ﺍﻝﺘﻜﻭﻴﻥ ﺍﻝﻤﺴﺘﻤﺭ ﻭﺩﻋﻡ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ )ﺍﻝﺒﻌﺩ ﺍﻝﻭﻅﻴﻔﻲ ﻭﺍﻝﻤﻨﻬﺠﻲ ﻭﺘﻌﺩﺩ ﺍﻝﻤﺩﺍﺨل ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺔ(1/2 ﻓﺎﺌﺯﺓ ﺍﻝﺴﺒﺎﻋﻲ* ﻝﻁﺎﻝﻤﺎ ﺍﺭﺘﻜﺯ ﻨﻤﻁ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻋﻠﻰ ﻤﺤﺩﻭﺩﻴﺔ ﺍﻝﺘﻨﺸﻴﻁ ،ﻭﺃﺴﻠﻭﺏ ﺍﻹﺭﺴﺎل ﺍﻷﺤﺎﺩﻱ ﺍﻻﺘﺠﺎﻩ، ﻤﻤﺎ ﺸﻜل ﺍﻝﺴﻤﺔ ﺍﻝﻐﺎﻝﺒﺔ ﻝﻭﻅﻴﻔﺔ ﺍﻝﺘﺩﺭﻴﺱ ﻝﻌﻘﻭﺩ ﻁﻭﻴﻠﺔ ﻤﻥ ﺍﻝﺯﻤﻥ ،ﻤﻊ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻁﺭﺍﺌﻕ ﺒﺎﻷﺴﺎﺱ ﺒﺈﺸﻜﺎل ﺇﻨﺠﺎﺯ ﺍﻝﻤﻘﺭﺭﺍﺕ ﻭﺘﺒﻠﻴﻎ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻌﺭﻓﻴﺔ ،ﻭﺘﻔﻜﻴﻜﻬﺎ ﻤﻴﻜﺎﻨﻴﻜﻴﺎ ﺇﻝﻰ ﺴﻠﻭﻜﺎﺕ ﺇﺠﺭﺍﺌﻴﺔ ﻫﺎﺩﻓﺔ، ﻗﺎﺒﻠﺔ ﻝﻠﻤﻼﺤﻅﺔ ﻭﺍﻝﻘﻴﺎﺱ. ﺇﻥ ﻭﺍﻗﻊ ﺘﻬﻤﻴﺵ ﺍﻝﺘﻠﻤﻴﺫ ﻓﻲ ﻅل ﻫﺫﻩ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ،ﻭﻋﺩﻡ ﺍﻋﺘﺒﺎﺭ ﻤﺅﻫﻼﺘﻪ ﻭﺭﻏﺒﺎﺘﻪ ﺍﻝﻌﺎﻁﻔﻴﺔ ،ﻝﺼﺎﻝﺢ ﺘﺭﺍﻜﻡ ﺍﻝﻤﻌﺭﻓﺔ ،ﺍﻝﺘﻲ ﺃﻋﻁﻴﺕ ﻝﻬﺎ ﺍﻷﻫﻤﻴﺔ ﺍﻝﻘﺼﻭﻯ ﻓﻲ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻜﻼﺴﻴﻜﻴﺔ ،ﺃﻓﻀﻰ ﺇﻝﻰ ﺘﻜﻭﻴﻥ ﻨﺵﺀ ﻤﺘﺸﺒﻊ ﺒﺜﻘﺎﻓﺔ ﺍﻝﺴﻠﻁﻭﻴﺔ ﻭﺍﻝﺘﻠﻘﻲ ﺍﻝﺴﻠﺒﻲ ،ﻭﺍﻝﺘﻭﺍﻜل ﻋﻠﻰ ﺍﻝﻐﻴﺭ ،ﻭﺍﻝﺘﻬﻴﺏ ﻤﻥ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ... ﻜﺒﺩﻴل ﻋﻥ ﺍﻝﺘﺩﺭﻴﺱ ﺍﻝﻬﺎﺩﻑ ﺍﻝﻤﻐﺭﻕ ﻓﻲ ﺍﻝﻨـﺯﻋﺔ ﺍﻝﺴﻠﻭﻜﻴﺔ ،ﺸﻜل ﻤﺩﺨل ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﺘﺩﺭﻴﺱ ﺒﺎﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺠﻭﻫﺭ ﻓﻲ ﺍﻝﺘﻭﺠﻬﺎﺕ ﺍﻹﺼﻼﺤﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺭﻓﻬﺎ ﻤﻨﺎﻫﺞ ﺍﻝﺘﻌﻠﻴﻡ ﺒﺒﻼﺩﻨﺎ ،ﻜﺎﺨﺘﻴﺎﺭ ﺍﺴﺘﺭﺍﺘﻴﺠﻲ ﻭﻅﻴﻔﻲ ﻴﻌﻴﺩ ﺍﻝﻤﻜﺎﻨﺔ ﺍﻝﻤﻘﺩﺴﺔ ﻝﻠﺘﻠﻤﻴﺫ ،ﻜﻤﺭﻜﺯ ﺭﺌﻴﺴﻲ ﺘﺘﻤﺤﻭﺭ ﺤﻭﻝﻪ ﻜل ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻔﻌل ﺍﻝﺘﺭﺒﻭﻱ ،ﻓﻲ ﺠﻤﻴﻊ ﺍﻤﺘﺩﺍﺩﺍﺘﻪ ﻭﺘﻔﺎﻋﻼﺘﻪ ﺍﻹﺸﻌﺎﻋﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ ﻭﺍﻹﻨﺘﺎﺠﻴﺔ ﻭﺍﻹﺒﺩﺍﻋﻴﺔ. »ﻴﻨﻁﻠﻕ ﺇﺼﻼﺡ ﻨﻅﺎﻡ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻜﻭﻴﻥ ﻤﻥ ﺠﻌل ﺍﻝﻤﺘﻌﻠﻡ ﺒﻭﺠﻪ ﻋﺎﻡ ،ﻭﺍﻝﻁﻔل ﻋﻠﻰ ﺍﻷﺨﺹ ،ﻓﻲ ﻗﻠﺏ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻝﺘﻔﻜﻴﺭ ﻭﺍﻝﻔﻌل ﺨﻼل ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻜﻭﻴﻨﻴﺔ)«...ﻋﻥ ﺍﻝﻤﻴﺜﺎﻕ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻜﻭﻴﻥ ،ﺹ(10 : »ﺘﺴﻌﻰ ﺍﻝﻤﺩﺭﺴﺔ ﺍﻝﻤﻐﺭﺒﻴﺔ ﺍﻝﻭﻁﻨﻴﺔ ﺍﻝﺠﺩﻴﺩﺓ ﺇﻝﻰ ﺃﻥ ﺘﻜﻭﻥ ﻤﻔﻌﻤﺔ ﺒﺎﻝﺤﻴﺎﺓ ،ﺘﻔﻀل ﻨﻬﺠﺎ ﺘﺭﺒﻭﻴﺎ ﻨﺸﻴﻁﺎ ،ﻴﺠﺎﻭﺯ ﺍﻝﺘﻠﻘﻲ ﺍﻝﺴﻠﺒﻲ ،ﻭﺍﻝﻌﻤل ﺍﻝﻔﺭﺩﻱ ﺇﻝﻰ ﺍﻋﺘﻤﺎﺩ ﺍﻝﺘﻌﻠﻡ ﺍﻝﺫﺍﺘﻲ ،ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺤﻭﺍﺭ، ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻻﺠﺘﻬﺎﺩ ﺍﻝﺠﻤﺎﻋﻲ)«...ﻋﻥ ﺍﻝﻤﻴﺜﺎﻕ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻜﻭﻴﻥ ،ﺹ(11 : ﺘﻔﻌﻴﻼ ﻝﻔﻠﺴﻔﺔ ﺍﻹﺼﻼﺡ ﺍﻝﻤﻨﺒﺜﻘﺔ ﻋﻥ ﺍﻝﻤﻴﺜﺎﻕ ﺍﻝﻭﻁﻨﻲ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻜﻭﻴﻥ ،ﺃﺼﺒﺤﺕ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﺘﺩﺭﻴﺱ ﺒﻤﺩﺨل ﺍﻝﻜﻔﺎﻴﺎﺕ ،ﺘﻘﺘﻀﻲ ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻨﺸﻴﻁ ،ﻭﺘﺘﻁﻠﺏ ﻤﻥ ﺍﻝﻤﺩﺭﺴﻴﻥ ﺍﻜﺘﺴﺎﺏ ﻜﻔﺎﻴﺎﺕ ﻤﻬﻨﻴﺔ ﺠﺩﻴﺩﺓ ،ﻝﻜﻭﻥ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﺘﻨﺸﻴﻁ ﺃﺼﺒﺤﺕ ﻤﻘﺎﺭﺒﺔ ﻀﺭﻭﺭﻴﺔ ﻤﻭﺍﺯﻴﺔ ﻭﺤﻴﻭﻴﺔ ﻝﺘﻔﻌﻴل ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻭﺃﻀﺤﺕ ﺃﺴﺴﻬﺎ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺫﺍﺕ ﺒﻌﺩ ﻭﻅﻴﻔﻲ ﻭﺘﻨﻅﻴﻤﻲ ،ﻴﻨﺒﻨﻲ ﻋﻠﻰ ﻤﺒﺩﺃ ﺍﻝﺘﻌﺩﺩﻴﺔ ﻓﻲ ﺍﻝﻤﻘﺎﺭﺒﺎﺕ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺔ ،ﻭﻴﻔﺴﺢ ﺍﻝﻤﺠﺎل ﺃﻤﺎﻡ ﺍﻝﺘﻠﻤﻴﺫ ﻻﺘﺨﺎﺫ ﺍﻝﻤﺒﺎﺩﺭﺓ ﻭﺍﻝﺘﻔﺘﺢ ﻋﺒﺭ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻔﻌﺎل ﻤﻊ ﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل...
.1ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻋﻼﻗﺘﻬﺎ ﺒﺄﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺒﻴﺭ ﻭﻨﺸﺎﻁ ﺍﻝﺘﻭﺍﺼل ﻭﻤﻬﺎﻡ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺍﻝﻔﻀﺎﺀ ﺍﻝﺼﻔﻲ: ﺘﻘﺘﻀﻲ ﻤﻬﻤﺔ ﺘﺩﺒﻴﺭ ﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل ،ﺘﺤﺭﻴﻙ ﺩﻴﻨﺎﻤﻴﺘﻬﺎ ﻓﻲ ﺍﺘﺠﺎﻩ ﺨﻠﻕ ﺘﻔﺎﻋﻼﺕ ﺇﻴﺠﺎﺒﻴﺔ ،ﺘﻤﻨﺢ ﻓﺭﺼﺎ ﺤﻘﻴﻘﻴﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﻤﺒﺩﺃ ﺍﻝﺘﺸﺎﺭﻙ ﻭﺍﻻﻨﺴﺠﺎﻡ ﻭﺍﻝﻤﺴﺎﻭﺍﺓ ﺒﻴﻥ ﻜل ﺃﻋﻀﺎﺌﻬﺎ ،ﻭﺍﻻﻨﺼﻬﺎﺭ ﻓﻲ ﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ ،ﺤﻴﺙ ﺃﺼﺒﺢ ﺍﻝﻤﺩﺭﺱ ﻤﻭﺠﻬﺎ ﻷﻨﺸﻁﺔ ﻓﺭﻴﻕ ﺍﻝﻌﻤل ،ﺍﻝﺫﻱ ﻴﺴﻌﻰ ﺒﺈﻤﻜﺎﻨﺎﺘﻪ ﺍﻝﺫﺍﺘﻴﺔ ﺇﻝﻰ ﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺘﻪ ﻭﺨﺒﺭﺍﺘﻪ ،ﻭﺒﺎﻝﺘﺎﻝﻲ ﺇﻏﻨﺎﺀ ﺸﺘﻰ ﻜﻔﺎﻴﺎﺘﻪ ﻋﻨﺩ ﺒﻨﺎﺀ ﺠﻤﻴﻊ ﻀﺭﻭﺏ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻹﻨﺴﺎﻨﻴﺔ. ﺇﻥ ﻤﺠﺎل ﺍﻝﺘﺩﺒﻴﺭ ﻜﻜل ،ﻴﻌﺘﺒﺭ ﺍﻝﻤﺩﺭﺴﺔ ﻤﻨﻅﻭﻤﺔ ﺇﻨﺘﺎﺠﻴﺔ ﻭﻤﻘﺎﻭﻻﺘﻴﺔ ﻓﻲ ﻋﻤﻕ ﺘﻭﺠﻬﺎﺘﻬﺎ ﺍﻝﻭﻅﻴﻔﻴﺔ ،ﺘﻨﺒﻨﻲ ﻋﻠﻰ ﺍﻻﺴﺘﺜﻤﺎﺭ ﻭﺍﻹﻨﺘﺎﺝ ﻭﺍﻝﻤﺭﺩﻭﺩﻴﺔ ...ﺒﺫﻝﻙ ،ﺘﺸﻜل ﻭﺤﺩﺓ ﺇﻨﺘﺎﺠﻴﺔ ،ﻴﻜﻭﻥ ﻓﻴﻬﺎ ﺍﻝﻤﺘﻌﻠﻤﻭﻥ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺨﺎﻡ ،ﺘﺴﺨﺭ ﻝﻬﻡ ﺇﻤﻜﺎﻨﻴﺎﺕ ﻤﺎﺩﻴﺔ ﻭﻤﻌﻨﻭﻴﺔ ﺠﺒﺎﺭﺓ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﺭﺒﻭﻱ
ﻭﺍﻝﺜﻘﺎﻓﻲ ﻭﺍﻝﻔﻜﺭﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ،ﺒﻐﻴﺔ ﺇﻓﺭﺍﺯ ﻭﺘﻜﻭﻴﻥ ﺃﺠﻴﺎل ﻤﺘﻌﻠﻤﺔ ﻓﻲ ﻤﺴﺘﻭﻯ ﺘﻁﻠﻌﺎﺕ ﻭﺍﻨﺘﻅﺎﺭﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ. ﺒﻨﺎﺀ ﻋﻠﻴﻪ ،ﻴﺭﺘﺒﻁ ﻜل ﻤﻥ ﻤﻔﻬﻭﻡ ﺍﻝﺠﻭﺩﺓ ﻭﻤﻌﺎﻴﻴﺭﻫﺎ ،ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺩﺒﻴﺭ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻲ ﻝﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل ،ﺒﺸﺭﻭﻁ ﻭﻤﻘﺎﻴﻴﺱ ﻤﻭﻀﻭﻋﻴﺔ ﺫﺍﺕ ﻁﺒﻴﻌﺔﻝﻭﺠﻴﺴﺘﻴﻜﻴﺔ ﺘﺭﺘﺒﻁ ﺒﻨﻭﻋﻴﺔ ﺍﻝﺒﻨﻴﺔ ﺍﻝﻤﺅﺴﺴﺎﺘﻴﺔ ﻭﺠﻤﺎﻝﻴﺘﻬﺎ ،ﻭﺭﻭﻨﻘﻬﺎ ﻭﺘﺠﻬﻴﺯﺍﺘﻬﺎ ﺍﻝﻤﺎﺩﻴﺔ :ﻤﻥ ﺨﺯﺍﻨﺎﺕ ﻭﻤﻜﺘﺒﺎﺕ ﻭﻭﺴﺎﺌل ﺩﻴﺩﺍﻜﺘﻴﻜﻴﺔ ﻝﻺﻴﻀﺎﺡ... ﻫﺫﺍ ،ﺒﺠﺎﻨﺏ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺒﻨﻴﻭﻴﺔ ﻭﻫﻴﻜﻠﻴﺔ ﺃﺨﺭﻯ :ﻜﻌﺩﺩ ﺍﻝﻤﺘﻤﺩﺭﺴﻴﻥ ﻓﻲ ﺍﻝﻔﺼﻭل ﻭﺍﻝﻤﺤﻴﻁ ﺍﻝﺴﻭﺴﻴﻭ- ﺜﻘﺎﻓﻲ ﻝﻠﻤﺅﺴﺴﺔ ﺍﻝﻤﺩﺭﺴﻴﺔ... ﻜﻤﺎ ﺘﺭﺘﺒﻁ ﺃﻴﻀﺎ ،ﺒﺸﺭﻭﻁ ﻭﻤﻘﺎﻴﻴﺱ ﺘﺭﺒﻭﻴﺔ ﻭﻤﻬﻨﻴﺔ ،ﺘﺘﻤﺭﻜﺯ ﺤﻭل ﺸﺨﺼﻴﺔ ﺍﻝﻤﺩﺭﺱ ﻨﻔﺴﻪ، ﻭﻜﻔﺎﺀﺍﺘﻪ ﺍﻝﻤﻬﻨﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ،ﻭﻤﺩﻯ ﺘﺤﻜﻤﻪ ﻓﻲ ﺃﺴﺎﻝﻴﺏ ﺘﺩﺒﻴﺭ ﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل ،ﻭﻁﺭﻴﻘﺘﻪ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺁﻝﻴﺎﺕ ﻋﻤﻠﻪ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺔ ،ﻭﻁﺭﺍﺌﻘﻪ ﻓﻲ ﺍﻝﺘﻨﺸﻴﻁ ﻭﻁﺒﻴﻌﺘﻬﺎ ،ﻭﻤﺩﻯ ﺇﻴﻤﺎﻨﻪ ﺒﻀﺭﻭﺭﺓ ﻨﺴﺞ ﻋﻼﻗﺎﺕ ﺘﻭﺍﺼل ﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻤﻊ ﺘﻼﻤﺫﺘﻪ ،ﺇﻝﻰ ﺠﺎﻨﺏ ﻤﺩﻯ ﺘﺸﺒﻌﻪ ﺒﺜﻘﺎﻓﺔ ﺍﻝﺘﻔﺘﺢ ،ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺘﺄﻫﻴﻠﻬﻡ ﺒﺸﻜل ﺤﻘﻴﻘﻲ ﻝﻺﺒﺩﺍﻉ ﻭﺇﺜﺒﺎﺕ ﺍﻝﺫﺍﺕ ،ﻤﻊ ﺍﻻﻋﺘﻨﺎﺀ ﺒﻤﻴﻭﻻﺘﻬﻡ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻬﻡ ...ﺇﻨﻬﺎ ﻤﻬﺎﻡ ،ﻜﻤﺎ ﺘﺒﺩﻭ ﻤﻌﻘﺩﺓ ﻭﻤﺘﺩﺍﺨﻠﺔ ،ﻭﻫﻲ ﻋﻨﺩ ﺘﺤﻠﻴﻠﻬﺎ ،ﺘﺅﻜﺩ ﻋﻠﻰ ﺘﻤﻭﻗﻊ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﻓﻲ ﻁﻠﻴﻌﺔ ﺃﺩﻭﺍﺭ ﺍﻝﻤﺩﺭﺱ .ﺇﻨﻬﺎ ﻤﻬﺎﻡ ﺠﺴﻴﻤﺔ ،ﺘﺠﻌل ﻤﻨﻪ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺭﺃﺱ ﺠﻤﺎﻋﺔ ﺍﻝﻌﻤل ،ﻴﻭﺠﻪ ﻨﺸﺎﻁﻬﺎ ﻝﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﻤﺼﺎﻏﺔ ﺒﺩﻗﺔ ﻋﻨﺩ ﺒﺩﺍﻴﺔ ﻜل ﻨﺸﺎﻁ ﺘﺭﺒﻭﻱ. ﺇﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻘﻴﺎﺩﻱ ﺍﻝﺘﺭﺒﻭﻱ ،ﻴﺘﺄﺴﺱ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻋﺩﺓ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻭﻤﺒﺎﺩﺉ ﻤﺘﺩﺍﺨﻠﺔ ﺃﻫﻤﻬﺎ § ﺍﻝﻤﺒﺎﺩﺃﺓ:ﻗﺩﺭﺓ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﻭﻀﻊ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺨﻁﻁ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻜﻔﻴﻠﺔ ﺒﺈﻨﺠﺎﺯ ﺠﻤﻴﻊ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺸﺘﻘﺔ ﻤﻥ ﺍﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﺴﻁﺭﺓ ﻓﻲ ﺍﻝﻤﻨﻬﺎﺝ ،ﻓﻲ ﻅل ﺍﻝﻌﻤل ﺒﺭﻭﺡ ﺍﻝﻔﺭﻴﻕ. § ﺍﻝﺘﻤﺜﻴﻠﻴﺔ ﻷﻋﻀﺎﺀ ﺠﻤﺎﻋﺔ ﻓﺼﻠﻪ:ﺤﻤﺎﻴﺔ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻭﺍﻝﺩﻓﺎﻉ ﻋﻥ ﻤﺼﺎﻝﺤﻬﻡ ﻓﻲ ﻋﻼﻗﺔ ﻤﻊ ﺍﻹﺩﺍﺭﺓ ﻭﺃﻭﻝﻴﺎﺀ ﺍﻷﻤﻭﺭ ،ﻭﺠﻤﻴﻊ ﺍﻝﻤﻌﻨﻴﻴﻥ ﺒﺎﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺩﻨﻲ... § ﺍﻝﺘﻜﺎﻤل ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل:ﺍﻝﺘﺩﺨل ﻝﻠﺤﺩ ﻤﻥ ﺍﻝﻨـﺯﺍﻋﺎﺕ ﻭﺍﻝﺨﻼﻓﺎﺕ ،ﺒﺘﺭﺴﻴﺦ ﺜﻘﺎﻓﺔ ﺍﻝﻘﺒﻭل ﺒﺎﻻﺨﺘﻼﻑ ﻭﺍﻝﺘﻌﺎﺭﺽ ﻭﺍﻝﺘﻌﺎﻴﺵ ﻓﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻔﺼﻠﻴﺔ. § ﺍﻝﺘﻨﻅﻴﻡ:ﺘﻭﺠﻴﻪ ﻤﻬﺎﻡ ﺍﻝﺠﻤﺎﻋﺔ ﺒﺸﻜل ﻤﻬﻴﻜل ،ﻤﻊ ﺘﻨﺴﻴﻕ ﺍﻝﻌﻼﻗﺎﺕ ﺩﺍﺨﻠﻬﺎ ﻹﻨﺠﺎﺯ ﺍﻝﺘﻌﻠﻤﺎﺕ. § ﺍﻝﺴﻴﻁﺭﺓ:ﺍﻝﺤﺴﻡ ﻓﻲ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﻜﺒﺭﻯ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺤﺴﺎﺴﺔ ،ﻭﺘﺤﺩﻴﺩ ﻁﺭﺍﺌﻕ ﺍﻝﻌﻤل ﻭﻨﻭﻉ ﺁﻝﻴﺎﺕ ﺍﻝﺘﻭﺍﺼل ،ﻭﺃﻫﺩﺍﻑ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻤﺩﺓ ﺍﻝﺯﻤﻨﻴﺔ ﺍﻝﻜﻔﻴﻠﺔ ﺒﺈﻨﺠﺎﺯﻫﺎ. ﺒﺫﻝﻙ ،ﺘﺘﺠﺴﺭ ﺍﻝﺭﻭﺍﺒﻁ ﺒﻴﻥ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ ﻭﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺩﺒﻴﺭ ﺍﻝﺘﺭﺒﻭﻱ ،ﻜﻤﺎ ﻴﺴﺘﺤﻴل ﻓﺼﻠﻬﺎ ﻋﻥ ﻨﺸﺎﻁ ﺍﻝﺘﻭﺍﺼل ﻓﻲ ﻋﻤﻘﻪ ﺍﻝﻭﻅﻴﻔﻲ ﻭﺍﻝﻨﻔﻌﻲ ﻓﻲ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺔ .ﺇﻥ ﺍﻝﺘﻭﺍﺼل ﻤﻔﺎﻫﻴﻤﻴﺎ ،ﻴﻌﻨﻲ ﺘﺩﺍﻭل ﺍﻷﺨﺒﺎﺭ ﻭﺍﻝﻤﻌﺭﻓﺔ ﻗﺼﺩ ﺍﻝﺘﺒﻠﻴﻎ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻹﻁﻼﻉ ﻝﻔﺎﺌﺩﺓ ﺸﺨﺹ ﻤﺎ ،ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻷﺸﺨﺎﺹ .ﻓﻲ ﺤﻴﻥ ﻴﻌﺘﺒﺭ ﺘﺭﺒﻭﻴﺎ ،ﺁﻝﻴﺔ ﺤﻴﺔ ﺫﺍﺕ ﺩﻴﻨﺎﻤﻴﺔ ﺩﺍﺌﻤﺔ ﻭﻤﺴﺘﺭﺴﻠﺔ ،ﻤﺘﻨﻭﻋﺔ ﺍﻷﺴﺎﻝﻴﺏ ،ﻤﻭﺠﻬﺔ ﻨﺤﻭ ﺍﻝﻤﺘﻌﻠﻡ ،ﻝﺘﺴﻬﻴل ﻨﺴﺞ ﻋﻼﻗﺎﺕ ﺘﻔﺎﻋل ﺇﻴﺠﺎﺒﻴﺔ ﻤﻌﻪ ،ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺒﻨﺎﺌﻬﺎ ﻭﺍﻜﺘﺴﺎﺏ ﺁﻝﻴﺎﺘﻬﺎ .ﻜﻤﺎ ﺘﺘﻌﺩﺩ ﻭﺴﺎﺌل ﻭﺃﻨﻤﺎﻁ ﺍﻝﺘﻭﺍﺼل ﺍﻝﺘﻌﺒﻴﺭﻱ ،ﺒﻴﻥ ﻜﻼﻤﻴﺔ ﻭﺸﻔﻬﻴﺔ ﻭﺤﺱ – ﺤﺭﻜﻴﺔ ،ﻴﺘﻡ ﺇﺭﺴﺎﻝﻬﺎ ﻤﻥ ﻋﻀﻭ ﻤﺭﺴل ﺇﻝﻰ ﺁﺨﺭ ﻤﺘﻠﻕ ،ﺒﻭﺍﺴﻁﺔ ﺸﻔﺭﺓ ﺇﺭﺴﺎﻝﻴﺔ )ﺍﻝﺘﺭﻤﻴﺯ( ،ﻋﻠﻰ ﻤﺩﻯ ﺇﻴﻘﺎﻉ ﺯﻤﻨﻲ ﻤﻌﻴﻥ .ﺒﺫﻝﻙ ،ﺘﺭﺘﺒﻁﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ -ﻓﻲ ﺇﻁﺎﺭ ﻤﻘﺎﺭﺒﺔ ﺘﻭﺍﺼﻠﻴﺔ -ﺒﻌﺩﺓ ﺸﺭﻭﻁ ﺘﺭﺒﻭﻴﺔ ،ﺃﻫﻤﻬﺎ :ﺘﺩﻓﻕ ﻭﺘﻴﺭﺓ ﺍﻹﻴﻘﺎﻉ )ﺍﻝﺒﻁﺀ، ﺍﻝﻜﺜﺎﻓﺔ ،ﺍﻝﺴﺭﻋﺔ( ،ﻭﺤﺭﻜﻴﺔ ﺍﻝﻤﺩﺭﺱ ﺩﺍﺨل ﺍﻝﺼﻔﻭﻑ ،ﻭﻤﺩﻯ ﺠﺎﺫﺒﻴﺔ ﺸﺨﺼﻴﺘﻪ ،ﻭﻤﺅﻫﻼﺘﻪ ﺍﻝﺠﺴﻤﻴﺔ ،ﻭﻜﻔﺎﺀﺍﺘﻪ ﺍﻝﻤﻬﻨﻴﺔ) :ﻜﻨﺒﺭﺍﺕ ﺍﻝﺼﻭﺕ ،ﻭﺩﺭﺠﺔ ﺍﻨﺴﺠﺎﻤﻪ ﺍﻝﻌﺎﻁﻔﻲ ﻤﻊ ﻤﻬﻨﺘﻪ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ، ﻭﻁﺭﻴﻘﺘﻪ ﻓﻲ ﺍﻝﻜﺘﺎﺒﺔ ،ﻭﻗﺩﺭﺘﻪ ﺍﻝﻠﻐﻭﻴﺔ ﻋﻠﻰ ﺍﻝﺼﻴﺎﻏﺔ ﻭﺍﻝﺭﺒﻁ ﻭﺍﻝﺘﻭﺍﺼل ،ﻭﺇﻴﻤﺎﺀﺍﺘﻪ ﻭﻤﺩﻯ ﺘﺤﻜﻤﻪ ﻓﻲ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻌﺭﻓﻴﺔ.(...
.2ﻤﻭﻗﻊ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﻓﻲ ﺃﻨﻤﺎﻁ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺘﻭﺍﺼل:
ﺘﺘﻨﻭﻉ ﺃﻨﻤﺎﻁ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻨﺸﺎﻁ ﺘﺩﺒﻴﺭ ﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل ،ﻭﺘﻨﺸﻴﻁ ﺴﻴﺭﻭﺭﺓ ﺍﻝﺘﻌﻠﻤﺎﺕ ،ﻋﻠﻰ ﺍﻝﺸﻜل ﺍﻝﺘﺎﻝﻲ: ﺍﻝﻨﻤﻁ ﺍﻝﺘﻘﻠﻴﺩﻱ ﺍﻝﺴﻠﻁﻭﻱ:ﻴﻘﻭﻡ ﻋﻠﻰ ﻤﺒﺩﺃ ﺘﻘﺩﻴﺱ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻭﻁﺎﻋﺘﻪ ،ﻭﺍﻝﻨﻬل ﻤﻥ ﺤﻤﻭﻝﺘﻪ ﺒﺩﻭﻥ ﻨﻘﺎﺵ ،ﻜﻨﻤﻭﺫﺝ ﻴﻌﻜﺱ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻲ ﺍﻝﺴﻠﻁﺔ ﺍﻷﺒﻭﻴﺔ .ﻜﻤﺎ ﺘﺘﻭﻗﻑ ﻜﺎﻓﺔ ﺃﻋﻤﺎل ﺍﻝﻤﺠﻤﻭﻋﺔ ﻋﻠﻰ ﺸﺨﺹ ﺍﻝﻘﺎﺌﺩ ،ﻜﻘﻁﺏ ﺘﺘﻤﺤﻭﺭ ﺤﻭﻝﻪ ﻜل ﺍﻻﻫﺘﻤﺎﻤﺎﺕ .ﻝﻬﺫﺍ ﺍﻝﻨﻤﻁ ﻋﻭﺍﻗﺏ ﻨﻔﺴﻴﺔ ﻭﺨﻴﻤﺔ :ﻋﻠﻰ ﺭﺃﺴﻬﺎ ﺍﻝﺫﻭﺒﺎﻥ ﻓﻲ ﺍﻵﺨﺭ ،ﻭﺘﺤﻁﻡ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻜﻴﺎﻥ ﺍﻝﺸﺨﺼﻲ ،ﻭﻓﻘﺩﺍﻥ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ، ﻭﺍﻝﺨﻨﻭﻉ ﻭﺍﻝﺘﺒﻌﻴﺔ ﻝﻶﺨﺭ ،ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻨﻌﺩﺍﻡ ﺍﻻﺴﺘﻘﻼﻝﻴﺔ ﻋﻨﺩ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ...ﺇﻨﻬﺎ ﺠﻤﺎﻋﺔ ﻤﻬﺩﺩﺓ ﺒﺎﻻﻨﺤﻼل ﻓﻲ ﺁﻴﺔ ﻝﺤﻅﺔ ،ﻗﺩ ﻴﻐﻴﺏ ﻓﻴﻬﺎ ﺍﻝﻘﺎﺌﺩ ﺃﻭ ﺘﻭﺠﻴﻬﺎﺘﻪ ﺍﻝﺴﻠﻁﻭﻴﺔ. ﻴﻨﺩﺭﺝ ﻀﻤﻥ ﻫﺫﺍ ﺍﻝﻨﻤﻭﺫﺝ ،ﻨﻤﻁ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺠﺫﺍﺏ ﺍﻝﻤﺘﻤﻴﺯ ﺒﺸﺨﺼﻴﺔ ﺫﺍﺕ ﺠﺎﺫﺒﻴﺔ ﺨﺎﺭﻗﺔ ﻏﻴﺭ ﺍﻋﺘﻴﺎﺩﻴﺔ ،ﺘﺒﻌﺙ ﻋﻠﻰ ﺍﻻﺤﺘﺭﺍﻡ ﻭﺍﻝﻬﻴﺒﺔ ،ﺫﺍﺕ ﺇﺸﻌﺎﻉ ﻭﺘﺄﺜﻴﺭ ﻫﺎﺌﻠﻴﻥ. ﻓﻲ ﺍﻝﻤﻘﺎﺒل ،ﻴﻭﺠﺩ ﺍﻝﻨﻤﻁ ﺍﻝﻌﻘﻼﻨﻲ ،ﻴﺴﺘﻤﺩ ﺴﻠﻁﻭﻴﺘﻪ ﻤﻥ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻝﺘﻁﺒﻴﻕ ﺍﻝﻤﻁﻠﻕ ﻝﻠﺘﻌﻠﻴﻤﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺩﺍﺨﻠﻴﺔ ﻝﻠﻤﺅﺴﺴﺔ ،ﻭﻤﻀﺎﻤﻴﻥ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻝﻜﺘﺏ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﺍﻝﺘﺸﺭﻴﻌﺎﺕ ،ﻤﻊ ﻓﺭﺽ ﻋﻘﻭﺒﺎﺕ ﺯﺠﺭﻴﺔ ﻓﻲ ﺤﻕ ﻤﺨﺎﻝﻔﻴﻬﺎ .ﺒﺫﻝﻙ ،ﻴﻜﻭﻥ ﻨﻤﻭﺫﺠﺎ ﻗﻴﺎﺩﻴﺎ ﻴﺴﺘﻤﺩ ﺴﻠﻁﺘﻪ ﺨﺎﺭﺝ ﺇﻤﻜﺎﻨﺎﺘﻪ ﺍﻝﺫﺍﺘﻴﺔ .ﻤﻥ ﻋﻭﺍﻗﺏ ﻫﺫﺍ ﺍﻝﻨﻤﻁ ،ﺍﻝﻌﻤل ﻓﻲ ﺠﻭ ﺍﻝﺩﻗﺔ ﻭﺍﻝﺯﺠﺭ ،ﻭﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻝﻌﻘﺎﺏ ،ﻭﺴﻴﺎﺩﺓ ﺍﻝﺤﺫﺭ ﻭﺍﻝﺤﻴﻁﺔ... ﺍﻝﻨﻤﻁ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻲ:ﻴﻔﻭﺽ ﻤﻬﻤﺔ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﻨﻬﺎﺌﻴﺔ ﺇﻝﻰ ﺠﻤﺎﻋﺔ ﺍﻝﻌﻤل ،ﻭﻴﺄﺨﺫ ﺒﺎﻝﺭﺃﻱ ﺍﻝﺴﺎﺌﺩ ﻓﻴﻬﺎ .ﻤﻥ ﺁﻝﻴﺎﺘﻪ :ﺃﺴﻠﻭﺏ ﺍﻹﻗﻨﺎﻉ ﻭﺍﻝﺘﻭﻋﻴﺔ ،ﻭﺍﻝﺤﻭﺍﺭ ﺍﻝﻤﻔﺘﻭﺡ ،ﻭﺍﻻﺨﺘﻴﺎﺭ ﺍﻝﻼﻤﺸﺭﻭﻁ، ﻭﺍﺤﺘﺭﺍﻡ ﺍﻝﺭﺃﻱ ﺍﻵﺨﺭ ﻓﻲ ﺍﻝﺘﻔﺎﻋﻼﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺘﺠﺎﺫﺒﺎﺘﻬﺎ ﺍﻝﻌﻼﺌﻘﻴﺔ ...ﺒﺫﻝﻙ ،ﻴﺴﻭﺩ ﺠﻭ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻁﻤﺄﻨﻴﻨﺔ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﻭﺍﻝﺘﻨﺎﻏﻡ ،ﻤﻤﺎ ﻴﺸﺒﻊ ﺤﺎﺠﺔ ﺍﻝﻜل ،ﻭﻴﺤﺭﻙ ﺩﻴﻨﺎﻤﻴﺔ ﺍﻝﺠﻤﺎﻋﺔ ﺒﺸﻜل ﺇﻴﺠﺎﺒﻲ. ﺍﻝﻨﻤﻁ ﺍﻝﻼﻤﺒﺎﻝﻲ ﺍﻝﺘﺭﺍﺴﻠﻲ:ﻴﺘﺴﻡ ﺒﺎﻝﻼﻤﺒﺎﻻﺓ ،ﺇﺫ ﻴﻘﺘﺼﺭ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻋﻠﻰ ﺇﺭﺴﺎل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺇﻝﻰ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ،ﺘﺎﺭﻜﺎ ﺍﻝﻔﺭﺼﺔ ﺍﻝﻜﺎﻤﻠﺔ ﻝﻬﻡ ﻝﺘﺩﺍﻭﻝﻬﺎ ﻓﻲ ﺇﻁﺎﺭ ﺤﻴﺎﺩ ﺘﺎﻡ ،ﺩﻭﻥ ﺘﻭﺠﻴﻬﻬﻡ ﺃﻭ ﺇﺭﺸﺎﺩﻫﻡ، ﻤﻤﺎ ﻴﻜﺭﺱ ﻝﺩﻴﻬﻡ ﺸﻌﻭﺭﺍ ﺤﻘﻴﻘﻴﺎ ﺒﺎﻝﻀﻴﺎﻉ ﻭﺍﻹﻫﻤﺎل ﻻﻨﻌﺩﺍﻡ ﺍﻝﺘﺤﻔﻴﺯ ﻭﺍﻝﻌﻨﺎﻴﺔ ،ﺇﻝﻰ ﺠﺎﻨﺏ ﺍﻝﺸﻌﻭﺭ ﺒﺎﺤﺘﻘﺎﺭ ﻗﺎﺌﺩﻫﻡ ﻭﻋﺩﻡ ﺍﻻﻜﺘﺭﺍﺙ ﺒﺘﻌﻠﻴﻘﺎﺘﻪ ﺍﻝﻤﺤﺩﻭﺩﺓ ،ﻭﺘﺩﺨﻼﺘﻪ ﺍﻝﺴﻁﺤﻴﺔ .ﻴﻭﻝﺩ ﻫﺫﺍ ﺍﻝﻨﻤﻭﺫﺝ، ﺍﻝﺸﻌﻭﺭ ﺒﺎﻨﺨﻔﺎﺽ ﺍﻝﺭﻭﺡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﺍﻝﺠﻤﺎﻋﻴﺔ ،ﻭﻴﻌﻤل ﻋﻠﻰ ﺘﺭﺩﻱ ﻭﺸﺎﺌﺞ ﺍﻝﺜﻘﺔ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﻗﺎﺌﺩﻫﺎ. ﻴﺘﻀﺢ ﻤﻥ ﺨﻼل ﺘﺩﺍﻭل ﻫﺫﻩ ﺍﻷﻨﻤﺎﻁ ،ﻜﻭﻥ ﺍﻝﻨﻤﻁ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻲ ﻫﻭ ﺍﻷﻜﺜﺭ ﺘﻨﺎﺴﺒﺎ ﻤﻊ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﺘﺩﺭﻴﺱ ﺒﺎﻝﻜﻔﺎﻴﺎﺕ ،ﻜﻨﻤﻭﺫﺝ ﻤﺜﺎﻝﻲ ﻜﻔﻴل ﺒﺘﻜﻭﻴﻥ ﻤﺘﻌﻠﻡ ﺫﻭ ﺴﺤﻨﺔ ﺒﻴﺩﺍﻏﻭﺠﻴﺔ ﻗﺎﺒﻠﺔ ﻝﻠﺘﺄﻫﻴل ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل ﻝﻠﻤﻭﺍﻁﻨﺔ ﺍﻝﻤﺴﺅﻭﻝﺔ ،ﺍﻝﻭﺍﻋﻴﺔ ﺒﺎﻝﺤﻘﻭﻕ ﻭﺍﻝﻭﺍﺠﺒﺎﺕ ﺩﺍﺨل ﺍﻝﻨﺴﻴﺞ ﺍﻻﺠﺘﻤﺎﻋﻲ... ﺇﻥ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ ،ﺘﺭﺘﺒﻁ ﻜﺫﻝﻙ ﺇﻝﻰ ﺠﺎﻨﺏ ﻨﻤﻁ ﺍﻝﻘﻴﺎﺩﺓ ﺍﻝﺘﺭﺒﻭﻴﺔ ،ﺒﺎﺘﺠﺎﻫﺎﺕ ﺍﻝﺘﻭﺍﺼل ﺍﻝﺘﻲ ﺘﻨﺒﻨﻲ ﻁﺒﻴﻌﺘﻬﺎ ﻋﻠﻰ ﺍﻝﺘﻨﻭﻉ: ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺍﻷﻋﻠﻰ ﺇﻝﻰ ﺍﻷﺴﻔل:ﻴﺭﺍﻫﻥ ﻋﻠﻰ ﺘﺩﻓﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺩﻴﻨﺎﻤﻴﺔ ﻋﻤﻭﺩﻴﺔ ﺃﺤﺎﺩﻴﺔ ،ﻤﻥ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻝﺘﻼﻤﻴﺫ ،ﻭﻴﺘﻁﺎﺒﻕ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻹﻝﻘﺎﺌﻲ. ﺍﻝﺘﻭﺍﺼل ﻤﻥ ﺍﻷﺴﻔل ﺇﻝﻰ ﺍﻷﻋﻠﻰ:ﻤﻥ ﺃﻋﻀﺎﺀ ﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻷﺴﺘﺎﺫ ،ﻴﺘﻁﻠﺏ ﺘﺤﻠﻲ ﻫﺫﺍ ﺍﻷﺨﻴﺭ ﺒﺎﻝﺼﺒﺭ ﻭﺍﻝﺘﻔﻬﻡ ،ﻭﺍﻝﺘﺸﺒﻊ ﺒﺴﻠﻭﻙ ﺍﻹﻨﺼﺎﺕ ،ﻭﺘﻘﺒل ﺍﻝﺭﺃﻱ ﺍﻵﺨﺭ ﺒﺼﺩﺭ ﺭﺤﺏ ...ﺇﻨﻪ ﺘﻭﺍﺼل ﻴﻌﻁﻲ ﻓﺭﺼﺎ ﺤﻘﻴﻘﻴﺔ ﻝﻠﺘﻼﻗﺢ ﻭﺘﻜﻭﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ ﻓﻜﺭﻴﺔ ﻨﺎﻀﺠﺔ... ﺍﻝﺘﻭﺍﺼل ﺍﻝﺩﺍﺌﺭﻱ )ﺍﻷﻓﻘﻲ(:ﻴﺴﻤﺢ ﺒﺘﺩﻓﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﻤﺠﻤﻭﻋﺔ ﺍﻝﻔﺼل ﻓﻲ ﺩﻴﻨﺎﻤﻴﺔ ﺩﺍﺌﺭﻴﺔ ،ﻤﻤﺎ ﻴﻭﻝﺩ ﺃﻓﻜﺎﺭﺍ ﻤﺘﻨﻭﻋﺔ ﻭﺇﻨﺘﺎﺠﺎﺕ ﺜﻘﺎﻓﻴﺔ ،ﻴﺼﺒﺢ ﻓﻴﻬﺎ ﺍﻝﺘﻼﻤﻴﺫ ﻫﻡ ﺍﻝﻤﻨﺘﺠﻭﻥ ﺍﻝﺭﺌﻴﺴﻴﻭﻥ ﻝﻠﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﻌﺭﻓﺔ ،ﺒﻔﻌل ﺍﻝﺘﺠﺎﺫﺏ ﻭﺍﻝﺘﻔﺎﻋل ﻭﺍﻝﺘﺤﺎﻭﺭ ﺍﻝﺩﺍﺨﻠﻲ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﺠﻤﺎﻋﺔ ،ﺘﺤﺕ ﺇﺸﺭﺍﻑ ﺍﻝﻤﺩﺭﺱ ﻭﺘﻭﺠﻴﻬﻪ. ﺒﺫﻝﻙ ،ﺘﺘﺒﻨﻰ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ ،ﺍﺘﺠﺎﻫﻲ ﺍﻝﺘﻭﺍﺼل ﺍﻷﺨﻴﺭﻴﻥ ،ﻝﻤﺭﻭﻨﺘﻬﻤﺎ ﻭﻝﺠﻌﻠﻬﻤﺎ ﺍﻝﻤﺘﻌﻠﻡ – ﺒﺸﻜل ﺤﻘﻴﻘﻲ ﻭﺍﻗﻌﻲ -ﻓﻲ ﺼﻠﺏ ﻭﻗﺎﻋﺩﺓ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻔﺼﻠﻴﺔ ﺍﻝﻤﺘﺩﺍﻭﻝﺔ ﻴﻭﻤﻴﺎ.
.3ﺍﻝﻤﻌﺎﻴﻴﺭ ﻭﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﻤﺅﺴﺴﺔ ﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻓﻀﺎﺀﺍﺕ ﺍﻝﻔﺼﻭل ﺍﻝﻤﺩﺭﺴﻴﺔ: ﺘﺘﻁﻠﺏ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ ،ﺘﻁﻭﻴﺭ ﻭﺘﻭﻅﻴﻑ ﻋﺩﺓ ﻗﺩﺭﺍﺕ ﻝﺩﻯ ﺍﻝﻤﺩﺭﺱ ،ﺍﺭﺘﻜﺎﺯﺍ ﻋﻠﻰ ﻋﺩﺓ ﻤﻌﺎﻴﻴﺭ ﻭﻤﺒﺎﺩﺉ: ℘ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻤﻼﺤﻅﺔ:ﺘﺒﺩﻭ ﺒﺴﻴﻁﺔ ﻜﻜﻔﺎﻴﺔ ﻓﻲ ﻤﺘﻨﺎﻭل ﺍﻝﻤﻤﺎﺭﺴﻴﻥ ﺍﻝﺘﺭﺒﻭﻴﻴﻥ ،ﺇﻻ ﺃﻨﻬﺎ ﻋﻜﺱ ﺍﻝﻅﺎﻫﺭ ﺠﺩ ﻤﻌﻘﺩﺓ ،ﺘﺴﺘﺩﻋﻲ –ﻋﻨﺩ ﺘﺤﻠﻴل ﻭﻤﺤﺎﻭﻝﺔ ﻓﻬﻡ ﺃﻱ ﺴﻠﻭﻙ ﻤﻠﺤﻭﻅ ﻝﺩﻯ ﺍﻝﺘﻼﻤﻴﺫ ﺒﻬﺩﻑ ﻀﺒﻁﻪ -ﺍﻹﺤﺎﻁﺔ ﺒﻜل ﻤﻜﻭﻨﺎﺘﻪ ﻭﺘﺤﺩﻴﺩ ﻭﺘﺤﻠﻴل ﺍﻝﻌﻭﺍﻤل ﺍﻝﻜﺎﻤﻨﺔ ﻭﺭﺍﺀ ﺇﻓﺭﺍﺯﻩ ،ﻝﻠﺘﻤﻜﻥ ﻤﻥ ﻗﺭﺍﺀﺘﻪ ﻓﻲ ﻋﻤﻘﻪ ،ﻭﺤﺼﺭ ﻜل ﺩﻻﻻﺘﻪ :ﻜﺎﻝﺸﺭﻭﺩ ﻭﻋﺩﻡ ﺍﻻﻜﺘﺭﺍﺙ ﺒﺄﻨﺸﻁﺔ ﺍﻝﺠﻤﺎﻋﺔ ،ﻭﺒﺎﻝﺘﺎﻝﻲ ﺴﻴﺎﺩﺓ ﺍﻝﻔﻭﻀﻰ... ℘ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻓﻙ ﺍﻝﺘﺭﻤﻴﺯ ﻭﻗﺭﺍﺀﺓ ﺸﻔﺭﺓ ﺍﻹﺭﺴﺎﻝﻴﺔ:ﻝﻔﻬﻡ ﺃﺒﻌﺎﺩ ﻤﻌﻨﻰ ﺘﻭﺍﺼﻠﻲ ﺤﺭﻜﻲ ﺃﻭ ﺘﻌﺒﻴﺭﻱ ﻤﻌﻴﻥ ،ﻜﺘﺎﺒﻲ ﺃﻭ ﺸﻔﺎﻫﻲ ،ﺒﻤﻌﺯل ﻋﻥ ﺍﻷﺴﻠﻭﺏ ﺍﻝﺸﺨﺼﻲ ﻓﻲ ﺍﻝﺘﺤﻠﻴل ،ﻭﻝﻜﻥ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺃﺴﻠﻭﺏ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺍﻝﺫﺍﺘﻲ ﻓﻲ ﺍﻝﺘﻌﺒﻴﺭ ﻭﺍﻝﺤﺭﻜﺔ ،ﻝﻔﻬﻡ ﺴﻠﻭﻜﻬﻡ .ﺇﻨﻬﺎ ﻜﻔﺎﻴﺔ ﻤﻌﻘﺩﺓ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻭﺍﺼﻠﻲ ،ﺘﺘﻁﻠﺏ ﺍﻝﺘﻔﻜﻴﺭ ﺒﻁﺭﻴﻘﺘﻬﻡ ،ﻤﻥ ﺨﻼل ﺘﻘﻤﺹ ﺸﺨﺼﻴﺎﺘﻬﻡ ﻭﺘﻔﻬﻤﻬﺎ ﺩﻭﻥ ﺃﺩﻨﻰ ﺍﻨﺤﻴﺎﺯ ﻋﺎﻁﻔﻲ ﺃﻭ ﻭﺠﺩﺍﻨﻲ ،ﻤﻊ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻤﺒﺩﺃ ﺍﻝﺤﻴﺎﺩ ﻭﺍﻻﻨﻁﻼﻕ ﻤﻨﺘﻤﺜﻼﺘﻬﻡ ،ﻭﺇﻤﻜﺎﻨﺎﺘﻬﻡ ﺍﻝﻌﻘﻠﻴﺔ ﺍﻝﻭﺍﻗﻌﻴﺔ ﻓﻲ ﺒﻨﺎﺀ ﺍﻝﺘﺼﻭﺭﺍﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ،ﻭﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﻝﺘﻔﻜﻴﺭ... ℘ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺍﻝﺼﻴﺎﻏﺔ:ﺘﺭﺘﺒﻁ ﻫﺫﻩ ﺍﻝﻜﻔﺎﻴﺔ ﺒﺴﺎﺒﻘﺘﻬﺎ ،ﻭﺒﺎﻝﺘﺤﺩﻴﺩ ﺒﻤﺩﻯ ﻗﺩﺭﺓ ﺍﻝﻤﺩﺭﺱ ﻋﻠﻰ ﺘﻘﻤﺹ ﺸﺨﺼﻴﺔ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺒﺄﺴﻠﻭﺒﻬﻡ ،ﻤﻊ ﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺃﻓﻜﺎﺭﻫﻡ ﺒﻜل ﺘﻔﻬﻡ ﻭﺍﺤﺘﺭﺍﻡ ﻝﻤﻨﻁﻘﻬﻡ ﻓﻲ ﺍﻝﺘﺤﻠﻴل ،ﻭﺍﻻﺴﺘﻨﺘﺎﺝ ﻭﺍﻝﻨﻘﺩ ﻭﺍﻝﺭﺒﻁ ...ﻫﻲ ﺠﺩ ﻤﻌﻘﺩﺓ ،ﻝﻴﺴﺕ ﺒﺎﻝﺴﻬﻠﺔ ﻭﻻ ﺒﺎﻝﺘﻠﻘﺎﺌﻴﺔ، ﺘﺠﺴﺩ ﺃﻜﺒﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺤﻔﻴﺯ ﻨﺠﺎﻋﺔ ،ﻝﻜﻥ ﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺃﻓﻜﺎﺭ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ،ﻴﻌﺘﺒﺭ ﺴﻠﻭﻜﺎ ﺇﻴﺠﺎﺒﻴﺎ ﺩﺍﻋﻤﺎ ﻝﻁﺭﻴﻘﺘﻬﻡ ﻓﻲ ﺇﻨﺘﺎﺝ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺘﻔﻜﻴﺭ. ﺒﺫﻝﻙ ،ﻴﻭﺠﺩ ﺍﻝﺘﺤﻔﻴﺯ ،ﻓﻲ ﻗﻤﺔ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻤﺒﺎﺩﺉ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ،ﻜﻤﻔﻬﻭﻡ ﺍﺼﻁﻼﺤﻲ ﻴﺭﺘﺒﻁ ﺒﻭﺜﻭﻕ ﺒﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺩﻭﺍﻓﻊ ﺍﻝﺩﺍﺨﻠﻴﺔ ﻭﺍﻝﺨﺎﺭﺠﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺘﻌﻠﻡ ،ﺒﺠﺎﻨﺏ ﺤﺎﺠﺘﻪ ﺍﻝﻁﺒﻴﻌﺔ ﻝﻠﻨﻤﻭ ﻭﺍﻝﺘﻁﻭﺭ ﻋﺒﺭ ﺇﺜﺒﺎﺕ ﺍﻝﺫﺍﺕ ،ﺒﻬﺩﻑ ﺍﻻﺭﺘﻘﺎﺀ ﻭﺍﻝﺘﻐﻴﻴﺭ ﺍﻹﻴﺠﺎﺒﻲ .ﺇﻨﻬﺎ ﻋﻭﺍﻤل ﻤﺘﺸﺎﺒﻜﺔ ﻴﻘﻭﻡ ﺍﻝﻤﺘﻌﻠﻡ ﺒﺘﺭﺠﻤﺘﻬﺎ ﺇﻝﻰ ﺴﻠﻭﻙ ﺇﻴﺠﺎﺒﻲ ،ﻋﻨﺩ ﺇﺴﻬﺎﻤﻪ ﻓﻲ ﺴﻴﺭﻭﺭﺓ ﺍﻝﺘﻌﻠﻤﺎﺕ ﺒﺸﻜل ﻓﻌﺎل. ﻤﻥ ﺃﻫﻡ ﻭﺴﺎﺌل ﺍﻝﺘﺤﻔﻴﺯ ،ﺇﺘﺎﺤﺔ ﺍﻝﻔﺭﺼﺔ ﺍﻝﻜﺎﻤﻠﺔ ﻝﻜل ﻤﺘﻌﻠﻡ ﻋﻠﻰ ﺤﺩﺓ ،ﻝﻴﺴﻬﻡ ﻋﻠﻰ ﻗﺩﻡ ﺍﻝﻤﺴﺎﻭﺍﺓ ﻓﻲ ﺇﻨﺠﺎﺯ ﺍﻝﺘﻌﻠﻤﺎﺕ ،ﻋﻥ ﻁﺭﻴﻕ ﺸﺘﻰ ﺍﻷﺴﺎﻝﻴﺏ :ﻜﺎﻝﺘﻌﺒﻴﺭ ﻭﺍﻝﺒﺤﺙ ،ﻭﺍﻝﻤﺤﺎﻭﻝﺔ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺨﻁﺄ ﻭﺍﻝﺼﻭﺍﺏ ،ﻭﺍﻝﺘﻘﺩﻡ ﺒﺎﻻﻗﺘﺭﺍﺤﺎﺕ ﻭﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ،ﻭﻁﺭﺡ ﺍﻹﺸﻜﺎﻻﺕ ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ،ﻭﺍﻝﺘﺩﺨل ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺭﺩ ﻭﺍﻝﺘﻌﻘﻴﺏ ﻭﺍﻝﺘﻭﻀﻴﺢ ،ﻭﺍﻝﻜﺘﺎﺒﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ ﻋﻠﻰ ﺍﻝﺴﺒﻭﺭﺓ ،ﻭﺘﻭﻅﻴﻑ ﻤﺨﺘﻠﻑ ﻭﺴﺎﺌل ﺍﻹﻴﻀﺎﺡ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ... ﺇﻥ ﺃﺨﺫ ﺍﻝﻤﺩﺭﺱ ﺒﻬﺫﻩ ﺍﻝﻤﺒﺎﺩﺭﺍﺕ ،ﻭﺘﻌﺯﻴﺯﻫﺎ ﺒﻌﺒﺎﺭﺍﺕ ﺍﻝﺘﺸﺠﻴﻊ ،ﻭﺘﺒﻨﻴﻬﺎ ﻭﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺘﻬﺎ ،ﻤﻥ ﺸﺄﻨﻪ ﺇﻜﺴﺎﺏ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺤﺱ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ ،ﻭﺍﻝﺸﻌﻭﺭ ﺒﻨﻀﺞ ﺍﻝﺫﺍﺕ ،ﻭﺍﻝﺘﻌﺎﻴﺵ ﺍﻹﻴﺠﺎﺒﻲ ﻤﻊ ﻓﺭﻴﻕ ﺍﻝﻌﻤل ...ﻜﻤﺎ ﻴﺩﻋﻭﻫﻡ ﺇﻝﻰ ﺘﺒﻨﻲ ﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﻔﻜﺭﻴﺔ ﺍﻝﻤﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺒﺴﻬﻭﻝﺔ ،ﻭﻴﻤﻜﻥ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ﻤﻥ ﺍﺤﺘﻭﺍﺀ ﻜل ﻁﺎﻗﺎﺘﻬﻡ ﺒﺸﻜل ﺤﻘﻴﻘﻲ. ﺇﻥ ﺘﺸﺠﻴﻌﻪ ﻝﻬﻡ ﻋﻠﻰ ﻤﺤﺎﻜﺎﺓ ﺍﻝﻤﺒﺎﺩﺭﺍﺕ ﺍﻝﻨﺎﺠﺤﺔ ،ﻜﻔﻴل ﺒﺨﻠﻕ ﺠﻭ ﻜﺒﻴﺭ ﻤﻥ ﺍﻝﺤﻴﻭﻴﺔ ﻭﺍﻝﺤﻤﺎﺱ ﻭﺍﻝﺘﺒﺎﺭﻱ ﺍﻹﻴﺠﺎﺒﻲ ،ﻤﻊ ﺍﺴﺘﻘﻁﺎﺏ ﻋﻼﻗﺎﺕ ﺠﻤﺎﻋﻴﺔ ﻗﺎﺌﻤﺔ ﻋﻠﻰ ﺍﻝﺩﻴﻨﺎﻤﻴﺔ ﺍﻹﻴﺠﺎﺒﻴﺔ ،ﻴﺘﺭﺠﻤﻬﺎ ﺸﻌﻭﺭ ﺍﻝﺘﻼﻤﻴﺫ ﺒﺎﻝﺜﻘﺔ ،ﻭﺍﻝﺘﻔﺎﻫﻡ ﻭﺘﻘﺒل ﺍﻻﺨﺘﻼﻑ ،ﻭﺍﻻﻁﻤﺌﻨﺎﻥ ﺍﻝﻨﻔﺴﻲ... ﻜﺫﻝﻙ ،ﻴﻌﺘﺒﺭ ﺍﻝﺘﺤﻔﻴﺯ ﻜﻔﺎﻴﺔ ﺘﻨﺸﻴﻁﻴﺔ ﺸﺎﺠﺒﺔ ﻝﻜل ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺄﻨﻴﺒﻭﺍﻝﺘﻬﺩﻴﺩ ،ﻭﺘﻭﺠﻴﻪ ﺍﻝﻠﻭﻡ ﻭﺍﻝﻨﻬﺭ .ﻓﻬﻭ ﻋﻠﻰ ﺍﻝﻌﻜﺱ ﻤﻥ ﺫﻝﻙ ﺁﻝﻴﺔ ﺘﺴﺎﻫﻡ ﻓﻲ ﺘﻘﻭﻴﻡ ﺴﻠﻭﻙ ﺍﻝﻤﺘﻌﻠﻡ ﻭﺘﺼﺤﻴﺤﻪ ،ﻤﻊ ﺍﻝﺤﻔﺎﻅ ﻋﻠﻰ ﻜﺭﺍﻤﺘﻪ ﻭﺘﻭﺍﺯﻨﻪ ﺍﻝﻨﻔﺴﻲ ﺩﺍﺨل ﺠﻤﺎﻋﺔ ﺍﻷﻗﺭﺍﻥ.
ﺘﻘﻭﻡ ﺒﺎﻗﻲ ﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﻤﻁﻭﺭﺓ ﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ،ﻋﻠﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻘﺎﺌﺩ ﺍﻝﺘﺭﺒﻭﻱ ،ﻝﻌﺩﺓ ﺇﺠﺭﺍﺀﺍﺕ ﻋﻤﻠﻴﺔ ﺫﺍﺕ ﻁﺒﻴﻌﺔ ﺴﻴﻜﻭﻝﻭﺠﻴﺔ ﻭﺘﻌﺒﻴﺭﻴﺔ ﻤﺘﺩﺍﺨﻠﺔ ،ﺘﺘﻤﺜل ﻓﻲ ﺘﺯﻭﻴﺩ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺒﺎﻝﺘﻐﺫﻴﺔ ﺍﻝﺭﺍﺠﻌﺔ ﺒﺎﺴﺘﻤﺭﺍﺭ ،ﻤﻊ ﺍﺴﺘﺜﻤﺎﺭ ﺨﺒﺭﺍﺘﻬﻡ ﻭﻤﻨﺘﻭﺠﺎﺘﻬﻡ ﻭﺒﺤﻭﺜﻬﻡ ،ﻭﺘﺠﻤﻴﻊ ﺍﻝﻤﻌﻁﻴﺎﺕ ﻭﺘﺸﺠﻴﻊ ﺍﻝﻤﺘﻤﻴﺯ ﻓﻴﻬﺎ، ﻭﺍﻝﺤﺙ ﻋﻠﻰ ﻤﺤﺎﻜﺎﺘﻬﺎ .ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺫﻱ ﻴﺘﻨﺎﻭل ﻓﻴﻪ ﺍﻝﻤﺩﺭﺱ ﺍﻝﻜﻠﻤﺔ ﺒﺸﻜل ﻤﺤﺩﻭﺩ ﻭﺴﻁ ﻫﺫﻩ ﺍﻝﺘﻔﺎﻋﻼﺕ ،ﻭﻴﻨﺒﻪ ﺘﻼﻤﺫﺘﻪ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺄﺴﻠﻭﺏ ﺍﻝﺼﻴﺎﻏﺔ ﺍﻝﻠﻐﻭﻴﺔ ﺃﺜﻨﺎﺀ ﺍﻝﻨﻘﺎﺵ ،ﻤﻊ ﺘﻌﻤﻴﻤﻪ ﻝﻠﺘﺠﺎﺭﺏ ﺍﻝﺭﺍﺌﺩﺓ ،ﻭﻓﺘﺤﻪ ﺍﻝﺒﺎﺏ ﺃﻤﺎﻡ ﺍﻻﺠﺘﻬﺎﺩﺍﺕ ﺍﻝﺒﻨﺎﺀﺓ ،ﻭﺘﺸﺨﻴﺼﻪ ﻝﻠﺤﺎﻻﺕ ﺍﻝﺼﻌﺒﺔ ﻭﻤﻭﺍﻗﻑ ﺍﻝﺘﻌﺎﺭﺽ ﺍﻝﻤﻠﺤﺔ ،ﻭﻭﻀﻌﻴﺎﺕ ﺍﻝﺘﻭﺘﺭ ﻝﻠﻭﻗﻭﻑ ﻋﻨﺩﻫﺎ ﻭﺘﺼﺤﻴﺤﻬﺎ ﻭﺘﺠﺎﻭﺯﻫﺎ... ﺍﻷﻜﻴﺩ ،ﺃﻨﻪ ﻴﻭﺠﺩ ﻋﻠﻰ ﻗﻤﺔ ﻤﻌﻴﻘﺎﺕ ﺍﻝﺘﻭﺍﺼل ﺍﻹﻴﺠﺎﺒﻲ ،ﺤﺎﻻﺘﻜﺸﻴﻭﻉ ﺍﻝﻔﻭﻀﻰ ،ﻭﺘﺸﺘﺕ ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﻤﺴﺒﺒﺔ ﻓﻲ ﺴﻴﺎﺩﺓ ﺍﻝﺘﻭﺘﺭ ﻭﺍﻝﺨﻼﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻌﻼﻗﺎﺕ .ﻫﻨﺎﻙ ﺃﻴﻀﺎ، ﻤﻌﻴﻘﺎﺕ ﺃﺨﺭﻯ ﻤﺭﺘﺒﻁﺔ ﺒﺴﻠﻭﻜﺎﺕ ﺍﻝﻤﺩﺭﺱ :ﻜﺭﻓﺽ ﺍﻷﺨﺫ ﺒﺎﻹﺠﺎﺒﺎﺕ ﺍﻝﺼﺎﺩﺭﺓ ﻋﻥ ﺍﻝﺘﻼﻤﻴﺫ ،ﺃﻭ ﺭﻓﺽ ﻤﻨﺎﻗﺸﺘﻬﺎ ،ﺃﻭ ﺘﻭﺠﻴﻪ ﺍﻝﻨﻘﺩ ﺍﻝﻼﺫﻉ ﻝﺒﻌﺽ ﺃﻋﻀﺎﺀ ﺍﻝﺠﻤﺎﻋﺔ ...ﺯﻴﺎﺩﺓ ﻋﻠﻰ ﺍﻝﻐﻀﺏ ﺍﻝﺴﺭﻴﻊ، ﻭﺍﻨﺘﻬﺎﺝ ﺃﺴﻠﻭﺏ ﺍﻝﺘﻬﺩﻴﺩ ﻭﺍﻝﺘﻌﻨﻴﻑ ،ﻭﺍﻝﻠﻭﻡ ﻭﺍﻝﺘﻨﺩﻴﺩ ،ﺃﻭ ﺘﻔﻀﻴل ﺒﻌﺽ ﺍﻝﻌﻨﺎﺼﺭ ﻋﻠﻰ ﺤﺴﺎﺏ ﺃﺨﺭﻯ... ﻜﻠﻬﺎ ﻤﻌﻴﻘﺎﺕ ﺘﻭﺍﺼﻠﻴﺔ ،ﻗﺩ ﺘﻘﻁﻊ ﺃﻭﺍﺼﺭ ﺍﻝﺘﺭﺍﺒﻁ ﻭﺍﻻﻝﺘﺤﺎﻡ ،ﻭﺍﻻﻨﺴﺠﺎﻡ ﻭﺍﻝﺘﻜﺎﻤل ﺒﻴﻥ ﺃﻋﻀﺎﺀ ﺍﻝﺠﻤﺎﻋﺔ ﻭﺠﺩﺍﻨﻴﺎ .ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺃﻴﻀﺎ ،ﺘﻭﺠﺩ ﻤﻌﻴﻘﺎﺕ ﺃﺨﺭﻯ :ﻜﺘﺠﺎﻭﺯ ﺍﻝﺘﻭﻗﻴﺕ ﺍﻝﻤﺤﺩﺩ، ﻭﻋﺩﻡ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﻋﺎﻤل ﺍﻝﺯﻤﻥ ،ﻭﻨﻬﺞ ﺃﺴﻠﻭﺏ ﺍﻹﻝﻘﺎﺀ ،ﻭﺍﻹﻏﺭﺍﻕ ﻓﻲ ﺍﻝﻌﺭﻭﺽ ﺍﻝﻤﺴﻬﺒﺔ ﻭﺍﻝﺘﻔﺎﺼﻴل ،ﺃﻭ ﺍﻝﺨﺭﻭﺝ ﻋﻥ ﺍﻝﻤﻭﻀﻭﻉ ﻭﺍﻝﺘﻜﺭﺍﺭ ﻭﺍﺠﺘﺭﺍﺭ ﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻷﻓﻜﺎﺭ...
.4ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﺍﻝﺘﺭﺒﻭﻱ :ﻤﻘﺎﺭﺒﺔ ﻭﻅﻴﻔﻴﺔ )ﻤﻬﺎﻡ ﻭﺃﺩﻭﺍﺭ ﺍﻝﻤﻨﺸﻁ ﻭﻤﻭﺍﺼﻔﺎﺘﻬﺎﻝﺘﺭﺒﻭﻴﺔ(: ﺘﺘﻁﻠﺏ ﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ﻝﺩﻯ ﺍﻝﻤﺩﺭﺱ –ﺒﺸﻜل ﺨﺎﺹ -ﺤﺩﺍ ﺃﺩﻨﻰ ﻤﻥ ﻤﻴﻜﺎﻨﻴﺯﻤﺎﺕ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺸﺅﻭﻥ ﺠﻤﺎﻋﺔ ﺍﻝﻔﺼل :ﻓﻲ ﻁﻠﻴﻌﺘﻬﺎ ﻭﺍﻝﻭﻋﻲ ﺒﻤﻬﺎﻡ ﺍﻝﺘﻨﺸﻴﻁ ،ﻭﺍﻹﺤﺎﻁﺔ ﺒﺎﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﻝﺠﻤﺎﻋﺔ ﺍﻝﻌﻤل ،ﻭﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻤﻨﻬﺎﺝ. ﻜﻤﺎ ﻴﺘﻌﻴﻥ ﻋﻠﻴﻪ ،ﺍﻻﺴﺘﻴﻌﺎﺏ ﺍﻝﺩﻗﻴﻕ ﻭﺍﻝﺠﻴﺩ ﻷﻫﺩﺍﻑ ﺍﻷﻨﺸﻁﺔ ﺍﻝﺘﺭﺒﻭﻴﺔ ﺍﻝﺘﻲ ﻴﺸﺘﻐل ﻋﻠﻴﻬﺎ ﻤﻊ ﻓﺭﻴﻕ ﺍﻝﻌﻤل ،ﻭﻁﺒﻴﻌﺔ ﺁﻝﻴﺎﺕ ﻭﻤﻴﻜﺎﻨﻴﺯﻤﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ ،ﻭﺘﺩﺒﻴﺭ ﻭﺭﺸﺎﺕ ﺍﻝﻌﻤل ﺩﺍﺨل ﺍﻝﻔﺼل ،ﻭﻁﺭﻴﻘﺔ ﺘﻭﺯﻴﻊ ﺍﻝﻤﻬﺎﻤﺒﻴﻥ ﻤﺨﺘﻠﻑ ﺍﻷﻋﻀﺎﺀ ،ﻭﻭﻀﻊ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﺍﻝﻜﻔﻴﻠﺔ ﺒﺎﻝﺘﻘﻭﻴﻡ .ﻴﺘﻌﻴﻥ ﻋﻠﻴﻪ ﻜﺫﻝﻙ ،ﺍﻝﻘﻴﺎﻡ ﺒﻌﺩﺓ ﺃﺩﻭﺍﺭ ،ﻭﺘﻘﻠﺩ ﻋﺩﺓ ﻤﻬﺎﻡ ،ﻓﻲ ﻅل ﺘﻭﻅﻴﻔﻪ ﻭﺘﻁﻭﻴﺭﻩ ﻝﻜﻔﺎﻴﺎﺕ ﺍﻝﺘﻨﺸﻴﻁ: ﺃ -ﻭﻅﻴﻔﺔ ﺍﻝﺘﻭﻀﻴﺢ :ﺘﺭﺘﺒﻁ ﺒﺎﻝﻘﺩﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ: ℘ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻤﺭﺘﺒﻁ ﺒﺘﺩﺨﻼﺕ ﻭﺇﻨﺘﺎﺠﺎﺕ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ .ﻤﻥ ﺇﻓﺭﺍﺯﺍﺘﻬﺎ ﺍﻹﻴﺠﺎﺒﻴﺔ :ﺍﻻﺴﺘﺌﺜﺎﺭ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺤﻭل ﻓﺤﻭﻯ ﺍﻝﺘﺩﺨل ﺒﺄﺴﻠﻭﺏ ﻭﺍﻀﺢ ،ﻭﻤﺴﺎﻋﺩﺓ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻋﻠﻰ ﺘﻜﻭﻴﻥ ﺭﺅﻴﺔ ﺸﺎﻤﻠﺔ ﻭﺩﻗﻴﻘﺔ ﺤﻭل ﺍﻹﺸﻜﺎﻻﻝﻤﺩﺭﻭﺱ ،ﻹﻜﺴﺎﺒﻬﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺤﺩﻴﺩ ﻭﺍﻝﺘﻤﻴﻴﺯ. ﺃﻴﻀﺎ ،ﻫﻨﺎﻙ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺍﻷﻋﻤﺎل ﺍﻝﻤﻨﺠﺯﺓ ﺒﺄﺴﻠﻭﺏ ﻤﺭﻜﺯ ﻭﻤﻠﺨﺹ ،ﻭﺍﻝﺘﻤﻴﻴﺯ ﺒﻴﻥ ﻤﺎ ﻫﻭ ﺃﺴﺎﺴﻲ ﻭﺜﺎﻨﻭﻱ ،ﻭﺘﻭﺠﻴﻪ ﻨﺸﺎﻁ ﺍﻝﺤﻭﺍﺭ ،ﻋﺒﺭ ﺍﻹﺴﻬﺎﻡ ﺒﺎﻝﺘﺴﺎﺅﻻﺕ ﻭﻁﺭﺡ ﺍﻹﺸﻜﺎﻝﻴﺎﺕ ،ﻭﺇﺜﺎﺭﺓ ﺍﻝﻘﻀﺎﻴﺎ ﻭﺇﺒﺩﺍﺀ ﺍﻝﻤﻼﺤﻅﺎﺕ ،ﻭﺘﺯﻭﻴﺩ ﺍﻝﻔﺼل ﺒﺎﻝﻭﺜﺎﺌﻕ ...ﺩﻭﻥ ﺍﻻﺴﺘﺌﺜﺎﺭ ﺒﺎﻝﻜﻠﻤﺔ ﺃﻭﺍﻝﺘﻌﺼﺏ ﻝﻠﺭﺃﻱ، ﺒل ﺒﺘﺭﻜﻴﺯ ﺍﻝﻨﺸﺎﻁ ﺤﻭل ﺘﺠﻤﻴﻊ ﺤﺼﻴﻠﺔ ﺍﻝﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﻤﻨﺘﺠﺔ ،ﻝﺘﺴﺠﻴﻠﻬﺎ ﻋﻠﻰ ﺍﻝﺴﺒﻭﺭﺓ ﻭﺘﻭﻅﻴﻔﻬﺎ ﻝﺒﻨﺎﺀ ﺍﻝﺩﺭﺱ. ℘ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻨﺴﺞ ﻭﺘﻁﻭﻴﺭ ﻋﻼﻗﺎﺕ ﺘﺭﺍﺒﻁ ﻭﺍﻨﺴﺠﺎﻡ ﺒﻴﻥ ﻤﻭﺍﻗﻑ ﺍﻝﻤﺘﺩﺨﻠﻴﻥ :ﺒﺩﻋﻭﺘﻬﻡ ﻝﺭﺒﻁ ﻤﻭﺍﻗﻔﻬﻡ ﺒﺴﺎﺒﻘﺘﻬﺎ ،ﻋﻥ ﻁﺭﻴﻕ ﺍﻹﺼﻐﺎﺀ ﻭﺍﻝﺒﻨﺎﺀ ﺍﻝﺘﺸﺎﺭﻜﻲ ﻝﻀﺒﻁ ﺴﻴﺭﻭﺭﺓ ﺍﻝﺘﻌﻠﻤﺎﺕ ،ﻤﻊ ﺘﻭﻓﻴﺭ ﺍﻝﻤﻨﺎﺥ ﺍﻝﺘﺭﺒﻭﻱ ﺍﻝﺼﺤﻲ ﺍﻝﻼﺯﻡ ﻝﺫﻝﻙ.
℘ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻠﺨﻴﺹ :ﻋﻥ ﻁﺭﻴﻕ ﺘﺭﻜﻴﺏ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﻤﻭﺍﻗﻑ ،ﻭﺘﻁﺒﻴﻕ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﻨﻬﺎﺌﻴﺔ ﺍﻝﻤﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺠﻤﺎﻋﻴﺎ .ﻭﻫﻲ ﻜﻔﺎﺀﺍﺕ ﺘﺭﺘﺒﻁ ﺒﺎﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻨﻅﻴﻡ ﻭﺘﻨﺴﻴﻕ ﻤﻨﻬﺠﻴﺔ ﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ ،ﻝﺘﺴﻬﻴل ﺘﺩﻓﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺨﺒﺭﺍﺕ.
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