أسباب ضعف دافعية التعلم في جامعة الموصل PDF

‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Science...

‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫‪‬‬ ‫ﺨﻭﻟﺔ ﺃﺤﻤﺩ ﻤﺤﻤﺩ ﺴﻌﻴﺩ ﻨﻭﺭﻱ ﺍﻟﺒﺭﻴﻔﻜﺎﻨﻲ‬ ‫ﻗﺴﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ ‪ /‬ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ‪ /‬ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل‬ ‫‪[email protected]‬‬ ‫ﻣﻌﻠﻮﻣﺎت اﻟﺒﺤﺚ‬ ‫ﺗﺎرﯾﺦ اﻻﺳﺘﻼم ‪2019 /12/9 :‬‬ ‫ﺗﺎرﯾﺦ ﻗﺒﻮل اﻟﻨﺸﺮ‪2020 / 3/ 16:‬‬ ‫ﺗﺎرﯾﺦ اﻟﻨﺸﺮ‪2020 / 5/8 :‬‬ ‫ﺍﻟﺨﻼﺼﺔ‬ ‫ﻴﻬﺩﻑ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪،‬‬ ‫ﻭﺍﻋﺘﻤﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠﻰ ﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ ﺍﻟﻭﺼﻔﻲ ﻟﻤﻼﺌﻤﺘﻪ ﻟﻁﺒﻴﻌﺔ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‪ ،‬ﻭﺒﻠﻎ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ )‪ (120‬ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺼﻑ‬ ‫ﺍﻟﺭﺍﺒﻊ ﻓﻲ ﻜﺎﻓﺔ ﺍﻷﻗﺴﺎﻡ ﻭﺃﻋﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﺴﺘﺒﻴﺎﻨﺎ ﻤﻜﻭﻨﺎ ﻤﻥ )‪ (20‬ﻓﻘﺭﺓ ﺫﻱ ﺍﻟﺒﺩﺍﺌل ﺍﻟﺜﻼﺙ‪):‬ﺴﺒﺏ ﺭﺌﻴﺴﻲ‪ ،‬ﺴﺒﺏ ﺜﺎﻨﻭﻱ‪ ،‬ﻻ ﻴﻌﺩ ﺴﺒﺒﺎ(‪،‬‬ ‫ﻭﺘﻡ ﺍﻟﺘﺤﻘﻕ ﻤﻥ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ ﻟﻼﺴﺘﺒﻴﺎﻥ ﺒﻌﺭﻀﻪ ﻋﻠﻰ ﻟﺠﻨﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﺨﺘﺼﺎﺹ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪،‬ﻭﺘﻡ ﺍﺴﺘﺨﺭﺍﺝ ﺜﺒﺎﺕ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﻁﺭﻴﻘﺔ ﺍﻟﺘﺠﺯﺌﺔ ﺍﻟﻨﺼﻔﻴﺔ ﻭﺒﻠﻎ ﺜﺒﺎﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ )‪.(0.80‬‬ ‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻵﺘﻴﺔ‪):‬ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‪ ،‬ﻤﻌﺎﺩﻟﺔ ﺴﺒﻴﺭﻤﺎﻥ– ﺒﺭﺍﻭﻥ‪ ،‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‪،‬‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪ ،‬ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ(‪ ،‬ﻭﺘﻭﺼﻠﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ‪:‬ﺇﻥ ﺃﻫﻤﺄﺴﺒﺎﺏ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ ﻫﻲ‪:‬‬ ‫‪ -1‬ﺍﻫﺘﻤﺎﻡ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ‪.‬‬ ‫‪ -2‬ﻀﻌﻑ ﺇﺩﺭﺍﻙ ﺍﻟﻁﻠﺒﺔ ﻷﻫﻤﻴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫‪ -3‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﺘﻲ ﺘﻔﺘﻘﺭ ﺇﻟﻰ ﻋﻨﺼﺭ ﺍﻟﺘﺸﻭﻴﻕ‪.‬‬ ‫ﻭ ﻓﻲ ﻀﻭﺀ ﻨﺘﺎﺌﺞ ﺍﻟﺒﺤﺙ ﻗﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﺘﻭﺼﻴﺎﺕ ﻭﺍﻟﻤﻘﺘﺭﺤﺎﺕ ﻭﻤﻥ ﺃﻫﻡ ﺍﻟﺘﻭﺼﻴﺎﺕ‪):‬ﻋﻘﺩ ﻭﺭﺵ ﻋﻤل ﻓﻲ ﺍﻟﻜﻠﻴﺔ‬ ‫ﻟﻸﺴﺎﺘﺫﺓ ﻭﺍﻟﻁﻠﺒﺔ ﻟﺘﻭﻀﻴﺢ ﺃﻫﻤﻴﺔ ﻭﺃﻫﺩﺍﻑ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ(‪.‬‬ ‫ﻭﻤﻥ ﺃﺒﺭﺯ ﺍﻟﻤﻘﺘﺭﺤﺎﺕ ﻫﻲ‪):‬ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻋﻥ ﻤﻴﻭل ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ ﺍﻷﻗﺴﺎﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻓﻲ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‬ ‫ﺍﻷﺴﺎﺴﻴﺔ ﻭﺃﻗﺭﺍﻨﻬﻡ ﻓﻲ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ(‪.‬‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺩﺍﻟﺔ‪ :‬ﺍﻟﻀﻌﻑ‪ ،‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ‪ ،‬ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫‪Reasons of University Students’ Weak Motivation‬‬ ‫‪Towards Learning Educational And Psychological‬‬ ‫‪Subjects‬‬ ‫‪Khawla Ahmed Mohammed Saeed Al-Brifkani‬‬ ‫‪Department of Special Education / College of Basic Education / University of Mosul‬‬ ‫‪Abstract‬‬ ‫‪The current research aims at investigation the weak motivation of college of basic education‬‬ ‫‪students towards learning educational and psychological materials. The researcher used descriptive‬‬ ‫‪method due to its appropriateness. The sample was (120) students in fourth year in humanitarian and‬‬ ‫– ‪scientific departments. The researcher made a survey of (20) items of three alternatives:(main reason‬‬ ‫‪secondary reason – no reason) respectively.‬‬ ‫‪Surface validity of the survey was verified by under passing a panel of referees specialized in‬‬ ‫‪educational and psychological materials. Stability of the scale was extracted using half split reading‬‬ ‫)‪by University of Babylon is licensed under a Journal of University of Babylon for Humanities (JUBH‬‬ ‫‪Creative Commons Attribution 4.0 International License‬‬ ‫‪- 59 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫– ‪(0.80). The researcher used the following statistical methods (Pearson conjunction factor – Spearman‬‬ ‫‪Brown formula – math means – standard deviation – T.test).‬‬ ‫‪The researcher came with the‬‬ ‫‪following results the reasons of weak motivation towards learning educational and psychological‬‬ ‫‪materials are:‬‬ ‫‪1- The focus of scientific departments on specialized curriculums in first place.‬‬ ‫‪2- Lack of awareness of students towards the important of educational and psychological materials.‬‬ ‫‪3- The use of traditional method in teaching educational and psychological materials that lack‬‬ ‫‪excitement factor given these results , the researcher made a number of recommendations and‬‬ ‫‪suggestions such as:(held workshops in the college for teachers and students to explain the importance‬‬ ‫‪and aims of educational and psychological materials).‬‬ ‫‪As for suggestions:(make a study about students trends towards educational and psychological‬‬ ‫‪materials in humanitarian departments in basic education college and their peers in scientific‬‬ ‫‪departments and its relation with some variables.‬‬ ‫‪Key words: Weakness, motivation to learn, educational and psychological subjects‬‬ ‫ﺃﻭﻻﹰ‪ :‬ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ‪:‬‬ ‫ﻴﺅﻜﺩ ﺍﻟﺘﺭﺒﻭﻴﻭﻥ ﺃﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺃﻫﻤﺄﻫﺩﺍﻑ ﺍﻟﻨﻅﺎﻡ ﺍﻟﺘﺭﺒﻭﻱ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﻀﺭﻭﺭﺓ ﺃﻥ ﻴﻜﻭﻥ‬ ‫ﺍﻟﻤﺘﻌﻠﻡ ﺭﺍﻏﺒﺎﹰ ﻓﻲ ﺍﻟﺘﻌﻠﻡ ﻭﻤﻘﺒﻼﹰ ﻋﻠﻴﻪ ﺒﺩﺍﻓﻌﻴﺔ ﻭﺸﻐﻑ ﺤﺭﺼﺎﹰ ﻋﻠﻰ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﺭﻓﺔ ﻭﻫﺫﺍ ﻴﺘﻁﻠﺏ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻁﺭﺍﺌﻕ ﻭﺃﺴﺎﻟﻴﺏ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺘﺩﺭﻴﺴﻴﺔ ﺤﺩﻴﺜﺔ ﺘﻔﻌل ﺩﻭﺭ ﺍﻟﻤﺘﻌﻠﻡ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬ﻭﺘﻜﻤﻥ ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﺤﺎﻟﻲ ﻓﻲ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﻴﺅﻜﺩﻭﻥ ﺃﻥ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ ﻫﻲ ﻤﻭﺍﺩ ﺜﺎﻨﻭﻴﺔ‬ ‫ﻭﻓﺭﻋﻴﺔ‪ ،‬ﻭﺃﺤﻴﺎﻨﺎﹰ ﻴﻁﻠﻘﻭﻥ ﻋﻠﻴﻬﺎ ﻤﻭﺍﺩ ﻫﺎﻤﺸﻴﺔ ﻭﺒﻌﻴﺩﺓ ﻋﻥ ﺘﺨﺼﺼﺎﺘﻬﻡ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻻ ﺠﺩﻭﻯ ﻤﻨﻬﺎ ﻭﺼﻌﻭﺒﺔ ﻓﻬﻤﻬﺎ‬ ‫ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‪.‬ﻭﻫﺫﺍ ﻤﺎ ﻻﺤﻅﺘﻪ ﺍﻟﺒﺎﺤﺜﺔ ﺃﺜﻨﺎﺀ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻷﻜﺜﺭ ﻤﻥ ‪12‬ﺴﻨﺔ‪.‬‬ ‫ﺇﻥ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻨﺎﺠﻡ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻟﻁﻠﺒﺔ ﺃﺜﻨﺎﺀ‬ ‫ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻤﻨﻬﺎ ﺍﺴﺘﻌﻤﺎل ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻁﺭﺍﺌﻕ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﺍﻟﺘﻲ ﻻ ﺘﻔﻌل ﺩﻭﺭ ﺍﻟﻤﺘﻌﻠﻡ ﻭﺤﺙ‬ ‫ﺍﻷﺴﺎﺘﺫﺓﻋﻠﻰ ﺘﺒﻨﻲ ﻓﻜﺭﺓ ﺃﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ ﻫﻲ ﻤﻭﺍﺩ ﺃﺴﺎﺴﻴﺔ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ ﻭﻟﺫﻟﻙ ﻓﺈﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ‬ ‫ﺃﻫﻡ ﻤﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﻤﺸﻜﻼﺕ ﻭﺍﻟﻤﻌﻭﻗﺎﺕ‪1.‬‬ ‫ﻭﺇﻥ ﺍﻟﺒﺎﺤﺜﺔ ﻟﻡ ﺘﻌﺜﺭ ﻓﻲ ﺤﺩﻭﺩ ﻋﻠﻤﻬﺎ ﻭﺍﻁﻼﻋﻬﺎ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﻭﺼﻔﻴﺔ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل ﺘﻨﺄﻭﻟﺕ ﺃﺴﺒﺎﺏ‬ ‫ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬ﻭﺒﺫﻟﻙ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻫﻲ‬ ‫ﺃﻭل ﺩﺭﺍﺴﺔ ﻓﻲ ﺠﺎﻤﻌﺔ ﺍﻟﻤﻭﺼل ﺴﻠﻁﺕ ﺍﻟﻀﻭﺀ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻤﻤﺎ ﺸﺠﻊ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻘﻴﺎﻡ ﺒﻬﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬ ‫ﻭﻋﻠﻴﻪ ﺘﺘﺤﺩﺩ ﻤﺸﻜﻠﺔ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺒﺎﻟﺴﺅﺍل ﺍﻵﺘﻲ‪- :‬‬ ‫ﻤﺎ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ؟‬ ‫ﺜﺎﻨﻴﺎﹰ‪:‬ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ‪:‬‬ ‫ﻴﺤﻅﻰ ﻤﻴﺩﺍﻥ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺤﺎﻀﺭ ﺒﺎﻫﺘﻤﺎﻡ ﻭﺍﺴﻊ ﻭﻤﺘﺯﺍﻴﺩ ﻓﻲ ﺍﻟﺩﻭل ﺍﻟﻤﺘﻘﺩﻤﺔ؛ ﻟﻤﺎ ﻴﺸﻜﻠﻪ‬ ‫ﻤﻥ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺘﻁﻭﺭ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﻨﺴﺎﻨﻲ ﻭﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ‪ ،‬ﺇﺫ ﻴﻌﺩ ﻤﻴﺩﺍﻥ ﺍﻟﺘﺭﺒﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻭﺴﻴﻠﺔ ﺍﻟﻔﺎﻋﻠﺔ ﻓﻲ‬ ‫ﺒﻨﺎﺀ ﺸﺨﺼﻴﺔ ﺍﻟﻔﺭﺩ ﻭﺘﻨﻤﻴﺔ ﻗﺩﺭﺍﺘﻪ ﻭﺇﻤﻜﺎﻨﺎﺘﻪ ﻭﺠﻌﻠﻪ ﻋﻀﻭﺍ ﻓﺎﻋﻼ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪2.‬‬ ‫ﻭﻴﻌﺩ ﺍﻟﺘﻌﻠﻴﻡ ﻨﺸﺎﻁﺎ ﺘﻭﺍﺼﻠﻴﺎ ﻴﻬﺩﻑ ﺇﻟﻰ ﺇﺜﺎﺭﺓ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ﻭﺘﺴﻬﻴل ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﻴﺘﻀﻤﻥ ﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﻥ ﺍﻟﻨﺸﺎﻁﺎﺕ ﻭﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺘﻲ ﻴﺘﺨﺫﻫﺎ ﺍﻟﻤﻌﻠﻡ ﻭﺍﻟﻤﺘﻌﻠﻡ ﻓﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﻴﻬﺘﻡ ﺒﺩﺭﺍﺴﺔ ﻁﺭﺍﺌﻕ ﺍﻟﺘﻌﻠﻴﻡ‬ ‫‪- 60 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ﻭﺍﻟﺘﺩﺭﻴﺱ ﻭﺘﻘﻨﻴﺎﺘﻪ ﻭﺃﺸﻜﺎل ﺘﻨﻅﻴﻡ ﻤﻭﺍﻗﻑ ﺍﻟﺘﻌﻠﻡ ﺍﻟﺘﻲ ﻴﺘﻔﺎﻋل ﻤﻌﻬﺎ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻤﻊ ﺍﻟﻤﻌﻠﻡ ﻤﻥ ﺃﺠل ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‬ ‫ﺍﻟﻤﻨﺸﻭﺩﺓ‪3.‬‬ ‫ﻭﻓﻲ ﻅل ﺜﻭﺭﺓ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻻﻨﻔﺠﺎﺭ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺍﻟﺘﻘﻨﻲ ﻭﺍﻟﺘﻜﻨﻭﻟﻭﺠﻲ ﺍﻟﺴﺭﻴﻊ ﺍﻟﺫﻱ ﻴﺘﻤﻴﺯ ﺒﻪ ﻋﺼﺭﻨﺎ‬ ‫ﺍﻟﺤﺎﻟﻲ ﺃﺼﺒﺢ ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﻋﻠﻰ ﺍﻟﻤﻨﻅﻭﻤﺔ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺒﻜل ﻋﻨﺎﺼﺭﻫﺎ ﺃﻥ ﺘﻭﺍﻜﺏ ﻫﺫﻩ ﺍﻟﺘﻐﻴﺭﺍﺕ ﻭﺍﻟﺘﻁﻭﺭﺍﺕ‬ ‫ﻭﻀﺭﻭﺭﺓ ﺘﻐﻴﻴﺭ ﻓﻠﺴﻔﺔ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺃﻫﺩﺍﻓﻪ ﻤﻥ ﺘﻌﻠﻴﻡ ﺘﻘﻠﻴﺩﻱ ﻗﺎﺌﻡ ﻋﻠﻰ ﺍﻟﻤﻌﻠﻡ ﻭﻜﻔﺎﺀﺘﻪ ﻓﻘﻁ‪ ،‬ﻭﻤﻥ ﻤﺘﻌﻠﻡ ﺴﻠﺒﻲ ﻴﺴﺘﻘﺒل‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻟﻤﻌﻠﻡ ﻓﻘﻁ ﺇﻟﻰ ﺘﻌﻠﻡ ﻨﺸﻁ ﻴﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻟﻤﺘﻌﻠﻡ ﺒﻤﺴﺎﻋﺩﺓ ﻭﺘﻭﺠﻴﻪ ﺍﻟﻤﻌﻠﻡ ﺒﺎﻋﺘﺒﺎﺭ ﺃﻥ ﺍﻟﻤﻌﻠﻡ‬ ‫ﻭﺍﻟﻤﺘﻌﻠﻡ ﻫﻤﺎ ﻤﺤﻭﺭﺍ ﻭﻤﺭﻜﺯﺍ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪4.‬‬ ‫ﻭﻴﺸﻬﺩ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺠﺎﻤﻌﻲ ﺍﻫﺘﻤﺎﻤﺎ ﻜﺒﻴﺭﺍ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻷﺼﻌﺩﺓ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻟﻌﺎﻟﻤﻴﺔ‪ ،‬ﻭﺘﻁﻭﺭﺍ ﻤﺴﺘﻤﺭﺍ‬ ‫ﻨﺤﻭ ﺍﻷﻓﻀل ﻟﻤﻭﺍﻜﺒﺔ ﺤﺎﺠﺎﺕ ﺍﻷﻓﺭﺍﺩ ﻭﺍﻟﻤﺠﺘﻤﻊ ﻭﺨﺼﺎﺌﺹ ﺍﻟﻌﺼﺭ ﺍﻟﻌﻠﻤﻲ ﻭﻤﻭﺍﺠﻬﺔ ﺘﺤﺩﻴﺎﺕ ﺍﻟﻤﺴﺘﻘﺒل)‪،1‬‬ ‫ﺹ‪ ،245،2‬ﺹ‪،163،3‬ﺹ‪ ،21،4‬ﺹ ‪.(233‬‬ ‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻟﺴﻴﺎﺴﻴﺔ‪ ،‬ﻭﻤﻥ ﻫﻨﺎ ﺘﺘﻭﺠﻪ ﺍﻻﻨﻅﺎﺭ ﺇﻟﻰ ﺍﻟﺠﺎﻤﻌﺔ ﻜﻭﻨﻬﺎ ﻤﺅﺴﺴﺔ‬ ‫ﺘﺭﺒﻭﻴﺔ ﻭﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻟﺘﻔﻌﻴل ﺩﻭﺭﻫﺎ ﻓﻲ ﺇﻋﺩﺍﺩ ﻭﺘﺩﺭﻴﺏ ﺍﻟﻁﻠﺒﺔ ﻭﺘﻨﻤﻴﺔ ﻁﺎﻗﺎﺘﻬﻡ ﻭﻗﺩﺭﺍﺘﻬﻡ‪5.‬‬ ‫ﻭﺘﻌﺩ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﺃﻤﺭﺍ ﻀﺭﻭﺭﻴﺎ ﻭﺃﺴﺎﺴﻴﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺒﻨﺎﺀ ﺸﺨﺼﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ﺇﺫ ﻻ ﺘﻌﻠﻡ ﻤﻥ‬ ‫ﺩﻭﻥ ﺩﺍﻓﻊ ﻭﺤﺎﻓﺯ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻤﻌﻠﻡ ﺍﺴﺘﺜﻤﺎﺭ ﺩﻭﺍﻓﻊ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻤﻥ ﺨﻼل ﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﻴﻭﻟﻬﻡ ﻭﺭﻏﺒﺎﺘﻬﻡ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ‪،‬‬ ‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻤﺤﻔﺯﺍﺕ ﻭﺍﻟﺜﻭﺍﺏ ﻭﺍﻟﺘﺸﺠﻴﻊ ﻭﺍﻟﺘﻌﺯﻴﺯ ﻜﺎﻟﻬﺩﺍﻴﺎ ﻭﺍﻟﺠﻭﺍﺌﺯ‪6.‬‬ ‫ﺇﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﺘﻜﻤﻥ ﺃﻫﻤﻴﺘﻬﺎ ﻗﺒل ﺍﻟﺒﺩﺀ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻟﺠﺫﺏ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻟﻠﺩﺭﺱ‬ ‫ﻭﺘﺤﻔﻴﺯﻫﻡ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ ﻋﻥ ﻁﺭﻴﻕ ﺒﺭﺍﻤﺞ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﻤﺘﻁﻭﺭﺓ ﻭﺍﻟﺤﺩﻴﺜﺔ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻌﻠﻤﻴﻥ ﻭﺍﻟﻤﺩﺭﺴﻴﻥ ﻁﺭﺍﺌﻕ‬ ‫ﻭﺃﺴﺎﻟﻴﺏ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﺤﺩﻴﺜﺔ ﻭﺘﻁﻭﻴﺭ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺨﻼل ﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﺸﺎﻋﺭﻫﻡ‬ ‫ﻭﺍﺤﺘﻴﺎﺠﺎﺘﻬﻡ ﻭﻤﻴﻭﻟﻬﻡ ﻷﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﻤﺭﺘﺒﻁﺔ ﺒﺸﺨﺼﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ﻭﺘﻭﺠﻪ ﺍﻨﺘﺒﺎﻫﻪ ﺇﻟﻰ ﺒﻌﺽ ﺍﻟﻨﺸﺎﻁﺎﺕ‬ ‫ﺩﻭﻥ ﻏﻴﺭﻫﺎ ﻓﺘﺠﻌل ﺒﻌﺽ ﺍﻟﻤﺜﻴﺭﺍﺕ ﻤﻌﺯﺯﺍﺕ ﺘﺅﺜﺭ ﻓﻲ ﺴﻠﻭﻜﻪ ﻭﺘﺤﺜﻪ ﻋﻠﻰ ﺍﻟﻤﺜﺎﺒﺭﺓ ﻭﺍﻟﻌﻤل ﺒﺠﺩﻴﺔ ﻭﻨﺸﺎﻁ‬ ‫ﻭﺤﻤﺎﺱ‪7.‬‬ ‫ﻭﻻ ﻴﺨﻔﻰ ﻋﻠﻰ ﺃﺤﺩﺃﻫﻤﻴﺔ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ ﻜﺎﻓﺔ ﻤﺠﺎﻻﺕ ﺍﻟﺤﻴﺎﺓ ﻟﻤﺎ ﻟﻬﺎ ﻤﻥ ﺼﻠﺔ‬ ‫ﻭﺜﻴﻘﺔ ﺒﺤﻴﺎﺓ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﻭﻜﻤﺎ ﻫﻭ ﻤﻌﺭﻭﻑ ﻟﺩﻯ ﺍﻟﺠﻤﻴﻊ ﺃﻥ ﺃﻏﻠﺏ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺍﻟﻤﺠﺘﻤﻊ ﻫﻲ ﻤﺸﻜﻼﺕ‬ ‫ﺘﺭﺒﻭﻴﺔ ﻭﻨﻔﺴﻴﺔ‪ ،‬ﻭﺘﺴﺎﻫﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺒﺸﻜل ﻓﻌﺎل ﻓﻲ ﺘﺸﻜﻴل ﺸﺨﺼﻴﺔ ﺍﻟﻤﻌﻠﻡ ﻭﺍﻟﻤﺩﺭﺱ؛ ﻷﻥ‬ ‫ﻭﻅﻴﻔﺘﻬﻡ ﻟﻴﺴﺕ ﺍﻟﺘﻌﻠﻴﻡ ﻭﺤﺸﻭ ﻋﻘﻭل ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﺒﺎﻟﻤﻔﺎﻫﻴﻡ ﻭﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻟﺤﻘﺎﺌﻕ ﻓﻘﻁ‪ ،‬ﻭﺇﻨﻤﺎ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﺘﻌﻠﻡ ﻤﻥ‬ ‫ﺍﻟﻨﻭﺍﺤﻲ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻌﺎﻁﻔﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬ﻭﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ ﻫﻲ ﺍﻟﺘﻲ ﺘﻤﻴﺯ ﺍﻟﻤﻌﻠﻡ ﻭﺍﻟﻤﺩﺭﺱ ﻋﻥ‬ ‫ﻏﻴﺭﻩ ﻤﻥ ﺤﻴﺙ ﺘﻨﺄﻭل ﺍﻟﻤﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺃﺴﻠﻭﺏ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻭﻤﻥ ﺜﻡ ﻓﺈﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻗﺎﺩﺭﺓ‬ ‫ﻋﻠﻰ ﺇﻋﺩﺍﺩ ﺍﻟﻤﻌﻠﻡ ﻭﺍﻟﻤﺩﺭﺱ ﻭﺘﺄﻫﻴﻠﻪ ﻤﺎ ﻨﻔﺴﻴﺎ ﻭﺘﺭﺒﻭﻴﺎ ﻭﻋﻘﻠﻴﺎ ﻭﺍﺠﺘﻤﺎﻋﻴﺎ ﻓﻀﻼ ﻋﻥ ﺍﻻﻋﺩﺍﺩ ﻭﺍﻟﺘﺄﻫﻴل ﺍﻟﻌﻠﻤﻲ ﻓﻲ‬ ‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ‪8.‬‬ ‫ﻭﻤﻤﺎ ﺴﺒﻕ ﺫﻜﺭﻩ ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺘﻴﺔ‪- :‬‬ ‫‪ -1‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻷﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻁﺎﻟﺏ ﻤﻤﺎ ﻴﺴﺎﻋﺩﻩ ﻋﻠﻰ‬ ‫ﺍﻹﻓﺎﺩﺓ ﻤﻥ ﺍﻟﻤﻔﺎﻫﻴﻡ ﻭﺍﻟﺤﻘﺎﺌﻕ ﺍﻟﺘﻲ ﺘﺘﻀﻤﻨﻬﺎ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ ﻭﺘﺄﻫﻴل ﺍﻟﻁﺎﻟﺏ ﻤﺴﺘﻘﺒﻼ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻟﺘﺩﺭﻴﺱ ‪.‬‬ ‫‪ -2‬ﺃﻫﻤﻴﺔ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺠﺎﻤﻌﻴﺔ ﻭﻀﺭﻭﺭﺓ ﺘﻌﺯﻴﺯ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﻟﻜﻭﻨﻬﺎ ﻤﺭﺤﻠﺔ ﻨﻬﺎﺌﻴﺔ ﻟﻠﻤﺘﻌﻠﻡ‪.‬‬ ‫‪ -3‬ﺃﻫﻤﻴﺔ ﺍﺴﺘﻌﻤﺎل ﺍﻷﺴﺎﺘﺫﺓ ﺃﺴﺎﻟﻴﺏ ﻭﻁﺭﺍﺌﻕ ﺘﺩﺭﻴﺴﻴﺔ ﺤﺩﻴﺜﺔ ﺘﺯﻴﺩ ﻤﻥ ﻋﻨﺼﺭ ﺍﻟﺘﺸﻭﻴﻕ ﻭﺍﻹﺜﺎﺭﺓ ﻤﻤﺎ ﻴﺯﻴﺩ ﻤﻥ‬ ‫ﺩﺍﻓﻌﻴﺔ ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﺒﺼﻭﺭﺓ ﻋﺎﻤﺔ ﻭﻨﺤﻭ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺒﺼﻭﺭﺓ ﺨﺎﺼﺔ‪.‬‬ ‫‪- 61 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫‪ -4‬ﺍﺭﺸﺎﺩ ﻭﺘﻭﻋﻴﺔ ﺍﻟﻁﻠﺒﺔ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺘﻭﻓﻴﺭ ﺍﻟﻤﺤﻔﺯﺍﺕ ﺍﻟﺘﻲ ﺘﺯﻴﺩ ﻤﻥ ﺩﺍﻓﻌﻴﺘﻬﻡ‪..‬‬ ‫‪.5‬ﻨﺩﺭﺓ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﺘﻲ ﺘﻨﺄﻭﻟﺕ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻓﻲ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺇﺫ ﺘﻌﺩ ﻫﺫﻩ ﺃﻭل ﺩﺭﺍﺴﺔ ﻭﺼﻔﻴﺔ ﺘﻨﺎﻭﻟﺕ ﻫﺫﺍ ﺍﻟﻤﻭﻀﻭﻉ ﻓﻲ ﺤﺩﻭﺩ ﻋﻠﻡ ﻭﺍﻁﻼﻉ‬ ‫ﺍﻟﺒﺎﺤﺜﺔ‪ ،5).‬ﺹ‪ ،23،6‬ﺹ‪ ،130،7‬ﺹ‪،279،8-278‬ﺹ‪(246‬‬ ‫ﺜﺎﻟﺜﺎﹰ‪ :‬ﻫﺩﻑ ﺍﻟﺒﺤﺙ‪:‬‬ ‫ﻴﻬﺩﻑ ﺍﻟﺒﺤﺙ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫ﺭﺍﺒﻌﺎﹰ‪ :‬ﺤﺩﻭﺩ ﺍﻟﺒﺤﺙ‪:‬‬ ‫ﺍﻗﺘﺼﺭ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻋﻠﻰ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﻓﻘﻁ ﻓﻲ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﻜﺎﻓﺔ ﺍﻷﻗﺴﺎﻤﺎﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻭﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ )‪.(2019-2018‬‬ ‫ﺨﺎﻤﺴﺎﹰ‪ :‬ﺘﺤﺩﻴﺩ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ‪:‬‬ ‫ﻟﻡ ﺘﻌﺜﺭ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠﻰ ﺘﻌﺎﺭﻴﻑ ﻋﻥ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﺫﻟﻙ ﺍﺭﺘﺄﺕ ﺍﻟﺒﺎﺤﺜﺔ‬ ‫ﺘﻌﺭﻴﻑ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﺇﺠﺭﺍﺌﻴﺎﹰ ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺇﺠﺭﺍﺌﻴﺎﹰ ﺃﻴﻀﺎ ﻭﺒﻌﺩ ﺫﻟﻙ ﺍﻟﺘﻌﺎﺭﻴﻑ ﺍﻟﺨﺎﺼﺔ‬ ‫ﺒﺎﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪.‬‬ ‫ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪ :‬ﻫﻭ ﺘﺩﻨﻲ ﻤﺴﺘﻭﻯ ﺍﻟﻤﺘﻌﻠﻡ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎ ﻋﻠﻰ ﺘﺤﺼﻴﻠﻪ ﻭﻋﺩﻡ‬ ‫‪‬‬ ‫ﺭﻏﺒﺘﻪ ﻓﻲ ﺍﻟﺘﻌﻠﻡ ﺒﺴﺒﺏ ﺴﻭﺀ ﺤﺎﻟﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ ﺃﻭ ﺍﻟﻅﺭﻭﻑ ﻭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺼﻌﺒﺔ ﻤﻤﺎ ﻴﻌﻴﻕ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ‪.‬‬ ‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ :‬ﻫﻲ ﻤﻭﺍﺩ ﺘﺩﺭﺱ ﻟﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﻜﺎﻓﺔ ﺍﻷﻗﺴﺎﻡ ﻟﻤﺩﺓ ﺃﺭﺒﻊ ﺴﻨﻭﺍﺕ‬ ‫‪‬‬ ‫ﺘﺘﻤﺜل ﻓﻲ ﺍﻟﻤﻭﺍﺩ ﺍﻵﺘﻴﺔ‪) :‬ﻋﻠﻡ ﺍﻟﻨﻔﺱ ﺍﻟﻌﺎﻡ‪ ،‬ﺍﻟﺘﻌﻠﻴﻡ ﺍﻷﺴﺎﺴﻲ‪ ،‬ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻤﺸﺎﻫﺩﺓ )ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ(‪،‬‬ ‫ﺍﻟﺼﺤﺔ ﺍﻟﻨﻔﺴﻴﺔ‪،‬ﺍﻹﺭﺸﺎﺩ ﺘﺭﺒﻭﻱ‪ ،‬ﺍﻹﺩﺍﺭﺓ ﻭﺍﻹﺸﺭﺍﻑ ﺍﻟﺘﺭﺒﻭﻱ‪ ،‬ﺍﻟﻘﻴﺎﺱ ﻭﺍﻟﺘﻘﻭﻴﻡ‪ ،‬ﻤﻨﺎﻫﺞ ﻭﻜﺘﺏ ﻤﺩﺭﺴﻴﺔ‪ ،‬ﻋﻠﻡ‬ ‫ﺍﻟﻨﻔﺱ ﺍﻟﻨﻤﻭ‪ ،‬ﺃﺴﺱ ﺍﻟﺘﺭﺒﻴﺔ(‪.‬‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪ :‬ﻋﺭﻓﻬﺎ ﻜل ﻤﻥ‪:‬‬ ‫‪‬‬ ‫‪ -‬ﺤﻤﺩ )‪ :(2011‬ﺍﺴﺘﺜﺎﺭﺓ ﺩﺍﺨﻠﻴﺔ ﺘﺩﻓﻊ ﺍﻟﻤﺘﻌﻠﻡ ﺇﻟﻰ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻡ ﻤﻥ ﺨﻼل ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﺘﻲ ﻴﻘﻭﻡ‬ ‫ﺒﻬﺎ ﻓﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺘﻔﻌﻴل ﺩﻭﺭ ﺍﻟﻤﺘﻌﻠﻡ ﻓﻲ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺘﻌﻠﻴﻤﻲ‪9.‬‬ ‫‪ -‬ﺠﺭﻭﺍﻥ ﻭﺁﺨﺭﻭﻥ )‪ :(2012‬ﺤﺎﻟﺔ ﺩﺍﺨﻠﻴﺔ ﻟﺩﻯ ﺍﻟﻤﺘﻌﻠﻡ ﺘﺤﺭﻙ ﺃﻓﻜﺎﺭﻩ ﻭﻭﻋﻴﻪ ﻭﺘﺩﻓﻌﻪ‪ ‬ﺇﻟﻰ ﺍﻻﻨﺘﺒﺎﻩ ﻟﻠﻤﻭﻗﻑ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﻘﻴﺎﻡ ﺒﺎﻷﻨﺸﻁﺔ ﺍﻟﺘﻲ ﺘﺘﻌﻠﻕ ﺒﻪ ﻭﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺃﺩﺍﺀ ﻫﺫﻩ ﺍﻷﻨﺸﻁﺔ ﺤﺘﻰ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ‪10.‬‬ ‫‪ -‬ﻋﻠﻲ )‪ :(2017‬ﻗﺩﺭﺓ ﺍﻟﻤﺘﻌﻠﻡ ﻭﺇﺜﺎﺭﺓ ﺍﻫﺘﻤﺎﻤﻪ ﻭﺸﺩ ﺍﻨﺘﺒﺎﻫﻪِ ﻭﺘﺤﺭﻴﻙ ﻓﺎﻋﻠﻴﺘﻪ ﻓﻲ ﺍﻟﺘﻔﺎﻋل ﻤﻊ ﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﻲ‬ ‫ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻟﻤﻌﻠﻡ‪ ،‬ﻭﺍﻟﺘﻲ ﻴﺅﺩﻴﻬﺎ ﺍﻟﻤﺘﻌﻠﻡ ﺒﻨﻔﺴﻪ ﺒﻨﺎﺀ ﻋﻠﻰ ﻁﻠﺏ ﺍﻟﻤﻌﻠﻡ ﻤﻥ ﺨﻼل ﺍﻟﺘﻔﺎﻋل ﺍﻟﻨﺸﻁ ﺒﻜل‬ ‫ﻤﻜﻭﻨﺎﺘﻪ‪11.‬‬ ‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ ﻭﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬‬ ‫ﺃﻭﻻﹰ‪ :‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪ :‬ﺘﻌﺩ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﺒﻤﺜﺎﺒﺔ ﺍﻟﻘﻭﺓ ﺍﻟﺩﺍﺨﻠﻴﺔ ﺃﻭ ﺍﻟﺨﺎﺭﺠﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ ﺒﺎﺴﺘﺜﺎﺭﺓ‬ ‫ﺴﻠﻭﻙ ﺍﻟﻤﺘﻌﻠﻡ ﻭﺘﻘﻭﻡ )‪ ،9‬ﺹ‪ ،10 ،181‬ﺹ‪،111،11‬ﺹ‪.(1‬ﺒﺘﻭﺠﻴﻬﻪ ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﻫﺩﻑ ﺍﻟﺘﻌﻠﻡ ﻭﺍﻟﺭﻏﺒﺔ‬ ‫ﻓﻲ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺃﻜﺒﺭ ﻗﺩﺭ ﻤﻥ ﺍﻟﻤﻌﺭﻓﺔ ﻟﻠﻭﺼﻭل ﺇﻟﻰ ﺘﺤﻘﻴﻕ ﺍﻟﻬﺩﻑ‪12.‬‬ ‫ﺇﻥ ﺘﻁﻭﻴﺭ ﺍﻟﺘﻌﻠﻡ ﻭﺘﺤﻘﻴﻕ ﻤﺨﺭﺠﺎﺕ ﺍﻟﺘﻌﻠﻡ ﻴﺘﻁﻠﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ﺒﻭﺼﻔﻪ‬ ‫ﻤﻥ ﺃﻜﺜﺭ ﺍﻟﻌﻭﺍﻤل ﺍﻟﻤﺅﺜﺭﺓ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻭﺇﻥ ﺍﻨﺨﻔﺎﺽ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ﻟﺩﻯ ﺍﻟﻤﺘﻌﻠﻡ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺯﻴﺎﺩﺓ ﻓﻲ‬ ‫‪- 62 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ﻨﺴﺏ ﺍﻟﺭﺴﻭﺏ ﻭﺍﻟﺘﺴﺭﺏ ﻭﺒﻘﺎﺀ ﺍﻟﻁﻼﺏ ﻤﺩﺓ ﺃﻁﻭل ﻤﻥ ﺍﻟﻤﺩﺓ ﺍﻟﻤﺤﺩﻭﺩﺓ ﻓﻲ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﻫﺩﺭ‬ ‫ﺘﻌﻠﻴﻤﻲ‪13.‬‬ ‫ﻭﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ﻴﻤﻜﻥ ﺃﻥ ﺘﻜﻭﻥ ﺴﻤﺔ ﺃﻭ ﺤﺎﻟﺔ ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ﺴﻤﺔ ﻓﺘﺘﻤﺜل ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ‬ ‫ﺒﺎﻟﻨﺸﺎﻁ ﻭﺍﻟﻁﺎﻗﺔ ﻟﺘﺤﻘﻴﻕ ﻫﺩﻑ ﻭﻫﻭ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻌﺭﻓﺔ ﻭﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻤﺸﺎﺭﻜﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﺒﺎﺴﺘﻤﺭﺍﺭ‬ ‫ﻭﻫﺫﻩ ﻏﻴﺭ ﻤﺭﺘﺒﻁﺔ ﺒﻤﻭﻗﻑ ﻷﻨﻬﺎ ﺘﻌﺩ ﺩﺍﻓﻌﻴﺔ ﺩﺍﺨﻠﻴﺔ ﻨﺎﺒﻌﺔ ﻤﻥ ﺩﺍﺨل ﺍﻟﻔﺭﺩ ﻭﺭﻏﺒﺘﻪ ﻓﻲ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻭﻫﺫﻩ ﺍﻟﺩﺍﻓﻌﻴﺔ‬ ‫ﺃﻗﻭﻯ ﺘﺄﺜﻴﺭﺍﹰ ﻤﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ‪ ،‬ﻓﺎﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻟﻠﺘﻌﻠﻡ ﻫﻲ ﺤﺎﻟﺔ ﺩﺍﺨﻠﻴﺔ ﺘﺤﺭﻙ ﺍﻟﻔﺭﺩ ﻨﺤﻭ ﺍﻟﺤﺼﻭل ﻋﻠﻰ‬ ‫ﺍﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﻤﻌﺎﺭﻑ ﻭﺍﻟﺨﺒﺭﺍﺕ ﻭﺯﻴﺎﺩﺓ ﺍﻨﺘﺒﺎﻫﻪ ﻭﺤﺭﺼﻪ ﻋﻠﻰ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺃﻓﻀل ﺍﻟﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻟﺘﻌﻠﻡ ﻭﺍﺴﺘﺜﻤﺎﺭ‬ ‫ﻗﺩﺭﺍﺘﻪ ﻭﺫﻜﺎﺌﻪ ﺒﺸﻜل ﻓﻌﺎل ﻭﺍﻟﺘﺼﺩﻱ ﻟﻜل ﺍﻟﺼﻌﻭﺒﺎﺕ ﻭﺍﻟﻤﻌﻭﻗﺎﺕ ﺍﻟﺘﻲ ﺘﻌﻴﻕ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ‪14.‬‬ ‫ﻭﺇﻥ ﻨﺠﺎﺡ ﺃﻭ ﻓﺸل ﺍﻟﻤﺩﺭﺴﻴﻥ ﺒﺎﻟﺴﻴﻁﺭﺓ ﻭﺍﻟﻀﺒﻁ ﺭﺍﺠﻊ ﺇﻟﻰ ﻀﻌﻑ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﻓﻬﻡ ﺍﻟﺩﻭﺭ ﺍﻟﺫﻱ ﺘﺅﺩﻴﻪ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻜﻭﻨﻬﺎ ﺘﻤﺜل ﺍﻟﻁﺎﻗﺔ ﺍﻟﺘﻲ ﺘﺴﻬﻡ ﻓﻲ ﺘﻭﺠﻴﻪ ﺴﻠﻭﻙ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ ﻭﻨﺸﺎﻁﻬﻡ ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﻫﺩﻑ‬ ‫ﻤﻌﻴﻥ ﻭﻴﻘﻊ ﻋﻠﻰ ﺍﻟﻤﺩﺭﺴﺔ ﻤﺴﺅﻭﻟﻴﺔ ﺘﻬﻴﺌﺔ ﺒﻴﺌﺔ ﺼﻔﻴﺔ ﻓﻌﺎﻟﺔ ﻭﺃﻜﺜﺭ ﺇﻴﺠﺎﺒﻴﺔ ﻟﻠﺘﻌﻠﻡ ﺘﺅﺩﻱ ﺇﻟﻰ ﺇﻗﺒﺎل ﺍﻟﻤﺘﻌﻠﻡ ﻨﺤﻭ‬ ‫ﺍﻟﺘﻌﻠﻡ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺸﺨﺼﻴﺔ ﺍﻟﻤﺩﺭﺱ ﻭﺴﻤﺎﺘﻪ ﻭﺼﻔﺎﺘﻪ ﻭﺘﺄﺜﻴﺭﻩ ﺍﻹﻴﺠﺎﺒﻲ ﻭﺍﻟﻔﻌﺎل ﻋﻠﻰ ﺍﻟﻁﻠﺒﺔ ﻭﻋﻼﻗﺘﻪ ﺍﻟﺘﻲ‬ ‫ﺘﺴﻭﺩﻫﺎ ﺍﻟﻤﺤﺒﺔ ﻭﺍﻻﺤﺘﺭﺍﻡ‪15.‬‬ ‫ﺃﻨﻭﺍﻉ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ‪:‬‬ ‫‪ -1‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺩﺍﺨﻠﻴﺔ‪ :‬ﻭﻫﻲ ﺘﻠﻙ ﺍﻟﻘﻭﺓ ﺍﻟﺘﻲ ﺘﻭﺠﺩ ﺩﺍﺨل ﺍﻟﻨﺸﺎﻁ ﻭﻨﺎﺒﻌﺔ ﻤﻥ ﺩﺍﺨل ﺍﻟﻤﺘﻌﻠﻡ‪ ،‬ﻓﻴﺸﻌﺭ ﺍﻟﻤﺘﻌﻠﻡ ﺒﺎﻟﺭﻏﺒﺔ‬ ‫ﻓﻲ ﺍﻟﻌﻤل ﻭﺍﻻﻨﻬﻤﺎﻙ ﻓﻴﻪ ﻭﻟﺫﻟﻙ ﻴﺘﻭﺠﻪ ﺍﻟﻤﺘﻌﻠﻡ ﻨﺤﻭ ﺍﻟﻨﺸﺎﻁ ﻤﻥ ﺩﻭﻥ ﻭﺠﻭﺩ ﻤﻌﺯﺯﺍﺕ ﻭﻤﺅﺜﺭﺍﺕ ﺨﺎﺭﺠﻴﺔ؛‬ ‫ﻷﻥ ﺍﻻﺜﺎﺒﺔ ﻭﺍﻟﺘﻌﺯﻴﺯ ﻤﺘﺄﺼﻠﺔ ﻓﻲ ﺍﻟﻨﺸﺎﻁ ﻨﻔﺴﻪ‪.‬‬ ‫‪ -2‬ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ‪ :‬ﻭﻫﻲ ﺘﻠﻙ ﺍﻟﻤﺅﺜﺭﺍﺕ ﻭﺍﻟﻤﻌﺯﺯﺍﺕ ﺍﻟﺨﺎﺭﺠﻴﺔ ﺍﻟﺘﻲ ﻴﺭﻏﺏ ﺍﻟﻤﺘﻌﻠﻡ ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﺜل‬ ‫ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺎﺕ ﻋﺎﻟﻴﺔ ﺇﺭﻀﺎﺀ ﻟﻸﻫل ﺃﻭ ﺍﻟﻤﻌﻠﻤﻴﻥ ﺃﻭ ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻤﻜﺎﻓﺄﺓ ﻭﺍﻟﺠﻭﺍﺌﺯ ﺍﻟﻤﺎﺩﻴﺔ‬ ‫ﻭﺍﻟﻬﺩﺍﻴﺎ ﻭﻴﺅﻜﺩ ﺍﻟﻌﺎﻟﻡ )ﺒﺭﻭﻨﺭ( ﺃﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺩﺍﺨﻠﻴﺔ ﺃﻗﻭﻯ ﺘﺄﺜﻴﺭﺍﹰ ﻋﻠﻰ ﺍﻟﻤﺘﻌﻠﻡ ﻤﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﺍﻟﺨﺎﺭﺠﻴﺔ ﻷﻥ‬ ‫ﺍﻟﺘﻌﻠﻡ ﻴﻜﻭﻥ ﺃﻜﺜﺭ ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻟﺩﺍﻓﻌﺔ ﻨﺎﺒﻌﺔ ﻤﻥ ﺫﺍﺕ ﺍﻟﻤﺘﻌﻠﻡ‪16.‬‬ ‫ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪:‬‬ ‫‪ -1‬ﻋﺪم ﺗﻮﻓﺮ اﻻﺳﺘﻌﺪاد ﻟﻠﺘﻌﻠﻢ ﻟﺪى اﻟﻤﺘﻌﻠﻢ وﻋﺪم اﻣﺘﻼﻛﮫ اﻻﺳﺘﻌﺪادات واﻹﻣﻜﺎﻧﯿﺎت واﻟﻘﺪرات اﻟﻼزﻣﺔ ﻟﻠﺘﻌﻠﻢ وﺷﻌﻮره ﺑﺄﻧﮫ‬ ‫أﻗﻞ ﻣﻦ زﻣﻼﺋﮫ‪ ،12).‬ﺹ‪،55،13‬ﺹ‪،469،15 ،8،14‬ﺹ‪ ،26،16‬ﺹ‪(293‬‬ ‫‪ -2‬ﻋﺩﻡ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻤﺘﻌﻠﻡ ﺒﺎﻟﺘﻌﻠﻡ ﺍﺴﺎﺴﺎﹰ ﻭﻋﺩﻡ ﻭﻀﻭﺡ ﻤﻴﻭﻟﻪ ﻭﺨﻁﻁ ﻤﺴﺘﻘﺒﻠﻪ‪،‬ﺇﺫ ﻻ ﻴﺩﺭﻙ ﺍﻟﻤﺘﻌﻠﻡ ﺃﻫﻤﻴﺔ ﺍﻻﺴﺘﻤﺭﺍﺭ‬ ‫ﻓﻲ ﺍﻟﺘﻌﻠﻡ‪.‬‬ ‫‪ -3‬ﻏﻴﺎﺏ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﺤﻴﺔ ﺍﻟﻨﺎﻀﺠﺔ ﻟﻴﻘﻠﺩﻫﺎ ﺍﻟﻁﺎﻟﺏ ﻭﻴﻘﺘﺩﻱ ﺒﻬﺎ ﺃﻭ ﻋﺩﻡ ﺭﻏﺒﺔ ﺍﻟﻤﺘﻌﻠﻡ‪ ،‬ﺒﺄﻥ ﻴﻜﻭﻥ ﻤﺜل ﺍﻟﻨﻤﺎﺫﺝ‬ ‫ﺍﻟﻤﺘﻤﻴﺯﺓ ﺍﻟﻤﺘﻤﺜﻠﺔ ﺒﺎﻟﻁﻠﺒﺔ ﺍﻟﻤﺘﻤﻴﺯﻴﻥ ﻭﺍﻟﻤﺘﻭﻓﻘﻴﻥ ﻭﺩﺍﻓﻌﻴﺘﻬﻡ ﺍﻟﻌﺎﻟﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪.‬‬ ‫‪ -4‬ﻋﺩﻡ ﺇﺸﺒﺎﻉ ﺍﻟﺤﺎﺠﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﻤﺘﻌﻠﻡ ﻭﻫﺫﺍ ﻴﻌﻭﺩ ﺇﻟﻰ ﺍﻷﺴﺭﺓ ﻭﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻓﻌﺩﻡ ﻤﺭﺍﻋﺎﺓ ﺍﻟﻭﺍﻟﺩﻴﻥ‬ ‫ﻭﺍﻟﻤﻌﻠﻤﻴﻥ ﻟﺤﺎﺠﺎﺕ ﺍﻟﻤﺘﻌﻠﻡ ﻭﺇﺸﺒﺎﻋﻬﻡ ﻴﻭﻟﺩ ﻟﺩﻴﻪ ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻨﻘﺹ ﻤﻤﺎ ﻴﺅﺜﺭ ﺴﻠﺒﺎﹰ ﻋﻠﻰ ﺤﺎﻟﺘﻪ ﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻭﻴﻀﻌﻑ ﻤﻥ ﺩﺍﻓﻌﻴﺘﻪ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪.‬‬ ‫‪ -5‬ﺍﻟﺸﻌﻭﺭ ﺒﺎﻟﻀﻐﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﻤﻔﺭﻭﻀﺔ ﻋﻠﻴﻪ ﺴﻭﺀﺍﹰ ﻜﺎﻨﺕ ﻀﻐﻭﻁ ﻨﻔﺴﻴﺔ ﺩﺍﺨﻠﻴﺔ ﺃﻭ ﺨﺎﺭﺠﻴﺔ‪17.‬‬ ‫‪- 63 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ﺃﺴﺎﻟﻴﺏ ﺍﺴﺘﺜﺎﺭﺓ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪:‬‬ ‫‪ -1‬ﺘﻌﺯﻴﺯ ﺜﻘﺔ ﺍﻟﻤﺘﻌﻠﻡ ﺒﻨﻔﺴﻪ ﻭﺭﻓﻊ ﺍﻟﺭﻭﺡ ﺍﻟﻤﻌﻨﻭﻴﺔ ﻭﺘﻨﻤﻴﺔ ﻨﻘﺎﻁ ﺍﻟﻘﻭﺓ ﻭﺍﻟﺠﻭﺍﻨﺏ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺸﺨﺼﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ‬ ‫ﻭﺍﺴﺘﺜﻤﺎﺭﻫﺎ ﺒﺸﻜل ﻓﻌﺎل‪.‬‬ ‫‪ -2‬ﺇﻋﻁﺎﺀ ﺍﻟﻤﺘﻌﻠﻡ ﺤﺭﻴﺔ ﻓﻲ ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﻭﻭﻀﻊ ﺍﻟﻤﺘﻌﻠﻡ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻟﺒﺤﺙ ﻭﺍﻻﻁﻼﻉ‪.‬‬ ‫ﺭﺒﻁ ﺃﻫﺩﺍﻑ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺒﺤﺎﺠﺎﺕ ﺍﻟﻤﺘﻌﻠﻡ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫‪-3‬‬ ‫‪ -4‬ﺍﻟﺘﻨﻭﻴﻊ ﻓﻲ ﻁﺭﺍﺌﻕ ﻭﺃﺴﺎﻟﻴﺏ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﻓﻲ ﺍﻟﺩﺭﺱ ﻟﻤﺎ ﻓﻴﻬﺎ ﻤﻥ ﻋﻨﺼﺭ ﺍﻟﺘﺸﻭﻴﻕ‬ ‫ﻭﺍﻹﺜﺎﺭﺓ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺘﻭﻓﻴﺭ ﺍﻟﺤﻭﺍﻓﺯ ﺍﻟﻤﻌﻨﻭﻴﺔ ﻭﺍﻟﻤﺎﺩﻴﺔ‪18.‬‬ ‫ﺒﻌﺽ ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﺘﻲ ﻓﺴﺭﺕ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪:‬‬ ‫‪ -1‬ﻨﻅﺭﻴﺔ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻨﻔﺴﻲ ﻟﻠﻌﺎﻟﻡ ﻓﺭﻭﻴﺩ‪ :‬ﻴﻌﺩ ﺍﻟﻌﺎﻟﻡ ﻓﺭﻭﻴﺩ ﺃﻭل ﻤﻥ ﺤﺎﻭل ﻓﻬﻡ ﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺴﺎﻥ‪ ،‬ﺇﺫ ﺘﻌﺭ‪‬ﻑ ﻫﺫﻩ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ﺒﺄﻨﻬﺎ‪ :‬ﺤﺎﻟﺔ ﺘﺤﺙ ﺍﻟﻤﺘﻌﻠﻡ ﻟﻠﺴﻌﻲ ﺒﺄﻴﺔ ﻭﺴﻴﻠﺔ ﻴﻤﺘﻠﻜﻬﺎ ﻤﻥ ﺃﺩﻭﺍﺕ ﻭﻭﺴﺎﺌل ﻟﻠﻭﺼﻭل‬ ‫ﺇﻟﻰ ﺍﻟﺘﻜﻴﻑ ﻭﺍﻟﺴﻌﺎﺩﺓ ﻟﺘﺠﻨﺏ ﺍﻟﻭﻗﻭﻉ ﻓﻲ ﺍﻟﻔﺸل‪ ،‬ﻓﺎﻟﻤﺘﻌﻠﻡ ﻟﺩﻴﻪ ﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ﻤﻥ ﺃﺠل ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻤﺒﺩﺃ‬ ‫ﺍﻟﻠﺫﺓ ﺍﻟﺫﻱ ﻴﻘﺩﻡ ﻟﻪ ﺇﺫﺍ ﺍﺴﺘﻁﺎﻉ ﺍﻥ ﻴﺘﺄﻗﻠﻡ ﻤﻊ ﺍﻟﺩﺭﺍﺴﺔ ﺜﻡ ﻴﺘﺤﻭل ﺇﻟﻰ ﻟﺫﺓ ﺨﺎﺼﺔ ﻴﺸﻌﺭ ﻤﻥ ﺨﻼﻟﻬﺎ ﺒﺄﻫﻤﻴﺘﻪ‬ ‫ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻟﺘﻌﻠﻡ ﻭﺒﻬﺎ ﻴﺒﻌﺩ ﻨﻔﺴﻪ ﻋﻥ ﺍﻷﻟﻡ ﺍﻟﻨﺎﺠﻡ ﻤﻥ ﻓﻘﺩﺍﻥ ﺍﻟﺭﻏﺒﺔ ﻓﻲ ﺍﻟﺘﻌﻠﻡ‪19.‬‬ ‫‪ -2‬ﻨﻅﺭﻴﺔ ﺍﻟﻌﺎﻟﻡ ﺇﺘﻜﻨﺴﻭﻥ‪ :‬ﺃﻜﺩ ﺍﻟﻌﺎﻟﻡ )ﺇﺘﻜﻨﺴﻭﻥ( ﺃﻥ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ﺘﺭﺘﺒﻁ ﺒﺩﺍﻓﻌﻴﺔ ﺍﻹﻨﺠﺎﺯ ﺤﻴﺙ ﺍﻥ ﺍﻟﻨﺯﻋﺔ ﺃﻭ‬ ‫ﺍﻟﻤﻴل ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻟﻨﺠﺎﺡ ﺃﻤﺭ ﻤﺘﻌﻠﻡ‪ ،‬ﻭﻫﻭ ﻴﺨﺘﻠﻑ ﺒﻴﻥ ﺍﻟﻤﺘﻌﻠﻤﻴﻥ‪،‬ﻭﺇﻨﻪ ﻴﺨﺘﻠﻑ ﻓﻲ ﺍﻟﻤﺘﻌﻠﻡ ﻨﻔﺴﻪ ﻓﻲ‬ ‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬ﻭﻫﺫﺍ ﺍﻟﺩﺍﻓﻊ ﻴﺘﺄﺜﺭ ﺒﻌﺎﻤل ﻤﻬﻡ ﻭﻫﻭ ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻭﺘﺘﺄﺜﺭ ﺒﺨﺒﺭﺍﺕ ﺍﻟﻤﺘﻌﻠﻡ‪ ،‬ﻓﻜﻠﻤﺎ‬ ‫ﻜﺎﻥ ﺍﻟﻤﺘﻌﻠﻡ ﻴﻤﺭ ﺒﺨﺒﺭﺍﺕ ﻭﺘﺠﺎﺭﺏ ﺘﺯﺩﺍﺩ ﺩﺍﻓﻌﻴﺘﻪ ﻨﺤﻭ ﺍﻹﻨﺠﺎﺯ ﻭﻤﻥ ﺜﻡ ﺘﺯﻴﺩ ﻤﻥ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‬ ‫ﻟﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﻭﺘﺠﻨﺏ ﺍﻟﻔﺸل‪ ،‬ﻭﺇﻥ ﺨﺒﺭﺍﺕ ﺍﻟﻔﺸل ﺃﻴﻀﺎ ﺘﺯﻴﺩ ﻤﻥ ﺩﺍﻓﻌﻴﺔ ﺍﻟﻤﺘﻌﻠﻡ ﻟﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﻓﻲ ﺍﻟﺘﻌﻠﻡ‪،‬‬ ‫ﻭﻫﺫﺍ ﻤﺭﺘﺒﻁ ﺒﺎﻟﻌﺯﻴﻤﺔ ﻭﺍﻹﺭﺍﺩﺓ ﻭﺍﻹﺼﺭﺍﺭ ﺍﻟﻤﻭﺠﻭﺩ ﻟﺩﻯ ﺍﻟﻤﺘﻌﻠﻡ ﻟﺘﺠﺎﻭﺯ ﺍﻟﺼﻌﻭﺒﺎﺕ ﻭﺘﺤﻘﻴﻕ ﺃﻓﻀل ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﻓﻲ ﺍﻟﺘﻌﻠﻡ‪ ،17).‬ﺹ‪،18 ،34‬ﺹ‪،19 ،27‬ﺹ‪ ،20 ،48‬ﺹ‪(15‬‬ ‫‪ -3‬ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﻠﻌﺎﻟﻡ ﺴﻜﻨﺭ‪ :‬ﺃﻜﺩ ﺍﻟﻌﺎﻟﻡ )ﺴﻜﻨﺭ( ﻓﻲ ﻨﻅﺭﻴﺘﻪ ﺃﻥ ﺍﻟﺘﻌﻠﻡ ﻴﺤﺩﺙ ﻋﻨﺩﻤﺎ ﺘﻌﺯﺯ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ‬ ‫ﺍﻟﺼﺤﻴﺤﺔ ﺒﻤﻌﻨﻰ ﺃﻨﻪ ﺇﺫﺍ ﺘﻡ ﺘﺩﻋﻴﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻟﻤﺜﻴﺭ ﻤﻌﻴﻥ ﺒﺸﻜل ﻤﺎ ﻓﺈﻥ ﻫﺫﻩ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺴﺘﻘﻭﻯ ﻭﺘﻌﺯﺯ‬ ‫ﻭﺘﺘﻜﺭﺭ ﻤﺭﺓ ﺃﺨﺭﻯ ﻓﻲ ﻭﺠﻭﺩ ﺍﻟﻤﺜﻴﺭ‪ ،‬ﻓﺎﻟﺴﺅﺍل ﺍﻟﺫﻱ ﻴﻭﺠﻪ ﻟﻠﻤﺘﻌﻠﻡ ﻭﻴﻁﻠﺏ ﻤﻨﻪ ﺠﻭﺍﺒﺎﹰ ﻴﻌﺩ ﻤﺜﻴﺭﺍﹰ‪ ،‬ﻓﻲ ﺤﻴﻥ‬ ‫ﺘﻌﺩ ﺇﺠﺎﺒﺔ ﺍﻟﻤﺘﻌﻠﻡ ﺍﺴﺘﺠﺎﺒﺔ‪ ،‬ﻭﺤﺩﺩ ﺍﻟﻌﺎﻟﻡ )ﺴﻜﻨﺭ( ﺜﻼﺜﺔ ﻋﻭﺍﻤل ﺭﺌﻴﺴﻴﺔ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺤﺩﻭﺙ ﺍﻟﺘﻌﻠﻡ ﻭﺘﺯﻴﺩ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ‪ ،‬ﻭﻫﻲ‪:‬‬ ‫ﺃ‪.‬ﺘﻭﻓﻴﺭ ﻤﻭﻗﻑ ﻴﺤﺩﺙ ﻓﻴﻪ ﺍﻟﺘﻌﻠﻡ‪.‬‬ ‫ﺏ‪.‬ﺤﺩﻭﺙ ﺍﻟﺴﻠﻭﻙ ﻨﻔﺴﻪ‪.‬‬ ‫ﺝ‪.‬ﻅﻬﻭﺭ ﻨﺘﺎﺌﺞ ﺍﻟﺴﻠﻭﻙ‪.‬‬ ‫ﻭﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ ﻋﻨﺩ ﺍﻟﻌﺎﻟﻡ)ﺴﻜﻨﺭ( ﺘﺘﺄﺜﺭ ﺒﺎﻟﻅﺭﻭﻑ ﻭﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﺍﻟﻤﺤﻴﻁﺔ ﺒﺎﻟﻤﺘﻌﻠﻡ ﻭﺘﺭﺘﺒﻁ ﺒﺘﻭﻅﻴﻑ‬ ‫ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺤﺴﻥ ﺍﻟﺘﻘﺩﻴﺭ ﻭﺍﻟﺘﻌﺯﻴﺯ ﺍﻟﻤﺴﺘﻤﺭ ﻟﻠﺴﻠﻭﻙ ﺍﻟﺘﻌﻠﻴﻤﻲ‪21.‬‬ ‫ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬‬ ‫‪ -1‬دراﺳﺔ اﻟﻌﻠﻲ وﺳﻠﻮم )‪)) :(2007‬اﻧﺨﻔﺎض اﻟﺪاﻓﻌﯿﺔ ﻟﺪى ﻃﻼب اﻟﻤﺪرﺳﺔ – أﺳﺒﺎﺑﮭﺎ وﻃﺮق ﻋﻼﺟﮭﺎ((‬ ‫ﺃﺠﺭﻴﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﻟﺒﻨﺎﻥ )ﺒﻴﺭﻭﺕ(‪ ،‬ﻭﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻨﺨﻔﺎﺽ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﺩﻯ ﻁﻼﺏ‬ ‫ﺍﻟﻤﺩﺭﺴﺔ‪ -‬ﺃﺴﺒﺎﺒﻬﺎ ﻭﻋﻼﺠﻬﺎ‪ ،‬ﺒﻠﻎ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ )‪ (700‬ﻁﺎﻟﺏ ﻤﻥ ﻁﻼﺏ ﺍﻟﺜﺎﻨﻭﻴﺔ‪ ،‬ﻭﺃﻋﺩ ﺍﻟﺒﺎﺤﺜﺎﻥ‬ ‫‪- 64 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ﺍﺴﺘﺒﻴﺎﻨﺎﹰ ﻷﺴﺒﺎﺏ ﺍﻨﺨﻔﺎﺽ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻤﻜﻭﻨﺎﹰ ﻤﻥ )‪ (16‬ﻓﻘﺭﺓ‪.‬ﻭﺍﻗﺘﺭﺡ ﺍﻟﺒﺎﺤﺜﺎﻥ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻟﻌﻼﺝ ﻤﺸﻜﻠﺔ‬ ‫ﺍﻨﺨﻔﺎﺽ ﺍﻟﺩﺍﻓﻌﻴﺔ‪.‬ﻭﺃﻅﻬﺭﺕ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺃﻥ ﺃﻫﻡ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺭﺌﻴﺴﺔ ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﻤﺸﻜﻠﺔ ﺍﻨﺨﻔﺎﺽ‬ ‫ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﺩﻯ ﺍﻟﻁﻼﺏ‪ ،‬ﻫﻲ‪- :‬‬ ‫أ‪ -‬ﺯﻴﺎﺩﺓ ﻭﺯﻥ ﺍﻟﺤﻘﻴﺒﺔ ﺍﻟﻤﺩﺭﺴﻴﺔ ﺍﻟﺘﻲ ﻴﺤﻤﻠﻬﺎ ﺍﻟﻁﻼﺏ‪.‬‬ ‫ب‪ -‬ﻗﻠﺔ ﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﻤﺩﺭﺴﻴﺔ‪.‬‬ ‫ت‪ -‬ﺃﺴﻠﻭﺏ ﺍﻟﻤﻌﻠﻡ ﺍﻟﺴﻠﺒﻲ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻁﻼﺏ‪22.‬‬ ‫‪-2‬ﺩﺭﺍﺴﺔ ﺍﻟﺠﺒﻭﺭﻱ ﻭﺁﺨﺭﻭﻥ )‪(2009‬‬ ‫))ﻤﺸﻜﻼﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ ﺍﻷﻗﺴﺎﻡ ﻏﻴﺭ ﺍﻻﺨﺘﺼﺎﺹ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻁﻠﺒﺔ((‬ ‫ﺃﺠﺭﻴﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻌﺭﺍﻕ )ﻜﺭﺒﻼﺀ(‪ ،‬ﻭﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺸﻜﻼﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ ﺍﻷﻗﺴﺎﻡ ﻏﻴﺭ ﺍﻻﺨﺘﺼﺎﺹ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﺒﻠﻎ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )‪ (78‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﻓﻲ‬ ‫ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﻓﻲ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ‪ /‬ﺠﺎﻤﻌﺔ ﻜﺭﺒﻼﺀ‪ ،‬ﻭﺃﻋﺩ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺍﺴﺘﺒﺎﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ )‪ (53‬ﻤﻭﺯﻋﺔ ﻋﻠﻰ ﺨﻤﺴﺔ‬ ‫ﻤﺠﺎﻻﺕ ﻫﻲ‪) :‬ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻤﺸﻜﻼﺕ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺩﺭﺍﺴﻴﺔ‪ ،‬ﻤﺸﻜﻼﺕ ﺍﻟﺘﺩﺭﻴﺴﻴﻥ‪ ،‬ﻤﺸﻜﻼﺕ ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ‪،‬‬ ‫ﻤﺸﻜﻼﺕ ﺃﺴﺎﻟﻴﺏ ﺍﻟﺘﻘﻭﻴﻡ ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ(‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻵﺘﻴﺔ‪) :‬ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ‪ ،‬ﻤﻌﺎﻤل‬ ‫ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‪ ،‬ﺍﻟﻭﺴﻁ ﺍﻟﻤﺭﺠﻊ‪ ،‬ﺍﻟﻭﺯﻥ ﺍﻟﻤﺌﻭﻱ(‪ ،‬ﻭﺘﻭﺼل ﺍﻟﺒﺎﺤﺜﻭﻥ ﺇﻟﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﻲ ﺘﺴﺒﺏ ﻓﻲ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ‬ ‫ﺍﻟﻁﻠﺒﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺘﺘﻤﺜل ﻓﻲ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ‪ ،21) -:‬ﺹ ‪،22 ،28‬ﺹ‪(1‬‬ ‫أ‪ -‬ﻋﺩﻡ ﺭﻏﺒﺔ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺴﻠﺴل ﺍﻷﻭل ﻓﻲ ﻤﺠﺎل ﻤﺸﻜﻼﺕ ﺍﻟﻁﻠﺒﺔ‪.‬‬ ‫ب‪ -‬ﻤﺤﺘﻭﻯ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻜﺒﻴﺭ ﻤﻤﺎ ﻴﺴﺒﺏ ﻤﻠل ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺴﻠﺴل ﺍﻷﻭل ﻓﻲ ﻤﺠﺎل‬ ‫ﻤﺸﻜﻼﺕ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ‪.‬‬ ‫ت‪ -‬ﺒﻌﺽ ﺍﻟﺘﺩﺭﻴﺴﻴﻥ ﻻ ﻴﻌﻁﻭﻥ ﻤﺠﺎﻻﹰ ﻟﻠﻁﻠﺒﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ ﻭﺍﻻﺴﺘﻔﺴﺎﺭ ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺴﻠﺴل ﺍﻷﻭل ﻓﻲ ﻤﺠﺎل ﻤﺸﻜﻼﺕ‬ ‫ﺍﻟﺘﺩﺭﻴﺴﻴﻴﻥ‪.‬‬ ‫ث‪ -‬ﻗﻠﺔ ﻤﺭﺍﻋﺎﺓ ﺒﻌﺽ ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺴﻠﺴل ﺍﻷﻭل ﻓﻲ‬ ‫ﻤﺠﺎل ﻤﺸﻜﻼﺕ ﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺱ‪.‬‬ ‫ج‪ -‬ﻋﺩﻡ ﻤﺭﺍﻋﺎﺓ ﺍﻟﻔﺭﻭﻕ ﺍﻟﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻟﻁﻠﺒﺔ ﻋﻨﺩ ﺇﻋﺩﺍﺩ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺠﺎﺀ ﻓﻲ ﺍﻟﺘﺴﻠﺴل ﺍﻷﻭل ﻓﻲ ﻤﺠﺎل ﺃﺴﺎﻟﻴﺏ‬ ‫ﺍﻟﺘﻘﻭﻴﻡ ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ‪23.‬‬ ‫‪ -2‬ﺩﺭﺍﺴﺔ ﺍﻟﻤﻨﺠﻭﻤﻲ )‪:(2011‬‬ ‫))ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺍﻟﻁﺎﺌﻑ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺭﺸﺩﻴﻥ((‬ ‫ﺃﺠﺭﻴﺕ ﻫﺫﻩ ﺍﻟﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻟﻤﻤﻠﻜﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻟﺴﻌﻭﺩﻴﺔ)ﺍﻟﻁﺎﺌﻑ(‪ ،‬ﻭﻫﺩﻓﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺍﻟﻁﺎﺌﻑ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺭﺸﺩﻴﻥ ﺒﻠﻎ ﺤﺠﻡ ﻋﻴﻨﺔ ﺍﻟﺩﺭﺍﺴﺔ )‪ (85‬ﻤﺭﺸﺩﺍ‬ ‫ﻤﻥ ﺍﻟﻤﺭﺸﺩﻴﻥ ﺍﻟﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺇﺭﺸﺎﺩ ﺍﻟﻁﻼﺏ‪ ،‬ﻭﺃﻋﺩ ﺍﻟﺒﺎﺤﺙ ﺍﺴﺘﺒﺎﻨﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ﺃﻫﻡ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ‬ ‫ﻤﻨﻬﺎ ﺍﻟﻁﻼﺏ ﻭﻫﻲ‪) :‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﺍﻟﻤﺸﻜﻼﺕ ﺍﻷﺨﻼﻗﻴﺔ‪ ،‬ﻤﺸﻜﻼﺕ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻡ(‪ ،‬ﻭﺃﻅﻬﺭﺕ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻵﺘﻴﺔ‪:‬‬ ‫أ‪ -‬ﺃﻜﺜﺭ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻨﺘﺸﺎﺭﺍﹰ ﻓﻲ ﺍﻟﺠﺎﻨﺏ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻫﻲ ﺍﻟﻐﻴﺎﺏ ﺍﻟﺠﻤﺎﻋﻲ‪.‬‬ ‫ب‪ -‬ﺃﻜﺜﺭ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻨﺘﺸﺎﺭﺍﹰ ﻓﻲ ﺍﻟﺠﺎﻨﺏ ﺍﻷﺨﻼﻗﻲ ﻫﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻟﻴﺏ ﺍﻟﺴﻠﺒﻴﺔ ﺍﻟﺨﺎﻁﺌﺔ ﻤﻥ ﻗﺒل‬ ‫ﺍﻟﻤﺩﺭﺴﻴﻥ ﻤﻊ ﺍﻟﻁﻼﺏ ﻭﻗﺼﻭﺭ ﺩﻭﺭ ﺍﻷﺴﺭﺓ ﻓﻲ ﺘﺭﺒﻴﺔ ﺃﺒﻨﺎﺌﻬﻡ‪.‬‬ ‫ت‪ -‬ﺃﻜﺜﺭ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻨﺘﺸﺎﺭﺍﹰ ﻓﻲ ﺍﻟﺠﺎﻨﺏ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻫﻲ ﻋﺩﻡ ﺍﺴﺘﺜﻤﺎﺭ ﻭﻗﺕ ﺍﻟﻔﺭﺍﻍ‪.‬‬ ‫‪- 65 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ث‪ -‬ﺃﻜﺜﺭ ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﺍﻨﺘﺸﺎﺭﺍﹰ ﻓﻲ ﺠﺎﻨﺏ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ ﺍﻟﺘﻌﻠﻡ ﻫﻲ ﻗﻠﺔ ﺤﺭﺹ ﺍﻟﻁﺎﻟﺏ‪24.‬‬ ‫ﺜﺎﻟﺜﺎﹰ‪ :‬ﻤﺅﺸﺭﺍﺕ ﻭﺩﻻﻻﺕ ﻤﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‪:‬‬ ‫‪ -1‬ﺍﻷﻫﺩﺍﻑ‪ :‬ﺘﺒﺎﻴﻨﺕ ﺃﻫﺩﺍﻑ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺘﺒﻌﺎﹰ ﻟﺘﺒﺎﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ‪.‬ﻓﻘﺩ ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻌﻠﻲ‬ ‫ﻭﺴﻠﻭﻡ )‪ (2007‬ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﻭﻁﺭﻕ ﻋﻼﺝ ﺍﻨﺨﻔﺎﺽ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﺍﻟﻤﺩﺭﺴﺔ‪ ،‬ﻭﻫﺩﻓﺕ‬ ‫ﺩﺭﺍﺴﺔ ﺍﻟﺠﺒﻭﺭﻱ ﻭﺁﺨﺭﻴﻥ )‪ (2009‬ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺸﻜﻼﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ ﺍﻷﻗﺴﺎﻡ‬ ‫ﻏﻴﺭ ﺍﻻﺨﺘﺼﺎﺹ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻫﺩﻓﺕ ﺩﺭﺍﺴﺔ ﺍﻟﻤﻨﺠﻭﻤﻲ )‪ (2011‬ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ‬ ‫ﺍﻟﻤﺸﻜﻼﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻟﺩﻯ ﻁﻼﺏ ﻤﺭﺤﻠﺔ ﺍﻟﺜﺎﻨﻭﻴﺔ ﺒﻤﺤﺎﻓﻅﺔ ﺍﻟﻁﺎﺌﻑ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺭﺸﺩﻴﻥ‪،23).‬ﺹ‪،244‬‬ ‫‪(،24‬‬ ‫ﺃﻤﺎ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻓﻴﻬﺩﻑ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫‪ -2‬ﻨﻭﻉ ﺍﻟﻌﻴﻨﺔ ﻭﺤﺠﻤﻬﺎ‪ :‬ﺘﺭﺍﻭﺤﺕ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺒﻴﻥ )‪ (700-78‬ﻁﺎﻟﺏ ﻭﻁﺎﻟﺒﺔ ﻜﻤﺎ ﻓﻲ‬ ‫ﺩﺭﺍﺴﺘﻲ ﻜل ﻤﻥ‪ :‬ﺍﻟﺠﺒﻭﺭﻱ ﻭﺁﺨﺭﻴﻥ ‪ ،2009‬ﻭﺍﻟﻌﻠﻲ ﻭﺴﻠﻭﻡ ‪.2007‬‬ ‫ﺃﻤﺎ ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻓﺴﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴ‪‬ﻨﺔ ﻤﻨﺎﺴﺒﺔ ﻤﻥ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﻓﻲ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ‬ ‫‪ -3‬ﺍﻷﺩﻭﺍﺕ‪ :‬ﺘﺸﺎﺒﻬﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻤﻥ ﺤﻴﺙ ﺍﻷﺩﻭﺍﺕ ﻓﻘﺩ ﺃﻋﺩ ﺍﻟﺒﺎﺤﺜﻴﻥ ﺍﺴﺘﺒﺎﻨﺔ ﺒﻭﺼﻔﻬﺎ ﺃﺩﺍﺓ ﻓﻲ ﺒﺤﻭﺜﻬﻡ‪.‬‬ ‫ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺃﻤﺎ ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻓﻘﺩ ﻋﺩ‪‬ﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﺴﺘﺒﻴﺎﻨﺎﹰ ﻷﺴﺒﺎﺏ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ ﻨﺤﻭ‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫‪ -4‬ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ‪ :‬ﻟﻡ ﺘﺫﻜﺭ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﺘﻲ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺍﻟﺒﺎﺤﺜﻭﻥ ﻓﻲ ﺩﺭﺍﺴﺎﺘﻬﻡ‬ ‫ﻭﺘﻌﺫﺭ ﻋﻠﻰ ﺍﻟﺒﺎﺤﺜﺔ ﻤﻌﺭﻓﺔ ﺫﻟﻙ ﻷﻥ ﺍﻟﺒﺎﺤﺜﺔ ﻟﻡ ﺘﻌﺜﺭ ﺇﻻ ﻋﻠﻰ ﻤﻠﺨﺼﺎﺕ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ‪ ،‬ﺒﺎﺴﺘﺜﻨﺎﺀ ﺩﺭﺍﺴﺔ‬ ‫ﺍﻟﺠﺒﻭﺭﻱ ﻭﺁﺨﺭﻴﻥ ‪ ،2009‬ﻓﻘﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻵﺘﻴﺔ‪) :‬ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ‪ ،‬ﻤﻌﺎﻤل‬ ‫ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‪،‬ﺍﻟﻭﺴﻁ ﺍﻟﻤﺭﺠﺢ‪،‬ﺍﻟﻭﺯﻥ ﺍﻟﻤﺌﻭﻱ (‬ ‫ﺃﻤﺎ ﻓﻲ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﻓﻘﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻟﻁﺒﻴﻌﺔ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‪.‬‬ ‫‪ -5‬ﺍﻟﻨﺘﺎﺌﺞ‪ :‬ﺍﺨﺘﻠﻔﺕ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻓﻲ ﻨﺘﺎﺌﺠﻬﺎ ﺘﺒﻌﺎﹰ ﻻﺨﺘﻼﻑ ﺃﻫﺩﺍﻑ ﻭﻤﺘﻐﻴﺭﺍﺕ ﺘﻠﻙ ﺍﻟﺩﺭﺍﺴﺎﺕ‪.‬‬ ‫ﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ ﻭﺇﺠﺭﺍﺀﺍﺘﻪ‪:‬‬ ‫ﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ‪ :‬ﻋﺘﻤﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠﻰ ﻤﻨﻬﺠﻴﺔ ﺍﻟﺒﺤﺙ ﺍﻟﻭﺼﻔﻲ ﻟﻤﻼﺀﻤﺘﻪ ﻟﻁﺒﻴﻌﺔ ﻭﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‪.‬‬ ‫ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‪ :‬ﻴﺘﺤﺩﺩ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ ﺍﻟﺤﺎﻟﻲ ﺒﺠﻤﻴﻊ ﻁﻠﺒﺔ ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﻓﻲ ﺍﻷﻗﺴﺎﻡ ﺍﻹﻨﺴﺎﻨﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﻓﻲ ﻜﻠﻴﺔ‬ ‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺩﺭﺍﺴﻲ )‪ ،(2019-2018‬ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (766‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻜﻤﺎ ﻤﻭﻀﺢ ﻓﻲ‬ ‫ﺍﻟﺠﺩﻭل )‪(1‬‬ ‫ﺍﻟﺠﺩﻭل )‪ :(1‬ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻘﺴﻡ‬ ‫ﺕ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻘﺴﻡ‬ ‫ﺕ‬ ‫‪94‬‬ ‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ‬ ‫‪6‬‬ ‫‪71‬‬ ‫‪ 1‬ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫‪159‬‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬ ‫‪7‬‬ ‫‪71‬‬ ‫‪ 2‬ﺍﻟﺠﻐﺭﺍﻓﻴﺔ‬ ‫‪42‬‬ ‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ‬ ‫‪8‬‬ ‫‪103‬‬ ‫‪ 3‬ﺍﻟﺘﺎﺭﻴﺦ‬ ‫‪91‬‬ ‫ﺍﻟﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ‬ ‫‪9‬‬ ‫‪61‬‬ ‫‪ 4‬ﺍﻟﻌﻠﻭﻡ‬ ‫‪49‬‬ ‫ﺭﻴﺎﺽ ﺍﻻﻁﻔﺎل‬ ‫‪10‬‬ ‫‪25‬‬ ‫‪ 5‬ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺭﻴﺎﻀﻴﺔ‬ ‫‪- 66 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‪ :‬ﺍﺨﺘﺎﺭﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ ﺒﻨﺴﺒﺔ )‪ (%29‬ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻟﺒﺤﺙ‪ ،‬ﻓﻘﺩ ﺘﻡ ﺃﺨﺫ )‪ (50‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ‬ ‫ﻓﻲ ﺍﻷﻗﺴﺎﻡ ﺠﻤﻴﻌﻬﺎ ﻭﺒﻭﺍﻗﻊ )‪ (5‬ﻤﻥ ﻜل ﻗﺴﻡ ﻭﺯﻉ ﻋﻠﻴﻬﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻔﺘﻭﺡ‪ ،‬ﻭ)‪ (50‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﻋﻴ‪‬ﻨﺔ ﺍﻟﺜﺒﺎﺕ‬ ‫ﻭﻗﺩ ﺘﻡ ﺍﺴﺘﺒﻌﺎﺩﻫﻡ ﻤﻥ ﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ‪،‬ﻭﺒﻠﻐﺕ ﺤﺠﻡ ﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻟﻠﺒﺤﺙ )‪ (120‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﺍﺨﺘﻴﺭﻭﺍ‬ ‫ﺒﺼﻭﺭﺓ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺍﻷﻗﺴﺎﻡ ﺍﻻﺭﺒﻌﺔ ﺍﻵﺘﻴﺔ‪) :‬ﺍﻟﻠﻐﺔ ﺍﻻﻨﻜﻠﻴﺯﻴﺔ‪ ،‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ‪ ،‬ﺍﻟﺭﻴﺎﻀﻴﺎﺕ( ﻤﻥ‬ ‫ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﻭﺒﻭﺍﻗﻊ ‪ 30‬ﻁﺎﻟﺏ ﻤﻥ ﻜل ﻗﺴﻡ‪ ،‬ﻜﻤﺎ ﻤﻭﻀﻭﺡ ﻓﻲ ﺍﻟﺠﺩﻭل )‪.(2‬‬ ‫ﺍﻟﺠﺩﻭل )‪ :(2‬ﻋﻴﻨﺔ ﺍﻟﺒﺤﺙ‬ ‫ﺍﻟﻌﺩﺩ‬ ‫ﺍﻟﻘﺴﻡ‬ ‫ﺕ‬ ‫‪30‬‬ ‫ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‬ ‫‪1‬‬ ‫‪30‬‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬ ‫‪2‬‬ ‫‪30‬‬ ‫ﺍﻟﺘﺭﺒﻴﺔ ﺍﻟﺨﺎﺼﺔ‬ ‫‪3‬‬ ‫‪30‬‬ ‫ﺍﻟﺭﻴﺎﻀﻴﺎﺕ‬ ‫‪4‬‬ ‫ﺍﺩﺍﺓ ﺍﻟﺒﺤﺙ‪ :‬ﻨﻅﺭﺍﹰ ﻟﻌﺩﻡ ﻭﺠﻭﺩ ﺃﺩﺍﺓ ﻤﻨﺎﺴﺒﺔ ﻟﻠﺒﺤﺙ‪ ،‬ﻟﺫﺍ ﺃﻋﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﺴﺘﺒﻴﺎﻨﺎﹰ ﻟﻠﺒﺤﺙ ﻤﻜﻭﻨﺎﹰ ﻤﻥ )‪ (20‬ﻓﻘﺭﺓ ﻭﺘﻡ‬ ‫ﺇﻋﺩﺍﺩ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺎﺘﺒﺎﻉ ﺍﻟﺨﻁﻭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬ ‫أ‪ -‬ﺃﻋﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﺴﺘﺒﻴﺎﻨﺎﹰ ﻤﻔﺘﻭﺤﺎﹰ ﻭﺯﻉ ﻋﻠﻰ )‪ (50‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﻤﻥ ﺃﻗﺴﺎﻡ ﺍﻟﺼﻑ ﺍﻟﺭﺍﺒﻊ ﻜﺎﻓﺔ ﻭﺒﻭﺍﻗﻊ )‪(5‬‬ ‫ﻁﻼﺏ ﻭﻁﺎﻟﺒﺎﺕ ﻤﻥ ﻜل ﻗﺴﻡ ﻭﺫﻟﻙ ﻟﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺘﻬﻡ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫ﻓﻲ ﻭﺠﻬﺔ ﻨﻅﺭﻫﻡ ﻋﻠﻡ ﺍﻨﻪ‪ ‬ﺘﻡ ﺍﺴﺘﺒﻌﺎﺩﻫﻡ ﻤﻥ ﻋﻴﻨﺔ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ‪.‬‬ ‫ب‪ -‬ﻓﻲ ﻀﻭﺀ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺫﻜﺭﻫﺎ ﺍﻟﻁﻠﺒﺔ ﻭﺒﻌﺩ ﺍﺴﺘﺸﺎﺭﺓ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺎﺘﺫﺓ ﻓﻲ ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ‬ ‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﻤﻔﺘﻭﺡ ﺍﻟﻤﻜﻭﻥ ﻤﻥ ﺴﺅﺍﻟﻴﻥ‪ ،‬ﺼﺎﻏﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻤﻜﻭﻥ ﻤﻥ )‪ (20‬ﻓﻘﺭﺓ ﺫﻱ ﺍﻟﺒﺩﺍﺌل‬ ‫ﺍﻟﺜﻼﺜﺔ ﺍﻵﺘﻴﺔ‪):‬ﺴﺒﺏ ﺭﺌﻴﺴﻲ‪ ،‬ﺴﺒﺏ ﺜﺎﻨﻭﻱ‪،‬ﻻ ﻴﺸﻜل ﺴﺒﺒﺎﹰ(‪.‬‬ ‫ﺼﺩﻕ ﺍﻷﺩﺍﺓ‪ :‬ﺍﻋﺘﻤﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠﻰ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ‪ ،‬ﻭﻴﻘﺼﺩ ﺒﻪ ))ﺍﻟﻘﺩﺭﺓ ﻋﻠﻰ ﻗﻴﺎﺱ ﻤﺎ ﻭﻀﻊ ﻤﻥ ﺃﺠﻠﻪ ﺃﻭ‬ ‫ﺍﻟﺴﻤﺔ ﺍﻟﻤﺭﺍﺩ ﻗﻴﺎﺴﻬﺎ((‪25.‬‬ ‫ﻭﺘﻡ ﺍﻟﺘﺄﻜﺩ ﻤﻥ ﺍﻟﺼﺩﻕ ﺍﻟﻅﺎﻫﺭﻱ ﻟﻼﺴﺘﺒﻴﺎﻥ ﻤﻥ ﺨﻼل ﻋﺭﻀﻪ ﻋﻠﻰ ﻟﺠﻨﺔ ﻤﻥ ﺍﻟﻤﺤﻜﻤﻴﻥ ﺍﻻﺨﺘﺼﺎﺹ ﻓﻲ‬ ‫ﺍﻟﻌﻠﻭﻡ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ))ﻤﻠﺤﻕ‪ ((1‬ﻭﺘﻡ ﺍﻻﺨﺫ ﺒﺂﺭﺍﺌﻬﻡ ﻭﻤﻼﺤﻅﺎﺘﻬﻡ ﻭﺘﻌﺩﻴل ﺒﻌﺽ ﺍﻟﻔﻘﺭﺍﺕ‪ ،‬ﻋﻠﻤﺎ ﺍﻨﻪ‪ ‬ﻟﻡ ﻴﺘﻡ‬ ‫ﺤﺫﻑ ﺃﻱ ﻓﻘﺭﺓ‪.‬‬ ‫ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ‪:‬‬ ‫ﺍﻟﺜﺒﺎﺕ‪ :‬ﻫﻭ ﺍﻻﺘﺴﺎﻕ ﻓﻲ ﺍﻟﻨﺘﺎﺌﺞ‪ ،‬ﺇﺫ ﺃﻋﻴﺩ ﺘﻁﺒﻴﻕ ﺍﻷﺩﺍﺓ ﻋﻠﻰ ﺍﻷﻓﺭﺍﺩ ﺃﻨﻔﺴﻬﻡ ﻭﻓﻲ ﺍﻟﻅﺭﻭﻑ ﻨﻔﺴﻬﺎ‪26.‬‬ ‫ﻭﺍﺨﺘﻴﺭﺕ ﻋﻴﻨﺔ ﺍﻟﺜﺒﺎﺕ ﺒﺼﻭﺭﺓ ﻗﺼﺩﻴﺔ ﻤﻥ ﻗﺴﻤﻲ ﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﺍﻟﺒﺎﻟﻎ ﻋﺩﺩﻫﻡ )‪ (50‬ﻁﺎﻟﺒﺎﹰ‬ ‫ﻭﻁﺎﻟﺒﺔ‪ ،‬ﻭﺒﻭﺍﻗﻊ )‪ (25‬ﻤﻥ ﻁﻠﺒﺔ ﻗﺴﻡ ﺍﻟﻌﻠﻭﻡ‪ ،‬ﻭ)‪ (25‬ﻤﻥ ﻁﻠﺒﺔ ﻗﺴﻡ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ‪ ،‬ﻭﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻷﺩﺍﺓ‬ ‫)ﺍﻻﺴﺘﺒﻴﺎﻥ( ﻋﻠﻰ ﻋﻴ‪‬ﻨﺔ ﺍﻟﺜﺒﺎﺕ ﻴﻭﻡ ﺍﻻﺜﻨﻴﻥ ﺍﻟﻤﻭﺍﻓﻕ )‪ (2018/12/3‬ﻭﺘﻡ ﺤﺴﺎﺏ ﺜﺒﺎﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﻁﺭﻴﻘﺔ ﺍﻟﺘﺠﺯﺌﺔ‬ ‫ﺍﻟﻨﺼﻔﻴﺔ ﺇﺫ ﺒﻌﺩ ﺘﺼﺤﻴﺢ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪،‬ﻗﺴﻤﺕ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺇﻟﻰ ﻓﻘﺭﺍﺕ ﺯﻭﺠﻴﺔ ﻭﺃﺨﺭﻯ ﻓﺭﺩﻴﺔ‪،‬ﺃﻱ ﻜل‬ ‫ﻁﺎﻟﺏ ﻟﻪ ﺩﺭﺠﺘﺎﻥ ﺩﺭﺠﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﺯﻭﺠﻴﺔ ﻭﺩﺭﺠﺔ ﻋﻠﻰ ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﻔﺭﺩﻴﺔ ﻭﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ‬ ‫ﺒﻴﺭﺴﻭﻥ ﻟﻨﺼﻑ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﺒﻠﻎ ) ‪ (0.76‬ﻭﺒﻌﺩ ﺘﻁﺒﻴﻕ ﻤﻌﺎﺩﻟﺔ ﺴﺒﻴﺭﻤﺎﻥ‪ -‬ﺒﺭﺍﻭﻥ ﺒﻠﻎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ )‪(0.80‬‬ ‫ﻭﻫﻭ ﻤﻌﺎﻤل ﺜﺒﺎﺕ ﻋﺎل‪.‬‬ ‫‪- 67 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ﻤﻌﻴﺎﺭ ﺘﺼﺤﻴﺢ ﺍﺴﺘﺒﻴﺎﻥ ﻀﻌﻑ ﺍﻟﺩﺍﻓﻌﻴﺔ‪:‬‬ ‫ﺍﻋﺘﻤﺩﺕ ﺍﻟﺒﺎﺤﺜﺔ ﻋﻠﻰ ﻤﻌﻴﺎﺭ ﻭﺍﺤﺩ ﻭﻤﺤﺩﺩ ﻓﻲ ﺘﺼﺤﻴﺢ ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﻫﻭ ﺇﻋﻁﺎﺀ )‪ (3‬ﺩﺭﺠﺎﺕ ﻟﻠﺒﺩﻴل‬ ‫)ﺴﺒﺏ ﺭﺌﻴﺴﻲ(‪ ،‬ﻭ)‪ (2‬ﺩﺭﺠﺘﺎﻥ ﻟﻠﺒﺩﻴل )ﺴﺒﺏ ﺜﺎﻨﻭﻱ(‪ ،‬ﻭ)‪ (1‬ﺩﺭﺠﺔ ﻭﺍﺤﺩﺓ ﻟﻠﺒﺩﻴل )ﻻ ﻴﺸﻜل ﺴﺒﺒﺎﹰ(‪.‬‬ ‫ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ :‬ﻁﺒﻘﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﺍﻟﻌﻴﻨﺔ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ )‪ (120‬ﻁﺎﻟﺒﺎﹰ ﻭﻁﺎﻟﺒﺔ ﻴﻭﻡ ﺍﻻﺤﺩ‬ ‫ﺍﻟﻤﻭﺍﻓﻕ )‪،25).(2018/12/16‬ﺹ‪ ،26)،(323‬ﺹ‪(68‬‬ ‫ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ‪ :‬ﺍﺴﺘﺨﺩﻤﺕ ﺍﻟﺒﺎﺤﺜﺔ ﺍﻟﻭﺴﺎﺌل ﺍﻹﺤﺼﺎﺌﻴﺔ ﺍﻵﺘﻴﺔ ﻓﻲ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻹﺤﺼﺎﺌﻲ )‪:(spss‬‬ ‫‪ -1‬ﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‪.‬‬ ‫‪ -2‬ﻤﻌﺎﺩﻟﺔ ﺴﺒﻴﺭﻤﺎﻥ ﺒﺭﺍﻭﻥ‪.‬‬ ‫‪ -3‬ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ‪.‬‬ ‫‪ -4‬ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬ ‫‪ -5‬ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﺘﺎﺌﻲ‪.‬‬ ‫ﻋﺭﺽ ﺍﻟﻨﺘﺎﺌﺞ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ‬ ‫ﻋﺭﺽ ﺍﻟﻨﺘﺎﺌﺞ‪ :‬ﻟﺘﺤﻘﻴﻕ ﻫﺩﻑ ﺍﻟﺒﺤﺙ ﻭﻫﻭ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻨﺤﻭ‬ ‫ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺘﻡ ﺍﺤﺘﺴﺎﺏ ﺘﻜﺭﺍﺭ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻷﻓﺭﺍﺩ ﺍﻟﻌﻴﻨﺔ ﻻﺴﺘﺒﻴﺎﻥ ﺍﻟﺒﺤﺙ‪ ،‬ﺜﻡ ﺘﻡ ﺘﺭﺘﻴﺏ‬ ‫ﻓﻘﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻤﻥ ﺃﻋﻼﻫﺎ ﺇﻟﻰ ﺃﺩﻨﺎﻫﺎ ﻤﻥ ﺨﻼل ﺤﺴﺎﺏ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﺘﺤﻘﻕ ﻭﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻜل‬ ‫ﻓﻘﺭﺓ‪ ،‬ﻜﻤﺎ ﻤﻭﻀﻭﺡ ﻓﻲ ﺠﺩﻭل )‪.(3‬‬ ‫ﺠﺩﻭل )‪(3‬‬ ‫ﻤﺴﺘﻭﻯ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺎﺌﻴﺔ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ‬ ‫ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﻔﻘﺭﺓ‬ ‫ﺕ‬ ‫ﺍﻟﺩﻻﻟﺔ‬ ‫ﺍﻟﻤﺤﺴﻭﺒﺔ‬ ‫ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﻤﺘﺤﻘﻕ‬ ‫‪0.05‬‬ ‫‪37.602‬‬ ‫‪0.733‬‬ ‫‪2.5167‬‬ ‫ﺍﻫﺘﻤﺎﻡ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ ﺒﺎﻟﺩﺭﺠﺔ‬ ‫‪15‬‬ ‫ﺍﻷﻭﻟﻰ‬ ‫‪0.05‬‬ ‫‪42.848‬‬ ‫‪0.634‬‬ ‫‪2.4833‬‬ ‫ﻋﺩﻡ ﺇﺩﺭﺍﻙ ﺍﻟﻁﻠﺒﺔﺃﻫﻤﻴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪6‬‬ ‫‪0.05‬‬ ‫‪39.330‬‬ ‫‪0.684‬‬ ‫‪2.4583‬‬ ‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ‬ ‫ﺍﻟﻁﺭﺍﺌﻕ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺘﺩﺭﻴﺱ‬ ‫‪7‬‬ ‫ﻭﺍﻟﻨﻔﺴﻴﺔ ﺘﻔﺘﻘﺭ ﺇﻟﻰ ﻋﻨﺼﺭ ﺍﻟﺘﺸﻭﻴﻕ‬ ‫‪0.05‬‬ ‫‪36.500‬‬ ‫‪0.730‬‬ ‫‪2.4333‬‬ ‫ﺃﺴﻠﻭﺏ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﺠﺎﻤﻌﻴﻴﻥ ﺃﺜﻨﺎﺀ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ‬ ‫‪9‬‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪0.05‬‬ ‫‪35.389‬‬ ‫‪0.732‬‬ ‫‪2.3667‬‬ ‫ﻤﻴﻭل ﺍﻟﻁﻠﺒﺔ ﺍﻟﺴﻠﺒﻴﺔ ﻨﺤﻭ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪11‬‬ ‫‪0.05‬‬ ‫‪39.236‬‬ ‫‪0.658‬‬ ‫‪2.3583‬‬ ‫ﻋﺩﻡ ﺍﻤﺘﻼﻙ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻋﻥ ﺍﻟﻤﻭﺍﺩ‬ ‫‪1‬‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪0.05‬‬ ‫‪33.169‬‬ ‫‪0.770‬‬ ‫‪2.3333‬‬ ‫ﻭﺠﻭﺩ ﺘﺼﻭﺭﺍﺕ ﺨﺎﻁﺌﺔ ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﻋﻥ ﺍﻟﻤﻭﺍﺩ‬ ‫‪14‬‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪0.05‬‬ ‫‪32.548‬‬ ‫‪0.771‬‬ ‫‪2.2917‬‬ ‫ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻏﻴﺭ ﺍﻟﻤﻨﺎﺴﺒﺔ ﻭﻜﺜﺭﺓ ﺃﻋﺩﺍﺩ ﺍﻟﻁﻠﺒﺔ‬ ‫‪20‬‬ ‫ﺩﺍﺨل ﻗﺎﻋﺔ ﺍﻟﺩﺭﺱ ﻤﻤﺎ ﻴﻌﻴﻕ ﻓﻬﻡ ﺍﻟﻁﻠﺒﺔ ﻟﻠﻤﻭﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪- 68 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫‪0.05‬‬ ‫‪34.010‬‬ ‫‪0.735‬‬ ‫‪2.2833‬‬ ‫ﻋﺩﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻁﻠﺒﺔ ﺒﺄﻫﺩﺍﻑ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪13‬‬ ‫‪0.05‬‬ ‫‪30.409‬‬ ‫‪0.819‬‬ ‫‪2.2750‬‬ ‫ﻨﻅﺭﺓ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺨﺎﻁﺌﺔ ﻋﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪8‬‬ ‫‪0.05‬‬ ‫‪31.180‬‬ ‫‪0.796‬‬ ‫‪2.2667‬‬ ‫ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ‬ ‫‪5‬‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪0.05‬‬ ‫‪32.029‬‬ ‫‪0.772‬‬ ‫‪2.2583‬‬ ‫ﺭﻏﺒﺔ ﻭﻁﻤﻭﺡ ﺍﻟﻁﻠﺒﺔ ﺒﺈﻜﻤﺎل ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻲ‬ ‫‪16‬‬ ‫ﻤﺠﺎل ﺘﺨﺼﺼﻬﻡ‬ ‫‪0.05‬‬ ‫‪32.486‬‬ ‫‪0.758‬‬ ‫‪2.2500‬‬ ‫ﺍﻓﺘﻘﺎﺭ ﺒﻌﺽ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺇﻟﻰ ﺍﻟﺠﻭﺍﻨﺏ‬ ‫‪18‬‬ ‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻁﺒﻴﻘﻴﺔ‬ ‫‪0.05‬‬ ‫‪32.070‬‬ ‫‪0.751‬‬ ‫‪2.2000‬‬ ‫ﺍﻫﺘﻤﺎﻡ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻟﺘﺨﺼﺼﺎﺕ ﻭﺍﻟﻨﺸﺎﻁﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺃﻜﺜﺭ‬ ‫‪17‬‬ ‫ﻤﻥ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫‪0.05‬‬ ‫‪32.558‬‬ ‫‪0.740‬‬ ‫‪2.2000‬‬ ‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺃﻗﻸﻫﻤﻴﺔ ﻓﻲ ﺍﻟﻤﻭﺍﺩ‬ ‫‪4‬‬ ‫ﺍﻟﺘﺨﺼﺼﻴﺔ‬ ‫‪0.05‬‬ ‫‪25.569‬‬ ‫‪0.931‬‬ ‫‪2.1750‬‬ ‫ﻭﻗﻭﻉ ﺒﻌﺽ ﻤﺤﺎﻀﺭﺍﺕ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻓﻲ‬ ‫‪19‬‬ ‫ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺨﻴﺭﺓ ﻤﻤﺎ ﻴﺴﺒﺏ ﻤﻠل ﺍﻟﻁﻠﺒﺔ ﻤﻨﻬﺎ‬ ‫‪0.05‬‬ ‫‪28.851‬‬ ‫‪0.816‬‬ ‫‪2.1500‬‬ ‫ﻋﺩﻡ ﺠﺩﻭﻯ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻤﺴﺘﻘﺒﻼ‬ ‫‪2‬‬ ‫‪0.05‬‬ ‫‪28.547‬‬ ‫‪0.815‬‬ ‫‪2.1350‬‬ ‫ﺼﻌﻭﺒﺔ ﻓﻬﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‬ ‫‪3‬‬ ‫‪0.05‬‬ ‫‪28.978‬‬ ‫‪0.797‬‬ ‫‪2.1083‬‬ ‫ﻨﻔﻭﺭ ﺍﻟﻁﻠﺒﺔ ﻤﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺒﺴﺒﺏ ﻜﺜﺭﺓ‬ ‫‪12‬‬ ‫ﺍﻟﻤﺸﺎﻜل ﺍﻟﻨﻔﺴﻴﺔ ﺍﻻﺴﺭﻴﺔ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻭﻥ ﻤﻨﻬﺎ‬ ‫‪0.05‬‬ ‫‪28.429‬‬ ‫‪0.796‬‬ ‫‪2.0667‬‬ ‫ﺘﺄﺜﻴﺭ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﻋﻠﻰ ﺍﻟﻁﻠﺒﺔ ﻭﺘﺄﻜﻴﺩﻫﻡ ﺒﺄﻨﻪ ﻫﺫﻩ‬ ‫‪10‬‬ ‫ﺍﻟﻤﻭﺍﺩ ﺜﺎﻨﻭﻴﺔ ﻭﻏﻴﺭ ﺍﺴﺎﺴﻴﺔ‪.‬‬ ‫ﺘﻔﺴﻴﺭ ﺍﻟﻨﺘﺎﺌﺞ‪:‬‬ ‫ﻴﺸﻴﺭ ﺍﻟﺠﺩﻭل )‪ (3‬ﺇﻟﻰ ﺃﻥ ﺃﻫﻡ ﻭﺃﻭل ﺃﺴﺒﺎﺏ ﻀﻌﻑ ﺩﺍﻓﻌﻴﺔ ﻁﻠﺒﺔ ﻜﻠﻴﺔ ﺍﻟﺘﺭﺒﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻓﻘﺩ ﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ )‪ (15‬ﻓﻲ ﺍﻟﺒﺩﺍﻴﺔ ﻭﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ )‪ (2.5167‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ‬ ‫)‪ ،(0.733‬ﻭﻴﺭﺠﻊ ﺍﻟﺘﻌﻠﻴل ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ ﻫﻭ ﻋﺩﻡ ﺍﻫﺘﻤﺎﻡ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﺭﻜﻴﺯ‬ ‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎﹰ ﻋﻠﻰ ﺍﻟﻁﻠﺒﺔ ﻭﺘﻜﻭﻥ ﻤﻴﻭﻟﻬﻡ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﺴﻠﺒﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ‬ ‫ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﺃﻤﺎ ﺍﻟﻔﻘﺭﺓ )‪ (6‬ﻓﻘﺩ ﺠﺎﺀﺕ ﻓﻲ ﺍﻟﺴﺒﺏ ﺍﻟﺜﺎﻨﻲ ﻭﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ )‪ (2.4833‬ﻭﺒﺎﻨﺤﺭﺍﻑ‬ ‫ﻤﻌﻴﺎﺭﻱ )‪ ،(0.634‬ﻭﺍﻟﺘﻌﻠﻴل ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ ﻫﻭ ﻋﺩﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻁﻠﺒﺔ ﺃﻫﻤﻴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺃﻥ ﺍﻟﻜﻠﻴﺔ‬ ‫ﻫﻲ ﻜﻠﻴﺔ ﺘﺭﺒﻭﻴﺔ‪،‬ﻭﺴﻴﺘﺨﺭﺝ ﻤﻨﻬﺎ ﺍﻟﻁﻠﺒﺔ ﻤﻌﻠﻤﻴﻥ ﺠﺎﻤﻌﻴﻴﻥ ﺃﻭ ﻤﺩﺭﺴﻴﻥ ﺃﻭ ﻴﻜﻤﻠﻭﻥ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭﻴﺼﺒﺤﻭﻥ‬ ‫ﺃﺴﺎﺘﺫﺓ ﻓﻲ ﺍﻟﻜﻠﻴﺔ ﻭﻟﺫﻟﻙ ﻓﻬﻡ ﺒﺄﻤﺱ ﺍﻟﺤﺎﺠﺔ ﺇﻟﻰ ﺍﻤﺘﻼﻙ ﺨﻠﻔﻴﺔ ﻤﻌﺭﻓﻴﺔ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ :‬ﻜﻁﺭﺍﺌﻕ‬ ‫ﺍﻟﺘﺩﺭﻴﺱ‪ ،‬ﻭﻋﻠﻡ ﺍﻟﻨﻔﺱ‪ ،‬ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪.‬ﻭﺃﻨﻬﺎ ﻤﻭﺍﺩ ﻓﻲ ﺼﻠﺏ‬ ‫ﺘﺨﺼﺼﻬﻡ‪ ،‬ﻓﻤﺜﻼﹰ ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻁﻠﺒﺔ ﻤﻥ ﺃﻱ ﻗﺴﻡ ﻋﻠﻤﻲ ﺃﻭ ﺇﻨﺴﺎﻨﻲ ﻓﻬﻡ ﺒﺤﺎﺠﺔ ﺇﻟﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺘﺩﺭﻴﺴﻴﺔ ﻤﻨﺎﺴﺒﺔ‬ ‫ﻓﻲ ﺍﻟﺘﺩﺭﻴﺱ ﻹﻴﺼﺎل ﺸﺭﺡ ﺍﻟﻤﺎﺩﺓ ﺇﻟﻰ ﺍﻟﻁﻠﺒﺔ ﺒﻁﺭﻴﻘﺔ ﻓﻌﺎﻟﺔ ﺘﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻴﺘﻌﻠﻕ ﺒﺎﻟﻔﻘﺭﺓ )‪(7‬‬ ‫ﺍﻟﺘﻲ ﺠﺎﺀﺕ ﻓﻲ ﺍﻟﺴﺒﺏ ﺍﻟﺜﺎﻟﺙ‪ ،‬ﻭﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ )‪ (2.4583‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ ،(0.684‬ﻭﺍﻟﺘﻌﻠﻴل‬ ‫ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ ﻫﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﺍﻟﺘﻲ ﺘﻔﺘﻘﺭ ﺇﻟﻰ ﻋﻨﺼﺭ ﺍﻟﺘﺸﻭﻴﻕ ﻭﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻤﻬﻡ‬ ‫‪- 69 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎﻧﯿﺔ ﻟﺠﺎﻣﻌﺔ اﻟﺤﻤﺪاﻧﯿﺔ‬ ‫‪Journal of University of Babylon for Humani es, Vol.(28), No.(2): 2020 The First Scientific‬‬ ‫‪Conference of Al-Hamdaniya University for Pure and Human Sciences‬‬ ‫ﻁﺭﺍﺌﻕ ﺘﺩﺭﻴﺱ ﺤﺩﻴﺜﺔ ﺘﻤﺘﺎﺯ ﺒﻌﻨﺼﺭ ﺍﻟﺘﺸﻭﻴﻕ ﻭﺘﻔﻌل ﺩﻭﺭ ﺍﻟﻁﺎﻟﺏ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺭﺘﺒﻁ ﺒﺎﻟﻔﻘﺭﺓ )‪(9‬‬ ‫ﺍﻟﺘﻲ ﺠﺎﺀﺕ ﻓﻲ ﺍﻟﺴﺒﺏ ﺍﻟﺭﺍﺒﻊ‪ ،‬ﻭﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ ﺍﻟﻤﺘﺤﻘﻕ )‪ (2.4333‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ ،(0.730‬ﻭﺍﻟﺘﻌﻠﻴل‬ ‫ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ ﻫﻭ ﺃﻥ ﺃﺴﻠﻭﺏ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﻓﻲ ﺘﺩﺭﻴﺱ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻻ ﻴﺘﻼﺀﻡ ﻤﻊ ﻁﺒﻴﻌﺔ ﻫﺫﻩ‬ ‫ﺍﻟﻤﻭﺍﺩ؛ ﻷﻥ ﺍﻷﺴﻠﻭﺏ ﻴﻔﺘﻘﺭ ﺇﻟﻰ ﺍﻟﺘﻭﻀﻴﺢ ﻭﺇﻋﻁﺎﺀ ﺍﻟﻤﺎﺩﺓ ﺤﻘﻬﺎ ﺒﺸﻜل ﻭﺍﻑٍ ﻤﻥ ﺍﻟﺸﺭﺡ ﻭﻜﺜﺭﺓ ﺍﻷﻋﺒﺎﺀ ﺍﻟﻤﻠﻘﺎﺓ‬ ‫ﻋﻠﻰ ﻋﺎﺘﻕ ﺍﻟﺘﺩﺭﻴﺴﻴﻴﻥ ﻭﺍﻋﺘﻤﺎﺩ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﻋﻠﻰ ﺃﺴﻠﻭﺏ ﺍﻟﻌﺭﺽ ﻭﺍﻟﺸﺭﺡ ﻓﻘﻁ‪ ،‬ﻭﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ )‪(11‬‬ ‫ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﺘﺤﻘﻕ ﺒﻠﻎ ﻗﻴﻤﺘﻪ )‪ (2.3667‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (0.732‬ﻓﻲ ﺍﻟﺴﺒﺏ ﺍﻟﺨﺎﻤﺱ‪ ،‬ﻭﺍﻟﺘﻌﻠﻴل‬ ‫ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ ﻤﻴﻭل ﺍﻟﻁﻠﺒﺔ ﺴﻠﺒﻴﺔ ﻨﺤﻭ ﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﻤﺭﺘﺒﻁ ﺒﺎﻟﻔﻘﺭﺓ )‪ (1‬ﻓﻲ ﺍﻟﺴﺒﺏ‬ ‫ﺍﻟﺴﺎﺩﺱ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﺘﺤﻘﻕ ﺒﻠﻎ ﻗﻴﻤﺘﻪ )‪ (2.3583‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ ،(0.658‬ﻭﻫﻭ ﻋﺩﻡ ﺍﻤﺘﻼﻙ ﺍﻟﻁﻠﺒﺔ‬ ‫ﺍﻟﺨﻠﻔﻴﺔ ﺍﻟﻤﻌﺭﻓﻴﺔ ﻨﺤﻭ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺃﻫﻤﻴﺔ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ ﻭﺃﻨﻬﺎ ﻤﻭﺍﺩ ﺘﺭﺘﺒﻁ ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﻓﻲ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ‪،‬‬ ‫ﻤﻤﺎ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎﹰ ﻋﻠﻴﻬﻡ ﻭﺘﺘﻜﻭﻥ ﻟﺩﻴﻬﻡ ﻤﻴﻭل ﺴﻠﺒﻴﺔ ﻨﺤﻭ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ‪ ،‬ﻭﻫﻨﺎ ﻴﺄﺘﻲ ﺩﻭﺭ ﺍﻷﺴﺎﺘﺫﺓ ﻓﻲ ﺘﻭﻀﻴﺢ ﺃﻥ ﻫﺫﻩ‬ ‫ﺍﻟﻤﻭﺍﺩ ﻤﻬﻤﺔ ﺠﺩﺍﹰ ﻭﻻ ﺘﻘل ﺃﻫﻤﻴﺔ ﻋﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ‪ ،‬ﻭﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ )‪ (14‬ﻓﻲ ﺍﻟﺴﺒﺏ ﺍﻟﺴﺎﺒﻊ‪ ،‬ﻭﺒﻠﻎ ﺍﻟﻤﺘﻭﺴﻁ‬ ‫ﺍﻟﺤﺴﺎﺒﻲ ﺍﻟﻤﺘﺤﻘﻕ )‪ (2.3333‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ‪ ،(0.770) ‬ﻭﻴﺭﺠﺢ ﺫﻟﻙ ﺇﻟﻰ ﻤﻔﺎﻫﻴﻡ ﺨﺎﻁﺌﺔ ﻤﻭﺠﻭﺩﺓ‬ ‫ﻟﺩﻯ ﺍﻟﻁﻠﺒﺔ ﺃﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻫﻲ ﻤﻭﺍﺩ ﺜﺎﻨﻭﻴﺔ ﻭﻓﺭﻋﻴﺔ‪ ،‬ﻭﺃﺤﻴﺎﻨﺎﹰ ﻴﻁﻠﻘﻭﻥ ﻋﻠﻴﻬﺎ ﺘﺴﻤﻴﺔ ﻤﻭﺍﺩ ﻫﺎﻤﺸﻴﺔ‬ ‫ﻭﺒﻌﻴﺩﺓ ﻜل ﺍﻟﺒﻌﺩ ﻋﻥ ﺘﺨﺼﺼﺎﺘﻬﻡ ﻭﻻ ﺘﻔﻴﺩ ﺍﻟﻁﻠﺒﺔ ﻭﻻ ﺩﺍﻋﻲ ﻟﺩﺭﺍﺴﺘﻬﺎ ﻭﻟﻸﺴﻑ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﻴﺯﺭﻋﻭﻥ ﻫﺫﻩ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺨﺎﻁﺌﺔ ﻭﺍﻟﺘﺼﻭﺭﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻓﻲ ﻋﻘﻭل ﺍﻟﻁﻠﺒﺔ‪ ،‬ﻭﺍﻟﻔﻘﺭﺓ )‪ (20‬ﺠﺎﺀﺕ ﺍﻟﺴﺒﺏ ﺍﻟﺜﺎﻤﻥ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ‬ ‫ﻤﺘﺤﻘﻕ ﺒﻠﻎ ﻗﻴﻤﺘﻪ )‪ (2.2917‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ (0.771‬ﻭﺍﻟﺘﻌﻠﻴل ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ ﻫﻭ ﻤﻠﺊ ﺍﻟﻘﺎﻋﺎﺕ ﺍﻟﺩﺭﺍﺴﻴﺔ‬ ‫ﺒﺎﻟﻁﻠﺒﺔ ﺒﺴﺒﺏ ﻜﺜﺭﺓ ﺃﻋﺩﺍﺩ ﺍﻟﻁﻠﺒﺔ ﺍﻟﺘﻲ ﻓﻲ ﺤﺎﻟﺔ ﺘﺯﺍﻴﺩ ﻤﺴﺘﻤﺭ ﺃﻜﺜﺭ ﻤﻥ ﺴﻨﻭﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻤﻤﺎ ﻴﺼﻌﺏ ﻋﻠﻰ ﺍﻟﻁﻠﺒﺔ‬ ‫ﻓﻬﻡ ﻭﺍﺴﺘﻴﻌﺎﺏ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ‪ ،‬ﻤﻤﺎ ﻴﻀﻁﺭ ﺍﻻﺴﺘﺎﺫ ﺸﺭﺡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﺒﻁﺭﻴﻘﺔ ﺍﻟﻤﺤﺎﻀﺭﺓ؛ ﻷﻥ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺍﻟﻁﺭﺍﺌﻕ ﺍﻟﺘﺩﺭﻴﺴﻴﺔ ﺍﻟﺤﺩﻴﺜﺔ ﺘﺤﺘﺎﺝ ﺇﻟﻰ ﺒﻴﺌﺔ ﺘﻌﻠﻴﻤﻴﺔ ﻤﻨﺎﺴﺒﺔ ﻭﻋﺩﺩ ﻤﻨﺎﺴﺏ ﻟﻠﻁﻠﺒﺔ ﻓﻲ ﺍﻟﻘﺎﻋﺔ‪ ،‬ﻭﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ‬ ‫)‪ (13‬ﺍﻟﺴﺒﺏ ﺍﻟﺘﺎﺴﻊ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻤﺘﺤﻘﻕ ﺒﻠﻎ ﻗﻴﻤﺘﻪ )‪ (2.2833‬ﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ ،(0.735‬ﻭﻴﻌﻭﺩ‬ ‫ﺍﻟﺴﺒﺏ ﻓﻲ ﺫﻟﻙ ﺇﻟﻰ ﻋﺩﻡ ﺘﻭﻀﻴﺢ ﺍﻷﺴﺎﺘﺫﺓ ﺃﻫﺩﺍﻑ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻟﻠﻁﻠﺒﺔ ﻭﻫﻨﺎ ﻴﺘﺤﻤل ﺍﻷﺴﺎﺘﺫﺓ ﺫﻟﻙ‬ ‫ﻷﻨﻬﻡ ﻟﻡ ﻴﻭﻓﻘﻭﺍ ﻓﻲ ﺘﺤﺒﻴﺏ ﺍﻟﻁﻠﺒﺔ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺘﻭﻀﻴﺢ ﺃﻫﺩﺍﻑ ﻜل ﻤﺎﺩﺓ ﻋﻠﻰ ﺤﺩﺓ‪ ،‬ﻭﻴﺠﺏ ﻫﻨﺎ ﺃﻥ‬ ‫ﺘﺒﺭﺯ ﺸﺨﺼﻴﺔ ﺍﻷﺴﺎﺘﺫﺓ ﻓﻲ ﺫﻟﻙ‪ ،‬ﻭﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ )‪ (8‬ﻓﻲ ﺍﻟﺴﺒﺏ ﺍﻟﻌﺎﺸﺭ‪ ،‬ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﻴﻤﺘﻪ)‪(2.2750‬‬ ‫ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ )‪ (0.819‬ﻭﺍﻟﺘﻌﻠﻴل ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ ﻫﻭ؛ ﺃﻥ ﺍﻟﻤﺠﺘﻤﻊ ﻤﺎﺯﺍل ﻤﻠﻴﺌﺎ ﺒﺎﻟﻤﻔﺎﻫﻴﻡ ﺍﻟﺨﺎﻁﺌﺔ‬ ‫ﻭﺍﻟﺘﺼﻭﺭﺍﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻋﻥ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﺠﻬل ﺍﻻﻓﺭﺍﺩ ﺒﺄﻫﻤﻴﺔ ﺍﻟﺘﺨﺼﺼﺎﺕ ﺍﻹﻨﺴﺎﻨﻴﺔ‬ ‫ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﻴﺠﺏ ﺘﻭﻋﻴﺘﻬﻡ ﻤﻥ ﺨﻼل ﺍﻟﺒﺭﺍﻤﺞ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻭﺍﻫﺘﻤﺎﻡ‬ ‫ﻤﻨﻅﻤﺎﺕ ﺍﻟﺩﻭﻟﺔ ﺒﺫﻟﻙ ﻟﺘﺜﻘﻴﻑ ﺍﻟﻨﺎﺱ ﺒﺫﻟﻙ؛ ﻷﻥ ﺒﻌﺽ ﺃﻭﻟﻴﺎﺀ ﺍﻻﻤﻭﺭ ﻻ ﻴﺭﻏﺒﻭﻥ ﻓﻲ ﻗﺒﻭل ﺃﺒﻨﺎﺌﻬﻡ ﻓﻲ ﺍﻷﻗﺴﺎﻡ‬ ‫ﺍﻹﻨﺴﺎﻨﻴﺔ؛ ﺒﺴﺒﺏ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺴﻠﺒﻴﺔ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‪ ،‬ﻤﻤﺎ ﻴﻀﻁﺭ ﺍﻟﻁﻠﺒﺔ ﺍﻻﻨﺘﻘﺎل ﺇﻟﻰ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺘﺄﺘﻲ‬ ‫ﺍﻟﻔﻘﺭﺓ)‪ (5‬ﻓﻲ ﺍﻟﺴﺒﺏ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺭ‪ ،‬ﻓﻲ ﻨﻔﻭﺭ ﺍﻟﻁﻠﺒﺔ ﻤﻥ ﺘﻌﻠﻡ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﻫﻭ ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻟﻭﺴﺎﺌل ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻰ ﻤﻠل ﻭﻀﺠﺭ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﻫﺫﻩ ﺍﻟﻤﻭﺍﺩ‪ ،‬ﻭﺒﻠﻐﺕ‬ ‫ﺍﻟﻔﻘﺭﺓ )‪ (5‬ﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﺩﺭﻩ )‪ (2,2667‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ ﻗﺩﺭﻩ‪ :(0,796) ‬ﻭﺒﻌﺩﻫﺎ ﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ )‪(16‬‬ ‫ﺍﻟﺴﺒﺏ ﺍﻟﺜﺎﻨﻲ ﻋﺸﺭ ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﺩﺭﻩ‪ (2,2583) ‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ)‪ (0,772‬ﻭﻜﺎﻥ ﻫﺫﺍ ﺴﺒﺒﺎﹰ ﻓﻲ ﻨﻔﻭﺭ‬ ‫ﺍﻟﻁﻠﺒﺔ ﻭﻋﺩﻡ ﺭﻏﺒﺘﻬﻡ ﺒﺘﻌﻠﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﺭﺒﻭﻴﺔ ﻭﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﺘﻔﻜﻴﺭ ﺒﺈﻜﻤﺎل ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل ﻓﻲ ﻤﺠﺎل‬ ‫ﺘﺨﺼﺼﻬﻡ ﻤﺎ ﻴﺅﺩﻱ ﺇﻟﻲ ﺍﻫﺘﻤﺎﻡ ﺒﺎﻟﺩﺭﺠﺔ ﺍﻷﻭﻟﻰ ﺒﺎﻟﻤﻭﺍﺩ ﺍﻟﺘﺨﺼﺼﻴﺔ‪ ،‬ﻭﺠﺎﺀﺕ ﺍﻟﻔﻘﺭﺓ )‪ (18‬ﺍﻟﺴﺒﺏ ﺍﻟﺜﺎﻟﺙ ﻋﺸﺭ‬ ‫ﺒﻤﺘﻭﺴﻁ ﺤﺴﺎﺒﻲ ﻗﺩﺭﻩ‪ (2,2500) ‬ﻭﺒﺎﻨﺤﺭﺍﻑ ﻤﻌﻴﺎﺭﻱ )‪ ،(0,758‬ﻭﺍﻟﺘﻌﻠﻴل ﺍﻟﻤﺭﺠﺢ ﻟﺫﻟﻙ؛ ﻋﺩﻡ ﻭﺠﻭﺩ ﺠﻭﺍﻨﺏ‬ ‫‪- 70 -‬‬  ‫ﻣﺠﻠﺔ ﺟﺎﻣﻌﺔ ﺑﺎﺑﻞ ﻟﻠﻌﻠﻮم اﻹﻧﺴﺎﻧﯿﺔ‪ ،‬اﻟﻤﺠﻠﺪ ‪ ،28‬اﻟﻌﺪد ‪ 2020 :3‬اﻟﺨﺎص ﺑﺎﻟﻤﺆﺗﻤﺮ اﻟﻌﻠﻤﻲ اﻻول ﻟﻠﺪراﺳﺎت اﻟﺼﺮﻓﺔ واﻻﻧﺴﺎ?