Past Paper: 12th Grade Sciences - 2022/2023 PDF

‫ﺗﻄﺮﺡ ﺳﻠﺴﻠﺔ ﺍﻟﻌﻠﻮﻡ ﻣﻀﻤﻮﻧًﺎ ﺗﺮﺑﻮ ًﻳﺎ ﻣﻨﻮ ًﱠﻋﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺟﻤﻴﻊ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻼﺏ‪.‬‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﱡ‬...

‫ﺗﻄﺮﺡ ﺳﻠﺴﻠﺔ ﺍﻟﻌﻠﻮﻡ ﻣﻀﻤﻮﻧًﺎ ﺗﺮﺑﻮ ًﻳﺎ ﻣﻨﻮ ًﱠﻋﺎ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺟﻤﻴﻊ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﻼﺏ‪.‬‬ ‫ﻣﺴﺘﻮﻳﺎﺕ ﱡ‬ ‫ﺍﻟﺘﻌﻠﻢ ﻟﺪﻯ ﺍﻟﻄ ّ‬ ‫ﱡ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻌﻠﻤﻲ‬ ‫ﻳﻮﻓّﺮ ﻛﺘﺎﺏ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﻓﺮﺹ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻷﺣﻴﺎﺀ‬ ‫ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻤﻌﻤﻠﻴّﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺘﻲ ﺗﻌﺰﺯ ﻣﺤﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ‪.‬‬ ‫ﺃﻳﻀﺎ ﻧﻤﺎﺫﺝ ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﻟﺘﻘﻴﻴﻢ ﺍﺳﺘﻴﻌﺎﺏ‬ ‫ﻳﺘﻀ ّﻤﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ً‬ ‫ﺍﻟﻄﻼﺏ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺗﺤﻘﻴﻘﻬﻢ ﻟﻸﻫﺪﺍﻑ ﻭﺍﻋﺪﺍﺩﻫﻢ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ‬ ‫ّ‬ ‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ‬ ‫ﺍﻟﺪﻭﻟﻴﺔ‪.‬‬ ‫ﹼ‬ ‫ﺗﺘﻜ ّﻮﻥ ﺍﻟﺴﻠﺴﻠﺔ ﻣﻦ‪:‬‬ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬ ‫ﻛﺘﺎﺏ ﺍﻟﻤﻌ ّﻠﻢ‬ ‫‪∫hq C’G Aõ÷G‬‬ ‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬ ‫ّ‬ ‫ﺍﳉﺰﺀ ﺍﻷ ﻭﹼﻝ‬ ‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫ّ‬ ‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬ ‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‬ ‫ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪ÖdÉ```£dG ÜÉ``à`c‬‬ ‫‪á````jƒ````fÉ````ã````dG á``````∏``````Mô``````ŸG‬‬  ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫ﹼ‬ ‫ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ‬ ‫‪ÖdÉ£dG ÜÉàc‬‬ ‫‪∫hq C’G Aõ÷G‬‬ ‫‪ájq ƒfÉãdG á∏MôŸG‬‬ ‫ﺍﻟﻠﺠﻨﺔ ﺍﻹﺷﺮﺍﻓﻴﺔ ﻟﺪﺭﺍﺳﺔ ﻭﻣﻮﺍﺀﻣﺔ ﺳﻠﺴﻠﺔ ﻛﺘﺐ ﺍﻟﻌﻠﻮﻡ‬ ‫)ﺭﺋﻴﺴﺎ(‬ ‫ﹰ‬ ‫ﺃ‪.‬ﻟﻴﻠﻰ ﻋﻠﻲ ﺣﺴﲔ ﺍﻟﻮﻫﻴﺐ‬ ‫ﺃ‪.‬ﻓﺘﻮﺡ ﻋﺒﺪ ﺍﷲ ﻃﺎﻫﺮ ﺍﻟﺸﻤﺎﻟﻲ‬ ‫ﺃ‪.‬ﻣﺼﻄﻔﻰ ﻣﺤﻤﺪ ﻣﺼﻄﻔﻰ ﻋﻠﻲ‬ ‫ﺃ‪.‬ﺗﻬﺎﻧﻲ ﺫﻋﺎﺭ ﺍﳌﻄﻴﺮﻱ‬ ‫ﺃ‪.‬ﺳﻌﺎﺩ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﺮﺷﻮﺩ‬ ‫ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪ 144 ٥‬ه‬ ‫‪ ٢٠٢٣/ ٢٠٢٢‬م‬ ‫ﺣﻘﻮﻕ ﺍﻟﺘﺄﻟﻴﻒ ﻭﺍﻟﻄﺒﻊ ﻭﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ ﻟﻮﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ـ ﻗﻄﺎﻉ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳌﻨﺎﻫﺞ‬ ‫ﺇﺩﺍﺭﺓ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬  ‫ذات اﻟﺴﻼﺳﻞ ‪ -‬اﻟﻜﻮﻳﺖ‬ ‫أودع ﲟﻜﺘﺒﺔ اﻟﻮزارة ﲢﺖ رﻗﻢ )‪ (٢٨٤‬ﺑﺘﺎرﻳﺦ ‪٢٠١٥/ ١٠ / ٧‬م‬  ‫‪á```````eó`≤e‬‬ ‫ﺍﳊﻤﺪﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪ ﺍﳌﺮﺳﻠﲔ‪ ،‬ﻣﺤﻤﺪ ﺑﻦ ﻋﺒﺪﺍﷲ ﻭﺻﺤﺒﻪ‬ ‫ﺃﺟﻤﻌﲔ‪.‬‬ ‫ﻋﻨﺪﻣﺎ ﺷﺮﻋﺖ ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﺍﺳﺘﻨﺪﺕ ﻓﻲ ﺫﻟﻚ ﺇﻟﻰ ﺟﻤﻠﺔ‬ ‫ﻣﻦ ﺍﻷﺳﺲ ﻭﺍﳌﺮﺗﻜﺰﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﻔﻨﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ‪ ،‬ﺣﻴﺚ ﺭﺍﻋﺖ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﺪﻭﻟﺔ ﻭﺍﺭﺗﺒﺎﻁ‬ ‫ﺫﻟﻚ ﺑﺴﻮﻕ ﺍﻟﻌﻤﻞ‪ ،‬ﻭﺣﺎﺟﺎﺕ ﺍﳌﺘﻌﻠﻤﲔ ﻭﺍﻟﺘﻄﻮﺭ ﺍﳌﻌﺮﻓﻲ ﻭﺍﻟﻌﻠﻤﻲ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺟﻤﻠﺔ ﻣﻦ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﻲ ﲤﺜﻠﺖ ﺑﺎﻟﺘﺤﺪﻱ ﺍﻟﻘﻴﻤﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻭﻏﻴﺮﻫﺎ‪،‬‬ ‫ﻭﺇﻥ ﻛﻨﺎ ﻧﺪﺭﻙ ﺃﻥ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﻟﻬﺎ ﺻﻠﺔ ﻭﺛﻴﻘﺔ ﺑﺎﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺑﺸﻜﻞ ﻋﺎﻡ ﻭﻟﻴﺲ ﺍﳌﻨﺎﻫﺞ‬ ‫ﺑﺸﻜﻞ ﺧﺎﺹ‪.‬‬ ‫ﻭﳑﺎ ﻳﺠﺐ ﺍﻟﺘﺄﻛﻴﺪ ﻋﻠﻴﻪ‪ ،‬ﺃﻥ ﺍﳌﻨﻬﺞ ﻋﺒﺎﺭﺓ ﻋﻦ ﻛﻢ ﺍﳋﺒﺮﺍﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﻲ ﺗﹸﻘﺪﻡ‬ ‫ﺃﻳﻀﺎ ﺑﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺨﻄﻂ ﻭﺍﻟﺘﻨﻔﻴﺬ‪ ،‬ﻭﺍﻟﺘﻲ ﻓﻲ ﻣﺤﺼﻠﺘﻬﺎ ﺍﻟﻨﻬﺎﺋﻴﺔ‬ ‫ﻟﻠﻤﺘﻌﻠﻢ‪ ،‬ﻭﻫﺬﺍ ﻳﺮﺗﺒﻂ ﹰ‬ ‫ﺗﺄﺗﻲ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﻋﻠﻴﻪ ﺃﺻﺒﺤﺖ ﻋﻤﻠﻴﺔ ﺑﻨﺎﺀ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻦ ﺃﻫﻢ‬ ‫ﻣﻜﻮﻧﺎﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ،‬ﻷﻧﻬﺎ ﺗﺄﺗﻲ ﻓﻲ ﺟﺎﻧﺒﲔ ﻣﻬﻤﲔ ﻟﻘﻴﺎﺱ ﻛﻔﺎﺀﺓ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻤﻲ‪،‬‬ ‫ﻭﻣﻘﻴﺎﺳﺎ ﺃﻭ ﻣﻌﻴﺎﺭﹰﺍ ﻣﻦ ﻣﻌﺎﻳﻴﺮ ﻛﻔﺎﺀﺗﻪ ﻣﻦ‬ ‫ﹰ‬ ‫ﻓﻬﻲ ﻣﻦ ﺟﻬﺔ ﲤﺜﻞ ﺃﺣﺪ ﺍﳌﺪﺧﻼﺕ ﺍﻷﺳﺎﺳﻴﺔ‬ ‫ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻋﺪﺍ ﺃﻥ ﺍﳌﻨﺎﻫﺞ ﺗﺪﺧﻞ ﻓﻲ ﻋﻤﻠﻴﺔ ﺇﳕﺎﺀ ﺷﺨﺼﻴﺔ ﺍﳌﺘﻌﻠﻢ ﻓﻲ ﺟﻤﻴﻊ ﺟﻮﺍﻧﺒﻬﺎ‬ ‫ﺍﳉﺴﻤﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻮﺟﺪﺍﻧﻴﺔ ﻭﺍﻟﺮﻭﺣﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬ ‫ﻣﻦ ﺟﺎﻧﺐ ﺁﺧﺮ‪ ،‬ﻓﻨﺤﻦ ﻓﻲ ﻗﻄﺎﻉ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳌﻨﺎﻫﺞ‪ ،‬ﻋﻨﺪﻣﺎ ﻧﺒﺪﺃ ﻓﻲ ﻋﻤﻠﻴﺔ‬ ‫ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻧﻨﻄﻠﻖ ﻣﻦ ﻛﻞ ﺍﻷﺳﺲ ﻭﺍﳌﺮﺗﻜﺰﺍﺕ ﺍﻟﺘﻲ ﺳﺒﻖ ﺫﻛﺮﻫﺎ‪ ،‬ﺑﻞ ﺇﻧﻨﺎ ﻧﺮﺍﻫﺎ‬ ‫ﻣﺤﻔﺰﺍﺕ ﻭﺍﻗﻌﻴﺔ ﺗﺪﻓﻌﻨﺎ ﻟﺒﺬﻝ ﻗﺼﺎﺭﻯ ﺟﻬﺪﻧﺎ ﻭﺍﳌﻀﻲ ﻗﺪ ﹰﻣﺎ ﻓﻲ ﺍﻟﺒﺤﺚ ﻓﻲ ﺍﳌﺴﺘﺠﺪﺍﺕ‬ ‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﺳﻮﺍﺀ ﻓﻲ ﺷﻜﻞ ﺍﳌﻨﺎﻫﺞ ﺃﻡ ﻓﻲ ﻣﻀﺎﻣﻴﻨﻬﺎ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻗﺎﻡ ﺑﻪ ﺍﻟﻘﻄﺎﻉ ﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ‬ ‫ﺍﳌﺎﺿﻴﺔ‪ ،‬ﺣﻴﺚ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻓﻀﻞ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﻋﻤﻠﻴﺔ ﺻﻨﺎﻋﺔ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻣﻦ ﺛﻢ‬ ‫ﺇﻋﺪﺍﺩﻫﺎ ﻭﺗﺄﻟﻴﻔﻬﺎ ﻭﻓﻖ ﻣﻌﺎﻳﻴﺮ ﻋﺎﳌﻴﺔ ﺍﺳﺘﻌﺪﺍﺩﹰﺍ ﻟﺘﻄﺒﻴﻘﻬﺎ ﻓﻲ ﺍﻟﺒﻴﺌﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫ﻭﻟﻘﺪ ﻛﺎﻧﺖ ﻣﻨﺎﻫﺞ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻦ ﺃﻭﻝ ﺍﳌﻨﺎﻫﺞ ﺍﻟﺘﻲ ﺑﺪﺃﻧﺎ ﺑﻬﺎ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻄﻮﻳﺮ‪ ،‬ﺇﳝﺎﻧ ﹰﺎ‬ ‫ﺑﺄﻫﻤﻴﺘﻬﺎ ﻭﺍﻧﻄﻼ ﹰﻗﺎ ﻣﻦ ﺃﻧﻬﺎ ﺫﺍﺕ ﺻﻔﺔ ﻋﺎﳌﻴﺔ‪ ،‬ﻣﻊ ﺍﻷﺧﺬ ﺑﺎﳊﺴﺒﺎﻥ ﺧﺼﻮﺻﻴﺔ ﺍ‪‬ﺘﻤﻊ ﺍﻟﻜﻮﻳﺘﻲ‬ ‫ﻭﺑﻴﺌﺘﻪ ﺍﶈﻠﻴﺔ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺃﺩﺭﻛﻨﺎ ﺃﻧﻬﺎ ﺗﺘﻀﻤﻦ ﺟﻮﺍﻧﺐ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﻧﻌﻨﻲ ﺑﺬﻟﻚ ﺍﳌﻌﺮﻓﺔ‬ ‫ﻭﺍﻟﻘﻴﻢ ﻭﺍﳌﻬﺎﺭﺍﺕ‪ ،‬ﻗﻤﻨﺎ ﺑﺪﺭﺍﺳﺘﻬﺎ ﻭﺟﻌﻠﻬﺎ ﺗﺘﻮﺍﻓﻖ ﻣﻊ ﻧﻈﺎﻡ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ‪،‬‬ ‫ﻣﺮﻛﺰﻳﻦ ﻟﻴﺲ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺮﺭ ﻭﻟﻜﻦ ﺷﻤﻞ ﺫﻟﻚ ﻃﺮﺍﺋﻖ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﺒﻴﺌﺔ‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺩﻭﺭ ﺍﳌﺘﻌﻠﻢ‪ ،‬ﻣﺆﻛﺪﻳﻦ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺍﳉﻮﺍﻧﺐ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴﺔ‬ ‫ﺣﺘﻰ ﺗﻜﻮﻥ ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﻭﻇﻴﻔﻴﺔ ﻣﺮﺗﺒﻄﺔ ﺑﺤﻴﺎﺓ ﺍﳌﺘﻌﻠﻢ‪.‬‬ ‫ﻭﻓﻲ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ﻣﻦ ﻣﻌﻄﻴﺎﺕ ﻭﻏﻴﺮﻫﺎ ﻣﻦ ﺍﳉﻮﺍﻧﺐ ﺫﺍﺕ ﺍﻟﺼﻔﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﰎ‬ ‫ﺍﺧﺘﻴﺎﺭ ﺳﻠﺴﻠﺔ ﻣﻨﺎﻫﺞ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﺘﻲ ﺃﻛﻤﻠﻨﺎﻫﺎ ﺑﺸﻜﻞ ﻭﻭﻗﺖ ﻣﻨﺎﺳﺒﲔ‪ ،‬ﻭﻟﻨﺤﻘﻖ‬ ‫ﻧﻘﻠﺔ ﻧﻮﻋﻴﺔ ﻓﻲ ﻣﻨﺎﻫﺞ ﺗﻠﻚ ﺍﳌﻮﺍﺩ‪ ،‬ﻭﻫﺬﺍ ﻛﻠﻪ ﺗﺰﺍﻣﻦ ﻣﻊ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻮﱘ ﻭﺍﻟﻘﻴﺎﺱ ﻟﻸﺛﺮ ﺍﻟﺬﻱ‬ ‫ﺗﺮﻛﺘﻪ ﺗﻠﻚ ﺍﳌﻨﺎﻫﺞ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﺪﻳﻞ ﺍﻟﺘﻲ ﻃﺮﺃﺕ ﺃﺛﻨﺎﺀ ﻭﺑﻌﺪ ﺗﻨﻔﻴﺬﻫﺎ‪ ،‬ﻣﻊ ﺍﻟﺘﺄﻛﻴﺪ‬ ‫ﻋﻠﻰ ﺍﻻﺳﺘﻤﺮﺍﺭ ﻓﻲ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺴﺘﻤﺮ ﻭﺍﳌﺘﺎﺑﻌﺔ ﺍﻟﺪﺍﺋﻤﺔ ﺣﺘﻰ ﺗﻜﻮﻥ ﻣﻨﺎﻫﺠﻨﺎ ﺃﻛﺜﺮ ﺗﻔﺎﻋﻠﻴﺔ‪.‬‬ ‫ﺩ‪.‬ﺳﻌﻮﺩ ﻫﻼﻝ ﺍﳊﺮﺑﻲ‬ ‫ﺍﻟﻮﻛﻴﻞ ﺍﳌﺴﺎﻋﺪ ﻟﻘﻄﺎﻉ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳌﻨﺎﻫﺞ‬  ‫‪äÉjƒàëŸG‬‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﺠﺰﺀ ّ‬ ‫ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ‪ :‬ﺃﺟﻬﺰﺓ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬ ‫َ‬ ‫ﺍﻟﺠﺰﺀ ﺍﻟﺜﺎﻧﻲ‬ ‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺍﻟﺨﻠﻴّﺔ ﻭﺍﻟﻌﻤﻠﻴّﺎﺕ ﺍﻟﺨﻠﻮﻳﺔ‬ ‫َ‬ ‫‪9‬‬ ‫✹‬ ‫‪∫hCq ’G Aõ÷G äÉjƒàfi‬‬ ‫‪12‬‬ ‫ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ‪ :‬ﺃﺟﻬﺰﺓ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬ ‫‪13‬‬ ‫ﺍﻷﻭﻝ‪ :‬ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﻔﺼﻞ ّ‬ ‫‪14‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :1 - 1‬ﺍﻹﺣﺴﺎﺱ ﻭﺍﻟﻀﺒﻂ‬ ‫‪25‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :2 - 1‬ﻓﺴﻴﻮﻟﻮﺟﻴﺎ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫‪37‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :3 - 1‬ﺃﻗﺴﺎﻡ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ‬ ‫‪44‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :4 - 1‬ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ‬ ‫‪61‬‬ ‫ﺻﺤﺔ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﺪﺭﺱ ‪ّ :5 - 1‬‬ ‫‪58‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‪ :‬ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺘﻜﺎﺛﺮ‬ ‫‪59‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :1 - 2‬ﺍﻟﺘﻨﻈﻴﻢ ﺍﻟﻬﺮﻣﻮﻧﻲ‬ ‫‪62‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :2 - 2‬ﺟﻬﺎﺯ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻬﺮﻣﻮﻧﻲ‬ ‫‪75‬‬ ‫ﺍﻟﺼﻤﺎﺀ‬ ‫ّ‬ ‫ﺻﺤﺔ ﺍﻟﻐﺪﺩ‬ ‫ﺍﻟﺪﺭﺱ ‪ّ :3 - 2‬‬ ‫‪78‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :4 - 2‬ﺍﻟﺘﻜﺎﺛﺮ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ‬ ‫‪92‬‬ ‫ﻭﺗﻄﻮﺭﻩ‬ ‫ّ‬ ‫ﻧﻤﻮ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺍﻟﺪﺭﺱ ‪ّ :5 - 2‬‬ ‫‪97‬‬ ‫ﺻﺤﺔ ﺍﻟﺠﻬﺎﺯ ﺍﻟﺘﻨﺎﺳﻠﻲ‬ ‫ﺍﻟﺪﺭﺱ ‪ّ :6 - 2‬‬ ‫‪10‬‬  ‫✹‬ ‫‪100‬‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺟﻬﺎﺯ ﺍﻟﻤﻨﺎﻋﺔ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ‬ ‫‪101‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :1 - 3‬ﺍﻟﺠﻬﺎﺯ ﺍﻟﻤﻨﺎﻋﻲ‬ ‫‪109‬‬ ‫ﺍﻟﺪﺭﺱ ‪ :2 - 3‬ﺃﻧﺸﻄﺔ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻤﻨﺎﻋﻲ ﺍﻟﺘﻜﻴﻔﻲ )ﺍﻟﻤﺘﺨﺼﺺ(‬ ‫‪120‬‬ ‫ﺻﺤﺔ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻤﻨﺎﻋﻲ‬ ‫ﺍﻟﺪﺭﺱ ‪ّ :3 - 3‬‬ ‫‪126‬‬ ‫ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ‬ ‫ﻣﺮﺍﺟﻌﺔ َ‬ ‫‪11‬‬  ‫‪¿É°ùfE’G º°ùL Iõ¡LCG‬‬ ‫‪¤hC’G IóMƒdG‬‬ ‫‪Human Body Systems‬‬ ‫‪n‬‬ ‫‪IóMƒdG ∫ƒ°üa‬‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﻔﺼﻞ ّ‬ ‫٭ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ‬ ‫٭ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﻟﺘﻜﺎﺛﺮ‬ ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‬ ‫٭ ﺟﻬﺎﺯ ﺍﻟﻤﻨﺎﻋﺔ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ‬ ‫‪IóMƒdG ±GógCG‬‬ ‫ﻳﺼﻒ ﺗﺮﻛﻴﺐ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﱢ‬ ‫ﻭﻳﺤﺪﺩ ﺃﻗﺴﺎﻣﻪ ﻭﻭﻇﺎﺋﻔﻪ‪.‬‬ ‫٭‬ ‫ﻳﺆﺩّﻱ ﻛ ّﻞ ﺟﻬﺎﺯ ﻓﻲ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ ﻭﻇﻴﻔﺔ ﻣﻌﻴّﻨﺔ ﻭﻳﺘﻌﺎﻭﻥ ﻣﻊ ﺍﻷﺟﻬﺰﺓ‬ ‫ﻳﺘﻌﺮﻑ ﺟﻬﺪ ﺍﻟﻌﻤﻞ‪ ،‬ﺃﺳﺒﺎﺏ‬ ‫ّ‬ ‫ّ‬ ‫ﺻﺤﺔ ﺍﻟﺠﺴﻢ ﻭﺳﻼﻣﺘﻪ ‪.‬‬ ‫ﺍﻷﺧﺮﻯ ﻟﺘﺄﺩﻳﺔ ﻭﻇﻴﻔﺘﻪ ﺑﺸﻜﻞ ﺟﻴّﺪ ﻭﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ّ‬ ‫ﺗﺸﻜﻠﻪ ﻭﻛﻴﻔﻴﺔ ﺍﻧﺘﻘﺎﻟﻪ ﻋﻠﻰ ﻃﻮﻝ‬ ‫٭‬ ‫ﻣﺜﻼ ﻣﻦ ﺍﻟﻠﻌﺐ ﺑﺸﻜﻞ ﻣﻤﺘﺎﺯ ﺗﺘﻌﺎﻭﻥ ﻛ ّﻞ‬ ‫ﱠ‬ ‫ﻳﺘﻤﻜﻦ ﻻﻋﺒﻮ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ً‬ ‫ﻓﻠﻜﻲ‬ ‫ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ‪.‬‬ ‫ﻳﻘﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺃﺟﻬﺰﺓ ﺍﻟﺠﺴﻢ ﻛﺎﻟﺠﻬﺎﺯ ﺍﻟﻌﻀﻠﻲ ﻭﺍﻟﻌﻈﻤﻲ ﻭﺍﻟﺘﻨ ّﻔﺴﻲ ﻭﺍﻟﺪﻭﺭﻱ ﻭﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﺴﻤﺒﺜﺎﻭﻱ ﻭﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻧﻈﻴﺮ‬ ‫ﻭﻏﻴﺮﻫﺎ ‪ ،‬ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ ﻟﺘﺤﻘﻴﻖ ﻫﺬﺍ ﺍﻟﻬﺪﻑ ﻭﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ ﺍﺗﺰﺍﻥ‬ ‫٭‬ ‫ﺍﻟﺴﻤﺒﺜﺎﻭﻱ‪.‬‬ ‫ﺍﻟﺠﺴﻢ ﻓﻲ ﺧﻼﻝ ﺍﻟﻠﻌﺐ ‪.‬‬ ‫ﻳﺘﻌﺮﻑ ﺍﺿﻄﺮﺍﺑﺎﺕ ﺍﻟﺠﻬﺎﺯ‬ ‫ّ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻭﺃﺳﺒﺎﺑﻬﺎ ﻭﻛﻴﻔﻴﺔ ﺍﻟﻌﻨﺎﻳﺔ ﺑﻪ‪.‬‬ ‫٭‬ ‫‪∂°ùØæH ∞°ûàcG‬‬ ‫ﻳﺘﻌﺮﻑ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻬﺮﻣﻮﻧﻲ ﻭﺍﻟﻐﺪﺩ‬ ‫ّ‬ ‫ِﺍﺧﺘﺒﺮ ﺫﺍﻛﺮﺗﻚ‬ ‫ﺍﻟﺼﻤﺎﺀ‪.‬‬ ‫ﺍﻟﻤﻮﺍﺩّ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ‪ :‬ﺳﺎﻋﺔ ﺇﻳﻘﺎﻑ ‪.‬‬ ‫٭‬ ‫ّ‬ ‫ﻳﺘﻌﺮﻑ ﺑﻨﻴﺔ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺘﻨﺎﺳﻠﻴﺔ‬ ‫‪.1‬ﺍُﻧﻈﺮ ﺇﻟﻰ ﺍﻟﻘﺎﺋﻤﺔ ﺃﺩﻧﺎﻩ ﻟﻤﺪّﺓ ﺩﻗﻴﻘﺔ ﻭﺍﺣﺪﺓ ‪.‬‬ ‫ﺍﻟﺬﻛﺮﻳﺔ ﻭﺍﻻﻧﺜﻮﻳﺔ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ‬ ‫٭‬ ‫ﺱﺱﺕ‬ ‫‪734‬‬ ‫ﻭﺍﻟﺤﻴﻮﺍﻥ‪.‬‬ ‫‪9248‬‬ ‫ﻝﺝﺹ‬ ‫ﻳﻤﻴّﺰ ﺑﻴﻦ ﺑﻨﻴﺔ ﺍﻷﻣﺸﺎﺝ ﺍﻷﻧﺜﻮﻳﺔ‬ ‫ﻭﺍﻟﺬﻛﺮﻳﺔ ﻭﻳﺸﺮﺡ ﻣﺮﺍﺣﻞ‬ ‫ﺏﺩﺝﻙ‬ ‫ﻭﻭﺝ‬ ‫٭‬ ‫ﺗﻜﻮﻧﻬﻤﺎ‪.‬‬ ‫ﻫـ ﺫ ‪62‬‬ ‫‪116‬‬ ‫ّ‬ ‫ﻳﺤﺪﺩ ﻣﻜﻮﻧﺎﺕ ﺍﻟﺪّﻡ ﻭﻭﻇﺎﺋﻔﻬﺎ‪.‬‬ ‫ﱢ‬ ‫ﻏﻂ ﺍﻟﻘﺎﺋﻤﺔ ﻭﺣﺎﻭﻝ ﺃﻥ ﺗﻜﺘﺒﻬﺎ ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﻨﻔﺼﻠﺔ ‪.‬‬ ‫‪.2‬ﺑﻌﺪ ﻣﺮﻭﺭ ﺩﻗﻴﻘﺔ ‪ ،‬ﱢ‬ ‫ﻳﺼﻒ ﺍﻟﺠﻬﺎﺯﻳﻦ ﺍﻟﻤﻨﺎﻋﻲ‬ ‫‪.3‬ﻗﺎﺭﻥ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺘﻲ ﻛﺘﺒﺘﻬﺎ ﺑﺎﻟﻘﺎﺋﻤﺔ ﺍﻷﺻﻠﻴﺔ ‪.‬‬ ‫٭‬ ‫ﻭﺍﻟﻠﻤﻔﺎﻭﻱ‪.‬‬ ‫٭‬ ‫ﻫﻞ ﺗﺬ ّﻛﺮﺗﻬﺎ ﻛﺎﻣﻠﺔ؟‬ ‫ﻳﺘﻌﺮﻑ ﻓﻴﺮﻭﺱ ﻋﻮﺯ ﺍﻟﻤﻨﺎﻋﺔ‬ ‫ّ‬ ‫ﻳُﻤﻜﻨﻚ ﺃﻥ ﺗﺘﺬ ّﻛﺮ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﻣﻦ ﺧﻼﻝ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺪّﺓ ﺇﺷﺎﺭﺍﺕ ﺗﻨﺘﻘﻞ‬ ‫ﺍﻟﺒﺸﺮﻳﺔ )‪ (HIV‬ﻭﺗﺄﺛﻴﺮﻩ ﻓﻲ ﺍﻟﺠﺴﻢ‪.‬‬ ‫ﺇﻟﻰ ﺍﻟﺪﻣﺎﻍ ﻋﻦ ﻃﺮﻳﻖ ﺟﻬﺎﺯﻙ ﺍﻟﻌﺼﺒﻲ ‪.‬‬ ‫٭‬ ‫‪IóMƒdG ºdÉ©e‬‬ ‫ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ ﻓﻲ ﺣﻴﺎﺗﻨﺎ ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ ﻓﻲ ﺍﻟﻤﺠﺘﻤﻊ‬ ‫٭‬ ‫ﺍﻛﺘﺸﺎﻓﺎﺕ ﺣﺪﻳﺜﺔ ﻓﻲ ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ‬ ‫٭‬ ‫‪12‬‬ ‫٭‬  ‫‪»Ñ°ü©dG RÉ¡÷G‬‬ ‫‪∫hCq ’G π°üØdG‬‬ ‫‪Nervous System‬‬ ‫ﻣﺮﻭﻉ ‪ ،‬ﺃﻓﻘﺪﻩ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺇﺑﺼﺎﺭ ﺍﻷﻟﻮﺍﻥ ‪ ،‬ﻓﻠﻢ‬ ‫ﺭﺳﺎﻡ ﻟﺤﺎﺩﺙ ﺳﻴﺮ ّ‬ ‫ﺗﻌﺮﺽ ّ‬ ‫ّ‬ ‫ﻳﻌﺪ ﻳﻤﻴّﺰ ﺍﻷﻟﻮﺍﻥ ‪ ،‬ﻭﺑﺎﺕ ﻳﺮﻯ ﺍﻟﺘﻔﺎﺡ ﺃﺳﻮﺩ ﻭﺃﻟﻮﺍﻥ ﺍﻟﺒﺮﺗﻘﺎﻝ ﻭﺍﻟﻤﻮﺯ ﻭﺍﻟﻌﻨﺐ‬ ‫‪π°üØdG ¢ShQO‬‬ ‫ﺍﻷﻭﻝ‬ ‫ﺍﻟﺪﺭﺱ ّ‬ ‫ﺭﻣﺎﺩﻳﺔ ﺑﺎﻫﺘﺔ ‪.‬ﻭﻟﻢ ﻳﻌﺪ ﻳﺮﻯ ﻓﻲ ﻗﻮﺱ ﺍﻟﻘﺰﺡ ﺳﻮﻯ ﻧﺼﻒ ﺩﻭﺍﺋﺮ ﻏﻴﺮ ﻣﻠﻮﱠﻧﺔ‬ ‫٭ ﺍﻹﺣﺴﺎﺱ ﻭﺍﻟﻀﺒﻂ‬ ‫ﺍﻟﺪﺭﺱ ﺍﻟﺜﺎﻧﻲ‬ ‫ﺭﺳﺎﻡ ﻋﺎﺵ ﺣﻴﺎﺗﻪ ِ‬ ‫ﻣﻌﺘﻤ ًﺪﺍ ﻋﻠﻰ ﺭﺅﻳﺔ ﺍﻷﻟﻮﺍﻥ‬ ‫ﻓﻲ ﺍﻟﺴﻤﺎﺀ ‪.‬ﻛﻴﻒ ﺍﺳﺘﻄﺎﻉ ّ‬ ‫٭ ﻓﺴﻴﻮﻟﻮﺟﻴﺎ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﻭﺗﺸﻜﻴﻠﻬﺎ ﺃﻥ ﻳﺘﻌﺎﻣﻞ ﻣﻊ ﻋﺎﻟﻢ ﺃﺳﻮﺩ ﻭﺃﺑﻴﺾ؟‬ ‫ﺍﻟﺪﺭﺱ ﺍﻟﺜﺎﻟﺚ‬ ‫ُﺴﻤﻰ َﻋ َﻤﻰ ﺍﻷﻟﻮﺍﻥ‬ ‫ﺟﺮﺍﺀ ﺍﺭﺗﺠﺎﺝ ﺩﻣﺎﻏﻪ ﺑﺤﺎﻟﺔ ﻧﺎﺩﺭﺓ ﺗ ّ‬ ‫ﺃُﺻﻴﺐ ّ‬ ‫ﺍﻟﺮﺳﺎﻡ ﻣﻦ ّ‬ ‫٭ ﺃﻗﺴﺎﻡ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ‬ ‫ﺍﻟﻜﻠّﻲ ‪ ،‬ﻭﺫﻟﻚ ﻧﺘﻴﺠﺔ ﺗﻠﻒ ﺟﺰﺀ ﺻﻐﻴﺮ ﻓﻲ ﺍﻟﺪﻣﺎﻍ ﻣﺴﺆﻭﻝ ﻋﻦ ﺗﻤﻴﻴﺰ‬ ‫ﺍﻟﺪﺭﺱ ﺍﻟﺮﺍﺑﻊ‬ ‫ﺍﻷﻟﻮﺍﻥ ‪.‬ﺑﺪﺃ ﻳﻜﻴّﻒ ﻧﻔﺴﻪ ﺗﺪﺭﻳﺠﻴ ًّﺎ ﻣﻊ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺠﺪﻳﺪ ‪ّ.‬‬ ‫ﻭﻟﻤﺎ ﺯﺍﺩﺕ ﺣﺪّﺓ‬ ‫٭ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ‬ ‫ﺇﺑﺼﺎﺭﻩ ﺇﻟﻰ ﺩﺭﺟﺔ ﻗﺮﺍﺀﺗﻪ ﺍﻟﻠﻮﺣﺎﺕ ﺍﻹﺭﺷﺎﺩﻳﺔ ﻋﻦ ﺑ ُ ْﻌﺪ ‪ 4‬ﻣﺒﺎ ٍﻥ ‪ ،‬ﺻﺎﺭ ّ‬ ‫ﻳﻔﻀﻞ‬ ‫ﺍﻟﺪﺭﺱ ﺍﻟﺨﺎﻣﺲ‬ ‫ﻭﻳﻔﻀﻞ ﺍﻟﻤﺄﻛﻮﻻﺕ‬ ‫ّ‬ ‫ﺍﻟﻠﻴﻞ ﺍﻟﻤﻈﻠﻢ ﻋﻠﻰ ﺍﻟﻨﻬﺎﺭ ﺫﻱ ﺍﻷﻟﻮﺍﻥ ﺍﻟﺮﻣﺎﺩﻳّﺔ ﺍﻟﻤﻀﻠﱢﻠﺔ ‪،‬‬ ‫ﺻﺤﺔ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬‫ّ‬ ‫ﻳﻜﻒ ﻋﻦ ﺭﺳﻢ‬ ‫ّ‬ ‫ﺍﻟﺴﻮﺩﺍﺀ ﻭﺍﻟﺒﻴﻀﺎﺀ ﻣﺜﻞ ﺍﻟﺰﻳﺘﻮﻥ ﺍﻷﺳﻮﺩ ﻭﺍﻷﺭ ّﺯ ﺍﻷﺑﻴﺾ ‪.‬ﻭﻟﻢ‬ ‫ﺍﻟﻠﻮﺣﺎﺕ ﺍﻟﺰﻳﺘﻴﺔ ‪ ،‬ﻭﻟﻜﻦ ﺍﻗﺘﺼﺮﺕ ﻟﻮﺣﺎﺗﻪ ﻋﻠﻰ ﺍﻟﻠﻮﻧﻴﻦ ﺍﻷﺑﻴﺾ ﻭﺍﻷﺳﻮﺩ ‪،‬‬ ‫٭‬ ‫ﻣﺮﺓ ﺛﺎﻧﻴﺔ ﻭﻟﻜﻦ ﻣﻦ ﺩﻭﻥ ﺃﻟﻮﺍﻥ ‪.‬‬ ‫ﻓﺎﺯﺩﻫﺮ ﻓﻨّﻪ ّ‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ّ‬ ‫ﻧﺪﺭﻙ ﻣﺎ ﻳﺤﻴﻂ ﺑﻨﺎ ﻣﻦ ﺧﻼﻝ ﺳﻠﺴﻠﺔ ﻣﺪﻫﺸﺔ ﻣﻦ ﺍﻷﻋﻀﺎﺀ‬ ‫ﻭﺍﻷﻋﺼﺎﺏ ﻭﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ‪.‬ﻣﺎﺫﺍ ﻳﻤﻜﻦ ﻟﻌﻠﻢ ﺍﻷﺣﻴﺎﺀ ﺃﻥ ﻳﺨﺒﺮﻧﺎ ﻋﻦ‬ ‫ﻧﺤﺲ ﺑﻤﺎ ﺣﻮﻟﻨﺎ؟‬ ‫ّ‬ ‫ﺣﻮﺍﺳﻨﺎ ﺍﻟﺘﻲ ﺗﺠﻌﻠﻨﺎ‬ ‫ّ‬ ‫‪13‬‬  ‫‪§Ñ°†dGh ¢SÉ°ùME’G‬‬ ‫‪1-1 ¢SQódG‬‬ ‫‪Sensing and Controlling‬‬ ‫ﻳﺤﺪﺩ ﻭﻇﺎﺋﻒ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ‪.‬‬ ‫‪áeÉ©dG ±GógC’G‬‬ ‫٭ ﱢ‬ ‫٭ ﻳﻘﺎﺭﻥ ﺑﻴﻦ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻌﺼﺒﻴﺔ ﻟﻠﺤﻴﻮﺍﻧﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ‪.‬‬ ‫٭ ﻳﺼﻒ ﺃﻗﺴﺎﻡ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻟﻺﻧﺴﺎﻥ ‪.‬‬ ‫٭ ﻳﺼﻒ ﺗﺮﻛﻴﺐ ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻭﺃﻧﻮﺍﻋﻬﺎ ﻭﻭﻇﺎﺋﻔﻬﺎ ‪.‬‬ ‫ﻳﺘﻌﺮﻑ ﺗﺮﻛﻴﺐ ﻛ ّﻞ ﻣﻦ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ ﻭﺍﻟﻌﺼﺐ ﻭﺃﻧﻮﺍﻋﻬﻤﺎ ﻭﻭﻇﺎﺋﻔﻬﻤﺎ ‪.‬‬ ‫٭ ﱠ‬ ‫)ﺷﻜﻞ ‪(1‬‬ ‫ﺗﺤﺘﺎﺝ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺇﻟﻰ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺸﻌﺎﺭ ﻭﺇﺩﺭﺍﻙ ﺍﻟﺘﻐﻴّﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻄﺮﺃ‬ ‫ﻓﻲ ﻣﺤﻴﻄﻬﺎ ‪ ،‬ﻟﻜﻲ ﺗﻀﺒﻂ ﺍﺳﺘﺠﺎﺑﺎﺗﻬﺎ ﻭﺗﺒﻘﻰ ﺑﺎﻟﺘﺎﻟﻲ ﻋﻠﻰ ﻗﻴﺪ ﺍﻟﺤﻴﺎﺓ ‪.‬ﻓﻬﻲ‬ ‫ﺗﻤﻠﻚ ﺟﻬﺎﺯﻳﻦ ﻟﺠﻤﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ‪ ،‬ﻭﻟﻼﺳﺘﺠﺎﺑﺔ ﺑﺴﺮﻋﺔ ﻟﻠﻤﺘﻐﻴﱢﺮﺍﺕ ‪ ،‬ﻭﻟﻀﺒﻂ‬ ‫ﺍﻷﺟﻬﺰﺓ ﺍﻟﺠﺴﻤﻴﺔ ‪ ،‬ﻭﻟﻠﺘﻨﺴﻴﻖ ﻓﻲ ﻣﺎ ﺑﻴﻦ ﺍﻷﺟﻬﺰﺓ ﻣﻦ ﺃﺟﻞ ﺣﻔﻆ ﺳﻼﻣﺔ ﻫﺬﻩ‬ ‫ﺍﻟﻜﺎﺋﻨﺎﺕ ‪.‬ﻫﺬﺍﻥ ﺍﻟﺠﻬﺎﺯﺍﻥ ﻫﻤﺎ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻭ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻬﺮﻣﻮﻧﻲ‪.‬ﻓﺎﻟﺠﻬﺎﺯ‬ ‫ﻳﻨﺴﻖ ﺍﻟﺪﻣﺎﻍ ﻣﻊ‬ ‫ﻳﺘﺤﻜﻢ ﺑﻮﻇﺎﺋﻒ ﻋﺪﻳﺪﺓ ‪ ،‬ﻣﻌﻘﱠﺪﺓ ﻭﻣﺘﺮﺍﺑﻄﺔ ﺣﻴﺚ ﱢ‬ ‫ﱠ‬ ‫ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﺤﺴﻴﺔ ‪ ،‬ﺍﻟﻤﻌﺮﻓﻴﺔ ‪ ،‬ﻭﺍﻟﻼﺇﺭﺍﺩﻳﺔ ‪.‬‬ ‫ّ‬ ‫ﺍﻷﻋﺼﺎﺏ ﺑﻴﻦ ﻣﺨﺘﻠﻒ ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﺤﺮﻛﻴﺔ ‪،‬‬ ‫ﻭﻣﻊ ﺍﻟﺘﻘﺪّﻡ ﻓﻲ ﺍﻟﻌﻤﺮ ‪ ،‬ﺗﻘﻞ ﻛﻔﺎﺀﺓ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ )ﺷﻜﻞ ‪ (1‬ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﺪﺩ‬ ‫ﺍﻟﺤﻲ ﻟﻠﻤﺆﺛﺮﺍﺕ ﻓﻲ ﻣﺤﻴﻄﻪ ‪.‬‬ ‫ّ‬ ‫ﻭﺍﻟﻮﻇﻴﻔﺔ ‪ ،‬ﻣﺎ ﻳﺆﺩّﻱ ﺇﻟﻰ ﺑﻂﺀ ﻓﻲ ﺍﺳﺘﺠﺎﺑﺔ ﺍﻟﻜﺎﺋﻦ‬ ‫‪ájQÉ≤aÓdG äÉfGƒ«◊G iód §Ñ°†dGh ¢SÉ°ùME’G.1‬‬ ‫‪Sensing and Control in Invertebrate Animals‬‬ ‫ُﻤﻜﻦ ﺍﻟﻜﺎﺋﻦ ﻣﻦ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺑﺴﺮﻋﺔ ‪.‬‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺃﺭﺑﻊ ﻭﻇﺎﺋﻒ ﺗ ﱢ‬ ‫ﻳﺆﺩّﻱ ِ‬ ‫ﺍﻟﺤﻮﺍﺱ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ ﺩﺍﺧﻞ ﺍﻟﺠﺴﻢ ﻭﺧﺎﺭﺟﻪ ‪.‬‬ ‫ّ‬ ‫٭ ﺗﺴﺘﻘﺒﻞ‬ ‫ﺍﻟﻤﺘﺨﺼﺼﺔ ﺇﻟﻰ‬ ‫ّ‬ ‫٭ ﻳﻨﻘﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﻠﻰ ﻃﻮﻝ ﺷﺒﻜﺔ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﻣﻨﺎﻃﻖ ﻣﻌﺎﻟﺠﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ‪ ،‬ﻣﺜﻞ ﺍﻟﺪﻣﺎﻍ ‪.‬‬ ‫‪14‬‬  ‫ﻭﺗﻤﻠﻚ ﺃﻏﻠﺒﻴﺔ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺍﻟﻼﻓﻘﺎﺭﻳﺔ ً‬ ‫ﺣﺒﻼ ﻋﺼﺒﻴ ًّﺎ ﻳﻨﻘﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﻴﻦ‬ ‫ﺷﺒﻜﺔ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻭﺍﻟﺪﻣﺎﻍ ‪.‬‬ ‫ﻭﻳﺤﻮﻟﻬﺎ ﺇﻟﻰ ﺍﺳﺘﺠﺎﺑﺎﺕ ﻣﻤﻜﻨﺔ ‪.‬‬ ‫ّ‬ ‫٭ ﻳﻌﺎﻟﺞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫٭ ﻳُﻌﻴﺪ ﺇﺭﺳﺎﻝ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺑﻮﺍﺳﻄﺔ ﺷﺒﻜﺔ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ‪ ،‬ﺑﻌﺪ ﻣﻌﺎﻟﺠﺘﻬﺎ ‪،‬‬ ‫ﺇﻟﻰ ﺍﻟﻌﻀﻼﺕ ﻭﺍﻟﻐﺪﺩ ﻭﺍﻷﺟﺰﺍﺀ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﻟﺠﺴﻢ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﺍﻷﻧﺴﺐ ‪.‬‬ ‫ﺗﻤﻠﻚ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺟﻤﻴﻌﻬﺎ ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﻻﺳﻔﻨﺠﻴﺎﺕ ﺧﻼﻳﺎ ﻋﺼﺒﻴﺔ ‪.‬ﻭﻟﻜﻦ‬ ‫ﻳﺨﺘﻠﻒ ﺗﺮﻛﻴﺐ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻣﻦ ﺣﻴﻮﺍﻥ ﺇﻟﻰ ﺁﺧﺮ ﺑﺤﺴﺐ ﻧﻮﻉ‬ ‫ﺷﻜﻞ )‪(2‬‬ ‫ﻳﺘﻜﻮﻥ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻟﻠﻬﻴﺪﺭﺍ ﻣﻦ ﺷﺒﻜﺔ ﻋﺼﺒﻴﺔ ‪.‬‬ ‫ﺍﻟﺤﻴﻮﺍﻥ ‪.‬‬ ‫ّ‬ ‫ﻳﻮﺻﻒ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻟﻠﻬﻴﺪﺭﺍ ﺑﺎﻟﺒﺴﺎﻃﺔ؟‬ ‫َ‬ ‫ﻟﻤﺎﺫﺍ‬ ‫‪ l‬ﺗﻤﻠﻚ ﺍﻟﻼﺳﻌﺎﺕ ‪ ،‬ﻣﺜﻞ ﺍﻟﻬﻴﺪﺭﺍ ﻓﻲ ﺍﻟﺸﻜﻞ )‪ ، (2‬ﺧﻼﻳﺎ ﻋﺼﺒﻴﺔ ﻣﻨﻈﱠﻤﺔ‬ ‫ﻋﻠﻰ ﺷﻜﻞ ﺷﺒﻜﺔ ﻋﺼﺒﻴﺔ ﺑﺴﻴﻄﺔ ‪.‬ﺗﺤﻴﻂ ﻫﺬﻩ ﺍﻟﺸﺒﻜﺔ ﺍﻟﻌﺼﺒﻴﺔ ﺟﺴﻢ‬ ‫ﺣﺴﻴﺔ ﺑﺴﻴﻄﺔ ‪ ،‬ﻳﻤﻜﻦ ﻟﻠﺤﻴﻮﺍﻥ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻬﺎ‬ ‫ﺍﻟﺤﻴﻮﺍﻥ ﺑﻤﺴﺘﻘﺒﻼﺕ ّ‬ ‫ﻻﺳﺘﻜﺸﺎﻑ ﺍﻟﺘﻐﻴّﺮﺍﺕ ﻛﻠّﻬﺎ ﺍﻟﺘﻲ ﺗﻄﺮﺃ ﺣﻮﻟﻪ ﺑﻬﺪﻑ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻬﺎ ‪.‬‬ ‫ﻭﻋﻠﻰ ﺧﻼﻑ ﻣﻌﻈﻢ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ‪ ،‬ﻻ ﺗﻤﻠﻚ ﺍﻟﻬﻴﺪﺭﺍ ﻣﻨﻄﻘﺔ ﻣﻌﺎﻟﺠﺔ‬ ‫ﺍﻟﻤ ّﺦ‬ ‫ﻣﺮﻛﺰﻳﺔ ﻣﺜﻞ ﺍﻟﺪﻣﺎﻍ ‪.‬‬ ‫ﺍﻟﺤﺒﻞ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺿﺢ ﺍﻟﺸﻜﻞ )‪-3‬ﺃ( ﺃ ّﻥ ﻟﻠﺪﻳﺪﺍﻥ ﺍﻟﺤﻠﻘﻴﺔ ‪ ،‬ﻣﺜﻞ ﺩﻳﺪﺍﻥ ﺍﻟﻌﻠﻖ ﺍﻟﻄﺒّﻲ‪،‬‬ ‫‪ l‬ﻳﻮ ﱢ‬ ‫ﻳﺘﻜﻮﻥ ﻣﻦ ﻋﻘﺪﺗﻴﻦ ﻋﺼﺒﻴﺘﻴﻦ ‪.‬ﻭﺍﻟﻌﻘﺪﺓ ﺍﻟﻌﺼﺒﻴﺔ ‪ Ganglion‬ﻋﺒﺎﺭﺓ ﻋﻦ‬ ‫ﺍﻟﺒﻄﻨﻲ‬ ‫ّ‬ ‫ﻣ ًّ‬ ‫ﺨﺎ‬ ‫ﺗﺠﻤّﻌﺎﺕ ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ‪.‬ﻭﻫﻨﺎﻙ ﻋﺪّﺓ ﻋﻘﺪ ﻋﺼﺒﻴﺔ ﻣﻮ ﱠﺯﻋﺔ ﻋﻠﻰ ﻃﻮﻝ‬ ‫ﺦ‬ ‫ﺦ ﻭﻳﻤﺘ ّﺪ ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﺠﺴﻢ ﻟﺮﺑﻂ ﺍﻟﻤ ّ‬ ‫ﺣﺒﻞ ﻋﺼﺒﻲ ﺑﻄﻨﻲ ﻳﻨﻄﻠﻖ ﻣﻦ ﺍﻟﻤ ّ‬ ‫ﻋﻘﺪ ﻋﺼﺒﻴﺔ‬ ‫ﺑﺄﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ﻛﻠّﻬﺎ ‪.‬‬ ‫)ﺃ(‬ ‫ﺍﻟﻤ ّﺦ‬ ‫‪ l‬ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﻼﺣﻆ ﻓﻲ ﺍﻟﺸﻜﻞ )‪- 3‬ﺏ( ﺃ ّﻥ ﺍﻟﺤﺸﺮﺍﺕ ‪ ،‬ﻣﻦ ﻣﺜﻞ ﺍﻟﺠﺮﺍﺩ‬ ‫ﻣﻜﻮﻧًﺎ ﻣﻦ ﻋﺪّﺓ ﻋﻘﺪ ﻋﺼﺒﻴﺔ ﻣﻨﺪﻣﺠﺔ ﻣﻊ ﺑﻌﻀﻬﺎ ﺍﻟﺒﻌﺾ‪،‬‬ ‫ﺨﺎ ّ‬ ‫ﺗﻤﺘﻠﻚ ﻣ ًّ‬ ‫ﺗﻔﺮﻋﺎﺕ‬ ‫ﺦ ﺑﺒﺎﻗﻲ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ﺑﻮﺍﺳﻄﺔ ّ‬ ‫ﻭﻳﺮﺑﻂ ﺣﺒﻞ ﻋﺼﺒﻲ ﺑﻄﻨﻲ ﺍﻟﻤ ّ‬ ‫ﺍﻟﺤﺒﻞ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﻌﻘﺪ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﻤﻮ ﱠﺯﻋﺔ ﻓﻲ ﻛﺎﻓﺔ ﺍﻧﺤﺎﺀ ﺍﻟﺠﺴﻢ ‪.‬ﻛﺬﻟﻚ ﺗﻤﻠﻚ ﺍﻟﺤﺸﺮﺍﺕ‬ ‫ﺍﻟﺒﻄﻨﻲ‬ ‫ﺣﺲ ﺃﺧﺮﻯ ‪.‬‬ ‫ﺟﺪﺍ ﻭﻗﺮﻭﻥ ﺍﺳﺘﺸﻌﺎﺭ ﻭﺃﻋﻀﺎﺀ ّ‬ ‫ﻋﻴﻮﻧًﺎ ﻣﺘﻄﻮﺭﺓ ًّ‬ ‫ّ‬ ‫‪¿É°ùfE’G iód »Ñ°ü©dG RÉ¡÷G.2‬‬ ‫ﻋﻘﺪ ﻋﺼﺒﻴﺔ‬ ‫‪Human Nervous System‬‬ ‫ﻳﺘﻜﻮﻥ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺩﻣﺎﻍ ﻛﺒﻴﺮ ﻣﻌ ّﻘﺪ ﺍﻟﺘﺮﻛﻴﺐ ‪،‬‬ ‫ّ‬ ‫ﻭﺣﺒﻞ ﺷﻮﻛﻲ ﻳﺼﻞ ﺍﻟﺪﻣﺎﻍ ﺑﺎﻷﻋﺼﺎﺏ ﺍﻟﺘﻲ ﺗﺼﻞ ﺇﻟﻰ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ﻛﺎﻓّﺔ ‪،‬‬ ‫)ﺏ(‬ ‫ﺍﻟﺤﺴﻴﺔ ﻣﻦ ﺍﻟﺒﻴﺌﺔ ‪ ،‬ﻭﺗﺮﺳﻞ‬ ‫ّ‬ ‫ﻣﺘﺨﺼﺼﺔ ﺗﺴﺘﻘﺒﻞ ﺍﻟﻤﺆﺛﺮﺍﺕ‬ ‫ّ‬ ‫ﺣﺴﻴﺔ‬ ‫ﻭﻣﺴﺘﻘﺒﻼﺕ ّ‬ ‫ﺷﻜﻞ )‪(3‬‬ ‫ﺇﺷﺎﺭﺍﺕ ﺇﻟﻰ ﺍﻟﺪﻣﺎﻍ ﺍﻟﺬﻱ ﻳﻌﺎﻟﺞ ﺗﻠﻚ ﺍﻹﺷﺎﺭﺍﺕ ﻭﻳﺒﻌﺚ ﺑﺮﺳﺎﺋﻞ ﻋﺒﺮ‬ ‫ﻛﻴﻒ ﻳﺘﺸﺎﺑﻪ ﺍﻟﺠﻬﺎﺯﺍﻥ ﺍﻟﻌﺼﺒﻴﺎﻥ ﻟﺪﻭﺩﺓ ﺍﻟﻌﻠﻖ‬ ‫ﺍﻷﻋﺼﺎﺏ ﻟﻀﺒﻂ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ﺟﻤﻴﻌﻬﺎ ‪.‬‬ ‫ﺍﻟﻄﺒﻲ )ﺃ( ﻭﺣﺸﺮﺓ ﺍﻟﺠﺮﺍﺩ )ﺏ(؟‬ ‫‪15‬‬  ‫ﻳﺘﻜﻮﻥ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ ﻣﻦ ﺟﺰﺀﻳﻦ ﺭﺋﻴﺴﻴﻴﻦ ‪ ،‬ﻫﻤﺎ ﺍﻟﺠﻬﺎﺯ‬ ‫ّ‬ ‫ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﻭﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ )ﺷﻜﻞ ‪. (4‬‬ ‫ﻳُﻌ َ ّﺪ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ )‪ Central Nervous System (CNS‬ﻣﺮﻛﺰ‬ ‫ﻭﻳﺘﻜﻮﻥ ﻣﻦ ﺍﻟﺪﻣﺎﻍ ﻭﺍﻟﺤﺒﻞ ﺍﻟﺸﻮﻛﻲ ‪.‬ﻭﻫﻮ ﻳﻌﺎﻟﺞ‬ ‫ّ‬ ‫ﺍﻟﺘﺤﻜّﻢ ﺍﻟﺮﺋﻴﺴﻲ ﻓﻲ ﺍﻟﺠﺴﻢ ‪،‬‬ ‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻳﺴﺘﻘﺒﻠﻬﺎ ﻭﻳﺮﺳﻞ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ ﺇﻟﻰ ﺍﻷﺟﺰﺍﺀ ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﻟﺠﺴﻢ ‪ّ.‬ﺃﻣﺎ‬ ‫ﻓﻴﺘﻜﻮﻥ ﻣﻦ‬ ‫ّ‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ )‪Peripheral Nervous System (PNS‬‬ ‫ﺷﺒﻜﺔ ﻣﻦ ﺍﻷﻋﺼﺎﺏ ﺍﻟﺘﻲ ﺗﻤﺘ ّﺪ ﻓﻲ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ﻛﻠّﻬﺎ ‪ ،‬ﻭﻫﻮ ﻳﺠﻤﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ‬ ‫ﺩﺍﺧﻞ ﺍﻟﺠﺴﻢ ﻭﻣﻦ ﺧﺎﺭﺟﻪ ﻭﻳﻮﺻﻠﻬﺎ ﺇﻟﻰ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﺛﻢ ﻳﻨﻘﻞ ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‬ ‫ﺍﻟﺼﺎﺩﺭﺓ ﻣﻦ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﺍﻟﻰ ﺃﺟﺰﺍﺀ ﺍﻟﺠﺴﻢ ‪.‬ﻳﻌﻤﻞ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﻤﺮﻛﺰﻱ ﻭﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ ﻣﻊ ﺑﻌﻀﻬﻤﺎ ﻟﺘﺄﺩﻳﺔ ﺃﻧﺸﻄﺔ ﺍﻟﺠﺴﻢ‬ ‫ﺑﺎﻟﻜﺎﻣﻞ ﻭﺗﻨﺴﻴﻘﻬﺎ ﻭﺿﺒﻄﻬﺎ ‪.‬‬ ‫ﺍﻟﺪﻣﺎﻍ‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ‬ ‫ﺍﻟﺤﺒﻞ ﺍﻟﺸﻮﻛﻲ‬ ‫ﺷﻜﻞ )‪(4‬‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ‬ ‫ﺃﻋﺼﺎﺏ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ‬ ‫‪16‬‬  ‫‪Nervous System Cells‬‬ ‫‪»Ñ°ü©dG RÉ¡÷G ÉjÓN.3‬‬ ‫ﻳﺘﻜﻮﻥ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻣﻦ ﻧﻮﻋﻴﻦ ﻣﻦ ﺍﻟﺨﻼﻳﺎ‪ :‬ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻭﺧﻼﻳﺎ‬ ‫ّ‬ ‫ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ‪.‬‬ ‫‪Neurons‬‬ ‫‪á«Ñ°ü©dG ÉjÓÿG 1.3‬‬ ‫ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ‪ Neurons‬ﻫﻲ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ ﻟﻠﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﺘﻲ‬ ‫ﺗﻨﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻋﺒﺮ ﺍﻟﺠﺴﻢ )ﺷﻜﻞ ‪. (5‬‬ ‫ﺗﺨﺘﻠﻒ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ ﻭﺍﻟﺤﺠﻢ ّﺇﻻ ﺃﻧّﻬﺎ ﺗﻤﻠﻚ ﺳﻤﺎﺕ‬ ‫ﻣﺸﺘﺮﻛﺔ ‪.‬ﻳﺸ ّﻜﻞ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ ‪ Cell body‬ﺍﻟﻘﺴﻢ ﺍﻷﻛﺒﺮ ﻣﻦ ﺍﻟﺨﻠﻴّﺔ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ ‪ ،‬ﺇﺫ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ﻧﻮﺍﺓ ﻛﺒﻴﺮﺓ ﻭﻣﻌﻈﻢ ﺍﻟﺴﻴﺘﻮﺑﻼﺯﻡ ‪.‬ﻭﻳﺘﻮ ّﺯﻉ ﻓﻴﻪ ﻋﺪﺩ‬ ‫ﺣﺒﻴﺒﺎﺕ‬ ‫ﻋﻀﻴﺎﺕ ﺍﻟﺨﻠﻴّﺔ ﻛﺎﻟﻤﻴﺘﻮﻛﻨﺪﺭﻳﺎ ﻭﺟﻬﺎﺯ ﺟﻮﻟﺠﻲ ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ُ‬ ‫ﻣﻦ ّ‬ ‫ﺍﻟﺠﺴﻴﻤﺎﺕ‬ ‫ﺟﺴﻴﻤﺎﺕ ﻧﻴﺴﻞ ‪ ، Nissl Bodies‬ﻭﻫﺬﻩ ُ‬ ‫ُﺴﻤﻰ ُ‬ ‫ﻛﺒﻴﺮﺓ ﻏﻴﺮ ِ‬ ‫ﻣﻨﺘﻈﻤﺔ ﺗ ّ‬ ‫ﺃﺟﺰﺍﺀ ﻣﻦ ﺍﻟﺸﺒﻜﺔ ﺍﻷﻧﺪﻭﺑﻼﺯﻣﻴﺔ ﺍﻟﺨﺸﻨﺔ ﻭﺍﻟﺮﺍﻳﺒﻮﺳﻮﻣﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻋﻠﻴﻬﺎ ‪،‬‬ ‫ﺩﻭﺭﺍ ﻓﻲ ﺗﺼﻨﻴﻊ ﺍﻟﺒﺮﻭﺗﻴﻨﺎﺕ ‪.‬‬ ‫ﻭﻫﻲ ﺗﺆﺩّﻱ ً‬ ‫ﺯﻭﺍﺋﺪ‬ ‫ﺷﺠﻴﺮﻳﺔ‬ ‫ﺟﺴﻢ‬ ‫ﺍﻟﺨﻠﻴّﺔ‬ ‫ﻣﺤﻮﺭ‬ ‫ﺧﻼﻳﺎ‬ ‫ﺷﻮﺍﻥ‬ ‫ﺍﻟﻐﻼﻑ‬ ‫ﺍﻟﻤﻴﻠﻴﻨﻲ‬ ‫ﻋﻘﺪﺓ‬ ‫ﺍﻟﻤﺤﻮﺭ ﻧﻮﺍﺓ ﺧﻠﻴﺔ ﺷﻮﺍﻥ‬ ‫ﺭﺍﻧﻔﻴﻴﺮ‬ ‫ﺷﻜﻞ )‪(5‬‬ ‫ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﺍﺗﺠﺎﻩ ﺳﻴﺮ ﺍﻟﺴﻴﺎﻝ‬ ‫ﻧﻬﺎﻳﺎﺕ‬ ‫ﺍﻟﻌﺼﺒﻲ‬ ‫ﻣﺤﻮﺭﻳﺔ‬ ‫ﺗﺘﻔﺮﻉ ﻣﻦ ﺟﺴﻢ ﺍﻟﺨﻠﻴﺔ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻣﺘﺪﺍﺩﺍﺕ ﺳﻴﺘﻮﺑﻼﺯﻣﻴﺔ‬ ‫ّ‬ ‫‪ Cytoplasmic Prolongations‬ﻫﻲ‪:‬‬ ‫‪ l‬ﺍﻟﺰﻭﺍﺋﺪ ﺍﻟﺸﺠﻴﺮﻳﺔ ‪ Dendrites‬ﻭﻫﻲ ﺍﻣﺘﺪﺍﺩﺍﺕ ﺳﻴﺘﻮﺑﻼﺯﻣﻴﺔ ﻗﺼﻴﺮﺓ ﻭﻛﺜﻴﺮﺓ‪.‬‬ ‫‪ l‬ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ ‪ Nerve Fiber‬ﺃﻱ ﺍﻟﻤﺤﻮﺭ ‪ Axon‬ﻭﻫﻮ ﺍﻣﺘﺪﺍﺩ ﺳﻴﺘﻮﺑﻼﺯﻣﻲ‬ ‫ﻃﻮﻳﻞ‪.‬ﻭﻟﻜ ّﻞ ﺟﺴﻢ ﺧﻠﻴﺔ ﻣﺤﻮﺭ ﻭﺍﺣﺪ ﻓﺤﺴﺐ ﺗﺘﺸ ّﻌﺐ ﻧﻬﺎﻳﺘﻪ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ‬ ‫ﺗﺴﻤﻰ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻟﻤﺤﻮﺭﻳﺔ ‪) Axon Terminals‬ﺷﻜﻞ ‪.(5‬‬ ‫ﻧﻬﺎﻳﺎﺕ ّ‬ ‫‪17‬‬  ‫ﺗﺘﺠﻤﻊ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴﺔ ﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ ﻣﺸ ّﻜﻠﺔ ﺍﻷﻋﺼﺎﺏ‬ ‫ّ‬ ‫ﺍﻟﺪﻣﺎﻍ‬ ‫‪) Nerves‬ﺷﻜﻞ ‪ (11‬ﻭﻫﻲ ﺗﺮﺍﻛﻴﺐ ﺗﺸﺒﻪ ﺍﻷﺣﺒﺎﻝ‪ ،‬ﻭﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﻤﺮﻛﺰﻱ ﻣﺸ ّﻜﻠﺔ ﺍﻟﻤﺴﺎﺭﺍﺕ ‪) Tracts‬ﺷﻜﻞ ‪.(6‬‬ ‫ﻳﻘﺘﺼﺮ ﺩﻭﺭ ﺍﻟﺰﻭﺍﺋﺪ ﺍﻟﺸﺠﺮﻳﺔ ﻋﻠﻰ ﻧﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻤﺤﻴﻄﺔ‬ ‫ﺑﻬﺎ ﺇﻟﻰ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻨﻘﻞ ﺍﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺟﺴﻢ‬ ‫ﺍﻟﺨﻠﻴّﺔ ﺑﺎﺗ ّﺠﺎﻩ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻟﻤﺤﻮﺭﻳﺔ ‪.‬ﺃﻣّﺎ ﻣﻌﻈﻢ ﺍﻟﻨﺸﺎﻁ ﺍﻷﻳﻀﻲ ﺍﻟﺬﻱ ﺗﻘﻮﻡ‬ ‫ﺑﻪ ﺍﻟﺨﻠﻴّﺔ ﻓﻴﺤﺪﺙ ﻓﻲ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ ‪.‬ﻗﺪ ﺗﺤﻴﻂ ﺑﺎﻟﻤﺤﻮﺭ ﻟﻤﻌﻈﻢ ﺍﻟﺨﻼﻳﺎ‬ ‫ﺗﻜﻮﻧﻬﺎ ﺧﻼﻳﺎ ﺷﻮﺍﻥ‬ ‫ُﻌﺮﻑ ﺑﺎﻟﻤﻴﻠﻴﻦ ‪ Myelin‬ﱢ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ ﻃﺒﻘﺎ ٍ‬ ‫ﺕ ﻋﺎﺯﻟﺔ ﺗ َ‬ ‫‪. Schwann cells‬ﻭﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻄﺒﻘﺎﺕ ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﻊ ﻣﺘﻌﺎﻗﺒﺔ‬ ‫ﺧﻠﻴﺔ ﻋﺼﺒﻴﺔ ﻣﺴﺘﻘﺒﻞ‬ ‫ﻣﺴﺎﺭ‬ ‫ﺣﺴﻲ‬ ‫ّ‬ ‫ّ‬ ‫ﺣﺴﻴﺔ‬ ‫ّ‬ ‫ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻤﺤﻮﺭ ﻭﻳﻔﺼﻞ ﺑﻴﻦ ﺗﻠﻚ ﺍﻟﻘﻄﻊ ﻋﻘ ٌﺪ ﺗﻌﺮﻑ ﺑﻌﻘﺪ ﺭﺍﻧﻔﻴﻴﺮ ﻳﻜﻮﻥ‬ ‫ﺍﻟﻤﺎﺩﺓ‬ ‫ﺍﻟﺤﺒﻞ‬ ‫ﺍﻟﺸﻮﻛﻲ‬ ‫ﻓﻴﻬﺎ ﻏﺸﺎﺀ ﺍﻟﻤﺤﻮﺭ ﻣﻜﺸﻮﻓًﺎ ‪.‬‬ ‫ﺍﻟﺒﻴﻀﺎﺀ‬ ‫ﺍﺗّﺠﺎﻩ ﺳﻴﺮ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ‬ ‫‪Types of Neurons‬‬ ‫ﺗﺨﺘﻠﻒ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻦ ﺑﻌﻀﻬﺎ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ ﻭﺍﻟﻮﻇﻴﻔﺔ ‪.‬‬ ‫‪á«Ñ°ü©dG ÉjÓÿG ´GƒfCG 2.3‬‬ ‫ﺷﻜﻞ )‪(6‬‬ ‫)ﺃ( ﺗﺼﻨﻴﻒ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ‬ ‫ﺗﺸﻜّﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴﺔ ﻓﻲ ﺍﻟﺤﺒﻞ‬ ‫‪Structural Classification of Neuron‬‬ ‫ﺍﻟﺸﻮﻛﻲ )ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ( ﺍﻟﻤﺴﺎﺭ‬ ‫ﺍﻷﻣﺎﻣﻲ ﺍﻟﺠﻨﺒﻲ ﺍﻟﻤﺴﺆﻭﻝ ﻋﻦ ﻧﻘﻞ ﺍﻹﺣﺴﺎﺳﺎﺕ‬ ‫ﺗﻨﻘﺴﻢ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ ‪ ،‬ﻭﻋﺪﺩ ﺍﻻﺳﺘﻄﺎﻻﺕ‬ ‫ﺑﺎﻷﻟﻢ ﻭﺍﻟﺤﺮﺍﺭﺓ ﻭﺍﻟﻠﻤﺲ ﺍﻟﻮﺍﺭﺩﺓ ﻣﻦ ﺍﻷﻋﺼﺎﺏ‬ ‫ﺍﻟﺴﻴﺘﻮﺑﻼﺯﻣﻴﺔ ﻣﻦ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ ‪ ،‬ﺇﻟﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‪:‬‬ ‫ﺍﻟﺤﺴﻴﺔ ﺍﻟﻄﺮﻓﻴﺔ ﺇﻟﻰ ﺍﻟﺪﻣﺎﻍ ﻟﻤﻌﺎﻟﺠﺘﻬﺎ ‪.‬‬ ‫ّ‬ ‫٭ ﺧﻼﻳﺎ ﻋﺼﺒﻴﺔ ﻭﺣﻴﺪﺓ ﺍﻟﻘﻄﺐ ‪ :Unipolar Neurons‬ﺗﺘﻤﻴﺰ ﺑﺎﻣﺘﺪﺍﺩ ﺍﺳﺘﻄﺎﻟﺔ‬ ‫ﻭﺍﺣﺪﺓ ﻣﻦ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ ﺗﻨﻘﺴﻢ ﺍﻟﻰ ﻓﺮﻋﻴﻦ ﻳﻤﺘﺪّﺍﻥ ﺑﻌﻴ ًﺪﺍ ﻋﻨﻬﺎ ﻓﺘﺼﺒﺢ‬ ‫ﻭﻳﺸﻜﻞ ﺃﺣﺪ ﻫﺬﻳﻦ ﺍﻟﻔﺮﻋﻴﻦ ﺍﻟﻤﺤﻮﺭ‬ ‫ﱢ‬ ‫ﺍﻟﺨﻠﻴّﺔ ﻋﻠﻰ ﺷﻜﻞ ﺣﺮﻑ "‪."T‬‬ ‫ﺍﻟﻄﺮﻓﻲ ﺍﻟﺬﻱ ﻳﻨﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺍﻟﺰﻭﺍﺋﺪ ﺍﻟﺸﺠﺮﻳﺔ ﺍﻟﻰ ﺟﺴﻢ‬ ‫ﺍﻟﺨﻠﻴّﺔ ﺍﻣّﺎ ﺍﻟﻔﺮﻉ ﺍﻟﺜﺎﻧﻲ ﻓﻬﻮ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻤﺮﻛﺰﻱ ﺍﻟﺬﻱ ﻳﻨﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ ﺑﻌﻴ ًﺪﺍ ﻋﻦ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ )ﺷﻜﻞ ‪- 7‬ﺃ( ‪.‬‬ ‫٭ ﺧﻼﻳﺎ ﻋﺼﺒﻴﺔ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻘﻄﺐ ‪ :Bipolar Neurons‬ﺗﺘﻤﻴﱠﺰ ﺑﺎﻣﺘﺪﺍﺩ ﺍﺳﺘﻄﺎﻟﺘﻴﻦ‬ ‫ﺗﺸﻜﻞ ﺇﺣﺪﺍﻫﺎ ﺍﻟﺰﻭﺍﺋﺪ ﺍﻟﺸﺠﺮﻳﺔ‬‫ﱢ‬ ‫ﻣﻦ ﻗﻄﺒﻴﻦ ﻣﺘﻀﺎﺩّﻳﻦ ﻟﺠﺴﻢ ﺍﻟﺨﻠﻴّﺔ‬ ‫ﻭﺗﺸﻜﻞ ﺍﻷﺧﺮﻯ ﺍﻟﻤﺤﻮﺭ‪.‬ﻭﺗﺘﻮﺍﺟﺪ ﻣﻌﻈﻢ ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﻓﻲ ﺍﻷﻋﻀﺎﺀ‬ ‫ﱢ‬ ‫ﺍﻟﺤﺴﻴﱠﺔ ﻛﺎﻻﻧﻒ ﻭﺍﻟﻌﻴﻨﻴﻦ‪).‬ﺷﻜﻞ ‪- 7‬ﺏ( ‪.‬‬ ‫‪18‬‬  ‫٭ ﺧﻼﻳﺎ ﻋﺼﺒﻴﺔ ﱢ‬ ‫ﻣﺘﻌﺪﺩﺓ ﺍﻷﻗﻄﺎﺏ ‪ :Multipolar Neurons‬ﺗﺘﻤﻴﱠﺰ ﺑﺎﻣﺘﺪﺍﺩ ﻋﺪﺩ‬ ‫ﱢ‬ ‫ﺗﺸﻜﻞ ﺍﻟﺰﻭﺍﺋﺪ‬ ‫ﻛﺒﻴﺮ ﻣﻦ ﺍﻻﺳﺘﻄﺎﻻﺕ ﺍﻟﻘﺼﻴﺮﺓ ﻣﻦ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ ﻭﺍﻟﺘﻲ‬ ‫ﺍﻟﺸﺠﺮﻳﺔ ‪ ،‬ﻭﺍﺳﺘﻄﺎﻟﺔ ﻃﻮﻳﻠﺔ ﻭﺍﺣﺪﺓ ﺗﺸ ّﻜﻞ ﺍﻟﻤﺤﻮﺭ )ﺷﻜﻞ ‪- 7‬ﺟـ( ‪.‬‬ ‫ﺯﻭﺍﺋﺪ‬ ‫ﺷﺠﺮﻳﺔ‬ ‫ﺯﻭﺍﺋﺪ‬ ‫ﺷﺠﺮﻳﺔ‬ ‫ﻧﻬﺎﻳﺎﺕ‬ ‫ﺟﺴﻢ‬ ‫ﺟﺴﻢ‬ ‫ﺍﻟﺨﻠﻴّﺔ‬ ‫ﺍﻟﺨﻠﻴّﺔ‬ ‫ﻣﺤﻮﺭﻳﺔ‬ ‫ﺟﺴﻢ‬ ‫ﺍﻟﺨﻠﻴّﺔ‬ ‫ﺷﻜﻞ )‪(7‬‬ ‫ﻣﺤﻮﺭ‬ ‫ﺗﻨﻘﺴﻢ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸﻜﻞ ﻭﻋﺪﺩ‬ ‫ﻣﺤﻮﺭ‬ ‫ﺍﻻﺳﺘﻄﺎﻻﺕ ﺍﻟﻰ ﺛﻼﺛﺔ ﺍﻧﻮﺍﻉ‪:‬‬ ‫ﻧﻬﺎﻳﺎﺕ‬ ‫)ﺃ( ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ﻭﺣﻴﺪﺓ ﺍﻟﻘﻄﺐ‬ ‫ﻣﺤﻮﺭ‬ ‫ﻣﺤﻮﺭ‬ ‫ﻣﺤﻮﺭﻳﺔ‬ ‫ﻧﻬﺎﻳﺎﺕ‬ ‫ﻃﺮﻓﻲ‬ ‫)ﺏ( ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻘﻄﺐ‬ ‫ﺯﻭﺍﺋﺪ‬ ‫ﻣﺮﻛﺰﻱ‬ ‫ﻣﺤﻮﺭﻳﺔ‬ ‫)ﺟـ( ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ﱢ‬ ‫ﻣﺘﻌﺪﺩﺓ ﺍﻻﻗﻄﺎﺏ ‪.‬‬ ‫ﺷﺠﺮﻳﺔ‬ ‫)ﺟـ( ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ﱢ‬ ‫ﻣﺘﻌﺪﺩﺓ‬ ‫)ﺏ( ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ﺛﻨﺎﺋﻴﺔ‬ ‫)ﺃ( ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ﻭﺣﻴﺪﺓ ﺍﻟﻘﻄﺐ‬ ‫ﺍﻻﻗﻄﺎﺏ‬ ‫ﺍﻟﻘﻄﺐ‬ ‫ﺍﺗﺠﺎﻩ ﺳﻴﺮ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ‬ ‫)ﺏ( ﺗﺼﻨﻴﻒ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﻇﻴﻔﺔ‬ ‫‪Functional Classification‬‬ ‫ﺗﻨﻘﺴﻢ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﻇﻴﻔﺔ ﺇﻟﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‪:‬‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ﺍﻟﺤﺴﻴﺔ ‪ :Sensory Neurons‬ﺗﻨﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ّ‬ ‫٭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ّ‬ ‫ﺍﻟﻤﺴﺘﻘﺒﻞ‬ ‫ﺍﻟﺤﺴﻲ ﻓﻲ‬ ‫)ﺏ( ﺧﻠﻴﺔ‬ ‫ﻋﺼﺒﻴﺔ‬ ‫ﺍﻟﺤﺴﻴﺔ ﺇﻟﻰ‬ ‫‪ Sensory or Afferent Nerve Impulse‬ﻣﻦ ﺍﻟﻤﺴﺘﻘﺒﻼﺕ ّ‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ )ﺷﻜﻞ ‪- 8‬ﺃ( ‪.‬ﺍﻟﻤﺴﺘﻘﺒﻼﺕ ّ‬ ‫ّ‬ ‫ﺍﻟﺒﺸﺮﺓ‬ ‫ﺭﺍﺑﻄﺔ‬ ‫ﺍﻟﺤﺴﻴﺔ ‪Sensory‬‬ ‫ﺍﻟﺠﻠﺪ‬ ‫)ﺃ( ﺧﻠﻴﺔ‬ ‫ﻣﺘﺨﺼﺼﺔ ﺗﺠﻤﻊ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻣﻦ‬ ‫ﱢ‬ ‫‪ Receptors‬ﻫﻲ ﻧﻬﺎﻳﺎﺕ ﺧﻼﻳﺎ ﻋﺼﺒﻴﺔ ﺃﻭ ﺧﻼﻳﺎ‬ ‫ﺣﺴﻴﺔ‬ ‫ﻋﺼﺒﻴﺔ ّ‬ ‫ﻭﺗﺤﻮﻟﻬﺎ ﺇﻟﻰ ﺳﻴﺎﻟﺔ ﻋﺼﺒﻴﺔ ‪.‬ﺗﺆﺩّﻱ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﺩﺍﺧﻞ ﺍﻟﺠﺴﻢ ﻭﺧﺎﺭﺟﻪ ‪ّ ،‬‬ ‫)ﺟـ( ﺧﻠﻴﺔ‬ ‫ﺍﻟﺤﺴﻴﺔ ﻭﻛﺬﻟﻚ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‬‫ّ‬ ‫ﺍﻟﻮﺣﻴﺪﺓ ﺍﻟﻘﻄﺐ ﺩﻭﺭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﺍﻟﺤﺴﻴﺔ ﻣﻦ ﻣﺜﻞ ﺍﻟﻌﻴﻨﻴﻦ‪ ،‬ﺍﻷﻧﻒ‪ ،‬ﺍﻷﺫﻥ ﻭﺍﻟﻠﺴﺎﻥ ‪.‬‬ ‫ﻋﺼﺒﻴﺔ‬ ‫ﺍﻟﺤﺒﻞ ﺍﻟﺸﻮﻛﻲ‬ ‫ﺣﺮﻛﻴﺔ‬ ‫)ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ّ‬ ‫ﺛﻨﺎﺋﻴﺔ ﺍﻟﻘﻄﺐ ﻓﻲ ﺍﻷﻋﻀﺎﺀ‬ ‫ﺍﻟﻤﺮﻛﺰﻱ(‬ ‫٭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺤﺮﻛﻴﺔ ‪ :Motor Neurons‬ﺗﻨﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺤﺮﻛﻴﺔ‬ ‫ﻋﻀﻮ ﻣﻨﻔﺬ‬ ‫)ﺍﻟﻌﻀﻞ(‬ ‫‪ Motor or Efferent Nerve Impulse‬ﻣﻦ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﺇﻟﻰ‬ ‫ﺷﻜﻞ )‪(8‬‬ ‫ﺍﻷﻋﻀﺎﺀ ﺍﻟﻤﻨﻔﱢﺬﺓ )ﺷﻜﻞ ‪- 8‬ﺟـ( ‪.‬ﻭﺍﻷﻋﻀﺎﺀ ﺍﻟﻤﻨﻔﱢﺬﺓ ‪Effector organs‬‬ ‫ﺗﻨﻘﺴﻢ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻮﻇﻴﻔﺔ ﺇﻟﻰ‪:‬‬ ‫ﻫﻲ ﺍﻷﻋﻀﺎﺀ‪ ،‬ﺍﻟﺘﻲ ﺗﺴﺘﺠﻴﺐ ﻟﻠﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ ّﺇﻣﺎ ﺑﺎﻻﻧﻘﺒﺎﺽ ﺇﺫﺍ ﻛﺎﻧﺖ ﻋﻀﻼﺕ ﺃﻭ‬ ‫ﺣﺴﻴﺔ‬ ‫)ﺃ( ﺧﻠﻴﺔ ﻋﺼﺒﻴﺔ ّ‬ ‫ﱢ‬ ‫ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻷﻗﻄﺎﺏ‬ ‫ﺑﺎﻹﻓﺮﺍﺯ ﺇﺫﺍ ﻛﺎﻧﺖ ﻏﺪﺩ ‪.‬ﺗﺆﺩّﻱ ﻣﻌﻈﻢ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫)ﺏ( ﺧﻠﻴﺔ ﻋﺼﺒﻴﺔ ﺭﺍﺑﻄﺔ‬ ‫)ﺟـ( ﺧﻠﻴﺔ ﻋﺼﺒﻴﺔ ﺣﺮﻛﻴﺔ‬ ‫ﺩﻭﺭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺤﺮﻛﻴﺔ ‪.‬‬ ‫٭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺮﺍﺑﻄﺔ ﺃﻭ ﺍﻟﻤﻮﺻﻠﺔ ‪ :Interneurons‬ﺗﻮﺟﺪ ﺑﻴﻦ ﺧﻠﻴﺘﻴﻦ ﻋﺼﺒﻴﺘﻴﻦ‬ ‫ﻭﺗﻜﻮﻥ ﺑﻜﺎﻣﻞ ﺃﺟﺰﺍﺋﻬﺎ ﺃﻭ ﺑﻤﻌﻈﻢ ﺃﺟﺰﺍﺋﻬﺎ ﺩﺍﺧﻞ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ‪ ،‬ﺣﻴﺚ‬ ‫ﺣﺴﻴﺔ ﻭﺃﺧﺮﻯ ﺣﺮﻛﻴﺔ )ﺷﻜﻞ ‪- 8‬ﺟـ( ‪ ،‬ﺃﻭ ﺑﻴﻦ ﺧﻼﻳﺎ‬ ‫ﺗﺘﻮﺍﺟﺪ ﺑﻴﻦ ﺧﻼﻳﺎ ﻋﺼﺒﻴﺔ ّ‬ ‫ﻋﺼﺒﻴﺔ ﺭﺍﺑﻄﺔ ﺃﺧﺮﻯ ‪.‬ﻭﺗﺆﺩﻱ ﺑﻌﺾ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﺘﻌﺪّﺩﺓ ﺍﻷﻗﻄﺎﺏ‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ّ‬ ‫ﻭﺗﻨﺴﻖ ﺑﻴﻦ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﱢ‬ ‫ﺩﻭﺭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺮﺍﺑﻄﺔ ‪،‬‬ ‫ﻭﺍﻟﺤﺮﻛﻴﺔ ‪.‬‬ ‫‪19‬‬ ‫‪Glial Cells‬‬ ‫‪»Ñ°ü©dG AGô¨dG ÉjÓN 3.3‬‬ ‫ﺗﻤﺜﱢﻞ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﺣﻮﺍﻟﻰ ‪ %90‬ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺘﻲ ﱢ‬ ‫ﺗﻜﻮﻥ ﺍﻟﺠﻬﺎﺯ‬ ‫ﺍﻟﻌﺼﺒﻲ ﻭﻫﻲ ﺧﻼﻳﺎ ﺗﺤﻴﻂ ﺑﺎﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‪.‬ﺗﺼﻨﻒ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ‬ ‫ﻣﻦ ﺣﻴﺚ ﺍﻟﺤﺠﻢ ﺍﻟﻰ ﻧﻮﻋﻴﻦ ﻫﻤﺎ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻜﺒﻴﺮﺓ ﻭﺧﻼﻳﺎ‬ ‫ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﺍﻟﺼﻐﻴﺮﺓ )ﺷﻜﻞ ‪- 9‬ﺃ( ‪.‬‬ ‫ﺧﻠﻴّﺔ‬ ‫ﺍﺳﺘﻄﺎﻻﺕ‬ ‫ﻧﺠﻤﻴﺔ‬ ‫ﺳﻴﺘﻮﺑﻼﺯﻣﻴﺔ‬ ‫ﺧﻼﻳﺎ‬ ‫ﻋﺼﺒﻴﺔ‬ ‫ﻭﻋﺎﺀ‬ ‫ﺩﻣﻮﻱ‬ ‫ﻣﺤﻮﺭ‬ ‫ﺧﻠﻴّﺔ ﺍﻟﻐﺮﺍﺀ‬ ‫ﺧﻠﻴّﺔ‬ ‫ﺍﻟﻌﺼﺒﻲ ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ‬ ‫ﻗﻠﻴﻠﺔ ﺍﻟﺘﻔﺮﻋﺎﺕ‬ ‫ﺷﻜﻞ )‪- 9‬ﺃ(‬ ‫ﺃﻧﻮﺍﻉ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ‬ ‫‪Microglia‬‬ ‫)ﺃ( ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﺍﻟﺼﻐﻴﺮﺓ‬ ‫ﺩﻭﺭﺍ ﻣﻬﻤًّﺎ‬ ‫ﻫﻲ ﺧﻼﻳﺎ ﺑﻠﻌﻤﻴﺔ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﺗﺆﺩّﻱ ً‬ ‫ﻓﻲ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﻤﻨﺎﻋﻴﺔ ﺣﻴﺚ ﺗﻘﻮﻡ ﺑﺘﺨﻠﻴﺺ ﺍﻟﻨﺴﻴﺞ ﺍﻟﻌﺼﺒﻲ ﻣﻦ ﺍﻟﻜﺎﺋﻨﺎﺕ‬ ‫ﺍﻟﻤﻤﺮﺿﺔ ﻭﺍﻷﺟﺴﺎﻡ ﺍﻟﻐﺮﻳﺒﺔ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺘﺎﻟﻔﺔ ﻭﺍﻟﻤﻴﺘﺔ ﻣﻦ‬ ‫ﺣﺠﻤﺎ‬ ‫ً‬ ‫ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺍﻟﺒﻠﻌﻤﺔ‪.‬ﺗ ُﻌﺪ ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﺃﺻﻐﺮ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ‬ ‫ﻣﺘﺤﺮﻛﺔ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﺠﻪ ﺇﻟﻰ ﺍﻟﻨﺴﻴﺞ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺘﻀﺮﺭ ﻟﺘﺨﻠﻴﺼﻪ‬ ‫ﱢ‬ ‫ﻭﻫﻲ ﺧﻼﻳﺎ‬ ‫ﻣﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﺘﺎﻟﻔﺔ ﻭﺍﻟﻤﺘﻬﺎﻟﻜﺔ ‪.‬‬ ‫‪Macroglia‬‬ ‫)ﺏ( ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻜﺒﻴﺮﺓ‬ ‫ﻭﻫﻲ ﺗﻨﻘﺴﻢ ﺇﻟﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‪:‬‬ ‫٭ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﻗﻠﻴﻠﺔ ﺍﻟﺘﻔﺮﻋﺎﺕ ‪ :Oligodendrocytes‬ﺗﺘﻮﺍﺟﺪ ﻫﺬﻩ‬ ‫ﺍﻟﺨﻼﻳﺎ ﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﻭﻫﻲ ﺍﻟﻤﺴﺆﻭﻟﺔ ﻋﻦ ﺗﻜﻮﻳﻦ ﻏﻼﻑ‬ ‫ﺍﻟﻤﻴﻠﻴﻦ ﺣﻮﻝ ﻣﺤﺎﻭﺭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻓﻴﻪ ‪.‬‬ ‫‪20‬‬  ‫‪ -1‬ﺗﻐﻠﱢﻒ ﺧﻠﻴّﺔ‬ ‫٭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻨﺠﻤﻴﺔ ‪ :Astrocytes‬ﺗﺘﻮﺍﺟﺪ ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺷﻮﺍﻥ ﻣﺤﻮﺭ ﻏﺸﺎﺀ ﺍﻟﺨﻠﻴّﺔ‬ ‫ﺍﻟﻤﺮﻛﺰﻱ ﻭﺗﻌ ّﺪ ﻣﻦ ﺃﻛﺜﺮ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﻭﻓﺮ ًﺓ ‪ُ.‬ﺳﻤﱢﻴﺖ ﺍﻟﺨﻼﻳﺎ‬ ‫ﺍﻟﺴﻴﺘﻮﺑﻼﺯﻡ‬ ‫ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﺍﻟﻨﺠﻤﻴﺔ ﻧﺴﺒﺔً ﺇﻟﻰ ﺷﻜﻠﻬﺎ ﺍﻟﺬﻱ ﻳﺸﺒﻪ ﺍﻟﻨﺠﻤﺔ‪.‬ﻭﻫﻲ ﺗﻤ ّﺪ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﻣﺤﻮﺭ ﺍﻟﺨﻠﻴّﺔ‬ ‫ﺑﺎﻷﻛﺴﺠﻴﻦ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻐﺬﺍﺋﻴﺔ ﻣﻦ ﺍﻷﻭﻋﻴﺔ ﺍﻟﺪﻣﻮﻳﺔ ﺍﻟﻤﺠﺎﻭﺭﺓ ﻋﺒﺮ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﺍﻟﻨﻮﺍﺓ‬ ‫ﺍﺳﺘﻄﺎﻟﺘﻬﺎ ﺍﻟﺴﻴﺘﻮﺑﻼﺯﻣﻴﺔ ﻭﺗﺴﺎﻋﺪ ﻋﻠﻰ ﺣﻔﻆ ﺛﺒﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ‬ ‫ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻭﻗﺪ ﺃﺛﺒﺘﺖ ﺍﻷﺑﺤﺎﺙ ﺍﻟﺤﺪﻳﺜﺔ ﺃﻧّﻬﺎ ﻗﺪ ﺗﺆﺩّﻱ‬ ‫ﺗﻠﺘﻒ‬ ‫‪ّ -2‬‬ ‫ﺩﻭﺭﺍ ﻓﻲ ﻧﻘﻞ ﺇﺷﺎﺭﺍﺕ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‪.‬‬‫ً‬ ‫ﺧﻠﻴّﺔ ﺷﻮﺍﻥ‬ ‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬ ‫٭ ﺧﻼﻳﺎ ﺷﻮﺍﻥ ‪ :Schuwann cells‬ﺗﺘﻮﺍﺟﺪ ﻫﺬﻩ ﺍﻟﺨﻼﻳﺎ ﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫ﻣﺸ ﱢﻜﻠﺔ ﻃﺒﻘﺎﺕ‬ ‫ﻣﻦ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫ﺗﻠﺘﻒ ﺧﻼﻳﺎ‬ ‫ّ‬ ‫ﺍﻟﻄﺮﻓﻲ ﻭﺗﺤﺘﻮﻱ ﺃﻏﺸﻴﺘﻬﺎ ﻋﻠﻰ ﻣﺎﺩّﺓ ﺩﻫﻨﻴﺔ ﺗﻌﺮﻑ ﺑﺎﻟﻤﻴﻠﻴﻦ‪.‬‬ ‫ﺣﻮﻟﻪ‪.‬‬ ‫ﺷﻮﺍﻥ ﺧﻼﻝ ﻧﻤﻮﻫﺎ ﺣﻮﻝ ﻣﺤﻮﺭ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﻣﺸﻜﻠﺔ ﻃﺒﻘﺎﺕ ﻣﻦ‬ ‫ﻏﻼﻑ ﺍﻟﻠﻴﻒ‬ ‫ﻭﻳﺘﺠﻤﻊ ﺳﻴﺘﻮﺑﻼﺯﻡ‬ ‫ّ‬ ‫ُﻌﺮﻑ ﺑﻐﻼﻑ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫ﺍﻟﻤﻴﻠﻴﻦ‪ ،‬ﻭﻫﻲ ﻃﺒﻘﺎﺕ ﻋﺎﺯﻟﺔ‪ ،‬ﺗ َ‬ ‫ﺍﻟﻌﺼﺒﻲ‬ ‫ﻭﻳﺸﻜﻞ ﻣﻊ ﺍﻟﻨﻮﺍﺓ ﻏﻼﻑ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ )ﺷﻜﻞ ‪ - 9‬ﺏ( ‪.‬‬ ‫ﱢ‬ ‫ﺍﻟﺨﻠﻴّﺔ‬ ‫ﻏﻼﻑ‬ ‫ﺍﻟﻤﻴﻠﻴﻦ‬ ‫‪É¡à«æHh á«Ñ°ü©dG ±É«dC’G.4‬‬ ‫‪ -3‬ﻳﺘﺠﻤﱠﻊ ﺳﻴﺘﻮﺑﻼﺯﻡ ﺍﻟﺨﻠﻴّﺔ‬ ‫ﻭﻳﺸ ﱢﻜﻞ ﻣﻊ ﺍﻟﻨﻮﺍﺓ ﻏﻼﻑ ﺍﻟﻠﻴﻒ‬ ‫‪Nerve Fibers and Their Structure‬‬ ‫ﺍﻟﻌﺼﺒﻲ ّﺃﻣﺎ ﻃﺒﻘﺎﺕ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ ‪ Nerve fiber‬ﻫﻮ ﺍﻻﺳﺘﻄﺎﻟﺔ ﺍﻟﻄﻮﻳﻠﺔ ﻟﻠﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ ﻭﻣﺎ ﻳﺤﻴﻂ‬ ‫ﺍﻟﻤﺘﺮﺍﺻﺔ ﻓﺘﺸ ﱢﻜﻞ ﻏﻼﻑ ﺍﻟﻤﻴﻠﻴﻦ‪.‬‬ ‫ّ‬ ‫ﺑﻬﺎ ﻣﻦ ﺃﻏﻠﻔﺔ ‪.‬ﺗ ُﺼﻨﱠﻒ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴﺔ ﺇﻟﻰ ﺃﻟﻴﺎﻑ ﻋﺼﺒﻴﺔ ﻋﺪﻳﻤﺔ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫ﺷﻜﻞ )‪- 9‬ﺏ(‬ ‫‪ ، Unmyelinated Nerve Fibers‬ﻭﺃﻟﻴﺎﻑ ﻋﺼﺒﻴﺔ ﻣﻴﻠﻴﻨﻴﺔ‬ ‫ﺗﻜﻮﻳﻦ ﻏﻼﻑ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫ﺍﻷﻭﻝ ‪ ،‬ﺑﻄﺒﻘﺔ ﻣﻦ ﺍﻟﻤﻴﻠﻴﻦ ‪،‬‬ ‫‪. Myelinated Nerve Fibers‬ﻻ ﻳُﺤﺎﻁ ﺍﻟﻨﻮﻉ ّ‬ ‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺧﻼﻳﺎ ﺷﻮﺍﻥ ﻭﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ‬ ‫ﻗﻠﻴﻠﺔ ﺍﻟﺘﻔﺮﻋﺎﺕ ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﻜﻮﻳﻦ ﻏﻼﻑ ﺍﻟﻤﻴﻠﻴﻦ؟‬ ‫ﻭﻳﺘﻮﺍﺟﺪ ﻓﻲ ﺍﻟﻤﺎﺩّﺓ ﺍﻟﺮﻣﺎﺩﻳﺔ )ﻭﻫﻲ ﺗﺘﻜﻮﻥ ﺇﺿﺎﻓﺔً ﺇﻟﻰ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﻋﺪﻳﻤﺔ ﺍﻟﻤﻴﻠﻴﻦ ﻣﻦ ﺃﺟﺴﺎﻡ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ( ﻭﻓﻲ ﺍﻷﻋﺼﺎﺏ ﺍﻟﻄﺮﻓﻴﺔ ‪.‬ﺃﻣّﺎ‬ ‫ﺍﻟﻨﻮﻉ ﺍﻟﺜﺎﻧﻲ ﻓﻬﻮ ﺍﺳﺘﻄﺎﻻﺕ ﻃﻮﻳﻠﺔ ﻣﻔﺮﺩﺓ ﻣُﺤﺎﻃﺔ ﺑﺎﻟﻤﻴﻠﻴﻦ ‪ ،‬ﻭﻻ ﺗﺘﻮﺍﺟﺪ‬ ‫ﺗﺘﻜﻮﻥ ﻣﻦ ﺃﻟﻴﺎﻑ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﻤﻐﻠﻔﺔ ﺑﻤﺎﺩّﺓ‬ ‫ّ‬ ‫ّﺇﻻ ﻓﻲ ﺍﻟﻤﺎﺩّﺓ ﺍﻟﺒﻴﻀﺎﺀ )‬ ‫ﺍﻟﻤﻴﻠﻴﻦ( ﻭﻓﻲ ﺍﻷﻋﺼﺎﺏ ﺍﻟﻄﺮﻓﻴﺔ ‪.‬ﺇﺫﺍ ﻗ ُ ِﻄﻊ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ ‪ ،‬ﻳﻈ ّﻞ ﺍﻟﻄﺮﻑ‬ ‫ﺍﻟﻤﺮﻛﺰﻱ ﻣﻨﻪ ‪ ،‬ﺍﻟﺬﻱ ﻻ ﻳﺰﺍﻝ ﻣﺮﺗﺒﻄًﺎ ﺑﺠﺴﻢ ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ ﺣﻴﺚ ﺗﻮﺟﺪ‬ ‫ﻭﺍﻟﻨﻤﻮ ﺇﺫ ﻳﻤﻜﻨﻪ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﺣﺘﻴﺎﺟﺎﺗﻪ ﻛﻠّﻬﺎ‬ ‫ّ‬ ‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﻟﺘﺠﺪّﺩ‬ ‫ﺍﻟﻨﻮﺍﺓ ‪ً ،‬‬ ‫ﻣﻦ ﻣﻮﺍﺩّ ﺗ ُﺼﻨﱠﻊ ﻓﻲ ﺟﺴﻢ ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ ‪.‬ﺃﻣّﺎ ﺍﻟﺠﺰﺀ ﺍﻟﻄﺮﻓﻲ ﻓﻴُﺘﻠَﻒ ﻷﻧّﻪ‬ ‫ﻓﻘﺪ ﺍﻻﺗ ّﺼﺎﻝ ﺑﺠﺴﻢ ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ ‪.‬ﻭﺗﺨﺘﻠﻒ ﺃﻧﻮﺍﻉ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ‬ ‫)ﺣﺴﻴﺔ ﺃﻭ ﺣﺮﻛﻴﺔ( ‪ ،‬ﻭﻛﻮﻧﻬﺎ ﻣُﻐﻠﱠﻔﺔ ﺑﺎﻟﻤﻴﻠﻴﻦ ﺃﻡ ﻻ ‪.‬‬ ‫ّ‬ ‫ﺣﻴﺚ ﻗﻄﺮﻫﺎ ‪ ،‬ﻭﻭﻇﻴﻔﺘﻬﺎ‬ ‫ﻭﺗﺨﺘﻠﻒ ‪ ،‬ﻛﺬﻟﻚ ‪ ،‬ﺳﺮﻋﺔ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻓﻴﻬﺎ ﺑﺤﺴﺐ ﻗﻄﺮﻫﺎ ‪،‬‬ ‫ﻭﻛﻮﻧﻬﺎ ﻣُﻐﻠﱠﻔﺔ ﺑﺎﻟﻤﻴﻠﻴﻦ ﺃﻡ ﻻ ‪.‬ﺗﻨﺘﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻓﻲ ﺍﻷﻟﻴﺎﻑ ﻋﺪﻳﻤﺔ‬ ‫ﻣﻤﺎ ﺗﺘﻨ ّﻘﻞ ﻓﻲ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻤﻴﻠﻴﻨﻴﺔ ‪ ،‬ﻷﻧّﻬﺎ ﺗﻨﺘﻘﻞ ﻓﻲ ﻫﺬﻩ ﺍﻷﺧﻴﺮﺓ‬ ‫ﺍﻟﻤﻴﻠﻴﻦ ﺃﺑﻄﺄ ّ‬ ‫ﺑﺎﻟﻘﻔﺰ ﻣﻦ ﻋﻘﺪﺓ ﺭﺍﻧﻔﻴﻴﺮ ﺇﻟﻰ ﺃﺧﺮﻯ ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻨﺘﻘﻞ ﻓﻲ ﺍﻷﻟﻴﺎﻑ ﻋﺪﻳﻤﺔ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫ﺍﻟﻤﻨﺒﱢﻬﺔ ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﺠﺎﻭﺭﺓ ﻟﻬﺎ )ﺷﻜﻞ ‪. (10‬‬ ‫ﻣﻦ ﺍﻟﻨﻘﻄﺔ ُ‬ ‫‪21‬‬  ‫)ﺃ( ﺍﻧﺘﻘﺎﻝ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ ﻓﻲ ﻟﻴﻒ ﻋﺼﺒﻲ ﻋﺪﻳﻢ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫ﺷﻜﻞ )‪(10‬‬ ‫ﻋﻘﺪﺓ ﺭﺍﻧﻔﻴﺮ‬ ‫ﺍﻧﺘﻘﺎﻝ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ ﻓﻲ ﺍﻟﺨﻠﻴﺔ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫)ﺏ( ﺍﻧﺘﻘﺎﻝ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ ﻓﻲ ﻟﻴﻒ ﻋﺼﺒﻲ ﻣﻴﻠﻴﻨﻲ‬ ‫ﺍﺗﺠﺎﻩ ﺳﻴﺮ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ‬ ‫‪Nerves and Their Types‬‬ ‫‪É¡YGƒfCGh ÜÉ°üYC’G.5‬‬ ‫ﻳﺘﻜﻮﻥ ﺍﻟﻌﺼﺐ ‪ Nerve‬ﻣﻦ ﺣُ َﺰﻡ ﺃﻟﻴﺎﻑ ﻋﺼﺒﻴﺔ ‪ Nerve Fibers‬ﻭﻫﻮ ﻳﺼﻞ ﺍﻟﺠﻬﺎﺯ‬ ‫ّ‬ ‫ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﺑﻤﺨﺘﻠﻒ ﺃﻋﻀﺎﺀ ﺍﻟﺠﺴﻢ ﻭﻳﻨﻘﻞ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻓﻲ ﻣﺎ ﺑﻴﻨﻬﺎ‬ ‫ﺗﺘﻜﻮﻥ ﻛ ّﻞ ﺣﺰﻣﺔ ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴﺔ‪.‬ﻳﺤﻴﻂ‬ ‫)ﺷﻜﻞ ‪ّ. (11‬‬ ‫ﺑﺎﻟﺤﺰﻡ ﺍﻟﻌﺼﺒﻴﺔ ﻧﺴﻴﺞ ﺿﺎﻡ ﺗﺘﺨﻠّﻠﻪ ﺷﺒﻜﺔ ﻣﻦ ﺍﻷﻭﻋﻴﺔ ﺍﻟﺸﻌﻴﺮﻳﺔ‪.‬ﻳﺤﻴﻂ ﺑﻜ ّﻞ‬ ‫ﻳﺴﻤﻰ ﻏﻼﻑ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ‬ ‫ﻟﻴﻒ ﻋﺼﺒﻲ ﻋﺪﻳﻢ ﺍﻟﻤﻴﻠﻴﻦ ﺃﻭ ﻣﻴﻠﻴﻨﻲ ﻏﻼﻑ ّ‬ ‫ﻳﺴﻤﻰﻏﻼﻑ ﺍﻟﺤﺰﻣﺔ‬ ‫‪.Endoneurium‬ﻭﻳﺤﻴﻂ ﺑﻜ ّﻞ ﺣﺰﻣﺔ ﻋﺼﺒﻴﺔ ﻏﻼﻑ ّ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ ‪ Perineurium‬ﻭﻫﻮ ﺃﻗ ّﻞ ﻛﺜﺎﻓﺔ ﻣﻦ ﻏﻼﻑ ﺍﻟﻌﺼﺐ ‪Epineurium‬‬ ‫ﺍﻟﺬﻱ ﻳﺤﻴﻂ ﺑﺎﻟﻌﺼﺐ‪.‬‬ ‫ﺗﺨﺘﻠﻒ ﺍﻷﻋﺼﺎﺏ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ ﻣﻦ ﺣﻴﺚ ﻭﻇﻴﻔﺘﻬﺎ ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻷﻟﻴﺎﻑ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻴﻬﺎ ‪.‬‬ ‫ِﻏ ْﻤﺪ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺍﻟﻌﺼﺐ‬ ‫ﺃﻭﻋﻴﺔ ﺩﻣﻮﻳﺔ‬ ‫ﻏﻼﻑ ﺍﻟﻌﺼﺐ‬ ‫ﺣﺰﻣﺔ ﺍﻷﻟﻴﺎﻑ‬ ‫ﻏﻼﻑ ﺍﻟﺤﺰﻣﺔ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ‬ ‫ﻟﻴﻒ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺷﻜﻞ )‪(11‬‬ ‫ﻏﻼﻑ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ‬ ‫ﺗﺮﻛﻴﺐ ﺍﻟﻌﺼﺐ‬ ‫ﻣﺤﻮﺭ‬ ‫ﻏﻼﻑ ﺍﻟﻤﻴﻠﻴﻦ‬ ‫‪22‬‬  ‫ﺗﻨﻘﺴﻢ ﺍﻷﻋﺼﺎﺏ ﺇﻟﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‪:‬‬ ‫ﺍﻟﺤﺴﻴﺔ ﻣﻦ‬ ‫)ﺣﺴﻴﺔ( ‪ Afferent Nerves‬ﺗﻨﻘﻞ ﺍﻟﺴﻴﺎﻟﺔ ﺍﻟﻌﺼﺒﻴﺔ ّ‬‫‪.1‬ﺃﻋﺼﺎﺏ ﻭﺍﺭﺩﺓ ّ‬ ‫ﺍﻟﺤﺲ ﺇﻟﻰ ﺍﻟﻤﺮﺍﻛﺰ ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﻣﺜﻞ ﺍﻟﻌﺼﺐ ﺍﻟﺒﺼﺮﻱ )ﺷﻜﻞ ‪ - 12‬ﺃ(‬ ‫ّ‬ ‫ﺃﻋﻀﺎﺀ‬ ‫ﻭﺍﻟﺸﻤﻲ ‪.‬‬ ‫ّ‬ ‫ﻭﺍﻟﺴﻤﻌﻲ‬ ‫‪.2‬ﺃﻋﺼﺎﺏ ﺻﺎﺩﺭﺓ )ﺣﺮﻛﻴﺔ( ‪ Efferent Nerves‬ﺗﻨﻘﻞ ﺍﻟﺴﻴﺎﻟﺔ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺤﺮﻛﻴﺔ‬ ‫ﻣﻦ ﺍﻟﻤﺮﺍﻛﺰ ﺍﻟﻌﺼﺒﻴﺔ ﺇﻟﻰ ﺍﻷﻋﻀﺎﺀ ﺍﻟﻤﻨﻔﱢﺬﺓ ﻣﻦ ﻣﺜﻞ ﺍﻟﻌﺼﺐ ﺍﻟﺤﺮﻛﻲ ﻟﻠﻌﻴﻦ )ﺷﻜﻞ‬ ‫‪ - 12‬ﺃ( ﻭﺍﻟﻠﺴﺎﻥ ‪.‬‬ ‫)ﺣﺴﻴﺔ(‬ ‫‪.3‬ﺃﻋﺼﺎﺏ ﻣﺨﺘﻠﻄﺔ ‪ Mixed Nerves‬ﺗﺘﻜ ﱠﻮﻥ ﻣﻦ ﺃﻟﻴﺎﻑ ﻋﺼﺒﻴﺔ ﻭﺍﺭﺩﺓ ّ‬ ‫ﻭﺻﺎﺩﺭﺓ )ﺣﺮﻛﻴﺔ( ﺗﻨﻘﻞ ﺍﻟﺴﻴﺎﻟﺔ ﺑﺎﻻﺗّﺠﺎﻫﻴﻦ ﻣﻦ ﻣﺜﻞ ﺍﻷﻋﺼﺎﺏ ﺍﻟﺸﻮﻛﻴﺔ )ﺷﻜﻞ‬ ‫‪ - 12‬ﺏ(‪.‬‬ ‫ﺍﻟﺠﺴﻢ ﺍﻟﻬﺪﺑﻲ )ﻋﻀﻠﺔ(‬ ‫ﺿﻮﺀ‬ ‫)ﻋﻀﻮ ﻣﻨﻔﺬ(‬ ‫ﺍﻟﻌﺪﺳﺔ‬ ‫ﺍﻟﻌﻴﻦ )ﺍﻟﻌﻀﻮ‬ ‫ﺍﻟﺤﺴﻲ(‬ ‫ّ‬ ‫ﺣﺴﻴﺔ‬ ‫ﺧﻠﻴﺔ ﻋﺼﺒﻴﺔ ّ‬ ‫)ﺷﻜﻞ ‪ - 12‬ﺃ(‬ ‫ﺑﺼﺮﻳﺔ‬ ‫ﺍﻟﻌﺼﺐ ﺍﻟﺒﺼﺮﻱ‬ ‫ﻳﻨﻘﻞ ﺍﻟﻌﺼﺐ ﺍﻟﺒﺼﺮﻱ )ﻋﺼﺐ ﻭﺍﺭﺩ( ﺍﻟﺴﻴﺎﻻﺕ‬ ‫)ﻋﺼﺐ ﻭﺍﺭﺩ(‬ ‫ﺍﻟﺤﺲ »ﺍﻟﻌﻴﻦ« ﺇﻟﻰ ﺍﻟﻤﺮﻛﺰ‬ ‫ّ‬ ‫ﺍﻟﻌﺼﺒﻴﺔ ﻣﻦ ﻣﺮﻛﺰ‬ ‫ﺍﻟﻌﺼﺒﻲ ﺍﻟﺒﺼﺮﻱ ﻓﻲ ﺍﻟﺪﻣﺎﻍ ﺍﻟﺬﻱ ﻳﺮﺳﻞ ﺑﺪﻭﺭﻩ‬ ‫ﺍﻟﻌﺼﺐ ﺍﻟﺤﺮﻛﻲ ﻟﻠﻌﻴﻦ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺤﺮﻛﻴﺔ ﺇﻟﻰ ﺍﻟﺠﺴﻢ ﺍﻟﻬﺪﺑﻲ )ﻋﻀﻠﺔ(‬ ‫)ﻋﺼﺐ ﺻﺎﺩﺭ(‬ ‫)ﺍﻟﻌﻀﻮ ﺍﻟﻤﻨﻔﺬ( ﺧﻼﻝ ﺍﻟﻌﺼﺐ ﺍﻟﺤﺮﻛﻲ ﻟﻠﻌﻴﻦ‬ ‫)ﺍﻟﻌﺼﺐ ﺍﻟﺼﺎﺩﺭ(‪.‬‬ ‫ﺍﻟﻤﺮﻛﺰ ﺍﻟﻌﺼﺒﻲ ﺍﻟﺒﺼﺮﻱ‬ ‫ﻓﻲ ﺍﻟﺪﻣﺎﻍ‬ ‫ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺮﺍﺑﻄﺔ‬ ‫ﺍﻟﺠﺬﺭﺍﻟﺨﻠﻔﻲ‬ ‫ﻋﺼﺐ ﻭﺍﺭﺩ‬ ‫ﺣﺴﻴﺔ‬ ‫ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ّ‬ ‫ﺍﻟﺨﻠﻴّﺔ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺮﺍﺑﻄﺔ‬ ‫ﻋﺼﺐ ﻭﺍﺭﺩ‬ ‫ﺧﻠﻴّﺔ ﻋﺼﺒﻴﺔ ﺣﺮﻛﻴﺔ‬ ‫ﻋﺼﺐ ﺷﻮﻛﻲ‬ ‫ﻋﺼﺐ‬ ‫ﻋﺼﺐ ﺻﺎﺩﺭ‬ ‫ﺍﻟﺠﺬﺭ ﺍﻷﻣﺎﻣﻲ‬ ‫ﻣﺨﺘﻠﻂ‬ ‫ﺍﻟﺤﺒﻞ ﺍﻟﺸﻮﻛﻲ )ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ(‬ ‫)ﺷﻜﻞ ‪ - 12‬ﺏ(‬ ‫ﻳﺘﻜﻮﻥ ﻣﻦ ﺃﻟﻴﺎﻑ ﻋﺼﺒﻴﺔ ﻭﺍﺭﺩﺓ ﻭﺃﺧﺮﻯ ﺻﺎﺩﺭﺓ‪.‬‬ ‫ﺍﻟﻌﺼﺐ ﺍﻟﺸﻮﻛﻲ ﻋﺼﺐ ﻣﺨﺘﻠﻂ ّ‬ ‫‪23‬‬  ‫‪á«FGôKEG Iô≤a‬‬ ‫‪á«eƒ«dG ÉæJÉ«M ‘ AÉ«MC’G º∏Y‬‬ ‫ﺗﺮﻛﻴﺐ ﺍﻟﻌﺼﺐ‬ ‫ﻳﺤﺘﻮﻱ ﺍﻟﻌﺼﺐ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺘﻲ ﺗﺨﺘﻠﻒ ﻣﻦ‬ ‫ﺣﻴﺚ ﻗﻄﺮﻫﺎ ﻭﻛﻮﻧﻬﺎ ﻣﻐﻠّﻔﺔ ﺑﺎﻟﻤﻴﺎﻟﻴﻦ ﺃﻡ ﻻ ‪ ،‬ﻭﻫﻲ »ﺍﻷﻟﻴﺎﻑ ﺃ« ﻭ»ﺍﻷﻟﻴﺎﻑ‬ ‫ﺏ« ﻭ»ﺍﻷﻟﻴﺎﻑ ﺝ« ‪.‬‬ ‫ﺍﻷﻟﻴﺎﻑ ﺃ ‪ :A-Fiber‬ﻫﻲ ﺃﻟﻴﺎﻑ ﺫﺍﺕ ﺍﻟﻘﻄﺮ ﺍﻷﻛﺒﺮ ﻭﻳﺘﺮﺍﻭﺡ ﺑﻴﻦ ‪5μm‬‬ ‫ﻭ‪ 20μm‬ﻭﻫﻲ ﻣﻐﻠﱠﻔﺔ ﺑﺎﻟﻤﻴﺎﻟﻴﻦ ﻭﺑﺎﻟﺘﺎﻟﻲ ﻳﻨﺘﻘﻞ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ ﻣﻦ ﺧﻼﻟﻬﺎ‬ ‫ﻣﺘﺮﺍ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ ‪.‬ﺗﻨﻘﺴﻢ ﻫﺬﻩ‬ ‫ﺑﺴﺮﻋﺔ ﻋﺎﻟﻴﺔ ﺗﺘﺮﺍﻭﺡ ﻣﺎ ﺑﻴﻦ ‪ 12‬ﺇﻟﻰ ‪ً 130‬‬ ‫ﺍﻷﻟﻴﺎﻑ ﺇﻟﻰ ﺃﺭﺑﻊ ﻓﺌﺎﺕ ﻫﻲ ﺍﻷﻟﻴﺎﻑ ﺃ ‪ -‬ﺃﻟﻔﺎ ‪ ،‬ﺃ‪ -‬ﺑﻴﺘﺎ ‪ ،‬ﺃ‪ -‬ﻏﺎﻣﺎ ﻭﺃ‪-‬‬ ‫ﺩﻟﺘﺎ ﻣﺮﺗﱠﺒﺔ ﺑﺤﺴﺐ ﺗﺪﺭﺝ ﺍﻟﻘﻄﺮ ﻣﻦ ﺍﻷﻛﺒﺮ ﺇﻟﻰ ﺍﻷﺻﻐﺮ ‪.‬‬ ‫ﺍﻷﻟﻴﺎﻑ ﺏ ‪ :B - Fibers‬ﻫﻲ ﺃﻟﻴﺎﻑ ﻳﺘﺮﻭﺍﺡ ﻗﻄﺮﻫﺎ ﻣﺎ ﺑﻴﻦ ‪2μm‬‬ ‫ﻭ‪ 3μm‬ﻭﻫﻲ ﻣﻐﻠﱠﻔﺔ ﺑﺎﻟﻤﻴﺎﻟﻴﻦ ﻭﻳﻨﺘﻘﻞ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ ﻓﻲ ﺧﻼﻟﻬﺎ ﺑﺸﻜﻞ‬ ‫ﻣﺘﺮﺍ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ ‪.‬‬ ‫ﺃﺑﻄﺄ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻷﻟﻴﺎﻑ ﺃ ﻭﺗﺼﻞ ﺳﺮﻋﺘﻬﺎ ﺇﻟﻰ ‪ً 15‬‬ ‫ﺍﻷﻟﻴﺎﻑ ﺝ ‪ :C - Fibers‬ﻫﻲ ﺍﻷﻟﻴﺎﻑ ﺫﺍﺕ ﺍﻟﻘﻄﺮ ﺍﻷﺻﻐﺮ ﻭﻳﺘﺮﻭﺍﺡ‬ ‫ﺑﻴﻦ ‪ 0.5μm‬ﻭ‪ 1.5μm‬ﻭﻫﻲ ﻋﺪﻳﻤﺔ ﺍﻟﻤﻴﺎﻟﻴﻦ ﻭﻳﻨﺘﻘﻞ ﺍﻟﺴﻴﺎﻝ ﺍﻟﻌﺼﺒﻲ ﻓﻲ‬ ‫ﺧﻼﻟﻬﺎ ﺑﺸﻜﻞ ﺃﺑﻄﺄ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻷﻟﻴﺎﻑ ﺃ ﻭﺏ ﻭﺗﺘﺮﺍﻭﺡ ﺳﺮﻋﺘﻬﺎ ﺑﻴﻦ‬ ‫‪ 0.5‬ﻭ‪ 2‬ﻣﺘﺮ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ ‪.‬‬ ‫‪1-1 ¢SQódG á©LGôe‬‬ ‫‪.1‬ﺍُﺫﻛﺮ ﻭﻇﺎﺋﻒ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻷﺭﺑﻊ ‪.‬‬ ‫‪.2‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺠﻬﺎﺯﻳﻦ ﺍﻟﻌﺼﺒﻴﻴﻦ ﻟﻺﻧﺴﺎﻥ ﻭﺍﻟﻬﻴﺪﺭﺍ ‪.‬‬ ‫ﻛﻴﻒ ﻳﺨﺘﻠﻒ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﻟﺪﻯ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ‬ ‫‪.3‬‬ ‫ﻟﺪﻯ ﺍﻟﺠﺮﺍﺩ؟‬ ‫ﻣﺎ ﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﺠﻬﺎﺯﻳﻦ ﺍﻟﻌﺼﺒﻴﻴﻦ ﺍﻟﻤﺮﻛﺰﻱ ﻭﺍﻟﻄﺮﻓﻲ؟‬ ‫‪.4‬‬ ‫ﺍﻟﺤﺴﻴﺔ ﻭﺍﻟﺤﺮﻛﻴﺔ ﻭﺍﻟﺮﺍﺑﻄﺔ ﻣﻦ ﺣﻴﺚ‬ ‫ّ‬ ‫)ﺃ( ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻌﺼﺒﻴﺔ‬ ‫‪.5‬‬ ‫ﺍﻟﺘﺮﻛﻴﺐ ﻭﺍﻟﻮﻇﻴﻔﺔ‪.‬‬ ‫)ﺏ( ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ ﻭﺍﻟﻌﺼﺐ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﺮﻛﻴﺐ ﻭﺍﻟﻮﻇﻴﻔﺔ‪.‬‬ ‫ﺗﻌﺮﺽ ﺃﺣﺪ ﺍﻷﺷﺨﺎﺹ ﻟﺤﺎﺩﺙ ﺳﻴﺮ ‪.‬ﻭﻋﻨﺪﻣﺎ ﺧﻀﻊ ﻟﺘﺸﺨﻴﺺ‬ ‫ﺗﻮﻗﻊ‪ّ :‬‬ ‫‪.6‬‬ ‫ﺳﺮﻳﺮﻱ ﺗﺒﻴّﻦ ﺃﻧّﻪ ﻳﺸﻌﺮ ﺑﺄﻟﻢ ﻋﻨﺪ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﺃﺳﻔﻞ ﻗﺪﻣﻪ ﺑﺪﺑﻮﺱ‬ ‫ﺗﻌﺮﺽ‬ ‫ﺃﻱ ﻣﻦ ﺃﻋﺼﺎﺏ ﺍﻟﻘﺪﻡ ﻗﺪ ّ‬ ‫ﻟﻜﻨّﻪ ﻏﻴﺮ ﻗﺎﺩﺭ ﻋﻠﻰ ﺗﺤﺮﻳﻜﻬﺎ‪.‬ﺗﻮﻗﱠﻊ ّ‬ ‫ﻟﺘﻠﻒ ‪.‬‬ ‫ﺳﺆﺍﻝ ﻟﻠﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ :‬ﻟﻤﺎﺫﺍ ﺗﺨﺘﻠﻒ ﻣﻌﻈﻢ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﻓﻲ‬ ‫‪.7‬‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻤﺮﻛﺰﻱ ﻋﻦ ﻣﻌﻈﻢ ﺧﻼﻳﺎ ﺍﻟﻐﺮﺍﺀ ﺍﻟﻌﺼﺒﻲ ﻓﻲ‬ ‫ﺍﻟﺠﻬﺎﺯ ﺍﻟﻌﺼﺒﻲ ﺍﻟﻄﺮﻓﻲ؟‬ ‫ﺃﺿﻒ ﺇﻟﻰ ﻣﻌﻠﻮﻣﺎﺗﻚ‪:‬ﻛﻴﻒ ﺗﺴﺘﻔﻴﺪ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻣﻦ ﻣﺜﻞ ﻗﻨﺎﺩﻳﻞ ﺍﻟﺒﺤﺮ‬ ‫‪.8‬‬ ‫ﺣﺴﻴﺔ؟‬ ‫ﻣﻦ ﺇﺣﺎﻃﺔ ﺟﺴﻤﻬﺎ ﺑﺎﻟﻜﺎﻣﻞ ﺑﻤﺴﺘﻘﺒﻼﺕ ّ‬ ‫‪24‬‬  ‫‪»Ñ°ü©dG RÉ¡÷G É«Lƒdƒ«°ùa‬‬ ‫‪2-1 ¢SQódG‬‬ ‫‪Nervous System Physiology‬‬ ‫ﻳﺘﻌﺮﻑ ﺟﻬﺪ ﺍﻟﺮﺍﺣﺔ ﻭﺃﺳﺒﺎﺑﻪ ‪.‬‬ ‫‪áeÉ©dG ±GógC’G‬‬ ‫٭ ّ‬ ‫ﻳﺘﻌﺮﻑ ﺟﻬﺪ ﺍﻟﻌﻤﻞ ﻭﺃﺳﺒﺎﺑﻪ ‪.‬‬ ‫٭ ّ‬ ‫٭ ﻳﺸﺮﺡ ﻛﻴﻔﻴﺔ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺴﻴﺎﻻﺕ ﺍﻟﻌﺼﺒﻴﺔ ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻠﻴﻒ ﺍﻟﻌﺼﺒﻲ ‪.‬‬ ‫ﺍﻟﻤﺘﺨﺼﺼﺔ ﻟﻜ ّﻞ ﻣﻨﻬﺎ ‪.‬‬ ‫ّ‬ ‫ﺍﻟﺤﺴﻴﺔ‬ ‫ّ‬ ‫ﻳﺘﻌﺮﻑ ﺃﻧﻮﺍﻉ ﺍﻟﻤﻨﺒﱢﻬﺎﺕ ﻭﺍﻷﻋﻀﺎﺀ‬ ‫٭ ّ‬ ‫٭ ﻳﺸﺮﺡ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﻌﺼﺒﻴﺔ ﻋﺒﺮ ﺍﻟﻤﺸﺘﺒﻚ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ‪.‬‬ ‫)ﺷﻜﻞ ‪(13‬‬ ‫ﺍﻟﻮﺧﺰ ﺍﻹﺑﺮﻱ‬ ‫ﻛﻴﻒ ﻳﻌﻤﻞ ﺍﻟﻮﺧﺰ ﺍﻹﺑﺮﻱ؟‬ ‫ﺃﺟﺮﻯ ﺍﻟﻌﻠﻤﺎﺀ ﺑﺤﻮﺛًﺎ ﻟﻤﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻟﻮﺧﺰ ﺍﻹﺑﺮﻱ ‪.‬ﻭﺍﺳﺘﻨﺘﺠﻮﺍ ﺃ ّﻥ‬ ‫ﺿﺢ ﻓﻲ‬ ‫ﻳﺘﻢ ﺇﺩﺧﺎﻟﻬﺎ ﺩﺍﺧﻞ ﺍﻟﺠﻠﺪ ﻓﻲ ﻧﻘﺎﻁ ﻣﻌﻴّﻨﺔ ﻛﻤﺎ ﻫﻮ ﻣﻮ ﱠ‬ ‫ﺍﻹﺑﺮ ﺍﻟﺘﻲ ّ‬ ‫ﺍﻟﺸﻜﻞ )‪ ، (13‬ﻗﺪ ﺗﺤ ّﻔﺰ ﺍﻷﻋﺼﺎﺏ ﺍﻟﺘﻲ ﺗﺮﺳﻞ ﺭﺳﺎﺋﻞ ﺇﻟﻰ ﺍﻟﺪﻣﺎﻍ ﻟﻴﻄﻠﻖ‬ ‫ﺍﻷﻧﺪﻭﺭﻓﻴﻨﺎﺕ ‪. Endorphins‬ﺗﻘﻠّﻞ ﺍﻷﻧﺪﻭﺭﻓﻴﻨﺎﺕ ﻣﻦ ﺍﻟﺸﻌﻮﺭ ﺑﺎﻷﻟﻢ ‪،‬‬ ‫ﻣﺘﺨﺼﺼﺔ ﻓﻲ ﺧﻼﻳﺎ ﺍﻟﺪﻣﺎﻍ ﺍﻟﻌﺼﺒﻴﺔ ﻟﺘﻌﻄﻲ‬ ‫ّ‬ ‫ﻭﺗﻌﻤﻞ ﻋﻠﻰ ﻣﺴﺘﻘﺒﻼﺕ‬ ‫ﻣﺴﺘﻤﺮﺓ ﻓﻲ ﻫﺬﺍ‬ ‫ّ‬ ‫ﺑﺎﻟﺘﺤﺴﻦ ‪.‬ﻭﻳُﺸﺎﺭ ﺇﻟﻰ ﺃ ّﻥ ﺑﺤﻮﺛﻬﻢ ﻻ ﺗﺰﺍﻝ‬ ‫ّ‬ ‫ﺇﺣﺴﺎﺳﺎ‬ ‫ً‬ ‫ﺍﻟﻤﺠﺎﻝ ‪.‬‬ ‫‪25‬‬  ‫‪á«q M á«q ∏N AÉ°ûZ ≈∏Y á«FÉHô¡μdG ôgGƒ¶dG.1‬‬ ‫‪The Electrical Phenomena Across the Cell‬‬ ‫‪Membrane of Living Cells‬‬ ‫‪Resting Potential‬‬ ‫‪áMGôdG ó¡L 1.1‬‬ ‫ﻳﻮﺟﺪ ﺗﻴّﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻳﺘّﺠﻪ ﻣﻦ ﻧﺎﺣﻴﺔ ﺳﻄﺢ ﻏﺸﺎﺀ ﺍﻟﺨﻠﻴّﺔ ﺍﻟﺨﺎﺭﺟﻲ ﺑﺎﺗ ّﺠﺎﻩ‬ ‫ﺳﻄﺢ ﻏﺸﺎﺀ ﺍﻟﺨﻠﻴّﺔ ﺍﻟﺪﺍﺧﻠﻲ ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃ