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ﻤﺴﺘﺨﻠﺹ ﺍﻟﺩﺭﺍﺴﺔ:
ﻫﺩﻓﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺃﻨﺸﻁﺔ ﻤﻘﺘﺭﺤﺔ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﻁﻨﺔ ﻟﺩﻯ ﺃﻁﻔﺎل ﻤﺭﺤﻠﺔ ﻤﺎ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ،
ﻭﻟﺘﺤﻘﻴﻕ ﻫﺫﺍ ﺍﻟﻬﺩﻑ ﺍﻓﺘﺭﻀﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻔﺭﻀﻴﺎﺕ ﺍﻵﺘﻴﺔ:
-ﻫﻨﺎﻟﻙ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻁﻔﺎل ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻓﻲ ﻤﻘﻴﺎﺱ ﺘﻘﺩﻴﺭ ﺍﻟﻤﻭﺍﻁﻨﺔ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻲ
ﻭﺍﻟﺒﻌﺩﻱ ﻟﺼﺎﻟﺢ ﺍﻟﺒﻌﺩﻯ.
ﺍﻟﻘﺒل ﻭ ﺍﻟﺒﻌﺩﻯ ﻟﺼﺎﻟﺢ ﺍﻟﺒﻌﺩﻱ ﻓﻲ ﻜل -ﻫﻨﺎﻟﻙ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﹰﺎ ﺒﻴﻥ ﺩﺭﺠﺎﺕ ﺃﻁﻔﺎل ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ
ﻤﻥ :
-ﺍﻻﻨﺘﻤﺎﺀ ﻟﻠﻭﻁﻥ.
-ﺍﺤﺘﺭﺍﻡ ﺍﻟﻘﺎﻨﻭﻥ ﻭﻗﻭﺍﻋﺩ ﺍﻟﻠﻌﺏ ﻭﺤﻘﻭﻕ ﺍﻵﺨﺭﻴﻥ
-ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻟﻤﺴﺎﻭﺍﺓ.
ﻭﻻﺨﺘﺒﺎﺭ ﺼﺤﺔ ﻫﺫﻩ ﺍﻟﻔﺭﻭﺽ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺘﺠﺭﻴﺒﻲ ،ﺤﻴﺙ ﻗﺎﻤﺕ ﺒﺘﺼﻤﻴﻡ ﻋﺸﺭﺓ ﺃﻨﺸﻁﺔ ﻟﺘﻨﻤﻴﺔ
ﺍﻟﻤﻭﺍﻁﻨﺔ ،ﻁﺒﻘﺕ ﻋﻠﻰ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻲ ﺘﻜﻭﻨﺕ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﺤﺩﺓ ،ﻜﻤﺎ ﺃﻋﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻘﻴﺎﺴﹰﺎ ﺍﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﻭﺍﻁﻨﺔ
ﻟﺩﻯ ﺃﻁﻔﺎل ﻤﺎ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ.
ﻭﺒﻌﺩ ﺘﺤﻠﻴل ﺍﻟﻨﺘﺎﺌﺞ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ( ﺕ )ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﺃﺴﻔﺭﺕ ﺍﻟﺩﺭﺍﺴﺔ ﻋﻥ ﻋﺩﺩ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻥ ﺃﻫﻤﻬﺎ ﻤﺎ ﻴﻠﻲ:
-ﻟﻸﻨﺸﻁﺔ ﺍﻟﻤﻘﺘﺭﺤﺔ ﺃﺜﺭ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﻁﻨﺔ ﺒﺸﻜل ﻋﺎﻡ ﻟﺩﻯ ﺃﻁﻔﺎل ﻤﺎ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ.
ﻭﻗﻭﺍﻋﺩ ﺍﻟﻠﻌﺏ ﻭﺤﻘﻭﻕ ﺍﻵﺨﺭﻴﻥ. -ﻟﻸﻨﺸﻁﺔ ﺍﻟﻤﻘﺘﺭﺤﺔ ﺃﺜﺭ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻻﻨﺘﻤﺎﺀ ﻟﻠﻭﻁﻥ ﻭﺍﺤﺘﺭﺍﻡ ﺍﻷﻁﻔﺎل ﻟﻠﻘﺎﻨﻭﻥ
-ﻟﻸﻨﺸﻁﺔ ﺍﻟﻤﻘﺘﺭﺤﺔ ﺃﺜﺭ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﺘﺠﺎﻩ ﺍﻷﻁﻔﺎل ﻨﺤﻭ ﺍﻟﻤﺴﺎﻭﺍﺓ.
ﻭﻓﻲ ﻀﻭﺀ ﻫﺫﻩ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻭﺼﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺒﻌﺩﺓ ﺘﻭﺼﻴﺎﺕ ﺃﻫﻤﻬﺎ ﺘﻁﻭﻴﺭ ﻤﻨﻬﺞ ﺍﻟﺘﻌﻠﻴﻡ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ﺒﺈﻀﺎﻓﺔ ﺃﻨﺸﻁﺔ ﺘﻬﺩﻑ
Abstract
• The statistical function among the experimental group showed differences
between the initial and post implementation for the post one in each of the
followings:
• The national affiliation.
• Respect for the law, the rules of play and the rights of others.
The researcher used the experimental method to test the validity of these
assumptions and she designed activities for the development of citizenship. Then
she applied the study on one pilot group. She also prepared a measure of
citizenship assessment among the children of pre-school education. The analysis of
the result led to the following:
• The proposed activities have positive impact in the development of citizenship.
• The proposed activities have positive impact in the development of national
affiliation.
• The proposed activities have impact in the development of respect for law and
rules of play.
ﺠﺩﻭل ﺭﻗﻡ (2) :ﻨﺘﻴﺠﺔ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻭﻓﻘ ﹰﺎ ﻹﺠﺎﺒﺎﺕ ﺍﻷﻁﻔﺎل ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺍﻟﻤﻘﻴﺎﺱ.
ﻤﺘﻭﺴﻁ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﻤﺘﻭﺴﻁ
ﻤﺴﺘﻭﻯ ﻗﻴﻤﺔ ﺕ ﺩﺭﺠﺔ ﻗﻴﻤﺔ ﺕ ﻤﺠﻤﻭﻉ
ﺍﻟﺩﻻﻟﺔ 2
ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻰ ﺩﺭﺠﺎﺕ ﺩﺭﺠﺎﺕ
ﺍﻟﺩﻻﻟﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺤﺭﻴﺔ ﺍﻟﻤﻘﺭﺅﺓ ﺡ
ﻭﺍﻟﺒﻌﺩﻯ )ﺡ( ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻁﺒﻴﻕ
ﺍﻟﺒﻌﺩﻯ ﺍﻟﻘﺒﻠﻰ
ﺩﻟﺔ 0.05 1.7 26 11.52 149.6 5.3 9.6 3.4
ﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺍﻟﺘﻌﻠﻡ ،ﻭﺘﻜﺎﻓﺅ ﺍﻟﻔﺭﺹ ﻭﻜﺫﻟﻙ ﺘﻭﻅﻴﻑ ﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﻴﺘﻀﺢ ﺃﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻕ ﺩﺍﻟﺔ
ﺍﻟﺘﻜﻨﻠﻭﺠﻴﺎ ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻷﻁﻔﺎل. ﺇﺤﺼﺎﺌﻴﺎ ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ 0.05ﻟﺼﺎﻟﺢ ﺍﻻﺨﺘﺒﺎﺭ
ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻨﻲ ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺍﻟﺒﻌﺩﻱ ،ﻭﺘﺸﻴﺭ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ ﺃﻥ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﻘﺘﺭﺤﺔ
ﺇﺤﺼﺎﺌﻴﺎ ﻓﻲ ﺍﻨﺘﻤﺎﺀ ﺍﻷﻁﻔﺎل ﻟﻠﻭﻁﻥ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻟﻬﺎ ﺘﺄﺜﻴﺭ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﺘﺠﺎﻩ ﺍﻷﻁﻔﺎل ﻨﺤﻭ ﺍﻟﻤﻭﺍﻁﻨﺔ
ﻭﺍﻟﺒﻌﺩﻱ ﻟﺼﺎﻟﺢ ﺍﻟﺒﻌﺩﻱ .ﻭﻻﺨﺘﺒﺎﺭ ﺼﺤﺔ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﺘﻡ ﻭﺘﻌﻤﻴﻕ ﺍﻻﻨﺘﻤﺎﺀ ﻟﻠﻭﻁﻥ ،ﻭﺘﻌﺯﻱ ﺍﻟﺒﺎﺤﺜﺔ ﺫﻟﻙ ﺇﻟﻰ
ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ )(3 ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻘﺼﺼﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﻭﺃﻨﺸﻁﺔ ﺭﺒﻁ ﺍﻟﻁﻔل
ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ ﺒﺒﺌﺘﻪ ﺍﻟﺘﻲ ﺃﻜﺩﺕ ﺃﻫﻤﻴﺘﻬﺎ ﺩﺭﺍﺴﺔ )ﻜﺭﻴﻤﺎﻥ 1997،ﻡ(
ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺘﻔﻌﻴل ﺍﻟﺘﻌﻠﻡ ﺍﻟﺫﺍﺘﻲ ﻤﻥ ﺨﻼل ﻤﺭﺍﻜﺯ ﺍﻟﺘﻌﻠﻡ
ﻭﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﻌﺎﻭﻨﻲ ،ﻭﺘﻬﻴﺌﺔ ﺒﻴﺌﺔ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺇﺘﺎﺤﺔ
ﺠﺩﻭل ﺭﻗﻡ (3) :ﻨﺘﻴﺠﺔ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻭﻓﻘ ﹰﺎ ﻹﺠﺎﺒﺎﺕ ﺍﻷﻁﻔﺎل ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺒﻌﺩ ﺍﻻﻨﺘﻤﺎﺀ ﻟﻠﻭﻁﻥ
ﻤﺘﻭﺴﻁ ﻤﺘﻭﺴﻁ
ﻤﺘﻭﺴﻁ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ
ﻤﺴﺘﻭﻯ ﻗﻴﻤﺔ ﺕ ﺩﺭﺠﺔ ﻗﻴﻤﺔ ﺕ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺩﺭﺠﺎﺕ
ﺍﻟﺩﻻﻟﺔ 2
ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻰ
ﺍﻟﺩﻻﻟﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺤﺭﻴﺔ ﺍﻟﻤﻘﺭﺅﺓ ﺡ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻁﺒﻴﻕ
ﻭﺍﻟﺒﻌﺩﻯ )ﺡ(
ﺍﻟﺒﻌﺩﻯ ﺍﻟﻘﺒﻠﻰ
ﺩﺍﻟﺔ 0.05 1.7 26 18.2 21.47 3.1 3.8 0.67
2007ﻡ( ﺍﻟﺘﻲ ﺍﺴﺘﻘﺭﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻋﻥ ﺘﺄﺜﻴﺭ ﻤﻔﺎﻫﻴﻡ ﺍﻟﺘﺎﺭﻴﺦ ﻭﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﻴﺘﻀﺢ ﺃﻥ ﻫﻨﺎﻟﻙ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴﺎ
ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻟﻭﻻﺀ ﻭﺍﻻﻨﺘﻤﺎﺀ ﻟﻠﻭﻁﻥ. ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ 0.05ﻟﻔﻘﺭﺍﺕ ﺒُﻌﺩ ﺍﻻﻨﺘﻤﺎﺀ ﻟﻠﻭﻁﻥ
ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺜﺎﻟﺙ ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﻟﺼﺎﻟﺢ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺒﻌﺩﻱ ﻤﻤﺎ ﻴﺸﻴﺭ ﺇﻟﻰ ﺃﻥ ﺍﻷﻨﺸﻁﺔ
ﺇﺤﺼﺎﺌﻴﺎ ﻓﻲ ﺍﺤﺘﺭﺍﻡ ﺍﻷﻁﻔﺎل ﻟﻠﻘﺎﻨﻭﻥ ﻭﻗﻭﺍﻋﺩ ﺍﻟﻠﻌﺏ ﺍﻟﻤﻘﺘﺭﺤﺔ ﻟﻬﺎ ﺃﺜﺭ ﺇﻴﺠﺎﺒﻲ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻻﻨﺘﻤﺎﺀ
ﻭﺤﻘﻭﻕ ﺍﻵﺨﺭﻴﻥ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﺼﺎﻟﺢ ﻟﻠﻭﻁﻥ ﻭﺘﻌﺯﻯ ﺍﻟﺒﺎﺤﺜﺔ ﻫﺫﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺇﻟﻰ ﺭﺒﻁ ﺍﻟﻁﻔل ﺒﻭﻁﻨﻪ
ﺍﻟﺒﻌﺩﻱ .ﻭﻻﺨﺘﺒﺎﺭ ﺼﺤﺔ ﻫﺫﺍ ﺍﻟﻔﺭﺽ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ ﻤﻥ ﺨﻼل ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺤﺒﺒﺔ ﻟﻪ ﻤﺜل )ﺍﻟﻤﻨﺘﺯﻩ ،ﺍﻟﻤﺘﺤﻑ(
)ﺕ( ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻭﺍﻟﺠﺩﻭل ﺭﻗﻡ ) (4ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ. ﻭﺍﻹﺒﻁﺎل ،ﻭﻫﺫﺍ ﻤﺎ ﺃﻜﺩﺘﻪ ﺩﺭﺍﺴﺔ )ﺘﻐﺭﻴﺩ ﻤﺤﻤﺩ ،
ﺠﺩﻭل ﺭﻗﻡ (4) :ﻨﺘﻴﺠﺔ ﺍﺨﺘﺒﺎﺭ( ﺕ )ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻭﻓﻘ ﹰﺎ ﻹﺠﺎﺒﺎﺕ ﺍﻷﻁﻔﺎل ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺒﻌﺩ ﺍﺤﺘﺭﺍﻡ ﺍﻟﻘﺎﻨﻭﻥ ﻭﻗﻭﺍﻋﺩ ﺍﻟﻠﻌﺏ
ﻭﺤﻘﻭﻕ ﺍﻵﺨﺭﻴﻥ .
ﻤﺴﺘﻭﻯ ﻗﻴﻤﺔ ﺕ ﺩﺭﺠﺔ ﻗﻴﻤﺔ ﺕ ﻤﺠﻤﻭﻉ ﻤﺘﻭﺴﻁ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ ﻤﺘﻭﺴﻁ ﻤﺘﻭﺴﻁ
ﺍﻟﺩﻻﻟﺔ 2
ﺍﻟﺩﻻﻟﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺤﺭﻴﺔ ﺍﻟﻤﻘﺭﺅﺓ ﺡ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻰ ﺩﺭﺠﺎﺕ ﺩﺭﺠﺎﺕ
ﻭﺍﻟﺒﻌﺩﻯ )ﺡ( ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻁﺒﻴﻕ
ﺍﻟﺒﻌﺩﻯ ﺍﻟﻘﺒﻠﻰ
ﺩﺍﻟﺔ 0.05 1.7 26 6.1 56.83 1.7 4 2.26
ﻴﻨﺹ ﺍﻟﻔﺭﺽ ﺍﻟﺨﺎﻤﺱ ﻋﻠﻰ ﻭﺠﻭﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﻭﻤﻥ ﺍﻟﺠﺩﻭل ﺃﻋﻼﻩ ﻴﺘﻀﺢ ﺃﻥ ﻫﻨﺎﻟﻙ ﺩﻻﻟﺔ ﺍﺤﺼﺎﺌﻴﺔ ﻋﻨﺩ
ﺇﺤﺼﺎﺌﻴ ﹰﺎ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻷﻁﻔﺎل ﻨﺤﻭ ﺍﻟﻤﺴﺎﻭﺍﺓ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻟﺩﻻﻟﺔ 0.05ﻟﻔﻘﺭﺍﺕ ﺒُﻌﺩ ﺍﺤﺘﺭﺍﻡ ﺍﻟﻘﺎﻨﻭﻥ ﻭﻗﻭﺍﻋﺩ
ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﺼﺎﻟﺢ ﺍﻟﺒﻌﺩﻱ .ﻭﻹﺨﺘﺒﺎﺭ ﺼﺤﺔ ﻫﺫﺍ ﺍﻟﻠﻌﺏ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ ﻟﺼﺎﻟﺢ ﺍﻟﺒﻌﺩﻱ ،ﻤﻤﺎ
ﺍﻟﻔﺭﺽ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻭﺍﻟﺠﺩﻭل ﻴﺸﻴﺭ ﺇﻟﻰ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﻟﻸﻨﺸﻁﺔ ﺍﻟﻤﻘﺘﺭﺤﺔ ﻓﻲ ﺘﻨﻤﻴﺔ
ﺭﻗﻡ ) (5ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺫﻟﻙ ﺍﺤﺘﺭﺍﻡ ﺍﻟﻘﺎﻨﻭﻥ ﻭﺍﻟﻘﻭﺍﻋﺩ ﻭﺤﻘﻭﻕ ﺍﻵﺨﺭﻴﻥ ﻭﺘﻌﺯﻯ ﺍﻟﺒﺎﺤﺜﺔ
. ﺫﻟﻙ ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﻨﺸﻁﺔ ﻭﺃﺴﻠﻭﺏ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺫﻱ ﻴﺴﺎﻋﺩ
ﻋﻠﻰ ﺘﻨﻤﻴﺔ ﺍﻻﺘﺠﺎﻩ ﺍﻻﻴﺠﺎﺒﻲ ﻨﺤﻭ ﺍﺤﺘﺭﺍﻡ ﺍﻟﻘﺎﻨﻭﻥ ﻭﺍﻟﻘﻭﺍﻋﺩ
ﻓﻲ ﺍﻟﻠﻌﺏ ﻭﻜﺫﻟﻙ ﺤﻘﻭﻕ ﺍﻵﺨﺭﻴﻥ.
ﺠﺩﻭل ﺭﻗﻡ (5) :ﻨﺘﻴﺠﺔ ﺍﺨﺘﺒﺎﺭ )ﺕ( ﻟﻌﻴﻨﺔ ﻭﺍﺤﺩﺓ ﻭﻓﻘ ﹰﺎ ﻹﺠﺎﺒﺎﺕ ﺍﻷﻁﻔﺎل ﻋﻠﻰ ﻓﻘﺭﺍﺕ ﺒﻌﺩ ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻟﻤﺴﺎﻭﺍﺓ.
ﻤﺘﻭﺴﻁ ﻤﺘﻭﺴﻁ
ﻤﺘﻭﺴﻁ ﺍﻟﻔﺭﻭﻕ ﺒﻴﻥ
ﻤﺴﺘﻭﻯ ﻗﻴﻤﺔ ﺕ ﺩﺭﺠﺔ ﻗﻴﻤﺔ ﺕ ﻤﺠﻤﻭﻉ ﺩﺭﺠﺎﺕ ﺩﺭﺠﺎﺕ
ﺍﻟﺩﻻﻟﺔ 2
ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻰ
ﺍﻟﺩﻻﻟﺔ ﺍﻟﻤﺤﺴﻭﺒﺔ ﺍﻟﺤﺭﻴﺔ ﺍﻟﻤﻘﺭﺅﺓ ﺡ ﺍﻟﺘﻁﺒﻴﻕ ﺍﻟﺘﻁﺒﻴﻕ
ﻭﺍﻟﺒﻌﺩﻯ )ﺡ(
ﺍﻟﺒﻌﺩﻯ ﺍﻟﻘﺒﻠﻰ
ﺩﺍﻟﺔ 0.05 1.7 26 6.7 6.72 0.6 1.9 1.3
* ﺇﻀﺎﻓﺔ ﺃﻨﺸﻁﺔ ﺘﻬﺩﻑ ﻟﺘﻨﻤﻴﺔ ﺍﻟﻤﻭﺍﻁﻨﺔ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﻓﻲ ﻭﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺴﺎﺒﻕ ﻴﺘﻀﺢ ﺃﻨﻪ ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺩﺍﻟﺔ ﺇﺤﺼﺎﺌﻴ ﹰﺎ
ﻤﻨﻬﺞ ﻤﺎ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ﺒﺎﻟﺴﻭﺩﺍﻥ. ﻓﻲ ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻟﻤﺴﺎﻭﺍﺓ ﺒﻴﻥ ﺍﻟﺘﻁﺒﻴﻘﻴﻥ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻟﺒﻌﺩﻱ
* ﺇﺸﺎﻋﺔ ﺜﻘﺎﻓﺔ ﺤﻘﻭﻕ ﺍﻟﻤﻭﺍﻁﻨﺔ ﺒﻴﻥ ﺍﻷﻁﻔﺎل ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻟﺼﺎﻟﺢ ﺍﻟﺒﻌﺩﻱ ،ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻟﻙ ﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻻﺘﺠﺎﻩ
ﻭﺃﺴﺭﻫﻡ. ﻨﺤﻭ ﺍﻟﻤﺴﺎﻭﺍﺓ ﻗﺒل ﺘﻁﺒﻴﻕ ﺍﻷﻨﺸﻁﺔ ﻭﺒﻌﺩ ﺘﻁﺒﻴﻕ ﺍﻷﻨﺸﻁﺔ
* ﺇﺘﺎﺤﺔ ﻤﺴﺎﺤﺔ ﺒﻤﻨﻬﺞ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻤﺎ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﻤﻘﺘﺭﺤﺔ ،ﺭﻏﻡ ﻭﺠﻭﺩ ﺃﻨﺸﻁﺔ ﺒﻤﻨﻬﺞ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻤﺎ
ﻟﻠﺘﻌﻠﻡ ﺍﻟﺫﺍﺘﻲ. ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ﺘﻬﺩﻑ ﺇﻟﻰ ﺘﻨﻤﻴﺔ ﺍﺘﺠﺎﻩ ﺍﻷﻁﻔﺎل ﻨﺤﻭ ﺍﻟﻤﺴﺎﻭﺍﺓ
* ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻬﻴﺌﺔ ﺒﻴﺌﺔ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺩﻴﻤﻘﺭﺍﻁﻲ ، .
ﻭﺍﻟﻠﻌﺏ ﻭﺍﻟﺭﺍﺤﺔ ،ﻭﺍﻹﺤﺴﺎﺱ ﺒﺎﻷﻤﺎﻥ ،ﺘﺠﻨﺏ ﺍﻟﺘﻭﺼﻴﺎﺕ:
ﻋﻘﺎﺏ ﺍﻷﻁﻔﺎل. ﻓﻲ ﻀﻭﺀ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺍﺴﻔﺭﺕ ﻋﻨﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ ﻨﻭﺭﺩ ﻋﺩﺩﹰﺍ
ﻤﻥ ﺍﻟﺘﻭﺼﻴﺎﺕ ﺘﺘﻤﺜل ﻓﻴﻤﺎ ﻴﻠﻲ :
-ﻋﺒﺩﺍﻟﻔﺘﺎﺡ ﻏﺯﺍل 2000ﻡ )ﺘﻘﺩﻴﺭ ﺍﻻﻨﺘﻤﺎﺀ ﻟﺩﻯ ﻁﻔل ﻤﺎ ﻗﺒل * ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﺭﺒﻴﺔ ﺍﻟﻭﻁﻨﻴﺔ ﻟﻸﻁﻔﺎل ﻤﻥ ﻗﺒل ﻭﺴﺎﺌل
ﺍﻟﻤﺩﺭﺴﺔ(،
Ehsane- ahlamontada – com/t 154 – topic . ﺍﻹﻋﻼﻡ ﺍﻟﻤﺨﺘﻠﻔﺔ
-ﻋﻔﺎﻑ ﻤﻤﺩﻭﺡ ﻤﺤﻤﺩ 2006ﻡ ) ،ﺘﻨﻤﻴﺔ ﺒﻌﺽ ﺍﻟﻘﻴﻡ ﺍﻟﺴﻴﺎﺴﻴﺔ ﺍﻟﻤﺭﺍﺠﻊ:
ﻭﺤﻘﻭﻕ ﺍﻟﻤﻭﺍﻁﻨﺔ ﻟﺩﻯ ﺃﻁﻔﺎل ﺍﻟﺭﻭﻀﺔ ،ﻤﺎﺠﺴﺘﻴﺭ ،ﻜﻠﻴﺔ -1ﺃﺤﻤﺩ ﻤﻜﻲ 2006ﻡ ) ،ﺍﻟﺘﺭﺒﻴﺔ ﻭﻗﻀﺎﻴﺎ ﺍﻟﻁﻔل ﺍﻟﻌﺭﺒﻲ ،ﺍﻟﺭﻴﺎﺽ
ﺍﻟﺘﺭﺒﻴﺔ ،ﺠﺎﻤﻌﺔ ﻁﻨﻁﺎ( . ،ﻤﻜﺘﺒﺔ ﺍﻟﺭﺸﺩ(.
-ﻏﻴﺩﺍﺀ ﻤﻨﺼﻭﺭ ﻋﺒﺩ ﺍﻟﻭﻫﺎﺏ 2004ﻡ ) ،ﺩﺭﺍﺴﺔ ﺘﻘﻭﻴﻤﻴﺔ ﻟﻤﻨﻬﺞ -2ﺘﻭﺤﻴﺩﺓ ﻋﺒﺩﺍﻟﻌﺯﻴﺯ ﻋﻠﻰ 2007ﻡ ) ،ﻤﻨﺎﻫﺞ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ،
ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ﺒﺎﻟﺴﻭﺩﺍﻥ ،ﺩﻜﺘﻭﺭﺍﺓ ، ﺍﻟﺭﻴﺎﺽ ،ﻤﻜﺘﺒﺔ ﺍﻟﺭﺸﺩ( .
ﻤﻨﺸﻭﺭﺓ ،ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ،ﺠﺎﻤﻌﺔ ﺍﻟﺨﺭﻁﻭﻡ( . -3ﺠﺎﻙ ﺩﻭﻨﻠﻠﻰ 1998ﻡ ) ،ﺤﻘﻭﻕ ﺍﻹﻨﺴﺎﻥ ﺍﻟﻌﺎﻟﻤﻴﺔ ﺒﻴﻥ ﺍﻟﻨﻅﺭﻴﺔ
-ﻟﻴﻤﻨﺭﺒﻴﺯﺒﺎﻜﻬﺎﻨﻭ 1997ﻡ ) ،ﺘﻨﻤﻴﺔ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻟﻤﻭﺍﻁﻨﺔ ﻟﺩﻯ ﻭﺍﻟﺘﻁﺒﻴﻕ .ﻤﺭﻜﺯ ﺩﻤﺸﻕ ﻟﻠﺩﺭﺍﺴﺎﺕ ﺍﻟﻨﻅﺭﻴﺔ ﻭﺍﻟﺤﻘﻭﻕ ﺍﻟﻤﺩﻨﻴﺔ(.
ﺍﻷﻁﻔﺎل(، -4ﺸﺒل ﺒﺩﺭﺍﻥ 2003ﻡ ) ،ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺘﺭﺒﻴﺔ ﻁﻔل ﻤﺎ ﻗﺒل
Ehsane- ahlamontada – com/t 154 – topic ﺍﻟﻤﺩﺭﺴﺔ ،ﺍﻟﻘﺎﻫﺭﺓ ﺍﻟﺩﺍﺭ ﺍﻟﻤﺼﺭﻴﺔ( .
-ﻜﺭﻴﻤﺎﻥ ﻤﺤﻤﺩ ﺒﺩﻴﺭ 1991ﻡ )ﺃﺜﺭ ﺍﻷﻨﺸﻁﺔ ﺍﻟﻤﻘﺘﺭﺤﺔ ﻟﻁﻔل ﻤﺎ ﻗﺒل -5ﻋﻼﺀ ﺍﻟﺩﻴﻥ ﺃﺤﻤﺩ ﻜﻔﺎﻓﻲ ﻭﺁﺨﺭﻭﻥ 2008ﻡ ) ،ﻤﻬﺎﺭﺍﺕ ﺍﻻﺘﺼﺎل
ﺍﻟﻤﺩﺭﺴﺔ ﻓﻲ ﺘﻨﻤﻴﺔ ﺍﻻﻨﺘﻤﺎﺀ ﺍﻟﻭﻁﻨﻲ ،ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ،ﺍﻟﻘﺎﻫﺭﺓ(. ﻭﺍﻟﺘﻔﺎﻋل ﻓﻲ ﻋﻤﻠﻴﺘﻲ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺍﻟﺘﻌﻠﻡ ،ﻋﻤﺎﻥ ،ﺩﺍﺭ ﺍﻟﻔﻜﺭ(
-6ﻋﻤﺎﺩ ﻤﺤﻤﺩ ﻤﺤﻤﺩ 2008ﻡ ) ،ﺍﻟﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻤﺼﺎﺩﺭﻫﺎ
ﻤﻠﺤﻕ ﺭﻗﻡ) ( 1 ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ،ﻁ ،3ﺍﻟﺭﻴﺎﺽ ،ﻤﻜﺘﺒﺔ ﺍﻟﺭﺸﺩ (.
-7ﻤﺤﻤﺩ ﻤﺘﻭﻟﻲ ﻗﻨﺩﻴل 2003ﻡ ) ،ﺃﺴﺎﺴﻴﺎﺕ ﺍﻟﻤﻨﻬﺞ ﻓﻲ ﺍﻟﻁﻔﻭﻟﺔ
ﻤﻘﻴﺎﺱ ﻟﺘﻘﺩﻴﺭ ﺍﻟﻤﻭﺍﻁﻨﺔ ﻟﺩﻯ ﺃﻁﻔﺎل ﻤﺎ ﻗﺒل ﺍﻟﻤﺩﺭﺴﺔ ﺍﻟﻤﺒﻜﺭﺓ ،ﻋﻤﺎﻥ ،ﺩﺍﺭ ﺍﻟﻔﻜﺭ( .
-8ﻤﺤﻤﺩ ﻤﺘﻭﻟﻰ ﻗﻨﺩﻴل ،ﺩﺍﻟﻴﺎ ﻋﺒﺩﺍﻟﻭﺍﺤﺩ ﻤﺤﻤﺩ 2010ﻡ ) ،ﺒﺭﺍﻤﺞ
ﺒﺎﻟﺴﻭﺩﺍﻥ )ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﺜﺎﻨﻲ(
ﻭﺃﻨﺸﻁﺔ ﺭﻴﺎﺽ ﺍﻷﻁﻔﺎل ،ﻋﻤﺎﻥ ،ﺩﺍﺭ ﺍﻟﻔﻜﺭ (.
-9ﻤﻌﺘﻭﻕ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻟﻘﺎﺩﺭ ﺍﻟﻤﺜﻨﺎﺌﻲ 1996ﻡ ) ،ﻤﻨﻬﺞ ﺭﻴﺎﺽ
ﺍﻟﺴﺅﺍل ﺍﻷﻭل:-
ﺍﻷﻁﻔﺎل ﺃﺴﺴﻪ ﻭﻤﻜﻭﻨﺎﺘﻪ ﻁ ،2ﻟﻴﺒﻴﺎ ،ﻤﺼﺭﺍﺘﻪ ،ﺍﻟﺩﺍﺭ
ﺍﻟﺴﺅﺍل ﺍﻟﺘﺎﺴﻊ:-
ﺼﻭﺭﺓ ﻟﻠﻤﺘﺤﻑ