﻨﺔ‬

‫‪25‬‬

‫‪25.3‬‬

‫ﻣﻦ ‪ ٦٠ - ٥١‬ﺳﻨﺔ‬

‫‪15‬‬

‫‪15.2‬‬

‫ﺃﻛﺜﺮ ﻣﻦ ‪ ٦٠‬ﺳﻨﺔ‬

‫‪0‬‬

‫‪0‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﻭﺟﻮﺩ )‪ (٤‬ﻓﺌـﺎﺕ ﻟﻠﻌﻤـﺮ‪ ،‬ﺍﻟﻔﺌـﺔ ﺍﻷﻭﱃ ﺍﻟﻌﻤـﺮ ﻣـﻦ ) ‪ ( ٣٠ - ٢٠‬ﺳـﻨﺔ‬

‫ﻭﻋﺪﺩﻫﻢ ‪ ١٦‬ﻭﳝﺜﻠﻮﻥ ‪ %١٦.٢‬ﻣﻦ ﺣﺠﻢ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ‪ ،‬ﺍﻟﻔﺌـﺔ ﺍﻟﺜﺎ�ﻴـﺔ ﺍﻟﻌﻤـﺮ ﻣـﻦ ) ‪ ( ٤٠ - ٣١‬ﺳـﻨﺔ‬

‫ﻭﻋﺪﺩﻫﻢ ‪ ٤٣‬ﻭﳝﺜﻠﻮﻥ ‪ %٤٣.٤‬ﻣﻦ ﺣﺠﻢ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻟﻮﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ‪ ٢٥‬ﻓﺮﺩﺍً ﻛﺎ�ﺖ ﺃﻋﻤﺎﺭﻫﻢ ﻣﻦ‬

‫) ‪ ( ٥٠ ٤١‬ﺳﻨﺔ ﻭ�ﺴﺒﺘﻬﻢ ‪ ، %٢٥.٣‬ﻭﺃﺧﲑﺍً ﺍﻟﻔﺌﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻛﺎﻥ ﺍﻟﻌﻤﺮ ﻣﻦ ) ‪ ( ٦٠ - ٥١‬ﺳﻨﺔ ﻭﻋـﺪﺩﻫﻢ‬ ‫‪ ١٥‬ﻭﳝﺜﻠﻮﻥ ‪ %١٥.٢‬ﻣﻦ ﺣﺠﻢ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪ -٢‬ﻣﻦ ﺣﻴﺚ ﺍﳉﻨﺲ ‪:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ٥‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳉﻨﺲ‬ ‫ﺍﳉﻨﺲ‬

‫ﻙ‬

‫‪%‬‬

‫ﺫﻛﺮ‬

‫‪61‬‬

‫‪61.6‬‬

‫ﺃ�ﺜﻰ‬

‫‪38‬‬

‫‪38.4‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫ﺗﺸــﲑ �ﺘ ـﺎﺋﺞ ﺍﳉــﺪﻭﻝ ﺍﻟﺴــﺎﺑﻖ ﺃﻥ ‪ %٦١.٦‬ﻣــﻦ ﳎﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﻣــﻦ ﺍﻟــﺬﻛﻮﺭ ﻭﻋــﺪﺩﻫﻢ )‪ (٦١‬ﻭﺃﻥ‬

‫‪ %٣٨.٤‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻹ�ﺎﺙ ﻭﻋﺪﺩﻫﻦ )‪. (٣٨‬‬ ‫‪ -٣‬ﻣﻦ ﺣﻴﺚ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ‪:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ٦‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﺆﻫﻞ‬ ‫ﺍﳌﺆﻫﻞ‬

‫ﻙ‬

‫‪%‬‬

‫ﺛﺎ�ﻮﻱ‬

‫‪5‬‬

‫‪5.1‬‬

‫ﺑﻜﺎﻟﻮﺭﻳﻮﺱ‬

‫‪26‬‬

‫‪26.3‬‬

‫ﺩﺑﻠﻮﻡ ﻋﺎﱄ‬

‫‪5‬‬

‫‪5.1‬‬

‫ﻣﺎﺟﺴﺘﲑ‬

‫‪24‬‬

‫‪24.2‬‬

‫ﺩﻛﺘﻮﺭﺍﻩ‬

‫‪39‬‬

‫‪39.4‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺃﻥ �ﺴﺒﺔ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻗﺪ ﺑﻠﻐـﺖ ‪ % ٥.١‬ﻣـﻦ ﺍﻟﺜـﺎ�ﻮﻱ ‪ ،‬ﺑﻴﻨﻤـﺎ ﻛﺎ�ـﺖ‬

‫�ﺴﺒﺔ ﺃﻓـﺮﺍﺩ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﻣـﻦ ﺍﻟﺒﻜـﺎﻟﻮﺭﻳﻮﺱ ‪ ، %٢٦.٣‬ﰲ ﺣـﲔ ﻛﺎ�ـﺖ �ﺴـﺒﺔ ﺃﻓـﺮﺍﺩ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﻣـﻦ‬

‫ﺍﻟﺪﺑﻠﻮﻡ ﺍﻟﻌﺎﱄ ‪ ، %٥.١‬ﻭﻛﺎ�ﺖ �ﺴﺒﺔ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﳌﺎﺟﺴـﺘﲑ ‪ ، %٢٤.٢‬ﰲ ﺣـﲔ ﻛﺎ�ـﺖ �ﺴـﺒﺔ‬ ‫ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﺍﻟﻌﺎﱄ ‪.%٣٩.٤‬‬

‫ﻭﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻼﺣﻆ ﺇﳔﻔـﺎﺽ ﺍﻟﻌـﺪﺩ ﰲ ﻓﺌـﺔ ﺍﻟﺜـﺎ�ﻮﻱ )‪ (٥‬ﺃﻓـﺮﺍﺩ ﻭﻛـﺬﻟﻚ �ﻔـﺲ ﺍﻟﻌـﺪﺩ‬

‫ﺍﻟﻘﻠﻴﻞ ﰲ ﻓﺌﺔ ﺍﻟﺪﺑﻠﻮﻡ ﺍﻟﻌﺎﱄ ﳑﺎ ﻳﺼﻌﺐ ﻣﻌﻪ ﺇﺟـﺮﺍﺀ ﺍﳌﻘﺎﺭ�ـﺎﺕ ﺑـﲔ ﻫـﺬﻩ ﺍ‪‬ﻤﻮﻋـﺎﺕ ﻋﻨـﺪ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﺘﺤﻠﻴـﻞ‬

‫ﺍﻹﺣﺼﺎﺋﻲ ﻟﺬﻟﻚ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻌﺪ ﺇﺳﺘﺸﺎﺭﺓ ﺍﻹﺣﺼﺎﺋﻴﲔ ﺑـﺪﻣﺞ ﺑﻌـﺾ ﺍﻟﻔﺌـﺎﺕ ) ﺛـﺎ�ﻮﻱ – ﺑﻜـﺎﻟﻮﺭﻳﻮﺱ –‬

‫ﺩﺑﻠﻮﻡ ﻋﺎﱄ ( ﰲ ﻓﺌﺔ ﻭﺍﺣﺪﺓ ) ﺩﺑﻠﻮﻡ ﻋﺎﱄ ﻓﺄﻗﻞ ( ﻭﺃﺻﺒﺢ ﺗﻮﺯﻳﻊ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﺎً ﻟﻠﻤﺆﻫﻞ ﻛﺎﻟﺘﺎﱄ ‪-:‬‬ ‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ٧‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﺆﻫﻞ‬ ‫ﺍﳌﺆﻫﻞ‬

‫ﻙ‬

‫‪%‬‬

‫ﺩﺑﻠﻮﻡ ﻓﺄﻗﻞ‬

‫‪36‬‬

‫‪36.4‬‬

‫ﻣﺎﺟﺴﺘﲑ‬

‫‪24‬‬

‫‪24.2‬‬

‫ﺩﻛﺘﻮﺭﺍﻩ‬

‫‪39‬‬

‫‪39.4‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫‪ -٤‬ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﺨﺼﺺ ‪:‬‬ ‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ٨‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﺨﺼﺺ‬ ‫ﺍﻟﺘﺨﺼﺺ‬

‫ﻙ‬

‫‪%‬‬

‫ﺇﺩﺍﺭﺓ ﺗﺮﺑﻮﻳﺔ‬

‫‪14‬‬

‫‪14.1‬‬

‫ﻣﻨﺎﻫﺞ ﻭﻃﺮﻕ ﺗﺪﺭﻳﺲ‬

‫‪26‬‬

‫‪26.3‬‬

‫ﻋﻠﻢ �ﻔﺲ‬

‫‪15‬‬

‫‪15.2‬‬

‫ﺗﺮﺑﻴﺔ ﺇﺳﻼﻣﻴﺔ ﻭﻣﻘﺎﺭ�ﺔ‬

‫‪14‬‬

‫‪14.1‬‬

‫ﻏﲑ ﺫﻟﻚ‬

‫‪30‬‬

‫‪30.3‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫ﻳﻼﺣﻆ ﻣﻦ �ﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺇﱃ ﺃﻥ ‪ % ١٤.١‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﺑﻘﺴـﻢ ﺍﻹﺩﺍﺭﺓ ﺍﻟﱰﺑﻮﻳـﺔ‬

‫ﻭ�ﺴﺒﺔ ‪ % ٢٦.٣‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻘﺴﻢ ﺍﳌﻨـﺎﻫﺞ ﻭﻃـﺮﻕ ﺍﻟﺘـﺪﺭﻳﺲ ﻭ�ﺴـﺒﺔ ‪ %١٥.٢‬ﺑﻘﺴـﻢ ﻋﻠـﻢ‬

‫�ﻔﺲ ﻭ�ﺴﺒﺔ ‪ %١٤.١‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻘﺴﻢ ﺍﻟﱰﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﳌﻘﺎﺭ�ﺔ ﻭ�ﺴﺒﺔ ‪ ٣٠.٣‬ﻳﻨﺘﻤﻮﻥ ﺇﱃ‬ ‫ﲣﺼﺼﺎﺕ ﺃﺧﺮﻯ ‪.‬‬

‫‪ -٥‬ﻣﻦ ﺣﻴﺚ ﺍﳌﻬﻨﺔ ‪:‬‬ ‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ٩‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻬﻨﺔ‬ ‫ﺍﳌﻬﻨﺔ‬

‫ﻙ‬

‫‪%‬‬

‫ﻣﺪﺭﺱ ) ﻣﻌﻴﺪ – ﳏﺎﺿﺮ (‬

‫‪8‬‬

‫‪8.1‬‬

‫ﺃﺳﺘﺎﺫ ﺟﺎﻣﻌﻲ‬

‫‪55‬‬

‫‪55.6‬‬

‫ﺇﺩﺍﺭﻱ‬

‫‪19‬‬

‫‪19.2‬‬

‫ﻓﲏ‬

‫‪3‬‬

‫‪3.0‬‬

‫ﻏﲑ ﺫﻟﻚ‬

‫‪14‬‬

‫‪14.1‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫ﻳﻼﺣﻆ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺇﳔﻔﺎﺽ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻓﺌﺔ ﺍﳌﺪﺭﺱ ) ‪ (٨‬ﺃﻓﺮﺍﺩ ﻭﻓﺌﺔ ﺍﻟﻔﲏ )‪(٣‬‬

‫ﺃﻓــﺮﺍﺩ ﳑــﺎ ﻗــﺪ ﻳــﺆﺩﻯ ﺇﱃ ﺑﻌــﺾ ﺍﻟﺼــﻌﻮﺑﺎﺕ ﰲ ﺇﺟــﺮﺍﺀ ﺍﻟﺘﺤﻠــﻴﻼﺕ ﺍﻹﺣﺼـﺎﺋﻴﺔ ﺍﳌﻄﻠﻮﺑــﺔ ﺃﺛﻨــﺎﺀ ﺍﳌﻘﺎﺭ�ــﺎﺕ ﺑــﲔ‬

‫ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﺎً ﳌﺘﻐﲑ ﺍﳌﻬﻨﺔ ‪ ،‬ﻭﺃﺻﺒﺢ ﺗﻮﺯﻳـﻊ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﻣـﻦ ﺣﻴـﺚ ﺍﳌﻬﻨـﺔ ﺑﻌـﺪ ﺩﻣـﺞ‬

‫ﻓﺌﱵ ﺍﳌﺪﺭﺱ ) ﻣﻌﻴﺪ – ﳏﺎﺿﺮ ( ﻭﺍﻷﺳﺘﺎﺫ ﺍﳉﺎﻣﻌﻲ ﰲ ﻓﺌﺔ ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌـﺔ ﻭﺩﻣـﺞ ﺑﻘﻴـﺔ ﺍﻟﻔﺌـﺎﺕ ﺍﻷﺧـﺮﻯ‬

‫)ﺇﺩﺍﺭﻱ – ﻓﲏ – ﻏﲑ ﺫﻟﻚ ( ﰲ ﻓﺌﺔ ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ ﻛﺎﻟﺘﺎﱄ ‪-:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ١٠‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﺍﳌﻬﻨﺔ‬ ‫ﺍﳌﻬﻨﺔ‬

‫ﻙ‬

‫‪%‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌﺔ‬

‫‪63‬‬

‫‪63.6‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ‬

‫‪36‬‬

‫‪36.4‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫ﺣﻴﺚ ﻳﻼﺣﻆ ﺃﻥ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌـﺔ )‪ ( ٦٣‬ﻓـﺮﺩﺍً ﻭ�ﺴـﺒﺘﻬﻢ ‪%٦٣.٦‬‬

‫ﻭﻋﺪﺩ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ )‪ ( ٣٦‬ﻓﺮﺩﺍً ﻭ�ﺴﺒﺘﻬﻢ ‪. %٣٦.٤‬‬ ‫‪-٦‬ﻣﻦ ﺣﻴﺚ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ‪:‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ١١‬ﻳﻮﺿﺢ ﻭﺻﻒ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺣﻴﺚ ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ‬ ‫ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ‬

‫ﻙ‬

‫‪%‬‬

‫ﺃﻗﻞ ﻣﻦ ‪ ٥‬ﺳﻨﻮﺍﺕ‬

‫‪20‬‬

‫‪20.2‬‬

‫ﻣﻦ ‪ ١٠ - ٥‬ﺳﻨﻮﺍﺕ‬

‫‪26‬‬

‫‪26.3‬‬

‫ﻣﻦ ‪ ١٥ - ١١‬ﺳﻨﺔ‬

‫‪21‬‬

‫‪21.2‬‬

‫ﻣﻦ ‪ ٢٠ - ١٦‬ﺳﻨﺔ‬

‫‪18‬‬

‫‪18.2‬‬

‫ﺃﻛﺜﺮ ﻣﻦ ‪ ٢٠‬ﺳﻨﺔ‬

‫‪14‬‬

‫‪14.1‬‬

‫ﺍ‪‬ﻤﻮﻉ‬

‫‪99‬‬

‫‪100‬‬

‫ﻳﻼﺣﻆ ﻣﻦ �ﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ ﺇﱃ ﺃﻥ ‪ ٢٠.٢‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﳍـﻢ ﺃﻗـﻞ ﻣـﻦ ‪ ٥‬ﺳـﻨﻮﺍﺕ‬

‫ﺧﱪﺓ ﻭ �ﺴﺒﺔ ‪ %٢٦.٣‬ﳌﻦ ﳍﻢ ﺧﱪﺓ ﻣﻦ ‪ ٥‬ﺇﱃ ‪ ١٠‬ﺳﻨــﻮﺍﺕ ﺧﱪﺓ ﻭ �ﺴﺒﺔ ‪ %٢١.٢‬ﳌﻦ ﳍﻢ ﺧﱪﺓ ﻣﻦ ‪١٠‬‬

‫ﺇﱃ ‪ ١٥‬ﺳﻨــﺔ ﻭﺑﻠﻐﺖ �ﺴﺒﺔ ﻣﻦ ﳍﻢ ﺧـﱪﺓ ﻣـﻦ ‪ ١٦‬ﺇﱃ ‪ ٢٠‬ﺳـﻨﺔ ‪ %١٨.٢‬ﻭﻣـﻦ ﻟـﺪﻳﻬﻢ ﺧـﱪﺓ ﺃﻛﺜـﺮ ﻣـﻦ ‪٢٠‬‬ ‫ﺳﻨﺔ ﻛﺎ�ﺖ �ﺴﺒﺘﻬﻢ ‪.%١٤.١‬‬

‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪- :‬‬ ‫ﺻﻤﻤﺖ ﺇﺳﺘﺒﺎ�ﺔ ﲥﺪﻑ ﺇﱃ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺑﺮﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ﺍﳌﻄﺒﻘﺔ ﰲ ﺍﳌﻤﻠﻜﺔ‬

‫ﻭﺗﻔﻀﻴﻼﺕ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﳍﺬﻩ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺍﻟﱪﺍﻣﺞ ‪ ،‬ﻭﻗﺪ ﺗﻜﻮ�ﺖ ﺍﻹﺳﺘﺒﺎ�ﺔ ﻣﻦ ‪ ٣‬ﺃﺟﺰﺍﺀ‬

‫ﺍﻷﻭﻝ ﺗﻨﺎﻭﻝ ﺑﻴﺎ�ﺎﺕ ﺃﻭﻟﻴﺔ ﻋﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﲤﺜﻞ ﰲ ﺍﻟﻔﻘﺮﺍﺕ ﻣﻦ ) ‪ ١‬ﺇﱃ ‪ ، ( ٦‬ﻭﺍﳉﺰﺀ ﺍﻟﺜﺎ�ﻲ ﲤﺜﻞ‬

‫ﰲ ) ‪ ( ٢٥‬ﻓﻘﺮﺓ ﰲ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻣﺎ ﺍﳉﺰﺀ ﺍﻷﺧﲑ ﻭﺍﳌﻜﻮﻥ ﻣﻦ ) ‪ ( ٣‬ﺃﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ ﻹﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ‬ ‫ﻭﻣﻘﱰﺣﺎﺕ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻣﺎ ﻳﺘﻌﻠﻖ ﲟﻮﺿﻮﻉ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫ﺑﻨﺎﺀ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ -١ - :‬ﰎ ﻭﺿﻊ ﻋﺪﺓ ﻓﻘﺮﺍﺕ ﺃﻭﻟﻴﺔ ﺗﺴﻬﻢ ﰲ ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎ�ﺖ ﻫﻨﺎﻙ ﻓﺮﻭﻕ‬

‫ﺑﲔ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪ – ٢‬ﺑﻌﺪ ﻋﺮﺽ ﺍﳌﺆﺳﺴﺎﺕ ﻭﺍﻹﺩﺍﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﻫﺒﺔ ﻭﺍﻟﱪﺍﻣﺞ ﻭﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻜﺸﻒ‬

‫ﻭﺍﻟﺮﻋﺎﻳﺔ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳊﻮﺍﻓﺰ ) ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎ�ﻲ ( ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﺼﻤﻴﻢ ﺃﺳﺌﻠﺔ ﺗﺘﻌﻠﻖ ﲠﺎ ﲝﻴﺚ‬

‫ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺳﺆﺍﻝ ﻋﻦ ﻭﺍﻗﻊ ﺗﻄﺒﻴﻖ ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺃﻭ ﺃﺳﺎﻟﻴﺐ ﻣﻌﻴﻨﺔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﻳﻠﻴﻪ ﺳﺆﺍﻝ ﻋﻦ ﻭﺟﻬﺔ �ﻈﺮ‬

‫ﺍ‪‬ﻴﺐ ﰲ ﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺜﻠﻰ ﻟﻠﺘﻄﺒﻴﻖ ﻭﻫﻜﺬﺍ ‪.‬‬

‫‪ – ٣‬ﰎ ﻭﺿﻊ ﺃﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ ﲥﺪﻑ ﺇﱃ ﻣﻌﺮﻓﺔ ﺁﺭﺍﺀ ﻭﻣﻘﱰﺣﺎﺕ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻣﻮﺍﺿﻴﻊ ﺍﻟﺒﺤﺚ‬

‫ﺍﻟﻌﺎﻣﺔ ) ﺍﻟﻜﺸﻒ – ﺍﻟﺮﻋﺎﻳﺔ – ﺍﻟﺘﺠﺎﺭﺏ ( ‪.‬‬

‫ﺻﺪﻕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ – ١ - :‬ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺪﻕ ﺍﻹﺳﺘﺒﺎ�ﺔ ﰎ ﻋﺮﺿﻬﺎ ﻋﻠﻰ ﳉﻨﺔ ﲢﻜﻴﻢ ﻣﻜﻮ�ﺔ‬

‫ﻣﻦ ﳎﻤﻮﻋﺔ ﺃﺳﺎﺗﺬﺓ ﻣﻦ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﻛﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ ﻟﻠﺒﻨﺎﺕ ﲟﻜﺔ ﻟﻸﻗﺴﺎﻡ ﺍﻷﺩﺑﻴﺔ ) ﻣﻠﺤﻖ ﺭﻗﻢ ‪. ( ٢‬‬

‫‪ – ٢‬ﺑﻨﺎﺀ‪ ‬ﻋﻠﻰ ﺍﳌﻼﺣﻈﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻣﻦ ﳏﻜﻤﻲ ﺍﻹﺳﺘﺒﺎ�ﺔ ﰎ ﺗﻌﺪﻳﻞ ﺍﻷﺳﺌﻠﺔ ﻟﺘﺨﺮﺝ ﺍﻹﺳﺘﺒﺎ�ﺔ ﺑﺄﺟﺰﺍﺀ ﺛﻼﺛﺔ‬ ‫ﻋﺒﺎﺭﺓ ﻋﻦ ‪ ٦‬ﻓﻘﺮﺍﺕ ﺃﻭﻟﻴﺔ – ‪ ٢٥‬ﺳﺆﺍﻝ ﳐﺘﺺ – ‪ ٣‬ﺃﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ ‪.‬‬

‫ﺛﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ - :‬ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺛﺒﺎﺕ ﺍﻹﺳﺘﺒﺎ�ﺔ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﻮﺯﻳﻊ ﺍﻹﺳﺘﺒﺎ�ﺔ ﻋﻠﻰ ﻋﻴﻨﺔ‬

‫ﻋﺸﻮﺍﺋﻴﺔ ﻋﺪﺩﻫﺎ )‪ (١٥‬ﻓﺮﺩﺍً ﰎ ﺇﺧﺘﻴﺎﺭﻫﻢ ﻣﻦ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺑﻌﺪ ﻓﺎﺻﻞ ﺯﻣﲏ ﻗﺪﺭﻩ )‪ (٢٠‬ﻳﻮﻣﺎً ﰎ ﺗﻮﺯﻳﻊ‬ ‫ﺍﻹﺳﺘﺒﺎ�ﺔ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ �ﻔﺴﻬﺎ ﻭﰎ ﻗﻴﺎﺱ ﺍﻟﺜﺒﺎﺕ ﻭﻓﻖ ﻣﻌﺎﻣﻞ ﺃﻟﻔﺎ ﻛﺮﻭ�ﺒﺎﺥ – ﺳﺒﲑﻣﺎﻥ ﺑﺮﺍﻭﻥ – ﺟﺘﻤﺎﻥ ‪.‬‬

‫ﻭﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻳﻮﺿﺢ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻠﻌﻴﻨﺔ ﺍﻹﺳﺘﻄﻼﻋﻴﺔ ‪- :‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ : ( ١٢‬ﻳﻮﺿﺢ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺜﺒﺎﺕ ﻟﻠﻌﻴﻨﺔ ﺍﻻﺳﺘﻄﻼﻋﻴﺔ‬

‫ﺍﻟﻄﺮﻳﻘﺔ‬ ‫ﺃﻟﻔﺎ ﻛﺮﻭ�ﺒﺎﺥ‬

‫ﺳﺒﲑﻣﺎﻥ ﺑﺮﺍﻭﻥ‬

‫ﺟﺘﻤﺎﻥ‬

‫ﺍﻟﻌﻴﻨﺔ‬

‫ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌﺔ‬

‫‪0.913‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ‬

‫‪0.924‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪0.906‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌﺔ‬

‫‪0.895‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ‬

‫‪0.912‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪0.885‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳉﺎﻣﻌﺔ‬

‫‪0.836‬‬

‫ﻣﻨﺴﻮﺑﻲ ﺍﳌﺆﺳﺴﺔ‬

‫‪0.852‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪0.847‬‬

‫ﻭﻳﺘﻀﺢ ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻥ ﲨﻴﻊ ﺍﻟﻘﻴﻢ ﻣﺮﺗﻔﻌﺔ ﻭﺗﺸﲑ ﺇﱃ ﺇﺭﺗﻔﺎﻉ ﺛﺒﺎﺕ ﺍﳌﻘﻴﺎﺱ ﻭﺑﺬﻟﻚ ﺗﻌﺘﱪ ﺍﻹﺳﺘﺒﺎ�ﺔ‬

‫ﺑﺸﻜﻠﻬﺎ ﺍﻟﻨﻬﺎﺋﻲ ﺻﺎﳊﺔ ﻟﻠﺘﻄﺒﻴﻖ ﺍﳌﻴﺪﺍ�ﻲ ‪.‬‬

‫ﻭﺻﻒ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ – ١ - :‬ﰲ ﺍﳌﻘﺪﻣﺔ ﻭﺿﻌﺖ ﺑﻌﺾ ﺍﻟﻔﻘﺮﺍﺕ ﻋﻦ ﺍﻟﺒﻴﺎ�ﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬

‫ﻟﻠﻤﺠﻴﺐ ﻭﻫﻲ ‪ - :‬ﺍﻟﻌﻤﺮ – ﺍﳉﻨﺲ – ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ – ﺍﻟﺘﺨﺼﺺ – ﺍﳌﻬﻨﺔ – ﻋﺪﺩ ﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ‪.‬‬

‫‪ – ٢‬ﻛﺎ�ﺖ ﺍﻷﺳﺌﻠﺔ ﺍﳌﺨﺘﺼﺔ ﺗﻐﻄﻲ ﻋﺪﺓ ﻣﻮﺿﻮﻋﺎﺕ ﺃﻭ ﳏﺎﻭﺭ ﺭﺋﻴﺴﻴﺔ ﻫﻲ ﺍﳌﻮﻫﺒﺔ – ﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺸﻒ‬ ‫– ﺃﺳﺎﻟﻴﺐ ﺍﻟﺮﻋﺎﻳﺔ – ﺍﳊﻮﺍﻓﺰ – ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ – ﺍﳉﻬﺎﺕ ﺍﳌﺨﺘﺼﺔ ﺑﺎﳌﻮﻫﺒﺔ ‪.‬‬

‫‪ – ٣‬ﻭﺿﻌﺖ ﻋﺪﺓ ﺃﺳﺌﻠﺔ ﻣﻔﺘﻮﺣﺔ ﻹﺳﺘﻄﻼﻉ ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﻘﱰﺣﺎﲥﻢ ﰲ ﺃﺳﺎﻟﻴﺐ‬

‫ﺍﻟﻜﺸﻒ ﻭﺍﻟﺮﻋﺎﻳﺔ – ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ – ﺍﻹﳚﺎﺑﻴﺎﺕ ﻭﺍﻟﺴﻠﺒﻴﺎﺕ ﰲ ﲡﺮﺑﺔ ﺍﳌﻤﻠﻜﺔ ‪.‬‬

‫ﺗﻄﺒﻴﻖ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ -١ - :‬ﺣﺼﻠﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﺧﻄﺎﺏ ﻣﻮﺟﻪ ﻹﺩﺍﺭﺓ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ ﲜﺎﻣﻌﺔ‬

‫ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﺇﺩﺍﺭﺓ ﺷﺆﻭﻥ ﺍﳌﻮﻇﻔﲔ ﲟﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻋﺪﺍﺩ‬ ‫ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻛﻤﺎ ﺣﺼﻠﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﺧﻄﺎﺑﺎﺕ ﻣﻮﺟﻬﺔ ﻟﺮﺅﺳﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺍﳌﺨﺘﺎﺭﺓ ﺑﻜﻠﻴﺔ ﺍﻟﱰﺑﻴﺔ‬ ‫ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﺃﻣﲔ ﻋﺎﻡ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻟﺘﻮﺯﻳﻊ ﺍﻹﺳﺘﺒﺎ�ﺔ ‪.‬‬

‫‪ -٢‬ﰎ ﺗﻮﺯﻳﻊ ﺍﻹﺳﺘﻤﺎﺭﺍﺕ ﰲ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ ﻭﲨﻌﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺍﻟﺒﺎﺣﺜﺔ ﻭﺷﻘﻴﻘﻬﺎ ‪ ،‬ﺃﻣﺎ ﺍﻹﺳﺘﻤﺎﺭﺍﺕ ﺍﻟﱵ‬ ‫ﻭﺯﻋﺖ ﰲ ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﻓﻘﺪ ﺃﺭﺳﻠﺖ ﺑﻮﺍﺳﻄﺔ ﺍﻟﱪﻳﺪ ‪.‬‬

‫‪ -٣‬ﺇﺳﺘﻐﺮﻗﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻣﺪﺓ ﺳﺘﺔ ﺃﺷﻬﺮ ﻟﺘﺤﻜﻴﻢ ﻭﺗﻮﺯﻳﻊ ﻭﲨﻊ ﺍﻹﺳﺘﻤﺎﺭﺍﺕ ‪.‬‬ ‫ﺃﺳﺎﻟﻴﺐ ﺍﳌﻌﺎﳉﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻟﻠﺪﺭﺍﺳﺔ ‪- :‬‬

‫‪ – ١‬ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻟﺘﺤﺪﻳﺪ ﺧﺼﺎﺋﺺ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬

‫‪ – ٢‬ﺍﻟﺘﻜﺮﺍﺭﺍﺕ ﻭﺍﻟﻨﺴﺐ ﺍﳌﺌﻮﻳﺔ ﻭﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﳌﻌﺮﻓﺔ ﺩﺭﺟﺔ ﻣﻮﺍﻓﻘﺔ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻛﻞ‬ ‫ﻋﺒﺎﺭﺓ ﻭﻟﱰﺗﻴﺐ ﺃﳘﻴﺔ ﺍﻟﻌﺒﺎﺭﺍﺕ ‪.‬‬

‫‪ – ٣‬ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ‪( One Way Analysis of Variance - ANOVA ) :‬‬

‫ﻟﺘﺤﺪﻳﺪ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﺎً ﳌﺘﻐﲑﺍﺕ ﺍﻟﻌﻤﺮ ﻭﺍﳌﺆﻫﻞ ﻭﺍﻟﺘﺨﺼﺺ‬ ‫ﻭﺳﻨﻮﺍﺕ ﺍﳋﱪﺓ ‪.‬‬

‫‪ – ٤‬ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ) ‪ ( Schefee‬ﳌﻌﺮﻓﺔ ﺇﲡﺎﻩ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﳌﺘﻮﺳﻄﺎﺕ ‪.‬‬

‫‪ – ٥‬ﺇﺧﺘﺒﺎﺭ ﺕ ) ‪ ( T - test‬ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻓﻘﺎً ﳌﺘﻐﲑﻱ ﺍﳉﻨﺲ‬ ‫ﻭﺍﳌﻬﻨﺔ ‪.‬‬

‫‪ – ٦‬ﻣﻌﺎﻣﻞ ﺃﻟﻔﺎ ﻛﺮﻭ�ﺒﺎﺥ – ﺳﺒﲑﻣﺎﻥ ﺑﺮﺍﻭﻥ – ﺟﺘﻤﺎﻥ ﳊﺴﺎﺏ ﺍﻟﺜﺒﺎﺕ ‪.‬‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‬ ‫) ﲢﻠﻴﻞ ﺑﻴﺎ�ﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ (‬

‫• ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ) ﺍﻟﺮﺋﻴﺲ ( ‪.‬‬ ‫• ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ ‪.‬‬

‫• ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎ�ﻲ ‪.‬‬

‫• ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ‪.‬‬ ‫• ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ‪.‬‬

‫• ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﳋﺎﻣﺲ ‪.‬‬

‫• ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺴﺎﺩﺱ ‪.‬‬

‫) ﻋﺮﺽ ﻭﻣﻨﺎﻗﺸﺔ ﺍﻟﻨﺘﺎﺋﺞ (‬ ‫ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺗﻨﺎﻭﻟﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ‪ ،‬ﺛﻢ ﻣﻨﺎﻗﺸﺔ ﻭﲢﻠﻴﻞ ﻫﺬﻩ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ‪ ،‬ﻭﰎ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻹﺟﺎﺑﺔ ﻋﻠﻰ ﺃﺳﺌﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ ‪:‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺋﻴﺲ ‪-:‬‬ ‫ﻳﻨﺺ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺋﻴﺲ ﻋﻠﻰ ) ﻣﺎ ﺇﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺑﺮﺍﻣﺞ ﻣﺆﺳﺴـﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﺍﻟﻜﺸـﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ‬ ‫ﻭﺭﻋﺎﻳﺘــﻬﻢ ﰲ ﺍﳌﻤﻠﻜــﺔ ؟ ( ‪ ،‬ﻭﻟﻺﺟﺎﺑــﺔ ﻋﻠــﻰ ﻫــﺬﺍ ﺍﻟﺴــﺆﺍﻝ ﰎ ﺇﺳــﺘﺨﺪﺍﻡ ﺍﻟﺘﻜــﺮﺍﺭﺍﺕ ‪ ،‬ﻭﺍﻟﻨﺴــﺐ ﺍﳌﺌﻮﻳــﺔ ‪،‬‬ ‫ﻭﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ‪ ،‬ﻭﺍﻟﱰﺗﻴﺐ ﺍﻟﻨﺴﱯ ﻟﻠﻌﺒﺎﺭﺍﺕ ﺍﳌﻮﺟـﻮﺩﺓ ﰲ ﺍﻹﺳـﺘﺒﺎ�ﺔ ‪ ،‬ﻭﰎ ﻋـﺮﺽ ﺍﻟﻨﺘـﺎﺋﺞ ﰲ ﺟـﺪﻭﻝ‬ ‫ﺭﻗﻢ ) ‪ ( ١٣‬ﻭﻛﺎ�ﺖ ﻛﺎﻟﺘﺎﱄ ‪:‬‬ ‫‪ -١‬ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ‪- :‬‬ ‫ﻳﻼﺣﻆ ﻣﻦ �ﺘﺎﺋﺞ ﺍﳉﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ١٣‬ﺃﻥ ﻫﻨﺎﻙ ﺇﺧﺘﻼﻓﺎﺕ ﰲ ﺇﺳـﺘﺠﺎﺑﺎﺕ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﻭﺫﻟـﻚ‬ ‫ﳉﻤﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ﻭﺍﻟﱵ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣـﻦ ) ‪ ١‬ﺃ ﺇﱃ ‪١‬ﻭ ( ‪ ،‬ﻋﻠـﻰ‬ ‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﳒﺪ ﺃﻥ ) ‪ ( %٣١.٣‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ ﻭﺫﻟﻚ ﻟﻠﻌﺒﺎﺭﺓ‬ ‫ﺭﻗﻢ )‪١‬ﺏ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﺴﺘﻮﻯ ﺫﻛﺎﺀ ﻋﺎﱄ ( ‪ ،‬ﰲ ﺣـﲔ ﺃﻥ ) ‪ ( %٦٠.٦‬ﺇﺧﺘـﺎﺭﻭﺍ ﺍﻹﺳـﺘﺠﺎﺑﺔ ﺃﻭﺍﻓـﻖ‬ ‫ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ) ‪ ( %٩١.٩‬ﻣﻦ ﺇﲨﺎﱄ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﳌﻮﺍﻓﻘﺔ ﺃﻭ ﺍﳌﻮﺍﻓﻘـﺔ‬ ‫ﺑﺸﺪﻩ ﻋﻠﻰ ﺃﻥ ﺍﳌﻮﻫﻮﺏ ﻫﻮ ﺍﻟﺬﻱ ﻳﺘﻤﺘـﻊ ﲟﺴـﺘﻮﻯ ﺫﻛـﺎﺀ ﻋـﺎﱄ ‪ ،‬ﰲ ﺣـﲔ ﻫﻨـﺎﻙ ) ‪ ( ٩‬ﺃﻓـﺮﺍﺩ ﻓﻘـﻂ ﺇﺧﺘـﺎﺭﻭﺍ‬ ‫ﺍﻹﺳــﺘﺠﺎﺑﺔ ﻏــﲑ ﻣﺘﺄﻛــﺪ ﻭﳝﺜﻠــﻮﻥ ) ‪ ، ( %٧.١‬ﻭﻳﻮﺟــﺪ ) ‪ ( ١‬ﻓﻘــﻂ ﻣــﻦ ﺃﻓــﺮﺍﺩ ﳎﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﺧﺘــﺎﺭ‬ ‫ﺍﻹﺳـــﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓـــﻖ ﻭ�ﺴـــﺒﺘﻪ ) ‪ ( %١‬ﻭﻳﻼﺣـــﻆ ﻋـــﺪﻡ ﻭﺟـــﻮﺩ ﺃﻱ ﻣـــﻦ ﺃﻓـــﺮﺍﺩ ﳎﺘﻤـــﻊ ﺍﻟﺪﺭﺍﺳـــﺔ ﺇﺧﺘـــﺎﺭﻭﺍ‬ ‫ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴـﺎﺑﻲ ﳍـﺬﻩ ﺍﻟﻌﺒـﺎﺭﺓ ﻫـﻮ ) ‪ ، ( ٤.٢٢‬ﻭﻫـﻮ‬

‫ﺃﻋﻠﻰ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻟﻠﻌﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟـﱵ ﺗﺒﺤـﺚ ﻋـﻦ ﺍﻟﺼـﻔﺎﺕ ﺍﻟـﱵ ﻳﺘﻤﺘـﻊ ﲠـﺎ ﺍﳌﻮﻫـﻮﺏ ﳑـﺎ ﺟﻌـﻞ‬ ‫ﻫــﺬﻩ ﺍﻟﻌﺒــﺎﺭﺓ ﲢﺘــﻞ ﺍﻟﱰﺗﻴــﺐ ﺍﻷﻭﻝ ﻭﻗﻴﻤــﺔ ﺍﳌﺘﻮﺳــﻂ ﺍﳊﺴــﺎﺑﻲ ) ‪ ( ٤.٢٢‬ﻭﻓﻘ ـﺎً ﳌﻌﻴــﺎﺭ ﺍﳊﻜــﻢ ﻋﻠــﻰ ﺍﻟــﻮﺯﻥ‬ ‫ﺍﻟﻨﺴﱯ ﻟﻠﻤﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﺗﻌﺘﱪ ﻣﺆﺷﺮ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﻭﻫﺬﺍ ﺩﻟﻴﻼ‪ ‬ﻭﺍﺿﺤﺎً ﻋﻠﻰ ﺃﻥ ﻣﺴﺘﻮﻯ ﺍﻟـﺬﻛﺎﺀ ﺍﻟﻌـﺎﱄ‬ ‫ﻳﻌﺘﱪ ﻣﻦ ﺃﻫﻢ ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ﻭﺫﻟﻚ ﻣﻦ ﻭﺟﻬﺔ �ﻈﺮ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳـﺔ ‪ ،‬ﻭﻳﻼﺣـﻆ ﺃﻥ ﺍﻟﻌﺒـﺎﺭﺓ‬ ‫ﺭﻗﻢ )‪١‬ﺝ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺃﺩﺍﺀ ﻣﺘﻤﻴﺰ ﻭﻣﻬﺎﺭﺓ ﰲ ﺍﻷ�ﺸﻄﺔ ﺍﻟﺼﻔﻴﺔ ﻭﻏﲑ ﺍﻟﺼـﻔﻴﺔ ( ﺇﺣﺘﻠـﺖ ﺍﻟﱰﺗﻴـﺐ ﺍﻟﺜـﺎ�ﻲ‬ ‫ﻣﻦ ﺑﲔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﺗﻨﺪﺭﺝ ﲢـﺖ ﺍﻟﻌﺒـﺎﺭﺓ ﺍﻷﻭﱃ ) ﺍﳌﻮﻫـﻮﺏ ﻫـﻮ ﺍﻟـﺬﻱ ﻳﺘﻤﺘـﻊ ﺑــ ( ﻭﺫﻟـﻚ ﲟﺘﻮﺳـﻂ‬ ‫ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٤.٠٩‬ﺃﻱ ﲟﻌﻨـﻰ ﺍﳌﻮﺍﻓﻘـﺔ ‪ ،‬ﻭﻫـﺬﺍ �ﺘﻴﺠـﺔ ﺇﺭﺗﻔـﺎﻉ �ﺴـﺒﺔ ﺃﻓـﺮﺍﺩ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﺍﻟـﺬﻳﻦ‬ ‫ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﻩ )‪ ( %٢٨.٣‬ﻭﻛﺬﻟﻚ �ﺴﺒﺔ ﺍﻟﺬﻳﻦ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ) ‪( %٥٧.٦‬‬ ‫ﻭﺇﳔﻔﺎﺽ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﻳﻦ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓـﻖ ) ‪ ( ٥‬ﻓﻘـﻂ ﻭﳝﺜﻠـﻮﻥ ) ‪( %٥.١‬‬ ‫ﻭﺇ�ﻌﺪﺍﻡ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﻳﻦ ﺇﺧﺘﺎﺭﻭﺍ ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﻴﺠـﺔ ﻣﺆﺷـﺮ ﻋﻠـﻰ ﺃﻥ ﺃﻓـﺮﺍﺩ ﳎﺘﻤـﻊ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻳﺮﻭﺍ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴﺰ ﻭﺍﳌﻬﺎﺭﺓ ﰲ ﺍﻷ�ﺸﻄﻪ ﺍﻟﺼﻔﻴﺔ ﻭﻏﲑ ﺍﻟﺼﻔﻴﺔ ﺗﺄﺗﻲ ﰲ ﺍﳌﺮﺗﺒـﺔ ﺍﻟﺜﺎ�ﻴـﺔ ﻣـﻦ ﺣﻴـﺚ‬ ‫ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫـﻮﺏ ‪ ،‬ﺃﻣـﺎ ﺍﳌﺮﺗﺒـﺔ ﺍﻟﺜﺎﻟﺜـﺔ ﻓﻜﺎ�ـﺖ ﻣـﻦ �ﺼـﻴﺐ ﺍﻟﻌﺒـﺎﺭﺓ ﺭﻗـﻢ ) ‪١‬ﻫــ ( ‪ ،‬ﻭﺫﻟـﻚ‬ ‫ﲟﺘﻮﺳــﻂ ﺣﺴــﺎﺑﻲ ﻣﻘــﺪﺍﺭﻩ ) ‪ ( ٣.٨٣‬ﻭﻫــﺬﺍ ﻣﺆﺷــﺮ ﻋﻠــﻰ ﺍﳌﻮﺍﻓﻘــﺔ ﻋﻠــﻰ ﻣــﺎ ﺫﻛــﺮ ﰲ ﻫــﺬﻩ ﺍﻟﻌﺒــﺎﺭﺓ ) ﻛــﻞ‬ ‫ﻣﺎﺳﺒﻖ( ﺃﻱ ﺍﻟﺘﺤﺼﻴﻞ ﺍﳌﺮﺗﻔـﻊ ﻭﺍﻟـﺬﻛﺎﺀ ﺍﻟﻌـﺎﱄ ﻭ ﺍﻷﺩﺍﺀ ﺍﳌﺘﻤﻴـﺰ ﻭﺍﳌﻬـﺎﺭﺓ ﰲ ﺍﻷ�ﺸـﻄﻪ ﺍﻟﺼـﻔﻴﺔ ﻭﻏـﲑ ﺍﻟﺼـﻔﻴﺔ‬ ‫ﻭﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻘﻴﺎﺩﻳﺔ ‪ ،‬ﻭﻳﻼﺣـﻆ ﺃﻥ ﺍﻟﻌﺒـﺎﺭﺓ ﺭﻗـﻢ ) ‪١‬ﺃ ( ﺍﻟـﱵ ﺗﺸـﲑ ﺇﱃ ) ﺃﺩﺍﺀ ﲢﺼـﻴﻠﻲ ﻣﺮﺗﻔـﻊ (‬ ‫ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻣﻦ ﺑﲔ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻟﱵ ﺗﻨﺪﺭﺝ ﲢﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻷﻭﱃ ) ﺍﳌﻮﻫﻮﺏ ﻫﻮ ﺍﻟـﺬﻱ ﻳﺘﻤﺘـﻊ‬ ‫ﺑـ ( ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٧٧‬ﺃﻱ ﲟﻌﻨﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﻭﻫﺬﺍ �ﺘﻴﺠﺔ ﺇﺭﺗﻔﺎﻉ �ﺴﺒﺔ ﺃﻓﺮﺍﺩ ﳎﺘﻤـﻊ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﻳﻦ ﺇﺧﺘـﺎﺭﻭﺍ ﺍﻹﺳـﺘﺠﺎﺑﺔ ﻣﻮﺍﻓـﻖ ﺑﺸـﺪﻩ ) ‪ ( %١٦.٢‬ﻭﻛـﺬﻟﻚ �ﺴـﺒﺔ ﺍﻟـﺬﻳﻦ ﺇﺧﺘـﺎﺭﻭﺍ ﺍﻹﺳـﺘﺠﺎﺑﺔ‬

‫ﻣﻮﺍﻓــﻖ ) ‪ ( %٥٨.٦‬ﻭﺇﳔﻔــﺎﺽ ﻋــﺪﺩ ﺃﻓــﺮﺍﺩ ﳎﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﺍﻟ ـﺬﻳﻦ ﺇﺧﺘــﺎﺭﻭﺍ ﺍﻹﺳــﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓــﻖ )‪(١٠‬‬ ‫ﻭﳝﺜﻠﻮﻥ ) ‪ ( %١٠.١‬ﻭﻗﻠﺔ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﻳﻦ ﺇﺧﺘﺎﺭﻭﺍ ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ ) ‪ ( ٢‬ﻓﻘﻂ ﻭ�ﺴﺒﺘﻬﻢ ) ‪%٢‬‬ ‫( ﻭﻫﺬﻩ ﺍﻟﻨﺘﻴﺠـﺔ ﻣﺆﺷـﺮ ﻋﻠـﻰ ﺃﻥ ﺃﻓـﺮﺍﺩ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﻳـﺮﻭﺍ ﺃﻥ ﺍﻷﺩﺍﺀ ﺍﻟﺘﺤﺼـﻴﻠﻲ ﺍﳌﺮﺗﻔـﻊ ﺗـﺄﺗﻲ ﰲ ﺍﳌﺮﺗﺒـﺔ‬ ‫ﺍﻟﺮﺍﺑﻌﺔ ﻣﻦ ﺣﻴﺚ ﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ‪.‬‬ ‫ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻳﻼﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﻟﺼﻔﺎﺕ ﺍﻟـﱵ‬ ‫ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ﻛﺎ�ﺖ ﺫﺍﺕ ﻣﺘﻮﺳﻄﺎﺕ ﺣﺴﺎﺑﻴﺔ ﻣﺮﺗﻔﻌﺔ ﺣﻴـﺚ ﺗﺮﺍﻭﺣـﺖ ﻣـﻦ ) ‪ ( ٣.٤٣‬ﻭﺫﻟـﻚ ﻟﻠﻌﺒـﺎﺭﺓ‬ ‫ﺭﻗﻢ ) ‪١‬ﻭ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻏﲑ ﺫﻟﻚ ( ‪ ،‬ﻭﻭﺻﻠـﺖ ﺇﱃ ) ‪ ( ٤.٢٢‬ﻭﺫﻟﻚ ﻟﻠﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١‬ﺏ ( ‪.‬‬ ‫ﳑﺎ ﺳﺒﻖ �ﺴﺘﻨﺘﺞ ﺃﻥ ﻫﻨﺎﻙ ﻣﻮﺍﻓﻘﺔ ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﲨﻴﻊ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ‬ ‫ﲠﺎ ﺍﳌﻮﻫﻮﺏ ﺣﻴﺚ ﺃﻥ ﲨﻴﻊ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻛﺎ�ﺖ ﺃﻋﻠﻰ ﻣـﻦ ) ‪ ( ٣.٤‬ﻭﻫـﺬﺍ ﻣﺆﺷـﺮ ﻋﻠـﻰ ﺃﻥ ﻫﻨـﺎﻙ‬ ‫ﻣﻮﺍﻓﻘﺔ ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﺼﻔﺎﺕ ﻣﻊ ﺿﺮﻭﺭﺓ ﺍﻷﺧﺬ ﰲ ﺍﻹﻋﺘﺒﺎﺭ ﺍﻟﱰﺗﻴﺐ ﺍﻟـﺬﻱ ﺣﺼـﻠﺖ‬ ‫ﻋﻠﻴﻪ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﺬﻱ ﺳﺒﻖ ﺫﻛﺮﻩ ﺁ�ﻔﺎً ‪.‬‬ ‫‪ -٢‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪-:‬‬ ‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺈﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻳـﺘﻢ ﻓﻴﻬـﺎ‬ ‫ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﻭﺍﻟﱵ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪ ٢‬ﺃ ﺇﱃ ‪٢‬ﺩ ( ‪ ،‬ﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗـﻢ ) ‪٢‬ﺏ(‬ ‫ﻭﺍﻟــﱵ ﺗﺸــﲑ ﺇﱃ ) ﺍﳌﺮﺣﻠــﺔ ﺍﻹﺑﺘﺪﺍﺋﻴــﺔ ( ﻓــﺈﻥ ) ‪ ( %١١.١‬ﻣــﻦ ﺃﻓــﺮﺍﺩ ﳎﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﺧﺘــﺎﺭﻭﺍ ﺍﻹﺳــﺘﺠﺎﺑﺔ‬ ‫ﺃﻭﺍﻓــﻖ ﺑﺸــﺪﺓ ‪ ،‬ﰲ ﺣــﲔ ﺃﻥ ) ‪ ( %٣٩.٤‬ﺇﺧﺘــﺎﺭﻭﺍ ﺍﻹﺳــﺘﺠﺎﺑﺔ ﺃﻭﺍﻓــﻖ ﻋﻠــﻰ ﻫــﺬﻩ ﺍﻟﻌﺒــﺎﺭﺓ ﻭﻫــﺬﺍ ﻳﻌــﲏ ﺃﻥ )‬ ‫‪ ( %٥٠.٥‬ﻣﻦ ﺇﲨﺎﱄ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﳌﻮﺍﻓﻘﺔ ﺃﻭ ﺍﳌﻮﺍﻓﻘﺔ ﺑﺸـﺪﻩ ﻋﻠـﻰ ﺃﻥ ﺍﳌﺮﺣﻠـﺔ ﺍﻹﺑﺘﺪﺍﺋﻴـﺔ‬ ‫ﻫﻲ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪ ،‬ﻭ ﻫﻨﺎﻙ ) ‪ ( ٣٠‬ﻓﺮﺩﺍً ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻏـﲑ ﻣﺘﺄﻛـﺪ‬

‫ﻭﳝﺜﻠــﻮﻥ �ﺴــﺒﺔ ) ‪ ، ( %٣٠.٣‬ﻭﻳﻮﺟــﺪ ) ‪ ( ١٩‬ﻣــﻦ ﺃﻓــﺮﺍﺩ ﳎﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﺇﺧﺘــﺎﺭﻭﺍ ﺍﻹﺳــﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓــﻖ‬ ‫ﻭ�ﺴــﺒﺘﻬﻢ ﺗﺒﻠــﻎ )‪ ، (%١٩.٢‬ﻭﻳﻼﺣــﻆ ﻋــﺪﻡ ﻭﺟــﻮﺩ ﺃﻱ ﻣــﻦ ﳎﺘﻤــﻊ ﺇﺧﺘــﺎﺭﻭﺍ ﺍﻹﺳــﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓــﻖ ‪ ،‬ﻭﻫــﺬﻩ‬ ‫ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﻫﻮ ) ‪ ، ( ٣.٤٢‬ﻭﻫﻮ ﺃﻋﻠﻰ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻟﻠﻌﺒـﺎﺭﺍﺕ‬ ‫ﺍﻟﱵ ﺗﺒﺤﺚ ﻋﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﳑﺎ ﺟﻌﻞ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﲢﺘﻞ‬ ‫ﺍﻟﱰﺗﻴــﺐ ﺍﻷﻭﻝ ﻭﻗﻴﻤــﺔ ﺍﳌﺘﻮﺳــﻂ ﺍﳊﺴــﺎﺑﻲ ) ‪ ( ٣.٤٢‬ﻭﻭﻓﻘـﺎً ﳌﻌﻴــﺎﺭ ﺍﳊﻜــﻢ ﻋﻠــﻰ ﺍﻟــﻮﺯﻥ ﺍﻟﻨﺴــﱯ ﻟﻠﻤﺘﻮﺳــﻂ‬ ‫ﺍﳊﺴﺎﺑﻲ ﺗﻌﺘﱪ ﻣﺆﺷﺮﺍً ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﻭ ﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٢‬ﺩ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎ�ﻮﻳﺔ ﻭﻣﺎ‬ ‫ﺑﻌــﺪﻫﺎ ( ﺇﺣﺘﻠــﺖ ﺍﻟﱰﺗﻴــﺐ ﺍﻟﺜـﺎ�ﻲ ﻭﺫﻟــﻚ ﲟﺘﻮﺳــﻂ ﺣﺴــﺎﺑﻲ ﻳﺴــﺎﻭﻱ ) ‪ ( ٣.٢٩‬ﺃﻱ ﲟﻌﻨــﻰ ﻏــﲑ ﻣﺘﺄﻛــﺪ ‪،‬‬ ‫ﺣﻴﺚ ﻛﺎ�ﺖ �ﺴﺒﺔ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟـﺬﻳﻦ ﺇﺧﺘـﺎﺭﻭﺍ ﺍﻹﺳـﺘﺠﺎﺑﺔ ﻣﻮﺍﻓـﻖ ﺑﺸـﺪﻩ ) ‪ ، ( %١٧.٢‬ﻭ �ﺴـﺒﺔ‬ ‫ﺍﻟــﺬﻳﻦ ﺇﺧﺘــﺎﺭﻭﺍ ﺍﻹﺳــﺘﺠﺎﺑﺔ ﻏــﲑ ﻣﺘﺄﻛــﺪ ) ‪ ، ( %٢٤.٢‬ﻭ�ﺴــﺒﺔ ﺃﻓــﺮﺍﺩ ﳎﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﺍﻟــﺬﻳﻦ ﺇﺧﺘــﺎﺭﻭﺍ‬ ‫ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﺗﺒﻠﻎ ) ‪ ( ٢٧.٣‬ﻭﺇﳔﻔﺎﺽ �ﺴﺒﺔ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺬﻳﻦ ﺇﺧﺘﺎﺭﻭﺍ ﻻ ﺃﻭﺍﻓﻖ ﺑﺸـﺪﺓ ) ‪%١‬‬ ‫( ‪ ،‬ﺃﻣﺎ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻓﻜﺎ�ﺖ ﻣﻦ �ﺼﻴﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٢‬ﺝ ( ‪ ،‬ﻭﺫﻟﻚ ﲟﺘﻮﺳـﻂ ﺣﺴـﺎﺑﻲ ﻣﻘـﺪﺍﺭﻩ ) ‪٣.٠٦‬‬ ‫( ﻭﻫﺬﺍ ﻣﺆﺷﺮ ﻋﻠﻰ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﻋﻠﻰ ﻣﺎ ﺫﻛـﺮ ﰲ ﻫـﺬﻩ ﺍﻟﻌﺒـﺎﺭﺓ ) ﺍﳌﺮﺣﻠـﺔ ﺍﳌﺘﻮﺳـﻄﺔ ( ﻭﻳﻼﺣـﻆ ﺃﻥ ﺍﻟﻌﺒـﺎﺭﺓ‬ ‫ﺭﻗــﻢ ) ‪٢‬ﺃ ( ﺍﻟــﱵ ﺗﺸــﲑ ﺇﱃ ) ﻣﺮﺣﻠــﺔ ﺭﻳــﺎﺽ ﺍﻷﻃﻔــﺎﻝ( ﺇﺣﺘﻠــﺖ ﺍﻟﱰﺗﻴــﺐ ﺍﻟﺮﺍﺑــﻊ ﻭﺫﻟــﻚ ﲟﺘﻮﺳــﻂ ﺣﺴــﺎﺑﻲ‬ ‫ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٠٥‬ﺃﻱ ﲟﻌﻨﻰ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ‪.‬‬ ‫ﺑﺼــﻔﺔ ﻋﺎﻣــﺔ ﻳﻼﺣــﻆ ﺃﻥ ﲨﻴــﻊ ﺍﻟﻌﺒــﺎﺭﺍﺕ ﺍﻟــﱵ ﺗﻘــﻴﺲ ﺇﺳــﺘﺠﺎﺑﺎﺕ ﳎﺘﻤــﻊ ﺍﻟﺪﺭﺍﺳــﺔ ﺣــﻮﻝ ﺍﳌﺮﺣﻠــﺔ‬ ‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﻛﺎ�ﺖ ﺫﺍﺕ ﻣﺘﻮﺳﻄﺎﺕ ﺣﺴﺎﺑﻴﺔ ﺃﻗﻞ ﻣـﻦ ) ‪( ٣.٤‬‬ ‫ﲟﻌﻨﻰ ﻏﲑ ﻣﺘﺄﻛﺪ ﲞﻼﻑ ﻋﺒﺎﺭﺓ ﻭﺍﺣﺪﺓ ﻓﻘـﻂ ﺭﻗـﻢ ) ‪٢‬ﺏ ( ﻭﺍﻟـﱵ ﺗﺸـﲑ ﺇﱃ ) ﺍﳌﺮﺣﻠـﺔ ﺍﻹﺑﺘﺪﺍﺋﻴـﺔ ( ﺣﻴـﺚ‬ ‫ﻛﺎﻥ ﻣﺘﻮﺳﻄﻬﺎ ﺍﳊﺴﺎﺑﻲ ) ‪ ( ٣.٤٢‬ﺃﻱ ﺍﳌﻮﺍﻓﻘﺔ ‪.‬‬

‫‪ -٣‬ﺍﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻳﻔﻀﻞ ﺃﻥ ﺗﺒﺪﺃ ﻓﻴﻬﺎ ﻋﻤﻠﻴﱵ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪-:‬‬ ‫ﲞﺼﻮﺹ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟـﱵ ﺗﺘﻌﻠـﻖ ﺑﺎﳌﺮﺣﻠـﺔ ﺍﻟﺪﺭﺍﺳـﻴﺔ ﺍﻟـﱵ ﻳﻔﻀـﻞ ﺃﻥ‬ ‫ﺗﺒﺪﺃ ﻓﻴﻬﺎ ﻋﻤﻠﻴﱵ ﺍﻟﻜﺸـﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﺭﻋﺎﻳﺘـﻬﻢ ﻭﺍﻟـﱵ ﺗﺄﺧـﺬ ﺍﻷﺭﻗـﺎﻡ ﻣـﻦ ) ‪٣‬ﺃ ﺇﱃ ‪٣‬ﺩ ( ‪ ،‬ﻳﻼﺣـﻆ ﺃﻥ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٣‬ﺃ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﺮﺣﻠﺔ ﺭﻳﺎﺽ ﺍﻷﻃﻔﺎﻝ ( ﻛﺎﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍـﺎ ) ‪ ( ٣.٧٩‬ﻭﻫـﻮ‬ ‫ﺃﻋﻠــﻰ ﺍﳌﺘﻮﺳــﻄﺎﺕ ﺍﳊﺴــﺎﺑﻴﺔ ﳑــﺎ ﺟﻌــﻞ ﻫــﺬﻩ ﺍﻟﻌﺒــﺎﺭﺓ ﲢﺘــﻞ ﺍﻟﱰﺗﻴــﺐ ﺍﻷﻭﻝ ‪ ،‬ﻭﻗﻴﻤــﺔ ﺍﳌﺘﻮﺳــﻂ ﺍﳊﺴــﺎﺑﻲ )‬ ‫‪ (٣.٧٩‬ﻭﻓﻘﺎً ﳌﻌﻴﺎﺭ ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﻮﺯﻥ ﺍﻟﻨﺴﱯ ﻟﻠﻤﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﺗﻌﺘﱪ ﻣﺆﺷﺮ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘـﺔ ‪ ،‬ﻭﻳﻼﺣـﻆ ﺃﻥ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٣‬ﺏ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴـﺐ ﺍﻟﺜـﺎ�ﻲ ﻭﺫﻟـﻚ ﲟﺘﻮﺳـﻂ ﺣﺴـﺎﺑﻲ‬ ‫ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٧٠‬ﺃﻱ ﲟﻌﻨﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﺃﻣﺎ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻓﻜﺎ�ﺖ ﻣﻦ �ﺼﻴﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗـﻢ ) ‪٣‬ﺝ ( ‪ ،‬ﻭﺫﻟـﻚ‬ ‫ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻣﻘﺪﺍﺭﻩ ) ‪ ( ٣.١٦‬ﻭﻫﺬﺍ ﻣﺆﺷﺮ ﻋﻠﻰ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﻋﻠﻰ ﻣﺎ ﺫﻛﺮ ﰲ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ) ﺍﳌﺮﺣﻠﺔ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ( ‪ ،‬ﺃﻣﺎ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٣‬ﺩ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﺮﺣﻠﺔ ﺍﻟﺜﺎ�ﻮﻳـﺔ ﻭﻣـﺎ ﺑﻌـﺪﻫﺎ ( ﺇﺣﺘﻠـﺖ ﺍﻟﱰﺗﻴـﺐ ﺍﻟﺮﺍﺑـﻊ‬ ‫ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٢.٨٦‬ﺃﻱ ﲟﻌﻨﻰ ﻏﲑ ﻣﺘﺄﻛﺪ‪.‬‬ ‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻳﻼﺣﻆ ﺃﻥ ﻣﻮﺍﻓﻘـﺔ ﳎﺘﻤـﻊ ﺍﻟﺪﺭﺍﺳـﺔ ﺣـﻮﻝ ﺍﳌﺮﺣﻠـﺔ ﺍﻟﺪﺭﺍﺳـﻴﺔ ﺍﻟـﱵ ﻳﻔﻀـﻞ ﺃﻥ ﺗﺒـﺪﺃ ﻓﻴﻬـﺎ‬ ‫ﻋﻤﻠﻴﱵ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘـﻬﻢ ﻛﺎ�ـﺖ ﺗﺘﺠـﻪ ﳓـﻮ ﺍﳌﺮﺣﻠـﺔ ﺭﻳـﺎﺽ ﺍﻷﻃﻔـﺎﻝ ﺛـﻢ ﺍﳌﺮﺣﻠـﺔ ﺍﻻﺑﺘﺪﺍﺋﻴـﺔ‬ ‫ﻭﻫﻨﺎﻙ ﻋﺪﻡ ﺗﺄﻛﺪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺮﺍﺣﻞ ﺍﻷﺧﺮﻯ ) ﺍﳌﺘﻮﺳﻄﺔ – ﺍﻟﺜﺎ�ﻮﻳﺔ ﻭﻣﺎ ﺑﻌﺪﻫﺎ (‪.‬‬ ‫‪ -٤‬ﺍﳉﻬﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻌﻤﻠﻴﱵ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ‪:-‬‬

‫ﻓﻴﻢ ﻳﺘﻌﻠﻖ ﺑﺈﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳉﻬﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻌﻤﻠﻴﱵ ﺍﻟﻜﺸﻒ ﻋﻦ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﻭﺍﻟﱵ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪٤‬ﺃ ﺇﱃ ‪٤‬ﻩ ـ( ‪ ،‬ﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٤‬ﺏ ( ﻭﺍﻟﱵ ﺗﺸﲑ‬

‫ﺇﱃ ) ﺍﳌﺪﺍﺭﺱ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﺣﻴﺚ ﻛﺎﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍﺎ ) ‪ ، (٣.٩٥‬ﻭﻫﻮ ﺃﻋﻠﻰ‬

‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﻗﻴﻤﺔ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ) ‪ ( ٣.٩٥‬ﻭﻭﻓﻘﺎً ﳌﻌﻴﺎﺭ ﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﻮﺯﻥ ﺍﻟﻨﺴﱯ ﻟﻠﻤﺘﻮﺳﻂ‬

‫ﺍﳊﺴﺎﺑﻲ ﺗﻌﺘﱪ ﻣﺆﺷﺮﺍً ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﻛﻤﺎ ﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٤‬ﺃ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ‬

‫ﻭﺍﻟﺘﻌﻠﻴﻢ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٧٩‬ﺃﻱ ﲟﻌﻨﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﺃﻣﺎ‬

‫ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻓﻜﺎ�ﺖ ﻣﻦ �ﺼﻴﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٤‬ﺩ ( ‪ ،‬ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻣﻘﺪﺍﺭﻩ ) ‪ ( ٣.٥٤‬ﻭﻫﺬﺍ‬

‫ﻣﺆﺷﺮ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﻣﺎ ﺫﻛﺮ ﰲ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ) ﻣﺆﺳﺴﺎﺕ ﺧﺎﺻﺔ ( ‪ ،‬ﺃﻣﺎ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٤‬ﺝ ( ﺍﻟﱵ‬

‫ﺗﺸﲑ ﺇﱃ ) ﺍﳉﺎﻣﻌﺎﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٢٨‬ﺃﻱ ﲟﻌﻨﻰ ﻏﲑ‬

‫ﻣﺘﺄﻛﺪ ‪ ،‬ﻭﺇﺣﺘﻠﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٤‬ﻫـ ( ﻭﺍﻟﱵ ﺫﻛﺮﺕ ) ﻣﺆﺳﺴﺎﺕ ﺧﺎﺻﺔ ( ﺍﻟﱰﺗﻴﺐ ﺍﳋﺎﻣﺲ ﲟﺘﻮﺳﻂ‬ ‫ﺣﺴﺎﺑﻲ ﻣﻘﺪﺍﺭﻩ ) ‪ ( ٣.١٧‬ﻭﻫﻮ ﻣﺆﺷﺮ ﻋﻠﻰ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ‪.‬‬

‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻳﻼﺣﻆ ﺃﻥ ﻣﻮﺍﻓﻘﺔ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﳉﻬﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﺑﻌﻤﻠﻴﱵ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ‬

‫ﻭﺭﻋﺎﻳﺘﻬﻢ ﻛﺎ�ﺖ ﺗﺘﺠﻪ ﳓﻮ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺃﻥ ﻳﻘﻮﻡ ﺑﺬﻟﻚ ﺍﳌﺪﺍﺭﺱ ﺃﻭ ﻭﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﻫﻨﺎﻙ ﻋﺪﻡ ﺗﺄﻛﺪ‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﻬﺎﺕ ﺍﻷﺧﺮﻯ ) ﺍﳉﺎﻣﻌﺎﺕ‪ -‬ﻣﺆﺳﺴﺎﺕ ﺧﺎﺻﺔ ‪ -‬ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻭﺫﻟﻚ ﻟﻌﺪﻡ ﻭﺟﻮﺩ ﺑﺮﺍﻣﺞ‬ ‫ﺧﺎﺻﺔ ﺑﺎﳌﻮﻫﻮﺑﲔ ﺑﺎﳉﺎﻣﻌﺎﺕ ﻭﻋﺪﻡ ﻭﺿﻮﺡ ﺍﳉﻬﻮﺩ ﻭﺍﻟﱪﺍﻣﺞ ﺍﳌﻘﺪﻣﺔ ﻣﻦ ﻣﺆﺳﺴﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﻭﻋﺪﻡ ﻣﻌﺮﻓﺔ‬

‫ﺍ‪‬ﺘﻤﻊ ﲟﺆﺳﺴﺎﺕ ﺍﳌﻮﻫﻮﺑﲔ ﺃﻭ ﻟﻌﺪﻡ ﻭﺟﻮﺩ ﺳﻮﻯ ﻣﺆﺳﺴﺔ ﻭﺍﺣﺪﺓ ﺧﺎﺻﺔ ‪.‬‬ ‫‪ -٥‬ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪-:‬‬

‫ﺗﺄﺧﺬ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ ﺍﻷﺭﻗـﺎﻡ ﻣـﻦ ) ‪٥‬ﺃ ﺇﱃ ‪٥‬ﺯ (‪.‬‬ ‫ﻭﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٥‬ﺏ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﻼﺣﻈﺎﺕ ﺍﳌﺪﺭﺳﲔ ( ﻛﺎﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍـﺎ ﻳﺒﻠـﻎ‬ ‫) ‪ ، (٣.٨٣‬ﻭﻫﻮ ﺃﻋﻠﻰ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴـﺎﺑﻴﺔ ﳑـﺎ ﺟﻌـﻞ ﻫـﺬﻩ ﺍﻟﻌﺒـﺎﺭﺓ ﲢﺘـﻞ ﺍﻟﱰﺗﻴـﺐ ﺍﻷﻭﻝ ‪ ،‬ﻭﻳﻌﺘـﱪ ﻣﺆﺷـﺮ‬ ‫ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺫﻟﻚ ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٥‬ﺩ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺇﺧﺘﺒـﺎﺭﺍﺕ ﺍﻟﺘﺤﺼـﻴﻞ ﺍﻟﺪﺭﺍﺳـﻲ ( ﺇﺣﺘﻠـﺖ‬ ‫ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٧٩‬ﺃﻱ ﲟﻌﻨﻰ ﺍﳌﻮﺍﻓﻘـﺔ ‪ ،‬ﺃﻣـﺎ ﺍﳌﺮﺗﺒـﺔ ﺍﻟﺜﺎﻟﺜـﺔ ﻓﻜﺎ�ـﺖ‬ ‫ﻣﻦ �ﺼﻴﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٥‬ﺝ ( ﻭﺫﻟـﻚ ﲟﺘﻮﺳـﻂ ﺣﺴـﺎﺑﻲ ﻣﻘـﺪﺍﺭﻩ ) ‪ ( ٣.٦٠‬ﻭﻫـﺬﺍ ﻣﺆﺷـﺮ ﻋﻠـﻰ ﺍﳌﻮﺍﻓﻘـﺔ‬

‫ﻋﻠﻰ ﻣﺎ ﺫﻛﺮ ﰲ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ) ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺬﻛﺎﺀ ( ‪ ،‬ﺃﻣﺎ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗـﻢ ) ‪٥‬ﻫــ ( ﺍﻟـﱵ ﺗﺸـﲑ ﺇﱃ ) ﺇﺧﺘﺒـﺎﺭﺍﺕ‬ ‫ﺍﳌﻴﻮﻝ ﻭﺍﻟﻘﺪﺭﺍﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٤٦‬ﺃﻱ ﺍﳌﻮﺍﻓﻘﺔ ‪.‬‬ ‫ﺃﻣـﺎ ﺑـﺎﻗﻲ ﺍﻟﻌﺒــﺎﺭﺍﺕ ﺍﻟـﱵ ﺗﺘﻨـﺎﻭﻝ ﺍﻟﻮﺳـﺎﺋﻞ ﺍﳌﺘﺒﻌـﺔ ﰲ ﺍﻟﻜﺸـﻒ ﻋــﻦ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﻫـﻲ ) ‪٥‬ﺃ ( ﻭﺗﺘﻨــﺎﻭﻝ‬ ‫)ﺁﺭﺍﺀ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ( ﻭﺭﻗﻢ ) ‪٥‬ﻭ ( ﻭﻫﻲ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻭﺭﻗﻢ ) ‪٥‬ﺯ ( ﻭﺗﺸـﲑ ﺇﱃ ) ﻏـﲑ ﺫﻟـﻚ ( ﻛﺎ�ـﺖ‬ ‫ﻣﺘﻮﺳــﻄﺎﲥﺎ ﺍﳊﺴــﺎﺑﻴﺔ ‪ ٣.٠٤ ، ٣.٢٥ ، ٣.٣٦‬ﻋﻠــﻰ ﺍﻟﺘــﻮﺍﱄ ﻭﻫــﺬﺍ ﻣﻌﻨــﺎﻩ ﻋــﺪﻡ ﺍﻟﺘﺄﻛــﺪ ﻣــﻦ ﻓﻌﺎﻟﻴــﺔ ﻫــﺬﻩ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬ ‫‪ -٦‬ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻳﻔﻀﻞ ﺃﻥ ﺗﺘﺒﻊ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪-:‬‬ ‫ﺗﺄﺧﺬ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻳﻔﻀﻞ ﺃﻥ ﺗﺘﺒﻊ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﺍﻷﺭﻗـﺎﻡ ﻣـﻦ ) ‪٦‬ﺃ ﺇﱃ ‪٦‬ﺯ(‬ ‫‪ ،‬ﻭﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٦‬ﻭ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻛﺎﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍـﺎ)‪، ( ٤.٣٠‬‬ ‫ﻭﻫﻮ ﺃﻋﻠﻰ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﳑﺎ ﺟﻌـﻞ ﻫـﺬﻩ ﺍﻟﻌﺒـﺎﺭﺓ ﲢﺘـﻞ ﺍﻟﱰﺗﻴـﺐ ﺍﻷﻭﻝ ‪ ،‬ﻭﻳﻌﺘـﱪ ﻣﺆﺷـﺮ ﻋﻠـﻰ ﺍﳌﻮﺍﻓﻘـﺔ‬ ‫ﻋﻠــﻰ ﺫﻟــﻚ ‪ ،‬ﻭﺍﻟﻌﺒــﺎﺭﺓ ﺭﻗــﻢ )‪٦‬ﺝ( ﺍﻟــﱵ ﺗﺸــﲑ ﺇﱃ ) ﺇﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟــﺬﻛﺎﺀ ( ﺇﺣﺘﻠــﺖ ﺍﻟﱰﺗﻴــﺐ ﺍﻟﺜ ـﺎ�ﻲ ﻭﺫﻟــﻚ‬ ‫ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٤.٢٥‬ﺃﻱ ﲟﻌﻨﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﺃﻣﺎ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻓﻜﺎ�ﺖ ﻣﻦ �ﺼﻴﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗـﻢ‬ ‫) ‪٦‬ﻫــ ( ﻭﺫﻟــﻚ ﲟﺘﻮﺳـﻂ ﺣﺴــﺎﺑﻲ ﻣﻘــﺪﺍﺭﻩ ) ‪ ( ٤.٢٢‬ﻭﻫـﺬﺍ ﻣﺆﺷــﺮ ﻋﻠـﻰ ﺍﳌﻮﺍﻓﻘــﺔ ﻋﻠــﻰ ﻣـﺎ ﺫﻛــﺮ ﰲ ﻫــﺬﻩ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ) ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻴﻮﻝ ﻭﺍﻟﻘﺪﺭﺍﺕ ( ‪.‬‬ ‫ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻳﻔﻀﻞ ﺃﻥ ﺗﺘﺒﻊ ﰲ ﺍﻟﻜﺸﻒ ﻋـﻦ ﺍﳌﻮﻫـﻮﺑﲔ ﻭﻫـﻲ ) ‪٦‬ﺏ(‬ ‫ﻭﺗﺘﻨـــﺎﻭﻝ ) ﻣﻼﺣﻈـــﺎﺕ ﺍﳌﺪﺭﺳـــﲔ ( ﻭﺭﻗـــﻢ ) ‪٦‬ﺃ ( ﻭﻫـــﻲ ) ﺁﺭﺍﺀ ﺃﻭﻟﻴـــﺎﺀ ﺍﻷﻣـــﻮﺭ ( ﻭﺭﻗـــﻢ ) ‪٦‬ﺩ ( ﻭﻫـــﻲ‬ ‫)ﺇﺧﺘﺒــﺎﺭﺍﺕ ﺍﻟﺘﺤﺼــﻴﻞ ﺍﻟﺪﺭﺍﺳــﻲ ( ﻭﺭﻗــﻢ ) ‪٦‬ﺯ ( ﻭﺗﺸــﲑ ﺇﱃ ) ﻏــﲑ ﺫﻟــﻚ ( ﻛﺎ�ــﺖ ﻣﺘﻮﺳــﻄﺎﲥﺎ ﺍﳊﺴــﺎﺑﻴﺔ‬

‫‪ ٣.٦٧ ،٤.٠١ ،٤.٠١ ،٤.١٦‬ﻋﻠﻰ ﺍﻟﱰﺗﻴﺐ ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﺍﳌﻮﺍﻓﻘﺔ ﺃﻳﻀﺎً ﻋﻠﻰ ﺃﻥ ﻫﺬﻩ ﺍﻟﻮﺳـﺎﺋﻞ ﻳﻔﻀـﻞ ﺃﻥ‬ ‫ﺗﺘﺒﻊ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬ ‫‪ -٧‬ﳎﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﺗﺮﻋﻰ ﰲ ﺍﳌﻤﻠﻜﺔ ‪- :‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﲟﺠﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﺗﺮﻋﻰ ﰲ ﺍﳌﻤﻠﻜﺔ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪٧‬ﺃ ﺇﱃ ‪٧‬ﻫـ ( ﻭ‬

‫ﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٧‬ﺝ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﻹﺧﱰﺍﻋﺎﺕ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ‬

‫ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ( ٣.٧٥‬ﻭﻳﻌﺘﱪ ﻣﺆﺷﺮ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٧‬ﺃ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﻟﻌﻠﻮﻡ‬ ‫ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٦١‬ﺃﻱ ﲟﻌﻨﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪.‬‬

‫ﺃﻣــﺎ ﺑــﺎﻗﻲ ﺍﻟﻌﺒــﺎﺭﺍﺕ ﺍﻟــﱵ ﺗﺘﻨــﺎﻭﻝ ﳎــﺎﻻﺕ ﺍﳌﻮﻫﺒــﺔ ﺍﻟــﱵ ﺗﺮﻋــﻰ ﰲ ﺍﳌﻤﻠﻜــﺔ ﻭﻫــﻲ ) ‪٧‬ﺏ ( ﻭﺗﺘﻨــﺎﻭﻝ‬ ‫)ﺍﻟﻠﻐﺎﺕ ﻭﺍﻵﺩﺍﺏ ( ﻭﺭﻗﻢ ) ‪٧‬ﺩ ( ﻭﻫﻲ ) ﺍﳊﺮﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻴﺪﻭﻳﺔ ( ﻭﺭﻗﻢ ) ‪٧‬ﻫـ ( ﻭﻫﻲ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ(‬ ‫ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ‪٢.٩٣ ،٣.٠٣ ،٣.٢٨‬ﻋﻠﻰ ﺍﻟﱰﺗﻴﺐ ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻓﻌﺎﻟﻴﺔ ﻫﺬﻩ‬ ‫ﺍ‪‬ﺎﻻﺕ ‪.‬‬ ‫‪ -٨‬ﳎﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﺮﻋﻰ ﰲ ﺍﳌﻤﻠﻜﺔ ‪- :‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﲟﺠﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﺮﻋﻰ ﰲ ﺍﳌﻤﻠﻜﺔ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪٨‬ﺃ ﺇﱃ ﻫـ (‬

‫ﻭ ﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٨‬ﺝ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﻹﺧﱰﺍﻋﺎﺕ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ‬

‫ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ( ٤.٣٦‬ﻭﻳﻌﺘﱪ ﻣﺆﺷﺮ ﻋﻠﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٨‬ﻫـ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻛﻞ ﻣﺎ‬

‫ﺳﺒﻖ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٤.٢٨‬ﺃﻱ ﲟﻌﻨﻰ ﺍﳌﻮﺍﻓﻘﺔ ‪ ،‬ﺃﻣﺎ ﺑﺎﻗﻲ‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﳎﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﺮﻋﻰ ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﻫﻲ ) ‪٨‬ﺩ ( ﻭﺗﺘﻨﺎﻭﻝ )ﺍﳊﺮﻑ‬ ‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻴﺪﻭﻳﺔ ( ﻭﺭﻗﻢ ) ‪٨‬ﺃ ( ﻭﻫﻲ ) ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ( ﻭﺭﻗﻢ ) ‪٨‬ﺏ ( ﻭﻫﻲ )ﺍﻟﻠﻐﺎﺕ ﻭﺍﻵﺩﺍﺏ(‬

‫ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ‪ ٣.٩٦ ،٤.٠٩ ،٤.١٦‬ﻋﻠﻰ ﺍﻟﱰﺗﻴﺐ ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﺍﳌﻮﺍﻓﻘﺔ ﺃﻳﻀﺎً ﻋﻠﻰ ﺃﻥ‬

‫ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﳚﺐ ﺃﻥ ﺗﺮﻋﻰ ‪.‬‬

‫‪ -٩‬ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳌﺘﺒﻌﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪- :‬‬

‫ﻓﻴﻢ ﻳﺘﻌﻠﻖ ﺑﺈﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳌﺘﺒﻌﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫـﻮﺑﲔ‬

‫ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﺍﻟﱵ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪٩‬ﺃ ﺇﱃ ‪٩‬ﻭ ( ﻭﻳﻼﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ﻣﻮﺍﻓﻘﺔ ﻋﻠﻰ ﻋﺒﺎﺭﺗﲔ ﻓﻘـﻂ ﻭﳘـﺎ ﺭﻗـﻢ‬

‫) ‪٩‬ﺏ ( ﻭﻫــﻲ ) ﺍﻹﺛــﺮﺍﺀ ( ﻭﺇﺣﺘﻠــﺖ ﺍﻟﱰﺗﻴــﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳــﻂ ﺣﺴــﺎﺑﻲ ) ‪ ( ٣.٤٤‬ﻭﺍﻟﻌﺒــﺎﺭﺓ ﺭﻗــﻢ )‪٩‬ﺝ (‬ ‫ﻭﻫﻲ ) ﺍﻟﺘﺠﻤﻴﻊ ( ﻭﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪. ( ٣.٤٢‬‬

‫ﺃﻣــﺎ ﺑــﺎﻗﻲ ﺍﻟﻌﺒــﺎﺭﺍﺕ ﺍﻟــﱵ ﺗﺘﻨــﺎﻭﻝ ﺍﻹﺳــﱰﺍﺗﻴﺠﻴﺔ ﺍﳌﺘﺒﻌــﺔ ﻟﺘﻌﻠــﻴﻢ ﺍﳌﻮﻫــﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜــﺔ ﻭﻫ ـﻲ ) ‪ ٩‬ﺃ (‬ ‫ﻭﺗﺘﻨﺎﻭﻝ ) ﺍﻹﺳﺮﺍﻉ ( ﻭﺭﻗﻢ ) ‪٩‬ﺩ ( ﻭﻫﻲ ) ﺍﻟﻌﺰﻝ ( ﻭﺭﻗﻢ ) ‪٩‬ﻫـ ( ﻭﺗﺸﲑ ﺇﱃ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻭﺭﻗﻢ )‪٩‬ﻭ(‬ ‫ﻭﺗﺸﲑ ﺇﱃ ) ﻏﲑ ﺫﻟﻚ ( ﻛﺎ�ـﺖ ﻣﺘﻮﺳـﻄﺎﲥﺎ ﺍﳊﺴـﺎﺑﻴﺔ ‪ ٢.٧٦ ، ٢.٨٢ ، ٣.٠٠ ، ٢.٩٢‬ﻋﻠـﻰ ﺍﻟﺘـﻮﺍﱄ‬ ‫ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ‪.‬‬ ‫‪ -١٠‬ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪- :‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳋﺎﺻﺔ ﺑﺎﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﺍﻟﱵ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ‬

‫)‪١٠‬ﺃ ﺇﱃ ‪١٠‬ﻭ( ﺃﺷﺎﺭﺕ ﺇﱃ ﺃﻥ ﻫﻨﺎﻙ ﻣﻮﺍﻓﻘﺔ ﻋﻠﻰ ﺛﻼﺛﺔ ﻋﺒﺎﺭﺍﺕ ﺣﻴﺚ ﻛﺎ�ﺖ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﳍﺎ‬

‫ﺃﻛﺜﺮ ﻣﻦ ‪ ٣.٤‬ﻭﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﺭﻗﺎﻡ ) ‪١٠‬ﺏ ( ﻭﻫﻲ ) ﺍﻹﺛﺮﺍﺀ ( ﻭﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ‬

‫) ‪ ، ( ٤.٠٨‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٠‬ﺃ ( ﻭﻫﻲ ) ﺍﻹﺳﺮﺍﻉ ( ﻭﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ‬

‫)‪ ، (٣.٨٤‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٠‬ﺝ ( ﻭﻫﻲ ) ﺍﻟﺘﺠﻤﻴﻊ ( ﻭﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎﻟﺚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪٣.٨٠‬‬ ‫(‪.‬‬

‫ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻨﺎﻭﻝ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﻫﻲ )‪١٠‬ﺩ(‬

‫ﻭﺗﺘﻨﺎﻭﻝ ) ﺍﻟﻌﺰﻝ ( ﻭﺭﻗﻢ ) ‪١٠‬ﻫـ ( ﻭﻫﻲ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻭﺭﻗﻢ ) ‪١٠‬ﻭ ( ﻭﺗﺸﲑ ﺇﱃ ) ﻏﲑ ﺫﻟﻚ ( ﻛﺎ�ﺖ‬

‫ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ‪ ٣.٢٤ ، ٣.٣٧ ، ٣.٣٥‬ﻋﻠﻰ ﺍﻟﺘﻮﺍﱄ ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻫﺬﻩ‬ ‫ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ‪.‬‬

‫‪ -١١‬ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﺗﺄﺧﺬ‬

‫ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١١‬ﺃ ﺇﱃ ‪١١‬ﻭ ( ‪ ،‬ﻭ ﻳﻼﺣﻆ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١١‬ﺃ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﳊﺎﺳﺐ ﺍﻵﱄ ( ﺇﺣﺘﻠﺖ‬

‫ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٣.٧٩‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١١‬ﺏ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﻷﻓﻼﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ (‬ ‫ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ )‪ ،(٣.٥٦‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١١‬ﺝ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ‬

‫) ﻣﻌﺎﻣﻞ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻟﻌﻠﻮﻡ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎﻟﺚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٣.٥٤‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١١‬ﺩ (‬ ‫ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻭﺭﺵ ﺍﻟﻌﻤﻞ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪. ( ٣.٤٥‬‬

‫ﻭﲨﻴﻊ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺗﺸﲑ ﺇﱃ ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﺗﻠﻚ‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ‪ ،‬ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻫﻲ ) ‪١١‬ﻫـ ( ﻭﺗﺘﻨﺎﻭﻝ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻭﺭﻗﻢ ) ‪١١‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ(‬ ‫ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ‪٣.١٣ ،٣.٢٨‬ﻋﻠﻰ ﺍﻟﱰﺗﻴﺐ ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ‬

‫ﺑﺪﺭﺟﺔ ﻏﲑ ﻣﺘﺄﻛﺪ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻮﺳﺎﺋﻞ‪.‬‬

‫‪ -١٢‬ﺍﻟﻮﺳﺎﺋﻞ ﺍﻷ�ﺴﺐ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ‪-:‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻷ�ﺴﺐ ﻟﻺﺳﺘﺨﺪﺍﻡ ﰲ ﺗﻌﻠﻴﻢ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١٢‬ﺃ ﺇﱃ ‪١٢‬ﻭ ( ‪ ،‬ﻭ ﻳﻼﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ‬

‫ﻣﺮﺗﻔﻌﺔ ﻭﺗﺸﲑ ﺇﱃ ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻱ ﺃﻥ ﲨﻴﻊ ﻫﺬﻩ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ ﻣﻦ ﺍﳌﻨﺎﺳﺐ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﻛﺎﻥ ﺗﺮﺗﻴﺒﻬﺎ ﻛﺎﻟﺘﺎﱄ ‪ -:‬ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٢‬ﺃ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﳊﺎﺳﺐ‬

‫ﺍﻵﱄ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٤.٣٤‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٢‬ﻫـ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻛﻞ‬

‫ﻣﺎ ﺳﺒﻖ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ، ( ٤.٣٣‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٢‬ﺏ (‬ ‫ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﻷﻓﻼﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎﻟﺚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٤.٢٦‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ‬

‫)‪١٢‬ﺩ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻭﺭﺵ ﺍﻟﻌﻤﻞ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪، ( ٤.٢٥‬‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٢‬ﺝ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ )ﻣﺼﺎﺩﺭ ﺍﻟﻠﻐﺎﺕ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﳋﺎﻣﺲ ﲟﺘﻮﺳﻂ‬

‫ﺣﺴﺎﺑﻲ ﻳﺒﻠﻎ ) ‪ ، ( ٤.١٦‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٢‬ﻭ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻏﲑ ﺫﻟﻚ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺴﺎﺩﺱ‬ ‫ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪. ( ٣.٨٨‬‬

‫‪ -١٣‬ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺗﺄﺧﺬ‬

‫ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١٣‬ﺃ ﺇﱃ ‪١٣‬ﻭ ( ‪ ،‬ﻭ ﻳﻼﺣﻆ ﺃﻥ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻛﺎ�ﺖ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﻋﺒﺎﺭﺗﲔ‬

‫ﻓﻘﻂ ﻭﳘﺎ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٣‬ﺃ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺃ�ﺸﻄﺔ ﺻﻔﻴﺔ ﻭﻏﲑ ﺻﻔﻴﺔ ( ﻭﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ‬

‫ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٣.٦٨‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٣‬ﺝ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﲨﻌﻴﺎﺕ ﻭﺃ�ﺪﻳﺔ ﻋﻠﻤﻴﺔ ( ﻭﺇﺣﺘﻠﺖ‬

‫ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ، ( ٣.٤٥‬ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻫﻲ ﺭﻗﻢ ) ‪١٣‬ﺏ (‬ ‫ﻭﺗﺘﻨﺎﻭﻝ ) ﺑﺮﺍﻣﺞ ﺇﺿﺎﻓﻴﺔ ﻋﻦ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ( ﻭﺭﻗﻢ ) ‪١٣‬ﺩ ( ﻭﻫﻲ ) ﺑﺮﺍﻣﺞ ﺧﺎﺻﺔ ( ﻭﺭﻗﻢ ) ‪١٣‬ﻫـ (‬

‫ﻭﺗﺘﻨﺎﻭﻝ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻭﺭﻗﻢ ) ‪١٣‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ﺃﻗﻞ ﻣﻦ ) ‪( ٣.٤‬‬

‫ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻏﲑ ﻣﺘﺄﻛﺪ ﻋﻠﻰ ﺗﻠﻚ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ‪.‬‬ ‫‪ -١٤‬ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻷ�ﺴﺐ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪-:‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻷ�ﺴﺐ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ‬

‫ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١٤‬ﺃ ﺇﱃ ‪١٤‬ﻭ ( ﻭ ﻳﻼﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻭﺗﺸﲑ‬

‫ﺇﱃ ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻱ ﺃﻥ ﲨﻴﻊ ﻫﺬﻩ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ‬

‫ﻣﻦ ﺍﳌﻨﺎﺳﺐ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﻛﺎﻥ ﺗﺮﺗﻴﺒﻬﺎ ﻛﺎﻟﺘﺎﱄ ‪ -:‬ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٤‬ﺝ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﲨﻌﻴﺎﺕ ﻭﺃ�ﺪﻳﺔ‬

‫ﻋﻠﻤﻴﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٤.٣٠‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٤‬ﺩ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ‬

‫)ﺑﺮﺍﻣﺞ ﺧﺎﺻﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ، ( ٤.٢٧‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ‬

‫)‪١٤‬ﻫـ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎﻟﺚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺒﻠﻎ ) ‪ ، ( ٤.٢٣‬ﻭ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٤‬ﺃ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺃ�ﺸﻄﺔ ﺻﻔﻴﺔ ﻭﻏﲑ ﺻﻔﻴﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ‬

‫ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٤.١٦‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٤‬ﺏ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺑﺮﺍﻣﺞ ﺇﺿﺎﻓﻴﺔ ﻋﻦ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﳋﺎﻣﺲ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٤.١٥‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٤‬ﻭ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻏﲑ‬

‫ﺫﻟﻚ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺴﺎﺩﺱ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪. ( ٣.٨٥‬‬ ‫‪ -١٥‬ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻡ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪-:‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﳊﻮﺍﻓﺰ ﺍﳌﻘﺪﻣﺔ ﻟﻠﻤﻮﻫﻮﺑﲔ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ‬

‫)‪١٥‬ﺃ ﺇﱃ ‪١٥‬ﻭ ( ﻭ ﻳﻼﺣﻆ ﺃﻥ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻛﺎ�ﺖ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﺛﻼﺛﺔ ﻋﺒﺎﺭﺍﺕ ﻭﻫﻲ‬

‫ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٥‬ﺃ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺗﻜﺮﻳﻢ ( ﻭﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٣.٩٣‬ﻭ‬

‫ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٥‬ﺝ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﻜﺎﻓﺂﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ )‬

‫‪ ، ( ٣.٦١‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٥‬ﺏ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺭﺣﻼﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎﻟﺚ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ‬

‫ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ )‪. ( ٣.٦٠‬‬

‫ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻫﻲ ﺭﻗﻢ ) ‪١٥‬ﺩ ( ﻭﺗﺘﻨﺎﻭﻝ ) ﻣﻨﺢ ﺩﺭﺍﺳﻴﺔ ( ﻭﺭﻗﻢ ) ‪١٥‬ﻫـ ( ﻭﻫﻲ )ﻛﻞ ﻣﺎ‬

‫ﺳﺒﻖ ( ﻭﺭﻗﻢ ) ‪١٥‬ﻭ ( ﻭﺗﺘﻨﺎﻭﻝ ) ﻏﲑ ﺫﻟﻚ ( ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ﺃﻗﻞ ﻣﻦ ) ‪ (٣.٤‬ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ‬

‫ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻏﲑ ﻣﺘﺄﻛﺪ ﻋﻠﻰ ﺗﻠﻚ ﺍﳊﻮﺍﻓﺰ‪.‬‬ ‫‪ -١٦‬ﺍﳊﻮﺍﻓﺰ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻘﺪﻡ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪-:‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﳊﻮﺍﻓﺰ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻘﺪﻡ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ‬

‫ﺍﳌﻤﻠﻜﺔ ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١٦‬ﺃ ﺇﱃ ‪١٦‬ﻭ ( ‪ ،‬ﻭ ﻳﻼﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ‬

‫ﻣﺮﺗﻔﻌﺔ ﻭﺗﺸﲑ ﺇﱃ ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻱ ﺃﻥ ﲨﻴﻊ ﻫﺬﻩ‬ ‫ﺍﳊﻮﺍﻓﺰ ﻣﻦ ﺍﳌﻨﺎﺳﺐ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﻛﺎﻥ ﺗﺮﺗﻴﺒﻬﺎ ﻛﺎﻟﺘﺎﱄ ‪ -:‬ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٦‬ﻫـ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻛﻞ ﻣﺎ‬

‫ﺳﺒﻖ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٤.٣٩‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٦‬ﺩ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﻨﺢ‬ ‫ﺩﺭﺍﺳﻴﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ )‪ ( ٤.٢٨‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٦‬ﺃ ( ﻭﺍﻟﱵ‬

‫ﺗﺸﲑ ﺇﱃ ) ﺗﻜﺮﻳﻢ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎﻟﺚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ )‪ ، ( ٤.٢٢‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٦‬ﺏ ( ﺍﻟﱵ‬ ‫ﺗﺸﲑ ﺇﱃ ) ﺭﺣﻼﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٤.١٤‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٦‬ﺝ (‬

‫ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﻜﺎﻓﺂﺕ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﳋﺎﻣﺲ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ، ( ٤.١١‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﺭﻗﻢ ) ‪١٦‬ﻭ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻏﲑ ﺫﻟﻚ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺴﺎﺩﺱ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ‬

‫)‪( ٣.٨٣‬‬

‫‪ -١٧‬ﺍﻷﻓﻀﻞ ﳌﻦ ﻳﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ ﺑﺮ�ﺎﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ‪-:‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺍﻷﻓﻀﻞ ﳌﻦ ﻳﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ ﺑﺮ�ﺎﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ‬

‫ﺗﺄﺧﺬ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١٧‬ﺃ ﺇﱃ ‪١٧‬ﻫـ ( ‪ ،‬ﻭ ﻳﻼﺣﻆ ﺃﻥ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻛﺎ�ﺖ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ‬ ‫ﻭﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﻋﺒﺎﺭﺗﲔ ﻓﻘﻂ ﻭﳘﺎ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٧‬ﺃ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺧﺒﲑ ﺑﺎﳌﻮﻫﺒﺔ( ﻭﺇﺣﺘﻠﺖ‬

‫ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ( ٤.٥٢‬ﺃﻱ ﻣﻮﺍﻓﻖ ﺑﺸﺪﻩ ‪ ،‬ﻭ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٧‬ﺏ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ‬

‫)ﳜﺘﺺ ﺑﺄﺣﺪ ﺍﻟﻌﻠﻮﻡ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.٨١‬ﺃﻱ ﻣﻮﺍﻓﻖ ‪.‬‬

‫ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻫﻲ ﺭﻗﻢ ) ‪١٧‬ﺩ ( ﻭﺗﺘﻨﺎﻭﻝ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻭﺭﻗﻢ ) ‪١٧‬ﻫـ ( ﻭﻫﻲ ) ﻏﲑ‬

‫ﺫﻟﻚ ( ﻭﺭﻗﻢ ) ‪١٧‬ﺝ ( ﻭﺗﺘﻨﺎﻭﻝ ) ﻣﻮﻇﻒ ﺇﺩﺍﺭﻱ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﻣﻦ ﺍﻟﺜﺎﻟﺚ ﺇﱃ ﺍﳋﺎﻣﺲ ﻭﻛﺎ�ﺖ‬

‫ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ﺃﻗﻞ ﻣﻦ ) ‪ ( ٣.٤‬ﻭﻫﺬﺍ ﻣﻌﻨﺎﻩ ﺃﻥ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻏﲑ ﻣﺘﺄﻛﺪ‬ ‫ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ‪.‬‬

‫‪ -١٨‬ﺣﺎﺟﺎﺕ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪-:‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺣﺎﺟﺎﺕ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺗﺄﺧﺬ‬

‫ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١٨‬ﺃ ﺇﱃ ‪١٨‬ﻭ ( ﻭﻳﻼﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺎ�ﺖ ﻣﺘﻮﺳﻄﺎﲥﺎ ﺍﳊﺴﺎﺑﻴﺔ ﻣﺮﺗﻔﻌﺔ ﻭﺗﺸﲑ ﺇﱃ ﺃﻥ‬ ‫ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺳﺘﺠﺎﺑﻮﺍ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻱ ﺃﻥ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﲝﺎﺟﺔ‬

‫ﺇﱃ ﲨﻴﻊ ﻣﺎ ﺫﻛﺮ ﰲ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻛﺎﻥ ﺗﺮﺗﻴﺒﻬﺎ ﻛﺎﻟﺘﺎﱄ ‪ -:‬ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٨‬ﺃ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺇﻋﺪﺍﺩ‬ ‫ﻭﺗﺮﺗﻴﺐ ﻓﺌﺔ ﺧﺎﺻﺔ ﻣﻦ ﺍﳌﻌﻠﻤﲔ ﻭﺍﳌﺸﺮﻓﲔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪، ( ٤.٣٧‬‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٨‬ﻫـ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ‬

‫)‪ ،( ٤.٣٠‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٨‬ﺝ ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ )ﺇﺟﺮﺍﺀ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻄﻮﻳﺮﻳﺔ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ‬

‫ﺍﻟﺜﺎﻟﺚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪ ، ( ٤.٢٢‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٨‬ﺩ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺍ‪‬ﺘﻤﻊ ﻟﺪﻋﻢ‬

‫ﺍﳌﻮﻫﺒﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ، ( ٤.١٨‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٨‬ﺏ( ﻭﺍﻟﱵ‬

‫ﺗﺸﲑ ﺇﱃ )ﺗﻄﻮﻳﺮ ﺍﻷ�ﻈﻤﺔ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﳋﺎﻣﺲ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪، ( ٤.١٤‬‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٨‬ﻭ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻏﲑ ﺫﻟﻚ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺴﺎﺩﺱ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ‬

‫ﻳﺴﺎﻭﻱ )‪.(٣.٧٧‬‬

‫‪ -١٩‬ﻓﻴﻤﺎ ﳜﺘﺺ ﺑﺈﻛﺘﺸﺎﻑ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﰲ ﺍﳌﻤﻠﻜﺔ ﳝﻜﻦ ﺗﻘﻴﻴﻢ ﺃﺩﻭﺍﺭ ﺍﳉﻬﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺄﳖﺎ ﺟﻴﺪﺓ ‪:‬‬

‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﻘﻴﺲ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺗﻘﻴﻴﻢ ﺃﺩﻭﺍﺭ ﺍﳉﻬﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺈﻛﺘﺸﺎﻑ‬

‫ﺍﳌﻮﻫﻮﺑﲔ ﻭﺭﻋﺎﻳﺘﻬﻢ ﰲ ﺍﳌﻤﻠﻜﺔ ﺃﺧﺬﺕ ﺍﻷﺭﻗﺎﻡ ﻣﻦ ) ‪١٩‬ﺃ ﺇﱃ ‪١٩‬ﺩ ( ﻭﻳﻼﺣﻆ ﺃﻥ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﻛﺎ�ﺖ ﺑﺪﺭﺟﺔ ﻣﻮﺍﻓﻖ ﻋﻠﻰ ﲨﻴﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﻛﺎﻥ ﺗﺮﺗﻴﺒﻬﺎ ﻛﺎﻟﺘﺎﱄ ‪ -:‬ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٩‬ﺩ ( ﻭﺍﻟﱵ‬

‫ﺗﺸﲑ ﺇﱃ ) ﻣﺆﺳﺴﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻭﺭﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻷﻭﻝ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ‬

‫ﻳﺴﺎﻭﻱ )‪ ، (٣.٨٣‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٩‬ﺝ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﻣﺮﺍﻛﺰ ﺍﳌﻮﻫﻮﺑﲔ ﻭﺍﳌﻠﺘﻘﻴﺎﺕ ﺍﻟﺼﻴﻔﻴﺔ ( ﺇﺣﺘﻠﺖ‬

‫ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎ�ﻲ ﻭﺫﻟﻚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪ ، ( ٣.٦٥‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٩‬ﺃ( ﻭﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺍﻹﺩﺍﺭﺓ‬

‫ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﻮﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺜﺎﻟﺚ ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ) ‪، ( ٣.٥٩‬‬

‫ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٩‬ﺏ ( ﺍﻟﱵ ﺗﺸﲑ ﺇﱃ ) ﺑﺮ�ﺎﻣﺞ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ( ﺇﺣﺘﻠﺖ ﺍﻟﱰﺗﻴﺐ ﺍﻟﺮﺍﺑﻊ ﻭﺫﻟﻚ‬

‫ﲟﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻳﺴﺎﻭﻱ ) ‪. ( ٣.٤٩‬‬

‫‪ -٢٠‬ﻭﺟﻮﺩ ﺑﺮﺍﻣﺞ ﺗﺮﺑﻮﻳﺔ ﺧﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻮﺟﻮﺩ ﺑﺮﺍﻣﺞ ﺗﺮﺑﻮﻳﺔ ﺧﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻣﺪﺍﺭﺱ ﻭﻛﻠﻴﺎﺕ ﻭﺟﺎﻣﻌﺎﺕ ﺍﳌﻤﻠﻜﺔ‬

‫ﻛﺎ�ﺖ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪ ( ٢٠‬ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﺪﺩ ) ‪ ( ٢‬ﻓﻘﻂ ﻣﻦ ﺃﻓﺮﺍﺩ‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٢‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻳﻮﺟﺪ )‪(٢‬‬

‫ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٢٩.٣‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪،‬‬

‫ﻭﻟﻮﺣﻆ ﺃﻥ ) ‪ ( ٥٣‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻏﲑ ﻣﺘﺄﻛﺪ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٥٣.٥‬ﻣﻦ‬

‫ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻳﻮﺟﺪ ) ‪ ( ٨‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ �ﺴﺒﺔ‬

‫)‪ (%٨.١‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻫﻨﺎﻙ ) ‪ ( ٧‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ‬ ‫ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ �ﺴﺒﺔ ) ‪ ( %٧.١‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ‬

‫ﳍﺬﻩ ﺍﻹﺳﺘﺠﺎﺑﺎﺕ ﻳﺴﺎﻭﻱ ) ‪ ( ٣.١١‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻣﺘﻮﺳﻂ ﺍﻹﺟﺎﺑﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻫﻮ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﺑﻮﺟﻮﺩ‬

‫ﺑﺮﺍﻣﺞ ﺗﺮﺑﻮﻳﺔ ﺧﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﻣﺪﺍﺭﺱ ﻭﻛﻠﻴﺎﺕ ﻭﺟﺎﻣﻌﺎﺕ ﺍﳌﻤﻠﻜﺔ ‪.‬‬ ‫‪ -٢١‬ﻭﺟﻮﺩ ﺃﻗﺴﺎﻡ ﻭﲣﺼﺼﺎﺕ ﲜﺎﻣﻌﺎﺕ ﺍﳌﻤﻠﻜﺔ ﳐﺘﺼﺔ ﲟﺠﺎﻝ ﺍﳌﻮﻫﺒﺔ ‪- :‬‬

‫ﲞﺼﻮﺹ ﻭﺟﻮﺩ ﺃﻗﺴﺎﻡ ﻭﲣﺼﺼﺎﺕ ﲜﺎﻣﻌﺎﺕ ﺍﳌﻤﻠﻜﺔ ﳐﺘﺼﺔ ﲟﺠﺎﻝ ﺍﳌﻮﻫﺒﺔ ﻛﺎ�ﺖ ﺇﺳﺘﺠﺎﺑﺎﺕ‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪ ( ٢١‬ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﺪﺩ ) ‪ ( ٥‬ﻓﻘﻂ ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ ) ‪ ، ( %٥.١‬ﻭﻳﻮﺟﺪ ) ‪ ( ١١‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ‬

‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ ) ‪ ، ( %١١.١‬ﻭﻭﺟﺪ ) ‪ ( ٥٣‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻏﲑ‬

‫ﻣﺘﺄﻛﺪ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٥٣.٥‬ﻭﻳﻮﺟﺪ ) ‪ ( ٢٣‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ‬

‫)‪ ، ( %٢٣.٢‬ﻭﻫﻨﺎﻙ ) ‪ ( ٧‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ‬ ‫)‪ (%٧.١‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍﺬﻩ ﺍﻹﺳﺘﺠﺎﺑﺎﺕ ﻳﺴﺎﻭﻱ )‬ ‫‪ ( ٢.٨٤‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻣﺘﻮﺳﻂ ﺍﻹﺟﺎﺑﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻫﻮ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﺑﻮﺟﻮﺩ ﺃﻗﺴﺎﻡ ﻭﲣﺼﺼﺎﺕ ﲜﺎﻣﻌﺎﺕ‬ ‫ﺍﳌﻤﻠﻜﺔ ﳐﺘﺼﺔ ﲟﺠﺎﻝ ﺍﳌﻮﻫﺒﺔ ‪.‬‬

‫‪ -٢٢‬ﻭﺟﻮﺩ ﺇﺩﺍﺭﺍﺕ ﺧﺎﺻﺔ ﲥﺘﻢ ﺑﺸﺆﻭﻥ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌﺎﺕ ‪- :‬‬

‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻮﺟﻮﺩ ﺇﺩﺍﺭﺍﺕ ﺧﺎﺻﺔ ﲥﺘﻢ ﺑﺸﺆﻭﻥ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻛﺎ�ﺖ ﺇﺳﺘﺠﺎﺑﺎﺕ‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪ ( ٢٢‬ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﺪﺩ ) ‪ ( ٢‬ﻓﻘﻂ ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٢‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻳﻮﺟﺪ ) ‪ ( ٣٠‬ﻣﻦ ﺃﻓﺮﺍﺩ‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ �ﺴﺒﺔ ) ‪ ( %٣٠.٣‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻟﻮﺣﻆ‬

‫ﺃﻥ )‪ (٤٠‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻏﲑ ﻣﺘﺄﻛﺪ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٤٠.٤‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﻭﻳﻮﺟﺪ ) ‪ ( ١٦‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %١٦.٢‬ﻣﻦ‬

‫ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻫﻨﺎﻙ ) ‪ ( ١١‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ‬

‫ﻭﳝﺜﻠﻮﻥ ) ‪ ( %١١.١‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍﺬﻩ‬

‫ﺍﻹﺳﺘﺠﺎﺑﺎﺕ ﻳﺴﺎﻭﻱ ) ‪ ( ٢.٦٩‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻣﺘﻮﺳﻂ ﺍﻹﺟﺎﺑﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻫﻮ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﺑﻮﺟﻮﺩ‬ ‫ﺇﺩﺍﺭﺍﺕ ﺧﺎﺻﺔ ﲥﺘﻢ ﺑﺸﺆﻭﻥ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌﺎﺕ ‪.‬‬

‫‪ -٢٣‬ﺃﳘﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﺑﲔ ﺍﻟﺪﻭﻝ ‪- :‬‬

‫ﲞﺼﻮﺹ ﺃﳘﻴﺔ ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﺑﲔ ﺍﻟﺪﻭﻝ ﻛﺎ�ﺖ‬

‫ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪ ( ٢٣‬ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﺪﺩ ) ‪ ( ٥٨‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ ) ‪ ، ( %٥٨.٦‬ﻭﻳﻮﺟﺪ ) ‪ ( ٣٥‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ ) ‪ ، ( %٣٥.٤‬ﻭﻭﺟﺪ ) ‪ ( ٥‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻏﲑ ﻣﺘﺄﻛﺪ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٥.١‬ﻭﻳﻮﺟﺪ ) ‪ ( ١‬ﻓﻘﻂ ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭ‬ ‫ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﻭﳝﺜﻞ ) ‪ ، ( %١‬ﻭﻻ ﻳﻮﺟﺪ ﺃﻳﺎً ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ‬

‫ﺑﺸﺪﺓ ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍﺬﻩ ﺍﻹﺳﺘﺠﺎﺑﺎﺕ ﻳﺴﺎﻭﻱ ) ‪ ( ٤.٥٢‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ‬ ‫ﻣﺘﻮﺳﻂ ﺍﻹﺟﺎﺑﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻫﻮ ﺍﳌﻮﺍﻓﻘﺔ ﺑﺸﺪﺓ ﲞﺼﻮﺹ ﺃﳘﻴﺔ ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ‬ ‫ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﺑﲔ ﺍﻟﺪﻭﻝ ‪.‬‬

‫‪ -٢٤‬ﻣﺸﺎﺭﻛﺔ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻣﻬﻤﺔ ﻟﺪﻋﻢ ﺑﺮﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ‪- :‬‬

‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺄﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻣﻬﻤﺔ ﻟﺪﻋﻢ ﺑﺮﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ﻛﺎ�ﺖ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ‬

‫ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪ ( ٢٤‬ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﺪﺩ ) ‪ ( ٦١‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ‬

‫ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ ) ‪ ، ( %٦١.٦‬ﻭﻳﻮﺟﺪ ) ‪ ( ٣٦‬ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭﻭﺍ‬

‫ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ ) ‪ ، ( %٣٦.٤‬ﻭﻳﻮﺟﺪ ) ‪ ( ٢‬ﻓﻘﻂ ﻣﻦ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺇﺧﺘﺎﺭ ﺍﻹﺳﺘﺠﺎﺑﺔ‬

‫ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﻩ ﻭﳝﺜﻠﻮﻥ ) ‪ ، ( %٢‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍﺬﻩ ﺍﻹﺳﺘﺠﺎﺑﺎﺕ ﻳﺴﺎﻭﻱ‬

‫)‪ (٤.٥‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻣﺘﻮﺳﻂ ﺍﻹﺟﺎﺑﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻫﻮ ﺍﳌﻮﺍﻓﻘﺔ ﺑﺸﺪﺓ ﺑﺄﻥ ﻣﺸﺎﺭﻛﺔ ﺍﻟﻘﻄﺎﻉ ﺍﳋﺎﺹ ﻣﻬﻤﺔ‬ ‫ﻟﺪﻋﻢ ﺑﺮﺍﻣﺞ ﺍﳌﻮﻫﻮﺑﲔ ‪.‬‬

‫‪ -٢٥‬ﲡﺮﺑﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﳎﺎﻝ ﺍﳌﻮﻫﺒﺔ �ﺎﺟﺤﺔ ﻭﳏﻘﻘﺔ ﻟﻶﻣﺎﻝ ﺍﳌﺮﺟﻮﺓ ‪- :‬‬

‫ﻛﺎ�ﺖ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪ (٢٥‬ﻭﺍﻟﱵ ﺗﺘﻌﻠﻖ ﲟﺪﻯ ﳒﺎﺡ ﲡﺮﺑﺔ ﺍﳌﻤﻠﻜﺔ ﰲ‬

‫ﳎﺎﻝ ﺍﳌﻮﻫﺒﺔ ﻭﲢﻘﻴﻘﻬﺎ ﻟﻶﻣﺎﻝ ﺗﺸﲑ ﺇﱃ ﻭﺟﻮﺩ ﻋﺪﺩ )‪ (١١‬ﻓﺮﺩﺍً ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ‬

‫�ﺴﺒﺔ ) ‪ ( %١١.١‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻳﻮﺟﺪ)‪ (٢٢‬ﻓﺮﺩﺍً ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻣﻮﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ �ﺴﺒﺔ‬

‫) ‪ ، ( %٢٢.٢‬ﻭﻟﻮﺣﻆ ﺃﻥ )‪ (٥٥‬ﻓﺮﺩﺍً ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻏﲑ ﻣﺘﺄﻛﺪ ﻭﳝﺜﻠﻮﻥ �ﺴﺒﺔ ) ‪، ( %٥٥.٦‬‬ ‫ﻭﻳﻮﺟﺪ )‪ (٧‬ﺃﻓﺮﺍﺩ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٧.١‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻫﻨﺎﻙ )‬

‫‪ ( ٤‬ﺃﻓﺮﺍﺩ ﻓﻘﻂ ﺇﺧﺘﺎﺭﻭﺍ ﺍﻹﺳﺘﺠﺎﺑﺔ ﻻ ﺃﻭﺍﻓﻖ ﺑﺸﺪﺓ ﻭﳝﺜﻠﻮﻥ ) ‪ ( %٤‬ﻣﻦ ﺇﲨﺎﱄ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻫﺬﻩ‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﺟﻌﻠﺖ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﺑﻲ ﳍﺬﻩ ﺍﻻﺳﺘﺠﺎﺑﺎﺕ ﻳﺴﺎﻭﻱ ) ‪ ، ( ٣.٢٩‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﻣﺘﻮﺳﻂ ﺍﻹﺟﺎﺑﺔ‬

‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ ﻫﻮ ﻋﺪﻡ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﻣﺪﻯ ﳒﺎﺡ ﲡﺮﺑﺔ ﺍﳌﻤﻠﻜﺔ ﰲ ﳎﺎﻝ ﺍﳌﻮﻫﺒﺔ ﻭﲢﻘﻴﻘﻬﺎ ﻟﻶﻣﺎﻝ‪.‬‬

‫ﺟﺪول رﻗﻢ ) ‪ :( ١٣‬ﻳﻮﺿﺢ اﻟﺘﻜﺮارات واﻟﻨﺴﺐ اﻟﻤﺌﻮﻳﺔ واﻟﻤﺘﻮﺳﻄﺎت اﻟﺤﺴﺎﺑﻴﺔ واﻟﺘﺮﺗﻴﺐ ﻹﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﺣﻮل ﻋﺒﺎرات اﻹﺳﺘﺒﺎﻧﺔ‬ ‫ﻣﺴﻠﺴﻞ‬

‫أواﻓﻖ ﺑﺸﺪﻩ‬ ‫ك‬

‫‪١‬ب‬ ‫‪١‬ج‬ ‫‪١‬د‬ ‫‪١‬هـ‬ ‫‪١‬و‬ ‫‪٢‬أ‬ ‫‪٢‬ب‬ ‫‪٢‬ج‬ ‫‪٢‬د‬ ‫‪٣‬أ‬ ‫‪٣‬ب‬ ‫‪٣‬ج‬ ‫‪٣‬د‬ ‫‪٤‬أ‬ ‫‪٤‬ب‬ ‫‪٤‬ج‬ ‫‪٤‬د‬ ‫‪٤‬هـ‬ ‫‪٥‬أ‬ ‫‪٥‬ب‬ ‫‪٥‬ج‬ ‫‪٥‬د‬ ‫‪٥‬هـ‬ ‫‪٥‬و‬ ‫‪٥‬ز‬

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‫ك‬

‫ك‬

‫اﻟﻤﻮهﻮب هﻮ اﻟﺬي ﻳﺘﻤﺘﻊ ب‬ ‫‪1 7.1 7 60.6 60 31.3 31‬‬ ‫ﻣﺴﺘﻮى ذآﺎء ﻋﺎﻟﻲ ‪.‬‬ ‫‪5 9.1 9 57.6 57 28.3 28‬‬ ‫أداء ﻣﺘﻤﻴﺰ وﻣﻬﺎرة ﻓﻲ اﻷﻧﺸﻄﺔ اﻟﺼﻔﻴﺔ وﻏﻴﺮ اﻟﺼﻔﻴﺔ ‪.‬‬ ‫‪5 28.3 28 46.5 46 18.2 18‬‬ ‫ﺻﻔﺎت ﺷﺨﺼﻴﺔ ﻗﻴﺎدﻳﺔ ‪.‬‬ ‫‪9 28.3 28 29.3 29 32.3 32‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪1 35.4 35 50.5 50 5.1 5‬‬ ‫ﻏﻴﺮ ذﻟﻚ‬ ‫اﻟﻤﺮﺣﻠﺔ اﻟﺪراﺳﻴﺔ اﻟﺘﻲ ﺗﺘﻢ ﻓﻴﻬﺎ ﻋﻤﻠﻴﺘﻲ اﻟﻜﺸﻒ ﻋﻦ اﻟﻤﻮهﻮﺑﻴﻦ ورﻋﺎﻳﺘﻬﻢ ﻓﻌﻠﻴًﺎ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪36 30.3 30 17.2 17 14.1 14‬‬ ‫ﻣﺮﺣﻠﺔ رﻳﺎض اﻷﻃﻔﺎل ‪.‬‬ ‫‪19 30.3 30 39.4 39 11.1 11‬‬ ‫اﻟﻤﺮﺣﻠﺔ اﻹﺑﺘﺪاﺋﻴﺔ ‪.‬‬ ‫‪27 46.5 46 19.2 19 7.1 7‬‬ ‫اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ‪.‬‬ ‫‪27 30.3 30 24.2 24 17.2 17‬‬ ‫اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻧﻮﻳﺔ وﻣﺎ ﺑﻌﺪهﺎ ‪.‬‬ ‫اﻟﻤﺮﺣﻠﺔ اﻟﺪراﺳﻴﺔ اﻟﺘﻲ ﻳﻔﻀﻞ أن ﺗﺒﺪأ ﻓﻴﻬﺎ ﻋﻤﻠﻴﺘﻲ اﻟﻜﺸﻒ ﻋﻦ اﻟﻤﻮهﻮﺑﻴﻦ ورﻋﺎﻳﺘﻬﻢ هﻲ‬ ‫‪27 5.1 5 21.2 21 44.4 44‬‬ ‫ﻣﺮﺣﻠﺔ رﻳﺎض اﻷﻃﻔﺎل ‪.‬‬ ‫‪33 2.0 2 26.3 26 38.4 38‬‬ ‫اﻟﻤﺮﺣﻠﺔ اﻹﺑﺘﺪاﺋﻴﺔ ‪.‬‬ ‫‪41 13.1 13 33.3 33 12.1 12‬‬ ‫اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ‪.‬‬ ‫‪53 15.2 15 19.2 19 11.1 11‬‬ ‫اﻟﻤﺮﺣﻠﺔ اﻟﺜﺎﻧﻮﻳﺔ وﻣﺎ ﺑﻌﺪهﺎ ‪.‬‬ ‫اﻟﺠﻬﺎت اﻟﻘﺎﺋﻤﺔ ﺑﻌﻤﻠﻴﺘﻲ اﻟﻜﺸﻒ ﻋﻦ اﻟﻤﻮهﻮﺑﻴﻦ ورﻋﺎﻳﺘﻬﻢ هﻲ‬ ‫‪8 31.3 31 41.4 41 19.2 19‬‬ ‫وزارة اﻟﺘﺮﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ ‪.‬‬ ‫‪3 22.2 22 51.5 51 23.2 23‬‬ ‫اﻟﻤﺪارس ‪.‬‬ ‫‪19 35.4 35 31.3 31 11.1 11‬‬ ‫اﻟﺠﺎﻣﻌﺎت ‪.‬‬ ‫‪10 28.3 28 47.5 47 11.1 11‬‬ ‫ﻣﺆﺳﺴﺎت ﺧﺎﺻﺔ ‪.‬‬ ‫‪17 35.4 35 16.2 16 20.2 20‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫اﻟﻮﺳﺎﺋﻞ اﻟﻤﺘﺒﻌﺔ ﻓﻲ اﻟﻜﺸﻒ ﻋﻦ اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪21 27.3 27 33.3 33 15.2 15‬‬ ‫ﺁراء أوﻟﻴﺎء اﻷﻣﻮر ‪.‬‬ ‫‪9 20.2 20 45.5 45 24.2 24‬‬ ‫ﻣﻼﺣﻈﺎت اﻟﻤﺪرﺳﻴﻦ ‪.‬‬ ‫‪14 34.3 34 29.3 29 22.2 22‬‬ ‫اﺧﺘﺒﺎرات اﻟﺬآﺎء ‪.‬‬ ‫‪11 18.2 18 46.5 46 23.2 23‬‬ ‫اﺧﺘﺒﺎرات اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ‪.‬‬ ‫‪23 24.2 24 31.3 31 20.2 20‬‬ ‫اﺧﺘﺒﺎرات اﻟﻘﺪرات واﻟﻤﻴﻮل ‪.‬‬ ‫‪27 36.4 36 16.2 16 19.2 19‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪22 53.5 53 18.2 18 5.1 5‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬

‫ك‬

‫‪%‬‬

‫اﻟﺘﺮﺗﻴﺐ‬

‫اﻟﻌﺒﺎرة‬

‫أواﻓﻖ‬

‫ﻏﻴﺮ ﻣﺘﺄآﺪ‬

‫ﻻ أواﻓﻖ‬

‫ﻻ أواﻓﻖ ﺑﺸﺪﻩ‬

‫اﻟﻤﺘﻮﺳﻂ‬ ‫اﻟﺤﺴﺎﺑﻲ‬

‫اﻹﺧﺘﻴﺎرات‬

‫‪1.0‬‬ ‫‪5.1‬‬ ‫‪5.1‬‬ ‫‪9.1‬‬ ‫‪1.0‬‬

‫‪0‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪8‬‬

‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪2.0‬‬ ‫‪1.0‬‬ ‫‪8.1‬‬

‫‪4.22‬‬ ‫‪4.09‬‬ ‫‪3.74‬‬ ‫‪3.83‬‬ ‫‪3.43‬‬

‫‪1‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪6‬‬

‫‪36.4‬‬ ‫‪19.2‬‬ ‫‪27.3‬‬ ‫‪27.3‬‬

‫‪2‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬

‫‪2.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪1.0‬‬

‫‪3.05‬‬ ‫‪3.42‬‬ ‫‪3.06‬‬ ‫‪3.29‬‬

‫‪4‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪27.3‬‬ ‫‪33.3‬‬ ‫‪41.4‬‬ ‫‪53.5‬‬

‫‪2‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬

‫‪2.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪1.0‬‬

‫‪3.79‬‬ ‫‪3.70‬‬ ‫‪3.16‬‬ ‫‪2.86‬‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬

‫‪0.0 0 8.1‬‬ ‫‪0.0 0 3.0‬‬ ‫‪3.0 3 19.2‬‬ ‫‪3.0 3 10.1‬‬ ‫‪11.1 11 17.2‬‬

‫‪3.72‬‬ ‫‪3.95‬‬ ‫‪3.28‬‬ ‫‪3.54‬‬ ‫‪3.17‬‬

‫‪2‬‬ ‫‪1‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪5‬‬

‫‪3.0‬‬ ‫‪1.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬

‫‪3.36‬‬ ‫‪3.83‬‬ ‫‪3.60‬‬ ‫‪3.79‬‬ ‫‪3.46‬‬ ‫‪3.25‬‬ ‫‪3.04‬‬

‫‪5‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪7‬‬

‫‪21.2‬‬ ‫‪9.1‬‬ ‫‪14.1‬‬ ‫‪11.1‬‬ ‫‪23.2‬‬ ‫‪27.3‬‬ ‫‪22.2‬‬

‫‪3‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬

‫ﺟﺪول رﻗﻢ ) ‪ :( ١٣‬ﻳﻮﺿﺢ اﻟﺘﻜﺮارات واﻟﻨﺴﺐ اﻟﻤﺌﻮﻳﺔ واﻟﻤﺘﻮﺳﻄﺎت اﻟﺤﺴﺎﺑﻴﺔ واﻟﺘﺮﺗﻴﺐ ﻹﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﺣﻮل ﻋﺒﺎرات اﻹﺳﺘﺒﺎﻧﺔ‬

‫ﻣﺴﻠﺴﻞ‬

‫أواﻓﻖ ﺑﺸﺪﻩ‬ ‫ك‬

‫‪٦‬أ‬ ‫‪٦‬ب‬ ‫‪٦‬ج‬ ‫‪٦‬د‬ ‫‪٦‬هـ‬ ‫‪٦‬و‬ ‫‪٦‬ز‬ ‫‪٧‬أ‬ ‫‪٧‬ب‬ ‫‪٧‬ج‬ ‫‪٧‬د‬ ‫‪٧‬هـ‬ ‫‪٨‬أ‬ ‫‪٨‬ب‬ ‫‪٨‬ج‬ ‫‪٨‬د‬ ‫‪٨‬هـ‬ ‫‪٩‬أ‬ ‫‪٩‬ب‬ ‫‪٩‬ج‬ ‫‪٩‬د‬ ‫‪٩‬هـ‬ ‫‪٩‬و‬

‫‪%‬‬

‫ك‬

‫‪%‬‬

‫‪%‬‬

‫‪%‬‬

‫ك‬

‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻲ ﻳﻔﻀﻞ أن ﺗﺘﺒﻊ ﻓﻲ اﻟﻜﺸﻒ ﻋﻦ اﻟﻤﻮهﻮﺑﻴﻦ هﻲ‬ ‫‪8 68.7 68 19.2 19‬‬ ‫ﺁراء أوﻟﻴﺎء اﻷﻣﻮر ‪.‬‬ ‫‪4 68.7 68 25.3 25‬‬ ‫ﻣﻼﺣﻈﺎت اﻟﻤﺪرﺳﻴﻦ ‪.‬‬ ‫‪5 61.6 61 32.3 32‬‬ ‫اﺧﺘﺒﺎرات اﻟﺬآﺎء ‪.‬‬ ‫‪9 67.7 67 19.2 19‬‬ ‫اﺧﺘﺒﺎرات اﻟﺘﺤﺼﻴﻞ اﻟﺪراﺳﻲ ‪.‬‬ ‫‪4 62.6 62 31.3 31‬‬ ‫اﺧﺘﺒﺎرات اﻟﻘﺪرات واﻟﻤﻴﻮل ‪.‬‬ ‫‪10 35.4 35 50.5 50‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪21 59.6 59 11.1 11‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫ﻣﺠﺎﻻت اﻟﻤﻮهﺒﺔ اﻟﺘﻲ ﺗﺮﻋﻰ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪24 41.4 41 18.2 18‬‬ ‫اﻟﻌﻠﻮم واﻟﺮﻳﺎﺿﻴﺎت ‪.‬‬ ‫‪36 29.3 29 11.1 11‬‬ ‫اﻟﻠﻐﺎت واﻵداب ‪.‬‬ ‫‪24 43.4 43 21.2 21‬‬ ‫اﻹﺧﺘﺮاﻋﺎت واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ‪.‬‬ ‫‪40 19.2 19 8.1 8‬‬ ‫اﻟﺤﺮف واﻟﻤﻬﺎرات اﻟﻴﺪوﻳﺔ ‪.‬‬ ‫‪37 9.1 9 15.2 15‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫ﻣﺠﺎﻻت اﻟﻤﻮهﺒﺔ اﻟﺘﻲ ﻳﺠﺐ أن ﺗﺮﻋﻰ هﻲ‬ ‫‪7 58.6 58 28.3 28‬‬ ‫اﻟﻌﻠﻮم واﻟﺮﻳﺎﺿﻴﺎت ‪.‬‬ ‫‪9 70.7 70 15.2 15‬‬ ‫اﻟﻠﻐﺎت واﻵداب ‪.‬‬ ‫‪3 57.6 57 39.4 39‬‬ ‫اﻹﺧﺘﺮاﻋﺎت واﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ‪.‬‬ ‫‪5 61.6 61 29.3 29‬‬ ‫اﻟﺤﺮف واﻟﻤﻬﺎرات اﻟﻴﺪوﻳﺔ ‪.‬‬ ‫‪11 30.3 30 52.5 52‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﻤﺘﺒﻌﺔ ﻟﺘﻌﻠﻴﻢ ا ﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪36 19.2 19 7.1 7‬‬ ‫اﻹﺳﺮاع ) ﺗﺨﻄﻲ اﻟﺼﻔﻮف أو اﻹﻟﺘﺤﺎق اﻟﻤﺒﻜﺮ ﺑﺎﻟﻤﺪرﺳﺔ ( ‪.‬‬ ‫‪35 33.3 33 14.1 14‬‬ ‫اﻹﺛﺮاء ) إﻏﻨﺎء اﻟﻤﻨﺎهﺞ ( ‪.‬‬ ‫‪32 42.4 42 9.1 9‬‬ ‫اﻟﺘﺠﻤﻴﻊ ) اﻷﻧﺪﻳﺔ اﻟﻌﻠﻤﻴﺔ ( ‪.‬‬ ‫‪38 20.2 20 8.1 8‬‬ ‫اﻟﻌﺰل ) اﻟﻔﺼﻮل اﻟﺨﺎﺻﺔ ( ‪.‬‬ ‫‪45 8.1 8 8.1 8‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬

‫‪4‬‬

‫‪4.0‬‬

‫ك‬

‫ك‬

‫‪%‬‬

‫اﻟﺘﺮﺗﻴﺐ‬

‫اﻟﻌﺒﺎرة‬

‫أواﻓﻖ‬

‫ﻏﻴﺮ ﻣﺘﺄآﺪ‬

‫ﻻ أواﻓﻖ‬

‫ﻻ أواﻓﻖ ﺑﺸﺪﻩ‬

‫اﻟﻤﺘﻮﺳﻂ‬ ‫اﻟﺤﺴﺎﺑﻲ‬

‫اﻹﺧﺘﻴﺎرات‬

‫‪8.1‬‬ ‫‪4.0‬‬ ‫‪5.1‬‬ ‫‪9.1‬‬ ‫‪4.0‬‬ ‫‪10.1‬‬ ‫‪21.2‬‬

‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪2.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪3.0‬‬ ‫‪1.0‬‬ ‫‪2.0‬‬ ‫‪1.0‬‬

‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪7‬‬

‫‪2.0‬‬ ‫‪1.0‬‬ ‫‪0.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪2.0‬‬ ‫‪7.1‬‬

‫‪4.01‬‬ ‫‪4.16‬‬ ‫‪4.25‬‬ ‫‪4.01‬‬ ‫‪4.22‬‬ ‫‪4.30‬‬ ‫‪3.67‬‬

‫‪5‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪7‬‬

‫‪24.2‬‬ ‫‪36.4‬‬ ‫‪24.2‬‬ ‫‪40.4‬‬ ‫‪37.4‬‬

‫‪15‬‬ ‫‪23‬‬ ‫‪11‬‬ ‫‪32‬‬ ‫‪30‬‬

‫‪15.2‬‬ ‫‪23.2‬‬ ‫‪11.1‬‬ ‫‪32.3‬‬ ‫‪30.3‬‬

‫‪1‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪8‬‬

‫‪1.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪8.1‬‬

‫‪3.61‬‬ ‫‪3.28‬‬ ‫‪3.75‬‬ ‫‪3.03‬‬ ‫‪2.93‬‬

‫‪2‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪7.1‬‬ ‫‪9.1‬‬ ‫‪3.0‬‬ ‫‪5.1‬‬ ‫‪11.1‬‬

‫‪6‬‬ ‫‪5‬‬ ‫‪0‬‬ ‫‪4‬‬ ‫‪5‬‬

‫‪6.1‬‬ ‫‪5.1‬‬ ‫‪0.0‬‬ ‫‪4.0‬‬ ‫‪5.1‬‬

‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪1‬‬

‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪1.0‬‬

‫‪4.09‬‬ ‫‪3.96‬‬ ‫‪4.36‬‬ ‫‪4.16‬‬ ‫‪4.28‬‬

‫‪4‬‬ ‫‪5‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪36.4‬‬ ‫‪35.4‬‬ ‫‪32.3‬‬ ‫‪38.4‬‬ ‫‪45.5‬‬

‫‪33‬‬ ‫‪17‬‬ ‫‪14‬‬ ‫‪30‬‬ ‫‪34‬‬

‫‪33.3‬‬ ‫‪17.2‬‬ ‫‪14.1‬‬ ‫‪30.3‬‬ ‫‪34.3‬‬

‫‪4‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬

‫‪4.0‬‬ ‫‪0.0‬‬ ‫‪2.0‬‬ ‫‪3.0‬‬ ‫‪4.0‬‬

‫‪2.92‬‬ ‫‪3.44‬‬ ‫‪3.42‬‬ ‫‪3.00‬‬ ‫‪2.82‬‬

‫‪4‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪5‬‬

‫‪28.3 28 47.5 47 12.1 12‬‬

‫‪8‬‬

‫‪8.1‬‬

‫‪2.76‬‬

‫‪6‬‬

‫ﺟﺪول رﻗﻢ ) ‪ :( ١٣‬ﻳﻮﺿﺢ اﻟﺘﻜﺮارات واﻟﻨﺴﺐ اﻟﻤﺌﻮﻳﺔ واﻟﻤﺘﻮﺳﻄﺎت اﻟﺤﺴﺎﺑﻴﺔ واﻟﺘﺮﺗﻴﺐ ﻹﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﺣﻮل ﻋﺒﺎرات اﻹﺳﺘﺒﺎﻧﺔ‬ ‫ﻣﺴﻠﺴﻞ‬

‫أواﻓﻖ ﺑﺸﺪﻩ‬ ‫ك‬

‫‪١٠‬أ‬ ‫‪١٠‬ب‬ ‫‪١٠‬ج‬ ‫‪١٠‬د‬ ‫‪١٠‬هـ‬ ‫‪١٠‬و‬ ‫‪١١‬أ‬ ‫‪١١‬ب‬ ‫‪١١‬ج‬ ‫‪١١‬د‬ ‫‪١١‬هـ‬ ‫‪١١‬و‬ ‫‪١٢‬أ‬ ‫‪١٢‬ب‬ ‫‪١٢‬ج‬ ‫‪١٢‬د‬ ‫‪١٢‬هـ‬ ‫‪١٢‬و‬ ‫‪١٣‬أ‬ ‫‪١٣‬ب‬ ‫‪١٣‬ج‬ ‫‪١٣‬د‬ ‫‪١٣‬هـ‬ ‫‪١٣‬و‬

‫‪%‬‬

‫ك‬

‫‪%‬‬

‫‪%‬‬

‫‪%‬‬

‫ك‬

‫اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ اﻷآﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻌﻠﻴﻢ اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪8 54.5 54 22.2 22‬‬ ‫اﻹﺳﺮاع ) ﺗﺨﻄﻲ اﻟﺼﻔﻮف أو اﻹﻟﺘﺤﺎق اﻟﻤﺒﻜﺮ ﺑﺎﻟﻤﺪرﺳﺔ ( ‪.‬‬ ‫‪6 58.6 58 28.3 28‬‬ ‫اﻹﺛﺮاء ) إﻏﻨﺎء اﻟﻤﻨﺎهﺞ ( ‪.‬‬ ‫‪10 60.6 60 16.2 16‬‬ ‫اﻟﺘﺠﻤﻴﻊ ) اﻷﻧﺪﻳﺔ اﻟﻌﻠﻤﻴﺔ ( ‪.‬‬ ‫‪17 39.4 39 14.1 14‬‬ ‫اﻟﻌﺰل ) اﻟﻔﺼﻮل اﻟﺨﺎﺻﺔ ( ‪.‬‬ ‫‪15 24.2 24 26.3 26‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪26 42.4 42 7.1 7‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫اﻟﻮﺳﺎﺋﻞ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺗﻌﻠﻴﻢ اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪27 46.5 46 20.2 20‬‬ ‫اﻟﺤﺎﺳﺐ اﻵﻟﻲ واﻷﺟﻬﺰة اﻟﻌﻠﻤﻴﺔ ‪.‬‬ ‫‪32 41.4 41 14.1 14‬‬ ‫ﻣﺼﺎدر اﻟﻤﻌﻠﻮﻣﺎت واﻷﻓﻼم اﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬ ‫‪32 47.5 47 9.1 9‬‬ ‫ﻣﻌﺎﻣﻞ اﻟﻠﻐﺎت واﻟﻌﻠﻮم ‪.‬‬ ‫‪41 34.3 34 13.1 13‬‬ ‫اﻟﺰﻳﺎرات اﻟﻤﻴﺪاﻧﻴﺔ وورش اﻟﻌﻤﻞ ‪.‬‬ ‫‪37 22.2 22 17.2 17‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪50 23.2 23 8.1 8‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫اﻟﻮﺳﺎﺋﻞ اﻷﻧﺴﺐ ﻟﻺﺳﺘﺨﺪام ﻓﻲ ﺗﻌﻠﻴﻢ اﻟﻤﻮهﻮﺑﻴﻦ هﻲ‬ ‫‪3 56.6 56 39.4 39‬‬ ‫اﻟﺤﺎﺳﺐ اﻵﻟﻲ واﻷﺟﻬﺰة اﻟﻌﻠﻤﻴﺔ ‪.‬‬ ‫‪4 62.6 62 32.3 32‬‬ ‫ﻣﺼﺎدر اﻟﻤﻌﻠﻮﻣﺎت واﻷﻓﻼم اﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬ ‫‪5 70.7 70 23.2 23‬‬ ‫ﻣﻌﺎﻣﻞ اﻟﻠﻐﺎت واﻟﻌﻠﻮم ‪.‬‬ ‫‪3 65.7 65 30.3 30‬‬ ‫اﻟﺰﻳﺎرات اﻟﻤﻴﺪاﻧﻴﺔ وورش اﻟﻌﻤﻞ ‪.‬‬ ‫‪8 31.3 31 55.6 55‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪5 70.7 70 16.2 16‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫اﻹﺳﺘﺮاﺗﻴﺠﻴﺎت اﻟﺨﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪32 34.3 34 22.2 22‬‬ ‫أﻧﺸﻄﺔ ﺻﻔﻴﺔ وﻏﻴﺮ ﺻﻔﻴﺔ ‪.‬‬ ‫‪36 37.4 37 7.1 7‬‬ ‫ﺑﺮاﻣﺞ إﺿﺎﻓﻴﺔ ﻋﻦ اﻟﻤﻨﺎهﺞ اﻟﺪراﺳﻴﺔ ‪.‬‬ ‫‪29 39.4 39 13.1 13‬‬ ‫ﺟﻤﻌﻴﺎت وأﻧﺪﻳﺔ ﻋﻠﻤﻴﺔ ‪.‬‬ ‫‪41 29.3 29 11.1 11‬‬ ‫ﺑﺮاﻣﺞ ﺧﺎﺻﺔ ‪.‬‬ ‫‪42 18.2 18 9.1 9‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪46 21.2 21 3.0 3‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬

‫ك‬

‫ك‬

‫‪%‬‬

‫اﻟﺘﺮﺗﻴﺐ‬

‫اﻟﻌﺒﺎرة‬

‫أواﻓﻖ‬

‫ﻏﻴﺮ ﻣﺘﺄآﺪ‬

‫ﻻ أواﻓﻖ‬

‫ﻻ أواﻓﻖ ﺑﺸﺪﻩ‬

‫اﻟﻤﺘﻮﺳﻂ‬ ‫اﻟﺤﺴﺎﺑﻲ‬

‫اﻹﺧﺘﻴﺎرات‬

‫‪8.1‬‬ ‫‪6.1‬‬ ‫‪10.1‬‬ ‫‪17.2‬‬ ‫‪15.2‬‬ ‫‪26.3‬‬

‫‪15‬‬ ‫‪7‬‬ ‫‪13‬‬ ‫‪26‬‬ ‫‪29‬‬ ‫‪16‬‬

‫‪15.2‬‬ ‫‪7.1‬‬ ‫‪13.1‬‬ ‫‪26.3‬‬ ‫‪29.3‬‬ ‫‪16.2‬‬

‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪8‬‬

‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪3.0‬‬ ‫‪5.1‬‬ ‫‪8.1‬‬

‫‪3.84‬‬ ‫‪4.08‬‬ ‫‪3.80‬‬ ‫‪3.35‬‬ ‫‪3.37‬‬ ‫‪3.24‬‬

‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪6‬‬

‫‪27.3‬‬ ‫‪32.3‬‬ ‫‪32.3‬‬ ‫‪41.4‬‬ ‫‪37.4‬‬ ‫‪50.5‬‬

‫‪4‬‬ ‫‪10‬‬ ‫‪10‬‬ ‫‪8‬‬ ‫‪18‬‬ ‫‪10‬‬

‫‪4.0‬‬ ‫‪10.1‬‬ ‫‪10.1‬‬ ‫‪8.1‬‬ ‫‪18.2‬‬ ‫‪10.1‬‬

‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪8‬‬

‫‪2.0‬‬ ‫‪2.0‬‬ ‫‪1.0‬‬ ‫‪2.0‬‬ ‫‪5.1‬‬ ‫‪8.1‬‬

‫‪3.79‬‬ ‫‪3.56‬‬ ‫‪3.54‬‬ ‫‪3.45‬‬ ‫‪3.28‬‬ ‫‪3.13‬‬

‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬

‫‪3.0‬‬ ‫‪4.0‬‬ ‫‪5.1‬‬ ‫‪3.0‬‬ ‫‪8.1‬‬ ‫‪5.1‬‬

‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬

‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬

‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪4‬‬ ‫‪7‬‬

‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪4.0‬‬ ‫‪7.1‬‬

‫‪4.34‬‬ ‫‪4.26‬‬ ‫‪4.16‬‬ ‫‪4.25‬‬ ‫‪4.33‬‬ ‫‪3.88‬‬

‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪6‬‬

‫‪32.3‬‬ ‫‪36.4‬‬ ‫‪29.3‬‬ ‫‪41.4‬‬ ‫‪42.4‬‬ ‫‪46.5‬‬

‫‪11‬‬ ‫‪17‬‬ ‫‪16‬‬ ‫‪16‬‬ ‫‪25‬‬ ‫‪22‬‬

‫‪11.1‬‬ ‫‪17.2‬‬ ‫‪16.2‬‬ ‫‪16.2‬‬ ‫‪25.3‬‬ ‫‪22.2‬‬

‫‪0‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪7‬‬

‫‪0.0‬‬ ‫‪2.0‬‬ ‫‪2.0‬‬ ‫‪2.0‬‬ ‫‪5.1‬‬ ‫‪7.1‬‬

‫‪3.68‬‬ ‫‪3.30‬‬ ‫‪3.45‬‬ ‫‪3.31‬‬ ‫‪3.01‬‬ ‫‪2.91‬‬

‫‪1‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪6‬‬

‫ﺟﺪول رﻗﻢ ) ‪ :( ١٣‬ﻳﻮﺿﺢ اﻟﺘﻜﺮارات واﻟﻨﺴﺐ اﻟﻤﺌﻮﻳﺔ واﻟﻤﺘﻮﺳﻄﺎت اﻟﺤﺴﺎﺑﻴﺔ واﻟﺘﺮﺗﻴﺐ ﻹﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﺣﻮل ﻋﺒﺎرات اﻹﺳﺘﺒﺎﻧﺔ‬ ‫ﻣﺴﻠﺴﻞ‬

‫أواﻓﻖ ﺑﺸﺪﻩ‬ ‫ك‬

‫‪١٤‬أ‬ ‫‪١٤‬ب‬ ‫‪١٤‬ج‬ ‫‪١٤‬د‬ ‫‪١٤‬هـ‬ ‫‪١٤‬و‬ ‫‪١٥‬أ‬ ‫‪١٥‬ب‬ ‫‪١٥‬ج‬ ‫‪١٥‬د‬ ‫‪١٥‬هـ‬ ‫‪١٥‬و‬ ‫‪١٦‬أ‬ ‫‪١٦‬ب‬ ‫‪١٦‬ج‬ ‫‪١٦‬د‬ ‫‪١٦‬هـ‬ ‫‪١٦‬و‬ ‫‪١٧‬أ‬ ‫‪١٧‬ب‬ ‫‪١٧‬ج‬ ‫‪١٧‬د‬ ‫‪١٧‬هـ‬

‫‪%‬‬

‫ك‬

‫‪%‬‬

‫‪%‬‬

‫‪%‬‬

‫ك‬

‫اﻹﺳﺘﺮاﺗﻴﺠﻴﺎت اﻷﻧﺴﺐ ﻟﺮﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ هﻲ‬ ‫‪5 64.6 64 27.3 27‬‬ ‫أﻧﺸﻄﺔ ﺻﻔﻴﺔ وﻏﻴﺮ ﺻﻔﻴﺔ ‪.‬‬ ‫‪3 64.6 64 28.3 28‬‬ ‫ﺑﺮاﻣﺞ إﺿﺎﻓﻴﺔ ﻋﻦ اﻟﻤﻨﺎهﺞ اﻟﺪراﺳﻴﺔ ‪.‬‬ ‫‪2 59.6 59 36.4 36‬‬ ‫ﺟﻤﻌﻴﺎت وأﻧﺪﻳﺔ ﻋﻠﻤﻴﺔ ‪.‬‬ ‫‪3 63.6 63 32.3 32‬‬ ‫ﺑﺮاﻣﺞ ﺧﺎﺻﺔ ‪.‬‬ ‫‪6 42.4 42 45.5 45‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪6 71.7 71 14.1 14‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫اﻟﺤﻮاﻓﺰ اﻟﺘﻲ ﺗﻘﺪم ﻟﻠﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪18 51.5 51 24.2 24‬‬ ‫ﺗﻜﺮﻳﻢ ‪.‬‬ ‫‪27 47.5 47 13.1 13‬‬ ‫رﺣﻼت ‪.‬‬ ‫‪20 57.6 57 9.1 9‬‬ ‫ﻣﻜﺎﻓﺂت وهﺪاﻳﺎ ‪.‬‬ ‫‪32 30.3 30 11.1 11‬‬ ‫ﻣﻨﺢ دراﺳﻴﺔ وﺑﻌﺜﺎت ‪.‬‬ ‫‪40 16.2 16 12.1 12‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪45 21.2 21 1.0 1‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫اﻟﺤﻮاﻓﺰ اﻷآﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻘﺪم ﻟﻠﻤﻮهﻮﺑﻴﻦ ﺑﺎﻟﻤﻤﻠﻜﺔ هﻲ‬ ‫‪4 66.7 66 28.3 28‬‬ ‫ﺗﻜﺮﻳﻢ ‪.‬‬ ‫‪8 66.7 66 24.2 24‬‬ ‫رﺣﻼت ‪.‬‬ ‫‪6 73.7 73 19.2 19‬‬ ‫ﻣﻜﺎﻓﺂت وهﺪاﻳﺎ ‪.‬‬ ‫‪4 63.6 63 32.3 32‬‬ ‫ﻣﻨﺢ دراﺳﻴﺔ وﺑﻌﺜﺎت ‪.‬‬ ‫‪8 35.4 35 53.5 53‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪9 70.7 70 13.1 13‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫اﻷﻓﻀﻞ ﻟﻤﻦ ﻳﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ ﺑﺮﻧﺎﻣﺞ اﻟﻤﻮهﺒﻴﻦ أن ﻳﻜﻮن‬ ‫‪2 41.4 41 55.6 55‬‬ ‫ﺧﺒﻴﺮ ﺑﺎﻟﻤﻮهﺒﺔ ‪.‬‬ ‫‪33 39.4 39 23.2 23‬‬ ‫ﻣﺨﺘﺺ ﺑﺄﺣﺪ اﻟﻌﻠﻮم ‪.‬‬ ‫‪48 26.3 26 2.0 2‬‬ ‫ﻣﻮﻇﻒ إداري ‪.‬‬ ‫‪44 20.2 20 13.1 13‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪61 20.2 20 3.0 3‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬

‫ك‬

‫ك‬

‫‪%‬‬

‫اﻟﺘﺮﺗﻴﺐ‬

‫اﻟﻌﺒﺎرة‬

‫أواﻓﻖ‬

‫ﻏﻴﺮ ﻣﺘﺄآﺪ‬

‫ﻻ أواﻓﻖ‬

‫ﻻ أواﻓﻖ ﺑﺸﺪﻩ‬

‫اﻟﻤﺘﻮﺳﻂ‬ ‫اﻟﺤﺴﺎﺑﻲ‬

‫اﻹﺧﺘﻴﺎرات‬

‫‪5.1‬‬ ‫‪3.0‬‬ ‫‪2.0‬‬ ‫‪3.0‬‬ ‫‪6.1‬‬ ‫‪6.1‬‬

‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪3.0‬‬ ‫‪2.0‬‬ ‫‪2.0‬‬ ‫‪1.0‬‬ ‫‪2.0‬‬ ‫‪1.0‬‬

‫‪0‬‬ ‫‪2‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪4‬‬ ‫‪7‬‬

‫‪0.0‬‬ ‫‪2.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪4.0‬‬ ‫‪7.1‬‬

‫‪4.16‬‬ ‫‪4.15‬‬ ‫‪4.30‬‬ ‫‪4.27‬‬ ‫‪4.23‬‬ ‫‪3.85‬‬

‫‪4‬‬ ‫‪5‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪6‬‬

‫‪18.2‬‬ ‫‪27.3‬‬ ‫‪20.2‬‬ ‫‪32.3‬‬ ‫‪40.4‬‬ ‫‪45.5‬‬

‫‪5‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪22‬‬ ‫‪25‬‬ ‫‪22‬‬

‫‪5.1‬‬ ‫‪10.1‬‬ ‫‪11.1‬‬ ‫‪22.2‬‬ ‫‪25.3‬‬ ‫‪22.2‬‬

‫‪1.0 1‬‬ ‫‪2.0 2‬‬ ‫‪2.0 2‬‬ ‫‪4.0 4‬‬ ‫‪6.1 6‬‬ ‫‪10.1 10‬‬

‫‪3.93‬‬ ‫‪3.60‬‬ ‫‪3.61‬‬ ‫‪3.22‬‬ ‫‪3.03‬‬ ‫‪2.81‬‬

‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬

‫‪4.0‬‬ ‫‪8.1‬‬ ‫‪6.1‬‬ ‫‪4.0‬‬ ‫‪8.1‬‬ ‫‪9.1‬‬

‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪3‬‬ ‫‪0‬‬

‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪1.0‬‬ ‫‪0.0‬‬ ‫‪3.0‬‬ ‫‪0.0‬‬

‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪7‬‬

‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪7.1‬‬

‫‪4.22‬‬ ‫‪4.14‬‬ ‫‪4.11‬‬ ‫‪4.28‬‬ ‫‪4.39‬‬ ‫‪3.83‬‬

‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪6‬‬

‫‪1.0 1 2.0‬‬ ‫‪3.0 3 33.3‬‬ ‫‪18.2 18 48.5‬‬ ‫‪18.2 18 44.4‬‬ ‫‪8.1 8 61.6‬‬

‫‪0‬‬ ‫‪1‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪7‬‬

‫‪0.0‬‬ ‫‪1.0‬‬ ‫‪5.1‬‬ ‫‪4.0‬‬ ‫‪7.1‬‬

‫‪4.52‬‬ ‫‪3.81‬‬ ‫‪3.02‬‬ ‫‪3.20‬‬ ‫‪3.04‬‬

‫‪1‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪4‬‬

‫ﺟﺪول رﻗﻢ ) ‪ :( ١٣‬ﻳﻮﺿﺢ اﻟﺘﻜﺮارات واﻟﻨﺴﺐ اﻟﻤﺌﻮﻳﺔ واﻟﻤﺘﻮﺳﻄﺎت اﻟﺤﺴﺎﺑﻴﺔ واﻟﺘﺮﺗﻴﺐ ﻹﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ ﺣﻮل ﻋﺒﺎرات اﻹﺳﺘﺒﺎﻧﺔ‬ ‫ﻣﺴﻠﺴﻞ‬

‫أواﻓﻖ ﺑﺸﺪﻩ‬ ‫ك‬

‫‪١٨‬أ‬ ‫‪١٨‬ب‬ ‫‪١٨‬ج‬ ‫‪١٨‬د‬ ‫‪١٨‬هـ‬ ‫‪١٨‬و‬ ‫‪١٩‬أ‬ ‫‪١٩‬ب‬ ‫‪١٩‬ج‬ ‫‪١٩‬د‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪22‬‬ ‫‪23‬‬ ‫‪24‬‬ ‫‪25‬‬

‫‪%‬‬

‫ك‬

‫‪%‬‬

‫‪%‬‬

‫‪%‬‬

‫ك‬

‫ك‬

‫ك‬

‫‪%‬‬

‫اآﺘﺸﺎف ورﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ ﺑﺤﺎﺟﺔ إﻟﻰ‬ ‫‪0.0 0 1.0 1 4.0 4 51.5 51 43.4 43‬‬ ‫إﻋﺪاد وﺗﺪرﻳﺐ ﻓﺌﺔ ﺧﺎﺻﺔ ﻣﻦ اﻟﻤﻌﻠﻤﻴﻦ واﻟﻤﺸﺮﻓﻴﻦ ‪.‬‬ ‫‪0.0 0 1.0 1 10.1 10 62.6 62 26.3 26‬‬ ‫ﺗﻄﻮﻳﺮ اﻷﻧﻈﻤﺔ واﻟﻤﻨﺎهﺞ اﻟﺪراﺳﻴﺔ ‪.‬‬ ‫‪0.0 0 0.0 0 8.1 8 61.6 61 30.3 30‬‬ ‫إﺟﺮاء اﻷﺑﺤﺎث واﻟﺪراﺳﺎت اﻟﺘﻄﻮﻳﺮﻳﺔ ‪.‬‬ ‫‪0.0 0 1.0 1 12.1 12 54.5 54 32.3 32‬‬ ‫ﺗﻔﻌﻴﻞ دور اﻟﻤﺠﺘﻤﻊ ﻟﺪﻋﻢ اﻟﻤﻮهﺒﺔ ‪.‬‬ ‫‪3.0 3 1.0 1 12.1 12 30.3 30 53.5 53‬‬ ‫آﻞ ﻣﺎﺳﺒﻖ ‪.‬‬ ‫‪7.1 7 1.0 1 14.1 14 63.6 63 14.1 14‬‬ ‫ﻏﻴﺮ ذﻟﻚ ‪.‬‬ ‫ﻓﻴﻤﺎ ﻳﺨﺘﺺ ﺑﺈآﺘﺸﺎف اﻟﻤﻮهﻮﺑﻴﻦ ورﻋﺎﻳﺘﻬﻢ ﻓﻲ اﻟﻤﻤﻠﻜﺔ ﻳﻤﻜﻦ ﺗﻘﻴﻴﻢ أدوار آﻞ ﻣﻦ اﻟﺠﻬﺎت اﻵﺗﻴﺔ ﺑﺄﻧﻬﺎ ﺟﻴﺪة وﻣﺤﻘﻘﺔ ﻟﻸهﺪاف اﻟﻤﺮﺟﻮة ﻣﻨﻬﺎ‬ ‫‪1.0 1 2.0 2 54.5 54 22.2 22 20.2 20‬‬ ‫اﻹدارة اﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ ﺑﻮزارة اﻟﺘﺮﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ ‪.‬‬ ‫‪1.0 1 2.0 2 54.5 54 31.3 31 11.1 11‬‬ ‫ﺑﺮﻧﺎﻣﺞ اﻟﻜﺸﻒ ﻋﻦ اﻟﻤﻮهﻮﺑﻴﻦ ‪.‬‬ ‫‪1.0 1 1.0 1 49.5 49 29.3 29 19.2 19‬‬ ‫ﻣﺮاآﺰ اﻟﻤﻮهﻮﺑﻴﻦ واﻟﻤﻠﺘﻘﻴﺎت اﻟﺼﻴﻔﻴﺔ ‪.‬‬ ‫‪2.0 2 1.0 1 41.4 41 23.2 23 32.3 32‬‬ ‫ﻣﺆﺳﺴﺔ اﻟﻤﻠﻚ ﻋﺒﺪ اﻟﻌﺰﻳﺰ ورﺟﺎﻟﻪ ﻟﺮﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ ‪.‬‬ ‫ﺗﻮﺟﺪ ﺑﺮاﻣﺞ ﺗﺮﺑﻮﻳﺔ ﺧﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ ﻣﺪارس وﺟﺎﻣﻌﺎت وآﻠﻴﺎت اﻟﻤﻤﻠﻜﺔ ‪.‬‬ ‫‪7.1 7 8.1 8 53.5 53 29.3 29 2.0 2‬‬ ‫ﺗﻮﺟﺪ أﻗﺴﺎم وﺗﺨﺼﺼﺎت ﺑﺠﺎﻣﻌﺎت اﻟﻤﻤﻠﻜﺔ ﻣﺨﺘﺼﺔ ﺑﻤﺠﺎل اﻟﻤﻮهﺒﺔ ‪.‬‬ ‫‪7.1 7 23.2 23 53.5 53 11.1 11 5.1 5‬‬ ‫ﺗﻮﺟﺪ إدارات ﺧﺎﺻﺔ ﺗﻬﺘﻢ ﺑﺸﺆون اﻟﻤﻮهﻮﺑﻴﻦ ﻓﻲ اﻟﻤﺪارس واﻟﺠﺎﻣﻌﺎت ‪.‬‬ ‫‪11.1 11 16.2 16 40.4 40 30.3 30 2.0 2‬‬ ‫ﻓﻴﻤﺎ ﻳﺨﺘﺺ ﺑﺎﻟﻤﻮهﺒﺔ واﻟﻤﻮهﻮﺑﻴﻦ ﻣﻦ اﻟﻤﻬﻢ اﻵﺳﺘﻔﺎدة ﻣﻦ اﻟﺘﺠﺎرب اﻟﻌﺮﺑﻴﺔ واﻟﻌﺎﻟﻤﻴﺔ وﺗﺒﺎدل اﻟﺨﺒﺮات ﺑﻴﻦ اﻟﺪول‬ ‫‪0.0 0 1.0 1 5.1 5 35.4 35 58.6 58‬‬ ‫ﻣﺸﺎرآﺔ اﻟﻘﻄﺎع اﻟﺨﺎص ﻣﻬﻤﺔ ﻟﺪﻋﻢ ﺑﺮاﻣﺞ اﻟﻤﻮهﻮﺑﻴﻦ‬ ‫‪2.0 2 0.0 0 0.0 0 36.4 36 61.6 61‬‬ ‫ﻳﻤﻜﻦ اﻟﻘﻮل ﺑﺄن ﺗﺠﺮﺑﺔ اﻟﻤﻤﻠﻜﺔ ﻓﻲ ﻣﺠﺎل اﻟﻤﻮهﺒﺔ ﻧﺎﺟﺤﺔ وﻣﺤﻘﻘﺔ ﻟﻸهﺪاف اﻟﻤﺮﺟﻮة‬ ‫‪4.0 4 7.1 7 55.6 55 22.2 22 11.1 11‬‬

‫اﻟﺘﺮﺗﻴﺐ‬

‫اﻟﻌﺒﺎرة‬

‫أواﻓﻖ‬

‫ﻏﻴﺮ ﻣﺘﺄآﺪ‬

‫ﻻ أواﻓﻖ‬

‫ﻻ أواﻓﻖ ﺑﺸﺪﻩ‬

‫اﻟﻤﺘﻮﺳﻂ‬ ‫اﻟﺤﺴﺎﺑﻲ‬

‫اﻹﺧﺘﻴﺎرات‬

‫‪4.37‬‬ ‫‪4.14‬‬ ‫‪4.22‬‬ ‫‪4.18‬‬ ‫‪4.30‬‬ ‫‪3.77‬‬

‫‪1‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪6‬‬

‫‪3.59‬‬ ‫‪3.49‬‬ ‫‪3.65‬‬ ‫‪3.83‬‬

‫‪3‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪3.11‬‬

‫‪-‬‬

‫‪2.84‬‬

‫‪-‬‬

‫‪2.96‬‬

‫‪-‬‬

‫‪4.52‬‬

‫‪-‬‬

‫‪4.56‬‬

‫‪-‬‬

‫‪3.29‬‬

‫‪-‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ ‪- :‬‬

‫ﻳﻨﺺ ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ ﻋﻠﻰ ) ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺑﺮﺍﻣﺞ‬

‫ﻣﺆﺳﺴﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﻋﻠﻰ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﻟﻌﻤﺮ؟ ( ‪ ،‬ﻭﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺫﻟﻚ ﰎ‬ ‫ﺇﺳﺘﺨﺪﺍﻡ ﺇﺧﺘﺒﺎﺭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻭﺫﻟﻚ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ‬

‫ﺍﻹﺳﺘﺒﺎ�ﺔ ﻭﻓﻘﺎً ﻹﺧﺘﻼﻑ ﺍﻟﻌﻤﺮ ﻭﻋﺮﺿﺖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﺑﺬﻟﻚ ﰲ ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ١٤‬ﻭﻳﺘﻀﺢ ﻣﻦ �ﺘﺎﺋﺞ‬

‫ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﻣﺎ ﻳﻠﻲ ‪- :‬‬

‫ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ﻳﻼﺣﻆ ﺃﻥ ﻗﻴﻤﺔ )ﻑ( ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١‬ﺩ ( ﻭﺍﻟﱵ‬ ‫ﺗﻨﺺ ﻋﻠﻰ ) ﺻﻔﺎﺕ ﺷﺨﺼﻴﺔ ﻗﻴﺎﺩﻳﺔ ( ﺗﺴﺎﻭﻱ ) ‪ ( ٢.٨٧‬ﻭﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ‪ ،‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ‬ ‫ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ‪ ٠.٠٥‬ﺑﲔ ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺗﻠﻚ‬ ‫ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ﻭﺫﻟﻚ ﺗﺒﻌﺎً ﳌﺘﻐﲑ ﺍﻟﻌﻤﺮ‪.‬‬ ‫ﻭﳌﻌﺮﻓﺔ ﺍﻟﺼﺎﱀ ﻣﻦ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﰎ ﺇﺳﺘﺨﺪﺍﻡ ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﻭﺍﻟﺬﻱ ﺃﺷﺎﺭﺕ �ﺘﺎﺋﺠﻪ ﺇﱃ ﺃﻥ ﻫﺬﻩ‬ ‫ﺍﻹﺧﺘﻼﻓﺎﺕ ﻛﺎ�ﺖ ﺑﲔ ﻓﺌﱵ ﺍﻟﻌﻤﺮ )ﻣﻦ ‪ ( ٣٠ – ٢٠‬ﺳﻨﺔ ﻭ)ﻣﻦ ‪ ( ٤٠ – ٣١‬ﺳﻨﺔ ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﻓﺌﺔ‬ ‫ﺍﻟﻌﻤﺮ)ﻣﻦ ‪ ( ٤٠ – ٣١‬ﻭﻫﺬﺍ ﻳﻌﻨﻰ ﺃﻥ ﻫﺬﻩ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺮﻳﺔ )ﻣﻦ ‪ ( ٤٠ – ٣١‬ﺗﻮﺍﻓﻖ ﺑﺪﺭﺟﺔ ﺃﻛﱪ ﻣﻦ ﺍﻟﻔﺌﺔ‬ ‫ﺍﻟﻌﻤﺮﻳﺔ ﺍﻷﺧﺮﻯ ﻋﻠﻰ ﺃﻥ ﺍﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻘﻴﺎﺩﻳﺔ ﻫﻲ ﻣﻦ ﺍﻟﺼﻔﺎﺕ ﺍﻟﱵ ﻳﺘﻤﺘﻊ ﲠﺎ ﺍﳌﻮﻫﻮﺏ ‪ ،‬ﻭﺗﻌﺘﻘﺪ‬ ‫ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺍﻟﺴﺒﺐ ﰲ ﺫﻟﻚ ﻳﺮﺟﻊ ﺇﱃ ﺃﻥ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻟﺼﻐﲑﺓ ﻻ ﲥﺘﻢ ﻛﺜﲑﺍً ﺑﺎﻟﺼﻔﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ ﺍﻟﻘﻴﺎﺩﻳﺔ‬ ‫ﺑﻨﻔﺲ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﲥﺘﻢ ﲠﺎ ﺍﻟﻔﺌﺔ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻷﻋﻠﻰ‪.‬‬ ‫ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﻭﺟﺪ ﻓﻴﻬﺎ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺑﺴﺒﺐ ﺇﺧﺘﻼﻑ ﺍﻟﻌﻤﺮ ﰲ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻓﻬﻲ ﻋﺒﺎﺭﺓ ﺭﻗﻢ )‪٥‬ﺏ( ﻭﺍﻟﱵ‬

‫ﺗﻨﺺ ﻋﻠﻰ )ﻣﻼﺣﻈﺎﺕ ﺍﳌﺪﺭﺳﲔ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﺣﻴﺚ ﺃﻇﻬﺮ‬

‫ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻓﻘﻂ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﻓﺌﺔ ﺍﻟﻌﻤﺮ ﻣﻦ )‪ ( ٣٠ – ٢٠‬ﺳﻨﺔ ﻭﺑﲔ‬

‫ﻓﺌﺔ ﺍﻟﻌﻤﺮ ﻣﻦ )‪ (٤٠ – ٣١‬ﺳﻨﺔ ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﺍﻟﻔﺌﺔ ﻣﻦ)‪ (٤٠ – ٣١‬ﺳﻨﺔ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ) ‪٦‬ﺏ ( ﻭ ) ‪٦‬ﺩ ( ﻭ‬

‫) ‪٦‬ﺯ ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ ﻣﻼﺣﻈﺎﺕ ﺍﳌﺪﺭﺳﲔ ﻭﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﻏﲑ ﺫﻟﻚ ﻛﻮﺳﺎﺋﻞ ﻳﻔﻀﻞ‬ ‫ﺃﻥ ﺗﺘﺒﻊ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﻣﻼﺣﻈﺎﺕ ﺍﳌﺪﺭﺳﲔ ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٨‬ﺏ ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ ) ﺍﻟﻠﻐﺎﺕ‬

‫ﻭﺍﻵﺩﺍﺏ ( ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٨‬ﺝ ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ ) ﺍﻹﺧﱰﺍﻋﺎﺕ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ( ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ‬

‫)‪٨‬ﻫـ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ )ﻛﻞ ﻣﺎ ﺳﺒﻖ ( ﻓﻴﻤﺎ ﳜﺺ ﳎﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﻳﻔﻀﻞ ﺃﻥ ﺗﺮﻋﻰ ﺣﻴﺚ ﺃﻇﻬﺮ ﺇﺧﺘﺒﺎﺭ‬

‫ﺷﻴﻔﻴﻪ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﻓﺌﺔ ﺍﻟﻌﻤﺮ ﻣﻦ )‪ ( ٣٠ – ٢٠‬ﺳﻨﺔ ﻭﺑﲔ ﺑﺎﻗﻲ ﻓﺌﺎﺕ‬

‫ﺍﻟﻌﻤﺮ ﺍﻷﺧﺮﻯ ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻷﺧﺮﻯ ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٠‬ﺃ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ )ﺍﻹﺳﺮﺍﻉ (‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٠‬ﺝ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ ) ﺍﻟﺘﺠﻤﻴﻊ ( ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ )‪١٠‬ﺩ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ )ﺍﻟﻌﺰﻝ( ﻓﻴﻤﺎ‬

‫ﳜﺺ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﺣﻴﺚ ﺃﻇﻬﺮ ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ‬

‫ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﻓﺌﺔ ﺍﻟﻌﻤﺮ ﻣﻦ )‪ (٣٠ – ٢٠‬ﺳﻨﺔ ﻭﺑﲔ ﺑﺎﻗﻲ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻷﺧﺮﻯ ﻭﺫﻟﻚ‬

‫ﻟﺼﺎﱀ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﻛﺬﻟﻚ ﻭﺟﺪﺕ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﰲ ﺍﻟﻌﺒﺎﺭﺓ ) ‪١١‬ﻭ ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ ﻛﻞ ﻣﺎﺳﺒﻖ ﻓﻴﻤﺎ ﳜﺺ‬

‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪ ،‬ﻭﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٢‬ﺏ ( ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ ) ﺍﻷﻓﻼﻡ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻷ�ﺴﺐ ﻟﻺﺳﺘﺨﺪﺍﻡ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٥‬ﻭ ( ﻭﺗﺸﲑ ﺇﱃ‬

‫) ﻏﲑ ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻡ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٦‬ﺩ ( ﻭﻫﻲ ) ﻣﻨﺢ‬

‫ﺩﺭﺍﺳﻴﺔ ( ﻭﺭﻗﻢ ) ‪١٦‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﳊﻮﺍﻓﺰ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﻠﺘﻄﺒﻴﻖ ‪ ،‬ﻭﺭﻗﻢ ) ‪١٧‬ﺏ (‬

‫ﻭﻫﻲ ) ﳐﺘﺺ ﺑﺄﺣﺪ ﺍﻟﻌﻠﻮﻡ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻷﻓﻀﻞ ﳌﻦ ﻳﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪(٢٣‬‬ ‫ﻭﺍﻟﱵ ﺗﻨﺺ ﻋﻠﻰ ) ﻓﻴﻤﺎ ﳜﺘﺺ ﺑﺎﳌﻮﻫﺒﺔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺍﳌﻬﻢ ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ ﻭﺗﺒﺎﺩﻝ‬

‫ﺍﳋﱪﺍﺕ ﺑﲔ ﺍﻟﺪﻭﻝ ( ﺣﻴﺚ ﺃﺷﺎﺭ ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﻓﺌﺔ ﺍﻟﻌﻤﺮ‬

‫ﻣﻦ )‪ (٣٠ – ٢٠‬ﺳﻨﺔ ﻭﺑﲔ ﺑﺎﻗﻲ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻷﺧﺮﻯ ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻷﺧﺮﻯ‪.‬‬

‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﺒﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﱂ ﻳﺮﺩ ﺫﻛﺮﻫﺎ ﺳﺎﺑﻘﺎً ‪ ،‬ﻛﺎ�ﺖ ﻗﻴﻢ )ﻑ( ﳍﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻏﲑ ﺩﺍﻟﺔ‬ ‫ﺇﺣﺼﺎﺋﻴﺎً ‪ ،‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ‪٠.٠٥‬ﺏ ( ﺑﲔ‬ ‫ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ‪ ،‬ﻭﻫﺬﺍ ﻣﺆﺷﺮ ﻋﻠﻰ ﺃﻥ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ‬ ‫ﺇﺧﺘﻼﻑ ﺃﻋﻤﺎﺭﻫﻢ ﻛﺎ�ﺖ ﺁﺭﺍﺋﻬﻢ ﺣﻮﻝ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﺘﻘﺎﺭﺑﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﻭﻻ ﻳﻮﺟﺪ ﺑﲔ ﺁﺭﺍﺋﻬﻢ ﻓﺮﻭﻕ ﺫﺍﺕ‬ ‫ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺭﻏﻢ ﺇﺧﺘﻼﻑ ﺃﻋﻤﺎﺭﻫﻢ ‪.‬‬

‫ﺟﺪول رﻗﻢ )‪ :(١٤‬ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي ﻟﺪﻻﻟﺔ اﻟﻔﺮوق ﺑﻴﻦ ﻣﺘﻮﺳﻄﺎت إﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ‬ ‫ﺗﺒﻌﺎ ﻟﻤﺘﻐﻴﺮ اﻟﻌﻤﺮ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪1‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫‪2‬‬ ‫ﺝ‬

‫ﺩ‬

‫ﺃ‬

‫ﺏ‬

‫‪3‬‬ ‫ﺝ‬

‫ﺩ‬

‫ﺃ‬

‫ﺏ‬

‫‪4‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.86‬‬

‫‪3‬‬

‫‪0.62‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.79‬‬

‫‪95‬‬

‫‪0.84‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪81.66‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.04‬‬

‫‪3‬‬

‫‪0.01‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪37.07‬‬

‫‪95‬‬

‫‪0.39‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪37.11‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻻ‬

‫‪0.74‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.03‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.63‬‬

‫‪3‬‬

‫‪0.88‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪53.56‬‬

‫‪95‬‬

‫‪0.56‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.18‬‬

‫ﻻ‬ ‫‪1.55‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.42‬‬

‫‪3‬‬

‫‪2.14‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪70.75‬‬

‫‪95‬‬

‫‪0.75‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪77.17‬‬

‫‪98‬‬

‫‪2.87‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.42‬‬

‫‪3‬‬

‫‪2.47‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪94.66‬‬

‫‪95‬‬

‫‪1.00‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪102.08‬‬

‫ﻻ‬ ‫‪2.48‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.79‬‬

‫‪3‬‬

‫‪2.26‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪77.53‬‬

‫‪95‬‬

‫‪0.82‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.32‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.77‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.63‬‬

‫‪3‬‬

‫‪0.21‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪116.12‬‬

‫‪95‬‬

‫‪1.22‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.75‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.05‬‬

‫‪3‬‬

‫‪1.02‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪81.13‬‬

‫‪95‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.17‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.27‬‬

‫‪3‬‬

‫‪0.42‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪72.37‬‬

‫‪95‬‬

‫‪0.76‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.64‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.86‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪113.65‬‬

‫‪95‬‬

‫ﻻ‬ ‫‪0.55‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.29‬‬ ‫‪1.20‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪114.51‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.51‬‬

‫‪3‬‬

‫‪2.50‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪163.04‬‬

‫‪95‬‬

‫‪1.72‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪170.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.75‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪162.16‬‬

‫‪95‬‬

‫‪0.24‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.46‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.25‬‬ ‫‪1.71‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪162.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.29‬‬

‫‪3‬‬

‫‪2.76‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪111.12‬‬

‫‪95‬‬

‫‪1.17‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪119.41‬‬

‫‪98‬‬

‫‪0.15‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪2.36‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.56‬‬

‫‪3‬‬

‫‪0.85‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪115.46‬‬

‫‪95‬‬

‫‪1.22‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪118.02‬‬

‫ﻻ‬ ‫‪0.70‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.63‬‬

‫‪3‬‬

‫‪1.21‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪70.45‬‬

‫‪95‬‬

‫‪0.74‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.63‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.29‬‬

‫‪3‬‬

‫‪0.76‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪54.46‬‬

‫‪95‬‬

‫‪0.57‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.75‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.15‬‬

‫‪3‬‬

‫‪0.05‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪97.94‬‬

‫‪95‬‬

‫‪1.03‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪98.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.05‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.09‬‬

‫‪3‬‬

‫‪1.70‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.54‬‬

‫‪95‬‬

‫‪0.84‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.63‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.29‬‬

‫‪3‬‬

‫‪0.10‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪153.79‬‬

‫‪95‬‬

‫‪1.62‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪154.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.03‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.06‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺟﺪول رﻗﻢ )‪ :(١٤‬ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي ﻟﺪﻻﻟﺔ اﻟﻔﺮوق ﺑﻴﻦ ﻣﺘﻮﺳﻄﺎت إﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ‬ ‫ﺗﺒﻌﺎ ﻟﻤﺘﻐﻴﺮ اﻟﻌﻤﺮ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪5‬‬

‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺯ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪6‬‬

‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺯ‬

‫ﺃ‬

‫ﺏ‬

‫‪7‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.67‬‬

‫‪3‬‬

‫‪1.23‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪109.24‬‬

‫‪95‬‬

‫‪1.15‬‬

‫‪1.07‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.91‬‬

‫‪98‬‬

‫ﻻ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.49‬‬

‫‪3‬‬

‫‪2.50‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪78.59‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.08‬‬

‫‪3.02‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.00‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪94.84‬‬

‫‪95‬‬

‫‪1.00‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.84‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.83‬‬

‫‪3‬‬

‫‪1.28‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪78.22‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.05‬‬

‫‪97‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.59‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪113.04‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.63‬‬

‫‪98‬‬

‫‪1.19‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.92‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪107.77‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.69‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.77‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪62.07‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪63.84‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.20‬‬

‫‪3‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.18‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪35.24‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪39.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.17‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪39.01‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪40.18‬‬

‫‪98‬‬

‫‪1.54‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻻ‬

‫‪1.00‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫ﻻ‬

‫‪1.20‬‬

‫‪2.97‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬

‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪1.13‬‬

‫‪49.79‬‬

‫ﻻ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.83‬‬

‫‪52.99‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.33‬‬

‫‪95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.83‬‬

‫‪98‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪2.62‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.59‬‬ ‫‪0.65‬‬

‫‪0.90‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.07‬‬ ‫‪0.52‬‬

‫‪2.04‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪1.39‬‬ ‫‪0.37‬‬

‫‪3.75‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.39‬‬ ‫‪0.41‬‬

‫‪0.95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.00‬‬

‫‪3‬‬

‫‪1.67‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪43.99‬‬

‫‪95‬‬

‫‪0.46‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪48.99‬‬

‫‪3.60‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.22‬‬

‫‪3‬‬

‫‪1.07‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪39.89‬‬

‫‪95‬‬

‫‪0.42‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪43.11‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.56‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.40‬‬

‫‪3‬‬

‫‪1.13‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.51‬‬

‫‪95‬‬

‫‪0.77‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪76.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪12.89‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪75.11‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪88.00‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.46‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪4.30‬‬ ‫‪0.79‬‬

‫‪5.43‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.16‬‬

‫‪3‬‬

‫‪0.72‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪93.48‬‬

‫‪95‬‬

‫‪0.98‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.64‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.76‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪85.32‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪88.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.73‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.92‬‬ ‫‪0.90‬‬

‫‪1.03‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.74‬‬

‫‪3‬‬

‫‪0.58‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.94‬‬

‫‪95‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.69‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.35‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.56‬‬

‫‪95‬‬

‫ﻻ‬ ‫‪0.68‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.78‬‬ ‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.56‬‬

‫‪3‬‬

‫‪2.52‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪122.95‬‬

‫‪95‬‬

‫‪1.29‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪130.51‬‬

‫‪98‬‬

‫‪0.92‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺟﺪول رﻗﻢ )‪ :(١٤‬ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي ﻟﺪﻻﻟﺔ اﻟﻔﺮوق ﺑﻴﻦ ﻣﺘﻮﺳﻄﺎت إﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ‬ ‫ﺗﺒﻌﺎ ﻟﻤﺘﻐﻴﺮ اﻟﻌﻤﺮ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬ ‫ﺃ‬

‫ﺏ‬

‫‪8‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪9‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪10‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.52‬‬

‫‪3‬‬

‫‪1.51‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪53.66‬‬

‫‪95‬‬

‫‪0.57‬‬

‫‪2.67‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪58.18‬‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻻ‬ ‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.67‬‬

‫‪3‬‬

‫‪1.56‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪39.16‬‬

‫‪95‬‬

‫‪0.41‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪43.84‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.89‬‬

‫‪3‬‬

‫‪1.63‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪24.02‬‬

‫‪95‬‬

‫‪0.25‬‬

‫‪3.78‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪28.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.80‬‬

‫‪3‬‬

‫‪0.27‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪46.61‬‬

‫‪95‬‬

‫‪0.49‬‬

‫‪6.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪47.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.97‬‬

‫‪3‬‬

‫‪3.32‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.11‬‬

‫‪95‬‬

‫‪0.78‬‬

‫ﻻ‬ ‫‪0.54‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.08‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.92‬‬

‫‪3‬‬

‫‪0.31‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪94.43‬‬

‫‪95‬‬

‫‪0.99‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.35‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.58‬‬

‫‪3‬‬

‫‪0.53‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪84.87‬‬

‫‪95‬‬

‫‪0.89‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.44‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.38‬‬

‫‪3‬‬

‫‪0.46‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.80‬‬

‫‪95‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.20‬‬

‫‪3‬‬

‫‪0.40‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪92.80‬‬

‫‪95‬‬

‫‪0.98‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪94.00‬‬

‫‪98‬‬

‫‪4.26‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.31‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.59‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.54‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.41‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.92‬‬

‫‪3‬‬

‫‪1.31‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪82.81‬‬

‫‪95‬‬

‫‪0.87‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.73‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.86‬‬

‫‪3‬‬

‫‪0.62‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.32‬‬

‫‪95‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫ﻻ‬ ‫‪0.73‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.46‬‬

‫‪3‬‬

‫‪2.49‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.96‬‬

‫‪95‬‬

‫‪0.84‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.41‬‬

‫‪2.95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.16‬‬

‫‪3‬‬

‫‪0.72‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪59.20‬‬

‫‪95‬‬

‫‪0.62‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪61.35‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.59‬‬

‫‪3‬‬

‫‪2.20‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪67.37‬‬

‫‪95‬‬

‫‪0.71‬‬

‫ﻻ‬ ‫‪1.15‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.96‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪14.00‬‬

‫‪3‬‬

‫‪4.67‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪106.63‬‬

‫‪95‬‬

‫‪1.12‬‬

‫‪3.10‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪120.63‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.09‬‬

‫‪3‬‬

‫‪2.37‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪156.08‬‬

‫‪95‬‬

‫‪1.64‬‬

‫‪4.16‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪163.17‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.07‬‬

‫‪3‬‬

‫‪0.36‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪111.11‬‬

‫‪95‬‬

‫‪1.17‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.31‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫دول رﻗﻢ )‪ :(١٤‬ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي ﻟﺪﻻﻟﺔ اﻟﻔﺮوق ﺑﻴﻦ ﻣﺘﻮﺳﻄﺎت إﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ‬ ‫ﺗﺒﻌﺎ ﻟﻤﺘﻐﻴﺮ اﻟﻌﻤﺮ‬

‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪11‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪12‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪13‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.39‬‬

‫‪3‬‬

‫‪1.13‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.16‬‬

‫‪95‬‬

‫‪0.77‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪76.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.52‬‬

‫‪3‬‬

‫‪0.84‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪81.93‬‬

‫‪95‬‬

‫‪0.86‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.44‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻻ‬

‫‪1.47‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.97‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.72‬‬

‫‪3‬‬

‫‪0.57‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪66.91‬‬

‫‪95‬‬

‫‪0.70‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪68.63‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.54‬‬

‫‪3‬‬

‫‪0.51‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.95‬‬

‫‪94‬‬

‫‪0.82‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪78.49‬‬

‫‪97‬‬

‫ﻻ‬ ‫‪0.81‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.63‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.05‬‬

‫‪3‬‬

‫‪0.68‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪118.03‬‬

‫‪95‬‬

‫‪1.24‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪120.08‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.13‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪86.16‬‬

‫‪95‬‬

‫ﻻ‬ ‫‪0.55‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪3.04‬‬ ‫‪0.91‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.29‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.44‬‬

‫‪3‬‬

‫‪0.81‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪31.89‬‬

‫‪95‬‬

‫‪0.34‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.32‬‬

‫‪98‬‬

‫‪3.36‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪2.42‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.88‬‬

‫‪3‬‬

‫‪0.96‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪30.29‬‬

‫‪95‬‬

‫‪0.32‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪33.17‬‬

‫‪3.01‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.70‬‬

‫‪3‬‬

‫‪0.57‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪27.72‬‬

‫‪95‬‬

‫‪0.29‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪29.41‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.19‬‬

‫‪3‬‬

‫‪0.73‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪28.50‬‬

‫‪95‬‬

‫‪0.30‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪30.69‬‬

‫ﻻ‬ ‫‪2.43‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.69‬‬

‫‪3‬‬

‫‪1.23‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪88.31‬‬

‫‪95‬‬

‫‪0.93‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪92.00‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.32‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.66‬‬

‫‪3‬‬

‫‪1.89‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.89‬‬

‫‪95‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.76‬‬

‫‪3‬‬

‫‪1.25‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪83.90‬‬

‫‪95‬‬

‫‪0.88‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.66‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.21‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.42‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.14‬‬

‫‪3‬‬

‫‪0.72‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪78.77‬‬

‫‪95‬‬

‫‪0.83‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪80.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.58‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪89.96‬‬

‫‪95‬‬

‫ﻻ‬ ‫‪0.86‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.53‬‬ ‫‪0.95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪94.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.82‬‬

‫‪3‬‬

‫‪0.61‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪85.48‬‬

‫‪95‬‬

‫‪0.90‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.29‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.76‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪97.23‬‬

‫‪95‬‬

‫‪1.61‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.67‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.59‬‬ ‫‪1.02‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪98.99‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.85‬‬

‫‪3‬‬

‫‪0.95‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.33‬‬

‫‪95‬‬

‫‪0.84‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫‪0.57‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.14‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺟﺪول رﻗﻢ )‪ :(١٤‬ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي ﻟﺪﻻﻟﺔ اﻟﻔﺮوق ﺑﻴﻦ ﻣﺘﻮﺳﻄﺎت إﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ‬ ‫ﺗﺒﻌﺎ ﻟﻤﺘﻐﻴﺮ اﻟﻌﻤﺮ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪14‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪15‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪16‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.29‬‬

‫‪3‬‬

‫‪1.10‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪38.13‬‬

‫‪95‬‬

‫‪0.40‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪41.41‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﻻ‬ ‫‪2.73‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.33‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪52.40‬‬

‫‪95‬‬

‫‪0.55‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪54.73‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.89‬‬

‫‪3‬‬

‫‪0.63‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪35.02‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪36.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.84‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪30.79‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪31.64‬‬

‫‪98‬‬

‫‪0.32‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.15‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪84.51‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪89.66‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.75‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪78.98‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.73‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.92‬‬

‫‪3‬‬

‫ﺍﻟﻜﻠﻲ‬ ‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.34‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.49‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪81.84‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.22‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪70.42‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪75.64‬‬

‫‪98‬‬

‫‪1.71‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻻ‬

‫‪0.87‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪95‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫ﻻ‬

‫‪0.28‬‬

‫‪1.72‬‬

‫‪67.59‬‬

‫‪1.41‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬

‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.89‬‬

‫‪70.51‬‬

‫ﻻ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.37‬‬

‫‪95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.78‬‬

‫‪98‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪1.93‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.92‬‬ ‫‪0.83‬‬

‫‪2.31‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.97‬‬ ‫‪0.71‬‬

‫‪1.37‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.78‬‬ ‫‪0.84‬‬

‫‪0.93‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.74‬‬ ‫‪0.74‬‬

‫‪2.35‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.87‬‬

‫‪3‬‬

‫‪1.62‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪102.24‬‬

‫‪95‬‬

‫‪1.08‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪107.11‬‬

‫ﻻ‬ ‫‪1.51‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.48‬‬

‫‪3‬‬

‫‪2.16‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪106.43‬‬

‫‪95‬‬

‫‪1.12‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.93‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.28‬‬

‫‪3‬‬

‫‪2.43‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.07‬‬

‫‪95‬‬

‫‪0.80‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪83.35‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.97‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪29.14‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪31.11‬‬

‫‪98‬‬

‫‪3.03‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.66‬‬ ‫‪0.31‬‬

‫‪2.14‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.67‬‬

‫‪3‬‬

‫‪0.56‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪32.35‬‬

‫‪95‬‬

‫‪0.34‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.02‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.42‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪26.36‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪27.78‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.64‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.47‬‬ ‫‪0.28‬‬

‫‪1.70‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.96‬‬

‫‪3‬‬

‫‪0.99‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪25.12‬‬

‫‪95‬‬

‫‪0.26‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪28.08‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.00‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.91‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪10.63‬‬

‫‪3‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.45‬‬

‫‪95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.08‬‬

‫‪98‬‬

‫‪3.73‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.00‬‬ ‫‪0.76‬‬

‫‪1.32‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪3.54‬‬ ‫‪0.75‬‬

‫‪4.71‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺟﺪول رﻗﻢ )‪ :(١٤‬ﻳﻮﺿﺢ ﻧﺘﺎﺋﺞ ﺗﺤﻠﻴﻞ اﻟﺘﺒﺎﻳﻦ اﻷﺣﺎدي ﻟﺪﻻﻟﺔ اﻟﻔﺮوق ﺑﻴﻦ ﻣﺘﻮﺳﻄﺎت إﺳﺘﺠﺎﺑﺎت ﻣﺠﺘﻤﻊ اﻟﺪراﺳﺔ‬ ‫ﺗﺒﻌﺎ ﻟﻤﺘﻐﻴﺮ اﻟﻌﻤﺮ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﺃ‬

‫ﺏ‬

‫‪17‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪18‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬ ‫‪19‬‬ ‫ﺝ‬

‫ﺩ‬

‫‪20‬‬

‫‪21‬‬

‫‪22‬‬

‫‪23‬‬

‫‪24‬‬

‫‪25‬‬

‫ﺗﺒﻌﺎ ﻟﻤﺘﻐﻴﺮ اﻟﻌﻤﺮ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.07‬‬

‫‪3‬‬

‫‪0.02‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪34.66‬‬

‫‪95‬‬

‫‪0.37‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.73‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻻ‬

‫‪0.07‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.87‬‬

‫‪3‬‬

‫‪2.62‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪65.48‬‬

‫‪95‬‬

‫‪0.69‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.35‬‬

‫‪98‬‬

‫‪3.81‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.57‬‬

‫‪3‬‬

‫‪0.19‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.39‬‬

‫‪95‬‬

‫‪0.75‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪71.96‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.25‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.89‬‬

‫‪3‬‬

‫‪0.30‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪101.07‬‬

‫‪95‬‬

‫‪1.06‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪101.96‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.28‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.00‬‬

‫‪3‬‬

‫‪1.00‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪64.84‬‬

‫‪95‬‬

‫‪0.68‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪67.84‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.46‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.61‬‬

‫‪3‬‬

‫‪0.20‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪36.56‬‬

‫‪95‬‬

‫‪0.39‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪37.17‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.53‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.04‬‬

‫‪3‬‬

‫‪0.01‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪37.98‬‬

‫‪95‬‬

‫‪0.40‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪38.02‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.03‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.73‬‬

‫‪3‬‬

‫‪0.24‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪32.38‬‬

‫‪95‬‬

‫‪0.34‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪33.11‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.71‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.75‬‬

‫‪3‬‬

‫‪0.25‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪43.97‬‬

‫‪95‬‬

‫‪0.46‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪44.73‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.54‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.79‬‬

‫‪3‬‬

‫‪0.26‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪86.12‬‬

‫‪95‬‬

‫‪0.91‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.29‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.98‬‬

‫‪3‬‬

‫‪1.99‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪83.68‬‬

‫‪95‬‬

‫‪0.88‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪89.66‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.26‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.10‬‬

‫‪3‬‬

‫‪0.03‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.92‬‬

‫‪95‬‬

‫‪0.78‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.02‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.04‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.81‬‬

‫‪3‬‬

‫‪0.60‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪54.94‬‬

‫‪95‬‬

‫‪0.58‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.75‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.04‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.09‬‬

‫‪3‬‬

‫‪0.36‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪67.54‬‬

‫‪95‬‬

‫‪0.71‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪68.63‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.51‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.64‬‬

‫‪3‬‬

‫‪0.21‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪91.45‬‬

‫‪95‬‬

‫‪0.96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪92.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.22‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.98‬‬

‫‪3‬‬

‫‪0.33‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪70.80‬‬

‫‪95‬‬

‫‪0.75‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪71.78‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.02‬‬

‫‪3‬‬

‫‪0.67‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪77.40‬‬

‫‪95‬‬

‫‪0.82‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪79.41‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.83‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.84‬‬

‫‪3‬‬

‫‪0.61‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪96.00‬‬

‫‪95‬‬

‫‪1.01‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪97.84‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.61‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.41‬‬

‫‪3‬‬

‫‪1.14‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪37.32‬‬

‫‪95‬‬

‫‪0.39‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪40.73‬‬

‫‪98‬‬

‫‪2.89‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.91‬‬

‫‪3‬‬

‫‪0.97‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪45.54‬‬

‫‪95‬‬

‫‪0.48‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪48.44‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.02‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.99‬‬

‫‪3‬‬

‫‪1.33‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.52‬‬

‫‪95‬‬

‫‪0.81‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪80.51‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.65‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎ�ﻲ ‪- :‬‬ ‫ﻳﺸﲑ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎ�ﻲ ﺇﱃ )ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺑﺮﺍﻣﺞ ﻣﺆﺳﺴﺎﺕ‬ ‫ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﻋﻠﻰ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳉﻨﺲ ؟ ( ‪ ،‬ﻭﻟﻺﺟﺎﺑﺔ ﻋﻠﻰ ﺫﻟﻚ ﰎ ﺇﺳﺘﺨﺪﺍﻡ ﺇﺧﺘﺒﺎﺭ ) ﺕ ( ﻭﰎ‬ ‫ﻋﺮﺽ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ١٥‬ﻭﺍﻟﱵ ﺗﺸﲑ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﺑﻪ ﺇﱃ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺇﺧﺘﻠﻔﺖ ﻓﻴﻬﺎ ﺇﺳﺘﺠﺎﺑﺎﺕ ﺍﻟﺬﻛﻮﺭ‬ ‫ﻭﺍﻹ�ﺎﺙ ﻛﺎ�ﺖ ﺛﻼﺙ ﻋﺒﺎﺭﺍﺕ ﻓﻘﻂ ﻭﻫﻲ ‪- :‬‬ ‫ﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٦‬ﺩ ( ﻭﻫﻲ ) ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻔﻀﻞ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﻜﺸﻒ‬ ‫ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٨‬ﺏ ( ﻭﻫﻲ ) ﺍﻟﻠﻐﺎﺕ ﻭﺍﻵﺩﺍﺏ ( ﻓﻴﻤﺎ ﳜﺺ ﳎﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ ﻳﻔﻀﻞ ﺃﻥ ﺗﺮﻋﻰ ‪ ،‬ﻭﻋﺒﺎﺭﺓ‬ ‫ﺭﻗﻢ ) ‪١٣‬ﺃ ( ﻭﻫﻲ ) ﺃ�ﺸﻄﺔ ﺻﻔﻴﺔ ﻭﻏﲑ ﺻﻔﻴﺔ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ﻭﻛﻠﻬﺎ‬ ‫ﻛﺎ�ﺖ ﻟﺼﺎﱀ ﺍﻹ�ﺎﺙ ‪.‬‬ ‫ﺃﻣﺎ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺎ�ﺖ ﻗﻴﻢ )ﺕ( ﻏﲑ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً‪ ،‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃ�ﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ) ‪ ( ٠.٠٥‬ﺑﲔ ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺇﺧﺘﻼﻑ ﺍﳉﻨﺲ ‪.‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٥‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﺇﺧﺘﺒﺎﺭ ﺕ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬

‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ �ﻮﻉ ﺍﳉﻨﺲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬ ‫ﺏ‬

‫ﺍﳌﺘﻮﺳﻂ‬

‫ﺍﻹﳓﺮﺍﻑ‬

‫ﺍﳊﺴﺎﰊ‬

‫ﺍﳌﻌﻴﺎﺭﻱ‬ ‫‪0.90‬‬ ‫‪0.95‬‬ ‫‪0.66‬‬ ‫‪0.54‬‬ ‫‪0.69‬‬

‫ﺝ‬

‫اﻟﺠﻨﺲ‬

‫اﻟﻌﺪد‬

‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬ ‫إﻧﺎث‬

‫‪61‬‬ ‫‪38‬‬ ‫‪61‬‬ ‫‪38‬‬

‫‪3.72‬‬ ‫‪3.84‬‬ ‫‪4.21‬‬ ‫‪4.24‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.16‬‬

‫‪1‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.97‬‬

‫‪0.85‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.66‬‬

‫‪0.93‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.87‬‬

‫‪0.81‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.84‬‬

‫‪1.05‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.82‬‬

‫‪0.98‬‬

‫‪61‬‬ ‫‪38‬‬ ‫‪61‬‬

‫‪3.39‬‬ ‫‪3.50‬‬ ‫‪2.90‬‬

‫‪0.86‬‬ ‫‪1.03‬‬ ‫‪1.00‬‬

‫ﺃ‬ ‫ﺏ‬

‫‪2‬‬ ‫ﺝ‬ ‫ﺩ‬ ‫ﺃ‬ ‫ﺏ‬ ‫‪3‬‬ ‫ﺝ‬ ‫ﺩ‬ ‫ﺃ‬ ‫ﺏ‬ ‫‪4‬‬ ‫ﺝ‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﺃ‬ ‫ﺏ‬ ‫ﺝ‬ ‫‪5‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬ ‫ﺯ‬

‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬ ‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.29‬‬

‫‪1.21‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.39‬‬

‫‪0.95‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.47‬‬

‫‪0.89‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.16‬‬

‫‪0.93‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.89‬‬

‫‪0.73‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.41‬‬

‫‪1.09‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.11‬‬

‫‪1.06‬‬

‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬ ‫إﻧﺎث‬

‫‪61‬‬ ‫‪38‬‬ ‫‪61‬‬ ‫‪38‬‬ ‫‪61‬‬ ‫‪38‬‬

‫‪3.80‬‬ ‫‪3.76‬‬ ‫‪3.72‬‬ ‫‪3.66‬‬ ‫‪3.07‬‬ ‫‪3.32‬‬

‫‪1.26‬‬ ‫‪1.42‬‬ ‫‪1.31‬‬ ‫‪1.28‬‬ ‫‪1.06‬‬ ‫‪1.16‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.89‬‬

‫‪1.08‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪2.82‬‬

‫‪1.14‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.64‬‬

‫‪0.88‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.84‬‬

‫‪0.86‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.92‬‬

‫‪0.78‬‬

‫إﻧﺎث‬ ‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬

‫‪38‬‬ ‫‪61‬‬ ‫‪38‬‬ ‫‪61‬‬ ‫‪38‬‬ ‫‪61‬‬

‫‪4.00‬‬ ‫‪3.26‬‬ ‫‪3.32‬‬ ‫‪3.59‬‬ ‫‪3.45‬‬ ‫‪3.16‬‬

‫‪0.74‬‬ ‫‪0.91‬‬ ‫‪1.14‬‬ ‫‪0.82‬‬ ‫‪1.08‬‬ ‫‪1.19‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.18‬‬

‫‪1.37‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.31‬‬

‫‪1.07‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.45‬‬

‫‪1.08‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.69‬‬

‫‪0.96‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪4.05‬‬

‫‪0.87‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.51‬‬

‫‪0.92‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.74‬‬

‫‪1.08‬‬

‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬ ‫إﻧﺎث‬ ‫ذآﻮر‬ ‫إﻧﺎث‬

‫‪60‬‬ ‫‪38‬‬ ‫‪61‬‬ ‫‪38‬‬ ‫‪61‬‬ ‫‪38‬‬

‫‪3.77‬‬ ‫‪3.92‬‬ ‫‪3.43‬‬ ‫‪3.53‬‬ ‫‪3.30‬‬ ‫‪3.18‬‬

‫‪0.85‬‬ ‫‪1.02‬‬ ‫‪1.04‬‬ ‫‪1.18‬‬ ‫‪1.07‬‬ ‫‪1.14‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.00‬‬

‫‪0.73‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.11‬‬

‫‪0.92‬‬

‫ﻗﻴﻤﺔ‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﺕ‬

‫ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫‪97‬‬

‫‪0.63‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.18‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.21‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫‪97‬‬

‫‪1.16‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.09‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.55‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.73‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.41‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.51‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.37‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.14‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.23‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.09‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.30‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.13‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.51‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.25‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.74‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.07‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.61‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.90‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.12‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.80‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.44‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.49‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.62‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٥‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﺇﺧﺘﺒﺎﺭ ﺕ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ �ﻮﻉ ﺍﳉﻨﺲ‬

‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﺃ‬

‫اﻟﺠﻨﺲ‬

‫اﻟﻌﺪد‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫ﺍﳌﺘﻮﺳﻂ‬

‫ﺍﻹﳓﺮﺍﻑ‬

‫ﺍﳊﺴﺎﰊ‬

‫ﺍﳌﻌﻴﺎﺭﻱ‬

‫‪3.97‬‬

‫‪0.63‬‬

‫ﺏ‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪4.08‬‬

‫‪0.88‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.08‬‬

‫‪0.64‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪4.29‬‬

‫‪0.61‬‬

‫ﺝ‬

‫‪6‬‬

‫إﻧﺎث‬

‫‪38‬‬

‫‪4.39‬‬

‫ذآﻮر‬

‫‪61‬‬

‫‪3.90‬‬

‫‪0.72‬‬

‫إﻧﺎث‬

‫‪38‬‬

‫‪4.18‬‬

‫‪0.65‬‬

‫ذآﻮر‬

‫‪61‬‬

‫‪4.18‬‬

‫‪0.67‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪4.29‬‬

‫‪0.65‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.23‬‬

‫‪0.90‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪4.42‬‬

‫‪0.86‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.69‬‬

‫‪0.83‬‬

‫ﺇ�ﺎﺙ‬

‫‪38‬‬

‫‪3.63‬‬

‫‪1.13‬‬

‫ﺫﻛﻮﺭ‬

‫ﺩ‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.15‬‬

‫‪0.68‬‬ ‫‪0.55‬‬

‫ﻫـ‬ ‫ﻭ‬ ‫ﺯ‬ ‫ﺃ‬ ‫ﺏ‬

‫‪7‬‬

‫ﺝ‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﺃ‬ ‫ﺏ‬

‫‪8‬‬

‫ﺝ‬

‫‪61‬‬

‫‪3.56‬‬

‫‪0.96‬‬

‫إﻧﺎث‬

‫‪38‬‬

‫‪3.68‬‬

‫‪1.04‬‬

‫ذآﻮر‬

‫‪61‬‬

‫‪3.33‬‬

‫‪0.91‬‬

‫إﻧﺎث‬

‫‪38‬‬

‫‪3.21‬‬

‫‪1.02‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.69‬‬

‫‪0.92‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.84‬‬

‫‪0.92‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.07‬‬

‫‪0.87‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.97‬‬

‫‪1.00‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.00‬‬

‫‪1.02‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.82‬‬

‫‪1.35‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.98‬‬

‫‪0.76‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.26‬‬

‫‪0.76‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.85‬‬

‫‪0.65‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.13‬‬

‫‪0.66‬‬

‫ﺫﻛﻮﺭ‬

‫ﺩ‬ ‫ﻫـ‬ ‫ﺃ‬ ‫ﺏ‬ ‫ﺝ‬

‫‪61‬‬

‫‪4.34‬‬

‫‪0.57‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.39‬‬

‫‪0.50‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.10‬‬

‫‪0.68‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.26‬‬

‫‪0.72‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.21‬‬

‫‪0.95‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.39‬‬

‫‪0.89‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.87‬‬

‫‪0.92‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.00‬‬

‫‪1.09‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.31‬‬

‫‪0.85‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.66‬‬

‫‪1.05‬‬

‫ﺫﻛﻮﺭ‬

‫‪9‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺏ‬

‫‪61‬‬

‫‪3.44‬‬

‫‪0.90‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.39‬‬

‫‪0.95‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.93‬‬

‫‪0.95‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.11‬‬

‫‪1.03‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.85‬‬

‫‪0.89‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.76‬‬

‫‪1.02‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.77‬‬

‫‪0.82‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.74‬‬

‫‪1.06‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.75‬‬

‫‪0.92‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.97‬‬

‫‪0.97‬‬

‫ﺫﻛﻮﺭ‬

‫ﺝ‬

‫‪10‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬

‫‪61‬‬

‫‪4.03‬‬

‫‪0.82‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.16‬‬

‫‪0.75‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.84‬‬

‫‪0.82‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.74‬‬

‫‪0.95‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.28‬‬

‫‪1.17‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.47‬‬

‫‪1.01‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.34‬‬

‫‪1.29‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.42‬‬

‫‪1.31‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.25‬‬

‫‪1.04‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.24‬‬

‫‪1.13‬‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫‪97‬‬

‫ﻗﻴﻤﺔ‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﺕ‬

‫ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫‪0.73‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.59‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.89‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.79‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.04‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.28‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬

‫‪0.61‬‬ ‫‪0.59‬‬ ‫‪0.80‬‬ ‫‪0.48‬‬ ‫‪0.77‬‬ ‫‪1.77‬‬ ‫‪2.05‬‬ ‫‪0.44‬‬ ‫‪1.14‬‬ ‫‪0.94‬‬ ‫‪0.64‬‬ ‫‪1.80‬‬ ‫‪0.25‬‬ ‫‪0.84‬‬ ‫‪0.45‬‬ ‫‪0.17‬‬ ‫‪1.12‬‬ ‫‪0.76‬‬ ‫‪0.55‬‬ ‫‪0.84‬‬ ‫‪0.28‬‬ ‫‪0.04‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٥‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﺇﺧﺘﺒﺎﺭ ﺕ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ �ﻮﻉ ﺍﳉﻨﺲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﺃ‬

‫ﺍﳉﻨﺲ‬

‫ﺍﻟﻌﺪﺩ‬

‫ﺫﻛﻮﺭ‬

‫ﺍﳌﺘﻮﺳﻂ‬

‫ﺍﻹﳓﺮﺍﻑ‬

‫ﺍﳊﺴﺎﰊ‬

‫ﺍﳌﻌﻴﺎﺭﻱ‬

‫ﺏ‬ ‫ﺝ‬

‫‪11‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺏ‬ ‫ﺝ‬

‫‪12‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺏ‬ ‫ﺝ‬

‫‪13‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺏ‬ ‫ﺝ‬

‫‪14‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬ ‫ﺃ‬ ‫ﺏ‬ ‫ﺝ‬

‫‪15‬‬ ‫ﺩ‬ ‫ﻫـ‬ ‫ﻭ‬

‫‪61‬‬

‫‪3.72‬‬

‫‪0.84‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.89‬‬

‫‪0.95‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.51‬‬

‫‪0.89‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.63‬‬

‫‪1.00‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.43‬‬

‫‪0.81‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.71‬‬

‫‪0.87‬‬

‫ﺫﻛﻮﺭ‬

‫‪60‬‬

‫‪3.47‬‬

‫‪0.81‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.53‬‬

‫‪1.03‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.28‬‬

‫‪0.97‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.29‬‬

‫‪1.31‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.10‬‬

‫‪0.81‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.18‬‬

‫‪1.23‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.34‬‬

‫‪0.60‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.34‬‬

‫‪0.58‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.18‬‬

‫‪0.59‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.39‬‬

‫‪0.55‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.10‬‬

‫‪0.57‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.26‬‬

‫‪0.50‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.23‬‬

‫‪0.59‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.29‬‬

‫‪0.52‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.31‬‬

‫‪0.85‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.37‬‬

‫‪1.15‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.87‬‬

‫‪0.81‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.89‬‬

‫‪1.13‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.52‬‬

‫‪0.91‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.92‬‬

‫‪0.97‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.26‬‬

‫‪0.85‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.37‬‬

‫‪1.00‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.46‬‬

‫‪0.89‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.45‬‬

‫‪1.13‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.28‬‬

‫‪0.90‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.37‬‬

‫‪1.02‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.02‬‬

‫‪0.94‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.00‬‬

‫‪1.12‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.89‬‬

‫‪0.80‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.95‬‬

‫‪1.09‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.08‬‬

‫‪0.64‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.29‬‬

‫‪0.65‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.10‬‬

‫‪0.75‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.24‬‬

‫‪0.75‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.25‬‬

‫‪0.62‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.39‬‬

‫‪0.59‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.25‬‬

‫‪0.60‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.32‬‬

‫‪0.53‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.31‬‬

‫‪0.83‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.11‬‬

‫‪1.13‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.87‬‬

‫‪0.85‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.82‬‬

‫‪1.06‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.84‬‬

‫‪0.82‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.08‬‬

‫‪0.88‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.62‬‬

‫‪0.88‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.55‬‬

‫‪0.98‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.59‬‬

‫‪0.90‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.63‬‬

‫‪0.85‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.26‬‬

‫‪1.12‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.16‬‬

‫‪0.92‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.08‬‬

‫‪1.11‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.95‬‬

‫‪1.01‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.84‬‬

‫‪0.93‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.76‬‬

‫‪0.91‬‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬

‫ﻗﻴﻤﺔ‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﺕ‬

‫ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫‪0.94‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪0.64‬‬ ‫‪1.65‬‬ ‫‪0.31‬‬ ‫‪0.04‬‬ ‫‪0.41‬‬ ‫‪0.01‬‬ ‫‪1.80‬‬ ‫‪1.46‬‬ ‫‪0.51‬‬ ‫‪0.28‬‬ ‫‪0.13‬‬ ‫‪2.06‬‬ ‫‪0.56‬‬ ‫‪0.05‬‬ ‫‪0.45‬‬ ‫‪0.07‬‬ ‫‪0.32‬‬ ‫‪1.55‬‬ ‫‪0.89‬‬ ‫‪1.17‬‬ ‫‪0.59‬‬ ‫‪1.04‬‬ ‫‪0.27‬‬ ‫‪1.39‬‬ ‫‪0.37‬‬ ‫‪0.22‬‬ ‫‪0.48‬‬ ‫‪0.60‬‬ ‫‪0.38‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٥‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﺇﺧﺘﺒﺎﺭ ﺕ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺍﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ �ﻮﻉ ﺍﳉﻨﺲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﺃ‬

‫ﺍﳌﺘﻮﺳﻂ‬

‫ﺍﻹﳓﺮﺍﻑ‬

‫ﺍﳊﺴﺎﰊ‬

‫ﺍﳌﻌﻴﺎﺭﻱ‬ ‫‪0.48‬‬ ‫‪0.69‬‬

‫ﺏ‬ ‫ﺝ‬

‫ﺍﳉﻨﺲ‬

‫ﺍﻟﻌﺪﺩ‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.20‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.26‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.13‬‬

‫‪0.50‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.16‬‬

‫‪0.72‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪16‬‬ ‫ﺩ‬

‫‪4.10‬‬

‫‪0.51‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.13‬‬

‫‪0.58‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.28‬‬

‫‪0.52‬‬

‫ﻫـ‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.29‬‬

‫‪0.57‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.49‬‬

‫‪0.60‬‬

‫ﻭ‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.16‬‬

‫‪1.17‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.87‬‬

‫‪0.78‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.76‬‬

‫‪1.10‬‬

‫ﺃ‬ ‫ﺏ‬

‫‪17‬‬

‫ﺝ‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.46‬‬

‫‪0.62‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.61‬‬

‫‪0.55‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.74‬‬

‫‪0.85‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.92‬‬

‫‪0.88‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.02‬‬

‫‪0.90‬‬

‫ﺩ‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.03‬‬

‫‪0.79‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.33‬‬

‫‪0.98‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.00‬‬

‫‪1.07‬‬

‫ﻫـ‬ ‫ﺃ‬ ‫ﺏ‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.10‬‬

‫‪0.75‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.95‬‬

‫‪0.96‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.33‬‬

‫‪0.63‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.45‬‬

‫‪0.60‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.07‬‬

‫‪0.63‬‬

‫ﺝ‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.26‬‬

‫‪0.60‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.23‬‬

‫‪0.59‬‬

‫‪18‬‬ ‫ﺩ‬ ‫ﻫـ‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.21‬‬

‫‪0.58‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.11‬‬

‫‪0.69‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.29‬‬

‫‪0.65‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫ﻭ‬

‫‪4.34‬‬

‫‪0.77‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.24‬‬

‫‪1.17‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.74‬‬

‫‪0.83‬‬

‫ﺃ‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.82‬‬

‫‪1.14‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.54‬‬

‫‪0.85‬‬

‫ﺏ‬

‫‪19‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.66‬‬

‫‪0.91‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.49‬‬

‫‪0.79‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.50‬‬

‫‪0.73‬‬

‫ﺝ‬ ‫ﺩ‬ ‫‪20‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.66‬‬

‫‪0.87‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.63‬‬

‫‪0.79‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.89‬‬

‫‪1.00‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.74‬‬

‫‪0.92‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.11‬‬

‫‪0.86‬‬

‫‪21‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.11‬‬

‫‪0.86‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪2.82‬‬

‫‪0.92‬‬

‫‪22‬‬ ‫‪23‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.87‬‬

‫‪0.88‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.02‬‬

‫‪0.99‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪2.87‬‬

‫‪1.02‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪24‬‬

‫‪4.59‬‬

‫‪0.67‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.39‬‬

‫‪0.59‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪4.54‬‬

‫‪0.81‬‬

‫‪25‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪4.58‬‬

‫‪0.50‬‬

‫ﺫﻛﻮﺭ‬

‫‪61‬‬

‫‪3.39‬‬

‫‪0.92‬‬

‫ﺇﻧﺎﺙ‬

‫‪38‬‬

‫‪3.13‬‬

‫‪0.88‬‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬

‫ﻗﻴﻤﺔ‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﺕ‬

‫ﺍﻹﺣﺼﺎﺋﻴﺔ‬

‫‪0.56‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪0.21‬‬ ‫‪0.30‬‬ ‫‪0.09‬‬ ‫‪1.87‬‬ ‫‪0.55‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.19‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪1.02‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬ ‫‪97‬‬

‫‪0.06‬‬ ‫‪1.56‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.88‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.93‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬

‫‪1.54‬‬ ‫‪0.15‬‬ ‫‪1.25‬‬ ‫‪0.55‬‬ ‫‪0.39‬‬ ‫‪0.64‬‬ ‫‪0.05‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.13‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬

‫‪0.73‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬ ‫‪97‬‬

‫‪0.05‬‬ ‫‪0.26‬‬ ‫‪0.71‬‬ ‫‪1.47‬‬ ‫‪0.26‬‬ ‫‪1.40‬‬

‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬ ‫ﻻ ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ‪٠.٠٥‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ‪-:‬‬ ‫ﻳﻨﺺ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ﻋﻠﻰ ) ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺑﺮﺍﻣﺞ‬ ‫ﻣﺆﺳﺴﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﺗﺮﺟﻊ ﺇﱃ ﺇﺧﺘﻼﻑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ؟ ( ‪ ،‬ﻭﻟﻠﻮﺻﻮﻝ ﺇﱃ‬ ‫ﺫﻟﻚ ﰎ ﺇﺳﺘﺨﺪﺍﻡ ﺇﺧﺘﺒﺎﺭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻭﺫﻟﻚ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ‬ ‫ﻋﺒﺎﺭﺍﺕ ﺍﻹﺳﺘﺒﺎ�ﺔ ﻭﻓﻘﺎً ﻹﺧﺘﻼﻑ ﺍﻟﻌﻤﺮ ﻭﻋﺮﺿﺖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﺑﺬﻟﻚ ﰲ ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ١٦‬ﻭﻳﺘﻀﺢ‬ ‫ﻣﻦ �ﺘﺎﺋﺞ ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﻭﺟﺪ ﻓﻴﻬﺎ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ‬ ‫ﺍﻟﺪﺭﺍﺳﺔ ﺑﺴﺒﺐ ﺇﺧﺘﻼﻑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻛﺎ�ﺖ ﻛﺎﻟﺘﺎﱄ ‪- :‬‬ ‫ﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٢‬ﺃ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﺗﺘﻢ ﻓﻴﻬﺎ ﻋﻤﻠﻴﱵ ﺍﻟﻜﺸﻒ ﻭﺍﻟﺮﻋﺎﻳﺔ ﺑﺎﳌﻤﻠﻜﺔ‬ ‫ﻭﻫﻲ ) ﻣﺮﺣﻠﺔ ﺭﻳﺎﺽ ﺍﻷﻃﻔﺎﻝ ( ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٢‬ﺝ ( ﻭﻫﻲ ) ﺍﳌﺮﺣﻠﺔ ﺍﳌﺘﻮﺳﻄﺔ ( ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ )‪٥‬ﻫـ(‬ ‫ﻭﻫﻲ ) ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳌﻴﻮﻝ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪،‬‬ ‫ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٦‬ﺃ( ﻭﻫﻲ ) ﺁﺭﺍﺀ ﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٦‬ﺩ ( ﻭﻫﻲ ) ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺼﻴﻞ‬ ‫ﺍﻟﺪﺭﺍﺳﻲ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٦‬ﻫـ ( ﻭﻫﻲ ) ﺇﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻘﺪﺭﺍﺕ ﻭﺍﳌﻴﻮﻝ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٦‬ﻭ ( ﻭﻫﻲ ) ﻛﻞ‬ ‫ﻣﺎﺳﺒﻖ ( ﻭ ) ‪٦‬ﺯ ( ) ﻏﲑ ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻔﻀﻞ ﺇﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻮﻫﻮﺑﲔ ﰲ‬ ‫ﺍﳌﻤﻠﻜﺔ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٨‬ﺝ ( ﻭﻫﻲ )ﺍﻹﺧﱰﺍﻋﺎﺕ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ( ﻓﻴﻤﺎ ﳜﺺ ﳎﺎﻻﺕ ﺍﳌﻮﻫﺒﺔ ﺍﻟﱵ‬ ‫ﻳﻔﻀﻞ ﺃﻥ ﺗﺮﻋﻰ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٩‬ﺝ ( ﻭﻫﻲ ) ﺍﻟﺘﺠﻤﻴﻊ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ )‪٩‬ﺩ ( ﻭﻫﻲ ) ﺍﻟﻌﺰﻝ ( ﻓﻴﻤﺎ ﳜﺺ‬ ‫ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳌﺘﺒﻌﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٠‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ‬ ‫ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ )‪١٤‬ﻭ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ‬ ‫ﺍﻹﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻷ�ﺴﺐ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٥‬ﺏ ( ﻭﻫﻲ ) ﺭﺣﻼﺕ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ )‪١٥‬ﺝ(‬ ‫ﻭﻫﻲ )ﻣﻜﺎﻓﺂﺕ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﳊﻮﺍﻓﺰ ﺍﻟﱵ ﺗﻘﺪﻡ ﻟﻠﻤﻮﻫﻮﺑﲔ ﰲ ﺍﳌﻤﻠﻜﺔ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٦‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ‬ ‫ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﳊﻮﺍﻓﺰ ﺍﻷﻛﺜﺮ ﻣﻼﺋﻤﺔ ﻟﻠﺘﻄﺒﻴﻖ ‪ ،‬ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٧‬ﺏ ( ﻭﻫﻲ ) ﳐﺘﺺ ﺑﺄﺣﺪ ﺍﻟﻌﻠﻮﻡ (‬

‫ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٧‬ﻫـ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ ﺍﻷﻓﻀﻞ ﳌﻦ ﻳﻌﻤﻞ ﺿﻤﻦ ﻓﺮﻳﻖ ﺍﳌﻮﻫﻮﺑﲔ ‪ ،‬ﻭﻋﺒﺎﺭﺓ‬ ‫ﺭﻗﻢ ) ‪١٨‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻓﻴﻤﺎ ﳜﺺ ﺇﻛﺘﺸﺎﻑ ﻭﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﲝﺎﺟﺔ ﺇﱃ ‪.‬‬ ‫ﻭﻗﺪ ﺃﻇﻬﺮ ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﺃﻥ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﻛﺎ�ﺖ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﻓﺌﺔ ) ﺩﺑﻠﻮﻡ ( ﻭﺑﲔ‬

‫ﻓﺌﺔ ) ﺩﻛﺘﻮﺭﺍﻩ ( ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻷﺭﻗﺎﻡ )‪٢‬ﺃ ‪٦ ،‬ﺃ ‪٦ ،‬ﺩ ‪٨ ،‬ﺝ ‪٩ ،‬ﺝ ‪٩ ،‬ﺩ ‪١٦ ،‬ﻭ ‪١٧ ،‬ﻫـ ‪ (،‬ﻭﺫﻟﻚ‬

‫ﻟﺼﺎﱀ ﻓﺌﺔ )ﺩﻛﺘﻮﺭﺍﻩ ( ‪ ،‬ﻭﻛﺎ�ﺖ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﻓﺌﺔ ) ﺩﺑﻠﻮﻡ ( ﻭﺑﲔ ﻓﺌﺔ ) ﻣﺎﺟﺴﺘﲑ (‬ ‫ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ )‪٢‬ﺝ ‪٦ ،‬ﻭ( ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﻓﺌﺔ ) ﻣﺎﺟﺴﺘﲑ ( ‪ ،‬ﻭﻛﺎ�ﺖ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ‬ ‫ﻓﺌﺔ )ﻣﺎﺟﺴﺘﲑ ( ﻭﺑﲔ ﻓﺌﺔ ) ﺩﻛﺘﻮﺭﺍﻩ ( ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ )‪٥‬ﻫـ ‪٩ ،‬ﺝ ‪١٠،‬ﻭ ‪١٤ ،‬ﻭ ‪١٥ ،‬ﺏ ‪١٥ ،‬ﺝ ‪١٧ ،‬ﺏ ‪،‬‬ ‫‪١٨‬ﻭ ( ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﻓﺌﺔ ) ﺩﻛﺘﻮﺭﺍﻩ (‪.‬‬

‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﺒﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﱂ ﻳﺮﺩ ﺫﻛﺮﻫﺎ ﺳﺎﺑﻘﺎً ‪ ،‬ﻛﺎ�ﺖ ﻗﻴﻢ )ﻑ( ﳍﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻏﲑ ﺩﺍﻟﺔ‬

‫ﺇﺣﺼﺎﺋﻴﺎً ‪ ،‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ‪ ( ٠.٠٥‬ﺑﲔ‬

‫ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ‪ ،‬ﻭﻫﺬﺍ ﻣﺆﺷﺮ ﻋﻠﻰ ﺃﻥ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺇﺧﺘﻼﻑ‬

‫ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻛﺎ�ﺖ ﺁﺭﺍﺋﻬﻢ ﺣﻮﻝ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﺘﻘﺎﺭﺑﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﻭﻻ ﻳﻮﺟﺪ ﺑﲔ ﺁﺭﺍﺋﻬﻢ ﻓﺮﻭﻕ ﺫﺍﺕ‬

‫ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ‪.‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٦‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪1‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬ ‫‪2‬‬ ‫ﺝ‬

‫ﺩ‬

‫ﺃ‬

‫ﺏ‬ ‫‪3‬‬ ‫ﺝ‬

‫ﺩ‬

‫ﺃ‬

‫ﺏ‬

‫‪4‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.29‬‬

‫‪2‬‬

‫‪1.65‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪78.37‬‬

‫‪96‬‬

‫‪0.82‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪81.66‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﻻ‬ ‫‪2.02‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.26‬‬

‫‪2‬‬

‫‪1.13‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪34.85‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪37.11‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪3.12‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.22‬‬

‫‪2‬‬

‫‪0.61‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪54.97‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.18‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.65‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.52‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪77.17‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.06‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.33‬‬ ‫‪0.80‬‬

‫‪0.41‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.82‬‬

‫‪2‬‬

‫‪1.91‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪98.26‬‬

‫‪96‬‬

‫‪1.02‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪102.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.87‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.49‬‬

‫‪2‬‬

‫‪2.25‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.83‬‬

‫‪96‬‬

‫‪0.83‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.32‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.23‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪107.52‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.75‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.70‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪4.61‬‬ ‫‪1.12‬‬

‫‪4.12‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.24‬‬

‫‪2‬‬

‫‪0.62‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪82.94‬‬

‫‪96‬‬

‫‪0.86‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.72‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.41‬‬

‫‪2‬‬

‫‪3.20‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪67.23‬‬

‫‪96‬‬

‫‪0.70‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.64‬‬

‫‪4.57‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.37‬‬

‫‪2‬‬

‫‪0.69‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪113.13‬‬

‫‪96‬‬

‫‪1.18‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪114.51‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.58‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.84‬‬

‫‪2‬‬

‫‪2.92‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪164.70‬‬

‫‪96‬‬

‫‪1.72‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪170.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.51‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪160.40‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪162.91‬‬

‫ﻻ‬ ‫‪1.70‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.26‬‬ ‫‪1.67‬‬

‫‪0.75‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.42‬‬

‫‪2‬‬

‫‪3.21‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪112.99‬‬

‫‪96‬‬

‫‪1.18‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪119.41‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.73‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.65‬‬

‫‪2‬‬

‫‪3.33‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪111.37‬‬

‫‪96‬‬

‫‪1.16‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪118.02‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.05‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.03‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.08‬‬

‫ﻻ‬ ‫‪2.87‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.52‬‬ ‫‪0.76‬‬

‫‪0.69‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.67‬‬

‫‪2‬‬

‫‪0.34‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪56.08‬‬

‫‪96‬‬

‫‪0.58‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.75‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.57‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.38‬‬

‫‪2‬‬

‫‪0.19‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪97.70‬‬

‫‪96‬‬

‫‪1.02‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪98.08‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.68‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.63‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.57‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.36‬‬

‫‪96‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪0.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪2.34‬‬ ‫‪0.83‬‬

‫‪2.81‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.90‬‬

‫‪2‬‬

‫‪0.95‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪152.18‬‬

‫‪96‬‬

‫‪1.59‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪154.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.60‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٦‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪5‬‬

‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺯ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪6‬‬

‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺯ‬

‫ﺃ‬

‫ﺏ‬

‫‪7‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.53‬‬

‫‪2‬‬

‫‪0.76‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪111.38‬‬

‫‪96‬‬

‫‪1.16‬‬

‫‪0.66‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.91‬‬

‫‪98‬‬

‫ﻻ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.08‬‬

‫‪2‬‬

‫‪0.04‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪86.00‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.08‬‬

‫ﻻ‬ ‫‪0.05‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.26‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪92.58‬‬

‫‪96‬‬

‫‪0.96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.84‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.69‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.56‬‬

‫‪2‬‬

‫‪0.78‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.49‬‬

‫‪95‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.05‬‬

‫‪97‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.62‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪107.01‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.63‬‬

‫ﻻ‬ ‫‪0.92‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪4.81‬‬ ‫‪1.12‬‬

‫‪4.32‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.65‬‬

‫‪2‬‬

‫‪0.32‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪116.04‬‬

‫‪96‬‬

‫‪1.21‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.69‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.27‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.53‬‬

‫‪2‬‬

‫‪0.26‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪63.31‬‬

‫‪96‬‬

‫‪0.66‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪63.84‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.36‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪48.63‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪52.99‬‬

‫ﻻ‬ ‫‪0.40‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪2.18‬‬ ‫‪0.51‬‬

‫‪4.30‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.93‬‬

‫‪2‬‬

‫‪0.47‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪38.48‬‬

‫‪96‬‬

‫‪0.40‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪39.41‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.16‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.45‬‬

‫‪2‬‬

‫‪1.23‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪37.73‬‬

‫‪96‬‬

‫‪0.39‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪40.18‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.01‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪43.98‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪48.99‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪1.63‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.90‬‬

‫‪96‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪3.12‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪2.51‬‬ ‫‪0.46‬‬

‫‪5.47‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.49‬‬

‫‪2‬‬

‫‪2.24‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪38.62‬‬

‫‪96‬‬

‫‪0.40‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪43.11‬‬

‫‪98‬‬

‫‪5.58‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.29‬‬

‫‪2‬‬

‫‪3.14‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪70.62‬‬

‫‪96‬‬

‫‪0.74‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪76.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.38‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪86.62‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪88.00‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.24‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪94.39‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.64‬‬

‫‪98‬‬

‫‪4.27‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.69‬‬ ‫‪0.90‬‬

‫‪0.77‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.62‬‬ ‫‪0.98‬‬

‫‪0.63‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.85‬‬

‫‪2‬‬

‫‪1.43‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪85.23‬‬

‫‪96‬‬

‫‪0.89‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪88.08‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.63‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.06‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.69‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.16‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪82.75‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.61‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.81‬‬ ‫‪0.82‬‬

‫‪2.20‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.08‬‬ ‫‪0.86‬‬

‫‪0.10‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.61‬‬

‫‪2‬‬

‫‪0.31‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪129.90‬‬

‫‪96‬‬

‫‪1.35‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪130.51‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.23‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٦‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫‪8‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪9‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪10‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.79‬‬

‫‪2‬‬

‫‪0.89‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪56.39‬‬

‫‪96‬‬

‫‪0.59‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪58.18‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.93‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪42.91‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪43.84‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﻻ‬ ‫‪1.52‬‬

‫ﻻ‬

‫‪0.47‬‬ ‫‪0.45‬‬

‫‪1.04‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.93‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪25.98‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪28.91‬‬

‫‪98‬‬

‫‪5.41‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.00‬‬

‫‪2‬‬

‫‪0.50‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪46.41‬‬

‫‪96‬‬

‫‪0.48‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪47.41‬‬

‫ﻻ‬ ‫‪1.04‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.94‬‬

‫‪2‬‬

‫‪0.47‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪83.14‬‬

‫‪96‬‬

‫‪0.87‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.54‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.64‬‬

‫‪2‬‬

‫‪2.32‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪90.72‬‬

‫‪96‬‬

‫‪0.95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.35‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.91‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪85.54‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.44‬‬

‫ﻻ‬ ‫‪2.45‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.45‬‬ ‫‪0.89‬‬

‫‪0.51‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.03‬‬

‫‪2‬‬

‫‪4.01‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.16‬‬

‫‪96‬‬

‫‪0.77‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫‪5.20‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.30‬‬

‫‪2‬‬

‫‪4.15‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪85.70‬‬

‫‪96‬‬

‫‪0.89‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪94.00‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.12‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪85.61‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.73‬‬

‫‪4.65‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.56‬‬ ‫‪0.89‬‬

‫‪0.63‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.37‬‬

‫‪2‬‬

‫‪1.69‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪78.81‬‬

‫‪96‬‬

‫‪0.82‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.06‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.08‬‬

‫‪2‬‬

‫‪1.04‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪85.33‬‬

‫‪96‬‬

‫‪0.89‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.19‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪61.17‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪61.35‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪1.46‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.27‬‬

‫‪96‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪1.17‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.09‬‬ ‫‪0.64‬‬

‫‪0.15‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.76‬‬

‫‪2‬‬

‫‪0.38‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.20‬‬

‫‪96‬‬

‫‪0.76‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.96‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.74‬‬

‫‪2‬‬

‫‪0.37‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪119.89‬‬

‫‪96‬‬

‫‪1.25‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪120.63‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.68‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪154.49‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪163.17‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.98‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪103.21‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.30‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪4.34‬‬ ‫‪1.61‬‬

‫‪2.70‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪4.49‬‬ ‫‪1.08‬‬

‫‪4.17‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٦‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪11‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪12‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪13‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.24‬‬

‫‪2‬‬

‫‪1.12‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.31‬‬

‫‪96‬‬

‫‪0.77‬‬

‫‪1.45‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪76.55‬‬

‫‪98‬‬

‫ﻻ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.01‬‬

‫‪2‬‬

‫‪1.50‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪81.44‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.44‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.65‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪66.97‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪68.63‬‬

‫ﻻ‬ ‫‪1.77‬‬

‫ﻻ‬

‫‪0.83‬‬ ‫‪0.70‬‬

‫‪1.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.87‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.62‬‬

‫‪95‬‬

‫‪0.81‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪78.49‬‬

‫‪97‬‬

‫ﻻ‬ ‫‪1.16‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.64‬‬

‫‪2‬‬

‫‪0.82‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪118.44‬‬

‫‪96‬‬

‫‪1.23‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪120.08‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.06‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪92.24‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.29‬‬

‫ﻻ‬ ‫‪0.67‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.53‬‬ ‫‪0.96‬‬

‫‪1.59‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.00‬‬

‫‪2‬‬

‫‪0.50‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪33.33‬‬

‫‪96‬‬

‫‪0.35‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.32‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.42‬‬

‫‪2‬‬

‫‪0.21‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪32.75‬‬

‫‪96‬‬

‫‪0.34‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪33.17‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.08‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪29.33‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪29.41‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.94‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.85‬‬

‫‪96‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪0.62‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.04‬‬ ‫‪0.31‬‬

‫‪0.14‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.63‬‬

‫‪2‬‬

‫‪0.31‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪30.06‬‬

‫‪96‬‬

‫‪0.31‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪30.69‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.00‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.77‬‬

‫‪2‬‬

‫‪2.39‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪87.23‬‬

‫‪96‬‬

‫‪0.91‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪92.00‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.39‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪81.16‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.47‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪84.19‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.66‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.63‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪2.69‬‬ ‫‪0.85‬‬

‫‪3.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.74‬‬ ‫‪0.88‬‬

‫‪1.98‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.71‬‬

‫‪2‬‬

‫‪0.35‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.20‬‬

‫‪96‬‬

‫‪0.84‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪80.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.21‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪94.34‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪94.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.35‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪84.94‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.29‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.42‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.10‬‬ ‫‪0.98‬‬

‫‪0.10‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.18‬‬ ‫‪0.89‬‬

‫‪1.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.26‬‬

‫‪2‬‬

‫‪0.63‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪97.73‬‬

‫‪96‬‬

‫‪1.02‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪98.99‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.40‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.79‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.62‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.20‬‬ ‫‪0.83‬‬

‫‪1.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ -: (١٦‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪14‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪15‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪16‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.59‬‬

‫‪2‬‬

‫‪0.30‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪40.83‬‬

‫‪96‬‬

‫‪0.43‬‬

‫‪0.69‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪41.41‬‬

‫‪98‬‬

‫ﻻ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.23‬‬

‫‪2‬‬

‫‪0.62‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪53.50‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪54.73‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.60‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪36.31‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪36.91‬‬

‫ﻻ‬ ‫‪1.11‬‬

‫ﻻ‬

‫‪0.30‬‬ ‫‪0.38‬‬

‫‪0.80‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.76‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪30.87‬‬

‫‪96‬‬

‫‪0.32‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪31.64‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.01‬‬

‫‪2‬‬

‫‪1.51‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪86.65‬‬

‫‪96‬‬

‫‪0.90‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪89.66‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.19‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪78.54‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.73‬‬

‫ﻻ‬ ‫‪1.67‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪3.09‬‬ ‫‪0.82‬‬

‫‪3.78‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.86‬‬

‫‪2‬‬

‫‪0.93‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪68.65‬‬

‫‪96‬‬

‫‪0.72‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪70.51‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.30‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.05‬‬

‫‪2‬‬

‫‪3.03‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪75.79‬‬

‫‪96‬‬

‫‪0.79‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪81.84‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.57‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪69.07‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪75.64‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.38‬‬

‫‪96‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.56‬‬

‫‪96‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫‪3.83‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪3.29‬‬ ‫‪0.72‬‬

‫‪4.57‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.30‬‬

‫‪2‬‬

‫‪2.15‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪102.81‬‬

‫‪96‬‬

‫‪1.07‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪107.11‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.01‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.61‬‬

‫‪2‬‬

‫‪0.81‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪111.30‬‬

‫‪96‬‬

‫‪1.16‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.17‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪83.19‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪83.35‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.03‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪30.08‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪31.11‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.69‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.08‬‬ ‫‪0.87‬‬

‫‪0.10‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.52‬‬ ‫‪0.31‬‬

‫‪1.65‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.79‬‬

‫‪2‬‬

‫‪0.40‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪33.23‬‬

‫‪96‬‬

‫‪0.35‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.02‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.13‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪26.65‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪27.78‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.54‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪27.54‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪28.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.14‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.57‬‬ ‫‪0.28‬‬

‫‪2.04‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.27‬‬ ‫‪0.29‬‬

‫‪0.95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.70‬‬

‫‪2‬‬

‫‪1.85‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.21‬‬

‫‪96‬‬

‫‪0.74‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.82‬‬

‫‪2‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.26‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪3.91‬‬ ‫‪0.77‬‬

‫‪5.06‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٦‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﳌﺆﻫﻞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫‪17‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪18‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬ ‫‪19‬‬ ‫ﺝ‬

‫ﺩ‬

‫‪20‬‬

‫‪21‬‬

‫‪22‬‬

‫‪23‬‬

‫‪24‬‬

‫‪25‬‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.36‬‬

‫‪2‬‬

‫‪0.18‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪34.37‬‬

‫‪96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.73‬‬

‫‪98‬‬

‫‪0.36‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻻ‬

‫‪0.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.99‬‬

‫‪2‬‬

‫‪2.50‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪68.36‬‬

‫‪96‬‬

‫‪0.71‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.35‬‬

‫‪98‬‬

‫‪3.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.59‬‬

‫‪2‬‬

‫‪1.30‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪69.37‬‬

‫‪96‬‬

‫‪0.72‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪71.96‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.79‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.42‬‬

‫‪2‬‬

‫‪0.21‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪101.54‬‬

‫‪96‬‬

‫‪1.06‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪101.96‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.20‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.53‬‬

‫‪2‬‬

‫‪4.77‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪58.31‬‬

‫‪96‬‬

‫‪0.61‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪67.84‬‬

‫‪98‬‬

‫‪7.85‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.54‬‬

‫‪2‬‬

‫‪0.77‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪35.63‬‬

‫‪96‬‬

‫‪0.37‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪37.17‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.07‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.27‬‬

‫‪2‬‬

‫‪0.14‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪37.75‬‬

‫‪96‬‬

‫‪0.39‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪38.02‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.35‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.23‬‬

‫‪2‬‬

‫‪0.61‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪31.88‬‬

‫‪96‬‬

‫‪0.33‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪33.11‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.85‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.46‬‬

‫‪2‬‬

‫‪0.23‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪44.27‬‬

‫‪96‬‬

‫‪0.46‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪44.73‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.59‬‬

‫‪2‬‬

‫‪1.30‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪84.32‬‬

‫‪96‬‬

‫‪0.88‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.48‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.26‬‬

‫‪2‬‬

‫‪3.13‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪83.40‬‬

‫‪96‬‬

‫‪0.87‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪89.66‬‬

‫‪98‬‬

‫‪3.60‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.50‬‬

‫‪2‬‬

‫‪1.25‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.52‬‬

‫‪96‬‬

‫‪0.75‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.02‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.68‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.23‬‬

‫‪2‬‬

‫‪1.12‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪54.51‬‬

‫‪96‬‬

‫‪0.57‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.75‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.97‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.47‬‬

‫‪2‬‬

‫‪0.23‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪68.16‬‬

‫‪96‬‬

‫‪0.71‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪68.63‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.79‬‬

‫‪2‬‬

‫‪1.40‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪89.29‬‬

‫‪96‬‬

‫‪0.93‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪92.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.08‬‬

‫‪2‬‬

‫‪0.04‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.70‬‬

‫‪96‬‬

‫‪0.75‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪71.78‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.05‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.59‬‬

‫‪2‬‬

‫‪2.30‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.82‬‬

‫‪96‬‬

‫‪0.78‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪79.41‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.77‬‬

‫‪2‬‬

‫‪1.89‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪94.07‬‬

‫‪96‬‬

‫‪0.98‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪97.84‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.92‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.23‬‬

‫‪2‬‬

‫‪1.11‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪38.50‬‬

‫‪96‬‬

‫‪0.40‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪40.73‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.78‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.19‬‬

‫‪2‬‬

‫‪0.09‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪48.26‬‬

‫‪96‬‬

‫‪0.50‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪48.44‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.26‬‬

‫‪2‬‬

‫‪0.13‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.24‬‬

‫‪96‬‬

‫‪0.84‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪80.51‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.16‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺇﺟﺎﺑﺔ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ‪-:‬‬ ‫ﻳﻨﺺ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ﻋﻠﻰ ) ﻫﻞ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺁﺭﺍﺀ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻮﻝ ﺑﺮﺍﻣﺞ‬ ‫ﻣﺆﺳﺴﺎﺕ ﻭﺇﺩﺍﺭﺍﺕ ﺭﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﺎﳌﻤﻠﻜﺔ ﻋﻠﻰ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ ؟ ( ‪ ،‬ﻭﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺫﻟﻚ ﰎ‬ ‫ﺇﺳﺘﺨﺪﺍﻡ ﺇﺧﺘﺒﺎﺭ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻭﺫﻟﻚ ﻟﻠﻤﻘﺎﺭ�ﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ‬ ‫ﺍﻹﺳﺘﺒﺎ�ﺔ ﻭﻓﻘ ًﺎ ﻹﺧﺘﻼﻑ ﺍﻟﺘﺨﺼﺺ ﻭﻋﺮﺿﺖ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳋﺎﺻﺔ ﺑﺬﻟﻚ ﰲ ﺟﺪﻭﻝ ﺭﻗﻢ ) ‪ ( ١٧‬ﻭﻳﺘﻀﺢ ﻣﻦ‬ ‫�ﺘﺎﺋﺞ ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﻭﺟﺪ ﻓﻴﻬﺎ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺑﺴﺒﺐ ﺇﺧﺘﻼﻑ ﺍﻟﺘﺨﺼﺺ ﻛﺎ�ﺖ ﻛﺎﻟﺘﺎﱄ ‪ - :‬ﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١‬ﺃ ( ﻭﻫﻲ ) ﺃﺩﺍﺀ ﲢﺼﻴﻠﻲ ﻣﺮﺗﻔﻊ ( ﻭﻋﺒﺎﺭﺓ‬ ‫ﺭﻗﻢ ) ‪١‬ﻫـ ( ﻭﻫﻲ ) ﻛﻞ ﻣﺎﺳﺒﻖ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٢‬ﺏ ( ﻭﻫﻲ‬ ‫) ﺍﳌﺮﺣﻠﺔ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ )‪٤‬ﺃ ( ﻭﻫﻲ ) ﺍﻹﺩﺍﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﺮﻋﺎﻳﺔ ﺍﳌﻮﻫﻮﺑﲔ ﺑﻮﺯﺍﺭﺓ ﺍﻟﱰﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ (‬ ‫ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪٦‬ﺯ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٠‬ﻭ ( ﻭﻫﻲ )ﻏﲑ ﺫﻟﻚ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١١‬ﺏ (‬ ‫ﻭﻫﻲ ) ﺍﻷﻓﻼﻡ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٢‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٨‬ﺝ ( ﻭﻫﻲ ) ﺇﺟﺮﺍﺀ‬ ‫ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻄﻮﻳﺮﻳﺔ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١٨‬ﻭ ( ﻭﻫﻲ ) ﻏﲑ ﺫﻟﻚ ( ﻭﻋﺒﺎﺭﺓ ﺭﻗﻢ ) ‪ ( ٢٣‬ﻭﻫﻲ‬ ‫)ﻓﻴﻤﺎ ﳜﺘﺺ ﺑﺎﳌﻮﻫﺒﺔ ﻭﺍﳌﻮﻫﻮﺑﲔ ﻣﻦ ﺍﳌﻬﻢ ﺍﻹﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﺎﳌﻴﺔ ﻭﺗﺒﺎﺩﻝ ﺍﳋﱪﺍﺕ ﺑﲔ‬ ‫ﺍﻟﺪﻭﻝ ( ‪.‬‬ ‫ﻭﺃﻇﻬﺮ ﺇﺧﺘﺒﺎﺭ ﺷﻴﻔﻴﻪ ﺃﻥ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﻛﺎ�ﺖ ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﲣﺼﺺ ) ﺇﺩﺍﺭﺓ ﺗﺮﺑﻮﻳﺔ(‬

‫ﻭﺑﲔ ﲣﺼﺺ ) ﻣﻨﺎﻫﺞ ﻭﻃﺮﻕ ﺗﺪﺭﻳﺲ ( ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﺭﻗﺎﻡ )‪١‬ﺃ‪٢،‬ﺏ( ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﲣﺼﺺ )ﻣﻨﺎﻫﺞ ﻭﻃﺮﻕ‬ ‫ﺗﺪﺭﻳﺲ ( ‪ ،‬ﻭﻛﺎ�ﺖ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﲣﺼﺺ ) ﺇﺩﺍﺭﺓ ﺗﺮﺑﻮﻳﺔ ( ﻭﺑﲔ ﲣﺼﺺ )ﻋﻠﻢ‬

‫�ﻔﺲ ( ﰲ ﺍﻟﻌﺒﺎﺭﺓ ﺭﻗﻢ ) ‪١‬ﻫـ ( ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﲣﺼﺺ ) ﻋﻠﻢ �ﻔﺲ ( ‪.‬‬

‫ﻭﻛﺎ�ﺖ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﲣﺼﺺ ) ﺇﺩﺍﺭﺓ ﺗﺮﺑﻮﻳﺔ ( ﻭﺑﲔ ﲣﺼﺺ ) ﺗﺮﺑﻴﺔ‬

‫ﺇﺳﻼﻣﻴﺔ ﻭﻣﻘﺎﺭ�ﺔ ( ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ ) ‪١‬ﻭ ‪٦ ،‬ﺯ ‪١ ،‬ﻭ ‪١٨ ،‬ﺝ ‪١٨ ،‬ﻭ ( ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﲣﺼﺺ ) ﺇﺩﺍﺭﺓ ﺗﺮﺑﻮﻳﺔ (‪،‬‬

‫ﻭﻛﺎ�ﺖ ﺍﻟﻔﺮﻭﻕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﺑﲔ ﺇﺳﺘﺠﺎﺑﺎﺕ ﲣﺼﺺ ) ﻋﻠﻢ �ﻔﺲ ( ﻭﺑﲔ ﲣﺼﺺ ) ﺗﺮﺑﻴﺔ ﺇﺳﻼﻣﻴﺔ‬

‫ﻭﻣﻘﺎﺭ�ﺔ ( ﰲ ﺑﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺪﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﺎً ﻭﻫﻲ ) ‪٤‬ﺃ ‪١٠ ،‬ﻭ ‪١١ ،‬ﺏ ‪ ( ٢٣ ،‬ﻭﺫﻟﻚ ﻟﺼﺎﱀ ﲣﺼﺺ‬

‫)ﺗﺮﺑﻴﺔ ﺇﺳﻼﻣﻴﺔ ﻭﻣﻘﺎﺭ�ﺔ (‪.‬‬

‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﺒﺎﻗﻲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﱂ ﻳﺮﺩ ﺫﻛﺮﻫﺎ ﺳﺎﺑﻘﺎً ﻛﺎ�ﺖ ﻗﻴﻢ )ﻑ( ﳍﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻏﲑ ﺩﺍﻟﺔ‬ ‫ﺇﺣﺼﺎﺋﻴﺎً ‪ ،‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺩﻻﻟﺔ ) ‪ ( ٠.٠٥‬ﺑﲔ‬ ‫ﺁﺭﺍﺀ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ‪ ،‬ﻭﻫﺬﺍ ﻣﺆﺷﺮ ﻋﻠﻰ ﺃﻥ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺇﺧﺘﻼﻑ‬ ‫ﺍﻟﺘﺨﺼﺺ ﻛﺎ�ﺖ ﺁﺭﺍﺋﻬﻢ ﺣﻮﻝ ﺗﻠﻚ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﺘﻘﺎﺭﺑﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ‪.‬‬

‫ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٧‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪1‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬ ‫‪2‬‬ ‫ﺝ‬

‫ﺩ‬

‫ﺃ‬

‫ﺏ‬ ‫‪3‬‬ ‫ﺝ‬

‫ﺩ‬

‫ﺃ‬

‫ﺏ‬

‫‪4‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.98‬‬

‫‪4‬‬

‫‪2.00‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.68‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪81.66‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.49‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪36.62‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪37.11‬‬

‫‪94‬‬

‫‪0.78‬‬

‫ﻗﻴﻤﺔ ﻑ‬ ‫‪2.55‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.12‬‬ ‫‪0.39‬‬

‫‪0.32‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.53‬‬

‫‪4‬‬

‫‪0.63‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪53.66‬‬

‫‪94‬‬

‫‪0.57‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.11‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.71‬‬

‫‪4‬‬

‫‪0.68‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.46‬‬

‫‪94‬‬

‫‪0.79‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪77.17‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪15.26‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪86.82‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪102.08‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.34‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪75.98‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.32‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.86‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪3.82‬‬ ‫‪0.92‬‬

‫‪4.13‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪2.09‬‬ ‫‪0.81‬‬

‫‪2.58‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪11.05‬‬

‫‪4‬‬

‫‪2.76‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪105.70‬‬

‫‪94‬‬

‫‪1.12‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.75‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.09‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪75.09‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.18‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.90‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪68.73‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.64‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.46‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪2.27‬‬ ‫‪0.80‬‬

‫‪2.84‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.23‬‬ ‫‪0.73‬‬

‫‪1.68‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.70‬‬

‫‪4‬‬

‫‪1.93‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪106.80‬‬

‫‪94‬‬

‫‪1.14‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪114.51‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪14.72‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪155.83‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪170.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪10.64‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪152.27‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪162.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.69‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪3.68‬‬ ‫‪1.66‬‬

‫‪2.22‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪2.66‬‬ ‫‪1.62‬‬

‫‪1.64‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.06‬‬

‫‪4‬‬

‫‪1.77‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪112.36‬‬

‫‪94‬‬

‫‪1.20‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪119.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.06‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪108.96‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪118.02‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪8.48‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪65.60‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.48‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪2.26‬‬ ‫‪1.16‬‬

‫‪1.95‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪2.12‬‬ ‫‪0.70‬‬

‫‪3.04‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.61‬‬

‫‪4‬‬

‫‪0.15‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪56.14‬‬

‫‪94‬‬

‫‪0.60‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪56.75‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.75‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪91.33‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪98.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.26‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.69‬‬ ‫‪0.97‬‬

‫‪1.74‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.33‬‬

‫‪4‬‬

‫‪1.08‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.30‬‬

‫‪94‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.63‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.27‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.77‬‬

‫‪4‬‬

‫‪0.94‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪150.32‬‬

‫‪94‬‬

‫‪1.60‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪154.08‬‬

‫‪98‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪0.59‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٧‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪5‬‬

‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺯ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬

‫‪6‬‬

‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺯ‬

‫ﺃ‬

‫ﺏ‬

‫‪7‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.00‬‬

‫‪4‬‬

‫‪0.25‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪111.91‬‬

‫‪94‬‬

‫‪1.19‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.91‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﻻ‬ ‫‪0.21‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.29‬‬

‫‪4‬‬

‫‪1.57‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.80‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.85‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.99‬‬

‫‪4‬‬

‫‪0.50‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪93.84‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.84‬‬

‫ﻻ‬ ‫‪0.50‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.43‬‬

‫‪4‬‬

‫‪1.36‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.62‬‬

‫‪93‬‬

‫‪0.82‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.05‬‬

‫‪97‬‬

‫ﻻ‬ ‫‪1.65‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.93‬‬

‫‪4‬‬

‫‪1.23‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪111.70‬‬

‫‪94‬‬

‫‪1.19‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.63‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.68‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪115.01‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪116.69‬‬

‫ﻻ‬ ‫‪1.04‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.42‬‬ ‫‪1.22‬‬

‫‪0.34‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.61‬‬

‫‪4‬‬

‫‪0.90‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪60.23‬‬

‫‪94‬‬

‫‪0.64‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪63.84‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.41‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.03‬‬

‫‪4‬‬

‫‪0.76‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪49.96‬‬

‫‪94‬‬

‫‪0.53‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪52.99‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.76‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪38.66‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪39.41‬‬

‫ﻻ‬ ‫‪1.43‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.19‬‬ ‫‪0.41‬‬

‫‪0.46‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.38‬‬

‫‪4‬‬

‫‪0.59‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪37.81‬‬

‫‪94‬‬

‫‪0.40‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪40.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.48‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.84‬‬

‫‪4‬‬

‫‪0.46‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪47.15‬‬

‫‪94‬‬

‫‪0.50‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪48.99‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.34‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪40.77‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪43.11‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪1.00‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.85‬‬

‫‪94‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪0.92‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.59‬‬ ‫‪0.43‬‬

‫‪1.35‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.44‬‬

‫‪4‬‬

‫‪1.11‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪72.47‬‬

‫‪94‬‬

‫‪0.77‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪76.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪13.09‬‬

‫‪4‬‬

‫‪3.27‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.91‬‬

‫‪94‬‬

‫‪0.80‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪88.00‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.91‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪92.73‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.64‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.61‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪86.48‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪88.08‬‬

‫‪98‬‬

‫‪4.11‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.73‬‬ ‫‪0.99‬‬

‫‪0.74‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.40‬‬ ‫‪0.92‬‬

‫‪0.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.52‬‬

‫‪4‬‬

‫‪0.63‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪80.17‬‬

‫‪94‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.69‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.73‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪82.18‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪9.36‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪121.14‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪130.51‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.74‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.18‬‬ ‫‪0.87‬‬

‫‪0.21‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪2.34‬‬ ‫‪1.29‬‬

‫‪1.82‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٧‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫‪8‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪9‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪10‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.19‬‬

‫‪4‬‬

‫‪0.30‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪56.99‬‬

‫‪94‬‬

‫‪0.61‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪58.18‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.63‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪42.21‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪43.84‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻻ‬

‫‪0.49‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.41‬‬ ‫‪0.45‬‬

‫‪0.91‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.29‬‬

‫‪4‬‬

‫‪0.57‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪26.62‬‬

‫‪94‬‬

‫‪0.28‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪28.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.34‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪47.07‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪47.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.53‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪77.55‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.02‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.09‬‬ ‫‪0.50‬‬

‫‪0.17‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.63‬‬ ‫‪0.83‬‬

‫‪1.98‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.69‬‬

‫‪4‬‬

‫‪1.17‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪90.67‬‬

‫‪94‬‬

‫‪0.97‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.35‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.82‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪81.63‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.44‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.21‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.20‬‬ ‫‪0.87‬‬

‫‪1.39‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.86‬‬

‫‪4‬‬

‫‪0.22‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪81.32‬‬

‫‪94‬‬

‫‪0.87‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.10‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪87.90‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪94.00‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.25‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.53‬‬ ‫‪0.94‬‬

‫‪1.63‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.75‬‬

‫‪4‬‬

‫‪0.69‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪83.98‬‬

‫‪94‬‬

‫‪0.89‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.73‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.88‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.30‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.77‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.47‬‬ ‫‪0.81‬‬

‫‪1.81‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.76‬‬

‫‪4‬‬

‫‪0.94‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪83.66‬‬

‫‪94‬‬

‫‪0.89‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.84‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪60.51‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪61.35‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.06‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.21‬‬ ‫‪0.64‬‬

‫‪0.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.73‬‬

‫‪4‬‬

‫‪0.68‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.23‬‬

‫‪94‬‬

‫‪0.76‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.96‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.80‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪114.83‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪120.63‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.90‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.45‬‬ ‫‪1.22‬‬

‫‪1.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪11.71‬‬

‫‪4‬‬

‫‪2.93‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪151.46‬‬

‫‪94‬‬

‫‪1.61‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪163.17‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪11.67‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪100.51‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.82‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪2.92‬‬ ‫‪1.07‬‬

‫‪2.73‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٧‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪11‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪12‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪13‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.40‬‬

‫‪4‬‬

‫‪0.85‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.14‬‬

‫‪94‬‬

‫‪0.78‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪76.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪11.36‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪73.08‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.44‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﻻ‬ ‫‪1.09‬‬

‫‪2.84‬‬ ‫‪0.78‬‬

‫‪3.65‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.26‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪65.37‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪68.63‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.17‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.54‬‬

‫‪4‬‬

‫‪0.63‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪75.96‬‬

‫‪93‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪78.49‬‬

‫ﻻ‬ ‫‪0.78‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪97‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.89‬‬

‫‪4‬‬

‫‪0.47‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪118.19‬‬

‫‪94‬‬

‫‪1.26‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪120.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.38‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.09‬‬

‫‪4‬‬

‫‪1.27‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪90.20‬‬

‫‪94‬‬

‫‪0.96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪95.29‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.55‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪32.78‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.32‬‬

‫ﻻ‬ ‫‪1.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.39‬‬ ‫‪0.35‬‬

‫‪1.11‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.46‬‬

‫‪4‬‬

‫‪0.12‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪32.71‬‬

‫‪94‬‬

‫‪0.35‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪33.17‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.52‬‬

‫‪4‬‬

‫‪0.38‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪27.90‬‬

‫‪94‬‬

‫‪0.30‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪29.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.11‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪29.58‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪30.69‬‬

‫ﻻ‬ ‫‪1.28‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.28‬‬ ‫‪0.32‬‬

‫‪0.88‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.05‬‬

‫‪4‬‬

‫‪0.51‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪89.95‬‬

‫‪94‬‬

‫‪0.96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪92.00‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.54‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪10.82‬‬

‫‪4‬‬

‫‪2.71‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪75.72‬‬

‫‪94‬‬

‫‪0.81‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.99‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪84.66‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.66‬‬

‫‪3.36‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.75‬‬ ‫‪0.90‬‬

‫‪0.83‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.11‬‬

‫‪4‬‬

‫‪0.28‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.80‬‬

‫‪94‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪80.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.71‬‬

‫‪4‬‬

‫‪1.43‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪88.84‬‬

‫‪94‬‬

‫‪0.95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪94.55‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.13‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪81.17‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪87.29‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.82‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.81‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.70‬‬

‫‪94‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪1.51‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪1.53‬‬ ‫‪0.86‬‬

‫‪1.77‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.00‬‬

‫‪4‬‬

‫‪0.25‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪97.99‬‬

‫‪94‬‬

‫‪1.04‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪98.99‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.24‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.91‬‬

‫‪4‬‬

‫‪1.48‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪76.28‬‬

‫‪94‬‬

‫‪0.81‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.18‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.82‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٧‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ‬ ‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪14‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪15‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪16‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.55‬‬

‫‪4‬‬

‫‪0.14‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪40.87‬‬

‫‪94‬‬

‫‪0.44‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪41.41‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.59‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪54.14‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪54.73‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﻻ‬ ‫‪0.32‬‬

‫ﻻ‬

‫‪0.15‬‬ ‫‪0.58‬‬

‫‪0.26‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.44‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪36.47‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪36.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.28‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.78‬‬

‫‪4‬‬

‫‪0.20‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪30.85‬‬

‫‪94‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪31.64‬‬

‫ﻻ‬ ‫‪0.60‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.73‬‬

‫‪4‬‬

‫‪0.18‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪88.93‬‬

‫‪94‬‬

‫‪0.95‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪89.66‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.19‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.65‬‬

‫‪4‬‬

‫‪1.41‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.08‬‬

‫‪94‬‬

‫‪0.84‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪84.73‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.62‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪66.88‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪70.51‬‬

‫ﻻ‬ ‫‪1.68‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.91‬‬ ‫‪0.71‬‬

‫‪1.27‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪6.46‬‬

‫‪4‬‬

‫‪1.61‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪75.38‬‬

‫‪94‬‬

‫‪0.80‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪81.84‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.01‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪4.10‬‬

‫‪4‬‬

‫‪1.03‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.53‬‬

‫‪94‬‬

‫‪0.76‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪75.64‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.97‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪104.14‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪107.11‬‬

‫ﻻ‬ ‫‪1.35‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.74‬‬ ‫‪1.11‬‬

‫‪0.67‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.09‬‬

‫‪4‬‬

‫‪0.52‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪110.82‬‬

‫‪94‬‬

‫‪1.18‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪112.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.44‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.14‬‬

‫‪4‬‬

‫‪0.29‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪82.21‬‬

‫‪94‬‬

‫‪0.88‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪83.35‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.15‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪29.96‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪31.11‬‬

‫ﻻ‬ ‫‪0.33‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.29‬‬ ‫‪0.32‬‬

‫‪0.90‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.51‬‬

‫‪4‬‬

‫‪0.38‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪32.51‬‬

‫‪94‬‬

‫‪0.35‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.02‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.09‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.55‬‬

‫‪4‬‬

‫‪0.39‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪26.22‬‬

‫‪94‬‬

‫‪0.28‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪27.78‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.92‬‬

‫‪4‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪27.16‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪28.08‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.33‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.11‬‬

‫‪94‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪0.39‬‬

‫‪94‬‬

‫ﺍﻟﺪﻻﻟﺔ‬

‫ﻻ‬ ‫‪1.39‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬ ‫ﻻ‬

‫‪0.23‬‬ ‫‪0.29‬‬

‫‪0.80‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.77‬‬

‫‪4‬‬

‫‪0.94‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪71.14‬‬

‫‪94‬‬

‫‪0.76‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪74.91‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.25‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.63‬‬

‫‪4‬‬

‫‪1.91‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪74.46‬‬

‫‪94‬‬

‫‪0.79‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪82.08‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.41‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺗﺎﺑﻊ ﺟﺪﻭﻝ ﺭﻗﻢ )‪ :(١٧‬ﻳﻮﺿﺢ �ﺘﺎﺋﺞ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﻟﺪﻻﻟﺔ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻣﺘﻮﺳﻄﺎﺕ ﺇﺳﺘﺠﺎﺑﺎﺕ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬ ‫ﺗﺒﻌﺎ ﳌﺘﻐﲑ ﺍﻟﺘﺨﺼﺺ‬

‫ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﺃ‬

‫ﺏ‬

‫‪17‬‬

‫ﺝ‬

‫ﺩ‬

‫ﻫـ‬

‫ﺃ‬

‫ﺏ‬

‫ﺝ‬ ‫‪18‬‬ ‫ﺩ‬

‫ﻫـ‬

‫ﻭ‬

‫ﺃ‬

‫ﺏ‬ ‫‪19‬‬ ‫ﺝ‬

‫ﺩ‬

‫‪20‬‬

‫‪21‬‬

‫‪22‬‬

‫‪23‬‬

‫‪24‬‬

‫‪25‬‬

‫ﻣﺼﺎﺩﺭ ﺍﻹﺧﺘﻼﻑ‬

‫ﳎﻤﻮﻉ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺩﺭﺟﺎﺕ ﺍﳊﺮﻳﺔ‬

‫ﻣﺘﻮﺳﻂ ﺍﳌﺮﺑﻌﺎﺕ‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.35‬‬

‫‪4‬‬

‫‪0.09‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪34.38‬‬

‫‪94‬‬

‫‪0.37‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪34.73‬‬

‫‪98‬‬

‫ﻗﻴﻤﺔ ﻑ‬

‫ﺍﻟﺪﻻﻟﺔ‬ ‫ﻻ‬

‫‪0.24‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.30‬‬

‫‪4‬‬

‫‪1.32‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪68.06‬‬

‫‪94‬‬

‫‪0.72‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪73.35‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.83‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.97‬‬

‫‪4‬‬

‫‪0.74‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪68.99‬‬

‫‪94‬‬

‫‪0.73‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪71.96‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.01‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.19‬‬

‫‪4‬‬

‫‪0.30‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪100.77‬‬

‫‪94‬‬

‫‪1.07‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪101.96‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.28‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.92‬‬

‫‪4‬‬

‫‪0.73‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪64.92‬‬

‫‪94‬‬

‫‪0.69‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪67.84‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪1.06‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪0.48‬‬

‫‪4‬‬

‫‪0.12‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪36.70‬‬

‫‪94‬‬

‫‪0.39‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪37.17‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.31‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪3.09‬‬

‫‪4‬‬

‫‪0.77‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪34.93‬‬

‫‪94‬‬

‫‪0.37‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪38.02‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.08‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪5.74‬‬

‫‪4‬‬

‫‪1.43‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪27.38‬‬

‫‪94‬‬

‫‪0.29‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪33.11‬‬

‫‪98‬‬

‫‪4.92‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪1.36‬‬

‫‪4‬‬

‫‪0.34‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪43.37‬‬

‫‪94‬‬

‫‪0.46‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪44.73‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪0.74‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪7.01‬‬

‫‪4‬‬

‫‪1.75‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪79.90‬‬

‫‪94‬‬

‫‪0.85‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪86.91‬‬

‫‪98‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪12.22‬‬

‫‪4‬‬

‫‪3.06‬‬

‫ﺩﺍﺧﻞ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪77.43‬‬

‫‪94‬‬

‫‪0.82‬‬

‫ﺍﻟﻜﻠﻲ‬

‫‪89.66‬‬

‫‪98‬‬

‫ﻻ‬ ‫‪2.06‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫‪3.71‬‬

‫ﺗﻮﺟﺪ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ‬ ‫ﻋﻨﺪ ﻣﺴﺘﻮﻯ ‪٠.٠٥‬‬

‫ﺑﲔ ﺍ‪‬ﻤﻮﻋﺎﺕ‬

‫‪2.00‬‬

‫‪4‬‬

‫‪0.50‬‬