Copyright © 2010. Debono Center. All rights reserved.

May not be reproduced in any form without permission from

the publisher, except fair uses permitted under U.S. or applicable copyright law.

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Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﺘﺪرﯾﺐ‬
‫اﻷﺳﺲ واﻟﻤﺒﺎدئ‬

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Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ﺑﺴﻢ ﷲ اﻟﺮﺣﻤﻦ اﻟﺮﺣﯿﻢ‬

[ZYXWVUTSRQPM
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‫ﺻﺪق ﷲ اﻟﻌﻈﯿﻢ‬
(23 :‫)اﻟﺒﻘﺮة‬

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Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﺗدرﯾب‬
‫اﻷﺳس واﻟﻣﺑﺎدئ‬

‫ﺗﺄﻟﯿﻒ‬
‫ ﺻﻼح ﺻﺎﻟﺢ ﻣﻌﻤﺎر‬.‫د‬
‫ﻣدرب ﻓﻲ ﺗﻧﻣﯾﺔ اﻟﻣوارد اﻟﺑﺷرﯾﺔ‬

‫اﻟﻨﺎﺷﺮ‬
‫دﯾﺒﻮﻧﻮ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﯾﻊ‬

2010

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
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‫رﻗﻢ اﻟﺘﺼﻨﯿﻒ‪658.3 :‬‬

‫اﻟﻤﺆﻟﻒ وﻣﻦ ھﻮ ﻓﻲ ﺣﻜﻤﮫ‪ :‬اﻟﺪﻛﺘﻮر‪ /‬ﺻﻼح ﺻﺎﻟﺢ ﻣﻌﻤﺎر‬
‫ﻋﻨـــﻮان اﻟﻜﺘــﺎب‪ :‬اﻟﺘﺪرﯾﺐ ‪ :‬اﻷﺳﺲ واﻟﻤﺒﺎدئ‬
‫رﻗﻢ اﻹﯾﺪاع‪2008/6/1899 :‬‬
‫اﻟﺘﺮﻗﯿﻢ اﻟﺪوﻟﻲ‪ISBN: 9957-454-54-8 :‬‬
‫اﻟﻤﻮﺿﻮع اﻟﺮﺋﯿﺴﻲ‪ :‬اﻟﺘﺪرﯾﺐ‪ /‬اﻟﺘﻔﻜﯿﺮ‪ /‬ﺗﻌﻠﻢ‪ /‬ﺗﻌﻠﯿﻢ‬
‫اﻟﻤﻮﺿﻮع اﻟﺮﺋﯿﺴﻲ‪ :‬ﺗﻨﻤﯿﺔ اﻟﻤﮭﺎرات ‪ /‬اﻟﻤﺘﺪرﺑﻮن‪ /‬ﺗﻨﻤﯿﺔ اﻟﻘﻮى اﻟﺒﺸﺮﯾﺔ‬
‫ﺑﯿﺎﻧﺎت اﻟﻨﺸــﺮ‪ :‬دار دﯾﺒﻮﻧﻮ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ‪ -‬ﻋ ّﻤــﺎن ‪ -‬اﻷردن‬
‫* ﺗﻢ إﻋﺪاد ﺑﯿﺎﻧﺎت اﻟﻔﮭﺮﺳــﺔ واﻟﺘﺼﻨﯿﻒ اﻷوﻟﯿﺔ ﻣﻦ ﻗﺒﻞ داﺋﺮة اﻟﻤﻜﺘﺒﺔ اﻟﻮطﻨﯿﺔ‬

‫ﺣﻘﻮق اﻟﻄﺒﻊ ﻣﺤﻔﻮظﺔ ﻟﻠﻨﺎﺷﺮ‬

‫اﻟﻄﺒﻌﺔ اﻷوﻟﻰ‬
‫‪ 2010‬م‬
‫دﯾﺒﻮﻧﻮ ﻟﻠﻄﺒﺎﻋﺔ واﻟﻨﺸﺮ واﻟﺘﻮزﯾﻊ‬
‫ﻋﻀﻮ اﺗﺤﺎد اﻟﻨﺎﺷﺮﯾﻦ اﻷردﻧﯿﯿﻦ‬
‫ﻋﻀﻮ اﺗﺤﺎد اﻟﻨﺎﺷﺮﯾﻦ اﻟﻌﺮب‬

‫ﺣﻘﻮق اﻟﻄﺒﻊ واﻟﻨﺸﺮ ﻣﺤﻔﻮظﺔ ﻟﻤﺮﻛﺰ دﯾﺒﻮﻧﻮ ﻟﺘﻌﻠﯿﻢ اﻟﺘﻔﻜﯿﺮ‪ ،‬وﻻ ﯾﺠﻮز إﻧﺘﺎج أي ﺟﺰء ﻣﻦ ھﺬه‬
‫اﻟﻤﺎدة أو ﺗﺨﺰﯾﻨﮫ ﻋﻠﻰ أي ﺟﮭﺎز أو وﺳﯿﻠﺔ ﺗﺨﺰﯾﻦ أو ﻧﻘﻠﮫ ﺑﺄي ﺷﻜﻞ أو وﺳﯿﻠﺔ ﺳﻮاء ﻛﺎﻧﺖ‬
‫إﻟﻜﺘﺮوﻧﯿﺔ أو آﻟﯿﺔ أو ﺑﺎﻟﻨﺴﺦ واﻟﺘﺼﻮﯾﺮ أو ﺑﺎﻟﺘﺴﺠﯿﻞ وأي طﺮﯾﻘﺔ أﺧﺮى إﻻ ﺑﻤﻮاﻓﻘﺔ ﺧﻄﯿﺔ ﻣﺴﺒﻘﺔ‬
‫ﻣﻦ ﻣﺮﻛﺰ دﯾﺒﻮﻧﻮ ﻟﺘﻌﻠﯿﻢ اﻟﺘﻔﻜﯿﺮ‪.‬‬

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Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ﯾﻄﻠﺐ ھﺬا اﻟﻜﺘﺎب ﻣﺒﺎﺷﺮة ﻣﻦ ﻣﺮﻛﺰ دﯾﺒﻮﻧﻮ ﻟﺘﻌﻠﯿﻢ اﻟﺘﻔﻜﯿﺮ‬

‫ ﻣﺠﻤﻊ اﻟﻌﯿﺪ اﻟﺘﺠﺎري‬-‫ ﺷﺎرع اﻟﻤﻠﻜﺔ راﻧﯿﺎ‬-‫ﻋ ّﻤﺎن‬
4‫ ط‬-‫ﻣﻘﺎﺑﻞ ﻣﻔﺮوﺷﺎت ﻟﺒﻨﻰ‬
962-6-5337029 ، 962-6-5337003 :‫ھﺎﺗﻒ‬
962-6-5337007 :‫ﻓﺎﻛﺲ‬
‫ اﻟﻤﻤﻠﻜﺔ اﻷردﻧﯿﺔ اﻟﮭﺎﺷﻤﯿﺔ‬11941 ‫ اﻟﺠﺒﯿﮭﺔ‬831 :‫ ب‬.‫ص‬
E-mail: info@debono.edu.jo
www.debono.edu.jo

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‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫إھﺪا‬
‫ء‬

‫‪ ‬ھﺬا اﻟﻜﺘﺎب ﻟﻜﻞ ﻣﺪرب وﻣﺪرﺑﺔ ﺷﻐﻠﮭﻢ اﻟﺸﺎﻏﻞ ﺗﻘﺪﯾﻢ‬

‫ﺑﺮاﻣﺞ ﺗﺪرﯾﺒﯿﺔ ﺑﻄﺮق ﻋﻠﻤﯿﺔ وﻋﻠﻰ أﺳﺲ ﺻﺤﯿﺤﺔ‪.‬‬
‫‪ ‬ھﺬا اﻟﻜﺘﺎب ﻟﻮاﻟﺪي وﻟﻤﺪرﺑﻲ اﻟﺬي داﺋﻤﺎ ً ﻣﺎ ﯾﻮﺻﯿﻨﻲ‬
‫ﺑﺘﻘﺪﯾﻢ اﻟﺘﺪرﯾﺐ ﺑﺸﻜﻞ اﺣﺘﺮاﻓﻲ وﻋﻠﻰ أﺳﺎس ﻋﻠﻤﻲ‪.‬‬
‫‪ ‬ھﺬا اﻟﻜﺘﺎب ﻟﻮاﻟﺪﺗﻲ اﻟﻐﺎﻟﯿﺔ واﻟﺘﻲ ﺗﺪرﺑﺖ ﻋﻠﻰ ﯾﺪﯾﮭﺎ‬
‫اﻟﻜﺜﯿﺮ واﻟﻜﺜﯿﺮ ﻣﻦ اﻟﺒﺮاﻣﺞ اﻟﺤﯿﺎﺗﯿﺔ‪.‬‬
‫‪ ‬ھﺬا اﻟﻜﺘﺎب ﻟﺰوﺟﺘﻲ اﻟﺘﻲ ﺗﻘﻒ داﺋﻤﺎ ً وأﺑﺪاً ﺧﻠﻒ ﻛﻞ‬
‫ﻧﺠﺎح وإﻧﺠﺎز أﺣﻘﻘﮫ‪.‬‬
‫‪ ‬ھﺬا اﻟﻜﺘﺎب ﻟﻤﺪرﺑﻲ اﻟﻤﺴﺘﻘﺒﻞ أﺑﻨﺎﺋﻲ ﻟﯿﺎن ورﯾﺎن‪.‬‬

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 Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

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 Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

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‫اﻟﻤﺤﺘﻮﯾﺎت‬

‫اﻟﺼﻔﺤﺔ‬ ‫اﻟﻤﻮﺿـﻮع‬

‫اﻟﻤﻘﺪﻣﺔ ‪2 .......................................................................................‬‬
‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‪5 .................................................‬‬
‫اﺳﻢ اﻟﺒﺮﻧﺎﻣﺞ‪5 ............................................................................... :‬‬
‫اﻟﮭﺪف اﻟﻌﺎم ﻣﻦ اﻟﺒﺮﻧﺎﻣﺞ‪5 .................................................................:‬‬
‫اﻷھﺪاف اﻟﺘﻔﺼﯿﻠﯿﺔ‪5 ........................................................................ :‬‬
‫اﻟﻤﺴﺘﮭﺪﻓﻮن ﻣﻦ اﻟﺒﺮﻧﺎﻣﺞ‪6 .................................................................:‬‬
‫ﻣﺪة اﻟﺒﺮﻧﺎﻣﺞ‪6 ................................................................................:‬‬
‫إرﺷﺎدات ﻟﻠﻤﺪرﺑﯿﻦ‪8 ........................................................................ :‬‬
‫إرﺷﺎدات ﻟﻠﻤﺘﺪرﺑﯿﻦ‪8 ....................................................................... :‬‬
‫اﻷﻧﺸﻄﺔ واﻷﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‪9 .............................. :‬‬
‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‪9 ............................................ :‬‬
‫اﻟﻜﺘﺎب وﻓﻖ ﻣﺨﻄﻂ اﻟﻌﻤﻠﯿﺔ اﻟﺘﺪرﯾﺒﯿﺔ ﻛﺎﻟﺘﺎﻟﻲ‪10 ....................................... :‬‬
‫اﻟﻔﺼﻞ اﻷول ‪11 ..............................................................................‬‬
‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‪11 .......................................................................‬‬
‫ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺐ‪13 ...........................................................................:‬‬

‫‪IX‬‬

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‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫اﻟﺘﺪرﯾﺐ )‪ :(Training‬اﻟﺘﺪرﯾﺐ ﻟﻐﺔ‪13 ............................................. :‬‬

‫اﺻﻄﻼﺣﺎ ً‪13 ..........................................................................:‬‬
‫أھﻤﯿﺔ اﻟﺘﺪرﯾﺐ‪14 ........................................................................... :‬‬
‫أﻧﻮاع اﻟﺘﺪرﯾﺐ‪15 ............................................................................:‬‬
‫ﻣﻦ ﺣﯿﺚ اﻟﺘﻄﺒﯿﻖ‪15 .....................................................................:‬‬
‫ﻣﻦ ﺣﯿﺚ اﻟﻤﻜﺎن‪15 ...................................................................... :‬‬
‫ﻣﻦ ﺣﯿﺚ اﻟﻮﻗﺖ‪15 .......................................................................:‬‬
‫ﻣﻦ ﺣﯿﺚ اﻟﺘﻔﺮغ‪16 ...................................................................... :‬‬
‫ﻣﻦ ﺣﯿﺚ اﻟﻤﺪة واﻟﻔﺌﺔ اﻟﻤﺴﺘﮭﺪﻓﺔ‪16 ................................................... :‬‬
‫ﻣﻦ ﺣﯿﺚ اﻟﺘﺨﺼﺺ‪17 ................................................................. :‬‬
‫ﺗﺠﺎرب دوﻟﯿﺔ ﻓﻲ ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ‪18 ....................................................:‬‬
‫أﺳﺌﻠﺔ اﻟﺘﺪرﯾﺐ‪21 .............................................................................‬‬
‫ﻧﻈﺮﯾﺎت اﻟﺘﻌﻠﻢ واﻟﺘﺪرﯾﺐ ‪22 ................................................................‬‬
‫‪ -1‬اﻟﻨﻈﺮﯾﺔ اﻟﺴﻠﻮﻛﯿﺔ‪22 ................................................................. :‬‬
‫‪ -2‬اﻟﻨﻈﺮﯾﺔ اﻟﻤﻌﺮﻓﯿﺔ‪23 ................................................................. :‬‬
‫‪ -3‬اﻟﻨﻈﺮﯾﺔ اﻟﺒﻨﺎﺋﯿﺔ‪23 ................................................................... :‬‬
‫ﺗﺘﻀﻤﻦ اﻟﻨﻈﺮة اﻟﺒﻨﺎﺋﯿﺔ ﻣﺒﺪأﯾﻦ‪24 ..................................................:‬‬
‫اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ ‪24 ........................................................................‬‬
‫أﻗﺴﺎم اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪24 .............................................................:‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫ﻣﺠﺎﻻت اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪24 ......................................................... :‬‬

‫ﻣﺼﺎدر اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪25 ..........................................................:‬‬
‫ﺗﻮﺻﯿﻒ اﻷھﺪاف ﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺐ‪25 ........................................... :‬‬
‫ﺗﻮﺻﯿﻒ اﻷھﺪاف اﻟﻌﺎﻣﺔ ﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺐ‪25 .......................................:‬‬
‫أﻧﻮاع اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪25 ............................................................ :‬‬
‫ﻣﻔﮭﻮم اﻟﮭﺪف اﻟﺴﻠﻮﻛﻲ‪27 .............................................................. :‬‬
‫ﺗﻮﺻﯿﻒ اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ‪27 .........................................................:‬‬
‫ﻣﺼﺎدر اﺷﺘﻘﺎق اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ‪27 ................................................ :‬‬
‫ﻣﻮاﺻﻔﺎت اﻟﮭﺪف اﻟﺴﻠﻮﻛﻲ اﻹﺟﺮاﺋﻲ‪28 .............................................:‬‬
‫ﺻﯿﺎﻏﺔ اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ اﻹﺟﺮاﺋﯿﺔ‪28 ..............................................:‬‬
‫أھﺪاف ﺳﻠﻮﻛﯿﺔ ﻏﯿﺮ ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‪29 ...................................................:‬‬
‫اﻷﻓﻌﺎل اﻟﺴﻠﻮﻛﯿﺔ اﻹﺟﺮاﺋﯿﺔ‪29 ......................................................... :‬‬
‫اﻟﻤﺴﺘﻮﯾﺎت اﻟﺜﻼث‪29 ....................................................................:‬‬
‫اﻟﺠﺪول اﻷول‪ :‬اﻟﻤﺴﺘﻮى اﻟﻤﻌﺮﻓﻲ‪30 ............................................. :‬‬
‫اﻟﺠﺪول اﻟﺜﺎﻧﻲ‪ :‬اﻟﻤﺴﺘﻮى اﻻﺗﺠﺎھﻲ‪30 ............................................ :‬‬
‫اﻟﺠﺪول اﻟﺜﺎﻟﺚ‪ :‬اﻟﻤﺴﺘﻮى اﻟﻤﮭﺎري‪30 .............................................:‬‬
‫‪ (1‬اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻤﻌﺮﻓﻲ‪31 .......................................:‬‬
‫‪ (2‬اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻮﺟﺪاﻧﻲ اﻟﻌﺎطﻔﻲ )اﻻﻧﻔﻌﺎﻟﻲ(‪31 ..............‬‬
‫‪ (3‬اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻤﮭﺎري اﻟﺤﺮﻛﻲ‪31 ............................ .‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫ﻧﺸﺎط‪31 .......................................................................................:‬‬
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‪33 ..............................................................................‬‬
‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪33 .....................................................................‬‬
‫ﻣﻔﮭﻮم اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪35 ........................................................... :‬‬
‫وﻋﻦ طﺮﯾﻖ ﻋﻤﻠﯿﺔ ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ ﯾﻤﻜﻦ اﻟﺘﻮﺻﻞ إﻟﻰ اﻵﺗﻲ‪:‬‬
‫‪36 .......................................................................................‬‬
‫اﻟﻤﻌﻠﻮﻣﺎت اﻟﮭﺎﻣﺔ اﻟﺘﻲ ﯾﻮﻓﺮھﺎ ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪36 ............... :‬‬
‫اﻟﺘﻘﺪﯾﺮ اﻟﻔﻌﺎل ﻟﻼﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪36 .................................................. :‬‬
‫ﺗﺄھﯿﻞ اﻟﻤﻮظﻒ ﻟﻠﻮظﯿﻔﺔ‪37 ......................................................... :‬‬
‫ﺗﻔﺼﯿﻞ اﻟﻮظﯿﻔﺔ ﻋﻠﻰ اﻟﻤﻮظﻒ‪37 ................................................. :‬‬
‫ﻣﻌﺮﻓﺔ ﻣﺴﺘﻮى اﻻﺣﺘﯿﺎج‪37 .........................................................:‬‬
‫ﻣﻔﺎھﯿﻢ اﻹدراك اﻟﻤﺤﺘﻤﻠﺔ ﻟﻼﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪39 ................................. :‬‬
‫أ( اﻻﺣﺘﯿﺎﺟﺎت ﻏﯿﺮ اﻟ ُﻤ ْﺪ َر َﻛﺔ‪39 .................................................... :‬‬
‫ب( اﻻﺣﺘﯿﺎﺟﺎت اﻟ ُﻤ ْﺪ َر َﻛﺔ‪39 ........................................................ :‬‬
‫أھﻤﯿﺔ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪39 ............................................................:‬‬
‫ﻣﺼﺎدر ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪40 ................................................. :‬‬
‫وﺳﺎﺋﻞ وأدوات ﺗﻘﯿﯿﻢ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪41 ..........................................:‬‬
‫ﻣﻌﺎﯾﯿﺮ وﻋﻮاﻣﻞ ﺗﺆﺧﺬ ﻓﻲ اﻻﻋﺘﺒﺎر ﻋﻨﺪ اﺧﺘﯿﺎر وﺳﺎﺋﻞ ﺗﻘﯿﯿﻢ اﻻﺣﺘﯿﺎﺟﺎت‪43 :‬‬
‫ﺗﺼﻨﯿﻒ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪44 ......................................................... :‬‬
‫‪ -1‬ﺣﺴﺐ اﻟﻤﺴﺘﻮى‪44 ................................................................... :‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫‪ -2‬ﺣﺴﺐ اﻟﺠﮭﺔ‪44 .......................................................................:‬‬

‫‪ -3‬ﺣﺴﺐ اﻟﻔﺌﺔ‪44 .........................................................................:‬‬
‫‪ -4‬ﺣﺴﺐ اﻟﻘﻄﺎع‪45 .....................................................................:‬‬
‫‪ -5‬ﺣﺴﺐ طﺒﯿﻌﺔ اﻟﻮظﯿﻔﺔ‪45 ............................................................ :‬‬
‫ﻧﺸﺎط ‪46 .................................................................................. :‬‬
‫وزع اﻟﻘﺎﺋﻤﺔ اﻟﺘﺎﻟﯿﺔ إﻟﻰ ﺣﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ وأﺧﺮى ﻏﯿﺮ ﺗﺪرﯾﺒﯿﺔ ‪46 ........... :‬‬
‫ﻣﺠﺎﻻت ﺗﺤﺪﯾﺪ وﺗﺤﻠﯿﻞ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪47 ....................................... :‬‬
‫أوﻻً‪ :‬ﺗﺤﻠﯿﻞ اﻟﺘﻨﻈﯿﻢ‪47 .................................................................. :‬‬
‫ﺛﺎﻧﯿﺎ ً‪ :‬ﺗﺤﻠﯿﻞ اﻟﻌﻤﻞ‪47 .................................................................... :‬‬
‫ﺛﺎﻟﺜﺎ ً‪ :‬ﺗﺤﻠﯿﻞ اﻟﻔﺮد‪48 .....................................................................:‬‬
‫ﺧﻄﻮات ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪48 .................................................:‬‬
‫) ﻧﻤﺎذج ﻋﺎﻣﺔ ﻟﺘﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ ( ‪49 ........................................‬‬
‫اﻟﻔﺼﻞ الﺛﺎﻟﺚ‪59 ..............................................................................‬‬
‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ‪59 ................................................................‬‬
‫اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪61 .......................................................................:‬‬
‫ﻣﺠﺎﻻت اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪61 ............................................................ :‬‬
‫ﻣﻌﺎﯾﯿﺮ ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪61 ...................................................... :‬‬
‫ﺧﻄﻮات ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪62 .................................................... :‬‬
‫ﻣﻘﻮﻣﺎت اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ اﻟﺠﯿﺪ‪62 ..................................................:‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫اﻷﻣﻮر اﻟﻮاﺟﺐ ﻣﺮاﻋﺎﺗﮭﺎ ﻋﻨﺪ ﺗﺼﻤﯿﻢ اﻟﻤﺤﺘﻮى‪64 .................................:‬‬

‫ﻧﻤﻮذج ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪66 ...................................................... :‬‬
‫ﻣﻔﺎھﯿﻢ‪66 .................................................................................. :‬‬
‫آﻟﯿﺔ اﻟﺘﺼﻤﯿﻢ‪66 ...........................................................................:‬‬
‫وﯾﺒﻨﻰ ﻗﺮار اﻟﺘﺪرﯾﺐ ﻋﻠﻰ اﻟﻨﺘﺎﺋﺞ اﻟﺘﺎﻟﯿﺔ‪73 ...................................... :‬‬
‫ﻧﻤﻮذج ﺗﻄﺒﯿﻘﻲ ﻟﺘﺼﻤﯿﻢ ﺑﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‪78 ..............................................:‬‬
‫اﻟﻔﺼﻞ اﻟﺮاﺑﻊ‪86 ..............................................................................‬‬
‫ﺗﺼﻤﯿﻢ اﻟﺤﻘﺎﺋﺐ اﻟﺘﺪرﯾﺒﯿﺔ‪86 ................................................................‬‬
‫ﻣﻔﮭﻮم اﻟﺤﻘﯿﺒﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪88 .................................................................:‬‬
‫ﻣﻌﺎﯾﯿﺮ إﻋﺪاد اﻟﺤﻘﯿﺒﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪88 .........................................................:‬‬
‫ﻣﻤﯿﺰات اﻟﺤﻘﯿﺒﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪88 .............................................................. :‬‬
‫ﻣﻔﮭﻮم اﻟﻮﺣﺪة اﻟﻤﺴﺘﻘﻠﺔ )اﻟﻤﻜﺘﻔﯿﺔ ذاﺗﯿﺎ ً(‪89 ........................................:‬‬
‫اﺳﺘﺨﺪام اﻟﺤﻘﯿﺒﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪89 ....................................................... :‬‬
‫ﺗﺼﻤﯿﻢ اﻟﺤﻘﯿﺒﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪89 ................................................................:‬‬
‫‪ -1‬اﻹطﺎر اﻟﻌﺎم ﻟﻠﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ‪89 .................................................:‬‬
‫‪ -2‬ﻣﻘﺪﻣﺔ اﻟﺒﺮﻧﺎﻣﺞ‪89 ....................................................................:‬‬
‫‪ -3‬اﻷھﺪاف اﻟﻌﺎﻣﺔ ﻟﻠﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ‪90 ............................................:‬‬
‫آﻟﯿﺔ أو أﺳﻠﻮب ﻋﺮﺿﮭﺎ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‪90 .......................................... :‬‬
‫‪ -4‬ﺷﺮوط اﻟﺘﺮﺷﯿﺢ ﻟﻠﺒﺮﻧﺎﻣﺞ وﻣﻌﺎﯾﯿﺮ اﻟﻘﺒﻮل‪90 .................................... :‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫ﻛﺘﺎﺑﺔ اﻟﻤﺎدة اﻟﺘﺪرﯾﺒﯿﺔ‪91 .................................................................:‬‬

‫اﻟﻮﺣﺪات اﻟﺘﺪرﯾﺒﯿﺔ‪91 ................................................................:‬‬
‫وﻋﻨﺪ ﻛﺘﺎﺑﺔ اﻟﻮﺣﺪات اﻟﺘﺪرﯾﺒﯿﺔ ﯾﺘﻨﺎول اﻟﻤﺼﻤﻢ اﻟﻌﻨﺎﺻﺮ اﻟﺘﺎﻟﯿﺔ‪91 ........... :‬‬
‫ﯾﺮاﻋﻲ ﻣﺼﻤﻢ اﻟﺒﺮﻧﺎﻣﺞ ﻋﻨﺪ ﻛﺘﺎﺑﺔ اﻟﻮﺣﺪة اﻟﺘﺪرﯾﺒﯿﺔ ﻣﺎ ﯾﻠﻲ‪92 ................:‬‬
‫ﯾﺮاﻋﻲ اﻟﻤﺼﻤﻢ ﻋﻨﺪ ﺗﻨﻈﯿﻢ ﻣﺤﺘﻮى اﻟﻤﺎدة اﻟﺘﺪرﯾﺒﯿﺔ ﻣﺎ ﯾﻠﻲ‪92 ................ :‬‬
‫إدارة اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ وﺗﻨﻈﯿﻤﮫ‪92 .............................................. :‬‬
‫أﺳﺎﻟﯿﺐ ووﺳﺎﺋﻞ ﺗﻘﯿﯿﻢ ﻓﻌﺎﻟﯿﺔ اﻟﺒﺮﻧﺎﻣﺞ‪93 ......................................... :‬‬
‫ﻛﺘﺎﺑﺔ اﻟﺘﻌﻠﯿﻤﺎت واﻹرﺷﺎدات اﻟﻌﺎﻣﺔ ﻟﻠﺒﺮﻧﺎﻣﺞ‪93 ................................ :‬‬
‫ﯾﻮﺿﺢ اﻟﺸﻜﻞ اﻟﺘﺎﻟﻲ اﻟﺨﻄﻮات اﻟﻤﺘﺒﻌﺔ ﻹﻋﺪاد اﻟﺤﻘﺎﺋﺐ اﻟﺘﺪرﯾﺒﯿﺔ ‪94 .............‬‬
‫إﻋﺪاد ﺧﻄﺔ ﺟﻠﺴﺔ ﺗﺪرﯾﺒﯿﺔ‪94 ...........................................................:‬‬
‫ﻣﻜﻮﻧﺎت ﺧﻄﺔ اﻟﺠﻠﺴﺔ‪95 ................................................................:‬‬
‫وﺿﻊ ﺧﻄﺔ اﻟﺠﻠﺴﺔ‪95 .................................................................. :‬‬
‫)‪ (1‬ﺟﻤﻊ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﻮﺿﻮع‪95 .................................... :‬‬
‫)‪ (2‬ﺗﺤﺪﯾﺪ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪96 ...................................................:‬‬
‫)‪ (3‬ﺗﻨﻈﯿﻢ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ ﻟﻠﺠﻠﺴﺔ ﺑﺸﻜﻞ ﻣﺘﺴﻠﺴﻞ‪96 ..................... :‬‬
‫)‪ (4‬ﺗﺤﺪﯾﺪ ﻣﺘﻰ ﯾﺘﻢ اﺳﺘﺨﺪام اﻟﻤﻌﺪات واﻟﻤﻌﯿﻨﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬
‫‪97 .......................................................................................‬‬
‫ﻋﻤﻠﯿﺔ‪.‬‬ ‫أو‬ ‫ﺧﻄﻮة‬ ‫ﻟﻜﻞ‬ ‫اﻟﺰﻣﻨﻲ‬ ‫اﻹطﺎر‬ ‫)‪ (5‬ﺗﺤﺪﯾﺪ‬
‫‪97 .......................................................................................‬‬
‫ﻣﻮاﺻﻔﺎت اﻟﻤﻮاد اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻔﻌﺎﻟﺔ‪97 ................................................. :‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫ﻣﻮاد اﻟﻤﺘﺪرب‪97 ..................................................................... :‬‬

‫ﻣﻮاد اﻟﻤﺪرب‪98 ...................................................................... :‬‬
‫ﻣﻮاد اﻟﺘﻘﯿﯿﻢ‪98 ........................................................................ :‬‬
‫ﯾﺸﺘﺮط أن ﯾﺘﻮاﻓﺮ ﻓﻲ دﻟﯿﻞ ﻣﺨﻄﻂ اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ ﻣﺎ ﯾﻠﻲ‪98 ................. :‬‬
‫‪ -1‬اﻟﮭﺪف اﻟﻌﺎم ﻟﻠﺒﺮﻧﺎﻣﺞ ‪98 ...................................... :General Goal‬‬
‫‪ -2‬اﻷھﺪاف اﻟﺘﻔﺼﯿﻠﯿﺔ ‪99 ..................................:Specific Objectives‬‬
‫‪ -3‬اﻟﻤﺸﺎرﻛﻮن ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ ‪99 .............................. :Target Audience‬‬
‫‪ -4‬ﻣﺤﺘﻮى اﻟﺒﺮﻧﺎﻣﺞ ‪99 .................................................. :Content‬‬
‫‪ -5‬طﺮق اﻟﺘﺪرﯾﺐ واﻟﻮﺳﺎﺋﻂ اﻟﻤﺴﺎﻧﺪة‪100 .......................................:‬‬
‫‪ -6‬ﻣﺪة اﻟﺒﺮﻧﺎﻣﺞ‪100 ................................................................ :‬‬
‫‪ -7‬ﺗﻘﻮﯾﻢ أداء اﻟﻤﺸﺎرﻛﯿﻦ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‪101 ..................................... :‬‬
‫اﻟﺘﺨﻄﯿﻂ اﻟﻜﺎﻣﻞ ﻟﺘﺼﻤﯿﻢ ﻧﺸﺎط ﺗﺪرﯾﺒﻲ‪101 ............................................ :‬‬
‫دراﺳﺔ ﻣﻮارد اﻟﺘﺪرﯾﺐ اﻟ ُﻤﺘﺎﺣﺔ ﺑﻤﻨﻄﻘﺔ اﻟﻌﻤﻞ‪103 ..............................:‬‬
‫اﺳﺘﻤﺎرة ﺧﻄﺔ ﺟﻠﺴﺔ ﺗﺪرﯾﺒﯿﺔ‪104 .......................................................‬‬
‫أھـﺪاف اﻟﺠﻠﺴﺔ‪104 ..................................................................:‬‬
‫ﺟـﺪول اﻟﺠﻠﺴﺔ‪104 ...................................................................:‬‬
‫اﻟﻤﻌﯿﻨﺎت اﻟﺘﺪرﯾﺒﯿﺔ اﻷﺟﮭﺰة واﻷدوات اﻟﻤﻄﻠﻮﺑﺔ‪104 ...........................:‬‬
‫اﺳﺘﻤﺎرة ﺗﻘﯿﯿﻢ ﻧﺸﺎط ﺗﺪرﯾﺒﻲ‪105 ........................................................‬‬
‫ﺗﺼﻤﯿﻢ وﺗﺠﮭﯿﺰ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪106 ................................................. :‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫)أ( ﺗﺤﺪﯾﺪ ﻣﺤﺘﻮى اﻟﺪورة اﻟﺘﺪرﯾﺒﯿﺔ‪106 .............................................. :‬‬

‫)ب( ﺗﺼﻨﯿﻒ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪107 .................................................:‬‬
‫)ج( ﺗﺮﺗﯿﺐ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪107 ................................................... :‬‬
‫)د( اﺧﺘﯿﺎر اﻷﺳﻠﻮب اﻟﻤﻨﺎﺳﺐ ﻟﺘﺪﯾﻢ ﻛﻞ ﺟﺰء ﻣﻦ أﺟﺰاء اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪:‬‬
‫‪108 .........................................................................................‬‬
‫)ھـ( ﺗﺤﺪﯾﺪ اﻟﺰﻣﻦ اﻟﻼزم ﻟﺘﻘﺪﯾﻢ ﻛﻞ ﺟﺰء ﻣﻦ أﺟﺰاء اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪108 ...:‬‬
‫أﺳﺲ ﺗﺼﻤﯿﻢ اﻟﺤﻘﯿﺒﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪109 ...................................................... :‬‬
‫ﻧﻤﻮذج ﺣﻘﯿﺒﺔ ﺗﺪرﯾﺒﯿﺔ ﻣﻔﺮﻏﺔ ‪110 .........................................................‬‬
‫ﻋﻨﻮان اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ‪110 .......................................................‬‬
‫اﻟﻤﻨﻌﻘﺪ ﻓﻲ اﻟﻔﺘﺮة‪110 .................................................................‬‬
‫ﻣﻌﺪ اﻟﺤﻘﯿﺒﺔ ‪110 .......................................................................‬‬
‫ﻓﮭﺮس اﻟﺤﻘﯿﺒﺔ‪111 ........................................................................‬‬
‫اﻟﻤﻘﺪﻣﺔ ‪111 ................................................................................‬‬
‫اﻟﺘﻌﺮﯾﻒ ﺑﺎﻟﺒﺮﻧﺎﻣﺞ ‪112 ..................................................................‬‬
‫إرﺷـﺎدات اﺳﺘﺨﺪام اﻟﺤﻘﯿﺒﺔ ) اﻟﻤﺪرب ( ‪113 ......................................‬‬
‫إرﺷـﺎدات اﺳﺘﺨﺪام اﻟﺤﻘﯿﺒﺔ ) اﻟﻤﺘﺪرب ( ‪114 .....................................‬‬
‫أھﺪاف اﻟﺒﺮﻧﺎﻣﺞ‪114 ..................................................................‬‬
‫ﻣﺤﺘﻮى اﻟﺒﺮﻧﺎﻣﺞ‪114 ................................................................:‬‬
‫أھﺪاف اﻟﺠﻠﺴﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪115 ....................................................... :‬‬
‫ﻣﺤﺎور اﻟﺠﻠﺴﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪115 .......................................................:‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫اﻹﺟﺮاءات اﻟﺘﺪرﯾﺒﯿﺔ‪115 ........................................................... :‬‬

‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻤﺴﺎﻋﺪة‪116 ................................................... :‬‬
‫أﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ھﺬه اﻟﺠﻠﺴﺔ‪116 ............................... :‬‬
‫ﻣﻼﺣﻈﺎت ﻋﺎﻣﺔ‪116 ................................................................ :‬‬
‫ﺗﻘﻮﯾﻢ اﻟﺠﻠﺴﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪117 ......................................................... :‬‬
‫اﻟﻤﺮﻓﻘﺎت‪117 .........................................................................:‬‬
‫اﻟﻔﺼﻞ اﻟﺨﺎﻣﺲ ‪118 .........................................................................‬‬
‫ﺗﻨﻔﯿﺬ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ‪118 .................................................................‬‬
‫ﺗﻨﻔﯿﺬ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪120 ................................................................ :‬‬
‫إﺟﺮاءات وﺗﺠﮭﯿﺰات ﺗﻨﻔﯿﺬ اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ‪120 .................................... :‬‬
‫ﻗﺒﻞ ﺑﺪاﯾﺔ اﻟﺪورة اﻟﺘﺪرﯾﺒﯿﺔ‪120 ............................................................:‬‬
‫اﻟﻜﻮادر اﻟﺘﺪرﯾﺒﯿﺔ‪121 ................................................................... :‬‬
‫اﺧﺘﯿﺎر اﻟﻤﺪرﺑﯿﻦ‪121 .................................................................... :‬‬
‫ﺻﻔﺎت اﻟﻤﺪرب اﻟﻨﺎﺟﺢ‪122 ............................................................ :‬‬
‫ﻣﺎ ﯾﻨﻔﺬ أﺛﻨﺎء اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪125 ....................................................... :‬‬
‫ﺗﻨﻔﯿﺬ اﻟﺪورة اﻟﺘﺪرﯾﺒﯿﺔ‪126 .............................................................. :‬‬
‫أﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ‪127 ....................................................................... :‬‬
‫ﻣﻌﺎﯾﯿﺮ اﺧﺘﯿﺎر أﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ‪127 .................................................. :‬‬
‫أﻧﺸﻄﺔ اﻟﺘﻌﻠﻢ )أﻧﺸﻄﺔ اﻟﻤﺘﺪرب(‪128 ................................................. :‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫ﻣﻌﺎﯾﯿﺮ ﺗﻄﻮﯾﺮ أﻧﺸﻄﺔ اﻟﺘﻌﻠﻢ ﻓﻲ اﻟﺘﺪرﯾﺐ‪128 ....................................... :‬‬

‫أﻧﺸﻄﺔ اﻟﺘﻘﯿﯿﻢ اﻟﻤﺮﺣﻠﻲ أو اﻟﺤﺎﻟﻲ‪129 ................................................:‬‬
‫اﻟﮭﺪف ﻣﻦ اﻟﺘﻘﯿﯿﻢ اﻟﻤﺮﺣﻠﻲ‪129 ....................................................:‬‬
‫اﻷﺳﺎﻟﯿﺐ اﻟﺘﻲ ﯾﺘﻢ ﻓﯿﮭﺎ اﻟﺘﻘﯿﯿﻢ‪129 ................................................. :‬‬
‫ﻣﻌﺎﯾﯿﺮ اﺧﺘﯿﺎر وﺗﻄﻮﯾﺮ أﻧﺸﻄﺔ اﻟﺘﻘﯿﯿﻢ اﻟﻤﺮﺣﻠﻲ‪129 ............................:‬‬
‫أﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ‪129 ....................................................................... :‬‬
‫أوﻻً‪ :‬أﺳﻠﻮب اﻟﻤﺤﺎﺿﺮة )اﻹﻟﻘﺎء(‪129 ............................................... :‬‬
‫ﺧﻄﻮات إﻋﺪاد اﻟﻤﺤﺎﺿﺮة‪130 .....................................................:‬‬
‫اﻟﺘﺤﻀﯿﺮ ﻟﻠﻤﺤﺎﺿﺮة وﯾﺸﻤﻞ‪130 ................................................. :‬‬
‫ﺗﻘﺪﯾﻢ اﻟﻤﺤﺎﺿﺮة وﯾﺸﻤﻞ‪130 .......................................................:‬‬
‫ﻣﺰاﯾﺎ أﺳﻠﻮب اﻟﻤﺤﺎﺿﺮة‪130 ...................................................... :‬‬
‫ﻣﺤﺎذﯾﺮ أﺳﻠﻮب اﻟﻤﺤﺎﺿﺮة‪131 ....................................................:‬‬
‫ﺛﺎﻧﯿﺎ ً‪ :‬أﺳﻠﻮب اﻟﻤﻨﺎﻗﺸﺔ‪131 ............................................................. :‬‬
‫ﻣﺰاﯾﺎ أﺳﻠﻮب اﻟﻤﻨﺎﻗﺸﺔ‪132 ......................................................... :‬‬
‫ﻣﺤﺎذﯾﺮ اﺳﺘﺨﺪام أﺳﻠﻮب اﻟﻤﻨﺎﻗﺸﺔ‪132 ............................................ :‬‬
‫ﺛﺎﻟﺜﺎ ً‪ :‬دراﺳﺔ اﻟﺤﺎﻟـﺔ‪132 ................................................................ :‬‬
‫ﺧﻄﻮات ﺗﻄﺒﯿﻖ دراﺳﺔ اﻟﺤﺎﻟﺔ‪133 ................................................ :‬‬
‫ﻣﺰاﯾﺎ دراﺳﺔ اﻟﺤﺎﻟﺔ‪133 .............................................................:‬‬
‫ﻣﺤﺎذﯾﺮ دراﺳﺔ اﻟﺤﺎﻟﺔ‪133 .......................................................... :‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫راﺑﻌﺎ ً‪ :‬اﻟﻌﺮض اﻟﻨﻤﻮذﺟﻲ‪133 .........................................................:‬‬

‫ﺧﻄﻮات ﺗﻨﻔﯿﺬ اﻟﻌﺮض اﻟﻨﻤﻮذﺟﻲ‪134 ............................................ :‬‬
‫ﻣﺰاﯾﺎ اﻟﻌﺮض اﻟﻨﻤﻮذﺟﻲ‪134 ...................................................... :‬‬
‫ﻣﺤﺎذﯾﺮ اﻟﻌﺮض اﻟﻨﻤﻮذﺟﻲ‪134 ................................................... :‬‬
‫ﺧﺎﻣﺴﺎ ً‪ :‬ﺗﻤﺜﯿﻞ اﻷدوار‪135 ............................................................. :‬‬
‫ﺧﻄﻮات اﻟﻌﻤﻞ ﻓﻲ ﻟﻌﺐ اﻷدوار‪135 ............................................. :‬‬
‫ﻣﺰاﯾﺎ ﻟﻌﺐ اﻷدوار‪136 ............................................................. :‬‬
‫ﻣﺤﺎذﯾﺮ ﻟﻌﺐ اﻷدوار‪136 ...........................................................:‬‬
‫ﻣﮭﺎرات اﻟﻌﺮض واﻟﺘﻘﺪﯾﻢ‪136 ............................................................ :‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺬاﺗﻲ ﻟﻤﮭﺎراﺗﻚ اﻟﺤﺎﻟﯿﺔ ﻓﻲ ﺗﻘﺪﯾﻢ اﻟﻌﺮوض‪137 ............................:‬‬
‫ﺗﺤﺪﯾﺪ اﻷھﺪاف‪137 ..................................................................:‬‬
‫اﻟﺴﯿﻄﺮة ﻋﻠﻰ اﻟﻘﻠﻖ‪137 ............................................................ :‬‬
‫ﺗﺨﻄﯿﻂ اﻟﻌﺮض‪138 .................................................................... :‬‬
‫اﻟﺨﻄﻮة اﻷوﻟﻰ‪ :‬ﺗﺤﺪﯾﺪ اﻷھﺪاف‪138 ...............................................‬‬
‫وﺳﺎﺋﻞ اﻹﯾﻀﺎح‪141 ................................................................ :‬‬
‫ﻋﺸﺮة إرﺷﺎدات ﻹﻋﺪاد وﺳﺎﺋﻞ إﯾﻀﺎح ﻓﻌّﺎﻟﺔ‪141 ...............................:‬‬
‫إرﺷﺎدات ﺣﻮل اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺘﻀﻤﻨﺔ ﻓﻲ اﻟﻌﺮض‪142 .........................:‬‬
‫اﺳﺘﺨﺪام اﻷﻟﻮان ﻓﻲ وﺳﺎﺋﻞ اﻹﯾﻀﺎح‪142 ........................................ :‬‬
‫ﺗﻮﺟﯿﮫ اﻧﺘﺒﺎه اﻟﺠﻤﮭﻮر‪143 .......................................................... :‬‬

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‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫إرﺷﺎدات ﺣﻮل اﺳﺘﺨﺪام اﻟﻤﺆﺷﺮ‪143 ............................................. :‬‬

‫ﺗﺤﻀﯿﺮ اﻟﻌﺮض‪144 ................................................................:‬‬
‫اﻟﺴﯿﻄﺮة ﻋﻠﻰ ﺟﻮ اﻟﻌﺮض‪145 .................................................... :‬‬
‫اﻻرﺗﺠﺎل اﻟﻨﺎﺟﺢ ﻓﻲ اﻟﺤﺎﻻت اﻟﻄﺎرﺋﺔ‪145 ...................................... :‬‬
‫أوﻻً‪ :‬اﻟﺘﻔﻜﯿﺮ وﺗﺮﺗﯿﺐ اﻷﻓﻜﺎر‪146 .................................................:‬‬
‫ﺛﺎﻧﯿﺎ ً‪ :‬اﻟﺘﺤ ّﺪث‪146 .................................................................... :‬‬
‫ﺗﻘﺪﯾﻢ اﻟﻌﺮض‪146 ....................................................................:‬‬
‫إرﺷﺎدات اﻟﺘﻘﺪﯾﻢ‪147 .................................................................:‬‬
‫اﻻﺗﺼﺎل اﻟﺒﺼﺮي‪148 .............................................................. :‬‬
‫اﺳﺘﺨﺪام اﻟﺼﻮت‪148 ................................................................:‬‬
‫أﺳﺎﻟﯿﺐ اﻟﺴﺆال واﻹﺟﺎﺑﺔ‪149 .......................................................:‬‬
‫أﻧﻤﺎط اﻟﻤﺘﺪرﺑﯿﻦ‪150 ........................................................................:‬‬
‫ﻣﺎ ﯾﻨﻔﺬ ﺑﻌﺪ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ﻣﺒﺎﺷﺮة‪152 ...............................................:‬‬
‫ﺗﻘﺎرﯾﺮ اﻟﺘﺪرﯾﺐ‪152 ..................................................................... :‬‬
‫ﻣﺤﺘﻮى ﺗﻘﺎرﯾﺮ اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ‪152 ........................................... :‬‬
‫ﻧﻤﻮذج ﺗﻘﯿﯿﻢ ﺑﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ ‪154 ...................................................‬‬
‫ﺗﻘﻮﯾﻢ اﻟﻤﺪرب ‪157 ....................................................................‬‬
‫اﻟﻔﺼﻞ اﻟﺴﺎدس ‪158 .........................................................................‬‬
‫ﺗﻘﻮﯾﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ‪158 ................................................................‬‬

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‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

‫ﻣﺘﺎﺑﻌﺔ وﺗﻘﯿﯿﻢ اﻟﺘﺪرﯾﺐ‪160 ................................................................ :‬‬

‫ﻣﻔﮭﻮم ﺗﻘﯿﯿﻢ اﻟﺘﺪرﯾﺐ‪160 ............................................................... :‬‬
‫ﻣﻔﺎھﯿﻢ ﻟﻠﺘﻘﻮﯾﻢ‪161 ................................................................... :‬‬
‫أھﺪاف ﻣﺘﺎﺑﻌﺔ وﺗﻘﯿﯿﻢ اﻟﺘﺪرﯾﺐ‪161 ....................................................... :‬‬
‫ﻣﺮاﺣﻞ ﻣﺘﺎﺑﻌﺔ وﺗﻘﯿﯿﻢ اﻟﻤﺘﺪرﺑﯿﻦ‪162 ..................................................... :‬‬
‫طﺮق ﺗﻘﯿﯿﻢ اﻟﺘﺪرﯾﺐ‪163 ................................................................... :‬‬
‫أﻧﻮاع ﺗﻘﻮﯾﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪163 ........................................................:‬‬
‫أدوات ﺗﻘﻮﯾﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪163 .......................................................:‬‬
‫ﺗﻘﯿﯿﻢ أﺛﺮ اﻟﺘﺪرﯾﺐ‪164 ...................................................................:‬‬
‫ﺧﻄﻮات اﻟﺘﻘﯿﯿﻢ‪164 ......................................................................:‬‬
‫ﺗﻘﯿﯿﻢ أﺛﺮ اﻟﺘﺪرﯾﺐ ﯾﻤﻜﻦ ﺗﻨﻔﯿﺬه ﺑﺎﻟﻄﺮق اﻟﺘﺎﻟﯿﺔ‪165 ..............................:‬‬
‫أﺳﺎﻟﯿﺐ اﻟﻤﺘﺎﺑﻌﺔ‪165 ................................................................. :‬‬
‫ﻧﻤﺎذج ﺗﻘﻮﯾﻢ أﺛﺮ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪165 .................................................. :‬‬
‫‪ -1‬ﻧﻤﻮذج ﻛﺮﯾﻚ ﺑﺎﺗﺮﯾﻚ‪165 ..........................................................:‬‬
‫‪ -2‬ﻧﻤﻮذج ﺑﺎرﻛﺮ‪166 ...................................................................:‬‬
‫‪ -3‬ﻧﻤﻮذج ﺳﺎﯾﺮو‪166 .................................................................. :‬‬
‫‪ -4‬ﻧﻤﻮذج ھﺎﻣﺒﻠﯿﻦ‪166 .................................................................:‬‬
‫اﻟﺨﺎﺗﻤﺔ ‪172 ...................................................................................‬‬
‫اﻟﻤﺮاﺟﻊ واﻟﻤﺼﺎدر ‪174 ....................................................................‬‬

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‫اﻟﻤﺤﺘـﻮﯾـﺎت‬

178 ......................................................‫اﻟﺴﯿﺮة اﻟﺬاﺗﯿﺔ ﻟﻠﻤﺪرب واﻟﻤﺆﻟﻒ‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
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‫اﻟﻤﻘﺪﻣﺔ‬

‫ﻟﻌﻞ اﻟﺠﻤﯿﻊ ﯾﻼﺣﻆ اﻻھﺘﻤﺎم اﻟﻜﺒﯿﺮ ﻓﻲ اﻟﺘﺪرﯾﺐ ﺳﻮاء ﻋﻠﻰ ﻣﺴﺘﻮى اﻷﻓﺮاد‬
‫أو اﻟﻤﻨﻈﻤﺎت‪ ،‬وھﺬا اﻻھﺘﻤﺎم ﺑﺪء ﻣﻠﺤﻮظﺎ ً ﻓﻲ اﻟﺴﻨﻮات اﻟﺨﻤﺲ اﻷﺧﯿﺮة ﺧﺎﺻﺔ ﻓﻲ‬
‫اﻟﻮطﻦ اﻟﻌﺮﺑﻲ‪.‬‬
‫وﻣﻊ ھﺬا اﻻھﺘﻤﺎم ظﮭﺮت ﻟﻨﺎ ﺑﻌﺾ اﻟﺴﻠﻮﻛﯿﺎت اﻟﺨﺎطﺌﺔ ﻓﻲ ﻋﺎﻟﻢ اﻟﺘﺪرﯾﺐ‪،‬‬
‫ﺳﻮاء ﺳﻠﻮﻛﯿﺎت ﻣﺪرﺑﯿﻦ أو ﺳﻠﻮﻛﯿﺎت ﻟﺒﻌﺾ ﻣﻨﻈﻤﻲ اﻟﺘﺪرﯾﺐ واﻟﻘﺎﺋﻤﯿﻦ ﻋﻠﯿﮫ‪.‬‬
‫ﻓﻈﮭﺮ ﻟﻨﺎ اﻟﻤﺪرب اﻟﻨﺠﻢ اﻟﺬي ﯾﺘﻤﺤﻮر ﺣﻮل ﻧﻔﺴﮫ‪ ،‬وﯾﻘﻮم ﺑﺎﻻﺳﺘﻌﺮاض‬
‫ﺑﺴﯿﺮﺗﮫ وﻣﮭﺎراﺗﮫ ﻓﻲ اﻟﻌﺮض واﻟﺘﻘﺪﯾﻢ وذﻛﺮ ﺑﻄﻮﻻﺗﮫ وﺻﻮﻻﺗﮫ وﺟﻮﻻﺗﮫ‪،‬‬
‫ﻓﯿﺨﺮج اﻟﻤﺘﺪرب ﻣﻨﺒﮭﺮاً ﺑﮭﺬا اﻟﻤﺪرب دون أي ﺣﺼﯿﻠﺔ ﻣﻌﺮﻓﯿﺔ أو ﻣﮭﺎرﯾﺔ !!‬
‫وظﮭﺮ ﻟﻨﺎ اﻟﻤﺪرب اﻟﺤﻜﻮاﺗﻲ اﻟﺬي ﯾﺒﺪأ ﺑﺮﻧﺎﻣﺠﮫ اﻟﺘﺪرﯾﺒﻲ ﺑﺤﻜﺎﯾﺔ وﻗﺼﺔ ﺛﻢ‬
‫ﺣﻜﺎﯾﺔ وﻗﺼﺔ ﺛﻢ ﺣﻜﺎﯾﺔ وﻗﺼﺔ‪ ،‬ﺛﻢ ﯾﻨﺘﮭﻲ اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ !!‬
‫وظﮭﺮ ﻟﻨﺎ اﻟﻤﺪرب اﻟﻤﺴﺘﺸﺎر واﻟﻤﻌﺎﻟﺞ اﻟﺬي ﯾﺪﻋﻲ ﻋﻼج اﻟﺤﺎﻻت‬
‫اﻟﻤﺴﺘﻌﺼﯿﺔ اﻟﻌﻀﻮﯾﺔ ﻣﻨﮭﺎ واﻟﻨﻔﺴﯿﺔ !!‬
‫وظﮭﺮ ﻟﻨﺎ اﻟﻤﺪرب اﻟﺨﺒﯿﺮ واﻟﻜﺒﯿﺮ واﻟﻌﺎﻟﻤﻲ اﻟﺬي ﻻ ﯾﻔﻘﮫ ﻣﻦ اﻟﺘﺪرﯾﺐ إﻻ‬
‫اﻹﻟﻘﺎء واﻻﺳﺘﻌﺮاض وﻋﻤﺮه ﻻ ﯾﺘﺠﺎوز اﻟﺜﻼﺛﯿﻦ‪ ،‬وﯾﺪﻋﻲ أﻧﮫ ﺧﺒﯿﺮ وﻻ ﯾﻌﺮﻓﮫ إﻻ‬
‫أﺑﻨﺎء ﺣﯿﮫ‪ ،‬وﯾﺰﻋﻢ أﻧﮫ ﻋﺎﻟﻤﻲ !!‬
‫وظﮭﺮ ﻟﻨﺎ اﻟﻤﺪرب اﻟﻤﺤﺎﺿﺮ اﻟﺬي وﺟﺪ ﻟﮫ ﻣﻜﺎﻧﺎ ً ﻓﻲ ﺳﺎﺣﺔ اﻟﺘﺪرﯾﺐ‪ ،‬وﺣﻘﻖ‬
‫ﻣﻦ ﺧﻼﻟﮭﺎ ﻣﺎ ﻟﻢ ﯾﺤﻘﻘﮫ ﻓﻲ ﻋﻤﻠﮫ اﻷﻛﺎدﯾﻤﻲ‪ ،‬ﻓﺘﺤﻮل اﻟﺘﺪرﯾﺐ إﻟﻰ ﻛﻢ ﻣﻦ اﻟﻤﻌﺎرف‬
‫وﺑﺄﺳﻠﻮب اﻟﺘﻠﻘﯿﻦ ﻓﻜﺎﻧﺖ اﻟﻨﺘﯿﺠﺔ اﻣﺘﺪاداً ﻟﻤﺎ ﺣﺼﻠﻨﺎ ﻋﻠﯿﮫ طﻮال ﺳﻨﻮات اﻟﺪراﺳﺔ‬
‫"ﻛﻢ ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت وﺷﺢ ﻓﻲ اﻟﻤﮭﺎرات"‪.‬‬

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‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬

‫وظﮭﺮ ﻟﻨﺎ اﻟﻤﺪرب اﻟﺪاﻋﯿﺔ اﻟﺬي وﺟﺪ أن دﺧﻮل ﻋﺎﻟﻢ اﻟﺘﺪرﯾﺐ ﺳﮭﻞ ﺟﺪاً‬
‫وﯾﺤﻘﻖ أھﺪاﻓﮫ‪ ،‬ﻓﺎﻧﺘﻘﻞ ﻛﻤﺎ ھﻮ ﺑﻔﻜﺮه وﺑﺄﺳﺎﻟﯿﺒﮫ وﺑﻤﮭﺎراﺗﮫ وﻟﻜﻦ ﺗﺤﺖ ﻣﺴﻤﻰ‬
‫ﻣﺪرب‪ ،‬ﻓﻜﺎن أﺳﻠﻮب اﻟﻮﻋﻆ ھﻮ اﻟﻐﺎﻟﺐ‪ ،‬ﻓﻜﺎﻧﺖ اﻟﻨﺘﯿﺠﺔ ﻣﺰﯾﺪاً ﻣﻦ ﺗﻜﻮﯾﻦ‬
‫اﻻﺗﺠﺎھﺎت اﻹﯾﺠﺎﺑﯿﺔ ﻟﻜﻦ دون ﻣﮭﺎرات!!‬
‫وظﮭﺮت ﻟﻨﺎ ﺑﺮاﻣﺞ اﻟﺴﺎﻧﺪوﺗﺶ اﻟﺘﻲ ﺗﻘﺪم ﻓﻲ ﺳﻮﯾﻌﺎت ﺑﺴﯿﻄﺔ وﺗﺤﻤﻞ اﺳﻢ‬
‫ﻛﺒﯿﺮ ﺟﺪاً!!‬
‫وظﮭﺮ ﻟﻨﺎ اﻟﺘﺪرﯾﺐ اﻟﺘﺠﺎري اﻟﺬي ﯾﺘﻤﺤﻮر ﺣﻮل اﻟﻜﺴﺐ اﻟﻤﺎدي ﺑﺄي وﺳﯿﻠﺔ‬
‫وﻏﺎﯾﺔ ﻛﺎﻧﺖ!!‬
‫ﻛﻞ ھﺬه اﻟﻈﻮاھﺮ وﻏﯿﺮھﺎ اﻟﻜﺜﯿﺮ ﻛﺎﻧﺖ ھﻲ اﻟﺪاﻓﻊ ﻟﺘﺄﻟﯿﻒ ھﺬا اﻟﻜﺘﺎب اﻟﺬي‬
‫اﻋﺘﻤﺪﻧﺎ ﻓﯿﮫ ﻋﻠﻰ ﺟﻤﻊ اﻟﻤﻮاد اﻟﻌﻠﻤﯿﺔ اﻟﻤﻔﯿﺪة ﻟﻜﻞ ﻣﺪرب ﻣﻦ ﺧﻼل أﻣﮭﺎت اﻟﻜﺘﺐ‬
‫ﻓﻲ اﻟﺘﺪرﯾﺐ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ وﺿﻊ ﻟﻤﺴﺎت ﻓﻨﯿﺔ وﻋﻠﻤﯿﺔ ﻣﺴﺘﻤﺪة ﻣﻦ ﺧﺒﺮة اﻟﻤﺆﻟﻒ‬
‫ﻓﻲ ﻋﺎﻟﻢ اﻟﺘﺪرﯾﺐ‪.‬‬
‫ﻓﻜﺎن ھﺬا اﻟﻜﺘﺎب اﻟﺬي ﻧﻄﻤﻊ أن ﯾﻜﻮن ﻣﺮﺟﻊ ﻟﻠﻤﺪرﺑﯿﻦ‪ ،‬وﯾﻜﻮن ھﻮ اﻟﺪﻟﯿﻞ ﻟﮭﻢ‬
‫ﻟﺪﺧﻮل ﻋﺎﻟﻢ اﻟﺘﺪرﯾﺐ ﺑﺸﻜﻞ ﻋﻠﻤﻲ واﺣﺘﺮاﻓﻲ ﯾﻌﯿﺪ ﻟﻠﺘﺪرﯾﺐ ھﯿﺒﺘﮫ وأھﻤﯿﺘﮫ ﻓﻲ‬
‫اﻟﻮطﻦ اﻟﻌﺮﺑﻲ‪ .‬ﺧﺎﺻﺔ أﻧﮫ ﺗﻢ اﻻﻋﺘﻤﺎد ﻋﻠﻰ اﻟﻌﻤﻠﯿﺔ اﻟﺘﺪرﯾﺒﯿﺔ ﻛﻜﻞ ﻓﻲ إﻋﺪاد‬
‫وﺗﺄھﯿﻞ اﻟﻤﺪرﺑﯿﻦ‪ ،‬ﺣﯿﺚ أن ﻛﺜﯿﺮ ﻣﻦ اﻟﺒﺮاﻣﺞ اﻟﺤﺎﻟﯿﺔ ﺗﺮﻛﺰ وﺑﺸﻜﻞ ﻛﺒﯿﺮ ﻋﻠﻰ‬
‫ﺗﻘﺪﯾﻢ اﻟﺘﺪرﯾﺐ دون اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ ﺑﺎﻗﻲ ﻋﻨﺎﺻﺮ اﻟﻌﻤﻠﯿﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪ ،‬وھﺬا ﻣﺎ ﯾﻤﯿﺰ‬
‫اﻟﻜﺘﺎب ﺣﯿﺚ ﺑﺪأ ﺑﺎﻟﺘﺨﻄﯿﻂ ﻟﻠﺘﺪرﯾﺐ وﺻﯿﺎﻏﺔ أھﺪاف اﻟﺘﺪرﯾﺐ‪ ،‬ﺛﻢ ﺗﺤﺪﯾﺪ‬
‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪ ،‬ﺛﻢ ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪ ،‬ﺛﻢ ﺗﺼﻤﯿﻢ اﻟﺤﻘﺎﺋﺐ اﻟﺘﺪرﯾﺒﯿﺔ‪،‬‬
‫ﺛﻢ ﺗﻨﻔﯿﺬ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪ ،‬ﺛﻢ ﺗﻘﻮﯾﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪ .‬وﻧﺴﺄل ﷲ ﻋﺰ وﺟﻞ أن‬
‫ﯾﻜﻮن وﻓﻘﻨﺎ ﻟﺘﺤﻘﯿﻖ أھﺪاﻓﻨﺎ وأھﺪاف اﻟﺘﺪرﯾﺐ‪ ،‬وﯾﻜﻮن ھﺬا اﻟﻜﺘﺎب ﻣﺮﺟﻊ ﺧﯿﺮ‬
‫ﻟﺠﻤﯿﻊ اﻟﻤﺪرﺑﯿﻦ واﻟﻤﺪرﺑﺎت‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

AN: 814879 ;
Account: ns153310
.; :
‫اﻟﻤﺆﻟﻒ‬
‫اﻟﻤﻘﺪﻣــﺔ‬
www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬

‫اﺳﻢ اﻟﺒﺮﻧﺎﻣﺞ‪:‬‬
‫إﻋﺪاد وﺗﺪرﯾﺐ اﻟﻤﺪرﺑﯿﻦ‪.‬‬

‫اﻟﮭﺪف اﻟﻌﺎم ﻣﻦ اﻟﺒﺮﻧﺎﻣﺞ‪:‬‬

‫إﻛﺴﺎب اﻟﻤﺸﺎرﻛﯿﻦ اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات واﻟﺴﻠﻮﻛﯿﺎت اﻟﻤﻄﻠﻮﺑﺔ ﻟﻠﻌﻤﻞ‬
‫ﻛﻤﺪرب ﻓﻲ ﺑﺮاﻣﺞ ﺗﻄﻮﯾﺮ اﻟﺬات‪.‬‬

‫اﻷھﺪاف اﻟﺘﻔﺼﯿﻠﯿﺔ‪:‬‬
‫ﯾﺘﻮﻗﻊ ﻣﻦ اﻟﻤﺘﺪرب ﻓﻲ ﻧﮭﺎﯾﺔ اﻟﺒﺮﻧﺎﻣﺞ أن ﯾﻜﻮن ﻗﺎدرا ًﻋﻠﻰ‪:‬‬
‫‪ -1‬اﻹﻟﻤﺎم ﺑﻤﻔﮭﻮم اﻟﺘﺪرﯾﺐ‪.‬‬
‫‪ -2‬اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﺠﻮاﻧﺐ اﻟﺴﻠﻮﻛﯿﺔ ﻟﻠﻤﺘﺪرﺑﯿﻦ‪.‬‬
‫‪ -3‬إﺗﻘﺎن اﻷﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺒﯿﺔ ﺑﻜﻔﺎءة‪.‬‬
‫‪ -4‬ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬
‫‪ -5‬ﺗﺼﻤﯿﻢ ﺑﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ ﺑﻄﺮق ﻋﻠﻤﯿﺔ‪.‬‬
‫‪ -6‬ﺗﺼﻤﯿﻢ ﺣﻘﯿﺒﺔ ﺗﺪرﯾﺒﯿﺔ ﺑﻜﻔﺎءة‪.‬‬
‫‪ -7‬ﺗﻘﻮﯾﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ﺑﻤﮭﺎرة‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬

‫اﻟﻤﺴﺘﮭﺪﻓﻮن ﻣﻦ اﻟﺒﺮﻧﺎﻣﺞ‪:‬‬
‫ﻛﻞ ﻣﻦ ﯾﺮﯾﺪ أن ﯾﻜﻮن ﻣﺪرﺑﺎ ً ﻣﺤﺘﺮﻓﺎ ً ﻣﺘﻤﯿﺰاً‪.‬‬ ‫‪‬‬

‫اﻟﺬﯾﻦ ﺑﺤﺎﺟﺔ إﻟﻰ ﺗﻐﯿﯿﺮ ﻣﺴﺎرھﻢ اﻟﻮظﯿﻔﻲ‪.‬‬ ‫‪‬‬

‫اﻟﻤﻌﻠﻤﯿﻦ واﻟﻤﻌﻠﻤﺎت ﻓﻲ ﺟﻤﯿﻊ اﻟﻤﺮاﺣﻞ اﻟﺪراﺳﯿﺔ واﻟﺠﺎﻣﻌﯿﺔ‪.‬‬ ‫‪‬‬

‫اﻟﻤﺸﺮﻓﯿﻦ واﻟﻤﺸﺮﻓﺎت اﻟﺘﺮﺑﻮﯾﯿﻦ‪.‬‬ ‫‪‬‬

‫ﻣﺪراء اﻟﺸﺮﻛﺎت وأﺻﺤﺎب اﻟﻘﺮارات‪.‬‬ ‫‪‬‬

‫ﻣﺪة اﻟﺒﺮﻧﺎﻣﺞ‪:‬‬
‫‪ (50‬ﺧﻤﺴﻮن ﺳﺎﻋﺔ ﺗﺪرﯾﺒﯿﺔ ﺑﻮاﻗﻊ‪ 300‬دﻗﯿﻘﺔ ﯾﻮﻣﯿﺎ ً‬
‫)‪ (10‬ﻋﺸﺮة أﯾﺎم ﺗﺪرﯾﺒﯿﺔ وﻟﻌﺪد )‬

‫اﻟﺒﺮﻧﺎﻣﺞ اﻟﺰﻣﻨﻲ اﻟﻤﻘﺘﺮح ﻟﻠﻜﺘﺎب ﻟﺘﺤﻮﯾﻠﮫ إﻟﻰ ﺑﺮﻧﺎﻣﺞ‬

‫ﺗﺪرﯾﺒﻲ‬
‫اﻟﺰﻣﻦ‬ ‫ﻣﻮﺿﻮع اﻟﺠﻠﺴﺔ‬ ‫اﻟﺠﻠﺴﺔ‬ ‫اﻟﯿﻮم‬
‫‪ 120‬د‬ ‫اﻟﺘﻌﺎرف ‪ +‬ﻣﺪﺧﻞ ﻟﻠﺘﺪرﯾﺐ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاحـة‬ ‫اﻷول‬
‫‪ 150‬د‬ ‫ﻧﻈﺮﯾﺎت اﻟﺘﺪرﯾﺐ واﻟﺘﻌﻠﻢ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫ﺑﻨﺎء اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاحـة‬ ‫اﻟﺜﺎﻧﻲ‬
‫‪ 150‬د‬ ‫ﺻﯿﺎﻏﺔ اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاحـة‬ ‫اﻟﺜﺎﻟﺚ‬
‫‪ 150‬د‬ ‫ﺑﻨﺎء أداوت ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻟﺜﺎﻧﯿﺔ‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬

‫اﻟﺰﻣﻦ‬ ‫ﻣﻮﺿﻮع اﻟﺠﻠﺴﺔ‬ ‫اﻟﺠﻠﺴﺔ‬ ‫اﻟﯿﻮم‬

‫‪ 120‬د‬ ‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاحـة‬ ‫اﻟﺮاﺑﻊ‬
‫‪ 150‬د‬ ‫ﺑﻨﺎء وﺗﺼﻤﯿﻢ ﺑﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫ﺗﺼﻤﯿﻢ اﻟﺤﻘﺎﺋﺐ اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاحـة‬ ‫اﻟﺨﺎﻣﺲ‬
‫‪ 150‬د‬ ‫ﺑﻨﺎء وﺗﺼﻤﯿﻢ ﺣﻘﯿﺒﺔ ﺗﺪرﯾﺒﯿﺔ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫ﺗﻨﻔﯿﺬ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻷوﻟﻰ‬
‫‪ 25‬د‬ ‫اﺳــﺘﺮاحـة‬ ‫اﻟﺴﺎدس‬
‫‪ 75‬د‬ ‫اﻟﺘﻨﻔﯿﺬ ﻣﺎ ﻗﺒﻞ اﻟﺘﺪرﯾﺐ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫اﻟﺘﻨﻔﯿﺬ أﺛﻨﺎء اﻟﺘﺪرﯾﺐ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاﺣـﺔ‬ ‫اﻟﺴﺎﺑﻊ‬
‫‪ 150‬د‬ ‫اﻟﺘﻨﻔﯿﺬ أﺛﻨﺎء اﻟﺘﺪرﯾﺐ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫اﻟﺘﻨﻔﯿﺬ أﺛﻨﺎء اﻟﺘﺪرﯾﺐ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاﺣـﺔ‬ ‫الﺛﺎﻣﻦ‬
‫‪ 150‬د‬ ‫اﻟﺘﻨﻔﯿﺬ ﻣﺎ ﺑﻌﺪ اﻟﺘﺪرﯾﺐ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫ﺗﻘﻮﯾﻢ اﻟﺘﺪرﯾﺐ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاﺣـﺔ‬ ‫اﻟﺘﺎﺳﻊ‬
‫‪ 150‬د‬ ‫ﺗﻘﻮﯾﻢ اﻟﺘﺪرﯾﺐ‬ ‫اﻟﺜﺎﻧﯿﺔ‬
‫‪ 120‬د‬ ‫اﺧﺘﺒﺎرات وﺗﻘﯿﯿﻢ وﺗﻄﺒﯿﻘﺎت ﻋﻤﻠﯿﺔ‬ ‫اﻷوﻟﻰ‬
‫‪ 30‬د‬ ‫اﺳــﺘﺮاﺣـﺔ‬ ‫اﻟﻌﺎﺷﺮ‬
‫‪ 150‬د‬ ‫اﺧﺘﺒﺎرات وﺗﻘﯿﯿﻢ وﺗﻄﺒﯿﻘﺎت ﻋﻤﻠﯿﺔ‬ ‫اﻟﺜﺎﻧﯿﺔ‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬

‫إرﺷﺎدات ﻟﻠﻤﺪرﺑﯿﻦ‪:‬‬
‫اﺑﺪأ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد وﺗﻌﺮف ﻋﻠﻰ اﻟﻤﺘﺪرﺑﯿﻦ‪.‬‬ ‫‪‬‬

‫وﺿّﺢ أھﺪاف اﻟﺪورة ورﻛﺰ ﻋﻠﻰ اﺣﺘﯿﺎﺟﺎت اﻟﻤﺘﺪرﺑﯿﻦ‪.‬‬ ‫‪‬‬

‫ﻛﻦ ﻣﺒﺪﻋﺎ ً ﻣﻦ ﺑﺪاﯾﺔ اﻟﺪورة إﻟﻰ ﻧﮭﺎﯾﺘﮭﺎ‪.‬‬ ‫‪‬‬

‫اﻟﺘﺄﻛﺪ ﻣﻦ ﺗﻮﻓﺮ ﺟﻤﯿﻊ اﻷدوات اﻟﻼزﻣﺔ وﺟﺎھﺰﯾﺘﮭﺎ‪.‬‬ ‫‪‬‬

‫ﺗﻮزﯾﻊ اﻟﻤﺘﺪرﺑﯿﻦ إﻟﻰ ﻣﺠﻤﻮﻋﺎت وﻓﻘﺎ ً ﻟﺘﺨﺼﺼﺎﺗﮭﻢ ﻣﺎ أﻣﻜﻦ‪.‬‬ ‫‪‬‬

‫اﻟﺘﺠﻮل ﺑﯿﻦ اﻟﻤﺠﻤﻮﻋﺎت أﺛﻨﺎء اﻟﻨﺸﺎط ﻟﻺﺷﺮاف واﻟﻤﺘﺎﺑﻌﺔ‪.‬‬ ‫‪‬‬

‫وزع اﻟﻤﺎدة اﻟﻌﻠﻤﯿﺔ ﻟﻠﻨﺸﺎط ﺑﻌﺪ ﻋﺮض اﻟﻤﺠﻤﻮﻋﺎت‪.‬‬ ‫‪‬‬

‫اھﺘﻢ ﺑﺎﻟﻌﻼﻗﺎت اﻹﻧﺴﺎﻧﯿﺔ وﻛﻦ ﻣﺘﻮاﺿﻌﺎ ً وﻻ ﺗﺪﻋﻲ اﻟﻌﻠﻢ وﻛﻦ ﻗﺪوة‪.‬‬ ‫‪‬‬

‫ﺷﺠﻊ اﻟﻤﺘﺪرﺑﯿﻦ ﻋﻠﻰ اﻷﺳﺌﻠﺔ وﻋﻠﻰ ﺗﺒﺎدل اﻟﺨﺒﺮات‪.‬‬ ‫‪‬‬

‫ﺣﻮل اﻟﻤﻌﺎرف إﻟﻰ ﻣﮭﺎرات‪ ،‬واﺑﺘﻌﺪ ﻋﻦ اﻟﺘﻔﺎﺻﯿﻞ ورﻛﺰ ﻋﻠﻰ اﻟﻨﻘﺎط اﻟﮭﺎﻣﺔ‪.‬‬ ‫‪‬‬

‫ﻧ ّﻮع اﻷﺳﺎﻟﯿﺐ واﻟﻮﺳﺎﺋﻞ اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬

‫إرﺷﺎدات ﻟﻠﻤﺘﺪرﺑﯿﻦ‪:‬‬
‫ﻛﻦ ﻣﺸﺎرﻛﺎ ً ﻓﻲ ﺟﻤﯿﻊ اﻷﻧﺸﻄﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﺮم أﻓﻜﺎر اﻟﻤﺪرب واﻟﺰﻣﻼء‪.‬‬ ‫‪‬‬

‫أﻧﻘﺪ أﻓﻜﺎر اﻟﻤﺪرب واﻟﺰﻣﻼء ﺑﺄدب إن ﻛﺎﻧﺖ ھﻨﺎك ﺣﺎﺟﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺮص ﻋﻠﻰ اﺳﺘﺜﻤﺎر اﻟﻮﻗﺖ‪.‬‬ ‫‪‬‬

‫ﺗﻘﺒﻞ اﻟﺪور اﻟﺬي ﯾﺴﻨﺪ إﻟﯿﻚ ﻓﻲ اﻟﻤﺠﻤﻮﻋﺔ‪.‬‬ ‫‪‬‬

‫ﺣﻔﺰ أﻓﺮاد ﻣﺠﻤﻮﻋﺘﻚ ﻓﻲ اﻟﻤﺸﺎرﻛﺔ ﻓﻲ اﻟﻨﺸﺎطﺎت‪.‬‬ ‫‪‬‬

‫اﺣﺮص ﻋﻠﻰ ﺑﻨﺎء ﻋﻼﻗﺎت طﯿﺒﺔ ﻣﻊ اﻟﻤﺪرب واﻟﺰﻣﻼء أﺛﻨﺎء اﻟﺒﺮﻧﺎﻣﺞ‪.‬‬ ‫‪‬‬

‫اﺣﺮص ﻋﻠﻰ ﻣﺎ ﺗﻌﻠﻤﺘﮫ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ وطﺒﻘﮫ ﻓﻲ اﻟﻤﯿﺪان‪.‬‬ ‫‪‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬

‫اﻷﻧﺸﻄﺔ واﻷﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ‬

‫اﻟﺒﺮﻧﺎﻣﺞ‪:‬‬
‫اﻟﻤﻨﺎﻗﺸﺔ )اﻟﺠﻤﺎﻋﯿﺔ ‪ -‬ﻓﺮدﯾﺔ(‪.‬‬ ‫‪‬‬

‫أﺳﻠﻮب اﻟﻤﺤﺎﺿﺮة‪.‬‬ ‫‪‬‬

‫ورش اﻟﻌﻤﻞ‪.‬‬ ‫‪‬‬

‫اﻷﻧﺸﻄﺔ اﻟﺠﻤﺎﻋﯿﺔ واﻟﻔﺮدﯾﺔ‪.‬‬ ‫‪‬‬

‫اﻟﻤﺤﺎﻛﻢ اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬

‫اﻟﺤﻮار‪.‬‬ ‫‪‬‬

‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‪:‬‬

‫‪ -1‬ﺟﮭﺎز ﻋﺮض اﻟﺒﯿﺎﻧﺎت ) ‪.(Data show Projector‬‬
‫‪ -2‬ﺟﮭﺎز اﻟﻌﺮض ﻓﻮق اﻟﺮأس ) ‪.(Over head Projector‬‬
‫‪ -3‬ﺟﮭﺎز ﺗﻠﻔﺰﯾﻮن‪.‬‬
‫‪ -4‬ﺟﮭﺎز ﻓﯿﺪﯾﻮ‪.‬‬
‫‪ -5‬ﺷﻔﺎﻓﯿﺎت‪.‬‬
‫‪ -6‬أﻗﻼم ﺷﻔﺎﻓﯿﺎت‪.‬‬
‫‪ -7‬ﺳﺒﻮرة ورﻗﯿﺔ ﻣﻊ أوراق وأﻗﻼم اﻟﻜﺘﺎﺑﺔ‪.‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺘﺮح ﻟﺘﻄﺒﯿﻖ اﻟﻜﺘﺎب ﻛﺒﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬

‫اﻟﻜﺘﺎب وﻓﻖ ﻣﺨﻄﻂ اﻟﻌﻤﻠﯿﺔ اﻟﺘﺪرﯾﺒﯿﺔ ﻛﺎﻟﺘﺎﻟﻲ‪:‬‬

‫ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺐ وأﻧﻮاﻋﮫ وﻣﺠﺎﻻﺗﮫ‪.‬‬ ‫‪‬‬

‫اﻟﻨﻈﺮﯾﺎت اﻟﺤﺪﯾﺜﺔ ﻓﻲ اﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬ ‫ﻣﻘﺪﻣﺔ ﻟﻠﺘﺪرﯾﺐ‬

‫ﺑﻨﺎء اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬

‫اﻟﺘﺨﻄﯿﻂ ﻟﻠﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ) ﺧﻄﻂ ‪ -‬ﺟﺪاول ‪-‬‬ ‫‪‬‬

‫ﻣﻔﮭﻮم اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ ‪.‬‬ ‫‪‬‬

‫طﺮق ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ ‪.‬‬ ‫‪‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت‬
‫طﺮق ﺗﺤﻠﯿﻞ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫اﻟﺘﺪرﯾﺒﯿﺔ‬
‫ﻧﻤﺎذج و أداوت ﻟﺘﺤﺪﯾﺪ اﻻﺣﺘﯿﺎج اﻟﺘﺪرﯾﺒﻲ ‪.‬‬ ‫‪‬‬

‫طﺮق ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ‪.‬‬ ‫‪‬‬

‫ﺑﻨﺎء اﻟﺤﻘﺎﺋﺐ اﻟﺘﺪرﯾﺒﯿﺔ ‪.‬‬ ‫‪‬‬

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ‬
‫ﺗﻘﯿﯿﻢ اﻟﺤﻘﺎﺋﺐ اﻟﺘﺪرﯾﺒﯿﺔ ‪.‬‬ ‫‪‬‬
‫واﻟﺤﻘﺎﺋﺐ اﻟﺘﺪرﯾﺒﯿﺔ‬
‫ﻧﻤﺎذج ﻟﺤﻘﺎﺋﺐ ﺗﺪرﯾﺒﯿﺔ ‪.‬‬ ‫‪‬‬

‫ﻗﺒﻞ اﻟﺘﺪرﯾﺐ ‪ :‬ﻣﮭﺎرات اﻟﻤﺪرب ‪ -‬اﻟﺘﺴﻮﯾﻖ ‪ -‬اﻟﺨﺪﻣﺎت ‪-‬‬ ‫‪‬‬

‫ﺗﺠﮭﯿﺰ اﻟﻘﺎﻋﺔ ‪.‬‬

‫أﺛﻨﺎء اﻟﺘﺪريب ‪ :‬ﺗﻮزﯾﻊ اﻟﻤﺘﺪرﺑﯿﻦ ‪ -‬اﻟﺘﺴﺠﯿﻞ ‪ -‬اﻟﺘﻌﺎﻣﻞ ﻣﻊ‬ ‫‪‬‬
‫ﺗﻨﻔﯿﺬ اﻟﺘﺪرﯾﺐ‬
‫أﻧﻤﺎط اﻟﻤﺘﺪرﺑﯿﻦ‪ -‬اﻷﻟﻔﺔ‪ -‬أﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ‪ -‬ﻣﮭﺎرات اﻟﻤﺪرب‪-‬‬
‫اﻟﻤﺤﺘﺮفإطﺎر اﻟﺘﺄﺛﯿﺮ« ‪-‬‬
‫»‬ ‫ﻧﻤﻮذج اﻟﻤﺠﻠﺲ اﻟﻌﺮﺑﻲ ﻟﻠﻤﺪرب‬
‫اﻟﺘﺤﻔﯿﺰ‪-‬اﻟﻘﺼﺺ‪.‬‬
‫ﺑﻌﺪ اﻟﺘﺪرﯾﺐ ‪ :‬ﺗﻘﻮﯾﻢ ﺑﻌﺪي ‪ -‬ﺗﻘﯿﯿﻢ اﻟﺪورة ‪ -‬ﺗﻮزﯾﻊ‬ ‫‪‬‬

‫ﺗﻘﯿﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ‪.‬‬ ‫‪‬‬

‫ﻗﯿﺎس أﺛﺮ اﻟﺘﺪرﯾﺐ ‪.‬‬ ‫‪‬‬

‫ﺗﻘﻮﯾﻢ اﻟﺘﺪرﯾﺐ‬
‫ﻧﻤﺎذج ﻟﻠﺘﻘﻮﯾﻢ ‪.‬‬ ‫‪‬‬

‫اﻟﺘﻐﺬﯾﺔ اﻟﺮاﺟﻌﺔ ‪.‬‬ ‫‪‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﻔﺼﻞ اﻷول‬
‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

:‫اﺷﺘﻤﻞ ھﺬا اﻟﻔﺼـﻞ ﻋﻠﻰ‬

.‫ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺐ‬ 
.‫أھﻤﯿﺔ اﻟﺘﺪرﯾﺐ‬ 
.‫أﻧﻮاع اﻟﺘﺪرﯾﺐ‬ 
.‫ﺗﺠﺎرب دوﻟﯿﺔ ﻓﻲ اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺨﺪﻣﺔ‬ 
.‫أﺳﺌﻠﺔ اﻟﺘﺪرﯾﺐ‬ 
.‫ﻧﻈﺮﯾﺎت اﻟﺘﺪرﯾﺐ‬ 
.‫اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‬ 

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY
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 Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

AN: 814879 ;
Account: ns153310
.; :
www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫ﻣﻔﮭﻮم اﻟﺘﺪرﯾﺐ‪:‬‬
‫اﻟﺘﺪرﯾﺐ‪ :‬ﻋﻤﻠﯿﺔ ﻣﺨﻄﻄﺔ وﻣﺴﺘﻤﺮة ﺧﺎﺻﺔ ﺑﺈﻛﺴﺎب اﻟﻔﺮد اﻟﻤﮭﺎرات‬
‫واﻟﻤﻌﺮﻓﺔ اﻟﻤﺮﻏﻮب ﻓﯿﮭﺎ اﻟﺘﻲ ﺗﺤﺴﻦ أداء اﻟﻔﺮد وﺗﺰﯾﺪ ﻓﺎﻋﻠﯿﺔ اﻟﻤﻨﻈﻤﺔ‪.‬‬
‫اﻟﺘﺪرﯾﺐ = ﻣﻌﺎرف ‪ +‬ﻣﮭﺎرات ‪ +‬اﺗﺠﺎھﺎت وﺳﻠﻮﻛﯿﺎت‪.‬‬ ‫‪‬‬

‫اﻟﺘﺪرﯾﺐ ﻻ ﯾﻘﺘﺼﺮ ﻓﻘﻂ ﻋﻠﻰ اﻟﻌﺎﻣﻠﯿﻦ اﻟﺠﺪد‪.‬‬ ‫‪‬‬

‫اﻟﺘﺪرﯾﺐ ﻣﻔﯿﺪ ﻟﻜﻞ ﻣﻦ اﻟﻔﺮد واﻟﻤﻨﻈﻤﺔ‪.‬‬ ‫‪‬‬

‫ھﻨﺎك ﻓﺮق ﺑﯿﻦ اﻟﺘﻌﻠﯿﻢ واﻟﺘﺪريب‪.‬‬ ‫‪‬‬

‫اﻟﺘﺪرﯾﺐ ) ‪ :(Training‬اﻟﺘﺪرﯾﺐ ﻟﻐﺔ‪ :‬ﻣﺎدة‪ :‬د ر ب‪ ،‬درب ﻓﻼن ﻋﻠﻰ اﻟﺸﻲء‪:‬‬

‫ﻋﻮده وﻣﺮﻧﮫ‪ ،‬وﺗﺪرب ﻓﻼن ﺗﻌﻮد وﺗﻤﺮن‪.‬‬
‫اﺻﻄﻼﺣﺎ ً‪ :‬ﺑﺄﻧﮫ ﻋﻤﻠﯿﺔ ﻣﻨﻈﻤﺔ ﻣﺴﺘﻤﺮة ﻣﺤﻮرھﺎ اﻟﻔﺮد ﻓﻲ ﻣﺠﻤﻠﮫ‪ ،‬ﺗﮭﺪف إﻟﻰ‬
‫إﺣﺪاث ﺗﻐﯿﺮات ﻣﺤﺪدة ﺳﻠﻮﻛﯿﺔ وﻓﻨﯿﺔ وذھﻨﯿﺔ ﻟﻤﻘﺎﺑﻠﺔ اﻻﺣﺘﯿﺎﺟﺎت ﻣﺤﺪدة ﺣﺎﻟﯿﺎ ً أو‬
‫ﻣﺴﺘﻘﺒﻠﯿﺎ ً ﯾﺘﻄﻠﺒﮭﺎ اﻟﻔﺮد واﻟﻌﻤﻞ اﻟﺬي ﯾﺆدﯾﮫ واﻟﻤﺆﺳﺴﺎت اﻟﺘﻲ ﯾﻌﻤﻞ ﺑﮭﺎ واﻟﻤﺠﺘﻤﻊ‬
‫ﺑﺄﻛﻤﻠﮫ‪.‬‬
‫واﻟﻤﺆﻟﻒ ﺑﻌﺪ اﻹطﻼع ﻋﻠﻰ ﻋﺪد ﻣﻦ ﺗﻌﺎرﯾﻒ اﻟﺘﺪرﯾﺐ وﺑﻨﺎء ﻋﻠﻰ ﻣﻤﺎرﺳﺘﮫ‬
‫ﻟﻠﺘﺪرﯾﺐ ﯾﺮى أن اﻟﺘﺪرﯾﺐ ھﻮ‪ :‬ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻧﺸﻄﺔ اﻟﺘﻲ ﺗﺴﻌﻰ إﻟﻰ إﻛﺴﺎب‬
‫اﻟﻤﺘﺪرب اﻟﻤﻌﻠﻮﻣﺎت واﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت ﺑﻨﺎء ﻋﻠﻰ ﺣﺎﺟﺎﺗﮫ اﻟﻤﻠﺤﺔ ﺑﺎﺳﺘﺨﺪام‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫أﺳﺎﻟﯿﺐ ﺗﺪرﯾﺐ ﻓﺮدﯾﺔ أو ﺟﻤﺎﻋﯿﺔ‪.‬‬

‫وﻣﻦ اﻟﺘﻌﺎرف اﻟﺴﺎﺑﻘﺔ ﻧﻼﺣﻆ اﻟﻔﺮق ﺑﯿﻦ اﻟﺘﻌﻠﯿﻢ واﻟﺘﺪرﯾﺐ ﺣﯿﺚ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ‬
‫ﻛﻢ اﻟﻤﮭﺎرات واﻟﺘﻄﺒﯿﻘﺎت ﻓﻲ اﻟﺘﺪرﯾﺐ واﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ ﻛﻢ اﻟﻤﻌﻠﻮﻣﺎت واﻟﻤﻌﺎرف‬
‫ﻓﻲ اﻟﺘﻌﻠﯿﻢ‪.‬‬

‫أھﻤﯿﺔ اﻟﺘﺪرﯾﺐ‪:‬‬
‫‪ -1‬أن اﻟﺘﺪرﯾﺐ ﯾﮭﯿﺊ اﻟﻔﺮص أﻣﺎم اﻟﻤﺘﺪرب ﻻﻛﺘﺴﺎب ﻣﻌﺎرف وﻣﮭﺎرات ﺟﺪﯾﺪة‪.‬‬
‫‪ -2‬أن اﻟﺘﺪرﯾﺐ ﯾﺴﺎﻋﺪ ﻋﻠﻰ اﻛﺘﺴﺎب ﻣﮭﺎرات ﺟﺪﯾﺪة ﺗﺘﻄﻠﺒﮭﺎ ﻣﮭﻨﺔ اﻟﻤﺘﺪرب‪.‬‬
‫‪ -3‬أن اﻟﺘﺪرﯾﺐ ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻐﯿﯿﺮ اﻻﺗﺠﺎھﺎت واﻛﺘﺴﺎب اﺗﺠﺎھﺎت اﯾﺠﺎﺑﯿﺔ ﺗﺠﺎه‬
‫اﻟﻤﮭﻨﺔ اﻟﻤﻤﺎرﺳﺔ ﻣﻦ ﻗﺒﻞ اﻟﻤﺘﺪرب‪ ،‬ﻣﻤﺎ ﯾﺆدي إﻟﻰ رﻓﻊ روﺣﮫ اﻟﻤﻌﻨﻮﯾﺔ‪،‬‬
‫وزﯾﺎدة إﻧﺘﺎﺟﯿﺘﮫ ﺑﺎﻟﻌﻤﻞ‪.‬‬
‫‪ -4‬أن اﻟﺘﺪرﯾﺐ ﯾﻜﺴﺐ اﻟﻤﺘﺪرب أﻓﺎﻗﺎ ً ﺟﺪﯾﺪة ﻓﻲ ﻣﺠﺎل ﻣﻤﺎرﺳﺔ ﻣﮭﻨﺘﮫ وذﻟﻚ ﻣﻦ‬
‫ﺧﻼل ﺗﺒﺼﯿﺮه ﺑﻤﺸﻜﻼت ﻣﮭﻨﺘﮫ وﺗﺤﺪﯾﺎﺗﮭﺎ وأﺳﺒﺎﺑﮭﺎ‪ ،‬وﻛﯿﻔﯿﺔ اﻟﺘﺨﻠﺺ ﻣﻨﮭﺎ‪،‬‬
‫أو اﻟﺘﻘﻠﯿﻞ ﻣﻦ آﺛﺎرھﺎ ﻋﻠﻰ اﻷداء‬
‫‪ -5‬أن اﻟﺘﺪرﯾﺐ ﺑﺎﺳﺘﻄﺎﻋﺘﮫ ﻏﺮس ﻣﻔﺎھﯿﻢ وإﻛﺴﺎب أﺳﺎﻟﯿﺐ اﻟﺘﻌﻠﻢ اﻟﻤﺴﺘﻤﺮ ﻓﻲ‬
‫اﻟﻤﺘﺪرب ﻣﻦ ﺧﻼل ﺗﻤﻜﯿﻨﮫ ﻣﻦ ﻣﮭﺎرات اﻟﺘﻌﻠﯿﻢ اﻟﺬاﺗﻲ اﻟﻤﺴﺘﻤﺮ‪.‬‬
‫‪ -6‬أن اﻟﺘﺪرﯾﺐ ﯾﺴﺎﻋﺪ اﻟﻤﺘﺪرب ﻋﻠﻰ اﻻﻧﻔﺘﺎح ﻋﻠﻰ اﻵﺧﺮﯾﻦ ﻣﻦ زﻣﻼﺋﮫ ﺑﮭﺪف ﺗﻨﻤﯿﺘﮫ‬
‫ﻣﮭﻨﯿﺎً‪ ،‬وذﻟﻚ ﻣﻦ ﺧﻼل إﯾﺠﺎد ﻓﺮص اﻻﺣﺘﻜﺎك ﻣﻊ اﻟﺰﻣﻼء ﻓﻲ إطﺎر اﻟﻤﮭﺎم‬
‫واﻟﻨﺸﺎطﺎت اﻟﺠﻤﺎﻋﯿﺔ‪.‬‬
‫‪ -7‬زﯾﺎدة اﻧﺘﻤﺎء اﻟﻤﺪرﺑﯿﻦ واﻟﻤﺘﺪرﺑﯿﻦ إﻟﻰ ﻣﺆﺳﺴﺎﺗﮭﻢ ﻣﻦ ﺧﻼل اﻟﺤﻮار اﻟﮭﺎدف‬
‫اﻟﺒﻨﺎء اﻟﺬي ﯾﻮﻟﺪ اﻟﻮﻋﻲ ﺑﺄھﻤﯿﺔ اﻟﻤﺆﺳﺴﺎت ﻓﻲ اﻟﻤﺠﺘﻤﻊ وﻓﻲ ﺧﺪﻣﺔ اﻟﺒﺸﺮﯾﺔ‪.‬‬
‫‪ -8‬أن اﻟﺘﺪرﯾﺐ ﻗﺎدر ﻋﻠﻰ ﺗﺤﻮﯾﻞ اﻟﻤﻮظﻒ ﻣﻦ وظﯿﻔﺔ إﻟﻰ وظﯿﻔﺔ أﺧﺮى‪ ،‬وھﺬا‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫ﻣﻦ أﻧﻮاع اﻟﺘﺪرﯾﺐ اﻟﺤﺪﯾﺜﺔ وﻣﺎ ﯾﻄﻠﻖ ﻋﻠﯿﮫ ﺑﺎﻟﺘﺪرﯾﺐ اﻟﺘﺤﻮﯾﻠﻲ‪.‬‬

‫أﻧﻮاع اﻟﺘﺪرﯾﺐ‪:‬‬
‫ﻣﻦ ﺣﯿﺚ الﺗﻄﺒﯿﻖ‪:‬‬

‫‪ (1‬ﻧﻈﺮي ‪ :‬ﯾﻌﺘﻤﺪ ﻋﻠﻰ اﻟﻨﻈﺮﯾﺎت واﻟﻤﻌﻠﻮﻣﺎت واﻟﻤﻌﺎرف ﺑﺸﻜﻞ أﻛﺒﺮ ﻣﻦ‬

‫اﻟﻤﮭﺎرات‪.‬‬
‫‪ (2‬ﻋﻤﻠﻲ‪ :‬ﯾﻌﺘﻤﺪ ﻋﻠﻰ اﻟﻤﮭﺎرات واﻟﺘﻄﺒﯿﻘﺎت ﺑﺸﻜﻞ أﻛﺒﺮ ﻣﻦ اﻟﻤﻌﺎرف‬
‫واﻟﻨﻈﺮﯾﺎت‪.‬‬

‫ﻣﻦ ﺣﯿﺚ اﻟﻤﻜﺎن‪:‬‬

‫‪ (1‬داﺧﻞ اﻟﻤﺆﺳﺴﺔ‪ :‬أي ﯾﺘﻢ اﻟﺘﺪرﯾﺐ داﺧﻞ اﻟﻤﻨﻈﻤﺔ أو ﻣﻜﺎن ﻋﻤﻞ اﻟﻤﺘﺪرب‪،‬‬
‫وھﺬا اﻟﻨﻮع ﻣﻨﺎﺳﺐ ﻣﻦ ﺣﯿﺚ ﻗﻠﺔ اﻟﺘﻜﺎﻟﯿﻒ وﻛﺬﻟﻚ اﻟﺘﺰام اﻟﻤﺘﺪرﺑﯿﻦ ﺑﺎﻟﻮﻗﺖ‬
‫واﻟﺤﻀﻮر وﻟﻜﻦ ﯾﺸﺘﺮط وﺟﻮد ﻣﻜﺎن ﻣﻨﺎﺳﺐ ﻟﻠﺘﺪرﯾﺐ ﻟﺘﺤﻘﯿﻖ أھﺪاف اﻟﺒﺮﻧﺎﻣﺞ‬
‫اﻟﺘﺪرﯾﺒﻲ‪.‬‬
‫‪ (2‬ﺧﺎرج اﻟﻤﺆﺳﺴﺔ ‪ :‬أي ﯾﺘﻢ اﻟﺘﺪرﯾﺐ ﺧﺎرج اﻟﻤﻨﻈﻤﺔ أو ﻣﻜﺎن ﻋﻤﻞ اﻟﻤﺘﺪرب‪،‬‬
‫وھﺬا اﻟﻨﻮع ﻣﻨﺎﺳﺐ ﻓﻲ ﺣﺎﻟﺔ ﻋﺪم ﺗﻮﻓﺮ ﻣﻜﺎن ﻣﻨﺎﺳﺐ ﻟﻠﻤﺘﺪرﺑﯿﻦ ﻟﻠﺘﺪرﯾﺐ داﺧﻞ‬
‫ﻣﻜﺎن اﻟﻌﻤﻞ وﻣﻔﯿﺪ ﻓﻲ ﺗﺪرﯾﺐ اﻟﻘﯿﺎدات واﻟﺪورات اﻟﺘﻲ ﺗﺤﺘﺎج إﻟﻰ ﻣﺘﻄﻠﺒﺎت‬
‫ﺧﺎﺻﺔ‪.‬‬

‫ﻣﻦ ﺣﯿﺚ اﻟﻮقت‪:‬‬

‫‪ (1‬ﻗﺒﻞ ﺑﺪاﯾﺔ اﻟﻌﻤﻞ‪ :‬وھﻲ ﺑﺮاﻣﺞ اﻹﻋﺪاد ﻟﻮظﯿﻔﺔ ﻣﺎ‪ ،‬وھﺬا اﻹﻋﺪاد ﻣﻤﻜﻦ ﯾﻜﻮن‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫ﻋﺎم أو ﺧﺎص وﯾﻤﻜﻦ أن ﯾﻜﻮن ﻓﻲ ﻣﻘﺎﻋﺪ اﻟﺪراﺳﺔ أو ﻣﻦ ﺧﻼل اﻟﻤﺆﺳﺴﺎت‬

‫ﻗﺒﻞ اﻟﺘﻮظﯿﻒ ﻹﻋﺪاد اﻟﻤﺘﺪرب ﻟﻮظﯿﻔﺔ ﻣﺎ أو ﻟﻌﻤﻞ ﻣﺎ وﯾﺘﻄﻠﺐ ﻣﺪة زﻣﻨﯿﺔ‬
‫أﻛﺜﺮ ﻣﻦ ﺑﺮاﻣﺞ اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺨﺪﻣﺔ‪.‬‬
‫‪ (2‬اﻟﺘﺪرﯾﺐ اﻟﻤﺴﺘﻤﺮ ﻟﻜﻞ اﻟﻌﺎﻣﻠﯿﻦ ‪ :‬ﯾﻄﻠﻖ ھﺬا اﻟﻨﻮع ﻣﻦ اﻟﺘﺪرﯾﺐ‪ ،‬اﻟﺘﺪرﯾﺐ‬
‫أﺛﻨﺎء اﻟﺨﺪﻣﺔ اﻟﺬي ﯾﻘﺪم ﻟﻠﻤﺘﺪرﺑﯿﻦ ﻓﻲ ﺣﺎﻟﺔ اﻧﺨﻔﺎض اﻷداء أو ظﮭﻮر‬
‫ﻣﺴﺘﺠﺪات ﺗﺘﻄﻠﺐ اﻟﺘﺪرﯾﺐ أو ﺣﺘﻰ ﻣﻦ ﺑﺎب ﺗﺤﻔﯿﺰ اﻟﻤﺘﺪرب وﺗﺠﺪﯾﺪ ﻧﺸﺎطﮫ‬
‫وﻣﺮاﺟﻌﺔ ﻣﻌﻠﻮﻣﺎﺗﮫ‪.‬‬

‫ﻣﻦ ﺣﯿﺚ اﻟﺘﻔﺮغ‪:‬‬

‫‪ (1‬أﺛﻨﺎء اﻟﻌﻤﻞ‪ :‬ھﺬا اﻟﻨﻮع ﻣﻦ اﻟﺘﺪرﯾﺐ ﯾﺘﻢ واﻟﻤﺘﺪرب ﻓﻲ ﻋﻤﻠﮫ وﯾﻘﺘﺼﺮ ﻓﻘﻂ‬
‫ﻋﻠﻰ ﺳﺎﻋﺎت ﺑﺴﯿﻄﺔ ﻣﻦ اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺪوام اﻟﺮﺳﻤﻲ ﺣﺘﻰ ﻻ ﯾﻜﻮن ھﻨﺎك‬
‫أي ﺧﻠﻞ ﻓﻲ اﻟﻌﻤﻞ أو ﻗﺼﻮر ﻓﻲ اﻷداء‪.‬‬
‫‪ (2‬ﺧﺎرج وﻗﺖ اﻟﻌﻤﻞ ‪ :‬وھﺬا اﻟﻨﻮع ﻣﻦ اﻟﺘﺪرﯾﺐ ﯾﺘﻢ ﻓﻲ اﻟﻔﺘﺮة اﻟﻤﺴﺎﺋﯿﺔ إن ﻛﺎن‬
‫دوام اﻟﻤﺘﺪرب ﻓﻲ اﻟﻔﺘﺮة اﻟﺼﺒﺎﺣﯿﺔ‪ ،‬وﯾﺘﻢ ﻓﻲ ﺣﺎﻟﺔ ﺻﻌﻮﺑﺔ ﺗﻔﺮغ اﻟﻤﺘﺪرب أﺛﻨﺎء‬
‫اﻟﺪوام اﻟﺮﺳﻤﻲ‪.‬‬

‫ﻣﻦ ﺣﯿﺚ الﻣﺪة واﻟﻔﺌﺔ اﻟﻤﺴﺘﮭﺪﻓﺔ ‪:‬‬

‫أﻧﻮاع اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﺑﺮاﻣﺞ‬ ‫ﺑﺮاﻣﺞ‬ ‫ﺑﺮاﻣﺞ‬ ‫ﺑﺮاﻣﺞ‬ ‫ﺑﺮاﻣﺞ‬

‫ﺗﺤﻮﯾﻠﯿﺔ‬ ‫إﺛﺮاﺋﯿﺔ‬ ‫ﻋﻼﺟﯿﺔ‬ ‫ﺗﺄھﯿﻠﯿﺔ‬ ‫ﺗﺄﺳﯿﺴﯿﺔ‬

‫ﺑﺮاﻣﺞ ﺗﺪرﯾﺒﯿﺔ‬ ‫ﺑﺮاﻣﺞ ﺗﺪرﯾﺒﯿﺔ‬ ‫ﺑﺮاﻣﺞ ﺗﺪرﯾﺒﯿﺔ‬ ‫اﻟﺠﮭﺔ‬

‫ﻣﺘﺨﺼﺼﺔ‬ ‫ﺧﺎﺻﺔ ﺑﻜﻞ ﻓﺌﺔ‬ ‫أﺳﺎﺳﯿﺔ ﻣﺸﺘﺮﻛﺔ‬ ‫اﻟﻤﺴﺘﮭﺪﻓﺔ‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫ﻣﻦ ﺣﯿﺚ اﻟﺖﺧﺼﺺ‪:‬‬

‫اﻟﻤﺰاﯾﺎ واﻵﺛﺎر اﻟﻤﺘﺮﺗﺒﺔ ﻋﻠﻰ اﻟﺘﺪرﯾﺐ‬ ‫ﻧﻮع اﻟﺘﺪرﯾﺐ‬

‫ﯾﺴﺎﻋﺪ ﻋﻠﻰ أداء اﻟﻤﮭﺎم ﺑﺪرﺟﺔ ﻋﺎﻟﯿﺔ ﻣﻦ‬ ‫‪‬‬ ‫ﻓﻨﻲ‪ :‬ﺗﺪرﯾﺒﺎت ﺗﺘﻢ ﻓﻲ ﻣﺤﺪدات‬
‫اﻟﺠﻮدة‪.‬‬ ‫وظﯿﻔﺔ ﺑﻌﯿﻨﮭﺎ‪ .‬ﻋﺎدة ﻣﺎ ﺗﻘﺪم داﺧﻞ‬
‫ﯾﺘﺤﺘﻢ ﺗﻜﺮاره ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ ﻟﻠﺤﻔﺎظ ﻋﻠﻰ‬ ‫‪‬‬
‫ﻣﻜﺎن اﻟﻌﻤﻞ وﺧﻼل ﺳﺎﻋﺎت اﻟﻌﻤﻞ‬
‫اﻟﻤﮭﺎرات اﻟﻤﻜﺘﺴﺒﺔ ﺣﺪﯾﺜﺎ ً‪.‬‬ ‫ﻋﻦ طﺮﯾﻖ ﻣﻌﻠﻤﯿﻦ أو ﻣﺸﺮﻓﯿﻦ‬
‫ﻣﺘﺨﺼﺼﯿﻦ‪.‬‬
‫ﯾﻔﻀﻞ دﻣﺠﮫ ﺑﺎﻣﺘﺤﺎن ﯾﻌﻄﻲ ﺷﮭﺎدة أو ﻣﺆھﻞ‪.‬‬ ‫‪‬‬

‫ﯾﻮﻓﺮ إﺻﻼﺣﺎ ً ﺳﺮﯾﻌﺎ ً ﻟﻠﻤﺸﻜﻼت اﻟﻔﺮدﯾﺔ‬ ‫‪‬‬ ‫ﻧﻮﻋﻲ‪ :‬اﻟﺘﺪرﯾﺐ ﻋﻠﻰ ﻣﺒﺎدئ اﻟﺠﻮدة‬
‫واﻟﻤﺸﻜﻼت ﻋﻠﻰ اﻟﻤﺪى اﻟﺒﻌﯿﺪ‪ ,‬ﻛﻤﺎ ﯾﻌﻮد‬ ‫اﻟﺸﺎﻣﻠﺔ‪ ,‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ اﻷدوات‬
‫ﺑﺎﻟﻔﺎﺋﺪة ﻋﻠﻰ اﻟﻤﺆﺳﺴﺔ‪.‬‬ ‫اﻟﺘﻘﻨﯿﺔ اﻟﻼزﻣﺔ ﻟﻠﺘﻄﻮﯾﺮ‪ .‬ﯾﺤﺘﺎج ﻣﺜﻞ‬
‫ﯾﺆﺻﻞ ﻓﻠﺴﻔﺔ ﻟﻠﺘﺤﺴﯿﻦ اﻟﻌﻤﻠﻲ اﻟﻤﺴﺘﻤﺮ‪.‬‬ ‫‪‬‬
‫ھﺬا اﻟﺘﺪرﯾﺐ إﻟﻰ ﻣﺪرﺑﯿﻦ ﻋﻠﻰ‬
‫درﺟﺔ ﻋﺎﻟﯿﺔ ﻣﻦ اﻟﺘﺨﺼﺺ‪.‬‬
‫ﯾﺘﺤﺘﻢ اﻟﺤﻔﺎظ ﻋﻠﯿﮫ إﻟﻰ ﻣﺎ ﻻ ﻧﮭﺎﯾﺔ‪.‬‬ ‫‪‬‬

‫ﯾﺴﺘﻔﯿﺪ ﺟﻤﯿﻊ اﻟﻤﻮظﻔﯿﻦ ﻣﻦ اﻟﻘﺎﻋﺪة اﻟﻌﺮﯾﻀﺔ‬ ‫‪‬‬ ‫ﻣﮭﺎري‪ :‬اﻟﻤﺤﺎﺳﺒﺎت اﻟﻤﺎﻟﯿﺔ‪,‬‬

‫ﻟﻠﺘﺪرﯾﺐ‪.‬‬ ‫واﻟﺘﻔﻜﯿﺮ اﻟﺨﻼق‪ ,‬وﻣﮭﺎرات‬
‫ﻣﻌﺎﻟﺠﺔ اﻟﻌﺼﺒﯿﺔ ﻋﻨﺪ اﺳﺘﺨﺪام اﻟﻤﮭﺎرات أﻣﺎم‬ ‫‪‬‬
‫اﻟﺘﺨﺎطﺐ‪ ,‬وﺗﻜﻨﻮﻟﻮﺟﯿﺎ اﻟﻤﻌﻠﻮﻣﺎت‪,‬‬
‫اﻟﺠﻤﮭﻮر‪.‬‬ ‫واﻟﻤﻜﺎﺗﺒﺎت‪ ,‬وﻣﮭﺎرات اﻟﻌﺮض‬
‫اﻟﻌﺎﻣﺔ‪ ,‬وﺗﻌﺪد اﻟﻤﮭﺎرات واﻟﻠﻐﺎت‪,‬‬
‫ﯾﺤﺘﺎج إﻟﻰ ﻓﺮص ﻟﻠﺘﻤﺮﯾﻦ ﻟﺒﻨﺎء اﻟﻔﺎﻋﻠﯿﺔ‬ ‫‪‬‬
‫واﻟﻤﻘﺎﺑﻼت‪ ,‬واﻟﺒﯿﻊ وﻏﯿﺮھﺎ ‪ -‬ﺳﻮاء‬
‫واﻟﺤﻔﺎظ ﻋﻠﯿﮭﺎ‪.‬‬
‫أﻛﺎن ذﻟﻚ ﺧﺎرﺟﯿﺎ ً أم داﺧﻠﯿﺎ ً‪.‬‬
‫ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻮﻓﯿﺮ اﻟﻤﮭﺎرات اﻟﻔﺮدﯾﺔ‪ ,‬وﯾﻜﻮن‬ ‫‪‬‬ ‫ﻣﺘﺨﺼﺺ‪ :‬اﻟﺘﻌﻠﯿﻢ ﻟﻠﺤﺼﻮل ﻋﻠﻰ‬
‫ﻗﯿﻤﺔ اﻟﻔﺮد‪ ,‬وﻛﺬﻟﻚ ﻟﻠﻤﺆﺳﺴﺔ‪.‬‬ ‫ﺷﮭﺎدات ﻓﻲ اﻟﻤﺤﺎﺳﺒﺔ ﻣﺜﻼً‪,‬‬
‫واﻟﺤﻘﻮق‪ ,‬واﻟﺒﻨﻮك واﻟﮭﻨﺪﺳﺔ ‪-‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫اﻟﻤﺰاﯾﺎ واﻵﺛﺎر اﻟﻤﺘﺮﺗﺒﺔ ﻋﻠﻰ اﻟﺘﺪرﯾﺐ‬ ‫ﻧﻮع اﻟﺘﺪرﯾﺐ‬

‫ﯾﺆدي اﻟﺘﺨﺼﺺ إﻟﻰ اﺧﺘﯿﺎر اﻧﺘﻘﺎﺋﻲ أﻓﻀﻞ‬ ‫‪‬‬ ‫ﺧﺎرﺟﯿﺎ ً ﺳﻮاء أﻛﺎن ذﻟﻚ ﻛﻞ اﻟﻮﻗﺖ‬
‫ﻟﻠﺘﻌﯿﯿﻨﺎت اﻟﻤﺴﺘﻘﺒﻠﯿﺔ ﻓﻲ اﻟﻤﺆﺳﺴﺔ وﯾﺤﺘﺎج إﻟﻰ‬ ‫أم ﺑﻌﺾ اﻟﻮﻗﺖ‪.‬‬
‫ﻣﺠﮭﻮد ﻋﻠﻰ ﻣﺪى زﻣﻨﻲ طﻮﯾﻞ‪.‬‬
‫ﯾﺆدي اﻟﺘﺪرﯾﺐ اﻟﻮظﯿﻔﻲ ﻓﻲ أﻏﻠﺐ اﻷﺣﯿﺎن‬ ‫‪‬‬ ‫وظﯿﻔﻲ‪ :‬اﻟﺘﻌﻠﯿﻢ ﻓﻲ ﻣﺠﺎﻻت‬
‫إﻟﻰ أداء أﺣﺴﻦ وإﻟﻰ ﻧﻤﻮ وظﯿﻔﻲ أﻓﻀﻞ ﻓﻲ‬ ‫اﻟﺘﺴﻮﯾﻖ‪ ,‬واﻟﺘﺨﻄﯿﻂ‪ ,‬وإدارة‬
‫اﻟﻤﺆﺳﺴﺔ‪.‬‬ ‫اﻟﻤﺒﯿﻌﺎت‪ ,‬واﻟﻤﺸﺘﺮﯾﺎت‪ ,‬وإدارة‬
‫ﯾﺘﺤﺘﻢ رﺑﻄﮫ ﺑﺘﻌﯿﯿﻨﺎت اﻟﻌﺎﻣﻠﯿﻦ‪.‬‬ ‫‪‬‬
‫اﻟﻤﻮارد اﻟﺒﺸﺮﯾﺔ‪ ,‬وﻏﯿﺮھﺎ ﺧﺎرﺟﯿﺎ ً‪,‬‬
‫وﻋﺎدة ﻻ ﯾﺤﺘﺎج ﻣﺜﻞ ھﺬا اﻟﻨﻮع ﻣﻦ‬
‫ﻋﺎدة ﻣﺎ ﺗﺘﺠﺎھﻞ اﻟﻤﺆﺳﺴﺎت ﻣﺜﻞ ھﺬا اﻟﻨﻮع‬ ‫‪‬‬
‫اﻟﺘﺪرﯾﺐ إﻟﻰ ﺗﻔﺮغ ﻛﺎﻣﻞ‪.‬‬
‫ﻣﻦ اﻟﺘﺪرﯾﺐ ﻋﻦ ﺧﻄﺄ‪ ,‬و» ﯾﺘﻤﻨﻮن اﻷﻓﻀﻞ«‪.‬‬
‫ﺗﻮﻓﺮ وﺳﺎﺋﻞ ﻓﻌﺎﻟﺔ ﻟﺘﺮاﺑﻂ اﻟﻔﺮﯾﻖ وإﻋﺎدة‬ ‫‪‬‬ ‫ﻣﺘﻌﻠﻖ ﺑﺎﻷﻧﺸﻄﺔ‪ :‬ﻣﻨﺎھﺞ ﻣﻦ ﻧﻮﻋﯿﺔ‬
‫ﺗﻨﺸﯿﻂ ﻗﻮة اﻟﻌﻤﻞ‪.‬‬ ‫اﻟﻤﮭﺎرات اﻟﺨﺎﺻﺔ‪ :‬ﯾﺘﻌﻠﻢ اﻷﻓﺮاد‬
‫ﯾﺘﻌﯿﻦ اﻹﺿﺎﻓﺔ إﻟﯿﮫ‪ ,‬واﻟﺘﻨﺴﯿﻖ ﻣﻊ ﺗﺪرﯾﺒﺎت‬ ‫‪‬‬
‫ﻣﻦ ﺧﻼﻟﮫ اﻟﻘﯿﺎدة واﻟﻌﻤﻞ اﻟﺠﻤﺎﻋﻲ‬
‫إدارﯾﺔ أﻛﺜﺮ ﻣﺒﺎﺷﺮة واﺗﺼﺎﻻً ﺑﺎﻟﻌﻤﻞ‪.‬‬ ‫ﺑﻮاﺳﻄﺔ اﻟﻤﺸﺎرﻛﺔ ﻓﻲ اﻟﻤﮭﺎم‬
‫اﻟﺒﺪﻧﯿﺔ‪ ,‬ﻣﺜﻞ‪ ,‬ﺗﺴﻠﻖ اﻟﺼﺨﻮر‪.‬‬
‫ﯾﺘﻌﺮف اﻟﻤﺪﯾﺮون ﻣﻦ ﺧﻼﻟﮫ ﻋﻠﻰ اﻟﻤﺸﻜﻼت‬ ‫‪‬‬ ‫إدارة‪ :‬ﺗﻮﻓﺮ اﻟﺨﺒﺮة واﻟﻤﻌﺮﻓﺔ ﻓﻲ‬
‫اﻟﻤﺆﺳﺴﯿﺔ اﻟﺤﻘﯿﻘﯿﺔ وﯾﻌﻤﻠﻮن ﻋﻠﻰ ﺣﻠﮭﺎ‬ ‫ﻣﺠﺎﻻت ﻣﺜﻞ‪ :‬اﻹدارة اﻹﺳﺘﺮاﺗﯿﺠﯿﺔ‬
‫وﺗﺄﺳﯿﺲ ﻗﯿﻢ ﺟﺪﯾﺔ‪.‬‬ ‫وإدارة اﻟﺘﻐﯿﺮ ‪ -‬ﺑﻨﻔﺲ اﻟﺘﻮﺟﮫ اﻟﻤﺎﺋﻞ‬
‫ﺗﻜﻮن اﻻﺳﺘﻔﺎدة ﻟﻠﻄﺮﻓﯿﻦ ﻓﻲ ﺣﺎﻟﺔ اﻻﺣﺘﻔﺎظ‬ ‫‪‬‬ ‫ﻓﻲ ﻣﻌﺎھﺪ اﻹدارة ‪ -‬ﺳﻮاء أﻛﺎن ذﻟﻚ‬
‫اﻟﺪارﺳﯿﻦ ﺑﺎﻟﺘﺰاﻣﮭﻢ‪.‬‬ ‫ﺧﺎرﺟﯿﺎ ً أو داﺧﻠﯿﺎ ً‪.‬‬

‫ﺗﺠﺎرب دوﻟﯿﺔ ﻓﻲ ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ‪:‬‬

‫وﻣﻦ أﺑﺮز أﻧﻮاع اﻟﺘﺪرﯾﺐ‪ ،‬اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺨﺪﻣﺔ‪ ،‬وﺑﻠﻤﺤﺔ ﺳﺮﯾﻌﺔ ﻋﻠﻰ اﻟﺘﺪرﯾﺐ‬
‫أﺛﻨﺎء اﻟﺨﺪﻣﺔ ﻟﻠﻤﻌﻠﻤﯿﻦ ﻋﺎﻟﻤﯿﺎ ً ﻧﺠﺪ أن ﺗﻜﻠﻔﺔ اﻟﺘﺪرﯾﺐ ﺗﺘﻔﺎوت ﺑﻨﺎء ﻋﻠﻰ ﻧﻮﻋﯿﺘﮫ وﻣﺪﺗﮫ‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫ﻓﻔﻲ ﺑﺮﯾﻄﺎﻧﯿﺎ ﻣﺜﻼ ﺗﺘﺮاوح ﻣﺎ ﺑﯿﻦ ‪ 6000‬إﻟﻰ ‪ 9000‬ﺟﻨﯿﮫ إﺳﺘﺮﻟﯿﻨﻲ )ﻧﺤﻮ ‪ 42‬أﻟﻒ إﻟﻰ‬
‫‪ 70‬أﻟﻒ ﷼(‪.‬‬
‫وﻓﻲ ﻣﺎﻟﯿﺰﯾﺎ ﯾﻜﻠﻒ ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻢ ‪ 500‬رﯾﻨﺠﺖ ﺑﻤﺎ ﯾﻌﺎدل ) ‪ 5500‬﷼ ﺗﻘﺮﯾﺒﺎ(‬
‫ﺳﻨﻮﯾﺎ‪ .‬وﻓﻲ ﺳﻨﻐﺎﻓﻮرة ﺗﺪﻓﻊ اﻟﺪوﻟﺔ ﻣﺒﻠﻐﺎ ﺳﻨﻮﯾﺎ ﻣﻘﻄﻮﻋﺎ ﻟﻠﻤﻌﻠﻢ ﯾﺘﺮاوح ﻣﺎ ﺑﯿﻦ‬
‫)‪ (700 - 400‬دوﻻر ﺳﻨﻮﯾﺎ ) ‪ 1400 - 800‬﷼ ﺗﻘﺮﯾﺒﺎ( ﻟﺘﻄﻮﯾﺮ ﻧﻔﺴﮫ ﻣﻦ ﺧﻼل‬
‫ﺣﻀﻮره ﻟﺪورات ﺗﺪرﯾﺒﯿﺔ ﻓﻲ اﻟﻤﻌﺎھﺪ اﻟﺨﺎﺻﺔ أو ﺷﺮاء ﻣﺴﺘﻠﺰﻣﺎت ﺗﻘﻨﯿﺔ‪.‬‬
‫وﻓﻲ أﯾﺮﻟﻨﺪا ﯾﻜﻠﻒ ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻢ ‪ 3000‬ﯾﻮرو ) ‪ 15000‬﷼ ﺗﻘﺮﯾﺒﺎ( ‪ ،‬وﯾﺘﻢ‬
‫ﻣﺮﻛﺰﯾﺎ ﻋﻦ طﺮﯾﻖ اﻟﻮزارة‪ .‬أﻣﺎ ﻓﻲ اﻟﻨﻤﺴﺎ ﻓﯿﺘﻢ اﻟﺘﺪرﯾﺐ ﻣﻦ ﺧﻼل ﻛﻠﯿﺔ اﻟﻤﺪرﺳﯿﻦ‬
‫وﺗﺪﻓﻊ اﻟﻮزارة ﺗﻜﺎﻟﯿﻒ اﻟﻤﻌﻠﻤﯿﻦ اﻟﺒﺪﻻء وأدوات اﻟﺘﺪرﯾﺐ‪.‬‬
‫ﻓﻜﺎن ﻻﺑﺪ ﻣﻦ إﺷﺎرة ﺳﺮﯾﻌﺔ إﻟﻰ واﻗﻊ اﻟﺘﺪرﯾﺐ ﻓﻲ اﻷﺳﺎس ﻋﺎﻟﻤﯿﺎ ً وﻋﺮﺑﯿﺎ ً‬
‫ﻣﻦ ﺧﻼل اﻟﺘﻔﺎوت اﻟﻜﺒﯿﺮ ﻣﺎ ﺑﯿﻦ ﺣﺠﻢ اﻟﺘﺪرﯾﺐ اﻟﮭﺎﺋﻞ وﻗﻠﺔ اﻟﻌﻨﺎﯾﺔ ﺑﺘﺨﻄﯿﻄﮫ‬
‫وﺗﻨﻈﯿﻤﮫ‪ ،‬ﻓﻔﻲ أﻣﺮﯾﻜﺎ ﻣﺜﻼً ﺣﯿﺚ ﯾﺼﺮف ﻣﺎ ﯾﻘﺮب ﻣﻦ ‪ 200‬ﺑﻠﯿﻮن دوﻻر ﺳﻨﻮﯾﺎ ً‬
‫ﻋﻠﻰ اﻟﺘﺪرﯾﺐ ﻓﺈن ‪ %12‬ﻓﻘﻂ ﻣﻦ ھﺬا اﻟﺤﺠﻢ اﻟﮭﺎﺋﻞ ﯾﺨﻀﻊ ﻟﻠﺘﻘﻮﯾﻢ اﻟﺠﺪي‪،‬‬
‫ﻓﺎﻟﻤﻨﮭﺠﯿﺔ ﻓﻲ اﻟﺘﺪرﯾﺐ وﻓﻲ ﺗﻘﻮﯾﻤﮫ ﻏﯿﺮ ﻣﻨﺘﻈﻤﺔ واﻟﻨﺘﺎﺋﺞ ﻏﯿﺮ ﻣﻘﻨﻌﺔ‪ ،‬وﯾﻌﻮد ذﻟﻚ‬
‫إﻟﻰ اﻻﻓﺘﻘﺎر ﻟﻸطﺮ اﻟﻨﻈﺮﯾﺔ واﻟﻌﻤﻠﯿﺔ اﻟﺨﺎﺻﺔ ﺑﺘﻨﻔﯿﺬ اﻟﺘﺪرﯾﺐ وإھﻤﺎل اﻟﻤﺴﺘﺠﺪات‬
‫ﺧﺒﺮاء اﻟﺘﺪرﯾﺐ‪.‬‬‫واﻟﺘﻘﻨﯿﺎت اﻟﺨﺎﺻﺔ واﻓﺘﻘﺎر اﻟﻤﺪرﺑﯿﻦ إﻟﻰ اﻹﻋﺪاد اﻟﻜﺎﻓﻲ ﻟﻤﮭﺎم‬
‫وﻟﻘﺪ ﺛﺒﺖ أن اﻟﺘﺪرﯾﺐ اﻟﻔﻌﺎل ﻟﻠﻤﻌﻠﻤﯿﻦ ھﻮ اﻟﺴﺒﯿﻞ اﻷﻣﺜﻞ ﻟﺘﺤﻘﯿﻖ اﻟﺘﻄﻮر‬
‫اﻟﻤﻨﺸﻮد ﻓﻲ اﻟﺘﻌﻠﯿﻢ‪ ،‬ﻟﺬﻟﻚ ﻧﺎل اھﺘﻤﺎم ﻛﻞ اﻟﺪول‪ .‬وﻗﺪ ﺳﻌﺖ ﻣﻌﻈﻢ دول اﻟﻌﺎﻟﻢ‬
‫ﻟﺰﯾﺎدة اﻟﺘﺄھﯿﻞ اﻷﺳﺎﺳﻲ ﻟﯿﺼﻞ اﻟﻤﻌﻠﻢ إﻟﻰ اﻟﻤﮭﻨﺔ وھﻮ أﻛﺜﺮ ﻗﺪرة ﻋﻠﻰ اﻟﻘﯿﺎم‬
‫ﺑﺎﻟﺪور اﻟﻤﻨﻮط ﺑﮫ‪ ،‬ﻓﺰادت ﺳﻨﻮات اﻟﺪراﺳﺔ ﻛﻤﺘﻄﻠﺒﺎت ﻗﺒﻞ اﻻﻧﺨﺮاط ﻓﻲ ﻣﻌﺎھﺪ‬
‫اﻟﺘﻌﻠﯿﻢ‪ ،‬وزادت ﻣﺪة ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ أﯾﻀﺎ ً ﻓﻲ ﻣﻌﺎھﺪ ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ‪ .‬ﻓﻔﻲ‬
‫ﺑﺮﯾﻄﺎﻧﯿﺎ ﻣﺜﻼً زادت ﻣﺪة ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ إﻟﻰ ﺛﻼث ﺳﻨﻮات ﺑﺪﻻً ﻋﻦ ﺳﻨﺘﯿﻦ ﻓﻲ‬
‫ﻋﺎم ‪1960‬م ﺛﻢ زﯾﺪت وﻓﻲ وﻗﺖ وﺟﯿﺰ إﻟﻰ أرﺑﻊ ﺳﻨﻮات ﻟﯿﺘﺨﺮج اﻟﻤﻌﻠﻢ ﺑﺪرﺟﺔ‬
‫اﻟﺒﻜﺎﻟﻮرﯾﻮس‪ .‬وﻓﻲ ﺑﻌﺾ ﺗﻠﻚ اﻟﺪول ﻛﺎﻟﻮﻻﯾﺎت اﻟﻤﺘﺤﺪة اﻷﻣﺮﯾﻜﯿﺔ أﺻﺒﺤﺖ‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫درﺟﺎت اﻟﻤﺎﺟﺴﺘﯿﺮ أﻣﺮاً ﻋﺎدﯾﺎ ً ﺑﯿﻦ اﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ ﺣﻘﻞ اﻟﺘﻌﻠﯿﻢ‪.‬‬

‫أﻣﺎ ﻓﻲ اﻟﺪول اﻟﻨﺎﻣﯿﺔ ﻓﺄن اﻟﺘﻌﻠﯿﻢ اﻟﺜﺎﻧﻮي ﯾﺴﺘﻮﺟﺐ ﻣﺆھﻼً ﺟﺎﻣﻌﯿﺎ ً واﻟﺘﻌﻠﯿﻢ دون‬
‫ذﻟﻚ ﯾﻌﺘﻤﺪ ﻋﻠﻰ اﻟﺘﺄھﯿﻞ ﻣﻦ ﻣﻌﺎھﺪ اﻟﻤﻌﻠﻤﯿﻦ‪،‬واﻟﺘﻲ ﺗﺘﻄﻠﺐ ﺗﺄھﯿﻼً أﺳﺎﺳﯿﺎ ً أو ﺛﺎﻧﻮﯾﺎ ً ﻓﻲ‬
‫اﻷﻛﺜﺮ‪ .‬وﻗﺪ ﺳﻌﺖ ﻛﺜﯿﺮ ﻣﻦ ھﺬه اﻟﺪول ﻟﺘﺤﺴﯿﻦ ﻣﺴﺘﻮى ﻣﻌﻠﻤﯿﮭﺎ وزادت ﻣﺘﻄﻠﺒﺎت‬
‫اﻻﻟﺘﺤﺎق ﺑﺎﻟﻤﻌﺎھﺪ؛ ﻓﻔﻲ ﻛﺜﯿﺮ ﻣﻦ اﻟﺪول أﺻﺒﺢ اﻟﺪﺧﻮل إﻟﻰ ﻣﻌﺎھﺪ اﻟﻤﻌﻠﻤﯿﻦ ﻣﺴﺎوﯾﺎ ً‬
‫ﻟﺸﺮط دﺧﻮل اﻟﺠﺎﻣﻌﺎت‪.‬‬
‫وﻓﻲ ﺳﺒﯿﻞ ﺗﺤﻘﯿﻖ اﻟﺘﻄﻮر اﻟﻜﻤﻲ واﻟﻜﯿﻔﻲ ﻓﻲ اﻟﺘﻌﻠﯿﻢ ﺗﺴﺎرﻋﺖ ﻋﻤﻠﯿﺔ إﻧﺸﺎء‬
‫ﻣﻌﺎھﺪ اﻟﻤﻌﻠﻤﯿﻦ ‪ ،‬ﻛﻤﺎ أن اﻟﺠﺎﻣﻌﺎت أﻧﺸﺄت اﻟﻜﻠﯿﺎت اﻟﻤﺘﺨﺼﺼﺔ ﻟﮭﺬا اﻟﻐﺮض‬
‫وﻓﺘﺤﺖ اﻷﺑﻮاب ﻟﻠﻤﻌﻠﻤﯿﻦ ﻟﻼﻧﺨﺮاط ﻓﯿﮭﺎ‪ .‬إﻻ أن اﻷﻣﺮ ﻟﻢ ﯾﻜﻦ ﺑﮭﺬه اﻟﺴﮭﻮﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﺪول اﻟﻨﺎﻣﯿﺔ‪ ،‬ﻓﺤﺮﻛﺔ إﻧﺸﺎء اﻟﻤﺪارس وﺗﻮﺳﻊ اﻟﺘﻌﻠﯿﻢ ﻟﻢ ﺗﻜﻦ ﻟﺘﻮاﻛﺐ ﺗﺰاﯾﺪ اﻟﺴﻜﺎن‬
‫وﺑﺎﻟﺘﺎﻟﻲ زﯾﺎدة اﻟﻤﻌﻠﻤﯿﻦ اﻟﻤﺪرﺑﯿﻦ ﻟﻢ ﺗﻜﻦ ﺑﺎﻟﻘﺪر اﻟﻜﺎﻓﻲ‪.‬‬
‫ﻓﻔﻲ اﻟﮭﻨﺪ ﻋﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ﻧﺠﺪ أن ‪ ٪50‬ﻣﻦ اﻟﻤﻌﻠﻤﯿﻦ ﻓﻲ اﻟﻤﺪارس اﻻﺑﺘﺪاﺋﯿﺔ‬
‫ﻏﯿﺮ ﻣﺪرﺑﯿﻦ‪ ،‬وﻛﺬﻟﻚ ‪ ٪90‬ﻣﻦ اﻟﻤﻌﻠﻤﯿﻦ ﻓﻲ اﻟﻤﺪارس اﻟﺜﺎﻧﻮﯾﺔ ) ‪ .(3‬وھﺬا اﻟﻮﺿﻊ‬
‫اﻟﻜﺎرﯾﺒﻲ‬
‫‪،‬‬ ‫ﯾﻜﺎد ﯾﻨﻄﺒﻖ ﻋﻠﻰ ﻣﻌﻈﻢ دول أﻓﺮﯾﻘﯿﺎ وآﺳﯿﺎ وأﻣﺮﯾﻜﺎ اﻟﺠﻨﻮﺑﯿﺔ ودول اﻟﺒﺤﺮ‬
‫وھﻨﺎ ﯾﺒﺪأ اﻟﺘﺴﺎؤل ﻋﻦ إﻣﻜﺎﻧﯿﺔ ﻣﻌﺎھﺪ ﺗﺄھﯿﻞ اﻟﻤﻌﻠﻤﯿﻦ ﻓﻲ ﺗﻮﻓﯿﺮ اﻟﻌﺪد اﻟﻜﺎﻓﻲ ﻣﻦ‬
‫اﻟﻤﺒﺎﻧﻲ‬ ‫اﻟﻤﻌﻠﻤﯿﻦ‪ .‬وﻓﻮق ذﻟﻚ ﻓﺈن ﺗﺄﺳﯿﺲ ﺗﻠﻚ اﻟﻤﻌﺎھﺪ أﻣﺮ ﻣﻜﻠﻒ‪ ،‬ﻓﺘﻜﺎﻟﯿﻒ‬
‫واﻟﺴﻜﻦ واﻹﻗﺎﻣﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﺪرﺑﯿﻦ وﺗﺄﺳﯿﺲ ﺗﻠﻚ اﻟﻤﻌﺎھﺪ ﺑﺎﻟﻮﺳﺎﺋﻞ اﻟﻤﻨﺎﺳﺒﺔ‪ ،‬وﻛﺬﻟﻚ‬
‫ﺗﺄھﯿﻞ اﻟﻤﺪرﺑﯿﻦ اﻟﻌﺎﻣﻠﯿﻦ ﺑﮭﺎ ﻣﻤﺎ ﯾﺴﺘﻮﺟﺐ أﺣﯿﺎﻧﺎ ً إرﺳﺎﻟﮭﻢ ﻓﻲ ﺑﻌﺜﺎت ﺧﺎرﺟﯿﺔ ﻟﻤﺪة‬
‫ﻋﺎﻣﯿﻦ أو ﺛﻼﺛﺔ‪ .‬ﻛﻞ ذﻟﻚ ﺑﺎﻟﻄﺒﻊ ﯾﻜﻠﻒ أﻣﻮاﻻً طﺎﺋﻠﺔ‪.‬‬
‫وﻓﻲ ﻣﻮاﺟﮭﺔ ھﺬا اﻟﻮﺿﻊ اﺿﻄﺮت ﻛﺜﯿﺮ ﻣﻦ دول اﻟﻌﺎﻟﻢ اﻟﺜﺎﻟﺚ ‪ -‬ﻧﺴﺒﺔ ﻟﻌﺠﺰ‬
‫ﻣﻌﺎھﺪ ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ ﻋﻦ ﺗﻮﻓﯿﺮ اﻟﻤﻌﻠﻤﯿﻦ اﻟﻤﺪرﺑﯿﻦ ﺑﺎﻟﻘﺪر اﻟﻜﺎﻓﻲ اﻟﺬي ﯾﺘﻨﺎﺳﺐ‬
‫ﻣﻊ زﯾﺎدة اﻟﻤﺪارس واﻟﺘﻮﺳﻊ اﻟﻤﻄﻠﻮب ﻓﻲ اﻟﺘﻌﻠﯿﻢ ‪ -‬إﻟﻰ اﺳﺘﯿﻌﺎب اﻟﻤﻌﻠﻤﯿﻦ دون‬
‫ﺗﺪرﯾﺐ أﺳﺎﺳﻲ ﻣﻤﺎ ﺟﻌﻞ اﻟﻘﻀﯿﺔ أﻛﺜﺮ ﺗﻔﺎﻗﻤﺎ ً‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫وﻓﻲ ﻣﻮاﺟﮭﺔ ﻣﺸﺎﻛﻞ اﻟﺘﻌﻠﯿﻢ واﻟﻨﻮﻋﯿﺔ ﺳﻌﺖ ﻛﻞ دول اﻟﻌﺎﻟﻢ إﻟﻰ اﻟﻨﻈﺮ ﻓﻲ‬
‫إﻣﻜﺎﻧﯿﺔ إﯾﺠﺎد أﺳﺎﻟﯿﺐ وطﺮق ﺟﺪﯾﺪة ﺗﻤﻜﻦ ﻣﻦ اﻻﺳﺘﻐﻼل اﻷﻣﺜﻞ ﻟﻠﻤﻮارد وﺗﺤﻘﯿﻖ‬
‫أﺣﺴﻦ اﻟﻨﺘﺎﺋﺞ ﻓﻲ ﻧﻔﺲ اﻟﻮﻗﺖ ﻛﻤﺎ ً وﻛﯿﻔﺎً‪ ،‬وﻟﻌﻞ دول اﻟﻌﺎﻟﻢ وﺧﺎﺻﺔ اﻟﺪول اﻟﻨﺎﻣﯿﺔ‬
‫ﻗﺪ وﺟﺪت ﻓﻲ اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺨﺪﻣﺔ ﻣﺨﺮﺟﺎ ً ﻟﻤﺸﻜﻠﺔ ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ؛ ﺣﯿﺚ أﻧﮫ ﻻ‬
‫ﯾﺴﺘﻮﺟﺐ ﻣﻐﺎدرة اﻟﻤﻌﻠﻢ ﻟﻤﺪرﺳﺘﮫ وﺑﺎﻟﺘﺎﻟﻲ اﻻﺣﺘﯿﺎج إﻟﻰ ﺑﺪﯾﻞ ھﻮ أﻗﻞ ﺗﺪرﯾﺒﺎ ً ﻣﻦ‬
‫ھﺬا اﻟﺬي ﺟﺎء ﻟﯿﺤﻞ ﻣﺤﻠﮫ‪ ،‬ﻛﻤﺎ وأن اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺨﺪﻣﺔ ﯾﺴﺘﻄﯿﻊ أن ﯾﻮﻓﺮ أﻋﺪاداً‬
‫ﻛﺒﯿﺮة ﻣﻦ اﻟﻤﻌﻠﻤﯿﻦ ﻓﻲ وﻗﺖ وﺟﯿﺰ‪.‬‬
‫وھﻨﺎك ﺑﻌﺾ اﻟﺒﺮاﻣﺞ اﻟﺘﻲ ﺳﻌﺖ إﻟﻰ ﺗﺤﻘﯿﻖ أﻛﺜﺮ ﻣﻦ ھﺪف ﻛﻤﺎ ﻓﻲ‬
‫زﻣﺒﺎﺑﻮي إذ ھﺪف ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻤﯿﻦ إﻟﻰ ﻣﻮاﻛﺒﺔ اﻟﻤﺘﻐﯿﺮات اﻟﺠﺪﯾﺪة ﻓﻲ اﻟﻤﻨﺎھﺞ‬
‫وإﻋﺎدة ﺗﺄھﯿﻞ ﻣﻌﻠﻤﻲ اﻟﻤﺪارس اﻻﺑﺘﺪاﺋﯿﺔ‪ ،‬وﻟﻌﻞ ﻣﻦ اﻷﺷﯿﺎء اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ھﺬه‬
‫اﻟﻤﺠﺎﻻت ﺗﺪرﯾﺐ اﻟﻤﻌﻠﻢ ﻟﻠﻘﯿﺎم ﺑﺪور ﺟﺪﯾﺪ ﺑﻌﺪ إدﺧﺎل ﻣﻨﺎھﺞ ﺟﺪﯾﺪة أو ﻣﻮاد ﺟﺪﯾﺪة‪،‬‬
‫وﻓﻲ ﻛﻞ ھﺬه اﻷﺣﻮال ‪ -‬ﻧﺠﺪ أن ‪ -‬اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺨﺪﻣﺔ ﯾﺨﺪم ھﺬه اﻷﻏﺮاض‬
‫ﺑﻜﻔﺎءة ﻋﺎﻟﯿﺔ وﺑﺎﻟﺴﺮﻋﺔ اﻟﻤﻄﻠﻮﺑﺔ واﻟﺘﻲ ﺗﺤﻘﻖ اﻷھﺪاف ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد‪.‬‬
‫وﻗﺪ ﻛﺎﻧﺖ ﺑﺪاﯾﺔ ظﮭﻮر أﺷﻜﺎل اﻟﺘﺪرﯾﺐ أﺛﻨﺎء اﻟﺨﺪﻣﺔ أﻣﺮاً طﻮﻋﯿﺎ ً ﻓﻲ ﺷﻜﻞ‬
‫)ﻛﻮرﺳﺎت( ﻗﺼﯿﺮة ﺗﻘﺪم ﻓﻲ أزﻣﺎن ﻣﺘﻔﺮﻗﺔ وﯾﺸﺘﺮك ﻓﯿﮭﺎ اﻟﻤﻌﻠﻤﻮن اﻷﻛﺜﺮ اﻟﺘﺰاﻣﺎ ً‬
‫ﺑﻤﮭﻨﺔ اﻟﺘﻌﻠﯿﻢ واﻷﻛﺜﺮ طﻤﻮﺣﺎ ً‪.‬‬

‫أﺳﺌﻠﺔ اﻟﺘﺪرﯾﺐ‬
‫ﻣﻀﻤﻮن اﻟﺴﺆال‬ ‫اﻟﺴﺆال‬
‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ واﻷھﺪاف‬ ‫ﻟﻤﺎذا؟‬
‫اﻟﻔﺌﺔ اﻟﻤﺴﺘﮭﺪﻓﺔ‬ ‫ﻟﻤﻦ؟‬
‫اﻟﻨﺘﺎﺋﺞ‬ ‫ﻟﻠﺤﺼﻮل ﻋﻠﻰ ﻣﺎذا؟‬
‫اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت‬ ‫ﻣﺎ ھﻲ اﻟﻤﺤﺘﻮﯾﺎت؟‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫ﻣﻀﻤﻮن اﻟﺴﺆال‬ ‫اﻟﺴﺆال‬

‫اﻷﺳﺎﻟﯿﺐ‪/‬اﻟﻮﺳﺎﺋﻞ‬ ‫ﻛﯿﻒ؟‬
‫ﺗﻮﻗﯿﺖ‪/‬زﻣﺎن اﻟﺘﺪرﯾﺐ‬ ‫ﻣﺘﻰ؟‬
‫ﻣﻜﺎن اﻟﺘﺪرﯾﺐ‬ ‫أﯾﻦ؟‬
‫أﺳﺎﻟﯿﺐ اﻟﺘﻘﻮﯾﻢ‬ ‫ﻛﯿﻒ أﻋﺮف أﻧﻨﻲ ﺣﺼﻠﺖ ﻋﻠﻰ اﻟﻨﺘﺎﺋﺞ‬
‫اﻟﻤﻄﻠﻮﺑﺔ؟‬

‫ﻧﻈﺮﯾﺎت اﻟﺘﻌﻠﻢ واﻟﺘﺪرﯾﺐ‬

‫‪ -1‬اﻟﻨﻈﺮﯾﺔ اﻟﺴﻠﻮﻛﯿﺔ‪:‬‬

‫ﯾﻔﺘﺮض اﻟﺴﻠﻮﻛﯿﻮن أن اﻷﺷﯿﺎء اﻟﺤﻘﯿﻘﺔ )أو ﻋﻠﻰ اﻷﻗﻞ اﻷﺷﯿﺎء اﻟﺘﻲ ﺗﺴﺘﺤﻖ‬
‫اﻟﺪراﺳﺔ( ھﻲ ﻓﻘﻂ اﻷﺷﯿﺎء اﻟﺘﻲ ﻧﺮاھﺎ وﻧﻼﺣﻈﮭﺎ )اﻷﺷﯿﺎء اﻟﻤﺤﺴﻮﺳﺔ(‪.‬‬
‫ﺻﺤﯿﺢ أﻧﻨﺎ ﻻ ﻧﺮى اﻟﻌﻘﻞ وﻻ اﻟﻀﻤﯿﺮ‪ ،‬وﻟﻜﻨﻨﺎ ﻧﺮى أﻓﻌﺎل اﻟﻨﺎس وﺗﺼﺮﻓﺎﺗﮭﻢ‬
‫وردود أﻓﻌﺎﻟﮭﻢ‪.‬‬
‫ﻣﻦ ﺧﻼل اﻟﺴﻠﻮك ﻗﺪ ﻧﺘﻤﻜﻦ ﻣﻦ اﻟﺘﻮﺻﻞ إﻟﻰ اﺳﺘﻨﺘﺎﺟﺎت ﻋﻦ اﻟﻌﻘﻞ واﻟﺪﻣﺎغ‪،‬‬
‫ﻏﯿﺮ أﻧﮭﺎ ﻟﯿﺴﺖ ﻣﺤﻞ اﻻھﺘﻤﺎم اﻷول ﻟﻠﺪراﺳﺔ‪.‬‬
‫ﻣﺎذا ﯾﻔﻌﻞ اﻟﻨﺎس‪ ،‬وﻟﯿﺲ ﻣﺎذا ﯾﻔﻜﺮون أو ﯾﺸﻌﺮون ﺑﮫ‪ ،‬ھﻮ ﻣﺠﺎل اﻟﺪراﺳﺔ‪،‬‬
‫ﺣﺴﺐ اﻟﻨﻈﺮﯾﺔ اﻟﺴﻠﻮﻛﯿﺔ‪.‬‬
‫ﻓﺎﻟﻨﻈﺮﯾﺔ ﺗﻨﻈﺮ ﻟﻠﺘﻌﻠﻢ ﻛﺮواﺑﻂ ﺑﯿﻦ ﻣﺆﺛﺮات و اﺳﺘﺠﺎﺑﺎت‪ ،‬ﻓﻤﺜﻼً ﻋﺒﺮ اﻟﺘﻌﺰﯾﺰ‬
‫اﻹﯾﺠﺎﺑﻲ ﯾﻌﺘﻘﺪ اﻟﻔﺮد أﻧﮫ أﺟﺎد‪ ،‬وﻣﻦ ﺛﻢ ﯾﺘﻢ ﺗﺤﺴﯿﻦ أداﺋﮫ ﺑﻤﻜﺎﻓﺄﺗﮫ إﯾﺠﺎﺑﯿﺎ ً ﺑﺎﻟﺜﻨﺎء‬
‫ﻣﺜﻼً‪ ،‬وﯾﻤﻜﻦ اﻻﺳﺘﻔﺎدة ﻣﻦ ھﺬه اﻟﻨﻈﺮﯾﺔ ﻓﻲ ﻣﺠﺎل اﻟﺘﺪرﯾﺐ‪ ،‬ﻓﯿﺠﺐ اﻟﺘﻌﺎﻣﻞ اﻟﺠﯿﺪ‬
‫واﻹﯾﺠﺎﺑﻲ ﻣﻊ اﺳﺘﺠﺎﺑﺎت اﻟﻤﺘﺪرﺑﯿﻦ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ اھﺘﻤﺎم اﻟﻤﺪرب ﺑﻨﻮﻋﯿﺔ‬
‫اﻟﻤﺜﯿﺮات اﻟﺘﻲ ﻣﻦ ﺷﺄﻧﮭﺎ ﺗﺤﻔﯿﺰ اﻟﻤﺘﺪرﺑﯿﻦ ﻋﻠﻰ اﺳﺘﺠﺎﺑﺎت إﯾﺠﺎﺑﯿﺔ‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫‪ -2‬اﻟﻨﻈﺮﯾﺔ اﻟﻤﻌﺮﻓﯿﺔ‪:‬‬

‫ﯾﻘﺼﺪ ﺑﺎﻟﻤﻌﺮﻓﺔ اﻟﻨﺸﺎط اﻟﻌﻘﻠﻲ‪ ،‬ﺑﻤﺎ ﻓﻲ ذﻟﻚ اﻟﺘﻔﻜﯿﺮ‪ ،‬اﻟﺘﺬﻛﺮ‪ ،‬اﻟﺘﻌﻠﻢ‪،‬‬

‫واﺳﺘﻌﻤﺎل اﻟﻠﻐﺔ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﻧﻄﺒﻖ طﺮﯾﻘﺔ ﻣﻌﺮﻓﯿﺔ ﻋﻠﻰ اﻟﺘﻌﻠﻢ واﻟﺘﻌﻠﯿﻢ ﻓﺈﻧﻨﺎ ﻧﺮﻛﺰ ﻋﻠﻰ اﺳﺘﯿﻌﺎب‬
‫اﻟﻤﻌﻠﻮﻣﺎت واﻟﻤﻔﺎھﯿﻢ‪.‬‬
‫ﺗﮭﺘﻢ اﻟﻨﻈﺮﯾﺔ ﺑـ‪:‬‬
‫ﻛﯿﻒ ﯾﻔﮭﻢ اﻟﻨﺎس اﻷﺷﯿﺎء؟‬ ‫‪‬‬

‫ﻗﯿﺎس اﻟﻌﻤﻠﯿﺎت اﻟﻌﻘﻠﯿﺔ واﻻﺧﺘﺒﺎر‪.‬‬ ‫‪‬‬

‫اﻟﻘﺎﺑﻠﯿﺔ واﻟﻘﺪرة ﻋﻠﻰ اﻟﺘﻌﻠﻢ‪.‬‬ ‫‪‬‬

‫أﻧﻤﺎط اﻟﺘﻌﻠﻢ‪.‬‬ ‫‪‬‬

‫ﻓﺎﻟﻨﻈﺮﯾﺔ اﻟﻤﻌﺮﻓﯿﺔ ﺗﻨﻈﺮ ﻟﻠﺘﻌﻠﻢ ﻛﻌﻤﻠﯿﺔ ﯾﻘﻮم ﻓﯿﮭﺎ اﻟﻤﺘﻌﻠﻢ ﺑﻤﻼﺣﻈﺔ ﻣﺎ ﯾﺪور‬
‫ﺣﻮﻟﮫ و ﯾﺴﻌﻰ إﻟﻰ ﺗﻔﺴﯿﺮ واﺳﺘﯿﻌﺎب اﻟﻤﻌﻠﻮﻣﺎت ﻟﺘﻌﺪﯾﻞ ﺳﻠﻮﻛﮫ ﻣﺴﺘﻘﺒﻼً ‪ .‬وھﺬا‬
‫اﻟﻨﻈﺮﯾﺔ ﻣﻔﯿﺪة ﺟﺪاً ﻓﻲ اﻟﺘﺪرﯾﺐ وﻧﺴﺘﻄﯿﻊ ﻣﻦ ﺧﻼل ﻣﺎ ﻧﻘﺪﻣﮫ ﻟﻠﻤﺘﺪرﺑﯿﻦ ﺗﻜﻮﯾﻦ‬
‫ﻟﻠﻤﺘﺪرب اﻟﻤﻌﺮﻓﺔ اﻟﻼزﻣﺔ ﻟﺘﺤﻘﯿﻖ أھﺪاف اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ‪ ،‬ﻓﯿﻨﺒﻐﻲ ﻋﻠﻰ ﻛﻞ‬
‫ﻣﺪرب ﻋﻨﺪ ﺗﺼﻤﯿﻢ ﻣﺤﺘﻮى ﻣﻌﺮﻓﻲ أﺧﺬ ھﺬه اﻟﻨﻈﺮﯾﺔ ﻓﻲ ﻋﯿﻦ اﻻﻋﺘﺒﺎر‪.‬‬

‫‪ -3‬اﻟﻨﻈﺮﯾﺔ اﻟﺒﻨﺎﺋﯿﺔ‪:‬‬

‫اﻟﺒﻨﺎﺋﯿﺔ ھﻲ ﻓﻠﺴﻔﺔ ﻟﻠﺘﻌﻠﯿﻢ ﺗﺄﺳﺴﺖ ﻋﻠﻰ ﻓﺮﺿﯿﺔ أﻧﻨﺎ‪ ،‬ﻣﻦ واﻗﻊ ﺗﺠﺮﺑﺘﻨﺎ‬
‫اﻟﺸﺨﺼﯿﺔ‪ ،‬ﻧﻘﻮم ﺑﺒﻨﺎء ﻓﮭﻤﻨﺎ ﻟﻠﻌﺎﻟﻢ اﻟﺬي ﻧﻌﯿﺶ ﻓﯿﮫ‪.‬‬
‫ﻓﯿﻘﻮم ﻛﻞ ﻣﻨﺎ ﺑﺈﻧﺘﺎج »اﻟﻘﻮاﻋﺪ« و »اﻟﻨﻤﺎذج اﻟﻌﻘﻠﯿﺔ« اﻟﺨﺎﺻﺔ ﺑﮫ‪ ،‬واﻟﺘﻲ ﻧﻘﻮم‬
‫ﺑﺎﺳﺘﺨﺪاﻣﮭﺎﻻﺳﺘﯿﻌﺎب ﻣﺎ ﻧﻤﺮ ﺑﮫ ﻣﻦ ﺗﺠﺎرب‪.‬‬
‫وﻣﻦ ﺛﻢ ﻓﺎﻟﺘﻌﻠﻢ ھﻮ ﺑﺒﺴﺎطﺔ ﻋﻤﻠﯿﺔ ﺿﺒﻂ ﻧﻤﺎذﺟﻨﺎ اﻟﻌﻘﻠﯿﺔ ﻟﺘﺴﺘﻮﻋﺐ ﺗﺠﺎرﺑﻨﺎ‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫اﻟﺠﺪﯾﺪة‪.‬‬

‫ﺗﺘﻀﻤﻦ اﻟﻨﻈﺮة اﻟﺒﻨﺎﺋﯿﺔ ﻣﺒﺪأﯾﻦ‪:‬‬

‫اﻟﻤﻌﺮﻓﺔ ﯾﺘﻢ ﺑﻨﺎؤھﺎ ﺑﺸﻜﻞ ﻓﻌﺎل ﺑﻮاﺳﻄﺔ اﻟﻤﺘﻌﻠﻢ‪ ،‬وﻻ ﯾﺴﺘﻘﺒﻞ ﺑﺸﻜﻞ ﺳﻠﺒﻲ ﻣﻦ‬ ‫‪‬‬

‫اﻟﺒﯿﺌﺔ‪.‬‬
‫اﻟﻮﺻﻮل ﻟﻠﻤﻌﺮﻓﺔ ھﻲ ﻋﻤﻠﯿﺔ ﺗﻜﯿﻒ وﺗﻌﺪﯾﻞ ﺑﺎﺳﺘﻤﺮار ﺑﻮاﺳﻄﺔ ﺗﺠﺮﺑﺔ اﻟﻤﺘﻌﻠﻢ ﻓﻲ‬ ‫‪‬‬

‫اﻟﺤﯿﺎة‪.‬‬

‫ﻓﺎﻟﻨﻈﺮﯾﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺎ ﻋﻨﺪ اﻟﻤﺘﺪرب ﻣﻦ ﻣﻌﻠﻮﻣﺎت وﻣﮭﺎرات ﻓﯿﻘﻮم اﻟﻤﺪرب‬

‫واﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ ﺑﺒﻨﺎء ﻣﻌﻠﻮﻣﺎت وﻣﮭﺎرات اﻋﺘﻤﺎدا ﻋﻠﻰ ﻣﺎ ﻟﺪﯾﮫ ﻣﻦ ﺣﺼﯿﻠﺔ‬
‫ﺳﺎﺑﻘﺔ‪ ،‬وھﺬه اﻟﻨﻈﺮﯾﺔ ﻣﮭﻤﺔ ﺟﺪاً ﻓﻲ ﻋﺎﻟﻢ اﻟﺘﺪرﯾﺐ ﺣﯿﺚ ﯾﻐﻠﺐ ﻋﻠﻰ اﻟﻔﺌﺔ‬
‫اﻟﻤﺴﺘﮭﺪﻓﺔ ﻓﻲ اﻟﺘﺪرﯾﺐ أﻧﮭﻢ ﻓﻲ ﻣﺮﺣﻠﺔ ﻣﺎ ﺑﻌﺪ اﻹﻋﺪاد أي ﻟﺪﯾﮭﻢ ﺣﺼﯿﻠﺔ ﺟﯿﺪة‬
‫ﯾﺠﺐ ﻋﻠﻰ ﻣﻘﺪم اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ أﺧﺬھﺎ ﺑﻌﯿﻦ اﻻﻋﺘﺒﺎر‪.‬‬

‫اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‬
‫ﻣﻔﮭﻮم اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪ :‬ھﻲ ﻋﺒﺎرات أو ﺟﻤﻞ ﺗﺤﺪد ﺳﻠﻮﻛﺎ ً ﻣﺮﻏﻮﺑﺎ ً ﺗﺄﻣﻞ‬
‫اﻟﻤﺆﺳﺴﺔ ظﮭﻮره ﻟﺪى اﻟﻤﺘﺪرب ﻧﺘﯿﺠﺔ اﻛﺘﺴﺎﺑﮫ ﺧﺒﺮات اﻟﺘﻌﻠﻢ وﺗﻐﯿﯿﺮ اﻟﻈﺮوف‬
‫اﻟﺤﺎﺿﺮة ﻟﻠﻤﺘﺪرب‪.‬‬

‫أﻗﺴﺎم اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪ -1‬أھﺪاف ﻋﺎﻣﺔ‪ :‬أھﺪاف ﺗﺼﻒ اﻟﻐﺎﯾﺎت اﻟﻨﮭﺎﺋﯿﺔ ﻟﻠﺘﻌﻠﯿﻢ وھﻲ ﺑﻌﯿﺪة اﻟﻤﺪى‪.‬‬
‫‪ -2‬أھﺪف ﻓﺮﻋﯿﺔ‪ :‬أھﺪاف ﺗﺼﻒ ﻣﺨﺮﺟﺎت ﺗﻌﻠﯿﻤﯿﺔ ﻣﺤﺪدة وھﻲ ﻗﺼﯿﺮة اﻟﻤﺪى‪.‬‬

‫ﻣﺠﺎﻻت اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪ -1‬ﻣﺠﺎل اﻟﻤﻌﺮﻓﺔ ‪ :‬ھﻲ اﻷھﺪاف اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﺘﻲ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺘﻌﺎﻣﻞ اﻟﻌﻘﻠﻲ ﻣﻊ‬
‫اﻟﻤﻌﺎرف وﺗﺸﻤﻞ )اﻟﺘﺬﻛﺮ‪ ،‬اﻟﻔﮭﻢ‪ ،‬اﻟﺘﻄﺒﯿﻖ‪ ،‬اﻟﺘﺤﻠﯿﻞ‪ ،‬اﻟﺘﺮﻛﯿﺐ‪ ،‬اﻟﺘﻘﻮﯾﻢ(‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫وﺳﻮف ﯾﺘﻢ ﻋﺮض ﺷﻔﺎﻓﯿﺔ ﺑﻌﻨﻮان ﻣﺪﻟﻮﻻت اﻷﻓﻌﺎل اﻟﺘﻲ ﺗﻌﻄﻲ ﻣﻀﻤﻮﻧﺎ ً‬
‫ﻣﺤﺪداً ﻓﻲ ﻣﺴﺘﻮى اﻟﻤﻌﻠﻮﻣﺎت ﻟﻠﻤﺸﺎرﻛﯿﻦ‪.‬‬
‫‪ -2‬اﻟﻤﺠﺎل اﻻﺗﺠﺎه ي أو اﻟﻮﺟﺪاﻧﻲ اﻻﻧﻔﻌﺎﻟﻲ ‪ :‬ﺗﺘﻀﻤﻦ اﻷھﺪاف اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﺘﻲ‬
‫ﺗﺮﺗﺒﻂ ﺑﺎﻟﻌﺎدات واﻟﻌﻘﺎﺋﺪ واﻟﺘﻘﺎﻟﯿﺪ واﻟﻤﺸﺎﻋﺮ واﻻﺗﺠﺎھﺎت واﻟﻤﯿﻮل واﻻﻧﻔﻌﺎﻻت‪.‬‬
‫‪ -3‬ﻣﺠﺎل اﻟﻤﮭﺎرات اﻷداﺋﯿﺔ )اﻟﺤﺮﻛﯿﺔ( ‪ :‬وﯾﺘﻀﻤﻦ اﻷھﺪاف اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﺘﻲ‬
‫ﺗﺘﻌﻠﻖ ﺑﺎﻟﻤﮭﺎرات اﻷداﺋﯿﺔ اﻟﺤﺮﻛﯿﺔ واﻟﺘﺂزر اﻟﺤﺮﻛﻲ )أي اﻟﺘﻮاﻓﻖ ﺑﯿﻦ اﻹﺣﺴﺎس‬
‫اﻟﻌﺼﺒﻲ واﻻﺳﺘﺠﺎﺑﺎت اﻟﺤﺮﻛﯿﺔ ﻛﺎﻟﻘﺺ واﻟﺘﻠﻮﯾﻦ واﻟﺮﺳﻢ واﻷﺷﻐﺎل اﻟﯿﺪوﯾﺔ(‪.‬‬

‫ﻣﺼﺎدر اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪ -1‬ﺳﯿﺎﺳﺔ اﻟﻤﺆﺳﺴﺔ اﻟﺘﻄﻮﯾﺮﯾﺔ اﻟﻌﻤﻠﯿﺔ‪.‬‬
‫‪ -2‬اﻟﺤﺎﺟﺎت اﻟﺸﺨﺼﯿﺔ اﻟﺘﻲ ﺗﻈﮭﺮ ﻟﺪى اﻟﻤﻮظﻒ ﻟﺘﻄﻮﯾﺮ وﺗﺴﮭﯿﻞ ﻣﮭﻤﺎت‬
‫اﻟﻮظﯿﻔﺔ اﻟﻤﺘﺨﺼﺼﺔ‪.‬‬

‫ﺗﻮﺻﯿﻒ اﻷھﺪاف ﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺐ‪:‬‬

‫‪ -1‬ﺗﻔﺼﯿﻞ اﻷھﺪاف اﻟﻌﺎﻣﺔ ﺑﻨﺎء ﻋﻠﻰ أﺳﻤﺎء اﻟﻤﮭﻤﺎت اﻟﻮظﯿﻔﯿﺔ ﻣﺒﺎﺷﺮة‪.‬‬
‫‪ -2‬ﺗﻔﺼﯿﻞ أﻧﻮاع اﻷھﺪاف اﻟﺘﺤﺼﯿﻠﯿﺔ اﻟﻨﮭﺎﺋﯿﺔ )ﻣﻌﺮﻓﺔ ﺗﻄﺒﯿﻖ ﻣﯿﻮل‪ ،‬ﺣﻞ‬
‫ﻣﺸﻜﻼت اﻟﺘﻘﯿﯿﻢ( ﺑﻨﺎء ﻋﻠﻰ اﻟﺘﺼﺮﻓﺎت اﻟﻮظﯿﻔﯿﺔ‪.‬‬
‫‪ -3‬ﺗﻔﺼﯿﻞ اﻷھﺪاف اﻹﺟﺮاﺋﯿﺔ اﻟﻤﺪﺧﻠﺔ‪.‬‬

‫ﺗﻮﺻﯿﻒ اﻷھﺪاف اﻟﻌﺎﻣﺔ ﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺐ‪:‬‬

‫‪ -1‬اﻟﻨﻈﺮ إﻟﻰ اﻟﻤﮭﻤﺎت اﻟﺮﺋﯿﺴﯿﺔ ﺿﻤﻦ اﻟﻮظﯿﻔﺔ اﻟﻮاﺣﺪة‪.‬‬
‫‪ -2‬اﻟﻨﻈﺮ إﻟﻰ ﻓﺌﺎت ﺣﺎﺟﺔ اﻟﻤﻮظﻔﯿﻦ واﻟﻤﺆﺳﺴﺔ‪.‬‬
‫‪ -3‬ﺣﺎﺟﺎت اﻻﺗﺼﺎل واﻟﺘﻨﻈﯿﻢ وﻣﻨﺎخ اﻟﻌﻤﻞ واﻹﻧﺘﺎج واﻟﻌﻼﻗﺎت اﻟﻌﺎﻣﺔ واﻟﺘﺴﻮﯾﻖ‪.‬‬

‫أﻧﻮاع اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫ﺗﻘﺴﻢ اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ إﻟﻰ ﻋﺪة أﻧﻮاع ﻣﻨﮭﺎ‪:‬‬

‫‪ -1‬أھﺪاف ﺗﺪرﯾﺒﯿﺔ ﺗﻠﺒﻲ ﺣﺎﺟﺔ اﻟﻤﺆﺳﺴﺔ وﺗﺘﻤﺜﻞ ﻓﻲ‪:‬‬
‫أ‪ -‬أھﺪاف ﯾﻘﺼﺪ ﺑﮭﺎ ﺗﻄﻮﯾﺮ اﻟﻤﺆﺳﺴﺔ ﻓﻲ ﺟﻤﯿﻊ اﻟﺠﻮاﻧﺐ‪.‬‬
‫ب‪ -‬أھﺪاف ﺧﺎﺻﺔ ﺑﺎﻟﻤﻮظﻒ ﻗﺪ ﺗﻜﻮن ﺷﺨﺼﯿﺔ أو إﻧﺠﺎزﯾﮫ أو ﺳﻠﻮﻛﯿﺔ‪.‬‬
‫ج‪ -‬أھﺪاف ﺧﺎﺻﺔ ﺑﺘﻄﻮﯾﺮ اﻟﻌﻤﻞ ﻣﻦ آﻟﯿﺔ اﻟﺘﻨﻔﯿﺬ أو ﺗﻐﯿﺮ ظﺮوﻓﮭﺎ‪.‬‬
‫د‪ -‬أھﺪاف ﺗﻠﺒﻲ ﺣﺎﺟﺔ اﻟﻔﺌﺎت اﻟﻤﺴﺘﻔﯿﺪة ﻣﻦ اﻟﻤﺆﺳﺴﺔ‪.‬‬
‫‪ -2‬أھﺪاف ﺗﺪرﯾﺒﯿﺔ ﺧﺎﺻﺔ ﺑﻄﺒﯿﻌﺔ ﻓﺘﺮة اﻟﺘﻨﻔﯿﺬ‪:‬‬
‫أ‪ -‬أھﺪاف ﻋﺎﻣﺔ وھﻲ ﻣﺤﺪودة اﻟﻌﺪد ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ ﺗﮭﺪف إﻟﻰ ﺗﺜﺒﯿﺖ ﻣﮭﻤﺎت‬
‫اﻟﺘﺪرﯾﺐ‪.‬‬
‫ب‪ -‬أھﺪاف ﺳﻠﻮﻛﯿﺔ ﻧﮭﺎﺋﯿﺔ ﻟﺘﺜﺒﯿﺖ اﻟﺴﻠﻮك اﻟﻮظﯿﻔﻲ ﻟﻤﮭﻤﺔ اﻟﺘﺪرﯾﺐ‪.‬‬
‫ج‪ -‬أھﺪاف ﺳﻠﻮﻛﯿﺔ ﻣﺮﺣﻠﯿﺔ ﻟﺘﺜﺒﯿﺖ اﻟﺴﻠﻮك اﻟﻤﻨﺒﺜﻖ ﻣﻦ اﻟﺴﻠﻮك اﻟﮭﺪف اﻟﻌﺎم‪.‬‬
‫‪ -3‬أھﺪاف ﺗﺪرﯾﺐ ﺣﺴﺐ دورھﺎ ﻓﻲ اﻟﺘﺪرﯾﺐ‪:‬‬
‫أ‪ -‬أھﺪاف ﺗﺼﻤﯿﻢ ﺗﺴﺘﺨﺪم ﻓﻲ ﺗﻄﻮﯾﺮ وﺗﻨﻔﯿﺬ ﺑﺮاﻣﺞ اﻟﺘﺪرﯾﺐ ﻣﻦ ﻗﺒﻞ‬
‫اﻟﻤﺼﻤﻢ وﻣﻜﻮﻧﺎﺗﮭﺎ اﻷھﺪاف اﻟﻌﺎﻣﺔ واﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ اﻟﻨﮭﺎﺋﯿﺔ‪.‬‬
‫ب‪ -‬أھﺪاف إﺟﺮاﺋﯿﺔ ھﻲ ﺗﺮﺟﻤﺔ اﻟﻤﺪرﺑﯿﻦ ﻟﻸھﺪاف اﻟﻌﺎﻣﺔ واﻟﺴﻠﻮﻛﯿﺔ إﻟﻰ‬
‫ﺟﺰﺋﯿﺎت ﺻﻐﯿﺮة ﺗﻤﺜﻞ ﻓﻲ ﻣﺠﻤﻮﻋﮭﺎ اﻟﮭﺪف اﻟﻌﺎم‪.‬‬
‫‪ -4‬أھﺪاف ﺗﺪرﯾﺒﯿﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺴﻠﻮك اﻟﺒﺸﺮي وﺗﻘﺴﻢ إﻟﻰ ﻋﺪة أﻗﺴﺎم‪:‬‬
‫أ‪ -‬أھﺪاف إدراﻛﯿﺔ ﺣﺴﺐ ﺗﺼﻨﯿﻒ ﺑﻠﻮم أھﺪاف )اﻟﻤﻌﺮﻓﺔ ﻣﺜﻞ اﻟﺘﺬﻛﺮ‪ ،‬اﻟﻌﺪ‪،‬‬
‫اﻟﺘﺴﻤﯿﺔ‪ ،‬اﻻﺳﺘﻌﺎدة(‪.‬‬
‫ب‪ -‬أھﺪاف اﻻﺳﺘﯿﻌﺎب )اﻹﯾﺠﺎز‪ ،‬اﻟﺘﻠﺨﯿﺺ‪ ،‬اﻟﺘﻔﺼﯿﻞ‪ ،‬اﻟﺸﺮح‪ ،‬اﻟﺘﻮﺿﯿﺢ(‪.‬‬
‫ج ‪ -‬أھﺪاف اﻟﺘﻄﺒﯿﻖ )اﻻﺳﺘﻌﻤﺎل‪ ،‬اﻟﺘﻨﻔﯿﺬ‪ ،‬اﻟﺘﺸﻐﯿﻞ‪ ،‬اﻻﻧﺠﺎز اﻟﻤﺒﺎﺷﺮ(‪.‬‬
‫د‪ -‬أھﺪاف اﻟﺘﺤﻠﯿﻞ ) ﻛﺈظﮭﺎر اﻟﻌﻼﻗﺔ ﺑﯿﻦ اﻷﺟﺰاء(‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫ھـ ‪ -‬أھﺪاف اﻟﺘﻜﻮﯾﻦ )اﻟﺘﻄﻮﯾﺮ ﻛﺈﻧﺘﺎج ﺷﻲء ﺟﺪﯾﺪ ﻣﻦ ﻣﻮاد أو ﻣﻌﺎرف(‪.‬‬

‫و ‪ -‬أھﺪاف اﻟﺘﻘﯿﯿﻢ ﻛﺘﺤﺪﯾﺪ ﺻﻼﺣﯿﺔ أو ﻓﻌﺎﻟﯿﺔ اﻷﺷﯿﺎء اﻟﻤﺒﺘﻜﺮة اﻟﺠﺪﯾﺪة‪.‬‬
‫ز‪ -‬أھﺪاف اﻟﺤﻘﺎﺋﻖ اﻟﺨﺎﺻﺔ )إﺷﺎرة اﻟﻤﻮظﻒ ﻷﺟﺰاء اﻟﺴﯿﺎرة(‪.‬‬
‫ح ‪ -‬أھﺪاف اﻟﻤﻔﺎھﯿﻢ ﺗﻮﺿﯿﺢ اﻟﻤﻮظﻒ ﻟﺪور اﻟﻤﺎوس ﻓﻲ ﺟﮭﺎز اﻟﻜﻤﺒﯿﻮﺗﺮ‪.‬‬
‫ط ‪ -‬أھﺪاف ﺣﻞ اﻟﻤﺸﻜﻼت‪ :‬ﻗﺪرة اﻟﻤﻮظﻒ ﻋﻠﻰ اﻟﺘﺼﺮف اﻟﺴﻠﯿﻢ ﻓﻲ‬
‫الطﻮارئ‪.‬‬
‫اﻹﻧﺴﺎﻧﯿﺔ ﻣﺜﻞ اﻟﻘﺒﻮل‬ ‫‪ -5‬أھﺪاف ﻋﺎطﻔﯿﺔ ﺧﺎﺻﺔ )ﺑﺎﻟﻘﯿﻢ واﻟﻤﯿﻮل واﻟﻌﻼﻗﺎت‬
‫واﻟﺘﻘﺪﯾﺮ ﻟﻠﻤﺘﺪرﺑﯿﻦ واﺣﺘﺮام ﺧﺒﺮاﺗﮭﻢ(‪.‬‬
‫ﺑﺈﺣﻀﺎر اﻟﻮﺳﺎﺋﻞ ووﺿﻌﮭﺎ أﻣﺎم‬ ‫‪ -6‬أھﺪاف ﺣﺮﻛﯿﺔ ﻋﻤﻠﯿﺔ ﻣﺜﻞ ﻗﯿﺎم اﻟﻤﺘﺪرب‬
‫زﻣﻼﺋﮫ‪.‬‬
‫‪ -7‬أھﺪاف اﺟﺘﻤﺎﻋﯿﺔ وﺗﺘﻤﺜﻞ ﻓﻲ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﻌﺎدات واﻟﻘﯿﻢ اﻻﺟﺘﻤﺎﻋﯿﺔ‬
‫وﺗﺤﺴﯿﻨﮭﺎ‪.‬‬

‫ﻣﻔﮭﻮم اﻟﮭﺪف اﻟﺴﻠﻮﻛﻲ‪:‬‬

‫ﻋﺒﺎرة ﻋﻦ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﻧﺸﻄﺔ أو اﻟﺨﻄﻮات اﻟﻌﻤﻠﯿﺔ أو اﻟﺴﻠﻮﻛﯿﺎت‬

‫اﻟﻤﺘﺘﺎﺑﻌﺔ اﻟﺘﻲ ﯾﻘﻮم ﺑﮭﺎ اﻟﻤﺪرب ﻓﻲ أداﺋﮫ ﻟﺘﺼﺮف أو ﻣﮭﺎرة وظﯿﻔﯿﺔ ﻣﺤﺪدة أو‬
‫ھﺪف ﺗﺤﺼﯿﻠﻲ ﻣﻌﯿﻦ‪.‬‬

‫ﺗﻮﺻﯿﻒ اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ‪:‬‬

‫ﺗﺒﻨﻲ اﻋﺘﻤﺎداً ﻋﻠﻰ اﻷھﺪاف اﻟﻌﺎﻣﺔ ﻟﻠﺒﺮﻧﺎﻣﺞ وﯾﺘﻢ ﺗﺠﺰﺋﺘﮭﺎ إﻟﻰ ﻋﻨﺎﺻﺮ دﻗﯿﻘﺔ‬
‫ﻟﺘﺼﻞ ﻓﻲ اﻟﻨﮭﺎﯾﺔ إﻟﻰ ﺗﺤﻘﯿﻖ اﻷھﺪاف اﻟﻌﺎﻣﺔ‪.‬‬

‫ﻣﺼﺎدر اﺷﺘﻘﺎق اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ‪:‬‬

‫‪ -1‬اﻷھﺪاف اﻟﻌﺎﻣﺔ اﻟﻤﺘﻮاﻓﺮة ﻟﺪى اﻟﻤﺪرب‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫‪ -2‬اﻟﺴﻠﻮﻛﯿﺎت اﻟﻌﺎﻣﺔ وﻋﻨﺎﺻﺮھﺎ اﻟﺠﺰﺋﯿﺔ‪.‬‬

‫ﻣﻮاﺻﻔﺎت اﻟﮭﺪف اﻟﺴﻠﻮﻛﻲ اﻹﺟﺮاﺋﻲ‪:‬‬

‫‪ -1‬أن ﯾﻜﻮن ﻗﺎﺑﻼً ﻟﻠﻤﻼﺣﻈﺔ واﻟﻘﯿﺎس‪.‬‬
‫‪ -2‬أن ﯾﻜﻮن ﻣﺤﺪداً وﯾﻘﯿﺲ ﻣﺎ وﺿﻊ ﻟﻘﯿﺎﺳﮫ‪.‬‬
‫‪ -3‬أن ﯾﺼﺎغ ﺑﻌﺒﺎرات ﺳﻠﻮﻛﯿﺔ إﺟﺮاﺋﯿﺔ ﺻﺤﯿﺤﺔ‪.‬‬
‫‪ -4‬أن ﯾﺼﻒ ﺳﻠﻮك اﻟﻤﺘﺪرب‪.‬‬
‫‪ -5‬ﺳﮭﻮﻟﺔ ﺗﺤﻘﯿﻘﮫ ﻣﻦ ﻗﺒﻞ اﻟﻤﺘﺪرب )ﻗﺎﺑﻞ ﻟﻠﺘﻄﺒﯿﻖ(‪.‬‬
‫‪ -6‬أن ﯾﺼﻒ اﻟﮭﺪف ﻧﻮاﺗﺞ اﻟﺘﻌﻠﻢ ﺑﺪﻗﺔ‪.‬‬

‫ﺻﯿﺎﻏﺔ اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ اﻹﺟﺮاﺋﯿﺔ‪:‬‬

‫أن ‪ +‬ﻓﻌﻞ ﺳﻠﻮﻛﻲ إﺟﺮاﺋﻲ ‪ +‬اﻟﻤﺘﺪرب ‪ +‬ﻣﺤﺘﻮى اﻷداء واﻟﺘﻌﻠﻢ ‪ +‬ﺷﺮوط‬

‫اﻷداء‪.‬‬
‫أن‪ :‬اﻟﻤﺼﺪرﯾﺔ‪.‬‬ ‫‪‬‬

‫ﻓﻌﻞ ﺳﻠﻮﻛﻲ إﺟﺮاﺋﻲ‪ :‬ھﻮ اﻟﻔﻌﻞ اﻟﺬي ﯾﺸﯿﺮ إﻟﻰ ﺳﻠﻮك ﯾﻤﻜﻦ ﻟﻠﻤﺘﺪرب أداؤه‬ ‫‪‬‬

‫وﯾﺸﺎھﺪه اﻟﻤﺪرب وﯾﺴﺘﻄﯿﻊ ﻗﯿﺎﺳﮫ‪.‬‬

‫ﻣﺤﺘﻮى اﻷداء أو اﻟﺘﻌﻠﻢ‪ :‬ھﻮ اﻟﻔﻌﻞ اﻟﺴﻠﻮﻛﻲ اﻟﺬي ﺳﯿﻮﺟﮫ اﻟﻤﺘﺪرب ﻷداﺋﮫ ﻓﻲ‬ ‫‪‬‬

‫ﻣﺠﺎل اﻟﻤﻌﺎرف أو اﻻﺗﺠﺎھﺎت أو اﻟﻤﮭﺎرات‪.‬‬

‫ﻣﻌﯿﺎر اﻷداء‪ :‬اﻟﺤﺪ اﻷدﻧﻰ اﻟﻤﻘﺒﻮل ﻟﺼﺤﺔ ﺗﻨﻔﯿﺬ اﻟﺴﻠﻮك‪.‬‬ ‫‪‬‬

‫ﺷﺮوط اﻷداء أو اﻟﺘﻌﻠﻢ‪ :‬اﻟﻈﺮوف اﻟﺒﯿﺌﯿﺔ واﻟﺰﻣﻨﯿﺔ واﻟﻤﺎدﯾﺔ اﻟﺘﻲ ﺗﺴﺘﺨﺪم ﻓﻲ‬ ‫‪‬‬

‫ﺗﻨﻔﯿﺬ اﻟﺴﻠﻮك‪.‬‬

‫أﻓﻌﺎل ﻣﺤﺪدة ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‬ ‫أﻓﻌﺎل ﻋﺎﻣﺔ ﺻﻌﺒﺔ اﻟﻘﯿﺎس‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫ﯾﻌﺪد‬ ‫ﯾﻌﺮف‬
‫ﯾﺬﻛﺮ‬ ‫ﯾﻔﮭﻢ‬
‫ﯾﺼﻨﻒ‬ ‫ﯾﻘﯿﺪ‬
‫ﯾﺨﻠﻂ‬ ‫ﯾﺴﺘﻮﻋﺐ‬
‫ﯾﻌﺘﻘﺪ‬
‫ﯾﺴﺘﻄﯿﻊ‬

‫أھﺪاف ﺳﻠﻮﻛﯿﺔ ﻏﯿﺮ ﻗﺎﺑﻠﺔ ﻟﻠﻘﯿﺎس‪:‬‬

‫ﺗﻌﺮﯾﻒ اﻟﻄﺎﻟﺐ ﺑﻜﯿﻔﯿﺔ اﻟﻜﺘﺎﺑﺔ‪.‬‬ ‫‪‬‬

‫أن ﯾﻘﺪم ﻟﻠﻄﺎﻟﺐ ﻣﻌﻠﻮﻣﺎت ﻋﻦ اﻟﻤﻀﻠﻊ‪.‬‬ ‫‪‬‬

‫اﻷﻓﻌﺎل اﻟﺴﻠﻮﻛﯿﺔ اﻹﺟﺮاﺋﯿﺔ‪:‬‬

‫أ‪ -‬أﻓﻌﺎل ﺳﻠﻮﻛﯿﺔ إﺟﺮاﺋﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻤﻌﺮﻓﻲ‪.‬‬

‫ب‪ -‬أﻓﻌﺎل ﺳﻠﻮﻛﯿﺔ إﺟﺮاﺋﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻮﺟﺪاﻧﻲ‪.‬‬
‫ج‪ -‬أﻓﻌﺎل ﺳﻠﻮﻛﯿﺔ إﺟﺮاﺋﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻤﮭﺎري‪.‬‬

‫اﻟﻤﺴﺘﻮﯾﺎت اﻟﺜﻼث‪:‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻷول‬

‫اﻟﺠﺪول اﻷول‪ :‬اﻟﻤﺴﺘﻮى اﻟﻤﻌﺮﻓﻲ‪:‬‬

‫اﻷﻓﻌـﺎل اﻷداﺋﯿـﺔ‬ ‫اﻟﻔﺌـﺎت‬
‫ﯾﻌﺮف‪ ،‬ﯾﺴﻤﻲ‪ ،‬ﯾﺪرج‪ ،‬ﯾﻜﺘﺐ‪ ،‬ﯾﺬﻛﺮ‪ ،‬ﯾﻀﻊ‪ ،‬ﺧﻄﺎ ﺗﺤﺖ‪ ،‬ﯾﺨﺘﺎر ﻣﻦ اﻟﺒﺪاﺋﻞ‪،‬‬ ‫اﻟﻤﻌﺮﻓـﺔ‬
‫ﯾﻤﯿﺰ‪.‬‬
‫اﻟﺘﻠﺨﯿﺺ ﯾﺤﺪد‪ ،‬ﯾﺒﺮر‪ ،‬ﯾﺨﺘﺎر‪ ،‬ﯾﺆﺛﺮ‪ ،‬ﯾﺒﯿﻦ‪ ،‬ﯾﻮﺿﺢ‪ ،‬ﯾﻘﺮر‪ ،‬ﯾﺼﻨﻒ‪.‬‬
‫ﯾﺨﺘﺎر‪ ،‬ﯾﻘﯿﻢ‪ ،‬ﯾﻮﺿﺢ‪ ،‬ﯾﻌﺪد‪ ،‬ﯾﺠﺪ‪ ،‬ﯾﺸﯿﺮ‪ ،‬ﯾﺒﯿﻦ‪ ،‬ﯾﻨﺸﻰء‪ ،‬ﯾﺴﺘﻌﻤﻞ‪ ،‬ﯾﻮد‪.‬‬ ‫اﻟﺘﻄﺒﯿﻖ‬
‫ﯾﺤﻠﻞ‪ ،‬ﯾﺤﺪدـ ﯾﻠﺨﺺ‪ ،‬ﯾﻔﺮق‪ ،‬ﯾﺨﺘﺎر‪ ،‬ﯾﻔﺼﻞ‪ ،‬ﯾﻘﺎرن‪ ،‬ﯾﻌﻄﻲ اﻟﻔﺮق‪،‬‬ ‫اﻟﺘﺤﻠﯿﻞ‬
‫ﯾﻌﻠﻞ‪ ،‬ﯾﻨﻘﺪ‪.‬‬
‫ﯾﺠﻤﻊ‪ ،‬ﯾﻠﺨﺺ‪ ،‬ﯾﺠﺎدل‪ ،‬ﯾﻨﺎﻗﺶ‪ ،‬ﯾﻨﻈﻢ‪ ،‬ﯾﺸﺘﻖ‪ ،‬ﯾﺨﺘﺎر‪ ،‬ﯾﻌﯿﺪ ﻋﻠﻰ‪.‬‬ ‫اﻟﺘﺮﻛﯿﺐ‬
‫ﯾﻘﺮر‪ ،‬ﯾﻘﻮم‪ ،‬ﯾﻌﺎﯾﺮ‪ ،‬ﯾﻌﺘﻤﺪ‪ ،‬ﯾﺪاﻓﻊ‪ ،‬ﯾﮭﺎﺟﻢ‪ ،‬ﯾﻨﻘﺪ‪ ،‬ﯾﺤﺪد‪ ،‬ﯾﺘﺠﻨﺐ‪ ،‬ﯾﺨﺘﺎر‪.‬‬ ‫اﻟﺘﻘﻮﯾﻢ‬

‫اﻟﺠﺪول اﻟﺜﺎﻧﻲ‪ :‬اﻟﻤﺴﺘﻮى اﻻﺗﺠﺎھﻲ‪:‬‬

‫اﻷﻓﻌـﺎل اﻷداﺋﯿـﺔ‬
‫ﯾﺼﻎ‪ ،‬ﯾﻔﻀﻞ‪ ،‬ﯾﻮاظﺐ‪ ،‬ﯾﻘﺒﻞ‪ ،‬ﯾﺴﺘﻘﺒﻞ‪ ،‬ﯾﻨﺘﺒﮫ‪ ،‬ﯾﺨﺘﺎر‪.‬‬
‫ﯾﺠﯿﺐ‪ ،‬ﯾﻤﯿﺰ‪ ،‬ﯾﻜﻤﻞ‪ ،‬ﯾﺨﺘﺎر‪ ،‬ﯾﺪرج‪ ،‬ﯾﻜﺘﺐ‪ ،‬ﯾﺴﺠﻞ‪ ،‬ﯾﺸﺘﻖ‪.‬‬
‫ﯾﻘﺒﻞ‪ ،‬ﯾﻤﯿﺰ‪ ،‬ﯾﺸﺎرك‪ ،‬ﯾﺰﯾﺪ‪ ،‬ﯾﺘﻢ‪ ،‬ﯾﺼﻞ إﻟﻰ‪ ،‬ﯾﺸﯿﺮ ﻋﻠﻰ‪ ،‬ﯾﻘﺮر‪ ،‬ﯾﺆﺛﺮ ﻓﻲ‪.‬‬
‫ﯾﻨﻈﻢ‪ ،‬ﯾﻌﻄﻲ ﻗﯿﻤﺔ‪ ،‬ﯾﻘﺮن‪ ،‬ﯾﺠﺪ‪ ،‬ﯾﻘﺮر‪ ،‬ﯾﺼﻞ ﺑـ‪ ،‬ﯾﺠﻤﻊ‪ ،‬ﯾﺸﻜﻞ‪ ،‬ﯾﺨﺘﺎر‪.‬‬
‫ﯾﺮاﺟﻊ‪ ،‬ﯾﻐﯿﺮ‪ ،‬ﯾﻮاﺟﮫ‪ ،‬ﯾﻘﺒﻞ‪ ،‬ﯾﻌﻄﻲ ﻗﯿﻤﺔ‪ ،‬ﯾﻨﻤﻲ‪ ،‬ﯾﻮﺿﺢ‪ ،‬ﯾﻌﺪد‪ ،‬ﯾﻘﺮر‪.‬‬

‫اﻟﺠﺪول اﻟﺜﺎﻟﺚ‪ :‬اﻟﻤﺴﺘﻮى اﻟﻤﮭﺎري‪:‬‬

‫أﻓﻌﺎل ﺳﻠﻮﻛﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻤﮭﺎري‬
‫ﯾﺮﺑﻂ‪ ،‬ﯾﺼﻨﻊ‪ ،‬ﯾﻘﻄﻊ‪ ،‬ﯾﺼﻤﻢ‪ ،‬ﯾﺨﻠﻂ‪ ،‬ﯾﻀﺒﻂ‬

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‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻟﺘﺪرﯾﺐ‬

‫‪ (1‬اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻤﻌﺮﻓﻲ‪:‬‬

‫اﻟﮭـﺪف اﻟﺴﻠﻮﻛـﻲ‬ ‫م اﻟﻤﺴﺘﻮى‬

‫أن ﯾﻌﺪ اﻟﻄﺎﻟﺐ ﻛﻮاﻛﺐ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺸﻤﺴﯿﺔ ﺣﺴﺐ ﺑﻌﺪھﺎ ﻋﻦ‬ ‫اﻟﺘﺬكر‬
‫ـ‬ ‫‪1‬‬
‫اﻟﺸﻤﺲ‬
‫أن ﯾﻔﺴﺮ اﻟﻄﺎﻟﺐ ﺳﺒﺐ اﺧﺘﻼف درﺟﺔ اﻟﺤﺮارة ﺑﯿﻦ اﻷرض‬ ‫اﻟﻔﮭـﻢ‬ ‫‪2‬‬
‫وﻋﻄﺎرد‪.‬‬
‫أن ﯾﺤﺪد اﻟﻄﺎﻟﺐ اﻗﺮب اﻟﻜﻮاﻛﺐ إﻟﻰ اﻟﺸﻤﺲ‪.‬‬ ‫اﻟﺘﻄﺒﯿﻖ‬ ‫‪3‬‬

‫أن ﯾﻌﻠﻞ اﻟﻄﺎﻟﺐ ﺳﺒﺐ اﺳﺘﺤﺎﻟﺔ اﻟﺤﯿﺎة ﻋﻠﻰ ﻛﻮﻛﺐ اﻟﺰھﺮة‪.‬‬ ‫اﻟﺘﺤﻠﯿﻞ‬ ‫‪4‬‬

‫أن ﯾﻨﺎﻗﺶ أھﻤﯿﺔ ﻣﻜﻮﻧﺎت اﻟﻐﻼف اﻟﮭﻮاﺋﻲ اﻷرﺿﻲ‪.‬‬ ‫اﻟﺘﺮﻛﯿﺐ‬ ‫‪5‬‬

‫أن ﯾﺤﺪد أﻛﺜﺮ اﻟﻜﻮاﻛﺐ ﻣﻼءﻣﺔ ﻟﻠﺤﯿﺎة‪.‬‬ ‫اﻟﺘﻘﻮﯾـﻢ‬ ‫‪6‬‬

‫‪ (2‬اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻮﺟﺪاﻧﻲ اﻟﻌﺎطﻔﻲ ) اﻻﻧﻔﻌﺎﻟﻲ(‪.‬‬

‫أن ﯾﺒﯿﻦ اﻟﻄﺎﻟﺐ ﻗﺪرة ﷲ ﻓﻲ ﺗﻨﻈﯿﻢ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺸﻤﺴﯿﺔ ﺑﻔﻘﺮة واﺣﺪة‪.‬‬

‫‪ (3‬اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ ﻓﻲ اﻟﻤﺠﺎل اﻟﻤﮭﺎري اﻟﺤﺮﻛﻲ‪.‬‬

‫أن ﯾﺮﺳﻢ اﻟﻄﺎﻟﺐ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺸﻤﺴﯿﺔ رﺳﻤﺎ ً دﻗﯿﻘﺎ ً‪.‬‬ ‫‪‬‬

‫أن ﯾﺼﻨﻊ اﻟﻄﺎﻟﺐ ﻧﻤﻮذﺟﺎ ً ﻟﻠﻜﺮة اﻷرﺿﯿﺔ ﻣﺒﻨﯿﺎ ً ﺗﻌﺎﻗﺐ اﻟﻠﯿﻞ واﻟﻨﮭﺎر‪.‬‬ ‫‪‬‬

‫ﻧﺸﺎط‪:‬‬
‫ﻗﻢ ﺑﻜﺘﺎﺑﺔ ﺛﻼث أھﺪاف ﻟﺒﺮﻧﺎﻣﺞ ﻗﻮة اﻟﺜﻘﺔ ﺑﺎﻟﻨﻔﺲ ھﺪف ) ﻣﻌﺮﻓﻲ ‪ -‬ﻣﮭﺎري ‪-‬‬
‫وﺟﺪاﻧﻲ(؟‬
‫‪...............................................................................................‬‬ ‫) ﻣﻌﺮﻓـﻲ(‪:‬‬
‫‪...............................................................................................‬‬ ‫) ﻣﮭـﺎري(‪:‬‬

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Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﻔﺼﻞ اﻷول‬

............................................................................................... :(‫)وﺟﺪاﻧﻲ‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬
‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫اﺷﺘﻤﻞ ھﺬا اﻟﻔﺼـﻞ ﻋﻠﻰ‪:‬‬

‫ﻣﻔﮭﻮم اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫ﻣﻘﺪﻣﺔ ﻋﻦ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫أھﻤﯿﺔ ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫ﻣﺼﺎدر ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫أدوات ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫ﺗﺼﻨﯿﻒ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫ﻣﺠﺎﻻت ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫ﺧﻄﻮات ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬
‫ﻧﻤﺎذج ﻟﺘﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬

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 Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

AN: 814879 ;
Account: ns153310
.; :
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﻣﻔﮭﻮم اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫ﺗﻌﺮض اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﻤﮭﺘﻤﯿﻦ واﻟﺒﺎﺣﺜﯿﻦ ﻟﺘﻌﺮﯾﻒ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪ ،‬ﻓﻘﺪ‬
‫ﻋﺮﻓﮭﺎ "ﻓﻠﯿﮫ واﻟﺰﻛﻲ" ﺑﺄﻧﮭﺎ » ﻣﻌﻠﻮﻣﺎت أو اﺗﺠﺎھﺎت أو ﻣﮭﺎرات أو ﻗﺪرات ﻣﻌﯿﻨﺔ‬
‫ﻓﻨﯿﺔ أو ﺳﻠﻮﻛﯿﺔ ﯾﺮاد ﺗﻨﻤﯿﺘﮭﺎ أو ﺗﻐﯿﯿﺮھﺎ أو ﺗﻌﺪﯾﻠﮭﺎ إﻣﺎ ﺑﺴﺒﺐ ﺗﻐﯿﺮات ﺗﻨﻈﯿﻤﯿﺔ أو‬
‫ﺗﻜﻨﻮﻟﻮﺟﻲ أو إﻧﺴﺎﻧﯿﺔ ﺑﺴﺒﺐ ﺗﺮﻗﯿﺎت أو ﺗﻨﻘﻼت أو ﻟﻤﻮاﺟﮭﺔ اﻟﺘﻮﺳﻌﺎت وﻧﻮاﺣﻲ‬
‫ة‬
‫ﺗﻄﻮﯾﺮ ﻣﻌﯿﻨﺔ‪ ،‬أو ﺣﻞ ﻣﺸﻜﻼت ﻣﺘﻮﻗﻌﺔ وﻏﯿﺮھﺎ ﻣﻦ اﻟﻈﺮوف اﻟﺘﻲ ﺗﻘﺘﻀﻲ إﻋﺪاد‬
‫ﻣﻼﺋﻢ ﻟﻤﻮاﺟﮭﺘﮭﺎ‪ ،‬وھﻲ ﺗﺸﯿﺮ أﯾﻀﺎ ً إﻟﻰ ﻧﻮاﺣﻲ ﺿﻌﻒ أو ﻧﻘﺺ ﻓﻨﯿﺔ أو إﻧﺴﺎﻧﯿﺔ‬
‫واﻗﻌﯿﺔ أو ﻣﺤﺘﻤﻠﺔ ﻓﻲ ﻗﺪرات اﻟﻌﺎﻣﻠﯿﻦ أو ﻣﻌﻠﻮﻣﺎﺗﮭﻢ أو اﺗﺠﺎھﺎﺗﮭﻢ أو ﻣﺸﻜﻼت‬
‫ﻣﺤﺪدة ﯾﺮاد ﺣﻠﮭﺎ«‪.‬‬
‫وھﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻤﮭﺎرات واﻟﻤﻌﺎرف واﻻﺗﺠﺎھﺎت اﻟﻤﺤﺪدة اﻟﺘﻲ ﯾﺤﺘﺎﺟﮭﺎ‬
‫ﻓﺮد ﻓﻲ ﻣﺆﺳﺴﺔ أو وظﯿﻔﺔ ﻣﻌﯿﻨﺔ ﻣﻦ أﺟﻞ اﻟﻘﯿﺎم ﺑﺄداء ﻣﮭﺎم ﻣﻌﯿﻨﺔ ﺑﺸﻜﻞ أﻛﺜﺮ‬
‫ﻛﻔﺎءة وﻓﺎﻋﻠﯿﺔ‪ .‬ﯾﺤﺪث اﻻﺣﺘﯿﺎج اﻟﺘﺪرﯾﺒﻲ ﻋﻨﺪﻣﺎ ﺗﻜﻮن ھﻨﺎك ﻓﺠﻮة ﺑﯿﻦ اﻷداء‬
‫اﻟﻔﻌﻠﻲ ﻟﻠﻔﺮد أو اﻟﻤﺆﺳﺴﺔ‪ ،‬واﻻﺗﺠﺎھﺎت اﻟﻤﺤﺪدة اﻟﺘﻲ ﯾﺤﺘﺎﺟﮭﺎ ﻓﺮد ﻓﻲ ﻣﺆﺳﺴﺔ أو‬
‫وظﯿﻔﯿﺔ ﻣﻌﯿﻨﺔ ﻣﻦ أﺟﻞ اﻟﻘﯿﺎم ﺑﺄداء ﻣﮭﺎم ﻣﻌﯿﻨﺔ ﺑﺸﻜﻞ أﻛﺜﺮ ﻛﻔﺎءة وﻓﺎﻋﻠﯿﺔ‪.‬‬
‫وھﻲ اﻟﻌﻤﻠﯿﺔ اﻟﺘﻲ ﯾﺘﻢ ﺑﮭﺎ ﺗﺤﺪﯾﺪ وﺗﺮﺗﯿﺐ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ واﺗﺨﺎذ‬
‫اﻟﻘﺮارات ووﺿﻊ اﻟﺨﻄﻂ ﺑﺸﺄن ﺗﻠﺒﯿﺔ ھﺬه اﻻﺣﺘﯿﺎﺟﺎت‪.‬‬
‫ﺗﺤﺪﯾﺪ اﻟﻔﺌﺔ اﻟﻤﺴﺘﮭﺪﻓﺔ ﺑﺎﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫ﺗﻌﺮﯾﻒ وﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت‪.‬‬ ‫‪‬‬

‫ﻗﯿﺎس ﻣﺴﺘﻮى اﻟﻘﺼﻮر وﻣﻌﻮﻗﺎت اﻷداء‪.‬‬ ‫‪‬‬

‫ﺗﺮﺗﯿﺐ اﻻﺣﺘﯿﺎﺟﺎت ﺣﺴﺐ اﻷوﻟﻮﯾﺔ‪.‬‬ ‫‪‬‬

‫ﺗﺤﺪﯾﺪ أھﺪاف اﻟﺘﺪرﯾﺐ ﺑﻨﺎء ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺗﻘﺪﯾﺮ اﻻﺣﺘﯿﺎﺟﺎت‪.‬‬ ‫‪‬‬

‫وﻋﻦ طﺮﯾﻖ ﻋﻤﻠﯿﺔ ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ ﯾﻤﻜﻦ اﻟﺘﻮﺻﻞ إﻟﻰ اﻵﺗﻲ‪:‬‬
‫ﻧﻮع وﻣﺴﺘﻮى اﻟﺘﺪرﯾﺐ اﻟﻤﻄﻠﻮب‪.‬‬ ‫‪‬‬

‫اﻷﻓﺮاد اﻟﺬﯾﻦ ﯾﺤﺘﺎﺟﻮن إﻟﻰ ﺗﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫اﻟﻤﻌﻠﻮﻣﺎت اﻟﮭﺎﻣﺔ اﻟﺘﻲ ﯾﻮﻓﺮھﺎ ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫ﺗﺤﺪﯾﺪ ﻧﻮع اﻟﺘﺪرﯾﺐ اﻟﻤﻄﻠﻮب وﻣﻜﺎن إﺟﺮاء اﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫اﻟﺠﺪول اﻟﺰﻣﻨﻲ ﻟﻸﻧﺸﻄﺔ اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬

‫اﻟﻤﻮارد اﻟﻤﻄﻠﻮﺑﺔ ﻟﻠﺘﺪرﯾﺐ )ﻣﻮاد ﺑﺸﺮﯾﺔ‪ ،‬ﻣﺎﻟﯿﺔ‪ ...،‬اﻟﺦ(‪.‬‬ ‫‪‬‬

‫اﺧﺘﯿﺎر وﺗﺼﻤﯿﻢ ﻣﻮاد وأﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ اﻟﻤﻨﺎﺳﺒﺔ‪.‬‬ ‫‪‬‬

‫ﺗﯿﺴﺮ اﻻﺗﺼﺎل ﺑﯿﻦ اﻟﻤﺆﺳﺴﺔ واﻟﺠﮭﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬ ‫‪‬‬

‫اﻟﺘﺮوﯾﺞ ﻟﻠﻤﺠﺎﻻت اﻟﺠﺪﯾﺪة ﻓﻲ اﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫اﻟﺘﻘﺪﯾﺮ اﻟﻔﻌﺎل ﻟﻼﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫ھﻨﺎك اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﺼﻌﻮﺑﺎت اﻟﺘﻲ ﻗﺪ ﺗﺤﻮل دون اﻟﺘﻨﻔﯿﺬ اﻟﻔﻌﺎل ﻟﺘﻘﺪﯾﺮ اﻻﺣﺘﯿﺎﺟﺎت‬
‫اﻟﺘﺪرﯾﺒﯿﺔ ﻋﻠﻰ أرض اﻟﻮاﻗﻊ‪ ،‬ﻓﮭﻨﺎك ﻣﺸﺎﻛﻞ ﻣﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﻮارد ﻣﻦ ﺣﯿﺚ اﻟﻮﻗﺖ‬
‫واﻟﺘﻜﺎﻟﯿﻒ إﺿﺎﻓﺔ إﻟﻰ اﻟﻌﺪﯾﺪ ﻣﻦ اﻟﺼﻌﻮﺑﺎت اﻟﻤﺨﺘﻠﻔﺔ واﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻤﻔﺎھﯿﻢ واﻟﺴﻤﺎت‬
‫اﻟﻤﺆﺳﺴﯿﺔ‪ .‬وإدراك ھﺬه اﻷﻣﻮر ﻓﻲ اﻟﻤﺮاﺣﻞ اﻷوﻟﻰ ﯾﺴﺎﻋﺪ ﺑﺸﻜﻞ ﻋﺎم ﻓﻲ ﺗﺼﻤﯿﻢ‬
‫إﺟﺮاءات ﻋﻤﻠﯿﺔ ﻟﺘﻘﺪﯾﺮ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ ﺑﺸﻜﻞ ﻣﻼﺋﻢ‪ .‬ﻓﺎﻻﺣﺘﯿﺎج ﯾﻌﺒﺮ ﻋﻦ‬
‫اﻟﻔﺠﻮة ﺑﯿﻦ اﻟﻮﺿﻊ اﻟﺮاھﻦ )ﻣﺎ ھﻮ ﻛﺎﺋﻦ( واﻟﻮﺿﻊ اﻟﻤﺄﻣﻮل أو اﻟﻤﺜﺎﻟﻲ )ﻣﺎ ﯾﺠﺐ‬
‫أن ﯾﻜﻮن(‪.‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫اﻟﻮﺿﻊ‬ ‫اﻟﻮﺿﻊ‬
‫اﻟﻔﺠﻮة‬
‫اﻟﻤﺄﻣﻮل‬ ‫اﻟﺮاھﻦ‬

‫ﻣﺎ ﯾﺠﺐ أن ﯾﻜﻮن‬ ‫أو ﻧﻘﺺ‬ ‫ﻣﺎ ھﻮ ﻛﺎﺋﻦ اﺣﺘﯿﺎج = اﺧﺘﻼف‬

‫إذا طﺒﻘﻨﺎ ھﺬا اﻟﻤﻔﮭﻮم ﻋﻠﻰ ﻣﺘﺪرب ﻣﺎ ﻓﺈن ذﻟﻚ ﯾﺤﺪد )اﻟﻔﺠﻮة ﻓﻲ اﻟﻘﺪرات(‪،‬‬
‫وھﻲ اﻟﻨﻘﺺ ﻓﻲ اﻟﻤﻌﺎرف واﻟﺨﺒﺮات واﻟﺴﻠﻮك واﻻﺗﺠﺎھﺎت اﻟﺘﻲ ﺗﺤﻮل دون اﻟﻘﯿﺎم‬
‫ﺑﺄداء اﻟﻤﮭﺎم اﻟﻮظﯿﻔﯿﺔ ﺑﺎﻟﻤﺴﺘﻮى اﻟﻤﻄﻠﻮب‪.‬‬

‫ﻣﺎ ھﻲ اﻟﻤﻌﺎرف‬ ‫ﻓﺠﻮة‬ ‫ﻣﺎ ھﻲ اﻟﻤﻌﺎرف‬

‫واﻟﺨﺒﺮات واﻻﺗﺠﺎھﺎت‬ ‫اﻟﻘﺪرات‬ ‫واﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت‬
‫اﻟﻤﻄﻠﻮﺑﺔ ﻟﻠﻮظﯿﻔﺔ‬ ‫اﻟﺘﻲ ﯾﻤﻠﻜﮭﺎ اﻟﻔﺮد ﺣﺎﻟﯿﺎ ً‬

‫ﻣﯿﺰة ھﺬا اﻟﻨﻤﻮذج أﻧﮫ ﯾﻔﺮّق ﺑﯿﻦ ﻧﻮﻋﯿﻦ ﻣﻦ اﻹﺟﺮاءات اﻟﻤﺤﺘﻤﻠﺔ ﻋﻨﺪ اﻛﺘﻤﺎل‬
‫ﻋﻤﻠﯿﺔ ﺗﻘﺪﯾﺮ اﻻﺣﺘﯿﺎﺟﺎت ﻋﻠﻰ اﻟﻨﺤﻮ اﻟﺘﺎﻟﻲ‪:‬‬

‫وذﻟﻚ ﺑﺎﺧﺘﯿﺎر وﺗﻮﻓﯿﺮ اﻟﺘﺪرﯾﺐ اﻟﻤﻨﺎﺳﺐ‪.‬‬ ‫ﺗﺄھﯿﻞ اﻟﻤﻮظﻒ ﻟﻠﻮظﯿﻔﺔ‪:‬‬

‫وذﻟﻚ ﺑﺄن ﯾﻌﺎد ﺗﺤﺪﯾﺪ اﻟﻮﺻﻒ اﻟﻮظﯿﻔﻲ )ﻣﮭﺎم‬ ‫ﺗﻔﺼﯿﻞ اﻟﻮظﯿﻔﺔ ﻋﻠﻰ اﻟﻤﻮظﻒ‪:‬‬
‫وﻣﺴﺌﻮﻟﯿﺎت ﺷﺎﻏﻞ اﻟﻮظﯿﻔﺔ( ﻟﺘﻨﺎﺳﺐﻣﻌﺎرف‪ ،‬ﻣﮭﺎرات واﺗﺠﺎھﺎت اﻟﻤﻮظﻒ‪.‬‬
‫ھﻨﺎك ﻣﺸﻜﻠﺔ ﺣﻘﯿﻘﺔ ﺗﻈﮭﺮ ﻋﻨﺪ ﻗﯿﺎس ﻓﺠﻮة‬ ‫ﻣﻌﺮﻓﺔ ﻣﺴﺘﻮى اﻻﺣﺘﯿﺎج‪:‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫اﻟﻘﺪرات وذﻟﻚ ﺑﺴﺒﺐ ﺻﻌﻮﺑﺔ ﺗﺤﺪﯾﺪ اﻟﻤﺴﺘﻮى اﻟﺤﺎﻟﻲ ﻟﻠﻤﻌﺎرف‪ ،‬اﻟﻤﮭﺎرات‬

‫واﻻﺗﺠﺎھﺎت ﻟﺸﺨﺺ ﻣﺎ ﻛﻠﯿﺎ ً أو ﺟﺰﺋﯿﺎً‪ ،‬ﻟﺘﺴﮭﯿﻞ ھﺬا اﻷﻣﺮ ﻓﺈن ھﻨﺎك ) ‪ (5‬ﻣﺴﺘﻮﯾﺎت‬
‫ﯾﻤﻜﻦ اﺳﺘﺨﺪاﻣﮭﺎ ﻟﻮﺻﻒ ﻣﺴﺘﻮى ﺷﺨﺺ ﻣﺎ‪.‬‬

‫ﻣﻌﺮﻓﺔ اﻟﺸﺨﺺ ﺑﮭﺬا اﻟﻤﻮﺿﻮع ﻣﻌﺪوﻣﺔ ﺗﻤﺎﻣﺎ ً‪.‬‬ ‫اﻻﻧﻌﺪام‬

‫ﺑﻌﺾ اﻟﻤﻌﺮﻓﺔ اﻟﻌﺎﻣﺔ ﻟﻜﻨﮭﺎ ﻏﯿﺮ ﻛﺎﻓﯿﺔ‪.‬‬ ‫اﻟﻨﻘﺺ‬
‫ﻗﺪر ﻣﻨﺎﺳﺐ ﻣﻦ اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات ﻟﻠﻘﯿﺎم ﺑﺎﻟﻤﮭﺎم ﻟﻜﻦ اﻷداء ﻏﯿﺮ‬
‫اﻟﻜﻔﺎﯾﺔ‬
‫ﻓﻌﺎل‪.‬‬
‫اﻟﻤﺴﺘﻮى اﻟﻤﻄﻠﻮب ﻟﺘﺤﻘﯿﻖ دﻗﺔ واﻧﺘﻈﺎم اﻷداء‪.‬‬ ‫اﻟﺪﻗﺔ‬
‫اﻟﺠﻤﻊ ﺑﯿﻦ اﻟﺪﻗﺔ واﻟﺴﺮﻋﺔ ﻓﻲ اﻷداء‪.‬‬ ‫اﻹﺗﻘﺎن‬

‫وﯾﻤﻜﻦ ﺗﺤﺪﯾﺪ ﻧﻮع اﻟﺘﺪرﯾﺐ ﺑﻨﺎ ًء ﻋﻠﻰ ﻣﺴﺘﻮى اﻷداء اﻟﻤﻄﻠﻮب ﻋﻠﻰ‬
‫ﻣﺴﺘﻮﯾﺎت اﻷداء ﻋﻠﻰ اﻟﻨﺤﻮ اﻟﺘﺎﻟﻲ‪:‬‬
‫اﻟﻘﺪر اﻟﻤﺜﺎﻟﻲ ﻣﻦ اﻟﻤﻌﺎرف‪ ،‬اﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت‪.‬‬ ‫)‪ (5‬اﻹﺗﻘﺎن‬
‫ﻣﻌﺎرف‪ ،‬ﻣﮭﺎرات واﺗﺠﺎھﺎت ﻟﻸداء اﻟﺪﻗﯿﻖ‪.‬‬ ‫)‪ (4‬اﻟﺪﻗﺔ‬
‫واﻻﺗﺠﺎھﺎت ﻟﻠﻘﯿﺎم ﺑﻤﮭﺎم‬ ‫ﻗﺪر ﻣﻨﺎﺳﯿﺐ ﻣﻦ اﻟﻤﻌﺎرف‪ ،‬اﻟﻤﮭﺎرات‬ ‫)‪ (3‬اﻟﻜﻔﺎﯾﺔ‬
‫وظﯿﻔﯿﺔ ﻣﺤﺪدة‪.‬‬
‫اﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت ﻋﻦ‬ ‫ﻛﺎف ﻣﻦ اﻟﻤﻌﺎرف‪،‬‬
‫ٍ‬ ‫ﻗﺪر ﻏﯿﺮ‬ ‫)‪ (2‬اﻟﻨﻘﺺ‬
‫اﻟﻤﻮﺿﻮع‪.‬‬

‫ﻻ ﯾﻤﻠﻚ أي ﻣﻌﻠﻮﻣﺎت ﻋﻦ اﻟﻤﻮﺿﻮع‬ ‫)‪ (1‬اﻻﻧﻌﺪام‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﻣﻔﺎھﯿﻢ اﻹدراك اﻟﻤﺤﺘﻤﻠﺔ ﻟﻼﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫أ( اﻻﺣﺘﯿﺎﺟﺎت ﻏﯿﺮ اﻟ ُﻤ ْﺪ َر َﻛﺔ‪:‬‬

‫ﻣﺸﻜﻠﺔ أداء ﻏﯿﺮ ُﻣ ْﺪ َر َﻛﺔ )اﻟﺸﺨﺺ ﯾﻔﺘﻘﺮ إﻟﻰ ﻛﻞ اﻟﻤﻌﺎرف اﻟﺨﺎﺻﺔ ﺑﻔﺠﻮة‬ ‫‪‬‬

‫اﻷداء(‪.‬‬
‫ﻣﺸﻜﻠﺔ أداء ُﻣ ْﺪ َر َﻛﺔ وﻟﻜﻦ ﻟﯿﺲ ھﻨﺎك وﻋﻲ ﺑﺄن ھﺬه اﻟﻤﺸﻜﻠﺔ ﺑﺴﺒﺐ ﻧﻘﺺ‬ ‫‪‬‬

‫اﻟﺘﺪرﯾﺐ‪) .‬اﻟﺸﺨﺺ ﺑﺤﺎﺟﺔ إﻟﻰ ﺗﻮﻋﯿﺘﮫ ﺑﺪور اﻟﺘﺪرﯾﺐ ﻓﻲ ﻣﻌﺎﻟﺠﺔ ﻣﺸﻜﻼت‬

‫اﻷداء(‪.‬‬

‫ب( اﻻﺣﺘﯿﺎﺟﺎت اﻟ ُﻤ ْﺪ َر َﻛﺔ‪:‬‬

‫ﻣﺸﻜﻠﺔ أداء ُﻣ ْﺪ َر َﻛﺔ ﺣﯿﺚ أن ھﻨﺎك وﻋﻲ ﺑﻨﻮع اﻟﺘﺪرﯾﺐ اﻟﻤﻄﻠﻮب ﻟﻜﻦ ﻟﯿﺲ‬ ‫‪‬‬

‫ھﻨﺎك ﻗﺪرة ﻋﻠﻰ ﺗﺤﺪﯾﺪ ﻛﻤﯿﺔ اﻟﺘﺪرﯾﺐ اﻟﻤﻄﻠﻮﺑﺔ )اﻟﺸﺨﺺ ﯾﻌﻲ ﺑﺎﻟﻤﺠﺎل اﻟﺬي‬
‫ﯾﺤﺘﺎج ﻓﯿﮫ إﻟﻰ ﺗﺪرﯾﺐ ﻟﻜﻦ ﻻ ﯾﻤﻜﻦ اﻻﻋﺘﻤﺎد ﻋﻠﯿﮫ ﻓﻲ ﺗﺤﺪﯾﺪ ﻛﻤﯿﺔ وﻣﺴﺘﻮى‬
‫اﻟﺘﺪرﯾﺐ اﻟﻤﻄﻠﻮب(‪.‬‬
‫ﻣﺸﻜﻠﺔ أداء ُﻣ ْﺪ َر َﻛﺔ ﻣﻌﮫ اﻣﺘﻼك اﻟﻤﻘﺪرة ﻋﻠﻰ ﺗﺤﺪﯾﺪ ﻧﻮع وﻛﻤﯿﺔ اﻟﺘﺪرﯾﺐ‬ ‫‪‬‬

‫اﻟﻤﻄﻠﻮب )اﻟﺸﺨﺺ اﻟﺬي ﯾﻌﻲ ﺗﻤﺎﻣﺎ ً اﺣﺘﯿﺎﺟﺎﺗﮫ اﻟﺘﺪرﯾﺒﯿﺔ( وھﻲ اﻷﻧﺪر ﻓﻲ ﻛﻞ‬
‫اﻷﺣﻮال‪.‬‬

‫أھﻤﯿﺔ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫ﯾﻮﻓﺮ ﻣﻌﻠﻮﻣﺎت أﺳﺎﺳﯿﺔ ﯾﺘﻢ ﺑﻨﺎ ًء ﻋﻠﯿﮭﺎ وﺿﻊ اﻟﻤﺨﻄﻂ‪.‬‬ ‫‪‬‬

‫ﯾﻘﻮد إﻟﻰ اﻟﺘﺤﺪﯾﺪ اﻟﺪﻗﯿﻖ ﻷھﺪاف اﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﺼﻤﯿﻢ ﺑﺮاﻣﺞ ﺗﺪرﯾﺐ ﻣﻮﺟﮭﺔ ﻟﻠﻨﺘﺎﺋﺞ‪.‬‬ ‫‪‬‬

‫ﯾﺆدي إﻟﻰ ﺗﺤﺴﯿﻦ ﻓﻌﺎﻟﯿﺔ وﻛﻔﺎءة اﻟﺘﺪرﯾﺐ ﻣﻦ ﺧﻼل اﻻﺳﺘﮭﺪاف اﻷﻓﻀﻞ‪.‬‬ ‫‪‬‬

‫ﯾﺤﺪد اﻟﻤﺴﺘﮭﺪﻓﯿﻦ ﻣﻦ اﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫ﯾﺤﺪد ﻧﻮﻋﯿﺔ اﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫ﯾﻮﻓﺮ اﻟﻤﻌﻠﻮﻣﺎت ﻋﻦ اﻟﻌﺎﻣﻠﯿﻦ ﻣﻦ ﺣﯿﺚ اﻟﻌﺪد‪ ،‬اﻟﻌﻤﺮ‪ ،‬اﻻھﺘﻤﺎﻣﺎت‪ ،‬اﻟﺨﻠﻔﯿﺎت‬ ‫‪‬‬

‫اﻷﻛﺎدﯾﻤﯿﺔ واﻟﻌﻤﻠﯿﺔ‪ ،‬اﻟﻮظﺎﺋﻒ‪ ،‬اﻟﻤﺴﺌﻮﻟﯿﺎت واﻻﺗﺠﺎھﺎت ﻓﯿﻤﺎ ﯾﺘﻌﻠﻖ ﺑﺎﻟﺘﺪرﯾﺐ‪.‬‬

‫ﯾﺤﺪد اﻟﺼﻌﻮﺑﺎت وﻣﺸﺎﻛﻞ اﻷداء اﻟﺘﻲ ﯾﻌﺎﻧﯿﮭﺎ اﻟﻌﺎﻣﻠﻮن ﺑﺎﻟﻤﺆﺳﺴﺔ‪.‬‬ ‫‪‬‬

‫ﯾﻮﻓﺮ وﺛﺎﺋﻖ وﻣﻮاد ﻟﻠﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫ﯾﺰﯾﺪ ﻣﻦ ﻣﺸﺎرﻛﺔ اﻟﻌﺎﻣﻠﯿﻦ ﻓﻲ ﻣﻨﺎﻗﺸﺔ اﻷﻣﻮر اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻌﻤﻞ‪.‬‬ ‫‪‬‬

‫ﯾﺴﺎﻋﺪ اﻟﻤﺪرﺑﯿﻦ ﻋﻠﻰ ﺗﺼﻤﯿﻢ ﺑﺮاﻣﺞ ﺗﻠﺒﻲ اﺣﺘﯿﺎﺟﺎت اﻟﻤﺘﺪرب‪.‬‬ ‫‪‬‬

‫ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﺠﻨﺐ اﻷﺧﻄﺎء اﻟﺸﺎﺋﻌﺔ ﻓﻲ اﻟﺘﺪرﯾﺐ وھﻲ إﺿﺎﻋﺔ اﻟﻜﺜﯿﺮ ﻣﻦ اﻟﻮﻗﺖ‬ ‫‪‬‬

‫ﻓﻲ ﺗﻨﺎول ﺑﻌﺾ اﻟﻤﻮﺿﻮﻋﺎت اﻟﻤﻌﻘﺪة ﻏﯿﺮ اﻟﮭﺎﻣﺔ ﻧﺴﺒﯿﺎ ً ﺑﺪﻻً ﻋﻦ اﻟﻤﻮﺿﻮﻋﺎت‬
‫ﻛﺒﯿﺮة اﻷھﻤﯿﺔ واﻟﻐﯿﺮﻣﻌﻘﺪة‪.‬‬

‫ﻣﺼﺎدر ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫ھﻨﺎك ﻋﺪد ﻣﻦ وﺳﺎﺋﻞ وأﺳﺎﻟﯿﺐ ﺟﻤﻊ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻼزﻣﺔ ﻟﺘﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت‬
‫اﻟﺘﺪرﯾﺒﯿﺔ وﻣﻨﮭﺎ‪:‬‬
‫اﻟﻤﻮظﻒ ﻧﻔﺴﮫ‪.‬‬ ‫‪‬‬

‫اﻟﻤﺪﯾﺮ أو اﻟﺮﺋﯿﺲ اﻟﻤﺒﺎﺷﺮ‪.‬‬ ‫‪‬‬

‫اﺧﺘﺼﺎﺻﻲ اﻟﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫ﻣﺴﺘﺸﺎر ﺧﺎرﺟﻲ‪.‬‬ ‫‪‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﺗﻔﺎﻋﻞ اﻹدارة اﻟﻌﻠﯿﺎ‪.‬‬ ‫‪‬‬

‫وﺳﺎﺋﻞ وأدوات ﺗﻘﯿﯿﻢ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫اﻟﻌﯿﻮب‬ ‫اﻟﻤﺰاﯾﺎ‬ ‫اﻟﻮﺳﯿﻠﺔ‬
‫ﺗﺴﺘﮭﻠﻚ وﻗﺘﺎ ً ﻛﺒﯿﺮاً‪.‬‬ ‫‪‬‬ ‫ﺗﻌﻄﻲ ﺑﯿﺎﻧﺎت واﻗﻌﯿﺔ ﻋﻦ‬ ‫‪‬‬ ‫اﻟﻤﻼﺣﻈﺔ‬
‫ﺗﺸﻌﺮ اﻟﺬﯾﻦ ﺗﺤﺖ اﻟﻤﻼﺣﻈﺔ‬ ‫‪‬‬ ‫اﻷداء اﻟﺤﺎﻟﻲ‪.‬‬ ‫اﻟﻤﺒﺎﺷﺮة‬
‫ﺑﻌﺪم اﻻرﺗﯿﺎح‪.‬‬ ‫اﺧﺘﯿﺎر ﻏﯿﺮ ﻣﻜﻠﻒ‪.‬‬ ‫‪‬‬

‫ﺗﺆدي ﺑﺄوﻟﺌﻚ اﻟﺬﯾﻦ ﺗﺤﺖ‬ ‫‪‬‬ ‫ﺗﻠﻘﻲ اﻟﻀﻮء ﻋﻠﻰ‬ ‫‪‬‬

‫اﻟﻤﻼﺣﻈﺔ ﺑﺎﻟﻘﯿﺎم ﺑﺄداء ﻣﻌﯿﻦ‬ ‫اﻟﻤﺘﻐﯿﺮات اﻟﺨﺎرﺟﯿﺔ‬

‫ﻟﻤﻌﺮﻓﺘﮭﻢ ﺑﺄﻧﮭﻢ ﺗﺤﺖ‬ ‫واﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻰ اﻷداء‪.‬‬
‫اﻟﻤﻼﺣﻈﺔ‪.‬‬ ‫ﯾﻤﻜﻦ اﺳﺘﺨﺪام ﻗﻮاﺋﻢ‬ ‫‪‬‬

‫ﯾﻤﻜﻦ أن ﺗﻜﻮن ھﺬه اﻟﻮﺳﯿﻠﺔ‬ ‫‪‬‬ ‫ﻣﺮﺟﻌﯿﺔ ﻟﻠﻤﻼﺣﻈﺔ‬

‫ﻏﯿﺮ ﻣﺤﺎﯾﺪة‪.‬‬ ‫اﻟﻤﻮﺟﮭﺔ‬

‫ﻣﺎ ھﻲ اﻟﻈﺮوف اﻟﺘﻲ ﺗﺴﺒﺐ وﻻدة اﻟﺤﺎﺟﺔ ﻟﺘﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ ؟‬

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‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫اﻟﻌﯿﻮب‬ ‫اﻟﻤﺰاﯾﺎ‬ ‫اﻟﻮﺳﯿﻠﺔ‬

‫ﺗﺴﺘﮭﻠﻚ وﻗﺘﺎ ً ﻛﺒﯿﺮاً‪.‬‬ ‫‪‬‬ ‫ﺗﻌﻄﻲ اﻟﻔﺮﺻﺔ‬ ‫‪‬‬ ‫ﻋﻘﺪ ﻟﻘﺎءات‬
‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻮﻓﺮ اﻟﻮﻗﺖ ﻟﺪى‬ ‫‪‬‬ ‫ﻟﻼﺳﺘﻜﺸﺎف وطﺮح أﺳﺌﻠﺔ‪.‬‬ ‫ﻓﺮدﯾﺔ ﻣﻊ‬
‫ﻣﻦ ﯾﺠﺮي ﻣﻌﮭﻢ اﻟﻤﻘﺎﺑﻼت‬ ‫ﻏﯿﺮ ﻣﺨﻄﻂ ﻟﮭﺎ ﻟﻠﻮﺻﻮل‬ ‫‪‬‬ ‫اﻷﻓﺮاد اﻟﻤﻌﻨﯿﯿﻦ‬
‫واﺳﺘﻌﺪادھﻢ ﻹﻋﻄﺎء‬ ‫ﻟﺒﯿﺎﻧﺎت أو أﻓﻜﺎر ﻣﻌﯿﻨﺔ‪.‬‬ ‫أو ﻣﻊ ﺑﻌﺾ‬
‫اﻟﻤﻌﻠﻮﻣﺎت‪.‬‬ ‫ﯾﻤﻜﻦ أن ﺗﺆدي ﻟﻠﺤﺼﻮل‬ ‫‪‬‬ ‫أﻋﻀﺎء‬
‫ﯾﻤﻜﻦ أن ﺗﺆدي إﻟﻰ ﻣﻌﻠﻮﻣﺎت‬ ‫‪‬‬ ‫ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت ﻟﻢ ﺗﺘﻮﻗﻊ‪.‬‬ ‫اﻟﺠﻤﮭﻮر‬
‫ﻏﯿﺮ دﻗﯿﻘﺔ‪.‬‬ ‫اﻟﻤﺴﺘﮭﺪف‬
‫ﻓﻲ ﺑﻌﺾ اﻷﺣﯿﺎن ﺗﻜﻮن‬ ‫‪‬‬ ‫ﻣﺤﺪدة اﻟﮭﯿﻜﻞ وﺑﺎﻟﺘﺎﻟﻲ‬ ‫‪‬‬ ‫ﺑﺤﻮث ﻣﯿﺪاﻧﯿﺔ‬
‫اﻻﺳﺘﺒﯿﺎﻧﺎت ﺻﻌﺒﺔ اﻟﻔﮭﻢ‪.‬‬ ‫ﺗﻌﻄﻲ ﺑﯿﺎﻧﺎت ﻣﻤﺎﺛﻠﺔ‬ ‫ﯾﺴﺘﺨﺪم ﻓﯿﮭﺎ‬
‫ﻗﺪ ﺗﺤﺘﻮي ﻋﻠﻰ ﺑﻨﻮد ﻏﯿﺮ‬ ‫‪‬‬
‫ﻟﻠﺘﺤﻠﯿﻞ‪.‬‬ ‫ﻧﻤﺎذج اﻻﺳﺘﺒﯿﺎن‬
‫واﺿﺤﺔ ﺗﺆدي إﻟﻰ ﺳﻮء ﻓﮭﻢ‬ ‫ﺗﻌﻄﻲ إﺟﺎﺑﺎت ﯾﺴﮭﻞ‬ ‫‪‬‬ ‫واﺳﺘﻔﺘﺎء اﻟﺮأي‬
‫اﻟﻤﺸﺎرك‪.‬‬ ‫وﺿﻌﮭﺎ ﻓﻲ ﺻﻮرة ﺟﺪاول‬
‫أﺣﯿﺎﻧﺎ ً ﺗﻜﻮن ﺻﻌﺒﺔ اﻟﺘﺠﻤﯿﻊ‬ ‫‪‬‬ ‫وﺗﺤﻠﯿﻠﮭﺎ‪.‬‬
‫ﻣﻦ اﻟﻤﺸﺎرﻛﯿﻦ‪.‬‬ ‫ﯾﻤﻜﻦ أن ﺗﻀﻢ ﻋﺪد ﻛﺒﯿﺮ‬ ‫‪‬‬

‫ﻣﻦ اﻟﻤﺸﺎرﻛﯿﻦ ﻗﺪ ﻻ ﯾﻤﻜﻦ‬

‫ﻋﻘﺪ ﻣﻘﺎﺑﻼت ﻣﻌﮭﻢ أو‬
‫ﻣﻼﺣﻈﺘﮭﻢ ﺟﻤﯿﻌﺎ ً‪.‬‬
‫ﯾﻜﻮن ﻣﻦ اﻟﺼﻌﺐ ﻓﻲ ﺑﻌﺾ‬ ‫‪‬‬ ‫ﺗﻌﻄﻲ اﻟﻔﺮﺻﺔ ﻟﻤﻘﺎﺑﻠﺔ‬ ‫‪‬‬ ‫ﻋﻘﺪ ﻟﻘﺎءات ﻣﻊ‬
‫اﻷﺣﯿﺎن إﯾﺠﺎد اﻟﻮﻗﺖ اﻟﻤﻼﺋﻢ‬ ‫ﻋﯿﻨﺔ ﺗﻤﺜﻞ اﻟﻔﺌﺔ اﻟﻤﺴﺘﮭﺪﻓﺔ‬ ‫اﻟﻤﺠﻤﻮﻋﺎت‬
‫ﻻﺟﺘﻤﺎع ﺟﻤﯿﻊ أﻓﺮاد‬ ‫واﻟﺠﮭﺎت اﻟﻤﻌﻨﯿﺔ ﺑﺘﺤﺴﯿﻦ‬ ‫اﻟﻤﺮﻛﺰة أو‬
‫اﻟﻤﺠﻤﻮﻋﺔ إذا ﻟﻢ ﯾﻜﻦ اﻟﻠﻘﺎء‬ ‫أداﺋﮭﺎ واﻟﺘﻲ ﺗﻄﺮح‬ ‫اﻟﺒﺆرﯾﺔ ﻟﺘﺤﺪﯾﺪ‬
‫ﻣﻨﻈﻤﺎ ً ﺗﻨﻈﯿﻤﺎ ً ﺟﯿﺪاً ﻗﺪ ﯾﺆدي‬ ‫أﻓﻜﺎرھﺎ اﻟﺨﺎﺻﺔ‬ ‫وﺗﻨﻘﯿﺢ‬
‫ذﻟﻚ إﻟﻰ ﺧﺮوج اﻟﻤﻨﺎﻗﺸﺔ ﻋﻦ‬ ‫ﺑﺎﻻﺣﺘﯿﺎﺟﺎت‪.‬‬
‫اﻻﺣﺘﯿﺎﺟﺎت‬
‫ﻣﻮﺿﻮﻋﮭﺎ اﻟﺮﺋﯿﺴﻲ‬ ‫ﺗﻌﻄﻲ اﻟﻤﺸﺎرﻛﯿﻦ اﻟﺸﻌﻮر‬ ‫‪‬‬

‫ﺑﺄﻧﮭﻢ ﺟﺰء ﻣﻦ ﻋﻤﻠﯿﺔ‬

‫ﺗﺨﻄﯿﻂ وﺗﺼﻤﯿﻢ اﻟﺘﺪرﯾﺐ‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫اﻟﻌﯿﻮب‬ ‫اﻟﻤﺰاﯾﺎ‬ ‫اﻟﻮﺳﯿﻠﺔ‬

‫ﻗﺪ ﯾﺆدي إﻟﻰ ﺷﻌﻮر اﻟﻤﺠﯿﺒﯿﻦ‬ ‫‪‬‬ ‫ﺗﻌﻄﻲ ﻣﻌﻠﻮﻣﺎت دﻗﯿﻘﺔ‬ ‫‪‬‬ ‫اﻻﺧﺘﺒﺎرات‬
‫ﻋﻠﻰ اﻻﺧﺘﺒﺎر ﺑﻌﺪم اﻻرﺗﯿﺎح‬ ‫ﺧﺎﺻﺔ ﺑﻤﺴﺘﻮى ﻣﺤﺪد ﻣﻦ‬
‫وﯾﺤﻮﻟﮭﻢ ﺿﺪ اﻟﺘﺪرﯾﺐ‪.‬‬ ‫اﻟﻤﻌﺮﻓﺔ أو اﻟﻤﮭﺎرات أو‬
‫اﻻﺗﺠﺎھﺎت ﻟﺪى اﻟﻤﺸﺎرﻛﯿﻦ‬
‫اﻟﻤﺴﺘﮭﺪﻓﯿﻦ‪.‬‬
‫ﻗﺪ ﻻ ﺗﺘﻮاﻓﺮ اﻟﻮﺛﺎﺋﻖ أو ﯾﻜﻮن‬ ‫‪‬‬ ‫ﺗﻌﻄﻲ ﺻﻮرة ﻟﻸداء‬ ‫‪‬‬ ‫ﻣﺮاﺟﻌﺔ اﻟﻮﺛﺎﺋﻖ‬
‫ﻣﻦ اﻟﺼﻌﺐ اﻟﻮﺻﻮل إﻟﯿﮭﺎ‪.‬‬ ‫اﻟﺤﺎﻟﻲ ﻣﻦ ﺧﻼل وﺛﺎﺋﻖ‬
‫ﻗﺪ ﺗﻜﻮن اﻟﻮﺛﺎﺋﻖ ﻏﯿﺮ ﺣﺪﯾﺜﺔ‬ ‫‪‬‬
‫وﻣﺼﺎدر ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫وﺑﺎﻟﺘﺎﻟﻲ ﻻ ﺗﻌﺒﺮ ﻋﻦ اﻟﻮﻗﺖ‬ ‫ذات أھﻤﯿﺔ ﻛﺒﯿﺮة ﻟﻠﻘﺎﺋﻢ‬ ‫‪‬‬

‫اﻟﺤﺎﺿﺮ‪.‬‬ ‫ﺑﺎﻟﺘﻘﯿﯿﻢ واﻟﺘﺤﻠﯿﻞ إذا ﻣﺎ‬

‫ﻗﺪ ﻻ ﯾﺘﻢ اﺧﺘﯿﺎرھﺎ ﺑﻄﺮﯾﻘﺔ‬ ‫‪‬‬ ‫ﻛﺎن ﻏﯿﺮ ﻣﺘﻮاﺟﺪ ﻓﻲ ﻧﻔﺲ‬
‫ﺳﻠﯿﻤﺔ وﺑﺎﻟﺘﺎﻟﻲ ﺗﻌﻄﻲ ﺻﻮرة‬ ‫اﻟﻤﻜﺎن اﻟﻤﺮاد ﻋﻤﻞ ﺗﻘﯿﯿﻢ‬
‫ﻣﺤﺪودة وﻏﯿﺮ ﺳﻠﯿﻤﺔ ﻟﻸداء‬ ‫ﻟﮫ أو ﻟﺘﺤﺴﯿﻦ اﻷداء ﻓﯿﮫ‪.‬‬
‫اﻟﺤﺎﻟﻲ‪.‬‬
‫ﻗﺪ ﯾﺘﻢ إﻋﻄﺎء ﻧﻤﺎذج ﻧﻤﻄﯿﺔ‬ ‫‪‬‬ ‫ﺗﻌﻄﻲ ﺑﯿﺎﻧﺎت ﻋﻤﻠﯿﺔ‬ ‫‪‬‬ ‫ﺗﺤﻠﯿﻞ ﻋﻤﻞ‬
‫ﺗﻌﻄﻲ ﺻﻮرة أﻋﻠﻰ ﻟﻸداء‬ ‫ﺧﺎﺻﺔ ﺑﺎﻟﻤﺨﺮﺟﺎت‬ ‫وإﻧﺘﺎج اﻟﻔﺌﺎت‬
‫ﻋﻦ اﻷداء اﻟﺤﻘﯿﻘﻲ‪.‬‬ ‫واﻷداء‪.‬‬ ‫اﻟﻤﺴﺘﮭﺪﻓﺔ‬

‫ﻣﻌﺎﯾﯿﺮ وﻋﻮاﻣﻞ ﺗﺆﺧﺬ ﻓﻲ اﻻﻋﺘﺒﺎر ﻋﻨﺪ اﺧﺘﯿﺎر وﺳﺎﺋﻞ ﺗﻘﯿﯿﻢ اﻻﺣﺘﯿﺎﺟﺎت‪:‬‬

‫اﻟﻮﻗﺖ‪.‬‬ ‫‪‬‬

‫اﻟﺘﻜﻠﻔﺔ‪.‬‬ ‫‪‬‬

‫ﻋﺪد اﻷﺷﺨﺎص‪.‬‬ ‫‪‬‬

‫درﺟﺔ اﻟﺼﻌﻮﺑﺔ ﻟﻠﻮﺳﺎﺋﻞ اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫‪‬‬

‫ﻣﺪى ﺳﺮﯾﺔ وﺣﺴﺎﺳﯿﺔ اﻟﺒﯿﺎﻧﺎت وﻛﺬﻟﻚ ﻣﺪى ﺳﮭﻮﻟﺔ اﻟﻮﺻﻮل إﻟﯿﮭﺎ وﺗﻮاﻓﺮھﺎ‪.‬‬ ‫‪‬‬

‫ﻣﺴﺘﻮى اﻟﺮاﺣﺔ‪.‬‬ ‫‪‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫ﺧﺒﺮة اﻟﻤﻘﯿﻢ ﻣﻘﺎﺑﻞ اﻷﺳﺎﻟﯿﺐ اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫‪‬‬

‫ﺗﺼﻨﯿﻒ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪ -1‬ﺣﺴﺐ اﻟﻤﺴﺘﻮى‪:‬‬
‫اﺣﺘﯿﺎﺟﺎت ﻓﺮد‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻣﻨﻈﻤﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺷﻌﺒﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻗﺴﻢ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت وﺣﺪة‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻣﺠﺘﻤﻊ ﻣﺤﻠﻲ ﺻﻐﯿﺮ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت داﺋﺮة‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻗﺮﯾﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻣﺪﯾﺮﯾﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت دوﻟﺔ‪.‬‬ ‫‪‬‬

‫‪ -2‬ﺣﺴﺐ اﻟﺠﮭﺔ‪:‬‬
‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﺣﺪدﺗﮭﺎ ﻣﻨﻈﻤﺔ ﻟﻤﻨﻈﻤﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﺣﺪدﺗﮭﺎ ﻣﻨﻈﻤﺔ ﻟﻨﻔﺴﮭﺎ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﻣﺤﺪدة ﺑﺎﻟﺘﺸﺎرك‪.‬‬ ‫‪‬‬

‫‪ -3‬ﺣﺴﺐ اﻟﻔﺌﺔ‪:‬‬
‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﻟﻔﺌﺔ ﻣﺘﺠﺎﻧﺴﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﻟﻔﺌﺔ ﻏﯿﺮ ﻣﺘﺠﺎﻧﺴﺔ‪.‬‬ ‫‪‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫‪ -4‬ﺣﺴﺐ اﻟﻘﻄﺎع‪:‬‬
‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ إدارﯾﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﺻﺤﯿﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﺗﺮﺑﻮﯾﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﻧﻔﺴﯿﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ اﺟﺘﻤﺎﻋﯿﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﻋﺴﻜﺮﯾﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﻣﮭﻨﯿﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﻓﻜﺮﯾﺔ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ﺗﺮوﯾﺤﯿﺔ‪.‬‬ ‫‪‬‬

‫‪ -5‬ﺣﺴﺐ طﺒﯿﻌﺔ اﻟﻮظﯿﻔﺔ‪:‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻟﻤﺠﻤﻮﻋﺔ أﻓﺮاد ﯾﻌﻤﻠﻮن ﻓﻲ وظﯿﻔﺔ ﻣﺘﺸﺎﺑﮫ‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻟﻤﺠﻤﻮﻋﺔ أﻓﺮاد ﯾﻌﻤﻠﻮن ﻓﻲ وظﺎﺋﻒ ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫‪‬‬

‫ﺗﺤﺪﯾﺪ اﺣﺘﯿﺎﺟﺎت ﺗﺪرﯾﺐ ﻟﻤﻮظﻒ ﺑﺸﻜﻞ ﻓﺮدي‪.‬‬ ‫‪‬‬

‫اﺣﺘﯿﺎﺟﺎت ﻟﻤﻮظﻔﯿﻦ ﻓﻲ ﻧﻔﺲ اﻟﻮظﯿﻔﺔ وﻟﻮظﯿﻔﺔ ﻣﺨﺘﻠﻔﺔ وﺑﺸﻜﻞ ﻓﺮدي ‪ -‬وﺑﺸﻜﻞ‬ ‫‪‬‬

‫ﺟﻤﺎﻋﻲ‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫ﻧﺸﺎط ‪:‬‬

‫وزع اﻟﻘﺎﺋﻤﺔ اﻟﺘﺎﻟﯿﺔ إﻟﻰ ﺣﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ وأﺧﺮى ﻏﯿﺮ ﺗﺪرﯾﺒﯿﺔ ‪:‬‬
‫اﺳﺘﺨﺪام اﻟﺤﺎﺳﺐ ‪ -‬ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ ‪ -‬اﻟﻌﺪاﻟﺔ ‪ -‬ﻣﮭﺎرات اﻻﺗﺼﺎل ‪ -‬اﻟﻼﻣﺮﻛﺰﯾﺔ ‪-‬‬
‫ﺗﺪرﯾﺐ اﻟﻤﺪرﺑﯿﻦ ‪ -‬ﺗﻘﻠﯿﺺ اﻷﻋﻤﺎل اﻟﻮرﻗﯿﺔ ‪ -‬اﻻﺳﺘﻘﺮار اﻟﻮظﯿﻔﻲ ‪ -‬ﺑﯿﺌﺔ اﻟﻌﻤﻞ ‪-‬‬
‫إدارة اﻟﻮﻗﺖ ‪ -‬ﻛﺘﺎﺑﺔ اﻟﺘﻘﺎرﯾﺮ ‪ -‬اﻻرﺗﺠﺎﻟﯿﺔ واﻟﻤﺰاﺟﯿﺔ ‪ -‬إدارة اﻻﺟﺘﻤﺎﻋﺎت ﺑﺸﻜﻞ‬
‫أﻓﻀﻞ ‪ -‬ﻗﻠﺔ اﻟﺤﻮاﻓﺰ اﻟﺘﺸﺠﯿﻌﯿﺔ ‪ -‬أﺳﻠﻮب ﺗﻌﺎﻣﻞ اﻹدارة اﻟﻌﻠﯿﺎ ‪ -‬اﻟﻨﻈﺎﻓﺔ اﻟﯿﻮﻣﯿﺔ‬
‫ﻟﻠﻤﻜﺎﺗﺐ ‪ -‬ﺗﯿﺴﯿﺮ اﻟﻘﺮوض ﻟﻠﻤﻮظﻔﯿﻦ ﻣﻦ اﻟﻤﻨﻈﻤﺔ ‪ -‬ﻣﻮاﻗﻒ ﺳﯿﺎرات ﻟﻠﻤﻮظﻔﯿﻦ ‪-‬‬
‫اﻻﺳﺘﻔﺎدة ﻣﻦ أﺟﮭﺰة اﻟﺤﺎﺳﺐ اﻵﻟﻲ ‪ -‬ﺗﻜﻮﯾﻦ ﻓﺮق ﻋﻤﻞ ‪.‬‬

‫ﺣﺎﺟﺎت ﻏﯿﺮ ﺗﺪرﯾﺒﯿﺔ ) ‪( NTN‬‬ ‫ﺣﺎﺟﺎت ﺗﺪرﯾﺒﯿﺔ ) ‪( TN‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﻣﺠﺎﻻت ﺗﺤﺪﯾﺪ وﺗﺤﻠﯿﻞ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫ﺗﺤﺪﯾﺪ و ﺗﺤﻠﯿﻞ اﻟﻤﻨﻈﻤﺔ‬

‫ﺗﺤﺪﯾﺪ و ﺗﺤﻠﯿﻞ اﻟﻮظﯿﻔﺔ‬

‫ﺗﺤﺪﯾﺪ و ﺗﺤﻠﯿﻞ‬

‫أوﻻً‪ :‬ﺗﺤﻠﯿﻞ اﻟﺘﻨﻈﯿﻢ‪:‬‬

‫وھﻨﺎ ﯾﻘﻮم ﻣﺴﺌﻮل اﻟﺘﺪرﯾﺐ ﻓﻲ اﻟﺠﮭﺎت اﻟﻌﻠﯿﺎ اﻟﻤﺴﺌﻮﻟﺔ ﻋﻦ اﻟﻤﺆﺳﺴﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ‬

‫ﺑﻌﻤﻠﯿﺔ ﺗﺸﺨﯿﺺ ﻟﻠﻮﺿﻊ اﻟﺘﻨﻈﯿﻤﻲ اﻟﻔﻌﻠﻲ وذﻟﻚ ﺑﺪراﺳﺔ اﻟﻌﻨﺎﺻﺮ اﻵﺗﯿﺔ‪ :‬أھﺪاف‬
‫اﻟﻤﺆﺳﺴﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ‪ ،‬وﺑﻨﺎﺋﮭﺎ اﻟﺘﻨﻈﯿﻤﻲ‪ ،‬ﺳﯿﺎﺳﺎﺗﮭﺎ وﻟﻮاﺋﺤﮭﺎ‪ ،‬ھﯿﻜﻠﮭﺎ اﻟﺘﻨﻈﯿﻤﻲ‪،‬‬
‫ﺧﺼﺎﺋﺺ اﻟﻘﻮى اﻟﻌﺎﻣﻠﺔ ﺑﮭﺎ‪ ،‬درﺟﺔ اﻟﻜﻔﺎءة )اﺳﺘﻐﻼل اﻟﻤﻮارد اﻟﻤﺘﺎﺣﺔ(‪ ،‬واﻟﻔﺎﻋﻠﯿﺔ‬
‫)ﺗﺤﻘﯿﻖ اﻟﻨﺘﺎﺋﺞ اﻟﻤﻄﻠﻮﺑﺔ(‪ ،‬واﻟﻤﻨﺎخ اﻟﺘﻨﻈﯿﻤﻲ اﻟﺬي ﯾﺘﻀﻤﻦ ﺑﺪوره ﻋﻮاﻣﻞ ﻛﺜﯿﺮة‬
‫أﺧﺮى‪ :‬ﻛﺎﻟﺤﻮاﻓﺰ واﻷﺟﻮر واﻻﺗﺼﺎﻻت وﻋﻼﻗﺎت اﻟﺮؤﺳﺎء واﻟﺰﻣﻼء واﻟﺘﻨﺎﻓﺲ‬
‫واﻟﺜﻘﺔ واﻟﻤﺴﺌﻮﻟﯿﺔ‪ ...‬وأﺧﯿﺮاً ﻧﻮع اﻟﺘﻐﯿﯿﺮات اﻟﺘﻲ ﺣﺪﺛﺖ ﻋﻠﻰ ﻛﻞ ﻣﻦ اﻟﻌﻨﺎﺻﺮ‬
‫اﻟﺴﺎﺑﻘﺔ‪.‬‬

‫ﺛﺎﻧﯿﺎ ً‪ :‬ﺗﺤﻠﯿﻞ اﻟﻌﻢ ل‪:‬‬

‫رﺋﯿﺴﯿﻦ وھﻤﺎ‪ :‬ﺗﺤﺪﯾﺪ اﻟﻮاﺟﺒﺎت‬ ‫وذﻟﻚ ﯾﻜﻮن ﺑﻐﺮض ﺗﺤﻘﯿﻖ ھﺪﻓﯿﻦ‬

‫واﻟﻤﺴﺌﻮﻟﯿﺎت وظﺮوف اﻟﻌﻤﻞ واﻟﻤﺆھﻼت اﻟﺘﻲ ﯾﺠﺐ أن ﺗﺘﻮﻓﺮ ﻓﻲ اﻟﻔﺮد اﻟﺸﺎﻏﻞ‬
‫ﻟﻠﻮظﯿﻔﺔ‪ ،‬وﺗﺤﺪﯾﺪ وﺗﻄﻮﯾﺮ اﻟﻤﻌﺎرف اﻟﻤﺘﺨﺼﺼﺔ واﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت اﻟﻼزﻣﺔ‬
‫ﻟﻸداء اﻟﻨﺎﺟﺢ ﻓﻲ ﻛﻞ وظﯿﻔﺔ ﻣﻦ اﻟﻮظﺎﺋﻒ‪ .‬وھﻨﺎ ﯾﺘﻢ دراﺳﺔ وﺗﺤﻠﯿﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬
‫اﻟﻌﻨﺎﺻﺮ ھﻲ‪:‬اﻟﺘﻮﺻﯿﻒ اﻟﻮظﯿﻔﻲ اﻟﻤﻌﻤﻮل ﺑﮫ‪ ،‬وﻣﻮاﺻﻔﺎت ﺷﺎﻏﻞ اﻟﻮظﯿﻔﺔ‪،‬‬
‫وأھﺪاف اﻟﻮظﯿﻔﺔ‪ ،‬ﻣﺠﺎﻻت اﻟﻨﺘﺎﺋﺞ‪ ،‬ﻣﻌﺪﻻت اﻷداء‪ ،‬واﻟﺘﻐﯿﺮات أو اﻟﺘﻌﺪﯾﻼت اﻟﺘﻲ‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫ﺗﻄﺮأ ﻋﻠﻰ ھﺬه اﻟﻌﻨﺎﺻﺮ‪.‬‬

‫ﺛﺎﻟﺜﺎ ً‪ :‬ﺗﺤﻠﯿﻞ اﻟﻔﺮد‪:‬‬

‫وھﻨﺎ ﯾﻘﻮم ﻣﺴﺌﻮل اﻟﺘﺪرﯾﺐ ﺑﺪراﺳﺔاﻟﻤﻮاﺻﻔﺎت اﻟﻮظﯿﻔﯿﺔ ﻟﻠﻔﺮد )ﻣﺆھﻠﮫ وﺧﺒﺮاﺗﮫ‬
‫وﻣﮭﺎراﺗﮫ‪ (.......‬واﻟﺨﺼﺎﺋﺺ اﻟﺸﺨﺼﯿﺔ اﻟﺘﻲ ﯾﺘﻤﺘﻊ ﺑﮭﺎ ﻣﺜﻞ‪) :‬اﺗﺠﺎھﺎﺗﮫ ودواﻣﮫ‬
‫واﺳﺘﻌﺪاده ﻟﻠﺘﻌﻠﯿﻢ وﺣﺎﺟﺎﺗﮫ اﻟﺘﻲ ﯾﻄﻤﻊ ﻓﻲ إﺷﺒﺎﻋﮭﺎ‪ ،‬ذﻛﺎءه‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ اﻟﻌﻤﺮ‬
‫واﻟﺠﻨﺲ واﻟﺼﺢ ة اﻟﻌﺎم ة (‪ .‬وﻛﺬﻟﻚ اﻟﺠﺎﻧﺐ اﻟﺴﻠﻮﻛﻲ ﻟﻠﻤﻮظﻒ ﺑﺎﻋﺘﺒﺎره ﻋﻀﻮ ﻓﻲ‬
‫ﺟﻤﺎﻋﮫ ﻋﻤﻞ أي ﻋﻼﻗﺎﺗﮫ ﻣﻊ اﻵﺧﺮﯾﻦ ودرﺟﺔ اﻧﺴﺠﺎﻣﮫ وﺗﻔﺎﻋﻠﮫ واﺳﺘﻌﺪاده‬
‫ﻟﻠﺘﻌﺎون‪.‬‬

‫ﺧﻄﻮات ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪ -1‬ﺟﻤﻊ اﻟﺒﯿﺎﻧﺎت‪:‬‬
‫‪‬ﺗﺤﺪﯾﺪ اﻟﻤﺸﺎرﻛﯿﻦ ﻓﻲ ﺗﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬
‫‪ ‬ﺗﺤﺪﯾﺪ اﻟﻔﺌﺔ اﻟﻤﺴﺘﮭﺪﻓﺔ وﺣﺠﻤﮭﺎ‪.‬‬
‫‪ ‬ﺟﻤﻊ ﻣﻌﻠﻮﻣﺎت ﻋﻦ اﻟﻮظﺎﺋﻒ‪.‬‬
‫‪ -2‬ﺗﺒﻮﯾﺐ وﺗﻨﻈﯿﻢ اﻟﺒﯿﺎﻧﺎت‪:‬‬
‫‪ ‬ﺗﺤﺪﯾﺪ ﻓﺌﺎت ﻟﻠﺒﯿﺎﻧﺎت‪.‬‬
‫‪ ‬ﻣﺮاﺟﻌﺔ إﺟﺎﺑﺎت اﻟﻤﺴﺘﺠﯿﺒﯿﻦ ﻟﻸﺳﺌﻠﺔ اﻟﺘﻲ طﺮﺣﺖ‪.‬‬
‫‪ ‬ﺗﺒﻮﯾﺐ ﻧﻤﺎذج اﻟﺤﺼﺮ‪.‬‬
‫‪ -3‬ﺗﺤﻠﯿﻞ اﻟﺒﯿﺎﻧﺎت‪:‬‬
‫‪ ‬ھﻞ ھﻨﺎك ﺗﺒﺎﯾﻦ ﺑﯿﻦ ﻣﺎ ﯾﻘﻮم ﺑﮫ اﻟﻤﻮظﻒ وﻣﺎ ﯾﻔﺘﺮض أن ﯾﻘﻮم ﺑﮫ؟‬
‫‪ ‬ﻣﺎ ﻣﺪى ﺧﻄﻮرة ﺗﺠﺎھﻠﮫ؟‬
‫‪ ‬ﻣﺎ ﻣﺪى إﻣﻜﺎﻧﯿﺔ اﻧﺘﺸﺎر اﻟﻤﺸﻜﻠﺔ ﻓﻲ أﺟﺰاء أﺧﺮى ﻣﻦ اﻟﻤﻨﻈﻤﺔ؟‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫‪ -4‬إﻋﺪاد اﻟﺘﻘﺎرﯾﺮ‪:‬‬
‫‪ ‬ﺗﺤﺪﯾﺪ اﻟﺒﯿﺎﻧﺎت اﻟﺘﻲ ﺳﺘﻀﻤﻨﮭﺎ اﻟﺘﻘﺮﯾﺮ‪.‬‬
‫‪ ‬ﻛﯿﻔﯿﺔ ﻋﺮض اﻟﺒﯿﺎﻧﺎت‪.‬‬
‫‪ ‬اﻟﺸﺨﺺ أو اﻟﺠﮭﺔ اﻟﺘﻲ ﺳﻮف ﺗﺘﺴﻠﻢ اﻟﺘﻘﺮﯾﺮ‪.‬‬

‫) ﻧﻤﺎذج ﻋﺎﻣﺔ ﻟﺘﺤﺪﯾﺪ اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ (‬

‫اﺳﺘﻤﺎرة إﺟﺮاءات ﺗﺤﻠﯿﻞ اﻟﻔﺠﻮة ﻟﻠﻔﺮد‬

‫اﻟﻤﻼﺣﻈـــــﺎت‬ ‫اﻟﺨﻄـــــﻮات‬
‫ﯾﺘﻢ أﺧﺬ ھﺬه اﻟﻤﮭﺎم ﻣﻦ اﺳﺘﻤﺎرة إﺟﺮاءات ﺗﺤﻠﯿﻞ‬ ‫ﺿﻊ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻤﮭﺎم أو‬
‫اﻟﻤﺤﺘﻮﯾﺎت اﻟﺘﻲ ﺗﻮد ﺗﻀﻤﯿﻨﮭﺎ اﻟﻮظﯿﻔﺔ وھﻲ ﺗﺸﻤﻞ ﻓﻘﻂ اﻟﻤﮭﺎم اﻟﺘﻲ ﺗﻢ ﺗﺤﺪﯾﺪھﺎ‬
‫ﻛﻤﺠﺎﻻت ﻟﻠﺘﺪرﯾﺐ‬ ‫ﻓﻲ اﻟﻨﺸﺎط اﻟﺘﺪرﯾﺒﻲ‪.‬‬

‫ﺗﺤﺪﯾﺪ اﻷﺟﮭﺰة‪ ،‬اﻟﻤﻌﺪات واﻟﻤﻌﻮﻗﺎت واﻟﻈﺮوف‬ ‫ﺗﺤﺪﯾﺪ اﻟﻤﺴﺘﻮﯾﺎت اﻟﻤﻄﻠﻮﺑﺔ‬

‫اﻟﺘﻲ ﺳﯿﻘﻮم ﻓﯿﮭﺎ اﻟﻤﻮظﻒ ﺑﺄداء ﻋﻤﻠﮫ ﻓﯿﮭﺎ‪.‬‬ ‫ﻟﻸداء ﻟﻜﻞ ﻣﮭﻤﺔ‪.‬‬

‫ﻣﺎ ھﻮ اﻟﻤﺴﺘﻮى اﻟﺤﺎﻟﻲ اﻟﺬي ﯾﺆدي ﺑﮫ اﻟﻤﻮظﻒ‬ ‫ﺗﺤﺪﯾﺪ اﻟﻤﺴﺘﻮى اﻟﺤﺎﻟﻲ‬

‫ﻛﻞ واﺣﺪة ﻣﻦ اﻟﻤﮭﺎم اﻟﻤﺤﺪدة‪.‬‬ ‫ﻟﻘﺪرات وﺧﺒﺮة اﻟﻤﻮظﻒ‪.‬‬

‫إذا ﻛﺎن ھﻨﺎك اﺧﺘﻼﻓﺎ ً ﺑﯿﻦ ﻣﺎ ﯾﻘﻮم ﺑﮫ اﻟﻤﻮظﻒ‬ ‫ﺣﺪد ﻣﺎ إذا ﻛﺎﻧﺖ ھﻨﺎك ﻓﺠﻮة‪.‬‬
‫ﺣﺎﻟﯿﺎ ً وﻣﺎ ﯾﺠﺐ ﻋﻠﯿﮫ اﻟﻘﯿﺎم ﺑﮫ ﻓﮭﺬا ﯾﻌﺪ دﻟﯿﻼً ﻋﻠﻰ‬
‫وﺟﻮد ﻓﺠﻮة‪.‬‬

‫ﻟﯿﺴﺖ ﻛﻞ اﻟﻔﺠﻮات اﻟﺘﻲ ﯾﺘﻢ ﺗﺤﺪﯾﺪھﺎ ﺗﺘﻄﻠﺐ‬ ‫ﺣﺪد ﻣﺎ إذا ﻛﺎﻧﺖ ھﺬه اﻟﻔﺠﻮة‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

.‫ﺗﺪرﯾﺒﺎ ً ﻟﺤﻠﮭﺎ‬ .‫ﻓﺠﻮة ﺗﺪرﯾﺒﯿﺔ‬

‫اﺳﺘﻤﺎرة ﺗﺤﻠﯿﻞ اﻟﻔﺠﻮة ﻟﻠﻔﺮد‬

......................................................................................... :‫اﻟﻮظﯿﻔﺔ‬
‫اﻟﻔﺠﻮات‬ ‫اﻟﻤﺴﺘﻮى‬ ‫اﻟﻤﺴﺘﻮى‬
‫اﻟﻔﺠﻮات‬ ‫ﺗﺤﺪﯾﺪ اﻟﻤﮭﺎم ﺑﺎﻟﺘﻔﺼﯿﻞ‬
‫اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻟﺤﺎﻟﻲ‬ ‫اﻟﻤﻄﻠﻮب‬

‫اﺳﺘﺒﺎﻧﺔ ﺗﺤﺪﯾﺪ اﺣﺘﯿﺎج ذاﺗﻲ‬

............................................................................................. :‫اﺳﻢ اﻟﻤﺮﺷﺢ‬

........................................................................................... :‫اﻟﺨﺒﺮة اﻟﻌﻤﻠﯿﺔ‬
......................................................................................... :‫ﻣﺴﺘﻮى اﻟﺘﻌﻠﯿﻢ‬
‫ﻣﺎ ھﻲ اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ اﻟﺘﻲ ﺷﺎرﻛﺖ ﻓﯿﮭﺎ؟‬

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY
AN: 814879 ; .; :
Account: ns153310
 www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬
----- ‫ﻋﻨﻮان اﻟﻔﺼﻞ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫اﻟﺠﮭﺔ اﻟﻤﻨﻈﻤﺔ ﻟﻠﺪورة‬ ‫اﻟﺘﺎرﯾﺦ وﻓﺘﺮة اﻟﺪورة‬ ‫ﻋﻨﻮان اﻟﺪورة‬

........................................ ‫اﻵﻟﻲ؟‬ ‫ﻣﺎ ھﻮ ﻣﺴﺘﻮى ﻣﮭﺎراﺗﻚ ﻓﻲ اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﺤﺎﺳﺐ‬

................................................................ ‫ﻣﺎ ھﻮ ﻣﺴﺘﻮاك ﻓﻲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﯿﺰﯾﺔ؟‬
‫ﻣﺎ ھﻲ اﻟﻤﺠﺎﻻت اﻟﺘﻲ ﺗﺤﺘﺎج ﻓﯿﮭﺎ إﻟﻰ ﺗﺪرﯾﺐ؟‬
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‫ﻛﯿﻒ ﯾﻤﻜﻦ اﻻﺗﺼﺎل ﺑﻚ؟‬

......................................................................................................................................
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......................................................................................................................................
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......................................... :‫اﻟﺘﻮﻗﯿﻊ‬

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‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫‪........................................‬‬ ‫اﻟﺘﺎرﯾﺦ‪:‬‬

‫اﺳﺘﺒﺎﻧﺔ ﺗﺤﺪﯾﺪ اﺣﺘﯿﺎج ﻣﻦ وﺟﮭﺔ ﻧﻈﺮ‬

‫ل‬ ‫اﻟ‬
‫‪..................................................................................................‬‬ ‫اﺳﻢ اﻟﻤﺮﺷﺢ‪:‬‬
‫‪.............................................................................................‬‬ ‫ﻣﺴﻤﻰ اﻟﻮظﯿﻔﺔ‪:‬‬
‫‪........................................................................................................‬‬ ‫اﻹدارة‪:‬‬
‫اﻹدارة؟ ‪..............................................................‬‬ ‫ﻣﺎ اﻟﻤﺪة اﻟﺘﻲ ﻗﻀﯿﺘﮭﺎ رﺋﯿﺴﺎ ً ﻟﮭﺬه‬
‫اﻟﻤﺮﺷﺢ؟ ‪..............................................................‬‬ ‫ﻣﺎ اﻟﻤﺪة اﻟﺘﻲ ﻗﻀﯿﺘﮭﺎ رﺋﯿﺲ ﻟﮭﺬا‬
‫ﻣﺎ ﻣﻮاطﻦ اﻟﻀﻌﻒ اﻟﺘﻲ ﻻﺣﻈﺘﮭﺎ ﻋﻠﻰ اﻟﻤﺮﺷﺢ؟‬
‫‪......................................................................................................................................‬‬
‫‪..................................................................................................‬‬

‫‪........................................‬‬ ‫ھﻞ ﺗﻢ ﻋﻼج ﻣﻮاطﻦ اﻟﻀﻌﻒ ھﺬه ﻋﻦ طﺮﯾﻖ اﻟﺘﺪرﯾﺐ؟‬

‫ﻣﺎ ﻣﻮاطﻦ اﻟﻘﻮة اﻟﺘﻲ ﻻﺣﻈﺘﮭﺎ ﻋﻠﻰ اﻟﻤﺮﺷﺢ؟‬
‫‪......................................................................................................................................‬‬
‫‪..................................................................................................‬‬

‫ﻣﺎ اﻟﻤﺠﺎﻻت اﻟﺘﻲ ﯾﺤﺘﺎج اﻟﻤﺮﺷﺢ إﻟﻰ ﺗﺤﺴﯿﻦ اﻷداء ﻓﯿﮭﺎ؟‬

‫‪......................................................................................................................................‬‬
‫‪..................................................................................................‬‬

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 www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬
----- ‫ﻋﻨﻮان اﻟﻔﺼﻞ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﻣﺎذا ﯾﻨﺒﻐﻲ أن ﯾﺤﻮﯾﮫ اﻻﺣﺘﯿﺎج؟‬

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‫ﻣﺎ ھﻲ اﻟﻤﮭﺎرات اﻟﻤﻄﻠﻮﺑﺔ ﻣﻦ اﻟﻤﺮﺷﺢ ﻷداء ﻣﮭﺎم وظﯿﻔﺘﮫ وﺗﺤﺪﯾﺪ درﺟﺔ‬

‫ﻗﺪرﺗﮫ وﺣﺎﺟﺘﮫ ﻟﻠﺘﺪرﯾﺐ ﻋﻠﯿﮭﺎ؟‬

‫ﺣﺎﺟﺔ اﻟﻤﺮﺷﺢ‬
‫ﻗﺪرة اﻟﻤﺮﺷﺢ‬
‫إﻟﻰ اﻟﺘﺪرﯾﺐ‬ ‫اﻟﻤﮭﺎرات اﻟﻤﻄﻠﻮﺑﺔ ﻷداء‬
‫اﻟﻤﺠﻤﻮع‬ ‫ﻋﻠﻰ أداء اﻟﻤﮭﺎرة‬
‫ﻋﻠﯿﮭﺎ‬ ‫اﻟﻮظﯿﻔﺔ‬
5 4 3 2 1 5 4 3 2 1

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‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

‫ﺗﻘﯿﯿﻢ ﻛﻞ ﺟﺎﻧﺐ ﻣﻦ ھﺬه اﻟﺠﻮاﻧﺐ ﻣﻦ ‪ ،25‬وﺑﺎﻟﺘﺎﻟﻲ ﺗﻀﺮب ﻓﻲ ‪ 4‬ﺣﯿﺚ ﯾﻜﻮن ﺗﻘﻮﯾﻢ‬

‫اﻟﺮﺋﯿﺲ ﻟﻠﻤﺮﺷﺢ ﻣﻦ ‪ 50‬درﺟﺔ ﺛﻢ ﺗﻄﺮح ‪ 25‬درﺟﺔ‪.‬‬
‫‪ 1‬ﻗﺎدراً ﺗﻤﺎﻣﺎً‪ 5 ،‬ﻏﯿﺮ ﻗﺎدر إطﻼﻗﺎ ً ) اﻟﻘﺪرة (‬ ‫‪‬‬

‫‪ 1‬ﻓﻲ ﻏﯿﺮ ﺣﺎﺟﺔ ﻋﻠﻰ اﻹطﻼق‪ 5 ،‬ﻓﻲ ﺣﺎﺟﺔ ﻣﺎﺳﺔ ﺟﺪاً )اﻻﺣﺘﯿﺎج(‬ ‫‪‬‬

‫ﻧﻤﺎذج ﻣﻨﻮﻋﺔ ﻗﺎم ﺑﮭﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬

‫اﻟ ﺘ‬
‫‪ -1‬ﻣﻌﻠﻮﻣﺎت ﺷﺨﺼﯿﺔ‪:‬‬
‫اﻟﺴﺠﻞ‬ ‫اﺳﻢ اﻟﻤﻮظﻒ‬
‫اﻟﻤﺪﻧﻲ‬
‫طﺒﯿﻌﺔ اﻟﻌﻤﻞ‬ ‫ﻣﻘﺮ اﻟﻌﻤﻞ‬
‫اﻟﻤﺆھــﻞ‬ ‫ﺳﻨﻮات اﻟﺨﺪﻣﺔ‬
‫اﻻﺗﺼـﺎل‬ ‫اﻟﺴﻜﻦ‬

‫‪ -2‬أﺑﺮز اﻟﻤﺸﻜﻼت اﻟﺘﻲ ﺗﻮاﺟﮭﮭﺎ ﻓﻲ اﻟﻌﻤﻞ‪:‬‬

‫ﻣﺎ ﻗﻤﺖ ﺑﮫ ﻟﺤﻠﮭﺎ‬ ‫اﻟﻤﺸﻜﻠﺔ‬ ‫م‬

‫‪1‬‬

‫‪2‬‬

‫‪3‬‬

‫‪ -3‬ھﻞ ﺣﺼﻠﺖ ﻋﻠﻰ دورات ﺗﺪرﯾﺒﯿﺔ ﻟﻠﺘﺨﻠﺺ ﻣﻦ ھﺬه اﻟﻤﺸﻜﻼت؟‬

‫‪.......................................................................‬‬ ‫ﻧﻌﻢ ‪ ‬وھﻲ‬ ‫ﻻ ‪‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫‪ -4‬اﻟﺪورات اﻟﻤﻘﺘﺮﺣﺔ اﻟﺘﻲ ﺗﺮﻏﺐ اﻟﺤﺼﻮل ﻋﻠﯿﮭﺎ‪:‬‬

‫اﺳﺘﻔﺎدﺗﻚ ﻣﻨﮭﺎ‬ ‫اﺳﻢ اﻟﺪورة‬ ‫م‬

‫‪1‬‬

‫‪2‬‬

‫‪3‬‬

‫‪ -5‬رأي اﻟﺮﺋﯿﺲ اﻟﻤﺒﺎﺷﺮ‪:‬‬

‫ھﻞ ﯾﺤﺘﺎج اﻟﻤﻮظﻒ ﻣﺜﻞ ھﺬه اﻟﺪورات؟‬

‫ﻻ ‪‬‬ ‫ﻧﻌـﻢ ‪‬‬

‫اﻟﺴﺒﺐ؟ ‪.................................................‬‬ ‫إذا ﻛﺎﻧﺖ اﻹﺟﺎﺑﺔ )) ﻻ (( ﻓﻤﺎ ھﻮ‬

‫‪ -6‬اﻗﺘﺮاح اﻟﺮﺋﯿﺲ اﻟﻤﺒﺎﺷﺮ ﻟﻠﺪورات اﻟﻤﻄﻠﻮﺑﺔ ﻟﻤﻮظﻔﯿﮫ‪:‬‬

‫ﻣﺪﺗــﮭﺎ‬ ‫وﻗﺖ اﻧﻌﻘﺎدھﺎ‬ ‫اﺳﻢ اﻟﺪورة‬ ‫م‬

‫‪1‬‬

‫‪2‬‬

‫‪3‬‬

‫اﻟﺮﺋﯿﺲ اﻟﻤﺒﺎﺷﺮ‬ ‫اﻟﻤﻮظﻒ‬

‫‪.........................................‬‬ ‫اﻻﺳﻢ‪:‬‬ ‫‪..........................................‬‬ ‫اﻻﺳـﻢ‪:‬‬
‫‪........................................‬‬ ‫اﻟﺘﻮﻗﯿﻊ‪:‬‬ ‫اﻟﺘﻮﻗﯿﻊ‪.......................................... :‬‬

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 Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

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.; :
‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬
www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬

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‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻻﺣﺘﯿﺎﺟﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﻧﻤﺎذج ﻣﻨﻮﻋﺔ ﻗﺎم ﺑﮭﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ‬

‫ﻟ‬
‫أﺧﻲ اﻟﻤﻮظﻒ ‪ /‬أﺧﺘﻲ اﻟﻤﻮظﻔﺔ‪:‬‬
‫ﺗﮭﺪف ھﺬه اﻻﺳﺘﻤﺎرة إﻟﻰ ﻣﺴﺎﻋﺪﺗﻜﻢ ﻋﻠﻰ ﺗﻄﻮﯾﺮ أداﺋﻜﻢ وﺗﻠﺒﯿﺔ ﺣﺎﺟﺎﺗﻜﻢ ﻟﺬا‬
‫ﻧﺮﺟﻮ ﻣﻨﻜﻢ ﺗﺤﺮي اﻟﺪﻗﺔ واﻟﻤﺼﺪاﻗﯿﺔ‪ .‬وﻧﺸﻜﺮ ﻟﻜﻢ ﺗﻌﺎوﻧﻜﻢ‪,,،‬‬

‫‪............................................‬‬ ‫اﺳﻢ‬
‫اﻟﻤﻮظﻒ‬
‫اﻟﻌﻤﻞ اﻟﺤﺎﻟﻲ ‪.......................‬‬ ‫‪.......................‬‬ ‫اﻟﻮظﯿﻔﺔ‬
‫‪.......................‬‬ ‫ﺳﻨﻮات‬ ‫‪.......................‬‬ ‫اﻟﻤﺆھﻞ‬
‫اﻟﺨﺒﺮة‬
‫‪.......................‬‬ ‫اﻹﯾﻤﯿﻞ‬ ‫‪.......................‬‬ ‫اﻟﺠﻮال‬

‫‪ ) -‬ﻣﻦ وﺟﮭﺔ ﻧﻈﺮك ( ﻣﺎ ھﻲ أھﻢ اﻟﻤﺸﻜﻼت اﻟﺘﻲ ﺗﻮاﺟﮭﻚ‪ ،‬أو ﺗﺆﺛﺮ ﺳﻠﺒﺎ ﻋﻠﻰ‬
‫ﻋﻤﻠﻚ‪:‬‬
‫‪............................................................................. -1‬‬
‫‪.............................................................................‬‬ ‫‪-2‬‬

‫‪.............................................................................‬‬ ‫‪-3‬‬

‫اﻟﺪورات اﻟﺘﺪرﯾﺒﯿﺔ اﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﯿﮭﺎ‪:‬‬

‫‪................................‬‬ ‫‪-2‬‬ ‫‪................................ -1‬‬

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 www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬

................................ -4 ................................ -3

:‫اﻟﺪورات اﻟﺘﻲ ﺗﺮﻏﺐ اﻻﻟﺘﺤﺎق ﺑﮭﺎ‬

‫ﺳﺒﺐ اﺧﺘﯿﺎر‬ ‫أﺛﻨﺎء ﺧﺎرج‬

‫اﻟﺮﺳﻮم‬ ‫اﻟﺪورة‬
‫اﻟﺪورة‬ ‫اﻟﺪوام اﻟﺪوام‬
  1

  2

  3

  4

  5

:‫ﻣﻼﺣﻈﺎت‬
......................................................................................................................................
......................................................................................................................................
................................................................................

......................................... :‫اﻟﺘﻮﻗﯿﻊ‬ ........................................ :‫اﺳـﻢ اﻟﻤﻮظﻒ‬

:‫ﺗﻌﺒﺄ ﻣﻦ ﻗﺒﻞ اﻟﺮﺋﯿﺲ اﻟﻤﺒﺎﺷﺮ‬

‫ ﻻ أواﻓﻖ‬ ‫ أواﻓﻖ‬
........................................ ‫اﻟﺘﻮﻗﯿﻊ‬ ........................................ ‫اﻻﺳﻢ‬

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 www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﻔﺼﻞ الﺛﺎﻟﺚ‬
‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

:‫اﺷﺘﻤﻞ ھﺬا اﻟﻔﺼـﻞ ﻋﻠﻰ‬

. ‫ﻣﻔﮭﻮم ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬ 
. ‫ﻣﻌﺎﯾﯿﺮ ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬ 
. ‫ﺧﻄﻮات ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬ 
. ‫ﻧﻤﻮذج ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬ 
. ‫ﻧﻤﻮذج ﺗﻄﺒﯿﻘﻲ ﻟﺘﺼﻤﯿﻢ ﺑﺮﻧﺎﻣﺞ ﺗﺪرﯾﺒﻲ‬ 

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 Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

AN: 814879 ;
Account: ns153310
.; :
www.sport.ta4a.us ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ‬

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

‫اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪:‬‬
‫ﻋﺒﺎرة ﻋﻦ اﻟﻨﻈﺮﯾﺎت واﻟﻤﺒﺎدئ واﻟﺤﻘﺎﺋﻖ‪ ،‬واﻟﻤﻔﺎھﯿﻢ و الﻣﺼﻄﻠﺤﺎت اﻟﺘﻲ‬
‫ﻧﺮﯾﺪ إﻛﺴﺎﺑﮭﺎ ﻟﻠﻤﺘﺪرب ﺣﺘﻰ ﯾﺘﺴﻨﻰ ﻟﮫ ﺗﻄﺒﯿﻖ اﻷﻧﺸﻄﺔ اﻟﺘﻌﻠﯿﻤﯿﺔ ذات اﻟﻌﻼﻗﺔ ﺑﻤﮭﺎرﺗﮫ‬
‫اﻟﻮظﯿﻔﯿﺔ اﻟﻌﻤﻠﯿﺔ‪.‬‬
‫وﻣﻦ ھﻨﺎ ﻧﻘﻮل أن ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ ھﻲ ﺗﻠﻚ اﻟﻌﻤﻠﯿﺔ اﻟﺘﻲ ﻣﻦ ﺷﺄﻧﮭﺎ‬
‫إﺧﺮاج ﺑﺮﻧﺎﻣﺞ وﻣﻨﮭﺞ ﯾﺤﺘﻮي ﻋﻠﻰ ﻋﺪد ﻣﻦ اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت‬
‫ﻟﻤﻮﺿﻮع ﻣﻌﯿﻦ‪.‬‬

‫ﻣﺠﺎﻻت اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪:‬‬

‫أ‪ -‬اﻟﻤﺠﺎل اﻟﻨﻈﺮي ‪ :‬ھﻲ اﻟﻤﻌﺎرف اﻟﻤﻜﺘﻮﺑﺔ أو اﻟﻤﻨﻘﻮﻟﺔ ﺷﻔﻮﯾﺎ ً ﻟﻠﻤﺘﺪرﺑﯿﻦ ﻣﺜﻞ‬
‫اﻟﻤﺼﻄﻠﺤﺎت اﻟﻌﻠﻤﯿﺔ واﻟﻤﻔﺎھﯿﻢ وأﺟﺰاء اﻷدوات واﻟﻤﺒﺎدئ واﻟﻨﻈﺮﯾﺎت‪.‬‬
‫ب‪ -‬اﻟﻤﺠﺎل اﻹﺟﺮاﺋﻲ‪ :‬ﯾﺘﻤﺜﻞ ﺑﺘﻄﺒﯿﻖ اﻟﻤﮭﺎرات ﻣﻦ ﻗﺒﻞ اﻟﻤﺘﺪرﺑﯿﻦ أو اﻟﺴﻠﻮﻛﯿﺎت‬
‫اﻟﺤﺮﻛﯿﺔ ﻟﮭﻢ ﻣﺜﻞ ﺧﻄﻮات ﺗﻨﻔﯿﺬ ﻣﮭﻤﺔ ﻣﺎ أو اﺳﺘﺨﺪام اﻵﻻت واﻟﻤﻌﺪات‪.‬‬

‫ﻣﻌﺎﯾﯿﺮ ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪ -1‬أھﻤﯿﺔ اﻟﻤﺤﺘﻮى ﻟﺘﺤﻘﯿﻖ اﻷھﺪاف وﺗﻘﺴﻢ اﻟﻤﻌﺎرف اﻟﺘﻲ ﯾﺘﻀﻤﻨﮭﺎ اﻟﻤﺤﺘﻮى‬
‫إﻟﻰ أﻛﺜﺮ ﻣﻦ ﻓﺌﺔ‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫أ‪ -‬اﻟﻤﻌﺎرف اﻷﺳﺎﺳﯿﺔ واﻟﻤﮭﻤﺔ‪ :‬وھﻲ اﻟﺘﻲ ﯾﺠﺐ ﻋﻠﻰ ﺟﻤﯿﻊ اﻟﻤﺘﺪرﺑﯿﻦ ﻣﻌﺮﻓﺘﮭﺎ‬
‫ﻻرﺗﺒﺎطﮭﺎ اﻟﻤﺒﺎﺷﺮ ﺑﺘﺤﻘﯿﻖ اﻷھﺪاف وﺗﺮﺟﻤﺘﮭﺎ ﺳﻠﻮﻛﯿﺎ ً‪.‬‬
‫ب‪ -‬اﻟﻤﻌﺎرف اﻟﺜﺎﻧﻮﯾﺔ وھﻲ اﻟﺘﻲ ﯾﻔﻀﻞ ﻣﻌﺮﻓﺘﮭﺎ ﻟﻜﻮﻧﮭﺎ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﺮﻛﯿﺰ‬
‫وإدراك اﻟﻤﻌﺎرف اﻷﺳﺎﺳﯿﺔ واﻟﻤﮭﻤﺔ‪.‬‬
‫‪ -2‬اﺧﺘﯿﺎر اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ وﺗﻄﻮﯾﺮه ﺑﻨﺎ ًء ﻋﻠﻰ ﻣﻀﻤﻮن اﻷھﺪاف اﻹﺟﺮاﺋﯿﺔ‪.‬‬
‫‪ -3‬ﺗﻔﺼﯿﻞ وﺣﺪات اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ ﻧﻮﻋﺎ ً وﻛﻤﺎ ﺣﺴﺐ ﻣﺎ ھﻮ ﻣﻄﻠﻮب‪.‬‬
‫‪ -4‬ﻗﺎﺑﻠﯿﺔ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ ﻟﻠﺘﻌﻠﻢ ﻣﻦ ﺣﯿﺚ اﻟﺴﮭﻮﻟﺔ وﺗﺮاﺑﻂ اﻷﻓﻜﺎر‪.‬‬
‫‪ -5‬ﻣﻮاءﻣﺔ اﻟﻤﺤﺘﻮى ﻟﻠﺤﺎﺟﺎت اﻟﻤﺴﺘﻘﺒﻠﯿﺔ ﻟﻠﻔﺮد واﻟﻤﺠﺘﻤﻊ‪.‬‬
‫‪ -6‬اﺗﺴﺎق اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺐ ﻣﻊ اﻟﻮاﻗﻊ اﻟﺘﺮﺑﻮي واﻻﺟﺘﻤﺎﻋﻲ واﻟﺜﻘﺎﻓﻲ‪.‬‬

‫ﺧﻄﻮات ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫‪ -1‬وﺿﻊ اﻟﺨﻄﻮط اﻟﻌﺮﯾﻀﺔ ﻟﻠﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪.‬‬
‫‪ -2‬ﺗﻔﺼﯿﻞ اﻟﺨﻄﻮط اﻟﻌﺮﯾﻀﺔ ﻟﻠﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ إﻟﻰ ﺟﺰﺋﯿﺎت ﻣﻌﺮﻓﯿﺔ دﻗﯿﻘﺔ‪.‬‬
‫‪ -3‬ارﺗﺒﺎط اﻟﻤﺤﺘﻮى وﻣﺎ ﯾﺸﺘﻤﻞ ﻋﻠﯿﮫ ﻣﻦ ﻣﺒﺎدئ وﻣﻔﺎھﯿﻢ وﻣﮭﺎرات ﺑﻤﺘﻄﻠﺒﺎت‬
‫اﻷداء اﻟﻮظﯿﻔﻲ وﺗﺤﻘﯿﻖ اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ‪.‬‬
‫‪ -4‬ﺣﺬف اﻟﻤﺎدة اﻟﺘﻲ ﻻ ﺗﺮﺗﺒﻂ ﻣﺒﺎﺷﺮة ﺑﻤﺤﺘﻮى اﻟﺘﺪرﯾﺐ اﻟﻤﻄﻠﻮب‪.‬‬
‫‪ -5‬ﺻﯿﺎﻏﺔ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ ﺑﺄﺳﻠﻮب ﯾﺴﺎﻋﺪ ﻋﻠﻰ اﻟﺘﻌﻠﻢ واﻟﺘﺤﺼﯿﻞ‪.‬‬

‫ﻣﻘﻮﻣﺎت اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ اﻟﺠﯿﺪ‪:‬‬

‫‪ -1‬ﺗﺤﺪﯾﺪ اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ ﺑﺼﻮرة واﺿﺤﺔ ﯾﻌﻤﻞ ﻋﻠﻰ‪:‬‬

‫أ‪ -‬ﺗﺤﺪﯾﺪ ﻣﺎ ھﻮ ﻣﮭﻢ وﻣﺎ ھﻮ أھﻢ‪.‬‬
‫ب‪ -‬ﺗﺤﺪﯾﺪ ﺣﺠﻢ اﻟﻤﺎدة واﻟﻤﺮاد إﯾﺼﺎﻟﮭﺎ ﻟﻠﻤﺘﺪرب ﻓﻲ وﻗﺖ ﻣﺤﺪد‪.‬‬
‫ج‪ -‬ﺗﺤﺪﯾﺪ ﺣﺠﻢ اﻟﻤﺎدة اﻟﻤﻜﺘﻮﺑﺔ وطﺮﯾﻘﺔ ﺻﯿﺎﻏﺘﮭﺎ‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

‫د‪ -‬ﺗﻮزﯾﻊ اﻟﻤﺎدة ﺑﺸﻜﻞ ﻣﻨﮭﺠﻲ ﺑﺤﯿﺚ ﯾﺴﮭﻢ ﻓﻲ إﯾﺼﺎل اﻟﻤﻌﻠﻮﻣﺔ ﺑﺸﻜﻞ ﺟﯿﺪ‬
‫وﺑﻮﻗﺖ أﻗﺼﺮ‪.‬‬
‫ھـ‪ -‬اﻟﺘﺴﻠﺴﻞ اﻟﻤﻨﮭﺠﻲ ﻟﻠﻤﺎدة وﻓﻖ اﻷھﺪاف اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻤﺮﺳﻮﻣﺔ ﻟﯿﺴﺎﻋﺪ ﻋﻠﻰ‬
‫ﻓﺤﺺ وﺗﺤﻠﯿﻞ اﻟﻤﻮاﻗﻒ وإدراك اﻟﻌﻼﻗﺎت ﺑﯿﻦ اﻟﺨﺒﺮات اﻟﻤﺘﺼﻠﺔ‬
‫ﺑﺎﻟﻤﻮاﻗﻒ اﻟﺘﺪرﯾﺒﯿﺔ‪.‬‬
‫‪ -2‬وﺿﻮح اﻟﻔﻜﺮة‪ :‬ﯾﻌﺘﻤﺪ ﻧﺠﺎح اﻟﻌﻤﻠﯿﺔ اﻟﺘﺪرﯾﺒﯿﺔ وﺣﺠﻢ اﻛﺘﺴﺎب اﻟﻤﺘﺪرب‬
‫ﻟﻠﺨﺒﺮات واﻟﻤﮭﺎرات ﻋﻠﻰ ﻗﺪرة ﻣﺼﻤﻢ اﻟﻤﺤﺘﻮى ﻓﻲ ﺗﻨﺴﯿﻖ وﺗﻨﻈﯿﻢ اﻟﻤﻨﮭﺞ‬
‫وﺗﻮظﯿﻒ اﻷﻓﻜﺎر اﻟﺘﺮﺑﻮﯾﺔ واﻟﺘﻌﻠﯿﻤﯿﺔ واﻟﻨﻔﺴﯿﺔ ﻓﻲ اﻟﺴﺮد اﻟﻤﻮﺿﻮﻋﻲ‬
‫ﺑﻤﺤﺘﻮى اﻟﻤﻘﺮر ﻓﯿﮭﻢ وذﻟﻚ ﻓﻲ ﺗﻔﺴﯿﺮ اﻟﻤﻔﺎھﯿﻢ وﻓﺘﺢ ﻗﻨﻮات اﻹدراك ﻟﺪى‬
‫اﻟﻤﺘﺪرب ﺑﺤﯿﺚ ﯾﺼﺒﺢ ﻗﺎدراً ﻋﻠﻰ ﺗﺼﻤﯿﻢ اﻟﻤﻔﺎھﯿﻢ واﻟﻤﮭﺎرات وﺗﻄﺒﯿﻘﮭﺎ ﻓﻲ‬
‫اﻟﺤﯿﺎة اﻟﻌﻤﻠﯿﺔ‪.‬‬
‫ﻣﻦ اﻟﻀﺮوري أن ﯾﻌﺘﻤﺪ‬ ‫‪ -3‬ﺗﻮظﯿﻒ اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﯿﻤﯿﺔ واﻷدوات اﻟﻼزﻣﺔ‪:‬‬
‫ﻛﺎﺗﺐ اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ ﻋﻠﻰ اﻷدوات اﻟﺘﻌﻠﯿﻤﯿﺔ اﻟﻤﺘﻤﺜﻠﺔ ﻓﻲ اﻟﺠﺪاول‬
‫واﻟﻤﺼﻮرات واﻟﺮﺳﻮم اﻟﺒﯿﺎﻧﯿﺔ واﻟﺘﻮﺿﯿﺤﯿﺔ واﻟﺸﻔﺎﻓﯿﺎت واﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻷﻣﺜﻠﺔ‬
‫اﻟﺘﻲ ﺗﻌﻤﻞ ﻋﻠﻰ رﺑﻂ اﻟﺤﻘﺎﺋﻖ اﻟﻌﻠﻤﯿﺔ ﺑﺎﻟﻮاﻗﻊ‪ ،‬وﻓﻲ اﻟﺤﯿﺎة اﻻﺟﺘﻤﺎﻋﯿﺔ‪ ،‬واﻟﻌﻤﻞ‬
‫ﻗﺪر اﻹﻣﻜﺎن ﻋﻠﻰ ﻋﺪم اﻻﻋﺘﻤﺎد ﻋﻠﻰ اﻟﺴﺮد ﻟﻸﻓﻜﺎر ﻓﻲ ﻋﺮض أي ﻣﻮﺿﻮع‬
‫ﺗﺪرﯾﺒﻲ‪ ،‬ﻷن ذﻟﻚ ﻻ ﯾﺴﺎﻋﺪ اﻟﻤﺘﺪرب ﻋﻠﻰ اﺳﺘﯿﻌﺎب اﻟﺸﺮح اﻟﻠﻔﻈﻲ ﻟﻠﻤﻌﻠﻮﻣﺔ‬
‫وﺑﺎﻟﺘﺎﻟﻲ ﻻ ﺗﺜﺒﺖ اﻟﻤﻌﻠﻮﻣﺔ طﻮﯾﻼً ﻓﻲ ذاﻛﺮة اﻟﻤﺘﺪرب‪.‬‬
‫ﻟﺬا ﻓﺎﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﯿﻤﯿﺔ واﻷدوات ﯾﺴﺎﻋﺪ اﻟﻤﺘﺪرب ﻋﻠﻰ ﻣﺎ ﯾﻠﻲ‪:‬‬
‫‪ -1‬اﻛﺘﺴﺎب اﻟﻘﺪرة ﻋﻠﻰ ﺗﻔﺴﯿﺮ اﻟﺤﻘﺎﺋﻖ واﻟﻘﯿﺎم ﺑﺎﻟﺘﻄﺒﯿﻘﺎت واﻻﺣﺘﻔﺎظ ﺑﻘﺪر ﺟﯿﺪ‬
‫ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت‪.‬‬
‫‪ -2‬ﺗﻌﻤﻞ اﻟﺠﻮاﻧﺐ اﻟﻌﻤﻠﯿﺔ ﻓﻲ اﻟﺨﻄﺔ اﻟﺘﺪرﯾﺒﯿﺔ ﻋﻠﻰ ﺗﻨﻤﯿﺔ اﻟﻘﺪرة ﻋﻠﻰ‬
‫اﺳﺘﺮﺟﺎع اﻟﻤﻌﻠﻮﻣﺎت واﻟﺤﻘﺎﺋﻖ ﺑﺎﻟﺴﺮﻋﺔ اﻟﻤﻼﺋﻤﺔ‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫ﺗﺴﺎﻋﺪ ﺻﯿﺎﻏﺔ اﻷھﺪاف ﺑﺄﺳﻠﻮب ﺟﯿﺪ ﻋﻠﻰ اﺧﺘﯿﺎر اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ‪،‬‬

‫وﺑﺎﻟﺘﺎﻟﻲ ﯾﺠﺐ اﻟﻌﻤﻞ ﻋﻠﻰ ﻣﺎ ﯾﻠﻲ‪:‬‬
‫ﺗﻔﺤﺺ اﻷھﺪاف‪.‬‬ ‫‪‬‬

‫ﺗﺤﺪﯾﺪ اﻟﻤﻨﺎطﻖ اﻟﻤﮭﻤﺔ اﻟﺘﻲ ﺗﺤﺪد ﻣﻮﺿﻮع اﻟﻤﻘﺮر وطﺮﯾﻘﺔ ﻋﺮﺿﮫ ﻋﻠﻰ‬ ‫‪‬‬

‫اﻟﻤﺘﺪرﺑﯿﻦ‪.‬‬
‫اﻷھﺪاف ھﻲ ﺧﻄﺔ ﻟﺘﺤﺼﯿﻞ واﻛﺘﺴﺎب اﻟﺨﺒﺮات اﻟﻌﻠﻤﯿﺔ واﻟﺘﻌﻠﯿﻤﯿﺔ واﻟﺘﻄﺒﯿﻘﯿﺔ‪.‬‬ ‫‪‬‬

‫اﻻﻧﺘﻘﺎء ﻟﺒﻌﺾ اﻟﻤﻌﺎرف دون أﺧﺮى ﻟﻠﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﻨﺴﻖ اﻟﻔﻜﺮي ﻟﻠﻤﺤﺘﻮى‬ ‫‪‬‬

‫اﻟﺘﺪرﯾﺒﻲ اﻟﻤﺘﻤﺜﻞ ﻓﻲ ﻗﺪرة اﻟﻤﻮاد اﻟﺪراﺳﯿﺔ ﻋﻠﻰ ﺗﺪرﯾﺐ اﻟﻌﻘﻞ ﺑﺤﯿﺚ ﺗﺪرب ﻛﻞ‬
‫ﻣﺎدة ﻣﻠﻜﺔ ﻋﻘﻠﯿﺔ ﻣﻌﯿﻨﺔ ﻣﺜﻞ ﻣﻠﻜﺔ اﻟﺤﻔﻆ أو اﻟﺘﺬﻛﺮ أو اﻟﻔﮭﻢ )اﻟﻘﺪرات( ﯾﻤﻜﻦ‬
‫ﺑﻌﺪھﺎ اﻧﺘﻘﺎل اﻷﺛﺮ اﻟﺘﺪرﯾﺒﻲ أو اﻟﺘﻌﻠﯿﻤﻲ‪ ،‬ﻓﻜﻠﻤﺎ زادت ﺻﻌﻮﺑﺔ اﻟﻤﺎدة ﻛﺎن‬
‫أﺛﺮھﺎ ﻓﻲ ﺗﺪرﯾﺐ اﻟﻌﻘﻞ ﻛﺒﯿﺮاً‪.‬‬
‫ﻓﺎﻟﺘﺪرﯾﺐ اﻟﻌﻘﻠﻲ‪ :‬ھﻮ ﺗﺪرﯾﺐ ﺗﺤﻠﯿﻠﻲ ﯾﻨﺒﻐﻲ أن ﯾﺮﻛﺰ ﻋﻠﻰ اﻟﺘﻔﻜﯿﺮ اﻟﻌﻤﻠﻲ‬
‫واﻟﻘﺪرة ﻋﻠﻰ ﺣﻞ اﻟﻤﺸﻜﻼت واﻟﻘﺪرة ﻋﻠﻰ اﻟﻔﮭﻢ واﻟﻌﺒﺮة ھﻨﺎ ﻟﯿﺴﺖ ﺑﺎﻟﻤﺤﺘﻮى‬
‫ذاﺗﮫ وإﻧﻤﺎ ﺑﺎﻟﻨﺸﺎط اﻟﻌﻘﻠﻲ اﻟﺬي ﯾﻘﻮم ﺑﮫ اﻟﻤﺘﺪرب أو ﯾﺤﺎول اﻟﻤﺪرب إﺛﺎرﺗﮫ‪.‬‬

‫اﻷﻣﻮر اﻟﻮاﺟﺐ ﻣﺮاﻋﺎﺗﮭﺎ ﻋﻨﺪ ﺗﺼﻤﯿﻢ اﻟﻤﺤﺘﻮى‪:‬‬

‫‪ -1‬ﺗﺤﺪﯾﺪ طﺒﯿﻌﺔ وﺛﻘﺎﻓﺔ اﻟﻤﺘﺪرﺑﯿﻦ‪ :‬ﻣﻦ ﺣﯿﺚ اﻟﺜﻘﺎﻓﺔ اﻟﻌﺎﻣﺔ واﻟﻠﻐﺔ واﻟﻌﻘﯿﺪة‬
‫واﻟﻘﯿﻢ واﻷﻋﺮاف اﻻﺟﺘﻤﺎﻋﯿﺔ وﺧﺼﻮﺻﺎ ً رواﺑﻂ اﻟﻤﻌﺮﻓﺔ اﻟﺘﻲ ﯾﺘﺼﻒ ﺑﮭﺎ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻨﺎسﻣﺜﻞ ﻣﺠﺘﻤﻊ اﻟﺘﺮﺑﻮﯾﯿﻦ‪.‬‬
‫‪ -2‬ﺗﺤﺪﯾﺪ ﻣﺪى أھﻤﯿﺔ اﻟﻤﺤﺘﻮى‪ :‬إن ﺗﺤﺪﯾﺪ اﻟﻤﺤﺘﻮى اﻟﻌﻠﻤﻲ ﻟﻠﺪورة اﻟﺘﺪرﯾﺒﯿﺔ ذو‬
‫أھﻤﯿﺔ ﻟﻠﻤﺘﺪرب ﻟﻤﻌﺮﻓﺔ ﻣﺮدود ھﺬا اﻟﻤﺤﺘﻮى ﻋﻠﻰ اﻟﻔﺮد ﻋﻨﺪ ﻣﻤﺎرﺳﺘﮫ اﻟﻌﻤﻞ‬
‫وھﺬا ﯾﺴﮭﻢ ﻓﻲ ﺗﺤﺪﯾﺪ ﺣﺠﻢ اﻟﻤﺎدة واﻟﻜﻢ ﻣﻦ اﻟﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﯾﺠﺐ أن ﯾﺘﻠﻘﺎھﺎ‬
‫اﻟﻤﺘﺪرب‪.‬‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

‫‪ -3‬اﻟﺪﻗﺔ واﻟﺤﺪاﺛﺔ‪ :‬أﻣﺎ ﺣﺪاﺛﺔ اﻟﻤﻔﺎھﯿﻢ اﻟﻌﻠﻤﯿﺔ اﻟﺘﻲ ﺗﻌﺮض ﻓﻲ اﻟﻤﺎدة اﻟﺘﺪرﯾﺒﯿﺔ‬
‫ﺗﺴﮭﻢ ﻓﻲ رﻓﻊ ﻛﻔﺎءة اﻟﻤﺘﺪرب وﻓﻖ اﻟﻤﻌﻄﯿﺎت اﻟﺘﻘﻨﯿﺔ اﻟﺤﺪﯾﺜﺔ ون ﺗﻜﻮن ھﺬه‬
‫اﻟﻤﻔﺎھﯿﻢ وﺿﻌﺖ ﺑﺪﻗﺔ ﻻ ﻟﺒﺲ ﻓﯿﮭﺎ‪.‬‬
‫‪ -4‬اﻹطﺎر اﻟﻌﺎم ﻟﻠﻤﺤﺘﻮى‪ :‬اﻻﻟﺘﺰام ﺑﺎﻹطﺎر اﻹﺳﻼﻣﻲ واﻟﻘﯿﻢ واﻷﺧﻼق وﻣﺮاﻋﺎة‬
‫ذﻟﻚ ﻋﻨﺪ إﻋﻄﺎء اﻷﻣﺜﻠﺔ وﻋﺮض اﻟﺠﻮاﻧﺐ اﻟﻔﻠﺴﻔﯿﺔ أو ﺗﻮﺿﯿﺢ اﻟﻤﻔﺎھﯿﻢ اﻟﺘﻲ‬
‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ اﻟﺠﺪل واﻟﻤﻨﻄﻖ ﺑﺤﯿﺚ ﯾﻜﻮن اﻟﻤﺤﺘﻮى ﻓﻲ إطﺎره اﻟﻌﺎم إﺳﻼﻣﻲ‬
‫ﻟﯿﺤﻈﻰ ﺑﺪرﺟﺔ ﻣﻦ اﻟﻘﺒﻮل‪.‬‬
‫‪ -5‬اﻟﺘﻨﻈﯿﻢ اﻟﺪاﺧﻠﻲ ﻟﻠﻤﻌﻠﻮﻣﺎت‪ :‬إن ﺗﺮاﺑﻂ اﻟﻤﻌﻠﻮﻣﺎت وﺗﻨﻈﯿﻤﮭﺎ داﺧﻞ اﻟﻤﺤﺘﻮى‬
‫ﯾﺴﺎﻋﺪ ﻋﻠﻰ ﺗﺴﻠﺴﻞ اﻷﻓﻜﺎر وﺗﺒﺴﯿﻂ ﻛﻞ ﻣﻌﻠﻮﻣﺔ‪ ،‬وﯾﺘﻀﺢ ھﺬا ﻓﻲ ﺗﺴﻠﺴﻞ‬
‫ﻣﺴﺘﻮﯾﺎت اﻟﻤﻌﺮﻓﺔ‪ ،‬ﻛﻤﺎ ﯾﺴﺎﻋﺪ ﻋﻠﻰ اﺧﺘﯿﺎر أﺳﺎﻟﯿﺐ اﻟﺘﺪرﯾﺐ وأدواﺗﮫ‬
‫اﻟﻤﻨﺎﺳﺒﺔ‪.‬‬
‫‪ -6‬ﻣﺪى اﻟﺪﻗﺔ ﻓﻲ ﻋﺮض اﻷﻓﻜﺎر‪ :‬اﻟﺪﻗﺔ ﻓﻲ ﻋﺮض اﻷﻓﻜﺎر ورﺑﻄﮭﺎ ﻟﻤﺴﺘﻮى‬
‫اﻟﻤﺘﺪرب وأھﻤﯿﺔ اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺐ واھﺘﻤﺎﻣﺎت اﻟﺠﮭﺔ اﻟﻤﺴﺘﻔﯿﺪة ﻣﻦ ھﺬا‬
‫اﻟﺒﺮﻧﺎﻣﺞ واﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻷوﻟﯿﺎت ﻓﻲ ﻋﺮض اﻷﻓﻜﺎر‪.‬‬
‫‪ -7‬اﻟﻠﻐﺔ وﺳﻼﻣﺘﮭﺎ‪ :‬ﺗﺘﻄﻠﺐ ﻛﺘﺎﺑﺔ اﻟﻤﺎدة اﻟﺘﺪرﯾﺒﯿﺔ ﺗﻮﺧﻲ اﻟﺪﻗﺔ ﻓﻲ اﻟﻠﻐﺔ اﻟﺘﻲ‬
‫ﻛﺘﺒﺖ ﺑﮭﺎ ھﺬه اﻟﻤﺎدة‪ ،‬ﻟﺬا ﯾﻔﻀﻞ ﻋﺮض اﻟﻤﺎدة ﻋﻠﻰ ﻣﺨﺘﺼﯿﻦ ﻓﻲ اﻟﻠﻐﺔ‬
‫ﻻﺧﺘﯿﺎر اﻟﻌﺒﺎرات ورﺑﻂ اﻷﻓﻜﺎر‪.‬‬
‫اﻟﻤﺒﺎدئ‬ ‫‪ -8‬اﻹﺑﺪاع واﻻﺑﺘﻜﺎر‪ :‬ﯾﺘﻄﻠﺐ إﻋﺪاد اﻟﻤﺎدة اﻟﻌﻠﻤﯿﺔ ﻣﮭﺎرة ﻓﻲ رﺑﻂ‬
‫اﻟﻌﻠﻤﯿﺔ واﻟﺘﻄﺒﯿﻘﺎت اﻟﻤﻌﻤﻠﯿﺔ ﻣﻊ واﻗﻊ اﻟﺒﯿﺌﺔ اﻟﻤﺤﻠﯿﺔ وﻋﺪم ﻋﺮض أﻓﻜﺎر‬
‫ﻣﺴﺘﻌﺎرة ﻣﻦ اﻟﻐﯿﺮ‪ ،‬ﻣﻤﺎ ﯾﺘﯿﺢ ﻟﻠﻤﺘﺪرب ﺗﻮظﯿﻒ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻮاردة ﻓﻲ‬
‫اﻟﻤﺤﺘﻮى اﻟﺘﺪرﯾﺒﻲ ﻟﺘﻨﻤﯿﺔ ﻗﺪراﺗﮫ اﻻﺑﺘﻜﺎرﯾﺔ‪.‬‬
‫‪ -9‬اﻟﺠﻮاﻧﺐ اﻟﻤﻌﺮﻓﯿﺔ واﻟﻮﺟﺪاﻧﯿﺔ‪ :‬إن اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﺠﻮاﻧﺐ اﻟﻤﻌﺮﻓﯿﺔ ﻟﻮﺣﺪھﺎ‬
‫ﯾﻔﻘﺪ اﻟﻤﺎدة اﻟﻌﻠﻤﯿﺔ اﻟﻤﺮوﻧﺔ واﻟﺘﺠﺎوب ﻣﻦ ﻗﺒﻞ اﻟﻤﺘﺪرب وﻟﺬﻟﻚ ﻣﻦ‬

‫‪EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY‬‬
‫; ‪AN: 814879‬‬ ‫‪.; :‬‬
‫‪Account: ns153310‬‬
 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫اﻟﻀﺮوري إﺑﺮاز اﻟﺠﻮاﻧﺐ اﻟﻮﺟﺪاﻧﯿﺔ ﻣﺜﻞ إﺛﺎرة اﻟﺸﻌﻮر واﻷﺣﺎﺳﯿﺲ‬

‫واﻻﻧﻄﺒﺎﻋﺎت ﺣﻮل ﻣﻘﺮرات اﻟﺪورة ﻋﻦ طﺮﯾﻖ اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﻘﯿﻢ اﻟﻤﺜﻠﻰ ﻓﻲ‬
‫ﺣﺐ اﻟﻌﻤﻞ وﻓﻀﻠﮫ ووﺟﻮب إﺗﻘﺎﻧﮫ ﻋﻨﺪ اﻟﺘﻄﺒﯿﻖاﻟﻌﻤﻠﻲ ﻗﺪر اﻹﻣﻜﺎن‪.‬‬
‫‪ -10‬وﺿﻮح اﻟﻤﺤﺘﻮى‪ :‬ﺳﮭﻮﻟﺔ وﺿﻮح اﻟﻤﺤﺘﻮى ﺗﺴﺎﻋﺪ اﻟﻤﺘﺪرب ﻋﻠﻰ اﻻﻛﺘﺸﺎف‬
‫وﺣﻞ اﻟﻤﺸﻜﻼت واﻟﻮﺻﻮل ﻟﻠﻤﻌﻠﻮﻣﺔ ﺑﻄﺮﯾﻘﺔ أﯾﺴﺮ ﺣﯿﺚ ﺗﺴﺎﻋﺪ ﻓﻲ ذﻟﻚ‬
‫أدوات اﻟﺘﻌﻠﯿﻢ واﻟﻨﺸﺎطﺎت واﻟﻤﺸﺎرﯾﻊ واﻟﺘﻤﺎرﯾﻦ اﻟﺘﻲ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻋﻤﻠﯿﺔ‬
‫اﻹدراك واﻹﺗﻘﺎن وﺗﺰوﯾﺪ اﻟﻤﺤﺘﻮى ﺑﺎﻟﻤﺮاﺟﻊ ﻟﺘﻤﻜﯿﻦ اﻟﻤﺘﺪرب ﻣﻦ اﻟﺮﺟﻮع‬
‫إﻟﯿﮭﺎ واﻟﺤﺼﻮل ﻋﻠﻰ ﻣﻌﻠﻮﻣﺎت إﺿﺎﻓﯿﺔ‪.‬‬

‫ﻧﻤﻮذج ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‪:‬‬

‫ﻣﻔﺎھﯿﻢ‪:‬‬

‫اﻟﻘﺪرة‪ :‬ھﻲ ﻣﺠﻤﻮﻋﺔ اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات واﻻﺗﺠﺎھﺎت اﻟﺘﻲ ﯾﻤﺘﻠﻜﮭﺎ اﻟﻔﺮد‪.‬‬

‫اﻟﺴﻠﻮك‪ :‬ﻣﺎ ﯾﻘﻮم ﺑﮫ أو ﻣﺎ ﯾﺠﺐ أن ﯾﻘﻮم ﺑﮫ ﺷﺎﻏﻞ اﻟﻮظﯿﻔﺔ ﻣﻦ أداء‪.‬‬
‫اﻟﻈﺮوف‪ :‬اﻟﻌﻮاﻣﻞ اﻟﻤﺒﺎﺷﺮة اﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻰ اﻷداء »اﻷدوات واﻷﺟﮭﺰة وﺣﺠﻢ‬
‫اﻟﻌﻤﻞ‪.« ...‬‬
‫اﻟﻤﻌﯿﺎر‪ :‬اﻟﻮﺳﯿﻠﺔ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﺤﻜﻢ ﻋﻠﻰ أداء اﻟﻤﻮظﻒ ﻟﻠﻤﮭﻤﺔ‬
‫ﻣﻌﯿﺎر ﻧﻮﻋﻲ‪ :‬اﻟﺪﻗﺔ ) اﻟﺸﻜﻞ ‪ -‬اﻟﺘﺮﺗﯿﺐ ‪ -‬اﻟﻮﺿﻮح (‪.‬‬
‫ﻣﻌﯿﺎر ﻛﻤﻲ‪ :‬ﻋﺪد اﻟﻮﺣﺪات ‪ -‬اﻟﺴﺮﻋﺔ ‪ -‬ﻋﺪد اﻷﺧﻄﺎء‪.‬‬

‫آﻟﯿﺔ اﻟﺘﺼﻤﯿﻢ‪:‬‬
‫ﺗﺤﺪﯾﺪ اﻟﻮظﺎﺋﻒ أو اﻟﻮظﯿﻔﺔ اﻟﻤﺴﺘﮭﺪﻓﺔ ﻟﻠﺘﺪرﯾﺐ‪.‬‬ ‫‪‬‬

‫ﺗﺤﺪﯾﺪ اﻟﻤﮭﺎم اﻟﺘﻲ ﺳﯿﺘﻢ اﻟﺘﺪرﯾﺐ ﻋﻠﯿﮭﺎ‪.‬‬ ‫‪‬‬

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‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﺗﺤﺪﯾﺪ اﻟﻘﺪرات اﻟﺘﺪرﯾﺒﯿﺔ ﻟﻜﻞ ﻣﮭﻤﺔ‪.‬‬ ‫‪‬‬

‫ﺗﺤﻠﯿﻞ ﻛﻞ ﻗﺪرة ﻟﻠﻤﻌﺎرف واﻟﻤﮭﺎرات اﻷﺳﺎﺳﯿﺔ واﻟﻤﺒﺎﺷﺮة‪.‬‬ ‫‪‬‬

‫ﺗﻜﻮﯾﻦ وﺗﻨﺴﯿﻖ اﻟﻤﻮﺿﻮﻋﺎت اﻟﺘﺪرﯾﺒﯿﺔ ﻟﻠﺒﺮﻧﺎﻣﺞ‪.‬‬ ‫‪‬‬

‫ﺗﻨﺴﯿﻖ اﻟﻤﻮﺿﻮﻋﺎت اﻟﺘﺪرﯾﺒﯿﺔ ﻋﻠﻰ ﺷﻜﻞ ﻣﻮاد أﺳﺎﺳﯿﺔ‪.‬‬ ‫‪‬‬

‫إﻋﺪاد اﻟﺠﺪول اﻟﺘﻨﻔﯿﺬي ﻟﺘﻘﺪﯾﻢ ﻛﻞ ﻣﺎدة ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‪.‬‬ ‫‪‬‬

‫إﻋﺪاد دﻟﯿﻞ اﻟﺒﺮﻧﺎﻣﺞ‪.‬‬ ‫‪‬‬

‫ھﺮم ﺗﺼﻤﯿﻢ اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﺪرﯾﺒﻲ‬

‫اﻟﻮظﺎﺋﻒ‬
‫ﻣﺜﻠﺚ اﻟﺘﺤﻠﯿﻞ‬

‫اﻟﻤﮭﺎم‬

‫اﻟﻘﺪرات اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﻣﻌﺎرف وﻣﮭﺎرات‬

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Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫ﻣﻮﺿﻮﻋﺎت ﺗﺪرﯾﺒﯿﺔ‬

‫ﻣﻮاد ﺗﺪرﯾﺒﯿﺔ‬

‫ﺟﺪول ﺗﻨﻔﯿﺬي‬

‫ﻣﺜﻠﺚ اﻟﺘﺠﻤﯿﻊ‬
‫اﻟﺪﻟﯿﻞ‬

‫ﺷﻜﻞ اﻟﺘﺤﻠﯿﻞ اﻟﻮظﯿﻔﻲ‬

‫ﻗﺪرة‬
‫ﻣﻌﺎرف‬

‫ﻗﺪرة‬
‫ﻣﮭﺎرات‬ ‫ﻣﮭﻤﺔ‬

‫ﻗﺪرة‬

‫اﻟﻮظﯿﻒة‬
‫ـ‬
‫ﻣﮭﻤﺔ‬

‫ﻣﮭﻤﺔ‬

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----- ‫ﻋﻨﻮان اﻟﻔﺼﻞ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

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Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫( ﺗﺤﻮﯾﻞ اﻟﻤﮭﺎم إﻟﻰ ﻗﺪرات ﺗﺪرﯾﺒﯿﺔ‬1) ‫ﻧﻤﻮذج‬

:‫اﻟﻮظﯿﻔﺔ‬
......................................................................................................................................
..................................................................................................

:‫اﻟﻤﮭﺎم‬
......................................................................................................................................
..................................................................................................
......................................................................................................................................
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:‫اﻟﻘﺪرات اﻟﺘﺪرﯾﺒﯿﺔ اﻟﻼزﻣﺔ ﻷداﺋﮭﺎ‬

-1
-2
-3
-4
-5
-6
-7
-8
-9
-9
‫( ﺗﺤﻮﯾﻞ اﻟﻘﺪرات اﻟﺘﺪرﯾﺒﯿﺔ إﻟﻰ ﻣﻌﺎرف وﻣﮭﺎرات‬2) ‫ﻧﻤﻮذج‬

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----- ‫ﻋﻨﻮان اﻟﻔﺼﻞ‬
Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

( ) ‫اﻟﻤﮭﻤﺔ رﻗﻢ ) ( اﻟﻘﺪرة رﻗﻢ ) ( ﻣﺴﻤﻰ اﻟﻘﺪرة اﻟﺘﺪرﯾﺒﯿﺔ‬

‫اﻟﺼﻌﻮﺑﺔ‬ ‫اﻷھﻤﯿﺔ‬ ‫ھﻞ ھﻲ؟‬ ‫اﻟﻤﻌﺎرف‬
‫م‬
5 4 3 2 1 5 4 3 2 1 ‫ﻣﻌﺮﻓﺔ ﻣﮭﺎرة‬ ‫واﻟﻤﮭﺎرات‬
1

10

11

12

( ) ‫اﻟﻤﮭﻤﺔ رﻗﻢ ) ( اﻟﻘﺪرة رﻗﻢ ) ( ﻣﺴﻤﻰ اﻟﻘﺪرة اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﻗﺮار اﻟﺘﺪرﯾﺐ‬ ‫اﻟﺘﻜﺮار‬ ‫ھﻞ ھﻲ؟‬ ‫اﻟﻤﻌﺎرف‬ ‫م‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫ﻣﻌﺮﻓﺔ ﻣﮭﺎرة‬ ‫واﻟﻤﮭﺎرات‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬
‫‪7‬‬
‫‪8‬‬
‫‪9‬‬
‫‪10‬‬
‫‪11‬‬
‫‪12‬‬

‫‪ -1‬اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات‪:‬‬
‫ﺗﺴﺮد ﻛﺎﻓﺔ اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات اﻟﺘﻲ ﺗﺘﻀﻤﻨﮭﺎ اﻟﻘﺪرة اﻟﺘﺪرﯾﺒﯿﺔ ﺑﺎﻟﺘﻔﺼﯿﻞ‬
‫وﺑﺸﻜﻞ ﺷﺎﻣﻞ وﺗﻘﯿﯿﻢ ﻣﻦ ﺣﯿﺚ اﻷھﻤﯿﺔ واﻟﺼﻌﻮﺑﺔ واﻟﺘﻜﺮار ﺛﻢ ﯾﺘﺨﺬ ﺑﺸﺄﻧﮭﺎ‬
‫ﻗﺮار اﻟﺘﺪرﯾﺐ اﻟﻤﻨﺎﺳﺐ‪.‬‬
‫‪ -2‬اﻟﺘﻘﯿﯿﻢ‪:‬‬
‫ﺗﻘﯿﻢ ﻛﻞ ﻣﻌﺮﻓﺔ وﻣﮭﺎرة ﻣﻦ ﺧﻼل أﺑﻌﺎد اﻷھﻤﯿﺔ واﻟﺼﻌﻮﺑﺔ واﻟﺘﻜﺮار ﺣﯿﺚ‬
‫ﯾﻌﺘﺒﺮ رﻗﻢ ‪ - 5 -‬ﻓﻲ اﻟﺘﻘﯿﯿﻢ اﻷﻋﻠﻰ‪.‬‬
‫‪ - 3‬ﻗﺮارات اﻟﺘﺪرﯾﺐ‪:‬‬
‫ﺗﻀﻤﻦ اﻟﻤﻌﺮﻓﺔ أو اﻟﻤﮭﺎرة إﻟﻰ اﻟﺒﺮﻧﺎﻣﺞ‪.‬‬ ‫‪‬‬

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 ‫ﺍﻟﻤﻜﺘﺒﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺸﺎﻣﻠﺔ ‪www.sport.ta4a.us‬‬
‫ﻋﻨﻮان اﻟﻔﺼﻞ ‪-----‬‬
‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫ﺗﺼﻤﯿﻢ اﻟﺒﺮاﻣﺞ اﻟﺘﺪرﯾﺒﯿﺔ‬

‫ﺗﻌﺘﺒﺮ ﺷﺮط أوﻟﻲ وﯾﺘﻢ اﻟﺘﺪرﯾﺐ ﻋﻠﯿﮭﺎ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‪.‬‬ ‫‪‬‬

‫ﺗﻀﻤﻦ ﻟﺸﺮوط اﻟﻘﺒﻮل ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ وﻻ ﯾﺘﻢ اﻟﺘﺪرﯾﺐ ﻋﻠﯿﮭﺎ‪.‬‬ ‫‪‬‬

‫ﺗﺴﺘﺒﻌﺪ ﻣﻦ اﻟﺘﺪرﯾﺐ ﻟﻌﺪم أھﻤﯿﺘﮭﺎ أو ﻋﺪم ﺟﺪوى اﻟﺘﺪرﯾﺐ ﻋﻠﯿﮭﺎ‪.‬‬ ‫‪‬‬

‫وﯾﺒﻨﻰ ﻗﺮار اﻟﺘﺪرﯾﺐ ﻋﻠﻰ اﻟﻨﺘﺎﺋﺞ اﻟﺘﺎﻟﯿﺔ‪:‬‬

‫ﻓﺄﻗﻞ ﯾﻜﻮن‬ ‫‪5‬‬ ‫ﻋﻨﺪﻣﺎ ﯾﻜﻮن إﺟﻤﺎﻟﻲ ﺗﻘﯿﯿﻢ اﻟﻤﮭﺎرة واﻟﻤﻌﺮﻓﺔ‬ ‫‪‬‬

‫‪(4‬‬ ‫اﻟﻘﺮار )‬
‫‪ 7-6‬ﯾﻜﻮن اﻟﻘﺮار‬ ‫ﻋﻨﺪﻣﺎ ﯾﻜﻮن إﺟﻤﺎﻟﻲ ﺗﻘﯿﯿﻢ اﻟﻤﮭﺎرة واﻟﻤﻌﺮﻓﺔ‬ ‫‪‬‬

‫) ‪(3‬‬
‫ﯾﻜﻮن اﻟﻘﺮار‬ ‫‪10-8‬‬ ‫ﻋﻨﺪﻣﺎ ﯾﻜﻮن إﺟﻤﺎﻟﻲ ﺗﻘﯿﯿﻢ اﻟﻤﮭﺎرة واﻟﻤﻌﺮﻓﺔ‬ ‫‪‬‬

‫) ‪(2‬‬
‫ﯾﻜﻮن اﻟﻘﺮار‬ ‫‪15-11‬‬ ‫ﻋﻨﺪﻣﺎ ﯾﻜﻮن إﺟﻤﺎﻟﻲ ﺗﻘﯿﯿﻢ اﻟﻤﮭﺎرة واﻟﻤﻌﺮﻓﺔ‬ ‫‪‬‬

‫) ‪(1‬‬

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‫‪Copyright © 2010. Debono Center. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable copyright law.‬‬

‫اﻟﻔﺼﻞ اﻟﺜﺎﻟﺚ‬

‫ﻧﻤﻮذج )‪ (3‬ﺗﺤﻮﯾﻞ اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات إﻟﻰ ﻣﻮاﺿﯿﻊ ﺗﺪرﯾﺒﯿﺔ‬

‫ﻣﺤﺘﻮﯾﺎت اﻟﻤﻮﺿﻮع ) ‪( 1‬‬
‫اﻟﻤﻮﺿﻮﻋﺎت اﻟﺘﺪرﯾﺒﯿﺔ ) ‪(2‬‬ ‫م‬
‫اﻟﻤﮭﺎرات‬ ‫اﻟﻤﻌﺎرف‬
‫‪1‬‬

‫‪2‬‬

‫‪3‬‬

‫‪4‬‬

‫‪5‬‬

‫‪6‬‬

‫‪7‬‬

‫‪8‬‬

‫‪9‬‬

‫‪10‬‬

‫‪11‬‬

‫‪12‬‬

‫)‪ (1‬ﺗﻨﻘﻞ ﻣﻦ ﻧﻤﻮذج رﻗﻢ ‪ - 2 -‬اﻟﺴﺎﺑﻖ اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات اﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻰ‬
‫ﻗﺮار اﻟﺘﺪرﯾﺐ رﻗﻢ ) ‪.( 2 – 1‬‬
‫)‪ (2‬ﺗﻨﺴﻖ ھﺬه اﻟﻤﻌﺎرف واﻟﻤﮭﺎرات ﺑﺤﯿﺚ ﺗﻜﻮن ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻌﺎرف وﻣﮭﺎرات‬
‫ﻣﺘﺠﺎﻧﺴﺔ ﻣﻮﺿﻮع ﺗﺪرﯾﺒﻲ ﻣﺴﺘﻘﻞ‪.‬‬
‫ﻧﻤﻮذج )‪ (4‬اﻟﻤﻮاد اﻟﺘﺪرﯾﺒﯿﺔ ﻓﻲ اﻟﺒﺮﻧﺎﻣﺞ‬

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............................................... :‫ﻣﺴﻤﻰ اﻟﻤﺎدة‬ ( ) ‫اﻟﻤﺎدة رﻗﻢ‬

‫ﻣﺴﻤﻰ اﻟﻤﺎدة‬ ‫اﻟﻤﻮﺿﻮﻋﺎت اﻟﺘﺪرﯾﺒﯿﺔ‬

‫م‬
‫اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫اﻟﺘﻲ ﺗﻜﻮن ﻣﺎدة ﺗﺪرﯾﺒﯿﺔ ﻣﺴﺘﻘﻠﺔ‬

EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 3/2/2018 12:02 PM via NAJRAN UNIVERSITY
AN: 814879 ; .; :
Account: ns153310