@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg òîàîçbоa@Áöa‹©a@òîvîmag
kadwany@gmail.com
ﺍﺳﺘﺨﺪﺍﻡ ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ
ﻭﺭﻗﺔ ﻋﻤﻞ ﻣﻘﺪﻣﺔ ﻣﻦ ﺍﻷﺳﺘﺎﺫ/
‚@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb
ﻣﺪﻳﺮ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﲟﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ – ﳏﺎﻓﻈﺔ ﺍﶈﻮﻳﺖ
kadwany@gmail.com
ﻣﻘﺪﻣﺔ ﻟﻠﻮﺭﺷﺔ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺨﺎﺻﺔ ﺑــ
@ @ñ†ì§a@íbȾ@&bÔÏë@òî튇nÛa@paŠbè¾a@òîàäm
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ﻭﺍﻟﱵ ﻳﻘﻴﻤﻬﺎ ﻓﺮﻳﻖ ﺍﻟﺘﻄﻮﻳﺮ ﲟﺪﺭﺳﺔ ﻋﺎﺋﺸﺔ ﻟﻠﺒﻨﺎﺕ ﲟﺪﻳﺮﻳﺔ ﻣﺪﻳﻨﺔ ﺍﶈﻮﻳﺖ
ﺑﺎﻟﺘﻌﺎﻭﻥ ﻣﻊ ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﻭﺍﻻﻋﺘﻤﺎﺩ ﲟﻜﺘﺐ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﲟﺤﺎﻓﻈﺔ ﺍﶈﻮﻳﺖ
ﺧﻼﻝ ﺍﻟﻔﱰﺓ /١٣-٩ﻣﺎﺭﺱ٢٠١٤ /ﻡ
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@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg òîàîçbоa@Áöa‹©a@òîvîmag
kadwany@gmail.com
ﺍﺳﺘﺨﺪﺍﻡ ﺇﺳﱰﺍﺗﻴﺠﻴﺔ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﰲ ﺍﻟﺘﺪﺭﻳﺲ
ﺇﻥ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﻧﺸﺄﺕ ﺿﻤﻦ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺒﻨﺎﺋﻴﺔ ،ﻭﻣﻦ ﺧﻼﳍﺎ ﻳﺴﺘﻄﻴﻊ
ﺍﻟﻄﺎﻟﺐ ﺃﻥ ﳝﺜﻞ ﺍﻟﺒﻨﺎﺀ ﺍﳌﻔﺎﻫﻴﻤﻲ ﺍﻟﺬﻱ ﳝﺘﻠﻜﻪ ﰲ ﺃﻱ ﻣﻮﺿﻮﻉ ﻋﻠﻰ ﺷﻜﻞ ﳐﻄﻄﺎﺕ ﺃﻭ ﺷﺒﻜﺎﺕ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻫﺮﻣﻴﺔ
ﺗﺘﻀﻤﻦ ﻣﻔﺎﻫﻴﻢ ﺍﳌﻮﺿﻮﻉ ﺍﳌﻌﺮﰲ ﻣﺮﺗﺒﺔ ﰲ ﻣﺴﺘﻮﻳﺎﺕ ﺗﻈﻬﺮ ﺩﺭﺟﺔ ﺍﻟﺸﻤﻮﻝ ﻭﺍﻻﺣﺘﻮﺍﺀ ﻭﺍﻟﺘﺠﺮﻳﺪ ،ﻭﲤﺜﻞ ﺍﳌﻔﺎﻫﻴﻢ
ﻋﻠﻰ ﺧﺮﺍﺋﻂ ﺍﻟﺘﻔﻜﲑ ﻋﻠﻰ ﺷﻜﻞ ﻋﻘﺪ ﺃﻭ ﺩﻭﺍﺋﺮ ﺃﻭ ﺃﺷﻜﺎﻝ ﺑﻴﻀﺎﻭﻳﺔ ﺃﻭ ﺃﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﺃﺧﺮﻯ.
ﻛﻤﺎ ﺃﻥ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﺍﳌﺘﻌﻠﻢ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﻓﺎﻋﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ،ﻓﺎﻣﺘﻼﻙ ﺍﻟﻄﺎﻟﺐ
ﺧﺮﻳﻄﺔ ﺍﻟﺘﻔﻜﲑ ﻣﺘﻤﺎﺳﻜﺔ ﻏﲑ ﻣﻔﻜﻜﺔ ﳝﻜﻨﻪ ﻣﻦ ﺍﻟﺘﺼﺮﻑ ﺑﺎﳌﻌﺮﻓﺔ ﻭﲢﻮﻳﺮﻫﺎ ﻭﺗﻮﻟﻴﺪ ﻣﻌﺮﻓﺔ ﺟﺪﻳﺪﺓ ﻣﻨﻬﺎ ،ﻭﺍﺳﺘﺒﺼﺎﺭ
ﻋﻼﻗﺎﺕ ﺟﺪﻳﺪﺓ ﺑﲔ ﻋﻨﺎﺻﺮﻫﺎ ﳑﺎ ﻳﺰﻳﺪ ﻣﻦ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ ،ﻛﻤﺎ ﻳﻮﻓﺮ
ﻟﻪ ﺩﺍﻓﻌﻴﺔ ﺫﺍﺗﻴﺔ ﻟﻠﺘﻌﻠﻢ.
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@ @Zòîàîçbоa@Áöa‹©a@âìèÐß
ﺗﻌﺮﻑ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺑﺄﺎ":ﺃﺩﺍﺓ ﲣﻄﻴﻄﻴﺔ ﻟﻌﺮﺽ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﺿﻤﻦ ﺷﺒﻜﺔ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﲝﻴﺚ ﻳﺘﻢ
ﺗﺮﺗﻴﺐ ﺍﳌﻔﺎﻫﻴﻢ ﺑﺸﻜﻞ ﻫﺮﻣﻲ ﻣﻦ ﺍﻷﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﻭﴰﻮﻟﻴﺔ ﺇﱃ ﺍﻷﻗﻞ ﻋﻤﻮﻣﻴﺔ ،ﻭﻳﺘﻢ ﺍﻟﺮﺑﻂ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﲞﻄﻮﻁ
ﻳﻜﺘﺐ ﻋﻠﻴﻬﺎ ﲨﻠﺔ ﺃﻭ ﻛﻠﻤﺔ ﺫﺍﺕ ﻣﻌﲎ ﻋﻠﻤﻲ ﺗﺴﻤﻰ )ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺮﺍﺑﻄﺔ(.
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@ @ZáîÜÈnÛa@À@òîàîçbоa@Áöa‹©a@pbßa‡ƒna
• ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﰲ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻮﺟﻮﺩﺓ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ.
• ﺍﺳﺘﻘﺼﺎﺀ ﺍﻟﺒﻨﻴﺔ ﺍﳌﻌﺮﻓﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﱵ ﳝﺘﻠﻜﻬﺎ ﺍﻟﻄﻠﺒﺔ ﰲ ﺍﳌﻮﺿﻮﻉ ﺍﳌﻌﺮﰲ ﻭﺗﻈﻬﺮ ﻣﺪﻯ ﲤﺎﺳـﻚ ﺍﻟﺒﻨﻴـﺔ
ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﺗﻜﺎﻣﻠﻬﺎ.
• ﺗﺴﺘﺨﺪﻡ ﻻﺳﺘﻘﺼﺎﺀ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳋﺎﻃﺌﺔ ﺃﻭ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺒﺪﻳﻠﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ.
• ﺗﺴﺎﻋﺪ ﰲ ﺭﺑﻂ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳉﺪﻳﺪﺓ ﺑﺎﻟﺒﻨﻴﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻟﺪﻯ ﺍﻟﻔﺮﺩ ﺍﳌﺘﻌﻠﻢ ﻹﺣﺪﺍﺙ ﺗﻌﻠﻢ ﺫﻱ ﻣﻌﲎ.
• ﺗﺴﺎﻋﺪ ﺍﳌﺘﻌﻠﻢ ﰲ ﺍﺳﺘﻘﺼﺎﺀ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﲤﻴﺰﻫﺎ.
• ﺗﺴﺎﻋﺪ ﰲ ﺍﻛﺘﺸﺎﻑ ﻋﻼﻗﺎﺕ ﺟﺪﻳﺪﺓ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ.
• ﺗﻘﺪﻡ ﻣﻠﺨﺼﹰﺎ ﻣﻔﻴﺪﹰﺍ ﻟﻠﻤﺎﺩﺓ ﺍﳌﺘﻌﻠﻤﺔ.
• ﺗﻈﻬﺮ ﻣﺪﻯ ﺍﻛﺘﺴﺎﺏ ﺍﳌﺘﻌﻠﻤﲔ ﳌﻔﺎﻫﻴﻢ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ.
• ﻭﺳﻴﻠﺔ ﻣﻬﻤﺔ ﻟﺘﻘﻴﻴﻢ ﺗﻌﻠﻢ ﺍﻟﻄﻠﺒﺔ.
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@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg òîàîçbоa@Áöa‹©a@òîvîmag
kadwany@gmail.com
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@ @Zòîàîçbоa@Áöa‹©a@òîvîmag@âa‡ƒna@òîàçc
-ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﻓﻮﻕ ﺍﳌﻌﺮﰲ.
-ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻌﻘﻠﻴﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﻭﺧﺎﺻﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻌﻠﻴـﺎ ﻛﺎﳌﻘﺎﺭﻧـﺔ ﻭﺍﻟﺘﺼـﻨﻴﻒ
ﻭﺍﻟﺘﺮﺗﻴﺐ ﻭﺍﻟﺘﺮﻛﻴﺐ.
-ﺗﻨﻤﻲ ﻋﻨﺪ ﺍﻟﻄﻠﺒﺔ ﻣﻬﺎﺭﺓ ﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﺮﻣﻴﺰ.
-ﺗﺴﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﺍﳌﻌﺮﻓﺔ ،ﻭﲢﻘﻴﻖ ﺍﻟﺘﻌﻠﻢ ﺫﻱ ﺍﳌﻌﲎ.
-ﺗﺴﺎﻋﺪ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ.
-ﺗﺰﻳﺪ ﻣﻦ ﺍﻟﺘﺤﺼﻴﻞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﺘﻌﻠﻢ ﳌﺪﺓ ﻃﻮﻳﻠﺔ.
-ﺗﻨﻤﻲ ﺍﲡﺎﻫﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﳓﻮ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ.
-ﺗﺴﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺍﻹﺑﺪﺍﻉ ﻭﺍﻟﺘﻔﻜﲑ ﺍﻟﺘﺄﻣﻠﻲ ﻋﻦ ﻃﺮﻳﻖ ﺑﻨﺎﺀ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﻭﺇﻋﺎﺩﺓ ﺑﻨﺎﺋﻬﺎ.
-ﺗﺴﺎﻋﺪ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺇﺗﻘﺎﻥ ﺑﻨﺎﺀ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺘﺼﻠﺔ ﺑﺎﳌﻮﺍﺩ ،ﺃﻭ ﺍﳌﻘﺮﺭﺍﺕ ﺍﻟﱵ ﻳﺪﺭﺳﻮﺎ ،ﻭﺇﻋـﺪﺍﺩ ﻣﻠﺨـﺺ
ﲣﻄﻴﻄﻲ ﳌﺎ ﰎ ﺗﻌﻠﻤﻪ.
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@ @Zòîàîçbоa@Áöa‹©a@pbãìØß
(١ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﺭﺌﻴﺴﺔ :ﻭﻫﻲ ﺑﻨﺎﺀ ﻋﻘﻠﻲ ﻳﻨﺘﺞ ﻣﻦ ﺍﻟﺼﻔﺎﺕ ﺍﳌﺸﺘﺮﻛﺔ ﻟﻠﻈﺎﻫﺮﺓ ﺃﻭ ﺗﺼﻮﺭﺍﺕ ﺫﻫﻨﻴﺔ ﻳﻜﻮﺎ
ﺍﻟﻔﺮﺩ ﻟﻸﺷﻴﺎﺀ.
(٢ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﻔﺭﻋﻴﺔ) :ﻣﻔﺎﻫﻴﻢ ﺭﺑﻂ ،ﻣﻔﺎﻫﻴﻢ ﻓﺼﻞ ،ﻣﻔﺎﻫﻴﻢ ﻋﻼﻗﺔ ،ﻣﻔﺎﻫﻴﻢ ﺗﺼﻨﻴﻔﻴﺔ ،ﻣﻔﺎﻫﻴﻢ ﻋﻤﻠﻴـﺔ،
ﻣﻔﺎﻫﻴﻢ ﻭﺟﺪﺍﻧﻴﺔ(.
(٣ﻜﻠﻤﺎﺕ ﺭﺒـﻁ :ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻛﻠﻤﺎﺕ ﺗﺴﺘﺨﺪﻡ ﻟﻠﺮﺑﻂ ﺑﲔ ﻣﻔﻬﻮﻣﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﺜﻞ :ﻳﻨﻘﺴﻢ ،ﺗﻨﻘﺴـﻢ،
ﺗﺼﻨﻒ ﺇﱃ ،ﻳﺘﺮﻛﺐ ﻣﻦ ... ،ﺍﱁ.
(٤ﻭﺼﻼﺕ ﻋﺭﻀﻴﺔ :ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻭﺻﻠﺔ ﺑﲔ ﻣﻔﻬﻮﻣﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺘﺴﻠﺴﻞ ﺍﳍﺮﻣﻲ ﻭﲤﺜﻞ ﰲ ﺻﻮﺭﺓ
ﺧﻂ ﻋﺮﺿﻲ.
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@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg òîàîçbоa@Áöa‹©a@òîvîmag
kadwany@gmail.com
@ @@Zòîàîçbоa@Áöa‹©a@õbäjÛ@òßbÇ@pa†b’Šg
ﺳﺘﻜﻮﻥ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺧﺮﺍﺋﻂ ﺍﳌﻔﻬﻮﻡ ﺷﻴﺌﺎ ﺟﺪﻳﺪﺍ ﻋﻠﻰ ﺍﻟﻄﻼﺏ؛ ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻢ ﺗﻘﺪﳝﻬﺎ ﳍﻢ ﺑﺸﻜﻞ ﺗﺪﺭﳚﻲ،
ﻭﻳﻔﻀﻞ ﺗﻘﺪﱘ ﺍﳌﻔﺎﻫﻴﻢ ﳍﻢ ﻋﻠﻰ ﺷﻜﻞ ﺭﺳﻮﻡ ﺃﻭ ﺻﻮﺭ ﺃﻭ ﺃﺷﻜﺎﻝ ﳝﻜﻨﻬﻢ ﺍﻟﺮﺑﻂ ﺑﻴﻨﻬﺎ ﺑﺴﻬﻮﻟﺔ ،ﻭﺑﺬﻟﻚ ﻳﺘﻬﻴﺄ
ﺍﻟﻄﻼﺏ ﻟﻔﻜﺮﺓ ﺧﺮﻳﻄﺔ ﺍﳌﻔﻬﻮﻡ ،ﻭﻗﺪ ﺗﻌﺮﺽ ﻋﻠﻴﻬﻢ ﺍﳌﻔﺎﻫﻴﻢ ﺃﻭ ﺍﻷﺣﺪﺍﺙ ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ،ﺃﻭ ﺑﺸﻜﻞ ﻧﺺ ﻣﻜﺘﻮﺏ.
ﻭﳝﻜﻨﻚ – ﻋﺰﻳﺰﻱ ﺍﳌﻌﻠﻢ -ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺎﻹﺭﺷﺎﺩﺍﺕ ﺍﻵﺗﻴﺔ ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﰲ ﺑﻨﺎﺀ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ:
.١ﺣﺪﺩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﺳﺘﻀﻌﻬﺎ ﰲ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ.
.٢ﻻﺣﻆ ﺑﻌﻨﺎﻳﺔ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺮﺋﻴﺲ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻔﺮﻋﻴﺔ ﺍﳌﻨﺒﺜﻘﺔ ﻋﻨﻪ.ﺍﻛﺘﺐ ﻗﺎﺋﻤﺔ ﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ.
.٣ﺗﺼﻮﺭ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﻤﻜﻨﺔ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ.
.٤ﺿﻊ ﺗﺼﻮﺭﹰﺍ ﻟﺸﻜﻞ) ﺗﺼﻤﻴﻢ ( ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺍﻟﱵ ﺳﺘﺮﲰﻬﺎ.
.٥ﺍﺭﺳﻢ ﺩﻭﺍﺋﺮ ﺃﻭ ﻣﺴﺘﻄﻴﻼﺕ ﺃﻭ ﻣﺮﺑﻌﺎﺕ )ﻭﺿﻊ( ﻓﻴﻬﺎ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺗﺮﻳﺪﻫﺎ.
.٦ﺍﺳﺘﺨﺪﻡ ﺧﻄﻮﻃﹰﺎ ﺃﻭ ﺃﺳﻬﻤﹰﺎ ﻭﺿﻊ ﻋﻠﻴﻬﺎ ﻛﻠﻤﺎﺕ ﻟﺘﺮﺑﻂ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﲝﻴﺚ ﺗﱪﺯ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﱵ ﺑﻴﻨﻬﺎ ﺑﻮﺿﻮﺡ.
.٧ﺍﻋﺮﺽ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺍﳋﺮﻳﻄﺔ ،ﻭﻧﺎﻗﺸﻬﻢ ﲟﻌﲎ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ.
‚@ @Z÷튇nÛa@À@bèßa‡ƒnaë@òîàîçbоa@Áöa‹©a@õbäi@paìĐ
ﳛﺘﺎﺝ ﺑﻨﺎﺀ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺇﱃ ﺗﺪﺭﻳﺐ ﻭﻣﺮﺍﻥ ﻣﻦ ﻗﺒﻞ ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻢ ،ﺗﺪﺭﻳﺐ ﻋﻠﻰ ﺑﻨﺎﺀ ﺍﳋـﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴـﺔ
ﻫﻴﻜﻠﻴﹰﺎ ﰒ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻛﺄﺩﺍﺓ ﺗﻨﻔﻴﺬ ﻟﻠﺪﺭﻭﺱ ﻭﳝﻜﻦ ﺃﻥ ﲤﺮ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﲟﺮﺣﻠﺘﲔ ﺭﺋﻴﺴﻴﺘﲔ:
.١ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﲣﻄﻴﻂ ﺍﳌﻔﺎﻫﻴﻢ ﻫﻴﻜﻠﻴﹰﺎ.
.٢ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ.
@ @Z&bîÜØîç@áîçbоa@ÁîЦ@Z&üëc
ﻭﺘﻤﺭ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺒﺎﻝﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ:
-١ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ ﺍﳌﺮﺍﺩ ﻋﻤﻞ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻟﻪ )ﻭﺣﺪﺓ ﺩﺭﺍﺳﻴﺔ ،ﺩﺭﺱ ،ﻓﻘﺮﺓ ﻣﻦ ﺩﺭﺱ(.
-٢ﺍﺳﺘﺨﺮﺍﺝ ﻭﲢﺪﻳﺪ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﰒ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺧﺮﻯ ﺣﺴﺐ ﺃﳘﻴﺘﻬﺎ.
-٣ﺇﻋﺪﺍﺩ ﻗﺎﺋﻤﺔ ﺑﺎﳌﻔﺎﻫﻴﻢ ﻭﺗﺮﺗﻴﺒﻬﺎ ﺗﻨﺎﺯﻟﻴﹰﺎ ﺗﺒﻌﹰﺎ ﻟﺸﻤﻮﳍﺎ ﻭﲡﺮﻳﺪﻫﺎ.
-٤ﺭﺳﻢ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺑﻮﺿﻊ ﺍﳌﻔﺎﻫﻴﻢ ﰲ ﺃﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﲝﻴﺚ ﺗﻜﻮﻥ:
-ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﰲ ﺍﻷﻋﻠﻰ.
-ﺍﳌﻔﺎﻫﻴﻢ ﺫﺍﺕ ﺍﻟﺪﺭﺟﺔ ﺍﳌﺘﻮﺳﻄﺔ ﻣﻦ ﺍﻟﻌﻤﻮﻣﻴﺔ ﰲ ﺍﻟﻮﺳﻂ.
-ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﻗﻞ ﻋﻤﻮﻣﻴﺔ ﻋﻨﺪ ﻗﺎﻋﺪﺓ ﺍﳋﺮﻳﻄﺔ.
-٥ﺭﺳﻢ ﺧﻄﻮﻁ ﺗﺼﻞ ﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﺣﺴﺐ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ.
-٦ﻭﺿﻊ ﻛﻠﻤﺎﺕ ﺗﺸﲑ ﺇﱃ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻔﻬﻮﻣﲔ ﺍﳌﺮﺗﺒﻄﲔ ﻣﻌﹰﺎ ﲞﻂ.
-٧ﺇﻧﺸﺎﺀ ﻋﻼﻗﺎﺕ ﺭﺑﻄﻴﺔ ﺳﻬﻤﻴﺔ ﺑﲔ ﻛﻞ ﻣﻔﻬﻮﻣﲔ ﻣﺮﺗﺒﻄﲔ ﻣﻌﹰﺎ.
-٨ﻣﺮﺍﺟﻌﺔ ﻣﺎ ﻗﻤﺖ ﺑﻌﻤﻠﻪ ﻋﺪﺓ ﻣﺮﺍﺕ.
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@ @Z÷튇nÛa@À@òîàîçbоa@Áöa‹©a@âa‡ƒna@Z&bîãbq
ﻭﺘﺘﻡ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻤﻥ ﺨﻼل ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻵﺘﻴﺔ:
.١ﺣﺪﺩ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺬﻱ ﺗﺮﻳﺪ ﺗﺪﺭﻳﺴﻪ ﻟﻠﻄﻼﺏ ،ﰒ ﻗﻢ ﺑﺒﻨﺎﺀ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻟﻪ ﺑﺎﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﱵ ﺗﺮﻳﺪﻫﺎ .ﻭﰲ ﺣﺎﻟﺔ
ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻳﻔﻀﻞ ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﻔﻬﻮﻡ ﻣﻦ ﺑﻴﺌﺔ ﺍﻟﻄﻼﺏ ﻭﻣﺄﻟﻮﻓﹰﺎ ﻋﻨﺪﻫﻢ ،ﻛﻤﺎ ﻳﻔﻀﻞ ﻭﺿﻊ ﻓﺮﺍﻏﺎﺕ
ﳏﺪﻭﺩﺓ ﰲ ﺍﳋﺮﻳﻄﺔ ﻭﻭﺿﻊ ﻣﻔﺘﺎﺡ ﳍﺎ ﻭﺇﺿﺎﻓﺔ ﻛﻠﻤﺎﺕ ﺭﺍﺑﻄﺔ ﺃﻭ ﻣﻔﺘﺎﺣﻴﻪ ﺗﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﺒﺌﺔ ﻓﺮﺍﻏﺎﺕ
ﺍﳋﺮﻳﻄﺔ ﻭﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﳌﻄﻠﻮﺏ.
.٢ﺍﻋﺮﺽ ﻋﻠﻰ ﺷﻔﺎﻓﻴﺔ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺍﻟﱵ ﺑﻨﻴﺘﻬﺎ ﻭﻟﺘﻜﻦ ﺍﳋﺮﻳﻄﺔ ﺍﳌﺒﻴﻨﺔ ﰲ ﺍﻟﻨﻤﺎﺫﺝ ﺍﳌﺮﻓﻘﺔ.
.٣ﻧﺒﻪ ﺍﻟﻄﻼﺏ ﺇﱃ ﺍﳌﻔﺘﺎﺡ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻣﻊ ﺍﳋﺮﻳﻄﺔ.
.٤ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﰲ ﳎﻤﻮﻋﺎﺕ ﻭﺍﻃﻠﺐ ﻣﻨﻬﻢ ﺃﻥ ﻳﻨﻘﻠﻮﺍ ﺍﳋﺮﻳﻄﺔ ﻋﻠﻰ ﺃﻭﺭﺍﻗﻬﻢ ﻭﻣﻦ ﺛﹼﻢ ﺇﻛﻤﺎﻝ ﺍﻟﻔﺮﺍﻏﺎﺕ
ﺍﳌﻮﺟﻮﺩﺓ ﻓﻴﻬﺎ ﻣﺴﺘﻌﻴﻨﲔ ﺑﺎﳌﻔﺘﺎﺡ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ ﺍﳌﻮﺟﻮﺩﺓ ﻓﻴﻬﺎ.ﳝﻜﻦ ﺃﻥ ﺗﺘﺠﻮﻝ ﺑﲔ ﺍﻤﻮﻋﺎﺕ ،ﳝﻜﻦ
ﺃﻥ ﺗﻘﺪﻡ ﺍﳌﺴﺎﻋﺪﺓ – ﻟﻜﻦ ﺑﻄﺮﻳﻘﺔ ﻏﲑ ﻣﺒﺎﺷﺮﺓ – ﻟﻠﻤﺠﻤﻮﻋﺎﺕ ﺍﳌﺘﻌﺜﺮﺓ ﺃﻭ ﺗﻠﻚ ﺍﻟﱵ ﺗﻄﻠﺐ ﺍﳌﺴﺎﻋﺪﺓ.
.٥ﻋﻠﹼﻖ ﺍﳋﺮﺍﺋﻂ ﺍﻟﱵ ﺗﻌﻤﻠﻬﺎ ﺍﻤﻮﻋﺎﺕ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻭﺃﻃﻠﺐ ﻣﻦ ﻛﻞ ﳎﻤﻮﻋﺔ ﺃﻥ ﺗﺸﺮﺡ ﺧﺮﻳﻄﺘﻬﺎ.
.٦ﲡﻨﺐ ﺍﻧﺘﻘﺎﺩ ﺍﳋﺮﺍﺋﻂ ﻭﺭﻛﹼﺰ ﻋﻠﻰ ﺟﻮﺍﻧﺒﻬﺎ ﺍﻹﳚﺎﺑﻴﺔ.ﻭﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺘﺄﻛﻴﺪ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﺧﺘﻼﻑ ﺍﳋﺮﺍﺋﻂ
ﺍﳌﻌﺮﻭﺿﺔ ﻟﻠﻤﻔﻬﻮﻡ ﺍﻟﻮﺍﺣﺪ ﺷﻲﺀ ﺻﺤﻴﺢ ﻭﻫﻮ ﻣﺎ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺷﺮﻳﻄﺔ ﺃﻥ ﺗﱪﺯ ﻫﺬﻩ ﺍﳋﺮﺍﺋﻂ ﺍﻟﻌﻼﻗﺎﺕ
ﺍﻟﺼﺤﻴﺤﺔ ﺑﲔ ﺍﳌﻔﻬﻮﻡ ﻭﻣﻔﺎﻫﻴﻤﻪ ﺍﻟﻔﺮﻋﻴﺔ ﻭﺑﲔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻔﺮﻋﻴﺔ ﻧﻔﺴﻬﺎ.
.٧ﻣﺮﺓ ﺃﺧﺮﻯ ﻛﻠﱢﻒ ﺍﻟﻄﻼﺏ ﺑﺒﻨﺎﺀ ﺧﺮﻳﻄﺔ ﺟﺪﻳﺪﺓ ﻭﻟﺘﻜﻦ ﻟﻠﻤﻔﻬﻮﻡ ﺍﻟﺴﺎﺑﻖ ﻧﻔﺴﻪ ﻟﺘﻌﺰﺯ ﺗﻌﻠﻢ ﺍﻟﻄﻼﺏ.
.٨ﳝﻜﻦ ﺃﻥ ﺗﻌﻠﻖ ﺧﺮﺍﺋﻂ ﺍﳌﻔﻬﻮﻡ ﺍﳉﻴﺪﺓ ﻋﻠﻰ ﺟﺪﺭﺍﻥ ﺣﺠﺮﺓ ﺍﻟﺼﻒ ﻟﺘﺸﺠﻴﻊ ﺍﻟﻄﻼﺏ ،ﹸﺛﻢ ﺃﻃﻠﺐ ﻣﻦ ﺍﻤﻮﻋﺎﺕ
ﺃﻥ ﺗﺸﺮﺡ ﺧﺮﺍﺋﻄﻬﺎ ﺃﻣﺎﻡ ﻃﻼﺏ ﺍﻟﺼﻒ.
.٩ﻛﻠﱢﻒ ﺍﻟﻄﻼﺏ ﺑﺄﻧﺸﻄﺔ ﺑﻴﺘﻴﻪ ﻟﺒﻨﺎﺀ ﺧﺮﻳﻄﺔ ﻣﻔﻬﻮﻡ ﻟﻘﻀﻴﺔ ﻳﻌﺮﻓﻮﺎ ﺃﻭ ﻣﻦ ﺧﻴﺎﳍﻢ ﺃﻭ ﺣﺪﺙ ﳜﺘﺎﺭﻭﻧﻪ.
.١٠ﰲ ﺍﳊﺼﺔ ﺍﻟﻘﺎﺩﻣﺔ ﺃﺗﺢ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻄﻼﺏ ﻟﻌﺮﺽ ﺧﺮﺍﺋﻄﻬﻢ ﺃﻣﺎﻡ ﺯﻣﻼﺋﻬﻢ .ﻧﺎﻗﺶ ﺃﻧﺖ ﻭﺍﻟﻄﻼﺏ ﺍﳋﺮﺍﺋﻂ
ﺍﳌﻌﺮﻭﺿﺔ.
ﻤﻼﺤﻅﺔ :ﳝﻜﻦ ﲣﺼﻴﺺ ﻣﻠﻒ ﻟﻜﻞ ﻃﺎﻟﺐ ﳛﻔﻆ ﺎ ﺧﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳋﺎﺻﺔ ﺑﻪ .ﻭﳝﻜﻦ ﺃﻥ ﻳﺘﺒﺎﺩﻝ ﺍﻟﻄﻼﺏ
ﺍﳌﻠﻔﺎﺕ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ ﳌﺰﻳﺪ ﻣﻦ ﺍﻟﻔﺎﺋﺪﺓ.
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@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg òîàîçbоa@Áöa‹©a@òîvîmag
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@ @Zòîàîçbоa@Áöa‹©a@òîvîmag@âa‡ƒnü@Ý‚a‡ß
ﻻ ﺗﺴﺘﺨﺪﻡ ﺧﺮﻳﻄﺔ ﺍﳌﻔﻬﻮﻡ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﺑﻨﻤﻄﻴﺔ ﻭﺍﺣﺪﺓ ﺫﻟﻚ ﻷﻥ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﻌﻠﻤﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﰲ ﻋﻤﻮﻣﻴﺘﻬﺎ ﻭﴰﻮﻟﻴﺘﻬﺎ
ﻭﺻﻌﻮﺑﺘﻬﺎ ،ﻛﻤﺎ ﺃﻥ ﺍﻟﻄﻼﺏ ﻣﺘﻔﺎﻭﺗﲔ ﰲ ﺍﺳﺘﻌﺪﺍﺩﺍﻢ ﻭﻗﺪﺭﺍﻢ ﻭﺃﳕﺎﻃﻬﻢ ﺍﻟﺘﻌﻠﻤﻴﺔ .ﻟﺬﻟﻚ ﻳﻨﺼﺢ ﺍﳌﻌﻠﻤﻮﻥ
ﺑﺎﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﲟﺪﺍﺧﻞ ﻣﺘﻨﻮﻋﺔ ﻟﺘﻠﺒﻴﺔ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﲔ ﻃﻼﻢ .ﻭﻓﻴﻤﺎ ﻳﺄﰐ ﺑﻌﺾ ﺍﳌﺪﺍﺧﻞ ﺍﻟﱵ
ﻧﻘﺘﺮﺣﻬﺎ ﻟﻚ -ﻋﺯﻴﺯﻱ ﺍﻝﻤﻌﻠﻡ ،ﻋﺯﻴﺯﺘﻲ ﺍﻝﻤﻌﻠﻤﺔ – ﻻﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ:
.١ﺍﻝﻤﺩﺨل ﺍﻷﻭل :ﻗﺪﻡ ﻟﻠﻄﻼﺏ ﺧﺮﻳﻄﺔ ﺑﺮﺳﻢ ﻛﺎﻣﻞ ﻭﺗﺘﻀﻤﻦ ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻔﻘﻮﺩﺓ ﺍ ﹸﳌ ﻌﺒﺮ ﻋﻨﻬﺎ ﺑﺼﻮﺭ
ﺃﻭ ﺭﺳﻮﻡ .ﺃﻃﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﻭﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺮﺳﻮﻡ
ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﲤﺜﻠﻬﺎ.
.٢ﺍﻝﻤﺩﺨل ﺍﻝﺜﺎﻨﻲ :ﻗﺪﻡ ﻟﻠﻄﻼﺏ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻛﺎﻣﻠﺔ ﻓﻴﻬﺎ ﻋﺪﺩ ﳏﺪﻭﺩ ﻣﻦ ﺍﻟﻔﺮﺍﻏﺎﺕ ،ﻭﻗﺪﻡ ﻣﻌﻬﺎ
ﻗﺎﺋﻤﺔ ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﳌﻔﻘﻮﺩﺓ ﻣﻀﺎﻓﹰﺎ ﺇﻟﻴﻬﺎ ) (٢-١ﻣﻔﻬﻮﻣﹰﺎ ﻻ ﻳﻨﺘﻤﻲ ﻟﻠﺨﺮﻳﻄﺔ ،ﰒ ﺃﻃﻠﺐ
ﻣﻦ ﺍﻟﻄﻼﺏ ﺇﻋﺎﺩﺓ ﺑﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﺋﻤﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﻌﻄﺎﺓ ﳍﻢ.
.٣ﺍﻝﻤﺩﺨل ﺍﻝﺜﺎﻝﺙ :ﺍﻝﻤﺯﺍﻭﺠﺔ ﺒﻴﻥ ﺍﻝﻤﺩﺨﻠﻴﻥ )ﺃ( ﻭ)ﺏ(.
.٤ﺍﻝﻤﺩﺨل ﺍﻝﺭﺍﺒﻊ :ﺗﻘﺪﱘ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻛﺎﻣﻠﺔ ﻳﻈﻬﺮ ﻓﻴﻬﺎ ﺍﳌﻔﻬﻮﻡ ﺍﻟﺮﺋﻴﺲ ﻭﻣﻔﻬﻮﻡ ﺁﺧﺮ ﻳﺘﻔﺮﻉ ﻣﻨﻪ
ﻣﺒﺎﺷﺮﺓ ﺃﻭ ﻣﻔﻬﻮﻣﺎﻥ ،ﻭﺗﻈﻬﺮ ﺍﳋﺮﻳﻄﺔ ﲨﻴﻊ ﺍﳋﻄﻮﻁ ﻭﺍﻷﺳﻬﻢ ﻣﻜﺘﻮﺑﺎ ﻋﻠﻴﻬﺎ ﺍﳊﺎﻟﺔ
ﺍﳌﻌﱪﺓ ﻋﻦ ﺍﻟﻌﻼﻗﺔ )ﻣﺎﻫﻴﺔ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﻭﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺃﻭ ﺍﳊﺎﻟﺔ(.
.٥ﺍﻝﻤﺩﺨل ﺍﻝﺨﺎﻤﺱ :ﻳﻘﺪﻡ ﺍﳌﻌﻠﻢ ﻟﻠﻄﻼﺏ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻔﺎﻫﻴﻢ ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻨﺎﺀ ﺧﺮﻳﻄﺔ
ﻣﻔﺎﻫﻴﻤﻴﺔ ﳍﺎ.
.٦ﺍﻝﻤﺩﺨل ﺍﻝﺴﺎﺩﺱ :ﻳﻘﺪﻡ ﺍﳌﻌﻠﻢ ﻟﻠﻄﻼﺏ ﻣﻔﻬﻮﻣﺎ ﺭﺋﻴﺴﺎ ﻭﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻨﺎﺀ ﺧﺮﻳﻄﺔ ﻣﻔﺎﻫﻴﻤﻴﺔ ﻟﻪ،
ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﻌﻠﻢ ﻫﺬﺍ ﺍﳌﺪﺧﻞ ﺑﻌﺪ ﺃﻥ ﺗﺘﺤﺴﻦ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻄﻼﺏ ﰲ ﺑﻨﺎﺀ ﺍﳋﺮﺍﺋﻂ
ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻭﺗﺘﺤﺴﻦ ﻣﻌﺮﻓﺘﻬﻢ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﻣﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ.
@ @Z÷튇nÛa@À@òîàîçbоa@Áöa‹©a@òîvîmag@ÑîÃìm@b−@ÝßaìÇ
ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﳚﺐ ﻣﺮﺍﻋﺎﺎ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺮﺍﺋﻂ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻣﺎ ﻳﻠﻲ:
.١ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ.
.٢ﺍﻟﺴﻤﺎﺡ ﻟﻠﻄﻼﺏ ﺑﺒﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺑﺄﻧﻔﺴﻬﻢ ﺣﱴ ﻻ ﻧﻘﻊ ﰲ ﺍﻹﻃﺎﺭ ﺍﻻﺳﺘﻈﻬﺎﺭﻱ ﻣﺮﺓ ﺃﺧﺮﻯ.
.٣ﻻ ﻳﻄﻠﺐ ﻣﻦ ﺍﻟﻄﻼﺏ ﺣﻔﻆ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﺍﻟﱵ ﺃﻋﺪﺕ ﰲ ﺍﻟﻔﺼﻞ.
.٤ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﻻ ﺗﻌﱪ ﻋﻦ ﻛﻞ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﺃﺫﻫﺎﻥ ﺍﻟﻄﻼﺏ ﻭﻟﻜﻦ ﺗﻌﱪ ﻋﻦ ﺑﻌﻀﻬﺎ ﻭﻫـﻲ
ﻣﻬﻤﺔ ﻟﺪﻯ ﻛﻞ ﻣﻦ ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻢ ﻟﻼﻧﻄﻼﻕ ﺇﱃ ﺍﻷﻣﺎﻡ ﰲ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ.
.٥ﻻ ﻳﻮﺟﺪ ﻃﺮﻳﻘﺔ ﻭﺍﺣﺪﺓ ﳏﺪﺩﺓ ﻟﺒﻨﺎﺀ ﺍﳋﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻤﻴﺔ ﳌﻮﺿﻮﻉ ﻣﺎ.
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@ @ïãaë‡ÈÛa@‹èĐß@‡Ûb‚@O@c@†a‡Çg òîàîçbоa@Áöa‹©a@òîvîmag
kadwany@gmail.com
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(١) ﳕﻮﺫﺝ ﺭﻗﻢ
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