‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .

‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﻧـﺤﻮ‬

‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ‬

‫ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‬

‫*ﺇﻋﺩﺍﺩ ﺍﻝﺩﻜﺘﻭﺭ‪ /‬ﻤﺎﺠﺩ ﻤﺤﻤﺩ ﺍﻝﺯﻴﻭﺩﻱ‬

‫*ﺃﺳﺘﺎﺫ ﺃﺻﻮﻝ ﺍﻟﺘﺮﺑﻴﺔ ﺍﳌﺴﺎﻋﺪ ‪ /‬ﺟﺎﻣﻌﺔ ﻃﻴﺒﺔ – ﺍﳌﺪﻳﻨﺔ ﺍﳌﻨﻮﺭﺓ ‪ -‬ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‬

‫‪83‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻣﻠﺨﺺ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﻧـﺤﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌـﺮﰲ )‪ (ERfKE‬ﰲ‬
‫ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‬

‫ﻫﺪﻓﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻗﻴﺎﺱ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ ( ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓـﻮ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ‪ ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﻭﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ‬
‫) ‪ (1019‬ﻃﺎﻟﺐ ﻭﻃﺎﻟﺒﺔ ﰎ ﺍﺧﺘﻴﺎﺭﻫﻢ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﻌﻨﻘﻮﺩﻳﺔ‪ .‬ﰎ ﺗﺼﻤﻴﻢ ﺃﺩﺍﺓ ﻟﻠﺪﺭﺍﺳﺔ ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﺳﺘﺒﺎﻧﺔ‬
‫ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (36‬ﻓﻘﺮﺓ‪ ،‬ﻗﺴﻤﺖ ﺇﱃ ﲦﺎﱐ ﳎﺎﻻﺕ ﺗﻘﻴﺲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺍﳌﺘﻀﻤﻨﺔ ﰲ ﻣﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ‪ .ERfKE‬ﰎ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺪﻕ ﺍﻷﺩﺍﺓ ﻭﺑﻠﻎ ﻣﻌﺎﻣﻞ ﺛﺒﺎ‪‬ﺎ )‪.(0.82‬‬

‫ﺑﻴﻨﺖ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﺃﻥ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌـﺪﺍﺭﺱ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﻛﺎﻥ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﻛﻤﺎ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﹰﺎ ﰲ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ ( ICT‬ﰲ ﻣﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺓ ﻟﻠﻄﻠﺒﺔ ﺗﻌﺰﻯ ﻟﻜﻞ ﻣﻦ ﺍﳉﻨﺲ ﻭﻟﺼﺎﱀ ﺍﻟﻄﺎﻟﺒﺎﺕ‪ ،‬ﻭﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻟﺼﺎﱀ‬
‫ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ‪ .‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﺩﻭﺭ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ ( ICT‬ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻄﻠﺒﺔ‬
‫ﺍﳊﻴﺎﺗﻴﺔ ﻟﺪﻯ ﻃﻠﺒﺔ ﺇﻗﻠﻴﻢ ﺍﻟﺸﻤﺎﻝ ﺑﺪﺭﺟﺔ ﺃﻛﱪ ﻣﻦ ﻃﻠﺒﺔ ﺍﻷﻗﺎﻟﻴﻢ ﺍﻷﺧﺮﻯ‪ ،‬ﻛﻤﺎ ﺑﻴﻨﺖ ﺍﻟﻨﺘﺎﺋﺞ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓـﺮﻭﻕ ﺫﺍﺕ‬
‫ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﹰﺎ ﺑﲔ ﻃﻠﺒﺔ ﺍﻟﻔﺮﻉ ﺍﻷﻛﺎﺩﳝﻲ ﻭﻃﻠﺒﺔ ﺍﻟﻔﺮﻉ ﺍﳌﻬﲏ ﰲ ﻛﻞ ﺍﳌﻬﺎﺭﺍﺕ‪ .‬ﻭﰲ ﺿﻮﺀ ﺍﻟﻨﺘﺎﺋﺞ ﺧﺮﺟـﺖ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫ﺑﺎﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺘﻮﺻﻴﺎﺕ‪ ،‬ﻣﻨﻬﺎ‪ :‬ﺿﺮﻭﺭﺓ ﺗﻌﺰﻳﺰ ﺇﻣﻜﺎﻧﺎﺕ ﻣﺪﺍﺭﺱ ﺇﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ ﻣﻦ ﻗﺒﻞ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﻻ ﺳﻴﻤﺎ‬
‫ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﰲ ﳎﺎﻝ )‪ ،(ICT‬ﻭﺿﺮﻭﺭﺓ ﺗﻮﻋﻴﺔ ﻭﺗﺪﺭﻳﺐ ﻣﻌﻠﻤﻲ ﻣﺪﺍﺭﺱ ﺍﻟﺬﻛﻮﺭ ﻋﻠﻰ ﺇﻛﺴﺎﺏ ﺍﻟﻄﻠﺒﺔ ﻭﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﳊﻴﺎﺗﻴﺔ ﻟﺪﻳﻬﻢ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‪ :‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ‪ ،‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‬

‫‪The role of information and communication technology (ICT) for Education Reform for‬‬
‫‪the knowledge Economy (ERfKE) in the development of life skills to students in government‬‬
‫‪schools of Jordan‬‬

‫‪ABSTRACT‬‬
‫‪ABSTRACT‬‬

‫‪The study aimed to measure the role of information and communication‬‬

‫‪technology (ICT) project of Education Reform for knowledge Economy (ERfKE) in‬‬
‫‪the development of life skills for students of public schools in Jordan. The study‬‬
‫‪sample consisted of (1019) students were selected cluster random way. The‬‬
‫‪tool is designed to study which is about a ques'onnaire consis'ng of (36) items,‬‬

‫‪84‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﻡ‬2012- (5)‫ﺍﻟﻌﺪﺩ‬ ‫ادي‬  .‫د‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

divided into eight areas of life skills to measure students involved in the project
to develop education towards the knowledge-based economy (ERfKE).
Confirmed the veracity of the tool and stability coefficient (0.82).

The results of the study showed that the role of ICT in the development of
life skills to students in government schools of Jordan was high, The results also
showed the presence of significant differences in the role of information and
communication technology (ICT) in life skills for students due for each gender
and in favor of female students, and grade and in favor of students in elementary
stage. In addition to a role for information and communication technology (ICT)
in the development of students' skills of life among the students of the territory
of the North more students from other regions, and the results showed the
absence of differences statistically significant between the students of
academic section and student in vocational section in all skills.
In light of the results emerged from the study a number of
recommendations, including: the need to enhance the potential of schools in
the Southern Region by the Ministry of Education, especially the infrastructure
in the area (ICT), and the need to educate and train school teachers male give
the students and the development of life skills they have.

Key Words: life skills, information and communication technology, knowledge

Economy

85 ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺍﳌﻘﺪﻣﺔ ‪:‬‬

‫ﻳﺘﺰﺍﻳﺪ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺻﻴﺎﻏﺔ ﺍﳊﺎﺿﺮ ﻭﺗﺸﻜﻴﻞ ﺍﳌﺴﺘﻘﺒﻞ‪ ،‬ﻭﺑﻨﺎﺀ ﳎﺘﻤﻊ ﻣﺘﻄﻮﺭ‪ ،‬ﻭﺃﺻـﺒﺤﺖ‬
‫ﻫﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺘﻄﻠﺒﹰﺎ ﺃﺳﺎﺳﻴﹰﺎ ﰲ ﺷﱴ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ ،‬ﻭﺧﺎﺻﺔ ﰲ ﺍ‪‬ﺎﻝ ﺍﻟﺘﺮﺑﻮﻱ‪ .‬ﻭﻳﺰﺩﺍﺩ ﺍﻟﻄﻠﺐ ﻳﻮﻣﹰﺎ ﺑﻌﺪ ﻳﻮﻡ ﰲ ﲨﻴﻊ ﺍﻟﻨﻈﻢ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﰲ ﳐﺘﻠﻒ ﺃﺭﺟﺎﺀ ﺍﻟﻌﺎﱂ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻄﻮﻳﺮ ﻭﲢﺪﻳﺚ ﺍﻷﻧﻈﻤﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺗﻄﻮﻳﺮ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺻﻮ ﹰﻻ ﺇﱃ ﺇﻛﺴﺎﺏ ﺍﻟﻄﻠﺒﺔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﳛﺘﺎﺟﻮ‪‬ﺎ ﰲ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻱ ﻭﺍﻟﻌﺸﺮﻳﻦ‪.‬‬

‫ﻭﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﻓﻘﺪ ﻗﺪﻡ ﺍﻟﺘﻘﺮﻳﺮ ﺍﻟﺪﻭﱄ ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﺼﺎﺩﺭ ﻋﻦ ﻫﻴﺌﺔ ﺍﻟﻴﻮﻧﻴﺴﻜﻮ )‪ (1998‬ﻭﺻﻔﹰﺎ ﻟﻠﺘﺄﺛﲑﺍﺕ ﺍﳉﻮﻫﺮﻳﺔ ﺍﻟﱵ‬
‫ﳝﻜﻦ ﺃﻥ ﺗﻠﻌﺒﻬﺎ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺗﻄﻮﻳﺮ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺑﻞ ﺍﺳﺘﻄﺎﻉ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺮ ﺃﻥ ﻳﺘﻨﺒﺄ ﲝﺪﻭﺙ ﲢـﻮﻝ ﰲ‬
‫ﻋﻤﻠﻴﱵ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺃﺳﻠﻮﺏ ﻭﺻﻮﻝ ﻛﻞ ﻣﻦ ﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﻄﻠﺒﺔ ﻟﻠﻤﻌﺮﻓﺔ ﻭﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻛﺘﺴﺎﺏ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ‪،‬‬
‫ﻼ ﻋﻦ ﺇﻣﻜﺎﻧﻴﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﳎﺎﻝ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺸﻜﻞ ﻋﺎﻡ‪) .‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ‪،‬‬ ‫ﻓﻀ ﹰ‬
‫‪(2011‬‬

‫ﻛﺬﻟﻚ ﻓﺈﻥ ﺛﻮﺭﺓ ﺍﳌﻌﺮﻓﺔ ﻭﺗﻔﺠﺮﻫﺎ ﳛﺘﻢ ﻋﻠﻰ ﺍﻷﻧﻈﻤﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻔﻜﲑ ﺑﺪ ﹰﻻ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﳌﻌﺮﻓﺔ‬
‫ﻧﻔﺴﻬﺎ‪ ،‬ﻓﺘﺴﻠﻴﺢ ﺍﻟﻄﺎﻟﺐ ﺑﻜﻴﻔﻴﺔ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﰲ ﻇﻞ ﺛﻮﺭﺓ ﺍﻻﺗﺼﺎﻻﺕ ﻛﺎﻑ‪ ،‬ﺑﻞ ﺃﻭﱃ ﻣﻦ ﺣﺸﻮ‬
‫ﺫﻫﻨﻪ ﺑﺎﳌﻌﺎﺭﻑ ﺍﻟﻜﺜﲑﺓ ﺍﻟﱵ ﻗﺪ ﻻ ﺗﻔﻴﺪﻩ‪ ،‬ﺃﻭ ﻻ ﳝﻜﻨﻪ ﲝﻜﻢ ﻋﺎﻣﻞ ﺍﻟﻮﻗﺖ ﻣﻦ ﺍﻹﺣﺎﻃﺔ ‪‬ﺎ ﲨﻴﻌﹰﺎ‪.‬‬

‫ﻭﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ ﻓﻘﺪ ﺳﻌﻰ ﺍﻷﺭﺩﻥ ﺇﱃ ﺗﻄﻮﻳﺮ ﻧﻈﺎﻣﻪ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﻴﻮﺍﻛﺐ ﻣﺎ ﻳﺸﻬﺪﻩ ﺍﻟﻌﺎﱂ ﻣﻦ ﺗﻄﻮﻳﺮ ﺗﻘﲏ ﻭﻣﻌﻠﻮﻣﺎﰐ ﻫﺎﺋﻞ‬
‫ﻟﺬﺍ ﻓﻘﺪ ﺃﻭﻟﺖ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺭﺩﻧﻴﺔ ﺍﻟﻌﻨﺎﻳﺔ ﺑﺎﻟﻄﻠﺒﺔ ﰲ ﲨﻴﻊ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻨﻬﺎ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﺣﻴـﺚ ﺗﺘﺮﻛـﺰ‬
‫ﺍﳉﻬﻮﺩ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻷﻧﺸﻄﺔ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻼﺻﻔﻴﺔ‪ ،‬ﻭﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ‬
‫ﻣﻦ ﺷﺄ‪‬ﺎ ﺯﻳﺎﺩﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻄﻠﺒﺔ ﻭﺇﻛﺴﺎ‪‬ﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺗﻮﺟﻬﻬﻢ ﳓﻮ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﺍﻟﻨﺸﻂ ﺑﻌﻴﺪﹰﺍ ﻋﻦ ﺍﻟﺮﺗﺎﺑﺔ ﻭﺍﳌﻠـﻞ‪.‬‬
‫ﻭﻟﻘﺪ ﺭﺍﻓﻖ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻨﺎﺀ ﻗﺎﻋﺪﺓ ﻣﺘﻴﻨﺔ ﺗﺪﻋﻢ ﻫﺬﻩ ﺍﻟﺘﻮﺟﻬﺎﺕ ﻣﻦ ﺧﻼﻝ ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻤﲔ ﻭﲤﻜﻴﻨـﻬﻢ‪ ،‬ﻭﺗﻄـﻮﻳﺮ ﰲ ﺍﳌﻨـﺎﻫﺞ‬
‫ﻭﺣﻮﺳﺒﺘﻬﺎ‪ ،‬ﻭﺗﻮﺳﻊ ﻫﺎﺋﻞ ﰲ ﺑﻨﺎﺀ ﺍﳌﺪﺍﺭﺱ ﻭﺭﻓﺪﻫﺎ ﺑﺎﳌﺨﺘﱪﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺇﻧﺸﺎﺀ ﻭﺗﻄﻮﻳﺮ ﺑﻨﻴـﺔ ﲢﺘﻴـﺔ‬
‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻷﺭﺩﻧﻴﺔ ﻛﺎﻓﺔ‪.‬‬

‫ﻭﻳﻌﺘﱪ ﻣﺸﺮﻭﻉ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﳓﻮ ﺍﻗﺘﺼـﺎﺩ ﺍﳌﻌﺮﻓـﺔ ) ‪Education Reform for the Knowledge‬‬
‫‪ (Economy‬ﻭﺍﳌﻌﺮﻭﻑ ﺍﺧﺘﺼﺎﺭﹰﺍ ﺑﺎﺳﻢ )‪ (2015 -2013) (ERfKE‬ﻣﻦ ﺃﻓﻀﻞ ﺑﺮﺍﻣﺞ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﱵ ﺷـﻬﺪﻫﺎ‬
‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻷﺭﺩﱐ‪ ،‬ﻭﺍﺣﺘﻞ ﺍﳌﺸﺮﻭﻉ ﻣﻜﺎﻧﺔ ﻣﺘﻤﻴﺰﺓ ﻭﺃﳘﻴﺔ ﻛﺒﲑﺓ ﺣﻴﺚ ﳝﺜﻞ ﻣﺸﺮﻭﻋﺎ ﴰﻮﻟﻴﺎ ﺗﻜﺎﻣﻠﻴﺎ ﻟﻠﺘﺤﻮﻝ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻟﻘﺎﺋﻢ‬
‫ﻋﻠﻰ ﺍﻻﻟﺘﺰﺍﻡ ﺍﻟﻮﻃﲏ ﺑﺎﻟﺴﻌﻲ ﳓﻮ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﻨﻮﻋﻲ ﻟﻠﺘﻌﻠﻢ ﻭﻓﻖ ﻣﺮﺍﺣﻞ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ‪ .‬ﻭﻳﻄﻤﺢ ﺍﳌﺸﺮﻭﻉ ﺑـﺄﻥ ﻳﻐـﺪﻭ‬
‫ﺍﻷﺭﺩﻥ ﻣﺮﻛﺰﹰﺍ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﻨﻄﻘﺔ‪ ،‬ﻭﺍﺳﺘﺜﻤﺎﺭ ﺍﳌﻮﺍﺭﺩ ﺍﻟﺒﺸﺮﻳﺔ ﻭﲤﻜﻴﻨﻬﺎ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺭﺃﺱ ﺍﳌﺎﻝ ﺍﳌﻌﺮﰲ ﺍﻟﻘـﺎﺩﺭ ﻋﻠـﻰ‬
‫ﺇﺣﺪﺍﺙ ﺍﻟﺘﻨﻤﻴﺔ ﺍ‪‬ﺘﻤﻌﻴﺔ ﰲ ﻇﻞ ﳏﺪﻭﺩﻳﺔ ﺍﳌﻮﺍﺭﺩ ﺍﳌﺎﺩﻳﺔ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﺫﻟﻚ ﻓﻘﺪ ﰎ ﺍﻟﺒﺪﺀ ﺑﺈﻋﺪﺍﺩ ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻤﻲ ﺗﺮﺑﻮﻱ ﻣﺘﻜﺎﻣﻞ ﻗﺎﺩﺭ‬

‫‪86‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻋﻠﻰ ﺇﳚﺎﺩ ﺍﻟﺒﻴﺌﺔ ﺍﳊﺎﺿﻨﺔ ﺍﻟﱵ ﺗﺮﻋﻰ ﺍﻟﻄﺎﻟﺐ ﻭﺗﺰﻭﺩﻩ ﺑﺎﻷﺳﺎﻟﻴﺐ ﺍﳊﺪﻳﺜﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﺍﳌﺘﻌﺪﺩﺓ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺇﳕﺎﺀ ﺍﻟـﺘﻔﻜﲑ‬
‫ﺍﳋﻼﻕ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟﺘﻔﺎﻋﻞ ﰲ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ )ﺍﻟﺰﻳﻮﺩﻱ‪ ،‬ﻭﺍﳋﻮﺍﻟﺪﺓ‪. (2011 ،‬‬

‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻄﻠﺒﺔ‪:‬‬

‫ﻳﻌﺪ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻋﺼﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﻋﺼﺮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺳﻠﻌﺔ ﺃﻛﺜﺮ ﺣﻴﻮﻳﺔ ﻭﻣﻘﺪﻣﺔ ﻟﻠﻨﺠـﺎﺡ‬
‫ﻭﻗﻮﺓ ﳏﺮﻛﺔ ﻟﻠﺘﻐﻴﲑ‪ ،‬ﻓﻌﺎﱂ ﺍﻟﻴﻮﻡ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺑﻄﺮﻳﻘﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﳌﺎﺿﻲ‪ ،‬ﻓﻠﻘﺪ ﺃﺷﺎﺭ ﺍﻟﺘﻘﺮﻳﺮ ﺍﳌﻌﻨﻮﻥ ﺑـ " ﺍﻟﻘﻀﺎﻳﺎ ﺍﻷﻛﺜـﺮ‬
‫ﺃﳘﻴﺔ " ﻭﺍﻟﱵ ﺃﻋﺪﺗﻪ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﺘﻌﻠﻴﻢ ﻭﻣﺴﺘﻘﺒﻞ ﺃﻣﺮﻳﻜﺎ ﺇﱃ ﺃﻥ ﺍﻟﻌﺎﱂ ﱂ ﻳﺸﻬﺪ ﻣﺮﺣﻠﺔ ﻣﺜﻞ ﺍﳌﺮﺣﻠﺔ ﺍﳊﺎﻟﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﳒﺎﺡ‬
‫ﺍﻷﻣﻢ ﻭﺍﻟﺸﻌﻮﺏ ﻭﺣﱴ ﺑﻘﺎﺅﻫﺎ ﻣﺮﺗﺒﻄﹰﺎ ﺑﻘﺪﺭ‪‬ﺎ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻻ ﻳﻮﺟﺪ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻴﻮﻡ ﳎﺎﻝ ﻭﺍﺳﻊ ﻟﻐﲑ ﺍﳌﺎﻫﺮﻳﻦ ﺍﻟﺬﻳﻦ ﻻ ﳚﻴﺪﻭﻥ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻭﺣﻠﻬﺎ ﻭﺗﻌﻠﻢ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ )ﺭﺍﻳﻠﻲ‪.(2001،‬‬

‫ﻭﻻﺷﻚ ﺃ ﹼﻥ ﺍﳊﺎﺳﻮﺏ ﻗﺪ ﺳﺎﻋﺪ ﰲ ﺣﻞ ﻛﺜﲑ ﻣﻦ ﺍﳌﺸﺎﻛﻞ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍ‪‬ﺘﻤﻌﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻭﺇﳒﺎﺯ ﺍﻟﻌﺪﻳﺪ ﻣـﻦ‬
‫ﺍﳌﻬﺎﻡ ﺍﻟﱵ ﱂ ﺗﻜﻦ ﻟﺘﻨﺠﺰ ﻟﻮﻻ ﻭﺟﻮﺩﻩ ﻭﺍﺳﺘﺨﺪﺍﻣﻪ ‪،‬ﻭﺑﺬﻟﻚ ﺃﺻﺒﺤﺖ ﺍﳊﻮﺍﺳﻴﺐ ﲤﺜﻞ ﺟﺰﺀﹰﺍ ﻣﻦ ﺛﻘﺎﻓﺔ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻓﺄﺧﺬﺕ ﺗﻐﺰﻭ ﺍﻟﻨﻈﺎﻡ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ ) ﳏﻤﺪ‪ (1996 ،‬ﺣﱴ ﺍﺻﺒﺤﺖ ﺍﻵﻥ ﺟﺰﺀ ﺃﺳﺎﺳﻴﹰﺎ ﻣﻦ ﻣﻨﻈﻮﻣﺔ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﻌﻠﻰ ﺻﻌﻴﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻄﻠﺒﺔ ﻣﻬـﺎﺭﺍﺕ‬
‫ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻓﻘﺪ ﺃﻭﺿﺢ ﺗﻮﺭﻧﺲ ﺍﻟﺼﻠﺔ ﺑﲔ ﺍﳊﺎﺳﻮﺏ ﻭﺯﻳﺎﺩﺓ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻹﺑﺘﻜﺎﺭﻳﺔ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﺣﻴـﺚ‬
‫ﺻﻤﻢ ﺑﺮﺍﻣﺞ ﳐﻄﻄﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻷﻃﻔﺎﻝ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺘﻜﺎﺭﻱ ﻋﻦ ﻃﺮﻳﻖ ﺍﳊﺎﺳﻮﺏ‪ ،‬ﻭﺗﻮﺻﻞ ﺇﱃ ﺃﺑﺮﺯ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻌﻠﻢ ﺍﻟـﺘﻔﻜﲑ‬
‫ﺍﻹﺑﺘﻜﺎﺭﻱ ﻫﻮ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﻸﻃﻔﺎﻝ ﻹﻧﺘﻘﺎﺀ ﻭﺍﻛﺘﺸﺎﻑ ﻭﲡﺮﻳﺐ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺑﺪﻳﻠﺔ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﺣﺮﻳﺔ ﺍﻟﺘﺠﺮﻳﺐ ﻋﻠـﻰ‬
‫ﺍﳊﺎﺳﻮﺏ ﺩﻭﻥ ﺍﻟﺸﻌﻮﺭ ﺑﺎﳋﻮﻑ ﻣﻦ ﺍﺭﺗﻜﺎﺏ ﺃﻱ ﺧﻄﺄ ) ﺍﻟﻔﺎﺭ‪.(2000 ،‬‬

‫ﻣﺸﺮﻭﻉ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ )‪:(ERFKE‬‬

‫ﺗﺄﰐ ﺍﻟﺮﺅﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﰲ ﺍﻷﺭﺩﻥ ﺍﺳﺘﺠﺎﺑﺔ ﳌﺘﻄﻠﺒﺎﺕ ﻫﺬﺍ ﺍﻟﻌﺼﺮ؛ ﺇﺫ ﻳﺴﻌﻰ ﺍﻷﺭﺩﻥ ﺇﱃ‬
‫ﺍﻟﺘﻘﺪﻡ ﺑﻌﺰﻡ ﻭ‪‬ﻴﺌﺔ ﺟﻴﻞ ﻣﻦ ﺍﳌﺘﻌﻠﻤﲔ ﺍﻟﻘﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ ﻭﺗﻄﺒﻴﻘﻬﺎ‪ ،‬ﻭﳛﺘﺎﺝ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻟﺮﺅﻳـﺔ ﺇﱃ ﺗﻐـﻴﲑ ﺩﻭﺭ‬
‫ﺍﳌﺪﺭﺳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻭﺻﻨﻊ ﺍﻟﻘﺮﺍﺭ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﺍﳌﺴﺘﻘﻞ‪ ،‬ﻭﻣﻦ ﰒ ﺇﻋﺪﺍﺩ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻘﻴﺎﻡ ﺑﺪﻭﺭﻩ ﰲ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﻓﻌﻨﺪﻣﺎ ﺗﺮﻛﺰ ﺍﳌﺪﺭﺳﺔ ﻋﻠﻰ ﺍﳌﺮﻭﻧﺔ‪ ،‬ﻭﺍﻻﺑﺘﻜﺎﺭ‪ ،‬ﻭﺍﺣﺘﺮﺍﻡ ﺍﻟﻨﺎﺱ‪ ،‬ﻓﺈ‪‬ﺎ ﺗﻐﺮﺱ ﺍﻟﻘﻴﻢ ﺍﳌﻬﻤﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟـﻮﻃﲏ‬
‫ﻭﺍﻟﻌﺎﳌﻲ‪) .‬ﺇﺑﺮﺍﻫﻴﻢ‪(2008 ،‬‬

‫ﻭﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻫﻮ ﺍﺧﺘﻴﺎﺭ ﻭﺍﺑﺘﻜﺎﺭ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻧﺘﻘﺎﺀ ﻣﺎ ﳝﻜﻦ ﺗﻮﻇﻴﻔﻪ ﻣﻨﻬﺎ ﻭﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺣﻴﺎﺓ ﺃﻓـﺮﺍﺩ‬
‫ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﲢﻘﻴﻖ ﺍﻟﺮﻓﺎﻩ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﻳﺘﻢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻌﻘﻞ ﺍﻟﺒﺸﺮﻱ‪ ،‬ﻭﺗﻮﻇﻴﻒ ﻃـﺮﻕ ﺍﻟﺒﺤـﺚ‬
‫ﺍﻟﻌﻠﻤﻲ ﻭﺃﳕﺎﻁ ﺍﻟﺘﻔﻜﲑ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻹﺣﺪﺍﺙ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﳌﻨﺸﻮﺩﺓ‪ .‬ﻭﻳﻬﺪﻑ ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺍﳌﻌﺮﰲ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻋﺘﻤﺎﺩ ﺍﻗﺘﺼﺎﺩ ﺍﻟﺒﻠﺪ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳋﱪﺓ ﺍﳌﺘﺴﺎﺭﻋﺔ ﺍﻟﺘﻄﻮﻳﺮ ﻭﺍﻟﺘﻘﺪﻡ ﰲ ﻣﻘﺎﺑﻞ ﺇﻋﺘﻤﺎﺩﻩ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻋﻠـﻰ ﺍﳌـﺎﺩﺓ‬
‫ﻭﺍﻟﻄﺎﻗﺔ‪ ،‬ﻓﺎﳌﺸﻜﻠﺔ ﻫﻲ ﰲ ﺇﻧﺘﺎﺝ ﺍﳌﻌﺮﻓﺔ ﻭﻟﻴﺲ ﰲ ﺇﻧﺘﺎﺝ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﻓﺎﳌﻌﺮﻓﺔ ﻫﻲ ﺍﻟﺴﻠﻌﺔ ﺍﻟﱵ ﺗﺘﺴـﺎﺑﻖ ﺍﻷﻣـﻢ ﻋﻠـﻰ ﺇﻧﺘﺎﺟﻬـﺎ‬
‫)‪.(Foray, 2004‬‬

‫‪87‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻳﻌﺮﻑ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺑﺄﻧﻪ ﺫﻟﻚ " ﺍﻹﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﺪﻭﺭ ﺣﻮﻝ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ‪،‬‬
‫ﻭﺗﻮﻇﻴﻔﻬﺎ‪ ،‬ﻭﺍﺑﺘﻜﺎﺭﻫﺎ‪ ،‬ﺪﻑ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺍﳊﻴﺎﺓ ﲟﺠﺎﻻ‪‬ﺎ ﻛﺎﻓﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺧﺪﻣﺔ ﻣﻌﻠﻮﻣﺎﺗﻴـﺔ ﺛﺮﻳـﺔ‪ ،‬ﻭﺗﻄﺒﻴﻘـﺎﺕ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺘﻄﻮﺭﺓ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻘﻞ ﺍﻟﺒﺸﺮﻱ ﻛﺮﺃﺱ ﻟﻠﻤﺎﻝ‪ ،‬ﻭﺗﻮﻇﻴﻒ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻹﺣـﺪﺍﺙ ﳎﻤﻮﻋـﺔ ﻣـﻦ ﺍﻟـﺘﻐﲑﺍﺕ‬
‫ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﰲ ﻃﺒﻴﻌﺔ ﺍﶈﻴﻂ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺗﻨﻈﻴﻤﻪ ﻟﻴﺼﺒﺢ ﺃﻛﺜﺮ ﺍﺳﺘﺠﺎﺑﺔ ﻭﺍﻧﺴﺠﺎﻣﹰﺎ ﻣﻊ ﲢﺪﻳﺎﺕ ﺍﻟﻌﻮﳌﺔ ﻭﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﻋﺎﳌﻴﺔ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﺘﻨﻤﻴﺔ ﺍﳌﺴﺘﺪﺍﻣﺔ ﲟﻔﻬﻮﻣﻬﺎ ﺍﻟﺸﻤﻮﱄ ﺍﻟﺘﻜﺎﻣﻠﻲ )ﺷﻨﻄﺎﻭﻱ‪ ،‬ﻭﻋﻠﻴﻤﺎﺕ‪.(2008 ،‬‬

‫ﻟﻘﺪ ﺑﺪﺃﺕ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻣﻦ ﺑﺮﻧﺎﻣﺞ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ )‪ (ERfKE I‬ﰲ ﺍﻷﺭﺩﻥ ﰲ ﻋﺎﻡ )‪(2003‬‬
‫ﻭﺍﻧﺘﻬﺖ ﰲ ﺍﻟﻌﺎﻡ )‪ ،(2009‬ﰲ ﺣﲔ ﺑﺪﺃﺕ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻣﻦ ﺍﳌﺸﺮﻭﻉ )‪ ( ERfKE II‬ﰲ ﻋﺎﻡ ) ‪ ( 2010‬ﻭﺗﻨﺘﻬﻲ ﰲ ﻋﺎﻡ‬
‫)‪ .(2015‬ﻟﻘﺪ ﻫﺪﻓﺖ ﺧﻄﺔ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺇﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ ﻭﺍﻟﺘﺤﻮﻝ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺮﺑﻮﻱ ﺑﺼﻮﺭﺓ ﴰﻮﻟﻴﺔ‬
‫ﺗﻜﺎﻣﻠﻴﺔ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻛﺎﻓﺔ ﺑﺪﺀﹰﺍ ﻣﻦ ﻣﺮﺣﻠﺔ ﺭﻳﺎﺽ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻭﻣﺮﺣﻠﱵ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﻭﺍﻟﺜﺎﻧﻮﻱ؛ ﻟﺘﻬﻴﺌﺔ ﺧﺮﳚﲔ ﻣﺆﻫﻠﲔ‬
‫ﻭﻣﺰﻭﺩﻳﻦ ﺑﺎﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺃﺟﻞ ‪‬ﻴﺌﺘﻬﻢ ﺑﺼﻮﺭﺓ ﺗﻮﺍﻛﺐ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺼﺮ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪.‬‬

‫ﻭﺗﺸﲑ ﺃﺩﺑﻴﺎﺕ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ )‪ (ERfKE‬ﻛﻤﺎ ﻳﺘﻨﺎﻭﳍﺎ ﻣﺸﺮﻭﻉ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺭﺩﻧﻴﺔ "ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﳓﻮ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺇﱃ ﺑﺮﺍﻣﺞ ﻭﺇﺟﺮﺍﺀﺍﺕ ﻣﻦ ﺷﺄ‪‬ﺎ ﺍﻟﺘﺤﻮﻝ ﻟﺘﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ‪ ،‬ﻓﻤﻨﻬﺎ ﻣﺎ ﻳﺮﻛﺰ ﻋﻠﻰ ﺍﻹﺩﺍﺭﺓ ﻭﺍﳌﻌﻠﻢ ﻭﻣﺎ‬
‫ﳚﺐ ﺃﻥ ﳝﺘﻠﻜﻪ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ﻭﻣﻌﺎﺭﻑ‪ ،‬ﻭﻟﻘﺪ ﳋﺼﺖ ﻣﺆﲤﻦ )‪ (2003‬ﻣﺘﻄﻠﺒﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﰲ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﻪ‪:‬‬

‫ﺑﻨﻴﺔ ﲢﺘﻴﺔ ﳎﺘﻤﻌﻴﺔ ﺩﺍﻋﻤﺔ‪.‬‬ ‫‪.1‬‬

‫ﺇﻣﻜﺎﻧﻴﺔ ﻭﺳﻬﻮﻟﺔ ﺍﻟﻮﺻﻮﻝ ﺍﱃ ﺍﻹﻧﺘﺮﻧﺖ ‪.‬‬ ‫‪.2‬‬

‫ﳎﺘﻤﻊ ﺗﻌﻠﻢ ‪.‬‬ ‫‪.3‬‬

‫ﻋﻤﺎﻝ ﻭﺻﻨﺎﻉ ﻣﻌﺮﻓﺔ ﻟﺪﻳﻬﻢ ﻣﻌﺮﻓﺔ ﻭﻗﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﺴﺎﺅﻝ ﻭﺍﻟﺮﺑﻂ ‪.‬‬ ‫‪.4‬‬

‫ﻣﻨﻈﻮﻣﺔ ﲝﺚ ﻭﺗﻄﻮﻳﺮ ﻓﺎﻋﻠﺔ ‪.‬‬ ‫‪.5‬‬

‫ﻭﺣﻴﺚ ﺃﻥ ﺃﺣﺪ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﻣﻦ ﺃﺟﻞ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻫﻮ ﺗﻄﻮﻳﺮ ﺍﻟﱪﺍﻣﺞ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳـﻴﺔ‪،‬‬
‫ﻭﺗﻄﻮﻳﺮ ﻗﺪﺭﺍﺕ ﻭﻛﻔﺎﻳﺎﺕ ﺍﳌﻌﻠﻤﲔ ﻭﻓﻖ ﺧﻄﺔ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻓﻘﺪ ﰎ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ "ﺍﳌﻨﻬﺎﺝ ﺍﶈﻮﺭﻱ" ﺍﻟﺬﻱ ﻳﺮﻛﺰ ﻋﻠﻰ‬
‫ﺃﻥ ﺍﻟﻄﺎﻟﺐ ﻫﻮ ﳏﻮﺭ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺣﻴﺚ ﳛﺪﺩ ﻫﺬﺍ ﺍﳌﻨﻬﺎﺝ ﻣﺎ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻭﻣﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﻓﻌﻠﻪ‪،‬‬
‫ﻛﺬﻟﻚ ﻓﻬﻮ ﻳﺘﺮﻙ ﻟﻠﻤﻌﻠﻢ ﳎﺎﻻﺕ ﻭﺍﺳﻌﺔ ﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻟﻔﺎﻋﻠﺔ ﻭﺗﻘﺪﱘ ﻣﻮﺍﺿﻴﻊ ﺇﺿﺎﻓﻴﺔ‪ ،‬ﻭﻭﺳﺎﺋﻞ ﺗﺘﺠﺎﻭﺯ ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﳌﺪﺭﺳﻲ‪ ،‬ﻭﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺗﻠﺒﻴﺔ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﺃﻣﺎ ﺍﻟﻨﺘﺎﺟﺎﺕ ﻓﺈ‪‬ﺎ ﺗﺮﻛﺰ ﻋﻠﻰ ﻣﺎ ﻳﺘﻌﻠﻤﻪ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﻣﺎ ﻳﻜﺘﺴﺒﻪ ﻣﻦ ﻣﻬﺎﺭﺍﺕ ‪،‬ﻭﺗﺸﺠﻊ‬
‫ﺍﳌﻌﻠﻤﲔ ﻋﻠﻰ ﺗﻨﻮﻳﻊ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﻟﺘﻨﺎﺳﺐ ﻗﺪﺭﺍﺕ ﺍﻟﻄﻠﺒﺔ )ﻣﺆﲤﺮ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪.(2006 ،‬‬

‫‪88‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﰲ ﻇﻞ ﺇﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪:‬‬

‫ﻳﻌﺮﻑ ﺩﺍﻧﻴﺶ ﻭﺳﺘﻴﻔﻦ )‪ (Danish &Steven, 1997‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ "ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺴـﻠﻮﻛﻴﺎﺕ‬
‫ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻟﻠﺘﻌﺎﻣﻞ ﺑﺜﻘﺔ ﻭﺍﻗﺘﺪﺍﺭ ﻣﻊ ﺃﻧﻔﺴﻬﻢ ﻭﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻭﺍ‪‬ﺘﻤﻊ"‪ .‬ﺃﻣﺎ ﺑﺎﺳﺘﻴﺎ ﻭﻓﻴﻨﺴﺘﻴﺎ )‪2005‬‬
‫‪ (Bastian & Veneta،‬ﻓﻴﻌﺮﻑ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ "ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﻭﺍﻷﻧﺸﻄﺔ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﻹﻧﺴﺎﻥ ﰲ ﺍﳊﻴـﺎﺓ‬
‫ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﺗﺘﻀﻤﻦ ﺗﻔﺎﻋﻞ ﺍﻟﻔﺮﺩ ﻣﻊ ﻣﻌﺪﺍﺕ ﻭﺃﺷﺨﺎﺹ ﻭﻣﺆﺳﺴﺎﺕ ﲤﻜﻦ ﺍﻟﻔﺮﺩ ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ ﺑﺪﻗﺔ ﻭﻣﻬﺎﺭﺓ"‪.‬‬

‫ﻭﲟﺎ ﺃﻥ ﺍﻟﻄﺎﻟﺐ ﻳﻜﺘﺴﺐ ﰲ ﲨﻴﻊ ﻣﺮﺍﺣﻞ ﺣﻴﺎﺗﻪ ﻣﻬﺎﺭﺍﺕ ﺣﻴﺎﺗﻴﺔ ﻣﺘﻨﻮﻋﺔ؛ ﺳﻮﺍﺀ ﻋﻦ ﻃﺮﻳﻖ ﺍﻷﺳﺮﺓ‪ ،‬ﺃﻭ ﺍﳌﺪﺭﺳـﺔ‪ ،‬ﺃﻭ‬
‫ﺍ‪‬ﺘﻤﻊ ﻋﻤﻮﻣ‪‬ﺎ‪ ،‬ﻓﺈﻥ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼﻑ ﺍ‪‬ﺘﻤﻊ ﺍﶈﻴﻂ ﺑﻪ ﻭﺍﳌﺮﺣﻠﺔ ﺍﻟﻌﻤﺮﻳﺔ‪ ،‬ﻟﺬﻟﻚ ﻓﻘﺪ ﺍﻫﺘﻢ ﺍﻟﻌﻠﻤﺎﺀ ﺑﺪﺭﺍﺳﺘﻬﺎ ﻭﻣﻌﺮﻓﺔ‬
‫ﺗﺄﺛﲑﻫﺎ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﺷﺨﺼﻴﺔ ﺍﻟﻄﺎﻟﺐ‪.‬‬

‫ﻭﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻷﺩﺑﻴﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ‪ ،‬ﻓﻘﺪ ﺻﻨﻒ ﺍﳌﻨﻈﺮﻭﻥ ﻭﺍﻟﺒﺎﺣﺜﻮﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒـﺔ ﺇﱃ ﳎﻤﻮﻋـﺎﺕ‬
‫ﻋﺪﻳﺪﺓ ﻭﻣﺘﻨﻮﻋﺔ‪ ،‬ﻭﻟﻐﺎﻳﺎﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻘﺪ ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻣﺎ ﻭﺭﺩ ﰲ ﺍﳋﻄﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻮﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴـﺔ ﻭﺍﻟﺘﻌﻠـﻴﻢ ﰲ ﺍﻷﺭﺩﻥ‬
‫ﻭﻣﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ )‪ ( ERfKE I‬ﺣﻴﺚ ﰎ ﺗﺼﻨﻴﻒ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﰐ ‪:‬‬

‫ﺍﻭ ﹰﻻ‪ :‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﻛﺎﺩﳝﻴﺔ‪:‬‬

‫‪ -‬ﻣﻬﺎﺭﺍﺕ ﺍﻻﺗﺼﺎﻝ‪ :‬ﺣﻴﺚ ﺗﺸﻤﻞ‪ :‬ﻣﻬﺎﺭﺍﺕ ﺇﺗﻘﺎﻥ ﺍﻟﻠﻐﺎﺕ ﺍﻟﱵ ﺗﻨﻔﺬ ‪‬ﺎ ﺍﻷﻋﻤﺎﻝ‪ ،‬ﺍﻟﺘﻤﻜﻦ ﻣـﻦ ﺇﻋـﺪﺍﺩ‬
‫ﻭﺍﺳﺘﻴﻌﺎﺏ ﺃﺳﺎﻟﻴﺐ ﻋﺮﺽ ﺍﳌﻌﻠﻮﻣﺎﺕ؛ ﻛﺎﻷﺷﻜﺎﻝ ﻭﺍﻟﺮﺳﻮﻣﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻭﻏﲑﻫﺎ‪.‬‬

‫‪ -‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ‪ :‬ﻭ ﺗﺸﻤﻞ‪ :‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ﻭﺍﳌﻨﻄﻘﻲ ﻟﺘﻘﻴﻴﻢ ﺍﻷﻭﺿﺎﻉ‪ ،‬ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﺍﲣﺎﺫ‬
‫ﺍﻟﻘﺮﺍﺭﺍﺕ‪ ،‬ﻭﻓﻬﻢ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺣﻠﻬﺎ ﻭﺍﺳﺘﺨﺪﺍﻡ ﻧﺘﺎﺋﺠﻬﺎ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﻭﺃﺩﻭﺍ‪‬ﺎ ﻭﻭﺳـﺎﺋﻠﻬﺎ ﻭﺃﻧﻈﻤـﺔ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﻔﻌﺎﻟﻴﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﻮﻇﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺫﺍﺕ ﺍﻷﻏﺮﺍﺽ ﺍﳋﺎﺻﺔ ﻣﻦ ﺣﻘﻮﻝ ﳐﺘﻠﻔﺔ‪ ،‬ﻣﺜـﻞ ﺍﳌﻬـﻦ‬
‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﻏﲑﻫﺎ‪.‬‬

‫• ﻣﻬﺎﺭﺍﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻟﺸﺨﺼﻴﺔ‪ :‬ﻭﻫﻲ ﳎﻤﻮﻋﺔ ﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻣﻦ ﺧﻼﳍﺎ ﻳﻜﻮﻥ ﺍﻟﻔﺮﺩ ﻗﺎﺩﺭﹰﺍ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ‬
‫ﺑﺄﻋﻤﺎﻟﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻛﺎﻓﺔ ﺑﺸﻜﻞ ﻣﺴﺘﻘﻞ‪ ،‬ﻛﺎﻟﻌﻤﻞ ﻋﻠﻰ ﺧﺪﻣﺔ ﺍﻟﻨﻔﺲ‪ ،‬ﻭﺍﻟﻌﻨﺎﻳﺔ ‪‬ﺎ ﻭﺇﺩﺍﺭ‪‬ﺎ ﻭﺗﻨﻈﻴﻤﻬـﺎ‪ ،‬ﻭﺗﺸـﻤﻞ ﻋـﺪﺓ‬
‫ﻣﻬﺎﺭﺍﺕ ﻓﺮﻋﻴﺔ ﻣﻨﻬﺎ ‪:‬‬

‫ﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﻹﳚﺎﺑﻴﺔ‪ :‬ﻭﺗﺸﻤﻞ ﻣﻬﺎﺭﺍﺕ ﺗﻘﺪﻳﺮ ﺍﻟﺬﺍﺕ‪ ،‬ﻭﺍﻷﻣﺎﻧﺔ‪ ،‬ﻭﺍﳌﺒﺎﺩﺭﺓ‪.‬‬ ‫‪-‬‬

‫ﺍﳌﺴﺆﻭﻟﻴﺔ‪ ،‬ﻭﺗﺸﻤﻞ‪ :‬ﲢﺪﻳﺪ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻷﻭﻟﻮﻳﺎﺕ‪ ،‬ﻭﲣﻄﻴﻂ ﻭﺇﺩﺍﺭﺓ ﺍﻟﻮﻗﺖ‪ ،‬ﻭﲢﻤﻞ ﺍﳌﺴﺆﻭﻟﻴﺔ‪.‬‬ ‫‪-‬‬

‫‪89‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻗﺎﺑﻠﻴﺔ ﺍﻟﺘﻜﻴﻒ ﻭﺗﺸﻤﻞ‪ :‬ﺍﻗﺘﺮﺍﺡ ﺃﻓﻜﺎﺭ ﺟﺪﻳﺪﺓ ﻭﻣﺒﺘﻜﺮﺓ ﻟﺘﻨﻔﻴﺬ ﺍﻷﻣﻮﺭ ﺑﻄﺮﻳﻘﺔ ﳐﺘﻠﻔـﺔ‪ ،‬ﻭ ﲤﺜـﻞ‬ ‫‪-‬‬
‫ﺍﲡﺎﻫﺎﺕ ﺇﳚﺎﺑﻴﺔ ﳓﻮ ﺍﻟﺘﻐﻴﲑ‪.‬‬

‫ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ ﺑﺮﻭﺡ ﺍﻟﻔﺮﻳﻖ‪ ،‬ﻭﺗﺸﻤﻞ ﻣﻬﺎﺭﺍﺕ‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ‪‬ﺞ ﺍﻟﻔﺮﻳﻖ ﰲ ﺣﻞ ﺍﳌﺸﺎﻛﻞ‪ ،‬ﻭﻓﻬـﻢ‬ ‫‪-‬‬
‫ﺃﻫﺪﺍﻑ ﺃﺻﺤﺎﺏ ﺍﻷﻋﻤﺎﻝ ﻭﺍﳌﺴﺎﳘﺔ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﻟﺘﺨﻄﻴﻂ ﻭﻣﺸﺎﺭﻛﺔ ﺍﻵﺧﺮﻳﻦ ﰲ ﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭﺍﺕ‪.‬‬

‫ﻭﰲ ﳎﺎﻝ ﺗﻘﻨﻴﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻓﻘﺪ ﺃﺟﺮﻳﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻨﺎﻭﻟﺖ ﻣﻮﺿﻮﻋﺎﺕ ﺗﺘﻌﻠﻖ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ‪ ،‬ﺣﻴﺚ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺈﺟﺮﺍﺀ ﻣﺴﺢ ﳍﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ‪ ،‬ﳝﻜﻦ ﻋﺮﺽ ﺃﳘﻬﺎ‬
‫ﻼ( ‪:‬‬
‫ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﰐ )ﳑﺜ ﹰ‬

‫ﺃﺟﺮﻯ ﻛﻞ ﻣﻦ ﺍﻟﻌﺠﻠﻮﱐ ﻭﺍﳊﻤﺮﺍﻥ )‪ (2009‬ﺩﺭﺍﺳﺔ ﻫﺪﻓﺖ ﺇﱃ ﺗﻌﺮﻑ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ‬
‫ﺗﻨﻤﻴﺔ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ﻋﻨﺪ ﻃﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺳﺘﻜﺸﺎﻓﻴﺔ ﰲ ﺍﻷﺭﺩﻥ‪ ،‬ﻭﺗﻜﻮﻧﺖ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ )‪ (160‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒـﺔ‪ ،‬ﻣﻨـﻬﻢ‬
‫)‪ (80‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒﺔ ﻣﻦ ﻃﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺳﺘﻜﺸﺎﻓﻴﺔ‪ ،‬ﻭ)‪ (80‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒﺔ ﻣﻦ ﻃﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﻏﲑ ﺍﻻﺳﺘﻜﺸﺎﻓﻴﺔ‪ .‬ﻭﳉﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺎﻥ ﺍﺧﺘﺒﺎﺭ ﺗﻮﺭﺍﻧﺲ )ﺻﻮﺭ ﺍﻷﻟﻔﺎﻅ(‪ .‬ﻭﺃﺷﺎﺭﺕ ﺍﻟﻨﺘﺎﺋﺞ ﺇﱃ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﹰﺎ ﺑﲔ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟـﱵ ﺗـﺘﻌﻠﻢ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻢ ﺑﺎﻟﻄﺮﻕ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻜﻠﻴﺔ ﻻﺧﺘﺒﺎﺭ ﺗﻮﺭﺍﻧﺲ ﻟﻠﺘﻔﻜﲑ‬
‫ﺍﻹﺑﺪﺍﻋﻲ‪ ،‬ﻭﻟﺼﺎﱀ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﱵ ﺗﺘﻌﻠﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻔﺮﻋﻴﺔ ﻻﺧﺘﺒـﺎﺭ‬
‫ﺗﻮﺭﺍﻧﺲ ﻟﻠﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ )ﺍﻷﺻﺎﻟﺔ ﻭﺍﳌﺮﻭﻧﺔ ﻭﺍﻟﻄﻼﻗﺔ( ﻭﺧﻠﺼﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻭﺟﻮﺩ ﺇﺳﻬﺎﻡ ﺣﻘﻴﻘﻲ ﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪.‬‬

‫ﻭﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺷﻄﻨﺎﻭﻱ ﻭﻋﻠﻴﻤﺎﺕ )‪ (2008‬ﺇﱃ ﻣﻌﺮﻓﺔ ﻣﺪﻯ ﲢﻘﻴﻖ ﺑﺮﺍﻣﺞ ﺩﺑﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻠﻜﻔﺎﻳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ ﻇﻞ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻃﻠﺒﺔ ﺩﺑﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﻭﻷﻏﺮﺍﺽ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺜـﺎﻥ ﺑﺘﺼـﻤﻴﻢ ﺃﺩﺍﺓ‬
‫ﻟﻠﺪﺭﺍﺳﺔ ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﺳﺘﺒﺎﻧﺔ‪ ،‬ﻭﴰﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻴﻨﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (188‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒﺔ ﰲ ﺑﺮﺍﻣﺞ ﺩﺑﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﳉﺎﻣﻌـﺎﺕ‬
‫ﺍﻷﺭﺩﻧﻴﺔ ﺍﻟﺮﲰﻴﺔ‪ .‬ﻭﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻥ ﻣﺪﻯ ﲢﻘﻴﻖ ﺑﺮﺍﻣﺞ ﺩﺑﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻠﻜﻔﺎﻳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ ﻇﻞ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﻭﺟﻬﺔ‬
‫ﻧﻈﺮ ﻃﻠﺒﺔ ﺩﺑﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﺭﺩﻧﻴﺔ ﻛﺎﻧﺖ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ‪ ،‬ﻛﻤﺎ ﺃﺷﺎﺭﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻋﺪﻡ ﻭﺟﻮﺩ ﻓـﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻦ ﺍﻟﻄﻠﺒﺔ ﺗﻌﺰﻯ ﳌﺘﻐﲑ ﺍﳉﺎﻣﻌﺔ ﻭﺍﻟﻘﺴﻢ‪ ،‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺋﺞ ﺃﻭﺻﻰ ﺍﻟﺒﺎﺣﺜﺎﻥ ﺑﻀـﺮﻭﺭﺓ‬
‫ﻣﺮﺍﺟﻌﺔ ﺧﻄﻂ ﺑﺮﺍﻣﺞ ﺍﻟﺪﺑﻠﻮﻡ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﺭﺩﻧﻴﺔ ﻭﺗﻌﺪﻳﻠﻬﺎ ﲟﺎ ﳛﻘﻖ ﺍﻟﻜﻔﺎﻳﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﳌﻌﺎﺭﻑ ﺍﻟﱵ ﻳﺘﻄﻠﺒﻬﺎ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪،‬‬
‫ﲝﻴﺚ ﻳﺘﻢ ﺇﺿﺎﻓﺔ ﻣﻌﺎﺭﻑ ﺟﺪﻳﺪﺓ ﲢﻘﻖ ﻛﻔﺎﻳﺎﺕ ﻭﻣﻬﺎﺭﺍﺕ ﻣﺘﻨﻮﻋﺔ ﻟﻠﻄﻠﺒﺔ ﻭﻣﻦ ﺿﻤﻨﻬﺎ ﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ‪.‬‬

‫ﻛﻤﺎ ﺃﺟﺮﻯ ﺇﺑﺮﺍﻫﻴﻢ )‪ (2008‬ﺩﺭﺍﺳﺔ ﻫﺪﻓﺖ ﺇﱃ ﺍﺳﺘﻘﺼﺎﺀ ﺃﺛﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺩﻭﺭﺓ ﺍﻟﺘﻌﻠﻢ )‪ (5E's‬ﰲ ﺗـﺪﺭﻳﺲ ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺪﻯ ﻃﻠﺒﺔ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﺍﻷﺭﺩﻥ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﳍـﺪﻑ‬
‫ﻃﺒﻘﺖ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ )‪ (60‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒﺔ ﻣﻦ ﻃﻠﺒﺔ ﻣﺴﺘﻮﻯ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﲣﺼﺺ ﻣﻌﻠﻢ ﺻﻒ ﻣﻦ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳـﺔ ﺍﻟﺘﺎﺑﻌـﺔ‬

‫‪90‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻟﻮﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ ﺍﻟﺪﻭﻟﻴﺔ‪ ،‬ﻣﻮﺯﻋﲔ ﻋﻠﻰ ﺷﻌﺒﺘﲔ ﺩﺭﺳﺘﺎ ﻣﺴﺎﻕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﺘﻤﺜﻞ ﺇﺣﺪﺍﻫﺎ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﻋﺪﺩﻫﺎ )‪ (30‬ﻃﺎﻟﺒﹰﺎ‬
‫ﻭﻃﺎﻟﺒﺔ ﻭﺩﺭﺳﺖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺩﻭﺭﺓ ﺍﻟﺘﻌﻠﻢ )‪ ،(5E's‬ﻭﺍﻷﺧﺮﻯ ﺿﺎﺑﻄﺔ ﻭﻋﺪﺩﻫﺎ )‪ (30‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒﺔ ﺩﺭﺳﺖ ﺍﶈﺘـﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ‪ .‬ﻭﻗﺪ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﺑﲔ ﻃﻠﺒﺔ ﺍ‪‬ﻤﻮﻋﺘﲔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺍﻟﻀﺎﺑﻄﺔ ﰲ ﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻹﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺍﻷﺳﺎﺳﻴﺔ ﺗﻌﺰﻯ ﺇﱃ ﺍﻟﺘﺪﺭﻳﺲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺩﻭﺭﺓ ﺍﻟﺘﻌﻠﻢ )‪ (5E's‬ﻭﻟﺼﺎﱀ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬

‫ﻭﻫﺪﻓﺖ ﺩﺭﺍﺳﺔ ﺍﳊﺎﻳﻚ ) ‪ (2005‬ﻟﺒﻨﺎﺀ ﺑﺮﻧﺎﻣﺞ ﺗﺪﺭﻳﺴﻲ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﺧﺘﺒﺎﺭ ﺃﺛﺮﻩ ﰲ ﺗﻨﻤﻴﺔ‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﻷﺭﺩﻥ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ ) ‪ (110‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒﺔ ﰎ‬
‫ﺍﺧﺘﻴﺎﺭﻫﻢ ﻣﻦ ﻣﺪﺭﺳﺘﲔ ﺣﻜﻮﻣﻴﺘﲔ‪ ،‬ﻣﺪﺭﺳﺔ ﻟﻠﺒﻨﲔ ﻭﺍﻷﺧﺮﻯ ﻟﻠﺒﻨﺎﺕ‪ ،‬ﻭﰎ ﺍﺧﺘﻴﺎﺭ ﺷﻌﺒﺘﲔ ﻋﺸﻮﺍﺋﻴﹰﺎ ﻛﻤﺠﻤﻮﻋﺔ ﲡﺮﻳﺒﻴﺔ ﺩﺭﺳـﺖ‬
‫ﺍﶈﺘﻮﻯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﳌﻘﺮﺭ ﻟﻠﺼﻒ ﺍﻟﻌﺎﺷﺮ ﺍﻷﺳﺎﺳﻲ ﰲ ﺍﳌﻄﺎﻟﻌﺔ ﻭﺍﻟﻨﺼﻮﺹ ﺑﻮﺳﺎﻃﺔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺪﺭﻳﺴﻲ‪ .‬ﻭﻗﺪ ﺃﻇﻬﺮﺕ ﺍﻟﻨﺘﺎﺋﺞ ﻭﺟﻮﺩ‬
‫ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﰲ ﺃﺩﺍﺀ ﺍﻟﻄﻠﺒﺔ ﺑﻌﺪ ﺗﻄﺒﻴﻖ ﺍﺧﺘﺒﺎﺭ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ ﻟﺼﺎﱀ ﺍ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪ ،‬ﻭﱂ ﺗﻜﺸﻒ ﻋﻦ‬
‫ﺃﺛﺮ ﻟﻠﺠﻨﺲ ﺑﺈﺳﺘﺜﻨﺎﺀ ﺗﻔﻮﻕ ﺍﻹﻧﺎﺙ ﻋﻠﻰ ﺍﻟﺬﻛﻮﺭ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻄﻼﻗﺔ‪ ،‬ﻭﺃﻭﺻﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻀﺮﻭﺭﺓ ﺍﻹﻫﺘﻤﺎﻡ ﲟﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺑﻌﺎﻣﺔ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﰲ ﺍﻟﻘﺮﺍﺀﺓ ﺑﻌﺎﻣﺔ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻹﺑﺪﺍﻋﻴﺔ ﲞﺎﺻﺔ‪.‬‬

‫ﻭﻛﺬﻟﻚ ﺃﺟﺮﻯ ﻛﻞ ﻣﻦ ﻟﻮﻳﻦ‪ ،‬ﻭﻣﺎﻓﺮﺱ‪ ،‬ﻭﲰﻮﻛﻪ )‪ ( Lewin, Mavers, & Smoekh, 2003‬ﺩﺭﺍﺳـﺔ‬
‫ﻧﺎﻗﺸﺖ ﺗﻮﺟﻪ ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ ﳓﻮ ﺗﻄﻮﻳﺮ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﻋﻨﺪ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺧـﻼﻝ ﺍﺳـﺘﺨﺪﺍﻡ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﻟﺮﺑﻂ ﺍﻟﺒﻴﺖ ﻣﻊ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﺇﻣﻜﺎﻧﺎ‪‬ﺎ ﻟﺘﺤﺴﲔ ﺍﻟﺘﻌﻠﻢ ﻭﺇﻛﺴﺎﺏ ﺍﻟﻄﻠﺒﺔ ﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺓ ‪،‬ﺣﻴﺚ ﺃﺟﺮﻯ ﺍﻟﺒﺎﺣﺜﻮﻥ‬
‫ﻣﺴﺤﹰﺎ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻻﺑﺘﻜﺎﺭﻳﺔ ﰲ ﳑﺎﺭﺳﺎﺕ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻹﺩﺍﺭﺓ‪ ،‬ﻭﰎ ﺍﺧﺘﻴﺎﺭ )‪ (8‬ﺣﺎﻻﺕ ﻣﻦ ﺑـﲔ )‪ (115‬ﺣﺎﻟـﺔ‪،‬‬
‫ﻭﺗﻮﺻﻞ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻣﻦ ﺧﻼﻝ ﺃﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻼﺣﻈﺔ ﻭﺍﳌﻘﺎﺑﻠﺔ ﻭﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺇﱃ ﺗﻐﲑ ﻛﺒﲑ ﰲ ﺍﳌﻤﺎﺭﺳﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ‬
‫ﺍﻟﺘﻌﻠﻤﻴﺔ ﻋﻨﺪ ﺍﻟﻄﻼﺏ ﻧﺘﻴﺠﺔ ﺍﺳﺘﺨﺪﺍﻡ )‪ (ICT‬ﻭﺭﺑﻂ ﺍﻟﺒﻴﺖ ﻣﻊ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﺣﻴﺚ ﻭﺟﺪﻭﺍ ﺗﻐﲑﹰﺍ ﻛﺒﲑﹰﺍ ﳓﻮ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﰐ‪ ،‬ﻭﺗﻐﲑﹰﺍ ﳓﻮ‬
‫ﻣﺮﻭﻧﺔ ﺃﻛﱪ ﰲ ﺍﻟﺘﻔﻜﲑ ﻭﺍﺳﺘﻘﻼ ﹰﻻ ﺃﻛﱪ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪.‬‬

‫ﺃﻣﺎ ﺩﺭﺍﺳﺔ ﻭﻳﻠﺮ ﻭﻭﺍﻳﺖ ﻭﺑﺮﻭﻣﻔﻴﻠﺪ )‪ ( Wheeler, Waite & Bromfield, 2002‬ﺍﻟﱵ ﻫﺪﻓﺖ ﺇﱃ ﺗﻌﺮﻑ‬
‫ﺇﻣﻜﺎﻧﻴﺔ ﺗﻨﻤﻴﺔ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ﻣﻦ ﺧﻼﻝ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺟﻨﻮﺏ ﻏﺮﺏ‬
‫ﺍﳌﻤﻠﻜﺔ ﺍﳌﺘﺤﺪﺓ‪ ،‬ﻓﻘﺪ ﺃﺷﺎﺭﺕ ﻧﺘﺎﺋﺠﻬﺎ ﺇﱃ ﺃﻥ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ ﺃﺗﺎﺣﺖ ﺍ‪‬ﺎﻝ ﺃﻣﺎﻡ ﺍﻟﻄﻠﺒﺔ ﻟﻠﻤﻬﻤﺎﺕ ﺫﺍﺕ ﺍﻟﻨـﻬﺎﻳﺎﺕ ﺍﳌﻔﺘﻮﺣـﺔ‪،‬‬
‫ﻭﺳﺎﳘﺖ ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻛﻤﺎ ﺃﺗﺎﺣﺖ ﺍﻟﻔﺮﺻﺔ ﻟﺘﻜﺎﺛﺮ ﺃﳕﺎﻁ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻟﺘﺤﻘﻴﻖ ﻣﺴﺘﻮﻳﺎﺕ ﺃﻓﻀﻞ ﰲ‬
‫ﺍﻹﳒﺎﺯ ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻤﻬﻤﺎﺕ ﺍﻟﱵ ﻳﺮﻏﺐ ﲟﺘﺎﺑﻌﺘﻬﺎ ﳑﺎ ﻋﺰﺯ ﺍﻹﺑﺪﺍﻉ ﻟﺪﻳﻬﻢ‪ .‬ﻭﻣﻦ ﻣﻬﻤﺎﺕ ﺍﻹﺑﺪﺍﻉ ﺍﻟﱵ ﺃﻇﻬﺮﻫﺎ ﺍﻟﻄﻠﺒﺔ ﺑﻨـﺎﺀ‬
‫ﺍﳌﻮﺍﻗﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﺸﺨﺼﻴﺔ‪ ،‬ﻭﻋﺮﺽ ﺗﻘﺪﳝﻲ ﻋﻦ ﺍﻟﺪﻳﺎﻧﺎﺕ‪ ،‬ﻭﻣﺘﺎﺑﻌﺔ ﺍﻟﺰﻣﻦ ﺩﺍﺧﻞ ﺍﻟﺼﻒ‪ ،‬ﻭﲢﺪﺙ ﺍﻟﻄﻠﺒﺔ ﻋﻦ ﺍﺳﺘﻜﺸﺎﻑ ﺑﺮﺍﻣﺞ‬
‫ﺫﺍﺕ ﺇﻫﺘﻤﺎﻡ ﺷﺨﺼﻲ‪.‬‬

‫ﻛﻤﺎ ﺃﺟﺮﻯ ﺑﺎﺭﻛﺮ )‪ (Parker, 1999‬ﺩﺭﺍﺳﺔ ﻫﺪﻓﺖ ﺇﱃ ﺗﻌﺮﻑ ﻣﺪﻯ ﻓﺎﻋﻠﻴﺔ ﺑﻴﺌﺔ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧـﻼﻝ ﺷـﺒﻜﺎﺕ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﻧﺘﺮﻧﺖ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﻭﻣﺎ ﻳﺼﺎﺣﺒﻬﺎ ﻣﻦ ﻋﻤﻠﻴﺎﺕ ﺗﻔﻜﲑﻳﺔ ﻭﺗﺄﻣﻠﻴﺔ ﰲ ﻣﺪﺭﺳﺔ ﻛﺎﱐ ﻛﺮﻳﻚ‬

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 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫)‪ (Caney Creek High School‬ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﻭﻗﺪ ﺗﻮﺻﻠﺖ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﺃﻥ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﺍﳌﺘﻌﻠﻤﺔ‬
‫ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺑﻴﺌﺎﺕ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻹﻧﺘﺮﻧﺖ ﺗﻨﻤﻲ ﺍﳉﻮﺍﻧﺐ ﺍﻹﳚﺎﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﲢﺴﲔ ﻣﻬﺎﺭﺍﺕ ﺍﻟـﺘﻔﻜﲑ‬
‫ﺍﳌﻨﻈﻢ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺷﺒﻜﺔ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻪ ﺃﺛﺮ ﻓﻌﺎﻝ ﰲ ﲢﺴﲔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺘﺄﻣﻠﻴﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪.‬‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬

‫ﺑﺪﺃ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﻣﺸﺮﻭﻉ ﺍﻻﻗﺘﺼـﺎﺩ ﺍﳌﻌـﺮﰲ ﰲ ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻷﺭﺩﻥ )‪ .(2009 – 2003) (ERfKE I‬ﻭﱂ ﻳﻜﻦ ﻫﺬﺍ ﺍﻻﻫﺘﻤﺎﻡ ﻫﻮ ﻫﺪﻑ ﲝﺪ ﺫﺍﺗﻪ ﺑﻘﺪﺭ ﺍﻋﺘﺒـﺎﺭﻩ‬
‫ﻭﺳﻴﻠﻪ ﻟﻐﺎﻳﺔ ﺃﻫﻢ ﻭﺃﺑﻌﺪ ﻭﻫﻲ ﺇﻛﺴﺎﺏ ﺍﻟﻄﻠﺒﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ‪ ،‬ﺣﻴﺚ ﻧﺼﺖ ﺃﺩﺑﻴﺎﺕ ﺍﳌﺸﺮﻭﻉ ﻋﻠﻰ ﺃﳘﻴﺔ ﺇﻛﺴﺎﺏ ﺍﻟﻄﻠﺒﺔ ﻫـﺬﻩ‬
‫ﺍﳌﻬﺎﺭﺍﺕ‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺇﻧﺘﻬﺎﺀ ﺍﳌﺮﺣﻠﺔ ﺍﻷﻭﱃ ﻣﻦ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﻭﺍﻟﺒﺪﺀ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ )‪ (ERfKE II‬ﰲ ﺍﻟﻌﺎﻡ )‪(2010‬‬
‫ﺇﻻ ﺃﻧﻪ ﱂ ﲡﺮ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻋﻠﻰ ﺣﺪ ﻋﻠﻢ ﺍﻟﺒﺎﺣﺚ ﻟﻘﻴﺎﺱ ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺎﻟﺮﻏﻢ ﻣﻦ ﺃﳘﻴﺔ ﺍﳌﻮﺿﻮﻉ‪.‬‬

‫ﻭﻣﻦ ﺍﻟﺒﺪﻳﻬﻲ ﺃﻥ ﺃﻱ ﻣﺸﺮﻭﻉ ﺗﺮﺑﻮﻱ ﻃﻤﻮﺡ ﻟﻪ ﻏﺎﻳﺎﺗﻪ ﻭﺃﻫﺪﺍﻓﻪ ﻻ ﺑﺪ ﻣﻦ ﺗﻘﻴﻴﻤﻪ ﻭﻗﻴﺎﺱ ﻣﺪﻯ ﲢﻘﻖ ﺃﻫﺪﺍﻓﻪ ﻭﻏﺎﻳﺎﺗـﻪ‬
‫ﻟﺪﻯ ﺍﻟﻔﺌﺎﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ ﻣﻨﻪ‪ ،‬ﻭﺇﻻ ﺃﺻﺒﺢ ﳎﺮﺩ ﻣﻀﻴﻌﺔ ﻟﻠﻤﺎﻝ ﻭﺍﳉﻬﺪ ﻭﺍﻟﻮﻗﺖ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﻓﻬﻲ ﺑﺮﺍﻣﺞ ﺗﺴﲑ ﻋﻠﻰ ﻏﲑ ﻫﺪﻯ‪ .‬ﻭﺍﻧﻄﻼﻗﺎ‬
‫ﻣﻦ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺬﻱ ﻳﺄﰐ ﰲ ﺇﻃﺎﺭ ﻗﻴﺎﺱ ﳐﺮﺟﺎﺕ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻜﺒﲑ ﺍﻟﺬﻱ ﻳﺰﻳﺪ ﻋﻤﺮﻩ ﻋﻦ ) ‪ ( 8‬ﺳﻨﻮﺍﺕ‪ ،‬ﻓﻘﺪ ﺟﺎﺀﺕ‬
‫ﻓﻜﺮﺓ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻟﺘﻘﺪﻡ ﻟﻠﻘﺎﺋﻤﲔ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ‪ ،‬ﻭﻫﻲ ﻛﺬﻟﻚ ﺗﻘﺪ‪‬ﻡ ﻟﺼﻨﺎﻉ ﺍﻟﻘﺮﺍﺭ ﰲ ﺍﻟﻮﺯﺍﺭﺓ ﻭﻟﻠﻤﺠﺘﻤﻊ ﺑﻌﺾ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﺗﺒﲔ ﻣﺪﻯ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺍﳌﺸﺮﻭﻉ ﻣﻦ ﻋﺪﻣﻪ‪ ،‬ﻭﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﴰﻮﻟﻴﺔ ﲨﻴﻊ ﻓﺌﺎﺕ ﺍﻟﻄﻠﺒـﺔ ﻋﻠـﻰ‬
‫ﺍﺧﺘﻼﻑ ﺃﻗﺎﻟﻴﻢ ﺍﳌﻤﻠﻜﺔ‪.‬‬

‫ﻭﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ ﻣﺸﻜﻠﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺘﻤﺜﻞ ﰲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺮﺋﻴﺲ ﻭﺍﻷﺳﺌﻠﺔ ﺍﻟﻔﺮﻋﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪ -‬ﻣﺎ ﺍﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ؟‬
‫ﻭﻳﺘﻔﺮﻉ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ ‪:‬‬
‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ‬ ‫‪-1‬‬
‫ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺟﻨﺲ ﺍﻟﻄﻠﺒﺔ؟‬
‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ‬ ‫‪-2‬‬
‫ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴـﺔ ﺑـﺎﺧﺘﻼﻑ ﺍﳌﺮﺣﻠـﺔ ﺍﻟﺪﺭﺍﺳـﻴﺔ‬
‫)ﺍﻷﺳﺎﺳﻲ‪ -‬ﺍﻟﺜﺎﻧﻮﻱ(؟‬

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 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ‬ ‫‪-3‬‬
‫ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﻣﺴﺎﺭ ﺍﻟﺘﻌﻠـﻴﻢ ﺍﻟﺜـﺎﻧﻮﻱ‬
‫)ﺍﻷﻛﺎﺩﳝﻲ‪ -‬ﺍﳌﻬﲏ(؟‬
‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ‬ ‫‪-4‬‬
‫ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ )ﺍﻟﺸﻤﺎﻝ –‬
‫ﺍﻟﻮﺳﻂ – ﺍﳉﻨﻮﺏ(؟‬

‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫‪ -‬ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ)‪ :(ICT‬ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﺨﺰﻳﻦ ﻭﺍﺳﺘﺮﺟﺎﻉ ﻭﺗﺪﺍﻭﻝ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬

‫ﻭﻧﺸﺮﻫﺎ‪ ،‬ﻭﺇﻧﺘﺎﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﻔﻮﻳﺔ ﻭﺍﳌﺼﻮﺭﺓ ﻭﺍﻟﻨﺼﻴﺔ ﻭﺍﻟﺮﻗﻤﻴﺔ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳﻮﺏ‬
‫ﺍﻻﻟﻜﺘﺮﻭﱐ ﻭﻧﻈﻢ ﺍﻻﺗﺼﺎﻻﺕ ﺍﳌﺮﺋﻴﺔ‪) .‬ﺍﻟﻌﺠﻠﻮﱐ‪ ،‬ﻭﺍﳊﻤﺮﺍﻥ‪(2009 ،‬‬

‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ :‬ﻳﻌﺮﻑ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﺑﺎﻻﻗﺘﺼﺎﺩ ﺍﻟﺬﻱ ﻳﺪﻭﺭ ﺣﻮﻝ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﺸﺎﺭﻛﺔ ﻓﻴﻬﺎ‪،‬‬ ‫‪-‬‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﺗﻮﻇﻴﻔﻬﺎ ﻭﺍﺑﺘﻜﺎﺭﻫﺎ ﻭﺇﻧﺘﺎﺟﻬﺎ ‪‬ﺪﻑ ﲢﺴﲔ ﻧﻮﻋﻴﺔ ﺍﳊﻴﺎﺓ ﲟﺠﺎﻻ‪‬ﺎ ﺍﳌﺨﺘﻠﻔﺔ ﺑﺎﻹﻓﺎﺩﺓ ﻣﻦ ﺧﺪﻣﺔ ﻣﻌﻠﻮﻣﺎﺕ ﺛﺮﻳـﺔ‬
‫ﻭﺗﻄﺒﻴﻘﺎﺕ ﺗﻜﻨﻮﻟﻮﺟﻴﺔ ﻣﺘﻄﻮﺭﺓ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻘﻞ ﺍﻟﺒﺸﺮﻱ ﻛﺮﺃﺱ ﻣﺎﻝ ﻣﻌﺮﰲ ﲦﲔ‪) .‬ﺍﻟﺰﻳﻮﺩﻱ‪ ،‬ﻭﺍﳋﻮﺍﻟﺪﺓ‪(2011 ،‬‬

‫ﻣﺸﺮﻭﻉ ﺗﻄـﻮﻳﺮ ﺍﻟﺘﻌﻠـﻴﻢ ﻧــﺤﻮ ﺍﻻﻗﺘﺼـﺎﺩ ﺍﳌﻌـﺮﰲ ) ‪Education Reform for the‬‬ ‫‪−‬‬
‫‪ (Knowledge Economy‬ﻭﺍﳌﻌﺮﻭﻑ ﺍﺧﺘﺼﺎﺭﹰﺍ ﺑﺎﺳﻢ)‪ :(ERfKE‬ﻫﻮ ﻣﺸﺮﻭﻉ ﻗﻄﺎﻋﻲ ﺗﺒﻨﺘﻪ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﰲ‬
‫ﺍﻷﺭﺩﻥ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﲟﺠﺎﻻﺗﻪ ﻛﺎﻓﺔ‪ .‬ﺍﻣﺘﺪ ﻣﻦ ﻋﺎﻡ ‪ ،2003‬ﻭﻳﺴﺘﻤﺮ ﺇﱃ ﺍﻟﻌﺎﻡ ‪ .2015‬ﻭﻳﻬﺪﻑ ﺍﳌﺸﺮﻭﻉ ﺇﱃ ﺇﺣﺪﺍﺙ ﺍﻟﺘﻐﻴﲑ‬
‫ﻭﺍﻟﺘﺤﻮﻝ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺮﺑﻮﻱ ﺑﺼﻮﺭﺓ ﴰﻮﻟﻴﺔ ﺗﻜﺎﻣﻠﻴﺔ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻛﺎﻓﺔ ﺑﺪﺀﹰﺍ ﻣﻦ ﻣﺮﺣﻠﺔ ﺭﻳﺎﺽ ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻭﻣﺮﺣﻠﱵ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻷﺳﺎﺳﻲ‪ ،‬ﻭﺍﻟﺜﺎﻧﻮﻱ؛ ﻟﺘﻬﻴﺌﺔ ﺧﺮﳚﲔ ﻣﺆﻫﻠﲔ ﻭﺇﻛﺴﺎ‪‬ﻢ ﺍﳌﻌﺮﻓﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺃﺟﻞ ‪‬ﻴﺌﺘﻬﻢ ﺑﺼﻮﺭﺓ ﺗﻮﺍﻛﺐ‬
‫ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺼﺮ ﺍﳊﺎﻟﻴﺔ ﻭﺍﳌﺴﺘﻘﺒﻠﻴﺔ‪) .‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪(2011 ،‬‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ‪" :‬ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺴﻠﻮﻛﻴﺎﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻟﻸﻓﺮﺍﺩ ﻟﻠﺘﻌﺎﻣﻞ ﺑﺜﻘﺔ ﻭﺍﻗﺘﺪﺍﺭ‬ ‫‪−‬‬
‫ﻣﻊ ﺃﻧﻔﺴﻬﻢ ﻭﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻭﺍ‪‬ﺘﻤﻊ"‪ (Danish &Steven, 1997) .‬ﻭﺗﻌﺮﻑ ﺇﺟﺮﺍﺋﻴﹰﺎ ﻋﻠﻰ ﺃ‪‬ﺎ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺃﺩﺍﺓ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻫﻲ ﻣﻬﺎﺭﺍﺕ‪) :‬ﺣﻞ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ‪ ،‬ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ‪ ،‬ﺗﻮﻇﻴﻒ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‪ ،‬ﺗﻄﺒﻴـﻖ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﻭﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ(‪.‬‬

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 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫‪‬ﺪﻑ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺇﱃ ﻗﻴﺎﺱ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ‬
‫ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻷﺭﺩﻥ‪ .‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺗﺴـﻌﻰ ﻟﺘﺤﻘﻴـﻖ‬
‫ﺍﻷﻫﺪﺍﻑ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪ .1‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠـﻴﻢ ﳓـﻮ ﺍﻻﻗﺘﺼـﺎﺩ ﺍﳌﻌـﺮﰲ‬
‫)‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‪.‬‬

‫‪ .2‬ﺗﻌﺮﻑ ﺍﻟﻔﺮﻭﻕ ﰲ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓـﻮ ﺍﻻﻗﺘﺼـﺎﺩ‬
‫ﺍﳌﻌﺮﰲ )‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﻛﻞ ﻣﻦ‪ :‬ﺟﻨﺲ ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﻣﺴﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﻟﻠﻄﺎﻟﺐ‪ ،‬ﻭﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ‪.‬‬

‫ﺃﳘﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬

‫ﺗﻜﻤﻦ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺃﻧﻪ ﻳﺘﻮﻗﻊ ﺃﻥ ﲢﻘﻖ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ .1‬ﺗﻘﺪﻡ ﺗﻐﺬﻳﺔ ﺭﺍﺟﻌﺔ ﻟﻠﻘﺎﺋﻤﲔ ﻋﻠﻰ ﻣﺸﺮﻭﻉ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺣﻮﻝ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪.‬‬

‫‪ .2‬ﻟﻔﺖ ﺍﻧﺘﺒﺎﻩ ﺍﻹﺩﺍﺭﺍﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﳌﺪﺭﺳﻴﺔ ﻭﺍﳌﻌﻠﻤﲔ ﻷﳘﻴﺔ ﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﻻﺗﺼـﺎﻻﺕ‬
‫)‪ (ICT‬ﰲ ﺇﻛﺴﺎﺏ ﺍﻟﻄﻠﺒﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﻣﺪﺍﺭﺳﻬﻢ‪.‬‬

‫‪ .3‬ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﺪﻯ ﺗﻜﺎﻓﺆ ﺍﻟﻔﺮﺹ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻻ ﺳﻴﻤﺎ ﰲ ﳎﺎﻝ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﻭﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﰲ ﳎﺎﻝ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﰲ ﻣﻨﺎﻃﻖ ﺍﳌﻤﻠﻜﺔ ﻛﺎﻓﺔ‪ ،‬ﻭﺑﺎﺧﺘﻼﻑ ﺟﻨﺲ ﺍﻟﻄﻠﺒﺔ‪) ،‬ﺫﻛﻮﺭ‪،‬ﺇﻧﺎﺙ(‪ ،‬ﻭﺍﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ )ﺃﺳﺎﺳﻴﺔ ﻭﺛﺎﻧﻮﻳﺔ(‪،‬‬
‫ﻭﺑﺎﺧﺘﻼﻑ ﻣﺴﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ) ﺃﻛﺎﺩﳝﻲ ﻭﻣﻬﲏ (‪ ،‬ﻭﺑﺎﺧﺘﻼﻑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ )ﺍﻟﺸﻤﺎﻝ – ﺍﻟﻮﺳﻂ – ﺍﳉﻨﻮﺏ(‪.‬‬

‫ﳏﺪﺩﺍﺕ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫‪ −‬ﺗﻘﺘﺼﺮ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﰲ ﺿـﻮﺀ ﻣﺸـﺮﻭﻉ‬
‫ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﰲ ﻣﺪﺍﺭﺱ ﺍﳌﻤﻠﻜﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﳍﺎﴰﻴﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮﻫﻢ‬
‫ﻓﻘﻂ ‪،‬ﺩﻭﻥ ﺍﳌﻌﻠﻤﲔ ﻭﻣﺪﻳﺮﻱ ﺍﳌﺪﺍﺭﺱ ﻭﺃﻭﻟﻴﺎﺀ ﺍﻷﻣﻮﺭ‪.‬‬
‫‪ −‬ﺗﻘﺘﺼﺮ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ) ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ ﺇﱃ ﺍﻟﻌﺎﺷﺮ(‪ ،‬ﻭﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫)ﺍﳌﺴﺎﺭ ﺍﻷﻛﺎﺩﳝﻲ ﻭﺍﳌﺴﺎﺭ ﺍﳌﻬﲏ(‪.‬‬

‫‪94‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫‪ −‬ﺗﺘﺤﺪﺩ ﺍﻟﺪﺭﺍﺳﺔ ﺯﻣﻨﻴﹰﺎ ﺑﺎﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺜﺎﱐ ﻣﻦ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪.2011/2010‬‬

‫‪ −‬ﺗﻘﺘﺼﺮ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﻓﻘﻂ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺍﳍﺎﴰﻴﺔ‪.‬‬

‫ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﺑﻌﺪ ﺇﻃﻼﻉ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻷﺩﺏ ﺍﻟﺘﺮﺑﻮﻱ ﺍﳌﺘﻌﻠﻖ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺩﻭﺭﻫﺎ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ‬
‫ﺍﳌﻄﻠﻮﺏ ﲢﻘﻴﻘﻬﺎ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ ﰲ ﻇﻞ ﻣﺸﺮﻭﻉ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﺑﺈﻻﺿﺎﻓﺔ ﺇﱃ ﺧﻄﻂ ﻭﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺑﺮﺍﳎﻬﺎ‬
‫ﰲ ﻫﺬﺍ ﺍﻹﻃﺎﺭ‪ ،‬ﻋﻤﻞ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺗﺼﻤﻴﻢ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻫﻲ ﺍﺳﺘﺒﺎﻧﺔ ﻣﻜﻮﻧﺔ ﻣﻦ )‪ (36‬ﻓﻘﺮﺓ ﺗﻐﻄﻲ ﳎﺎﻻﺕ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴـﺔ‬
‫ﺍﻟﱵ ﻳﺴﻌﻰ ﻣﺸﺮﻭﻉ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺇﱃ ﺗﻨﻤﻴﺘﻬﺎ ﻟﺪﻯ ﺍﻟﻄﻠﺒﺔ‪ .‬ﻭﺗﻜﺸﻒ ﻛﻞ ﻓﻘﺮﺓ ﻋﻦ ﺗﻘﺪﻳﺮ ﺍﳌﺴﺘﺠﻴﺒﲔ ﻣﻦ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻟـﺪﻭﺭ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﰲ ﺗﻨﻤﻴﺔ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺣﻴﺚ ﺣﺪﺩ ﻟﻜﻞ ﻓﻘﺮﺓ ﺗﻘﺪﻳﺮ ﺣﺴـﺐ ﻣﻘﻴـﺎﺱ ﻟﻴﻜـﺮﺕ‬
‫ﺍﳋﻤﺎﺳﻲ ﻭﺍﻟﺬﻱ ﺟﺎﺀ ﻣﺘﺪﺭﺟﹰﺎ )ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ ﺟﺪﺍﹰ‪ ،‬ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﺑﺪﺭﺟﺔ ﻣﺘﻮﺳﻄﺔ‪ ،‬ﺑﺪﺭﺟﺔ ﻗﻠﻴﻠﺔ‪ ،‬ﺑﺪﺭﺟﺔ ﻗﻠﻴﻠﺔ ﺟﺪﹰﺍ(‪ ،‬ﻭﺃﻋﻄـﻲ‬
‫ﺍﻟﺪﺭﺟﺎﺕ ﻣﻦ) ‪ (5‬ﺇﱃ )‪ (1‬ﺑﺎﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﻗﺪ ﺍﻋﺘﱪ ﳏﺘﻮﻯ ﺍﻟﻔﻘﺮﺓ ﻣﻨﺨﻔﻀﹰﺎ ﺇﺫﺍ ﺗﺮﺍﻭﺡ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴـﺎﰊ ﻟﻠﻔﻘـﺮﺓ )‪،(1.66-1‬‬
‫ﻭﻣﺘﻮﺳﻄﺎ ﺇﺫﺍ ﺗﺮﺍﻭﺡ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻟﻠﻔﻘﺮﺓ )‪ ،(3.33 – 1.67‬ﻭﻋﺎﻟﻴﹰﺎ ﺇﺫﺍ ﺗﺮﺍﻭﺡ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻟﻠﻔﻘﺮﺓ )‪.(5 – 3.34‬‬

‫ﺻﺪﻕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪:‬‬

‫ﻭﳌﻌﺮﻓﺔ ﺍﻟﺼﺪﻕ ﺍﻟﻈﺎﻫﺮﻱ ﻷﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻓﻘﺪ ﰎ ﻋﺮﺿﻬﺎ ﺑﺼﻮﺭ‪‬ﺎ ﺍﻷﻭﻟﻴﺔ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﶈﻜﻤﲔ ﺫﻭﻱ ﺍﻻﺧﺘﺼـﺎﺹ‬
‫ﰲ ﳎﺎﻝ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻣﻦ ﺃﺳﺎﺗﺬﺓ ﺍﳉﺎﻣﻌﺎﺕ‪ ،‬ﻭﻋﺪﺩ ﻣﻦ ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻃﻠﺐ ﻣﻨﻬﻢ ﲢﺪﻳﺪ ﻣـﺪﻯ ﻣﻼﺋﻤـﺔ‬
‫ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻻﺳﺘﺒﺎﻧﺔ ﳍﺪﻑ ﺍﻷﺩﺍﺓ ﻭﻣﺪﻯ ﻭﺿﻮﺡ ﻭﺳﻼﻣﺔ ﺍﻟﻔﻘﺮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺍﻗﺘﺮﺍﺡ ﺃﻳﺔ ﺗﻌﺪﻳﻼﺕ ﺃﻭ ﺇﺿﺎﻓﺔ ﻓﻘﺮﺍﺕ ﻳﺮﻭ‪‬ﺎ‬
‫ﺿﺮﻭﺭﻳﺔ‪ ،‬ﻭﺣﺬﻑ ﺍﻟﻔﻘﺮﺍﺕ ﻏﲑ ﺍﻟﻀﺮﻭﺭﻳﺔ ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ ﻋﺪﺩ ﻓﻘﺮﺍﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻗﺒﻞ ﲢﻜﻴﻤﻬﺎ )‪ (42‬ﻓﻘﺮﺓ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ‬
‫ﺑﺈﺟﺮﺍﺀ ﺍﻟﺘﻌﺪﻳﻼﺕ ﺍﳌﻘﺘﺮﺣﺔ ﻣﻦ ﻗﺒﻞ ﺍﶈﻜﻤﲔ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻧﺖ ﺍﻷﺩﺍﺓ ﺑﺸﻜﻠﻬﺎ ﺍﻟﻨﻬﺎﺋﻲ ﻣﻦ )‪ (36‬ﻓﻘﺮﺓ ﻣﻮﺯﻋﺔ ﻋﻠﻰ ﲦﺎﻧﻴﺔ ﳎﺎﻻﺕ‬
‫ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻬﺎﺭﺍﺕ‪) :‬ﺣﻞ ﺍﳌﺸﻜﻼﺕ ‪ ،‬ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ‪ ،‬ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ‪ ،‬ﺗﻮﻇﻴـﻒ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ‪ ،‬ﺗﻄﺒﻴـﻖ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‪ ،‬ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻮﺍﺻﻞ‪ ،‬ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‪ ،‬ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ(‪.‬‬

‫ﺛﺒﺎﺕ ﺃﺩﺍﺓ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﰎ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺛﺒﺎﺕ ﺍﻷﺩﺍﺓ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺇﻋﺎﺩﺓ ﺍﻻﺧﺘﺒﺎﺭ )‪ (Test- Retest‬ﺣﻴﺚ ﰎ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻋﻠـﻰ‬
‫ﻋﻴﻨﺔ ﺍﺳﺘﻄﻼﻋﻴﺔ ﺗﻜﻮﻧﺖ ﻣﻦ )‪ (50‬ﻃﺎﻟﺒًﹶﺎ ﻭﻃﺎﻟﺒﺔ ﻣﻦ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ‪ ،‬ﻭﻣﻦ ﺧﺎﺭﺝ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻃﻠﺐ ﻣﻨﻬﻢ ﺗﻌﺒﺌﺔ ﺍﻻﺳﺘﺒﺎﻧﺔ‪،‬‬
‫ﻭﺑﻌﺪ ﺃﺳﺒﻮﻋﲔ ﰎ ﺇﻋﺎﺩﺓ ﺗﻌﺒﺌﺔ ﺍﻻﺳﺘﺒﺎﻧﺔ ﻣﻦ ﻗﺒﻞ ﻧﻔﺲ ﺍﻟﻄﻠﺒﺔ ﻭﰎ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﺑﲔ ﺍﻻﺧﺘﺒﺎﺭﻳﻦ ﺣﻴﺚ ﺑﻠﻎ )‪ ،(0.82‬ﻭﻫﻮ‬
‫ﻣﻌﺎﻣﻞ ﺛﺒﺎﺕ ﻣﻨﺎﺳﺐ ﻭﻛﺎﻑ ﻷﻏﺮﺍﺽ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ‪ .‬ﻛﻤﺎ ﰎ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﻟﻜﻞ ﳎﺎﻝ ﻣﻦ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺜﻤﺎﻧﻴﺔ ﻭﺍﻷﺩﺍﺓ ﻛﻜﻞ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻟﺔ ﻛﺮﻭﻧﺒﺎﺥ ﺃﻟﻔﺎ‪ ،‬ﻭﺍﳉﺪﻭﻝ )‪ (1‬ﻳﺒﲔ ﻗﻴﻢ ﻣﻌﺎﻣﻼﺕ ﺍﻟﺜﺒﺎﺕ‪.‬‬
‫ﺍﻝﺠﺩﻭل )‪(1‬‬

‫‪95‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻤﻌﺎﻤﻼﺕ ﺍﻻﺘﺴﺎﻕ ﺍﻝﺩﺍﺨﻠﻲ )ﻜﺭﻭﻨﺒﺎﺥ ﺃﻝﻔﺎ( ﻝﻤﺠﺎﻻﺕ ﺍﻷﺩﺍﺓ ﻜﻜل ﻭﻝﻜل ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺘﻬﺎ‪.‬‬
‫ﺍﻷﺩﺍﺓ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻬﺎﺭﺓ ﺘﻁﺒﻴﻕ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻬﺎﺭﺓ‬ ‫ﻤﻬﺎﺭﺓ ﺤل‬ ‫ﺍﻝﻤﺠﺎل‬
‫ﻜﻜل‬ ‫ﺍﻝﺘﻘﻭﻴﻡ‬ ‫ﺍﻝﻌﻤل‬ ‫ﺍﻻﺘﺼﺎل‬ ‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬ ‫ﺘﻭﻅﻴﻑ‬ ‫ﺍﻝﺘﻔﻜﻴﺭ‬ ‫ﺍﻝﺘﻔﻜﻴﺭ‬ ‫ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﺫﺍﺘﻲ‬ ‫ﺍﻝﺠﻤﺎﻋﻲ‬ ‫ﻭﺍﻝﺘﻭﺍﺼل‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬ ‫ﺍﻹﺒﺩﺍﻋﻲ‬ ‫ﺍﻝﻨﺎﻗﺩ‬

‫‪36‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪7‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫ﻋﺩﺩ‬
‫ﺍﻝﻔﻘﺭﺍﺕ‬

‫‪0.82‬‬ ‫‪0.82‬‬ ‫‪0.82‬‬ ‫‪0.82‬‬ ‫‪0.79‬‬ ‫‪0.84‬‬ ‫‪0.81‬‬ ‫‪0.84‬‬ ‫‪0.82‬‬ ‫ﻤﻌﺎﻤل‬
‫ﺍﻝﺜﺒﺎﺕ‬

‫ﻭﻳﺘﻀﺢ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺜﺒﺎﺕ ﻟﻜﻞ ﳎﺎﻝ ﻣﻨﺎﺳﺐ ﻭﻣﻘﺒﻮﻝ ﳌﺜﻞ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ‪.‬‬

‫ﻣﻨﻬﺠﻴﺔ ﺍﻟﺪﺭﺍﺳﺔ‪:‬‬

‫ﰎ ﺍﻋﺘﻤﺎﺩ ﺍﳌﻨﻬﺞ ﺍﳌﺴﺤﻲ ﺍﻟﻮﺻﻔﻲ ﰲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻛﻮﻧﻪ ﺍﻷﻧﺴﺐ ﻟﺘﺤﻘﻴﻖ ﺃﻏﺮﺍﺿﻬﺎ‪.‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻋﻴﻨﺘﻬﺎ‪:‬‬

‫ﺍﺷﺘﻤﻞ ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻋﻠﻰ ﲨﻴﻊ ﻃﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﰲ ﺍﻷﺭﺩﻥ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ ﺇﱃ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﻟﺜﺎﻧﻮﻱ‪ .‬ﻭﰎ‬
‫ﺍﺧﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳﺔ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻋﻨﻘﻮﺩﻳﺔ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﻣﻦ ﻣﺪﻳﺮﻳﺎﺕ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺃﻗﺎﻟﻴﻢ ﺍﳌﻤﻠﻜـﺔ ﺍﻟﺜﻼﺛـﺔ‬
‫)ﺍﻟﺸﻤﺎﻝ ﻭﺍﻟﻮﺳﻂ ﻭﺍﳉﻨﻮﺏ(‪ ،‬ﺣﻴﺚ ﺑﻠﻎ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ )‪ (1019‬ﻃﺎﻟﺒﹰﺎ ﻭﻃﺎﻟﺒﺔ‪ .‬ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ )‪ (2‬ﺗﻮﺯﻳﻊ ﺃﻓﺮﺍﺩ ﻋﻴﻨﺔ ﺍﻟﺪﺭﺍﺳـﺔ‬
‫ﻭﻓﻘﹰﺎ ﻟﻠﺠﻨﺲ ﻭﺍﳌﺮﺣﻠﺔ ﻭﻣﺴﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ ﻭﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪ (2‬ﺘﻭﺯﻴﻊ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‬

‫ﺍﻝﻌﺩﺩ‬ ‫ﺍﻝﻤﺘﻐﻴﺭ‬
‫‪543‬‬ ‫ﺫﻜﺭ‬ ‫ﺠﻨﺱ ﺍﻝﻁﺎﻝﺏ‬

‫‪476‬‬ ‫ﺃﻨﺜﻰ‬

‫‪570‬‬ ‫ﺍﻷﺴﺎﺴﻲ‬ ‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺩﺭﺍﺴﻴﺔ‬

‫‪449‬‬ ‫ﺍﻝﺜﺎﻨﻭﻱ‬

‫‪335‬‬ ‫ﺍﻝﺸﻤﺎل‬ ‫ﺍﻹﻗﻠﻴﻡ ﺍﻝﺠﻐﺭﺍﻓﻲ‬

‫‪463‬‬ ‫ﺍﻝﻭﺴﻁ‬

‫‪221‬‬ ‫ﺍﻝﺠﻨﻭﺏ‬

‫‪335‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﺴﺎﺭ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺜﺎﻨﻭﻱ‬

‫‪114‬‬ ‫ﻤﻬﻨﻲ‬

‫‪96‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ‪:‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻭﻭﻓﻘﹰﺎ ﻷﺳﺌﻠﺔ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻓﻘﺪ ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻹﺣﺼـﺎﺀ‬
‫ﺍﻟﻮﺻﻔﻲ ﺍﳌﺘﻤﺜﻞ ﺑﺎﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻹﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺳﺆﺍﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺮﺋﻴﺲ‪ ،‬ﻭﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﺣﺼﺎﺀ ﺍﻟﻮﺻﻔﻲ‬
‫ﻭﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﱐ ﻭﺍﻟﺜﺎﻟﺚ‪ ،‬ﺑﻴﻨﻤﺎ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ) ‪(one-way Anova‬‬
‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ‪،‬ﻭﻗﺪ ﰎ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺑﺮﳎﻴﺔ ‪.SPSS‬‬

‫ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﻣﻨﺎﻗﺸﺘﻬﺎ‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺴﺆﺍﻝ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺮﺋﻴﺴﻲ‪:‬‬
‫ﻣﺎ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌـﺮﰲ ‪ ERfKE‬ﰲ ﺗﻨﻤﻴـﺔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ؟‬

‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ‪ ،‬ﻓﻘﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ‬
‫ﰲ ﳎﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﹰﺎ ﺗﻨﺎﺯﻟﻴﹰﺎ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ‬
‫ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﻭﺍﳉﺪﻭﻝ )‪ (3‬ﻳﻮﺿﺢ ﺫﻟﻚ‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪(3‬‬

‫ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻻﺴﺘﺠﺎﺒﺎﺕ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‬

‫ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻤﺭﺘﺒﺔ ﺘﺭﺘﻴﺒ ﹰﺎ ﺘﻨﺎﺯﻝﻴ ﹰﺎ‬

‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻝﻤﻬﺎﺭﺓ‬ ‫ﺍﻝﺭﻗﻡ‬

‫‪0.95‬‬ ‫‪3.91‬‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ‬ ‫‪1‬‬
‫‪0.95‬‬ ‫‪3.77‬‬ ‫ﻤﻬﺎﺭﺓ ﺘﻁﺒﻴﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫‪2‬‬
‫‪1.01‬‬ ‫‪3.73‬‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ‬ ‫‪3‬‬
‫‪0.99‬‬ ‫‪3.71‬‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺫﺍﺘﻲ‬ ‫‪4‬‬
‫‪0.95‬‬ ‫‪3.66‬‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺎﻗﺩ‬ ‫‪5‬‬
‫‪0.87‬‬ ‫‪3.64‬‬ ‫ﻤﻬﺎﺭﺓ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬ ‫‪6‬‬
‫‪0.78‬‬ ‫‪3.60‬‬ ‫ﻤﻬﺎﺭﺓ ﺤل ﺍﻝﻤﺸﻜﻼﺕ‬ ‫‪7‬‬
‫‪0.95‬‬ ‫‪3.51‬‬ ‫ﻤﻬﺎﺭﺓ ﺍﻻﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل‬ ‫‪8‬‬
‫‪0.96‬‬ ‫‪3.69‬‬ ‫ﺍﻷﺩﺍﺓ‬
‫ﻜﻜــــــــــــــــــــــــــــل‬

‫‪97‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺑﺎﻟﺮﺟﻮﻉ ﻟﻠﺠﺪﻭﻝ )‪ (3‬ﻳﻼﺣﻆ ﺃﻥ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﺍﻟﻜﻠﻲ ﻟﻠﻤﻬﺎﺭﺍﺕ ﺑﻠﻎ )‪ (3,69‬ﻭﺑـﺎﳓﺮﺍﻑ ﻣﻌﻴـﺎﺭﻱ ﻗـﺪﺭﻩ‬
‫)‪ (0,96‬ﳑﺎ ﻳﻌﲏ ﺃﻥ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ‪ ERfKE‬ﰲ ﺗﻨﻤﻴـﺔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﻠﻎ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ‪ .‬ﻭﺗﺘﻔﻖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻊ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺗﻮﺻﻠﺖ ﳍﺎ ﺩﺭﺍﺳﺎﺕ ﻛﻞ‬
‫ﻣﻦ‪ :‬ﺍﻟﻌﺠﻠﻮﱐ ﻭﺍﳊﻤﺮﺍﻥ )‪ ،(2009‬ﻭﺩﺭﺍﺳﺔ)‪ ،(Lewin, Mavers, & Smoekh, 2003‬ﻭﺩﺭﺍﺳﺔ ) ‪Wheeler,‬‬
‫‪ ،(Waite & Bromfield, 2002‬ﺣﻴﺚ ﺃﻇﻬﺮﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺟﻮﺩ ﺩﺭﺟﺔ ﺇﺳﻬﺎﻡ ﻛﺒﲑﺓ ﻟﺘﻜﻨﻮﻟﻮﺟﻴـﺎ ﺍﳌﻌﻠﻮﻣـﺎﺕ‬
‫ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ‪.‬‬

‫ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺘﺮﺗﻴﺐ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻭﻓﻘﹰﺎ ﻷﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴـﺔ ﻟﻄﻠﺒـﺔ‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﰲ ﺿﻮﺀ ﻣﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﻛﺎﻥ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﰐ ‪:‬‬
‫ﺟﺎﺀﺕ "ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ" ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﻷﻭﱃ ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ )‪ (3,91‬ﻭﺍﳓـﺮﺍﻑ ﻣﻌﻴـﺎﺭﻱ ﻗـﺪﺭﻩ )‪، (0,95‬‬
‫ﻭﺟﺎﺀﺕ ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻧﻴﺔ "ﻣﻬﺎﺭﺓ ﺗﻄﺒﻴﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ "ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ )‪ (3,77‬ﻭﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻗـﺪﺭﻩ )‪،(0,95‬‬
‫ﻭﺟﺎﺀﺕ ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻟﺜﺔ "ﻣﻬﺎﺭﺓ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ " ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ )‪ ( 3,73‬ﻭﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻗﺪﺭﻩ )‪ ،(1,01‬ﻭﺣ ﹼﻞ ﰲ ﺍﳌﺮﺗﺒﺔ‬
‫ﺍﻟﺮﺍﺑﻌﺔ "ﻣﻬﺎﺭﺓ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ " ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ)‪ (3،71‬ﻭﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻗﺪﺭﻩ ) ‪ ، (0,99‬ﻭﺟﺎﺀﺕ ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﳋﺎﻣﺴﺔ "ﻣﻬﺎﺭﺓ‬
‫ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ" ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ )‪ (3,66‬ﻭﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻗﺪﺭﻩ )‪ ، (0,95‬ﻭﺟﺎﺀﺕ ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺴﺎﺩﺳـﺔ " ﻣﻬـﺎﺭﺓ ﺗﻮﻇﻴـﻒ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ" ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ ) ‪ (3,64‬ﻭﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻗﺪﺭﻩ )‪،(0,87‬ﻭﺟﺎﺀﺕ ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺴﺎﺑﻌﺔ "ﻣﻬﺎﺭﺓ ﺣﻞ ﺍﳌﺸـﻜﻼﺕ"‬
‫ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ )‪ (3,60‬ﻭﺍﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻗﺪﺭﻩ )‪ ، (0,78‬ﻭﺟﺎﺀﺕ ﰲ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺜﺎﻣﻨﺔ " ﻣﻬﺎﺭﺓ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻮﺍﺻﻞ" ﲟﺘﻮﺳﻂ ﻗﺪﺭﻩ‬
‫)‪ (3,51‬ﻭﺍﳓﺮﺍﻑ ﻗﺪﺭﻩ )‪.(0,95‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﺗﻌﺰﻯ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺃﻥ ﺇﺩﺧﺎﻝ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺿﻮﺀ‬
‫ﻣﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻗﺪ ﺃﺛﺮ ﺑﺸﻜﻞ ﺇﳚﺎﰊ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ‪ ،‬ﻭﻫـﺬﺍ‬
‫ﻳﻈﻬﺮ ﻣﻦ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻹﺟﺎﺑﺎﺕ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﻓﻘﺮﺍﺕ ﺍﻻﺳﺘﺒﺎﻧﺔ‪ ،‬ﺣﻴﺚ ﺃﻥ ﲨﻴﻊ ﻫﺬﻩ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺗﻘﻊ ﺿﻤﻦ ﻓﺌﺔ )‪– 3,91‬‬
‫‪ (3,51‬ﻭﻫﻲ ﺿﻤﻦ ﺍﻟﻔﺌﺎﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ .‬ﻛﻤﺎ ﻳﻔﺴﺮ ﺫﻟﻚ ﺃﻥ ﺗﻮﻇﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺳﺎﻋﺪ‬
‫ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺻﻘﻞ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﳊﻴﺎﺗﻴﺔ‪ ،‬ﻭﺃﻛﺴﺒﻬﻢ ﺧﱪﺓ ﻣﺘﺰﺍﻳﺪﺓ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺗﻮﻇﻴﻒ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﺣﻴﺎ‪‬ﻢ ﺍﻟﻴﻮﻣﻴﺔ‪.‬‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ‪:‬‬

‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓـﻮ ﺍﻻﻗﺘﺼـﺎﺩ ﺍﳌﻌـﺮﰲ‬
‫)‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺟﻨﺲ ﺍﻟﻄﻠﺒﺔ؟‬

‫‪98‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻓﻘﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﺧﺘﺒﺎﺭ)ﺕ( ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻓـﺮﺍﺩ‬
‫ﺍﻟﻌﻴﻨﺔ ﰲ ﳎﺎﻻﺕ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﹰﺎ ﺗﻨﺎﺯﻟﻴﹰﺎ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﳉﺪﻭﻝ )‪. (4‬‬

‫ﺍﻝﺠﺩﻭل ) ‪(4‬‬

‫ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﺨﺘﺒﺎﺭﺍﺕ ) ﺕ ( ﻝﺩﻭﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ‬
‫ﻝﻠﻁﻠﺒﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻌﺩﺩ‬ ‫ﺠﻨﺱ‬ ‫ﺍﻝﻤﻬﺎﺭﺓ‬

‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻝﻁﻠﺒﺔ‬
‫‪*0.00‬‬ ‫‪0.84-‬‬ ‫‪0.84‬‬ ‫‪3.58‬‬ ‫‪542‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓ ﺤل ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺃﻨﺜﻰ‬
‫‪0.71‬‬ ‫‪3.62‬‬ ‫‪476‬‬
‫‪0.32‬‬ ‫‪3.03-‬‬ ‫‪0.98‬‬ ‫‪3.58‬‬ ‫‪542،00‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺎﻗﺩ‬
‫ﺃﻨﺜﻰ‬
‫‪0.91‬‬ ‫‪3.76‬‬ ‫‪475‬‬
‫‪*0.00‬‬ ‫‪3.68-‬‬ ‫‪1.01‬‬ ‫‪3.81‬‬ ‫‪542‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ‬
‫ﺃﻨﺜﻰ‬
‫‪0.87‬‬ ‫‪4.03‬‬ ‫‪475‬‬
‫‪*0.00‬‬ ‫‪3.35-‬‬ ‫‪0.91‬‬ ‫‪3.56‬‬ ‫‪542‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﺃﻨﺜﻰ‬
‫‪0.80‬‬ ‫‪3.74‬‬ ‫‪475‬‬
‫‪*0،00‬‬ ‫‪4.41-‬‬ ‫‪1.02‬‬ ‫‪3.65‬‬ ‫‪542‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓ ﺘﻁﺒﻴﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺃﻨﺜﻰ‬ ‫ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬
‫‪0.84‬‬ ‫‪3.91‬‬ ‫‪471،00‬‬
‫‪0،07‬‬ ‫‪1.72-‬‬ ‫‪0.99‬‬ ‫‪3.46‬‬ ‫‪542‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻻﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل‬
‫ﺃﻨﺜﻰ‬
‫‪0،91‬‬ ‫‪3.56‬‬ ‫‪471‬‬
‫‪*0،02‬‬ ‫‪5.59-‬‬ ‫‪1.07‬‬ ‫‪3.57‬‬ ‫‪541‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ‬
‫ﺃﻨﺜﻰ‬
‫‪1.06‬‬ ‫‪3.94‬‬ ‫‪471‬‬
‫‪0،12‬‬ ‫‪2.58-‬‬ ‫‪1.06‬‬ ‫‪3.65‬‬ ‫‪542‬‬ ‫ﺫﻜﺭ‬ ‫ﻤﻬﺎﺭﺓﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺫﺍﺘﻲ‬
‫ﺃﻨﺜﻰ‬
‫‪1.24‬‬ ‫‪3.84‬‬ ‫‪470‬‬
‫‪0،00‬‬ ‫‪4.12-‬‬ ‫‪0.79‬‬ ‫‪3.61‬‬ ‫‪542‬‬ ‫ﺫﻜﺭ‬ ‫ﻜل ﺍﻝﻤﻬﺎﺭﺍﺕ‬
‫ﺃﻨﺜﻰ‬
‫‪0.68‬‬ ‫‪3.80‬‬ ‫‪476‬‬
‫*ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪.(0,05 ≥ α‬‬

‫ﻳﺘﺒﲔ ﻣﻦ ﺍﳉﺪﻭﻝ )‪ (4‬ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﹰﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ )‪ (0,05 ≥ α‬ﻟﺪﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴـﺎ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺗﻌﺰﻯ ﳌﺘﻐﲑ ﺍﳉﻨﺲ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺍﳌﻬﺎﺭﺍﺕ‪ ):‬ﺣﻞ ﺍﳌﺸﻜﻼﺕ – ﺍﻟـﺘﻔﻜﲑ‬
‫ﺍﻹﺑﺪﺍﻋﻲ – ﺗﻮﻇﻴﻒ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ – ﺗﻄﺒﻴﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ – ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ( ﺣﻴﺚ ﻛﺎﻧﺖ ﻗﻴﻤﺔ )ﺕ( ﺍﶈﺴﻮﺑﺔ ﳍـﺬﻩ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺃﻗﻞ ﻣﻦ )‪ ،(0,05 ≥ α‬ﻭﻛﺎﻧﺖ ﲨﻴﻊ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﻟﺼﺎﱀ ﺍﻹﻧﺎﺙ‪ ،‬ﻭﻳﻼﺣﻆ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺃﻥ ﻏﺎﻟﺒﻴﺔ‬

‫‪99‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻛﺎﻧﺖ ﲟﺴﺘﻮﻯ ﺃﻛﺜﺮ ﺗﺄﺛﲑﹰﺍ ﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﻟﺪﻯ ﺍﻹﻧﺎﺙ‪ ،‬ﻭﻗﺪ ﻳﻌـﺰﻯ ﺫﻟـﻚ ﺇﱃ‬
‫ﺍﻫﺘﻤﺎﻡ ﻣﺪﺍﺭﺱ ﺍﻹﻧﺎﺙ ﺑﺘﻔﻌﻴﻞ )‪ (ICT‬ﰲ ﻣﺪﺍﺭﺳﻬﻦ ﺑﺸﻜﻞ ﺃﻛﱪ ﻣﻦ ﻣﺪﺍﺭﺱ ﺍﻟﺬﻛﻮﺭ‪.‬‬

‫ﺃﻣﺎ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﱂ ﺗﻈﻬﺮ ﻓﻴﻬﺎ ﻓﺮﻭﻕ ﻓﻬﻲ‪ :‬ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ ‪ ،‬ﻭﻣﻬﺎﺭﺓ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻮﺍﺻﻞ ‪ ،‬ﻭﻣﻬﺎﺭﺓ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ‬
‫ﺣﻴﺚ ﻛﺎﻧﺖ ﻗﻴﻤﺔ )ﺕ( ﺍﶈﺴﻮﺑﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺃﻋﻠﻰ ﻣﻦ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ )‪.(0,05≥α‬‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﱐ‪:‬‬

‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓـﻮ ﺍﻻﻗﺘﺼـﺎﺩ ﺍﳌﻌـﺮﰲ‬
‫)‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺍﳌﺮﺣﻠـﺔ ﺍﻟﺪﺭﺍﺳـﻴﺔ )ﺍﻷﺳﺎﺳـﻲ‪-‬‬
‫ﺍﻟﺜﺎﻧﻮﻱ(؟‬

‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻓﻘﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻻﺳﺘﺠﺎﺑﺎﺕ ﺃﻓﺮﺍﺩ ﺍﻟﻌﻴﻨﺔ ﰲ ﳎﺎﻻﺕ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺮﺗﺒﺔ ﺗﺮﺗﻴﺒﹰﺎ ﺗﻨﺎﺯﻟﻴﹰﺎ ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‪ ،‬ﻭﺍﳉﺪﻭﻝ )‪ (5‬ﻳﻮﺿﺢ ﺫﻟﻚ‪.‬‬

‫ﺍﳉﺪﻭﻝ )‪(5‬‬

‫ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﺪﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺮﺣﻠﺔ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ *‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ‬ ‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﺍﳌﻬﺎﺭﺓ‬
‫ﺍﶈﺴﻮﺑﺔ‬
‫‪* 0,00‬‬ ‫‪21,42‬‬ ‫‪0.66‬‬ ‫‪3.74‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺣﻞ ﺍﳌﺸﻜﻼﺕ‬
‫‪0.88‬‬ ‫‪3.41‬‬ ‫ﺛﺎﻧﻮﻱ‬
‫‪*0,00‬‬ ‫‪22,44‬‬ ‫‪0.85‬‬ ‫‪3.78‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﺎﻗﺪ‬
‫‪1.05‬‬ ‫‪3.51‬‬ ‫ﺛﺎﻧﻮﻱ‬
‫‪*0,00‬‬ ‫‪32,75‬‬ ‫‪0.83‬‬ ‫‪4.04‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻹﺑﺪﺍﻋﻲ‬
‫‪1.07‬‬ ‫‪3.74‬‬ ‫ﺛﺎﻧﻮﻱ‬
‫‪*0,00‬‬ ‫‪15,09‬‬ ‫‪0,77‬‬ ‫‪3.77‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺗﻮﻇﻴﻒ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬
‫‪0.95‬‬ ‫‪3.48‬‬ ‫ﺛﺎﻧﻮﻱ‬
‫‪*0,00‬‬ ‫‪37,02‬‬ ‫‪0.81‬‬ ‫‪3.92‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺗﻄﺒﻴﻖ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬
‫‪1.07‬‬ ‫‪3.58‬‬ ‫ﺛﺎﻧﻮﻱ‬
‫‪*0,00‬‬ ‫‪11,99‬‬ ‫‪0,88‬‬ ‫‪3.63‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺘﻮﺍﺻﻞ‬
‫‪1.01‬‬ ‫‪3.35‬‬ ‫ﺛﺎﻧﻮﻱ‬

‫‪100‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫‪*0,00‬‬ ‫‪32,35‬‬ ‫‪0.88‬‬ ‫‪3.87‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻌﻤﻞ ﺍﳉﻤﺎﻋﻲ‬

‫‪1.27‬‬ ‫‪3.58‬‬ ‫ﺛﺎﻧﻮﻱ‬
‫‪*0,00‬‬ ‫‪14,58‬‬ ‫‪0.89‬‬ ‫‪3.86‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺬﺍﰐ‬
‫‪1,40‬‬ ‫‪3.58‬‬ ‫ﺛﺎﻧﻮﻱ‬
‫‪0,00‬‬ ‫‪34,25‬‬ ‫‪0.61‬‬ ‫‪3.83‬‬ ‫ﺃﺳﺎﺳﻲ‬ ‫ﺍ‪‬ﺎﻻﺕ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻤﻬﺎﺭﺍﺕ‬
‫‪0.86‬‬ ‫‪3.53‬‬ ‫ﺛﺎﻧﻮﻱ‬

‫*ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪(0,05 ≥ α‬‬

‫ﻳﺘﺒﲔ ﻣﻦ ﻫﺬﺍ ﺍﳉﺪﻭﻝ ﺃﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻹﺣﺼﺎﺋﻲ ﺃﻇﻬﺮﺕ ﺃﻥ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼـﺎﻻﺕ ﰲ ﺗﻨﻤﻴـﺔ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻛﺎﻧﺖ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﳉﻤﻴﻊ ﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﺣﻴﺚ ﺑﻠﻐﺖ ﻗﻴﻤـﺔ )ﺕ(‬
‫ﺍﶈﺴﻮﺑﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺃﻗﻞ ﻣﻦ )‪ ،(0,05 ≥ α‬ﻭﻛﺎﻧﺖ ﲨﻴﻊ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﻟﺼﺎﱀ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ‪ .‬ﻭﻗﺪ ﻳﻌﺰﻯ ﺫﻟﻚ ﻣﻦ‬
‫ﻼ ﻭﺍﺳﺘﺨﺪﺍﻣﹰﺎ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﺳﻮﺍﺀ‬ ‫ﻭﺟﻬﺔ ﻧﻈﺮ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺃﻥ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻫﻢ ﺃﻛﺜﺮ ﺗﻌﺎﻣ ﹰ‬
‫ﰲ ﺑﻴﻮ‪‬ﻢ ﺃﻡ ﰲ ﻣﺪﺍﺭﺳﻬﻢ ‪ ،‬ﺃﻣﺎ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﻦ ﻃﻠﺒﺔ ﺍﻟﺼﻔﲔ )ﺃﻭﻝ ﺛﺎﻧﻮﻱ ﻭﺛﺎﱐ ﺛﺎﻧﻮﻱ ( ﻓﻬﻢ ﺃﻛﺜﺮ ﺍﻧﺸﻐﺎ ﹰﻻ ﺑﺎﻟﺪﺭﺍﺳـﺔ‬
‫ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺸﺒﺎﺑﻴﺔ ﺍﻷﺧﺮﻯ ﻭﻟﻴﺲ ﻟﺪﻳﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﰲ ﻟﻠﺠﻠﻮﺱ ﺃﻣﺎﻡ ﺷﺎﺷﺎﺕ ﺍﳊﺎﺳﻮﺏ ﻭﻏﲑﻩ ﻣﻦ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳊﺪﻳﺜـﺔ‪ .‬ﻫـﺬﺍ‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﻟﻄﻠﺒﺔ ﰲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺃﻋﻤﺎﺭﻫﻢ ﺻﻐﲑﺓ ﻭﺃﻛﺜﺮ ﺍﳒﺬﺍﺑﹰﺎ ﻭﺍﺳﺘﻤﺘﺎﻋﹰﺎ ‪‬ﺬﻩ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ ،‬ﳑﺎ ﺃﺛﺮ ﻋﻠﻰ ﻣﻬﺎﺭﺍ‪‬ﻢ ﺍﳊﻴﺎﺗﻴﺔ‬
‫ﺑﺸﻜﻞ ﺃﻛﺜﺮ ﺇﳚﺎﺑﻴﺔ ﻣﻦ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‪.‬‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ‪:‬‬

‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠـﻴﻢ ﳓـﻮ ﺍﻻﻗﺘﺼـﺎﺩ ﺍﳌﻌـﺮﰲ‬
‫)‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﻣﺴﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜـﺎﻧﻮﻱ )ﺍﻷﻛـﺎﺩﳝﻲ‪-‬‬
‫ﺍﳌﻬﲏ(؟‬

‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻓﻘﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳉﺪﻭﻝ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﺧﺘﺒﺎﺭ )ﺕ( ﻟﺪﻭﺭ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﻣﺴﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬

‫ﺍﻝﺠﺩﻭل )‪(6‬‬

‫ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻭﺍﺨﺘﺒﺎﺭ )ﺕ( ﻝﺩﻭﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ‬
‫ﻝﻠﻁﻠﺒﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﻤﺴﺎﺭ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺜﺎﻨﻭﻱ‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻤﺭﺤﻠﺔ‬ ‫ﺍﻝﻤﻬﺎﺭﺓ‬

‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻝﺩﺭﺍﺴﻴﺔ‬
‫‪0.66‬‬ ‫‪0.191‬‬ ‫‪0.87‬‬ ‫‪3.42‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺤل ﺍﻝﻤﺸﻜﻼﺕ‬

‫‪0.90‬‬ ‫‪3.37‬‬ ‫ﻤﻬﻨﻲ‬

‫‪101‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻤﺴﺘﻭﻯ‬ ‫ﻗﻴﻤﺔ )ﺕ(‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ‬ ‫ﺍﻝﻤﺭﺤﻠﺔ‬ ‫ﺍﻝﻤﻬﺎﺭﺓ‬

‫ﺍﻝﺩﻻﻝﺔ‬ ‫ﺍﻝﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﺍﻝﺩﺭﺍﺴﻴﺔ‬
‫‪0.20‬‬ ‫‪1.61‬‬ ‫‪1.08‬‬ ‫‪3.50‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺎﻗﺩ‬

‫‪0.96‬‬ ‫‪3.53‬‬ ‫ﻤﻬﻨﻲ‬

‫‪0.25‬‬ ‫‪1.29‬‬ ‫‪1.09‬‬ ‫‪3.72‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻹﺒﺩﺍﻋﻲ‬

‫‪0.96‬‬ ‫‪3.79‬‬ ‫ﻤﻬﻨﻲ‬

‫‪0.09‬‬ ‫‪2.76‬‬ ‫‪0.99‬‬ ‫‪3.46‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺘﻭﻅﻴﻑ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬

‫‪0.81‬‬ ‫‪3.52‬‬ ‫ﻤﻬﻨﻲ‬

‫‪0.54‬‬ ‫‪0.37‬‬ ‫‪1.08‬‬ ‫‪3.58‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺘﻁﺒﻴﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬

‫ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬
‫‪1.03‬‬ ‫‪3.54‬‬ ‫ﻤﻬﻨﻲ‬

‫‪0.18‬‬ ‫‪1.76‬‬ ‫‪1.05‬‬ ‫‪3.34‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻻﺘﺼﺎل ﻭﺍﻝﺘﻭﺍﺼل‬

‫‪0.89‬‬ ‫‪3.37‬‬ ‫ﻤﻬﻨﻲ‬

‫‪0.44‬‬ ‫‪0.59‬‬ ‫‪1.33‬‬ ‫‪3.58‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ‬

‫‪1.05‬‬ ‫‪3.55‬‬ ‫ﻤﻬﻨﻲ‬

‫‪0.04‬‬ ‫‪4.17‬‬ ‫‪1.52‬‬ ‫‪3.55‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﻤﻬﺎﺭﺓ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺫﺍﺘﻲ‬

‫‪0.90‬‬ ‫‪3.65‬‬ ‫ﻤﻬﻨﻲ‬

‫‪0.22‬‬ ‫‪1.49‬‬ ‫‪0.90‬‬ ‫‪3.52‬‬ ‫ﺃﻜﺎﺩﻴﻤﻲ‬ ‫ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﻜﻠﻴﺔ)ﺠﻤﻴﻊ ﺍﻝﻤﻬﺎﺭﺍﺕ(‬

‫‪0.74‬‬ ‫‪3.54‬‬ ‫ﻤﻬﻨﻲ‬

‫ﻭﻳﻈﻬﺮ ﻣﻦ ﺍﳉﺪﻭﻝ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻓﺮﻭﻕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﹰﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ )‪ (0,05 ≥ α‬ﻟﺪﻭﺭ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ‬
‫ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺗﻌﺰﻯ ﳌﺘﻐﲑ ﻣﺴﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‪ ،‬ﻭﻗﺪ ﺗﻌﺰﻯ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺃﻥ ﻛﻼ ﺍﳌﺴﺎﺭﻳﻦ )ﺍﳌﻬﲏ ﻭﺍﻷﻛﺎﺩﳝﻲ(‬
‫ﻳﺘﻢ ﺍﺳﺘﺨﺪﺍﻡ ﻭﺗﻮﻇﻴﻒ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻓﻴﻬﻤﺎ ﺑﺸﻜﻞ ﻣﺘﻜﺎﻓﺊ‪ ،‬ﻭﺃﻥ ﻓﺮﺹ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﻠﺒﺔ ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﰲ ﻛﻼ ﺍﳌﺴﺎﺭﻳﻦ ﻻ‬
‫ﳜﺘﻠﻒ ﻋﻦ ﺍﻵﺧﺮ‪ ،‬ﻭﻳﺴﺘﺪﻝ ﻋﻠﻰ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺗﺰﻭﺩ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻣﺪﺍﺭﺳﻬﺎ ﺑﺸﻜﻞ ﻋﺎﻡ‬
‫ﻭﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺸﻜﻞ ﺧﺎﺹ‪.‬‬

‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺴﺆﺍﻝ ﺍﻟﺮﺍﺑﻊ ‪:‬‬

‫ﻫﻞ ﳜﺘﻠﻒ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ (ICT‬ﳌﺸﺮﻭﻉ ﺗﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓـﻮ ﺍﻻﻗﺘﺼـﺎﺩ ﺍﳌﻌـﺮﰲ‬
‫)‪ (ERfKE‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ ﺑﺎﺧﺘﻼﻑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ )ﺍﻟﺸﻤﺎﻝ – ﺍﻟﻮﺳﻂ‬
‫– ﺍﳉﻨﻮﺏ(؟‬

‫‪102‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﻓﻘﺪ ﰎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﰒ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ ﳌﻌﺮﻓﺔ‬
‫ﺃﺛﺮ ﻣﺘﻐﲑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ ﻋﻠﻰ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺍﻷﺭﺩﻧﻴﺔ‪،‬‬
‫ﻭﺍﳉﺪﻭﻝ )‪ (7‬ﻳﺒﲔ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻭﺍﻻﳓﺮﺍﻓﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﳌﺴﺘﻮﻳﺎﺕ ﻣﺘﻐﲑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ ‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪ ( 7‬ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ ﻝﺩﻭﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ‬

‫ﻝﻠﻁﻠﺒﺔ ﺤﺴﺏ ﻤﺘﻐﻴﺭ ﺍﻹﻗﻠﻴﻡ ﺍﻝﺠﻐﺭﺍﻓﻲ )ﺍﻝﺸﻤﺎل ‪ -‬ﺍﻝﻭﺴﻁ – ﺍﻝﺠﻨﻭﺏ(‬

‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ‬ ‫ﻋﺩﺩ ﺍﻝﻁﻠﺒﺔ‬ ‫ﺍﻹﻗﻠﻴﻡ ﺍﻝﺠﻐﺭﺍﻓﻲ‬

‫‪0.64‬‬ ‫‪3.77‬‬ ‫‪335‬‬ ‫ﺍﻝﺸﻤﺎل‬

‫‪0.67‬‬ ‫‪3.73‬‬ ‫‪462‬‬ ‫ﺍﻝﻭﺴﻁ‬

‫‪0.99‬‬ ‫‪3.52‬‬ ‫‪221‬‬ ‫ﺍﻝﺠﻨﻭﺏ‬

‫‪0.75‬‬ ‫‪3.70‬‬ ‫‪1018‬‬ ‫ﺍﻝﻜﻠﻲ‬

‫ﻳﻼﺣﻆ ﺃﻥ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺣﺴﺐ ﻣﺘﻐﲑ ﺍﻹﻗﻠﻴﻢ ﻫﻮ ﺍﻷﻛﺜﺮ ﺗـﺄﺛﲑﹰﺍ‬
‫ﻟﺪﻯ ﻃﻠﺒﺔ ﺇﻗﻠﻴﻢ ﺍﻟﺸﻤﺎﻝ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳍﻢ )‪ (3,77‬ﻭﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ )‪ ،(0,64‬ﰒ ﻃﻠﺒﺔ ﺇﻗﻠﻴﻢ ﺍﻟﻮﺳﻂ ﺣﻴﺚ‬
‫ﺑﻠﻎ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳍﺬﺍ ﺍﻹﻗﻠﻴﻢ )‪ (3,73‬ﺑﺎﳓﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ )‪ ،(0,67‬ﰒ ﻃﻠﺒﺔ ﺇﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ ﺣﻴﺚ ﺑﻠﻎ ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳍﻢ‬
‫)‪ (3,52‬ﻭﺍﻻﳓﺮﺍﻑ ﺍﳌﻌﻴﺎﺭﻱ )‪ ، (0,99‬ﻭﳌﻌﺮﻓﺔ ﺍﻟﻔﺮﻭﻕ ﻫﻞ ﻫﻲ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﹰﺎ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ )‪ (0,05 ≥ α‬ﻓﻘﻂ ﰎ‬
‫ﺇﺟﺮﺍﺀ ﲢﻠﻴﻞ ﺍﻟﺘﺒﺎﻳﻦ ﺍﻷﺣﺎﺩﻱ )‪( One way Anova‬ﻷﺛﺮ ﻣﺘﻐﲑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ ﻋﻠﻰ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ‬
‫ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ‪ .‬ﻭﺍﳉﺪﻭﻝ )‪ (8‬ﻳﻮﺿﺢ ﺫﻟﻚ ‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪ (8‬ﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﻷﺤﺎﺩﻱ ﻷﺜﺭ ﻤﺘﻐﻴﺭ ﺍﻹﻗﻠﻴﻡ ﻋﻠﻰ ﺩﻭﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬

‫ﻭﺍﻻﺘﺼﺎﻻﺕ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ ﻝﻠﻁﻠﺒﺔ‬

‫ﺍﻝﺩﻻﻝﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ‬ ‫ﻗﻴﻤﺔ )ﻑ(‬ ‫ﻤﺘﻭﺴﻁ ﺍﻝﻤﺭﺒﻌﺎﺕ‬ ‫ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﻴﺔ‬ ‫ﻤﺘﻭﺴﻁ ﻤﺠﻤﻭﻉ‬ ‫ﻤﺼﺩﺭ ﺍﻝﺘﺒﺎﻴﻥ‬
‫ﺍﻝﻤﺭﺒﻌﺎﺕ‬

‫‪*0.00‬‬ ‫‪8.13‬‬ ‫‪4.48‬‬ ‫‪2‬‬ ‫‪8.96‬‬ ‫ﺍﻹﻗﻠﻴﻡ‬

‫‪0.55‬‬ ‫‪1015‬‬ ‫‪559.15‬‬ ‫ﺍﻝﺨﻁﺄ‬

‫‪1017‬‬ ‫‪568.11‬‬ ‫ﺍﻝﻜﻠﻲ‬

‫*ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪(0,05 ≥ α‬‬

‫‪103‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ )‪ (8‬ﺃﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻗﺎﹰ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴـﺘﻮﻯ ﺍﻟﺪﻻﻟـﺔ ﺍﻹﺣﺼـﺎﺋﻴﺔ )‪ (0,05≥α‬ﰲ ﺩﻭﺭ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺗﻌﺰﻯ ﳌﺘﻐﲑ ﺍﻹﻗﻠﻴﻢ‪ ،‬ﺣﻴﺚ ﺑﻠﻐـﺖ ﻗﻴﻤـﺔ )ﻑ( ﻟـﺪﻭﺭ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ )‪ (8,13‬ﻭﻫﻲ ﺫﺍﺕ ﺩﻻﻟﺔ ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺃﻗﻞ ﻣﻦ‬
‫)‪.(0,05 ≥ α‬‬

‫ﻭﻟﻔﺤﺺ ﺍﻟﻔﺮﻭﻕ ﰲ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﳌﺴﺘﻮﻳﺎﺕ ﻣﺘﻐﲑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐﺮﺍﰲ‪ ،‬ﻓﻘﺪ ﰎ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﺧﺘﺒـﺎﺭ "ﺷـﻴﻔﻴﻪ"‬
‫)‪ (Scheffe‬ﻟﻠﻤﻘﺎﺭﻧﺎﺕ ﺍﻟﺒﻌﺪﻳﺔ‪.‬‬

‫ﺍﻝﺠﺩﻭل )‪( 7‬‬

‫ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺭﻨﺎﺕ ﺍﻝﺒﻌﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻝﺩﻭﺭ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﺘﺼﺎﻻﺕ‬

‫ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ ﻝﻠﻁﻠﺒﺔ‪.‬‬

‫ﺍﻝﺠﻨﻭﺏ‬ ‫ﺍﻝﻭﺴﻁ‬ ‫ﺍﻝﺸﻤﺎل‬ ‫ﺍﻹﻗﻠﻴﻡ‬

‫‪3.52‬‬ ‫‪3.73‬‬ ‫‪3.77‬‬ ‫ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ‬

‫‪3.77‬‬ ‫ﺍﻝﺸﻤﺎل‬

‫‪3.73‬‬ ‫ﺍﻝﻭﺴﻁ‬

‫*‬ ‫*‬ ‫‪3.52‬‬ ‫ﺍﻝﺠﻨﻭﺏ‬

‫*ﺫﺍﺕ ﺩﻻﻝﺔ ﺇﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺩﻻﻝﺔ ﺍﻹﺤﺼﺎﺌﻴﺔ )‪.(0,05≥α‬‬

‫ﻳﺘﺒﲔ ﻣﻦ ﺍﳉﺪﻭﻝ )‪ (7‬ﺑﺄﻥ ﺍﻟﻔﺮﻭﻕ ﰲ ﺍﳌﺘﻮﺳﻄﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﳌﺴﺘﻮﻳﺎﺕ ﻣﺘﻐﲑ ﺍﻹﻗﻠﻴﻢ ﺍﳉﻐـﺮﺍﰲ ﻛﺎﻧـﺖ ﺫﺍﺕ ﺩﻻﻟـﺔ‬
‫ﺇﺣﺼﺎﺋﻴﺔ ﻋﻨﺪ ﻣﺴﺘﻮﻯ ﺍﻟﺪﻻﻟﺔ ﺍﻹﺣﺼﺎﺋﻴﺔ )‪ (0,05 ≥ α‬ﻟﺪﻯ ﻛﻞ ﻣﻦ‪:‬‬

‫ﺇﻗﻠﻴﻢ ﺍﻟﺸﻤﺎﻝ ﻣﻘﺎﺭﻧﺔ ﺑﺈﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ‪ :‬ﻭﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﻟﺼﺎﱀ ﺇﻗﻠﻴﻢ ﺍﻟﺸﻤﺎﻝ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ‬ ‫‪.1‬‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﳍﺬﺍ ﺍﻹﻗﻠﻴﻢ )‪ (3,77‬ﻣﻘﺎﺭﻧﺔ ﺑﺈﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ ﻭﺍﻟﺒﺎﻟﻎ ﻣﺘﻮﺳﻄﻪ ﺍﳊﺴﺎﰊ )‪ ،(3,52‬ﺑﻔﺎﺭﻕ ﺑﲔ‬
‫ﺍﳌﺘﻮﺳﻄﲔ )‪ ،(0,25‬ﲟﻌﲎ ﺃﻥ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﰲ‬
‫ﺇﻗﻠﻴﻢ ﺍﻟﺸﻤﺎﻝ ﻛﺎﻥ ﺃﻛﱪ ﻣﻨﻪ ﰲ ﺇﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ‪.‬‬
‫ﺇﻗﻠﻴﻢ ﺍﻟﻮﺳﻂ ﻣﻘﺎﺭﻧﺔ ﺑﺈﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ‪ :‬ﻭﻛﺎﻧﺖ ﺍﻟﻔﺮﻭﻕ ﻟﺼﺎﱀ ﺇﻗﻠﻴﻢ ﺍﻟﻮﺳﻂ‪ ،‬ﺣﻴﺚ ﺑﻠﻎ‬ ‫‪.2‬‬
‫ﺍﳌﺘﻮﺳﻂ ﺍﳊﺴﺎﰊ ﻹﻗﻠﻴﻢ ﺍﻟﻮﺳﻂ )‪ (3,73‬ﻣﻘﺎﺭﻧﺔ ﺑﺈﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ ﻭﺍﻟﺬﻱ ﺑﻠﻎ ﻣﺘﻮﺳﻄﻪ ﺍﳊﺴـﺎﰊ )‪،(3,52‬‬

‫‪104‬‬ ‫ﺍﻟﻤﺠﻠﺪﺍﻟﺜﺎﻟﺚ‬
 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺑﻔﺎﺭﻕ ﺑﲔ ﺍﳌﺘﻮﺳﻄﲔ )‪ ،(0,21‬ﲟﻌﲎ ﺃﻥ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ‬
‫ﻟﻠﻄﻠﺒﺔ ﰲ ﺇﻗﻠﻴﻢ ﺍﻟﻮﺳﻂ ﻛﺎﻥ ﺃﻛﱪ ﻣﻨﻪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻄﻠﺒﺔ ﰲ ﺇﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ‪.‬‬

‫ﻭﺭﲟﺎ ﺗﻌﺰﻯ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺃﻣﺮﻳﻦ‪ ،‬ﺍﻷﻭﻝ ﻫﻮ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻟﻌﺪﺩﻳﺔ ﻟﻠﻄﻠﺒﺔ ﰲ ﺇﻗﻠﻴﻤﻲ ﺍﻟﺸﻤﺎﻝ ﻭﺍﻟﻮﺳﻂ‪ .‬ﻭﺍﻟﺜﺎﱐ ﻳﺘﻌﻠﻖ‬
‫ﺑﺎﻟﺒﻴﺌﺔ ﺍﶈﻴﻄﺔ ﺑﺎﻟﻄﺎﻟﺐ‪ ،‬ﺣﻴﺚ ﺃﻥ ﺑﻴﺌﺎﺕ ﺍﻟﺸﻤﺎﻝ ﻭﺍﻟﻮﺳﻂ ﻫﻲ ﺃﻏﲎ ﺗﻘﻨﻴﹰﺎ ﻣﻦ ﺇﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ ﺣﻴﺚ ﺗﻮﺟﺪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳌﺪﺍﺭﺱ‬
‫ﺫﺍﺕ ﺍﻟﻈﺮﻭﻑ ﺍﳋﺎﺻﺔ ) ﻣﺪﺍﺭﺱ ﺃﺭﻳﺎﻑ ﻭﺑﻮﺍﺩﻱ ( ﻭﺍﻟﱵ ﺗﻌﺎﱐ ﻣﻦ ﺿﻌﻒ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺘﺤﺘﻴﺔ ﺍﳋﺎﺻﺔ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪.‬‬

‫ﺍﳋﻼﺻﺔ‪:‬‬

‫ﰲ ﺿﻮﺀ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺔ ﳝﻜﻦ ﺗﻠﺨﻴﺺ ﺃﺑﺮﺯ ﻧﺘﺎﺋﺠﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬

‫‪ .1‬ﺑﻠﻎ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ ( ICT‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴـﺔ‬
‫ﺍﻷﺭﺩﻧﻴﺔ ﺩﺭﺟﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﲟﺘﻮﺳﻂ ﺣﺴﺎﰊ ﻗﺪﺭﻩ )‪.(3,69‬‬

‫‪ .2‬ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﰲ ﺩﻭﺭ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ ( ICT‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺗﻌـﺰﻯ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﳉﻨﺲ ﻭﻟﺼﺎﱀ ﺍﻟﻄﺎﻟﺒﺎﺕ‪ ،‬ﻭﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻟﺼﺎﱀ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬

‫‪ .3‬ﻭﺟﻮﺩ ﺩﻭﺭ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪ ( ICT‬ﰲ ﺗﻨﻤﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻟﻠﻄﻠﺒﺔ ﻟﺪﻯ ﻃﻠﺒﺔ ﺇﻗﻠﻴﻢ‬
‫ﺍﻟﺸﻤﺎﻝ ﺑﺪﺭﺟﺔ ﺃﻛﱪ ﻣﻦ ﻃﻠﺒﺔ ﺍﻷﻗﺎﻟﻴﻢ ﺍﻷﺧﺮﻯ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻷﻗﻞ ﰲ ﺇﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ‪.‬‬

‫‪ .4‬ﻋﺪﻡ ﻭﺟﻮﺩ ﻓﺮﻭﻕ ﺫﺍﺕ ﺩﺍﻟﺔ ﺇﺣﺼﺎﺋﻴﹰﺎ ﺑﲔ ﻃﻠﺒﺔ ﺍﻟﻔﺮﻉ ﺍﻷﻛﺎﺩﳝﻲ‪ ،‬ﻭﻃﻠﺒﺔ ﺍﻟﻔﺮﻉ ﺍﳌﻬﲏ ﰲ ﻛـﻞ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﺍﳊﻴﺎﺗﻴﺔ‪.‬‬

‫ﺍﻟﺘﻮﺻﻴﺎﺕ ‪:‬‬

‫‪ – 1‬ﺿﺮﻭﺭﺓ ﺗﻌﺰﻳﺰ ﺇﻣﻜﺎﻧﺎﺕ ﻣﺪﺍﺭﺱ ﺇﻗﻠﻴﻢ ﺍﳉﻨﻮﺏ ﻣﻦ ﻗﺒﻞ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﻻ ﺳﻴﻤﺎ ﰲ ﳎـﺎﻝ ﺍﻟﺒﻨﻴـﺔ‬
‫ﺍﻟﺘﺤﺘﻴﺔ ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ )‪. (ICT‬‬

‫‪ – 2‬ﺿﺮﻭﺭﺓ ﺗﻮﻋﻴﺔ ﻭﺗﺪﺭﻳﺐ ﻣﻌﻠﻤﻲ ﻣﺪﺍﺭﺱ ﺍﻟﺬﻛﻮﺭ ﻋﻠﻰ ﺇﻛﺴﺎﺏ ﻃﻠﺒﺘﻬﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳊﻴﺎﺗﻴﺔ ﻭﻛﻴﻔﻴﺔ ﺗﻨﻤﻴﺘـﻬﺎ‬
‫ﻟﺪﻳﻬﻢ‪.‬‬

‫‪ – 3‬ﺇﺟﺮﺍﺀ ﺩﺭﺍﺳﺎﺕ ﻣﺸﺎ‪‬ﺔ ﺗﺘﻨﺎﻭﻝ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﻃﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﻣﻦ ﺣﻴﺚ ﺍﻟﺴﻠﻄﺔ ﺍﳌﺸﺮﻓﺔ ﻋﻠﻰ ﺍﻟﺘﻌﻠـﻴﻢ )ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺘﺮﺑﻴﺔ – ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺴﻜﺮﻳﺔ – ﻭﻛﺎﻟﺔ ﺍﻟﻐﻮﺙ – ﺍﻟﺘﻌﻠﻴﻢ ﺍﳋﺎﺹ(‪.‬‬

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 ‫ﺍﻟﻌﺪﺩ)‪2012- (5‬ﻡ‬ ‫ادي‬ ‫د‪ .‬‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

‫ﺍﳌﺮﺍﺟﻊ‪:‬‬

‫‪ -‬ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﺑﺴﺎﻡ‪ .(2008) .‬ﺃﺛﺮ ﺗﺪﺭﻳﺲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻄﺒﻴﻌﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺩﻭﺭﺓ ﺍﻟﺘﻌﻠﻢ )‪ (5E's‬ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ‬
‫ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺪﻯ ﻃﻠﺒﺔ ﻛﻠﻴﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳉﺎﻣﻌﻴﺔ ﰲ ﺍﻷﺭﺩﻥ‪ .‬ﳎﻠﺔ ﺟﺎﻣﻌﺔ ﺍﻟﻨﺠﺎﺡ ﻟﻸﲝـﺎﺙ )ﺍﻟﻌﻠـﻮﻡ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ(‪ ،‬ﳎﻠﺪ ‪ ،22‬ﺍﻟﻌﺪﺩ ‪.4‬‬

‫‪ -‬ﺍﳊﺎﻳﻚ‪ ،‬ﺍﻣﻨﺔ‪ .(2005) .‬ﺑﻨﺎﺀ ﳕﻮﺫﺝ ﺗﺪﺭﻳﺴﻲ ﻗﺎﺋﻢ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻂ ﺍﳌﺘﻌﺪﺩﺓ ﻭﺍﺧﺘﺒﺎﺭ ﺍﺛـﺮﻩ ﰲ‬
‫ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻻﺑﺪﺍﻋﻴﺔ ﻟﺪﻯ ﻃﻠﺒﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺳﺎﺳﻴﺔ ﺍﻟﻌﻠﻴﺎ ﰲ ﺍﻻﺭﺩﻥ ‪ ،‬ﺭﺳﺎﻟﺔ ﺩﻛﺘﻮﺭﺍﻩ ﻏﲑ ﻣﻨﺸﻮﺭﺓ ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﻋﻤﺎﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻋﻤﺎﻥ ‪ :‬ﺍﻻﺭﺩﻥ‬

‫‪ -‬ﺷﻄﻨﺎﻭﻱ‪ ،‬ﻧﻮﺍﻑ‪ ،‬ﻭﻋﻠﻴﻤﺎﺕ‪ ،‬ﺻﺎﱀ‪ .(2008) .‬ﻣﺪﻯ ﲢﻘﻴﻖ ﺑﺮﺍﻣﺞ ﺩﺑﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻟﻠﻜﻔﺎﻳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ ﻇﻞ‬
‫ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﻭﺟﻬﺔ ﻧﻈﺮ ﻃﻠﺒﺔ ﺩﺑﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻷﺭﺩﻧﻴﺔ‪ .‬ﳎﻠـﺔ ﺟﺎﻣﻌـﺔ ﺍﻟﺸـﺎﺭﻗﺔ ﻟﻠﻌﻠـﻮﻡ ﺍﻹﻧﺴـﺎﻧﻴﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،5‬ﺍﻟﻌﺪﺩ ‪.3‬‬

‫‪ -‬ﺭﺍﻳﻠﻲ‪ ،‬ﺭﻳﺘﺸﺎﺭﺩ‪ .(2001) .‬ﺍﳌﺪﺍﺭﺱ ﺍﻟﻘﻮﻣﻴﺔ ﻭﺍﻟﻔﻌﺎﻟﺔ ﰲ ﺭﺳﺎﻟﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻛﺎﻟﺔ ﺍﻹﻋﻼﻡ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺍﻟﻮﻻﻳﺎﺕ‬
‫ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ‪ ،‬ﺹ ﺹ )‪.(6-3‬‬

‫‪ -‬ﺍﻟﺰﻳﻮﺩﻱ‪ ،‬ﻣﺎﺟﺪ‪ ،‬ﻭﺍﳋﻮﺍﻟﺪﺓ ﺗﻴﺴﲑ ‪.(2011).‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﺮﺑﻮﻱ ﺍﻷﺭﺩﱐ ﰲ ﺍﻷﻟﻔﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ ،‬ﻁ‪ ،1‬ﺩﺍﺭ ﺍﳊﺎﻣﺪ‬
‫ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫‪ -‬ﺍﻟﻌﺠﻠﻮﱐ‪ ،‬ﺧﺎﻟﺪ ﻭﺍﳊﻤﺮﺍﻥ‪ ،‬ﳏﻤﺪ‪ .(2009) .‬ﺃﺛﺮ ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻋﻠﻰ ﺗﻨﻤﻴﺔ ﺍﻟـﺘﻔﻜﲑ‬
‫ﺍﻹﺑﺪﺍﻋﻲ ﻋﻨﺪ ﻃﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺳﺘﻜﺸﺎﻓﻴﺔ ﰲ ﺍﻷﺭﺩﻥ‪ .‬ﳎﻠﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺍﻟﺒﺤﺮﻳﻦ‪ ،‬ﺍ‪‬ﻠﺪ ‪ ،10‬ﺍﻟﻌﺪﺩ‬
‫‪.1‬‬

‫‪ -‬ﺍﻟﻔﺎﺭ‪ ،‬ﺇﺑﺮﺍﻫﻴﻢ‪ .(2000 ) .‬ﺗﺮﺑﻮﻳﺎﺕ ﺍﳊﺎﺳﻮﺏ ﻭﲢﺪﻳﺎﺕ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ ﺍﳊﺎﺩﻯ ﻭﺍﻟﻌﺸـﺮﻳﻦ‪ ،‬ﺳﻠﺴــﻠﺔ‬
‫ﺗﺮﺑﻮﻳـﺎﺕ ﺍﳊـﺎﺳﻮﺏ ) ‪ ، :( 1‬ﻁ‪ ، 2‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰉ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪.‬‬

‫‪ -‬ﻣﺆﲤﻦ‪ ،‬ﻣﲎ‪ .(2003) .‬ﳓﻮ ﺭﺅﻳﺔ ﺟﺪﻳﺪﺓ ﻟﻠﺒﺤﺚ ﺍﻟﺘﺮﺑﻮﻱ ﰲ ﳎﺘﻤﻊ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ ،‬ﻭﺭﻗﺔ ﻋﻤﻞ ﻣﻘﺪﻣﺔ‬
‫ﻹﺩﺍﺭﺓ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

‫‪ -‬ﻣﺆﲤﺮ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻌﻠﻴﻢ ﳓﻮ ﺍﻻﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﰲ‪ .(2006) .‬ﺭﺳﺎﻟﺔ ﺍﳌﻌﻠﻢ‪ ،‬ﺍﻟﻌـﺪﺩ ‪ ،29‬ﻡ ‪،9‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺍﻷﺭﺩﻥ‪.‬‬

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 ‫ﻡ‬2012- (5)‫ﺍﻟﻌﺪﺩ‬ ‫ادي‬  .‫د‬ ‫ﺍﻟﻤﺠﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﻔﻮﻕ‬

. 151-128‫ ﺹ‬،(447) ‫ ﺍﻟﻌﺪﺩ‬،‫ ﳎﻠﺔ ﺍﻟﻌﺮﰊ‬، ‫ ﺍﳊﺎﺳﻮﺏ ﻭﺍﳋﺼﻮﺻﻴﺔ‬.(1996) .‫ ﻋﺎﺩﻝ ﺭﻳﺎﻥ‬،‫ ﳏﻤﺪ‬-

‫ ﻗﺴـﻢ‬،(ERfKE ) ‫ ﻣﺸﺮﻭﻉ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻮﻱ ﳓﻮ ﺍﻗﺘﺼﺎﺩ ﺍﳌﻌﺮﻓـﺔ‬.(2011) ‫ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬-

.‫ ﺍﻷﺭﺩﻥ‬،‫ ﻋﻤﺎﻥ‬،‫ﺍﻟﺘﻮﺛﻴﻖ ﺍﻟﺘﺮﺑﻮﻱ‬

- Bastian, A. &Veneta , A.(2005). Emotional Intelligence predicts life Skills، But

Not Well As Personality and Cognitive" Journal of Psychology 15، 2، 15-27

- Danish, M. & Steven,W. (1997) New Roles for Sports Psychologists :Teaching
Life Skills Through Sport to At –Risk Youth “Quest Human Kinetics . 49 1
100، 14.

- Foray، D. (2004). The Economics of Knowledge. Prometheus، 22 (4)، 457-462.

- Lewin, C., Mavers, D. & Somekh, B. (2003). Broadening access to the

curriculum through using technology to link home and school. Curriculum
Journal، 14 (1)، 23-31.

- Parker, M. (1999). The effects of a shared، internet science learning

environment on academic behaviors. Paper presented at Society for
Information Technology & Teacher Education International Conference (San
Antonio، TX، February 28- march 4، 1999).

- Wheeler, S., Waite, J., & Bromfield, C. (2002). Promoting creative thinking
through the use of (ICT). Journal of Computer Assisted Learning، 18(2)،
367-378.

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