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d. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
copyright law.

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Account: s6314207
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STRATEGIC STUDIES AND RESEARCH
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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable

‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ ﻤﻨﺎﻫﺠﻪ‬- ‫ﻗﻭﺍﻋﺩﻩ – ﺇﺠﺭﺍﺀﺍﺘﻪ‬

‫ ﻤﺴﻌﻭﺩ ﺤﺴﻴﻥ ﺍﻝﺘﺎﺌﺏ‬.‫ﺩ‬.‫ﺃ‬

‫ﺃﺴﺘﺎﺫ ﺍﻹﻋﻼﻡ ﺒﺎﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻠﻴﺒﻴﺔ‬

‫ﺍﻝﻨﺎﺸﺭ‬
‫ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﺭﺒﻲ ﻝﻠﻤﻌﺎﺭﻑ‬
Copyright © 2018.
copyright law.

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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻨﻭﺍﻥ ﺍﻝﻜﺘﺎﺏ ‪ :‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﻗﻭﺍﻋﺩﻩ – ﺇﺠﺭﺍﺀﺍﺘﻪ ‪ -‬ﻤﻨﺎﻫﺠﺔ‬

‫ﺍﺴﻡ ﺍﻝﻤﺅﻝﻑ ‪ :‬ﺃ‪.‬ﺩ ﻤﺴﻌﻭﺩ ﺤﺴﻴﻥ ﺍﻝﺘﺎﻴﺏ‬
‫ﺘﺼﻤﻴﻡ ﺍﻝﻐﻼﻑ ‪ :‬ﻋﻤﺭﻭ ﺤﻤﺩﻱ‬
‫ــــــــــــــ‬
‫ﺠﻤﻴﻊ ﺤﻘﻭﻕ ﺍﻝﻁﺒﻊ ﻭﺍﻝﻨﺸﺭ‬
‫ﻤﺤﻔﻭﻅﺔ ﻝﻠﻨﺎﺸﺭ‬
‫ــــــــــــــ‬
‫ﺍﻝﻨﺎﺸﺭ‬
‫ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﺭﺒﻲ ﻝﻠﻤﻌﺎﺭﻑ‬
‫‪ 26‬ﺸﺎﺭﻉ ﺤﺴﻴﻥ ﺨﻀﺭ ﻤﻥ ﺸﺎﺭﻉ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ ﻓﻬﻤﻲ‬
‫ﻤﻴﺩﺍﻥ ﻫﻠﻴﻭﺒﻭﻝﻴﺱ ‪ -‬ﻤﺼﺭ ﺍﻝﺠﺩﻴﺩﺓ ‪ -‬ﺍﻝﻘﺎﻫﺭﺓ‬
‫ﺘﻠﻴﻔﻭﻥ‪ /‬ﻓﺎﻜﺱ‪01283322273-26423110 :‬‬
‫ﺒﺭﻴﺩ ﺇﻝﻜﺘﺭﻭﻨﻲ ‪[email protected] :‬‬
‫ــــــــــــــ‬
‫ﺍﻝﻁﺒﻌﺔ ﺍﻷﻭﻝﻰ ‪2018‬‬
‫ــــــــــــــ‬
‫ﺭﻗـﻡ ﺍﻹﻴﺩﺍﻉ ‪2017/26623 :‬‬
‫ﺍﻝﺘﺭﻗﻴﻡ ﺍﻝﺩﻭﻝﻲ ‪I.S.B.N.978-977-812-226-8:‬‬

‫ﺠﻤﻴﻊ ﺤﻘﻭﻕ ﺍﻝﻁﺒﻊ ﻭﺍﻝﺘﻭﺯﻴﻊ ﻤﻤﻠﻭﻜﺔ ﻝﻠﻨﺎﺸﺭ ﻭﻴﺤﻅﺭ ﺍﻝﻨﻘـل ﺃﻭ‬

‫ﺍﻝﺘﺭﺠﻤﺔ ﺃﻭ ﺍﻻﻗﺘﺒﺎﺱ ﻤﻥ ﻫﺫﺍ ﺍﻝﻜﺘﺎﺏ ﻓﻰ ﺃﻱ ﺸﻜل ﻜﺎﻥ ﺠﺯﺌﻴـﺎ‬
‫ﻜﺎﻥ ﺃﻭ ﻜﻠﻴﺎ ﺒﺩﻭﻥ ﺇﺫﻥ ﺨﻁﻰ ﻤﻥ ﺍﻝﻨﺎﺸﺭ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﺤﻘﻭﻕ ﻤﺤﻔﻭﻅﺔ‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﺇﻝﻰ ﻜل ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ ‪ .‬ﻭﻗﺩ ﺍﺘﺨﺫﺕ ﻜﺎﻓـﺔ ﺇﺠـﺭﺍﺀﺍﺕ‬
‫ﺍﻝﺘﺴﺠﻴل ﻭﺍﻝﺤﻤﺎﻴﺔ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻌﺭﺒﻲ ﺒﻤﻭﺠﺏ ﺍﻻﺘﻔﺎﻗﻴﺎﺕ ﺍﻝﺩﻭﻝﻴـﺔ‬
‫ﻝﺤﻤﺎﻴﺔ ﺍﻝﺤﻘﻭﻕ ﺍﻝﻔﻨﻴﺔ ﻭﺍﻷﺩﺒﻴﺔ ‪.‬‬
‫‪Copyright © 2018.‬‬
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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable

‫ﺒﺴﻡ ﺍﷲ ﺍﻝﺭﺤﻤﻥ ﺍﻝﺭﺤﻴﻡ‬

‫ﻭﻋﻠﻤﻙ ﻤﺎ ﻝﻡ ﺘﻜﻥ ﺘﻌﻠﻡ‬

‫ﺼﺩﻕ ﺍﷲ ﺍﻝﻌﻅﻴﻡ‬
Copyright © 2018.
copyright law.

EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR
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AN: 2040367 ; .; :
Account: s6314207
 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
copyright law.

AN: 2040367 ;
Account: s6314207
.; :
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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable

‫ﺍﻹﻫﺩﺍﺀ‬
‫ﺇﻝﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻥ ﺍﻝﻤﻌﺭﻓﺔ ﻓﻲ ﻭﻁﻨﻨﺎ ﺍﻝﻌﺭﺒﻲ ﺍﻝﻜﺒﻴﺭ‬
Copyright © 2018.
copyright law.

EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR
STRATEGIC STUDIES AND RESEARCH
AN: 2040367 ; .; :
Account: s6314207
 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
copyright law.

AN: 2040367 ;
Account: s6314207
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STRATEGIC STUDIES AND RESEARCH
6

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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﺤﺘﻭﻴﺎﺕ‬
‫ﺍﻝﺼﻔﺤﺔ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪13‬‬ ‫ﺍﻝﻤﻘﺩﻤﺔ‬
‫ﺍﻝﻔﺼل ﺍﻷﻭل‬
‫‪17‬‬
‫ﻤﺎﻫﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪18‬‬ ‫ﺃﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ‬
‫‪19‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻌﻠﻡ ﻭﺨﺼﺎﺌﺼﻪ‬
‫‪23‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‬
‫‪28‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﻠﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ‬
‫‪31‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪36‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﺨﺼﺎﺌﺹ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪39‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪40‬‬ ‫ﺜﺎﻤﻨﺎ‪ :‬ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪42‬‬ ‫ﺘﺎﺴﻌﺎ‪ :‬ﻭﻅﺎﺌﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪47‬‬ ‫ﻋﺎﺸﺭﺍ‪ :‬ﻤﺅﺴﺴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪51‬‬ ‫ﺍﻝﺤﺎﺩﻱ ﻋﺸﺭ‪ :‬ﺃﺨﻼﻗﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻡ‬
‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‬
‫‪59‬‬
‫ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪60‬‬ ‫ﺃﻭﻻ – ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻓﻬﺎ‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻝﻠﻭﻅﻴﻔﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ‬
‫‪61‬‬
‫ﺍﻝﻤﺘﻭﻓﺭﺓ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ‬
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‫ﺜﺎﻝﺜﺎ – ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻝﻁﺒﻴﻌﺔ ﻭﻋﻤﻕ ﺍﻝﺒﻴﺎﻨﺎﺕ‬

‫‪75‬‬ ‫ﺍﻝﻤﺠﻤﻌﺔ‬
‫ﺭﺍﺒﻌﺎ – ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻝﻤﺴﺘﻭﻯ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫‪77‬‬ ‫ﻭﻤﺅﻫﻼﺘﻬﻡ‬
‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ‬
‫‪85‬‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ :‬ﻤﻔﻬﻭﻤﻬﺎ – ﺸﺭﻭﻁﻬﺎ – ﻤﺼﺎﺩﺭﻫﺎ‬
‫‪86‬‬ ‫ﺍﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫‪92‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺸﺭﻭﻁ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‬

‫‪100‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﺼﺎﺩﺭ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ‬
‫‪105‬‬ ‫ﺍﻝﺒﺤﺜﻴﺔ‬

‫‪107‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‬

‫‪109‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﻤﻌﺎﻴﻴﺭ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‬

‫‪109‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﻜﻴﻔﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﺭﺸﺎﺩﺍﺕ ﻭﻤﻼﺤﻅﺎﺕ ﻋﺎﻤﺔ ﺤﻭل ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ‬
‫‪111‬‬ ‫ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ‬
‫‪115‬‬ ‫ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﻤﻔﻬﻭﻤﻬﺎ – ﻤﺼﺎﺩﺭﻫﺎ – ﺸﺭﻭﻁﻬﺎ –‬
‫ﺍﻨﻭﺍﻋﻬﺎ – ﺨﺼﺎﺌﺼﻬﺎ – ﺃﻫﻤﻴﺘﻬﺎ‬
‫‪116‬‬ ‫ﺍﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﺸﺭﻭﻁ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‬
‫‪Copyright © 2018.‬‬

‫‪121‬‬
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‫‪123‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‬

‫‪126‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﻤﺼﺎﺩﺭ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‬

‫‪132‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‬

‫‪138‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﺍﻫﺩﺍﻑ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‬

‫‪138‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺘﺴﺎﺅﻻﺕ ﺍﻝﺒﺤﺙ‬

‫ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ‬
‫‪145‬‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻤﻔﻬﻭﻤﻬﺎ – ﺃﻨﻭﺍﻋﻬﺎ – ﺃﻫﻤﻴﺘﻬﺎ‬
‫‪146‬‬ ‫ﺃﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬

‫‪148‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬

‫‪154‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﺼﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﻨﻔﺼﻠﺔ‬

‫‪155‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻜﻤﻴﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻨﻭﻋﻴﺔ‬

‫‪156‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬

‫‪157‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬

‫ﺍﻝﻔﺼل ﺍﻝﺴﺎﺩﺱ‬
‫‪161‬‬
‫ﺍﻝﻌﻴﻨﺎﺕ‬
‫‪162‬‬ ‫ﺃﻭﻻ‪ :‬ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﻌﻴﻨﺔ‪:‬‬

‫‪165‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻌﻴﻨﺔ‪:‬‬

‫‪167‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﻝﻤﺎﺫﺍ ﻨﻠﺠﺄ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ؟‬

‫‪171‬‬ ‫ﺭﺍﺒﻌﺎ ‪:‬ﺸﺭﻭﻁ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ‬

‫ﺨﺎﻤﺴﺎ ‪:‬ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪:‬‬
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‫‪172‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪178‬‬ ‫ﺴﺎﺩﺴﺎ ‪:‬ﺍﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻤﻘﺎﺒل ﺍﻝﻌﻴﻨﺔ‬

‫‪180‬‬ ‫ﺴﺎﺒﻌﺎ ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﻌﻴﻨﺎﺕ ﻭﻤﻌﺎﻴﻴﺭ ﺍﺨﺘﻴﺎﺭ ﻜل ﻤﻨﻬﺎ‬

‫‪192‬‬ ‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﺨﻁﺎﺀ ﺍﻝﻌﻴﻨﺔ‬

‫‪194‬‬ ‫ﺘﺎﺴﻌﺎ‪ :‬ﻁﺭﻕ ﺘﻌﻭﻴﺽ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﻤﻔﻘﻭﺩﺓ‬

‫‪196‬‬ ‫ﻋﺎﺸﺭﺍ‪ :‬ﺍﻝﻌﻴﻨﺎﺕ ﻭﺘﻌﻤﻴﻡ ﺍﻝﻨﺘﺎﺌﺞ‬

‫‪198‬‬ ‫ﺍﻝﺤﺎﺩﻱ ﻋﺸﺭ‪ :‬ﻤﺸﻜﻼﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ‬

‫ﺍﻝﻔﺼل ﺍﻝﺴﺎﺒﻊ‬
‫‪203‬‬ ‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫ﺃﻫﻤﻴﺘﻬﺎ – ﻤﺼﺎﺩﺭﻫﺎ – ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ‬
‫‪204‬‬ ‫ﺃﻭﻻ‪ :‬ﻜﻴﻔﻴﺔ ﺭﺼﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫‪207‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫‪209‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫‪211‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﻤﺼﺎﺩﺭ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫‪212‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﻁﺭﻴﻘﺔ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﻤﻭﻗﻊ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻥ ﺒﻘﻴﺔ ﺍﻝﺨﻁﻭﺍﺕ‬
‫‪213‬‬
‫ﺍﻝﻌﻠﻤﻴﺔ‬

‫‪214‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺘﺭﺘﻴﺏ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﻷﺨﻁﺎﺀ ﺍﻝﺘﻲ ﻴﻘﻊ ﻓﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ‬

‫‪215‬‬
‫ﺍﻝﺴﺎﺒﻘﺔ‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻤﻥ‬
‫‪217‬‬
‫ﻤﻨﺎﻫﺞ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫‪218‬‬ ‫ﺃﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻭﺨﺼﺎﺌﺼﻪ‬

‫‪227‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ‬

‫‪245‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‬

‫‪266‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‬

‫‪286‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ‬

‫‪290‬‬ ‫ﺴﺎﺩﺴﺎ‪ :‬ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‬

‫‪304‬‬ ‫ﺴﺎﺒﻌﺎ‪ :‬ﺍﺴﻠﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺘﺒﻌﻴﺔ‬

‫‪309‬‬ ‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﺴﻠﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ‬

‫‪316‬‬ ‫ﺘﺎﺴﻌﺎ‪ :‬ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ‬

‫ﺍﻝﻔﺼل ﺍﻝﺘﺎﺴﻊ‬
‫‪323‬‬
‫ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫‪325‬‬ ‫ﺃﻭﻻ‪ :‬ﺍﻻﺴﺘﺒﻴﺎﻥ‬

‫‪343‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻝﻤﻘﺎﺒﻠﺔ‬

‫‪Copyright © 2018.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪351‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﺍﻝﻤﻼﺤﻅﺔ‬

‫‪357‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‬

‫‪385‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ‬

‫ﺍﻝﻔﺼل ﺍﻝﻌﺎﺸﺭ‬
‫‪397‬‬
‫ﺍﻝﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﺜﻴﺔ‬

‫‪398‬‬ ‫ﺃﻭﻻ‪ :‬ﺍﻋﺩﺍﺩ ﺨﻁﺔ ﺍﻝﺒﺤﺙ‬

‫‪420‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﺴﻠﻭﺏ ﺍﻝﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﺜﻴﺔ‬

‫‪425‬‬ ‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﺤﺘﻭﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫‪448‬‬ ‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﻤﺭﺍﺠﻊ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬

‫‪462‬‬ ‫ﺨﺎﻤﺴﺎ‪ :‬ﺘﻘﻭﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‬

‫ﺍﻝﻔﺼل ﺍﻝﺤﺎﺩﻱ ﻋﺸﺭ‬

‫‪471‬‬ ‫ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻜﻴﻔﻴﺔ ﺍﻋﺩﺍﺩﻫﺎ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻴﻬﺎ‬

‫‪472‬‬ ‫ﺃﻭﻻ‪ :‬ﺇﻋﺩﺍﺩ ﻭﺘﻨﻔﻴﺫ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‬

‫‪476‬‬ ‫ﺜﺎﻨﻴﺎ‪ :‬ﻀﻭﺍﺒﻁ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﻌﺎﻴﻴﺭ ﻨﺠﺎﺡ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‬

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‫‪480‬‬
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‫‪12‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﻘﺩﻤﺔ‬

‫ﺘﻌﻭﺩ ﻓﻜﺭﺓ ﻫﺫﺍ ﺍﻝﻜﺘﺎﺏ ﺇﻝﻰ ﺤﻭﺍﻝﻲ ﺜﻼﺙ ﺴﻨﻭﺍﺕ ﻤﻀﺕ‪ ،‬ﻋﻨﺩﻤﺎ ﺩﺍﺭ ﺫﺍﺕ‬
‫ﺠﻠﺴﺔ ﻋﻠﻤﻴﺔ ﻨﻘﺎﺸﺎ ﺒﻴﻨﻲ ﻭﺒﻴﻥ ﻋﺩﺩ ﻤﻥ ﺍﻝﺯﻤﻼﺀ ﻤﻥ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﻤﻥ ﻤﺨﺘﻠﻑ‬
‫ﺍﻝﺘﺨﺼﺼﺎﺕ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﺤﻭل ﻤﺎ ﻴﻌﺎﻨﻴﻪ ﺍﻝﻁﻼﺏ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻠﻴﺒﻴﺔ‪،‬‬
‫ﻭﺘﺤﺩﻴﺩﺍ ﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﻤﻥ ﻀﻌﻑ ﻭﺍﻀﺢ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﺍﻨﻌﻜﺱ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﻴﻘﻭﻤﻭﻥ ﺒﺈﻋﺩﺍﺩﻫﺎ ﺒﻤﺎ ﻓﻲ ﺫﻝﻙ ﺭﺴﺎﺌل‬
‫ﺍﻝﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻭﻗﺩ ﻜﻨﺕ ﻴﻭﻤﻬﺎ ﺃﻜﺜﺭ ﺍﻝﻤﺘﺤﻤﺴﻴﻥ ﻝﻀﺭﻭﺭﺓ ﻭﺠﻭﺩ ﻤﺭﺠﻌﺎ ﻋﻠﻤﻴﺎ ﺸﺎﻤﻼ‬
‫ﻴﺴﺘﻌﻴﻥ ﺒﻪ ﺍﻝﺩﺍﺭﺴﻴﻥ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﻫﻭ ﻤﺎ ﺩﻓﻊ ﺒﺄﺤﺩ ﺍﻻﺼﺩﻗﺎﺀ ﺍﻝﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﻝﺤﻭﺍﺭ‬
‫ﺇﻝﻰ ﺍﻥ ﻴﻭﺠﻪ ﺴﺅﺍﻝﻪ ﻤﺒﺎﺸﺭﺓ ﺒﺎﺘﺠﺎﻫﻲ‪ ،‬ﻗﺎﺌﻼ‪ :‬ﻝﻤﺎﺫﺍ ﻻ ﺘﺘﻭﻝﻰ ﺍﻨﺕ ﻫﺫﻩ ﺍﻝﻤﺴﺅﻭﻝﻴﺔ‪،‬‬
‫ﻭﺘﺘﺤﻔﻨﺎ ﺒﻜﺘﺎﺏ ﻤﺭﺠﻌﻲ ﺤﻭل ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﻴﻜﻭﻥ ﻋﻭﻥ ﻭﻤﺭﺸﺩﺍ ﻝﻜﺎﻓﺔ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ؟ﻭﻗﺩ ﺍﻋﺘﺒﺭﺕ ﻝﺤﻅﺘﻬﺎ ﺍﻥ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻴﺤﻤل ﻓﻲ ﻁﻴﺎﺘﻪ ﺘﺤﺩﻴﺎ ﻜﺒﻴﺭﺍ ﻝﻲ‪،‬‬
‫ﻭﻗﺭﺭﺕ ﻤﻥ ﻴﻭﻤﻬﺎ ﺍﻝﺘﻔﻜﻴﺭ ﺠﺩﻴﺎ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺸﺭﻭﻉ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫ﻋﺎﻤﻼ ﺃﺨﺭ ﻜﺎﻥ ﺍﻴﻀﺎ ﺒﻤﺜﺎﺒﺔ ﺍﻝﺩﺍﻓﻊ ﻹﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻝﻜﺘﺎﺏ‪ ،‬ﻭﻫﻭ ﺇﻨﻨﻲ ﻭﻋﻠﻰ ﻤﺩﻯ‬
‫ﺍﻝﺴﻨﻭﺍﺕ ﺍﻝﻌﺸﺭ ﺍﻝﺘﻲ ﺘﻭﻝﻴﺕ ﺨﻼﻝﻬﺎ ﺭﺌﺎﺴﺔ ﺘﺤﺭﻴﺭ ﻤﺠﻠﺘﻴﻥ ﻋﻠﻤﻴﺘﻴﻥ‪ ،‬ﻫﻤﺎ‪ :‬ﻤﺠﻠﺔ‬
‫ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﺍﻝﺘﻲ ﺘﺼﺩﺭﻫﺎ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻭﺍﻝﻤﺠﻠﺔ ﺍﻝﻠﻴﺒﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺼﺩﺭﻫﺎ‬
‫ﺩﺍﺭ ﺍﻝﺯﺍﻭﻴﺔ ﻝﻠﻜﺘﺎﺏ‪ ،‬ﺍﻁﻠﻌﺕ ﻋﻠﻰ ﻤﺌﺎﺕ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﻜﺎﻨﺕ ﺘﺼﻠﻨﻲ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﻤﻥ‬
‫ﻤﺨﺘﻠﻑ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻠﻴﺒﻴﺔ ﻭﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻜﺎﻥ ﺒﻌﻀﻬﺎ ﻴﻌﺎﻨﻲ ﻤﻥ ﻀﻌﻑ ﺸﺩﻴﺩ ﻓﻲ‬
‫ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻗﺩ ﺭﻓﻀﺕ ﺍﻝﻠﺠﺎﻥ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺴﺅﻭﻝﺔ ﻋﻥ ﺍﻝﺘﺤﻜﻴﻡ ﺍﻝﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻝﺒﺤﻭﺙ ﻝﻭﺠﻭﺩ ﺨﻠل ﻤﻨﻬﺠﻲ ﺒﻬﺎ‪ ،‬ﻭﻗﺩ ﻜﻨﺕ ﺃﺸﺭﺕ ﺇﻝﻰ ﺫﻝﻙ ﻓﻲ ﺍﻝﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻝﺤﻭﺍﺭﺍﺕ ﻭﺍﻝﺤﻠﻘﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻜﻨﺕ ﺩﺍﺌﻤﺎ ﺍﺘﺴﺄل‪ :‬ﺃﻴﻥ ﻴﻜﻤﻥ ﺍﻝﺨﻠل؟ ﻭﺇﻝﻰ ﺃﻱ ﺤﺩ‬
‫ﺘﻌﺎﻨﻲ ﺍﻝﻤﻜﺘﺒﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻤﻥ ﻨﻘﺹ ﻓﻲ ﻤﺭﺍﺠﻊ ﺘﻌﻨﻰ ﺒﺎﻝﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﺜﻴﺔ؟ ﺨﺎﺼﺔ ﺘﻠﻙ ﺍﻝﺘﻲ‬
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‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻐﻭﺹ ﻓﻲ ﺍﻝﺘﻔﺎﺼﻴل‪ ،‬ﻭﺘﺤﺎﻭل ﺍﻥ ﺘﻜﻭﻥ ﺒﻤﺜﺎﺒﺔ ﺩﻝﻴل ﻭﺍﻑ ﻭﺸﺎﻤل ﻹﺭﺸﺎﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﻓﻲ ﻜﺘﺎﺒﺔ ﻭﺇﻋﺩﺍﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻜﻤﺎ ﺍﻨﺘﺩﺭﻴﺴﻲ ﻝﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻷﻜﺜﺭ ﻤﻥ ﻋﺸﺭ ﺴﻨﻭﺍﺕ ﻤﺘﺘﺎﻝﻴﺔ‪ ،‬ﻭﺇﺸﺭﺍﻓﻲ‬
‫ﻭﻤﻨﺎﻗﺸﺘﻲ ﺤﺘﻰ ﺍﻷﻥ ﻷﻜﺜﺭ ﻤﻥ ﺨﻤﺴﻴﻥ ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪،‬ﻭﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ‪،‬‬
‫ﻭﺭﺌﺎﺴﺘﻲ ﻝﻘﺴﻡ ﺍﻹﻋﻼﻡ ﺒﺄﻜﺎﺩﻴﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻝﻤﺎ ﻴﺯﻴﺩ ﻋﻥ ﺴﺒﻊ ﺴﻨﻭﺍﺕ‪ ،‬ﻜل‬
‫ﺫﻝﻙ ﻗﺩ ﺠﻌﻠﻨﻲ ﺃﺩﺭﻙ ﺘﻤﺎﻤﺎ ﻤﺎ ﻴﺤﺘﺎﺠﻪ ﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻭﻫﻡ ﺒﺼﺩﺩ ﺇﻋﺩﺍﺩ‬
‫ﺨﻁﻁﻬﻡ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻜﺘﺎﺒﺔ ﺭﺴﺎﺌﻠﻬﻡ ﻭﺍﻁﺎﺭﻴﺤﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﻜﺜﻴﺭﺍ ﻤﺎ ﻴﻼﻗﻲ ﺍﺅﻝﺌﻙ‬
‫ﺍﻝﻁﻼﺏ ﺼﻌﻭﺒﺎﺕ ﺘﺒﺩﻭ ﻭﺍﻀﺤﺔ ﻓﻲ ﻜﻴﻔﻴﺔ ﺭﺼﺩ ﻤﺸﻜﻠﺔ ﻋﻠﻤﻴﺔ ﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﻓﻲ ﻜﻴﻔﻴﺔ ﺼﻴﺎﻏﺘﻬﺎ ﺒﻠﻐﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻓﻲ ﺍﺘﺒﺎﻉ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ‬
‫ﻤﻌﺎﻝﺠﺘﻬﺎ ﻭﺤﻠﻬﺎ ﻭﻓﻕ ﺇﺠﺭﺍﺀﺍﺕ ﻤﻭﻀﻭﻋﻴﺔ‪ ،‬ﺘﻘﻭﺩ ﺍﻝﺒﺎﺤﺙ ﺒﺴﻼﺴﺔ ﻨﺤﻭ ﻋﺎﻝﻡ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﻤﺎ ﻴﺘﻁﻠﺒﻪ ﻤﻥ ﺘﻔﻜﻴﺭ ﻤﺅﺴﺱ ﻋﻠﻰ ﻗﻭﺍﻋﺩ ﻋﻠﻤﻴﺔ ﺭﺼﻴﻨﺔ‪ ،‬ﻴﺴﻬﻡ ﻓﻬﻤﻬﺎ‬
‫ﻭﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﺎ ﻓﻲ ﺘﺸﻜل ﺸﺨﺼﻴﺔ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺠﺩﻴﺭ ﺒﺎﻻﻨﺘﻤﺎﺀ ﺇﻝﻰ ﺠﻤﺎﻋﺎﺕ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫ﻭﻝﺫﻝﻙ ﻓﻘﺩ ﺤﺎﻭﻝﺕ ﺠﺎﻫﺩﺍ ﻓﻲ ﻫﺫﺍ ﺍﻝﻜﺘﺎﺏ ﺃﻻ ﺍﺘﺭﻙ ﺼﻐﻴﺭﺓ ﻭﻻ ﻜﺒﻴﺭﺓ ﻝﻬﺎ‬
‫ﻋﻼﻗﺔ ﺒﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺒﺨﻁﻭﺍﺘﻪ‪ ،‬ﻭﻤﻨﺎﻫﺠﻪ ﻭﺃﺩﻭﺍﺘﻪ‪ ،‬ﺇﻻ ﻭﺨﺼﺼﺕ ﻝﻬﺎ ﺠﺎﻨﺒﺎ ﻭﻝﻭ‬
‫ﻤﺤﺩﻭﺩﺍ‪ ،‬ﺒﺩﺀ ﻤﻥ ﺍﺨﺘﻴﺎﺭ ﻋﻨﻭﺍﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﺇﻝﻰ ﻜﺘﺎﺒﺔ ﺍﻝﻤﻘﺩﻤﺔ ﻭﺍﻹﻫﺩﺍﺀ ﻭﺍﻝﻤﻠﺨﺹ‪ ،‬ﺇﻝﻰ‬
‫ﺇﻋﺩﺍﺩ ﺍﻝﺨﻁﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺒﺸﻜل ﻤﺘﻜﺎﻤل‪ ،‬ﻤﺭﻭﺭﺍ ﺒﺘﺤﺩﻴﺩ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻭﻀﻊ‬
‫ﺍﻝﻔﺭﻭﺽ ﻭﺍﻝﺘﺴﺎﺅﻻﺕ‪ ،‬ﻭﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻝﻤﻨﺎﻫﺞ‪ ،‬ﻭﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻝﻤﻔﺎﻫﻴﻡ‪ ،‬ﻭﺍﺨﺘﻴﺎﺭ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﺘﻘﺴﻴﻡ ﺍﻝﺒﺤﺙ‪،‬‬
‫ﻭﺍﻨﺘﻬﺎﺀ ﺒﻁﺭﻴﻘﺔ ﻋﺭﺽ ﻭﻤﻨﺎﻗﺸﺔ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺎﻝﻴﺏ ﺍﻻﻴﻀﺎﺡ‬
‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺫﻝﻙ‪ ،‬ﻭﻜﻴﻔﻴﺔ ﺼﻴﺎﻏﺔ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻭﺍﻝﺘﻭﺼﻴﺎﺕ‪ ،‬ﻭﻁﺭﻕ ﺘﺜﺒﻴﺕ ﺍﻝﻤﺼﺎﺩﺭ‬
‫ﻭﺍﻝﻤﺭﺍﺠﻊ ﻭﺍﻝﻬﻭﺍﻤﺵ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜل ﺫﻝﻙ ﺒﻨﻴﺔ ﺘﻭﻓﻴﺭ ﻤﺭﺠﻊ ﻤﺘﻜﺎﻤل ﻗﺩﺭ ﺍﻹﻤﻜﺎﻥ ﻴﻜﻭﻥ ﻋﻭﻨﺎ ﻝﻠﺒﺎﺤﺜﻴﻥ‬
‫ﻭﺍﻝﻤﺸﺘﻐﻠﻴﻥ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﺠﺎﻤﻌﺎﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﻭﻁﻨﻨﺎ ﺍﻝﻌﺭﺒﻲ ﻤﻥ ﺍﻗﺼﻰ ﺍﻝﻤﺤﻴﻁ ﺍﻷﻁﻠﺴﻲ‪ ،‬ﺇﻝﻰ ﺃﻗﺼﻰ ﺍﻝﺨﻠﻴﺞ ﺍﻝﻌﺭﺒﻲ‪ ،‬ﺤﻴﺙ ﻤﺌﺎﺕ‬
‫ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻷﻜﺎﺩﻴﻤﻴﺎﺕ ﻭﺍﻝﻤﻌﺎﻫﺩ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﻭﻋﺸﺭﺍﺕ ﺍﻷﻻﻑ ﻤﻥ ﺍﻝﻁﻼﺏ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﻭﺃﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ‪ ،‬ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﺘﺨﺼﺼﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻭﻻ ﺃﺩﻋﻲ ﻫﻨﺎ ﺒﺄﻱ ﺤﺎل ﻤﻥ ﺍﻷﺤﻭﺍل ﺇﻥ ﻫﺫﺍ ﺍﻝﻜﺘﺎﺏ ﻗﺩ ﺒﻠﻎ ﺍﻝﻜﻤﺎل‪ ،‬ﻭﻻ ﺤﺘﻰ‬
‫ﺃﻗﺘﺭﺏ ﻤﻨﻪ‪ ،‬ﻓﺎﻝﻜﻤﺎل ﷲ ﻭﺤﺩﻩ‪ ،‬ﺠل ﺠﻼﻝﻪ ﻭﻋﻅﻡ ﺸﺄﻨﻪ‪ ،‬ﻭﻤﺎ ﺍﻨﺎ ﺇﻻ ﻁﺎﻝﺏ ﻋﻠﻡ‬
‫ﺃﺤﺎﻭل ﺠﺎﻫﺩﺍ ﺒﻬﺫﺍ ﺍﻝﻜﺘﺎﺏ ﺍﻥ ﺃﻀﻴﻑ ﻗﻁﺭﺓ ﻤﺎﺀ ﻋﺫﺒﺔ ﻓﻲ ﻨﻬﺭ ﺍﻝﻌﻠﻡ ﺍﻝﻐﺯﻴﺭ‬
‫ﻭﺍﻝﻭﺍﺴﻊ ﻭﺍﻝﻼﻨﻬﺎﺌﻲ‪.‬‬

‫ﺍﻝﻤﺅﻝﻑ‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
copyright law.

AN: 2040367 ;
Account: s6314207
.; :
STRATEGIC STUDIES AND RESEARCH
16

EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR
. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable

‫ﺍﻝﻔﺼل ﺍﻷﻭل‬
‫ﻤﺎﻫﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
Copyright © 2018.
copyright law.

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EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR
STRATEGIC STUDIES AND RESEARCH
AN: 2040367 ; .; :
Account: s6314207
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ‪:‬‬

‫ﻴﺭﺘﺒﻁ ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﻤﺼﻁﻠﺤﻴﻥ‪ ،‬ﻫﻤﺎ‪ :‬ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻝﻌﻠﻡ‪ ،‬ﻴﻜﻤل ﻜل‬
‫ﻤﻨﻬﻤﺎ ﺍﻵﺨﺭ‪ ،‬ﻭﻴﺘﺼل ﺒﻪ ﺍﺘﺼﺎﻻ ﻭﺜﻴﻘﺎ‪ ،‬ﻓﺎﻝﺒﺤﺙ ﻝﻜﻲ ﻴﻜﻭﻥ ﺠﺎﺩﺍ ﻭﻤﻔﻴﺩﺍ ﻭﻝﻪ‬
‫ﺇﻀﺎﻓﺎﺘﻪ ﻻ ﻴﻜﻭﻥ ﺇﻻ ﻋﻠﻤﻴﺎ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﻌﻠﻡ ﻻ ﻴﻤﻜﻥ ﻝﻪ ﺍﻥ ﻴﺘﻁﻭﺭ ﻭﻴﺘﻘﺩﻡ ﺇﻻ ﺒﺎﻝﺒﺤﺙ‪.‬‬
‫ﻭﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺤﺙ ﻫﻭ ﺍﻝﺘﻘﺼﻲ ﻭﺘﻭﻅﻴﻑ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‬
‫ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﻓﺈﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻠﻡ ﻓﻲ ﺍﻝﺒﺤﺙ ﻴﻌﻨﻲ ﺘﻭﻅﻴﻑ ﺃﺴﺎﻝﻴﺏ ﻋﻠﻤﻴﺔ‬
‫ﻤﻨﻅﻤﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻘﺼﻲ‪ ،‬ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻁﻤﺌﻨﺔ ﻴﻤﻜﻥ ﺍﻝﻘﺒﻭل ﺒﻬﺎ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ‬
‫ﻤﻨﻬﺎ ﻭﺘﻌﻤﻴﻤﻬﺎ‪.‬‬
‫ﻭﺍﻝﺒﺤﺙ ﻝﻐﺔ ﻜﻤﺎ ﺠﺎﺀ ﻓﻲ ﺍﻝﻤﻌﺠﻡ ﺍﻝﻭﺠﻴﺯ "ﺒﺤﺙ ﻓﻲ ﺍﻷﺭﺽ ﺒﺤﺜﺎ‪ :‬ﺤﻔﺭﻫﺎ‬
‫ﻭﻁﻠﺏ ﺸﻴﺌﺎ ﻓﻴﻬﺎ ‪ ..‬ﻭﺒﺤﺙ ﻋﻥ ﺍﻝﺸﻲﺀ ﻁﻠﺒﻪ ﻭﻓﺘﺵ ﻋﻨﻪ‪ ،‬ﺃﻭ ﺴﺄل ﻋﻨﻪ ﻭﺍﺴﺘﻘﺼﻰ‬
‫‪ ..‬ﻭﺍﻝﺒﺤﺙ ﺒﺫل ﺍﻝﻤﺠﻬﻭﺩ ﻓﻲ ﻤﻭﻀﻭﻉ ﻤﺎ‪ ،‬ﻭﺠﻤﻊ ﺍﻝﻤﺴﺎﺌل ﺍﻝﺘﻲ ﺘﺘﺼل ﺒﻪ‪ ،‬ﻭﺜﻤﺭﺓ‬
‫ﻫﺫﺍ ﺍﻝﺠﻬﺩ ﻭﻨﺘﻴﺠﺘﻪ ﺒﺤﻭﺙ ﻭﺍﺒﺤﺎﺙ")‪.(1‬‬
‫ﻓﺎﻝﺒﺤﺙ ﻜﻤﺎ ﻴﺘﻀﺢ ﻫﻨﺎ ﻫﻭ ﻋﻤﻠﻴﺔ ﺴﻌﻲ ﺩﺅﻭﺒﺔ ﻭﺭﺍﺀ ﺍﻝﻤﺠﻬﻭل ﺒﻘﺼﺩ ﺍﻝﻤﻌﺭﻓﺔ‪،‬‬
‫ﻭﻫﻲ ﺤﺎﻝﺔ ﺍﻨﺴﺎﻨﻴﺔ ﻤﺭﺘﺒﻁﺔ ﺒﻭﺠﻭﺩ ﺍﻻﻨﺴﺎﻥ ﻓﻲ ﻫﺫﺍ ﺍﻝﻜﻭﻥ‪ ،‬ﻓﻤﺤﺎﻭﻝﺔ ﺭﺼﺩ ﻭﺘﻠﻤﺱ‬
‫ﺍﻝﺤﻘﺎﺌﻕ ﻭﻓﻬﻤﻬﺎ ﻭﻓﻙ ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﻏﻤﻭﺽ ﻭﺍﺴﺭﺍﺭ ﻫﻲ ﻫﺎﺠﺱ ﻅل ﻴﺭﺍﻭﺩ‬
‫ﺍﻻﻨﺴﺎﻥ ﻭﻴﻼﺯﻤﻪ ﻤﻨﺫ ﺍﻥ ﺨﻠﻕ ﺍﷲ ﺍﺩﻡ ﻭﺤﻭﺍﺀ ﻭﻭﻀﻌﻬﻤﺎ ﻓﻲ ﺍﻝﺠﻨﺔ‪ ،‬ﻭﻝﻌل ﻤﺎ ﻗﺎﻡ ﺒﻪ‬
‫ﺴﻴﺩﻨﺎ ﺍﺩﻡ ﻤﻥ ﻤﻌﺼﻴﺔ ﺒﺄﻜﻠﻪ ﻤﻥ ﺍﻝﺸﺠﺭﺓ ﺍﻝﺘﻲ ﺤﺭﻤﻬﺎ ﺍﷲ ﻋﻠﻴﻪ ﺇﻻ ﻤﺤﺎﻭﻝﺔ ﻝﻔﻬﻡ‬
‫ﺍﺴﺒﺎﺏ ﺍﻝﺘﺤﺭﻴﻡ ﺘﻠﻙ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻫﻲ ﻨﻭﻉ ﻤﻥ ﺍﻝﺒﺤﺙ ﻋﻥ ﻤﻌﺭﻓﺔ ﻤﺘﺼﻠﺔ ﺒﺎﻝﺸﺠﺭﺓ ﻭﻤﺎ‬
‫ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﻏﻤﻭﺽ‪.‬‬

‫‪ -1‬ﻤﺠﻤﻊ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﻤﻌﺠﻡ ﺍﻝﻭﺠﻴﺯ‪ ،‬ﻁﺒﻌﺔ ﺨﺎﺼﺔ ﺒﻭﺯﺍﺭﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﻬﻴﺌﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻌﺎﻤﺔ ﻝﻠﻤﻁﺎﺒﻊ ﺍﻻﻤﻴﺭﻴﺔ‪1996 ،‬ﻡ‪ ،‬ﺹ‪37‬‬

‫‪copyright law.‬‬

‫‪18‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻻﻨﺴﺎﻥ ﺒﻬﺫﺍ ﺍﻝﻔﻬﻡ ﻤﺠﺒﻭل ﻋﻠﻰ ﺍﻝﺒﺤﺙ‪ ،‬ﻤﻨﺩﻓﻌﺎ ﻨﺤﻭﻩ‪ ،‬ﻭﻗﺩ ﺯﻭﺩ ﺍﷲ ﺘﻌﺎﻝﻰ ﺍﻻﻨﺴﺎﻥ‬
‫ﺒﺎﻝﻌﻘل ﻭﺩﻋﺎﻩ ﺇﻝﻰ ﺍﻝﺘﻔﻜﺭ ﻭﺍﻝﺘﺄﻤل ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻴﻘﻴﻨﻴﺔ‪ ،‬ﻭﻫﻲ ﻤﻌﺭﻓﺔ ﻻ‬
‫ﺘﺘﺄﺘﻰ ﺇﻻ ﺒﺎﻝﺒﺤﺙ ﺒﻤﺨﺘﻠﻑ ﺍﻝﺴﺒل ﻭﺍﻝﻭﺴﺎﺌل‪ ،‬ﻓﻘﺩ ﻗﺎل ﺘﻌﺎﻝﻰ )ﺃﻝﻡ ﺘﺭﻯ ﺍﻥ ﺍﷲ ﺍﻨﺯل‬
‫ﻤﻥ ﺍﻝﺴﻤﺎﺀ ﻤﺎﺀ ﻓﺄﺨﺭﺠﻨﺎ ﻴﻪ‬
‫ﺜﻤﺭﺍﺕ ﻤﺨﺘﻠﻔﺎ ﺍﻝﻭﺍﻨﻬﺎ ﻭﻤﻥ ﺍﻝﺠﺒﺎل ﺠﺩﺩ ﺒﻴﺽ ﻭﺤﻤﺭ ﻤﺨﺘﻠﻑ ﺍﻝﻭﺍﻨﻬﺎ ﻭﻏﺭﺍﺒﻴﺏ ﺴﻭﺩ‬
‫ﻭﻤﻥ ﺍﻝﻨﺎﺱ ﻭﺍﻝﺩﻭﺍﺏ ﻭﺍﻻﻨﻌﺎﻡ ﻤﺨﺘﻠﻑ ﺍﻝﻭﺍﻨﻪ ﻜﺫﻝﻙ ﺇﻨﻤﺎ ﻴﺨﺸﻰ ﺍﷲ ﻤﻥ ﻋﺒﺎﺩﻩ ﺍﻝﻌﻠﻤﺎﺀ‬
‫ﺍﻥ ﺍﷲ ﻋﺯﻴﺯ ﻏﻔﻭﺭ‬
‫‪(1‬‬
‫ﺼﺩﻕ ﺍﷲ ﺍﻝﻌﻅﻴﻡ‪ ،‬ﻭﻗﺎل ﺘﻌﺎﻝﻰ )ﺃﻭﻝﻡ ﻴﺭﻭﺍ ﺃﻨﺎ ﺨﻠﻘﻨﺎ ﻝﻬﻡ ﻤﻤﺎ ﻋﻤﻠﺕ ﺃﻴﺩﻴﻨﺎ‬
‫)‪(2‬‬
‫ﺼﺩﻕ ﺍﷲ ﺍﻝﻌﻅﻴﻡ‪ ،‬ﻭﻗﺎل ﺘﻌﺎﻝﻰ ﺍﻴﻀﺎ ) ﺃﻭﻝﻡ ﻴﺭ ﺍﻻﻨﺴﺎﻥ‬ ‫ﺃﻨﻌﺎﻤﺎ ﻓﻬﻡ ﻝﻬﻡ ﻤﺎﻝﻜﻭﻥ(‬
‫)‪(3‬‬
‫ﺼﺩﻕ ﺍﷲ ﺍﻝﻌﻅﻴﻡ ‪ ،‬ﻜﻤﺎ ﺠﺎﺀ ﻓﻲ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﺍﻝﻜﺜﻴﺭ ﻤﻥ‬ ‫ﺃﻨﺎ ﺨﻠﻘﻨﺎﻩ ﻤﻥ ﻨﻁﻔﺔ(‬
‫ﺍﻝﺩﻋﻭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﺙ ﻋﻠﻰ ﺍﻝﺘﻔﻜﻴﺭ ﻭﺍﻝﺘﺩﺒﺭ‪ ،‬ﻜﻘﻭﻝﻪ ﺘﻌﺎﻝﻰ ﻓﻲ ﻤﻭﺍﻀﻊ ﻤﺨﺘﻠﻔﺔ‪ :‬ﺃﻓﻼ‬
‫ﺘﺘﺩﺒﺭﻭﻥ – ﺍﻓﻼ ﺘﻌﻘﻠﻭﻥ – ﺍﻓﻼ ﺘﻨﻅﺭﻭﻥ – ﻭﻫﻲ ﺠﻤﻴﻌﻬﺎ ﺘﺤﺙ ﺍﻝﻌﻘل ﺍﻝﺒﺸﺭﻱ ﻋﻠﻰ‬
‫ﺍﻝﺘﺄﻤل ﻭﺍﻝﻔﻬﻡ ﻭﺍﻻﺩﺭﺍﻙ ﻤﻥ ﺨﻼل ﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﻘﺼﻲ ﻓﻲ ﻨﻔﺴﻪ ﻭﺤﻭﻝﻪ‪ ،‬ﻭﺭﺼﺩ‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﻭﺘﻔﺴﻴﺭﻫﺎ ﺒﻐﻴﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ ﻭﺘﻁﻭﻴﻌﻬﺎ ﻓﻲ ﺨﺩﻤﺔ ﺍﻻﻨﺴﺎﻥ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻌﻠﻡ ﻭﺨﺼﺎﺌﺼﻪ‪:‬‬

‫ﻻ ﻴﻜﻭﻥ ﺍﻝﺒﺤﺙ ﻤﻔﻴﺩﺍ ﻭﻤﺠﺩﻴﺎ ﺇﻻ ﺍﺫﺍ ﻋﺎﺩ ﺒﺎﻝﻨﻔﻊ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﻨﺴﺎﻨﻲ‪ ،‬ﻭﻝﻜﻲ‬
‫ﻴﻜﻭﻥ ﻜﺫﻝﻙ ﻻﺒﺩ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺤﺙ ﻋﻠﻤﻴﺎ‪ ،‬ﻓﻤﺎ ﻫﻭ ﺍﻝﻌﻠﻡ؟ ﻭﻤﺎ ﻫﻲ ﺃﻫﺩﺍﻓﻪ‬
‫ﻭﺨﺼﺎﺌﺼﻪ؟ ﻭﻤﺎ ﻤﺭﺍﺤل ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺘﻲ ﻤﺭﺕ ﺒﻬﺎ ﺍﻝﺒﺸﺭﻴﺔ؟‬

‫‪ -1‬ﺴﻭﺭﺓ ﻓﺎﻁﺭ‪ ،‬ﺍﻵﻴﺔ ‪.28 ،27‬‬

‫‪ -2‬ﺴﻭﺭﺓ ﻴﺱ‪ ،‬ﺍﻵﻴﺔ ‪.70‬‬
‫‪Copyright © 2018.‬‬

‫‪ -3‬ﺴﻭﺭﺓ ﻴﺱ‪ ،‬ﺍﻵﻴﺔ ‪.76‬‬

‫‪copyright law.‬‬

‫‪19‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻴﻌﺭﻑ ﺍﻝﻌﻠﻡ ﺒﺎﻨﻪ‪ :‬ﺴﻠﺴﻠﺔ ﻤﺘﺭﺍﺒﻁﺔ ﻤﻥ ﺍﻝﻤﻔﺎﻫﻴﻡ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻻﻁﺎﺭﺍﺕ ﺍﻝﻨﻅﺭﻴﺔ‬

‫ﺍﻝﺘﻲ ﻨﺸﺄﺕ ﻨﺘﻴﺠﺔ ﻝﻠﺘﺠﺭﻴﺏ ﺃﻭ ﺍﻝﻤﺸﺎﻫﺩﺍﺕ ﺍﻝﻤﻨﺘﻅﻤﺔ )‪ ،( 1‬ﻜﻤﺎ ﻴﻌﺭﻑ ﻜﺫﻝﻙ ﺒﺎﻨﻪ‬
‫"ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺼﻨﻔﺔ ﺍﻝﺘﻲ ﺘﻨﺴﻕ ﻓﻲ ﻨﻅﺎﻡ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﻝﻪ ﻤﻔﺎﻫﻴﻤﻪ ﺍﻝﺨﺎﺼﺔ")‪ ،(2‬ﻜﻤﺎ ﺍﻥ‬
‫ﺍﻝﻌﻠﻡ ﻫﻭ "ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﻤﺘﺤﺼﻠﺔ ﻋﻥ ﺍﻝﺘﺠﺭﻴﺏ ﻭﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﺘﻲ‬
‫ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﺍﺼﻭل ﺍﻝﻅﻭﺍﻫﺭ ﻭﻁﺒﻴﻌﺔ ﺘﻠﻙ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﻲ ﺘﺨﻀﻊ ﻝﻠﺩﺭﺍﺴﺔ‬
‫ﻭﺍﻝﻤﻼﺤﻅﺔ")‪ ،(3‬ﻭﺠﺎﺀ ﻓﻲ ﻗﺎﻤﻭﺱ ﺍﻜﺴﻔﻭﺭﺩ ﺍﻝﻤﺨﺘﺼﺭ ﺒﺎﻥ ﺍﻝﻌﻠﻡ ﻫﻭ "ﺫﻝﻙ ﺍﻝﻔﺭﻉ ﻤﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺫﻱ ﻴﺘﻌﻠﻕ ﺒﺠﺴﺩ ﻤﺘﺭﺍﺒﻁ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺜﺎﺒﺘﺔ ﺍﻝﻤﺼﻨﻔﺔ ﻭﺍﻝﺘﻲ ﺘﺤﻜﻤﻬﺎ‬
‫ﻗﻭﺍﻨﻴﻥ ﻋﺎﻤﺔ‪ ،‬ﻭﺘﺤﺘﻭﻱ ﻋﻠﻰ ﻁﺭﻕ ﻭﻤﻨﺎﻫﺞ ﻤﻭﺜﻭﻕ ﺒﻬﺎ ﻻﻜﺘﺸﺎﻑ ﺍﻝﺤﻘﺎﺌﻕ‬
‫ﺍﻝﺠﺩﻴﺩﺓ )‪ ،( 4‬ﻭﺘﺘﻤﺜل ﻭﻅﻴﻔﺔ ﺍﻝﻌﻠﻡ ﻓﻲ ﺍﻗﺎﻤﺔ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﺘﺤﻜﻡ ﺍﻜﺘﺸﺎﻑ‬
‫)‪( 5‬‬
‫ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻭﺍﻗﻌﻴﺔ ﻭﺍﻝﻤﺴﺎﺌل ﺍﻝﺘﻲ ﻴﺒﺤﺜﻬﺎ‬
‫ﻭﺍﻝﻌﻠﻡ ﻭﻓﻘﺎ ﻝﻤﺎ ﺘﻘﺩﻡ ﻴﺭﺘﺒﻁ ﺒﺎﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﺘﻭﺼل ﺍﻝﻴﻬﺎ ﺍﻻﻨﺴﺎﻥ ﻤﻥ ﺨﻼل‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻝﻤﻨﻅﻤﺔ ﻓﻲ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻤﺎ ﻴﺴﺘﺩﻋﻴﻪ ﺫﻝﻙ ﻤﻥ ﺘﻭﻅﻴﻑ ﻝﻤﺠﻤﻭﻋﺔ‬
‫ﻤﻥ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﺼﺎﺭﻤﺔ ﺘﻘﻭﺩ ﺇﻝﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﻘﺎﺌﻤﺔ‬
‫ﻋﻠﻰ ﺍﻷﺴﺎﻨﻴﺩ ﻭﺍﻝﺒﺭﺍﻫﻴﻥ‪ ،‬ﻓﺎﻝﻌﻠﻡ ﻫﻭ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻨﺘﺎﺝ ﺠﻬﻭﺩ‬
‫ﻤﻨﻅﻤﺔ ﻭﻭﻓﻕ ﺨﻁﻭﺍﺕ ﻭﺍﺠﺭﺍﺀﺍﺕ ﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ ﻭﻤﻌﺘﺭﻑ ﺒﻬﺎ‪ ،‬ﺘﻘﻭﺩ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺇﻝﻰ‬
‫ﻨﺘﺎﺌﺞ ﻤﻌﺘﺒﺭﺓ‪ ،‬ﻨﻁﻠﻕ ﻋﻠﻴﻬﺎ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺴﻴﺩ ﻭﺍﺨﺭﻭﻥ‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﻌﺎﻡ‪ ،‬ﻁ‪ ،3‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻏﺭﻴﺏ‪1990 ،‬ﻡ‪ ،‬ﺹ‪.17‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﺯﻴﺎﻥ ﻋﻤﺭ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻨﺎﻫﺠﻪ ﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﺠﺩﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﺸﺭﻭﻕ‪1987 ،‬ﻡ‪ ،‬ﺹ‪.26‬‬
‫‪ -3‬ﺍﻝﺴﻴﺩ ﻋﻠﻲ ﺸﺘﺎ‪ ،‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﺸﻌﺎﻉ ﻝﻠﻁﺒﺎﻋﺔ‬
‫ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1997 ،‬ﻡ‪ ،‬ﺹ‪.316‬‬
‫‪ Shorter Oxford English Dictionary. 1961. P.1806 -4‬ﻓﻲ‪ :‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﺍﺼﻭل‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﻁ‪ ،5‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻭﻜﺎﻝﺔ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪1979،‬ﻡ‪ ،‬ﺹ‪.18‬‬
‫‪ -5‬ﺠﻤﺎل ﻤﺤﻤﺩ ﺍﺒﻭﺸﻨﺏ‪ ،‬ﺘﺎﺭﻴﺦ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﻭﻁﺭﻗﻪ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺠﺎﻤﻌﻴﺔ‪1996 ،‬ﻡ‪ ،‬ﺹ‪.17‬‬

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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫"ﻭﺍﻝﻌﻠﻡ ﻻ ﻴﻜﻭﻥ ﻋﻠﻤﺎ ﺇﻻ ﺒﺎﻝﻤﻨﻬﺞ ﺍﻝﺫﻱ ﻴﺴﺘﺨﺩﻤﻪ‪ ،‬ﻓﺎﻝﻌﻠﻡ ﻤﻨﻬﺞ ﻗﺒل ﺍﻥ ﻴﻜﻭﻥ‬
‫ﻤﻭﻀﻭﻋﺎ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﺎﺭﻑ ﺃﻭ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻷﻨﻨﺎ ﻻ ﻨﺴﺘﻁﻴﻊ ﺍﻥ ﻨﺘﻭﺼل ﺇﻝﻰ‬
‫)‪(1‬‬
‫ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺩﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺃﻭ ﻤﻨﻬﺞ ﻋﻠﻤﻲ"‪.‬‬
‫ﺍﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺨﺼﺎﺌﺹ ﺍﻝﻌﻠﻡ ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺘﺎﻝﻴﺔ)‪:(2‬‬
‫‪ – 1‬ﺍﻝﻌﻠﻡ ﻴﻌﻨﻲ ﺒﻭﻀﻊ ﺍﻝﻔﺭﻀﻴﺎﺕ‪ ،‬ﻓﻬﻭ ﻴﻘﺘﺭﺡ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺠﺩﻴﺩﺓ‪ ،‬ﻭﻴﺨﺘﺒﺭﻫﺎ‪.‬‬
‫‪ – 2‬ﺍﻝﻌﻠﻡ ﻴﻌﻨﻲ ﺒﺘﻌﺭﻴﻑ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ‪.‬‬
‫‪ – 3‬ﻴﺴﺘﺨﺩﻡ ﺍﻝﻌﻠﻡ ﺍﻝﻁﺭﻕ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻝﻠﻤﻼﺤﻅﺔ‪.‬‬
‫‪ – 4‬ﺍﻝﻌﻠﻡ ﻴﺴﻬﻡ ﻓﻲ ﺘﺼﻨﻴﻑ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻊ ﺍﻝﻤﻼﺤﻅﺔ‪.‬‬
‫‪ – 5‬ﻴﻨﺘﻬﺞ ﺍﻝﻌﻠﻡ ﺍﺴﻠﻭﺏ ﺍﻝﺘﻌﺒﻴﺭ ﺒﻤﺼﻁﻠﺤﺎﺕ ﻜﻤﻴﺔ ﻗﺩﺭ ﺍﻻﻤﻜﺎﻥ‪.‬‬
‫‪ – 6‬ﺍﻝﻌﻠﻡ ﻴﻨﻤﻲ ﻭﻴﻁﻭﺭ ﺍﻝﻨﻅﺭﻴﺔ‪.‬‬
‫‪ – 7‬ﺍﻝﻌﻠﻡ ﻴﺴﻬﻡ ﺒﺼﻭﺭﺓ ﻤﺴﺘﻤﺭﺓ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﻨﻘﺩ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﻓﺤﺹ ﺍﻝﺘﻌﻤﻴﻤﺎﺕ‬
‫ﻓﻲ ﻅل ﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ‪.‬‬
‫‪.‬‬
‫ﺍﻫﺩﺍﻑ ﺍﻝﻌﻠﻡ‪:‬‬
‫ﺍﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﺘﻲ ﺘﻭﺼﻑ ﺒﺎﻝﻌﻠﻡ ﻭﻤﺎ ﺘﺘﻀﻤﻨﻪ ﻤﻥ ﻨﻅﺭﻴﺎﺕ ﻭﻗﻭﺍﻨﻴﻥ‬
‫ﺘﺴﻌﻰ ﻓﻲ ﻤﺠﻤﻠﻬﺎ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﻴﻤﻜﻥ ﺤﺼﺭﻫﺎ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻔﻬﻡ‪:‬‬
‫ﺃﻱ ﻓﻬﻡ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﺘﻔﺴﻴﺭﻫﺎ ﻤﻥ ﺨﻼل ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺤﻴﻁﺔ ﺒﻬﺎ‪،‬‬
‫ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻴﻬﺎ ‪ ..‬ﻓﺎﻝﻔﻬﻡ ﻫﻨﺎ ﻤﻌﻨﺎﻩ ﻓﻬﻡ ﺍﻷﺴﺒﺎﺏ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺃﺩﺕ ﺇﻝﻰ‬
‫ﺤﺩﻭﺙ ﺍﻝﻅﺎﻫﺭﺓ ﻭﻝﻴﺱ ﺍﻻﻜﺘﻔﺎﺀ ﺒﺘﺤﺩﻴﺩ ﺼﻔﺎﺘﻬﺎ ﻭﺨﺼﺎﺌﺼﻬﺎ ‪ ..‬ﻭﻴﺸﻤل ﺍﻝﻔﻬﻡ ﻜﻴﻑ‬

‫‪ -1‬ﻤﺤﻤﺩ ﺠﻼل ﺸﺭﻑ‪ ،‬ﻤﺤﻤﺩ ﻤﺤﻤﺩ ﻗﺎﺴﻡ‪ ،‬ﻗﺭﺍﺀﺍﺕ ﻓﻲ ﻓﻠﺴﻔﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ‪.305‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﺍﻝﺴﻴﺩ ﻋﻠﻲ ﺸﺘﺎ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.318 ،317‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫)‪( 1‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ‬ ‫ﺤﺩﺜﺕ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﻭﻝﻤﺎﺫﺍ ﺤﺩﺜﺕ؟‪ ،‬ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻝﻅﻭﺍﻫﺭ ﺍﻷﺨﺭﻯ‪.‬‬
‫ﻋﻤﻠﻴﺔ ﺍﻝﻔﻬﻡ ﺍﻝﺘﻲ ﻴﻬﺩﻑ ﺇﻝﻴﻬﺎ ﺍﻝﻌﻠﻡ ﻫﻲ ﻋﻤﻠﻴﺔ ﻤﺘﻜﺎﻤﻠﺔ ﻫﺩﻓﻬﺎ ﺍﻝﻨﻬﺎﺌﻲ ﻫﻭ ﻓﻙ‬
‫ﺍﻝﻐﻤﻭﺽ ﺍﻝﺫﻱ ﻴﺤﻴﻁ ﺒﺎﻝﻅﻭﺍﻫﺭ‪ ،‬ﻭﻫﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺒﻘﻴﺔ ﺍﻷﻫﺩﺍﻑ‪.‬‬
‫‪ – 2‬ﺍﻝﺘﻨﺒﺅ‪:‬‬
‫ﺘﻌﺘﻤﺩ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻨﺒﺅ ﻋﻠﻰ ﺍﻷﺴﺱ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻹﺤﺼﺎﺌﻴﺔ‪ ،‬ﺒﺩﻻ ﻤﻥ‬
‫ﺍﻝﺤﺩﺱ ﻭﺍﻝﺘﺨﻤﻴﻥ ﺍﻝﻠﺫﺍﻥ ﻴﻔﺘﻘﺭﺍﻥ ﺇﻝﻰ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻓﻲ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ‬
‫ﺍﻝﻤﻨﻅﻡ ‪ ..‬ﻭﻴﺴﻬﻡ ﺍﻝﺘﻨﺒﺅ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺨﻁﻴﻁ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﺨﻼل ﺘﻭﻓﺭ ﺒﻴﺎﻨﺎﺕ‬
‫ﻀﺭﻭﺭﻴﺔ ﻭﻤﺤﺩﺩﺓ‪ ،‬ﻭﺍﻝﺘﻨﺒﺅ ﻫﻭ ﻋﻤﻠﻴﺔ ﺍﻻﺴﺘﻨﺘﺎﺝ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺒﻨﺎﺀ ﻋﻠﻰ‬
‫)‪(2‬‬
‫ﻤﻌﺭﻓﺘﻪ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ‪.‬‬
‫ﻭﺘﻘﻭﻡ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻨﺒﺅ ﺍﻝﻌﻠﻤﻲ ﻋﻠﻰ ﻤﺎ ﻴﺘﻭﺼل ﺇﻝﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﻨﺘﺎﺌﺞ ﻋﻠﻤﻴﺔ ﺘﻤﺕ‬
‫ﻭﻓﻕ ﺨﻁﻭﺍﺕ ﻭﺇﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ ﺼﺎﺭﻤﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻬﻲ ﻋﻤﻠﻴﺔ ﻤﺤﻜﻤﺔ ﻻ ﺘﺨﻀﻊ‬
‫ﻝﻠﻤﺯﺍﺝ ﺍﻝﺸﺨﺼﻲ ﺃﻭ ﺍﻝﻤﻴﻭل ﺃﻭ ﺍﻝﺘﻭﻗﻌﺎﺕ ﺃﻭ ﺍﻻﻤﻨﻴﺎﺕ ﺍﻝﺫﺍﺘﻴﺔ‪.‬‬
‫‪ – 3‬ﺍﻝﻀﺒﻁ ﻭﺍﻝﺘﺤﻜﻡ‪:‬‬
‫ﻴﺸﻴﺭ ﻤﻔﻬﻭﻡ ﺍﻝﻀﺒﻁ ﻭﺍﻝﺘﺤﻜﻡ ﺇﻝﻰ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻝﺘﺤﻜﻡ‬
‫ﺒﻬﺎ‪ ،‬ﺒﻐﻴﺔ ﺍﻨﺘﺎﺝ ﻅﻭﺍﻫﺭ ﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ‪(3)،‬ﻭﺘﺘﻡ ﻋﻤﻠﻴﺔ ﺍﻝﺴﻴﻁﺭﺓ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ‬
‫ﻜﻨﺘﻴﺠﺔ ﻝﻠﻌﻤﻠﻴﺘﻴﻥ ﺍﻝﺴﺎﺒﻘﺘﻴﻥ‪ ،‬ﻭﻫﻤﺎ ﺍﻝﻔﻬﻡ ﻭﺍﻝﺘﻨﺒﺅ‪ ،‬ﺍﻝﻠﺘﺎﻥ ﺘﻘﻭﺩﺍﻥ ﺒﺩﻭﺭﻫﻤﺎ ﺇﻝﻰ ﻀﺒﻁ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﻭﺘﻭﺠﻴﻬﻬﺎ ﻭﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ‪ ،‬ﻤﻥ ﺨﻼل ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻷﺴﺒﺎﺏ‬
‫ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺤﺭﻜﻬﺎ ﻭﺘﺅﺜﺭ ﻓﻴﻬﺎ‪ ،‬ﻭﻫﻜﺫﺍ ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ‬
‫ﻴﻤﻜﻥ ﺘﻭﻓﻴﺭ ﻅﺭﻭﻑ ﻤﻼﺌﻤﺔ ﻹﻨﺘﺎﺝ ﻅﻭﺍﻫﺭ ﻤﻔﻴﺩﺓ‪ ،‬ﻓﻐﺎﻴﺔ ﺍﻝﻌﻠﻡ ﻫﻲ ﺍﻝﺘﺤﻜﻡ‪ ،‬ﻭﺇﺫﺍ ﻤﺎ‬

‫‪ -1‬ﻤﺤﻤﺩ ﺃﺤﻤﺩ ﺠﺭﻨﺎﺯ‪ ،‬ﺍﺴﺎﺴﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ ﻓﻲ ﻋﻠﻡ ﺍﻝﻤﻜﺘﺒﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪،‬‬
‫ﻁﺭﺍﺒﻠﺱ‪ ،‬ﺩﺍﺭ ﺍﻝﺭﻭﺍﺩ‪2012 ،‬ﻤﻥ ﺹ‪.18‬‬
‫‪ -2‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ ‪.19 ،18‬‬
‫‪ -3‬ﺫﻭﻗﺎﻥ ﻋﺒﻴﺩﺍﺕ‪ ،‬ﻜﺎﻴﺩ ﻋﺒﺩﺍﻝﺤﻕ‪ ،‬ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﻋﺩﺱ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ :‬ﻤﻔﻬﻭﻤﻪ ﻭﺃﺩﻭﺍﺘﻪ ﻭﺃﺴﺎﻝﻴﺒﻪ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﻁ‪ ،8‬ﻋﻤﺎﻥ ﺩﺍﺭ ﺍﻝﻔﻜﺭ‪2004 ،‬ﻡ‪ ،‬ﺹ‪.23‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺼل ﺇﻝﻰ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻓﺈﻨﻪ ﺒﺎﻝﺘﺎﻝﻲ ﻴﻜﻭﻥ ﻗﺩ ﺍﻨﺠﺯ ﻤﺎ ﻴﻁﻤﺢ ﺇﻝﻴﻪ‪ ،‬ﻤﻥ ﺴﻴﻁﺭﺓ ﻋﻠﻰ‬
‫ﻤﺎ ﻴﻌﺘﺭﻀﻪ ﻤﻥ ﻅﻭﺍﻫﺭ ﻓﻲ ﻤﺨﺘﻠﻑ ﻤﺠﺎﻻﺕ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬

‫ﻗﺒل ﺍﻝﺘﻁﺭﻕ ﺇﻝﻰ ﻤﻔﻬﻭﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻻﺒﺩ ﻤﻥ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻥ ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﻜﻤﻔﻬﻭﻡ ﻴﺒﺩﻭ ﺃﻜﺜﺭ ﺍﺘﺴﺎﻋﺎ ﻤﻥ ﻤﻔﻬﻭﻡ ﺍﻝﻌﻠﻡ‪ ،‬ﻭﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺘﺤﺘﻭﻱ ﺍﻝﻌﻠﻡ‪،‬‬
‫ﻭﺘﺄﺴﻴﺴﺎ ﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻥ ﻜل ﻋﻠﻡ ﻴﻌﺩ ﻤﻌﺭﻓﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻻ ﺘﻌﺘﺒﺭ ﻜل ﻤﻌﺭﻓﺔ ﻋﻠﻡ‪،‬‬
‫ﻭﻫﻜﺫﺍ ﻴﺨﺘﻠﻑ ﻤﻔﻬﻭﻡ ﺍﻝﻤﻌﺭﻓﺔ ﻋﻥ ﻤﻔﻬﻭﻡ ﺍﻝﻌﻠﻡ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻬﻤﺎ ﻝﻴﺴﺎ ﻤﺘﺭﺍﺩﻓﺎﻥ ﻜﻤﺎ‬
‫ﻴﺘﺼﻭﺭ ﺍﻝﺒﻌﺽ‪ ،‬ﻓﺎﻝﻤﻌﺭﻓﺔ ﻤﻔﻬﻭﻡ ﻭﺍﺴﻊ ﻴﺸﻤل ﻜﺎﻓﺔ ﻤﺎ ﻴﺘﺼﻭﺭﻩ ﻭﻴﺩﺭﻜﻪ ﻭﻴﻌﺘﻘﺩﻩ‬
‫ﻭﻴﺤﺴﻪ ﺍﻻﻨﺴﺎﻥ‪ ،‬ﻭﻤﺎ ﻴﻜﺘﺴﺒﻪ ﻤﻥ ﺨﺒﺭﺍﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻭﻤﺎ ﻴﺘﺸﻜل ﻝﺩﻴﻪ ﻤﻥ ﺃﺭﺍﺀ‬
‫ﺠﺭﺍﺀ ﻤﺎ ﻴﻤﺭ ﺒﻪ ﻤﻥ ﻤﻭﺍﻗﻑ ﻭﺘﺠﺎﺭﺏ ﻭﻤﺸﺎﻫﺩﺍﺕ‪.‬‬
‫"ﻭﺍﻝﻤﻌﺭﻓﺔ ﻗﺩ ﺘﻜﻭﻥ ﻋﻠﻤﻴﺔ‪ ،‬ﺍﻭ ﻏﻴﺭ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﺘﻔﺭﻗﺔ ﺒﻴﻥ ﻫﺫﻴﻥ ﺍﻝﻨﻭﻋﻴﻥ ﻤﻥ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﻫﻨﺎ ﺘﺴﺘﻨﺩ ﻋﻠﻰ ﺍﻷﺴﺎﺱ ﺍﻝﻤﻨﻬﺠﻲ‪ ،‬ﻭﺃﺴﻠﻭﺏ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻤﺘﺎﺡ ﻓﻲ ﻋﻤﻠﻴﺔ‬
‫ﺘﺤﺼﻴل ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﺤﻴﺙ ﺍﻥ ﺍﺘﺒﺎﻉ ﺍﻝﺒﺎﺤﺙ ﻝﻘﻭﺍﻋﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻜﺸﻑ ﻋﻥ‬
‫)‪.(1‬‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﻭﺘﻔﺴﻴﺭﻫﺎ ﻴﻤﻜﻨﻪ ﻤﻥ ﺘﻭﻓﻴﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺤﻭل ﺘﻠﻙ ﺍﻝﻅﻭﺍﻫﺭ"‬
‫ﻭﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻫﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻭﺍﻝﻤﺭﺘﺒﺔ ﺍﻝﻤﻜﻭﻨﺔ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺘﻔﺴﻴﺭﻫﺎ ﻋﻠﻰ ﺃﺴﺎﺱ ﻤﻥ ﻤﺒﺎﺩﺉ ﺜﺎﺒﺘﺔ ﻤﺘﻤﻴﺯﺓ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺫﻝﻙ ﻴﻘﺎل ﻝﻠﺸﻲﺀ ﺇﻨﻪ ﻋﻠﻤﻲ ﻻ ﻷﻨﻪ ﺼﺤﻴﺢ ﺃﻭ ﺼﺎﺩﻕ ﺃﻭ ﺤﻘﻴﻘﻲ‪ ،‬ﺒل ﺒﺎﺘﻔﺎﻗﻪ ﻤﻊ‬
‫ﺭﻭﺡ ﺍﻝﻌﻠﻡ ﻭﻁﺭﺍﺌﻘﻪ‪ ،‬ﻭﺍﻻﺘﺠﺎﻩ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﺍﺘﺠﺎﻩ ﻨﺤﻭ ﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ ﺒﺎﻻﻋﺘﻤﺎﺩ‬
‫)‪(2‬‬
‫ﻋﻠﻰ ﺍﻝﻭﻗﺎﺌﻊ ﻜﻤﺎ ﻫﻲ ﻻ ﻜﻤﺎ ﻴﺭﻴﺩﻫﺎ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﺘﻜﻭﻥ‪.‬‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﻋﻠﻲ ﺸﺘﺎ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.314‬‬

‫‪ -2‬ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﻋﻴﺴﻭﻱ‪ ،‬ﺘﻁﻭﺭ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺠﺎﻤﻌﻲ ﺍﻝﻌﺭﺒﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪1984،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.56‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﻌﺘﺒﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻤﻌﺭﻓﺔ ﺠﺩﻝﻴﺔ‪ ،‬ﺘﻘﻭﻡ ﻋﻠﻰ ﺍﻝﺒﺭﻫﺎﻥ ﻭﺍﻨﺘﺎﺠﻬﺎ ﻴﺘﻡ ﺒﺸﻜل‬
‫ﺠﻤﺎﻋﻲ‪ ،‬ﻭﻫﻭ ﻝﻴﺱ ﻋﻤﻼ ﻤﺯﺍﺠﻴﺎ ﺃﻭ ﻓﻁﺭﻴﺎ‪ ،‬ﻓﺎﻝﻨﻤﺎﺫﺝ ﻭﺍﻝﺤﻠﻭل ﺍﻝﻤﻁﺭﻭﺤﺔ ﺘﺨﻀﻊ‬
‫ﺩﺍﺌﻤﺎ ﻝﻠﺘﻘﻭﻴﻡ ﻤﻥ ﻁﺭﻑ ﺃﻓﺭﺍﺩﺍ ﺍﺨﺭﻴﻥ ﻴﻘﻴﻤﻭﻥ ﻫﺩﻓﻬﺎ ﺍﻝﻤﻨﻁﻘﻲ ﻭﺍﻝﺘﺠﺭﻴﺒﻲ)‪.(1‬‬
‫ﻭﺘﺘﺼﻑ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺎﻝﺼﻔﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﺤﻴﺎﺩﻴﺔ ‪ :‬ﻓﺎﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺘﺴﺘﻨﺩ ﻋﻠﻰ ﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻤﻥ‬
‫ﺍﻝﻤﻭﻀﻭﻋﻴﺔ‪ ،‬ﺍﻝﻤﺒﺘﻌﺩﺓ ﻋﻥ ﺍﻝﺘﺤﻴﺯ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻴﻘﻑ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺩ ﺍﻝﻜﺎﻤل‬
‫ﻭﻫﻭ ﻴﻘﻭﻡ ﺒﺭﺼﺩ ﻭﺩﺭﺍﺴﺔ ﻭﺘﺤﻠﻴل ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﺩﻭﻥ ﺘﺒﻨﻲ ﻷﻴﺔ ﺃﺭﺍﺀ ﺃﻭ ﻤﻭﺍﻗﻑ ﺃﻭ‬
‫ﺍﺘﺠﺎﻫﺎﺕ ﻤﺴﺒﻘﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺘﺨﻀﻊ ﻝﻠﺘﺠﺭﺒﺔ ﻭﺍﻝﻤﻼﺤﻅﺔ ﻭﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﻌﻠﻤﻲ‬
‫ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﺍﻝﺤﺠﺞ ﻭﺍﻝﺒﺭﺍﻫﻴﻥ ﻭﺍﻷﺩﻝﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻻ ﺘﺨﻀﻊ ﻝﻶﺭﺍﺀ ﻭﺍﻻﻨﻁﺒﺎﻋﺎﺕ‬
‫ﻭﺍﻷﻫﻭﺍﺀ ﺍﻝﺸﺨﺼﻴﺔ ﻭﻻ ﻝﻠﻤﺴﻠﻤﺎﺕ ﻭﺍﻝﺒﺩﻴﻬﻴﺎﺕ‪.‬‬
‫‪ – 3‬ﺘﻠﺘﺯﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺎﺘﺒﺎﻉ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﻲ ﺘﻌﻜﺱ ﺠﻬﺩﺍ ﻤﻨﻅﻤﺎ ﻫﻲ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﺇﻝﻰ‬
‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﻁﻤﺌﻨﺔ ﺍﻝﺘﻲ ﺘﺅﺴﺱ ﻝﻤﻌﺭﻓﺔ ﻋﻠﻤﻴﺔ ﺤﻘﻴﻘﻴﺔ‪.‬‬
‫‪ – 4‬ﺘﺘﺴﻡ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺨﺎﺼﻴﺔ ﺍﻝﺘﺭﺍﻜﻤﻴﺔ‪ ،‬ﻓﻬﻲ ﻨﺘﺎﺝ ﺠﻬﻭﺩ ﻋﻠﻤﺎﺀ‬
‫ﻭﺒﺎﺤﺜﻴﻥ ﻋﺒﺭ ﺍﻝﺯﻤﻥ‪ ،‬ﻝﻜل ﻤﻨﻬﻡ ﺍﻀﺎﻓﺎﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﻭﺘﺤﺴﻴﻨﻬﺎ‪.‬‬
‫‪ – 5‬ﺃﻴﺔ ﺘﻌﺩﻴﻼﺕ ﺠﺯﻴﺌﺔ ﺃﻭ ﻜﻠﻴﺔ ﻓﻲ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺘﻅل ﺭﻫﻴﻨﺔ ﺒﻤﺎ‬
‫ﺘﺤﻘﻘﻪ ﺘﻠﻙ ﺍﻝﻤﻌﺭﻓﺔ ﻤﻥ ﺘﻘﺩﻡ‪ ،‬ﻭﻤﺎ ﺘﻨﺘﺠﻪ ﻤﻥ ﺍﺨﺘﺭﺍﻋﺎﺕ ﻭﺍﻜﺘﺸﺎﻓﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻻ‬
‫ﺘﺨﻀﻊ ﺍﺒﺩﺍ ﻝﻠﻤﺯﺍﺝ ﺃﻭ ﺍﻷﻫﻭﺍﺀ ﺍﻝﺸﺨﺼﻴﺔ‪.‬‬

‫‪ -1‬ﻤﻲ ﺍﻝﻌﺒﺩﺍﷲ‪ ،‬ﺍﻝﺒﺤﺙ ﻓﻲ ﻋﻠﻭﻡ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل ﻤﻥ ﺍﻷﻁﺭ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺇﻝﻰ ﺍﻻﺸﻜﺎﻝﻴﺎﺕ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﻨﻬﺠﻴﺔ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪2011 ،‬ﻡ‪ ،‬ﺹ‪.30‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻗﺩ ﺘﻁﻭﺭﺕ ﻤﻌﺎﺭﻑ ﺍﻻﻨﺴﺎﻥ ﻋﺒﺭ ﺍﻝﺯﻤﻥ ﺒﺎﻝﻘﺩﺭ ﺍﻝﺫﻱ ﺘﻁﻭﺭﺕ ﻓﻴﻪ ﺍﺴﺎﻝﻴﺏ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﻤﻌﺎﺭﻑ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻁﻭﺭﺕ ﻁﺭﻴﻘﺔ ﺘﻔﻜﻴﺭﻩ‪ ،‬ﻭﺍﻨﺘﺠﺕ ﻓﻲ ﻤﺭﺤﻠﺔ‬
‫ﻤﺘﻘﺩﻤﺔ ﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﻨﺴﻤﻴﻪ ﺒﺎﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺎﺩﻴﺔ ﺍﻝﺤﺴﻴﺔ‪ ،‬ﻭﻫﻲ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺘﻲ ﻴﺘﺤﺼل‬
‫ﻋﻠﻴﻬﺎ ﺍﻻﻨﺴﺎﻥ ﻤﻥ ﺨﻼل ﺍﻝﻤﻼﺤﻅﺔ ﻏﻴﺭ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻤﺎ ﻴﺠﺭﻱ ﺤﻭﻝﻪ ﻓﻲ ﺍﻝﺤﻴﺎﺓ‪ ،‬ﻓﻬﻭ‬
‫ﻴﻌﺭﻑ – ﻤﺜﻼ – ﺍﻥ ﺍﻝﺸﻤﺱ ﺘﺸﺭﻕ ﻓﻲ ﺍﻝﺼﺒﺎﺡ ﻭﺘﻐﻴﺏ ﻤﻊ ﺍﻝﻐﺭﻭﺏ‪ ،‬ﻭﺍﻥ ﺍﻝﻘﻤﺭ‬
‫ﻴﻜﻭﻥ ﺒﺎﺯﻏﺎ ﻋﻨﺩ ﻤﻨﺘﺼﻑ ﺍﻝﺸﻬﺭ‪ ،‬ﻭﻫﻭ ﻓﻲ ﻤﻌﺭﻓﺘﻪ ﻫﺫﻩ ﻜﺜﻴﺭﺍ ﻤﺎ ﻴﻘﻑ ﻋﺎﺠﺯﺍ ﻋﻥ‬
‫ﺘﻔﺴﻴﺭ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﻭﻓﻲ ﻤﺭﺤﻠﺔ ﻻﺤﻘﺔ ﺃﻜﺜﺭ ﺘﻘﺩﻤﺎ ﺍﺘﺠﻪ ﻋﻘل ﺍﻻﻨﺴﺎﻥ ﺇﻝﻰ‬
‫ﺍﻝﺒﺤﺙ ﻓﻴﻤﺎ ﻭﺭﺍﺀ ﺍﻝﻁﺒﻴﻌﺔ ﻤﺘﺠﺎﻭﺯﺍ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺤﺴﻴﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻭﻤﺘﺠﺎﻭﺯﺍ ﻜﺫﻝﻙ ﺤﻭﺍﺴﻪ‬
‫ﺍﻝﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﺘﺤﻭل ﺒﺎﻝﺘﺎﻝﻲ ﺇﻝﻰ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺘﺄﻤﻠﻴﺔ ﺍﻝﻌﻘﻠﻴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺘﺄﻤل ﻭﺍﻝﺘﻔﻜﻴﺭ‬
‫ﺍﻝﻌﻘﻠﻲ ﻹﺜﺒﺎﺕ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﻭﺍﺘﺠﻬﺕ ﺍﻝﻤﻌﺭﻓﺔ ﻫﻨﺎ ﺇﻝﻰ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﻜﻨﻪ ﺍﻝﻤﺨﻠﻭﻗﺎﺕ‬
‫ﻭﻤﺼﻴﺭﻫﺎ ﻭﺨﺎﻝﻘﻬﺎ ﻭﻓﻲ ﺍﻝﺤﻴﺎﺓ ﻭﺍﻝﻤﻭﺕ ﻭﺍﻝﺒﻌﺙ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺘﻲ‬
‫ﻴﺴﺘﺤﻴل ﺍﺜﺒﺎﺘﻬﺎ ﺒﺎﻝﺤﻭﺍﺱ ﺍﻝﻤﺒﺎﺸﺭﺓ ﻝﻺﻨﺴﺎﻥ‪ ،‬ﻭﻫﻨﺎﻙ ﺍﻴﻀﺎ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺤﺩﺴﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺤﺩﺱ‪ ،‬ﺍﻝﺫﻱ ﻴﻌﺭﻑ ﺒﺎﻨﻪ ﻤﺸﺎﺭﻜﺔ ﻭﺠﺩﺍﻨﻴﺔ ﻨﻨﺘﻘل ﻋﻥ ﻁﺭﻴﻘﻬﺎ ﺇﻝﻰ ﺒﺎﻁﻥ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﻝﻜﻲ ﻨﻨﺩﻤﺞ ﻤﻊ ﻤﺎ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﻭﻀﻭﻉ ﻤﻥ ﺍﺼﺎﻝﺔ ﻓﺭﻴﺩﺓ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻤﻊ ﻤﺎ‬
‫ﻝﻴﺱ ﻓﻲ ﺍﻻﻤﻜﺎﻥ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻨﻪ)‪.(1‬‬
‫ﻭﺘﺘﻨﻭﻉ ﺍﻝﻤﺫﺍﻫﺏ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﺭﻓﺔ ﻝﺘﺸﻤل ﻜل ﻤﻥ ﺍﻝﻌﻘل ﻭﺍﻝﺘﺠﺭﺒﺔ‬
‫ﻭﺍﻝﺤﺩﺱ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪.(2):‬‬

‫‪ -1‬ﻋﺎﺩل ﺍﻝﺴﻜﺭﻱ‪ ،‬ﻨﻅﺭﻴﺔ ﺍﻝﻤﻌﺭﻓﺔ ﻤﻥ ﺴﻤﺎﺀ ﺍﻝﻔﻠﺴﻔﺔ ﺇﻝﻰ ﺍﺭﺽ ﺍﻝﻤﺩﺭﺴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ‬
‫ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.54 ،53‬‬
‫‪ -2‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ ‪.57 – 44‬‬
‫ﺍﻨﻅﺭ ﻜﺫﻝﻙ ﻜل ﻤﻥ‪:‬‬
‫ﻤﺤﻤﺩ ﺠﻭﺍﺩ ﺭﻀﺎ‪ ،‬ﻓﻠﺴﻔﺔ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﻁ‪ ،2‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﺸﺭﻜﺔ ﺍﻝﺭﺒﻴﻌﺎﻥ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﺹ‬
‫‪333،334‬‬
‫‪Copyright © 2018.‬‬

‫ﻴﻭﺴﻑ ﻜﺭﻡ‪ ،‬ﺘﺎﺭﻴﺦ ﺍﻝﻔﻠﺴﻔﺔ ﺍﻝﺤﺩﻴﺜﺔ‪ ،‬ﻁ‪ ،6‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺎﺭﻑ‪1979 ،‬ﻡ‪ ،‬ﺹ‪.85‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻝﻤﺫﻫﺏ ﺍﻝﻌﻘﻠﻲ‪:‬‬
‫ﻴﻘﻭﻡ ﺍﻝﻤﺫﻫﺏ ﺍﻝﻌﻘﻠﻲ ﻓﻲ ﺍﻝﻤﻌﺭﻓﺔ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻥ ﺍﻝﻌﻘل ﻫﻭ ﺍﻝﻤﺼﺩﺭ ﺍﻝﻭﺤﻴﺩ‬
‫ﻝﻠﻤﻌﺭﻓﺔ ‪ ..‬ﻭﻴﺘﻔﻕ ﺍﻝﻌﻘﻼﻨﻴﻭﻥ ﻋﻠﻰ ﺍﻥ ﺍﻝﻌﻘل ﻗﻭﺓ ﻓﻁﺭﻴﺔ ﻤﺸﺘﺭﻜﺔ ﺒﻴﻥ ﺍﻝﻨﺎﺱ ﺠﻤﻴﻌﺎ‬
‫‪ ..‬ﻭﺍﻝﺼﻭﺭﺓ ﺍﻝﻤﺜﻠﻰ ﻝﻠﻤﻌﺭﻓﺔ ﻋﻨﺩ ﺍﻝﻌﻘﻼﻨﻴﻴﻥ ﻫﻲ ﺘﻠﻙ ﺍﻝﺘﻲ ﻴﻤﺜﻠﻬﺎ ﺍﻝﺒﺭﻫﺎﻥ‬
‫ﺍﻝﺭﻴﺎﻀﻲ‪ ،‬ﻓﻤﺜل ﻫﺫﻩ ﺍﻝﺒﺭﺍﻫﻴﻥ ﺘﺒﺩﺃ ﺒﺒﺩﻴﻬﻴﺎﺕ ﺃﻭ ﺤﻘﺎﺌﻕ ﻭﺍﻀﺤﺔ ﺒﺫﺍﺘﻬﺎ‪ ،‬ﻭﺘﺼل ﻋﻥ‬
‫ﻁﺭﻴﻕ ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻻﺴﺘﻨﺒﺎﻁﺎﺕ ﺍﻝﻤﺘﺩﺭﺠﺔ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻨﻁﻘﻴﺔ ﻀﺭﻭﺭﻴﺔ ﻻ ﺭﺠﻭﻉ‬
‫ﻓﻴﻬﺎ ‪ ..‬ﻭﻤﻥ ﺒﻴﻥ ﺍﺒﺭﺯ ﺍﺼﺤﺎﺏ ﻫﺫﺍ ﺍﻝﻤﺫﻫﺏ ﺍﻝﻔﻴﻠﺴﻭﻑ ﺍﻝﻔﺭﻨﺴﻲ ﺩﻴﻜﺎﺭﺕ‪ ،‬ﺍﻝﺫﻱ‬
‫ﻜﺎﻥ ﻋﺎﻝﻤﺎ ﺭﻴﺎﻀﻴﺎ ﻭﻓﻴﻠﺴﻭﻓﺎ ﻴﺭﻯ ﺍﻥ ﺍﻝﺸﻙ ﻫﻭ ﻤﻔﺘﺎﺡ ﺍﻝﻤﻨﻬﺞ‪ ،‬ﻭﺍﻝﻌﻠﻡ ﺍﻝﺭﻴﺎﻀﻲ ﻫﻭ‬
‫ﻤﻔﺘﺎﺡ ﺍﻝﻤﺫﻫﺏ ﺍﻝﻌﻘﻠﻲ ‪ ..‬ﻭﻓﻲ ﺍﻝﻤﺠﻤل ﻴﺘﺨﺫ ﺍﻨﺼﺎﺭ ﺍﻝﻤﺫﻫﺏ ﺍﻝﻌﻘﻠﻲ ﻤﻥ ﺍﻝﻌﻘل‬
‫ﺍﻝﺨﺎﻝﺹ ﻭﺤﺩﻩ ﻤﺼﺩﺭ ﻝﻠﻤﻌﺭﻓﺔ ﺩﻭﻥ ﺍﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﺤﻭﺍﺱ ﺃﻭ ﺍﺴﺘﻨﺎﺩﺍ ﺇﻝﻰ ﺍﻝﺘﺠﺭﺒﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﻤﺫﻫﺏ ﺍﻝﺘﺠﺭﻴﺒﻲ‪:‬‬
‫ﻓﻲ ﻤﻘﺎﺒل ﺍﻝﻤﺫﻫﺏ ﺍﻝﻌﻘﻠﻲ ﻓﺈﻥ ﺍﻝﻤﺫﻫﺏ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﺍﻝﻤﻌﺭﻓﺔ ﻴﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ‬
‫ﺍﻥ ﺍﻝﺘﺠﺭﺒﺔ ﻫﻲ ﺍﻝﻤﺼﺩﺭ ﺍﻝﻨﻬﺎﺌﻲ ﻝﻜل ﻤﻌﺭﻓﺔ‪ ،‬ﻭﺍﻥ ﺍﻝﺤﻭﺍﺱ ﻭﺤﺩﻫﺎ ﻫﻲ ﺍﺒﻭﺍﺏ‬
‫ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﻓﻠﻴﺱ ﻓﻲ ﺍﻝﻌﻘل ﺸﻲﺀ ﻝﻡ ﻴﻤﺭ ﺒﺎﻝﺤﺱ ﺃﻭﻻ ‪ ..‬ﻭﻗﺩ ﻨﺸﺄ ﺍﻝﻤﺫﻫﺏ ﺍﻝﺘﺠﺭﻴﺒﻲ‬
‫ﺍﻝﺤﺩﻴﺙ ﺒﻭﺼﻔﻪ ﺭﺩ ﻓﻌل ﻝﻠﻤﺫﻫﺏ ﺍﻝﻌﻘﻠﻲ ‪ ..‬ﻭﻴﻌﺘﺒﺭ ﺠﻭﻥ ﻝﻭﻙ ﺃﻭل ﻤﻥ ﻁﺒﻕ‬
‫ﺍﻻﺘﺠﺎﻩ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﺍﻝﻔﻠﺴﻔﺔ‪ ،‬ﻋﻠﻰ ﺒﺤﺜﻪ ﻓﻲ ﻨﻅﺭﻴﺔ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺎﻝﺫﺍﺕ‪ ،‬ﻭﺍﻋﻠﻥ ﺭﻓﻀﻪ‬
‫ﻷﻫﻡ ﻤﺒﺎﺩﺉ ﺍﻻﺘﺠﺎﻩ ﺍﻝﻌﻘﻠﻲ‪ ،‬ﻭﺍﻨﻜﺎﺭﻩ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻻﻨﺴﺎﻨﻴﺔ ﺍﻭﻝﻴﺔ ﻓﻲ ﺍﻝﻌﻘل‬
‫ﺴﺎﺒﻘﺔ ﻋﻥ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﻴﺫﻜﺭ ﻝﻭﻙ ﺍﻥ ﺃﻱ ﻓﻜﺭﺓ ﺘﺘﻭﻝﺩ ﻓﻲ ﺍﻝﺫﻫﻥ ﺍﻨﻤﺎ ﺘﺭﺘﺩ ﺇﻝﻰ ﻤﺼﺩﺭ‬
‫ﻭﺍﺤﺩ ﻓﻘﻁ ﻫﻭ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻓﺎﻝﻌﻘل ﻓﻲ ﻨﻅﺭﻩ ﺼﻔﺤﺔ ﺒﻴﻀﺎﺀ ﻴﺴﺘﻤﺩ ﻜل ﺨﺒﺭﺍﺘﻪ ﻭﺍﻓﻜﺎﺭﻩ‬
‫ﻤﻥ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻓﺎﻝﺘﺠﺭﺒﺔ ﺍﻝﺤﺴﻴﺔ ﻫﻲ ﺍﻝﺘﻲ ﺘﺨﻁ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺒﻴﻀﺎﺀ ﺴﻁﻭﺭﻫﺎ‪،‬‬
‫ﻭﻝﺫﻝﻙ ﻴﺭﻯ ﻝﻭﻙ ﺍﻥ ﺍﻻﻨﺴﺎﻥ ﻻ ﻴﺒﺩﺃ ﻓﻲ ﺍﻝﺘﻔﻜﻴﺭ ﺇﻻ ﺤﻴﻨﻤﺎ ﻴﺒﺩﺃ ﻓﻲ ﺍﻻﺤﺴﺎﺱ‪،‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﺎﻹﺤﺴﺎﺱ ﺴﺎﺒﻕ ﻋﻠﻰ ﺍﻝﺘﻔﻜﻴﺭ‪ ،‬ﻭﻝﻴﺱ ﻫﻨﺎﻙ ﺸﻲﺀ ﻓﻲ ﺍﻝﻌﻘل ﻤﺎ ﻝﻡ ﻴﻜﻥ ﻗﺒل ﺫﻝﻙ ﻓﻲ‬
‫ﺍﻝﺤﺱ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﺫﻫﺏ ﺍﻝﺤﺩﺴﻲ‪:‬‬
‫ﻴﺭﺩ ﺍﻝﻤﺫﻫﺏ ﺍﻝﺤﺩﺴﻲ ﺍﻝﻤﻌﺭﻓﺔ ﻓﻲ ﺼﻭﺭﻫﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺇﻝﻰ ﺍﻝﺤﺩﺱ‪ ،‬ﻭﺍﻝﺤﺩﺱ ﻫﻭ‬
‫ﺍﻷﺩﺭﺍﻙ ﺍﻝﻤﺒﺎﺸﺭ ﻝﻠﻭﺍﻗﻊ ﺃﻭ ﺍﻝﻔﻬﻡ ﺍﻝﻔﻭﺭﻱ ﻝﻠﺤﻘﻴﻘﺔ ‪ ..‬ﻭﻴﻌﺘﺒﺭ ﻫﺫﺍ ﺍﻝﻤﺫﻫﺏ ﻓﻲ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻥ ﺍﻻﻨﺴﺎﻥ ﻝﺩﻴﻪ ﻤﻠﻜﺔ ﻤﺴﺘﻘﻠﺔ ﺘﻤﻜﻨﻪ ﻤﻥ ﻓﻬﻡ ﺍﻝﺤﻘﻴﻘﺔ ﻭﺍﺩﺭﺍﻙ ﺍﻝﻭﺍﻗﻊ‬
‫ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻤﻠﻜﺔ ﻝﻴﺴﺕ ﺤﺴﻴﺔ ﻭﻻ ﻋﻘﻠﻴﺔ ‪ ..‬ﻭﺇﺫﺍ ﻜﺎﻥ ﻤﺠﺎل ﺍﻝﻌﻘل ﻫﻭ ﺍﻝﻌﻠﻡ‬
‫ﻭﻤﻭﻀﻭﻋﻪ ﺍﻝﻤﺎﺩﺓ ﻭﺍﻝﻜﻡ ﻭﺍﻝﻤﻜﺎﻥ‪ ،‬ﻭﻤﻨﻬﺠﻪ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﺼﻨﻴﻑ‪ ،‬ﻓﺈﻥ ﺍﻝﺤﺩﺱ ﻤﺠﺎﻝﻪ‬
‫ﺍﻝﺤﻴﺎﺓ ﻭﻤﻭﻀﻭﻋﻪ ﺍﻝﺭﻭﺡ ﻭﺍﻝﻜﻴﻑ ﻭﺍﻝﺯﻤﺎﻥ‪ ،‬ﻭﻤﻨﻬﺠﻪ ﺍﻝﺘﻌﺎﻁﻑ ﻭﺍﻝﻭﺠﺩﺍﻥ ‪..‬‬
‫ﻭﺍﻝﺤﺩﺱ ﻴﺘﺎﺒﻊ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻲ ﺼﻴﺭﻭﺭﺘﻪ‪ ،‬ﻭﻴﻨﻔﺫ ﺇﻝﻰ ﺒﺎﻁﻨﻪ‪ ،‬ﻭﻴﻜﺸﻑ ﻋﻥ ﺤﻘﻴﻘﺘﻪ‪،‬‬
‫ﻭﻴﺤﻴﻁ ﺒﻪ ﻓﻲ ﻜﻠﻴﺘﻪ ‪ ..‬ﻭﻗﺩ ﺘﻁﺭﻕ ﺍﻻﻤﺎﻡ ﺍﻝﻐﺯﺍﻝﻲ ﺍﻝﻰ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺤﺩﺴﻴﺔ‪ ،‬ﻭﺭﻓﺽ‬
‫ﺍﻝﺜﻘﺔ ﻓﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺘﻲ ﺘﺄﺘﻴﻪ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺤﻭﺍﺱ‪ ،‬ﻭﻝﻡ ﻴﻜﺘﻑ ﺍﻝﻐﺯﺍﻝﻲ ﺒﺎﺩﺭﺍﻙ ﺍﻝﻌﻘل‪،‬‬
‫ﻭﺇﻨﻤﺎ ﺴﻌﻰ ﻨﺤﻭ ﺍﻝﻌﻠﻡ ﺍﻝﻴﻘﻴﻨﻲ ﺒﺤﻘﺎﺌﻕ ﺍﻻﻤﻭﺭ‪ ،‬ﻓﺄﻨﺘﻬﻰ ﺇﻝﻰ ﺍﻥ ﺫﻝﻙ ﻝﻥ ﻴﻜﻭﻥ ﺒﻨﻅﻡ‬
‫ﺩﻝﻴل ﺃﻭ ﺘﺭﺘﻴﺏ ﻜﻼﻡ‪ ،‬ﻭﺇﻨﻤﺎ ﺒﺎﻝﺤﺩﺱ ﺃﻭ ﺍﻝﻜﺸﻑ ﺍﻝﺼﻭﻓﻲ‪ ،‬ﺍﻝﺫﻱ ﻭﺼﻔﻪ ﺍﻝﻐﺯﺍﻝﻲ ﺒﺄﻨﻪ‬
‫ﻨﻭﺭ ﻴﻘﺫﻓﻪ ﺍﷲ ﺘﻌﺎﻝﻰ ﻓﻲ ﺍﻝﻘﻠﺏ‪ ،‬ﻭﺠﻌﻠﻪ ﻤﻔﺘﺎﺡ ﺃﻜﺜﺭ ﺍﻝﻤﻌﺎﺭﻑ‪.‬‬

‫ﻭﻝﻜل ﻤﺫﻫﺏ ﻤﻥ ﺍﻝﻤﺫﺍﻫﺏ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺎﻝﻌﻠﻡ ﻭﻤﺠﺎﻝﻪ ﻓﻲ ﺍﻝﻤﻌﺭﻓﺔ‪،‬‬

‫ﻓﺎﻝﻤﺫﻫﺏ ﺍﻝﻌﻘﻠﻲ ﻴﻬﺘﻡ ﺒﺎﻝﻌﻠﻭﻡ ﺍﻝﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﻤﺠﺎﻝﻪ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﻌﻘﻠﻴﺔ‪ ،‬ﻭﺍﻝﻤﺫﻫﺏ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻲ ﻴﻬﺘﻡ ﺒﺎﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻭﻤﺠﺎﻝﻪ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺤﺴﻴﺔ‪ ،‬ﻭﺍﻝﻤﺫﻫﺏ ﺍﻝﺤﺩﺴﻲ ﻴﻬﺘﻡ‬
‫ﺒﺎﻝﻌﻠﻭﻡ ﺍﻝﺩﻴﻨﻴﺔ ﻭﺍﻷﺨﻼﻗﻴﺔ‪ ،‬ﻭﻤﺠﺎﻝﻪ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺼﻭﻓﻴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫)‪(1‬‬
‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﻠﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ‪:‬‬
‫ﺸﻬﺩ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺘﻁﻭﺭﺍ ﻤﻠﺤﻭﻅﺎ ﻋﺒﺭ ﻓﺘﺭﺍﺕ ﻤﺘﻌﺎﻗﺒﺔ ﻤﻥ ﺍﻝﺯﻤﻥ‪ ،‬ﻭﺍﻨﺘﻘل‬
‫ﻤﻥ ﻤﺭﺤﻠﺔ ﺇﻝﻰ ﺍﺨﺭﻯ ﺤﺘﻰ ﻭﺼل ﺇﻝﻰ ﻤﺎ ﻫﻭ ﻋﻠﻴﻪ ﻓﻲ ﻫﺫﺍ ﺍﻝﻌﺼﺭ‪ ،‬ﻭﻗﺩ ﻤﺭ‬
‫ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﻤﺭﺍﺤل ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺒﺩﺍﺌﻴﺔ ﺍﻝﺴﺤﺭﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺘﻲ ﻜﺎﻥ ﺍﻻﻨﺴﺎﻥ ﻴﻌﻴﺩ ﻓﻴﻬﺎ ﻜل ﻤﺎ ﻴﻤﺭ ﺒﻪ ﻓﻲ ﺤﻴﺎﺘﻪ ﻤﻥ‬
‫ﻤﻭﺍﻗﻑ ﻭﻤﺸﻜﻼﺕ ﻭﻗﻀﺎﻴﺎ ﺇﻝﻰ ﻗﻭﻯ ﺸﺭﻴﺭﺓ‪ ،‬ﻭﻴﻔﺴﺭ ﺤﺩﻭﺜﻬﺎ ﺒﺴﺒﺏ ﻏﻀﺏ ﺘﻠﻙ‬
‫ﺍﻷﺭﻭﺍﺡ ﻭﺍﻝﻘﻭﻯ‪ ،‬ﻭﻜﺎﻥ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺴﺤﺭ ﻭﺍﻝﺸﻌﻭﺫﺓ ﻓﻲ ﺘﻔﺴﻴﺭ ﻤﺎ ﻴﻌﺘﺭﺽ ﺤﻴﺎﺘﻪ‬
‫ﻤﻥ ﻤﻭﺍﻗﻑ‪ ،‬ﻜﺎﻷﻤﺭﺍﺽ ﺃﻭ ﺍﻝﺯﻻﺯل ﺃﻭ ﺍﻷﻤﻁﺎﺭ ﺃﻭ ﺍﻝﺭﻴﺎﺡ ﺍﻝﻌﺎﺘﻴﺔ‪.‬‬
‫‪ – 2‬ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻔﻠﺴﻔﻲ ﺍﻝﻤﻴﺘﺎﻓﻴﺯﻴﻘﻲ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺘﻲ ﻅﻬﺭﺕ ﻝﺩﻯ ﺍﻝﻔﻼﺴﻔﺔ ﺍﻝﻴﻭﻨﺎﻨﻴﻴﻥ ﻗﺒل ﺍﺭﺴﻁﻭ‪ ،‬ﻭﻴﻌﻴﺩ ﻫﺫﺍ‬
‫ﺍﻻﺴﻠﻭﺏ ﻤﻥ ﺍﻝﺘﻔﻜﻴﺭ ﻜل ﻤﺎ ﻴﺤﺩﺙ ﻤﻥ ﻅﻭﺍﻫﺭ ﺇﻝﻰ ﻗﻭﺓ ﻤﺎ ﻭﺭﺍﺀ ﺍﻝﻁﺒﻴﻌﺔ‪.‬‬
‫‪ – 3‬ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻻﺴﺘﻘﺭﺍﺌﻲ‪:‬‬
‫ﺤﻴﺙ ﺘﻭﺼﻠﺕ ﺍﻝﻔﻠﺴﻔﺔ ﺍﻝﻴﻭﻨﺎﻨﻴﺔ ﻤﻥ ﺨﻼل ﺍﺭﺴﻁﻭ ﺇﻝﻰ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻤﻨﻁﻘﻲ‬
‫ﺍﻝﻤﺅﺴﺱ ﻋﻠﻰ ﻗﻭﺍﻋﺩ ﺍﻝﻤﻨﻁﻕ ﺍﻝﺼﻭﺭﻱ ‪ ..‬ﻭﻭﻓﻘﺎ ﻝﻬﺫﺍ ﺍﻝﻤﻨﻁﻕ ﻓﺈﻨﻪ ﻴﺘﻡ ﺍﻻﺴﺘﺩﻻل‬
‫ﻋﻠﻰ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺠﺩﻴﺩﺓ ﺇﻤﺎ ﻋﺒﺭ ﺍﻻﺴﺘﺩﻻل ﺍﻻﺴﺘﻨﺒﺎﻁﻲ‪ ،‬ﺃﻭ ﻋﺒﺭ ﺍﻻﺴﺘﺩﻻل‬
‫ﺍﻻﺴﺘﻘﺭﺍﺌﻲ‪ ،‬ﻓﺎﻻﺴﺘﺩﻻل ﺍﻻﺴﺘﻨﺒﺎﻁﻲ ﻫﻭ "ﻤﺠﻤﻭﻋﺔ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺒﺩﺃ ﻤﻥ‬
‫ﺍﻝﻌﺎﻡ ﻤﺘﺠﻬﺔ ﺇﻝﻰ ﺍﻝﺨﺎﺹ‪ ،‬ﻓﻬﻲ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻋﻤﻠﻴﺎﺕ ﺫﻫﻨﻴﺔ ﺘﺩﻭﺭ ﻜﻠﻬﺎ ﻓﻲ ﺍﻝﻌﻘل‬
‫ﻭﺘﻨﻁﻠﻕ ﻤﻥ ﻓﻜﺭﺓ ﻋﺎﻤﺔ ﻝﺘﺼل ﺇﻝﻰ ﺍﺴﺘﻨﺒﺎﻁ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻥ ﻤﻘﺩﻤﺎﺘﻬﺎ ﺍﻝﻤﻨﻁﻘﻴﺔ"‪(2)،‬ﻤﺜل‪:‬‬

‫‪ -1‬ﺍﻨﻅﺭ‪ :‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺼﻔﻭﺕ ﺍﺒﺭﺍﻫﻴﻡ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﻤﻔﻬﻭﻤﻪ‪ ،‬ﺃﺩﻭﺍﺘﻪ‪ ،‬ﺘﺼﻤﻴﻤﻪ‪ ،‬ﻁ‪،2‬‬
‫ﺍﻝﺭﻴﺎﺽ‪ ،‬ﺩﺍﺭ ﺍﻝﺯﻫﺭﺍﺀ‪2010 ،‬ﻡ‪ ،‬ﺹ‪.16 – 12‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﺒﺩﻭﻱ‪ ،‬ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﻋﻠﻡ ﺍﻝﺴﻴﺎﺴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﻜﻠﻴﺔ ﺍﻝﺘﺠﺎﺭﺓ‪1979 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.118 ،117‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫"ﻜل ﻁﻼﺏ ﺍﻝﺸﻬﺎﺩﺓ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﻘﺴﻡ ﺍﻝﻌﻠﻤﻲ ﺒﻤﺩﺭﺴﺔ ﺍﻻﻤل ﻨﺠﺤﻭﺍ" ﻭ"ﻤﺤﻤﺩ ﺍﺤﺩ‬
‫ﻁﻼﺏ ﺍﻝﺸﻬﺎﺩﺓ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﻘﺴﻡ ﺍﻝﻌﻠﻤﻲ ﺒﻤﺩﺭﺴﺔ ﺍﻻﻤل"‪ ،‬ﻓﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺘﺩﻻل‬
‫ﺍﻻﺴﺘﻨﺒﺎﻁﻲ ﻓﺈﻥ ﻤﺤﻤﺩ ﻗﺩ ﻨﺠﺢ‪.‬‬

‫ﻭﻫﻜﺫﺍ ﻴﺘﻀﺢ ﺍﻥ ﺍﻻﺴﺘﻨﺒﺎﻁ ﻋﺒﺎﺭﺓ ﻋﻥ ﻗﻀﺎﻴﺎ ﺘﻀﻡ ﻤﻘﺩﻤﺎﺕ ﻭﻨﺘﻴﺠﺔ ﻜﺎﻨﺕ‬

‫ﻤﻭﺠﻭﺩﺓ ﻝﻜﻨﻬﺎ ﻏﻴﺭ ﻤﻜﺘﺸﻔﺔ‪ ،‬ﺜﻡ ﺍﻜﺘﺸﻔﺕ ﺒﻌﺩ ﺫﻝﻙ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺎﻻﺴﺘﻨﺒﺎﻁ ﻴﺘﻌﻠﻕ‬
‫ﺒﺎﻻﻨﺘﻘﺎل ﻤﻥ ﺍﻝﻜل ﺇﻝﻰ ﺍﻝﺠﺯﺀ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﺃﻜﺜﺭ ﻤﻥ ﻤﻘﺩﻤﺔ‪ ،‬ﻭﻝﻜﻥ ﻫﻨﺎﻙ ﻨﺘﻴﺠﺔ‬
‫)‪(1‬‬
‫ﻭﺍﺤﺩﺓ‪.‬‬

‫ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻻﺴﺘﻨﺒﺎﻁﻲ ﻤﻥ ﻗﺒل ﺍﻻﻨﺴﺎﻥ ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻝﻤﻌﺭﻓﺔ‬

‫ﺍﻝﺠﺩﻴﺩﺓ ﺒﻘﻴﺎﻤﻬﺎ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺃﺨﺭﻯ ﺴﺎﺒﻘﺔ ﻤﻥ ﺨﻼل ﺍﻓﺘﺭﺍﺽ ﺼﺤﺔ ﺍﻝﻤﻌﺭﻓﺔ‬
‫)‪( 2‬‬
‫ﺍﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬ ‫ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺍﻴﺠﺎﺩ ﺼﻠﺔ ﻋﻼﻗﺔ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺩﻴﺩﺓ‪.‬‬
‫ﺒﺎﻻﺴﺘﺩﻻل ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﺴﺘﻘﺭﺍﺀ‪" ،‬ﻓﺈﻨﻪ ﻴﻘﻭﻡ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻓﺭﺍﺩ ﺍﻝﻅﺎﻫﺭﺓ ﺩﺭﺍﺴﺔ‬
‫ﻜﻠﻴﺔ ﺃﻭ ﺠﺯﺌﻴﺔ ﻭﺘﺴﻤﻰ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺸﺎﻤﻠﺔ ﻷﻓﺭﺍﺩ ﺍﻝﻅﺎﻫﺭﺓ ﺒﺎﻻﺴﺘﻘﺭﺍﺀ ﺍﻝﺘﺎﻡ‪ ،‬ﺍﻤﺎ‬
‫ﺍﻻﺴﺘﻘﺭﺍﺀ ﺍﻝﻨﺎﻗﺹ ﻓﻬﻭ ﺩﺭﺍﺴﺔ ﻋﻴﻨﺎﺕ ﻤﺤﺩﻭﺩﺓ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺤﻜﻡ ﻋﺎﻡ ﻴﻨﻁﺒﻕ ﻋﻠﻴﻬﺎ‬
‫ﻭﻋﻠﻰ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻓﺭﺍﺩ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﻭﺍﻻﺴﺘﻘﺭﺍﺀ ﺍﻝﺘﺎﻡ ﺍﻗﺭﺏ ﺇﻝﻰ ﺍﻻﺤﺼﺎﺀ ﺍﻝﻌﺩﺩﻱ‬
‫ﺍﻝﻤﺤﺽ ﻤﻨﻪ ﺇﻝﻰ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺒﺤﺙ‪ ،‬ﻭﻝﺫﺍ ﻴﻤﻜﻥ ﺍﻥ ﻴﻜﻭﻥ ﻋﺎﻤﻼ ﻤﺴﺎﻋﺩﺍ ﺃﻭ ﺒﺭﻫﺎﻨﺎ‬
‫ﻗﺎﻁﻌﺎ ﻤﻥ ﺍﻝﺒﺭﺍﻫﻴﻥ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺜﻨﺎﻴﺎ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻤﺎ ﺍﻻﺴﺘﻘﺭﺍﺀ ﺍﻝﻨﺎﻗﺹ ﻓﻬﻭ ﺍﻷﻜﺜﺭ‬
‫ﺍﺴﺘﻌﻤﺎﻻ ﻭﺍﻷﺠﺩﺭ ﺒﺎﻫﺘﻤﺎﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻘﻴﺔ")‪.(3‬‬

‫‪ -1‬ﺍﺤﻤﺩ ﺴﻠﻴﻤﺎﻥ ﻋﻭﺩﺓ‪ ،‬ﻓﺘﺤﻲ ﺤﺴﻥ ﻤﻜﺎﻭﻱ‪ ،‬ﺍﺴﺎﺴﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﻌﻠﻭﻡ‬
‫ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،،‬ﺍﺭﺒﺩ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﻜﺘﺎﻨﻲ‪1992 ،‬ﻡ‪ ،‬ﺹ‪.11‬‬
‫‪ -2‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.11‬‬
‫‪ -3‬ﺍﺒﺭﺍﻫﻴﻡ ﺍﻝﻁﺎﻫﺭ ﺍﻝﺸﺭﻴﻑ‪ ،‬ﺍﻝﻤﻔﻴﺩ ﻓﻲ ﺍﺼﻭل ﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﻭﺙ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ – ﻝﻴﺒﻴﺎ ‪ ،-‬ﺠﺎﻤﻌﺔ ﺍﻝﺴﺎﺒﻊ‬
‫‪Copyright © 2018.‬‬

‫ﻤﻥ ﺍﺒﺭﻴل‪2010 ،‬ﻡ‪ ،‬ﺹ‪.24‬‬

‫‪copyright law.‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 4‬ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻼﻫﻭﺘﻲ‪:‬‬

‫ﻭﻫﻭ ﺍﻝﻔﻜﺭ ﺍﻝﺫﻱ ﺴﺎﺩ ﻓﻴﻤﺎ ﻴﻌﺭﻑ ﺒﻤﺭﺤﻠﺔ ﺍﻝﻌﺼﻭﺭ ﺍﻝﻤﻅﻠﻤﺔ ﻓﻲ ﺍﻭﺭﻭﺒﺎ‬
‫"ﺍﻝﻌﺼﻭﺭ ﺍﻝﻭﺴﻁﻰ"‪ ،‬ﺤﻴﺙ ﻜﺎﻨﺕ ﺍﻝﻜﻨﻴﺴﺔ ﺒﺘﻌﺎﻝﻴﻤﻬﺎ ﻭﺍﻓﻜﺎﺭﻫﺎ ﻭﺁﺭﺍﺌﻬﺎ ﺍﻝﺼﺎﺭﻤﺔ ﻫﻲ‬
‫ﺍﻝﻤﻬﻴﻤﻨﺔ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻌﺎﻤﺔ‪ ،‬ﻭﻴﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﺤﻘﺎﺌﻕ ﻝﺘﺒﺭﺭ ﺍﺭﺍﺀ ﻭﺍﻓﻜﺎﺭ‬
‫ﻭﻤﻌﺘﻘﺩﺍﺕ ﺍﻝﻜﻨﻴﺴﺔ‪.‬‬
‫‪ – 5‬ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﻨﻬﺠﻲ ﻋﻨﺩ ﻓﺭﻨﺴﻴﺱ ﺒﻴﻜﻭﻥ‪:‬‬
‫"ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﻤﺤﺎﻭﻻﺕ ﺍﻝﺘﻲ ﺴﺒﻘﺕ ﻓﺭﻨﺴﻴﺱ ﺒﻴﻜﻭﻥ ﺇﻻ ﺍﻥ ﻫﺫﺍ ﺍﻷﺨﻴﺭ‬
‫ﻴﻌﺘﺒﺭ ﺃﻭل ﻤﻥ ﺍﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺫﺍﺕ ﻁﺎﺒﻊ ﻋﻠﻤﻲ")‪،(1‬‬
‫"ﻭﻗﺩ ﺍﺴﺘﺨﺩﻡ ﺒﻴﻜﻭﻥ ﺍﻻﺴﺘﻘﺭﺍﺀ ﻭﻝﻜﻥ ﺒﺸﻜل ﻤﺨﺘﻠﻑ ﻋﻤﺎ ﺍﺴﺘﺨﺩﻤﻪ ﺍﺭﺴﻁﻭ‪ ،‬ﻓﺒﻴﻜﻭﻥ‬
‫ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻼﺤﻅﺔ ﻭﺍﻝﺘﺠﺭﺒﺔ ﻤﻥ ﺤﻼل ﺩﺭﺍﺴﺔ ﺍﻝﺠﺯﻴﺌﺎﺕ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﺘﺤﻜﻤﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﻋﻜﺱ ﺍﺴﺘﻘﺭﺍﺀ ﺍﺭﺴﻁﻭ ﺍﻝﺼﻭﺭﻱ‬
‫)‪(2‬‬
‫ﺍﻻﻓﺘﺭﺍﻀﻲ‪".‬‬
‫‪ – 6‬ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﻋﻨﺩ ﺠﻭﻥ ﺴﺘﻴﻭﺭﺍﺕ ﻤﻴل‪:‬‬
‫ﻝﻌل ﻤﻥ ﺃﻫﻡ ﻤﺎ ﺍﻀﺎﻓﻪ ﻤﻴل ﻫﻭ ﻭﻀﻌﻪ ﻝﻠﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻋﺘﺒﺎﺭﻩ ﻤﻘﺩﻤﺔ ﻴﺠﺏ‬
‫ﺍﻥ ﻴﺒﺩﺃ ﻤﻨﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻗﺒل ﺍﻝﺸﺭﻭﻉ ﻓﻲ ﻋﻤﻠﻴﺔ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﻭﺘﺘﺠﻪ ﺍﻝﺩﺭﺍﺴﺔ ﺒﻨﺎﺀ‬
‫ﻋﻠﻰ ﺫﻝﻙ ﻨﺤﻭ ﻗﺒﻭل ﺍﻝﻔﺭﺽ ﺃﻭ ﺭﻓﻀﻪ‪ ،‬ﻜﻤﺎ ﺍﻫﺘﻡ ﺴﺘﻴﻭﺭﺍﺕ ﻤﻴل ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺒﺤﺜﻲ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﺍﻴﻀﺎ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪.‬‬
‫‪ – 7‬ﻤﺭﺤﻠﺔ ﻤﺭﺍﺠﻌﺔ ﻋﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ ﻭﻅﻬﻭﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ‪:‬‬
‫"ﺍﻨﺘﻬﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﻤﺘﺯﺍﻴﺩ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺴﺒﺒﻴﺔ ﻭﻓﻕ ﺭﺅﻴﺔ ﻜل ﻤﻥ ﺒﻴﻜﻭﻥ‬
‫ﻭﺴﺘﻴﻭﺭﺍﺕ ﻤﻴل ﺨﻼل ﻋﺼﺭ ﺍﻝﻨﻬﻀﺔ ﻓﻲ ﺍﻭﺭﻭﺒﺎ ﺇﻝﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﻴﺠﺔ ﻤﻔﺎﺩﻫﺎ‬

‫‪ -1‬ﻤﺤﻤﻭﺩ ﻓﻬﻤﻲ ﺯﻴﺩﺍﻥ‪ ،‬ﺍﻻﺴﺘﻘﺭﺍﺀ ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻤﺼﺭﻴﺔ‪،‬‬
‫‪1977‬ﻡ‪.‬‬
‫‪ -2‬ﻤﺎﻫﺭ ﻋﺒﺩﺍﻝﻘﺎﺩﺭ ﻋﻠﻲ‪ ،‬ﺍﻝﻤﻨﻁﻕ ﻭﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪1987 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.227‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻥ ﻫﺫﺍ ﺍﻻﺴﻠﻭﺏ ﻭﺤﺩﻩ ﻴﻅل ﻗﺎﺼﺭﺍ ﻋﻠﻰ ﺘﻠﺒﻴﺔ ﺤﺎﺠﺎﺕ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﺘﺯﺍﻴﺩﺓ‪،‬‬
‫ﺤﻴﺙ ﻅﻬﺭﺕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻻﺒﺤﺎﺙ ﺍﻝﺘﻲ ﻻ ﺘﺴﻌﻰ ﺇﻝﻰ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻭﺽ ﺍﻝﺴﺒﺒﻴﺔ‪،‬‬
‫ﻤﺜل ﺩﺭﺍﺴﺎﺕ ﻨﻴﻭﺘﻥ ﺤﻭل ﺍﻝﺠﺎﺫﺒﻴﺔ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﻜﺎﻥ ﻫﺩﻓﻬﺎ‬
‫ﺘﻭﺼﻴﻑ ﺤﺭﻜﺔ ﺍﻻﺠﺴﺎﻡ ﻤﺴﺘﻨﺩﺓ ﻓﻲ ﺫﻝﻙ ﻋﻠﻰ ﺍﻝﻤﻌﺎﺩﻻﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﺃﺩﻯ‬
‫ﺇﻝﻰ ﻅﻬﻭﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺼﻔﻲ ﺍﻴﻀﺎ ﺒﺎﻝﺘﺯﺍﻤﻥ ﻤﻊ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﻝﻘﻭﺍﻋﺩ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻡ ﺒﻬﺎ ﺩﺭﺍﺴﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﻲ ﻻ ﺘﻀﻊ ﺍﻝﻌﻠل ﺍﻝﺴﺒﺒﻴﺔ ﺸﺭﻁﺎ‬
‫ﻝﺘﻔﺴﻴﺭﻫﺎ")‪.(1‬‬

‫ﺨﺎﻤﺴﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﺘﻭﺼﻠﻨﺎ ﻓﻴﻤﺎ ﺴﺒﻕ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻨﺘﻬﻴﻨﺎ ﺇﻝﻰ ﺍﻥ ﻝﻴﺱ ﻜل ﺒﺤﺙ‬
‫ﻴﺘﺴﻡ ﺒﺎﻝﻁﺎﺒﻊ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﻤﻌﺭﻓﺔ ﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﻏﻴﺭ‬
‫ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﻔﻴﺼل ﻫﻨﺎ ﻫﻭ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺕ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﻤﻌﺭﻓﺔ‪،‬‬
‫ﻓﺎﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻴﺘﻁﻠﺏ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺈﺠﺭﺍﺀﺍﺕ ﻭﻗﻭﺍﻋﺩ ﻋﻠﻤﻴﺔ ﺼﺎﺭﻤﺔ‬
‫ﻭﻤﻨﻀﺒﻁﺔ‪ ،‬ﻭﻝﻜﻲ ﻨﻔﻬﻡ ﻭﻨﺩﺭﻙ ﺘﻠﻙ ﺍﻻﺠﺭﺍﺀﺍﺕ ﻭﺍﻝﻘﻭﺍﻋﺩ ﻓﻼﺒﺩ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﺃﻭﻻ‬
‫ﻋﻠﻰ ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫ﻭﻓﻲ ﺤﻘﻴﻘﺔ ﺍﻷﻤﺭ ﻓﺈﻥ ﻫﻨﺎﻙ ﻋﺸﺭﺍﺕ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻥ ﻨﻘﺩﻤﻬﺎ ﻝﻠﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺘﺤﺩﻴﺩ ﻫﺫﺍ ﺍﻝﻤﻔﻬﻭﻡ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺼﺤﻴﺤﺔ‬
‫ﻭﺍﻝﻭﺍﻀﺤﺔ‪ ،‬ﺒﻤﺎ ﻴﺠﻌﻠﻨﺎ ﻻ ﻨﺩﺭﻙ ﻓﻘﻁ ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒل ﺘﻘﻭﺩﻨﺎ ﺍﻴﻀﺎ ﺇﻝﻰ ﺍﻥ‬
‫ﻨﻌﻲ ﺨﺼﺎﺌﺼﻪ ﻭﺃﻫﻤﻴﺘﻪ ﻭﻭﻅﺎﺌﻔﻪ‪ ،‬ﻭﻓﻭﻕ ﻜل ﺫﻝﻙ ﺍﺠﺭﺍﺀﺍﺘﻪ ﻭﺃﺴﺴﻪ ﻭﻗﻭﺍﻋﺩﻩ‪.‬‬
‫ﻭﺴﻭﻑ ﻨﺴﺭﺩ ﻫﻨﺎ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﻲ ﻗﺩﻤﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻭﺍﻝﻤﺘﺨﺼﺼﻭﻥ‬
‫ﻭﺍﻝﺩﺍﺭﺴﻭﻥ ﻝﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻗﺩ ﺤﺭﺼﻨﺎ ﻋﻠﻰ ﺍﻥ ﻨﻘﻭﻡ ﺒﺠﻤﻊ ﺍﻝﻜﺜﻴﺭ ﻤﻨﻬﺎ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺠﻤﺎل ﻤﺤﻤﺩ ﺍﺒﻭﺸﻨﺏ‪ ،‬ﺘﺎﺭﻴﺦ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﻭﻁﺭﻗﻪ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.73‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺒﻬﺩﻑ ﺍﻥ ﻴﻜﻤل ﺒﻌﻀﻬﺎ ﺒﻌﺽ‪ ،‬ﻭﺍﻥ ﻴﺴﺎﻋﺩ ﺒﻌﻀﻬﺎ ﻓﻲ ﺴﺩ ﺍﻝﻨﻘﺹ ﺍﻝﺫﻱ ﻗﺩ ﻴﻜﻭﻥ‬
‫ﻗﺩ ﺍﻋﺘﺭﻯ ﺍﻝﺒﻌﺽ ﺍﻷﺨﺭ‪.‬‬
‫ﺤﻴﺙ ﻴﻌﺭﻑ ﺍﻝﺒﻌﺽ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ "ﻋﻤﻠﻴﺔ ﻤﻨﻅﻤﺔ ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﺘﻭﺼل‬
‫ﺇﻝﻰ ﺤﻠﻭل ﻝﻤﺸﻜﻼﺕ ﻤﺤﺩﺩﺓ‪ ،‬ﺃﻭ ﺍﺠﺎﺒﺔ ﻋﻥ ﺘﺴﺎﺅﻻﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺴﺎﻝﻴﺏ ﻋﻠﻤﻴﺔ‬
‫)‪(1‬‬
‫ﻭﻴﻌﺭﻑ ﻜل ﻤﻥ ﺭﻭﻤل ﻭﺒﻠﻴﻥ‬ ‫ﻤﺤﺩﺩﺓ ﻴﻤﻜﻥ ﺍﻥ ﺘﺅﺩﻱ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻋﻠﻤﻴﺔ ﺠﺩﻴﺩﺓ‪"،‬‬
‫‪Rummel and Ballaine‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻜﺫﻝﻙ ﺒﺎﻨﻪ "ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻅﻡ ﻝﻌﺩﺩ ﻤﻥ‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺤل ﺃﻜﺜﺭ ﻜﻔﺎﺀﺓ ﻝﻤﺸﻜﻠﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺒﺩﻻ‬
‫ﻤﻥ ﺍﻝﻭﺴﺎﺌل ﺍﻷﻗل ﻓﺎﻋﻠﻴﺔ ﺒﻬﺫﺍ ﺍﻝﺸﺄﻥ‪ ،‬ﺃﻤﺎ ‪ Tyrws‬ﻓﻘﺩ ﻋﺭﻓﻪ ﺒﺎﻨﻪ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﺘﻲ ﻴﺘﻡ‬
‫ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﻌﺎﻝﺠﺔ ﻤﺸﻜﻠﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺨﻼل ﺍﻝﺘﻘﺼﻲ ﺍﻝﺩﻗﻴﻕ ﻭﺍﻝﺸﺎﻤل‬
‫)‪(2‬‬
‫ﻝﻜﺎﻓﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺨﻼﻝﻬﺎ ﻤﻥ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ"‪.‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻜﺫﻝﻙ ﺒﺎﻨﻪ " ﺠﻬﺩ ﻋﻠﻤﻲ ﻤﻨﻅﻡ‪ ،‬ﻴﻘﺼﺩ ﺒﻪ ﺍﻝﻜﺸﻑ ﻋﻥ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﺠﺩﻴﺩﺓ ﺘﺴﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺘﻁﻭﻴﺭ ﺁﻓﺎﻗﻬﺎ‪( 3) "،‬ﻜﻤﺎ ﺍﻥ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ "ﻤﺤﺎﻭﻝﺔ ﻻﻜﺘﺸﺎﻑ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺘﻨﻘﻴﺏ ﻋﻨﻬﺎ ﻭﺘﻨﻤﻴﺘﻬﺎ ﻭﻓﺤﺼﻬﺎ‬
‫)‪(4‬‬
‫ﻭﺘﺤﻘﻴﻘﻬﺎ ﺒﺘﻘﺹ ﺩﻗﻴﻕ ﻭﻨﻘﺩ ﻋﻤﻴﻕ‪ ،‬ﺜﻡ ﻋﺭﻀﻬﺎ ﻋﺭﻀﺎ ﻤﻜﺘﻤﻼ‪ ،‬ﺒﺫﻜﺎﺀ ﻭﺍﺩﺭﺍﻙ‪،‬‬
‫ﻭﻤﻥ ﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻴﻀﺎ ﺍﻨﻪ "ﻭﺴﻴﻠﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻴﻤﻜﻥ ﺍﻝﻭﺼﻭل ﻤﻥ ﺨﻼﻝﻬﺎ‬
‫ﻝﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﺴﺘﻘﺼﺎﺀ ﺍﻝﺸﺎﻤل ﻭﺍﻝﺩﻗﻴﻕ ﻝﻜﺎﻓﺔ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻷﺩﻝﺔ ﺍﻝﺘﻲ ﺘﺭﺘﺒﻁ ﺒﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻻ ﻴﻘﺘﺼﺭ ﺍﻷﻤﺭ ﻋﻠﻰ ﻤﺠﺭﺩ‬

‫‪ -1‬ﺴﺎﻤﻲ ﻤﺤﻤﺩ ﻤﻠﺤﻡ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﺴﻴﺭﺓ‪2002 ،‬ﻡ‪.‬‬
‫‪ -2‬ﺨﻀﻴﺭ ﻜﺎﻀﻡ ﺤﻤﻭﺩ‪ ،‬ﻤﻭﺴﻰ ﺴﻼﻤﺔ ﺍﻝﻠﻭﺯﻱ‪ ،‬ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺇﻗﺭﺍﺀ ﻝﻠﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪2008 ،‬ﻡ‪ ،‬ﺹ‪.24‬‬
‫‪ -3‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﻋﺒﺩﺍﷲ ﺍﻝﻬﺭﺍﻤﺔ‪ ،‬ﻭﺭﻗﺎﺕ ﻓﻲ ﺍﻝﺒﺤﺙ ﻭﺍﻝﻜﺘﺎﺒﺔ‪ ،‬ﻁﺭﺍﺒﻠﺱ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﻜﻠﻴﺔ ﺍﻝﺩﻋﻭﺓ‬
‫ﺍﻻﺴﻼﻤﻴﺔ‪1989 ،‬ﻡ‪ ،‬ﺹ‪.9‬‬
‫‪ -4‬ﺜﺭﻴﺎ ﻋﺒﺩﺍﻝﻔﺘﺎﺡ ﻤﻠﺤﺱ‪ ،‬ﻤﻨﻬﺞ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻁ‪ ،3‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﻠﺒﻨﺎﻨﻲ‪1982 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.43‬‬
‫‪copyright law.‬‬

‫‪32‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺠﺩﻴﺩﺓ ﻭﺍﻝﻜﺸﻑ ﻋﻨﻬﺎ ﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﺒل ﻻﺒﺩ ﻤﻥ‬
‫ﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺇﺫ ﺍﻥ ﻤﺼﻁﻠﺢ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﺸﻴﺭ ﻜﺫﻝﻙ ﺇﻝﻰ ﻫﺫﻩ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻤﻥ‬
‫)‪(1‬‬
‫ﺃﺠل ﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ"‪.‬‬
‫ﻭﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﻤﻬﻤﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻨﻪ "ﺍﻝﺘﻘﺼﻲ ﺍﻝﻤﻨﻅﻡ ﺒﺎﺘﺒﺎﻉ ﺍﺴﺎﻝﻴﺏ‬
‫ﻭﻤﻨﺎﻫﺞ ﻋﻠﻤﻴﺔ ﻤﺤﺩﺩﺓ ﻝﻠﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ ﺒﻘﺼﺩ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺘﻬﺎ‪ ،‬ﻭﺘﻌﺩﻴﻠﻬﺎ ﺃﻭ ﺇﻀﺎﻓﺔ‬
‫)‪(2‬‬
‫ﻜﻤﺎ ﺍﻥ ﺍﻝﺘﻌﺭﻴﻑ ﺍﻝﺫﻱ ﻗﺩﻤﻪ ﺤﺴﻥ ﺍﻝﺴﺎﻋﺎﺘﻲ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﻌﺩ ﻤﻥ‬ ‫ﺍﻝﺠﺩﻴﺩ ﻝﻬﺎ"‪،‬‬
‫ﺒﻴﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻝﺘﻭﻗﻑ ﻋﻨﺩﻫﺎ‪ ،‬ﺤﻴﺙ ﻴﻌﺭﻑ ﺍﻝﺴﺎﻋﺎﺘﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ‬
‫"ﺍﺴﺘﻘﺼﺎﺀ ﻋﻥ ﻤﻭﻀﻭﻋﺎﺕ ﺃﻭ ﻤﺴﺎﺌل ﻤﻌﻴﻨﺔ ﻴﺘﺒﻊ ﻓﻴﻬﺎ ﺍﻝﻔﻜﺭ ﻨﻬﺠﺎ ﻋﻠﻤﻴﺎ ﻓﻲ ﺇﻁﺎﺭ‬
‫ﻤﻨﻬﺞ ﻤﻨﻁﻘﻲ ﻋﺎﻡ ﻴﻁﺒﻕ ﻓﻲ ﻜل ﻤﻨﻬﺎ ﻤﻨﻬﺠﺎ ﺃﻭ ﺃﻜﺜﺭ ﻤﻥ ﻤﻨﺎﻫﺞ ﺍﻋﻤﺎل ﺍﻝﻔﻜﺭ‪ ،‬ﺃﻱ‬
‫ﺘﺸﻐﻴﻠﻪ ﻓﻲ ﺘﻘﺼﻲ ﺍﻝﻤﻭﻀﻭﻉ ﺃﻭ ﺍﻝﻤﺴﺄﻝﺔ ﻤﺤﻭﺭ ﺍﻝﺒﺤﺙ‪ ،‬ﻴﺘﺤﺭﻯ ﻓﻴﻬﺎ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺩﻗﺔ‬
‫)‪(3‬‬
‫ﻭﺍﻝﺼﻠﺔ ﺍﻝﻭﺜﻴﻘﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ ﻤﺤل ﺍﻝﺒﺤﺙ‪".‬‬
‫ﻭﻗﺩﻡ ﻋﺎﻤﺭ ﻗﻨﺩﻴﻠﺠﻲ ﺘﻌﺭﻴﻔﺎﻥ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﺅﻝﻔﻴﻥ ﻤﺨﺘﻠﻔﻴﻥ ﻴﻔﺼل ﺒﻴﻨﻬﻤﺎ‬
‫ﺃﻜﺜﺭ ﻤﻥ ﻋﺸﺭ ﺴﻨﻭﺍﺕ‪ ،‬ﺤﻴﺙ ﺠﺎﺀ ﻓﻲ ﺍﻷﻭل ﺒﺎﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ‪" :‬ﻋﺭﺽ‬
‫ﻤﻔﺼل ﺃﻭ ﺩﺭﺍﺴﺔ ﻤﺘﻌﻤﻘﺔ‪ ،‬ﺘﻤﺜل ﻜﺸﻔﺎ ﻝﺤﻘﻴﻘﺔ ﺠﺩﻴﺩﺓ ﺃﻭ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺤﻘﻴﻘﺔ ﻗﺩﻴﻤﺔ‬
‫ﻤﺒﺤﻭﺜﺔ ﻭﺍﻀﺎﻓﺔ ﺸﻲﺀ ﺠﺩﻴﺩ ﻝﻬﺎ‪ ،‬ﺃﻭ ﺤل ﻝﻤﺸﻜﻠﺔ ﻜﺎﻥ ﻗﺩ ﺘﻌﻬﺩ ﺸﺨﺹ ﺒﺘﻘﺼﻴﻬﺎ‬
‫)‪( 4‬‬
‫ﺍﻤﺎ ﺍﻝﺘﻌﺭﻴﻑ ﺍﻝﺜﺎﻨﻲ ﻓﻤﻔﺎﺩﻩ ﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ "ﺍﺴﺘﻌﻼﻡ‬ ‫ﻭﻜﺸﻔﻬﺎ ﻭﺤﻠﻬﺎ"‪،‬‬
‫ﺩﺭﺍﺴﻲ ﺠﺩﻱ ﺃﻭ ﺍﺨﺘﺒﺎﺭ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﺤﺭﻱ ﻭﺍﻝﺘﻨﻘﻴﺏ ﻭﺍﻝﺘﺠﺭﻴﺏ‪ ،‬ﺍﻝﺫﻱ ﻴﻜﻭﻥ‬

‫‪ -1‬ﻤﺤﻤﺩ ﺯﺍﻫﺭ ﺍﻝﺴﻤﺎﻙ ﻭﺃﺨﺭﻭﻥ‪ ،‬ﺍﻷﺼﻭل ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﻤﻭﺼل‪ ،‬ﺍﻝﻌﺭﺍﻕ‪ ،‬ﺠﺎﻤﻌﺔ‬
‫ﺍﻝﻤﻭﺼل‪1985 ،‬ﻡ‪ ،‬ﺹ‪.21‬‬
‫‪ -2‬ﻏﺎﺯﻱ ﺤﺴﻴﻥ ﻋﻨﺎﻴﺔ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﺅﺴﺴﺔ ﺸﺒﺎﺏ ﺍﻝﺠﺎﻤﻌﺔ‪1984 ،‬ﻡ‪ ،‬ﺹ‪.75‬‬
‫‪ -3‬ﺤﺴﻥ ﺍﻝﺴﺎﻋﺎﺘﻲ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻤﻨﺎﻫﺠﻬﺎ ﻭﻁﺭﻗﻬﺎ ﻭﻜﺘﺎﺒﺘﻬﺎ‪ ،‬ﻁ‪ ،2‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
‫ﻤﻜﺘﺒﺔ ﺴﻌﻴﺩ ﺭﺃﻓﺕ‪1992 ،‬ﻡ‪ ،‬ﺹ‪.19‬‬
‫‪ -4‬ﻋﺎﻤﺭ ﺍﺒﺭﺍﻫﻴﻡ ﻗﻨﺩﻴﻠﺠﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ :‬ﺩﻝﻴل ﺍﻝﻁﺎﻝﺏ ﻓﻲ ﺍﻝﻜﺘﺎﺒﺔ ﻭﺍﻝﻤﻜﺘﺒﺔ ﻭﺍﻝﺒﺤﺙ‪ ،‬ﺒﻐﺩﺍﺩ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﻤﻁﺒﻌﺔ ﻋﺼﺎﻡ‪1979 ،‬ﻡ‪ ،‬ﺹ‪.15‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻏﺭﻀﻪ ﺍﻜﺘﺸﺎﻑ ﺤﻘﺎﺌﻕ ﺠﺩﻴﺩﺓ ﺍﻭ ﺘﻔﺴﻴﺭﻫﺎ ﺃﻭ ﻤﺭﺍﺠﻌﺔ ﻝﻠﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ‬

‫ﺍﻝﻤﺘﺩﺍﻭﻝﺔ ﻭﺍﻝﻤﻘﺒﻭﻝﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺫﻝﻙ ﻓﻲ ﻀﻭﺀ ﺤﻘﺎﺌﻕ ﺠﺩﻴﺩﺓ‪ ،‬ﺃﻭ ﺘﻁﺒﻴﻘﺎﺕ ﻋﻤﻠﻴﺔ‬
‫)‪(1‬‬
‫ﻝﻨﻅﺭﻴﺎﺕ ﻭﻗﻭﺍﻨﻴﻥ ﻤﺴﺘﺤﺩﺜﺔ ﺃﻭ ﻤﻌﺩﻝﺔ"‪.‬‬
‫ﻭﻴﻌﺭﻑ ﺤﺴﻥ ﺭﺸﻭﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ "ﻨﺸﺎﻁ ﻋﻠﻤﻲ ﻤﻨﻅﻡ‪ ،‬ﻭﻁﺭﻴﻘﺔ ﻓﻲ‬
‫ﺍﻝﺘﻔﻜﻴﺭ‪ ،‬ﻭﺍﺴﻠﻭﺏ ﻝﻠﻨﻅﺭ ﻓﻲ ﺍﻝﻭﻗﺎﺌﻊ ﻴﺴﻌﻰ ﺇﻝﻰ ﻜﺸﻑ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﻤﻌﺘﻤﺩﺍ ﻋﻠﻰ ﻤﻨﺎﻫﺞ‬
‫ﻤﻭﻀﻭﻋﻴﺔ ﻤﻥ ﺍﺠل ﻤﻌﺭﻓﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻫﺫﻩ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﺜﻡ ﺍﺴﺘﺨﻼﺹ ﺍﻝﻤﺒﺎﺩﺉ‬
‫)‪( 2‬‬
‫ﺍﻤﺎ ﺍﺒﻭﺍﻝﻨﺠﺎ ﻓﻘﺩ ﻋﺭﻑ ﺍﻝﺒﺤﺙ‬ ‫ﺍﻝﻌﺎﻤﺔ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﺎﻤﺔ ﺃﻭ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ"‪،‬‬
‫ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ "ﻋﻤﻠﻴﺔ ﺘﺘﻀﻤﻥ ﺘﻔﺴﻴﺭ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﻝﻡ ﻴﺘﻡ ﺘﻔﺴﻴﺭﻫﺎ ﻤﻥ‬
‫ﺨﻼل ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺤﻭل ﻫﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﻭﺫﻝﻙ ﻜﺄﺤﺩ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻌﻤﻠﻴﺔ‬
‫ﺸﺎﻤﻠﺔ ﻫﺩﻓﻬﺎ ﺍﻝﻨﻬﺎﺌﻲ ﺍﻝﻜﺸﻑ ﻋﻥ ﺩﻻﻝﺔ ﻭﻤﻐﺯﻯ ﺍﻝﻭﻗﺎﺌﻊ ﺃﻭ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻬﺫﻩ‬
‫)‪(3‬‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﻤﻥ ﺍﺠل ﺍﻜﺘﺸﺎﻑ ﺍﻝﺤﻘﺎﺌﻕ‪".‬‬
‫ﻭﻴﺫﻫﺏ ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺒﺩﻭﻱ ﺇﻝﻰ ﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ "ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ‬
‫ﺍﻝﻌﺎﻤﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻤﻥ ﺍﺠل ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﻴﻘﺔ ﻓﻲ ﺍﻝﻌﻠﻡ‪ ،‬ﺒﻭﺍﺴﻁﺔ ﻁﺎﺌﻔﺔ ﻤﻥ‬
‫ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﺘﻬﻴﻤﻥ ﻋﻠﻰ ﺴﻴﺭ ﺍﻝﻌﻘل ﻭﺘﺤﺩﺩ ﻋﻤﻠﻴﺎﺘﻪ‪ ،‬ﺤﺘﻰ ﻴﺼل ﺇﻝﻰ ﻨﺘﻴﺠﺔ‬
‫)‪( 4‬‬
‫ﺍﻤﺎ ﺍﺤﻤﺩ ﺒﺩﺭ ﻓﻴﻘﺩﻡ ﻓﻲ ﻤﺅﻝﻔﻪ ﺍﻝﻘﻴﻡ ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‬ ‫ﻤﻌﻠﻭﻤﺔ"‪،‬‬
‫ﺘﻌﺭﻴﻔﺎ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻔﺎﺩﻩ ﺍﻨﻪ "ﻭﺴﻴﻠﺔ ﻝﻼﺴﺘﻌﻼﻡ ﻭﺍﻻﺴﺘﻘﺼﺎﺀ ﺍﻝﻤﻨﻅﻡ ﻭﺍﻝﺩﻗﻴﻕ‪،‬‬
‫ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﺒﺎﺤﺙ ﺒﻐﺭﺽ ﺍﻜﺘﺸﺎﻑ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﻋﻼﻗﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ‬

‫‪ -1‬ﻋﺎﻤﺭ ﺍﺒﺭﻫﻴﻤﻘﻨﺩﻴﻠﺠﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺒﻐﺩﺍﺩ‪ ،‬ﻭﺯﺍﺭﺓ ﺍﻝﺜﻘﺎﻓﺔ‬
‫ﻭﺍﻹﻋﻼﻡ‪1993 ،‬ﻡ‪ ،‬ﺹ‪.24‬‬
‫‪ -2‬ﺤﺴﻥ ﺍﺤﻤﺩ ﺭﺸﻭﺍﻥ‪ ،‬ﺍﻝﻌﻠﻡ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ‬
‫ﺍﻝﺠﺎﻤﻌﻲ ﺍﻝﺤﺩﻴﺙ‪1982 ،‬ﻡ‪ ،‬ﺹ‪.25،26‬‬
‫‪ -3‬ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺃﺴﺱ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﻠﻤﻲ‬
‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.19‬‬
‫‪Copyright © 2018.‬‬

‫‪ -4‬ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺒﺩﻭﻱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻁ‪ ،3‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻭﻜﺎﻝﺔ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪1977 ،‬ﻡ‪ ،‬ﺹ‪.5‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻁﻭﻴﺭ ﺃﻭ ﺘﺼﺤﻴﺢ ﺃﻭ ﺘﺤﻘﻴﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻌﻼ ‪ ..‬ﻋﻠﻰ ﺍﻥ ﻴﺘﺒﻊ ﻓﻲ ﻫﺫﺍ‬

‫ﺍﻝﻔﺤﺹ ﻭﺍﻻﺴﺘﻌﻼﻡ ﺍﻝﺩﻗﻴﻕ ﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻭﺍﺨﺘﻴﺎﺭ ﺍﻝﻁﺭﻴﻘﺔ ﻭﺍﻷﺩﻭﺍﺕ‬
‫)‪(1‬‬
‫ﻭﻫﻨﺎﻙ ﻤﻥ ﻴﻌﺭﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ "ﻤﺤﺎﻭﻝﺔ‬ ‫ﺍﻝﻼﺯﻤﺔ ﻝﻠﺒﺤﺙ ﻭﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪"،‬‬
‫ﻻﻜﺘﺸﺎﻑ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺘﻨﻘﻴﺏ ﻋﻨﻬﺎ ﻭﻓﺤﺼﻬﺎ ﺒﺘﻘﺹ ﺩﻗﻴﻕ‪ ،‬ﻭﻨﻘﺩ ﻋﻤﻴﻕ‪ ،‬ﻭﺘﻁﻭﻴﺭﻫﺎ ﺜﻡ‬
‫ﻋﺭﻀﻬﺎ ﻋﺭﻀﺎ ﻤﻜﺘﻤﻼ‪ ،‬ﻋﻠﻰ ﺍﻥ ﻴﺘﻡ ﻜل ﺫﻝﻙ ﻭﻓﻕ ﺍﺼﻭل ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻭﻗﻭﺍﻋﺩﻩ‬
‫‪ ..‬ﻭﺫﻝﻙ ﻤﻥ ﺍﺠل ﺍﻜﺘﺸﺎﻑ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﻋﻼﻗﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻨﻤﻭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺤﺎﻝﻴﺔ‪،‬‬
‫)‪(2‬‬
‫ﻭﺍﻝﺘﺤﻘﻕ ﻤﻨﻬﺎ‪".‬‬
‫ﻭﻤﻘﺎﺼﺩ ﺍﻝﺘﺄﻝﻴﻑ ﺃﻭ )ﺍﻝﺒﺤﺙ( ﻝﺩﻯ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻜﻤﺎ ﻗﺎل ﺍﺒﻥ ﺤﺯﻡ ﻫﻲ‪:‬‬
‫ﺍﻤﺎ ﺸﻲﺀ ﻝﻡ ﻴﺴﺒﻕ ﺇﻝﻴﻪ ﻝﻴﺨﺘﺭﻋﻪ‪.‬‬
‫ﺃﻭ ﺸﻲﺀ ﻨﺎﻗﺹ ﻴﺘﻤﻪ‪.‬‬
‫ﺃﻭ ﺸﻲﺀ ﻤﺴﺘﻐﻠﻕ ﻴﺸﺭﺤﻪ‪.‬‬
‫ﺃﻭ ﺸﻲﺀ ﻁﻭﻴل ﻴﺨﺘﺼﺭﻩ ﺩﻭﻥ ﺍﻥ ﻴﺨل ﺒﺸﻲﺀ ﻤﻥ ﻤﻌﺎﻨﻴﻪ‪.‬‬
‫ﺃﻭ ﺸﻲﺀ ﻤﺘﻔﺭﻕ ﻴﺠﻤﻌﻪ‪.‬‬
‫ﺃﻭ ﺸﻲﺀ ﻤﺨﺘﻠﻁ ﻴﺭﺘﺒﻪ‪.‬‬
‫)‪(3‬‬
‫ﺃﻭ ﺸﻲﺀ ﺃﺨﻁﺄ ﻓﻴﻪ ﻤﺅﻝﻔﻪ ﻴﺼﻠﺤﻪ‪.‬‬
‫ﻭﺘﻜﺎﺩ ﺘﺘﻔﻕ ﺍﻏﻠﺏ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺠﻭﻫﺭﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﺤﺩﺩ ﻤﻼﻤﺢ ﻤﻔﻬﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺤﻴﺙ ﺃﻜﺩﺕ ﺘﻠﻙ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﻋﻠﻰ ﺍﻥ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﻋﻤﻠﻴﺔ ﻤﻨﻅﻤﺔ‪ ،‬ﻭﺍﻨﻪ ﺒﺎﻝﺘﺎﻝﻲ ﻴﺴﺘﺨﺩﻡ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻻﺠﺭﺍﺀﺍﺕ‬
‫ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﺼﺎﺭﻤﺔ ﻭﺍﻝﺩﻗﻴﻘﺔ‪ ،‬ﻭﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﻋﻤﻠﻴﺔ ﻫﺎﺩﻓﺔ‪ ،‬ﻴﺴﻌﻰ ﺇﻝﻰ‬
‫ﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻤﺭﺍﺠﻌﺔ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻝﻠﺘﺄﻜﺩ ﻤﻥ‬

‫‪ -1‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﻁ‪ ،5‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻭﻜﺎﻝﺔ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪1979،‬ﻡ‪،‬‬
‫ﺹ‪.18،19‬‬
‫‪ -2‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012 ،‬ﻡ‪ ،‬ﺹ‪.46‬‬
‫‪Copyright © 2018.‬‬

‫‪ -3‬ﺍﺤﺴﺎﻥ ﻋﺒﺎﺱ "ﺘﺤﻘﻴﻕ"‪ ،‬ﺭﺴﺎﺌل ﺍﺒﻥ ﺤﺯﻡ‪.126/2 :‬‬

‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺼﺤﺘﻬﺎ ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ‪ ،‬ﺃﻭ ﺇﻀﺎﻓﺔ ﺠﺩﻴﺩ ﻝﻬﺎ‪ ،‬ﺃﻭ ﺭﻓﻀﻬﺎ‪ ،‬ﻭﺘﻘﺩﻴﻡ ﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﻝﻠﻅﻭﺍﻫﺭ‬
‫ﻭﺭﺼﺩ ﺍﻝﻌﻼﻗﺎﺕ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪ ،‬ﻤﻊ ﻤﺭﺍﻋﺎﺓ ﺍﻥ ﻴﺘﻡ ﻜل ﺫﻝﻙ ﺒﺩﻗﺔ ﻭﻤﻭﻀﻭﻋﻴﺔ ﻭﺼﺩﻕ‪.‬‬
‫ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ ﻓﺈﻨﻪ ﻴﻤﻜﻨﻨﺎ ﺘﻌﺭﻴﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ‪ :‬ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻅﻡ‬
‫ﻭﺍﻝﻤﺤﺴﻭﺏ ﻭﺍﻝﻤﺩﺭﻭﺱ ﻝﻠﻭﺴﺎﺌل ﻭﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻝﻁﺭﻕ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﺘﻔﻕ ﻭﺍﻝﻤﺘﻌﺎﺭﻑ‬
‫ﻋﻠﻴﻬﺎ ﻓﻲ ﺤﻘﻭل ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻴﺢ‬
‫ﻝﻠﺒﺎﺤﺜﻴﻥ ﻓﻙ ﺍﻝﻐﻤﻭﺽ ﺤﻭل ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﺸﻜﻼﺕ ﻤﺤل ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻜﺘﺸﺎﻑ ﺍﻝﺤﻘﺎﺌﻕ‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ‪ ،‬ﻭﺘﻘﺩﻴﻡ ﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﺒﻬﺩﻑ ﺘﻘﺩﻴﻡ‬
‫ﺇﺠﺎﺒﺎﺕ ﺸﺎﻓﻴﺔ ﻭﻤﻘﻨﻌﺔ ﺒﺨﺼﻭﺼﻬﺎ‪ ،‬ﻭﻭﻀﻊ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺃﻭ‬
‫ﻤﺭﺍﺠﻌﺘﻬﺎ ﻭﺘﻁﻭﻴﺭﻫﺎ‪ ،‬ﺃﻭ ﺭﻓﻀﻬﺎ ﻭﺍﻝﺒﺤﺙ ﺒﺎﻝﺘﺎﻝﻲ ﻋﻥ ﺒﺩﺍﺌل ﻋﻠﻤﻴﺔ ﻝﻬﺎ‪ ،‬ﻓﻲ ﺩﻭﺭﺓ ﻻ‬
‫ﻨﻬﺎﺌﻴﺔ ﻓﻲ ﻋﺎﻝﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫ﻭﻓﻲ ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻴﻤﻜﻨﻨﺎ ﺘﻌﺭﻴﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻹﻋﻼﻤﻲ ﺒﺎﻨﻪ‪:‬‬
‫ﺍﻝﺠﻬﻭﺩ ﺍﻝﻤﻨﻅﻤﺔ ﻭﺍﻝﻬﺎﺩﻓﺔ ﻭﺍﻝﻭﺍﻋﻴﺔ ﻭﺍﻝﻤﺨﻁﻁﺔ‪ ،‬ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﺘﺘﺒﻊ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﺭﺍﺴﺨﺔ ﺒﻬﺩﻑ ﺍﻝﺤﺼﻭل‬
‫ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻭﺍﻻﺘﺼﺎﻝﻴﺔ‪،‬‬
‫ﻭﻤﻥ ﺜﻤﺔ ﺘﺼﻨﻴﻑ ﻭﺘﺒﻭﻴﺏ ﻭﺠﺩﻭﻝﺔ ﺘﻠﻙ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‬
‫ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ‪ ،‬ﺒﻘﺼﺩ ﺇﺜﺭﺍﺀ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺎﻝﻅﻭﺍﻫﺭ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻭﻓﻬﻡ‬
‫ﻤﻜﻨﻭﻨﺎﺘﻬﺎ‪ ،‬ﻭﻓﻙ ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﻏﻤﻭﺽ‪ ،‬ﻭﺘﻘﺩﻴﻡ ﺍﻝﺘﻭﺼﻴﺎﺕ ﻭﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻔﻴﺩ ﻓﻲ ﺤل ﻭﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻹﻋﻼﻤﻴﺔ‪.‬‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﺨﺼﺎﺌﺹ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﺘﺄﺴﻴﺴﺎ ﻋﻠﻰ ﻜل ﻤﺎ ﺘﻘﺩﻡ ﻴﻤﻜﻥ ﺭﺼﺩ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺘﻲ ﻴﺘﺼﻑ ﺒﻬﺎ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﺘﻨﻅﻴﻡ‪:‬‬
‫ﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻤﻠﻴﺔ ﻤﻨﻅﻤﺔ ﻤﻘﺼﻭﺩﺓ‪ ،‬ﻝﻬﺎ ﻗﻭﺍﻋﺩﻫﺎ ﻭﺍﺠﺭﺍﺀﺍﺘﻬﺎ ﻭﺨﻁﻭﺍﺘﻬﺎ‬
‫ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﺎ‪ ،‬ﻭﺍﻝﺘﻨﻅﻴﻡ ﻴﻌﻨﻲ ﺘﺤﺩﻴﺩ ﺍﻝﺨﻁﻭﺍﺕ ﻭﺍﻝﻤﻬﺎﻡ ﻓﻲ ﻜل ﻤﺭﺤﻠﺔ ﻤﻥ‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺭﺍﺤل ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻋﺩﻡ ﺍﻝﺘﺩﺍﺨل ﺒﻴﻨﻬﺎ‪ ،‬ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﺒﺄﻴﺴﺭ‬
‫ﺍﻝﻁﺭﻕ‪ ،‬ﻭﺍﻗﺼﺭﻫﺎ‪ ،‬ﺩﻭﻥ ﺍﻻﺨﻼل ﺒﺎﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﺘﻘﺼﻲ‪:‬‬
‫ﻴﻘﻭﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻠﻰ ﺍﻝﺘﻘﺼﻲ ﻭﺍﻝﺘﻨﻘﻴﺏ ﻭﺍﻻﻜﺘﺸﺎﻑ ﻝﻠﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻓﻬﻭ‬
‫ﻋﻤﻠﻴﺔ ﺒﺤﺙ ﻤﺴﺘﻤﺭﺓ ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻭﺽ ﻤﻌﻴﻨﺔ ﺃﻭ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ‬
‫ﺘﺴﺎﺅﻻﺕ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﺍﻝﺘﻘﺼﻲ ﻫﻭ ﺍﻝﺠﻬﻭﺩ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﻁﻭل ﺨﻁ ﺭﺤﻠﺔ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﻤﻥ ﺍﺨﺘﻴﺎﺭ ﻭﺘﺤﺩﻴﺩ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﺤﺘﻰ ﻜﺘﺎﺒﺔ‬
‫ﺍﻝﺘﻭﺼﻴﺎﺕ‪ ،‬ﻤﺭﻭﺭﺍ ﺒﻜﺎﻓﺔ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻻﺨﺭﻯ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺼﺏ ﻓﻲ ﻤﺠﻤﻠﻬﺎ ﻓﻲ‬
‫ﺘﺤﻘﻴﻕ ﺍﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﻭﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺘﻪ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﻨﻬﺠﻴﺔ‪:‬‬
‫ﻴﺨﻀﻊ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻘﻭﺍﻋﺩ ﻭﺍﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ ﺘﺘﺴﻡ ﺒﺎﻝﺩﻗﺔ ﻭﺍﻝﺼﺭﺍﻤﺔ‬
‫ﻭﺍﻻﻨﻀﺒﺎﻁ‪ ،‬ﻭﺍﻝﻤﻨﻬﺠﻴﺔ ﺘﻌﻨﻲ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﺘﺒﺎﻉ ﻗﻭﺍﻋﺩ ﻭﺇﺠﺭﺍﺀﺍﺕ ﻤﻌﻴﻨﺔ ﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ‬
‫ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺤﻴﺙ ﻴﺠﺏ ﺍﻥ ﺘﺤﺩﺩ ﺍﻝﻤﺸﻜﻠﺔ ﺒﻭﻀﻭﺡ‪ ،‬ﻭﺍﻥ ﺘﺼﺎﻍ‬
‫ﺍﻷﻫﺩﺍﻑ ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ﺒﻠﻐﺔ ﻻ ﺘﻘﺒل ﺍﻝﺘﺄﻭﻴل‪ ،‬ﻭﺍﻥ ﻴﺤﺩﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﺴﻠﻭﺏ‬
‫ﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺍﻥ ﺘﺨﺘﺎﺭ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﻭﻓﻕ ﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻭﻤﺘﻁﻠﺒﺎﺘﻬﺎ‪ ،‬ﺤﻴﺙ ﻻ ﺘﺨﻀﻊ ﻜل ﻫﺫﻩ ﺍﻝﺨﻁﻭﺍﺕ ﻝﻤﺯﺍﺝ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻻ ﺘﺘﻡ ﺒﻁﺭﻴﻘﺔ‬
‫ﻋﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﺍﻨﻤﺎ ﺘﺘﺤﺩﺩ ﻭﻓﻕ ﺍﺠﺭﺍﺀﺍﺕ ﻭﻀﻭﺍﺒﻁ ﻋﻠﻤﻴﺔ‪.‬‬
‫‪ – 4‬ﺍﻝﻤﻭﻀﻭﻋﻴﺔ‪:‬‬
‫ﻴﻘﺼﺩ ﺒﺎﻝﻤﻭﻀﻭﻋﻴﺔ ﺍﻝﺤﻴﺎﺩ‪ ،‬ﻭﺘﺨﻠﺹ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻫﻭﺍﺌﻪ ﻭﻨﺯﻋﺎﺘﻪ ﻭﻤﻌﺘﻘﺩﺍﺘﻪ‬
‫ﻭﻤﻴﻭﻝﻪ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﻝﻨﻅﺭ ﺒﺘﺠﺭﺩ ﺇﻝﻰ ﺍﻝﻘﻀﻴﺔ ﺍﻝﺘﻲ ﻴﺒﺤﺙ ﻓﻴﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﺘﻁﻠﺏ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻑ ﻋﻠﻰ ﻤﺴﺎﻓﺔ ﻭﺍﺤﺩﺓ ﻤﻥ ﻜﺎﻓﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻝﻨﺘﺎﺌﺞ‬
‫ﺍﻝﻤﺤﺘﻤﻠﺔ ﻝﺒﺤﺜﻪ‪ ،‬ﻭﺍﻥ ﻴﻘﺒل ﺒﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺘﻪ ﻜﻤﺎ ﻫﻲ‪ ،‬ﺴﻭﺍﺀ ﺘﻭﺍﻓﻘﺕ ﺃﻡ ﻝﻡ ﺘﺘﻭﺍﻓﻕ ﻤﻊ‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﺭﺍﺌﻪ ﻭﻤﻌﺘﻘﺩﺍﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﺘﺘﻁﻠﺏ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻜﺫﻝﻙ ﺍﻥ ﺘﻠﻘﻰ ﻜﺎﻓﺔ ﻋﻨﺎﺼﺭ‬

‫ﺍﻝﺒﺤﺙ ﻭﺍﺠﺯﺍﺌﻪ ﻨﻔﺱ ﺍﻻﻫﺘﻤﺎﻡ ﻤﻥ ﺠﺎﻨﺏ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺍﻥ ﻻ ﻴﻐﻠﺏ ﺭﺃﻱ ﻋﻠﻰ ﺃﺨﺭ ﺇﻻ‬
‫ﻭﻓﻕ ﻤﺎ ﻴﺘﻭﺍﻓﺭ ﻤﻥ ﺍﺴﺎﻨﻴﺩ ﻭﺤﺠﺞ ﻋﻠﻤﻴﺔ ﺘﺩﻋﻡ ﻫﺫﺍ ﺍﻝﻤﻭﻗﻑ ﺃﻭ ﺫﺍﻙ‪.‬‬
‫ﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﺴﺘﺩﻋﻲ ﺍﻥ ﻴﺘﺠﺭﺩ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻤﻥ ﻤﻭﺍﻗﻔﻬﻡ ﺍﻝﺴﺎﺒﻘﺔ ﻋﻥ ﺇﺠﺭﺍﺀ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻥ ﻴﻘﻭﻤﻭﺍ ﺒﻭﻀﻊ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻜﻔﻴﻠﺔ ﺒﺎﻝﻔﺼل ﺒﻴﻥ ﻤﻌﺘﻘﺩﺍﺘﻬﻡ‬
‫ﺍﻝﺸﺨﺼﻴﺔ ﻭﻤﺎ ﻴﺭﻭﻥ ﺍﻨﻪ ﺼﻭﺍﺏ‪ ،‬ﻭﺒﻴﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﻴﺘﻭﺼﻠﻭﻥ ﺇﻝﻴﻬﺎ ﻻﺤﻘﺎ ﻭﻓﻕ‬
‫ﺨﻁﻭﺍﺕ ﻤﻭﻀﻭﻋﻴﺔ ﻤﺤﺎﻴﺩﺓ ‪..‬ﻭﻫﻭ ﻤﺎ ﻴﻘﻭﺩﻨﺎ ﺇﻝﻰ ﻤﻤﺎﺭﺴﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﻨﻁﻘﻲ‬
‫ﺍﻝﻤﺒﻨﻲ ﻋﻠﻰ ﺃﺴﺱ ﻭﺒﺭﺍﻫﻴﻥ ﺴﻠﻴﻤﺔ‪ ،‬ﻭﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﻤﻌﻁﻴﺎﺕ ﺘﺴﺘﺨﺩﻡ ﺃﺩﻝﺔ ﻭﺒﺭﺍﻫﻴﻥ‬
‫ﻭﺤﺠﺞ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻨﻁﻘﻴﺔ‪.‬‬
‫‪ –5‬ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﻨﺒﺅ‪:‬‬
‫"ﻴﻨﺒﻐﻲ ﺍﻥ ﺘﺤﻤل ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﻁﻴﺎﺘﻬﺎ ﻋﻨﺎﺼﺭ ﻴﻤﻜﻥ ﺍﻝﺘﻨﺒﺅ ﻤﻥ ﺨﻼﻝﻬﺎ ﺒﻤﺎ‬
‫ﺴﻴﺤﺩﺙ ﻤﺴﺘﻘﺒﻼ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﻨﺒﺅ ﺍﺠﻤﺎﻻ ﻓﻲ ﺍﻝﻌﻠﻭﻡ‬
‫ﺍﻝﻁﺒﻴﻌﻴﺔ ﺘﻜﻭﻥ ﺍﻜﺜﺭ ﺩﻓﺔ ﻤﻨﻬﺎ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺇﺫ ﺍﻥ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫)‪(1‬‬
‫ﻴﻤﻜﻥ ﺍﻥ ﺘﺨﻀﻊ ﻝﻠﺘﻐﻴﻴﺭ ﺒﻤﺭﻭﺭ ﺍﻝﺯﻤﻥ‪ ،‬ﻭﺒﺎﺨﺘﻼﻑ ﺍﻝﻅﺭﻭﻑ‪".‬‬
‫‪ –6‬ﺍﻝﺘﻌﻤﻴﻡ‪:‬‬
‫ﺍﻥ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻝﺘﻨﻅﻴﻡ ﻭﺍﻝﻤﻨﻬﺠﻴﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﻗﻭﺍﻋﺩ ﺍﻝﺘﻘﺼﻲ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ‬
‫ﻴﺴﺎﻋﺩ ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻋﻠﻰ ﺠﻌل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ﻗﺎﺒﻠﺔ ﻝﻠﺘﻌﻤﻴﻡ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺫﻱ ﺍﺠﺭﻴﺕ ﻓﻴﻪ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺘﻤﺕ ﻓﻴﻪ‪ ،‬ﻤﻊ‬
‫ﻤﺭﺍﻋﺎﺓ ﺍﻝﺤﺫﺭ ﺩﺍﺌﻤﺎ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻜﺒﻴﺭﺍ ﻭﻴﻔﺘﻘﺩ ﺇﻝﻰ ﺍﻝﺘﺠﺎﻨﺱ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻭﻓﻲ‬
‫ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺍﺴﻌﺔ ﻭﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﻜﺒﻴﺭﺓ ﺍﻓﻘﻴﺎ ﻭﻋﻤﻭﺩﻴﺎ‬
‫ﺘﻜﻭﻥ ﻨﺘﺎﺌﺠﻬﺎ ﺃﻜﺜﺭ ﻗﺎﺒﻠﺔ ﻝﻠﺘﻌﻤﻴﻡ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺫﺍﺕ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﺼﻐﻴﺭﺓ ﻭﺍﻝﻤﺤﺩﻭﺩﺓ‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺠﻭﺩﺓ‪ ،‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺩﺍﺭﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺯﻫﺭﺍﻥ ﻝﻠﻨﺸﺭ‬
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‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪2012 ،‬ﻡ‪ ،‬ﺹ‪.24‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 7‬ﺍﻝﻘﺎﺒﻠﻴﺔ ﻝﻸﺜﺒﺎﺕ‪:‬‬
‫"ﻴﻨﺒﻐﻲ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺤﺙ ﻗﺎﺒﻼ ﻝﻸﺜﺒﺎﺕ ﻓﻲ ﻜل ﺍﻷﻭﻗﺎﺕ‪ ،‬ﻭﻋﻤﻠﻴﺔ ﺘﻘﺩﻴﻡ ﺍﻝﺒﺭﻫﺎﻥ‬
‫ﺘﺭﺘﺒﻁ ﺒﻤﺼﺩﺍﻗﻴﺔ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺩﻗﺔ ﻓﻲ ﻨﺘﺎﺌﺠﻪ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺘﻜﺭﺍﺭ ﺍﻝﻨﺘﺎﺌﺞ ﻨﻔﺴﻬﺎ ﺇﺫﺍ‬
‫ﻤﺎ ﺍﻋﻴﺩﺕ ﺍﻝﺘﺠﺭﺒﺔ ﻓﻲ ﻨﻔﺱ ﺍﻝﻅﺭﻭﻑ‪ ،‬ﺍﻥ ﻗﺎﺒﻠﻴﺔ ﺍﻝﺒﺤﺙ ﻝﻸﺜﺒﺎﺕ ﺘﺘﻁﻠﺏ ﺸﻤﻭﻝﻴﺔ‬
‫)‪(1‬‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻴﻪ ﻭﺩﻗﺘﻬﺎ‪".‬‬

‫ﺴﺎﺒﻌﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﻴﻌﺩ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻠﻰ ﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻭﻝﻌل ﻤﺎ ﻴﺅﻜﺩ ﺫﻝﻙ ﻫﻭ‬
‫ﺍﻝﻤﺒﺎﻝﻎ ﺍﻝﻤﺎﻝﻴﺔ ﺍﻝﻀﺨﻤﺔ ﺍﻝﺘﻲ ﺘﺨﺼﺼﻬﺎ ﻭﺘﻨﻔﻘﻬﺎ ﺍﻝﺩﻭل ﺨﺎﺼﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻤﻨﻬﺎ‪ ،‬ﻋﻠﻰ‬
‫ﻫﺫﺍ ﺍﻝﻨﺸﺎﻁ ‪ ..‬ﺒل ﺍﻥ ﺍﻷﻤﺭ ﻴﺼل ﻓﻲ ﺒﻌﺽ ﺍﻝﺩﻭل ﺇﻝﻰ ﺘﺨﺼﻴﺹ ﻭﺯﺍﺭﺍﺕ ﻝﻠﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻨﺸﺎﺀ ﻤﺭﺍﻜﺯ ﺒﺤﺜﻴﺔ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺠﺎﻻﺕ ﻭﺍﻝﺘﺨﺼﺼﺎﺕ‪ ،‬ﺘﻜﻭﻥ ﻫﻲ‬
‫ﺍﻝﻤﺭﺠﻊ ﺍﻷﺴﺎﺴﻲ ﻓﻲ ﺍﺘﺨﺎﺫ ﺃﻴﺔ ﻗﺭﺍﺭﺍﺕ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻨﻅﺭﺍ ﻝﻤﺎ ﺘﻭﻓﺭﻩ ﻫﺫﻩ‬
‫ﺍﻝﻤﺭﺍﻜﺯ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺍﺴﺎﺴﻴﺔ ﻝﺼﻨﺎﻉ ﺍﻝﻘﺭﺍﺭ‪.‬‬
‫ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﺩﻗﺔ ﻴﻤﻜﻥ ﺭﺼﺩ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻨﻪ ﺍﻷﺴﻠﻭﺏ ﺍﻷﻤﺜل ﻝﺭﺼﺩ ﻜﺎﻓﺔ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﻘﻀﺎﻴﺎ‬
‫ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻴﻜﺘﻨﻔﻬﺎ ﺍﻝﻐﻤﻭﺽ‪ ،‬ﻭﺩﺭﺍﺴﺘﻬﺎ ﻭﺘﻔﺤﺼﻬﺎ ﻭﺘﻤﺤﻴﺼﻬﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ‬
‫ﺒﻤﺎ ﻴﻘﻭﺩ ﺇﻝﻰ ﺍﻴﺠﺎﺩ ﺍﻝﺤﻠﻭل ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻬﺎ‪ ،‬ﻭﺘﻭﻓﻴﺭ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻼﺯﻤﺔ‬
‫ﺒﺨﺼﻭﺼﻬﺎ‪.‬‬
‫‪ – 2‬ﺍﻨﻪ ﺃﻗﺼﺭ ﺍﻝﻁﺭﻕ ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻝﻺﻨﺴﺎﻨﻴﺔ ﺍﻝﻘﻔﺯ ﺒﺨﻁﻭﺍﺕ ﺜﺎﺒﺘﺔ ﺇﻝﻰ ﺍﻷﻤﺎﻡ‪،‬‬
‫ﻓﻼ ﻴﻤﻜﻥ ﺍﻥ ﻨﺘﺼﻭﺭ ﺃﻱ ﺘﻘﺩﻡ ﺃﻭ ﺘﻁﻭﺭ ﺤﻘﻴﻘﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺤﻘﻘﻪ ﺍﻝﺒﺸﺭﻴﺔ ﺒﺩﻭﻥ ﺒﺤﺙ‬
‫ﻋﻠﻤﻲ‪ ،‬ﻭﻝﻴﺱ ﺃﺩل ﻋﻠﻰ ﺫﻝﻙ ﻤﻥ ﺤﺎﻝﺔ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﻲ ﺒﻠﻐﺘﻬﺎ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻭﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﺘﻲ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪23‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻤﻨﺢ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﻜﺎﻨﺔ ﺍﻝﻼﺌﻘﺔ‪ ،‬ﻭﺘﺨﺼﺹ ﻝﻪ ﺍﻝﻤﻴﺯﺍﻨﻴﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﺘﻀﻊ‬

‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻝﻤﻘﺎﻡ ﺍﻝﺠﺩﻴﺭ ﺒﻬﻡ‪.‬‬
‫‪ – 3‬ﻴﻌﻜﺱ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻭﻗﻌﻪ ﻭﻤﺴﺘﻭﺍﻩ ﻓﻲ ﺃﻱ ﻤﺠﺘﻤﻊ ﺩﺭﺠﺔ ﺍﻝﻭﻋﻲ‬
‫ﻭﺍﻝﺘﺤﻀﺭ ﻭﺍﻝﺭﻗﻲ‪ ،‬ﻭﺍﻝﻨﻀﺞ ﺍﻝﻤﻌﺭﻓﻲ ﻭﺍﻝﻔﻜﺭﻱ ﺍﻝﺘﻲ ﻭﺼل ﺇﻝﻴﻬﺎ ﻫﺫﺍ ﺍﻝﻤﺠﺘﻤﻊ‪،‬‬
‫ﻓﺎﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻷﻜﺜﺭ ﻭﻋﻴﺎ ﻭﺍﺩﺭﺍﻜﺎ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻲ ﺍﻝﺘﻲ ﺘﻭﻝﻲ ﻫﺫﺍ ﺍﻝﻨﺸﺎﻁ ﺃﻭﻝﻭﻴﺔ‬
‫ﻓﻲ ﺤﻴﺎﺘﻬﺎ‪ ،‬ﻭﺘﻀﻌﻪ ﻓﻲ ﻤﺭﺍﺘﺏ ﻭﺩﺭﺠﺎﺕ ﻋﻠﻴﺎ ﻤﻥ ﺍﻫﺘﻤﺎﻤﺎﺘﻬﺎ‪.‬‬
‫‪ – 4‬ﻴﻌﺯﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻤﻨﻁﻘﻲ ﻭﺍﻝﻌﻘﻠﻲ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻝﻴﺏ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺤﻠﻭل ﻝﻠﻤﺸﺎﻜل ﺍﻝﻤﺭﺍﺩ ﺒﺤﺜﻬﺎ ﻭﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺘﺠﻨﺏ ﺒﺎﻝﺘﺎﻝﻲ‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﺍﻝﺒﺩﺍﺌﻴﺔ ﻓﻲ ﺍﻝﺘﻔﻜﻴﺭ‪ ،‬ﻭﻓﻲ ﺤل ﺍﻝﻤﺸﻜﻼﺕ ‪ ..‬ﺍﻥ ﺴﻴﺎﺩﺓ ﺍﻝﺘﻔﻜﻴﺭ‬
‫ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻝﺨﺭﺍﻓﺎﺕ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺅﺴﺱ ﻝﺜﻘﺎﻓﺔ ﻻ ﺘﺒﻘﻰ‬
‫ﻓﻘﻁ ﺤﻜﺭﺍ ﻋﻠﻰ ﺍﻝﻨﺨﺏ ﺍﻝﻌﻠﻤﻴﺔ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ‪ ،‬ﺒل ﺘﺘﺠﺎﻭﺯﻫﻡ ﺇﻝﻰ‬
‫ﺍﻝﻘﺎﻋﺩﺓ ﺍﻝﻌﺭﻴﻀﺔ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﻁﺎل ﺍﻻﻤﺭ ﻜﺫﻝﻙ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻓﻲ ﺍﻝﺩﻭﻝﺔ‪،‬‬
‫ﺍﻝﺘﻲ ﺒﺎﻨﺘﺸﺎﺭ ﺜﻘﺎﻓﺔ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻴﻴﻥ ﺴﺘﺘﺠﻨﺏ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﻓﻲ ﻗﺭﺍﺭﺍﺘﻬﺎ‪ ،‬ﻭﻓﻲ‬
‫ﺘﻌﺎﻤﻠﻬﺎ ﻤﻊ ﺠﻤﻬﻭﺭﻫﺎ‪ ،‬ﻭﺴﺘﻨﺘﻬﺞ ﺃﺴﻠﻭﺏ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﻘﺼﻲ ﻭﻓﻕ ﺍﻝﻁﺭﻕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ‬
‫ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﻘﻭﺩ ﺇﻝﻰ ﺃﻓﻀل ﺍﻝﺤﻠﻭل ﺩﺍﺌﻤﺎ‪ ،‬ﻭﺘﺭﺘﻘﻲ ﺒﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻬﺎ‪.‬‬
‫ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﻨﻁﻘﻲ ﺍﻝﺴﻠﻴﻡ ﻫﻭ ﺍﺴﻠﻭﺏ ﺤﻴﺎﺓ؛ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺴﺎﻋﺩ ﺍﻷﻓﺭﺍﺩ‬
‫ﺍﻴﻀﺎ ﻋﻠﻰ ﺘﺤﺴﻴﻥ ﺃﺩﺍﺌﻬﻡ‪ ،‬ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﺘﻔﻜﻴﺭﻫﻡ ﻭﺘﻌﺎﻤﻠﻬﻡ ﻤﻊ ﻤﻥ ﺤﻭﻝﻬﻡ‪،‬‬
‫ﻭﻁﺭﺤﻬﻡ ﻝﻭﺠﻬﺎﺕ ﻨﻅﺭﻫﻡ ﺤﻭل ﻤﺎ ﻴﻁﺭﺡ ﻤﻥ ﻗﻀﺎﻴﺎ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺘﻁﻭﻴﺭ ﻤﻠﻜﺔ‬
‫ﺍﻻﺒﺘﻜﺎﺭ ﻭﺍﻻﺒﺩﺍﻉ ﻭﺍﻝﻨﻘﺩ ﻝﺩﻴﻬﻡ‪ ،‬ﻜﻤﺎ ﻴﺘﻴﺢ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﻔﺴﻴﺭ ﻭﺍﻝﺘﺤﻠﻴل‬
‫ﺍﻝﻤﻨﻁﻘﻲ ﺍﻝﻤﺅﺴﺱ ﻋﻠﻰ ﺍﻝﺤﺠﺞ ﻭﺍﻝﺒﺭﺍﻫﻴﻥ ﻭﺍﻝﻭﻗﺎﺌﻊ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﺘﺸﺘﺭﻙ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺘﻌﺩﺩ ﻤﺠﺎﻻﺘﻬﺎ ﻭﺘﺨﺼﺼﺎﺘﻬﺎ ﻭﺍﻨﻭﺍﻋﻬﺎ ﻓﻲ ﺍﻝﺴﻌﻲ‬
‫ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﺫﻝﻙ ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺇﻝﻰ ﺘﺤﻘﻴﻘﻬﺎ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜل ﺒﺤﺙ ﻋﻠﻤﻲ ﻋﻠﻰ ﺤﺩﺓ ‪ ..‬ﺤﻴﺙ ﻴﺴﻌﻰ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻤﻭﻤﺎ ﺇﻝﻰ ﺘﺤﻘﻴﻕ‬
‫ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﺎﻝﻴﺔ)‪:(1‬‬
‫‪ – 1‬ﻭﺼﻑ ﺍﻝﻅﻭﺍﻫﺭ‪:‬‬
‫ﻭﻴﻌﻨﻲ ﺫﻝﻙ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻅﻭﺍﻫﺭ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺘﺼﻨﻴﻔﻬﺎ ﻭﺘﺭﺘﻴﺒﻬﺎ‪،‬‬
‫ﻭﻤﻥ ﺃﻤﺜﻠﺔ ﺫﻝﻙ‪ :‬ﺃﻋﺩﺍﺩ ﺍﻝﻌﺎﻁﻠﻴﻥ ﻋﻥ ﺍﻝﻌﻤل‪ ،‬ﻭﻤﻌﺩﻻﺕ ﺍﻝﺠﺭﻴﻤﺔ ﻓﻲ ﺍﻝﻤﻨﺎﻁﻕ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻻﺤﺼﺎﺌﻴﺎﺕ ﺍﻝﺘﻲ ﺘﺼﺩﺭ ﻋﻥ ﺒﻌﺽ ﺍﻝﺠﻬﺎﺕ‪ ،‬ﻭﺘﺠﺩﺭ ﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ ﺍﻥ‬
‫ﺍﻝﻭﺼﻑ ﺒﺤﺩ ﺫﺍﺘﻪ ﻝﻴﺱ ﻫﻭ ﺍﻝﻬﺩﻑ ﺍﻝﻨﻬﺎﺌﻲ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒل ﻫﻭ ﺍﻝﺨﻁﻭﺓ ﺍﻷﻭﻝﻰ‬
‫ﺍﻝﺘﻲ ﺘﻤﻬﺩ ﺍﻝﻁﺭﻴﻕ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻷﺨﺭﻯ‪.‬‬
‫‪ – 2‬ﺘﻔﺴﻴﺭ ﺍﻝﻅﻭﺍﻫﺭ‪:‬‬
‫ﻴﺘﻀﻤﻥ ﺘﻔﺴﻴﺭ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻜﺘﺸﺎﻑ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ ﺃﺩﺕ ﺇﻝﻰ ﺤﺩﻭﺙ ﺍﻝﻅﻭﺍﻫﺭ‪،‬‬
‫ﻭﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﻤﻘﺎﺭﻨﺔ ﻭﺍﻝﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻝﻠﺘﻭﺼل ﺇﻝﻰ ﻤﻌﺭﻓﺔ‬
‫ﺍﻷﺴﺒﺎﺏ ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺘﻲ ﺘﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﻭﻤﻥ ﺍﻷﻤﺜﻠﺔ ﻋﻠﻰ ﺫﻝﻙ ﻤﻌﺭﻓﺔ ﺃﺴﺒﺎﺏ‬
‫ﺍﺭﺘﻔﺎﻉ ﺍﻝﺒﻁﺎﻝﺔ ﺃﻭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺅﺩﻱ ﺇﻝﻰ ﺍﺭﺘﻔﺎﻉ ﻤﻌﺩﻻﺕ ﺍﻝﺠﺭﻴﻤﺔ ﻓﻲ ﻤﻨﺎﻁﻕ‬
‫ﻤﻌﻴﻨﺔ‪.‬‬
‫‪ – 3‬ﺍﻝﺘﻨﺒﺅ ﺒﺎﻝﻅﻭﺍﻫﺭ‪:‬‬
‫ﻻ ﻴﻜﺘﻔﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﻭﺼﻑ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﺒل ﻴﺘﺠﺎﻭﺯ ﺫﻝﻙ ﺇﻝﻰ‬
‫ﻤﺤﺎﻭﻝﺔ ﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﺘﻜﻭﻥ ﻋﻠﻴﻪ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﻀﻭﺀ ﺍﻝﺘﻔﺴﻴﺭﺍﺕ‬
‫ﻭﺍﻝﺘﻌﻤﻴﻤﺎﺕ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ‪ ،‬ﻓﺎﻝﺘﻨﺒﺅ ﺒﻤﻌﺩﻻﺕ ﺍﻝﺒﻁﺎﻝﺔ ﻴﺴﺘﻨﺩ ﺇﻝﻰ ﻤﻌﺭﻓﺔ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺤﻜﻤﻬﺎ‪ ،‬ﻜﺤﺠﻡ ﺍﻻﺴﺘﺜﻤﺎﺭﺍﺕ ﻭﺍﻻﻨﺘﻌﺎﺵ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺃﻨﻅﻤﺔ ﺍﻝﺘﻌﻠﻴﻡ‬
‫ﻭﺍﻝﺘﺩﺭﻴﺏ ﺍﻝﻤﻬﻨﻲ ﻭﻏﻴﺭﻫﺎ‪.‬‬

‫‪ -1‬ﻓﻭﺯﻱ ﻏﺭﺍﻴﺒﺔ ﻭﺍﺨﺭﻭﻥ‪ ،‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻁ‪،3‬‬
‫‪Copyright © 2018.‬‬

‫ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﻭﺍﺌل ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.15‬‬

‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻏﻨﻲ ﻋﻥ ﺍﻝﻘﻭل ﺍﻥ ﺍﻝﺘﻨﺒﺅ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ ﺃﻤﺭ ﺼﻌﺏ‬

‫ﻭﻨﺴﺒﻲ‪ ،‬ﻭﻏﻴﺭ ﺩﻗﻴﻕ ﻜﺎﻝﻌﻠﻭﻡ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪.‬‬
‫‪ – 4‬ﺍﻝﻀﺒﻁ‪ ،‬ﺃﻭ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺍﻝﻅﻭﺍﻫﺭ‪:‬‬
‫ﻭﻴﻘﺼﺩ ﺒﻪ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺤﻜﻡ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﻭﺘﺅﺩﻱ ﺇﻝﻰ ﻭﻗﻭﻋﻬﺎ‪ ،‬ﺃﻭ‬
‫ﺘﻤﻨﻌﻬﺎ ﻤﻥ ﺍﻝﻭﻗﻭﻉ‪ ،‬ﻭﺇﺫﺍ ﻜﺎﻥ ﻀﺒﻁ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻤﻤﻜﻨﺎ ﻓﻲ ﺍﻝﻐﺎﻝﺏ‪ ،‬ﻨﻅﺭﺍ ﻻﻥ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺤﻜﻤﻬﺎ ﻤﺤﺩﺩﺓ ﻭﺜﺎﺒﺘﺔ‪ ،‬ﻓﺈﻥ ﻀﺒﻁ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‬
‫ﻜﺎﻝﺴﻠﻭﻙ ﺼﻌﺏ ﻨﺴﺒﻴﺎ ﻨﻅﺭﺍ ﻝﺘﻌﻘﺩ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﺘﺤﺩﻴﺩ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺘﻌﺩﺩﺓ ﺍﻝﺘﻲ ﺘﺤﻜﻤﻬﺎ‪.‬‬
‫ﻭﻻ ﺘﺨﺭﺝ ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻥ ﺴﻌﻴﻪ ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺒﻌﺽ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﺃﻭ ﺘﻌﺩﻴل ﺘﻠﻙ ﺍﻝﺤﻘﺎﺌﻕ ﺒﺎﻹﻀﺎﻓﺔ ﺍﻭ ﺍﻝﺭﻓﺽ‪ ،‬ﻭﺘﻌﻤﻴﻕ ﻭﺇﺜﺭﺍﺀ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﻭﺘﻘﺩﻴﻡ ﻗﻭﺍﻨﻴﻥ‪ ،‬ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ ﺃﻭ ﺭﻓﻀﻬﺎ‪ ،‬ﺃﻭ ﺘﻌﺯﻴﺯ ﻤﻭﻗﻑ ﻨﻅﺭﻴﺔ ﺴﺎﺒﻘﺔ‪ ،‬ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ ﺃﻭ‬
‫ﺭﻓﻀﻬﺎ‪ ،‬ﻭﺘﻘﺩﻴﻡ ﺘﻔﺴﻴﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻝﻠﻤﺸﻜﻠﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﻴﻜﻭﻥ ﻋﻠﻴﻪ‬
‫ﻭﻀﻌﻬﺎ ﻤﻥ ﺨﻼل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ‪ ،‬ﺜﻡ ﻭﺍﺨﻴﺭﺍ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ‬
‫ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻴﻬﺎ ﻭﺘﻭﺠﻴﻬﻬﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬

‫ﺘﺎﺴﻌﺎ‪ :‬ﻭﻅﺎﺌﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻴﺱ ﻋﻤل ﺘﺭﻓﻴﺎ‪ ،‬ﻭﻻ ﻏﺎﻴﺔ ﺜﺎﻨﻭﻴﺔ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺘﺼﻭﺭ ﺍﻝﺒﻌﺽ‪ ،‬ﺒل‬
‫ﺍﻨﻪ ﺤﺎﺠﺔ ﺍﺴﺎﺴﻴﺔ ﻝﻠﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺤﺩﻴﺜﺔ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻁﻤﻭﺤﺎﺘﻬﺎ ﻓﻲ ﺍﻝﺘﻨﻤﻴﺔ‬
‫ﻭﺍﻝﺘﻁﻭﺭ ﻭﺍﻝﺘﻘﺩﻡ ﺒﺄﻴﺴﺭ ﺍﻝﻁﺭﻕ ﻭﺍﻀﻤﻨﻬﺎ ﻭﺍﺴﺭﻋﻬﺎ‪ ،‬ﺤﻴﺙ ﺘﻌﻭل ﺘﻠﻙ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬
‫ﻋﻠﻰ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻨﺠﺎﺯ ﻨﻬﻀﺘﻬﺎ‪ ،‬ﻭﺘﺠﺎﻭﺯ ﻋﺜﺭﺍﺘﻬﺎ ﻭﺍﻝﻭﺼﻭل ﺒﻤﺴﺘﻭﻯ ﺤﻴﺎﺓ‬
‫ﺃﻓﺭﺍﺩﻫﺎ ﺇﻝﻰ ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﺘﻲ ﺘﻠﻴﻕ ﺒﻬﺎ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻭﻅﺎﺌﻑ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﺠﻤﺎﻝﻬﺎ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬

‫ﺫﻝﻙ ﺍﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻤﻠﻴﺔ ﺘﺭﺍﻜﻤﻴﺔ ﺘﺘﻁﻭﺭ ﺒﻔﻌل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﺴﺘﻤﺭ‬
‫ﻭﺍﻝﻤﺘﻭﺍﺼل‪ ،‬ﻭﺍﻝﺫﻱ ﺒﺩﻭﻨﻪ ﺘﺘﻌﻁل ﺍﻝﻤﻌﺎﺭﻑ ﻭﺘﺘﺄﺨﺭ‪ ،‬ﻓﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﺍﻝﻜﻔﻴل‬
‫ﺒﺘﺯﻭﻴﺩ ﺍﻝﻤﻜﺘﺒﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺒﻜل ﺠﺩﻴﺩ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﺍﻝﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭﺘﻁﻭﻴﺭ‬
‫ﻭﺘﺤﺩﻴﺙ ﺍﻝﻌﻠﻭﻡ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺘﺨﺼﺼﺎﺘﻬﺎ ﻭﻤﺠﺎﻻﺘﻬﺎ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﻨﺫﻜﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻓﺈﻨﻨﺎ ﻨﻘﺼﺩ ﺘﺤﺩﻴﺩﺍ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺅﺴﺴﺔ ﻋﻠﻰ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﺠﺭﺒﺔ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ‬
‫ﺍﻝﺘﻘﺼﻲ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻴﺴﺕ ﺍﻨﻁﺒﺎﻋﺎﺕ ﺸﺨﺼﻴﺔ‪ ،‬ﻭﻝﻴﺴﺕ ﺃﺭﺍﺀ ﻓﺭﺩﻴﺔ‪،‬‬
‫ﻭﻻ ﻭﺠﻬﺎﺕ ﻨﻅﺭ‪ ،‬ﺒل ﺍﻨﻬﺎ ﻨﺘﺎﺝ ﺍﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ ﺼﺎﺭﻤﺔ‪ ،‬ﻴﻠﺘﺯﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﻝﺘﻁﻭﻴﺭ ﺤﻘﻭﻝﻬﻡ ﺍﻝﻤﻌﺭﻓﻴﺔ‪ ،‬ﻭﺘﺤﺼﻴل ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺘﺘﺴﻡ ﺒﺎﻝﻤﺼﺩﺍﻗﻴﺔ‪ ،‬ﻭﺘﺘﻤﺘﻊ ﺒﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻝﺜﻘﺔ‪.‬‬
‫‪ – 2‬ﺘﻘﺩﻴﻡ ﺤﻠﻭل ﻝﻠﻤﺸﺎﻜل ﺍﻝﻌﺎﻝﻘﺔ‪:‬‬
‫ﻜﻤﺎ ﺴﺒﻘﺕ ﺍﻻﺸﺎﺭﺓ ﻓﺈﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻴﺱ ﻤﻬﻤﺔ ﺇﻀﺎﻓﻴﺔ‪ ،‬ﺒل ﻫﻭ ﺤﺎﺠﺔ ﻤﻠﺤﺔ‬
‫ﻝﻤﻭﺍﺠﻬﺔ ﻤﺎ ﻴﻌﺘﺭﺽ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﻤﻥ ﺘﺤﺩﻴﺎﺕ ﻭﻤﺸﻜﻼﺕ‪ ،‬ﺤﻴﺙ ﻭﻓﻲ ﻅل‬
‫ﺘﻌﻘﺩ ﻭﺘﺸﻌﺏ ﻭﺘﺯﺍﻴﺩ ﻭﻅﺎﺌﻑ ﻭﺍﺩﻭﺍﺭ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻻﻨﺘﺎﺠﻴﺔ ﻭﺍﻝﺨﺩﻤﻴﺔ ﻭﻏﻴﺭﻫﺎ‪،‬‬
‫ﻭﺯﻴﺎﺩﺓ ﺤﺩﺓ ﺍﻝﻤﻨﺎﻓﺴﺔ ﺒﻴﻥ ﺘﻠﻙ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﺸﺭﻜﺎﺕ‪ ،‬ﺒﻬﺩﻑ ﺘﻘﺩﻴﻡ ﺍﻷﻓﻀل‬
‫ﻭﺍﻝﻤﺘﻤﻴﺯ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺫﻱ ﺘﻨﺸﻁ ﻓﻴﻪ‪ ،‬ﻓﺈﻨﻪ ﻝﻴﺱ ﻤﻥ ﺴﺒﻴل ﺍﻤﺎﻤﻬﺎ ﺴﻭﻯ ﺍﻝﺩﻓﻊ‬
‫ﺒﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﺘﻭﻝﻲ ﻭﻅﻴﻔﺔ ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ‬
‫ﻴﻤﻜﻥ ﺍﻥ ﺘﺅﺴﺱ ﻝﺒﻨﺎﺀ ﻗﺎﻋﺩﺓ ﻤﻌﻠﻭﻤﺎﺘﻴﺔ ﺩﺍﺨل ﺍﻝﻤﺅﺴﺴﺔ‪ ،‬ﺘﺠﻌﻠﻬﺎ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻷﺩﺍﺀ ﻭﺍﻻﻨﺠﺎﺯ ﻭﺍﻝﺘﻭﺍﺼل ﻤﻊ ﻤﺤﻴﻁﻬﺎ‪.‬‬
‫ﻝﻘﺩ ﺼﺎﺭ ﻫﻨﺎﻙ ﺍﺘﻔﺎﻗﺎ ﺒﻴﻥ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺘﺤﻀﺭﺓ ﺒﺎﻨﻪ ﻻ ﺴﺒﻴل‬
‫ﻝﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺭﻀﻬﺎ ﺇﻻ ﺒﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻝﺫﻝﻙ ﺘﻨﺸﺊ ﺍﻝﻤﺅﺴﺴﺎﺕ‬
‫ﻭﺍﻝﺸﺭﻜﺎﺕ ﺍﻝﻀﺨﻤﺔ ﺇﺩﺍﺭﺍﺕ ﻭﺍﻗﺴﺎﻡ ﻭﻓﺭﻕ ﺘﺘﻭﻝﻰ ﻋﻤﻠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻻﻨﻔﺎﻕ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻠﻴﻪ ﺒﺴﺨﺎﺀ‪ ،‬ﻭﺍﻝﺘﻌﺎﻗﺩ ﻜﺫﻝﻙ ﻤﻊ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﺘﺨﺼﺼﺔ ﻹﻨﺠﺎﺯ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ‬
‫ﺘﺤﺘﺎﺠﻬﺎ‪.‬‬
‫ﻭﻓﻲ ﺫﺍﺕ ﺍﻝﻭﻗﺕ ﺍﻴﻀﺎ ﺘﺘﻭﻝﻰ ﺍﻝﺩﻭل ﺍﻝﻤﺘﻘﺩﻤﺔ ﺘﺄﺴﻴﺱ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺤﻘﻭل ﺍﻝﻌﻠﻡ ﺍﻝﻤﺘﻌﺩﺩﺓ‪) ،‬ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻁﺒﻴﻌﻴﺔ( ﻭﺘﻐﺩﻕ ﻋﻠﻴﻬﺎ‬
‫ﺍﻷﻤﻭﺍل ﺍﻝﻁﺎﺌﻠﺔ‪ ،‬ﻹﺩﺭﺍﻜﻬﺎ ﺍﻨﻪ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻷﻫﻡ ﻝﻠﺘﻌﺎﻤل ﺒﻌﻠﻤﻴﺔ ﻤﻊ ﻤﺎ ﻴﻌﺘﺭﻀﻬﺎ‬
‫ﻭﻴﻭﺍﺠﻬﻬﺎ ﻤﻥ ﻤﺸﻜﻼﺕ‪ ،‬ﻭﻤﻊ ﻤﺎ ﺘﺘﻌﺎﻤل ﻤﻌﻪ ﻤﻥ ﻗﻀﺎﻴﺎ ﻭﺍﺤﺩﺍﺙ ﻤﺘﻭﻗﻌﺔ ﻭﻁﺎﺭﺌﺔ‪،‬‬
‫ﻭﻝﺫﻝﻙ ﻓﺈﻥ ﻗﺭﺍﺭﺍﺕ ﻫﺫﻩ ﺍﻝﺩﻭل ﻭﻤﻭﺍﻗﻔﻬﺎ ﻭﺴﻴﺎﺴﺎﺘﻬﺎ ﻭﺘﺼﺭﻴﺤﺎﺕ ﻗﺎﺩﺘﻬﺎ ﺘﺘﺨﺫ ﺒﻨﺎﺀ‬
‫ﻋﻠﻰ ﻤﺎ ﺘﻭﻓﺭﻩ ﻝﻬﺎ ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﺠﺎل ﺍﻝﻌﻠﻭﻡ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻭﺤﻘﺎﺌﻕ‪ ،‬ﻫﻭ ﻤﺎ ﻴﺠﻌﻠﻬﺎ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺘﺤﺩﻴﺩ‬
‫ﺍﻫﺩﺍﻓﻬﺎ‪ ،‬ﻭﺘﻨﻔﻴﺫ ﺴﻴﺎﺴﺎﺘﻬﺎ ﺒﻨﺠﺎﺡ‪.‬‬
‫ﻭﻻ ﻴﺨﺘﻠﻑ ﺍﻷﻤﺭ ﻁﺒﻌﺎ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻨﺘﺸﺭ ﻓﻲ ﺍﻝﺒﻠﺩﺍﻥ‬
‫ﺍﻝﻤﺘﻘﺩﻤﺔ ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺘﻲ ﺘﻌﻨﻰ ﺒﺎﻝﻁﺎﻗﺔ ﻭﺍﻝﻔﻀﺎﺀ ﻭﺍﻝﺴﻼﺡ‪ ،‬ﻭﺍﻝﻁﺏ‬
‫ﻭﺘﺼﻨﻴﻊ ﺍﻷﺩﻭﻴﺔ‪ ،‬ﻭﺘﻘﻨﻴﺎﺕ ﺍﻝﺤﺎﺴﻭﺏ ﻭﺍﻻﺘﺼﺎل‪ ،‬ﻭﺍﻨﺘﺎﺝ ﺍﻷﻏﺫﻴﺔ‪ ،‬ﻭﺍﻝﻤﺤﺎﺼﻴل‬
‫ﺍﻝﺯﺭﺍﻋﻴﺔ‪ ،‬ﻭﺘﻁﻭﻴﺭ ﺍﻻﻨﺘﺎﺝ ﺍﻝﺤﻴﻭﺍﻨﻲ‪ ،‬ﻭﺍﻝﺼﻨﺎﻋﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻫﻲ ﺠﻤﻴﻌﻬﺎ ﻤﺭﺍﻜﺯ‬
‫ﻝﻠﺒﺤﺙ ﺘﻌﻨﻰ ﺒﺘﻁﻭﻴﺭ ﻭﺘﺤﺴﻴﻥ ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻤﺴﺘﻭﻯ ﺍﻝﺤﻴﺎﺓ ﻓﻲ ﺠﻭﺍﻨﺒﻬﺎ ﻭﻤﺠﺎﻻﺘﻬﺎ‬
‫ﺍﻝﻤﺘﻌﺩﺩﺓ‪.‬‬
‫ﺍﻥ ﻜل ﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻭ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﺍﻨﻤﺎ ﺘﻬﺩﻑ ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻷﻤﺭ ﺇﻝﻰ ﺍﻝﺘﻐﻠﺏ‬
‫ﻋﻠﻰ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺭﺽ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻓﻲ ﻤﺴﻴﺭﺘﻬﺎ‪ ،‬ﻭﺘﻭﻓﺭ ﺍﻴﻘﺎﻉ ﺍﺴﻬل ﻭﺍﻴﺴﺭ‬
‫ﻭﺍﺴﺭﻉ ﻝﻠﺤﻴﺎﺓ‪ ،‬ﻴﻘﻭﺩ ﺍﻝﺒﺸﺭﻴﺔ ﻨﺤﻭ ﻋﻭﺍﻝﻡ ﺍﺭﺤﺏ ﻤﻥ ﺍﻝﺘﻁﻭﺭ ﻭﺍﻝﺘﻘﺩﻡ‪.‬‬
‫‪ – 3‬ﻭﻀﻊ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻨﻘﻀﻬﺎ‪:‬‬
‫ﺍﻝﻌﻠﻡ ﻫﻭ ﺍﻝﻭﺤﻴﺩ ﺍﻝﻜﻔﻴل ﺒﻭﻀﻊ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻓﺎﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻭﺍﻝﻤﺘﻜﺭﺭﺓ ﺍﻝﻘﺎﺌﻤﺔ ﻋﻠﻰ ﻭﻀﻊ ﻭﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻭﺽ ﻫﻲ ﺍﻝﻘﺎﺩﺭﺓ ﻋﻠﻰ‬
‫ﺇﺤﺎﻝﺔ ﺘﻠﻙ ﺍﻝﻔﺭﻭﺽ ﺇﻝﻰ ﻨﻅﺭﻴﺎﺕ‪ ،‬ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭﻫﺎ ﺍﻝﻤﺘﻜﺭﺭ ﻤﻥ ﻗﺒل ﻋﺩﺩ ﻤﻥ‬
‫‪Copyright © 2018.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﺤﺘﻰ ﺇﺫﺍ ﻤﺎ ﺘﻡ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺘﻠﻙ ﺍﻝﻔﺭﻭﺽ ﻓﻲ ﻅﺭﻭﻑ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻤﻥ‬
‫ﺒﺎﺤﺜﻴﻥ ﻤﺘﻌﺩﺩﻴﻥ ﻓﺈﻨﻬﺎ ﺘﺘﺤﻭل ﺇﻝﻰ ﻨﻅﺭﻴﺔ ﻤﺘﻜﺎﻤﻠﺔ‪ ،‬ﻝﻬﺎ ﻓﺭﻭﻀﻬﺎ ﻭﺍﺭﻜﺎﻨﻬﺎ ﻭﺃﺴﺴﻬﺎ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﺍﻥ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻭﻫﺫﺍ ﺍﻝﻤﺴﺘﻭﻯ ﻤﻥ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻫﻭ‬
‫ﻨﺘﺎﺝ ﻤﻨﻁﻘﻲ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻜﻤﺎ ﺍﻥ ﻭﻀﻊ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺘﻲ ﻫﻲ ﺃﻜﺜﺭ ﺜﺒﺎﺘﺎ ﻭﻋﻤﻭﻤﻴﺔ‪،‬‬
‫ﺘﻌﺩ ﺤﺎﻝﺔ ﺘﻁﻭﺭ ﺃﻜﺜﺭ ﺘﻘﺩﻤﺎ ﻓﻲ ﻀﺭﻭﺏ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ ﻭﻀﻊ ﺍﻝﻘﻭﺍﻨﻴﻥ‬
‫ﺇﻻ ﻋﺒﺭ ﺍﻝﻤﺭﻭﺭ ﺒﻌﺎﻝﻡ ﺍﻝﻨﻅﺭﻴﺎﺕ‪ ،‬ﻭﺠﻤﻴﻌﻬﺎ ﻨﺘﺎﺝ ﺠﻬﻭﺩ ﺒﺤﺜﻴﺔ ﻤﺘﻭﺍﺼﻠﺔ ﻭﻤﺴﺘﻤﺭﺓ‬
‫ﻭﻤﺘﺭﺍﻜﻤﺔ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻴﺠﺏ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻭﻀﻊ ﺍﻝﻨﻅﺭﻴﺎﺕ‬
‫ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ ﻫﻭ ﺫﺍﺘﻪ ﺩﻭﻥ ﻏﻴﺭﻩ ﺍﻝﻤﺨﻭل ﺒﻨﻘﻀﻬﺎ ﻭﻫﺩﻤﻬﺎ ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ‪ ،‬ﻤﻥ‬
‫ﺨﻼل ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻴﻀﺎ‪ ،‬ﻓﺎﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ ﻤﺘﻐﻴﺭﺓ‪ ،‬ﻭﻗﺩ‬
‫ﺘﻜﻭﻥ ﻤﻭﻀﻊ ﻝﻠﺘﻌﺩﻴﻼﺕ ﺃﻭ ﺍﻝﺭﻓﺽ ﻓﻲ ﻅل ﻤﺎ ﻴﻨﺘﺠﻪ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﻤﻌﻁﻴﺎﺕ‬
‫ﺠﺩﻴﺩﺓ‪ ،‬ﻭﺒﻬﺫﻩ ﺍﻝﻜﻴﻔﻴﺔ ﺘﺘﻁﻭﺭ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺍﻝﺘﻲ ﺒﻤﻭﺠﺒﻬﺎ ﻴﺘﻡ ﺘﻘﺩﻴﻡ‬
‫ﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﺍﻝﻤﻨﻁﻘﻴﺔ ﻝﻠﻅﻭﺍﻫﺭ‪ ،‬ﻭﺒﺩﻭﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻥ ﻴﻜﻭﻥ ﺒﺎﻹﻤﻜﺎﻥ ﻭﻀﻊ‬
‫ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺘﻲ ﺘﻭﻓﺭ ﻝﻨﺎ ﻓﻬﻤﺎ ﻋﻤﻴﻘﺎ ﻭﺸﺎﻤﻼ ﻭﺴﻠﺴﺎ ﻭﻤﻨﻅﻤﺎ ﻭﻤﻨﻁﻘﻴﺎ‬
‫ﻝﻠﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﻤﺎ ﺍﻨﻪ ﺒﺩﻭﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﺴﺘﻤﺭ ﺍﻴﻀﺎ ﻝﻥ ﻴﻜﻭﻥ ﺒﺎﻹﻤﻜﺎﻥ‬
‫ﺍﻋﺎﺩﺓ ﻓﺤﺹ ﺃﻭ ﺭﻓﺽ ﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﻭﻝﻭﺝ ﻨﺤﻭ ﻤﺭﺤﻠﺔ‬
‫ﺠﺩﻴﺩﺓ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﺘﻁﻭﺭﺍ‪ ،‬ﻭﻫﻜﺫﺍ ﺩﻭﺍﻝﻴﻙ‪ ،‬ﻓﻜﻡ ﻤﻥ ﻨﻅﺭﻴﺔ ﻋﺎﺸﺕ ﺭﺩﺤﺎ ﻤﻥ ﺍﻝﺯﻤﻥ‬
‫ﺜﻡ ﺼﺎﺭﺕ ﺠﺯﺀ ﻤﻥ ﺍﻝﺘﺎﺭﻴﺦ ﻓﻲ ﻅل ﺍﻻﻜﺘﺸﺎﻓﺎﺕ ﻭﺍﻻﺨﺘﺭﺍﻋﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﺘﻤﺕ‬
‫ﺒﻔﻀل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺠﻬﻭﺩ ﺍﻝﻌﻠﻤﺎﺀ‪.‬‬
‫‪ – 4‬ﺍﻝﺘﻨﺒﺅ ﺒﻤﺴﺘﻘﺒل ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫ﻻ ﻴﺴﻌﻰ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺇﻝﻰ ﺭﺼﺩ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﻭﻤﻌﺎﻝﺠﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻵﻨﻴﺔ ﻓﻘﻁ‪ ،‬ﺒل‬
‫ﺍﻨﻪ ﻴﺘﺠﺎﻭﺯ ﺫﻝﻙ ﺇﻝﻰ ﺍﺴﺘﺸﺭﺍﻑ ﺍﻝﻤﺴﺘﻘﺒل‪ ،‬ﻭﻤﺎ ﺴﺘﺅﻭل ﺇﻝﻴﻪ ﺍﻝﻅﻭﺍﻫﺭ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﻴﻤﺎ ﺒﻌﺩ‪ ،‬ﻓﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﻨﺸﺎﻁ ﺘﺭﺍﻜﻤﻲ‪ ،‬ﻴﺘﻭﺍﺼل ﻋﺒﺭ ﺍﻝﺯﻤﻥ‪ ،‬ﻭﻤﺎ ﻴﻭﻓﺭﻩ ﻤﻥ‬
‫ﻨﺘﺎﺌﺞ ﺤﻭل ﻅﻭﺍﻫﺭ ﺃﻭ ﻤﺴﺎﺌل ﻤﻌﻴﻨﺔ ﺃﻭ ﻗﻀﺎﻴﺎ ﻤﺤﺩﺩﺓ ﺘﻅل ﻤﺤﻁ ﻨﻘﺎﺵ ﻭﺠﺩل‬
‫ﻤﺴﺘﻤﺭ‪ ،‬ﻤﻤﺎ ﻴﻘﻭﺩ ﺇﻝﻰ ﺇﻋﺎﺩﺓ ﺍﻝﺒﺤﺙ ﻭﺍﻨﺘﺎﺝ ﺩﺭﺍﺴﺎﺕ ﺠﺩﻴﺩﺓ ﺘﻘﻭﺩ ﺠﻤﻴﻌﻬﺎ ﺇﻝﻰ ﺍﻝﺘﻁﻠﻊ‬
‫ﻨﺤﻭ ﺘﺤﻜﻡ ﺍﻨﺠﻊ ﻓﻲ ﺍﻝﻅﻭﺍﻫﺭ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﻤﺠﺎﻻﺘﻬﺎ‪.‬‬
‫ﻓﺎﻝﺠﻬﺩ ﺍﻝﺒﺸﺭﻱ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﺠﻬﺩ ﻤﺴﺘﻤﺭ ﻭﻤﺘﻭﺍﺼل‪ ،‬ﻭﻻ‬
‫ﻴﻤﻜﻥ ﺍﻥ ﻴﺘﻭﻗﻑ ﻋﻨﺩ ﻨﻘﻁﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻋﻨﺩ ﺍﻜﺘﺸﺎﻑ ﺃﻭ ﺍﺨﺘﺭﺍﻉ ﻤﺤﺩﺩ‪ ،‬ﻓﻜل ﺍﺨﺘﺭﺍﻉ‬
‫ﺃﻭ ﺍﻜﺘﺸﺎﻑ ﺠﺩﻴﺩ ﻤﻬﻤﺎ ﺒﻠﻎ ﺘﻁﻭﺭﻩ ﻴﻅل ﻤﺼﺤﻭﺒﺎ ﺒﺠﻤﻠﺔ ﻤﻥ ﺍﻝﺴﻠﺒﻴﺎﺕ ﻭﺍﻝﻤﺨﺎﻁﺭ‬
‫ﺍﻝﺘﻲ ﺒﺩﻭﺭﻫﺎ ﺘﺩﻓﻊ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﻌﻠﻤﺎﺀ ﺇﻝﻰ ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺠﻬﺩ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ‬
‫ﻤﺤﺎﻭﻝﺔ ﺩﺅﻭﺒﺔ ﻝﺴﺩ ﺍﻝﺜﻐﺭﺍﺕ‪.‬‬
‫ﻭﺘﺘﻴﺢ ﺘﻠﻙ ﺍﻝﺠﻬﻭﺩ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻬﺎ ﻤﻥ ﻨﺘﺎﺌﺞ ﻝﻠﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﻌﻠﻤﺎﺀ ﻓﻲ‬
‫ﻤﺨﺘﻠﻑ ﻤﻨﺎﺤﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﻁﻠﻊ ﺇﻝﻰ ﺍﻝﻤﺴﺘﻘﺒل‪ ،‬ﻭﺍﺴﺘﺸﺭﺍﻑ ﻅﺭﻭﻓﻪ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻪ‪،‬‬
‫ﻭﻤﺤﺎﻭﻝﺔ ﻓﻙ ﻤﺎ ﻴﺤﻴﻁ ﺒﻪ ﻤﻥ ﻏﻤﻭﺽ‪ ،‬ﻭﻤﺎ ﺴﻴﻁﺭﺃ ﻋﻠﻰ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻁﺒﻴﻌﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻤﻥ ﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻗﺎﺩﻡ ﺍﻷﻴﺎﻡ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﺎ ﻴﺘﻭﺼل ﺇﻝﻴﻪ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﻨﺘﺎﺌﺞ ﺴﻭﻑ ﻴﺠﻌﻠﻨﺎ ﺃﻜﺜﺭ ﺍﺩﺭﺍﻜﺎ ﻭﻓﻬﻤﺎ ﻭﺍﺴﺘﻴﻌﺎﺒﺎ ﻭﺘﻭﻗﻌﺎ ﻝﻤﺎ ﺴﻴﻜﻭﻥ ﻓﻲ‬
‫ﺍﻝﻤﺴﺘﻘﺒل‪ ،‬ﻭﻫﻭ ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﻭﻀﻊ ﺍﻝﺨﻁﻁ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ‪ ،‬ﻭﺭﺼﺩ‬
‫ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻝﻤﻭﺍﺠﻬﺔ ﻜﺎﻓﺔ ﺍﻻﺤﺘﻤﺎﻻﺕ ﺍﻝﻤﺘﻭﻗﻌﺔ ﻷﻴﺔ ﻅﺎﻫﺭﺓ ﻤﻥ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﺤﺘﻰ ﻴﺘﻡ‬
‫ﺍﻝﺤﺩ ﻤﻥ ﺃﺜﺎﺭﻫﺎ ﻭﻨﺘﺎﺌﺠﻬﺎ ﺍﻝﺴﻠﺒﻴﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻨﺭﺍﻩ ﺍﻝﻴﻭﻡ ﺒﻭﻀﻭﺡ ﻓﻲ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﺍﻝﻁﺒﻴﻌﻴﺔ ﻜﺎﻝﻔﻴﻀﺎﻨﺎﺕ ﻭﺍﻷﻋﺎﺼﻴﺭ ﻤﺜﻼ‪ ،‬ﺃﻭ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻜﺤﺎﻻﺕ ﺍﻻﻓﻼﺱ‬
‫ﺍﻝﺒﻨﻜﻲ‪ ،‬ﻭﺍﻨﻬﻴﺎﺭ ﺍﻻﺴﻭﺍﻕ ﻭﺍﻝﻌﻤﻼﺕ‪ ،‬ﺃﻭ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻠﻰ ﺍﺨﺘﻼﻑ‬
‫ﻤﺴﺘﻭﻴﺎﺘﻬﺎ ‪ ..‬ﺤﻴﺙ ﻴﺘﻴﺢ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﺘﺅﻭل ﺇﻝﻴﻪ ﺍﻝﻌﺩﻴﺩ‬
‫ﻤﻥ ﺘﻠﻙ ﺍﻝﻅﻭﺍﻫﺭ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﻴﺘﻭﺼل ﺍﻝﻴﻪ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﻨﺘﺎﺌﺞ‪ ،‬ﻭﻴﻘﺘﺭﺡ‬
‫ﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﺤﻠﻭل ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺠﺎﻭﺯ ﻤﺎ ﻴﺼﺎﺤﺒﻬﺎ ﻤﻥ ﺴﻠﺒﻴﺎﺕ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﺎﺸﺭﺍ‪ :‬ﻤﺅﺴﺴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﺠﻬﻭﺩ ﻋﻠﻤﻴﺔ ﻤﻨﻅﻤﺔ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺩﻋﻡ ﻭﺭﻋﺎﻴﺔ ﻭﺍﻫﺘﻤﺎﻡ ﻤﻥ‬
‫ﺠﻬﺎﺕ ﺘﺘﻜﻔل ﺒﺘﻭﻓﻴﺭ ﻜﺎﻓﺔ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﻼﺌﻤﺔ‪ ،‬ﺍﻝﺘﻲ ﺘﻬﻴﺌﻲ ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‬
‫ﻭﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﻤﻥ ﻤﻌﺎﻤل‪ ،‬ﻭﻋﻴﻨﺎﺕ‪ ،‬ﻭﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺃﻤﻭﺍل‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻤﺎ ﺘﺘﻁﻠﺒﻪ‬
‫ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻝﺫﺍ ﻓﺈﻥ ﺍﻝﺠﻬﻭﺩ ﺍﻝﻔﺭﺩﻴﺔ ﺘﻅل ﻋﺎﺠﺯﺓ ﻋﻥ ﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺭﺠﻭﺓ‬
‫ﻤﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬

‫ﻭﻓﻲ ﺤﻘﻴﻘﺔ ﺍﻷﻤﺭ ﻓﺈﻥ ﺃﻨﻭﺍﻉ ﻭﻤﺴﺘﻭﻴﺎﺕ ﻭﺤﺠﻡ ﺤﻀﻭﺭ ﻤﺅﺴﺴﺎﺕ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﺘﺨﺘﻠﻑ ﻤﻥ ﻤﺠﺘﻤﻊ ﻷﺨﺭ ﺘﺒﻌﺎ ﻝﻌﺩﺩ ﻤﻥ ﺍﻝﻌﻭﺍﻤل‪ ،‬ﻴﺄﺘﻲ ﻓﻲ ﻤﻘﺩﻤﺘﻬﺎ ﻤﺩﻯ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﺫﻱ ﻴﻠﻘﺎﻩ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻤﺎ ﻴﺘﻭﻓﺭ ﻝﻪ ﻤﻥ ﺩﻋﻡ ﻤﺎﺩﻱ ﻭﻤﻌﻨﻭﻱ ﻓﻲ ﻜل‬
‫ﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﻨﺘﺞ ﻋﻥ ﺫﻝﻙ ﻭﺠﻭﺩ ﺘﻔﺎﻭﺕ ﺒﻴﻥ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺤﺠﻡ ﺍﻝﻤﺅﺴﺴﺎﺕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ ﺒﻤﻌﺎﻴﻴﺭ ﺍﻝﻜﻡ ﻭﺍﻝﻜﻴﻑ‪.‬‬
‫ﻭﺘﺸﻤل ﻫﻴﺌﺎﺕ ﻭﺠﻬﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﺎﺩﺓ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‪:‬‬
‫ﺘﻤﺜل ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻷﻜﺎﺩﻴﻤﻴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﺤﺩﻯ ﺃﻫﻡ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻓﻲ ﺃﻱ‬
‫ﻤﺠﺘﻤﻊ‪ ،‬ﺤﻴﺙ ﺘﻌﺘﺒﺭ ﻤﻬﻤﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﻘﺩﻤﺔ ﻤﻬﺎﻡ ﺍﻝﺠﺎﻤﻌﺎﺕ ‪ ،‬ﻭﻴﻤﺎﺭﺱ‬
‫ﻋﺎﺩﺓ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﻴﻭﻥ ﻤﻬﻤﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺇﻝﻰ ﺠﺎﻨﺏ ﻭﻅﻴﻔﺘﻬﻡ ﺍﻝﺘﺩﺭﻴﺴﻴﺔ‪ ،‬ﻜﻤﺎ‬
‫ﺘﻠﺯﻡ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﺴﺎﺘﺫﺘﻬﺎ ﺒﻀﺭﻭﺭﺓ ﺍﻨﺠﺎﺯ ﻋﺩﺩ ﻤﻌﻴﻥ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻝﻜل ﻤﻨﻬﻡ ﺤﺘﻰ ﺘﺘﻡ‬
‫ﺘﺭﻗﻴﺘﻪ ﺇﻝﻰ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪.‬‬
‫ﻭﺘﺘﻭﻝﻰ ﺍﻝﺠﺎﻤﻌﺔ ﻜﺫﻝﻙ ﺘﻨﻅﻴﻡ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﻭﺍﻝﺤﻠﻘﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺤﻠﻴﺔ‬
‫ﻭﺍﻝﺩﻭﻝﻴﺔ‪ ،‬ﻭﺘﺘﻴﺢ ﺍﻝﻔﺭﺼﺔ ﻷﺴﺎﺘﺫﺘﻬﺎ ﻝﻠﻤﺸﺎﺭﻜﺔ ﺒﺒﺤﻭﺜﻬﻡ ﻓﻲ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺩﺍﺨل ﻭﺍﻝﺨﺎﺭﺝ‪ ،‬ﻜﻤﺎ ﺘﻘﻭﻡ ﺒﻌﺽ ﺍﻝﻜﻠﻴﺎﺕ ﻭﺍﻝﺠﺎﻤﻌﺎﺕ ﺒﺘﺄﺴﻴﺱ ﺍﻝﻤﺨﺎﺒﺭ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﺨﺼﺼﺔ‪ ،‬ﻭﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻝﺘﺘﻭﻝﻰ ﻤﻬﻤﺔ ﺍﻝﻘﻴﺎﻡ ﺒﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺩﻋﻤﻪ‬
‫ﻭﺘﻁﻭﻴﺭﻩ‪.‬‬
‫ﻭﺘﻌﺘﺒﺭ ﺒﺫﻝﻙ ﺍﻝﺠﺎﻤﻌﺔ ﻤﺭﻜﺯﺍ ﺍﺴﺘﺸﺎﺭﻴﺎ ﻴﻘﺩﻡ ﺍﻻﺴﺘﺸﺎﺭﺍﺕ ﻭﺍﻵﺭﺍﺀ ﻭﺍﻝﻔﺘﺎﻭﻯ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﺠﺭﻴﻪ ﻤﻥ ﺘﺠﺎﺭﺏ ﻭﺍﺒﺤﺎﺙ‬
‫ﻭﻤﻨﺎﺸﻁ ﻋﻠﻤﻴﺔ‪.‬‬
‫ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺍﻴﻀﺎ ﺘﺘﻭﻝﻰ ﺍﻝﺠﺎﻤﻌﺔ ﻤﻬﻤﺔ ﺍﺼﺩﺍﺭ ﺍﻝﺩﻭﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻌﺎﻤﺔ ﻭﺍﻝﻤﺘﺨﺼﺼﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﻴﺢ ﺍﻝﻤﺠﺎل ﻝﻸﺴﺎﺘﺫﺓ ﻝﻨﺸﺭ ﺍﺒﺤﺎﺜﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ ﺘﻌﻤﻴﻤﺎ‬
‫ﻝﻠﻔﺎﺌﺩﺓ‪.‬‬
‫ﻭﻓﻲ ﻭﺍﻗﻊ ﺍﻷﻤﺭ ﻓﺈﻨﻨﺎ ﻨﻠﺤﻅ ﺘﻔﺎﻭﺘﺎ ﻜﺒﻴﺭﺍ ﺒﻴﻥ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ‬
‫ﻓﻲ ﺍﻫﺘﻤﺎﻤﻬﺎ ﺒﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺘﻠﻌﺏ ﺍﻹﺩﺍﺭﺓ ﺍﻝﻌﻠﻴﺎ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺔ ﺩﻭﺭﺍ ﻤﻔﺼﻠﻴﺎ ﻓﻲ‬
‫ﺫﻝﻙ ‪ ..‬ﻓﻔﻲ ﺤﻴﻥ ﺘﻨﺸﻁ ﺒﻌﺽ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺘﺨﺼﺹ ﺠﺯﺀ ﻜﺒﻴﺭ ﻤﻥ ﺍﻫﺘﻤﺎﻤﺎﺘﻬﺎ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺘﺼﺩﺭ ﺍﻝﺩﻭﺭﻴﺎﺕ ﺍﻝﻤﻨﺘﻅﻤﺔ‪ ،‬ﻭﺘﺸﻜل ﺍﻝﻔﺭﻕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻨﺠﺩ‬
‫ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﺠﺎﻤﻌﺎﺕ ﺃﺨﺭﻯ ﺘﻬﺘﻡ ﺒﺩﺭﺠﺔ ﺃﻗل ﺒﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻜﻤﺎ ﺴﺒﻘﺕ ﺍﻻﺸﺎﺭﺓ‬
‫ﻓﺈﻥ ﺍﻻﺩﺍﺭﺓ ﺍﻝﻌﻠﻴﺎ ﺒﺎﻝﺠﺎﻤﻌﺔ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻷﺨﺭﻯ ﻜﺎﻝﻤﺨﺼﺼﺎﺕ‬
‫ﺍﻝﻤﺎﻝﻴﺔ‪ ،‬ﻭﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﺴﺎﺌﺩﺓ ﻴﻜﻭﻥ ﻝﻬﺎ ﺍﻝﺩﻭﺭ ﺍﻝﺤﺎﺴﻡ ﻓﻲ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﺘﺨﺼﺼﺔ‪:‬‬
‫ﺘﻌﺩ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﻤﻥ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﻬﻤﺔ ﺍﻝﻤﺨﻭﻝﺔ ﺒﺈﻨﺠﺎﺯ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺤﺭﻜﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺩﻋﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺘﺯﻭﻴﺩﻫﻡ ﺒﺎﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻼﺯﻤﺔ‬
‫ﻹﺘﻤﺎﻡ ﺒﺤﻭﺜﻬﻡ‪ ،‬ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺘﻤﺎﺭﺱ ﻤﻬﻤﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺇﻝﻰ ﺠﺎﻨﺏ ﺩﻭﺭﻫﺎ‬
‫ﺍﻝﺘﻌﻠﻴﻤﻲ‪ ،‬ﻓﺈﻥ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﻴﻘﺘﺼﺭ ﺩﻭﺭﻫﺎ ﻓﻘﻁ ﻋﻠﻰ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ‬
‫ﻓﺈﻨﻬﺎ ﺘﻜﺭﺱ ﻜل ﻭﻗﺘﻬﺎ ﻭﺠﻬﻭﺩﻫﺎ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻬﺎ ﻝﻠﻌﻤﻠﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺩﻭﻥ ﻏﻴﺭﻫﺎ‪ ،‬ﻜﻤﺎ ﺍﻥ‬
‫ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺘﺒﺩﻭ ﺃﻜﺜﺭ ﺘﺨﺼﺼﺎ ﻓﻲ ﻤﻬﺎﻤﻬﺎ ﺍﻝﺒﺤﺜﻴﺔ ﻤﻥ ﺍﻝﺠﺎﻤﻌﺎﺕ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪48‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﻀﻡ ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻋﺩﺍﺩﺍ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﻜﻔﺎﺀﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻤﻥ‬

‫ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﺴﻭﺍﺀ ﻤﻥ ﺍﻝﻤﺘﻔﺭﻏﻴﻥ ﻝﻠﻌﻤل ﻓﻲ ﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ‪ ،‬ﺃﻭ‬
‫ﻤﻥ ﺍﻝﻤﺘﻌﺎﻭﻨﻴﻥ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﺘﺸﻜل ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺍﻜﺯ‬
‫ﺍﻝﻔﺭﻕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﺨﺼﺼﺔ‪ ،‬ﻭﺘﻭﻓﺭ ﻝﻬﺎ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻭﻓﻘﺎ ﻝﻤﺎ ﺘﻜﻠﻑ ﺒﻪ ﻤﻥ‬
‫ﺍﺒﺤﺎﺙ ﻓﻲ ﻤﺠﺎﻝﻬﺎ‪ ،‬ﻭﺘﺤﺘﻭﻯ ﻫﺫﻩ ﺍﻝﻤﺭﺍﻜﺯ ﻋﻠﻰ ﺍﻝﻤﻜﺘﺒﺎﺕ‪ ،‬ﻭﺍﻝﻤﻌﺎﻤل ﻭﺍﻝﻤﺨﺘﺒﺭﺍﺕ‬
‫ﻭﻗﺎﻋﺎﺕ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﺘﻭﻓﺭ ﻝﻬﺎ ﻗﺎﻋﺩﺓ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺘﺅﻫﻠﻬﺎ ﻹﻨﺠﺎﺯ‬
‫ﻤﺸﺎﺭﻴﻌﻬﺎ ﺍﻝﺒﺤﺜﻴﺔ ﺒﺼﻭﺭﺓ ﻤﻴﺴﺭﺓ‪.‬‬
‫ﻭﺘﺘﻔﺎﻭﺕ ﺘﺒﻌﻴﺔ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﻤﻥ ﺒﻠﺩ ﺇﻝﻰ ﺃﺨﺭ‪ ،‬ﻓﻔﻲ ﺒﻌﺽ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬
‫ﺘﺤﺘﻜﺭ ﺍﻝﺩﻭﻝﺔ ﻤﻤﺜﻠﺔ ﻓﻲ ﻤﺅﺴﺴﺎﺘﻬﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻤﻠﻜﻴﺔ ﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ ﻭﺍﺩﺍﺭﺘﻬﺎ ﻭﺍﻻﻨﻔﺎﻕ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﺘﻭﻝﻰ ﺒﻌﺽ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﺸﺭﻜﺎﺕ ﺍﻝﻜﺒﺭﻯ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﺃﺨﺭﻯ‬
‫ﺩﻋﻡ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﺩﺍﺭ ﺒﻌﺽ ﺍﻝﻤﺭﺍﻜﺯ ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺸﺒﻪ‬
‫ﻤﺴﺘﻘﻠﺔ‪ ،‬ﻭﺘﺘﻠﻘﻰ ﻤﻌﻭﻨﺎﺕ ﻤﻥ ﺍﻝﺩﻭﻝﺔ‪ ،‬ﺃﻭ ﻤﻤﺎ ﺘﺨﺼﺼﻪ ﻝﻬﺎ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺩﺍﻋﻤﺔ ﻤﻥ‬
‫ﺍﻤﻭﺍل‪.‬‬
‫ﻭﺘﺩﺍﺭ ﺒﻌﺽ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﻓﻲ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺩﻭل ﻤﻥ ﻗﺒل ﺍﻝﻭﺯﺍﺭﺍﺕ ﺫﺍﺕ‬
‫ﺍﻝﻌﻼﻗﺔ‪ ،‬ﻓﺘﺘﻭﻝﻰ ﻤﺜﻼ ﻭﺯﺍﺭﺓ ﺍﻝﺨﺎﺭﺠﻴﺔ ﺍﺩﺍﺭﺓ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺩﺭﺍﺴﺔ‬
‫ﻭﻤﺘﺎﺒﻌﺔ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﺘﻭﻝﻰ ﻭﺯﺍﺭﺓ ﺍﻝﺼﻨﺎﻋﺔ‬
‫ﺍﻻﺸﺭﺍﻑ ﻋﻠﻰ ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺼﻨﺎﻋﻴﺔ‪ ،‬ﻭﺘﻘﻭﻡ ﻭﺯﺍﺭﺓ ﺍﻝﺯﺭﺍﻋﺔ ﺒﻤﺘﺎﺒﻌﺔ ﻤﺭﺍﻜﺯ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﺯﺭﺍﻋﻲ‪ ،‬ﻭﺘﺘﻭﻝﻰ ﺭﺌﺎﺴﺔ ﺍﻝﻭﺯﺭﺍﺀ ﺍﻻﺸﺭﺍﻑ ﻋﻠﻰ ﻤﺭﺍﻜﺯ ﺩﻋﻡ ﺍﻝﻘﺭﺍﺭ‪ ،‬ﻜﻤﺎ‬
‫ﺘﺘﻭﻝﻰ ﻭﺯﺍﺭﺓ ﺍﻝﺩﻓﺎﻉ ﻤﺴﺅﻭﻝﻴﺔ ﻤﺘﺎﺒﻌﺔ ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻌﺴﻜﺭﻱ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺎﻝﺼﻨﺎﻋﺔ‬
‫ﺍﻝﻌﺴﻜﺭﻴﺔ‪ ،‬ﻭﻫﻜﺫﺍ ‪...‬‬
‫ﻭﻓﻲ ﺠﻤﻴﻊ ﻫﺫﻩ ﺍﻻﺤﻭﺍل ﻓﺈﻥ ﺍﻝﻭﺯﺍﺭﺍﺕ ﺍﻝﻤﻌﻨﻴﺔ ﻫﻲ ﺍﻝﻤﻜﻠﻔﺔ ﺒﺎﻹﻨﻔﺎﻕ ﻋﻠﻰ‬
‫ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﺎﺒﻌﺔ ﻝﻬﺎ‪ ،‬ﻭﺘﺘﻭﻝﻰ ﻭﺯﺍﺭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻀﻊ ﺍﻝﺴﻴﺎﺴﺎﺕ‬
‫ﻭﺍﻝﺨﻁﻁ ﻭﺍﻻﻭﻝﻭﻴﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺘﺘﻔﺎﻭﺕ ﺍﻝﻤﻴﺯﺍﻨﻴﺎﺕ ﺍﻝﻤﺨﺼﺼﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻤﻭﻤﺎ ﻤﻥ ﺒﻠﺩ ﺇﻝﻰ ﺃﺨﺭ‪ ،‬ﻓﻔﻲ ﺤﻴﻥ ﺘﺨﺼﺹ ﺍﻝﺩﻭل ﺍﻝﺼﻨﺎﻋﻴﺔ ﺍﻝﻜﺒﺭﻯ‪ ،‬ﻭﺍﻝﺩﻭل‬
‫ﺍﻝﻐﻨﻴﺔ ﺍﻝﻤﺒﺎﻝﻎ ﺍﻝﻤﺎﻝﻴﺔ ﺍﻝﻀﺨﻤﺔ ﻝﻸﻨﻔﺎﻕ ﻋﻠﻰ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻓﺈﻥ ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﻨﺎﻤﻴﺔ‪،‬‬
‫ﻭﺒﻠﺩﺍﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺜﺎﻝﺙ ﻻ ﺘﺨﺼﺹ ﺍﻻ ﺍﻝﺠﺯﺀ ﺍﻝﻴﺴﻴﺭ ﻤﻥ ﻤﻴﺯﺍﻨﻴﺎﺘﻬﺎ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫ﻭﻴﻨﻌﻜﺱ ﺫﻝﻙ ﻋﻠﻰ ﺴﻼﻤﺔ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﻤﺘﺨﺫﺓ ﻓﻲ ﻜل ﻤﺠﺘﻤﻊ‪ ،‬ﻓﺎﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻠﺠﺄ ﺇﻝﻰ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﻭﺘﺴﺘﻨﺩ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ﻭﻭﻀﻊ‬
‫ﺍﻝﺴﻴﺎﺴﺎﺕ ﻭﺍﻝﺨﻁﻁ ﺘﻜﻭﻥ ﻤﻭﺍﻗﻔﻬﺎ ﺃﻜﺜﺭ ﺼﻭﺍﺒﺎ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻥ ﺤﺎﻝﺔ ﺍﻝﺘﺨﺒﻁ ﻭﺍﻝﻔﺸل‬
‫ﺘﻜﻭﻥ ﺩﺍﺌﻤﺎ ﻤﻥ ﻨﺼﻴﺏ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻲ ﻻ ﺘﺴﺘﻌﻴﻥ ﺒﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ‪.‬‬
‫ﻜﻤﺎ ﻴﻨﻌﻜﺱ ﺫﻝﻙ ﺍﻴﻀﺎ ﻓﻲ ﺤﺠﻡ ﺍﻻﺨﺘﺭﺍﻋﺎﺕ ﻭﺍﻻﻜﺘﺸﺎﻓﺎﺕ ﻓﻲ ﻜل ﺒﻠﺩ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻤﺴﺘﻭﻯ ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﻝﺤﻀﺎﺭﺓ ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻓﻔﻲ ﺤﻴﻥ ﺘﻘﺩﻡ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻨﺘﺸﺭ ﻓﻴﻬﺎ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻭﻝﻰ ﺍﻫﺘﻤﺎﻤﺎ ﺒﺎﻝﻐﺎ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻷﻑ‬
‫ﺍﻝﻤﺨﺘﺭﻋﺎﺕ ﻭﺍﻻﻜﺘﺸﺎﻓﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ ﺴﻨﻭﻴﺎ‪ ،‬ﻓﺈﻥ ﻤﺴﺎﻫﻤﺔ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺘﻜﻭﻥ‬
‫ﻤﺤﺩﻭﺩﺓ‪ ،‬ﻭﺭﺒﻤﺎ ﻤﻌﺩﻭﻤﺔ ﺍﺤﻴﺎﻨﺎ‪.‬‬
‫‪ – 3‬ﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺩﻨﻲ‪:‬‬
‫ﺯﺍﺩ ﺤﺠﻡ ﺤﻀﻭﺭ ﻭﻤﺴﺎﻫﻤﺔ ﻤﻨﻅﻤﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺩﻨﻲ ﻓﻲ ﺍﻝﺴﻨﻭﺍﺕ ﺍﻻﺨﻴﺭﺓﻓﻲ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺨﺎﺼﺔ ﻓﻲ ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﺘﻲ ﺘﻭﻓﺭ ﺘﺸﺭﻴﻌﺎﺘﻬﺎ ﻤﻨﺎﺨﺎ ﻤﻼﺌﻤﺎ ﻝﻌﻤل ﺘﻠﻙ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ‪.‬‬
‫ﻭﻴﺘﻠﻘﻰ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺘﻠﻙ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺩﻋﻤﺎ ﻤﺠﺯﻴﺎ ﻤﻥ ﺒﻌﺽ ﺍﻝﻤﺅﺴﺴﺎﺕ‬
‫ﻭﺍﻝﺸﺭﻜﺎﺕ ﻭﺍﻝﻬﻴﺌﺎﺕ ﺍﻝﻜﺒﺭﻯ‪ ،‬ﻓﻲ ﺒﻠﺩﺍﻨﻬﺎ‪ ،‬ﺃﻭ ﻤﻥ ﺨﺎﺭﺠﻬﺎ‪ ،‬ﻭﺘﺘﻭﻝﻰ ﺒﻌﺽ ﺘﻠﻙ‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻨﺠﺎﺯ ﺒﻌﺽ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺼﻐﻴﺭﺓ‪ ،‬ﺨﺎﺼﺔ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﻨﻁﺎﻕ‬
‫ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﻫﻲ ﺘﺴﺘﻌﻴﻥ ﻓﻲ ﺫﻝﻙ ﺒﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ‬
‫ﻭﻓﻘﺎ ﻝﺤﺎﺠﺘﻬﺎ‪.‬‬
‫ﻭﻓﻲ ﻭﺍﻗﻊ ﺍﻷﻤﺭ ﻓﺈﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﻫﺫﻩ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺘﺸﻭﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺸﻜﻭﻙ‪،‬‬
‫ﻭﺘﻠﺤﻕ ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﺸﺒﻬﺎﺕ‪ ،‬ﺨﺎﺼﺔ ﺘﻠﻙ ﺍﻝﻘﺎﺩﻤﺔ ﻤﻥ ﺭﺍﺀ ﺍﻝﺤﺩﻭﺩ‪ ،‬ﺃﻭ ﺍﻝﺘﻲ ﺘﺘﻠﻘﻰ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺩﻋﻤﺎ ﻤﻥ ﺍﻝﺨﺎﺭﺝ‪ ،‬ﻤﻥ ﺠﻬﺎﺕ ﻭﻤﺅﺴﺴﺎﺕ ﺃﺠﻨﺒﻴﺔ‪ ،‬ﻭﺘﻘﻭﻡ ﺒﺈﻨﺠﺎﺯ ﺒﺤﻭﺜﺎ ﻝﺼﺎﻝﺢ‬
‫ﺠﻬﺎﺕ ﺨﺎﺭﺠﻴﺔ‪.‬‬

‫ﺍﻝﺤﺎﺩﻱ ﻋﺸﺭ‪ :‬ﺃﺨﻼﻗﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻝﻤﻔﻬﻭﻡ ﺍﻻﺨﻼﻕ ﺇﻻ ﺇﻨﻪ ﻴﻤﻜﻨﻨﺎ ﺍﻥ ﻨﻘﺩﻡ‬
‫ﺘﻌﺭﻴﻔﺎ ﻤﺤﺩﺩﺍ ﻝﻸﺨﻼﻕ ﻴﺘﻤﺜل ﻓﻲ ﺍﻨﻬﺎ‪ :‬ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﺎﻴﻴﺭ ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﻭﺍﻝﻘﻭﺍﻋﺩ‬
‫ﺍﻝﺘﻲ ﻴﺘﺒﻨﺎﻫﺎ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻴﺘﻔﻕ ﺤﻭﻝﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻤﺜل ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺒﺎﺩﺉ ﻻ ﻴﺠﺏ ﺍﻝﺨﺭﻭﺝ‬
‫ﻋﻠﻴﻬﺎ ﺃﻭ ﺘﺠﺎﻭﺯﻫﺎ‪.‬‬
‫ﻭﻝﻜل ﻤﻬﻨﺔ ﻤﻥ ﺍﻝﻤﻬﻥ ﺃﻭ ﺤﺭﻓﺔ ﺃﻭ ﻭﻅﻴﻔﺔ ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ﻤﻤﺎ ﻴﺩﺨل ﺘﺤﺕ‬
‫ﻤﻤﺎﺭﺴﺎﺕ ﺍﻷﻓﺭﺍﺩ ﻤﻥ ﺃﻨﺸﻁﺔ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﻤﺠﺎﻻﺘﻬﺎ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﺎ ﻭﻁﺒﻴﻌﺘﻬﺎ ﻤﺠﻤﻭﻋﺔ‬
‫ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ‪ ،‬ﺍﻝﺘﻲ ﺘﺤﻜﻡ ﻭﺘﻨﻅﻡ ﻭﺘﺤﺩﺩ ﻭﺘﻭﺠﻬﻭﺘﺭﺴﻡ ﺤﺩﻭﺩ ﻤﺎ ﻴﺠﺏ ﺍﻥ ﺘﻠﺘﺯﻡ ﺒﻪ‬
‫ﻭﺘﺨﻀﻊ ﻝﻪ ﻤﻥ ﻀﻭﺍﺒﻁ‪ ،‬ﻭﻫﻲ ﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﻨﻁﻠﻕ ﻋﻠﻴﻪ ﺍﻻﺨﻼﻗﻴﺎﺕ ﺍﻝﻤﺘﺼﻠﺔ ﺒﻜل‬
‫ﻤﻬﻨﺔ ﺍﻭ ﻨﺸﺎﻁ‪.‬‬
‫ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻜﻤﺠﺎل ﻴﺘﺼل ﺒﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺤﻴﺎﺓ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﺒﻌﺎﺩﻫﺎ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﻴﺘﻁﻠﺏ ﺍﻻﻝﺘﺯﺍﻡ‬
‫ﺒﻤﻨﻅﻭﻤﺔ ﻤﻥ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻻﺨﻼﻗﻴﺔ ﺍﻝﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻠﺯﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﻤﺭﺍﻋﺎﺘﻬﺎ ﻭﺍﻝﺘﻭﻗﻑ ﻋﻨﺩﻫﺎ‪.‬‬
‫ﻭﻨﻅﺭﺍ ﻝﻠﺘﻁﻭﺭ ﺍﻝﻬﺎﺌل ﻭﺍﻝﻀﺨﻡ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺘﻭﺴﻊ ﻓﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﻜﺎﻓﺔ ﺍﻝﺤﻘﻭل ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﺯﺩﻴﺎﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻪ ﻓﻲ ﻤﺨﺘﻠﻑ ﻤﻨﺎﺤﻲ‬
‫ﺍﻝﺤﻴﺎﺓ ﻭﺒﺩﻭﻥ ﺍﺴﺘﺜﻨﺎﺀ‪ ،‬ﻓﻘﺩ ﺼﺎﺭ ﻝﺯﺍﻤﺎ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﻨﺴﺎﻨﻲ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﺃﻫﻤﻴﺔ‬
‫ﺍﻻﻝﺘﺯﺍﻡ ﺒﻭﻀﻊ ﻀﻭﺍﺒﻁ ﺍﺨﻼﻗﻴﺔ ﺘﺤﻜﻡ ﺴﻴﺭ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒﻤﺎ ﻴﻤﻜﻥ ﻤﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ‬
‫ﻤﻥ ﻨﺘﺎﺌﺠﻪ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﺜﻠﻰ ﻤﻥ ﻨﺎﺤﻴﺔ‪ ،‬ﻭﻴﺤﻔﻅ ﺍﻝﻜﺭﺍﻤﺔ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻝﻸﻓﺭﺍﺩ‬
‫ﻭﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ‪ ،‬ﻭﻴﻀﻤﻥ ﻋﺩﻡ ﺨﺭﻭﺝ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺍﻷﻫﺩﺍﻑ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻝﻨﺒﻴﻠﺔ ﻝﻠﻌﻠﻡ‪ ،‬ﻭﺘﻭﻅﻴﻑ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺨﺩﻤﺔ ﺍﻝﺘﻁﻭﺭ ﺍﻻﻨﺴﺎﻨﻲ‪،‬‬
‫ﺩﻭﻥ ﺍﻝﻤﺴﺎﺱ ﺒﺎﻝﻘﻴﻡ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﺃﻭ ﺍﻝﻨﻴل ﻤﻥ ﻜﺭﺍﻤﺔ ﺍﻝﺒﺸﺭ‪ ،‬ﺃﻭ ﺍﻝﺘﻌﺩﻱ ﻋﻠﻰ ﺤﻘﻭﻗﻬﻡ‪ ،‬ﺃﻭ‬
‫ﺍﺴﺘﻐﻼل ﻅﺭﻭﻓﻬﻡ ﺍﻝﻤﺎﺩﻴﺔ ﺃﻭ ﺍﻝﺼﺤﻴﺔ ﺃﻭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫ﺍﻥ ﻋﺩﻡ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻝﻀﻭﺍﺒﻁ ﺍﻻﺨﻼﻗﻴﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﻘﻭﺩ ﺇﻝﻰ‬
‫ﺃﺯﻤﺔ ﺤﻘﻴﻘﻴﺔ ﺘﻬﺩﺩ ﺍﺴﺘﻘﺭﺍﺭ ﻭﺍﺴﺘﻤﺭﺍﺭ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﻨﺴﺎﻨﻲ‪،‬ﻭﺘﻨﺫﺭ ﺒﻌﻭﺍﻗﺏ ﻭﺨﻴﻤﺔ‪،‬‬
‫ﺨﺎﺼﺔ ﻓﻲ ﻅل ﻤﺎ ﺘﺸﻬﺩﻩ ﺍﻝﺒﺸﺭﻴﺔ ﻤﻥ ﺍﺨﺘﺭﺍﻋﺎﺕ ﻤﺫﻫﻠﺔ ﻓﻲ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻬﺎ ﺍﻝﻤﺘﺯﺍﻴﺩﺓ ﻓﻲ ﺤﻴﺎﺘﻨﺎ ﺍﻝﻴﻭﻤﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻫﻤﺎل ﺍﻝﺒﻌﺩ ﺍﻻﺨﻼﻗﻲ ﻓﻲ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﺴﻴﺅﺜﺭ ﻝﻴﺱ ﻓﻘﻁ ﻓﻲ ﺘﻬﺩﻴﺩ ﺍﺴﺘﻘﺭﺍﺭ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺒل ﺴﻴﺸﻜﻙ ﺍﻴﻀﺎ ﻓﻲ ﻗﻴﻤﺔ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻓﻲ ﺃﻫﻤﻴﺘﻪ‪ ،‬ﻭﺴﻴﺅﺜﺭ ﻓﻲ ﻤﻜﺎﻨﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﺩﻭﺭ ﺍﻝﻤﻨﻭﻁ ﺒﻬﻡ‪ ،‬ﻭﻫﻭ‬
‫ﻤﺎ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻥ ﻴﻌﻭﺍ ﺃﻫﻤﻴﺔ ﻭﺨﻁﻭﺭﺓ ﻭﺤﺴﺎﺴﻴﺔ ﺩﻭﺭﻫﻡ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪،‬‬
‫ﻝﺫﻝﻙ ﻓﺈﻥ ﻋﻠﻰ ﻤﻥ ﻴﺭﻏﺏ ﻓﻲ ﺍﻝﻭﻝﻭﺝ ﺇﻝﻰ ﻋﺎﻝﻡ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺤﻘﻭﻝﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﺍﻁﻼﻉ ﻭﺩﺭﺍﻴﺔ ﻭﻤﻌﺭﻓﺔ ﻋﻤﻴﻘﺔ ﺒﺄﺨﻼﻗﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒﻤﺎ ﻴﻤﻜﻨﻪ‬
‫ﻤﻥ ﻤﻤﺎﺭﺴﺔ ﺩﻭﺭﻩ ﺍﻝﺒﺤﺜﻲ ﻓﻲ ﺍﻁﺎﺭ ﺍﻨﺴﺎﻨﻲ‪ ،‬ﻴﺤﻔﻅ ﻤﻜﺎﻨﺔ ﺍﻝﺒﺤﺙ ﻭﻫﻴﺒﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ‪،‬‬
‫ﻭﻴﻌﻠﻲ ﻤﻥ ﻗﺩﺭ ﻤﺎ ﻴﺘﻭﺼﻠﻭﻥ ﺍﻝﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ ﺘﻔﻴﺩ ﻓﻲ ﺤل ﻤﺸﻜﻼﺕ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺘﺴﻬﻡ‬
‫ﻓﻲ ﺘﻁﻭﺭﻩ‪.‬‬
‫ﻭﻨﻘﺩﻡ ﻫﻨﺎ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺒﺎﺩﺉ ﻭﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻻﺨﻼﻗﻴﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﻠﺘﺯﻡ ﺒﻬﺎ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺤﻘﻭل ﺍﻝﻌﻠﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪–1‬ﻤﺒﺎﺩﺉ ﺃﺨﻼﻗﻴﺔ ﻋﺎﻤﺔ‪:‬‬
‫‪ -‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺃﻻ ﻴﺘﻌﺭﺽ ﺒﺎﻻﺯﺩﺭﺍﺀ ﺃﻭ ﺍﻝﺘﺤﻘﻴﺭ ﺃﻭ ﺍﻻﻫﺎﻨﺔ ﻝﻸﺩﻴﺎﻥ‬
‫ﺍﻝﺴﻤﺎﻭﻴﺔ‪.‬‬
‫‪ -‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻻ ﻴﻨﺸﺭ ﺃﻴﺔ ﻤﻌﻠﻭﻤﺎﺕ ﺘﺤﺼل ﻋﻠﻴﻬﺎ ﻓﻲ ﺒﺤﺜﻪ ﻤﻥ ﺸﺎﻨﻬﺎ‬
‫ﺍﻥ ﺘﻀﺭ ﺒﺎﻷﻤﻥ ﺍﻝﻘﻭﻤﻲ ﻝﻠﺩﻭﻝﺔ‪.‬‬
‫‪ -‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺤﺘﺭﻡ ﺍﻝﻘﻴﻡ ﻭﺍﻝﻤﺒﺎﺩﺉ ﻭﺍﻝﻤﺜل ﺍﻝﻌﻠﻴﺎ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ‬
‫ﻴﻌﻤل ﻓﻴﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ -‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﺠﻨﺏ ﻜل ﻤﺎ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺘﺴﺒﺏ ﻓﻲ ﺇﺤﺩﺍﺙ ﻀﺭﺭ‬

‫ﻝﻠﺤﻴﺎﺓ ﺍﻝﺒﺸﺭﻴﺔ‪ ،‬ﺃﻭ ﻝﻠﺒﻴﺌﺔ ﺍﻝﻤﺤﻴﻁﺔ ﺒﺄﻱ ﺼﻭﺭﺓ ﻤﻥ ﺍﻝﺼﻭﺭ‪.‬‬
‫‪ -‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﻘﻲ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺘﺴﻬﻡ‬
‫ﺩﺭﺍﺴﺘﻬﺎ ﻓﻲ ﺤل ﻗﻀﺎﻴﺎ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺘﻜﻭﻥ ﺫﺍﺕ ﻓﺎﺌﺩﺓ ﻭﺠﺩﻭﻯ ﻝﻺﻨﺴﺎﻨﻴﺔ ﺠﻤﻌﺎﺀ‪.‬‬
‫‪ -‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻌﻲ ﺍﻥ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﺇﺠﺭﺍﺀ ﺍﻝﺒﺤﺙ ﻻ ﻴﻌﻨﻲ ﺍﻝﺸﺭﻭﻉ ﻓﻲ‬
‫ﻨﺸﺭﻩ ﻓﻭﺭﺍ‪ ،‬ﺫﻝﻙ ﺇﻨﻪ ﺇﺫﺍ ﻤﺎ ﺘﺒﻴﻥ ﻝﻠﺒﺎﺤﺙ ﺍﻥ ﻋﻤﻠﻴﺔ ﺍﻝﻨﺸﺭ ﻗﺩ ﻴﻨﺘﺞ ﻋﻨﻬﺎ ﻀﺭﺭ‬
‫ﻝﻠﻤﺠﺘﻤﻊ ﻋﻠﻰ ﺃﻱ ﺼﻌﻴﺩ ﻭﻋﻠﻰ ﺃﻱ ﻤﺴﺘﻭﻯ ﻓﻴﺠﺏ ﺍﻝﺘﺨﻠﻲ ﻋﻥ ﻓﻜﺭﺓ ﻨﺸﺭﻩ‪ ،‬ﻭﺘﺄﺠﻴل‬
‫ﺫﻝﻙ ﺇﻝﻰ ﺤﻴﻥ ﺘﻭﻓﺭ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﻼﺌﻤﺔ‪.‬‬
‫‪ –2‬ﺍﻝﻤﺼﺩﺍﻗﻴﺔ‪ :‬ﺘﻤﺜل ﺍﻝﻤﺼﺩﺍﻗﻴﺔ ﺍﻝﺨﺎﺼﻴﺔ ﺍﻷﻭﻝﻰ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﻠﺘﺯﻡ ﺒﻬﺎ‬
‫ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻝﻠﻤﺼﺩﺍﻗﻴﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﺩﺓ ﺃﻭﺠﻪ‪ ،‬ﺘﺒﺩﺃ ﻤﻨﺫ ﺍﻝﻠﺤﻅﺔ ﺍﻻﻭﻝﻰ ﻓﻲ‬
‫ﺸﺭﻭﻉ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻋﻤﻠﻪ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺎﺤﺙ ﺼﺎﺩﻗﺎ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﻬﺩﻑ ﻤﻥ ﺒﺤﺜﻪ‪ ،‬ﻭﻴﺠﺏ ﺍﻥ ﻴﺩﻝﻲ ﺒﻜﺎﻓﺔ‬
‫ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺫﻝﻙ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﺍﻝﺫﻴﻥ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﻡ‪ ،‬ﺃﻭ ﺍﻝﺫﻴﻥ ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ‬
‫ﺍﻝﺘﺠﺎﺭﺏ ﻋﻠﻴﻬﻡ‪ ،‬ﻭﻻ ﻴﺠﻭﺯ ﺇﺨﻔﺎﺀ ﺍﻴﺔ ﻤﻌﻠﻭﻤﺎﺕ ﺘﺘﻌﻠﻕ ﺒﻤﺎ ﻴﺭﻴﺩ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﻭﺼل‬
‫ﺇﻝﻴﻪ ﻤﻥ ﺨﻼل ﺒﺤﺜﻪ‪.‬‬
‫‪ -‬ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺎﺤﺙ ﺼﺎﺩﻗﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﻜﺎﻝﻴﻑ ﺍﻝﺒﺤﺙ ﺍﻝﻤﺎﺩﻴﺔ‪ ،‬ﻓﻼ ﻴﺠﻭﺯ ﻝﻪ‬
‫ﺍﻥ ﻴﺨﻔﻲ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﺎ ﻴﺤﺘﺎﺠﻪ ﺍﻝﺒﺤﺙ ﻤﻥ ﻤﺼﺎﺭﻴﻑ ﻭﻨﻔﻘﺎﺕ‪ ،‬ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ‬
‫ﺘﺘﻭﻝﻰ ﺠﻬﺔ ﻤﺎ ﺃﻭ ﻤﺅﺴﺴﺔ ﺒﺤﺜﻴﺔ ﻤﺎ ﺘﺒﻨﻲ ﺍﻝﻤﺸﺭﻭﻉ ﺍﻝﺒﺤﺜﻲ ﻭﺍﻻﻨﻔﺎﻕ ﻋﻠﻴﻪ‪ ،‬ﻓﻼ ﻴﺒﺎﻝﻎ‬
‫ﻓﻲ ﺍﻝﺘﻘﺩﻴﺭﺍﺕ ﺍﻝﻤﺎﻝﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻁﻠﺒﻬﺎ ﺍﻨﺠﺎﺯ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ -‬ﺍﻻ ﻴﺒﺎﻝﻎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺤﺠﻡ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﻭﺍﺠﻬﺘﻪ ﺃﺜﻨﺎﺀ ﻗﻴﺎﻤﻪ ﺒﺒﺤﺜﻪ‪،‬‬
‫ﻝﻴﻅﻬﺭ ﺍﻨﻪ ﻗﺩ ﺒﺫل ﺠﻬﻭﺩﺍ ﻜﺒﻴﺭﺓ ﻭﻤﻀﻨﻴﺔ ﻓﻲ ﺍﻨﺠﺎﺯ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻴﺠﺏ ﺍﻥ ﻴﻜﻭﻥ ﻭﺍﻗﻌﻴﺎ‬
‫ﻓﻲ ﺫﻜﺭ ﺘﻠﻙ ﺍﻝﺼﻌﻭﺒﺎﺕ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ -‬ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺎﺤﺙ ﺼﺎﺩﻗﺎ ﻓﻲ ﻋﺭﺽ ﻜﺎﻓﺔ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻗﺎﻡ‬
‫ﺒﺈﺠﺭﺍﺌﻬﺎ‪ ،‬ﺩﻭﻥ ﺘﻜﻠﻑ ﺃﻭ ﺘﺼﻨﻊ ﺃﻭ ﺯﻴﺎﺩﺓ‪ ،‬ﺃﻭ ﻤﺒﺎﻝﻐﺔ‪ ،‬ﻭﺍﻥ ﻴﻘﺩﻡ ﻤﻌﻠﻭﻤﺎﺕ ﺼﺎﺩﻗﺔ‬
‫ﻭﺤﻘﻴﻘﻴﺔ ﻋﻥ ﻜل ﺨﻁﻭﺓ‪ ،‬ﺴﻭﺍﺀ ﺘﻌﻠﻕ ﺫﻝﻙ ﺒﻤﺠﺘﻤﻊ ﺍﻝﺒﺤﺙ ﺃﻭ ﺍﻝﻌﻴﻨﺔ ﺃﻭ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺃﻭ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪–3‬ﺍﻷﻤﺎﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﻴﺘﺼﻑ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻷﻤﺎﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﻜل ﺨﻁﻭﺍﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪،‬‬
‫ﻭﺘﻘﺘﻀﻲ ﺍﻷﻤﺎﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻠﺘﺯﻡ ﺒﺎﻵﺘﻲ‪:‬‬
‫‪ -‬ﺍﻥ ﻴﻨﺴﺏ ﻜل ﻤﺎ ﺍﺴﺘﻌﺎﻥ ﺒﻪ ﻓﻲ ﺒﺤﺜﻪ ﻤﻥ ﺃﺭﺍﺀ ﻭﺃﻓﻜﺎﺭ ﻭﺤﻘﺎﺌﻕ ﻭﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻭﺒﻴﺎﻨﺎﺕ ﺇﻝﻰ ﺍﺼﺤﺎﺒﻬﺎ ﺍﻷﺼﻠﻴﻴﻥ ﺍﻝﺫﻴﻥ ﺍﻗﺘﺒﺱ ﻤﻨﻬﻡ ﻜل ﺫﻝﻙ ﺒﻁﺭﻴﻘﺔ ﻤﺒﺎﺸﺭﺓ ﺃﻭ ﻏﻴﺭ‬
‫ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﻓﻕ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫‪ -‬ﺍﻥ ﻴﻜﻭﻥ ﺍﻤﻴﻨﺎ ﻓﻲ ﻨﻘل ﺁﺭﺍﺀ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺴﻭﺍﺀ ﺍﺘﻔﻘﺕ ﺃﻭ ﺍﺨﺘﻠﻔﺕ ﻤﻊ ﺁﺭﺍﺌﻪ‪،‬‬
‫ﻭﺍﻻﻴﺴﺘﺒﻌﺩ ﺃﻴﺔ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻬﻤﺎ ﻜﺎﻨﺕ‪.‬‬

‫‪-‬ﺍﻥ ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﻨﻘل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻵﺭﺍﺀ ﻤﻥ ﺍﻷﺨﺭﻴﻥ ﺍﻝﺫﻴﻥ ﻴﺴﺘﻌﻴﻥ‬
‫ﺒﻤﺠﻬﻭﺩﺍﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ ﺩﻭﻥ ﺘﺤﺭﻴﻑ ﺃﻭ ﺘﺄﻭﻴل ﻓﻲ ﻏﻴﺭ ﻤﺤﻠﻪ‪ ،‬ﺃﻭ ﺘﺤﻤﻴﻠﻬﺎ ﺃﻜﺜﺭ ﻤﻤﺎ‬
‫ﺘﺤﺘﻤل‪ ،‬ﺃﻭ ﺍﻥ ﻴﻀﻌﻬﺎ ﻓﻲ ﻏﻴﺭ ﺴﻴﺎﻗﻬﺎ ﺍﻝﻤﻘﺼﻭﺩ‪.‬‬
‫‪ -‬ﺍﻥ ﻴﺩﺭﻙ ﺘﻤﺎﻤﺎ ﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻤﻠﻴﺔ ﺘﺭﺍﻜﻤﻴﺔ ﻭﻤﺘﻭﺍﺼﻠﺔ ﻋﺒﺭ ﺍﻝﺯﻤﻥ‪،‬‬
‫ﺘﺘﻁﻠﺏ ﺃﻻ ﻴﻨﻜﺭ ﺍﻝﺒﺎﺤﺙ ﺠﻬﻭﺩ ﺍﻝﺫﻴﻥ ﺴﺒﻘﻭﻩ‪ ،‬ﻭﺃﻻ ﻴﻨﺴﺏ ﻝﻨﻔﺴﻪ ﺇﻻ ﻤﺎ ﻗﺩ ﺃﻀﺎﻓﻪ‬
‫ﻓﻌﻠﻴﺎ‪.‬‬
‫‪ -‬ﺍﻥ ﻴﻠﺘﺯﻡ ﺒﺎﻝﻘﻭﺍﻋﺩ ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺸﺭﻭﻁ‬
‫ﺍﻻﻗﺘﺒﺎﺱ‪ ،‬ﻜﻌﺩﺩ ﺍﻷﺴﻁﺭ ﺍﻝﻤﺴﻤﻭﺡ ﺒﺎﻗﺘﺒﺎﺴﻬﺎ ﺩﻓﻌﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻤﻁﺭﻕ ﺍﻻﻗﺘﺒﺎﺱ‬
‫ﺍﻝﺼﺤﻴﺤﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺤﺭﻓﻴﺔ ﺃﻭ ﻀﻤﻨﻴﺔ ﺃﻭ ﻤﺘﻘﻁﻌﺔ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ -‬ﺘﺠﻨﺏ ﺃﻱ ﻨﻭﻉ ﻤﻥ ﺍﻝﺴﺭﻗﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻗﺩ ﺘﺄﺨﺫ ﻋﺩﺓ ﺼﻭﺭ‪ ،‬ﺘﺘﻤﺜل ﻓﻲ‪:‬‬
‫ﺴﺭﻗﺔ ﻋﻨﻭﺍﻥ ﺍﻝﺒﺤﺙ ﻤﻥ ﺒﺤﺙ ﺴﺒﻕ ﺍﺠﺭﺍﺌﻪ‪ ،‬ﻤﻊ ﻋﺩﻡ ﺫﻜﺭ ﺫﻝﻙ – ﺴﺭﻗﺔ ﺒﻌﺽ ﺍﻭ‬
‫ﻜل ﺨﻁﺔ ﺍﻝﺒﺤﺙ ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﺍﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭ – ﺴﺭﻗﺔ ﺒﻌﺽ ﺃﺠﺯﺍﺀ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ –4‬ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﻨﺯﺍﻫﺔ‪:‬‬
‫ﻴﺠﺏ ﺍﻥ ﻴﺘﺤﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻝﻤﻭﻀﻭﻋﻴﺔ‪ ،‬ﻭﺍﻥ ﻴﻜﻭﻥ ﻨﺯﻴﻬﺎ ﻭﻤﺤﺎﻴﺩﺍ ﻓﻲ ﻜل‬
‫ﺨﻁﻭﺓ ﻤﻥ ﺨﻁﻭﺍﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻝﻜﻲ ﻴﻜﻭﻥ ﺍﻝﺒﺎﺤﺙ ﻤﻭﻀﻭﻋﻴﺎ ﻴﺠﺏ ﺍﻥ ﻴﺘﺼﻑ‬
‫ﺒﺎﻵﺘﻲ‪:‬‬
‫‪-‬ﺍﻥ ﻴﻘﻑ ﻋﻠﻰ ﻤﺴﺎﻓﺔ ﻭﺍﺤﺩﺓ ﻤﻥ ﻜل ﺍﻵﺭﺍﺀ ﻭﺍﻝﻤﻭﺍﻗﻔﺎﻝﺘﻲ ﻴﻨﻘﻠﻬﺎ‪ ،‬ﻭﺍﻻ ﻴﺘﺤﻴﺯ‬
‫ﻷﻱ ﻤﻨﻬﺎ ﺒﺩﻭﻥ ﺴﻨﺩ ﻋﻠﻤﻲ ﻤﻘﻨﻊ‪.‬‬
‫‪ -‬ﺍﻥ ﻴﺤﺘﺭﻡ ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻷﺨﺭﻴﻥ ﺴﻭﺍﺀ ﻜﺎﻨﻭﺍ ﺒﺎﺤﺜﻴﻥ ﺴﺎﺒﻘﻴﻥ‪ ،‬ﺃﻭ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‬
‫ﺍﻝﺫﻴﻥ ﻴﺨﻀﻌﻬﻡ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻻ ﻴﻘﻠل ﻤﻥ ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﺍﻝﺘﻲ ﻴﺨﺘﻠﻑ ﻤﻌﻬﺎ‪ ،‬ﺍﻭ‬
‫ﻴﺤﻘﺭﻫﺎ‪.‬‬
‫‪ -‬ﺍﻻ ﻴﻬﻤل ﺃﻭ ﻴﻐﻔل ﺍﻴﺔ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺁﺭﺍﺀ ﺃﻭ ﺒﻴﺎﻨﺎﺕ ﻴﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻥ ﺨﻼل‬
‫ﺒﺤﺜﻪ‪ ،‬ﻤﻬﻤﺎ ﺍﺨﺘﻠﻔﺕ ﻤﻊ ﺘﻭﺠﻬﺎﺘﻪ ﺃﻭ ﺘﻭﻗﻌﺎﺘﻪ‪.‬‬
‫‪ -‬ﺍﻥ ﻴﺩﻭﻥ ﺒﺩﻗﺔ ﻜﺎﻓﺔ ﺍﻝﻤﻼﺤﻅﺎﺘﻭﺍﻝﻤﺸﺎﻫﺩﺍﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ‬
‫ﺃﺜﻨﺎﺀ ﺇﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺒﻼﺕ ﺃﻭ ﺍﻝﺘﺠﺎﺭﺏ ﻁﻭﺍل ﻓﺘﺭﺓ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ -‬ﺍﺨﺘﻴﺎﺭ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻭﻓﻘﺎ ﻝﻠﻤﺒﺭﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺠﻨﺏ ﺍﻨﺘﻘﺎﺀ‬
‫ﺍﺴﺎﻝﻴﺏ ﺍﺤﺼﺎﺌﻴﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺸﺎﻨﻬﺎ ﺍﻥ ﺘﻘﻭﺩ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺒﺫﺍﺘﻬﺎ ﻭﺒﺸﻜل ﻤﻘﺼﻭﺩ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺤﻘﺎﺌﻕ ﻭﺃﺩﻝﺔ ﻭﻤﻌﻁﻴﺎﺕ ﻤﻌﻴﻨﺔ ﻭﺍﻫﻤﺎل ﻏﻴﺭﻫﺎ‪ ،‬ﺇﺫ ﻤﻥ‬
‫ﺸﺄﻥ ﺫﻝﻙ ﺍﻥ ﻴﻘﻭﺩ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻏﻴﺭ ﺤﻘﻴﻘﻴﺔ‪.‬‬
‫‪ -‬ﺘﻘﺩﻴﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﻜﻤﺎ ﻫﻲ ﺩﻭﻥ ﺃﺩﻨﻰ ﺘﺩﺨل‬
‫ﻤﻥ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ -‬ﺇﻋﻁﺎﺀ ﺍﻝﻨﺘﺎﺌﺞ ﻨﻔﺱ ﺍﻝﺩﺭﺠﺔ ﻤﻥ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻭﻋﺩﻡ ﺍﺒﺭﺍﺯ ﺃﻭ ﺍﻫﻤﺎل ﻨﺘﺎﺌﺞ ﻤﻌﻴﻨﺔ‬
‫ﺒﺸﻜل ﻤﻘﺼﻭﺩ ﻋﻠﻰ ﺤﺴﺎﺏ ﻏﻴﺭﻫﺎ‪.‬‬
‫‪ -‬ﺘﺠﻨﺏ ﺘﻘﺩﻴﻡ ﺍﻴﺤﺎﺀﺍﺕ ﻤﻌﻴﻨﺔ ﺒﺄﻱ ﺼﻭﺭﺓ ﻜﺎﻨﺕ‪ ،‬ﺘﻬﺩﻑ ﺇﻝﻰﺘﻭﺠﻴﻪ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‬
‫ﻝﺘﺒﻨﻲ ﻤﻭﺍﻗﻑ ﺍﻭ ﺁﺭﺍﺀ ﺍﻭ ﺘﻭﺠﻬﺎﺕ ﻭﻓﻕ ﺭﻏﺒﺔ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪–5‬ﺍﺤﺘﺭﺍﻡ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪:‬‬
‫ﺘﺠﺭﻯ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺒﺤﺎﺙ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﺒﺸﺭﻴﺔ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻥ ﺫﻝﻙ ﻤﻥ ﺨﻼل‬
‫ﺍﻝﻤﻘﺎﺒﻼﺕ ﺃﻭ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﺃﻭ ﺍﻝﻤﻼﺤﻅﺔ ﺃﻭ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺍﻝﺘﻌﺎﻤل‬
‫ﻤﻊ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻀﻊ ﻓﻲ ﺍﻋﺘﺒﺎﺭﻩ ﻋﺩﺩ ﻤﻥ‬
‫ﺍﻷﻤﻭﺭ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪-‬ﺍﻥ ﻴﺤﺘﺭﻡ ﺍﻝﺒﺎﺤﺙ ﺨﺼﻭﺼﻴﺔ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺍﻻ ﻴﺘﺩﺨل ﻓﻲ ﺸﺅﻭﻨﻬﻡ ﺍﻝﺨﺎﺼﺔ‪.‬‬
‫‪ -‬ﺍﻥ ﺘﺤﻅﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺩﻝﻲ ﺒﻬﺎ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﺎﻝﺴﺭﻴﺔ ﺍﻝﺘﺎﻤﺔ‪ ،‬ﻭﺍﻥ ﻴﺘﻌﻬﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﺒﺎﻻﻝﺘﺯﺍﻡ ﺒﺫﻝﻙ‪.‬‬
‫‪ -‬ﻴﺠﺏ ﺍﻥ ﺘﺒﻘﻰ ﺃﺴﻤﺎﺀ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺴﺭﻴﺔ ﻭﻏﻴﺭ ﻤﻌﺭﻭﻓﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ‬
‫ﻴﺅﻜﺩ ﺫﻝﻙ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﻭﺍﻥ ﻴﺘﻌﻬﺩ ﺒﻪ‪.‬‬
‫‪ -‬ﺘﺠﻨﺏ ﺘﺤﻘﻴﺭ ﻭﺍﺯﺩﺭﺍﺀ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﺃﻭ ﺍﻝﺘﻘﻠﻴل ﻤﻥ ﺍﻫﻤﻴﺘﻬﻡ ﻭﺍﻫﻤﻴﺔ ﻤﺎ ﻴﺩﻝﻭﻥ‬
‫ﺒﻪ ﻤﻥ ﺁﺭﺍﺀ ﻭﻤﻭﺍﻗﻑ ﻭﺍﺘﺠﺎﻫﺎﺕ‪.‬‬
‫‪-‬ﺘﻭﻓﻴﺭ ﻜﺎﻓﺔ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﺘﻀﻤﻥ ﺴﻼﻤﺔ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺍﻷﻤﺭ ﺒﺈﺠﺭﺍﺀ ﺒﻌﺽ ﺍﻝﺘﺠﺎﺭﺏ ﻋﻠﻴﻬﻡ‪.‬‬
‫‪ -‬ﺇﺫﺍ ﻤﺎ ﺘﺒﻴﻥ ﻝﻠﺒﺎﺤﺙ ﺍﻥ ﺒﺤﺜﻪ ﺴﻴﺘﺴﺒﺏ ﻓﻲ ﺇﺤﺩﺍﺙ ﻀﺭﺭ ﻤﺎﺩﻱ ﺃﻭ ﻤﻌﻨﻭﻱ‬
‫ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﺃﻭ ﻝﻠﻤﺠﺘﻤﻊ ﻋﻤﻭﻤﺎ ﻓﺈﻥ ﻋﻠﻴﻪ ﺍﻥ ﻴﺘﺨﻠﻰ ﺘﻤﺎﻤﺎ ﻋﻥ ﺍﻝﻘﻴﺎﻡ ﺒﺎﻝﺒﺤﺙ ﺃﻭ‬
‫ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻴﻪ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﻭﻀﻊ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻓﻲ ﻅﺭﻭﻑ ﻗﺩ ﺘﻌﺭﻀﻬﻡ ﻝﻠﻤﺴﺄﻝﺔ‪ ،‬ﺃﻭ ﺍﻝﺘﻬﺩﻴﺩ‪ ،‬ﺃﻭ‬
‫ﺍﻝﺨﻁﺭ‪ ،‬ﺃﻭ ﺃﻱ ﻨﻭﻉ ﻤﻥ ﺍﻝﻀﺭﺭ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪-‬ﺤﺭﻴﺔ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻓﻲ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺃﻭ ﺍﻻﻨﺴﺤﺎﺏ ﻤﻥ ﺍﻝﺒﺤﺙ ﺩﻭﻥ ﺃﻴﺔ‬

‫ﻀﻐﻭﻁﺎﺕ‪.‬‬
‫‪ -‬ﺤﻕ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻓﻲ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻠﺒﺤﺙ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ‪:‬‬
‫ﺍﻝﺠﻬﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ ﺍﻝﺒﺤﺙ – ﺍﻝﺠﻬﺔ ﺍﻝﺘﻲ ﻴﺠﺭﻯ ﻝﺼﺎﻝﺤﻬﺎ ﺍﻝﺒﺤﺙ – ﺍﻝﺠﻬﺔ‬
‫ﺍﻝﻤﻤﻭﻝﺔ ﻝﻠﺒﺤﺙ – ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ -‬ﺤﻕ ﺃﻭﻝﻴﺎﺀ ﺍﻷﻤﻭﺭ ﻓﻲ ﻤﻨﺢ ﺍﻝﻤﻭﺍﻓﻘﺔ ﺃﻭ ﺍﻝﺭﻓﺽ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﺈﺠﺭﺍﺀ‬
‫ﺒﺤﻭﺙ ﻋﻠﻰ ﺍﺒﻨﺎﺀﻫﻡ ﺍﻝﻘﺼﺭ‪.‬‬
‫‪ -‬ﻋﺩﻡ ﺍﻝﺘﺩﺨل ﻝﺠﻌل ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻴﺘﺼﺭﻓﻭﻥ ﺒﻁﺭﻴﻘﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﺤﺜﻬﻡ ﻋﻠﻰ ﺘﺒﻨﻲ‬
‫ﺁﺭﺍﺀ ﻭﻤﻭﺍﻗﻑ ﻭﺍﺘﺠﺎﻫﺎﺕ ﻤﻌﻴﻨﺔ‪.‬‬
‫‪ -‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺒﻠﻎ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﺴﺒﻘﺎ ﻓﻲ ﺤﺎل ﺭﻏﺒﺘﻪ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺁﻝﺔ ﺘﺴﺠﻴل ﺃﻭ ﺘﺼﻭﻴﺭ‪ ،‬ﻭﺍﻥ ﻴﺘﺤﺼل ﻋﻠﻰ ﻤﻭﺍﻓﻘﺘﻬﻡ ﺒﺎﻝﺨﺼﻭﺹ‪ ،‬ﻭﻤﻥ ﺤﻕ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺍﻴﻀﺎ ﺍﻥ ﻴﻜﻭﻨﻭﺍ ﻋﻠﻰ ﺒﻴﻨﺔ ﺒﺎﻷﺸﺨﺎﺹ ﺃﻭ ﺍﻝﺠﻬﺎﺕ ﺍﻝﺘﻲ ﺴﺘﺘﻁﻠﻊ ﻋﻠﻰ ﻤﺎ‬
‫ﻴﺘﻡ ﺘﺴﺠﻴﻠﻪ ﺍﻭ ﺘﺼﻭﻴﺭﻩ‪ ،‬ﻭﺤﻘﻬﻡ ﻓﻲ ﻗﺒﻭل ﺃﻭ ﺭﻓﺽ ﺫﻝﻙ‪.‬‬
‫‪ -‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﺠﻨﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻜﺫﺏ ﺃﻭ ﺍﻝﺘﺤﺎﻴل ﺍﻭ ﺍﻝﻤﺨﺎﺩﻋﺔ ﻝﻐﺭﺽ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻴﺴﺘﺜﻨﻰ ﻤﻥ ﺫﻝﻙ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ‬
‫ﺍﻝﻤﺤﺩﻭﺩﺓ ﺍﻝﺘﻲ ﻴﺴﺘﻨﻔﺫ ﻓﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺘﻤﺎﻤﺎ ﻜل ﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺒﻁﺭﻴﻘﺔ ﻁﺒﻴﻌﻴﺔ‪ ،‬ﻤﻊ ﺍﻻﻨﺘﺒﺎﻩ ﺩﺍﺌﻤﺎ ﺇﻝﻰ ﻋﺩﻡ ﺘﻌﺭﻴﺽ ﺃﻴﺎ ﻜﺎﻥ ﻝﻠﺨﻁﺭ‪.‬‬
‫‪ -‬ﻀﺭﻭﺭﺓ ﺘﻘﺩﻴﻡ ﺍﻝﺸﻜﺭ ﺍﻝﺨﺎﺹ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺘﻘﺩﻴﺭ ﺠﻬﻭﺩﻫﻡ ﻓﻲ ﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ‬
‫ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
copyright law.

AN: 2040367 ;
Account: s6314207
.; :
STRATEGIC STUDIES AND RESEARCH
58

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. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable

‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻨﻲ‬
‫ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‬
Copyright © 2018.
copyright law.

59

EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR
STRATEGIC STUDIES AND RESEARCH
AN: 2040367 ; .; :
Account: s6314207
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻘﺴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺇﻝﻰ ﻋﺩﺓ ﺍﻨﻭﺍﻉ‪ ،‬ﻭﺫﻝﻙ ﻭﻓﻘﺎﻝﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺘﻲ‬
‫ﻴﻤﻜﻥ ﺍﻻﺴﺘﻨﺎﺩ ﻋﻠﻴﻬﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺼﻨﻴﻑ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﺘﻘﺴﻴﻡ ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻭﻓﻘﺎ ﻷﻫﺩﺍﻓﻬﺎ ﻭﻁﺒﻴﻌﺔ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﺘﺼﻨﻑ ﻭﻓﻘﺎ‬
‫ﻝﺤﺠﻤﻬﺎ ﻭﻋﻤﻘﻬﺎ‪ ،‬ﻭﻗﺩ ﺘﺼﻨﻑ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﻴﺘﻭﻑ ﻝﻬﺎ ﻤﻥ ﻤﻌﺭﻓﺔ ﻋﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺤﻘل‬
‫ﺍﻝﺫﻱ ﺘﺠﺭﻯ ﻓﻴﻪ‪ ،‬ﻭﺒﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺘﻔﺼﻴل ﻴﻤﻜﻥ ﺍﻋﺘﻤﺎﺩ ﺍﻝﺘﺼﻨﻴﻔﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ﻝﻠﺒﺤﻭﺙ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬

‫ﺃﻭﻻ– ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻓﻬﺎ)‪:(1‬‬

‫ﺤﻴﺙ ﻴﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻕ ﻫﺫﺍ ﺍﻝﻤﻌﻴﺎﺭ ﺇﻝﻰ ﺍﻷﻨﻭﺍﻉ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺃ– ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻴﻬﺩﻑ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ‪:‬‬
‫ﻭﻫﺫﺍ ﻴﻘﺘﻀﻲ ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻻﻨﺴﺎﻥ ﻋﻠﻰ ﻤﻌﺭﻓﺔ‬
‫ﺠﻭﻫﺭ ﺍﻝﻘﻀﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻴﺴﺘﻌﻤل ﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻓﻲ ﻤﻌﺎﻝﺠﺔ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻻﻥ ﻫﺫﻩ ﺍﻝﻤﺸﻜﻼﺕ ﻤﺜل ﺍﻷﻤﺭﺍﺽ‬
‫ﺍﻝﺘﻲ ﻴﻌﺎﻝﺠﻬﺎ ﺍﻝﻁﺒﻴﺏ‪ ،‬ﻓﻼ ﻴﻤﻜﻥ ﻭﺼﻑ ﺃﻱ ﺩﻭﺍﺀ ﻨﺎﺠﻊ ﺇﻻ ﺇﺫﺍ ﻗﺎﻡ ﺍﻝﻁﺒﻴﺏ ﺒﻔﺤﺹ‬
‫ﺍﻝﻤﺭﻴﺽ ﻭﻤﻌﺎﻴﻨﺘﻪ ﻭﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺍﻥ ﺤﻘﻴﻘﺔ ﺍﻝﻤﺭﺽ ﻤﻌﺭﻭﻓﺔ ﻝﺩﻴﻪ ‪ ..‬ﻭﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻴﻘﻭﻡ‬
‫ﺒﺠﻤﻊ ﻜﺎﻓﺔ ﺍﻷﺩﻝﺔ ﻭﺍﻝﺸﻭﺍﻫﺩ ﺍﻝﺘﻲ ﺘﺜﺒﺕ ﻝﻪ ﻤﺎﺫﺍ ﺠﺭﻯ ﻓﻌﻼ‪ ،‬ﻭﻤﻥ ﻫﻭ ﺍﻝﻤﺘﺴﺒﺏ ﻓﻲ‬
‫ﺫﻝﻙ‪ ،‬ﻭﻤﻌﻨﻰ ﻫﺫﺍ ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻝﻴﺱ ﻤﻠﺯﻡ ﺒﺎﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻴﻤﻜﻥ ﺘﻌﻤﻴﻤﻬﺎ‪،‬‬
‫ﻭﺍﻨﻤﺎ ﻫﻭ ﻤﻁﺎﻝﺏ ﻓﻘﻁ ﺒﺎﻝﺘﺜﺒﺕ ﻤﻥ ﺼﺤﺔ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺩﻗﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺤﺼل‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺘﺤﻠﻴل ﺘﻠﻙ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﺄﺴﻠﻭﺏ ﻋﻠﻤﻲ ﻤﻨﻁﻘﻲ ﻴﺜﺒﺕ ﺍﻝﻜﺸﻑ ﻋﻥ ﺼﺤﺔ‬
‫ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﺠﻤﻌﺔ ﻝﺩﻴﻪ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻨﻭﺍل ﻤﺤﻤﺩ ﻋﻤﺭ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.15 – 13‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺏ– ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻴﻬﺩﻑ ﺇﻝﻰ ﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﻨﻘﺩﻱ‪:‬‬

‫ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻜﻤل ﻝﻠﻨﻭﻉ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺤﻘﺎﺌﻕ ﻫﻲ ﺍﻝﻬﺩﻑ ﺍﻷﺴﺎﺴﻲ‬
‫ﻝﻠﺒﺎﺤﺙ ﻓﻲ ﺍﻝﻨﻭﻉ ﺍﻷﻭل‪ ،‬ﻓﺈﻥ ﺍﻝﻬﺩﻑ ﺍﻝﺭﺌﻴﺴﻲ ﻝﻠﺒﺎﺤﺙ ﻫﻨﺎ ﻫﻭ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﻴﺠﺔ‬
‫ﻤﻌﻴﻨﺔ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﻌﻤﺎل ﺍﻝﻤﻨﻁﻕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﻤﺘﺠﻤﻌﺔ ﻝﺩﻴﻪ‪ ،‬ﻭﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻴﻬﺘﻡ‬
‫ﺒﺘﺭﺘﻴﺏ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺘﻭﻀﻴﺢ ﻨﻘﺎﻁ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﺍﻝﺘﻲ ﺘﺘﻭﺍﻓﺭ ﻓﻲ ﺃﻴﺔ‬
‫ﻗﻀﻴﺔ ﻴﺩﺭﺴﻬﺎ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺴﻌﻰ ﻹﺒﺭﺍﺯ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﺜﻠﻰ ﻝﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ‬
‫ﻴﺩﺭﺴﻬﺎ ﺒﻌﺩ ﺍﻥ ﻴﻭﻀﺢ ﺍﻝﺒﺩﺍﺌل ﻭﺍﺴﺒﺎﺏ ﺘﺭﺠﻴﺤﻪ ﻭﺘﻔﻀﻴﻠﻪ ﻝﺤل ﻤﻌﻴﻥ ﻋﻠﻰ ﺃﺨﺭ‪.‬‬
‫ﺝ– ﺍﻝﺒﺤﺙ ﺍﻝﻜﺎﻤل‪:‬‬
‫ﻴﺠﻤﻊ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺒﻴﻥ ﺍﻝﻨﻭﻋﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ‪ ،‬ﻓﻬﻭ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺤﻘﺎﺌﻕ‬
‫ﻭﺍﻝﻁﺭﻕ ﺍﻝﺘﻲ ﺘﺴﺎﻫﻡ ﻓﻲ ﺤل ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ‪ ،‬ﺜﻡ ﺍﺨﺘﺒﺎﺭ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺍﻥ‬
‫ﻤﺎ ﻭﺼل ﺍﻝﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﻨﺘﺎﺌﺞ ﻤﺘﻔﻕ ﻤﻊ ﺠﻤﻴﻊ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﻭﻓﺭﺓ ﺤﻭل ﺍﻝﻤﻭﻀﻭﻉ‪،‬‬
‫ﻭﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻘﺎﺒﻠﺔ ﻝﻠﺒﺭﻫﺎﻥ‪ ،‬ﻭﺘﺤﻠﻴل ﺘﻠﻙ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺘﺒﻭﻴﺒﻬﺎ‪،‬‬
‫ﺒﺤﻴﺙ ﻴﻤﻜﻥ ﺍﻥ ﻴﺘﺤﻘﻕ ﺍﻻﺜﺒﺎﺕ ﺍﻝﻤﻨﻁﻘﻲ ﻝﺘﻠﻙ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ ﻴﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ‬
‫ﻤﻌﺘﻤﺩﺍ ﻓﻲ ﻫﺫﺍ ﻜﻠﻪ ﻋﻠﻰ ﺍﻝﻤﻨﻁﻕ ﻭﺍﻝﻌﻘل ﻓﻲ ﺍﻝﺘﺤﻠﻴل ﺒﺤﻴﺙ ﻴﻘﻭﺩﻩ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﺇﻝﻰ‬
‫ﺤﻠﻭل ﻤﺜﺒﺘﺔ ﻤﺤﺩﺩﺓ ﻝﻠﻤﺸﻜﻠﺔ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻝﻠﻭﻅﻴﻔﺔ ﻭﻤﺴﺘﻭﻯ‬

‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺘﻭﻓﺭﺓ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ‪:‬‬
‫ﻭﻓﻘﺎ ﻝﻬﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﺍﻝﺫﻱ ﻴﺴﺘﻨﺩ ﺍﻴﻀﺎ ﻋﻠﻰ ﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﻴﺨﺭﺝ ﺒﻪ ﺍﻝﺒﺤﺙ ﻤﻥ‬
‫ﻨﺘﺎﺌﺞ‪ ،‬ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﺘﻘﺴﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ ﺭﺌﻴﺴﻴﺔ‪ ،‬ﻫﻲ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪ ،‬ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ‪ ،‬ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ‪،‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫)‪(1‬‬
‫ﻭﻨﻘﺩﻡ ﻫﻨﺎ ﻋﺭﻀﺎ ﺘﻔﺼﻴﻠﻴﺎ ﻝﻜل ﻤﻨﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃ– ﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪:‬‬
‫ﺘﻌﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺭﺘﻴﺎﺩﻴﺔ ﺍﻻﻭﻝﻴﺔ‪ ،‬ﺍﻝﺘﻲ‬
‫ﻴﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺍﻝﻤﺭﺍﺤل ﺍﻻﻭﻝﻰ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻜل ﺍﻨﻭﺍﻉ‬
‫ﺍﻝﻌﻠﻭﻡ‪ ،‬ﻓﻬﻲ ﻜﻤﺎ ﻴﻔﻬﻡ ﻤﻥ ﺍﺴﻤﻬﺎ ﺘﻘﻭﻡ ﺒﺩﻭﺭ ﺍﻻﺴﺘﻁﻼﻉ ﻭﺍﻻﻜﺘﺸﺎﻑ‪ ،‬ﻭﻫﻲ ﻋﻤﻠﻴﺎﺕ‬
‫ﻭﺨﻁﻭﺍﺕ ﺒﺤﺜﻴﺔ ﻴﻠﺠﺄ ﺍﻝﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻝﺘﻭﻓﻴﺭ ﻗﺎﻋﺩﺓ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺘﺴﺎﻋﺩ‬
‫ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫ﻭﻨﻅﺭﺍ ﻻﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻻﺴﻠﻭﺏ ﻴﻠﺠﺄ ﺍﻝﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺤﺎﻝﺔ ﻋﺩﻡ ﺘﻭﻓﺭ ﺒﻴﺎﻨﺎﺕ‬
‫ﻭﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻀﺭﻭﺭﺓ‬
‫ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﻴﺩﺍﻥ ﺘﺨﺼﺼﻪ ﺤﺘﻰ ﻴﺘﺄﻜﺩ ﻤﻥ ﻋﺩﻡ ﻭﺠﻭﺩ ﻫﺫﻩ‬
‫ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﻭﻫﻨﺎ ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﺍﺴﺘﻜﺸﺎﻓﻴﺔ ﻝﺠﻤﻊ ﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺠﻭﺍﻨﺏ‬
‫ﻭﺍﺒﻌﺎﺩ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﻭﻋﻥ ﺍﻤﺎﻜﻥ ﺍﻨﺘﺸﺎﺭﻫﺎ ﻭﻤﻌﺩﻻﺘﻬﺎ ﻭﻤﺩﻯ ﺍﺨﺘﻼﻑ ﻨﺴﺒﺘﻬﺎ ﻤﻥ ﻤﺠﺘﻤﻊ‬
‫ﻷﺨﺭ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺒﺎﺤﺙ ﻝﻸﺴﻠﻭﺏ ﺍﻻﺴﺘﻁﻼﻋﻲ ﻴﻔﺭﺽ ﻋﻠﻴﻪ ﺍﻥ ﻴﺤﺩﺩ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻪ‬
‫ﻓﻲ ﺸﻜل ﺘﺴﺎﺅل ﻋﺎﻡ ﻝﻴﺱ ﻝﺩﻴﻪ ﺍﺠﺎﺒﺔ ﻋﻨﻪ‪ ،‬ﻭﻴﺤﺎﻭل ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻜﺎﻓﻴﺔ‬
‫ﻝﻺﺠﺎﺒﺔ ﻋﻨﻪ ‪ ..‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻴﻤﻜﻥ ﻝﻠﺒﺎﺤﺙ ﺍﻥ ﻴﺠﻤﻊ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻋﻥ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺩﺭﺍﺴﺘﻪ ﻤﻥ ﻤﺼﺎﺩﺭ ﻤﺨﺘﻠﻔﺔ ﻜﺎﻝﻬﻴﺌﺎﺕ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻷﻓﺭﺍﺩ‬
‫ﻭﺍﻝﺠﻤﺎﻋﺎﺕ ‪ ..‬ﺍﻝﺦ ‪ ..‬ﻜﻤﺎ ﻴﻤﻜﻨﻪ ﺍﻴﻀﺎ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺩﻭﺍﺕ ﻜﺜﻴﺭﺓ ﻭﻤﺘﻨﻭﻋﺔ ﻤﺜل‬
‫ﺍﻝﻤﻘﺎﺒﻼﺕ ﺍﻝﻔﺭﺩﻴﺔ ﻭﺍﻝﺠﻤﺎﻋﻴﺔ ﻭﺍﻻﺴﺘﺒﻴﺎﻥ ‪ ..‬ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﺩﻭﺍﺕ ﺒﺤﺜﻴﺔ ﻝﺘﺤﻘﻴﻕ‬
‫)‪(2‬‬
‫ﺍﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬

‫‪ -1‬ﻝﻠﻤﺯﻴﺩ ﺍﻨﻅﺭ‪ :‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪،‬‬
‫‪2012‬ﻡ‪ ،‬ﺹ‪.59 – 56‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﺴﻌﻴﺩ ﻨﺎﺼﻑ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁ‪ ،2‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩ‪.‬ﻥ‪2009 ،‬ﻡ‪ ،‬ﺹ‪.24،25‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﺠﺩﺭ ﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ ﺍﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻜﺸﻔﻴﺔ ﻏﺎﻝﺒﺎ ﻤﺎ ﺘﻜﻭﻥ ﻤﻤﻬﺩﺓ ﻝﺒﺤﻭﺙ ﻜﺒﺭﻯ‪،‬‬
‫ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺘﻜﻭﻥ ﺨﻁﻭﺓ ﺍﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ ﺍﻝﺘﻤﻬﻴﺩﻴﺔ‪ ،‬ﺍﺫ ﺘﻔﻴﺩ ﻓﻲ‬
‫ﺒﻠﻭﺭﺓ ﻤﻔﺎﻫﻴﻡ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﻭﺘﺤﺩﻴﺩ ﻤﺠﺎﻻﺘﻪ ‪ ..‬ﻭﺼﻘل ﺨﻁﻭﺍﺘﻪ ﺍﻝﻤﺘﻌﻠﻘﺔ‬
‫ﺒﺎﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﻨﻔﻴﺫﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﻓﻴﻬﺎ ﺍﻨﺠﺎﺯ ﺍﻝﻌﻤل ﺍﻝﻤﻴﺩﺍﻨﻲ ‪ ..‬ﻭﻓﻲ ﺒﻌﺽ ﺍﻻﺤﻴﺎﻥ‬
‫ﻴﻜﺘﻔﻰ ﺒﺎﻝﺒﺤﺙ ﺍﻝﻜﺸﻔﻲ ﺒﻭﺼﻔﻪ ﺒﺤﺙ ﻗﺼﻴﺭ ﺍﻝﻤﺩﻯ ﺴﺭﻴﻊ ﺍﻻﻨﺠﺎﺯ ﻴﻤﻜﻥ ﺍﻥ ﻴﻔﺼﺢ‬
‫ﻋﻥ ﻤﺅﺸﺭﺍﺕ ﻭﺴﻤﺎﺕ ﻭﺤﻘﺎﺌﻕ ﺍﺠﺘﻤﺎﻋﻴﺔ)‪.(1‬‬

‫• ﺤﺎﻻﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪:‬‬

‫ﺘﺴﺘﺨﺩﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﻓﻲ ﺍﻝﺤﺎﻻﺕ ﺍﻷﺘﻴﺔ‪:‬‬
‫‪ – 1‬ﻓﻲ ﺤﺎل ﺘﻭﺠﻪ ﺍﻝﺒﺎﺤﺙ ﻨﺤﻭ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻅﺎﻫﺭﺓ ﺠﺩﻴﺩﺓ ﻝﻡ ﻴﺴﺒﻕ ﺍﻝﺘﻌﺭﻑ‬
‫ﻋﻠﻴﻬﺎ ﺃﻭ ﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫‪ – 2‬ﻴﺴﺘﺨﺩﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻜﻤﻘﺩﻤﺔ ﺃﻭ ﺘﻤﻬﻴﺩ ﻝﺩﺭﺍﺴﺎﺕ ﺃﺨﺭﻯ ﺘﻠﻴﻬﺎ‬
‫ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﻋﻤﻘﺎ‪.‬‬
‫‪ – 3‬ﻴﺴﺘﺨﺩﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻜﺫﻝﻙ ﻓﻲ ﺤﺎﻝﺔ ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻝﺒﻴﺎﻨﺎﺕ‬
‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﺤﻭل ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﺭﻏﺏ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫‪ – 4‬ﺘﺴﺘﺨﺩﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺃﻭ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﺤﻴﺎﻨﺎ ﻜﺠﺯﺀ‬
‫ﻤﻥ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ ﺘﻌﺩ ﻫﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺭﺌﻴﺴﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﺒﻬﺩﻑ ﺘﻭﻓﻴﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ‬
‫ﺒﻴﺎﻨﺎﺕ ﺘﻘﻭﺩ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﻻﺤﺎﻁﺔ ﺍﻝﻜﺎﻤﻠﺔ ﺒﺎﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ ‪ ..‬ﺃﻭﻤﻥ‬
‫ﺤﻴﺙ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪) ،‬ﻤﻜﻭﻨﺎﺘﻪ ﻭﺤﺠﻤﻪ ﻭﻋﻨﺎﺼﺭﻩ ﻭﻜﺎﻓﺔ ﺍﻝﺘﻔﺎﺼﻴل‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﻔﺭﺩﺍﺘﻪ( ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺩﺭﺍﺴﺘﻪ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‪.‬‬

‫‪ -1‬ﺤﺴﻥ ﺍﻝﺴﺎﻋﺎﺘﻲ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻁ‪ ،4‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪2003 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.157‬‬
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‫‪63‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ - 5‬ﺘﺴﺘﺨﺩﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺃﻭ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﻜﺫﻝﻙ ﻓﻲ‬

‫ﺍﻝﺤﻘﻭل ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ ﺍﻝﺘﻲ ﻝﻡ ﺘﺸﻬﺩ ﺒﻌﺩ ﺘﺭﺍﻜﻡ ﻤﻌﺭﻓﻲ‪ ،‬ﻭﻫﻲ ﻗﺩ ﺘﻜﻭﻥ ﺤﻘﻭل‬
‫ﻋﻠﻤﻴﺔ ﺠﺩﻴﺩﺓ ﺘﻔﺭﻋﺕ ﻋﻥ ﺤﻘﻭل ﺃﺨﺭﻯ ﺒﺴﺒﺏ ﺍﻝﺘﻁﻭﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﺸﻬﺩﺘﻪ‪.‬‬

‫• ﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪:‬‬

‫ﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﻓﻲ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻷﺘﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ ﻝﻠﺩﺭﺍﺴﺔ ﺒﺼﻭﺭﺓ‬
‫ﻭﺍﻀﺤﺔ‪.‬‬
‫‪ – 2‬ﺘﻭﻓﻴﺭ ﻗﺎﻋﺩﺓ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺠﺩﻴﺩﺓ ﺘﺘﻴﺢ‬
‫ﻝﻠﺒﺎﺤﺜﻴﻥ ﻤﺠﺎﻻ ﻝﻠﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪– 3‬ﺘﻤﻜﻥ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﻁﺭﻕ ﺍﺒﻭﺍﺏ ﻅﻭﺍﻫﺭ ﺒﺤﺜﻴﺔ ﺠﺩﻴﺩﺓ ﻝﻡ‬
‫ﻴﺴﺒﻕ ﺩﺭﺍﺴﺘﻬﺎ ﻭﺍﻻﻝﻤﺎﻡ ﺒﻬﺎ‪.‬‬
‫‪ – 4‬ﺘﺴﺎﻋﺩ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻭﺼﻴﺎﻏﺔ ﻓﺭﻭﺽ ﻤﺸﻜﻼﺘﻬﻡ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫‪ – 5‬ﺘﻌﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺃﻭ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﺨﺎﺼﺔ ﺒﺎﻝﻨﺴﺒﺔ‬
‫ﻝﺒﻌﺽ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺤﺩﻴﺜﺔ‪ ،‬ﻓﻔﻲ ﻤﺠﺎل ﺍﻹﻋﻼﻡ – ﻤﺜﻼ – ﺘﺭﺠﻊ ﺃﻫﻤﻴﺔ ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺃﻭ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﻝﻜﻭﻨﻪ ﻴﻌﺘﺒﺭ ﻤﻥ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺤﺩﻴﺜﺔ ﻨﺴﺒﻴﺎ ﺇﺫﺍ ﻤﺎ ﻗﻭﺭﻥ‬
‫ﺒﺎﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻤﺜﻼ‪ ،‬ﺍﻭ ﺒﺒﻌﺽ ﻓﺭﻭﻉ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﺤﻘﻘﺕ‬
‫ﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺘﻘﺩﻡ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻝﻜﻲ ﺘﺘﻘﺩﻡ ﺍﻝﺒﺤﻭﺙ ﻓﻲ ﻤﺠﺎل ﺍﻹﻋﻼﻡ ﻭﻫﻭ ﻤﺠﺎل‬
‫ﺒﻜﺭ‪ ،‬ﻓﻼﺒﺩ ﺍﻥ ﺘﺘﻠﻤﺱ ﺨﻁﺎﻫﺎ ﻓﻲ ﺍﻝﺒﺩﺍﻴﺔ ﺤﺘﻰ ﺘﺼل ﺇﻝﻰ ﺒﻠﻭﺭﺓ ﻨﻅﺭﻴﺎﺘﻬﺎ ﻭﺼﻘل‬
‫ﻭﺴﺎﺌﻠﻬﺎ ﻭﺃﺩﻭﺍﺘﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺘﺎﺡ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺒﺩﺀ ﺒﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ‬
‫)‪(1‬‬
‫ﺃﻭ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺃﻭ ﺍﻻﺭﺘﻴﺎﺩﻴﺔ ﺃﻭ ﺍﻷﻭﻝﻴﺔ‪.‬‬

‫‪ -1‬ﻋﺎﻁﻑ ﻋﺩﻝﻲ ﺍﻝﻌﺒﺩ‪ ،‬ﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ ﺍﺴﺘﻁﻼﻋﺎﺕ ﻭﺒﺤﻭﺙ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻭﺍﻹﻋﻼﻡ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.306‬‬

‫‪copyright law.‬‬

‫‪64‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫• ﺃﻫﺩﺍﻑ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ‪:‬‬

‫ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﻋﺩﺩ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﻴﻤﻜﻥ‬
‫ﺤﺼﺭﻫﺎ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺯﻴﺎﺩﺓ ﻤﻌﺭﻓﺔ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﺭﻏﺏ ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺍﻝﺘﻭﺼل ﺇﻝﻰ‬
‫ﻤﻌﺎﺭﻑ ﺠﺩﻴﺩﺓ‪.‬‬
‫‪ – 2‬ﺘﻭﻀﻴﺢ ﺒﻌﺽ ﺍﻝﻤﻔﺎﻫﻴﻡ ﺍﻝﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﻏﺎﻤﻀﺔ ﻭﻏﻴﺭ ﻤﻔﻬﻭﻤﺔ ﻓﻲ ﻜﺜﻴﺭ‬
‫ﻤﻥ ﺍﻻﺤﻴﺎﻥ‪.‬‬
‫‪ – 3‬ﺘﺤﺩﻴﺩ ﻭﺘﺭﺘﻴﺏ ﺍﻭﻝﻭﻴﺎﺕ ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ‪.‬‬
‫‪ – 4‬ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻻﻤﻜﺎﻨﻴﺔ ﺍﻝﻌﻤﻠﻴﺔ ﻷﺠﺭﺍﺀ ﺍﻝﺒﺤﺙ ﻓﻲ ﻤﻭﺍﻗﻑ ﺍﻝﺤﻴﺎﺓ‬
‫ﺍﻝﻔﻌﻠﻴﺔ‪.‬‬
‫‪ – 5‬ﺘﺯﻭﻴﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﺄﻫﻡ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻭﺍﻻﻫﺘﻤﺎﻡ‬
‫)‪(1‬‬
‫ﻤﻥ ﻗﺒل ﺫﻭﻱ ﺍﻝﺨﺒﺭﺓ ﻭﺍﻻﺨﺘﺼﺎﺹ‪.‬‬
‫‪ – 6‬ﺘﻬﺩﻑ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﻭﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﻜﺫﻝﻙ ﺇﻝﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﻤﺅﺸﺭﺍﺕ ﺤﻭل ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻝﻴﺱ ﺇﻝﻰ ﺍﺜﺒﺎﺕ ﻭﺠﻭﺩ ﻋﻼﻗﺎﺕ ﺴﺒﺒﻴﺔ ﺒﻴﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﺘﺴﺎﻋﺩ ﻫﺫﻩ ﺍﻝﻤﺅﺸﺭﺍﺕ ﻓﻲ ﻭﻀﻊ ﺘﺴﺎﺅﻻﺕ ﺒﺤﺜﻴﺔ ﺃﻭ ﺼﻴﺎﻏﺔ ﻓﺭﻭﺽ‬
‫)‪(2‬‬
‫ﻋﻠﻤﻴﺔ ﻗﺎﺒﻠﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻓﻲ ﻤﺭﺍﺤل ﻻﺤﻘﺔ‪.‬‬
‫ﺏ – ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ‪:‬‬
‫ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻭﺼﻑ ﻨﻭﻉ ﺃﻭ‬
‫ﻤﻨﻬﺞ‪ ،‬ﺇﻻ ﺍﻨﻨﻲ ﺴﺄﺘﻌﺎﻤل ﻤﻌﻪ ﻫﻨﺎ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻨﻭﻉ ﻤﻥ ﺃﻨﻭﺍﻉ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ‬

‫‪ -1‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﺍﺴﻠﻭﺏ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﺒﻨﻐﺎﺯﻱ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ‬
‫ﻗﺎﺭﻴﻭﻨﺱ‪1988 ،‬ﻡ‪ ،‬ﺹ‪.89‬‬
‫‪ -2‬ﺸﻴﻤﺎﺀ ﺫﻭ ﺍﻝﻔﻘﺎﺭ ﺯﻏﻴﺏ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻭﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪2009 ،‬ﻡ‪ ،‬ﺹ‪.61‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﻲ ﺍﻁﺎﺭﻫﺎ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻜﺎﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ ﺒﺄﺴﺎﻝﻴﺒﻪ‬

‫ﺍﻝﻤﺘﻌﺩﺩﺓ‪،‬ﻭﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻁﻭﺭﻴﺔ ﺃﻭ ﺍﻝﺘﺘﺒﻌﻴﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻌﺭﻴﻑ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﻭﺼﻔﻴﺔ ﺒﺎﻨﻬﺎ "ﺘﻠﻙ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﺴﺘﻬﺩﻑ ﻭﺼﻑ ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ ﻜﻤﺎ ﻫﻭ ﻓﻲ‬
‫ﺍﻝﻭﺍﻗﻊ ﺍﻝﺤﺎﻝﻲ ﻤﻥ ﺤﻴﺙ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻌﺎﻤﺔ ﻭﺍﻝﺘﻔﺼﻴﻠﻴﺔ ﻝﻠﻤﻭﻀﻭﻉ ﺒﻤﺎ ﻓﻴﻪ ﻤﻥ‬
‫ﻤﺘﻐﻴﺭﺍﺕ ﻭﻋﻨﺎﺼﺭ ﻭﻋﻼﻗﺎﺕ ﻭﻤﺅﺜﺭﺍﺕ‪ ،‬ﻭﺫﻝﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻜﺎﻓﺔ‬
‫)‪(1‬‬
‫ﺍﺠﺭﺍﺀﺍﺕ ﺍﻝﺒﺤﺙ‪".‬‬

‫ﻭﻴﺭﻯ ﻫﻭﻴﺘﻨﻲ ﺍﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﺘﺴﺘﻬﺩﻑ ﺩﺭﺍﺴﺔ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺭﺍﻫﻨﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ‬

‫ﺒﻁﺒﻴﻌﺔ ﻅﺎﻫﺭﺓ ﺃﻭ ﻤﻭﻗﻑ ﺍﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻨﺎﺱ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺤﺩﺍﺙ ﺃﻭ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻭﻀﺎﻉ‪ ،‬ﻭﺫﻝﻙ ﺒﻬﺩﻑ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻜﺎﻓﻴﺔ ﻭﺩﻗﻴﻘﺔ ﻋﻨﻬﺎ‬
‫ﺩﻭﻥ ﺍﻝﺩﺨﻭل ﻓﻲ ﺍﺴﺒﺎﺒﻬﺎ ﺍﻭ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ)‪ ،(2‬ﻭﺘﺴﺘﺨﺩﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﻓﻲ ﻤﺭﺤﻠﺔ‬
‫ﺘﻭﺍﻓﺭ ﻗﺩﺭ ﻜﺎﻑ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ‪ ..‬ﻭﺍﻝﺤﻘﺎﺌﻕ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬ ‫ﺒﻴﻥ‬ ‫ﺍﻝﻤﺘﺒﺎﺩﻝﺔ‬ ‫ﻭﺍﻝﻌﻼﻗﺎﺕ‬ ‫ﺤﺩﻭﺜﻬﺎ‬ ‫ﻭﻜﻴﻔﻴﺔ‬ ‫ﺒﻁﺒﻴﻌﺘﻬﺎ‬ ‫ﺍﻝﻤﺘﻌﻠﻘﺔ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪( 3) ،‬ﺤﻴﺙ ﻴﻠﺠﺄ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻻﺴﻠﻭﺏ ﺤﻴﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﻋﻠﻡ‬
‫ﺒﺄﺒﻌﺎﺩ ﻭﺠﻭﺍﻨﺏ ﻭﻋﻨﺎﺼﺭ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﺭﻴﺩ ﺩﺭﺍﺴﺘﻬﺎ ﻨﻅﺭﺍ ﻝﺘﻭﺍﻓﺭ ﺍﻝﻤﻌﺭﻓﺔ ﻋﻨﻬﺎ‬
‫ﻤﻥ ﺨﻼل ﺒﺤﻭﺙ ﺍﺴﺘﻁﻼﻋﻴﺔ ﺃﻭ ﻭﺼﻔﻴﺔ ﺴﺎﺒﻘﺔ ﺘﻨﺎﻭﻝﺕ ﻫﺫﻩ ﺍﻝﻌﻨﺎﺼﺭ)‪،(4‬ﻭﻫﻲ ﺒﺫﻝﻙ‬
‫ﺘﺨﺘﻠﻑ ﻋﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺃﻭ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺤﺎل ﺍﻨﻌﺩﺍﻡ ﺍﻭ‬

‫‪ -1‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻻﻋﻼﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012 ،‬ﻡ‪،‬‬
‫ﺹ‪.56،57‬‬
‫‪ -2‬ﺴﻤﻴﺭ ﻤﺤﻤﺩ ﺤﺴﻴﻥ‪ ،‬ﺒﺤﻭﺙ ﺍﻹﻋﻼﻡ‪ :‬ﺍﻷﺴﺱ ﻭﺍﻝﻤﺒﺎﺩﺉ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﺸﻌﺏ‪1976 ،‬ﻡ‪،‬‬
‫ﺹ‪.123‬‬
‫‪ -3‬ﺒﺭﻜﺎﺕ ﻋﺒﺩ ﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.57‬‬
‫‪ -4‬ﺴﻌﻴﺩ ﻨﺎﺼﻑ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ – ﻨﻤﺎﺫﺝ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ‪ ،‬ﻁ‪2‬ﻥ ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‬
‫‪Copyright © 2018.‬‬

‫‪2009‬ﻡ‪ ،‬ﺹ‪.28 – 24‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻀﺂﻝﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻝﻅﺎﻫﺭﺓ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺍﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺘﻌﺩ ﺃﻜﺜﺭ ﻋﻤﻘﺎ ﻭﺘﺄﺘﻲ ﻓﻲ ﻤﺭﺤﻠﺔ ﺃﻜﺜﺭ ﺘﻁﻭﺭﺍ ﻭﺘﻘﺩﻤﺎ‪.‬‬
‫ﻭﺘﻌﻨﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺒﺎﻝﺭﺼﺩ ﻭﺍﻝﺘﺸﺨﻴﺹ ﻭﺍﻝﻭﺼﻑ ﻝﻠﻅﻭﺍﻫﺭ ﻭﺍﻝﺤﺎﻻﺕ‬
‫ﻭﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻷﻓﺭﺍﺩ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪" ،‬ﺤﻴﺙ ﺘﻬﺘﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﺒﻭﺼﻑ ﻤﺎ ﻫﻭ‬
‫ﻜﺎﺌﻥ ﻭﺘﻔﺴﻴﺭﻩ‪ ،‬ﻭﺘﻬﺘﻡ ﺒﺘﺤﺩﻴﺩ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻘﺎﺌﻤﺔ ﺒﻴﻥ ﺍﻝﻭﻗﺎﺌﻊ ﻜﻤﺎ ﺘﻬﺘﻡ‬
‫ﺒﺘﺤﺩﻴﺩ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﺸﺎﺌﻌﺔ ﺃﻭ ﺍﻝﺴﺎﺌﺩﺓ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﻌﺘﻘﺩﺍﺕ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻋﻨﺩ‬
‫ﺍﻻﻓﺭﺍﺩ ﻭﺍﻝﺠﻤﺎﻋﺎﺕ" )‪،( 1‬ﻭﻫﻲ ﺒﺎﻝﺘﺎﻝﻲ ﺘﻌﺘﺒﺭ ﺒﺤﻭﺜﺎ ﺘﻘﺭﻴﺭﻴﺔ ﻓﻲ ﺠﻭﻫﺭﻫﺎ )‪ ،( 2‬ﺤﻴﺙ‬
‫ﺘﺘﻭﻝﻰ ﻭﺼﻑ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﺤﻠﻴل ﺠﻭﺍﻨﺒﻬﺎ ﻭﺍﺒﻌﺎﺩﻫﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﺼﻔﺎ‬
‫ﻜﻤﻴﺎ ﻭﻜﻴﻔﻴﺎ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﻤﺴﺅﻭﻝﺔ ﻋﻥ ﺍﻨﺘﺸﺎﺭ ﺍﻝﻅﺎﻫﺭﺓ ﺨﻼل‬
‫ﻤﺭﺤﻠﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻜﻤﺎ ﺘﻔﻴﺩ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﺴﺤﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻻﺠﺘﻤﺎﻋﻴﻴﻥ ﻓﻲ ﺍﺠﺭﺍﺀ‬
‫ﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﺘﻌﻤﻘﺔ )‪ ،( 3‬ﻭﺘﻔﻴﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﻓﻲ ﺘﺯﻭﻴﺩ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ‬
‫ﺍﻝﻤﺠﺎﻻﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﺒﻤﻌﻠﻭﻤﺎﺕ ﺤﻘﻴﻘﻴﺔ ﻋﻥ ﺍﻝﻭﻀﻊ ﺍﻝﺭﺍﻫﻥ‬
‫ﻝﻠﻅﺎﻫﺭﺍﺕ ﺍﻝﻤﺘﻨﻭﻋﺔ ﺍﻝﺘﻲ ﻴﺘﺄﺜﺭﻭﻥ ﺒﻬﺎ ﻓﻲ ﻋﻤﻠﻬﻡ‪ ،‬ﻭﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻓﺈﻥ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﻭﺼﻔﻴﺔ ﺘﻘﺩﻡ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻝﺘﻌﻤﻴﻤﺎﺕ ‪ ..‬ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﺘﻨﺒﺅ‬
‫ﺒﺤﺩﻭﺜﻬﺎ)‪.(4‬‬
‫ﻭﻴﺘﻀﺢ ﻤﻤﺎ ﺴﺒﻕ ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺘﺴﻌﻰ ﺇﻝﻰ ﺘﺠﻤﻴﻊ ﺃﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ‬
‫ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﻋﻥ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﻤﺭﺤﻠﺔ‬

‫‪ -1‬ﻤﺤﻤﺩ ﻝﺒﻴﺏ ﺍﻝﻨﺠﻴﺤﻲ‪ ،‬ﻤﺤﻤﺩ ﻤﻨﻴﺭ ﻤﺭﺴﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﺘﺭﺒﻭﻱ‪ :‬ﺍﺼﻭﻝﻪ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ‬
‫ﺍﻝﻜﺘﺏ‪1983 ،‬ﻡ‪ ،‬ﺹ‪.133‬‬
‫‪ -2‬ﻓﺅﺍﺩ ﺍﺒﻭﺤﻁﺏ‪ ،‬ﺁﻤﺎل ﺍﻝﺼﺎﺩﻕ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻭﻁﺭﻕ ﺍﻝﺘﺤﻠﻴل ﺍﻻﺤﺼﺎﺌﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪1991 ،‬ﻡ‪ ،‬ﺹ‪.105‬‬
‫‪ -3‬ﺴﻌﻴﺩ ﻨﺎﺼﻑ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.28 – 24‬‬
‫‪ -4‬ﺠﺎﺒﺭ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺠﺎﺒﺭ‪ ،‬ﺍﺤﻤﺩ ﺨﻴﺭﻱ ﻜﺎﻅﻡ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪1973 ،‬ﻡ‪ ،‬ﺹ‪.187‬‬

‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺴﺎﺒﻘﺔ ﻝﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﺘﻠﻙ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﺤﻴﺙ ﻻ ﻴﺘﻭﻗﻑ ﺩﻭﺭ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﻋﻨﺩ ﺍﻝﻭﺼﻑ ﻭﺍﻝﺘﺸﺨﻴﺹ ﻓﻘﻁ ﻭﺍﻨﻤﺎ ﻴﺘﻌﺩﺍﻩ ﺇﻝﻰ ﺍﻝﺘﺤﻠﻴل‬
‫ﻭﺍﻝﺘﺼﻨﻴﻑ ﻭﺫﻝﻙ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺒﻤﺎ ﻴﻤﻜﻥ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻻﺘﺠﺎﻫﺎﺕ‬
‫ﻭﺍﻵﺭﺍﺀ ﻭﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻝﻭﻗﺎﺌﻊ ﻭﻓﻬﻤﻬﺎ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ ﻭﺍﻝﺴﻠﻴﻤﺔ ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﺍﻝﺨﺭﻭﺝ ﺒﺎﺴﺘﻨﺘﺎﺠﺎﺕ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻌﻤﻴﻤﺎﺕ ﺒﺸﺄﻨﻬﺎ‪.‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺭﺼﺩ ﻭﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﺼﻨﻴﻑ ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺘﺘﻭﻝﻰ‬
‫ﻜﺫﻝﻙ ﻤﻬﻤﺔ ﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﻔﻬﻡ ﺍﻝﺼﺤﻴﺢ‬
‫ﻭﺍﻝﻤﻭﻀﻭﻋﻲ ﻝﻠﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﺘﻭﻝﻰ ﺍﻝﺒﺎﺤﺙ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻙ ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ‬
‫ﻏﻤﻭﺽ‪.‬‬
‫ﻭﻴﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﺍﻻﻋﻼﻤﻲ ﻋﻠﻰ ﻭﺠﻪ‬
‫ﺍﻝﺨﺼﻭﺹ ﻭﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻤﻭﻤﺎ‪ ،‬ﻓﻌﻠﻰ ﺼﻌﻴﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻴﺯﺩﺍﺩ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﻭﺼﻑ ﻤﻀﺎﻤﻴﻥ ﻭﺴﺎﺌل ﺍﻻﻋﻼﻡ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪،‬‬
‫ﻭﻤﺴﺢ ﺠﻤﻬﻭﺭ ﺘﻠﻙ ﺍﻝﻭﺴﺎﺌل‪ ،‬ﻭﻤﺴﺢ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﻭﺫﻝﻙ ﻜﻠﻪ ﺒﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ‬
‫ﻭﻤﻭﻗﻑ ﺍﻝﻤﺘﻠﻘﻲ ﻤﻨﻬﺎ‪،‬‬ ‫ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻝﺭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ ﻭﺍﻫﺩﺍﻓﻬﺎ ﻭﺘﻭﺠﻬﺎﺘﻬﺎ‪،‬‬
‫ﻭﺨﺼﺎﺌﺹ ﺍﻝﻤﺭﺴل ﻭﺨﺒﺭﺍﺘﻪ ﻭﻨﻭﺍﻴﺎﻩ‪.‬‬
‫ﻭﻴﺭﺘﺒﻁ ﺍﻝﻭﺼﻑ ﺒﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻜﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻭﻅﻑ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﻤﺎ ﻴﺭﺘﺒﻁ ﺍﻴﻀﺎ ﺒﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻜﻴﻔﻴﺔ ﺍﻝﺘﻲ ﺘﺘﺠﺎﻭﺯ ﺍﻝﺘﻜﻤﻴﻡ ﺇﻝﻰ ﺍﻝﺘﻔﺴﻴﺭ‬
‫ﻭﺍﻝﻔﻬﻡ ﻭﺍﻝﺘﻭﻀﻴﺢ ﻭﺍﻻﺴﺘﺩﻻل‪ ،‬ﻭﺘﺴﻌﻰ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﺇﻝﻰ ﻓﻬﻡ ﺍﻝﻭﺍﻗﻊ ﻭﺘﺸﺨﻴﺼﻪ‬
‫ﺒﻬﺩﻑ ﺘﻘﺩﻴﻡ ﺭﺅﻯ ﻭﺘﺼﻭﺭﺍﺕ ﻭﻤﻘﺘﺭﺤﺎﺕ ﻝﺘﻁﻭﻴﺭﻩ ﺒﺼﻭﺭﺓ ﺍﻓﻀل ﻤﻤﺎ ﻫﻭ ﻋﻠﻴﻪ‪.‬‬
‫ﻭﻗﺩ ﺘﺘﻀﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺍﺴﺌﻠﺔ ﻴﺤﺎﻭل ﺍﻝﺒﺎﺤﺙ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ ﻤﻥ ﺨﻼل‬
‫ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﺘﺘﻀﻤﻥ ﻓﺭﻭﻀﺎ ﻤﺒﺩﺌﻴﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﺍﻜﺜﺭ‪ ،‬ﺇﻻ ﺍﻥ ﻫﺫﻩ‬
‫ﺍﻝﻔﺭﻭﺽ ﻝﻴﺴﺕ ﻤﻥ ﺍﻝﻨﻭﻉ ﺍﻝﺫﻱ ﻴﻘﻭل ﺒﺎﻥ ﻤﺘﻐﻴﺭ ﻤﺎ ﻴﺴﺒﺏ ﺃﻭ ﻴﺤﺩﺙ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻷﺨﺭ‪ ،‬ﻓﻬﺫﺍ ﺍﻝﻨﻭﻉ ﺍﻷﺨﺭ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺩﺭﺍﺴﺎﺕ ﺃﻜﺜﺭ ﺩﻗﺔ ﻭﻋﻤﻘﺎ ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫‪Copyright © 2018.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ)‪ ،(1‬ﺇﻻ ﺍﻨﻪ ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﻴﻤﻜﻨﻬﺎ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺒﻌﻴﺩﺍ ﻋﻥ ﺩﺭﺍﺴﺎﺕ ﺍﻷﺜﺭ‪ ،‬ﻓﻔﻲ ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻹﻋﻼﻤﻴﺔ – ﻤﺜﻼ – ﻴﻤﻜﻥ ﺭﺼﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺠﻨﺱ )ﺍﻝﻨﻭﻉ( ﻤﻥ ﻨﺎﺤﻴﺔ ﻭﻨﻭﻋﻴﺔ‬
‫ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺍﻝﻤﻔﻀﻠﺔ‪ ،‬ﺃﻭ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻤﻭﺍﻗﻊ‬
‫ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺃﻭ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺩﺨﻠﻭﺍﺭﺘﻴﺎﺩ ﺩﻭﺭ ﺍﻝﻌﺭﺽ ﺍﻝﺴﻴﻨﻤﺎﺌﻴﺔ‪.‬‬

‫• ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ‪:‬‬

‫ﻝﻠﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺭﺼﺩ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺒﻘﺼﺩ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻓﻙ ﺍﻝﻐﻤﻭﺽ ﺍﻝﺫﻱ ﻴﺤﻴﻁ ﺒﻬﺎ‪،‬‬
‫ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺒﺨﺼﻭﺼﻬﺎ‪ ،‬ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﺘﻔﺼﻴﻼ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﻭﺼﻔﻴﺔ ﻓﻲ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ –1‬ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺭﺼﺩ ﺍﻝﻭﺍﻗﻊ‪ :‬ﻨﻅﺭﺍ ﻻﻥ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺘﺘﺠﻪ‬
‫ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻅﻭﺍﻫﺭ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﻥ ﺤﻭﻝﻨﺎ ﻭﺍﻀﻌﺔ ﻓﻲ ﺍﻭﻝﻴﺎﺕ‬
‫ﺍﻫﺩﺍﻓﻬﺎ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻜﺎﻓﻴﺔ ﻭﺍﻝﻭﺍﻓﻴﺔ ﺤﻭل ﻤﺎ ﺘﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻓﺈﻨﻪ‬
‫ﻭﺒﻤﻭﺠﺏ ﺫﻝﻙ ﻭﻤﻥ ﺨﻼل ﻤﻨﺎﻫﺠﻬﺎ ﻭﺃﺩﻭﺍﺘﻬﺎ ﺍﻝﺒﺤﺜﻴﺔ ﺘﺴﺘﻁﻴﻊ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﺭﺼﺩ‬
‫ﺍﻝﻭﺍﻗﻊ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻴﻪ ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺃﻜﺒﺭ ﻗﺩﺭ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻪ‪ ،‬ﻭﺒﺫﻝﻙ ﺘﺴﺘﻁﻴﻊ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻥ ﺘﻘﺩﻡ ﻝﻨﺎ ﻭﺼﻔﺎ‬
‫ﺤﻘﻴﻘﻴﺎ ﻝﻠﻅﻭﺍﻫﺭ ﻭﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﻲ ﺘﺨﻀﻌﻬﺎ ﻝﻠﺒﺤﺙ‪ ،‬ﻭﻴﺸﻤل ﻫﺫﺍ ﺍﻝﺘﻭﺼﻴﻑ‬
‫ﺭﺼﺩ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻬﺎ ﻤﻥ ﻤﻅﺎﻫﺭ ﺒﻤﺎ ﻴﻘﻭﺩ ﺇﻝﻰ ﺍﺯﺍﻝﺔ ﺍﻝﻠﺒﺱ ﻭﺍﻝﻐﻤﻭﺽ ﺒﺸﺄﻨﻬﺎ‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻘﺩﻴﻡ ﻤﺴﺘﻭﻴﺎﺕ ﺃﻋﻠﻰ ﻤﻥ ﺍﻝﻔﻬﻡ‪.‬‬

‫‪ -1‬ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺃﺴﺱ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﻠﻤﻲ‬
‫‪Copyright © 2018.‬‬

‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.252‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﺍﻝﻭﺍﻗﻊ‪ :‬ﻓﻀﻼ ﻋﻥ ﻜﻭﻥ ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺘﻌﺩ‬

‫ﺍﺴﻬﺎﻡ ﻤﺒﺎﺸﺭ ﻭﺤﻴﻭﻱ ﻓﻲ ﺘﻭﻓﻴﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺼﻨﻴﻔﻬﺎ‪ ،‬ﻓﺈﻨﻬﺎ ﻜﺫﻝﻙ ﺘﻨﻁﻭﻱ ﻋﻠﻰ‬
‫ﺠﺎﻨﺏ ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻝﺘﻔﺴﻴﺭ ﻭﺨﺎﺼﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺩﻻﻝﺔ ﻭﻤﻌﻨﻰ ﻤﺎ ﻴﻌﻨﻰ ﺒﻭﺼﻔﻪ‪،‬‬
‫ﻭﻫﻲ ﺒﺫﻝﻙ ﺘﻘﺩﻡ ﻝﻨﺎ ﺘﻔﺴﻴﺭﺍ ﻤﻌﻴﻨﺎ ﻝﻠﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻭﺼل ﺇﻝﻴﻬﺎ )‪ ،( 1‬ﺤﻴﺙ ﻻ ﺘﻘﻑ‬
‫ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﻋﻨﺩ ﻋﻤﻠﻴﺔ ﺍﻝﺭﺼﺩ ﻭﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﺤﻭل‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻜﻤﺎ ﻗﺩ ﻴﺘﺼﻭﺭ ﺍﻝﺒﻌﺽ‪ ،‬ﻭﺍﻨﻤﺎ ﺘﺘﺠﺎﻭﺯ ﺫﻝﻙ ﺇﻝﻰ ﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ‬
‫ﺍﻝﻭﺍﻗﻊ ﻤﻥ ﺨﻼل ﻤﺎ ﺘﺤﺼل ﻋﻠﻴﻪ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﻤﻥ ﺨﻼل ﺍﻝﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺘﻔﺴﻴﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻝﻠﻅﻭﺍﻫﺭ‪،‬‬
‫ﻭﺘﺴﺘﻁﻴﻊ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺫﻝﻙ ﺍﻥ ﺘﻘﺩﻡ ﻝﻨﺎ ﻓﻬﻤﺎ ﺃﻜﺜﺭ ﺍﺘﺴﺎﻋﺎ ﻭﻋﻤﻘﺎ ﻝﻠﻭﺍﻗﻊ‪،‬‬
‫ﻭﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﺫﻱ ﺘﻘﺩﻤﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﻴﺒﻨﻰ ﻭﻴﺅﺴﺱ ﻋﻠﻰ ﻤﺎ ﺘﻡ ﺭﺼﺩﻩ‬
‫ﻭﺍﻝﺘﻭﺼل ﺇﻝﻴﻪ ﻤﻥ ﺒﻴﺎﻨﺎﺕ‪ ،‬ﻭﻻ ﻴﺨﻀﻊ ﻷﻫﻭﺍﺀ ﻭﺍﺠﺘﻬﺎﺩ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻝﻌل ﺩﺭﺍﺴﺔ‬
‫ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺘﻌﺩ ﻤﻥ ﺃﻜﺜﺭ ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺘﻘﺩﻴﻡ‬
‫ﺘﻔﺴﻴﺭﺍﺕ ﻭﺍﻀﺤﺔ ﻭﻤﻘﻨﻌﺔ‪.‬‬
‫ﻭﻴﺫﻫﺏ ﻜل ﻤﻥ "ﻝﻭﻓﻴل" ﻭ "ﻝﻭﺴﻭﻥ" ﺇﻝﻰ ﺤﺩ ﺍﻝﻘﻭل ﺒﺎﻥ "ﺍﻝﺒﺤﺙ ﺍﻝﻭﺼﻔﻲ ﻴﻬﺘﻡ‬
‫ﺒﻤﻼﺤﻅﺔ ﺍﻝﻌﻭﺍﻤل ﺫﺍﺕ ﺍﻝﻔﺎﻋﻠﻴﺔ ﻓﻲ ﻤﻭﻗﻑ ﻭﻭﺼﻔﻬﺎ ﻭﺘﺤﺩﻴﺩ ﻤﺎ ﺒﻴﻨﻬﺎ ﻤﻥ ﻋﻼﻗﺎﺕ‪،‬‬
‫ﻫﺫﺍ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻫﺘﻤﺎﻤﻪ ﺒﺘﻘﺩﻴﻡ ﺘﺤﻠﻴل ﺘﻔﺴﻴﺭﻱ ﻝﻜل ﻤﺎ ﻴﻭﺼﻑ‪ ،‬ﻭﺫﻝﻙ ﺒﻌﻴﻨﻪ ﻤﺎ‬
‫ﺠﻌﻠﻬﻤﺎ ﻴﻘﺭﺭﺍﻥ ﺒﺎﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻭﺼﻔﻲ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻝﺘﺤﺩﻴﺩ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ‬
‫ﻜﻴﻔﻴﺔ ﺘﺤﻘﻴﻘﻬﺎ ﻭﺍﻝﻁﺭﻕ ﺍﻝﻤﻭﺼﻠﺔ ﻝﺫﻝﻙ")‪.(2‬‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﻋﻠﻲ ﺸﺘﺎ‪ ،‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﺸﻌﺎﻉ ﻝﻠﻁﺒﺎﻋﺔ‬
‫ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1997 ،‬ﻡ‪ ،‬ﺹ‪.356‬‬
‫‪ -2‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪ . 356،357‬ﻨﻘﻼ ﻋﻥ‪LOVELL and LAWSON :‬‬
‫‪.understanding research in Education. London . university Of London‬‬
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‫‪Press. 1970‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 3‬ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﻭﻀﻊ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺭﻓﺔ‪ :‬ﺘﺴﺘﻁﻴﻊ‬

‫ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﺒﻤﺎ ﻴﺘﻭﻓﺭ ﻝﻬﺎ ﻤﻥ ﻤﻨﺎﻫﺞ ﻭﺍﺩﻭﺍﺕ ﺒﺤﺜﻴﺔ ﻭﺒﻤﺎ ﻫﻭ ﻤﺘﺎﺡ ﻝﻬﺎ ﻤﻥ‬
‫ﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻭﺤﻘﺎﺌﻕ ﻭﺘﺼﻨﻴﻔﺎﺕ ﻝﻠﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻥ ﺘﺴﺎﻋﺩ ﻓﻲ ﺘﻘﺩﻴﻡ‬
‫ﺘﺼﻭﺭﺍﺕ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﻘﻭﺩ ﺇﻝﻰ ﺼﻴﺎﻏﺔ ﻨﻅﺭﻴﺎﺕ ﻭﻗﻭﺍﻨﻴﻥ ﻋﻠﻤﻴﺔ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﺘﺘﻭﻝﻰ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺴﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻻﻨﺴﺎﻨﻴﺔ‪.‬‬

‫• ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ‪:‬‬

‫ﺘﻬﺩﻑ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻤﺎ ﻴﻠﻲ)‪:(1‬‬
‫‪ – 1‬ﻭﺼﻑ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻋﻨﺎﺼﺭﻫﺎ ﻭﻤﻜﻭﻨﺎﺘﻬﺎ ﻋﻥ ﻁﺭﻴﻕ ﺠﻤﻊ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ ﺒﻤﺎ ﻴﺘﻴﺢ ﺘﻘﺩﻴﻡ ﺼﻭﺭﺓ ﺩﻗﻴﻘﺔ ﻭﻤﻭﻀﻭﻋﻴﺔ‬
‫ﻋﻥ ﺍﻝﻅﺎﻫﺭﺓ ﻗﻴﺩ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ – 2‬ﺘﺸﺨﻴﺹ ﺍﻝﻅﺎﻫﺭﺓ ﺒﻤﻌﺭﻓﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻘﺎﺌﻤﺔ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺃﻭ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺭﺘﺒﻁ ﺒﻬﺎ‪.‬‬
‫‪ – 3‬ﺩﺭﺍﺴﺔ ﻨﻤﺎﺫﺝ ﻭﻤﺭﺍﺤل ﺍﻝﺘﻐﻴﺭ ﺍﻭ ﺍﻝﺘﻁﻭﺭ ﺍﻝﻠﺫﺍﻥ ﺴﺎﺩﺍ ﺍﻝﻅﺎﻫﺭﺓ ﻋﺒﺭ ﻓﺘﺭﺓ‬
‫ﺯﻤﻨﻴﺔ ﻤﺤﺩﺩﺓ ﺤﺴﺏ ﻤﺠﺎل ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻷﻏﺭﺍﺽ ﺍﻝﺘﻲ ﻴﺤﻘﻘﻬﺎ‪.‬‬
‫ﺝ – ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ‪:‬‬
‫ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﻫﻲ ﺘﻠﻙ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﻌﻨﻰ ﺒﺎﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ‬
‫ﺘﻜﻤﻥ ﻭﺭﺍﺀ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻭ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﺴﻠﻭﻙ ﻤﻥ ﺨﻼل ﺭﺼﺩ ﻭﺘﺤﻠﻴل ﺍﻝﻌﻼﻗﺎﺕ‬
‫ﺍﻝﺴﺒﺒﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﻬﺘﻡ ﺒﻭﺍﻗﻊ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﺎﻀﻲ ﻭﻤﻌﻁﻴﺎﺕ ﺍﻝﺤﺎﻀﺭ‪ ،‬ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﻫﻲ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻷﺭﻗﻰ ﻓﻲ ﺍﻝﺒﺤﺙ‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪ :‬ﻤﻔﻬﻭﻤﻪ ﻭﺍﺠﺭﺍﺀﺍﺘﻪ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﺒﻨﻐﺎﺯﻱ‪ ،‬ﺠﺎﻤﻌﺔ‬
‫‪Copyright © 2018.‬‬

‫ﻗﺎﺭﻴﻭﻨﺱ‪1994 ،‬ﻡ‪ ،‬ﺹ‪.211‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻓﻬﻲ ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻤﺘﻘﺩﻤﺔ ﻭﻤﺭﺤﻠﺔ ﺍﻝﻨﻀﻭﺝ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﻤﺭﺍﺤل‬

‫ﻨﻤﻭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺘﺨﺼﺼﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﺭﺘﻜﺯ ﻋﻠﻰ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻭﺽ‬
‫ﻭﻤﻔﺎﻫﻴﻡ ﺨﺎﺼﺔ ﺒﺎﻝﻌﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ)‪.(1‬‬
‫ﻭﺘﻌﺘﺒﺭ ﻤﺸﻜﻠﺔ ﺍﻝﺴﺒﺒﻴﺔ ﻤﻥ ﺍﻋﻘﺩ ﺍﻝﻤﺸﺎﻜل ﺍﻝﻤﻨﻬﺠﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﺨﺎﺼﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻗﺩ ﺍﺩﻯ ﻫﺫﺍ ﺍﻝﺘﻌﻘﻴﺩ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﻴﺭﻯ ﺍﻝﺒﻌﺽ ﺍﻨﻬﺎ ﺘﺤﻭل ﺩﻭﻥ ﺍﺠﺭﺍﺀ ﺍﻝﺘﺠﺎﺭﺏ ﻋﻠﻰ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻤﺭﺩ ﻫﺫﻩ ﺍﻝﺼﻌﻭﺒﺎﺕ ﻴﺭﺠﻊ ﺇﻝﻰ ﺍﺨﺘﻼﻑ ﺍﻝﻨﻅﺭﺓ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻤﻔﻬﻭﻡ‬
‫ﺍﻝﺴﺒﺒﻴﺔ ﺍﻝﺘﻲ ﻴﺠﺭﻱ ﺘﻔﺴﻴﺭﻫﺎ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻋﻠﻰ ﺍﺴﺎﺱ ﺍﻝﻌﺎﻤل ﺃﻭ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺫﻱ ﻴﺅﺩﻱ ﺇﻝﻰ ﺤﺩﻭﺙ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﺒﻴﻨﻤﺎ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻴﺼﻌﺏ ﺘﻔﺴﻴﺭ ﺍﻝﺴﺒﺒﻴﺔ‬
‫ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ ﺇﻻ ﻓﻲ ﺍﻁﺎﺭ ﺒﻌﺽ ﺍﻝﻅﺭﻭﻑ ﺃﻭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺩﺭﺍﺴﺘﻬﺎ‬
‫ﺃﻭ ﻋﺯﻝﻬﺎ ﺃﻭ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ)‪.(2‬‬
‫ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﺘﺴﺘﻬﺩﻑ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻷﺴﺒﺎﺏ ﻭﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻝﻤﻔﺴﺭﺓ ﻝﻠﻅﻭﺍﻫﺭ ﺍﻭ ﺍﻝﺘﻲ ﺘﻔﺴﺭ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﺈﻥ ﺍﺠﺭﺍﺀﺍﺘﻬﺎ‬
‫ﺘﻬﺘﻡ ﺒﺎﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﻝﻤﺎﺫﺍ؟ ﺃﻱ ﺍﻥ ﺍﻝﻬﺩﻑ ﻫﻨﺎ ﻤﻌﺭﻓﺔ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ ﺘﻔﺴﺭ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﻭﺘﻌﺘﻤﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﻓﻲ ﺠﻭﻫﺭﻫﺎ ﻋﻠﻰ ﺘﻜﻭﻴﻥ ﺸﺒﻜﺔ‬
‫ﻋﻼﻗﺎﺕ ﺍﻝﺴﺒﺏ ﻭﺍﻷﺜﺭ‪ ،‬ﻭﺒﻌﺽ ﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﺍﻝﻤﺒﺩﺌﻴﺔ ﺘﻨﺘﻤﻲ ﺇﻝﻰ ﻓﺌﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ‬
‫ﻴﻘﺘﺭﺤﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻋﻠﻤﻴﺔ ﺜﻡ ﻴﺨﺘﺒﺭ ﻫﺫﻩ ﺍﻝﻔﺭﻭﺽ ﻓﻲ ﻀﻭﺀ‬
‫ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﺠﻤﻌﻬﺎ ﺒﺎﻝﻁﺭﻕ ﺍﻝﺼﺤﻴﺤﺔ )‪ ،( 3‬ﻭﻴﺘﺤﻘﻕ ﺍﻝﺘﻔﺴﻴﺭ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ﻋﻨﺩﻤﺎ ﻴﻤﻜﻥ ﻋﺭﺽ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﺴﺒﺎﺏ ﻭﺘﺄﺜﻴﺭﺍﺕ ﻤﻌﻴﻨﺔ ‪ ..‬ﻭﺍﺴﺎﺱ ﺍﻝﺘﻔﺴﻴﺭ ﻫﻭ‬
‫ﻁﺒﻴﻌﺔ ﻋﻼﻗﺔ ﺘﻠﻙ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺒﻌﻀﻬﺎ‪ ،‬ﻭﺍﻻﺴﻬﺎﻡ ﺍﻝﺫﻱ ﻴﻘﺩﻤﻪ ﺍﻝﺘﻔﺴﻴﺭ ﻫﻨﺎ‬

‫‪ -1‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.57‬‬

‫‪ -2‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﻕ‪ ،‬ﺹ‪.274‬‬
‫‪Copyright © 2018.‬‬

‫‪ -3‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.38 ،37‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻫﻭ ﻤﻘﺎﺭﻨﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺒﺒﻌﻀﻬﺎ‪ ،‬ﻭﺍﻴﻀﺎﺡ ﻝﻤﺎﺫﺍ ﻴﺘﻡ ﺫﻝﻙ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﻭﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ)‪.(1‬‬
‫ﻭﻴﻠﺠﺄ ﺍﻝﺒﺤﺙ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻻﺴﻠﻭﺏ ﺤﻴﻨﻤﺎ ﻴﻜﻭﻥ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺠﻴﺩﺓ ﻭﺍﻝﻤﺎﻡ‬
‫ﻜﺎﻤل ﺒﺠﻭﺍﻨﺏ ﻭﺍﺒﻌﺎﺩ ﻭﺨﺼﺎﺌﺹ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻜﺫﻝﻙ ﻴﻜﻭﻥ ﻋﻠﻰ‬
‫ﻤﻌﺭﻓﺔ ﺠﻴﺩﺓ ﺒﺎﻝﻌﻭﺍﻤل ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺅﻭﻝﺔ ﻋﻥ ﺍﻨﺘﺸﺎﺭﻫﺎ ‪..‬ﻝﻜﻨﻪ ﻓﻲ ﺤﺎﺠﺔ ﺇﻝﻰ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻱ ﻤﻥ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﻫﻭ ﺍﻝﻤﺅﺜﺭ ﺍﻷﺴﺎﺴﻲ ﻭﺍﻝﻔﻌﺎل ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ ﻭﺍﻴﻬﻤﺎ‬
‫ﻏﻴﺭ ﻤﺅﺜﺭ ﺒﻨﻔﺱ ﺍﻝﺩﺭﺠﺔ)‪.(2‬‬
‫ﻭﻴﺘﻀﺢ ﻤﻤﺎ ﺴﺒﻕ ﺍﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﺘﺨﻀﻊ ﻓﻲ ﺍﻝﻐﺎﻝﺏ ﻝﻠﺘﺠﺭﺒﺔ‪ ،‬ﻭﻫﻲ‬
‫ﺘﺸﻜل ﻤﻊ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻻﻤﺒﻴﺭﻴﻘﻲ ﺍﻝﺫﻱ ﻴﺠﻤﻊ ﺒﻴﻥ ﺍﻝﻭﺼﻑ ﻭﺍﻝﺘﻔﺴﻴﺭ‪،‬‬
‫ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ ﺍﻝﻅﻭﺍﻫﺭ ﻓﻬﻤﺎ ﻜﺎﻤﻼ ﻭﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﺘﺅﻭل ﺍﻝﻴﻪ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل‪.‬‬
‫ﻭﻴﻘﻭﻡ ﺍﻝﺘﻔﺴﻴﺭ ﻏﺎﻝﺒﺎ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺨﺎﺼﺔ ﻋﻠﻭﻡ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل‬
‫ﻋﻠﻰ ﺘﺤﻠﻴل ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻤﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻋﺩﺓ ﺍﺴﺎﻝﻴﺏ ﺍﺤﺼﺎﺌﻴﺔ‬
‫ﻓﻲ ﻋﺯل ﺍﻭ ﺘﺤﻴﻴﺩ ﻤﺘﻐﻴﺭﺍﺕ ﻤﻌﻴﻨﺔ ﻝﻤﻌﺭﻓﺔ ﺍﻝﺘﻐﻴﺭ ﺍﻝﻜﻤﻲ ﻓﻲ ﻤﺘﻐﻴﺭ ﻤﻌﻴﻥ ﻀﻤﻥ‬
‫ﻋﻼﻗﺘﻪ ﺒﻤﺘﻐﻴﺭ ﺁﺨﺭ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﻝﻠﺒﺎﺤﺙ ﺒﻨﺎﺀ ﻨﻤﻭﺫﺝ ﺴﺒﺒﻲ ﻴﻔﺴﺭ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﻭﻴﻘﻭﻡ ﺒﺎﺨﺘﺒﺎﺭ ﺼﺤﺘﻪ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ‪ ،‬ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل –‬
‫ﻤﺜﻼ – ﻋﻨﺩﻤﺎ ﻨﺴﺄل ﻋﻴﻨﺔ ﻤﻥ ﺍﻝﺠﻤﻬﻭﺭ ﻋﻥ ﺍﺴﺒﺎﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻭ ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻡ‪ ،‬ﺃﻭ ﺍﺴﺒﺎﺏ ﺍﻝﺘﻌﺭﺽ ﺃﻭ ﻋﺩﻡ ﺍﻝﺘﻌﺭﺽ ﻝﺒﺭﺍﻤﺞ ﺇﺫﺍﻋﻴﺔ ﻤﻌﻴﻨﺔ ‪ ..‬ﺃﻭ ﻋﻨﺩﻤﺎ‬
‫ﻴﺘﻡ ﺍﺠﺭﺍﺀ ﺘﺤﻠﻴل ﺍﺤﺼﺎﺌﻲ ﻝﻠﺒﻴﺎﻨﺎﺕ ﻝﺭﺼﺩ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺘﻀﻤﻥ ﻤﺒﺩﺃ ﺍﻻﻗﺘﺭﺍﻥ ﺃﻭ‬
‫ﺍﻻﺭﺘﺒﺎﻁ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺩﻭﺍﺕ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻜﻴﻔﻲ ﻓﻲ ﺒﻠﻭﺭﺓ ﺘﻔﺴﻴﺭ ﻤﻘﻨﻊ ﻝﻠﺴﻠﻭﻙ‬
‫ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ‪ ..‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﺘﺭﺘﻜﺯ ﻋﻠﻰ ﺍﻝﺘﺠﺭﻴﺏ‬
‫ﻭﻀﺒﻁ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ‪ ،‬ﺇﻻ ﺍﻥ ﻫﻨﺎﻙ ﺩﺭﺍﺴﺎﺕ ﺘﻔﺴﻴﺭﻴﺔ ﻻ ﺘﻘﻭﻡ ﻋﻠﻰ‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﻋﻠﻲ ﺸﺘﺎ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪،‬‬

‫‪Copyright © 2018.‬‬

‫‪ -2‬ﺴﻌﻴﺩ ﻨﺎﺼﻑ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.29‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﺠﺭﻴﺏ ﺃﻭ ﻀﺒﻁ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻨﻤﺎ ﺘﻘﻭﻡ ﻋﻠﻰ ﺍﻝﺭﺼﺩ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﻜﻴﻔﻲ ﻝﻸﻓﻜﺎﺭ‬
‫ﻭﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﻜﻤﻴﺔ ﺍﻝﻤﺘﺎﺤﺔ ﺫﺍﺕ ﺍﻝﺼﻠﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ‪ ،‬ﻭﺫﻝﻙ ﻤﺜل ﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺒﻌﺩﻱ‪ ،‬ﻭﻫﻲ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻬﺘﻡ ﺒﺒﺤﺙ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻁﺭﺃﺕ ﻋﻠﻰ ﺍﻝﻅﺎﻫﺭﺓ‬
‫ﺃﻭ ﺍﻝﻤﻭﻀﻭﻉ ﺒﻌﺩ ﻭﻗﻭﻉ ﺤﺩﺙ ﻤﻌﻴﻥ ﺒﻤﺎ ﺍﻨﻌﻜﺱ ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﻫﺫﺍ‬
‫ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﻭﻝﺫﻝﻙ ﺘﻌﺭﻑ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺒﺩﺭﺍﺴﺎﺕ ﻤﺎ ﺒﻌﺩ ﺍﻝﻭﺍﻗﻌﺔ‪ ،‬ﻭﻤﻥ ﺍﻤﺜﻠﺘﻬﺎ‪:‬‬
‫ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻝﺭﻀﺎ ﺍﻝﻭﻅﻴﻔﻲ ﻝﻠﺼﺤﻔﻴﻴﻥ ﻓﻲ ﺍﻝﺠﺭﻴﺩﺓ ﺍﻝﻴﻭﻤﻴﺔ ﺒﻌﺩ ﺍﻻﺤﻼل ﺍﻝﺸﺎﻤل‬
‫ﻝﻠﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻤﻜﺎﻥ ﺍﻝﻌﻤل‪ ،‬ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻫﻨﺎ ﻫﻭ ﺍﺤﻼل ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻤﺎ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻓﻬﻭ ﺍﻝﺭﻀﺎ ﺍﻝﻭﻅﻴﻔﻲ ‪ ..‬ﻭﺘﻨﻁﻠﻕ ﺍﺠﺭﺍﺀﺍﺕ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺒﻌﺩﻱ ﻤﻥ‬
‫ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻗﺩ ﺤﺩﺙ ﺒﺎﻝﻔﻌل ﻭﺒﻌﺩ ﻫﺫﺍ ﺍﻝﺤﺩﻭﺙ ﻁﺭﺃﺕ ﺘﻐﻴﺭﺍﺕ ﻤﻥ ﻨﻭﻉ ﻤﺎ‬
‫)‪(1‬‬
‫ﻋﻠﻰ ﺍﻝﻤﻭﻀﻭﻉ ﻤﺠﺎل ﺍﻝﺒﺤﺙ‪.‬‬
‫ﻭﻤﻥ ﻜل ﻤﺎ ﺴﺒﻕ ﻴﻤﻜﻥ ﺭﺼﺩ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔﺘﺘﻭﺠﻪ ﺍﺴﺎﺴﺎ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺤﻘﻴﻘﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﻘﻑ ﺨﻠﻑ ﻭﻗﻭﻉ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﻭﺘﻔﺴﺭ ﻭﺠﻭﺩﻫﺎ‪.‬‬
‫‪ – 2‬ﺘﻌﻜﺱ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﻤﺭﺤﻠﺔ ﻤﺘﻁﻭﺭﺓ ﻤﻥ ﻤﺭﺍﺤل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﺘﻌﺘﺒﺭ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺩﻝﻴل ﻋﻠﻰ ﺤﺎﻝﺔ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﻲ ﻭﺼل ﺇﻝﻴﻬﺎ ﻋﻠﻡ‬
‫ﻤﻥ ﺍﻝﻌﻠﻭﻡ ﺨﺎﺼﺔ ﻓﻲ ﺸﻘﻬﺎ ﺍﻝﺘﺠﺭﻴﺒﻲ‪.‬‬
‫‪ – 3‬ﺘﺴﺘﺨﺩﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﺘﺴﺘﺨﺩﻡ ﺍﻴﻀﺎﺍﺴﻠﻭﺏ‬
‫ﺘﺤﻠﻴل ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺒﻌﺩ ﻀﺒﻁﻬﺎ‪ ،‬ﻭﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‪،‬‬
‫ﻭﺘﻭﻅﻴﻑ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ‪.‬‬
‫‪ – 4‬ﺘﻌﺘﺒﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﻤﺭﺤﻠﺔ ﻻﺤﻘﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻨﺕ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﺘﺘﺠﻪ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﻤﺎﺫﺍ ﻴﺤﺩﺙ؟ ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﺘﺘﺠﺎﻭﺯ‬
‫ﺫﻝﻙ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻝﻤﺎﺫﺍ ﻴﺤﺩﺙ؟‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.58،59‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 5‬ﻴﻘﻭﻡ ﺍﻝﺘﻔﺴﻴﺭ ﻋﻠﻰ ﺍﻝﻀﺒﻁ ﺍﻝﺼﺎﺭﻡ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﻁﺒﻴﻌﺔ ﻋﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻨﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﺘﻠﻙ ﺍﻝﻌﻼﻗﺎﺕ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﺍﻷﺴﺒﺎﺏ ﺍﻝﻜﺎﻤﻨﺔ ﻭﺭﺍﺀ ﻅﻬﻭﺭﻫﺎ‪.‬‬
‫ﺨﻁﻭﺍﺕ ﻭﺍﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ ﺼﺎﺭﻤﺔ‬ ‫‪ – 6‬ﺘﺘﻁﻠﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ‬
‫ﻭﻤﻌﻘﺩﺓ‪ ،‬ﺤﺘﻰ ﺘﺼﻴﺭ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻔﺴﻴﺭ ﻤﻘﻨﻌﺔ ﻭﻤﻁﻤﺌﻨﺔ‪.‬‬
‫‪ – 7‬ﺘﻘﻭﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻔﺴﻴﺭﻴﺔ ﻋﻠﻰ ﻭﺠﻭﺩ ﺴﺒﺏ ﻭﻨﺘﻴﺠﺔ‪ ،‬ﺃﻱ ﻭﺠﻭﺩ ﻤﺘﻐﻴﺭ‬
‫ﻤﺴﺘﻘل ﻴﻜﻭﻥ ﺴﺒﺏ ﻤﺅﻜﺩﺍ ﻓﻲ ﺤﺩﻭﺙ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻁﺭﺃﺕ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪.‬‬

‫ﺜﺎﻝﺜﺎ – ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻝﻁﺒﻴﻌﺔ ﻭﻋﻤﻕ ﺍﻝﺒﻴﺎﻨﺎﺕ‬

‫ﺍﻝﻤﺠﻤﻌﺔ‪:‬‬
‫ﻴﺘﻡ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻕ ﻫﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﻋﻠﻰ ﻨﺤﻭ ﻤﺨﺘﻠﻑ ﻤﻊ ﻤﺎ‬
‫ﺘﻡ ﺘﻨﺎﻭﻝﻪ‪ ،‬ﺤﻴﺙ ﻨﺭﻜﺯ ﻫﻨﺎﻭﻭﻓﻕ ﻫﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﻘﻭﻡ‬
‫ﺍﻝﺒﺎﺤﺙ ﺒﺠﻤﻌﻬﺎ‪ ،‬ﻭﻫل ﻫﻲ ﻨﺘﺎﺝ ﻋﻤل ﻤﻜﺘﺒﻲ‪ ،‬ﺍﻡ ﺘﻨﻅﻴﺭﻱ ﻓﻜﺭﻱ‪ ،‬ﺍﻡ ﺘﻁﺒﻴﻘﻲ‪ ،‬ﺤﻴﺙ‬
‫ﺘﺨﺘﻠﻑ ﻁﺒﻴﻌﺔ ﻭﻋﻤﻕ ﻭﻨﻭﻋﻴﺔ ﻭﺍﺴﻠﻭﺏ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻓﻲ ﻜل ﻤﻨﻬﺎ‪ ،‬ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻝﻙ‬
‫ﻓﺈﻥ ﻫﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﻴﻀﻡ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃ – ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻜﺘﺒﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﻓﻘﻁ ﻋﻠﻰ ﺍﻝﻜﺘﺏ ﻭﺍﻝﺩﻭﺭﻴﺎﺕ ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﻝﻤﺭﺍﺠﻊ‬
‫ﻭﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﻤﺘﺎﺤﺔ ﻓﻲ ﺍﻝﻤﻜﺘﺒﺎﺕ‪ ،‬ﻭﻴﻘﺘﺼﺭ ﺩﻭﺭ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻋﻠﻰ ﻨﻘل ﺁﺭﺍﺀ‬
‫ﻭﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺍﻝﻤﺅﻝﻔﻴﻥ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ‪ ،‬ﺩﻭﻥ ﺘﻘﺩﻴﻡ ﺃﻴﺔ ﺍﻀﺎﻓﺔ ﻋﻠﻤﻴﺔ ﺤﻘﻴﻘﻴﺔ ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻴﺘﻭﻗﻑ ﺩﻭﺭﻩ ﻓﻲ ﺍﻝﻐﺎﻝﺏ ﻋﻠﻰ ﺘﺄﻴﻴﺩ ﺃﻭ ﻤﻌﺎﺭﻀﺔ ﻤﺎ ﻴﺘﻌﺭﺽ ﻝﻪ ﻤﻥ‬
‫ﺁﺭﺍﺀ ﻭﻤﻭﺍﻗﻑ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺤﺎﻭﻝﺔ ﺘﺠﻤﻴﻊ ﻭﺘﻨﻅﻴﻡ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻵﺭﺍﺀ‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻨﺸﺭﻫﺎ‪ ،‬ﻭﻓﻲ ﺍﻝﺤﻘﻴﻘﺔ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻴﻘﻭﻡ ﺒﻬﺎ‬
‫ﻏﺎﻝﺒﺎ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ‪ ،‬ﺍﻝﺫﻴﻥ ﻝﻡ ﻴﻜﺘﺴﺒﻭﺍ ﺍﻝﺨﺒﺭﺓ ﺍﻝﻌﻠﻤﻴﺔ ﺒﻌﺩ‪.‬‬
‫ﺏ – ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻨﻅﻴﺭﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﻨﻭﻉ ﻤﻥ ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﺘﻡ ﻏﺎﻝﺒﺎ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬ﻭﺘﻘﻭﻤﺒﻤﻨﺎﻗﺸﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﺭﺅﻯ ﻭﺘﺤﺎﻭل ﺍﻥ ﺘﻨﻘﺩﻫﺎ ﺃﻭ ﺘﻌﻴﺩ ﻗﺭﺍﺀﺘﻬﺎ‬
‫ﻭﺘﺤﻠﻴﻠﻬﺎ ﺘﻌﺯﻴﺯﺍ ﺃﻭ ﺘﻔﻨﻴﺩﺍ ﻝﻬﺎ ﺃﻭ ﺘﺸﻜﻴﻜﺎ ﻓﻴﻬﺎ ‪ ..‬ﻭﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻻ‬
‫ﻴﺴﺘﻁﻴﻊ ﺍﻝﻘﻴﺎﻡ ﺒﻬﺎ ﺇﻻ ﻤﻥ ﺍﻜﺘﺴﺏ ﺨﺒﺭﺓ ﻁﻭﻴﻠﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻤﻤﻥ‬
‫ﻴﺘﻤﻴﺯﻭﻥ ﺒﺎﻝﻘﺭﺍﺀﺓ ﺍﻝﻭﺍﻋﻴﺔ ﻭﺍﻝﻨﺎﻗﺩﺓ‪ ،‬ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺭﺼﺩ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﺜﺎﻗﺏ‪ ،‬ﻭﺘﺤﺘﺎﺝ‬
‫ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻝﺘﻔﻜﻴﺭ ﻭﺍﻝﻨﻘﺩ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﻠﻤﻲ ﻻ ﺘﺘﻭﺍﻓﺭ ﻝﺩﻯ‬
‫ﻜل ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻓﺎﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻤﻨﺎﻗﺸﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺭﺼﻴﻨﺔ ﻭﺍﻝﻭﺍﻋﻴﺔ ﻝﻸﻓﻜﺎﺭ ﻭﺍﻝﻘﻀﺎﻴﺎ‬
‫ﻭﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺘﻘﻴﻴﻤﻬﺎ ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺎﺕ ﺍﻻﺴﺘﻘﺭﺍﺀ ﻭﺍﻻﺴﺘﻨﺒﺎﻁ ﻭﺍﻝﻘﻴﺎﺱ‬
‫ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﻌﻤﻴﻕ‪ ،‬ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺠﻬﺩ ﻭﺼﺒﺭ ﻭﻤﺜﺎﺒﺭﺓ ﻭﻤﺩﺍﻭﻤﺔ ﻋﻠﻰ ﺍﻝﻘﺭﺍﺀﺓ ﺍﻝﻨﺎﻗﺩﺓ‬
‫ﻭﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻤﻴﻘﻴﻥ ‪ ..‬ﻭﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻫﻲ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﺇﻝﻰ ﻭﻀﻊ‬
‫ﻨﻅﺭﻴﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﺃﻭ ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ ﻨﻅﺭﻴﺎﺕ ﻗﺎﺌﻤﺔ‪ ،‬ﺃﻭ ﺘﻌﺩﻴﻠﻬﺎ‪ ،‬ﺃﻭ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻴﻬﺎ‪،‬‬
‫ﺃﻭ ﺘﻘﻭﻴﻡ ﺍﻭﻀﺎﻉ ﻭﺤﺎﻻﺕ ﻭﻤﻭﺍﻗﻑ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺍﻋﺎﺩﺓ ﺘﺼﻨﻴﻑ ﺠﻬﻭﺩ ﻤﻌﺭﻓﻴﺔ ﻭﻭﻀﻌﻬﺎ‬
‫ﻓﻲ ﺍﻁﺎﺭﻫﺎ ﺍﻝﺼﺤﻴﺢ‪ ،‬ﻭﺴﻴﺎﻗﻬﺎ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻭﺍﻝﻤﻭﻀﻭﻋﻲ‪.‬‬
‫ﺝ – ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﻨﻁﻠﻕ ﻤﻥ ﻤﺸﻜﻠﺔ ﻋﻠﻤﻴﺔ ﻤﺤﺩﺩﺓ ﺘﺴﻌﻰ ﺇﻝﻰ ﺤﻠﻬﺎ ﻭﺍﻝﻭﺼﻭل‬
‫ﺒﺨﺼﻭﺼﻬﺎ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻋﻠﻤﻴﺔ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ ﺍﻤﺒﻴﺭﻴﻘﻴﺔ‪ ،‬ﻭﺘﻨﻘﺴﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ ﻫﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻁﻠﺏ ﺍﻝﻨﺯﻭل ﺇﻝﻰ ﺍﻝﻤﻴﺩﺍﻥ‪،‬‬
‫ﻭﺇﺠﺭﺍﺀ ﺍﻝﺒﺤﻭﺙ ﻤﻥ ﺨﻼل ﺃﺩﻭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺃﻭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺃﻭ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﺘﻁﻠﺏ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﺍﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ ﺼﺎﺭﻤﺔ‪ ،‬ﺤﺘﻰ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻤﺨﺘﺎﺭﺓ‬
‫ﻤﻤﺜﻠﺔ ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪ ،‬ﻭﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ‬
‫ﺒﻜﺜﺭﺓ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻋﻼﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﺘﻘﻴﺱ ﺁﺭﺍﺀ‬
‫ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﻤﻭﺍﻗﻑ ﻭﺨﺼﺎﺌﺹ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﺫﻱ ﺘﺠﺭﻯ ﻋﻠﻴﻪ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺤﻠﻴﻠﻴﺔ‪ :‬ﻭﻨﻘﺼﺩ ﺒﻬﺎ ﻫﻨﺎ ﺩﺭﺍﺴﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﻫﻲ‬
‫ﺍﻴﻀﺎ ﻝﻬﺎ ﺍﺠﺭﺍﺀﺍﺘﻬﺎ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻤﻌﻘﺩﺓ ﻭﺍﻝﺼﺎﺭﻤﺔ‪ ،‬ﻭﻴﺩﺭﺱ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻤﻥ ﺨﻼﻝﻬﺎ‬
‫ﻤﻀﺎﻤﻴﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل ﺒﺄﻨﻭﺍﻋﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺨﻁﺏ ﺍﻝﻘﺎﺩﺓ ﻭﺍﻝﺯﻋﻤﺎﺀ‪،‬‬
‫ﻜﻤﺎ ﺘﺴﺘﺨﺩﻡ ﺍﻴﻀﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﻀﺎﻤﻴﻥ ﺍﻝﻜﺘﺏ ﺍﻝﻤﻨﻬﺠﻴﺔ‪ ،‬ﻭﺍﻝﻜﺘﺏ ﺍﻷﺩﺒﻴﺔ‪،‬‬
‫ﻭﺍﻝﻤﻨﺸﻭﺭﺍﺕ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺍﻨﻭﺍﻋﻬﺎ ﻭﻤﺠﺎﻻﺘﻬﺎ ﻭﻤﺤﺘﻭﻴﺎﺘﻬﺎ‪ ،‬ﻭﺘﻌﺘﻤﺩ ﺩﺭﺍﺴﺎﺕ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﻀﻤﻭﻥ ﻋﻠﻰ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﺘﻭﺼل ﺇﻝﻰ‬
‫ﻨﺘﺎﺌﺞ ﻜﻤﻴﺔ ﻭﻜﻴﻔﻴﺔ ﺘﻘﺩﻡ ﻓﻬﻤﺎ ﻭﺍﻀﺤﺎ ﻝﻠﻤﻀﻤﻭﻥ ﺍﻝﺫﻱ ﺘﺘﻡ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 3‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻌﻤﻠﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺠﺭﻯ ﺩﺍﺨل ﺍﻝﻤﻌﺎﻤل ﺍﻝﻤﻌﺩﺓ‬
‫ﻭﺍﻝﻤﺠﻬﺯﺓ ﺨﺼﻴﺼﺎ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﻭﻓﺭ ﻓﻴﻬﺎ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺘﻘﻨﻴﺔ ﻜﺒﻴﺭﺓ ﺘﺘﻴﺢ‬
‫ﺍﺠﺭﺍﺀ ﺍﻝﺘﺠﺎﺭﺏ ﺒﻴﺴﺭ ﻭﺴﻬﻭﻝﺔ‪ ،‬ﻭﺘﺨﻀﻊ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﻝﻠﺘﺤﻜﻡ ﻭﺍﻝﻀﺒﻁ ﺍﻝﺸﺩﻴﺩﻴﻥ ﻓﻲ‬
‫ﻤﺘﻐﻴﺭﺍﺘﻬﺎ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺘﻌﺘﺒﺭ ﻨﺘﺎﺌﺠﻬﺎ ﺩﻗﻴﻘﺔ ﻭﻤﺤل ﺜﻘﺔ ﺇﻝﻰ ﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ‪،‬‬
‫ﻭﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻭﺍﻝﻁﺒﻴﺔ‪.‬‬

‫ﺭﺍﺒﻌﺎ – ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻝﻤﺴﺘﻭﻯ ﺍﻝﺒﺎﺤﺜﻴﻥ‬

‫ﻭﻤﺅﻫﻼﺘﻬﻡ‪:‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺘﻘﺴﻴﻤﺎﺕ ﻭﺍﻝﺘﺼﻨﻴﻔﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻴﻤﻜﻥ ﺍﻴﻀﺎ‬
‫ﺍﻀﺎﻓﺔ ﺘﺼﻨﻴﻑ ﺁﺨﺭ ﻴﻌﺘﻤﺩ ﻋﻠﻰﻨﻭﻋﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﻤﺴﺘﻭﺍﻫﻡ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﺍﻝﺒﺤﻭﺙ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪77‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﻘﺩﻤﺔ‪ ،‬ﻭﺩﻭﺍﻓﻊ ﺇﺠﺭﺍﺀ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻝﻙ ﻴﻤﻜﻥ ﺘﻘﺴﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻜﺎﻵﺘﻲ‪:‬‬
‫ﺃ–ﺒﺤﻭﺙ ﻁﻼﺒﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﻭﻴﺘﻡ‬
‫ﺍﻨﺠﺎﺯﻫﺎ ﻜﻭﺍﺤﺩﺓ ﻤﻥ ﻤﺘﻁﻠﺒﺎﺕ ﺩﺭﺍﺴﺘﻬﻡ ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﻭﻴﺘﻔﺎﻭﺕ ﻤﺴﺘﻭﻯ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ‬
‫ﻭﺃﻫﻤﻴﺘﻬﺎ ﻻﻋﺘﺒﺎﺭﺍﺕ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭﺘﻨﻘﺴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻓﻘﺎ ﻝﻬﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﻜﺎﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺒﺤﻭﺙ ﻁﻼﺒﻴﺔ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ ﺍﻻﻭﻝﻰ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﻁﻼﺏ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﺘﺨﺼﺼﺎﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺒﺈﻨﺠﺎﺯﻫﺎ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻜﻠﻴﻔﺎﺕ ﻤﻥ ﺍﺴﺎﺘﺫﺘﻬﻡ‪ ،‬ﻭﻤﻥ ﺃﻫﺩﺍﻓﻬﺎ"ﺘﻌﻠﻡ ﻁﺭﻴﻘﺔ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﻭﺍﻋﻁﺎﺀ ﺍﻝﻁﺎﻝﺏ ﺍﻝﻔﺭﺼﺔ ﻝﻠﺘﻌﺎﻤل ﻤﻊ ﻗﻀﺎﻴﺎ ﺘﻌﺒﻴﺭﻴﺔ‬
‫ﻭﺘﻨﻅﻴﻤﻴﺔ ﻤﻌﻘﺩﺓ ﻓﻲ ﻭﺭﻗﺔ ﻤﻁﻭﻝﺔ ﺠﺎﺀﺕ ﻤﺎﺩﺘﻬﺎ ﻤﻥ ﻤﺼﺎﺩﺭ ﻤﺘﻌﺩﺩﺓ ﻭﺤﻤﻠﺕ‬
‫ﻭﺠﻬﺎﺕ ﻨﻅﺭ ﻤﺨﺘﻠﻔﺔ ‪ ..‬ﻭﺘﻤﻜﻴﻥ ﺍﻝﻁﺎﻝﺏ ﻤﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻘﺭﺍﺀﺓ ﺍﻝﻨﺎﻗﺩﺓ ‪ ..‬ﻭﺘﺩﺭﻴﺒﻪ‬
‫ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺫﻜﺎﺌﻪ ﻓﻲ ﻭﺯﻥ ﺍﻝﻤﺎﺩﺓ ﻭﺍﺨﺘﻴﺎﺭﻫﺎ ﻭﺭﻓﺽ ﺍﺠﺯﺍﺀ ﻤﻨﻬﺎ‪ ،‬ﻭﺘﺸﻜﻴﻠﻬﺎ ﻓﻲ‬
‫ﺸﻜل ﻨﻬﺎﺌﻲ ﻴﺤﻤل ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﻤﻼﻤﺢ ﺍﺴﻠﻭﺏ ﺍﻝﻁﺎﻝﺏ ﻭﻝﻐﺘﻪ ﻭﻤﻘﺩﺭﺘﻪ ﻋﻠﻰ ﺍﺼﺩﺍﺭ‬
‫ﺍﻷﺤﻜﺎﻡ ﻭﺍﻝﺘﺭﺠﻴﺢ ﺒﻴﻥ ﺍﻵﺭﺍﺀ ﻓﻲ ﻤﻭﻀﻭﻉ ﺒﺤﺜﻪ")‪.(1‬‬
‫ﻭﺘﻨﻘﺴﻡ ﺒﺩﻭﺭﻫﺎ ﺇﻝﻰ‪:‬‬
‫ﺍﻭﺭﺍﻕ ﺒﺤﺜﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻷﻋﻤﺎل ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻘﺼﻴﺭﺓ ﺍﻝﺘﻲ ﻴﻌﺩﻫﺎ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ ﻓﻲ‬
‫ﻤﺭﺍﺤل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻷﻭﻝﻰ ﻝﻠﺘﺩﺭﺏ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻜﺘﺒﺔ‪ ،‬ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻝﻜﺘﺏ ﻭﺍﻝﺩﻭﺭﻴﺎﺕ ﻭﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ ﻭﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻤﺨﺘﻠﻔﺔ‪،‬‬
‫ﻭﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﺇﻝﻰ ﺘﻌﻭﻴﺩ ﺍﻝﻁﻼﺏ ﻋﻠﻰ ﺍﻝﺘﺭﺩﺩ ﻋﻠﻰ ﺍﻝﻤﻜﺘﺒﺔ‪ ،‬ﻭﺘﺯﻭﻴﺩﻫﻡ‬
‫ﺒﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻭﺍﺼل ﻤﻊ ﺍﻝﻤﺭﺍﺠﻊ ﻭﺍﻝﻤﺼﺎﺩﺭ ﻭﻜﻴﻔﻴﺔ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ‪ ،‬ﻭﻤﻥ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﻠﻲ ﺍﺒﻭﺤﻤﺩﺓ‪ ،‬ﻜﻴﻑ ﺘﻜﺘﺏ ﺒﺤﺜﺎ ﺠﺎﻤﻌﻴﺎ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﻋﻤﺎﺭ‪1997 ،‬ﻡ‪ ،‬ﺹ‪.10،11‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺸﺄﻥ ﻫﺫﻩ ﺍﻷﻭﺭﺍﻕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻥ ﺘﺴﺎﻋﺩ ﺍﻝﻁﺎﻝﺏ ﺍﻝﺠﺎﻤﻌﻲ ﻋﻠﻰ ﺍﻜﺘﺴﺎﺏ ﻤﻬﺎﺭﺍﺕ ﺠﺩﻴﺩﺓ‬
‫ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﻘﺭﺍﺀﺓ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺴﻠﻴﻡ‪ ،‬ﻭﻨﻘﺩ ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ‪.‬‬
‫ﺘﻘﺎﺭﻴﺭ ﻋﻠﻤﻴﺔ‪ :‬ﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻁﻼﺒﻴﺔ ﺇﻝﻰ ﺍﻜﺴﺎﺏ ﺍﻝﻁﺎﻝﺏ‬
‫ﻤﻬﺎﺭﺓ ﺍﻝﺭﺒﻁ ﺒﻴﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺠﻭﺍﻨﺒﻬﺎ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺘﻜﻠﻴﻑ ﺍﻝﻁﻼﺏ‬
‫ﺒﺈﻋﺩﺍﺩ ﺘﻘﺎﺭﻴﺭ ﻋﻠﻤﻴﺔ ﺤﻭل ﻤﻭﺍﻗﻑ ﺩﺭﺍﺴﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﺯﻴﺎﺭﺍﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻭﺍﻝﺤﻘﻠﻴﺔ ﺇﻝﻰ ﻤﻭﺍﻗﻊ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﺩﺭﺍﺴﺘﻬﻡ ﺍﻝﻨﻅﺭﻴﺔ‪ ،‬ﻜﺯﻴﺎﺭﺍﺕ ﻁﻼﺏ ﺃﻗﺴﺎﻡ ﺍﻵﺜﺎﺭ‬
‫ﻤﺜﻼ ﺃﻭ ﺍﻗﺴﺎﻡ ﺍﻹﻋﻼﻡ ﺃﻭ ﺍﻗﺴﺎﻡ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺍﻝﺠﻐﺭﺍﻓﻴﺎ‪ ،‬ﺃﻭ ﺍﻝﺘﺭﺒﻴﺔ ﺃﻭ‬
‫ﻁﻼﺏ ﺍﻝﻜﻠﻴﺎﺕ ﺍﻝﻁﺒﻴﺔ ﺃﻭ ﺍﻝﺯﺭﺍﻋﻴﺔ ﺃﻭ ﺍﻝﻬﻨﺩﺴﻴﺔ ﻝﻠﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﻤﻭﺍﻗﻊ ﻭﺍﻷﻤﺎﻜﻥ ﺍﻝﺘﻲ‬
‫ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﺩﺭﺍﺴﺘﻬﻡ ﻭﺘﺨﺼﺼﺎﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﻋﺩﺍﺩ ﺍﻝﺘﻘﺎﺭﻴﺭ ﺤﻭل ﻨﺘﺎﺌﺞ‬
‫ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺠﺭﻯ ﻓﻲ ﺍﻝﻤﻌﺎﻤل ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﻜﻠﻴﺎﺕ ﺍﻝﻁﺒﻴﺔ ﻭﻜﻠﻴﺎﺕ‬
‫ﺍﻝﻌﻠﻭﻡ ﻤﺜﻼ‪.‬‬
‫ﺒﺤﻭﺙ ﺍﻝﺘﺨﺭﺝ‪ :‬ﺒﻌﺩ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﻁﺎﻝﺏ ﻗﺩ ﻭﺼل ﺇﻝﻰ ﺍﻝﺴﻨﺔ ﺍﻝﻨﻬﺎﺌﻴﺔ ﺃﻭ ﺍﻝﻔﺼل‬
‫ﺍﻷﺨﻴﺭ ﻤﻥ ﺩﺭﺍﺴﺘﻪ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻴﻜﻠﻑ ﻤﻥ ﻗﺒل ﻗﺴﻤﻪ ﺍﻝﻌﻠﻤﻲ ﺒﺈﻋﺩﺍﺩ ﻤﺸﺭﻭﻉ ﺘﺨﺭﺝ ﺍﻤﺎ‬
‫ﺒﻤﻔﺭﺩﻩ ﺃﻭ ﺒﺼﺤﺒﺔ ﻋﺩﺩ ﻤﻥ ﺯﻤﻼﺌﻪ ﻤﻤﻥ ﻫﻡ ﻓﻲ ﻨﻔﺱ ﺘﺨﺼﺼﻪ‪ ،‬ﺤﻴﺙ ﻴﻜﻭﻥ‬
‫ﻤﺸﺭﻭﻉ ﺍﻝﺘﺨﺭﺝ ﻫﺫﺍ ﺒﻤﺜﺎﺒﺔ ﺘﻁﺒﻴﻕ ﻋﻤﻠﻲ ﻝﻠﻁﺎﻝﺏ ﻝﻤﺎ ﺘﻌﻠﻤﻪ ﻓﻲ ﻗﺴﻤﻪ ﺃﻭ ﻜﻠﻴﺘﻪ‬
‫ﺨﻼل ﻓﺼﻭل ﻭﺴﻨﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﺫﺍﺕ ﻁﺎﺒﻊ ﻋﻤﻠﻲ‬
‫ﺘﻁﺒﻴﻘﻲ ﺘﺠﻌل ﺍﻝﻁﺎﻝﺏ ﻴﺨﺭﺝ ﺇﻝﻰ ﻤﻴﺩﺍﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﻓﻔﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ‪ -‬ﻤﺜﻼ‬
‫– ﻴﻜﻠﻑ ﺍﻝﻁﻼﺏ ﻏﺎﻝﺒﺎ ﺃﻤﺎ ﺒﺄﺼﺩﺭ ﺼﺤﻴﻔﺔ‪ ،‬ﺃﻭ ﺍﻋﺩﺍﺩ ﺒﺭﻨﺎﻤﺞ ﺍﺫﺍﻋﻲ ﻤﺴﻤﻭﻉ ﺃﻭ‬
‫ﻤﺭﺌﻲ‪ ،‬ﺃﻭ ﺒﺤﺙ ﻤﻴﺩﺍﻨﻲ ﻝﻪ ﻋﻼﻗﺔ ﺒﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻭﻫﻜﺫﺍ ﻴﺠﺭﻯ ﻏﺎﻝﺒﺎ ﻓﻲ‬
‫ﺒﻘﻴﺔ ﺍﻝﺘﺨﺼﺼﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫‪ –2‬ﺒﺤﻭﺙ ﻁﻼﺒﻴﺔ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﻴﺠﺭﻴﻬﺎ ﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺩﺒﻠﻭﻡ ﺃﻭ‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺘﻤﻬﻴﺩﻴﺔ‪ ،‬ﺍﻝﺘﻲ ﺘﺴﺒﻕ ﺍﻨﺨﺭﺍﻁﻬﻡ ﻓﻲ ﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﺴﻭﺍﺀ ﻤﻥ ﺨﻼل‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜﺘﺎﺒﺔ ﺍﻝﺭﺴﺎﻝﺔ ﺃﻭ ﺩﺭﺍﺴﺔ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﻭﺍﺩ ﻜﻤﺎ ﻴﺤﺩﺙ ﻓﻲ ﺒﻌﺽ ﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ‬
‫ﺍﻝﻌﺎﻝﻲ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﻭﺠﻴﻬﺎﺕ ﺍﺴﺎﺘﺫﺘﻬﻡ ﺒﺈﺠﺭﺍﺀ‬
‫ﻋﺩﺩ ﻤﻨﺎﻝﺒﺤﻭﺙ ﻜﺠﺎﻨﺏ ﺘﻁﺒﻴﻘﻴﻠﻠﻤﻭﺍﺩ ﺍﻝﺘﻲ ﻴﻘﻭﻤﻭﻥ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻴﻌﺩ ﺫﻝﻙ ﺃﺤﺩ ﻤﻌﺎﻴﻴﺭ‬
‫ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﻌﻠﻤﻲ ﻝﻠﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ‪ ،‬ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﻴﻨﺠﺯ ﻫﺅﻻﺀ ﺍﻝﻁﻼﺏ ﺒﺤﻭﺜﺎ‬
‫ﺒﻌﺩﺩ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﻲ ﻜﺎﻨﻭﺍ ﻗﺩ ﺩﺭﺴﻭﻫﺎ ﻓﻲ ﻜل ﻓﺼل ﺩﺭﺍﺴﻲ‪ ،‬ﺤﻴﺙ ﻴﺸﺘﺭﻁ ﺍﺴﺎﺘﺫﺓ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻏﺎﻝﺒﺎ ﻋﻠﻰ ﻁﻼﺒﻬﻡ ﻀﺭﻭﺭﺓ ﺍﺠﺭﺍﺀ ﻋﺩﺩ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﻅﻬﺭ‬
‫ﻗﺩﺭﺍﺘﻬﻡ ﻭﻤﻬﺎﺭﺍﺘﻬﻡ ﻭﺘﻤﻴﺯﻫﻡ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻴﻭﻝﻬﻡ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺩﺭﺍﺴﻴﺔ ﻏﺎﻴﺔ ﻓﻲ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﺘﻭﻁﺩ ﻓﻴﻬﺎ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻝﻁﺎﻝﺏ ﻭﺍﻝﻤﻜﺘﺒﺔ‪ ،‬ﻭﻴﺘﻌﺭﻑ ﻓﻴﻬﺎ ﺍﻝﻁﺎﻝﺏ ﻋﻠﻰ ﺍﺴﺎﺴﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‬
‫ﻭﺃﺩﻭﺍﺘﻪ ﻭﺤﻘﻭﻝﻪ‪ ،‬ﻭﻴﺠﺭﻱ ﻜل ﺫﻝﻙ ﻓﻲ ﺍﻁﺎﺭ ﺘﺩﺭﻴﺒﻪ ﻭﺍﻋﺩﺍﺩﻩ ﺍﻝﻌﻠﻤﻲ ﻹﻋﺩﺍﺩ ﺭﺴﺎﻝﺔ‬
‫ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﺒﻌﺩ ﺍﻥ ﻴﻨﺘﻬﻲ ﻤﻥ ﻤﺭﺤﻠﺔ ﺍﻝﺩﺒﻠﻭﻡ ﺃﻭ ﺍﻝﺴﻨﺔ ﺍﻝﺘﻤﻬﻴﺩﻴﺔ‪.‬‬
‫‪–3‬ﺭﺴﺎﻝﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ‪:‬‬
‫ﻴﺒﺩﺃ ﺍﻝﻁﺎﻝﺏ ﻓﻲ ﺍﻋﺩﺍﺩ ﺭﺴﺎﻝﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﺫﻝﻙ ﺒﻌﺩ ﻤﻭﺍﻓﻘﺔ ﺍﻝﻘﺴﻡ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ‬
‫ﻴﺘﺒﻌﻪ ﻋﻠﻰ ﻤﺸﺭﻭﻋﻪ ﺍﻝﺒﺤﺜﻲ ﻭﺍﻋﺘﻤﺎﺩﻩ ﻤﻥ ﺍﻝﻜﻠﻴﺔ ﻭﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﻤﺴﺠل ﺒﻬﺎ‪ ،‬ﻭﺼﺩﻭﺭ‬
‫ﻗﺭﺍﺭ ﺭﺴﻤﻲ ﺒﺫﻝﻙ ﻤﻥ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻴﺤﺩﺩ ﻋﻨﻭﺍﻥ ﺍﻝﺭﺴﺎﻝﺔ ﻭﺍﺴﻡ ﺍﻻﺴﺘﺎﺫ ﺍﻝﺫﻱ‬
‫ﺴﻴﺘﻭﻝﻰ ﺍﻻﺸﺭﺍﻑ ﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ‪ ،‬ﻭﺍﻝﺫﻱ ﻴﺠﺏ ﺍﻻ ﺘﻘل ﺩﺭﺠﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻥ ﺍﺴﺘﺎﺫ‬
‫ﻤﺴﺎﻋﺩ‪.‬‬
‫ﻭﺭﺴﺎﻝﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺒﺤﺙ ﻤﻭﺴﻊ ﻝﻤﻭﻀﻭﻉ ﻤﺤﺩﺩ ﺒﺩﻗﺔ‪ ،‬ﻝﻡ‬
‫ﺘﺴﺒﻕ ﺩﺭﺍﺴﺘﻪ ﻭﻴﻘﻊ ﻓﻲ ﺍﻁﺎﺭ ﺘﺨﺼﺹ ﺍﻝﻁﺎﻝﺏ‪ ،‬ﻭﺘﺘﻜﺸﻑ ﻓﻲ ﻫﺫﺍ ﺍﻝﺒﺤﺙ ﺍﻤﻜﺎﻨﻴﺎﺕ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺭﺼﺩ ﻭﺍﻝﻌﺭﺽ ﻭﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﻔﺴﻴﺭ ﻭﺍﻝﺼﻴﺎﻏﺔ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﻨﺘﺎﺌﺞ ﻋﻠﻤﻴﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﺘﺘﻡ ﻤﻨﺎﻗﺸﺔ ﺭﺴﺎﻝﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﺒﺼﻭﺭﺓ ﻋﻠﻨﻴﺔ ﺃﻭ ﺴﺭﻴﺔ‪ ،‬ﻭﺫﻝﻙ‬
‫ﻭﻓﻘﺎ ﻝﻠﺘﻘﺎﻝﻴﺩ ﺍﻝﻤﺘﺒﻌﺔ ﻓﻲ ﻜل ﺠﺎﻤﻌﺔ‪ ،‬ﻭﻴﺤﺼل ﺍﻝﻁﺎﻝﺏ ﺒﻌﺩﻫﺎ ﻓﻲ ﺤﺎل ﺍﺠﺎﺯﺘﻬﺎ ﻤﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻠﺠﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻜﻠﻔﺔ ﺒﻤﻨﺎﻗﺸﺘﻬﺎ ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻻﺠﺎﺯﺓ ﺍﻝﻌﺎﻝﻴﺔ )ﺍﻝﻤﺎﺠﺴﺘﻴﺭ( ﻓﻲ‬
‫ﺘﺨﺼﺼﻪ‪.‬‬
‫‪–4‬ﺍﻁﺭﻭﺤﺔ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪:‬‬
‫ﻴﺘﻘﺩﻡ ﺒﻌﺽ ﺍﻝﻁﻠﺒﺔ ﺍﻝﻤﺘﻤﻴﺯﻴﻥ ﺍﻝﺫﻴﻥ ﺤﺼﻠﻭﺍ ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻝﻤﻭﺍﺼﻠﺔ‬
‫ﺩﺭﺍﺴﺘﻬﻡ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺤﻴﺙ ﻴﻜﻠﻑ ﺍﻝﻁﺎﻝﺏ ﻫﻨﺎ ﺒﺈﻋﺩﺍﺩ ﺍﻁﺭﻭﺤﺔ ﻋﻠﻤﻴﺔ ﻫﻲ‬
‫ﻋﺒﺎﺭﺓ ﻋﻥ ﺒﺤﺙ ﻋﻠﻤﻲ ﺭﺼﻴﻥ ﻴﺘﺴﻡ ﺒﺎﻝﺘﺨﺼﺹ ﺍﻝﺩﻗﻴﻕ ﻭﺍﻝﻌﻤﻕ ﻭﺍﻝﺸﻤﻭل ﻭﺍﻝﺠﺩﺓ‬
‫ﻭﺍﻻﻀﺎﻓﺔ ﻭﺍﻷﻫﻤﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻓﻲ ﻤﻭﻀﻭﻉ ﻴﺨﺘﺎﺭﻩ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻤﺠﺎل ﺘﺨﺼﺼﻪ‪،‬‬
‫ﻭﺫﻝﻙ ﺒﻌﺩ ﻤﻭﺍﻓﻘﺔ ﺍﻝﻤﺠﻠﺱ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺘﻲ ﻴﺩﺭﺱ ﺒﻬﺎ ﺍﻝﻁﺎﻝﺏ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ‬
‫ﺍﺼﺩﺍﺭ ﻗﺭﺍﺭ ﻤﻥ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺘﺤﺩﻴﺩ ﻋﻨﻭﺍﻥ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﻜﻠﻴﻑ ﺃﺤﺩ ﺃﻋﻀﺎﺀ‬
‫ﻫﻴﺌﺔ ﺍﻝﺘﺩﺭﻴﺱ ﻤﻤﻥ ﻻ ﺘﻘل ﺩﺭﺠﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻥ ﺍﺴﺘﺎﺫ ﻤﺸﺎﺭﻙ ﻝﻸﺸﺭﺍﻑ ﻋﻠﻰ‬
‫ﺍﻝﻁﺎﻝﺏ‪.‬‬
‫ﻭﺘﺸﺘﺭﻁ ﺒﻌﺽ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻻﻜﺎﺩﻴﻤﻴﺔ ﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺩﺭﺍﺴﺔ‬
‫ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﻭﺍﺩ ﺨﻼل ﻓﺼﻠﻴﻥ ﺩﺭﺍﺴﻴﻴﻥ ﻋﻠﻰ ﺍﻷﻗل‪ ،‬ﺜﻡ ﺍﺠﺘﻴﺎﺯ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻝﺸﺎﻤل‪،‬‬
‫ﻭﺫﻝﻙ ﻗﺒل ﺘﻘﺩﻴﻡ ﻤﺨﻁﻁ ﻤﺸﺭﻭﻋﻪ ﺍﻝﺒﺤﺜﻲ ﻭﺘﺴﺠﻴل ﻋﻨﻭﺍﻥ ﺍﻻﻁﺭﻭﺤﺔ‪.‬‬
‫ﻭﻓﻲ ﺒﺤﺙ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ ﻴﻜﻭﻥ ﺍﻝﻁﺎﻝﺏ ﻗﺩ ﺍﻜﺘﺴﺏ ﺨﺒﺭﺓ ﻭﺩﺭﺍﻴﺔ ﺒﻘﻭﺍﻋﺩ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﺨﻼل ﻓﺘﺭﺓ ﺍﻋﺩﺍﺩﻩ ﻝﺭﺴﺎﻝﺔ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺒﺤﻭﺙ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ ﺘﻌﺩ‬
‫ﻤﻥ ﺒﻴﻥ ﺃﻜﺜﺭ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺭﺼﺎﻨﺔ‪ ،‬ﻭﻓﻴﻬﺎ ﺘﺘﻀﺢ ﻤﻌﺎﻝﻡ ﺸﺨﺼﻴﺔ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﻭﺘﺘﻔﺘﻕ ﺫﻫﻨﻴﺘﻪ ﺍﻝﻨﻘﺩﻴﺔ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻻﺒﺘﻜﺎﺭ ﻭﺍﻝﺘﺠﺩﻴﺩ ﻭﺍﻻﻀﺎﻓﺔ ﻓﻲ ﻤﺠﺎل‬
‫ﺘﺨﺼﺼﻪ‪.‬‬
‫"ﻭﺘﺠﺩﺭ ﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ ﺍﻥ ﻝﻘﺏ ﺩﻜﺘﻭﺭ ﻻﺘﻴﻨﻲ ﻓﻲ ﺍﺼﻠﻪ‪ ،‬ﻴﻬﻭﺩﻱ ﻓﻲ ﻨﺸﺄﺘﻪ‪،‬‬
‫ﺤﻴﺙ ﺍﻁﻠﻘﻪ ﺍﻝﻴﻬﻭﺩ ﻋﻠﻰ ﺤﺎﺨﺎﻡ ﺍﻝﺸﺭﻴﻌﺔ ﺍﻝﻴﻬﻭﺩﻴﺔ‪ ،‬ﻭﺃﺨﺫﻩ ﻋﻨﻬﻡ ﺍﻝﻤﺴﻴﺤﻴﻭﻥ‪،‬‬
‫ﻭﺃﻁﻠﻘﻭﻩ ﻋﻠﻰ ﻋﺎﻝﻡ ﺍﻝﻼﻫﻭﺕ‪ ،‬ﻭﺸﻌﺎﺭ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ ﺍﻝﺭﻭﺏ ﻭﺍﻝﺨﺎﺘﻡ ﻭﺍﻝﻘﺒﻌﺔ ﺍﻝﻤﺭﺒﻌﺔ‬
‫ﻴﻠﺒﺴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺃﺜﻨﺎﺀ ﻭﻗﻭﻓﻪ ﺃﻤﺎﻡ ﻝﺠﻨﺔ ﺍﻝﻤﻨﺎﻗﺸﺔ ‪ ..‬ﻭﺘﺄﺨﺫ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻓﻲ ﺍﻝﺒﻠﺩﺍﻥ‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻻﺴﻼﻤﻴﺔ ﺒﺸﻜل ﺍﻝﺭﻭﺏ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﻭﻝﻜﻨﻬﺎ ﺍﺴﺘﺒﻌﺩﺕ ﺍﻝﺨﺎﺘﻡ‬

‫)‪(1‬‬
‫ﻭﺍﻝﻘﺒﻌﺔ"‪.‬‬
‫ﺏ – ﺒﺤﻭﺙ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺄﺠﺭﺍﺌﻬﺎ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﺜﻨﺎﺀ ﺘﺄﺩﻴﺔ ﻋﻤﻠﻬﻡ‬
‫ﺍﻻﻜﺎﺩﻴﻤﻲ‪ ،‬ﺤﻴﺙ ﺘﺸﺘﺭﻁ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻷﻜﺎﺩﻴﻤﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺍﺴﺎﺘﺫﺘﻬﺎ‬
‫ﺍﻨﺠﺎﺯ ﻋﺩﺩ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺨﻼل ﺴﻨﻭﺍﺕ ﻤﻌﻴﻨﺔ ﻗﺒل ﺍﻝﺘﻘﺩﻡ ﻝﻠﺘﺭﻗﻴﺔ ﻝﻠﺩﺭﺠﺔ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪ ،‬ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺫﻝﻙ ﻴﻘﻭﻡ ﺒﻌﺽ ﺍﻻﺴﺎﺘﺫﺓ ﺒﺈﻨﺠﺎﺯﺍﺕ ﺒﺤﺜﻴﺔ ﻷﻏﺭﺍﺽ‬
‫ﻋﻠﻤﻴﺔ ﺒﺤﺘﺔ ﻻ ﻋﻼﻗﺔ ﻝﻬﺎ ﺒﺎﻝﺘﺭﻗﻴﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﺒﻌﺩ ﺍﻥ ﻴﻜﻭﻨﻭﺍ ﻗﺩ ﺘﺤﺼﻠﻭﺍ‬
‫ﻋﻠﻰ ﺍﻝﺩﺭﺠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻌﻠﻴﺎ ﻭﻫﻲ ﺩﺭﺠﺔ ﺍﺴﺘﺎﺫ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﻴﻘﻭﻡ‬
‫ﺒﺈﺠﺭﺍﺌﻬﺎ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺘﻠﻙ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﻘﺩﻴﻤﻬﺎ ﻭﻨﺸﺭﻫﺎ ﻤﻥ ﺨﻼل ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺒﺤﻭﺙ ﺍﻝﻤﺠﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺤﻜﻤﺔ‪:‬‬
‫ﻭﻫﻲ ﺒﺤﻭﺙ ﻓﻲ ﻤﺠﺎل ﺍﻝﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ ﻝﻸﺴﺘﺎﺫ‪ ،‬ﺘﻘﺩﻡ ﻝﻠﻨﺸﺭ ﻓﻲ ﺍﻝﻤﺠﻼﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺤﻜﻤﺔ ﺍﻝﺘﻲ ﺘﺼﺩﺭﻫﺎ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻻﻜﺎﺩﻴﻤﻴﺎﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﻨﺸﺘﺭﻁ ﺒﻌﺽ ﺘﻠﻙ ﺍﻝﻤﺠﻼﺕ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻌﺩﺩ ﻤﺤﺩﺩ ﻤﻥ ﺍﻝﺼﻔﺤﺎﺕ ﻻ ﻴﺘﺠﺎﻭﺯﻫﺎ‬
‫ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻜﻁﺭﻴﻘﺔ ﺍﻝﺘﻬﻤﻴﺵ ﻤﺜﻼ ﻭﻨﻭﻉ‬
‫ﻭﺤﺠﻡ ﺍﻝﺨﻁ ﺍﻝﻤﺴﺘﺨﺩﻡ‪ ،‬ﻭﻀﺭﻭﺭﺓ ﻜﺘﺎﺒﺔ ﻤﻠﺨﺹ ﺒﺎﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ‪ ..‬ﻭﻏﻴﺭ ﺫﻝﻙ ‪..‬‬
‫ﻭﺘﻌﺭﺽ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﻋﻠﻰ ﻝﺠﺎﻥ ﻋﻠﻤﻴﺔ ﺘﺨﺘﺎﺭﻫﺎ ﺍﻝﻤﺠﻠﺔ ﺘﺘﻭﻝﻰ ﺘﺤﻜﻴﻤﻬﺎ ﻭﺘﻘﺭﺭ‬
‫ﻤﺩﻯ ﺼﻼﺤﻴﺘﻬﺎ ﺃﻭ ﻋﺩﻡ ﺼﻼﺤﻴﺘﻬﺎ ﻝﻠﻨﺸﺭ‪.‬‬
‫‪ –2‬ﺒﺤﻭﺙ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﻭﺭﻗﺎﺕ ﺒﺤﺜﻴﺔ ﻋﻠﻤﻴﺔ ﺭﺼﻴﻨﺔ ﻤﺭﻜﺯﺓ ﺘﻜﺘﺏ ﻓﻲ ﻤﺤﺎﻭﺭ ﻤﺤﺩﺩﺓ ﺴﻠﻔﺎ‪ ،‬ﻤﻥ‬
‫ﻗﺒل ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺭﺍﻏﺒﻴﻥ ﻓﻲ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻌﻠﻥ ﻋﻨﻬﺎ‬

‫‪ -1‬ﻏﺎﺯﻱ ﻋﻨﺎﻴﺔ‪ ،‬ﺇﻋﺩﺍﺩ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ :‬ﻝﻴﺴﺎﻨﺱ – ﻤﺎﺠﺴﺘﻴﺭ‪ -‬ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﺠﻴل‪،‬‬
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‫‪1992‬ﻡ‪ ،‬ﺹ‪.24‬‬
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‫ﻭﺘﻨﻅﻤﻬﺎ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺘﺨﻀﻊ ﻝﺸﺭﻭﻁ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺤﻴﺙ ﺘﻘﻭﻡ‬
‫ﺍﻝﺠﻬﺔ ﺍﻝﻤﻨﻅﻤﺔ ﺒﺘﺤﺩﻴﺩ ﻋﻨﻭﺍﻥ ﺍﻝﻤﺅﺘﻤﺭ ﻭﻤﺤﺎﻭﺭﻩ ﻭﻭﻗﺘﻪ‪ ،‬ﻭﻭﻀﻊ ﺸﺭﻭﻁ ﺍﻝﻤﺸﺎﺭﻜﺔ‬
‫ﻓﻴﻪ‪ ،‬ﻭﻴﻠﺘﺯﻡ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻋﺎﺩﺓ ﻓﻲ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﺒﻌﺩﺩ ﻤﻌﻴﻥ ﻤﻥ ﺍﻝﺼﻔﺤﺎﺕ ﺘﺤﺩﺩﻩ ﺍﻝﻠﺠﻨﺔ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﻤﺅﺘﻤﺭ‪ ،‬ﻭﺘﻌﺭﺽ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻋﻠﻰ ﻝﺠﻨﺔ ﻋﻠﻤﻴﺔ ﺘﻘﺭﺭ ﻻﺤﻘﺎ ﻗﺒﻭﻝﻬﺎ‬
‫ﺍﻭ ﺭﻓﻀﻬﺎ‪ ،‬ﻭﺘﺸﺘﺭﻁ ﺍﻝﻠﺠﺎﻥ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﺭﺽ ﺒﺤﻭﺜﻬﻡ ﻓﻲ ﻤﺩﺓ ﺯﻤﻨﻴﺔ‬
‫ﻤﺤﺩﺩﺓ ﻻ ﺘﺘﺠﺎﻭﺯ ﺨﻤﺴﺔ ﻋﺸﺭ ﺩﻗﻴﻘﺔ ﻓﻲ ﺃﻜﺜﺭ ﺍﻷﺤﻭﺍل‪ ،‬ﻭﺘﺘﺠﻠﻰ ﻫﻨﺎ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ‬
‫ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺒﺤﺜﻪ ﺒﺼﻭﺭﺓ ﻤﺨﺘﺼﺭﺓ ﻏﻴﺭ ﻤﺨﻠﺔ‪ ،‬ﻭﻤﺭﻜﺯﺓ ﺘﻌﻁﻲ ﻝﻤﺤﺔ ﻭﺍﻀﺤﺔ ﻋﻥ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﻘﻨﻊ ﺍﻝﺤﺎﻀﺭﻴﻥ ﺒﺄﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﻭﻤﺎ ﺘﻭﺼل ﺇﻝﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ‪.‬‬
‫‪ –3‬ﺒﺤﻭﺙ ﺍﻝﻤﺭﺍﻜﺯ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﻬﻴﺌﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫ﺘﻘﻭﻡ ﺍﺤﻴﺎﻨﺎ ﺒﻌﺽ ﺍﻝﻤﺭﺍﻜﺯ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺒﺘﻭﻗﻴﻊ ﻋﻘﻭﺩ ﻤﻊ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ‬
‫ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻹﻨﺠﺎﺯ ﻤﺸﺎﺭﻴﻊ ﺒﺤﺜﻴﺔ ﻋﻠﻤﻴﺔ ﻓﻲ ﻤﺠﺎﻻﺕ ﺘﺤﺩﺩﻫﺎ ﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ‬
‫ﻭﺍﻝﻤﺅﺴﺴﺎﺕ‪ ،‬ﻭﻓﻘﺎ ﻝﺴﻴﺎﺴﺎﺘﻬﺎ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺘﻬﺎ ﻭﺍﻫﺩﺍﻓﻬﺎ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﺎﻝﻌﻤل ﻫﻨﺎ ﻏﺎﻝﺒﺎ‬
‫ﻓﺭﻴﻕ ﺒﺤﺜﻲ ﻤﺘﻜﺎﻤل ﻴﺘﻭﻝﻰ ﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ ﻭﻓﻘﺎ ﻝﻤﺎ ﺘﺤﺩﺩﻩ ﺍﻝﻤﺅﺴﺴﺔ‪ ،‬ﻭﺘﺘﺴﻡ‬
‫ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻋﺎﺩﺓ ﺒﺎﺘﺴﺎﻉ ﺤﺠﻡ ﻋﻴﻨﺎﺘﻬﺎ‪ ،‬ﺒﻬﺩﻑ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ‬
‫ﻋﻠﻤﻴﺔ ﺘﺒﻨﻰ ﻋﻠﻴﻬﺎ ﺴﻴﺎﺴﺎﺕ ﻭﻗﺭﺍﺭﺍﺕ ﻭﺍﻭﻝﻭﻴﺎﺕ ﻤﺠﺘﻤﻌﻴﺔ‪.‬‬
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 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
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Account: s6314207
.; :
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‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻝﺙ‬
– ‫ ﻤﻔﻬﻭﻤﻬﺎ – ﺸﺭﻭﻁﻬﺎ‬:‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﻤﺼﺎﺩﺭﻫﺎ‬
Copyright © 2018.
copyright law.

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STRATEGIC STUDIES AND RESEARCH
AN: 2040367 ; .; :
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ ﻴﻁﺭﺡ ﻨﻔﺴﻪ ﻫﻨﺎ ﻭﺒﺈﻝﺤﺎﺡ ﻫﻭ ﻤﺎﺫﺍ ﻨﻘﺼﺩ ﺒﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ؟‪ ،‬ﻭﻤﺎ‬
‫ﺩﻻﻝﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﻁﻠﺢ "ﻤﺸﻜﻠﺔ" ﺩﻭﻥ ﻏﻴﺭﻩ؟‪ ،‬ﻭﻤﺎ ﺃﻫﻤﻴﺔ ﻭﻀﺭﻭﺭﺓ ﺘﺤﺩﻴﺩ ﻤﺸﻜﻠﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺔ؟‪ ،‬ﻭﻝﻤﺎﺫﺍ ﺘﻨﻁﻠﻕ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺩﺍﺌﻤﺎ ﻤﻥ ﻤﺸﻜﻠﺔ ﻤﺤﺩﺩﺓ؟‬
‫ﻭﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﻜل ﻫﺫﻩ ﺍﻝﺘﺴﺎﺅﻻﺕ ﻨﺅﻜﺩ ﺃﻭﻻ ﻋﻠﻰ ﺍﻥ ﺨﻁﻭﺓ ﺘﺤﺩﻴﺩ ﻤﺸﻜﻠﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺘﻌﺩ ﻤﻥ ﺃﻭﻝﻰ ﺍﻝﺨﻁﻭﺍﺕ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺤﻴﺙ ﻻ ﻴﻤﻜﻥ ﺇﺠﺭﺍﺀ ﺃﻱ ﺒﺤﺙ‬
‫ﻋﻠﻤﻲ ﺩﻭﻥ ﺘﺤﺩﻴﺩ ﻤﺴﺒﻕ ﻭﺩﻗﻴﻕ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻫﻭ ﺃﻤﺭﺍ ﻴﺒﺩﺃ ﻤﻥ ﺍﺤﺴﺎﺱ‬
‫ﺍﻝﺒﺎﺤﺙ ﺒﻭﺠﻭﺩ ﻏﻤﻭﺽ ﻴﻜﺘﻨﻑ ﻗﻀﻴﺔ ﺃﻭ ﻤﻭﻀﻭﻉ ﻤﺎ‪ ،‬ﻤﻊ ﻭﺠﻭﺩ ﺭﻏﺒﺔ ﻝﺩﻴﻪ ﻓﻲ ﻓﻙ‬
‫ﺫﻝﻙ ﺍﻝﻐﻤﻭﺽ‪.‬‬
‫ﻭﻗﺩ ﻴﻘﻀﻲ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺕ ﻁﻭﻴﻼ ﻓﻲ ﺘﻠﻤﺱ ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ‬
‫ﺭﺼﺩﻫﺎ ﻭﺘﺤﺩﻴﺩﻫﺎ ﺒﺼﻭﺭﺓ ﺩﻗﻴﻘﺔ‪ ،‬ﻤﺴﺘﻨﺩﺍ ﻓﻲ ﺫﻝﻙ ﻋﻠﻰ ﺍﻝﻘﺭﺍﺀﺓ ﺍﻝﻌﻤﻴﻘﺔ ﻓﻲ ﺍﻝﺤﻘل‬
‫ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻴﻪ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺘﺤﺎﻭﺭ ﻤﻊ ﺯﻤﻼﺌﻪ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻻﺴﺘﻤﺎﻉ ﺇﻝﻰ‬
‫ﺃﺭﺍﺀﻫﻡ ﻭﻭﺠﻬﺎﺕ ﻨﻅﺭﻫﻡ ﻗﺒل ﺍﻥ ﻴﺼﻴﻎ ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ‪.‬‬
‫ﻭﺘﻌﺭﻑ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﺒﺎﻨﻬﺎ " ﻤﻭﻀﻭﻉ ﺃﻭ ﻤﺴﺄﻝﺔ ﻴﺤﻴﻁ ﺒﻬﺎ ﺍﻝﻐﻤﻭﺽ‪ ،‬ﺃﻭ‬
‫ﻤﻭﻗﻑ ﺍﻭ ﻅﺎﻫﺭﺓ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺘﻔﺴﻴﺭ ﺃﻭ ﺘﺤﻠﻴل‪ ،‬ﺃﻭ ﻗﻀﻴﺔ ﺘﻜﻭﻥ ﻤﻭﻀﻊ ﺨﻼﻑ‪،‬‬
‫ﺒﺤﻴﺙ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺘﻁﺒﻴﻕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻋﻨﺩ ﺩﺭﺍﺴﺘﻬﺎ")‪ ،(1‬ﻜﻤﺎ ﺍﻥ ﺍﻝﻤﺸﻜﻠﺔ ﻫﻲ‬
‫"ﺍﻝﻤﺠﺎل ﺍﻝﻤﻭﻀﻭﻋﻲ ﺃﻭ ﺍﻝﻘﻀﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻨﺎﻭﻝﻬﺎ ﺍﻝﺒﺤﺙ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺘﻔﺤﺹ ﻤﻥ ﺃﺠل‬
‫ﺍﻜﺘﺸﺎﻑ ﺠﻭﺍﻨﺒﻬﺎ‪ ،‬ﻭﺘﻭﻅﻴﻑ ﻤﺨﺘﻠﻑ ﺍﺒﻌﺎﺩﻫﺎ‪ ،‬ﺃﻭ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺨﺘﻠﻑ ﻤﺴﺒﺒﺎﺘﻬﺎ‬
‫ﻭﻁﺒﻴﻌﺔ ﺘﺩﺍﺨل ﻭﻋﻼﻗﺎﺕ ﻋﻨﺎﺼﺭﻫﺎ)‪ ،(2‬ﻭﻴﺭﻯ ﻋﺒﺩﺍﻝﺒﺎﺴﻁ ﻤﺤﻤﺩ ﺤﺴﻥ ﺒﺎﻥ ﺍﻝﻤﺸﻜﻠﺔ‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﺍﻋﺩﺍﺩ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻷﻭﻝﻴﺔ ﻝﻤﺸﺭﻭﻋﺎﺕ ﺍﻝﺒﺤﻭﺙ‪ :‬ﻨﻤﻭﺫﺝ ﻝﻠﺘﻁﺒﻴﻕ‪،‬‬
‫ﺒﻨﻐﺎﺯﻱ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﻗﺎﺭﻴﻭﻨﺱ‪1992 ،‬ﻡ‪ ،‬ﺹ‪.28‬‬
‫‪ -2‬ﺸﺭﻴﻑ ﺩﺭﻭﻴﺵ ﺍﻝﻠﺒﺎﻥ‪ ،‬ﻫﺸﺎﻡ ﻋﻁﻴﺔ ﻋﺒﺩﺍﻝﻤﻘﺼﻭﺩ‪ ،‬ﻤﻘﺩﻤﺔ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ ﺍﻝﻌﺭﺒﻴﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2008 ،‬ﻡ‪ ،‬ﺹ‪.44‬‬

‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺒﺤﺜﻴﺔ ﻫﻲ "ﻤﻭﻀﻭﻉ ﻴﺤﻴﻁ ﺒﻪ ﺍﻝﻐﻤﻭﺽ‪ ،‬ﺃﻭ ﻅﺎﻫﺭﺓ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺘﻔﺴﻴﺭ‪ ،‬ﺃﻭ ﻗﻀﻴﺔ‬
‫ﻤﻭﻀﻊ ﺨﻼﻑ" )‪ ،( 1‬ﻭﻴﻌﺭﻑ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺒﺎﻨﻬﺎ " ﻤﻭﻗﻑ ﺃﻭ‬
‫ﻗﻀﻴﺔ ﺃﻭ ﻓﻜﺭﺓ ﺃﻭ ﻤﻔﻬﻭﻡ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻝﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻤﻘﺩﻤﺎﺘﻬﺎ‪ ،‬ﻭﺒﻨﺎﺀ‬
‫ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﻋﻨﺎﺼﺭﻫﺎ ﻭﻨﺘﺎﺌﺠﻬﺎ ﺍﻝﺤﺎﻝﻴﺔ ﻭﺍﻋﺎﺩﺓ ﺼﻴﺎﻏﺘﻬﺎ ﻤﻥ ﺨﻼل ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‬
‫)‪( 2‬‬
‫ﻭﻭﻀﻌﻬﺎ ﻓﻲ ﺍﻻﻁﺎﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺴﻠﻴﻡ"‬
‫ﻭﻗﺩ ﺘﺘﻤﺜل ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻓﻲ ﻏﻤﻭﺽ ﻴﻜﺘﻨﻑ ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ‪ ،‬ﺃﻭ ﻨﺩﺭﺓ ﻓﻲ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺒﻬﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﺃﻭ ﺘﻨﺎﻗﺽ ﺍﻝﺘﻭﺠﻬﺎﺕ ﻭﺍﻵﺭﺍﺀ ﺒﺸﺄﻨﻪ‪ ،‬ﺃﻭ ﻏﻴﺎﺏ ﺍﻝﺘﻔﺴﻴﺭﺍﺕ‬
‫ﻭﺍﻷﺴﺒﺎﺏ ﺍﻝﻤﻘﻨﻌﺔ‪ ،‬ﻭﻗﺩ ﺘﺘﻤﺜل ﺍﻝﻤﺸﻜﻠﺔ ﻓﻲ ﻤﻅﺎﻫﺭ ﻓﺸل ﺃﻭ ﺍﺨﻔﺎﻕ ﺘﺘﻁﻠﺏ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻭﺍﻝﺘﻘﺼﻲ‪ ،‬ﻜﻤﺎ ﻗﺩ ﺘﺘﻤﺜل ﺍﻝﻤﺸﻜﻠﺔ ﻓﻲ ﻨﺠﺎﺡ ﻤﻠﻤﻭﺱ ﻤﻊ ﻏﻴﺎﺏ ﺒﻠﻭﺭﺓ ﻭﺍﻀﺤﺔ‬
‫ﻝﻤﻘﻭﻤﺎﺘﻪ ﻭﺃﺴﺒﺎﺒﻪ ﻝﻠﺤﻔﺎﻅ ﻋﻠﻴﻪ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻪ‪ ،‬ﺃﻭ ﻭﺠﻭﺩ ﻤﻤﺎﺭﺴﺎﺕ ﺃﻭ ﻭﺍﻗﻊ ﻤﻌﻴﻥ‬
‫)‪(3‬‬
‫ﻴﻘﺘﻀﻲ ﺍﻝﺘﻘﻴﻴﻡ ﻭﺘﺸﺨﻴﺹ ﻫﺫﻩ ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﺃﻭ ﻫﺫﺍ ﺍﻝﻭﺍﻗﻊ‪.‬‬
‫ﻓﺎﻝﻤﺸﻜﻠﺔ ﺍﺫﺍ ﻫﻲ ﺤﺎﻝﺔ ﻏﻤﻭﺽ ﺘﺤﻴﻁ ﺒﻅﺎﻫﺭﺓ ﻤﺎ ﺘﻘﻊ ﻓﻲ ﻨﻁﺎﻕ ﺘﺨﺼﺹ‬
‫ﻭﺍﻫﺘﻤﺎﻡ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻓﻴﺩﻓﻌﻪ ﺤﺴﻪ ﺍﻝﺒﺤﺜﻲ ﺇﻝﻰ ﺭﺼﺩﻫﺎ ﻭﺘﺤﺩﻴﺩ ﻤﻌﺎﻝﻤﻬﺎ ﻭﺍﺒﻌﺎﺩﻫﺎ ﻓﻲ‬
‫ﻤﺤﺎﻭﻝﺔ ﻝﺩﺭﺍﺴﺘﻬﺎ ﻭﻓﻙ ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﻏﻤﻭﺽ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺒﺎﻥ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻫﻲ ﺍﻝﺴﺅﺍل ﺍﻝﺒﺤﺜﻲ ﺍﻷﺴﺎﺴﻲ ﺍﻝﺫﻱ ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻴﻪ ﻤﻥ ﺨﻼل ﺍﻝﻘﻴﺎﻡ‬
‫ﺒﺒﺤﺜﻪ‪ ،‬ﻭﺒﺎﻹﺠﺎﺒﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻴﻜﻭﻥ ﻗﺩ ﺤﻘﻕ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺎﻥ‬
‫ﻨﺠﺎﺡ ﺍﻝﺒﺤﺙ ﻴﺘﻭﻗﻑ ﺍﻝﻰ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻋﻠﻰ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل‬
‫ﺍﻭ ﺍﻻﺴﺌﻠﺔ ﺍﻝﺘﻲ ﺘﺘﻀﻤﻨﻬﺎ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﻲ ﺍﻻﺴﺌﻠﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻠﻴﻬﺎ ﻓﻲ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺒﺎﺴﻁ ﻤﺤﻤﺩ ﺤﺴﻥ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁ‪ ،7‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻭﻫﺒﺔ‪1980 ،‬ﻡ‪،‬‬
‫ﺹ‪.148‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ‪2004 ،‬ﻡ‪،‬‬
‫ﺹ‪.70‬‬
‫‪ -3‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.71،72‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺭﺤﻠﺔ ﻻﺤﻘﺔ ﺒﺼﻭﺭﺓ ﺍﻜﺜﺭ ﺘﻔﺼﻴﻼ ﻤﻥ ﺨﻼل ﺘﺴﺎﺅﻻﺕ ﺍﻝﺒﺤﺙ ﺍﻭ ﻓﺭﻀﻴﺎﺘﻪ‪ ،‬ﺍﻭ‬
‫ﻫﻤﺎ ﻤﻌﺎ‪.‬‬
‫ﻭﺍﻝﻤﺸﻜﻠﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ ﻫﻲ "ﺃﺴﺎﺱ ﻋﻤﻠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻓﺎﻝﺒﺤﺙ ﺍﻝﺫﻱ‬
‫ﻴﺒﺩﺃ ﻤﻥ ﻓﺭﺍﻍ ﻻ ﻴﻨﺘﻬﻲ ﺇﻻ ﺇﻝﻰ ﻓﺭﺍﻍ‪ ،‬ﻭﻝﻬﺫﺍ ﻓﺈﻥ ﺍﻝﺴﻤﺔ ﺍﻝﺭﺌﻴﺴﻴﺔ ﺍﻝﺘﻲ ﺘﻤﻴﺯ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻫﻲ ﺍﻥ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﻤﺸﻜﻠﺔ ﻤﺤﺩﺩﺓ")‪.(1‬‬
‫ﻭﺘﺘﺤﺩﺩ ﺍﺼﺎﻝﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﺜﻴﺭﻫﺎ‪،‬‬
‫ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻨﺎﻭﻝﻬﺎ ﻭﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺘﻲ ﻴﻤﺘﺩ ﺍﻝﻴﻬﺎ‪ ،‬ﻜﺫﻝﻙ ﻤﺩﻯ ﻗﻴﻤﺔ ﻫﺫﻩ‬
‫ﺍﻝﻤﺸﻜﻠﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺠﺘﻤﻊ‪ ،‬ﻭﺒﺎﻝﻨﺴﺒﺔ ﻝﻐﻴﺭﻫﺎ ﻤﻥ ﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻤﺩﻯ‬
‫ﺍﻫﺘﻤﺎﻡ ﺍﻷﺨﺭﻴﻥ ﺒﻬﺎ)‪ ،(2‬ﻭﺘﻤﺜل ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻨﻘﻁﺔ ﺍﻝﺘﺤﻭل ﺍﻷﻭﻝﻰ ﻓﻲ ﺍﻻﻨﺘﻘﺎل ﻤﻥ‬
‫ﺍﻝﻭﻀﻊ ﺍﻝﺘﺼﻭﺭﻱ ﺇﻝﻰ ﺍﻝﻌﻤﻠﻲ‪ ،‬ﺃﻭ ﻤﻥ ﺍﻝﻔﻜﺭﺓ ﺇﻝﻰ ﺍﻝﻭﺍﻗﻌﺔ‪ ،‬ﻭﺘﻌﺩ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ﺼﻴﺎﻏﺔ ﺩﻗﻴﻘﺔ ﻭﺼﺤﻴﺤﺔ ﻭﻭﺍﻀﺤﺔ ﺍﻝﺨﻁﻭﺓ ﺍﻷﻫﻡ ﻤﻥ ﺨﻁﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻓﺈﻨﺠﺎﺯﻫﺎ ﺒﺎﻝﺸﻜل ﺍﻝﻤﺄﻤﻭل ﻴﻜﺸﻑ ﺒﺫﺍﺘﻪ ﻋﻥ ﺍﻝﺠﺯﺀ ﺍﻷﻜﺒﺭ ﻤﻥ ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﻭﺍﻝﺤﻠﻭل‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺫﻝﻙ)‪.( 3‬‬
‫ﻭﻓﻲ ﺤﻘﻴﻘﺔ ﺍﻷﻤﺭ ﻓﺈﻨﻪ ﻭﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻤﻨﻁﻘﻴﺔ‪ ،‬ﻭﻭﻓﻘﺎ ﻝﻠﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺴﻠﻴﻡ ﻻ‬
‫ﻴﻤﻜﻥ ﺍﻝﻘﻴﺎﻡ ﺒﺄﻱ ﺨﻁﻭﺓ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻗﺒل ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻠﺔ ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‬
‫ﻭﺘﺤﺩﻴﺩﻫﺎ ﺘﺤﺩﻴﺩﺍ ﻜﺎﻤﻼ ﻭﻭﺍﻀﺤﺎ ﻭﺩﻗﻴﻘﺎ‪ ،‬ﺤﻴﺙ ﻴﺅﺜﺭ ﻜل ﺫﻝﻙ ﻭﺒﺼﻭﺭﺓ ﻜﺒﻴﺭﺓ ﻋﻠﻰ‬
‫ﻜﺎﻓﺔ ﺨﻁﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻼﺤﻘﺔ‪ ،‬ﻓﺒﺩﻭﻥ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ ﻝﻥ ﻴﻜﻭﻥ ﺒﻤﻘﺩﻭﺭ ﺍﻝﺒﺎﺤﺙ ﺍﻥ‬
‫ﻴﺤﺩﺩ ﺃﻫﺩﺍﻓﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺒﺩﻗﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻝﻥ ﻴﻜﻭﻥ ﺒﺈﻤﻜﺎﻨﻪ ﺍﻥ ﻴﻀﻊ ﺘﺴﺎﺅﻻﺘﻪ ﻭﻓﺭﻭﻀﻪ‪،‬‬
‫ﺤﻴﺙ ﺘﺘﺩﺨل ﻫﺫﻩ ﺍﻝﺨﻁﻭﺓ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ‬

‫‪ -1‬ﻤﺤﻤﺩ ﻤﻨﻴﺭ ﺤﺠﺎﺏ‪ ،‬ﺍﻷﺴﺱ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻜﺘﺎﺒﺔ ﺍﻝﺭﺴﺎﺌل ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﻁ‪ ،3‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﺠﺭ‪،‬‬
‫‪2000‬ﻡ‪ ،‬ﺹ‪.22‬‬
‫‪ -2‬ﻏﺎﺯﻱ ﺤﺴﻴﻥ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﺭﻴﺎﺽ‪ ،‬ﻤﺅﺴﺴﺔ ﺸﺒﺎﺏ ﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﺹ‪.179‬‬
‫‪ -3‬ﻏﺎﺯﻱ ﺯﻴﻥ ﺍﻝﺩﻴﻥ ﻋﻭﺽ ﺍﷲ‪ ،‬ﺍﻝﺨﻁﺎﺏ ﺍﻹﻋﻼﻤﻲ ﻤﺎﺩﺘﻪ ﻭﺍﺸﻜﺎﻝﻪ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺏ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪2002‬ﻡ‪ ،‬ﺹ‪.124‬‬
‫‪copyright law.‬‬

‫‪88‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﻨﻭﻉ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺠﻤﻌﻬﺎ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ‬

‫ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﺘﻲ ﻴﺴﻠﻜﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻁﺭﻴﻘﻪ ﻨﺤﻭ ﺤل ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫ﻭﻝﻌل ﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﻁﻠﺢ ﺍﻝﻤﺸﻜﻠﺔ ﻫﻨﺎ ﻭﺍﻁﻼﻗﻪ ﻋﻠﻰ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻴﻌﻜﺱ ﺃﻫﻤﻴﺘﻬﺎ‪ ،‬ﻭﻀﺭﻭﺭﺓ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺤل ﺒﺸﺄﻨﻬﺎ‪،‬‬
‫ﻓﺎﻝﻤﺸﻜﻠﺔ ﺘﺘﻌﻠﻕ ﺒﻤﻭﻗﻑ ﻤﻌﻘﺩ ﻭﺼﻌﺏ ﻭﻏﺎﻤﺽ‪ ،‬ﻭﻴﺨﻠﻕ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺙ ﻫﻤﺎ ﻭﻗﻠﻘﺎ‬
‫ﺒﺤﺜﻴﺎ‪ ،‬ﻴﺴﻴﻁﺭ ﻋﻠﻰ ﺘﻔﻜﻴﺭﻩ ﻭﻭﺠﻭﺩﻩ‪ ،‬ﻭﻴﺠﻌﻠﻪ ﻴﻨﺩﻓﻊ ﻨﺤﻭ ﺍﻝﻌﻤل ﻋﻠﻰ ﺤﻠﻪ‪،‬‬
‫ﻓﺎﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻫﻲ ﻤﺸﻜﻼﺕ ﻋﻠﻤﻴﺔ ﺤﻘﻴﻘﻴﺔ ﻴﻘﻭﺩ ﺍﻝﺒﺤﺙ‬
‫ﻓﻴﻬﺎ ﺇﻝﻰ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﻐﺎﻤﻀﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻅل ﺘﻨﺘﻅﺭ ﻤﻥ‬
‫ﻴﻔﻙ ﻏﻤﻭﻀﻬﺎ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺠﺩﻴﺭﻴﻥ ﺒﺫﻝﻙ‪ ،‬ﻓﺎﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻠﺤﺔ ﻫﻲ ﺍﻝﺘﻲ‬
‫ﺘﺤﻔﺯ ﺍﻝﺒﺎﺤﺙ ﻭﺘﺩﻓﻌﻪ ﻝﻠﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻲ ﺍﻝﺘﻲ ﺘﻘﻭﺩﻩ ﻝﻼﺨﺘﺭﺍﻋﺎﺕ ﻭﺍﻻﻜﺘﺸﺎﻓﺎﺕ‬
‫ﺘﺤﺕ ﻀﻐﻁ ﻤﺎ ﻴﻌﺘﺭﻀﻪ ﻤﻥ ﻤﺸﻜﻼﺕ ﻭﺘﺴﺎﺅﻻﺕ ﻻ ﺘﺘﻭﻗﻑ‪.‬‬
‫ﻭﺍﻝﺒﺎﺤﺙ ﺨﻼل ﺭﺤﻠﺔ ﺘﻠﻤﺱ ﻤﺸﻜﻠﺘﻪ ﻭﺘﺤﺴﺴﻬﺎ ﻭﺘﺤﺩﻴﺩﻫﺎ ﺍﻨﻤﺎ ﻴﺴﻌﻰ ﺇﻝﻰ‬
‫ﻤﻌﺎﻴﺸﺘﻬﺎ ﺒﻜل ﺍﺤﺎﺴﻴﺴﻪ‪ ،‬ﻓﻬﻲ ﺘﻅل ﺘﺴﻴﻁﺭ ﻋﻠﻰ ﺘﻔﻜﻴﺭﻩ ﻭﻨﻘﺎﺸﺎﺘﻪ‪ ،‬ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﻤﻥ‬
‫ﺘﺤﺩﻴﺩﻫﺎ ﻭﺤﺼﺭﻫﺎ ﺒﺎﻝﺼﻭﺭﺓ ﻭﺍﻝﺩﺭﺠﺔ ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻝﻪ ﺩﺭﺍﺴﺘﻬﺎ ﻭﻓﻕ ﺍﻷﺴﻠﻭﺏ ﺍﻝﻌﻠﻤﻲ‬
‫ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ‪.‬‬
‫ﻭﻴﺘﺠﺴﺩ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﺒﺎﺤﺙ ﻓﻲ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻝﺘﻌﺭﻑ ﻭﺒﺼﻭﺭﺓ ﻜﺎﻤﻠﺔ ﻋﻠﻰ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﺴﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ - 2‬ﺍﻻﺤﺎﻁﺔ ﺍﻝﻜﺎﻤﻠﺔ ﺒﻜﺎﻓﺔ ﺠﻭﺍﻨﺏ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﺴﻴﺩﺭﺴﻪ‪ ،‬ﻭﺭﺼﺩ ﺤﺩﻭﺩﻩ‬
‫ﺍﻝﻤﻭﻀﻭﻋﻴﺔ‪ ،‬ﻭﺍﻝﻤﻜﺎﻨﻴﺔ‪ ،‬ﻭﺍﻝﺯﻤﺎﻨﻴﺔ‪.‬‬
‫‪ – 3‬ﺍﻝﺼﻴﺎﻏﺔ ﺍﻝﻭﺍﻀﺤﺔ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺒﻤﺎ ﻴﺘﻴﺢ ﻝﻠﺒﺎﺤﺙ ﺴﻬﻭﻝﺔ ﺩﺭﺍﺴﺘﻬﺎ‬
‫ﻭﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﻜل ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﻲ ﺘﻁﺭﺤﻬﺎ‪.‬‬
‫‪ – 4‬ﻭﻀﻭﺡ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻤﺩﻯ ﺇﻤﻜﺎﻨﻴﺔ ﺘﺤﻘﻴﻘﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻻﺒﺩ ﺍﻥ ﻴﺩﺭﻙ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺴﻭﻑ ﻴﺴﺎﻋﺩﻩ‬

‫ﻜﺜﻴﺭﺍ ﻓﻲ ﺘﺤﺩﻴﺩ ﺒﻘﻴﺔ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻤﺜل ﺘﺤﺩﻴﺩ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﺒﻴﺎﻥ ﺃﻫﻤﻴﺘﻬﺎ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺼﻴﺎﻏﺔ ﻓﺭﻭﻀﻪ ﻭﺘﺴﺎﺅﻻﺘﻪ ﺒﻭﻀﻭﺡ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻁﻠﺏ‬
‫ﺠﻤﻌﻬﺎ‪ ،‬ﻭﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﺘﻲ ﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﻏﻴﺭ‬
‫ﺫﻝﻙ ﻤﻤﺎ ﻴﺘﻁﻠﺒﻪ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﻭﻴﻌﻜﺱ ﻤﺎ ﻗﺎﻝﻪ ﺩﺍﺭﻭﻴﻥ ‪ DARWIN‬ﺃﻫﻤﻴﺔ ﻭﺼﻌﻭﺒﺔ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻘﻭل‪ " :‬ﺍﻨﻙ ﻝﺘﻌﺠﺏ ﻜﻡ ﻗﻀﻴﺕ ﻤﻥ ﺍﻝﻭﻗﺕ ﻷﺘﺒﻴﻥ ﺒﻭﻀﻭﺡ ﻨﻭﻉ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺒﺤﺙ ﻭﺘﻔﺴﻴﺭ‪ ،‬ﻭﺇﻨﻨﻲ ﺇﺫ ﺍﻋﻭﺩ ﺒﺫﺍﻜﺭﺘﻲ ﺇﻝﻰ ﺍﻝﻭﺭﺍﺀ‪ ،‬ﺒﻌﺩ‬
‫ﺍﻥ ﺍﻨﺠﺯﺕ ﺍﺒﺤﺎﺜﻲ ﺒﻨﺠﺎﺡ‪ ،‬ﺃﺭﻯ ﺍﻥ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺼﺎﻝﺤﺔ ﻝﻠﺒﺤﺙ ﺃﻜﺜﺭ‬
‫ﺼﻌﻭﺒﺔ ﻤﻥ ﺩﺭﺍﺴﺘﻬﺎ ﻭﺇﻴﺠﺎﺩ ﺍﻝﺤﻠﻭل ﻝﻬﺎ")‪ ،(1‬ﻭﻫﻭ ﻤﺎ ﻴﺅﻜﺩ ﻋﻠﻰ ﺍﻝﺠﻬﺩ ﻭﺍﻝﻌﻨﺎﻴﺔ ﺍﻝﺘﻲ‬
‫ﻴﺠﺏ ﺍﻥ ﻴﺤﻴﻁﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺒﻬﺫﻩ ﺍﻝﺨﻁﻭﺓ‪ ،‬ﺍﻝﺘﻲ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺠﺩ ﻭﺍﺠﺘﻬﺎﺩ ﻭﻤﺜﺎﺒﺭﺓ‬
‫ﻭﺼﺒﺭ‪ ،‬ﻭﻫﻲ ﺼﻔﺎﺕ ﻴﺠﺏ ﺍﻥ ﻴﺘﺤﻠﻰ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺠﺎﺩ‪ ،‬ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﻤﻥ ﻭﻀﻊ ﻴﺩﻩ‬
‫ﻋﻠﻰ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻴﺘﺭﺘﺏ ﻋﻠﻰ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪-1‬ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻴﻔﻘﺩ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺘﺎ ﻁﻭﻴﻼ ﻫﻭ ﻓﻲ‬
‫ﺍﻤﺱ ﺍﻝﺤﺎﺠﺔ ﺍﻝﻴﻪ‪.‬‬
‫‪ -2‬ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﻤﺎ ﺍﻝﺫﻱ ﺴﻴﺩﺭﺴﻪ ﺒﺎﻝﻀﺒﻁ‪ ،‬ﻭﻤﺎ ﻫﻲ ﺤﺩﻭﺩ ﺒﺤﺜﻪ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ ﻭﺍﻝﺯﻤﻨﻴﺔ‪.‬‬
‫‪ - 3‬ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻗﺩ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻋﺎﺠﺯﺍ ﻋﻥ‬
‫ﺘﺤﺩﻴﺩ ﺍﻭﻝﻭﻴﺎﺕ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﺘﺠﻪ ﻝﻠﺒﺤﺙ ﻋﻨﻬﺎ‪.‬‬
‫‪ - 4‬ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻴﻀﻊ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺤﺎﻝﺔ ﺍﺭﺘﺒﺎﻙ‪،‬‬
‫ﻭﻴﺠﻌﻠﻪ ﻋﺎﺠﺯﺍ ﻋﻥ ﺘﺤﺩﻴﺩ ﺃﻫﺩﺍﻓﻪ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺯﻴﺩﺍﻥ ﻋﺒﺩﺍﻝﺒﺎﻗﻲ‪ ،‬ﻗﻭﺍﻋﺩ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﺴﻌﺎﺩﺓ‪1972 ،‬ﻡ‪.‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ - 5‬ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻗﺩ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻴﻘﻭﻡ ﺒﺠﻤﻊ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﻴﻜﺘﺸﻑ ﻻﺤﻘﺎ ﺍﻨﻪ ﻝﻴﺱ ﻓﻲ ﺤﺎﺠﺔ ﺤﻘﻴﻘﻴﺔ ﺇﻝﻴﻬﺎ‪.‬‬
‫‪ - 6‬ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ‬
‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺤل ﻝﻠﻤﺸﻜﻠﺔ‪ ،‬ﻓﻬﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ )ﻤﺭﺤﻠﺔ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ( ﻫﻲ ﺍﺼﻌﺏ ﻜﻤﺎ‬
‫ﻴﻘﺎل ﺩﺍﺌﻤﺎ ﻤﻥ ﺍﻴﺠﺎﺩ ﺤل ﻝﻠﻤﺸﻜﻠﺔ ﺫﺍﺘﻬﺎ‪.‬‬
‫‪ - 7‬ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ‬
‫ﺍﻻﻨﺘﻘﺎل ﺇﻝﻰ ﻤﺎ ﻴﻠﻴﻬﺎ ﻤﻥ ﺨﻁﻭﺍﺕ ﺒﺤﺜﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ ﻋﺠﺯﻩ ﻋﻥ ﺍﻨﺠﺎﺯ ﺒﺤﺜﻪ‬
‫ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬
‫ﻭﺘﺘﻔﺎﻭﺕ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﻬﺎﺭﺍﺘﻬﻡ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻌﺜﻭﺭ‬
‫ﻋﻠﻰ ﻤﺸﻜﻠﺔ ﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻭﺫﺍﺕ ﻗﻴﻤﺔ ﻋﻠﻤﻴﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﻝﻴﺴﺕ ﻤﺘﺎﺤﺔ ﻝﻜل‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻨﺎ ﻨﻠﺤﻅ ﺩﺍﺌﻤﺎ ﺘﻔﺎﻭﺘﺎ ﻓﻲ ﺃﻫﻤﻴﺔ ﻤﺎ ﻴﻘﺩﻡ ﻤﻥ ﻤﺸﺎﺭﻴﻊ ﺒﺤﺜﻴﺔ‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﻝﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻓﻲ ﺍﻝﺠﺎﻤﻌﺎﺕ‪ ،‬ﻓﻔﻲ ﺤﻴﻥ ﻴﻔﻠﺢ ﺒﻌﺽ ﺍﻝﻁﻠﺒﺔ ﻓﻲ‬
‫ﺘﻘﺩﻴﻡ ﺍﻓﻜﺎﺭ ﺒﺤﺜﻴﺔ ﺠﺩﻴﺩﺓ ﻭﻤﺒﺘﻜﺭﺓ ﻭﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ‪ ،‬ﻨﺠﺩ ﻋﺩﺩﺍ ﺃﺨﺭ ﻤﻨﻬﻡ ﻴﻌﺠﺯ ﻋﻥ‬
‫ﺫﻝﻙ‪ ،‬ﺒل ﻭﻴﻅل ﻴﺘﺨﺒﻁ ﺇﻝﻰ ﻭﻗﺕ ﻁﻭﻴل‪ ،‬ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ ﺘﻠﻤﺱ ﻤﻭﻀﻭﻉ ﻤﺘﻤﻴﺯ‬
‫ﻭﻴﺴﺘﺤﻕ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻝﻠﺘﺤﻘﻕ ﻤﻥ ﻭﺠﻭﺩ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻻﺒﺩ ﻤﻥ ﺘﻭﻓﺭ ﺸﺭﻭﻁ ﻤﻌﻴﻨﺔ‪ ،‬ﺘﺘﻤﺜل‬
‫)‪(1‬‬
‫ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﻴﺸﻌﺭ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻫﻨﺎﻝﻙ ﻤﺸﻜﻠﺔ‪.‬‬
‫‪ – 2‬ﺍﻥ ﻴﺸﻌﺭ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻫﻨﺎﻝﻙ ﺒﺩﺍﺌل ﻤﺨﺘﻠﻔﺔ ﻴﻤﻜﻥ ﺘﺭﺠﻴﺢ ﺒﻌﻀﻬﺎ ﻋﻠﻰ‬
‫ﺍﻝﺒﻌﺽ ﺍﻷﺨﺭ‪.‬‬

‫‪ -1‬ﺍﻝﺴﻌﻴﺩ ﺍﻝﺴﻴﺩ ﺍﻝﺸﻠﺒﻲ‪ ،‬ﻤﻘﺩﻤﺔ ﻓﻲ ﺒﺤﻭﺙ ﺍﻝﻌﻤﻠﻴﺎﺕ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﻜﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﺭﻜﺯ ﺍﻝﺘﻨﻤﻴﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺼﻨﺎﻋﻴﺔ‪ ،‬ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،1974 ،‬ﺹ‪.60‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 3‬ﺍﻥ ﻴﺸﻌﺭ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻫﻨﺎﻝﻙ ﻝﻜل ﺒﺩﻴل ﻤﺯﺍﻴﺎ ﻭﻨﺘﺎﺌﺞ ﻤﺘﻭﻗﻌﺔ‪ ،‬ﻭﻝﻜﻥ ﻻ‬
‫ﺘﺘﻭﻓﺭ ﻓﺭﺼﺔ ﻜﺎﻤﻠﺔ ﻓﻲ ﺃﻱ ﺒﺩﻴل ﻤﻥ ﻫﺫﻩ ﺍﻝﺒﺩﺍﺌل‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺸﺭﻭﻁ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪:‬‬

‫ﺘﺘﻔﺎﻭﺕ ﺃﻫﻤﻴﺔ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻠﻴﺱ ﻜل ﻤﻭﻀﻭﻉ ﻴﺼﻠﺢ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻌﻤﻠﻴﺔ ﻝﻠﺒﺤﺙ‪ ،‬ﻓﺎﻷﻤﺭ ﻴﻅل ﻤﺘﻭﻗﻑ‬
‫ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺘﻲ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﺭﺍﻋﺎﺘﻬﺎ ﻋﻨﺩ ﺍﻝﺸﺭﻭﻉ ﻓﻲ ﺍﺨﺘﻴﺎﺭ‬
‫ﻭﺘﺤﺩﻴﺩ ﻤﺸﻜﻠﺔ ﻝﻠﺒﺤﺙ‪ ،‬ﺤﻴﺙ ﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﺸﺭﻭﻁ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻻﻝﺘﻔﺎﺕ ﺍﻝﻴﻬﺎ ﻭﻤﺭﺍﻋﺎﺘﻬﺎ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﺠﺩﺓ ﺃﻭ ﺍﻝﺤﺩﺍﺜﺔ‪:‬‬
‫ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ ﻝﻠﺩﺭﺍﺴﺔ ﺠﺩﻴﺩﺓ ﻭﻝﻡ ﻴﺴﺒﻕ‬
‫ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺍﻥ ﻴﻜﻭﻥ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺠﻬﺎ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻝﻤﻌﺎﺵ‪ ،‬ﻭﻫﻭ ﻤﺎ‬
‫ﻴﺘﻁﻠﺏ ﺍﻥ ﻴﻭﺍﻜﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﺴﺘﺠﺩﺍﺕ ﺍﻝﺤﻴﺎﺘﻴﺔ ﻝﻠﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﻌﺎﻝﺞ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﺘﻲ ﺘﻌﺘﺭﻀﻪ‪ ،‬ﻭﻴﺭﺘﺒﻁ ﺒﻬﻤﻭﻤﻪ ﻭﻗﻀﺎﻴﺎﻩ‪ ،‬ﻭﻤﻌﻨﻰ ﺫﻝﻙ ﺍﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺠﺎﺩﻴﻥ‬
‫ﻤﺭﺍﻗﺒﺔ ﻭﺭﺼﺩ ﻜل ﻤﺎ ﻴﻁﺭﺃ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﻤﻥ ﺍﺤﺩﺍﺙ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻋﻠﻴﻪ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ‬
‫ﺍﺨﻀﺎﻋﻬﺎ ﻝﻠﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻝﺫﺍ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻜﺎﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺭﺍﻜﺯ‬
‫ﻤﻊ ﺍﺤﺘﻴﺎﺠﺎﺘﻪ‬ ‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺍﻥ ﺘﺘﻭﻝﻰ ﺘﺤﺩﻴﺩ ﺍﻭﻝﻭﻴﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺒﻤﺎ ﻴﺘﻼﺌﻡ‬
‫ﻭﺘﻁﻠﻌﺎﺘﻪ‪ ،‬ﻭﻫﻲ ﻤﺴﺅﻭﻝﻴﺔ ﻻ ﺘﻘل ﺍﻫﻤﻴﺔ ﻋﻥ ﺇﺠﺭﺍﺀ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺫﻝﻙ ﺍﻥ‬
‫ﺭﺼﺩ ﻭﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻋﻤﻠﻴﺔ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺠﻬﺩ ﺫﻫﻨﻲ‪،‬‬
‫ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺘﻠﻤﺱ ﺍﻝﻤﺸﻜﻼﺕ ﻗﺩ ﻻ ﺘﺘﻭﻓﺭ ﻷﻱ ﺒﺎﺤﺙ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﻓﻘﺎ‬
‫ﻝﻁﺒﻴﻌﺔ ﻜل ﻤﻭﻀﻭﻉ ﺃﻭ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﻫﻲ ﺍﻴﻀﺎ ﻋﻤﻠﻴﺔ ﻋﻠﻰ ﻏﺎﻴﺔ ﻤﻥ ﺍﻷﻫﻤﻴﺔ‪،‬‬
‫ﻓﺎﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺨﺒﺭﺘﻬﺎ‪ ،‬ﻫﻲ ﺍﻷﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻝﻴﺱ ﻓﻘﻁ‬
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‫‪copyright law.‬‬

‫‪92‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﺸﻜﻼﺕ‪ ،‬ﻭﻝﻜﻥ ﺍﻴﻀﺎ ﻤﻥ ﻴﻜﻭﻥ ﺒﺈﻤﻜﺎﻨﻪ ﺩﺭﺍﺴﺔ ﺘﻠﻙ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﺘﻭﺼل ﺇﻝﻰ‬
‫ﺍﻝﺤﻠﻭل ﺍﻝﻤﻼﺌﻤﺔ ﻝﻬﺎ‪.‬‬
‫‪ – 2‬ﺍﻹﻀﺎﻓﺔ‪:‬‬
‫ﺍﻥ ﺃﻫﻤﻴﺔ ﺃﻱ ﺒﺤﺙ ﻋﻠﻤﻲ ﻫﻲ ﻓﻴﻤﺎ ﻴﻀﻴﻔﻪ ﻝﻠﻤﻌﺭﻓﺔ ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﻤﺎ ﻴﻘﺩﻤﻪ ﻤﻥ‬
‫ﺍﻜﺘﺸﺎﻓﺎﺕ ﺃﻭ ﺍﺨﺘﺭﺍﻋﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻤﺎ ﻴﺴﺎﻫﻡ ﺒﻪ ﻤﻥ ﺤﻠﻭل ﻝﻠﻤﺸﻜﻼﺕ ﺍﻝﻌﺎﻝﻘﺔ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻻ ﻴﻘﺩﻡ ﻤﻌﺭﻓﺔ ﺠﺩﻴﺩﺓ ﻴﻤﻜﻥ ﺘﻭﻅﻴﻔﻬﺎ ﻋﻤﻠﻴﺎ ﻻ ﺃﻫﻤﻴﺔ ﻭﻻ‬
‫ﻀﺭﻭﺭﺓ ﻝﻪ‪ ،‬ﻭﻝﻺﻀﺎﻓﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﺩﺓ ﺃﻭﺠﻪ‪ ،‬ﻓﻬﻲ ﻤﻥ ﻨﺎﺤﻴﺔ ﺘﻌﻨﻲ ﻋﺩﻡ‬
‫ﺘﻜﺭﺍﺭ ﻭﺍﺠﺘﺭﺍﺭ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻜﻤﺎ ﺘﻌﻨﻲ ﺍﻴﻀﺎ ﺍﻨﺠﺎﺯ‬
‫ﻤﻌﺎﺭﻑ ﺠﺩﻴﺩﺓ ﺫﺍﺕ ﺩﻻﻝﺔ ﻭﻗﻴﻤﺔ‪ ،‬ﻭﻫﻲ ﻜﺫﻝﻙ ﺍﻴﻀﺎ ﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺭﻜﺏ ﺍﻝﺤﻀﺎﺭﺓ‬
‫ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﺘﺫﻝﻴل ﻝﻠﺼﻌﺎﺏ‪ ،‬ﻜﻤﺎ ﺍﻨﻬﺎ ﺘﺘﻤﺜل ﻓﻲ ﻁﺭﻕ ﻗﻀﺎﻴﺎ ﻭﻤﺠﺎﻻﺕ ﻭﺤﻘﻭل‬
‫ﻤﻌﺭﻓﻴﺔ ﻭﻋﻠﻤﻴﺔ ﻝﻡ ﻴﺴﺒﻕ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺒﻤﺎ ﻴﺴﺎﻫﻡ ﻓﻲ ﺘﺭﺍﻜﻡ ﻋﻠﻤﻲ ﻭﻤﻌﺭﻓﻲ‪ ،‬ﻓﺎﻝﻌﻠﻡ ﻜﻤﺎ‬
‫ﺴﺒﻘﺕ ﺍﻻﺸﺎﺭﺓ ﻫﻭ ﻋﻤﻠﻴﺔ ﺘﺭﺍﻜﻤﻴﺔ ﻴﻀﻴﻑ ﻝﻬﺎ ﻜل ﺒﺎﺤﺙ ﺸﻲﺀ ﺠﺩﻴﺩ‪ ،‬ﻭﻤﻊ ﻤﺭﻭﺭ‬
‫ﺍﻝﺯﻤﻥ ﻴﺼﻴﺭ ﻝﻠﻤﺠﺘﻤﻊ ﺭﺼﻴﺩ ﻤﻌﺭﻓﻲ ﻭﻋﻠﻤﻲ ﻴﺴﻬﻡ ﻓﻲ ﺘﻁﻭﺭﻩ ﻭﺘﻘﺩﻤﻪ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺩﺍﺌﻤﺎ ﻭﻫﻭ ﺒﺼﺩﺩ ﺍﺨﺘﻴﺎﺭ ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻥ ﻴﺴﺄل‬
‫ﻨﻔﺴﻪ ﻤﺎ ﺍﻝﺫﻱ ﺴﺘﻀﻴﻔﻪ ﺩﺭﺍﺴﺘﻪ ﺍﻝﺤﺎﻝﻴﺔ ﻝﻤﺠﺘﻤﻌﻪ ﻭﻝﻠﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ؟ ﻭﻫل ﺒﺎﻝﻔﻌل ﻫﺫﻩ‬
‫ﺍﻻﻀﺎﻓﺔ ﺤﻘﻴﻘﻴﺔ ﻭﺫﺍﺕ ﻓﺎﺌﺩﺓ‪ ،‬ﺍﻡ ﺍﻥ ﺍﻷﻤﺭ ﻻ ﻴﻌﺩﻭ ﻜﻭﻨﻪ ﻤﺠﺭﺩ ﺠﻬﺩ ﺴﻭﻑ ﻝﻥ ﻴﺴﻔﺭ‬
‫ﻋﻠﻤﻴﺎ ﻭﻋﻤﻠﻴﺎ ﻓﻲ ﺃﻴﺔ ﺇﻀﺎﻓﺔ ﻝﻠﻤﺠﺘﻤﻊ؟‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻌﻲ ﺍﻥ ﺍﻹﻀﺎﻓﺔ‬
‫ﺍﻝﻤﺘﻭﺨﺎﺓ ﻗﺩ ﺘﺸﻤل ﺍﻴﻀﺎ ﺍﺒﻌﺎﺩ ﺃﺨﺭﻯ‪ ،‬ﻓﻬﻲ ﻗﺩ ﺘﻜﻭﻥ ﺇﻀﺎﻓﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻤﻭﻤﺎ‪،‬‬
‫ﺃﻭ ﺍﻀﺎﻓﺔ ﻝﻠﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻴﻌﻤل ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﺇﻀﺎﻓﺔ ﻝﻺﻨﺴﺎﻨﻴﺔ‬
‫ﻜﻜل‪ ،‬ﺃﻭ ﺇﻀﺎﻓﺔ ﻝﻤﺠﺘﻤﻌﻪ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻙ ﺍﻥ ﺍﻝﻌﻤل ﺍﻝﺒﺤﺜﻲ ﻝﻴﺱ ﻋﻤل ﺘﺭﻓﻲ‪ ،‬ﻭﻻ ﻫﻭ ﻤﺠﺭﺩ‬
‫ﻓﺎﻨﺘﺎﺯﻴﺎ ﻓﻜﺭﻴﺔ‪ ،‬ﺒل ﻋﻠﻴﻪ ﺍﻥ ﻴﻌﻲ ﺍﻥ ﻤﺠﺘﻤﻌﻪ ﺒﺄﻜﻤﻠﻪ ﻴﻌﻭل ﻋﻠﻰ ﻤﺠﻬﻭﺩﺍﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﻲ ﺘﻘﺩﻴﻡ ﺤﻠﻭل ﺤﻘﻴﻘﻴﺔ ﻝﻠﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺭﻀﻪ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻭﺒﻘﺩﺭ ﻤﺎ ﺘﺘﺭﻜﻪ‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ ﻤﻥ ﺁﺜﺎﺭ ﻓﻲ ﺘﻁﻭﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺤﻘل ﺍﻝﻌﻠﻤﻲ ﻝﻠﺒﺎﺤﺙ ‪ ،‬ﻭﺒﻘﺩﺭ‬
‫ﻤﺴﺎﻫﻤﺘﻬﺎ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﺠﺘﻤﻊ ﺘﻜﻭﻥ ﺍﻫﻤﻴﺘﻬﺎ ﻭﺠﺩﻭﺍﻫﺎ‪.‬‬
‫‪ – 3‬ﺍﻝﺼﻼﺤﻴﺔ‪:‬‬
‫ﻻ ﻴﻜﻔﻲ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺩﺭﺍﺴﺔ ﺠﺩﻴﺩﺓ ﺒل ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ‬
‫ﻜﺫﻝﻙ ﺼﺎﻝﺤﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﺘﻜﻭﻥ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﻭﺨﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺸﻁﺤﺎﺕ ﻭﺍﻝﺨﻴﺎل‪،‬‬
‫ﻓﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺨﺎﺼﺔ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ ﻗﺩ ﻴﻘﻌﻭﻥ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻋﺎﺕ ﺍﻤﺎ ﺍﻥ ﺘﻜﻭﻥ‬
‫ﻭﺍﺴﻌﺔ ﺠﺩﺍ ﻭﻏﻴﺭ ﻤﺤﺩﺩﺓ‪ ،‬ﺍﻭ ﺘﻜﻭﻥ ﻏﺎﻤﻀﺔ ﻭﻏﻴﺭ ﻭﺍﻀﺤﺔ ﺍﻝﻤﻌﺎﻝﻡ‪.‬‬
‫ﻭﻤﻥ ﻤﻅﺎﻫﺭ ﻋﺩﻡ ﺍﻝﺼﻼﺤﻴﺔ ‪ -‬ﻤﺜﻼ – ﺍﺨﺘﻴﺎﺭ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻝﻤﻭﻀﻭﻋﺎﺕ‬
‫ﺫﺍﺕ ﻋﻨﺎﻭﻴﻥ ﺭﻨﺎﻨﺔ ﻭﻤﺜﻴﺭﺓ‪ ،‬ﻝﻜﻨﻬﺎ ﻏﻴﺭ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﺃﻱ ﺍﻨﻬﺎ ﻏﻴﺭ ﻤﻭﺠﻭﺩﺓ ﻋﻠﻰ ﺃﺭﺽ‬
‫ﺍﻝﻭﺍﻗﻊ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺘﺠﺭﻯ ﻓﻴﻪ‪ ،‬ﻓﺄﺤﻴﺎﻨﺎ ﻜﺜﻴﺭﺓ ﻗﺩ ﻴﻘﻊ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﺒﺘﺩﺉ ﻓﻲ ﻓﺦ‬
‫ﻤﻭﻀﻭﻋﺎﺕ ﻭﻋﻨﺎﻭﻴﻥ ﻤﻥ ﻫﺫﺍ ﺍﻝﻨﻭﻉ‪ ،‬ﻭﻤﻥ ﺨﻼل ﺨﺒﺭﺘﻲ ﻓﻲ ﺘﺩﺭﻴﺱ ﻁﻼﺏ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻻﺤﻅﺕ ﺍﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻁﻼﺏ ﻴﻘﻌﻭﻥ ﻓﻲ ﻫﺫﺍ ﺍﻝﺨﻁﺄ‪ ،‬ﻭﻴﻨﺘﻬﻭﻥ ﺇﻝﻰ‬
‫ﺍﻥ ﺍﻝﻤﻭﻀﻭﻉ ﻏﻴﺭ ﻗﺎﺒل ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﺃﻭ ﺍﻥ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﻨﻭﻭﻥ ﺩﺭﺍﺴﺘﻬﺎ ﻏﻴﺭ ﻤﻭﺠﻭﺩ‬
‫ﺍﺼﻼ‪ ،‬ﻓﻜﻴﻑ ﻤﺜﻼ ﻴﻤﻜﻥ ﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻉ ) ﺩﻭﺭ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻌﺎﻤﺔ ﻓﻲ ﺘﺤﺴﻴﻥ‬
‫ﺍﻝﺼﻭﺭﺓ ﺍﻝﺫﻫﻨﻴﺔ ﻝﻤﺅﺴﺴﺔ ﻤﻌﻴﻨﺔ( ﺜﻡ ﻴﻜﺘﺸﻑ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﺍﻝﻤﻨﻅﻤﺎﺕ ﺍﻝﺘﻲ ﺍﺨﺘﺎﺭﻫﺎ ﻻ‬
‫ﺘﻭﺠﺩ ﺒﻬﺎ ﻋﻼﻗﺎﺕ ﻋﺎﻤﺔ ﻤﻥ ﺍﻷﺴﺎﺱ‪ ،‬ﺍﻭ )ﺍﺴﺘﺨﺩﺍﻡ ﻤﻤﺎﺭﺴﻲ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻌﺎﻤﺔ‬
‫ﻝﻼﻨﺘﺭﻨﺕ ﻓﻲ ﻤﺅﺴﺴﺔ ﻤﻌﻴﻥ( ﺜﻡ ﻴﺘﻀﺢ ﺍﻥ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺴﺘﻬﺩﻓﺔ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻻ ﻴﻭﺠﺩ‬
‫ﺒﻬﺎ ﺍﻨﺘﺭﻨﺕ‪.‬‬
‫ﻭﻗﺩ ﺘﻘﺩﻡ ﻝﻲ ﺫﺍﺕ ﻤﺭﺓ ﺃﺤﺩ ﺍﻝﻁﻼﺏ ﺒﻌﻨﻭﺍﻥ ﻤﻘﺘﺭﺡ ﻝﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﻴﺒﺩﻭ‬
‫ﻤﺜﻴﺭ‪ ،‬ﻭﻫﻭ )ﺼﻭﺭﺓ ﺍﻝﻤﺭﺃﺓ ﻓﻲ ﺍﻹﻋﻼﻨﺎﺕ ﺍﻝﺘﺠﺎﺭﻴﺔ ﻓﻲ ﺍﻝﺼﺤﻑ ﺍﻻﺴﺒﻭﻋﻴﺔ ﺍﻝﻠﻴﺒﻴﺔ(‪،‬‬
‫ﻭﻋﻨﺩﻤﺎ ﻁﻠﺒﺕ ﻤﻥ ﺍﻝﻁﺎﻝﺏ ﺍﻥ ﻴﺤﻀﺭ ﻝﻲ ﻋﻴﻨﺔ ﻤﻥ ﺇﻋﻼﻨﺎﺕ ﺘﻠﻙ ﺍﻝﺼﺤﻑ ﻋﺎﺩ ﺒﻌﺩ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪94‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺸﻬﺭ ﺨﺎﻝﻲ ﺍﻝﻭﻓﺎﺽ‪ ،‬ﺤﻴﺙ ﻝﻡ ﻴﻜﻥ ﻫﻨﺎﻙ ﺍﺴﺘﺨﺩﺍﻡ ﻝﻠﻤﺭﺃﺓ ﻓﻲ ﺇﻋﻼﻨﺎﺕ ﺘﻠﻙ‬
‫ﺍﻝﺼﺤﻑ‪ ،‬ﻭﺘﺤﻭل ﺒﺎﻝﺘﺎﻝﻲ ﻴﺒﺤﺙ ﻋﻥ ﻤﻭﻀﻭﻉ ﺠﺩﻴﺩ ﻴﺼﻠﺢ ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻫﻨﺎ ﺍﺭﻴﺩ ﺍﻥ ﺍﺅﻜﺩ ﺍﻥ ﺒﻌﺽ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻗﺩ ﺘﻜﻭﻥ ﺠﻴﺩﺓ ﻭﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‬
‫ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻝﻜﻨﻬﺎ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﺃﺨﺭﻯ ﻻ ﻭﺠﻭﺩ ﻝﻬﺎ‪ ،‬ﻜﻤﻭﻀﻭﻉ‬
‫ﺍﻹﻋﻼﻨﺎﺕ ﺴﺎﻝﻑ ﺍﻝﺫﻜﺭ‪.‬‬
‫ﻜﻤﺎ ﺘﺭﺘﺒﻁ ﻋﻤﻠﻴﺔ ﺍﻝﺼﻼﺤﻴﺔ ﺒﻘﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻻﺒﺘﻌﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬
‫ﺍﻝﻔﻀﻔﺎﻀﺔ‪ ،‬ﻭﺍﻝﻭﺍﺴﻌﺔ ﺠﺩﺍ‪ ،‬ﻤﺜل‪) :‬ﺩﻭﺭ ﺍﻹﻋﻼﻡ ﻓﻲ ﺍﻝﺘﻨﻤﻴﺔ(‪ ،‬ﻓﻬﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ ﺒﻬﺫﺍ‬
‫ﺍﻝﺸﻜل ﻻ ﻴﺼﻠﺢ ﻝﻠﺩﺭﺍﺴﺔ ﻓﻲ ﺒﺤﺙ ﻋﻠﻤﻲ‪ ،‬ﻓﺎﻹﻋﻼﻡ ﻤﻔﻬﻭﻡ ﻭﺍﺴﻊ ﺠﺩﺍ‪ ،‬ﻭﺍﻝﺘﻨﻤﻴﺔ‬
‫ﺍﻴﻀﺎ ﻝﻬﺎ ﺍﺒﻌﺎﺩﻫﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ‪ ،‬ﻜﻤﺎ ﺍﻥ ﻗﻴﺎﺱ ﻋﻤﻠﻴﺔ ﺍﻝﺩﻭﺭ ﺒﻬﺫﺍ ﺍﻝﻭﻀﻊ ﺍﻤﺭﺍ ﻴﺴﺘﺤﻴل‬
‫ﻋﻠﻤﻴﺎ‪ ،‬ﻓﺄﻱ ﺍﻝﻭﺴﺎﺌل ﺴﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻬﺎ؟‪ ،‬ﻭﺃﻱ ﺍﺒﻌﺎﺩ ﺍﻝﺘﻨﻤﻴﺔ ﺴﻴﻜﻭﻥ ﻤﺤل‬
‫ﺍﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ؟‪ ،‬ﻭﺍﻱ ﺠﻤﻬﻭﺭ ﺴﻴﺩﺭﺱ؟‪ ،‬ﻭﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﺼﺎﻍ ﺍﻝﻌﻨﻭﺍﻥ ﻤﺜﻼ‬
‫ﺒﻁﺭﻴﻘﺔ ﻤﺨﺘﻔﺔ ﻜﺄﻥ ﻴﻜﻭﻥ ﻤﺜﻼ‪ :‬ﺩﻭﺭ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻨﺴﺎﺌﻴﺔ ﻓﻲ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﺼﺤﻴﺔ ﻝﻠﻤﺭﺃﺓ‬
‫ﺍﻝﻌﺎﻤﻠﺔ – ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ – ﻤﻴﺩﺍﻨﻴﺔ‪ ،‬ﺤﻴﺙ ﺒﺎﻹﻤﻜﺎﻥ ﺠﺩﺍ ﺩﺭﺍﺴﺔ ﻫﺫﺍ ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﺍﻝﻤﺤﺩﺩ ﺍﻷﺒﻌﺎﺩ‪.‬‬
‫ﻭﺘﺭﺘﺒﻁ ﺍﻝﺼﻼﺤﻴﺔ ﺍﻴﻀﺎ ﺒﺄﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﻭﺍﻝﻘﻴﺎﺱ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﺒﺤﺙ‪ ،‬ﻓﻠﻜل‬
‫ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﻁﺒﻴﻌﺘﻬﺎ ﺍﻝﺘﻲ ﺘﺘﻁﻠﺏ ﺃﺩﻭﺍﺘﻬﺎ ﺍﻝﺨﺎﺼﺔ ﺒﻬﺎ‪ ،‬ﻓﺒﺤﺙ – ﻤﺜﻼ –ﻴﺠﺭﻯ‬
‫ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﻓﻲ ﺍﻝﻌﺎﺸﺭﺓ ﻤﻥ ﺍﻝﻌﻤﺭ ﻴﻔﻀل ﻓﻴﻪ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺴﻴﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ‬
‫ﺒﺤﻭﺙ ﺍﻝﺩﻭﺭ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻤﺜﻼ ﺘﺘﻁﻠﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺩﺍﺓ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪،‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺃﻭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻝﻬﺎ ﺸﻘﻴﻥ؛‬
‫ﺘﺤﻠﻴﻠﻲ‪ ،‬ﻭﻤﻴﺩﺍﻨﻲ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻻ ﻴﺼﻠﺢ ﻝﻠﺒﺤﻭﺙ ﺫﺍﺕ‬
‫ﺍﻝﻁﺎﺒﻊ ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﻓﻼ ﻴﻤﻜﻥ ﻤﺜﻼ ﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﺒﺤﻭﺙ ﺍﻹﻋﻼﻤﻴﺔ ﺤﻭل‬
‫)ﺩﻭﺭ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻌﺜﻤﺎﻨﻴﺔ ﻓﻲ ﻝﻴﺒﻴﺎ ﺘﺸﻜﻴل ﺍﻝﺼﻭﺭﺓ ﺍﻝﺫﻫﻨﻴﺔ ﻋﻥ ﺍﻻﺴﺘﻌﻤﺎﺭ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻻﻴﻁﺎﻝﻲ(‪ ،‬ﻓﺎﻝﺩﻭﺭ ﻫﻨﺎ ﻴﻅل ﻨﺎﻗﺼﺎ ﻤﺎ ﻝﻡ ﺘﺠﺭﻯ ﺩﺭﺍﺴﺔ ﻤﻴﺩﺍﻨﻴﺔ ﻋﻠﻰ ﺍﻝﺠﻤﻬﻭﺭ‬
‫ﺍﻝﻤﺴﺘﻬﺩﻑ ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﻗﻴﺎﻡ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻌﺜﻤﺎﻨﻴﺔ ﺒﺩﻭﺭﻫﺎ ﺫﺍﻙ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺸﺭﻁ ﺍﻝﺼﻼﺤﻴﺔ ﻴﻌﺩ ﻤﻥ ﺒﻴﻥ ﺃﻫﻡ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺘﻲ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ‬
‫ﻤﺭﺍﻋﺎﺘﻬﺎ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭﻩ ﻝﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﺫﺍﺕ ﻗﻴﻤﺔ ﻭﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 4‬ﺘﻭﻓﺭ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ‪:‬‬
‫ﺘﺭﺘﺒﻁ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‪ ،‬ﻤﻨﻬﺎ ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺠﺎﻨﺏ ﺍﻝﻤﺎﺩﻱ‬
‫ﺍﻝﻤﻁﻠﻭﺏ ﻹﻨﺠﺎﺯ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ ﻫﻭ ﺸﺨﺼﻲ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺒﺎﺤﺙ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﻤﻨﻬﺎ ﻤﺎ‬
‫ﻴﺘﺼل ﺒﺒﻌﺽ ﺍﻝﻌﻭﺍﻤل ﺍﻻﺨﺭﻯ ﺍﻝﻤﺴﺎﻋﺩﺓ‪ ،‬ﺤﻴﺙ ﻴﻘﺼﺩ ﺒﺎﻹﻤﻜﺎﻨﻴﺎﺕ ﻤﺠﻤﻭﻉ‬
‫ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺘﺎﺤﺔ ﻝﻠﺒﺎﺤﺙ ﻭﺍﻝﺘﻲ ﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻨﺠﺎﺯ ﺒﺤﺜﻪ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬
‫ﻓﺎﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﺘﺸﻤل؛ ﺘﻭﻓﺭ ﺍﻝﻤﺎل ﺍﻝﻼﺯﻡ ﻹﻨﺠﺎﺯ ﺍﻝﺒﺤﺙ‪ ،‬ﺤﻴﺙ ﻗﺩ‬
‫ﻴﺘﻁﻠﺏ ﺍﻷﻤﺭ ﺘﻨﻘل ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﻤﻜﺎﻥ ﺇﻝﻰ ﺃﺨﺭ‪ ،‬ﻭﻗﺩ ﻴﺘﻁﻠﺏ ﻤﻨﻪ ﺍﻝﺴﻔﺭ ﺇﻝﻰ ﺨﺎﺭﺝ‬
‫ﺍﻝﺒﻼﺩ‪ ،‬ﻭﺍﻥ ﻴﻘﻴﻡ ﻓﻲ ﺃﻤﺎﻜﻥ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭ ﻗﺩ ﻴﺤﺘﺎﺝ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﻁﺒﺎﻋﺔ ﻭﺴﺤﺏ‬
‫ﻭﺘﺼﻭﻴﺭ ﻜﻤﻴﺎﺕ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﻭﺭﻕ‪ ،‬ﻭﺍﻗﺘﻨﺎﺀ ﺍﻝﻤﺭﺍﺠﻊ ﻭﺍﻝﻜﺘﺏ ﻭﺍﻝﻭﺜﺎﺌﻕ ﻭﺍﻝﻤﺅﻝﻔﺎﺕ‬
‫ﻭﺍﻝﺩﻭﺭﻴﺎﺕ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻹﺘﻤﺎﻡ ﺒﺤﺜﻪ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺘﻁﻠﺏ ﺍﻝﺒﺤﺙ ﺤﺠﺯ ﻤﻌﺎﻤل‬
‫ﻭﻤﺨﺘﺒﺭﺍﺕ ﻭﻤﻭﺍﺩ ﻤﻌﻴﻨﺔ ﻹﺠﺭﺍﺀ ﺒﻌﺽ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻤﻌﻤﻠﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﺘﻁﻠﺏ ﻜل ﺫﻝﻙ‬
‫ﺃﻤﻭﺍل ﻜﺜﻴﺭﺓ ﻝﻺﻨﻔﺎﻕ ﻋﻠﻰ ﻤﺭﺍﺤل ﻭﻋﻤﻠﻴﺎﺕ ﺍﻝﺒﺤﺙ‪.‬‬

‫ﻭﻗﺩ ﺃﺩﺭﻜﺕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺩﻭل ﻫﺫﻩ ﺍﻝﺤﻘﻴﻘﺔ ﻓﺒﺎﺩﺭﺕ ﺒﺘﺄﺴﻴﺱ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﻭﺘﺯﻭﻴﺩﻫﺎ ﺒﻜﺎﻓﺔ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻼﺯﻤﺔ‪ ،‬ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻷﺠﻭﺍﺀ‬
‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﻹﻨﺠﺎﺯ ﺍﺒﺤﺎﺜﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬
‫ﻭﺘﺸﻤل ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻁﻠﺒﻬﺎ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻴﻀﺎ ﺠﻭﺍﻨﺏ ﺃﺨﺭﻯ ﺘﺘﻌﻠﻕ‬
‫ﺒﺎﻝﺒﺎﺤﺙ ﻭﺸﺨﺼﻴﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻜﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻤﻬﺎﺭﺘﻪ‪ ،‬ﻭﻜﻔﺎﺀﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺠﺩﻴﺘﻪ‪،‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺭﻏﺒﺘﻪ‪ ،‬ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﻜﺘﺎﺒﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻻﺴﺘﻨﺘﺎﺝ ﻭﺍﻻﺴﺘﺨﻼﺹ ﻭﺍﻝﺼﻴﺎﻏﺔ‬

‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻫﻲ ﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﻨﻁﻠﻕ ﻋﻠﻴﻬﺎ ﻤﺠﺘﻤﻌﺔ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﺒﺎﺤﺙ‪.‬‬
‫ﻜﻤﺎ ﻴﺘﻁﻠﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺩﺭﺍﺴﺘﻬﺎ ﺘﻭﻓﺭ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺒﺸﺭﻴﺔ‬
‫ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﺴﺎﻋﺩﺓ‪ ،‬ﻭﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﻓﺭﻕ ﺍﻝﻌﻤل ﺍﻝﺒﺤﺜﻲ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ ﺍﻝﺒﺤﺙ ﻓﻲ ﺠﻤﻊ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻭﺍﻝﻨﺯﻭل ﺇﻝﻰ ﺍﻝﻤﻴﺩﺍﻥ ﻭﻤﻘﺎﺒﻠﺔ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﺍﻝﺘﻭﺍﺼل ﻤﻌﻬﻡ‪ ،‬ﺤﻴﺙ ﻴﺠﺏ ﺍﻥ ﺘﺘﺼﻑ ﺘﻠﻙ ﺍﻝﻌﻨﺎﺼﺭ ﺒﺎﻝﺨﺒﺭﺓ ﻭﺍﻝﻤﻬﺎﺭﺓ‬
‫ﻭﺍﻝﻜﻔﺎﺀﺓ‪.‬‬
‫ﺍﻥ ﻋﺩﻡ ﺘﻭﻓﺭ ﻜل ﺃﻭ ﺒﻌﺽ ﺘﻠﻙ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻗﺩ ﻴﻘﻑ ﺤﺎﺌﻼ ﺩﻭﻥ ﺍﺴﺘﻜﻤﺎل‬
‫ﻭﺍﻨﺠﺎﺯ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﻌﺜﺭ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻨﺠﺎﺯ ﺒﺤﻭﺜﻬﻡ‪ ،‬ﻭﻗﺩ ﻻﺤﻅﺕ ﻤﻥ ﺨﻼل‬
‫ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺸﺨﺼﻴﺔ ﻓﻲ ﺍﻻﺸﺭﺍﻑ ﻭﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻻﺩﺍﺭﻴﺔ ﻭﺍﻻﻜﺎﺩﻴﻤﻴﺔ ﻝﻠﻌﺩﻴﺩ ﻤﻥ ﻁﻼﺏ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﺍﻥ ﺒﻌﺽ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ‬
‫ﺃﻫﻤﻴﺘﻬﺎ ﻭﺠﺩﺘﻬﺎ ﻭﺼﻼﺤﻴﺘﻬﺎ ﺇﻻ ﺍﻨﻬﺎ ﺘﻨﺠﺯ ﺒﻁﺭﻴﻘﺔ ﻤﺘﻭﺍﻀﻌﺔ ﺠﺩﺍ ﺒﺴﺒﺏ ﺍﻤﻜﺎﻨﻴﺎﺕ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﻭﺍﻀﻌﺔ‪ ،‬ﻭﺍﻓﺘﻘﺎﺭﻩ ﺇﻝﻰ ﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﻌﺠﺯ ﺒﻌﺽ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﻤﻭﻀﻭﻋﺎﺕ ﺒﺤﺜﻴﺔ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺃﻫﻤﻴﺘﻬﺎ‪ ،‬ﻭﻴﺘﻭﻗﻑ ﺍﻝﺒﻌﺽ‬
‫ﺍﻷﺨﺭ ﻋﻥ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﻲ ﻜﻠﻬﺎ ﺍﻤﻭﺭ ﺘﻌﻭﺩ ﻓﻲ ﺍﻝﻐﺎﻝﺏ ﺇﻝﻰ ﻤﺠﻤﻭﻉ‬
‫ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺘﺎﺤﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ‪.‬‬
‫‪ – 5‬ﻭﺠﻭﺩ ﺍﻝﺭﻏﺒﺔ ﻭﺍﻝﺤﻤﺎﺱ‪:‬‬
‫ﻴﻌﺩ ﻋﺎﻤل ﺍﻝﺭﻏﺒﺔ ﻤﻥ ﺒﻴﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺤﺎﻀﺭﺓ ﻝﺩﻯ‬
‫ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﺩﺨل ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻓﻲ ﺍﺨﺘﻴﺎﺭﻩ ﻝﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﻤﻌﻴﻨﺔ ﻭﺩﺭﺍﺴﺘﻬﺎ‪،‬‬
‫ﻭﻫﻲ ﺍﻝﺘﻲ ﺘﺭﻓﻊ ﻤﻥ ﺩﺭﺠﺔ ﺍﻝﺠﺩﻴﺔ ﻋﻨﺩﻩ‪ ،‬ﻭﺘﺯﻴﺩ ﻤﻥ ﺤﻴﻭﻴﺘﻪ ﻭﻨﺸﺎﻁﻪ ﺍﻝﺒﺤﺜﻴﻴﻥ‪،‬‬
‫ﻭﺘﺠﻌﻠﻪ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺭﺍﺭ ﺤﺘﻰ ﻓﻲ ﻅل ﻭﺠﻭﺩ ﺍﻝﻌﻘﺒﺎﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﻌﺘﺭﺽ‬
‫ﻁﺭﻴﻘﻪ ﺍﻝﺒﺤﺜﻲ‪ ،‬ﻭﺘﺸﻜل ﺍﻝﺭﻏﺒﺔ ﺩﺍﻋﻤﺎ ﻨﻔﺴﻴﺎ ﻤﻬﻤﺎ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﺤﻴﺙ ﺘﺤﻭل ﺒﻴﻨﻪ ﻭﺒﻴﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪97‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﻭﻗﻑ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺘﻘﻭﺩﻩ ﺇﻝﻰ ﺍﻝﻌﻤل ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻋﻠﻰ ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﺠﻭﺩﺓ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻜﻤﺎ ﺍﻥ ﺘﻭﻓﺭ ﻋﺎﻤل ﺍﻝﺤﻤﺎﺱ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺙ ﻴﺠﻌﻠﻪ ﻴﺘﻘﺩ ﺤﻴﻭﻴﺔ ﻭﻨﺸﺎﻁﺎ‪ ،‬ﻭﻴﺭﻓﻊ‬
‫ﻤﻥ ﺩﺭﺠﺔ ﺭﻏﺒﺘﻪ ﻓﻲ ﺍﻨﺠﺎﺯ ﻤﺸﺭﻭﻋﻪ ﺍﻝﺒﺤﺜﻲ ﻓﻲ ﺯﻤﻥ ﻗﻴﺎﺴﻲ‪ ،‬ﻭﻴﻀﺎﻋﻑ ﺍﻝﺠﻬﺩ‬
‫ﻝﺩﻴﻪ‪ ،‬ﻭﻴﺠﻌﻠﻪ ﻤﺘﺎﺒﻌﺎ ﻝﻜل ﺼﻐﻴﺭﺓ ﻭﻜﺒﻴﺭﺓ ﻓﻲ ﺒﺤﺜﻪ‪ ،‬ﻤﻠﻤﺎ ﺒﻜﺎﻓﺔ ﺘﻔﺎﺼﻴﻠﻪ‪ ،‬ﺴﺎﻋﻴﺎ‬
‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻜل ﻤﺎ ﻫﻭ ﺠﺩﻴﺩ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﻤﻭﻀﻭﻉ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫ﻭﺍﻝﺤﻤﺎﺱ ﻫﻭ ﺍﻝﺫﻱ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻴﻨﻔﻕ ﺍﻝﻤﺎل ﺍﻝﻼﺯﻡ ﺒﺴﺨﺎﺀ ﻹﻨﺠﺎﺯ ﺩﺭﺍﺴﺘﻪ‪،‬‬
‫ﻭﻴﺘﻔﺭﻍ ﻝﺒﺤﺜﻪ ﻋﻠﻰ ﺤﺴﺎﺏ ﻅﺭﻭﻑ ﺍﺨﺭﻯ ﻜﺜﻴﺭﺓ‪ ،‬ﻭﻴﺘﻨﻘل ﻤﻥ ﻤﻜﺎﻥ ﺇﻝﻰ ﺃﺨﺭ‬
‫ﻻﺴﺘﻜﻤﺎل ﻜل ﻨﻘﺹ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﺤﻤﺎﺱ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻗﺎﺩﺭ ﻋﻠﻰ ﺍﻝﺩﻓﺎﻉ ﻋﻠﻰ ﺒﺤﺜﻪ‬
‫ﺃﻤﺎﻡ ﺍﻝﻠﺠﺎﻥ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻭﻝﻰ ﺘﻘﻭﻴﻡ ﺍﻝﺒﺤﺙ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻓﻲ ﻤﻘﺎﺒل ﺫﻝﻙ ﻓﺈﻥ‬
‫ﻏﻴﺎﺏ ﺍﻝﺭﻏﺒﺔ ﻭﺍﻝﺤﻤﺎﺱ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﺸﻜﻼﺕ ﻋﻠﻤﻴﺔ ﻤﻌﻴﻨﺔ ﻴﺠﻌﻠﻪ‬
‫ﻤﺘﺭﺩﺩﺍ ﻓﻲ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻭﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺭﻏﺒﺔ ﺍﻝﺒﺎﺤﺙ ﻭﺤﻤﺎﺴﻪ ﺘﺠﺎﻩ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﺍﺨﺘﺎﺭﻩ ﻝﻨﻔﺴﻪ ﺘﺴﻬﻡ‬
‫ﺇﻝﻰ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻴﺒﺫل ﻜل ﺠﻬﺩﻩ ﻭﻭﻗﺘﻪ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﻤﻥ ﺃﺠل ﺍﻨﺠﺎﺯ‬
‫ﺒﺤﺜﻪ ﻭﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﺜﻠﻰ‪ ،‬ﻭﺘﺭﻓﻊ ﻤﻥ ﺩﺭﺠﺔ ﺩﺍﻓﻌﻴﺔ ﺍﻻﻨﺠﺎﺯ‬
‫ﻝﺩﻴﻪ‪ ،‬ﻓﻲ ﻤﻘﺎﺒل ﺫﻝﻙ ﻓﺈﻥ ﻏﻴﺎﺏ ﺍﻝﺭﻏﺒﺔ ﻭﺘﺭﺍﺠﻊ ﺍﻝﺤﻤﺎﺱ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺙ ﻴﺠﻌﻠﻪ‬
‫ﻤﺘﺭﺩﺩﺍ‪ ،‬ﻭﻏﻴﺭ ﻭﺍﺜﻘﺎ ﻓﻴﻤﺎ ﻴﺘﺨﺫﻩ ﻤﻥ ﺨﻁﻭﺍﺕ‪ ،‬ﺒﻁﻴﺌﺎ ﻓﻲ ﺍﻨﺠﺎﺯﻩ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻨﻌﻜﺱ ﺒﻌﺩ‬
‫ﺫﻝﻙ ﺴﻠﺒﺎ ﻝﻴﺱ ﻓﻘﻁ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺃﺩﺍﺌﻪ ﻭﻨﺸﺎﻁﻪ ﺍﻝﺒﺤﺜﻲ‪ ،‬ﻝﻜﻥ ﺍﻴﻀﺎ ﻋﻠﻰ ﻤﺴﺘﻭﻯ‬
‫ﻭﺠﻭﺩﺓ ﻤﺎ ﻴﻘﻭﻡ ﺒﻪ ﻤﻥ ﻋﻤل ﻋﻠﻤﻲ‪.‬‬
‫‪ – 6‬ﺍﻝﻘﻴﻤﺔ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﻴﺨﺘﺎﺭ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﺸﻜﻼﺕ ﻝﺩﺭﺍﺴﺘﻬﺎ ﺘﻜﻭﻥ ﺫﺍﺕ ﻗﻴﻤﺔ ﻋﻠﻤﻴﺔ‪،‬‬
‫ﺒﻤﻌﻨﻰ ﺍﻥ ﺘﻜﻭﻥ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻨﻬﺎ ﺘﺴﺘﺤﻕ ﺍﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪98‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:03 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻴﺒﺫل ﺍﻝﺒﺎﺤﺙ ﻷﺠﻠﻬﺎ ﻭﻗﺘﻪ ﻭﺠﻬﺩﻩ ﻭﻤﺎﻝﻪ‪ ،‬ﻨﻅﺭﺍ ﻝﻤﺎ ﺴﺘﺤﻘﻘﻪ ﻤﻥ ﻓﺎﺌﺩﺓ ﻋﻠﻰ ﺍﻝﺼﻌﻴﺩ‬
‫ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﻌﻤﻠﻲ ﺍﻴﻀﺎ‪.‬‬
‫ﻭﻤﻔﻬﻭﻡ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻴﺠﻤﻊ ﺒﻴﻥ ﺍﻻﺼﺎﻝﺔ ﻭﺍﻝﻤﻜﺎﻨﺔ ﻭﺍﻷﻫﻤﻴﺔ‪ ،‬ﻓﻜﻠﻤﺎ ﻜﺎﻨﺕ‬
‫ﺍﻝﻤﺸﻜﻠﺔ ﺍﺼﻴﻠﺔ ﻭﻝﻬﺎ ﺠﺫﻭﺭﻫﺎ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺫﺍﺕ ﻤﻜﺎﻨﺔ ﺒﺎﺭﺯﺓ ﺘﺠﻌﻠﻬﺎ ﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﺘﺘﻤﺘﻊ ﺒﺄﻫﻤﻴﺔ ﻓﻲ ﻤﺠﺎﻝﻬﺎ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻤﺤﻴﻁﻬﺎ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻜﻠﻤﺎ ﻜﺎﻥ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻗﻴﻤﺔ ﻋﺎﻝﻴﺔ ﺘﻌﺯﺯ ﻤﻥ ﻗﺭﺍﺭ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻝﻠﺩﺭﺍﺴﺔ ﻭﺍﻝﺒﺤﺙ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺒﺫل ﻗﺼﺎﺭ ﺠﻬﺩﻩ ﻝﻠﻌﺜﻭﺭ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﺤﻘﻴﻘﻴﺔ‪ ،‬ﻭﺍﻥ ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺍﻗﺘﻨﺎﺹ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺤﻕ ﺍﻥ ﻴﻤﻨﺤﻬﺎ‬
‫ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺎل‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺴﻬﻡ ﻓﻲ ﻭﻀﻌﻪ ﻓﻲ ﻤﺼﺎﻑ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺘﻤﻴﺯﻴﻥ‪.‬‬
‫‪ –7‬ﻤﺩﻯ ﺍﻻﻓﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﻌﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻫﻭ ﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻴﺱ‬
‫ﻏﺎﻴﺔ ﻓﻲ ﺤﺩ ﺫﺍﺘﻪ‪ ،‬ﻭﺍﻨﻤﺎ ﻫﻭ ﻭﺴﻴﻠﺔ ﻭﺃﺩﺍﺓ ﻝﺘﺤﻘﻴﻕ ﻏﺎﻴﺎﺕ ﻝﻬﺎ ﺍﻨﻌﻜﺎﺴﺎﺘﻬﺎ ﺍﻻﻴﺠﺎﺒﻴﺔ‬
‫ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻨﺘﻤﻲ ﺍﻝﻴﻪ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻋﻠﻰ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻋﻤﻭﻤﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻋﻠﻰ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺴﺄل ﻨﻔﺴﻪ ﻗﺒل ﺍﻥ ﻴﺤﺴﻡ ﺍﻤﺭﻩ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻭﺘﺤﺩﻴﺩ ﻤﺸﻜﻠﺔ ﻋﻠﻤﻴﺔ‬
‫ﻝﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻤﺎ ﺍﻝﺫﻱ ﺴﺘﻘﺩﻤﻪ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﻓﺎﺌﺩﺓ ﻝﻤﺠﺘﻤﻌﻪ ﺨﺼﻭﺼﺎ ﻭﻝﻠﺒﺸﺭﻴﺔ‬
‫ﻋﻤﻭﻤﺎ‪.‬‬
‫ﺍﻥ ﻜل ﺍﻝﻤﻌﺎﻴﻴﺭ ﻭﺍﻝﺸﺭﻭﻁ ﺍﻝﺴﺎﺒﻕ ﺫﻜﺭﻫﺎ ﺘﻜﻭﻥ ﻏﻴﺭ ﺫﺍﺕ ﻤﻌﻨﻰ ﻤﺎ ﻝﻡ ﺘﻜﻥ‬
‫ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺫﺍﺕ ﻓﺎﺌﺩﺓ ﻋﻠﻤﻴﺔ ﺍﻭ ﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﻭﺍﻥ ﻨﺘﺎﺌﺠﻬﺎ ﺴﻴﺴﺘﻔﺎﺩ ﻤﻨﻬﺎ ﻓﻲ ﺘﻁﻭﻴﺭ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺃﻭ ﻓﻲ ﺤل ﻗﻀﺎﻴﺎ ﻋﺎﻝﻘﺔ‪ ،‬ﻭﻴﻌﻜﺱ ﻤﻔﻬﻭﻡ ﺍﻝﻔﺎﺌﺩﺓ ﻤﺩﻯ ﺍﻫﻤﻴﺔ‬
‫ﻭﻭﺍﻗﻌﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﺘﻲ ﺘﺘﺭﺠﻡ ﻓﻲ ﺼﻭﺭﺓ ﻨﺘﺎﺌﺞ ﻤﻠﻤﻭﺴﺔ ﻭﺤﻘﻴﻘﻴﺔ‪.‬‬
‫ﻝﺫﺍ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻥ ﻴﺘﺠﻬﻭﺍ ﻻﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﻤﻥ ﺍﻝﻤﻨﺘﻅﺭ ﺍﻥ‬
‫ﺘﻜﻭﻥ ﻝﻨﺘﺎﺌﺠﻬﺎ ﻓﺎﺌﺩﺓ ﺤﻘﻴﻘﻴﺔ‪ ،‬ﻜﺄﻥ ﺘﻭﻓﺭ ﻤﻌﻠﻭﻤﺎﺕ ﻴﺤﺘﺎﺠﻬﺎ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺃﻭ ﺘﻘﺩﻡ ﺘﺼﻭﺭ‬
‫ﻋﻤﻠﻲ ﻝﺤل ﻗﻀﺎﻴﺎ ﻤﻌﻴﻨﺔ‪ ،‬ﺍﻭ ﺘﺴﺎﻫﻡ ﻓﻲ ﺍﻝﺘﻨﻤﻴﺔ ﻓﻲ ﻤﺠﺎﻝﻬﺎ‪ ،‬ﻭﺒﺎﻹﻤﻜﺎﻥ ﺘﻁﺒﻴﻕ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻨﺘﺎﺌﺠﻬﺎ ﻭﺘﻌﻤﻴﻤﻬﺎ‪ ،‬ﻭﺍﻨﻬﺎ ﺘﻀﻴﻑ ﺠﺩﻴﺩ ﻝﻠﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﺩﺍﺭﺴﻴﻥ‪ ،‬ﺃﻭ ﺘﺴﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ‬
‫ﻨﻅﺭﻴﺔ ﻗﺎﺌﻤﺔ‪ ،‬ﺃﻭ ﺘﻌﺯﺯ ﻗﺎﻨﻭﻥ ﺃﻭ ﺘﻌﺩﻝﻪ‪ ،‬ﺃﻭ ﻤﺎ ﺇﻝﻰ ﺫﻝﻙ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻘﺩﻡ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻭﺘﻁﻭﺭﻩ‪.‬‬
‫ﺍﻨﻪ ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺴﺒﻊ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻲ ﻋﻠﻰ ﻀﻭﺌﻬﺎ ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻴﻀﺎ ﻭﻗﺒل ﺍﻥ ﻴﻘﺩﻡ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﻤﺸﻜﻠﺘﻪ‬
‫ﺍﻝﺒﺤﺜﻴﺔ ﺍﻥ ﻴﺠﻴﺏ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﻫل ﻝﺩﻴﻪ ﻤﻴل ﺸﺨﺼﻲ ﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻘﺘﺭﺤﺔ؟‬
‫‪ – 2‬ﻫل ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ ﺍﻤﺎﻤﻪ ﺘﺘﻭﺍﻓﻕ ﻤﻊ ﺘﺨﺼﺼﻪ ﺍﻝﻌﻠﻤﻲ؟‬
‫‪ – 3‬ﻫل ﻴﻤﺘﻠﻙ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻤﻌﺎﻝﺠﺔ ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺒﺤﻴﺎﺩﻴﺔ ﻭﻤﻭﻀﻭﻋﻴﺔ؟‬
‫‪ – 4‬ﻤﺎ ﻤﺩﻯ ﺘﻭﻓﺭ ﻭﻜﻔﺎﻴﺔ ﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ ﻹﻨﺠﺎﺯ ﺒﺤﺜﻪ؟‬
‫‪ – 5‬ﻫل ﻴﻤﺘﻠﻙ ﺍﻝﻭﻗﺕ ﺍﻝﻜﺎﻓﻲ ﺍﻝﺫﻱ ﻴﻤﻜﻨﻪ ﻤﻥ ﺍﻨﺠﺎﺯ ﺒﺤﺜﻪ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻁﻠﻭﺒﺔ؟‬
‫‪ – 6‬ﻫل ﺘﺘﻁﻠﺏ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﻌﺘﺯﻡ ﺩﺭﺍﺴﺘﻬﺎ ﺍﺠﺎﺩﺓ ﻝﻐﺔ ﺍﺠﻨﺒﻴﺔ؟‬
‫‪ – 7‬ﻫل ﺘﺴﻤﺢ ﻗﻴﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺩﻴﻨﻴﺔ ﻭﺜﻘﺎﻓﺘﻪ ﻭﻤﻌﺘﻘﺩﺍﺘﻪ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻤﻘﺘﺭﺤﺔ؟‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﺼﺎﺩﺭ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪:‬‬

‫ﺘﺘﻌﺩﺩ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻭﻗﺒل ﺍﻝﺘﻌﺭﺽ ﺒﺎﻝﺘﻔﺼﻴل ﻝﺘﻠﻙ ﺍﻝﻤﺼﺎﺩﺭ ﻨﺸﻴﺭ ﺇﻝﻰ‬
‫ﻤﺎ ﺫﻜﺭﻩ )ﻓﻴﻭﺘﻨﻲ( )‪ (FIWHITNEY‬ﻤﻥ ﻭﺠﻭﺩ ﺍﺭﺒﻌﺔ ﻤﻘﺘﺭﺤﺎﺕ ﺘﺩﻭﺭ ﺤﻭﻝﻬﺎ‬
‫ﻤﺼﺎﺩﺭ ﺍﻝﻤﺸﻜﻠﺔ ﺘﻤﺜل ﻤﺭﺸﺩﺍ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﻭﺍﻨﻪ ﺒﺎﺘﺒﺎﻋﻬﺎ ﻴﺴﺘﻁﻴﻊ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻥ ﻴﻠﻤﺴﻭﺍ‬
‫ﻤﻭﻀﻭﻋﺎﺕ ﺠﺩﻴﺩﺓ ﻝﻡ ﻴﺴﺒﻕ ﺘﻨﺎﻭﻝﻬﺎ‪ ،‬ﺃﻭ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل‬
‫ﺇﻝﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﺴﺎﺒﻘﻭﻥ‪.‬‬
‫ﻭﺘﻠﻙ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻫﻲ‪:‬‬
‫‪ – 1‬ﺘﺤﻠﻴل ﻤﺎ ﺍﻤﻜﻥ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻪ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﻤﻌﺎﺭﻑ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻅﻬﺎﺭ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻨﺎﻗﺼﺔ ﺍﻭ ﺍﻝﻐﺎﻤﻀﺔ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺴﺎﺒﻘﺔ‪.‬‬

‫‪ – 3‬ﺒﻴﺎﻥ ﻭﻀﻊ ﺘﻀﺎﺭﺏ ﻭﺍﺨﺘﻼﻑ ﺁﺭﺍﺀ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺘﻲ ﻝﻡ ﻴﺘﻡ ﺍﺨﺘﺒﺎﺭﻫﺎ ﻋﻠﻤﻴﺎ‪.‬‬
‫‪ – 4‬ﺍﻝﻘﺎﺀ ﺍﻝﻀﻭﺀ ﻋﻠﻰ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺘﻲ ﻝﻡ ﻴﺘﻡ ﺒﺤﺜﻬﺎ‪ ،‬ﻭﺍﺨﺘﻠﻔﺕ ﺤﻭﻝﻬﺎ ﻭﺠﻬﺎﺕ‬
‫)‪(1‬‬
‫ﺍﻝﻨﻅﺭ‪.‬‬
‫ﺍﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻤﺼﺎﺩﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻓﺈﻨﻪ ﻴﻤﻜﻨﻨﺎ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻘﺭﺍﺀﺓ ﺍﻝﻌﻤﻴﻘﺔ ﻝﻠﺒﺎﺤﺙ‪:‬‬
‫ﺍﻥ ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻌﻤﻴﻘﺔ ﺍﻝﻨﺎﻗﺩﺓ ﻭﺍﻝﺘﺤﻠﻴﻠﻴﺔ ﻭﺍﻝﻤﺴﺘﻤﺭﺓ ﺘﺴﻬﻡ ﻓﻲ ﺘﺸﻜﻴل ﺃﻓﻜﺎﺭ‬
‫ﺍﻝﺒﺎﺤﺙ ﻭﺭﺅﻴﺘﻪ‪ ،‬ﻭﺘﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺍﺩﺭﺍﻙ ﺍﻝﻭﺍﻗﻊ ﻤﻥ ﺤﻭﻝﻪ ﺒﺼﻭﺭﺓ ﺍﻓﻀل ﻤﻥ ﻏﻴﺭﻩ‪،‬‬
‫ﻜﻤﺎ ﺍﻥ ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻨﺎﻀﺠﺔ ﺘﻘﻭﺩ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺘﻠﻤﺱ ﻤﻭﺍﻁﻥ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻓﻲ ﻜﺜﻴﺭ‬
‫ﻤﻤﺎ ﻜﺘﺏ ﺤﻭل ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻘﻊ ﻓﻲ ﻨﻁﺎﻕ ﺍﻫﺘﻤﺎﻤﻪ ﻭﺘﺨﺼﺼﻪ‪ ،‬ﻭﺘﻔﺘﺢ‬
‫ﺫﻫﻨﻪ ﺘﺠﺎﻩ ﻤﺎ ﻴﻁﺭﺡ ﻤﻥ ﺃﺭﺍﺀ ﻭﺃﻓﻜﺎﺭ‪ ،‬ﻭﺘﻤﻜﻨﻪ ﻤﻥ ﺭﺼﺩ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ‬
‫ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻝﻡ ﻴﺴﺒﻕ ﺩﺭﺍﺴﺘﻬﺎ ﻤﻥ ﻗﺒل‪ ،‬ﺃﻭ ﻝﻡ ﺘﺩﺭﺱ ﺒﺎﻝﺼﻭﺭﺓ‬
‫ﺍﻝﻜﺎﻓﻴﺔ ﻭﻤﺎﺯﺍل ﻴﺤﻴﻁ ﺒﻬﺎ ﺒﻌﺽ ﺍﻝﻐﻤﻭﺽ ﻭﺍﻝﻠﺒﺱ‪ ،‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﺘﻀﻊ ﺘﻠﻙ‬
‫ﺍﻝﻘﺭﺍﺀﺍﺕ ﻴﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻻﻭﻝﻭﻴﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ ﻤﺠﺘﻤﻌﻪ‪ ،‬ﺫﻝﻙ ﺍﻥ ﻷﻱ‬
‫ﻤﺠﺘﻤﻊ ﻗﻀﺎﻴﺎ ﻭﻤﻭﻀﻭﻋﺎﺕ ﺘﺸﻜل ﺃﻭﻝﻭﻴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻪ‪ ،‬ﻤﻥ ﺤﻴﺙ ﺤﺎﺠﺘﻪ ﻝﺩﺭﺍﺴﺘﻬﺎ‪،‬‬
‫ﻭﺘﻘﺩﻴﻡ ﺤﻠﻭل ﺒﺸﺄﻨﻬﺎ‪.‬‬
‫ﻭﺘﺘﻤﺜل ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺃﻥ ﻴﻠﺠﺄ ﺍﻝﻴﻬﺎ ﻭﻴﺘﺎﺒﻌﻬﺎ ﻓﻲ‪:‬‬
‫ﺍﻝﺩﻭﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﻜﺘﺏ ﻭﺍﻝﻤﻨﺸﻭﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻘﻊ ﻓﻲ ﺘﺨﺼﺼﻪ‪ ،‬ﻭﺍﻝﺘﻘﺎﺭﻴﺭ‬
‫ﻭﺍﻻﺤﺼﺎﺌﻴﺎﺕ ﺍﻝﺘﻲ ﺘﻌﺩﻫﺎ ﻭﺘﺼﺩﺭﻫﺎ ﺠﻬﺎﺕ ﺍﻻﺨﺘﺼﺎﺹ‪ ،‬ﻭﺭﺴﺎﺌل ﺍﻝﻤﺎﺠﺴﺘﻴﺭ‬
‫ﻭﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻭﺒﺤﻭﺙ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﻭﺍﻝﺤﻠﻘﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ‬
‫ﺘﺠﺭﻴﻬﺎ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﻨﻭﺭ ﻤﺤﺭﻭﺱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺒﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺼﺭﻴﺔ‪2004 ،‬ﻡ‪ ،‬ﺹ‪.32‬‬

‫‪copyright law.‬‬

‫‪101‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻠﺒﺎﺤﺙ‪:‬‬

‫ﺘﺘﻴﺢ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻭﺍﻋﻴﺔ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺠﺎﺩ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺭﺼﺩ ﻭﺘﺘﺒﻊ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ ﻭﺍﻝﻔﺤﺹ ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﺨﺘﻠﻑ ﺍﻝﻤﻼﺤﻅﺔ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻜﺜﻴﺭﺍ ﻋﻥ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﺎﺒﺭﺓ ﺍﻝﺘﻲ ﻴﻤﺎﺭﺴﻬﺎ ﺍﻝﺸﺨﺹ ﺍﻝﻌﺎﺩﻱ ﻓﻲ ﺤﻴﺎﺘﻪ‬
‫ﺍﻝﻴﻭﻤﻴﺔ‪ ،‬ﻓﺎﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺭﺼﺩ ﻭﺘﺸﺨﻴﺹ ﻭﺘﺨﻴﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻫﻲ ﺼﻔﺎﺕ ﻴﺘﺴﻡ‬
‫ﺒﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﻤﺘﻤﻴﺯﻭﻥ ﺍﻝﺫﻴﻥ ﻴﻤﺘﻠﻜﻭﻥ ﺒﺼﻴﺭﺓ ﻨﺎﻓﺫﺓ ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﺍﻝﻤﻼﺤﻅﺔ‬
‫ﻓﻲ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﻲ ﺘﺅﺭﻕ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺘﺤﺘﺎﺝ‬
‫ﺇﻝﻰ ﺤﻠﻭل‪.‬‬
‫‪ – 3‬ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﺒﺎﺤﺙ‪:‬‬
‫ﺘﺘﺩﺨل ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﺒﺎﺤﺙ ﻝﺘﺸﻜل ﻫﻲ ﺍﻷﺨﺭﻯ ﻤﺼﺩﺭ ﺍﺤﺴﺎﺴﺎ‬
‫ﺒﺎﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﺘﻲ ﺘﻘﻊ ﻓﻲ ﻨﻁﺎﻕ ﻤﺘﺎﺒﻌﺔ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻪ ﻻﺒﺩ ﺍﻥ ﺘﻜﻭﻥ ﻝﻬﺎ ﺍﻷﻭﻝﻭﻴﺔ ﻓﻲ ﺍﻝﺒﺤﺙ‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺤﻴﺙ ﻝﻜل ﺒﺎﺤﺙ ﻤﻴﻭل ﺒﺤﺜﻴﺔ ﻤﻌﻴﻨﺔ ﺘﺠﺎﻩ ﻤﻭﻀﻭﻋﺎﺕ ﻭﺤﻘﻭل ﺒﺤﺜﻴﺔ‬
‫ﻤﻌﻴﻨﺔ‪ ،‬ﺘﻜﻭﻥ ﻤﺤﻁ ﺍﻫﺘﻤﺎﻤﻪ ﺍﻝﺩﺍﺌﻡ ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺍﻝﻘﺭﺍﺀﺓ ﺃﻭ ﺍﻝﻤﺘﺎﺒﻌﺔ ﺍﻭ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﻓﺎﻝﺒﺎﺤﺙ ﺍﻹﻋﻼﻤﻲ ﻤﺜﻼ ﺍﻝﺫﻱ ﻴﻬﺘﻡ ﺒﻘﻀﺎﻴﺎ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل‬
‫ﺍﻝﺤﺩﻴﺜﺔ ﺘﻨﺼﺏ ﺍﻫﺘﻤﺎﻤﺎﺘﻪ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺘﻠﻙ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﻓﻲ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‬
‫ﻭﺘﺄﺜﻴﺭ ﺫﻝﻙ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻋﻠﻰ ﺍﻝﻤﺘﻠﻘﻲ‪ ،‬ﻭﺍﻻﺸﺒﺎﻋﺎﺕ ﺍﻝﺘﻲ ﺘﺤﻘﻘﻬﺎ ﻝﻪ‪ ،‬ﻭﻤﺨﺎﻁﺭ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺘﻠﻙ ﺍﻝﺘﻜﻨﻭﻝﻭﺠﻴﺎ‪ ،‬ﻭﻤﻊ ﻤﺭﻭﺭ ﺍﻝﻭﻗﺕ ﻴﺘﻜﻭﻥ ﻝﺩﻴﻪ ﺍﺘﺠﺎﻩ ﺒﺤﺜﻲ ﻤﻌﻴﻥ ﻓﻲ ﻫﺫﺍ ﺍﻝﺤﻘل‬
‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﺘﺭﻜﺯ ﻗﺭﺍﺀﺍﺘﻪ ﻭﻜﺘﺎﺒﺎﺘﻪ ﻭﻤﻨﺎﻗﺸﺎﺘﻪ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل‪ ،‬ﻭﺘﺘﺸﻜل ﻝﺩﻴﻪ‬
‫ﺭﺅﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺘﺘﺭﺍﻜﻡ ﻋﻨﺩﻩ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻝﺨﺒﺭﺓ ﻓﻲ ﻫﺫﺍ ﺍﻝﺤﻘل‪ ،‬ﻭﻴﺼﻴﺭ ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻻﻝﻤﺎﻡ ﺒﻜل ﻤﺎ ﻴﻨﺸﺭ ﺤﻭﻝﻪ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﺘﻘﻭﺩ ﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﻭﺍﻝﻤﻴﻭل ﺍﻝﺸﺨﺼﻴﺔ ﺍﻝﺒﺎﺤﺙ ﻨﺤﻭ ﻤﻭﻀﻭﻋﺎﺕ ﻤﺤﺩﺩﺓ‬
‫ﺩﻭﻥ ﻏﻴﺭﻫﺎ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 4‬ﺍﻝﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ ﻝﻠﺒﺎﺤﺙ‪:‬‬

‫ﻴﻠﻌﺏ ﺍﻝﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ ﺍﻴﻀﺎ ﺩﻭﺭﺍ ﺍﺴﺎﺴﻴﺎ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻝﺒﺎﺤﺙ ﻨﺤﻭ ﻤﻭﻀﻭﻋﺎﺕ‬
‫ﻤﻌﻴﻨﺔ‪ ،‬ﺒل ﺍﻥ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻻﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻝﻘﺭﺍﺀﺍﺕ ﻏﺎﻝﺒﺎ ﻤﺎ ﺘﺴﺘﻨﺩ‬
‫ﻋﻠﻰ ﺘﺨﺼﺹ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺘﺘﻡ ﻓﻲ ﺍﻁﺎﺭ ﻫﺫﺍ ﺍﻝﺘﺨﺼﺹ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻥ‬
‫ﺍﻫﺘﻤﺎﻤﺎﺕ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ – ﺍﺤﻴﺎﻨﺎ – ﻗﺩ ﺘﺘﺠﻪ ﺇﻝﻰ ﺨﺎﺭﺝ ﻨﻁﺎﻕ ﺘﺨﺼﺼﻬﻡ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﻝﻌل ﺫﻝﻙ ﻴﻜﻭﻥ ﺃﻜﺜﺭ ﻭﻀﻭﺤﺎ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺤﻴﺙ‬
‫ﺘﺘﻘﺎﺭﺏ ﻭﺘﺘﺩﺍﺨل ﺘﻠﻙ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﻭﺘﻘﻊ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﻤﻭﻀﻭﻋﺎﺘﻬﺎ ﻋﻠﻰ ﺘﻤﺎﺱ ﻤﻥ ﺒﻌﻀﻬﺎ‬
‫ﺍﻝﺒﻌﺽ‪ ،‬ﻓﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻤﺜﻼ ﻝﻬﺎ ﺍﺒﻌﺎﺩ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺴﻴﺎﺴﻴﺔ ﻭﻨﻔﺴﻴﺔ ﻭﺍﻗﺘﺼﺎﺩﻴﺔ‬
‫ﻭﺘﺭﺒﻭﻴﺔ‪ ،‬ﻭﻫﻜﺫﺍ ﺍﻴﻀﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﺒﻘﻴﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‪.‬‬
‫ﺇﻻ ﺍﻥ ﺍﻝﻐﺎﻝﺏ ﻫﻭ ﺍﻥ ﻴﺘﺠﻪ ﺍﻝﺩﺍﺭﺱ ﺇﻝﻰ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺤﻘل ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﺍﺨﺘﺎﺭ‬
‫ﺍﻝﺘﺨﺼﺹ ﻓﻴﻪ‪ ،‬ﺤﻴﺙ ﻴﻜﻭﻥ ﺃﻜﺜﺭ ﺩﺭﺍﻴﺔ ﻓﻴﻪ ﻤﻥ ﻏﻴﺭﻩ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻘﺎﺩﻤﻴﻥ ﻤﻥ‬
‫ﻤﺠﺎﻻﺕ ﻭﺘﺨﺼﺼﺎﺕ ﺃﺨﺭﻯ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺴﺒﺭ ﺍﻏﻭﺍﺭﻩ ﻭﺍﻻﺒﺩﺍﻉ ﻓﻴﻪ‬
‫ﻭﻓﻬﻤﻪ‪ ،‬ﻭﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻜﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻪ ﻭﻓﻕ ﺍﻝﻤﻨﻬﺠﻴﺔ‬
‫ﺍﻝﻤﺘﺒﻌﺔ ﻭﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻝﺘﺨﺼﺹ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻤﻌﻪ‪ ،‬ﻭﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﻌﻠﻤﻲ ﻝﻤﺎ ﻴﺼل ﺇﻝﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ ﻓﻲ‬
‫ﺍﻁﺎﺭ ﺍﻝﻌﻠﻡ ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻴﻪ‪ ،‬ﻭﻤﻘﺎﺭﻨﺔ ﻤﺎ ﺘﻭﺼل ﺇﻝﻴﻪ ﻓﻲ ﺍﺒﺤﺎﺜﻪ ﻤﻊ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺎﺕ‬
‫ﻭﺍﺒﺤﺎﺙ ﺍﻷﺨﺭﻴﻥ ﺍﻝﺫﻴﻥ ﺴﺒﻘﻭﻩ ﺒﺎﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺫﺍﺕ ﺍﻝﺤﻘل‪.‬‬
‫‪ – 5‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬
‫ﺘﺸﻜل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﻨﻁﺎﻕ ﺘﺨﺼﺹ ﺍﻝﺒﺎﺤﺙ ﻭ ﺍﻝﻘﺭﻴﺒﺔ ﻤﻥ‬
‫ﺘﺨﺼﺼﻪ ﺍﺭﺜﺎ ﻋﻠﻤﻴﺎ ﻤﻬﻤﺎ‪ ،‬ﻭﻤﺠﺎﻻ ﺨﺼﺒﺎ ﻴﺘﻴﺢ ﻝﻠﺒﺎﺤﺙ ﺭﺼﺩ ﺃﻫﻡ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ‬
‫ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﻥ ﻨﺘﺎﺌﺞ‪ ،‬ﻭﻤﺎ ﺘﺜﻴﺭﻩ ﻤﻥ ﺩﺭﺍﺴﺎﺕ ﻤﺴﺘﻘﺒﻠﻴﺔ ﻗﺩ ﻴﻘﺘﺭﺤﻬﺎ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻝﺫﻴﻥ ﺍﺠﺭﻭﺍ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﺘﻴﺢ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺠﺎل ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ‬

‫ﺍﺨﻀﻌﺕ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﻠﻙ ﺍﻝﺘﻲ ﻝﻡ ﻴﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ ﺒﻌﺩ‪ ،‬ﻓﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺘﻭﻓﺭ‬
‫ﺒﺒﻠﻭﻏﺭﺍﻓﻴﺎ ﻤﻬﻤﺔ ﻴﺴﺘﻔﻴﺩ ﻤﻨﻬﺎ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻜﻤﺎ ﺍﻥ ﻨﺘﺎﺌﺞ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ‬
‫ﺘﺜﻴﺭ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺘﺴﺎﺅﻻﺕ ﺘﺘﻌﻠﻕ ﺒﻤﺸﻜﻼﺕ ﺠﺩﻴﺩﺓ ﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻴﺘﻴﺢ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺘﻲ ﻻﺘﺯﺍل ﻓﻲ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﻘﻭﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺇﻝﻰ ﻤﻼﻤﺴﺔ ﻤﻭﻀﻭﻋﺎﺕ ﻭﻗﻀﺎﻴﺎ‬ ‫ﺤﺎﺠﺔ ﻝﻠﻤﺯﻴﺩ ﻤﻥ‬
‫ﻭﻤﺸﻜﻼﺕ ﺒﺤﺜﻴﺔ ﻤﺘﺼﻠﺔ ﺒﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻜﻤﺎ ﺘﻤﻜﻨﻬﻡ ﻤﻥ ﺭﺼﺩ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺘﻲ‬
‫ﺍﻫﻤﻠﺘﻬﺎ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻤﺤﺎﻭﻝﺔ ﺘﻐﻁﻴﺘﻬﺎ ﻭﺴﺩ ﺍﻝﻨﻘﺹ ﺍﻝﻤﺘﺼل ﺒﻬﺎ‪.‬‬
‫ﻜﻤﺎ ﺍﻥ ﻤﻥ ﺸﺄﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻥ ﺘﻔﺘﺢ ﺍﻷﻓﺎﻕ ﺍﻤﺎﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﻤﺸﻜﻼﺕ ﻝﻡ ﻴﻜﻭﻨﻭﺍ ﻋﻠﻰ ﺩﺭﺍﻴﺔ ﻜﺎﻓﻴﺔ ﺒﻬﺎ‪ ،‬ﻭﺘﻭﺴﻊ ﻤﺩﺍﺭﻜﻬﻡ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺘﺠﻌل ﺍﺫﻫﺎﻨﻬﻡ‬
‫ﺘﺘﻔﺘﻕ ﻋﻠﻰ ﻤﺸﻜﻼﺕ ﻋﻠﻤﻴﺔ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﺘﺜﻴﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺨﻴﺎل ﺍﻝﻌﻠﻤﻲ‬
‫ﻝﻠﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺘﻭﺠﻬﻬﻡ ﻨﺤﻭ ﺃﻜﺜﺭ ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺤﺎﺤﺎ‪ ،‬ﻭﺘﺠﻌﻠﻬﻡ ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﻭﻋﻲ ﺍﻝﺒﺤﺜﻲ‪ ،‬ﺍﻝﺫﻱ ﻴﻘﻭﺩﻫﻡ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻨﺴﺏ ﻭﺍﻴﺴﺭ ﺍﻝﺴﺒل ﻻﻗﺘﻨﺎﺹ‬
‫ﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺘﻌﺩ ﻤﺼﺩﺭﺍ ﻤﻬﻤﺎ ﻭﺍﺴﺎﺴﻴﺎ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﺠﺎﺩﻴﻥ‬
‫ﺍﻝﺫﻴﻥ ﻴﺒﺤﺜﻭﻥ ﻋﻥ ﻗﻀﺎﻴﺎ ﻭﻤﺸﻜﻼﺕ ﻤﻠﺤﺔ ﻭﺠﺩﻴﺭﺓ ﺒﺎﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻲ ﻝﺫﻝﻙ‬
‫ﻤﺼﺩﺭﺍ ﻻ ﻏﻨﻰ ﻋﻨﻪ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ‪ ،‬ﻭﻤﺎ‬
‫ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ‬

‫ﺍﻝﺒﺤﺜﻴﺔ‪:‬‬
‫ﺴﺒﻕ ﺍﻥ ﺍﺸﺭﻨﺎ ﺇﻝﻰ ﺍﻥ ﺨﻁﻭﺓ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺘﻌﺩ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ‬
‫ﺍﻝﻤﻬﻤﺔ ﻭﺍﻝﺭﺌﻴﺴﻴﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻫﻲ ﺒﺎﻝﺘﺎﻝﻲ ﻤﻥ ﺍﺼﻌﺏ ﺍﻝﺨﻁﻭﺍﺕ ﻭﺍﻝﺘﻲ ﻗﺩ‬
‫ﻴﻘﻀﻲ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﺒﺘﺩﺉ ﻭﻗﺕ ﻁﻭﻴل ﻓﻲ ﺘﺤﺩﻴﺩﻫﺎ‪ ،‬ﺤﺘﻰ ﺍﻨﻨﻲ ﺍﺫﻫﺏ ﺩﺍﺌﻤﺎ ﺇﻝﻰ ﺍﻥ‬
‫ﺍﺨﺘﻴﺎﺭ ﻭﺘﺤﺩﻴﺩ ﺍﻝﺒﺎﺤﺙ ﻝﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻤﻌﺭﻓﺘﻪ ﺒﺄﺒﻌﺎﺩﻫﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻭﺼﻴﺎﻏﺘﻬﺎ‬
‫ﺒﺈﺤﻜﺎﻡ ﺘﺠﻌل ﻤﻥ ﺍﻨﺠﺎﺯ ﺒﻘﻴﺔ ﻤﺭﺍﺤل ﺍﻝﺒﺤﺙ ﺍﺴﻬل ﺒﻜﺜﻴﺭ ﻤﻤﺎ ﻗﺩ ﻴﺘﺼﻭﺭ‪ ،‬ﻝﺫﻝﻙ‬
‫ﻨﻼﺤﻅ ﺍﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺨﺎﺼﺔ ﺍﻝﺠﺩﺩ ﻤﻨﻬﻡ ﻴﻘﻀﻭﻥ ﺍﻭﻗﺎﺘﺎ ﻁﻭﻴﻠﺔ ﻗﺒل ﺍﻥ‬
‫ﻴﻜﻭﻨﻭﺍ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﻭﻀﻊ ﺍﻴﺩﻴﻬﻡ ﻋﻠﻰ ﻤﻌﺎﻝﻤﻬﺎ‪ ،‬ﻭﻴﻜﻭﻥ ﻤﻥ ﺍﻝﺼﻌﺏ ﻋﻠﻴﻬﻡ ﻭﻀﻊ‬
‫ﺍﻝﺼﻴﺎﻏﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻭﺍﻝﻤﺤﻜﻤﺔ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﻨﻭﻭﻥ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻝﺫﻝﻙ ﻨﺠﺩ ﺍﻝﻜﺜﻴﺭﻭﻥ‬
‫ﻴﺘﺨﺒﻁﻭﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ‪ ،‬ﻏﻴﺭ ﻗﺎﺩﺭﻴﻥ ﻋﻠﻰ ﻭﻀﻊ ﺍﻴﺩﻴﻬﻡ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‬
‫ﻋﻠﻰ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﺫﺍﺕ ﻗﻴﻤﺔ ﻭﺩﻻﻝﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻝﺫﻝﻙ ﻴﺘﺭﺩﺩ ﺩﺍﺌﻤﺎ ﺍﻥ ﺍﺨﺘﻴﺎﺭ ﻤﺸﻜﻠﺔ‬
‫ﺒﺤﺜﻴﺔ ﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﺃﻜﺜﺭ ﺼﻌﻭﺒﺔ ﻭﺘﻌﻘﻴﺩﺍ ﻤﻥ ﺩﺭﺍﺴﺔ ﺘﻠﻙ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ﻭﺘﻘﺩﻴﻡ ﺍﻝﺤﻠﻭل ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻬﺎ‪.‬‬
‫ﻭﺘﺘﺤﺩﺩ ﻜﺎﻓﺔ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻼﺤﻘﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻓﻬﻲ ﺍﻝﻨﻲ‬
‫ﺒﻨﺎﺀ ﻋﻠﻴﻬﺎ ﺴﻴﺘﻡ ﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﻨﺎﻫﺠﻬﺎ ﻭﺃﺩﻭﺍﺘﻬﺎ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﻭﻀﻊ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ﻭﺍﻝﻔﺭﻭﺽ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫ﻭﻴﻼﺤﻅ ﺍﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ ﻴﻘﻌﻭﻥ ﻓﻲ ﺃﺨﻁﺎﺀ ﻜﺜﻴﺭﺓ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭ‬
‫ﻭﺼﻴﺎﻏﺔ ﻤﺸﻜﻼﺘﻬﻡ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺒﻁﺭﻴﻘﺔ ﻓﻀﻔﺎﻀﺔ ﻭﻭﺍﺴﻌﺔ‪ ،‬ﻭﻏﻴﺭ ﻤﺤﺩﺩﺓ ﺍﻝﻤﻌﺎﻝﻡ‪ ،‬ﻤﻤﺎ‬
‫ﻴﺠﻌل ﻤﻥ ﺍﻝﺼﻌﺏ ﺩﺭﺍﺴﺘﻬﺎ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺒﺨﺼﻭﺼﻬﺎ‪ ،‬ﻓﻘﺩ ﻴﺼﻴﻎ ﺍﻝﺒﺎﺤﺙ‬
‫ﺍﻝﻤﺒﺘﺩﺉ ﻋﻨﻭﺍﻥ ﻜﺎﻝﺘﺎﻝﻲ‪) :‬ﺩﻭﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻓﻲ ﺍﻝﺘﻭﻋﻴﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻝﻠﺸﺒﺎﺏ( ﻭﻫﻭ‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻨﻭﺍﻥ ﻋﺭﻴﺽ ﻭﻤﺘﺸﻌﺏ ﻭﻏﻴﺭ ﻤﺤﺩﺩ‪ ،‬ﻭﺍﻷﺼﺢ ﺍﻥ ﻴﺼﺎﻍ ﻫﺫﺍ ﺍﻝﻌﻨﻭﺍﻥ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫)ﺩﻭﺭ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻴﻭﻤﻴﺔ ﻓﻲ ﺍﻝﺘﻭﻋﻴﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻝﻠﺸﺒﺎﺏ ﺍﻝﺠﺎﻤﻌﻲ ﺒﻤﺩﻴﻨﺔ ﻁﺭﺍﺒﻠﺱ(‪،‬‬
‫ﻓﺎﻝﻌﻨﻭﺍﻥ ﺍﻷﺨﻴﺭ ﻴﻌﻜﺱ ﻤﺸﻜﻠﺔ ﻤﺤﺩﺩﺓ ﻭﻭﺍﻀﺤﺔ ﺍﻝﻤﻌﺎﻝﻡ ‪ ،‬ﻭﺒﺎﻹﻤﻜﺎﻥ ﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻙ ﻭﻫﻭ ﺒﺼﺩﺩ ﺍﺨﺘﻴﺎﺭ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ "ﺍﻥ‬
‫)‪(1‬‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺠﻴﺩﺓ ﻫﻲ ﺍﻝﺘﻲ ﺘﺒﺘﻌﺩ ﻓﻲ ﻤﻭﻀﻭﻋﺎﺘﻬﺎ ﻋﻥ ﺍﻝﺸﻤﻭﻝﻴﺔ ﻭﺍﻝﺘﻭﺴﻊ"‬
‫‪ – 2‬ﺍﻝﺘﻌﺠل ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻭﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻗﺒل ﺍﻥ ﻴﻜﻭﻥ ﻗﺩ ﺍﺩﺭﻙ‬
‫ﺠﻭﺍﻨﺒﻬﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭﻓﻬﻡ ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﻝﺒﺱ ﻭﻏﻤﻭﺽ‪ ،‬ﻓﻬﻭ ﻝﻡ ﻴﻘﻡ ﺒﺎﻝﻘﺭﺍﺀﺓ‬
‫ﺍﻝﻤﻌﻤﻘﺔ ﺤﻭل ﺠﻭﺍﻨﺏ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﺭﻏﺏ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻤﻤﺎ ﻴﺠﻌﻠﻪ ﻏﻴﺭ ﻗﺎﺩﺭ‬
‫ﻋﻠﻰ ﺍﺩﺭﺍﻙ ﺒﻌﺽ ﺍﻷﺒﻌﺎﺩ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﻭﻀﻭﻋﻪ ﻗﺒل ﺍﻝﺸﺭﻭﻉ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪– 3‬ﻗﺩ ﻴﻘﻊ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ ﻓﻲ ﻓﺦ ﺍﻻﺒﻬﺎﺭ‪ ،‬ﺤﻴﺙ ﻴﻨﺒﻬﺭﻭﻥ ﺒﺒﻌﺽ‬
‫ﺍﻝﻌﻨﺎﻭﻴﻥ ﺍﻝﺒﺭﺍﻗﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻗﺩ ﺘﺒﺩﻭ ﺠﺫﺍﺒﺔ ﻭﻤﺒﻬﺭﺓ ﻭﺭﻨﺎﻨﺔ ﻝﻠﻭﻫﻠﺔ ﺍﻻﻭﻝﻰ‪ ،‬ﻝﻜﻨﻬﺎ ﻗﺩ‬
‫ﺘﺨﻠﻭ ﻤﻥ ﺍﻝﻭﺍﻗﻌﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺼﻌﺏ ﺒﺎﻝﺘﺎﻝﻲ ﻋﻤﻠﻴﺔ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ‬
‫ﺍﻝﻌﻨﻭﺍﻥ ﺍﻝﺘﺎﻝﻲ‪) :‬ﺩﻭﺭ ﻭﺴﺎﺌل ﺍﻻﻋﻼﻡ ﻓﻲ ﺍﻝﺜﻭﺭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ(‪ ،‬ﻓﻘﺩ ﻴﺒﺩﻭ ﻋﻨﻭﺍﻥ ﻜﻬﺫﺍ‬
‫ﻤﻠﻔﺕ ﻝﻠﻨﻅﺭ ﻭﺠﺫﺍﺏ ﻨﻅﺭﺍ ﻻﺭﺘﺒﺎﻁﻪ ﺒﺎﻝﺜﻭﺭﺓ ﻭﺍﻝﺤﺭﻴﺔ ﻭﺍﻝﺘﻐﻴﻴﺭ ﻭﺍﻹﻋﻼﻡ‪ ،‬ﻭﻫﻲ‬
‫ﺠﻤﻴﻌﻬﺎ ﻋﻨﺎﺼﺭ ﺒﺭﺍﻗﺔ‪ ،‬ﺇﻻ ﺍﻥ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺒﺤﺜﻲ ﻴﺠﻌل ﻤﻥ ﺍﻝﻤﺴﺘﺤﻴل ﺩﺭﺍﺴﺔ ﻤﻭﻀﻭﻉ‬
‫ﻜﻬﺫﺍ ﺒﻬﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ‪.‬‬
‫‪ – 4‬ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻋﺎﺕ ﺒﺤﺜﻴﺔ ﺘﻔﻭﻕ ﺍﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺩﺭﺘﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻗﺩ‬
‫ﻴﺘﺴﺒﺏ ﻓﻲ ﺘﻌﺜﺭ ﺍﻝﺒﺎﺤﺙ ﻭﺘﺄﺨﺭﻩ ﻓﻲ ﺍﻨﺠﺎﺯ ﺒﺤﺜﻪ‪ ،‬ﺒل ﻭﺭﺒﻤﺎ ﺘﻭﻗﻔﻪ ﺘﻤﺎﻤﺎ ﻓﻲ ﻤﺭﺤﻠﺔ‬
‫ﻤﻥ ﻤﺭﺍﺤل ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﺸﻤل ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺠﺎﻨﺒﻴﻥ‪ ،‬ﺍﺤﺩﻫﻤﺎ ﻤﺎﺩﻱ ﻴﺘﻤﺜل ﻓﻲ‬
‫ﺍﻝﻤﺼﺎﺭﻴﻑ ﺍﻝﻤﺎﻝﻴﺔ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻹﻨﺠﺎﺯ ﺒﺤﺜﻪ‪ ،‬ﻭﺍﻝﺜﺎﻨﻲ ﻤﻌﺭﻓﻲ ﻋﻠﻤﻲ ﻴﺘﻤﺜل‬
‫ﻓﻲ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻭﻤﺩﻯ ﻤﺎ ﻴﺘﻭﻓﺭ ﻝﻪ ﻤﻥ ﻤﻬﺎﺭﺍﺕ ﺒﺤﺜﻴﺔ‪ ،‬ﻭﻗﺩﺭﺓ ﻋﻠﻰ‬

‫‪ -1‬ﺨﻠﻴﻔﺔ ﺸﺤﺎﺘﻪ ﺍﻝﺒﺎﺡ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺒﺩﻨﻴﺔ‪ ،‬ﺒﻨﻐﺎﺯﻱ‪ ،‬ﺠﺎﻤﻌﺔ ﻗﺎﺭﻴﻭﻨﺱ‪،‬‬
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‫‪2992‬ﻡ‪ ،‬ﺹ‪.45‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺭﺼﺩ ﻭﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﻔﺴﻴﺭ ﻭﺍﻝﻤﻘﺎﺭﻨﺔ ﻭﺍﻻﺴﺘﻨﺘﺎﺝ‪ ،‬ﺨﺎﺼﺔ ﻭﺍﻥ ﺒﻌﺽ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬

‫ﻗﺩ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺠﻬﺩ ﺇﻀﺎﻓﻲ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻜﺎﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺠﺩﻴﺩﺓ ﺍﻝﺘﻲ ﻝﻡ ﻴﺴﺒﻕ‬
‫ﺍﺨﻀﺎﻋﻬﺎ ﻝﻠﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ‪.‬‬

‫ﺨﺎﻤﺴﺎ‪ :‬ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪:‬‬

‫ﺘﺘﻁﻠﺏ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻤﻬﺎﺭﺓ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺘﺘﺠﺴﺩ ﻓﻲ ﻗﺩﺭﺘﻪ‬
‫ﻋﻠﻰ ﻭﻀﻊ ﻴﺩﻩ ﻋﻠﻰ ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﺍﻝﺘﻲ ﺘﺘﺴﻡ ﺒﺎﻝﻭﻀﻭﺡ ﻭﺍﻝﺩﻗﺔ ﻭﺍﻝﺘﺭﻜﻴﺯ‪ ،‬ﻭﺍﻝﺘﻲ‬
‫ﺘﺤﺩﺩ ﻤﻌﺎﻝﻡ ﺍﻝﻤﺸﻜﻠﺔ ﻭﺤﺩﻭﺩﻫﺎ‪ ،‬ﻭﺘﺒﺭﺯ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﻤﺴﺄﻝﺔ ﺍﻝﺠﻭﻫﺭﻴﺔ ﺍﻝﺘﻲ ﻴﺭﻴﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﺩﺭﺍﺴﺘﻬﺎ ﻭﻓﻬﻤﻬﺎ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﺼﻴﺎﻏﺔ ﻴﺘﻁﻠﺏ ﺍﻥ ﺘﻜﻭﻥ ﻤﺨﺘﺼﺭﺓ ﻭﻭﺍﻀﺤﺔ‬
‫ﺒﺫﺍﺘﻬﺎ ﻭﻤﻨﻀﺒﻁﺔ‪ ،‬ﻭﺘﻌﻜﺱ ﻫﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻤﺘﻐﻴﺭﺍﺘﻬﺎ ﻭﺴﺅﺍﻝﻬﺎ ﺍﻝﺭﺌﻴﺴﻲ‪ ،‬ﻭﻤﺎ ﺍﻝﺫﻱ‬
‫ﻴﺭﻴﺩ ﺍﻥ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﺒﺎﺤﺙ ﻋﺒﺭ ﺭﺤﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫ﻭﻓﻲ ﺍﻝﻌﺎﺩﺓ ﺘﺼﺎﻍ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺒﻁﺭﻴﻘﺘﻴﻥ ﺍﺜﻨﺘﻴﻥ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻁﺭﻴﻘﺔ ﺍﻻﻭﻝﻰ‪ ،‬ﺍﻥ ﺘﺼﺎﻍ ﺍﻝﻤﺸﻜﻠﺔ ﻓﻲ ﺸﻜل ﺴﺅﺍل ﺭﺌﻴﺱ ﻜﺒﻴﺭ‪ ،‬ﺘﺘﻡ‬
‫ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻪ ﻤﻥ ﺨﻼل ﺍﻝﺒﺤﺙ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺠﻭﺍﺏ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻫﻭ‬
‫ﺍﻝﻬﺩﻑ ﺍﻷﺴﺎﺴﻲ ﻤﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻤﻥ ﺃﻤﺜﻠﺔ ﺫﻝﻙ‪:‬‬
‫• ﻤﺎ ﺍﺘﺠﺎﻫﺎﺕ ﻤﺸﺎﻫﺩﻱ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﻨﺤﻭ ﺍﻹﻋﻼﻨﺎﺕ‬
‫ﺍﻝﺘﺠﺎﺭﻴﺔ ﺍﻝﺘﻲ ﺘﺒﺜﻬﺎ ﺘﻠﻙ ﺍﻝﻘﻨﻭﺍﺕ؟‬
‫• ﻤﺎ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻷﻁﻔﺎل ﻝﺒﺭﺍﻤﺞ ﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺘﺤﺭﻜﺔ ﻓﻲ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﺍﻝﻠﻴﺒﻲ‬
‫ﻭﺍﻻﺸﺒﺎﻋﺎﺕ ﺍﻝﻤﺘﺤﻘﻘﺔ ﺠﺭﺍﺀ ﺫﻝﻙ؟‬
‫• ﻤﺎ ﺩﻭﺭ ﺍﻻﺫﺍﻋﺎﺕ ﺍﻝﻤﺴﻤﻭﻋﺔ ﺍﻝﻤﺤﻠﻴﺔ ﻤﻭﻀﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﺜﻘﺎﻓﻴﺔ‬
‫ﻝﺭﺒﺎﺕ ﺍﻝﺒﻴﻭﺕ؟‬
‫• ﻤﺎ ﺩﻭﺭ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻌﺎﻤﺔ ﻓﻲ ﺘﺤﺴﻴﻥ ﺍﻝﺼﻭﺭﺓ ﺍﻝﺫﻫﻨﻴﺔ ﻝﺼﻨﺩﻭﻕ ﺍﻝﻀﻤﺎﻥ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻠﻌﺎﻤﻠﻴﻥ ﻝﺤﺴﺎﺏ ﺍﻨﻔﺴﻬﻡ؟‬
‫• ﻤﺎ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺨﻁﺎﺏ ﺍﻝﺼﺤﻔﻲ ﻓﻲ ﻝﻴﺒﻴﺎ ﻨﺤﻭ ﻗﻀﻴﺔ ﺍﻝﻤﺼﺎﻝﺤﺔ ﺍﻝﻭﻁﻨﻴﺔ؟‬
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‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻨﻼﺤﻅ ﻤﻥ ﺍﻷﻤﺜﻠﺔ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻀﻭﺡ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻤﺕ ﺼﻴﺎﻏﺘﻬﺎ‬

‫ﻋﻠﻰ ﺸﻜل ﺴﺅﺍل ﻭﺍﻀﺢ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺍﺠﺎﺒﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﺘﻤﺜل ﺍﻝﻐﺭﺽ ﺍﻝﻨﻬﺎﺌﻲ ﻤﻥ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻴﺠﺏ ﺍﻥ ﻨﻔﺭﻕ ﻫﻨﺎ ﺒﻴﻥ ﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ ﺘﺩﻭﺭ ﺤﻭﻝﻪ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺒﻴﻥ‬
‫ﺍﺴﺌﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﺴﻴﺄﺘﻲ ﺍﻝﺤﺩﻴﺙ ﻋﻨﻬﺎ ﻻﺤﻘﺎ‪ ،‬ﺤﻴﺙ ﻴﺨﻠﻁ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻴﻥ‬
‫ﺍﻷﺜﻨﻴﻥ‪ ،‬ﻓﺎﻝﺴﺅﺍل ﺍﻝﺫﻱ ﺘﺼﺎﻍ ﻤﻥ ﺨﻼﻝﻪ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻴﻤﺜل ﺍﻻﻁﺎﺭ ﺍﻝﻌﺎﻡ‬
‫ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻭ ﺴﺅﺍل ﺭﺌﻴﺴﻲ ﻴﺤﺩﺩ ﻤﺴﺎﺭ ﺍﻝﺒﺤﺙ ﺒﺎﻝﻜﺎﻤل‪ ،‬ﻭﺘﺘﺠﺴﺩ ﻓﻴﻪ ﻤﺸﻜﻠﺔ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻤﺎ ﺘﺴﺎﺅﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻬﻲ ﻤﺠﻤﻭﻉ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻭﺍﻝﻔﺭﻋﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﺘﺤﺩﺩ ﺒﻌﺩ ﺫﻝﻙ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻝﻬﺩﻑ ﺍﻝﻌﺎﻡ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻲ ﺍﺴﺌﻠﺔ ﺘﻔﺼﻴﻠﻴﺔ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ‬
‫ﺘﺠﻴﺏ ﻤﺠﺘﻤﻌﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﻌﺎﻡ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻴﺘﺤﺩﺩ ﻨﺠﺎﺡ ﺍﻝﺒﺤﺙ ﺒﺭﻤﺘﻪ‬
‫ﻋﻠﻰ ﻤﺩﻯ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻻﺠﺎﺒﺔ ﺍﺠﺎﺒﺔ ﻭﺍﻀﺤﺔ ﻭﻜﺎﻤﻠﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ‬
‫ﺘﻨﻁﻠﻕ ﻤﻨﻪ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺜﻡ ﻋﻠﻰ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﻔﺼﻴﻠﻴﺔ‬
‫ﻝﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 2‬ﺍﻤﺎ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻡ ﺒﻬﺎ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻓﻬﻲ ﻜﺘﺎﺒﺘﻬﺎ ﻓﻲ‬
‫ﺸﻜل ﻋﺒﺎﺭﺓ ﺘﻘﺭﻴﺭﻴﺔ‪ ،‬ﺘﺼﻑ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﻴﺭﻏﺏ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻫﻨﺎ ﻓﺈﻥ‬
‫ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﺍﻥ ﻫﺫﻩ ﺍﻝﻌﺒﺎﺭﺓ ﺍﻝﺘﻘﺭﻴﺭﻴﺔ ﻴﺠﺏ ﺍﻥ ﺘﺼﺎﻍ ﺒﻠﻐﺔ ﻭﺍﻀﺤﺔ‬
‫ﺒﺫﺍﺘﻬﺎ ﻻ ﻝﺒﺱ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﻥ ﺘﻜﻭﻥ ﺠﺎﻤﻌﺔ ﻤﺎﻨﻌﺔ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﺘﺘﻀﻤﻥ ﻜل ﺍﺒﻌﺎﺩ ﺍﻝﻤﺸﻜﻠﺔ‪،‬‬
‫ﻭﻤﻥ ﺃﻤﺜﻠﺔ ﺫﻝﻙ‪:‬‬
‫• ﻋﻼﻗﺔ ﻤﺸﺎﻫﺩﺓ ﺘﻼﻤﻴﺫ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﺒﻤﺩﻴﻨﺔ ﻁﺭﺍﺒﻠﺱ ﻝﻠﺘﻠﻔﺯﻴﻭﻥ ﺒﺎﻝﺴﻠﻭﻙ‬
‫ﺍﻝﻌﺩﻭﺍﻨﻲ ﻝﺩﻴﻬﻡ‪.‬‬
‫ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﻴﻴﻥ ﻓﻲ‬ ‫• ﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﻌﻜﺴﻬﺎ ﺇﻋﻼﻨﺎﺕ ﻗﻨﺎﺓ ‪m b c‬‬
‫ﻝﻴﺒﻴﺎ ﻨﺤﻭﻫﺎ‪.‬‬
‫• ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﻠﺼﺤﺎﻓﺔ ﺍﻝﻠﻴﺒﻴﺔ ﺍﻝﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺸﺅﻭﻥ ﺍﻝﻤﺭﺃﺓ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻴﻔﻀل ﺍﻏﻠﺏ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺼﻴﺎﻏﺔ ﻤﺸﻜﻠﺘﻪ ﻤﻥ ﺨﻼل ﺴﺅﺍل ﻤﺤﺩﺩ ﻭﻤﺭﻜﺯ‬

‫ﻭﻭﺍﻀﺢ‪ ،‬ﺤﻴﺙ ﻴﻌﺩ ﺫﻝﻙ ﺍﺴﻬل‪ ،‬ﻭﺍﻜﺜﺭ ﺩﻗﺔ‪ ،‬ﺨﺎﺼﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﺠﺩﺩ‪،‬‬
‫ﻓﺎﻝﺼﻴﺎﻏﺔ ﺍﻝﺘﺴﺎﺅﻝﻴﺔ ﺍﻜﺜﺭ ﻭﻀﻭﺤﺎ ﻭﺘﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻴﺘﺠﻪ ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ‬
‫ﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ ﺘﻨﻁﻠﻕ ﻤﻨﻪ ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﻤﻌﺎﻴﻴﺭ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪:‬‬

‫ﻴﻀﻊ ﺍﻝﻤﺘﺨﺼﺼﻭﻥ ﺍﺭﺒﻌﺔ ﺸﺭﻭﻁ ﺘﻤﺜل ﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﺎ ﻋﻨﺩ‬
‫)‪(1‬‬
‫ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﻤﻌﺎﻴﻴﺭ ﺃﻭ ﺍﻝﺸﺭﻭﻁ ﻓﻲ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﻓﻲ ﻋﺒﺎﺭﺓ ﻤﺤﺩﺩﺓ ﺃﻭ ﺴﺅﺍل ﻭﺍﻀﺢ‪.‬‬
‫‪ – 2‬ﻴﺠﺏ ﺍﻥ ﺘﻭﻀﺢ ﺍﻝﻤﺸﻜﻠﺔ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﺍﻜﺜﺭ‪ ،‬ﻤﻊ ﺘﺤﺩﻴﺩ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺘﺸﻤﻠﻪ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 3‬ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺩﻫﺎ ﺍﻝﻤﺸﻜﻠﺔ ﻤﺘﻔﻘﺔ ﻤﻊ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﺘﻲ ﺘﻌﺎﻝﺠﻬﺎ ﺍﺩﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻝﺠﺯﺀ ﺍﻝﺨﺎﺹ ﺒﺎﻹﺠﺭﺍﺀﺍﺕ‪ ،‬ﻜﻤﺎ ﻴﺠﺏ ﺍﻥ ﻴﻜﻭﻥ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻜﻤﺎ ﺤﺩﺩﺘﻪ ﺍﻝﻤﺸﻜﻠﺔ ﻤﺘﻔﻘﺎ ﻤﻊ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﺃﻭ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﺘﺸﻤﻠﻬﻡ ﻋﻴﻨﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 4‬ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻤﺸﻜﻠﺔ ﻗﺎﺒﻠﺔ ﻝﻠﺒﺤﺙ ﺃﻭ ﺍﻝﺘﺤﻘﻕ ﺍﻻﻤﺒﻴﺭﻴﻘﻲ‪.‬‬

‫ﺴﺎﺒﻌﺎ‪ :‬ﻜﻴﻔﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪:‬‬

‫ﻨﻘﺼﺩ ﻫﻨﺎ ﺒﻜﻴﻔﻴﺔ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺠﻬﺔ ﺍﻝﺘﻲ ﺘﺤﺩﺩ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪ ،‬ﺃﻭ ﺘﺭﺸﺩ ﺍﻝﺒﺎﺤﺙ ﻭﺘﻭﺠﻬﻪ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﻤﺸﻜﻼﺕ ﺒﺤﺜﻴﺔ ﻤﻌﻴﻨﺔ‪،‬‬

‫‪Moor. G. W . Developing and evaluating educational research. Boston: -1‬‬

‫‪ little. Broon. And combany. 1983. Bb. 42 – 83.‬ﻓﻲ‪ :‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ‬
‫ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﺃﺴﺎﻝﻴﺒﻬﺎ ﻭﺘﻘﻨﻴﺎﺘﻬﺎ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﺒﻴﻀﺎﺀ ﻝﻴﺒﻴﺎ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﺯﻫﺭﺍﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2010 ،‬ﻡ‪ ،‬ﺹ‪.85‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺤﻴﺙ ﻴﺨﺘﻠﻑ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ‪ ،‬ﻋﻨﻪ ﻓﻲ ﺍﻝﻤﺭﺍﻜﺯ‬

‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺒﺎﻝﻤﺠﻤل ﻫﻨﺎﻙ ﺨﻤﺱ ﺠﻬﺎﺕ ﻴﻤﻜﻥ ﺍﻥ ﺘﺤﺩﺩ ﺃﻭ ﺘﺘﺩﺨل ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺸﻜﻠﺔ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻓﻲ ﺤﺎل ﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻭﺍﻝﺩﻗﻴﻘﺔ ﻗﺩ ﻴﺘﻭﻝﻰ ﺍﻷﺴﺎﺘﺫﺓ ﺒﺎﻝﻘﺴﻡ ﺍﻝﻌﻠﻤﻲ‬
‫ﺍﻝﺫﻱ ﻴﺩﺭﺱ ﺒﻪ ﺍﻝﻁﻼﺏ ﺍﻗﺘﺭﺍﺡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻬﻤﺔ‪ ،‬ﻭﺘﻭﺠﻴﻪ‬
‫ﺍﻨﻅﺎﺭ ﻭﺍﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﻁﻼﺏ ﺍﻝﻴﻬﺎ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﻴﺘﻭﻝﻰ ﺒﻌﺽ ﺃﻭ ﺍﺤﺩ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻗﺘﺭﺍﺡ‬
‫ﻤﻭﻀﻭﻋﺎﺕ ﻤﺤﺩﺩﺓ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻴﺨﺘﺎﺭ ﻤﻨﻬﺎ ﺍﻝﻁﻼﺏ ﻤﺎ ﻴﻨﺎﺴﺒﻬﻡ ﻭﻴﺘﻭﺍﻓﻕ ﻤﻊ‬
‫ﺍﻫﺘﻤﺎﻤﺎﺕ ﻜل ﻤﻨﻬﻡ‪.‬‬
‫‪ – 2‬ﺍﻥ ﻴﻘﺘﺭﺡ ﺍﻝﻁﺎﻝﺏ – ﻓﻲ ﺤﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻭﺍﻝﺩﻗﻴﻘﺔ ﺍﻴﻀﺎ ‪-‬‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﻴﺘﻨﺎﻗﺵ ﻓﻴﻬﺎ ﻤﻊ ﺃﺤﺩ ﺍﻭ ﺒﻌﺽ ﺍﻷﺴﺎﺘﺫﺓ ﻤﻥ ﺫﺍﺕ ﺍﻝﺘﺨﺼﺹ‪،‬‬
‫ﻭﻴﺘﻡ ﺍﻻﺘﻔﺎﻕ ﺒﻨﺎﺀ ﻋﻠﻰ ﺫﻝﻙ ﻋﻠﻰ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﻤﺤﺩﺩﺓ‪.‬‬
‫‪ – 3‬ﻓﻲ ﺤﺎل ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺘﺘﻭﻝﻰ ﺍﻝﻠﺠﺎﻥ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ ﺘﺤﺩﻴﺩ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺘﺩﺨل ﻓﻲ ﺍﻭﻝﻭﻴﺎﺘﻬﺎ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻬﺎ ﻭﺘﺩﻋﻭ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻝﻠﺒﺤﺙ‬
‫ﻓﻴﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻤﺎ ﻓﻲ ﺍﻷﺒﺤﺎﺙ ﺍﻝﻤﻭﺠﻬﺔ ﻝﻠﻨﺸﺭ ﻓﻲ ﺍﻝﻤﺠﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺤﻜﻤﺔ ﻓﺈﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﻫﻭ ﺍﻝﺫﻱ ﻴﺨﺘﺎﺭ ﺒﻨﻘﺴﻪ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻴﺭﻯ ﺍﻨﻬﺎ ﺘﺴﺘﺤﻕ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 5‬ﻭﻓﻲ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻴﺘﻭﻝﻰ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﺫﻴﻥ ﻴﺭﻏﺒﻭﻥ ﻓﻲ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﺘﻠﻙ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻔﻕ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻬﻡ‪ ،‬ﻭﻓﻕ ﻤﺎ ﻴﺘﻡ‬
‫ﺘﺤﺩﻴﺩﻩ ﻤﻥ ﻤﺤﺎﻭﺭ ﺘﺘﻭﻝﻰ ﺍﻝﻠﺠﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺎﻝﻤﺅﺘﻤﺭ ﻭﻀﻌﻬﺎ ﻭﺘﻌﻤﻴﻤﻬﺎ ﻋﺒﺭ ﻭﺴﺎﺌل‬
‫ﺍﻝﻨﺸﺭ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﺭﺸﺎﺩﺍﺕ ﻭﻤﻼﺤﻅﺎﺕ ﻋﺎﻤﺔ ﺤﻭل ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺸﻜﻼﺕ‬

‫ﺍﻝﺒﺤﺜﻴﺔ‪:‬‬
‫ﻨﻘﺩﻡ ﻫﻨﺎ ﺒﻌﺽ ﺍﻻﺭﺸﺎﺩﺍﺕ ﻭﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﻤﻭﺠﻬﺔ ﺘﺤﺩﻴﺩﺍ ﻝﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﻌﻠﻴﺎ ﻭﺍﻝﺩﻗﻴﻘﺔ ﻓﻲ ﻤﺭﺤﻠﺘﻲ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﻠﻔﺕ‬
‫ﺍﻨﺘﺒﺎﻫﻬﻡ ﺇﻝﻰ ﺠﻤﻠﺔ ﻤﻥ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﻤﻬﻤﺔ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭﻫﻡ ﻝﻠﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ‬
‫ﻴﺭﻏﺒﻭﻥ ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻋﺩﻡ ﺍﻝﺘﻌﺠل ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻋﺎﺕ ﺩﻭﻥ ﺍﻻﻝﻤﺎﻡ ﺒﻜﺎﻓﺔ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﺘﻌﻠﻘﺔ‬
‫ﺒﻬﺎ‪ ،‬ﻓﻲ ﻤﻘﺎﺒل ﺫﻝﻙ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ ﺍﻝﺘﺭﻴﺙ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻤﺸﻜﻠﺔ ﺘﺴﺘﺤﻕ ﺍﻝﺒﺤﺙ‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ ﺍﻥ ﻴﻌﻲ ﺍﻥ ﺍﻝﻌﺒﺭﺓ ﻝﻴﺴﺕ ﻓﻲ ﺍﻝﺘﻌﺠل ﺒﺘﻘﺩﻴﻡ ﻤﻭﻀﻭﻉ‬
‫ﻤﻌﻴﻥ ﻝﻠﻤﺠﻠﺱ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﻜﻠﻴﺔ ﺃﻭ ﺍﻝﻘﺴﻡ ﺍﻝﺫﻱ ﻴﺩﺭﺱ ﺒﻪ‪ ،‬ﻭﺍﻨﻤﺎ ﺍﻝﻌﺒﺭﺓ ﻓﻲ ﻗﻴﻤﺔ‬
‫ﻭﺃﻫﻤﻴﺔ ﻭﻤﻜﺎﻨﺔ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﻘﺩﻤﻪ‪.‬‬
‫‪ – 2‬ﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ ﺍﻥ ﻴﺩﺭﻙ ﺍﻥ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﺘﺴﺘﺤﻕ ﺍﻝﺒﺤﺙ‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ ﻝﻴﺴﺕ ﻤﻥ ﺍﻷﻤﻭﺭ ﺍﻝﻬﻴﻨﺔ‪ ،‬ﻭﺍﻥ ﺍﻤﺎﻤﻪ ﺠﻬﺩ ﻭﻋﻤل ﺫﻫﻨﻲ ﻜﺒﻴﺭ ﻭﻤﻀﻨﻲ‬
‫ﻴﺘﻁﻠﺏ ﻤﻨﻪ ﺍﻥ ﻴﻘﻀﻲ ﻭﻗﺘﺎ ﻁﻭﻴﻼ ﺒﻴﻥ ﺭﻓﻭﻑ ﺍﻝﻤﻜﺘﺒﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﺨﺎﺼﺔ ﺘﻠﻙ ﺍﻝﺘﻲ‬
‫ﺘﺘﻀﻤﻥ ﺒﺤﻭﺙ ﻭﺩﺭﺍﺴﺎﺕ ﻝﻬﺎ ﻋﻼﻗﺔ ﻤﺒﺎﺸﺭﺓ ﺃﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺒﺘﺨﺼﺼﻪ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﺍﻥ ﻴﻁﻠﻊ ﻋﻠﻰ ﻜل ﺍﻜﺒﺭ ﻋﺩﺩ ﻤﻤﻜﻥ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ‪ ،‬ﻭﺍﻥ ﻴﺭﺍﺠﻊ ﺘﻭﺼﻴﺎﺕ‬
‫ﻭﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﺴﺒﻘﻭﻩ‪ ،‬ﻭﺍﻥ ﻴﻁﻠﻊ ﻋﻠﻰ ﻤﻠﺨﺼﺎﺕ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻨﺸﻭﺭﺓ‬
‫ﻋﻠﻰ ﺒﻌﺽ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ ﻋﻠﻴﻪ ﺍﻥ ﻴﻁﻠﻊ ﻋﻠﻰ‬
‫ﺍﻝﺩﻭﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﻤﺠﺎل ﺘﺨﺼﺼﻪ ﺍﻝﺼﺎﺩﺭﺓ ﻓﻲ ﺒﻠﺩﻩ ﻭﺨﺎﺭﺝ ﺒﻠﺩﻩ‪ ،‬ﻭﺍﻥ ﻴﺴﻌﻰ‬
‫ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺒﺤﻭﺙ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻨﻅﻤﻬﺎ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺭﺍﻜﺯ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺍﻥ ﻜل ﻫﺫﻩ ﺍﻝﻤﺭﺍﺠﻌﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺴﺘﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﻠﻤﺱ ﺍﻝﻜﺜﻴﺭ ﻤﻥ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪111‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 3‬ﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ ﺍﻥ ﻴﻜﺜﺭ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻤﻥ ﻤﺠﺎﻝﺴﺔ ﺍﺴﺎﺘﺫﺘﻪ ﻭﺍﻝﺘﻭﺍﺼل‬

‫ﻤﻌﻬﻡ‪ ،‬ﻭﻓﺘﺢ ﺤﻭﺍﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻤﻌﻬﻡ ﺤﻭل ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻤﻠﺤﺔ ﻓﻲ ﻤﺠﺎل‬
‫ﺘﺨﺼﺼﻪ‪ ،‬ﻭﺍﻥ ﻴﺴﺘﻤﻊ ﺒﻨﻬﻡ ﺇﻝﻰ ﻜل ﻤﺎ ﻴﻁﺭﺤﻭﻨﻪ ﻤﻥ ﺍﻓﻜﺎﺭ ﻭﺃﺭﺍﺀ ﻋﻠﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﻤﻥ‬
‫ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﻘﻭﺩ ﺘﻠﻙ ﺍﻝﺤﻭﺍﺭﺍﺕ ﺇﻝﻰ ﺍﻝﺨﺭﻭﺝ ﺒﺄﻓﻜﺎﺭ ﺒﺤﺜﻴﺔ ﻤﻬﻤﺔ‪.‬‬
‫‪ – 4‬ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﻝﻠﻁﺎﻝﺏ ﺍﻥ ﻴﺤﻀﺭ ﻤﻨﺎﻗﺸﺎﺕ ﺍﻝﺭﺴﺎﺌل ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﻤﺠﺎل‬
‫ﺘﺨﺼﺼﻪ‪ ،‬ﻭﺍﻥ ﻴﺴﺘﻤﻊ ﺇﻝﻰ ﺍﻝﻤﻼﺤﻅﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻁﺭﺡ ﺍﺜﻨﺎﺀ ﺍﻝﻤﻨﺎﻗﺸﺔ‪،‬‬
‫ﺤﻴﺙ ﻤﻥ ﺸﺄﻥ ﻜل ﺫﻝﻙ ﺍﻥ ﻴﻠﻔﺕ ﺍﻨﺘﺒﺎﻩ ﺍﻝﻁﺎﻝﺏ ﺇﻝﻰ ﻤﺸﻜﻼﺕ ﺒﺤﺜﻴﺔ ﻤﻬﻤﺔ‪.‬‬
‫‪ – 5‬ﻤﻥ ﺍﻝﻤﻨﺎﺴﺏ ﺍﻥ ﻴﺒﺩﺃ ﺍﻝﻁﺎﻝﺏ ﺒﺎﻝﺘﻔﻜﻴﺭ ﻓﻲ ﺘﺤﺴﺱ ﻭﻤﺤﺎﻭﻝﺔ ﺍﺨﺘﻴﺎﺭ ﻤﺸﻜﻠﺔ‬
‫ﺒﺤﺜﻴﺔ ﻤﻨﺫ ﻤﺭﺤﻠﺔ ﺩﺭﺍﺴﺔ ﻤﻭﺍﺩ ﺩﺒﻠﻭﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﺤﻴﺙ ﻴﻜﻠﻑ ﺍﻝﻁﻼﺏ ﻤﻥ ﻗﺒل‬
‫ﺍﺴﺎﺘﺫﺘﻬﻡ ﺒﺈﻋﺩﺍﺩ ﻭﺭﻗﺎﺕ ﺒﺤﺜﻴﺔ ﻤﻌﻴﻨﺔ ﻓﻲ ﻤﻭﻀﻭﻋﺎﺕ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻋﻨﺩﺌﺫ ﻗﺩ ﻴﻘﻊ ﻓﻲ ﻴﺩ‬
‫ﺍﻝﻁﺎﻝﺏ ﻤﻭﻀﻭﻉ ﻴﺴﺘﻬﻭﻴﻪ ﻭﻴﺭﻯ ﺍﻨﻪ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻤﻥ‬
‫ﺍﻝﻤﻬﻡ ﺍﻥ ﻴﺴﺘﺸﻴﺭ ﺍﻝﻁﺎﻝﺏ ﺍﺴﺎﺘﺫﺘﻪ‪ ،‬ﻭﺍﻥ ﻴﺴﺘﻤﻊ ﺇﻝﻰ ﺁﺭﺍﺌﻬﻡ ﻓﻲ ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺼﻼﺤﻴﺔ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﻝﻠﺩﺭﺍﺴﺔ ﻤﻥ ﻋﺩﻤﻪ‪ ،‬ﻭﻓﻲ ﺤﺎل ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﺍﺘﻔﺎﻕ ﺒﺨﺼﻭﺹ ﺼﻼﺤﻴﺘﻪ‬
‫ﻝﻠﺩﺭﺍﺴﺔ ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﺒﺩﺃ ﻓﻲ ﺘﻁﻭﻴﺭﻩ ﺒﻤﺎ ﻴﺠﻌﻠﻪ ﻓﻲ ﻤﺴﺘﻭﻯ ﻤﺸﻜﻠﺔ ﻗﺎﺒﻠﺔ‬
‫ﻝﻠﺒﺤﺙ ﻤﻥ ﺨﻼل ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ‪ ،‬ﺃﻭ ﺍﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ‪.‬‬
‫ﻭﻫﻨﺎ ﻨﻨﺒﻪ ﺍﻝﻁﻼﺏ ﺇﻝﻰ ﺍﻥ ﺒﻌﺽ ﺍﻝﻭﺭﻗﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻴﻌﺩﻭﻨﻬﺎ ﺨﻼل ﻤﺭﺤﻠﺔ‬
‫ﺍﻝﺩﺒﻠﻭﻡ ﻤﻥ ﺸﺄﻨﻬﺎ ﺇﺫﺍ ﻤﺎ ﺍﺤﺴﻨﻭﺍ ﻭﺍﺠﺎﺩﻭﺍ ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻋﺎﺘﻬﺎ ﺍﻥ ﺘﺘﺤﻭل ﺒﻌﺩ‬
‫ﺍﻝﺘﻁﻭﻴﺭ ﺇﻝﻰ ﻤﻭﻀﻭﻋﺎﺕ ﻗﺎﺒﻠﺔ ﻝﻠﺒﺤﺙ ﻓﻲ ﺸﻜل ﺭﺴﺎﻝﺔ ﺃﻭ ﺍﻁﺭﻭﺤﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺍﻷﻤﺭ‬
‫ﻴﺘﻭﻗﻑ ﻋﻠﻰ ﻋﺩﺓ ﺍﻋﺘﺒﺎﺭﺍﺕ‪ ،‬ﻤﻥ ﺍﻫﻤﻬﺎ ﻤﺩﻯ ﺠﺩﻴﺔ ﺍﻝﻁﺎﻝﺏ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ‬
‫ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻉ ﻤﻼﺌﻡ‪ ،‬ﻭﺍﻗﺘﻨﺎﻋﻪ ﺒﻪ‪ ،‬ﻭﺘﺤﻤﺴﻪ ﻝﻪ‪ ،‬ﻭﻤﺩﻯ ﻤﺎ ﻴﺘﻭﻓﺭ ﻝﻪ ﻤﻥ ﻤﻬﺎﺭﺍﺕ‬
‫ﺘﻭﺍﺼل ﻭﺤﻭﺍﺭ ﻋﻠﻤﻲ ﻤﻊ ﺍﺴﺎﺘﺫﺘﻪ‪.‬‬
‫‪ – 6‬ﻤﻥ ﺍﻝﻤﻔﻴﺩ ﺠﺩﺍ ﺍﻥ ﻴﺠﻠﺱ ﺍﻝﻁﺎﻝﺏ ﻓﻲ ﺤﻠﻘﺎﺕ ﻋﻠﻤﻴﺔ ﻤﻊ ﺯﻤﻼﺌﻪ ﺍﻝﻁﻠﺒﺔ‪،‬‬
‫ﻓﻲ ﺠﻠﺴﺎﺕ ﺨﺎﺭﺝ ﻗﺎﻋﺎﺕ ﺍﻝﺩﺭﺱ‪ ،‬ﻝﻠﺘﺤﺎﻭﺭ ﻭﺍﻝﺘﺩﺍﻭل ﻭﺘﺒﺎﺩل ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ‬
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‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺤﻭل ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺭﻭﺍ ﺍﻨﻬﺎ ﻤﻨﺎﺴﺒﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﺴﻴﻜﻭﻥ ﺍﻝﻨﻘﺎﺵ‬
‫ﻭﺍﻝﺤﻭﺍﺭ ﺃﻜﺜﺭ ﻓﺎﺌﺩﺓ ﻭﺠﺩﻭﻯ ﻓﻲ ﺤﺎل ﻤﺸﺎﺭﻜﺔ ﺍﻝﻁﻼﺏ ﻤﻤﻥ ﺍﺠﺘﺎﺯﻭﺍ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ‪،‬‬
‫ﻭﺒﺩﺃﻭﺍ ﻓﻲ ﺇﻋﺩﺍﺩ ﺭﺴﺎﺌﻠﻬﻡ‪ ،‬ﺍﻥ ﻤﻥ ﺸﺎﻥ ﻫﺫﻩ ﺍﻝﺤﻭﺍﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻥ ﺘﻔﺘﺢ ﺍﻷﺫﻫﺎﻥ‬
‫ﻋﻠﻰ ﻗﻀﺎﻴﺎ ﻭﻤﺸﻜﻼﺕ ﻋﻠﻤﻴﺔ ﺠﺩﻴﺭﺓ ﺒﺎﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 7‬ﻋﻠﻰ ﺍﻝﻁﺎﻝﺏ ﺍﻻ ﻴﻘﻑ ﻋﻨﺩ ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ ﻭﻴﺤﺼﺭ ﻓﻴﻪ ﻨﻔﺴﻪ‪ ،‬ﺒل ﻋﻠﻴﻪ‬
‫ﺍﻥ ﻴﻀﻊ ﺍﻤﺎﻤﻪ ﺨﻴﺎﺭﺍﺕ ﻝﻤﻭﻀﻭﻋﺎﺕ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﺤﺘﻰ ﺇﺫﺍ ﻤﺎ ﺭﻓﺽ ﺍﻝﻤﺠﻠﺱ ﺍﻝﻌﻠﻤﻲ‬
‫ﺒﺎﻝﻘﺴﻡ ﺃﺤﺩ ﺘﻠﻙ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻴﻜﻭﻥ ﻤﺴﺘﻌﺩﺍ ﻝﺘﻘﺩﻴﻡ ﻤﻭﻀﻭﻉ ﺍﺨﺭ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﻲ ﻫﺫﻩ‬
‫ﺍﻝﺤﺎﻝﺔ ﺍﻥ ﻴﺘﻤﺘﻊ ﺒﻨﻔﺱ ﻁﻭﻴل ﻭﺴﻌﺔ ﺒﺎل ﻭﺼﻴﺭ ﻭﻤﺜﺎﺒﺭﺓ‪ ،‬ﻭﺍﻥ ﻴﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻌﻨﺎﺩ‪،‬‬
‫ﻭﺍﻻ ﻴﺘﺤﺴﺱ ﺍﻭ ﻴﺘﻀﺎﻴﻕ ﺃﻭ ﻴﺘﺒﺭﻡ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺭﻓﺽ ﻝﻤﺎ ﻴﻘﺩﻤﻪ ﻤﻥ ﻤﻭﻀﻭﻋﺎﺕ‬
‫ﻭﻤﻘﺘﺭﺤﺎﺕ‪ ،‬ﺒل ﻋﻠﻴﻪ ﺍﻥ ﻴﻨﺼﺕ ﺠﻴﺩﺍ ﻝﻠﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﻲ ﻴﺒﺩﻴﻬﺎ ﺍﻷﺴﺎﺘﺫﺓ‪ ،‬ﻭﺍﻥ ﻴﺩﺭﻙ‬
‫ﺍﻥ ﺍﻝﻬﺩﻑ ﺩﺍﺌﻤﺎ ﻫﻭ ﺩﻓﻊ ﺍﻝﻁﺎﻝﺏ ﺇﻝﻰ ﺍﺨﺘﻴﺎﺭ ﻤﻭﻀﻭﻉ ﺫﺍ ﻗﻴﻤﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺍﻥ ﻋﻤﻠﻴﺔ‬
‫ﺍﻝﺭﻓﺽ ﻝﻤﺎ ﻴﻘﺩﻤﻪ ﻤﻥ ﻤﻘﺘﺭﺤﺎﺕ ﻝﻴﺴﺕ ﻤﻭﺠﻬﺔ ﻝﺸﺨﺼﻪ‪ ،‬ﻭﺇﻨﻤﺎ ﻝﻠﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ‬
‫ﻴﺭﻯ ﺍﻝﻤﺠﻠﺱ ﺍﻝﻌﻠﻤﻲ ﺍﻨﻬﺎ ﻏﻴﺭ ﺼﺎﻝﺤﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻻﻋﺘﺒﺎﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻤﺤﻀﺔ‪.‬‬
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 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
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Account: s6314207
.; :
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‫ﺍﻝﻔﺼل ﺍﻝﺭﺍﺒﻊ‬
‫ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‬
– ‫ﻤﻔﻬﻭﻤﻬﺎ – ﻤﺼﺎﺩﺭﻫﺎ – ﺸﺭﻭﻁﻬﺎ –ﺍﻨﻭﺍﻋﻬﺎ‬
‫ﺨﺼﺎﺌﺼﻬﺎ – ﺃﻫﻤﻴﺘﻬﺎ‬
Copyright © 2018.
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Account: s6314207
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﻴﺒﻨﻰ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﻋﻠﻰ ﻋﺩﺓ ﺨﻁﻭﺍﺕ ﻭﺍﺠﺭﺍﺀﺍﺕ ﻋﻠﻤﻴﺔ‪ ،‬ﻻ ﻴﻤﻜﻨﻪ ﺘﺠﺎﻭﺯﻫﺎ‬
‫ﺃﻭ ﺘﺨﻁﻴﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺘﺤﺩﻴﺩ ﻤﺠﺎل‬
‫ﻭﺨﻁ ﺴﻴﺭ ﺫﻝﻙ ﺍﻝﺘﻔﻜﻴﺭ‪ ،‬ﺤﺘﻰ ﻴﺴﺘﻤﺭ ﻓﻲ ﺍﻝﺴﻴﺭ ﻓﻲ ﺍﻻﺘﺠﺎﻩ ﺍﻝﺼﺤﻴﺢ‪ ،‬ﺒﺩﻭﻥ ﺘﺨﺒﻁ‬
‫ﻭﺍﻗﺘﺭﺍﺡ ﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﻭﺍﻝﺭﺅﻯ‬ ‫ﻭﺍﻀﺎﻋﺔ ﻝﻠﻭﻗﺕ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺴﺘﺩﻋﻲ ﻭﻀﻊ ﻭﺘﻘﺩﻴﻡ‬
‫ﻭﺍﻝﺤﻠﻭل ﻭﺍﻝﺘﺨﻤﻴﻨﺎﺕ ﻭﺍﻝﺘﻭﻗﻌﺎﺕ ﺍﻝﻤﺤﺘﻤﻠﺔ ﻜﺤل ﻤﺒﺩﺉ ﻝﻠﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻫﻭ‬
‫ﺇﺠﺭﺍﺀ ﻋﻠﻤﻲ ﺴﻭﻑ ﻴﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻥ ﻴﺘﻭﺠﻪ ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﺍﺨﺘﺒﺎﺭ ﺘﻠﻙ ﺍﻝﺤﻠﻭل‬
‫ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺔ ﺃﻱ ﻤﻨﻬﺎ‪ ،‬ﻭﺍﻝﺒﺎﺤﺙ ﻭﻫﻭ ﻴﻘﻭﻡ ﺒﻬﺫﻩ ﺍﻝﺨﻁﻭﺓ ﻓﺈﻨﻪ ﻴﻭﻓﺭ ﻋﻠﻰ ﻨﻔﺴﻪ‬
‫ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺎل‪ ،‬ﻭﺒﺩﻭﻥ ﺫﻝﻙ ﺴﻭﻑ ﻴﻅل ﻴﺘﺨﺒﻁ ﻏﻴﺭ ﻗﺎﺩﺭ ﻋﻠﻰ‬
‫ﺍﻻﻫﺘﺩﺍﺀ ﺇﻝﻰ ﺤل ﻋﻠﻤﻲ ﻭﻤﻨﻁﻘﻲ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﺩﺭﺴﻬﺎ‪.‬‬
‫ﺘﻠﻙ ﺍﻝﺤﻠﻭل ﻭﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﻭﺍﻝﺘﺨﻤﻴﻨﺎﺕ ﻫﻲ ﻤﺎ ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﺍﻝﺘﻲ ﺘﻤﺜل ﺍﻓﺘﺭﺍﻀﺎﺕ ﻤﺤﺘﻤﻠﺔ ﻝﺤل ﻭﺘﻔﺴﻴﺭ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫ﻭﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﺘﺼﻭﺭ ﻤﻘﺘﺭﺡ ﻝﺘﻔﺴﻴﺭ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﻤﺸﻜﻠﺔ ﻤﺤل‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﺈﻥ ﻫﺫﺍ ﺍﻝﺘﻔﺴﻴﺭ ﻴﻨﺒﻐﻲ ﺍﻥ ﻴﺒﻨﻰ ﻋﻠﻰ ﺃﺴﺱ ﻤﻨﻁﻘﻴﺔ ﻭﻭﺍﻗﻌﻴﺔ ﻭﺒﺎﻹﻤﻜﺎﻥ‬
‫ﺍﻝﺘﺄﻜﺩ ﻤﻨﻬﺎ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻝﻤﻤﺎﺭﺱ‪ ،‬ﻓﺈﺫﺍ ﻻﺤﻅ ﺍﻝﺒﺎﺤﺙ ﻤﺜﻼ ﺍﻥ ﻫﻨﺎﻙ ﺘﺭﺍﺠﻊ ﻓﻲ ﻨﺴﺒﺔ‬
‫ﺘﻭﺯﻴﻊ ﺍﻝﺼﺤﻑ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺍﻨﻪ ﺍﺭﺍﺩ ﺍﻥ ﻴﺩﺭﺱ ﻗﻀﻴﺔ ﺍﻝﺘﻭﺯﻴﻊ ﻫﺫﻩ ﻤﻥ ﺨﻼل‬
‫ﺒﺤﺙ ﻋﻠﻤﻲ‪ ،‬ﻓﺈﻨﻪ ﻭﺒﻌﺩ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺒﺩﻗﺔ ﻭﺍﺤﻜﺎﻡ ﻭﺘﺤﺩﻴﺩﻫﺎ ﺒﺸﻜل ﺩﻗﻴﻕ ﻴﻨﺘﻘل‬
‫ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﺍﻝﺤﻠﻭل ﺍﻝﻤﻘﺘﺭﺤﺔ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﺴﻴﺫﻫﺏ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﺘﺠﺎﻫﻬﺎ ﻝﻠﻭﺼﻭل‬
‫ﺇﻝﻰ ﺍﻝﺤﻘﻴﻘﺔ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻠﻤﺸﻜﻠﺔ ﻻ ﻴﻌﻨﻲ ﻓﻬﻡ ﻅﺭﻭﻓﻬﺎ ﺃﻭ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﺘﻔﺴﻴﺭ ﻋﻠﻤﻲ ﻝﻬﺎ‪ ،‬ﻭﺘﻠﻙ ﺍﻝﺤﻠﻭل ﺍﻝﻤﻘﺘﺭﺤﺔ ﻫﻲ ﺍﻝﻔﺭﻭﺽ‪ ،‬ﻭﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻝﺒﺎﺤﺙ ﺍﻥ‬
‫ﻴﻀﻊ ﻓﺭﻭﻀﺎ ﻭﺍﻗﻌﻴﺔ ﺇﻻ ﺇﺫﺍ ﻜﺎﻥ ﻴﻌﻴﺵ ﺩﺍﺨل ﻫﺫﺍ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻤﺘﺎﺒﻊ ﻝﻤﺎ ﻴﺠﺭﻱ ﻓﻴﻪ‪،‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻝﺤﺭﻜﺔ ﺍﻝﺼﺤﻑ ﻭﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻝﺘﻲ ﺘﻨﻅﻤﻬﺎ‪ ،‬ﻭﻋﺩﺩ‬

‫ﺍﻝﺼﺤﻑ ﻭﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻤﺘﺎﺤﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺩﺭﺠﺔ ﺍﻨﺘﺸﺎﺭ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﻭﺍﻝﻤﺴﺘﻭﻯ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻸﻓﺭﺍﺩ‪ ،‬ﻭﻤﺎ ﺍﻨﺘﻬﺕ ﺇﻝﻴﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺍﻝﻤﺸﺎﺒﻬﺔ‪،‬‬
‫ﺤﻴﺙ ﻴﺘﻴﺢ ﻜل ﺫﻝﻙ ﻭﻀﻊ ﻓﺭﻭﺽ ﺒﺎﻹﻤﻜﺎﻥ ﻗﻴﺎﺴﻬﺎ ﻭﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺘﻬﺎ ﺃﻭ ﻋﺩﻡ‬
‫ﺼﺤﺘﻬﺎ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﻀﻊ ﻓﺭﻭﻀﻪ ﻭﻓﻕ ﻗﺎﻋﺩﺓ ﺍﻻﺤﺘﻤﺎﻻﺕ ﺍﻷﻗﺭﺏ‬
‫ﻝﻠﻭﺍﻗﻊ‪ ،‬ﻭﻻ ﻴﺠﻨﺢ ﺒﺨﻴﺎﻝﻪ ﺒﻌﻴﺩﺍ‪ ،‬ﻭﺍﻥ ﻴﺨﺘﺎﺭ ﺍﻗﺭﺏ ﺍﻝﻔﺭﻭﺽ ﻝﻠﻤﻨﻁﻕ ﻭﺍﺴﻬﻠﻬﺎ ﻝﻠﺘﺤﻘﻕ‬
‫ﻭﺍﻻﺨﺘﺒﺎﺭ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻙ ﺍﻨﻪ ﻝﻴﺱ ﻤﻁﺎﻝﺒﺎ ﺒﺈﺜﺒﺎﺕ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﺫﻱ ﺤﺩﺩﻩ‪،‬‬
‫ﻓﻔﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺘﺘﺴﺎﻭﻯ ﺍﻝﻤﻜﺎﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻤﻥ ﺍﺜﺒﺕ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﻤﻊ ﺍﻝﺫﻱ ﺍﺜﺒﺕ‬
‫ﻋﺩﻡ ﺼﺤﺔ ﻓﺭﺽ ﻓﻲ ﺒﺤﺙ ﺍﺨﺭ‪ ،‬ﻭﻝﻴﺱ ﻤﻁﻠﻭﺒﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻤﻥ ﺘﻭﺼل ﺇﻝﻰ‬
‫ﻋﺩﻡ ﺼﺤﺔ ﻓﺭﺽ ﻤﻌﻴﻥ ﺍﻥ ﻴﺜﺒﺕ ﺼﺩﻕ ﻏﻴﺭﻩ ﻤﻥ ﺍﻝﻔﺭﻭﺽ‪ ،‬ﻭﻻ ﻴﻘﻠل ﺜﺒﺎﺕ ﺼﺤﺔ‬
‫ﺍﻝﻔﺭﺽ ﻤﻥ ﻋﺩﻤﻪ ﻤﻥ ﺍﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﺫﻝﻙ ﺍﻥ ﻤﻬﻤﺔ ﺍﻝﻔﺭﺽ ﻫﻲ ﺘﻭﺠﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻨﺤﻭ‬
‫ﻭﺠﻬﺔ ﻤﻌﻴﻨﺔ ﻭﻝﻴﺱ ﺍﻝﻌﻤل ﺒﻜل ﺍﻷﺴﺎﻝﻴﺏ ﻋﻠﻰ ﺍﺜﺒﺎﺕ ﺼﺤﺘﻪ‪ ،‬ﺤﻴﺙ ﺍﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ‬
‫ﻭﻗﻴﻤﺘﻪ ﻻ ﺘﺘﻭﻗﻑ ﻋﻠﻰ ﺼﺩﻕ ﺍﻝﻔﺭﺽ‪.‬‬
‫ﻭﻓﻲ ﺍﻝﻤﺜﺎل ﺍﻝﺴﺎﺒﻕ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺘﻭﺯﻴﻊ ﺍﻝﺼﺤﻑ ﻴﻤﻜﻥ ﺍﻥ ﻴﻌﻭﺩ ﻨﺴﺒﺔ ﺘﻭﺯﻴﻊ‬
‫ﺍﻝﺼﺤﻑ ﺍﻝﻤﺤﻠﻴﺔ ﻋﺎﻤﺔ ﺇﻝﻰ‪ :‬ﺍﺨﺘﻔﺎﺀ ﻤﻀﺎﻤﻴﻥ ﻤﻌﻴﻨﺔ ﻓﻲ ﺘﻠﻙ ﺍﻝﺼﺤﻑ‪ ،‬ﺃﻭ ﻋﺩﻡ‬
‫ﻭﺠﻭﺩ ﺍﺴﺎﻝﻴﺏ ﻋﻠﻤﻴﺔ ﻝﻠﺘﻭﺯﻴﻊ ﻤﻥ ﺤﻴﺙ ﺍﻨﺘﺸﺎﺭ ﻨﻘﺎﻁ ﺍﻝﺒﻴﻊ ﻭﺍﻝﺘﻭﺯﻴﻊ ﻜﺎﻷﻜﺸﺎﻙ‬
‫ﻭﺍﻝﻤﻜﺘﺒﺎﺕ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﻝﻅﻬﻭﺭ ﻭﺴﺎﺌل ﺇﻋﻼﻡ ﺍﺨﺭﻯ ﻤﻨﺎﻓﺴﺔ ﻝﻠﺼﺤﻑ‪ ،‬ﺃﻭ ﻗﺩ ﻴﻜﻭﻥ‬
‫ﻝﺘﺭﺍﺠﻊ ﻤﺴﺘﻭﻯ ﺍﻷﺩﺍﺀ ﺍﻝﻤﻬﻨﻲ ﻝﻠﺼﺤﻑ‪ ،‬ﺃﻭ ﻋﺩﻡ ﻭﺠﻭﺩ ﺼﺤﻔﻴﻴﻥ ﺃﻜﻔﺎﺀ‪ ،‬ﺃﻭ ﺘﺸﺎﺒﻪ‬
‫ﺍﻝﺼﺤﻑ‪ ،‬ﺍﻭ ﻭﺠﻭﺩ ﺭﻗﺎﺒﺔ ﺼﺎﺭﻤﺔ ﻭﺘﺭﺍﺠﻊ ﺍﻝﺤﺭﻴﺎﺕ ﺍﻝﺼﺤﻔﻴﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﺘﺄﻜﺩﺕ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﻓﻲ ﺃﻜﺜﺭ ﻤﻥ ﺩﺭﺍﺴﺔ ﻋﻠﻤﻴﺔ ﻓﺈﻨﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‬
‫ﻴﺘﺤﻭل ﺇﻝﻰ ﺤﻘﻴﻘﺔ ﻋﻠﻤﻴﺔ ﻴﻤﻜﻥ ﺘﻌﻤﻴﻤﻬﺎ‪ ،‬ﻓﺈﺫﺍ ﺘﺄﻜﺩ ﺒﺎﺤﺙ – ﻤﺜﻼ – ﻤﻥ ﻭﺠﻭﺩ‬
‫ﺍﺭﺘﻔﺎﻉ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻝﺩﻯ ﻤﺘﺎﺒﻌﻲ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ‪ ،‬ﻭﺍﺜﺒﺘﺕ ﺠﻤﻴﻊ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺸﺎﺒﻬﺔ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺨﺘﻠﻔﺔ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﺍﻝﻤﺘﻌﻠﻕ ﺒﻭﺠﻭﺩ ﺍﺭﺘﻔﺎﻉ ﻓﻲ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻝﺩﻯ ﻤﺘﺎﺒﻌﻲ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ ﻓﺈﻥ ﺫﻝﻙ ﻗﺩ ﻴﺘﺤﻭل ﺇﻝﻰ‬
‫ﺤﻘﻴﻘﺔ ﻋﻠﻤﻴﺔ ﺘﻘﻭﺩ ﺇﻝﻰ ﻭﻀﻊ ﻤﺒﺎﺩﺉ ﻝﻨﻅﺭﻴﺔ ﺇﻋﻼﻤﻴﺔ ﺘﻠﺨﺹ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﻫﺫﻩ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﺇﻻ ﺍﻥ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﻅﺭﻴﺔ ﻤﻌﻴﻨﺔ ﺘﻔﺴﺭ ﺤﺎﻝﺔ ﻤﺎ ﻻ ﻴﻌﻨﻲ ﺒﺄﻱ ﺤﺎل‬
‫ﻨﻬﺎﻴﺔ ﺍﻝﻤﻁﺎﻑ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪" ،‬ﻓﺎﻝﻨﻅﺭﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺭﻫﻴﻨﺔ ﺒﺎﺴﺘﻤﺭﺍﺭ ﺘﺄﻜﻴﺩ ﺍﻝﻭﺍﻗﻊ‬
‫ﻝﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻬﻲ ﻝﻴﺴﺕ ﻨﻬﺎﻴﺔ ﺍﻝﻤﻁﺎﻑ ‪ ..‬ﻜﻤﺎ ﺍﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻨﻔﺴﻬﺎ ﺘﺜﻴﺭ ﺍﺴﺌﻠﺔ ﺠﺩﻴﺩﺓ‬
‫ﻓﻲ ﺫﻫﻥ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺘﻭﺤﻲ ﺒﻔﺭﻭﺽ ﺍﻭ ﻋﻼﻗﺎﺕ ﺠﺩﻴﺩﺓ ﺒﻴﻥ ﺍﻝﻅﻭﺍﻫﺭ")‪.(1‬‬
‫ﻭﻨﺸﻴﺭ ﻫﻨﺎ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺍﻥ ﻴﻤﻴﺯ ﺍﻝﺒﺎﺤﺙ ﺒﻴﻥ ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ ﻭﺍﻝﻔﺭﻭﺽ‬
‫ﺍﻻﺤﺼﺎﺌﻴﺔ‪ ،‬ﻓﻔﺭﻭﺽ ﺍﻝﺒﺤﺙ ﺘﻜﻭﻥ ﻋﺎﻤﺔ ﻭﻤﺒﻨﻴﺔ ﻋﻠﻰ ﻨﻅﺭﻴﺔ ﻋﻠﻴﻤﺔ‪ ،‬ﺃﻭ ﻨﺘﺎﺌﺞ‬
‫ﺒﺤﻭﺙ ﻭﺩﺭﺍﺴﺎﺕ ﺴﺎﺒﻘﺔ ﺃﻭ ﺃﺴﺱ ﻤﻨﻁﻘﻴﺔ‪ ،‬ﻭﻤﺜل ﻫﺫﻩ ﺍﻝﻔﺭﻭﺽ ﺘﺘﻀﻤﻥ ﺘﻭﻗﻌﺎﺕ‬
‫ﻝﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻴﺴﺘﺩل ﺍﻝﺒﺎﺤﺙ ﻤﻨﻬﺎ ﺇﻝﻰ ﻓﺭﻭﺽ ﺍﺤﺼﺎﺌﻴﺔ ﻗﺎﺒﻠﺔ ﻝﻼﺨﺘﺒﺎﺭ‬
‫ﺍﻻﺤﺼﺎﺌﻲ‪ ،‬ﻭﺘﺼﺎﻍ ﺍﻝﻔﺭﻭﺽ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻝﺘﻘﻴﻴﻡ ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ‪ ،‬ﻋﻠﻤﺎ ﺍﻥ ﺍﻝﻔﺭﻭﺽ‬
‫ﺍﻻﺤﺼﺎﺌﻴﺔ ﻫﻲ ﺘﻌﺒﻴﺭ ﻋﻥ ﻭﺍﺤﺩ ﺍﻭ ﺃﻜﺜﺭ ﻤﻥ ﻤﻌﺎﻝﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ ﺍﻝﺫﻱ‬
‫ﺴﺤﺒﺕ ﻤﻨﻪ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻓﺭﺽ ﺍﻝﻌﺩﻡ ﺃﻭ ﻓﺭﺽ ﺍﻝﺒﺩﻴل ﻫﻤﺎ ﺸﻜﻼﻥ ﻤﻥ ﺍﻝﻔﺭﻭﺽ‬
‫)‪(2‬‬
‫ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻲ ﺘﺼﺎﻍ ﻋﺎﺩﺓ ﻝﺘﻘﻴﻴﻡ ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﻭﻗﺩ ﻭﻀﻌﺕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﻝﻠﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪" ،‬ﺍﻝﺘﻲ ﺘﻤﺜل ﻓﻲ ﺍﺼﻠﻬﺎ‬
‫ﺍﻻﻏﺭﻴﻘﻲ ﻤﺠﻤﻭﻋﺔ ﺍﻝﻤﺒﺎﺩﺉ ﺍﻻﻭﻝﻴﺔ ﺍﻝﺘﻲ ﻴﺴﻠﻡ ﺍﻝﻌﻘل ﺒﺼﺤﺘﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻻ ﻴﺴﺘﻁﻴﻊ‬
‫ﺍﻝﺒﺭﻫﻨﺔ ﻋﻠﻴﻬﺎ ﺒﻁﺭﻴﻘﺔ ﻤﺒﺎﺸﺭﺓ ﻝﺸﺩﺓ ﻋﻤﻭﻤﻴﺘﻬﺎ)‪،(3‬ﻭﻴﻌﺭﻑ ﻓﺎﻥ ﺩﺍﻝﻴﻥ ﺍﻝﻔﺭﻭﺽ ﺒﺎﻨﻬﺎ‬
‫"ﺘﻔﺴﻴﺭ ﻤﺅﻗﺕ ﺍﻭ ﻤﺤﺘﻤل ﻴﻭﻀﺢ ﺍﻝﻌﻭﺍﻤل ﺃﻭ ﺍﻷﺤﺩﺍﺙ ﺍﻭ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻴﺤﺎﻭل‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﻨﻭﺭ ﻤﺤﺭﻭﺱ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.181 ،180‬‬

‫‪ -2‬ﻋﺒﺩﺍﻝﺭﺯﺍﻕ ﺸﺭﺒﺠﻲ‪ ،‬ﺨﺎﻝﺩ ﺍﻝﻤﻼ‪ ،‬ﺍﻻﺤﺼﺎﺀ ﺍﻝﻭﺼﻔﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻌﻠﻡ ﻝﻠﻤﻼﻴﻴﻥ‪1987 ،‬ﻡ‪،‬‬
‫ﺹ‪.19،20‬‬
‫‪ -3‬ﻋﺒﺩﺍﻝﺒﺎﺴﻁ ﻤﺤﻤﺩ ﺤﺴﻥ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻁ‪ ،8‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻭﻫﺒﻪ‪،1982 ،‬‬
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‫ﺹ‪124‬‬
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‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻔﻬﻤﻬﺎ")‪ ،(1‬ﻜﻤﺎ ﺘﻌﺭﻑ ﺍﻝﻔﺭﻀﻴﺔ ﺒﺎﻨﻬﺎ "ﺘﻔﺴﻴﺭ ﻤﻘﺘﺭﺡ ﻝﻠﻤﺸﻜﻠﺔ ﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻴﻭﻀﺢ ﺍﻝﻌﻭﺍﻤل ﺃﻭ ﺍﻷﺤﺩﺍﺙ ﺍﻭ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻴﺤﺎﻭل ﺍﻝﺒﺎﺤﺙ ﻓﻬﻤﻬﺎ")‪،(2‬‬
‫ﻭﺘﻌﺭﻑ ﺍﻴﻀﺎ ﺒﺎﻨﻬﺎ "ﺇﺠﺎﺒﺎﺕ ﻤﺤﺘﻤﻠﺔ ﻷﺴﺌﻠﺔ ﺍﻝﺒﺤﺙ ﻤﺴﺘﻤﺩﺓ ﻤﻥ ﺨﻠﻔﻴﺔ ﻋﻠﻤﻴﺔ‪،‬‬
‫ﻭﻴﻤﻜﻥ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﻗﺒﻭﻝﻬﺎ ﺃﻭ ﺭﻓﻀﻬﺎ ﺒﻭﺍﺴﻁﺔ ﻤﺎ ﻴﺠﻤﻊ ﺤﻭﻝﻬﺎ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺤﻠﻴل‬
‫ﻫﺫﻩ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ" )‪ ،( 3‬ﻭﻴﻌﺭﻑ ﺍﻝﺩﻜﺘﻭﺭ ﺍﺤﻤﺩ ﺒﺩﺭ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ "ﺘﺨﻤﻴﻥ ﺃﻭ‬
‫ﺍﺴﺘﻨﺘﺎﺝ ﺫﻜﻲ ﻴﺼﻴﻐﻪ ﻭﻴﺘﺒﻨﺎﻩ ﺍﻝﺒﺎﺤﺙ ﻤﺅﻗﺘﺎ ﻝﺸﺭﺡ ﺒﻌﺽ ﻤﺎ ﻴﻼﺤﻅﻪ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ‬
‫ﻭﺍﻝﻅﻭﺍﻫﺭ ‪ ..‬ﻭﻝﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻝﻔﺭﺽ ﻜﻤﺭﺸﺩ ﻝﻪ ﻓﻲ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ‬
‫ﺒﻬﺎ")‪.(4‬‬
‫ﻭﻴﻌﺭﻑ ﻜل ﻤﻥ ﺍﻝﺩﻜﺘﻭﺭ ﺨﻀﻴﺭ ﻜﺎﻅﻡ‪ ،‬ﻭﺍﻝﺩﻜﺘﻭﺭ ﻤﻭﺴﻰ ﺴﻼﻤﺔ ﺍﻝﻠﻭﺯﻱ ﻓﻲ‬
‫ﻜﺘﺎﺒﻬﻤﺎ ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻔﺭﺽ ﺒﺎﻨﻪ "ﻋﺒﺎﺭﺓ ﻋﻥ ﺘﻭﻗﻌﺎﺕ ﻤﻨﻁﻘﻴﺔ ﻋﻥ ﺍﺴﺎﻝﻴﺏ‬
‫ﺤل ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ‪ ..‬ﻭﺍﻨﻪ ﻋﻼﻗﺔ ﻤﻨﻁﻘﻴﺔ ﻗﺎﺒﻠﺔ ﻝﻼﺨﺘﺒﺎﺭ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺍﻭ ﺃﻜﺜﺭ")‪،(5‬‬
‫ﻭﻴﺭﻯ ﺍﻝﺩﻜﺘﻭﺭ ﻋﺒﺩﺍﻝﻐﻨﻲ ﻋﻤﺎﺩ ﺒﺎﻥ ﺍﻝﻔﺭﻀﻴﺔ ﻫﻲ "ﺠﻭﺍﺏ ﺍﻓﺘﺭﺍﻀﻲ ﻤﺒﺩﺌﻲ ﻤﻘﺘﺭﺡ‬
‫ﻭﻤﺅﻗﺕ ﻝﺘﻔﺴﻴﺭ ﻅﺎﻫﺭﺓ ﺍﻭ ﻭﺍﻗﻌﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻤﺎ ‪ ..‬ﻭﻴﻀﻴﻑ‪ :‬ﺍﻝﻔﺭﻀﻴﺔ ﺍﺫﺍ ﻫﻲ‬
‫ﺍﺤﺘﻤﺎﻝﻴﺔ ﻤﺸﻜﻭﻙ ﺒﻬﺎ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺍﺨﺘﺒﺎﺭ ﻹﺜﺒﺎﺘﻬﺎ‪ ،‬ﻓﺎﻝﻘﻁﻌﻲ ﻭﺍﻝﺜﺎﺒﺕ ﻻ ﺩﺍﻋﻲ‬
‫ﻝﺼﻴﺎﻏﺘﻪ ﻜﻔﺭﻀﻴﺔ ﺍﺤﺘﻤﺎﻝﻴﺔ ﺍﻝﺤﺩﻭﺙ ﺃﻭ ﺍﻝﻭﻗﻭﻉ‪ ،‬ﻭﺸﺭﻁ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻨﻬﺎ ﻗﺩ ﺘﺼﺩﻕ‬

‫‪ -1‬ﺩﻴﻭﺒﻭﻝﺩ ﻓﺎﻥ ﺩﺍﻝﻴﻥ‪ ،‬ﻤﻨﻬﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺘﺭﺠﻤﺔ ﻤﺤﻤﺩ ﻨﺒﻴل ﻭﺃﺨﺭﻭﻥ‪،‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪1969 ،‬ﻡ‪ ،‬ﺹ‪.256‬‬
‫‪ -2‬ﻋﻤﺎﺭ ﻋﻭﺍﻴﺩﻱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻘﺎﻨﻭﻨﻴﺔ ﻭﺍﻻﺩﺍﺭﻴﺔ‪ ،‬ﻁ‪،4‬‬
‫ﺍﻝﺠﺯﺍﺌﺭ‪ ،‬ﺩﻴﻭﺍﻥ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ‪2002 ،‬ﻡ‪.‬‬
‫‪ -3‬ﺼﺎﻝﺢ ﺒﻥ ﺤﻤﺩ ﺍﻝﻌﺴﺎﻑ‪ ،‬ﺍﻝﻤﺩﺨل ﺇﻝﻰ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ ،‬ﺍﻝﺭﻴﺎﺽ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﻌﺒﻴﻜﺎﻥ‪،‬‬
‫‪1995‬ﻡ‪ ،‬ﺹ‪.47‬‬
‫‪ -4‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﻁ‪ ،5‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻭﻜﺎﻝﺔ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪1979 ،‬ﻡ‪،‬‬
‫ﺹ‪.88‬‬
‫‪ -5‬ﺨﻀﻴﺭ ﻜﺎﻅﻡ ﺤﻤﻭﺩ‪ ،‬ﻤﻭﺴﻰ ﺴﻼﻤﺔ ﺍﻝﻠﻭﺯﻱ‪ ،‬ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﺸﺎﺭﻗﺔ‪ ،‬ﻤﻜﺘﺒﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺍﺜﺭﺍﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2008 ،‬ﻡ‪ ،‬ﺹ‪.128‬‬

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‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻗﺩ ﻻ ﺘﺼﺩﻕ‪ ،‬ﺍﻨﻬﺎ ﻨﺘﻴﺠﺔ ﻤﻼﺤﻅﺔ ﻋﻠﻤﻴﺔ ﻭﻤﺸﺎﻫﺩﺍﺕ ﻭﺘﺠﺎﺭﺏ ﻤﺭ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ‪،‬‬
‫ﺍﻨﻬﺎ ﺘﺄﺘﻲ ﻨﺘﻴﺠﺔ ﻤﻌﻁﻴﺎﺕ ﻝﻡ ﺘﺜﺒﺕ ﺼﺤﺘﻬﺎ ﻨﻬﺎﺌﻴﺎ ‪.(1)"..‬‬
‫ﻭﻴﺭﻯ ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ ﺒﺎﻥ ﺍﻝﻔﺭﺽ ﻫﻭ "ﺠﻤﻠﺔ ﺃﻭ ﻤﻘﻭﻝﺔ ﺍﻭ ﺤﻜﻡ ﻤﺅﻗﺕ‬
‫ﻴﺘﻀﻤﻥ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﺍﻜﺜﺭ ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﻗﺎﺒﻠﺔ ﻝﻼﺨﺘﺒﺎﺭ‪ ،‬ﺃﻱ ﻝﻠﺘﺤﻘﻕ‬
‫) ‪،( 2‬‬
‫ﻭﻴﺭﻯ ﺍﻝﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﺍﻨﻭﺭ ﻤﺤﺭﻭﺱ ﺒﺎﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻫﻭ "ﺘﻔﺴﻴﺭ ﺃﻭ‬ ‫ﻤﻨﻬﺎ"‬
‫ﺤل ﻤﺤﺘﻤل ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﺩﺭﺴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻭﺍﺜﺒﺎﺕ")‪،( 3‬ﻭﺍﻝﻔﺭﻭﺽ‬
‫ﺒﺼﻔﺘﻬﺎ ﻗﻀﺎﻴﺎ ﺘﺼﻭﺭﻴﺔ ﻓﺈﻨﻬﺎ ﺘﺤﺎﻭل ﺍﻥ ﺘﻘﻴﺱ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﺜﻨﻴﻥ ﺍﻭ ﺍﻜﺜﺭ ﻤﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻻﻓﻜﺎﺭ)‪.(4‬‬
‫ﻭﻨﺴﺘﺨﻠﺹ ﻤﻥ ﻫﺫﺍ ﺍﻝﻌﺭﺽ ﺍﻝﻭﺍﻓﻲ ﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﺤﻜﻡ ﻤﺒﺩﺌﻲ ﻏﻴﺭ ﻨﻬﺎﺌﻲ‪.‬‬
‫‪ – 2‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﺤﻜﻡ ﻗﺩ ﻴﺼﺩﻕ ﻭﻗﺩ ﻻ ﻴﺼﺩﻕ‪.‬‬
‫‪ – 3‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﺍﺴﻠﻭﺏ ﻋﻠﻤﻲ ﻴﻘﻭﺩ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻭﺘﻔﺴﻴﺭ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫‪ – 4‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻻ ﻴﻜﻭﻥ ﺇﻻ ﻓﻲ ﻅل ﻭﺠﻭﺩ ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﺘﺴﺘﺩﻋﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺘﻔﺴﻴﺭ ﻭﺍﻝﺤل‪.‬‬
‫‪ – 5‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻴﻌﺩ ﻤﺭﺸﺩﺍ ﻝﻠﺒﺎﺤﺙ ﻓﻲ ﻁﺭﻴﻘﺔ ﺘﻌﺎﻤﻠﻪ ﻤﻊ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ﺍﻝﺘﻲ ﻫﻭ ﺒﺼﺩﺩﻫﺎ‪.‬‬

‫‪ -1‬ﻋﺒﺩﺍﻝﻐﻨﻲ ﻋﻤﺎﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ :‬ﻤﻨﻬﺠﻴﺘﻪ– ﻤﺭﺍﺤﻠﻪ – ﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﻁﺭﺍﺒﻠﺱ ﻝﺒﻨﺎﻥ‪2002 ،‬ﻡ‪،‬‬
‫ﺹ‪.44‬‬
‫‪ -2‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012 ،‬ﻡ‪،‬‬
‫ﺹ‪.105‬‬
‫‪ -3‬ﻤﺤﻤﺩ ﺍﻨﻭﺭ ﻤﺤﺭﻭﺱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺒﺔ‬
‫ﺍﻝﻤﺼﺭﻴﺔ‪2004 ،‬ﻡ‪ ،‬ﺹ‪.37‬‬
‫‪ -4‬ﺍﺴﻤﺎﻋﻴل ﺤﺴﻥ ﻋﺒﺩﺍﻝﺒﺎﺭﻱ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻁﺒﻌﺔ ﺍﻝﻜﻴﻼﻨﻲ‪1983 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.75‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 6‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻴﺒﻨﻰ ﻋﻠﻰ ﺃﺴﺱ ﻤﻨﻁﻘﻴﺔ ﻭﻋﻠﻤﻴﺔ‪ ،‬ﻭﻝﻴﺱ ﻋﻠﻰ ﺍﻫﻭﺍﺀ‬
‫ﻭﻤﻴﻭل ﺫﺍﺘﻴﺔ‪.‬‬
‫‪ – 7‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻻ ﻴﺘﺠﺎﻭﺯ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺭﺍﺴﺨﺔ ﻭﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ‬
‫ﻓﻲ ﺍﻝﺤﻘل ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪ – 8‬ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻘﻑ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺩ ﻤﻤﺎ ﻭﻀﻌﻪ ﻤﻥ ﻓﺭﻭﺽ ﻋﻠﻤﻴﺔ‪.‬‬
‫‪ – 9‬ﺍﻥ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﻫﻲ ﻨﺘﺎﺝ ﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻭﺘﺠﺎﺭﺒﻪ ﻭﻗﺭﺍﺀﺍﺘﻪ‪.‬‬
‫‪ – 10‬ﺍﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ ﻫﻭ ﻭﺤﺩﻩ ﺍﻝﻜﻔﻴل‬
‫ﺒﻘﺒﻭل ﺃﻭ ﺭﻓﺽ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫‪ – 11‬ﺍﻥ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﻻﺒﺩ ﺍﻥ ﻴﻜﻭﻥ ﻗﺎﺒل ﻝﻼﺨﺘﺒﺎﺭ‪.‬‬
‫ﻭﺘﺄﺴﻴﺴﺎ ﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻨﻪ ﻴﻤﻜﻨﻨﺎ ﺘﻌﺭﻴﻑ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ‪ :‬ﺤل ﻤﺒﺩﺌﻲ ﻤﺒﻨﻲ‬
‫ﻋﻠﻰ ﺃﺴﺱ ﻤﻨﻁﻘﻴﺔ ﻴﺘﺼﻭﺭﻩ ﺍﻝﺒﺎﺤﺙ ﺇﺯﺍﺀ ﻤﺸﻜﻠﺔ ﻤﻌﻴﻨﺔ ﻴﻘﻭﻡ ﺒﺘﺤﻠﻴﻠﻬﺎ ﻭﺩﺭﺍﺴﺘﻬﺎ‪،‬‬
‫ﻫﺫﺍ ﺍﻝﺤل ﺍﻝﻤﺒﺩﺌﻲ ﻴﺘﺩﺨل ﻓﻲ ﺘﺤﺩﻴﺩ ﺨﻁ ﺴﻴﺭ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺒﻤﺎ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺘﺒﻊ‬
‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻨﻭﻋﻴﺔ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺘﻲ ﻋﻠﻴﻪ‬
‫ﺍﻥ ﻴﻘﻭﻡ ﺒﻬﺎ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺸﺭﻭﻁ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬

‫ﻴﺘﻁﻠﺏ ﻭﻀﻊ ﻭﺼﻴﺎﻏﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ ﺍﻥ ﻴﻠﺘﺯﻡ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﻌﺎﻴﻴﺭ ﻭﺍﻷﺴﺱ ﻭﺍﻝﻘﻭﺍﻋﺩ ﺒﻤﺎ ﻴﺅﻫﻠﻪ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﻓﺭﻭﻀﻪ ﺒﻁﺭﻴﻘﺔ‬
‫ﺴﻠﻴﻤﺔ‪ ،‬ﺘﺤﻘﻕ ﺍﻷﻫﺩﺍﻑ ﻭﺍﻷﻏﺭﺍﺽ ﺍﻝﺘﻲ ﻭﻀﻌﺕ ﻷﺠﻠﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻭﻀﻭﺡ ﻭﺍﻝﺒﺴﺎﻁﺔ ﻭﺍﻻﻴﺠﺎﺯ‪ :‬ﻓﺎﻝﻔﺭﻭﺽ ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﻭﺍﻀﺤﺔ ﻻ‬
‫ﻝﺒﺱ ﻭﻻ ﻏﻤﻭﺽ ﻓﻴﻬﺎ‪ ،‬ﻭﻴﺘﻡ ﺫﻝﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻔﺎﻅ ﺴﻬﻠﺔ ﺍﻝﻔﻬﻡ ﻭﺍﻻﺩﺭﺍﻙ ﻭﻤﺨﺘﺼﺭﺓ‪،‬‬
‫ﻭﺘﺴﺎﻋﺩ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻻﺠﺭﺍﺌﻴﺔ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺘﺤﻘﻴﻕ ﻋﻤﻠﻴﺔ ﺍﻝﻭﻀﻭﺡ‪ ،‬ﻭﻤﻤﺎ ﻴﺴﺎﻋﺩ‬
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‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﻲ ﻜل ﺫﻝﻙ ﺘﻘﺴﻴﻡ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻭﺍﺤﺩﺓ ﺍﻝﺘﻲ ﻗﺩ ﺘﺘﺴﻡ ﺒﺎﻝﻌﻤﻭﻤﻴﺔ ﺇﻝﻰ ﻋﺩﺓ ﻓﺭﻀﻴﺎﺕ‬
‫ﺍﻜﺜﺭ ﺩﻗﺔ ﻭﺘﺤﺩﻴﺩﺍ‪.‬‬
‫‪ – 2‬ﻴﺠﺏ ﺍﻥ ﺘﻘﻭﻡ ﺍﻝﻔﺭﻭﺽ ﺒﻭﻅﻴﻔﺔ ﺘﺤﺩﻴﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ‬
‫ﻭﺍﻝﺘﺎﺒﻌﺔ‪.‬‬
‫‪ -3‬ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻔﺭﻭﺽ ﻤﻤﻜﻨﺔ ﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﺒﺎﻹﻤﻜﺎﻥ ﺍﻝﺘﺤﻘﻕ ﻤﻨﻬﺎ ﻭﺍﺨﺘﺒﺎﺭﻫﺎ‬
‫ﺒﺎﻷﺴﺎﻝﻴﺏ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ‪" ،‬ﺒﻤﻌﻨﻰ ﺍﻨﻪ ﻴﻤﻜﻥ ﺍﺴﺘﺨﻼﺹ‬
‫ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺃﻭ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻭ ﺍﻻﺴﺘﺩﻻﻻﺕ ﻤﻥ ﺍﻝﻔﺭﻀﻴﺔ ﺒﻁﺭﻴﻘﺔ ﺘﺠﻌل ﺍﻝﻤﻼﺤﻅﺔ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻤﻤﻜﻨﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﺩﻋﻡ ﺃﻭ ﻻ ﺘﺩﻋﻡ ﺍﻝﻔﺭﻀﻴﺔ ﺫﺍﺘﻬﺎ ‪ ..‬ﻭﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺼﺎﻝﺤﺔ‬
‫ﻝﻼﺨﺘﺒﺎﺭ ﺘﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺘﻠﻙ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻼﺯﻤﺔ ﻋﻨﻬﺎ‬
‫ﻗﺎﺒﻠﺔ ﻝﻠﺤﺩﻭﺙ ﻓﻌﻼ‪ ،‬ﻭﺨﻼﻓﺎ ﻝﺫﻝﻙ ﺴﻭﻑ ﻴﻜﻭﻥ ﻤﻥ ﺍﻝﻤﺴﺘﺤﻴل ﺘﺄﻜﻴﺩ ﺃﻭ ﻋﺩﻡ ﺘﺄﻜﻴﺩ‬
‫ﺍﻝﻔﺭﻀﻴﺔ‪ ،‬ﻭﻝﻜﻲ ﺘﻜﻭﻥ ﺍﻝﻔﺭﻀﻴﺔ ﺼﺎﻝﺤﺔ ﻝﻼﺨﺘﺒﺎﺭ ﻴﻨﺒﻐﻲ ﺍﻥ ﺘﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﻗﻴﺎﺴﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﻝﻡ ﺘﺘﻭﻓﺭ ﻭﺴﻴﻠﺔ ﻝﻘﻴﺎﺱ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺴﻴﻜﻭﻥ ﻋﻨﺩﺌﺫ ﻤﻥ‬
‫)‪(1‬‬
‫ﺍﻝﻤﺴﺘﺤﻴل ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻀﺭﻭﺭﻴﺔ ﻻﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻝﻔﺭﺽ‪".‬‬
‫‪– 4‬ﺍﻻ ﺘﻜﻭﻥ ﺍﻝﻔﺭﻭﺽ ﻤﺘﻌﺎﺭﻀﺔ ﻤﻊ ﺍﻝﺜﻭﺍﺒﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻓﻲ ﺍﻝﺤﻘل ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻝﺒﺤﺙ ﻓﻴﻪ‪ ،‬ﻭﻴﻜﻭﻥ ﺍﻷﻤﺭ ﺍﻜﺜﺭ ﻀﺭﻭﺭﺓ‬
‫ﻭﺃﻫﻤﻴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﺠﺩﺩ‪ ،‬ﺍﻝﺫﻴﻥ ﻻ ﺘﺘﻭﺍﻓﺭ ﻝﺩﻴﻬﻡ ﺒﻌﺩ ﺍﻝﺨﺒﺭﺓ ﻭﺍﻝﺩﺭﺍﻴﺔ ﺍﻝﻜﺎﻓﻴﺔ‪،‬‬
‫ﻤﻊ ﻤﺭﺍﻋﺎﺓ ﺍﻥ ﺒﻌﺽ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻗﺩ ﺘﻌﻴﺩ ﺍﻝﻨﻅﺭ ﻓﻲ ﻨﻅﺭﻴﺎﺕ ﻗﺎﺌﻤﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻋﺩﻡ‬
‫ﺍﻋﺘﺒﺎﺭ ﺫﻝﻙ ﻤﺴﻠﻤﺔ ﻻ ﻴﺠﻭﺯ ﺍﻻﻗﺘﺭﺍﺏ ﻤﻨﻬﺎ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺫﻝﻙ ﻴﺘﻁﻠﺏ ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﺭﺍﺠﻌﺔ ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﺠﺎل ﺒﺤﺜﻪ‪.‬‬
‫‪– 5‬ﺍﻻ ﺘﺨﻀﻊ ﺍﻝﻔﺭﻭﺽ ﻝﻤﻌﺘﻘﺩﺍﺕ ﻭﺃﻫﻭﺍﺀ ﻭﻤﻴﻭل ﺍﻝﺒﺎﺤﺙ ﺍﻝﺸﺨﺼﻴﺔ‪.‬‬

‫‪ -1‬ﺩﻭﻨﺎﻝﺩ ﺍﺭﻱ ‪ .‬ﻝﻭﻜﻲ ﺸﻴﺯﺭﺠﺎﻜﻭﺒﺱ ‪.‬ﺍﺴﻜﺎﺭ ﺭﺍﺯﻓﻴﻪ‪ ،‬ﻤﻘﺩﻤﺔ ﻝﻠﺒﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺘﺭﺠﻤﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺴﻌﺩ ﺍﻝﺤﺴﻴﻨﻲ‪ ،‬ﺍﻝﻌﻴﻥ‪ ،‬ﺍﻻﻤﺎﺭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺘﺤﺩﺓ‪2004 ،‬ﻡ‪ ،‬ﺹ ‪.112‬‬

‫‪copyright law.‬‬

‫‪122‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 6‬ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻔﺭﻭﺽ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﺍﺠﺎﺒﺎﺕ‪ ،‬ﻭﻴﺘﻡ ﺒﻤﻭﺠﺒﻬﺎ ﺘﻔﺴﻴﺭ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﺍﻭ ﺍﻝﻤﻭﻗﻑ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 7‬ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻔﺭﻭﺽ ﻭﺍﻗﻌﻴﺔ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﺘﻜﻭﻥ ﻤﺠﺭﺩﺓ ﻤﻥ ﺍﻝﺨﻴﺎل ﻭﺍﻷﻓﻜﺎﺭ‬
‫ﺍﻝﻔﻠﺴﻔﻴﺔ ﺍﻝﺘﻲ ﻴﺼﻌﺏ ﻗﻴﺎﺴﻬﺎ ﻭﺍﺨﺘﺒﺎﺭﻫﺎ ﻋﻤﻠﻴﺎ‪.‬‬
‫)‪(1‬‬
‫‪" – 8‬ﺍﻥ ﺘﺘﻀﻤﻥ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺘﺤﺩﻴﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﻤﺤﺩﺩﺓ" ‪.‬‬
‫‪ – 9‬ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻔﺭﻭﺽ ﻤﺤﺩﻭﺩﺓ ﺍﻝﻌﺩﺩ‪ ،‬ﺤﺘﻰ ﻻ ﺘﺅﺩﻱ ﻜﺜﺭﺘﻬﺎ ﺇﻝﻰ ﺘﺸﺘﺕ‬
‫)‪(2‬‬
‫ﺫﻫﻥ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪ – 10‬ﺍﻻ ﺘﻜﻭﻥ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻤﺘﻨﺎﻗﻀﺔ ﻤﻊ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ‪.‬‬
‫‪ – 11‬ﺍﻥ ﺘﻜﻭﻥ ﻁﺒﻴﻌﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻤﺤﺩﺩﺓ ﻭﻭﺍﻀﺤﺔ ﻻ ﺘﻘﺒل ﺍﻝﻠﺒﺱ‪ ،‬ﺒﺤﻴﺙ ﻻ‬
‫ﻴﺘﻡ ﺍﻝﺨﻠﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ‪.‬‬
‫‪ – 12‬ﻤﻥ ﺍﻝﻤﻬﻡ ﺍﻻ ﻴﺤﺘﻭﻱ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﻓﺭﺽ ﻭﺍﺤﺩ ﺒل ﻴﺠﺏ ﺍﻥ ﻴﺤﺘﻭﻱ‬
‫ﻋﻠﻰ ﻋﺩﺓ ﻓﺭﻭﺽ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻀﻊ ﺍﻝﺒﺎﺤﺙ ﺍﻤﺎﻡ ﻋﺩﺓ ﺨﻴﺎﺭﺍﺕ ﺘﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺘﻐﻁﻴﺔ‬
‫ﺠﻭﺍﻨﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ – 13‬ﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﻔﺭﺽ ﻤﻨﺴﺠﻤﺎ ﻤﻊ ﺍﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻤﻌﺒﺭﺍ‬
‫ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻥ ﻴﻘﺩﻡ ﺍﺠﺎﺒﺔ ﻤﺤﺩﺩﺓ ﻭﻭﺍﻀﺤﺔ ﻝﻠﻤﺸﻜﻠﺔ‪ ،‬ﻭﺍﻥ ﻴﻐﻁﻲ ﻜل ﻓﺭﺽ ﻤﻥ‬
‫ﻓﺭﻭﺽ ﺍﻝﺒﺤﺙ ﺠﺎﻨﺏ ﻤﻌﻴﻥ ﻤﻥ ﺍﻝﻤﺸﻜﻠﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬

‫ﺘﻜﺘﺴﺏ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﺃﻫﻤﻴﺘﻬﺎ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻋﻤﻭﻤﺎ‪ ،‬ﻭﻤﻥ ﺃﻫﻤﻴﺔ‬
‫ﻤﺎ ﺘﻌﻜﺴﻪ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻤﻥ ﺼﺭﺍﻤﺔ ﻋﻠﻤﻴﺔ ﺘﺠﻌﻠﻨﺎ ﻨﻁﻤﺌﻥ ﺇﻝﻰ ﻤﺎ ﻴﻘﻭﺩ ﺇﻝﻴﻪ‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﻨﻭﺭ ﻤﺤﺭﻭﺱ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.36‬‬

‫‪ -2‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ – ﺍﺴﺎﻝﻴﺒﻬﺎ‬
‫ﻭﺘﻘﻨﻴﺎﺘﻬﺎ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﺒﻴﻀﺎﺀ ﻝﻴﺒﻴﺎ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﺯﻫﺭﺍﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2010 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.273‬‬
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‫‪123‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﻥ ﻨﺘﺎﺌﺞ‪ ،‬ﻓﺎﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﻫﻲ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﻲ ﺘﻠﺯﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﻋﻠﻰ ﺍﺘﺒﺎﻉ ﺍﻝﻘﻭﺍﻋﺩ ﻭﺍﻷﺴﺱ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﺠﺭﺍﺀ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺒﺼﻭﺭﺓ ﺃﻜﺜﺭ‬
‫ﺘﻔﺼﻴﻼ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺃﻫﻤﻴﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﻨﻘﺎﻁ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻨﻬﺎ ﻭﺴﻴﻠﺔ ﻝﺘﻭﺠﻴﻪ ﻋﻤﻠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺭﺴﻡ ﺍﻝﻁﺭﻴﻕ ﻝﻤﺭﺍﺤﻠﻪ‬
‫ﺍﻝﻼﺤﻘﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﺘﺤﺩﻴﺩ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ‬
‫ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻭﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺒﺤﺜﻲ ﺍﻝﻤﻨﺎﺴﺏ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻤﺸﻜﻠﺔ‪.‬‬
‫‪ – 2‬ﺍﻻﺴﻬﺎﻡ ﻓﻲ ﺯﻴﺎﺩﺓ ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﺇﺫ ﺍﻥ ﺍﺜﺒﺎﺕ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻌﻤﻴﻡ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ ﺍﻝﺤﺎﻻﺕ ﺍﻝﻤﺸﺎﺒﻬﺔ‪ ،‬ﻜﻤﺎ ﺍﻨﻬﺎ ﺘﺴﻬﻡ ﻓﻲ ﺼﻴﺎﻏﺔ ﺍﻝﻨﻅﺭﻴﺎﺕ‪.‬‬
‫‪ – 3‬ﺍﻥ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺘﺴﺎﻋﺩ ﺍﻴﻀﺎ ﻋﻠﻰ ﺍﻴﺠﺎﺩ ﻓﺭﻀﻴﺎﺕ ﺍﺨﺭﻯ ﺠﺩﻴﺩﺓ‪.‬‬
‫‪ – 4‬ﺘﻜﺸﻑ ﺍﻝﻔﺭﻭﺽ ﻋﻠﻰ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﺒﺤﺎﺙ ﺃﺨﺭﻯ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﺫﻝﻙ ﺍﺴﺘﻜﻤﺎﻻ‬
‫ﻝﻠﻤﻌﺭﻓﺔ ﻭﻝﻠﻭﺼﻭل ﻝﺤﻠﻭل ﺃﻜﺜﺭ ﻨﻀﺠﺎ)‪.(1‬‬
‫‪ – 5‬ﺘﺴﺎﻋﺩ ﺍﻝﻔﺭﻭﺽ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﺒﻌﺎﺩ ﺍﻝﻤﺸﻜﻠﺔ ﺃﻤﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺘﺤﺩﻴﺩﺍ ﺩﻗﻴﻘﺎ‬
‫ﻴﻤﻜﻨﻪ ﻤﻥ ﺩﺭﺍﺴﺘﻬﺎ ﻭﺘﻨﺎﻭﻝﻬﺎ ﺒﻌﻤﻕ‪ ،‬ﻭﻜﺫﻝﻙ ﺘﺤﻠﻴل ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻝﻠﻤﺸﻜﻠﺔ‪،‬‬
‫ﻭﺘﺤﺩﻴﺩ ﻋﻼﻗﺘﻬﺎ ﺒﺒﻌﻀﻬﺎ‪ ،‬ﻭﻋﺯل ﻭﺭﺒﻁ ﻜل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺒﺤﺙ ﻭﻤﺸﻜﻠﺘﻪ‪.‬‬
‫‪ – 6‬ﺘﻤﺜل ﺍﻝﻔﺭﻭﺽ ﺍﻝﻘﺎﻋﺩﺓ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺠﻌل ﻤﻥ‬
‫ﺍﻝﺴﻬل ﺍﺨﺘﻴﺎﺭ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﻬﻤﺔ ﻭﺍﻝﻼﺯﻤﺔ ﻝﺤل ﺍﻝﻤﺸﻜﻠﺔ ﻭﻋﺩﻡ ﺍﻝﺘﺨﺒﻁ‪ ،‬ﻭﺠﻤﻊ ﻜﻤﻴﺎﺕ‬
‫ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻔﺎﺌﻀﺔ ﻋﻥ ﺍﻝﺤﺎﺠﺔ ﺩﻭﻥ ﻫﺩﻑ‪ ،‬ﻭﻓﻲ ﺫﻝﻙ ﻴﻘﻭل ﻜﻭﻫﻥ " ‪ ..‬ﻨﺤﻥ‬
‫ﻨﺠﻬل ﺍﻴﺔ ﻭﻗﺎﺌﻊ ﻨﺠﻤﻌﻬﺎ ﺇﻥ ﻝﻡ ﻴﻜﻥ ﺒﻴﻥ ﺍﻴﺩﻴﻨﺎ ﻓﺭﻀﻴﺔ ﺘﻘﻭﺩﻨﺎ‪ ،‬ﻜﻤﺎ ﺍﻨﻨﺎ ﻨﻌﺠﺯ ﻋﻥ‬
‫ﺘﻤﻴﻴﺯ ﺍﻝﻤﻼﺌﻡ ﻤﻥ ﺍﻝﻭﻗﺎﺌﻊ ﻤﻥ ﺍﻝﻤﻨﺎﻓﻲ‪ ،‬ﺍﻥ ﻝﻡ ﻴﻜﻥ ﻓﻲ ﻤﺘﻨﺎﻭﻝﻨﺎ ﺸﻲﺀ ﻨﺴﻌﻰ ﺇﻝﻰ‬
‫)‪(2‬‬
‫ﺘﺒﺭﻴﺭﻩ"‪.‬‬

‫‪ -1‬ﻤﻬﺩﻱ ﺯﻭﻴﻠﻑ‪ ،‬ﺘﺤﺴﻴﻥ ﺍﻝﻁﺭﺍﻭﻨﻪ‪ ،‬ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪1998 ،‬ﻡ‪ ،‬ﺹ‪.47،48‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﻤﻴﺨﺎﺌﻴل ﺍﺴﻌﺩ‪ ،‬ﻓﻨﻭﻥ ﺍﻝﺒﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻵﻓﺎﻕ ﺍﻝﺠﺩﻴﺩﺓ‪ ،‬ﺹ‪.72‬‬
‫‪copyright law.‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 7‬ﺘﻘﻭﺩ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺘﻭﺠﻴﻪ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﻌﻠﻤﻲ ﻋﻠﻰ‬
‫ﺃﺴﺎﺱ ﺍﻥ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻤﻔﺘﺭﻀﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻤﻨﻬﺎ ﻭﺍﻝﺘﺎﺒﻌﺔ ﺘﺩل‬
‫ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﻤﺎ ﻴﺠﺏ ﺍﻥ ﻴﻘﻭﻡ ﺒﻪ ﻭﻴﻌﻤﻠﻪ‪.‬‬
‫‪ – 8‬ﺘﻤﻜﻥ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﺴﺘﻨﺒﺎﻁ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﺤﻴﺙ ﺍﻨﻪ ﺴﻴﺼل ﺇﻝﻰ‬
‫ﺍﻻﺴﺘﻨﺘﺎﺝ ﺍﻝﺫﻱ ﻴﺅﻜﺩ ﻝﻪ ﺒﺎﻥ ﺍﻝﻔﺭﺽ ﺍﻷﻭل ﺼﺤﻴﺢ ﺍﻭ ﻏﻴﺭ ﺼﺤﻴﺢ‪ ،‬ﻭﺍﻥ ﺍﻝﻔﺭﺽ‬
‫)‪(1‬‬
‫ﺍﻝﺜﺎﻨﻲ ﻏﻴﺭ ﺼﺤﻴﺢ ﺃﻭ ﺼﺤﻴﺢ‪ ،‬ﻭﻫﻜﺫﺍ‪.‬‬
‫‪ – 9‬ﺘﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ ﻝﻠﻜﺸﻑ ﻋﻥ ﺒﻌﺽ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺜﺎﺒﺘﺔ‪ ،‬ﺃﻭ ﺍﻝﻘﻭﺍﻨﻴﻥ‬
‫ﺍﻝﺨﺎﺼﺔ ﺍﻝﺘﻲ ﺘﺴﻴﻁﺭ ﻋﻠﻰ ﻁﺎﺌﻔﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻝﻅﻭﺍﻫﺭ ﺃﻭ ﺘﺴﺘﺨﺩﻡ ﻝﺭﺒﻁ ﺒﻌﺽ‬
‫)‪(2‬‬
‫ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺨﺎﺼﺔ ﺍﻝﺘﻲ ﺴﺒﻕ ﺍﻝﻜﺸﻑ ﻋﻨﻬﺎ‪ ،‬ﻓﺘﺅﺩﻱ ﺇﻝﻰ ﺘﻜﻭﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ‪.‬‬
‫‪ – 10‬ﺘﻘﺩﻴﻡ ﺘﻔﺴﻴﺭ ﺃﻭ ﻋﺩﺓ ﺘﻔﺴﻴﺭﺍﺕ ﺘﺤﻴل ﺍﻝﻭﻗﺎﺌﻊ ﺍﻝﻤﺒﻌﺜﺭﺓ ﺃﻭ ﺍﻝﻤﺸﺘﺘﺔ ﺇﺫﺍ ﻤﺎ‬
‫)‪(3‬‬
‫ﺍﺼﺒﺢ ﺍﻝﻔﺭﺽ ﻗﺎﻨﻭﻨﺎ ﺇﻝﻰ ﻭﻗﺎﺌﻊ ﻤﻔﺴﺭﺓ ﻭﺃﻜﺜﺭ ﻨﺴﻘﻴﺔ‪.‬‬
‫‪ – 11‬ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻔﺭﻭﺽ ﺨﺎﻁﺌﺔ ﺘﻨﺒﻪ ﺍﻝﻌﻠﻤﺎﺀ ﺇﻝﻰ ﺍﺨﻁﺎﺀ ﺴﺎﺒﻘﻴﻬﻡ‪ ،‬ﻭﻴﻔﺘﺢ ﺫﻝﻙ‬
‫)‪(4‬‬
‫ﻤﺠﺎﻻﺕ ﺃﻭﺴﻊ ﻝﻔﺭﻭﺽ ﺠﺩﻴﺩﺓ‪.‬‬
‫‪ – 12‬ﺘﻘﻴﺩ ﺍﻝﻔﺭﻭﺽ ﺨﻁﻰ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺘﻭﺠﻬﻪ ﻨﺤﻭ ﺍﻝﺤل‪ ،‬ﻭﺘﺤﺩﺩ ﺍﻝﺘﺠﺎﺭﺏ ﺃﻭ‬
‫ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﻲ ﻋﻠﻴﻪ ﺍﻝﻘﻴﺎﻡ ﺒﻬﺎ‪ ،‬ﻭﺍﻨﺘﻘﺎﺀ ﺍﻵﻻﺕ ﺍﻝﺘﻲ ﺘﻌﻴﻥ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺇﺠﺭﺍﺀ‬
‫ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺩﻗﻴﻘﺔ‪ ،‬ﻭﺘﺤﺩﺩ ﻫﺩﻑ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻴﺭﻤﻲ ﺇﻝﻴﻪ‪ ،‬ﻭﻫﻭ ﻭﻀﻊ ﺍﻝﻘﺎﻨﻭﻥ‬
‫)‪(5‬‬
‫ﺍﻝﻌﻠﻤﻲ‪.‬‬

‫‪ -1‬ﺠﺎﺒﺭ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺠﺎﺒﺭ‪ ،‬ﺍﺤﻤﺩ ﺨﻴﺭﻱ ﻜﺎﻅﻡ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﻁ‪،2‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪1978 ،‬ﻡ‪ ،‬ﺹ‪ .66،67‬ﻓﻲ‪ :‬ﻋﺎﻤﺭ ﻗﻨﺩﻴﻠﺠﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻴﺎﺯﻭﺭﻱ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.76،77‬‬
‫‪ -2‬ﻋﻠﻲ ﻋﺒﺩﺍﻝﻤﻌﻁﻲ ﻤﺤﻤﺩ‪ ،‬ﺭﺅﻴﺔ ﻤﻌﺎﺼﺭﺓ ﻓﻲ ﻋﻠﻡ ﺍﻝﻤﻨﺎﻫﺞ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،1985 ،‬ﺹ‪.100‬‬
‫‪ -3‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.274‬‬
‫‪ -4‬ﻋﻠﻲ ﻋﺒﺩﺍﻝﻤﻌﻁﻲ ﻤﺤﻤﺩ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.101‬‬
‫‪Copyright © 2018.‬‬

‫‪ -5‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.275‬‬

‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 13‬ﺘﺴﺎﻋﺩ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﺭﺘﻴﺏ ﻭﺘﻜﻴﻴﻑ ﺒﻴﺎﻨﺎﺘﻪ ﻭﻤﻌﻁﻴﺎﺘﻪ ﻁﺒﻘﺎ‬

‫ﻝﻠﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ ﺒﻤﺎ ﻴﻴﺴﺭ ﻋﻠﻴﻪ ﻤﻬﺎﻡ ﺍﻝﺘﺤﻠﻴل ﻝﺘﻔﺴﻴﺭ ﺍﻝﻅﺎﻫﺭﺓ‬
‫)‪(1‬‬
‫ﺍﻝﻤﺩﺭﻭﺴﺔ‪.‬‬
‫‪ –14‬ﺘﻭﻓﺭ ﺍﻝﻔﺭﻭﺽ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ‪ ،‬ﺒﺤﻴﺙ ﻴﺘﺠﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺇﻝﻰ ﺍﻝﻘﻴﺎﻡ ﻓﻘﻁ ﺒﻤﺎ ﻴﺠﺏ ﺍﻝﻘﻴﺎﻡ ﺒﻪ‪ ،‬ﺴﻭﺍﺀ ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻁﻠﻭﺏ‬
‫ﺠﻤﻌﻬﺎ‪ ،‬ﺃﻭ ﺍﻝﺘﺠﺎﺭﺏ ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺇﺠﺭﺍﺌﻬﺎ‪ ،‬ﺃﻭ ﺍﻝﺨﻁﻭﺍﺕ‬
‫ﺍﻝﻤﻁﻠﻭﺏ ﺍﺘﺨﺎﺫﻫﺎ ﻋﻠﻰ ﻁﻭل ﺨﻁ ﺴﻴﺭ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻫﻲ ﺠﻤﻴﻌﻬﺎ ﺍﺠﺭﺍﺀﺍﺕ‬
‫ﺘﺴﺎﻋﺩ ﻓﻲ ﺍﺨﺘﺼﺎﺭ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ‪.‬‬
‫ﻭﻻﺒﺩ ﻤﻥ ﺍﻻﺸﺎﺭﺓ ﻓﻲ ﺍﻝﺨﺘﺎﻡ ﺇﻝﻰ ﺍﻥ ﺍﻫﻤﻴﺔ ﺍﻝﻔﺭﺽ ﺍﻝﻌﻠﻤﻲ ﺘﻅﻬﺭ ﺍﺴﺎﺴﺎ ﻓﻲ‬
‫ﺍﻨﻪ ﻤﺩﺨل ﻝﺘﻨﻅﻴﻡ ﺘﻔﻜﻴﺭ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻤﺭﺸﺩ ﻝﻪ ﻓﻲ ﺘﻨﻅﻴﻡ ﺨﻁﻭﺍﺘﻪ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻭﺍﺠﺭﺍﺀﺍﺘﻪ‬
‫ﺍﻝﻔﻨﻴﺔ ﻭﺘﻔﺴﻴﺭﺍﺘﻪ ﺍﻝﻨﻬﺎﺌﻴﺔ‪ ،‬ﻭﻻ ﺘﺭﺘﺒﻁ ﺼﻴﺎﻏﺔ ﺍﻝﻔﺭﻭﺽ ﺒﻤﻨﻬﺞ ﺒﺫﺍﺘﻪ ﺍﻭ ﺩﺭﺍﺴﺔ‬
‫ﺒﻌﻴﻨﻬﺎ ﻤﻥ ﺘﺼﻨﻴﻔﺎﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﻤﻨﺎﻫﺞ‪ ،‬ﻭﻝﻜﻨﻬﺎ ﺘﺭﺘﺒﻁ ﺍﻭﻻ ﻭﺃﺨﻴﺭﺍ ﺒﻬﺩﻑ ﺍﻝﺒﺤﺙ‬
‫ﻓﻲ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻌﻜﺱ ﺍﺴﺒﺎﺏ ﺤﺭﻜﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺘﺄﺜﻴﺭﺍﺘﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ‬
‫ﻴﻤﻜﻥ ﺍﺜﺒﺎﺘﻬﺎ ﻤﻥ ﺨﻼل ﺍﻝﻭﺼﻑ ﺍﻭ ﺍﻝﺘﺠﺭﻴﺏ ﺍﻭ ﻤﻥ ﺨﻼﻝﻬﻤﺎ ﻤﻌﺎ)‪.(2‬‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﻤﺼﺎﺩﺭ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬

‫ﺴﺒﻕ ﻭﺍﻥ ﺫﻜﺭﻨﺎ ﺒﺎﻥ ﺍﻝﻔﺭﻭﺽ ﻝﻴﺴﺕ ﻤﺠﺭﺩ ﺘﺨﻤﻴﻨﺎﺕ ﺫﺍﺘﻴﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﻤﻴﻭل‬
‫ﺍﻭ ﺃﻫﻭﺍﺀ ﺃﻭ ﺃﺭﺍﺀ ﺃﻭ ﻤﻌﺘﻘﺩﺍﺕ ﺸﺨﺼﻴﺔ‪ ،‬ﻝﻜﻨﻬﺎ ﺘﺨﻤﻴﻨﺎﺕ ﻭﺘﻭﻗﻌﺎﺕ ﻤﻨﻁﻘﻴﺔ ﻝﺤل‬
‫ﻤﺸﻜﻠﺔ ﻋﻠﻤﻴﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﺘﺴﺘﻤﺩ ﻤﻥ ﻋﺩﺓ ﻤﺼﺎﺩﺭ ﺘﺘﻤﺘﻊ ﺒﺜﻘﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺘﺸﻜل ﻤﻭﺭﺩﺍ‬
‫ﻤﻬﻤﺎ ﻝﻸﻓﻜﺎﺭ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﻤﺼﺎﺩﺭ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﺯﻫﺭ ﺴﻌﻴﺩ ﺍﻝﺴﻤﺎﻙ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺠﻐﺭﺍﻓﻲ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﻁ‪ ،2‬ﻓﺎﻝﻴﺘﺎ‬
‫ﻤﺎﻝﻁﺎ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﺍﻝﻘﺎ ‪2004 ،ELGA‬ﻡ‪ ،‬ﺹ‪.60‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪2000 ،‬ﻡ‪،‬‬
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‫ﺹ‪127‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫ﺘﺸﻜل ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﻤﺠﺎل ﺩﺭﺍﺴﺔ ﺍﻝﺒﺎﺤﺙ ﻭﻤﺠﺎل ﺘﺨﺼﺼﻪ ﺭﺍﻓﺩﺍ‬
‫ﻋﻠﻤﻴﺎ ﻤﻬﻤﺎ ﻴﺴﺘﻘﻲ ﻤﻨﻪ ﻓﺭﻭﻀﻪ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻀﺭﻭﺭﺓ ﺍﻝﻌﻭﺩﺓ‬
‫ﺇﻝﻰ ﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻻﻁﻼﻉ ﻋﻠﻴﻬﺎ ﻭﻓﻬﻡ ﺍﻷﺴﺱ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ‬
‫ﺘﻘﻭﻡ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻬﺩﻑ ﺍﻻﺤﺎﻁﺔ ﺍﻝﻜﺎﻤﻠﺔ ﺒﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﺴﺘﻴﻌﺎﺏ ﺍﻝﻅﺭﻭﻑ‬
‫ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺴﺎﻫﻤﺕ ﻓﻲ ﺘﺸﻜﻠﻬﺎ‪.‬‬
‫ﻓﺎﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻫﻲ ﻓﻲ ﺍﻷﺴﺎﺱ ﻨﺘﺎﺝ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﺭﺍﻜﻤﺔ‬
‫ﺍﻝﺘﻲ ﺍﻓﻀﺕ ﻤﺠﺘﻤﻌﺔ ﺇﻝﻰ ﻤﻥ ﺨﻼل ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺒﺤﺙ ﻭﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﻤﺘﻜﺭﺭ ﻝﻔﺭﻭﻀﻬﺎ‬
‫ﺇﻝﻰ ﻭﻀﻊ ﺃﺴﺱ ﺍﻝﻨﻅﺭﻴﺔ ﻭﻋﻨﺎﺼﺭﻫﺎ‪ ،‬ﻭﻗﺩﻤﺕ ﺘﻔﺴﻴﺭﺍ ﻤﻘﻨﻌﺎ ﻝﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪.‬‬
‫ﻭﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﻴﻭﻅﻔﻭﻥ ﻨﻅﺭﻴﺎﺕ ﻋﻠﻤﻴﺔ ﻓﻲ‬
‫ﺩﺭﺍﺴﺎﺘﻬﻡ ﺍﻥ ﻴﺴﺘﻌﻴﻨﻭﺍ ﺒﻔﺭﻭﺽ ﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻓﻲ ﻭﻀﻊ ﻭﺼﻴﺎﻏﺔ ﻓﺭﻭﻀﻬﻡ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻘﺩﻡ ﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻓﺭﻭﺽ ﺠﺎﻫﺯﺓ ﻝﻠﺒﺎﺤﺜﻴﻥ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻤﺜﻼ‬
‫ﻴﺠﺭﻱ ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﺼﺤﻔﻴﺔ ﻝﻠﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻓﻲ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻠﻴﺒﻴﺔ ﻓﺈﻥ‬
‫ﺒﺈﻤﻜﺎﻨﻪ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻘﺩﻤﻬﺎ ﻨﻅﺭﻴﺔ ﺤﺎﺭﺱ ﺍﻝﺒﻭﺍﺒﺔ‪ ،‬ﻭﺫﺍﺕ‬
‫ﺍﻵﻤﺭ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺤﻭل‪ :‬ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﺸﺒﺎﺏ ﺍﻝﻠﻴﺒﻲ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﺸﺒﺎﻋﺎﺕ ﺍﻝﻤﺘﺤﻘﻘﺔ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻝﻤﻨﺎﺴﺏ ﻫﻨﺎ ﺘﻭﻅﻴﻑ ﻓﺭﻭﺽ ﻨﻅﺭﻴﺔ‬
‫ﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ ﻭﺍﻻﺸﺒﺎﻋﺎﺕ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ‪ ..‬ﻭﻫﻜﺫﺍ ﺒﺎﻝﻨﺴﺒﺔ ﻝﺒﻘﻴﺔ ﺍﻝﺒﺤﻭﺙ‪.‬‬
‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻭﺴﻭﺍﺀ ﺍﺴﺘﻌﺎﻥ ﺍﻝﺒﺎﺤﺙ ﺒﻨﻅﺭﻴﺔ ﻤﻌﻴﻨﺔ ﺃﻡ ﻻ ﻓﺈﻥ ﺍﻤﻜﺎﻨﻴﺔ‬
‫ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻓﺭﻭﺽ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﻨﻁﺎﻕ ﺩﺭﺍﺴﺔ ﺍﻝﺒﺎﺤﺙ ﺘﻅل ﺍﻤﺭﺍ‬
‫ﻤﻤﻜﻨﺎ‪ ،‬ﺒل ﻭﻤﻔﻀﻼ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺫﻝﻙ ﺍﻝﺘﻭﻅﻴﻑ ﻝﻔﺭﻭﺽ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻴﻌﻜﺱ ﻤﺩﻯ‬
‫ﺴﻌﺔ ﺍﻁﻼﻉ ﺍﻝﺒﺎﺤﺙ ﻭﻓﻬﻤﻪ ﻭﻓﻁﻨﺘﻪ ﻭﻗﺩﺭﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻫﻲ ﺃﻤﻭﺭ ﻗﺩ ﻻ ﺘﺘﻭﻓﺭ ﻝﻜﺜﻴﺭ‬
‫ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺒﻘﺩﺭ ﻤﺎ ﺘﻤﺜل ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻤﺠﺎل ﺨﺼﺒﺎ ﻝﻠﺨﺭﻭﺝ ﺒﺘﺼﻭﺭﺍﺕ ﻝﻔﺭﻭﺽ‬

‫ﻋﻠﻤﻴﺔ ﻤﻨﻁﻘﻴﺔ ﻭﺠﺩﻴﺩﺓ ﻓﺈﻨﻬﺎ ﻜﺫﻝﻙ ﺘﺸﻜل ﻤﺤﺩﺩﺍ ﻤﻭﺠﺒﺎ ﻭﻤﻠﺯﻤﺎ ﺨﺎﺼﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻝﻤﺒﺘﺩﺌﻴﻥ‪ ،‬ﺍﻝﺫﻴﻥ ﻋﻠﻴﻬﻡ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﻋﺩﻡ ﺘﻌﺎﺭﺽ ﻓﺭﻭﻀﻬﻡ ﻤﻊ ﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ‪،‬‬
‫ﺤﻴﺙ ﺘﻠﺯﻡ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻌﺩﻡ ﺍﻗﺘﺭﺍﺡ ﻓﺭﻭﺽ ﺘﺘﻌﺎﺭﺽ ﻤﻊ ﻤﺎ ﺘﻡ‬
‫ﺍﻝﺘﻭﺼل ﺍﻝﻴﻪ‪ ،‬ﻭﻤﻊ ﻤﺎ ﺍﻨﺘﻬﺕ ﺇﻝﻴﻪ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﻫﻲ ﺍﻤﻭﺭﺍ ﺘﺤﺘﺎﺝ ﺩﺭﺍﺴﺘﻬﺎ‬
‫ﻭﻨﻘﻀﻬﺎ ﺇﻝﻰ ﺨﺒﺭﺓ ﻭﺤﻨﻜﺔ ﻋﻠﻤﻴﺘﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻠﻴﺱ ﺒﻤﻘﺩﻭﺭ ﻜل ﺒﺎﺤﺙ ﺍﻥ ﻴﺘﺼﻭﺭ‬
‫ﺍﻨﻪ ﺒﺈﻤﻜﺎﻨﻪ ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ ﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ‪ ،‬ﻭﺍﻝﺘﺸﻜﻴﻙ ﻓﻲ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﻭﺘﻘﺩﻴﻡ‬
‫ﺍﻝﺒﺩﻴل ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﻼﺌﻡ‪.‬‬
‫ﺍﻥ ﺍﻻﻁﻼﻉ ﺍﻝﻌﻤﻴﻕ ﻭﺍﻝﻨﺎﻗﺩ ﻭﺍﻝﻭﺍﻋﻲ‪ ،‬ﻭﺍﻝﻔﻬﻡ ﺍﻝﻭﺍﺴﻊ ﻭﺍﻝﻨﺎﻀﺞ‪ ،‬ﻭﺍﻻﺴﺘﻴﻌﺎﺏ‬
‫ﺍﻝﺠﻴﺩ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ ﻝﻠﻨﻅﺭﻴﺎﺕ ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﻤﺠﺎل ﺘﺨﺼﺼﻪ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﻠﻔﺕ‬
‫ﺍﻨﺘﺒﺎﻫﻪ ﺇﻝﻰ ﺸﻭﺍﻫﺩ ﻭﻋﻼﻗﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻴﺜﻴﺭ ﻓﻲ ﻤﺨﻴﻠﺘﻪ ﺍﺴﺘﻔﺴﺎﺭﺍﺕ ﺘﻘﻭﺩ ﺒﺎﻝﻀﺭﻭﺭﺓ‬
‫ﺇﻝﻰ ﺍﻗﺘﺭﺍﺡ ﻓﺭﻭﺽ ﻋﻠﻤﻴﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺃﺴﺱ ﻤﺘﻴﻨﺔ ﺘﺜﺭﻱ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﻀﻔﻲ ﻋﻠﻴﻪ‬
‫ﺍﻝﻤﻜﺎﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻼﺌﻘﺔ‪ ،‬ﻭﺘﻨﻌﻜﺱ ﻤﻥ ﺨﻼﻝﻬﺎ ﻜﺫﻝﻙ ﺸﺨﺼﻴﺔ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻗﺩﺭﺍﺘﻪ‬
‫ﻭﻤﻬﺎﺭﺍﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺴﻠﻴﻡ‪.‬‬
‫‪ –2‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬
‫ﻴﺸﻜل ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺫﺍﺕ ﺘﺨﺼﺹ ﺍﻝﺒﺎﺤﺙ ﻤﺠﺎل ﺨﺼﺏ ﻭﻤﻬﻡ ﻝﻠﺒﺎﺤﺜﻴﻥ‬
‫ﻻﺴﺘﻘﺎﺀ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺘﻲ ﺘﻔﻴﺩ ﻓﻲ ﻤﺭﺍﺤل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻴﺨﺼﺹ‬
‫ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﺠﺎﺩﻭﻥ ﻭﻗﺘﺎ ﻤﻨﺎﺴﺒﺎ ﻝﻼﻁﻼﻉ ﻋﻠﻰ ﻤﺎ ﻜﺘﺏ ﻭﻨﺸﺭ ﻤﻥ ﺒﺤﻭﺙ ﻭﺩﺭﺍﺴﺎﺕ‬
‫ﻭﺃﺭﺍﺀ ﻭﺃﻓﻜﺎﺭ ﻓﻲ ﻤﺠﺎل ﺘﺨﺼﺼﻬﻡ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒﻐﺭﺽ ﺘﺤﻘﻴﻕ ﺃﻜﺒﺭ ﻓﺎﺌﺩﺓ ﻤﻤﻜﻨﺔ ﻤﻥ‬
‫ﺘﻠﻙ ﺍﻝﻘﺭﺍﺀﺍﺕ‪.‬‬
‫ﻭﻋﻠﻰ ﺼﻌﻴﺩ ﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﺘﻌﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻤﺎ ﺘﻤﺨﻀﺕ‬
‫ﻋﻨﻪ‪ ،‬ﻭﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ ﻤﺼﺩﺭﺍ ﺍﺴﺎﺴﻴﺎ ﻴﺴﺘﻨﺩ ﺇﻝﻴﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺘﺤﺩﻴﺩ‬
‫ﻭﻭﻀﻊ ﻓﺭﻭﻀﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﺸﻜل ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺭﺍﻓﺩﺍ ﺍﺴﺎﺴﻴﺎ ﻴﻌﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻠﻰ ﺘﻠﻤﺱ ﻤﺎ ﻴﻨﺎﺴﺒﻬﻡ ﻤﻥ ﻓﺭﻭﺽ‪ ،‬ﻭﺫﻝﻙ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل‬

‫ﺍﻝﻴﻬﺎ ﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﺩﻝﻴل ﻭﻤﺭﺸﺩﺍ ﻝﺒﺎﺤﺜﻴﻥ ﺍﺨﺭﻴﻥ ﻋﻨﺩ ﻭﻀﻊ ﻓﺭﻭﻀﻬﻡ‪ ،‬ﻝﻤﺎ ﻝﻬﺎ ﻤﻥ‬
‫ﺴﻨﺩ ﻋﻠﻤﻲ‪ ،‬ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﻨﺘﺎﺌﺞ ﻤﺘﺸﺎﺒﻬﺔ ﺃﻭ ﻤﺘﻔﻘﺔ ﺘﻡ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻴﻬﺎ ﻓﻲ‬
‫ﺩﺭﺍﺴﺎﺕ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻤﻤﺎ ﻴﺠﻌﻠﻬﺎ ﻤﺤل ﺜﻘﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻤﺭﺍﺠﻌﺔ ﻋﻤﻴﻘﺔ ﻭﻭﺍﻋﻴﺔ ﻝﻜل‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ ﻓﻲ ﻤﺠﺎل ﺘﺨﺼﺼﻬﻡ ﻭﺍﻝﺘﻲ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﻁﻼﻉ ﻋﻠﻴﻬﺎ‪ ،‬ﺒﻤﺎ‬
‫ﻓﻲ ﺫﻝﻙ ﻤﻠﺨﺼﺎﺕ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻴﺤﻬﺎ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺸﺒﻜﺔ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ )ﺍﻻﻨﺘﺭﻨﺕ(‪ ،‬ﻭﺍﺴﺘﻴﻌﺎﺏ ﻭﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﻤﻥ‬
‫ﻨﺘﺎﺌﺞ‪ ،‬ﺤﻴﺙ ﻴﻭﻓﺭ ﻜل ﺫﻝﻙ ﻤﺠﺎﻻ ﻭﺍﺴﻌﺎ ﻝﺭﺼﺩ ﻭﺘﺤﺩﻴﺩ ﻭﺼﻴﺎﻏﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺍﻨﺘﻬﺕ ﺇﻝﻴﻪ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺍﻥ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﺘﻤﺕ ﺒﺸﻜل‬
‫ﻴﺩﻋﻭ ﺇﻝﻰ ﺍﻻﻁﻤﺌﻨﺎﻥ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻴﺤﻘﻕ ﺠﺎﻨﺏ ﻤﻬﻤﺎ ﻤﻥ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﺘﺘﻭﻓﺭ‬
‫ﻓﻲ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫‪ – 3‬ﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ‪:‬‬
‫ﻻ ﻴﺠﺩ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﺫﻴﻥ ﺍﻤﻀﻭﺍ ﺯﻤﻨﺎ ﻁﻭﻴﻼ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺼﻌﻭﺒﺔ‬
‫ﻓﻲ ﺘﺤﺩﻴﺩ ﻭﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻷﺒﺤﺎﺜﻬﻡ‪ ،‬ﻭﺫﻝﻙ ﻨﻅﺭﺍ ﻝﻠﺨﺒﺭﺓ ﺍﻝﻭﺍﺴﻌﺔ‬
‫ﺍﻝﺘﻲ ﻴﺘﻤﺘﻌﻭﻥ ﺒﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺍﻜﺴﺒﺘﻬﻡ ﺍﻴﺎﻫﺎ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺜﺭﻴﺔ ﺍﻝﺘﻲ ﺘﺸﻜل ﺭﺼﻴﺩﺍ‬
‫ﻋﻠﻤﻴﺎ ﻤﻬﻤﺎ ﻴﺘﻜﺌﻭﻥ ﻋﻠﻴﻪ ﻓﻲ ﻭﻀﻊ ﻭﺼﻴﺎﻏﺔ ﻓﺭﻭﻀﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﺫﻝﻙ ﺍﻥ ﺍﻝﻤﻤﺎﺭﺴﺔ ﻭﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺒﺤﺜﻴﺘﻴﻥ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﺨﻠﻕ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺙ ﺍﻓﻕ‬
‫ﻭﺍﺴﻊ ﻭﻤﺠﺎل ﻤﻌﺭﻓﻲ ﻓﺴﻴﺢ‪ ،‬ﻭﺘﻜﺴﺒﻪ ﻗﺩﺭﺓ ﻤﺘﻤﻴﺯﺓ ﻓﻲ ﺍﻨﺠﺎﺯ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﻭﻴﺸﻜل ﻜل ﺫﻝﻙ ﻤﺼﺩﺭﺍ ﺍﺴﺎﺴﻴﺎ ﻓﻲ ﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻭﺘﻭﻓﺭ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺘﺭﺍﻜﻤﻴﺔ ﻝﻠﺒﺎﺤﺙ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﻝﺘﺨﻤﻴﻥ ﻭﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺭﺼﺩ‬
‫ﻭﺍﻝﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻌﻼﻗﺎﺕ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺍﻝﻘﻴﺎﺱ ﻭﺍﻻﺴﺘﻨﺒﺎﻁ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ‬
‫ﺍﻝﺭﺼﻴﻥ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﻅﻬﺭ ﺍﻝﻭﻗﺎﺌﻊ ﺍﻨﻪ ﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺘﺠﺭﺒﺔ ﺍﻝﺒﺎﺤﺙ ﻁﻭﻴﻠﺔ ﻭﺤﻘﻴﻘﻴﺔ‪ ،‬ﻭﻜﻠﻤﺎ ﻜﺎﻥ‬
‫ﺭﺼﻴﺩﻩ ﺍﻝﺒﺤﺜﻲ ﻜﺒﻴﺭﺍ ﻭﻤﺘﻤﻴﺯﺍ ﻜﻠﻤﺎ ﻜﺎﻥ ﺒﺎﺴﺘﻁﺎﻋﺘﻪ ﺍﻥ ﻴﺠﺩ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻼﺌﻤﺔ‬
‫ﻝﺒﺤﻭﺜﻪ‪ ،‬ﻭﻨﺴﺘﺜﻨﻲ ﻤﻥ ﺫﻝﻙ ﺒﺎﻝﻁﺒﻊ ﺃﻭﻝﺌﻙ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﺍﻤﻀﻭﺍ ﺠل ﻭﻗﺘﻬﻡ ﺍﻝﺒﺤﺜﻲ‬
‫ﻓﻲ ﺇﺠﺭﺍﺀ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻜﺘﺒﻴﺔ ﺍﻝﺘﻲ ﻻ ﺘﺴﺘﻨﺩ ﺇﻝﻰ ﺇﻱ ﻓﺭﻭﺽ ﻋﻠﻤﻴﺔ ﺤﻘﻴﻘﻴﺔ‪ ،‬ﻭﻝﻡ ﻴﺘﻭﻓﺭ‬
‫ﻝﺩﻴﻬﻡ ﺒﺎﻝﺘﺎﻝﻲ ﺭﺼﻴﺩ ﻋﻠﻤﻲ ﺤﻘﻴﻘﻲ ﻭﻤﻔﻴﺩ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل‪.‬‬
‫ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻓﺈﻨﻪ ﻻ ﻴﻤﻜﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻤﺼﺩﺭ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ‬
‫ﻓﻲ ﻤﺭﺤﻠﺘﻲ ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻨﻅﺭﺍ ﻝﻤﺤﺩﻭﺩﻴﺔ ﺨﺒﺭﺘﻬﻡ‪ ،‬ﻭﻝﻀﻌﻑ ﺭﺼﻴﺩﻫﻡ‬
‫ﺍﻝﺒﺤﺜﻲ ﻓﻲ ﺍﻝﻐﺎﻝﺏ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﻤﻨﺎﺴﺏ ﺍﻥ ﻴﻠﺠﺄ ﻫﺅﻻﺀ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ‬
‫ﺇﻝﻰ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻻﺨﺭﻯ‪.‬‬
‫‪ –4‬ﺤﻠﻘﺎﺕ ﺍﻝﻨﻘﺎﺵ ﺍﻝﻌﻠﻤﻲ‪:‬‬
‫ﻭﻨﻘﺼﺩ ﺒﻬﺎ ﺍﻝﺤﻭﺍﺭﺍﺕ ﻭﺍﻝﻤﻨﺎﻗﺸﺎﺕ ﻭﺍﻝﺴﻴﻤﻨﺎﺭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺠﻤﻊ‬
‫ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﺩﺍﺭﺴﻴﻥ ﻭﺍﻝﻤﻬﺘﻤﻴﻥ ﻓﻲ ﺫﺍﺕ ﺍﻝﺤﻘل ﺍﻝﻌﻠﻤﻲ ﺤﻭل‬
‫ﻤﺸﻜﻠﺔ ﻋﻠﻤﻴﺔ ﺃﻭ ﻤﻭﻀﻭﻉ ﻋﻠﻤﻲ ﻤﻌﻴﻥ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﻘﻭﺩ ﺘﻠﻙ ﺍﻝﺤﻭﺍﺭﺍﺕ‬
‫ﺇﻝﻰ ﺍﻝﺨﺭﻭﺝ ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻜﺘﺸﺎﻑ ﺒﻌﺽ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﻤﻥ ﺨﻼل ﺘﺒﺎﺩل ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﻭﻤﺎ ﻴﺘﻡ ﻤﻥ ﻤﺭﺍﺠﻌﺎﺕ ﻋﻠﻤﻴﺔ‪ ،‬ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﺘﻀﻡ‬
‫ﺘﻠﻙ ﺍﻝﺤﻠﻘﺎﺕ ﻤﻥ ﻴﻤﺘﻠﻜﻭﻥ ﺨﺒﺭﺓ ﻋﻠﻤﻴﺔ ﻋﻤﻴﻘﺔ‪ ،‬ﻭﺤﺱ ﻨﻘﺩﻱ‪ ،‬ﻭﺘﺠﺭﺒﺔ ﺒﺤﺜﻴﺔ ﻭﺍﺴﻌﺔ‪.‬‬
‫ﻭﺘﻤﺜل ﺍﻝﺤﻠﻘﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ )ﺍﻝﺴﻴﻤﻨﺎﺭﺍﺕ( ﺍﻝﺘﻲ ﺘﻌﻘﺩﻫﺎ ﺍﻷﻗﺴﺎﻡ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺎﻝﺠﺎﻤﻌﺎﺕ‬
‫ﻝﻤﻨﺎﻗﺸﺔ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻘﺩﻡ ﺒﻬﺎ ﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﻝﻠﺘﺴﺠﻴل ﻝﺩﺭﺠﺔ‬
‫ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﺃﻭ ﺍﻝﺩﻜﺘﻭﺭﺍﻩ ﺃﺤﺩﻯ ﺃﻫﻡ ﺍﻭﺠﻪ ﺘﻠﻙ ﺍﻝﺤﻠﻘﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﻁﺭﺡ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬
‫ﺍﻝﻤﻘﺩﻤﺔ ﻝﻠﺩﺭﺍﺴﺔ ﻝﻠﻨﻘﺎﺵ ﺃﻤﺎﻡ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ‪ ،‬ﻭﻴﺘﻡ ﺘﺒﺎﺩل ﺍﻵﺭﺍﺀ ﻭﺍﻷﻓﻜﺎﺭ‬
‫ﺤﻭﻝﻬﺎ‪ ،‬ﺒﻬﺩﻑ ﺘﻭﺠﻴﻪ ﻭﺍﺭﺸﺎﺩ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻴﺠﻌل ﻜل ﺫﻝﻙ ﺫﻫﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺘﻔﺘﻕ ﺤﻭل‬
‫ﻓﺭﻭﺽ ﺠﺩﻴﺩﺓ ﻝﺤل ﻤﺸﻜﻠﺘﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻜل ﻤﺎ ﺫﻜﺭ ﻓﺈﻥ ﻋﻤﻠﻴﺔ ﺒﻨﺎﺀ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‬

‫ﻭﻭﻓﻕ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺴﺎﻝﻔﺔ ﺍﻝﺫﻜﺭ ﺘﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺠﻬﺩﺍ ﻭﻭﻋﻴﺎ ﻋﻠﻤﻴﻴﻥ‪ ،‬ﻭﻫﻲ ﻋﻤﻠﻴﺔ‬
‫ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﻤﺩﻯ ﺘﻤﺘﻊ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻝﻤﺯﺍﻴﺎ ﺍﻝﺘﺎﻝﻴﺔ)‪:(1‬‬
‫‪ – 1‬ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻭﺍﺴﻌﺔ‪:‬‬
‫ﺍﻥ ﺒﻨﺎﺀ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﺘﺘﻁﻠﺏ ﺠﻬﺩﺍ ﻭﺍﻋﻴﺎ‪ ،‬ﻭﻤﻌﺭﻓﺔ ﻋﻤﻴﻘﺔ ﺘﺘﻭﻓﺭ‬
‫ﻝﺩﻯ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺨﻼل ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻤﺘﻌﺩﺩﺓ ﺍﻝﺘﻲ ﺘﻨﻁﻠﻕ ﻤﻨﺫ ﺍﻝﻠﺤﻅﺔ ﺍﻝﺘﻲ ﻴﻘﺭﺭ ﻓﻴﻬﺎ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﺴﻴﺩﺭﺴﻪ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺸﻤل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺸﺎﺒﻬﺔ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ ﻤﻥ ﻗﺒل ﺒﺎﺤﺜﻴﻥ ﺁﺨﺭﻴﻥ‪ ،‬ﻭﺘﻭﻓﺭ ﻫﺫﻩ ﺍﻝﻘﺭﺍﺀﺍﺕ‬
‫ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺒﻨﺎﺀ ﻭﻭﻀﻊ ﻓﺭﻀﻴﺎﺘﻪ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺴﻠﻴﻤﺔ‪.‬‬
‫‪ –2‬ﺍﻝﺘﺨﻴل‪:‬‬
‫ﻻﺒﺩ ﺍﻥ ﻴﻤﺘﻠﻙ ﺍﻝﺒﺎﺤﺙ ﻗﺩﺭﺓ ﻭﺍﺴﻌﺔ ﻋﻠﻰ ﺍﻝﺘﺨﻴل‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺍﻥ ﺘﻜﻭﻥ ﻋﻘﻠﻴﺔ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﺘﺤﺭﺭﺓ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺘﺼﻭﺭ ﺍﻷﻤﻭﺭ ‪ ..‬ﻓﺎﻝﺘﺨﻴل ﻴﻌﻨﻲ ﺍﻥ ﻴﺤﺭﺭ ﺍﻝﺒﺎﺤﺙ‬
‫ﻨﻔﺴﻪ ﻤﻥ ﺍﻨﻤﺎﻁ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‪ ،‬ﻭﻴﺘﺠﺎﻭﺯ ﺤﺩﻭﺩ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﻭﻴﺘﺨﻴل ﺩﻭﻥ ﺨﺸﻴﺔ ‪..‬‬
‫ﻓﺎﻝﺒﺎﺤﺙ ﻻ ﻴﺘﻤﻜﻥ ﻤﻥ ﻭﻀﻊ ﻓﺭﻀﻴﺎﺘﻪ ﻤﻥ ﺨﻼل ﺘﻌﺎﻤﻠﻪ ﻤﻊ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﺒل ﻻﺒﺩ ﻤﻥ ﺍﻥ‬
‫ﻴﺘﺠﺎﻭﺯ ﻫﺫﺍ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﻭﻴﺘﺨﻴل ﻭﺠﻭﺩ ﻋﻼﻗﺎﺕ ﻴﺨﻀﻌﻬﺎ ﻝﻠﺘﺠﺭﻴﺏ ‪ ..‬ﻝﺫﻝﻙ ﻜﻠﻪ ﻓﻼﺒﺩ‬
‫ﺍﻥ ﻴﺨﺼﺹ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺘﺎ ﻁﻭﻴﻼ ﻝﺒﻨﺎﺀ ﻓﺭﻀﻴﺎﺘﻪ‪.‬‬
‫‪– 3‬ﺍﻝﺠﻬﺩ ﻭﺍﻝﺘﻌﺏ‪:‬‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﺠﺎﺩ ﻫﻭ ﺍﻝﺫﻱ ﻴﻘﻀﻲ ﻭﻗﺘﺎ ﻁﻭﻴﻼ ﻤﺴﺘﻐﺭﻗﺎ ﻓﻲ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﻤﻭﻀﻭﻉ‬
‫ﺒﺤﺜﻪ‪ ،‬ﻴﻨﺎﻗﺸﻪ ﻤﻊ ﺯﻤﻼﺌﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﻤﻊ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻨﻔﺱ ﺍﻝﻤﺠﺎل‪ ،‬ﻭﻴﺤﺎﻭل‬
‫ﺩﺍﺌﻤﺎ ﺭﺼﺩ ﻭﺘﺴﺠﻴل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ‪ ..‬ﺒﻤﻌﻨﻰ ﺍﺨﺭ ﺍﻥ‬

‫‪ -1‬ﻋﻤﺎﺭ ﺒﻭﺤﻭﺵ‪ ،‬ﻤﺤﻤﺩ ﻤﺤﻤﻭﺩ ﺍﻝﺫﺒﻴﺎﻥ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺃﺴﺱ ﻭﺍﺴﺎﻝﻴﺏ‪ ،‬ﺍﻝﺯﺭﻗﺎﺀ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻻﺭﺩﻥ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﻤﻨﺎﺭ‪1989 ،‬ﻡ‪ ،‬ﺹ‪.41،42‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﻴﻜﻭﻥ ﻤﻬﻴﻤﻨﺎ ﺘﻤﺎﻤﺎ ﻋﻠﻰ ﺘﻔﻜﻴﺭ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻭﻗﺎﺘﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ‬
‫ﻴﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺒﻨﺎﺀ ﻓﺭﻀﻴﺎﺘﻪ ﺒﻁﺭﻴﻘﺔ ﻤﻨﻁﻘﻴﺔ‪.‬‬

‫ﺨﺎﻤﺴﺎ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬

‫ﺘﻭﺠﺩ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺘﺼﻨﻴﻔﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﻋﻠﻰ ﺍﺴﺎﺴﻬﺎ ﺘﺤﺩﻴﺩ ﺍﻨﻭﺍﻉ ﺍﻝﻔﺭﻭﺽ‪،‬‬
‫ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﻔﺭﻭﺽ ﻭﻓﻘﺎ ﻝﻁﺭﻴﻘﺔ ﺍﺸﺘﻘﺎﻗﻬﺎ‪:‬‬
‫ﺘﻘﺴﻡ ﺍﻝﻔﺭﻭﺽ ﺒﻨﺎﺀ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺍﺸﺘﻘﺎﻗﻬﺎ‪ ،‬ﺇﻝﻰ ﻨﻭﻋﻴﻥ)‪:(1‬‬
‫‪ - 1‬ﻓﺭﻭﺽ ﺍﺴﺘﻘﺭﺍﺌﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻥ ﺨﻼل‬
‫ﺍﻻﺴﺘﻘﺭﺍﺀ‪ ،‬ﻭﻤﻼﺤﻅﺔ ﺍﻝﺠﺯﺀ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺘﻌﻤﻴﻤﺎﺕ ﺍﻝﻜﻠﻴﺔ ‪ ..‬ﺒﺤﻴﺙ ﻴﺘﻡ ﺍﻝﺘﻌﺎﻤل‬
‫ﻤﻊ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻔﺼﻴﻠﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﺍﻭ ﻤﺸﻜﻠﺘﻪ‪ ،‬ﻭﻤﺤﺎﻭﻝﺔ‬
‫ﺍﻗﺎﻤﺔ ﺒﻨﺎﺀﺍﺕ ﻝﻠﻌﻼﻗﺎﺕ ﺒﻴﻥ ﻫﺫﻩ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺒﻌﻀﻬﺎ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺘﻔﺴﻴﺭﺍﺕ ﺍﻭﻝﻴﺔ ﺘﻘﻭﻡ‬
‫ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺎﺕ‪ ،‬ﻭﻫﺫﺍ ﻫﻭ ﺠﻭﻫﺭ ﻋﻤﻠﻴﺔ ﺍﻻﺴﺘﻘﺭﺍﺀ ﺒﺎﻋﺘﺒﺎﺭ ﺍﻥ ﻫﺫﻩ ﺍﻝﺤﻘﺎﺌﻕ ﻫﻲ‬
‫ﻗﻀﺎﻴﺎ ﻓﺭﻋﻴﺔ ﺍﻭ ﺘﻔﺼﻴﻠﻴﺔ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼل ﺍﻝﺭﺒﻁ ﺒﻴﻨﻬﺎ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻗﻀﺎﻴﺎ ﺃﻜﺒﺭ‬
‫ﻭﺍﺸﻤل‪.‬‬
‫‪ – 2‬ﻓﺭﻭﺽ ﺍﺴﺘﻨﺒﺎﻁﻴﺔ ﺃﻭ ﺍﺴﺘﺩﻻﻝﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﺸﺘﻘﺎﻗﻬﺎ ﻤﻥ ﻨﻅﺭﻴﺎﺕ ﻗﺎﺌﻤﺔ ﺍﻋﻡ ﻭﺍﺸﻤل‪ ،‬ﺃﻱ ﺍﻻﻨﺘﻘﺎل‬
‫ﻤﻥ ﻗﻀﺎﻴﺎ ﻜﻠﻴﺔ ﺃﻭ ﻋﺎﻤﺔ ﺇﻝﻰ ﻗﻀﺎﻴﺎ ﺃﻭ ﺘﻔﺴﻴﺭﺍﺕ ﺠﺯﺌﻴﺔ ﺘﺴﺘﻔﻴﺩ ﻤﻥ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺎﺕ‬
‫‪ ..‬ﻓﺘﻘﺩﻡ ﺩﻝﻴﻼ ﻴﺩﻋﻡ ﻫﺫﻩ ﺍﻝﻨﻅﺭﻴﺔ ﺃﻭ ﻴﻁﻭﺭﻫﺎ ﺍﻭ ﻴﻨﺎﻗﻀﻬﺎ‪ ،‬ﻓﺘﻅﻬﺭ ﻗﻴﻤﺔ ﺍﻝﻔﺭﺽ ﻓﻲ‬
‫ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺘﻘﺒﻠﺔ ﺍﻝﺘﻲ ﻴﻘﺘﺭﺤﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻨﺘﻴﺠﺔ ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻭﺽ‬
‫ﻭﺘﻔﺴﻴﺭﺍﺕ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪،2000 ،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.110،113‬‬
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‫‪132‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺏ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﻔﺭﻭﺽ ﻭﻓﻘﺎ ﻝﻁﺭﻴﻘﺔ ﺼﻴﺎﻏﺘﻬﺎ‪:‬‬

‫ﻨﻘﺼﺩ ﺒﺫﻝﻙ ﺍﻷﺴﻠﻭﺏ ﺍﻝﺫﻱ ﺘﺘﻡ ﺒﻪ ﺼﻴﺎﻏﺔ ﺍﻝﻔﺭﻭﺽ‪ ،‬ﺤﻴﺙ ﺘﺼﺎﻍ ﺍﻝﻔﺭﻭﺽ‬
‫ﺒﺈﺤﺩﻯ ﺍﻝﻁﺭﻴﻘﺘﻴﻥ ﺍﻝﺘﺎﻝﻴﺘﻴﻥ‪:‬‬
‫ﺍﻝﻁﺭﻴﻘﺔ ﺍﻻﻭﻝﻰ‪:‬ﻭﺘﺴﻤﻰ ﻓﺭﻀﻴﺔ ﺍﻻﺜﺒﺎﺕ ﺃﻭ ﺼﻴﻐﺔ ﺍﻷﺜﺒﺎﺕ‪:‬‬
‫ﺃﻱ ﺍﻥ ﺍﻝﻔﺭﻀﻴﺔ ﺘﺘﻡ ﺼﻴﺎﻏﺘﻬﺎ ﺒﻁﺭﻴﻘﺔ ﺘﺅﻜﺩ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﻴﺠﺎﺒﻴﺔ ﺃﻭ ﺴﻠﺒﻴﺔ‬
‫ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ‪ ،‬ﻜﺎﻥ ﻨﻘﻭل ﻤﺜﻼ‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ‬
‫ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﻭﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻻﻨﺘﺨﺎﺒﺎﺕ‪ ،‬ﺃﻭ ﻨﻘﻭل‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺘﻌﺭﺽ‬
‫ﺍﻷﻁﻔﺎل ﻝﻠﺘﻠﻔﺯﻴﻭﻥ ﻭﺍﺭﺘﻔﺎﻉ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻌﺩﻭﺍﻨﻲ ﻝﺩﻴﻬﻡ‪ ،‬ﺃﻭ ﺍﻥ ﻨﻘﻭل‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻻﺨﺒﺎﺭﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﺒﺎﻝﻘﻀﺎﻴﺎ ﺍﻝﺩﻭﻝﻴﺔ‪،‬‬
‫ﺃﻭ ﻨﻘﻭل‪ :‬ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻝﺼﺎﻝﺢ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﻘﺭﺅﻭﻥ‬
‫ﺒﺎﺴﺘﻤﺭﺍﺭ ﺍﻝﺼﺤﻑ ﺍﻻﺨﺒﺎﺭﻴﺔ ‪ ..‬ﻭﻫﻜﺫﺍ‪ ،‬ﻭﺘﺴﻤﻰ ﺼﻴﺎﻏﺔ ﺍﻝﻔﺭﻭﺽ ﺒﻬﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ‬
‫ﺼﻴﺎﻏﺔ ﺍﻻﺜﺒﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﺜﺒﺕ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﻴﺠﺎﺒﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﻫﻲ ﻓﻲ‬
‫ﺍﻷﻤﺜﻠﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ :‬ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ‪ ،‬ﻭﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﻝﻠﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﻭﺍﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ‬
‫ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻻﺨﺒﺎﺭﻴﺔ‪ ،‬ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﺍﻝﻤﺘﻤﺜل ﻋﻠﻰ ﺍﻝﺘﻭﺍﻝﻲ ﻓﻲ‪ :‬ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﺍﻻﻨﺘﺨﺎﺒﺎﺕ‪ ،‬ﻭﺍﻝﺴﻠﻭﻙ ﺍﻝﻌﺩﻭﺍﻨﻲ‪ ،‬ﻭﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﺒﺎﻝﻘﻀﺎﻴﺎ ﺍﻝﺩﻭﻝﻴﺔ‪.‬‬
‫ﻭﻓﻲ ﻨﻔﺱ ﺍﻻﻁﺎﺭ ﺘﻭﺠﺩ ﺼﻴﺎﻏﺔ ﺍﺜﺒﺎﺕ ﻝﻜﻨﻬﺎ ﺴﻠﺒﻴﺔ‪ ،‬ﻜﺄﻥ ﻨﻘﻭل ﻤﺜﻼ‪ :‬ﺘﻭﺠﺩ‬
‫ﻋﻼﻗﺔ ﺒﻴﻥ ﻋﺩﻡ ﻤﺘﺎﺒﻌﺔ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻭﻀﻌﻑ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﺴﻴﺎﺴﺔ‪ ،‬ﺃﻭ‪ :‬ﺘﻭﺠﺩ‬
‫ﻋﻼﻗﺔ ﺒﻴﻥ ﻋﺩﻡ ﺍﻝﺘﻌﺭﺽ ﻝﻠﺼﺤﻑ ﻭﺘﺭﺍﺠﻊ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﺒﺎﻝﻘﻀﺎﻴﺎ‬
‫ﺍﻝﺩﻭﻝﻴﺔ‪ ،‬ﺃﻭ‪ :‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻋﺩﻡ ﻗﺭﺍﺀﺓ ﺍﻷﻁﻔﺎل ﻝﻠﻤﺠﻼﺕ ﻭﻀﻌﻑ ﺍﻝﺘﺤﺼﻴل‬
‫ﺍﻝﻌﻠﻤﻲ ﻝﺩﻴﻬﻡ‪.‬‬
‫ﻭﻫﻜﺫﺍ ‪ ..‬ﻓﻔﻲ ﺍﻝﺤﺎﺘﻴﻥ‪ :‬ﺼﻴﻐﺔ ﺍﻻﺜﺒﺎﺕ ﺍﻻﻴﺠﺎﺒﻴﺔ‪ ،‬ﺃﻭ ﺼﻴﻐﺔ ﺍﻻﺜﺒﺎﺕ ﺍﻝﺴﻠﺒﻴﺔ‬
‫ﻓﺈﻥ ﻓﺭﻀﻴﺔ ﺍﻻﺜﺒﺎﺕ ﺘﺫﻫﺏ ﺇﻝﻰ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺜﺎﻨﻴﺔ‪:‬ﻭﺘﺴﻤﻰ ﻓﺭﻀﻴﺔ ﺍﻝﻨﻔﻲ‪ ،‬ﺃﻭ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺼﻔﺭﻴﺔ‪:‬‬

‫ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺘﺘﻡ ﺼﻴﺎﻏﺔ ﺍﻝﻔﺭﺽ ﺒﺄﺴﻠﻭﺏ ﻴﻨﻔﻲ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻜﺄﻥ ﻴﻘﻭل ﺍﻝﺒﺎﺤﺙ‪ :‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﺎﺒﻌﺔ‬
‫ﺍﻝﺼﺤﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ ﻭﺯﻴﺎﺩﺓ ﺍﻝﻭﻋﻲ ﺍﻝﺴﻴﺎﺴﻲ ﻝﻠﺸﺒﺎﺏ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﻭل‪ :‬ﻻ ﺘﻭﺠﺩ ﻓﺭﻭﻕ‬
‫ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻹﻨﺎﺙ ﻭﺍﻝﺫﻜﻭﺭ ﻨﺤﻭ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ ‪ ..‬ﺃﻭ ﺍﻥ‬
‫ﻴﻘﻭل‪ :‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺘﻌﺭﺽ ﺍﻝﺘﻼﻤﻴﺫ ﻝﻠﺘﻠﻔﺯﻴﻭﻥ ﻭﺍﻝﺘﺤﺼﻴل ﺍﻝﻌﻠﻤﻲ ﻝﺩﻴﻬﻡ ‪..‬‬
‫ﺃﻭ ﺍﻥ ﻴﻘﻭل‪ :‬ﻻ ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﻝﻤﺸﺎﻫﺩ ﺍﻝﻌﻨﻑ ﻓﻲ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‬
‫ﻭﺍﻝﺴﻠﻭﻙ ﺍﻝﻌﺩﻭﺍﻨﻲ ﻝﺩﻴﻬﻡ ‪ ..‬ﻭﻫﻜﺫﺍ‪..‬‬
‫ﻭﻴﺫﻫﺏ ﺍﻝﺒﻌﺽ ﺇﻝﻰ ﺍﻥ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺼﻔﺭﻴﺔ ﺃﻜﺜﺭ ﺴﻬﻭﻝﺔ ﻷﻨﻬﺎ ﺃﻜﺜﺭ ﺘﺤﺩﻴﺩﺍ‪،‬‬
‫)‪(1‬‬
‫ﻓﻲ ﻤﻘﺎﺒل ﺫﻝﻙ ﻓﺈﻨﻪ ﻴﺠﺏ ﺍﻝﺤﺫﺭ ﺘﻤﺎﻤﺎ‬ ‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻤﻜﻥ ﻗﻴﺎﺴﻬﺎ ﻭﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻗﻬﺎ‪،‬‬
‫ﻤﻥ ﺍﻝﺘﻭﺴﻊ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ﻻﻥ ﻗﺒﻭﻝﻪ ﺍﻭ ﺭﻓﻀﻪ ﻻ ﻴﻌﺒﺭ ﺒﺸﻜل ﺜﺎﺒﺕ‬
‫ﻋﻥ ﻫﺫﺍ ﺍﻝﻘﺭﺍﺭ‪ ،‬ﻷﻨﻪ ﺇﺠﺭﺍﺀ ﺇﺤﺼﺎﺌﻲ ﻤﺅﻗﺕ ﻴﺠﺏ ﺇﻋﺎﺩﺘﻪ ﻤﺘﻰ ﺘﻭﺍﻓﺭﺕ ﺒﻴﺎﻨﺎﺕ‬
‫ﻜﺎﻓﻴﺔ ﻻﺨﺘﺒﺎﺭ ﻓﺭﻭﺽ ﺘﺠﺭﻴﺒﻴﺔ ‪ ..‬ﻜﻤﺎ ﺍﻨﻪ ﻻ ﻨﻠﺠﺄ ﺇﻝﻰ ﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ﺇﻻ ﻓﻲ‬
‫)‪( 2‬‬
‫ﺤﺎﻻﺕ ﻨﺩﺭﺓ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻻﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ ﻝﻠﺒﺤﺙ‪.‬‬
‫ﻭﺃﺴﺎﺱ ﺍﻝﻔﺭﻭﺽ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻫﻭ ﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ﺍﻝﺫﻱ ﻴﻔﺘﺭﺽ ﺒﺩﺍﻴﺔ ﻋﺩﻡ‬
‫ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺤﺼﺭ ﺍﻝﻜﺎﻓﻲ ﻭﺍﻝﺩﻗﻴﻕ ﻝﺒﺎﺭﺍﻤﺘﺭﺍﺕ ﺍﻷﺼﻭل ﺃﻭ ﺍﻝﻌﻴﻨﺎﺕ ﻨﺘﻴﺠﺔ ﻨﺩﺭﺓ‬
‫ﺍﻝﺒﻴﺎﻨﺎﺕ ﺃﻭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻻﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ ﻝﻠﺒﺤﺙ ﺒﺎﻝﺸﻜل ﺍﻝﺫﻱ ﻴﺠﻌل‬
‫ﺍﻝﺒﺎﺤﺙ ﻴﻁﻤﺌﻥ ﺒﺩﺍﻴﺔ ﺇﻝﻰ ﻋﺩﻡ ﻭﺠﻭﺩ ﻓﺭﻭﻕ‪ ،‬ﺃﻭ ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺫﺍﺕ ﺩﻻﻝﺔ ﺃﻭ‬
‫ﻤﻐﺯﻯ ﺍﺤﺼﺎﺌﻲ‪ ،‬ﻭﺍﻱ ﻨﺘﻴﺠﺔ ﺨﻼﻑ ﺫﻝﻙ ﺘﻜﻭﻥ ﺒﺴﺒﺏ ﻋﻭﺍﻤل ﺃﺨﺭﻯ ﻭﻝﻴﺱ ﺒﺴﺒﺏ‬
‫)‪(3‬‬
‫ﺍﻻﺘﻔﺎﻕ ﻓﻲ ﺍﻝﺨﺼﺎﺌﺹ ﺃﻭ ﺍﻝﺴﻤﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻌﻴﻨﺎﺕ ﺃﻭﺍﻷﺼﻭل‪.‬‬

‫‪ -1‬ﻋﻤﺎﺭ ﺒﻭﺤﻭﺵ‪ ،‬ﻤﺤﻤﺩ ﻤﺤﻤﻭﺩ ﺍﻝﺫﺒﻴﺎﻥ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.39‬‬

‫‪ -2‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.120‬‬
‫‪Copyright © 2018.‬‬

‫‪ -3‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﻴﻕ‪ ،‬ﺹ‪117‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺼﻴﻐﺔ ﺍﻻﻭﻝﻰ "ﺼﻴﻐﺔ ﺍﻻﺜﺒﺎﺕ" ﺘﺅﻜﺩ ﻭﺘﺜﺒﺕ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻴﺠﺎﺒﺎ ﺃﻭ ﺴﻠﺒﺎ‪ ،‬ﻓﺈﻥ ﺍﻝﺼﻴﻐﺔ ﺍﻝﺜﺎﻨﻴﺔ "ﻓﺭﻀﻴﺔ ﺍﻝﻨﻔﻲ" ﺘﺅﻜﺩ ﻋﺩﻡ‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ‪ ،‬ﻭﻓﻲ ﺍﻝﺤﺎﻝﺘﻴﻥ ﻓﺈﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﻴﺘﺠﻪ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺔ ﺃﻭ ﻋﺩﻡ ﺼﺤﺔ ﻤﺎ ﺫﻫﺒﺕ ﺇﻝﻴﻪ ﺘﻠﻙ‬
‫ﺍﻝﻔﺭﻭﺽ‪.‬‬
‫ﺝ‪ :‬ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻭﺠﻬﺔ ﻭﺍﻝﻔﺭﻭﺽ ﻏﻴﺭ ﺍﻝﻤﻭﺠﻬﺔ)‪:(1‬‬
‫‪ - 1‬ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻭﺠﻬﺔ‪ :‬ﻫﻲ ﺘﻠﻙ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ ﺘﻘﺭﺭ ﻭﺠﻭﺩ ﺍﻝﻌﻼﻗﺔ‬
‫ﻭﺍﺘﺠﺎﻫﻬﺎ ﻭﺘﻘﺩﻴﺭﻫﺎ ﺍﻝﻠﻔﻅﻲ ) ﺃﻗل – ﺃﻋﻠﻰ – ﺘﺘﺯﺍﻴﺩ – ﺘﺘﻨﺎﻗﺹ(‪ ،‬ﻭﺘﻅﻬﺭ ﻓﻲ‬
‫ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻭﺠﻬﺔ ﺘﻭﻗﻌﺎﺕ ﺍﻝﺒﺎﺤﺙ ﺤﻭل ﺍﺘﺠﺎﻩ ﺍﻝﻌﻼﻗﺔ ﺃﻭ ﺍﻷﺜﺭ ﻭﻗﺩﺭﻫﺎ‪ ،‬ﻭﻴﺴﻤﻴﻬﺎ‬
‫ﺍﻝﺩﻜﺘﻭﺭ ﻋﺒﺩﺍﻝﻐﻨﻲ ﻋﻤﺎﺩ "ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﻤﺸﺭﻭﻁﺔ‪ ،‬ﻭﻫﻲ ﺘﺼﺎﻍ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺘﻐﻴﺭﻴﻥ ﻗﺩ ﻴﺄﺨﺫ ﺍﻝﻭﺍﺤﺩ ﻗﻴﻤﺘﻴﻥ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ‪ :‬ﻜﻠﻤﺎ ﺍﺭﺘﻔﻊ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺜﻘﺎﻓﻲ‬
‫ﺘﺤﺴﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺼﺤﻲ‪ ،‬ﻓﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﻫﻨﺎ‪ :‬ﺼﺤﻲ – ﺜﻘﺎﻓﻲ‪ ،‬ﻭﺍﻝﻔﺭﻀﻴﺔ ﺍﺸﺘﺭﺍﻁﻴﺔ‪،‬‬
‫ﻓﺈﺫﺍ ﺜﺒﺕ ﻫﺫﺍ ﺍﻝﺸﺭﻁ ﻜﺎﻥ ﺍﻝﻔﺭﺽ ﺼﺎﺩﻓﺎ‪ ،‬ﻭﺇﺫﺍ ﻝﻡ ﻴﺜﺒﺕ ﺘﺤﺴﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺼﺤﻲ‬
‫)‪(2‬‬
‫ﺒﺴﺒﺏ ﺍﺭﺘﻔﺎﻉ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺜﻘﺎﻓﻲ ﻴﻜﻭﻥ ﺍﻝﻔﺭﺽ ﺨﺎﻁﺌﺎ"‪.‬‬
‫ﻭﻤﻥ ﺃﻤﺜﻠﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻭﺠﻬﺔ ﺍﻴﻀﺎ‪:‬‬
‫‪ -‬ﻜﻠﻤﺎ ﺯﺍﺩ ﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﻝﻠﺘﻠﻔﺯﻴﻭﻥ ﺯﺍﺩ ﻤﻌﺩل ﺍﻝﻌﻨﻑ ﻝﺩﻴﻬﻡ‪.‬‬
‫‪ -‬ﻴﻭﺠﺩ ﺍﺭﺘﺒﺎﻁ ﻁﺭﺩﻱ ﺒﻴﻥ ﻗﺭﺍﺀﺓ ﺍﻝﺸﺒﺎﺏ ﻝﻠﺼﺤﻑ ﻭﻤﺸﺎﺭﻜﺘﻬﻡ ﺍﻝﺴﻴﺎﺴﻴﺔ‪.‬‬
‫‪ -‬ﻜﻠﻤﺎ ﺯﺍﺩ ﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﻝﻠﺘﻠﻔﺯﻴﻭﻥ ﻗل ﻤﻌﺩل ﺘﺤﺼﻴﻠﻬﻡ ﺍﻝﺩﺭﺍﺴﻲ‪.‬‬
‫ﻭﻴﻌﺘﺒﺭ ﺍﻝﻔﺭﺽ ﺍﻝﻤﻭﺠﻪ ﺍﻜﺜﺭ ﺜﺭﺍﺀ ﻭﻴﻌﺒﺭ ﻋﻥ ﺍﻝﻤﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻝﺠﻭﺍﻨﺏ ﺍﻝﻨﻅﺭﻴﺔ‬
‫ﻭﺍﻷﺩﺒﻴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻲ ﺴﺎﻋﺩﺘﻪ ﻋﻠﻰ ﺇﺩﺭﺍﻙ ﺼﻭﺭﺓ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻤﺘﻭﻗﻌﺔ ﻤﻥ ﻨﺘﺎﺌﺞ‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.116 ،115‬‬

‫‪ -2‬ﻋﺒﺩﺍﻝﻐﻨﻲ ﻋﻤﺎﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ :‬ﻤﻨﻬﺠﻴﺘﻪ– ﻤﺭﺍﺤﻠﻪ – ﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﻁﺭﺍﺒﻠﺱ ﻝﺒﻨﺎﻥ‪2002 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.46‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﺠﺭﻴﺏ ﻜﺎﻤﻠﺔ‪ ،‬ﺒﻴﻨﻤﺎ ﻻ ﻴﻘﺩﻡ ﺍﻝﻔﺭﺽ ﻏﻴﺭ ﺍﻝﻤﻭﺠﻪ ﻭﺍﻝﻔﺭﺽ ﺍﻝﺼﻔﺭﻱ ﺇﻻ ﺒﺩﺍﻴﺔ‬
‫ﻀﻌﻴﻔﺔ ﻝﻼﺨﺘﺒﺎﺭ ﻻ ﺘﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﺍﺩﻭﺍﺘﻪ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻭﻁﺭﻗﻪ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺴﺘﻬﺩﻓﻬﺎ ﻤﻥ ﺼﻴﺎﻏﺘﻪ ﻝﻠﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫‪ –2‬ﺍﻝﻔﺭﻭﺽ ﻏﻴﺭ ﺍﻝﻤﻭﺠﻬﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ ﺘﻜﺘﻔﻲ ﺒﺘﺼﻭﺭ ﻭﺠﻭﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻘﻁ‪ ،‬ﺩﻭﻥ‬
‫ﺍﻥ ﺘﺤﺩﺩ ﺍﺘﺠﺎﻫﻬﺎ ﺃﻭ ﻗﺩﺭﻫﺎ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ‪:‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻜﺜﺎﻓﺔ ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﻭﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻡ‪.‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﻌﺭﺽ ﻝﻺﻋﻼﻨﺎﺕ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻭﺍﻗﺘﻨﺎﺀ ﺍﻝﺴﻠﻊ‪.‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻗﺭﺍﺀﺓ ﺍﻝﻤﺠﻼﺕ ﻭﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ‪.‬‬
‫)‪(1‬‬
‫ﺩ‪ :‬ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻁﻠﻘﺔ ﻭﺍﻝﻔﺭﻭﺽ ﺍﻻﺤﺘﻤﺎﻝﻴﺔ‪:‬‬
‫‪ - 1‬ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻁﻠﻘﺔ‪:‬‬
‫ﻗﺩ ﺘﺄﺨﺫ ﺍﻝﻔﺭﻭﺽ ﻁﺎﺒﻌﺎ ﺘﻌﻤﻴﻤﻴﺎ ﻤﻁﻠﻘﺎ‪ ،‬ﻤﺜل ﻗﻭﻝﻨﺎ‪ :‬ﺍﻥ ﻜل ﺍﻻﻨﻘﻼﺒﺎﺕ‬
‫ﺍﻝﻌﺴﻜﺭﻴﺔ ﺩﺒﺭﻫﺎ ﻭﻗﺎﺩﻫﺎ ﻀﺒﺎﻁ ﺫﻭﻭ ﺭﺘﺏ ﻤﺘﻭﺴﻁﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﻔﺭﻭﺽ ﺍﻻﺤﺘﻤﺎﻝﻴﺔ‪:‬‬
‫ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﺘﺄﺨﺫ ﺍﻝﻔﺭﻭﺽ ﺼﻴﻐﺔ ﺍﺤﺘﻤﺎﻝﻴﺔ ﻭﺍﻝﺘﻲ ﺘﻌﻁﻲ ﻨﺴﺒﺎ ﻝﺤﺩﻭﺙ‬
‫ﻅﺎﻫﺭﺓ ﻤﻥ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﻤﺜل ﻗﻭﻝﻨﺎ‪ :‬ﺍﻥ ‪ %85‬ﻤﻥ ﺍﻻﻨﻘﻼﺒﺎﺕ ﺍﻝﻌﺴﻜﺭﻴﺔ ﻗﺎﻡ ﺒﻬﺎ ﻀﺒﺎﻁ‬
‫ﻤﻥ ﺍﻝﻁﺒﻘﺎﺕ ﺍﻝﻭﺴﻁﻰ‪.‬‬
‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻨﻪ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻻ ﻴﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻔﺭﺽ ﺒﺎﻋﺘﺒﺎﺭﻩ‬
‫ﺤﻘﻴﻘﺔ ﻋﻠﻤﻴﺔ ﻤﺅﻜﺩﺓ‪ ،‬ﻭﺍﻻ ﻴﻘﻭﻡ ﺒﺠﻤﻊ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻤﺤﺩﺩﺓ ﻝﻴﺅﻜﺩ ﺼﺤﺔ ﻤﺎ‬
‫ﺫﻫﺏ ﺍﻝﻴﻪ‪ ،‬ﻭﻝﻜﻥ ﻋﻠﻴﻪ ﺩﺍﺌﻤﺎ ﺍﻥ ﻴﺨﺘﺒﺭ ﻭﻴﻘﻴﺱ ﺍﻝﻔﺭﻭﺽ ﻭﻓﻕ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ‬
‫ﻴﺴﺘﺨﺩﻤﻬﺎ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺍﻥ ﻴﻘﻑ ﻋﻠﻰ ﺍﻝﺤﻴﺎﺩ ﻤﻥ ﻜل ﺫﻝﻙ‪ ،‬ﻭﺍﻻ ﻴﺘﺨﺫ ﻤﻭﻗﻔﺎ ﻤﺘﺤﻴﺯﺍ‬

‫‪ -1‬ﻤﺤﻤﺩ ﺯﺍﻫﻲ ﺍﻝﻤﻐﻴﺭﺒﻲ‪ ،‬ﻗﺭﺍﺀﺍﺕ ﻓﻲ ﺍﻝﺴﻴﺎﺴﺔ ﺍﻝﻤﻘﺎﺭﻨﺔ – ﻗﻀﺎﻴﺎ ﻤﻨﻬﺠﻴﺔ ﻭﻤﺩﺍﺨل ﻨﻅﺭﻴﺔ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺒﻨﻐﺎﺯﻱ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﻗﺎﺭﻴﻭﻨﺱ‪1994 ،‬ﻡ‪.‬‬

‫‪copyright law.‬‬

‫‪136‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﺠﺎﻩ ﻤﺎ ﻭﻀﻌﻪ ﻤﻥ ﻓﺭﻭﺽ‪" ،‬ﺫﻝﻙ ﺍﻥ ﺒﻠﻭﺭﺓ ﺍﻝﻔﺭﻀﻴﺎﺕ ﻻ ﻴﻌﻨﻲ ﺴﻼﻤﺘﻬﺎ ﻤﺎﺩﺍﻤﺕ‬

‫ﺘﻤﺜل ﺤﻠﻭﻻ ﺃﻭﻝﻴﺔ ﻤﺤﺘﻤﻠﺔ ﻤﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻝﺤﺩﺱ ﻭﺍﻝﺘﺨﻤﻴﻥ ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻨﺸﻁ‪ ،‬ﻭﺍﻨﻬﺎ ﻻ‬
‫ﺘﺭﻗﻰ ﺇﻝﻰ ﻤﺴﺘﻭﻯ ﺍﻝﺤﻘﻴﻘﺔ ﺍﻝﻤﺴﻠﻡ ﺒﻬﺎ ﻤﺎ ﻝﻡ ﻴﺜﺒﺕ ﺍﻝﺒﺤﺙ ﺼﺤﺘﻬﺎ" )‪ .( 1‬ﻓﺎﻝﺘﺠﺭﺒﺔ‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻫﻲ ﻤﺎ ﻴﺤﺩﺩ ﺒﻌﺩ ﺫﻝﻙ ﺼﺤﺔ ﺍﻝﻔﺭﺽ ﻤﻥ ﻋﺩﻤﻪ‪.‬‬
‫ﻭﺍﺨﺘﻴﺎﺭ ﺼﻴﻐﺔ ﺍﻻﺜﺒﺎﺕ ﺃﻭ ﺍﻝﻨﻔﻲ ﻓﻲ ﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ ﻻ ﻴﺘﻡ ﺒﺼﻭﺭﺓ ﻋﺸﻭﺍﺌﻴﺔ‪،‬‬
‫ﻭﺍﻨﻤﺎ ﻫﻲ ﻋﻤﻠﻴﺔ ﺘﺅﺴﺱ ﻋﻠﻰ ﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻭﺘﻤﺭﺴﻪ ﻭﺍﻁﻼﻋﻪ‪ ،‬ﺩﻭﻥ ﺍﻥ ﻴﻌﻨﻲ ﺫﻝﻙ‬
‫– ﻭﻜﻤﺎ ﺴﺒﻕ ﺍﻻﺸﺎﺭﺓ – ﺍﻥ ﻴﺘﺤﻴﺯ ﺍﻝﺒﺎﺤﺙ ﺍﺜﻨﺎﺀ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺇﻝﻰ ﻤﺎ‬
‫ﻴﺅﻜﺩ ﺼﺤﺔ ﺍﻓﺘﺭﺍﻀﺎﺘﻪ ﻜﻭﻨﻪ ﻫﻭ ﺍﻝﺫﻱ ﻗﺎﻡ ﺒﻭﻀﻌﻬﺎ ﻭﺍﺨﺘﻴﺎﺭﻫﺎ ﻜﺤل ﻤﻘﺘﺭﺡ‬
‫ﻝﻤﺸﻜﻠﺘﻪ ﺒﻨﺎﺀ ﻋﻠﻰ ﺨﺒﺭﺓ ﺴﺎﺒﻘﺔ‪ ،‬ﺒل ﻋﻠﻴﻪ ﺩﺍﺌﻤﺎ ﺍﻥ ﻴﻅل ﻋﻠﻰ ﺍﻝﺤﻴﺎﺩ‪ ،‬ﻭﺍﻥ ﻴﺘﺭﻙ‬
‫ﺍﻝﻤﺠﺎل ﻝﻸﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻝﺘﺤﺩﺩ ﺼﺤﺔ ﺃﻭ ﻋﺩﻡ ﺼﺤﺔ ﻓﺭﻭﻀﻪ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﺘﻁﻠﺏ‬
‫ﺘﺩﺭﻴﺏ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﺤﻴﺎﺩﻴﺔ ﻭﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻷﻫﻭﺍﺀ ﻭﺍﻝﻨﺯﻋﺎﺕ ﻭﺍﻝﻤﻴﻭل ﻭﺍﻝﻘﻨﺎﻋﺎﺕ‬
‫ﺍﻝﺸﺨﺼﻴﺔ‪.‬‬
‫ﻭﻴﻅﻬﺭ ﺘﺎﺭﻴﺦ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻥ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺘﻲ ﺍﺨﻔﻘﺕ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﺍﻝﺩﻋﻡ ﻭﺍﻝﻘﺒﻭل ﻓﺎﻗﺕ ﺒﻜﺜﻴﺭ ﻓﻲ ﻋﺩﺩﻫﺎ ﺘﻠﻙ ﺍﻝﺘﻲ ﻻﻗﺕ ﺍﻝﺩﻋﻡ‪ ،‬ﻭﻴﺩﺭﻙ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻤﻥ‬
‫ﺫﻭﻱ ﺍﻝﺨﺒﺭﺓ ﺒﺎﻥ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﺘﻲ ﻝﻡ ﺘﺠﺩ ﺍﻝﺘﺄﻴﻴﺩ ﺘﻤﺜل ﺠﺯﺀ ﻤﻔﻴﺩﺍ ﻝﻠﺨﺒﺭﺓ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﻭﻴﻤﻜﻥ ﻝﻬﺫﻩ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻥ ﺘﻘﻭﺩ ﺇﻝﻰ ﺇﻋﺎﺩﺓ ﺍﻝﻨﻅﺭ ﻓﻲ ﺍﻝﻨﻅﺭﻴﺔ‪ ،‬ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﺘﻘﺭﺒﻨﺎ ﻤﻥ‬
‫ﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﺼﺤﻴﺢ ﻝﻸﻤﻭﺭ)‪.(2‬‬
‫ﻭﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻅﺭﻭﻑ ﻓﺈﻨﻪ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﺒل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﺘﻭﺼل‬
‫ﺇﻝﻴﻬﺎ ﺩﺭﺍﺴﺘﻪ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺼﺤﺔ ﺍﻝﻔﺭﻭﺽ ﺃﻭ ﻋﺩﻡ ﺼﺤﺘﻬﺎ‪ ،‬ﺩﻭﻥ ﺍﻥ ﻴﻌﻨﻲ ﺫﻝﻙ ﻓﻲ‬

‫‪ -1‬ﻋﻠﻲ ﺴﻠﻴﻡ ﺍﻝﻌﻼﻭﻨﺔ‪ ،‬ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺩﺍﺭﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﻝﻠﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪1997 ،‬ﻡ‪ ،‬ﺹ‪.22‬‬
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‫‪ -2‬ﺩﻭﻨﺎﻝﺩ ﺍﺭﻱ‪ ،‬ﻝﻭﻜﻲ ﺸﻴﺯﺭﺠﺎﻜﻭﺒﺱ‪ ،‬ﺍﺴﻜﺎﺭ ﺭﺍﺯﻓﻴﻪ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.117‬‬

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‫ﺤﺎل ﻗﺒﻭل ﺍﻝﻔﺭﻀﻴﺔ – ﻤﺜﻼ – ﺍﻥ ﺍﻝﻔﺭﻀﻴﺔ ﺼﺎﻝﺤﺔ ﺒﺎﻝﻀﺭﻭﺭﺓ‪ ،‬ﻓﺎﻷﻤﺭ ﻫﻨﺎ ﻗﺩ‬
‫ﻴﺭﺘﺒﻁ ﻓﻘﻁ ﺒﻌﺩﻡ ﺘﻭﻓﺭ ﺍﻷﺩﻝﺔ ﺍﻝﻜﺎﻓﻴﺔ ﻋﻠﻰ ﺭﻓﻀﻬﺎ‪.‬‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﺍﻫﺩﺍﻑ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬

‫ﺘﺴﻌﻰ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻋﺩﺩ ﻤﻥ ﺍﻷﻫﺩﺍﻑ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ‬
‫ﺍﻵﺘﻲ)‪:(1‬‬
‫‪ – 1‬ﺘﻭﺠﻴﻪ ﺍﻝﺩﺭﺍﺴﺔ‪ :‬ﻓﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﻻ ﺘﻨﻁﻠﻕ ﻤﻥ ﻓﺭﻭﺽ ﺒﺤﺜﻴﺔ ﺘﻔﺘﻘﺭ‬
‫ﺇﻝﻰ ﺍﻝﻤﻭﺠﻪ‪ ،‬ﻜﻤﺎ ﺘﻔﺘﻘﺭ ﺇﻝﻰ ﻨﻘﻁﺔ ﺍﻝﺒﺩﺀ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﺤﻴﺙ ﺍﻥ ﺍﻝﻔﺭﻭﺽ ﺘﻌﺩ ﺒﻤﺜﺎﺒﺔ‬
‫ﺨﻁﺔ ﻋﻤل ﺘﺤﺩﺩ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﻋﻠﻴﻪ ﺍﺘﺒﺎﻋﻬﺎ‪.‬‬
‫‪–2‬ﺍﻝﺘﻘﻠﻴل ﻤﻥ ﺍﺤﺘﻤﺎﻻﺕ ﺍﻝﺘﺠﺭﺒﺔ ﻭﺍﻝﺨﻁﺄ‪:‬ﻭﻫﻲ ﺍﻻﺤﺘﻤﺎﻻﺕ ﺍﻝﺘﻲ ﺘﻨﺘﺞ‬
‫ﻋﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﻝﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺍﺴﺘﺒﻌﺎﺩ ﺘﺄﺜﻴﺭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻭﺴﻴﻁﺔ‪ :‬ﻭﻫﻲ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﺅﺜﺭ ﻋﻠﻰ ﺴﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻨﺘﺎﺌﺠﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻝﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺘﺤﻭﻴل ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺇﻝﻰ ﻭﺤﺩﺍﺕ ﻗﺎﺒﻠﺔ ﻝﻠﻘﻴﺎﺱ‬
‫ﺍﻝﻜﻤﻲ‪ :‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺍﻝﺘﻌﺭﻴﻑ ﺍﻻﺠﺭﺍﺌﻲ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﻀﻤﻨﻬﺎ ﺍﻝﻔﺭﻭﺽ‪.‬‬

‫ﺴﺎﺒﻌﺎ‪ :‬ﺘﺴﺎﺅﻻﺕ ﺍﻝﺒﺤﺙ‪:‬‬

‫ﺘﺘﻔﺎﻭﺕ ﺍﻫﺩﺍﻑ ﺍﻝﺒﺤﻭﺙ ﺒﻴﻥ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺕ ﺃﻭ ﺍﺨﺘﺒﺎﺭ ﻓﺭﻭﺽ ﻤﻌﻴﻨﺔ‬
‫ﻭﺍﻝﺘﺤﻘﻕ ﻤﻨﻬﺎ‪ ،‬ﺃﻭ ﺍﻝﺠﻤﻊ ﺒﻴﻥ ﻜل ﻤﻥ ﺍﻝﺘﺴﺎﺅﻻﺕ ﻭﺍﻝﻔﺭﻭﺽ ﻓﻲ ﺁﻥ ﻭﺍﺤﺩ‪،‬‬

‫‪ -1‬ﺸﻴﻤﺎﺀ ﺫﻭﺍﻝﻔﻘﺎﺭ ﺯﻏﻴﺏ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻭﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪،‬‬

‫‪Copyright © 2018.‬‬

‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪2009 ،‬ﻡ‪ ،‬ﺹ‪.62‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﺴﺎﺅﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺠﻤل ﺃﻭ ﻋﺒﺎﺭﺍﺕ ﺘﺘﻡ ﺼﻴﺎﻏﺘﻬﺎ ﺒﻁﺭﻴﻘﺔ‬

‫ﺍﺴﺘﻔﻬﺎﻤﻴﺔ ﺘﺘﻁﻠﺏ ﺇﺠﺎﺒﺔ ﻤﺒﺎﺸﺭﺓ ﻭﻭﺍﻀﺤﺔ‪ ،‬ﻭﻫﻲ ﺘﺠﺊ ﺍﻨﻌﻜﺎﺴﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻓﻔﻲ ﺩﺭﺍﺴﺔ – ﻤﺜﻼ – ﻋﻥ ﺘﻌﺭﺽ ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻻﺸﺒﺎﻋﺎﺕ ﺍﻝﻤﺘﺤﻘﻘﺔ ﻴﺘﻡ ﻭﻀﻊ ﻋﺩﺩ ﻤﻥ ﺍﻝﺘﺴﺎﺅﻻﺕ ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﻤﺎ ﻤﻌﺩل ﺘﻌﺭﺽ ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ؟‬
‫ﻤﺎ ﺩﻭﺍﻓﻊ ﺘﻌﺭﺽ ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ؟‬
‫ﻤﺎ ﺍﻻﺸﺒﺎﻋﺎﺕ ﺍﻝﻤﺘﺤﻘﻘﺔ ﻝﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ ﺠﺭﺍﺀ ﺍﻝﺘﻌﺭﺽ ﻝﻤﻭﺍﻗﻊ‬
‫ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ؟‬
‫ﻭﻫﻜﺫﺍ ‪ ..‬ﺒﺤﻴﺙ ﺘﺼﺎﻍ ﻜل ﻫﺫﻩ ﺍﻝﺘﺴﺎﺅﻻﺕ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﻲ ﻫﻨﺎ‬
‫ﺘﺨﺘﻠﻑ ﻋﻥ ﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ ﺘﻘﺩﻡ ﺇﺠﺎﺒﺎﺕ ﻭﺘﻔﺴﻴﺭﺍﺕ ﻤﺘﻭﻗﻌﺔ ﻝﻠﻤﺸﻜﻠﺔ‪ ،‬ﻭﻝﺘﺄﻜﻴﺩ ﻋﻼﻗﺔ‬
‫ﺃﻭ ﻨﻔﻴﻬﺎ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‪.‬‬
‫ﻭﺘﻌﺭﻑ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺒﺎﻨﻬﺎ "ﻤﺠﻤﻭﻋﺔ ﺍﺴﺌﻠﺔ ﺩﻗﻴﻘﺔ ﺘﺩﻭﺭ ﻓﻲ ﺫﻫﻥ ﺍﻝﺒﺎﺤﺙ ﻭﻴﺴﻌﻰ‬
‫ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺇﻝﻰ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ ﻓﻲ ﺒﺎﻗﻲ‬
‫ﻓﺼﻭل ﺍﻝﺩﺭﺍﺴﺔ")‪.(1‬‬
‫ﻭﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ ﻴﻁﺭﺡ ﻨﻔﺴﻪ ﻫﻨﺎ ﻫﻭ‪ :‬ﻤﺘﻰ ﻴﻘﺭﺭ ﺍﻝﺒﺎﺤﺙ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻔﺭﻭﺽ؟‬
‫ﻭﻤﺘﻰ ﻴﻘﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺴﺎﺅﻻﺕ‪.‬؟‬
‫ﻭﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺫﻝﻙ ﻨﻘﻭل؛ ﺍﻥ ﺫﻝﻙ ﻴﺘﻭﻗﻑ ﻋﻠﻰ ﻋﺩﺓ ﺍﻋﺘﺒﺎﺭﺍﺕ‪ ،‬ﻜﺎﻝﻬﺩﻑ ﻤﻥ‬
‫ﺍﻝﻬﺩﻑ‪" ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻝﻌﺎﻡ ﻷﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﻫﻭ ﻭﺼﻑ ﻭﺘﺸﺨﻴﺹ ﻤﺸﻜﻠﺔ ﻤﻥ‬
‫ﺍﻝﻤﺸﻜﻼﺕ‪ ،‬ﺃﻭ ﺘﺤﻠﻴل ﺨﺼﺎﺌﺹ ﻤﺠﺘﻤﻊ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‪ ،‬ﻓﻘﺩ ﻻ ﻨﺤﺘﺎﺝ ﻓﻲ ﻫﺫﻩ‬
‫ﺍﻝﺤﺎﻝﺔ ﺇﻝﻰ ﺼﻴﺎﻏﺔ ﻓﺭﻭﺽ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺤﺙ ﻴﻬﺩﻑ ﺇﻝﻰ ﺘﺤﻠﻴل ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‪ ،‬ﻜﺎﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﺭﺘﺒﺎﻁ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﺤﺴﺎﻥ ﺍﻝﺤﺴﻥ‪ ،‬ﺍﻷﺴﺱ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻁﻠﻴﻌﺔ‪1983 ،‬ﻡ‪ ،‬ﺹ‪.4‬‬
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‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺒﺎﻹﻗﺒﺎل ﺍﻭ ﺍﻻﺤﺠﺎﻡ ﻋﻥ ﺘﻨﻅﻴﻡ ﺍﻻﺴﺭﺓ‪ ،‬ﻓﺎﻨﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻔﺭﻭﺽ‬
‫ﻭﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺼﺩﻗﻬﺎ")‪.(1‬‬
‫ﻜﻤﺎ ﺘﺴﺘﺨﺩﻡ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻴﻀﺎ ﺒﺩل ﺍﻝﻔﺭﻭﺽ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﺘﻌﺭﺽ‬
‫ﻝﻤﻭﻀﻭﻋﺎﺕ ﺠﺩﻴﺩﺓ ﻝﻡ ﻴﺴﺒﻕ ﺍﻝﺘﻌﺭﺽ ﻝﻬﺎ‪ ،‬ﻭﻻ ﺘﻭﺠﺩ ﻝﻬﺎ ﺨﻠﻔﻴﺎﺕ ﻨﻅﺭﻴﺔ ﻴﻤﻜﻥ‬
‫ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﻭﻀﻊ ﻓﺭﻭﺽ ﻤﺤﺩﺩﺓ ﻭﻭﺍﻀﺤﺔ‪ ،‬ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻝﺒﺤﻭﺙ ﻀﻤﻥ ﻓﺌﺔ‬
‫ﺍﻝﺒﺤﻭﺙ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻠﺠﺄ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺇﻝﻰ ﻭﻀﻊ ﺘﺴﺎﺅﻻﺕ ﺘﺤﻜﻡ‬
‫ﺴﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﻭﺠﻴﻬﻬﺎ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺘﺒﻨﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻋﻠﻰ ﻤﺎ‬
‫ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺘﺤﻘﻴﻘﻪ ﻤﻥ ﺍﻫﺩﺍﻑ ﻝﺩﺭﺍﺴﺘﻪ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺘﺭﺠﻤﺔ ﺍﻷﻫﺩﺍﻑ ﻭﺇﻋﺎﺩﺓ‬
‫ﺼﻴﺎﻏﺘﻬﺎ ﻓﻲ ﺸﻜل ﺘﺴﺎﺅﻻﺕ‪ ،‬ﻭﺘﺘﻭﻝﻰ ﻫﺫﻩ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺘﺤﺩﻴﺩ ﺨﻁ ﺴﻴﺭ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺒﺭﻤﺘﻬﺎ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﺘﻤل ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻁﺭﺤﻬﺎ‪،‬‬
‫ﻤﻥ ﺨﻼل ﻤﺎ ﻗﺎﻡ ﺒﺠﻤﻌﻪ ﻤﻥ ﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫ﻭﺘﺴﺘﺨﺩﻡ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺒﺩل ﺍﻝﻔﺭﻭﺽ ﻻﻥ ﻫﻨﺎﻙ ﺒﻌﺽ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﻻ ﺘﺴﻬل‬
‫ﺼﻴﺎﻏﺔ ﻓﺭﻀﻴﺎﺘﻬﺎ ﻋﻠﻰ ﺸﻜل ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻜﺫﻝﻙ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ ﺍﻷﻤﺭ‬
‫ﺒﺎﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ‪ ،‬ﺤﻴﺙ ﻻ ﺘﺘﻁﻠﺏ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺇﻻ ﻤﺠﺭﺩ ﺼﻴﺎﻏﺘﻬﺎ ﻓﻘﻁ)‪.(2‬‬
‫ﻭﻴﺭﻯ ﺫﻭﻗﺎﻥ ﻋﺒﻴﺩﺍﺕ ﻭﺍﺨﺭﻭﻥ ﺍﻨﻪ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺤﺙ ﻴﻬﺩﻑ ﻓﻘﻁ ﺇﻝﻰ ﺍﻝﻭﺼﻭل‬
‫ﺇﻝﻰ ﺤﻘﺎﺌﻕ ﻓﻼ ﻗﻴﻤﺔ ﻝﻠﻔﺭﻀﻴﺎﺕ‪ ،‬ﻭﻴﻤﻜﻥ ﺒﺎﻝﺘﺎﻝﻲ ﺍﻻﻜﺘﻔﺎﺀ ﺒﺎﻝﺘﺴﺎﺅﻻﺕ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻥ‬
‫ﺍﻝﺒﺤﺙ ﻴﻬﺩﻑ ﺇﻝﻰ ﺘﻔﺴﻴﺭ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻷﺴﺒﺎﺏ ﻭﺍﻝﻌﻭﺍﻤل ﻭﺘﺤﻠﻴل ﺍﻝﻅﺎﻫﺭﺓ‬
‫ﺍﻝﻤﺩﺭﻭﺴﺔ ﻓﻼﺒﺩ ﻤﻥ ﻭﺠﻭﺩ ﻓﺭﻀﻴﺎﺕ)‪.(3‬‬

‫‪ -1‬ﻨﻭﺍل ﻤﺤﻤﺩ ﻋﻤﺭ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪1995 ،‬ﻡ‪ ،‬ﺹ‪.60‬‬
‫‪ -2‬ﺍﻝﻌﺠﻴﻠﻲ ﺴﺭﻜﺯ‪ ،‬ﺍﻷﺴﺱ ﺍﻝﻌﻠﻤﻴﺔ ﻹﻋﺩﺍﺩ ﺍﻝﺨﻁﻁ ﻭﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻻﻁﺭﻭﺤﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﻁ‪،3‬‬
‫ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻝﻴﺒﻴﺎ‪ ،‬ﺩﺍﺭ ﺍﺴﺎﺭﻴﺎ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ‪2000 ،‬ﻡ‪ ،‬ﺹ‪43‬‬
‫‪ -3‬ﺫﻭﻗﺎﻥ ﻋﺒﻴﺩﺍﺕ ﻭﺃﺨﺭﻭﻥ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ :‬ﻤﻔﻬﻭﻤﻪ – ﺃﺩﻭﺍﺘﻪ – ﺍﺴﺎﻝﻴﺒﻪ‪ ،‬ﻋﻤﺎﻥ‪1982 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.96،97‬‬
‫‪copyright law.‬‬

‫‪140‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻭﻓﻘﺎ ﻝﻠﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻗﺩ ﻴﻁﺭﺡ ﻋﺩﺩﺍ ﻤﻥ ﺍﻝﺘﺴﺎﺅﻻﺕ ﻓﻲ‬
‫ﺍﻁﺎﺭ ﻤﻨﻬﺠﻲ ﺘﻭﻓﺭ ﺍﺠﺎﺒﺎﺘﻬﺎ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﺘﻠﺒﻲ ﺤﺎﺠﺎﺕ ﺍﻝﺒﺤﺙ ﻭﺘﺤﻘﻕ ﺃﻫﺩﺍﻓﻪ‪ ،‬ﻓﻌﻠﻰ‬
‫ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻻ ﺘﺤﺘﺎﺝ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﺇﻝﻰ ﺼﻴﺎﻏﺔ ﻓﺭﻭﺽ ﻋﻠﻤﻴﺔ ﻷﻨﻬﺎ ﺘﺴﺘﻬﺩﻑ‬
‫ﻓﻲ ﻤﺠﻤﻭﻋﻬﺎ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ‪ :‬ﻤﻥ؟ ﻭﻤﺎﺫﺍ؟ ﻭﻜﻴﻑ؟ ﻭﻝﻤﺎﺫﺍ؟‪ ،‬ﻭﻫﻲ ﺍﺴﺌﻠﺔ‬
‫ﺘﺴﺘﻬﺩﻑ ﻭﺼﻑ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺭﺍﻫﻥ‪ ،‬ﺩﻭﻥ ﺍﻥ ﺘﺘﺠﺎﻭﺯ ﻫﺫﺍ ﺍﻝﻭﺼﻑ ﺇﻝﻰ ﺒﻨﺎﺀ ﻋﻼﻗﺎﺕ ﺃﻭ‬
‫ﺍﺨﺘﺒﺎﺭ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺎﺕ‪ ،‬ﺒﻴﻨﻤﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺘﻬﺩﻑ‬
‫ﻭﺼﻑ ﺃﻭ ﺍﺨﺘﺒﺎﺭ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺴﺒﺒﻴﺔ ﺘﺘﻁﻠﺏ ﺼﻴﺎﻏﺔ ﻓﺭﻭﺽ ﻋﻠﻤﻴﺔ ﺘﻀﻊ ﺘﻔﺴﻴﺭﺍ‬
‫ﺍﻭﻝﻴﺎ ﻝﻠﻌﻼﻗﺎﺕ ﺍﻝﺘﻲ ﻴﺴﺘﻬﺩﻑ ﻭﺼﻔﻬﺎ ﺃﻭ ﺍﺨﺘﺒﺎﺭﻫﺎ ﻤﻥ ﺨﻼل ﺘﻌﺎﻤل ﻤﻨﻬﺠﻲ ﻤﻊ‬
‫ﻗﺎﻋﺩﺓ ﻭﺨﺒﺭﺓ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ)‪.(1‬‬

‫ﻭﻴﻌﺘﺒﺭ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻥ ﺍﻝﺘﺴﺎﺅل ﺍﻜﺜﺭ ﺍﺘﺴﺎﻋﺎ ﻤﻥ ﺍﻝﻔﺭﺽ‪ ،‬ﻓﺎﻝﺘﺴﺎﺅل ﺍﻝﻭﺍﺤﺩ‬

‫ﺭﺒﻤﺎ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺃﻜﺜﺭ ﻤﻥ ﻓﺭﺽ)‪.(2‬‬
‫ﻭﻫﻜﺫﺍ ﻨﺨﻠﺹ ﺇﻝﻰ ﺃﻨﻪ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﻻ ﺘﻘﻴﺱ ﻤﺘﻐﻴﺭﺍﺕ ﻤﻌﻴﻨﺔ‪،‬‬
‫ﻭﺍﻝﺘﻲ ﻻ ﻴﺘﻌﺩﻯ ﻫﺩﻓﻬﺎ ﺍﺴﺘﻜﺸﺎﻑ ﻭﺘﺸﺨﻴﺹ ﻤﻭﻗﻑ ﻤﻌﻴﻥ‪ ،‬ﺃﻭ ﺤﺎﻝﺔ ﺘﺎﺭﻴﺨﻴﺔ ﻤﻌﻴﻨﺔ‪،‬‬
‫ﺃﻭ ﺍﻥ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﺠﺩﻴﺩ‪ ،‬ﻭﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻔﺘﻘﺭ ﻓﻴﻪ ﺇﻝﻰ ﺍﻝﺨﺒﺭﺓ ﻭﺍﻝﺩﺭﺍﻴﺔ ﻭﺍﻻﻁﻼﻉ‬
‫ﺒﺴﺒﺏ ﻨﺩﺭﺓ ﺍﻝﻤﺭﺍﺠﻊ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻗﻠﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺘﻭﻓﺭﺓ‪ ،‬ﻤﻊ ﻨﻘﺹ ﺨﺒﺭﺓ‬
‫ﻭﺘﺠﺭﺒﺔ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻓﺈﻥ ﺍﻷﻤﺭ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻘﺘﺼﺭ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺕ ﻓﻘﻁ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ‬
‫ﻜﺎﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺴﻌﻰ ﺇﻝﻰ ﻗﻴﺎﺱ ﻤﺘﻐﻴﺭ ﺃﻭ ﺃﻜﺜﺭ ﻤﻊ ﻭﺠﻭﺩ ﺭﺼﻴﺩ ﻋﻠﻤﻲ ﻭﺨﺒﺭﺓ‬
‫ﻝﻠﺒﺎﺤﺙ‪ ،‬ﻭﻓﻲ ﻅل ﻭﺠﻭﺩ ﺍﻴﻀﺎ ﺩﺭﺍﺴﺎﺕ ﻭﺒﺤﻭﺙ ﺍﺠﺭﻴﺕ ﻓﻲ ﺫﺍﺕ ﺍﻝﺤﻘل‪ ،‬ﻓﺈﻥ‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪2000 ،‬ﻡ‪،‬‬
‫ﺹ‪.120‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﺸﻔﻴﻕ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻹﻋﺩﺍﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،1998 ،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.80‬‬
‫‪copyright law.‬‬

‫‪141‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻷﻤﺭ ﻴﺘﻁﻠﺏ ﻭﻀﻊ ﻓﺭﻭﺽ ﺘﺴﺘﻨﺩ ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﺘﺠﺭﺒﺔ ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﺤﻘﺎﺌﻕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺴﺎﺒﻘﺔ‪.‬‬
‫ﻭﺘﺠﺩﺭ ﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ ﺍﻥ ﺒﻌﺽ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻗﺩ ﺘﻘﻭﺩ ﺇﻝﻰ ﺍﻨﺠﺎﺯ ﺩﺭﺍﺴﺎﺕ‬
‫ﺘﻔﻭﻕ ﻓﻲ ﻗﻴﻤﺘﻬﺎ ﺍﻝﻌﻠﻤﻴﺔ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻓﻘﺩ ﺘﻭﺼل ﻜﺎﻤﺒل ﻭﺯﻤﻼﺌﻪ ﻤﻥ‬
‫ﺨﻼل ﻤﻘﺎﺭﻨﺔ ﺒﻌﺽ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻨﺠﺯﺓ ﺇﻝﻰ ﺍﻥ ﺍﺨﺘﺒﺎﺭ ﺍﺴﺌﻠﺔ ﺍﻝﺒﺤﺙ ﻝﻴﺱ ﻋﻤل ﺒﺴﻴﻁ‪،‬‬
‫ﺍﻭ ﻤﺠﺭﺩ ﻗﺭﺍﺭ ﻴﺘﺨﺫﻩ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻓﺎﻝﺒﺤﺙ ﺍﻝﻬﺎﻡ ﻫﻭ ﻋﻤﻠﻴﺔ ﺃﻭ ﺍﺘﺠﺎﻩ ﺍﻭ ﻁﺭﻴﻘﺔ ﻤﻥ‬
‫ﺍﻨﻪ ﺴﻭﺍﺀ‬ ‫ﻁﺭﻕ ﺍﻝﺘﻔﻜﻴﺭ)‪ ،(1‬ﻭﻴﺭﻯ ﻜل ﻤﻥ ‪mc millan and Schumacher‬‬
‫ﺍﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﺴﺌﻠﺔ ﺍﻡ ﻓﺭﻭﻀﺎ ﻓﻼﺒﺩ ﺍﻥ ﻴﺤﺘﻭﻱ ﺃﻴﺎ ﻤﻨﻬﻤﺎ ﻋﻠﻰ ﻤﺼﻁﻠﺤﺎﺕ‬
‫)‪(2‬‬
‫ﻤﺤﺩﺩﺓ ﻭﻤﻭﻀﻭﻋﻴﺔﺘﻭﻀﺢ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺒﺸﻜل ﻤﺨﺘﺼﺭ‪.‬‬

‫ﻭﻨﺨﻠﺹ ﻤﻤﺎ ﺴﺒﻕ ﺇﻝﻰ ﺍﻥ ﺍﻻﻜﺘﻔﺎﺀ ﺒﺎﻝﻔﺭﻭﺽ ﻓﻘﻁﺩﻭﻥ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺃﻭﺍﻻﻜﺘﻔﺎﺀ‬

‫ﻓﻘﻁ ﺒﺎﻝﺘﺴﺎﺅﻻﺘﺩﻭﻨﺎﻝﻔﺭﻭﺽ ﺍﻤﺭﺍ ﺘﻔﺭﻀﻪ ﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺇﻻ‬
‫ﺍﻨﻪ ﺒﺈﻤﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻀﻊ ﻝﺩﺭﺍﺴﺘﻪ ﻓﺭﻭﻀﺎ ﻭﺘﺴﺎﺅﻻﺕ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ‪ ،‬ﻭﻴﺘﺠﻨﺏ‬
‫ﺒﺎﻝﺘﺎﻝﻲ ﻤﺎ ﺘﺘﻌﺭﺽ ﻝﻪ ﺍﻝﻔﺭﻭﺽ ﻤﻥ ﺍﻨﺘﻘﺎﺩﺍﺕ ﻤﻨﻬﺠﻴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻥ ﺒﻨﺎﺌﻬﺎ ﻗﺩ ﻴﺨﻀﻊ‬
‫ﻷﻫﻭﺍﺀ ﻭﻤﻴﻭل ﻭﺘﻔﺴﻴﺭﺍﺕ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﻥ ﺍﻻﻜﺘﻔﺎﺀ ﺒﺎﻝﻔﺭﻭﺽ ﻗﺩ ﻴﺠﻌل‬
‫ﺍﻝﺒﺎﺤﺙ ﻴﺘﺤﺭﻙ ﻓﻲ ﺩﺍﺌﺭﺓ ﺼﻐﻴﺭﺓ ﻭﻀﻴﻘﺔ‪ ،‬ﺒﺤﻴﺙ ﻴﻜﺘﻔﻲ ﺒﺭﺼﺩ ﻤﺎ ﻝﻪ ﻓﻘﻁ ﻋﻼﻗﺔ‬
‫ﺒﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﺘﺤﺩﻴﺩﻫﺎ‪ ،‬ﻭﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻁﺎﺭ ﻓﺭﻭﻀﻪ ﺩﻭﻥ‬
‫ﺍﻝﻨﻅﺭ ﺇﻝﻰ ﻤﺘﻐﻴﺭﺍﺕ ﻭﻋﻼﻗﺎﺕ ﺍﺨﺭﻯ ﻗﺩ ﻴﻜﻭﻥ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﺩﺭﺴﻬﺎ‪،‬‬

‫‪ -1‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪ ،14‬ﻨﻘﻼ ﻋﻥ‪Campbell, G. T, Draft, R. :‬‬
‫‪L. and Hulim, C. L.what to study: Generating: Generating and developing‬‬
‫‪Research questions. London sage. 1982. P. 109.‬‬
‫‪ -2‬ﻤﻔﺘﺎﺡ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪ ،114‬ﻨﻘﻼ ﻋﻥ‪mc millan and Schumacher , :‬‬
‫‪S. Research in education: A concebtual Introduction. Boston: Little,‬‬
‫‪Copyright © 2018.‬‬

‫‪Brown, and company, 1984.p35.‬‬

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‫ﻭﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻨﻌﺘﻘﺩ ﺒﺎﻥ ﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ ﺇﻝﻰ ﺠﺎﻨﺏ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺴﻭﻑ ﻴﺠﻌل ﺍﻝﺒﺤﺙ‬
‫ﺍﻜﺜﺭ ﻋﻤﻘﺎ ﻭﺜﺭﺍﺀ ﻭﺸﻤﻭﻻ ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺘﻐﻁﻴﺔ ﻜﺎﻓﺔ ﺠﻭﺍﻨﺏ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﺼﻨﻴﻑ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ‪ ،‬ﻫﻲ ﺘﺴﺎﺅﻻﺕ ﻭﺼﻔﻴﺔ‪،‬‬
‫)‪(1‬‬
‫‪:‬‬ ‫ﻭﺍﺴﺌﻠﺔ ﻋﻼﻗﺎﺕ ‪ ،‬ﻭﺍﺴﺌﻠﺔ ﻓﺭﻭﻕ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪،‬‬
‫‪ – 1‬ﺍﻷﺴﺌﻠﺔ ﺍﻝﻭﺼﻔﻴﺔ‪:‬‬
‫ﻴﺘﻨﺎﻭل ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻻﺴﺌﻠﺔ ﻤﺎﺫﺍ ﺤﺩﺙ‪ ،‬ﺃﻭ ﻤﺎﺫﺍ ﻴﻤﻜﻥ ﺍﻥ ﻴﺤﺩﺙ‪ ،‬ﻜﻤﺎ‬
‫ﺘﺴﺘﺨﺩﻡ ﺍﻴﻀﺎ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻨﺤﻭ ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ‬
‫ﺫﻝﻙ‪:‬‬
‫‪ -‬ﻤﺎ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻲ ﺍﻋﺘﻤﺩﺕ ﻋﻠﻴﻬﺎ ﺼﺤﻴﻔﺔ ﺍﻝﺸﺭﻕ ﺍﻷﻭﺴﻁ ﻓﻲ ﺘﻐﻁﻴﺘﻬﺎ‬
‫ﻝﻠﻘﻀﺎﻴﺎ ﺍﻝﻌﺭﺒﻴﺔ؟‬
‫‪ -‬ﻤﺎ ﻨﻭﻉ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺩﻴﻨﻴﺔ ﺍﻝﻤﻨﺸﻭﺭﺓ ﻓﻲ ﺼﺤﻴﻔﺔ ﺍﻝﻌﺭﺏ؟‬
‫‪ -‬ﻤﺎ ﺩﻭﺍﻓﻊ ﻗﺭﺍﺀﺓ ﺍﻝﺸﺒﺎﺏ ﺍﻝﻠﻴﺒﻲ ﻝﻠﺼﺤﻑ ﺍﻹﻝﻜﺘﺭﻭﻨﻴﺔ؟‬
‫‪ -‬ﻤﺎ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ ﺍﻝﻤﻔﻀﻠﺔ ﻝﺩﻯ ﺍﻝﻤﺸﺎﻫﺩ ﺍﻝﻠﻴﺒﻲ؟‬
‫‪ -‬ﻤﺎ ﺍﺘﺠﺎﻫﺎﺕ ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﻁﺭﺍﺒﻠﺱ ﻨﺤﻭ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻝﻠﻴﺒﻴﺔ ﺍﻝﺘﻲ ﺘﺒﺙ‬
‫ﻤﻥ ﺍﻝﺨﺎﺭﺝ؟‬
‫‪ –2‬ﺍﺴﺌﻠﺔ ﺍﻝﻌﻼﻗﺎﺕ‪:‬‬
‫ﻭﻫﻲ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﺃﻜﺜﺭ‬
‫ﻤﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ)‪ ،(2‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ‪:‬‬
‫‪ -‬ﻤﺎ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻻﺨﺒﺎﺭﻴﺔ؟‬
‫‪ -‬ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻨﻭﻉ "ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ" ﻭﻤﺸﺎﻫﺩﺓ ﺍﻝﻤﺴﻠﺴﻼﺕ‬
‫ﺍﻝﻤﺩﺒﻠﺠﺔ ﻓﻲ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ؟‬

‫‪ -1‬ﺍﻨﻅﺭ‪ :‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.117 ،115‬‬

‫‪Copyright © 2018.‬‬

‫‪ -2‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪.117 -115 ،‬‬

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‫‪ -‬ﻤﺎ ﺩﺭﺠﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻤﻜﺎﻥ ﺍﻻﻗﺎﻤﺔ "ﺤﻀﺭ – ﺭﻴﻑ" ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻤﻭﺍﻗﻊ‬
‫ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻠﺸﺒﺎﺏ ﺍﻝﻠﻴﺒﻲ؟‬
‫‪ –3‬ﺍﺴﺌﻠﺔ ﺍﻝﻔﺭﻭﻕ‪:‬‬
‫ﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﻝﻠﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺃﻭ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ‪:‬‬
‫‪ -‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻲ ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﺍﻝﻴﻭﻤﻴﺔ؟‬
‫‪ -‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﺒﻴﻥ ﻁﻼﺏ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﻁﻼﺏ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻓﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻤﻬﻡ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ؟‬
‫‪ -‬ﻫل ﺘﻭﺠﺩ ﻓﺭﻭﻕ ﻭﻓﻘﺎ ﻝﻤﺘﻐﻴﺭ ﻤﻜﺎﻥ ﺍﻝﺴﻜﻥ "ﺭﻴﻑ – ﺤﻀﺭ" ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻻﺘﺼﺎل ﺍﻝﺤﺩﻴﺜﺔ؟‬
‫‪Copyright © 2018.‬‬
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‫ﺍﻝﻔﺼل ﺍﻝﺨﺎﻤﺱ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﻤﻔﻬﻭﻤﻬﺎ – ﺃﻨﻭﺍﻋﻬﺎ – ﺃﻫﻤﻴﺘﻬﺎ‬
Copyright © 2018.
copyright law.

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AN: 2040367 ; .; :
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪:‬‬

‫ﻴﻌﺘﺒﺭ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﻭﺍﻀﺢ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﺤﺩ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻬﻤﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﺫﻝﻙ ﺍﻨﻪ ﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻀﺤﺔ ﻭﻤﺤﺩﺩﺓ ﺃﻤﻜﻥ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺍﻜﺜﺭ ﺩﻗﺔ‬
‫ﺒﺸﺄﻨﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﻘﻭﺩ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﻭﻓﻬﻤﻬﺎ ﻭﻗﻴﺎﺴﻬﺎ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺒﺎﻝﺘﺎﻝﻲ‬
‫ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻔﻴﺩﺓ ﺒﺸﺄﻨﻬﺎ‪.‬‬
‫ﻭﺘﻔﻴﺩ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺘﺤﻘﻴﻕ ﻓﻬﻡ ﺍﻋﻤﻕ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ‬
‫ﺨﻼل ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻜﻠﻤﺎ ﻜﺎﻨﺕ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻀﺤﺔ ﻭﻤﺤﺩﺩﺓ ﻜﻠﻤﺎ ﺴﺎﻋﺩ‬
‫ﺫﻝﻙ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺫﺍﺕ ﺩﻻﻻﺕ ﻭﺍﻀﺤﺔ ﻭﺃﻗﺭﺏ ﻝﻠﺜﻘﺔ‪.‬‬
‫ﻭﻴﻘﺼﺩ ﺒﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺘﻲ ﻴﺸﺘﺭﻙ ﻓﻴﻬﺎ ﺍﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ‪،‬‬
‫ﻭﺘﺄﺨﺫ ﻗﻴﻤﺎ ﻤﺘﻐﻴﺭﺓ ﺒﻴﻥ ﻓﺭﺩ ﻭﺃﺨﺭ‪ ،‬ﻓﻁﻼﺏ ﺍﻝﺼﻑ ﺍﻝﺜﺎﻨﻲ ﺍﻻﺒﺘﺩﺍﺌﻲ ﻴﺨﺘﻠﻔﻭﻥ ﻤﻥ‬
‫ﺤﻴﺙ ﺍﻝﻁﻭل ﻭﺍﻝﻭﺯﻥ ﻭﻤﺴﺘﻭﻯ ﺍﻝﺘﺤﺼﻴل‪ ،‬ﻭﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻫﻨﺎﻙ ﺨﻭﺍﺹ ﺜﺎﺒﺘﺔ ﻓﻲ‬
‫ﺍﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ‪ ،‬ﺤﻴﺙ ﺍﻥ ﻁﻠﺒﺔ ﺍﻝﺼﻑ ﺍﻝﺜﺎﻨﻲ ﺍﻻﺒﺘﺩﺍﺌﻲ ﻜﻠﻬﻡ ﻓﻲ ﻨﻔﺱ‬
‫)‪(1‬‬
‫ﻜﻤﺎ ﻴﻌﺭﻑ ﺍﻝﻤﺘﻐﻴﺭ ﺒﺎﻨﻪ "ﺨﺎﺼﻴﺔ ﻴﻤﻜﻥ ﺍﻥ ﺘﺘﻐﻴﺭ ﺃﻭ ﺘﺨﺘﻠﻑ‬ ‫ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ‪،‬‬
‫ﺒﻤﺭﻭﺭ ﺍﻝﺯﻤﻥ ﺃﻭ ﻤﻥ ﻤﻜﺎﻥ ﻷﺨﺭ‪ ،‬ﺃﻭ ﻤﻥ ﺸﺨﺹ ﺃﻭ ﺠﻤﺎﻋﺔ ﻷﺨﺭﻯ‪ ،‬ﻓﺎﻝﻔﺭﻭﻕ ﻓﻲ‬
‫)‪(2‬‬
‫ﺍﻝﻌﻤﺭ ﻭﺍﻝﺠﻨﺱ ﻭﺍﻝﺴﻼﻝﺔ ﻭﺍﻝﻁﺒﻘﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻨﻤﺎ ﻫﻲ ﻤﺘﻐﻴﺭﺍﺕ‪.‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻝﻤﺘﻐﻴﺭ ﻜﺫﻝﻙ ﺒﺎﻨﻪ ﺨﺎﺼﻴﺔ ﺘﺠﺭﻴﺒﻴﺔ ﺘﺘﻀﻤﻥ ﻗﻴﻤﺘﻴﻥ ﺃﻭ ﺍﻜﺜﺭ‪ ،‬ﻓﺈﺫﺍ‬
‫ﻜﺎﻨﺕ ﻫﺫﻩ ﺍﻝﺨﺎﺼﻴﺔ ﻗﺎﺒﻠﺔ ﻝﻠﺘﻐﻴﺭ ﻜﻤﺎ ﺃﻭ ﻨﻭﻋﺎ ﻨﻅﺭ ﺍﻝﻴﻬﺎ ﻜﻤﺘﻐﻴﺭ‪ ،‬ﻭﻋﻠﻰ ﺴﺒﻴل‬
‫ﺍﻝﻤﺜﺎل‪ :‬ﻤﺘﻐﻴﺭ ﺍﻝﻁﺒﻘﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻴﻤﻜﻥ ﺍﻥ ﻴﺄﺨﺫ ﺃﻜﺜﺭ ﻤﻥ ﻗﻴﻤﺘﻴﻥ‪ :‬ﻁﺒﻘﺔ ﻋﻠﻴﺎ –‬

‫‪ -1‬ﻤﺤﻔﻭﻅ ﺠﻭﺩﺓ‪ ،‬ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺩﺍﺭﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺯﻫﺭﺍﻥ ﻝﻠﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪2012 ،‬ﻡ‪ ،‬ﺹ‪53،54‬‬
‫‪ -2‬ﻴﻭﻨﺱ ﺤﻤﺎﺩﻱ ﻋﻠﻲ‪ ،‬ﺍﻻﺤﺼﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ ﻝﻴﺒﻴﺎ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺴﺎﺒﻊ ﻤﻥ ﺍﺒﺭﻴل‪2008 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.22‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻁﺒﻘﺔ ﻭﺴﻁﻰ – ﻁﺒﻘﺔ ﺩﻨﻴﺎ )‪ ،( 1‬ﻭﺍﻝﻤﺘﻐﻴﺭ ﻤﻔﻬﻭﻡ ﻴﺄﺨﺫ ﻗﻴﻤﺎ ﻋﺩﻴﺩﺓ )‪ ،( 2‬ﻭﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺒﺎﻝﻤﻌﻨﻰ ﺍﻝﺒﺤﺜﻲ ﻭﺍﻻﺤﺼﺎﺌﻲ ﻫﻭ ﺍﻝﺨﺎﺼﻴﺔ‪ ،‬ﺃﻭ ﺍﻝﺼﻔﺔ ﺃﻭ ﺍﻝﺴﻠﻭﻙ ﻋﻨﺩ ﻤﺠﻤﻭﻋﺔ ﺍﻭ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺃﻭ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺒﺤﺙ)‪ ،( 3‬ﻭﺘﺭﺘﺒﻁ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺒﺎﻝﻔﺭﻭﺽ‪،‬‬
‫ﺤﻴﺙ ﺘﺭﺒﻁ ﺍﻝﻔﺭﻀﻴﺔ ﻋﺎﺩﺓ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﻤﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻓﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﺇﺫﺍ ﻫﻲ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﻋﻠﻴﻬﺎ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﻭﺘﺘﺨﺫ‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭﻤﺼﻁﻠﺢ ﺍﻝﻤﺘﻐﻴﺭ ﻫﻨﺎ ﻴﺸﻴﺭ ﺇﻝﻰ ﺘﻠﻙ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ‪ ،‬ﻓﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‬
‫ﻤﺜﻼ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ‪ ،‬ﻭﻤﺘﻐﻴﺭ ﺍﻝﻌﻤﺭ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻷﻁﻔﺎل ﻭﺍﻝﻤﺭﺍﻫﻘﻴﻥ‬
‫ﻭﺍﻝﺸﺒﺎﺏ ﻭﺍﻝﺭﺠﺎل ﻭﺍﻝﺸﻴﻭﺥ‪ ،‬ﻭﻜﺫﻝﻙ ﻤﺘﻐﻴﺭ ﺍﻝﺴﻜﻥ ﺍﻭ ﺍﻻﻗﺎﻤﺔ ﻴﻤﻜﻥ ﺍﻥ ﻴﻜﻭﻥ‪ :‬ﺭﻴﻑ‬
‫– ﺤﻀﺭ ‪ ..‬ﻭﻫﻜﺫﺍ ‪..‬‬
‫ﻭﻴﺸﻴﺭ ﺍﻝﻤﺘﻐﻴﺭ ﻋﺎﺩﺓ ﺇﻝﻰ ﺃﻱ ﺼﻔﺔ ﺃﻭ ﻗﺩﺭﺓ ﻴﺘﻐﻴﺭ ﺒﺎﻝﻨﺴﺒﺔ ﺇﻝﻴﻬﺎ ﺍﻷﻓﺭﺍﺩ‪،‬‬
‫ﻭﺘﺨﺘﻠﻑ ﺍﻝﺨﺼﺎﺌﺹ ﻤﻥ ﻓﺭﺩ ﻷﺨﺭ‪ ،‬ﺍﻭ ﻤﻥ ﺸﻲﺀ ﻷﺨﺭ‪ ،‬ﺍﻭ ﻤﻥ ﻭﺤﺩﺓ ﻷﺨﺭﻯ‪ ،‬ﻜل‬
‫ﺤﺴﺏ ﻁﺒﻴﻌﺘﻪ ‪ ..‬ﻓﺎﻝﻤﺘﻐﻴﺭ ﺍﺫﺍ ﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﻝﺨﺎﺼﻴﺔ ﺃﻭ ﺍﻝﺼﻔﺔ ﺍﻝﺘﻲ ﻴﻤﺘﻠﻜﻬﺎ‬
‫)‪(4‬‬
‫ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻓﺈﻥ‪ :‬ﺩﺭﺠﺔ ﺘﻌﺭﺽ ﺍﻷﻓﺭﺍﺩ ﻝﻭﺴﺎﺌل‬ ‫ﺍﻝﺸﺨﺹ ﻭﺍﻝﻘﺎﺒﻠﺔ ﻝﻠﺘﻐﻴﻴﺭ‪،‬‬
‫ﺍﻹﻋﻼﻡ‪ ،‬ﺃﻭ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻨﺤﻭ ﻤﻭﻀﻭﻋﺎﺕ ﻤﻌﻴﻨﺔ ﻤﻨﺸﻭﺭﺓ ﻓﻲ ﺍﻝﺼﺤﺎﻓﺔ‪ ،‬ﺃﻭ ﺘﺭﺩﺩﻫﻡ‬
‫ﻋﻠﻰ ﺩﻭﺭ ﺍﻝﻌﺭﺽ ﺍﻝﺴﻴﻨﻤﺎﺌﻲ‪ ،‬ﺠﻤﻴﻌﻬﺎ ﺘﻌﺩ ﻤﺘﻐﻴﺭﺍﺕ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﺨﻼل ﺼﻴﺎﻏﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺒﻁﺭﻴﻘﺔ ﻭﺍﻀﺤﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﻅﻬﺭ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ‬

‫‪ -1‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﺍﺴﻠﻭﺏ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﺒﻨﻐﺎﺯﻱ‪ ،‬ﺠﺎﻤﻌﺔ ﻗﺎﺭﻴﻭﻨﺱ‪،‬‬
‫‪1988‬ﻡ‪ ،‬ﺹ‪66‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﺍﻝﻭﻓﺎﺌﻲ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻷﻨﺠﻠﻭ‬
‫ﺍﻝﻤﺼﺭﻴﺔ‪1989 ،‬ﻡ‪ ،‬ﺹ‪.27‬‬
‫‪ -3‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012 ،‬ﻡ‪ ،‬ﺹ‪.95‬‬
‫‪ -4‬ﻋﺒﺩﺍﻝﻠﻁﻴﻑ ﺠﺎﺴﻡ ﺍﻝﺤﺸﺎﺵ‪ ،‬ﻤﺒﺎﺩﺉ ﺍﻻﺤﺼﺎﺀ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ‪ ،‬ﻁ‪ ،2‬ﺍﻝﺭﻴﺎﺽ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺩﺍﺭ ﺍﻝﺯﻫﺭﺍﺀ‪2011 ،‬ﻡ‪ ،‬ﺹ‪.35‬‬

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‫‪147‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﺨﺭﻭﺝ ﺒﻨﺘﺎﺌﺞ ﻭﺍﺴﺘﻨﺘﺎﺠﺎﺕ ﺘﺘﻴﺢ ﻓﻬﻡ ﻭﺍﺴﺘﻴﻌﺎﺏ ﻭﺍﺩﺭﺍﻙ ﻭﺘﻔﺴﻴﺭ‬
‫ﺍﻝﻤﺸﻜﻠﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺍﻥ ﺩﻗﺔ ﻭﻋﻤﻕ ﻭﺩﻻﻻﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻨﺘﻭﺼل‬
‫ﺇﻝﻴﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻨﻤﺎ ﺘﺘﻭﻗﻑ ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻋﻠﻰ ﻤﺩﻯ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ‬
‫ﺘﺤﺩﻴﺩ ﻭﻀﺒﻁ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻨﻬﺎ ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ‬
‫ﻭﺼﺎﺭﻤﺔ‪ ،‬ﻭﻤﺩﻯ ﻭﻀﻭﺡ ﺘﻠﻙ ﺍﻝﻌﻼﻗﺔ‪ ،‬ﻭﻝﺫﻝﻙ ﻓﻤﻥ ﺍﻝﻤﻬﻡ ﻭﻀﻊ ﺘﻌﺭﻴﻔﺎﺕ ﺩﻗﻴﻘﺔ‬
‫ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﺘﺠﺎﻫﺎﺘﻬﺎ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﻭﺸﻜل ﺍﻝﻌﻼﻗﺔ ﺒﻴﻨﻬﺎ‪،‬‬
‫ﻭﻫﻲ ﺍﻤﻭﺭ ﺴﻭﻑ ﺘﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﺍﻴﻀﺎ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ‪ ،‬ﻭﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﺴﺎﻝﻴﺏ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻨﻭﺍﻉ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪:‬‬

‫ﺃ – ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪:‬‬
‫ﻭﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺅﺜﺭ‪ ،‬ﺍﻝﺫﻱ ﻴﺘﺭﻙ ﺘﺄﺜﻴﺭﺍ ﻭﺍﻀﺤﺎ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﻴﻤﻜﻥ‬
‫ﺘﺸﺒﻴﻪ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﺒﺎﻝﻤﺜﻴﺭ ﺍﻭ ﺍﻝﻤﻨﺒﻪ ﺍﻝﺫﻱ ﻴﺅﺩﻱ ﺇﻝﻰ ﺘﻐﻴﻴﺭﺍﺕ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻫﻭ ﺍﻝﺫﻱ ﻴﻔﺴﺭ ﺤﺩﻭﺙ ﺫﻝﻙ ﺍﻝﺘﻐﻴﺭ‪ ،‬ﻓﺎﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ‬
‫ﺍﻻﺨﺒﺎﺭﻴﺔ ﻗﺩ ﻴﻜﻭﻥ ﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل ﻴﺅﺜﺭ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ )ﺍﻝﺫﻱ ﻫﻭ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ( ﻝﻠﺸﺒﺎﺏ‪.‬‬
‫ﻭﺘﺤﺩﻴﺩ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻴﺄﺘﻲ ﺒﻨﺎﺀ ﻋﻠﻰ ﺘﺼﻭﺭ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﺴﺒﻕ‪ ،‬ﻭﺍﻋﺘﻘﺎﺩﻩ ﺒﺎﻨﻪ‬
‫ﺍﻝﺴﺒﺏ ﺍﻝﺫﻱ ﻴﺤﺩﺙ ﺘﻐﻴﻴﺭﺍ ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺃﻭ ﺍﻝﺴﻠﻭﻙ ﺃﻭ ﺍﻵﺭﺍﺀ ﺃﻭ ﺍﻻﺘﺠﺎﻫﺎﺕ‪ ،‬ﻭﻫﻭ‬
‫ﻨﺼﻭﺭ ﻭﺍﻋﺘﻘﺎﺩ ﻤﺒﻨﻲ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﻭﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻭﻝﻴﺱ ﺍﻤﺭﺍ ﻤﺯﺍﺠﻴﺎ‪ ،‬ﻓﺈﺫﺍ ﺃﺭﺩﻨﺎ –‬
‫ﻤﺜﻼ – ﻤﻌﺭﻓﺔ ﺘﺄﺜﻴﺭ ﺍﻝﻌﻨﻑ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻲ ﻋﻠﻰ ﺴﻠﻭﻙ ﺍﻷﻁﻔﺎل ﻓﺈﻥ ﺍﻝﻌﻨﻑ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻲ‬
‫ﻫﻨﺎ ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻥ ﺴﻠﻭﻙ ﺍﻷﻁﻔﺎل ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﺍﻝﺘﻌﺭﺽ ﻝﻬﺫﺍ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻌﻨﻑ ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ‪ ..‬ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻫﻭ ﺒﻤﺜﺎﺒﺔ ﺍﻝﺒﻭﺼﻠﺔ ﺍﻝﺘﻲ‬
‫ﺘﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﺘﺅﺜﺭ ﻋﻠﻴﻪ ﻭﺘﻔﺴﺭﻩ‪.‬‬
‫ﻭﺇﺫﺍ ﺍﺭﺩﻨﺎ ﺍﻥ ﻨﺩﺭﺱ – ﻤﺜﻼ – ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﻴﻤﻐﺭﺍﻓﻴﺔ ﻝﻠﺸﺒﺎﺏ‬
‫ﻭﺍﻝﺘﻌﺭﺽ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﺠﺩﻴﺩ‪ ،‬ﻓﺈﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﻴﻤﻐﺭﺍﻓﻴﺔ ﺘﻤﺜل ﻫﻨﺎ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﻤﺴﺘﻘﻠﺔ‪ ،‬ﺤﻴﺙ ﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ‪ :‬ﺍﻝﻨﻭﻉ )ﺫﻜﻭﺭ ﻭﺇﻨﺎﺙ(‪ ،‬ﻭﺍﻝﻤﺴﺘﻭﻯ‬
‫ﺍﻝﺘﻌﻠﻴﻤﻲ‪ ) ،‬ﺍﺒﺘﺩﺍﺌﻲ – ﺍﺴﺎﺴﻲ – ﺜﺎﻨﻭﻱ – ﺠﺎﻤﻌﻲ – ﻓﻭﻕ ﺍﻝﺠﺎﻤﻌﻲ(‪ ،‬ﻤﻜﺎﻥ ﺍﻹﻗﺎﻤﺔ‬
‫)ﺤﻀﺭ – ﺭﻴﻑ(‪ ،‬ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻝﻸﺴﺭﺓ ) ﻤﺭﺘﻔﻊ – ﻤﺘﻭﺴﻁ – ﻤﻨﺨﻔﺽ(‪.‬‬
‫ﺏ– ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪:‬‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺫﻱ ﻴﻘﻊ ﻋﻠﻴﻪ ﺍﻝﺘﺄﺜﻴﺭ ﺒﺴﺒﺏ ﻭﺠﻭﺩ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻭﻫﺫﺍ ﺍﻝﺘﻐﻴﺭ ﻗﺩ ﻴﻜﻭﻥ ﺘﻐﻴﺭﺍ ﻋﻜﺴﻴﺎ‪ ،‬ﺃﻱ ﻜل ﺯﻴﺎﺩﺓ ﺃﻭ ﻨﻘﺼﺎﻥ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﻤﺴﺘﻘل ﻴﻨﺘﺞ ﻋﻨﻬﺎ ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻭﺒﻨﻔﺱ ﺍﻝﺘﺭﺘﻴﺏ ﻨﻘﺼﺎﻥ ﺃﻭ ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪،‬‬
‫ﻭﺫﻝﻙ ﻋﻜﺱ ﻤﺎ ﻫﻭ ﻋﻠﻴﻪ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﻜﻭﻥ ﺍﻝﺘﻐﻴﺭ ﺍﻴﻀﺎ‬
‫ﺘﻐﻴﺭﺍ ﻁﺭﺩﻴﺎ ﺒﻤﻌﻨﻰ ﺍﻥ ﺃﻱ ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﺘﻨﺘﺞ ﻋﻨﻬﺎ ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﻜﺫﻝﻙ ﺃﻱ ﻨﻘﺼﺎﻥ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻴﻨﺘﺞ ﻋﻨﻪ ﻨﻘﺼﺎﻥ ﺍﻴﻀﺎ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺘﺎﺒﻊ ‪ ..‬ﻭﻫﻜﺫﺍ ‪..‬‬
‫ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺫﻱ ﻴﺘﻭﺠﻪ ﺍﻝﺒﺎﺤﺙ ﻝﺸﺭﺤﻪ ﻭﻓﻬﻤﻪ ﻭﻓﻙ ﻤﺎ ﻴﺤﻴﻁ‬
‫ﺒﻪ ﻤﻥ ﻏﻤﻭﺽ‪ ،‬ﻓﻔﻲ ﺍﻝﻤﺜﺎل ﺍﻝﺴﺎﺒﻕ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ ﻝﻠﺸﺎﺏ ﻭﺍﻝﺘﻌﺭﺽ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪ ،‬ﻓﺈﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﺭﺽ ﻝﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻡ ﺘﻤﺜل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺫﻱ ﻴﺘﺄﺜﺭ ﺒﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﻤﺜل ﻫﻨﺎ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪.‬‬
‫ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ – ﻤﺜﻼ ‪ -‬ﺤﻭل ﺍﻹﻋﻼﻨﺎﺕ ﺍﻝﺘﺠﺎﺭﻴﺔ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻭﺩﻭﺭﻫﺎ‬
‫ﻓﻲ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺸﺭﺍﺌﻲ ﻝﻠﻤﺭﺃﺓ‪ ،‬ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺴﻭﻑ ﻴﻔﺘﺭﺽ ﺍﻥ ﺘﻌﺭﺽ ﺍﻝﻤﺭﺃﺓ‬
‫ﻝﻺﻋﻼﻨﺎﺕ ﺍﻝﺘﺠﺎﺭﻴﺔ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺴﻭﻑ ﻴﺯﻴﺩ ﻤﻥ ﺍﻗﺘﻨﺎﺌﻬﺎ ﻝﻠﺴﻠﻊ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻓﺈﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪149‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻫﻨﺎ ﻫﻭ ﺯﻴﺎﺩﺓ ﺍﻝﺸﺭﺍﺀ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﺘﻔﺴﻴﺭﻩ ﺒﺯﻴﺎﺩﺓ ﺍﻝﺘﻌﺭﺽ ﻝﻺﻋﻼﻨﺎﺕ‪،‬‬
‫ﻓﺎﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻫﻭ ﺍﻝﺴﻠﻭﻙ ﻭﺍﻝﻤﻭﻗﻑ ﺃﻭ ﺍﻻﺘﺠﺎﻩ ﺍﻝﺫﻱ ﻴﻨﺘﺞ ﻋﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪،‬‬
‫ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺩﺍﺌﻤﺎ ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻴﺴﺒﻕ ﺩﺍﺌﻤﺎ ﻤﻥ ﺤﻴﺙ ﻭﺠﻭﺩﻩ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻓﻔﻲ ﺍﻝﻤﺜﺎل ﺍﻷﺨﻴﺭ ﻨﺠﺩ ﺍﻥ ﺍﻝﺘﻌﺭﺽ ﻝﻺﻋﻼﻨﺎﺕ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﺭﺃﺓ‬
‫ﻗﺩ ﺴﺒﻕ ﺯﻴﺎﺩﺓ ﺍﻗﺒﺎﻝﻬﺎ ﻋﻠﻰ ﺍﻗﺘﻨﺎﺀ ﺍﻝﺴﻠﻊ ﺍﻝﻤﻌﻠﻥ ﻋﻨﻬﺎ‪ ،‬ﺫﻝﻙ ﺍﻨﻪ ﻭﻜﻤﺎ ﻫﻭ ﻤﻌﺭﻭﻑ‬
‫ﻓﺈﻥ ﺍﻝﺴﺒﺏ ﻴﺴﺒﻕ ﺩﺍﺌﻤﺎ ﺍﻝﻨﺘﻴﺠﺔ‪.‬‬
‫ﺝ– ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻭﺴﻴﻁ‪:‬‬
‫ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ ﻗﺩ ﺘﻅﻬﺭ ﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﺔ‪ ،‬ﻤﻥ‬
‫ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻜﻭﻥ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﺘﺩﺨل ﻫﺫﻩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ‬
‫ﺘﺤﺩﻴﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ‪ ،‬ﻤﺜﺎل ﺫﻝﻙ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﻜﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل‪ ،‬ﻭﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻜﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ‪ ،‬ﻓﻘﺩ ﺘﻅﻬﺭ ﻝﻨﺎ‬
‫ﻋﻭﺍﻤل ﺃﺨﺭﻯ ﺘﻤﺜل ﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﺔ‪ ،‬ﻤﺜل ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ‪ ،‬ﻭﺍﻝﺘﺨﺼﺹ‬
‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺘﻌﺭﺽ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺍﻻﻨﺘﻤﺎﺀ ﻝﺘﻨﻅﻴﻤﺎﺕ ﺴﻴﺎﺴﻴﺔ‬
‫ﻜﺎﻷﺤﺯﺍﺏ ﻤﺜﻼ ﺤﻴﺙ ﻜل ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﺘﻤﺜل ﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﺔ ﻴﻤﻜﻥ ﺍﻥ ﻴﻜﻭﻥ ﻝﻬﺎ‬
‫ﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﺍﻝﺫﻱ ﻫﻭ ﻫﻨﺎ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﻓﻬﺫﻩ ﺍﻝﻤﻌﺭﻓﺔ ﻗﺩ ﺘﺘﺩﺨل‬
‫ﻓﻲ ﺘﺸﻜﻴﻠﻬﺎ ﻋﻭﺍﻤل ﺍﺨﺭﻯ ﻤﺠﺘﻤﻌﺔ‪ ،‬ﻏﻴﺭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﺍﻝﺫﻱ ﺤﺩﺩﻩ ﺍﻝﺒﺎﺤﺙ ﻓﻲ‬
‫ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ‪ ،‬ﻭﻫﺫﻩ ﺍﻤﻭﺭ ﻴﺠﺏ ﺍﻥ ﻴﺭﺍﻋﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻭﻴﻀﻌﻬﺎ ﻓﻲ ﺤﺴﺒﺎﻨﻪ ﺩﺍﺌﻤﺎ‪،‬‬
‫ﻭﻴﻌﻤل ﻋﻠﻰ ﻀﺒﻁﻬﺎ ﺒﻤﺎ ﻴﺴﺎﻋﺩﻩ ﻋﻠﻰ ﻓﻬﻡ ﻜل ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ‬
‫ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺫﻝﻙ ﺍﻥ ﻋﺩﻡ ﻀﺒﻁ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﺴﻴﻘﻭﺩ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﺸﻭﺸﺔ ﻭﻏﻴﺭ‬
‫ﺩﻗﻴﻘﺔ‪.‬‬
‫ﺇﻻ ﺍﻥ ﻤﺎ ﻴﺠﺏ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻴﻪ ﻫﻭ ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻝﻴﺴﺕ ﺜﺎﺒﺘﺔ ﻓﻲ ﻜل ﺍﻷﺤﻭﺍل‪،‬‬
‫ﻓﺎﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ‪ -‬ﻤﺜﻼ ‪ -‬ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﻌﻴﻨﺔ ﻗﺩ ﻴﺼﻴﺭ ﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ ﻓﻲ ﺩﺭﺍﺴﺔ‬
‫ﺃﺨﺭﻯ‪ ،‬ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﺎ ﻗﺩ ﻴﺘﺤﻭل ﺇﻝﻰ ﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل ﻓﻲ ﺩﺭﺍﺴﺔ‬
‫ﺃﺨﺭﻯ ﺍﻴﻀﺎ‪ ،‬ﻓﻼ ﻭﺠﻭﺩ ﻝﻤﺘﻐﻴﺭﺍﺕ ﻤﺴﺘﻘﻠﺔ ﺘﻜﻭﻥ ﺩﺍﺌﻤﺎ ﻤﺴﺘﻘﻠﺔ‪ ،‬ﺃﻭ ﻤﺘﻐﻴﺭﺍﺕ ﺘﺎﺒﻌﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﺼﻨﻑ ﺒﺎﻨﻬﺎ ﺘﺎﺒﻌﺔ ﺩﺍﺌﻤﺎ‪ ،‬ﺃﻭ ﻤﺘﻐﻴﺭﺍﺕ ﻭﺴﻴﻁﺔ ﺘﻅل ﺩﺍﺌﻤﺎ ﺘﺤﺕ ﻫﺫﺍ ﺍﻝﻤﺴﻤﻰ‪،‬‬
‫ﻓﺎﻝﺒﺎﺤﺙ ﻫﻭ ﺍﻝﺫﻱ ﻴﺴﻤﻲ ﻤﺘﻐﻴﺭﺍ ﻤﺎ ﺒﺎﻨﻪ ﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل‪ ،‬ﻭﻴﺴﻤﻲ ﻤﺘﻐﻴﺭ ﺃﺨﺭ ﺒﺎﻨﻪ‬
‫ﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ‪ ،‬ﻭﻤﺘﻐﻴﺭ ﺜﺎﻝﺙ ﺒﺎﻨﻪ ﻤﺘﻐﻴﺭ ﻭﺴﻴﻁ‪ ،‬ﻭﻫﻜﺫﺍ ‪ ..‬ﻓﻔﻲ ﺍﻝﻤﺜﺎل ﺍﻷﻭل ﺍﻝﻤﺘﻌﻠﻕ‬
‫ﺒﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﻴﻤﻭﻏﺭﺍﻓﻴﺔ ﻝﻠﺸﺒﺎﺏ ﻭﺍﻝﺘﻌﺭﺽ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪،‬‬
‫ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﺘﺤﻭل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﺍﻝﺫﻱ ﻫﻭ ﻫﻨﺎ ﺍﻨﻤﺎﻁ ﺍﻝﺘﻌﺭﺽ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‬
‫ﺇﻝﻰ ﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل ﻓﻲ ﺩﺭﺍﺴﺔ ﺤﻭل‪ :‬ﺘﻌﺭﺽ ﺍﻝﺸﺒﺎﺏ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻭﺩﻭﺭﻩ ﻓﻲ‬
‫ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻝﻬﻡ‪ ،‬ﺤﻴﺙ ﻴﺼﻴﺭ ﺍﻝﺘﻌﺭﺽ ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻭﺍﻝﻤﺸﺎﺭﻜﺔ‬
‫ﺍﻝﺴﻴﺎﺴﻴﺔ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺫﻝﻙ ﺍﻝﺘﻌﺭﺽ ﻫﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‬
‫ﻓﻲ ﺩﺭﺍﺴﺔ ﺤﻭل‪ :‬ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﺍﻝﺫﻱ ﻫﻭ ﻫﻨﺎ‬
‫ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ‪ ،‬ﻗﺩ ﻴﺘﺤﻭل ﺇﻝﻰ ﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ ﺤﻭل‪ :‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻭﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ‪ ،‬ﺤﻴﺙ ﻴﺘﺤﻭل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻓﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻻﻭﻝﻰ ﺍﻝﺫﻱ ﻫﻭ ﻜﻤﺎ ﺫﻜﺭﻨﺎ ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﺇﻝﻰ ﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ ﻴﻨﺘﺞ ﻋﻥ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﺍﻝﺫﻱ ﻴﺼﻴﺭ ﻫﻨﺎ ﺴﺒﺒﺎ ﻓﻲ ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ‪ ،‬ﻜﻤﺎ ﺍﻥ‬
‫ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻗﺩ ﺘﺘﺤﻭل ﻤﻥ ﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺫﻜﻭﺭﺓ ﺇﻝﻰ ﻤﺘﻐﻴﺭ‬
‫ﻤﺴﺘﻘل ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺤﻭل‪ :‬ﺃﺜﺭ ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻝﻸﻓﺭﺍﺩ ﻋﻠﻰ ﻗﺭﺍﺀﺍﺘﻬﻡ‬
‫ﻝﻠﺼﺤﻑ ﺍﻝﻴﻭﻤﻴﺔ‪ ،‬ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺘﻌﺭﺽ ﺍﻝﻤﺭﺃﺓ ﻝﻠﺼﺤﻑ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﻤﻤﺎﺭﺴﺘﻬﺎ ﻝﻠﺭﻴﺎﻀﺔ‪ ،‬ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺘﻌﺭﺽ ﻝﻠﺼﺤﻑ ﺍﻝﺭﻴﺎﻀﻴﺔ‬
‫ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻭﻤﻤﺎﺭﺴﺔ ﺍﻝﺭﻴﺎﻀﺔ ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻋﻨﺩ ﺍﻝﺘﻌﺭﺽ ﻝﻠﺼﺤﻑ‬
‫ﺍﻝﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﻫﺫﺍ ﺼﺤﻴﺢ‪ ،‬ﻝﻜﻥ ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﺤﺩﺙ ﺍﻝﻌﻜﺱ ﺘﻤﺎﻤﺎ‪،‬‬
‫ﺒﻤﻌﻨﻰ ﺍﻥ ﺘﻜﻭﻥ ﻤﻤﺎﺭﺴﺔ ﺍﻝﺭﻴﺎﻀﺔ ﻫﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﺍﻝﺫﻱ ﻴﺠﻌل ﺍﻝﻤﺭﺃﺓ ﺘﺘﻌﺭﺽ‬
‫ﻝﻠﺼﺤﻑ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻭﺘﺘﺎﺒﻌﻬﺎ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻋﺸﻘﻬﺎ ﻝﻠﺭﻴﺎﻀﺔ ﻭﻤﻤﺎﺭﺴﺘﻬﺎ ﻝﻬﺎ ﻭﺍﻫﺘﻤﺎﻤﻬﺎ‬
‫ﺒﻬﺎ ‪ ..‬ﻭﻫﻜﺫﺍ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪151‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻥ ﺍﻷﻤﺭ ﻫﻨﺎ ﻴﻘﺭﺭﻩ ﺍﻝﺒﺎﺤﺙ ﻜﻤﺎ ﺴﺒﻘﺕ ﺍﻻﺸﺎﺭﺓ ﻭﻓﻕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻝﻜﻥ ﻴﻅل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﺩﺍﺌﻤﺎ ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻫﻭ ﺍﻝﺫﻱ ﻴﺅﺩﻱ ﺇﻝﻰ‬
‫ﻭﺠﻭﺩ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﻻﺒﺩ ﻤﻥ ﺍﻻﺸﺎﺭﺓ ﻫﻨﺎ ﺇﻝﻰ ﺍﻨﻪ ﻭﻓﻲ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ ﻻ ﻴﻤﻜﻥ‬
‫ﺍﻥ ﻴﺤل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻤﺤل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﺫﻝﻙ ﺒﺴﺒﺏ ﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﺈﺫﺍ‬
‫ﺍﺭﺩﻨﺎ ﻤﻌﺭﻓﺔ ﻋﻼﻗﺔ ﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ ﺃﻭ ﺍﻝﻨﻭﻉ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪،‬‬
‫ﻓﺈﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻫﻨﺎ ﻫﻭ ﺍﻝﺠﻨﺱ‪ ،‬ﺍﻤﺎ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻓﻬﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻠﻙ ﺍﻝﻤﻭﺍﻗﻊ‪،‬‬
‫ﻭﻻ ﻴﻤﻜﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺍﻥ ﻴﺘﺤﻭل ﺍﻻﺴﺘﺨﺩﺍﻡ ﺇﻝﻰ ﻤﺘﻐﻴﺭ ﻤﺴﺘﻘل‪ ،‬ﺫﻝﻙ ﻻﻥ ﺍﻝﺠﻨﺱ‬
‫ﺜﺎﺒﺕ‪ ،‬ﻓﺎﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻗﺩ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻝﻜل‬
‫ﻤﻨﻬﻤﺎ‪ ،‬ﺍﻤﺎ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﻓﻼ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻬﺎ ﺘﻐﻴﻴﺭ ﻓﻲ ﺍﻝﺠﻨﺱ ‪..‬‬
‫ﻭﻫﻜﺫﺍ‪.‬‬

‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺜﻼﺜﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻭﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﺍﻝﻭﺴﻴﻁ‪ ،‬ﻓﺈﻥ‬

‫ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻴﻀﻴﻔﻭﻥ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﻤﺎ ﻗﺩﻤﻪ ﺍﻝﺩﻜﺘﻭﺭ‬
‫)‪(1‬‬
‫ﻤﺤﻤﺩ ﺍﻝﻭﻓﺎﺌﻲ ﻋﻠﻰ ﺍﻝﻨﺤﻭ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺴﺎﺒﻕ ﺃﻭ ﺍﻝﻤﺘﻘﺩﻡ‪:‬‬
‫ﻴﻘﻊ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺴﺎﺒﻕ ﻓﻲ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﺴﺒﺒﻲ ﻗﺒل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺠﻌﻠﻪ‬
‫ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻭﺴﻴﻁ ﺍﻝﺫﻱ ﻴﻘﻊ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﻴﻘﺩﻡ‬
‫ﺍﻝﻭﻓﺎﺌﻲ ﻤﺜﻼ ﺒﺎﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺍﻻﻗﺒﺎل ﻋﻠﻰ ﺍﻝﺘﺼﻭﻴﺕ‪ ،‬ﺤﻴﺙ ﻤﻥ‬
‫ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻭﺠﺩ ﻤﺘﻐﻴﺭ ﺴﺎﺒﻕ ﻭﻫﻭ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻭ ﺍﻝﻁﺒﻘﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻝﻸﺴﺭﺓ ﺍﻭ ﻨﻭﻉ ﻭﻅﻴﻔﺔ ﺍﻷﺏ ‪ ..‬ﻓﻬﻨﺎ ﻨﺠﺩ ﺍﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻸﺴﺭﺓ ﺃﻱ‬
‫ﺍﻝﻁﺒﻘﺔ ﺍﻝﺘﻲ ﺠﺎﺀ ﻤﻨﻬﺎ ﺍﻝﻤﺒﺤﻭﺙ ﺘﺴﺒﻕ ﻤﺴﺘﻭﻯ ﺘﻌﻠﻴﻡ ﺍﻝﻔﺭﺩ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﻝﻭﻓﺎﺌﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ ‪.37 – 32‬‬

‫‪copyright law.‬‬

‫‪152‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺯﺍﺌﻑ ﺃﻭ ﺍﻝﻤﺨﺘﻔﻲ‪:‬‬

‫ﻴﻘﻭل ﺍﻝﻭﻓﺎﺌﻲ‪ :‬ﻗﺩ ﻴﺠﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﺍﺜﻨﻴﻥ‪ ،‬ﻭﻴﻌﺘﻘﺩ ﺍﻥ ﻫﺫﺍ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺭﺒﻤﺎ ﺤﺩﺙ ﺼﺩﻓﺔ ﺃﻭ ﺍﺭﺘﺒﻁ ﺒﺎﻷﺨﺭ ﻨﺘﻴﺠﺔ ﻭﺠﻭﺩ ﻤﺘﻐﻴﺭ ﺜﺎﻝﺙ ﻫﻭ ﺍﻝﺫﻱ‬
‫ﺘﺴﺒﺏ ﻓﻲ ﺇﺤﺩﺍﺙ ﻜﻠﻴﻬﻤﺎ ‪ ..‬ﻓﻘﺩ ﻴﻼﺤﻅ ﺍﻝﺒﺎﺤﺙ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻝﻰ‬
‫ﺍﻝﺭﺍﺩﻴﻭ ﻭﺒﻴﻥ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻝﺤﺎﻝﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻤﺠﺘﻤﻊ ﻤﺎ‪ ،‬ﺇﻻ ﺍﻥ ﺫﻝﻙ ﻗﺩ‬
‫ﻴﺭﺠﻊ ﺇﻝﻰ ﻋﺎﻤل ﺃﺨﺭ ﻫﻭ ﻤﻜﺎﻥ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻝﻰ ﺍﻝﺭﺍﺩﻴﻭ‪ ،‬ﻻﻥ ﺫﻭﻱ ﺍﻝﻤﺴﺘﻭﻯ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻝﻤﺘﻤﻴﺯ ﻴﻤﺘﻠﻜﻭﻥ ﺴﻴﺎﺭﺍﺕ ﺨﺎﺼﺔ ﺒﻬﻡ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﻔﺌﺎﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻝﺫﻝﻙ‬
‫ﻓﻬﻡ ﻴﺴﺘﻤﻌﻭﻥ ﺃﻜﺜﺭ ﺇﻝﻰ ﺍﻝﺭﺍﺩﻴﻭ‪ ،‬ﻓﻠﻭ ﺍﺩﺨﻠﻨﺎ ﻤﺘﻐﻴﺭ "ﻤﻜﺎﻥ ﺍﻻﺴﺘﻤﺎﻉ" ﻗﺩ ﻨﺠﺩ‬
‫ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻴﺱ ﻫﻭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻭﺍﻨﻪ ﺘﻔﺴﻴﺭ ﺨﺎﺩﻉ‪.‬‬
‫‪ –3‬ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺘﻀﻤﻥ‪:‬‬
‫ﻴﻨﺘﺞ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺘﻀﻤﻥ ﺒﺴﺒﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻝﻤﺘﻐﻴﺭﺍﺕ ﻀﺨﻤﺔ ﺃﻭ‬
‫ﻭﺍﺴﻌﺔ ﻭﻏﻴﺭ ﻤﺤﺩﺩﺓ‪ ،‬ﻜﺄﻥ ﻴﻔﺘﺭﺽ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﺍﻝﺒﻴﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﺎﻤل ﻤﻥ ﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺸﺨﺼﻴﺔ ﺍﻝﻔﺭﺩ ‪ ..‬ﻓﻬﺫﻩ ﺍﻝﻤﻘﻭﻝﺔ ﺼﺤﻴﺤﺔ ﻝﻜﻨﻬﺎ ﻻ ﺘﺸﺭﺡ ﺸﻲﺀ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ‬
‫ﻓﻌﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﻘﺏ ﻋﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻀﻤﻨﺔ ﺩﺍﺨل ﻤﺜل ﻫﺫﺍ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺸﺎﻤل ‪..‬‬
‫ﻭﻴﻀﺭﺏ ﺍﻝﻭﻓﺎﺌﻲ ﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﺒﺩﺭﺍﺴﺔ ﺩﻭﺭ ﻜﺎﻴﻡ ﺤﻭل ﺍﻻﻨﺘﺤﺎﺭ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻭﺼل‬
‫ﻓﻴﻬﺎ ﺇﻝﻰ ﺍﻥ ﺍﻝﻅﺎﻫﺭﺓ ﺘﻨﺘﺸﺭ ﺒﻴﻥ ﻏﻴﺭ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﻋﻨﻬﺎ ﻝﺩﻯ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﻭﺍﻝﺫﻴﻥ‬
‫ﻝﺩﻴﻬﻡ ﺍﻁﻔﺎل ‪ ..‬ﻭﻭﺠﺩ ﺍﻥ ﺍﻝﻤﺴﺄﻝﺔ ﻝﻴﺴﺕ ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺯﻭﺍﺝ ﻜﻤﺘﻐﻴﺭ ﻜﺒﻴﺭ‪ ،‬ﻭﺍﻨﻤﺎ ﻓﻴﻤﺎ‬
‫ﻴﺨﻠﻘﻪ ﺍﻝﺯﻭﺍﺝ ﻤﻥ ﺍﺴﺘﻘﺭﺍﺭ ﻨﻔﺴﻲ ﻭﺸﻌﻭﺭ ﺒﺎﻻﻨﺘﻤﺎﺀ ﻭﻋﺩﻡ ﺍﻝﻌﺯﻝﺔ‪.‬‬
‫‪ –4‬ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺤﺒﻁ‪:‬‬
‫ﻓﻲ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ ﻻ ﻴﻜﺘﺸﻑ ﺍﻝﺒﺎﺤﺙ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ‪ ،‬ﺇﻻ ﺍﻨﻪ‬
‫ﻋﻨﺩﻤﺎ ﻴﻘﻭﻡ ﺒﺈﺩﺨﺎل ﻤﺘﻐﻴﺭ ﺜﺎﻝﺙ ﻝﻼﺨﺘﺒﺎﺭ "ﻋﺎﻤل ﺍﻻﺨﺘﺒﺎﺭ"‪ ،‬ﻗﺩ ﻴﻜﺘﺸﻑ ﻭﺠﻭﺩ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻼﻗﺔ‪ ،‬ﺃﻱ ﺍﻥ ﻫﻨﺎﻙ ﻤﺘﻐﻴﺭﺍ ﺜﺎﻝﺜﺎ ﺃﺤﺒﻁ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﺍﻭ ﺨﻔﻀﻬﺎ ﻓﻬﻭ ﻝﻬﺫﺍ ﻤﺘﻐﻴﺭ‬
‫ﻤﺤﺒﻁ‪.‬‬
‫‪ –5‬ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺸﻭﻩ ﺃﻭ ﺍﻝﻤﺤﺭﻑ‪:‬‬
‫ﻭﻫﻭ ﺫﻝﻙ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺫﻱ ﻴﻘﻠﺏ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﺃﻱ ﻴﻌﻜﺱ ﺍﻝﻨﺘﻴﺠﺔ ﻭﻴﺠﻌﻠﻬﺎ ﺒﺨﻼﻑ‬
‫ﺍﻝﺤﻘﻴﻘﺔ‪ ،‬ﻭﻫﻭ ﺍﺨﻁﺭ ﺃﻨﻭﺍﻉ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻷﻨﻪ ﻤﻀﻠل‪ ،‬ﻓﻬﻭ ﻻ ﻴﺨﻔﻲ ﺍﻝﺤﻘﻴﻘﺔ ﺍﻭ ﻴﻘﻠل‬
‫ﻤﻨﻬﺎ ﺒل ﻴﻘﻠﺒﻬﺎ ﺘﻤﺎﻤﺎ‪ ،‬ﻓﻔﻲ ﺩﺭﺍﺴﺔ ﺩﻭﺭﻜﺎﻴﻡ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻨﺘﻬﻰ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﺨﺘﻠﻔﺔ ﻤﻊ‬
‫ﺴﺎﺒﻘﻴﻪ ﺍﻝﺫﻴﻥ ﻜﺎﻨﻭﺍ ﻴﺭﻭﻥ ﺍﻥ ﻤﻌﺩﻻﺕ ﺍﻻﻨﺘﺤﺎﺭ ﺒﻴﻥ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﻤﺭﺘﻔﻌﺔ ﻭﺫﻝﻙ ﻝﻤﺎ‬
‫ﻴﺨﻠﻘﻪ ﺍﻝﺯﻭﺍﺝ ﻤﻥ ﻀﻐﻭﻁ‪ ،‬ﻭﺍﺩﺨل ﺩﻭﺭﻜﺎﻴﻡ ﻤﺘﻐﻴﺭ ﺠﺩﻴﺩ ﻭﻫﻭ ﻋﺎﻤل ﺍﻝﺴﻥ‪ ،‬ﻭﻗﺎل ﺍﻥ‬
‫ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﻴﺒﺩﻭﻥ ﺃﻜﺜﺭ ﻤﻴﻼ ﻝﻼﻨﺘﺤﺎﺭ ﻭﻓﻘﺎ ﻝﻺﺤﺼﺎﺌﻴﺎﺕ‪ ،‬ﻻﻨﻬﻡ ﺒﺒﺴﺎﻁﺔ ﺃﻜﺒﺭ ﺴﻨﺎ‪،‬‬
‫ﻭﺒﺎﻝﻔﻌل ﻋﺭﺽ ﺩﻭﺭﻜﺎﻴﻡ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻤﻥ ﺠﺩﻴﺩ ﻤﻊ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﻤﺘﻐﻴﺭ ﺍﻝﺴﻥ ﻭﺍﺜﺒﺕ ﺍﻥ‬
‫ﻨﺴﺒﺔ ﺍﻻﻨﺘﺤﺎﺭ ﺒﻴﻥ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﺃﻗل ﻤﻥ ﻏﻴﺭ ﺍﻝﻤﺘﺯﻭﺠﻴﻥ ﺇﺫﺍ ﻗﻭﺭﻨﺕ ﺍﻝﻤﺠﻤﻭﻋﺘﺎﻥ‬
‫ﺩﺍﺨل ﻓﺌﺔ ﻋﻤﺭﻴﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﺃﻱ ﺍﻥ ﻋﺩﻡ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﻤﺘﻐﻴﺭ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻻﺠﺘﻤﺎﻋﻲ )ﻋﻜﺱ‬
‫ﺍﻝﻭﺤﺩﺓ ﺃﻭ ﺍﻝﻌﺯﻝﺔ(‪ ،‬ﺃﺩﻯ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻝﺘﺤﻠﻴل ﺇﻝﻰ ﺘﺤﺭﻴﻑ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺇﻝﻰ ﺨﻁﺄ‬
‫ﺍﻝﺘﻔﺴﻴﺭ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﺼﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﻨﻔﺼﻠﺔ‪:‬‬

‫ﻴﻜﻤﻥ ﺍﻝﻔﺭﻕ ﺍﻝﺭﺌﻴﺴﻲ ﻭﺍﻝﺠﻭﻫﺭﻱ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﺼﻠﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﻤﻨﻔﺼﻠﺔ ﻓﻲ ﺍﻥ ﺍﻷﻭﻝﻰ ﺃﻱ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﺼﻠﺔ ﻴﻤﻜﻥ ﻗﻴﺎﺴﻬﺎ ﺒﻭﺍﺴﻁﺔ ﺍﺭﻗﺎﻡ‬
‫ﺼﺤﻴﺤﺔ ﺍﻭ ﻜﺴﺭﻴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﻨﻔﺼﻠﺔ ﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺩﺍﺌﻤﺎ ﺒﻘﻴﻡ‬
‫ﺼﺤﻴﺤﺔ ﻭﻻ ﻴﻤﻜﻥ ﺍﻥ ﺘﺄﺨﺫ ﺭﻗﻡ ﻜﺴﺭﻱ ﻭﻻ ﻴﻌﺒﺭ ﻋﻨﻬﺎ ﺒﺄﺭﻗﺎﻡ ﻜﺴﺭﻴﺔ‪ ،‬ﺒل ﻴﻌﺒﺭ‬
‫ﻋﻨﻬﺎ ﺩﺍﺌﻤﺎ ﺒﺭﻗﻡ ﺼﺤﻴﺢ‪.‬‬
‫"ﺍﻥ ﺃﻱ ﻤﺘﻐﻴﺭ ﻴﻤﻜﻥ ﺍﻥ ﻴﺄﺨﺫ ﺃﻱ ﻗﻴﻤﺔ ﺒﻴﻥ ﻗﻴﻤﺘﻴﻥ ﻴﺴﻤﻰ ﻤﺘﻐﻴﺭﺍ ﻤﺘﺼﻼ‪،‬‬
‫ﻭﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﺩﺭﺠﺎﺕ ﺍﻝﺤﺭﺍﺭﺓ‪ ،‬ﻭﺍﻝﻌﻤﺭ‪ ،‬ﻓﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻜﻭﻥ ﻋﻤﺭ ﺍﻝﺸﺨﺹ‬
‫‪ 40‬ﺴﻨﺔ ﺃﻭ ‪ 40,2‬ﺃﻭ ‪ 40,9‬ﺴﻨﺔ‪ ،‬ﺍﻤﺎ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﻨﻔﺼﻠﺔ ﺍﻭ ﺍﻝﻤﻨﻘﻁﻌﺔ ﻓﻼ ﻴﻤﻜﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻥ ﻴﺄﺨﺫ ﺃﻱ ﻗﻴﻤﺔ ﺒﻴﻥ ﻗﻴﻤﺘﻴﻥ‪ ،‬ﻭﻤﺜﺎل ﺫﻝﻙ ﻋﺩﺩ ﺃﻁﻔﺎل ﺍﻷﺴﺭﺓ‪ ،‬ﺤﻴﺙ ﻻ ﻴﻤﻜﻥ ﺍﻝﻘﻭل‬
‫)‪(1‬‬
‫ﺒﺎﻨﻪ ﻝﺩﻯ ﺍﻷﺴﺭﺓ ‪ 2,5‬ﻁﻔل‪".‬‬
‫ﻜﻤﺎ ﺍﻥ ﺍﻝﺯﻤﻥ ﺍﻝﺫﻱ ﻴﺨﺼﺼﻪ ﺍﻝﻤﺒﺤﻭﺙ ﻝﻠﺘﻌﺭﺽ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺃﻭ ﺍﻝﺯﻤﻥ ﺍﻝﺫﻱ ﻴﺨﺼﺼﻪ ﻝﻘﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ‪ ،‬ﺃﻭ ﺍﻻﺴﺘﻤﺎﻉ ﺇﻝﻰ ﺍﻹﺫﺍﻋﺔ‬
‫ﺍﻝﻤﺴﻤﻭﻋﺔ ﺃﻭ ﻤﺸﺎﻫﺩﺓ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﺃﻭ ﺍﻝﻤﻁﺎﻝﻌﺔ ﻴﻌﺩ ﻤﺘﻐﻴﺭﺍ ﻤﺘﺼﻼ‪ ،‬ﺇﺫ ﻗﺩ ﻴﺨﺼﺹ‬
‫ﺍﻝﻤﺒﺤﻭﺙ ﺴﺎﻋﺘﺎﻥ ﻭﻨﺼﻑ – ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل – ﻝﻼﺴﺘﻤﺎﻉ ﺇﻝﻰ ﺍﻻﺫﺍﻋﺔ ﺍﻭ ﻤﺘﺎﺒﻌﺔ‬
‫ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﺃﻭ ﻓﻲ ﺍﻝﺘﻌﺭﺽ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻓﻲ ﻤﻘﺎﺒل ﺫﻝﻙ ﻓﺈﻥ ﻋﺩﺩ‬
‫ﺍﻝﻤﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺘﺭﺩﺩ ﻓﻴﻬﺎ ﺍﻝﻤﺒﺤﻭﺙ ﻋﻠﻰ ﺍﻝﺴﻴﻨﻤﺎ ﺃﻭ ﺍﻝﻤﺴﺭﺡ ﺸﻬﺭﻴﺎ‪ ،‬ﺍﻭ ﻋﺩﺩ‬
‫ﺍﻝﺼﺤﻑ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻘﺭﺍﺀﺘﻬﺎ‪ ،‬ﺍﻭ ﻋﺩﺩ ﺍﻝﻜﺘﺏ ﺍﻝﺘﻲ ﺍﻁﻠﻊ ﻋﻠﻴﻬﺎ‪ ،‬ﺍﻭ ﻋﺩﺩ ﺍﻝﺤﻭﺍﺴﻴﺏ‬
‫ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺒﻴﺘﻪ ﺘﻌﺩ ﺠﻤﻴﻌﻬﺎ ﻤﺘﻐﻴﺭﺍﺕ ﻤﻨﻔﺼﻠﺔ‪ ،‬ﻻﻥ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ ﻤﻥ ﻗﺒل‬
‫ﺍﻝﻤﺒﺤﻭﺙ ﻻ ﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﺇﻻ ﻓﻲ ﺸﻜل ﺭﻗﻡ ﺼﺤﻴﺢ‪ ،‬ﻓﻬﻭ ﻗﺩ ﻴﻜﻭﻥ ﺘﺭﺩﺩ ﻋﻠﻰ‬
‫ﺍﻝﺴﻴﻨﻤﺎ ﻤﺭﺘﺎﻥ ﻓﻲ ﺍﻝﺸﻬﺭ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﻤﺴﺭﺡ ﻤﺭﺓ ﻭﺍﺤﺩﺓ ﺨﻼل ﺍﻝﺸﻬﺭ‪ ،‬ﻭﺍﻨﻪ ﻴﻤﺘﻠﻙ‬
‫ﺜﻼﺜﺔ ﺍﺠﻬﺯﺓ ﺤﻭﺍﺴﻴﺏ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ ﺍﻥ ﻴﺫﻫﺏ ﻝﻠﺴﻴﻨﻤﺎ ﻤﺭﺓ ﻭﻨﺼﻑ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻜﻭﻥ ﻝﺩﻴﻪ‬
‫ﺜﻼﺜﺔ ﺤﻭﺍﺴﻴﺏ ﻭﻨﺼﻑ‪ ،‬ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﻨﻔﺼﻠﺔ ﺘﻅﻬﺭ ﺩﺍﺌﻤﺎ ﻓﻲ ﺸﻜل ﻗﻴﻤﺔ‬
‫ﺼﺤﻴﺤﺔ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ ﺍﻥ ﺘﺄﺨﺫ ﻗﻴﻤﺔ ﻜﺴﺭﻴﺔ ﺍﺒﺩﺍ‪.‬‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻜﻤﻴﺔ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻨﻭﻋﻴﺔ‪:‬‬

‫ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﺘﻡ ﺍﻝﻨﻅﺭ ﺇﻝﻰ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻤﻥ ﺯﺍﻭﻴﺔ ﺍﻝﻜﻡ ﻭﺍﻝﻨﻭﻉ‪ ،‬ﻭﺫﻝﻙ ﻋﻨﺩﻤﺎ‬
‫ﻨﻌﺒﺭ ﻋﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺒﻠﻐﺔ ﺍﻷﺭﻗﺎﻡ ﻓﻲ ﻤﻘﺎﺒل ﻝﻐﺔ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺘﻲ ﻴﺘﺼﻑ ﺒﻬﺎ‪ ،‬ﻓﻔﻲ‬
‫ﺍﻝﻤﺜﺎل ﺍﻝﺴﺎﺒﻕ ﻓﺈﻥ ﻋﺩﺩ ﺍﻝﺤﻭﺍﺴﻴﺏ ﺍﻝﺘﻲ ﻴﻤﺘﻠﻜﻬﺎ ﺍﻝﻤﺒﺤﻭﺙ ﻓﻲ ﺒﻴﺘﻪ‪ ،‬ﺃﻭ ﻋﺩﺩ ﺍﻝﺼﺤﻑ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺭﺯﺍﻕ ﺸﺭﺒﺠﻲ‪ ،‬ﺨﺎﻝﺩ ﺍﻝﻤﻼ‪ ،‬ﺍﻹﺤﺼﺎﺀ ﺍﻝﻭﺼﻔﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻌﻠﻡ ﻝﻠﻤﻼﻴﻴﻥ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪1987‬ﻡ‪،‬ﺹ‪.21‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺸﺭﺍﺌﻬﺎ‪ ،‬ﺍﻭ ﻤﺭﺍﺕ ﺘﺭﺩﺩﻩ ﻋﻠﻰ ﺍﻝﺴﻴﻨﻤﺎ ﺍﻭ ﺍﻝﻤﺴﺭﺡ‪ ،‬ﺃﻭ ﺍﻝﺯﻤﻥ ﺍﻝﺫﻱ‬
‫ﻴﻘﻀﻴﻪ ﻓﻲ ﻤﺸﺎﻫﺩﺓ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﺍﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﻨﺘﺭﻨﺕ ﺘﻌﺩ ﺠﻤﻴﻌﻬﺎ ﻤﺘﻐﻴﺭﺍﺕ ﻴﻌﺒﺭ‬
‫ﻋﻨﻬﺎ ﺒﻠﻐﺔ ﺍﻻﺭﻗﺎﻡ ﻓﻘﻁ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻴﺘﻡ ﺘﺼﻨﻴﻑ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﻓﻕ ﻤﻌﻴﺎﺭ ﺘﺭﺍﺘﺒﻲ‬
‫ﻴﺤﺩﺩﻩ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻜﺄﻥ ﻴﻨﺘﻘل ﻤﻥ ﺍﻷﻜﺒﺭ ﺇﻝﻰ ﺍﻷﺼﻐﺭ‪ ،‬ﺃﻭ ﻤﻥ ﺍﻷﺼﻐﺭ ﺇﻝﻰ ﺍﻷﻜﺒﺭ‪،‬‬
‫ﻝﻴﻌﺒﺭ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﻋﻥ ﻤﻭﻗﻑ ﺃﻭ ﻭﻀﻌﻴﺔ ﻤﻌﻴﻨﺔ‪.‬‬
‫ﻓﻲ ﻤﻘﺎﺒل ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻨﻭﻋﻴﺔ ﺘﻌﺒﺭ ﻋﻥ ﺼﻔﺎﺕ ﺃﻭ ﺨﺼﺎﺌﺹ ﻤﻌﻴﻨﺔ‬
‫ﻴﺘﺼﻑ ﺒﻬﺎ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﻓﻕ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻓﻕ ﺘﻘﺴﻴﻤﺎﺕ ﺘﻌﻜﺱ ﺤﺎﻝﺔ‬
‫ﻤﺤﺩﺩﺓ‪ ،‬ﻜﺘﻘﺴﻴﻡ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ – ﻤﺜﻼ – ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺘﻐﻴﺭ ﺍﻝﺠﻨﺱ‪ :‬ﺫﻜﻭﺭ ﻭﺇﻨﺎﺙ‪ ،‬ﺃﻭ‬
‫ﻤﺘﻐﻴﺭ ﺍﻝﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ‪ :‬ﻋﻠﻭﻡ ﺇﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﻋﻠﻭﻡ ﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﺃﻭ ﻤﺘﻐﻴﺭ ﻤﻜﺎﻥ ﺍﻹﻗﺎﻤﺔ‪:‬‬
‫ﺭﻴﻑ – ﺤﻀﺭ ‪ ..‬ﻭﻫﻜﺫﺍ ﻴﺘﻡ ﺘﻘﺴﻴﻡ ﻭﺘﺼﻨﻴﻑ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﻓﻕ ﻤﻌﺎﻴﻴﺭ ﻭﺍﻀﺤﺔ‬
‫ﻭﻤﺤﺩﺩﺓ‪.‬‬

‫ﺨﺎﻤﺴﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪:‬‬

‫ﺜﻤﺔ ﺴﺅﺍل ﻴﻁﺭﺡ ﻨﻔﺴﻪ ﻫﻨﺎ ﻭﻫﻭ‪ :‬ﻤﺎ ﺃﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ؟ ﻭﻝﻌل ﺍﻻﺠﺎﺒﺔ‬
‫ﺘﻜﻤﻥ ﻓﻲ ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺘﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ‬
‫ﺘﺘﺼل ﺒﺎﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻓﺎﻝﻤﺘﻐﻴﺭﺍﺕ ﺘﻘﺩﻡ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻻﺠﺎﺒﺎﺕ‬
‫ﺍﻝﺘﻔﺼﻴﻠﻴﺔ ﻝﻸﺴﺌﻠﺔ ﺍﻝﻤﻁﺭﻭﺤﺔ‪ ،‬ﻭﻴﺴﺎﻋﺩ ﺍﻝﺭﺒﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺘﺜﺭﻱ ﺍﻝﺒﺤﺙ ﻭﺘﻁﻭﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺴﺎﻫﻡ‬
‫ﻓﻲ ﻭﻀﻊ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﺍﻥ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺘﻌﻨﻲ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻘﺎﺌﻤﺔ ﺒﻴﻨﻬﺎ‪ ،‬ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﻓﻲ‬
‫ﺘﻔﺴﻴﺭ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺃﻫﻤﻴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺘﻜﻤﻥ‬
‫ﺍﺴﺎﺴﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﻋﻼﻗﺘﻬﺎ ﺒﻌﻀﻬﺎ ﺒﺒﻌﺽ‪ ،‬ﺤﻴﺙ ﺘﻘﺩﻡ ﻝﻨﺎ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻔﺴﻴﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻭﻤﻨﻁﻘﻴﺔ ﻝﻠﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻓﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ –‬
‫ﻤﺜﻼ – ﺒﻴﻥ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻌﺩﻭﺍﻨﻲ ﻝﻸﻁﻔﺎل ﻭﻤﺸﺎﻫﺩﺓ ﺃﻓﻼﻡ ﺍﻝﻌﻨﻑ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﻘﺩﻡ ﻝﻨﺎ‬
‫ﺘﻔﺴﻴﺭﺍ ﻋﻠﻤﻴﺎ ﺇﺫﺍ ﻤﺎ ﺘﻡ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺒﻘﻴﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ ﻝﻅﺎﻫﺭﺓ‬
‫ﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﻷﻓﻼﻡ ﺍﻝﻌﻨﻑ‪ ،‬ﻭﺍﻨﻌﻜﺎﺱ ﺫﻝﻙ ﻋﻠﻰ ﺴﻠﻭﻜﻬﻡ ﺘﺠﺎﻩ ﺍﻗﺭﺍﻨﻬﻡ‪.‬‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪:‬‬

‫ﺍﻥ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻅﺎﻫﺭﺘﻴﻥ ﻴﻌﻨﻲ ﺍﻗﺘﺭﺍﻥ ﺍﻝﺘﻐﻴﺭ ﻓﻲ ﻅﺎﻫﺭﺓ ﺒﺎﻝﺘﻐﻴﺭ ﻓﻲ ﻅﺎﻫﺭﺓ‬
‫ﺃﺨﺭﻯ‪ ،‬ﺃﻱ ﺍﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺒﻴﻨﻬﻤﺎ ‪ ..‬ﻓﺎﻻﺭﺘﺒﺎﻁ ﻫﻭ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ‪ ،‬ﺒﺤﻴﺙ ﺇﺫﺍ‬
‫ﺤﺩﺙ ﺘﻐﻴﺭ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻷﻭل ﺴﺒﺏ ﺘﻐﻴﺭﺍ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺜﺎﻨﻲ ﺴﻠﺒﺎ ﺍﻭ ﺍﻴﺠﺎﺒﺎ‪،‬ﺍﻤﺎ‬
‫ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻓﻬﻭ ﻤﻘﺩﺍﺭ ﻗﻭﺓ ﺍﻝﻌﻼﻗﺔ ﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻝﻤﻌﺎﻤل ﺴﺎﻝﺒﺎ‬
‫ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﻋﻜﺴﻴﺔ‪ ،‬ﺃﻭ ﻤﻭﺠﺒﺎ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺍﻥ ﺍﻝﻌﻼﻗﺔ‬
‫ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﻁﺭﺩﻴﺔ‪ ،‬ﺃﻭ ﻗﺩ ﺘﻜﻭﻥ ﺼﻔﺭﺍ‪ ،‬ﻭﻫﺫﺍ ﻴﺩل ﻋﻠﻰ ﺍﻨﻪ ﻻ ﻋﻼﻗﺔ ﺒﻴﻨﻬﻤﺎ ‪..‬‬
‫ﻭﺘﻨﺤﺼﺭ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ‪ ،1 - ، 1+‬ﺃﻭ ﺃﻱ ﻗﻴﻤﺔ ﺒﻴﻨﻬﻤﺎ‪ ،‬ﻭﻴﻼﺤﻅ ﺍﻨﻪ‬
‫ﻜﻠﻤﺎ ﺍﻗﺘﺭﺒﺕ ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻤﻥ ﺍﻝﺼﻔﺭ ﻓﺈﻥ ﺫﻝﻙ ﻴﺸﻴﺭ ﺇﻝﻰ ﻀﻌﻑ ﺍﻝﻌﻼﻗﺔ‬
‫)‪(1‬‬
‫ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ‪ ،‬ﻭﺇﺫﺍ ﻭﺼﻠﺕ ﺇﻝﻰ ‪ 1+‬ﻭ ‪ 1‬ﺍﺼﺒﺤﺕ ﻋﻼﻗﺔ ﺘﺎﻤﺔ‪.‬‬
‫ﻭﺘﺘﺠﻪ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﻨﻭﻋﻴﻥ ﻤﻨﻬﺎ‪ ،‬ﻫﻤﺎ‪ :‬ﺍﺘﺠﺎﻩ ﺍﻝﻌﻼﻗﺔ‪ ،‬ﻭﺤﺠﻡ‬
‫ﺍﻝﻌﻼﻗﺔ‪ ،‬ﻓﺎﺘﺠﺎﻩ ﺍﻝﻌﻼﻗﺔ ﻴﻌﻨﻲ ﺍﻤﺎ ﺍﻥ ﺘﻜﻭﻥ ﻋﻼﻗﺔ ﻤﻭﺠﺒﺔ‪ ،‬ﺃﻭ ﻋﻼﻗﺔ ﺴﺎﻝﺒﺔ‪ ،‬ﻓﺎﻝﻌﻼﻗﺔ‬
‫ﺍﻹﻴﺠﺎﺒﻴﺔ ﻫﻲ ﺍﻥ ﺍﻝﺯﻴﺎﺩﺓ ﻓﻲ ﻗﻴﻡ ﺃﺤﺩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺘﺅﺩﻱ ﺇﻝﻰ ﺯﻴﺎﺩﺓ ﻓﻲ ﻗﻴﻡ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻷﺨﺭ‪ ،‬ﺒﻴﻨﻤﺎ ﺘﺸﻴﺭ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﺎﻝﺒﺔ ﺇﻝﻰ ﺍﻥ ﺍﻝﺯﻴﺎﺩﺓ ﻓﻲ ﻗﻴﻡ ﺃﺤﺩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺘﺅﺩﻱ ﺇﻝﻰ‬
‫)‪( 2‬‬
‫ﺍﻝﻨﻘﺼﺎﻥ ﻓﻲ ﻗﻴﻡ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻷﺨﺭ‪.‬‬

‫‪ -1‬ﻋﺒﺩﺍﻝﻠﻁﻴﻑ ﺠﺎﺴﻡ ﺍﻝﺤﺸﺎﺵ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪165‬‬

‫‪Copyright © 2018.‬‬

‫‪ -2‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.71‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺍﻻﻴﺠﺎﺒﻴﺔ‪ :‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ‬

‫ﻭﺯﻴﺎﺩﺓ ﻤﻌﺩل ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﻓﻜﻠﻤﺎ ﺯﺍﺩ ﺍﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ ﺯﺍﺩ ﻤﻌﺩل‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﻓﻲ ﻤﻘﺎﺒل ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﻠﺒﻴﺔ ﻴﻤﻜﻥ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻨﻬﺎ ﺒﺎﻝﻤﺜﺎل‬
‫ﺍﻝﺘﺎﻝﻲ‪ :‬ﻜﻠﻤﺎ ﺯﺍﺩ ﺘﻌﺭﺽ ﺍﻝﺸﺒﺎﺏ ﻝﻠﻘﻨﻭﺍﺕ ﺍﻝﺩﻴﻨﻴﺔ ﻗﻠﺕ ﻝﺩﻴﻬﻡ ﻨﺯﻋﺔ ﺍﻝﺠﺭﻴﻤﺔ‪ ،‬ﻭﻜﻠﻤﺎ‬
‫ﺯﺍﺩ ﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﻝﻠﺘﻠﻔﺯﻴﻭﻥ ﻗل ﻤﺴﺘﻭﻯ ﺍﻝﺘﺤﺼﻴل ﺍﻝﻌﻠﻤﻲ ﻝﺩﻴﻬﻡ ‪ ..‬ﻭﻫﻜﺫﺍ‪.‬‬
‫ﺍﻤﺎ ﺤﺠﻡ ﺍﻝﻌﻼﻗﺔ ﻓﻴﻘﺼﺩ ﺒﻪ ﺍﻝﻤﺩﻯ ﺍﻝﺫﻱ ﺘﺘﻐﺎﻴﺭ ﻓﻴﻪ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺴﻠﺒﺎ ﻭﺍﻴﺠﺎﺒﺎ‬
‫ﻭﺃﻋﻠﻰ ﺤﺠﻡ ﻝﻠﻌﻼﻗﺔ ﻫﻲ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺘﺎﻤﺔ‪ ،‬ﻭﺍﻗل ﺤﺠﻡ ﻝﻠﻌﻼﻗﺔ ﻫﻭ ﺼﻔﺭ‪ ،‬ﺤﻴﺙ ﺘﻌﺒﺭ‬
‫ﺍﻝﻌﻼﻗﺔ ﺍﻝﺘﺎﻤﺔ ﻋﻠﻰ ﻗﻭﺓ ﺍﻝﻌﻼﻗﺔ‪ ،‬ﺍﻤﺎ ﺤﻴﻥ ﻴﻜﻭﻥ ﺤﺠﻡ ﺍﻝﻌﻼﻗﺔ ﺼﻔﺭ )ﺃﻱ ﻋﻼﻗﺔ‬
‫)‪( 1‬‬
‫ﻭﻗﺩ ﺘﻜﻭﻥ ﺍﻝﻌﻼﻗﺔ‬ ‫ﺼﻔﺭﻴﺔ( ﻓﺫﻝﻙ ﻴﻌﻨﻲ ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪،‬‬
‫ﻤﺤﺩﻭﺩﺓ ﺃﻭ ﻤﺘﻭﺴﻁﺔ ‪ ..‬ﻭﻫﻜﺫﺍ‪ ،‬ﻓﻘﺩ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻤﺭﺘﻔﻌﺔ – ﻤﺜﻼ – ﺒﻴﻥ ﺍﻝﻨﻭﻉ‬
‫ﺃﻭ ﺍﻝﺠﻨﺱ )ﺫﻜﻭﺭ ﻭﺇﻨﺎﺙ(‪ ،‬ﻭﻤﺘﺎﺒﻌﺔ ﺒﺭﺍﻤﺞ ﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻭﺠﻭﺩ ﻋﻼﻗﺔ‬
‫ﻀﻌﻴﻔﺔ ﺃﻭ ﻤﺤﺩﻭﺩﺓ ﺒﻴﻥ ﺍﻝﺠﻨﺱ ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ‬
‫ﻤﺘﻐﻴﺭ ﺍﻝﻨﻭﻉ ﻫﻨﺎ ﻻ ﻴﺘﺩﺨل ﺒﺸﻜل ﻭﺍﻀﺢ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻭ ﻋﺩﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﻗﻊ‬
‫ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬

‫ﻓﻔﻲ ﺍﻝﻤﺜﺎل ﺍﻝﺴﺎﺒﻕ ﺍﻝﻤﺘﻌﻠﻕ ﺒﺎﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ ﻭﺯﻴﺎﺩﺓ ﺍﻝﻤﻌﺭﻓﺔ‬

‫ﺍﻝﻌﻼﻗﺔ ﻴﻜﻭﻥ ﺘﺎﻡ ﺇﺫﺍ ﻤﺎ ﺍﺘﻀﺢ ﻭﺠﻭﺩ ﺍﺭﺘﺒﺎﻁ ﻗﻭﻱ ﺒﻴﻥ‬ ‫ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﻓﺈﻥ ﺤﺠﻡ‬
‫ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﺍﻝﻤﺴﺘﻘل ﺍﻝﻤﺘﻤﺜل ﻓﻲ ﺍﻝﺘﻌﺭﺽ ﻝﻠﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ‪ ،‬ﻭﺍﻝﺘﺎﺒﻊ ﺍﻝﻤﺘﻤﺜل ﻓﻲ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‪ ،‬ﻭﺤﺠﻡ ﻫﺫﺍ ﺍﻻﺭﺘﺒﺎﻁ ﻗﺩ ﻴﻜﻭﻥ ﺴﻠﺒﻲ ﺍﻭ ﺍﻴﺠﺎﺒﻲ‪ ،‬ﺃﻱ‬
‫ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﻴﺠﺎﺒﻴﺔ ﺘﺎﻤﺔ‪ ،‬ﺃﻭ ﻭﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺴﻠﺒﻴﺔ ﺘﺎﻤﺔ‪ ،‬ﻓﺤﺠﻡ ﺍﻝﻌﻼﻗﺔ ﻻ ﻴﻌﻜﺱ‬
‫ﺍﺘﺠﺎﻩ ﺍﻝﻌﻼﻗﺔ‪ ،‬ﻭﺍﻨﻤﺎ ﻴﻌﻜﺱ ﺸﺩﺘﻬﺎ‪.‬‬
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‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪255 ،71‬‬

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‫ﻭﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ ﻻ ﻴﻌﺩ ﻜﺎﻓﻴﺎ ﻝﻼﺴﺘﻨﺘﺎﺝ ﺒﺎﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﻤﺭﺘﺒﻁﺎﻥ ﺴﺒﺒﻴﺎ‪،‬‬
‫ﻓﺄﺤﺩ ﺍﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻝﻠﺴﺒﺒﻴﺔ ﻫﻭ ﺒﻘﺎﺀ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﺍﻷﺼﻠﻴﻴﻥ ﺒﻌﺩ‬
‫ﺍﺴﺘﺒﻌﺎﺩ ﺁﺜﺎﺭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺨﺭﻯ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻬﻤﺎ ﺴﺒﺒﻴﺎ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﺤﻘﻴﻕ ﻫﺫﺍ ﺒﻭﺍﺴﻁﺔ‬
‫ﻋﻤﻠﻴﺔ ﺘﺴﻤﻰ ﺍﻝﺴﻴﻁﺭﺓ‪ ،‬ﺍﻝﺘﻲ ﺘﻌﻨﻲ ﺇﺯﺍﻝﺔ ﺁﺜﺎﺭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺨﺭﻯ ﺃﻭ ﺍﻝﺨﺎﺭﺠﻴﺔ ﻤﻥ‬
‫)‪( 1‬‬
‫ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻴﻭﻨﺱ ﺤﻤﺎﺩﻱ ﻋﻠﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪243‬‬

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 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
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.; :
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‫ﺍﻝﻔﺼل ﺍﻝﺴﺎﺩﺱ‬
‫ﺍﻝﻌﻴﻨﺎﺕ‬
Copyright © 2018.
copyright law.

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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻭﻻ‪ :‬ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﻌﻴﻨﺔ‪:‬‬

‫ﻗﺒل ﺍﻝﺘﻁﺭﻕ ﻝﻠﻌﻴﻨﺎﺕ ﺒﺸﻜل ﻤﻔﺼل ﻻﺒﺩ ﻤﻥ ﺍﻻﺸﺎﺭﺓ ﺍﻭﻻ ﺇﻝﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ‬
‫ﺘﺴﺤﺏ ﻤﻨﻪ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﺭﻑ ﺒﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺤﻴﺙ ﺒﺩﻭﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻫﺫﺍ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻭﺘﺤﺩﻴﺩ ﻤﺠﺎﻝﻪ ﻻ ﻴﻤﻜﻥ ﺒﺄﻱ ﺤﺎل ﻤﻥ ﺍﻷﺤﻭﺍل ﺴﺤﺏ ﻋﻴﻨﺔ ﺼﺤﻴﺤﺔ‬
‫ﻭﻤﻤﺜﻠﺔ‪ ،‬ﻓﻤﺎ ﻫﻭ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ؟ ﻭﻜﻴﻑ ﻴﺘﻡ ﺘﺤﺩﻴﺩﻩ؟‬
‫ﻴﻘﺼﺩ ﺒﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺠﻤﻴﻊ ﺍﻝﻭﺤﺩﺍﺕ ﺃﻭ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺘﻲ ﻴﺘﺄﻝﻑ ﻤﻨﻪ ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺫﻱ ﺴﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻝﻤﺠﺘﻤﻊ ﺃﻓﺭﺍﺩ‪ ،‬ﺃﻭ ﺍﺸﻴﺎﺀ‪ ،‬ﻜﺄﻥ ﻴﻜﻭﻥ‬
‫ﺼﺤﻑ – ﻤﺜﻼ –ﺃﻭ ﺍﺫﺍﻋﺎﺕ‪ ،‬ﺃﻭ ﻤﺅﺴﺴﺎﺕ‪ ،‬ﺍﻭ ﺸﺭﻜﺎﺕ‪ ،‬ﺃﻭ ﻤﻨﺎﻁﻕ‪ ،‬ﺃﻭﻤﺩﻥ‪ ،‬ﺃﻭ‬
‫ﺃﻭ ﺒﻠﺩﺍﻥ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ‪ ..‬ﻭﺫﻝﻙ ﺤﺴﺏ ﻁﺒﻴﻌﺔ ﺍﻝﺒﺤﺙ‬ ‫ﻗﺭﻯ‪ ،‬ﺃﻭ ﺠﺎﻤﻌﺎﺕ‪،‬‬
‫ﻭﺍﻝﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﻓﺎﻝﺒﺎﺤﺙ ﻓﻲ ﻤﺠﺎل ﺍﻹﻋﻼﻡ ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻭﺍﻝﺫﻱ‬
‫ﻴﺭﻏﺏ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺼﺤﻑ ﺍﻝﻠﻴﺒﻴﺔ ﻨﺤﻭ ﻗﻀﻴﺔ ﻤﺎ ﻓﺈﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﻝﻪ ﻫﻭ ﻜل ﺍﻝﺼﺤﻑ ﺍﻝﻠﻴﺒﻴﺔ‪ ،‬ﻭﺍﻝﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻴﺩﺭﺱ ﻭﺍﻗﻊ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻌﺎﻤﺔ ﻓﻲ‬
‫ﺍﻝﺸﺭﻜﺎﺕ ﺍﻝﻨﻔﻁﻴﺔ ﺍﻝﻌﺎﻤﻠﺔ ﻓﻲ ﻝﻴﺒﻴﺎ ﻓﺈﻥ ﺠﻤﻴﻊ ﻫﺫﻩ ﺍﻝﺸﺭﻜﺎﺕ ﺘﻤﺜل ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻝﺒﺤﺙ‪.‬‬

‫ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺈﻋﺩﺍﺩ ﻗﺎﺌﻤﺔ ﻜﺎﻤﻠﺔ ﻭﺩﻗﻴﻘﺔ ﺒﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺼﻠﻲ‬
‫ﻭﺘﺴﻤﻰ ﺍﻁﺎﺭﺍ‪ ،‬ﻭﻋﻨﺩ ﺍﻋﺩﺍﺩ ﻫﺫﺍ ﺍﻻﻁﺎﺭ ﻴﺠﺏ ﺍﻥ ﻴﺭﺍﻋﻰ ﺍﻥ ﻴﻜﻭﻥ ﻜﺎﻓﻴﺎ‪ ،‬ﻓﻴﺸﺘﻤل‬
‫ﻋﻠﻰ ﺠﻤﻴﻊ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺘﺩﺨل ﻓﻲ ﺍﻝﺒﺤﺙ )‪ ،( 1‬ﻭﺘﻌﺭﻑ ﺍﻁﺎﺭ ﺍﻝﻤﻌﺎﻴﻨﺔ ﺒﺎﻨﻬﺎ "ﻗﺎﺌﻤﺔ‬
‫ﺒﺎﻝﻤﻔﺭﺩﺍﺕ ﺃﻭ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﺘﻲ ﻴﻀﻤﻬﺎ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ‪ ،‬ﻓﻴﺠﺏ ﺍﻥ ﺘﻤﺜل ﻜل ﻤﻔﺭﺩﺓ‬
‫ﺃﻭ ﻭﺤﺩﺓ ﻓﻲ ﻫﺫﺍ ﺍﻻﻁﺎﺭ ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﺤﺼﺭ ﺍﻝﺩﻗﻴﻕ‪ ،‬ﻤﺜل ﺃﺴﻤﺎﺀ ﺠﻤﻴﻊ ﺍﻝﻨﺎﺠﺤﻴﻥ ﻓﻲ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺴﺘﺎﺭ ﺠﺒﺎﺭ ﺍﻝﻀﻤﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺘﻁﺒﻴﻘﺎﺕ ﺍﻻﺤﺼﺎﺀ ﺍﻝﺭﻴﺎﻀﻲ‪ ،‬ﻁ‪ ،1‬ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﺩﺍﺭ‬
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‫ﺸﻤﻭﻉ ﺍﻝﺜﻘﺎﻓﺔ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.32‬‬

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‫ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﻌﺎﻤﺔ – ﺩﻝﻴل ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﻤﺅﺴﺴﺔ ﻤﻌﻴﻨﺔ ‪ ..‬ﺤﻴﺙ ﻴﺠﺏ ﺍﻥ ﻴﺘﻭﻓﺭ ﻝﻠﺒﺎﺤﺙ‬
‫ﺤﺼﺭ ﺩﻗﻴﻕ ﻝﻬﺫﻩ ﺍﻻﺴﻤﺎﺀ ﺤﺘﻰ ﻴﻀﻤﻥ ﻨﻔﺱ ﻓﺭﺹ ﺍﻻﺨﺘﻴﺎﺭ ﻝﺠﻤﻴﻊ ﺍﻝﻤﻔﺭﺩﺍﺕ")‪.(1‬‬
‫ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﻴﺒﺩﻭ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻀﺤﺎ ﻭﻤﺤﺩﺩ ﻤﻥ ﺨﻼل ﻋﻨﻭﺍﻥ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ‬
‫ﺘﺘﺤﺩﺩ ﻓﻴﻪ ﻤﻌﺎﻝﻡ ﻭﺤﺩﻭﺩ ﺫﻝﻙ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻤﻥ ﺃﻤﺜﻠﺔ ﺫﻝﻙ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻋﻨﻭﺍﻨﻪ‪ :‬ﻤﻌﺎﻝﺠﺔ‬
‫ﺍﻝﺼﺤﻑ ﺍﻝﻠﻴﺒﻴﺔ ﻝﻘﻀﺎﻴﺎ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﻤﻥ ‪1992‬ﻡ – ‪1999‬ﻡ‪ ،‬ﺤﻴﺙ‬
‫ﺘﺘﻀﺢ ﺤﺩﻭﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﻼﻤﺤﻪ ﺒﺼﻭﺭﺓ ﺩﻗﻴﻘﺔ ﻓﻲ ﺍﻝﺼﺤﻑ ﺍﻝﻠﻴﺒﻴﺔ ﺍﻝﺘﻲ‬
‫ﺼﺩﺭﺕ ﻓﻲ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﺤﺩﺩﺓ‪.‬‬
‫ﻭﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻓﺈﻥ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ ﻴﻌﺩ ﺨﻁﻭﺓ ﻤﻬﻤﺔ ﻓﻲ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺫﻝﻙ ﺤﺘﻰ ﻴﺘﺠﻪ ﺍﻝﺒﺎﺤﺙ ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﻤﺠﺘﻤﻌﻪ ﻭﻓﻕ ﺍﻝﺤﺩﻭﺩ‬
‫ﺍﻝﻤﻭﻀﺤﺔ ﻭﺍﻝﻤﺭﺴﻭﻤﺔ‪ ،‬ﻭﻜﻠﻤﺎ ﻜﺎﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻀﺤﺎ ﻭﻤﻔﻬﻭﻤﺎ ﻭﻤﺤﺩﺩﺍ‬
‫ﻝﻠﺒﺎﺤﺙ ﻜﻠﻤﺎ ﻜﺎﻥ ﺒﺈﻤﻜﺎﻨﻪ ﺒﻌﺩ ﺫﻝﻙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺴﺤﺏ ﻋﻴﻨﺘﻪ ﻤﻥ ﻫﺫﺍ ﺍﻝﻤﺠﺘﻤﻊ ﺒﻁﺭﻴﻘﺔ‬
‫ﻋﻠﻤﻴﺔ ﻭﻤﻤﺜﻠﺔ ﻝﻜﺎﻓﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻓﺎﻝﺘﺤﺩﻴﺩ ﺍﻝﻤﺜﺎﻝﻲ ﻝﻠﻤﺠﺘﻤﻊ ﺴﻭﻑ ﻴﻘﻭﺩ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﻌﺩ ﺫﻝﻙ ﺇﻝﻰ ﺍﺨﺘﻴﺎﺭ ﻭﺴﺤﺏ ﻋﻴﻨﺔ ﻤﺜﺎﻝﻴﺔ ﻭﻤﻤﺜﻠﺔ ﻝﻠﻤﺠﺘﻤﻊ‪ ،‬ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﺩﻗﺔ ﻴﻤﻜﻥ‬
‫ﺭﺼﺩ ﺍﻷﻫﻤﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﺨﻁﻭﺓ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻜﻭﻨﺎﺘﻪ ﻭﻅﺭﻭﻓﻪ ﻭﻭﺍﻗﻌﻪ‬
‫ﻭﻁﺒﻴﻌﺘﻪ ﻴﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﺒﻌﺩ ﺫﻝﻙ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﺍﻝﺘﻲ ﻤﻥ‬
‫ﺨﻼﻝﻬﺎ ﺴﻴﻘﻭﻡ ﺒﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﺴﺎﺅﻻﺘﻬﺎ ﻭﻓﺭﻭﻀﻬﺎ‪ ،‬ﻓﻁﺒﻴﻌﺔ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺘﺩﺨل ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻓﻲ‬
‫ﺘﺤﺩﻴﺩ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻌﻪ‪ ،‬ﻭﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻫﺫﻩ‬
‫ﺍﻝﺤﺎﻝﺔ ﻴﺸﺒﻪ ﺍﻝﻔﻼﺡ ﺍﻝﺫﻱ ﻴﺘﻭﺠﻪ ﻝﺠﻨﻲ ﺍﻝﺜﻤﺎﺭ ﻤﻥ ﺍﻝﺤﻘل‪ ،‬ﺤﻴﺙ ﻋﻠﻰ ﺍﻝﻔﻼﺡ ﻫﻨﺎ ﺍﻥ‬
‫ﻴﺘﻌﺭﻑ ﺃﻭﻻ ﻋﻠﻰ ﻜل ﺘﻔﺎﺼﻴل ﺫﻝﻙ ﺍﻝﺤﻘل ﻭﻤﺎ ﻴﺤﺘﻭﻴﻪ ﻤﻥ ﺜﻤﺎﺭ ﻭﺍﺸﺠﺎﺭ ﻤﺨﺘﻠﻔﺔ‪،‬‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺼﻔﻭﺕ ﺍﺒﺭﺍﻫﻴﻡ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ :‬ﻤﻔﻬﻭﻤﻪ – ﺃﺩﻭﺍﺘﻪ – ﺘﺼﻤﻴﻤﻪ‪ ،‬ﻁ‪ ،2‬ﺍﻝﺭﻴﺎﺽ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺩﺍﺭ ﺍﻝﺯﻫﺭﺍﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2010 ،‬ﻡ‪ ،‬ﺹ‪.185‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺤﺘﻰ ﻴﺼﻁﺤﺏ ﻤﻌﻪ ﺍﻝﻭﺴﺎﺌل ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻭﻁﺒﻴﻌﺔ ﺍﻝﺜﻤﺎﺭ ﻭﻁﺭﻴﻘﺔ ﺠﻨﻴﻬﺎ‬
‫ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﻭﻫﻭ ﺒﺎﻝﻀﺒﻁ ﻤﺎ ﻴﺠﺏ ﺍﻥ ﻴﻔﻌﻠﻪ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻋﻠﻴﻪ ﺃﻭﻻ ﺍﻥ‬
‫ﻴﺘﻌﺭﻑ ﺠﻴﺩﺍ ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﺩﺭﺍﺴﺘﻪ ﻝﻴﺤﺩﺩ ﺒﻌﺩ ﺫﻝﻙ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﻭﺍﻷﺴﺎﻝﻴﺏ‬
‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻝﻪ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻓﻪ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫‪ – 2‬ﺍﻥ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻤﻪ ﻭﺤﺩﻭﺩﻩ‬
‫ﻭﻤﺠﺎﻻﺘﻪ ﺍﻝﻤﻜﺎﻨﻴﺔ ﻭﺍﻝﺯﻤﻨﻴﺔ ﻭﺍﻝﺒﺸﺭﻴﺔ‪ ،‬ﺴﻭﻑ ﻴﺴﻬل ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺘﺤﺩﻴﺩ ﺤﺠﻡ ﻋﻴﻨﺘﻪ‬
‫ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﻭﺍﻝﻤﻼﺌﻤﺔ ﻝﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻤﻜﻭﻨﺎﺘﻪ‪ ،‬ﺤﻴﺙ ﻴﻨﻌﻜﺱ ﺤﺠﻡ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﺒﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻤﺘﺠﺎﻨﺱ ﻓﺈﻨﻪ‬
‫ﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﻜﺘﻔﺎﺀ ﺒﺩﺭﺍﺴﺔ ﻋﻴﻨﺔ ﻤﺤﺩﻭﺩﺓ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻓﺎﺕ ﻭﺘﺒﺎﻴﻨﺎﺕ‬
‫ﻅﺎﻫﺭﺓ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﻓﻴﺼﻴﺭ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺴﺤﺏ ﻋﻴﻨﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﺒﻤﺎ ﻴﻀﻤﻥ ﺘﻤﺜﻴل ﻜﺎﻓﺔ‬
‫ﻋﻨﺎﺼﺭ ﺍﻝﻤﺠﺘﻤﻊ‪.‬‬
‫‪ – 3‬ﺍﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻁﻴﺎﻓﻪ ﻭﻤﻜﻭﻨﺎﺘﻪ ﻭﻓﺌﺎﺘﻪ ﻴﺴﺎﻋﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺴﺤﺏ ﻋﻴﻨﺘﻪ ﺒﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻭﺍﻝﺤﺠﻡ ﺍﻝﺤﻘﻴﻘﻲ ﻝﻜل ﻓﺌﺔ‪ ،‬ﻓﺎﻝﺘﻌﺭﻑ‬
‫ﻤﺜﻼ ﻋﻠﻰ ﻋﺩﺩ ﺍﻝﺫﻜﻭﺭ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺍﻭ ﻋﺩﺩ ﺍﻝﻤﻨﺨﺭﻁﻴﻥ ﻓﻲ ﻜل ﻤﻬﻨﺔ ﺴﻭﻑ ﻴﺘﻴﺢ‬
‫ﻝﻠﺒﺎﺤﺙ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺘﻪ ﻝﺘﻜﻭﻥ ﻤﻤﺜﻠﺔ ﺍﺤﺴﻥ ﺘﻤﺜﻴل ﻝﻜل ﺘﻠﻙ ﺍﻝﻤﻜﻭﻨﺎﺕ‪ ،‬ﺴﻭﺍﺀ ﻓﻴﻤﺎ‬
‫ﻴﺘﻌﻠﻕ ﺒﺎﻝﺠﻨﺱ )ﺫﻜﻭﺭ ﻭﺍﻨﺎﺙ(‪ ،‬ﺃﻭ ﺍﻝﻤﻬﻨﺔ )ﻁﻼﺏ – ﻤﻭﻅﻔﻭﻥ – ﺃﻁﺒﺎﺀ – ﻤﻌﻠﻤﻭﻥ‬
‫‪ ..‬ﺍﻝﺦ (‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪ – 4‬ﻴﺴﺎﻋﺩ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻨﻭﻋﻴﺔ ﺍﻝﻌﻴﻨﺔ‬
‫ﺍﻝﺘﻲ ﺘﺘﻤﺎﺸﻰ ﻭﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻤﻜﻭﻨﺎﺘﻪ‪ ،‬ﻓﺎﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ – ﻤﺜﻼ – ﺒﻤﺴﺘﻭﻴﺎﺘﻬﺎ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺘﺠﺎﻨﺱ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻁﺒﻘﻴﺔ ﻴﻔﻀل ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‬
‫ﻓﻲ ﺤﺎل ﺘﻘﺴﻴﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻁﺒﻘﺎﺕ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺫﻝﻙ ﺍﻝﺘﻘﺴﻴﻡ‬
‫ﺍﻝﻁﺒﻘﻲ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﻤﻬﻨﺔ ﺃﻭ ﺍﻝﺩﺨل ‪ ..‬ﺍﻝﺦ‪ ،‬ﺍﻤﺎ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺴﺎﺤﻴﺔ ﻓﺈﻨﻬﺎ ﺘﺼﻠﺢ ﻋﻨﺩﻤﺎ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻴﺘﻜﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﻤﻨﺎﻁﻕ ﺠﻐﺭﺍﻓﻴﺔ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻘﺭﻯ‪ ،‬ﺃﻭ‬

‫ﺍﻝﻤﺩﻥ‪ ،‬ﺃﻭ ﺍﻝﺒﻠﺩﺍﻥ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻌﻴﻨﺔ‪:‬‬

‫ﺍﻝﻌﻴﻨﺔ ﻫﻲ ﺠﺯﺀ ﻤﻥ ﺍﻝﻜل‪ ،‬ﻭﻝﻜﻥ ﺃﻱ ﺠﺯﺀ؟ ﻭﺃﻱ ﻜل؟ ﺫﻝﻙ ﻫﻭ ﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ‬
‫ﻨﻨﻁﻠﻕ ﻤﻨﻪ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭﻨﺎ ﻭﺘﺤﺩﻴﺩﻨﺎ ﻝﻠﻌﻴﻨﺔ‪ ،‬ﻓﻠﻴﺱ ﺃﻱ ﺠﺯﺀ ﻤﻥ ﺃﻱ ﻜل ﻫﻭ ﻋﻴﻨﺔ‬
‫ﺒﺎﻝﻤﻔﻬﻭﻡ ﺍﻝﻌﻠﻤﻲ ﻝﻠﻤﺼﻁﻠﺢ‪ ،‬ﻓﻠﻠﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺸﺭﻭﻁ ﻭﻗﻭﺍﻋﺩ ﻻﺒﺩ ﻤﻥ‬
‫ﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﺎ‪ ،‬ﺤﻴﺙ ﻻ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﻫﺫﺍ ﺍﻝﺠﺯﺀ ﺍﻝﺫﻱ ﻫﻭ ﺍﻝﻌﻴﻨﺔ ﺇﻻ ﺒﻌﺩ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﻫﺫﺍ ﺍﻝﻜل ﺍﻝﺫﻱ ﻫﻭ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻓﻌﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺇﺫﺍ ﻤﺎ ﺴﺤﺒﺕ ﺒﻁﺭﻴﻘﺔ ﺼﺤﻴﺤﺔ ﻭﻭﻓﻕ‬
‫ﺃﺴﺎﻝﻴﺏ ﻭﺨﻁﻭﺍﺕ ﻋﻠﻤﻴﺔ ﻓﺈﻨﻬﺎ ﺤﻴﻨﺌﺫ ﺴﺘﻤﺜل ﺍﻝﻜل ﺍﻝﺫﻱ ﻫﻭ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ‬
‫ﺍﻝﺤﺎﻝﺔ ﻓﻘﻁ ﻴﻤﻜﻥ ﺍﻻﻁﻤﺌﻨﺎﻥ ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻨﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻥ ﺩﺭﺍﺴﺘﻨﺎ ﻝﻌﻴﻨﺔ‬
‫ﻤﺤﺩﻭﺩﺓ‪.‬‬
‫ﻭﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﺘﻌﺭﻴﻑ ﺍﻝﻌﻴﻨﺔ ﺒﺎﻨﻬﺎ "ﺠﺯﺀ ﻤﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻝﺨﺼﺎﺌﺹ ﻭﺍﻝﺼﻔﺎﺕ‪ ،‬ﻭﻝﺫﺍ ﻓﺒﺩﻻ ﻤﻥ ﺍﻥ ﻴﻠﺠﺄ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﻜل ﻭﺤﺩﺍﺕ‬
‫ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻫﻲ ﻗﺩ ﺘﻜﻭﻥ ﻜﺒﻴﺭﺓ ﺠﺩﺍ ﻤﻤﺎ ﻴﺼﻌﺏ ﺩﺭﺍﺴﺘﻬﺎ ﻓﺈﻨﻪ ﻴﻠﺠﺄ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﻋﻴﻨﺔ‬
‫ﻤﺼﻐﺭﺓ ﻝﻠﻤﺠﺘﻤﻊ ﺘﻐﻨﻴﻪ ﻋﻥ ﺩﺭﺍﺴﺔ ﻜﺎﻓﺔ ﻭﺤﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ )‪ ،( 1‬ﻜﻤﺎ ﻴﻤﻜﻥ ﺘﻌﺭﻴﻑ‬
‫ﺍﻝﻌﻴﻨﺔ ﺒﺎﻨﻬﺎ "ﻨﺴﺒﺔ ﻤﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﺤﺩﺩﻫﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ‪ ،‬ﻭﻴﻔﺘﺭﺽ ﺍﻥ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻨﺘﻭﺼل ﺍﻝﻴﻬﺎ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﺘﺠﺭﻯ ﻋﻠﻴﻬﺎ ﻴﻤﻜﻥ ﺍﻥ ﺘﻌﺎﻤل ﻭﻜﺄﻤﻬﺎ‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ" )‪ ،( 2‬ﺍﻤﺎ ﻭﺤﺩﺓ ﺍﻝﻤﻌﺎﻴﻨﺔ ﻓﻬﻲ ﺍﻝﻤﻔﺭﺩﺓ‪،‬‬

‫‪ -1‬ﺤﺴﻴﻥ ﻓﺭﺤﺎﻥ ﺭﻤﺯﻭﻥ‪ ،‬ﻗﺭﺍﺀﺍﺕ ﻓﻲ ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺤﻨﻴﻥ ﻝﻠﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪1994 ،‬ﻡ‪ ،‬ﺹ‪.60‬‬
‫‪ -2‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺼﻔﻭﺕ ﺍﺒﺭﺍﻫﻴﻡ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ :‬ﻤﻔﻬﻭﻤﻪ – ﺃﺩﻭﺍﺘﻪ – ﺘﺼﻤﻴﻤﻪ‪ ،‬ﻁ‪ ،2‬ﺍﻝﺭﻴﺎﺽ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺩﺍﺭ ﺍﻝﺯﻫﺭﺍﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2010 ،‬ﻡ‪ ،‬ﺹ‪.183،184‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻴﻘﺼﺩ ﺒﻬﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻴﻥ ﻴﻀﻤﻬﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ‪ ،‬ﻭﻴﺸﺘﺭﻁ ﻝﺫﻝﻙ ﺍﻥ ﻴﺘﻭﺍﻓﺭ‬
‫ﺤﺼﺭ ﻝﺠﻤﻴﻊ ﺍﻓﺭﺍﺩ ﻫﺫﺍ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻓﻲ ﺤﺎﻝﺔ ﺼﻌﻭﺒﺔ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﺍﻭ ﻋﺩﻡ ﺍﻤﻜﺎﻥ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺃﺴﻤﺎﺀ ﻜل ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻓﺈﻨﻨﺎ ﻨﻠﺠﺄ ﺇﻝﻰ ﺘﻘﺴﻴﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺇﻝﻰ‬
‫ﻭﺤﺩﺍﺕ ﻝﻠﻤﻌﺎﻴﻨﺔ‪ ،‬ﻭﻨﺨﺘﺎﺭ ﻨﺴﺒﺔ ﻤﻥ ﻫﺫﻩ ﺍﻝﻭﺤﺩﺍﺕ ﻝﺘﺸﻜل ﻋﻴﻨﺔ ﻤﻤﺜﻠﺔ ﻝﻜل ﻭﺤﺩﺍﺕ‬
‫ﺍﻝﻤﺠﺘﻤﻊ)‪ ،(1‬ﻭﻴﻼﺤﻅ ﺍﻥ ﻤﻔﻬﻭﻡ ﻭﺤﺩﺓ )‪ (unit‬ﻤﺄﺨﻭﺫ ﻤﻥ ﻤﻔﻬﻭﻡ ﻤﺠﻤﻭﻋﺔ )‪(blouk‬‬
‫ﻭﻫﻭ ﺘﻘﺴﻴﻡ ﻤﺒﺎﻨﻲ ﺤﻲ ﻤﻌﻴﻥ ﺇﻝﻰ ﺒﻠﻭﻜﺎﺕ ﻤﺘﺠﺎﻨﺴﺔ ﻓﻲ ﺩﺍﺨﻠﻬﺎ "ﻓﻴﻼﺕ – ﻤﺠﻤﻊ‬
‫ﺘﺠﺎﺭﻱ – ﻤﺠﻤﻊ ﺴﻜﻨﻲ – ﻤﺴﺎﻜﻥ ﻝﻺﻴﺠﺎﺭ" ﻭﺘﻤﻴل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﻭﺤﺩﺓ‬
‫ﺍﻝﻤﻌﺎﻴﻨﺔ ﺏ ‪ 5000‬ﻨﺴﻤﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺒﻠﻭﻙ ﻴﺸﻤل ﻋﺩﺩ ﺃﻜﺒﺭ ﻓﺈﻨﻪ ﻴﻘﺴﻡ ﺇﻝﻰ ﻭﺤﺩﺍﺕ‬
‫ﻝﻠﻤﻌﺎﻴﻨﺔ ﺘﻀﻤﻥ ﺍﻝﺘﺠﺎﻨﺱ ﻤﻊ ﺘﻘﺎﺭﺏ ﺍﻷﻋﺩﺍﺩ‪ ،‬ﻭﺒﻬﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻨﻀﻤﻥ ﻭﺤﺩﺍﺕ‬
‫ﻤﺘﺠﺎﻨﺴﺔ ﻓﻲ ﻁﺒﻴﻌﺔ ﺍﻝﺤﻴﺎﺓ‪ ،‬ﻭﻤﺘﺴﺎﻭﻴﺔ ﻓﻲ ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻭﺴﻨﻀﻤﻥ ﺍﻴﻀﺎ ﺼﺩﻕ‬
‫ﺍﻝﺘﻤﺜﻴل ﺍﻝﻨﺴﺒﻲ ﻝﻸﻤﺎﻜﻥ ﺃﻭ ﺍﻝﺘﺠﻤﻌﺎﺕ ﺍﻝﻤﺯﺩﺤﻤﺔ ﻝﻠﺴﻜﺎﻥ)‪.(2‬‬
‫ﻨﺴﺘﻨﺘﺞ ﻤﻤﺎ ﺴﺒﻕ ﺍﻥ ﺍﻝﻌﻴﻨﺔ ﻫﻲ ﻤﺎ ﻴﺘﻡ ﺩﺭﺍﺴﺘﻪ ﻨﻴﺎﺒﺔ ﻋﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺘﻨﺘﻤﻲ‬
‫ﺇﻝﻴﻪ‪ ،‬ﻓﺎﻝﻌﻴﻨﺔ ﻫﻲ ﺫﻝﻙ ﺍﻝﺠﺯﺀ ﺍﻝﺫﻱ ﻴﻘﻊ ﻋﻠﻴﻪ ﺍﻻﺨﺘﻴﺎﺭ ﻝﺩﺭﺍﺴﺘﻪ ﻭﻓﻘﺎ ﻻﻋﺘﺒﺎﺭﺍﺕ‬
‫ﻋﻠﻤﻴﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﺃﻫﻤﻬﺎ ﺍﻝﺘﻤﺜﻴل ﺍﻝﺤﻘﻴﻘﻲ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪ ،‬ﺤﻴﺙ ﻴﺘﻴﺢ ﺍﻝﺘﻤﺜﻴل‬
‫ﺍﻝﺠﻴﺩ ﺍﻤﻜﺎﻨﻴﺔ ﺘﻌﻤﻴﻡ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺴﺤﺒﻬﺎ ﻋﻠﻰ ﻜل ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻻ ﻴﻤﻜﻥ ﺍﻥ‬
‫ﻨﺼﻑ ﻜل ﺠﺯﺀ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺒﺎﻨﻪ ﻋﻴﻨﺔ‪ ،‬ﻭﻴﺅﻜﺩ ﺍﻝﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﻤﻨﻴﺭ ﺤﺠﺎﺏ ﻋﻠﻰ‬
‫ﻫﺫﺍ ﺍﻻﺘﺠﺎﻩ ﺒﻘﻭﻝﻪ‪" :‬ﺍﻥ ﺍﻝﻌﻴﻨﺔ ﻝﻴﺴﺕ ﻤﺠﺭﺩ ﺠﺯﺀ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺤﺴﺒﻤﺎ ﺍﺘﻔﻕ‪ ،‬ﻭﻝﻜﻨﻬﺎ‬
‫ﺍﺨﺘﻴﺎﺭ ﻭﺍﻉ ﺘﺭﺍﻋﻰ ﻓﻴﻪ ﻗﻭﺍﻋﺩ ﻭﺍﻋﺘﺒﺎﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻤﻌﻴﻨﺔ ﻝﻜﻲ ﺘﻜﻭﻥ ﻨﺘﺎﺌﺠﻬﺎ ﻗﺎﺒﻠﺔ‬
‫ﻝﻠﺘﻌﻤﻴﻡ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ")‪.(3‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.184‬‬

‫‪ -2‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.184‬‬
‫‪ -3‬ﻤﺤﻤﺩ ﻤﻨﻴﺭ ﺤﺠﺎﺏ‪ ،‬ﺍﻷﺴﺱ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻜﺘﺎﺒﺔ ﺍﻝﺭﺴﺎﺌل ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﻁ‪ ،3‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﺠﺭ ﻝﻠﻨﺸﺭ‬
‫‪Copyright © 2018.‬‬

‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.31‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻜﻠﻤﺎ ﺤﺭﺹ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺘﻪ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﺴﻠﻴﻤﺔ ﻜﺎﻨﺕ ﻨﺘﺎﺌﺠﻪ‬
‫ﺃﻜﺜﺭ ﺩﻗﺔ‪ ،‬ﻜﻤﺎ ﻝﻭ ﻁﺒﻘﺕ ﻋﻠﻰ ﻜﺎﻓﺔ ﻭﺤﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﺜﻘﺔ ﻓﻲ ﺍﻝﻨﺘﺎﺌﺞ ﻻ ﺘﺘﺤﺩﺩ ﻓﻘﻁ ﺒﺯﻴﺎﺩﺓ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻭﻝﻜﻥ ﺘﺘﺤﺩﺩ ﺃﻭﻻ‬
‫ﺒﻁﺭﻴﻘﺔ ﺍﺨﺘﻴﺎﺭﻫﺎ‪ ،‬ﻓﺎﻝﻌﻴﻨﺔ ﺍﻝﻜﺒﻴﺭﺓ ﻏﻴﺭ ﺍﻝﻤﻤﺜﻠﺔ ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ ﻝﻤﺠﺘﻤﻌﻬﺎ ﻻ ﺘﻘﻭﺩ ﺇﻝﻰ‬
‫ﻨﺘﺎﺌﺞ ﻴﻤﻜﻥ ﺘﻌﻤﻴﻤﻬﺎ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻥ ﻋﻴﻨﺔ ﺼﻐﻴﺭﺓ ﻤﻤﺜﻠﺔ ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ ﻭﻋﻠﻤﻴﺎ‬
‫ﻝﻤﺠﺘﻤﻌﻬﺎ ﺍﻷﺼﻠﻲ ﺴﺘﻘﻭﺩ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺃﻜﺜﺭ ﺩﻗﺔ ﻭﺜﻘﺔ ﺍﻴﻀﺎ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﻝﻤﺎﺫﺍ ﻨﻠﺠﺄ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ؟‪:‬‬

‫ﻗﻠﻨﺎ ﺍﻥ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻫﻲ ﺍﻝﺠﺯﺀ ﺍﻝﻤﻤﺜل ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ ﻝﻠﻜل ﺍﻝﺫﻱ‬
‫ﺘﻨﺘﻤﻲ ﺇﻝﻴﻪ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻨﺼل ﺍﻝﻴﻬﺎ ﻭﻓﻕ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﺘﻤﺜل ﺫﻝﻙ ﺍﻝﻜل‪،‬‬
‫ﻭﻝﺭﺏ ﻗﺎﺌل‪ :‬ﻝﻤﺎﺫﺍ ﻻ ﻨﺩﺭﺱ ﺫﻝﻙ ﺍﻝﻜل ﺤﺘﻰ ﺘﻜﻭﻥ ﻨﺘﺎﺌﺠﻨﺎ ﺃﻜﺜﺭ ﺩﻗﺔ ﻭﻤﺼﺩﺍﻗﻴﺔ؟ ‪..‬‬
‫ﻭﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻓﺈﻨﻪ ﻴﻅل ﻤﻥ ﺍﻷﻓﻀل ﺩﺭﺍﺴﺔ ﺍﻝﻜل ﺇﺫﺍ ﻜﺎﻥ ﺫﻝﻙ ﻤﺘﺎﺤﺎ ﻭﻤﻤﻜﻨﺎ‪ ،‬ﻭﻫﻭ‬
‫ﺍﻤﺭﺃ ﻏﻴﺭ ﻤﺘﻭﻓﺭ ﻓﻲ ﺃﻏﻠﺏ ﺍﻝﺤﺎﻻﺕ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻝﺼﻌﺏ ﺒل ﻤﻥ ﺍﻝﻤﺴﺘﺤﻴل ﺍﺤﻴﺎﻨﺎ‬
‫ﻓﻌل ﺫﻝﻙ ﺨﺎﺼﺔ ﻓﻲ ﺒﻌﺽ ﺍﻝﺘﺨﺼﺼﺎﺕ ﻭﺍﻝﺤﺎﻻﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻨﺎ ﻨﻠﺠﺄ‬
‫ﻻﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺸﺭﻁ ﻭﺠﻭﺩ ﻀﻤﺎﻨﺎﺕ ﺘﺘﻴﺢ ﺘﻤﺜﻴﻼ ﺤﻘﻴﻘﻴﺎ ﻝﻜﺎﻓﺔ‬
‫ﻋﻨﺎﺼﺭ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ‪.‬‬
‫ﻭﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻓﺈﻥ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺎﺕ ﻴﻌﺩ ﺍﻷﺴﻠﻭﺏ ﺍﻷﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﺎ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺍﺜﻨﺎﺀ ﺩﺭﺍﺴﺎﺕ ﻤﺠﺘﻤﻌﺎﺕ ﻭﺍﺴﻌﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﻤﺎ ﻴﻭﻓﺭﻩ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻴﻤﻜﻥ ﺤﺼﺭﻫﺎ ﻓﻴﻤﺎ‬
‫ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﻴﻭﻓﺭ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺠﻬﺩ ﻝﻠﺒﺎﺤﺜﻴﻥ‪ ،‬ﻓﺒﺩﻻ ﻤﻥ ﺩﺭﺍﺴﺔ ﻜﺎﻓﺔ‬
‫ﻭﺤﺩﺍﺕ ﻭﻋﻨﺎﺼﺭ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻘﺘﺼﺭ ﻓﻘﻁ ﻋﻠﻰ ﻋﺩﺩ ﻤﺠﺩﻭﺩ ﻤﻥ‬
‫ﺍﻝﻭﺤﺩﺍﺕ‪ ،‬ﻴﺭﻯ ﺍﻨﻬﺎ ﺘﻤﺜل ﺫﻝﻙ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ ﺘﻭﻓﻴﺭ ﻭﺍﺨﺘﺼﺎﺭ ﺍﻝﻜﺜﻴﺭ ﻤﻥ‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺠﻬﺩ ﻝﻠﺒﺎﺤﺙ ﺃﻭ ﺍﻝﻔﺭﻴﻕ ﺍﻝﺒﺤﺜﻲ‪ ،‬ﻭﻴﺒﺩﻭ ﺍﻷﻤﺭ ﺃﻜﺜﺭ ﻭﻀﻭﺤﺎ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺤﺠﻡ‬
‫ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻜﺒﻴﺭ ﻭﻤﺘﺴﻊ‪ ،‬ﺴﻭﺍﺀ ﺘﻌﻠﻕ ﺍﻝﺤﺠﻡ ﺒﻌﺩﺩ ﺍﻝﻭﺤﺩﺍﺕ ﻭﺍﻝﻌﻨﺎﺼﺭ‪ ،‬ﺃﻭ‬
‫ﺒﺎﻝﺭﻗﻌﺔ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﺍﻝﺘﻲ ﺘﻤﺘﺩ ﻋﻠﻴﻬﺎ ﺘﻠﻙ ﺍﻝﻭﺤﺩﺍﺕ ﻭﺍﻝﻌﻨﺎﺼﺭ‪.‬‬
‫‪ – 2‬ﻴﺨﺘﺼﺭ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻭﻗﺕ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺘﺤﺩﻴﺩ ﻭﺤﺩﺍﺕ ﻤﻌﻴﻨﺔ‬
‫ﻴﺘﻡ ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻴﻬﺎ ﺩﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺎﻝﻜﺎﻤل ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺠﻌل ﺍﻝﻭﻗﺕ‬
‫ﺍﻝﺫﻱ ﻴﻘﻀﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺠﻤﻊ ﺒﻴﺎﻨﺎﺘﻪ ﻭﻜﺘﺎﺒﺔ ﺘﻘﺭﻴﺭﻩ ﺍﻝﻌﻠﻤﻲ ﺃﻗل ﺒﻜﺜﻴﺭ ﻤﻤﺎ ﻝﻭ ﻗﺎﻡ‬
‫ﺒﺩﺭﺍﺴﺔ ﺍﻝﻤﺠﺘﻤﻊ ﻜﻜل‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻤﻔﻴﺩ ﻭﻋﻠﻰ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﺨﺎﺼﺔ‬
‫ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﺩﺭﺍﺴﺔ ﺒﻌﺽ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻅﺭﻭﻑ ﺯﻤﻨﻴﺔ ﺁﻨﻴﺔ‬
‫ﻭﻤﺤﺩﻭﺩﺓ‪ ،‬ﻭﺍﻝﻤﻁﻠﻭﺏ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺴﺭﻴﻌﺔ ﺒﺸﺄﻨﻬﺎ‪ ،‬ﻭﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ‬
‫ﺘﺸﺨﻴﺹ ﻭﻤﻌﺎﻝﺠﺔ ﺘﻠﻙ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﺨﺘﺼﺎﺭ ﺍﻝﻭﻗﺕ ﻭﺍﺠﺭﺍﺀ ﺍﻝﺒﺤﻭﺙ ﻓﻲ ﺯﻤﻥ‬
‫ﻗﺼﻴﺭ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺠﻌل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ ﺘﺘﺴﻡ ﺒﺎﻝﺠﺩﺓ ﻭﺍﻝﺤﺩﺍﺜﺔ‪.‬‬
‫‪ – 3‬ﻴﺴﺎﻋﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺎﺕ ﻓﻲ ﺘﺭﺸﻴﺩ ﺍﻻﻨﻔﺎﻕ ﺍﻝﻤﺎﻝﻲ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﻋﻜﺱ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺢ ﺍﻝﺸﺎﻤل‪ ،‬ﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬
‫ﺍﻝﻜﺒﻴﺭﺓ‪ ،‬ﻓﺼﻐﺭ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﻭﻓﺭ ﻝﻴﺱ ﻓﻘﻁ ﺍﻝﺠﻬﺩ ﻭﺍﻝﻭﻗﺕ‪ ،‬ﺒل ﺍﻝﻤﺎل‬
‫ﺍﻴﻀﺎ‪ ،‬ﺤﻴﺙ ﺘﺤﺘﺎﺝ ﺍﻝﺒﺤﻭﺙ ﺇﻝﻰ ﻤﻴﺯﺍﻨﻴﺎﺕ ﻜﺒﻴﺭﺓ ﻭﻨﻔﻘﺎﺕ ﻤﺎﻝﻴﺔ ﻤﺭﺘﻔﻌﺔ ﻝﺘﻐﻁﻴﺔ‬
‫ﻨﻔﻘﺎﺕ ﺍﻝﺒﺤﺙ‪ ،‬ﻜﺘﻨﻘل ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﻤﻜﺎﻥ ﻷﺨﺭ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﺠﺭﺍﺀ‬
‫ﺍﻝﻤﻘﺎﺒﻼﺕ ﻭﺍﻝﺘﺠﺎﺭﺏ‪ ،‬ﻭﺸﺭﺍﺀ ﺍﻝﻤﻌﺩﺍﺕ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻝﻼﺯﻤﺔ ﻹﺠﺭﺍﺀ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﺄﺠﻴﺭ‬
‫ﺍﻝﻤﻌﺎﻤل ﻭﺘﺠﻬﻴﺯﻫﺎ‪ ،‬ﻭﺍﻗﺘﻨﺎﺀ ﺍﻝﻜﺘﺏ ﻭﺘﺼﻭﻴﺭﻫﺎ‪ ،‬ﻭﻋﻤﻠﻴﺎﺕ ﺍﻝﻁﺒﺎﻋﺔ ‪ ..‬ﻭﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫ﺍﻥ ﺍﺨﺘﺼﺎﺭ ﺍﻝﻭﻗﺕ ﻭﺘﻭﻓﻴﺭ ﺍﻝﺠﻬﺩ ﺴﻭﻑ ﻴﺅﺜﺭﺍﻥ ﺒﺎﻝﺘﺄﻜﻴﺩ ﺒﻌﺩ ﺫﻝﻙ ﻋﻠﻰ ﺍﻻﻨﻔﺎﻕ‬
‫ﺍﻝﻤﺎﻝﻲ‪ ،‬ﻭﺴﻴﺴﺎﻫﻤﺎﻥ ﺒﻼ ﺸﻙ ﻓﻲ ﺘﻭﻓﻴﺭ ﺍﻝﻤﺎل‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺴﺎﻋﺩ ﺒﺩﻭﺭﻩ ﻓﻲ ﺍﻨﺠﺎﺯ‬
‫ﺒﺤﻭﺙ ﺃﺨﺭﻯ‪.‬‬
‫‪– 4‬ﺘﻭﻓﺭ ﺍﻝﻌﻴﻨﺎﺕ ﺩﻗﺔ ﺍﻜﺒﺭ ﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻜﺒﻴﺭﺓ‬
‫ﻭﺍﻝﻀﺨﻤﺔ‪ ،‬ﻭﺫﻝﻙ ﺍﺜﻨﺎﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻝﻌﺩ ﻭﺍﺴﺘﺨﺭﺍﺝ ﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻋﻨﺩ ﻋﺭﺽ ﻭﺘﺤﻠﻴل‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﺒﺤﻴﺙ ﻻ ﻴﻘﻊ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺨﻁﺄ ﺍﻝﻨﺴﻴﺎﻥ ﺃﻭ ﺍﻝﺴﻬﻭ ﺃﺜﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻝﻌﺩ‬
‫ﻝﻠﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻜﺒﻴﺭﺓ ﺒﺴﺒﺏ ﺤﺠﻤﻬﺎ‪" ،‬ﺤﻴﺙ ﻴﺴﺎﻋﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺔ ﻋﻠﻰ ﺘﻘﻠﻴل ﺍﻝﺘﺤﻴﺯ‬
‫ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﻋﺩﻡ ﺍﻝﺩﻗﺔ ﻓﻲ ﻗﻴﺎﺱ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﺇﺫ ﺍﻥ ﺍﻗﺘﺼﺎﺭ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﻋﺩﺩ ﻤﺤﺩﻭﺩ‬
‫ﻤﻥ ﺍﻝﻤﻔﺭﺩﺍﺕ ﻴﻤﻜﻥ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻕ ﺴﻠﻴﻤﺔ ﻓﻲ ﺍﻝﻘﻴﺎﺱ‪ ،‬ﺒﻴﻨﻤﺎ ﻗﺩ ﻴﺘﻌﺫﺭ‬
‫)‪(1‬‬
‫ﻜﻤﺎ ﺍﻥ ﺍﻝﻔﺎﻗﺩ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻝﻁﺭﻕ ﺇﺫﺍ ﺍﺠﺭﻱ ﺍﻝﺒﺤﺙ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل"‬
‫ﻤﻥ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ ﻋﺎﺩﺓ ﻗﻠﻴل ﻭﺫﻝﻙ ﻋﻠﻰ ﻋﻜﺱ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل‪ ،‬ﺤﻴﺙ ﻴﺭﺘﻔﻊ ﻋﺩﺩ‬
‫ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﻤﻔﻘﻭﺩﺓ ﺨﺎﺼﺔ ﻋﻨﺩ ﺍﺠﺭﺍﺀ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻘﺎﺒﻼﺕ ﻤﻊ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‪،‬‬
‫ﻭﻫﻭ ﻤﺎ ﻴﺼﻌﺏ ﺘﻌﻭﻴﻀﻪ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﻋﻜﺱ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﺫﻱ ﻴﺘﻴﺢ‬
‫ﺘﻌﻭﻴﺽ ﺍﻝﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻔﻘﻭﺩﺓ ﺒﻜل ﻴﺴﺭ ﻭﺴﻬﻭﻝﺔ ﺒﻤﻔﺭﺩﺍﺕ ﺃﻭ ﻭﺤﺩﺍﺕ ﺍﺨﺭﻯ‪ ،‬ﻭﻜﻤﺜﺎل‬
‫ﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻨﻪ ﻋﻨﺩ ﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺒﻌﺽ ﺍﻝﺼﺤﻑ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻨﻭﺍﻉ ﺍﻷﺨﺒﺎﺭ‬
‫ﺍﻝﻤﻨﺸﻭﺭﺓ ﻓﻴﻬﺎ ﺒﺄﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻓﺎﻨﻪ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻠﺘﺯﻡ ﺒﺘﺤﻠﻴل ﻜﺎﻓﺔ‬
‫ﺃﻋﺩﺍﺩ ﻫﺫﻩ ﺍﻝﺼﺤﻑ ﺨﻼل ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﺍﻝﻤﺤﺩﺩﺓ‪ ،‬ﻭﻫﻨﺎ ﻗﺩ ﺘﻌﺘﺭﻀﻪ ﻤﺸﻜﻠﺔ ﻋﺩﻡ‬
‫ﺘﻭﻓﺭ ﺒﻌﺽ ﺍﻷﻋﺩﺍﺩ‪ ،‬ﻭﻫﻭ ﺃﻤﺭﺍ ﻜﺜﻴﺭﺍ ﻤﺎ ﻴﻭﺍﺠﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻌﺫﺭ ﺍﺘﻤﺎﻡ‬
‫ﺃﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل‪ ،‬ﺃﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻌﻴﻨﺔ ﻓﺈﻥ ﺍﻤﺎﻡ ﺍﻝﺒﺎﺤﺙ ﻤﺠﺎل ﻝﺘﻌﻭﻴﺽ‬
‫ﺍﻷﻋﺩﺍﺩ ﺍﻝﻤﻔﻘﻭﺩﺓ ﺒﺄﻋﺩﺍﺩ ﺃﺨﺭﻯ‪.‬‬
‫ﺇﻻ ﺍﻨﻪ ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻜل ﺫﻝﻙ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺘﻘﺘﺼﺭ ﻋﺎﺩﺓ ﻋﻠﻰ‬
‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻜﺒﻴﺭﺓ ﻭﺍﻝﻭﺍﺴﻌﺔ‪ ،‬ﺃﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺼﻐﻴﺭﺓ ﺍﻝﺘﻲ ﻴﺴﻬل‬
‫ﺤﺼﺭﻫﺎ ﻓﺈﻨﻪ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل‪ ،‬ﻭﻫﻭ ﺃﻤﺭﺍ‬
‫ﻻ ﺸﻙ ﺍﻨﻪ ﺴﻭﻑ ﻴﻘﻭﺩ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺃﻜﺜﺭ ﺩﻗﺔ ﻭﺜﻘﺔ‪ ،‬ﻭﺒﺎﻹﻤﻜﺎﻥ ﺘﻌﻤﻴﻤﻬﺎ ﺒﻌﺩ ﺫﻝﻙ‪.‬‬
‫‪ – 5‬ﺍﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻨﺘﻬﺕ ﺇﻝﻰ ﺍﻨﻪ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻝﺘﻭﺼل ﺇﻝﻰ‬
‫ﻨﻔﺱ ﺍﻝﻨﺘﺎﺌﺞ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻜﻤﺎ ﻝﻭ ﺍﺴﺘﺨﺩﻤﻨﺎ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل)‪ ،(2‬ﻭﻴﺒﺩﻭ‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.29‬‬

‫‪2‬‬
‫‪-Richard, W Budd (et al) Content Analysis OF Mass Communication‬‬
‫‪Copyright © 2018.‬‬

‫ﻓﻲ‪ :‬ﻋﺎﺒﺩﻴﻥ ﺍﻝﺩﺭﺩﻴﺭ ﺍﻝﺸﺭﻴﻑ‪London: The Mac Millan co., 1967, p21 : ،‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺫﻝﻙ ﺃﻜﺜﺭ ﻭﻀﻭﺤﺎ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺘﺠﺎﻨﺴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻭﻁﺎﻝﻤﺎ ﺘﺘﻴﺢ ﻝﻨﺎ ﺍﻝﻌﻴﻨﺎﺕ‬
‫ﻨﺘﺎﺌﺞ ﻤﻁﺎﺒﻘﺔ ﺃﻭ ﺤﺘﻰ ﻗﺭﻴﺒﺔ ﻭﻤﺸﺎﺒﻬﺔ ﻷﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﻤﻤﻜﻥ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﻜﻁﺭﻴﻘﺔ ﻤﻭﺜﻭﻕ ﺒﻨﺘﺎﺌﺠﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒﺩل ﻤﻥ ﺍﺨﻀﺎﻉ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﺒﺎﻝﻜﺎﻤل ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬
‫‪"– 6‬ﺍﺴﺘﺤﺎﻝﺔ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺠﺘﻤﻊ ﺒﺎﻝﻜﺎﻤل ﻓﻲ ﺒﻌﺽ ﺍﻻﺤﻴﺎﻥ‪ ،‬ﺤﻴﺙ ﺘﺘﻁﻠﺏ ﺒﻌﺽ‬
‫ﺍﻝﺤﺎﻻﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ ﺤﺼﺭﺍ‪ ،‬ﺇﺫ ﻻ ﻴﻤﻜﻥ ﻤﻊ ﺘﻠﻙ ﺍﻝﺤﺎﻻﺕ ﺩﺭﺍﺴﺔ ﺠﻤﻴﻊ‬
‫ﻭﺤﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻝﻤﺎ ﻴﺴﺒﺒﻪ ﻤﻥ ﺨﺴﺎﺌﺭ ﻜﺒﻴﺭﺓ ﺒﺴﺒﺏ ﺍﻻﺴﺘﺤﺎﻝﺔ‪ ،‬ﻓﻤﺜﻼ ﻋﻨﺩ ﺘﺤﻠﻴل ﺩﻡ‬
‫ﺍﻝﻤﺭﻴﺽ ﻴﻜﺘﻔﻲ ﺍﻝﻁﺒﻴﺏ ﺒﻔﺤﺹ ﻋﻴﻨﺔ ﻤﻨﻪ ﻷﻨﻪ ﻤﻥ ﻏﻴﺭ ﺍﻝﻤﻤﻜﻥ ﺃﺨﺫ ﻜل ﺩﻤﻪ‬
‫ﻝﻼﺨﺘﺒﺎﺭ‪ ،‬ﻜﺫﻝﻙ ﻋﻨﺩ ﻓﺤﺹ ﺠﻭﺩﺓ ﺍﻻﻨﺘﺎﺝ ﻷﻴﺔ ﺴﻠﻌﺔ ﻓﺈﻨﻪ ﻴﻜﺘﻔﻰ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺒﻌﻴﻨﺔ‬
‫ﺼﻐﻴﺭﺓ ﻻﺨﺘﺒﺎﺭﻫﺎ ﻭﺍﻻ ﻓﺈﻥ ﺍﺨﺘﺒﺎﺭ ﺠﻤﻴﻊ ﺍﻝﻭﺤﺩﺍﺕ ﺴﻴﺅﺩﻱ ﺇﻝﻰ ﺨﺴﺎﺌﺭ ﻓﺎﺩﺤﺔ‪،‬‬
‫ﻭﻜﺫﻝﻙ ﺍﻷﻤﺭ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻼﻨﻬﺎﺌﻴﺔ ﻤﺜل ﺍﻝﻁﻴﻭﺭ ﻭﺍﻻﺴﻤﺎﻙ")‪.(1‬‬
‫‪ – 7‬ﻗﺩ ﻴﺒﺩﻭ ﻝﻠﻭﻫﻠﺔ ﺍﻻﻭﻝﻰ ﺍﻥ ﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻤﺠﺘﻤﻊ ﺨﻼل ﺩﺭﺍﺴﺔ‬
‫ﺍﻝﻌﻴﻨﺔ ﻏﻴﺭ ﻤﻁﺎﺒﻘﺔ ﻝﻭﺍﻗﻊ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺇﻻ ﺍﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺎﻝﻴﺏ ﻭﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻤﻥ ﻗﺒل ﺫﻭﻱ ﺍﻝﺨﺒﺭﺓ ﻭﺍﻻﺨﺘﺼﺎﺹ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻝﻌﻴﻨﺔ ﻭﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﻋﺩﺩ‬
‫ﻗﻠﻴل ﻨﺴﺒﻴﺎ ﻤﻥ ﺍﻝﻤﻼﻜﺎﺕ ﺍﻝﺘﻨﻔﻴﺫﻴﺔ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﻘﻠل ﻜﺜﻴﺭﺍ ﻤﻥ ﺍﺤﺘﻤﺎل ﻋﺩﻡ ﻤﻁﺎﺒﻘﺔ‬
‫ﺍﻝﻌﻴﻨﺔ ﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻤﻥ ﺍﺤﺘﻤﺎل ﻭﻗﻭﻉ ﺍﻷﺨﻁﺎﺀ‪ ،‬ﺒل ﻋﻠﻰ ﺍﻝﻌﻜﺱ ﺍﻥ‬
‫ﺍﻝﺤﺎﺠﺔ ﻻﺴﺘﺨﺩﺍﻡ ﺃﻋﺩﺍﺩ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻝﻤﺴﻭﺤﺎﺕ ﺍﻝﺸﺎﻤﻠﺔ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ‬
‫ﻴﺅﺩﻱ ﺇﻝﻰ ﺘﺭﺍﻜﻡ ﺃﺨﻁﺎﺀ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻨﺘﻴﺠﺔ ﻝﺘﺒﺎﻴﻥ ﻜﻔﺄﺘﻬﻡ ﻭﻤﺴﺘﻭﻯ ﺘﺩﺭﻴﺒﻬﻡ ﻭﺼﻌﻭﺒﺔ‬
‫ﻤﺘﺎﺒﻌﺘﻬﻡ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺘﻭﺍﻓﺭ ﺍﻝﻁﺭﻕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﻘﻴﺎﺱ ﻭﺍﻻﺨﺘﺒﺎﺭ ﺴﻴﺘﻴﺢ ﻝﻨﺎ ﻓﺭﺼﺔ‬

‫ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻻﺨﺒﺎﺭﻴﺔ ﻓﻲ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻠﻴﺒﻴﺔ – ﺩﺭﺍﺴﺔ ﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﺍﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺯﻗﺎﺯﻴﻕ‪،‬‬
‫ﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ‪1996 ،‬ﻡ‪ ،‬ﺹ‪.255‬‬
‫‪ -1‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﻋﺒﺩﺍﻝﻤﺠﻴﺩ ﺍﻝﺒﻠﺩﺍﻭﻱ‪ ،‬ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻝﻠﻤﻌﺎﻴﻨﺔ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻝﻴﺒﻴﺎ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﺍﻝﺴﺎﺒﻊ ﻤﻥ ﺍﺒﺭﻴل‪1995 ،‬ﻡ‪ ،‬ﺹ‪.15،16‬‬

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‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻤﺴﺘﻭﻯ ﺩﻗﺔ ﺍﻝﻨﺘﺎﺌﺞ ﻭﻴﺠﻌﻠﻨﺎ ﻓﻲ ﻤﺄﻤﻥ ﻤﻥ ﻤﻌﻁﻴﺎﺕ ﺍﻝﻌﻴﻨﺔ ﻭﺍﺴﺘﺨﺩﺍﻡ‬

‫)‪(1‬‬
‫ﻨﺘﺎﺌﺠﻬﺎ ﻜﺘﻘﺩﻴﺭﺍﺕ ﺠﻴﺩﺓ ﻝﻤﻌﺎﻝﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ‪.‬‬

‫ﺭﺍﺒﻌﺎ ‪:‬ﺸﺭﻭﻁ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ‪:‬‬

‫ﻴﺨﻀﻊ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ ﻝﻌﺩﺩ ﻤﻥ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻀﻌﻬﺎ ﻓﻲ‬
‫ﺤﺴﺒﺎﻨﻪ‪ ،‬ﻓﺎﻷﻤﺭ ﻝﻴﺱ ﻤﺘﺭﻭﻜﺎ ﻫﻜﺫﺍ ﻝﻤﺯﺍﺝ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻫﻭﺍﺌﻪ ﻭﺭﻏﺒﺎﺘﻪ ﻭﻤﻴﻭﻝﻪ‬
‫ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﺒل ﺘﺤﺩﺩﻩ ﻀﻭﺍﺒﻁ ﻋﻠﻤﻴﺔ ﺼﺎﺭﻤﺔ ‪ ..‬ﺤﻴﺙ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺒل ﺍﻥ‬
‫ﻴﺨﺘﺎﺭ ﻁﺭﻴﻘﺔ ﺴﺤﺏ ﻋﻴﻨﺘﻪ ﻭﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﻴﺭﻴﺩ ﺴﺤﺒﻬﺎ ﺍﻥ ﻴﺠﻴﺏ ﻋﻠﻰ ﺍﻝﺴﺅﺍل‬
‫ﺍﻝﺘﺎﻝﻲ‪ :‬ﻤﺎﺫﺍ ﺍﺭﻴﺩ ﻤﻥ ﻫﺫﺍ ﺍﻝﺒﺤﺙ؟ ﻭﻤﺎ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﺠﺭﺍﺌﻪ؟ ﻭﻫل ﻤﻁﻠﻭﺏ ﺘﻌﻤﻴﻡ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺍﻡ ﺍﻝﻌﻴﻨﺔ ﻻ ﺘﻤﺜل ﺍﻻﻨﻔﺴﻬﺎ؟ ﻭﻤﺎ ﻨﻭﻉ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻴﺭﻏﺏ ﻓﻲ ﺍﺠﺭﺍﺌﻪ؟ ﻫل‬
‫ﻫﻭ – ﻤﺜﻼ ‪ -‬ﺒﺤﺙ ﺍﺴﺘﻁﻼﻋﻲ ﻜﺸﻔﻲ ﻤﺒﺩﺌﻲ ﻴﻭﻓﺭ ﻓﻘﻁ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭﻝﻴﺔ ﺘﻔﻴﺩ ﺒﻌﺩ‬
‫ﺫﻝﻙ ﻓﻲ ﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﻻﺤﻘﺔ ﺍﻜﺜﺭ ﻋﻤﻘﺎ ﻭﺍﺘﺴﺎﻋﺎ؟ ﻓﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻜﺸﻔﻴﺔ‬
‫ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﻏﻴﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﻏﻴﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺤﻴﺔ ‪..‬‬
‫ﻭﻫﻜﺫﺍ ‪ ..‬ﻓﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ – ﻤﺜﻼ – ﺘﺘﺴﻡ ﺒﺼﻐﺭ ﻋﻴﻨﺎﺘﻬﺎ‬
‫ﻭﺸﺩﺓ ﺍﻝﻀﺒﻁ ﻓﻴﻬﺎ‪.‬‬
‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﻝﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ ﺸﺭﻭﻁ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻤﻌﺭﻓﺘﻬﺎ‬
‫ﻭﺍﻻﻝﻤﺎﻡ ﺒﻬﺎ‪ ،‬ﻭﻫﻲ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪– 1‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺭﺍﻋﻲ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﻤﻤﺜﻠﺔ ﺘﻤﺜﻴﻼ ﺤﻘﻴﻘﻴﺎ ﻭﺼﺎﺩﻗﺎ ﻝﻜل‬
‫ﻭﺤﺩﺍﺕ ﻭﻋﻨﺎﺼﺭ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺃﻭﻻ ﻤﻌﺭﻓﺔ ﻤﺒﺎﺸﺭﺓ‬
‫ﻝﻤﺠﺘﻤﻌﻪ ﻤﻥ ﺤﻴﺙ ﺤﺠﻤﻪ ﻭﻤﻜﻭﻨﺎﺘﻪ ﻭﺘﻘﺴﻴﻤﺎﺘﻪ ‪ ..‬ﺇﻝﻰ ﺃﺨﺭ ﺫﻝﻙ ‪ ..‬ﻭﺜﺎﻨﻴﺎ ﺍﻥ ﻴﻜﻭﻥ‬
‫ﻋﻠﻰ ﺍﻁﻼﻉ ﻭﻤﻌﺭﻓﺔ ﺒﺄﻨﻭﺍﻉ ﺍﻝﻌﻴﻨﺎﺕ ﻭﺸﺭﻭﻁ ﺍﺨﺘﻴﺎﺭ ﻜل ﻤﻨﻬﺎ ﻭﻁﺭﻴﻘﺔ ﺴﺤﺒﻬﺎ –‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.15‬‬

‫‪copyright law.‬‬

‫‪171‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻫﻭ ﻤﺎ ﺴﻨﺘﻌﺭﻑ ﻋﻠﻴﻪ ﻻﺤﻘﺎ ﺒﺎﻝﺘﻔﺼﻴل –ﻭﺫﻝﻙ ﺤﺘﻰ ﻴﻀﻤﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻨﻭﻉ ﺍﻝﻤﻼﺌﻡ‬
‫ﻤﻨﻬﺎ ﻝﻁﺒﻴﻌﺔ ﻤﺠﺘﻤﻌﻪ‪ ،‬ﺤﻴﺙ ﻻ ﺘﻭﺠﺩ ﻭﺼﻔﺔ ﻭﺍﺤﺩﺓ ﻭﻤﺤﺩﺩﺓ ﻝﻁﺭﻴﻘﺔ ﺍﺨﺘﻴﺎﺭ ﻨﻭﻉ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻭ ﺁﻝﻴﺔ ﺴﺤﺒﻬﺎ‪ ،‬ﻓﻠﻜل ﺒﺤﺙ ﻭﻝﻜل ﻋﻴﻨﺔ ﻭﻝﻜل ﻤﺠﺘﻤﻊ ﻅﺭﻭﻓﻪ ﺍﻝﺘﻲ ﺘﺘﺩﺨل ﻓﻲ‬
‫ﺫﻝﻙ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻷﻤﺭ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﻤﺘﺭﻭﻙ ﻝﻠﺒﺎﺤﺙ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻨﻭﻉ ﻭﺤﺠﻡ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﻴﺭﻯ ﺍﻨﻬﺎ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺒﺤﺜﻪ ﻭﺍﻫﺩﺍﻓﻪ‪ ،‬ﻭﺍﻨﻬﺎ ﺍﻻﻗﺩﺭ ﻋﻠﻰ ﺘﻤﺜﻴل ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻤﻊ ﻤﺭﺍﻋﺎﺓ ﺍﻝﻀﻭﺍﺒﻁ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﻜل ﺍﻻﺤﻭﺍل‪.‬‬
‫‪– 2‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﻴﺢ ﺍﻝﻔﺭﺼﺔ ﻝﻜﺎﻓﺔ ﺍﻓﺭﺍﺩ ﻤﺠﺘﻤﻌﻪ ﻝﻜﻲ ﻴﻜﻭﻨﻭﺍ ﻤﻥ ﻀﻤﻥ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺴﺘﺠﺭﻯ ﻋﻠﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻝﻙ ﺤﺘﻰ ﻻ ﻴﺘﻬﻡ ﺒﺎﻝﺘﺤﻴﺯ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺘﻪ‪،‬‬
‫ﻭﻴﺘﻁﻠﺏ ﺫﻝﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﺠﺭﺍﺀﺍﺕ ﻭﺍﻝﻀﻭﺍﺒﻁ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺠﺭﻱ‬
‫ﺩﺭﺍﺴﺘﻪ – ﻤﺜﻼ – ﺤﻭل ﺍﺴﺘﺨﺩﺍﻡ ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻓﺈﻥ ﻋﻠﻴﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺍﻥ ﻴﺠﻌل ﺍﻷﻤﺭ ﻤﺘﺎﺤﺎ ﻝﻜﺎﻓﺔ ﺍﻝﻁﻼﺏ ﻓﻲ ﺍﻁﺎﺭ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‬
‫ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﺸﻤل ﻁﻼﺏ ﺍﻝﻜﻠﻴﺎﺕ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﺜﻡ ﻴﻨﺘﻘﻲ ﻤﻨﻬﺎ ﺒﺄﺴﻠﻭﺏ‬
‫ﻋﻠﻤﻲ ﻭﺒﺎﻝﺘﻤﺜﻴل ﺍﻝﻤﺘﺴﺎﻭﻱ ﻷﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺼﻠﻲ ﻜﻠﻴﺎﺕ ﻤﺤﺩﺩﺓ ﻤﻤﺜﻠﺔ ﻝﻠﻜﻠﻴﺎﺕ‬
‫ﺍﻝﻨﻅﺭﻴﺔ‪ ،‬ﻭﺃﺨﺭﻯ ﻤﻤﺜﻠﺔ ﻝﻠﻜﻠﻴﺎﺕ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ‪ ،‬ﺜﻡ ﻴﺘﻡ ﺴﺤﺏ ﻋﻴﻨﺔ ﻤﻥ ﺍﻝﻁﻼﺏ‬
‫ﺍﻝﺩﺍﺭﺴﻴﻥ ﺒﻬﺫﻩ ﺍﻝﻜﻠﻴﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺘﻜﻔل ﻝﻜل ﻭﺍﺤﺩ ﻤﻨﻬﻡ ﺍﺤﺘﻤﺎﻝﻴﺔ ﺍﻥ ﻴﻜﻭﻥ ﻤﻥ ﻀﻤﻥ‬
‫ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻜﺄﻥ ﻴﻘﺴﻡ ﻋﻴﻨﺘﻪ ﻋﻠﻰ ﺍﻝﺘﺨﺼﺼﺎﺕ ﺩﺍﺨل ﻜل ﻜﻠﻴﺔ‪ ،‬ﻤﺭﺍﻋﻴﺎ ﺘﻤﺜﻴل ﺍﻝﺫﻜﻭﺭ‬
‫ﻭﺍﻹﻨﺎﺙ ﻭﺴﻨﻭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻓﻕ ﻨﺴﺒﺔ ﻜل ﻤﻨﻬﺎ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺼﻠﻲ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ‬
‫ﻫﺫﻩ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺇﺫﺍ ﻤﺎ ﺘﻤﺕ ﺒﻁﺭﻴﻘﺔ ﺼﺤﻴﺤﺔ ﻭﻤﻨﻀﺒﻅﺔ ﻋﻠﻤﻴﺎ ﻓﺈﻨﻨﺎ ﺴﻭﻑ ﻨﺘﻴﺢ‬
‫ﺍﻝﻔﺭﺼﺔ ﻝﻜﺎﻓﺔ ﻓﺭﺍﺩ ﻭﻭﺤﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﻝﻜﻲ ﻴﻜﻭﻨﻭﺍ ﻀﻤﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺨﺘﺎﺭﺓ‬
‫ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬

‫ﺨﺎﻤﺴﺎ ‪:‬ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪:‬‬

‫ﻗﺩ ﻴﺒﺩﻭ ﻤﺴﺘﻐﺭﺒﺎ ﺍﻥ ﻨﻘﻭل ﺒﺎﻨﻪ ﻻ ﻴﻭﺠﺩ ﺤﺠﻡ ﻤﻌﻴﻥ ﻝﻠﻌﻴﻨﺎﺕ ﻴﻤﻜﻥ ﺍﻥ ﻴﻘﺩﻡ‬
‫ﻜﻭﺼﻔﺔ ﺜﺎﺒﺘﺔ ﻭﻤﺘﻔﻕ ﻋﻠﻴﻬﺎ ﻝﻜل ﺃﻨﻭﺍﻉ ﺍﻝﺒﺤﻭﺙ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻭﺠﻭﺩ ﺍﺘﻔﺎﻕ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪172‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻠﻰ ﻤﻌﺎﻴﻴﺭ ﻤﻌﻴﻨﺔ ﻝﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻻ ﻴﻌﻨﻲ ﻜل ﺫﻝﻙ ﺍﻥ ﺍﻷﻤﺭ ﻤﺘﺭﻭﻙ ﻝﻤﺯﺍﺝ‬
‫ﺍﻝﺒﺎﺤﺙ ﻭﻝﺭﻏﺒﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﺒل ﺍﻥ ﻫﻨﺎﻙ ﺸﺭﻭﻁﺎ ﻋﻠﻤﻴﺔ ﻭﻤﻭﻀﻭﻋﻴﺔ ﻫﻲ ﺍﻝﺘﻲ‬
‫ﺘﺤﺩﺩ ﺤﺠﻡ ﻜل ﻋﻴﻨﺔ ﻭﻓﻕ ﻁﺒﻴﻌﺔ ﻜل ﺩﺭﺍﺴﺔ‪ ،‬ﻓﻤﺒﺩﺌﻴﺎ ﻴﺠﺏ ﺍﻻ ﻴﻘل ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‬
‫ﺍﻝﺼﻐﻴﺭﺓ – ﻜﻤﺎ ﻫﻭ ﻤﺘﻔﻕ ﻋﻠﻴﻪ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ – ﻋﻥ ﺜﻼﺜﻴﻥ ﻤﻔﺭﺩﺓ‪ ،‬ﻭﺍﻻ ﻴﻘل‬
‫ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻜﺒﻴﺭﺓ ﻋﻥ ﻤﺎﺌﺔ ﻤﻔﺭﺩﺓ‪ ،‬ﻭ"ﻴﻘﺩﻡ ﻓﻘﻬﺎﺀ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻤﺜﺎل‪ :‬ﺒﻭﺭﻕ ‪Borg‬‬
‫ﻭﺠﺎل ‪Gall‬ﻭﺴﺘﻨﺎﻝﻲ ‪ Stanley‬ﺒﻌﺽ ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺒﺨﺼﻭﺹ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻫﻲ‪:‬‬
‫ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻴﺠﺏ ﺍﻻ ﻴﻘل ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻋﻥ ﺜﻼﺜﻴﻥ ﻓﺭﺩﺍ‪ ،‬ﻭﻓﻲ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻴﺠﺏ ﺍﻻ ﻴﻘل ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻋﻥ ‪ 15‬ﻓﺭﺩﺍ ﻓﻲ ﻜل ﻤﺠﻤﻭﻋﺔ‪ ،‬ﻭﻓﻲ ﺍﻝﺒﺤﻭﺙ‬
‫ﺍﻝﻤﺴﺤﻴﺔ ﻴﺠﺏ ﺍﻻ ﻴﻘل ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻋﻥ ‪ 100‬ﻓﺭﺩﺍ‪ ،‬ﻭﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ ﻴﺠﺏ ﺍﻻ‬
‫ﻴﻘل ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻋﻥ ‪ %20‬ﻓﻲ ﺍﻝﻤﺌﺎﺕ‪ ،‬ﻭ‪ %10‬ﻓﻲ ﺍﻷﻻﻑ‪ ،‬ﻭ‪ %5‬ﻓﻲ ﻋﺸﺭﺍﺕ‬
‫ﺍﻷﻻﻑ")‪.(1‬‬
‫ﻭﻓﻲ ﻤﺠﺎل ﺍﻝﻌﻤل ﺍﻻﺤﺼﺎﺌﻲ ﻴﻭﺠﺩ ﺍﺘﺠﺎﻫﺎﻥ ﻋﻨﺩ ﺘﻘﺩﻴﺭ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻴﻌﺘﻤﺩ‬
‫ﺍﻻﺘﺠﺎﻩ ﺍﻷﻭل ﻋﻠﻰ ﺍﻝﺨﺒﺭﺓ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺎﺤﺙ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل‪ ،‬ﺤﻴﺙ ﺍﻅﻬﺭﺕ ﺨﻼﺼﺔ‬
‫ﺍﻝﺨﺒﺭﺍﺕ ﻭﺍﻝﺘﺠﺎﺭﺏ ﺍﻥ ﺤﺠﻡ ﻋﻴﻨﺔ ﻓﻲ ﺤﺩﻭﺩ ‪ %10‬ﺇﻝﻰ ‪ %15‬ﻤﻥ ﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺍﻷﺼﻠﻲ ﻴﺒﺩﻭ ﻤﻼﺌﻤﺎ ﻓﻲ ﻤﻌﻅﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ‪ ،‬ﻭﻴﺘﻤﻴﺯ ﻫﺫﺍ ﺍﻻﺘﺠﺎﻩ ﻓﻲ ﺘﻘﺩﻴﺭ‬
‫ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﺒﺎﻝﺴﻬﻭﻝﺔ‪ ،‬ﻜﻤﺎ ﻴﻔﻴﺩ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻗﻠﻴﻠﻲ ﺍﻝﺨﺒﺭﺓ ﻓﻲ ﻤﺠﺎل ﺍﻝﻌﻤل‬
‫ﺍﻻﺤﺼﺎﺌﻲ‪ ،‬ﺍﻤﺎ ﺍﻻﺘﺠﺎﻩ ﺍﻝﺜﺎﻨﻲ ﻓﻴﺭﺘﺒﻁ ﺍﺴﺎﺴﺎ ﺒﻨﻅﺭﻴﺔ ﺍﻻﺤﺘﻤﺎل‪ ،‬ﻤﻤﺎ ﻴﺘﻁﻠﺏ ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻻﻝﻤﺎﻡ ﺒﻘﺩﺭ ﻭﺍﻓﺭ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻭﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺘﻘﺩﻴﺭ ﺍﻝﺤﺠﻡ ﺍﻝﻤﺜل ﻝﻠﻌﻴﻨﺔ ‪ ..‬ﻭﺘﺘﻤﺜل ﺃﻫﻡ ﺍﻝﻌﻭﺍﻤل‬

‫‪ -1‬ﺍﻝﻌﺠﻴﻠﻲ ﻋﺼﻤﺎﻥ ﺴﺭﻜﺯ‪ ،‬ﻋﻴﺎﺩ ﺴﻌﻴﺩ ﺍﻤﻁﻴﺭ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ‪ :‬ﺃﺴﺎﻝﻴﺒﻪ – ﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﻁﺭﺍﺒﻠﺱ‪،‬‬
‫ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﻤﻔﺘﻭﺤﺔ‪2002 ،‬ﻡ‪ ،‬ﺹ‪ .187‬ﻓﻲ ‪ :‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ‬
‫ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ – ﺃﺴﺎﻝﻴﺒﻬﺎ ﻭﺘﻘﻨﻴﺎﺘﻬﺎ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﺒﻴﻀﺎﺀ ﻝﻴﺒﻴﺎ‪ ،‬ﻤﻜﺘﺒﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺯﻫﺭﺍﺀ‪2010 ،‬ﻡ‪ ،‬ﺹ‪.25 ،24‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺭﺌﻴﺴﻴﺔ ﺍﻝﻤﺤﺩﺩﺓ ﻝﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﻨﺴﺒﺔ ﺍﻝﺨﻁﺄ ﺍﻝﻤﺴﻤﻭﺡ ﺒﻪ ﺃﻭ ﺩﺭﺠﺔ‬

‫ﺍﻝﺜﻘﺔ ﺃﻭ ﺍﻝﺩﻗﺔ‪ ،‬ﻭﻤﻌﺎﻤل ﺍﻝﺘﺸﺘﺕ ﺃﻭ ﺍﻻﻨﺤﺭﺍﻑ ﺍﻝﻤﻌﻴﺎﺭﻱ ﺒﻴﻥ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ ﺃﻭ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﺍﻥ ﺍﻤﻜﻥ‪ ،‬ﻭﺍﻻﺨﺘﻼﻑ ﺍﻝﻨﺴﺒﻲ ﺒﻴﻥ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﺤﺴﺎﺒﻲ ﻝﻠﻌﻴﻨﺔ ﻭﻤﺘﻭﺴﻁ‬
‫ﺍﻝﻤﺠﺘﻤﻊ)‪ ،(1‬ﻭﻴﺘﻡ ﺫﻝﻙ ﻤﻥ ﺨﻼل ﻤﻌﺎﺩﻻﺕ ﺍﺤﺼﺎﺌﻴﺔ ﻭﺼﻴﻎ ﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﻝﺫﺍ ﻓﺈﻨﻪ ﻤﻥ‬
‫ﺍﻝﻤﻬﻡ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻻ ﻴﻤﺘﻠﻙ ﺍﻝﺨﺒﺭﺓ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻜﺎﻓﻴﺔ ﺍﻥ ﻴﺴﺘﻌﻴﻥ ﺒﻤﺘﺨﺼﺹ ﻓﻲ‬
‫ﺍﻹﺤﺼﺎﺀ ﺍﺜﻨﺎﺀ ﺍﻝﺸﺭﻭﻉ ﻓﻲ ﺘﺤﺩﻴﺩ ﻭﺴﺤﺏ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺒﻤﺎ ﻴﻀﻤﻥ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﻤﺴﺘﻭﻯ ﻋﺎل ﻤﻥ ﺍﻝﺜﻘﺔ‪.‬‬
‫ﻭﻓﻲ ﻭﺍﻗﻊ ﺍﻷﻤﺭ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﻗﺒل ﺍﻥ ﻴﺘﺨﺫ ﻗﺭﺍﺭﺍ ﺒﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‬
‫ﺇﻝﻰ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﻤﻤﺜﻠﺔ ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪ ،‬ﻭﻫﻭ ﺍﻝﺸﺭﻁ‬
‫ﺍﻷﺴﺎﺴﻲ ﻭﺍﻷﻭل ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻴﻤﻜﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻻﺒﺩ ﻝﻠﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻙ‬
‫ﺍﻥ ﺃﻱ ﺨﻠل ﻓﻲ ﺘﺤﺩﻴﺩ ﻋﻴﻨﺘﻪ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺠﻌل ﺠﻬﺩﻩ ﺍﻝﻌﻠﻤﻲ ﺒﺭﻤﺘﻪ ﻴﺫﻫﺏ ﺴﺩﻯ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻋﻠﻴﻪ ﺍﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﺍﻁﻼﻉ ﻭﺍﺴﻊ ﻋﻠﻰ ﺃﺴﺎﻝﻴﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻤﺩﺭﻜﺎ‬
‫ﻷﻫﻤﻴﺔ ﺍﻝﻌﻤل ﺍﻝﺒﺤﺜﻲ ﺍﻝﺫﻱ ﻫﻭ ﺒﺼﺩﺩﻩ‪ ،‬ﻭﺃﻫﻤﻴﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺴﻴﺘﻭﺼل ﺇﻝﻴﻬﺎ‪ ،‬ﻭﻫﻭ‬
‫ﺍﻤﺭﺍ ﻴﺠﻌﻠﻪ ﻤﺤﻁ ﻤﺴﺅﻭﻝﻴﺔ ﻋﻠﻤﻴﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻤﻤﺎ ﻴﻠﺯﻤﻪ ﺒﺎﻥ ﻴﻭﻝﻲ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺘﻪ ﻋﻨﺎﻴﺔ‬
‫ﺨﺎﺼﺔ ﺤﺘﻰ ﺘﻜﻭﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﺤﻁ ﺍﺤﺘﺭﺍﻡ ﻭﺘﻘﺩﻴﺭ ﺒﻘﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ‪،‬‬
‫ﻭﻴﻜﻭﻥ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻋﻠﻤﻴﺎ ﻝﺼﺎﻝﺢ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻓﺎﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻴﺱ ﻤﺠﺭﺩ‬
‫ﺠﻬﺩﺍ ﻴﻨﺎل ﺒﻪ ﺍﻝﺒﺎﺤﺙ ﺩﺭﺠﺔ ﻋﻠﻤﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻝﻜﻨﻪ ﺒﺎﻷﺴﺎﺱ ﻋﻤل ﻨﺒﻴل ﻴﺴﻌﻰ ﺇﻝﻰ‬
‫ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻪ‪.‬‬
‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﻫﻨﺎﻙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﻋﻠﻰ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻀﻌﻬﺎ ﻓﻲ ﺍﻝﺤﺴﺒﺎﻥ ﻝﺘﺤﺩﻴﺩ ﺤﺠﻡ ﻋﻴﻨﺘﻪ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬

‫‪ -1‬ﻓﺘﺤﻲ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ ﺍﺒﻭﺭﺍﻀﻲ‪ ،‬ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻌﺭﺒﻴﺔ‪1998 ،‬ﻡ‪ ،‬ﺹ‪.28،29‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃ – ﺍﻋﺘﺒﺎﺭﺍﺕ ﺘﺘﻌﻠﻕ ﺒﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬

‫ﻭﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﻓﻲ‪:‬‬
‫‪ – 1‬ﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ‪:‬‬
‫ﻓﻜﻠﻤﺎ ﺯﺍﺩ ﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺯﺍﺩ ﺒﺎﻝﺘﺎﻝﻲ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﺎﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻜﺒﻴﺭﺓ ﺘﺘﻁﻠﺏ‬
‫ﺴﺤﺏ ﻋﻴﻨﺎﺕ ﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﻤﺘﻭﺴﻁﺔ ﺃﻭ ﺼﻐﻴﺭﺓ ﺍﻝﺤﺠﻡ‪" ،‬ﻭﺍﻝﺤﺠﻡ ﺍﻝﻤﻼﺌﻡ‬
‫ﻝﻠﻌﻴﻨﺔ ﻫﻨﺎ ﻻﺒﺩ ﻭﺍﻥ ﻴﻌﻜﺱ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻔﻌﻠﻴﺔ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﻤﺩﺭﻭﺱ")‪ ،(1‬ﺇﻻ ﺍﻨﻪ ﻭﻓﻲ‬
‫ﺍﻝﻤﻘﺎﺒل ﻴﺠﺏ ﺍﻝﺘﺴﻠﻴﻡ ﺒﺎﻥ ﺯﻴﺎﺩﺓ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﻻ ﻴﺘﺒﻌﻪ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻝﺩﻗﺔ‬
‫ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﺫﻝﻙ ﻻﻥ ﻋﻴﻨﺔ ﻤﻥ ﻋﺸﺭﺓ ﻤﻼﻴﻴﻥ ﺸﺨﺹ ﻤﺨﺘﺎﺭﺓ ﺍﺨﺘﻴﺎﺭﺍ ﻏﻴﺭ ﺴﻠﻴﻡ‬
‫ﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﻨﺘﺎﺌﺠﻬﺎ ﺃﻗل ﺩﻗﺔ ﻤﻥ ﻋﻴﻨﺔ ﻤﻥ ﻤﺎﺌﺔ ﺸﺨﺹ ﻤﺨﺘﺎﺭﺓ ﺍﺨﺘﻴﺎﺭﺍ‬
‫ﺼﺤﻴﺤﺎ)‪.(2‬‬
‫‪ – 2‬ﺩﺭﺠﺔ ﺘﺠﺎﻨﺱ ﺍﻝﻤﺠﺘﻤﻊ‪:‬‬
‫ﻓﻜﻠﻤﺎ ﻜﺎﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻤﺘﺠﺎﻨﺴﺎ ﺍﺘﺎﺡ ﺫﻝﻙ ﻝﻠﺒﺎﺤﺙ ﻤﺠﺎﻻ ﻻﻥ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﺃﺼﻐﺭ‪،‬‬
‫ﺃﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻏﻴﺭ ﻤﺘﺠﺎﻨﺱ ﻓﺈﻥ ﺫﻝﻙ ﻴﺘﻁﻠﺏ ﺘﻤﺜﻴﻼ ﺃﻋﻠﻰ ﻝﻜﺎﻓﺔ ﺍﻝﺸﺭﺍﺌﺢ‬
‫ﻭﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﻴﺸﺘﻤل ﻋﻠﻴﻬﺎ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﻴﺠﺭﻱ – ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل – ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻁﻼﺏ ﺍﻝﻤﺭﺤﻠﺔ‬
‫ﺍﻻﻋﺩﺍﺩﻴﺔ ﻝﻠﺼﺤﺎﻓﺔ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻓﻲ ﻤﺩﻴﻨﺔ ﻤﻌﻴﻨﺔ ﻓﺈﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‬
‫ﻴﻌﺘﺒﺭ ﻤﺘﺠﺎﻨﺱ ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻻﻜﺘﻔﺎﺀ ﺒﻌﻴﻨﺔ ﺼﻐﻴﺭﺓ ﻨﺴﺒﻴﺎ ﻴﻌﺩ ﻤﻤﺜل‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﺃﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺠﺭﻱ ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻠﻴﺒﻴﺔ‬
‫ﻝﻠﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﻭﺍﻻﺸﺒﺎﻋﺎﺕ ﺍﻝﻤﺘﺤﻘﻘﺔ ﻓﺈﻥ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ‬

‫‪ -1‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﺃﺴﻠﻭﺏ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﺒﻨﻐﺎﺯﻱ‪ ،‬ﺠﺎﻤﻌﺔ ﻗﺎﺭﻴﻭﻨﺱ‪،‬‬
‫‪1988‬ﻡ‪ ،‬ﺹ‪.175‬‬
‫‪ -2‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻻﺘﺼﺎل ﻭﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻭﺍﻹﻋﻼﻡ ﺍﻝﺩﻭﻝﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﻗﺒﺎﺀ‬
‫‪Copyright © 2018.‬‬

‫ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1998 ،‬ﻡ‪ ،‬ﺹ‪.161‬‬

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‫ﻜﺒﻴﺭﺓ‪ ،‬ﺫﻝﻙ ﻻﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻫﻨﺎ ﻤﺘﺸﻌﺏ ﻭﻏﻴﺭ ﻤﺘﺠﺎﻨﺱ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﻝﻤﺭﺃﺓ ﺍﻝﻤﺘﻌﻠﻤﺔ‪،‬‬
‫ﻭﺍﻝﻤﺭﺃﺓ ﺍﻷﻤﻴﺔ‪ ،‬ﻭﺍﻝﻤﺭﺃﺓ ﺍﻝﺭﻴﻔﻴﺔ ﻭﺍﻝﻤﺭﺃﺓ ﺍﻝﺤﻀﺭﻴﺔ‪ ،‬ﻭﺍﻝﻤﺭﺃﺓ ﺍﻝﻌﺎﻤﻠﺔ ﻭﺍﻝﻤﺭﺃﺓ ﻏﻴﺭ‬
‫ﺍﻝﻌﺎﻤﻠﺔ‪ ،‬ﻭﺍﻝﻤﺭﺃﺓ ﺍﻝﻤﺘﺯﻭﺠﺔ ﻭﺍﻝﻤﺭﺃﺓ ﻏﻴﺭ ﺍﻝﻤﺘﺯﻭﺠﺔ‪ ،‬ﻭﻫﻲ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻴﺠﺏ ﺍﻥ‬
‫ﺘﺭﺍﻋﻰ ﺠﻤﻴﻌﻬﺎ ﻤﻤﺎ ﻴﺘﻁﻠﺏ ﺴﺤﺏ ﻋﻴﻨﺔ ﺃﻜﺒﺭ‪.‬‬
‫ﺏ – ﺍﻋﺘﺒﺎﺭﺍﺕ ﺘﺘﻌﻠﻕ ﺒﻁﺒﻴﻌﺔ ﺍﻝﺒﺤﺙ ﺫﺍﺘﻪ ﻤﻥ ﺤﻴﺙ ﺃﻫﺩﺍﻓﻪ‬
‫ﻭﻨﺘﺎﺌﺠﻪ‪:‬‬
‫ﻭﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﻓﻲ‪:‬‬
‫‪– 1‬ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪:‬‬
‫ﺤﻴﺙ ﺘﺘﺩﺨل ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺘﻭﺨﺎﺓ ﻤﻥ ﺍﻝﺒﺤﺙ ﻓﻲ ﺘﺤﺩﻴﺩ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﻴﺭﻏﺏ ﻓﻲ ﺘﻌﻤﻴﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻓﻲ ﺒﺤﺜﻪ ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺒﺎﻝﻜﺎﻤل ﻓﺈﻥ ﺫﻝﻙ ﻴﺘﻁﻠﺏ ﻋﻴﻨﺔ ﺃﻜﺒﺭ‪ ،‬ﺃﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻻ ﺘﻤﺜل ﺇﻻ ﻨﻔﺴﻬﺎ ﻓﻘﻁ ﻭﺍﻥ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﻝﻥ ﻴﺘﻡ ﺴﺤﺒﻬﺎ ﻋﻠﻰ ﺒﻘﻴﺔ ﺃﻓﺭﺍﺩ ﻭﻭﺤﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻓﺈﻥ ﻋﻴﻨﺔ ﺼﻐﻴﺭﺓ ﻗﺩ ﺘﻜﻭﻥ‬
‫ﻜﺎﻓﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﺩﻗﺔ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﻝﻠﻭﺼﻭل ﺇﻝﻴﻬﺎ ﻓﻲ ﻨﺘﺎﺌﺠﻪ ﺘﺘﺩﺨل ﻫﻲ‬
‫ﺍﻷﺨﺭﻯ ﻓﻲ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺘﻁﻠﻊ ﺇﻝﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺩﻗﺔ ﻋﺎﻝﻴﺔ‬
‫ﻝﻨﺘﺎﺌﺠﻪ ﻓﺈﻥ ﺫﻝﻙ ﻴﺘﻁﻠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﺃﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﺍﻜﺘﻔﺎﺌﻪ ﺒﻨﺘﺎﺌﺞ ﺃﻗل ﺩﻗﺔ‬
‫ﻓﺈﻥ ﻋﻴﻨﺔ ﺼﻐﻴﺭﺓ ﺴﺘﻜﻭﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻜﺎﻓﻴﺔ‪.‬‬
‫‪ – 2‬ﺩﺭﺠﺔ ﺍﻝﺘﻔﺎﺼﻴل ﺍﻝﻤﻁﻠﻭﺒﺔ ﻓﻲ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ‪:‬‬
‫"ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺘﻠﻙ ﺍﻝﻨﺘﺎﺌﺞ ﺴﺘﺴﺘﺨﺩﻡ ﻜﺘﻘﺩﻴﺭ ﺃﻭ ﻤﺅﺸﺭ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﻭﻁﻨﻲ ﻜﻠﻪ‬
‫ﻓﺈﻥ ﻋﺩﺩ ﺍﻝﺤﺎﻻﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺘﻜﻭﻥ ﻤﺤﺩﻭﺩﺓ‪ ،‬ﺃﻱ ﺍﻥ ﻨﺴﺒﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺇﻝﻰ‬
‫ﻤﺠﻤﻭﻉ ﺍﻷﺸﺨﺎﺹ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻜﻠﻲ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﻨﺴﺒﺔ‬
‫ﺼﻐﻴﺭﺓ ﻤﺜل ‪ ،%1‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺘﻘﺩﻴﺭﺍﺕ ﻤﻁﻠﻭﺒﺔ ﻝﺘﺩل ﻋﻠﻰ ﺃﺠﺯﺍﺀ ﺍﻝﻭﻁﻥ ﺍﻝﻭﺍﺤﺩ‬
‫‪Copyright © 2018.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜﺎﻝﻭﻻﻴﺎﺕ ﺍﻭ ﺍﻝﻤﺤﺎﻓﻅﺎﺕ ﻓﺈﻥ ﺍﻷﻤﺭ ﻴﺴﺘﺩﻋﻲ ﺤﺎﻻﺕ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﺘﻤﺜﻴل‬
‫)‪(1‬‬
‫ﻜل ﻭﺍﺤﺩﺓ ﻤﻥ ﻫﺫﻩ ﺍﻝﻭﻻﻴﺎﺕ ﺃﻭ ﺍﻝﻤﺤﺎﻓﻅﺎﺕ‪".‬‬
‫‪ – 3‬ﺩﺭﺠﺔ ﺘﻐﻴﺭ ﺍﻝﺼﻔﺔ ﺍﻝﺘﻲ ﺘﻘﺎﺱ‪:‬‬
‫" ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻌﻴﻨﺔ ﻻﺯﻤﺔ ﻝﻘﻴﺎﺱ ﻤﺘﻐﻴﺭ ﻤﺜل ﺍﻝﺩﺨل ﺍﻝﻘﻭﻤﻲ ﻓﺈﻥ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﻲ‬
‫ﺘﺘﻀﻤﻨﻬﺎ ﺍﻝﻌﻴﻨﺔ ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﻤﻥ ﺍﻝﺤﺎﻻﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻘﻴﺎﺱ ﻤﺘﻐﻴﺭ ﻤﺜل ﺍﻝﺴﻥ‬
‫)‪(2‬‬
‫ﺃﻭ ﺍﻝﺠﻨﺱ‪ ،‬ﻭﺫﻝﻙ ﻻﻥ ﻤﺘﻐﻴﺭ ﺍﻝﺩﺨل ﻴﺸﻤل ﻤﺩﻯ ﻭﺍﺴﻌﺎ ﻭﻗﻴﻤﺎ ﻤﺨﺘﻠﻔﺔ ﻜﺜﻴﺭﺓ"‪.‬‬
‫‪– 4‬ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪:‬‬
‫ﺤﻴﺙ ﺘﺘﻁﻠﺏ ﺒﻌﺽ ﺃﻨﻭﺍﻉ ﺍﻝﻌﻴﻨﺎﺕ ﻤﻔﺭﺩﺍﺕ ﺃﻜﺜﺭ ﻤﻥ ﻏﻴﺭﻫﺎ‪ ،‬ﻓﺎﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‬
‫ﺍﻝﺒﺴﻴﻁﺔ ﺘﺤﺘﺎﺝ ﻤﻔﺭﺩﺍﺕ ﺃﻜﺒﺭ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻁﺒﻘﻴﺔ ﺘﺤﺘﺎﺝ ﻤﻔﺭﺩﺍﺕ‬
‫ﺃﻗل)‪.(3‬‬

‫ﺝ – ﺍﻋﺘﺒﺎﺭﺍﺕ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺒﺎﺤﺙ ‪:‬‬

‫ﺘﺘﺩﺨل ﻅﺭﻭﻑ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﺍﻝﻔﺭﺩﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﺘﺘﻤﺜل ﺘﻠﻙ‬
‫ﺍﻝﻅﺭﻭﻑ ﻭﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﻓﻲ‪:‬‬
‫‪ –1‬ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺎﺩﻴﺔ ﺍﻝﻤﺘﺎﺤﺔ ﻝﻠﺒﺎﺤﺙ‪:‬‬
‫ﻓﻜﻠﻤﺎ ﺘﻭﻓﺭ ﻝﻠﺒﺎﺤﺙ ﻤﺎ ﻴﺤﺘﺎﺠﻪ ﺒﺤﺜﻪ ﻤﻥ ﺃﻤﻭﺍل ﻭﺍﻤﻜﺎﻨﻴﺎﺕ ﻤﺎﺩﻴﺔ ﺃﺨﺭﻯ‬
‫ﻤﺴﺎﻋﺩﺓ ﻜﻠﻤﺎ ﻜﺎﻥ ﺒﺎﻹﻤﻜﺎﻥ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻜﻴﺭﺓ ﻭﻭﺍﺴﻌﺔ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺤﺎل ﻨﺩﺭﺓ ﻭﺸﺢ‬
‫ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻭﺍﻷﻤﻭﺍل ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﺴﻴﻀﻁﺭ ﻝﻼﻜﺘﻔﺎﺀ ﺒﻌﻴﻨﺔ ﺼﻐﻴﺭﺓ ﺍﻝﺤﺠﻡ ﻭﻓﻕ ﻤﺎ‬
‫ﻫﻭ ﻤﺘﺎﺡ ﻝﻪ‪.‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.162،163‬‬

‫‪ -2‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.162‬‬
‫‪ -3‬ﻤﺤﻤﺩ ﻤﻨﻴﺭ ﺤﺠﺎﺏ‪ ،‬ﺍﻷﺴﺱ ﺍﻝﻌﻠﻤﻴﺔ ﻝﻜﺘﺎﺒﺔ ﺍﻝﺭﺴﺎﺌل ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﺠﺭ ﻝﻠﻨﺸﺭ‬
‫‪Copyright © 2018.‬‬

‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.31‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﻤﺩﻯ ﺘﻭﻓﺭ ﺍﻝﻭﻗﺕ‪:‬‬

‫ﺘﺘﻁﻠﺏ ﺒﻌﺽ ﺍﻝﺒﺤﻭﺙ ﺴﺭﻋﺔ ﻓﻲ ﺍﻻﻨﺠﺎﺯ‪ ،‬ﻭﺫﻝﻙ ﻨﻅﺭﺍ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬
‫ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻨﺘﺎﺌﺠﻬﺎ ﺒﺸﻜل ﺁﻨﻲ‬
‫ﻭﺴﺭﻴﻊ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﺴﻴﻀﻁﺭ ﻻﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﺼﻐﻴﺭﺓ ﻝﻴﻜﻭﻥ ﻗﺎﺩﺭﺍ‬
‫ﻋﻠﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺤﺩﺩ‪ ،‬ﻓﺈﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺘﺤﻠﻴﻠﻴﺔ – ﻤﺜﻼ –‬
‫ﻝﻠﻤﺴﻠﺴﻼﺕ ﺍﻝﻤﺫﺍﻋﺔ ﺨﻼل ﺸﻬﺭ ﺭﻤﻀﺎﻥ ﻓﻲ ﻗﻨﺎﺓ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﺩﺭﺍﺴﺔ ﻜﻴﻔﻴﺔ ﺘﻨﺎﻭل‬
‫ﺼﺤﻑ ﻤﻌﻴﻥ ﻷﺯﻤﺔ ﻁﺎﺭﺌﺔ ﺍﺴﺘﻤﺭﺕ ﻓﻘﻁ ﺒﻀﻌﺔ ﺍﻴﺎﻡ‪ ،‬ﺴﻭﻑ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻴﺨﺘﺎﺭ‬
‫ﻋﻴﻨﺔ ﻤﺤﺩﺩﺓ ﺘﺘﻤﺎﺸﻰ ﻓﻘﻁ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻝﺤﺩﺙ ﻭﻅﺭﻭﻑ ﻭﻗﻭﻋﻪ‪.‬‬
‫ﻫﺫﺍ ﻤﻥ ﺠﺎﻨﺏ‪ ،‬ﻭﻤﻥ ﺠﺎﻨﺏ ﺃﺨﺭ ﻓﺈﻥ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺘﻠﺯﻤﻪ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﺍﻝﺘﻲ ﻴﻨﺠﺯ ﺍﻝﺒﺤﺙ ﻝﺼﺎﻝﺤﻬﺎ ﺒﺯﻤﻥ ﻤﺤﺩﺩ ﻹﺘﻤﺎﻡ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻨﻁﺒﻕ ﻜﺫﻝﻙ ﻋﻠﻰ‬
‫ﺍﻝﺭﺴﺎﺌل ﺍﻝﺠﺎﻤﻌﻴﺔﺤﻴﺙ ﺘﺸﺘﺭﻁ ﻏﺎﻝﺒﺎ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻻﻜﺎﺩﻴﻤﻴﺔ ﻋﻠﻰ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﻁﻼﺒﻬﺎ ﻓﻲ ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻴﺎ ﺘﺎﺭﻴﺦ ﺯﻤﻨﻲ ﻤﺤﺩﺩ ﻹﻨﺠﺎﺯ ﺍﻝﺒﺤﺙ‪،‬‬
‫ﻭﻫﻭ ﻤﺎ ﻴﺅﺜﺭ ﺒﺎﻝﻁﺒﻊ ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪.‬‬
‫ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻭﻗﺕ ﻤﺘﺎﺤﺎ ﻝﻠﺒﺎﺤﺙ ﻓﺈﻥ ﺍﻝﻤﺠﺎل ﻴﺼﻴﺭ ﺃﻤﺎﻤﻪ ﻤﻬﻴﺄ ﻻﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ‬
‫ﻜﺒﻴﺭﺓ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺃﻜﺜﺭ ﺩﻗﺔ‪.‬‬

‫ﺴﺎﺩﺴﺎ ‪:‬ﺍﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻤﻘﺎﺒل ﺍﻝﻌﻴﻨﺔ‪:‬‬

‫ﻴﻘﺼﺩ ﺒﺎﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﺩﺭﺍﺴﺔ ﻜﺎﻓﺔ ﻤﻔﺭﺩﺍﺕ ﺃﻭ ﻭﺤﺩﺍﺕ ﺃﻭ ﺤﺎﻻﺕ ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻌﻴﻨﺔ ﺘﻌﻨﻲ ﺍﻗﺘﺼﺎﺭ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﺩﺩ ﻤﺤﺩﻭﺩ ﻤﻥ‬
‫ﺍﻝﺤﺎﻻﺕ ﻨﺭﻯ ﺍﻨﻬﺎ ﺘﻤﺜل ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻓﺈﻥ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻴﻌﻨﻲ ﺩﺭﺍﺴﺔ ﻜﺎﻓﺔ ﺍﻝﺤﺎﻻﺕ‬
‫ﺩﻭﻥ ﺍﺴﺘﺜﻨﺎﺀ‪ ،‬ﻭﻝﻬﺫﺍ ﺍﻻﺴﻠﻭﺏ )ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل( ﺒﻌﺽ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ‬
‫ﺘﺩﻋﻭ ﻻﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ‪:‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺼﻐﺭ ﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ‪ :‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﺼﻐﻴﺭﺍ ﻭﺒﺎﻹﻤﻜﺎﻥ‬
‫ﺩﺭﺍﺴﺔ ﻜل ﻤﻔﺭﺩﺍﺘﻪ ﻓﺈﻨﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻴﻔﻀل ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل‪،‬‬
‫ﻜﺄﻥ ﻴﺠﺭﻱ ﺍﻝﺒﺎﺤﺙ ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﻝﺼﺤﻔﻴﺎﺕ ﺍﻝﻠﻴﺒﻴﺎﺕ ﺃﻭ ﺍﻝﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺍﻗﺴﺎﻡ ﺍﻹﻋﻼﻥ‬
‫ﻓﻲ ﺍﻝﺼﺤﻑ ﺍﻝﻠﻴﺒﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ‪ ،‬ﻓﻔﻲ ﻫﺫﻴﻥ ﺍﻝﻤﺜﺎﻝﻴﻥ ﻓﺈﻥ ﺍﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻫﻭ‬
‫ﺍﻷﻨﺴﺏ ﻨﻅﺭﺍ ﻝﺼﻐﺭ ﻭﻤﺤﺩﻭﺩﻴﺔ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﻲ ﺴﻴﺩﺭﺴﻬﺎ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪ – 2‬ﻭﺠﻭﺩ ﺍﺘﺠﺎﻩ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺙ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺃﻜﺜﺭ ﺩﻗﺔ ﻭﺜﻘﺔ‪ ،‬ﻭﺨﺎﻝﻴﺔ‬
‫ﺘﻤﺎﻤﺎ ﻤﻥ ﺃﺨﻁﺎﺀ ﺍﻝﻤﻌﺎﻴﻨﺔ ﺒﺄﻨﻭﺍﻋﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ – 3‬ﻋﻨﺩﻤﺎ ﻻ ﺘﺘﻭﻓﺭ ﻝﻠﺒﺎﺤﺙ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺅﻜﺩﺓ ﺃﻭ ﻜﺎﻓﻴﺔ ﻭﻗﻭﺍﺌﻡ ﻋﻥ ﺍﻝﺤﺎﻻﺕ ﺃﻭ‬
‫ﺍﻝﻤﻔﺭﺩﺍﺕ ﺍﻝﺘﻲ ﻴﻀﻤﻬﺎ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﻤﻥ ﺍﻝﺼﻌﻭﺒﺔ ﺒﻤﻜﺎﻥ ﺴﺤﺏ‬
‫ﺍﻝﻌﻴﻨﺔ ﺒﻁﺭﻴﻘﺔ ﺼﺤﻴﺤﺔ ﻭﺴﻠﻴﻤﺔ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﻋﻨﺩﻤﺎ ﻴﺘﻭﺠﻪ ﺃﺤﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺒﺈﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺤﻭل ﺘﺄﺜﻴﺭ ﺍﻝﻤﺴﻠﺴﻼﺕ ﺍﻝﻤﺩﺒﻠﺠﺔ ﻋﻠﻰ ﺍﻝﻤﺭﺃﺓ ﻓﻲ ﺍﻝﺭﻴﻑ ﺍﻝﻠﻴﺒﻲ‪،‬‬
‫ﺤﻴﺙ ﻗﺩ ﻴﻀﻁﺭ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻨﻅﺭﺍ ﻻﺘﺴﺎﻉ ﺤﺠﻡ ﺍﻝﺠﻤﻬﻭﺭ ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﺤﺩﻭﺩ‬
‫ﻭﺍﻀﺤﺔ ﻝﻪ ﺇﻝﻰ ﺘﺤﺩﻴﺩ ﻤﻨﻁﻘﺔ ﺭﻴﻔﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺘﻪ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻝﻨﺴﺎﺀ‬
‫ﺍﻝﻘﺎﻁﻨﻴﻥ ﺒﻬﺎ ﺒﺄﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل‪.‬‬
‫‪ – 4‬ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﻫﻭ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺠﻤﻴﻊ ﻭﺤﺩﺍﺕ ﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﺒﺤﻴﺙ ﻻ ﻴﻤﻜﻥ ﺍﻥ ﺘﻨﻭﺏ ﺃﻴﺔ ﻤﻔﺭﺩﺓ ﻋﻥ ﺍﻷﺨﺭﻯ‪ ،‬ﻜﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ‬
‫ﺒﺈﺠﺭﺍﺀ ﺍﻝﻤﺴﻭﺤﺎﺕ ﻋﻥ ﺍﻝﺩﺨل ﻭﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻝﺴﻜﻥ ﻓﻲ ﻤﺩﻴﻨﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺤﻴﺙ‬
‫ﻭﻓﻲ ﻤﺜل ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﺈﻥ ﻜل ﻤﻔﺭﺩﺓ ﺘﻤﺜل ﺫﺍﺘﻬﺎ ﻓﻘﻁ‪ ،‬ﻤﻤﺎ ﻴﺴﺘﻠﺯﻡ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺃﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻝﻜﺎﻓﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺒﺩﻗﺔ ﻋﺎﻝﻴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻴﺠﺏ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ "ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ ﻋﻥ‬
‫ﻁﺭﻴﻕ ﺍﻝﻤﺴﺢ ﺍﻝﺸﺎﻤل ﻝﻤﺠﺘﻤﻊ ﻤﻌﻴﻥ ﻻ ﻴﻤﻜﻥ ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﺃﻱ ﻤﺠﺘﻤﻊ ﺃﺨﺭ ﻏﻴﺭ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺍﺠﺭﻴﺕ ﻋﻠﻴﻪ ﺍﻝﺩﺭﺍﺴﺔ")‪.(1‬‬

‫ﺴﺎﺒﻌﺎ ‪:‬ﺃﻨﻭﺍﻉ ﺍﻝﻌﻴﻨﺎﺕ ﻭﻤﻌﺎﻴﻴﺭ ﺍﺨﺘﻴﺎﺭ ﻜل ﻤﻨﻬﺎ‪:‬‬

‫ﺍﻥ ﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ ﻜﺜﻴﺭﺍ ﻤﺎ ﻴﺩﻭﺭ ﺒﺄﺫﻫﺎﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﻌﻴﻨﺔ ﻫﻭ‪ :‬ﻤﺎ‬
‫ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﺍﺴﺘﺨﺩﻤﻬﺎ ﻓﻲ ﺒﺤﺜﻲ؟ ﺃﻭ ﺒﺼﻴﻐﺔ ﺃﺨﺭﻯ ﻤﺎ ﺍﻝﻌﻴﻨﺔ ﺍﻷﻜﺜﺭ‬
‫ﻤﻨﺎﺴﺒﺔ ﺃﻭ ﺍﻷﻓﻀل ﻤﻥ ﻏﻴﺭﻫﺎ؟ ﻭﻓﻲ ﺤﻘﻴﻘﺔ ﺍﻷﻤﺭ ﺘﺘﻌﺩﺩ ﺃﻨﻭﺍﻉ ﺍﻝﻌﻴﻨﺎﺕ ﻭﺘﺘﻌﺩﺩ ﻜﺫﻝﻙ‬
‫ﻤﺴﻤﻴﺎﺘﻬﺎ‪ ،‬ﻭﺘﺘﺠﻠﻰ ﻤﻬﺎﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﺨﺘﻴﺎﺭﻩ ﻝﻠﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻭﻁﺒﻴﻌﺔ ﺩﺭﺍﺴﺘﻪ‪،‬‬
‫ﻭﻝﺫﻝﻙ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺍﻨﻪ ﻻ ﻴﻭﺠﺩ ﻨﻭﻉ ﻤﻌﻴﻥ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺃﻫﻡ ﺃﻭ ﺍﻓﻀل ﺃﻭ ﺍﻨﺴﺏ ﻤﻥ‬
‫ﻏﻴﺭﻩ‪ ،‬ﻭﺍﻨﻤﺎ ﻴﻭﺠﺩ ﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺃﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻤﻥ ﻏﻴﺭﻩ ﻝﺒﺤﺙ ﻤﻌﻴﻥ‪ ،‬ﻤﻊ ﺍﻻﻨﺘﺒﺎﻩ‬
‫ﺇﻝﻰ ﺍﻥ ﺫﺍﺕ ﻫﺫﻩ ﺍﻝﻌﻴﻨﺔ ﻗﺩ ﻻ ﺘﺼﻠﺢ ﻝﺒﺤﺙ ﺃﺨﺭ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺅﻜﺩ ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻴﻨﺔ‬
‫ﻤﺜﺎﻝﻴﺔ ﺘﺼﻠﺢ ﻝﻜﺎﻓﺔ ﺍﻝﺒﺤﻭﺙ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻙ ﻫﺫﻩ ﺍﻝﺤﻘﻴﻘﺔ ﻭﻴﺴﺘﻭﻋﺒﻬﺎ ﺠﻴﺩﺍ‪،‬‬
‫ﻭﺍﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﺩﺭﺍﻴﺔ ﺘﺎﻤﺔ ﺒﺎﻥ ﻝﻜل ﺒﺤﺙ ﺨﺼﻭﺼﻴﺘﻪ‪" ،‬ﻭﺍﻥ ﻤﻬﺎﺭﺘﻪ ﻜﺒﺎﺤﺙ ﺘﺘﺠﻠﻰ‬
‫ﻓﻲ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺒﺤﺜﻪ ﻭﺤﺠﻡ ﻫﺫﻩ ﺍﻝﻌﻴﻨﺎﺕ‪ ،‬ﺒﻤﺎ ﻴﺭﺍﻋﻲ ﺍﻝﺨﺼﺎﺌﺹ‬
‫ﺍﻝﺭﺌﻴﺴﻴﺔ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﻤﺩﺭﻭﺱ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﻤﻤﺜﻠﺔ ﻗﺩﺭ ﺍﻻﻤﻜﺎﻥ")‪.(2‬‬
‫ﻭﻻ ﻴﻌﻨﻲ ﺫﻝﻙ ﺍﺒﺩﺍ ﺍﻥ ﺍﻷﻤﺭ ﻤﺘﺭﻭﻜﺎ ﻝﻠﺒﺎﺤﺙ ﻝﻴﺨﺘﺎﺭ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﻜﻤﺎ ﺍﺘﻔﻕ‪ ،‬ﺒل‬
‫ﺍﻥ ﻋﻠﻴﻪ ﺩﺍﺌﻤﺎ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﻘﻭﻡ ﺒﻬﺎ ﻋﻨﺩ‬
‫ﺍﻻﺘﺠﺎﻩ ﻨﺤﻭ ﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻨﺎﺴﺏ‪ ،‬ﻭﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻝﺨﻁﻭﺍﺕ ﻓﻲ‪:‬‬

‫‪ -1‬ﻋﻤﺭ ﺍﻝﺘﻭﻤﻲ ﺍﻝﺸﻴﺒﺎﻨﻲ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁﺭﺍﺒﻠﺱ‪ ،‬ﺍﻝﺸﺭﻜﺔ ﺍﻝﻌﺎﻤﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‬
‫ﻭﺍﻹﻋﻼﻥ‪ ،1975 ،‬ﺹ‪.126‬‬
‫‪ -2‬ﻋﺒﺩﺍﻝﻐﻨﻲ ﻋﻤﺎﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ :‬ﻤﻨﻬﺠﻴﺘﻪ– ﻤﺭﺍﺤﻠﻪ – ﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﻁﺭﺍﺒﻠﺱ ﻝﺒﻨﺎﻥ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ‬
‫‪Copyright © 2018.‬‬

‫ﺠﺭﻭﺱ ﺒﺭﺱ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.80‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺃﻨﻭﻉ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻁﻼﻋﺎ ﻋﻠﻤﻴﺎ ﻴﻀﻤﻥ ﻤﻌﺭﻓﺔ ﺘﺎﻤﺔ ﺒﻬﺎ ﻤﻥ‬
‫ﻗﺒل ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺠﻤﻴﻊ ﺍﻝﺠﻭﺍﻨﺏ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻭﻋﻴﻭﺏ ﻭﻤﺯﺍﻴﺎ ﻜل ﻤﻨﻬﺎ ‪..‬‬
‫ﺍﻝﺦ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺘﺭﺠﻴﺢ ﺍﻝﻨﻭﻉ ﺍﻷﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻝﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻴﺘﻁﻠﺏ ﺫﻝﻙ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‬
‫ﻗﺭﺍﺀﺓ ﻭﺍﻋﻴﺔ ﻭﻤﺘﺄﻨﻴﺔ ﻝﻠﻜﺘﺏ ﻭﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻤﺘﺨﺼﺼﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ‬
‫ﻤﺅﻝﻔﻴﻥ ﻭﺍﺴﺎﺘﺫﺓ ﻤﺘﻌﺩﺩﻴﻥ ﻴﻨﺘﻤﻭﻥ ﻝﻤﺩﺍﺭﺱ ﻋﻠﻤﻴﺔ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻤﻊ ﻤﺭﺍﻋﺎﺓ ﺩﺍﺌﻤﺎ‬
‫ﺍﻝﺘﺨﺼﺹ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻴﻨﺘﻤﻲ ﺇﻝﻴﻪ‪.‬‬
‫‪ – 2‬ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﺨﺒﺭﺍﺀ ﻭﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻤﻥ ﺍﻻﺴﺎﺘﺫﺓ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﻝﻬﻡ‬
‫ﺨﺒﺭﺓ ﻭﺒﺎﻉ ﻁﻭﻴل ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﺴﺘﺸﺎﺭﺘﻬﻡ ﻓﻲ ﺍﻷﻤﺭ‪ ،‬ﻭﻋﺭﺽ ﻤﻘﺘﺭﺤﺎﺘﻪ‬
‫ﻋﻠﻴﻬﻡ‪ ،‬ﻭﻤﻨﺎﻗﺸﺘﻬﻡ ﻓﻲ ﺫﻝﻙ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺃﻻ ﻴﻤل ﻤﻥ ﺍﻝﺴﺅﺍل ﻭﺍﻝﻨﻘﺎﺵ ﻭﺍﻻﺴﺘﻤﺎﻉ‬
‫ﺇﻝﻰ ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﺍﻝﻤﺘﻌﺩﺩﺓ ﺒﺎﻝﺨﺼﻭﺹ‪.‬‬
‫‪ – 3‬ﻤﺭﺍﺠﻌﺔ ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻲ ﺍﻝﺤﻘل ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ‬
‫ﻴﺒﺤﺙ ﻓﻴﻪ‪ ،‬ﻭﺍﻝﺤﻘﻭل ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺸﺎﺒﻬﺔ ﻭﺍﻝﻘﺭﻴﺒﺔ ﻤﻥ ﻤﺠﺎل ﺘﺨﺼﺼﻪ‪ ،‬ﺤﻴﺙ ﺘﻌﺩ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺇﺫﺍ ﻤﺎ ﺠﺩ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﻭﺍﻻﻁﻼﻉ ﻋﻠﻴﻬﺎ ﻤﺠﺎﻻ‬
‫ﻓﺴﻴﺤﺎ ﻭﺨﺼﺒﺎ ﻭﻤﻔﻴﺩﺍ ﻝﻠﺒﺎﺤﺜﻴﻥ – ﻜﻤﺎ ﺘﻤﺕ ﺍﻻﺸﺎﺭﺓ ﻓﻲ ﻤﻭﻀﻊ ﺃﺨﺭ ﻤﻥ ﻫﺫﺍ‬
‫ﺍﻝﻜﺘﺎﺏ – ﻓﻲ ﺍﻻﻫﺘﺩﺍﺀ ﺇﻝﻰ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻨﺎﺴﺏ‪ ،‬ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﺭﺸﺎﺩ ﺒﻤﺎ ﺍﺴﺘﺨﺩﻤﻪ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﺴﺒﻘﻭﻩ ﻓﻲ ﺫﺍﺕ ﺍﻝﺘﺨﺼﺹ‪.‬‬
‫‪ – 4‬ﺍﻝﺠﻠﻭﺱ ﺇﻝﻰ ﺍﻝﻤﺸﺭﻑ – ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺤﺙ ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ﺃﻭ ﺍﻁﺭﻭﺤﺔ‬
‫ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻭﻋﺭﺽ ﺍﻷﻤﺭ ﻋﻠﻴﻪ ﻭﻤﻨﺎﻗﺸﺘﻪ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺘﻭﺠﻴﻬﺎﺘﻪ ﻭﺨﺒﺭﺘﻪ ﻓﻲ‬
‫ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﻘﻭﻡ ﺒﻁﺭﺡ ﻜﺎﻓﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﺘﺩﻭﺭ ﻓﻲ ﻤﺨﻴﻠﺘﻪ‪،‬‬
‫ﻭﻁﺭﺡ ﺍﻴﻀﺎ ﻤﺎ ﺘﻭﺼل ﺇﻝﻴﻪ ﻤﻥ ﺃﺭﺍﺀ ﺒﺎﻝﺨﺼﻭﺹ ﺒﻌﺩ ﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻤﺭﺍﺠﻌﺔ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺍﺴﺘﺸﺎﺭﺓ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ‪ ،‬ﻓﻘﺩ ﺘﻜﻭﻥ ﻝﻠﻤﺸﺭﻑ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻌﻴﻨﺔ‬
‫ﺒﺼﻔﺘﻪ ﺍﻜﺜﺭ ﺍﻷﺸﺨﺎﺹ ﻗﺭﺒﺎ ﻭﻓﻬﻤﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﺒﺤﺙ – ﺒﻌﺩ ﺍﻝﺒﺎﺤﺙ – ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻘﺩ‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻴﻜﻭﻥ ﻝﻪ ﺭﺃﻴﺎ ﻤﺨﺎﻝﻔﺎ ﻷﻨﻪ ﻋﻠﻰ ﺩﺭﺍﻴﺔ ﻜﺎﻤﻠﺔ ﺒﻜﺎﻓﺔ ﺠﻭﺍﻨﺏ ﺍﻝﺒﺤﺙ ﻭﺃﻫﺩﺍﻓﻪ‬
‫ﻭﻤﺘﻐﻴﺭﺍﺘﻪ‪.‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻜل ﻤﺎ ﺘﻘﺩﻡ ﻓﺈﻥ ﻫﻨﺎﻙ ﺍﻋﺘﺒﺎﺭﻴﻴﻥ ﺍﺴﺎﺴﻴﻴﻥ ﻴﺘﻌﻠﻘﺎﻥ ﺒﺘﺤﺩﻴﺩ ﻨﻭﻉ‬
‫ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻫﻤﺎ‪ :‬ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻬﺩﻓﺔ ﺒﺎﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻁﻠﻭﺏ ﺍﺨﺘﺒﺎﺭﻫﺎ ﺃﻭ‬
‫ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻓﻔﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻻﻋﺘﺒﺎﺭ ﺍﻷﻭل ﻓﺈﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﻤﻁﻠﻭﺏ ﺩﺭﺍﺴﺘﻬﺎ ﺘﺘﺩﺨل ﻓﻲ ﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﺩﺭﺍﺴﺔ ﺘﺄﺨﺫ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ – ﻤﺜﻼ‬
‫– ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻨﻭﻉ ﻭﺍﻝﻤﻬﻨﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺩﺭﺠﺔ ﺍﻝﺘﻌﺭﺽ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‬
‫ﺘﺘﻁﻠﺏ ﻋﻴﻨﺔ ﺘﻨﺎﺴﺒﻴﺔ ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﻜل ﺍﻝﻔﺌﺎﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺩﺭﺍﺴﺘﻬﺎ ﻤﻤﺜﻠﺔ ﻭﻓﻕ ﺤﺠﻤﻬﺎ‬
‫ﻓﻲ ﻤﺠﺘﻤﻌﻬﺎ ﺍﻷﺼﻠﻲ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻤﺘﺩﺍ ﻋﻠﻰ ﺭﻗﻌﺔ ﺠﻐﺭﺍﻓﻴﺔ‬
‫ﻭﺍﺴﻌﺔ ﻜﻤﺎ ﻤﻭﻀﻭﻉ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻓﻲ ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻭﺍﻝﻤﻁﻠﻭﺏ ﻫﻭ ﻤﻌﺭﻓﺔ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺘﻌﻠﻕ ﺒﻜل ﺒﻠﺩ ﺃﻭ ﻤﻨﻁﻘﺔ ﺠﻐﺭﺍﻓﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺴﺎﺤﻴﺔ ﺘﻌﺩ ﺍﻷﻜﺜﺭ ﻤﻼﺌﻤﺔ‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻭﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﻤﺠﺘﻤﻊ ﺼﻐﻴﺭ ﻭﻤﺘﺠﺎﻨﺱ ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ‬
‫ﺩﺭﺍﺴﺔ ﺤﻭل ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻁﺎﻝﺒﺎﺕ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻝﺠﻤﻴل ﻝﻺﻨﺘﺭﻨﺕ‪ ،‬ﻓﺈﻨﻪ‬
‫ﺒﺎﻹﻤﻜﺎﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﺒﺴﻴﻁﺔ ﺇﺫﺍ ﻤﺎ ﺍﺴﺘﺒﻌﺩﻨﺎ ﻭﺠﻭﺩ ﺃﻴﺔ ﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺃﺨﺭﻯ ﻗﺩ ﻴﻜﻭﻥ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﺎﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﺃﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻤﻥ ﻗﺒل ﺃﺤﺩ‬
‫ﺃﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺔ ﺤﻭل ﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺘﻲ ﺘﻌﺘﺭﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﺈﻨﻪ ﺒﺎﻹﻤﻜﺎﻥ‬
‫ﺍﻻﺘﺠﺎﻩ ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻤﻤﻥ ﺘﺯﻴﺩ ﺩﺭﺠﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ – ﻤﺜﻼ – ﻋﻠﻰ‬
‫ﺍﺴﺘﺎﺫ ﻤﺴﺎﻋﺩ‪ ،‬ﻭﺫﻝﻙ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻭﻤﻌﺎﻴﺸﺘﻪ ﻭﻤﻌﺭﻓﺘﻪ ﺍﻝﻤﺒﺎﺸﺭﺓ ﺒﻤﺠﺘﻤﻊ‬
‫ﺒﺤﺜﻪ ﺍﻝﺫﻱ ﻫﻭ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ‪ ،‬ﺃﻱ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﻤﺩﻴﺔ ﺃﻭ ﻋﻴﻨﺔ ﺍﻝﺨﺒﺭﺓ‪ ،‬ﻝﻌﺩﻡ‬
‫ﻭﺠﻭﺩ ﻤﺘﻐﻴﺭﺍﺕ ﺍﺨﺭﻯ ﻤﺅﺜﺭﺓ‪ ،‬ﺃﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺴﺭﻋﺔ ﻓﻲ‬
‫ﺍﻨﺠﺎﺯﻫﺎ ﻨﻅﺭﺍ ﻝﻀﻴﻕ ﺍﻝﻭﻗﺕ ﻭﻗﻠﺔ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻤﻊ ﻭﺠﻭﺩ ﺘﺠﺎﻨﺱ ﻜﺒﻴﺭ ﻓﻲ ﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﺤﺎﺠﺔ ﻝﺘﻌﻤﻴﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ ﻓﺈﻨﻪ ﺒﺎﻹﻤﻜﺎﻥ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﻋﻴﻨﺔ ﺍﻝﺼﺩﻓﺔ ﺃﻭ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺭﻀﻴﺔ‪.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﻌﺭﻑ ﺠﻴﺩﺍ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ‬
‫ﺴﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺜﻡ ﻴﻘﺭ ﻋﻠﻰ ﻀﻭﺀ ﺫﻝﻙ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻷﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻝﺩﺭﺍﺴﺘﻪ‪.‬‬
‫ﺍﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻻﻋﺘﺒﺎﺭ ﺍﻝﺜﺎﻨﻲ‪ ،‬ﻭﺍﻝﻤﺘﻤﺜل ﻓﻲ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﻁﻠﻭﺏ ﺍﺨﺘﺒﺎﺭﻫﺎ ﺃﻭ‬
‫ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻁﻠﻭﺏ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻓﺈﻥ ﺍﻷﻤﺭ ﻴﺤﺘﺎﺝ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻝﻤﻨﺎﺴﺏ‬
‫ﻝﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺒﻤﺎ ﻴﺘﻤﺎﺸﻰ ﻭﺘﻠﻙ ﺍﻝﻔﺭﻭﺽ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ – ﻤﺜﻼ – ﻴﺭﻏﺏ ﻓﻲ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﺸﺒﺎﺏ ﻓﻲ ﻤﺩﻴﻨﺔ ﻁﺭﺍﺒﻠﺱ ﻝﻺﻨﺘﺭﻨﺕ ﻭﺍﻻﺸﺒﺎﻋﺎﺕ‬
‫ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺫﻝﻙ ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﻓﺈﻥ ﺫﻝﻙ ﻴﺘﻁﻠﺏ ﺘﻤﺜﻴﻼ ﻝﻜﺎﻓﺔ ﺍﻻﻁﻴﺎﻑ ﺍﻝﺸﺒﺎﺒﻴﺔ‪،‬‬
‫ﻭﺫﻝﻙ ﻻﺨﺘﺒﺎﺭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻨﻭﻉ ﻭﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻝﻤﻬﻨﺔ ﻭﺍﻝﺩﺨل‬
‫ﻭﺍﻝﺴﻜﻥ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﻋﻼﻗﺘﻬﺎ ﺒﺫﻝﻙ ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺘﻁﻠﺏ ﺒﺎﻝﺘﺎﻝﻲ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻁﺒﻘﻴﺔ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺠﺭﻱ ﺒﺤﺜﻪ ﺤﻭل ﺍﻝﻜﺘﺎﺒﺎﺕ ﺍﻝﺼﺤﻔﻴﺎﺕ‬
‫ﺍﻝﻠﻴﺒﻴﺎﺕ‪ ،‬ﻭﻴﺴﻌﻰ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺴﺅﺍل ﺒﺤﺜﻲ ﺤﻭل ﻅﺭﻭﻑ ﺍﻝﻌﻤل ﺍﻝﺼﺤﻔﻲ ﺍﻝﻨﺴﺎﺌﻲ‬
‫ﻭﻤﻀﻤﻭﻥ ﻜﺘﺎﺒﺎﺘﻬﻥ ﻓﻲ ﺍﻝﺼﺤﻑ ﻓﺈﻨﻪ ﻗﺩ ﻴﻜﺘﻔﻲ ﺒﺩﺭﺍﺴﺔ ﻝﻠﺼﺤﻔﻴﺎﺕ ﻓﻲ ﻁﺭﺍﺒﻠﺱ‬
‫ﻭﺒﻨﻐﺎﺯﻱ ﻓﻘﻁ‪ ،‬ﻭﻫﻭ ﺒﺫﻝﻙ ﻴﻜﻭﻥ ﻗﺩ ﺍﺨﺘﺎﺭ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﻤﺩﻴﺔ ﻝﻤﻌﺭﻓﺘﻪ ﺍﻝﻤﺴﺒﻘﺔ – ﺨﺎﺼﺔ‬
‫ﺇﺫﺍ ﻜﺎﻥ ﻗﺩ ﺴﺒﻕ ﻝﻪ ﻤﻤﺎﺭﺴﺔ ﺍﻝﻌﻤل ﺍﻝﺼﺤﻔﻲ ﻝﻔﺘﺭﺓ ﻁﻭﻴﻠﺔ ﻭﺍﺠﺭﻯ ﺒﺤﻭﺜﺎ ﻤﺸﺎﺒﻬﺔ –‬
‫ﺒﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﺃﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺒﺤﺜﻪ ﺤﻭل ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ‬
‫ﺍﻝﻤﺤﻠﻴﺔ )ﺼﺤﻑ ﺍﻝﺒﻠﺩﻴﺎﺕ( ﻓﻲ ﻝﻴﺒﻴﺎ‪ ،‬ﻭﻴﺴﻌﻰ ﻻﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻨﻭﻉ‬
‫ﺍﻝﻘﺭﺍﺀ ﻭﺘﻔﻀﻴﻼﺘﻬﻡ ﻝﻬﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺼﺤﻑ‪ ،‬ﻓﺈﻥ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻨﺎﺴﺏ ﻫﻨﺎ ﻫﻭ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﺴﺎﺤﻴﺔ ﺍﻭ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﺍﻝﺘﻲ ﺘﺄﺨﺫ ﻓﻲ ﺍﻝﺤﺴﺒﺎﻥ ﺘﻤﺜﻴل ﻤﻨﺎﺴﺏ ﻝﻤﺠﻤﻭﻉ ﺍﻝﺒﻠﺩﻴﺎﺕ‬
‫ﻭﺍﻝﻤﻨﺎﻁﻕ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﺒﻼﺩ‪.‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺴﺒﻕ ﻴﺘﻭﻗﻑ ﺍﻴﻀﺎ ﺍﺨﺘﻴﺎﺭ ﻨﻭﻋﻴﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺩﻭﻥ‬
‫ﻏﻴﺭﻫﺎ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﺃﻫﻤﻬﺎ ﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻤﺎ ﺇﻝﻰ ﺫﻝﻙ‪،‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻀﻊ ﻓﻲ ﺘﺼﻭﺭﻩ ﺍﻥ ﻨﺠﺎﺡ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺌﻪ‬

‫ﻭﺤﺠﻡ ﺍﻻﻀﺎﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﻭﻓﺭﻫﺎ ﺍﻨﻤﺎ ﺘﺘﻭﻗﻑ ﺇﻝﻰ ﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻋﻠﻰ ﻗﺩﺭﺘﻪ ﻋﻠﻰ‬
‫ﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻨﺎﺴﺏ ﻝﺒﺤﺜﻪ‪ ،‬ﻭﺍﻥ ﺃﻱ ﺘﻬﺎﻭﻥ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺃﻭ ﻁﺭﻴﻘﺔ‬
‫ﺴﺤﺒﻬﺎ ﻭﺘﻤﺜﻴﻠﻬﺎ ﻝﻤﺠﺘﻤﻌﻬﺎ ﺍﻻﺼﻠﻲ ﺴﻭﻑ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺃﺨﻁﺎﺀ ﻓﺎﺩﺤﺔ ﻗﺩ ﺘﻨﺴﻑ‬
‫ﺍﻝﺒﺤﺙ ﺒﺭﻤﺘﻪ‪ ،‬ﻭﻫﻭ ﺃﻤﺭﺍ ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻜﻪ ﺘﻤﺎﻡ ﺍﻻﺩﺭﺍﻙ‪.‬‬

‫ﻭﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻓﻘﺩ ﺘﻨﺎﻭﻝﺕ ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﺨﺼﺼﺔ ﺃﻨﻭﺍﻉ ﻤﺘﻌﺩﺩﺓ ﻤﻥ‬
‫ﺍﻝﻌﻴﻨﺎﺕ ﻭﺒﻤﺴﻤﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻭﺍﺤﻴﺎﻨﺎ ﻤﺘﺸﺎﺒﻬﺔ‪ ،‬ﻭﺴﻭﻑ ﻨﻘﺼﺭ ﺩﺭﺍﺴﺘﻨﺎ ﻫﻨﺎ ﻋﻠﻰ ﺃﻫﻡ‬
‫ﺍﻨﻭﺍﻉ ﺘﻠﻙ ﺍﻝﻌﻴﻨﺎﺕ‪،‬ﻭﺃﻜﺜﺭﻫﺎ ﺍﺴﺘﺨﺩﺍﻤﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﻭﺠﺩ ﺍﺘﻔﺎﻕ ﻜﺒﻴﺭ ﺒﺸﺄﻨﻬﺎ ﺒﻴﻥ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ‪،‬ﻭﻫﻲ ﺘﻠﻙ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺤﺼﺭﻫﺎ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ – ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﺒﺴﻴﻁﺔ‪:‬‬
‫ﺘﻌﺭﻑ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺒﺎﻨﻬﺎ "ﺘﻠﻙ ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻓﺭﺼﺎ ﻤﺘﺴﺎﻭﻴﺔ ﺍﻤﺎﻡ‬
‫ﺠﻤﻴﻊ ﻭﺤﺩﺍﺕ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﻤﺩﺭﻭﺴﺔ")‪ ،(1‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻴﺭﻏﺏ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ‬
‫ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﺩﺭﺍﻴﺔ ﻜﺎﻤﻠﺔ ﺒﺠﻤﻴﻊ ﺃﻓﺭﺍﺩ ﻤﺠﺘﻤﻌﻪ ﺍﻝﺫﻱ ﻴﻘﻭﻡ‬
‫ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻜﻤﺎ ﺍﻨﻪ ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﺤﺎﻝﺔ ﻤﻥ ﺍﻝﺘﺠﺎﻨﺱ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﻫﺫﺍ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻤﻥ ﺤﻴﺙ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺭﺌﻴﺴﻴﺔ‪ ،‬ﻜﺎﻝﺴﻥ ﻭﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻝﻨﻭﻉ‬
‫ﻭﺍﻻﻫﺘﻤﺎﻤﺎﺕ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﺒﺤﺙ ﻭﻓﻕ ﺃﻫﺩﺍﻓﻪ ﻭﺘﺴﺎﺅﻻﺘﻪ‪،‬‬
‫ﺤﻴﺙ ﻴﻌﺩ ﻫﺫﺍ ﺍﻝﺘﺠﺎﻨﺱ ﺸﺭﻁﺎ ﺃﺴﺎﺴﻴﺎ ﻻﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﻁﺭﻴﻘﺔ ﺍﻻﺨﺘﻴﺎﺭ‬
‫ﺍﻝﻌﺸﻭﺍﺌﻲ ﻝﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ ﻝﻥ ﺘﻜﻭﻥ ﻤﻘﻨﻌﺔ ﺇﻻ ﺇﺫﺍ ﻜﺎﻨﺕ ﺩﺭﺠﺔ ﺍﻝﺘﺠﺎﻨﺱ ﻋﺎﻝﻴﺔ ﺒﻴﻥ‬
‫ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺨﺘﺎﺭﺓ ﺠﺯﺀ ﺤﻘﻴﻘﻲ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻤﻤﺜﻠﺔ‬
‫ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ ﻝﻪ‪ ،‬ﻭﻨﻅﺭﺍ ﻻﻥ ﻁﺭﻴﻘﺔ ﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ ﺴﻭﻑ ﺘﺘﻴﺢ ﻝﻜﺎﻓﺔ ﺃﻓﺭﺍﺩ ﻤﺠﺘﻤﻊ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.157‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺩﺭﺍﺴﺔ ﻓﺭﺼﺔ ﻻﻥ ﻴﻜﻭﻨﻭﺍ ﻤﻥ ﻀﻤﻨﻬﺎ ﻓﺈﻥ ﺫﻝﻙ ﻴﺅﻜﺩ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺘﻭﻓﺭ ﻤﺴﺘﻭﻯ‬
‫ﻋﺎل ﻤﻥ ﺍﻝﺘﺠﺎﻨﺱ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺤﺘﻰ ﻴﻜﻭﻥ ﺘﻤﺜﻴل ﺍﻝﻌﻴﻨﺔ ﻝﻤﺠﺘﻤﻌﻬﺎ ﺼﺤﻴﺢ‪.‬‬
‫ﻭﺘﺨﻀﻊ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﻝﻀﻭﺍﺒﻁ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭﻫﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻴﺘﻡ ﺍﻋﺩﺍﺩ ﻗﺎﺌﻤﺔ ﺘﻀﻡ ﻜﺎﻓﺔ ﻤﻔﺭﺩﺍﺕ ﻤﺠﺘﻤﻊ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ – 2‬ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﺍﺤﺩﻯ ﺍﻝﻁﺭﻴﻘﺘﻴﻥ ﺍﻝﺘﺎﻝﻴﺘﻴﻥ )ﺍﻝﺠﺩﺍﻭل( ﺃﻭ )ﺍﻝﻘﺭﻋﺔ(‪ ،‬ﻭﺫﻝﻙ‬
‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬
‫‪ – 3‬ﺇﺫﺍ ﻤﺎ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺨﺘﻴﺎﺭ ﻁﺭﻴﻘﺔ ﺍﻝﻘﺭﻋﺔ ﻓﺈﻨﻪ ﻴﻤﻨﺢ ﻜﺎﻓﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺃﺭﻗﺎﻡ ﻤﻥ ﻭﺍﺤﺩ ﺇﻝﻰ ﺃﺨﺭ ﺭﻗﻡ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﻌﺩ ﺫﻝﻙ ﺒﺈﻋﺩﺍﺩ ﻗﺼﺎﺼﺎﺕ‬
‫ﺼﻐﻴﺭﺓ ﻴﺤﻤل ﻜل ﻤﻨﻬﺎ ﺭﻗﻡ‪ ،‬ﻭﻴﻀﻌﻬﺎ ﻓﻲ ﺴﻠﺔ‪ ،‬ﺜﻡ ﻴﺴﺤﺏ ﻤﻨﻬﺎ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ‬
‫ﻋﺩﺩ ﻤﻥ ﺍﻷﺭﻗﺎﻡ ﻭﻓﻕ ﺍﻝﺤﺠﻡ ﺍﻝﻤﻁﻠﻭﺏ ﻝﻠﻌﻴﻨﺔ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﻌﺩ ﺫﻝﻙ ﺒﺎﺨﺘﻴﺎﺭ ﺍﻷﺸﺨﺎﺹ‬
‫ﺍﻝﺫﻴﻥ ﻴﺤﻤﻠﻭﻥ ﺍﻷﺭﻗﺎﻡ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﺴﺤﺒﻬﺎ ﻤﻥ ﺍﻝﺴﻠﺔ‪.‬‬
‫‪ – 4‬ﺍﻤﺎ ﺇﺫﺍ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺨﺘﻴﺎﺭ ﻁﺭﻴﻘﺔ ﺍﻝﺠﺩﺍﻭل ﻓﺈﻨﻪ ﻋﻠﻴﻪ ﺍﻥ ﻴﻘﻭﻡ ﻭﺒﻨﻔﺱ‬
‫ﺍﻝﻁﺭﻴﻘﺔ ﺒﻌﺩ ﺍﻋﺩﺍﺩ ﻗﺎﺌﻤﺔ ﻤﺭﻗﻤﺔ ﺒﻤﺠﺘﻤﻊ ﺍﻝﺒﺤﺙ ﺒﺈﻋﺩﺍﺩ ﺠﺩﺍﻭل ﺍﻷﺭﻗﺎﻡ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪،‬‬
‫ﺍﻝﺫﻱ ﻴﺘﻀﻤﻥ ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻷﺭﻗﺎﻡ ﺍﻝﻌﻤﻭﺩﻴﺔ ﻭﺍﻷﻓﻘﻴﺔ‪ ،‬ﺜﻡ ﺒﻌﺩ ﺫﻝﻙ ﻴﻀﻊ ﺍﺼﺒﻌﻪ ﻋﻠﻰ‬
‫ﺃﺤﺩ ﺍﻷﺭﻗﺎﻡ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﻴﺤﺭﻜﻪ ﻓﻲ ﺃﺤﺩ ﺍﻻﺘﺠﺎﻫﺎﺕ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﻭﻀﻊ ﻋﻼﻤﺔ‬
‫ﻋﻠﻰ ﻜل ﺭﻗﻡ ﻴﻤﺭ ﻋﻠﻴﻪ‪ ،‬ﺤﺘﻰ ﻴﺼل ﺇﻝﻰ ﺍﻝﻌﺩﺩ ﺍﻝﻤﻁﻠﻭﺏ ﺍﻝﺫﻱ ﻴﻤﺜل ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﺒﻌﺩ‬
‫ﺍﻨﺘﻬﺎﺀ ﻫﺫﻩ ﺍﻝﺨﻁﻭﺓ ﻴﻌﻭﺩ ﻝﻘﺎﺌﻤﺔ ﺍﻻﺴﻤﺎﺀ ﻝﻴﺨﺘﺎﺭ ﻤﻨﻬﺎ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﺘﻭﺍﻓﻘﺕ ﺍﺭﻗﺎﻤﻬﻡ‬
‫ﻤﻊ ﻤﺎ ﺘﻡ ﺘﺤﺩﻴﺩﻩ ﻤﻥ ﺍﺭﻗﺎﻡ ﻓﻲ ﺍﻝﺠﺩﺍﻭل‪ ،‬ﻭﺒﺈﻤﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻴﻀﺎ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﺏ‬
‫ﺍﻵﻝﻲ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺭﻗﺎﻡ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﻫﻲ ﻁﺭﻴﻘﺔ ﺘﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ‪.‬‬
‫ﺏ – ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻤﻨﺘﻅﻤﺔ‪:‬‬
‫ﻫﻲ ﺍﺤﺩﻯ ﺃﻨﻭﺍﻉ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﺘﻌﺘﺒﺭ ﺃﻜﺜﺭ ﺩﻗﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‬
‫ﺍﻝﺒﺴﻴﻁﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﺤﺩﺩ ﺃﻭﻻ ﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﺍﻝﺫﻱ ﺴﻴﺴﺤﺏ ﻤﻪ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪185‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻴﻨﺘﻪ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﺘﺭﻗﻴﻤﻪ‪ ،‬ﺜﻡ ﺒﻌﺩ ﺫﻝﻙ ﻴﻘﻭﻡ ﺒﺘﺤﺩﻴﺩ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺴﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺒﺴﺤﺏ ﻋﻴﻨﺘﻪ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺘﺤﺩﻴﺩ ﺍﻝﻤﺴﺎﻓﺔ ﺒﻴﻥ ﻜل ﺭﻗﻡ ﻭﺍﻝﺭﻗﻡ ﺍﻝﺫﻱ ﻴﻠﻴﻪ‪ ،‬ﻭﻴﺘﻁﻠﺏ ﺫﻝﻙ ﺇﺠﺭﺍﺀ ﻋﻤﻠﻴﺔ‬
‫ﺤﺴﺎﺒﻴﺔ ﻴﻘﺴﻡ ﺒﻤﻭﺠﺒﻬﺎ ﺍﻝﻌﺩﺩ ﺍﻝﻜﻠﻲ ﻝﻠﻤﺠﺘﻤﻊ ﻋﻠﻰ ﻋﺩﺩ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻁﻠﻭﺏ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ‬
‫ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ – ﻤﺜﻼ – ‪ 4000‬ﻤﻔﺭﺩﺓ‪ ،‬ﻭﻗﺭﺭ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﺘﻜﻭﻥ ﻋﻴﻨﺘﻪ ‪200‬‬
‫ﻤﻔﺭﺩﺓ‪ ،‬ﻓﺘﻜﻭﻥ ﺒﺫﻝﻙ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺤﺴﺎﺒﻴﺔ ﻜﺎﻝﺘﺎﻝﻲ‪ ، 20 = 200 ÷ 4000 :‬ﻭﻋﻠﻰ‬
‫ﻀﻭﺀ ﺫﻝﻙ ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻝﻤﻔﺭﺩﺓ ﺍﻷﻭﻝﻰ ﺍﻝﺘﻲ ﺴﻴﺘﻡ ﺴﺤﺒﻬﺎ ﻤﻥ ﺍﻷﺭﻗﺎﻡ ﺩﻭﻥ ﺍﻝﻌﺸﺭﻴﻥ‪.‬‬
‫‪ – 2‬ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻭﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺃﺤﺩ ﺍﻷﺭﻗﺎﻡ ﺘﺤﺕ ﺍﻝﻌﺸﺭﻴﻥ‪ ،‬ﻓﺈﺫﺍ ﺍﻓﺘﺭﻀﻨﺎ‬
‫ﺍﻥ ﺍﻝﻌﺩﺩ ﺍﻝﺫﻱ ﻭﻗﻊ ﺍﺨﺘﻴﺎﺭﻩ ﻋﺸﻭﺍﺌﻴﺎ ﻜﺎﻥ ﺍﻝﺭﻗﻡ ‪ 4‬ﺍﻝﺫﻱ ﻴﻤﺜل ﺃﻭل ﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ‪،‬‬
‫ﻓﺈﻥ ﺍﻝﻌﺩﺩ ﺍﻝﺘﺎﻝﻲ ﺴﻴﻜﻭﻥ‪ ،24 = 20 + 4 :‬ﻭﺍﻝﺜﺎﻝﺙ ﻫﻭ ‪ ،44 = 20 + 24‬ﻭﺍﻝﺭﺍﺒﻊ‬
‫ﻫﻭ‪ .. 64 = 20 + 44 :‬ﻭﻫﻜﺫﺍ ﺤﺘﻰ ﻨﺼل ﺇﻝﻰ ﺃﺨﺭ ﻤﻔﺭﺩﺓ ﻤﻥ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ‬
‫ﻭﺒﻁﺭﻴﻘﺔ ﻤﻨﺘﻅﻤﺔ‪ ،‬ﻭﻗﺩ ﺴﻤﻴﺕ ﺍﻝﻌﻴﻨﺔ ﻫﻨﺎ ﺒﺎﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻤﻨﺘﻅﻤﺔ ﻨﻅﺭﺍ ﻻﺴﺘﺨﺩﺍﻤﻬﺎ‬
‫ﺍﻻﺴﻠﻭﺒﻴﻥ‪ :‬ﺍﻝﻌﺸﻭﺍﺌﻲ‪ ،‬ﻭﺍﻝﻤﻨﺘﻅﻡ‪ ،‬ﺤﻴﺙ ﺍﺴﺘﺨﺩﻡ ﺍﻷﻭل )ﺍﻝﻌﺸﻭﺍﺌﻲ( ﻋﻨﺩ ﺘﺤﺩﻴﺩ ﺍﻝﺭﻗﻡ‬
‫ﺍﻝﺫﻱ ﺴﻨﺒﺩﺃ ﻤﻨﻪ ﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻫﻭ ﺍﻝﺭﻗﻡ ‪ 4‬ﻓﻲ ﺍﻝﻤﺜﺎل ﺍﻝﺴﺎﺒﻕ‪ ،‬ﻭﺍﺴﺘﺨﺩﻡ ﺍﻝﺜﺎﻨﻲ‬
‫)ﺍﻝﻤﻨﺘﻅﻡ( ﺒﻌﺩ ﺫﻝﻙ ﻋﻨﺩ ﺴﺤﺏ ﺒﻘﻴﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺍﺘﺎﺤﺔ ﺍﻝﻔﺭﺼﺔ ﺃﻤﺎﻡ‬
‫ﻜل ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﻝﻴﻜﻭﻨﻭﺍ ﻤﻥ ﻀﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺨﺘﺎﺭﺓ‪.‬‬
‫ﺝ – ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻁﺒﻘﻴﺔ‪:‬‬
‫ﻭﻫﻲ "ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻋﻥ ﻁﺭﻴﻕ ﺘﻘﺴﻴﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺇﻝﻰ ﺃﻗﺴﺎﻡ ﻭﻁﺒﻘﺎﺕ‬
‫ﻤﺘﺠﺎﻨﺴﺔ‪ ،‬ﺜﻡ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﻜل ﻁﺒﻘﺔ" )‪،( 1‬ﻓﻘﺩ ﻴﺭﻯ ﺍﻝﺒﺎﺤﺙ ﺍﻨﻪ ﻤﻥ‬
‫ﺍﻝﻤﻨﺎﺴﺏ ﺍﻥ ﻴﻘﻭﻡ ﺒﺘﻘﺴﻴﻡ ﻤﺠﺘﻤﻌﻪ ﻁﺒﻘﻴﺎ‪ ،‬ﺨﺎﺼﺔ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺃﺴﺎﺴﺎ ﻴﻀﻡ‬

‫‪ -1‬ﻨﺠﻴﺏ ﺤﺴﻥ ﻤﺤﻤﺩ‪ ،‬ﻋﺒﺩﺍﻝﻜﺭﻴﻡ ﻋﺒﺩﺍﻻﻤﻴﺭ ﻋﺒﺩﺍﻝﺭﺯﺍﻕ‪ ،‬ﺍﻝﻤﺩﺨل ﺇﻝﻰ ﻋﻠﻡ ﺍﻹﺤﺼﺎﺀ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ‬
‫ﻝﻴﺒﻴﺎ‪ ،‬ﺩﺍﺭ ﺸﻤﻭﻉ ﺍﻝﺜﻘﺎﻓﺔ‪ ،2004 ،‬ﺹ‪.27،28‬‬
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‫ﻁﺒﻘﺎﺕ ﻭﺸﺭﺍﺌﺢ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﺤﻴﺙ ﻴﺘﻁﻠﺏ ﺘﻤﺜﻴل ﺘﻠﻙ ﺍﻝﻁﺒﻘﺎﺕ ﺍﻥ ﻴﺴﺘﺨﺩﻡ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺔ‬
‫ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻁﺒﻘﻴﺔ‪ ،‬ﻭﻤﻔﻬﻭﻡ ﺍﻝﻁﺒﻘﻴﺔ ﻫﻨﺎ ﻴﺄﺨﺫ ﺍﻜﺜﺭ ﻤﻥ ﻤﻨﺤﻰ‪ ،‬ﻜﺄﻥ ﻴﺘﻡ ﻭﻓﻕ‬
‫ﺍﻝﺘﻘﺴﻴﻤﺎﺕ ﺍﻝﻤﻬﻨﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻘﺴﻡ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺤﺴﺏ ﺍﻝﻤﻬﻥ‪ :‬ﻁﻼﺏ – ﻤﻭﻅﻔﻭﻥ –‬
‫ﺍﻁﺒﺎﺀ – ﻋﻤﺎل – ﻓﻼﺤﻭﻥ ‪ ...‬ﺍﻝﺦ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﺴﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺤﺴﺏ ﺍﻝﻤﺴﺘﻭﻯ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻱ ﺃﻭ ﺍﻝﺩﺨل‪ :‬ﺫﻭﻱ ﺍﻝﺩﺨل ﺍﻝﻤﺭﺘﻔﻊ‪ ،‬ﻭﺫﻭﻱ ﺍﻝﺩﺨل ﺍﻝﻤﺘﻭﺴﻁ‪ ،‬ﻭﺫﻭﻱ ﺍﻝﺩﺨل‬
‫ﺍﻝﻤﺤﺩﻭﺩ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﺴﻡ ﺤﺴﺏ ﺍﻝﻨﻭﻉ‪ :‬ﺫﻜﻭﺭ ﻭﺇﻨﺎﺙ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﺴﻡ ﺤﺴﺏ ﺍﻝﺴﻥ‪ :‬ﺃﻁﻔﺎل‬
‫– ﻤﺭﺍﻫﻘﻭﻥ – ﺸﺒﺎﺏ – ﻜﻬﻭل – ﺸﻴﻭﺥ‪.‬‬
‫ﻭﺘﻨﻘﺴﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻁﺒﻘﻴﺔ ﺇﻝﻰ ﻨﻭﻋﻴﻥ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻁﺒﻘﻴﺔ ﺍﻝﺘﻨﺎﺴﺒﻴﺔ‪:‬‬
‫ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺒﺘﻘﺴﻴﻡ ﺍﻝﻤﺠﺘﻤﻊ ﻭﻓﻕ ﺍﺤﺩﻯ‬
‫ﺍﻝﺘﻘﺴﻴﻤﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺍﻝﺘﻲ ﺘﺘﺤﺩﺩ ﻋﺎﺩﺓ ﻭﻓﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﻭﻓﺭﻭﻀﻪ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺒﻌﺩ‬
‫ﺫﻝﻙ ﺒﺴﺤﺏ ﻋﻴﻨﺔ ﻤﻥ ﻜل ﻓﺌﺔ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻭﻓﻕ ﺘﻤﺜﻴﻠﻬﺎ ﻓﻲ ﻤﺠﺘﻤﻌﻬﺎ ﺍﻷﺼﻠﻲ‪ ،‬ﻓﺈﺫﺍ‬
‫ﻜﻨﺎ ﻤﺜﻼ ﻨﺠﺭﻱ ﺩﺭﺍﺴﺔ ﺤﻭل ﻤﺩﻯ ﺍﻨﺘﺸﺎﺭ ﻋﺎﺩﺓ ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‪،‬‬
‫ﻭﺘﻡ ﺘﻘﺴﻴﻡ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻓﻕ ﺍﻝﻤﻬﻥ‪ ،‬ﻓﺈﻨﻪ ﻋﻠﻴﻨﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺍﻥ ﻨﻘﻭﻡ ﺒﺴﺤﺏ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﻜل ﻓﺌﺔ ﻭﻓﻕ ﺤﺠﻡ ﺘﻤﺜﻴﻠﻬﺎ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﻋﺩﺩ ﺍﻝﻁﻼﺏ‬
‫ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﺍﻝﺫﻱ ﺴﺘﺴﺤﺏ ﻤﻨﻪ ﺍﻝﻌﻴﻨﺔ ﻫﻭ ‪ 7000‬ﻁﺎﻝﺏ‪ ،‬ﻭﻋﺩﺩ ﺍﻝﻤﻭﻅﻔﻴﻥ‬
‫‪ ،5000‬ﻭﻋﺩﺩ ﺍﻝﻤﻌﻠﻤﻴﻥ ‪ ،6000‬ﻭﻋﺩﺩ ﺍﻝﻤﺘﻘﺎﻋﺩﻭﻥ ‪ ،3000‬ﻭﺍﻷﻋﻤﺎل ﺍﻝﺤﺭﺓ‬
‫‪ ،1500‬ﻭﺭﺒﺎﺕ ﺍﻝﺒﻴﻭﺕ ‪ ،2000‬ﻓﺈﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻤﺜﻠﺔ ﻝﻜل ﻓﺌﺔ ﻤﻥ ﻫﺫﻩ ﺍﻝﻔﺌﺎﺕ ﺘﻜﻭﻥ‬
‫ﺒﻨﻔﺱ ﺍﻝﻨﺴﺒﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﺒﺎﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻌﻴﻨﺔ‬ ‫ﺍﻝﻌﻴﻨﺔ ﻨﺴﺒﺔ‬ ‫ﻋﺩﺩ ﻜل ﻓﺌﺔ ﻨﺴﺒﺔ ﻜل ﻓﺌﺔ ﺤﺠﻡ‬ ‫ﺍﻝﻔﺌﺔ‬

‫ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺴﺤﻭﺒﺔ ﻤﻥ ﻝﻜل ﻓﺌﺔ‬ ‫ﺍﻝﻤﺠﺘﻤﻊ ﻓﻲ‬ ‫ﻓﻲ‬
‫ﻜل ﻓﺌﺔ‬ ‫ﺍﻷﺼﻠﻲ‬ ‫ﺍﻷﺼﻠﻲ‬
‫‪28.5‬‬ ‫‪114‬‬ ‫‪28.6‬‬ ‫‪7000‬‬ ‫ﺍﻝﻁﻼﺏ‬
‫‪24.5‬‬ ‫‪98‬‬ ‫‪24.5‬‬ ‫‪6000‬‬ ‫ﺍﻝﻤﻌﻠﻤﻭﻥ‬
‫‪20.5‬‬ ‫‪82‬‬ ‫‪20.4‬‬ ‫‪5000‬‬ ‫ﺍﻝﻤﻭﻅﻔﻭﻥ‬
‫‪12.3‬‬ ‫‪49‬‬ ‫‪12.2‬‬ ‫‪3000‬‬ ‫ﺍﻝﻤﺘﻘﺎﻋﺩﻭﻥ‬
‫‪8.25‬‬ ‫‪33‬‬ ‫‪8.2‬‬ ‫‪2000‬‬ ‫ﺭﺒﺎﺕ ﺍﻝﺒﻴﻭﺕ‬
‫‪6‬‬ ‫‪24‬‬ ‫‪6.1‬‬ ‫‪1500‬‬ ‫ﺍﻷﻋﻤﺎل ﺍﻝﺤﺭﺓ‬
‫‪100‬‬ ‫‪400‬‬ ‫‪100‬‬ ‫‪24500‬‬ ‫ﺍﻝﻤﺠﻤﻭﻉ‬

‫ﻭﺇﺫﺍ ﻜﺎﻥ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻁﻠﻭﺏ ﺩﺭﺍﺴﺘﻬﺎ ﻫﻭ ‪ 400‬ﻤﻔﺭﺩﺓ ﻓﺈﻨﻨﺎ ﻨﻘﻭﻡ ﺒﺘﻘﺴﻴﻡ‬
‫ﺍﻝﻌﺩﺩ ﺍﻻﺠﻤﺎﻝﻲ ﻷﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻫﻭ ‪ 24500‬ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻁﻠﻭﺏ ﻭﻫﻭ‬
‫‪ ،400‬ﻜﺎﻝﺘﺎﻝﻲ‪ ،61 = 400 ÷ 24500 :‬ﻭﻫﻜﺫﺍ ﻴﺘﻡ ﺍﻋﺘﻤﺎﺩ ﻫﺫﺍ ﺍﻝﺭﻗﻡ ‪ 61‬ﻝﻠﺘﻘﺴﻴﻡ‪،‬‬
‫ﺒﺤﻴﺙ ﻴﻘﺴﻡ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﻜل ﻓﺌﺔ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﻋﻠﻰ ﺍﻝﻌﺩﺩ ﺍﻝﺫﻱ ﺴﺘﻤﺜﻠﻪ ﻜل ﻓﺌﺔ‬
‫ﻓﻲ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻫﻜﺫﺍ‪:‬‬
‫‪114 = 61 ÷7000‬‬
‫‪98 = 61÷ 6000‬‬
‫‪82 = 61÷ 5000‬‬
‫‪49 = 61 ÷ 3000‬‬
‫‪33 = 61÷ 2000‬‬
‫‪24 = 61 ÷ 1500‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻫﻜﺫﺍ ﻨﺤﺼل ﻋﻠﻰ ﻨﺴﺒﺔ ﺘﻤﺜﻴل ﻜل ﻓﺌﺔ ﺩﺍﺨل ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺴﺤﻭﺒﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﻭﻥ‬
‫ﻫﺫﻩ ﺍﻝﻨﺴﺏ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﺤﺠﻡ ﻜل ﻤﻨﻬﺎ ﻓﻲ ﻤﺠﺘﻤﻌﻬﺎ ﺍﻷﺼﻠﻲ‪.‬‬
‫‪ –2‬ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﻁﺒﻘﻴﺔ ﻏﻴﺭ ﺍﻝﺘﻨﺎﺴﺒﻴﺔ‪:‬‬
‫ﻨﻘﻁﺔ ﺍﻻﺨﺘﻼﻑ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻝﻬﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻋﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻁﺒﻘﻴﺔ ﺍﻝﺘﻨﺎﺴﺒﻴﺔ‬
‫ﻫﻭ ﺍﻨﻪ ﻓﻲ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ )ﻏﻴﺭ ﺍﻝﺘﻨﺎﺴﺒﻴﺔ( ﻭﺒﻌﺩ ﺍﻥ ﻴﺘﻡ ﺘﻘﺴﻴﻡ ﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﻓﺌﺎﺕ ﺃﻭ ﺸﺭﺍﺌﺢ ﺤﺴﺏ ﺍﻝﻤﻬﻥ‪ ،‬ﺃﻭ ﺍﻝﻨﻭﻉ‪ ،‬ﺍﻭ ﺍﻝﺘﺨﺼﺹ‪ ،‬ﺃﻭ ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﺃﻭ‬
‫ﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺴﺤﺏ ﻋﻴﻨﺔ ﻤﻥ ﻜل ﺸﺭﻴﺤﺔ ﻤﻥ ﺍﻝﺸﺭﺍﺌﺢ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻘﺴﻴﻡ‬
‫ﻋﻠﻰ ﻀﻭﺌﻬﺎ ﺒﺎﻝﺘﺴﺎﻭﻱ‪ ،‬ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺤﺠﻡ ﻜل ﻤﻨﻬﺎ ﻓﻲ ﻤﺠﺘﻤﻌﻬﺎ ﺍﻷﺼﻠﻲ‪ ،‬ﻓﺈﺫﺍ‬
‫ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺭﻴﺩ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻗﺩﺭﻫﺎ ‪ 400‬ﻤﻔﺭﺩﺓ ﻤﻥ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪،‬‬
‫ﻭﻜﺎﻥ ﻋﺩﺩ ﺍﻝﻜﻠﻴﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻋﺸﺭ ﻜﻠﻴﺎﺕ ﻓﺈﻨﻪ ﻴﻘﻭﻡ ﺒﺘﻘﺴﻴﻡ ‪ 400‬ﻋﻠﻰ ‪ 10‬ﻝﻴﺤﺼل‬
‫ﻋﻠﻰ ﻋﻴﻨﺔ ﺤﺠﻤﻬﺎ ‪ 40‬ﻁﺎﻝﺏ ﻤﻥ ﻜل ﻜﻠﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻘﺩ ﺼﺎﺭ ﺍﻤﺎﻡ ﺍﻝﺒﺎﺤﺙ ﻋﻴﻨﺔ‬
‫ﻤﻥ ﻜل ﺍﻝﻜﻠﻴﺎﺕ ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺍﻝﺘﻔﺎﻭﺕ ﻓﻲ ﺍﺠﻤﺎﻝﻲ ﻋﺩﺩ ﺍﻝﻁﻼﺏ ﻓﻲ ﻜل ﻜﻠﻴﺔ‪.‬‬
‫ﺩ – ﺍﻝﻌﻴﻨﺔ ﺍﻝﺴﺎﺤﻴﺔ ﺍﻭ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﺃﻭ ﺍﻝﻤﻜﺎﻨﻴﺔ ﺃﻭ ﻋﻴﻨﺔ ﺍﻝﺘﺠﻤﻌﺎﺕ‪:‬‬
‫ﻜﻤﺎ ﻴﺘﻀﺢ ﻤﻥ ﻤﺴﻤﻴﺎﺕ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻓﺈﻥ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻫﻨﺎ ﻴﺘﻡ ﻭﻓﻕ‬
‫ﻤﻌﻴﺎﺭ ﺍﻝﺘﻘﺴﻴﻡ ﺍﻝﺠﻐﺭﺍﻓﻲ‪ ،‬ﻭﻴﻜﻭﻥ ﺍﺨﺘﻴﺎﺭ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻋﻨﺩ ﻜﺒﺭ ﻭﺍﺘﺴﺎﻉ‬
‫ﻤﺴﺎﺤﺔ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻴﻠﺠﺄ ﺇﻝﻰ ﺘﻘﺴﻴﻡ ﻤﺠﺘﻤﻌﻪ ﺠﻐﺭﺍﻓﻴﺎ ﺇﻝﻰ‬
‫ﻋﺩﺓ ﻗﻁﺎﻋﺎﺕ ﺃﻭ ﻤﻨﺎﻁﻕ ﺃﻭ ﺒﻠﺩﻴﺎﺕ‪ ،‬ﻓﻌﻨﺩ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺤﻭل ﺩﻭﺭ ﺍﻝﻘﻨﻭﺍﺕ‬
‫ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻝﻠﻴﺒﻴﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺃﻭﻝﻭﻴﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻠﻴﺒﻲ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻘﻭﻡ ﺒﺘﻘﺴﻴﻡ‬
‫ﻤﺠﺘﻤﻌﻪ ﺇﻝﻰ ﻋﺩﺓ ﻤﻨﺎﻁﻕ‪ ،‬ﻜﺄﻥ ﻴﻌﺘﻤﺩ ﻤﺜﻼ ﺍﻝﺘﻘﺴﻴﻡ ﺍﻝﻤﺘﺒﻊ‪ :‬ﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺸﺭﻗﻴﺔ‪،‬‬
‫ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺠﻨﻭﺒﻴﺔ‪ ،‬ﻭﻓﻲ ﺍﻁﺎﺭ ﻜل ﻤﻨﻁﻘﺔ ﻴﻘﻭﻡ ﺒﺎﺨﺘﻴﺎﺭ ﺒﻌﺽ‬
‫ﺍﻝﻤﺩﻥ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺩﺍﺨل ﻜل ﻤﻨﻁﻘﺔ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺜﺎﻨﻴﺔ ﺒﺎﺨﺘﻴﺎﺭ ﻋﺸﻭﺍﺌﻲ ﻝﺒﻌﺽ‬
‫ﺍﻷﺤﻴﺎﺀ ﺩﺍﺨل ﺘﻠﻙ ﺍﻝﻤﺩﻥ‪.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻴﺴﺘﺨﺩﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻝﻬﺩﻑ ﻫﻭ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ‬
‫ﻤﻥ ﻤﺠﺘﻤﻌﺎﺕ ﻤﻭﺯﻋﺔ ﺍﻓﻘﻴﺎ‪ ،‬ﺒﺤﻴﺙ ﻨﺤﺼل ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﻥ ﻤﻨﺎﻁﻕ ﻭﻤﺴﺎﺤﺎﺕ‬
‫ﺠﻐﺭﺍﻓﻴﺔ ﻤﺘﻌﺩﺩﺓ ﻭﻤﺘﺒﺎﻋﺩﺓ‪ ،‬ﻭﺘﺘﺴﻡ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺒﻜﺒﺭ ﺤﺠﻤﻬﺎ‪ ،‬ﻭﺘﺘﻁﻠﺏ‬
‫ﺍﻤﻜﺎﻨﻴﺎﺕ ﻤﺎﻝﻴﺔ‪ ،‬ﻭﻓﺭﻕ ﺒﺤﺜﻴﺔ ﺤﺘﻰ ﻴﺘﻡ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻜﺎﻓﺔ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ‬
‫ﺍﻝﻤﺴﺘﻬﺩﻓﺔ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﻤﺤﺩﺩ‪.‬‬
‫ﻩ – ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﻤﺩﻴﺔ ﺃﻭ ﺍﻝﻐﺭﻀﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻏﻴﺭ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﺘﺴﻤﻰ ﺍﻴﻀﺎ ﻋﻴﻨﺔ ﺍﻝﺨﺒﺭﺓ‪ ،‬ﻝﻜﻭﻨﻬﺎ ﺘﻌﺘﻤﺩ‬
‫ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻋﻠﻰ ﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻭﺘﺠﺭﺒﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ ﺍﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ‬
‫ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺒﺎﺤﺜﻴﻥ ﻤﺘﻤﺭﺴﻴﻥ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺨﺒﺭﺓ ﻭﺘﺠﺭﺒﺔ ﻭﺍﺴﻌﺔ ﻭﻁﻭﻴﻠﺔ‬
‫ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻋﻠﻰ ﺍﺩﺭﺍﻙ ﻭﻭﻋﻲ ﻭﻤﻌﺭﻓﺔ ﺒﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻘﻭﻤﻭﻥ‬
‫ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﻨﺘﻅﺭﺓ ﻤﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻴﺅﻜﺩ ﺫﻝﻙ ﻤﺎ ﺫﻫﺏ ﺇﻝﻴﻪ )ﺒﻭﻝﻲ(‬
‫‪ BOWLY‬ﺒﺎﻨﻪ ﻻ ﺘﻭﺠﺩ ﻗﻭﺍﻋﺩ ﺠﺎﻤﺩﺓ ﺘﺴﺘﻁﻴﻊ ﺍﻥ ﺘﺤل ﻤﺤل ﺘﻘﺩﻴﺭ ﺍﻝﺒﺎﺤﺙ‬
‫ﻭﺨﺒﺭﺘﻪ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺎﺕ)‪.(1‬‬
‫ﺍﻥ ﺍﻝﺘﺠﺭﺒﺔ ﻭﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺫﺍﺘﻴﺔ ﻝﻠﺒﺎﺤﺙ ﻭﺘﻘﺩﻴﺭﻩ ﻝﻠﻤﻭﻗﻑ ﻫﻲ ﺍﻝﻔﻴﺼل ﻓﻲ ﺍﺨﺘﻴﺎﺭ‬
‫ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ‪ ،‬ﺇﻻ ﺍﻥ ﺫﻝﻙ ﻻ ﻴﻌﻨﻲ ﻋﺩﻡ ﻤﺭﺍﻋﺎﺓ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﺃﻭ‬
‫ﺍﻻﺨﻼل ﺒﻬﺎ‪ ،‬ﻭﺍﻻ ﻓﻘﺩﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺼﺩﺍﻗﻴﺘﻬﺎ‪ " ،‬ﻭﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻝﻌﻴﻨﺔ ﻫﻨﺎ ﺒﻭﺍﺴﻁﺔ‬
‫ﺍﺨﺘﻴﺎﺭ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﻲ ﻴﻌﺘﻘﺩ ﺍﻨﻬﺎ ﺘﻤﺜل ﻤﺠﺘﻤﻊ ﺍﻝﺒﺤﺙ")‪ ،(2‬ﻭﺍﻨﻬﺎ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻤﻥ ﻏﻴﺭﻫﺎ‬
‫ﻝﺘﻘﺩﻴﻡ ﺍﺠﺎﺒﺎﺕ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺕ ﺒﺤﺜﻪ‪ ،‬ﻭﺃﻜﺜﺭ ﻓﻬﻤﺎ ﻭﺍﺩﺭﺍﻜﺎ ﻝﻠﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﻘﻭﻡ‬
‫ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ – ﻤﺜﻼ – ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻴﺴﻌﻰ ﻤﻥ ﺨﻼﻝﻬﺎ ﺇﻝﻰ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺒﺎﺴﻁ ﻤﺤﻤﺩ ﺤﺴﻥ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪،‬‬
‫‪1975‬ﻡ‪ ،‬ﺹ‪.533‬‬
‫‪ -2‬ﻋﻠﻲ ﻋﺒﺩﺍﻝﺭﺍﺯﻕ ﺠﻠﺒﻲ‪ ،‬ﻭﺃﺨﺭﻭﻥ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺒﻴﻥ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﻭﺍﻝﺘﻨﻔﻴﺫ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺠﺎﻤﻌﻴﺔ‪1983 ،‬ﻡ‪ ،‬ﺹ‪.366‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻘﻭﻴﻡ ﺍﻝﺨﻁﺎﺏ ﺍﻝﺩﻴﻨﻲ ﻓﻲ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻝﻠﻴﺒﻴﺔ‪ ،‬ﻓﺈﻨﻪ ﻗﺩ ﻴﻠﺠﺄ ﺒﺤﻜﻡ ﺨﺒﺭﺘﻪ‬
‫ﻭﺭﺅﻴﺘﻪ ﺇﻝﻰ ﺍﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻨﺨﺒﻭﻴﺔ ﻴﺭﻯ ﺍﻨﻬﺎ ﺍﻷﻗﺩﺭ ﻤﻥ ﻏﻴﺭﻫﺎ ﻋﻠﻰ ﺘﻘﻭﻴﻡ ﻫﺫﺍ‬
‫ﺍﻝﺨﻁﺎﺏ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻝﻨﺨﺒﺔ ﻤﻥ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺠﺎﻤﻌﺎﺕ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻻﺴﻼﻤﻴﺔ‪ ،‬ﺃﻭ ﻏﻴﺭﻫﻡ ﻤﻤﻥ ﻴﻌﺘﻘﺩ ﺍﻥ ﻝﻬﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻓﻬﻡ ﺍﻝﺨﻁﺎﺏ ﺍﻝﺩﻴﻨﻲ‬
‫ﻭﺍﺴﺘﻴﻌﺎﺒﻪ‪ ،‬ﻭﺍﻝﻘﺩﺭﺓ ﺒﺎﻝﺘﺎﻝﻲ ﻋﻠﻰ ﺘﻘﻭﻴﻤﻪ ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺠﻭﺍﻨﺏ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻓﻴﻪ‪،‬‬
‫ﻭﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﺤﺘﻜﻡ ﻓﻲ ﻫﺫﺍ ﺍﻻﺨﺘﻴﺎﺭ ﻋﻠﻰ ﺨﺒﺭﺘﻪ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﺍﺘﺠﻪ ﻋﻤﺩﻴﺎ ﺇﻝﻰ‬
‫ﺘﺤﺩﻴﺩ ﻋﻴﻨﺔ ﻴﺭﻯ ﺍﻨﻬﺎ ﺍﻷﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻝﻁﺒﻴﻌﺔ ﺒﺤﺜﻪ‪.‬‬
‫ﻭ – ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺭﻀﻴﺔ ﺃﻭ ﻋﻴﻨﺔ ﺍﻝﺼﺩﻓﺔ‪:‬‬
‫ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺴﻬﻭﻝﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﻭﺩﺭﺍﺴﺘﻪ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻻ‬
‫ﻴﻤﺜل ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ‬
‫ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ ﻻ ﻴﻤﻜﻥ ﺘﻌﻤﻴﻤﻬﺎ ﻋﻠﻰ ﻜل ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪ ،‬ﻓﺎﻝﻌﻴﻨﺔ‬
‫ﻫﻨﺎ ﻻ ﺘﻤﺜل ﺇﻻ ﻨﻔﺴﻬﺎ‪ ،‬ﺨﺎﺼﺔ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻏﻴﺭ ﻤﺘﺠﺎﻨﺱ‪ ،‬ﻭﺘﺘﻡ ﻋﻤﻠﻴﺔ ﺍﺨﺘﻴﺎﺭ‬
‫ﻭﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ ﻫﻨﺎ ﺒﺎﻝﻤﺼﺎﺩﻓﺔ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻓﺈﺫﺍ‬
‫ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺠﺭﻱ ﺩﺭﺍﺴﺘﻪ ﻋﻠﻰ ﻁﻼﺏ ﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﻭﻋﺩﺩ ﺃﻓﺭﺍﺩ ﻋﻴﻨﺘﻪ ‪ 400‬ﻤﻔﺭﺩﺓ‬
‫ﻓﺈﻨﻪ ﻴﻘﻭﻡ ﺒﺘﻭﺯﻴﻊ ﺍﺴﺘﺒﻴﺎﻨﻪ ﻋﻠﻰ ﻤﻥ ﻴﺼﺎﺩﻓﻪ ﻤﻥ ﺍﻝﻁﻼﺏ ﺩﺍﺨل ﺍﻝﺤﺭﻡ ﺍﻝﺠﺎﻤﻌﻲ‪،‬‬
‫ﺤﺘﻰ ﻴﺼل ﺇﻝﻰ ﺍﻝﻌﺩﺩ ﺍﻝﻤﻁﻠﻭﺏ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﺄﺨﺫ ﻫﻨﺎ ﺍﻥ ﺍﻝﺫﻴﻥ ﻴﻠﺘﻘﻴﻬﻡ ﺍﻝﺒﺎﺤﺙ ﻗﺩ ﻴﻜﻭﻨﻭﺍ‬
‫ﻤﻥ ﻜﻠﻴﺔ ﻭﺍﺤﺩﺓ ﺃﻭ ﺘﺨﺼﺹ ﻭﺍﺤﺩ‪ ،‬ﻭﻗﺩ ﻴﺼﺎﺩﻑ ﺫﻝﻙ ﺍﻝﻴﻭﻡ ﻋﺩﻡ ﻭﺠﻭﺩ ﻤﺤﺎﻀﺭﺍﺕ‬
‫ﻝﺘﺨﺼﺼﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻭ ﺍﻥ ﻴﻜﻭﻥ ﻫﻨﺎﻙ ﻀﻴﻭﻑ ﻤﻥ ﺨﺎﺭﺝ ﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﺃﻭ ﻤﺠﻤﻭﻋﺎﺕ‬
‫ﻤﻥ ﺍﻝﺨﺭﻴﺠﻴﻥ ﺘﺼﺎﺩﻑ ﻭﺠﻭﺩﻫﻡ ﻤﻊ ﺤﻀﻭﺭ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫ﻱ – ﺍﻝﻌﻴﻨﺔ ﻤﺘﻌﺩﺩﺓ ﺍﻝﻤﺭﺍﺤل "ﺍﻝﻌﻨﻘﻭﺩﻴﺔ"‪:‬‬
‫"ﻭﻫﻲ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻋﻥ ﻁﺭﻴﻕ ﺘﻘﺴﻴﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺇﻝﻰ ﺍﻗﺴﺎﻡ‪ ،‬ﺤﻴﺙ‬
‫ﻨﻘﻭﻡ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ ﺒﺎﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻤﻥ ﻫﺫﻩ ﺍﻷﻗﺴﺎﻡ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ‪ ،‬ﺜﻡ ﻨﺨﺘﺎﺭ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺍﺨﺘﻴﺭﺕ ﺴﺎﺒﻘﺎ‪ ،‬ﻭﻫﻜﺫﺍ ﺤﺘﻰ ﻨﺤﺼل ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‬
‫ﺍﻝﻤﻁﻠﻭﺏ" )‪ ،( 1‬ﻭﻴﺘﻡ ﺘﻁﺒﻴﻕ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻻﺤﺘﻤﺎﻝﻴﺔ ﺃﻭ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﻋﻠﻰ‬
‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻝﻬﺎ ﺘﻔﺭﻴﻌﺎﺕ ﺃﻭ ﺍﻗﺴﺎﻡ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻓﻌﻨﺩ ﺩﺭﺍﺴﺔ ﺘﻜﻨﻭﻝﻭﺠﻴﺎ‬
‫ﺍﻻﺘﺼﺎل ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺒﻤﺩﻴﻨﺔ ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻴﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻝﻤﺩﻴﻨﺔ ﺇﻝﻰ ﺃﺤﻴﺎﺀ‪ ،‬ﺜﻡ ﻴﺘﻡ‬
‫ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﺍﺨﺘﻴﺎﺭ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﻜل ﺤﻲ‪ ،‬ﺜﻡ ﻭﻓﻲ ﻤﺭﺤﻠﺔ‬
‫ﻻﺤﻘﺔ ﻨﻘﻭﻡ ﺒﺘﺤﺩﻴﺩ ﻋﺩﺩ ﻤﻥ ﺍﻝﻔﺼﻭل ﻋﺸﻭﺍﺌﻴﺎ ﻓﻲ ﻜل ﻤﺩﺭﺴﺔ ﻭﻗﻊ ﺍﻻﺨﺘﻴﺎﺭ‬
‫ﻋﻠﻴﻬﺎ‪.‬‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﺨﻁﺎﺀ ﺍﻝﻌﻴﻨﺔ‪:‬‬

‫ﻴﻘﻊ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺨﻁﺄ ﺍﻝﻌﻴﻨﺔ ﻋﻨﺩﻤﺎ ﻴﻘﻭﻡ ﺒﺴﺤﺏ ﻤﻔﺭﺩﺍﺕ ﻋﻴﻨﺘﻪ ﺒﻁﺭﻴﻘﺔ ﻏﻴﺭ‬
‫ﻤﻤﺜﻠﺔ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﺨﺘﻼﻑ ﺨﺼﺎﺌﺹ ﺍﻝﻌﻴﻨﺔ ﻋﻥ‬
‫ﺨﺼﺎﺌﺹ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺘﺘﻤﺜل ﺃﺨﻁﺄ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫ﺃ– ﺃﺨﻁﺎﺀ ﺍﻝﺼﺩﻓﺔ‪:‬‬
‫ﻭﺘﺴﻤﻰ ﺍﻴﻀﺎ ﺍﻷﺨﻁﺎﺀ ﺍﻻﺤﺘﻤﺎﻝﻴﺔ ﺃﻭ ﺍﺨﻁﺎﺀ ﺍﻝﻤﻌﺎﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﻴﺤﺩﺙ ﺨﻁﺄ‬
‫ﺍﻝﺼﺩﻓﺔ ﻷﺤﺩ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺼﻐﺭ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺴﺤﻭﺒﺔ ﻤﻘﺎﺭﻨﺔ ﺒﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪.‬‬
‫‪ – 2‬ﺘﺭﺍﺠﻊ ﺩﺭﺠﺔ ﺍﻝﺘﺠﺎﻨﺱ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪– 3‬ﻋﺩﻡ ﻤﻨﺎﺴﺒﺔ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺫﻱ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻩ ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻝﻠﺘﻘﻠﻴل ﻤﻥ ﺨﻁﺄ ﺍﻝﺼﺩﻓﺔ ﻓﺈﻥ ﺍﻷﻤﺭ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺯﻴﺎﺩﺓ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪،‬‬
‫ﻭﻤﺭﺍﻋﺎﺓ ﺘﻤﺜﻴﻠﻬﺎ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻨﺠﻴﺏ ﺤﺴﻥ ﻤﺤﻤﺩ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.27،28‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺏ– ﺃﺨﻁﺎﺀ ﺍﻝﺘﺤﻴﺯ‪:‬‬

‫ﻜﻤﺎ ﻫﻭ ﻭﺍﻀﺤﺎ ﻤﻥ ﺃﺴﻤﻪ ﻓﺈﻥ ﺍﻝﺘﺤﻴﺯ ﻤﺴﺅﻭﻝﻴﺔ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻗﺩ ﻴﺘﺭﻙ ﺍﻝﻤﺠﺎل‬
‫)‪(1‬‬
‫ﻻﺠﺘﻬﺎﺩﺍﺘﻪ ﻭﺘﻔﺴﻴﺭﺍﺘﻪ‪ ،‬ﻭﺭﺒﻤﺎ ﻤﻴﻭﻝﻪ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﻴﻘﻊ ﺍﻝﺘﺤﻴﺯ ﻓﻲ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻋﺘﻤﺎﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻁﺎﺭ ﻏﻴﺭ ﺸﺎﻤل ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻜﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺩﻝﻴل ﺍﻝﻬﺎﺘﻑ‪ ،‬ﺃﻭ ﻗﻭﺍﺌﻡ ﺍﻝﻜﻬﺭﺒﺎﺀ‪ ،‬ﺃﻭ ﺍﻝﻤﻴﺎﻩ ‪ ..‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ‪ ..‬ﺤﻴﺙ ﻗﺩ ﻴﺅﺩﻱ ﺫﻝﻙ‬
‫ﺇﻝﻰ ﺘﻘﺩﻴﺭﺍﺕ ﻏﻴﺭ ﺼﺤﻴﺤﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺇﻝﻰ ﻋﻴﻨﺔ ﻤﺘﺤﻴﺯﺓ‪.‬‬
‫‪ – 2‬ﺇﺫﺍ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺴﺘﺒﺩﺍل ﻭﺤﺩﺍﺕ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺤﺩﺩﺓ ﺒﻭﺤﺩﺍﺕ ﺃﺨﺭﻯ ﺨﺎﺭﺝ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺤﺩﺩﺓ ﺴﻠﻔﺎ ‪ ..‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﻋﺩﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺍﻝﻭﺤﺩﺍﺕ‬
‫ﺍﻝﻤﺨﺘﺎﺭﺓ‪.‬‬
‫‪ – 3‬ﻴﺤﺩﺙ ﺍﻝﺘﺤﻴﺯ ﻜﺫﻝﻙ ﺇﺫﺍ ﻝﻡ ﻴﺭﺍﻋﻲ ﺍﻝﺒﺎﺤﺙ ﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺘﺴﺤﺏ‬
‫ﻤﻨﻪ ﺍﻝﻌﻴﻨﺔ‪.‬‬
‫‪ – 4‬ﺇﺫﺍ ﻝﻡ ﺘﺘﻭﻓﺭ ﺍﻻﻤﺎﻨﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﻴﺸﺭﻓﻭﻥ ﻋﻠﻰ ﺘﻌﺒﺌﺔ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ‪ ،‬ﻜﺫﻝﻙ ﺇﺫﺍ ﻝﻡ ﺘﺘﻭﻓﺭ ﺍﻷﻤﺎﻨﺔ ﻭﺍﻻﻝﺘﺯﺍﻡ ﺒﺸﺭﻭﻁ ﺍﻝﻌﻴﻨﺎﺕ‪.‬‬
‫‪ – 5‬ﻗﺩ ﻴﺤﺩﺙ ﺨﻁﺄ ﺍﻝﺘﺤﻴﺯ ﺍﻴﻀﺎ ﺠﺭﺍﺀ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺨﺎﻁﺊ ﻝﺤﺴﺎﺏ ﺍﻝﺘﻘﺩﻴﺭﺍﺕ‬
‫ﻓﻲ ﺍﻝﻌﻴﻨﺔ‪.‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺘﻘﺩﻡ ﻗﺩ ﻴﻘﻊ ﺨﻁﺄ ﺍﻝﺘﺤﻴﺯ ﺍﻴﻀﺎ ﻓﻲ ﺤﺎﻻﺕ ﺃﺨﺭﻯ‪ ،‬ﻭﻤﻥ‬
‫ﺫﻝﻙ)‪:(2‬‬
‫‪ – 1‬ﺃﺨﻁﺎﺀ ﻨﺎﺘﺠﺔ ﻋﻥ ﻋﺩﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ‪ :‬ﻭﺘﻘﻊ ﺒﺴﺒﺏ ﻋﺩﻡ ﺍﺠﺎﺒﺔ ﺒﻌﺽ ﻭﺠﺩﺍﺕ‬
‫ﺍﻝﻌﻴﻨﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﺭﺓ‪ ،‬ﺒﻌﻀﻬﺎ ﺃﻭ ﻜﻠﻬﺎ‪.‬‬

‫‪ -1‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪ .177،178‬ﻨﻘﻼ ﻋﻥ‪ :‬ﻨﺎﺼﺭ ﻋﺒﺩﺍﷲ ﺍﻝﺼﺎﻝﺢ‪ ،‬ﻤﺤﻤﺩ‬
‫ﻤﺤﻤﻭﺩ ﺍﻝﺴﺭﻴﺎﻨﻲ‪ ،‬ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﺍﻝﻜﻤﻴﺔ ﻭﺍﻻﺤﺼﺎﺌﻴﺔ‪ ،‬ﻤﻁﺎﺒﻊ ﺩﺍﺭ ﺍﻝﻔﻨﻭﻥ‪1979 ،‬ﻡ‪ ،‬ﺹ‪.50،51‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﻋﺒﺩﺍﻝﻤﺠﻴﺩ ﺍﻝﺒﻠﺩﺍﻭﻱ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.144 – 140‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺃﺨﻁﺎﺀ ﺍﻝﻘﻴﺎﺱ‪ :‬ﻭﺘﻨﻘﺴﻡ ﺇﻝﻰ ﺃﺨﻁﺎﺀ ﻨﺎﺘﺠﺔ ﻋﻥ ﺍﻻﺴﺘﺠﺎﺒﺔ‪ ،‬ﻭﺍﺨﻁﺎﺀ ﻨﺎﺘﺠﺔ‬

‫ﻋﻥ ﺍﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻁﻴﺎﺕ‪ ،‬ﻭﺘﻘﻊ ﺃﺨﻁﺎﺀ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻤﺎ ﻨﺘﻴﺠﺔ ﻝﻠﻐﻤﻭﺽ‬
‫ﺃﻭ ﻝﻠﻔﻬﻡ ﻏﻴﺭ ﺍﻝﺼﺤﻴﺢ ﻝﻠﺴﺅﺍل‪ ،‬ﺃﻭ ﺒﺴﺒﺏ ﺍﻝﺨﻁﺄ ﺨﻼل ﺘﺩﻭﻴﻥ ﺍﻻﺠﺎﺒﺔ ﺒﺼﻭﺭﺓ ﻏﻴﺭ‬
‫ﻤﻘﺼﻭﺩﺓ‪ ،‬ﺒﻴﻨﻤﺎ ﻴﻘﻊ ﺍﻝﻨﻭﻉ ﺍﻷﺨﺭ ﻤﻥ ﺍﻷﺨﻁﺎﺀ ﺒﺴﺒﺏ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻌﻁﻴﺎﺕ ﻓﻲ‬
‫ﻤﺭﺤﻠﺔ ﺘﺭﻤﻴﺯ ﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﺃﻭ ﺘﻔﺭﻴﻐﻬﺎ ﺃﻭ ﻨﻘﻠﻬﺎ ﺇﻝﻰ ﺍﻝﺠﺩﺍﻭل ﺍﻻﺤﺼﺎﺌﻴﺔ‪.‬‬
‫‪ – 3‬ﺍﻝﺘﺤﻴﺯ ﻓﻲ ﺤﺴﺎﺏ ﺤﻘﺎﺌﻕ ﺍﻝﻤﺠﺘﻤﻊ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﻨﺎ ﺒﺼﺩﺩ ﺘﻘﺩﻴﺭ‬
‫ﺍﻝﺩﺨل ﺍﻝﺸﻬﺭﻱ ﻝﺤﻲ ﺴﻜﻨﻲ ﻴﻀﻡ ﻁﺒﻘﺘﻴﻥ ﻤﺘﺒﺎﻴﻨﺘﻴﻥ ﻤﻥ ﺍﻷﺴﺭ‪ ،‬ﻭﻜﺎﻨﺕ ﺍﻝﻁﺒﻘﺔ‬
‫ﺍﻻﻭﻝﻰ ﻤﻜﻭﻨﺔ ﻤﻥ ‪ 100‬ﺃﺴﺭﺓ‪ ،‬ﻭﻤﺘﻭﺴﻁ ﺩﺨﻠﻬﺎ ﺍﻝﺸﻬﺭﻱ ‪ 250‬ﺩﻴﻨﺎﺭ‪ ،‬ﻭﺘﻀﻡ ﺍﻝﻁﺒﻘﺔ‬
‫ﺍﻝﺜﺎﻨﻴﺔ ‪ 200‬ﺃﺴﺭﺓ ﻭﻤﺘﻭﺴﻁ ﺩﺨﻠﻬﺎ ﺍﻝﺸﻬﺭﻱ ‪ 180‬ﺩﻴﻨﺎﺭ‪ ،‬ﻓﺈﻥ ﺍﻝﺘﻘﺩﻴﺭ ﺍﻝﺨﺎﻁﺊ ﻴﻅﻬﺭ‬
‫ﻤﻥ ﺍﻴﺠﺎﺩ ﻤﺘﻭﺴﻁ ﺍﻝﺩﺨل ﺍﻝﺸﻬﺭﻱ ﻓﻲ ﺍﻝﺤﻲ ﻋﻨﺩ ﺠﻤﻊ )‪= 2 ÷ (180 + 250‬‬
‫‪ 215‬ﺩﻴﻨﺎﺭ‪ ،‬ﻭﺫﻝﻙ ﻹﻫﻤﺎل ﺍﻷﻫﻤﻴﺔ ﺍﻝﻨﺴﺒﻴﺔ ﻝﻌﺩﺩ ﺍﻷﺴﺭ ﻝﻜل ﻤﻥ ﺍﻝﻁﺒﻘﺘﻴﻥ‪ ،‬ﻤﻤﺎ‬
‫ﻴﺴﺘﻭﺠﺏ ﺘﺭﺠﻴﺢ ﻤﺘﻭﺴﻁ ﺩﺨل ﻜل ﻁﺒﻘﺔ ﺒﻌﺩﺩ ﺍﻷﺴﺭ ﺍﻝﻤﻤﺜﻠﺔ ﻓﻴﻬﺎ‪ ،‬ﻝﻴﺼﺒﺢ ﻤﺘﻭﺴﻁ‬
‫ﺍﻝﺩﺨل ﺍﻝﺸﻬﺭﻱ ﺍﻝﺼﺤﻴﺢ ﻓﻲ ﺍﻝﺤﻲ ﻫﻭ‪÷ (100) (250) + (200) (180) :‬‬
‫)‪ 203.3 = (100+200‬ﺩﻴﻨﺎﺭ‪.‬‬

‫ﺘﺎﺴﻌﺎ‪ :‬ﻁﺭﻕ ﺘﻌﻭﻴﺽ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﻤﻔﻘﻭﺩﺓ‪:‬‬

‫ﻤﻥ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺼﻌﺒﺔ ﺍﻝﺘﻲ ﻗﺩ ﻴﺘﻌﺭﺽ ﻝﻬﺎ ﺍﻝﺒﺎﺤﺜﻴﻨﺄﺜﻨﺎﺀ ﺘﻔﺭﻴﻎ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻫﻲ‬
‫ﻭﺠﻭﺩ ﻨﻘﺹ ﻓﻲ ﺍﺠﺎﺒﺎﺕ ﺒﻌﺽ ﺍﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﺴﺘﻤﺎﺭﺓ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﺤﺎﻝﺔ ﻋﺩﻡ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻫﺫﻩ ﻤﻥ ﻗﺒل ﺍﻝﻤﺒﺤﻭﺙ ﻋﻥ ﻗﺼﺩ ﺃﻭ ﻋﻥ‬
‫ﻏﻴﺭ ﻗﺼﺩ‪ ،‬ﻝﻜﻨﻬﺎ ﺘﻅل ﻤﺴﺄﻝﺔ ﻤﺯﻋﺠﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ ﻴﺘﻁﻠﺏ ﺍﻷﻤﺭ ﻀﺭﻭﺭﺓ‬
‫ﻤﻌﺎﻝﺠﺘﻬﺎ ﺒﺈﺤﺩﻯ ﺍﻝﺼﻭﺭ ﺍﻝﻤﻤﻜﻨﺔ‪ ،‬ﻭﻫﻲ ﺇﻤﺎ ﺍﻥ ﻴﻌﺎﻭﺩ ﺍﻝﺒﺎﺤﺙ ﺍﻻﺘﺼﺎل ﺒﺎﻝﻤﺒﺤﻭﺜﻴﻥ‬
‫ﻏﻴﺭ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻏﻴﺭ ﻤﻤﻜﻥ ﻓﻲ ﻜﺜﻴﺭﺍ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺒﺴﺒﺏ ﺴﺭﻴﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﻭﻋﺩﻡ ﻜﺘﺎﺒﺔ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻷﺴﻤﺎﺌﻬﻡ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻗﺎﻤﻭﺍ ﺒﺎﻹﺠﺎﺒﺔ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﺴﺘﺤﺎﻝﺔ ﺍﻝﺘﻭﺍﺼل ﻤﻌﻬﻡ ﺜﺎﻨﻴﺔ‪ ،‬ﻭﻗﺩ ﻴﻠﺠﺄ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺤﺴﺎﺏ ﻋﺩﺩ‬
‫ﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﺍﻝﻨﺎﻗﺼﺔ ﻭﻴﻀﻌﻬﺎ ﻓﻲ ﺍﻝﺤﺴﺒﺎﻥ ﻋﻨﺩ ﺍﺴﺘﺨﺭﺍﺝ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﻋﺩﺩ‬
‫ﻏﻴﺭ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻜﺒﻴﺭﺍ ﻓﻘﺩ ﻴﻀﻁﺭ ﺇﻝﻰ ﺴﺤﺏ ﻋﻴﻨﺔ ﺠﺩﻴﺩﺓ ﺒﺤﺠﻡ‬
‫ﻋﺩﺩ ﻏﻴﺭ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻤﻥ ﺫﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﻭﺒﻨﻔﺱ ﺍﻷﺴﻠﻭﺏ ﺍﻝﺫﻱ ﺍﺘﺒﻌﻪ ﻓﻲ ﺍﻝﻌﻴﻨﺔ‬
‫ﺍﻷﻭﻝﻰ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻗﺩ ﻴﺒﺩﻭ ﺫﻝﻙ ﻤﻜﻠﻔﺎ ﺃﺤﻴﺎﻨﺎ‪ ،‬ﻭﻴﺤﺘﺎﺝ ﺇﻝﻰ ﻭﻗﺕ ﻭﺠﻬﺩ‬
‫ﺇﻀﺎﻓﻲ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻨﺴﺏ ﻭﺍﻴﺴﺭ ﻭﺍﺴﺭﻉ ﺍﻝﻁﺭﻕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻫﻭ‬
‫ﺘﻌﻭﻴﺽ ﺍﻝﺤﺎﻻﺕ ﺍﻝﻤﻔﻘﻭﺩﺓ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺍﺴﺘﺠﺎﺏ ﺍﺼﺤﺎﺒﻬﺎ‬
‫ﻝﻼﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﻴﺘﻡ ﺫﻝﻙ ﺒﺈﺤﺩﻯ ﻁﺭﻕ ﺍﻝﺘﻌﻭﻴﺽ ﺍﻝﺘﺎﻝﻴﺔ‪.(1):‬‬
‫‪ – 1‬ﻁﺭﻴﻘﺔ ﺍﻝﺘﻌﻭﻴﺽ ﺍﻻﺴﺘﻨﺘﺎﺠﻲ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﻁﺭﻴﻘﺔﺍﻝﺘﻲ ﻴﺸﺘﻕ ﺒﻤﻭﺠﺒﻬﺎ ﺍﻝﺒﻴﺎﻥ ﺍﻝﻤﻔﻘﻭﺩ ﻤﻥ ﺨﻼل ﻨﻤﻁ ﺍﻻﺠﺎﺒﺎﺘﻌﻠﻰ‬
‫ﺍﻷﺴﺌﻠﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻓﺎﺸﺘﻘﺎﻕ ﻤﻌﺩل ﺍﻷﺠﺭ ﻝﻠﺸﺨﺹ – ﻤﺜﻼ ‪ -‬ﻤﻥ ﺨﻼل ﻤﺩﺓ ﺨﺩﻤﺘﻪ‬
‫ﺍﻝﻭﻅﻴﻔﻴﺔ ﻭﺘﺤﺼﻴﻠﻪ ﺍﻝﺩﺭﺍﺴﻲ ﻭﻁﺒﻴﻌﺔ ﻋﻤﻠﻪ‪.‬‬
‫‪ – 2‬ﻁﺭﻴﻘﺔ ﺍﻝﺘﻌﻭﻴﺽ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﺩل ﺍﻝﻌﺎﻡ‪:‬‬
‫ﻭﺫﻝﻙ ﺒﺎﻋﺘﻤﺎﺩ ﺍﻝﻤﺘﻭﺴﻁ ﺍﻝﻌﺎﻡ ﻝﻘﻴﻤﺔ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺘﻭﻓﺭﺓ ﻋﻨﻪ ﺍﻝﻤﻌﻁﻴﺎﺕ‪ ،‬ﺃﻱ ﺍﻝﺘﻲ‬
‫ﺍﺩﻝﻰ ﺒﻬﺎ ﺍﻝﻤﺒﺤﻭﺜﻭﻥ ﺍﻝﻤﺴﺘﺠﻴﺒﻭﻥ ﻓﻲ ﺍﻝﻤﺴﺢ‪.‬‬
‫‪ – 3‬ﺍﻝﺘﻌﻭﻴﺽ ﺍﻝﻌﺸﻭﺍﺌﻲ ﺍﻝﻌﺎﻡ‪:‬‬
‫ﻭﻓﻴﻪ ﻴﺨﺘﺎﺭ ﺍﺤﺩﻯ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﻤﺘﻭﺍﻓﺭﺓ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﺒﻴﻥ ﺍﻝﻭﺤﺩﺍﺕ‬
‫ﺍﻝﻤﺴﺘﺠﻴﺒﺔ ﻝﻠﻌﻴﻨﺔ‪ ،‬ﻭﻋﻠﻰ ﻏﺭﺍﺭ ﻁﺭﻴﻘﺔ ﺍﻻﺨﺘﻴﺎﺭ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﺒﺴﻴﻁﺔ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.146 – 144‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻤﻥ ﺜﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻗﻴﻤﺔ ﺍﻝﻭﺤﺩﺓ ﺍﻝﻤﺨﺘﺎﺭﺓ ﻋﺸﻭﺍﺌﻴﺎ ﻝﻼﺴﺘﻌﺎﻀﺔ ﺒﻬﺎ ﻋﻥ ﻜل ﻗﻴﻤﺔ ﻤﻥ‬
‫ﺍﻝﻘﻴﻡ ﺍﻝﻤﻔﻘﻭﺩﺓ‪.‬‬
‫‪ – 4‬ﺍﻝﺘﻌﻭﻴﺽ ﺍﻝﻌﺸﻭﺍﺌﻲ ﻀﻤﻥ ﺍﻝﻔﺌﺔ‪:‬‬
‫ﻭﻓﻴﻪ ﺘﻘﺴﻡ ﺍﻝﻌﻴﻨﺔ ﺇﻝﻰ ﻁﺒﻘﺎﺕ ﻤﺘﺠﺎﻨﺴﺔ ﻝﺤﺼﺭ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﻔﻘﻭﺩﺓ ﺫﺍﺕ ﺍﻝﻌﻼﻗﺔ‬
‫ﺒﺎﻝﻤﺘﻐﻴﺭ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺍﺨﺘﻴﺎﺭ ﻗﻴﻤﺔ ﺃﺤﺩ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻋﺸﻭﺍﺌﻴﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﻁﺒﻘﺔ‬
‫ﻭﺍﻝﺘﻌﻭﻴﺽ ﺒﻬﺎ ﻋﻥ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﻔﻘﻭﺩﺓ ﻓﻲ ﺘﻠﻙ ﺍﻝﻁﺒﻘﺔ‪.‬‬
‫‪ – 5‬ﻁﺭﻴﻘﺔ ﺍﻝﻤﺴﺎﻓﺔ ﺍﻝﺘﻭﻓﻴﻘﻴﺔ‪:‬‬
‫ﺘﻌﻭﺽ ﺒﻤﻭﺠﺏ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﻔﻘﻭﺩﺓ ﺒﻘﻴﻤﺔ ﺃﻗﺭﺏ ﻭﺤﺩﺓ ﻤﺒﺤﻭﺜﺔ‬
‫ﻤﺴﺘﺠﻴﺒﺔ ﻭﻓﺭﻫﺎ ﺍﻝﻤﺴﺢ ﺍﻻﺤﺼﺎﺌﻲ‪.‬‬

‫ﻋﺎﺸﺭﺍ‪ :‬ﺍﻝﻌﻴﻨﺎﺕ ﻭﺘﻌﻤﻴﻡ ﺍﻝﻨﺘﺎﺌﺞ ‪:‬‬

‫ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺘﻭﺍﺠﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺘﺴﺎﺅﻻﺕ ﻤﻥ ﻗﺒﻴل‪ :‬ﻫل ﺘﺼﻠﺢ ﺍﻝﻨﺘﺎﺌﺞ‬
‫ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ ﻝﻠﺘﻌﻤﻴﻡ؟ ﻭﺇﻝﻰ ﺃﻱ ﺤﺩ ﻴﻤﻜﻥ‬
‫ﻗﺒﻭل ﺫﻝﻙ؟‬

‫ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻫﻭ ﺍﻝﺫﻱ ﺩﻓﻊ ﺒﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺇﻝﻰ ﻋﺩﻡ ﺍﻝﺘﺴﻠﻴﻡ ﺒﻨﺘﺎﺌﺞ ﺍﻝﻌﻴﻨﺎﺕ‬
‫ﻭﺸﻜﻙ ﻓﻴﻬﺎ‪ ،‬ﻤﺩﺍﻓﻌﺎ ﻋﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺃﺴﻠﻭﺏ ﺍﻝﺤﺼﺭ ﺍﻝﺸﺎﻤل ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺨﺎﺼﺔ‬
‫ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻌﺎﻤل ﻤﻊ ﺍﺤﺎﺴﻴﺱ ﻭﻤﺸﺎﻋﺭ ﻭﻋﻭﺍﻁﻑ‬
‫ﻭﻤﻴﻭل ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﻏﺭﺍﺌﺯ ﻭﺤﺎﺠﺎﺕ ﺘﺘﺭﺠﻡ ﻓﻲ ﺴﻠﻭﻙ ﻤﺨﺘﻠﻑ ﺒﻴﻥ ﺸﺨﺹ‬
‫ﻭﺃﺨﺭ)‪.(1‬‬

‫‪ -1‬ﻋﻘﻴﻕ ﺤﺴﻴﻥ ﻋﻘﻴل‪ ،‬ﻓﻠﺴﻔﺔ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻤﺩﺒﻭﻝﻲ‪1999 ،‬ﻡ‪ ،‬ﺹ‪208‬‬
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‫– ‪.210‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻭﺠﺎﻫﺔ ﻫﺫﺍ ﺍﻝﺭﺃﻱ ﻓﻲ ﺒﻌﺽ ﺠﻭﺍﻨﺒﻪ ﺇﻻ ﺍﻨﻪ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ‬

‫ﺍﻝﻌﻤﻠﻴﺔ ﻴﻅل ﻤﻥ ﺍﻝﺼﻌﺏ ﺇﺫﺍ ﻝﻡ ﻴﻜﻥ ﻤﻥ ﺍﻝﻤﺴﺘﺤﻴل ﻓﻲ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ ﺇﺠﺭﺍﺀ‬
‫ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﻋﻠﻰ ﻜﺎﻓﺔ ﻤﻔﺭﺩﺍﺕ ﻭﻭﺤﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺍﻷﻤﺭ ﻫﻨﺎ ﻴﺘﻌﻠﻕ ﺒﻜﺎﻓﺔ‬
‫ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ ﻋﻠﻰ ﺤﺩ ﺴﻭﺍﺀ‪ ،‬ﻭﺍﻻﺴﺘﺤﺎﻝﺔ ﻫﻨﺎ ﺘﺘﻌﻠﻕ ﻏﺎﻝﺒﺎ‬
‫ﺒﺤﺠﻡ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻻ ﻤﻨﺎﺹ ﺍﻤﺎﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺴﻭﻯ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻤﻊ‬
‫ﻤﺭﺍﻋﺎﺓ ﺍﻝﺸﺭﻭﻁ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﻁﺭﻴﻘﺔ ﺴﺤﺒﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺃﻫﻤﻬﺎ ﺘﻤﺜﻴﻠﻬﺎ ﻝﻠﻤﺠﺘﻤﻊ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﺎ ﻴﺘﻨﺎﺴﺏ ﻤﻨﻬﺎ ﻤﻊ ﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﺒﻤﺎ ﻴﺤﻘﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﻭﺨﻲ‬
‫ﺍﻝﺩﻗﺔ ﻓﻲ ﺫﻝﻙ‪ ،‬ﻭﺍﻝﺤﺫﺭ ﻋﻨﺩ ﺍﻝﺘﻌﻤﻴﻡ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺃﻴﺔ ﺃﺨﻁﺎﺀ ﺘﺼﺎﺤﺏ ﻋﻤﻠﻴﺔ ﺍﻝﻤﻌﺎﻴﻨﺔ‬
‫ﺴﻭﻑ ﺘﻘﻭﺩ ﺇﻝﻰ ﺍﻝﺘﺸﻜﻴﻙ ﻓﻲ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﻀﻴﺎﻉ ﺠﻬﺩ ﻜﺒﻴﺭ ﺒﺩﻭﻥ ﻤﻌﻨﻰ‪.‬‬
‫ﺍﻥ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ ﺴﺒﻕ ﻁﺭﺤﻪ‪ ،‬ﻭﻫﻭ ﻫل ﺘﺼﻠﺢ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ‬
‫ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ ﻝﻠﺘﻌﻤﻴﻡ؟ ﻫﻭ ﻨﻌﻡ‪ ،‬ﻭﻝﻜﻥ ﺒﺸﺭﻁ‪ ،‬ﻓﻠﻴﺴﺕ‬
‫ﻜل ﺍﻝﺒﺤﻭﺙ ﺘﺼﻠﺢ ﻨﺘﺎﺌﺠﻬﺎ ﻝﻠﺘﻌﻤﻴﻡ‪ ،‬ﺇﻨﻤﺎ ﺍﻝﺘﻌﻤﻴﻡ ﻴﻜﻭﻥ ﻓﻘﻁ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ‬
‫ﺴﺤﺒﺕ ﻤﻨﻪ ﺍﻝﻌﻴﻨﺔ ﺒﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﻭﺼﺎﺭﻤﺔ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ ﺒﺫﻝﻙ ﺘﻌﻤﻴﻡ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻠﻰ‬
‫ﻤﺠﺘﻤﻌﺎﺕ ﺃﺨﺭﻯ ﻗﺩ ﺘﻜﻭﻥ ﻤﺸﺎﺒﻬﺔ‪ ،‬ﻓﻼ ﻴﺠﻭﺯ – ﻤﺜﻼ – ﺘﻌﻤﻴﻡ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﺤﻭل‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ ﻝﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻋﻠﻰ ﻁﻼﺏ ﺠﺎﻤﻌﺔ‬
‫ﻁﺭﺍﺒﻠﺱ‪ ،‬ﻭﺫﻝﻙ ﻻﻋﺘﺒﺎﺭﺍﺕ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﺘﺘﺼل ﺒﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺭﻴﻔﻲ ﺍﻝﺒﺴﻴﻁ ﻭﺍﻝﻘﺒﻠﻲ‪،‬‬
‫ﻭﺍﺨﺘﻼﻓﻪ ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﺍﻝﻤﺩﻴﻨﺔ ﺍﻝﻤﺭﻜﺏ‪ ،‬ﺍﻝﻤﺨﺘﻠﻑ ﻓﻲ ﻨﻤﻁ ﺤﻴﺎﺘﻪ ﻭﻋﻼﻗﺎﺘﻪ‪ ،‬ﺇﻻ ﺍﻨﻪ‬
‫ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻴﻤﻜﻥ ﺘﻌﻤﻴﻡ ﺘﻠﻙ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺒﺄﺴﻠﻭﺏ ﺍﻝﻌﻴﻨﺔ ﻋﻠﻰ ﻜل‬
‫ﻁﻼﺏ ﺠﺎﻤﻌﺔ ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﺇﺫﺍ ﻤﺎ ﺭﻭﻋﻲ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺩﺭﻭﺴﺔ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ –ﻤﺜﻼ – ﺒﺎﻝﺘﺨﺼﺹ ﻭﺍﻝﻨﻭﻉ ﻭﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ ‪ ..‬ﻭﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺤﺎﺩﻱ ﻋﺸﺭ‪ :‬ﻤﺸﻜﻼﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ ‪:‬‬

‫ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺃﺨﻁﺎﺀ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻌﺭﺽ ﻝﻬﺎ‪ ،‬ﻓﺈﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻌﻴﻨﺎﺕ ﻻ‬
‫ﻴﺨﻠﻭ ﻤﻥ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﻤﺼﺎﻋﺏ ﻭﺍﻝﻤﻌﻭﻗﺎﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﻌﺘﺭﺽ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ‪،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻻﻨﺘﺒﺎﻩ ﺍﻝﻴﻬﺎ‪ ،‬ﻭﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﺒﺠﺩﻴﺔ ﻋﻠﻤﻴﺔ ﻤﻥ ﺸﺄﻨﻬﺎ‬
‫ﺍﻥ ﺘﺤﺩ ﻤﻥ ﺘﺄﺜﻴﺭﺍﺘﻬﺎ ﺍﻝﺴﻠﺒﻴﺔ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ ﺘﻠﻙ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﺘﻌﺘﺭﺽ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﻌﻴﻨﺎﺕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﻋﺩﻡ ﺘﺠﺎﻨﺱ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻭﺠﻭﺩ ﺘﺒﺎﻴﻥ ﻓﻲ ﻤﻭﺍﺼﻔﺎﺘﻬﻡ )‪ ،( 1‬ﻭﻫﻲ ﻤﻥ‬
‫ﺃﻜﺜﺭ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﻭﺍﺠﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺘﺭﺒﻜﻬﻡ ﻋﻨﺩ ﺴﺤﺏ ﻋﻴﻨﺎﺘﻬﻡ ﻤﻥ‬
‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻏﻴﺭ ﺍﻝﻤﺘﺠﺎﻨﺴﺔ‪ ،‬ﻭﻗﺩ ﺘﻀﻁﺭﻩ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻋﻴﻨﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﺤﻴﺙ‬
‫ﻤﻥ ﺍﻝﻤﻌﺭﻭﻑ ﺇﻨﻪ ﻜﻠﻤﺎ ﻗل ﺘﺠﺎﻨﺱ ﺍﻝﻤﺠﺘﻤﻊ ﻜﺎﻥ ﻝﺯﺍﻤﺎ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺴﺤﺏ‬
‫ﻋﻴﻨﺔ ﺃﻜﺒﺭ‪ ،‬ﺃﻤﺎ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺘﺠﺎﻨﺴﺔ )ﺍﻝﻁﻼﺏ ﺍﻝﻤﺘﺨﺼﺼﻭﻥ ﻓﻲ ﺍﻹﻋﻼﻡ ﻓﻲ‬
‫ﺠﺎﻤﻌﺔ ﻤﻌﻴﻨﺔ ﻤﺜﻼ( ﻓﺈﻨﻪ ﺒﺎﻹﻤﻜﺎﻥ ﺴﺤﺏ ﻋﻴﻨﺔ ﺃﺼﻐﺭ‪.‬‬
‫‪ – 2‬ﻋﺩﻡ ﺘﻤﺜﻴل ﺍﻝﻌﻴﻨﺔ ﺘﻤﺜﻴﻼ ﺼﺤﻴﺤﺎ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺴﺤﺒﺕ ﻤﻨﻪ‪ ،‬ﺫﻝﻙ ﺍﻥ‬
‫ﻋﻤﻠﻴﺔ ﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺇﺠﺭﺍﺀﺍﺕ ﺼﺎﺭﻤﺔ‪ ،‬ﻭﻤﻬﺎﺭﺓ ﺒﺤﺜﻴﺔ ﻋﺎﻝﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ‬
‫ﻓﺈﻨﻪ ﺇﺫﺍ ﻝﻡ ﺘﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ ﺒﻁﺭﻴﻘﺔ ﺘﻀﻤﻥ ﺘﻤﺜﻴل ﻜﺎﻓﺔ ﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﻓﺈﻥ‬
‫ﻨﺘﺎﺌﺠﻬﺎ ﺘﻜﻭﻥ ﻤﺤل ﺸﻙ‪ ،‬ﻝﺫﺍ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺍﻥ ﺘﻜﻭﻥ‬
‫ﺍﻝﻌﻴﻨﺔ ﺘﻌﺒﺭ ﺘﻌﺒﻴﺭﺍ ﺼﺎﺩﻗﺎ ﻋﻥ ﻤﺠﺘﻤﻌﻬﺎ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺤﺘﻡ ﻋﻠﻴﻪ ﺍﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﺍﻁﻼﻉ‬
‫ﺘﺎﻡ ﻭﻓﻬﻡ ﻭﺍﺴﻊ ﻝﻘﻭﺍﻋﺩ ﺴﺤﺏ ﻜل ﻨﻭﻉ ﻤﻥ ﺍﻨﻭﺍﻉ ﺍﻝﻌﻴﻨﺎﺕ‪.‬‬
‫‪ – 3‬ﺍﻥ ﻋﺩﻡ ﺘﻌﺎﻭﻥ ﻭﺍﺴﺘﺠﺎﺒﺔ ﺒﻌﺽ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﻤﻊ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺃﻭ ﻋﺩﻡ ﻗﺩﺭﺓ‬
‫ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﻡ‪ ،‬ﻭﻋﺩﻡ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺘﻌﻭﻴﺽ ﺍﻝﻤﻔﻘﻭﺩ ﻤﻥ ﺍﻝﻌﻴﻨﺔ ﺒﺎﻝﻁﺭﻴﻘﺔ‬

‫‪ -1‬ﻤﻬﺩﻱ ﺯﻭﻴﻠﻑ‪ ،‬ﺘﺤﺴﻴﻥ ﺍﻝﻁﺭﺍﻭﻨﻪ‪ ،‬ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ‬
‫‪Copyright © 2018.‬‬

‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪1998 ،‬ﻡ‪ ،‬ﺹ‪.60‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺼﺤﻴﺤﺔ ﻗﺩ ﻴﻔﺴﺩ ﺍﻝﻌﻴﻨﺔ ﻭﻴﺠﻌﻠﻬﺎ ﻏﻴﺭ ﺼﺎﻝﺤﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ ﻨﺘﺎﺌﺠﻬﺎ‬
‫ﺘﻅل ﻏﻴﺭ ﻴﻘﻴﻨﻴﺔ‪.‬‬
‫‪ – 4‬ﻋﺩﻡ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﻻﻁﺎﺭ ﺍﻝﻌﺎﻡ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‬
‫ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ‪ ،‬ﻭﻫﻭ ﺨﻁﺄ ﻜﺜﻴﺭ ﻤﺎ ﻴﻘﻊ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺒﺘﺩﺌﻴﻥ ﺍﻝﺫﻴﻥ ﻻ‬
‫ﻴﺴﺘﻁﻴﻌﻭﻥ ﺭﺴﻡ ﻤﻌﺎﻝﻡ ﻭﺤﺩﻭﺩ ﻭﺍﻀﺤﺔ ﻝﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻴﻨﺘﺞ ﻫﻥ ﺫﻝﻙ ﺍﻝﺤﺼﻭل‬
‫ﻋﻠﻰ ﻋﻴﻨﺔ ﻻ ﺘﻌﻜﺱ ﺍﻝﻭﺍﻗﻊ ﻭﻻ ﺘﻤﺜﻠﻪ‪.‬‬
‫‪– 5‬ﻋﺩﻡ ﻗﺩﺭﺓ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﻭﻀﻊ ﺍﻴﺩﻴﻬﻡ ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ ﻋﻠﻰ ﺍﻝﻌﻴﻨﺔ‬
‫ﺍﻝﺘﻲ ﻴﺠﺏ ﺩﺭﺍﺴﺘﻬﺎ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺘﺴﺎﺅﻻﺘﻬﺎ‪ ،‬ﻭﻭﻓﻘﺎ ﺍﻴﻀﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻓﻔﻲ ﺇﺤﺩﻯ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺩﻭﺭ ﺤﻭل ﻅﺭﻭﻑ ﺍﻝﻁﻼﺏ ﻤﻥ ﺫﻭﻱ ﺍﻝﺘﺤﺼﻴل‬
‫ﺍﻝﺩﺭﺍﺴﻲ ﺍﻝﻤﺘﺩﻨﻲ ﻭﺃﺴﺒﺎﺏ ﺫﻝﻙ ﺍﻝﺘﺩﻨﻲ‪ ،‬ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺴﺤﺏ ﻋﻴﻨﺘﻪ ﻤﻥ ﺠﻤﻴﻊ ﺍﻝﻁﻼﺏ‬
‫ﺒﻤﺎ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﺘﻔﻭﻗﻴﻥ ﻤﻨﻬﻡ‪ ،‬ﻭﺍﻝﻭﺍﻗﻊ ﺍﻨﻪ ﻜﺎﻥ ﻋﻠﻴﻪ ﺍﻥ ﻴﻘﻭﻡ ﺒﺴﺤﺏ ﻋﻴﻨﺘﻪ ﻓﻘﻁ ﻤﻥ‬
‫ﺍﻝﻁﻼﺏ ﺍﻝﻤﺘﻌﺜﺭﻴﻥ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻅﺭﻭﻓﻬﻡ‪ ،‬ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﻋﻭﺍﻤل ﻭﺍﺴﺒﺎﺏ ﺍﻝﻔﺸل‬
‫ﺍﻝﺩﺭﺍﺴﻲ ﻝﺩﻴﻬﻡ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻓﺈﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻏﻴﺭ ﺫﺍﺕ‬
‫ﺃﻫﻤﻴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﺴﺒﺏ ﻴﻌﻭﺩ ﺒﺎﻝﺘﺄﻜﻴﺩ ﺇﻝﻰ ﻋﺩﻡ‬
‫ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻋﻴﻨﺘﻪ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‪.‬‬
‫‪ – 6‬ﻤﻥ ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ ﺍﻥ ﻫﻨﺎﻙ ﺃﻨﻭﺍﻉ ﻤﺘﻌﺩﺩﺓ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ‪ ،‬ﻭﺍﻥ ﻁﺒﻴﻌﺔ ﻜل‬
‫ﺩﺭﺍﺴﺔ ﻭﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻨﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ ﺘﺘﻁﻠﺏ ﺍﺨﺘﻴﺎﺭ ﻨﻭﻋﺎ ﻤﻌﻴﻨﺎ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ‪ ،‬ﺤﺘﻰ‬
‫ﻨﻀﻤﻥ ﺍﻝﺘﻤﺜﻴل ﺍﻝﻤﻨﺎﺴﺏ ﻝﻜﺎﻓﺔ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺇﻻ ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻗﺩ ﻴﺴﺘﺨﺩﻡ ﻨﻭﻉ ﻤﻌﻴﻥ‬
‫ﻻ ﻴﺘﻤﺎﺸﻰ ﻤﻊ ﺍﻝﻤﺠﺘﻤﻊ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺃﺤﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﻓﻲ ﻤﺠﺘﻤﻊ ﺒﺤﺜﻲ ﻴﺘﻜﻭﻥ ﻤﻥ ﻋﺩﺩ ﻤﻥ ﺍﻝﻁﺒﻘﺎﺕ ﻭﺍﻝﻔﺌﺎﺕ ﺍﻝﻤﻬﻨﻴﺔ‪:‬‬
‫ﻤﻭﻅﻔﻭﻥ – ﻁﻼﺏ – ﻋﻤﺎل – ﻓﻼﺤﻭﻥ – ﻤﺤﺎﻤﻭﻥ ‪ ..‬ﺍﻝﺦ ‪ ..‬ﻭﻴﻜﻭﻥ ﻝﻬﺫﺍ ﺍﻝﺘﻭﺯﻴﻊ‬
‫ﺍﻝﻤﻬﻨﻲ ﺘﺄﺜﻴﺭ ﻭﺍﻀﺢ ﻓﻲ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻜﺎﻥ ﻴﺠﺏ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻁﺒﻘﻴﺔ‬
‫ﺍﻭ ﺍﻝﻔﺌﻭﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﺘﻤﺜﻴﻼ ﻝﻜﺎﻓﺔ ﺍﻝﻤﻬﻥ ﻭﺍﻝﺸﺭﺍﺌﺢ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:04 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪– 7‬ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﻁﺎﺭ ﻋﺎﻡ ﻴﺤﻭﻱ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺍﻨﻭﺍﻋﻬﺎ‬
‫ﻭﻤﺴﺘﻭﻴﺎﺘﻬﺎ ﻋﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻪ ﺘﺤﺩﻴﺩ ﺍﻝﻌﻴﻨﺔ ﻭﺴﺤﺒﻬﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ‬
‫ﺍﻝﺴﻠﻴﻤﺔ‪ ،‬ﻭﻫﻲ ﺤﺎﻝﺔ ﺘﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺒﻠﺩﺍﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺜﺎﻝﺙ ﻋﻤﻭﻤﺎ‪ ،‬ﺒﺴﺒﺏ ﻏﻴﺎﺏ‬
‫ﺍﻻﺤﺼﺎﺌﻴﺎﺘﺎﻝﺭﺴﻤﻴﺔ ﺍﻝﺩﻭﺭﻴﺔ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺠﺎﻻﺕ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺸﺄﻥ ﺘﻠﻙ ﺍﻻﺤﺼﺎﺌﻴﺎﺕ‬
‫ﺍﻥ ﺘﻭﻓﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻤﺘﻨﻭﻋﺔ ﻭﻤﻭﺜﻭﻗﺔ ﺘﺘﻴﺢ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺴﺤﺏ ﻋﻴﻨﺎﺘﻬﻡ ﺒﺎﻝﻁﺭﻴﻘﺔ‬
‫ﺍﻝﺴﻠﻴﻤﺔ‪ ،‬ﻭﺇﺠﺭﺍﺀ ﺍﻝﺒﺤﻭﺙ ﻭﻓﻕ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﺤﺩﺩﻭﻨﻬﺎ ﺒﻜل ﻴﺴﺭ ﻭﺴﻬﻭﻝﺔ‬
‫ﻭﺴﺭﻋﺔ‪.‬‬
‫‪ – 8‬ﻓﻲ ﺤﺎل ﺍﺘﺴﺎﻉ ﺍﻝﻌﻴﻨﺔ ﻭﺘﻭﺯﻋﻬﺎ ﻋﻠﻰ ﻤﻨﺎﻁﻕ ﺠﻐﺭﺍﻓﻴﺔ ﻤﺘﺒﺎﻋﺩﺓ ﻓﺈﻥ ﺫﻝﻙ‬
‫ﻗﺩ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺘﻜﺎﻝﻴﻑ ﻤﺎﻝﻴﺔ ﻤﺭﺘﻔﻌﺔ‪ ،‬ﻭﺒﺫل ﺠﻬﺩ ﻜﺒﻴﺭ‪ ،‬ﻭﻗﻀﺎﺀ ﻭﻗﺕ ﻁﻭﻴل ﻓﻲ‬
‫ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﺯﺩ ﻋﻠﻰ ﺫﻝﻙ ﺼﻌﻭﺒﺔ ﻤﺘﺎﺒﻌﺔ ﻭﻤﺭﺍﻗﺒﺔ ﺍﻝﻌﻤل ﺍﻝﻤﻴﺩﺍﻨﻲ ﻭﺍﻻﺸﺭﺍﻑ‬
‫ﻋﻠﻴﻪ‪ ،‬ﻭﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻭﺘﺄﺴﻴﺴﺎ ﻋﻠﻰ ﻜل ﻤﺎ ﺘﻘﺩﻡ ﻓﺈﻨﻪ ﻭﻝﻜﻲ ﺘﻜﻭﻥ ﺍﻝﻌﻴﻨﺔ ﺼﺤﻴﺤﺔ‪ ،‬ﻭﻨﺘﺎﺌﺠﻬﺎ‬
‫ﻤﻁﻤﺌﻨﺔ‪ ،‬ﻓﺈﻨﻪ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﺍﻷﻤﻭﺭ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪– 1‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﻌﺭﻑ ﺠﻴﺩﺍ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻤﻥ ﺤﻴﺙ‬
‫ﺤﺠﻤﻪ ﻭﻤﺘﻐﻴﺭﺍﺘﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﻌﺩﺩ ﺍﻝﺫﻜﻭﺭ ﻭﺍﻹﻨﺎﺙ ﻓﻴﻪ‪ ،‬ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻭﻏﻴﺭ ﺍﻝﻤﺘﻌﻠﻤﻴﻥ‪،‬‬
‫ﻭﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻭﺍﻝﻤﻬﻥ ﺍﻝﺴﺎﺌﺩﺓ‪ ،‬ﻭﻨﺴﺒﺔ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺇﻝﻰ‬
‫ﺍﻝﻌﺎﻁﻠﻴﻥ ﻋﻥ ﺍﻝﻌﻤل‪ ،‬ﺤﻴﺙ ﻤﻥ ﺸﺎﻥ ﻜل ﺫﻝﻙ ﺍﻥ ﻴﻭﻓﺭ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻤﻬﻤﺔ ﻝﻠﺒﺎﺤﺙ‬
‫ﺘﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺼﻭﺭﺓ ﺠﻴﺩﺓ‪.‬‬
‫‪ – 2‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺴﺤﺏ ﻋﻴﻨﺘﻪ ﺒﻁﺭﻴﻘﺔ ﻤﻼﺌﻤﺔ ﻭﻤﻘﻨﻌﺔ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ‬
‫ﻤﺭﺘﺒﻁﺎ ﺒﺎﻝﻨﻘﻁﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺇﺫ ﻻ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﺍﻝﻌﻴﻨﺔ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ ﺇﻻ ﺒﻌﺩ‬
‫ﻤﻌﺭﻓﺔ ﺍﻝﻤﺠﺘﻤﻊ ﻤﻌﺭﻓﺔ ﺘﺎﻤﺔ ﻭﻤﻔﺼﻠﺔ‪.‬‬
‫‪ – 3‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺤﺩﺩ ﻨﻭﻉ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺫﻱ ﻴﺘﻨﺎﺴﺏ ﻭﻁﺒﻴﻌﺔ ﺍﻝﻤﺠﺘﻤﻊ ﻤﺤل‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺘﻭﺨﺎﺓ ﻤﻥ ﺍﻝﺒﺤﺙ‪.‬‬
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‫ – ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻙ ﺍﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺼﺤﻴﺤﺔ ﻫﻲ ﺍﻝﺘﻲ ﺘﻜﻭﻥ ﺃﻗﺭﺏ ﺇﻝﻰ‬4

‫ ﻭﻝﻜﻥ ﻤﻥ ﺤﻴﺙ ﻤﻜﻭﻨﺎﺘﻪ‬،‫ ﻻ ﻤﻥ ﺤﻴﺙ ﺍﻝﻌﺩﺩ ﻓﻘﻁ‬،‫ﺘﻤﺜﻴل ﺍﻝﻤﺠﺘﻤﻊ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻝﻜﻠﻴﺔ‬
‫ ﻭﻻﺒﺩ ﺒﺎﻝﺘﺎﻝﻲ ﺍﻥ‬،‫ ﺫﻝﻙ ﺍﻥ ﺍﻝﻌﻴﻨﺔ ﻫﻲ ﻨﻤﻭﺫﺝ ﻤﺼﻐﺭ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﻜﻠﻲ‬،‫ﻭﺘﻘﺴﻴﻤﺎﺘﻪ‬
.‫ﺘﻜﻭﻥ ﺼﻭﺭﺓ ﻋﻨﻪ‬
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.; :
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‫ﺍﻝﻔﺼل ﺍﻝﺴﺎﺒﻊ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫ﺃﻫﻤﻴﺘﻬﺎ – ﻤﺼﺎﺩﺭﻫﺎ – ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ‬
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‫ﺃﻭﻻ‪ :‬ﻜﻴﻔﻴﺔ ﺭﺼﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﺘﻌﺩ ﺨﻁﻭﺓ ﻤﺭﺍﺠﻌﺔ ﻭﻋﺭﺽ ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ‬
‫ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻬﻤﺔ ﺠﺩﺍ‪ ،‬ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺒﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻨﺠﺎﺯ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻷﺨﺭﻯ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺴﺢ ﻋﻠﻤﻲ ﻤﻨﻅﻡ ﻴﻘﻭﻡ ﺒﻪ‬
‫ﺍﻝﺒﺎﺤﺙ ﻝﻤﺎ ﺴﺒﻕ ﺍﻥ ﺍﺠﺭﻱ ﻤﻥ ﺒﺤﻭﺙ ﻭﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪،‬‬
‫ﻭﻓﻲ ﻭﺍﻗﻊ ﺍﻷﻤﺭ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺘﺘﻁﻠﺏ ﺠﻬﺩﺍ ﻜﺒﻴﺭﺍ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺘﻤﺜل ﻓﻲ‬
‫ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﻜل ﻤﺎ ﻜﺘﺏ ﺤﻭل ﻤﻭﻀﻭﻋﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺤﺘﺎﺝ ﻤﻨﻪ ﺇﻝﻰ ﻤﺭﺍﺠﻌﺔ‬
‫ﺍﻝﻤﻜﺘﺒﺎﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﻭﺙ‪ ،‬ﻭﺍﻝﺘﻭﺍﺼل ﻤﻌﻬﺎ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﺃﻭ ﻋﺒﺭ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل‬
‫ﺍﻝﺤﺩﻴﺜﺔ‪.‬‬
‫ﻭﻓﻲ ﻭﺍﻗﻊ ﺍﻷﻤﺭ ﻓﺈﻥ "ﺍﻝﺒﺎﺤﺙ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻥ ﻴﻘﻭﻡ ﺒﺒﺤﺙ ﺩﻭﻥ ﻤﺭﺍﺠﻌﺔ‬
‫ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻝﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺘﻔﺭﺽ ﺍﻝﺭﺸﺎﺩﺓ ﻭﺍﻝﺤﺼﺎﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻥ ﻴﺒﺩﺃ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺤﻴﺙ ﺍﻨﺘﻬﻰ ﺍﻷﺨﺭﻭﻥ ﺤﻔﺎﻅﺎ ﻋﻠﻰ ﻭﻗﺘﻪ ﻭﺠﻬﺩﻩ‪ ،‬ﻝﻴﺱ ﻓﻘﻁ ﻋﻠﻰ‬
‫ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﻤﺤﻠﻲ ﺒل ﻭﺍﻝﻌﺎﻝﻤﻲ ﻓﻲ ﻅل ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ‬
‫)‪(1‬‬
‫ﻭﻨﺘﺎﺌﺠﻬﺎ ﺒﺴﻬﻭﻝﺔ ﻋﺒﺭ ﺒﻨﻭﻙ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺸﺒﻜﺎﺕ ﺍﻻﻨﺘﺭﻨﺕ‪".‬‬
‫ﻭﺘﺘﻡ ﻤﺭﺍﺠﻌﺔ ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻋﺒﺭ ﻤﺭﺤﻠﺘﻴﻥ‪ ،‬ﺍﻷﻭﻝﻰ ﻤﺒﺩﺌﻴﺔ ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﻤﺘﺎﺒﻌﺔ ﻭﺭﺼﺩ ﻤﺎ ﻜﺘﺏ ﺤﻭل ﻤﻭﻀﻭﻋﻪ ﺒﻁﺭﻴﻘﺔ ﻤﺒﺎﺸﺭﺓ ﺃﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﻤﻥ‬
‫ﺒﺤﻭﺙ ﻭﺩﺭﺍﺴﺎﺕ ﻭﻭﺭﻗﺎﺕ ﻋﻠﻤﻴﺔ ﻭﺭﺴﺎﺌل ﻤﺎﺠﺴﺘﻴﺭ ﻭﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺍﻭ ﻤﻥ ﺨﻼل ﻤﺎ ﺘﻡ‬
‫ﺘﻨﺎﻭﻝﻪ ﻓﻲ ﻤﺅﺘﻤﺭﺍﺕ ﻭﻨﺩﻭﺍﺕ ﻭﺤﻠﻘﺎﺕ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﻘﻭﻡ ﺒﻌﻤﻠﻴﺔ‬
‫ﻤﺴﺢ ﺸﺎﻤل ﻝﻜل ﻤﺎ ﻴﺴﺘﻁﻴﻊ ﺍﻥ ﻴﺼل ﺇﻝﻴﻪ ‪ ..‬ﺼﺤﻴﺢ ﺍﻨﻬﺎ ﻋﻤﻠﻴﺔ ﻤﻀﻨﻴﺔ‪ ،‬ﻝﻜﻨﻬﺎ‬
‫ﺃﺴﺎﺴﻴﺔ ﻭﻤﻔﻴﺩﺓ ﺠﺩﺍ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﻭﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻭﺒﻌﺩ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺎﺤﺙ ﻗﺩ ﺸﻜل‬
‫ﻓﻜﺭﺓ ﻋﺎﻤﺔ ﺤﻭل ﻜل ﺘﻠﻙ ﺍﻝﻜﺘﺎﺒﺎﺕ ﻓﺈﻨﻪ ﻴﻨﺘﻘل ﺇﻝﻰ ﻤﺭﺤﻠﺔ ﺍﻝﺘﺼﻨﻴﻑ‪ ،‬ﺒﻤﻌﻨﻰ ﺘﺼﻨﻴﻑ‬
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‫‪ -1‬ﺍﺤﻤﺩ ﺴﻠﻴﻤﺎﻥ‪ ،‬ﺘﻘﻨﻴﺎﺕ ﻭﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﻨﺸﺄﺓ ﺍﻝﻤﻌﺎﺭﻑ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.81‬‬
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‫ﻜل ﻤﺎ ﺍﻁﻠﻊ ﻋﻠﻴﻪ ﻤﻥ ﺒﺤﻭﺙ ﻋﻠﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺒﺘﻘﺴﻴﻤﻬﺎ ﺇﻝﻰ ﻤﻭﻀﻭﻋﺎﺕ ﻝﻬﺎ‬
‫ﻋﻼﻗﺔ ﻤﺒﺎﺸﺭﺓ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺃﺨﺭﻯ ﻝﻬﺎ ﻋﻼﻗﺔ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺒﻬﺎ‪.‬‬
‫ﺇﻻ ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻭﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ ﺍﻥ ﻴﻨﺠﺯ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺒﻁﺭﻴﻘﺔ ﻤﻴﺴﺭﺓ ﻋﻠﻴﻪ ﺍﻥ‬
‫ﻴﻌﻤل ﺒﺄﺴﻠﻭﺏ ﻤﻨﻅﻡ ﻴﺘﻴﺢ ﻝﻪ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻜل ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺴﻬﻠﺔ‬
‫ﻭﺴﺭﻴﻌﺔ‪ ،‬ﻭﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻘﻴﺎﻡ ﺒﺫﻝﻙ ﻋﻠﻴﻪ ﺍﻝﻘﻴﺎﻡ ﺒﺎﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺭﺼﺩ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻜﻠﻴﺎﺕ ﻭﺍﻷﻗﺴﺎﻡ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻀﻡ ﺘﺨﺼﺼﺎﺕ ﺘﻘﻊ‬
‫ﻓﻲ ﻨﻔﺱ ﺍﻝﺘﺨﺼﺹ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﺇﺫﺍ ﻜﺎﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﺘﺨﺼﺼﺎ ﻓﻲ ﺍﻹﻋﻼﻡ ﻓﻌﻠﻴﻪ ﺃﻭﻻ ﺍﻥ ﻴﻌﺭﻑ ﺃﻱ ﺍﻝﻜﻠﻴﺎﺕ ﻭﺍﻷﻗﺴﺎﻡ‬
‫ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺒﻬﺎ ﻨﻔﺱ ﻫﺫﺍ ﺍﻝﺘﺨﺼﺹ‪ ،‬ﺤﻴﺙ ﻋﺎﺩﺓ ﻤﺎ ﺘﺠﺭﻯ ﻭﺘﻨﺠﺯ‬
‫ﺍﻷﺒﺤﺎﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺒﻬﺎ ﻨﻔﺱ ﺘﺨﺼﺹ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻤﺜل ﻫﺫﻩ ﺍﻝﻜﻠﻴﺎﺕ ﻭﺍﻷﻗﺴﺎﻡ‪،‬‬
‫ﻭﻫﻭ ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﺴﻴﻭﻓﺭ ﻝﻪ ﺠﻬﺩﺍ ﻭﻭﻗﺕ ﻜﺒﻴﺭﻴﻥ‪ ،‬ﻜﻤﺎ ﺘﻭﻓﺭ ﻤﻜﺘﺒﺎﺕ ﻫﺫﻩ ﺍﻝﻜﻠﻴﺎﺕ‬
‫ﻭﺍﻷﻗﺴﺎﻡ ﺍﻴﻀﺎ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺅﻝﻔﺎﺕ ﻭﺍﻝﺩﻭﺭﻴﺎﺕ ﻓﻲ ﺫﺍﺕ ﺘﺨﺼﺼﻬﺎ‪.‬‬
‫‪ – 2‬ﻤﻌﺭﻓﺔ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻬﺘﻤﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ‪،‬‬
‫ﺤﻴﺙ ﻤﻥ ﺍﻝﻤﺘﻭﻗﻊ ﺍﻥ ﺘﻜﻭﻥ ﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ ﻗﺩ ﺍﻨﺠﺯﺕ ﺒﺤﻭﺜﺎ ﺃﻭ ﻨﺩﻭﺍﺕ ﺍﻭ ﻤﺅﺘﻤﺭﺍﺕ‬
‫ﺃﻭ ﺤﻠﻘﺎﺕ ﻋﻠﻤﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻜﻤﺎ ﻗﺩ ﺘﺤﺘﻭﻱ ﻫﺫﻩ ﺍﻝﻤﺭﺍﻜﺯ‬
‫ﻋﻠﻰ ﻤﻜﺘﺒﺎﺕ ﻴﺴﺘﻔﺎﺩ ﻤﻥ ﻤﺤﺘﻭﻴﺎﺘﻬﺎ‪.‬‬
‫‪ – 3‬ﺇﺠﺭﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺒﺤﺙ ﻋﺒﺭ ﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ "ﺍﻻﻨﺘﺭﻨﺕ" ﻝﻠﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﺃﻫﻡ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻻﻝﻜﺘﺭﻭﻨﻴﺔ ﺍﻝﻲ ﻝﺩﻴﻬﺎ ﺍﻫﺘﻤﺎﻡ ﺒﻤﻭﻀﻭﻉ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﺤﻴﺙ ﻴﻭﻓﺭ ﻝﻪ‬
‫ﺫﻝﻙ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﻝﻡ ﻴﻜﻥ ﺒﺈﻤﻜﺎﻨﻪ ﺍﻝﻭﺼﻭل‬
‫ﺇﻝﻴﻬﺎ ﺒﺎﻝﻁﺭﻕ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺘﻜﻭﻴﻥ ﻗﺎﻋﺩﺓ ﻤﻌﺭﻓﻴﺔ ﻤﻬﻤﺔ ﺤﻭل ﻤﺎ ﻴﺒﺤﺙ‬
‫ﻋﻨﻪ ﻭﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 4‬ﺍﻝﺘﻭﺍﺼل ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﻭﻋﺒﺭ ﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ ﻤﻊ ﺍﻝﺠﺎﻤﻌﺎﺕ‬
‫ﻭﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﺍﻝﻭﺍﻗﻌﺔ ﺨﺎﺭﺝ ﺒﻠﺩﻩ‪،‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺤﻴﺙ ﺘﺘﻴﺢ ﻤﻭﺍﻗﻊ ﺘﻠﻙ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﻤﺭﺍﻜﺯ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻤﻬﻤﺔ ﺤﻭل‬
‫ﻤﺎ ﺍﻨﺠﺯﺘﻪ ﻤﻥ ﺩﺭﺍﺴﺎﺕ ﻭﺒﺤﻭﺙ ﻭﻤﺅﺘﻤﺭﺍﺕ ﻋﻠﻤﻴﺔ ﺘﺨﺹ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﻘﻭﻡ‬
‫ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺘﺘﻴﺢ ﺒﻌﺽ ﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ ﻭﺍﻝﺠﺎﻤﻌﺎﺕ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻨﺴﺦ‬
‫ﻜﺎﻤﻠﺔ ﻁﺒﻕ ﺍﻷﺼل ﻭﻓﻕ ﻨﻅﺎﻡ ) ﺒﻲ ﺩﻱ ﺍﻑ ( ‪ PDF‬ﻝﻠﺒﺤﻭﺙ ﻭﺍﻝﺭﺴﺎﺌل ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﺍﻝﺘﻲ ﻗﺎﻤﺕ ﺒﺈﻨﺠﺎﺯﻫﺎ‪.‬‬
‫ﺍﻥ ﺍﻨﺠﺎﺯ ﻫﺫﻩ ﺍﻝﺨﻁﻭﺓ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺼﺤﻴﺤﺔ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺤﻘﻕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻝﻔﻭﺍﺌﺩ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺍﻫﻤﻬﺎ ﻤﺎ ﻴﻠﻲ‪:‬‬

‫‪ – 1‬ﺍﺨﺘﺼﺎﺭ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻭﻗﺕ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﺤﻴﺙ ﻴﺘﻭﺠﻪ ﻤﺒﺎﺸﺭﺓ ﻨﺤﻭ ﺍﻝﻤﺅﺴﺴﺎﺕ‬

‫ﻭﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻝﻪ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺭﻏﺏ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ‪ ،‬ﻭﻴﺘﺨﻠﺹ‬
‫ﺒﺎﻝﺘﺎﻝﻲ ﻤﻥ ﻁﺭﻴﻘﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﺸﻭﺍﺌﻲ ﺍﻝﺘﻲ ﺘﻬﺩﺭ ﻭﻗﺘﻪ‪.‬‬
‫‪ – 2‬ﺘﻭﻓﻴﺭ ﺍﻝﺠﻬﺩ‪ ،‬ﻓﺒﺩل ﺍﻥ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻝﺘﻨﻘل ﺒﻴﻥ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﻤﺭﺍﻜﺯ‬
‫ﺍﻝﺒﺤﺜﻴﺔ ﻭﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻝﻤﻜﺘﺒﺎﺕ ﺍﻝﺘﻲ ﻝﻬﺎ ﻋﻼﻗﺔ ﺃﻭ ﻝﻴﺴﺕ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﻤﻭﻀﻭﻉ ﺒﺤﺜﻪ‬
‫ﻓﺈﻨﻪ ﻴﻘﺼﺭ ﺠﻬﺩﻩ ﺒﺎﻝﺘﻭﺠﻪ ﻤﺒﺎﺸﺭﺓ ﻨﺤﻭ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻝﻬﺎ ﺍﻫﺘﻤﺎﻤﺎﺕ‬
‫ﺒﺎﻝﺤﻘل ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻴﺩﺭﺱ ﻓﻴﻪ‪ ،‬ﻭﺒﺎﻝﻁﺒﻊ ﻓﺈﻥ ﺫﻝﻙ ﺴﻴﻭﻓﺭ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺒﺫل ﺠﻬﻭﺩ‬
‫ﺍﻀﺎﻓﻴﺔ ﻴﻤﻜﻥ ﺍﻥ ﺘﺴﺘﻐل ﻓﻲ ﺠﺎﻨﺏ ﺃﺨﺭ ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ – 3‬ﺘﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺩﺭﺍﻴﺔ ﺘﺎﻤﺔ ﺒﺄﻫﻡ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﻤﺭﺍﻜﺯ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﻤﻌﺭﻓﺔ ﺍﻴﻀﺎ ﺒﺄﻫﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﻝﻬﻡ ﺍﻫﺘﻤﺎﻤﺎﺕ ﻋﻠﻤﻴﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺫﻱ ﻴﺩﺭﺴﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺸﻜل ﺭﺼﻴﺩﺍ ﻤﻌﺭﻓﻴﺎ ﻝﻠﺒﺎﺤﺙ ﻴﺠﻌﻠﻪ ﻗﺎﺩﺭﺍ ﻤﺴﺘﻘﺒﻼ ﻋﻠﻰ‬
‫ﺍﻨﺠﺎﺯ ﻤﺸﺎﺭﻴﻌﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺒﻁﺭﻴﻘﺔ ﺃﻜﺜﺭ ﺴﻼﺴﺔ ﻭﺴﻬﻭﻝﺔ‪ ،‬ﻭﺘﺠﻌﻠﻪ ﺃﻜﺜﺭ ﺍﻓﺎﺩﺓ ﻝﻠﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻷﺨﺭﻴﻥ ﻓﻲ ﻨﻔﺱ ﺍﻝﺤﻘل ﺴﻭﺍﺀ ﻜﺎﻨﻭﺍ ﻤﻥ ﺍﻝﺯﻤﻼﺀ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﺃﻭ ﻁﻼﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﻌﻠﻴﺎ ﺍﻝﺫﻴﻥ ﻗﺩ ﻴﻠﺠﺅﻭﻥ ﺇﻝﻴﻪ ﻝﻼﺴﺘﺸﺎﺭﺓ ﻓﻲ ﺒﻌﺽ ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﺴﺎﺌل ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﺘﻤﺜل ﺨﻁﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻜﺘﻠﺔ ﻭﺍﺤﺩﺓ ﻤﺘﻤﺎﺴﻜﺔ ﻴﻘﻭﻡ ﻜل ﺠﺯﺀ ﻤﻨﻬﺎ ﻋﻠﻰ‬
‫ﺍﻷﺨﺭ‪ ،‬ﺃﻭ ﻝﻨﻘل ﺒﺎﻨﻪ ﺍﺸﺒﻪ ﺒﺴﻠﺴﻠﺔ ﺘﺘﻜﻭﻥ ﻤﻥ ﻤﺠﻤﻭﻋﺔ ﺤﻠﻘﺎﺕ ﺘﺭﺘﺒﻁ ﻜل ﻭﺍﺤﺩﺓ‬
‫ﻤﻨﻬﺎ ﺒﺎﻷﺨﺭﻯ‪ ،‬ﻭﺃﻱ ﺍﻨﻔﻜﺎﻙ ﺘﺘﻌﺭﺽ ﻝﻪ ﻭﺍﺤﺩﺓ ﻴﺠﻌل ﺍﻝﻌﻘﺩ ﻴﻨﻔﺭﻁ ﺒﺄﻜﻤﻠﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ‬
‫ﻴﻌﻨﻲ ﻤﺩﻯ ﺃﻫﻤﻴﺔ ﻜل ﺨﻁﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻤﺩﻯ ﺍﺘﺼﺎل ﻭﺍﺭﺘﺒﺎﻁ ﻜل ﺨﻁﻭﺓ‬
‫ﻤﻥ ﺒﻤﺎ ﻗﺒﻠﻬﺎ ﻭﺒﻌﺩﻫﺎ‪ ،‬ﺒﺤﻴﺙ ﻻ ﻨﺴﺘﻁﻴﻊ ﺒﺄﻱ ﺤﺎل ﻤﻥ ﺍﻷﺤﻭﺍل ﺍﻥ ﻨﻐﻠﺏ ﺃﻫﻤﻴﺔ‬
‫ﺨﻁﻭﺓ ﻋﻠﻰ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ‪ ،‬ﻓﻠﻜل ﻤﻨﻬﺎ ﺩﻭﺭﻩ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﺴﺢ ﺍﻝﺘﺭﺍﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﺨﻁﻭﺓ ﻻ ﻏﻨﻰ ﻋﻨﻬﺎ ﻷﻱ ﺒﺎﺤﺙ ﺠﺎﺩ‪ ،‬ﻴﺴﻌﻰ ﺇﻝﻰ ﺍﻨﺠﺎﺯ ﻋﻤل ﺒﺤﺜﻲ‬
‫ﻴﻤﻜﻥ ﺍﻥ ﻴﺸﻜل ﺇﻀﺎﻓﺔ ﻋﻠﻤﻴﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺤﻘل ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻴﻪ‪.‬‬
‫ﻭﺘﻤﺜل ﺨﻁﻭﺓ ﻤﺴﺢ ﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺭﺠﻭﻉ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻋﺭﻀﻬﺎ‬
‫ﺍﻫﻤﻴﺔ ﻝﻜل ﻤﻥ‪ :‬ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻷﺨﺭﻴﻥ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃ – ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪:‬‬
‫‪ – 1‬ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺍﻥ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻲ ﻝﻡ ﻴﺴﺒﻕ ﺍﺨﻀﺎﻋﻪ ﻝﻠﺒﺤﺙ‬
‫ﻭﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺠﺎﻨﺏ ﺒﺎﺤﺜﻴﻥ ﺃﺨﺭﻴﻥ‪.‬‬
‫‪ – 2‬ﻤﻌﺭﻓﺔ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺴﺒﻕ ﻝﺒﺎﺤﺙ ﺃﺨﺭ ﺩﺭﺍﺴﺔ ﺒﻌﺽ ﺠﻭﺍﻨﺏ ﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﻲ‪.‬‬
‫‪ – 3‬ﺘﻜﻭﻴﻥ ﻓﻜﺭﺓ ﻋﺎﻤﺔ ﻭﺸﺎﻤﻠﺔ ﻝﻠﺒﺎﺤﺙ ﻋﻥ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪،‬‬
‫ﻤﻥ ﺨﻼل ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻻﻁﻼﻉ ﻋﻠﻰ ﻤﺎ ﻴﻨﺸﺭ ﻤﻥ ﺒﺤﻭﺙ ﻭﻜﺘﺎﺒﺎﺕ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺫﻱ‬
‫ﻴﺒﺤﺙ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪ – 4‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻭﺍﻁﻥ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ ﻓﻲ ﻤﺠﺎل‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﺒﺤﻴﺙ ﻴﺴﺘﻔﻴﺩ ﺍﺜﻨﺎﺀ ﺘﺼﻤﻴﻡ ﺒﺤﺜﻪ ﻤﻥ ﻤﻭﺍﻁﻥ ﺍﻝﻘﻭﺓ‪ ،‬ﻭﻴﺤﺎﻭل ﻋﺩﻡ ﺍﻝﻭﻗﻭﻉ ﻓﻲ‬
‫ﺍﻝﻬﻔﻭﺍﺕ‪ ،‬ﻭﻋﺩﻡ ﺘﻜﺭﺍﺭ ﻤﺎ ﻭﻗﻊ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﺍﺨﻁﺎﺀ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 5‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺠﺎﻻﺕ ﺍﻝﺘﺸﺎﺒﻪ ﻭﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺩﺭﺍﺴﺘﻪ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ‬

‫ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺒﺤﻴﺙ ﻻ ﻴﻜﺭﺭ ﻤﺎ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ ﺒﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 6‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﺴﺘﻭﻓﺭﻩ ﺩﺭﺍﺴﺘﻪ ﻤﻥ ﻤﻌﺭﻓﺔ ﻋﻠﻤﻴﺔ ﺠﺩﻴﺩﺓ‪ ،‬ﺘﺸﻜل ﺍﻀﺎﻓﺔ‬
‫ﻋﻠﻤﻴﺔ ﺤﻘﻴﻘﻴﺔ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 7‬ﺍﻥ ﻋﺩﻡ ﻋﻭﺩﺓ ﺍﻝﺒﺎﺤﺙ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺍﻻﻁﻼﻉ ﻋﻠﻴﻬﺎ "ﺴﻴﺠﻌل ﻤﻥ‬
‫ﺠﻬﺩﻩ ﻀﺭﺒﺎ ﻤﻥ ﺍﻝﺘﺨﺒﻁ ﺍﻝﺫﻱ ﻴﻘﻭﺩﻩ ﺤﺘﻤﺎ ﺇﻝﻰ ﺘﻜﺭﺍﺭ ﻤﺎ ﺴﺒﻕ ﺍﻥ ﺘﻭﺼل ﺇﻝﻴﻪ‬
‫ﺃﺨﺭﻭﻥ‪ ،‬ﻤﻊ ﺍﺤﺘﻤﺎل ﺘﻌﺭﻀﻪ ﻝﻨﻔﺱ ﺍﻷﺨﻁﺎﺀ ﺍﻝﺘﻲ ﺘﻌﺭﻀﻭﺍ ﻝﻬﺎ ﻤﻥ ﻗﺒل‪ ،‬ﺩﻭﻥ ﺍﻥ‬
‫)‪(1‬‬
‫ﺘﺘﺎﺡ ﻝﻪ ﺍﻝﻔﺭﺼﺔ ﻹﻀﺎﻓﺔ ﺃﻭ ﺍﺒﺘﻜﺎﺭ ﺃﻱ ﺠﺩﻴﺩ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل‪".‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺘﻘﺩﻡ ﻴﻀﻴﻑ ﺍﻝﺩﻜﺘﻭﺭ ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ ﻋﺩﺩ ﻤﻥ ﺍﻝﻨﻘﺎﻁ‬
‫)‪(2‬‬
‫ﺍﻝﺘﻲ ﺘﻌﻜﺱ ﻤﺩﻯ ﺍﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﺤﺩﺩﻫﺎ ﻓﻲ‪:‬‬
‫‪ - 1‬ﺘﺯﻴﺩ ﻋﻤﻠﻴﺔ ﺭﺼﺩ ﻭﻋﺭﺽ ﻭﺍﺴﺘﻴﻌﺎﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻥ ﺃﻝﻔﺔ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻤﻭﻀﻭﻉ ﺩﺭﺍﺴﺘﻬﻡ ﺃﻭ ﻤﺸﻜﻼﺘﻬﻡ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺘﺯﻴﺩ ﻤﻥ ﺒﺼﻴﺭﺘﻬﻡ ﺒﻜﺜﻴﺭ ﻤﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﻨﺎﻭﻝﻬﺎ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺒﺤﺙ‪.‬‬
‫‪ – 2‬ﺘﺴﺎﻋﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺘﻜﻭﻴﻥ ﺒﺼﻴﺭﺓ ﻝﺩﻯ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﻤﺴﺘﻭﻯ‬
‫ﺍﻝﺘﻘﺩﻡ ﺍﻝﺫﻱ ﻭﺼل ﺇﻝﻴﻪ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺩﺭﺍﺴﺔ ﻤﺜل ﻫﺫﻩ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪ – 3‬ﺘﻤﻜﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻥ ﻴﺩﺭﻜﻭﺍ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺘﻲ ﻁﺒﻘﺕ ﻤﻥ‬
‫ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻭﺍﺼﺒﺤﺕ ﺍﺴﺎﻝﻴﺏ ﻤﻤﺎﺭﺴﺔ ﻤﻔﻴﺩﺓ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻝﻤﻴﺩﺍﻨﻲ‪ ،‬ﺃﻭ ﺒﻤﻌﻨﻰ‬
‫ﺃﺨﺭ ﺘﻤﻜﻨﻬﻡ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻔﺎﺌﺩﺓ ﺍﻝﺘﻲ ﺍﻨﻌﻜﺴﺕ ﻋﻠﻰ ﺍﻝﻤﺠﺘﻤﻊ ﻤﻥ ﻨﺘﺎﺌﺞ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻓﻴﻌﻤﻠﻭﻥ ﻤﻥ ﺨﻼل ﺍﺒﺤﺎﺜﻬﻡ ﻋﻠﻰ ﺩﻋﻡ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ‪.‬‬

‫‪ -1‬ﺭﻓﻌﺕ ﻏﺭﻴﺏ ﺍﺒﻭﺍﻝﻌﻼ‪ ،‬ﺯﻴﻨﺏ ﻫﺎﺭﻭﻥ ﺍﻝﺘﺎﺭﻗﻲ‪ ،‬ﺍﺴﺎﺴﻴﺎﺕ ﺍﻝﻜﺘﺎﺒﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻁﺭﺍﺒﻠﺱ‪ ،‬ﺍﻝﻠﺠﻨﺔ‬
‫ﺍﻝﺸﻌﺒﻴﺔ ﺍﻝﻌﺎﻤﺔ ﻝﻠﺜﻘﺎﻓﺔ ﻭﺍﻹﻋﻼﻡ‪2008 ،‬ﻡ‪ ،‬ﺹ‪.20‬‬
‫‪ -2‬ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺃﺴﺱ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﻠﻤﻲ‬
‫‪Copyright © 2018.‬‬

‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.138‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺏ – ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻷﺨﺭﻴﻥ‪:‬‬

‫ﺘﺸﻜل ﺨﻁﻭﺓ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﺒﺎﻝﻨﺴﺒﺔ ﻝﺒﻘﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻝﻼﺤﻘﻴﻥ‪ ،‬ﻓﺎﻝﺤﺼﺭ ﺍﻝﺫﻱ ﻴﺠﺭﻴﻪ ﻜل ﺒﺎﺤﺙ ﻝﻠﺒﺤﻭﺙ ﺍﻝﺴﺎﺒﻘﺔ ﺨﻼل ﻗﻴﺎﻤﻪ ﺒﺈﻨﺠﺎﺯ‬
‫ﻋﻤﻠﻪ ﺍﻝﺒﺤﺜﻲ ﻫﻭ ﺒﻤﺜﺎﺒﺔ ﻋﻤﻠﻴﺔ ﺘﺠﻤﻴﻌﻴﺔ ﻝﻤﺎ ﻜﺘﺏ ﻓﻲ ﻨﻔﺱ ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﺘﻔﻴﺩ ﻜﺜﻴﺭﺍ ﻓﻲ‬
‫ﺘﻭﺠﻴﻪ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻴﻤﺎ ﺒﻌﺩ ﻨﺤﻭ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻝﻡ ﻴﺴﺒﻕ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺘﺘﻴﺢ ﻝﻬﻡ‬
‫ﺍﻝﻭﺼﻭل ﺒﻴﺴﺭ ﺇﻝﻰ ﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﺭﻏﺒﻭﻥ ﻓﻲ ﺍﻝﻭﺼﻭل‬
‫ﺇﻝﻴﻬﺎ‪ ،‬ﻭﺘﺸﻜل ﻝﻬﻡ ﺭﺼﻴﺩﺍ ﻤﻌﺭﻓﻴﺎ ﻤﻬﻤﺎ ﻴﺭﺸﺩﻫﻡ ﻨﺤﻭ ﺃﻤﺎﻜﻥ ﺘﻭﺍﺠﺩ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﻭﻜﻴﻔﻴﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺝ – ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺘﺸﻜﻠﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻥ ﺍﻫﻤﻴﺔ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻝﺒﻘﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻼﺤﻘﻴﻥ‪ ،‬ﻓﺈﻨﻬﺎ ﺘﻌﺩ ﻜﺫﻝﻙ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ﻋﻤﻭﻤﺎ ﻜﻌﻤﻠﻴﺔ ﺘﺭﺍﻜﻤﻴﺔ ﻤﺴﺘﻤﺭﺓ‪ ،‬ﻓﻬﻲ ﺘﺸﻜل ﻤﺨﺯﻭﻥ ﻤﻌﺭﻓﻲ ﻓﻲ ﻜﺎﻓﺔ ﻤﺠﺎﻻﺕ‬
‫ﻭﺤﻘﻭل ﺍﻝﻌﻠﻡ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺸﻜل ﺇﻀﺎﻓﺔ ﻋﻠﻤﻴﺔ ﺤﻘﻴﻘﻴﺔ ﻫﻲ‬
‫ﺍﻝﺘﻲ ﺘﻨﻁﻠﻕ ﻤﻤﺎ ﺍﻨﺘﻬﺕ ﺇﻝﻴﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺭﺼﺩ ﻭﺘﺠﻤﻴﻊ‬
‫ﻭﺘﺼﻨﻴﻑ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺴﺎﺒﻘﺔ ﺘﻌﺩ ﺨﻁﻭﺓ ﺘﺴﻬﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺭﻓﺔ ﻓﻲ‬
‫ﻤﺠﺎﻻﺘﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ‪،‬‬
‫ﻨﻅﺭﺍ ﻝﻤﺎ ﺘﻭﻓﺭﻩ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻭﺍﺤﺼﺎﺌﻴﺎﺕ ﻴﻤﻜﻥ ﺍﻥ ﺘﺒﻨﻰ‬
‫ﻋﻠﻴﻬﺎ ﺩﺭﺍﺴﺎﺕ ﺍﺨﺭﻯ ‪ ..‬ﻭﻫﻜﺫﺍ ﺩﻭﺍﻝﻴﻙ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﻤﺠﺎﻻﺕ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﺘﺘﻌﺩﺩ ﻤﺠﺎﻻﺕ ﺍﺴﺘﻔﺎﺩﺓ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺤﺼﺭﻫﺎ‬
‫ﻭﻤﺭﺍﺠﻌﺘﻬﺎ ﻭﺘﺼﻨﻴﻔﻬﺎ ﻭﻋﺭﻀﻬﺎ‪ ،‬ﺤﺘﻰ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺤﺎﻀﺭﺓ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﻲ ﻜل ﺨﻁﻭﺓ ﻤﻥ ﺨﻁﻭﺍﺕ ﻭﻤﺭﺍﺤل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﺩﻗﺔ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ‬
‫ﺍﻭﺠﻪ ﺍﺴﺘﻔﺎﺩﺓ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻁﻼﻋﻪ ﻭﻋﺭﻀﻪ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺘﺴﺎﻋﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻭﻀﻊ ﺍﻝﻤﺸﻜﻠﺔ ﻭﺼﻴﺎﻏﺘﻬﺎ ﺒﺼﻭﺭﺘﻬﺎ‬
‫ﺍﻝﻨﻬﺎﺌﻴﺔ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﺒﻌﺎﺩﻫﺎ ﻭﻤﺠﺎﻻﺘﻬﺎ‪.‬‬
‫‪ – 2‬ﺘﺴﺎﻋﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﻫﺩﺍﻓﻪ ﺒﺸﻜل ﺃﻜﺜﺭ‬
‫ﻭﻀﻭﺤﺎ‪ ،‬ﻭﻫﻲ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻝﻡ ﻴﺴﺒﻕ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﺴﺒﻘﻭﻩ ﺍﻥ ﺤﻘﻘﻭﻫﺎ‪ ،‬ﻭﻫﻭ ﻤﺎ‬
‫ﻴﻤﻜﻨﻪ ﻤﻥ ﺘﺠﻨﺏ ﻤﺎ ﺘﻤﺕ ﺩﺭﺍﺴﺘﻪ ﻭﺒﺤﺜﻪ ﻤﻥ ﻗﺒل‪.‬‬
‫‪ – 3‬ﺘﺴﺎﻋﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻓﺭﻭﻀﻪ ﻭﺼﻴﺎﻏﺔ ﺘﺴﺎﺅﻻﺘﻪ‬
‫ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻭﺍﻝﻤﻼﺌﻤﺔ ﻝﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺌﻬﺎ‪.‬‬
‫‪ – 4‬ﺘﻭﺠﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﻨﺤﻭ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﺘﻲ‬
‫ﺘﺘﻤﺎﺸﻰ ﻤﻊ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 5‬ﺘﻭﻓﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻬﻤﺔ ﻝﻠﺒﺎﺤﺙ ﻓﻲ ﻁﺭﻴﻘﺔ ﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ‬
‫ﺩﺭﺍﺴﺘﻪ ﻭﺍﺴﻠﻭﺏ ﺴﺤﺏ ﻋﻴﻨﺘﻪ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬
‫‪ – 6‬ﺘﺭﺸﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻷﻨﺴﺏ ﻝﻤﻭﻀﻭﻉ‬
‫ﺒﺤﺜﻪ‪.‬‬
‫‪ – 7‬ﺘﻭﻓﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺎﺤﺙ ﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻴﻤﻜﻨﻪ ﺘﻭﻅﻴﻔﻬﺎ‬
‫ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 8‬ﻴﺘﻴﺢ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻝﻠﺒﺎﺤﺙ ﺴﻬﻭﻝﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﺍﻝﻤﺭﺍﺠﻊ ﻭﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ‪.‬‬
‫‪ – 9‬ﺘﻤﻜﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﻤﻥ "ﻭﻀﻊ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻁﺎﺭﻩ ﺍﻝﺼﺤﻴﺢ‪،‬‬
‫ﻭﻓﻲ ﻤﻭﻗﻌﻪ ﺍﻝﻤﻨﺎﺴﺏ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺤﻭﺙ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺒﻴﺎﻥ ﻤﺎ ﺴﻴﻀﻴﻔﻪ ﻝﻠﺘﺭﺍﺙ‬
‫)‪(1‬‬
‫ﺍﻝﻌﻠﻤﻲ‪".‬‬

‫‪ -1‬ﻓﻭﺯﻱ ﻏﺭﺍﻴﺒﻪ ﻭﺃﺨﺭﻭﻥ‪ ،‬ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻁ‪،3‬‬
‫‪Copyright © 2018.‬‬

‫ﻋﻤﺎﻥ‪ ،‬ﻭﺍﺌل ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.28‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 10‬ﻴﻤﻜﻥ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﻤﻥ" ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻭﺠﻪ‬
‫ﺍﻝﻘﺼﻭﺭ ﻭﺍﻝﺴﻠﺒﻴﺎﺕ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺤﺘﻰ ﻻ ﻴﺘﻡ ﺍﻝﻭﻗﻭﻉ ﻓﻴﻬﺎ ﻤﺭﺓ ﺍﺨﺭﻯ‪،‬‬
‫)‪(1‬‬
‫ﻭﻤﺎ ﻫﻲ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻻﻴﺠﺎﺒﻴﺔ ﺤﺘﻰ ﻴﺴﺘﻔﺎﺩ ﻤﻨﻬﺎ‪".‬‬
‫‪ – 11‬ﺘﻨﺒﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﻋﺩﻡ ﺍﻝﻭﻗﻭﻉ ﻓﻲ ﺫﺍﺕ ﺍﻝﻬﻔﻭﺍﺕ‬
‫ﻭﺍﻷﺨﻁﺎﺀ ﺍﻝﺘﻲ ﺍﻋﺘﺭﻀﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﺴﺒﻘﻭﻩ‪ ،‬ﻭﺘﻀﻊ ﺍﻤﺎﻤﻪ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ‬
‫ﻭﺍﺠﻬﺘﻬﻡ‪.‬‬
‫‪ – 12‬ﻭﺍﺨﻴﺭﺍ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻘﻭﻡ ﺨﻼل ﻋﺭﺽ ﻨﺘﺎﺌﺠﻪ ﺒﺈﺠﺭﺍﺀ ﻤﻘﺎﺭﻨﺎﺕ ﺒﻴﻥ‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﺩﺭﺍﺴﺘﻪ ﻤﻥ ﻨﺘﺎﺌﺞ‪ ،‬ﻭﻫﻲ ﻋﻤﻠﻴﺔ ﻤﻬﻤﺔ‬
‫ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻴﻬﺎ ﻭﻴﻭﻝﻴﻬﺎ ﺍﻫﻤﻴﺔ ﺨﺎﺼﺔ‪ ،‬ﺤﻴﺙ ﺘﺩﻋﻡ ﻫﺫﻩ ﺍﻝﻌﻤﻠﻴﺔ ﻨﺘﺎﺌﺞ‬
‫ﺩﺭﺍﺴﺘﻪ ﻓﻲ ﺤﺎل ﺍﻻﺘﻔﺎﻕ‪ ،‬ﻭﺘﺠﻌﻠﻪ ﻴﻨﺎﻗﺵ ﺍﺴﺒﺎﺏ ﻭﻅﺭﻭﻑ ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﺤﺎﻝﺔ‬
‫ﺤﺩﻭﺙ ﺍﻝﻌﻜﺱ‪.‬‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﻤﺼﺎﺩﺭ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﺘﺘﻌﺩﺩ ﻤﺼﺎﺩﺭ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺒﺤﻴﺙ ﻴﻤﻜﻥ ﻝﻠﺒﺎﺤﺙ‬
‫ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺘﻠﻙ ﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﺘﻭﺍﺼل ﻤﻌﻬﺎ‪ ،‬ﺒﻐﺭﺽ ﺭﺼﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻘﻊ ﻓﻲ ﻨﻁﺎﻕ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﻤﺼﺎﺩﺭ ﻓﻲ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻨﺸﻭﺭﺓ ﻓﻲ ﺍﻝﻤﺠﻼﺕ ﺍﻝﻤﺤﻜﻤﺔ ﻭﺍﻝﻤﻌﺘﺭﻑ ﺒﻬﺎ ﻤﻥ ﻗﺒل‬
‫ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﺘﺘﻭﻝﻰ ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﻜﻠﻴﺎﺘﻬﺎ‪ ،‬ﻭﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﺇﺼﺩﺍﺭ ﻫﺫﻩ ﺍﻝﻤﺠﻼﺕ‪.‬‬
‫‪ – 2‬ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻘﺩﻤﺔ ﻭﺍﻝﻤﻘﺒﻭﻝﺔ ﻓﻲ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺤﻜﻤﺔ‬
‫ﻭﺍﻝﻤﻨﺸﻭﺭﺓ ﻓﻲ ﺍﻝﻜﺘﺏ ﺍﻝﺼﺎﺩﺭﺓ ﻋﻥ ﺘﻠﻙ ﺍﻝﻤﺅﺘﻤﺭﺍﺕ ﻭﺍﻝﻨﺩﻭﺍﺕ‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺸﻔﻴﻕ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻹﻋﺩﺍﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﻜﺘﺏ ﺍﻝﺠﺎﻤﻌﻲ ﺍﻝﺤﺩﻴﺙ‪2005 ،‬ﻡ‪ ،‬ﺹ‪.129‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 3‬ﺭﺴﺎﺌل ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﺍﻝﺩﻜﺘﻭﺭﺍﻩ ﺍﻝﺘﻲ ﺘﻤﺕ ﻤﻨﺎﻗﺸﺘﻬﺎ ﻭﺍﺠﺎﺯﺘﻬﺎ ﻤﻥ ﻗﺒل‬

‫ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻻﻜﺎﺩﻴﻤﻴﺎﺕ ﻭﺍﻝﻤﻌﺎﻫﺩ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﻌﺘﺭﻑ ﺒﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻝﺒﺤﻭﺙ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻨﺸﻭﺭﺓ ﻋﺒﺭ ﺍﻝﻤﻭﺍﻗﻊ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺭﺼﻴﻨﺔ ﺒﺸﺒﻜﺔ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ "ﺍﻻﻨﺘﺭﻨﺕ"‪.‬‬

‫ﺨﺎﻤﺴﺎ‪ :‬ﻁﺭﻴﻘﺔ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﻤﻥ ﺍﻝﻤﻬﻡ ﺍﻥ ﻴﻭﻝﻲ ﺍﻝﺒﺎﺤﺙ ﻨﻔﺱ ﺍﻝﻘﺩﺭ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻜل ﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺴﺎﺒﻘﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻌﺭﻀﻬﺎ‪ ،‬ﻓﻤﻥ ﻏﻴﺭ ﺍﻝﻤﻔﻀل ﺍﻥ – ﻤﺜﻼ – ﺍﻥ ﻴﺨﺼﺹ ﺍﻝﺒﺎﺤﺙ‬
‫ﺼﻔﺤﺔ ﻜﺎﻤﻠﺔ ﻝﻌﺭﺽ ﺩﺭﺍﺴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻴﺨﺼﺹ ﺭﺒﻊ ﺍﻭ ﻨﺼﻑ ﺼﻔﺤﺔ‬
‫ﻝﻌﺭﺽ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ‪ ،‬ﻓﺎﻝﻤﺴﺎﺤﺎﺕ ﺍﻝﻤﺨﺼﺼﺔ ﻝﻜل ﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‬
‫ﺒﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﻤﺘﻘﺎﺭﺒﺔ‪ ،‬ﻭﺫﻝﻙ ﺤﺘﻰ ﻻ ﻴﻌﻁﻲ ﺍﻝﺒﺎﺤﺙ ﻝﻠﻘﺎﺭﺉ ﺒﺘﻔﺎﻭﺕ ﺃﻫﻤﻴﺔ ﻤﺎ ﻴﻘﻭﻡ‬
‫ﺒﻌﺭﻀﻪ ﻤﻥ ﺩﺭﺍﺴﺎﺕ‪.‬‬
‫ﻭﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﺩﻡ ﻋﺭﻀﺎ ﻤﺴﺘﻭﻓﻴﺎ ﻭﻤﺭﻜﺯﺍ ﻝﻜل ﺩﺭﺍﺴﺔ ﻴﻘﻭﻡ‬
‫ﺒﺘﻘﺩﻴﻤﻬﺎ‪ ،‬ﺒﺩﻭﻥ ﺇﻁﺎﻝﺔ ﺃﻭ ﺍﻁﻨﺎﺏ‪ ،‬ﻋﻠﻰ ﺍﻥ ﻴﺤﺘﻭﻱ ﺍﻝﻌﺭﺽ ﻋﻠﻰ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﻋﻨﻭﺍﻥ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺍﻝﺫﻱ ﻴﺠﺏ ﺍﻥ ﻴﻜﺘﺏ ﻜﺎﻤﻼ ﻓﻲ ﺍﻝﻤﺘﻥ‪ ،‬ﺜﻡ ﺘﻜﺘﺏ ﺒﻌﺩ ﺫﻝﻙ‬
‫ﺒﻘﻴﺔ ﺒﻴﺎﻨﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻜﺎﻤﻠﺔ ﻓﻲ ﺍﻝﻬﺎﻤﺵ‪.‬‬
‫‪ – 2‬ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﻋﺩﺓ ﺍﻫﺩﺍﻑ ﻓﻴﺠﺏ‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺃﻫﻡ ﺘﻠﻙ ﺍﻷﻫﺩﺍﻑ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺍﺠﺭﻴﺕ ﻓﻴﻪ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺍﺨﻀﻌﺕ ﻝﻠﺩﺭﺍﺴﺔ‬
‫ﻭﺤﺠﻤﻬﺎ ﻭﻁﺭﻴﻘﺔ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻭﺴﺤﺒﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻝﻤﻨﻬﺞ ﺃﻭ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻲ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 5‬ﺍﻷﺩﺍﺓ ﺃﻭ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 6‬ﺃﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ‬
‫ﻴﺤﺩﺩ ﺃﻫﻡ ﺍﻝﻨﺘﺎﺌﺞ ﻭﻓﻕ ﻤﻌﻴﺎﺭ ﻋﻼﻗﺘﻬﺎ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﺒﺤﻴﺙ ﻴﻘﻭﻡ ﺒﻌﺩ ﺫﻝﻙ ﻭﺍﺜﻨﺎﺀ ﻋﺭﺽ‬
‫ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺘﻪ ﺒﺎﻝﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﻤﺎ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻪ ﻤﻥ ﻨﺘﺎﺌﺞ‪ ،‬ﻭﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ‬
‫ﻗﺎﻡ ﺒﻌﺭﻀﻬﺎ‪.‬‬
‫‪ – 7‬ﺒﻌﺩ ﺍﻥ ﻴﻨﺘﻬﻲ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻜﺘﻤﻠﺔ ﻋﻠﻴﻪ ﺍﻥ ﻴﻘﺩﻡ‬
‫ﻤﻨﺎﻗﺸﺔ ﻋﻠﻤﻴﺔ ﻤﻭﻀﻭﻋﻴﺔ ﻝﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﺘﺘﻀﻤﻥ ﺘﺤﺩﻴﺩ ﺍﻭﺠﻪ ﺍﻻﺘﻔﺎﻕ ﻭﺍﻻﺨﺘﻼﻑ‬
‫ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺩﺭﺍﺴﺘﻪ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﻭﺍﻻﻀﺎﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻘﺩﻤﻬﺎ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻤﻭﻗﻊ ﺩﺭﺍﺴﺘﻪ‬
‫ﻤﻥ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻭﻤﺩﻯ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻤﺎ ﻋﺭﻀﻪ ﻤﻥ ﺩﺭﺍﺴﺎﺕ ﺴﺎﺒﻘﺔ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﻤﻜﻥ‬
‫ﺍﻥ ﺘﺘﻡ ﻋﻤﻠﻴﺔ ﺍﻝﻤﻨﺎﻗﺸﺔ ﻫﺫﻩ ﺍﺜﻨﺎﺀ ﻋﺭﺽ ﻜل ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺤﺩﺓ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﺘﺘﺨﻠل‬
‫ﺍﻝﻤﻨﺎﻗﺸﺔ ﻋﻤﻠﻴﺔ ﺍﻝﻌﺭﺽ ﺘﻠﻙ‪.‬‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﻤﻭﻗﻊ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻥ ﺒﻘﻴﺔ ﺍﻝﺨﻁﻭﺍﺕ‬

‫ﺍﻝﻌﻠﻤﻴﺔ‪:‬‬
‫ﻴﺨﺘﻠﻑ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﻭﻗﻊ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻲ ﺍﻁﺎﺭ ﻋﺭﺽ‬
‫ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻝﻤﻨﻬﺠﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﻴﻘﻭﻡ ﺒﻌﺭﻀﻬﺎ ﺒﻌﺩ‬
‫ﺘﺤﺩﻴﺩ ﺍﻫﺩﺍﻑ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻫﻨﺎﻙ ﻤﻥ ﻴﻘﻭﻡ ﺒﻌﺭﻀﻬﺎ ﺒﻌﺩ ﺘﺴﺎﺅﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻴﺫﻫﺏ‬
‫ﺍﻝﺒﻌﺽ ﺇﻝﻰ ﺘﺨﺼﻴﺹ ﻓﺼل ﻤﺴﺘﻘل ﺒﻌﺩ ﻋﺭﺽ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻓﻲ‬
‫ﺤﻴﻥ ﻴﺴﺘﻌﺭﺽ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻻﻁﺎﺭ ﺍﻝﻤﻨﻬﺠﻲ‪ ،‬ﻭﻗﺒل‬
‫ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻓﻲ ﺘﻘﺩﻴﺭﻱ ﺍﻥ ﺍﻨﺴﺏ ﻤﻭﻗﻊ ﻝﻌﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻫﻭ ﺍﻥ ﺘﺄﺘﻲ ﺒﻌﺩ‬
‫ﺘﺤﺩﻴﺩ ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﻤﺒﺭﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻥ ﻜل ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻼﺤﻘﺔ ﻜﺎﻷﻫﺩﺍﻑ ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ﻭﺍﻝﻤﺠﺘﻤﻊ ﻭﺍﻝﻌﻴﻨﺔ‬

‫ﻭﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻷﺩﻭﺍﺕ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺘﺘﺤﺩﺩ ﻭﺘﺼﺎﻍ ﻭﺘﻭﻀﻊ ﻓﻲ ﺼﻭﺭﺘﻬﺎ‬
‫ﺍﻝﻨﻬﺎﺌﻴﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻡ ﺍﻻﻁﻼﻉ ﻋﻠﻴﻪ ﻭﻋﺭﻀﻪ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺒﻨﺎﺀ ﻋﻠﻴﻪ‬
‫ﻓﺈﻥ ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﻤﻨﻁﻘﻲ ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻫﻭ ﺍﻥ ﺘﻜﻭﻥ ﻗﺒل ﻜل ﻫﺫﻩ ﺍﻝﺨﻁﻭﺍﺕ‪.‬‬
‫‪ – 2‬ﺍﻥ ﺍﻻﻁﻼﻉ ﺍﻝﻤﻌﻤﻕ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻴﻔﻴﺩ ﺍﻝﺒﺎﺤﺙ ﻜﺜﻴﺭﺍ ﻓﻲ ﻭﻀﻊ‬
‫ﺍﻝﻬﻴﻜل ﺍﻝﻌﺎﻡ ﻝﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻴﺘﻴﺢ ﻝﻪ ﻝﻴﺱ ﻓﻘﻁ ﺒﻨﺎﺀ ﺍﻻﻁﺎﺭ ﺍﻝﻤﻨﻬﺠﻲ ﺒﺸﻜل ﻋﻠﻤﻲ‬
‫ﻭﻤﺘﻤﺎﺴﻙ‪ ،‬ﺒل ﺍﻴﻀﺎ ﺘﺤﺩﻴﺩ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﺼﺎﺩﺭ ﻭﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﺘﻲ ﻴﺤﺘﺎﺠﻬﺎ‬
‫ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﻁﺭﻴﻘﺔ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ ﺍﻥ ﺨﻁﻭﺓ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺘﻌﺩ‬
‫ﺨﻁﻭﺓ ﻤﺒﻜﺭﺓ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﻭﻗﻌﻬﺎ ﺍﻝﻁﺒﻴﻌﻲ ﺍﻥ ﺘﻜﻭﻥ ﻤﺒﺎﺸﺭﺓ‬
‫ﺒﻌﺩ ﺘﺤﺩﻴﺩ ﺍﻝﺒﺎﺤﺙ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺴﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻓﻤﺎ ﺍﻥ ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ﻭﺼﻴﺎﻏﺘﻬﺎ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ ﺤﺘﻰ ﻴﻨﺘﻘل ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﻤﺴﺢ ﺍﻝﻤﻜﺘﺒﺔ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻭﺍﻝﺘﺭﺍﺙ ﺍﻝﻌﻠﻤﻲ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﻜﺘﺏ ﺤﻭل ﻤﻭﻀﻭﻉ ﺒﺤﺜﻪ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺠﻬﻭﺩ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ ﻓﻲ ﺘﺼﻤﻴﻡ ﻤﺨﻁﻁﻪ ﺍﻝﺒﺤﺜﻲ ﺒﻜل ﺘﻔﺎﺼﻴﻠﻪ‪.‬‬

‫ﺴﺎﺒﻌﺎ‪ :‬ﺘﺭﺘﻴﺏ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ﻴﺠﺏ ﺍﻥ ﺘﻭﻀﻊ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﺘﻌﺭﺽ ﻭﻓﻕ ﺴﻴﺎﻕ ﻋﻠﻤﻲ ﻤﻌﻴﻥ ﻴﺘﺴﻡ‬
‫ﺒﺎﻝﺘﻨﻅﻴﻡ ﻭﺍﻝﻤﻨﻁﻘﻴﺔ‪ ،‬ﺒﻌﻴﺩﺍ ﻋﻥ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﻭﺍﻻﺭﺘﺠﺎﻝﻴﺔ‪ ،‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻻﻁﺎﺭ ﻫﻨﺎﻙ ﺃﻜﺜﺭ‬
‫ﻤﻥ ﺍﺴﻠﻭﺏ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻝﻪ ﺘﺭﺘﻴﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺒﻌﻀﻬﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﺘﻘﺴﻴﻡ‬
‫ﺍﻝﻤﻭﻀﻭﻋﻲ‪ ،‬ﻭﺒﻌﻀﻬﺎ ﻴﺘﻡ ﻭﻓﻕ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺒﻌﻀﻬﺎ ﻭﻓﻕ ﺘﺎﺭﻴﺦ ﺍﻨﺠﺎﺯﻫﺎ‪،‬‬
‫ﻤﻥ ﺍﻷﺤﺩﺙ ﺇﻝﻰ ﺍﻷﻗﺩﻡ ﺃﻭ ﻤﻥ ﺍﻷﻗﺩﻡ ﺇﻝﻰ ﺍﻷﺤﺩﺙ‪ ،‬ﻭﺍﻝﺒﻌﺽ ﻴﺨﺘﺎﺭ ﺍﺴﻠﻭﺏ ﺍﻝﺘﻘﺴﻴﻡ‬
‫ﺍﻝﺠﻐﺭﺍﻓﻲ ﻤﺤﻠﻲ ﻭﺩﻭﻝﻲ‪ ،‬ﻭﻴﺨﺘﺎﺭ ﺍﻝﺒﻌﺽ ﺘﻘﺴﻴﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻓﻕ ﻤﻌﻴﺎﺭ ﻤﺩﻯ‬
‫ﺍﺘﺼﺎﻝﻬﺎ ﺒﺼﻭﺭﺓ ﻤﺒﺎﺸﺭﺓ ﺃﻭ ﻏﻴﺭ ﻤﺒﺎﺸﺭﺓ ﺒﻤﻭﻀﻭﻉ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﺘﺼﻨﻴﻑ ﺍﻷﻨﺴﺏ ﻭﺍﻷﺼﺢ ﻫﻭ ﺍﻝﺫﻱ ﻴﺴﺘﻔﻴﺩ ﻤﻥ ﻜل ﻫﺫﻩ ﺍﻷﺴﺎﻝﻴﺏ ﻓﻲ‬

‫ﺍﻝﻌﺭﺽ‪ ،‬ﻤﻊ ﺍﻻﻋﺘﻤﺎﺩ ﻓﻲ ﺍﻷﺴﺎﺱ ﻋﻠﻰ ﺍﻝﻤﻌﻴﺎﺭ ﺍﻝﺯﻤﻨﻲ‪ ،‬ﻤﻥ ﺍﻷﺤﺩﺙ ﺇﻝﻰ ﺍﻷﻗﺩﻡ‪،‬‬
‫ﻭﺍﻝﺫﻱ ﺘﺘﻡ ﻓﻲ ﺍﻁﺎﺭﻩ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻓﻕ ﺍﻝﺘﺼﻨﻴﻔﺎﺕ ﺍﻝﻤﺫﻜﻭﺭﺓ‪.‬‬
‫ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻴﻤﻜﻥ ﺘﻘﺴﻴﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺇﻝﻰ ﺩﺭﺍﺴﺎﺕ ﻤﺤﻠﻴﺔ‪،‬‬
‫ﻭﺩﺭﺍﺴﺎﺕ ﻋﺭﺒﻴﺔ‪ ،‬ﻭﺩﺭﺍﺴﺎﺕ ﺍﺠﻨﺒﻴﺔ‪ ،‬ﻭﻴﻌﺭﺽ ﻜل ﻤﻥ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺇﻁﺎﺭﻩ‬
‫ﻤﺭﺘﺒﺔ ﻤﻥ ﺍﻷﺤﺩﺙ ﺇﻝﻰ ﺍﻷﻗﺩﻡ‪ ،‬ﺒﺤﻴﺙ ﻴﻘﻭﻡ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺤﻠﻴﺔ – ﻤﺜﻼ –‬
‫ﺒﺎﻝﺒﺩﺀ ﺒﻌﺭﺽ ﺍﺤﺩﺙ ﺩﺭﺍﺴﺔ ﺍﺴﺘﻁﺎﻉ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ‪ ،‬ﺜﻡ ﺍﻝﺘﻲ ﺘﻠﻴﻬﺎ‪ ،‬ﺇﻝﻰ ﺍﻥ ﻴﺼل‬
‫ﺇﻝﻰ ﺍﻗﺩﻡ ﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻜﺫﺍ ﻤﻊ ﺒﻘﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻷﺠﻨﺒﻴﺔ‪.‬‬
‫ﺃﻭ ﺍﻥ ﻴﻘﻭﻡ ﺒﺘﻘﺴﻴﻤﻬﺎ ﻤﻭﻀﻭﻋﻴﺎ‪ ،‬ﻭﻫﺫﺍ ﻴﺘﻡ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻝﻠﺩﺭﺍﺴﺔ ﺃﻜﺜﺭ ﻤﻥ ﺒﻌﺩ‪،‬‬
‫ﻓﺩﺭﺍﺴﺔ – ﻤﺜﻼ – ﺤﻭل ﺍﻝﻌﻨﻑ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻲ ﻭﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﻝﻬﺎ ﺸﻘﻴﻥ‪ ،‬ﺍﻷﻭل‬
‫ﺤﻭل ﺍﻝﻌﻨﻑ ﻓﻲ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﻭﺍﻝﺜﺎﻨﻲ ﻴﺘﻌﻠﻕ ﺒﺘﻌﺭﺽ ﺍﻷﻁﻔﺎل ﻝﻠﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﺒﺤﻴﺙ‬
‫ﺘﺼﻨﻑ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﺘﺤﺕ ﻫﺫﻴﻥ ﺍﻝﺸﻘﻴﻥ‪ ،‬ﻋﻠﻰ ﺍﻥ ﺘﺭﺘﺏ ﻜل ﻤﻨﻬﺎ ﺯﻤﻨﻴﺎ ﻤﻥ‬
‫ﺍﻷﺤﺩﺙ ﺇﻝﻰ ﺍﻷﻗﺩﻡ‪.‬‬
‫ﻭﻗﺩ ﻴﺘﺴﺄل ﺍﻝﺒﻌﺽ ﻋﻥ ﺴﺒﺏ ﺍﻻﺼﺭﺍﺭ ﻋﻥ ﺍﻝﺘﺭﺘﻴﺏ ﻤﻥ ﺍﻷﺤﺩﺙ ﺇﻝﻰ ﺍﻷﻗﺩﻡ‪،‬‬
‫ﻭﻝﻴﺱ ﻤﻥ ﺍﻷﻗﺩﻡ ﺇﻝﻰ ﺍﻷﺤﺩﺙ‪ ،‬ﻭﺍﻝﻤﺒﺭﺭ ﺍﻝﺫﻱ ﻨﻘﺩﻤﻪ ﻫﻨﺎ ﻫﻭ ﺍﻨﻪ ﻤﻥ ﺍﻝﺼﻌﺏ ﺠﺩﺍ‬
‫ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺤﺩﺩ ﺩﺭﺍﺴﺔ ﻤﻌﻴﻨﺔ ﻭﻴﻘﺩﻤﻬﺎ ﻝﻨﺎ ﻋﻠﻰ ﺍﻨﻬﺎ ﺍﻷﻗﺩﻡ ﻓﻲ ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻴﻪ‪ ،‬ﻓﻨﻘﻁﺔ ﺍﻝﻘﺩﻡ ﻏﻴﺭ ﻤﺘﻨﺎﻫﻴﺔ‪ ،‬ﻭﻤﻥ ﺍﻝﺼﻌﺏ ﺘﺤﺩﻴﺩﻫﺎ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﻌﻜﺱ‬
‫ﻤﻥ ﺫﻝﻙ ﻴﻜﻭﻥ ﺍﻴﺴﺭ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺤﺩﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻷﺤﺩﺙ ﻝﻴﻨﻁﻠﻕ ﻤﻨﻬﺎ‪.‬‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﻷﺨﻁﺎﺀ ﺍﻝﺘﻲ ﻴﻘﻊ ﻓﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻋﺭﺽ‬

‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬
‫ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻘﻊ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺨﺎﺼﺔ ﺍﻝﺠﺩﺩ ﻤﻨﻬﻡ‪ ،‬ﻭﺍﻝﺫﻴﻥ ﻴﻔﺘﻘﺭﻭﻥ ﺇﻝﻰ‬
‫ﺍﻝﺨﺒﺭﺓ ﻭﺍﻝﻜﻔﺎﺀﺓ ﻓﻲ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺨﻁﺎﺀ‪ ،‬ﺍﻝﺘﻲ ﻤﻥ ﺸﺎﻨﻬﺎ ﺍﻥ ﺘﺸﻜل ﺨﻠﻼ ﻤﻨﻬﺠﻲ ﻓﻲ‬
‫ﻁﺭﻴﻘﺔ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﻴﻤﻜﻥ ﺇﺠﻤﺎل ﺘﻠﻙ ﺍﻷﺨﻁﺎﺀ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻋﺘﻤﺎﺩ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺒﻌﺽ‬

‫ﺍﻝﻤﻠﺨﺼﺎﺕ ﺍﻝﻤﺘﺎﺤﺔ ﻝﻬﺎ ﺩﻭﻥ ﺍﻝﻌﻭﺩﺓ ﺇﻝﻰ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻜﻤﻠﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻏﻴﺭ‬
‫ﻤﻠﻡ ﺒﺼﻭﺭﺓ ﻜﺎﻤﻠﺔ ﺒﺎﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻘﺩﻴﻡ ﻤﻌﻠﻭﻤﺎﺕ ﻨﺎﻗﺼﺔ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﻤﻐﻠﻭﻁﺔ‬
‫ﻭﻏﻴﺭ ﺩﻗﻴﻘﺔ ﺍﺤﻴﺎﻨﺎ‪.‬‬
‫‪ – 2‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻜﻡ ﺍﺜﻨﺎﺀ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺤﻴﺙ ﻴﻠﺠﺄ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺇﻝﻰ ﻋﺭﺽ ﺃﻜﺒﺭ ﻋﺩﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﻤﺩﻯ ﺼﻠﺘﻬﺎ ﺍﻭ ﻋﺩﻡ ﺼﻠﺘﻬﺎ‬
‫ﺒﺸﻜل ﻤﺒﺎﺸﺭ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺈﻨﺠﺎﺯﻫﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻘﻊ ﺍﻭﻝﺌﻙ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻓﺦ‬
‫ﻋﺭﺽ ﺩﺭﺍﺴﺎﺕ ﻻ ﻋﻼﻗﺔ ﻝﻬﺎ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﻌﺭﻀﻬﻡ ﺇﻝﻰ ﺍﻝﻜﺜﻴﺭ‬
‫ﻤﻥ ﺍﻻﻨﺘﻘﺎﺩﺍﺕ‪.‬‬
‫‪ – 3‬ﺘﻘﺩﻴﻡ ﻤﻌﻠﻭﻤﺎﺕ ﻨﺎﻗﺼﺔ‪ ،‬ﺤﻴﺙ ﻴﻜﺘﻔﻲ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﺘﻘﺩﻴﻡ ﻓﻘﻁ ﺒﻌﺽ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻷﺴﺎﺴﻴﺔ ﻜﺎﺴﻡ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻋﻨﻭﺍﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﻤﻜﺎﻥ ﻨﺸﺭﻩ‪ ،‬ﺩﻭﻥ ﺍﻝﺘﻁﺭﻕ‬
‫ﺇﻝﻰ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺘﻨﺎﻭﻝﻬﺎ ﺃﺜﻨﺎﺀ ﻋﺭﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪.‬‬
‫‪ – 4‬ﻋﺩﻡ ﺍﻝﺘﻌﺭﺽ ﻝﻤﻭﺍﻁﻥ ﺍﻝﻘﺼﻭﺭ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺍﻭﺠﻪ ﺍﺨﺘﻼﻓﻬﺎ‬
‫ﻭﺘﻭﺍﻓﻘﻬﺎ ﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺄﺠﺭﺍﺌﻬﺎ‪ ،‬ﻭﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻭﺠﻴﻪ ﺍﻝﻨﻘﺩ‬
‫ﺍﻝﻌﻠﻤﻲ ﻝﻬﺎ‪.‬‬
‫‪ – 5‬ﻋﺩﻡ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﻥ ﻨﺘﺎﺌﺞ ﻓﻲ ﻋﻘﺩ‬
‫ﻤﻘﺎﺭﻨﺎﺕ ﺘﺒﻴﻥ ﺃﻭﺠﻪ ﺍﻻﺘﻔﺎﻕ ﻭﺍﻻﺨﺘﻼﻑ ﺒﻴﻨﻬﺎ ﻭﺒﻴﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﺄﺠﺭﺍﺌﻬﺎ‪.‬‬
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‫ﺍﻝﻔﺼل ﺍﻝﺜﺎﻤﻥ‬
‫ﻤﻨﺎﻫﺞ ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
Copyright © 2018.
copyright law.

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STRATEGIC STUDIES AND RESEARCH
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Account: s6314207
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻭﻻ‪ :‬ﻤﻔﻬﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻭﺨﺼﺎﺌﺼﻪ‬

‫ﻤﻔﻬﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ‪:‬‬
‫ﻴﺴﺘﺨﺩﻡ ﻤﺼﻁﻠﺢ ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺒﻤﻌﺎﻥ ﻤﺘﻌﺩﺩﺓ ﻭﻤﺘﻔﺎﻭﺘﺔ‪ ،‬ﻭﺫﻝﻙ‬
‫ﺤﺴﺏ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺫﻱ ﻴﺭﺩ ﻓﻴﻪ ﺍﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﻓﺎﻝﻤﻨﻬﺞ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﺩﻴﻨﻴﺔ ﻫﻭ ﻜﺎﻓﺔ ﻁﺭﻕ‬
‫ﻭﺍﺸﻜﺎل ﻭﺍﺴﺎﻝﻴﺏ ﺍﻝﻌﺒﺎﺩﺍﺕ ﺍﻝﺘﻲ ﺘﻘﺭﺏ ﺍﻻﻨﺴﺎﻥ ﺇﻝﻰ ﺭﺒﻪ ﻤﻥ ﺨﻼل ﺍﻻﻴﻤﺎﻥ ﺍﻝﻤﻁﻠﻕ‬
‫ﺒﻤﺎ ﺠﺎﺀ ﻓﻲ ﺍﻝﻜﺘﺏ ﺍﻝﺴﻤﺎﻭﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻘﻭل ﺘﻌﺎﻝﻰ ﻓﻲ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ )ﻭﻝﻜل ﺠﻌﻠﻨﺎ‬
‫ﻤﻨﻜﻡ ﺸﺭﻋﺔ ﻭﻤﻨﻬﺎﺠﺎ()‪ ،(1‬ﻭﺍﻝﻤﻨﻬﺞ ﺒﻬﺫﺍ ﺍﻝﻤﻌﻨﻰ ﻫﻭ ﻁﺭﻴﻕ ﺍﻝﺼﻭﺍﺏ ﺍﻝﺫﻱ ﻴﻌﻜﺱ‬
‫ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻷﻭﺍﻤﺭ ﻭﺍﻝﻨﻭﺍﻫﻲ ﻭﻜﺎﻓﺔ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﺭﺒﺎﻨﻴﺔ ﻝﻴﺴﻴﺭ ﺒﺫﻝﻙ ﺍﻻﻨﺴﺎﻥ ﻭﻓﻕ ﻤﺎ‬
‫ﻫﻭ ﻤﺨﻁﻁ ﻭﻤﺤﺩﺩ ﻝﻪ‪ ،‬ﻭﺠﺎﺀ ﻓﻲ ﺍﻝﻤﻌﺠﻡ ﺍﻝﻭﺴﻴﻁ‪" :‬ﺍﻝﻨﻬﺞ ﻫﻭ ﺍﻝﻁﺭﻴﻕ ﺍﻝﻤﺴﺘﻘﻴﻡ‬
‫ﺍﻝﻭﺍﻀﺢ ‪ ..‬ﻨﻬﺞ ﺍﻝﻁﺭﻴﻕ ﺒﻴﻨﻪ ﻭﺴﻠﻜﻪ" )‪ ،( 2‬ﻭﺠﺎﺀ ﻓﻲ ﻝﺴﺎﻥ ﺍﻝﻌﺭﺏ "ﺍﻝﻨﻬﺞ ﻫﻭ‬
‫ﺍﻝﻁﺭﻴﻕ‪ ..‬ﻭﺍﻨﺘﻬﺞ ﺍﻝﻁﺭﻴﻕ ﺼﺎﺭ ﻨﻬﺠﺎ ‪ ..‬ﻭﻨﻬﺠﺕ ﺍﻝﻁﺭﻴﻕ ﺍﺒﻨﺘﻪ ﻭﺃﻭﻀﺤﺘﻪ ‪..‬‬
‫)‪(3‬‬
‫ﻭﻨﻬﺠﺕ ﺍﻝﻁﺭﻴﻕ ﺴﻠﻜﺘﻪ"‪.‬‬

‫ﺍﻤﺎ ﻓﻲ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻓﻴﺴﺘﺨﺩﻡ ﻤﺼﻁﻠﺢ ﺍﻝﻤﻨﻬﺞ ﻝﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﻤﻘﺭﺭﺍﺕ‬

‫ﺍﻝﺩﺭﺍﺴﻴﺔ ﻭﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﺩﺭﻴﺴﻬﺎ ﻓﻲ ﻤﺭﺍﺤل ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ‬
‫ﻴﺸﻴﺭ ﺍﻝﻤﻨﻬﺞ ﻝﺩﻯ ﺍﺼﺤﺎﺏ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻻﻴﺩﻭﻝﻭﺠﻴﺎﺕ ﺇﻝﻰ ﺍﻝﺭﺅﻯ ﻭﺍﻝﻤﻌﺘﻘﺩﺍﺕ‬
‫ﻭﺍﻝﻤﺫﺍﻫﺏ ﺍﻝﻔﻜﺭﻴﺔ‪ ،‬ﺒﺤﻴﺙ ﻴﻌﺩ ﺍﻝﻤﻨﻬﺞ ﻭﻓﻘﺎ ﻝﻬﺅﻻﺀ ﺭﺅﻴﺔ ﻓﻜﺭﻴﺔ ﻤﺘﻜﺎﻤﻠﺔ ﻭﻤﻌﺘﻘﺩ‬
‫ﻓﻜﺭﻱ ﻴﻬﺘﺩﻯ ﺒﻪ ﻓﻲ ﻁﺭﺡ ﻭﺘﻘﺩﻴﻡ ﻭﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‬

‫‪ -1‬ﺴﻭﺭﺓ ﺍﻝﻤﺎﺌﺩﺓ‪ ،‬ﺍﻵﻴﺔ ‪.48‬‬

‫‪ -2‬ﻤﺠﻤﻊ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﻤﻌﺠﻡ ﺍﻝﻭﺴﻴﻁ‪ ،‬ﻁ‪ ،5‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﺸﺭﻭﻕ ﺍﻝﺩﻭﻝﻴﺔ‪2010 ،‬ﻡ‪،‬‬
‫ﺹ‪.996‬‬
‫‪ -3‬ﺍﺒﻥ ﻤﻨﻅﻭﺭ‪ ،‬ﻝﺴﺎﻥ ﺍﻝﻌﺭﺏ‪ ،‬ﻁ‪ ،3‬ﺍﻝﻤﺠﻠﺩ ﺍﻝﺭﺍﺒﻊ ﻋﺸﺭ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺼﺎﺩﺭ‪2004 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.365‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﻴﻘﺎل – ﻤﺜﻼ – ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺎﺭﻜﺴﻲ‪ ،‬ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﺭﺃﺴﻤﺎﻝﻲ ‪ ..‬ﻭﻏﻴﺭ‬

‫ﺫﻝﻙ‪.‬‬
‫ﻭﻴﻁﻠﻕ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ ‪ ،METHOD‬ﻭﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ‬
‫‪ ،METHODE‬ﻭﻫﻲ ﺒﻨﻔﺱ ﺍﻝﻤﻌﻨﻰ ﻓﻲ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻠﻐﺎﺕ ﺍﻷﺨﺭﻯ ﻜﺎﻝﻴﻭﻨﺎﻨﻴﺔ‬
‫ﻭﺍﻻﻴﻁﺎﻝﻴﺔ‪ ،‬ﻭﺘﻌﻨﻲ ﻓﻲ ﻜل ﻫﺫﻩ ﺍﻝﻠﻐﺎﺕ ﺍﻝﻁﺭﻴﻘﺔ ﺃﻭ ﺍﻻﺴﻠﻭﺏ ﺃﻭ ﺍﻝﺘﻨﻅﻴﻡ‪ ،‬ﻭﺍﺴﺘﻌﻤﻠﻬﺎ‬
‫ﺍﻓﻼﻁﻭﻥ ﺒﻤﻌﻨﻰ ﺍﻝﺒﺤﺙ ﺃﻭ ﺍﻝﻨﻅﺭ ﺍﻭ ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﻭﺍﺴﺘﺨﺩﻤﻬﺎ ﺍﺭﺴﻁﻭ ﺒﻤﻌﻨﻰ ﺍﻝﺒﺤﺙ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﻤﺕ ﺍﺒﺘﺩﺍﺀ ﻤﻥ ﻋﺼﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻻﻭﺭﻭﺒﻴﺔ ﺒﻤﻌﻨﻰ ﻁﺎﺌﻔﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﺎﻤﺔ‬
‫)‪(1‬‬
‫ﺍﻝﻤﺼﺎﻏﺔ ﻤﻥ ﺍﺠل ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﻴﻘﺔ ﻓﻲ ﺍﻝﻌﻠﻡ‪.‬‬
‫ﻭﺍﺴﺘﺨﺩﻡ "ﺍﻭﺠﺴﺕ ﻜﻭﻨﺕ" ﻜﻠﻤﺔ ‪ METHODOLOGY‬ﻝﻴﻌﻨﻲ ﺒﻬﺎ ﺍﻝﻁﺭﻕ‬
‫ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﻴﻘﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ "ﺭﺍﻤﻭﺱ" ﻫﻭ ﺼﺎﺤﺏ ﺍﻝﻔﻀل‬
‫ﻓﻲ ﺍﻝﺘﺄﻜﻴﺩ ﺍﻝﻭﺍﻀﺢ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻭﺠﺩ ﺼﺩﻯ ﻭﺍﻀﺤﺎ‬
‫ﻓﻲ ﻋﺼﺭ ﺍﻝﻨﻬﻀﺔ ‪ ..‬ﻭﻤﻨﺫ ﺍﻝﻘﺭﻥ ﺍﻝﺴﺎﺒﻊ ﻋﺸﺭ ﺘﻜﻭﻨﺕ ﻓﻜﺭﺓ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﻤﻌﻨﻰ‬
‫ﺍﻻﺼﻁﻼﺤﻲ ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻪ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﻴﺩ ﻓﺭﻨﺴﻴﺱ ﺒﻴﻜﻭﻥ ﻭﻏﻴﺭﻩ ﻤﻥ ﺍﻝﻔﻼﺴﻔﺔ‬
‫ﻭﺍﻝﻌﻠﻤﺎﺀ ﺍﻝﺫﻴﻥ ﺍﻫﺘﻤﻭﺍ ﺒﺎﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﻗﺩ ﺤﺩﺩﻭﺍ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ‪ :‬ﺍﻝﻁﺭﻴﻕ‬
‫ﺍﻝﻤﺅﺩﻱ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺒﻭﺍﺴﻁﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﺘﻲ ﺘﻘﻭﺩ‬
‫)‪(2‬‬
‫ﺴﻴﺭ ﺍﻝﺘﻔﻜﻴﺭ ﻭﺘﺤﺩﺩ ﻋﻤﻠﻴﺎﺘﻪ ﺤﺘﻰ ﻴﺼل ﺇﻝﻰ ﻨﺘﻴﺠﺔ ﻤﻌﻴﻨﺔ‪.‬‬
‫ﻭﻗﺩ ﺘﻌﺩﺩﺕ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﻲ ﻭﻀﻌﻬﺎ ﺍﻝﻤﺘﺨﺼﺼﻭﻥ ﻭﺍﻝﺒﺎﺤﺜﻭﻥ ﻝﻜﻠﻤﺔ ﺍﻝﻤﻨﻬﺞ‪،‬‬
‫ﺤﻴﺙ ﻴﻌﺭﻑ ﺍﻝﻤﻨﻬﺞ ﺒﺎﻨﻪ "ﺍﻝﻁﺭﻴﻕ ﺍﻝﻤﺅﺩﻱ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ‬
‫ﺒﻭﺍﺴﻁﺔ ﻁﺎﺌﻔﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﺎﻤﺔ ﺘﻬﻴﻤﻥ ﻋﻠﻰ ﺴﻴﺭ ﺍﻝﻌﻘل ﻭﺘﺤﺩﺩ ﻋﻤﻠﻴﺎﺘﻪ ﺤﺘﻰ‬

‫‪ -1‬ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺍﺴﺱ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪،‬‬

‫ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﻠﻤﻲ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.362،363‬‬
‫‪ -2‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ – ﺍﻻﺼﻭل ﺍﻝﻨﻅﺭﻴﺔ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012 ،‬ﻡ‪ ،‬ﺹ‪34‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫)‪( 1‬‬
‫ﻜﻤﺎ ﻴﻌﺭﻑ ﺍﻝﻤﻨﻬﺞ ﺒﺎﻨﻪ "ﻁﺭﻴﻕ ﺍﺠﺭﺍﺌﻲ ﻤﺭﻜﺏ‬ ‫ﻴﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻌﻠﻭﻤﺔ‪"،‬‬
‫ﻭﻤﺘﻜﺎﻤل ﻴﻌﺘﻤﺩﻩ ﺍﻝﺒﺎﺤﺙ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺤﻘﻴﻘﺔ ﺠﺩﻴﺩﺓ ﻴﻨﺸﺩﻫﺎ ﻝﻠﺘﻐﻠﺏ ﻋﻠﻰ ﻤﺸﻜﻠﺔ‬
‫ﺘﺴﺘﻬﻭﻴﻪ ﺃﻭ ﻏﺎﻤﻀﺔ ﻋﻠﻴﻪ")‪ ،(2‬ﻭﺍﻝﻤﻨﻬﺞ ﻜﺫﻝﻙ ﻫﻭ "ﻁﺭﻗﺎ ﻤﻨﺘﻅﻤﺔ ﻻﻜﺘﺸﺎﻑ ﻭﺘﺤﻠﻴل‬
‫ﻭﺘﻔﺴﻴﺭ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻐﺎﻤﻀﺔ‪ ،‬ﺍﻭ ﺘﻭﻀﻴﺢ ﺤﻘﺎﺌﻕ ﻝﻡ ﺘﻔﻬﻡ ﺒﺼﻭﺭﺓ ﺩﻗﻴﻘﺔ")‪ ،(3‬ﻭﺍﻝﻤﻨﻬﺞ‬
‫)‪(4‬‬
‫ﻫﻭ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻷﻗﺼﺭ ﻭﺍﻷﺴﻠﻡ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻬﺩﻑ ﺍﻝﻤﻨﺸﻭﺩ‪.‬‬

‫ﻭﺘﻌﻨﻲ ﻜﻠﻤﺔ ﻤﻨﻬﺞ ﺍﻴﻀﺎ ﻜﻴﻔﻴﺔ ﺃﻭ ﻁﺭﻴﻘﺔ ﺍﻭ ﻓﻌل ﺃﻭ ﺘﻌﻠﻴﻡ ﺸﻲﺀ ﻤﻌﻴﻥ ﻭﻓﻘﺎ‬
‫)‪( 5‬‬
‫ﻭﻴﺭﻯ ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺒﺩﻭﻱ ﺒﺎﻥ‬ ‫ﻝﺒﻌﺽ ﺍﻝﻤﺒﺎﺩﺉ ﺒﺼﻭﺭﺓ ﻤﺭﺘﺒﺔ ﻭﻤﻨﺴﻘﺔ ﻭﻤﻨﻅﻤﺔ‪،‬‬
‫ﺍﻝﻤﻨﻬﺞ ﻫﻭ" ﻓﻥ ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﺼﺤﻴﺢ ﻝﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻌﺩﻴﺩﺓ ﺍﻤﺎ ﻤﻥ ﺍﺠل ﺍﻝﻜﺸﻑ‬
‫ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ ﺤﻴﻥ ﻨﻜﻭﻥ ﺠﺎﻫﻠﻴﻥ ﺒﻬﺎ‪ ،‬ﺃﻭ ﻤﻥ ﺍﺠل ﺍﻝﺒﺭﻫﻨﺔ ﻋﻠﻴﻬﺎ ﻝﻸﺨﺭﻴﻥ ﺤﻴﻥ ﻨﻜﻭﻥ‬
‫ﺒﻬﺎ ﻋﺎﺭﻓﻴﻥ‪ ،‬ﻓﺜﻤﺔ ﻨﻭﻋﺎﻥ ﻤﻥ ﺍﻝﻤﻨﻬﺞ‪ :‬ﺍﺤﺩﻫﻤﺎ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ‪ ،‬ﻭﻴﺴﻤﻰ ﺍﻝﺘﺤﻠﻴل‬
‫ﺃﻭ ﻤﻨﻬﺞ ﺍﻝﺤل‪ ،‬ﻭﻴﻤﻜﻥ ﺍﻥ ﻴﺩﻋﻰ ﺍﻴﻀﺎ ﻤﻨﻬﺞ ﺍﻻﺨﺘﺭﺍﻉ‪ ،‬ﻭﺍﻷﺨﺭ ﻫﻭ ﺍﻝﺨﺎﺹ‬
‫)‪(6‬‬
‫ﺒﺘﺤﻠﻴﻠﻬﺎ ﻝﻸﺨﺭﻴﻥ ﺒﻌﺩ ﺍﻥ ﻨﻜﻭﻥ ﻗﺩ ﺍﻜﺘﺸﻔﻨﺎﻫﺎ‪ ،‬ﻴﺴﻤﻰ ﺒﺎﻝﺘﺭﻜﻴﺏ ﺍﻭ ﻤﻨﻬﺞ ﺍﻝﺘﺄﻝﻴﻑ‪"،‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻝﻤﻨﻬﺞ ﺍﻴﻀﺎ ﺒﺎﻨﻪ ﺍﻝﻁﺭﻴﻕ ﺍﻝﻤﺅﺩﻱ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺒﺎﺴﻁ ﻤﺤﻤﺩ ﺤﺴﻥ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁ‪ ،5‬ﻤﻁﺒﻌﺔ ﺍﻝﺒﻴﺎﻥ ﺍﻝﻌﺭﺒﻲ‪ ،‬ﺹ‪.329‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﺯﻴﺎﺩ ﺤﻤﺩﺍﻥ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻜﻨﻅﺎﻡ‪ ،‬ﺴﻠﺴﻠﺔ ﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺤﺩﻴﺜﺔ‪ ،28 ،‬ﻋﻤﺎﻥ‪1989 ،‬ﻡ‪،‬‬
‫ﺹ‪.60‬‬
‫‪ -3‬ﻋﺎﺼﻡ ﺍﻻﻋﺭﺠﻲ‪ ،‬ﺍﻝﻭﺠﻴﺯ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﻤﻨﻅﻭﺭ ﺍﺩﺍﺭﻱ ﻤﻌﺎﺼﺭ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻝﻔﻜﺭ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1996 ،‬ﻡ‪ ،‬ﺹ‪.5‬‬
‫‪ -4‬ﻤﺤﻤﺩ ﺍﺤﻤﺩ ﺍﻝﺯﻋﺒﻲ‪ ،‬ﺍﻝﺘﻐﻴﻴﺭ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁ‪ ،3‬ﺒﻴﺭﻭﺕ‪1982 ،‬ﻡ‪ ،‬ﺹ‪.30‬‬
‫‪ -5‬ﻋﻤﺎﺭ ﻋﻭﺍﺒﺩﻱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﻓﻲ ﻤﻴﺩﺍﻥ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻘﺎﻨﻭﻨﻴﺔ‪ ،‬ﻁ‪ ،3‬ﺍﻝﺠﺯﺍﺌﺭ‪،‬‬
‫ﺩﻴﻭﺍﻥ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ ﺍﻝﺠﺎﻤﻌﻴﺔ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.139‬‬
‫‪ -6‬ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺒﺩﻭﻱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻭﻜﺎﻝﺔ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪1977 ،‬ﻡ‪ ،‬ﺹ‪3،4‬‬
‫ﻓﻲ‪ :‬ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺍﺴﺱ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﻠﻤﻲ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.81‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺒﻭﺍﺴﻁﺔ ﻁﺎﺌﻔﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﺘﻬﻴﻤﻥ ﻋﻠﻰ ﺴﻴﺭ ﺍﻝﻌﻘل‪ ،‬ﻭﺘﺤﺩﺩ ﻋﻤﻠﻴﺎﺘﻪ‬
‫ﺤﺘﻰ ﻴﺼل ﺇﻝﻰ ﻨﺘﻴﺠﺔ ﻤﻌﻠﻭﻤﺔ)‪.(1‬‬
‫ﻭﻴﺸﻴﺭ ﻤﺼﻁﻠﺢ ﺍﻝﻤﻨﻬﺞ ﺇﻝﻰ ﻁﺭﻴﻘﺔ ﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﻤﻌﺭﻓﺔ ﻭﺍﻻﺴﺘﻘﺼﺎﺀ‪،‬‬
‫ﻭﻴﺴﺘﺨﺩﻡ ﺍﻴﻀﺎ ﻝﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻝﺘﻴﺎﺭ ﺃﻭ ﺍﻝﻤﺫﻫﺏ ﺍﻭ ﺍﻝﻤﺩﺭﺴﺔ ‪ ..‬ﻭﺍﻝﻤﻌﻨﻰ ﺍﻝﻌﺎﻡ ﻝﻠﻤﻨﻬﺞ‬
‫)‪( 2‬‬
‫ﻫﻭ ﺍﻻﺴﻠﻭﺏ ﺍﻝﺫﻱ ﻴﻘﻭﺩ ﺇﻝﻰ ﻫﺩﻑ ﻤﻌﻴﻥ ﻓﻲ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﺄﻝﻴﻑ ﺃﻭ ﺍﻝﺴﻠﻭﻙ‪،‬‬
‫ﻭﺍﻝﻤﻨﻬﺞ ﻋﺒﺎﺭﺓ ﻋﻥ ﺨﻁﻭﺍﺕ ﻤﻨﻅﻤﺔ ﻴﺘﺒﻌﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﻝﻤﻭﻀﻭﻉ ﻤﺎ‪ ،‬ﺘﻴﺴﺭ‬
‫ﻋﻠﻴﻪ ﻤﻬﻤﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻝﻤﺎ ﻜﺎﻥ ﺍﻝﻤﻨﻬﺞ ﻤﺅﻝﻔﺎ ﻤﻥ ﻋﺩﺓ ﺨﻁﻭﺍﺕ‬
‫ﻤﺘﻨﺎﺴﻘﺔ ﻭﻤﺘﺭﺍﺒﻁﺔ ﻓﻬﺫﺍ ﻴﺤﺘﻡ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻜﻭﻥ ﻋﺎﺭﻓﺎ ﺘﻤﺎﻤﺎ ﺒﻬﺎ ﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ‬
‫ﺍﻥ ﻴﺴﻴﺭ ﻋﻠﻰ ﻫﺩﻴﻬﺎ ﻤﻥ ﺒﺩﺍﻴﺔ ﺒﺤﺜﻪ ﺤﺘﻰ ﺃﺨﺭﻩ‪ ،‬ﻭﻻ ﻴﺤﻴﺩ ﻋﻥ ﻁﺭﻴﻘﻬﺎ ﻤﻁﻠﻘﺎ‪ ،‬ﻭﺇﻻ‬
‫ﺘﺎﻩ ﻓﻲ ﺴﺒﻴﻠﻪ ﻭﻀل ﻋﻥ ﻤﻨﻬﺠﻪ‪ ،‬ﻭﻝﻡ ﻴﺤﻘﻕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺭﺠﻭﺓ‪(3)،‬ﻜﻤﺎ ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﻫﻭ‬
‫ﺍﻝﻁﺭﻕ ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﻲ ﻴﺘﺒﻌﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺴﻭﺍﺀ ﺒﻬﺩﻑ‬
‫ﺍﻻﺴﺘﻜﺸﺎﻑ ﺃﻭ ﺍﻝﻭﺼﻑ ﺍﻭ ﺍﻝﺘﻔﺴﻴﺭ ﺍﻭ ﺍﻝﺘﻨﺒﺅ ‪ ..‬ﻭﻴﺘﻀﻤﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻻﺴﺎﻝﻴﺏ‬
‫ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﺒﻊ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﻤﻭﻀﻭﻉ )‪ ،( 4‬ﻭﻴﺫﻫﺏ‬
‫ﺍﻝﺒﻌﺽ ﺇﻝﻰ ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﻫﻭ ﻋﻠﻡ ﺍﻝﺘﻔﻜﻴﺭ ﺃﻭ ﻁﺭﻴﻘﺔ ﺍﻜﺘﺴﺎﺏ ﺍﻝﻤﻌﺭﻓﺔ‪ ،‬ﺃﻭ ﻫﻭ ﺍﻝﻁﺭﻴﻘﺔ‬
‫ﺍﻝﺘﻲ ﻴﺘﺒﻌﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﻴﻘﺔ ﺃﻭ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ‬
‫ﺍﻝﻤﺭﺠﻭﺓ‪ ،‬ﻭﻫﻭ ﺍﻴﻀﺎ ﺨﻁﻭﺍﺕ ﻤﻨﻅﻤﺔ ﻴﺘﺒﻌﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ‬
‫)‪(5‬‬
‫ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺭﺠﻭﺓ‪.‬‬

‫‪ -1‬ﻁﻠﻌﺕ ﻫﻤﺎﻡ‪ ،‬ﺴﻴﻥ ﻭﺠﻴﻡ ﻋﻥ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪1984 ،‬ﻡ‪ ،‬ﺹ‪.5‬‬

‫‪ -2‬ﻨﻭﺭﺍﻝﻬﺩﻯ ﻝﻭﺸﻥ‪ ،‬ﻤﺒﺎﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻝﻠﻐﺔ ﻭﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻠﻐﻭﻱ‪ ،‬ﺍﻝﺸﺎﺭﻗﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ ﺍﻝﺠﺎﻤﻌﻲ‬
‫ﺍﻝﺤﺩﻴﺙ‪2008 ،‬ﻡ‪ ،‬ﺹ‪.284،285‬‬
‫‪ -3‬ﺤﺴﻥ ﻤﺤﻤﺩ ﺘﻘﻲ ﺴﻌﻴﺩ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻝﻴﺒﻴﺎ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺴﺎﺒﻊ ﻤﻥ‬
‫ﺍﺒﺭﻴل‪1992 ،‬ﻡ‪ ،‬ﺹ‪..13‬‬
‫‪ -4‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.34‬‬
‫‪ -5‬ﺍﺒﺭﺍﻫﻴﻡ ﺍﻝﻁﺎﻫﺭ ﺍﻝﺸﺭﻴﻑ‪ ،‬ﺍﻝﻤﻔﻴﺩ ﻓﻲ ﺍﺼﻭل ﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﻭﺙ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻝﻴﺒﻴﺎ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺴﺎﺒﻊ ﻤﻥ‬
‫‪Copyright © 2018.‬‬

‫ﺍﺒﺭﻴل‪2010 ،‬ﻡ‪ ،‬ﺹ‪.15‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻴﻤﻜﻨﻨﺎ ﺘﻌﺭﻴﻑ ﺍﻝﻤﻨﻬﺞ ﺒﺎﻨﻪ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‬

‫ﺍﻝﺼﺎﺭﻤﺔ ﻭﺍﻝﻤﻨﻀﺒﻁﺔ ﻭﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﺘﻲ ﻴﺴﺘﺨﺩﻤﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺭﺤﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺒﻐﻴﺔ ﻓﻙ‬
‫ﺍﻝﻐﻤﻭﺽ ﺍﻝﺫﻱ ﻴﺤﻴﻁ ﺒﺎﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻬﺩﻑ‬
‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺍﻻﺴﺘﻨﺘﺎﺠﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ‪.‬‬
‫ﻭﻋﻠﻰ ﻀﻭﺀ ﻜل ﻤﺎ ﺘﻘﺩﻡ ﻓﺈﻥ ﻋﻠﻡ ﺍﻝﻤﻨﺎﻫﺞ ﻫﻭ ﺍﻝﻌﻠﻡ ﺍﻝﺫﻱ ﻴﺘﻭﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻁﺭﻕ‬
‫ﺍﻝﺘﻲ ﻴﺘﺒﻌﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻤﻥ ﺍﺠل ﺍﻝﺒﺤﺙ ﻓﻲ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ ﺒﻐﺭﺽ ﺍﻜﺘﺸﺎﻑ ﺍﻝﺤﻘﻴﻘﺔ‬
‫ﻭﻓﻬﻤﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﻭﺘﺘﻌﺩﺩ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺘﺘﻌﺩﺩ ﻜﺫﻝﻙ ﺍﺴﺘﺨﺩﺍﻤﺎﺘﻬﺎ ﺒﺘﻌﺩﺩ‬
‫ﺍﻝﻌﻠﻭﻡ‪ ،‬ﻓﻬﻨﺎﻙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ‪ ،‬ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪ .. ،‬ﻭﻏﻴﺭ‬
‫ﺫﻝﻙ ﻤﻥ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ‪ ..‬ﻭﻗﺩ ﺘﺘﻁﻠﺏ ﺩﺭﺍﺴﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﻬﺞ‬
‫ﻭﺍﺤﺩ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺘﻁﻠﺏ ﺍﻷﻤﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻜﺜﺭ ﻤﻥ ﻤﻨﻬﺞ ﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻭﻓﻘﺎ‬
‫ﻝﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺘﺤﻘﻴﻘﻬﺎ‪ ،‬ﻭﺍﻝﻔﺭﻭﺽ ﺍﻝﺘﻲ ﻴﺭﻴﺩ‬
‫ﺍﺨﺘﺒﺎﺭﻫﺎ‪ ،‬ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﻲ ﻴﺭﻴﺩ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻭﻻﺒﺩ ﻤﻥ ﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ ﺍﻥ ﻜل ﻤﺠﺎل ﻤﻥ ﻤﺠﺎﻻﺕ ﺍﻝﻤﻌﺭﻓﺔ ﻴﺘﻤﻴﺯ ﺒﺎﺴﺘﺨﺩﺍﻡ‬
‫ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻁﺭﻕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﺒﺤﺙ ﻓﻲ ﻤﺠﺎل ﺍﻝﻤﻌﺭﻓﺔ ﻋﻥ ﻤﺯﻴﺩ ﻤﻥ ﺍﻝﻤﻌﺭﻓﺔ‪،‬‬
‫ﻭﺘﺨﺘﻠﻑ ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﻭﻗﻭﺍﻋﺩ ﺍﻝﺒﺭﻫﺎﻥ ﻭﺍﺠﺭﺍﺀﺍﺕ ﺍﻝﺘﺤﻘﻴﻕ ﻭﻤﻌﺎﻴﻴﺭ ﺍﻝﺤﻜﻡ ﻤﻥ‬
‫)‪(1‬‬
‫ﻤﺠﺎل ﻤﻌﺭﻓﻲ ﻷﺨﺭ‪.‬‬
‫ﻭﻨﺴﺘﻨﺘﺞ ﻤﻥ ﻜل ﻤﺎ ﺴﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻫﻭ ﻁﺭﻴﻘﺔ ﻴﺴﺘﺨﺩﻤﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻝﺤل ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻓﻙ ﺍﻝﻐﻤﻭﺽ ﺍﻝﺫﻱ ﻴﺤﻴﻁ ﺒﺎﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﻲ ﺘﺸﻐل ﺒﺎل ﺍﻝﺒﺎﺤﺜﻴﻥ‪.‬‬
‫‪ – 2‬ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﻫﻭ ﻁﺭﻴﻘﺔ ﻋﻠﻤﻴﺔ ﺘﺘﺴﻡ ﺒﺎﻝﺘﻨﻅﻴﻡ ﻭﺍﻝﺘﻨﺴﻴﻕ ﻭﺍﻝﺘﺭﺘﻴﺏ‪.‬‬

‫‪ - 1‬ﻋﺎﺩل ﺍﻝﺴﻜﺭﻱ‪ ،‬ﻨﻅﺭﻴﺔ ﺍﻝﻤﻌﺭﻓﺔ ﻤﻥ ﺴﻤﺎﺀ ﺍﻝﻔﻠﺴﻔﺔ ﺇﻝﻰ ﺍﺭﺽ ﺍﻝﻤﺩﺭﺴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.194،195‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 3‬ﺍﻥ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻫﻲ ﻭﺤﺩﻫﺎ ﺍﻝﻜﻔﻴﻠﺔ ﺒﺎﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺤﻘﺎﺌﻕ‬

‫ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫‪ – 4‬ﺍﻥ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺘﺨﻀﻊ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺱ ﻭﺍﻝﻘﻭﺍﻋﺩ‬
‫ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﺼﺎﺭﻤﺔ ﺍﻝﺘﻲ ﻻﺒﺩ ﻤﻥ ﺍﺘﺒﺎﻋﻬﺎ ﻭﺍﻻﻝﺘﺯﺍﻡ ﺒﻀﻭﺍﺒﻁﻬﺎ‪.‬‬
‫‪– 5‬ﺍﻥ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻤﺤل ﺜﻘﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻨﺘﺎﺌﺠﻬﺎ ﺩﻗﻴﻘﺔ‬
‫ﻭﻤﻁﻤﺌﻨﺔ‪.‬‬
‫‪ – 6‬ﺍﻥ ﻝﻬﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻫﺩﺍﻑ ﻭﻏﺎﻴﺎﺕ ﻭﺍﻀﺤﺔ ﻭﻤﻠﻤﻭﺴﺔ‪.‬‬
‫ﻭﻫﺫﻩ ﺒﻌﺽ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﻴﺠﺏ ﻤﻌﺭﻓﺘﻬﺎ ﺤﻭل ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺘﺤﺩﻴﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻭ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻲ ﻴﺴﺘﺨﺩﻤﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺘﻪ ﻴﺘﻭﻗﻑ‬
‫ﻋﻠﻰ ﺍﻝﻬﺩﻑ ﺍﻝﺫﻱ ﻴﺴﻌﻰ ﺇﻝﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻬﺩﻑ ﺇﻝﻰ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺫﺍﺕ ﻁﺎﺒﻊ ﺘﺎﺭﻴﺨﻲ – ﻤﺜﻼ – ﻤﺘﻌﻠﻘﺔ ﺒﺄﻫﺩﺍﻑ ﻭﻭﻗﺎﺌﻊ‬
‫ﺤﺩﺜﺕ ﻓﻲ ﻭﻗﺕ ﺴﺎﺒﻕ‪ ،‬ﻭﻤﺴﺘﻌﻴﻥ ﻓﻲ ﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺭﻭﺍﺓ ﻭﺍﻝﻭﺜﺎﺌﻕ ﻓﺈﻥ ﺍﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ ﻫﻭ ﺍﻷﻨﺴﺏ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻭﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺴﻌﻰ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺃﺜﺭ‬
‫ﻅﺎﻫﺭﺓ ﻤﺎ – ﻤﺜﻼ – ﻋﻠﻰ ﻤﺠﺘﻤﻊ ﻤﻌﻴﻥ‪ ،‬ﻜﺎﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﻤﺸﺎﻫﺩﺓ ﺍﻓﻼﻡ ﺍﻝﻌﻨﻑ‬
‫ﻋﻠﻰ ﺍﻷﻁﻔﺎل ﻓﺈﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻫﻭ ﺍﻷﻨﺴﺏ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻭﻴﻠﺠﺎ ﺍﻝﺒﺤﺙ ﻫﻨﺎ‬
‫ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﺤﺩﺍﻫﻤﺎ ﻀﺎﺒﻁﺔ ﻭﺍﻷﺨﺭﻯ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ‬
‫ﻴﺴﻌﻰ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﻭﺍﺭﺍﺀ ﻤﺠﻤﻭﻋﺎﺕ ﻤﻌﻴﻨﺔ ﻨﺤﻭ ﻗﻀﻴﺔ ﻤﺎ‪ ،‬ﺍﻭ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺤﺘﻭﻯ ﺇﻋﻼﻤﻲ ﻤﻌﻴﻥ‪ ،‬ﺼﺤﻔﻲ ﺍﻭ ﺘﻠﻔﺯﻴﻭﻨﻲ ﺍﻭ ﺇﺫﺍﻋﻲ‪ ،‬ﻓﺈﻥ ﺍﻝﻤﻨﻬﺞ‬
‫ﺍﻝﻤﺴﺤﻲ ﻫﻭ ﺍﻷﻨﺴﺏ‪ ،‬ﺤﻴﺙ ﻴﺘﻴﺢ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﺘﺤﻠﻴل ﻤﻀﺎﻤﻴﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻴﺘﻀﺢ ﺍﻥ ﻫﺩﻑ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻲ ﻴﺠﺭﻴﻬﺎ ﻴﺘﺩﺨل ﻓﻲ ﺘﺤﺩﻴﺩ‬
‫ﻨﻭﻋﻴﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺫﻱ ﻋﻠﻴﻪ ﺍﻥ ﻴﺴﺘﺨﺩﻤﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻨﻪ ﻴﺠﻭﺯ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻜﺜﺭ ﻤﻥ ﻤﻨﻬﺞ ﻭﺍﺤﺩ ﻓﻲ ﺍﻝﺒﺤﺙ‬

‫ﺍﻝﻭﺍﺤﺩ‪ ،‬ﺒل ﻴﻜﺎﺩ ﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻝﺘﻌﺩﺩ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﺎﻫﺞ ﻫﻭ ﺍﻻﺴﻠﻭﺏ ﺍﻷﻤﺜل‬
‫ﻭﺍﻻﺼﺢ ﻭﺍﻻﻨﺴﺏ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺒﺼﻭﺭﺓ ﻤﺘﻜﺎﻤﻠﺔ‪ ،‬ﻓﻘﺩ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺘﻭﻅﻴﻑ‬
‫ﺒﻌﺽ ﺍﻝﺠﺯﺌﻴﺎﺕ ﻤﻥ ﻤﻨﺎﻫﺞ ﻤﺨﺘﻠﻔﺔ ﻭﻓﻕ ﻤﺎ ﻴﺭﻯ ﺍﻨﻪ ﻴﺨﺩﻡ ﺩﺭﺍﺴﺘﻪ ﻭﻴﺤﻘﻕ ﺍﻫﺩﺍﻓﻪ‪،‬‬
‫ﻭﻗﺩ ﻴﺴﺘﻔﻴﺩ ﻤﻥ ﺍﺴﺎﻝﻴﺏ ﺒﺤﺜﻴﺔ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻜل ﻤﻨﻬﺎ ﻴﺨﻀﻊ ﻝﻤﻨﻬﺞ ﻋﻠﻤﻲ ﻤﺨﺘﻠﻑ‪ ،‬ﻭﻗﺩ‬
‫ﻴﺴﺘﺨﺩﻡ ﻤﻨﻬﺠﻴﻥ ﻤﺘﻜﺎﻤﻠﻴﻥ ﺩﻓﻌﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻨﺭﻯ ﺍﻨﻪ ﻴﺩﻋﻡ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻴﻌﺯﺯ‬
‫ﻤﻭﻗﻑ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻴﺴﺎﻋﺩ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﻤﺘﻜﺎﻤﻠﺔ ﻭﻤﺤل ﺜﻘﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺫﻝﻙ‬
‫ﻴﺅﻜﺩ ﺨﺒﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻭﺘﻤﻴﺯﻩ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﻤﺨﺘﻠﻑ ﺍﻝﻤﻨﺎﻫﺞ‪ ،‬ﻭﻓﻬﻤﻪ ﻝﺘﻔﺎﺼﻴل‬
‫ﻜل ﻤﻨﻬﺎ ﻭﻜﻴﻔﻴﺔ ﺘﻭﻅﻴﻔﻬﺎ‪.‬‬
‫ﻭﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ ﻝﺩﺭﺍﺴﺔ ﻤﻀﻤﻭﻥ‬
‫ﺼﺤﻑ‪ ،‬ﺍﻭ ﻗﻨﻭﺍﺕ ﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺜﻡ ﻴﺴﺘﺨﺩﻡ ﺒﻌﺩ ﺫﻝﻙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ ﻝﻠﻤﻘﺎﺭﻨﺔ‬
‫ﺒﻴﻥ ﻤﻀﺎﻤﻴﻥ ﺍﻝﺼﺤﻑ ﻭﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺘﺤﻠﻴﻠﻬﺎ‪ ،‬ﻭﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺍﺴﻠﻭﺏ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﻀﻤﻭﻥ – ﻤﺜﻼ – ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻓﻔﻲ ﺍﻝﻤﺜﺎل ﺍﻝﻤﺸﺎﺭ‬
‫ﺍﻝﻴﻪ ﺴﺎﺒﻘﺎ ﺒﺨﺼﻭﺹ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻴﻀﺎ ﺘﺤﻠﻴل‬
‫ﻤﻀﻤﻭﻥ ﺍﻓﻼﻡ ﺍﻝﻌﻨﻑ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺤﺘﻭﺍﻫﺎ ‪ ..‬ﻭﻫﻜﺫﺍ‪.‬‬
‫‪ – 3‬ﺍﻥ ﻜل ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻠﻰ ﺫﺍﺕ ﺍﻝﻘﺩﺭ ﻤﻥ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻭﺍﻨﻪ ﻻ ﻴﻤﻜﻥ ﺍﻝﻘﻭل‬
‫ﺍﻥ ﻤﻨﻬﺞ ﻤﻌﻴﻥ ﺍﻓﻀل ﻤﻥ ﻏﻴﺭﻩ‪ ،‬ﺇﻻ ﻓﻲ ﺍﻁﺎﺭ ﺩﺭﺍﺴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺍﻷﻤﺭ ﻓﻘﻁ ﻴﺘﻭﻗﻑ‬
‫ﻋﻠﻰ ﻨﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﺍﻤﺎ ﻏﻴﺭ ﺫﻝﻙ ﻓﺈﻥ ﻜل ﺍﻝﻤﻨﺎﻫﺞ ﺘﺘﺴﺎﻭﻯ ﻤﻥ‬
‫ﺤﻴﺙ ﺍﻫﻤﻴﺘﻬﺎ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ ﺒﺄﻱ ﺤﺎل ﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻥ ﺃﻱ‬
‫ﻤﻨﻬﺎ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﺒﺤﺙ ﻭﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ ﻭﻓﻬﻤﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‪.‬‬
‫‪ – 4‬ﺍﻥ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﺴﺎﻝﻴﺒﻬﺎ ﻭﺍﺩﻭﺍﺘﻬﺎ ﻓﻲ ﺤﺎﻝﺔ ﺘﻁﻭﺭ ﺩﺍﺌﻡ‪ ،‬ﻭﻻ‬
‫ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺎﻥ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻻﺴﺎﻝﻴﺏ ﻭﺍﻻﺩﻭﺍﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﺍﻻﻥ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ﻫﻲ ﻓﻘﻁ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﻓﺎﻝﻁﺒﻴﻌﺔ ﺍﻝﺘﻁﻭﺭﻴﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻝﻠﻌﻠﻭﻡ ﺘﺠﻌل ﺍﻝﻌﻘل ﺍﻝﺒﺸﺭﻱ ﻴﻤﺘﻠﻙ ﺍﻝﻘﺩﺭﺓ ﺍﻝﺩﺍﺌﻤﺔ ﻋﻠﻰ ﺍﻜﺘﺸﺎﻑ ﻭﺍﻴﺠﺎﺩ ﻤﻨﺎﻫﺞ‬
‫ﻭﺍﺴﺎﻝﻴﺏ ﻭﺃﺩﻭﺍﺕ ﺒﺤﺜﻴﺔ ﺠﺩﻴﺩﺓ‪ ،‬ﺭﺒﻤﺎ ﺃﻜﺜﺭ ﺘﻁﻭﺭﺍ ﻭﺍﻓﺎﺩﺓ ﻭﻓﺎﻋﻠﻴﺔ ﻤﻤﺎ ﺴﺒﻘﻬﺎ‪ ،‬ﻜﻤﺎ ﻗﺩ‬
‫ﺘﻅﻬﺭ ﻝﻨﺎ ﺃﺩﻭﺍﺕ ﻭﺍﺴﺎﻝﻴﺏ ﺒﺤﺜﻴﺔ ﺠﺩﻴﺩﺓ ﻤﻥ ﺭﺤﻡ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻘﺎﺌﻤﺔ‪ ،‬ﻓﺎﻝﻌﻠﻡ ﻓﻲ ﺤﺎﻝﺔ‬
‫ﺘﻁﻭﺭ ﺩﺍﺌﻡ‪ ،‬ﻭﺍﻤﻜﺎﻨﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﺎﻫﺞ ﺠﺩﻴﺩﺓ‪ ،‬ﺃﻭ ﻅﻬﻭﺭ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺠﺩﻴﺩﺓ ﻝﻠﻤﻨﺎﻫﺞ‬
‫ﺍﻝﺤﺎﻝﻴﺔ ﺍﻤﺭﺍ ﻤﻤﻜﻨﺎ‪ ،‬ﻭﻫﻭ ﺭﻫﻴﻥ ﻓﻘﻁ ﻤﺠﻬﻭﺩﺍﺕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﻌﻠﻤﺎﺀ ﻭﺘﻁﻭﺭ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫‪ – 5‬ﺍﻥ ﻝﻜل ﻋﻠﻡ ﻤﻥ ﺍﻝﻌﻠﻭﻡ ﻤﻨﺎﻫﺠﻪ ﻭﺍﺴﺎﻝﻴﺒﻪ ﻭﺃﺩﻭﺍﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻗﺩ ﺘﺨﺘﻠﻑ‬
‫ﻋﻥ ﻤﻨﺎﻫﺞ ﻭﺍﺴﺎﻝﻴﺏ ﻭﺃﺩﻭﺍﺕ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻷﺨﺭﻯ‪ ،‬ﺫﻝﻙ ﺍﻥ ﻝﻜل ﺤﻘل ﻤﻥ‬
‫ﺍﻝﺤﻘﻭل ﺍﻝﻌﻠﻤﻴﺔ ﻅﺭﻭﻓﻪ ﻭﻤﺘﻁﻠﺒﺎﺘﻪ ﻭﺨﺼﻭﺼﻴﺎﺘﻪ ﺍﻝﺘﻲ ﻗﺩ ﺘﺨﺘﻠﻑ ﻋﻥ ﺒﻘﻴﺔ ﺍﻝﺤﻘﻭل‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻨﺠﺩ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻝﻤﻨﺎﻫﺞ ﻤﻌﻴﻨﺔ ﻓﻲ ﺤﻘﻭل ﻋﻠﻤﻴﺔ ﺒﻁﺭﻴﻘﺔ ﻤﺨﺘﻠﻔﺔ ﻋﻥ‬
‫ﺍﺴﺘﺨﺩﺍﻤﺎﺘﻬﺎ ﻓﻲ ﺤﻘﻭل ﺍﺨﺭﻯ‪ ،‬ﻭﻗﺩ ﻨﻼﺤﻅ ﺍﺭﺘﻔﺎﻉ ﻨﺴﺒﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﺎﻫﺞ ﺒﺤﺜﻴﺔ ﻓﻲ‬
‫ﺤﻘﻭل ﻋﻠﻤﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻤﻘﺎﺒل ﺘﺭﺍﺠﻌﻬﺎ ﻓﻲ ﺤﻘﻭل ﻋﻠﻤﻴﺔ ﺃﺨﺭﻯ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻨﺠﺩ ﻤﻨﺎﻫﺞ‬
‫ﻭﺍﺴﺎﻝﻴﺏ ﻭﺃﺩﻭﺍﺕ ﻓﻲ ﻋﻠﻭﻡ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻻ ﻨﺠﺩﻫﺎ ﻓﻲ ﻋﻠﻭﻡ ﺃﺨﺭﻯ‪ ،‬ﺤﺘﻰ ﺍﻨﻪ ﻴﻤﻜﻥ‬
‫ﺍﻝﻘﻭل ﺍﻥ ﻜل ﻋﻠﻡ ﻴﻨﺘﺞ ﻤﻨﺎﻫﺠﻪ‪ ،‬ﺃﻭ ﺍﻥ ﻜل ﻋﻠﻡ ﻴﻨﺤﻭ ﺒﺎﺘﺠﺎﻩ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻪ‪،‬‬
‫ﻭﺍﻝﺘﻲ ﻴﺴﺎﻋﺩ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻋﻠﻰ ﺍﻜﺘﺸﺎﻑ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺠﺩﻴﺩﺓ‪ ،‬ﻭﻓﻙ ﻭﺤل ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻘﺎﺌﻤﺔ ﻓﻲ ﺍﻁﺎﺭﻩ‪.‬‬
‫‪ – 6‬ﺍﻥ ﺍﻝﻌﻠﻡ ﺃﻱ ﻋﻠﻡ ﻻ ﻴﻤﻜﻥ ﺘﺤﺼﻴﻠﻪ ﻭﺍﺩﺭﺍﻜﻪ ﺇﻻ ﻤﻥ ﺨﻼل ﺍﻝﻤﻨﺎﻫﺞ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻝﻴﺱ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﺇﻝﻰ‬
‫ﻭﻀﻊ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ ﺇﻻ ﻋﺒﺭ ﺘﻠﻙ ﺍﻝﻤﻨﺎﻫﺞ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺠﻌﻠﻨﺎ ﻨﺫﻫﺏ ﺇﻝﻰ‬
‫ﺍﻥ ﺃﻫﻤﻴﺔ ﻭﻤﻜﺎﻨﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻻ ﺘﻘل ﺍﺒﺩﺍ ﻋﻥ ﺃﻫﻤﻴﺔ ﺍﻝﻤﻌﺎﺭﻑ ﻭﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ‪ ،‬ﺒل ﺍﻨﻨﺎ ﻨﺫﻫﺏ ﺍﻜﺜﺭ ﻤﻥ ﺫﻝﻙ ﺇﻝﻰ ﺍﻝﻘﻭل ﺍﻨﻪ ﻴﺴﺘﺤﻴل ﺍﻝﺘﺄﻜﺩ‬
‫ﻤﻥ ﺼﺩﻕ ﻭﺼﺤﺔ ﻭﺜﺒﺎﺕ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺩﻭﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻻﺴﺎﻝﻴﺏ‬
‫ﻭﺍﻝﻁﺭﻕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻥ ﺍﻝﻌﻠﻡ ﻻ ﻴﻜﻭﻥ ﻋﻠﻡ ﺇﻻ ﺒﺎﻝﻤﻨﻬﺞ ﺍﻝﺫﻱ ﻴﺴﺘﺨﺩﻤﻪ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺨﺼﺎﺌﺹ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﻴﺘﺼﻑ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺒﻌﺩﺩ ﻤﻥ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻵﺘﻲ)‪:(1‬‬
‫‪ – 1‬ﻴﻌﺘﺒﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻤﻥ ﺍﻨﺴﺏ ﺍﻝﻁﺭﻕ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻨﻪ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﻔﻌﺎﻝﺔ ﻝﻠﺘﺤﻘﻕ ﻤﻥ ﻤﺩﻯ ﺜﺒﺎﺕ ﻭﺼﺩﻕ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺘﺤﺼﻠﺔ‬
‫ﻋﻥ ﻁﺭﻴﻘﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻜﺱ ﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﺍﻝﻤﻌﺭﻓﺔ‪.‬‬
‫‪ – 2‬ﻴﻌﺘﻤﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻻﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻜﺎﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺴﻠﻴﻡ‪ ،‬ﻭﻴﺭﻓﺽ ﺍﻻﺴﺘﻨﺎﺩ ﻋﻠﻰ‬
‫ﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﺍﻝﺫﺍﺘﻴﺔ ﻭﺍﻝﻐﻴﺒﻴﺔ‪ ،‬ﻭﺍﻋﻤﺎل ﺍﻝﺸﻌﻭﺫﺓ ﻭﺍﻝﺴﺤﺭ ‪ ..‬ﻭﻤﺎ ﺇﻝﻰ ﺫﻝﻙ ﻝﻠﻭﺼﻭل ﺇﻝﻰ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺴﻠﻴﻤﺔ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻤﻴﺔ ﺘﻤﺘﻠﻙ ﺍﻝﻘﺎﺒﻠﻴﺔ ﻝﻠﺘﻁﻭﻴﺭ ﻭﻝﻠﺘﻌﺩﻴل ﺍﻴﻀﺎ‪ ،‬ﻓﻬﻲ ﻝﻴﺴﺕ‬
‫ﺠﺎﻤﺩﺓ‪ ،‬ﻭﺫﻝﻙ ﺇﺫﺍ ﻤﺎ ﺘﺄﻜﺩ ﻋﺩﻡ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺍﻨﺠﺎﺯ ﻤﺎ ﻭﻀﻌﺕ ﻷﺠﻠﻪ‪.‬‬
‫‪ – 4‬ﻴﺘﺴﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﺤﻴﺎﺩﻴﺔ ﻭﻋﺩﻡ ﺍﻝﺘﺤﻴﺯ‪ ،‬ﻭﻫﻭ ﻴﻌﺘﻤﺩ‬
‫ﻓﻲ ﺫﻝﻙ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻴﺘﺠﻨﺏ ﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﺫﺍﺘﻲ ﻭﺍﻝﻌﺎﻁﻔﻲ‬
‫ﻝﻠﻅﻭﺍﻫﺭ‪.‬‬
‫‪ – 5‬ﻴﺘﺴﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻨﻪ ﻴﺠﻤﻊ ﺒﻴﻥ ﺍﻝﺘﻔﻜﻴﺭ ﺍﻻﺴﺘﻨﺒﺎﻁﻲ ﺍﻝﺫﻱ ﻴﻨﺘﻘل ﻤﻥ‬
‫ﺍﻝﻌﺎﻡ ﺇﻝﻰ ﺍﻝﺨﺎﺹ‪ ،‬ﻭﺍﻝﺘﻔﻜﻴﺭ ﺍﻻﺴﺘﻘﺭﺍﺌﻲ ﺍﻝﺫﻱ ﻴﻨﻁﻠﻕ ﻤﻥ ﺩﺭﺍﺴﺔ ﺍﻝﺠﺯﻴﺌﺎﺕ ﻝﻴﺼل‬
‫ﺇﻝﻰ ﺍﻝﻜﻠﻴﺎﺕ‪.‬‬
‫‪ – 6‬ﻴﺘﺼﻑ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﺘﻨﻭﻉ‪ ،‬ﻓﻼ ﻴﻭﺠﺩ ﻤﻬﺞ ﻭﺍﺤﺩ ﻝﺩﺭﺍﺴﺔ ﻜﺎﻓﺔ‬
‫ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺒل ﺍﻥ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻬﺎ ﺘﺘﻌﺩﺩ ﻭﺘﺘﻨﻭﻉ‪ ،‬ﻭﻓﻘﺎ ﻝﺘﻌﺩﺩ ﻭﺘﻨﻭﻉ‬

‫‪ -1‬ﺍﻨﻅﺭ ﻓﻲ ﺫﻝﻙ‪ :‬ﻨﺠﺎﺡ ﻗﺩﻭﺭ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ‪،‬‬
‫ﻝﻴﺒﻴﺎ‪ ،‬ﺩﺍﺭ ﺸﻤﻭﻉ ﺍﻝﺜﻘﺎﻓﺔ‪2007 ،‬ﻡ‪ ،‬ﺹ‪ .82‬ﻜﺫﻝﻙ‪ :‬ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺒﺩﻭﻱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ ‪.11،12‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻌﻠﻭﻡ ﻭﺤﻘﻭﻝﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻤﻨﻁﻘﻲ‪ ،‬ﺇﺫ ﻤﻥ ﻏﻴﺭ ﺍﻝﻤﻘﺒﻭل ﻋﻠﻤﻴﺎ ﺍﻥ ﻴﺘﻡ‬
‫ﺘﺤﺩﻴﺩ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﺠﺎﻤﺩﺓ ﻝﻴﻠﺯﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﺘﻨﻭﻉ‬
‫ﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﻨﺘﻤﻭﻥ ﺇﻝﻴﻬﺎ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ‬

‫ﻤﻔﻬﻭﻡ ﺍﻝﻤﺴﺢ‪:‬‬
‫ﻴﻌﺘﺒﺭ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﺃﺤﺩ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺭﺌﻴﺴﻴﺔ ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ‪،‬‬
‫ﻭﻴﺘﺠﻪ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﺇﻝﻰ ﺘﺠﻤﻴﻊ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ ﻭﺍﻝﺴﻴﺎﺴﻴﺔ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻝﺫﻱ ﻨﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺫﻝﻙ ﺒﻘﺼﺩ‬
‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﺎ ﻴﻔﻴﺩ ﻓﻲ ﻓﻬﻡ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺘﻘﺩﻴﻡ ﺤﻠﻭل ﻝﻠﻤﺸﻜﻼﺕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﻻ ﻴﺘﻭﻗﻑ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﻋﻨﺩ ﺘﺠﻤﻴﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺼﻨﻴﻔﻬﺎ‬
‫ﻭﺘﺒﻭﻴﺒﻬﺎ‪ ،‬ﻝﻜﻨﻪ ﻴﺘﺠﺎﻭﺯ ﺫﻝﻙ ﺇﻝﻰ ﺘﻘﺩﻴﻡ ﺤﻠﻭل ﻝﻠﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﻴﻘﻭﻡ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ‬
‫ﻋﻠﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻜﺒﺭ ﻜﻡ ﻤﻤﻜﻥ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻝﻅﺎﻫﺭﺓ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺒﻐﻴﺔ ﺘﺤﻘﻴﻕ ﻗﺩﺭ ﻜﺒﻴﺭ ﻤﻥ ﺍﻝﻔﻬﻡ ﺍﻝﺸﺎﻤل ﻝﻠﻭﻀﻊ ﺍﻝﻘﺎﺌﻡ‪.‬‬
‫ﻭﻴﻌﺭﻑ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﺒﺎﻨﻪ "ﺩﺭﺍﺴﺔ ﺘﻨﺼﺏ ﻋﻠﻰ ﺍﻝﺤﺎﻀﺭ ﻭﺘﺘﻨﺎﻭل ﺍﺸﻴﺎﺀ‬
‫ﻤﻭﺠﻭﺩﺓ ﺒﺎﻝﻔﻌل ﻭﻗﺕ ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻜﻤﺎ ﻴﻌﺭﻑ ﺒﺎﻨﻪ ﺩﺭﺍﺴﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﻭﺠﻭﺩﺓ‬
‫ﻓﻲ ﺠﻤﺎﻋﺔ ﻤﻌﻴﻨﺔ ﻭﻓﻲ ﻤﻜﺎﻥ ﻤﻌﻴﻥ‪ ،‬ﻭﻋﺭﻓﻪ ﺍﻝﺒﻌﺽ ﻋﻠﻰ ﺍﻨﻪ ﺩﺭﺍﺴﺔ ﻋﻠﻤﻴﺔ ﻴﺤﺎﻭل‬
‫)‪(1‬‬
‫ﻓﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻷﻭﻀﺎﻉ ﺍﻝﻘﺎﺌﻤﺔ ﻝﻴﺴﺘﻌﻴﻥ ﺒﻬﺎ ﻋﻠﻰ ﺍﻝﺘﺨﻁﻴﻁ ﻝﻠﻤﺴﺘﻘﺒل‪".‬‬
‫ﻭﻴﻌﺭﻑ ﻫﻭﻴﺘﻨﻲ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﺒﺎﻨﻪ "ﻤﺤﺎﻭﻝﺔ ﻤﻨﻅﻤﺔ ﻝﺘﻘﺭﻴﺭ ﻭﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ‬
‫ﺍﻝﻭﻀﻊ ﺍﻝﺭﺍﻫﻥ ﻝﻨﻅﺎﻡ ﺍﺠﺘﻤﺎﻋﻲ ﺍﻭ ﺠﻤﺎﻋﺔ ﺍﻭ ﺒﻴﺌﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻫﻭ ﻴﻨﺼﺏ ﻋﻠﻰ‬
‫ﺍﻝﻤﻭﻗﻑ ﺍﻝﺤﺎﻀﺭ‪ ،‬ﻭﻴﻬﺩﻑ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺒﻴﺎﻨﺎﺕ ﻴﻤﻜﻥ ﺘﺼﻨﻴﻔﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ ﻭﺘﻌﻤﻴﻤﻬﺎ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻨﻭﺍل ﻤﺤﻤﺩ ﻋﻤﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.84‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫)‪(1‬‬
‫ﺍﻤﺎ ﻤﻭﺭﺱ ﻓﻴﻌﺭﻑ ﺍﻝﻤﺴﺢ ﺒﺎﻨﻪ "ﻤﻨﻬﺞ ﻝﺘﺤﻠﻴل‬ ‫ﻭﺫﻝﻙ ﻝﻼﺴﺘﻔﺎﺩﺓ ﺒﻬﺎ ﻓﻲ ﺍﻝﻤﺴﺘﻘﺒل"‪،‬‬
‫ﻭﺩﺭﺍﺴﺔ ﺃﻱ ﻤﻭﻗﻑ ﺃﻭ ﻤﺸﻜﻠﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺃﻭ ﺠﻤﻬﻭﺭ ﻤﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﺎﺘﺒﺎﻉ ﻁﺭﻴﻘﺔ ﻤﻨﻅﻤﺔ‬
‫ﺒﺎﻨﻪ‬ ‫ﻝﺘﺤﻘﻴﻕ ﺍﻏﺭﺍﺽ ﻤﻌﻴﻨﺔ‪ ،‬ﻜﻤﺎ ﻴﻌﺭﻓﻪ ﻜﺎﻤﺒل ﻭﻜﺎﺘﻭﻨﺎ‪Camppel&Catona‬‬
‫ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺒﻁﺭﻴﻘﺔ ﻤﻨﻅﻤﺔ ﺴﻭﺍﺀ ﻤﻥ ﺠﻤﻬﻭﺭ ﻤﻌﻴﻥ ﺍﻭ ﻋﻴﻨﺔ ﻤﻨﻪ‪ ،‬ﻭﺫﻝﻙ ﻋﻥ‬
‫)‪(2‬‬
‫ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻘﺎﺒﻼﺕ ﺃﻭ ﺃﻱ ﺃﺩﺍﺓ ﺍﺨﺭﻯ ﻤﻥ ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﻭﻴﻘﻭل ﻓﺎﻥ ﺩﺍﻝﻴﻥ‪ :‬ﺍﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻨﺩﻤﺎ ﻴﻘﻭﻤﻭﻥ ﺒﺩﺭﺍﺴﺎﺕ ﻤﺴﺤﻴﺔ ﻓﺎﻨﻬﻡ ﻴﺠﻤﻌﻭﻥ‬
‫ﺍﻭﺼﺎﻓﺎ ﻤﻔﺼﻠﺔ ﻋﻥ ﺍﻝﻅﺎﻫﺭﺍﺕ ﺍﻝﻤﻭﺠﻭﺩﺓ ﺒﻘﺼﺩ ﺘﺨﻁﻴﻁﺎﺕ ﺍﻜﺜﺭ ﺫﻜﺎﺀ ﺒﻐﻴﺔ ﺘﺤﺴﻴﻥ‬
‫ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻭ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻭﻗﺩ ﻻ ﻴﻜﻭﻥ ﻫﺩﻓﻬﻡ ﻤﺠﺭﺩ ﻜﺸﻑ‬
‫ﺍﻝﻭﻀﻊ ﺍﻝﻘﺎﺌﻡ‪ ،‬ﻭﻝﻜﻥ ﺘﺤﺩﻴﺩ ﻜﻔﺎﺀﺘﻪ ﺍﻴﻀﺎ ﻋﻥ ﻁﺭﻴﻕ ﻤﻘﺎﺭﻨﺘﻪ ﺒﻤﺴﺘﻭﻴﺎﺕ ﺍﻭ ﻤﻌﺎﻴﻴﺭ‬
‫)‪(3‬‬
‫ﺍﻭ ﻤﺤﻜﺎﺕ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ‪.‬‬
‫ﻭﺘﺘﻤﻴﺯ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻨﺎﻭﻝﻬﺎ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ ﺒﺎﻨﻬﺎ ﻅﻭﺍﻫﺭ ﻗﺎﺒﻠﺔ ﻝﻠﻘﻴﺎﺱ‬
‫ﻭﺍﻝﻤﻘﺎﺭﻨﺔ‪ ،‬ﻜﻤﺎ ﺍﻨﻬﺎ ﻤﺤﺩﺩﺓ ﺒﻤﺠﺎل ﺠﻐﺭﺍﻓﻲ ﻤﻌﻴﻥ ﻴﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ ﻓﻴﻪ ﺒﻬﺩﻑ ﺘﺤﻘﻴﻕ‬
‫)‪(4‬‬
‫ﻭﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻝﻤﻨﻬﺞ‬ ‫ﺍﻻﺼﻼﺡ ﻭﺍﻝﺘﻁﻭﻴﺭ ﻭﻭﻀﻊ ﺒﺭﻨﺎﻤﺞ ﻝﻠﺘﻐﻴﻴﺭ ﻭﺍﻝﺘﺤﺴﻴﻥ‪،‬‬
‫ﺍﻝﻤﺴﺤﻲ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺩﻭﻥ ﺘﺩﺨل‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﻋﻜﺱ ﻤﺎ‬
‫ﻴﺤﺩﺙ ﻓﻲ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ؛ ﺤﻴﺙ ﻴﺘﺤﻜﻡ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻅﺭﻭﻑ ﻭﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺒﺤﺙ‬
‫ﺩﺍﺨل ﺍﻝﻤﻌﻤل ﺍﻭ ﻓﻲ ﻅل ﺍﻭﻀﺎﻉ ﻏﻴﺭ ﻁﺒﻴﻌﻴﺔ "ﺼﻨﺎﻋﻴﺔ"‪ ،‬ﺍﻤﺎ ﻓﻲ ﺍﻝﻤﺴﺢ ﻓﺈﻥ‬

‫‪ -1‬ﺤﺴﻴﻥ ﺭﺸﻭﺍﻥ‪ ،‬ﺍﻝﻌﻠﻡ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺩﺭﺍﺴﺔ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ‬
‫ﺍﻝﺠﺎﻤﻌﻲ ﺍﻝﺠﺩﻴﺩ‪1992 ،‬ﻡ‪ ،‬ﻀﺹ‪.192‬‬
‫‪ -2‬ﺠﻤﺎل ﺯﻜﻲ‪ ،‬ﺍﻝﺴﻴﺩ ﻴﺎﺴﻴﻥ‪ ،‬ﺃﺴﺱ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪1962 ،‬ﻡ‪،‬‬
‫ﺹ‪.95‬‬
‫‪ -3‬ﺩﻴﻭﺒﻭﻝﺩ ﻓﺎﻥ ﺩﺍﻝﻴﻥ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺘﺭﺠﻤﺔ ﻤﺤﻤﺩ ﻨﻭﻓل ﻭﺃﺨﺭﻭﻥ‪،‬‬
‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪1969 ،‬ﻡ‪ ،‬ﺹ‪.341 ،340‬‬
‫‪ -4‬ﻤﺤﻤﺩ ﻋﻠﻲ ﻤﺤﻤﺩ‪ ،‬ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺩﺭﺍﺴﺔ ﻓﻲ ﻁﺭﺍﺌﻕ ﺍﻝﺒﺤﺙ ﻭﺍﺴﺎﻝﻴﺒﻪ‪ ،‬ﻁ‪،2‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪1981 ،‬ﻡ‪ ،‬ﺹ‪.636‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺒﺎﺤﺙ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﻤﻭﻗﻑ ﻓﻲ ﺍﻝﻭﻀﻊ ﺍﻝﻁﺒﻴﻌﻲ ﻝﻬﺎ ﻤﻤﺎ ﻴﻘﻠل ﻤﻥ‬
‫ﺍﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪.‬‬
‫ﻭﻴﺘﻁﻠﺏ ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺤﻴﺔ ﺘﺤﺩﻴﺩﺍ ﻭﺍﻀﺤﺎ ﻭﺩﻗﻴﻘﺎ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪،‬‬
‫ﻭﺼﻴﺎﻏﺔ ﻤﺤﺩﺩﺓ ﻝﻠﻔﺭﻭﺽ ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﻲ ﺘﻨﻁﻠﻕ ﻤﻨﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﺎﻝﻤﺴﺢ ﻜﻤﻨﻬﺞ‬
‫ﻋﻠﻤﻲ ﻴﺘﻁﻠﺏ ﺍﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ ﻭﻗﻭﺍﻋﺩ ﺼﺎﺭﻤﺔ ﻻﺒﺩ ﻤﻥ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﺎ‪ ،‬ﻓﻬﻭ ﻝﻴﺱ‬
‫ﻤﺠﺭﺩ ﺘﺠﻤﻴﻊ ﻝﻠﻤﻌﻠﻭﻤﺎﺕ ﻭﺘﺒﻭﻴﺒﺎ ﻭﺘﺼﻨﻴﻔﺎ ﻝﻬﺎ‪ ،‬ﺒل ﺍﻨﻪ ﻴﺘﻌﺩﻯ ﺫﻝﻙ ﺇﻝﻰ ﺘﺤﻠﻴل‬
‫ﻭﺘﻔﺴﻴﺭ ﺘﻠﻙ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﻤﻨﺎﻗﺸﺔ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻨﺠﺎﺡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺤﻴﺔ‬
‫ﻴﺘﻁﻠﺏ ﻤﻬﺎﺭﺓ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺍﺘﺒﺎﻉ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺘﺤﺩﻴﺩﺍ‬
‫ﻭﺍﻀﺤﺎ ﻝﻸﻫﺩﺍﻑ‪ ،‬ﻭﺫﻝﻙ ﺤﺘﻰ ﺘﺘﻤﻜﻥ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﻥ ﺘﻘﺩﻴﻡ ﺍﻀﺎﻓﺔ ﻋﻠﻤﻴﺔ‬
‫ﻝﻠﻤﻌﺭﻓﺔ ﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﺍﻝﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻭﻴﻌﺘﻤﺩ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ ﻋﻤﻭﻤﺎ ﻋﻠﻰ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ‬
‫ﺒﺸﻜل ﻜﺒﻴﺭ‪ ،‬ﺤﻴﺙ ﻴﻌﺘﺒﺭ ﺍﻝﻤﺴﺢ ﺒﻤﺠﺎﻻﺘﻪ ﻭﻁﺭﻗﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻤﻨﻬﺠﺎ ﺍﺴﺎﺴﻴﺎ ﻓﻲ ﻫﺫﻩ‬
‫ﺍﻝﻌﻠﻭﻡ‪ ،‬ﻭﺘﻜﺎﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻴﻪ ﺒﺸﻜل ﺸﺒﻪ ﻜﻠﻲ ﻓﻲ ﺤل ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬
‫ﻭﻴﻘﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ ﻋﻠﻰ ﺍﻵﺘﻲ‪:‬‬
‫‪ - 1‬ﺍﻝﻀﺒﻁ ﺍﻝﺼﺎﺭﻡ ﻝﻜﺎﻓﺔ ﺍﻝﺨﻁﻭﺍﺕ ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻤﺘﻌﺎﺭﻑ ﻋﻠﻴﻬﺎ‬
‫ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺨﺎﺼﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ‪ ،‬ﻭﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ‬
‫ﻭﺍﻝﺘﺴﺎﺅﻻﺕ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻊ ﻭﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫‪ – 2‬ﺘﺤﺩﻴﺩ ﺍﻷﺩﺍﺓ ﺃﻭ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﺍﻝﺘﻲ ﺘﻤﺘﻠﻙ ﺍﻝﻤﻭﺍﺼﻔﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﺅﻫﻠﻬﺎ ﻝﺘﺠﻤﻴﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻷﻴﺴﺭ ﻭﺍﻷﺼﺢ ﻭﺍﻷﻜﺜﺭ ﻤﻨﺎﺴﺒﺔ ﻋﻥ ﺍﻝﻅﺎﻫﺭﺓ‬
‫ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 3‬ﺍﻝﺘﻭﺠﻪ ﻨﺤﻭ ﺘﺠﻤﻴﻊ ﺃﻜﺒﺭ ﻜﻤﻴﺎﺕ ﻤﻤﻜﻨﺔ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﻤﻭﻗﻑ ﺍﻭ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 4‬ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺤﺩﺩﺓ ﻭﺫﻝﻙ ﻝﻠﻜﺸﻑ ﻋﻥ‬

‫ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﺼﻠﺔ ﺒﺎﻝﻅﺎﻫﺭﺓ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻤﻥ ﺍﺠل ﻓﻬﻡ ﻭﺍﺴﺘﻴﻌﺎﺏ ﻭﻓﻙ‬
‫ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﻏﻤﻭﺽ‪.‬‬
‫‪ – 5‬ﻋﺭﺽ ﻭﺘﺤﻠﻴل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ‪ ،‬ﻭﺘﻔﺴﻴﺭﻫﺎ ﻭﻤﻨﺎﻗﺸﺘﻬﺎ ﺒﻤﺎ‬
‫ﻴﻘﻭﺩ ﺇﻝﻰ ﻓﻬﻡ ﺼﺤﻴﺢ ﻭﺴﻠﻴﻡ ﻝﻠﻅﺎﻫﺭﺓ ﻭﺍﺯﺍﻝﺔ ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ ﺘﺸﻭﻴﺵ ﻭﻝﺒﺱ‬
‫ﻭﻏﻤﻭﺽ‪.‬‬
‫ﺃﻨﻭﺍﻉ ﺍﻝﻤﺴﺢ‪:‬‬
‫ﺒﺸﻜل ﻋﺎﻡ ﻴﻤﻜﻥ ﺘﺼﻨﻴﻑ ﺍﻝﻤﺴﻭﺤﺎﺕ ﺇﻝﻰ ﻤﺴﻭﺤﺎﺕ ﻤﻴﺩﺍﻨﻴﺔ ﺘﺘﻌﻠﻕ ﺒﺩﺭﺍﺴﺔ‬
‫ﺍﻝﺠﻤﻬﻭﺭ‪ ،‬ﻭﻤﺴﻭﺤﺎﺕ ﺘﺘﻌﻠﻕ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻤﻀﺎﻤﻴﻥ ﻭﺍﻝﻨﺼﻭﺹ ﺍﻹﻋﻼﻤﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ‬
‫ﻭﺍﻻﺩﺒﻴﺔ‪ ،‬ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﺘﻔﺼﻴل ﻨﺴﺘﻌﺭﺽ ﻜل ﻤﻨﻬﻤﺎ ﻋﻠﻰ ﺤﺩﺓ ﺒﺎﻝﺘﻔﺼﻴل‪ ،‬ﻭﺫﻝﻙ‬
‫ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃ –ﺍﻝﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ‪:‬‬
‫ﺘﺘﻭﺠﻪ ﺍﻝﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻭﻀﺎﻉ ﺍﻝﺠﻤﻬﻭﺭ ﻤﻥ ﻋﺩﺓ ﺠﻭﺍﻨﺏ‪،‬‬
‫ﻭﺫﻝﻙ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻓﻘﺩ ﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺤﺎﻝﺔ‬
‫ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻓﻲ ﻤﺠﺘﻤﻊ ﻤﻌﻴﻥ‪ ،‬ﺃﻭ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻌﺎﻤﺔ ﻝﻤﺠﺘﻤﻊ ﻤﺎ‪ ،‬ﻤﻥ‬
‫ﺤﻴﺙ ﻋﺩﺩ ﺍﻓﺭﺍﺩ ﺍﻷﺴﺭ ﻭﺍﻨﻤﺎﻁ ﺍﻻﺴﺘﻬﻼﻙ ﻭﺍﻷﻨﻔﺎﻕ‪ ،‬ﻭﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻝﻸﻓﺭﺍﺩ‪ ،‬ﺃﻭ ﻗﺩ ﺘﺘﺠﻪ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺤﻴﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ‬
‫ﺍﻝﻤﻔﻀﻠﺔ ﻓﻲ ﻤﺠﺘﻤﻊ ﻤﺎ‪ ،‬ﺃﻭ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻜﺜﺭ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺃﻭ ﺍﻜﺜﺭ‬
‫ﺍﻝﺼﺤﻑ ﻤﺘﺎﺒﻌﺔ ﺃﻭ ﻤﺤل ﺜﻘﺔ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻲ‪ ،‬ﻭﻗﺩ ﺘﺘﺠﻪ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺤﻴﺔ ﻝﻠﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻨﺤﻭ ﻗﻀﻴﺔ ﺃﻭ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﺼﻨﻴﻑ ﻤﺴﻭﺤﺎﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﺇﻝﻰ‪ :‬ﻤﺴﻭﺤﺎﺕ ﺍﻓﻘﻴﺔ؛ ﺘﺠﺭﻯ‬
‫ﻋﻠﻰ ﻨﻁﺎﻕ ﺠﻐﺭﺍﻓﻲ ﻭﺍﺴﻊ ﻭﺘﻀﻡ ﻗﻁﺎﻋﺎﺕ ﻭﻤﺩﻥ ﻭﻤﻨﺎﻁﻕ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭ‪ :‬ﻤﺴﻭﺤﺎﺕ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺭﺃﺴﻴﺔ ﺘﻜﻭﻥ ﺃﻜﺜﺭ ﻋﻤﻘﺎ ﻭﺘﺘﺠﻪ ﻨﺤﻭ ﺩﺭﺍﺴﺔ ﺤﻴﺯ ﺠﻐﺭﺍﻓﻲ ﻤﺤﺩﺩ ﺃﻭ ﻗﻁﺎﻉ ﻤﻥ‬
‫ﺍﻝﻘﻁﺎﻋﺎﺕ‪ ،‬ﻜﻘﻁﺎﻉ ﺍﻝﺘﻌﻠﻴﻡ ﺃﻭ ﺍﻝﺼﺤﺔ ﺍﻭ ﺍﻝﺯﺭﺍﻋﺔ ﺍﻭ ﺍﻹﻋﻼﻡ ‪ ..‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫ﻜﻤﺎ ﻴﻤﻜﻥ ﺘﺼﻨﻴﻑ ﺍﻝﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﺇﻝﻰ‪ :‬ﻤﺴﻭﺤﺎﺕ ﺘﺠﺭﻯ ﻋﻠﻰ ﻜﺎﻓﺔ ﺍﻓﺭﺍﺩ‬
‫ﻭﻭﺤﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﻤﺴﺘﻬﺩﻓﺔ ﺒﺎﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﺴﻤﻰ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺢ‬
‫ﺍﻝﺸﺎﻤل‪ ،‬ﻭ‪ :‬ﺩﺭﺍﺴﺎﺕ ﺘﻌﻨﻰ ﻓﻘﻁ ﺒﺴﺤﺏ ﻋﻴﻨﺔ ﻤﺤﺩﺩﺓ ﻭﻓﻘﺎ ﻝﻘﻭﺍﻋﺩ ﻭﺍﺠﺭﺍﺀﺍﺕ ﺘﺠﻌﻠﻬﺎ‬
‫ﻤﻤﺜﻠﺔ ﻝﻠﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﺍﺨﺫﺕ ﻤﻨﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﺭﻑ ﺒﺎﻝﻤﺴﺢ ﺒﺎﻝﻌﻴﻨﺔ‪ ،‬ﻭﺘﺘﺠﻪ ﺃﻏﻠﺏ‬
‫ﺍﻝﻤﺴﻭﺤﺎﺕ ﺇﻝﻰ ﺍﻻﻗﺘﺼﺎﺭ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﻨﻭﻉ )ﺍﻝﻤﺴﺢ ﺒﺎﻝﻌﻴﻨﺔ(‪.‬‬
‫ﻭﺘﺼﻨﻑ ﺍﻝﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﺍﻴﻀﺎ ﻭﻓﻕ ﺍﻫﺩﺍﻓﻬﺎ‪ ،‬ﺤﻴﺙ ﺘﺘﻭﻗﻑ ﺒﻌﺽ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ ﻋﻨﺩ ﺤﺩ ﻭﺼﻑ ﻭﻋﺭﺽ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻭﻝﻰ ﺠﻤﻌﻬﺎ‪ ،‬ﻓﻲ ﺤﻴﻥ‬
‫ﺘﺘﺠﺎﻭﺯ ﺩﺭﺍﺴﺎﺕ ﻤﺴﺤﻴﺔ ﺍﺨﺭﻯ ﺫﻝﻙ ﺇﻝﻰ ﺘﻔﺴﻴﺭ ﺘﻠﻙ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﺭﺒﻁ ﺒﻴﻥ‬
‫ﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ ﻓﺭﻭﻀﻬﺎ ﺒﻐﻴﺔ ﺍﻝﺘﻌﻤﻕ ﻓﻲ ﻓﻬﻤﻬﺎ‪.‬‬
‫ﻭﻨﻅﺭﺍ ﻝﺘﻌﺩﺩ ﻭﺘﻨﻭﻉ ﻤﺠﺎﻻﺕ ﺍﻝﻤﺴﺢ ﺍﻝﻤﻴﺩﺍﻨﻲ‪ ،‬ﻓﺴﻭﻑ ﻨﺭﻜﺯ ﺩﺭﺍﺴﺘﻨﺎ ﻋﻠﻰ‬
‫ﺍﻝﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﺫﺍﺕ ﺍﻝﻁﺎﺒﻊ ﺍﻹﻋﻼﻤﻲ‬
‫ﻤﺴﺢ ﺠﻤﻬﻭﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪:‬‬ ‫
‬
‫ﺘﺘﻌﺩﺩ ﻤﺠﺎﻻﺕ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻹﻋﻼﻤﻴﺔ ﻭﺫﻝﻙ ﻭﻓﻕ ﺍﻷﻫﺩﺍﻑ‬
‫ﺍﻝﻤﺘﻭﺨﺎﺓ‪ ،‬ﻭﺘﻌﺩ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺫﺍﺕ ﺍﻫﻤﻴﺔ ﺒﺎﻝﻐﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺍﻝﺫﻱ ﻴﻬﻤﻪ‬
‫ﺩﺍﺌﻤﺎ ﺍﻥ ﻴﺘﻌﺭﻑ ﺒﺼﻭﺭﺓ ﺼﺤﻴﺤﺔ ﻋﻠﻰ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﺫﻱ ﻴﺘﻭﺠﻪ ﺍﻝﻴﻪ ﻭﻴﺴﺘﻬﺩﻓﻪ‪،‬‬
‫ﻭﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻝﺠﻤﻬﻭﺭ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻲ ﻝﻠﺭﺴﺎﻝﺔ ﺍﻹﻋﻼﻤﻴﺔ ﻫﻭ ﺍﻝﻬﺩﻑ ﺍﻝﻨﻬﺎﺌﻲ ﻝﻠﻤﺭﺴل‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺭﺴل ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﻜﺎﻤﻠﺔ ﺒﺫﻝﻙ ﺍﻝﺠﻤﻬﻭﺭ ﻤﻥ‬
‫ﺤﻴﺙ ﺘﻔﻀﻴﻼﺘﻪ ﻭﺨﺼﺎﺌﺼﻪ ﻭﺍﺘﺠﺎﻫﺎﺘﻪ ‪ ..‬ﺍﻝﺦ‪.‬‬
‫‪ – 2‬ﺍﻥ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺭﺴل ﻝﺠﻤﻬﻭﺭﻩ ﺘﺘﻴﺢ ﻝﻪ ﺍﻤﻜﺎﻨﻴﺔ ﺍﻋﺩﺍﺩ ﺍﻝﺭﺴﺎﻝﺔ ﺍﻝﻤﻭﺠﻬﺔ ﺇﻝﻴﻪ‬
‫ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻼﺌﻤﺔ ﻭﺍﻝﺼﺤﻴﺤﺔ ﻭﺍﻝﻔﺎﻋﻠﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ –3‬ﺍﻥ ﺩﺭﺍﺴﺎﺕ ﺠﻤﻬﻭﺭ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺘﺘﻴﺢ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻤﻬﻤﺔ‬

‫ﻝﻠﻤﺭﺴل ﺘﻤﻜﻨﻪ ﻤﻥ ﺘﻌﺩﻴل ﺍﻝﺭﺴﺎﻝﺔ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﻤﻨﺎﺴﺏ ﺇﺫﺍ ﺍﺤﺱ ﺒﻌﺩﻡ ﻤﻼﺌﻤﺘﻬﺎ‬
‫ﻝﻠﺠﻤﻬﻭﺭ ﺍﻭ ﺍﻨﻬﺎ ﻤﺭﻓﻭﻀﺔ ﻤﻥ ﻗﺒﻠﻪ ﻤﺜﻼ‪.‬‬
‫‪ – 4‬ﺍﻥ ﺩﺭﺍﺴﺎﺕ ﺠﻤﻬﻭﺭ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺘﻤﻜﻥ ﺍﻝﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﻭﻀﻊ‬
‫ﺍﻝﺴﻴﺎﺴﺎﺕ ﻭﺍﻝﺨﻁﻁ ﺍﻹﻋﻼﻤﻴﺔ ﻤﻥ ﺭﺴﻡ ﺘﻠﻙ ﺍﻝﺴﻴﺎﺴﺎﺕ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻼﺌﻤﺔ‪ ،‬ﻭﻓﻕ‬
‫ﺍﺤﺘﻴﺎﺠﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﻭﻤﺘﻁﻠﺒﺎﺘﻪ ﻭﺘﻁﻠﻌﺎﺘﻪ‪ ،‬ﺒﻤﺎ ﻴﻀﻤﻥ ﻗﺒﻭل ﺠﻤﺎﻫﻴﺭﻱ ﻭﺍﺴﻊ‬
‫ﻝﻠﻤﻀﻤﻭﻥ ﺍﻹﻋﻼﻤﻲ ﺍﻝﻤﻘﺩﻡ ﻋﺒﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ – 5‬ﺍﻥ ﺩﺭﺍﺴﺎﺕ ﺠﻤﻬﻭﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺼﻨﻴﻑ ﺫﻝﻙ ﺍﻝﺠﻤﻬﻭﺭ‬
‫ﻝﻴﺱ ﻓﻘﻁ ﻤﻥ ﺤﻴﺙ ﺍﻫﺘﻤﺎﻤﺎﺘﻪ‪ ،‬ﻭﻝﻜﻥ ﺍﻴﻀﺎ ﻤﻥ ﺤﻴﺙ ﻤﺅﻫﻼﺘﻪ ﻭﺘﺨﺼﺼﺎﺘﻪ ﻭﺍﻤﺎﻜﻥ‬
‫ﺘﻭﺍﺠﺩﻩ‪ ،‬ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻪ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻼﺌﻤﺔ ﻭﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﻤﻨﺎﺴﺏ‪.‬‬
‫‪ – 6‬ﺍﻥ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﺴﻬﻡ ﻓﻲ ﺘﻭﻁﻴﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻭﺴﻴﻠﺔ‬
‫ﺍﻹﻋﻼﻤﻴﺔ ﻭﺠﻤﻬﻭﺭﻫﺎ‪ ،‬ﺒﺴﺒﺏ ﻤﺎ ﻴﺸﻌﺭ ﺒﻪ ﺍﻝﺠﻤﻬﻭﺭ ﻤﻥ ﺍﻫﺘﻤﺎﻡ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﻴﺴﺎﻋﺩ‬
‫ﻋﻠﻰ ﺒﻨﺎﺀ ﺠﺴﻭﺭ ﺍﻝﺜﻘﺔ ﻭﺘﻭﻁﻴﺩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻭﺴﻴﻠﺔ ﻭﺠﻤﻬﻭﺭﻫﺎ‪.‬‬
‫ﺍﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺄﻨﻭﺍﻉ ﻭﻤﺠﺎﻻﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺠﻤﻬﻭﺭ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻹﻋﻼﻤﻴﺔ‬
‫ﻓﻴﻤﻜﻥ ﺘﺼﻨﻴﻔﻬﺎ ﻭﻓﻕ ﺍﻫﺩﺍﻑ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻜﺎﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺩﺭﺍﺴﺎﺕ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﻨﺤﻭ ﺍﻝﻭﺴﺎﺌل‪:‬‬
‫ﺤﻴﺙ ﺘﺴﻌﻰ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺇﻝﻰ ﺭﺼﺩ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﻨﺤﻭ ﻤﺨﺘﻠﻑ ﺍﻝﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺒﻐﻴﺔ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻫﻡ ﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﻤﻔﻀﻠﺔ ﻝﺩﻴﻪ ﻭﺍﺴﺒﺎﺏ ﺫﻝﻙ‬
‫ﺍﻝﺘﻔﻀﻴل‪ ،‬ﻭﺘﺸﻤل ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ‪:‬‬
‫‪ #‬ﺩﺭﺍﺴﺎﺕ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻜﺜﺭ ﺍﻝﻭﺴﺎﺌل ﻗﺒﻭﻻ ﻭﻤﺘﺎﺒﻌﺔ ﻤﻥ ﻁﺭﻑ ﺍﻝﺠﻤﻬﻭﺭ‪:‬‬
‫ﺠﺭﺍﺌﺩ – ﻤﺠﻼﺕ – ﻗﻨﻭﺍﺕ ﻤﺭﺌﻴﺔ – ﻗﻨﻭﺍﺕ ﻤﺴﻤﻭﻋﺔ‪.‬‬
‫‪ #‬ﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺍﻁﺎﺭ ﻜل ﻭﺴﻴﻠﺔ ﻋﻠﻰ ﺤﺩﺓ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻜﺜﺭﻫﺎ ﻗﺒﻭﻻ ﻤﻥ ﻗﺒل‬
‫ﺍﻝﺠﻤﻬﻭﺭ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻜﺜﺭ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺍﻻﺨﺒﺎﺭﻴﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪232‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻔﻀﻴﻼ‪ ،‬ﺃﻭ ﺃﻜﺜﺭ ﺍﻝﺠﺭﺍﺌﺩ ﻗﺭﺍﺀﺓ‪ ،‬ﺃﻭ ﺃﻜﺜﺭ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻤﺴﻤﻭﻋﺔ ﺍﺴﺘﻤﺎﻋﺎ ‪ ..‬ﺇﻝﻰ ﻏﻴﺭ‬
‫ﺫﻝﻙ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﻭﺍﺤﺩﺓ‪.‬‬
‫‪ – 2‬ﺩﺭﺍﺴﺎﺕ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺭﺍﺀ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﻨﺤﻭ ﺍﻝﻤﻀﻤﻭﻥ‬
‫ﺍﻹﻋﻼﻤﻲ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺠﺭﻱ ﻝﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺭﺃﻱ ﺍﻝﺠﻤﻬﻭﺭ ﻓﻲ ﻤﻀﻤﻭﻥ ﻭﺴﺎﺌﻠﻲ‬
‫ﻤﺤﺩﺩ‪ ،‬ﻤﺜل ﺍﺭﺍﺀ ﺍﻝﺠﻤﻬﻭﺭ ﻓﻲ ﺒﺭﺍﻤﺞ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ‪ ،‬ﺃﻭ ﺼﻔﺤﺎﺕ‬
‫ﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﺠﺭﺍﺌﺩ ﺃﻭ ﺍﻝﻤﺠﻼﺕ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﻭﻤﻥ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ – ﻋﻠﻰ ﺴﺒﻴل‬
‫ﺍﻝﻤﺜﺎل – ﺘﻠﻙ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﺇﻝﻰ ﺘﻘﻴﻴﻡ ﺍﻝﺠﻤﻬﻭﺭ ﻝﻠﺒﺭﺍﻤﺞ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻓﻲ ﺍﺤﺩﻯ ﺍﻝﻘﻨﻭﺍﺕ‪،‬‬
‫ﺃﻭ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﻨﺤﻭ ﺼﻔﺤﺎﺕ ﻭﺍﺒﻭﺍﺏ ﺼﺤﻔﻴﺔ ﻤﻌﻴﻨﺔ‬
‫ﻓﻲ ﺍﻝﺠﺭﺍﺌﺩ ﻭﺍﻝﻤﺠﻼﺕ‪ ،‬ﻤﺜل ﺍﻝﺼﻔﺤﺎﺕ ﺍﻝﺼﺤﻴﺔ‪ ،‬ﺃﻭ ﺍﻝﺼﻔﺤﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ‪ ،‬ﺃﻭ‬
‫ﺼﻔﺤﺔ ﺍﻝﻤﺭﺃﺓ‪ ،‬ﺃﻭ ﺼﻔﺤﺎﺕ ﺍﻹﻋﻼﻨﺎﺕ ‪ ..‬ﺍﻝﺦ ‪ ،‬ﻭﻗﺩ ﻴﺘﻡ ﺫﻝﻙ ﺍﻴﻀﺎ ﻓﻲ ﺍﻁﺎﺭ‬
‫ﺍﻝﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﻤﻀﺎﻤﻴﻥ ﻤﺤﺩﺩﺓ ﻓﻲ ﺼﺤﻑ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺘﺴﺎﻋﺩ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻡ ﻋﻠﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻭﺍﻁﻥ ﻭﻤﻭﺍﻗﻊ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻓﻴﻬﺎ‪ ،‬ﺒﻤﺎ ﻴﻤﻜﻨﻬﺎ ﻤﻥ‬
‫ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺴﻠﻴﻤﺔ‪.‬‬
‫‪ – 3‬ﺩﺭﺍﺴﺎﺕ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺘﻔﻀﻴﻼﺕ ﺠﻤﻬﻭﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﻲ ﺘﺘﻭﻝﻰ ﺭﺼﺩ ﻤﺎ ﻴﻔﻀﻠﻪ ﻤﺘﻠﻘﻲ ﺍﻝﺭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻤﻴﺔ؛ ﺍﻝﻤﻘﺭﻭﺀﺓ ﺃﻭ ﺍﻝﻤﺴﻤﻭﻋﺔ ﺃﻭ ﺍﻝﻤﺭﺌﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﺒﻐﺭﺽ ﺘﻠﺒﻴﺔ ﺍﺤﺘﻴﺎﺠﺎﺕ‬
‫ﻭﺭﻏﺒﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ‪ ،‬ﻭﺍﺴﺘﺒﻌﺎﺩ ﺍﻝﻤﻭﺍﺩ ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﺘﻲ ﻻ ﻴﺴﺘﺴﻴﻐﻬﺎ‪ ،‬ﻓﻘﺩ ﺘﻜﺘﺸﻑ‬
‫ﺼﺤﻴﻔﺔ – ﻤﺜﻼ – ﺍﻥ ﺠﻤﻬﻭﺭﻫﺎ ﻴﺭﻏﺏ ﻓﻲ ﺯﻴﺎﺩﺓ ﺍﻝﻤﺴﺎﺤﺔ ﺍﻝﻤﺨﺼﺼﺔ ﻝﻸﺨﺒﺎﺭ‬
‫ﺍﻝﻤﺤﻠﻴﺔ‪ ،‬ﺃﻭ ﺯﻴﺎﺩﺓ ﺍﻝﺼﻔﺤﺎﺕ ﺍﻝﺭﻴﺎﻀﻴﺔ‪ ،‬ﺃﻭ ﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺼﻔﺤﺎﺕ ﺍﻝﺠﺭﻴﺩﺓ‪ ،‬ﺃﻭ‬
‫ﺘﺨﺼﻴﺹ ﺼﻔﺤﺎﺕ ﺍﻀﺎﻓﻴﺔ ﻝﻠﻘﻀﺎﻴﺎ ﺍﻝﺩﻴﻨﻴﺔ ﺃﻭ ﺍﻝﺒﻴﺌﻴﺔ ﺃﻭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ‪ ..‬ﺃﻭ ﻏﻴﺭ‬
‫ﺫﻝﻙ‪.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﺎﻝﺩﺭﺍﺴﺎﺕ ﻫﻨﺎ ﺘﺘﺠﻪ ﻤﺒﺎﺸﺭﺓ ﻝﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺍﺤﺘﻴﺎﺠﺎﺕ ﻭﺭﻏﺒﺎﺕ ﻭﺘﻔﻀﻴﻼﺕ‬

‫ﺠﻤﻬﻭﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ‪ ،‬ﺒﻬﺩﻑ ﺍﻝﻌﻤل ﻋﻠﻰ ﺘﻠﺒﻴﺔ ﺘﻠﻙ ﺍﻝﺭﻏﺒﺎﺕ ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ‪.‬‬
‫‪ – 4‬ﺩﺭﺍﺴﺎﺕ ﺩﻭﺍﻓﻊ ﺍﻻﺴﺘﺨﺩﺍﻡ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻭﺠﻪ ﺇﻝﻰ ﺠﻤﻬﻭﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺴﺒﺎﺏ‬
‫ﺘﻌﺭﻀﻪ ﻝﻭﺴﻴﻠﺔ ﺃﻭ ﻭﺴﺎﺌل ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺘﺘﻔﺎﻭﺕ ﺘﻠﻙ ﺍﻝﺩﻭﺍﻓﻊ ﻭﺘﺨﺘﻠﻑ ﻋﺎﺩﺓ ﻤﻥ ﺸﺨﺹ‬
‫ﺇﻝﻰ ﺃﺨﺭ‪ ،‬ﻭﻤﻥ ﺠﻤﻬﻭﺭ ﺇﻝﻰ ﺃﺨﺭ‪ ،‬ﻓﻬﻨﺎﻙ ﺩﻭﺍﻓﻊ ﻁﻘﻭﺴﻴﺔ‪ ،‬ﻭﺃﺨﺭﻯ ﻨﻔﻌﻴﺔ‪ ،‬ﻭﺃﺨﺭﻯ‬
‫ﺘﺭﻓﻴﻬﻴﺔ ‪ ..‬ﺍﻝﺦ‪.‬‬
‫‪ – 5‬ﺩﺭﺍﺴﺎﺕ ﺍﻻﺸﺒﺎﻋﺎﺕ‪:‬‬
‫ﻭﻫﻲ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺤﺎﻭل ﻤﻌﺭﻓﺔ ﺍﻻﺸﺒﺎﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺤﻘﻘﻬﺎ‬
‫ﺠﻤﻬﻭﺭ ﻤﻌﻴﻥ ﺠﺭﺍﺀ ﺘﻌﺭﻀﻪ ﻝﻭﺴﻴﻠﺔ ﻤﻌﻴﻨﺔ ﺍﻭ ﻤﻀﻤﻭﻥ ﻤﺤﺩﺩ‪ ،‬ﻭﺘﻭﻓﺭ ﻫﺫﻩ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﻗﺎﻋﺩﺓ ﺒﻴﺎﻨﺎﺕ ﻤﻬﻤﺔ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺘﺯﻴﺩ ﻤﻥ ﺩﺭﺠﺔ ﻓﻬﻤﻬﺎ ﻝﺠﻤﻬﻭﺭﻫﺎ‪..‬‬
‫‪ – 6‬ﺩﺭﺍﺴﺎﺕ ﻜﺜﺎﻓﺔ ﺍﻝﺘﻌﺭﺽ‪:‬‬
‫ﺘﺘﻭﻝﻰ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻜﺸﻑ ﻋﻥ ﺤﺠﻡ ﺘﻌﺭﺽ ﺍﻝﺠﻤﻬﻭﺭ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪،‬‬
‫ﻭﺍﻝﻭﻗﺕ ﺍﻝﺫﻱ ﻴﻤﻀﻴﻪ ﻓﻲ ﺍﻝﻘﺭﺍﺀﺓ ﺃﻭ ﺍﻻﺴﺘﻤﺎﻉ ﺃﻭ ﺍﻝﻤﺸﺎﻫﺩﺓ ﻝﻠﻭﺴﺎﺌل ﺍﻝﻤﺨﺘﻠﻔﺔ‪،‬‬
‫ﻭﺍﻨﻤﺎﻁ ﻭﻁﺭﻕ ﺫﻝﻙ ﺍﻝﺘﻌﺭﺽ‪ ،‬ﻭﺍﻷﻭﻗﺎﺕ ﻭﺍﻝﻅﺭﻭﻑ ﻭﺍﻷﻤﻜﻨﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺫﻝﻙ‬
‫ﺍﻝﺘﻌﺭﺽ‪.‬‬
‫‪ –7‬ﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﻨﺩﺓ ﻭﺘﺭﺘﻴﺏ ﺍﻻﻭﻝﻭﻴﺎﺕ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺠﺭﻯ ﻋﻠﻰ ﺍﻝﺠﻤﻬﻭﺭ ﺒﻬﺩﻑ ﻤﻌﺭﻓﺔ ﻤﺩﻯ ﻗﺩﺭﺓ ﺘﻠﻙ‬
‫ﺍﻝﻭﺴﺎﺌل ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻭﺘﺭﺘﻴﺏ ﺍﻭﻝﻭﻴﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﺘﺠﺎﻩ ﻗﻀﺎﻴﺎ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻤﻘﺎﺭﻨﺔ ﺫﻝﻙ‬
‫ﺒﻤﺎ ﺘﻁﺭﺤﻪ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻤﻥ ﻤﻭﻀﻭﻋﺎﺕ ﻭﻗﻀﺎﻴﺎ ﻭﻤﺎ ﺘﺘﺒﻨﺎﻩ ﺒﺸﺄﻨﻬﺎ ﻤﻥ ﺃﺭﺍﺀ‬
‫ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﺃﻓﻜﺎﺭ ﻭﺭﺅﻯ‪ ،‬ﻭﺘﻔﻴﺩ ﻤﺜل ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﻤﺎ‬
‫ﺘﺘﻤﺘﻊ ﺒﻪ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻤﻥ ﻗﻭﺓ ﻭﻫﻴﻤﻨﺔ ﻭﻗﺒﻭل ﻤﻥ ﺠﺎﻨﺏ ﺍﻝﻤﺘﻠﻘﻲ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺴﺢ ﺍﻝﺴﻭﻕ‪:‬‬ ‫
‬

‫ﺘﻌﻜﺱ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺘﻁﻭﺭﺍ ﻤﻠﺤﻭﻅﺎ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ‪ ،‬ﻭﻫﻲ ﺩﺭﺍﺴﺎﺕ‬
‫ﺫﺍﺕ ﺍﻫﺩﺍﻑ ﺍﻗﺘﺼﺎﺩﻴﺔ ﻤﺤﻀﺔ‪ ،‬ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺭﺍﺀ ﺍﻝﺠﻤﻬﻭﺭ ﻭﺍﺤﺘﻴﺎﺠﺎﺘﻪ‬
‫ﻭﺘﻔﻀﻴﻼﺘﻪ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﻋﺎﺩﺍﺘﻪ ﺍﻝﺸﺭﺍﺌﻴﺔ ﻭﺍﻭﻀﺎﻋﻪ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﻠﻪ ﺒﻤﺎ ﻴﺤﻘﻕ‬
‫ﻋﻤﻠﻴﺎﺕ ﺘﺴﻭﻴﻘﻴﺔ ﻨﺎﺠﺤﺔ ﻝﻠﺴﻠﻊ ﻭﺍﻝﺨﺩﻤﺎﺕ‪ ،‬ﺤﻴﺙ ﺘﻌﻤل ﺍﻝﺸﺭﻜﺎﺕ ﺍﻝﺼﻨﺎﻋﻴﺔ‬
‫ﻭﺍﻝﺘﺠﺎﺭﻴﺔ ﺍﻝﻜﺒﺭﻯ ﻋﻠﻰ ﺘﺼﻤﻴﻡ ﻭﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﻭﻕ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻭﻀﺎﻋﻪ ﻤﻥ‬
‫ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﺭﻏﺒﺎﺕ ﺍﻝﻤﺴﺘﻬﻠﻜﻴﻥ ﻭﺍﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﻨﺎﻓﺴﻴﻥ‪ ،‬ﻭﺤﺠﻡ ﺍﻝﻤﻨﺎﻓﺴﺔ‬
‫ﺍﻝﻤﺘﺎﺡ‪ ،‬ﻭﻜل ﺫﻝﻙ ﻤﻥ ﺃﺠل ﺘﻜﻭﻴﻥ ﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ ﻋﻥ ﺍﻝﺴﻭﻕ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺘﺨﺎﺫ‬
‫ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﺘﺴﻭﻴﻘﻴﺔ ﺍﻝﻤﻬﻤﺔ‪.‬‬

‫ﻭﻴﻘﻭﻡ ﺍﻝﻤﻌﻠﻨﻭﻥ ﻭﻭﻜﺎﻻﺕ ﺍﻹﻋﻼﻥ ﺍﻴﻀﺎ ﺒﺩﺭﺍﺴﺎﺕ ﻤﺸﺎﺒﻬﺔ ﺤﻭل ﺍﻝﺴﻠﻊ‬

‫ﻭﺍﻝﻤﻨﺘﺠﺎﺕ ﻭﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻭﻝﻭﻥ ﺍﻹﻋﻼﻥ ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﻗﺒﺎل ﺍﻝﻨﺎﺱ‬
‫ﻋﻠﻰ ﺍﻝﻤﻨﺘﺠﺎﺕ ﻭﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﻤﻌﻠﻥ ﻋﻨﻬﺎ‪ ،‬ﻭﺭﺃﻱ ﺍﻝﺠﻤﻬﻭﺭ ﻓﻲ ﺍﻹﻋﻼﻨﺎﺕ ﺍﻝﻤﻘﺩﻤﺔ‪،‬‬
‫ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﺍﻝﻤﻌﻠﻨﻭﻥ ﻤﻥ ﺍﻋﺩﺍﺩ ﻭﺘﺼﻤﻴﻡ ﺭﺴﺎﺌﻠﻬﻡ ﺍﻹﻋﻼﻨﻴﺔ ﺒﻁﺭﻴﻘﺔ ﺘﺠﺫﺏ ﺍﻝﻴﻬﺎ‬
‫ﺍﻝﻌﻤﻼﺀ‪ ،‬ﻭﺘﺠﻌﻠﻬﻡ ﺍﻜﺜﺭ ﺍﻗﺘﻨﺎﻋﺎ ﺒﺎﻗﺘﻨﺎﺀ ﺍﻝﺴﻠﻊ ﻭﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺨﺩﻤﺎﺕ‪.‬‬
‫ﻭﻴﺘﻭﻗﻑ ﻋﻠﻰ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﻭﻕ ﻫﺫﻩ ﻗﺭﺍﺭﺍﺕ ﺘﺘﻌﻠﻕ ﺒﺈﻨﺘﺎﺝ ﺴﻠﻊ ﺠﺩﻴﺩﺓ‪ ،‬ﺍﻭ‬
‫ﺍﺩﺨﺎل ﺘﻌﺩﻴﻼﺕ ﻋﻠﻰ ﺴﻠﻊ ﻤﻌﻴﻨﺔ ﺒﻤﺎ ﻴﻠﺒﻲ ﺘﻁﻠﻌﺎﺕ ﻭﺭﻏﺒﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ‪ ،‬ﺃﻭ ﺍﻝﺘﺭﻜﻴﺯ‬
‫ﻋﻠﻰ ﺍﺴﻭﺍﻕ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﺍﻻﻨﺴﺤﺎﺏ ﻤﻥ ﺒﻌﺽ ﺍﻷﺴﻭﺍﻕ‪ ،‬ﻜﻤﺎ ﻴﺘﻭﻗﻑ ﻋﻠﻴﻬﺎ ﺍﻴﻀﺎ‬
‫ﺍﺘﺨﺎﺫ ﺠﻤﻠﺔ ﻤﻥ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻹﻋﻼﻨﻴﺔ‪ ،‬ﻜﺎﺨﺘﻴﺎﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻨﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﻨﻭﻋﻴﺔ‬
‫ﺍﻝﺘﺼﺎﻤﻴﻡ ﺍﻹﻋﻼﻨﻴﺔ ﺍﻷﻜﺜﺭ ﺘﺄﺜﻴﺭﺍ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﺫﻱ ﻴﺠﺏ ﺍﻥ ﻴﺴﺘﻬﺩﻓﻪ‬
‫ﺍﻹﻋﻼﻥ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﻜﻡ ﺍﻝﻨﺸﺎﻁ ﺍﻹﻋﻼﻨﻲ ﻓﻲ ﺍﻷﺴﻭﺍﻕ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺴﺢ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ‪:‬‬ ‫
‬

‫ﻨﻅﺭﺍ ﻝﻼﻫﺘﻤﺎﻡ ﺍﻝﻤﺘﺯﺍﻴﺩ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﺒﺎﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ‪ ،‬ﻓﻘﺩ ﺍﻨﺘﺸﺭﺕ‬
‫ﻤﺭﺍﻜﺯ ﻗﻴﺎﺱ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻓﻲ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺭﺍﺀ‬
‫ﺍﻝﻤﻭﺍﻁﻨﻴﻥ ﺘﺠﺎﻩ ﻤﺨﺘﻠﻑ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﻤﻬﻤﺔ ﻭﺍﻝﻤﺼﻴﺭﻴﺔ ﺫﺍﺕ ﺍﻝﻁﺒﻴﻌﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‬
‫ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ ‪ ..‬ﻭﻏﻴﺭﻫﺎ‪ ،‬ﺤﻴﺙ ﺘﺘﻭﻝﻰ ﺍﻝﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻤﺘﺨﺼﺼﺔ ﺍﻋﺩﺍﺩ ﺍﺴﺘﻤﺎﺭﺍﺕ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻘﺎﺒﻼﺕ ﺍﻝﺘﻲ ﺘﺴﺘﻬﺩﻑ ﺒﻬﺎ ﺠﻤﻬﻭﺭ‬
‫ﻤﺤﺩﺩ‪ ،‬ﻭﻓﻕ ﺍﺴﺎﻝﻴﺏ ﺘﺨﻀﻊ ﻹﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ ﻭﻋﻠﻤﻴﺔ ﺴﻭﺍﺀ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻁﺭﻕ‬
‫ﺍﻋﺩﺍﺩ ﺍﻻﺴﺘﻤﺎﺭﺍﺕ‪ ،‬ﺍﻭ ﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﺘﻔﺭﻴﻎ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻓﻲ ﺠﺩﺍﻭل ﺍﺤﺼﺎﺌﻴﺔ ﻤﻌﺩﺓ‬
‫ﺒﺎﻝﺨﺼﻭﺹ‪ ،‬ﺃﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺎﻝﻴﺏ ﻭﺍﻝﻤﻌﺎﻤﻼﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬
‫ﻭﺘﺘﻴﺢ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻝﺼﺎﻨﻊ ﺍﻝﻘﺭﺍﺭ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﻭﺃﺭﺍﺀ‬
‫ﻭﻤﻴﻭل ﺍﻝﺠﻤﺎﻫﻴﺭ‪ ،‬ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺔ ﺒﺤﺜﻴﺔ ﻤﻨﻀﺒﻁﺔ ﺘﻔﻴﺩ ﻨﺘﺎﺌﺠﻬﺎ ﻓﻲ ﺘﺒﻨﻲ ﻭﺍﺘﺨﺎﺫ‬
‫ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺼﺎﺌﺒﺔ ﻭﻓﻘﺎ ﻻﺘﺠﺎﻫﺎﺕ ﻭﺭﻏﺒﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ‪ ،‬ﻭﺘﻭﻓﺭ ﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻤﻌﻠﻭﻤﺎﺕ ﺘﺘﺴﻡ ﺒﺎﻝﻤﺼﺩﺍﻗﻴﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﺇﻝﻰ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ‪ ،‬ﻭﺫﻝﻙ ﺘﺒﻌﺎ‬
‫ﻝﻤﺎ ﺍﺴﺘﺨﺩﻡ ﻓﻴﻬﺎ ﻤﻥ ﻀﻭﺍﺒﻁ ﻤﻨﻬﺠﻴﺔ ﻭﻋﻠﻤﻴﺔ‪.‬‬
‫ﻭﺘﺘﺒﻊ ﻤﺭﺍﻜﺯ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻋﺎﺩﺓ ﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻜﺎﻝﺠﺎﻤﻌﺎﺕ ﻭﺍﻻﻜﺎﺩﻴﻤﻴﺎﺕ‪،‬‬
‫ﺃﻭ ﻤﺭﺍﻜﺯ ﺍﻝﺒﺤﺙ ﺍﻝﻜﺒﺭﻯ‪ ،‬ﺤﻴﺙ ﺘﺘﻁﻠﺏ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺭﺃﻱ ﻝﻌﺎﻡ ﺍﻤﻜﺎﻨﻴﺎﺕ ﻜﺒﻴﺭﺓ ﺴﻭﺍﺀ‬
‫ﻤﻥ ﺤﻴﺙ ﺍﻝﻜﻭﺍﺩﺭ ﺍﻝﺒﺸﺭﻴﺔ ﺃﻭ ﻗﻭﺍﻋﺩ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻭ ﺍﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺎﻝﻴﺔ ﺒﻤﺎ ﻴﺅﻫﻠﻬﺎ‬
‫ﻹﺠﺭﺍﺀ ﺘﻠﻙ ﺍﻝﻤﺴﻭﺤﺎﺕ ﻋﻠﻰ ﻗﻁﺎﻋﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻝﺠﻤﻬﻭﺭ ﻭﻓﻕ ﺍﻷﻫﺩﺍﻑ‬
‫ﺍﻝﻤﺭﺴﻭﻤﺔ‪.‬‬
‫ﻭﻤﻥ ﺒﻴﻥ ﺍﻜﺜﺭ ﻤﺴﻭﺤﺎﺕ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﺍﻨﺘﺸﺎﺭﺍ ﺘﻠﻙ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻻﻨﺘﺨﺎﺒﺎﺕ‬
‫ﺍﻝﺭﺌﺎﺴﻴﺔ ﺍﻝﺘﻲ ﺘﺠﺭﻯ ﻏﺎﻝﺒﺎ ﻗﺒﻴل ﺍﻻﻨﻁﻼﻕ ﺍﻝﻔﻌﻠﻲ ﻝﺘﻠﻙ ﺍﻻﻨﺘﺨﺎﺒﺎﺕ‪ ،‬ﺨﺎﺼﺔ ﻓﻲ‬
‫ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻻﻤﺭﻴﻜﻴﺔ ﻭﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﻐﺭﺒﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻌﺩ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻨﻌﻜﺎﺴﺎ ﻝﻘﻭﺓ ﺍﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ ﻭﺘﺯﺍﻴﺩ ﻀﻐﻭﻁﺎﺘﻪ ﻓﻲ ﺘﻠﻙ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬
‫ﺍﻝﺸﻤﻭﻝﻴﺔ ﻭﺍﻷﻨﻅﻤﺔ ﺍﻝﺩﻜﺘﺎﺘﻭﺭﻴﺔ ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺃﻏﻠﺏ ﺩﻭل ﺍﻝﻌﺎﻝﻡ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ‬
‫ﺒﻴﻨﻬﺎ ﺍﻝﺩﻭل ﺍﻝﻌﺭﺒﻴﺔ ﻓﻼ ﻨﻜﺎﺩ ﻨﻼﺤﻅ ﺍﻫﺘﻤﺎﻤﺎ ﺒﺫﻜﺭ ﺒﺎﻝﺭﺃﻱ ﺍﻝﻌﺎﻡ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻻ ﻴﻜﺎﺩ‬
‫ﻫﻨﺎﻙ ﺤﻀﻭﺭ ﻝﺘﻠﻙ ﺍﻝﻤﺭﺍﻜﺯ‪.‬‬
‫ﻤﺴﺢ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪:‬‬ ‫
‬
‫ﺘﺘﺠﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﺴﺢ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺘﻠﻙ ﺍﻝﻭﺴﺎﺌل ﻤﻥ‬
‫ﻋﺩﺓ ﺠﻭﺍﻨﺏ ﻤﻥ ﺃﻫﻤﻬﺎ‪:‬‬
‫‪ – 1‬ﻨﻤﻁ ﺍﻝﻤﻠﻜﻴﺔ‪:‬‬
‫ﺤﻴﺙ ﺘﺘﺭﺍﻭﺡ ﻤﻠﻜﻴﺔ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺒﻴﻥ ﺍﻝﻤﻠﻜﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ‪ ،‬ﻭﺍﻝﻤﻠﻜﻴﺔ ﺍﻝﺤﺯﺒﻴﺔ‪،‬‬
‫ﻭﺍﻝﻤﻠﻜﻴﺔ ﺍﻝﻤﺴﺘﻘﻠﺔ‪ ،‬ﻭﺍﻝﻤﻠﻜﻴﺔ ﺍﻷﻫﻠﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻭﻓﻘﺎ ﻝﻤﺎ ﺘﺤﺩﺩﻩ ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻝﻨﺎﻓﺫﺓ ﻓﻲ ﻜل‬
‫ﺒﻠﺩ‪ ،‬ﻭﺘﻨﻁﻠﻕ ﺃﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﻨﻅﺎﻡ ﺍﻝﻤﻠﻜﻴﺔ ﺍﻝﺴﺎﺌﺩ ﻻﺭﺘﺒﺎﻁ ﺫﻝﻙ ﺒﻁﺒﻴﻌﺔ ﺍﻝﻤﻀﻤﻭﻥ‬
‫ﻭﺍﺘﺠﺎﻫﻪ‪ ،‬ﺤﻴﺙ ﻤﻥ ﻴﻤﺘﻠﻙ ﺍﻝﻭﺴﻴﻠﺔ ﻴﺤﺩﺩ ﻤﻀﻤﻭﻨﻬﺎ‪.‬‬
‫‪–2‬ﺍﻝﺘﻤﻭﻴل‪:‬‬
‫ﻤﻥ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺘﻲ ﻴﺘﻁﻠﺏ ﻤﻌﺭﻓﺘﻬﺎ ﻓﻲ ﻤﺴﺢ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻤﺼﺎﺩﺭ ﺍﻝﺘﻤﻭﻴل‬
‫ﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻥ ﺍﻝﺘﻤﻭﻴل ﻴﺭﺘﺒﻁ ﺍﺭﺘﺒﺎﻁﺎ ﻭﺜﻴﻘﺎ‬
‫ﺒﻨﻭﻉ ﺍﻝﻤﻠﻜﻴﺔ‪ ،‬ﺇﻻ ﺍﻥ ﻫﻨﺎﻙ ﻤﺼﺎﺩﺭ ﻤﺘﻌﺩﺩﺓ ﻝﻠﺘﻤﻭﻴل ﻜﻌﺎﺌﺩﺍﺕ ﺍﻝﺘﻭﺯﻴﻊ ﻭﺍﻻﺸﺘﺭﺍﻜﺎﺕ‬
‫ﻭﺍﻹﻋﻼﻨﺎﺕ ﺍﻝﺘﻲ ﺘﻌﺩ ﻤﻥ ﺒﻴﻥ ﻤﺼﺎﺩﺭ ﺍﻝﺘﻤﻭﻴل ﺍﻝﺭﺌﻴﺴﻴﺔ ﺨﺎﺼﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻡ ﺍﻝﻤﺴﺘﻘﻠﺔ‪.‬‬
‫‪ –3‬ﻤﻌﺩل ﺍﻻﻨﺘﺸﺎﺭ‪:‬‬
‫ﺃﻱ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﻭﺼﻭل ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻝﻠﺠﻤﻬﻭﺭ ﺍﻝﻤﺴﺘﻬﺩﻑ‪ ،‬ﻓﻤﻌﺩل‬
‫ﺍﻻﻨﺘﺸﺎﺭ ﻝﻠﺼﺤﻑ ﻴﻘﺘﺭﻥ ﺒﺤﺠﻡ ﺍﻝﺘﻭﺯﻴﻊ ﻭﻋﺩﺩ ﺍﻝﻨﺴﺦ ﺍﻝﻤﺒﺎﻋﺔ‪ ،‬ﺍﻤﺎ ﻤﻌﺩل ﺍﻻﻨﺘﺸﺎﺭ‬
‫ﺒﺎﻝﻨﺴﺒﺔ ﻝﻺﺫﺍﻋﺔ ﺍﻝﻤﺭﺌﻴﺔ ﻓﻴﺸﻴﺭ ﺇﻝﻰ ﺤﺠﻡ ﺍﻝﻤﺸﺎﻫﺩﺓ ﻭﺍﻝﻤﺘﺎﺒﻌﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﺸﺎﻫﺩﻴﻥ‪،‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻓﻲ ﺍﻻﺫﺍﻋﺔ ﺍﻝﻤﺴﻤﻭﻋﺔ ﻴﺸﻴﺭ ﺇﻝﻰ ﺍﻋﺩﺍﺩ ﺍﻝﻤﺴﺘﻤﻌﻴﻥ‪ ،‬ﻜﻤﺎ ﻴﺸﻴﺭ ﻤﺼﻁﻠﺢ ﺍﻻﻨﺘﺸﺎﺭ‬
‫ﺍﻴﻀﺎ ﺇﻝﻰ ﺍﻝﻤﻨﺎﻁﻕ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﻐﻁﻴﺘﻬﺎ ﺒﺎﻝﺒﺙ ﺃﻭ ﺍﻝﺘﻭﺯﻴﻊ‪.‬‬
‫‪ –4‬ﺍﻝﺘﻁﻭﺭ‪:‬‬
‫ﻭﻴﻘﺼﺩ ﺒﻪ ﺩﺭﺍﺴﺔ ﺘﺎﺭﻴﺦ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻹﻋﻼﻤﻴﺔ ﻤﻥ ﺤﻴﺙ ﻨﺸﺄﺘﻬﺎ ﻭﺍﻝﻤﺭﺍﺤل ﺍﻝﺯﻤﻨﻴﺔ‬
‫ﺍﻝﺘﻲ ﻤﺭﺕ ﺒﻬﺎ ﻭﺤﺎﻻﺕ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﻲ ﺸﻬﺩﺘﻬﺎ‪ ،‬ﻭﺍﻝﺘﺤﺴﻴﻨﺎﺕ ﻭﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻁﺭﺃﺕ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻫﻡ ﺍﻝﻤﺤﻁﺎﺕ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻓﻲ ﻤﺴﻴﺭﺘﻬﺎ‪ ،‬ﻭﻤﺎ ﻴﺘﻭﻓﺭ ﻝﻬﺎ ﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ؛‬
‫ﻜﺎﻝﻤﻘﺭﺍﺕ‪ ،‬ﻭﻗﺎﻋﺎﺕ )ﺍﺴﺘﻭﺩﻴﻭﻫﺎﺕ( ﺍﻝﺒﺙ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻺﺫﺍﻋﺎﺕ‪ ،‬ﻭﺍﻝﻤﻁﺎﺒﻊ ﺒﺎﻝﻨﺴﺒﺔ‬
‫ﻝﻠﺼﺤﻑ ‪ ..‬ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﻤﻅﺎﻫﺭ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺘﻲ ﺘﺸﻬﺩﻫﺎ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻤﺴﺢ ﺃﺴﺎﻝﻴﺏ ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻹﻋﻼﻤﻴﺔ‪:‬‬ ‫
‬
‫ﺘﺨﺘﺹ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺤﻴﺔ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺒﺭﺼﺩ ﻭﻤﺘﺎﺒﻌﺔ‬
‫ﻭﺘﻭﺜﻴﻕ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺘﻠﻙ ﺍﻝﻭﺴﺎﺌل‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺍﻫﻤﻬﺎ‪:‬‬
‫‪– 1‬ﺍﻝﺠﻭﺍﻨﺏ ﺍﻻﺩﺍﺭﻴﺔ ﻭﺍﻝﺘﻨﻅﻴﻤﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ‪:‬‬
‫ﻭﺫﻝﻙ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻬﻴﻜل ﺍﻻﺩﺍﺭﻱ ﺩﺍﺨل ﺍﻝﻤﺅﺴﺴﺔ ﺃﻭ ﺍﻝﻭﺴﻴﻠﺔ ﺍﻹﻋﻼﻤﻴﺔ‪،‬‬
‫ﻭﻤﺎ ﻴﺸﺘﻤل ﻋﻠﻴﻪ ﻤﻥ ﺇﺩﺍﺭﺍﺕ ﻭﺍﻗﺴﺎﻡ ﻭﻭﺤﺩﺍﺕ ﺍﺩﺍﺭﻴﺔ‪ ،‬ﻭﺃﺴﺎﻝﻴﺏ ﺍﻝﻌﻤل ﺍﻝﻤﺘﺒﻌﺔ ﻓﻴﻬﺎ‪،‬‬
‫ﻭﺍﻋﺩﺍﺩ ﺍﻝﻌﺎﻤﻠﻴﻥ ﺒﻬﺎ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻬﻡ ﻭﻤﺅﻫﻼﺘﻬﻡ ﻭﺍﻝﺼﻼﺤﻴﺎﺕ ﺍﻝﻤﺘﺎﺤﺔ ﻝﻬﻡ‪.‬‬
‫‪–2‬ﺍﻝﺴﻴﺎﺴﺎﺕ ﻭﺍﻝﺨﻁﻁ ﺍﻻﻋﻼﻤﻴﺔ‪:‬‬
‫ﺤﻴﺙ ﻭﻜﻤﺎ ﻫﻭ ﻤﻌﺭﻭﻑ ﻓﺈﻥ ﻝﻜل ﻭﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ ﺤﺯﻤﺔ ﻤﻥ ﺍﻝﺴﻴﺎﺴﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻌﻤل ﻓﻲ ﻅﻠﻬﺎ ﻭﺘﺴﻌﻰ ﻝﻼﻝﺘﺯﺍﻡ ﺒﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻭﻓﻕ ﻝﻤﺎ ﺘﺤﺩﺩﻩ ﻝﻨﻔﺴﻬﺎ ﻤﻥ ﺃﻫﺩﺍﻑ‪ ،‬ﻴﺘﻡ‬
‫ﺘﺭﺠﻤﺘﻬﺎ ﺇﻝﻰ ﺨﻁﻁ ﺘﻨﻔﻴﺫﻴﺔ ﺘﺤﻘﻕ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﻠﻙ ﺍﻷﻫﺩﺍﻑ‪.‬‬
‫‪–3‬ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﺘﺸﺭﻴﻌﻲ‪:‬‬
‫ﺘﺨﻀﻊ ﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ ﻝﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻝﻨﺎﻓﺫﺓ ﻓﻲ ﺍﻝﺒﻠﺩ ﺍﻝﺫﻱ‬
‫ﺘﻌﻤل ﻓﻴﻪ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺃﻭ ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻷﺨﺭﻯ ﺍﻝﻤﺘﺼﻠﺔ ﺒﻬﺎ‪،‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻴﺩﺨل ﻓﻲ ﻫﺫﺍ ﺍﻻﻁﺎﺭ ﺍﻴﻀﺎ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺫﺍﺕ ﺍﻝﺼﻠﺔ ﺍﻝﺘﻲ ﺘﺼﺩﺭ ﻋﻥ ﺍﻝﻤﺅﺴﺴﺔ‬
‫ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺘﺒﻌﻬﺎ ﺍﻝﻭﺴﻴﻠﺔ‪ ،‬ﺍﻭ ﻋﻥ ﺍﻝﺩﻭﻝﺔ ﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻝﻘﻁﺎﻋﺎﺕ ﺍﻝﻤﻌﻨﻴﺔ ﺒﺎﻝﺸﺄﻥ‬
‫ﺍﻹﻋﻼﻤﻲ‪ ،‬ﺍﻥ ﻫﺫﻩ ﺍﻝﺤﺯﻤﺔ ﺍﻝﺘﺸﺭﻴﻌﻴﺔ ﺘﺤﺩﺩ ﺇﻝﻰ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻁﺭﻴﻘﺔ ﺘﻨﻅﻴﻡ ﻭﻋﻤل‬
‫ﻭﺃﺩﺍﺀ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ‪.‬‬
‫‪–4‬ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﻤﺘﺎﺤﺔ‪:‬‬
‫ﺤﻴﺙ ﻴﺘﻡ ﻫﻨﺎ ﺭﺼﺩ ﺃﻫﻡ ﺍﻝﻤﻌﺩﺍﺕ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻘﻨﻴﺔ ﺍﻝﺘﻲ ﺒﺤﻭﺯﺓ ﺍﻝﻤﺅﺴﺴﺎﺕ‬
‫ﻭﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺃﺩﺍﺌﻬﺎ ﻝﻤﻬﺎﻤﻬﺎ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﻤﻨﺎﺴﺒﺔ‪ ،‬ﻭﺘﻌﺩ‬
‫ﻫﺫﻩ ﺍﻝﺘﻘﻨﻴﺎﺕ ﻤﻥ ﺒﻴﻥ ﺃﻫﻡ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﻨﺠﺎﺡ ﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ‪.‬‬
‫‪–5‬ﺍﻝﻌﻨﺎﺼﺭ ﻭﺍﻝﻜﻭﺍﺩﺭ ﺍﻝﺒﺸﺭﻴﺔ‪:‬‬
‫ﻴﻤﺜل ﺍﻝﻌﻨﺼﺭ ﺍﻝﺒﺸﺭﻱ ﺃﻫﻡ ﺍﻝﻌﻼﻤﺎﺕ ﺍﻝﻔﺎﺭﻗﺔ ﻓﻲ ﻤﺴﺘﻭﻯ ﺍﺩﺍﺀ ﻜل ﻭﺴﻴﻠﺔ‬
‫ﺇﻋﻼﻤﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺭﺼﺩ ﻫﺫﻩ ﺍﻝﻌﻨﺎﺼﺭ ﻭﺩﺭﺍﺴﺘﻬﺎ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﺍﺴﺎﻝﻴﺏ ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﺍﻝﻤﺅﺴﺴﺎﺕ ﻭﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ‪.‬‬
‫‪ –6‬ﺍﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻁﺒﺎﻋﺔ ﻭﺍﻝﺘﻭﺯﻴﻊ‪:‬‬
‫ﻭﻴﻨﻁﺒﻕ ﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺼﺤﻑ "ﺍﻝﺠﺭﺍﺌﺩ ﻭﺍﻝﻤﺠﻼﺕ"‪ ،‬ﺤﻴﺙ ﺘﻤﺘﻠﻙ ﺒﻌﺽ ﺍﻝﺼﺤﻑ‬
‫ﺫﺍﺕ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻜﺒﻴﺭﺓ ﻤﻁﺎﺒﻊ ﺨﺎﺼﺔ ﺒﻬﺎ ﺘﺘﻭﻝﻰ ﻁﺒﺎﻋﺔ ﺍﺼﺩﺍﺭﺍﺘﻬﺎ ﻤﻥ ﺠﺭﺍﺌﺩ‬
‫ﻭﻤﺠﻼﺕ ﻭﻜﺘﺏ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻤﻨﺸﻭﺭﺍﺕ‪ ،‬ﺍﻤﺎ ﺍﻝﺼﺤﻑ ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻝﺼﺤﻔﻴﺔ‬
‫ﺍﻝﺼﻐﻴﺭﺓ ﻭﺍﻝﻨﺎﺸﺌﺔ ﻓﺈﻨﻬﺎ ﻏﺎﻝﺒﺎ ﻤﺎ ﺘﻘﻭﻡ ﺒﻁﺒﻊ ﻤﻨﺸﻭﺭﺍﺘﻬﺎ ﻓﻲ ﻤﻁﺎﺒﻊ ﻤﺅﺴﺴﺎﺕ‬
‫ﻭﺸﺭﻜﺎﺕ ﺍﺨﺭﻯ ﺨﺎﺼﺔ ﺍﻭ ﻋﺎﻤﺔ‪ ،‬ﻭﻴﺘﻭﻗﻑ ﻜل ﺫﻝﻙ ﻋﻠﻰ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺘﻭﻓﺭﺓ ﻝﻜل‬
‫ﺼﺤﻴﻔﺔ ﺃﻭ ﻤﺅﺴﺴﺔ ﺼﺤﻔﻴﺔ‪.‬‬
‫ﻭﺘﻤﺘﻠﻙ ﺒﻌﺽ ﺍﻝﺼﺤﻑ ﺍﻝﻜﺒﻴﺭﺓ ﻤﻨﺎﻓﺫ ﺘﻭﺯﻴﻊ ﺨﺎﺼﺔ ﺒﻬﺎ‪ ،‬ﻭﺘﻜﻭﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﻨﺎﻁﻕ ﻭﻗﺭﻯ ﻭﻤﺩﻥ ﻭﺒﻠﺩﺍﻥ ﺒﻌﻴﺩﺓ‪ ،‬ﻨﻅﺭﺍ ﻝﻤﺎ ﺘﻤﺘﻠﻜﻪ ﻤﻥ ﻭﺴﺎﺌل ﺘﻭﺯﻴﻊ‬
‫ﺤﺩﻴﺜﺔ ﻭﻤﺘﻁﻭﺭﺓ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﻌﺘﻤﺩ ﺒﻌﺽ ﺍﻝﺼﺤﻑ ﻋﻠﻰ ﺸﺭﻜﺎﺕ ﻭﻤﻜﺎﺘﺏ ﺨﺎﺭﺠﻴﺔ‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻭﻴﺘﻭﻗﻑ ﻜل ﺫﻝﻙ ﺒﺎﻝﻁﺒﻊ ﻋﻠﻰ ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻤﺎﻝﻴﺔ ﻝﻜل‬

‫ﻭﺴﻴﻠﺔ‪.‬‬
‫‪–7‬ﺍﻹﻋﻼﻥ‪:‬‬
‫ﻴﻌﻜﺱ ﺍﻝﻨﺸﺎﻁ ﺍﻹﻋﻼﻨﻲ ﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻤﺩﻯ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺠﺫﺏ‬
‫ﺍﻝﻤﻌﻠﻨﻴﻥ ﻭﺍﻗﻨﺎﻋﻬﻡ ﺒﺎﻝﻨﺸﺭ ﻝﺩﻴﻬﺎ‪ ،‬ﻭﻫﻲ ﺍﻤﻭﺭ ﺘﺘﺤﻜﻡ ﻓﻴﻬﺎ ﻋﺩﺓ ﻋﻭﺍﻤل ﻤﻥ ﺍﻫﻤﻬﺎ‬
‫ﻤﻜﺎﻨﺔ ﺍﻝﻭﺴﻴﻠﺔ ﻭﺍﻨﺘﺸﺎﺭﻫﺎ ﻭﺤﺠﻡ ﺘﻭﺯﻴﻌﻬﺎ‪ ،‬ﻭﻤﺎ ﺘﺘﻤﺘﻊ ﺒﻪ ﻤﻥ ﻤﻜﺎﻨﺔ ﻓﻲ ﺴﻭﻕ ﺍﻹﻋﻼﻡ‬
‫ﻝﺩﻯ ﺠﻤﻬﻭﺭﻫﺎ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﻤﺴﺢ ﺍﺴﺎﻝﻴﺏ ﺍﻝﻤﻤﺎﺭﺴﺔ ﺍﻹﻋﻼﻤﻴﺔ ﻴﺘﻁﻠﺏ ﻀﺭﻭﺭﺓ ﺭﺼﺩ ﻭﺩﺭﺍﺴﺔ‬
‫ﻜﺎﻓﺔ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺴﺎﺒﻘﺔ ﺒﻤﺎ ﻴﻔﻀﻲ ﺇﻝﻰ ﻓﻬﻡ ﺃﻋﻤﻕ ﻝﺘﻠﻙ ﺍﻝﻤﻤﺎﺭﺴﺔ‪ ،‬ﻭﻴﺘﻴﺢ ﺒﻴﺎﻨﺎﺕ‬
‫ﻭﻤﻌﻠﻭﻤﺎﺕ ﻭﺤﻘﺎﺌﻕ ﺤﻭل ﺘﻠﻙ ﺍﻝﻭﺴﺎﺌل ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻝﻡ ﻴﻜﻥ ﺒﺎﻹﻤﻜﺎﻥ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻝﻭﻻ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﺍﻹﻋﻼﻤﻲ ﻓﻲ ﺼﻭﺭﻩ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫ﻤﺴﺢ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪:‬‬ ‫
‬
‫ﻴﻌﺘﺒﺭ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺩﺍﺨل ﺍﻝﻤﺅﺴﺴﺔ ﺍﻹﻋﻼﻤﻴﺔ ﺍﺤﺩ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻔﺎﻋﻠﺔ ﻓﻲ‬
‫ﻨﻅﺎﻡ ﺍﻝﻌﻤل‪ ،‬ﻓﻬﻭ ﺍﻝﺫﻱ ﻴﺘﺩﺨل ﻓﻲ ﺤﺭﻜﺔ ﺴﻴﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﻤﺼﺎﺩﺭﻫﺎ ﻏﻠﻰ‬
‫ﺍﻝﻤﺘﻠﻘﻲ‪ ،‬ﺒﻤﺎ ﻴﺘﺴﻡ ﺒﺎﻝﺴﻴﻁﺭﺓ ﺃﻭ ﺍﻝﻀﺒﻁ ﻝﻬﺫﻩ ﺍﻝﺤﺭﻜﺔ ﻭﻨﺎﺘﺠﻬﺎ ﺍﻝﻨﻬﺎﺌﻲ ﺍﻝﺫﻱ ﻴﺘﻤﺜل ﻓﻲ‬
‫)‪(1‬‬
‫ﻭﻝﻜﻲ ﻨﺤﺩﺩ ﺘﺄﺜﻴﺭ ﺍﻻﺘﺼﺎل ﻋﻠﻴﻨﺎ‬ ‫ﻤﺤﺘﻭﻯ ﺭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﺘﻲ ﺘﻨﻘل ﺇﻝﻰ ﺍﻝﻤﺘﻠﻘﻲ‪،‬‬
‫ﺍﻥ ﻨﻌﺭﻑ ﺍﻨﻭﺍﻉ ﺍﻝﻨﻅﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﻴﻌﻤل ﻓﻲ ﺍﻁﺎﺭﻫﺎ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﻭﻤﻜﺎﻨﺘﻪ‬
‫ﻓﻲ ﺍﻝﻨﻅﺎﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﻷﺩﻭﺍﺭ ﺍﻝﺘﻲ ﻴﺅﺩﻴﻬﺎ‪ ،‬ﻭﺍﻝﻤﻬﺎﻡ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﻘﻭﻡ ﺒﻬﺎ‪،‬‬
‫ﻭﺍﻝﻭﻀﻊ ﺍﻝﺫﻱ ﻴﺭﺍﻩ ﺍﻝﻨﺎﺱ ﻓﻴﻪ‪ ،‬ﻜﻤﺎ ﺍﻨﻨﺎ ﻓﻲ ﺤﺎﺠﺔ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺍﻻﻁﺎﺭ ﺍﻝﺜﻘﺎﻓﻲ ﺍﻝﺫﻱ‬
‫ﻴﻌﺎﻴﺸﻪ‪ ،‬ﻭﺍﻝﻘﻴﻡ ﻭﺍﻝﻤﻌﺘﻘﺩﺍﺕ ﺍﻝﻤﺴﻴﻁﺭﺓ ﻋﻠﻴﻪ‪ ،‬ﻭﺍﻨﻭﺍﻉ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﻘﺒﻭﻝﺔ ﻭﻏﻴﺭ‬
‫)‪(2‬‬
‫ﺍﻝﻤﻘﺒﻭﻝﺔ‪ ،‬ﻭﺘﻁﻠﻌﺎﺘﻪ ﻭﺘﻭﻗﻌﺎﺘﻪ‪ ،‬ﻭﺘﻭﻗﻌﺎﺕ ﺍﻷﺨﺭﻴﻥ ﻋﻨﻪ‪.‬‬

‫‪ -1‬ﻤﻲ ﺍﻝﻌﺒﺩﺍﷲ‪ ،‬ﻨﻅﺭﻴﺎﺕ ﺍﻻﺘﺼﺎل‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪2006 ،‬ﻡ‪ ،‬ﺹ‪.156 ،155‬‬
‫‪ -2‬ﺤﺴﻥ ﻋﻤﺎﺩ ﻤﻜﺎﻭﻱ‪ ،‬ﻝﻴﻠﻰ ﺤﺴﻴﻥ ﺍﻝﺴﻴﺩ‪ ،‬ﺍﻻﺘﺼﺎل ﻭﻨﻅﺭﻴﺎﺘﻪ ﺍﻝﻤﻌﺎﺼﺭﺓ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪1998 ،‬ﻡ‪ ،‬ﺹ‪.46‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺘﻌﺘﺒﺭ ﺍﺤﺩ ﺃﻫﻡ ﺍﻝﻤﺴﻭﺤﺎﺕ ﻓﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‬
‫ﻭﺨﺼﺎﺌﺼﻪ ﻭﺍﺘﺠﺎﻫﺎﺘﻪ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﻤﺅﻫﻼﺘﻪ ﻭﺨﺒﺭﺍﺘﻪ ﻭﺘﺼﻭﺭﺍﺘﻪ‪ ،‬ﻭﺍﻝﻀﻐﻭﻁ ﺍﻝﺘﻲ‬
‫ﻴﺘﻌﺭﺽ ﺍﻝﻴﻬﺎ‪ ،‬ﻭﻤﺩﻯ ﻤﺎ ﻴﺘﻤﺘﻊ ﺒﻪ ﻤﻥ ﺤﻘﻭﻕ‪ ،‬ﻭﻤﺎ ﻴﺘﻭﻓﺭ ﻝﻪ ﻤﻥ ﻅﺭﻭﻑ ﻤﻨﺎﺴﺒﺔ‬
‫ﻝﻠﻌﻤل‪ ،‬ﻭﺘﻜﻤﻥ ﺃﻫﻤﻴﺔ ﻤﺴﺢ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻜﻭﻨﻪ ﻴﻌﺩ ﺃﺤﺩ ﺃﻫﻡ ﻋﻨﺎﺼﺭ ﺍﻝﻌﻤﻠﻴﺔ‬
‫ﺍﻻﺘﺼﺎﻝﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺩﺭﺍﺴﺘﻬﺎ ﻓﻲ ﻓﻬﻡ ﺘﻠﻙ ﺍﻝﻌﻤﻠﻴﺔ ﻓﻬﻡ ﺼﺤﻴﺤﺎ ﻭﺴﻠﻴﻤﺎ‪.‬‬
‫ﻭﺘﺘﺭﺍﻭﺡ ﺩﺭﺍﺴﺎﺕ ﻤﺴﺢ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ‪،‬‬
‫ﻭﺍﺴﺘﺨﺩﺍﻡ ﺃﺩﺍﺓ ﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﻭﻫﻲ ﺩﺭﺍﺴﺎﺕ ﺘﻌﺩ ﺍﺤﻴﺎﻨﺎ ﻤﻜﻤﻠﺔ ﻝﺩﺭﺍﺴﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪،‬‬
‫ﺤﻴﺙ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺩﺭﺍﻙ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻴﺠﺭﻱ ﻓﻴﻬﺎ ﺍﻨﺘﺎﺝ ﻤﻀﻤﻭﻥ ﺍﻝﺭﺴﺎﻝﺔ‬
‫ﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﻭﺍﺴﺘﻴﻌﺎﺏ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺤﻴﻁﺔ ﺒﺎﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ ﻭﺘﺸﺭﻴﻌﺎﺕ‬
‫ﻭﺴﻴﺎﺴﺎﺕ ﻭﻤﻌﺘﻘﺩﺍﺕ ﻭﻗﻴﻡ ﻭﺍﻴﺩﻭﻝﻭﺠﻴﺎﺕ‪ ،‬ﻭﻫﻲ ﻜﻠﻬﺎ ﻋﻭﺍﻤل ﺘﺘﺩﺨل ﻓﻲ ﺍﻝﺘﺄﺜﻴﺭ ﻋﻠﻰ‬
‫ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻭﺘﻭﺠﻪ ﺒﺸﻜل ﺃﻭ ﺒﺄﺨﺭ ﻤﺎ ﻴﻨﺘﺠﻪ ﻤﻥ ﺭﺴﺎﺌل ﺇﻋﻼﻤﻴﺔ‪.‬‬
‫ﻭﺘﺘﻀﺢ ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺤﻴﺔ ﻝﻠﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻤﻥ ﺨﻼل ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺍﻨﻬﺎ ﺘﻤﻜﻥ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺨﺼﺎﺌﺹ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻭﺴﻤﺎﺘﻪ ﻭﺨﺒﺭﺍﺘﻪ‬
‫ﻭﻜﻔﺎﺀﺍﺘﻪ‪.‬‬
‫‪ – 2‬ﺍﻨﻬﺎ ﺘﻤﻜﻥ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺁﺭﺍﺀ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺘﺠﺎﻩ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ‬
‫ﻴﻌﻤل ﻓﻲ ﻅﻠﻬﺎ‪.‬‬
‫‪ – 3‬ﺍﻨﻬﺎ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﻀﻐﻭﻁﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻌﺭﺽ ﻝﻬﺎ ﺍﻝﻘﺎﺌﻡ‬
‫ﺒﺎﻻﺘﺼﺎل‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻫﺫﻩ ﺍﻝﻀﻐﻭﻁﺎﺕ ﻤﻥ ﺩﺍﺨل ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺘﻲ ﻴﻌﻤل ﺒﻬﺎ ﺃﻭ ﻤﻥ‬
‫ﺨﺎﺭﺠﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻨﻬﺎ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﻤﺎ ﻴﺘﻤﺘﻊ ﺒﻪ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻤﻥ‬
‫ﺤﻘﻭﻕ ﻭﺤﺭﻴﺎﺕ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪241‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 5‬ﺍﻨﻬﺎ ﺘﻤﻜﻥ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﻤﺎ ﻴﺘﻤﺘﻊ ﺒﻪ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻤﻥ ﺭﻀﺎ‬

‫ﻤﻬﻨﻲ‪.‬‬
‫‪ – 6‬ﺍﻨﻬﺎ ﺘﺘﻴﺢ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻯ ﻤﺎ ﻴﺘﻭﻓﺭ ﻝﻠﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ‬
‫ﻤﺎﺩﻴﺔ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺘﻲ ﻴﻌﻤل ﺒﻬﺎ‪.‬‬
‫‪ – 7‬ﺍﻨﻬﺎ ﺘﻭﻓﺭ ﻤﺠﺎﻻ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺘﻁﻠﻌﺎﺕ ﻭﻁﻤﻭﺤﺎﺕ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪.‬‬
‫‪ – 8‬ﺍﻨﻬﺎ ﺘﻤﻜﻥ ﻤﻥ ﺍﻝﺘﻌﺭ ﻑ ﻋﻠﻰ ﺁﺭﺍﺀ ﺍﻝﻘﺎﺌﻤﻴﻥ ﺒﺎﻻﺘﺼﺎل ﺘﺠﺎﻩ ﺍﻝﻤﻀﻤﻭﻥ‬
‫ﺍﻹﻋﻼﻤﻲ ﺍﻝﺫﻱ ﻴﻨﺘﺠﻭﻨﻪ ﻭﻴﻘﺩﻤﻭﻨﻪ ﻋﺒﺭ ﻭﺴﺎﺌﻠﻬﻡ ﺍﻹﻋﻼﻤﻴﺔ‪.‬‬
‫ﻭﺘﻨﻘﺴﻡ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺇﻝﻰ‪:‬‬
‫‪ – 1‬ﺩﺭﺍﺴﺎﺕ ﺘﻨﺼﺏ ﻋﻠﻰ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻓﻲ ﺫﺍﺘﻪ‪ ،‬ﻤﻥ ﺤﻴﺙ ﺨﺼﺎﺌﺼﻪ‬
‫ﻭﻤﺅﻫﻼﺘﻪ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﺘﻁﻠﻌﺎﺘﻪ ‪ ..‬ﺇﻝﻰ ﻏﻴﺭ ﺫﻝﻙ ﻤﻤﺎ ﻴﺘﺼل ﺒﻪ ﻤﺒﺎﺸﺭﺓ‪.‬‬
‫‪ – 2‬ﺩﺭﺍﺴﺎﺕ ﺘﻨﺼﺏ ﻋﻠﻰ ﺁﺭﺍﺀ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺘﺠﺎﻩ ﺍﻝﺒﻴﺌﺔ ﻭﻅﺭﻭﻑ ﺍﻝﻌﻤل‬
‫ﺍﻝﺘﻲ ﻴﺸﺘﻐل ﻓﻲ ﻅﻠﻬﺎ‪ ،‬ﻤﻥ ﺍﻤﻜﺎﻨﻴﺎﺕ ﻭﺘﺸﺭﻴﻌﺎﺕ ﻭﺴﻴﺎﺴﺎﺕ ﻭﻗﻴﻡ ﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﻅﺭﻭﻑ‬
‫ﻭﺍﻭﻀﺎﻉ ﺴﻴﺎﺴﻴﺔ ﻭﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﻓﻜﺭﻴﺔ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪ – 3‬ﺩﺭﺍﺴﺎﺕ ﺘﻨﺼﺏ ﻋﻠﻰ ﺘﻘﻴﻴﻡ ﻤﺎ ﻴﻨﺘﺠﻪ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻤﻥ ﺭﺴﺎﺌل‪ ،‬ﻭﻁﺭﻕ‬
‫ﻭﺍﺴﺎﻝﻴﺏ ﺍﻋﺩﺍﺩﻫﺎ ﻭﻤﺭﺍﺠﻌﺘﻬﺎ ﻭﻤﺭﺍﻗﺒﺘﻬﺎ ﻭﺍﺠﺎﺯﺘﻬﺎ ﻭﻨﺸﺭﻫﺎ‪.‬‬
‫ﺏ –ﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﻴﻘﺼﺩ ﺒﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﺠﻪ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻨﺼﻭﺹ‬
‫ﻭﺍﻝﻤﻭﺍﺩ ﺍﻝﻤﻜﺘﻭﺒﺔ ﺃﻭ ﺍﻝﻤﻘﺭﻭﺀﺓ ﺍﻭ ﺍﻝﻤﺴﻤﻭﻋﺔ ﺍﻭ ﺍﻝﻤﺭﺌﻴﺔ‪ ،‬ﻋﺒﺭ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺜﻘﺎﻓﻴﺔ ﻭ‬
‫ﺍﻹﻋﻼﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻌﻠﻤﻴﺔ ‪ ..‬ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﺘﺤﻤﻠﻪ ﻤﻥ‬
‫ﻤﻀﺎﻤﻴﻥ ﻭﺍﻓﻜﺎﺭ ﻭﻗﻴﻡ ﻭﺍﺘﺠﺎﻫﺎﺕ ‪ ..‬ﺍﻝﺦ‪ ،‬ﻭﻤﻥ ﺃﻫﻡ ﺃﻨﻭﺍﻉ ﻤﺴﻭﺤﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ ﻤﺎ‬
‫ﻴﻠﻲ‪:‬‬
‫‪ #‬ﻤﺴﺢ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺼﺤﻔﻲ ﻝﻠﺠﺭﺍﺌﺩ ﻭﺍﻝﻤﺠﻼﺕ‪:‬‬
‫ﺤﻴﺙ ﻴﺘﻭﻝﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺩﺭﺍﺴﺔ ﻤﻀﻤﻭﻥ ﻤﺤﺩﺩ ﻝﺼﺤﻑ ﻤﻌﻴﻨﺔ؛ ﻜﺄﻥ ﻴﻘﻭﻡ ﻤﺜﻼ‬
‫ﺒﺩﺭﺍﺴﺔ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺴﻴﺎﺴﻲ ﺃﻭ ﺍﻝﺭﻴﺎﻀﻲ ﺃﻭ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺃﻭ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺼﻭﺭ‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪ ،‬ﺃﻭ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺘﻴﺒﻭﻏﺭﺍﻓﻴﺔ ﺃﻭ ﺍﺴﺎﻝﻴﺏ ﺍﻻﺨﺭﺍﺝ ‪ ..‬ﺇﻝﻰ ﻏﻴﺭ‬

‫ﺫﻝﻙ‪ ،‬ﻭﻓﻘﺎ ﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺒﺤﺙ ﻭﻓﺭﻭﻀﻪ ﻭﺍﻫﺩﺍﻓﻪ‪.‬‬
‫‪ #‬ﻤﺴﺢ ﻤﻀﻤﻭﻥ ﺍﻻﺫﺍﻋﺎﺕ ﺍﻝﻤﺭﺌﻴﺔ‪:‬‬
‫ﻴﺘﺠﻪ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﻝﻤﺴﺢ ﻤﻀﺎﻤﻴﻥ ﺍﻝﺒﺭﺍﻤﺞ ﻭﺍﻝﻤﺴﻠﺴﻼﺕ ﻭﺍﻝﻨﺸﺭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ‬
‫ﻭﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺘﺤﺭﻜﺔ ﻭﺍﻹﻋﻼﻨﺎﺕ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻤﻀﺎﻤﻴﻥ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺒﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻷﻓﻜﺎﺭ ﺍﻝﺘﻲ ﺘﻌﺎﻝﺠﻬﺎ ﻭﺭﺼﺩ ﺍﺘﺠﺎﻫﺎﺘﻬﺎ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻬﺎ ﻭﺍﻫﺩﺍﻓﻬﺎ ﻭﺍﻝﻘﻴﻡ‬
‫ﺍﻝﺘﻲ ﺘﻌﻜﺴﻬﺎ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ ‪ ..‬ﻭﻓﻘﺎ ﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺒﺤﺙ ﻭﻓﺭﻭﻀﻪ ﻭﺍﻫﺩﺍﻓﻪ‪.‬‬
‫‪ #‬ﻤﺴﺢ ﻤﻀﻤﻭﻥ ﺍﻻﺫﺍﻋﺎﺕ ﺍﻝﻤﺴﻤﻭﻋﺔ‪:‬‬
‫ﻭﻴﺘﻡ ﺫﻝﻙ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ ﻭﻓﺤﺹ ﻤﻀﺎﻤﻴﻥ ﻤﺤﺩﺩﺓ ﺘﺒﺜﻬﺎ ﺍﻻﺫﺍﻋﺎﺕ‬
‫ﺍﻝﻤﺴﻤﻭﻋﺔ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺍﺫﺍﻋﺎﺕ ﻤﺤﻠﻴﺔ ﺃﻭ ﻭﻁﻨﻴﺔ ﺍﻭ ﺩﻭﻝﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﺘﻠﻙ‬
‫ﺍﻝﻤﻀﺎﻤﻴﻥ ﺒﺭﺍﻤﺞ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺃﻭ ﺴﻴﺎﺴﻴﺔ ﺃﻭ ﻨﺸﺭﺍﺕ ﺍﺨﺒﺎﺭ ﺃﻭ ﺇﻋﻼﻨﺎﺕ ﺃﻭ ﺒﺭﺍﻤﺞ‬
‫ﺍﻁﻔﺎل ‪ ..‬ﻭﻤﺎ ﺇﻝﻰ ﺫﻝﻙ‪.‬‬
‫‪ #‬ﻤﺴﺢ ﻤﻀﻤﻭﻥ ﻤﻭﺍﻗﻊ ﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ‪:‬‬
‫ﻭﻴﺸﻤل ﻫﺫﺍ ﺍﻝﻤﺴﺢ ﺩﺭﺍﺴﺔ ﻜل ﻤﻥ ﻤﻀﺎﻤﻴﻥ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪،‬‬
‫ﻭﺍﻝﺼﺤﻑ ﻭﺍﻝﻤﺩﻭﻨﺎﺕ ﺍﻻﻝﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻤﻭﺍﻗﻊ ﻋﻠﻰ ﺍﻝﺸﺒﻜﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ‬
‫ﺨﻼل ﺘﺤﻠﻴل ﻤﻀﺎﻤﻴﻥ ﻤﺎ ﺘﺤﺘﻭﻴﻪ ﻤﻥ ﻨﺼﻭﺹ ﻭﺼﻭﺭ ﻭﺍﺨﺒﺎﺭ ﻭﻤﻘﺎﻁﻊ ﻓﻴﺩﻴﻭ‪،‬‬
‫ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﻤﻀﺎﻤﻴﻥ ﻭﻓﻘﺎ ﻝﻸﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺤﺩﺩﻫﺎ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪ #‬ﻤﺴﺢ ﻤﻀﺎﻤﻴﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪:‬‬
‫ﺤﻴﺙ ﺘﺘﺠﻪ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺇﻝﻰ ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺒﻌﺽ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﺘﺤﺘﻭﻴﻪ ﻤﻥ ﻤﻭﻀﻭﻋﺎﺕ ﻭﺃﻓﻜﺎﺭ ﻭﻗﻴﻡ ﻭﺍﺘﺠﺎﻫﺎﺕ‪ ،‬ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ‬
‫ﻝﻠﺘﻌﺭﻑ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ #‬ﻤﺴﺢ ﻤﻀﺎﻤﻴﻥ ﺍﻝﺨﻁﺎﺒﺎﺕ ﻭﺍﻝﻭﺜﺎﺌﻕ‪:‬‬

‫ﻭﺘﺸﻤل ﺩﺭﺍﺴﺔ ﻤﻀﺎﻤﻴﻥ ﺨﻁﺎﺒﺎﺕ ﺍﻝﻘﺎﺩﺓ ﻭﺍﻝﺯﻋﻤﺎﺀ ﻭﺍﻝﺭﺅﺴﺎﺀ‪ ،‬ﻭﺭﺴﺎﺌل ﺒﻌﺽ‬
‫ﺍﻝﺸﺨﺼﻴﺎﺕ ﺍﻝﺴﻴﺎﺴﻴﺔ ﺃﻭ ﺍﻷﺩﺒﻴﺔ ﺃﻭ ﺍﻝﻔﻜﺭﻴﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻓﻜﺎﺭﻫﻡ ﻭﺁﺭﺍﺌﻬﻡ‬
‫ﻭﺍﺘﺠﺎﻫﺎﺘﻬﻡ‪.‬‬
‫‪ #‬ﻤﺴﺢ ﺍﻝﻨﺼﻭﺹ ﺍﻷﺩﺒﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﻤﺴﻭﺤﺎﺕ ﺍﻝﺘﻲ ﺘﺘﺠﻪ ﺇﻝﻰ ﺘﺤﻠﻴل ﻤﻀﻤﻭﻥ ﺍﻝﻘﺼﺎﺌﺩ ﺍﻝﺸﻌﺭﻴﺔ ﻭﺍﻝﻘﺼﺹ‬
‫ﻭﺍﻝﺭﻭﺍﻴﺎﺕ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﻋﻤﺎل ﺍﻷﺩﺒﻴﺔ ﻝﻠﻜﺸﻑ ﻋﻥ ﻜﻴﻔﻴﺔ ﻁﺭﺡ ﻭﻤﻌﺎﻝﺠﺔ ﻭﺘﻨﺎﻭل‬
‫ﻗﻀﺎﻴﺎ ﻭﻤﻭﺍﻗﻑ ﻭﺍﺤﺩﺍﺙ ﻭﺸﺨﺼﻴﺎﺕ ﻤﻌﻴﻨﺔ‪.‬‬
‫‪ #‬ﻤﺴﺢ ﻤﻀﺎﻤﻴﻥ ﺍﻝﻠﻭﺤﺎﺕ ﻭﺍﻝﻼﻓﺘﺎﺕ ﻭﺍﻝﻤﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻨﻴﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﻠﻭﺤﺎﺕ ﻭﺍﻝﻼﻓﺘﺎﺕ ﻭﺍﻝﻤﻠﺼﻘﺎﺕ ﺍﻹﻋﻼﻨﻴﺔ ﺍﻝﻤﻌﻠﻘﺔ ﻋﻠﻰ ﺍﻝﺠﺩﺭﺍﻥ‪ ،‬ﺃﻭ‬
‫ﻭﺴﺎﺌل ﺍﻝﻨﻘل‪ ،‬ﺃﻭ ﻋﻠﻰ ﺠﺎﻨﺒﻲ ﺍﻝﻁﺭﻴﻕ ﺃﻭ ﻓﻲ ﺍﻝﻤﻴﺎﺩﻴﻥ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺇﻋﻼﻨﺎﺕ‬
‫ﺘﺠﺎﺭﻴﺔ‪ ،‬ﺃﻭ ﺇﻋﻼﻨﺎﺕ ﺍﻨﺘﺨﺎﺒﻴﺔ‪ ،‬ﺃﻭ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻨﻭﺍﻉ ﺍﻹﻋﻼﻨﺎﺕ ﺍﻷﺨﺭﻯ ﺍﻝﻤﺘﻌﺎﺭﻑ‬
‫ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻋﻴﻭﺏ ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ‪:‬‬
‫ﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﺒﻌﺽ ﺍﻝﻌﻴﻭﺏ ﻭﺫﻝﻙ ﻜﻐﻴﺭﻩ ﻤﻥ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻷﺨﺭﻯ‪ ،‬ﺇﻻ ﺍﻥ‬
‫ﻫﺫﻩ ﺍﻝﻌﻴﻭﺏ ﺃﻭ ﺍﻭﺠﻪ ﺍﻝﻘﺼﻭﺭ ﻻ ﺘﻘﻠل ﺒﺄﻱ ﺤﺎل ﻤﻥ ﺍﻷﺤﻭﺍل ﻤﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻪ ﻓﻲ‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻨﻤﺎ ﻫﻲ ﺘﺘﺼل ﺒﺒﻌﺽ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻔﻨﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﺨﺘﻠﻑ ﺒﺎﺨﺘﻼﻑ ﻅﺭﻭﻑ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺘﻲ ﺘﺠﺭﻯ ﻓﻴﻬﺎ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﻌﻴﻭﺏ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﻋﻴﻭﺏ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺘﻜﺎﻝﻴﻑ‪:‬‬
‫ﺤﻴﺙ ﻴﺘﻁﻠﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺴﺢ ﺒﺫل ﺠﻬﺩ ﻜﺒﻴﺭ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻜﻤﺎ ﺍﻨﻪ ﻴﺤﺘﺎﺝ‬
‫ﺇﻝﻰ ﻭﻗﺕ ﻁﻭﻴل ﻨﺴﺒﻴﺎ ﻹﻨﺠﺎﺯ ﺍﻝﺒﺤﻭﺙ ﻤﻥ ﺨﻼﻝﻪ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺫﻝﻙ ﻓﺈﻥ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻗﺩ ﻴﺘﻁﻠﺏ ﻨﻔﻘﺎﺕ ﻤﺎﻝﻴﺔ ﻤﺭﺘﻔﻌﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﻋﻴﻭﺏ ﺘﺘﻌﻠﻕ ﺒﺎﻝﻤﺒﺤﻭﺜﻴﻥ‪:‬‬

‫ﺤﻴﺙ ﺘﺘﻭﻗﻑ ﺩﻗﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﻴﺩﺍﻨﻲ ﻝﻠﻤﺴﺢ ﻋﻠﻰ ﻤﺩﻯ ﺘﻌﺎﻭﻥ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﺘﺯﻭﻴﺩﻫﻡ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻵﺭﺍﺀ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﻓﻘﺩ ﻴﺤﺩﺙ‬
‫ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺩﻝﻲ ﺒﻬﺎ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﺯﻴﻔﺔ ﻭﻏﻴﺭ ﺤﻘﻴﻘﻴﺔ‪ ،‬ﻤﻤﺎ ﻴﻨﻌﻜﺱ‬
‫ﻋﻠﻰ ﺼﺩﻕ ﻭﺍﻫﻤﻴﺔ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ ﺒﺭﻤﺘﻬﺎ‪.‬‬
‫‪ – 3‬ﻋﻴﻭﺏ ﺘﺘﻌﻠﻕ ﺒﺤﺭﻴﺔ ﺍﻝﺭﺃﻱ‪:‬‬
‫ﺘﺤﺘﺎﺝ ﺍﻝﻤﺴﻭﺡ ﺍﻝﻤﻴﺩﺍﻨﻴﺔ ﻝﻨﺠﺎﺤﻬﺎ ﻭﺠﻭﺩ ﻤﺴﺎﺤﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﺤﺭﻴﺔ ﺘﺴﻤﺢ‬
‫ﻝﻠﺒﺎﺤﺜﻴﻥ ﺒﺈﺨﻀﺎﻉ ﻜﺎﻓﺔ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻝﻠﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ ﺩﻭﻥ ﺤﺭﺝ ﺃﻭ‬
‫ﻀﻐﻭﻁﺎﺕ ﺃﻭ ﺨﻭﻑ ﺍﻭ ﺘﺭﺩﺩ ﻷﺴﺒﺎﺏ ﺴﻴﺎﺴﻴﺔ ﺃﻭ ﻓﻜﺭﻴﺔ ﺃﻭ ﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻜﻤﺎ ﺘﺴﻤﺢ‬
‫ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﻜﺫﻝﻙ ﺒﺎﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺁﺭﺍﺌﻬﻡ ﻭﻤﻭﺍﻗﻔﻬﻡ ﺩﻭﻥ ﺨﻭﻑ ﻤﻥ ﺃﻴﺔ ﺇﺠﺭﺍﺀﺍﺕ ﻗﺩ‬
‫ﺘﺘﺨﺫ ﻀﺩﻫﻡ‪.‬‬
‫‪ – 4‬ﻋﻴﻭﺏ ﺘﺘﻌﻠﻕ ﺒﺎﻝﺒﺎﺤﺜﻴﻥ‪:‬‬
‫ﺘﺘﻁﻠﺏ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺴﺤﻴﺔ ﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻤﻥ ﺍﻝﻤﻬﺎﺭﺓ ﻭﺍﻝﻨﺯﺍﻫﺔ‬
‫ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﻌﻠﻤﻴﺔ ﻭﻋﺩﻡ ﺍﻝﺘﺤﻴﺯ ﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺒﻤﺎ ﻴﻀﻤﻥ‬
‫ﺘﺼﻤﻴﻡ ﺍﻝﺒﺤﺙ ﺒﺤﻴﺎﺩﻴﺔ ﻋﺎﻝﻴﺔ‪ ،‬ﻭﻫﻲ ﺍﻤﻭﺭ ﻗﺩ ﻻ ﺘﺘﻭﻓﺭ ﻓﻲ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ‬
‫ﻗﺩ ﻴﺘﺄﺜﺭﻭﻥ ﺒﺄﻫﻭﺍﺌﻬﻡ ﻭﻤﻴﻭﻝﻬﻡ ﻭﺭﻏﺒﺎﺘﻬﻡ ﻭﻭﻻﺌﻬﻡ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻻ ﺘﺘﻭﻓﺭ ﻝﺒﻌﻀﻬﻡ ﺍﻝﺨﺒﺭﺓ‬
‫ﻭﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﻼﺯﻤﺔ‪ ،‬ﻭﻫﻲ ﻜﻠﻬﺎ ﻋﻭﺍﻤل ﺘﺅﺜﺭ ﻋﻠﻰ ﺴﻴﺭ ﺍﻝﺒﺤﺙ ﻭﺍﺠﺭﺍﺀﺍﺘﻪ ﻭﻨﺘﺎﺌﺠﻪ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‬

‫ﻤﻔﻬﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪:‬‬
‫ﻴﻌﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺃﺤﺩ ﺃﻫﻡ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻨﻅﺭﺍ ﻝﻠﺜﻘﺔ ﺍﻝﻌﺎﻝﻴﺔ ﻓﻲ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻥ ﺨﻼﻝﻪ‪ ،‬ﻭﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻜﺜﻴﺭﺍ ﻓﻲ‬
‫ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻭﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﻭﺘﺘﻤﺘﻊ ﺍﺠﺭﺍﺀﺍﺘﻪ ﺒﻤﺴﺘﻭﻯ ﺜﻘﺔ ﻋﺎل‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ‬
‫ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﻌﺩ ﺨﻁﻭﺓ ﻤﺘﻁﻭﺭﺓ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻨﻲ‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﺘﻤﺘﻊ ﺒﺎﻝﺩﻗﺔ ﻭﺍﻝﻤﺼﺩﺍﻗﻴﺔ ﻨﻅﺭﺍ ﻹﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻌﻭﺍﻤل ﻭﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬

‫ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬

‫ﻭ"ﺍﻝﺘﺠﺭﻴﺏ ﻫﻭ ﺘﻐﻴﻴﺭ ﻤﺘﻌﻤﺩ ﻭﻤﻀﺒﻭﻁ ﻝﻠﺸﺭﻭﻁ ﺍﻝﻤﺤﺩﺩﺓ ﻝﺤﺎﺩﺜﺔ ﻤﺎ‪ ،‬ﻭﻤﻼﺤﻅﺔ‬

‫ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﻨﺎﺘﺠﺔ ﻓﻲ ﺍﻝﺤﺎﺩﺜﺔ ﺫﺍﺘﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ")‪ ،(1‬ﻓﺎﻝﺘﺠﺭﻴﺏ ﺴﻭﺍﺀ ﻓﻲ ﺍﻝﻤﻌﻤل ﺃﻭ‬
‫ﻓﻲ ﻗﺎﻋﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻭ ﻓﻲ ﺃﻱ ﻤﺠﺎل ﺃﺨﺭ ﻫﻭ ﻤﺤﺎﻭﻝﺔ ﻝﻠﺘﺤﻜﻡ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﻭﺍﻝﻌﻭﺍﻤل ﺍﻷﺴﺎﺴﻴﺔ ﺒﺎﺴﺘﺜﻨﺎﺀ ﻤﺘﻐﻴﺭ ﻭﺍﺤﺩ ‪ ..‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺘﻁﻭﻴﻌﻪ ﺃﻭ ﺘﻐﻴﻴﺭﻩ‬
‫ﺒﻬﺩﻑ ﺘﺤﺩﻴﺩ ﻭﻗﻴﺎﺱ ﺘﺄﺜﻴﺭﻩ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ)‪ ،(2‬ﻭﻫﻭ ﻴﺘﻀﻤﻥ ﺘﻐﻴﻴﺭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺜﺎﺒﺘﺔ ﺃﻭ‬
‫ﺍﻝﻤﺴﺘﻘﻠﺔ ﻤﻥ ﺍﺠل ﺩﺭﺍﺴﺔ ﺘﺄﺜﻴﺭ ﻫﺫﺍ ﺍﻝﺘﻐﻴﻴﺭ ﻋﻠﻰ ﺍﻝﻌﺎﻤل ﺍﻝﺘﺎﺒﻊ ﺍﻭ ﺍﻝﻤﺘﺤﻭل‪ ،‬ﻭﻴﻤﺘﺎﺯ‬
‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺒﺘﻭﻓﺭ ﻋﻨﺼﺭ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﻀﺒﻁ ﺍﻝﺘﺒﺎﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺘﺼﻤﻴﻡ‬
‫ﺍﻝﺒﺤﺙ ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﺤﺩﺍﺙ ﺘﻐﻴﺭ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻭﻤﻼﺤﻅﺔ ﺃﺜﺭ ﺫﻝﻙ ﻋﻠﻰ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻤﻊ ﺒﻘﺎﺀ ﺍﻝﻅﺭﻭﻑ ﺍﻷﺨﺭﻯ ﺜﺎﺒﺘﺔ")‪ ،(3‬ﻭﺍﻝﺘﺠﺭﺒﺔ ﻫﻲ ﻤﻼﺤﻅﺔ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﺒﻌﺩ ﺘﻌﺩﻴﻠﻬﺎ ﺘﻌﺩﻴﻼ ﻜﺒﻴﺭﺍ ﺃﻭ ﻗﻠﻴﻼ‪ ،‬ﺃﻱ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﺸﺭﻭﻁ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺒﻌﺽ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺼﻁﻨﻌﺔ)‪ ،(4‬ﻭﺍﻝﺒﺤﺙ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻫﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺠﺭﺒﺔ ﻓﻲ ﺍﺜﺒﺎﺕ‬
‫ﺍﻝﻔﺭﻭﺽ‪ ،‬ﺃﻭ ﺍﺜﺒﺎﺕ ﺍﻝﻔﺭﻭﺽ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﺠﺭﻴﺏ)‪ ،(5‬ﺫﻝﻙ ﺍﻥ ﺍﻝﺘﺠﺭﻴﺏ ﻓﻲ ﺠﻭﻫﺭﻩ‬

‫‪1‬ﻋﻤﺭ ﺍﻝﺘﻭﻤﻲ ﺍﻝﺸﻴﺒﺎﻨﻲ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁﺭﺍﺒﻠﺱ‪ ،‬ﺍﻝﻤﻨﺸﺄﺓ ﺍﻝﺸﻌﺒﻴﺔ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪،‬‬
‫‪1971‬ﻡ‪ ،‬ﺹ‪.157‬‬
‫‪ -2‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻭﻜﺎﻝﺔ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪ ،‬ﻁ‪1979 ،5‬ﻡ‪،‬‬
‫ﺹ‪.256‬‬
‫‪ -3‬ﻓﻭﺯﻱ ﻏﺭﺍﺒﻴﺔ ﻭﺁﺨﺭﻭﻥ‪ ،‬ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻁ‪،3‬‬
‫ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﻭﺍﺌل ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2002 ،‬ﻡ‪ ،‬ﺹ‪34،35‬‬
‫‪ -4‬ﺤﺴﻴﻥ ﺭﺸﻭﺍﻥ‪ ،‬ﺍﻝﻌﻠﻡ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺩﺭﺍﺴﺔ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﻁ‪ ،2‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ‬
‫ﺍﻝﺠﺎﻤﻌﻲ ﺍﻝﺤﺩﻴﺙ‪1987 ،‬ﻡ‪ ،‬ﺹ‪..177‬‬
‫‪ -5‬ﺫﻭﻗﺎﻥ ﻋﺒﻴﺩﺍﺕ ﻭﺁﺨﺭﻭﻥ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1997 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.24‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﻐﻴﻴﺭ ﻋﻤﺩﻱ ﻭﻤﻀﺒﻭﻁ ﻝﻠﺸﺭﻭﻁ ﺍﻝﻤﺤﺩﺩﺓ ﻝﺤﺩﺙ ﻤﺎ‪ ،‬ﻤﻊ ﻤﻼﺤﻅﺔ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﻭﺍﻗﻌﺔ‬
‫ﻓﻲ ﺫﺍﺕ ﺍﻝﺤﺩﺙ ﻭﺘﻔﺴﻴﺭﻫﺎ)‪.(1‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺍﻴﻀﺎ ﺒﺎﻨﻪ "ﺇﺠﺭﺍﺀ ﺒﺤﺜﻲ ﻴﻘﻭﻡ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ ﺒﺨﻠﻕ‬
‫ﺍﻝﻤﻭﻗﻑ ﺒﻤﺎ ﻴﺘﻀﻤﻨﻪ ﻤﻥ ﺸﺭﻭﻁ ﻭﻅﺭﻭﻑ ﻤﺤﺩﺩﺓ‪ ،‬ﺤﻴﺙ ﻴﺘﺤﻜﻡ ﻓﻲ ﺒﻌﺽ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﺘﺤﺭﻴﻙ ﻤﺘﻐﻴﺭﺍﺕ ﺃﺨﺭﻯ‪ ،‬ﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ ﺒﻴﺎﻥ ﺘﺄﺜﻴﺭ ﻫﺫﻩ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ‪ ،‬ﺃﻱ ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻤﺤﺎﻭﻝﺔ ﻝﺘﺤﺩﻴﺩ‬
‫ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﻤﺤﺩﺩﺓ" )‪ ،( 2‬ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﻭﻀﻭﺤﺎ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺎﻥ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻫﻭ ﺫﻝﻙ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺫﻱ ﻴﺴﺘﺨﺩﻡ ﺍﻝﺘﺠﺭﺒﺔ ﻓﻲ ﺍﺨﺘﺒﺎﺭ‬
‫ﻓﺭﺽ ﻤﻌﻴﻥ ﻴﻘﺭﺭ ﻋﻼﻗﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ‪ ،‬ﻭﺫﻝﻙ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻠﻤﻭﺍﻗﻑ‬
‫ﺍﻝﻤﺘﻘﺎﺒﻠﺔ ﺍﻝﺘﻲ ﻀﺒﻁﺕ ﻜل ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻤﺎ ﻋﺩﺍ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺫﻱ ﻴﻬﺘﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺔ‬
‫ﺘﺄﺜﻴﺭﻩ)‪.(3‬‬
‫ﻭﻴﻌﺘﺒﺭ ﺍﻝﺒﻌﺽ ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻫﻭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺤﻘﻴﻘﻲ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻓﻬﻭ‬
‫ﺍﻝﻤﻌﻴﺎﺭ ﺍﻝﺫﻱ ﻴﻘﺎﺱ ﻋﻠﻴﻪ ﻤﺩﻯ ﻋﻠﻤﻴﺔ ﺃﻱ ﻤﻨﻬﺞ ﺁﺨﺭ‪ ،‬ﻓﺘﺯﺩﺍﺩ ﻋﻠﻤﻴﺔ ﺍﻝﻤﻨﻬﺞ ﺒﺎﺯﺩﻴﺎﺩ‬
‫ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﻀﺒﻁ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﻤﺤﺎﻜﺎﺘﻪ ﻝﻠﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﺘﻘل ﻋﻠﻤﻴﺘﻪ ﺒﺎﺒﺘﻌﺎﺩﻩ ﻋﻥ‬
‫ﻫﺫﺍ ﺍﻝﻨﻤﻭﺫﺝ ﺍﻝﻤﻌﻴﺎﺭ)‪ ،(4‬ﻭﺒﺫﻝﻙ ﻓﻬﻭ ﺍﺩﻕ ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻜﻔﺄﻫﺎ ﻓﻲ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ‬
‫ﺩﻗﻴﻘﺔ ﻴﻭﺜﻕ ﺒﻬﺎ)‪ ،(5‬ﻭﺃﻜﺜﺭ ﺍﻝﻭﺴﺎﺌل ﻜﻔﺎﻴﺔ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻤﻭﺜﻭﻕ ﺒﻬﺎ)‪،(1‬‬

‫‪ -1‬ﺼﻼﺡ ﻤﺼﻁﻔﻰ ﺍﻝﻔﻭﺍل‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻝﺠﺯﺍﺌﺭ‪ ،‬ﻤﻜﺘﺒﺔ ﻏﺭﻴﺏ‪،‬‬
‫‪1982‬ﻡ‪ ،‬ﺹ‪.213‬‬
‫‪ -2‬ﻏﺭﻴﺏ ﻤﺤﻤﺩ ﺴﻴﺩ ﺍﺤﻤﺩ‪ ،‬ﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ‬
‫ﺍﻝﺠﺎﻤﻌﻴﺔ‪1995 ،‬ﻡ‪ ،‬ﺹ‪.119‬‬
‫‪ -3‬ﻁﻠﻌﺕ ﻫﻤﺎﻡ‪ ،‬ﺴﻴﻥ ﻭﺠﻴﻡ ﻋﻥ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺢ ﺍﻝﻌﻠﻤﻲ‪1984 ،‬ﻡ‪ ،‬ﺹ‪.200‬‬
‫‪ -4‬ﺍﺤﻤﺩ ﻋﻁﻴﺔ ﺍﺤﻤﺩ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪،‬‬
‫‪1999‬ﻡ‪ ،‬ﺹ‪.151‬‬
‫‪ -5‬ﻋﺯﻴﺯ ﺤﻨﺎ ﺩﺍﻭﻭﺩ ﻭﺁﺨﺭﻭﻥ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺴﻠﻭﻜﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺼﺭﻴﺔ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.324‬‬

‫‪copyright law.‬‬

‫‪247‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻗﺭﺏ ﺍﻝﻤﻨﺎﻫﺞ ﻝﺤل ﺍﻝﻤﺸﺎﻜل ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﻠﻤﻴﺔ )‪ ،( 2‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻬﻭ ﺃﻜﺜﺭ ﺍﻝﻤﻨﺎﻫﺞ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻤﻼﺌﻤﺔ ﻝﺭﺼﺩ ﺍﻝﺤﻘﺎﺌﻕ ﻭﺼﻴﺎﻏﺔ ﺍﻝﺘﻔﺴﻴﺭﺍﺕ ﻋﻠﻰ ﺃﺴﺎﺱ ﻤﺘﻜﺎﻤل ﻤﻥ ﺍﻝﻀﺒﻁ‬
‫ﻭﺍﻝﺼﺩﻕ ﺍﻝﻤﻨﻬﺠﻲ‪ ،‬ﻝﻤﺎ ﻴﺘﻭﺍﻓﺭ ﻝﻪ ﻤﻥ ﻤﻘﻭﻤﺎﺕ ﻭﺍﺠﺭﺍﺀﺍﺕ ﺘﺤﻘﻕ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺼﺩﻕ‬
‫ﺍﻝﺩﺍﺨﻠﻲ ﻭﺍﻝﺨﺎﺭﺠﻲ‪ ،‬ﻭﻝﺫﻝﻙ ﻴﻌﺘﺒﺭ ﺃﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻻﺨﺘﺒﺎﺭ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ‪ ،‬ﻭﺍﻝﺘﻘﺭﻴﺭ‬
‫ﺒﺼﺤﺔ ﻭﺠﻭﺩﻫﺎ ﺃﻭ ﻏﻴﺎﺒﻬﺎ‪ ،‬ﻭﺤﺴﻡ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﻋﻠﻤﻴﺎ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼل ﻫﺫﺍ‬
‫ﺍﻝﻤﻨﻬﺞ ﻤﻼﺤﻅﺔ ﺘﺄﺜﻴﺭ ﺃﺤﺩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻷﺨﺭ ﺘﺤﺕ ﻅﺭﻭﻑ ﺍﻝﻀﺒﻁ ﺍﻝﻤﺤﻜﻡ)‪.(3‬‬
‫ﻭﻴﻭﻓﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺇﻤﻜﺎﻨﻴﺔ ﺘﺤﻴﻴﺩ ﺃﺜﺭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ ﺍﻝﻤﻁﻠﻭﺏ‬
‫ﺘﺤﻴﻴﺩﻫﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻗﺩ ﺘﺘﺩﺨل ﻓﻲ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﺍﻝﺭﺌﻴﺴﻴﻴﻥ‪ ،‬ﺒﻤﺎ ﻴﻤﻜﻥ ﻤﻥ‬
‫ﺘﻭﺠﻴﻪ ﺍﻝﻌﻨﺎﻴﺔ ﻨﺤﻭ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ ﺼﺤﺔ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻤﺩﺭﻭﺴﺔ‪ ،‬ﻜﻤﺎ‬
‫ﻴﺘﻴﺢ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺍﻤﻜﺎﻨﻴﺔ ﺍﻋﺎﺩﺓ ﺍﻝﺩﺭﺍﺴﺔ ﺃﻜﺜﺭ ﻤﻥ ﻤﺭﺓ‪ ،‬ﻭﻋﺯل ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺒﻌﻀﻬﺎ ﻋﻥ ﺍﻝﺒﻌﺽ ﺍﻷﺨﺭ ﻭﺫﻝﻙ ﻝﺩﺭﺍﺴﺔ ﺃﺜﺭ ﻜل ﻤﻨﻬﺎ ﻋﻠﻰ ﺍﻷﺨﺭ)‪.(4‬‬

‫ﻭﻨﺨﻠﺹ ﻤﻥ ﻜل ﻤﺎ ﺘﻘﺩﻡ ﺇﻝﻰ ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻫﻭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺫﻱ ﺘﺘﻀﺢ ﻓﻴﻪ‬

‫ﻤﻌﺎﻝﻡ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺘﻔﻜﻴﺭ ﺒﺼﻭﺭﺓ ﺠﻠﻴﺔ‪ ،‬ﻷﻨﻪ ﻴﺘﻀﻤﻥ ﺘﻨﻅﻴﻤﺎ ﻴﺠﻤﻊ‬
‫ﺍﻝﺒﺭﺍﻫﻴﻥ ﺒﻁﺭﻴﻘﺔ ﺘﺴﻤﺢ ﺒﺎﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻭﺽ ﻭﺍﻝﺘﺤﻜﻡ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﻴﻤﻜﻥ‬
‫ﺍﻥ ﺘﺅﺜﺭ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ ﻤﻭﻀﻊ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻷﺴﺒﺎﺏ‬

‫‪ -1‬ﺩﻴﻭﺒﻭﻝﺩ ﺏ ﻓﺎﻥ ﺩﺍﻝﻴﻥ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺘﺭﺠﻤﺔ ﻤﺤﻤﺩ ﻨﺒﻴل ﻨﻭﻓل‪،‬‬
‫ﺴﻠﻴﻤﺎﻥ ﺍﻝﺤﺼﺭﻱ ﺍﻝﺸﻴﺦ‪ ،‬ﻁﻠﻌﺕ ﻤﻨﺼﻭﺭ ﻏﻴﺭﻴﺎل‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ ﺍﻝﻤﺼﺭﻴﺔ‪1983 ،‬ﻡ‪،‬‬
‫ﺹ‪.407‬‬
‫‪ -2‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.256‬‬
‫‪ -3‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪،2000 ،‬‬
‫ﺹ‪.206‬‬
‫‪ -4‬ﻤﺤﺠﻭﺏ ﺍﻝﻔﺎﻨﺩﻱ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻝﺒﻴﻀﺎﺀ‪ ،‬ﻝﻴﺒﻴﺎ‪ ،‬ﺠﺎﻤﻌﺔ ﻋﻤﺭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺨﺘﺎﺭ‪1994 ،‬ﻤﻥ ﺹ‪.94،95‬‬

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‫‪248‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻭﺘﻤﺘﺎﺯ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺒﺈﻤﻜﺎﻥ ﺇﻋﺎﺩﺓ ﺇﺠﺭﺍﺌﻬﺎ ﺒﻭﺍﺴﻁﺔ ﺍﺸﺨﺎﺹ ﺍﺨﺭﻴﻥ‬
‫ﻤﻊ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﻔﺱ ﺍﻝﻨﺘﺎﺌﺞ ﺇﺫﺍ ﺘﻭﺤﺩﺕ ﺍﻝﻅﺭﻭﻑ)‪.(1‬‬

‫ﺨﺼﺎﺌﺹ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪:‬‬

‫ﻴﺘﻀﺢ ﻤﻤﺎ ﺴﺒﻕ ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻴﺘﺴﻡ ﺒﻌﺩﺩ ﻤﻥ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺘﻲ ﺘﻤﻴﺯﻩ‬
‫ﻋﻥ ﻏﻴﺭﻩ ﻤﻥ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ ﺘﺘﻤﺘﻊ ﺒﻤﺴﺘﻭﻯ ﺩﻗﺔ ﻋﺎل‪ ،‬ﻭﻫﻲ ﺒﺎﻝﺘﺎﻝﻲ ﻤﺤل ﺜﻘﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ‬
‫ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ ﻤﻥ ﺨﻼل ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻫﻲ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻷﻜﺜﺭ ﻜﻔﺎﻴﺔ ﻭﺜﺒﺎﺘﺎ‬
‫ﻭﻤﺼﺩﺍﻗﻴﺔ ﻭﻴﻘﻴﻨﺎ‪.‬‬
‫‪ -2‬ﻴﺘﻴﺢ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻝﻠﺒﺎﺤﺜﻴﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﺤﻜﻡ ﻭﺍﻝﻀﺒﻁ ﻭﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﻓﻲ‬
‫ﻜﺎﻓﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ ﻭﻋﺯﻝﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﺠﻌﻠﻪ ﺍﻝﻤﻨﻬﺞ ﺍﻷﻜﺜﺭ ﻤﻨﺎﺴﺒﺔ‬
‫ﻝﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺒﺄﺴﻠﻭﺏ ﻋﻠﻤﻲ ﻴﺘﻴﺢ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻭﺠﻭﺩ ﺃﻭ ﻋﺩﻡ ﻭﺠﻭﺩ‬
‫ﻋﻼﻗﺎﺕ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 3‬ﻴﻘﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺘﻔﺴﻴﺭﺍ ﻤﺘﻜﺎﻤﻼ ﻭﻓﻬﻤﺎ ﻋﻤﻴﻘﺎ ﻝﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻭﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪ ،‬ﻭﻴﺘﻴﺢ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻥ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﻤﻌﻤﻠﻴﺔ ﻫﻲ ﺍﻝﻔﻴﺼل ﻓﻲ ﺍﺨﺘﺒﺎﺭ ﺍﻝﻔﺭﻭﺽ ﻓﻲ ﺍﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﻴﺘﻡ ﺫﻝﻙ ﻭﻓﻕ ﻀﻭﺍﺒﻁ ﺘﺘﻴﺢ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﻔﺱ ﺍﻝﻨﺘﺎﺌﺞ ﻓﻲ ﺤﺎل ﺇﻋﺎﺩﺘﻬﺎ‬
‫ﻤﻥ ﺒﺎﺤﺜﻴﻥ ﺍﺨﺭﻴﻥ ﺘﺤﺕ ﻨﻔﺱ ﺍﻝﻅﺭﻭﻑ‪.‬‬
‫‪ – 5‬ﻴﻌﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻤﻥ ﺃﻜﺜﺭ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺘﻲ ﺘﺘﻤﻴﺯ ﺒﺎﻝﻤﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺤل ﺍﻝﻤﺸﻜﻼﺕ ﺒﺎﻷﺴﻠﻭﺏ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺼﺤﻴﺢ‪.‬‬

‫‪ -1‬ﺍﺒﺭﺍﻫﻴﻡ ﺍﺒﻭﺍﻝﻐﺩ‪ ،‬ﻝﻭﻴﺱ ﻤﻠﻴﻜﻪ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ – ﻤﻨﺎﻫﺠﻪ ﻭﺃﺩﻭﺍﺘﻪ‪ ،‬ﺍﻝﻤﻨﻭﻓﻴﺔ‪ ،‬ﻤﺼﺭ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪1959‬ﻡ‪ ،‬ﺹ‪.45‬‬
‫‪copyright law.‬‬

‫‪249‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻗﻭﺍﻋﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪:‬‬

‫ﻴﻘﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻋﻠﻰ ﺜﻼﺙ ﻗﻭﺍﻋﺩ ﺍﺴﺎﺴﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻗﺎﻋﺩﺓ ﺍﻝﺴﺒﺒﻴﺔ‪:‬‬
‫ﻭﺘﻌﻨﻲ ﺍﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻭﺍﻝﻅﺎﻫﺭﺓ ﻜﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ ﻫﻲ ﻋﻼﻗﺔ ﺒﻴﻥ‬
‫ﻋﻠﺔ ﻭﻤﻌﻠﻭل "ﺴﺒﺏ ﻭﻨﺘﻴﺠﺔ"‪ ،‬ﻭﻝﻼﺴﺘﺩﻻل ﻋﻠﻰ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﻴﺠﺏ ﺘﻭﻓﺭ ﺍﻷﺩﻝﺔ‬
‫ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫• ﺩﻝﻴل ﺍﻝﻤﺘﻐﻴﺭ ﺍﻻﻗﺘﺭﺍﻨﻲ‪ :‬ﻭﺫﻝﻙ ﻷﺜﺒﺎﺕ ﺍﺭﺘﺒﺎﻁ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ )ﺹ( ﺒﺎﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﻤﺴﺘﻘل )ﺱ(‪ ،‬ﺇﻤﺎ ﺍﺭﺘﺒﺎﻁﺎ ﺘﺒﺎﺩﻝﻴﺎ ﻁﺭﺩﻱ ﺍﻭ ﻋﻜﺴﻲ‪ ،‬ﺍﻭ ﺍﺭﺘﺒﺎﻁ ﺴﺒﺒﻲ‪.‬‬
‫• ﺩﻝﻴل ﺍﻝﺘﺭﺘﻴﺏ ﺍﻝﺯﻤﻨﻲ ﻝﻠﺤﻭﺍﺩﺙ‪ :‬ﻭﺫﻝﻙ ﺒﺄﺜﺒﺎﺕ ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل )ﺱ( ﻗﺩ‬
‫ﺴﺒﻕ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ )ﺹ( ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﺯﻤﻨﻴﺔ‪ ،‬ﻭﻫﻨﺎ ﻻ ﻴﻤﻜﻥ ﺍﻥ ﻨﻌﺘﺒﺭ )ﺱ( ﺴﺒﺒﺎ‬
‫ﻓﻲ ﺤﺩﻭﺙ )ﺹ( ﺇﻻ ﺇﺫﺍ ﺴﺒﻘﺘﻬﺎ ﻤﻥ ﺍﻝﻨﺎﺤﻴﺔ ﺍﻝﺯﻤﻨﻴﺔ‪ ،‬ﻓﻘﺩ ﺘﺜﺒﺕ ﺍﻝﺘﺠﺭﺒﺔ ﺘﺒﺎﺩل ﻤﻭﺍﻗﻊ‬
‫)ﺱ‪ ،‬ﺹ( ﻭﻫﻨﺎ ﺘﻜﻭﻥ ﺍﻝﻌﻼﻗﺔ ﺘﻨﺎﺴﺒﻴﺔ‪.‬‬
‫• ﺩﻝﻴل ﺍﺴﺘﺒﻌﺎﺩ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺴﺒﺒﻴﺔ ﺍﻝﻤﺤﺘﻤﻠﺔ‪ :‬ﺇﺫ ﻴﺤﺩﺙ ﺒﻌﺩ ﺍﻝﻘﻴﺎﻡ ﺒﺎﻝﺘﺠﺭﺒﺔ‬
‫ﻅﻬﻭﺭ ﻋﻭﺍﻤل ﻭﻤﺘﻐﻴﺭﺍﺕ ﺠﺩﻴﺩﺓ ﻋﻤﻠﺕ ﺇﻝﻰ ﺠﺎﻨﺏ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل )ﺱ( ﻋﻠﻰ‬
‫ﺇﺤﺩﺍﺙ ﺍﻝﺘﺄﺜﻴﺭ ﺒﺎﻝﻤﺘﻐﻴﺭ )ﺹ(‪ ،‬ﻭﻫﻨﺎ ﻴﻔﺤﺹ ﺍﻝﺒﺎﺤﺙ ﻫﺫﻩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺠﺩﻴﺩﺓ‪ ،‬ﻝﻴﺼل‬
‫)‪(1‬‬
‫ﺇﻝﻰ ﺍﺴﺘﻨﺘﺎﺠﻪ ﺍﻝﻨﻬﺎﺌﻲ ﺤﻭل ﺍﻝﻔﺭﺽ ﺍﻝﺫﻱ ﺒﺩﺃ ﻤﻨﻪ ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺘﺭﺍﺒﻁ ﺍﻷﺩﻝﺔ ﻭﻀﺭﻭﺭﺘﻬﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺘﻔﺴﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ‬
‫ﻭﺍﻻﺴﺘﻨﺘﺎﺝ‪ ،‬ﺇﻻ ﺍﻨﻬﺎ ﻻ ﺘﻭﻓﺭ ﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﺍﻝﺘﺄﻜﻴﺩ ﺍﻝﻤﻁﻠﻕ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ‬
‫‪ ..‬ﻭﻝﻜﻥ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺍﻥ ﺍﻝﻔﺭﺽ ﻴﻌﺘﺩ ﺒﻪ‪ ،‬ﺒﻴﻨﻤﺎ ﻻ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺇﻥ ﺍﻝﻔﺭﺽ ﻗﺩ ﺜﺒﺕ‬
‫)‪(2‬‬
‫ﺼﺤﺘﻪ ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ‪.‬‬

‫‪ -1‬ﺠﻤﺎل ﺯﻜﻲ‪ ،‬ﺍﻝﺴﻴﺩ ﻴﺎﺴﻴﻥ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪1962 ،‬ﻡ‪،‬‬
‫ﺹ‪ .121 ،115‬ﻓﻲ‪ :‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ – ﻤﻔﻬﻭﻤﻪ ﻭﺍﺠﺭﺍﺀﺍﺘﻪ ﻭﻤﻨﺎﻫﺠﻪ‪،‬‬
‫ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪277 ،161 ،160‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪161‬‬

‫‪copyright law.‬‬

‫‪250‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﻗﺎﻋﺩﺓ ﺍﻝﻀﺒﻁ‪:‬‬
‫ﻭﺘﻌﻨﻲ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﺅﺜﺭ ﻓﻲ ﺇﺠﺭﺍﺀ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﺃﻭ ﺘﺅﺜﺭ‬
‫ﻓﻲ ﺩﻗﺔ ﻨﺘﺎﺌﺞ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ‪ ،‬ﻓﻴﻤﺎ ﻋﺩﺍ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻭﻴﺘﻡ ﺍﻝﺘﺤﻜﻡ ﻓﻲ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺨﺭﻯ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﻀﺎﻫﺎﺓ ﺃﻭ ﺍﻝﺘﻤﺎﺜل ﻭﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻌﺸﻭﺍﺌﻲ‪ ،‬ﺤﻴﺙ‬
‫ﻴﻘﺼﺩ ﺒﺎﻝﻤﻀﺎﻫﺎﺓ ﺇﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺘﻤﺎﺜل‬
‫ﺒﻴﻥ ﻤﻔﺭﺩﺍﺘﻬﺎ ﻗﺩﺭ ﺍﻻﻤﻜﺎﻥ‪ ،‬ﻭﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺅﺜﺭ ﻓﻲ ﻋﻤل‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﺃﺜﻨﺎﺀ ﺍﺠﺭﺍﺀ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻤﺜل ﺍﻝﺴﻥ ﻭﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﻝﻤﻬﻨﺔ‬
‫ﻭﺍﻝﺩﺨل ‪ ..‬ﺍﻝﺦ‪ ،‬ﺍﻤﺎ ﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻌﺸﻭﺍﺌﻲ ﻓﻬﻲ ﻋﻤﻠﻴﺔ ﺘﺄﺘﻲ ﺒﻌﺩ ﺍﻝﻤﻀﺎﻫﺎﺓ ﻭﻴﻘﺼﺩ ﺒﻬﺎ‬
‫ﺍﻥ ﻴﻌﻁﻰ ﻜل ﻓﺭﺩ ﻓﺭﺼﺔ ﻤﺘﻜﺎﻓﺌﺔ ﻻﻥ ﻴﻜﻭﻥ ﻀﻤﻥ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺍﻭ‬
‫ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫‪ – 3‬ﻗﺎﻋﺩﺓ ﺍﻝﺘﺠﺭﻴﺏ‪:‬‬
‫ﻭﺘﻌﻨﻲ ﺘﺼﻤﻴﻡ ﺍﻝﺘﺠﺭﺒﺔ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺎﺭﺏ ﻭﻓﻘﺎ ﻝﻤﺘﻁﻠﺒﺎﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺫﻝﻙ‬
‫ﻻﺨﺘﺒﺎﺭ ﻭﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻗﻴﺩ ﺍﻝﺒﺤﺙ‪ ،‬ﺒﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ ﺒﻴﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﻭﺫﻝﻙ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﻘﺒﻠﻴﺔ‬
‫)‪(1‬‬
‫ﻭﺍﻝﺒﻌﺩﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬

‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪:‬‬

‫ﺜﻤﺔ ﺍﺨﺘﻼﻑ ﺒﻴﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻡ‬
‫ﻋﺎﺩﺓ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻭﺼﻔﻴﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﻓﻴﻬﺎ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺇﻻ ﺍﻨﻪ ﻴﻤﻜﻥ ﺭﺼﺩ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺒﻴﻨﻬﻤﺎ‪ ،‬ﻭﺫﻝﻙ‬
‫ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.278 ،277‬‬

‫‪copyright law.‬‬

‫‪251‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺘﺘﻡ ﻋﺎﺩﺓ ﻓﻲ ﺇﻁﺎﺭ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﺎﻫﺞ ﺃﺨﺭﻯ‬
‫ﻏﻴﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻴﻘﻭﻡ ﺍﺴﺎﺴﺎ ﻋﻠﻰ ﺍﻝﺘﺠﺭﺒﺔ‪.‬‬
‫‪ – 2‬ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺒﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﻜﻤﺎ ﻫﻲ ﻋﻠﻴﻪ‬
‫ﻓﻲ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﻭﻜﻤﺎ ﺘﺘﻡ ﻓﻲ ﺍﻝﺤﻴﺎﺓ ﺍﻝﻴﻭﻤﻴﺔ ﺩﻭﻥ ﺘﺩﺨل ﻤﻨﻪ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻀﻊ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻀﻭﺍﺒﻁ ﺍﻝﻤﻌﻤﻠﻴﺔ ﺍﻝﺘﻲ ﺘﺠﻌﻠﻪ ﺃﻜﺜﺭ ﻗﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻀﺒﻁ ﻭﺘﻭﺠﻴﻪ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺎﻝﺘﺠﺭﺒﺔ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻫﻲ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫‪ – 3‬ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺒﺸﻜل‬
‫ﻓﺎﻋل ﻴﻀﻤﻥ ﺴﻴﺭ ﺍﻝﺘﺠﺭﺒﺔ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺼﺤﻴﺤﺔ ﻭﺍﻝﺴﻠﻴﻤﺔ‪.‬‬
‫‪ – 4‬ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺘﻜﻭﻥ ﺍﻜﺜﺭ‬
‫ﺩﻗﺔ ﻭﻤﺼﺩﺍﻗﻴﺔ ﻭﺜﺒﺎﺕ‪ ،‬ﺃﻤﺎ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﺈﻨﻪ ﻭﻨﻅﺭﺍ ﻝﺼﻌﻭﺒﺔ‬
‫ﻀﺒﻁ ﻤﺘﻐﻴﺭﺍﺘﻬﺎ‪ ،‬ﻓﺈﻥ ﻨﺘﺎﺌﺠﻬﺎ ﺘﻅل ﺃﻗل ﺩﻗﺔ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫‪ – 5‬ﺘﻭﻓﺭ ﻋﻭﺍﻤل ﺍﻝﻀﺒﻁ ﺍﻝﺩﻗﻴﻕ ﻭﺍﻝﺼﺎﺭﻡ ﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺒﺴﺒﺏ ﺇﺠﺭﺍﺌﻬﺎ ﻓﻲ ﻅﺭﻭﻑ ﻤﻌﻤﻠﻴﺔ ﺼﻨﺎﻋﻴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺍﻥ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻴﻜﻭﻥ ﻏﻴﺭ ﻤﻤﻜﻥ ﺒﺎﻝﺩﺭﺠﺔ ﺍﻝﺘﻲ ﻫﻲ ﻋﻠﻴﻬﺎ‬
‫ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬
‫‪ – 6‬ﺼﻌﻭﺒﺔ ﺩﺭﺍﺴﺔ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺤﻴﺙ‬
‫ﻴﺼﻌﺏ ﺇﺫﺍ ﻝﻡ ﻴﻜﻥ ﻴﺴﺘﺤﻴل ﻋﺯل ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ ﺃﺜﻨﺎﺀ ﺩﺭﺍﺴﺔ‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻅل ﻤﻥ ﺍﻝﺼﻌﺏ ﺭﺩ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ ﺇﻝﻰ ﺴﺒﺏ ﻭﺍﺤﺩ‬
‫ﻭﻤﺤﺩﺩ ﻓﻲ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺎﺕ‪ ،‬ﻓﺈﺫﺍ ﺃﺭﺩﻨﺎ ﺍﻥ ﻨﺩﺭﺱ – ﻤﺜﻼ – ﺘﺄﺜﻴﺭ ﺍﻝﻤﺴﻠﺴﻼﺕ‬
‫ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺍﻝﻤﺩﺒﻠﺠﺔ ﻋﻠﻰ ﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ‪ ،‬ﻓﺈﻨﻪ ﻻ ﻴﻤﻜﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻋﺯل‬
‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻭﺍﻝﻤﺭﺍﻫﻘﺎﺕ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻨﻬﺎ – ﻤﺜﻼ – ﺍﻝﺭﻓﺎﻕ ﻭﺍﻝﺯﻤﻼﺀ ﻭﺍﻷﻭﻀﺎﻉ ﺍﻷﺴﺭﻴﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪252‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﺘﻌﺭﺽ ﻝﺒﺭﺍﻤﺞ ﻭﻤﺴﻠﺴﻼﺕ ﺃﺨﺭﻯ ﻭﻗﺭﺍﺀﺓ ﺍﻝﻤﺠﻼﺕ ﻭﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﺩﻴﻨﻴﺔ ﻷﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ‬
‫ﻭﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺩﺍﺨل ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺤﻴﺙ ﻗﺩ ﺘﺘﺩﺨل ﻜل ﺃﻭ ﺒﻌﺽ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ‬
‫ﻴﺼﻌﺏ ﻀﺒﻁﻬﺎ ﻓﻲ ﺍﻝﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﺴﻠﻭﻜﻴﺎﺕ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﻜﻭﻥ ﻤﻥ ﺍﻝﺼﻌﺏ ﺘﻔﺴﻴﺭ‬
‫ﺴﻠﻭﻙ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻋﻠﻰ ﻀﻭﺀ ﻤﺘﺎﺒﻌﺘﻬﻡ ﻝﺘﻠﻙ ﺍﻝﻤﺴﻠﺴﻼﺕ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻓﺈﻨﻪ ﺤﺘﻰ‬
‫ﻝﻭ ﻭﺠﺩﺕ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺎﻫﺩﺓ ﻭﺍﻝﺴﻠﻭﻙ ﻓﺈﻨﻪ ﻻ ﻴﻤﻜﻥ ﺭﺩ ﺫﻝﻙ ﺍﻝﺴﻠﻭﻙ ﻝﻠﻤﺸﺎﻫﺩﺓ‬
‫ﻭﺤﺩﻫﺎ‪ ،‬ﺩﻭﻥ ﺍﻷﺨﺫ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺼﺎﺤﺒﺔ‪.‬‬
‫ﺍﻤﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻁﺒﻴﻌﻴﺔ ﺍﻝﻤﻌﻤﻠﻴﺔ ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﻭﺒﺸﻜل ﺤﺎﺴﻡ ﻋﻨﺩ ﺘﻜﺭﺍﺭ‬
‫ﺍﻝﺘﺠﺭﺒﺔ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺫﺍﺕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻥ ﺍﻝﻤﺘﻐﻴﺭ ﺃﻭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ‬
‫ﻫﻲ ﺍﻝﺴﺒﺏ ﻓﻲ ﺤﺩﻭﺙ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﺍﻝﻤﻌﺎﺩﻝﺔ‪ :‬ﺍﻨﻪ ﻓﻲ ﻅل ﻭﺠﻭﺩ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل ﺃﻭ ﺍﻝﺘﺠﺭﻴﺒﻲ )ﺱ( ﻴﺤﺩﺙ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ )ﺹ(‪ ،‬ﺃﻱ ﺍﻥ ﺍﻝﻌﻼﻗﺔ‬
‫ﺍﻝﺴﺒﺒﻴﺔ ﻫﻨﺎ ﺘﻜﻭﻥ ﻭﺍﻀﺤﺔ ﻭﻴﻘﻴﻨﻴﺔ ﻭﻤﻥ ﺍﻝﺴﻬل ﺭﺼﺩﻫﺎ‪" ،‬ﺫﻝﻙ ﺍﻥ ﻓﺭﺼﺔ ﺘﻜﺭﺍﺭ‬
‫)‪(1‬‬
‫ﺍﻝﺘﺠﺭﺒﺔ ﻝﻌﺩﺓ ﻤﺭﺍﺕ ﻤﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺘﻐﻴﺭﺍﺕ ﻤﺘﻌﺩﺩﺓ ﺘﺯﻴﺩ ﺍﻝﺜﻘﺔ ﻓﻲ ﻨﺘﺎﺌﺞ ﺍﻝﺘﺠﺭﺒﺔ"‪.‬‬
‫‪ – 7‬ﺍﻨﻪ ﻴﻤﻜﻥ ﺘﻌﻤﻴﻡ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻝﻤﻘﺎﻤﺔ ﻓﻲ ﺍﻝﻤﻌﻤل ﺒﻌﺩ ﺍﻝﺘﺄﻜﺩ‬
‫ﻤﻨﻬﺎ ﻤﻥ ﺨﻼل ﺇﻋﺎﺩﺓ ﺍﻝﺘﺠﺭﺒﺔ ﻷﻜﺜﺭ ﻤﻥ ﻤﺭﺓ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻨﺘﺎﺌﺞ ﺩﺭﺍﺴﺔ ﻤﻌﻤﻠﻴﺔ‬
‫ﻤﻁﺒﻘﺔ ﻋﻠﻰ ﻋﻴﻨﺎﺕ ﺼﻐﻴﺭﺓ ﻴﻤﻜﻥ ﺴﺤﺒﻬﺎ ﻋﻠﻰ ﻜﺎﻓﺔ ﻤﻔﺭﺩﺍﺕ ﺍﻝﻤﺠﺘﻤﻊ ﺒﺴﻬﻭﻝﺔ ﻭﺜﻘﺔ‬
‫ﺍﻴﻀﺎ‪ ،‬ﻭﻤﺜﺎل ﺫﻝﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻓﻲ ﺍﻝﻁﺏ ﻭﺍﻝﺼﻴﺩﻝﺔ ﻭﺍﻝﻜﻴﻤﻴﺎﺀ ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻌﻠﻭﻡ‬
‫ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﺈﻥ ﻤﺴﺄﻝﺔ ﺍﻝﺘﻌﻤﻴﻡ ﺘﻅل ﻤﺤل ﺘﺭﺩﺩ‬
‫ﻭﺸﻙ‪ ،‬ﻭﻏﺎﻝﺒﺎ ﻓﺈﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺘﺼﺩﻕ ﻓﻘﻁ ﻋﻠﻰ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺘﻤﺕ ﺩﺭﺍﺴﺘﻬﺎ‪.‬‬

‫ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﺘﺠﺭﻴﺒﻲ‪:‬‬
‫ﻴﻘﺼﺩ ﺒﺎﻝﺘﺼﻤﻴﻡ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻜﺎﻓﺔ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺇﻁﺎﺭ‬
‫ﺇﻋﺩﺍﺩﻩ ﻝﻠﺘﺠﺭﺒﺔ ﺍﻝﺘﻲ ﺴﻴﻘﻭﻡ ﺒﻬﺎ‪ ،‬ﻭﺍﻝﺘﺼﻤﻴﻡ ﺒﻬﺫﺍ ﺍﻝﻤﻌﻨﻰ ﻫﻭ ﺒﻤﺜﺎﺒﺔ ﺍﻝﺨﻁﺔ ﺍﻝﻤﺘﻜﺎﻤﻠﺔ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﻌﺯﻴﺯ ﻋﺒﺩﺍﷲ ﻤﺨﺘﺎﺭ‪ ،‬ﺭﻴﺎﺽ ﺃﻤﻴﻥ ﺍﻝﺤﻤﺯﺍﻭﻱ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻻﻤﺒﺭﻴﻘﻲ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪1984 ،‬ﻤﻥ ﺹ‪.243‬‬

‫‪copyright law.‬‬

‫‪253‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻝﻠﺘﺠﺭﺒﺔ‪ ،‬ﻭﻫﻭ ﻴﺘﻡ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ‬
‫ﻭﺘﺤﻘﻴﻘﻬﺎ‪.‬‬
‫ﻭﺘﺘﻤﺜل ﺍﻫﻡ ﺃﺠﺯﺍﺀ ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻴﻤﺎ ﻴﻠﻲ)‪:(1‬‬
‫‪ – 1‬ﺍﻝﻌﻴﻨﺔ ﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﺃﻭ ﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻌﺸﻭﺍﺌﻲ‪.‬‬
‫‪ – 2‬ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺴﺘﻘﻠﺔ‪ ،‬ﺤﺘﻰ ﻴﻤﻜﻥ ﻗﻴﺎﺱ ﺘﺄﺜﻴﺭﻫﺎ ﻋﻠﻰ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﺎﺒﻌﺔ‪.‬‬
‫‪ – 3‬ﻋﻤﻠﻴﺔ ﺍﻝﻤﻼﺤﻅﺔ ﺃﻭ ﺍﻝﻘﻴﺎﺱ‪.‬‬
‫ﻭﻴﻌﺘﻤﺩ ﺍﻝﺘﺼﻤﻴﻡ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻋﻠﻰ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻝﻤﺠﻤﻭﻋﺎﺕ‬
‫ﺍﻝﻀﺎﺒﻁﺔ‪ ،‬ﻭﺘﻌﺭﻑ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺒﺎﻨﻬﺎ ﻫﻲ "ﺍﻝﺘﻲ ﻴﺘﻌﺭﺽ ﺃﻓﺭﺍﺩﻫﺎ ﻝﻠﻤﺘﻐﻴﺭ‬
‫ﺍﻝﻤﺴﺘﻘل‪ ،‬ﺍﻤﺎ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﻓﻬﻲ ﺍﻝﺘﻲ ﻴﻨﺎﻅﺭ ﺃﻓﺭﺍﺩﻫﺎ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻏﻴﺭ ﺍﻨﻬﻡ ﻻ ﻴﺘﻌﺭﻀﻭﻥ ﻝﻠﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﻭﻝﻨﺠﺎﺡ ﺍﻝﺒﺤﺙ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻴﺘﻁﻠﺏ ﺘﺤﻘﻴﻕ‬
‫ﻭﺠﻭﺩ ﻤﺠﻤﻭﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻴﻤﻜﻥ ﺍﻥ ﻴﺩﺨل ﻋﻠﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪ ،‬ﺜﻡ ﻗﺩﺭﺓ‬
‫ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﻭﺯﻴﻊ ﺍﻝﻭﺤﺩﺍﺕ ﻋﻠﻰ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ")‪.(2‬‬
‫ﻭﻻﺒﺩ ﻫﻨﺎ ﻤﻥ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﺍﻥ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻻﺒﺩ ﻤﻥ ﻤﺭﺍﻋﺎﺓ ﻋﺩﻡ ﻭﺠﻭﺩ ﺍﺨﺘﻼﻑ ﻓﻴﻤﺎ ﺒﻴﻨﻬﻡ‪ ،‬ﺒﻤﻌﻨﻰ ﻀﺭﻭﺭﺓ ﻭﺠﻭﺩ ﺃﻋﻠﻰ ﻨﺴﺒﺔ‬
‫ﻤﻤﻜﻨﺔ ﻤﻥ ﺍﻝﺘﺸﺎﺒﻪ ﻭﻋﺩﻡ ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﻜﺎﻓﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻝﺘﺤﻘﻴﻕ ﺫﻝﻙ ﻓﺈﻨﻪ ﻤﻥ‬
‫ﺍﻝﻀﺭﻭﺭﻱ ﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻰ ﺠﻤﻴﻊ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻭﻗﻊ ﺍﻥ ﻴﻜﻭﻥ ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻋﻠﻰ‬
‫ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﻋﻤﻠﻴﺘﻲ ﺍﻝﻤﺯﺍﻭﺠﺔ ﺃﻭ ﺍﻝﻤﻀﺎﻫﺎﺓ‪ ،‬ﻭﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻌﺸﻭﺍﺌﻲ‪،‬‬
‫ﺍﻝﻠﺫﺍﻥ ﺴﺒﻕ ﺍﻝﺘﻌﺭﺽ ﻝﻬﻤﺎ‪.‬‬

‫‪ -1‬ﺴﺎﻤﻲ ﻁﺎﻴﻊ‪ ،‬ﺒﺤﻭﺙ ﺍﻹﻋﻼﻡ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪2001 ،‬ﻡ‪ ،‬ﺹ‪.152‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﻤﺤﻤﺩ ﺸﻠﺒﻲ‪ ،‬ﺍﻝﻤﻨﻬﺠﻴﺔ ﻓﻲ ﺍﻝﺘﺤﻠﻴل ﺍﻝﺴﻴﺎﺴﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺒﻴﺕ ﺍﻝﺤﻜﻤﺔ‪1996 ،‬ﻡ‪ ،‬ﺹ‪.110‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ #‬ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪:‬‬

‫ﺃ – ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ)‪:(1‬‬
‫ﻴﺘﻨﺎﻭل ﺍﻝﺩﻜﺘﻭﺭ ﻤﺼﻁﻔﻰ ﺍﻝﺘﻴﺭ ﻓﻲ ﻜﺘﺎﺒﻪ ﻤﺴﺎﻫﻤﺎﺕ ﻓﻲ ﺃﺴﺱ ﺍﻝﺒﺤﺙ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻲ ﻤﺎ ﻴﺴﻤﻴﻪ ﺒﺎﻝﺘﺼﻤﻴﻤﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺍﻝﺘﻲ ﻴﺭﻯ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻨﻬﺎ‬
‫ﺘﺼﻤﻴﻤﺎﺕ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺇﻻ ﺍﻨﻬﺎ ﻻ ﺘﺭﺘﻘﻲ – ﺤﺴﺏ ﺭﺃﻴﻪ – ﺇﻝﻰ ﺍﻥ ﺘﻜﻭﻥ ﻜﺫﻝﻙ‪ ،‬ﺤﻴﺙ‬
‫ﺘﻔﺘﻘﺩ ﺇﻝﻰ ﺍﻝﺸﺭﻭﻁ ﺍﻝﺘﻲ ﻴﺠﺏ ﺘﻭﻓﺭﻫﺎ ﻓﻲ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﻫﻲ ﺍﻝﻀﺒﻁ ﻭﺍﻝﺘﺤﻜﻡ ﻭﺍﻝﺘﺤﺩﻴﺩ‬
‫ﺍﻝﺩﻗﻴﻕ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺭﺌﻴﺴﻴﺔ‪ ،‬ﻭﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻻﺘﻲ‪:‬‬
‫‪ – 1‬ﺘﺠﺭﺒﺔ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻭﺍﺤﺩﺓ ﻭﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻱ‪:‬‬
‫ﻴﺘﻤﺜل ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﺒﺎﺤﺙ ﻝﻤﺠﻤﻭﻋﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﺜﻡ ﻴﻘﺩﻡ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﻤﺴﺘﻘل‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺒﻌﻤﻠﻴﺔ ﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﻴﻔﺴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻋﻠﻰ ﺍﻨﻬﺎ ﻨﺘﻴﺠﺔ‬
‫ﻝﺘﺄﺜﻴﺭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﻤﺴﺘﻘل‪.‬‬
‫‪ – 2‬ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﻘﺒﻠﻴﺔ ﺍﻝﺒﻌﺩﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﺠﻤﻭﻋﺔ ﻭﺍﺤﺩﺓ‪:‬‬
‫ﻴﺨﺘﺎﺭ ﺍﻝﺒﺎﺤﺙ ﻁﺒﻘﺎ ﻝﻬﺫﺍ ﺍﻝﻨﻭﻉ ﻤﺠﻤﻭﻋﺔ ﺜﻡ ﻴﻘﻭﻡ ﺒﻌﻤﻠﻴﺔ ﻗﻴﺎﺱ ﻝﻠﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‬
‫"ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻲ"‪ ،‬ﻭﺒﻌﺩﺌﺫ ﻴﻘﺩﻡ ﻝﻠﻤﺠﻤﻭﻋﺔ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺒﻌﻤﻠﻴﺔ ﻗﻴﺎﺱ‬
‫ﺃﺨﺭﻯ ﻝﻠﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ "ﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻱ" ‪ ..‬ﻭﻨﻅﺭﺍ ﻝﻌﺩﻡ ﻭﺠﻭﺩ ﺠﻤﺎﻋﺔ ﻀﺎﺒﻁﺔ ﻓﺈﻥ‬
‫ﺒﻌﺽ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻓﻲ ﺩﺭﺠﺔ ﺍﻝﺼﺩﻕ ﺍﻝﺩﺍﺨﻠﻲ ﺘﻌﺘﺒﺭ ﻭﻜﺄﻨﻬﺎ ﺭﻭﻗﺒﺕ ﺃﻭ‬
‫ﻀﺒﻁﺕ‪.‬‬
‫‪ – 3‬ﺘﺠﺭﺒﺔ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻭﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻱ‪:‬‬
‫ﺘﺘﻠﺨﺹ ﻫﺫﻩ ﺍﻝﺘﺠﺭﺒﺔ ﻓﻲ ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺨﺘﺎﺭ ﺠﻤﺎﻋﺔ ﻤﻭﺠﻭﺩﺓ ﺍﺼﻼ ﻓﻲ ﺸﻜل‬
‫ﻤﺠﻤﻭﻋﺔ‪ ،‬ﻜﻔﺼل ﺩﺭﺍﺴﻲ ﺃﻭ ﻋﻤﺎل ﻤﺼﺎﻨﻊ ﺍﻭ ﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﺜﻡ ﻴﻘﺩﻡ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‬

‫‪ -1‬ﻤﺼﻁﻔﻰ ﻋﻤﺭ ﺍﻝﺘﻴﺭ‪ ،‬ﻤﺴﺎﻫﻤﺎﺕ ﻓﻲ ﺃﺴﺱ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻤﻌﻬﺩ ﺍﻻﻨﻤﺎﺀ ﺍﻝﻌﺭﺒﻲ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪ ،1989‬ﺹ‪79 ،78‬‬
‫‪copyright law.‬‬

‫‪255‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻷﻓﺭﺍﺩ ﻫﺫﻩ ﺍﻝﺠﻤﺎﻋﺔ‪ ،‬ﻭﻴﺨﺘﺎﺭ ﺠﻤﺎﻋﺔ ﺃﺨﺭﻯ ﻤﻭﺠﻭﺩﺓ ﺃﺼﻼ ﻓﻲ ﺸﻜل ﻤﺠﻤﻭﻋﺔ‬
‫ﺒﻨﻔﺱ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺜﻡ ﻴﻌﺭﺽ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻝﻠﻘﻴﺎﺱ‪ ،‬ﻭﻴﻘﺎﺭﻥ ﺍﻝﻤﺘﻭﺴﻁﻴﻥ‬
‫ﺍﻝﺤﺴﺎﺒﻴﻴﻥ ﻝﻘﻴﻡ ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ‪ ،‬ﻭﻴﻔﺴﺭ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺒﻴﻨﻬﻤﺎ ﺒﺎﻨﻬﺎ ﺭﺍﺠﻌﺔ ﻷﺜﺭ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺍﻝﺫﻱ ﺘﻌﺭﺽ ﻝﻪ ﺃﻓﺭﺍﺩ ﺍﺤﺩﻯ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻥ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻭﺍﻝﺩﺍﺭﺴﻴﻥ ﻴﺼﻨﻔﻭﻥ ﺍﻝﺘﺼﺎﻤﻴﻡ ﺍﻝﺴﺎﻝﻔﺔ‬
‫ﺍﻝﺫﻜﺭ ﺒﺎﻨﻬﺎ ﺘﺼﻤﻴﻤﺎﺕ ﺘﺠﺭﻴﺒﻴﺔ ﻻ ﺍﻨﻨﻲ ﺍﻤﻴل ﺇﻝﻰ ﻤﺎ ﺫﻫﺏ ﺇﻝﻴﻪ ﺍﻝﺩﻜﺘﻭﺭ ﻤﺼﻁﻔﻰ‬
‫ﺍﻝﺘﻴﺭ ﻤﻥ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺸﺒﻪ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺤﻴﺙ ﻻ ﺘﺘﻭﻓﺭ ﻓﻴﻬﺎ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﻀﺒﻁ ﻜﺎﻓﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺫﻝﻙ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺘﺘﻤﻴﺯ ﺒﺎﻨﻬﺎ ﺘﻭﻓﺭ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻭﻗﺕ‬
‫ﻭﺍﻝﺠﻬﺩ ﻭﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻝﻠﺒﺎﺤﺜﻴﻥ‪ ،‬ﺤﻴﺙ ﺘﺘﺴﻡ ﺒﺴﺭﻋﺔ ﻭﺴﻬﻭﻝﺔ ﺘﻨﻔﻴﺫﻫﺎ‪ ،‬ﻤﺎ ﻴﺠﻌل ﺍﻝﻌﺩﻴﺩ‬
‫ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻴﺘﺠﻬﻭﻥ ﻻﺴﺘﺨﺩﺍﻤﻬﺎ ﺨﺎﺼﺔ ﻓﻲ ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ‬
‫ﻭﺍﻹﻋﻼﻤﻴﺔ‪.‬‬
‫ﺏ– ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ)‪:(1‬‬
‫ﻭﻫﻲ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺇﺠﺎﺒﺎﺕ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺘﻬﻡ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﻓﺭﻭﻀﻬﻡ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺍﻝﺘﺎﺒﻌﺔ‪ ،‬ﻭﺘﺄﺨﺫ ﻫﺫﻩ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﻋﺩﺓ ﺃﻨﻭﺍﻉ‪ ،‬ﻤﻥ ﺃﻫﻤﻬﺎ‪:‬‬

‫‪ -1‬ﺍﻋﺘﻤﺩﻨﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﺠﺯﺌﻴﺔ ﻋﻠﻰ ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﺘﺎﻝﻴﺔ‪ :‬ﻤﻌﻥ ﺨﻠﻴل ﻋﻤﺭ‪ ،‬ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﺘﺤﻠﻴل ﻓﻲ‬
‫ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁ‪ ،1‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻵﻓﺎﻕ ﺍﻝﺠﺩﻴﺩﺓ‪1983،‬ﻡ‪ ،‬ﺹ‪.152‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.274 – 272‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻤﺼﻁﻔﻰ ﻋﻤﺭ ﺍﻝﺘﻴﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.85 – 51‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻏﺭﻴﺏ ﺴﻴﺩ ﺍﺤﻤﺩ‪ ،‬ﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪،‬‬
‫‪1995‬ﻡ‪ ،‬ﺹ‪.130 – 127‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺴﺎﻤﻲ ﻁﺎﻴﻊ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.155،156‬‬
‫‪Copyright © 2018.‬‬

‫ﻜﺫﻝﻙ ﻨﻭﺍل ﻤﺤﻤﺩ ﻋﻤﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ ‪.121 – 119‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﻘﺒﻠﻴﺔ ﺍﻝﺒﻌﺩﻴﺔ ﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﺘﺠﺭﻴﺒﻴﺔ ﻭﻀﺎﺒﻁﺔ‪:‬‬

‫ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻭﻓﻘﺎ‬
‫ﻝﺸﺭﻭﻁ ﺍﻝﻤﻀﺎﻫﺎﺓ ﻭﺍﻝﻌﺸﻭﺍﺌﻴﺔ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻌﺭﺽ ﻝﻬﺎ ﻓﻲ ﻤﻭﻀﻊ ﺴﺎﺒﻕ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺒﻌﺩ‬
‫ﺫﻝﻙ ﺒﺎﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻲ ‪ -‬ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ – ﻝﻠﻤﺠﻤﻭﻋﺘﻴﻥ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﺭﺼﺩ ﻭﺘﺴﺠﻴل‬
‫ﻨﺘﺎﺌﺞ ﻫﺫﺍ ﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﻋﻠﻰ ﺃﺜﺭ ﺫﻝﻙ ﻴﻘﻭﻡ ﺒﺘﻌﺭﻴﺽ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻘﻁ ﻝﻠﻤﺘﻐﻴﺭ‬
‫ﺍﻝﻤﺴﺘﻘل ﺃﻭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﺜﻡ ﻴﺠﺭﻱ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺒﻌﺩﻱ ﻝﻠﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻭﺍﻝﻀﺎﺒﻁﺔ‪ ،‬ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﺍﻻﺨﺘﻼﻑ ﻓﻲ ﻨﺎﺘﺞ ﺍﻝﻘﻴﺎﺴﻴﻥ‬
‫ﺍﻝﻘﺒﻠﻲ ﻭﺍﻝﺒﻌﺩﻱ ﻝﻠﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﻴﻌﻭﺩ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﺍﻝﻌﻭﺍﻤل ﺃﻭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﻌﺎﺭﻀﺔ‪ ،‬ﻭﻜﺫﻝﻙ ﺇﻝﻰ ﺘﺄﺜﻴﺭ ﺍﻝﻘﻴﺎﺱ ﻨﻔﺴﻪ‪ ،‬ﺍﻤﺎ ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﻨﺘﺎﺌﺞ ﺍﻝﻘﻴﺎﺴﻴﻥ ﺍﻝﻘﺒﻠﻲ‬
‫ﻭﺍﻝﺒﻌﺩﻱ ﻝﻠﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻬﻭ ﻴﻌﻭﺩ ﺇﻝﻰ ﺘﺄﺜﻴﺭ ﻜل ﻤﻥ‪ :‬ﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻝﻌﺎﺭﻀﺔ‪ ،‬ﻭﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﻫﻜﺫﺍ ﻴﺒﻘﻰ ﺍﻤﺎﻤﻨﺎ ﻓﻘﻁ ﺍﻥ ﻨﻘﻴﺱ ﺍﻻﺨﺘﻼﻑ ﺍﻝﺤﺎﺼل‬
‫ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻝﻨﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪.‬‬
‫‪ – 2‬ﻤﺠﻤﻭﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻭﻤﺠﻤﻭﻋﺘﺎﻥ ﻀﺎﺒﻁﺘﺎﻥ‪:‬‬
‫ﺍﻻﺨﺘﻼﻑ ﺍﻝﺭﺌﻴﺴﻲ ﺒﻴﻥ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻭﺍﻝﻨﻭﻉ ﺍﻝﺴﺎﺒﻕ ﻫﻭ ﺇﻀﺎﻓﺔ ﻤﺠﻤﻭﻋﺔ ﻀﺎﺒﻁﺔ‬
‫ﺜﺎﻨﻴﺔ ﻏﻴﺭ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻷﻭﻝﻰ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺼﻴﺭ ﺍﻤﺎﻤﻨﺎ ﻤﺠﻤﻭﻋﺔ ﻭﺍﺤﺩﺓ ﻴﺘﻡ ﺍﺨﻀﺎﻋﻬﺎ‬
‫ﻝﻠﺘﺠﺭﺒﺔ‪ ،‬ﻭﻤﺠﻤﻭﻋﺘﺎﻥ ﻀﺎﺒﻁﺘﺎﻥ‪ ،‬ﻤﻊ ﻤﻼﺤﻅﺔ ﺍﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﻀﺎﺒﻁﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻻ‬
‫ﺘﺨﻀﻊ ﻝﻠﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻲ‪ ،‬ﻭﻴﺘﻡ ﻓﻘﻁ ﺘﻌﺭﻴﺽ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻝﻠﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪،‬‬
‫ﻭﺒﻌﺩ ﺫﻝﻙ ﻴﺘﻡ ﺍﺨﻀﺎﻉ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻝﻀﺎﺒﻁﺘﻴﻥ ﻝﻠﻘﻴﺎﺱ‪ ،‬ﺍﻷﻭﻝﻰ ﺍﻝﺘﻲ ﺨﻀﻌﺕ‬
‫ﻝﻠﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻲ‪ ،‬ﻭﺍﻝﺜﺎﻨﻴﺔ ﺍﻝﺘﻲ ﻝﻡ ﺘﺨﻀﻊ ﻝﻠﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻲ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻋﺩﻡ ﻭﺠﻭﺩ‬
‫ﻗﻴﺎﺱ ﻗﺒﻠﻲ ﻝﻠﻤﺠﻤﻭﻋﺔ ﺍﻝﺜﺎﻨﻴﺔ ﺇﻻ ﺍﻨﻪ ﻴﺘﻡ ﻭﻀﻊ ﻨﺘﻴﺠﺔ ﺘﻘﺩﻴﺭﻴﺔ ﻝﻤﺎ ﺴﻴﻨﺘﺞ ﻋﻨﻪ ﺍﻝﻘﻴﺎﺱ‬
‫ﻝﻭ ﺨﻀﻌﺕ ﻝﻪ ﺒﺎﻝﻔﻌل‪ ،‬ﻭﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﺴﺘﺭﺸﺎﺩ ﻓﻲ ﺫﻝﻙ ﻤﻥ ﺨﻼل ﻤﺘﻭﺴﻁ ﺍﻝﻘﻴﺎﺱ‬
‫ﺍﻝﺫﻱ ﺘﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻪ ﻝﻠﻤﺠﻤﻭﻋﺘﻴﻥ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻝﻀﺎﺒﻁﺔ ﺍﻷﻭﻝﻰ ﻗﺒل ﺇﺠﺭﺍﺀ‬
‫‪Copyright © 2018.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﺫﻝﻙ ﺘﺄﺴﻴﺴﺎ ﻋﻠﻰ ﺍﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺜﻼﺙ ﺘﺘﺴﻡ ﺒﺎﻝﺘﺸﺎﺒﻪ ﺍﻝﻜﺒﻴﺭ ﻭﺍﻝﺘﻤﺎﺜل‬
‫ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪ ،‬ﻭﺍﻨﻬﺎ ﺍﺨﻀﻌﺕ ﻝﻘﺎﻋﺩﺘﻲ ﺍﻝﻤﻀﺎﻫﺎﺓ ﻭﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪.‬‬
‫‪ – 3‬ﻤﺠﻤﻭﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻭﺜﻼﺙ ﻤﺠﻤﻭﻋﺎﺕ ﻀﺎﺒﻁﺔ‪:‬‬
‫ﻻ ﻴﺨﺘﻠﻑ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻜﺜﻴﺭﺍ ﻋﻥ ﺍﻝﻨﻭﻉ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺇﻻ ﻤﻥ ﺤﻴﺙ ﺯﻴﺎﺩﺓ ﻤﺠﻤﻭﻋﺔ‬
‫ﺃﺨﺭﻯ ﻝﻠﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻀﺎﺒﻁﺔ ﻝﺘﺼﺒﺢ ﺜﻼﺙ ﻤﺠﻤﻭﻋﺎﺕ ﺒﺩﻻ ﻤﻥ ﻤﺠﻤﻭﻋﺘﻴﻥ‪ ،‬ﻭﻜل‬
‫ﺫﻝﻙ ﺒﻐﻴﺔ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻌﺎﺭﻀﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻤﺤﺎﻭﻝﺔ ﺘﺤﻴﻴﺩﻫﺎ‬
‫ﻭﺍﺴﺘﺒﻌﺎﺩﻫﺎ‪.‬‬
‫‪ – 4‬ﺘﺠﺭﺒﺔ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻷﺭﺒﻊ‪:‬‬
‫ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﺒﺎﺨﺘﻴﺎﺭ ﺍﺭﺒﻊ ﻤﺠﻤﻭﻋﺎﺕ ﻤﺘﺴﺎﻭﻴﺔ ﺍﻝﻌﺩﺩ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪،‬‬
‫ﻭﻴﺘﻡ ﺘﻭﺯﻴﻊ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻰ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺒﻁﺭﻴﻘﺔ ﻋﺸﻭﺍﺌﻴﺔ‪ ،‬ﺜﻡ ﻴﻘﺴﻡ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺇﻝﻰ‬
‫ﻤﺠﻤﻭﻋﺘﻴﻥ ﺘﺠﺭﻴﺒﻴﺘﻴﻥ‪ ،‬ﻭﻤﺠﻤﻭﻋﺘﻴﻥ ﻀﺎﺒﻁﺘﻴﻥ‪ ،‬ﻭﻴﺨﻀﻊ ﺍﻝﺒﺎﺤﺙ ﻤﺠﻤﻭﻋﺘﻴﻥ‬
‫ﺃﺤﺩﻫﻤﺎ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻭﺍﻷﺨﺭﻯ ﻀﺎﺒﻁﺔ ﻝﻌﻤﻠﻴﺔ ﺍﻝﻘﻴﺎﺱ ﺍﻝﻘﺒﻠﻲ‪ ،‬ﺜﻡ ﻴﻌﺭﺽ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻴﺘﻴﻥ ﻝﻠﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﻭﻴﺘﻡ ﺒﻌﺩ ﺫﻝﻙ ﻗﻴﺎﺱ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ‬
‫ﺍﻷﺭﺒﻊ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺭﺼﺩ ﺍﻝﻔﺭﻭﻗﺎﺕ ﺒﻴﻥ ﻤﺘﻭﺴﻁﺎﺕ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻘﻭﺩ ﺇﻝﻰ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪.‬‬
‫‪ – 5‬ﻤﺠﻤﻭﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻭﺃﺨﺭﻯ ﻀﺎﺒﻁﺔ‪:‬‬
‫ﻴﺨﺘﻠﻑ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺘﺠﺎﺭﺏ ﻋﻥ ﺘﺠﺭﺒﺔ ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻭﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻱ ﺍﻝﺘﻲ‬
‫ﺴﺒﻕ ﺍﻝﺘﻌﺭﺽ ﻝﻬﺎ ﻓﻲ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻓﻲ ﺍﻨﻪ ﻓﻲ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺴﺎﺒﻘﺔ "ﺘﺠﺭﺒﺔ‬
‫ﺍﻝﻤﺠﻤﻭﻋﺘﻴﻥ ﻭﺍﻝﻘﻴﺎﺱ ﺍﻝﺒﻌﺩﻱ" ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻜﻤﺎ ﻫﻤﺎ ﻤﻭﺠﻭﺩﺘﺎﻥ‬
‫ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻤﺴﺒﻘﺎ ﻗﺒل ﺍﻝﺘﺨﻁﻴﻁ ﻹﺠﺭﺍﺀ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﺍﻥ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺘﻤﺕ ﺒﻌﺩ ﺘﻌﺭﺽ‬
‫ﺍﺤﺩﺍﻫﺎ ﻝﻠﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺩﻭﻥ ﺘﺩﺨل ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻝﻌﺯل ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﺅﺜﺭ‬
‫ﻋﻠﻰ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺍﻝﻨﻭﻉ ﺍﻝﺤﺎﻝﻲ "ﻤﺠﻤﻭﻋﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﺨﺭ ﻀﺎﺒﻁﺔ" ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ‬
‫ﻻ ﻴﻘﻭﻡ ﺒﺎﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﻭﺠﻭﺩﺘﻴﻥ ﻓﻲ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻝﻭﺍﻗﻊ‪ ،‬ﺒل‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻴﻘﻭﻡ ﺒﺎﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺸﺨﺎﺹ ﻴﻭﺯﻋﻬﻡ ﻋﺸﻭﺍﺌﻴﺎ ﻋﻠﻰ ﻤﺠﻤﻭﻋﺘﻴﻥ‪ ،‬ﺤﻴﺙ‬

‫ﺘﻀﻤﻥ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻌﺸﻭﺍﺌﻲ ﻋﺯل ﻭﺘﺤﻴﻴﺩ ﺒﻌﺽ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﻗﺩ ﺘﺅﺜﺭ ﻋﻠﻰ‬
‫ﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﻴﻘﻭﻡ ﺒﻌﺩ ﺫﻝﻙ ﺒﺘﻌﺭﻴﺽ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻝﻠﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻀﺎﺒﻁﺔ ﻭﺍﺨﻀﺎﻋﻬﺎ ﻝﻘﺎﻋﺩﺘﻲ ﺍﻝﻤﻀﺎﻫﺎﺓ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ ﺍﻝﻌﺸﻭﺍﺌﻲ ﻭﺘﻜﺭﺍﺭ ﺍﻝﺘﺠﺭﺒﺔ ﻭﻀﺒﻁ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺘﺤﻴﻴﺩ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻌﺎﺭﻀﺔ‪،‬‬
‫ﺠﻤﻴﻌﻬﺎ ﻋﻭﺍﻤل ﺘﺴﺎﻋﺩ ﻓﻲ ﻀﺒﻁ ﺍﻝﺘﺠﺭﺒﺔ ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺃﻜﺜﺭ ﻭﻀﻭﺤﺎ‪ ،‬ﻤﻥ‬
‫ﺨﻼل ﻗﻴﺎﺱ ﺠﻤﻴﻊ ﺍﻝﻌﻭﺍﻤل ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺃﺜﺭ‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺒﺼﻭﺭﺓ ﺍﻜﺜﺭ ﺩﻗﺔ ﻭﺜﺒﺎﺕ‪.‬‬

‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪:‬‬

‫ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺘﻘﺩﻡ ﺍﻝﻬﺎﺌل ﺍﻝﺫﻱ ﺍﺤﺭﺯﺘﻪ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﺇﻻ ﺍﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻤﻭﻤﺎ‬
‫ﻻﻴﺯﺍل ﻴﺴﻴﺭ ﺒﺨﻁﻭﺍﺕ ﺒﻁﻴﺌﺔ‪ ،‬ﻤﻊ ﺍﻋﺘﺭﺍﻓﻨﺎ ﺒﺎﻝﻤﺤﺎﻭﻻﺕ ﺍﻝﻤﻬﻤﺔ ﻻﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ‬
‫ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﺴﻌﻰ ﺍﺴﺎﺘﺫﺓ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ‬
‫ﺇﻝﻰ ﻭﻀﻊ ﺒﻌﺽ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﺘﻲ ﻤﻥ ﺸﺎﻨﻬﺎ ﺍﻥ ﺘﺯﻴﺩ ﻤﻥ ﺩﺭﺠﺔ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺒﻌﺽ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺘﺠﺭﻴﺏ‪.‬‬

‫ﺃﻤﺎ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻓﺈﻨﻪ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺍﻥ ﻫﻨﺎﻙ ﺍﺤﺠﺎﻤﺎ ﻜﺒﻴﺭﺍ‬
‫ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺃﻭ ﺸﺒﻪ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﺨﺎﺼﺔ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻭﻝﻌل ﻤﺭﺩ ﺫﻝﻙ ﻴﻌﻭﺩ ﺇﻝﻰ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺒﺎﻝﻐﺔ‬
‫ﺍﻝﺘﻲ ﺘﺤﻴﻁ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﺭﺼﺩ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﻤﺠﺎل ﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺍﻥ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻝﺴﻠﻴﻡ ﺍﻝﺫﻱ ﻴﻘﻭﺩ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻭﺜﻭﻗﺔ ﻭﻤﻁﻤﺌﻨﺔ ﻓﻲ‬
‫ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻻ ﻴﻜﻭﻥ ﺇﻻ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﺠﺭﻯ‬
‫ﺍﻝﺘﺠﺎﺭﺏ ﻓﻲ ﺍﻝﻤﻌﻤل‪ ،‬ﻭﺤﻴﺙ ﺒﺈﻤﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﺤﻜﻡ ﻓﻲ ﻜﺎﻓﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﻭﻀﺒﻁﻬﺎ‪ ،‬ﻭﺇﻋﺎﺩﺓ ﺍﻝﺘﺠﺭﺒﺔ ﻤﺭﺍﺕ ﻏﻴﺭ ﻤﺤﺩﻭﺩﺓ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﻔﺱ ﺍﻝﻨﺘﺎﺌﺞ‪.‬‬
‫‪ – 2‬ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺘﻅل ﻨﺘﺎﺌﺞ ﻏﻴﺭ ﻨﻬﺎﺌﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﻨﻬﺎ ﻝﻴﺴﺕ ﻗﻁﻌﻴﺔ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ‬
‫ﺍﻻﻁﻤﺌﻨﺎﻥ ﺇﻝﻴﻬﺎ ﺒﻨﻔﺱ ﺍﻝﻤﺴﺘﻭﻯ ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﻭﺫﻝﻙ‬
‫ﻻﻋﺘﺒﺎﺭﺍﺕ ﻜﺜﻴﺭﺓ؛ ﺍﻫﻤﻬﺎ ﻋﺩﻡ ﺇﻤﻜﺎﻨﻴﺔ ﻋﺯل ﺠﻤﻴﻊ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺨﺎﺭﺠﻴﺔ ﺍﻝﺘﻲ ﻗﺩ ﻴﻜﻭﻥ‬
‫ﻝﻬﺎ ﺘﺄﺜﻴﺭ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ ﻋﺯﻻ ﺘﺎﻤﺎ ﻭﻨﻬﺎﺌﻴﺎ ﻭﻤﺅﻜﺩﺍ‪ ،‬ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﺩﺍﺨل ﺍﻝﻤﻌﻤل‬
‫ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻜﻭﻥ ﺒﺈﻤﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﻜﺎﻓﺔ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻌﻭﺍﻤل‬
‫ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﻀﺒﻁﻬﺎ ﺒﻤﺎ ﻴﺨﺩﻡ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫‪ – 3‬ﺍﻥ ﻗﻴﺎﺱ ﺘﺄﺜﻴﺭ ﺍﻝﺘﻌﺭﺽ ﻝﺒﺭﺍﻤﺞ ﺇﺫﺍﻋﻴﺔ ﺃﻭ ﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺃﻭ ﺼﺤﻑ ﻤﻌﻴﻨﺔ‬
‫ﻴﻅل ﺍﻤﺭﺍ ﺘﻭﺍﺠﻬﻪ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺼﻌﻭﺒﺎﺕ‪ ،‬ﻓﺈﺫﺍ ﺍﻓﺘﺭﻀﻨﺎ ﺍﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺭﻴﺩ ﻗﻴﺎﺱ ﺘﺄﺜﻴﺭ‬
‫ﺍﻝﺘﻌﺭﺽ ﻝﻠﺒﺭﺍﻤﺞ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﻋﻠﻰ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻻﻨﺘﺨﺎﺒﻴﺔ‪،‬‬
‫ﻭﻗﺎﻡ ﺒﺎﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺎﺕ ﻀﺎﺒﻁﺔ ﻭﺃﺨﺭﻯ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺜﻡ ﻋﺭﺽ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻝﻌﺩﺩ ﻤﻥ ﺍﻝﺒﺭﺍﻤﺞ ﺍﻝﺴﻴﺎﺴﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻀﻤﻥ ﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ‬
‫ﺍﻻﻨﺘﺨﺎﺒﺎﺕ‪ ،‬ﻭﻗﺎﻡ ﺒﻜل ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﻘﺒﻠﻴﺔ ﻭﺍﻝﺒﻌﺩﻴﺔ ﻝﻜﺎﻓﺔ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ‪ ،‬ﻓﺈﻥ ﻭﺠﻭﺩ ﺍﺘﺠﺎﻩ‬
‫ﺍﻴﺠﺎﺒﻲ ﻝﺩﻯ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻨﺤﻭ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﻲ ﺍﻻﻨﺘﺨﺎﺒﺎﺕ ﻻ ﻴﻤﻜﻥ ﺭﺩﻩ‬
‫ﺒﺎﻝﻀﺭﻭﺭﺓ ﺇﻝﻰ ﺘﻌﺭﻀﻬﻡ ﻝﻠﺒﺭﺍﻤﺞ ﺍﻝﻤﺫﻜﻭﺭﺓ ﻓﻘﻁ‪ ،‬ﻓﻤﻥ ﺍﻝﻤﺤﺘﻤل ﻭﺠﻭﺩ ﺍﻝﻜﺜﻴﺭ ﻤﻥ‬
‫ﺍﻝﻌﻭﺍﻤل ﺍﻷﺨﺭﻯ ﺍﻝﺘﻲ ﺴﺎﻫﻤﺕ ﻓﻲ ﺘﺸﻜل ﺫﻝﻙ ﺍﻻﺘﺠﺎﻩ‪ ،‬ﺭﻏﻡ ﻤﺤﺎﻭﻝﺔ ﺍﻝﺒﺎﺤﺙ ﻀﺒﻁ‬
‫ﻜﺎﻓﺔ ﺍﻝﻌﻭﺍﻤل ﻭﺍﻻﻝﺘﺯﺍﻡ ﺒﻘﺎﻋﺩﺓ ﺍﻝﻤﻀﺎﻫﺎﺓ ﻭﺍﻝﻌﺸﻭﺍﺌﻴﺔ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﻭﺠﻭﺩ ﻤﻭﺍﻗﻑ‬
‫ﻭﺘﺠﺎﺭﺏ ﻭﺨﺒﺭﺍﺕ ﺴﺎﺒﻘﺔ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺘﺄﺜﻴﺭ ﺍﻝﺭﻓﺎﻕ ﻭﺍﻝﺯﻤﻼﺀ ﻭﺍﻷﺼﺩﻗﺎﺀ ﻭﺍﻷﺴﺭﺓ‪،‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﻘﺭﺍﺀﺍﺕ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺘﻲ ﺘﺘﺩﺨل ﻓﻲ ﺘﺸﻜﻴل ﺭﺃﻱ ﺍﻝﻤﺒﺤﻭﺙ‪،‬‬

‫ﻭﺍﻝﺘﻲ ﻴﻜﻭﻥ ﻤﻥ ﺍﻝﺼﻌﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻋﺯﻝﻬﺎ ﻤﻬﻤﺎ ﺍﺘﺨﺫ ﻤﻥ ﺍﺤﺘﻴﺎﻁﺎﺕ ﻭﺍﺠﺭﺍﺀﺍﺕ‪.‬‬
‫‪ – 4‬ﺍﻥ ﻋﻤﻠﻴﺔ ﻋﺯل ﻭﺘﺤﻴﻴﺩ ﻭﻀﺒﻁ ﻜﺎﻓﺔ ﺍﻝﻌﻭﺍﻤل ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﺅﺜﺭ‬
‫ﻓﻲ ﺍﺘﺠﺎﻫﺎﺕ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺃﻭ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺘﺯﺩﺍﺩ‬
‫ﺘﻌﻘﺩﺍ ﻭﺼﻌﻭﺒﺔ ﻓﻲ ﻅل ﺍﻝﻅﺭﻭﻑ ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﺭﺍﻫﻨﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻌﺼﺭ‪ ،‬ﺤﻴﺙ ﺍﻻﻨﺴﺎﻥ‬
‫ﻤﺤﺎﻁﺎ ﺒﺎﻷﻑ ﺍﻝﺭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﻴﻭﻤﻴﺔ ﻤﻥ ﻤﺨﺘﻠﻑ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺠﻤﺎﻫﻴﺭﻴﺔ‪ ،‬ﻭﻓﻲ‬
‫ﻤﺨﺘﻠﻑ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ‪ ،‬ﻭﺒﺸﺘﻰ ﺍﻷﺴﺎﻝﻴﺏ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﻭﻗﺎﺕ‪ ،‬ﻭﺒﺴﺭﻋﺔ ﻓﺎﺌﻘﺔ‪ ،‬ﻤﻤﺎ‬
‫ﻴﺠﻌل ﺍﻝﻔﺭﺩ ﻴﻌﻴﺵ ﺘﺤﺕ ﻀﻐﻁ ﻗﻭﻱ ﻝﺘﻠﻙ ﺍﻝﻭﺴﺎﺌل‪ ،‬ﻴﺼﻌﺏ ﺍﻝﺘﺨﻠﺹ ﻤﻨﻪ ﻭﺍﻝﺤﺩ ﻤﻥ‬
‫ﺘﺄﺜﻴﺭﻩ ﻋﻠﻴﻪ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻜﺎﻓﺔ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻻﺤﺘﺭﺍﺯﻴﺔ ﻜﺎﻝﻀﺒﻁ ﻭﺍﻝﻌﺯل ﻭﺍﻝﺘﺤﻴﻴﺩ‬
‫ﺍﻝﺘﻲ ﻴﻠﺠﺄ ﺇﻝﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺴﺘﻜﻭﻥ ﻏﻴﺭ ﻜﺎﻓﻴﺔ ﻝﻤﻨﻊ ﺘﺩﺨل ﺘﺄﺜﻴﺭ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﻁﻠﻭﺏ‬
‫ﺍﺴﺘﺒﻌﺎﺩﻫﺎ‪.‬‬
‫‪ – 5‬ﺇﻨﻪ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺼﻌﻭﺒﺔ ﺍﻝﺒﺎﻝﻐﺔ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺇﻻ ﺍﻨﻪ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻌﺎﻀﺔ ﻋﻥ ﺫﻝﻙ ﺒﺎﻝﻠﺠﻭﺀ ﺇﻝﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺸﺒﻪ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻭﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻻﺘﺼﺎل ﻭﺍﻹﻋﻼﻡ‪.‬‬
‫‪ – 6‬ﻤﻊ ﺍﻋﺘﺭﺍﻓﻨﺎ ﺒﺼﻌﻭﺒﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺒﻀﻭﺍﺒﻁﻪ ﺍﻝﺼﺎﺭﻤﺔ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺇﻻ ﺇﻨﻨﻲ ﻭﻤﻊ ﻜل ﺫﻝﻙ ﻝﺴﺕ ﻤﻊ ﺍﻝﺭﺃﻱ ﺍﻝﻘﺎﺌل ﺒﺎﻻﺴﺘﺒﻌﺎﺩ‬
‫ﺍﻝﺘﺎﻡ ﻻﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﺤﻘل ﺍﻻﺘﺼﺎل ﻭﺍﻹﻋﻼﻡ‪ ،‬ﺇﺫ ﻻ ﻤﻨﺎﺹ ﻤﻥ ﺍﻥ ﻴﺘﺠﻪ‬
‫ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻨﺤﻭ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻤﻊ ﻤﺤﺎﻭﻝﺔ ﺍﻻﻝﺘﺯﺍﻡ ﻤﺎ ﺃﻤﻜﻥ‬
‫ﺫﻝﻙ ﺒﻜﺎﻓﺔ ﻀﻭﺍﺒﻁﻪ ﻭﺨﻁﻭﺍﺘﻪ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﺘﻁﻠﺏ ﺠﻬﻭﺩﺍ ﻜﺒﻴﺭﺓ ﻭﺤﺜﻴﺜﺔ‪ ،‬ﻭﻤﺤﺎﻭﻻﺕ‬
‫ﺩﺍﺌﺒﺔ ﻭﻤﺴﺘﻤﺭﺓ ﻭﺠﺎﺩﺓ‪ ،‬ﻭﻨﺸﺎﻁﺎ ﺫﻫﻨﻴﺎ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻘﻭﺩ ﻜل ﺫﻝﻙ ﻤﻊ‬
‫ﻤﺭﻭﺭ ﺍﻝﺯﻤﻥ ﺇﻝﻰ ﺨﻠﻕ ﺘﺭﺍﻜﻡ ﻤﻌﺭﻓﻲ ﻭﻤﻨﻬﺠﻲ‪ ،‬ﻤﻥ ﺸﺎﻨﻪ ﺍﻥ ﻴﺴﺎﻫﻡ ﻓﻲ ﺘﺄﺴﻴﺱ‬
‫ﺘﺼﻤﻴﻤﺎﺕ ﻭﻤﻭﺍﻗﻑ ﻭﺃﺴﺎﻝﻴﺏ ﻋﻠﻤﻴﺔ ﺠﺩﻴﺩﺓ‪ ،‬ﺘﺠﻌل ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺘﻭﻅﻴﻑ ﻭﺍﺴﺘﺨﺩﺍﻡ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻤﺴﺘﻘﺒﻼ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺒﺼﺭﺍﻤﺔ ﻭﺍﻨﻀﺒﺎﻁﻴﺔ‪ ،‬ﻤﻥ‬

‫ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﻘﺘﺭﺏ ﻤﻥ ﺼﺭﺍﻤﺔ ﻭﺍﻨﻀﺒﺎﻁﻴﺔ ﺍﺴﺘﺨﺩﺍﻤﻪ ﺍﻝﻤﻌﻤﻠﻲ‪.‬‬
‫ﻭﻴﺭﻯ ﺍﻝﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺍﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻹﻋﻼﻤﻴﺔ ﻴﺭﺘﺒﻁ ﺒﺎﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺤﺎﺫﻴﺭ‪ ،‬ﻭﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻓﻲ ﺩﺭﺍﺴﺔ ﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻴﻥ‬
‫)‪(1‬‬
‫ﻋﻠﻰ ﺍﺨﺘﻼﻑ ﻓﺌﺎﺘﻬﻡ‪ ،‬ﻭﺫﻝﻙ ﻝﻸﺴﺒﺎﺏ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﻋﺩﻡ ﺍﺘﻔﺎﻕ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺠﺭﻴﺏ ﻓﻲ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺤﺎﻻﺕ ﻤﻊ ﻁﺒﻴﻌﺔ ﺠﻤﻬﻭﺭ‬
‫ﺍﻝﻤﺘﻠﻘﻴﻥ ﺍﻝﺫﻱ ﻴﺘﻤﻴﺯ ﺒﺎﻝﻀﺨﺎﻤﺔ ﻭﺍﻝﺘﺸﺘﺕ ﻭﺍﻝﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻝﺴﻤﺎﺕ‪ ،‬ﻓﺘﺤﻭل ﻀﺨﺎﻤﺔ‬
‫ﺍﻝﻌﺩﺩ ﻭﺍﻝﺘﺸﺘﺕ ﺩﻭﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻻﺨﺘﺒﺎﺭ ﺍﻝﺴﻠﻴﻡ ﻝﻠﻌﻴﻨﺎﺕ‪ ،‬ﺒﺤﻴﺙ ﺘﺼﺒﺢ ﻤﻤﺜﻠﺔ ﻝﻜل‬
‫ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻥ ﺍﻝﺘﺒﺎﻴﻥ ﻓﻲ ﺍﻝﺴﻤﺎﺕ ﻭﺒﺼﻔﺔ ﺨﺎﺼﺔ ﻓﻲ ﺍﻨﻤﺎﻁ ﺍﻝﺴﻠﻭﻙ‬
‫ﺍﻻﺘﺼﺎﻝﻲ‪ ،‬ﻴﺤﻭل ﺩﻭﻥ ﺘﺤﻘﻴﻕ ﺍﻝﺘﻤﺎﺜل ﺍﻝﺘﺎﻡ ﺒﻴﻥ ﺍﻝﺠﻤﺎﻋﺎﺕ ﺍﻝﻤﺨﺘﺎﺭﺓ ﻝﻠﺘﺠﺭﻴﺏ‪.‬‬
‫‪ – 2‬ﻋﺩﻡ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﻀﺒﻁ ﺍﻝﻤﺤﻜﻡ ﻝﻠﻌﻭﺍﻤل ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺇﻻ ﻝﻔﺘﺭﺍﺕ ﻤﺤﺩﻭﺩﺓ ﻴﺯﻭل‬
‫ﺒﻌﺩﻫﺎ ﺃﺜﺭ ﺍﻝﻀﺒﻁ‪ ،‬ﻭﻴﺼﻌﺏ ﺒﻌﺩ ﺫﻝﻙ ﻋﺯل ﺍﻝﺘﺄﺜﻴﺭﺍﺕ ﺍﻝﺨﺎﺭﺠﻴﺔ‪.‬‬
‫‪ – 3‬ﺼﻌﻭﺒﺔ ﺍﻝﺘﻤﺎﺜل ﺒﻴﻥ ﺍﻝﻤﻨﺎﺥ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻭﺍﻝﻤﻨﺎﺥ ﺍﻝﻁﺒﻴﻌﻲ ﺍﻝﺫﻱ ﻴﻌﻴﺸﻪ‬
‫ﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻴﻥ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﻀﺒﻁ ﺠﻤﻴﻊ ﺍﻝﻌﻭﺍﻤل ﻭﺍﻝﻤﺅﺜﺭﺍﺕ ﺍﻝﻤﻜﻭﻨﺔ ﻝﻠﻤﻨﺎﺥ ﺃﻭ‬
‫ﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﻌﻤﻠﻴﺔ ﺍﻭ ﺍﻝﺼﻨﺎﻋﻴﺔ‪.‬‬
‫‪ – 4‬ﻋﺩﻡ ﺇﻨﺴﺎﻨﻴﺔ ﺍﻝﺘﺠﺭﻴﺏ ﻓﻲ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﻲ ﺘﺴﺘﺩﻋﻲ ﺍﻝﻌﺯل ﻋﻥ‬
‫ﺍﻝﻤﻨﺎﺥ ﺍﻝﻁﺒﻴﻌﻲ ﺃﻭ ﺍﻝﺘﻌﺭﻴﺽ ﺇﻝﻰ ﻤﺜﻴﺭﺍﺕ ﻗﺩ ﻻ ﺘﺘﻔﻕ ﻤﻊ ﺍﻝﺘﻘﺎﻝﻴﺩ ﺍﻭ ﺍﻝﻘﻴﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﺍﻝﺴﺎﺌﺩﺓ‪ ،‬ﻤﺜل ﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻨﻑ ﻭﺍﻻﻨﺤﺭﺍﻑ‪.‬‬

‫ﺼﻌﻭﺒﺎﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‪:‬‬

‫ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﻤﺤﺎﻭﻻﺕ ﺍﻝﻌﺩﻴﺩﺓ ﺍﻝﻬﺎﺩﻓﺔ ﺇﻝﻰ ﺘﻁﺒﻴﻕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻋﻠﻰ‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ ﺇﻻ ﺍﻨﻬﺎ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺘﻅل ﻤﺸﻭﺒﺔ ﺒﺎﻝﺤﺫﺭ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪210،211‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻻﻁﻤﺌﻨﺎﻥ ﺇﻝﻰ ﻨﺘﺎﺌﺠﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺫﻱ ﺘﻡ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻤﻥ‬
‫ﺨﻼل ﻭﻀﻊ ﺒﻌﺽ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺨﺎﺼﺔ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﻝﻌل‬
‫ﺼﻌﻭﺒﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺘﻌﻭﺩ ﻝﻸﺴﺒﺎﺏ‬
‫ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺍﻝﻌﻭﺍﻤل ﺍﻷﺨﻼﻗﻴﺔ‪ :‬ﺤﻴﺙ ﺍﻥ ﺍﺨﻀﺎﻉ ﺍﻝﻨﺎﺱ ﻝﻠﺘﺠﺎﺭﺏ ﺍﻝﻤﻌﻤﻠﻴﺔ ﺃﻤﺭﺍ ﻏﻴﺭ‬
‫ﻤﺭﻏﻭﺏ ﻓﻴﻪ)‪ ،(1‬ﻭﻝﺫﻝﻙ ﻓﺈﻨﻨﺎ ﻨﻼﺤﻅ ﺍﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻗﺩ ﺍﺠﺭﻴﺕ ﻋﻠﻰ ﺒﻌﺽ‬
‫ﺍﻝﺤﻴﻭﺍﻨﺎﺕ ﻭﺘﻡ ﺴﺤﺏ ﻨﺘﺎﺌﺠﻬﺎ ﻋﻠﻰ ﺍﻻﻨﺴﺎﻥ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﺘﺠﺭﺒﺔ "ﺒﺎﻓﻠﻭﻑ" ﺍﻝﺸﻬﻴﺭﺓ‬
‫ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻡ ﻓﻴﻬﺎ ﺍﻝﻜﻼﺏ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺕ ﻓﻴﻬﺎ ﺍﻝﻘﻁﻁ‬
‫ﻭﺍﻝﻔﺌﺭﺍﻥ ﻭﺍﻝﻘﺭﺩﺓ ﻭﻁﺒﻘﺕ ﻨﺘﺎﺌﺠﻬﺎ ﻋﻠﻰ ﺍﻻﻨﺴﺎﻥ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﺘﺠﺭﻴﺏ ﻋﻠﻰ ﺍﻻﻨﺴﺎﻥ‬
‫ﺃﻤﺭﺍ ﻤﺴﺘﻬﺠﻥ ﻭﻏﻴﺭ ﻤﻘﺒﻭل ﺍﺨﻼﻗﻴﺎ‪ ،‬ﻭﻤﻬﻴﻥ ﻓﻲ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ‪ ،‬ﻭﻗﺩ ﻴﺘﻌﺎﺭﺽ ﻤﻊ‬
‫ﺍﻝﻘﻴﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‪.‬‬
‫‪ – 2‬ﺼﻌﻭﺒﺔ ﻀﺒﻁ ﻜﺎﻓﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻅﻭﺍﻫﺭ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻨﻅﺭﺍ ﻝﺘﻌﻘﺩﻫﺎ ﻭﺘﺩﺍﺨﻠﻬﺎ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﻓﻬﻤﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ ﺒﺎﻝﺩﺭﺠﺔ‬
‫ﺍﻝﻜﺎﻓﻴﺔ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻻﻨﺴﺎﻥ ﺍﻝﺫﻱ ﻫﻭ ﻤﺤﻭﺭ ﺍﻝﺩﺭﺍﺴﺔ ﻫﻨﺎ ﻻ ﻴﻤﻜﻥ ﺒﺄﻱ ﺤﺎل ﻤﻥ‬
‫ﺍﻷﺤﻭﺍل ﻋﺯﻝﻪ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺤﻴﻁﺔ ﺒﻪ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺸﻜل ﻭﺘﺤﺩﺩ ﻤﺠﺘﻤﻌﺔ‬
‫ﺭﺅﻴﺘﻪ ﻭﺤﻜﻤﻪ ﻋﻥ ﺍﻷﺸﻴﺎﺀ ﻤﻥ ﺤﻭﻝﻪ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﺍﻝﻘﻴﻡ ﻭﺍﻝﻌﺎﺩﺍﺕ ﻭﺍﻝﺘﻘﺎﻝﻴﺩ ﻭﺍﻝﺜﻘﺎﻓﺔ‬
‫ﺍﻝﺩﻴﻨﻴﺔ‪ ،‬ﻭﺍﻝﻅﺭﻭﻑ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺒﻴﺌﻴﺔ‪ ،‬ﻭﺍﻝﻤﻭﺍﻗﻑ‬
‫ﻭﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺤﻴﺎﺘﻴﺔ ﺍﻝﺘﻲ ﻤﺭ ﺒﻬﺎ‪ ،‬ﻭﺍﻝﺘﻜﻭﻴﻥ ﺍﻷﺴﺭﻱ‪ ،‬ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﺤﻴﺙ‬
‫ﻴﺘﺩﺨل ﻜل ﺫﻝﻙ ﻓﻲ ﻤﺎ ﻴﺘﺒﻨﺎﻩ ﺍﻝﻔﺭﺩ ﻤﻥ ﻤﻭﺍﻗﻑ ﻭﺍﺭﺍﺀ‪ ،‬ﻭﻓﻲ ﺘﺼﺭﻓﻪ ﺇﺯﺍﺀ ﺍﻝﻤﻭﺍﻗﻑ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﻭﺍﻗﻑ ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﺃﺭﺍﺀ ﺍﻷﻓﺭﺍﺩ ﺘﺠﺎﻩ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﻘﻀﺎﻴﺎ‬
‫ﺍﻝﺘﻲ ﺘﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ ﻝﻴﺴﺕ ﺜﺎﺒﺘﺔ‪ ،‬ﻭﺍﻨﻤﺎ ﺘﺘﺴﻡ ﺒﺎﻝﺘﻐﻴﺭ ﻭﻓﻘﺎ ﻝﻼﻋﺘﺒﺎﺭﺍﺕ ﺍﻝﻤﺫﻜﻭﺭﺓ‪ ،‬ﻭﻫﻭ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.270‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺎ ﻴﻌﻨﻲ ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺘﻅل ﻤﺜﺎﺭ ﺠﺩل‬
‫ﻭﺃﺨﺫ ﻭﺭﺩ ﺭﻏﻡ ﻜل ﻤﺎ ﺤﻘﻘﺘﻪ ﻤﻥ ﺘﻘﺩﻡ‪.‬‬
‫‪ – 3‬ﺍﻥ ﺍﻝﻤﺯﺍﺝ ﺍﻝﻌﺎﻡ ﻭﺍﻝﻤﺯﺍﺝ ﺍﻝﺸﺨﺼﻲ ﻭﺍﻝﺤﺎﻝﺔ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ ﻋﻠﻴﻬﺎ ﺍﻝﻤﺒﺤﻭﺙ‬
‫ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﺘﺠﻌﻠﻪ ﻴﺘﺼﺭﻑ ﺒﻁﺭﻴﻘﺔ ﻤﺨﺘﻠﻔﺔ‬
‫ﻭﻤﺘﻐﺎﻴﺭﺓ ﻓﻲ ﺫﺍﺕ ﺍﻝﻤﻭﻗﻑ‪ ،‬ﻭﺫﻝﻙ ﺘﺒﻌﺎ ﻝﺘﻐﻴﺭ ﻤﺯﺍﺠﻪ ﻭﺤﺎﻝﺘﻪ ﺍﻝﻨﻔﺴﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﻌﻜﺱ‬
‫ﺘﻤﺎﻤﺎ ﻓﺈﻥ ﺩﺭﺠﺔ ﺍﻝﺘﺤﻜﻡ ﻭﺍﻝﻀﺒﻁ ﻭﺍﻝﺘﻭﺠﻴﻪ ﻭﺍﻝﺴﻴﻁﺭﺓ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ ﺘﻜﻭﻥ‬
‫ﻋﺎﻝﻴﺔ ﺠﺩﺍ‪.‬‬
‫‪– 4‬ﻴﻘﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻋﻠﻰ ﺍﻝﺴﺒﺏ ﻭﺍﻝﻨﺘﻴﺠﺔ ﻭﺍﻝﻌﻠﺔ ﻭﺍﻝﻤﻌﻠﻭل‪ ،‬ﻓﺈﺫﺍ ﻭﺠﺩ‬
‫ﺍﻝﺴﺒﺏ ﻭﺠﺩﺕ ﺍﻝﻨﺘﻴﺠﺔ ‪ ..‬ﻭﻫﻜﺫﺍ ‪ ..‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻌﻤﻠﻴﺔ‪،‬‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﻭﺠﺩ ﺍﻻﻭﻜﺴﺠﻴﻥ ﻤﻊ ﺍﻝﻬﻴﺩﺭﻭﺠﻴﻥ ﺒﻨﺴﺒﺔ ﻤﻌﻴﻨﺔ ﻭﻓﻲ ﻅﺭﻭﻑ ﻤﻌﻴﻨﺔ ﻴﻨﺘﺞ‬
‫ﻋﻨﻪ ﻤﺎﺀ‪ ،‬ﻭﻴﺤﺩﺙ ﺫﻝﻙ ﻓﻲ ﺍﻴﺔ ﺒﻘﻌﺔ ﻤﻥ ﺍﻝﻜﺭﺓ ﺍﻷﺭﻀﻴﺔ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﺼﻌﺏ ﺠﺩﺍ ﻭﺠﻭﺩ ﺴﺒﺏ ﻤﺤﺩﺩ ﻭﻭﺤﻴﺩ ﻭﻤﺅﻜﺩ ﻝﻨﺸﺅ ﻅﺎﻫﺭﺓ‪،‬‬
‫ﻓﻔﻲ ﺍﻝﻤﺜﺎل ﺍﻝﻤﺘﻌﻠﻕ ﺒﻤﺸﺎﻫﺩﺓ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻝﻠﻤﺴﻠﺴﻼﺕ ﺍﻝﻤﺩﺒﻠﺠﺔ ﻗﺩ ﺘﺘﻭﺼل ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﺇﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺸﺎﻫﺩﺓ ﻭﺴﻠﻭﻜﻴﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻝﻜﻥ ﻻ ﻴﻤﻜﻥ ﺭﺒﻁ ﺘﻠﻙ‬
‫ﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺒﻤﺸﺎﻫﺩﺓ ﺘﻠﻙ ﺍﻝﻤﺴﻠﺴﻼﺕ ﻓﻘﻁ‪ ،‬ﻭﺫﻝﻙ ﻝﺘﺩﺍﺨل ﻋﻭﺍﻤل ﺃﺨﺭﻯ ﻤﻥ ﺍﻝﺼﻌﺏ‬
‫ﻋﺯﻝﻬﺎ ﻭﺍﻝﺘﺤﻜﻡ ﻓﻴﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻻ ﻴﻤﻜﻥ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺍﻥ ﻤﺸﺎﻫﺩﺓ ﺍﻝﻤﺭﺍﻫﻘﻴﻥ ﻝﻠﻤﺴﻠﺴﻼﺕ‬
‫ﺍﻝﻤﺩﺒﻠﺠﺔ ﻴﻨﺘﺞ ﻋﻨﻪ ﺘﺼﺭﻓﺎﺕ ﻭﺴﻠﻭﻜﻴﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻓﺎﻝﺴﺒﺏ ﻫﻨﺎ ﻻ ﻴﻤﻜﻥ ﺤﺼﺭﻩ‬
‫ﻭﺘﺤﺩﻴﺩﻩ ﺒﺩﻗﺔ ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻌﻤﻠﻴﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ‪" ،‬ﻭﺫﻝﻙ‬
‫ﻨﻅﺭﺍ ﻝﻌﺩﻡ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﺩﻗﻴﻘﺔ ﺍﻝﺘﻲ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﻗﻴﺎﺱ ﺃﺜﺭ ﺍﻝﻤﺘﻐﻴﺭ‬
‫ﺍﻝﺘﺠﺭﻴﺒﻲ ﺒﻴﻥ ﺍﻝﺠﻤﺎﻋﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻭﺍﻝﻀﺎﺒﻁﺔ")‪.(1‬‬
‫‪ – 5‬ﺍﻥ ﻗﺩﺭﺓ ﺍﻻﻨﺴﺎﻥ ﻭﺍﺭﺍﺩﺘﻪ ﻜﺜﻴﺭﺍ ﻤﺎ ﻴﺠﻌﻼﻨﻪ ﻴﺘﺨﺫ ﻤﻭﻗﻑ ﻤﺘﻌﻤﺩ ﺇﺯﺍﺀ‬
‫ﻤﻭﻗﻑ ﻤﻌﻴﻥ‪ ،‬ﺩﻭﻥ ﺍﻨﺘﺒﺎﻩ ﺍﻝﺒﺎﺤﺙ ﻝﺫﻝﻙ ﺍﺤﻴﺎﻨﺎ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﺭﻑ "ﺒﺎﻝﻤﻴل ﻨﺤﻭ ﺍﻝﺘﺼﻨﻊ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻋﻘﻴل ﺤﺴﻴﻥ ﻋﻘﻴل‪ ،‬ﻓﻠﺴﻔﺔ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻤﺩﺒﻭﻝﻲ‪ ،1999 ،‬ﺹ‪126‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻓﻘﺩﺍﻥ ﺍﻝﺘﻠﻘﺎﺌﻴﺔ ﻓﻲ ﺍﻝﺘﺼﺭﻑ‪ ،‬ﻋﻨﺩﻤﺎ ﻴﻌﻠﻡ ﺍﻻﻨﺴﺎﻥ ﺍﻨﻪ ﻤﺴﺘﻬﺩﻑ ﻭﺍﻨﻪ ﺘﺤﺕ ﺍﻝﺘﺠﺭﺒﺔ‬
‫ﺃﻭ ﺍﻝﻤﻼﺤﻅﺔ")‪ ،(1‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﺅﺜﺭ ﻓﻲ ﺴﻴﺭ ﺍﻝﺘﺠﺭﺒﺔ‪ ،‬ﻭﻓﻲ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل‬
‫ﺇﻝﻴﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺘﺘﻨﺎﻗﺽ ﻤﻊ ﻏﻴﺭﻫﺎ ﻓﻲ ﻜل ﻤﺭﺓ ﺇﺫﺍ‬
‫ﻤﺎ ﺘﻡ ﺇﻋﺎﺩﺓ ﺍﻝﺘﺠﺭﺒﺔ ﻋﻠﻰ ﺫﺍﺕ ﺍﻝﻤﺠﻤﻭﻋﺔ‪ ،‬ﻭﻝﻌل ﺫﻝﻙ ﻫﻭ ﻤﺎ ﺠﻌل ﺃﺤﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﻴﻘﻭل "ﻨﻜﺭﺭ ﺘﺤﺫﻴﺭﻨﺎ ﻤﻥ ﺍﻻﻨﺨﺩﺍﻉ ﻓﻲ ﺍﻥ ﺍﻝﺘﺠﺭﻴﺏ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ﻭﺍﻝﻌﻠﻭﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻫﻭ ﺍﻝﺘﺠﺭﻴﺏ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﻴﺔ")‪.(2‬‬
‫‪ – 6‬ﺍﻥ ﻜل ﻅﺎﻫﺭﺓ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ‪ ،‬ﻭﻤﻥ ﺍﻝﺼﻌﺏ ﺍﻥ ﻴﺘﺠﺭﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺫﺍﺘﻪ ﺘﻤﺎﻤﺎ‪ ،‬ﺃﻱ ﻤﻥ ﺍﻨﺘﻤﺎﺌﻪ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻝﻔﻜﺭﻱ ﻭﺍﻝﺩﻴﻨﻲ‪ ،‬ﻝﻬﺫﺍ ﻗﺩ ﻴﺘﺄﺜﺭ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﺒﺘﻔﺴﻴﺭ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺤﺘﻰ ﻭﺍﻥ ﺃﻋﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻤﺸﺎﻫﺩﺓ ﻭﺍﻝﻤﻼﺤﻅﺔ ﻭﺍﻝﻤﻘﺎﺒﻠﺔ ﻓﻲ‬
‫ﺘﺠﻤﻴﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﺈﻥ ﺘﻔﺴﻴﺭﻩ ﻝﻬﺎ ﻗﺩ ﻻ ﻴﻜﻭﻥ ﻤﻌﺒﺭﺍ ﺘﻤﺎﻤﺎ ﻋﻥ ﻤﺼﺩﺍﻗﻴﺔ ﺍﻝﻤﺒﺤﻭﺙ‪،‬‬
‫ﺨﺎﺼﺔ ﺇﺫﺍ ﻓﻁﻥ ﺍﻝﻤﺒﺤﻭﺙ ﺒﺎﻨﻪ ﻤﺸﺎﻫﺩ ﺍﻭ ﻤﻼﺤﻅ‪ ،‬ﺃﻭ ﺍﻨﻪ ﺘﺤﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻤﻤﺎ ﻴﺠﻌﻠﻪ‬
‫ﻴﺘﺼﻨﻊ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﺴﻴﻌﺘﻤﺩ ﻋﻠﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻤﻌﻠﻭﻤﺎﺘﻪ ﻭﺘﻔﺴﻴﺭﻩ)‪.(3‬‬

‫ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﻜل ﻤﺎ ﺘﻘﺩﻡ ﻓﺈﻨﻪ ﻻﻴﺯﺍل ﺃﻤﺎﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ‬

‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻤﻭﻤﺎ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺠﻬﻭﺩ ﻭﺍﻝﻤﺤﺎﻭﻻﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻤﻥ ﺃﺠل ﺘﻁﻭﻴﺭ‬
‫ﺃﺩﻭﺍﺘﻬﻡ ﻭﺍﺴﺎﻝﻴﺒﻬﻡ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺒﺩﺭﺍﺴﺎﺘﻬﻡ ﺇﻝﻰ ﻤﺭﺍﺤل ﻤﺘﻘﺩﻤﺔ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻝﻀﺒﻁ ﻭﺍﻝﺼﺭﺍﻤﺔ‪ ،‬ﺤﺘﻰ ﻴﻜﻭﻥ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﻁﻤﺌﻨﺎﻥ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‬
‫ﻭﺍﻝﺘﻌﻭﻴل ﻋﻠﻴﻪ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻌﺘﺒﺭﺓ‪ ،‬ﺒﺎﻹﻤﻜﺎﻥ ﺍﻝﺘﺄﻜﺩ ﻤﻨﻬﺎ‪ ،‬ﻭﺍﻻﺴﺘﻨﺎﺩ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻝﻭﺜﻭﻕ ﺒﻬﺎ‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﻠﻲ ﻤﺤﻤﺩ‪ ،‬ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻁﺭﺍﺌﻕ ﺍﻝﺒﺤﺙ ﻭﺍﺴﺎﻝﻴﺒﻪ‪،‬‬
‫ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪1988 ،‬ﻡ‪ ،‬ﺹ‪.225‬‬
‫‪ -2‬ﺤﺴﻥ ﺍﻝﺴﺎﻋﺎﺘﻲ‪ ،‬ﺘﺼﻤﻴﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ – ﻨﺴﻕ ﻤﻨﻬﺠﻲ ﺠﺩﻴﺩ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ‪1984 ،‬ﻡ‪ ،‬ﺹ‪.236‬‬
‫‪Copyright © 2018.‬‬

‫‪ -3‬ﻋﻘﻴل ﺤﺴﻴﻥ ﻋﻘﻴل‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.127 ،‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‬

‫ﻤﻔﻬﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪:‬‬
‫ﻴﻌﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺃﺤﺩ ﺃﻫﻡ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺩﺭﺍﺴﺔ‬
‫ﺍﻝﻭﻗﺎﺌﻊ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﺠﺭﺕ ﻓﻲ ﺍﻝﻤﺎﻀﻲ‪ ،‬ﻭﻴﻁﻠﻕ ﺍﻴﻀﺎ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻝﻤﻨﻬﺞ ﺍﻻﺴﺘﺭﺩﺍﺩﻱ‪ ،‬ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﻭﺜﺎﺌﻘﻲ‪ ،‬ﻭﺘﺴﺘﻌﻴﻥ ﻤﺨﺘﻠﻑ ﺍﻝﻌﻠﻭﻡ ﺒﺎﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﻓﻬﻭ ﺍﺫﺍ ﻝﻴﺱ ﻗﺼﺭﺍ ﺃﻭ ﺤﻜﺭﺍ ﻋﻠﻰ ﻋﻠﻡ ﻤﻌﻴﻥ ﻜﻤﺎ ﻗﺩ ﻴﺘﺼﻭﺭ ﺍﻝﺒﻌﺽ‪.‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺎﻨﻪ "ﺍﻝﻁﺭﻴﻕ ﺍﻝﺫﻱ ﻴﺘﺒﻌﻪ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺠﻤﻊ ﻤﻌﻠﻭﻤﺎﺘﻪ‬
‫ﻋﻥ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺎﻀﻴﺔ‪ ،‬ﻭﻓﻲ ﻓﺤﺼﻬﺎ ﻭﻨﻘﺩﻫﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ‪ ،‬ﻭﺍﻝﺘﺄﻜﺩ ﻤﻥ‬
‫ﺼﺤﺘﻬﺎ ﻭﻋﺭﻀﻬﺎ ﻭﺘﺭﺘﻴﺒﻬﺎ ﻭﺘﻨﻅﻴﻤﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﻭﺍﺴﺘﺨﻼﺹ ﺍﻝﻨﺘﺎﺌﺞ ﻭﺍﻝﺘﻌﻤﻴﻤﺎﺕ‪،‬‬
‫ﻭﻻ ﺘﻘﻑ ﻓﺎﺌﺩﺘﻪ ﻋﻠﻰ ﻓﻬﻡ ﺍﺤﺩﺍﺙ ﺍﻝﻤﺎﻀﻲ‪ ،‬ﺒل ﺘﺘﻌﺩﺍﻩ ﺇﻝﻰ ﺍﻝﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺘﻔﺴﻴﺭ‬
‫ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻤﺸﺎﻜل ﺍﻝﺠﺎﺭﻴﺔ‪ ،‬ﻭﻓﻲ ﺘﻭﺠﻴﻪ ﺍﻝﺘﺨﻁﻴﻁ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺴﺘﻘﺒل‪ ،‬ﻭﻴﻘﻭﻡ ﺍﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ ﻋﻠﻰ ﺃﺴﺎﺱ ﻤﻥ ﺍﻝﻔﺤﺹ ﺍﻝﺩﻗﻴﻕ ﻭﺍﻝﻨﻘﺩ ﺍﻝﻤﻭﻀﻭﻋﻲ ﻝﻠﻤﺼﺎﺩﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ‬
‫ﻝﻠﺤﻘﺎﺌﻕ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﻭﻴﺴﺘﻌﻤل ﻓﻲ ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﻨﻘﺩﻫﺎ ﻭﺘﺭﺘﻴﺒﻬﺎ ﻭﺘﻨﻅﻴﻤﻬﺎ‬
‫ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﻭﺍﺴﺘﺨﻼﺹ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻌﺎﻤﺔ ﻤﻨﻬﺎ")‪.(1‬‬

‫ﻭﻴﻌﺭﻑ ﺘﻭﻴﻨﺒﻲ "‪ "Toynbee‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺎﻨﻪ "ﺍﻝﻌﻠﻡ ﺍﻝﺫﻱ ﻴﺒﺤﺙ ﻓﻲ‬
‫ﺍﻝﺤﻴﺎﺓ ﺍﻝﺘﻲ ﺘﺤﻴﺎﻫﺎ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﺒﺸﺭﻴﺔ ﺃﻱ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‪ ،‬ﻭﻓﻲ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻘﺎﺌﻤﺔ ﺒﻴﻨﻬﻤﺎ)‪،(2‬‬
‫ﻭﺍﻝﺒﺤﺙ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻫﻭ ﺠﻤﻊ ﻨﺴﻘﻲ ﻝﻠﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻌﻠﻕ ﺒﺎﻷﺤﺩﺍﺙ‬
‫ﺍﻝﻤﺎﻀﻴﺔ‪ ،‬ﻭﺘﻘﻭﻴﻡ ﻤﻭﻀﻭﻋﻲ ﻝﻬﺎ‪ ،‬ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺴﺒﺎﺏ ﻭﻨﺘﺎﺌﺞ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺍﻷﺤﺩﺍﺙ‬

‫‪ -1‬ﻋﻤﺭ ﺍﻝﺘﻭﻤﻲ ﺍﻝﺸﻴﺒﺎﻨﻲ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁ‪ ،2‬ﻁﺭﺍﺒﻠﺱ‪ ،‬ﺍﻝﺸﺭﻜﺔ ﺍﻝﻌﺎﻤﺔ ﻝﻠﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ ﻭﺍﻹﻋﻼﻥ‪1975 ،‬ﻡ‪ ،‬ﺹ‪.78،80‬‬
‫‪ -2‬ﻤﺭﺍﺩ ﻭﻫﺒﺔ‪ ،‬ﻴﻭﺴﻑ ﻜﺭﻡ‪ ،‬ﺍﻝﻤﻌﺠﻡ ﺍﻝﻔﻠﺴﻔﻲ‪ ،‬ﻁ‪ ،2‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﺠﺩﻴﺩﺓ‪1971 ،‬ﻤﻥ‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﻲ ﻗﺩ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﺍﻝﻭﻗﺎﺌﻊ ﻭﺍﻷﺤﺩﺍﺙ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺘﻨﺒﺅ ﺒﺎﻝﻭﻗﺎﺌﻊ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ)‪،(1‬‬
‫ﻭﻭﻓﻘﺎ ﻝﻤﺎ ﺠﺎﺀ ﻓﻲ ﺍﻝﻤﻌﺠﻡ ﺍﻝﻔﻠﺴﻔﻲ ﻓﺈﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻴﺠﺏ ﺍﻥ ﻴﻌﺘﻤﺩ ﻋﻠﻰ‬
‫ﺍﻝﻨﺼﻭﺹ ﻭﺍﻝﻭﺜﺎﺌﻕ ﺍﻝﺘﻲ ﻫﻲ ﻤﺎﺩﺓ ﺍﻝﺘﺎﺭﻴﺦ ﺍﻷﻭﻝﻰ ﻭﺩﻋﺎﻤﺔ ﺍﻝﺤﻜﻡ ﺍﻝﻘﻭﻴﺔ‪ ،‬ﻓﻴﺘﺄﻜﺩ ﻤﻥ‬
‫ﺼﺤﺘﻬﺎ ﻭﻴﻔﻬﻤﻬﺎ‪ ،‬ﻭﺒﺫﺍ ﻴﺴﺘﻌﻴﺩ ﺍﻝﻤﺎﻀﻲ ﻭﻴﻜﻭﻥ ﺍﺠﺯﺍﺌﻪ ﺍﻝﺒﺎﻝﻴﺔ ﻭﻴﻌﺭﺽ ﻤﻨﻪ ﺼﻭﺭﺓ‬
‫ﺘﻁﺎﺒﻕ ﺍﻝﻭﺍﻗﻊ ﻤﺎ ﺍﻤﻜﻥ)‪.(2‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻴﻌﻨﻲ ﻁﺭﻴﻘﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻤﺒﺎﺩﺉ ﺍﻝﻤﺘﺼﻠﺔ‬
‫ﺒﺄﺤﺩﺍﺙ ﺍﻝﺘﺎﺭﻴﺦ ﺍﻝﻤﺎﻀﻴﺔ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻤﺸﻜﻼﺕ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻝﻘﻭﻯ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺸﻜﻠﺕ ﺍﻝﺤﺎﻀﺭ‪ ،‬ﺫﻝﻙ ﻷﻨﻨﺎ ﻜﺜﻴﺭﺍ ﻤﺎ ﻴﺼﻌﺏ ﻋﻠﻴﻨﺎ ﻓﻬﻡ ﺤﺎﻀﺭ‬
‫ﺒﻌﺽ ﺍﻝﻅﻭﺍﻫﺭ ﺩﻭﻥ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻰ ﻤﺎ ﻓﻴﻬﺎ ‪ ..‬ﻭﻤﻥ ﺜﻡ ﻓﺈﻨﻨﺎ ﻏﺎﻝﺒﺎ ﻤﺎ ﻨﺴﺘﻌﻴﻥ ﺒﺎﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺒﻌﺽ ﺃﻨﻭﺍﻉ ﺍﻝﻤﻌﺭﻓﺔ ﺫﺍﺕ ﺍﻝﺠﺫﻭﺭ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺒﻘﺼﺩ‬
‫ﺘﺤﻠﻴل ﻭﺩﺭﺍﺴﺔ ﺒﻌﺽ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻻﻨﺴﺎﻨﻴﺔ ﺍﻝﺤﺎﻀﺭﺓ)‪.(3‬‬
‫ﻭﻴﻌﺘﺒﺭ ﺍﺒﻥ ﺨﻠﺩﻭﻥ ﺃﻭل ﻤﻥ ﺍﺘﺒﻊ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﻤﻘﺩﻤﺘﻪ ﻓﻲ ﺍﻝﻘﺭﻥ ﺍﻝﺭﺍﺒﻊ‬
‫ﻋﺸﺭ)‪ ،(4‬ﺤﻴﺙ ﻁﺎﻝﺏ ﺍﺒﻥ ﺨﻠﺩﻭﻥ ﺒﻤﻼﺤﻅﺔ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺘﺘﺒﻊ ﺫﺍﺕ ﺍﻝﻅﺎﻫﺭﺓ ﻓﻲ ﺘﺄﺭﻴﺦ‬
‫ﻨﻔﺱ ﺍﻝﺸﻌﺏ ﻓﻲ ﻓﺘﺭﺍﺕ ﻤﺘﻼﺤﻘﺔ‪ ،‬ﻤﻊ ﺍﻝﺘﺤﺭﻱ ﻓﻲ ﺼﺩﻕ ﺍﻝﺭﻭﺍﻴﺎﺕ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﺤﻴﺙ‬
‫ﻴﻘﻭل ﻓﻲ ﺫﻝﻙ‪ :‬ﻓﺈﺫﺍ ﻝﻡ ﻴﻘﻴﺱ ﺍﻝﻐﺎﺌﺏ ﻤﻥ ﺍﻷﺨﺒﺎﺭ ﺒﺎﻝﺸﺎﻫﺩ ﻭﺍﻝﺤﺎﻀﺭ ﺒﺎﻝﺫﺍﻫﺏ ﻓﺭﺒﻤﺎ‬
‫ﻻ ﻴﺅﻤﻥ ﻓﻴﻬﺎ ﻤﻥ ﺍﻝﻌﺜﻭﺭ ﻭﻤﺯﻝﺔ ﺍﻝﻘﺩﻡ ﻭﺍﻝﺤﻴﺩ ﻋﻥ ﺠﺎﺩﺓ ﺍﻝﺼﺩﻕ )‪ ،( 5‬ﻭﻴﺭﻯ‬
‫ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺒﺩﻭﻱ ﺍﻥ ﻤﻬﻤﺔ ﻋﻠﻡ ﺍﻝﺘﺄﺭﻴﺦ ﺍﻥ ﻴﻘﻭﻡ ﺒﻭﻅﻴﻔﺔ ﻤﻀﺎﺩﺓ ﻝﻔﻌل ﺍﻝﺘﺎﺭﻴﺦ ﺇﻻ‬

‫‪ -1‬ل‪ .‬ﺭ‪ .‬ﺠﺎﻱ‪ ،‬ﻤﻬﺎﺭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﺘﺭﺒﻭﻱ‪ ،‬ﺘﺭﺠﻤﺔ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺠﺎﺒﺭ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ‪1993 ،‬ﻡ‪ ،‬ﺹ‪.201‬‬
‫‪ -2‬ﻤﺠﻤﻊ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﻤﻌﺠﻡ ﺍﻝﻔﻠﺴﻔﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪1983 ،‬ﻡ‪ ،‬ﺹ‪.195‬‬
‫‪ -3‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.127‬‬
‫‪ -4‬ﺤﺴﻴﻥ ﺭﺸﻭﺍﻥ‪ ،‬ﺍﻝﻌﻠﻡ ﻭﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺩﺭﺍﺴﺔ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻭﻡ‪ ،‬ﻁ‪ ،2‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ‬
‫ﺍﻝﺠﺎﻤﻌﻲ ﺍﻝﺤﺩﻴﺙ‪1987 ،‬ﻡ‪ ،‬ﺹ‪.165‬‬
‫‪ -5‬ﻋﺒﺩﺍﻝﺒﺎﺴﻁ ﻤﺤﻤﺩ ﺤﺴﻥ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻁ‪ ،8‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻭﻫﺒﺔ‪1982 ،‬ﻡ‪،‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻫﻲ ﺍﻥ ﻴﺤﺎﻭل ﺍﻥ ﻴﺴﺘﺭﺩ ﻤﺎ ﻜﺎﻥ ﻤﻥ ﺍﻝﺯﻤﺎﻥ ﻻ ﻝﻴﺘﺤﻘﻕ ﻓﻌﻠﻴﺎ ﻤﻥ ﻤﺠﺭﻯ ﺍﻷﺤﺩﺍﺙ‬

‫ﺒل ﻤﺤﺎﻭﻝﺔ ﺍﻥ ﻴﺴﺘﻌﻴﺩ ﻓﻲ ﺍﻝﺫﻫﻥ ﻭﺒﻁﺭﻴﻘﺔ ﻋﻘﻠﻴﺔ ﻤﺎ ﺠﺭﺕ ﻋﻠﻴﻪ ﺍﺤﺩﺍﺙ ﺍﻝﺘﺎﺭﻴﺦ ﻓﻲ‬
‫ﻤﺠﺭﻯ ﺍﻝﺯﻤﺎﻥ‪ ،‬ﻭﻫﺫﺍ ﺍﻝﺘﺤﻠﻴل ﻴﻜﻭﻥ ﻋﻥ ﻁﺭﻴﻕ ﻤﺎ ﺨﻠﻔﺘﻪ ﺍﻷﺤﺩﺍﺙ ﺍﻝﻤﺎﻀﻴﺔ ﻤﻥ‬
‫ﺁﺜﺎﺭ ﻭﻭﺜﺎﺌﻕ ﺩﺍﻝﺔ ﻋﻠﻴﻪ)‪.(1‬‬
‫ﻭﻴﺸﺘﺭﻁ ﻋﻠﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻥ ﺘﺒﺩﺃ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﺍﻝﻭﻗﺎﺌﻌﻲ ﻤﺎﺫﺍ‬
‫ﺤﺩﺙ؟ ﺒﺘﺜﺒﻴﺕ ﺍﻝﻭﻗﺎﺌﻊ‪ ،‬ﻤﻥ ﻫﻨﺎ ﺘﺒﺭﺯ ﻀﺭﻭﺭﺓ ﺍﻤﺘﻼﻙ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﻴﻌﺎﺏ‬
‫ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻭﺘﻭﺯﻴﻌﻬﺎ ﻭﻁﺭﻴﻘﺔ ﺍﻝﻜﺸﻑ ﻋﻨﻬﺎ ﻭﺘﺠﻤﻴﻌﻬﺎ)‪ ،(2‬ﻭﻴﺴﺘﻘﺭﺉ ﺍﻝﺒﺎﺤﺙ‬
‫ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻝﻭﺜﺎﺌﻕ ﻭﻴﺤﻠﻠﻬﺎ ﻭﻴﺴﺘﺨﻠﺹ ﻤﻨﻬﺎ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺒﻌﺩ‬
‫ﺍﺨﻀﺎﻋﻬﺎ ﻝﻌﻤﻠﻴﺔ ﺍﻻﺴﺘﺩﻻل ﻭﺍﻻﺴﺘﻨﺒﺎﻁ ﺍﻝﻌﻘﻠﻲ)‪.(3‬‬

‫ﻭﻴﻤﻜﻨﻨﺎ ﺘﻌﺭﻴﻑ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺎﻨﻪ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺫﻱ ﻴﺨﺘﺹ ﺒﺩﺭﺍﺴﺔ ﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻝﻤﺎﻀﻴﺔ ﻤﻥ ﺨﻼل ﺭﺼﺩ ﺍﻝﻭﻗﺎﺌﻊ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻭﻤﺭﺍﺠﻌﺘﻬﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﻓﺤﺹ ﻤﺨﺘﻠﻑ‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ ﻭﻤﺤﺎﻭﻝﺔ ﺘﻔﺴﻴﺭﻫﺎ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺘﻔﻴﺩ ﻓﻲ ﻓﻬﻤﻨﺎ‬
‫ﻭﺍﺴﺘﻴﻌﺎﺒﻨﺎ ﻝﺘﻠﻙ ﺍﻝﻭﻗﺎﺌﻊ ﻭﺍﻝﺤﻘﺎﺌﻕ ﻭﻭﻀﻌﻨﺎ ﻓﻲ ﺼﻭﺭﺓ ﻤﺎ ﺤﺩﺙ‪ ،‬ﻭﺍﺴﺘﺨﻼﺹ ﺍﻝﻌﺒﺭ‬
‫ﺍﻝﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﺴﺎﻋﺩ ﻓﻲ ﺍﺩﺭﺍﻙ ﻭﺘﻔﺴﻴﺭ ﺒﻌﺽ ﺍﻷﺤﺩﺍﺙ ﺍﻝﺤﺎﻝﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻜﻴﻔﻴﺔ‬
‫ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻘﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﻭﺤﻘﺎﺌﻕ ﺘﺒﻨﻰ ﻋﻠﻰ ﻀﻭﺌﻬﺎ ﺴﻴﺎﺴﺎﺕ ﻭﻗﺭﺍﺭﺍﺕ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﻤﺘﺼﻠﺔ‬
‫ﺒﺎﻝﺤﺎﻀﺭ ﺍﻝﺫﻱ ﻫﻭ ﺍﻤﺘﺩﺍﺩ ﻭﺍﺴﺘﻤﺭﺍﺭ ﻝﻠﻤﺎﻀﻲ‪.‬‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺒﺩﻭﻱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻁ‪ ،3‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻭﻜﺎﻝﺔ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪1977 ،‬ﻡ‪،‬‬
‫ﺹ‪.184‬‬
‫‪ -2‬ﺍﺴﺎﻤﺔ ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺍﻝﻨﻭﺭ‪ ،‬ﻤﺤﺎﻀﺭﺍﺕ ﻓﻲ ﻤﻨﻬﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺘﺎﺭﻴﺨﻴﻥ ﻓﺎﻝﻴﺘﺎ ﻤﺎﻝﻁﺎ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ‪،‬‬
‫‪2001 ،ELGA‬ﻡ‪ ،‬ﺹ‪.110‬‬
‫‪ -3‬ﻤﻌﻥ ﺨﻠﻴل ﻋﻤﺭ‪ ،‬ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﺘﺤﻠﻴل ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻵﻓﺎﻕ ﺍﻝﺠﺩﻴﺩﺓ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪1983‬ﻡ‪ ،‬ﺹ‪.46‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺨﺼﺎﺌﺹ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪:‬‬

‫ﻤﻥ ﺨﻼل ﻤﺎ ﺘﻘﺩﻡ ﻴﻤﻜﻨﻨﺎ ﺍﻥ ﻨﻀﻊ ﻋﺩﺩ ﻤﻥ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻴﺨﺘﺹ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺩﺭﺍﺴﺔ ﺍﻻﺤﺩﺍﺙ ﻭﺍﻝﻭﻗﺎﺌﻊ ﺍﻝﻤﺎﻀﻴﺔ‪ ،‬ﺃﻱ ﺘﻠﻙ‬
‫ﺍﻝﺘﻲ ﺠﺭﺕ ﻓﻲ ﻓﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﺴﺎﺒﻘﺔ‪.‬‬
‫‪ – 2‬ﻴﺭﻜﺯ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﻤﺎ ﺍﻝﺫﻱ ﺠﺭﻯ؟ ﺃﻭ ﻤﺎ ﺍﻝﺫﻱ ﺤﺩﺙ؟‬
‫ﺒﻤﻌﻨﻰ ﺘﻘﺩﻴﻡ ﺴﻴﺭﺓ ﻏﻨﻴﺔ ﻋﻥ ﺍﻷﺤﺩﺍﺙ ﺍﻝﺘﻲ ﺘﻤﺕ ﻓﻲ ﺃﻭﻗﺎﺕ ﺴﺎﺒﻘﺔ‪ ،‬ﻤﻥ ﺨﻼل‬
‫ﻋﺭﺽ ﺴﺭﺩﻱ ﻴﺘﻡ ﻓﻴﻪ ﺘﻘﺩﻴﻡ ﺼﻭﺭﺓ ﻭﺍﻗﻌﻴﺔ ﻭﺤﻘﻴﻘﻴﺔ ﻝﺘﻠﻙ ﺍﻷﺤﺩﺍﺙ‪.‬‬
‫‪ – 3‬ﻻ ﻴﻘﺘﺼﺭ ﺩﻭﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻋﻠﻰ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ﻤﺎﺫﺍ ﺠﺭﻯ‪،‬‬
‫ﺒل ﻴﺤﺎﻭل ﺍﻥ ﻴﺠﺩ ﺘﻔﺴﻴﺭﺍ ﻝﻤﺎﺫﺍ ﺠﺭﻯ؟ ﻭﺫﻝﻙ ﺒﻬﺩﻑ ﺍﻻﺤﺎﻁﺔ ﺍﻝﻜﺎﻤﻠﺔ ﺒﺎﻷﺤﺩﺍﺙ‬
‫ﻭﻤﺤﺎﻭﻝﺔ ﻓﻬﻡ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﺠﺭﺕ ﻓﻴﻬﺎ‪ ،‬ﻭﺘﻔﺴﻴﺭﻫﺎ ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﻴﺴﺕ ﺤﻜﺭﺍ ﻋﻠﻰ ﻋﻠﻡ ﻤﺤﺩﺩ‪ ،‬ﺒل ﺍﻥ ﺍﻝﻜﺜﻴﺭ‬
‫ﻤﻥ ﺍﻝﻌﻠﻭﻡ ﻴﻤﻜﻥ ﺍﻥ ﺘﺴﺘﻔﻴﺩ ﻤﻥ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻤﻥ ﺨﻼل ﺘﻭﻅﻴﻔﻪ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‬
‫ﻝﻜل ﻋﻠﻡ‪.‬‬
‫‪ – 5‬ﻴﺴﺎﻋﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻋﻠﻰ ﻓﻬﻡ ﻝﻴﺱ ﻓﻘﻁ ﺍﻷﺤﺩﺍﺙ ﺍﻝﻤﺎﻀﻴﺔ‪ ،‬ﺒل ﺍﻴﻀﺎ‬
‫ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﺩﺍﺙ ﺍﻝﺤﺎﻝﻴﺔ ﺍﻝﺘﻲ ﻝﻬﺎ ﺍﻤﺘﺩﺍﺩﺍﺕ ﻭﺍﺒﻌﺎﺩ ﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻤﻥ ﺸﺄﻨﻪ‬
‫ﺍﻥ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﺩﺭﺍﻜﻨﺎ ﻝﻠﺤﺎﻀﺭ‪.‬‬
‫‪ – 6‬ﺘﻭﻓﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻤﻌﺎﺭﻑ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﺴﺎﻋﺩ ﻓﻲ‬
‫ﺘﻭﺠﻴﻪ ﺍﻝﺘﺨﻁﻴﻁ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺴﺘﻘﺒل‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﻔﻬﻡ ﺍﻝﺼﺤﻴﺢ ﻷﺤﺩﺍﺙ ﺍﻝﻤﺎﻀﻲ‪،‬‬
‫ﻭﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺘﻔﺴﻴﺭ ﺍﻝﺤﺎﻀﺭ ﺴﻭﻑ ﺘﺘﻴﺢ ﺒﻼ ﺸﻙ ﻤﺠﺎﻻ ﻻﺴﺘﺸﺭﺍﻑ ﺍﻝﻤﺴﺘﻘﺒل‪.‬‬
‫‪ – 7‬ﻴﻘﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻋﻠﻰ ﺍﻝﻔﺤﺹ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺴﻠﻴﻡ ﺍﻝﻤﻭﻀﻭﻋﻲ ﻝﻜﺎﻓﺔ‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻲ ﻴﺴﺘﻨﺩ ﺍﻝﻴﻬﺎ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 8‬ﻴﻌﺘﻤﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻋﻠﻰ ﺍﻝﻭﺜﺎﺌﻕ ﻭﺍﻵﺜﺎﺭ ﺍﻝﺘﻲ ﺨﻠﻔﺘﻬﺎ ﺍﻝﻭﻗﺎﺌﻊ‬

‫ﻭﺍﻷﺤﺩﺍﺙ ﺍﻝﻤﺎﻀﻴﺔ‪ ،‬ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺘﻬﺎ ﺒﻌﻤﻕ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﺼﻠﺔ ﺒﻬﺎ‪.‬‬
‫‪ – 9‬ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﺴﺘﻌﻴﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻨﺼﺒﺔ ﻋﻠﻰ ﺍﻝﺤﺎﻀﺭ ﺒﺎﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﻭﺫﻝﻙ ﻓﻲ ﺤﺎل ﻭﺠﻭﺩ ﺠﺫﻭﺭ ﺘﺎﺭﻴﺨﻴﺔ ﻝﻠﺤﺎﻝﺔ ﺍﻝﺘﻲ ﺘﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺤﻴﺙ‬
‫ﻴﺠﺭﻱ ﺘﺘﺒﻊ ﺘﻠﻙ ﺍﻝﺠﺫﻭﺭ ﺒﻐﺭﺽ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻓﻬﻡ ﺍﻝﻅﺭﻭﻑ ﻭﺍﻷﺤﻭﺍل ﺍﻝﺘﻲ ﻨﺸﺄﺕ‬
‫ﻓﻴﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺴﺎﻫﻤﺕ ﻓﻲ ﻅﻬﻭﺭﻫﺎ ﻭﻨﺸﺅﻫﺎ ﻭﺘﻁﻭﺭﻫﺎ ﻭﺘﺸﻜﻠﻬﺎ ﺤﺘﻰ ﺁﻝﺕ ﺇﻝﻰ ﻤﺎ ﻫﻲ‬
‫ﻋﻠﻴﻪ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻀﺭ‪ ،‬ﻭﻜل ﺫﻝﻙ ﺒﻬﺩﻑ ﺘﺤﻘﻴﻕ ﻓﻬﻤﺎ ﺍﺸﻤل ﻭﺍﻋﻤﻕ ﻝﻠﻅﺎﻫﺭﺓ‬
‫ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 10‬ﻴﺴﻌﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺇﻝﻰ ﺍﻻﻝﺘﺯﺍﻡ ﺒﺎﻝﺩﻗﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻓﻲ ﻤﺘﺎﺒﻌﺘﻪ‬
‫ﻭﺘﺤﻠﻴﻠﻪ ﻭﻨﻘﺩﻩ ﻝﻠﻤﺼﺎﺩﺭ ﻭﺍﻝﺭﻭﺍﻴﺎﺕ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻝﻠﻅﻭﺍﻫﺭ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‬
‫ﻓﻲ ﺴﻴﺎﻕ ﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﺤﻘﻴﻘﺔ‪.‬‬

‫ﻗﻭﺍﻋﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪:‬‬

‫)‪(1‬‬
‫ﻴﺴﺘﻨﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻋﻠﻰ ﺍﻝﻘﻭﺍﻋﺩ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﻗﺎﻋﺩﺓ ﺍﻝﺘﺤﺩﻴﺩ‪:‬‬
‫ﻴﻘﺼﺩ ﺒﻘﺎﻋﺩﺓ ﺍﻝﺘﺤﺩﻴﺩ ﺘﺤﺩﻴﺩ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﺯﻤﺎﻨﻴﺎ ﻭﻤﻜﺎﻨﻴﺎ‪،‬‬
‫ﻤﻊ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﺼﺎﺤﺒﺘﻬﺎ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﺠﺯﺀ ﺍﺼﻴﻼ ﻤﻨﻬﺎ‪.‬‬
‫‪ –2‬ﻗﺎﻋﺩﺓ ﺍﻝﺘﺤﻠﻴل‪:‬‬
‫ﻭﺘﻌﻨﻲ ﺠﻤﻊ ﺃﻜﺒﺭ ﻗﺩﺭ ﻤﻤﻜﻥ ﻤﻥ ﺍﻝﺤﺎﻻﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻅﺎﻫﺭﺓ‬
‫ﻭﺘﺤﻠﻴﻠﻬﺎ‪ ،‬ﻭﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻨﻘﺩﻴﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺘﻬﺎ‪.‬‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪ .178،179‬ﻨﻘﻼ ﻋﻥ‪ :‬ﺍﺤﻤﺩ ﻤﺤﻤﻭﺩ ﺼﺒﺤﻲ‪ ،‬ﻓﻲ‬
‫ﻓﻠﺴﻔﺔ ﺍﻝﺘﺎﺭﻴﺦ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺏ‪ .‬ﻥ‪ ،‬ﺏ‪ .‬ﺕ‪ ،‬ﺹ‪.53‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻤﺤﻤﻭﺩ ﻗﺎﺴﻡ‪ ،‬ﺍﻝﻤﻨﻁﻕ ﺍﻝﺤﺩﻴﺙ ﻭﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﻁ‪ ،5‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺎﺭﻑ‪1967 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.3‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ –3‬ﻗﺎﻋﺩﺓ ﺍﻝﺘﺭﻜﻴﺏ‪:‬‬
‫ﻭﺘﻌﻨﻲ ﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺼﻴﺎﻏﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻭﺘﺠﺎﻭﺯ ﻤﺭﺤﻠﺔ ﺍﻝﺴﺭﺩ‬
‫ﻭﺍﻝﻭﺼﻑ ﺇﻝﻰ ﺍﻝﺘﻌﻠﻴل‪ ،‬ﻤﻊ ﺍﻓﺘﺭﺍﺽ ﺍﻥ ﺍﻝﻭﻗﺎﺌﻊ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻤﻌﻠﻭﻝﺔ ﺒﻌﻠل ﻭﺍﺴﺒﺎﺏ‬
‫ﻴﺴﻌﻰ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﺴﺘﺨﻼﺼﻬﺎ‪.‬‬
‫‪ –4‬ﻗﺎﻋﺩﺓ ﺍﺼﺩﺍﺭ ﺍﻻﺤﻜﺎﻡ‪:‬‬
‫ﻭﺘﻌﻨﻲ ﺍﻝﺤﻜﻡ ﻋﻠﻰ ﺍﻝﻅﺎﻫﺭﺓ ﺒﻤﻨﻁﻕ ﺍﻝﻌﺼﺭ ﺍﻝﺫﻱ ﻅﻬﺭﺕ ﻓﻴﻪ‪ ،‬ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻥ‬
‫ﻝﻜل ﻋﺼﺭ ﺘﺎﺭﻴﺨﻲ ﺤﻀﺎﺭﺓ ﻝﻬﺎ ﺸﺨﺼﻴﺘﻬﺎ ﻭﻗﻴﻤﻬﺎ‪ ،‬ﻭﻝﻜل ﻓﺘﺭﺓ ﺘﺎﺭﻴﺨﻴﺔ ﺍﺤﺩﺍﺜﻬﺎ‬
‫ﻭﻅﺭﻭﻓﻬﺎ‪ ،‬ﻭﻝﻴﺱ ﻤﻥ ﺸﺄﻥ ﺍﻝﻤﺅﺭﺥ ﺍﻥ ﻴﻨﻅﺭ ﺇﻝﻰ ﺍﻝﻤﺎﻀﻲ ﻤﻥ ﺨﻼل ﻤﻌﺎﻴﻴﺭ‬
‫ﺍﻝﺤﺎﻀﺭ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪:‬‬

‫ﻴﻌﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺃﺤﺩ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﻤﻬﻤﺔ‪ ،‬ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﺘﻔﺼﻴﻼ‬
‫ﻴﻤﻜﻨﻨﺎ ﺍﻥ ﻨﺤﺩﺩ ﺠﻭﺍﻨﺏ ﺍﻷﻫﻤﻴﺔ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﻴﻤﻜﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﺴﺒﺭ ﺍﻏﻭﺍﺭ ﺍﻝﻤﺎﻀﻲ‪ ،‬ﻭﻓﻬﻡ‬
‫ﻤﻼﺒﺴﺎﺘﻪ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻨﺸﺄﺕ ﻓﻴﻬﺎ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻷﺤﺩﺍﺙ‪ ،‬ﻭﺍﻝﻭﻗﻭﻑ‬
‫ﻋﻠﻰ ﺍﺴﺒﺎﺒﻬﺎ ﻭﻋﻭﺍﻤل ﻭﻅﺭﻭﻑ ﻨﺸﺄﺘﻬﺎ ﻭﺘﻁﻭﺭﻫﺎ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺘﺘﺒﻊ ﺠﺫﻭﺭﻫﺎ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﻭﺭﺼﺩ ﻤﺎ ﻤﺭﺕ ﺒﻪ ﻤﻥ ﺍﻭﻀﺎﻉ ﻭﻅﺭﻭﻑ‪ ،‬ﻭﻤﺎ ﺸﻬﺩﺘﻪ ﻤﻥ ﺍﺤﻭﺍل ﻋﺒﺭ‬
‫ﻤﺭﺍﺤل ﺘﻁﻭﺭﻫﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ – 2‬ﺍﻥ ﻓﻬﻡ ﺍﺤﺩﺍﺙ ﺍﻝﻤﺎﻀﻲ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ‬
‫ﻴﻘﺩﻡ ﻝﻨﺎ ﺘﻭﺼﻴﻔﺎ ﺩﻗﻴﻘﺎ ﻝﻠﺒﻴﺌﺔ ﺍﻝﺘﻲ ﻨﺸﺄﺕ ﻓﻴﻬﺎ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﻭﻫﻭ‬
‫ﺍﻝﺘﻭﻅﻴﻑ ﺍﻝﺫﻱ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺴﺎﻋﺩ ﻝﻴﺱ ﻓﻘﻁ ﻋﻠﻰ ﻓﻬﻡ ﺍﻝﻤﺎﻀﻲ ﻭﻝﻜﻥ ﺍﻴﻀﺎ ﻋﻠﻰ‬
‫ﺍﺴﺘﻴﻌﺎﺏ ﻭﻓﻬﻡ ﻭﺘﻔﺴﻴﺭ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺠﺎﺭﻴﺔ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻀﺭ‬
‫ﻤﻥ ﺨﻼل ﺭﺒﻁﻬﺎ ﺒﺠﺫﻭﺭﻫﺎ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 3‬ﺍﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺘﺘﺒﻌﻪ ﻝﻸﺤﺩﺍﺙ ﺍﻝﺘﻲ ﺠﺭﺕ ﻓﻲ ﺤﻘﺏ ﻭﺍﺯﻤﺎﻥ‬

‫ﻭﻋﺼﻭﺭ ﺨﻠﺕ‪ ،‬ﻭﻗﺩﺭﺘﻪ ﺍﻥ ﻴﻘﺩﻡ ﻝﻨﺎ ﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ ﻭﺘﻔﺴﻴﺭﺍ ﻤﻨﻁﻘﻴﺎ ﻝﻤﺎ ﺠﺭﻯ‬
‫ﻭﻜﻴﻑ ﺠﺭﻯ ﻓﺈﻨﻪ ﻴﺭﺸﺩﻨﺎ ﺇﻝﻰ ﺃﺴﺎﻝﻴﺏ ﺤل ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺸﻜﻼﺕ‪ ،‬ﻭﻓﻬﻡ ﺍﻝﻌﺩﻴﺩ ﻤﻥ‬
‫ﺍﻝﻤﺠﺭﻴﺎﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺤﺎﻀﺭﺓ ﻓﻲ ﻭﺍﻗﻌﻨﺎ ﺍﻝﺤﺎﻝﻲ‪.‬‬
‫‪ – 4‬ﺍﻥ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﺘﻴﺢ ﻜﻡ ﻫﺎﺌل ﻤﻥ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺤﻭل ﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﻤﻥ ﺨﻼل ﺭﺒﻁﻬﺎ‬
‫ﺒﺎﻝﺤﺎﻀﺭ ﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﺘﺅﻭل ﺇﻝﻴﻪ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻤﺸﺎﺒﻬﺔ ﻭﺍﻝﻤﺘﻜﺭﺭﺓ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﺘﻌﺎﻤل‬
‫ﻤﻌﻬﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻼﺌﻤﺔ‪ ،‬ﻭﺍﺘﺨﺎﺫ ﺍﻝﻤﻭﺍﻗﻑ ﺍﺴﺘﻨﺎﺩﺍ ﺇﻝﻰ ﺩﺭﻭﺱ ﺍﻝﻤﺎﻀﻲ‪.‬‬
‫‪ – 5‬ﻴﻤﻜﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻤﻥ ﺘﺘﺒﻊ ﻤﺭﺍﺤل ﺘﻁﻭﺭ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻝﻭﻗﻭﻑ‬
‫ﻋﻠﻰ ﺍﻫﻡ ﺍﻝﻤﺤﻁﺎﺕ ﻓﻲ ﻤﺴﻴﺭﺘﻬﺎ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺠﻌﻠﻨﺎ ﺃﻜﺜﺭ ﺍﺩﺭﺍﻜﺎ ﻝﻤﺎ ﻭﺼﻠﺕ‬
‫ﺇﻝﻴﻪ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺘﻁﻭﺭ‪ ،‬ﺤﻴﺙ ﻴﻭﻓﺭ ﻝﻨﺎ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻤﺠﺎﻻ ﻝﺭﺼﺩ ﻭﺘﺘﺒﻊ‬
‫ﺤﺭﻜﺔ ﺍﻝﺒﺸﺭﻴﺔ ﻭﺘﻁﻭﺭ ﺃﺩﺍﺌﻬﺎ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻤﺨﺘﻠﻑ ﻤﺠﺎﻻﺕ ﻭﺸﺅﻭﻥ ﺍﻝﺤﻴﺎﺓ‪.‬‬

‫ﻤﺼﺎﺩﺭ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪:‬‬

‫ﺍﻝﻤﺼﺩﺭ ﻫﻭ ﻤﺎ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺠﻤﻊ ﻤﺎﺩﺘﻪ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﻝﻤﺼﺎﺩﺭ ﻤﺘﻌﺩﺩﺓ‬
‫ﻭﻜﺜﻴﺭﺓ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻴﻤﻜﻥ ﺘﺼﻨﻴﻔﻬﺎ ﺇﻝﻰ ﻗﺴﻤﻴﻥ ﺍﺴﺎﺴﻴﻴﻥ ﻴﻨﺩﺭﺝ ﺘﺤﺕ ﻜل ﻭﺍﺤﺩ ﻤﻨﻬﺎ‬
‫ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﺨﺭﻯ‪ ،‬ﺍﻝﻘﺴﻡ ﺍﻷﻭل ﻫﻭ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ‪ ،‬ﻭﺍﻝﻘﺴﻡ ﺍﻝﺜﺎﻨﻲ ﻫﻭ‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺜﺎﻨﻭﻴﺔ‪ ،‬ﻓﺎﻷﻭﻝﻰ ﺘﻤﺜل ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻭﺍﻷﺴﺎﺴﻴﺔ ﺍﻝﻤﺘﺼﻠﺔ ﻤﺒﺎﺸﺭﺓ‬
‫ﺒﺎﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻌﻭﺩ ﺇﻝﻰ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺯﻤﻨﻴﺔ ﻝﻠﻅﺎﻫﺭﺓ ﺃﻭ‬
‫ﺍﻝﺤﺩﺙ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺃﻱ ﺘﻠﻙ ﺍﻝﻤﻌﺎﺼﺭﺓ ﻝﻬﺎ‪ ،‬ﺃﻤﺎ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻬﻲ ﺘﻠﻙ‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻲ ﻨﻘﻠﺕ ﺒﺩﻭﺭﻫﺎ ﻋﻥ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ‪ ،‬ﻭﻝﻡ ﺘﻌﺎﺼﺭ ﺍﻝﺤﺩﺙ‪ ،‬ﻭﺍﻝﻤﺼﺎﺩﺭ‬
‫ﺍﻝﺜﺎﻨﻭﻴﺔ ﻗﺩ ﺘﻜﻭﻥ ﻤﻠﺨﺼﺎﺕ ﺃﻭ ﺘﻘﺎﺭﻴﺭ ﺃﻭ ﻜﺘﺎﺒﺎﺕ ﺃﻭ ﺭﻭﺍﻴﺎﺕ ﺸﻔﻬﻴﺔ ﺘﻡ ﺘﻨﺎﻗﻠﻬﺎ ﻋﺒﺭ‬
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‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺭﺍﺤل ﻭﻓﺘﺭﺍﺕ ﺘﺎﺭﻴﺨﻴﺔ ﻤﺘﻼﺤﻘﺔ‪ ،‬ﻓﺎﻝﻤﺼﺩﺭ ﺍﻝﺜﺎﻨﻭﻱ ﻝﻡ ﻴﻜﻥ ﺤﺎﻀﺭﺍ ﻝﻠﺤﺩﺙ ﺃﻭ‬
‫ﺍﻝﻭﺍﻗﻌﺔ ﺍﻝﺘﻲ ﻴﻜﺘﺏ ﺤﻭﻝﻬﺎ‪ ،‬ﻝﻜﻨﻪ ﻗﺩ ﻴﻜﻭﻥ ﻨﻘﻠﻬﺎ ﻤﻥ ﻤﺼﺩﺭ ﺍﻭﻝﻲ ﺃﻭ ﻤﺼﺎﺩﺭ ﺜﺎﻨﻭﻴﺔ‬
‫ﺃﺨﺭﻯ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻥ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ ﺘﻌﺩ ﺃﻜﺜﺭ ﺃﻫﻤﻴﺔ ﻭﺃﻜﺜﺭ ﺜﻘﺔ ﺇﻻ ﺍﻥ‬
‫ﻝﻠﻤﺼﺎﺩﺭ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻴﻀﺎ ﺃﻫﻤﻴﺘﻬﺎ ﻭﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ‪،‬‬
‫ﻭﺘﺯﻭﻴﺩ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﻝﻠﺤﺼﻭل ﻋﻠﻴﻬﺎ‪ ،‬ﺨﺎﺼﺔ ﻓﻲ ﻅل ﺘﻌﺫﺭ‬
‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ‪.‬‬
‫)‪(1‬‬
‫ﻭﺘﺘﻤﺜل ﻜل ﻤﻥ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ ﻭﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ – ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ‪:‬‬
‫ﺴﺒﻕ ﺍﻥ ﻋﺭﻓﻨﺎ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ ﺒﺎﻨﻬﺎ ﺘﻤﺜل ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻭﺍﻷﺴﺎﺴﻴﺔ‬
‫ﺍﻝﻤﺘﺼﻠﺔ ﻤﺒﺎﺸﺭﺓ ﺒﺎﻝﻅﺎﻫﺭﺓ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻌﻭﺩ ﺇﻝﻰ ﺍﻝﻤﺭﺤﻠﺔ‬
‫ﺍﻝﺯﻤﻨﻴﺔ ﻝﻠﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﺤﺩﺙ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭ ﺘﻀﻡ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻵﺜﺎﺭ‪:‬‬
‫ﻭﻫﻲ ﻤﺎ ﺨﻠﻔﻪ ﺍﻝﻘﺩﻤﺎﺀ ﻤﻥ ﺍﻨﺘﺎﺝ ﺤﻀﺎﺭﻱ‪ ،‬ﻭﺘﺸﻤل ﺁﺜﺎﺭ ﺍﻝﺤﻀﺎﺭﺍﺕ ﺍﻝﻘﺩﻴﻤﺔ‪،‬‬
‫ﻜﺎﻷﺜﺎﺭ ﺍﻝﺭﻭﻤﺎﻨﻴﺔ ﻭﺍﻝﻔﻴﻨﻴﻘﻴﺔ ﻭﺍﻻﻏﺭﻴﻘﻴﺔ ﻓﻲ ﻤﺩﻥ ﻝﺒﺩﺓ ﻭﺼﺒﺭﺍﺘﺔ ﻭﺸﺤﺎﺕ ﺍﻝﻠﻴﺒﻴﺔ‪،‬‬
‫ﻭﺍﻻﻫﺭﺍﻤﺎﺕ ﻓﻲ ﻤﺼﺭ‪ ،‬ﻭﺠﺭﺵ ﻓﻲ ﺍﻻﺭﺩﻥ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺁﺜﺎﺭ ﺍﻝﺤﻀﺎﺭﺍﺕ ﺍﻝﻘﺩﻴﻤﺔ‪،‬‬
‫ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺍﻝﻤﻌﺎﺒﺩ ﻭﺍﻝﻤﺨﻁﻭﻁﺎﺕ‪.‬‬

‫‪ -1‬ﺍﻨﻅﺭ ﻜل ﻤﻥ‪ :‬ﻤﻬﺩﻱ ﺯﻭﻴﻠﻑ‪ ،‬ﺘﺤﺴﻴﻥ ﺍﻝﻁﺭﺍﻭﻨﻪ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.202 ،201‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺃﺴﺱ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ ﺍﻝﻌﻠﻤﻲ‬
‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.369،370،371،372‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﺍﺼﻭل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.239،242‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﺤﻤﺩ ﺍﻝﺴﻴﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪.198 – 195 ،‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻋﺎﻤﺭ ﻗﻨﺩﻴﻠﺠﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.101،102‬‬
‫‪Copyright © 2018.‬‬

‫ﻜﺫﻝﻙ‪ :‬ﺍﺴﺎﻤﺔ ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺍﻝﻨﻭﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.54،55‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻝﻭﺜﺎﺌﻕ ﻭﺍﻝﺴﺠﻼﺕ ﺍﻝﺭﺴﻤﻴﺔ‪:‬‬

‫ﻭﺘﻀﻡ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺍﻝﻠﻭﺍﺌﺢ ﻭﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﺭﺴﻤﻴﺔ ﻝﻠﻤﺅﺴﺴﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪،‬‬
‫ﻭﻤﺤﺎﻀﺭ ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﺍﻝﺭﺴﻤﻴﺔ‪ ،‬ﻭﺍﻝﺘﻘﺎﺭﻴﺭ ﺍﻝﺴﻨﻭﻴﺔ ﺃﻭ ﺍﻝﻔﺼﻠﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺩﻫﺎ ﺍﻝﺠﻬﺎﺕ‬
‫ﻭﺍﻝﻤﺅﺴﺴﺎﺕ ﺍﻻﺩﺍﺭﻴﺔ ﺒﻤﺎ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻤﻴﺯﺍﻨﻴﺎﺕ ﻭﺍﻝﻤﺫﻜﺭﺍﺕ ﻭﺍﻝﻨﺸﺭﺍﺕ‬
‫ﺍﻻﺤﺼﺎﺌﻴﺔ ﻭﺍﻝﻤﻨﺎﺸﻴﺭ ﻭﺍﻝﺭﺴﺎﺌل ﻭﺍﻝﻤﺨﺎﻁﺒﺎﺕ ﻭﺍﻻﺘﻔﺎﻗﻴﺎﺕ ﻭﺍﻝﻤﻌﺎﻫﺩﺍﺕ ﻭﺍﻝﻤﻭﺍﺜﻴﻕ‬
‫ﻭﺍﻻﻋﻼﻨﺎﺕ ﻭﺍﻝﻌﻬﻭﺩ ﻭﺍﻝﺩﺴﺎﺘﻴﺭ‪ ،‬ﻭﻜل ﻤﺎ ﺸﺎﺒﻪ ﺫﻝﻙ‪.‬‬
‫‪ – 3‬ﺍﻝﺴﺠﻼﺕ ﺍﻝﻤﺼﻭﺭﺓ‪:‬‬
‫ﻭﺘﻀﻡ ﺍﻝﺼﻭﺭ ﺍﻝﺜﺎﺒﺘﺔ‪ ،‬ﻭﺍﻝﺼﻭﺭ ﺍﻝﻤﺘﺤﺭﻜﺔ ﺍﻝﻤﺴﺠﻠﺔ ﻋﻠﻰ ﺃﺸﺭﻁﺔ ﺍﻝﻔﻴﺩﻴﻭ‬
‫ﻭﺍﻝﻨﻘﻭﺵ ﻭﺍﻝﻤﻨﺤﻭﺘﺎﺕ ﻭﺍﻝﺭﺴﻭﻡ ﻭﺍﻝﻨﻘﻭﺩ ﻭﻁﻭﺍﺒﻊ‬ ‫ﻭﺍﻻﻓﻼﻡ ﻭﺍﻻﻗﺭﺍﺹ ﺍﻝﻤﺭﺌﻴﺔ‪،‬‬
‫ﺍﻝﺒﺭﻴﺩ ﻭﺍﻝﺨﺭﺍﺌﻁ‪.‬‬
‫‪ –4‬ﺍﻝﺴﺠﻼﺕ ﺍﻝﺼﻭﺘﻴﺔ‪:‬‬
‫ﻭﺘﻀﻡ ﺍﻝﻤﻭﺍﺩ ﺍﻝﻤﺴﺠﻠﺔ ﻋﻠﻰ ﺍﻷﺸﺭﻁﺔ ﻭﺍﻻﺴﻁﻭﺍﻨﺎﺕ ﻭﺍﻷﻗﺭﺍﺹ ﺍﻝﻤﺴﻤﻭﻋﺔ‪،‬‬
‫ﻭﻜﺎﻓﺔ ﺃﺠﻬﺯﺓ ﻭﻭﺴﺎﺌل ﺍﻝﺘﺴﺠﻴل ﺍﻝﻤﺴﻤﻭﻉ ﺒﺄﻨﻭﺍﻋﻬﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ‪.‬‬
‫ﺏ – ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺜﺎﻨﻭﻴﺔ‪:‬‬
‫ﻜﻤﺎ ﺴﺒﻕ ﻭﺍﺸﺭﻨﺎ ﻓﺈﻥ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺘﻠﻲ ﻤﻥ ﺤﻴﺙ‬
‫ﺍﻷﻫﻤﻴﺔ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻷﻭﻝﻴﺔ‪ ،‬ﻭﻫﻲ ﺘﻀﻡ ﻜل ﻤﻥ‪:‬‬
‫‪ – 1‬ﺍﻝﺼﺤﻑ‪:‬‬
‫ﻭﺘﺸﻤل ﺍﻝﺠﺭﺍﺌﺩ ﻭﺍﻝﻤﺠﻼﺕ ﺍﻝﻌﺎﻤﺔ ﻭﺍﻝﻤﺘﺨﺼﺼﺔ‪ ،‬ﻭﺘﺯﺩﺍﺩ ﺃﻫﻤﻴﺔ ﺍﻝﺼﺤﻑ‬
‫ﻜﻤﺼﺩﺭ ﻤﻬﻡ ﻭﻤﻭﺜﻭﻕ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻤﺘﻊ ﻓﻴﻬﺎ ﺒﺤﺭﻴﺔ ﻭﺍﺴﻌﺔ ﺒﻤﺎ ﻴﺴﻤﺢ‬
‫ﻝﻜﺘﺎﺒﻬﺎ ﺒﻨﺸﺭ ﻭﺘﻨﺎﻭل ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻭﻗﺎﺌﻊ ﺒﻤﻬﻨﻴﺔ ﻭﻤﻭﻀﻭﻋﻴﺔ ﻭﺤﻴﺎﺩﻴﺔ ﻭﺘﺠﺭﺩ‪ ،‬ﺃﻤﺎ‬
‫ﻓﻲ ﺍﻝﺒﻠﺩﺍﻥ ﺍﻝﺘﻲ ﺘﻌﺎﻨﻲ ﺼﺤﺎﻓﺘﻬﺎ ﻤﻥ ﺍﻝﺘﻀﻴﻴﻕ ﻭﺍﻨﻌﺩﺍﻡ ﺤﺭﻴﺔ ﺍﻝﺭﺃﻱ ﻭﺍﻝﺘﻌﺒﻴﺭ ﻓﺈﻥ‬
‫ﺍﻷﻤﺭ ﻤﺨﺘﻠﻑ‪ ،‬ﺤﻴﺙ ﺘﺘﺤﻭل ﺍﻝﺼﺤﻑ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺇﻝﻰ ﻭﺴﺎﺌل ﻝﻠﺩﻋﺎﻴﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﺘﻁﺒﻴل ﻭﺍﻝﺘﺼﻔﻴﻕ ﻝﻠﺴﻠﻁﺔ ﺍﻝﺤﺎﻜﻤﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻗﺩ ﻴﺘﻡ ﺘﺯﻭﻴﺭ ﻭﺘﺸﻭﻴﻪ ﻭﺘﺤﺭﻴﻑ‬

‫ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ‪ ،‬ﻝﺫﺍ ﻓﺈﻨﻪ ﻴﺠﺏ ﺃﺨﺫ ﺍﻝﺤﻴﻁﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻨﺩ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺼﺤﻑ‪،‬‬
‫ﻓﻠﻜل ﺼﺤﻴﻔﺔ ﺍﺘﺠﺎﻫﺎﺘﻬﺎ ﻭﺴﻴﺎﺴﺎﺘﻬﺎ ﺍﻝﺘﻲ ﻗﺩ ﺘﺠﻌﻠﻬﺎ ﺘﺼﺒﻎ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻭﻗﺎﺌﻊ ﺒﺄﺴﻠﻭﺏ‬
‫ﻤﺨﺘﻠﻑ ﻋﻥ ﻏﻴﺭﻫﺎ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻜل ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﺼﺤﻑ ﺘﻌﺘﺒﺭ ﻤﻥ‬
‫ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻝﺭﺠﻭﻉ ﺇﻝﻴﻬﺎ ﻓﻲ ﺤﺎﻻﺕ ﻜﺜﻴﺭﺓ‪ ،‬ﺤﻴﺙ ﺘﻤﻜﻨﻨﺎ ﻤﻥ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺠﻭﺍﺀ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﺤﺼﻠﺕ ﻓﻴﻬﺎ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻷﺤﺩﺍﺙ‪ ،‬ﻭﺘﻤﻜﻥ ﺍﻝﻤﻭﺍﺩ‬
‫ﺍﻝﺼﺤﻔﻴﺔ ﻤﻥ ﺍﻋﻁﺎﺀ ﺼﻭﺭﺓ ﺤﻴﺔ ﻤﻥ ﺨﻼل ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﻨﻘل ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﻷﺠﻭﺍﺀ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺴﻴﺎﺴﻴﺔ ﺍﻝﺘﻲ ﺤﺩﺜﺕ ﻓﻴﻬﺎ ﺍﻝﻅﻭﺍﻫﺭ‪.‬‬
‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺠﺏ ﺍﻥ ﻴﻤﺘﻠﻙ ﺍﻝﻘﺩﺭﺓ ﻭﺍﻝﻜﻔﺎﺀﺓ ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﺅﻫﻠﻪ ﻋﻠﻰ ﻋﺯل ﺍﻝﺤﺩﺙ ﻋﻥ ﻤﺤﺎﻭﻻﺕ ﺍﻝﺘﻭﻅﻴﻑ ﺍﻝﺘﻲ ﻗﺩ ﺘﻠﺠﺄ ﺍﻝﻴﻬﺎ ﺒﻌﺽ‬
‫ﺍﻝﺼﺤﻑ‪.‬‬
‫‪ – 2‬ﺸﻬﻭﺩ ﺍﻝﻌﻴﺎﻥ ﻭﻜﺒﺎﺭ ﺍﻝﺴﻥ‪:‬‬
‫ﻭﻫﻡ ﺍﻷﺸﺨﺎﺹ ﺍﻝﺫﻴﻥ ﻋﺎﺼﺭﻭﺍ ﻭﻋﺎﺸﻭﺍ ﻭﺸﻬﺩﻭﺍ ﺍﻷﺤﺩﺍﺙ ﺍﻝﺘﻲ ﻴﻜﺘﺏ ﻋﻨﻬﺎ‬
‫ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻓﺎﻝﻤﺼﺩﺭ ﻫﻨﺎ ﻫﻭ ﺫﺍﻜﺭﺓ ﺍﻷﻓﺭﺍﺩ ﺍﻝﺘﻲ ﻗﺩ ﻴﺸﻭﺒﻬﺎ ﻤﺎ ﻴﺸﻭﺒﻬﺎ ﻤﻥ ﻀﻌﻑ‬
‫ﻭﻨﺴﻴﺎﻥ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻻﺤﻭﺍل ﻓﺈﻨﻪ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﺘﺤﺭﻯ ﺍﻝﺩﻗﺔ‪ ،‬ﻭﺍﻥ ﻴﻘﻭﻡ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺁﻝﺔ ﺍﻝﺘﺴﺠﻴل ﻝﺘﻭﺜﻴﻕ ﺍﻝﺭﻭﺍﻴﺎﺕ ﻭﺍﻝﻘﺼﺹ‪ ،‬ﻭﻴﻔﻀل ﻫﻨﺎ ﺃﻻ ﻴﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ‬
‫ﻋﻠﻰ ﺸﺨﺹ ﻭﺍﺤﺩ‪ ،‬ﺒل ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺎﻝﺘﺴﺠﻴل ﻤﻊ ﻜل ﺍﻝﺭﻭﺍﺓ ﻤﻥ‬
‫ﺸﻬﻭﺩ ﺍﻝﻌﻴﺎﻥ ﻭﻜﺒﺎﺭ ﺍﻝﺴﻥ ﺍﻝﺫﻴﻥ ﻝﻬﻡ ﻋﻼﻗﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ‪ ،‬ﺜﻡ ﻴﻌﻘﺩ ﻤﻘﺎﺭﻨﺎﺕ ﺒﻴﻥ ﻤﺎ‬
‫ﻴﺤﺼل ﻋﻠﻴﻪ ﻤﻥ ﺭﻭﺍﻴﺎﺕ ﻭﺫﻝﻙ ﺘﺤﺭﻴﺎ ﻝﻠﺤﻘﻴﻘﺔ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻜل ﻤﺎ ﺴﺒﻕ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﻤﺎ ﻗﺩ ﻴﺘﻡ ﺩﺴﻪ ﺃﻭ‬
‫ﺘﺤﺭﻴﻔﻪ ﺃﻭ ﺍﺨﻔﺎﺌﻪ ﻤﻥ ﻗﺒل ﺒﻌﺽ ﺍﻝﺸﻬﻭﺩ ﻷﻏﺭﺍﺽ ﺘﺘﻌﻠﻕ ﺒﻤﻭﺍﻗﻔﻬﻡ ﻭﺍﻫﻭﺍﺌﻬﻡ‬
‫ﻭﻤﻴﻭﻝﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﻤﻜﻥ ﺘﻔﺎﺩﻴﻪ ﻭﺍﻝﺤﺩ ﻤﻨﻪ ﺒﺎﻻﺴﺘﻤﺎﻉ ﺇﻝﻰ ﺭﻭﺍﻴﺎﺕ ﺃﻜﺒﺭ‬
‫ﻋﺩﺩ ﻤﺘﺎﺡ ﻤﻥ ﺸﻬﻭﺩ ﺍﻝﻌﻴﺎﻥ‪ ،‬ﻭﺍﻝﻘﻴﺎﻡ ﺒﻌﻘﺩ ﻤﻘﺎﺭﻨﺎﺕ ﺒﻴﻥ ﺘﻠﻙ ﺍﻝﺭﻭﺍﻴﺎﺕ‪ ،‬ﻭﻤﻘﺎﺭﻨﺘﻬﺎ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜﺫﻝﻙ ﺒﺎﻝﻤﺼﺎﺩﺭ ﺍﻷﺨﺭﻯ ﺍﻝﺘﻲ ﺘﻌﺭﻀﺕ ﻝﻨﻔﺱ ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬
‫ﺃﻫل ﺍﻝﺜﻘﺔ ﻤﻤﻥ ﻴﺘﻤﺘﻌﻭﻥ ﺒﺎﻝﻤﺼﺩﺍﻗﻴﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﻨﺯﺍﻫﺔ ﻭﺍﻝﻤﻜﺎﻨﺔ ﻓﻲ‬
‫ﻤﺠﺘﻤﻌﺎﺘﻬﻡ‪.‬‬
‫‪ – 3‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ ﻤﻥ ﻗﺒل ﺒﺎﺤﺜﻴﻥ ﺴﺎﺒﻘﻴﻥ‪،‬‬
‫ﻭﺍﻝﺘﻲ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻭﺤﻘﺎﺌﻕ ﻤﻬﻤﺔ ﻋﻥ ﺍﻝﻭﻗﺎﺌﻊ ﻭﺍﻷﺤﺩﺍﺙ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻓﻘﺩ ﺘﻤﺜل ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻤﺼﺩﺭﺍ ﻤﻬﻤﺎ‬
‫ﻝﻠﺒﺎﺤﺜﻴﻥ ﻓﻲ ﺍﻝﺘﺯﻭﺩ ﺒﺒﻌﺽ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻬﻤﺔ‪ ،‬ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﺼﻴﺭ ﻤﻥ ﺍﻝﺼﻌﺏ ﺇﻋﺎﺩﺓ‬
‫ﺇﺠﺭﺍﺀ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ‪.‬‬
‫ﻭﺘﻭﻓﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻤﺠﺎﻻ ﻝﻠﺒﺎﺤﺙ ﻝﻠﺨﺭﻭﺝ ﺒﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻝﺘﻲ ﺘﻤﻜﻨﻪ‬
‫ﻤﻥ ﺘﻘﺩﻴﻡ ﻗﺭﺍﺀﺍﺕ ﻭﺘﻔﺴﻴﺭﺍﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﻻﻁﻼﻉ ﻋﻠﻰ ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻝﺴﺎﺒﻘﻴﻥ ﻓﻲ ﻨﻔﺱ ﺍﻝﻤﺠﺎل ﻓﻲ ﻋﺭﺽ ﺍﻝﻭﻗﺎﺌﻊ ﻭﺘﻔﺴﻴﺭﻫﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻝﻜﺘﺎﺒﺎﺕ ﻭﺍﻝﻤﺅﻝﻔﺎﺕ‪:‬‬
‫ﻭﺘﻀﻡ ﻜﺎﻓﺔ ﻤﺎ ﻜﺘﺏ ﻭﺃﻝﻑ ﻭﻨﺸﺭ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺴﻴﺎﺴﻴﺔ‬
‫ﻭﺍﻷﺩﺒﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻔﻠﺴﻔﻴﺔ ﻭﺍﻝﺩﻴﻨﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ‪ ،‬ﺤﻴﺙ ﻴﻤﺜل ﻜل ﺫﻝﻙ‬
‫ﺍﻻﻨﺘﺎﺝ ﺍﻝﺜﻘﺎﻓﻲ ﻤﺼﺩﺭﺍ ﻤﻬﻤﺎ ﻴﻌﻜﺱ ﻁﺒﻴﻌﺔ ﺍﻝﻌﺼﺭ ﺍﻝﺫﻱ ﻜﺘﺒﺕ ﻓﻴﻪ‪ ،‬ﻭﻴﺤﻤل ﻤﻼﻤﺤﻪ‬
‫ﺒﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ‪ ،‬ﻭﻴﺠﺴﺩ ﻜل ﻤﺎ ﻜﺎﻥ ﺴﺎﺌﺩ ﻤﻥ ﻅﺭﻭﻑ‪ ،‬ﻓﺘﻠﻙ ﺍﻝﻜﺘﺎﺒﺎﺕ ﻋﻠﻰ‬
‫ﺍﺨﺘﻼﻑ ﺘﻭﺠﻬﺎﺘﻬﺎ ﻭﻤﺠﺎﻻﺘﻬﺎ ﺍﻨﻤﺎ ﻫﻲ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺍﻨﻌﻜﺎﺱ ﻝﻠﺒﻴﺌﺔ ﺍﻝﻤﺤﻴﻁﺔ ﺍﻝﺘﻲ ﻜﺘﺒﺕ‬
‫ﻓﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺫﺍﺘﻴﺘﻬﺎ ﻓﻲ ﻜﺜﻴﺭﺍ ﻤﻥ ﺍﻷﺤﻴﺎﻥ‪ ،‬ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ‬
‫ﺍﻷﻤﺭ ﺒﺎﻝﻜﺘﺎﺒﺎﺕ ﺍﻷﺩﺒﻴﺔ‪ ،‬ﻜﺎﻝﺸﻌﺭ ﻭﺍﻝﻘﺼﺔ ﻭﺍﻝﺭﻭﺍﻴﺔ ﻭﺍﻝﻤﺴﺭﺡ‪ ،‬ﺃﻭ ﺍﻝﻜﺘﺎﺒﺎﺕ ﺍﻝﺴﻴﺎﺴﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﻌﻜﺱ ﻤﻭﺍﻗﻑ ﻤﻌﻴﻨﺔ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻭﺒﺎﻝﺭﻏﻡ ﻤﻥ ﻜل ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻤﻜﻨﻪ‬
‫ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﻬﺫﻩ ﺍﻝﻤﺼﺎﺩﺭ‪ ،‬ﺤﻴﺙ ﻻ ﻴﻤﻜﻥ ﺒﺄﻱ ﺤﺎل ﻤﻥ ﺍﻷﺤﻭﺍل ﻋﺯل ﻜل ﺘﻠﻙ‬
‫ﺍﻝﻜﺘﺎﺒﺎﺕ ﻋﻥ ﻭﺍﻗﻊ ﻭﻤﺸﻜﻼﺕ ﻭﻗﻀﺎﻴﺎ ﻭﺍﺤﺩﺍﺙ ﻭﺼﺭﺍﻋﺎﺕ ﺍﻝﻌﺼﺭ ﺍﻝﺫﻱ ﻜﺘﺒﺕ ﻓﻴﻪ‪.‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 5‬ﺍﻝﻤﺫﻜﺭﺍﺕ ﻭﺍﻝﺘﺭﺍﺠﻡ ﻭﺍﻝﺴﻴﺭ ﺍﻝﺫﺍﺘﻴﺔ‪:‬‬

‫ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻝﺫﺍﺘﻴﺔ ﺍﻝﻤﻔﺭﻁﺔ ﺍﻝﺘﻲ ﻏﺎﻝﺒﺎ ﻤﺎ ﺘﻌﻜﺴﻬﺎ ﻤﺜل ﻫﺫﻩ ﺍﻝﻜﺘﺎﺒﺎﺕ‪،‬‬
‫ﻨﻅﺭﺍ ﻝﻜﻭﻨﻬﺎ ﺘﻌﺒﺭ ﺒﺸﻜل ﻭﺍﻀﺢ ﻋﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻜﺘﺎﺒﻬﺎ ﻭﺍﻨﻁﺒﺎﻋﺎﺘﻬﻡ ﺍﻝﺸﺨﺼﻴﺔ‬
‫ﻭﻗﺭﺍﺀﺍﺘﻬﻡ ﻝﻤﺎ ﻴﻌﺎﻴﺸﻭﻨﻪ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻤﺎ ﻭﺭﺩ ﻓﻴﻬﺎ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺃﺭﺍﺀ‪،‬‬
‫ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﺒﻐﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻤﺼﺎﺩﺭ ﻝﻐﺭﺽ ﺍﻝﺘﺩﻗﻴﻕ ﻭﺍﻝﺘﺄﻜﺩ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﺍﻝﻤﺫﻜﺭﺍﺕ‬
‫ﻭﺍﻝﺴﻴﺭ ﻤﻨﺸﻭﺭﺓ ﺃﻭ ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ‪ ،‬ﻭﻗﺩ ﻴﺤﺘﻔﻅ ﺒﻬﺎ ﺍﺼﺤﺎﺒﻬﺎ ﻭﻻ ﻴﺘﻡ ﻨﺸﺭﻫﺎ ﺇﻻ ﺒﻌﺩ‬
‫ﻤﻤﺎﺘﻬﻡ ﻤﻥ ﻗﺒل ﺍﻷﺸﺨﺎﺹ ﺍﻝﻤﻘﺭﺒﻴﻥ ﻤﻨﻬﻡ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻤﺫﻜﺭﺍﺕ ﻗﺩ‬
‫ﺘﺤﻭﻱ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺤﻘﺎﺌﻕ ﻭﺍﻗﻌﻴﺔ ﺘﺘﺴﻡ ﺒﺎﻝﺸﻔﺎﻓﻴﺔ ﻭﺍﻝﺠﺭﺃﺓ‪ ،‬ﺨﺎﺼﺔ ﺘﻠﻙ ﺍﻝﺘﻲ ﻴﺘﻡ‬
‫ﻨﺸﺭﻫﺎ ﺒﻌﺩ ﻭﻓﺎﺓ ﺍﺼﺤﺎﺒﻬﺎ‪ ،‬ﻝﻜﻥ ﺒﻌﻀﻬﺎ ﻗﺩ ﻴﺤﻤل ﺍﻴﻀﺎ ﺒﻌﺽ ﺍﻝﻤﺒﺎﻝﻐﺎﺕ ﻭﺍﻝﺒﻁﻭﻻﺕ‬
‫ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻅﻬﺎﺭ ﻤﻭﺍﻗﻑ ﻏﻴﺭ ﺤﻘﻴﻘﻴﺔ ﻝﺘﺒﺭﻴﺭ ﻭﺍﻗﻊ ﻤﻌﻴﻥ ﺍﻭ ﺍﺤﺩﺍﺙ ﻤﻌﻴﻨﺔ‪.‬‬

‫ﺘﺤﻠﻴل ﺍﻝﻤﺼﺎﺩﺭ ﻭﻨﻘﺩﻫﺎ ﻭﺘﻘﻭﻴﻤﻬﺎ)‪:(1‬‬

‫ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺒﻌﺩ ﺍﻥ ﻴﻨﺘﻬﻲ ﻤﻥ ﺘﺤﺩﻴﺩ ﻭﺘﺠﻤﻴﻊ ﻤﺼﺎﺩﺭ ﺒﺤﺜﻪ ﺍﻷﻭﻝﻴﺔ ﻭﺍﻝﺜﺎﻨﻭﻴﺔ‪،‬‬
‫ﻭﻴﺤﺼل ﻋﻠﻰ ﺍﻝﻭﺜﺎﺌﻕ ﺍﻝﻤﺘﻌﺩﺩﺓ ﺍﻝﺘﻲ ﻴﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﻓﻲ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﺍﻥ ﻴﻨﺘﻘل ﺇﻝﻰ ﻤﺭﺤﻠﺔ‬
‫ﻓﺤﺹ ﻭﻨﻘﺩ ﻭﺘﻘﻭﻴﻡ ﺘﻠﻙ ﺍﻝﻭﺜﺎﺌﻕ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺘﻬﺎ ﻭﺼﺩﻕ ﻤﺎ ﺘﺘﻀﻤﻨﻪ ﻤﻥ‬

‫‪ -1‬ﺍﻋﺘﻤﺩﻨﺎ ﻓﻲ ﻫﺫﻩ ﺍﻝﺠﺯﻴﺌﺔ ﻋﻠﻰ ﺍﻝﻤﺭﺍﺠﻊ ﺍﻝﺘﺎﻝﻴﺔ‪ :‬ﻓﺎﻥ ﺩﺍﻝﻴﻥ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ ﻭﻋﻠﻡ‬
‫ﺍﻝﻨﻔﺱ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ ‪.276 -260‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﺤﻤﺩ ﺒﺩﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.250 – 244‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻤﺤﻤﺩ ﻗﺎﺴﻡ‪ ،‬ﺍﻝﻤﻨﻁﻕ ﺍﻝﺤﺩﻴﺙ ﻭﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‪ ،‬ﻁ‪ ،5‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺎﺭﻑ‪1967 ،‬ﻡ‪،‬‬
‫ﺹ‪.503‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻤﻬﺩﻱ ﺯﻭﻴﻠﻑ‪ ،‬ﺘﺤﺴﻴﻥ ﻁﺭﺍﻭﻨﻪ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.203‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﺤﻤﺩ ﺍﻝﺴﻴﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ ‪.202 – 198‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﺴﺎﻤﺔ ﻋﺒﺩﺍﻝﺭﺤﻤﻥ ﺍﻝﻨﻭﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.54،55‬‬
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‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ‪ ،‬ﻭﻴﺘﻡ ﺫﻝﻙ ﻋﻠﻰ ﻤﺭﺤﻠﺘﻴﻥ ﺍﺜﻨﺘﻴﻥ ﻫﻤﺎ‪ :‬ﻤﺭﺤﻠﺔ ﺍﻝﻨﻘﺩ ﺍﻝﺨﺎﺭﺠﻲ‬
‫ﻝﻠﻭﺜﻴﻘﺔ‪ ،‬ﻭﻤﺭﺤﻠﺔ ﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺨﻠﻲ ﻝﻠﻭﺜﻴﻘﺔ‪ ،‬ﻭﻨﻔﺼل ﻝﻜل ﻭﺍﺤﺩﺓ ﻤﻨﻬﻤﺎ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﺃ – ﺍﻝﻨﻘﺩ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﻭﺜﻴﻘﺔ‪:‬‬
‫ﻴﻬﺩﻑ ﺍﻝﻨﻘﺩ ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﻭﺜﻴﻘﺔ ﺇﻝﻰ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻝﻭﺜﻴﻘﺔ ﻭﺼﺤﺘﻬﺎ‪ ،‬ﻤﻥ ﺤﻴﺙ‬
‫ﻤﻅﻬﺭﻫﺎ ﺍﻝﺨﺎﺭﺠﻲ‪ ،‬ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﻤﻀﻤﻭﻨﻬﺎ ﻭﻤﺤﺘﻭﺍﻫﺎ ﻭﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ‬
‫ﺘﺘﻨﺎﻭﻝﻪ‪ ،‬ﻭﻴﺸﻤل ﺍﻝﻨﻘﺩ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﻭﺜﻴﻘﺔ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻝﻭﺜﻴﻘﺔ ﻭﻋﺩﻡ ﺘﺤﺭﻴﻔﻬﺎ‪:‬‬
‫ﻭﻫﻲ ﻤﻥ ﺃﻫﻡ ﻋﻤﻠﻴﺎﺕ ﺍﻝﻨﻘﺩ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﻭﺜﻴﻘﺔ‪ ،‬ﻭﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﺘﺤﻘﻕ‬
‫ﻤﻥ ﺼﺤﺔ ﺍﻝﻭﺜﻴﻘﺔ‪ ،‬ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﺘﻨﺎﻗﺽ ﻓﻲ ﺃﻱ ﻤﻥ ﺍﻝﻨﻘﺎﻁ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻝﻭﺍﺭﺩﺓ ﻓﻴﻬﺎ‪،‬‬
‫ﻭﻋﺩﻡ ﺘﻌﺭﻀﻬﺎ ﻝﻠﺘﺯﻭﻴﺭ ﻭﺍﻝﺘﺯﻴﻴﻑ ﻭﺍﻝﺘﺤﺭﻴﻑ‪ ،‬ﻭﺍﻝﺫﻱ ﻗﺩ ﻴﻘﻊ ﻝﻐﺎﻴﺎﺕ ﺴﻴﺎﺴﻴﺔ‪ ،‬ﺃﻭ‬
‫ﻷﻫﺩﺍﻑ ﻭﻤﺼﺎﻝﺢ ﺸﺨﺼﻴﺔ‪ ،‬ﺃﻭ ﺘﺤﺕ ﺇﻏﺭﺍﺀﺍﺕ ﻤﺎﻝﻴﺔ‪ ،‬ﺃﻭ ﻏﻴﺭﻫﺎ‪ ،‬ﻭﻗﺩ ﺸﻬﺩﺕ ﻋﻤﻠﻴﺔ‬
‫ﺍﻝﺘﺄﻜﺩ ﻫﺫﻩ ﺘﻁﻭﺭ ﻜﺒﻴﺭ ﻓﻲ ﺃﺴﺎﻝﻴﺒﻬﺎ ﻭﺃﺩﻭﺍﺘﻬﺎ‪ ،‬ﺤﻴﺙ ﺼﺎﺭ ﻫﻨﺎﻙ ﻤﻌﺎﻤل ﺍﻝﺘﺤﻠﻴل‬
‫ﺍﻝﻜﻴﻤﺎﺌﻲ ﻭﺍﻝﻔﻴﺯﻴﺎﺌﻲ ﻝﻠﻤﻭﺍﺩ ﺍﻝﺘﻲ ﻜﺘﺒﺕ ﻋﻠﻴﻬﺎ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻭﺭﻕ ﺃﻡ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪ – 2‬ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻤﺅﻝﻑ ﺍﻝﻭﺜﻴﻘﺔ‪:‬‬
‫ﺒﻌﺩ ﺍﺴﺘﻴﻔﺎﺀ ﺍﻝﺨﻁﻭﺓ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺔ ﺍﻝﻭﺜﻴﻘﺔ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﻘل‬
‫ﺇﻝﻰ ﺍﻝﺨﻁﻭﺓ ﺍﻝﺘﻲ ﺘﻠﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﺍﻥ ﺍﻝﺸﺨﺹ ﺍﻝﻤﻨﺴﻭﺒﺔ ﺇﻝﻴﻪ ﺍﻝﻭﺜﻴﻘﺔ ﻫﻭ‬
‫ﺒﺎﻝﻔﻌل ﻤﻥ ﻗﺎﻡ ﺒﺘﺄﻝﻴﻔﻬﺎ ﻭﻝﻴﺱ ﻏﻴﺭﻩ‪ ،‬ﻓﻘﺩ ﺘﻨﺴﺏ ﺒﻌﺽ ﺍﻝﻭﺜﺎﺌﻕ ﻝﻐﻴﺭ ﺍﺼﺤﺎﺒﻬﺎ‬
‫ﻷﺴﺒﺎﺏ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻤﻨﻬﺎ ﺍﻥ ﻴﻜﻭﻥ ﺼﺎﺤﺏ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﺤﻘﻴﻘﻲ ﺸﺨﺼﻴﺔ ﻏﻴﺭ ﻤﻌﺭﻭﻓﺔ‪،‬‬
‫ﻤﻤﺎ ﻗﺩ ﻴﻘﻠل ﻤﻥ ﺃﻫﻤﻴﺘﻬﺎ‪ ،‬ﻓﻴﺘﻡ ﺍﻝﻠﺠﻭﺀ ﺇﻝﻰ ﺍﺴﺘﺒﺩﺍل ﺍﺴﻤﻪ ﺒﻐﻴﺭﻩ ﻤﻤﻥ ﻫﻭ ﺃﻜﺜﺭ‬
‫ﺸﻬﺭﺓ‪ ،‬ﺤﺘﻰ ﺘﻠﻘﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺍﻝﻘﺒﻭل ﺍﻝﻤﻁﻠﻭﺏ‪ ،‬ﺤﻴﺙ ﺍﻥ ﺒﻌﺽ ﺍﻷﺴﻤﺎﺀ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻓﻲ‬
‫ﺤﺩ ﺫﺍﺘﻬﺎ ﻗﺩ ﺘﻀﻔﻲ ﻗﻴﻤﺔ ﻋﻠﻰ ﺍﻝﻭﺜﻴﻘﺔ ﺃﻜﺜﺭ ﻤﻤﺎ ﻝﻭ ﻨﺴﺒﺕ ﻝﻤﺅﻝﻔﻬﺎ ﺍﻝﺤﻘﻴﻘﻲ‪.‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﺩﻗﻕ ﻓﻲ ﺍﺴﻡ ﺼﺎﺤﺏ ﺍﻝﻭﺜﻴﻘﺔ‪ ،‬ﻭﺍﻥ ﻴﺘﺄﻜﺩ‬
‫ﻤﻥ ﻫﻭﻴﺔ ﻜﺎﺘﺒﻬﺎ‪ ،‬ﻭﺍﻨﻪ ﺒﺎﻝﻔﻌل ﻫﻭ ﻤﻥ ﻗﺎﻡ ﺒﻜﺘﺎﺒﺘﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻤﺭﺍﺠﻌﺔ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ‬
‫ﻤﻭﻀﻭﻉ ﺍﻝﻭﺜﻴﻘﺔ ﻴﺩﺨل ﻓﻲ ﻨﻁﺎﻕ ﺘﺨﺼﺹ ﻭﺍﻫﺘﻤﺎﻤﺎﺕ ﻤﺅﻝﻔﻪ ﺃﻡ ﻻ؟ ﻭﻫل ﺍﻝﻤﺅﻝﻑ‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻗﺩ ﻋﺎﺵ ﺒﺎﻝﻔﻌل ﻓﻲ ﺍﻝﺯﻤﺎﻥ ﻭﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺒﻴﻥ ﻓﻴﻪ ﺼﺩﻭﺭ ﺍﻝﻭﺜﻴﻘﺔ؟ ﻭﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻵﺭﺍﺀ ﺍﻝﻤﻭﺠﻭﺩﺓ ﺒﺎﻝﻭﺜﻴﻘﺔ ﺘﺘﻔﻕ ﻤﻊ ﻤﺴﺘﻭﻯ ﺘﻌﻠﻴﻡ ﺍﻝﻤﺅﻝﻑ‬
‫ﻭﺨﺒﺭﺘﻪ ﻭﺍﺘﺠﺎﻫﻪ ﺍﻝﻔﻜﺭﻱ ﻭﺍﻫﺘﻤﺎﻤﺎﺘﻪ ﻭﻤﺅﻝﻔﺎﺘﻪ ﺍﻷﺨﺭﻯ ﻭﺃﺴﻠﻭﺒﻪ ﻭﻝﻐﺘﻪ ﻭﻤﻨﻬﺠﻪ؟ ‪..‬‬
‫ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻤﺎ ﻴﻤﻴﺯ ﻤﺅﻝﻑ ﻤﺎ ﻋﻥ ﻏﻴﺭﻩ ﻤﻥ ﺍﻝﻤﺅﻝﻔﻴﻥ ﺍﻷﺨﺭﻴﻥ‪.‬‬
‫‪ – 3‬ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺒﻴﺌﺔ ﺍﻝﻭﺜﻴﻘﺔ‪:‬‬
‫ﻭﻨﻘﺼﺩ ﻫﻨﺎ ﺘﺤﺩﻴﺩﺍ ﺍﻝﺒﻴﺌﺔ ﺍﻝﺯﻤﻨﻴﺔ ﻭﺍﻝﻤﻜﺎﻨﻴﺔ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺍﻥ ﺍﻝﻭﺜﻴﻘﺔ ﻗﺩ‬
‫ﻅﻬﺭﺕ ﻓﻲ ﺯﻤﻥ ﻤﺤﺩﺩ ﻭﻤﻜﺎﻥ ﻤﺤﺩﺩ‪ ،‬ﻭﺍﻥ ﺍﻝﺸﺨﺹ ﺍﻝﻤﻨﺴﻭﺒﺔ ﺇﻝﻴﻪ ﻤﻭﺠﻭﺩ ﻓﻌﻼ ﻓﻲ‬
‫ﺫﻝﻙ ﺍﻝﻭﻗﺕ ﻭﻨﻔﺱ ﺍﻝﻤﻜﺎﻥ‪ ،‬ﻭﻴﻤﻜﻥ ﺍﻻﺴﺘﻌﺎﻨﺔ ﻓﻲ ﺫﻝﻙ ﺒﺎﻝﻠﻐﺔ ﺍﻝﺘﻲ ﻜﺘﺒﺕ ﺒﻬﺎ ﺍﻝﻭﺜﻴﻘﺔ‬
‫ﻭﻤﻘﺎﺭﻨﺘﻬﺎ ﺒﺎﻝﻠﻐﺔ ﺍﻝﺴﺎﺌﺩﺓ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﺍﻝﻤﻨﺴﻭﺒﺔ ﺇﻝﻴﻬﺎ‪ ،‬ﻭﻜﺫﻝﻙ ﻨﻭﻉ ﺍﻝﺨﻁ ﺍﻝﻤﺴﺘﺨﺩﻡ‪،‬‬
‫ﻭﻨﻭﻉ ﺍﻝﻭﺭﻕ ﺃﻭ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﻜﺘﻭﺒﺔ ﻋﻠﻴﻬﺎ ﺍﻝﻭﺜﻴﻘﺔ‪ ،‬ﺤﻴﺙ ﻴﺠﺏ ﻭﻀﻊ ﻜل ﻫﺫﻩ‬
‫ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﻓﻲ ﺍﻝﺤﺴﺒﺎﻥ‪ ،‬ﺫﻝﻙ ﺍﻥ ﻝﻜل ﻋﺼﺭ ﺨﺼﺎﺌﺼﻪ ﺍﻝﺘﻲ ﺘﺠﻌﻠﻪ ﻤﺨﺘﻠﻑ ﻋﻥ‬
‫ﻏﻴﺭﻩ ﻓﻲ ﻨﻭﻉ ﺍﻝﻭﺭﻕ ﻭﺍﻝﻤﻭﺍﺩ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪ ،‬ﻭﺍﻻﺴﻠﻭﺏ ﺍﻝﻠﻐﻭﻱ ﺍﻝﺴﺎﺌﺩ‪ ،‬ﻭﻨﻭﻉ ﺍﻝﺨﻁ‬
‫ﺍﻝﻤﺘﺩﺍﻭل‪.‬‬
‫ﺏ – ﺍﻝﻨﻘﺩ ﻭﺍﻝﺘﺤﻠﻴل ﺍﻝﺩﺍﺨﻠﻲ ﻝﻠﻭﺜﻴﻘﺔ‪:‬‬
‫ﺒﻌﺩ ﺍﻥ ﻴﻨﺘﻬﻲ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺔ ﺍﻝﻭﺜﻴﻘﺔ ﻭﻓﻘﺎ ﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﺘﺩﻗﻴﻕ‬
‫ﻭﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺨﺎﺭﺠﻲ ﻴﻨﺘﻘل ﺇﻝﻰ ﻤﺭﺤﻠﺔ ﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺨﻠﻲ ﻝﻠﻭﺜﻴﻘﺔ‪ ،‬ﻭﻫﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻷﺨﻴﺭﺓ‬
‫ﺍﻝﺘﻲ ﺒﻨﺎﺀ ﻋﻠﻴﻬﺎ ﺴﻴﺘﺤﻘﻕ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ‪ ،‬ﻭﻴﻘﺭﺭ ﺒﺎﻝﺘﺎﻝﻲ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﻜﻭﺜﻴﻘﺔ‬
‫ﻤﻘﺒﻭﻝﺔ ﺃﻭ ﺭﻓﻀﻬﺎ ﻭﺍﺴﺘﺒﻌﺎﺩﻫﺎ ﺘﻤﺎﻤﺎ‪.‬‬
‫ﻭﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻝﻨﻘﺩ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺩﺍﺨﻠﻲ ﻴﺘﺤﻭل ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﻤﻀﻤﻭﻥ ﺍﻝﻭﺜﻴﻘﺔ ﺃﻱ‬
‫ﻤﺤﺘﻭﺍﻫﺎ‪ ،‬ﻭﻴﻨﻘﺴﻡ ﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺨﻠﻲ ﺇﻝﻰ‪ :‬ﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺨﻠﻲ ﺍﻻﻴﺠﺎﺒﻲ‪ ،‬ﻭﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺨﻠﻲ ﺍﻝﺴﻠﺒﻲ‪،‬‬
‫ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺨﻠﻲ ﺍﻻﻴﺠﺎﺒﻲ‪:‬‬
‫ﻭﻓﻴﻪ ﻴﺘﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻝﻠﻐﺔ ﺍﻝﺘﻲ ﻜﺘﺒﺕ ﺒﻬﺎ ﺍﻝﻭﺜﻴﻘﺔ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺩﻻﻻﺕ‬
‫ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪ ،‬ﻭﻤﻘﺎﺼﺩ ﺍﻝﻤﺅﻝﻑ‪ ،‬ﺤﻴﺙ ﻴﺘﻭﺠﻪ ﺠﻬﺩ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺇﻝﻰ ﻤﻌﺎﻨﻲ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻜﻠﻤﺎﺕ ﻭﺍﻻﻝﻔﺎﻅ ﺍﻝﺘﻲ ﻴﻘﺼﺩﻫﺎ ﺍﻝﻤﺅﻝﻑ‪ ،‬ﻭﻫﻲ ﻤﻬﻤﺔ ﺸﺎﻗﺔ ﻭﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺠﻬﺩ ﻜﺒﻴﺭ‬
‫ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻭﻤﻌﺭﻓﺔ ﻋﻤﻴﻘﺔ ﺒﺎﻝﻠﻐﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﻌﺼﺭ ﺍﻝﺫﻱ ﻜﺘﺒﺕ ﻓﻴﻪ ﺍﻝﻭﺜﻴﻘﺔ‪،‬‬
‫ﻭﻜﺫﻝﻙ ﻝﻐﺔ ﻜﺎﺘﺏ ﺍﻝﻭﺜﻴﻘﺔ‪ ،‬ﻭﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺘﻭﺨﻲ ﺍﻝﺤﺫﺭ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﻜﺜﻴﺭ ﻤﻥ‬
‫ﺍﻷﻝﻔﺎﻅ ﻭﺍﻝﻜﻠﻤﺎﺕ ﺘﺴﺘﺨﺩﻡ ﺒﺼﻭﺭﺓ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﻋﺼﺭ ﺇﻝﻰ ﺃﺨﺭ‪ ،‬ﻭﻤﻥ ﻤﻜﺎﻥ ﺇﻝﻰ ﺃﺨﺭ‬
‫ﺍﻴﻀﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻝﺘﻠﻙ ﺍﻝﻜﻠﻤﺎﺕ ﻤﻌﺎﻥ ﻗﺩ ﺘﻜﻭﻥ ﻝﻴﺴﺕ ﻫﻲ ﺍﻝﻤﻘﺼﻭﺩﺓ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ‪،‬‬
‫ﻭﻝﺫﻝﻙ ﻓﻘﺩ ﻭﺼﻔﺕ ﺍﻝﻠﻐﺔ ﺒﺎﻨﻬﺎ ﻜﺎﺌﻥ ﺤﻲ ﻴﺘﻁﻭﺭ ﻤﻊ ﺍﻝﺯﻤﻥ‪ ،‬ﺤﻴﺙ ﺘﺨﺘﻔﻲ ﻜﻠﻤﺎﺕ‬
‫ﻭﻤﺼﻁﻠﺤﺎﺕ ﻭﺍﻝﻔﺎﻅ‪ ،‬ﻭﺘﺤل ﺒﺩﻻ ﻋﻨﻬﺎ ﺍﺨﺭﻯ ﻤﺨﺘﻠﻔﺔ ﻋﻨﻬﺎ ﻗﺩ ﺘﺤﻤل ﺫﺍﺕ ﺍﻝﻤﻌﻨﻰ‪.‬‬
‫‪ – 2‬ﺍﻝﻨﻘﺩ ﺍﻝﺩﺍﺨﻠﻲ ﺍﻝﺴﻠﺒﻲ‪:‬‬
‫ﻴﺘﺠﻪ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺇﻝﻰ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻕ ﺍﻝﻭﺜﻴﻘﺔ ﻭﺍﺼﺎﻝﺘﻬﺎ‪ ،‬ﺃﻭ‬
‫ﻜﺫﺒﻬﺎ‪ ،‬ﺒﻤﻌﻨﻰ ﺩﻗﺔ ﻭﺼﺩﻕ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻭﺍﺭﺩﺓ ﺒﺎﻝﻭﺜﻴﻘﺔ‪ ،‬ﻭﻤﺩﻯ ﺘﻤﺎﺴﻜﻬﺎ ﺍﻝﺩﺍﺨﻠﻲ‪،‬‬
‫ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻜﺘﺒﺕ ﻓﻴﻬﺎ ﺍﻝﻭﺜﻴﻘﺔ ﻤﻥ‬
‫ﺤﻴﺙ ﻤﺼﻠﺤﺔ ﺍﻝﻤﺅﻝﻑ ﻓﻴﻤﺎ ﻜﺘﺒﻪ‪ ،‬ﻭﺍﺭﺘﺒﺎﻁﻪ ﺒﻤﻭﻀﻭﻉ ﺍﻝﻭﺜﻴﻘﺔ‪ ،‬ﻭﻤﺩﻯ ﻨﺯﺍﻫﺘﻪ‬
‫ﻭﻜﻔﺎﺀﺘﻪ ﻭﻤﻭﻀﻭﻋﻴﺘﻪ ﻭﺼﺩﻗﻪ ﻭﺴﻤﻌﺘﻪ‪ ،‬ﻭﻤﺩﻯ ﺍﻝﺘﺯﺍﻤﻪ ﺒﺫﻜﺭ ﻜل ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺭﺘﺒﻁﺔ‬
‫ﺒﺎﻝﻭﺍﻗﻌﺔ؟ ﻭﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﻗﺩ ﺍﻏﻔل ﺃﻭ ﺘﺠﺎﻫل ﺒﻌﻀﻬﺎ؟ ﻭﻫل ﻜﺎﻥ ﺍﻝﻤﺅﻝﻑ ﺤﺎﻀﺭﺍ‬
‫ﺒﺸﺨﺼﻪ ﺨﻼل ﺘﻭﺜﻴﻘﻪ ﻝﻠﻭﻗﺎﺌﻊ‪ ،‬ﺃﻡ ﺍﻋﺘﻤﺩ ﻋﻠﻰ ﻋﻤﻠﻴﺎﺕ ﺍﻻﺴﺘﻤﺎﻉ ﻭﺍﻝﻨﻘل ﻤﻥ‬
‫ﺍﻷﺨﺭﻴﻥ؟‪.‬‬

‫ﻤﺠﺎﻻﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪:‬‬

‫ﺘﺘﻌﺩﺩ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺘﻌﺩﺩ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪،‬‬
‫ﺇﻻ ﺍﻨﻪ ﻴﻤﻜﻥ ﺭﺼﺩ ﺃﻫﻡ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻓﻲ‪:‬‬
‫‪ – 1‬ﺘﺘﺒﻊ ﺴﻴﺭ ﺍﻷﻭﻝﻴﻥ ﻭﺭﺼﺩ ﻭﺘﻔﺴﻴﺭ ﺍﻨﺘﺎﺠﻬﻡ ﺍﻝﻔﻜﺭﻱ ﻭﺍﻝﺜﻘﺎﻓﻲ ﻓﻲ ﺍﻝﻌﺼﻭﺭ‬
‫ﻭﺍﻷﺯﻤﺎﻥ ﺍﻝﺘﻲ ﻋﺎﺸﻭﺍ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﻭﺠﻬﺎﺘﻬﻡ ﻭﺍﻓﻜﺎﺭﻫﻡ ﻭﺁﺭﺍﺌﻬﻡ ﻭﻤﻭﺍﻗﻔﻬﻡ‪،‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻗﺩ ﻴﻜﻭﻥ ﺃﻭﻝﺌﻙ ﺍﻷﻭﻝﻴﻥ ﻗﺎﺩﺓ ﻋﺴﻜﺭﻴﻭﻥ ﺍﻭ ﺯﻋﻤﺎﺀ ﺴﻴﺎﺴﻴﻭﻥ‪ ،‬ﺃﻭ ﻜﺘﺎﺏ ﺃﻭ ﺸﻌﺭﺍﺀ‬
‫ﺃﻭ ﺃﺩﺒﺎﺀ ﺃﻭ ﻋﻠﻤﺎﺀ ﺃﻭ ﻤﺅﺭﺨﻭﻥ ﺃﻭ ﺭﺤﺎﻝﺔ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﻝﺸﺨﺼﻴﺎﺕ ﻋﻠﻰ‬
‫ﺍﺨﺘﻼﻑ ﺍﻫﺘﻤﺎﻤﺎﺘﻬﺎ ﻭﺘﺨﺼﺼﺎﺘﻬﺎ ﺍﻝﺘﻲ ﻋﺎﺸﺕ ﻓﻲ ﺍﺯﻤﺎﻥ ﻤﻀﺕ‪ ،‬ﻭﻴﺭﻏﺏ ﺍﻝﺒﺎﺤﺙ‬
‫ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﺴﺘﺨﺩﻡ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺄﺩﻭﺍﺘﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ – 2‬ﺭﺼﺩ ﻭﺘﻔﺴﻴﺭ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﻲ ﺠﺭﺕ ﻓﻲ ﻋﺼﻭﺭ ﻭﻓﺘﺭﺍﺕ‬
‫ﺘﺎﺭﻴﺨﻴﺔ ﻤﺎﻀﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﺘﻠﻙ ﺍﻷﺤﺩﺍﺙ ﻭﺍﻝﻅﻭﺍﻫﺭ ﺤﺭﻭﺏ ﺃﻭ ﺼﺭﺍﻋﺎﺕ ﺃﻭ‬
‫ﻫﺠﺭﺍﺕ ﺍﻭ ﻤﺠﺎﻋﺎﺕ ﻭ ﺍﺘﻔﺎﻗﻴﺎﺕ ﺃﻭ ﻤﻭﺍﻗﻑ ﺃﻭ ﺍﺤﺩﺍﺙ ﺴﻴﺎﺴﻴﺔ ﺍﻭ ﺍﺠﺘﻤﺎﻋﻴﺔ ﺃﻭ‬
‫ﺍﻗﺘﺼﺎﺩﻴﺔ ﺃﻭ ﺜﻘﺎﻓﻴﺔ‪ ،‬ﺃﻭ ﻗﻴﺎﻡ ﻭﻨﺸﺅ ﺩﻭل‪ ،‬ﺃﻭ ﺘﻘﺎﺭﺏ ﺒﻴﻥ ﻤﺠﺘﻤﻌﺎﺕ ﻭﺒﻠﺩﺍﻥ ﻤﻌﻴﻨﺔ‪ ،‬ﺍﻭ‬
‫ﺤﺎﻻﺕ ﺍﻨﻔﺼﺎل ﻭﺘﻔﻜﻙ ﺩﻭل ﻭﻤﺠﺘﻤﻌﺎﺕ‪ ،‬ﺍﻭ ﺍﺤﺘﻼل ﺩﻭل ﻝﺩﻭل ﺃﺨﺭﻯ ‪ ..‬ﻭﻏﻴﺭ‬
‫ﺫﻝﻙ ﻤﻤﺎ ﻴﻜﻭﻥ ﻗﺩ ﺠﺭﻯ ﻓﻲ ﺍﻝﻤﺎﻀﻲ ﻤﻥ ﺍﺤﺩﺍﺙ ﻭﻅﻭﺍﻫﺭ ﻭﻭﻗﺎﺌﻊ ﻴﺭﻏﺏ ﺍﻝﺒﺎﺤﺙ‬
‫ﻓﻲ ﺩﺭﺍﺴﺘﻬﺎ ﻭﻓﻬﻤﻬﺎ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ‪.‬‬
‫‪ – 3‬ﻜﻤﺎ ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻴﻀﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻵﺜﺎﺭ ﺍﻝﻘﺩﻴﻤﺔ ﻭﺍﻝﺤﻔﺭﻴﺎﺕ‬
‫ﻭﺍﻝﻨﻘﻭﺵ ﻭﺍﻝﺘﻤﺎﺜﻴل ﻭﺍﻝﻤﻨﺤﻭﺘﺎﺕ ﻭﺍﻝﺠﺩﺍﺭﻴﺎﺕ ﻭﺍﻝﺭﺴﻭﻡ‪ ،‬ﺒﻬﺩﻑ ﻓﻙ ﻤﺎ ﻴﺤﻴﻁ ﺒﻬﺎ ﻤﻥ‬
‫ﻏﻤﻭﺽ ﻭﻓﻬﻤﻬﺎ‪.‬‬
‫‪ – 4‬ﻭﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻴﻀﺎ ﻓﻲ ﺩﺭﺍﺴﺔ ﺨﻁﺏ ﻭﺭﺴﺎﺌل ﻭﻜﺘﺎﺒﺎﺕ‬
‫ﻭﻤﺅﻝﻔﺎﺕ ﺍﻝﻤﺸﺎﻫﻴﺭ ﺍﻝﺫﻴﻥ ﻋﺎﺸﻭﺍ ﻓﻲ ﻓﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﺴﺎﺒﻘﺔ‪ ،‬ﻜﺎﻝﻘﺎﺩﺓ ﺍﻝﺴﻴﺎﺴﻴﻴﻥ‬
‫ﻭﺍﻝﻌﺴﻜﺭﻴﻴﻥ‪ ،‬ﻭﺍﻝﺸﺨﺼﻴﺎﺕ ﺍﻷﺩﺒﻴﺔ ﻭﺍﻝﻔﻨﻴﺔ ﺍﻝﻤﻔﻜﺭﻴﻥ ﻭﺍﻝﻔﻼﺴﻔﺔ‪.‬‬
‫‪ – 5‬ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﻌﺎﺩﺍﺕ ﻭﺍﻝﻘﻴﻡ ﻭﺍﻝﺘﻘﺎﻝﻴﺩ‬
‫ﻭﺍﻷﻋﺭﺍﻑ ﺍﻝﺘﻲ ﻜﺎﻨﺕ ﺴﺎﺌﺩﺓ ﻓﻲ ﻋﺼﺭ ﻤﻥ ﺍﻝﻌﺼﻭﺭ ﺃﻭ ﺯﻤﻥ ﻤﻥ ﺍﻷﺯﻤﻨﺔ‪،‬‬
‫ﻜﺎﻝﻌﺎﺩﺍﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ‪ -‬ﻤﺜﻼ – ﺒﻤﺭﺍﺴﻡ ﺍﻝﺯﻭﺍﺝ ﺃﻭ ﺍﻷﻋﻴﺎﺩ ﺃﻭ ﺍﻝﻤﻨﺎﺴﺒﺎﺕ ﺍﻝﺩﻴﻨﻴﺔ‪ ،‬ﺃﻭ‬
‫ﺍﻝﻁﻘﻭﺱ ﺍﻝﻤﺘﺼﻠﺔ ﺒﺠﻭﺍﻨﺏ ﺍﻝﺤﻴﺎﺓ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺩﻴﻨﻴﺔ ﻭﺍﻷﺨﻼﻗﻴﺔ ﻝﺩﻯ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‬
‫‪ ..‬ﻭﻏﻴﺭ ﺫﻝﻙ ﺤﻴﺙ ﻴﺘﻁﻠﺏ ﺍﻝﺒﺤﺙ ﻓﻲ ﺘﻠﻙ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻅﻭﺍﻫﺭ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 6‬ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﻓﻬﻡ ﺍﻻﻴﺩﻭﻝﻭﺠﻴﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﺩﺭﺍﺴﺔ‬

‫ﺍﻷﺩﻴﺎﻥ ﻭﺍﻝﻔﻜﺭ ﺍﻝﺩﻴﻨﻲ ﻓﻲ ﺍﻝﻌﺼﻭﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻤﺎ ﻴﺘﺼل ﺒﻜل ﺫﻝﻙ ﻤﻥ ﻤﻌﺘﻘﺩﺍﺕ‬
‫ﻭﺃﻴﺩﻭﻝﻭﺠﻴﺎﺕ ﺘﺤﺩﺩ ﺸﻜل ﻭﺍﺘﺠﺎﻩ ﺍﻝﺤﻴﺎﺓ ﻓﻲ ﻋﻤﻭﻤﻬﺎ ﺒﻤﺨﺘﻠﻑ ﻤﻅﺎﻫﺭﻫﺎ ﺍﻝﺴﻴﺎﺴﻴﺔ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﺜﻘﺎﻓﻴﺔ ﻭﺍﻝﺩﻴﻨﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪.‬‬
‫‪ – 7‬ﺘﺘﺒﻊ ﻤﺴﻴﺭﺓ ﻭﺤﺭﻜﺔ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﺤﻴﺙ ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ‬
‫ﺩﺭﺍﺴﺔ ﻤﺭﺍﺤل ﺘﻁﻭﺭ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻅﺭﻭﻑ ﻨﺸﺄﺘﻬﺎ ﻭﻅﻬﻭﺭﻫﺎ ﻭﻤﺎ‬
‫ﻤﺭﺕ ﺒﻪ ﻤﻥ ﻤﺤﻁﺎﺕ ﻭﻤﻭﺍﻗﻑ ﻭﺍﻜﺘﺸﺎﻓﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻤﺎ ﺸﻬﺩﺘﻪ ﻤﻥ ﺍﻀﺎﻓﺎﺕ ﻋﺒﺭ‬
‫ﺘﺎﺭﻴﺨﻬﺎ ﺤﺘﻰ ﻭﺼﻠﺕ ﺇﻝﻰ ﻤﺎ ﻭﺼﻠﺕ ﺇﻝﻴﻪ‪.‬‬
‫ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﻬﺫﺍ ﺍﻝﻤﻌﻨﻰ ﻻ ﻴﺼﻠﺢ ﻓﻘﻁ ﻝﺩﺭﺍﺴﺔ ﻋﻠﻡ ﺍﻝﺘﺎﺭﻴﺦ ﻓﻘﻁ‪ ،‬ﺒل‬
‫ﻴﺘﺠﺎﻭﺯ ﺫﻝﻙ ﻝﻴﺩﺭﺱ ﺘﺎﺭﻴﺦ ﺍﻝﻌﻠﻭﻡ ﻓﻲ ﺍﻝﻌﻤﻭﻡ‪ ،‬ﺤﻴﺙ ﻻ ﻴﻤﻜﻥ ﻓﻬﻡ ﻤﺎ ﻭﺼل ﺇﻝﻴﻪ ﺃﻱ‬
‫ﻋﻠﻡ ﻤﻥ ﺘﻁﻭﺭ ﺩﻭﻥ ﺍﻝﻠﺠﻭﺀ ﺇﻝﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﺘﺘﺒﻊ ﻤﺴﻴﺭﺓ ﺫﻝﻙ ﺍﻝﻌﻠﻡ‪،‬‬
‫ﻭﻤﻌﺭﻓﺔ ﺃﻫﻡ ﺸﺨﻭﺼﻪ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻀﺎﻓﺎﺘﻬﻡ ﻭﺁﺭﺍﺌﻬﻡ ﻭﻤﻨﺠﺯﺍﺘﻬﻡ ﻭﺍﻨﺘﺎﺠﻬﻡ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻓﻬﺫﺍ ﺍﻝﺘﺭﺍﻜﻡ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﻠﻌﻠﻭﻡ ﻴﺘﻁﻠﺏ ﻓﻬﻤﻪ ﻭﺍﻻﻝﻤﺎﻡ ﺒﻪ ﻀﺭﻭﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻲ‪.‬‬

‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪:‬‬

‫ﻴﻌﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺃﺤﺩ ﺍﻫﻡ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪،‬‬
‫ﻭﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺘﺭﺍﺠﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻤﻬﺞ ﺒﻌﺩ ﻅﻬﻭﺭ ﺍﺘﺠﺎﻫﺎﺕ ﺒﺤﺜﻴﺔ ﺠﺩﻴﺩﺓ‬
‫ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺘﺭﻜﺯ ﻓﻲ ﻤﺠﻤﻠﻬﺎ ﻋﻠﻰ ﺘﺤﻠﻴل ﻤﻀﻤﻭﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‬
‫ﻭﺩﺭﺍﺴﺔ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻲ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﻌﻤﻠﻴﺎﺕ ﺍﻝﺘﻜﻤﻴﻡ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ‪ ،‬ﻭﻫﻭ‬
‫ﺍﺘﺠﺎﻩ ﺴﺎﺩ ﺒﻘﻭﺓ ﻓﻲ ﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﺘﻤﺸﻴﺎ ﻤﻊ ﻤﻭﺠﺔ ﺒﺤﺜﻴﺔ ﺴﺎﺩﺕ ﻓﻲ‬
‫ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﻭﺍﻝﻐﺭﺏ ﻋﻤﻭﻤﺎ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺸﻴﻭﻉ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺤﻴﺔ ﻓﻲ ﺍﻝﻌﻘﻭﺩ ﺍﻷﺨﻴﺭﺓ ﺇﻻ ﺍﻥ ﺍﻝﺤﺎﺠﺔ‬

‫ﻝﻠﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻪ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺘﻅل ﻗﺎﺌﻤﺔ ﻭﻀﺭﻭﺭﻴﺔ‬
‫ﺍﺤﻴﺎﻨﺎ‪ ،‬ﻓﻜﺜﻴﺭﺍ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺘﻘﻭﻡ ﻓﻲ ﺒﻌﺽ ﺠﻭﺍﻨﺒﻬﺎ ﻋﻠﻰ ﺍﻝﺘﺎﺭﻴﺦ‪،‬‬
‫ﻓﺎﻝﻅﺎﻫﺭﺓ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﻋﻤﻭﻤﻬﺎ ﻫﻲ ﻅﺎﻫﺭﺓ ﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﻻ ﻴﻤﻜﻥ ﻓﻬﻡ ﻭﺍﺩﺭﺍﻙ‬
‫ﺤﺎﻀﺭﻫﺎ ﺇﻻ ﺒﺘﺘﺒﻊ ﻨﺸﺄﺘﻬﺎ ﻭﺘﻁﻭﺭﻫﺎ ﻭﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﺃﺩﺕ ﺇﻝﻰ ﺘﺸﻜﻠﻬﺎ ﺤﺘﻰ ﻭﺼﻠﺕ‬
‫ﺇﻝﻰ ﻤﺎ ﻫﻲ ﻋﻠﻴﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﻀﺭﻭﺭﺓ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﻤﺜل ﻫﺫﻩ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ‪.‬‬

‫ﻭﺒﺸﻜل ﺃﻜﺜﺭ ﺘﻔﺼﻴل ﻴﻤﻜﻥ ﺍﻥ ﻨﻭﻀﺢ ﻜﻴﻔﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺘﻭﻅﻴﻑ ﺍﻝﻤﻨﻬﺞ‬

‫ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺘﻌﺘﻤﺩ ﺍﻝﺒﺤﻭﺙ ﺍﻹﻋﻼﻤﻴﺔ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺒﺸﻜل ﻜﺒﻴﺭ ﻓﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺘﺘﺒﻊ ﻨﺸﺄﺓ ﻭﻅﻬﻭﺭ ﻭﺘﻁﻭﺭ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﻅﺭﻭﻑ ﺘﻠﻙ ﺍﻝﻨﺸﺄﺓ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﻝﺒﻴﺌﺔ ﺍﻝﻤﺤﻴﻁﺔ ﺒﻬﺎ‪ ،‬ﺴﻭﺍﺀ ﺘﻌﻠﻕ ﺍﻷﻤﺭ‬
‫– ﻤﺜﻼ – ﺒﻨﺸﺄﺓ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻭﺭﻗﻴﺔ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﺃﻭ ﻓﻲ ﺍﻗﻠﻴﻡ ﻤﺎ ﻜﺎﻝﻭﻁﻥ ﺍﻝﻌﺭﺒﻲ‪ ،‬ﺃﻭ‬
‫ﺒﺩﻭﻝﺔ ﻤﺤﺩﺩﺓ ﻜﻠﻴﺒﻴﺎ‪ ،‬ﺍﻭ ﺩﺭﺍﺴﺔ ﺘﻁﻭﺭ ﻨﻭﻉ ﻤﻌﻴﻥ ﻤﻥ ﺍﻝﺼﺤﺎﻓﺔ ﻜﺎﻝﺼﺤﺎﻓﺔ ﺍﻻﻗﻠﻴﻤﻴﺔ‬
‫ﺃﻭ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻷﺩﺒﻴﺔ ﺃﻭ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺼﺤﻔﻴﺔ‬
‫ﺍﻝﺘﻲ ﺘﻌﻨﻲ ﺒﺎﻝﻨﺸﺄﺓ ﻭﺍﻝﺘﻁﻭﺭ ﻷﻴﺔ ﺤﺎﻝﺔ ﺼﺤﻔﻴﺔ‪ ،‬ﻭﻋﻠﻰ ﺃﻱ ﻤﺴﺘﻭﻯ ﺠﻐﺭﺍﻓﻲ ﻤﺤﻠﻲ‬
‫ﺍﻭ ﺍﻗﻠﻴﻤﻲ ﺍﻭ ﺩﻭﻝﻲ‪ ،‬ﺃﻭ ﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﺘﺘﺒﻊ ﻨﺸﺄﺓ ﺃﻴﺔ ﻭﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ ﺃﺨﺭﻯ ﻜﺎﻝﺴﻴﻨﻤﺎ‬
‫ﺃﻭ ﺍﻝﺭﺍﺩﻴﻭ ﺃﻭ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻤﺭﺍﺤل ﺘﻁﻭﺭ ﻜل ﻤﻨﻬﺎ‪ ،‬ﻭﻜل ﻤﺎ‬
‫ﻴﺘﺼل ﺒﻬﺫﻩ ﺍﻝﻭﺴﺎﺌل ﻤﻥ ﺍﺨﺘﺭﺍﻋﺎﺕ ﻭﻋﻠﻰ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻤﺤﻠﻴﺔ ﻭﺍﻻﻗﻠﻴﻤﻴﺔ‬
‫ﻭﺍﻝﺩﻭﻝﻴﺔ‪ ،‬ﻭﻤﺎ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﺍﻝﺼﺤﺎﻓﺔ ﻴﻨﻁﺒﻕ ﻋﻠﻰ ﺒﻘﻴﺔ ﺍﻝﻭﺴﺎﺌل ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺠﻭﺍﻨﺏ‬
‫ﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪283‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻥ ﻜل ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺘﺎﺭﻴﺦ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺘﻌﺘﻤﺩ ﺍﺴﺎﺴﺎ ﻋﻠﻰ‬
‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﺍﻝﺒﺤﺙ ﻭﺍﻝﺘﻨﻘﻴﺏ ﻋﻠﻰ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ‪ ،‬ﻭﺘﺘﺒﻊ ﻤﺭﺍﺤل‬
‫ﻨﺸﺄﺘﻬﺎ ﻭﺘﻁﻭﺭﻫﺎ‪.‬‬
‫‪ – 2‬ﻴﻭﻓﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻅﺭﻭﻓﺎ ﻤﻭﺍﺘﻴﺔ ﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ‬
‫ﻤﺭﺍﺤل ﺯﻤﻨﻴﺔ ﺴﺎﺒﻘﺔ‪ ،‬ﻓﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﻴﺼﻴﺭ ﺒﺈﻤﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ‬
‫ﻴﺩﺭﺱ ﺍﻝﻘﻭﺍﻨﻴﻥ ﻭﺍﻝﻠﻭﺍﺌﺢ ﻭﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺍﻝﺘﻌﻤﻴﻤﺎﺕ ﺍﻝﺘﻲ ﻨﻅﻤﺕ ﻋﻤل ﻭﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ‬
‫ﻤﻌﻴﻨﺔ ﻓﻲ ﻤﺭﺤﻠﺔ ﺘﺎﺭﻴﺨﻴﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﻓﺈﻥ ﺘﺘﺒﻊ ﺩﺭﺍﺴﺔ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺘﻲ‬
‫ﺘﻨﻅﻡ ﺍﻝﻌﻤل ﺍﻝﺼﺤﻔﻲ ﻓﻲ ﻝﻴﺒﻴﺎ ﺨﻼل ﺍﻝﻔﺘﺭﺓ ﻤﻥ ‪1908‬ﻡ ﺤﺘﻰ ‪1911‬ﻡ ﻴﺘﻁﻠﺏ ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻝﺫﻱ ﻴﻤﻜﻨﻪ ﻫﻨﺎ ﺭﺼﺩ ﻅﺭﻭﻑ ﺍﻝﻤﻤﺎﺭﺴﺔ‬
‫ﺍﻝﺼﺤﻔﻴﺔ ﻭﺸﺭﻭﻁﻬﺎ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻬﺎ ﻓﻲ ﺘﻠﻙ ﺍﻝﻤﺭﺤﻠﺔ‪.‬‬
‫ﺍﻥ ﻤﺜل ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﻭﻓﺭ ﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ ﻅﺭﻭﻑ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﺘﺸﺭﻴﻌﺎﺕ‬
‫ﻭﺍﻝﻤﺘﺼﻠﺔ ﺒﺎﻝﻌﻤل ﺍﻹﻋﻼﻤﻲ‪ ،‬ﻭﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻤﻥ ﻨﺎﺤﻴﺔ‬
‫ﻭﺍﻝﺴﻠﻁﺔ ﻤﻥ ﻨﺎﺤﻴﺔ ﺍﺨﺭﻯ‪.‬‬
‫‪ – 3‬ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻲ ﺩﺭﺍﺴﺔ ﻨﻅﺭﻴﺎﺕ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل ﻭﺘﺘﺒﻊ‬
‫ﺍﻝﺠﺫﻭﺭ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﻝﺘﻠﻙ ﺍﻝﻨﻅﺭﻴﺎﺕ‪ ،‬ﻭﺍﻝﺘﻁﻭﺭﺍﺕ ﻭﺍﻻﻀﺎﻓﺎﺕ ﺍﻝﺘﻲ ﺸﻬﺩﺘﻬﺎ ﻋﺒﺭ‬
‫ﺍﻝﻤﺭﺍﺤل ﻭﺍﻝﻤﺤﻁﺎﺕ ﻭﺍﻝﺘﻲ ﺘﺸﻜﻠﺕ ﺨﻼﻝﻬﺎ‪ ،‬ﻭﺭﺼﺩ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻭﺍﻷﺒﺤﺎﺙ ﺍﻝﺘﻲ ﺘﻤﺕ‬
‫ﻓﻲ ﺍﻁﺎﺭﻫﺎ ﺃﻭ ﺍﻝﺘﻲ ﺴﺎﻫﻤﺕ ﻓﻲ ﻭﻀﻊ ﻭﺘﻁﻭﻴﺭ ﻓﺭﻭﻀﻬﺎ ﻭﻤﻘﻭﻻﺘﻬﺎ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﺍﻻﻨﺘﺎﺝ ﺍﻝﻔﻜﺭﻱ ﺍﻝﺫﻱ ﺍﻓﻀﻰ ﺇﻝﻰ ﻭﻀﻊ ﻨﻅﺭﻴﺎﺕ ﻭﻨﻤﺎﺫﺝ ﺍﻹﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل‪،‬‬
‫ﻭﺫﻝﻙ ﻜﻠﻪ ﺒﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻻﻋﻼﻤﻴﺔ ﻓﻲ ﻋﻤﻭﻤﻬﺎ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺤﺩﻭﺩ ﻭﻤﺠﺎﻻﺕ ﺘﺄﺜﻴﺭﻫﺎ‪ ،‬ﻭﺃﻫﻤﻴﺘﻬﺎ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻬﺎ؟‬
‫‪ – 4‬ﻜﻤﺎ ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻜﺫﻝﻙ ﺍﺜﻨﺎﺀ ﺩﺭﺍﺴﺔ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﺘﻌﻤل ﻓﻲ‬
‫ﻅﻠﻬﺎ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﻤﺭﺤﻠﺔ ﺯﻤﻨﻴﺔ ﺴﺎﺒﻘﺔ‪ ،‬ﺫﻝﻙ ﺍﻥ ﻋﻤﻠﻴﺔ ﺍﻝﻤﻤﺎﺭﺴﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪284‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻹﻋﻼﻤﻴﺔ ﻭﻁﺒﻴﻌﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﻤﺠﻤﻠﻬﺎ ﻓﻲ ﺃﻱ ﻋﺼﺭ‪ ،‬ﺍﻨﻤﺎ ﺘﻌﻤل ﻓﻲ‬

‫ﺍﻁﺎﺭ ﺒﻴﺌﺔ ﻤﻌﻴﻨﺔ ﻝﻬﺎ ﺍﺒﻌﺎﺩﻫﺎ ﻭﻭﺍﻗﻌﻬﺎ ﺍﻝﺴﻴﺎﺴﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻝﺜﻘﺎﻓﻲ‪،‬‬
‫ﻫﺫﻩ ﺍﻝﺒﻴﺌﺔ ﻫﻲ ﺍﻝﺘﻲ ﺘﺤﺩﺩ ﻭﺇﻝﻰ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻁﺒﻴﻌﺔ ﺍﻝﺼﺤﺎﻓﺔ ﺃﻭ ﻏﻴﺭﻫﺎ ﻤﻥ ﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻡ ﻓﻲ ﺘﻠﻙ ﺍﻝﻤﺭﺤﻠﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻔﻬﻡ ﺍﻝﻌﻤﻴﻕ ﻝﻸﻭﻀﺎﻉ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ‬
‫ﻤﺭﺤﻠﺔ ﺯﻤﻨﻴﺔ ﻤﻌﻴﻨﺔ ﻴﺘﻁﻠﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻴﻀﺎ ﺩﺭﺍﺴﺔ ﺒﻴﺌﺔ ﺍﻹﻋﻼﻡ ﺒﺄﺒﻌﺎﺩﻫﺎ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺘﻁﻠﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻝﺘﺤﻘﻴﻕ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ‬
‫ﻴﺴﻌﻭﻥ ﺇﻝﻴﻬﺎ‪.‬‬
‫‪ – 5‬ﻴﺴﺘﺨﺩﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﻴﻀﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ ﺭﺼﺩ ﺩﻭﺭ‬
‫ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺃﻭ ﻭﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺘﺼﺩﻱ ﻝﺤﺎﻝﺔ ﺃﻭ ﻭﻀﻊ ﻤﻌﻴﻥ ﺃﻭ‬
‫ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻅﺭﻭﻑ ﻤﻌﻴﻨﺔ ﻓﻲ ﺤﻘﺒﺔ ﺯﻤﻨﻴﺔ ﻝﻬﺎ ﺃﻭﻀﺎﻋﻬﺎ ﻭﻅﺭﻭﻓﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﺄﻥ‬
‫ﻴﺠﺭﻱ – ﻤﺜﻼ ‪ -‬ﺃﺤﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺩﺭﺍﺴﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺩﻭﺭ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻭﻁﻨﻴﺔ ﻓﻲ‬
‫ﻤﻘﺎﻭﻤﺔ ﺍﻝﺘﻐﻠﻐل ﺍﻻﻴﻁﺎﻝﻲ ﻓﻲ ﻝﻴﺒﻴﺎ ﻗﺒل ﻋﺎﻡ ‪1911‬ﻡ‪ ،‬ﻭﻴﺸﻤل ﺫﻝﻙ ﺍﻴﻀﺎ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﺇﻝﻰ ﺩﺭﺍﺴﺔ ﺃﻭﻀﺎﻉ ﺍﻝﺼﺤﺎﻓﺔ – ﻤﺜﻼ – ﺃﻭ ﻏﻴﺭﻫﺎ ﻤﻥ‬
‫ﺍﻝﻭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﺤﻘﺒﺔ ﺯﻤﻨﻴﺔ ﻤﺤﺩﺩﺓ ﻗﺩ ﺘﻜﻭﻥ ﺍﺴﺘﺜﻨﺎﺌﻴﺔ‪ ،‬ﻜﺄﻥ ﻴﺩﺭﺱ ﺃﺤﺩ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ ﺃﻭﻀﺎﻉ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻠﻴﺒﻴﺔ ﺘﺤﺕ ﺍﻹﺩﺍﺭﺓ ﺍﻝﺒﺭﻴﻁﺎﻨﻴﺔ‪ ،‬ﺍﻭ ﺨﻼل ﻓﺘﺭﺓ ﺍﻻﺤﺘﻼل‬
‫ﺍﻻﻴﻁﺎﻝﻲ ﻝﻠﻴﺒﻴﺎ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﻝﻠﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻻ‬
‫ﻴﻤﻜﻥ ﺒﺄﻱ ﺤﺎل ﻤﻥ ﺍﻷﺤﻭﺍل ﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻨﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﺴﺎﻋﺩ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ‬
‫ﺍﻝﺤﻘل ﺍﻹﻋﻼﻤﻲ ﻋﻠﻰ ﻓﻬﻡ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻷﻭﻀﺎﻉ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﺼﻭﺭﺘﻬﺎ‬
‫ﺍﻝﺘﺎﺭﻴﺨﻴﺔ‪ ،‬ﻭﻫﻭ ﺍﻝﻔﻬﻡ ﺍﻝﺫﻱ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﻭﻓﺭ ﻗﺎﻋﺩﺓ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻌﻴﻥ ﻋﻠﻰ ﻓﻬﻡ ﻭﺍﻗﻊ ﺍﻹﻋﻼﻡ ﻓﻲ ﺍﻝﻭﻗﺕ ﺍﻝﺤﺎﻀﺭ‪ ،‬ﻭﺍﺴﺘﺸﺭﺍﻑ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻹﻋﻼﻤﻴﺔ‬
‫ﻭﻤﺎﻻﺘﻬﺎ ﺍﻝﻤﺴﺘﻘﺒﻠﻴﺔ‪.‬‬
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‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺨﺎﻤﺴﺎ‪ :‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ‬

‫ﻤﻔﻬﻭﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ‪:‬‬
‫ﻴﻌﺩ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ ﺃﺤﺩ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻝﻠﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺍﻝﻅﻭﺍﻫﺭ‬
‫ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻓﻲ ﺫﺍﺕ ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ‪ ،‬ﺃﻭ ﻓﻲ ﻨﻔﺱ‬
‫ﺍﻝﻤﺠﺘﻤﻊ ﻓﻲ ﻤﺭﺤﻠﺘﻴﻥ ﺯﻤﻨﻴﺘﻴﻥ ﻤﺨﺘﻠﻔﺘﻴﻥ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻭﺠﻪ ﺍﻝﺘﺸﺎﺒﻪ ﺃﻭ‬
‫ﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺘﻠﻙ ﺍﻝﻅﻭﺍﻫﺭ ﻓﻲ ﻅﺭﻭﻑ ﻤﺘﺒﺎﻴﻨﺔ‪ ،‬ﺒﻐﺭﺽ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺩﻻﻝﺘﻬﺎ‪،‬‬
‫ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺅﺜﺭﺓ ﻓﻴﻬﺎ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺒﺫﻝﻙ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺘﻔﻴﺩ ﻓﻲ ﺭﺼﺩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﻤﺘﺤﻜﻤﺔ ﻓﻲ ﺍﻝﻅﻭﺍﻫﺭ‪ ،‬ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻓﻲ ﻭﻀﻊ ﺘﻌﻤﻴﻤﺎﺕ ﻨﻅﺭﻴﺔ ﺘﻘﻭﺩ ﺇﻝﻰ ﺘﻔﺴﻴﺭﻫﺎ‬
‫ﺘﻔﺴﻴﺭﺍ ﻋﻠﻤﻴﺎ‪ ،‬ﺒﻐﺭﺽ ﺍﻻﺴﻬﺎﻡ ﻓﻲ ﺘﻁﻭﻴﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪.‬‬

‫"ﻭﻭﻓﻘﺎ ﻝﻤﺎ ﺫﻜﺭﻩ ﺴﺘﻴﺭﻭﺍﺕ ﻤﻴل ﻓﺈﻥ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻫﻲ‪ :‬ﺩﺭﺍﺴﺔ ﻅﻭﺍﻫﺭ ﻤﺘﺸﺎﺒﻬﺔ ﺃﻭ‬
‫ﻤﺘﻨﺎﻅﺭﺓ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﺃﻭ ﻫﻲ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻤﻨﻅﻡ ﻝﻼﺨﺘﻼﻓﺎﺕ ﻓﻲ ﻤﻭﻀﻭﻉ ﺃﻭ‬
‫)‪( 1‬‬
‫ﻭﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺘﺴﻌﻰ ﻝﻠﻭﻗﻭﻑ ﻋﻠﻰ ﺃﻭﺠﻪ‬ ‫ﺃﻜﺜﺭ ﻋﺒﺭ ﻤﺠﺘﻤﻌﻴﻥ ﺃﻭ ﺃﻜﺜﺭ"‪،‬‬
‫ﺍﻝﺸﺒﻪ ﻭﺍﻻﺨﺘﻼﻑ ﺒﻴﻥ ﺃﺤﺩﺍﺙ ﻭﻅﻭﺍﻫﺭ ﻤﻌﻴﻨﺔ ﺒﻘﺼﺩ ﺍﻝﻜﺸﻑ ﻋﻠﻰ ﺩﻻﻝﺘﻬﺎ‪ ،‬ﻓﺈﻨﻪ ﻝﻴﺱ‬
‫ﻤﻥ ﺍﻝﻤﺘﺼﻭﺭ ﺍﻥ ﺘﻌﻘﺩ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﺃﺤﺩﺍﺙ ﻻ ﺘﺸﺘﺭﻙ ﻓﻲ ﺤﺩ ﺃﺩﻨﻰ ﻤﻥ ﺴﻤﺎﺕ‬
‫ﺃﺴﺎﺴﻴﺔ ﺘﺘﺨﺫﻫﺎ ﻝﻠﻤﻘﺎﺭﻨﺔ)‪.(2‬‬
‫ﻭﻴﺭﻯ ﺠﻭﻥ ﺩﻭﺒﻲ ‪ John Doby‬ﺇﻨﻪ ﺇﺫﺍ ﺍﺘﻴﺤﺕ ﻝﻠﺒﺎﺤﺙ ﻅﻭﺍﻫﺭ ﺸﻭﻫﺩﺕ ﻓﻲ‬
‫ﺃﻤﺎﻜﻥ ﻤﺨﺘﻠﻔﺔ ﻭﺃﺯﻤﻨﺔ ﻤﺨﺘﻠﻔﺔ ﻭﺘﺤﺕ ﻅﺭﻭﻑ ﻤﺨﺘﻠﻔﺔ ﻓﺈﻥ ﺫﻝﻙ ﻴﻌﻁﻲ ﻝﻠﻤﻘﺎﺭﻨﺔ ﻗﺎﻋﺩﺓ‬
‫ﻋﺭﻴﻀﺔ ﻭﻤﺎﺩﺓ ﻏﺯﻴﺭﺓ ‪ ..‬ﻭﺍﻓﻀل ﺍﻨﻭﺍﻉ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻤﻘﺎﺭﻥ ﻫﻭ ﺍﻝﺫﻱ ﻴﺒﻨﻰ ﻋﻠﻰ ﺃﺴﺎﺱ‬

‫‪ -1‬ﻨﺼﺭ ﻋﺎﺭﻑ‪ ،‬ﻨﻅﺭﻴﺎﺕ ﺍﻝﺴﻴﺎﺴﺔ ﺍﻝﻤﻘﺎﺭﻨﺔ‪ ،‬ﺃﻁﺭﻭﺤﺔ ﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﻘﺎﻫﺭﺓ‪1995 ،‬ﻡ‪،‬‬
‫ﺹ‪.68‬‬
‫‪ -2‬ﻁﻪ ﺒﺩﻭﻱ‪ ،‬ﺍﻝﻤﻨﻬﺞ ﻓﻲ ﻋﻠﻡ ﺍﻝﺴﻴﺎﺴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﻜﻠﻴﺔ ﺍﻝﺘﺠﺎﺭﺓ‪1979 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.191‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺒﺭﻫﻨﺔ ﺍﻝﻔﺭﻀﻴﺎﺕ ﺍﻭ ﺭﻓﻀﻬﺎ ﻋﻨﺩ ﻋﺩﺓ ﺤﻀﺎﺭﺍﺕ ﺃﻭ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻭﻤﺘﺒﺎﻴﻨﺔ ‪..‬‬
‫)‪(1‬‬
‫ﻤﻥ ﺃﺠل ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻌﻤﻴﻤﺎﺕ ﺃﻭﺴﻊ ﻝﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﺘﺘﻁﻠﺏ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺠﻬﺩﺍ ﺒﺤﺜﻴﺎ ﻜﺒﻴﺭﺍ ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﺘﺠﺭﻯ ﺒﻴﻥ ﻤﺠﺘﻤﻌﺎﺕ‬
‫ﻤﺘﺒﺎﻋﺩﺓ ﺠﻐﺭﺍﻓﻴﺎ‪ ،‬ﻜﻤﺎ ﺘﺘﻁﻠﺏ ﺩﻗﺔ ﻋﺎﻝﻴﺔ ﻓﻲ ﻋﻤﻠﻴﺔ ﺭﺼﺩ ﻭﺘﺼﻨﻴﻑ ﻭﺘﻨﻅﻴﻡ‬
‫ﺍﻝﻤﺸﺎﻫﺩﺍﺕ ﺤﻭل ﺘﻁﻭﺭ ﺍﻝﻅﺎﻫﺭﺓ ﻤﺤل ﺍﻝﻤﻘﺎﺭﻨﺔ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﻬﻡ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻥ‬
‫ﺍﻝﻤﻘﺎﺭﻨﺔ ﻻ ﺘﺠﺭﻯ ﺇﻻ ﺒﻴﻥ ﻤﺠﺘﻤﻌﺎﺕ ﺘﺸﺘﺭﻙ ﻓﻲ ﻋﻭﺍﻤل ﻭﻅﺭﻭﻑ ﻤﺘﺸﺎﺒﻬﺔ‪ ،‬ﻭﻻ‬
‫ﻴﻤﻜﻥ ﺍﻥ ﺘﺘﻡ ﺒﻴﻥ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺘﺒﺎﻴﻨﺔ ﺘﻤﺎﻤﺎ‪ ،‬ﻭﻝﻴﺱ ﻫﻨﺎﻙ ﻤﺎ ﻴﺠﻤﻊ ﺒﻴﻨﻬﺎ‪ ،‬ﻓﻼ ﻴﻤﻜﻥ‬
‫ﻤﺜﻼ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻤﻘﺎﺭﻨﺔ ﺤﻭل ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻨﻤﻭ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﺃﻭ ﺒﻴﻥ ﺃﻭﻀﺎﻉ‬
‫ﺍﻝﺼﺤﺎﻓﺔ ﻓﻲ ﻜل ﻤﻥ ﻝﻴﺒﻴﺎ ﻭﺍﻝﻴﺎﺒﺎﻥ ﻝﻜﻥ ﻴﻤﻜﻥ ﺍﻥ ﺘﺠﺭﻯ ﺩﺭﺍﺴﺔ ﻝﻠﻌﺭﻑ ﻋﻠﻰ ﺘﻠﻙ‬
‫ﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺒﻴﻥ ﻝﻴﺒﻴﺎ ﻭﺍﻝﻜﻭﻴﺕ ﻤﺜﻼ ﺃﻭ ﺒﻴﻥ ﻤﺼﺭ ﻭﺍﻝﻤﻐﺭﺏ‪ ،‬ﻝﻭﺠﻭﺩ ﻋﻭﺍﻤل ﻤﺸﺘﺭﻜﺔ‬
‫ﺒﻴﻥ ﻫﺫﻩ ﺍﻝﺒﻠﺩﺍﻥ‪ ،‬ﻭﻻﺒﺩ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺫﺍﺕ ﻤﻐﺯﻯ ﻭﻫﺩﻑ ﻭﺍﻀﺢ‪،‬‬
‫ﺒﺤﻴﺙ ﻻ ﺘﺠﺭﻯ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻝﻤﺠﺭﺩ ﺍﻝﻤﻘﺎﺭﻨﺔ‪ ،‬ﻭﺍﻨﻤﺎ ﻝﻠﺨﺭﻭﺝ ﺒﻨﺘﺎﺌﺞ ﺘﻔﻴﺩ ﻓﻲ ﻭﻀﻊ‬
‫ﺘﻌﻤﻴﻤﺎﺕ ﻭﻨﻅﺭﻴﺎﺕ ﻋﻠﻤﻴﺔ ﺘﺜﺭﻱ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻻﻨﺴﺎﻨﻴﺔ‪.‬‬
‫ﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻤﻘﺎﺭﻨﺔ‪:‬‬
‫)‪(2‬‬
‫ﻴﺨﻀﻊ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻤﻘﺎﺭﻥ ﺇﻝﻰ ﺃﺭﺒﻊ ﺤﺎﻻﺕ ﻤﻥ ﺍﻝﻤﻘﺎﺭﻨﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻤﻘﺎﺭﻨﺔ ﻤﺘﻐﻴﺭ ﻭﺍﺤﺩ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺘﺸﺎﺒﻬﺔ‪ ،‬ﻜﺩﺭﺍﺴﺔ ﺍﻝﻭﻀﻊ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﻷﺒﻨﺎﺀ ﺍﻝﻌﻤﺎل ﻓﻲ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻻﺒﺘﺩﺍﺌﻴﺔ ﻋﻨﺩ ﻤﺠﺘﻤﻌﻴﻥ ﺼﻨﺎﻋﻴﻴﻥ‪.‬‬
‫‪ – 2‬ﻤﻘﺎﺭﻨﺔ ﻋﺩﺓ ﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺘﺸﺎﺒﻬﺔ‪ ،‬ﻜﺩﺭﺍﺴﺔ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺴﻴﺎﺴﻲ‬
‫ﻝﻌﺸﺭﺓ ﺍﻗﻁﺎﺭ ﻨﺎﻤﻴﺔ‪ ،‬ﻭﻴﺼﻨﻑ ﻤﺘﻐﻴﺭ ﺍﻝﺘﻁﻭﺭ ﺍﻝﺴﻴﺎﺴﻲ ﺇﻝﻰ ﺨﻤﺱ ﻭﺤﺩﺍﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ‬

‫‪ -1‬ﻁﺎﻫﺭ ﺤﺴﻥ ﺍﻝﺯﻴﺒﺎﺭﻱ‪ ،‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻤﺠﺩ ﺍﻝﻤﺅﺴﺴﺔ‬
‫ﺍﻝﺠﺎﻤﻌﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2011 ،‬ﻡ‪ ،‬ﺹ‪.75‬‬
‫‪ -2‬ﻤﻌﻥ ﺨﻠﻴل ﻋﻤﺭ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﺸﺭﻭﻕ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪1996‬ﻡ‪ .289،290 ،‬ﻓﻲ‪ :‬ﻁﺎﻫﺭ ﺤﺴﻥ ﺍﻝﺯﻴﺒﺎﺭﻱ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.72،73‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻫﻲ‪ :‬ﺍﻝﻭﻅﻴﻔﺔ ﺍﻻﺩﺍﺭﻴﺔ‪ ،‬ﻭﺍﻝﻭﻅﻴﻔﺔ ﺍﻝﻘﺎﻨﻭﻨﻴﺔ‪ ،‬ﻭﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﺤﺯﺒﻲ‪ ،‬ﻭﺍﻝﺴﻠﻁﺎﻥ ﻭﺍﻝﺴﻠﻁﺔ‪،‬‬

‫ﻭﺘﺄﺜﻴﺭ ﺍﻝﻤﻭﺍﻁﻨﻴﻥ‪.‬‬
‫‪ – 3‬ﻤﻘﺎﺭﻨﺔ ﻋﻼﻗﺔ ﻋﺩﺓ ﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻤﺠﺘﻤﻊ ﻭﺍﺤﺩ؛ ﻤﺜل ﺩﺭﺍﺴﺔ ﻋﻼﻗﺔ ﻤﻌﺩل‬
‫ﺍﻻﻨﺠﺎﺏ ﺒﺎﻝﻁﺒﻘﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ )ﺤﻀﺭﻴﺔ ﻭﺭﻴﻔﻴﺔ( ﻓﻲ ﻤﺠﺘﻤﻊ ﻤﺎ‪.‬‬
‫‪ – 4‬ﻤﻘﺎﺭﻨﺔ ﻋﻼﻗﺔ ﻋﺩﺓ ﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺘﺒﺎﻴﻨﺔ‪ ،‬ﻤﺜل ﺩﺭﺍﺴﺔ ﺍﻝﺘﻨﻤﻴﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺒﺎﻝﺩﺨل ﺍﻝﻘﻭﻤﻲ ﻓﻲ ﻤﺠﺘﻤﻊ ﺼﻨﺎﻋﻲ‪ ،‬ﻭﻤﻘﺎﺭﻨﺔ ﺘﻠﻙ ﺍﻝﻌﻼﻗﺔ‬
‫ﺒﻤﺠﺘﻤﻊ ﺯﺭﺍﻋﻲ‪.‬‬
‫ﻤﺯﺍﻴﺎ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻘﺎﺭﻨﺔ‪:‬‬
‫ﻝﻠﺒﺤﻭﺙ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺯﺍﻴﺎ‪ ،‬ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻴﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺘﺘﻴﺢ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺍﻝﻤﺠﺎل ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻅﺎﻫﺭﺓ ﻭﺴﻁ ﻅﺭﻭﻑ‬
‫ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﻓﻬﻡ ﺍﻋﻤﻕ ﻭﺍﺸﻤل ﻝﻬﺎ‪.‬‬
‫‪ – 2‬ﺘﻭﻓﺭ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ‪،‬‬
‫ﻭﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﺘﺤﻜﻡ ﻓﻴﻬﺎ ﻭﺘﻭﺠﻬﻬﺎ‪.‬‬
‫‪ – 3‬ﺘﺴﻬﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻓﻲ ﺘﻭﻓﻴﺭ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺍﻝﻅﺎﻫﺭﺓ ﻓﻲ‬
‫ﻅﺭﻭﻑ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻤﻤﺎ ﻴﻤﻜﻥ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺘﻘﺩﻴﻡ ﺘﻔﺴﻴﺭﺍﺕ ﻤﻘﻨﻌﺔ ﻭﻤﺩﻋﻤﺔ ﺒﺎﻝﺤﺠﺞ‪.‬‬
‫‪ – 4‬ﺘﺴﻬﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻓﻲ ﺘﻭﻓﻴﺭ ﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪،‬‬
‫ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺇﺠﺭﺍﺀ ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻌﻤﻘﺔ ﺤﻭل ﺘﻠﻙ‬
‫ﺍﻝﻤﺠﺘﻤﻌﺎﺕ‪.‬‬
‫‪ – 5‬ﺘﺘﻴﺢ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻤﻘﺎﺭﻨﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺃﻜﺒﺭ ﻝﻠﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺘﻭﺠﻴﻬﻬﺎ‪ ،‬ﻭﺫﻝﻙ‬
‫ﻨﻅﺭﺍ ﻝﺤﺠﻡ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺘﻭﻓﺭﻫﺎ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺒﺤﻭﺙ‪.‬‬
‫‪Copyright © 2018.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ‪:‬‬

‫ﺘﻭﺍﺠﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻋﺩﺩ ﻤﻥ ﺍﻝﺼﻌﻭﺒﺎﺕ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻵﺘﻲ)‪:(1‬‬
‫‪ – 1‬ﻤﻥ ﺍﻝﺼﻌﺏ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺘﺤﺩﻴﺩ ﺍﻝﺴﺒﺏ ﻤﻥ ﺍﻝﻨﺘﻴﺠﺔ‪ ،‬ﺃﻭ ﺍﻝﻌﻠﺔ ﻤﻥ‬
‫ﺍﻝﻤﻌﻠﻭل‪ ،‬ﺨﺼﻭﺼﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﺘﻼﺯﻡ ﺒﻴﻨﻬﻤﺎ ﻫﻭ ﺘﻼﺯﻡ ﻗﺎﺌﻡ ﻋﻠﻰ ﺍﻝﺼﺩﻓﺔ ﻭﻝﻴﺱ‬
‫ﺘﻼﺯﻤﺎ ﺴﺒﺒﻴﺎ‪.‬‬
‫‪ – 2‬ﻻ ﺘﺭﺘﺒﻁ ﺍﻝﻨﺘﺎﺌﺞ ﻏﺎﻝﺒﺎ ﻭﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻌﻠﻭﻡ ﺒﻌﺎﻤل ﻭﺍﺤﺩ‪ ،‬ﺒل ﺘﻜﻭﻥ‬
‫ﺤﺼﻴﻠﺔ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺘﺩﺍﺨﻠﺔ ﻭﺍﻝﻤﺘﻔﺎﻋﻠﺔ ﻤﻊ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ‪.‬‬
‫‪ – 3‬ﻗﺩ ﺘﺤﺩﺙ ﻅﺎﻫﺭﺓ ﻤﺎ ﻨﺘﻴﺠﺔ ﻝﺴﺒﺏ ﻤﺎ ﻓﻲ ﻅﺭﻑ ﻤﻌﻴﻥ‪ ،‬ﻭﻗﺩ ﺘﺤﺩﺙ ﻫﺫﻩ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﻨﺘﻴﺠﺔ ﻝﺴﺒﺏ ﺃﺨﺭ ﻴﺨﺘﻠﻑ ﻋﻥ ﺍﻝﺴﺏ ﺍﻷﻭل ﻓﻲ ﻅﺭﻑ ﺃﺨﺭ‪.‬‬
‫‪ – 4‬ﻻ ﻴﻤﻜﻥ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ ﻀﺒﻁ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﺍﻝﺘﺤﻜﻡ ﺒﻬﺎ‬
‫ﻭﻋﺯﻝﻬﺎ ﻭﺍﻝﺴﻴﻁﺭﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻤﺜﻼ‪ ،‬ﻭﺫﻝﻙ ﺒﺴﺒﺏ‬
‫ﺘﺩﺍﺨﻠﻬﺎ ﻭﺘﺸﺎﺒﻜﻬﺎ ﻤﻊ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ‪.‬‬
‫‪ – 5‬ﻗﺩ ﺘﺤﺩﺙ ﺘﻐﻴﺭﺍﺕ ﺠﺫﺭﻴﺔ ﺃﺴﺎﺴﻴﺔ ﻓﻲ ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻊ ﺒﻴﻥ‬
‫ﺍﻝﻤﻘﺎﺭﻨﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺜﺎﻨﻴﺔ‪ ،‬ﻋﻨﺩ ﻤﻘﺎﺭﻨﺔ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ ﻓﻲ ﻓﺘﺭﺘﻴﻥ ﺯﻤﻨﻴﺘﻴﻥ ﻤﺨﺘﻠﻔﺘﻴﻥ‪،‬‬
‫ﻤﻤﺎ ﻴﺅﺜﺭ ﻋﻠﻰ ﺼﺩﻕ ﻨﺘﺎﺌﺞ ﺍﻝﻤﻘﺎﺭﻨﺔ ﻭﺜﺒﺎﺘﻬﺎ‪.‬‬

‫ﻤﺠﺎﻻﺕ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪:‬‬

‫ﻴﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻘﺎﺭﻥ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ ﻓﻲ ﻋﺩﺓ ﺤﺎﻻﺕ‪ ،‬ﻴﻤﻜﻥ‬
‫ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻤﻘﺎﺭﻨﺔ ﺍﻝﻨﻅﻡ ﻭﺍﻝﺘﺸﺭﻴﻌﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺘﺸﺎﺒﻬﺔ‪ ،‬ﻜﺩﺭﺍﺴﺔ‬
‫ﺍﻝﺘﻨﻅﻴﻡ ﺍﻝﻘﺎﻨﻭﻨﻲ ﻝﻠﺼﺤﺎﻓﺔ ﻓﻲ ﻜل ﻤﻥ ﻤﺼﺭ ﻭﻝﻴﺒﻴﺎ‪.‬‬

‫‪ -1‬ﻁﺎﻫﺭ ﺤﺴﻥ ﺯﻴﺒﺎﺭﻱ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪ .74‬ﺍﻨﻅﺭ ﻜﺫﻝﻙ ﻜﺘﺎﺏ ﺫﻭﻗﺎﻥ ﻋﺒﻴﺩﺍﺕ‪ ،‬ﺍﻝﺒﺤﺙ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻌﻠﻤﻲ ﻤﻔﻬﻭﻤﻪ ‪ ،‬ﺃﺩﻭﺍﺘﻪ‪ ،‬ﻭﺍﺴﺎﻝﻴﺒﻪ‪ ،‬ﻁ‪ ،9‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ‪2005 ،‬ﻡ‪ ،‬ﺹ‪..344‬‬
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‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﻤﻘﺎﺭﻨﺔ ﺃﻭﻀﺎﻉ ﺍﻝﺼﺤﺎﻓﺔ ‪ -‬ﻭﻓﻕ ﻋﺩﺓ ﻤﺘﻐﻴﺭﺍﺕ – ﻓﻲ ﻋﺩﺓ ﺒﻠﺩﺍﻥ‬

‫ﻤﺘﺸﺎﺒﻬﺔ‪ ،‬ﻜﺩﺭﺍﺴﺔ ﻤﻠﻜﻴﺔ ﻭﺘﻨﻅﻴﻡ ﻭﺘﻤﻭﻴل ﻭﺴﻴﺎﺴﺎﺕ ﻭﺘﻭﺯﻴﻊ ﺍﻝﺼﺤﻑ ﻓﻲ ﺍﻝﺒﻠﺩﺍﻥ‬
‫ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺃﻭ ﺒﻠﺩﺍﻥ ﺍﻝﻤﻐﺭﺏ ﺍﻝﻌﺭﺒﻲ‪.‬‬
‫‪ – 3‬ﻤﻘﺎﺭﻨﺔ ﻤﻀﻤﻭﻥ ﺍﻝﺨﻁﺎﺏ ﺍﻝﺼﺤﻔﻲ ﺘﺠﺎﻩ ﻗﻀﻴﺔ ﻤﻌﻴﻨﺔ ﻓﻲ ﺼﺤﻑ ﻤﺨﺘﻠﻔﺔ‬
‫ﺍﻝﻤﻠﻜﻴﺔ ﻭﺍﻝﺘﻭﺠﻬﺎﺕ ﻓﻲ ﺒﻠﺩ ﻭﺍﺤﺩ‪ ،‬ﻜﻤﻘﺎﺭﻨﺔ ﺘﻨﺎﻭل ﻜل ﻤﻥ ﺍﻝﺼﺤﻑ ﺍﻝﺤﻜﻭﻤﻴﺔ‬
‫ﻭﺍﻝﺼﺤﻑ ﺍﻝﺤﺯﺒﻴﺔ ﺃﻭ ﺍﻝﻨﻘﺎﺒﻴﺔ ﻓﻲ ﺒﻠﺩ ﻤﺎ ﻝﻘﺎﻨﻭﻥ ﻤﻌﻴﻥ‪.‬‬
‫‪ – 4‬ﻤﻘﺎﺭﻨﺔ ﺍﻝﺨﻁﺎﺏ ﺍﻝﺼﺤﻔﻲ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺨﺘﻠﻔﺔ ﺘﺠﺎﻩ ﻗﻀﻴﺔ ﻤﻌﻴﻨﺔ‪،‬‬
‫ﻜﻤﻘﺎﺭﻨﺔ ﻤﻌﺎﻝﺠﺔ ﻜل ﻤﻥ ﺍﻝﺼﺤﻑ ﺍﻝﻠﻴﺒﻴﺔ ﻭﺍﻝﺼﺤﻑ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﺘﺩﺨل ﺍﻷﺠﻨﺒﻲ ﻓﻲ‬
‫ﺴﻭﺭﻴﺎ‪.‬‬
‫‪ –5‬ﻤﻘﺎﺭﻨﺔ ﺃﻭﻀﺎﻉ ﺃﻭ ﻤﻤﺎﺭﺴﺎﺕ ﺼﺤﻔﻴﺔ ﻤﻌﻴﻨﺔ ﻓﻲ ﻓﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﻤﺨﺘﻠﻔﺔ ﻓﻲ‬
‫ﻨﻔﺱ ﺍﻝﻤﺠﺘﻤﻊ‪.‬‬

‫ﺴﺎﺩﺴﺎ‪ :‬ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‬

‫ﻤﻔﻬﻭﻡ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪:‬‬
‫ﻴﻌﺭﻑ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺒﺎﻨﻪ "ﺍﻝﻤﻨﻬﺞ ﺍﻝﺫﻱ ﻴﻬﺩﻑ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺃﻫﻡ ﺍﻝﻌﻭﺍﻤل‬
‫ﺍﻝﻤﺅﺜﺭﺓ ﻓﻲ ﺍﻝﻭﺤﺩﺓ )ﺍﻝﺤﺎﻝﺔ( ﻭﺍﺒﺭﺍﺯ ﺍﻻﺭﺘﺒﺎﻁﺎﺕ ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺴﺒﺒﻴﺔ ﺃﻭ ﺍﻝﻭﻅﻴﻔﻴﺔ ﺒﻴﻥ‬
‫ﺃﺠﺯﺍﺀ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﻭﻻ ﻴﻜﺘﻔﻲ ﻫﺫﺍ ﺍﻝﻤﻨﻬﺞ ﺒﺎﻝﻭﺼﻑ ﺍﻝﺨﺎﺭﺠﻲ ﺍﻭ ﺍﻝﻅﺎﻫﺭﻱ ﻝﻠﻤﻭﻗﻑ ﺃﻭ‬
‫ﺍﻝﻭﺤﺩﺓ‪ ،‬ﻜﻤﺎ ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻝﻤﻭﻗﻑ ﺍﻝﻜﻠﻲ ﻭﻴﻨﻅﺭ ﺇﻝﻰ ﺍﻝﺠﺯﻴﺌﺎﺕ ﻤﻥ ﺤﻴﺙ ﻋﻼﻗﺘﻬﺎ‬
‫ﺒﺎﻝﻜل ﺍﻝﺫﻱ ﻴﺤﺘﻭﻴﻬﺎ‪ ،‬ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻥ ﺍﻝﺠﺯﻴﺌﺎﺕ ﻫﻲ ﺠﺎﻨﺏ ﺍﻭ ﻤﻅﻬﺭ ﻤﻥ ﻤﻅﺎﻫﺭ‬
‫ﺍﻝﺤﻘﻴﻘﺔ ﺍﻝﻜﻠﻴﺔ")‪.(1‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻓﺎﺭﻭﻕ ﻴﻭﺴﻑ‪ ،‬ﻭﺴﺎﺌل ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﻋﻴﻥ ﺸﻤﺱ‪1985 ،‬ﻡ‪ ،‬ﺹ‪.51‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜﻤﺎ ﻴﻌﺭﻑ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺒﺎﻨﻬﺎ "ﺍﻝﻤﻨﻬﺞ ﺍﻝﺫﻱ ﻴﺘﺠﻪ ﺇﻝﻰ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺄﻴﺔ ﻭﺤﺩﺓ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻓﺭﺩﺍ ﺃﻭ ﻤﺅﺴﺴﺔ ﺍﻭ ﻨﻅﺎﻤﺎ ﺍﺠﺘﻤﺎﻋﻴﺎ ﺃﻭ‬
‫ﻤﺠﺘﻤﻌﺎ ﻤﺤﻠﻴﺎ ﻋﺎﻤﺎ‪ ،‬ﻭﻫﻭ ﻴﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﺘﻌﻤﻕ ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﺭﺤﻠﺔ ﻤﻌﻴﻨﺔ ﻤﻥ‬
‫ﺘﺎﺭﻴﺦ ﺍﻝﻭﺤﺩﺓ‪ ،‬ﺍﻭ ﺩﺭﺍﺴﺔ ﺠﻤﻴﻊ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻲ ﻤﺭﺕ ﺒﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻘﺼﺩ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﺘﻌﻤﻴﻤﺎﺕ ﻋﻠﻤﻴﺔ ﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻭﺤﺩﺓ ﺍﻝﻤﺩﺭﻭﺴﺔ ﻭﺒﻐﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﻤﺸﺎﺒﻬﺔ ﻝﻬﺎ")‪.(1‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻝﺒﻌﺽ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺒﺎﻨﻬﺎ "ﻨﻭﻉ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻭﺼﻔﻴﺔ ﺘﺭﺘﻜﺯ ﻋﻠﻰ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﻭﻤﻌﻠﻭﻤﺎﺕ ﻭﺤﻘﺎﺌﻕ ﺩﻗﻴﻘﺔ ﻭﺘﻔﺼﻴﻠﻴﺔ ﻤﻥ ﻓﺭﺩ ﻤﻌﻴﻥ‪ ،‬ﺍﻭ ﻋﻥ‬
‫ﺴﻠﻭﻙ ﻤﺤﺩﺩ‪ ،‬ﺃﻭ ﻋﻥ ﻤﻭﻗﻑ ﻤﺴﺘﻬﺩﻑ ﺒﺎﻝﺩﺭﺍﺴﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺃﻭ ﻋﻥ ﻤﺅﺴﺴﺔ ﺃﻭ ﺤﺘﻰ‬
‫ﻋﻥ ﻤﺠﺘﻤﻊ ﻤﻌﻴﻥ ﺒﻜﺎﻤﻠﻪ‪ ،‬ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻭﺼﻔﻴﺔ ﻴﺘﻘﺼﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﻭﻴﺘﻌﻤﺩ ﻤﺤﺎﻭﻝﺔ ﺍﻝﻨﻔﺎﺫ ﺒﻜل ﻤﺎ ﺃﻭﺘﻲ ﻤﻥ ﺨﺒﺭﺓ ﻭﻁﺭﺍﺌﻕ ﻭﻭﺴﺎﺌل ﺇﻝﻰ ﻋﻤﻕ‬
‫ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ ﻝﻴﺴﺘﻜﺸﻑ ﻭﻴﻜﺘﺸﻑ ﺍﻝﺼﻔﺎﺕ ﻭﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﻤﻴﺯﺓ‬
‫ﻭﺍﻝﻔﺭﻴﺩﺓ ﻝﻬﺎ")‪.(2‬‬
‫ﻭﻴﻁﻠﻕ ﻋﻠﻰ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻓﻲ ﺍﻝﻠﻐﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ "ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﻭﻨﻭﻏﺭﺍﻓﻲ"‪،‬‬
‫ﻭﻴﻘﺼﺩ ﻋﻠﻤﺎﺀ ﺍﻻﺠﺘﻤﺎﻉ ﺍﻝﻔﺭﻨﺴﻴﻴﻥ ﺒﺎﻝﻤﻨﻭﻏﺭﺍﻓﻴﺎ ﺍﻝﻘﻴﺎﻡ ﺒﺩﺭﺍﺴﺔ ﻭﺤﺩﺓ ﻤﺜل ﺍﻷﺴﺭﺓ ﺃﻭ‬
‫ﺍﻝﻘﺭﻴﺔ ﺍﻭ ﺍﻝﻘﺒﻴﻠﺔ ﺃﻭ ﺍﻝﻤﺼﻨﻊ ﺩﺭﺍﺴﺔ ﻤﻔﺼﻠﺔ‪ ،‬ﻝﻠﻜﺸﻑ ﻋﻥ ﺠﻭﺍﻨﺒﻬﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ‬
‫ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻌﻤﻴﻤﺎﺕ ﺘﻨﻁﺒﻕ ﻋﻠﻰ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﻤﺸﺎﺒﻬﺔ‪ ،‬ﺃﻤﺎ ﺍﻝﻌﻠﻤﺎﺀ‬
‫ﺍﻻﻤﺭﻴﻜﺎﻥ ﻓﻴﺫﻫﺒﻭﻥ ﻤﻥ ﺨﻼل ﺘﻌﺭﻴﻔﺎﺘﻬﻡ ﺇﻝﻰ ﺍﻥ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺘﺘﺠﻪ ﺇﻝﻰ ﺠﻤﻊ‬
‫ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺄﻴﺔ ﻭﺤﺩﺓ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻓﺭﺩﺍ ﺃﻭ ﻤﺅﺴﺴﺔ ﺃﻭ ﻨﻅﺎﻤﺎ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺎ ﺍﻭ ﻤﺠﺘﻤﻌﺎ ﻤﺤﻠﻴﺎ ﺍﻭ ﻤﺠﺘﻤﻌﺎ ﻋﺎﻤﺎ‪ ،‬ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﺘﻌﻤﻕ ﻓﻲ ﺩﺭﺍﺴﺔ ﻤﺭﺤﻠﺔ‬
‫ﻤﻌﻴﻨﺔ ﻤﻥ ﺘﺎﺭﻴﺦ ﺍﻝﻭﺤﺩﺓ‪ ،‬ﺃﻭ ﺩﺭﺍﺴﺔ ﺠﻤﻴﻊ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻲ ﻤﺭﺕ ﺒﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻘﺼﺩ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺒﺎﺴﻁ ﻤﺤﻤﺩ ﺤﺴﻥ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.240،241‬‬

‫‪ -2‬ﺨﻠﻴﻔﺔ ﺸﺤﺎﺘﻪ ﺍﻝﺒﺎﺡ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﺘﺭﺒﻴﺔ ﺍﻝﺒﺩﻨﻴﺔ‪ ،‬ﺒﻨﻐﺎﺯﻱ‪ ،‬ﺠﺎﻤﻌﺔ ﻗﺎﺭﻴﻭﻨﺱ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪1992‬ﻡ‪ ،‬ﺹ‪.227‬‬
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‫‪291‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻌﻤﻴﻤﺎﺕ ﻋﻠﻤﻴﺔ ﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻭﺤﺩﺓ ﺍﻝﻤﺩﺭﻭﺴﺔ ﻭﺒﻐﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻭﺤﺩﺍﺕ‬

‫)‪(1‬‬
‫ﺍﻝﻤﺸﺎﺒﻬﺔ ﻝﻬﺎ‪.‬‬
‫ﻭﻴﻌﺘﺒﺭ ﻤﻨﻬﺞ ﻭ ﻁﺭﻴﻘﺔ ﺃﻭ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻤﻥ ﺃﻗﺩﻡ ﺍﻝﻁﺭﻕ ﺍﻝﺘﻲ‬
‫ﺍﺴﺘﺨﺩﻤﺕ ﻓﻲ ﻋﺭﺽ ﻭﺘﻔﺴﻴﺭ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺍﻝﺴﻠﻭﻙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﻨﻠﻤﺱ‬
‫ﺠﺫﻭﺭ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻓﻲ ﺘﻠﻙ ﺍﻝﻘﺼﺹ ﺍﻝﺘﻲ ﺘﺤﻜﻲ ﻋﻥ ﺍﻷﻨﺒﻴﺎﺀ ﻭﺍﻝﺤﻜﻤﺎﺀ‪ ،‬ﻜﻤﺎ ﻨﺠﺩﻫﺎ‬
‫ﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻝﺭﻭﺍﻴﺎﺕ ﺒﻤﺨﺘﻠﻑ ﺃﻨﻭﺍﻋﻬﺎ‪ ،‬ﻭﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻓﻲ ﻭﺼﻑ‬
‫ﺍﻝﺸﻌﻭﺏ ﻭﺍﻷﻤﻡ ﻭﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﺤﻭﺍﺩﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﻓﺭﺍﺩ)‪.(2‬‬
‫ﻭﻴﺴﺘﺨﺩﻡ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﻘﺩ ﻴﺴﺘﺨﺩﻡ ﻓﻲ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ ﻗﻨﺎﺓ ﺍﺫﺍﻋﻴﺔ ﺃﻭ ﺼﺤﻴﻔﺔ ﺍﻭ ﻭﻜﺎﻝﺔ ﺃﻨﺒﺎﺀ ﺩﺭﺍﺴﺔ‬
‫ﻤﻌﻤﻘﺔ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺴﺘﺨﺩﻡ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺴﺭﺓ ﺃﻭ ﻗﺒﻴﻠﺔ ﺃﻭ ﻅﺎﻫﺭﺓ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻜﻤﺎ ﻴﺴﺘﺨﺩﻡ ﺍﻴﻀﺎ ﻓﻲ ﻤﺠﺎل ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪" ،‬ﻤﺜل ﻋﻠﻡ ﺍﻝﻨﻔﺱ‬
‫ﺍﻻﺭﺘﻘﺎﺌﻲ ﻭﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻻﻜﻠﻴﻨﻴﻜﻲ ﻭﺍﻝﻤﻬﻨﻲ ‪ ..‬ﻭﺩﺭﺍﺴﺔ ﺍﻝﺠﺭﻴﻤﺔ ﻭﺍﻻﻨﺘﺤﺎﺭ‬
‫ﻭﺍﻻﺴﺘﺠﺎﺒﺔ ﻝﻠﻜﻭﺍﺭﺙ ﻭﺍﻝﻤﻭﺍﻗﻑ ﻏﻴﺭ ﺍﻝﻤﺄﻝﻭﻓﺔ ﺤﻴﺙ ﻴﻨﺼﺏ ﺍﻫﺘﻤﺎﻡ ﺍﻻﺨﺼﺎﺌﻲ‬
‫ﺍﻝﻨﻔﺴﻲ ﻫﻨﺎ ﻋﻠﻰ ﺍﻝﺴﺒﺒﻴﺔ ﻓﻲ ﺍﻝﻤﺭﺽ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﻌﻘﻠﻲ")‪.(3‬‬
‫ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻴﻘﻭﻡ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﺨﺘﻴﺎﺭ ﻭﺤﺩﺓ‬
‫ﺍﺩﺍﺭﻴﺔ ﺍﻭ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻜﺄﻥ ﺘﻜﻭﻥ ﻤﺩﺭﺴﺔ ﺃﻭ ﻤﻜﺘﺒﺔ ﻭﺍﺤﺩﺓ ﺃﻭ ﻗﺴﻤﺎ ﻭﺍﺤﺩﺍ ﻤﻥ‬
‫ﺍﻗﺴﺎﻤﻬﺎ‪ ،‬ﺃﻭ ﻓﺭﺩﺍ ﻭﺍﺤﺩﺍ ﺃﻭ ﺠﻤﺎﻋﺔ ﻭﺍﺤﺩﺓ ﻤﻥ ﺍﻷﺸﺨﺎﺹ – ﻋﺎﺌﻠﺔ ﻭﺍﺤﺩﺓ – ﺼﻑ‬

‫‪ -1‬ﺍﺒﻭﺍﻝﻨﺠﺎ ﻤﺤﻤﺩ ﺍﻝﻌﻤﺭﻱ‪ ،‬ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺨﺩﻤﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.403‬‬

‫ﻜﺫﻝﻙ‪ :‬ﺍﺤﻤﺩ ﺯﻜﻲ ﺒﺩﻭﻱ‪ ،‬ﻤﻌﺠﻡ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻤﻜﺘﺒﺔ ﻝﺒﻨﺎﻥ‪1986 ،‬ﻡ‪،‬‬
‫ﺹ‪.52‬‬
‫‪ -2‬ﻨﺠﺎﺡ ﻗﺩﻭﺭ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺘﻁﺒﻴﻘﺎﺘﻬﺎ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻝﻴﺒﻴﺎ‪ ،‬ﺩﺍﺭ ﺸﻤﻭﻉ‬
‫ﺍﻝﺜﻘﺎﻓﺔ‪2007 ،‬ﻡ‪ ،‬ﺹ‪.185‬‬
‫‪ -3‬ﻝﻭﻴﺱ ﻤﻠﻴﻜﻪ‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻻﻜﻠﻴﻨﻜﻲ‪ ،‬ﺝ‪ ،1‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﻬﻴﺌﺔ ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻌﺎﻤﺔ ﻝﻠﻜﺘﺎﺏ‪1977 ،‬ﻡ‪،‬‬
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‫ﺹ‪.80‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻁﻼﺒﻲ ﻭﺍﺤﺩ – ﻤﺠﻤﻭﻋﺔ ﻭﺍﺤﺩﺓ ﻤﻥ ﺍﻝﻤﻭﻅﻔﻴﻥ ﻓﻲ ﻗﺴﻡ ﺃﻭ ﺇﺩﺍﺭﺓ ﻤﻥ ﺍﻻﺩﺍﺭﺍﺕ‬

‫‪..‬ﺍﻝﺦ‪ ، ..‬ﻭﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻔﺼﻴﻠﻴﺔ ﻋﻥ ﻜل ﺠﻭﺍﻨﺏ ﺍﻨﺸﻁﺘﻬﺎ ﻭﺼﻔﺎﺘﻬﺎ‪ ،‬ﻓﻘﺩ‬
‫ﺘﺩﺭﺱ ﺤﺎﻝﺔ ﺸﺨﺹ ﻭﺍﺤﺩ ﻤﺩﻤﻥ ﻋﻠﻰ ﺍﻝﻤﺨﺩﺭﺍﺕ ﻝﻐﺭﺽ ﻤﻌﺭﻓﺔ ﻜل ﺘﻔﺎﺼﻴل ﺤﻴﺎﺘﻪ‬
‫ﻭﺘﺎﺭﻴﺨﻪ‪ ،‬ﺃﻭ ﺘﺩﺭﺱ ﺤﺎﻝﺔ ﻋﺎﺌﻠﺔ ﻭﺍﺤﺩﺓ ﺒﺸﻜل ﻤﻔﺼل ﻭﻤﻌﺭﻓﺔ ﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻨﺸﺎﻁﻬﺎ‬
‫ﻭﺤﺭﻜﺘﻬﺎ‪ ،‬ﺃﻭ ﺍﻥ ﺘﺩﺭﺱ ﻤﺩﺭﺴﺔ ﻭﺍﺤﺩﺓ ﺃﻭ ﺼﻑ ﻭﺍﺤﺩ ﻤﻥ ﺼﻔﻭﻓﻬﺎ ﺒﺸﻜل ﺘﻔﺼﻴﻠﻲ‪،‬‬
‫ﻭﻗﺩ ﺘﺩﺭﺱ ﻤﻜﺘﺒﺔ ﻭﺍﺤﺩﺓ ﺍﻭ ﻗﺴﻡ ﻤﻥ ﺍﻗﺴﺎﻤﻬﺎ ﺒﻨﻔﺱ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻌﻤﻘﺔ ﻭﺍﻝﻤﻔﺼﻠﺔ)‪،(1‬‬
‫ﺃﻭ ﺼﺤﻴﻔﺔ‪ ،‬ﺃﻭ ﻤﺅﺴﺴﺔ ﺼﺤﻔﻴﺔ‪ ،‬ﺃﻭ ﻗﻨﺎﺓ ﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺃﻭ ﺍﺫﺍﻋﻴﺔ ‪ ..‬ﺇﻝﻰ ﻏﻴﺭ ﺫﻝﻙ ‪..‬‬
‫ﻭﺘﺭﺘﺒﻁ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺒﻔﻜﺭ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺩﺭﺘﻪ ﻭﺨﺒﺭﺘﻪ‪ ،‬ﻓﺎﻝﺩﺭﺍﺴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ‬
‫ﺍﻝﺤﻜﻡ ﺍﻝﺫﺍﺘﻲ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺫﻱ ﻴﺘﻭﻝﻰ ﺒﻤﻔﺭﺩﻩ ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻠﺔ ﻭﺼﻴﺎﻏﺘﻬﺎ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺃﺩﻭﺍﺕ‬
‫ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﻭﺍﻝﺨﺭﻭﺝ ﻤﻨﻬﺎ ﺒﻨﺘﺎﺌﺞ ﻭﺘﻭﺼﻴﺎﺕ‪ ،‬ﻭﻴﺘﻁﻠﺏ ﻜل‬
‫ﺫﻝﻙ ﻤﻌﺭﻓﺔ ﻭﺍﺴﻌﺔ ﻝﻠﺒﺎﺤﺙ ﻭﺭﺃﻱ ﺴﺩﻴﺩ‪ ،‬ﻭﺍﻥ ﻴﺒﺘﻌﺩ ﻋﻥ ﺍﻝﺘﺤﻴﺯ ﻭﺍﻷﻫﻭﺍﺀ ﺍﻝﺸﺨﺼﻴﺔ‪،‬‬
‫ﻭﺍﻥ ﻴﺭﻓﺽ ﺃﻴﺔ ﻓﻜﺭﺓ ﺴﺎﺒﻘﺔ ﻋﻥ ﺍﻝﺤﺎﻝﺔ ﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻥ ﻴﺘﺠﺭﺩ ﻤﻥ ﺍﻝﻨﺯﻋﺎﺕ‬
‫ﻭﻜﺎﻓﺔ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺸﺨﺼﻴﺔ)‪.(2‬‬
‫ﻭﻓﻲ ﺤﻘﻴﻘﺔ ﺍﻷﻤﺭ ﻓﺈﻨﻪ ﻻﻴﺯﺍل ﺜﻤﺔ ﺠﺩل ﻤﺴﺘﻤﺭ ﺒﻴﻥ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻭﺍﻝﺒﺎﺤﺜﻴﻥ‬
‫ﺤﻭل ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻤﻨﻬﺞ ﻤﺘﻜﺎﻤل‪ ،‬ﺃﻡ ﺃﺩﺍﺓ‪ ،‬ﺃﻡ ﺍﺴﻠﻭﺏ ﺒﺤﺜﻲ‪ ،‬ﺤﻴﺙ‬
‫ﺍﺨﺘﻠﻑ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﺘﺼﻨﻴﻑ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﻤﻥ ﺫﻫﺏ ﺇﻝﻰ ﺍﻨﻬﺎ ﻤﻨﻬﺞ ﻜﻐﻴﺭﻫﺎ‬
‫ﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻫﻨﺎﻙ ﻤﻥ ﺍﻋﺘﺒﺭﻫﺎ ﻁﺭﻴﻘﺔ ﻤﻥ ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺘﺩﺨل‬
‫ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ‪ ،‬ﻭﻫﻨﺎﻙ ﻤﻥ ﻴﺭﻯ ﺒﺎﻨﻬﺎ ﺍﺴﻠﻭﺏ ﻤﻥ ﺍﺴﺎﻝﻴﺏ ﻤﻨﻬﺞ‬
‫ﺍﻝﻤﺴﺢ‪ ،‬ﻭﻝﻜل ﻓﺭﻴﻕ ﻤﺒﺭﺭﺍﺘﻪ‪ ،‬ﻭﺍﻥ ﻜﻨﺕ ﺸﺨﺼﻴﺎ ﺍﻤﻴل ﺇﻝﻰ ﺍﻋﺘﺒﺎﺭ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‬

‫‪ -1‬ﻋﺎﻤﺭ ﻗﻨﺩﻴﻠﺠﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻴﺎﺯﻭﺭﻱ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1999 ،‬ﻡ‪ ،‬ﺹ‪.111‬‬
‫‪ -2‬ﺸﻌﺒﺎﻥ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﺍﻝﻤﺤﺎﻭﺭﺍﺕ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻝﻤﻜﺘﺒﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
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‫ﺍﻝﺩﺍﺭ ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪1997 ،‬ﻡ‪ ،‬ﺹ‪.203،204‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﺴﻠﻭﺏ ﻭﻝﻴﺱ ﻤﻨﻬﺞ‪ ،‬ﻓﻬﻭ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﻤﻨﺎﻫﺞ ﺍﺨﺭﻯ ﻤﺜل ﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ‪ ،‬ﻭﻴﻘﻊ ﻀﻤﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺼﻔﻴﺔ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺍﻝﻤﻬﻡ ﻝﻴﺱ ﻫﻭ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‬
‫ﻜﻤﻨﻬﺞ ﺃﻭ ﺍﺩﺍﺓ ﻭ ﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﻓﻠﻜل ﺒﺎﺤﺙ ﺭﺅﻴﺘﻪ ﻭﺍﺘﺠﺎﻫﻪ ﺍﻝﺫﻱ ﻴﻅل ﻤﺤل ﺍﺤﺘﺭﺍﻡ‪،‬‬
‫ﻝﻜﻥ ﺍﻝﻤﻬﻡ ﻫﻨﺎ ﻫﻭ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻜﺎﻓﺔ ﺍﻝﻀﻭﺍﺒﻁ ﻭﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺩﺭﺍﺴﺔ ﻭﻓﻬﻡ‬
‫ﻭﺘﺤﻠﻴل ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫ﻭﻴﺴﺘﺨﺩﻡ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻀﻤﻥ ﺍﻁﺎﺭ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻤﺜل‬
‫ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺍﺨﻀﺎﻉ ﻅﺎﻫﺭﺓ ﺘﺎﺭﻴﺨﻴﺔ ﻤﻌﻴﻨﺔ ﻜﺤﺎﻝﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻤﻥ‬
‫ﺫﻝﻙ ﺩﺭﺍﺴﺔ ﺼﺤﻴﻔﺔ ﻤﻌﻴﻨﺔ ﺩﻭﻥ ﻏﻴﺭﻫﺎ ﻜﺎﻨﺕ ﻗﺩ ﺼﺩﺭﺕ ﻓﻲ ﻝﻴﺒﻴﺎ ﺨﻼل ﺍﻝﻌﻬﺩ‬
‫ﺍﻝﻌﺜﻤﺎﻨﻲ‪ ،‬ﻓﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺼﺤﻔﻴﺔ ﻴﺘﻁﻠﺏ ﺍﻴﻀﺎ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻤﻥ ﺍﺠل‬
‫ﺭﺼﺩ ﻭﺘﺤﺩﻴﺩ ﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﺼﺩﺭﺕ ﻓﻲ ﻅﻠﻬﺎ ﺍﻝﺼﺤﻴﻔﺔ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺍﺴﻠﻭﺏ‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻀﻤﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻤﺠﻤﻭﻋﺔ ﻭﺍﺤﺩﺓ )ﻓﺼل‬
‫ﺩﺭﺍﺴﻲ( )ﻤﺠﻤﻭﻋﺔ ﺴﻜﺎﻨﻴﺔ(‪ ،‬ﺍﻝﺦ ‪ ..‬ﻭﻴﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺤﺩ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻋﻠﻴﻬﺎ‪،‬‬
‫ﻜﻤﺎ ﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻴﻀﺎ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ‪ ،‬ﻤﻥ ﺨﻼل ‪ -‬ﻤﺜﻼ‬
‫‪ -‬ﺩﺭﺍﺴﺔ ﺤﺎﻝﺔ ﺼﺤﻔﻴﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻜﺄﻥ ﺘﻜﻭﻥ ﺼﺤﻴﻔﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﺃﻭ ﻗﻨﺎﺓ ﺍﺫﺍﻋﻴﺔ‪ ،‬ﻭﻗﺩ‬
‫ﻴﺸﻤل ﺫﻝﻙ ﺍﻝﻤﻀﻤﻭﻥ ﻓﻘﻁ‪ ،‬ﺃﻭ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﺃﻭ ﺠﻤﻬﻭﺭ ﻤﺤﺩﺩ‪.‬‬
‫ﻭﻫﻜﺫﺍ ﻴﺘﻀﺢ ﺍﻥ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻁﺭﻴﻘﺔ ﺘﺨﺩﻡ ﻤﻨﻬﺠﺎ ﻤﻌﻴﻨﺎ ﺃﻭ ﺃﻜﺜﺭ ﻤﻥ ﻤﻨﺎﻫﺞ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻝﻬﺎ ﺃﺩﻭﺍﺘﻬﺎ ﺍﻝﺨﺎﺼﺔ ﻭﺍﻝﻤﺸﺘﺭﻜﺔ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ)‪.(1‬‬
‫ﻭﻴﺘﻀﺢ ﻤﻥ ﻜل ﻤﺎ ﺴﺒﻕ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻴﻘﻭﻡ ﺍﺴﺎﺴﺎ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺤﺎﻝﺔ ﻭﺍﺤﺩﺓ‬
‫ﻭﺍﺨﻀﺎﻋﻬﺎ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ٌﻗﺩ ﺘﻜﻭﻥ ﻓﺭﺩﺍ ﺃﻭ ﺠﻤﺎﻋﺔ ﺃﻭ ﻗﺭﻴﺔ ﺃﻭ ﻤﺅﺴﺴﺔ ﺃﻭ‬
‫ﺼﺤﻴﻔﺔ ‪ ..‬ﺇﻝﻰ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬

‫‪ -1‬ﻏﺭﻴﺏ ﻤﺤﻤﺩ ﺴﻴﺩ ﺍﺤﻤﺩ‪ ،‬ﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺠﺎﻤﻌﻴﺔ‪ ،1995 ،‬ﺹ‪.179‬‬

‫‪copyright law.‬‬

‫‪294‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻬﺎ ﻫﻨﺎ ﻝﻴﺴﺕ ﻤﺭﺘﺒﻁﺔ ﺒﻌﺩﺩ ﻤﻌﻴﻥ ﻤﻥ‬
‫ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻁﺎﻝﻤﺎ ﺍﻨﻬﺎ ﺘﻘﻊ ﻜﻠﻬﺎ ﻓﻲ ﺍﻁﺎﺭ ﺫﺍﺕ ﺍﻝﺠﻤﺎﻋﺔ ﺃﻭ ﻨﻔﺱ ﺍﻝﻭﺤﺩﺓ‪ ،‬ﻓﺩﺭﺍﺴﺔ ﻗﺭﻴﺔ‬
‫ﻭﺍﺤﺩﺓ ﻤﺜﻼ ﻜﺤﺎﻝﺔ ﻫﻭ ﺍﺠﺭﺍﺀ ﺒﺤﺜﻲ ﻴﺘﻡ ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﻋﺩﺩ ﺍﻓﺭﺍﺩﻫﺎ ﺴﻭﺍﺀ ﻜﺎﻥ‬
‫ﻜﺜﻴﺭﺍ ﺍﻭ ﻗﻠﻴﻼ‪.‬‬
‫‪ – 3‬ﺘﻌﺩ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺭﻜﺯﺓ ﻭﺍﻝﻤﻔﺼﻠﺔ ﻭﺍﻝﻤﻌﻤﻘﺔ ﻭﺍﻝﺸﺎﻤﻠﺔ‪،‬‬
‫ﺍﻝﺘﻲ ﺘﺘﻭﻝﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻤﻭﻗﻑ ﻤﻥ ﻜﺎﻓﺔ ﺠﻭﺍﻨﺒﻪ‪ ،‬ﻭﺍﻝﻐﻭﺹ ﻓﻲ ﺫﻝﻙ ﺩﻭﻥ ﺍﻫﻤﺎل ﻷﻱ‬
‫ﺠﺎﻨﺏ ﻤﻥ ﺠﻭﺍﻨﺒﻪ ﻭﺫﻝﻙ ﺒﻐﺭﺽ ﺠﻤﻊ ﻜﺎﻓﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﻭﺍﻵﺭﺍﺀ‬
‫ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ‪ ،‬ﻭﻋﺩﻡ ﺍﻻﻜﺘﻔﺎﺀ ﺒﺎﻝﺘﻭﺼﻴﻑ ﺍﻝﺨﺎﺭﺠﻲ ﻝﻠﺤﺎﻝﺔ‪.‬‬
‫‪ – 4‬ﺍﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺎﺨﺘﻴﺎﺭﻫﺎ ﻝﻠﺩﺭﺍﺴﺔ ﻻ ﺘﻤﺜل ﻋﻴﻨﺔ ﻝﻤﺠﺘﻤﻊ ﻤﺎ‪،‬‬
‫ﺒل ﻫﻲ ﻜل ﺍﻝﻤﺠﺘﻤﻊ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ – 5‬ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻻ ﻴﺠﻭﺯ‬
‫ﺘﻌﻤﻴﻤﻬﺎ ﻋﻠﻰ ﻏﻴﺭ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ ﻋﻠﻴﻬﺎ‪ ،‬ﻓﻬﻲ ﻝﻴﺴﺕ ﻤﻤﺜﻠﺔ ﻝﺤﺎﻻﺕ ﺃﺨﺭﻯ‬
‫ﻤﺸﺎﺒﻬﺔ ﺍﻭ ﻏﻴﺭ ﻤﺸﺎﺒﻬﺔ‪.‬‬
‫‪ – 6‬ﺍﻥ ﻁﺭﻴﻘﺔ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻤﻔﻴﺩﺓ ﺠﺩﺍ ﻓﻲ ﺘﻘﺩﻴﻡ ﺘﻔﺎﺼﻴل ﻭﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ‬
‫ﺩﻗﻴﻘﺔ ﻋﻥ ﺍﻝﻤﻭﻗﻑ ﺃﻭ ﺍﻝﻅﺎﻫﺭﺓ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﻤﻥ ﺍﻝﺼﻌﺏ ﺍﻝﻭﺼﻭل ﺍﻝﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻷﺨﺭﻯ‪.‬‬
‫‪ – 7‬ﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻻ ﻴﻤﻜﻥ ﺘﻌﻤﻴﻤﻬﺎ ﻓﻲ ﻜل ﺍﻝﻅﺭﻭﻑ ﺨﺎﺼﺔ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻠﻭﻡ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺇﻻ ﺍﻨﻪ ﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻜﻤﺅﺸﺭﺍﺕ ﺘﻔﻴﺩ ﻓﻲ ﺍﻻﻗﺘﺭﺍﺏ ﻤﻥ‬
‫ﻤﻌﺭﻓﺔ ﺍﻝﺤﺎﻻﺕ ﺍﻝﻤﺸﺎﺒﻬﺔ‪.‬‬
‫‪ – 8‬ﻴﻘﻭﻡ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻋﻠﻰ ﺘﺸﺨﻴﺹ ﺍﻝﻭﻀﻊ ﺍﻝﺭﺍﻫﻥ ﻝﻠﺤﺎﻝﺔ ﻤﺤل‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﻌﺭﻓﺔ ﺤﺎﻀﺭﻫﺎ ﻭﺘﺎﺭﻴﺨﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻐﻴﺔ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﺤﻠﻭل ﺒﺸﺄﻨﻬﺎ ﻭﺘﻘﺩﻴﻡ‬
‫ﺍﻝﻌﻼﺝ ﻭﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻼﺯﻤﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪295‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 9‬ﻴﺴﺘﺨﺩﻡ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻭﺫﻝﻙ ﻭﻓﻘﺎ ﻝﻤﺎ‬
‫ﺘﺘﻁﻠﺒﻪ ﺍﻝﺤﺎﻝﺔ ﻭﻤﺎ ﻴﺭﺍﻩ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻓﻘﺩ ﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺃﻭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺃﻭ‬
‫ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺍﻝﺒﺎﺤﺙ ﺍﻝﻭﺜﺎﺌﻕ ﺍﻝﺘﻲ ﻴﺘﻔﻴﺩ ﻓﻲ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺘﺎﺭﻴﺦ ﺍﻝﺤﺎﻝﺔ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﺎ ﻭﺁﺭﺍﺌﻬﺎ‪.‬‬

‫ﺃﻫﺩﺍﻑ ﺍﺴﺘﺨﺩﺍﻡ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪:‬‬

‫ﻴﻬﺩﻑ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻤﻬﻡ ﻷﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﺇﻝﻰ ﻤﺎ ﻴﻠﻲ)‪:(1‬‬
‫‪ – 1‬ﺩﺭﺍﺴﺔ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺩﺭﺍﺴﺔ ﺘﻔﺼﻴﻠﻴﺔ ﻓﻲ ﻤﺠﺎﻝﻬﺎ ﺍﻻﺠﺘﻤﺎﻋﻲ‬
‫ﻭﺍﻝﻤﺤﻴﻁ ﺍﻝﺜﻘﺎﻓﻲ‪ ،‬ﻤﻤﺎ ﺘﺸﻤﻠﻪ ﺍﻝﺜﻘﺎﻓﺔ ﻤﻥ ﻋﺎﺩﺍﺕ ﻭﺘﻘﺎﻝﻴﺩ ﻭﻗﻴﻡ ﻭﺃﺭﺍﺀ ﻭﺍﻓﻜﺎﺭ‬
‫ﻭﺍﺘﺠﺎﻫﺎﺕ ﺸﺎﺌﻌﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﺤﻘﻴﻘﺔ ﺍﻝﺤﻴﺎﺓ ﺍﻝﺩﺍﺨﻠﻴﺔ ﻝﺸﺨﺹ ﻤﺎ‪ ،‬ﺒﺩﺭﺍﺴﺔ ﺤﺎﺠﺘﻪ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻫﺘﻤﺎﻤﻪ ﻭﺩﻭﺍﻓﻌﻪ ﻋﻠﻰ ﺍﻥ ﻴﻨﻅﺭ ﺇﻝﻰ ﺍﻝﻔﺭﺩ ﺒﺎﻋﺘﺒﺎﺭﻩ ﻋﻀﻭﺍ ﻓﻲ‬
‫ﺍﻝﺠﻤﺎﻋﺔ ﺍﻝﺘﻲ ﻴﻌﻴﺵ ﻓﻴﻬﺎ ﻭﻴﺘﻔﺎﻋل ﻤﻌﻬﺎ‪.‬‬

‫ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﻓﻲ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪:‬‬

‫ﺘﺨﺘﻠﻑ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺘﺒﻌﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ‬
‫ﻴﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻤﻌﻤﻘﺔ‪ :‬ﺤﻴﺙ ﻴﺘﻡ ﺍﻋﺩﺍﺩ ﺍﺴﺘﻤﺎﺭﺓ ﺨﺎﺼﺔ ﺒﺫﻝﻙ ﻭﻓﻘﺎ ﻝﻠﺸﺭﻭﻁ‬
‫ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻋﺩﺍﺩ ﺍﺴﺘﻤﺎﺭﺍﺕ ﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﺘﻀﻤﻥ ﺍﺴﺌﻠﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻜﺎﻓﺔ ﺍﻝﺘﻔﺎﺼﻴل‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﻨﻭﺭ ﻤﺤﺭﻭﺱ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺒﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺼﺭﻴﺔ‪2004 ،‬ﻡ‪ ،‬ﺹ‪.42‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﻁﻠﻭﺏ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺒﺸﺄﻨﻬﺎ‪ ،‬ﻭﺘﺯﺩﺍﺩ ﺃﻫﻤﻴﺔ ﺍﻝﻭﺴﻴﻠﺔ ﻭﻓﺎﻋﻠﻴﺘﻬﺎ ﻜﻠﻤﺎ‬
‫ﺼﻐﺭﺕ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﺘﺨﻀﻊ ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ :‬ﻭﻫﻲ ﺃﺩﺍﺓ ﻤﻬﻤﺔ ﺠﺩﺍ ﻓﻲ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﺼﻐﻴﺭﺓ ﺨﺎﺼﺔ‬
‫ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻝﺤﺎﻝﺔ ﻓﺭﺩﺍ ﺃﻭ ﻓﺼﻼ ﺩﺭﺍﺴﻴﺎ ﺃﻭ ﺃﻴﺔ ﺠﻤﺎﻋﺔ ﺼﻐﻴﺭﺓ ﺍﻝﻌﺩﺩ‪ ،‬ﺤﻴﺙ‬
‫ﻴﺭﺼﺩ ﺍﻝﺒﺎﺤﺙ ﻜﺎﻓﺔ ﺍﻝﻤﻼﺤﻅﺎﺕ ﻓﻲ ﺍﺴﺘﻤﺎﺭﺓ ﻤﻌﺩﺓ ﻝﻠﻐﺭﺽ‪ ،‬ﻭﺫﻝﻙ ﺒﻬﺩﻑ ﺘﺘﺒﻊ‬
‫ﻅﺭﻭﻑ ﺍﻝﺤﺎﻝﺔ ﻭﺍﻭﻀﺎﻋﻬﺎ ﻭﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﻝﻬﺎ‪.‬‬
‫‪ – 3‬ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ :‬ﻭﻫﻭ ﻤﻥ ﺃﻫﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻓﻲ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻀﻤﻭﻥ ﺍﻝﻨﺼﻭﺹ‪ ،‬ﻤﺜل ﺍﻝﺼﺤﻑ ﻭﺍﻝﺒﺭﺍﻤﺞ ﺍﻻﺫﺍﻋﻴﺔ ﻭﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ‬
‫ﻭﺍﻝﺭﻭﺍﻴﺎﺕ ﻭﺍﻝﻘﺼﺹ ﻭﺍﻝﺴﻴﺭ ﻭﺍﻝﻜﺘﺏ ‪ ..‬ﺇﻝﻰ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪ – 4‬ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ :‬ﻭﻫﻲ ﺘﻔﻴﺩ ﻓﻲ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ ﻗﺒل ﻤﻔﺭﺩﺍﺕ ﺍﻝﺤﺎﻝﺔ‬
‫ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺈﻋﺩﺍﺩ ﺍﺴﺘﻤﺎﺭﺓ ﺘﺤﻭﻱ ﻜﺎﻓﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ‬
‫ﻴﺭﻴﺩ ﺍﺠﺎﺒﺎﺕ ﺒﺸﺄﻨﻬﺎ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺙ ﺃﻭ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺘﺼﻠﺢ ﻝﻠﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻜﺒﻴﺭﺓ ﻨﺴﺒﻴﺎ‬
‫ﻋﺩﺩﻴﺎ‪.‬‬
‫‪ – 5‬ﺍﻝﻭﺜﺎﺌﻕ ﻭﺍﻝﺴﺠﻼﺕ‪ :‬ﺘﻀﻡ ﻜﺎﻓﺔ ﺍﻝﻭﺜﺎﺌﻕ ﺍﻝﺘﺎﺭﻴﺨﻴﺔ ﺍﻝﻤﺘﺼﻠﺔ ﺒﺎﻝﺤﺎﻝﺔ‬
‫ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﻻﺤﺼﺎﺀﺍﺕ ﻭﺍﻝﻜﺘﺎﺒﺎﺕ ﻭﺍﻝﺴﻴﺭ ﺍﻝﺫﺍﺘﻴﺔ ﻭﺍﻝﻤﺫﻜﺭﺍﺕ‬
‫ﺍﻝﺸﺨﺼﻴﺔ‪.‬‬
‫‪ – 6‬ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﻤﻌﻤﻠﻴﺔ‪ :‬ﻭﻫﻲ ﺘﺼﻠﺢ ﻓﻲ‬
‫ﺍﻝﺤﺎﻻﺕ ﺍﻝﺼﻐﻴﺭﺓ ﻜﺄﻥ ﺘﻜﻭﻥ ﺍﻝﺤﺎﻝﺔ ﻓﺭﺩﺍ ﻤﺜﻼ‪.‬‬
‫‪ – 7‬ﺍﻝﺭﻭﺍﺓ ﻭﺸﻬﻭﺩ ﺍﻝﻌﻴﺎﻥ ﻭﺍﺼﺤﺎﺏ ﺍﻝﺨﺒﺭﺓ‪ :‬ﺍﻝﺫﻴﻥ ﺘﺭﺒﻁﻬﻡ ﻋﻼﻗﺎﺕ ﻭﻁﻴﺩﺓ‬
‫ﻤﻊ ﺍﻝﺤﺎﻝﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻝﺫﻴﻥ ﻝﺩﻴﻬﻡ ﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻓﻴﺔ ﻋﻨﻬﺎ‪.‬‬
‫ﻭﻻﺒﺩ ﻤﻥ ﺍﻻﺸﺎﺭﺓ ﻫﻨﺎ ﺍﻥ ﻝﻜل ﺩﺭﺍﺴﺔ ﻅﺭﻭﻓﻬﺎ ﺍﻝﺘﻲ ﻗﺩ ﺘﺨﺘﻠﻑ ﻋﻥ ﻏﻴﺭﻫﺎ ﻤﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻝﻜل ﺤﺎﻝﺔ ﺃﺩﻭﺍﺘﻬﺎ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ ﺘﺘﻁﻠﺏ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﺩﺍﺓ ﻭﺍﺤﺩﺓ ﻓﻲ ﺤﻴﻥ ﺘﺘﻁﻠﺏ ﺤﺎﻻﺕ ﺃﺨﺭﻯ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻜﺜﺭ ﻤﻥ ﺃﺩﺍﺓ‪ ،‬ﻭﺫﻝﻙ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺘﺒﻌﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﻤﺩﺭﻭﺴﺔ ﻭﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﻁﻠﻭﺏ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺘﻐﻁﻴﺘﻬﺎ ﻓﻲ‬

‫ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫ﻭﻴﻼﺤﻅ ﻤﻤﺎ ﺴﺒﻕ ﺍﻥ ﻫﻨﺎﻙ ﺘﺩﺍﺨﻼ ﻭﺍﻀﺤﺎ ﺒﻴﻥ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻭﺒﻌﺽ ﺍﻝﻤﻨﺎﻫﺞ‬
‫ﺍﻷﺨﺭﻯ‪ ،‬ﻜﻤﻨﻬﺞ ﺍﻝﻤﺴﺢ ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺤﻴﺙ ﻨﻭﻋﻴﺔ ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪ ،‬ﻜﺎﻝﻤﻘﺎﺒﻠﺔ ﻭﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﻤﺭﺍﺠﻌﺔ ﺍﻝﻭﺜﺎﺌﻕ‬
‫ﻭﺍﻝﺴﺠﻼﺕ ‪ ..‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﺩﻭﺍﺕ‪.‬‬

‫ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪:‬‬

‫ﻴﻤﻜﻥ ﺘﻌﺭﻴﻑ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ ﺒﺎﻨﻪ "ﺍﺴﻠﻭﺏ‬
‫ﻤﻨﻬﺠﻲ ﻴﺴﺘﻬﺩﻑ ﺘﻘﺩﻴﻡ ﻭﺼﻑ ﻝﺤﺎﻝﺔ ﺃﻭ ﺴﻠﻭﻙ ﺃﻭ ﻤﻭﻗﻑ ﺃﻭ ﺠﻤﺎﻋﺔ‪ ،‬ﺒﻐﺭﺽ‬
‫ﺍﻝﻜﺸﻑ ﻋﻥ ﺴﻠﻭﻙ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ‪ ،‬ﻋﻥ ﻁﺭﻴﻕ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻋﻨﺎﺼﺭ ﺍﻝﻅﺎﻫﺭﺓ‬
‫ﻭﻤﻜﻭﻨﺎﺘﻬﺎ ﻭﺍﻝﻌﻭﺍﻤل ﺍﻝﺩﺍﺨﻠﺔ ﻓﻴﻬﺎ ﻓﻲ ﺍﻁﺎﺭ ﺇﻋﻼﻤﻲ ﻤﻌﻴﻥ)‪ ،(1‬ﻭﻭﻓﻘﺎ ﻝﻠﺘﻌﺭﻴﻑ ﺍﻝﺴﺎﺒﻕ‬
‫ﻓﺎﻨﻪ ﻴﻤﻜﻥ ﺍﻝﻘﻭل ﺒﺎﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻴﺘﺴﻊ ﻝﻴﺸﻤل ﻜﺎﻓﺔ ﻋﻨﺎﺼﺭ‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺒﻤﺎ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘﻲ ﻴﻁﺎﻝﻬﺎ‬
‫ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻹﻋﻼﻤﻲ‪ ،‬ﻭﺒﺸﻜل ﺍﻜﺜﺭ ﺩﻗﺔ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﻤﺠﺎﻻﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻓﻲ ﺍﻝﺤﻘل ﺍﻹﻋﻼﻤﻲ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺴﺘﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﻤﻀﺎﻤﻴﻥ ﻤﻌﻴﻨﺔ ﻋﻠﻰ‬
‫ﺍﻝﻤﺘﻠﻘﻲ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ – ﻤﺜﻼ – ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﺍﻝﻤﺴﻠﺴﻼﺕ ﺍﻝﻤﺩﺒﻠﺠﺔ ﻓﻲ ﻗﻨﺎﺓ‬
‫ﻤﻌﻴﻨﺔ ﻋﻠﻰ ﺭﺒﺎﺕ ﺍﻝﺒﻴﻭﺕ ﻓﻲ ﻗﺭﻴﺔ ﻤﻥ ﺍﻝﻘﺭﻯ‪ ،‬ﺍﻭ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺄﺜﻴﺭ ﺒﺭﺍﻤﺞ‬
‫ﺍﻻﻁﻔﺎل ﻓﻲ ﻗﻨﺎﺓ ﻓﻀﺎﺌﻴﺔ ﻋﻠﻰ ﺘﻼﻤﻴﺫ ﺍﻝﺼﻑ ﺍﻷﻭل ﺍﻻﺒﺘﺩﺍﺌﻲ ﻓﻲ ﺤﻲ ﻤﻌﻴﻥ‪ ،‬ﺃﻭ‬
‫ﺘﺄﺜﻴﺭ ﺍﻓﻼﻡ ﺍﻝﻌﻨﻑ ﻓﻲ ﺍﻝﻔﻀﺎﺌﻴﺎﺕ ﻋﻠﻰ ﺴﺠﻨﺎﺀ ﺍﻷﺤﺩﺍﺙ ﻓﻲ ﻤﻨﻁﻘﺔ ﻤﻌﻴﻨﺔ ‪ ..‬ﻭﻤﺎ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.249‬‬

‫‪copyright law.‬‬

‫‪298‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺸﺎﺒﻪ ﺫﻝﻙ ﻤﻥ ﺩﺭﺍﺴﺎﺕ ﺇﻋﻼﻤﻴﺔ ﺘﺴﻌﻰ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﺘﺨﻠﻔﻪ ﻤﻀﺎﻤﻴﻥ ﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻡ ﻋﻠﻰ ﺠﻤﻬﻭﺭ ﻤﻌﻴﻥ ﻫﻭ ﻜﻠﻪ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺤﻴﺙ ﻫﺫﺍ ﺍﻝﺠﻤﻬﻭﺭ ﻫﻭ ﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺒﺄﻜﻤﻠﻪ‪.‬‬
‫‪ – 2‬ﺩﺭﺍﺴﺎﺕ ﺍﻝﺩﻭﺭ‪ :‬ﻭﻫﻲ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺴﺘﻬﺩﻑ ﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻝﺩﻭﺭ‬
‫ﺍﻝﺫﻱ ﺘﻘﻭﻡ ﺒﻪ ﻭﺴﺎﺌل ﺇﻋﻼﻤﻴﺔ ﻤﻌﻴﻨﺔ ﻓﻲ ﺘﻐﻴﻴﺭ ﻗﻴﻡ ﺃﻭ ﺍﺘﺠﺎﻫﺎﺕ ﺃﻭ ﺁﺭﺍﺀ ﺃﻭ ﻤﻭﺍﻗﻑ‬
‫ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺩﻭﺭ ﺍﻝﺫﻱ ﺘﻘﻭﻡ‬
‫ﺒﻪ ﺼﺤﺎﻓﺔ ﺍﻝﻁﻔل ﻓﻲ ﺍﻝﺘﻭﻋﻴﺔ ﺒﻘﻀﺎﻴﺎ ﺍﻝﺒﻴﺌﺔ ﻝﺘﻼﻤﻴﺫ ﺍﻝﺼﻑ ﺍﻝﺴﺎﺩﺱ ﻓﻲ ﺤﻲ ﻤﻌﻴﻥ‪،‬‬
‫ﻭﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺴﺘﻬﺩﻑ ﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺁﺭﺍﺀ ﺍﻝﻤﺭﺸﺤﻴﻥ ﻝﻼﻨﺘﺨﺎﺒﺎﺕ ﺍﻝﺒﻠﺩﻴﺔ ﺘﺠﺎﻩ‬
‫ﺩﻭﺭ ﺍﻝﺼﺤﺎﻓﺔ ﻓﻲ ﺍﻝﺘﻭﻋﻴﺔ ﺍﻻﻨﺘﺨﺎﺒﻴﺔ ﻓﻲ ﺒﻠﺩﻴﺔ ﻤﻌﻴﻨﺔ ‪ ..‬ﻭﻤﺎ ﺸﺎﺒﻪ ﺫﻝﻙ ﻤﻥ ﺩﺭﺍﺴﺎﺕ‬
‫ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺩﻭﺭ ﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ ﻤﻌﻴﻨﺔ ﺃﻭ ﺒﺭﺍﻤﺞ ﻤﺤﺩﺩ ﺘﺠﺎﻩ ﺠﻤﻬﻭﺭ ﺃﻭ‬
‫ﻤﻭﻗﻑ ﻤﺎ ﻤﺤﺩﺩ‪.‬‬
‫‪ – 3‬ﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ‪ :‬ﻭﻫﻲ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﻤﻀﻤﻭﻥ ﻤﻌﻴﻥ ﻓﻲ ﻭﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ ﻤﺤﺩﺩﺓ ﺨﻼل ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ‬
‫ﺫﻝﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺴﺘﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻀﻤﻭﻥ ﺍﻹﻋﻼﻨﺎﺕ ﻓﻲ ﺼﺤﻴﻔﺔ ﺍﻝﺤﻴﺎﺓ‬
‫ﺍﻝﻠﻨﺩﻨﻴﺔ‪ ،‬ﺃﻭ ﺒﺭﺍﻤﺞ ﺍﻝﻤﺭﺃﺓ ﻓﻲ ﻗﻨﺎﺓ ‪ ،m b c‬ﺃﻭ ﺒﺭﺍﻤﺞ ﺍﻷﻁﻔﺎل ﻓﻲ ﻗﻨﺎﺓ ﻝﻴﺒﻴﺎ‬
‫ﺍﻝﻤﺴﻤﻭﻋﺔ ‪ ..‬ﺃﻭ ﻤﺎ ﺸﺎﺒﻪ ﺫﻝﻙ ﻤﻥ ﻤﻀﺎﻤﻴﻥ ﺇﻋﻼﻤﻴﺔ ﻤﻜﺘﻭﺒﺔ ﺃﻭ ﻤﺴﻤﻭﻋﺔ ﺍﻭ ﻤﺭﺌﻴﺔ‪،‬‬
‫ﻭﺒﺎﻝﻁﺒﻊ ﻓﺎﻥ ﺍﻝﻤﻀﺎﻤﻴﻥ ﺍﻝﺘﻲ ﺘﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ ﻫﻨﺎ ﻻ ﻴﺘﻡ ﺍﻝﻨﻅﺭ ﺍﻝﻴﻬﺎ ﺒﺎﻨﻬﺎ ﻋﻴﻨﺔ ﻤﻤﺜﻠﺔ‬
‫ﻝﻤﺠﺘﻤﻊ ﺩﺭﺍﺴﻲ ﻫﻭ ﻜل ﺍﻝﺼﺤﻑ‪ ،‬ﺍﻭ ﻜل ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﻤﺜﻼ‪ ،‬ﻭﻝﻜﻥ ﻭﻜﻤﺎ ﻫﻭ‬
‫ﻤﻌﺭﻭﻑ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻓﺈﻨﻪ ﻴﺘﻡ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻜل ﺤﺎﻝﺔ ﺒﺎﻨﻬﺎ ﻤﺠﺘﻤﻊ ﻤﺘﻜﺎﻤل‪،‬‬
‫ﻭﻝﻴﺴﺕ ﻋﻴﻨﺔ ﻤﺴﺤﻭﺒﺔ ﻤﻥ ﻤﺠﺘﻤﻊ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺘﻨﺴﺤﺏ ﻋﻠﻴﻬﺎ ﺩﻭﻥ ﻏﻴﺭﻫﺎ‪.‬‬
‫ﻓﺈﺫﺍ ﺍﺭﺩﻨﺎ ﻤﺜﻼ ﺩﺭﺍﺴﺔ ﺍﻹﻋﻼﻥ ﻓﻲ ﻗﻨﺎﺓ ‪ mbc‬ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﻠﻭﺏ‬
‫ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻓﺈﻥ ﻫﺫﺍ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻹﻋﻼﻨﻲ ﺍﻝﺫﻱ ﻴﺘﻡ ﺩﺭﺍﺴﺘﻪ ﻫﻨﺎ ﻫﻭ ﻜل ﺍﻝﻤﺠﺘﻤﻊ‬
‫ﺍﻝﺫﻱ ﺘﺘﻡ ﺩﺭﺍﺴﺘﻪ‪ ،‬ﻭﺍﻝﻨﺘﺎﺌﺞ ﻫﻨﺎ ﺘﻔﻴﺩ ﻓﻘﻁ ﻓﻲ ﺘﺯﻭﻴﺩﻨﺎ ﺒﻤﻌﻠﻭﻤﺎﺕ ﻤﺭﻜﺯﺓ ﻭﻋﻤﻴﻘﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪299‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:05 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺩﻗﻴﻘﺔ ﻭﺸﺎﻤﻠﺔ ﻋﻥ ﺍﻹﻋﻼﻨﺎﺕ ﻓﻲ ﻫﺫﻩ ﺍﻝﻘﻨﺎﺓ ﺩﻭﻥ ﻏﻴﺭﻫﺎ ‪ ..‬ﻭﻗﺱ ﻋﻠﻰ ﺫﻝﻙ ﻓﻲ‬
‫ﺒﻘﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ‪.‬‬
‫‪ – 4‬ﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺴﻴﻠﺔ‪ :‬ﺘﺘﺠﻪ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﺴﻴﻠﺔ ﻭﻓﻕ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺇﻝﻰ‬
‫ﺩﺭﺍﺴﺔ ﺼﺤﻴﻔﺔ ﻤﻌﻴﻨﺔ ﺃﻭ ﻗﻨﺎﺓ ﺇﺫﺍﻋﻴﺔ ﺃﻭ ﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻗﺩ ﺘﺸﻤل ﺍﻝﺩﺭﺍﺴﺔ‬
‫ﻤﺅﺴﺴﺔ ﺇﻋﻼﻤﻴﺔ ﻤﻌﻴﻨﺔ؛ ﻜﻤﺅﺴﺴﺔ ﺍﻝﺼﺤﺎﻓﺔ‪ ،‬ﺃﻭ ﻫﻴﺌﺔ ﺍﻻﺫﺍﻋﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﺘﺸﺨﻴﺹ‬
‫ﻭﺍﻗﻌﻬﺎ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻅﺭﻭﻓﻬﺎ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺤﻘﺎﺌﻕ ﺒﺸﺄﻨﻬﺎ‪ ،‬ﻓﺎﻝﺼﺤﻴﻔﺔ ﻫﻨﺎ ﺘﻤﺜل‬
‫ﺤﺎﻝﺔ ﺩﺭﺍﺴﻴﺔ ﻤﺘﻜﺎﻤﻠﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺘﻁﺭﻕ ﺇﻝﻰ ﺍﻝﻤﻀﻤﻭﻥ ﻭﺍﻝﺸﻜل‬
‫ﻭﺍﻹﺩﺍﺭﺓ ﻭﺍﻝﺘﺤﺭﻴﺭ ﻭﺍﻝﻁﺒﺎﻋﺔ ﻭﺍﻝﺘﻭﺯﻴﻊ ﻭﺍﻹﻋﻼﻥ‪ ،‬ﻭﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻝﺼﺤﻴﻔﺔ‪،‬‬
‫ﻭﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻫﺫﻩ ﻗﺩ ﺘﻜﻭﻥ ﻨﺘﺎﺝ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ ﺍﻅﻬﺭﺕ ﺘﺭﺍﺠﻊ ﻤﺴﺘﻭﻯ ﺍﻝﺼﺤﻴﻔﺔ‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻨﺨﻔﺎﺽ ﻤﺒﻴﻌﺎﺘﻬﺎ ﺒﺴﺒﺏ ﺘﺭﺍﺠﻊ ﺍﻗﺒﺎل ﺍﻝﺠﻤﻬﻭﺭ ﻋﻠﻴﻬﺎ‪ ،‬ﻓﻔﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ‬
‫ﻴﺘﻘﺭﺭ ﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺤﺎﻝﺔ ﻋﻠﻰ ﺍﻝﺼﺤﻴﻔﺔ ﻝﻤﻌﺭﻓﺔ ﻜﺎﻓﺔ ﻅﺭﻭﻓﻬﺎ‪ ،‬ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ‬
‫ﺍﺴﺒﺎﺏ ﺫﻝﻙ ﺍﻝﺘﺭﺍﺠﻊ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻜﺎﻤﻥ ﺍﻝﺨﻠل‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺘﻘﺩﻴﻡ ﺍﻝﺤﻠﻭل ﺍﻝﻨﺎﺠﻌﺔ‬
‫ﻭﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻨﻘﺎﺫ ﺍﻝﺼﺤﻴﻔﺔ ﻤﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﺘﻌﺎﻨﻴﻬﺎ‪،‬‬
‫ﻭﺍﻷﻤﺭ ﻴﻨﺴﺤﺏ ﻋﻠﻰ ﺼﻔﺤﺔ ﻤﺤﺩﺩﺓ ﻓﻲ ﺍﻝﺼﺤﻴﻔﺔ ﺃﻭ ﻗﻨﺎﺓ ﻤﻌﻴﻨﺔ ﺃﻭ ﺒﺭﻨﺎﻤﺞ ﺍﺫﺍﻋﻲ‬
‫ﻤﺤﺩﺩ‪.‬‬
‫‪ – 5‬ﺩﺭﺍﺴﺎﺕ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ :‬ﺘﺴﺘﻬﺩﻑ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻭﻗﻭﻑ‬
‫ﻋﻠﻰ ﻅﺭﻭﻑ ﻭﺍﻭﻀﺎﻉ ﻭﺨﺼﺎﺌﺹ ﻭﺍﻤﻜﺎﻨﻴﺎﺕ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻓﻲ ﻭﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ‬
‫ﻤﺤﺩﺩﺓ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﻋﻠﻰ ﺴﺒﻴل ﺍﻝﻤﺜﺎل ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ ﺍﻝﺘﺤﺭﻴﺭﻴﺔ‬
‫ﺒﺼﺤﻴﻔﺔ ﺍﻝﺸﺭﻕ ﺍﻷﻭﺴﻁ‪ ،‬ﻭﻗﺩ ﺘﺘﻭﻗﻑ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﺭﺌﻴﺱ ﺍﻝﺘﺤﺭﻴﺭ ﻓﻘﻁ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﻜﺘﺎﺒﺎﺘﻪ ﻭﻤﺅﻫﻼﺘﻪ ﻭﺨﺒﺭﺍﺘﻪ ﻭﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﺘﺎﺭﻴﺨﻪ‪ ،‬ﻭﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻪ ﻤﻤﺎ ﻝﻪ ﺼﻠﺔ‬
‫ﺒﻭﻅﻴﻔﺘﻪ‪ ،‬ﻓﺎﻝﺤﺎﻝﺔ ﻫﻨﺎ ﻫﻲ ﺭﺌﻴﺱ ﺍﻝﺘﺤﺭﻴﺭ‪ ،‬ﻭﻓﻲ ﺍﻝﻤﺜﺎل ﺍﻝﺴﺎﺒﻕ ﻫﻲ ﺭﺅﺴﺎﺀ ﺍﻷﻗﺴﺎﻡ‬
‫ﺍﻝﺘﺤﺭﻴﺭﻴﺔ ﺒﺼﺤﻴﻔﺔ ﺍﻝﺸﺭﻕ ﺍﻷﻭﺴﻁ‪.‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻹﻋﻼﻤﻲ ﺍﻝﺫﻱ ﻴﺴﺘﺨﺩﻡ ﺍﺴﻠﻭﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻜﻤﺎ ﻓﻲ ﺍﻝﺤﺎﻻﺕ‬
‫ﻭﺍﻝﻨﻤﺎﺫﺝ ﺍﻝﺴﺎﺒﻘﺔ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ‪:‬‬

‫‪ – 1‬ﺍﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺼﺤﻴﻔﺔ ﺃﻭ ﻗﻨﺎﺓ ﺍﺫﺍﻋﻴﺔ ﺃﻭ‬
‫ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻭ ﻤﻀﻤﻭﻥ ﻤﻌﻴﻥ‪ ،‬ﻻ ﻴﻤﺜل ﻋﻴﻨﺔ ﻝﻤﺠﺘﻤﻊ ﺃﻜﺒﺭ‪ ،‬ﺒل ﺍﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ‬
‫ﻴﺘﻡ ﺍﺨﻀﺎﻋﻬﺎ ﻝﻠﺩﺭﺍﺴﺔ ﻫﻲ ﺫﺍﺘﻬﺎ ﺘﻤﺜل ﻜل ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻝﻠﺘﻭﻀﻴﺢ ﺃﻜﺜﺭ ﻨﻘﻭل ﺍﻨﻪ ﻓﻲ‬
‫ﺤﺎل ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺤﻭل ﺼﻭﺭﺓ ﺍﻝﻤﺭﺃﺓ ﻓﻲ ﺇﻋﻼﻨﺎﺕ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻭﺘﻡ‬
‫ﺍﺨﺘﻴﺎﺭ ﺜﻼﺙ ﻗﻨﻭﺍﺕ ﻓﻀﺎﺌﻴﺔ ﻝﺘﻤﺜل ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻷﺨﺭﻯ ﻭﻓﻕ ﺃﺴﺱ ﻭﺍﻋﺘﺒﺎﺭﺍﺕ‬
‫ﻋﻠﻤﻴﺔ‪ ،‬ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﺘﻲ ﺍﺨﺘﻴﺭﺕ ﻴﻨﻅﺭ ﺍﻝﻴﻬﺎ ﻜﻌﻴﻨﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﺃﻜﺒﺭ ﻫﻭ ﻜل‬
‫ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﻤﻤﺜﻠﺔ ﻝﻬﺎ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺤﺎﻝﺔ ﺍﺘﺠﺎﻩ ﺍﻝﺒﺎﺤﺙ‬
‫ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﻤﻨﻔﺼﻠﺔ ﺤﻭل ﺼﻭﺭﺓ ﺍﻝﻤﺭﺃﺓ ﻓﻲ ﺇﻋﻼﻨﺎﺕ ﻗﻨﺎﺓ ‪mbc‬‬
‫ﻤﺜﻼ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﺩﺭﺍﺴﺔ ﺘﻌﺘﺒﺭ ﺩﺭﺍﺴﺔ ﺤﺎﻝﺔ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻘﻨﺎﺓ ﻫﻲ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺫﻱ ﻴﺘﻡ‬
‫ﺍﺨﻀﺎﻋﻪ ﺒﺎﻝﻜﺎﻤل ﻝﻠﺒﺤﺙ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﺍﻝﺤﺎﻝﺔ‪.‬‬
‫‪ – 2‬ﺍﻥ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻗﺩ ﺘﻜﻭﻥ ﻤﻘﺩﻤﺔ ﻝﺩﺭﺍﺴﺔ ﺃﻜﺜﺭ ﻋﻤﻘﺎ ﻭﺍﺘﺴﺎﻋﺎ ﻭﺸﻤﻭﻻ‪،‬‬
‫ﻭﺫﻝﻙ ﻋﻨﺩﻤﺎ ﻴﺘﻡ ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ ﻜﺩﺭﺍﺴﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﺘﺴﺎﻋﺩ ﻓﻲ ﻭﻀﻊ ﺍﻝﻔﺭﻭﺽ‬
‫ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ﻝﺩﺭﺍﺴﺎﺕ ﻻﺤﻘﺔ‪.‬‬
‫‪ – 3‬ﺍﻥ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺘﺘﻁﻠﺏ ﺠﻬﺩﺍ ﺍﻀﺎﻓﻴﺎ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺤﺘﻰ ﺇﺫﺍ ﻤﺎ ﺍﻨﺘﻬﻰ‬
‫ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻝﺩﺭﺍﺴﺘﻪ ﻴﻜﻭﻥ ﻗﺩ ﻗﺩﻡ ﻭﺼﻔﺎ ﻭﺘﺸﺨﻴﺼﺎ ﻭﺍﻓﻴﺎ ﻭﻤﻔﺼﻼ ﻭﺸﺎﻤﻼ‬
‫ﻭﻤﻘﻨﻌﺎ ﻭﻜﺎﻤﻼ ﻝﻠﺤﺎﻝﺔ‪.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺯﺍﻴﺎ ﻭﻋﻴﻭﺏ ﻤﻨﻬﺠﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ)‪:(1‬‬

‫ﺃ – ﻤﺯﺍﻴﺎ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪:‬‬
‫‪ – 1‬ﻴﻤﻜﻥ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻝﻨﻔﺎﺫ ﺇﻝﻰ ﺍﻋﻤﺎﻕ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﻲ‬
‫ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺒﺩﻻ ﻤﻥ ﺍﻻﻜﺘﻔﺎﺀ ﺒﺎﻝﺠﻭﺍﻨﺏ ﺍﻝﺴﻁﺤﻴﺔ ﺍﻝﻌﺎﺒﺭﺓ ﺍﻝﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﺫﺍﺕ‬
‫ﺩﻻﻝﺔ ﻏﻴﺭ ﺤﻘﻴﻘﻴﺔ‪ ،‬ﻭﺒﺫﻝﻙ ﻓﺎﻥ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﻴﺘﻤﻴﺯ ﺒﺎﻝﻌﻤﻕ ﺃﻜﺜﺭ ﻤﻤﺎ‬
‫ﻴﺘﻤﻴﺯ ﺒﺎﻻﺘﺴﺎﻉ‪.‬‬
‫‪ – 2‬ﺘﻌﺘﺒﺭ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻤﺼﺩﺭﺍ ﻝﻠﻔﺭﻀﻴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻁﻠﺏ ﺍﻝﺘﺤﻘﻕ ﻭﺍﻻﺨﺘﺒﺎﺭ‬
‫ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ‪.‬‬
‫‪ – 3‬ﻨﻅﺭﺍ ﻻﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻴﻭﻓﺭ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻌﻤﻘﺔ ﻭﺸﺎﻤﻠﺔ‬
‫ﻋﻥ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻝﻤﺩﺭﻭﺴﺔ‪ ،‬ﻓﺎﻥ ﻤﻥ ﺸﺄﻥ ﺫﻝﻙ ﺍﻥ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻻﺴﺎﺴﻴﺔ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻨﻬﺎ ﻓﻲ ﺍﻝﺘﺨﻁﻴﻁ ﻝﺩﺭﺍﺴﺎﺕ ﻤﻭﺴﻌﺔ‪.‬‬

‫‪ -1‬ﺍﻨﻅﺭ ﻓﻲ ﺫﻝﻙ ﻜل ﻤﻥ‪:‬‬

‫ﻏﺭﻴﺏ ﺴﻴﺩ ﺍﺤﻤﺩ‪ ،‬ﺘﺼﻤﻴﻡ ﻭﺘﻨﻔﻴﺫ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪،‬‬
‫‪1995‬ﻡ‪ ،‬ﺹ‪.184 – 182‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪،‬‬
‫‪2000‬ﻤﻥ ﺹ‪171،172‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻋﻤﺎﺭ ﺒﻭﺤﻭﺵ‪ ،‬ﻤﺤﻤﺩ ﻤﺤﻤﻭﺩ ﺍﻝﺫﻴﻨﺒﺎﺕ‪ ،‬ﺍﻝﺯﺭﻗﺎﺀ‪ ،‬ﺍﻻﺭﺩﻥ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﻤﻨﺎﺭ‪1989 ،‬ﻡ‪،‬‬
‫ﺹ‪.126 ،125 ،124‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻤﺤﻤﺩ ﻋﻠﻲ ﻤﺤﻤﺩ‪ ،‬ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ﻭﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ‪1983،‬ﻡ‪ ،‬ﺹ‪393‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻓﻭﺯﻱ ﺍﻝﻌﻜﺵ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺍﻝﻤﻨﺎﻫﺞ ﻭﺍﻻﺠﺭﺍﺀﺍﺕ‪1986 ،‬ﻡ‪ ،‬ﺹ‪.125‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻋﺎﻤﺭ ﺍﺒﺭﺍﻫﻴﻡ ﻗﻨﺩﻴﻠﺠﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺩﻝﻴل ﺍﻝﻁﺎﻝﺏ ﻓﻲ ﺍﻝﻜﺘﺎﺒﺔ ﻭﺍﻝﻤﻜﺘﺒﺔ ﻭﺍﻝﺒﺤﺙ‪،‬‬
‫ﺒﻐﺩﺍﺩ‪ ،‬ﻤﻜﺘﺒﺔ ﻋﺼﺎﻡ‪1979 ،‬ﻡ‪.51،52 ،‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻁﺎﻫﺭ ﺤﺴﻥ ﺍﻝﺯﻴﺒﺎﺭﻱ‪ ،‬ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻤﺠﺩ ﺍﻝﻤﺅﺴﺴﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺠﺎﻤﻌﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2011 ،‬ﻡ‪ ،‬ﺹ‪.79،80‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺏ – ﻋﻴﻭﺏ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪:‬‬

‫‪ – 1‬ﺍﻝﺘﻔﺴﻴﺭ ﺍﻝﺫﺍﺘﻲ ﻝﻠﺒﺎﺤﺙ ﻝﻠﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ‬
‫ﻴﺘﻭﺼل ﺍﻝﻴﻬﺎ‪ ،‬ﻤﻤﺎ ﻗﺩ ﻴﺠﻌل ﻤﺎ ﻴﺘﻭﺼل ﺍﻝﻴﻪ ﻴﺘﺴﻡ ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﺒﺎﻻﻨﻁﺒﺎﻋﻴﺔ‬
‫ﻭﺍﻝﺫﺍﺘﻴﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﺘﺸﻜﻴﻙ ﻓﻲ ﻤﺩﻯ ﺍﻝﺜﻘﺔ ﺍﻝﺘﻲ ﺘﻌﻭل ﻋﻠﻰ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ‬
‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ‪ ،‬ﻨﻅﺭﺍ ﻝﻌﺩﻡ ﻭﺠﻭﺩ ﺍﺘﻔﺎﻕ ﺒﻴﻥ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﺤﻭل ﻤﺎ ﺇﺫﺍ‬
‫ﻜﺎﻨﺕ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻤﻨﻬﺠﺎ ﺃﻡ ﺃﺴﻠﻭﺏ ﺃﻡ ﺃﺩﺍﺓ‪.‬‬
‫‪ – 3‬ﺘﺤﺘﺎﺝ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺇﻝﻰ ﺠﻬﻭﺩ ﻜﺒﻴﺭﺓ‪ ،‬ﻭﻭﻗﺕ ﻁﻭﻴل ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪،‬‬
‫ﻤﻤﺎ ﻗﺩ ﻴﺘﻁﻠﺏ ﻨﻔﻘﺎﺕ ﻋﺎﻝﻴﺔ‪ ،‬ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻗﺩ ﻻ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﻫﺫﺍ ﺍﻝﺠﻬﺩ‬
‫ﻭﺍﻝﻭﻗﺕ‪.‬‬
‫‪ – 4‬ﺍﻥ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﻤﻬﻤﺎ ﻜﺎﻨﺕ ﻤﺘﻌﻤﻘﺔ ﻭﻤﺭﻜﺯﺓ ﻓﺎﻥ ﻨﺘﺎﺌﺠﻬﺎ ﻻ ﺘﺼﻠﺢ‬
‫ﻝﻠﺘﻌﻤﻴﻡ‪ ،‬ﻭﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺘﻔﻴﺩ ﻓﻘﻁ ﻓﻲ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪ – 5‬ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻻ ﻴﻘﺩﻡ ﺍﻝﻤﺒﺤﻭﺙ ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻓﺭﺩﺍ ﻜل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻤﻨﻪ ﺒﺩﻗﺔ‪ ،‬ﻭﻗﺩ ﻴﺘﻌﻤﺩ ﺍﺨﻔﺎﺀ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻬﻤﺔ ﻭﺍﻝﻤﺅﺜﺭﺓ‬
‫ﻓﻲ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻗﺩ ﺘﻘﻭﻡ ﺍﻝﺤﺎﻝﺔ ﺒﺘﺯﻭﻴﺩ ﺍﻝﺒﺎﺤﺙ ﺒﺎﻹﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﺘﺘﺼﻭﺭ ﺍﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﻴﺭﻴﺩﻫﺎ‪ ،‬ﻭﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﺍﻝﻌﻼﻗﺔ ﻭﻁﻴﺩﺓ ﺒﻴﻥ ﺍﻝﻁﺭﻓﻴﻥ‪ ،‬ﻭﻗﺩ ﺘﻠﺠﺄ ﺍﻝﺤﺎﻝﺔ‬
‫ﺇﻝﻰ ﺘﻀﺨﻴﻡ ﺍﻝﺤﻭﺍﺩﺙ ﺍﻭ ﺴﺭﺩ ﺤﻭﺍﺩﺙ ﺨﻴﺎﻝﻴﺔ‪.‬‬
‫‪ – 6‬ﺍﻝﺘﺨﻠﻑ ﺍﻝﺜﻘﺎﻓﻲ‪ :‬ﺘﺘﺴﻡ ﺍﻝﻤﺠﺘﻤﻌﺎﺕ ﺍﻝﻤﺘﺨﻠﻔﺔ ﺒﺎﻨﻌﺩﺍﻡ ﺍﻝﻔﺭﺩﻴﺔ ﻭﺍﺴﺘﻘﻼﻝﻴﺔ‬
‫ﺍﻝﺭﺃﻱ ﻭﺫﻭﺒﺎﻥ ﺍﻝﻔﺭﺩ ﻓﻲ ﺍﻝﺠﻤﺎﻋﺔ‪ ،‬ﻭﻭﻗﻭﻉ ﺍﻻﺸﺨﺎﺹ ﺘﺤﺕ ﺘﺄﺜﻴﺭ ﺍﻝﻌﺎﺩﺍﺕ ﻭﺍﻝﺘﻘﺎﻝﻴﺩ‬
‫ﻭﺍﻝﻌﻘﺎﺌﺩ ﺍﻝﺩﻴﻨﻴﺔ ﺩﻭﻥ ﻓﻬﻡ ﻭﺍﻉ‪ ،‬ﻭﺍﻝﻭﻗﻭﻉ ﻜﺫﻝﻙ ﺘﺤﺕ ﻀﻐﻭﻁ ﺍﻝﻨﻅﺎﻡ ﺍﻝﺴﻴﺎﺴﻲ‪ ،‬ﻭﻤﻥ‬
‫ﺸﺄﻥ ﻜل ﺫﻝﻙ ﺍﻥ ﻴﺠﻌل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻭﺼل ﺍﻝﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻴﺴﻭﺩﻫﺎ ﺍﻝﺸﻙ‬
‫ﻭﺍﻝﻐﻤﻭﺽ‪.‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺴﺎﺒﻌﺎ‪ :‬ﺍﺴﻠﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺘﺒﻌﻴﺔ‬

‫ﻴﻌﺩ ﺍﺴﻠﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺘﺒﻌﻴﺔ ﺃﺤﺩ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﺘﺒﻊ‬
‫ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ ﻋﺒﺭ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺨﺼﺎﺌﺼﻬﺎ ﻭﺴﻤﺎﺘﻬﺎ‬
‫ﻭﺼﻔﺎﺘﻬﺎ ﻭﺍﻝﺘﻁﻭﺭﺍﺕ ﻭﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻁﺭﺃﺕ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻴﺘﻡ ﺘﻁﺒﻴﻕ ﺍﺴﻠﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻝﺘﺘﺒﻌﻴﺔ ﻤﻥ ﺨﻼل ﺘﺼﻤﻴﻤﻴﻥ ﺍﺜﻨﻴﻥ‪ ،‬ﻫﻤﺎ‪ :‬ﺍﻝﺒﺤﺙ ﺍﻝﻁﻭﻝﻲ‪ ،‬ﻭﺍﻝﺒﺤﺙ ﺍﻝﻤﺴﺘﻌﺭﺽ‪،‬‬
‫ﺤﻴﺙ ﻝﻜل ﻤﻨﻬﻤﺎ ﺘﺼﻤﻴﻤﺎﺘﻪ‪ ،‬ﻭﻨﻔﺼل ﻫﻨﺎ ﻝﻜل ﻤﻨﻬﻤﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ‪ -‬ﺍﻝﺒﺤﺙ ﺍﻝﺘﺘﺒﻌﻲ ﺍﻝﻁﻭﻝﻲ‪:‬‬
‫ﻭﻫﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﺘﺒﻊ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺤﺎﻻﺕ ﺃﻭ ﻅﺎﻫﺭﺓ‬
‫ﻤﻌﻴﻨﺔ ﻋﺒﺭ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻁﻭﻴﻠﺔ ﻨﺴﺒﻴﺎ ﻗﺩ ﺘﻤﺘﺩ ﺇﻝﻰ ﺸﻬﻭﺭ ﺃﻭ ﺴﻨﻭﺍﺕ‪ ،‬ﺒﻬﺩﻑ ﺭﺼﺩ‬
‫ﻭﻤﺘﺎﺒﻌﺔ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﺨﻼل ﻫﺫﻩ ﺍﻝﻔﺘﺭﺓ‪ ،‬ﻭﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﻋﻠﻰ ﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﺤﺎﻝﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﻜﻤﺎ ﻫﻲ ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﻭﺩﻭﻥ ﺘﺩﺨل ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻴﺘﻡ ﺨﻼل ﻫﺫﻩ ﺍﻝﻔﺘﺭﺓ ﺍﻝﺯﻤﻨﻴﺔ ﺘﺴﺠﻴل ﻭﺘﺩﻭﻴﻥ ﻜﺎﻓﺔ ﺍﻝﻤﻼﺤﻅﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ‬
‫ﻭﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻁﻭﺍل ﻓﺘﺭﺓ ﺍﻝﺩﺭﺍﺴﺔ‪" ،‬ﻭﻴﺘﻴﺢ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺎﺕ ﻗﻴﺎﺱ ﺍﻝﺘﻐﻴﺭ ﻭﺍﺘﺠﺎﻫﺎﺘﻪ ﻝﻠﻤﺠﻤﻭﻋﺔ ﺍﻝﻭﺍﺤﺩﺓ ﻓﻲ ﺍﻭﻗﺎﺕ ﻤﺨﺘﻠﻔﺔ")‪ ،(1‬ﺍﻝﺫﻱ ﻗﺩ‬
‫ﻴﻜﻭﻥ ﺴﻠﻭﻜﺎ ﺃﻭ ﻤﻭﻗﻔﺎ ﺃﻭ ﺭﺃﻴﺎ ﺃﻭ ﺍﺘﺠﺎﻫﺎ ﻨﺤﻭ ﻗﻀﻴﺔ ﺃﻭ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ ﻤﺴﺘﻤﺭﺓ‬
‫ﻁﻭﺍل ﻓﺘﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺫﺍﺕ ﺍﻻﺠﺭﺍﺀﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﻓﻲ ﻜل‬
‫ﻤﺭﺓ‪ ،‬ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺍﻝﻔﺭﻭﺽ ﺃﻭ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺃﻭ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻭﻓﻘﺎ ﻝﻨﻔﺱ ﺍﻷﻫﺩﺍﻑ‬
‫ﺍﻝﻤﺤﺩﺩﺓ‪.‬‬
‫ﺘﺼﻤﻴﻤﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﺘﺘﺒﻌﻲ ﺍﻝﻁﻭﻝﻲ‪:‬‬
‫ﻴﺫﻫﺏ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺇﻝﻰ ﺍﻥ ﻫﻨﺎﻙ ﺜﻼﺜﺔ ﺘﺼﻤﻴﻤﺎﺕ ﻝﺒﺤﻭﺙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻁﻭﻝﻴﺔ‪،‬‬
‫)‪(2‬‬
‫ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬

‫‪ -1‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﺍﺴﻠﻭﺏ ﺍﻝﺒﺤﺙ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﻁ‪ ،2‬ﺒﻨﻐﺎﺯﻱ‪ ،‬ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ‬
‫ﻗﺎﺭﻴﻭﻨﺱ‪1988 ،‬ﻡ‪ ،‬ﺹ‪.132‬‬
‫‪ -2‬ﺍﻨﻅﺭ ﻜل ﻤﻥ ‪ :‬ﺩﻭﻨﺎﻝﺩ ﺃﺭﻱ‪ ،‬ﻝﻭﻜﻲ ﺸﻴﺯﺭﺠﺎﻜﻭﻴﺱ‪ ،‬ﺍﺴﻐﻬﺎﺭﺭﺍﺯﻓﻴﺵ‪ ،‬ﻤﻘﺩﻤﺔ ﻝﻠﺒﺤﺙ ﻓﻲ‬
‫ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺘﺭﺠﻤﺔ ﺴﻌﺩ ﺍﻝﺤﺴﻴﻨﻲ‪ ،‬ﺍﻝﻌﻴﻥ‪ ،‬ﺍﻻﻤﺎﺭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺘﺤﺩﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺠﺎﻤﻌﻲ‪2004 ،‬ﻡ‪،‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ - 1‬ﺩﺭﺍﺴﺔ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺫﺍﺘﻬﺎ‪:‬‬

‫ﺃﻱ ﺇﻋﺎﺩﺓ ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﻜل ﻤﺭﺓ ﺩﻭﻥ ﺘﻐﻴﻴﺭ‪ ،‬ﻓﻘﺩ ﻴﺴﺄل‬
‫ﺍﻝﺒﺎﺤﺙ ﻋﻴﻨﺔ ﻤﻥ ﻁﻼﺏ ﻗﺴﻡ ﺍﻹﻋﻼﻡ ﺒﺎﻝﺠﺎﻤﻌﺔ ﻓﻲ ﻤﻁﻠﻊ ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ﻋﻥ‬
‫ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻨﺤﻭ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻲ ﺍﻝﺫﻱ ﻴﻘﺩﻡ ﻝﻬﻡ‪ ،‬ﺜﻡ ﻴﻌﺎﺩ ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﺩﻭﻥ ﺘﻐﻴﻴﺭ‬
‫ﻋﻠﻰ ﺫﺍﺕ ﺍﻝﻌﻴﻨﺔ ﺒﻌﺩ ﻤﺭﻭﺭ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﻥ ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ‪ ،‬ﻭﻓﻲ ﻓﺘﺭﺓ ﺃﺨﺭﻯ ﻴﻌﺎﺩ‬
‫ﺍﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﺤﻴﺙ ﻴﻼﺤﻅ ﻫﻨﺎ ﺍﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ‬
‫ﻋﻠﻴﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﺍﻝﻤﺭﺍﺕ ﺍﻝﺜﻼﺙ ﻫﻲ ﺫﺍﺘﻬﺎ ﺩﻭﻥ ﺘﻐﻴﻴﺭ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﺴﺌﻠﺔ ﺍﺴﺘﻤﺎﺭﺓ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺍﻝﻬﺩﻑ ﻫﻭ ﺭﺼﺩ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺤﺩﺜﺕ ﻋﺒﺭ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺯﻤﻨﻴﺔ ﻋﻠﻰ‬
‫ﺍﺘﺠﺎﻫﺎﺕ ﻭﺃﺭﺍﺀ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺠﺎﻩ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﺘﺩﺭﻴﺒﻲ ﺍﻝﻤﻌﺩ ﻓﻲ ﺍﻝﻘﺴﻡ‪.‬‬
‫‪ – 2‬ﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﺯﻋﺔ ﺃﻭ ﺍﻻﺘﺠﺎﻩ‪:‬‬
‫ﻴﺠﺭﻱ ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺘﺼﻤﻴﻤﺎﺕ ﺩﺭﺍﺴﺔ ﺍﺸﺨﺎﺹ ﻤﺨﺘﻠﻔﻴﻥ ﻓﻲ ﻜل ﻤﺭﺓ‬
‫ﻋﻥ ﺍﻝﻤﺭﺓ ﺍﻝﺘﻲ ﺴﺒﻘﺘﻬﺎ ﺒﻨﻔﺱ ﺍﻷﺩﺍﺓ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻻﺤﺼﺎﺌﻲ ﻨﻔﺴﻪ ﺍﻝﺫﻱ ﺘﺴﺤﺏ‬
‫ﻤﻨﻪ ﺍﻝﻌﻴﻨﺔ ﻓﻲ ﻜل ﺍﻝﻤﺭﺍﺕ‪ ،‬ﻤﻊ ﻤﻼﺤﻅﺔ ﺍﻥ ﺍﻝﻤﺠﺘﻤﻊ ﻫﻨﺎ ﻏﻴﺭ ﺜﺎﺒﺕ‪ ،‬ﻓﺈﺫﺍ ﺍﺭﺍﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﺜﻼ ﻤﻌﺭﻓﺔ ﺁﺭﺍﺀ ﻤﻭﺠﻬﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺤﻭل ﺍﻝﺩﺭﻭﺱ ﺍﻝﺨﺼﻭﺼﻴﺔ‪،‬‬
‫ﻓﺎﻨﻪ ﻴﻘﻭﻡ ﺒﺎﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻋﺸﻭﺍﺌﻴﺔ ﻤﻥ ﻤﻭﺠﻬﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ ﻭﻴﻘﻭﻡ ﺒﺈﻋﺩﺍﺩ ﺍﺴﺘﺒﻴﺎﻥ‬
‫ﺨﺎﺹ ﻝﻬﻡ ﺤﻭل ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﺜﻡ ﻭﻓﻲ ﺍﻝﺴﻨﺔ ﺍﻝﺘﻲ ﺘﻠﻴﻬﺎ ﻴﻘﻭﻡ ﺒﺈﻋﺎﺩﺓ ﺘﻁﺒﻴﻕ ﻨﻔﺱ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ ﻋﻴﻨﺔ ﺃﺨﺭﻯ ﻤﻥ ﻨﻔﺱ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﻤﻜﻥ ﻝﻪ ﺍﻥ ﻴﻜﺭﺭ ﺫﻝﻙ ﻋﺩﺓ‬

‫ﻜﺫﻝﻙ‪ :‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ – ﺍﺴﺎﻝﻴﺒﻬﺎ‬
‫ﻭﺘﻘﻨﻴﺎﺘﻬﺎ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﺒﻴﻀﺎﺀ ﻝﻴﺒﻴﺎ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﺯﻫﺭﺍﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2010 ،‬ﻡ‪،‬‬
‫ﺹ‪.203‬‬
‫ﻜﺫﻝﻙ‪ :‬ﺍﻝﻌﺠﻴﻠﻲ ﻋﺼﻤﺎﻥ ﺴﺭﻜﺯ‪ ،‬ﻋﻴﺎﺩ ﺴﻌﻴﺩ ﺍﻤﻁﻴﺭ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﺴﺎﻝﻴﺒﻪ ﻭﺘﻘﻨﻴﺎﺘﻪ‪ ،‬ﻁﺭﺍﺒﻠﺱ‪،‬‬
‫ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﻤﻔﺘﻭﺤﺔ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.138 ،137‬‬
‫ﻜﺫﻝﻙ‪ :‬ﻋﺒﺩﺍﷲ ﻋﺎﻤﺭ ﺍﻝﻬﻤﺎﻝﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.134 – 132‬‬
‫ﻜﺫﻝﻙ‪Borg, and Gamll., M. Educational Research, AN. Introduction. (N. :‬‬
‫‪Copyright © 2018.‬‬

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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺴﻨﻭﺍﺕ ﺩﺭﺍﺴﻴﺔ‪ ،‬ﻭﺘﺘﻡ ﻤﻘﺎﺭﻨﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﺒﻬﺩﻑ ﻤﻌﺭﻓﺔ ﻤﺎ ﺇﺫﺍ‬
‫ﻜﺎﻥ ﻫﻨﺎﻙ ﻨﺯﻋﺔ ﺃﻭ ﺍﺘﺠﺎﻩ ﻭﺍﻀﺢ ﻨﺤﻭ ﺍﻝﺩﺭﻭﺱ ﺍﻝﺨﺼﻭﺼﻴﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﻭﺠﻬﻴﻥ‪،‬‬
‫ﻭﻫﻜﺫﺍ ﻓﺎﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﻫﻭ ﺫﺍﺘﻪ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻷﺩﺍﺓ ﻫﺫ ﺫﺍﺘﻬﺎ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺘﻡ ﺘﻐﻴﻴﺭ‬
‫ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻓﻲ ﻜل ﻤﺭﺓ‪.‬‬
‫‪ – 3‬ﺩﺭﺍﺴﺔ ﺍﻝﺠﻤﺎﻋﺔ ﺃﻭ ﺍﻝﻌﺼﺒﺔ‪:‬‬
‫ﻴﺘﻡ ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻝﺠﻤﺎﻋﺔ ﺃﻭ ﺍﻝﻌﺼﺒﺔ ﺩﺭﺍﺴﺔ ﻤﺠﺘﻤﻊ ﻤﺤﺩﺩ ﻻ ﻴﺘﻐﻴﺭ ﺍﻋﻀﺎﺌﻪ‬
‫ﺨﻼل ﻓﺘﺭﺓ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻤﻥ ﺨﻼل ﺴﺤﺏ ﻋﻴﻨﺎﺕ ﻤﺨﺘﻠﻔﺔ ﻋﺒﺭ ﻨﻘﺎﻁ ﺯﻤﻨﻴﺔ ﻤﺘﻌﺩﺩﺓ ﻤﻥ‬
‫ﻨﻔﺱ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻓﺈﺫﺍ ﺍﺭﺍﺩ ﻤﺜﻼ ﺍﺤﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻌﺭﻓﺔ ﺃﺭﺍﺀ ﺨﺭﻴﺠﻲ ﻜﻠﻴﺔ ﺍﻹﻋﻼﻡ‬
‫ﺒﺎﻝﺠﺎﻤﻌﺔ ﻝﻌﺎﻡ ‪2017‬ﻡ ﺤﻭل ﻤﺩﻯ ﻤﻼﺌﻤﺔ ﺍﻝﻤﻘﺭﺭﺍﺕ ﺍﻝﺘﻲ ﻗﺎﻤﻭﺍ ﺒﺩﺭﺍﺴﺘﻬﺎ ﻝﻠﺘﻁﻭﺭ‬
‫ﺍﻝﺤﺎﺼل ﻓﻲ ﻋﺎﻝﻡ ﺍﻻﺘﺼﺎل ﻭﺍﻹﻋﻼﻡ‪ ،‬ﻓﺎﻨﻪ ﻴﻘﻭﻡ ﺒﺘﺤﺩﻴﺩ ﻤﺠﺘﻤﻌﻪ ﺒﺩﻗﺔ ﻤﻥ ﺨﻼل‬
‫ﻗﺎﺌﻤﺔ ﺘﻀﻡ ﺍﺴﻤﺎﺀ ﻜﺎﻓﺔ ﺍﻝﺨﺭﻴﺠﻴﻥ ﻝﻠﻌﺎﻡ ﺍﻝﻤﺤﺩﺩ ﺜﻡ ﻴﻘﻭﻡ ﺒﺴﺤﺏ ﻋﻴﻨﺔ ﻭﺩﺭﺍﺴﺘﻬﺎ‪،‬‬
‫ﻭﻓﻲ ﻤﺭﺤﻠﺔ ﺯﻤﻨﻴﺔ ﻻﺤﻘﺔ ﻴﻘﻭﻡ ﺒﺴﺤﺏ ﻋﻴﻨﺔ ﺃﺨﺭﻯ ﻤﻥ ﻨﻔﺱ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﻴﻜﺭﺭ ﺫﻝﻙ‬
‫ﻓﻲ ﻨﻘﺎﻁ ﺯﻤﻨﻴﺔ ﻤﺨﺘﻠﻔﺔ ﻴﺤﺩﺩﻫﺎ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺒﺠﻤﻊ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻥ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﺘﻲ ﻗﺎﻡ‬
‫ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻴﻼﺤﻅ ﻫﻨﺎ ﺍﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺜﺎﺒﺕ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﻷﺩﺍﺓ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﺍﻤﺎ ﺍﻝﻌﻴﻨﺔ ﻓﺈﻨﻬﺎ‬
‫ﺘﺨﺘﻠﻑ ﻓﻲ ﻜل ﻤﺭﺓ ﻋﻥ ﻏﻴﺭﻫﺎ‪.‬‬
‫ﻤﺯﺍﻴﺎ ﻭﻋﻴﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺘﺒﻌﻴﺔ ﺍﻝﻁﻭﻝﻴﺔ‪:‬‬
‫ﻤﻥ ﺃﻫﻡ ﻤﺯﺍﻴﺎ ﺍﻝﺒﺤﻭﺙ ﺍﻝﺘﺘﺒﻌﻴﺔ ﺍﻝﻁﻭﻝﻴﺔ ﻜﻭﻨﻬﺎ ﺘﺠﻌل ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﺘﺼﺎل‬
‫ﻤﺴﺘﻤﺭ ﻭﻝﻔﺘﺭﺓ ﻁﻭﻴﻠﺔ ﺒﺎﻝﺤﺎﻻﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﻤﻜﻨﻪ ﻤﻥ‬
‫ﺍﻻﻗﺘﺭﺍﺏ ﻤﻥ ﺍﻝﻅﺎﻫﺭﺓ ﻓﻲ ﻭﻀﻌﻬﺎ ﺍﻝﻁﺒﻴﻌﻲ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻴﻬﺎ ﻭﻓﻬﻤﻬﺎ ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺃﻜﺜﺭ ﺩﻗﺔ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺫﻝﻙ ﻓﺈﻥ ﻝﻬﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺒﻌﺽ ﺍﻝﻌﻴﻭﺏ ﺍﻝﻨﺎﺘﺠﺔ ﻋﻥ‬
‫ﻁﻭل ﻓﺘﺭﺓ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻗﺩ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﻭﻓﺎﺓ ﺒﻌﺽ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺃﻭ ﺍﻨﺘﻘﺎﻝﻬﻡ‬
‫‪Copyright © 2018.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺇﻝﻰ ﻤﻨﺎﻁﻕ ﺃﺨﺭﻯ ﻭﺴﻔﺭﻫﻡ‪ ،‬ﻤﻤﺎ ﻴﺅﺜﺭ ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﻗﺩ ﻴﻌﺎﻝﺞ ﺍﻝﺒﺎﺤﺙ ﻫﺫﺍ‬
‫ﺍﻷﻤﺭ ﺒﺘﻌﻭﻴﺽ ﺍﻝﺤﺎﻻﺕ ﺍﻝﻤﻔﻘﻭﺩﺓ ﺒﺤﺎﻻﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﺇﻻ ﺍﻥ ﺫﻝﻙ ﻻ ﻴﻀﻤﻥ ﺘﻭﻓﺭ ﻨﻔﺱ‬
‫ﺍﻝﺨﺼﺎﺌﺹ ﻝﻠﺤﺎﻻﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﺘﻌﻭﻴﻀﻬﺎ‪ ،‬ﻜﻤﺎ ﻗﺩ ﻴﺸﻬﺩ ﺒﻌﺽ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺘﻐﻴﺭ‬
‫ﻴﺘﻌﻠﻕ ﺒﻁﺒﻴﻌﺔ ﺍﻝﻤﻬﺎﻡ ﻭﺍﻝﻭﻅﺎﺌﻑ ﺍﻝﻤﻜﻠﻔﻴﻥ ﺒﻬﺎ ﻭﺍﺯﺩﻴﺎﺩ ﺍﻨﺸﻐﺎﻝﻬﻡ ﺒﺄﻋﻤﺎل ﺍﻀﺎﻓﻴﺔ‪ ،‬ﻤﻤﺎ‬
‫ﻗﺩ ﻴﻔﻘﺩﻫﻡ ﺍﻝﺤﻤﺎﺱ ﻭﺍﻝﺭﻏﺒﺔ ﺒﺴﺒﺏ ﺍﻨﻌﺩﺍﻡ ﺍﻝﻭﻗﺕ ﻝﺩﻴﻬﻡ ﻓﻲ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﺨﻀﻭﻋﻬﻡ‬
‫ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻤﻊ ﻤﺭﻭﺭ ﺍﻝﺯﻤﻥ ﻗﺩ ﻴﻔﻘﺩ ﺒﻌﺽ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺍﻴﻀﺎ ﺤﻤﺎﺴﻬﻡ ﻓﻲ ﺍﻝﺘﻌﺎﻭﻥ‬
‫ﻤﻊ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺘﺒﻌﻴﺔ ﺍﻝﻁﻭﻝﻴﺔ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﺍﻝﻜﺜﻴﺭ‬
‫ﻤﻥ ﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺎل ﻭﺍﻝﻭﻗﺕ‪.‬‬
‫ﺏ – ﺍﻝﺒﺤﺙ ﺍﻝﺘﺘﺒﻌﻲ ﺍﻝﻤﺴﺘﻌﺭﺽ‪:‬‬
‫ﻭﺘﺴﻤﻰ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻴﻀﺎ ﺍﻝﻁﻭﻝﻴﺔ ﺍﻝﺠﺎﻫﺯﺓ‪ ،‬ﺤﻴﺙ ﺘﺘﻡ ﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ‬
‫ﺍﻝﺤﺎﻻﺕ ﻓﻲ ﻨﻔﺱ ﺍﻝﻔﺘﺭﺓ‪ ،‬ﻭﻝﻜﻥ ﻓﻲ ﺃﻭﻀﺎﻉ ﻤﺨﺘﻠﻔﺔ ﻴﻤﺜل ﻜل ﻤﻨﻬﺎ ﻤﺭﺤﻠﺔ ﻤﻌﻴﻨﺔ‬
‫ﻝﻠﻅﺎﻫﺭﺓ ﺒﻁﺭﻴﻘﺔ ﻤﺘﻜﺎﻤﻠﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﻤﺜل ﻜل ﺤﺎﻝﺔ ﺃﻭ ﻜل ﻤﺭﺤﻠﺔ ﺨﺼﺎﺌﺹ ﻤﻌﻴﻨﺔ‪،‬‬
‫ﻝﻨﺨﺭﺝ ﻓﻲ ﺍﻝﻨﻬﺎﺌﻴﺔ ﺒﺼﻭﺭﺓ ﻤﺘﻜﺎﻤﻠﺔ ﺘﻭﻓﺭ ﻤﻌﻠﻭﻤﺎﺕ ﻤﻔﺼﻠﺔ ﻋﻥ ﻜل ﻤﺭﺤﻠﺔ ﻤﻥ‬
‫ﺍﻝﻤﺭﺍﺤل ﺍﻝﻤﻁﻠﻭﺏ ﺭﺼﺩ ﺍﻝﻅﺎﻫﺭﺓ ﺨﻼﻝﻬﺎ؟‬
‫ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻁﻭﻝﻴﺔ ﻴﺘﻡ ﺨﻼﻝﻬﺎ – ﻜﻤﺎ ﻋﺭﻓﻨﺎ ‪ -‬ﺘﺘﺒﻊ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻝﺤﺎﻻﺕ ﺃﻭ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ ﻋﺒﺭ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻁﻭﻴﻠﺔ ﻨﺴﺒﻴﺎ ﻗﺩ ﺘﻤﺘﺩ ﺇﻝﻰ ﺸﻬﻭﺭ ﺃﻭ‬
‫ﺴﻨﻭﺍﺕ‪ ،‬ﺒﻬﺩﻑ ﺭﺼﺩ ﻭﻤﺘﺎﺒﻌﺔ ﺍﻝﺘﻁﻭﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺤﺩﺙ ﺨﻼل ﻫﺫﻩ ﺍﻝﻔﺘﺭﺓ‪ ،‬ﻓﺈﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻤﺴﺘﻌﺭﻀﺔ ﺃﻭ ﺍﻷﻓﻘﻴﺔ ﺘﺠﺭﻯ ﺨﻼل ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻗﺼﻴﺭﺓ‪ ،‬ﻭﺘﺭﺼﺩ ﻓﻲ ﺫﺍﺕ‬
‫ﺍﻝﻭﻗﺕ ﺍﻝﻅﺎﻫﺭﺓ ﻓﻲ ﺍﻭﻀﺎﻋﻬﺎ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺒﻤﺎ ﻴﻤﻜﻥ ﻤﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺘﻤﺜل‬
‫ﺍﻝﻅﺎﻫﺭﺓ ﺍﻭ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻤﺩﺭﻭﺴﺔ ﻓﻲ ﻅﺭﻭﻓﻬﺎ ﺍﻝﻤﺘﻌﺩﺩﺓ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺘﺩﻭﺭ ﻤﺜﻼ‬
‫ﺤﻭل ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﻤﺭ ﺒﻬﺎ ﺍﻷﻓﺭﺍﺩ ﻓﻲ ﻤﺭﺍﺤل ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﺈﻨﻪ‬
‫ﻭﺒﺩﻻ ﻤﻥ ﺘﺘﺒﻊ ﺘﻠﻙ ﺍﻝﺘﻐﻴﺭﺍﺕ ﻤﻥ ﺨﻼل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺘﻼﻤﻴﺫ ﻋﺒﺭ ﻓﺘﺭﺍﺕ ﺘﻌﻠﻴﻤﻬﻡ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﻥ ﺍﻻﺒﺘﺩﺍﺌﻲ ﺇﻝﻰ ﺍﻻﻋﺩﺍﺩﻱ ﺇﻝﻰ ﺍﻝﺜﺎﻨﻭﻱ ﻤﻤﺎ ﻴﺘﻁﻠﺏ ﺍﺴﺘﻤﺭﺍﺭ ﺍﻝﺩﺭﺍﺴﺔ ﻝﺴﻨﻭﺍﺕ‬
‫ﻁﻭﻴﻠﺔ ﻜﻤﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻁﻭﻝﻴﺔ‪ ،‬ﻓﺈﻨﻨﺎ ﻨﻠﺠﺄ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺘﻌﺭﻀﺔ ﺇﻝﻰ ﺴﺤﺏ‬
‫ﻋﻴﻨﺎﺕ ﻤﻥ ﺘﻼﻤﻴﺫ ﻜل ﻤﺭﺤﻠﺔ ﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻨﻔﺱ ﺍﻝﻔﺘﺭﺓ‪ ،‬ﺤﻴﺙ ﻴﻤﺜل ﻜل ﻤﻨﻬﺎ ﻤﺭﺤﻠﺔ‬
‫ﻋﻤﺭﻴﺔ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻝﻨﺼل ﻓﻲ ﺍﻝﻤﺤﺼﻠﺔ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺘﻤﺜل ﻤﺨﺘﻠﻑ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻨﺎ ﻨﺴﺘﻁﻴﻊ ﺍﻥ ﻨﻘﺩﻡ ﻭﺼﻔﺎ ﻋﻠﻤﻴﺎ ﻝﻠﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﻴﻤﺭ ﺒﻬﺎ ﺍﻝﺘﻼﻤﻴﺫ ﻋﺒﺭ‬
‫ﻤﺭﺍﺤل ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﺜﻼﺙ ﺍﻻﺒﺘﺩﺍﺌﻲ ﻭﺍﻻﻋﺩﺍﺩﻱ ﻭﺍﻝﺜﺎﻨﻭﻱ‪ ،‬ﺩﻭﻥ ﺍﻝﺤﺎﺠﺔ ﻻﺴﺘﻤﺭﺍﺭ ﺘﺘﺒﻊ‬
‫ﻋﻴﻨﺔ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻝﺘﻼﻤﻴﺫ ﻋﻴﺭ ﺘﻠﻙ ﺍﻝﻤﺭﺍﺤل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻫﻭ ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﺴﻴﺤﺘﺎﺝ ﺇﻝﻰ‬
‫ﻭﻗﺕ ﻁﻭﻴل ﻭﻨﻔﻘﺎﺕ ﻋﺎﻝﻴﺔ‪.‬‬

‫ﻭﺒﺎﻹﻤﻜﺎﻥ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﺴﺘﻌﺭﻀﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪،‬‬

‫ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺩﺭﺍﺴﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻹﻋﻼﻤﻴﺔ ﻓﻲ ﺍﻭﻀﺎﻉ ﻤﺘﻌﺩﺩﺓ ﻭﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻨﻔﺱ‬
‫ﺍﻝﻔﺘﺭﺓ‪ ،‬ﻓﺈﺫﺍ ﺍﺭﺩﻨﺎ ﻤﺜﻼ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺘﺘﺒﻊ ﺍﻝﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﻁﺭﺃ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﻓﺭﺍﺩ‬
‫ﻓﻭﻕ ﺍﻝﺜﺎﻤﻨﺔ ﻋﺸﺭﺓ ﻝﻠﺘﻠﻔﺯﻴﻭﻥ ﺨﻼل ﺴﻨﻭﺍﺕ ﻨﻤﻭﻫﻡ ﺤﺘﻰ ﺍﻝﺜﻤﺎﻨﻴﻥ ﺴﻨﺔ‪ ،‬ﻓﺈﻨﻨﺎ‬
‫ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﺴﺘﻌﺭﻀﺔ ﻴﻤﻜﻨﻨﺎ ﺍﻥ ﻨﺴﺤﺏ ﻋﻴﻨﺎﺕ ﻤﻤﺜﻠﺔ ﻝﻜل ﻤﺭﺤﻠﺔ ﻋﻤﺭﻴﺔ‬
‫ﻤﻊ ﺍﻻﻨﺘﺒﺎﻩ ﻝﻠﻤﺘﻐﻴﺭﺍﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻨﺠﺭﻱ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻴﻬﺎ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ‪ ،‬ﻝﻨﺤﺼل‬
‫ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺘﺘﻌﻠﻕ ﺒﻁﺒﻴﻌﺔ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻝﻠﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﻭﺍﺨﺘﻼﻓﻬﺎ ﻤﻥ ﻤﺭﺤﻠﺔ ﻋﻤﺭﻴﺔ ﺇﻝﻰ‬
‫ﺃﺨﺭﻯ‪ ،‬ﻭﺫﻝﻙ ﺒﺩل ﺇﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﻤﺤﺩﺩﺓ ﻭﺘﺘﺒﻌﻬﺎ ﻋﺒﺭ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﺘﻤﺘﺩ‬
‫ﻝﺴﻨﻭﺍﺕ ﻁﻭﻴﻠﺔ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﻤﺯﺍﻴﺎ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻓﻘﻴﺔ ﺍﻝﻤﺴﺘﻌﺭﻀﺔ‪ ،‬ﺍﻻﺨﺘﺼﺎﺭ ﺍﻝﻜﺒﻴﺭ ﻝﻠﻭﻗﺕ‪،‬‬
‫ﻭﺍﻝﺠﻬﺩ‪ ،‬ﻭﺍﻝﺘﻜﺎﻝﻴﻑ ﺍﻝﻤﺎﻝﻴﺔ‪ ،‬ﻭﻤﻥ ﻤﺯﺍﻴﺎﻫﺎ ﺍﻴﻀﺎ ﺍﻨﻬﺎ ﺘﻀﻤﻥ ﺍﺴﺘﻤﺭﺍﺭ ﺍﻝﺘﺭﻜﻴﺯ‬
‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻀﻤﺎﻥ ﺍﻻﺘﺠﺎﻩ ﺍﻝﻭﺍﺤﺩ ﻝﻠﺒﺤﺙ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺫﻝﻙ‬
‫ﻓﺈﻥ ﺃﻫﻡ ﺼﻌﻭﺒﺔ ﺘﻭﺍﺠﻬﻬﺎ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺘﺘﻤﺜل ﻓﻲ ﺴﺤﺏ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﻤﺜﻠﺔ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫)‪(1‬‬
‫ﻜﻤﺎ ﺍﻥ ﺍﻝﻨﺘﺎﺌﺞ‬ ‫ﻝﻠﻤﺠﺘﻤﻊ ﺍﻻﺼﻠﻲ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﺼﺤﺔ ﺍﻝﺘﻌﻤﻴﻤﺎﺕ ﻭﺸﻤﻭﻝﻬﺎ‪،‬‬
‫ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﺃﻗل ﺩﻗﺔ ﻤﻤﺎ ﻝﻭ ﺘﻡ ﺘﺘﺒﻊ ﺍﻝﺤﺎﻻﺕ ﺫﺍﺘﻬﺎ‬
‫ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﺘﺒﻌﻴﺔ ﺍﻝﻁﻭﻝﻴﺔ‪.‬‬
‫ﻭﻨﻅﺭﺍ ﻝﻼﻋﺘﺒﺎﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺯﻤﻥ ﻭﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﺴﺘﻌﺭﻀﺔ‬
‫ﺘﻌﺩ ﺍﻷﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﺎ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﺤﻴﺙ ﺘﻭﻓﺭ ﻨﺘﺎﺌﺞ ﺤﺩﻴﺜﺔ ﻓﻲ ﺯﻤﻥ ﻤﺤﺩﻭﺩ‪،‬‬
‫ﻭﺒﺘﻜﺎﻝﻴﻑ ﺃﻗل‪.‬‬

‫ﺜﺎﻤﻨﺎ‪ :‬ﺍﺴﻠﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ‬

‫ﺘﺴﻌﻰ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺇﻝﻰ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺩﻯ ﺍﺭﺘﺒﺎﻁﻬﺎ ﺒﺒﻌﻀﻬﺎ‪ ،‬ﻭﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻫﻲ ﺘﻠﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺘﺘﻭﺠﻪ ﺇﻝﻰ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻥ ﻤﺘﻐﻴﺭﻴﻥ‬
‫ﺍﻭ ﺃﻜﺜﺭ‪ ،‬ﻭﺍﻅﻬﺎﺭ ﺤﺠﻡ ﺘﻠﻙ ﺍﻝﻌﻼﻗﺔ ﻭﺍﺘﺠﺎﻫﻬﺎ‪ ،‬ﻭﻴﺘﻀﺢ ﻤﻥ ﺫﻝﻙ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺍﻥ ﺍﻝﺴﺅﺍل ﺍﻝﺭﺌﻴﺴﻲ ﺍﻝﺫﻱ ﺘﻨﻁﻠﻕ ﻤﻨﻪ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻫﻭ‪:‬‬ ‫‪-1‬‬
‫ﻫل ﺘﻭﺠﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺫﺍﺕ ﺩﻻﻝﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻡ ﻻ‪.‬‬
‫ﻻ ﻴﻤﻜﻥ ﺍﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺇﻻ ﻓﻲ ﻅل ﻭﺠﻭﺩ ﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ‬ ‫‪-2‬‬
‫ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ‪.‬‬
‫ﻀﺭﻭﺭﺓ ﺍﻥ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺘﺤﺩﻴﺩ ﻤﺘﻐﻴﺭﺍﺕ ﺩﺭﺍﺴﺘﻪ ﺒﺸﻜل ﻭﺍﻀﺢ‬ ‫‪-3‬‬
‫ﻭﻤﺤﺩﺩ‪.‬‬
‫ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺘﺘﻭﺠﻪ ﺍﺴﺎﺴﺎ ﻝﻠﻜﺸﻑ ﻋﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬ ‫‪-4‬‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪.‬‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﻋﻠﻲ ﺸﺘﺎ‪ ،‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﺸﻌﺎﻉ ﻝﻠﻁﺒﺎﻋﺔ‬
‫‪Copyright © 2018.‬‬

‫ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪1997 ،‬ﻡ‪ ،‬ﺹ‪.380 ،379‬‬

‫‪copyright law.‬‬

‫‪309‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻻ ﺘﺘﻭﻗﻑ ﻋﻨﺩ ﻨﻘﻁﺔ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﻝﻌﻼﻗﺎﺕ‬ ‫‪-5‬‬

‫ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﺒل ﺘﺘﺠﺎﻭﺯ ﺫﻝﻙ ﺇﻝﻰ ﺍﻅﻬﺎﺭ ﺤﺠﻡ ﺘﻠﻙ ﺍﻝﻌﻼﻗﺔ‪ ،‬ﻭﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﻗﻭﻴﺔ‬
‫ﺃﻭ ﻤﺘﻭﺴﻁﺔ ﺃﻭ ﻀﻌﻴﻔﺔ ﺍﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫ﺍﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺘﺘﻭﻝﻰ ﻜﺫﻝﻙ ﺍﻝﻜﺸﻑ ﻋﻥ ﺍﺘﺠﺎﻩ ﺍﻝﻌﻼﻗﺔ‬ ‫‪-6‬‬
‫ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺴﺎﻝﺒﺔ ﺃﻭ ﻤﻭﺠﺒﺔ ﺍﻭ ﺼﻔﺭﻴﺔ‪.‬‬
‫)‪(1‬‬
‫ﻭﺘﻘﻭﻡ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻋﻠﻰ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺨﺎﺼﺔ ﺒﻜل ﻤﺘﻐﻴﺭ ﻤﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪.‬‬
‫‪ – 2‬ﻋﺭﺽ ﻫﺫﻩ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻓﻲ ﺼﻭﺭﺓ ﺘﻌﻜﺱ ﺤﺭﻜﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪) ،‬ﻗﻴﻡ‬
‫ﻤﺘﻐﻴﺭﺓ – ﻤﻌﺩل ﺍﻝﺘﻐﻴﺭ – ﺍﻝﺘﺭﺘﻴﺏ(‪.‬‬
‫‪ – 3‬ﺘﻘﺩﻴﺭ ﻗﻴﻤﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﻭﺍﺘﺠﺎﻫﻬﺎ ﺍﻴﺠﺎﺒﺎ ﺍﻭ ﺴﻠﺒﺎ‪ ،‬ﺒﻤﺎ‬
‫ﻴﻌﻜﺱ ﺍﻝﻌﻼﻗﺔ ﺍﻝﻁﺭﺩﻴﺔ ﺃﻭ ﺍﻝﻌﻜﺴﻴﺔ )ﺍﺤﺼﺎﺌﻴﺎ(‪.‬‬
‫‪ – 4‬ﺘﻘﺭﻴﺭ ﺩﻻﻝﺔ ﺍﻻﺭﺘﺒﺎﻁ ﻭﺍﻝﻤﻐﺯﻯ )ﺠﺩﻭﻝﻴﺎ(‪.‬‬
‫ﻭﻗﺩ ﺘﺸﻤل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺩﺭﺍﺴﺔ ﻤﺘﻐﻴﺭﻴﻥ ﺍﺜﻨﻴﻥ ﻓﻘﻁ ﺍﻭ ﺃﻜﺜﺭ ﻤﻥ ﺫﻝﻙ‪،‬‬
‫ﺒﺤﻴﺙ ﺘﻀﻡ ﻋﺩﺓ ﻤﺘﻐﻴﺭﺍﺕ ﻓﻲ ﻭﻗﺕ ﻭﺍﺤﺩ‪.‬‬

‫ﻭﻝﻘﻴﺎﺱ ﻤﺩﻯ ﻭﺠﻭﺩ ﺍﻻﺭﺘﺒﺎﻁ ﻤﻥ ﻋﺩﻤﻪ‪ ،‬ﻭﺍﺘﺠﺎﻩ ﺍﻻﺭﺘﺒﺎﻁ ﻭﺸﺩﺘﻪ ﻴﺘﻁﻠﺏ ﺍﻷﻤﺭ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﺴﺎﻝﻴﺏ ﻭﻁﺭﻕ ﺍﺤﺼﺎﺌﻴﺔ ﻴﻁﻠﻕ ﻋﻠﻴﻬﺎ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‪ ،‬ﻭﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ‬
‫ﻫﻭ " ﺍﻝﺠﺩﺭ ﺍﻝﺘﺭﺒﻴﻌﻲ ﻝﻤﻌﺎﻤل ﺍﻝﺘﺤﺩﻴﺩ‪ ،‬ﻭﺘﺩل ﻗﻴﻤﺘﻪ ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ‬
‫ﻤﺘﻐﻴﺭﻴﻥ‪ ،‬ﻓﻜﻠﻤﺎ ﺍﻗﺘﺭﺒﺕ ﻗﻴﻤﺘﻪ ﻤﻥ ‪ 1‬ﺩل ﺫﻝﻙ ﻋﻠﻰ ﻗﻭﺓ ﺍﻝﻌﻼﻗﺔ‪ ،‬ﻭﻜﻠﻤﺎ ﺍﻗﺘﺭﺒﺕ ﻤﻥ‬
‫)‪(2‬‬
‫ﺍﻝﺼﻔﺭ ﺩل ﻋﻠﻰ ﻀﻌﻑ ﺍﻝﻌﻼﻗﺔ"‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪.200 ،199 ،‬‬
‫‪ -2‬ﻓﻭﺯﻱ ﻏﺭﺍﻴﺒﺔ ﻭﺃﺨﺭﻭﻥ‪ ،‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻨﺴﺎﻨﻴﺔ‪ ،‬ﻁ‪،3‬‬
‫‪Copyright © 2018.‬‬

‫ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﻭﺍﺌل ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.163‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻻ ﺘﺨﺭﺝ ﻨﺘﺎﺌﺞ ﺍﻻﺭﺘﺒﺎﻁ ﻓﻲ ﺒﺤﻭﺙ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺫﺍﺕ ﺍﻝﺒﻴﺎﻨﺎﺕ‬
‫ﺍﻝﻜﻤﻴﺔ ﻋﻥ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﺎﻝﻴﺔ)‪:(1‬‬
‫ﺍﻤﺎ ﺍﻥ ﻴﻜﻭﻥ ﺍﺭﺘﺒﺎﻁﺎ ﻓﻲ ﺍﺘﺠﺎﻩ ﻭﺍﺤﺩ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﺃﻱ ﺯﻴﺎﺩﺓ ﻓﻲ‬ ‫‪-1‬‬
‫ﺍﻝﻤﺘﻐﻴﺭ ﺍﻷﻭل ﻴﺼﺤﺒﻬﺎ ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺜﺎﻨﻲ‪ ،‬ﻭﺍﻥ ﺃﻱ ﻨﻘﺹ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻷﻭل‬
‫ﻴﺼﺎﺤﺒﻪ ﻨﻘﺹ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺜﺎﻨﻲ ‪ ..‬ﻭﻴﺴﻤﻰ ﻫﺫﺍ ﺍﻻﺭﺘﺒﺎﻁ ﻁﺭﺩﻴﺎ ﻭﻋﻨﺩ ﻗﻴﺎﺴﻪ‬
‫ﻨﺤﺼل ﻋﻠﻰ ﺠﻭﺍﺏ ﻤﻭﺠﺏ)‪.(+‬‬
‫ﻭﺍﻤﺎ ﺍﻥ ﻴﻜﻭﻥ ﺍﻻﺭﺘﺒﺎﻁ ﻓﻲ ﺍﺘﺠﺎﻩ ﻋﻜﺴﻲ‪ ،‬ﻭﻫﺫﺍ ﻤﻌﻨﺎﻩ ﺍﻥ ﺍﻝﺯﻴﺎﺩﺓ‬ ‫‪-2‬‬
‫ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻷﻭل ﻴﻘﺎﺒﻠﻬﺎ ﻨﻘﺹ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺜﺎﻨﻲ‪ ،‬ﻭﺍﻝﻌﻜﺱ ﺼﺤﻴﺢ‪ ،‬ﻭﻴﺴﻤﻰ ﻫﺫﺍ‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﺒﺎﻻﺭﺘﺒﺎﻁ ﺍﻝﻌﻜﺴﻲ‪ ،‬ﻭﻋﻨﺩ ﻗﻴﺎﺴﻪ ﺘﺤﺼل ﻋﻠﻰ ﺠﻭﺍﺏ ) ‪.( -‬‬
‫ﻭﺇﻝﻰ ﺠﺎﻨﺏ ﺍﻻﺭﺘﺒﺎﻁ ﺍﻝﻤﻭﺠﺏ ﻭﺍﻝﺴﺎﻝﺏ ﻓﻠﻼﺭﺘﺒﺎﻁ ﺍﻴﻀﺎ ﺩﺭﺠﺔ ﺘﺘﻭﻗﻑ ﻋﻠﻴﻬﺎ‬
‫ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‪ ،‬ﻓﻘﺩ ﻴﻜﻭﻥ ﺍﻻﺭﺘﺒﺎﻁ ﻗﻭﻴﺎ ﺃﻭ ﻀﻌﻴﻔﺎ ﺃﻭ ﻀﻌﻴﻔﺎ ﺠﺩﺍ‪.‬‬
‫ﻭﻗﺩ ﻴﻘﺎﺒل ﺍﻝﺒﺎﺤﺙ ﻋﻨﺩ ﺤﺴﺎﺒﻪ ﻝﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻨﺘﻴﺠﺔ ﻤﺴﺎﻭﻴﺔ ﻝﻠﻭﺍﺤﺩ‬
‫ﺍﻝﺼﺤﻴﺢ‪ ،‬ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺍﻥ ﺍﻻﺭﺘﺒﺎﻁ ﺘﺎﻡ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﺴﻭﺍﺀ ﺴﺎﻝﺏ ﺃﻭ ﻤﻭﺠﺏ‪،‬‬
‫ﻭﻤﻌﻨﻰ ﻫﺫﺍ )‪ 1+‬ﺃﻭ ‪ (1-‬ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺜﺎﺒﺘﺔ ﺘﺤﻜﻡ ﻭﺘﺼﻑ ﻫﺫﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ‪.‬‬
‫‪ – 3‬ﻭﻗﺩ ﻴﻘﺎﺒل ﺍﻝﺒﺎﺤﺙ ﻋﻨﺩ ﺤﺴﺎﺒﻪ ﻝﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﻨﺘﻴﺠﺔ ﻤﺴﺎﻭﻴﺔ ﻝﻠﺼﻔﺭ‬
‫ﺘﻤﺎﻤﺎ‪ ،‬ﻭﻫﺫﺍ ﻴﻌﻨﻲ ﺍﺤﺼﺎﺌﻴﺎ ﺍﻨﻌﺩﺍﻡ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﻴﻥ ﻤﻭﻀﻊ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻻﻋﻼﻤﻴﺔ‪:‬‬

‫ﺍﻥ ﻤﻬﻤﺔ ﺍﻝﻌﻠﻡ ﺍﻝﺭﺌﻴﺴﻴﺔ ﺍﻨﻤﺎ ﻫﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ‪ ..‬ﺃﻱ ﺩﺭﺍﺴﺔ‬
‫ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻜﺎﺌﻨﺔ ﺒﻴﻥ ﺍﻷﺠﺯﺍﺀ ﺃﻭ ﺍﻝﻜﻠﻴﺎﺕ ‪ ..‬ﻭﺍﻝﻌﻼﻗﺔ ﻫﻨﺎ ﺘﻌﻨﻲ ﺍﻝﺭﺍﺒﻁﺔ ﺍﻝﺘﻲ ﺘﺭﺒﻁ‬

‫‪ -1‬ﺍﻝﺴﻴﺩ ﺍﺤﻤﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.261،262‬‬

‫ﺍﻨﻅﺭ ﻜﺫﻝﻙ ﻜل ﻤﻥ‪:‬‬
‫ﻤﺨﺘﺎﺭ ﻤﺤﻤﺩ ﺍﻝﻬﺎﻨﺱ‪ ،‬ﻤﻘﺩﻤﺔ ﻁﺭﻕ ﺍﻻﺤﺼﺎﺀ ﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﺝ‪ ،1‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﻤﺅﺴﺴﺔ ﺸﺒﺎﺏ‬
‫ﺍﻝﺠﺎﻤﻌﺔ‪ ،‬ﺩ‪.‬ﺕ‪ ،‬ﺹ‪.402 ،325‬‬
‫ﻋﺒﺎﺱ ﻤﺤﻤﻭﺩ ﻋﻭﺽ‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻻﺤﺼﺎﺌﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺍﻝﺩﺍﺭ ﺍﻝﺠﺎﻤﻌﻴﺔ ﻝﻠﻁﺒﺎﻋﺔ ﻭﺍﻝﻨﺸﺭ‪ ،‬ﺹ‪101‬‬
‫‪Copyright © 2018.‬‬

‫– ‪.107‬‬
‫‪copyright law.‬‬

‫‪311‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺒﻴﻥ ﺸﻴﺌﻴﻥ ﺃﻭ ﺍﻜﺜﺭ‪ ،‬ﻓﻔﻲ ﺘﻌﺭﻴﻔﻨﺎ ﻝﻠﻤﺠﺘﻤﻊ ﻤﺜﻼ ﻨﻘﻭل‪ :‬ﺍﻨﻪ ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻷﻓﺭﺍﺩ ﺍﻝﺫﻴﻥ ﻴﻘﻁﻨﻭﻥ ﻓﻲ ﻗﻁﻌﺔ ﻤﻥ ﺍﻷﺭﺽ ﻭﺘﺭﺒﻁ ﺒﻴﻨﻬﻡ ﻋﻼﻗﺔ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭﻗﺎﻨﻭﻨﻴﺔ‬
‫ﻭﺍﻗﺘﺼﺎﺩﻴﺔ ﻭﺴﻴﺎﺴﻴﺔ ‪ ..‬ﻭﻤﺎ ﺇﻝﻰ ﺫﻝﻙ‪ ،‬ﺇﺫﺍ ﻓﺎﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻷﻓﺭﺍﺩ ﻭﻤﺎ ﻴﻌﻤﻠﻭﻥ‪ ،‬ﺃﻭ‬
‫ﺍﻝﺭﺍﺒﻁﺔ ﺒﻴﻨﻬﻡ ﻭﺒﻴﻥ ﺍﻷﺭﺽ ﺍﻝﺘﻲ ﻴﻘﻴﻤﻭﻥ ﻋﻠﻴﻬﺎ ﻫﻲ ﺍﻝﺘﻲ ﺘﻬﻡ ﺍﻝﻌﻠﻡ ‪ ..‬ﻭﻤﻬﻤﺔ ﺍﻝﻌﻠﻡ‬
‫ﻫﻲ ﺩﺭﺍﺴﺔ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺎﺕ ﻷﻏﺭﺍﺽ ﺍﻝﻌﻠﻡ ﻨﻔﺴﻪ‪ ،‬ﻜﺄﻥ ﻴﻨﻅﻤﻬﺎ ﺃﻭ ﻴﻁﻭﺭﻫﺎ ﻝﺼﺎﻝﺢ‬
‫)‪(1‬‬
‫ﺃﻓﺭﺍﺩ ﺍﻝﻤﺠﺘﻤﻊ‪.‬‬

‫ﻭﻓﻲ ﻤﺠﺎل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ ﻓﺈﻥ ﺍﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺘﺘﻤﺜل‬
‫ﻓﻲ ﻜﻭﻨﻬﺎ ﺘﻔﻴﺩ ﻓﻲ ﺍﻝﺠﻭﺍﻨﺏ ﻭﺍﻝﻤﺠﺎﻻﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺍﻝﺘﻨﺒﺅ‪:‬ﺃﻱ ﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﺘﺅﻭل ﺇﻝﻴﻪ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻻﻋﻼﻤﻴﺔ‬
‫ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ ﻭﻝﻭ ﺒﺸﻜل ﺠﺯﺌﻲ ﻭﺒﻘﺩﺭ ﻤﻌﻘﻭل ﻤﻥ ﺍﻝﺼﺤﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﻭﻀﻊ ﺍﻝﺘﻘﺩﻴﺭﺍﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﺍﻝﺘﻲ ﺘﺴﺎﻋﺩ ﻓﻲ ﺍﻴﺠﺎﺩ ﺤل ﻝﻠﻤﺸﻜﻼﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻓﺈﺫﺍ‬
‫ﺘﻭﺼل ﺍﻝﺒﺎﺤﺜﻭﻥ ‪ -‬ﻤﺜﻼ – ﺇﻝﻰ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﺒﻴﻥ ﺯﻴﺎﺩﺓ ﻋﺩﺩ ﺍﻝﺼﻔﺤﺎﺕ‬
‫ﺍﻝﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺼﺤﻴﻔﺔ ﻤﺎ ﻭﺍﺭﺘﻔﺎﻉ ﻤﻌﺩل ﺍﻻﻗﺒﺎل ﻋﻠﻰ ﺸﺭﺍﺌﻬﺎ ﻓﺈﻥ ﺫﻝﻙ ﻤﻥ ﺸﺄﻨﻪ‬
‫ﺍﻥ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﺘﻜﻭﻥ ﻋﻠﻴﻪ ﺍﺭﻗﺎﻡ ﺍﻝﺘﻭﺯﻴﻊ ﻤﻊ ﺘﺨﺼﻴﺹ ﺼﻔﺤﺎﺕ ﺠﺩﻴﺩﺓ‬
‫ﻤﺘﺨﺼﺼﺔ ﻓﻲ ﺍﻝﺼﺤﻴﻔﺔ‪.‬‬
‫ﻜﺫﻝﻙ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻹﻨﻔﺎﻕ ﺍﻹﻋﻼﻨﻲ ﻓﺈﺫﺍ ﻻﺤﻅ ﻗﺴﻡ ﺍﻹﻋﻼﻥ ﺒﻤﺅﺴﺴﺔ ﺘﺠﺎﺭﻴﺔ‬
‫ﻤﺎ ﺍﻥ ﺯﻴﺎﺩﺓ ﺍﻻﻨﻔﺎﻕ ﺍﻹﻋﻼﻨﻲ ﻋﻠﻰ ﺴﻠﻌﺔ ﻤﻌﻴﻨﺔ ﻗﺩ ﺴﺎﻫﻡ ﻓﻲ ﺯﻴﺎﺩﺓ ﻤﺒﻴﻌﺎﺘﻬﺎ ﻓﺈﻥ‬
‫ﺫﻝﻙ ﻤﻥ ﺸﺄﻨﻪ ﺍﻝﺘﻨﺒﺅ ﺒﻤﺎ ﺴﺘﻜﻭﻥ ﻋﻠﻴﻪ ﺍﻝﻤﺒﻴﻌﺎﺕ ﻓﻲ ﺍﻝﺴﻨﺔ ﺍﻝﺘﺎﻝﻴﺔ‪ ،‬ﻓﻲ ﺤﺎل ﺯﻴﺎﺩﺓ ﺃﻭ‬
‫ﻨﻘﺼﺎﻥ ﺍﻝﻤﺒﺎﻝﻎ ﺍﻝﻤﺎﻝﻴﺔ ﺍﻝﻤﺨﺼﺼﺔ ﻝﻺﻋﻼﻥ‪.‬‬

‫‪ -1‬ﺍﺤﻤﺩ ﺠﻤﺎل ﻅﺎﻫﺭ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺤﺩﻴﺙ‪ ،‬ﻁ‪ ،2‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪،1984 ،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.74 ،73‬‬
‫‪copyright law.‬‬

‫‪312‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻝﺘﺨﻁﻴﻁ‪ :‬ﺍﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻅﻭﺍﻫﺭ ﺍﻹﻋﻼﻤﻴﺔ ﻴﺴﺎﻋﺩ‬

‫ﺍﻝﻘﺎﺌﻡ ﻋﻠﻰ ﺍﻝﻌﻤل ﺍﻹﻋﻼﻨﻲ ﻋﻠﻰ ﻭﻀﻊ ﺍﻝﺨﻁﻁ ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻠﻤﺠﺘﻤﻊ‪ ،‬ﻓﺈﺫﺍ ﻤﺎ‬
‫ﺍﻅﻬﺭﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ – ﻤﺜﻼ – ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﻁﺭﺩﻴﺔ ﺒﻴﻥ ﻤﺸﺎﻫﺩ ﺍﻝﻌﻨﻑ ﻓﻲ ﺒﺭﺍﻤﺞ‬
‫ﺍﻻﻁﻔﺎل ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﻭﺍﺭﺘﻔﺎﻉ ﻤﻌﺩل ﺍﻝﻌﺩﻭﺍﻨﻴﺔ ﻝﺩﻯ ﺍﻻﻁﻔﺎل ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻥ‬
‫ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﻀﻊ ﺍﻝﻤﺨﻁﻁ ﺍﻹﻋﻼﻤﻲ ﺍﻤﺎﻡ ﻤﺴﺅﻭﻝﻴﺎﺘﻪ ﺍﻻﺨﻼﻗﻴﺔ‪ ،‬ﺒﺤﻴﺙ ﻴﺘﺠﻪ‬
‫ﺍﻝﻤﺨﻁﻁﻭﻥ ﺇﻝﻰ ﻤﻨﻊ ﺒﺙ ﻤﺸﺎﻫﺩ ﺍﻝﻌﻨﻑ ﻓﻲ ﺒﺭﺍﻤﺞ ﺍﻻﻁﻔﺎل ﻤﻥ ﺨﻼل ﻭﻀﻊ‬
‫ﺴﻴﺎﺴﺎﺕ ﻭﺨﻁﻁ ﺇﻋﻼﻤﻴﺔ ﺘﺸﺩﺩ ﺍﻝﺭﻗﺎﺒﺔ ﻋﻠﻰ ﺘﻠﻙ ﺍﻝﻤﺸﺎﻫﺩ‪.‬‬
‫‪ – 3‬ﺍﻝﺘﻁﻭﻴﺭ ﻭﺍﻝﺘﺤﺴﻴﻥ‪:‬ﺇﺫﺍ ﻤﺎ ﺍﺘﻀﺢ ﻤﻥ ﺨﻼل ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻓﻲ‬
‫ﻤﺠﺎل ﺍﻹﻋﻼﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺔ – ﻤﺜﻼ – ﺒﻴﻥ ﺍﻝﺸﻜل ﺍﻝﻔﻨﻲ ﻝﻠﺠﺭﺍﺌﺩ ﻭﺯﻴﺎﺩﺓ ﺩﺭﺠﺔ‬
‫ﺍﻻﻗﺒﺎل ﻋﻠﻴﻬﺎ‪ ،‬ﻓﺈﻥ ﺫﻝﻙ ﻴﻌﺩ ﺤﺎﻓﺯﺍ ﻝﻠﺠﺭﺍﺌﺩ ﺒﺎﻥ ﺘﻁﻭﺭ ﻤﻥ ﻫﻴﺌﺘﻬﺎ ﺍﻝﺸﻜﻠﻴﺔ‪ ،‬ﺴﻭﺍﺀ ﻤﻥ‬
‫ﺤﻴﺙ ﻨﻭﻉ ﺍﻝﻭﺭﻕ ﺍﻝﻤﺴﺘﺨﺩﻡ ﺍﻭ ﺍﻝﻁﺒﺎﻋﺔ ﺍﻭ ﺍﻻﺨﺭﺍﺝ ﺃﻭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺼﻭﺭ ﻭﺍﻝﺭﺴﻭﻡ‬
‫ﻭﺍﻝﺨﻁﻭﻁ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺯﻴﺎﺩﺓ ﺍﻨﺘﺸﺎﺭ ﺍﻝﺼﺤﻴﻔﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻤﺎ ﺍﻅﻬﺭﺕ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ – ﻤﺜﻼ – ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺍﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ‬
‫ﻨﻭﻋﻴﺔ ﺍﻻﻓﻼﻡ ﺍﻝﻤﻌﺭﻭﻀﺔ ﻭﺘﻭﻗﻴﺕ ﻋﺭﻀﻬﺎ ﻭﺍﻤﻜﺎﻨﻴﺎﺕ ﺩﻭﺭ ﺍﻝﺴﻴﻨﻤﺎ ﻤﻥ ﻨﺎﺤﻴﺔ‪،‬‬
‫ﻭﺍﻗﺒﺎل ﺍﻝﺭﻭﺍﺩ ﻋﻠﻴﻬﺎ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﻓﺈﻥ ﺫﻝﻙ ﺴﻴﺩﻓﻊ ﺍﻝﻘﺎﺌﻤﻴﻥ ﻋﻠﻰ ﺩﻭﺭ ﺍﻝﻌﺭﺽ‬
‫ﺍﻝﺴﻴﻨﻤﺎﺌﻲ ﺇﻝﻰ ﺍﻨﺘﻘﺎﺀ ﺍﻷﻓﻼﻡ ﺍﻝﻤﻼﺌﻤﺔ‪ ،‬ﻭﺍﺨﺘﻴﺎﺭ ﺍﻝﺘﻭﻗﻴﺕ ﺍﻝﻤﻨﺎﺴﺏ ﻝﻌﺭﻀﻬﺎ‪ ،‬ﻭﺘﺤﺴﻴﻥ‬
‫ﺍﻤﻜﺎﻨﻴﺎﺘﻪ ﺍﻝﺠﺫﺏ ﺍﻝﻤﺯﻴﺩ ﻤﻥ ﺍﻝﺭﻭﺍﺩ ﺍﻝﻴﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻝﺘﻔﺴﻴﺭ‪ :‬ﺤﻴﺙ ﻤﻥ ﺸﺄﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺍﻥ‬
‫ﺘﻔﺴﺭ ﻝﻨﺎ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺒﺸﻜل ﻋﻠﻤﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺅﺴﺱ ﻋﻠﻴﻪ ﻓﻴﻤﺎ‬
‫ﺒﻌﺩ ﺍﻝﻔﺭﻭﺽ ﻭﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻓﺈﺫﺍ ﻤﺎ ﻻﺤﻅﻨﺎ – ﻤﺜﻼ – ﻭﺠﻭﺩ ﺘﺭﺍﺠﻊ ﻓﻲ ﻨﺴﺒﺔ‬
‫ﺘﻭﺯﻴﻊ ﺍﻝﺼﺤﻑ ﻓﻲ ﻤﺠﺘﻤﻊ ﻤﺎ ﻓﺈﻥ ﻤﻥ ﺸﺎﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺍﻥ ﺘﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﺘﻔﺴﻴﺭ ﺍﺴﺒﺎﺏ ﻫﺫﺍ ﺍﻝﺘﺭﺍﺠﻊ‪ ،‬ﻓﻘﺩ ﻴﻜﻭﻥ ﺍﻷﻤﺭ ﻤﺘﻌﻠﻕ ﺒﺎﻝﺩﺨل ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﺃﻭ ﻤﺴﺘﻭﻯ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺘﻌﻠﻴﻡ‪ ،‬ﺃﻭ ﺘﻭﻓﺭ ﺍﻝﻤﻭﺍﺼﻼﺕ‪ ،‬ﺃﻭ ﺒﻤﺭﺍﻜﺯ ﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﻓﺈﺫﺍ ﻤﺎ ﻭﺠﺩ ﺍﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ‬
‫ﺍﺭﺘﺒﺎﻁﻴﺔ – ﻤﺜﻼ – ﺒﻴﻥ ﺘﺭﺍﺠﻊ ﺘﻭﺯﻴﻊ ﺍﻝﺼﺤﻑ ﻓﻲ ﻤﻨﻁﻘﺔ ﻤﺎ ﻭﻗﻠﺔ ﻋﺩﺩ ﻤﻨﺎﻓﺫ‬
‫ﺍﻝﺘﻭﺯﻴﻊ ﻓﻴﻬﺎ‪ ،‬ﻓﺈﻥ ﺫﻝﻙ ﻗﺩ ﻴﻔﺴﺭ ﺫﻝﻙ ﺍﻝﺘﺭﺍﺠﻊ‪ ،‬ﻭﻗﺩ ﻴﻜﻭﻥ ﺍﻷﻤﺭ ﻤﺘﻌﻠﻕ ﺒﻌﺩﻡ ﻭﺠﻭﺩ‬
‫ﻭﺴﺎﺌل ﻤﻭﺍﺼﻼﺕ ﻤﻨﺘﻅﻤﺔ ﺒﻴﻥ ﺍﻝﻌﺎﺼﻤﺔ ﻤﻜﺎﻥ ﺼﺩﻭﺭ ﺍﻝﺼﺤﻴﻔﺔ‪ ،‬ﻭﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺘﻲ‬
‫ﻴﺘﺭﺍﺠﻊ ﻓﻴﻬﺎ ﺍﻝﺘﻭﺯﻴﻊ ‪ ..‬ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﻓﻬﻡ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻴﺴﺎﻋﺩ ﻓﻲ ﻤﻌﺭﻓﺔ‬
‫ﻭﺘﻔﺴﻴﺭ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻻﻋﻼﻤﻴﺔ ﺒﺼﻭﺭﺓ ﻭﺍﻀﺤﺔ‪.‬‬
‫ﺍﻥ ﻜل ﻤﺎ ﺴﺒﻕ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺠﻌل ﺍﻝﻅﺎﻫﺭﺓ ﺍﻻﻋﻼﻤﻴﺔ ﻤﺤل ﻓﻬﻡ ﻭﺍﺩﺭﺍﻙ‬
‫ﻭﺘﻔﺴﻴﺭ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻅﺎﻫﺭﺓ ﺍﻻﻋﻼﻤﻴﺔ ﻭﺘﻭﺠﻴﻬﻬﺎ ﺒﺎﻝﺼﻭﺭﺓ‬
‫ﺍﻝﺼﺤﻴﺤﺔ ﻭﺍﻝﻤﺭﻏﻭﺒﺔ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺇﻻ ﺍﻨﻪ ﺜﻤﺔ ﺍﻝﻌﺩﻴﺩ ﻤﻥ‬
‫)‪(1‬‬
‫ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺃﻫﻤﻬﺎ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﻴﻘﻑ ﺤﺩﻭﺩ ﺍﺴﻠﻭﺏ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻋﻨﺩ ﺘﻘﺭﻴﺭ ﺍﻝﻌﻼﻗﺔ ﻭﻤﺩﻯ‬
‫ﺍﻻﺭﺘﺒﺎﻁ‪ ،‬ﻭﻻ ﻴﺴﻬﻡ ﻓﻲ ﺘﻘﺭﻴﺭ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺴﺒﺒﻴﺔ ﻭﺘﺤﺩﻴﺩﻫﺎ ﺘﺤﺩﻴﺩﺍ ﻗﺎﻁﻌﺎ‪ ،‬ﺫﻝﻙ ﻻﻥ‬
‫ﺍﻻﺭﺘﺒﺎﻁ ﻻ ﻴﻌﻨﻲ ﺍﻥ ﺤﺭﻜﺔ ﺍﻝﻤﺘﻐﻴﺭ )ﺱ( ﻫﻲ ﺍﻝﺴﺒﺏ ﻓﻲ ﺤﺭﻜﺔ ﺍﻝﻤﺘﻐﻴﺭ )ﺹ(‪ ،‬ﺃﻭ‬
‫ﺍﻥ ﺫﻝﻙ ﻨﺘﻴﺠﺔ ﺘﺄﺜﻴﺭ ﺍﻝﻤﺘﻐﻴﺭ )ﺱ( ﻻﻥ ﺍﻝﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻗﺩ ﺘﻜﻭﻥ ﺒﺘﺄﺜﻴﺭ ﻤﺘﻐﻴﺭ‬
‫ﺜﺎﻝﺙ ﻤﺅﺜﺭ ﻓﻲ ﺍﻷﺜﻨﻴﻥ ﻤﻌﺎ‪ ،‬ﻓﺎﻝﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻡ ﻭﺘﻭﺯﻴﻊ‬
‫ﺍﻝﺼﺤﻑ ﻻ ﺘﻌﻨﻲ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺍﻥ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻡ ﻫﻭ ﺍﻝﺴﺒﺏ ﻓﻲ ﺍﺭﺘﻔﺎﻉ ﻨﺴﺒﺔ‬
‫ﺘﻭﺯﻴﻊ ﺍﻝﺼﺤﻑ‪ ،‬ﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻓﺈﻥ ﺍﺭﺘﻔﺎﻉ ﻤﺴﺘﻭﻯ ﺍﻝﺩﺨل ﻗﺩ ﻴﻜﻭﻥ ﺴﺒﺏ ﻓﻲ ﺍﺭﺘﻔﺎﻉ‬
‫ﺍﻻﺜﻨﻴﻥ ﻤﻌﺎ‪.‬‬
‫‪ – 2‬ﺘﺤﺘﺎﺝ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺇﻝﻰ ﺠﻬﺩ ﻋﻠﻤﻲ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻝﺘﻘﺭﻴﺭ ﺼﺤﺔ‬
‫ﺍﻝﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻌﺩ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﺎ ﺍﺤﺼﺎﺌﻴﺎ ﻭﺠﺩﻭﻝﻴﺎ‪ ،‬ﻻﻥ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﻗﺩ ﺘﻜﻭﻥ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.200،201‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻋﻼﻗﺔ ﺯﺍﺌﻔﺔ ﻭﻻ ﺘﻌﺒﺭ ﻋﻥ ﺍﺭﺘﺒﺎﻁ ﺤﻘﻴﻘﻲ‪ ،‬ﻭﺫﻝﻙ ﻻ ﻴﻜﻔﻲ ﻝﺘﻘﺭﻴﺭ ﺍﻝﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ‬
‫ﺃﻭ ﺍﻝﺩﻻﻝﺔ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺩﻭﻥ ﻤﺤﺎﻭﻝﺔ ﺍﻝﺘﻘﺭﻴﺭ ﺍﻝﻌﻠﻤﻲ ﻭﺍﻝﻤﻨﻁﻘﻲ ﻝﺼﺤﺔ ﺍﻝﻌﻼﻗﺔ ﻭﺼﺤﺔ‬
‫ﺍﻝﺩﻻﻝﺔ‪ ،‬ﻭﻫﺫﺍ ﻴﺤﺘﺎﺝ ﺠﻬﺩﺍ ﻓﻜﺭﻴﺎ ﻤﻨﻅﻤﺎ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻝﺘﻘﺭﻴﺭ ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻓﻔﻲ ﺒﺤﻭﺙ‬
‫ﺍﻻﺠﻨﺩﺓ – ﻤﺜﻼ – ﻭﺭﻏﻡ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻘﺭﻴﺭ ﺍﻝﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻴﻥ ﺘﻔﻀﻴل ﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻡ ﻭﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻴﻥ ﺇﻻ ﺍﻨﻪ ﻤﺎﺯﺍل ﺍﻝﺒﺤﺙ ﺠﺎﺭﻴﺎ ﺤﻭل ﺍﻝﺴﺅﺍل ﺍﻝﺨﺎﺹ‬
‫ﺒﺎﺤﺘﻤﺎﻻﺕ ﺘﺄﺜﻴﺭ ﺍﺠﻨﺩﺓ ﺍﻝﺠﻤﻬﻭﺭ ﻋﻠﻰ ﺍﺠﻨﺩﺓ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻭﻝﻴﺱ ﺍﻝﻌﻜﺱ‪ ،‬ﻜﻤﺎ‬
‫ﺘﻘﺭﺭ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﺨﺎﺼﺔ ﺒﺘﺭﺘﻴﺏ ﺍﺠﻨﺩﺓ ﺍﻝﺠﻤﻬﻭﺭ ﻭﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪.‬‬
‫‪ – 3‬ﺍﻥ ﺘﻘﺭﻴﺭ ﺍﻝﻌﻼﻗﺔ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻴﻌﻭﺩ ﺒﺎﻝﺩﺭﺠﺔ ﺍﻻﻭﻝﻰ ﺇﻝﻰ ﺍﻻﺠﺭﺍﺀﺍﺕ‬
‫ﺍﻝﺨﺎﺼﺔ ﺒﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﻝﺘﻘﺭﻴﺭ ﻋﻼﻗﺎﺕ ﻜﻤﻴﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ‬
‫ﻁﺭﻕ ﻭﺍﺴﺎﻝﻴﺏ ﺍﺤﺼﺎﺌﻴﺔ‪ ،‬ﻭﻝﻴﺱ ﻫﻨﺎﻙ ﻤﺎ ﻴﻀﻤﻥ ﺼﺩﻕ ﺍﻻﺠﺭﺍﺀﺍﺕ ﻭﺍﻷﺩﻭﺍﺕ‬
‫ﻭﺜﺒﺎﺘﻬﺎ‪ ،‬ﺃﻭ ﻤﺼﺩﺍﻗﻴﺔ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﺸﻜل ﻜﺒﻴﺭ‪ ،‬ﺤﺘﻰ ﻴﻤﻜﻥ ﺘﺄﻜﻴﺩ ﺼﺤﺔ ﺍﻝﻌﻼﻗﺔ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﻓﻲ ﺼﻴﺎﻏﺔ ﺍﻝﻘﺭﺍﺭ‪ ،‬ﻻﻥ ﺍﻝﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺘﻤﻴل ﺇﻝﻰ ﺍﻥ ﺘﻜﻭﻥ ﺍﺤﺘﻤﺎﻝﻴﺔ‪ ،‬ﻓﻬﻲ ﻋﻼﻗﺎﺕ ﺍﺤﺼﺎﺌﻴﺔ ﻷﺭﻗﺎﻡ ﻗﺩ ﻻ ﺘﻌﻜﺱ‬
‫ﺨﺼﺎﺌﺹ ﺃﻭ ﺍﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﺤﻘﻴﻘﻴﺔ‪ ،‬ﻨﺘﻴﺠﺔ ﺘﺄﺜﻴﺭ ﺨﺼﺎﺌﺹ ﺍﻻﺴﺘﻘﺼﺎﺀ ﺃﻭ ﺍﻝﻤﻘﺎﺒﻠﺔ‬
‫ﻋﻠﻰ ﻫﺫﻩ ﺍﻻﺭﻗﺎﻡ ﺍﺘﻲ ﻴﺘﻡ ﺤﺴﺎﺏ ﺍﻝﻤﻌﺎﻤﻼﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﻋﻠﻰ ﺍﺴﺎﺴﻬﺎ‪.‬‬
‫ﻭﻤﻥ ﺃﻤﺜﻠﺔ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺠﺭﻯ ﻓﻲ ﻤﺠﺎل ﺍﻹﻋﻼﻡ ﻤﺎ‬
‫ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺠﻨﺱ )ﺍﻝﻨﻭﻉ( ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﻤﻭﺍﻗﻊ ﺍﻝﺘﻭﺍﺼل ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫‪ – 2‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺸﺎﻫﺩﺓ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻻﺨﺒﺎﺭﻴﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‬
‫ﺒﻘﻀﺎﻴﺎ ﻤﻌﻴﻨﺔ‪.‬‬
‫‪ – 3‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺍﻝﺤﺩﻴﺜﺔ ﻭﻤﺴﺘﻭﻯ ﺍﻻﺘﺼﺎل‬
‫ﺍﻻﺴﺭﻱ‪.‬‬
‫‪ – 4‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻗﺭﺍﺀﺓ ﺍﻝﺼﺤﻑ ﻭﻤﺴﺘﻭﻯ ﺍﻝﻤﺸﺎﺭﻜﺔ ﺍﻝﺴﻴﺎﺴﻴﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪315‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ - 5‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺠﻨﺱ )ﺍﻝﻨﻭﻉ( ﻭﻤﺘﺎﺒﻌﺔ ﻤﻀﺎﻤﻴﻥ ﺼﺤﻔﻴﺔ ﻤﻌﻴﻨﺔ‪.‬‬

‫‪ – 6‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﺴﻥ )ﺍﻝﻌﻤﺭ( ﻭﻨﻭﻋﻴﺔ ﺍﻝﻤﻀﺎﻤﻴﻥ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ ﺍﻝﻤﻔﻀﻠﺔ‪.‬‬
‫‪ – 7‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻻﻨﺘﺭﻨﺕ‪.‬‬
‫‪ – 8‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﻴﻤﻐﺭﺍﻓﻴﺔ ﻋﻤﻭﻤﺎ ﻭﻨﻭﻋﻴﺔ ﺍﻝﻘﻨﻭﺍﺕ ﺍﻝﻔﻀﺎﺌﻴﺔ‬
‫ﺍﻝﻤﻔﻀﻠﺔ‪.‬‬
‫‪ – 9‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻤﺴﺘﻭﻯ ﺍﻝﺩﺨل ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﻨﻭﻋﻴﺔ ﺍﻝﻤﺠﻼﺕ ﺍﻝﻤﻔﻀﻠﺔ‪.‬‬

‫ﺘﺎﺴﻌﺎ‪ :‬ﺍﻷﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ‬

‫ﺜﻤﺔ ﺨﻼﻑ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻝﻡ ﻴﺤﺴﻡ ﺒﻌﺩ ﺤﻭل ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺍﻹﺤﺼﺎﺀ ﻤﻨﻬﺞ ﺃﻡ‬
‫ﺃﺴﻠﻭﺏ ﺒﺤﺜﻲ‪ ،‬ﺤﻴﺙ ﻴﺫﻫﺏ ﺍﻝﺒﻌﺽ ﺇﻝﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻻﺤﺼﺎﺀ ﻤﻨﻬﺞ ﺒﺤﺜﻲ ﻜﻐﻴﺭﻩ ﻤﻥ‬
‫ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻓﻲ ﺤﻴﻥ ﻴﻌﺘﺒﺭﻩ ﺍﻝﺒﻌﺽ ﺍﻷﺨﺭ ﺃﺤﺩ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺭﻗﻤﻴﺔ ﻭﺘﻨﻅﻴﻤﻬﺎ ﻭﺘﺼﻨﻴﻔﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‪ ،‬ﻭﻓﻲ ﺤﻘﻴﻘﺔ‬
‫ﺍﻷﻤﺭ ﻓﺈﻨﻨﻲ ﺃﻤﻴل ﺇﻝﻰ ﺍﻋﺘﺒﺎﺭ ﺍﻻﺤﺼﺎﺀ ﺍﺴﻠﻭﺒﺎ ﺒﺤﺜﻴﺎ ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺍﻁﺎﺭ‬
‫ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﺘﻲ ﺘﻌﻨﻰ ﺒﻠﻐﺔ ﺍﻷﺭﻗﺎﻡ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻷﺠل ﻗﻴﺎﺱ ﻭﻓﻬﻡ ﻭﺘﻔﺴﻴﺭ‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﺍﺘﺠﺎﻫﺎﺘﻬﺎ ﻭﺍﻝﻌﻼﻗﺎﺕ ﺒﻴﻨﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﺴﺘﺨﺩﻡ‬
‫ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ ﻓﻲ ﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﺘﻡ ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ ﻤﻥ ﺨﻼل‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻝﻤﺴﺢ ﻭﺍﻝﺘﺠﺭﻴﺏ ﻭﺍﻝﻤﻘﺎﺭﻨﺔ‪.‬‬
‫ﻭﻗﺩ ﺠﺎﺀ ﻓﻲ ﻤﻌﺠﻡ ﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ :‬ﺍﻥ ﺍﻻﺤﺼﺎﺀ ﻋﻠﻡ ﻴﺒﺤﺙ‬
‫ﻓﻲ ﻁﺭﻴﻘﺔ ﺠﻤﻊ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺨﺎﺼﺔ ﺒﺎﻝﻅﻭﺍﻫﺭ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ‬
‫ﺤﺎﻻﺕ ﺍﻭ ﻤﺸﺎﻫﺩﺍﺕ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻭﻓﻲ ﻜﻴﻔﻴﺔ ﺘﺴﺠﻴل ﻫﺫﻩ ﺍﻝﺤﻘﺎﺌﻕ ﻓﻲ ﺼﻭﺭﺓ ﻗﻴﺎﺴﻴﺔ‬
‫ﺭﻗﻤﻴﺔ‪ ،‬ﻭﺘﻠﺨﻴﺼﻬﺎ ﺒﻁﺭﻴﻘﺔ ﻴﺴﻬل ﺒﻬﺎ ﻤﻌﺭﻓﺔ ﺍﺘﺠﺎﻫﺎﺕ ﻫﺫﻩ ﺍﻝﺤﻘﺎﺌﻕ ﻭﻋﻼﻗﺘﻬﺎ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪316‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺒﻌﻀﻬﺎ ﺒﺒﻌﺽ‪ ،‬ﻭﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﺘﻲ ﺘﺴﻴﺭ ﻋﻠﻴﻬﺎ‪( 1) ،‬ﻭﻴﺸﻴﺭ ﻤﺼﻁﻠﺢ ﺍﻻﺤﺼﺎﺀ ﺇﻝﻰ‬
‫ﺍﻝﻁﺭﻕ ﺃﻭ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺭﻴﺎﻀﻴﺔ ﻓﻲ ﻤﻌﺎﻝﺠﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻨﺤﺼل ﻋﻠﻴﻬﺎ ﺒﺎﻝﻌﺩ‬
‫ﻭﺍﻝﻘﻴﺎﺱ)‪ ،(2‬ﻜﻤﺎ ﺍﻥ ﺍﻻﺤﺼﺎﺀ ﻫﻭ ﺫﻝﻙ ﺍﻝﻔﺭﻉ ﻤﻥ ﻓﺭﻭﻉ ﺍﻝﺭﻴﺎﻀﻴﺎﺕ ﺍﻝﺫﻱ ﻴﺄﺨﺫ ﻋﻠﻰ‬
‫ﻋﺎﺘﻘﻪ ﺘﻘﻭﻴﻡ ﺃﻭ ﺤﺼﺭ ﺃﻭ ﻋﺩ ﺃﻭ ﺤﺴﺎﺏ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﻌﺩﺩﻴﺔ)‪ ،(3‬ﻭﻴﺸﻤل ﻫﺫﺍ ﺍﻝﻌﻠﻡ‬
‫ﻤﺠﻤﻭﻋﺔ ﺍﻝﻨﻅﺭﻴﺎﺕ ﻭﺍﻝﻁﺭﻕ ﺍﻝﺨﺎﺼﺔ ﺒﺘﺠﻤﻴﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﻭﺼﻔﻬﺎ ﻭﺍﻻﺴﺘﺩﻻل‬
‫ﻋﻠﻴﻬﺎ)‪ ،(4‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﻠﻭﺏ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻁﺭﻕ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺘﻠﺨﻴﺼﻬﺎ ﻭﻋﺭﻀﻬﺎ‬
‫ﻭﺘﺒﻭﻴﺒﻬﺎ ﻭﺘﺤﻠﻴﻠﻬﺎ ﺒﻘﺼﺩ ﺍﻝﻭﺼﻭل ﻤﻨﻬﺎ ﺇﻝﻰ ﺍﺴﺘﻨﺘﺎﺠﺎﺕ‪ ،‬ﺃﻭ ﻤﻌﺎﺭﻑ ﺘﺴﺎﻋﺩ ﻋﻠﻰ‬
‫ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭ ﻋﻨﺩﻤﺎ ﺘﺴﻭﺩ ﻅﺭﻭﻑ ﻋﺩﻡ ﺍﻝﺘﺄﻜﺩ)‪.(5‬‬
‫ﻭﻫﻨﺎﻙ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻲ ﻴﺴﺘﺨﺩﻤﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ‬
‫ﺒﻴﻨﻬﺎ؛ ﺍﻝﻤﺘﻭﺴﻁ‪ ،‬ﻭﺍﻝﻭﺴﻴﻁ‪ ،‬ﻭﺍﻝﻤﻨﻭﺍل‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺭﺒﻊ ﻜﺎﻱ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ ‪،T‬‬
‫ﻭﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺒﻴﺭﺴﻭﻥ‪ ،‬ﻭﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺴﺒﻴﺭﻤﺎﻥ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ‬
‫ﺍﻻﺤﺼﺎﺌﻴﺔ‪.‬‬
‫ﻭﻴﺨﺘﻠﻑ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻘﺎﻴﻴﺱ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻭﻓﻘﺎ ﻝﻁﺒﻴﻌﺔ ﻭﺃﻫﺩﺍﻑ ﻜل ﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﺘﺴﺎﺅﻻﺘﻬﺎ ﻭﻓﺭﻭﻀﻬﺎ‪ ،‬ﺤﻴﺙ ﻫﻨﺎﻙ – ﻤﺜﻼ ‪ -‬ﻤﻘﺎﻴﻴﺱ ﺨﺎﺼﺔ ﺒﺎﻝﻌﻼﻗﺔ ﻭﺍﻻﺭﺘﺒﺎﻁ‪،‬‬
‫ﻤﺜل‪ :‬ﻜﺎ‪ ،2‬ﻭﻤﻌﺎﻤل ﺍﺭﺘﺒﺎﻁ ﺴﺒﻴﺭﻤﺎﻥ‪ ،‬ﻭﻤﻌﺎﻤل ﻜﻨﺩﺍل‪ ،‬ﻭﻤﻌﺎﻤل ﺒﻴﺭﺴﻭﻥ‪ ،‬ﻭﻤﻌﺎﻤل‬

‫‪ -1‬ﺍﺤﻤﺩ ﺯﻜﻲ ﺒﺩﻭﻱ‪ ،‬ﻤﻌﺠﻡ ﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻤﻜﺘﺒﺔ ﻝﺒﻨﺎﻥ‪1986 ،‬ﻡ‪،‬‬
‫ﺹ‪.409‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﻋﺎﻁﻑ ﻏﻴﺙ‪ ،‬ﻭﺃﺨﺭﻭﻥ‪ ،‬ﻗﺎﻤﻭﺱ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﻬﻴﺌﺔ ﺍﻝﻤﺼﺭﻴﺔ ﻝﻠﻜﺘﺎﺏ‪،‬‬
‫‪1997‬ﻤﻥ ﺹ‪.472‬‬
‫‪ -3‬ﺍﺴﻌﺩ ﺭﺯﻭﻕ‪ ،‬ﻤﻭﺴﻭﻋﺔ ﻋﻠﻡ ﺍﻝﻨﻔﺱ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﻨﺸﺭ‪،‬‬
‫‪1977‬ﻡ‪،‬ﺹ‪.14‬‬
‫‪ -4‬ﺠﻴﻬﺎﻥ ﻤﺤﻤﻭﺩ ﺍﻝﺴﻴﺩ‪ ،‬ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻤﻜﺘﺒﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻝﺜﻘﺎﻓﺔ ﺍﻝﻌﻠﻤﻴﺔ‪2005 ،‬ﻡ‪ ،‬ﺹ‪.9‬‬
‫‪ -5‬ﺍﺤﻤﺩ ﻤﺤﻤﺩ ﺍﻝﺸﺎﻤﻲ‪ ،‬ﺴﻴﺩ ﺤﺴﺏ ﺍﷲ‪ ،‬ﺍﻝﻤﻌﺠﻡ ﺍﻝﻤﻭﺴﻭﻋﻲ ﻝﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﻤﻜﺘﺒﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺭﻴﺎﺽ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﺭﻴﺦ‪1988 ،‬ﻡ‪ ،‬ﺹ‪.1070‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜﺭﺍﻤﺭ‪ ،‬ﻭﻴﺘﻭﻗﻑ ﺍﺴﺘﺨﺩﺍﻡ ﻤﻌﺎﻤل ﺍﻻﺭﺘﺒﺎﻁ ﺍﻝﻤﻨﺎﺴﺏ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ‬

‫ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺩﺭﺍﺴﺔ ‪ ..‬ﻜﻤﺎ ﺘﻭﺠﺩ ﻤﻘﺎﻴﻴﺱ ﺍﻝﻔﺭﻭﻕ‪ ،‬ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﺍﺨﺘﺒﺎﺭ‪ Z‬ﺍﻝﺫﻱ‬
‫ﻴﻨﺎﺴﺏ ﺍﻝﻌﻴﻨﺎﺕ ﺍﻝﻜﺒﻴﺭﺓ‪ ،‬ﻭﻴﺴﺘﺨﺩﻡ ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﻤﺠﻤﻭﻋﺘﻴﻥ ﻤﺴﺘﻘﻠﺘﻴﻥ؛ ﻤﺜل‪:‬‬
‫ﺫﻜﻭﺭ ﻭﺍﻨﺎﺙ‪ ،‬ﻭﺭﻴﻑ ﻭﺤﻀﺭ‪ ،‬ﻭﺍﺨﺘﺒﺎﺭ )ﺕ( ﺍﻝﻤﻌﺭﻭﻑ ﺏ ‪ t – test‬ﻭﻫﻭ ﻤﻥ‬
‫ﺃﺒﺭﺯ ﺍﻝﻤﻌﺎﻝﺠﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻷﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺭﻨﺎﺕ ﺍﻝﺜﻨﺎﺌﻴﺔ ﺍﻝﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﻝﻤﺘﻭﺴﻁ‬
‫ﺍﻝﺤﺴﺎﺒﻲ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﺤﺎﺩﻱ ﺍﻻﺘﺠﺎﻩ ‪ ANOVA‬ﺍﻝﺫﻱ ﻴﺴﺘﺨﺩﻡ ﻝﻤﻌﺭﻓﺔ ﺍﻝﻔﺭﻭﻕ‬
‫ﺒﻴﻥ ﺜﻼﺙ ﻤﺠﻤﻭﻋﺎﺕ ﺃﻭ ﺍﻜﺜﺭ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻝﺘﺒﺎﻴﻥ ﺍﻝﻤﺘﻌﺩﺩ ﺍﻻﺘﺠﺎﻩ ‪ MANOVA‬ﺍﻝﺫﻱ‬
‫ﻴﺴﺘﺨﺩﻡ ﻝﺘﻘﺼﻲ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺃﻭ ﺍﻝﻔﺭﻭﻕ ﺒﻴﻥ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﻓﻲ ﺃﻜﺜﺭ ﻤﻥ ﻤﺘﻐﻴﺭ ﺘﺎﺒﻊ‪،‬‬
‫ﻭﺘﺤﻠﻴل ﺍﻝﺘﻐﺎﻴﺭ ﺍﻝﺫﻱ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻪ ﺍﻝﺘﺤﻜﻡ ﻓﻲ ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﺩﺍﺨل ﻤﻊ ﺍﻝﻤﺘﻐﻴﺭ‬
‫)‪(1‬‬
‫ﺍﻝﻤﺴﺘﻘل ﻓﻲ ﺍﻝﺘﺄﺜﻴﺭ ﻋﻠﻰ ﺍﻝﻤﺘﻐﻴﺭ ﺍﻝﺘﺎﺒﻊ‪.‬‬

‫ﺃﻫﻤﻴﺔ ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪:‬‬

‫ﻴﻌﺘﺒﺭ ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ ﺫﺍ ﺃﻫﻤﻴﺔ ﻜﺒﻴﺭﺓ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﺫﻝﻙ‬
‫ﻝﻼﻋﺘﺒﺎﺭﺍﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ - 1‬ﻴﻌﺘﺒﺭ ﺍﻻﺤﺼﺎﺀ ﺍﺴﻠﻭﺒﺎ ﺭﺌﻴﺴﻴﺎ ﻭﻤﻬﻤﺎ ﻻ ﻏﻨﻰ ﻋﻨﻪ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪،‬‬
‫ﻭﺫﻝﻙ ﻨﻅﺭﺍ ﻻﻫﺘﻤﺎﻡ ﺍﻝﺒﺤﻭﺙ ﺍﻝﻌﻠﻤﻴﺔ ﻋﻤﻭﻤﺎ ﺒﺎﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺤﺴﺎﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﻝﻠﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻅﻭﺍﻫﺭ ﺍﻝﺘﻲ ﺘﺘﻡ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﺤﻴﺙ‬
‫ﻴﻤﻜﻨﻨﺎ ﺍﻻﺤﺼﺎﺀ ﻤﻥ ﺘﺤﻠﻴل ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﻗﻴﺎﺴﻬﺎ ﻭﺘﺤﺩﻴﺩ ﻤﺅﺸﺭﺍﺘﻬﺎ ﻭﺘﻘﺩﻴﻡ ﺘﻭﺼﻴﻔﺎ ﺩﻗﻴﻘﺎ‬
‫ﻝﻬﺎ‪ ،‬ﻭﻭﻀﻊ ﻤﺨﻁﻁﺎﺕ ﺘﺴﺎﻋﺩ ﻋﻠﻰ ﺍﺩﺭﺍﻜﻬﺎ ﻭﻓﻬﻤﻬﺎ‪ ،‬ﻜﺎﻝﺭﺴﻭﻡ ﺍﻝﺒﻴﺎﻨﻴﺔ‪ ،‬ﻭﺍﻝﺠﺩﺍﻭل‬
‫ﻭﺍﻷﺸﻜﺎل‪ ،‬ﻭﺍﻷﻋﻤﺩﺓ‪ ،‬ﻭﺍﻝﺩﻭﺍﺌﺭ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﺸﻜﺎل ﺍﻝﻬﻨﺩﺴﻴﺔ‪.‬‬

‫‪ -1‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻻﻋﻼﻤﻲ – ﺍﻻﺼﻭل ﺍﻝﻨﻅﺭﻴﺔ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012،‬ﻡ‪ ،‬ﺹ‪.387 – 369‬‬

‫‪copyright law.‬‬

‫‪318‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﻴﻌﺘﺒﺭ ﺍﻻﺤﺼﺎﺀ ﻫﻭ ﺍﻻﺴﻠﻭﺏ ﺍﻝﻭﺤﻴﺩ ﺍﻝﺫﻱ ﻴﻤﻜﻨﻨﺎ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ‬

‫ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻅﻭﺍﻫﺭ ﻭﺍﺘﺠﺎﻫﺎﺘﻬﺎ ﻭﺸﺩﺘﻬﺎ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻫﻲ‬
‫ﺍﻝﺘﻲ ﺘﻘﻭﺩ ﺇﻝﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺃﻜﺜﺭ ﺩﻗﺔ ﻭﺜﻘﺔ‪.‬‬
‫‪ – 3‬ﻴﻤﻜﻥ ﺍﻻﺤﺼﺎﺀ ﻤﻥ ﺘﻘﺩﻴﻡ ﺘﺼﻨﻴﻔﺎﺕ ﻭﺍﻀﺤﺔ ﻝﻠﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل‬
‫ﺇﻝﻴﻬﺎ ﻤﻥ ﺨﻼل ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫‪ – 4‬ﻴﺴﺎﻋﺩ ﺍﻻﺤﺼﺎﺀ ﻋﻠﻰ ﺍﻝﺘﻌﺒﻴﺭ ﺒﻠﻐﺔ ﺭﻗﻤﻴﺔ ﻤﺨﺘﺼﺭﺓ ﺘﻌﻜﺱ ﻭﺍﻗﻊ ﺍﻝﻅﺎﻫﺭﺓ‬
‫ﻭﺍﺘﺠﺎﻫﻬﺎ‪.‬‬
‫‪ – 5‬ﺘﻤﻜﻥ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺍﻝﻔﺭﻭﺽ ﺍﻝﻌﻠﻤﻴﺔ‪،‬‬
‫ﻭﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫‪ – 6‬ﺘﻘﺩﻡ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺘﻔﺴﻴﺭﺍ ﻋﻤﻴﻘﺎ ﻭﻤﻨﻁﻘﻴﺎ ﻭﻤﺒﺭﺭﺍ ﻝﻠﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ‬
‫ﺍﻝﺘﻭﺼل ﺇﻝﻴﻬﺎ‪.‬‬
‫‪ – 7‬ﺘﻤﻜﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻤﻥ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺤﺔ ﻋﺩﺓ ﺍﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺠﻴﺔ‬
‫ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﻁﺭﻴﻘﺔ ﺘﺤﺩﻴﺩ ﺤﺠﻡ ﺍﻝﻌﻴﻨﺔ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻯ ﺍﻝﺜﻘﺔ‪،‬‬
‫ﻭﺍﻻﻨﺤﺭﺍﻓﺎﺕ ﺍﻝﻤﻌﻴﺎﺭﻴﺔ‪ ،‬ﻭﺤﺴﺎﺏ ﺍﻝﻤﺘﻭﺴﻁﺎﺕ‪ ،‬ﻭﺍﺠﺭﺍﺀﺍﺕ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ‪ ،‬ﻭﻏﻴﺭ‬
‫ﺫﻝﻙ‪.‬‬
‫‪ – 8‬ﺘﺩﻋﻡ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺩﻗﺔ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﻝﺘﻭﺼل ﺍﻝﻴﻬﺎ‪.‬‬
‫‪ – 9‬ﺘﻔﻴﺩ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﻨﺘﺎﺌﺞ ﺘﻌﺘﺒﺭ ﻤﺤل ﺜﻘﺔ‪.‬‬
‫‪ – 10‬ﺘﻤﻜﻥ ﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻭﺸﺭﻭﺤﺎﺕ‬
‫ﻤﻔﺼﻠﺔ ﺤﻭل ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬
‫‪ – 11‬ﻴﻤﻜﻥ ﺍﻷﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ ﻤﻥ ﺘﺤﺩﻴﺩ ﻤﻌﺩﻻﺕ ﺍﻨﺘﺸﺎﺭ ﺍﻝﻅﺎﻫﺭﺓ ﻤﺤل‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺩﻭﺩﻫﺎ ﺍﻝﺩﻨﻴﺎ ﻭﺍﻝﻌﻠﻴﺎ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪319‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻨﻭﺍﻉ ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ‪:‬‬

‫ﻫﻨﺎﻙ ﻨﻭﻋﺎﻥ ﻤﻥ ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ‪ ،‬ﻫﻤﺎ)‪.(1‬‬
‫‪ – 1‬ﺍﻻﺤﺼﺎﺀ ﺍﻝﻭﺼﻔﻲ‪:‬‬
‫ﻴﺭﻜﺯ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻋﻠﻰ ﻭﺼﻑ ﻭﺘﻠﺨﻴﺹ ﺍﻷﺭﻗﺎﻡ ﺍﻝﻤﺠﻤﻌﺔ ﺤﻭل ﻤﻭﻀﻭﻉ‬
‫ﻤﻌﻴﻥ‪ ،‬ﻜﻤﺩﺭﺴﺔ ﺃﻭ ﻤﻜﺘﺒﺔ ﺍﻭ ﻤﺅﺴﺴﺔ‪ ،‬ﺃﻭ ﻤﺠﺘﻤﻊ ﻤﻌﻴﻥ ‪ ..‬ﻭﻻ ﻴﺸﺘﺭﻁ ﺍﻥ ﺘﻜﻭﻥ ﻫﺫﻩ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﻗﻴﺎﺴﻴﺔ ﺃﻭ ﻨﻤﻁﻴﺔ‪ ،‬ﺃﻱ ﺍﻨﻬﺎ ﻻ ﺘﻨﻁﺒﻕ ﺒﺎﻝﻀﺭﻭﺭﺓ ﻋﻠﻰ ﻤﺅﺴﺴﺔ ﺃﻭ ﻤﺠﺘﻤﻊ‬
‫ﺃﺨﺭ‪.‬‬
‫‪ – 1‬ﺍﻻﺤﺼﺎﺀ ﺍﻻﺴﺘﺩﻻﻝﻲ‪:‬‬
‫ﻭﻫﻭ ﺍﻝﺫﻱ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﻨﻤﻭﺫﺝ ﺃﻭ ﻋﻴﻨﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﺃﻜﺒﺭ‪ ،‬ﻭﺘﺤﻠﻴل‬
‫ﻭﺘﻔﺴﻴﺭ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺠﻤﻌﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻌﻤﻴﻤﺎﺕ ﻭﺍﺴﺘﺩﻻﻻﺕ ﻋﻠﻰ ﻤﺎ ﻫﻭ‬
‫ﺃﻭﺴﻊ ﻭﺃﻜﺒﺭ ﻤﻥ ﺍﻝﻤﺠﺘﻤﻊ ﺍﻷﺼﻠﻲ ﺍﻝﻤﻌﻨﻲ ﺒﺎﻝﺒﺤﺙ‪ ،‬ﻭﻴﻘﻭﻡ ﺍﻻﺤﺼﺎﺀ ﺍﻻﺴﺘﺩﻻﻝﻲ‬
‫ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺎ ﺘﻌﻨﻴﻪ ﺍﻷﺭﻗﺎﻡ ﺍﻝﻤﺠﻤﻌﺔ ﻭﺍﺴﺘﻘﺭﺍﺌﻬﺎ ﻭﻤﻌﺭﻓﺔ ﺩﻻﻝﺘﻬﺎ‪،‬‬
‫ﺃﻜﺜﺭ ﻤﻥ ﻤﺠﺭﺩ ﻭﺼﻔﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ ﻭﺘﻘﺩﻴﻤﻬﺎ ﻝﻠﻘﺎﺭﺉ‪ ،‬ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﺍﻻﺤﺼﺎﺀ‬
‫ﺍﻝﻭﺼﻔﻲ‪.‬‬

‫ﻤﺤﺎﺫﻴﺭ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ‪:‬‬

‫ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﺒﻌﺽ‬
‫ﺍﻝﻤﺤﺎﺫﻴﺭ‪ ،‬ﺍﻝﺘﻲ ﻗﺩ ﺘﻘﻭﺩ ﺇﻝﻰ ﺍﻝﻭﻗﻭﻉ ﻓﻲ ﺍﺨﻁﺎﺀ ﻓﺎﺩﺤﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻻﺤﺼﺎﺀ‪ ،‬ﻭﺍﻝﻌﻤﻠﻴﺎﺕ ﻭﺍﻻﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻝﻴﺴﺕ ﻫﺩﻓﺎ ﻓﻲ ﺤﺩ‬
‫ﺫﺍﺘﻬﺎ‪ ،‬ﻭﺍﻨﻤﺎ ﻫﻲ ﻭﺴﻴﻠﺔ ﻝﻠﺘﻭﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻌﻴﻨﺔ ﺘﻜﻭﻥ ﻤﺤل ﺜﻘﺔ‪.‬‬

‫‪ -1‬ﻋﺎﻤﺭ ﻗﻨﺩﻴﻠﺠﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻴﺎﺯﻭﺭﻱ‪،‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻥ ﺍﻝﻌﺒﺭﺓ ﻝﻴﺴﺕ ﺒﺘﻌﺩﺩ ﻭﻜﺜﺭﺓ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﺎﻤﻼﺕ ﻭﺍﻷﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ‪،‬‬

‫ﻭﺍﻨﻤﺎ ﻴﺠﺏ ﺍﻥ ﻴﻜﻭﻥ ﺫﻝﻙ ﻓﻲ ﺤﺩﻭﺩ ﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺘﻭﺨﺎﺓ ﻤﻥ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ – 3‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﺍﺨﺘﻴﺎﺭ ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ ﺍﻝﻤﻨﺎﺴﺏ‪ ،‬ﺍﻝﺫﻱ‬
‫ﻴﺘﻼﺌﻡ ﻭﻁﺒﻴﻌﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ ﻭﻓﺭﻭﻀﻪ‬
‫ﻭﺘﺴﺎﺅﻻﺘﻪ‪ ،‬ﻭﺍﻥ ﻴﺩﺭﻙ ﺒﺎﻥ ﺍﻝﻤﻌﺎﻤﻼﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺘﺨﺘﻠﻑ ﺃﻫﻤﻴﺘﻬﺎ ﻭﺩﻭﺭﻫﺎ‬
‫ﻭﻭﻅﻴﻔﺘﻬﺎ ﻤﻥ ﺒﺤﺙ ﺇﻝﻰ ﺃﺨﺭ ﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﻴﻁﺭﺤﻪ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺘﺴﺎﺅﻻﺕ ﻭﻓﺭﻭﺽ‪،‬‬
‫ﻭﻤﺎ ﻴﺤﺩﺩﻩ ﻤﻥ ﺍﻫﺩﺍﻑ ﻴﺴﻌﻰ ﻝﻠﻭﺼﻭل ﺇﻝﻴﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻤﻌﺎﻤﻼﺕ ﻭﺍﻷﺴﺎﻝﻴﺏ‬
‫ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻲ ﺘﺼﻠﺢ ﻝﺒﺤﺙ ﻤﻌﻴﻥ ﻗﺩ ﻻ ﺘﺼﻠﺢ ﻝﺒﺤﺙ ﺍﺨﺭ‪.‬‬
‫‪ – 4‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﺍﻥ ﺍﻷﺭﻗﺎﻡ ﻭﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻭﻏﻴﺭﻫﺎ ﻤﻥ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺭﻗﻤﻴﺔ ﺍﻝﺘﻲ ﻴﺘﻭﺼل ﺍﻝﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻌﺎﻤﻼﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻴﺠﺏ‬
‫ﺍﻥ ﺘﺘﺭﺠﻡ ﺇﻝﻰ ﻜﻠﻤﺎﺕ ﻭﺠﻤل ﻭﻋﺒﺎﺭﺍﺕ ﻤﻔﻬﻭﻤﺔ ﺘﻌﺒﺭ ﻋﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ – 5‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﺍﻥ ﺍﻻﺨﺘﻴﺎﺭ ﺍﻝﺨﺎﻁﺊ ﻝﻸﺴﺎﻝﻴﺏ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﺴﺘﻘﻭﺩ ﺒﺎﻝﻀﺭﻭﺭﺓ ﺇﻝﻰ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺨﺎﻁﺌﺔ ﺍﻴﻀﺎ‪ ،‬ﻤﻤﺎ ﻴﻨﺴﻑ ﺘﻠﻙ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺒﺭﻤﺘﻬﺎ‪.‬‬
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 Copyright © 2018. . All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable
copyright law.

AN: 2040367 ;
Account: s6314207
.; :
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‫ﺍﻝﻔﺼل ﺍﻝﺘﺎﺴﻊ‬
‫ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
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copyright law.

323

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‫ﺘﻤﻬﻴﺩ‬
‫ﺇﺫﺍ ﻜﺎﻥ ﺍﻝﻤﻨﻬﺞ ﻫﻭ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻓﺈﻥ ﺍﻷﺩﺍﺓ ﻫﻲ‬
‫ﺍﻝﻭﺴﻴﻠﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺨﻼﻝﻬﺎ ﺒﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﻥ ﺍﻝﻤﺸﻜﻠﺔ‬
‫ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﻤﺘﻌﺩﺩﺓ ﻭﻜﺜﻴﺭﺓ‪ ،‬ﻭﺍﻝﺒﺎﺤﺙ ﻫﻭ ﺍﻝﺫﻱ ﻴﺤﺩﺩ ﺍﻷﺩﺍﺓ ﺍﻝﻤﻨﺎﺴﺒﺔ‬
‫ﻝﺒﺤﺜﻪ ﻭﻓﻕ ﻁﺒﻴﻌﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻭﺍﻫﺩﺍﻑ ﻭﺘﺴﺎﺅﻻﺕ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻓﺭﻭﻀﻬﺎ‪ ،‬ﺤﻴﺙ‬
‫ﺘﺘﺩﺨل ﻫﺫﻩ ﺠﻤﻴﻌﺎ ﻓﻲ ﺘﺤﺩﻴﺩ ﻨﻭﻉ ﺍﻷﺩﺍﺓ ﺃﻭ ﺍﻷﺩﻭﺍﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﻭﺒﺫﻝﻙ‬
‫ﻓﺈﻨﻨﺎ ﻻ ﻨﺴﺘﻁﻴﻊ ﺍﻝﺠﺯﻡ ﺒﺎﻥ ﺃﺩﺍﺓ ﺒﺤﺜﻴﺔ ﻤﻌﻴﻨﺔ ﻫﻲ ﺍﻓﻀل ﻤﻥ ﻏﻴﺭﻫﺎ ﺃﻭ ﺃﻫﻡ ﻤﻥ‬
‫ﻏﻴﺭﻫﺎ‪ ،‬ﺇﻻ ﻓﻲ ﺍﻁﺎﺭ ﻜل ﻤﺸﻜﻠﺔ ﺒﺤﺜﻴﺔ ﻋﻠﻰ ﺤﺩﺓ‪ ،‬ﺒﻤﻌﻨﻰ ﺍﻥ ﻫﻨﺎﻙ ﺸﺭﻭﻁﺎ ﻋﻠﻤﻴﺔ‬
‫ﻤﻭﻀﻭﻋﻴﺔ ﻫﻲ ﺍﻝﺘﻲ ﺘﺠﻌل ﺃﺩﺍﺓ ﺒﺤﺜﻴﺔ ﺍﻫﻡ ﻤﻥ ﻏﻴﺭﻫﺎ ﻝﺒﺤﺙ ﻤﻌﻴﻥ ﻭﻓﻲ ﻅﺭﻑ‬
‫ﻤﻌﻴﻥ‪ ،‬ﺃﻤﺎ ﻏﻴﺭ ﺫﻝﻙ ﻓﺈﻥ ﻝﻜل ﺃﺩﺍﺓ ﻤﺯﺍﻴﺎﻫﺎ ﻭﻋﻴﻭﺒﻬﺎ‪ ،‬ﺍﻝﺘﻲ ﺘﺠﻌﻠﻬﺎ ﺼﺎﻝﺤﺔ ﻝﺒﺤﺙ ﻤﺎ‬
‫ﻭﻏﻴﺭ ﺼﺎﻝﺤﺔ ﻝﺒﺤﺙ ﺃﺨﺭ ‪ ..‬ﻭﻫﻜﺫﺍ‪.‬‬
‫ﻭﺘﺘﺤﺩﺩ ﺃﺩﻭﺍﺕ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﻓﻘﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺘﺨﺩﻡ‪ ،‬ﻓﺎﻝﻤﻨﻬﺞ ﺍﻝﻤﺴﺤﻲ‬
‫ﻤﺜﻼ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺃﻭ ﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﺃﻤﺎ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻓﺈﻨﻪ ﻴﺤﺘﺎﺝ ﺃﺴﺎﺴﺎ ﺇﻝﻰ‬
‫ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﻘﺼﻭﺩﺓ ﻭﻝﻴﺱ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﺠﺭﺩﺓ‪ ،‬ﺃﻤﺎ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ ﻓﻴﺤﺘﺎﺝ ﺇﻝﻰ‬
‫ﺍﻝﻭﺜﺎﺌﻕ ﺍﻝﻤﻜﺘﻭﺒﺔ ﺃﻭ ﺍﻝﻤﻁﺒﻭﻋﺔ ﺃﻭ ﺍﻻﻝﻜﺘﺭﻭﻨﻴﺔ‪ ،‬ﻭﻴﺤﺘﺎﺝ ﻤﻨﻬﺞ ﺩﺭﺍﺴﺔ ﺍﻝﺤﺎﻝﺔ ﺒﺎﻝﺩﺭﺠﺔ‬
‫ﺍﻻﻭﻝﻰ ﺇﻝﻰ ﺍﻝﻤﻼﺤﻅﺔ‪ ،‬ﺜﻡ ﺍﻝﻤﻘﺎﺒﻠﺔ)‪.(1‬‬
‫ﻭﺘﺘﻤﺜل ﻫﻡ ﺍﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ‪ :‬ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﻭﺍﻝﻤﻼﺤﻅﺔ‬
‫ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﺍﻝﻭﺜﺎﺌﻕ‪ ،‬ﻭﻫﺫﻩ ﺍﻷﺨﻴﺭﺓ ﺘﻡ ﺘﻨﺎﻭﻝﻬﺎ ﺒﺎﻝﺘﻔﺼﻴل ﻋﻨﺩ‬
‫ﺘﻨﺎﻭل ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻨﺎ ﺴﻭﻑ ﻨﺘﻨﺎﻭل ﻫﻨﺎ ﻓﻘﻁ ﻜل ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ‪،‬‬
‫ﻭﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﻭﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬

‫‪ -1‬ﻋﺎﻤﺭ ﻗﻨﺩﻴﻠﺠﻲ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﺍﺴﺘﺨﺩﺍﻡ ﻤﺼﺎﺩﺭ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺍﻝﻴﺎﺯﻭﺭﻱ‪،‬‬
‫‪Copyright © 2018.‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻭﻻ‪ :‬ﺍﻻﺴﺘﺒﻴﺎﻥ‬
‫* ﻤﻔﻬﻭﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﻫﻭ ﺃﺤﺩ ﺃﻜﺜﺭ ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﺴﺘﺨﺩﺍﻤﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻹﻋﻼﻤﻴﺔ ﻭﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻻﺩﺍﺭﻴﺔ‪ ،‬ﻭﻫﻭ ﻤﻥ ﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﻲ‬
‫ﻻ ﻏﻨﻰ ﻋﻨﻬﺎ ﻝﻠﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻫﺫﻩ ﺍﻝﻌﻠﻭﻡ ﺒﻬﺩﻑ ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ‬
‫ﺍﻷﺸﺨﺎﺹ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺍﻝﺨﺭﻭﺝ ﺒﺘﺼﻭﺭﺍﺕ ﻭﻨﺘﺎﺌﺞ ﺒﻤﺎ ﻴﺨﺩﻡ ﺍﻏﺭﺍﺽ ﺍﻝﺒﺤﺙ‬
‫ﻭﻴﺤﻘﻕ ﺃﻫﺩﺍﻓﻪ ﻭﻴﺠﻴﺏ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺘﻪ‪.‬‬
‫ﻭﻴﻌﺭﻑ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺎﻨﻪ " ﺃﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﻋﻥ‬
‫ﻁﺭﻴﻕ ﺍﺴﺘﻤﺎﺭﺓ ﻤﻌﻴﻨﺔ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﻤﺭﺘﺒﺔ ﺒﺄﺴﻠﻭﺏ ﻤﻨﻁﻘﻲ ﻤﻨﺎﺴﺏ‬
‫ﻴﺘﻡ ﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﺃﺸﺨﺎﺹ ﻤﻌﻴﻨﻴﻥ ﻝﺘﻌﺒﺌﺘﻬﺎ")‪ ،(1‬ﻜﻤﺎ ﻴﻌﺭﻑ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺎﻨﻪ "ﻗﺎﺌﻤﺔ‬
‫ﻤﻜﺘﻭﺒﺔ ﻤﺴﺒﻘﺎ ﺘﺘﻀﻤﻥ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﻝﻴﻔﻭﻡ ﺍﻷﻓﺭﺍﺩ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﺒﺎﻹﺠﺎﺒﺔ‬
‫ﻋﻠﻴﻬﺎ")‪ ،(2‬ﻭﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻴﻀﺎ ﻫﻭ "ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﺼﻤﻤﺔ ﻝﻠﺘﻭﺼل‬
‫ﻤﻥ ﺨﻼﻝﻬﺎ ﻝﻠﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﻴﻬﺩﻑ ﺍﻝﻴﻬﺎ ﺍﻝﺒﺤﺙ")‪ ،(3‬ﻭﻝﻌل ﺍﻝﺘﻌﺭﻴﻑ ﺍﻷﻜﺜﺭ ﻭﻀﻭﺤﺎ ﻫﻭ‬
‫ﺍﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ "ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺘﻭﺠﻪ ﺃﻭ ﺘﺭﺴل ﺃﻭ ﺘﺴﻠﻡ ﺇﻝﻰ ﺍﻷﺸﺨﺎﺹ ﺍﻝﺫﻴﻥ‬
‫ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﻡ ﻝﻤﻭﻀﻭﻉ ﺍﻝﺩﺭﺍﺴﺔ ﻝﻴﻘﻭﻤﻭﺍ ﺒﺘﺴﺠﻴل ﺍﺠﺎﺒﺎﺘﻬﻡ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻭﺍﺭﺩﺓ ﺒﻪ‬
‫ﻭﺇﻋﺎﺩﺘﻪ ﺇﻝﻰ ﺍﻝﺒﺎﺤﺙ")‪.(4‬‬

‫‪ -1‬ﺭﻴﺤﻲ ﻤﺼﻁﻔﻰ ﻋﻠﻴﺎﻥ‪ ،‬ﻋﺜﻤﺎﻥ ﻤﺤﻤﺩ ﻏﻨﻴﻡ‪ ،‬ﻤﻨﺎﻫﺞ ﻭﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ – ﺍﻝﻨﻅﺭﻴﺔ‬
‫ﻭﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺼﻔﺎﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2000 ،‬ﻡ‪ ،‬ﺹ‪.82‬‬
‫‪ -2‬ﻜﻤﺎل ﺍﻝﺩﻴﻥ ﺍﻝﺩﻫﺭﺍﻭﻱ‪ ،‬ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻤﺤﺎﺴﺒﺔ ﻭﺍﻻﺩﺍﺭﺓ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺍﻝﻤﻜﺘﺏ‬
‫ﺍﻝﺠﺎﻤﻌﻲ ﺍﻝﺤﺩﻴﺙ‪2006 ،‬ﻡ‪ ،‬ﺹ‪.90‬‬
‫‪ -3‬ﻤﺤﻤﻭﺩ ﺍﻝﺴﻴﺩ ﺍﺒﻭﺍﻝﻨﻴل‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻻﺠﺘﻤﺎﻋﻲ – ﺩﺭﺍﺴﺎﺕ ﻋﺭﺒﻴﺔ ﻭﻋﺎﻝﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ‬
‫ﺍﻝﻨﻬﻀﺔ ﺍﻝﻤﺼﺭﻴﺔ‪1975 ،‬ﻡ‪ ،‬ﺹ‪.281‬‬
‫‪ -4‬ﻤﺤﻤﺩ ﻓﺘﺤﻲ ﻋﺒﺩﺍﻝﻬﺎﺩﻱ‪ ،‬ﺍﻝﺒﺤﺙ ﻭﻤﻨﺎﻫﺠﻪ ﻓﻲ ﻋﻠﻡ ﺍﻝﻤﻜﺘﺒﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﺩﺍﺭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺼﺭﻴﺔ ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‪2003 ،‬ﻡ‪ ،‬ﺹ‪.178‬‬

‫‪copyright law.‬‬

‫‪325‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻤﺎ ﻓﻲ ﺍﻝﻤﻌﺠﻡ ﺍﻝﻭﺴﻴﻁ ﻓﻘﺩ ﺠﺎﺀ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﻤﻌﻨﻰ ﻅﻬﺭ ﻭﺍﺘﻀﺢ‪ ،‬ﻭﺍﻝﺸﻲﺀ‬
‫ﺍﺴﺘﻭﻀﺤﻪ ﻭﻋﺭﻓﻪ)‪ ،(1‬ﻭﻭﺭﺩ ﻓﻲ ﻗﺎﻤﻭﺱ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ ﺍﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻫﻭ "ﺸﻜل ﻤﻥ‬
‫ﺃﺸﻜﺎل ﺍﻝﺒﺤﺙ ﻴﺴﺘﺨﺩﻡ ﻓﻴﻪ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺤﻭل ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ‪ ،‬ﻭﻋﺎﺩﺓ ﻤﺎ‬
‫ﻴﺴﺘﺨﺩﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻝﻤﺴﺘﺠﻭﺏ ﻤﺘﻌﻠﻤﺎ‪ ،‬ﺤﻴﺙ ﻴﻁﻠﺏ ﻤﻨﻪ ﺍﻥ ﻴﻜﺘﺏ ﺒﻨﻔﺴﻪ‬
‫ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﻫﺫﻩ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﻭﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺍﺤﻴﺎﻨﺎ ﻓﻲ ﺤﺎﻝﺔ ﺍﻝﻤﺴﺘﺠﻭﺏ ﻏﻴﺭ ﺍﻝﻤﺘﻌﻠﻡ‪،‬‬
‫ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺘﺩﻭﻴﻥ ﺇﺠﺎﺒﺘﻪ ﻨﻴﺎﺒﺔ ﻋﻨﻪ‪ ،‬ﻭﻤﻥ ﺍﻝﻀﺭﻭﺭﻱ ﺍﻥ ﺘﺤﻤل ﺍﻷﺴﺌﻠﺔ‬
‫ﻨﻔﺱ ﺍﻝﻤﻌﻨﻰ ﺍﻝﺤﻘﻴﻘﻲ ﻭﺍﻝﻤﻘﺼﻭﺩ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻜل ﺍﻝﻤﺠﻴﺒﻴﻥ ‪ ..‬ﻭﻴﺠﺏ ﺍﻥ ﺘﻭﻀﻊ ﺍﻷﺴﺌﻠﺔ‬
‫ﺒﻨﻔﺱ ﺍﻝﻨﻅﺎﻡ ﻭﻨﻔﺱ ﺍﻝﻜﻠﻤﺎﺕ")‪ ،(2‬ﻭﺠﺎﺀ ﻓﻲ ﻤﻌﺠﻡ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺒﺎﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ‬
‫ﻫﻭ "ﻭﺴﻴﻠﺔ ﺘﺴﺘﺨﺩﻡ ﻝﺠﻤﻊ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺃﻭ ﺍﻝﺤﻘﺎﺌﻕ ﺍﻭ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ ﻋﺩﺩ ﻤﻌﻴﻥ ﻤﻥ‬
‫ﺍﻷﻓﺭﺍﺩ ﺒﺼﺩﺩ ﻤﺴﺄﻝﺔ ﻤﻥ ﺍﻝﻤﺴﺎﺌل ﺃﻭ ﻤﻭﻀﻭﻉ ﻤﻥ ﺍﻝﻤﻭﻀﻭﻋﺎﺘـ ﺒﻘﺼﺩ ﺍﻝﺘﻌﺭﻑ‬
‫ﻋﻠﻰ ﻭﺍﻗﻌﻬﺎ‪ ،‬ﻭﺃﻓﻜﺎﺭ ﻫﺅﻻﺀ ﺍﻷﻓﺭﺍﺩ ﻋﻨﻬﺎ ﺍﻭ ﺃﺭﺍﺀﻫﻡ ﻓﻴﻬﺎ ﺍﻭ ﻤﻭﺍﻗﻔﻬﻡ ﻤﻨﻬﺎ‪ ،‬ﺜﻡ ﺘﺤﻠل‬
‫ﻫﺫﻩ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺃﻭ ﺍﻝﺤﻘﺎﺌﻕ ﺃﻭ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺒﻌﺩ ﺘﺼﻨﻴﻔﻬﺎ ﻝﻴﺘﺴﻨﻰ ﻝﻠﺒﺎﺤﺙ ﺘﻔﺴﻴﺭﻫﺎ")‪.(3‬‬
‫ﻭﻴﺭﻯ ﻭﻭﻝﻑ )‪ (WOLF‬ﺍﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻴﻘﻭﻡ ﻋﻠﻰ ﺜﻼﺜﺔ ﺍﻓﺘﺭﺍﻀﺎﺕ ﺘﺘﻌﻠﻕ‬
‫ﺠﻤﻴﻌﻬﺎ ﺒﺎﻝﻤﺒﺤﻭﺙ‪ ،‬ﻭﻫﻲ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻗﺎﺩﺭ ﻋﻠﻰ ﻗﺭﺍﺀﺓ ﻭﻓﻬﻡ ﺍﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﺭﺓ‪.‬‬
‫‪ – 2‬ﺍﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻴﻤﺘﻠﻙ ﻜﺎﻓﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﻤﺎﺭﺓ‪.‬‬
‫)‪(4‬‬
‫‪ – 3‬ﺍﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻴﻤﺘﻠﻙ ﺍﻻﺭﺍﺩﺓ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻘﺩﻤﺔ ﻝﻪ‪.‬‬

‫‪ -1‬ﻤﺠﻤﻊ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺍﻝﻤﻌﺠﻡ ﺍﻝﻭﺴﻴﻁ‪ ،‬ﻁ‪ ،2‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺎﺭﻑ‪ ،‬ﺹ‪.80‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﻋﺎﻁﻑ ﻏﻴﺙ‪ ،‬ﻗﺎﻤﻭﺱ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺍﻻﺴﻜﻨﺩﺭﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‪1988 ،‬ﻡ‪،‬‬
‫ﺹ‪.365‬‬
‫‪ -3‬ﺤﺴﻥ ﺍﻝﺴﺎﻋﺎﺘﻲ‪ ،‬ﻤﻌﺠﻡ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺘﺤﺭﻴﺭ‪ :‬ﺇﺒﺭﺍﻫﻴﻡ ﻤﺩﻜﻭﺭ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﻬﻴﺌﺔ ﺍﻝﻤﺼﺭﻴﺔ‬
‫ﺍﻝﻌﺎﻤﺔ ﻝﻠﻜﺘﺎﺏ‪1975 ،‬ﻡ‪ ،‬ﺹ‪.33‬‬
‫‪ -4‬ﺯﺍﻴﺩ ﺒﻥ ﻋﺠﻴﺭ ﺍﻝﺤﺎﺭﺜﻲ‪ ،‬ﺒﻨﺎﺀ ﺍﻻﺴﺘﻔﺘﺎﺀﺍﺕ ﻭﻗﻴﺎﺱ ﺍﻻﺘﺠﺎﻫﺎﺕ‪ ،‬ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ‪ ،‬ﻤﻁﺒﻭﻋﺎﺕ‬
‫‪Copyright © 2018.‬‬

‫ﻤﻜﺔ‪1992 ،‬ﻡ‪ ،‬ﺹ‪.28‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻴﻤﻜﻨﻨﺎ ﺘﻌﺭﻴﻑ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺎﻨﻪ ﺃﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﺘﻌﺩ ﻤﻥ ﺨﻼل ﺍﺴﺘﻤﺎﺭﺓ‬
‫ﺘﺘﻀﻤﻥ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻜﺘﻭﺒﺔ‪ ،‬ﺘﻭﻀﻊ ﺒﺸﻜل ﻤﺤﻜﻡ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺘﺩﻭﺭ‬
‫ﺤﻭل ﻤﻭﻀﻭﻉ ﻤﺤﺩﺩ‪ ،‬ﻭﺫﻝﻙ ﻭﻓﻘﺎ ﻝﻁﺒﻴﻌﺔ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺒﻤﺎ ﻴﻜﻔل ﺘﺤﻘﻴﻕ ﺍﻫﺩﺍﻑ‬
‫ﺍﻝﺒﺤﺙ ﻭﻴﺠﻴﺏ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺘﻪ‪ ، ،‬ﻭﺘﺴﻠﻡ ﺇﻝﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺸﺨﺎﺹ ﺍﻝﻤﺤﺩﺩﻴﻥ‬
‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺃﺭﺍﺀﻫﻡ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﺤﻭل ﺫﻝﻙ ﺍﻝﻤﻭﻀﻭﻉ‪.‬‬
‫* ﺃﻨﻭﺍﻉ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﻴﻤﻜﻥ ﺘﻘﺴﻴﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ‪ ،‬ﻭﺫﻝﻙ ﻭﻓﻘﺎ ﻝﻁﺭﻴﻘﺔ ﻋﺭﺽ ﺍﻷﺴﺌﻠﺔ‬
‫ﻭﺍﻝﺨﻴﺎﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﻴﺤﻬﺎﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﻐﻠﻕ ﺃﻭ ﺍﻝﻤﻘﻔل‪" :‬ﻭﻫﻭ ﺍﻝﺫﻱ ﺘﻜﻭﻥ ﺍﺴﺌﻠﺘﻪ ﻤﺤﺩﺩﺓ‬
‫ﺍﻹﺠﺎﺒﺎﺕ‪ ،‬ﻤﺜل‪ :‬ﻨﻌﻡ ﺃﻭ ﻻ‪ ،‬ﺃﻭ‪ :‬ﺃﻭﺍﻓﻕ ﺃﻭ ﻻ ﺍﻭﺍﻓﻕ‪ ،‬ﺃﻭ‪ :‬ﻗﻠﻴﻼ ﺃﻭ ﻜﺜﻴﺭﺍ‪ ،‬ﺃﻭﻀﻊ‬
‫ﺍﺸﺎﺭﺓ ﺼﺢ ﺍﻤﺎﻡ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﺘﺨﺘﺎﺭﻫﺎ‪ ،‬ﻭﻤﺎ ﺸﺎﺒﻪ ﺫﻝﻙ‪ ،‬ﻭﻗﺩ ﻴﺘﻀﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ‬
‫ﺍﺨﺘﻴﺎﺭ ﺒﺩﻴل ﻭﺍﺤﺩ ﻤﻥ ﺒﻴﻥ ﻋﺩﺓ ﺒﺩﺍﺌل ﺠﺎﻫﺯﺓ ﻭﻤﺤﺩﺩﺓ ﻝﻠﻤﺴﺘﺠﻴﺏ" )‪ ،( 1‬ﻭﻗﺩ ﻴﺘﺭﻙ‬
‫ﺍﻝﻤﺠﺎل ﺃﻤﺎﻡ ﺍﻝﻤﺒﺤﻭﺙ ﻝﻴﺨﺘﺎﺭ ﺃﻜﺜﺭ ﻤﻥ ﺇﺠﺎﺒﺔ‪ ،‬ﻭﺫﻝﻙ ﻭﻓﻘﺎ ﻝﻁﺒﻴﻌﺔ ﻜل ﺍﺴﺘﺒﻴﺎﻥ‪،‬‬
‫ﻭﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺴﺅﺍل‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﻁﺭﺡ ﺍﻝﺴﺅﺍل ﺜﻡ ﻴﺫﻴﻠﻪ ﺒﻌﺩﺩ‬
‫ﻤﻥ ﺍﻻﺠﺎﺒﺎﺕ ﺍﻝﻤﺘﻭﻗﻌﺔ‪ ،‬ﻭﻴﺘﺭﻙ ﺍﻝﻤﺠﺎل ﻝﻠﻤﺒﺤﻭﺙ ﻓﻲ ﺍﻥ ﻴﻨﺘﻘﻲ ﻤﻨﻬﺎ ﻤﺎ ﻴﺭﺍﻩ ﻤﻨﺎﺴﺒﺎ‬
‫ﻭﻤﺎ ﻴﺘﻭﺍﻓﻕ ﻤﻊ ﺭﺃﻴﻪ ﻭﺍﺘﺠﺎﻫﻪ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻓﺈﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻫﻨﺎ ﻤﻘﻴﺩ ﺒﺈﺠﺎﺒﺎﺕ‬
‫ﻤﺤﺩﺩﺓ ﻭﻤﻘﺘﺭﺤﺔ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ ﺒﻁﺭﻴﻘﺔ ﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻝﺨﺭﻭﺝ ﻋﻨﻬﺎ‪.‬‬
‫ﻭﻤﻥ ﻤﺯﺍﻴﺎ ﻫﺫﻩ ﺍﻝﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﺍﻨﻬﺎ ﺴﻬﻠﺔ ﺍﻝﺘﺭﻤﻴﺯ ﻭﺍﻝﺘﺤﻭﻴل ﺇﻝﻰ‬
‫ﺃﺭﻗﺎﻡ‪ ،‬ﻭﻗﻠﻴﻠﺔ ﺍﻝﺘﻜﻠﻔﺔ ﻭﺍﻝﻭﻗﺕ ﺍﻝﻤﺴﺘﻐﺭﻕ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﺇﻻ ﺍﻥ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻷﺴﺎﺴﻴﺔ‬
‫ﻓﻴﻬﺎ ﻫﻲ ﻋﻤﻠﻴﺔ ﺒﻨﺎﺅﻫﺎ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﻤﻜﻥ ﺍﻝﺒﺎﺤﺙ ﺒﺸﻜل ﻻ‬
‫ﻝﺒﺱ ﻓﻴﻪ ﻤﻥ ﺍﺴﺘﺨﺭﺍﺝ ﺍﻹﺠﺎﺒﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ)‪.(2‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺃﺤﻤﺩ ﺠﺭﻨﺎﺯ‪ ،‬ﺍﺴﺎﺴﻴﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻭﻤﻨﺎﻫﺠﻪ ﻓﻲ ﻋﻠﻡ ﺍﻝﻤﻜﺘﺒﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪،‬‬
‫ﻁﺭﺍﺒﻠﺱ‪ ،‬ﺩﺍﺭ ﺍﻝﺭﻭﺍﺩ‪2012 ،‬ﻡ‪ ،‬ﺹ‪.161‬‬
‫‪ -2‬ﻤﻔﺘﺎﺡ ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ – ﺃﺴﺎﻝﻴﺒﻬﺎ‬
‫ﻭﺘﻘﻨﻴﺎﺘﻬﺎ‪ ،‬ﺍﻝﺒﻴﻀﺎﺀ ﻝﻴﺒﻴﺎ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﺯﻫﺭﺍﺀ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪2010 ،‬ﻡ‪،‬‬
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‫ﺹ‪.312‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ –2‬ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﻔﺘﻭﺡ‪ :‬ﻭﻫﻭ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﺫﻱ ﻻ ﻴﻀﻊ ﺇﺠﺎﺒﺎﺕ ﻤﺤﺩﺩﺓ‬

‫ﻝﻠﻤﺒﺤﻭﺙ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﻴﺘﻀﻤﻨﻬﺎ‪ ،‬ﺒل ﻴﺘﺭﻜﻪ ﻴﺩﻭﻥ ﺍﺠﺎﺒﺎﺘﻪ ﻋﻠﻰ ﻜل ﺴﺅﺍل ﻭﻓﻕ‬
‫ﻤﺎ ﻴﺭﺍﻩ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﺍﻝﺴﺅﺍل ﺍﻝﺘﺎﻝﻲ‪ :‬ﻤﺎ ﺍﻝﺼﺤﻑ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻔﻀل‬
‫ﻗﺭﺍﺀﺘﻬﺎ؟‪ ،‬ﻭﻻ ﻴﻀﻊ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺃﻱ ﺍﻗﺘﺭﺍﺤﺎﺕ‪ ،‬ﻭﻻ ﻴﺘﺩﺨل ﻓﻲ ﺘﻘﺩﻴﻡ ﺨﻴﺎﺭﺍﺕ‬
‫ﻤﺤﺘﻤﻠﺔ ﻝﻠﻤﺒﺤﻭﺙ ﺤﻭل ﺃﺴﻤﺎﺀ ﺘﻠﻙ ﺍﻝﺼﺤﻑ‪ ،‬ﻭﻝﻜﻥ ﻴﺘﺭﻜﻪ ﻴﻜﺘﺒﻬﺎ ﺒﻨﻔﺴﻪ‪.‬‬
‫ﻭﻤﻥ ﻤﺯﺍﻴﺎ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻔﺘﻭﺤﺔ "ﺍﻨﻬﺎ ﺘﺘﻴﺢ ﻝﻠﻤﺒﺤﻭﺙ ﻭﻗﺘﺎ ﻜﺎﻓﻴﺎ ﻝﻠﺘﻔﻜﻴﺭ‬
‫ﻭﺍﻝﻜﺘﺎﺒﺔ ﺒﺨﺼﻭﺹ ﺭﺃﻴﻪ ﺍﻝﻜﺎﻤل ﻨﺤﻭ ﻤﻭﻀﻭﻉ ﺍﻝﺴﺅﺍل‪ ،‬ﻜﻤﺎ ﺘﺴﻤﺢ ﻝﻠﻤﺒﺤﻭﺙ‬
‫ﺒﺎﻝﺘﻌﺒﻴﺭ ﻋﻥ ﻨﻔﺴﻪ ﺒﺎﻝﻠﻐﺔ ﺍﻝﺘﻲ ﻴﺭﺘﺎﺡ ﺇﻝﻴﻬﺎ‪ ،‬ﻭﺒﻨﺎﺀ ﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻝﺼﺩﻕ ﻓﻲ ﺍﻻﺠﺎﺒﺎﺕ‬
‫ﻴﻤﻜﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻪ ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻭﺨﺎﺼﺔ ﻓﻲ ﺘﻔﺴﻴﺭ ﺃﺭﺍﺀ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﺍﻝﺤﻘﻴﻘﻴﺔ‬
‫ﻭﺍﻨﻤﺎﻁ ﺸﺨﺼﻴﺎﺘﻬﻡ ‪ ..‬ﻭﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻓﺈﻥ ﻤﻥ ﻋﻴﻭﺏ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﻫﻲ‬
‫ﺍﻝﺼﻌﻭﺒﺔ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻪ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺘﺼﻨﻴﻑ ﺍﻻﺠﺎﺒﺎﺕ‪ ،‬ﻭﻁﺭﻴﻘﺔ ﻋﺭﻀﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‪،‬‬
‫ﻜﻤﺎ ﺍﻥ ﺒﻌﺽ ﺍﻻﺠﺎﺒﺎﺕ ﻗﺩ ﺘﻜﻭﻥ ﻏﺎﻤﻀﺔ‪ ،‬ﺯﺩ ﻋﻠﻰ ﺫﻝﻙ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻭﺍﻝﻭﻗﺕ‬
‫ﺍﻝﻜﺜﻴﺭ ﺍﻝﺫﻱ ﻴﻀﻴﻊ ﻓﻲ ﺘﺼﻤﻴﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ")‪.(1‬‬
‫‪ –3‬ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﻐﻠﻕ ﺍﻝﻤﻔﺘﻭﺡ‪:‬‬
‫ﻴﺠﻤﻊ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﺒﻴﻥ ﺍﻝﻨﻭﻋﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ‪ ،‬ﻓﻬﻭ ﻴﺘﻀﻤﻥ ﻋﺩﺩ ﻤﻥ‬
‫ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻔﺘﻭﺤﺔ‪ ،‬ﻜﻤﺎ ﻴﺘﻀﻤﻥ ﻓﻲ ﺫﺍﺕ ﺍﻝﻭﻗﺕ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻐﻠﻘﺔ‪ ،‬ﻭﻋﺎﺩﺓ ﻤﺎ‬
‫ﻴﺠﻤﻊ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺨﻼل ﺘﺼﻤﻴﻡ ﺍﺴﺘﺒﻴﺎﻨﺎﺘﻬﻡ ﺒﻴﻥ ﻫﺫﻴﻥ ﺍﻝﻨﻭﻋﻴﻥ‪ ،‬ﻓﺘﻌﺩ ﺒﻌﺽ ﺍﻷﺴﺌﻠﺔ‬
‫ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻐﻠﻘﺔ‪ ،‬ﻭﺒﻌﻀﻬﺎ ﺍﻷﺨﺭ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻔﺘﻭﺤﺔ‪ ،‬ﻭﻤﻥ ﻤﺯﺍﻴﺎ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻤﺎ ﻴﻭﻓﺭﻩ ﻤﻥ ﻤﺭﻭﻨﺔ ﺘﻤﻜﻥ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻥ ﻴﺨﺘﺎﺭ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻲ ﻴﺭﺍﻫﺎ‬
‫ﻤﻨﺎﺴﺒﺔ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻻﺠﺎﺒﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻜل ﺴﺅﺍل‪ ،‬ﺤﻴﺙ ﺘﺘﻁﻠﺏ ﺒﻌﺽ‬
‫ﺍﻷﺴﺌﻠﺔ ﺍﻓﺴﺎﺡ ﺍﻝﻤﺠﺎل ﻝﻠﻤﺒﺤﻭﺙ ﻝﻴﺠﻴﺏ ﺒﻁﺭﻴﻘﺔ ﻏﻴﺭ ﻤﻭﺠﻬﺔ ﻭﺒﺩﻭﻥ ﺍﻗﺘﺭﺍﺤﺎﺕ ﻤﻨﻪ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ ‪.312‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻓﻲ ﺤﻴﻥ ﺘﺘﻁﻠﺏ ﻁﺒﻴﻌﺔ ﺒﻌﺽ ﺍﻷﺴﺌﻠﺔ ﺍﻷﺨﺭﻯ ﺍﻥ ﻴﻀﻊ ﺍﻝﺒﺎﺤﺙ ﻤﺠﻤﻭﻋﺔ ﻤﻥ‬
‫ﺍﻝﺨﻴﺎﺭﺍﺕ ﻜﺈﺠﺎﺒﺎﺕ ﻝﻴﻨﺘﻘﻲ ﺍﻝﻤﺒﺤﻭﺙ ﻤﻨﻬﺎ ﺍﻻﺠﺎﺒﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ‪.‬‬
‫ﻭﻗﺩ ﺘﺼﺎﻍ ﺒﻌﺽ ﺍﻷﺴﺌﻠﺔ ﺒﻁﺭﻴﻘﺔ ﺘﺠﻤﻊ ﺒﻴﻥ ﻜﻭﻨﻪ ﺴﺅﺍل ﻤﻘﻔل ﻭﻤﻔﺘﻭﺡ ﻓﻲ‬
‫ﺫﺍﺕ ﺍﻝﻭﻗﺕ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﻋﻨﺩﻤﺎ ﻴﺫﻴل ﺍﻝﺴﺅﺍل ﺒﻌﺩﺩ ﻤﻥ ﺍﻻﺠﺎﺒﺎﺕ ﺍﻝﻤﻘﺘﺭﺤﺔ ﻤﻥ‬
‫ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺜﻡ ﻴﻤﻨﺢ ﺍﻝﻤﺒﺤﻭﺙ ﺇﻀﺎﻓﺔ ﻤﺎ ﻴﺭﻩ ﻤﻨﺎﺴﺒﺎ ﻤﻥ ﺨﻼل ﺨﻴﺎﺭ‪ :‬ﺃﺨﺭﻯ‬
‫ﺘﺫﻜﺭ‪ ،‬ﺒﻤﻌﻨﻰ ﺃﻱ ﺇﺠﺎﺒﺔ ﺃﺨﺭﻯ ﺇﺠﺎﺒﺔ ﺃﺨﺭﻯ ﻏﻴﺭ ﺘﻠﻙ ﺍﻝﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫ﻭﻴﺘﻴﺢ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻝﻠﺒﺎﺤﺙ ﻤﺠﺎﻻ ﺃﻭﺴﻊ ﻝﻼﺴﺘﻔﺎﺩﺓ ﻤﻥ ﺍﻝﻤﺯﺍﻴﺎ‬
‫ﺍﻝﺘﻲ ﻴﻭﻓﺭﻫﺎ ﻜل ﻤﻥ ﺍﻝﻨﻭﻋﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ‪ ،‬ﻭﻴﺤﺩ ﺒﺎﻝﺘﺎﻝﻲ ﻤﻥ ﺤﺠﻡ ﺍﻝﻌﻴﻭﺏ ﺍﻝﻤﺘﺭﺘﺒﺔ‬
‫ﻋﻠﻰ ﺍﻻﻗﺘﺼﺎﺭ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻨﻭﻉ ﻭﺍﺤﺩ ﻓﻘﻁ ﻤﻥ ﺍﻝﻨﻭﻋﻴﻥ ﺍﻝﻤﺫﻜﻭﺭﻴﻥ‪.‬‬

‫ﻭﻴﻀﻴﻑ ﺒﻌﺽ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻨﻭﻉ ﺃﺨﺭ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻴﺴﻤﻴﻪ ﺍﻻﺴﺘﺒﻴﺎﻥ‬

‫ﺍﻝﻤﺼﻭﺭ‪ ،‬ﻭﺍﻥ ﻜﺎﻥ ﻓﻲ ﺤﻘﻴﻘﺘﻪ ﻻ ﻴﺨﺭﺝ ﻋﻥ ﺃﺤﺩﻯ ﺍﻷﻨﻭﺍﻉ ﺍﻝﺜﻼﺜﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺫﻝﻙ‬
‫ﺒﻐﺽ ﺍﻝﻨﻅﺭ ﻋﻥ ﺍﻝﺸﻜل ﺍﻝﺫﻱ ﻗﺩﻡ ﺒﻪ‪" ،‬ﺤﻴﺙ ﻴﻌﻤﺩ ﺒﻌﺽ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺇﻝﻰ ﺘﻘﺩﻴﻡ‬
‫ﺍﺴﺘﺒﻴﺎﻨﺎﺘﻬﻡ ﻋﻠﻰ ﺸﻜل ﺭﺴﻭﻡ ﺃﻭ ﺼﻭﺭ ﺒﺩﻻ ﻤﻥ ﻋﺒﺎﺭﺍﺕ ﻤﻜﺘﻭﺒﺔ‪ ،‬ﻭﻴﻌﺘﺒﺭ ﻫﺫﺍ ﺍﻝﻨﻭﻉ‬
‫ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﺃﺩﺍﺓ ﻤﻨﺎﺴﺒﺔ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺍﻷﻁﻔﺎل ﻭﻤﻥ ﺍﻝﻜﺒﺎﺭ ﻀﻌﻴﻔﻲ ﺍﻝﻘﺩﺭﺓ‬
‫ﻋﻠﻰ ﺍﻝﻘﺭﺍﺀﺓ‪ ،‬ﻭﺘﺘﻀﻤﻥ ﻤﺜل ﻫﺫﻩ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﺘﻌﻠﻴﻤﺎﺕ ﺸﻔﻭﻴﺔ ﺒﺩﻴﻠﺔ ﻋﻥ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ‬
‫ﺍﻝﻜﺘﺎﺒﻴﺔ‪ ،‬ﻭﻤﻥ ﻤﺯﺍﻴﺎ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﺼﻭﺭ ﺍﻝﺠﺎﺫﺒﻴﺔ ﺍﻝﺘﻲ ﺘﻭﻓﺭﻫﺎ ﺍﻝﺼﻭﺭ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪،‬‬
‫ﻭﺍﺜﺎﺭﺓ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﻭﺍﻝﺘﻘﻠﻴل ﻤﻥ ﻤﻘﺎﻭﻤﺘﻬﻡ‪ ،‬ﻭﻋﺭﺽ ﻤﻭﺍﻗﻑ ﻻ ﺘﻌﺭﺽ‬
‫ﺒﺎﻝﻭﺼﻑ ﺍﻝﻠﻔﻅﻲ‪ ،‬ﻭﻜﺸﻑ ﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻻ ﻴﻤﻜﻥ ﺍﻝﺤﺼﻭل‬
‫ﻋﻠﻴﻬﺎ ﺒﻁﺭﻕ ﺃﺨﺭﻯ‪ ،‬ﺃﻤﺎ ﻋﻴﻭﺏ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﺼﻭﺭ ﻓﻬﻲ ﺍﻗﺘﺼﺎﺭ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻋﻠﻰ‬
‫ﻤﻭﺍﻗﻑ ﺘﺘﻀﻤﻥ ﺨﺼﺎﺌﺹ ﺒﺼﺭﻴﺔ ﻴﻤﻜﻥ ﺘﻤﻴﻴﺯﻫﺎ ﻭﻓﻬﻤﻬﺎ‪ ،‬ﻭﺼﻌﻭﺒﺔ ﺘﻘﻨﻴﻨﻬﺎ")‪.(1‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺤﺴﺎﻥ ﺤﻼﻕ‪ ،‬ﻤﻘﺩﻤﺔ ﻓﻲ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪2010 ،‬ﻡ‪ ،‬ﺹ‪.135‬‬

‫‪copyright law.‬‬

‫‪329‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫* ﻤﺯﺍﻴﺎ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﻝﻼﺴﺘﺒﻴﺎﻥ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺯﺍﻴﺎ ﺍﻝﺘﻲ ﺘﺠﻌل ﻤﻨﻪ ﺃﺩﺍﺓ ﻤﻬﻤﺔ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺒﻴﺎﻨﺎﺕ‬
‫ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺭﻴﺩ ﺍﻝﺒﺎﺤﺙ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﺤﻴﺙ ﻴﺘﻤﺘﻊ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺎﻝﻤﺯﺍﻴﺎ ﺍﻝﺘﺎﻝﻴﺔ)‪:(1‬‬
‫‪ – 1‬ﻴﺴﻤﺢ ﺒﻤﺩﻯ ﺘﻭﺯﻴﻊ ﺃﻭﺴﻊ ﻝﻠﻌﻴﻨﺔ ﻤﻘﺎﺭﻨﺔ ﺒﻁﺭﻴﻘﺔ ﺇﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺒﻼﺕ‪.‬‬
‫‪ – 2‬ﻴﻭﻓﺭ ﻓﺭﺼﺔ ﻝﻸﻓﺭﺍﺩ ﻝﻜﻲ ﻴﻌﻁﻭﺍ ﺇﺠﺎﺒﺎﺕ ﺼﺭﻴﺤﺔ ﻭﺒﺩﻭﻥ ﺫﻜﺭ ﺍﻷﺴﻤﺎﺀ‪.‬‬
‫‪ – 3‬ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘﻭﻓﻴﺭ ﻓﻲ ﺍﻝﺠﻬﺩ‪ ،‬ﺤﻴﺙ ﺘﺴﺘﺨﺩﻡ ﺃﺩﺍﺓ ﻭﺍﺤﺩﺓ ﻴﺘﻡ ﻨﺴﺨﻬﺎ‬
‫ﻭﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﻋﺩﺩ ﻜﺒﻴﺭ ﻤﻥ ﺍﻷﻓﺭﺍﺩ‪ ،‬ﻭﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻜﻡ ﻫﺎﺌل ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫‪ – 4‬ﻴﻤﻜﻥ ﺘﺼﻤﻴﻤﻪ ﺒﺤﻴﺙ ﻴﻜﻭﻥ ﻤﻥ ﺍﻝﺴﻬل ﻨﺴﺒﻴﺎ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻜﻤﻴﺔ‬
‫ﻭﺘﺤﻠﻴﻠﻬﺎ‪.‬‬
‫‪ – 5‬ﻴﻤﻜﻥ ﺘﺼﻤﻴﻤﻪ ﻝﺠﻤﻊ ﻤﻌﻠﻭﻤﺎﺕ ﺃﺴﺎﺴﻴﺔ ﺘﺘﻌﻠﻕ ﺒﺎﻷﻓﺭﺍﺩ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻝﻰ‬
‫ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻴﺼﻌﺏ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ‪.‬‬
‫‪ – 6‬ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺠﻤﻊ ﻜﻡ ﻜﺒﻴﺭ ﻤﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻓﻲ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻭﺠﻴﺯﺓ‪.‬‬
‫‪ – 7‬ﻴﺘﻴﺢ ﺠﻤﻊ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺘﺒﺼﺭﺓ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﻜﺸﺎﻓﻴﺔ ﺤﻭل ﻤﺴﺄﻝﺔ ﺃﻭ‬
‫ﻤﻭﻀﻭﻉ ﻏﻴﺭ ﻤﺴﺘﻜﺸﻑ ﻨﺴﺒﻴﺎ‪.‬‬
‫‪ – 8‬ﻴﻤﻜﻥ ﺍﺴﺘﻜﻤﺎﻝﻪ ﻓﻲ ﺃﻭﻗﺎﺕ ﻓﺭﺍﻍ ﺍﻷﻓﺭﺍﺩ ﻀﻤﻥ ﻤﻬل ﺯﻤﻨﻴﺔ ﻴﺤﺩﺩﻫﺎ‬
‫ﺍﻝﺒﺎﺤﺙ ﺒﺩﻭﻥ ﺍﻝﺘﻁﻔل ﻋﻠﻴﻬﻡ‪.‬‬
‫‪ – 9‬ﻴﺴﺎﻋﺩ ﻓﻲ ﺠﻤﻊ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻷﺴﺌﻠﺔ ﺍﻝﺨﺎﺼﺔ‪.‬‬
‫* ﻋﻴﻭﺏ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﺭﻏﻡ ﺃﻫﻤﻴﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻜﺄﺩﺍﺓ ﺃﺴﺎﺴﻴﺔ ﻓﻲ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﺇﻻ ﺍﻥ ﻫﺫﻩ ﺍﻷﺩﺍﺓ ﻝﻬﺎ‬
‫ﺒﻌﺽ ﻤﻥ ﺍﻝﻌﻴﻭﺏ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺍﺭﺘﻔﺎﻉ ﻨﺴﺒﺔ ﺍﻻﺴﺘﻤﺎﺭﺍﺕ ﺍﻝﻤﻔﻘﻭﺩﺓ‪.‬‬

‫‪ -1‬ﺘﺸﺎﺭﻝﺯ ﻩ ‪ .‬ﺒﻭﺸﺎ‪ ،‬ﺴﺘﻴﻔﻥ ﺏ ‪ .‬ﻫﺎﺭﺘﺭ‪ ،‬ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﻓﻲ ﻋﻠﻡ ﺍﻝﻤﻜﺘﺒﺎﺕ – ﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻝﺘﺄﻭﻴل‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺘﺭﺠﻤﺔ ﻤﺤﻤﺩ ﺍﻝﻔﻴﺘﻭﺭﻱ ﻋﺒﺩﺍﻝﺠﻠﻴل‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺠﺩﻴﺩ‪2005 ،‬ﻡ‪ ،‬ﺹ‪.94‬‬
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‫‪330‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﻋﺩﻡ ﺍﻤﻜﺎﻨﻴﺔ ﺍﻝﻌﻭﺩﺓ ﺇﻝﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺇﺫﺍ ﺘﻁﻠﺏ ﺍﻷﻤﺭ ﺫﻝﻙ‪.‬‬

‫‪ – 3‬ﻗﺩ ﻴﺅﺩﻱ ﺇﻝﻰ ﻤﻠل ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻷﺴﺌﻠﺔ ﻤﻁﻭﻝﺔ ﻭﻤﺒﻬﻤﺔ‪.‬‬
‫)‪(1‬‬
‫‪ – 4‬ﺇﻫﻤﺎل ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻝﻸﺴﺌﻠﺔ ﺍﻝﻐﺎﻤﻀﺔ‪.‬‬
‫‪ – 5‬ﺍﻷﺴﺌﻠﺔ ﺫﺍﺕ ﺍﻝﺼﻴﺎﻏﺔ ﺍﻝﺴﻴﺌﺔ ﺃﻭ ﺍﻝﻤﻭﺠﻬﺔ ﻗﺩ ﺘﺜﻴﺭ ﺤﻔﻴﻅﺔ ﺍﻷﻓﺭﺍﺩ‪.‬‬
‫‪ – 6‬ﻗﺩ ﻴﻜﻭﻥ ﻤﻥ ﺍﻝﺼﻌﺏ ﺍﺤﻴﺎﻨﺎ ﺍﻝﺘﺜﺒﺕ ﻤﻥ ﺩﻗﺔ ﺇﺠﺎﺒﺎﺕ ﺍﻻﺴﺘﻔﺘﺎﺀ ﺒل ﻗﺩ‬
‫ﻴﻜﻭﻥ ﺫﻝﻙ ﻤﺴﺘﺤﻴﻼ‪.‬‬
‫‪ – 7‬ﻻ ﻴﻤﻜﻥ ﺘﺼﻤﻴﻡ ﻤﻌﻅﻡ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻝﻜﻲ ﺘﻜﺸﻑ ﺍﻷﺴﺒﺎﺏ ﺍﻭ ﺍﻝﺩﻭﺍﻓﻊ ﺍﻝﺘﻲ‬
‫ﺘﻘﻑ ﻭﺭﺍﺀ ﻤﻴﻭل ﺍﻷﻓﺭﺍﺩ ﺃﻭ ﻤﻌﺘﻘﺩﺍﺘﻬﻡ ﺃﻭ ﺘﺼﺭﻓﺎﺘﻬﻡ‪.‬‬
‫‪ – 8‬ﻗﺩ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﻜﺭﺍﻫﻴﺔ ﻝﺩﻯ ﺒﻌﺽ ﺍﻷﻓﺭﺍﺩ ﻝﻼﺴﺘﺒﻴﺎﻨﺎﺕ ﺍﻝﺒﺭﻴﺩﻴﺔ ﺒﺼﺭﻑ‬
‫ﺍﻝﻨﻅﺭ ﻋﻥ ﺍﻝﻐﺭﺽ ﻤﻥ ﺍﻷﺩﺍﺓ ﺍﻝﻤﻭﺯﻋﺔ ﺃﻭ ﻨﻭﻋﻴﺘﻬﺎ‪.‬‬
‫‪ – 9‬ﺒﻤﺎ ﺍﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻝﻤﺘﺸﺒﺜﻴﻥ ﺒﺂﺭﺍﺌﻬﻡ ﻴﺭﺠﺢ ﺍﻥ ﻴﺠﻴﺒﻭﺍ ﻋﻠﻰ ﺍﻻﺴﺘﻔﺘﺎﺀ ﺃﻜﺜﺭ‬
‫ﻤﻥ ﻏﻴﺭﻫﻡ ﻓﻘﺩ ﻴﺅﺩﻱ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻻﺴﺘﻔﺘﺎﺀ ﺇﻝﻰ ﺍﻨﺤﻴﺎﺯ ﻀﺩ ﺍﻝﻤﻤﺘﻨﻌﻴﻥ ﻋﻥ ﺍﻻﺠﺎﺒﺔ‪.‬‬
‫‪ – 10‬ﻴﺤﻭل ﺩﻭﻥ ﺍﻻﺘﺼﺎل ﺍﻝﺸﺨﺼﻲ ﺒﺎﻷﻓﺭﺍﺩ‪ ،‬ﻭﺭﺒﻤﺎ ﻴﺘﺴﺒﺏ ﻓﻲ ﺠﻌل‬
‫ﺍﻝﺒﺎﺤﺙ ﻴﺤﺼل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻏﻴﺭ ﻜﺎﻓﻴﺔ ﺤﻭل ﺍﻝﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫‪– 11‬ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻻﺴﺘﻔﺘﺎﺀ ﻏﻴﺭ ﺸﺨﺼﻲ ﻓﻘﺩ ﻻ ﻴﺜﻴﺭ ﺃﺤﺎﺴﻴﺱ ﺍﻝﻤﺴﺘﻔﺘﻲ‪،‬‬
‫)‪(2‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻗﺩ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﻏﻴﺭ ﺼﺤﻴﺤﺔ‪.‬‬
‫‪ – 12‬ﻗﺩ ﻴﺤﺘﺎﺝ ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺇﻝﻰ ﻓﺭﻴﻕ ﻋﻤل ﻜﺒﻴﺭ ﺨﺎﺼﺔ ﺇﺫﺍ ﻜﺎﻥ‬
‫ﻴﺴﺘﻬﺩﻑ ﻗﻁﺎﻋﺎﺕ ﺠﻐﺭﺍﻓﻴﺔ ﻤﺘﺒﺎﻋﺩﺓ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺯﻴﺩ ﻤﻥ ﺤﺠﻡ ﺍﻝﺘﻜﻠﻔﺔ ﺍﻝﻤﺎﻝﻴﺔ‪.‬‬
‫‪ – 13‬ﻋﺩﻡ ﺠﺩﻴﺔ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻋﺩﻡ ﺘﻌﺎﻭﻨﻬﻡ ﻤﻊ ﺍﻝﺒﺎﺤﺜﻴﻥ‪،‬‬
‫ﻤﻤﺎ ﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺘﺭﺍﺠﻊ ﺍﻝﺜﻘﺔ ﻓﻲ ﺇﺠﺎﺒﺎﺘﻬﻡ‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﺯﻫﺭ ﺴﻌﻴﺩ ﺍﻝﺴﻤﺎﻙ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻝﺠﻐﺭﺍﻓﻲ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﻁ‪ ،2‬ﻓﺎﻝﻴﺘﺎ‬
‫ﻤﺎﻝﻁﺎ‪ ،‬ﻤﻁﺒﻭﻋﺎﺕ ﺸﺭﻜﺔ ﺍﻝﻘﺎ ‪2004 ، ELGA‬ﻡ‪ ،‬ﺹ‪.90‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﺘﺸﺎﺭﻝﺯ ﻩ‪ .‬ﺒﻭﺸﺎ‪ ،‬ﺴﺘﻴﻔﻥ ﺏ‪ .‬ﻫﺎﺭﺘﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.95‬‬

‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 14‬ﺘﻭﺠﺱ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻨﻅﺭ ﺇﻝﻴﻬﺎ ﺒﺎﻨﻬﺎ ﻭﺴﻴﻠﺔ‬

‫ﺍﺴﺘﺨﺒﺎﺭﺍﺘﻴﺔ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺘﺨﺼﻬﻡ‪.‬‬
‫‪ – 15‬ﻴﺤﺘﺎﺝ ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻓﻲ ﺒﻌﺽ ﺍﻝﺩﻭل ﺇﻝﻰ ﻗﺎﺌﻤﺔ ﻁﻭﻴﻠﺔ ﻤﻥ‬
‫ﺍﻝﻤﻭﺍﻓﻘﺎﺕ ﺍﻷﻤﻨﻴﺔ ﻤﻤﺎ ﻴﻌﺩ ﻨﻭﻉ ﻤﻥ ﺍﻝﺘﻀﻴﻴﻕ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺜﻴﻥ‪.‬‬
‫* ﻁﺭﻴﻘﺔ ﺘﻘﺩﻴﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫)‪(1‬‬
‫ﻴﺘﻡ ﺘﻘﺩﻴﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺈﺤﺩﻯ ﺍﻝﻁﺭﻴﻘﺘﻴﻥ ﺍﻝﺘﺎﻝﻴﺘﻴﻥ‪:‬‬
‫ﺃ – ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺒﺭﻴﺩ‪:‬‬
‫ﻭﻴﺸﻤل ﺫﻝﻙ ﺍﻝﺒﺭﻴﺩ ﺍﻝﻌﺎﺩﻱ‪ ،‬ﻭﺍﻝﺒﺭﻴﺩ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﻋﻥ ﻁﺭﻴﻕ ﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﺍﻝﺩﻭﻝﻴﺔ‪ ،‬ﻭﻤﻥ ﻤﺯﺍﻴﺎ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ‪:‬‬
‫‪ – 1‬ﻭﺼﻭﻝﻬﺎ ﺇﻝﻰ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻨﺎﺱ ﻓﻲ ﻤﻨﺎﻁﻕ ﻭﺍﺴﻌﺔ ﻭﻤﺘﻔﺭﻗﺔ‪.‬‬
‫‪ – 2‬ﺴﺭﻋﺔ ﺍﻝﻭﺼﻭل ﻭﺴﻬﻭﻝﺘﻪ ﻭﻗﻠﺔ ﺍﻝﺘﻜﻠﻔﺔ‪.‬‬
‫ﺃﻤﺎ ﻋﻴﻭﺏ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻓﻬﻲ‪:‬‬
‫‪ – 1‬ﻋﺩﻡ ﻋﻭﺩﺓ ﺍﻝﺭﺩ ﺒﺸﻜل ﺴﺭﻴﻊ‪.‬‬
‫‪ – 2‬ﺃﻤﻜﺎﻨﻴﺔ ﺍﻥ ﺘﺅﺩﻱ ﺍﻝﺭﺩﻭﺩ ﺍﻝﺠﺯﺌﻴﺔ ﺇﻝﻰ ﺘﺤﻴﺯﺍﺕ ﺘﺠﻌل ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ‬
‫ﻨﺤﺼل ﻋﻠﻴﻬﺎ ﻻ ﻓﺎﺌﺩﺓ ﻤﻨﻬﺎ‪.‬‬
‫‪ – 3‬ﺍﻻﺨﺘﻼﻑ ﺍﻝﻜﺒﻴﺭ ﺒﻴﻥ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻭﻏﻴﺭ ﺍﻝﻤﺴﺘﺠﻴﺒﻴﻥ ﻓﻲ ﻤﻭﺍﺼﻔﺎﺕ ﻤﻌﻴﻨﺔ‬
‫ﻤﻤﺜﻠﺔ ﺒﺂﺭﺍﺌﻬﻡ ﻓﻲ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﻭﻤﻥ ﺜﻡ ﻓﺈﻥ ﻫﺫﻩ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻗﺩ ﺘﻐﻴﺭ ﻤﻥ ﻨﺘﺎﺌﺞ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺘﻐﻴﻴﺭﺍ ﺠﻭﻫﺭﻴﺎ‪.‬‬
‫ﺏ – ﻋﻥ ﻁﺭﻴﻕ ﺍﻻﺘﺼﺎل ﺍﻝﻤﺒﺎﺸﺭ ﺃﻭ ﺍﻝﻤﻭﺍﺠﻬﻲ‪:‬‬
‫ﺘﺘﻡ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻤﻥ ﺨﻼل ﺘﻭﺠﻪ ﺍﻝﺒﺎﺤﺙ ﺸﺨﺼﻴﺎ ﺇﻝﻰ ﺍﻝﻤﺴﺘﻔﺘﻴﻥ‪ ،‬ﺤﻴﺙ ﻴﻘﺩﻡ‬
‫ﻝﻬﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﻤﻥ ﻤﺯﺍﻴﺎ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ‪:‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺤﺴﺎﻥ ﺤﻼﻕ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.129 ،127‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺸﺭﺡ ﻫﺩﻑ ﺍﻝﺒﺤﺙ ﻭﻤﻐﺯﺍﻩ‪.‬‬

‫‪ – 2‬ﺘﻭﻀﻴﺢ ﺍﻝﺒﺎﺤﺙ ﻝﺒﻌﺽ ﺍﻝﻨﻘﺎﻁ ﻝﻠﻤﺴﺘﺠﻴﺏ‪.‬‬
‫‪ – 3‬ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﺘﺘﻡ ﺍﺜﺎﺭﺘﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﺴﺘﺜﺎﺭﺓ ﺩﻭﺍﻓﻊ ﺍﻝﻤﺴﺘﻔﺘﻴﻥ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺒﻌﻨﺎﻴﺔ ﻭﺼﺩﻕ‪.‬‬
‫‪ – 5‬ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻋﺩﺩ ﺃﻗل ﻤﻥ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﺠﺯﺌﻴﺔ‪ ،‬ﻭﺤﺎﻻﺕ ﺭﻓﺽ‬
‫ﺍﻻﺠﺎﺒﺔ‪.‬‬

‫ﺍﻤﺎ ﻋﻴﻭﺏ ﻫﺫﻩ ﺍﻝﻁﺭﻴﻘﺔ ﻓﺘﺘﻤﺜل ﻓﻲ‪:‬‬

‫‪ –1‬ﺍﻨﻬﺎ ﻤﻜﻠﻔﺔ ﻋﻠﻰ ﺼﻌﻴﺩ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻭﺍﻝﻤﺎﺩﺓ‪.‬‬
‫‪–2‬ﺼﻌﻭﺒﺔ ﺘﺠﻤﻴﻊ ﻜل ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻓﻲ ﻭﻗﺕ ﻭﻤﻜﺎﻥ ﻭﺍﺤﺩ ﻤﻌﺎ‪.‬‬
‫* ﺨﻁﻭﺍﺕ ﺍﻋﺩﺍﺩ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﻴﻤﺭ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﻌﺩﺓ ﻤﺭﺍﺤل ﺤﺘﻰ ﻴﻜﻭﻥ ﺠﺎﻫﺯﺍ ﻝﻠﺘﻁﺒﻴﻕ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ‬
‫ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﺃﻫﻤﻴﺔ ﻜل ﻤﺭﺤﻠﺔ ﻤﻥ ﺘﻠﻙ ﺍﻝﻤﺭﺍﺤل‪ ،‬ﻭﺍﻥ ﻴﻭﻝﻲ ﻜل ﻤﻨﻬﺎ ﺍﻝﻌﻨﺎﻴﺔ ﺍﻝﻼﺯﻤﺔ‬
‫ﺤﺘﻰ ﻴﺨﺭﺝ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻝﻨﻬﺎﺌﻴﺔ ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﺍﻝﺘﻲ ﺘﺤﻘﻕ ﺃﻫﺩﺍﻑ‬
‫ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﺨﻁﻭﺍﺕ ﻓﻲ‪:‬‬
‫‪ – 1‬ﻭﻀﻊ ﺍﻝﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻼﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﻴﺒﺩﺃ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺒﻭﻀﻊ ﻤﺨﻁﻁ ﻋﺎﻡ ﻝﻼﺴﺘﺒﻴﺎﻥ ﻴﺤﺩﺩ ﻓﻴﻪ ﺍﻝﻤﺤﺎﻭﺭ ﺍﻝﺘﻲ ﻴﺭﻯ‬
‫ﺍﻨﻪ ﻴﺠﺏ ﺍﻥ ﺘﺘﻀﻤﻨﻬﺎ ﺍﻻﺴﺘﻤﺎﺭﺓ‪ ،‬ﺤﻴﺙ ﺍﻥ ﻫﺫﻩ ﺍﻝﻤﺤﺎﻭﺭ ﻫﻲ ﺍﻝﺘﻲ ﺴﺘﺤﺩﺩ ﺒﻌﺩ ﺫﻝﻙ‬
‫ﻨﻭﻋﻴﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﺤﺘﻭﻴﻬﺎ ﻜل ﻤﺤﻭﺭ‪ ،‬ﻭﺘﺭﺘﻴﺒﻪ ﻓﻲ ﺍﻝﻘﺎﺌﻤﺔ ﺍﻝﻌﺎﻤﺔ ﻷﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﻤﺎﺭﺓ‪ ،‬ﻭﺘﻌﺩ ﻫﺫﻩ ﺍﻝﺨﻁﻭﺓ ﺃﺴﺎﺴﻴﺔ‪ ،‬ﺤﻴﺙ ﺘﻤﻜﻥ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻝﺘﻭﺠﻪ ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ‬
‫ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﺭﻜﺯ ﻋﻠﻴﻬﺎ ﻭﻴﻌﺎﻝﺠﻬﺎ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺍﻝﺘﻲ ﺴﺘﺩﻭﺭ ﻜل ﺍﻷﺴﺌﻠﺔ‬
‫ﻓﻲ ﻓﻠﻜﻬﺎ‪.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﺴﺅﺍل ﺍﻝﺫﻱ ﻴﻁﺭﺡ ﻨﻔﺴﻪ ﻫﻨﺎ ﻫﻭ‪ :‬ﻤﻥ ﺃﻴﻥ ﺘﺴﺘﻤﺩ ﺘﻠﻙ ﺍﻝﻤﺤﺎﻭﺭ ﺸﺭﻋﻴﺘﻬﺎ‪،‬‬
‫ﻭﻜﻴﻑ ﻴﺘﻌﺭﻑ ﻋﻠﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺤﺘﻰ ﻴﺤﺩﺩﻫﺎ ﺒﺩﻗﺔ؟ ﻭﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﻫﺫﺍ ﺍﻝﺴﺅﺍل ﻓﺈﻥ‬
‫ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻌﻴﺩ ﻗﺭﺍﺀﺓ ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﺃﻜﺜﺭ ﻤﻥ ﻤﺭﺓ‪ ،‬ﻭﺍﻥ ﻴﺨﺭﺝ ﺒﺴﺅﺍل‬
‫ﺭﺌﻴﺴﻲ ﻭﻤﺤﺩﺩ ﻭﻜﺒﻴﺭ ﺘﺴﻌﻰ ﺍﻝﻤﺸﻜﻠﺔ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻴﻪ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺘﻔﻜﻴﻙ ﻫﺫﺍ ﺍﻝﺴﺅﺍل‬
‫ﺇﻝﻰ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻔﺭﻋﻴﺔ‪ ،‬ﺜﻡ ﻴﺴﺘﻤﺭ ﺒﻌﺩ ﺫﻝﻙ ﻓﻲ ﺘﻔﻜﻴﻙ ﺘﻠﻙ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻔﺭﻋﻴﺔ‬
‫ﺇﻝﻰ ﺍﺴﺌﻠﺔ ﺃﺨﺭﻯ ﺃﻜﺜﺭ ﺘﻔﺼﻴل‪ ،‬ﺍﻥ ﺫﻝﻙ ﺴﻭﻑ ﻴﺴﺎﻋﺩ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺘﻠﻤﺱ ﺍﻝﻁﺭﻴﻕ‬
‫ﺍﻝﺫﻱ ﻴﺠﺏ ﻴﺴﻴﺭ ﻓﻴﻪ ﻝﻠﻭﺼﻭل ﺇﻝﻰ ﺇﺠﺎﺒﺎﺕ ﻤﻘﻨﻌﺔ ﺘﺴﺎﻋﺩﻩ ﻓﻲ ﺤل ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﺘﻲ ﺍﻨﻁﻠﻕ ﻤﻨﻬﺎ‪ ،‬ﺤﻴﺙ ﺘﻤﺜل ﻜل ﺘﻠﻙ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﺤﺎﻭﺭ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﻋﻠﻴﻬﺎ ﺍﻻﺴﺘﺒﻴﺎﻥ‪،‬‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﺤﺎﻭﺭ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻫﻲ ﺍﻨﻌﻜﺎﺱ ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ ﻝﻠﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻴﺭﻯ ﺒﻌﺽ ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﺍﻨﻪ "ﻤﻥ ﺍﻝﻤﻔﻴﺩ ﺘﻭﻓﻴﺭ ﻤﺠﻤﻭﻋﺎﺕ ﺘﺭﻜﻴﺯ ﺘﻨﺎﻗﺵ‬
‫ﺍﻷﺴﺌﻠﺔ ﺒﺼﻴﻐﺔ ﻏﻴﺭ ﻤﻨﺘﻅﻤﺔ‪ ،‬ﻭﻴﻘﺼﺩ ﺒﻬﺎ ﻗﻴﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺠﻤﻊ ﻤﺠﻤﻭﻋﺎﺕ ﺼﻐﻴﺭﺓ‬
‫ﻤﻥ ﺨﻤﺱ ﺇﻝﻰ ﻋﺸﺭﺓ ﺃﺸﺨﺎﺹ ﻴﻤﺜﻠﻭﻥ ﻤﺠﺘﻤﻊ ﺍﻝﺩﺭﺍﺴﺔ ﺒﻐﻴﺔ ﻤﻨﺎﻗﺸﺔ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ‬
‫ﺍﻝﺘﻲ ﻴﺸﻤﻠﻬﺎ ﺍﻝﻤﺴﺢ‪ ،‬ﻭﻴﻌﻤل ﺭﺌﻴﺱ ﺤﻠﻘﺔ ﺍﻝﻨﻘﺎﺵ ﻋﻠﻰ ﺇﺩﺍﺭﺓ ﺍﻝﺤﻭﺍﺭ ﻭﻴﻘﻭﻡ ﺒﺘﻭﺠﻴﻪ‬
‫ﺃﺴﺌﻠﺔ ﻹﻴﻀﺎﺡ ﺍﻝﺘﻌﻠﻴﻘﺎﺕ‪ ،‬ﻭﺘﺴﺎﻋﺩ ﻨﻘﺎﺸﺎﺕ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺘﺭﻜﻴﺯ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﺍﻝﻜﻴﻔﻴﺔ ﺍﻝﺘﻲ ﻴﺘﺤﺩﺙ ﺒﻬﺎ ﺍﻝﻨﺎﺱ ﻋﻥ ﻗﻀﺎﻴﺎ ﺍﻝﻤﺴﺢ‪ ،‬ﻤﻤﺎ ﻴﺴﺎﻋﺩ ﻓﻲ ﺍﺨﺘﻴﺎﺭ ﺍﻝﻤﻔﺭﺩﺍﺕ‬
‫ﻭﺼﻴﺎﻏﺔ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﻴﻜﻭﻥ ﺒﻭﺴﻊ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﺘﺭﻜﻴﺯ ﺍﻗﺘﺭﺍﺡ ﻗﻀﺎﻴﺎ‬
‫ﻭﺍﻫﺘﻤﺎﻤﺎﺕ ﻭﻭﺠﻬﺎﺕ ﻨﻅﺭ ﺤﻭل ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ ﻝﻡ ﻴﺄﺨﺫﻩ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ")‪.(1‬‬
‫‪ –2‬ﺍﻋﺩﺍﺩ ﻤﺨﻁﻁ ﻤﺒﺩﺌﻲ ﻷﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﺒﻌﺩ ﻭﻀﻊ ﺍﻝﻤﺤﺎﻭﺭ ﺍﻷﺴﺎﺴﻴﺔ ﻝﻼﺴﺘﺒﻴﺎﻥ ﻴﺘﺠﻪ ﺍﻝﺒﺎﺤﺙ ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﻭﻀﻊ‬
‫ﻤﺨﻁﻁ ﻤﺒﺩﺌﻲ ﻷﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻴﺸﺘﻤل ﻋﻠﻰ ﺘﺤﺩﻴﺩ ﻨﻭﻋﻴﺔ ﻭﻤﺠﺎﻻﺕ ﺍﻷﺴﺌﻠﺔ ﻓﻲ‬
‫ﻜل ﻤﺤﻭﺭ‪ ،‬ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﺘﻁﺭﻗﻬﺎ ﻭﺘﺩﻭﺭ ﺤﻭﻝﻬﺎ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﺤﻴﺙ‬

‫‪ -1‬ﺩﻭﻨﺎﻝﺩ ﺍﺭﻱ‪ ،‬ﻝﻭﻜﻲ ﺸﻴﺭﺯﺠﺎﻜﻭﺒﺱ‪ ،‬ﺍﺴﻜﺎﺭ ﺭﺍﺯﻓﻴﺵ‪ ،‬ﻤﻘﺩﻤﺔ ﻝﻠﺒﺤﺙ ﻓﻲ ﺍﻝﺘﺭﺒﻴﺔ‪ ،‬ﺘﺭﺠﻤﺔ ﺴﻌﻴﺩ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺤﺴﻴﻨﻲ‪ ،‬ﺍﻝﻌﻴﻥ‪ ،‬ﺍﻻﻤﺎﺭﺍﺕ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺘﺤﺩﺓ‪2004 ،‬ﻡ‪ ،‬ﺹ‪485‬ﻥ‪.486‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻴﺴﺎﻋﺩ ﻫﺫﺍ ﺍﻝﻤﺨﻁﻁ ﻋﻠﻰ ﺘﻠﻤﺱ ﺍﻝﺒﺎﺤﺙ ﻝﻌﻨﺎﺼﺭ ﻤﺸﻜﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ ﻝﻀﻤﺎﻥ ﺘﻐﻁﻴﺔ‬
‫ﺠﻤﻴﻊ ﺠﻭﺍﻨﺒﻬﺎ ﻤﻥ ﺨﻼل ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻭﻫﻭ ﻴﻀﻊ‬
‫ﻤﺨﻁﻁﻪ ﻫﺫﺍ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﻀﺭﻭﺭﺓ ﺍﻥ ﺘﻀﻡ ﺍﻻﺴﺘﻤﺎﺭﺓ ﻜﺎﻓﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﻝﻬﺎ ﻋﻼﻗﺔ‬
‫ﺒﺎﻝﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪.‬‬
‫‪ –3‬ﺘﺤﺩﻴﺩ ﻨﻭﻋﻴﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ‪:‬‬
‫ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺒﺎﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻨﻭﻋﻴﺔ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ‬
‫ﺘﺘﻀﻤﻨﻬﺎ ﺍﻻﺴﺘﻤﺎﺭﺓ‪ ،‬ﻤﻥ ﺤﻴﺙ ﻜﻭﻨﻬﺎ ﺍﺴﺌﻠﺔ ﻤﻔﺘﻭﺤﺔ ﺘﺘﺭﻙ ﺍﻝﻤﺠﺎل ﻝﻠﻤﺒﺤﻭﺙ‬
‫ﻝﻼﺴﺘﻁﺭﺍﺩ ﻓﻲ ﺍﺠﺎﺒﺘﻪ ﺩﻭﻥ ﺘﻘﻴﻴﺩﻩ ﺒﺈﺠﺎﺒﺎﺕ ﻤﻘﺘﺭﺤﺔ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺃﻭ ﻤﻐﻠﻘﺔ ﺒﺤﻴﺙ‬
‫ﻴﺘﻀﻤﻥ ﻜل ﺴﺅﺍل ﻋﺩﺩ ﻤﺤﺩﺩ ﻤﻥ ﺍﻻﺠﺎﺒﺎﺕ ﻴﺨﺘﺎﺭ ﺍﻝﻤﺒﺤﻭﺙ ﻤﻥ ﺒﻴﻨﻬﺎ ﻤﺎ ﻴﺭﺍﻩ‬
‫ﻤﻨﺎﺴﺏ‪ ،‬ﺍﻡ ﺍﻥ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺘﺠﻤﻊ ﺒﻴﻥ ﺍﻝﻨﻭﻋﻴﻥ ﺍﻝﺴﺎﺒﻘﻴﻥ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﺘﺨﺫ‬
‫ﻗﺭﺍﺭﻩ ﻭﻓﻕ ﺍﻋﺘﺒﺎﺭﺍﺕ ﻋﻠﻤﻴﺔ ﻭﺒﻤﺎ ﻴﺨﺩﻡ ﻭﻴﺤﻘﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻴﺠﻴﺏ ﻋﻠﻰ‬
‫ﺘﺴﺎﺅﻻﺘﻬﺎ‪ ،‬ﻭﻴﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻭﻀﻬﺎ‪.‬‬
‫‪ –4‬ﺼﻴﺎﻏﺔ ﺍﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﺒﻌﺩ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺒﺎﺤﺙ ﻗﺩ ﺘﺠﺎﻭﺯ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻴﺘﺤﻭل ﺇﻝﻰ ﺼﻴﺎﻏﺔ ﺍﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺸﺒﻪ ﺍﻝﻨﻬﺎﺌﻴﺔ‪ ،‬ﻭﻓﻘﺎ ﻝﻠﺸﺭﻭﻁ ﻭﺍﻝﻀﻭﺍﺒﻁ ﻭﺍﻝﻤﻌﺎﻴﻴﺭ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﺍﻝﻤﺤﺩﺩﺓ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﻠﺘﺯﻡ ﺒﻬﺎ ﺃﺜﻨﺎﺀ ﻜﺘﺎﺒﺔ ﺘﻠﻙ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ‬
‫ﺍﻝﻤﺤﺎﻭﺭ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﺘﺤﺩﻴﺩﻫﺎ ﻜل ﺤﺴﺏ ﻤﺤﻭﺭﻩ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﻨﺘﺒﻪ ﺇﻝﻰ ﻋﺩﺩ‬
‫ﻤﻥ ﺍﻻﻤﻭﺭ‪ ،‬ﺤﻴﺙ ﻋﻠﻴﻪ ﺍﻥ ﻴﻌﻲ ﺒﺎﻝﺘﺤﺩﻴﺩ ﺃﺒﻌﺎﺩ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺍﻝﻬﺩﻑ ﻤﻥ‬
‫ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ‪ ،‬ﻭﺍﻥ ﻴﻜﻭﻥ ﻋﻠﻰ ﺩﺭﺍﻴﺔ ﺘﺎﻤﺔ ﺒﺨﺼﺎﺌﺹ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻤﺴﺘﻬﺩﻑ‬
‫ﺒﺎﻝﺩﺭﺍﺴﺔ ﻭﺨﺎﺼﺔ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺘﻌﻠﻴﻤﻲ‪ ،‬ﻤﻌﺎﻴﻴﺭﻩ ﺍﻝﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﺩﺭﺠﺔ ﻤﻌﺭﻓﺘﻪ‬
‫ﺒﺎﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﺘﺩﻭﺭ ﺤﻭﻝﻪ ﺍﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺍﻥ ﻴﻜﻭﻥ ﻤﺩﺭﻙ ﺘﻤﺎﻤﺎ ﻝﻤﺎ ﻋﻠﻴﻪ ﺍﻥ‬
‫ﻴﻀﻌﻪ ﻤﻥ ﺍﺴﺌﻠﺔ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ –5‬ﺘﺤﻜﻴﻡ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺈﺤﺎﻝﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﺫﻱ ﻗﺎﻡ ﺒﺈﻋﺩﺍﺩﻩ ﺇﻝﻰ‬
‫ﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻭﺍﻝﺨﺒﺭﺍﺀ ﺍﻝﻤﺸﻬﻭﺩ ﻝﻬﻡ ﺒﺎﻝﻜﻔﺎﺀﺓ ﻭﺍﻝﻤﻘﺩﺭﺓ ﻭﺍﻝﺨﺒﺭﺓ ﺍﻝﻌﻠﻤﻴﺔ ﻓﻲ ﺍﻝﺤﻘل‬
‫ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ ﻴﻨﺘﻤﻲ ﺇﻝﻴﻪ ﺒﺤﺜﻪ‪ ،‬ﺤﻴﺙ ﻴﺘﻭﻝﻰ ﺍﻝﻤﺤﻜﻤﻭﻥ ﻤﺭﺍﺠﻌﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﺘﻘﻴﻴﻤﻪ‬
‫ﻭﺇﺒﺩﺍﺀ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺤﻭﻝﻪ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻤﺎ ﻴﺠﺏ ﺤﺫﻓﻪ ﺃﻭ ﺘﻌﺩﻴﻠﻪ ﺃﻭ ﺇﻀﺎﻓﺘﻪ‪،‬‬
‫ﻭﻋﺎﺩﺓ ﻤﺎ ﻴﺘﻜﻭﻥ ﺍﻝﻤﺤﻜﻤﻭﻥ ﻤﻥ ﻓﺌﺘﻴﻥ ﻫﻤﺎ‪ :‬ﺍﻝﻤﺘﺨﺼﺼﻭﻥ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﻌﻠﻤﻲ ﺍﻝﺫﻱ‬
‫ﻴﺩﺭﺴﻪ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻴﻔﻀل ﺍﻥ ﻴﻜﻭﻨﻭﺍ ﻤﻥ ﺍﺼﺤﺎﺏ ﺍﻝﺩﺭﺠﺎﺕ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﻌﻠﻴﺎ‪ ،‬ﻭﻤﻤﻥ ﻝﻬﻡ‬
‫ﺨﺒﺭﺓ ﻭﺘﺠﺭﺒﺔ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺒﺤﺜﻲ‪ ،‬ﺍﻤﺎ ﺍﻝﻔﺌﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻓﻬﻡ ﻤﻥ ﺃﺴﺎﺘﺫﺓ ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‬
‫ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻭﻫﻡ ﺍﻷﺴﺎﺘﺫﺓ ﺍﻝﺫﻴﻥ ﻴﻘﻭﻤﻭﻥ ﺒﺘﺩﺭﻴﺱ ﻤﻨﺎﻫﺞ ﻭﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ‬
‫ﺍﻝﺠﺎﻤﻌﺎﺕ ﻭﻤﺅﺴﺴﺎﺕ ﺍﻝﺘﻌﻠﻴﻡ ﺍﻝﻌﺎﻝﻲ‪ ،‬ﺤﻴﺙ ﻴﻤﺘﻠﻙ ﻫﺅﻻﺀ ﺨﺒﺭﺓ ﻨﻅﺭﻴﺔ ﻭﺘﻁﺒﻴﻘﻴﺔ‬
‫ﺘﻤﺜل ﻨﺘﺎﺝ ﺴﻨﻭﺍﺕ ﻤﻤﺎﺭﺴﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻫﺎﺘﻴﻥ ﺍﻝﻔﺌﺘﻴﻥ ﻤﻥ ﺍﻷﺴﺎﺘﺫﺓ‬
‫ﻴﺴﺘﺤﺴﻥ ﻋﺭﺽ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻜﺫﻝﻙ ﻋﻠﻰ ﺃﺤﺩ ﺍﺴﺎﺘﺫﺓ ﺍﻻﺤﺼﺎﺀ‪ ،‬ﺍﻝﺫﻱ ﺴﻴﺭﺸﺩ‬
‫ﺒﺩﻭﺭﻩ ﺍﻝﺒﺎﺤﺙ ﻭﻴﺴﺎﻋﺩﻩ ﻓﻲ ﺘﻘﻨﻴﻥ ﺍﺴﺘﻤﺎﺭﺘﻪ ﻭﻀﺒﻁﻬﺎ ﺒﻤﺎ ﻴﻤﻜﻨﻪ ﺒﻌﺩ ﺫﻝﻙ ﻤﻥ‬
‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻝﻤﻌﺎﻤل ﻭﺍﻝﻤﻘﺎﻴﻴﺱ ﻭﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻁﺒﻴﻌﺔ‬
‫ﺩﺭﺍﺴﺘﻪ‪.‬‬
‫‪ –6‬ﺘﺠﺭﻴﺏ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﻤﻥ ﺍﻝﻤﻬﻡ ﺍﻥ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﻭﻀﻊ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺒﺘﺠﺭﻴﺒﻬﺎ ﻋﻠﻰ‬
‫ﻋﻴﻨﺔ ﻤﺤﺩﻭﺩﺓ ﻭﺼﻐﻴﺭﺓ ﻤﻥ ﺍﻝﻌﻴﻨﺔ ﺍﻝﺘﻲ ﺴﻴﺘﻡ ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﻤﺎﺭﺓ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻝﻐﺭﺽ‬
‫ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻭﻀﻭﺡ ﺍﻻﺴﺘﻤﺎﺭﺓ‪ ،‬ﻭﻤﺩﻯ ﻗﺩﺭﺓ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻋﻠﻰ ﺍﺴﺘﻴﻌﺎﺏ ﻭﻓﻬﻡ ﺍﺴﺌﻠﺘﻬﺎ‪،‬‬
‫ﻭﻻ ﺒﺄﺱ ﻤﻥ ﻓﺘﺢ ﺤﻭﺍﺭ ﻤﻊ ﺘﻠﻙ ﺍﻝﻌﻴﻨﺔ ﻝﻼﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻤﻼﺤﻅﺎﺘﻬﻡ ﻭﺍﻻﺴﺘﺭﺸﺎﺩ ﺒﻬﺎ‪.‬‬
‫‪ –7‬ﺍﺩﺨﺎل ﺍﻝﺘﻌﺩﻴﻼﺕ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻋﻠﻰ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﻴﺘﻡ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺘﺠﻤﻴﻊ ﻜﺎﻓﺔ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﺘﻲ ﻴﺘﻡ ﺍﺒﺩﺍﺌﻬﺎ ﺤﻭل ﺍﻻﺴﺘﻤﺎﺭﺓ‬
‫ﻤﻥ ﺍﻻﻁﺭﺍﻑ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺘﻌﺩﻴل ﺃﻭ ﺤﺫﻑ ﺃﻭ ﺯﻴﺎﺩﺓ ﻤﺎ ﻴﺘﻁﻠﺏ ﺍﻝﺘﻌﺩﻴل ﺃﻭ‬
‫ﺍﻝﺤﺫﻑ ﺃﻭ ﺍﻝﺯﻴﺎﺩﺓ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪336‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 8‬ﻁﺒﺎﻋﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﻭﻀﻌﻪ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻝﻨﻬﺎﺌﻴﺔ‪:‬‬

‫ﺒﻌﺩ ﺍﺩﺨﺎل ﺍﻝﺘﻌﺩﻴﻼﺕ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻋﻠﻰ ﺍﺴﺌﻠﺔ ﺍﻻﺴﺘﻤﺎﺭﺓ ﻭﻓﻕ ﻤﺎ ﺘﻡ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻴﻪ ﻓﻲ‬
‫ﺍﻝﻨﻘﻁﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻭﻀﻊ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻓﻲ ﺼﻭﺭﺘﻬﺎ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻭﺫﻝﻙ‬
‫ﻗﺒل ﺍﻝﺸﺭﻭﻉ ﻓﻲ ﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ ﻋﻴﻨﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ‬
‫ﻴﺠﺏ ﺍﻥ ﻴﻨﺘﺒﻪ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ - #‬ﻜﺘﺎﺒﺔ ﻋﻨﻭﺍﻥ ﺍﻝﺒﺤﺙ‪ ،‬ﻭﺃﺴﻡ ﺍﻝﺒﺎﺤﺙ ﻭﺼﻔﺘﻪ‪ ،‬ﻭﺍﺴﻡ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺘﻲ ﺘﺭﻋﻰ‬
‫ﺍﻝﺒﺤﺙ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﺠﺎﻤﻌﺔ ﺃﻭ ﻤﺭﻜﺯ ﺒﺤﺜﻲ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ﻋﻠﻰ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺨﺎﺭﺠﻴﺔ‬
‫ﻝﻠﺒﺤﺙ‪.‬‬
‫‪ - #‬ﺘﺨﺼﻴﺹ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻤﻥ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻝﻜﺘﺎﺒﺔ ﺒﻌﺽ ﺍﻝﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻝﻤﻭﺠﻬﺔ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻴﺅﻜﺩ ﻤﻥ ﺨﻼﻝﻬﺎ ﻋﻠﻰ ﺃﻫﻤﻴﺔ ﺘﻌﺎﻭﻨﻬﻡ ﻓﻲ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﻋﻠﻰ ﺃﻫﻤﻴﺔ ﻤﺎ ﺴﻴﺩﻝﻭﻥ ﺒﻪ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﻻﺴﺘﻜﻤﺎل ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ‬
‫ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺍﻥ ﻜل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺴﻴﺩﻭﻨﻭﻨﻬﺎ ﺴﺘﻜﻭﻥ ﻤﻭﻀﻊ ﺍﻝﺴﺭﻴﺔ ﺍﻝﻤﻁﻠﻘﺔ‪،‬‬
‫ﻭﻝﻥ ﺘﺴﺘﺨﺩﻡ ﺇﻻ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻘﻁ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﻨﺘﻘﻲ ﺍﻝﻜﻠﻤﺎﺕ‬
‫ﺍﻝﻤﻨﺎﺴﺒﺔ ﺍﻝﺘﻲ ﻤﻥ ﺸﺄﻨﻬﺎ ﺍﻥ ﺘﺩﻓﻊ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻝﻠﺘﻌﺎﻭﻥ ﻤﻌﻪ‪ ،‬ﻜﺄﻥ ﻴﻘﻭل ﻤﺜﻼ‪) :‬ﻨﻅﺭﺍ‬
‫ﻝﻤﺎ ﺘﺘﻤﺘﻌﻭﻥ ﺒﻪ ﻤﻥ ﺨﺒﺭﺓ ﻭﻜﻔﺎﺀﺓ ﻭﺩﺭﺍﻴﺔ ﻓﻘﺩ ﻭﻗﻊ ﻋﻠﻴﻜﻡ ﺍﻻﺨﺘﻴﺎﺭ ﻹﺠﺭﺍﺀ ﻫﺫﻩ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،(..‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺸﻌﺭ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﺎﻥ ﺩﻭﺭﻫﻡ ﻓﻲ ﺍﻨﺠﺎﺯ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ‬
‫ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻜﻤﺎ ﻋﻠﻴﻪ ﺍﻥ ﻴﻨﺘﻘﻲ ﺍﻴﻀﺎ ﻭﺒﻌﻨﺎﻴﺔ ﻓﺎﺌﻘﺔ ﻜﻠﻤﺎﺕ ﺍﻝﺸﻜﺭ‬
‫ﻭﺍﻝﻌﺭﻓﺎﻥ ﻋﻠﻰ ﺘﻌﺎﻭﻨﻬﻡ ‪ ،‬ﺤﻴﺙ ﺴﻴﺴﺎﻋﺩ ﻜل ﺫﻝﻙ ﻋﻠﻰ ﺘﻌﺎﻭﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻊ ﺍﻝﺒﺎﺤﺙ‬
‫ﻤﻥ ﺨﻼل ﺍﺠﺎﺒﺎﺘﻬﻡ ﺍﻝﺼﺭﻴﺤﺔ ﻭﺍﻝﺼﺎﺩﻗﺔ‪.‬‬
‫‪ #‬ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﺘﺒﺩﺃ ﺍﻝﺼﻔﺤﺔ ﺍﻝﺜﺎﻝﺜﺔ ﺍﻝﺘﻲ ﺘﺘﻀﻤﻥ ﺒﺩﺍﻴﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺘﻭﺠﻴﻪ‬
‫ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﻨﺤﻭ ﻤﺎ ﻫﻭ ﻤﻁﻠﻭﺏ ﻤﻨﻬﻡ ﺒﺎﻝﻀﺒﻁ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ‪ ،‬ﻜﻭﻀﻊ ﻋﻼﻤﺔ ﺼﺢ ﺃﻤﺎﻡ ﺍﻻﺠﺎﺒﺔ ﺍﻝﺘﻲ ﻴﺭﻭﻨﻬﺎ ﻤﻨﺎﺴﺒﺔ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﻭﻤﻭﺍ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺒﺘﻀﻠﻴل ﺍﻝﻤﺭﺒﻊ ﺍﻝﻭﺍﻗﻊ ﺍﻤﺎﻡ ﺍﻻﺠﺎﺒﺔ ﺍﻝﺘﻲ ﻴﺨﺘﺎﺭﻭﻨﻬﺎ‪ ،‬ﺃﻭ ﺃﻴﺔ ﻋﻼﻤﺔ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﺘﺤﺩﻴﺩﻫﺎ ﻭﻴﺸﻴﺭ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺍﻥ ﻴﺴﺘﺨﺩﻤﻭﻨﻬﺎ ﺤﻭل ﺍﻻﺠﺎﺒﺔ ﺍﻝﺘﻲ ﺘﺘﻔﻕ ﻭﺁﺭﺍﺌﻬﻡ‪.‬‬
‫‪ #‬ﻓﻲ ﺤﺎﻝﺔ ﻭﺠﻭﺩ ﺨﻴﺎﺭﺍﺕ ﺃﻭ ﺇﺠﺎﺒﺎﺕ ﻤﺘﻌﺩﺩﺓ ﻝﻠﺴﺅﺍل ﺍﻝﻭﺍﺤﺩ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ‬
‫ﻴﺤﺩﺩ ﻫل ﺍﻝﻤﻁﻠﻭﺏ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻫﻭ ﺍﺨﺘﻴﺎﺭ ﺇﺠﺎﺒﺔ ﻭﺍﺤﺩﺓ ﻓﻘﻁ‪ ،‬ﺃﻡ ﺍﻨﻪ ﺒﺈﻤﻜﺎﻨﻪ ﺍﻥ‬
‫ﻴﺨﺘﺎﺭ ﺃﻜﺜﺭ ﻤﻥ ﺇﺠﺎﺒﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﻭﻡ ﺒﺘﺭﺘﻴﺏ ﺍﻻﺠﺎﺒﺎﺕ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ‬
‫ﻴﺩﻭﻥ ﺫﻝﻙ ﻋﻘﺏ ﺍﻝﺴﺅﺍل ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﺫﻝﻙ ﺤﺘﻰ ﻴﻜﻭﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻋﻠﻰ ﺒﻴﻨﺔ ﻤﻤﺎ ﻫﻭ‬
‫ﻤﻁﻠﻭﺏ ﻤﻨﻪ ﺒﺎﻝﻀﺒﻁ‪.‬‬
‫‪ #‬ﻤﻥ ﺍﻝﻤﺴﺘﺤﺴﻥ ﺘﺭﻙ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ‪ ،‬ﻜﺎﻝﻌﻤﺭ ﻭﺍﻝﺩﺨل ﻭﺍﻝﺠﻨﺱ‪ ،‬ﻭﻏﻴﺭ‬
‫ﺫﻝﻙ ﺇﻝﻰ ﻨﻬﺎﻴﺔ ﺍﻻﺴﺘﻤﺎﺭﺓ‪ ،‬ﺃﻱ ﺒﻌﺩ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻗﺩ ﺃﻜﻤل ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺍﺴﺌﻠﺔ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬
‫‪ #‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻭﻫﻭ ﻴﻘﻭﻡ ﺒﻁﺒﺎﻋﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﻭﻀﻌﻪ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻝﻨﻬﺎﺌﻴﺔ ﺍﻥ‬
‫ﻴﺤﺭﺹ ﻋﻠﻰ ﺍﻥ ﺘﻜﻭﻥ ﻝﻐﺘﻪ ﺴﻠﻴﻤﺔ ﺨﺎﻝﻴﺔ ﻤﻥ ﺍﻝﻌﻴﻭﺏ‪ ،‬ﻭﺍﻥ ﻴﺘﺠﻨﺏ ﺍﻷﺨﻁﺎﺀ‬
‫ﺍﻻﻤﻼﺌﻴﺔ‪.‬‬
‫‪ –9‬ﺘﻁﺒﻴﻕ ﺍﻻﺴﺘﺒﻴﺎﻥ‪:‬‬
‫ﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻥ ﻜﺎﻓﺔ ﺍﻝﺨﻁﻭﺍﺕ ﻭﺍﻝﻤﺭﺍﺤل ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻭﺇﻋﺩﺍﺩ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﻁﺒﺎﻋﺘﻪ‬
‫ﻭﻤﺭﺍﺠﻌﺘﻪ ﻭﻭﻀﻌﻪ ﻓﻲ ﺼﻭﺭﺘﻪ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻴﺸﺭﻉ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺘﻭﺯﻴﻊ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻋﻠﻰ‬
‫ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺨﺘﺎﺭﺓ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﻭﻴﺘﻡ ﺫﻝﻙ ﺇﻤﺎ ﺒﺼﻭﺭﺓ ﻤﺒﺎﺸﺭﺓ ﺒﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻨﻔﺴﻪ‬
‫ﺃﻭ ﻤﻥ ﻴﺨﺘﺎﺭﻩ ﻤﻥ ﺍﻝﻔﺭﻴﻕ ﺍﻝﺒﺤﺜﻲ ﺍﻝﺫﻱ ﻴﻌﻤل ﻤﻌﻪ ﺒﺎﻝﺘﻭﺠﻪ ﻤﺒﺎﺸﺭﺓ ﺇﻝﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‬
‫ﻭﺍﻝﻘﻴﺎﻡ ﺒﻌﻤﻠﻴﺔ ﺍﻝﺘﻭﺯﻴﻊ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﻭﻡ ﺒﺈﺭﺴﺎﻝﻪ ﻋﺒﺭ ﺍﻝﺒﺭﻴﺩ ﺍﻝﻌﺎﺩﻱ ﺃﻭ ﺍﻻﻝﻜﺘﺭﻭﻨﻲ ﺇﻝﻰ‬
‫ﺍﻷﺸﺨﺎﺹ ﺍﻝﻤﺴﺘﻬﺩﻓﻴﻥ ﺒﺎﻝﺒﺤﺙ‪.‬‬

‫* ﻤﻌﺎﻴﻴﺭ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻨﺎﺠﺢ ‪:‬‬

‫ﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﻴﻭﻝﻲ ﺍﻝﺒﺎﺤﺙ ﺍﻻﻫﺘﻤﺎﻡ ﺍﻝﻤﻨﺎﺴﺏ ﺒﺎﻻﺴﺘﺒﻴﺎﻥ ﺍﺜﻨﺎﺀ ﻭﻀﻌﻪ ﻓﻲ‬
‫ﺸﻜﻠﻪ ﺍﻝﻨﻬﺎﺌﻲ‪ ،‬ﻓﻬﻭ ﺍﻷﺩﺍﺓ ﺍﻝﺘﻲ ﺴﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪،‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪338‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺃﻱ ﻀﻌﻑ ﺃﻭ ﺨﻠل ﻓﻲ ﻫﺫﻩ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺴﻭﻑ ﻴﻨﻌﻜﺱ ﺴﻠﺒﺎ ﻋﻠﻰ ﻨﻭﻋﻴﺔ‬
‫ﻭﻤﺼﺩﺍﻗﻴﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﺴﻴﺘﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﻥ ﺸﺄﻥ ﺫﻝﻙ ﺍﻥ ﻴﻘﻭﺩ‬
‫ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻀﻠﻠﺔ‪ ،‬ﻝﺫﺍ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺃﻻ ﻴﺘﻌﺠل ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ‬
‫ﻭﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺇﻻ ﺒﻌﺩ ﻤﺭﺍﺠﻌﺔ ﻭﺘﻤﺤﻴﺹ ﻭﺘﺩﻗﻴﻕ ﻝﻜل ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﺘﻲ‬
‫ﻴﺘﻀﻤﻨﻬﺎ‪ ،‬ﺤﺘﻰ ﻴﻀﻤﻥ ﺘﻭﻓﺭ ﻋﻭﺍﻤل ﺍﻝﻨﺠﺎﺡ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻭﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ‬
‫ﺇﺠﺎﺒﺎﺕ ﺤﻘﻴﻘﻴﺔ ﻭﻤﻌﺒﺭﺓ ﻋﻥ ﺁﺭﺍﺀ ﻭﺘﻭﺠﻬﺎﺕ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺤﻭل ﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ‪..‬‬
‫ﻝﺫﻝﻙ ﻜﻠﻪ ﻓﻤﻥ ﺍﻝﻤﻬﻡ ﺠﺩﺍ ﺍﻥ ﻴﻀﻊ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻋﺘﺒﺎﺭﻩ ﻋﺩﺩ ﻤﻥ ﺍﻷﻤﻭﺭ ﻭﺍﻝﺸﺭﻭﻁ‬
‫ﺍﻝﺘﻲ ﻋﻠﻴﻪ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻬﺎ ﺨﻼل ﻭﻀﻌﻪ ﻝﻼﺴﺘﺒﻴﺎﻥ ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ‪:‬‬
‫‪ – 1‬ﻴﺠﺏ ﺍﻥ ﻴﻀﻊ ﺍﻝﺒﺎﺤﺙ ﺍﺴﻤﻪ ﻭﻋﻨﻭﺍﻨﻪ ﻭﺼﻔﺘﻪ ﻭﻋﻨﻭﺍﻥ ﺍﻝﺒﺤﺙ ﻋﻠﻰ‬
‫ﺼﻔﺤﺔ ﺍﻝﻐﻼﻑ ﻝﻼﺴﺘﺒﻴﺎﻥ‪ ،‬ﻭﺫﻝﻙ ﺤﺘﻰ ﻴﺘﻌﺭﻑ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻭﻴﻁﻤﺌﻨﻭﻥ‬
‫ﺇﻝﻴﻪ‪ ،‬ﻓﻌﺩﻡ ﻭﺠﻭﺩ ﻫﺫﻩ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻫﻲ ﺒﻤﺜﺎﺒﺔ ﺘﻌﺭﻴﻑ ﺒﺎﻝﺒﺎﺤﺙ ﻤﻥ ﺸﺎﻨﻪ ﺍﻥ ﻴﺨﻠﻕ‬
‫ﺤﺎﻝﺔ ﻤﻥ ﺍﻝﺸﻙ ﻭﺍﻝﺭﻴﺒﺔ ﻭﺍﻝﺘﻭﺠﺱ ﻝﺩﻯ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺘﻘﻭﺩ ﺇﻝﻰ ﻋﺩﻡ ﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ‬
‫ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪ – 2‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻀﻊ ﺘﺼﻤﻴﻡ ﻤﺒﺩﺌﻲ ﻻﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺘﻭﻀﺢ‬
‫ﺍﻝﻤﺤﺎﻭﺭ ﺍﻝﺘﻲ ﻴﺠﺏ ﺍﻥ ﻴﺘﻀﻤﻨﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻜل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﺘﺸﺎﺒﻬﺔ‬
‫ﻴﺠﺭﻱ ﺘﺒﻭﻴﺒﻬﺎ ﺘﺤﺕ ﻤﺤﻭﺭ ﻤﻌﻴﻥ ﻴﺘﻨﺎﺴﺏ ﻤﻌﻬﺎ‪.‬‬
‫‪ – 3‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺸﻴﺭ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺇﻝﻰ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ #‬ﺍﻝﻐﺭﺽ ﻤﻥ ﺍﻝﺒﺤﺙ ﺍﻝﺫﻱ ﻴﺠﺭﻴﻪ‪.‬‬
‫‪ #‬ﺍﻥ ﻴﺘﻌﻬﺩ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﺒﺎﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﺴﻴﺩﻝﻭﻥ ﺒﻬﺎ ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﻤﺎﺭﺓ‬
‫ﺴﺭﻴﺔ ﻭﺴﻭﻑ ﻝﻥ ﺘﺴﺘﺨﺩﻡ ﺇﻻ ﻷﻏﺭﺍﺽ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻘﻁ‪ ،‬ﻭﺫﻝﻙ ﺒﻬﺩﻑ ﻁﻤﺄﻨﺔ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪.‬‬
‫‪ #‬ﺍﻥ ﻴﺸﻌﺭ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﺄﻫﻤﻴﺘﻬﻡ ﻭﺒﺎﻥ ﺍﺨﺘﻴﺎﺭﻫﻡ ﻴﻌﻭﺩ ﺇﻝﻰ ﺘﻤﺘﻌﻬﻡ ﺒﻘﺩﺭﺍﺕ‬
‫ﻤﻌﻴﻨﺔ ﺘﺠﻌﻠﻬﻡ ﺃﻜﺜﺭ ﺩﺭﺍﻴﺔ ﻭﻤﻌﺭﻓﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ ﺍﻝﺫﻱ ﻴﺩﻭﺭ ﺤﻭﻝﻪ ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ #‬ﺍﻥ ﻨﺠﺎﺡ ﺍﻝﺒﺤﺙ ﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺘﻌﺎﻭﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺍﺨﺘﻴﺎﺭﻫﻡ ﻝﻺﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ‬
‫ﺘﻌﺒﺭ ﻓﻌﻼ ﻋﻥ ﺁﺭﺍﺌﻬﻡ ﺍﻝﺤﻘﻴﻘﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺩﻭﺭﻫﻡ ﻤﻬﻡ ﻓﻲ ﻨﺠﺎﺡ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻤﻥ‬
‫ﻋﺩﻤﻪ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺸﺄﻥ ﻜل ﺫﻝﻙ ﺍﻥ ﻴﺤﻔﺯ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻋﻠﻰ ﺍﻝﺘﻌﺎﻭﻥ ﻤﻊ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫‪–4‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺠﺭﻱ ﺩﺭﺍﺴﺔ ﺍﺴﺘﻁﻼﻋﻴﺔ ﻤﺒﺩﺌﻴﺔ ﻋﻠﻰ ﻋﻴﻨﺔ ﺼﻐﻴﺭﺓ‬
‫ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﺍﺴﺘﻴﻌﺎﺏ ﻭﻓﻬﻡ ﺍﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬
‫‪ – 5‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺸﻴﺭ ﻓﻲ ﻤﻘﺩﻤﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺇﻝﻰ ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ‬
‫ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺴﻭﺍﺀ ﻜﺎﻨﺕ ﻭﻀﻊ ﻋﻼﻤﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ‬
‫ﺒﺎﻝﺘﻅﻠﻴل ﺍﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪ – 6‬ﻴﺠﺏ ﺍﻝﺒﺩﺀ ﺒﺎﻷﺴﺌﻠﺔ ﺍﻝﺴﻬﻠﺔ ﻏﻴﺭ ﺍﻝﻤﻌﻘﺩﺓ ﻭﺍﻝﺘﻲ ﻻ ﺘﺤﺘﺎﺝ ﺇﻝﻰ ﻭﻗﺕ ﺃﻭ‬
‫ﺠﻬﺩ ﺫﻫﻨﻲ ﻝﻺﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻤﻥ ﺜﻤﺔ ﺍﻻﻨﺘﻘﺎل ﺇﻝﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻷﺼﻌﺏ‪.‬‬
‫‪ – 7‬ﻴﺠﺏ ﺍﻥ ﺘﻜﻭﻥ ﺠﻤﻴﻊ ﺍﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻝﻬﺎ ﻋﻼﻗﺔ ﺒﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺤﺫﻑ ﺃﻴﺔ ﺃﺴﺌﻠﺔ ﻻ ﺘﻀﻴﻑ ﻝﻤﻭﻀﻭﻉ ﺩﺭﺍﺴﺘﻪ ﺸﻲﺀ‪.‬‬
‫‪ – 8‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺴﺘﺨﺩﻡ ﺍﻝﻜﻠﻤﺎﺕ ﻭﺍﻝﺠﻤل ﺍﻝﺴﻬﻠﺔ ﻭﺍﻝﻤﻔﻬﻭﻤﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﻻ‬
‫ﺘﻘﺒل ﺃﻜﺜﺭ ﻤﻥ ﻤﻌﻨﻰ‪ ،‬ﻭﺍﻥ ﻴﺘﺠﻨﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﻤﻌﻘﺩﺓ ﺍﻝﺘﻲ ﻗﺩ ﺘﺤﺘﺎﺝ ﺇﻝﻰ‬
‫ﻗﻭﺍﻤﻴﺱ ﻝﻔﻬﻤﻬﺎ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺸﺄﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻜﻠﻤﺎﺕ ﻭﺍﻝﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﻐﺎﻤﻀﺔ ﺍﻥ ﻴﺭﺒﻙ‬
‫ﺍﻝﻤﺒﺤﻭﺙ ﻭﻴﺅﺜﺭ ﻋﻠﻰ ﺍﺠﺎﺒﺎﺘﻪ‪.‬‬
‫‪ – 9‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﻗﺩﺭﺍﺘﻬﻡ ﺍﻝﻌﻠﻤﻴﺔ‬
‫ﻭﺍﻝﺫﻫﻨﻴﺔ ﻭﺍﻝﻤﻌﺭﻓﻴﺔ‪ ،‬ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﻤﻥ ﺼﻴﺎﻏﺔ ﺍﺴﺘﺒﻴﺎﻨﻪ ﻭﻓﻕ ﻤﺎ ﻫﻭ ﻤﺘﺎﺡ ﻝﻬﻡ ﻤﻥ‬
‫ﻗﺩﺭﺍﺕ‪.‬‬
‫‪ – 10‬ﻴﺠﺏ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺘﺠﻨﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﺭﻜﺒﺔ ﺍﻝﺘﻲ ﺘﺘﻀﻤﻥ ﺃﻜﺜﺭ‬
‫ﻤﻥ ﺴﺅﺍل ﻭﺍﺤﺩ ﺤﺘﻰ ﻻ ﻴﺭﺒﻙ ﺍﻝﻤﺒﺤﻭﺙ‪.‬‬
‫‪ – 11‬ﻴﺠﺏ ﺼﻴﺎﻏﺔ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺒﺈﺤﻜﺎﻡ ﻭﺒﻠﻐﺔ ﺭﺼﻴﻨﺔ ﺴﻬﻠﺔ ﻴﻤﻜﻥ ﻓﻬﻤﻬﺎ‬
‫ﻭﺍﺴﺘﻴﻌﺎﺒﻬﺎ ﻤﻥ ﺍﻝﻘﺭﺍﺀﺓ ﺍﻷﻭﻝﻰ‪ ،‬ﺒﺤﻴﺙ ﻻ ﻴﻀﻁﺭ ﺍﻝﻤﺒﺤﻭﺙ ﺇﻝﻰ ﺇﻋﺎﺩﺓ ﻗﺭﺍﺀﺘﻬﺎ ﺃﻜﺜﺭ‬
‫ﻤﻥ ﻤﺭﺓ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪340‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 12‬ﻴﺠﺏ ﺍﻻﺨﺘﺼﺎﺭ ﻏﻴﺭ ﺍﻝﻤﺨل ﻓﻲ ﻋﺩﺩ ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﻜل‬

‫ﺴﺅﺍل‪ ،‬ﻭﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻁﻭﻴﻠﺔ‪.‬‬
‫‪ – 13‬ﺍﻝﺘﺭﻜﻴﺯ ﻗﺩﺭ ﺍﻻﻤﻜﺎﻥ ﻋﻠﻰ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻐﻠﻘﺔ ﺍﻝﺘﻲ ﺘﻭﻓﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ‬
‫ﻝﻜل ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻝﻤﺒﺤﻭﺙ ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ‪ ،‬ﻭﺘﺠﻨﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻔﺘﻭﺤﺔ ﺇﻻ‬
‫ﺒﺎﻝﻘﺩﺭ ﺍﻝﻀﺭﻭﺭﻱ‪.‬‬
‫‪ – 14‬ﻴﺠﺏ ﺍﻥ ﺘﺘﻀﻤﻥ ﺇﺠﺎﺒﺎﺕ ﺃﺴﺌﻠﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﻤﻘﺘﺭﺤﺔ ﺠﻤﻴﻊ ﺍﻻﺤﺘﻤﺎﻻﺕ‬
‫ﺍﻝﺘﻲ ﺘﺘﻴﺢ ﻝﻠﻤﺒﺤﻭﺙ ﺍﺨﺘﻴﺎﺭ ﺍﻹﺠﺎﺒﺔ ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻭﻤﻭﻗﻔﻪ ﺃﻭ ﺭﺃﻴﻪ ﺤﻭل ﻤﺎ ﻴﻁﺭﺡ‬
‫ﻋﻠﻴﻪ ﻤﻥ ﺃﺴﺌﻠﺔ‪ ،‬ﻤﻊ ﺇﺘﺎﺤﺔ ﺍﻝﻔﺭﺼﺔ ﻝﻪ ﻤﻥ ﺨﻼل ﺇﺠﺎﺒﺔ ﻤﻔﺘﻭﺤﺔ ﺘﺤﺕ ﻤﺴﻤﻰ )ﺃﺨﺭﻯ‬
‫ﺘﺫﻜﺭ(‪ ،‬ﺘﺘﻴﺢ ﺍﻝﻤﺠﺎل ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﺍﻥ ﻴﻀﻴﻔﻭﺍ ﻤﺎ ﻴﺭﻭﻨﻪ ﻤﻨﺴﺒﺎ ﺍﺴﺘﻜﻤﺎﻻ ﻹﺠﺎﺒﺎﺘﻬﻡ‪.‬‬
‫‪ – 15‬ﺘﺠﻨﺏ ﻭﺠﻭﺩ ﺘﺩﺍﺨل ﻓﻲ ﺍﻻﺠﺎﺒﺎﺕ ﺍﻝﻤﻘﺘﺭﺤﺔ ﻋﻠﻰ ﻜل ﺴﺅﺍل‪ ،‬ﺤﺘﻰ ﻻ‬
‫ﻴﻘﻊ ﺍﻝﻤﺒﺤﻭﺙ ﻓﻲ ﺤﻴﺭﺓ ﻤﻥ ﺃﻤﺭﻩ ﻋﻨﺩ ﺍﺨﺘﻴﺎﺭ ﺍﻻﺠﺎﺒﺔ ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﺏ ﻭﻤﻭﻗﻔﻪ‪ ،‬ﻭﺍﻥ ﻴﺘﻡ‬
‫ﺤﺼﺭ ﻭﺘﺤﺩﻴﺩ ﻜﺎﻓﺔ ﺍﻻﺠﺎﺒﺎﺕ ﺍﻝﻤﺘﻭﻗﻌﺔ ﻋﻠﻰ ﻜل ﺴﺅﺍل ﻭﻭﻀﻌﻬﺎ ﻤﻥ ﻀﻤﻥ‬
‫ﺍﻝﺨﻴﺎﺭﺍﺕ ﺍﻤﺎﻡ ﺍﻝﻤﺒﺤﻭﺙ‪.‬‬
‫‪ – 16‬ﻓﻲ ﺤﺎل ﺍﻝﺴﻤﺎﺡ ﻝﻠﻤﺒﺤﻭﺙ ﺒﺎﺨﺘﻴﺎﺭ ﺃﻜﺜﺭ ﻤﻥ ﺇﺠﺎﺒﺔ ﺃﻭ ﺨﻴﺎﺭ ﻋﻠﻰ‬
‫ﺍﻝﺴﺅﺍل ﺍﻝﻭﺍﺤﺩ ﻓﺈﻨﻪ ﻴﺠﺏ ﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ ﺫﻝﻙ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻨﻬﺎﻴﺔ ﻜل ﺴﺅﺍل‬
‫ﻴﺴﻤﺢ ﺒﺫﻝﻙ‪.‬‬
‫‪ - 17‬ﻴﺠﺏ ﺍﻻ ﺘﻜﻭﻥ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻁﻭﻴﻠﺔ‪ ،‬ﺤﺘﻰ ﻻ ﻴﺸﻌﺭ ﺍﻝﻤﺒﺤﻭﺙ‬
‫ﺒﺎﻝﻤﻠل ﻭﺒﺎﻝﺘﺎﻝﻲ ﻗﺩ ﻴﺘﺭﻙ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻌﺽ ﺍﻷﺴﺌﻠﺔ‪ ،‬ﺃﻭ ﻻ ﻴﻭﻝﻴﻬﺎ ﺍﻻﻫﺘﻤﺎﻡ ﻭﺍﻝﻌﻨﺎﻴﺔ‬
‫ﺍﻝﻜﺎﻓﻴﺔ‪.‬‬
‫‪ – 18‬ﻴﺠﺏ ﺍﻥ ﺘﺘﻀﻤﻥ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺠﻤﻴﻊ ﺍﻝﻤﺤﺎﻭﺭ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﻁﻠﻭﺏ‬
‫ﺍﻹﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ ﻭﻓﻘﺎ ﻝﻤﺎ ﻫﻭ ﻤﺤﺩﺩ ﻓﻲ ﻤﺸﻜﻠﺔ ﺍﻝﺒﺤﺙ ﻭﺃﻫﺩﺍﻓﻪ ﻭﺘﺴﺎﺅﻻﺘﻪ‪.‬‬
‫‪ – 19‬ﺘﺠﻨﺏ ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﺍﻻﻴﺤﺎﺌﻴﺔ ﺍﻝﺘﻲ ﺘﺩﻓﻊ ﺃﻭ ﺘﻭﺤﻲ ﻝﻠﺒﺎﺤﺙ ﺒﺎﺨﺘﻴﺎﺭ‬
‫ﺇﺠﺎﺒﺔ ﻤﻌﻴﻨﺔ ﺩﻭﻥ ﻏﻴﺭﻫﺎ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪341‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 20‬ﻴﺠﺏ ﺘﺠﻨﺏ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﺸﺤﻭﻨﺔ ﺒﺎﻷﺤﺎﺴﻴﺱ ﻭﺍﻝﻤﺸﺎﻋﺭ‬

‫ﻭﺍﻝﻌﻭﺍﻁﻑ ﺍﻝﺘﻲ ﻗﺩ ﺘﺤﻤل ﻓﻲ ﻁﻴﺎﺘﻬﺎ ﺤﺜﺎ ﻝﻠﻤﺒﺤﻭﺙ ﻋﻠﻰ ﺍﺨﺘﻴﺎﺭ ﺇﺠﺎﺒﺔ ﻤﻌﻴﻨﺔ ﺩﻭﻥ‬
‫ﻏﻴﺭﻫﺎ ﺒﺸﻜل ﻗﺩ ﻴﻜﻭﻥ ﺨﺎﺩﻉ‪.‬‬
‫‪ – 21‬ﻴﺠﺏ ﺍﻥ ﺘﺘﺩﺭﺝ ﺍﻷﺴﺌﻠﺔ ﻤﻥ ﺍﻝﻌﺎﻡ ﺇﻝﻰ ﺍﻝﺨﺎﺹ‪.‬‬
‫‪ – 22‬ﻴﺠﺏ ﺍﻥ ﺘﺼﺎﻍ ﺍﻷﺴﺌﻠﺔ ﺒﻁﺭﻴﻘﺔ ﺘﻤﻜﻥ ﺍﻝﻤﺒﺤﻭﺙ ﻤﻥ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‬
‫ﺒﺸﻜل ﺴﺭﻴﻊ‪.‬‬
‫‪ – 23‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻨﺘﺒﻪ ﺩﺍﺌﻤﺎ ﺇﻝﻰ ﺍﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺃﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺤﻭل‬
‫ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﺃﻱ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻴﺠﺏ ﺍﻥ ﻴﻘﻴﺱ ﺒﺄﻋﻠﻰ ﺩﺭﺠﺔ ﻤﻤﻜﻨﺔ ﻤﻥ‬
‫ﺍﻝﺩﻗﺔ ﻤﺎ ﻭﻀﻊ ﻝﻘﻴﺎﺴﻪ ﻓﻘﻁ‪.‬‬
‫‪ – 24‬ﻤﻥ ﺍﻝﻤﻬﻡ ﺍﻥ ﻴﻜﺭﺭ ﺍﻝﺒﺎﺤﺙ ﺒﻌﺽ ﺍﻷﺴﺌﻠﺔ ﺒﺼﻴﻎ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﻠﺘﺄﻜﺩ‬
‫ﻤﻥ ﻨﺯﺍﻫﺔ ﻭﺩﻗﺔ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺒﻌﺽ ﺍﻷﺴﺌﻠﺔ‪.‬‬
‫‪" – 25‬ﻻﺒﺩ ﺍﻥ ﻴﺴﺒﻕ ﺘﺼﻤﻴﻡ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺘﺤﺩﻴﺩ ﻁﺒﻴﻌﺔ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ‬
‫ﺍﻝﻤﻁﻠﻭﺏ ﺠﻤﻌﻬﺎ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻝﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﻤﺴﺘﻬﺩﻓﺔ ﺒﻴﻥ‬
‫ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ‪ ..‬ﻭﺒﻤﺎ ﻴﻤﻜﻥ ﺒﻌﺩ ﺫﻝﻙ ﻤﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﺎﺴﺏ ﺍﻵﻝﻲ ﻻﺴﺘﺨﺭﺍﺝ ﺍﻝﻨﺘﺎﺌﺞ‬
‫ﻤﻥ ﺨﻼل ﺍﻝﺒﺭﺍﻤﺞ ﻭﺍﻷﻨﻅﻤﺔ ﺍﻝﻼﺯﻤﺔ")‪.(1‬‬
‫‪ - 26‬ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺈﺠﺭﺍﺀ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ ﻋﻠﻰ‬
‫ﺍﻻﺴﺘﻤﺎﺭﺓ ﻗﺒل ﺍﻝﺸﺭﻭﻉ ﻓﻲ ﺘﻭﺯﻴﻌﻬﺎ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺍﻥ ﻴﻘﻭﻡ ﺒﺘﻌﺩﻴل ﻤﺎ ﻴﺤﺘﺎﺝ‬
‫ﺇﻝﻰ ﺫﻝﻙ ﺤﺘﻰ ﻴﺼل ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﻨﺴﺒﺔ ﺼﺩﻕ ﻭﺜﺒﺎﺕ ﻋﺎﻝﻴﺘﻴﻥ‪.‬‬
‫‪ – 27‬ﻤﻥ ﺍﻝﻤﺴﺘﺤﺴﻥ ﺍﻥ ﻴﺘﺭﻙ ﺍﻝﺒﺎﺤﺙ ﺍﻷﺴﺌﻠﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ‪،‬‬
‫ﻜﺎﻝﻌﻤﺭ ﻭﺍﻝﻤﻬﻨﺔ ﻭﺍﻝﺩﺨل ﻭﻏﻴﺭ ﺫﻝﻙ ﺇﻝﻰ ﺃﺨﺭ ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﻋﺒﺩﺍﻝﻤﺠﻴﺩ ﺍﻝﺒﻠﺩﺍﻭﻱ‪ ،‬ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﺍﻝﺘﻁﺒﻴﻘﻴﺔ ﻝﻠﻤﻌﺎﻴﻨﺔ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ ﻝﻴﺒﻴﺎ‪ ،‬ﺠﺎﻤﻌﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﺴﺎﺒﻊ ﻤﻥ ﺍﺒﺭﻴل‪1995 ،‬ﻡ‪ ،‬ﺵ‪.17،19‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 28‬ﻀﺭﻭﺭﺓ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﺍﻷﺨﻁﺎﺀ ﺍﻻﻤﻼﺌﻴﺔ ﻭﺍﻝﻠﻐﻭﻴﺔ ﻭﺍﻝﻤﻁﺒﻌﻴﺔ‪ ،‬ﻭﺍﻝﻌﻤل‬

‫ﻋﻠﻰ ﺘﺼﺤﻴﺤﻬﺎ ﻗﺒل ﺍﻝﺸﺭﻭﻉ ﻓﻲ ﺘﻭﺯﻴﻊ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬
‫‪ – 29‬ﻋﻨﺩ ﻁﺒﺎﻋﺔ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻴﺠﺏ ﺍﺴﺘﺨﺩﺍﻡ ﻨﻭﻋﻴﺔ ﺠﻴﺩﺓ ﻤﻥ ﺍﻝﻭﺭﻕ‪ ،‬ﻤﻊ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻁﺒﺎﻋﺔ ﻭﻨﻭﻋﻴﺔ ﺍﻝﺤﺒﺭ ﺍﻝﻤﺴﺘﺨﺩﻡ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﺴﺎﻫﻡ ﻜل ﺫﻝﻙ‬
‫ﻓﻲ ﺇﺨﺭﺍﺝ ﺍﻻﺴﺘﻤﺎﺭﺓ ﺒﺎﻝﺸﻜل ﺍﻝﺠﺫﺍﺏ‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﺍﻝﻤﻘﺎﺒﻠﺔ‬
‫* ﻤﻔﻬﻭﻡ ﺍﻝﻤﻘﺎﺒﻠﺔ‪:‬‬
‫ﺘﻌﺩ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﻭﺍﺤﺩﺓ ﻤﻥ ﺒﻴﻥ ﺃﻫﻡ ﺃﺩﻭﺍﺕ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻓﻲ‬
‫ﻤﺨﺘﻠﻑ ﻤﺠﺎﻻﺕ ﺍﻝﻌﻠﻭﻡ ﺍﻻﻨﺴﺎﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺘﻭﻓﻴﺭ ﻜﻡ ﻜﺒﻴﺭ ﻤﻥ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪ ،‬ﻭﻴﻤﻜﻥ ﺘﻌﺭﻴﻔﻬﺎ ﺒﺎﻨﻬﺎ "ﺘﻔﺎﻋل ﻝﻔﻅﻲ ﻴﺘﻡ ﺒﻴﻥ ﺸﺨﺼﻴﻥ ﻓﻲ ﻤﻭﻗﻑ‬
‫ﻤﻭﺍﺠﻬﺔ‪ ،‬ﺤﻴﺙ ﻴﺤﺎﻭل ﺃﺤﺩﻫﻡ ﺍﻥ ﻴﺴﺘﺜﻴﺭ ﺒﻌﺽ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺘﺩﻭﺭ ﺤﻭل ﺁﺭﺍﺌﻪ‬
‫ﻭﻤﻌﺘﻘﺩﺍﺘﻪ")‪ ،(1‬ﻜﻤﺎ ﺘﻌﺭﻑ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺒﺎﻨﻬﺎ ﻁﺭﻴﻘﺔ ﻝﻼﺘﺼﺎل ﺍﻝﻤﺒﺎﺸﺭ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ‪ ،‬ﺇﺫ‬
‫ﻴﺘﻡ ﻓﻴﻬﺎ ﺍﻨﺘﻘﺎل ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﻭﺫﻝﻙ ﺒﻐﺭﺽ ﺍﻝﻤﻭﺍﺠﻬﺔ ﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﺤﺼﻭل‬
‫ﻋﻠﻰ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺘﺤﺘﺎﺠﻬﺎ ﺍﻝﺩﺭﺍﺴﺔ)‪ ،(2‬ﻭﺘﻌﺭﻑ ﺍﻴﻀﺎ ﺒﺎﻨﻬﺎ "ﻋﺒﺎﺭﺓ ﻋﻥ ﺘﺒﺎﺩل‬
‫ﺤﺩﻴﺙ ﻤﻨﻅﻡ ﺒﻴﻥ ﺸﺨﺼﻴﻥ ﻴﺘﻔﺎﻋﻼﻥ‪ ،‬ﺃﺤﺩﻫﻤﺎ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻷﺨﺭ ﺍﻝﻤﺒﺤﻭﺙ‪ ،‬ﺒﻬﺩﻑ‬
‫ﺠﻤﻊ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺤﺩﺩﺓ ﻋﻥ ﺍﻝﻤﻭﻀﻭﻉ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺨﻼل‬
‫ﺍﻝﻤﻘﺎﺒﻠﺔ ﺒﻤﺭﺍﻗﺒﺔ ﺭﺩﻭﺩ ﻓﻌل ﺍﻝﻤﺒﺤﻭﺙ ﻭﺘﻌﺒﻴﺭﺍﺕ ﻭﺠﻬﻪ ﻭﺍﻴﻤﺎﺀﺘﻪ ﻭﺜﺒﺎﺕ ﺴﻠﻭﻜﻪ‪،‬‬

‫‪ -1‬ﺃﺤﻤﺩ ﺸﻠﺒﻲ‪ ،‬ﻜﻴﻑ ﺘﻜﺘﺏ ﺒﺤﺜﺎ ﺃﻭ ﺭﺴﺎﻝﺔ – ﺩﺭﺍﺴﺔ ﻤﻨﻬﺠﻴﺔ ﻝﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﻭﺙ ﻭﺇﻋﺩﺍﺩ ﺭﺴﺎﺌل‬
‫ﺍﻝﻤﺎﺠﺴﺘﻴﺭ ﻭﺍﻝﺩﻜﺘﻭﺭﺍﻩ‪ ،‬ﻁ‪ ،4‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻤﺼﺭﻴﺔ‪1997 ،‬ﻡ‪،‬‬
‫‪ -2‬ﻓﺘﺤﻲ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ ﺍﺒﻭﺭﺍﻀﻲ‪ ،‬ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻌﺭﺒﻴﺔ‪1998 ،‬ﻡ‪ ،‬ﺹ‪.73،74‬‬

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‫‪343‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﻴﺠﺏ ﺍﻥ ﻴﻜﻭﻥ ﻝﻠﻤﻘﺎﺒﻠﺔ ﻫﺩﻑ ﻭﺍﻀﺢ" )‪ ،( 1‬ﻜﻤﺎ ﺘﻌﺭﻑ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺒﺎﻨﻬﺎ "ﺍﺘﺼﺎل‬
‫ﺸﺨﺼﻲ ﻤﻨﻅﻡ ﻭﺘﻔﺎﻋل ﻝﻔﻅﻲ ﻤﺒﺎﺸﺭ ﻴﻘﻭﻡ ﺒﻪ ﻓﺭﺩ ﻤﻊ ﻓﺭﺩ ﺃﺨﺭ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﺍﻓﺭﺍﺩ‬
‫ﻫﺩﻓﻪ ﺍﺴﺘﺜﺎﺭﺓ ﺍﻨﻭﺍﻉ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻻﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‬
‫ﻤﻥ ﺃﺠل ﺘﺤﻠﻴل ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ ﻭﺘﺸﺨﻴﺹ ﺍﻝﺼﻌﻭﺒﺎﺕ ﺍﻝﺘﻲ ﺘﻭﺍﺠﻬﻬﺎ ﻭﺍﻝﻌﻤل ﻋﻠﻰ‬
‫ﺘﻭﺼﻴﻑ ﻤﻌﺎﻝﺠﺘﻬﺎ")‪ ،(2‬ﻭﻫﻲ ﺍﻴﻀﺎ ﻨﻤﻁ ﺃﻭ ﺍﺴﻠﻭﺏ ﻤﺨﺼﺹ ﻝﻼﺘﺼﺎل ﺍﻝﺸﺨﺼﻲ‬
‫ﻭﺍﻝﺘﻔﺎﻋل ﺍﻝﻠﻔﻅﻲ ﺍﻝﺫﻱ ﻴﺠﺭﻱ ﻝﺘﺤﻘﻴﻕ ﻏﺭﺽ ﺨﺎﺹ ﻴﺭﻜﺯ ﻓﻴﻪ ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ‬
‫ﻭﻤﻌﻠﻭﻤﺎﺕ ﻭﻴﺴﺘﺒﻌﺩ ﻤﺎ ﻋﺩﺍﻫﺎ ﻤﻥ ﻤﻌﻠﻭﻤﺎﺕ ﺩﺨﻴﻠﺔ ﻏﻴﺭ ﺫﺍﺕ ﺃﻫﻤﻴﺔ)‪.(3‬‬
‫ﻓﺎﻝﻤﻘﺎﺒﻠﺔ ﺇﺫﺍ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺠﻬﺩ ﻤﻨﻅﻡ ﻭﻫﺎﺩﻑ ﻴﻘﻭﻡ ﺒﻪ ﺍﻝﺒﺎﺤﺙ ﻝﻠﺤﺼﻭل ﻋﻠﻰ‬
‫ﻤﻌﻠﻭﻤﺎﺕ ﻭﺒﻴﺎﻨﺎﺕ ﻤﻥ ﺨﻼل ﺤﺩﻴﺙ ﻤﺒﺎﺸﺭ ﻤﻊ ﺸﺨﺹ ﺃﻭ ﺍﺸﺨﺎﺹ ﻋﺩﻴﺩﻴﻥ ﻴﻤﺜﻠﻭﻥ‬
‫ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ‪ ،‬ﺤﻭل ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ ﻴﻔﺘﺭﺽ ﺍﻥ ﻫﺅﻻﺀ ﺍﻷﺸﺨﺎﺹ ﻋﻠﻰ ﺩﺭﺍﻴﺔ‬
‫ﻭﻤﻌﺭﻓﺔ ﻭﻋﻠﻡ ﺒﻪ‪ ،‬ﻭﺘﻭﻓﺭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺇﻤﻜﺎﻨﻴﺔ ﺭﺼﺩ ﺭﺩﻭﺩ ﺍﻻﻓﻌﺎل ﻭﺍﻝﺘﻌﺒﻴﺭﺍﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‬
‫ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ‪ ،‬ﺒﻤﺎ ﻓﻲ ﺫﻝﻙ ﻨﺒﺭﺍﺕ ﺍﻝﺼﻭﺕ ﻭﻁﺭﻴﻘﺔ ﺍﻝﺤﺩﻴﺙ ﻭﺤﺭﻜﺎﺕ‬
‫ﺍﻻﻴﺩﻱ ﻭﺘﻌﺒﻴﺭﺍﺕ ﺍﻝﺠﺴﺩ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻫﻲ ﺒﺫﻝﻙ ﺘﺨﺘﻠﻑ ﻋﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﺍﻝﺫﻱ ﻋﺎﺩﺓ ﻻ‬
‫ﻴﺘﻤﻜﻥ ﻓﻴﻪ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺭﺼﺩ ﻭﺘﺴﺠﻴل ﺭﺩﻭﺩ ﺍﻓﻌﺎل ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﺫﺍﺕ ﺍﻝﻜﻴﻔﻴﺔ ﻭﺍﻝﺩﻗﺔ‬
‫ﺍﻝﺘﻲ ﺘﺘﻴﺤﻬﺎ ﺍﻝﻤﻘﺎﺒﻠﺔ‪.‬‬
‫ﻭﺒﻨﺎﺀ ﻋﻠﻰ ﻤﺎ ﺘﻘﺩﻡ ﻴﻤﻜﻥ ﺭﺼﺩ ﻤﺎ ﻴﻠﻲ ﺒﺎﻨﻬﺎ‪:‬‬
‫‪ – 1‬ﺍﻥ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻫﻲ ﺃﺩﺍﺓ ﺸﺨﺼﻴﺔ ﻭﻝﻔﻅﻴﺔ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪.‬‬
‫‪ – 2‬ﺘﺠﺭﻯ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻝﻐﺭﺽ ﻤﻌﻴﻥ‪ ،‬ﻭﻫﻲ ﺒﺎﻝﺘﺎﻝﻲ ﺘﺭﻜﺯ ﻓﻘﻁ ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ‬
‫ﻭﻤﻌﻠﻭﻤﺎﺕ ﻤﻌﻴﻨﺔ ﻭﺘﺴﺘﺒﻌﺩ ﻤﺎ ﺩﻭﻨﻬﺎ‪.‬‬

‫‪ -1‬ﺍﻝﻤﻬﺩﻱ ﺍﻤﺤﻤﺩﺍﻝﺠﺩﻴﺩﻱ‪ ،‬ﻋﻠﻲ ﻤﺤﻤﺩ ﻋﻴﺴﻰ‪ ،‬ﻋﺒﺩﺍﻝﺭﺯﺍﻕ ﺠﺎﺴﻡ ﺍﻝﻌﻴﺴﺎﻭﻱ‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ‬
‫ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻝﺯﺍﻭﻴﺔ‪ ،‬ﻝﻴﺒﻴﺎ‪ ،‬ﺠﺎﻤﻌﺔ ﺍﻝﺴﺎﺒﻊ ﻤﻥ ﺍﺒﺭﻴل‪2008 ،‬ﻡ‪ ،‬ﺹ‪.24،25‬‬
‫‪ -2‬ﻤﺤﻤﺩ ﺍﺯﻫﺭ ﺴﻌﻴﺩ ﺍﻝﺴﻤﺎﻙ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.87‬‬
‫‪Copyright © 2018.‬‬

‫‪ -3‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.86‬‬

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‫‪ –3‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﻗﺩ ﺘﻜﻭﻥ ﻤﻊ ﺸﺨﺹ ﻭﺍﺤﺩ ﺃﻭ ﻤﻊ ﺍﺸﺨﺎﺹ ﻋﺩﻴﺩﻴﻥ ﻓﻲ ﻨﻔﺱ‬

‫ﺍﻝﻭﻗﺕ‪.‬‬
‫‪ –4‬ﺍﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻋﻠﻰ ﻤﻌﺭﻓﺔ ﻭﺩﺭﺍﻴﺔ ﺒﺎﻝﻤﻭﻀﻭﻉ ﺃﻭ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﺘﻲ ﻴﺩﺭﺴﻬﺎ‬
‫ﺍﻝﺒﺎﺤﺙ‪.‬‬

‫ﻭﻏﺎﻝﺒﺎ ﻤﺎ ﻴﻠﺠﺄ ﺍﻝﺒﺎﺤﺙ ﻹﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻓﻲ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬

‫‪ – 1‬ﻓﻲ ﺤﺎل ﺍﻥ ﻋﻴﻨﺔ ﺍﻝﺒﺤﺙ ﻜﻠﻬﺎ ﺍﻭ ﺍﻏﻠﺒﻬﺎ ﻤﻥ ﺍﻻﻤﻴﻴﻥ ﺍﻝﺫﻴﻥ ﻻ ﻴﺠﻴﺩﻭﻥ‬
‫ﺍﻝﻘﺭﺍﺀﺓ ﻭﺍﻝﻜﺘﺎﺒﺔ‪.‬‬
‫‪ – 2‬ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻋﺩﺩ ﺃﻓﺭﺍﺩ ﺍﻝﻌﻴﻨﺔ ﺍﻝﻤﺴﺘﻬﺩﻓﺔ ﺒﺎﻝﺩﺭﺍﺴﺔ ﻤﺤﺩﻭﺩﺍ ﻭﺼﻐﻴﺭﺍ‬
‫ﻭﻴﻤﻜﻥ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻤﻔﺭﺩﺍﺘﻪ ﺒﺴﻬﻭﻝﺔ‪.‬‬
‫‪ –3‬ﻓﻲ ﺤﺎل ﺭﺃﻯ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﻴﺭﻴﺩ ﻁﺭﺤﻬﺎ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻌﻘﺩﺓ‬
‫ﻭﻓﻲ ﺤﺎﺠﺔ ﺇﻝﻰ ﺒﻌﺽ ﺍﻝﺘﻭﻀﻴﺢ ﻭﺍﻝﺸﺭﺡ‪.‬‬
‫‪ – 4‬ﺇﺫﺍ ﺭﺃﻱ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻁﺒﻴﻌﺔ ﺍﻷﺴﺌﻠﺔ ﻭﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﻴﺘﻁﻠﺏ ﻻﺴﺘﻜﻤﺎﻝﻪ‬
‫ﻀﺭﻭﺭﺓ ﺭﺼﺩ ﻭﻤﺭﺍﻗﺒﺔ ﺭﺩﻭﺩ ﺃﻓﻌﺎل ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﺼﻭﺭﺓ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﻭﺍﻥ ﺍﻻﺠﺎﺒﺔ‬
‫ﺍﻝﻤﻜﺘﻭﺒﺔ ﻻ ﺘﻜﻔﻲ ﻭﺤﺩﻫﺎ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﻥ ﺘﺠﻴﺏ‬
‫ﻋﻠﻰ ﺃﺴﺌﻠﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪.‬‬
‫‪ – 5‬ﺇﺫﺍ ﻜﺎﻥ ﻤﻭﻀﻭﻉ ﺍﻝﺒﺤﺙ ﺫﺍ ﻁﺎﺒﻊ ﺴﺭﻱ‪ ،‬ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﺴﻴﺩﻝﻲ ﺒﻬﺎ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻋﻠﻰ ﺩﺭﺠﺔ ﻜﺒﻴﺭﺓ ﻤﻥ ﺍﻝﺨﺼﻭﺼﻴﺔ‪ ،‬ﻭﻻ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻤﺒﺤﻭﺙ ﺍﻷﺩﻻﺀ ﺒﻬﺎ‬
‫ﺇﻻ ﻝﻠﺒﺎﺤﺙ ﺸﺨﺼﻴﺎ ﻭﻋﻠﻰ ﺍﻨﻔﺭﺍﺩ‪.‬‬
‫* ﺃﻨﻭﺍﻉ ﺍﻝﻤﻘﺎﺒﻠﺔ‪:‬‬
‫ﻝﻠﻤﻘﺎﺒﻠﺔ ﺃﻨﻭﺍﻉ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﺤﻴﺙ ﻴﻤﻜﻥ ﺘﻘﺴﻴﻤﻬﺎ ﻭﻓﻕ ﻋﺩﺓ ﺘﺼﻨﻴﻔﺎﺕ‪ ،‬ﻭﺫﻝﻙ‬
‫ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃ – ﺍﻨﻭﺍﻉ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻓﻕ ﻝﻠﻐﺭﺽ ﻤﻥ ﺇﺠﺭﺍﺌﻬﺎ‪:‬‬

‫ﻭﻴﻤﻜﻥ ﺘﻘﺴﻴﻡ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻓﻕ ﻝﻬﺫﺍ ﺍﻝﻤﻌﻴﺎﺭ ﺇﻝﻰ)‪:(1‬‬
‫‪ – 1‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻻﺴﺘﻁﻼﻋﻴﺔ ﺍﻝﻤﺴﺤﻴﺔ‪ :‬ﻴﺴﺘﺨﺩﻡ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻤﻘﺎﺒﻼﺕ‬
‫ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺃﺸﺨﺎﺹ ﻤﻤﺜﻠﻴﻥ ﻝﻤﺠﻤﻭﻋﺎﺘﻬﻡ‪.‬‬
‫‪ – 2‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺘﺸﺨﻴﺼﻴﺔ‪ :‬ﻭﻴﺴﺘﻌﻤل ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻝﻔﻬﻡ ﻤﺸﻜﻠﺔ ﻤﺎ ﻭﺍﺴﺒﺎﺏ ﻨﺸﺅﻫﺎ‪،‬‬
‫ﻭﻜل ﻤﺎ ﻴﺘﻌﻠﻕ ﺒﻬﺎ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻌﻼﺠﻴﺔ‪ :‬ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﺘﺴﺘﺨﺩﻡ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻝﻠﺘﺨﻁﻴﻁ ﻝﻌﻼﺝ ﻤﻨﺎﺴﺏ‬
‫ﻝﻠﻤﺸﻜﻠﺔ‪ ،‬ﻭﺍﻝﻘﻀﺎﺀ ﻋﻠﻰ ﺃﺴﺒﺎﺏ ﺍﻝﻤﺸﻜﻠﺔ‪.‬‬
‫‪ – 4‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻻﺴﺘﺸﺎﺭﻴﺔ‪ :‬ﻴﺴﺘﻌﻤل ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻝﻤﺴﺎﻋﺩﺓ ﺍﻝﺸﺨﺹ ﻋﻠﻰ ﻓﻬﻡ‬
‫ﻭﺤل ﻤﺸﺎﻜﻠﻪ ﺍﻝﺸﺨﺼﻴﺔ ﺒﻤﺴﺎﻋﺩﺓ ﺍﻝﺒﺎﺤﺙ‪.‬‬
‫ﺏ – ﺍﻨﻭﺍﻉ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻓﻕ ﻨﻭﻉ ﺍﻻﺘﺼﺎل ﺍﻝﻤﺴﺘﺨﺩﻡ‪:‬‬
‫ﺘﻨﻘﺴﻡ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻓﻕ ﻫﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﺇﻝﻰ ﺜﻼﺜﺔ ﺃﻨﻭﺍﻉ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺠﻪ ﻝﻭﺠﻪ‪ :‬ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻤﻘﺎﺒﻼﺕ ﻴﻠﺘﻘﻲ‬
‫ﺍﻝﺒﺎﺤﺙ ﻤﻊ ﺍﻝﻤﺒﺤﻭﺙ ﻤﺒﺎﺸﺭﺓ ﻓﻲ ﻨﻔﺱ ﺍﻝﻤﻜﺎﻥ ﺒﺩﻭﻥ ﻭﺴﻴﻁ‪ ،‬ﻭﻴﻜﻭﻥ ﺍﻝﺤﺩﻴﺙ ﺒﻴﻨﻬﻤﺎ‬
‫ﻤﺒﺎﺸﺭﺓ‪ ،‬ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻁﺭﺡ ﺍﺴﺌﻠﺘﻪ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺙ ﻭﺘﺩﻭﻴﻥ ﺇﺠﺎﺒﺎﺘﻪ‪ ،‬ﻭﻴﻘﻭﻡ‬
‫ﻜﺫﻝﻙ ﺒﺘﺴﺠﻴل ﻜل ﺍﻝﻤﻼﺤﻅﺎﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺴﻠﻭﻙ ﺍﻝﻤﺒﺤﻭﺙ ﻭﺭﺩﻭﺩ ﺍﻓﻌﺎﻝﻪ ﻭﺘﻌﺒﻴﺭﺍﺕ‬
‫ﺠﺴﺩﻩ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﻋﺒﺭ ﺍﻝﻬﺎﺘﻑ‪ :‬ﺤﻴﺙ ﻴﺘﻡ ﺍﻝﺘﻭﺍﺼل ﻫﻨﺎ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻝﻤﺒﺤﻭﺙ‬
‫ﻋﺒﺭ ﺍﻝﻬﺎﺘﻑ ﺍﻝﻤﺤﻤﻭل ﺃﻭ ﺍﻝﺜﺎﺒﺕ‪ ،‬ﻓﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺙ‬
‫ﻭﺘﺴﺠﻴل ﺇﺠﺎﺒﺎﺘﻪ ﺇﻤﺎ ﺍﻝﻜﺘﺭﻭﻨﻴﺎ ﺃﻭ ﻴﺩﻭﻴﺎ‪ ،‬ﻭﻴﺠﺭﻯ ﺍﻝﺤﻭﺍﺭ ﺒﻴﻨﻬﻤﺎ ﻜﻠﻪ ﻫﺎﺘﻔﻴﺎ‪ ،‬ﻭﻻ‬

‫‪ -1‬ﻤﻲ ﺍﻝﻌﺒﺩﺍﷲ‪ ،‬ﺍﻝﺒﺤﺙ ﻓﻲ ﻋﻠﻭﻡ ﺍﻻﻋﻼﻡ ﻭﺍﻻﺘﺼﺎل‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪2011 ،‬ﻡ‪،‬‬
‫ﺹ‪ .257‬ﻨﻘﻼ ﻋﻥ‪ :‬ﺍﻤﻴﻥ ﺍﻝﺴﺎﻋﺎﺘﻲ‪ ،‬ﺘﺒﺴﻴﻁ ﻜﺘﺎﺒﺔ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺍﻝﻤﺭﻜﺯ ﺍﻝﺴﻌﻭﺩﻱ‬
‫‪Copyright © 2018.‬‬

‫ﻝﻠﺩﺭﺍﺴﺎﺕ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‪1993 ،‬ﻡ‪.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻴﺴﺘﻁﻴﻊ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺘﺴﺠﻴل ﻜل ﺭﺩﻭﺩ ﺍﻻﻓﻌﺎل ﻝﻠﻤﺒﺤﻭﺙ‪ ،‬ﻝﻜﻨﻪ ﻴﻤﻜﻨﻪ ﺘﺴﺠﻴل ﻤﺎ‬
‫ﻴﻁﺭﺃ ﻋﻠﻰ ﺼﻭﺘﻪ ﻤﻥ ﺘﻐﻴﻴﺭﺍﺕ؛ ﻜﻨﺒﺭﺓ ﺍﻝﺼﻭﺕ ﻭﺍﺭﺘﻔﺎﻋﻪ ﺃﻭ ﺍﻨﺨﻔﺎﻀﻪ ﺃﻭ ﺤﺎﻝﺔ‬
‫ﺍﻝﺘﻠﻌﺜﻡ ﺍﻝﺘﻲ ﻗﺩ ﺘﻌﺘﺭﻴﻪ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻤﺼﻭﺭﺓ‪ :‬ﻭﻫﻲ ﺍﻝﻤﻘﺎﺒﻼﺕ ﺍﻝﺘﻲ ﺘﺘﻡ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﻨﺎﺤﻴﺔ‬
‫ﻭﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ ﻨﺎﺤﻴﺔ ﺃﺨﺭﻯ ﻋﺒﺭ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺍﻝﺤﺩﻴﺜﺔ ﻤﻥ ﺨﻼل ﺸﺒﻜﺔ‬
‫ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ )ﺍﻻﻨﺘﺭﻨﺕ(‪ ،‬ﻤﺜل ﺴﻜﺎﻱ ﺒﻲ‪ ،‬ﻭﺍﻝﻤﺴﻨﺠﺭ‪ ،‬ﻭﺍﻝﻔﻴﺱ ﺒﻭﻙ ‪ ..‬ﻭﻏﻴﺭ‬
‫ﺫﻝﻙ‪ ،‬ﻭﻓﻴﻬﺎ ﻴﺘﺎﺡ ﻝﻠﺒﺎﺤﺙ ﺍﻥ ﻴﺠﺭﻱ ﺍﻝﻤﻘﺎﺒﻼﺕ ﺍﻝﻤﺼﻭﺭﺓ ﺒﺎﻝﻔﻴﺩﻴﻭ ﻤﻊ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ‬
‫ﺃﻱ ﻤﻜﺎﻥ ﻓﻲ ﺍﻝﻌﺎﻝﻡ‪ ،‬ﻭﻓﻲ ﺃﻱ ﻭﻗﺕ ﻴﻨﺎﺴﺒﻪ‪ ،‬ﻭﻴﺴﺘﻁﻴﻊ ﺍﻥ ﻴﻠﺤﻅ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺭﺩﻭﺩ‬
‫ﺍﻓﻌﺎﻝﻬﻡ ﻭﺘﻌﺒﻴﺭﺍﺕ ﺍﺠﺴﺎﺩﻫﻡ ﺨﺎﺼﺔ ﻓﻲ ﺤﺎﻻﺕ ﻤﻌﻴﻨﺔ ﻤﻥ ﺍﻝﺘﺼﻭﻴﺭ ﺍﻝﺫﻱ ﻴﺴﻤﺢ‬
‫ﺒﺘﻭﺜﻴﻕ ﺒﻌﺽ ﺍﻝﺘﻔﺎﺼﻴل‪ ،‬ﻭﻴﺘﻤﻴﺯ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻤﻘﺎﺒﻼﺕ ﺒﺎﻝﺴﺭﻋﺔ ﻭﺍﻝﺴﻬﻭﻝﺔ‬
‫ﻭﺍﻨﺨﻔﺎﺽ ﺍﻝﺘﻜﺎﻝﻴﻑ‪ ،‬ﻭﺍﻤﻜﺎﻨﻴﺔ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺃﻤﺎﻜﻥ ﻤﺘﺒﺎﻋﺩﺓ ﻤﻥ ﺍﻝﻌﺎﻝﻡ‪ ،‬ﻤﻊ ﺍﻤﻜﺎﻨﻴﺔ‬
‫ﺘﺴﺠﻴل ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺘﻌﺒﻴﺭﺍﺕ ﺍﻝﺠﺴﺩ ﺍﻝﺼﺎﺩﺭﺓ ﻋﻥ ﺍﻝﻤﺒﺤﻭﺙ‪.‬‬
‫ﺝ – ﺍﻨﻭﺍﻉ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻓﻕ ﻝﻁﺒﻴﻌﺔ ﺍﻷﺴﺌﻠﺔ‪:‬‬
‫ﺘﻨﻘﺴﻡ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻭﻓﻕ ﻫﺫﺍ ﺍﻝﺘﺼﻨﻴﻑ ﺇﻝﻰ ﻨﻭﻋﻴﻥ ﻫﻤﺎ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻤﻘﻨﻨﺔ‪ :‬ﻭﻫﻲ ﺍﻝﺘﻲ ﺘﺘﺨﺫ ﺃﺴﻠﻭﺒﺎ ﻤﻨﻅﻤﺎ‪ ،‬ﺤﻴﺙ ﺘﻜﻭﻥ ﺤﺎﻝﺔ ﻭﻀﻊ‬
‫ﺍﻷﺴﺌﻠﺔ ﺴﺎﺒﻘﺔ ﻋﻠﻰ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻨﻔﺴﻬﺎ‪ ،‬ﻭﺘﻭﺠﻪ ﻨﻔﺱ ﺍﻷﺴﺌﻠﺔ ﻝﺠﻤﻴﻊ ﺍﻝﻤﻔﺭﺩﺍﺕ ﺒﺩﻭﻥ‬
‫ﺘﻐﻴﻴﺭ‪ ،‬ﻻ ﻓﻲ ﺍﻷﺴﻠﻭﺏ ﻭﻻ ﻓﻲ ﺍﻝﺼﻴﺎﻏﺔ )‪ ،( 1‬ﻭﻴﺘﻡ ﻓﻲ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻤﻘﻨﻨﺔ ﺘﺴﺠﻴل‬
‫ﺍﻻﺠﺎﺒﺎﺕ ﻭﻓﻕ ﺨﺎﻨﺎﺕ ﻤﻌﺩﺓ ﻤﺴﺒﻘﺎ ﻤﻥ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻴﺤﺘﺎﺝ ﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻤﻥ ﺍﻝﻤﻘﺎﺒﻼﺕ‬
‫ﺇﻝﻰ ﺘﺭﺘﻴﺒﺎﺕ ﻤﺴﺒﻘﺔ ﻴﺘﻡ ﺨﻼﻝﻬﺎ ﺼﻴﺎﻏﺔ ﺍﻷﺴﺌﻠﺔ ﺒﺩﻗﺔ‪ ،‬ﻭﺒﺄﺴﻠﻭﺏ ﻴﺘﻭﺍﻓﻕ ﻭﻗﺩﺭﺍﺕ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺍﻝﺫﻫﻨﻴﺔ‪ ،‬ﻭﻭﻀﻊ ﻜل ﺴﺅﺍل ﻓﻲ ﻤﻭﻀﻌﻪ ﻭﻤﻜﺎﻨﻪ ﺍﻝﻤﻨﺎﺴﺏ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻓﺘﺤﻲ ﻋﻴﺩﺍﻝﻌﺯﻴﺯﺍﺒﻭﺭﺍﻀﻲ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.74‬‬

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‫‪347‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻝﻤﻘﺎﺒﻠﺔ ﻏﻴﺭ ﺍﻝﻤﻘﻨﻨﺔ‪ :‬ﻭﺘﺴﻤﻰ ﺍﻴﻀﺎ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻤﻔﺘﻭﺤﺔ‪ ،‬ﻭﻓﻴﻬﺎ ﺘﻜﻭﻥ‬

‫ﺍﻝﻤﻘﺎﺒﻠﺔ ﺃﺸﺒﻪ ﺒﺎﻝﺤﻭﺍﺭ ﺍﻝﻤﻔﺘﻭﺡ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻝﻤﺒﺤﻭﺙ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﺍﻻﻨﺘﻘﺎل ﻤﻥ ﻓﻘﺭﺓ‬
‫ﺇﻝﻰ ﺍﺨﺭﻯ ﺒﺩﻭﻥ ﺘﺭﺘﻴﺏ‪ ،‬ﻭﺘﺘﺴﻡ ﺍﻷﺴﺌﻠﺔ ﻫﻨﺎ ﺒﺎﻝﻌﻔﻭﻴﺔ ﻭﺍﻝﺘﻠﻘﺎﺌﻴﺔ‪ ،‬ﻭﺍﻻﻨﺴﻴﺎﺒﻴﺔ‪ ،‬ﻭﻫﻲ‬
‫ﻨﻭﻋﻴﺔ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺤﺭﺓ ﻏﻴﺭ ﺍﻝﻤﻌﺩﺓ ﺴﻠﻔﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻻ ﺘﺨﺭﺝ ﻋﻥ ﻤﻭﻀﻭﻉ ﺍﻝﻤﻘﺎﺒﻠﺔ‪،‬‬
‫ﻭﻗﺩ ﺘﺨﺘﻠﻑ ﻁﺭﻴﻘﺔ ﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﺴﻭﺍﺀ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﻀﻤﻭﻥ ﺃﻭ ﻤﻥ ﺤﻴﺙ ﻁﺭﻴﻘﺔ‬
‫ﺼﻴﺎﻏﺘﻬﺎ ﻤﻥ ﻤﺒﺤﻭﺙ ﺇﻝﻰ ﺃﺨﺭ‪.‬‬
‫* ﻤﺯﺍﻴﺎ ﺍﻝﻤﻘﺎﺒﻠﺔ‪:‬‬
‫ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻫﻲ ﺘﻔﺎﻋل ﻝﻔﻅﻲ ﺒﻴﻥ ﺸﺨﺼﻴﻥ ﻫﻤﺎ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻝﻤﺒﺤﻭﺙ ﻓﻲ‬
‫ﻤﻭﻗﻑ ﻤﻭﺍﺠﻬﺔ ﻜﻤﺎ ﺴﺒﻘﺕ ﺍﻻﺸﺎﺭﺓ‪ ،‬ﻓﺈﻥ ﺫﻝﻙ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﻭﻓﺭ ﻝﻠﺒﺎﺤﺙ ﻅﺭﻭﻑ‬
‫ﻤﻼﺌﻤﺔ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﺠﺎﺒﺎﺕ ﺃﻜﺜﺭ ﺼﺩﻗﺎ ﻭﻭﺍﻗﻌﻴﺔ‪ ،‬ﻓﺎﻝﺒﺎﺤﺙ ﻓﻲ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻴﺠﻠﺱ ﺇﻝﻰ‬
‫ﺍﻝﻤﺒﺤﻭﺙ ﻭﻴﻘﻭﻡ ﺒﻨﻔﺴﻪ ﺒﺘﺩﻭﻴﻥ ﺍﺠﺎﺒﺎﺘﻪ‪ ،‬ﻤﻤﺎ ﻴﺘﻴﺢ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺯﺍﻴﺎ ﺍﻝﺘﻲ ﻴﻤﻜﻥ‬
‫ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻵﺘﻲ‪:‬‬
‫‪ – 1‬ﺘﻭﻓﺭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻓﺭﺼﺔ ﻝﻠﺒﺎﺤﺙ ﻝﻴﻌﻴﺩ ﻗﺭﺍﺀﺓ ﺍﻝﺴﺅﺍل ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺙ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﻤﺭﺓ‪ ،‬ﻭﺍﻥ ﻴﻔﺴﺭ ﺍﻝﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻝﺠﻤل ﺃﻭ ﺍﻻﺼﻁﻼﺤﺎﺕ ﺍﻝﻐﺎﻤﻀﺔ‪ ،‬ﻭﻓﻲ ﺤﺎﻝﺔ ﻋﺩﻡ ﻓﻬﻡ‬
‫ﺍﻝﺴﺅﺍل ﻓﺈﻥ ﺍﻝﻤﺠﺎل ﻤﺘﺎﺡ ﻝﻠﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺸﺭﺡ ﻭﺘﻭﻀﻴﺢ ﺍﻝﻤﻁﻠﻭﺏ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺙ‬
‫ﺒﺎﻝﻁﺭﻴﻘﺔ ﺍﻝﺘﻲ ﺘﻤﻜﻨﻪ ﻤﻥ ﻓﻬﻤﻪ ﻭﺍﺴﺘﻴﻌﺎﺒﻪ‪.‬‬
‫‪ – 2‬ﺘﺘﻴﺢ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻝﻠﺒﺎﺤﺙ ﺍﻥ ﻴﺭﺼﺩ ﺘﻌﺒﻴﺭﺍﺕ ﺍﻝﻭﺠﻪ ﻭﺤﺭﻜﺎﺕ ﺍﻝﺠﺴﺩ‪ ،‬ﺍﻝﺘﻲ‬
‫ﺘﻌﻜﺱ ﺃﺤﺎﺴﻴﺱ ﻭﻤﺸﺎﻋﺭ ﻭﻤﻭﺍﻗﻑ ﻤﻌﻴﻨﺔ ﻝﻠﻤﺒﺤﻭﺙ ﻗﺩ ﻻ ﻴﻌﺒﺭ ﻋﻨﻬﺎ ﻝﻔﻅﻴﺎ‪.‬‬
‫‪" – 3‬ﺘﻭﻓﺭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﺠﺎﻻ ﻝﻠﺒﺎﺤﺙ ﻻﻥ ﻴﻀﻐﻁ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ‬
‫)‪(1‬‬
‫ﺇﻀﺎﻓﻴﺔ ﻋﻨﺩﻤﺎ ﺘﺒﺩﻭ ﺍﻻﺴﺘﺠﺎﺒﺔ ﻏﻴﺭ ﻜﺎﻤﻠﺔ ﺃﻭ ﻻ ﻋﻼﻗﺔ ﻝﻬﺎ ﺒﻤﺎ ﻴﺭﻴﺩﻩ ﺍﻝﺒﺎﺤﺙ‪".‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺩﻭﻨﺎﻝﺩ ﺍﺭﻱ‪ ،‬ﻝﻭﻜﻲ ﺸﻴﺯﺭﺠﺎﻜﻭﺱ‪ ،‬ﺍﺴﻐﻬﺎﺭﺭﺍﺯﻓﻴﺵ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.474‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 4‬ﺘﻭﻓﺭ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﺴﺘﻭﻯ ﻤﺭﺘﻔﻊ ﻝﻼﺴﺘﺠﺎﺒﺔ‪ ،‬ﺒﺤﻴﺙ ﺘﻘل ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻨﺴﺒﺔ‬
‫ﺍﻝﻔﺎﻗﺩ ﻓﻲ ﺍﻻﺴﺘﻤﺎﺭﺍﺕ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺠﻌل ﺍﻝﻤﻘﺎﺒﻠﺔ ﺘﺘﻔﻭﻕ ﻓﻲ ﻫﺫﻩ ﺍﻝﻨﺎﺤﻴﺔ ﻋﻠﻰ‬
‫ﺍﻻﺴﺘﺒﻴﺎﻥ‪.‬‬
‫‪ – 5‬ﺍﻥ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻠﻔﻅﻲ ﺍﻝﻤﺒﺎﺸﺭ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻝﻤﺒﺤﻭﺙ ﻴﺠﻌل ﺍﻤﻜﺎﻨﻴﺔ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺇﻀﺎﻓﻴﺔ ﺃﻤﺭﺍ ﻤﻤﻜﻨﺎ ﺒﺩﺭﺠﺔ ﻋﺎﻝﻴﺔ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﺒﺎﺤﺙ‪.‬‬
‫‪ – 6‬ﺍﻥ ﻅﺭﻭﻑ ﺍﺠﺭﺍﺀ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻜﺎﺨﺘﻴﺎﺭ ﺍﻝﻤﻜﺎﻥ ﻭﺍﻝﺘﻭﻗﻴﺕ ﻭﺍﻝﺴﻴﺎﻕ ﺍﻝﻤﻨﺎﺴﺏ‪،‬‬
‫ﺠﻤﻴﻌﻬﺎ ﺘﻭﻓﺭ ﺃﺠﻭﺍﺀ ﻤﻨﺎﺴﺒﺔ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭﻓﺭ ﻭﺃﻜﻤل ﻤﻥ ﺍﻝﻤﺒﺤﻭﺙ‪.‬‬
‫‪ – 7‬ﺍﻥ ﺍﻝﺘﻭﺍﺼل ﺍﻝﻤﺒﺎﺸﺭ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻝﻤﺒﺤﻭﺙ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺴﻬﻡ ﻓﻲ ﺨﻠﻕ‬
‫ﻋﻼﻗﺔ ﻭﺩ ﻭﺘﻔﺎﻫﻡ ﻭﺜﻘﺔ ﺒﻴﻥ ﺍﻝﻁﺭﻓﻴﻥ ﺘﺸﺠﻊ ﺍﻝﻤﺒﺤﻭﺙ ﻋﻠﻰ ﺍﻹﺩﻻﺀ ﺒﻜﺎﻓﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻤﻨﻪ‪.‬‬
‫‪ – 8‬ﺘﺘﻴﺢ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻓﺭﺼﺔ ﻝﻠﺘﻭﺍﺼل ﻤﻊ ﺍﻷﺸﺨﺎﺹ ﺍﻝﺫﻴﻥ ﻻ ﻴﺠﻴﺩﻭﻥ ﺍﻝﻘﺭﺍﺀﺓ‬
‫ﻭﺍﻝﻜﺘﺎﺒﺔ )ﺍﻻﻤﻴﻴﻥ(‪ ،‬ﺤﻴﺙ ﻴﺘﻭﻝﻰ ﺍﻝﺒﺎﺤﺙ ﻁﺭﺡ ﺍﻝﺴﺅﺍل ﻭﺸﺭﺤﻪ ﻝﻠﻤﺒﺤﻭﺙ‪ ،‬ﻭﺘﺩﻭﻴﻥ‬
‫ﺇﺠﺎﺒﺘﻪ‪.‬‬
‫‪ – 9‬ﺘﺘﻴﺢ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﻥ ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺍﻝﺤﺩﻴﺜﺔ ﺍﻻﺘﺼﺎل‬
‫ﺒﺄﺸﺨﺎﺹ ﻤﺘﺒﺎﻋﺩﻴﻥ ﻭﺍﺨﺘﺼﺎﺭ ﺍﻝﻭﻗﺕ ﻭﺍﻝﺠﻬﺩ ﻓﻲ ﺍﻝﻭﺼﻭل ﺇﻝﻴﻬﻡ‪.‬‬
‫* ﻋﻴﻭﺏ ﺍﻝﻤﻘﺎﺒﻠﺔ‪:‬‬
‫ﻜﻤﺎ ﺍﻥ ﻝﻠﻤﻘﺎﺒﻠﺔ ﻜﺄﺩﺍﺓ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺯﺍﻴﺎ‪ ،‬ﻓﺈﻥ ﻝﻬﺎ‬
‫ﻜﺫﻝﻙ ﺒﻌﺽ ﺍﻝﻌﻴﻭﺏ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻗﺩ ﻴﺸﻌﺭ ﺍﻝﻤﺒﺤﻭﺙ ﺒﺘﺭﻜﻴﺯ ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﻨﻅﺭﺍﺘﻪ ﻭﺘﻌﺒﻴﺭﺍﺕ ﻭﺠﻬﻪ‬
‫ﻭﺤﺭﻜﺎﺘﻪ‪ ،‬ﻤﻤﺎ ﻴﻘﺩ ﻴﺠﻌﻠﻪ ﻴﺘﺼﺭﻑ ﺒﻁﺭﻴﻘﺔ ﻤﻐﺎﻴﺭﺓ ﻝﻤﺎ ﻴﺸﻌﺭ ﻭﻴﺤﺱ ﺒﻪ‪.‬‬
‫‪ – 2‬ﺘﺤﺘﺎﺝ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﺸﺨﺼﻴﺔ ﺇﺫﺍ ﻤﺎ ﺍﺭﺍﺩ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﺎﺒل ﻜل ﻤﺒﺤﻭﺙ ﻋﻠﻰ‬
‫ﺤﺩﺓ ﺇﻝﻰ ﻭﻗﺕ ﻭﺠﻬﺩ ﻜﺒﻴﺭﻴﻥ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪–3‬ﺘﺘﻁﻠﺏ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻓﺭﻴﻕ ﺒﺤﺜﻲ ﻜﺒﻴﺭ‪ ،‬ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﺴﻴﺘﺭﺘﺏ ﻋﻠﻴﻪ ﺍﺭﺘﻔﺎﻉ‬
‫ﺍﻝﺘﻜﺎﻝﻴﻑ ﺍﻝﻤﺎﻝﻴﺔ ﻝﻠﻤﻘﺎﺒﻠﺔ‪.‬‬
‫‪ – 4‬ﻗﺩ ﻴﻨﺘﺞ ﻋﻥ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺘﺄﺜﻴﺭ ﻤﻥ ﻗﺒل ﺍﻝﺒﺎﺤﺙ ﻋﻠﻰ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻭﺘﻭﺠﻴﻬﻬﻡ‬
‫ﻨﺤﻭ ﺇﺠﺎﺒﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﺨﺎﺼﺔ ﺇﺫﺍ ﻤﺎ ﻜﺎﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻤﻥ ﺍﻷﻤﻴﻴﻥ‪.‬‬
‫‪ – 5‬ﻗﺩ ﻴﺘﺩﺨل ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺇﻋﺎﺩﺓ ﺼﻴﺎﻏﺔ ﺒﻌﺽ ﺍﻻﺠﺎﺒﺎﺕ ﺍﻝﺘﻲ ﻴﺩﻝﻲ ﺒﻬﺎ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪.‬‬
‫* ﺸﺭﻭﻁ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻨﺎﺠﺤﺔ‪:‬‬
‫ﺘﺘﻁﻠﺏ ﺍﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻨﺎﺠﺤﺔ ﺘﻭﺍﻓﺭ ﻋﺩﺩ ﻤﻥ ﺍﻝﺸﺭﻭﻁ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ)‪:(1‬‬
‫‪ – 1‬ﺘﺤﺩﻴﺩ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﻁﻠﻭﺒﺔ‪ ،‬ﻓﺎﻝﻤﻘﺎﺒﻠﺔ ﺍﻝﻨﺎﺠﺤﺔ ﻫﻲ ﻤﺤﺎﺩﺜﺔ ﻫﺎﺩﻓﺔ ﻝﻠﺤﺼﻭل‬
‫ﻋﻠﻰ ﺒﻴﺎﻨﺎﺕ ﻭﺨﺼﺎﺌﺹ ﻤﺤﺩﺩﺓ‪ ،‬ﻓﻬﻲ ﻋﻤﻠﻴﺔ ﺍﻨﺘﻘﺎﺌﻴﺔ‪.‬‬
‫‪ – 2‬ﺍﻻﻫﺘﻤﺎﻡ ﺒﺼﻴﺎﻏﺔ ﺍﻷﺴﺌﻠﺔ ﺸﻜﻼ ﻭﻤﻀﻤﻭﻨﺎ ﻭﺘﻌﺒﻴﺭﺍ ﻫﺎﺩﻓﺎ ﻭﻤﻭﺼﻼ‬
‫ﻷﻏﺭﺍﺽ ﺍﻝﺒﺤﺙ‪ ،‬ﻤﺭﺍﻋﻴﺎ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻝﺜﻘﺎﻓﻲ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪.‬‬
‫‪ – 3‬ﻴﺠﺏ ﺍﻥ ﺘﻌﻜﺱ ﺍﻷﺴﺌﻠﺔ ﻓﺭﻀﻴﺎﺕ ﺍﻝﺒﺤﺙ‪.‬‬
‫‪ – 4‬ﺍﻻﻨﺘﻘﺎل ﻓﻲ ﺍﻷﺴﺌﻠﺔ ﻤﻥ ﺍﻝﻌﺎﻡ ﺇﻝﻰ ﺍﻝﺨﺎﺹ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﻌﻠﻭﻡ ﺇﻝﻰ ﺍﻝﻤﺠﻬﻭل‪,‬‬
‫‪ –5‬ﺍﻝﻌﻨﺎﻴﺔ ﺒﺘﺤﺩﻴﺩ ﻤﻜﺎﻥ ﻭﺯﻤﺎﻥ ﺍﻝﻤﻘﺎﺒﻠﺔ‪.‬‬
‫‪ – 6‬ﺘﻬﻴﺌﺔ ﺍﻝﺠﻭ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ‪ ،‬ﻭﺒﻨﺎﺀ ﻋﻼﻗﺔ ﻭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﺒﺎﺤﺙ‬
‫ﻭﺍﻝﻤﺒﺤﻭﺙ‪.‬‬
‫‪ – 7‬ﺘﺴﺠﻴل ﺍﻝﻤﻼﺤﻅﺎﺕ ﻋﻥ ﻜل ﻤﻘﺎﺒﻠﺔ ﺒﻌﺩ ﺍﻻﻨﺘﻬﺎﺀ ﻤﻨﻬﺎ ﻓﻲ ﺴﺠﻼﺕ ﺨﺎﺼﺔ‪.‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺫﻜﺭ ﻴﻘﺩﻡ ﻜل ﻤﻥ ﺘﺸﺎﺭﻝﺯ ﺒﻭﺸﺎ ﻭﺴﺘﻴﻔﻥ ﻫﺎﺭﺘﺭ ﻋﺩﺩ ﻤﻥ‬
‫ﺍﻝﻤﻘﺘﺭﺤﺎﺕ ﻭﺍﻝﻨﺼﺎﺌﺢ ﻭﺍﻝﺘﻭﺠﻴﻬﺎﺕ ﻝﻠﺒﺎﺤﺜﻴﻥ ﻹﺠﺭﺍﺀ ﻤﻘﺎﺒﻠﺔ ﻨﺎﺠﺤﺔ‪ ،‬ﻭﺍﻝﺘﻲ ﺘﺘﻤﺜل‬
‫ﻓﻲ)‪:(2‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﺯﻫﺭ ﺴﻌﻴﺩ ﺍﻝﺴﻤﺎﻙ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ ‪.87،88‬‬

‫‪Copyright © 2018.‬‬

‫‪ -2‬ﺘﺸﺎﺭﺒﺯ ﻩ ‪ .‬ﺒﻭﺸﺎ‪ ،‬ﺴﺘﻴﻔﻥ ﺏ ‪ .‬ﻫﺎﺭﺘﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪117،118‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 1‬ﺘﻬﻴﺄ ﻝﻠﻤﻘﺎﺒﻠﺔ ﺠﻴﺩﺍ ﻭﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻭﻀﻭﻉ ﺍﻝﻤﺴﺢ ﻭﺍﻝﻐﺭﺽ ﻤﻨﻪ ﺒﺸﻜل‬
‫ﻭﺍﻑ‪ ،‬ﻝﻜﻲ ﺘﺨﺭﺝ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺒﺒﻴﺎﻨﺎﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻤﻁﻠﻭﺒﺔ‪.‬‬
‫‪ - 2‬ﻜﻥ ﻭﺩﻭﺩﺍ ﻭﻝﻁﻴﻔﺎ ﻭﺍﺸﻌﺭ ﻤﻥ ﺘﺴﺘﺠﻭﺒﻪ ﺒﺎﻝﺭﺍﺤﺔ ﺨﻼل ﺠﻠﺴﺔ ﺍﻝﻤﻘﺎﺒﻠﺔ‪.‬‬
‫‪ - 3‬ﺘﻘﺭﺏ ﻤﻥ ﻜل ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ ﻜﺄﻓﺭﺍﺩ‪،‬ﻭﺃﻜﺩ ﻝﻬﻡ ﺍﻥ ﻭﺠﻬﺎﺕ ﻨﻅﺭﻫﻡ ﻗﻴﻤﺔ‬
‫ﻭﺫﺍﺕ ﺃﻫﻤﻴﺔ ﻝﻠﺒﺤﺙ ﺍﻝﺠﺎﺭﻱ ﺘﻨﻔﻴﺫﻩ‪.‬‬
‫‪ – 4‬ﺍﻁﺭﺡ ﺴﺅﺍﻻ ﻭﺍﺤﺩﺍ ﻓﻲ ﻜل ﻤﺭﺓ‪ ،‬ﻭﺘﺄﻜﺩ ﻤﻥ ﺍﻥ ﻜل ﺴﺅﺍل ﻤﻭﺠﺯ‬
‫ﻭﻭﺍﻀﺢ‪.‬‬
‫‪ – 5‬ﻻ ﺘﺤﺎﻭل ﻭﻀﻊ ﺍﻝﻜﻠﻤﺎﺕ ﻓﻲ ﺍﻓﻭﺍﻩ ﺍﻝﻤﺴﺘﺠﻭﺒﻴﻥ‪ ،‬ﻓﺎﻝﻐﺭﺽ ﻤﻥ ﺍﻝﻤﻘﺎﺒﻠﺔ‬
‫ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺃﺭﺍﺀﻫﻡ ﻭﻝﻴﺱ ﺁﺭﺍﺀ ﺍﻝﺫﻴﻥ ﻴﺠﺭﻭﻥ ﺍﻝﻤﻘﺎﺒﻼﺕ‪.‬‬
‫‪ – 6‬ﻻ ﺘﺘﻔﺎﻋل ﻤﻊ ﺇﺠﺎﺒﺎﺕ ﺍﻷﻓﺭﺍﺩ ﺒﺎﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﻤﻭﺍﻓﻘﺔ ﺃﻭ ﺍﻝﻤﻌﺎﺭﻀﺔ ﺃﻭ‬
‫ﺍﻝﺘﻌﺠﺏ ﺃﻭ ﺍﻝﺼﺩﻤﺔ‪ ،‬ﻭﻜﻥ ﻤﻘﺩﺭﺍ ﻝﻜل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﻘﺩﻤﻬﺎ ﻫﺅﻻﺀ‪.‬‬
‫‪ – 7‬ﻻ ﺘﻨﺎﻗﺵ ﺍﻷﻓﺭﺍﺩ ﻤﺒﺎﺸﺭﺓ‪ ،‬ﺤﺘﻰ ﻭﻝﻭ ﻜﻨﺕ ﺘﻌﻠﻡ ﺍﻥ ﺍﺠﺎﺒﺎﺘﻬﻡ ﻏﻴﺭ ﺩﻗﻴﻘﺔ ﺃﻭ‬
‫ﻤﺸﻜﻭﻙ ﻓﻴﻬﺎ‪.‬‬
‫‪ – 8‬ﻻ ﺘﺠﺎﺩل ﻤﻥ ﺘﺴﺘﺠﻭﺒﻬﻡ‪ ،‬ﻭﻻ ﺘﺤﻜﻡ ﺒﺒﻁﻼﻥ ﺁﺭﺍﺌﻬﻡ‪.‬‬
‫‪ – 9‬ﻜﻥ ﺤﻴﺎﺩﻴﺎ ﻓﻲ ﺘﺩﻭﻴﻥ ﺍﻻﺠﺎﺒﺎﺕ‪ ،‬ﺒﺤﻴﺙ ﺘﻜﻭﻥ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺠﻤﻌﺔ ﺩﻗﻴﻘﺔ‬
‫ﻭﻤﻭﻀﻭﻋﻴﺔ‪.‬‬
‫‪ – 10‬ﺒﻌﺩ ﺍﺴﺘﻜﻤﺎل ﺠﻠﺴﺎﺕ ﺍﻝﻤﻘﺎﺒﻠﺔ ﻋﺒﺭ ﻋﻥ ﺍﻤﺘﻨﺎﻨﻙ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ ﻝﺘﻌﺎﻭﻨﻬﻡ‬
‫ﻭﻤﺴﺎﻋﺩﺘﻬﻡ‪.‬‬

‫ﺜﺎﻝﺜﺎ‪ :‬ﺍﻝﻤﻼﺤﻅﺔ‬
‫* ﻤﻔﻬﻭﻡ ﺍﻝﻤﻼﺤﻅﺔ ‪:‬‬
‫ﺍﻝﻤﻼﺤﻅﺔ ﻫﻲ ﺃﺤﺩﻯ ﺃﺩﻭﺍﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺘﻲ ﺘﺘﻁﻠﺏ ﺠﻬﺩﺍ ﺍﻀﺎﻓﻴﺎ ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﺘﻌﺘﻤﺩ ﺒﺎﻝﺩﺭﺠﺔ ﺍﻷﻭﻝﻰ ﻋﻠﻰ ﻤﺎ ﻴﺘﻤﺘﻊ ﺒﻪ ﻤﻥ ﻤﻬﺎﺭﺓ ﻭﻜﻔﺎﺀﺓ ﻭﻗﺩﺭﺓ ﻋﻠﻤﻴﺔ‪،‬‬
‫ﺘﻤﻜﻨﻪ ﻤﻥ ﺍﻝﺭﺼﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻠﻤﻭﺍﻗﻑ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻅﺎﻫﺭﺓ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﺩﺭﺍﺴﺘﻬﺎ‪،‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪351‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﻤﻼﺤﻅﺔ ﺘﺨﺘﻠﻑ ﻋﻥ ﻜل ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﺍﻝﻤﻘﺎﺒﻠﺔ ﻤﻥ ﺤﻴﺙ ﺍﻨﻬﺎ ﺘﻌﺘﻤﺩ‬

‫ﺃﺴﺎﺴﺎ ﻋﻠﻰ ﻗﺩﺭﺓ ﻭﻤﻬﺎﺭﺓ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺇﻨﻪ ﻤﻥ ﻏﻴﺭ ﺍﻝﻤﻁﻠﻭﺏ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‬
‫ﺍﻥ ﻴﺩﻝﻭﺍ ﺒﺄﻴﺔ ﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺒﻴﺎﻨﺎﺕ ﺒﺼﻭﺭﺓ ﻤﺒﺎﺸﺭﺓ ﻝﻠﺒﺎﺤﺙ ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻓﻲ ﻜل‬
‫ﻤﻥ ﺍﻻﺴﺘﺒﻴﺎﻥ ﻭﺍﻝﻤﻘﺎﺒﻠﺔ‪ ،‬ﻓﺎﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺘﻲ ﻴﺘﺤﺼل ﻋﻠﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺨﻼل‬
‫ﺍﻝﻤﻼﺤﻅﺔ ﺘﻤﺜل ﻤﺎ ﺘﻤﻜﻥ ﻤﻥ ﺭﺼﺩﻩ ﻝﺴﻠﻭﻙ ﻭﻤﻭﺍﻗﻑ ﻭﻤﻤﺎﺭﺴﺎﺕ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪ ،‬ﺩﻭﻥ‬
‫ﺍﻥ ﻴﻜﻭﻥ ﻫﺅﻻﺀ ﺒﺎﻝﻀﺭﻭﺭﺓ ﻋﻠﻰ ﻋﻠﻡ ﺒﺎﻥ ﻤﻭﺍﻗﻔﻬﻡ ﻴﺘﻡ ﺭﺼﺩﻫﺎ ﻭﺘﺴﺠﻴﻠﻬﺎ‪.‬‬
‫ﻭﺘﻌﺭﻑ ﺍﻝﻤﻼﺤﻅﺔ ﺒﺎﻨﻬﺎ "ﻁﺭﻴﻘﺔ ﻝﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻴﻘﻭﻡ ﺨﻼﻝﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺃﻭ ﺸﺨﺹ‬
‫ﻤﺩﺭﺏ ﺒﻤﻼﺤﻅﺔ ﻤﺒﺤﻭﺙ ﺃﻭ ﻅﺎﻫﺭﺓ‪ ،‬ﻭﻴﺴﺠل ﻤﻼﺤﻅﺎﺘﻪ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻨﻤﻭﺫﺝ ﻤﻌﺩ‬
‫ﻝﺫﻝﻙ‪ ،‬ﻭﻗﺩ ﻴﺴﺘﺨﺩﻡ ﺃﺠﻬﺯﺓ ﺍﻝﺘﺴﺠﻴل ﺍﻝﺼﻭﺘﻲ ﺃﻭ ﺍﻝﻔﻴﺩﻴﻭ‪ ،‬ﻭﺘﺴﺘﺨﺩﻡ ﺍﻝﻤﻼﺤﻅﺔ ﺤﻴﻨﻤﺎ‬
‫ﻻ ﺘﺘﻭﻓﺭ ﻁﺭﻴﻘﺔ ﻝﻘﻴﺎﺱ ﺍﻝﺴﻠﻭﻙ ﻤﻥ ﺨﻼل ﺍﻷﺩﻭﺍﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﻤﺜل‬
‫ﻤﻼﺤﻅﺔ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﺠﻤﺎﻋﻲ‪ ،‬ﺃﻭ ﻤﻼﺤﻅﺔ ﻋﻤﻠﻴﺔ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭ ﻓﻲ ﻤﺅﺘﻤﺭ‬
‫)‪(1‬‬
‫ﻤﺎ‪".‬‬
‫ﻜﻤﺎ ﺘﻌﺭﻑ ﺍﻝﻤﻼﺤﻅﺔ ﺒﺎﻨﻬﺎ ﺍﻝﻤﺸﺎﻫﺩﺓ ﺍﻝﺩﻗﻴﻘﺔ ﻝﻅﺎﻫﺭﺓ ﻤﺎ‪ ،‬ﻤﻊ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺄﺴﺎﻝﻴﺏ‬
‫ﺍﻝﺒﺤﺙ ﻭﺍﻝﺩﺭﺍﺴﺔ ﻝﻘﻴﺎﺱ ﻭﺘﺴﺠﻴل ﻜﺎﻓﺔ ﺃﻭﺠﻪ ﺍﻝﺘﻐﻴﺭﺍﺕ ﻤﻜﺎﻨﻴﺔ ﺃﻭ ﺯﻤﻨﻴﺔ ﻓﻲ‬
‫ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﻭﻓﻕ ﺨﻁﺔ ﻤﻌﻴﻨﺔ ﺘﺘﻼﺌﻡ ﻤﻊ ﻁﺒﻴﻌﺔ ﺘﻠﻙ ﺍﻝﻅﺎﻫﺭﺓ)‪.(2‬‬
‫ﻭﺘﺘﻁﻠﺏ ﺍﻝﻤﻼﺤﻅﺔ ﺘﺩﺭﻴﺏ ﺠﻴﺩﺍ ﻝﻠﺒﺎﺤﺙ ﺃﻭ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺫﻴﻥ ﻴﺘﻭﻝﻭﻥ ﻋﻤﻠﻴﺔ‬
‫ﺍﻝﻤﻼﺤﻅﺔ‪ ،‬ﺒﻤﺎ ﻴﻤﻜﻨﻬﻡ ﻤﻥ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺭﺼﺩ ﻭﺘﺴﺠﻴل ﻭﺘﻭﺜﻴﻕ ﻜﺎﻓﺔ‬
‫ﺍﻝﻤﻤﺎﺭﺴﺎﺕ ﻭﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﻁﻠﻭﺏ ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﻓﻕ ﻝﻤﺎ ﺘﺘﻁﻠﺒﻪ ﺍﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻜﻤﺎ ﺘﺘﻁﻠﺏ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻴﻀﺎ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻘﻭﻡ ﺒﺈﻋﺩﺍﺩ ﻨﻤﺎﺫﺝ ﺘﺘﻀﻤﻥ ﺨﺎﻨﺎﺕ ﻤﻌﺩﺓ‬
‫ﺨﺼﻴﺼﺎ ﻝﺘﺴﺠﻴل ﻜﺎﻓﺔ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺃﻭﻻ ﺒﺄﻭل‪ ،‬ﺒﺤﻴﺙ ﻴﺴﻬل ﺒﻌﺩ ﺫﻝﻙ ﺘﻔﺭﻴﻐﻬﺎ‬

‫‪ -1‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺼﻔﻭﺕ ﺍﺒﺭﺍﻫﻴﻡ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.294‬‬

‫‪ -2‬ﻓﺘﺤﻲ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ ﺍﺒﻭﺭﺍﻀﻲ‪ ،‬ﺍﻝﻁﺭﻕ ﺍﻻﺤﺼﺎﺌﻴﺔ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻌﺭﺒﻴﺔ‪1998 ،‬ﻡ‪ ،‬ﺹ‪.74‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺘﺤﻠﻴﻠﻬﺎ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻔﺴﻴﺭﺍﺕ ﺒﺸﺄﻨﻬﺎ‪ ،‬ﻭﺘﺘﻁﻠﺏ ﺒﻌﺽ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺒﺤﺜﻴﺔ ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺴﺘﺨﺩﻡ ﻭﺴﺎﺌل ﺍﻝﺘﺴﺠﻴل ﺍﻝﺼﻭﺘﻲ‪ ،‬ﺃﻭ ﺍﻝﻜﺎﻤﻴﺭﺍﺕ ﺍﻝﺜﺎﺒﺘﺔ ﺃﻭ ﺍﻝﻤﺘﺤﺭﻜﺔ‪،‬‬
‫ﻭﻝﺫﻝﻙ ﻓﺈﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺍﻥ ﻴﺘﺩﺭﺏ ﻋﻠﻰ ﻜﻴﻔﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺘﻠﻙ ﺍﻷﺠﻬﺯﺓ ﻭﻁﺭﻴﻘﺔ‬
‫ﺍﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ‪ ،‬ﺩﻭﻥ ﻤﻀﺎﻴﻘﺔ ﻝﻠﻤﺒﺤﻭﺜﻴﻥ‪.‬‬
‫* ﺃﻨﻭﺍﻉ ﺍﻝﻤﻼﺤﻅﺔ ‪:‬‬
‫ﺘﺘﻌﺩﺩ ﺃﻨﻭﺍﻉ ﺍﻝﻤﻼﺤﻅﺔ ﻭﻓﻘﺎ ﻝﻌﺩﺓ ﻤﻌﺎﻴﻴﺭ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻭﺍﻝﻤﻼﺤﻅﺔ ﻏﻴﺭ ﺍﻝﻤﻨﻅﻤﺔ‪:‬‬
‫ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻫﻲ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻤﻘﺼﻭﺩﺓ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻝﻐﺭﺽ‬
‫ﺭﺼﺩ ﻤﻭﺍﻗﻑ ﻭﺤﺎﻻﺕ ﻤﻌﻴﻨﺔ ﻷﻫﺩﺍﻑ ﻤﺤﺩﺩﺓ ﻤﺴﺒﻘﺎ‪ ،‬ﻭﻴﺘﻡ ﺍﻝﺘﺠﻬﻴﺯ ﻝﻬﺫﺍ ﺍﻝﻨﻭﻉ ﺠﻴﺩﺍ‪،‬‬
‫ﻭﻴﺨﻀﻊ ﺍﻝﻤﻼﺤﻅﻭﻥ ﻝﻠﺘﺩﺭﻴﺏ ﻭﺍﻝﺘﺄﻫﻴل ﻭﺍﻝﺘﻭﺠﻴﻪ ﻗﺒل ﺍﻥ ﻴﺸﺭﻋﻭﺍ ﻓﻲ ﻋﻤﻠﻴﺔ‬
‫ﺍﻝﻤﻼﺤﻅﺔ‪.‬‬
‫ﺍﻤﺎ ﺍﻝﻤﻼﺤﻅﺔ ﻏﻴﺭ ﺍﻝﻤﻨﻅﻤﺔ ﻓﻼ ﻴﺘﻡ ﺍﻝﺘﺠﻬﻴﺯ ﻝﻬﺎ ﻤﺴﺒﻘﺎ‪ ،‬ﻭﺘﺴﺘﺨﺩﻡ ﻤﻊ ﻗﻠﺔ‬
‫ﺍﻻﻤﻜﺎﻨﻴﺎﺕ ﻭﻀﻴﻕ ﺍﻝﻭﻗﺕ‪ ،‬ﻭﻻ ﻴﻌﺘﺩ ﻜﺜﻴﺭﺍ ﺒﻨﺘﺎﺌﺠﻬﺎ‪.‬‬
‫‪ –2‬ﺍﻝﻤﻼﺤﻅﺔ ﺒﺎﻝﻤﺸﺎﺭﻜﺔ ﻭﺍﻝﻤﻼﺤﻅﺔ ﺒﻐﻴﺭ ﺍﻝﻤﺸﺎﺭﻜﺔ‪:‬‬
‫ﻓﻲ ﺍﻝﻤﻼﺤﻅﺔ ﺒﺎﻝﻤﺸﺎﺭﻜﺔ ﻴﻨﺨﺭﻁ ﺍﻝﻤﻼﺤﻅ ﻤﻊ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﻓﻲ ﻤﻤﺎﺭﺴﺔ ﻭﻤﻌﺎﻴﺸﺔ‬
‫ﻤﺎ ﻴﻭﺩ ﻤﻼﺤﻅﺘﻪ‪ ،‬ﺒﺤﻴﺙ ﻴﻘﻀﻲ ﻤﻌﻬﻡ ﺍﻁﻭل ﻭﻗﺕ ﻤﻤﻜﻥ‪ ،‬ﻴﺸﺎﺭﻜﻬﻡ ﺤﻴﺎﺘﻬﻡ ﻭﻴﺭﺼﺩ‬
‫ﻭﻴﺴﺠل ﻤﻼﺤﻅﺎﺘﻪ ﺃﻭﻻ ﺒﺄﻭل‪ ،‬ﻭﻫﺫﺍ ﺍﻝﻨﻭﻉ ﻴﻌﺩ ﺃﻜﺜﺭ ﺩﻗﺔ‪ ،‬ﺇﻻ ﺍﻨﻪ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﺠﻬﺩ‬
‫ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﻝﻴﻠﻘﻰ ﻗﺒﻭل ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﻤﺎ ﻴﺴﺎﻋﺩﻩ ﻋﻠﻰ ﺍﻻﻨﺩﻤﺎﺝ ﺒﻴﻨﻬﻡ ﺩﻥ ﺭﻓﺽ‬
‫ﺃﻭ ﺤﺭﺝ‪.‬‬
‫ﺍﻤﺎ ﻓﻲ ﺍﻝﻤﻼﺤﻅﺔ ﻏﻴﺭ ﺍﻝﻤﺸﺎﺭﻜﺔ ﻓﺈﻥ ﺍﻝﻤﻼﺤﻅ ﺃﻭ ﺍﻝﻤﻼﺤﻅﻴﻥ ﻴﺭﺍﻗﺒﻭﻥ‬
‫ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺩﻭﻥ ﺍﻻﻨﺨﺭﺍﻁ ﻤﻌﻬﻡ ﺒﺸﻜل ﻤﺒﺎﺸﺭ‪ ،‬ﻭﻴﻘﻭﻤﻭﻥ ﺒﺭﺼﺩ ﻭﺘﺴﺠﻴل ﻭﺘﻭﺜﻴﻕ‬
‫ﺴﻠﻭﻜﻴﺎﺘﻬﻡ ﺩﻭﻥ ﺍﻥ ﻴﺸﻌﺭ ﺒﻬﻡ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‪.‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪353‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ –3‬ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻔﺭﺩﻴﺔ ﻭﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﺠﻤﺎﻋﻴﺔ‪:‬‬

‫ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﻔﺭﺩﻴﺔ ﻫﻲ ﺫﻝﻙ ﺍﻝﻨﻭﻉ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﻓﻴﻪ ﺒﺎﺤﺙ ﻭﺍﺤﺩ ﺒﻤﺭﺍﻗﺒﺔ ﺴﻠﻭﻙ ﺃﻭ‬
‫ﻤﻭﻗﻑ ﺃﻭ ﺤﺩﺙ ﺃﻭ ﻅﺎﻫﺭﺓ ﻤﻌﻴﻨﺔ‪ ،‬ﺩﻭﻥ ﺍﻥ ﻴﺸﺭﻙ ﻤﻌﻪ ﻓﻲ ﺫﻝﻙ ﺒﺎﺤﺜﻴﻥ ﺃﻭ ﻤﻌﺎﻭﻨﻴﻥ‬
‫ﺃﺨﺭﻴﻥ ﻝﻪ‪.‬‬
‫ﺃﻤﺎ ﺍﻝﻤﻼﺤﻅﺔ ﺍﻝﺠﻤﺎﻋﻴﺔ ﻓﻬﻲ ﺘﺘﻡ ﻤﻥ ﻗﺒل ﻓﺭﻴﻕ ﺒﺤﺜﻲ ﻴﻌﻤل ﺘﺤﺕ ﺍﺸﺭﺍﻑ‬
‫ﺒﺎﺤﺙ ﻤﻌﻴﻥ‪ ،‬ﻭﻴﺘﻭﻝﻰ ﻫﺫﺍ ﺍﻝﻔﺭﻴﻕ ﻤﻌﺎ ﺭﺼﺩ ﻭﺘﺴﺠﻴل ﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻝﺴﻠﻭﻜﻴﺎﺕ‬
‫ﺍﻝﻤﻁﻠﻭﺏ ﺭﺼﺩﻫﺎ‪.‬‬
‫* ﺃﺴﺎﻝﻴﺏ ﻭﻁﺭﻕ ﺍﻝﻤﻼﺤﻅﺔ‪:‬‬
‫ﺘﺘﻡ ﺍﻝﻤﻼﺤﻅﺔ ﺒﻁﺭﻴﻘﺘﻴﻥ ﺃﻭ ﺍﺴﻠﻭﺒﻴﻥ ﺃﺜﻨﻴﻥ‪ ،‬ﻫﻤﺎ‪:‬‬
‫‪ –1‬ﺍﻝﻤﻼﺤﻅﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻝﺤﻭﺍﺱ ﺍﻝﺒﺸﺭﻴﺔ‪:‬‬
‫ﺤﻴﺙ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻭﻓﻘﺎ ﻝﻬﺫﺍ ﺍﻻﺴﻠﻭﺏ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺤﻭﺍﺴﻪ‪ ،‬ﻜﺎﻝﺴﻤﻊ ﺃﻭ ﺍﻝﺒﺼﺭ‪،‬‬
‫ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﻝﺤﻭﺍﺱ‪ ،‬ﻓﻲ ﻤﻼﺤﻅﺔ ﺍﻝﻅﺎﻫﺭﺓ ﺃﻭ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺫﻱ ﻴﺭﻏﺏ ﻓﻲ‬
‫ﻤﻼﺤﻅﺘﻪ‪ ،‬ﻭﺘﻭﺜﻴﻕ ﻤﺎ ﻗﺎﻡ ﺒﻤﻼﺤﻅﺘﻪ ﻜﻤﺎ ﻫﻭ ﻓﻲ ﺍﻝﻭﺍﻗﻊ‪.‬‬
‫‪ –2‬ﺍﻝﻤﻼﺤﻅﺔ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﺠﻬﺯﺓ ﺍﻝﺘﺴﺠﻴل‪:‬‬
‫ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺒﺘﻭﻅﻴﻑ ﺒﻌﺽ ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻘﻨﻴﺔ ﻓﻲ ﺭﺼﺩ ﺍﻝﻅﺎﻫﺭﺓ‪ ،‬ﺤﻴﺙ‬
‫ﺘﺘﻡ ﺍﻝﻤﻼﺤﻅﺔ ﻤﻥ ﺨﻼل ﺃﺠﻬﺯﺓ ﺍﻝﺘﺴﺠﻴل ﺍﻝﺼﻭﺘﻲ‪ ،‬ﺃﻭ ﻜﺎﻤﻴﺭﺍﺕ ﺍﻝﻔﻴﺩﻴﻭ‪ ،‬ﺃﻭ‬
‫ﻜﺎﻤﻴﺭﺍﺕ ﺍﻝﺘﺼﻭﻴﺭ ﺍﻝﻔﻭﺘﻭﻏﺭﺍﻓﻲ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﻌﺩ ﺫﻝﻙ ﺒﺘﺤﻠﻴل ﻤﺎ ﺘﻡ ﺘﺴﺠﻴﻠﻪ‬
‫ﻭﺘﺼﻭﻴﺭﻩ‪.‬‬
‫* ﺇﺠﺭﺍﺀﺍﺕ ﻭﺨﻁﻭﺍﺕ ﺍﻝﻤﻼﺤﻅﺔ ‪:‬‬
‫ﺘﻤﺭ ﺇﺠﺭﺍﺀﺍﺕ ﺍﻝﻤﻼﺤﻅﺔ ﺒﻌﺩﺓ ﺨﻁﻭﺍﺕ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩﻫﺎ ﻓﻲ ﺍﻝﺘﺎﻝﻲ)‪:(1‬‬

‫‪ -1‬ﻋﻠﻲ ﻋﺴﻜﺭ ﻭﺃﺨﺭﻭﻥ‪ ،‬ﻤﻘﺩﻤﺔ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﺍﻝﻜﻭﻴﺕ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻝﻔﻼﺡ ﻝﻠﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪1992‬ﻡ‪ ،‬ﺹ‪.210 – 208‬‬

‫‪copyright law.‬‬

‫‪354‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃ – ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻭﺍﻝﻭﺍﻀﺢ ﻷﻫﺩﺍﻑ ﺍﻝﻤﻼﺤﻅﺔ ﻭﻓﻘﺎ ﻷﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‪.‬‬

‫ﺏ – ﺘﺤﺩﻴﺩ ﺃﻨﻭﺍﻉ ﺍﻝﺴﻠﻭﻙ ﺍﻝﻤﺭﺍﺩ ﻤﻼﺤﻅﺘﻪ ﺒﺼﻭﺭﺓ ﺍﺠﺭﺍﺌﻴﺔ ﺨﺎﻝﻴﺔ ﻤﻥ‬
‫ﺍﻝﻐﻤﻭﺽ ﺒﻤﺎ ﻴﻤﻜﻥ ﻤﻥ ﺘﺴﺠﻴل ﺫﻝﻙ ﺍﻝﺴﻠﻭﻙ ﺒﻜل ﺴﻬﻭﻝﺔ‪.‬‬
‫ﺝ ‪ -‬ﺘﺠﻬﻴﺯ ﺍﻷﺩﺍﺓ ﺍﻝﻤﻼﺌﻤﺔ ﻝﻠﻤﻼﺤﻅﺔ ﻭﻓﻘﺎ ﻝﻠﻬﺩﻑ ﺍﻝﻤﻁﻠﻭﺏ‪.‬‬
‫ﻭﻤﻥ ﺃﻫﻡ ﺃﺩﻭﺍﺕ ﺍﻝﻤﻼﺤﻅﺔ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﻗﻭﺍﺌﻡ ﺍﻝﻤﺭﺍﺠﻌﺔ‪:‬‬
‫ﻭﻫﻲ ﺘﺘﻤﺜل ﻓﻲ ﻋﺩﺩ ﻤﻥ ﺍﻝﻨﺸﺎﻁﺎﺕ ﻭﺃﻨﻭﺍﻉ ﺍﻝﺴﻠﻭﻙ ﺍﻝﺘﻲ ﻴﺴﺘﻌﻴﻥ ﺒﻬﺎ ﺍﻝﺒﺎﺤﺙ‬
‫ﻓﻲ ﺘﺴﺠﻴل ﻤﻼﺤﻅﺎﺘﻪ‪ ،‬ﻭﻤﻥ ﺨﻼﻝﻬﺎ ﻴﺴﺘﻁﻴﻊ ﺘﺤﺩﻴﺩ ﺍﻝﺴﻠﻭﻙ ﺒﺩﻗﺔ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﻤﻼﺤﻅﺔ‬
‫ﺃﻨﺸﻁﺔ ﺍﻝﻤﻌﻠﻡ ﺍﻝﺘﻲ ﻴﺘﻀﺢ ﻤﻥ ﺨﻼﻝﻬﺎ ﺴﻠﻭﻙ ﻭﺍﻀﺢ‪ ،‬ﻭﺘﺘﻤﻴﺯ ﻫﺫﻩ ﺍﻝﻘﻭﺍﺌﻡ ﺒﺘﺭﻜﻴﺯ‬
‫ﺍﻨﺘﺒﺎﻩ ﺍﻝﻤﻼﺤﻅﺔ ﻓﻲ ﺍﻝﺼﻔﺎﺕ ﺍﻝﻤﺴﺠﻠﺔ ﻓﻲ ﺍﻝﻘﺎﺌﻤﺔ‪ ،‬ﻭﻜﺫﻝﻙ ﻤﻘﺎﺭﻨﺔ ﺍﻷﻓﺭﺍﺩ ﺒﻌﻀﻬﻡ‬
‫ﺒﺒﻌﺽ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺴﻤﺎﺕ‪.‬‬
‫‪ – 2‬ﻤﻘﺎﻴﻴﺱ ﺍﻝﺘﻘﺩﻴﺭ‪:‬‬
‫ﻭﺘﺤﺘﻭﻱ ﻭﺼﻔﺎ ﻜﻤﻴﺎ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻤﺭﺍﺩ ﻗﻴﺎﺴﻪ‪) ،‬ﻤﻤﺘﺎﺯ – ﺠﻴﺩ – ﻀﻌﻴﻑ( ‪ .‬ﺍﻝﺦ‪،‬‬
‫ﻭﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺤﺎﻝﺔ ﺘﺤﺩﻴﺩ ﺩﺭﺠﺔ ﺤﺩﻭﺙ ﺴﻠﻭﻙ ﻤﺎ ﻭﺒﺨﺎﺼﺔ ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻲ ﻴﺘﻨﻭﻉ‬
‫ﻓﻴﻬﺎ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻤﻤﺎ ﻴﺘﻁﻠﺏ ﺍﻋﻁﺎﺀ ﺘﻘﺩﻴﺭ ﻝﻜل ﺠﺎﻨﺏ ﻤﻥ ﺠﻭﺍﻨﺏ ﺍﻝﺴﻠﻭﻙ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ‬
‫ﺍﻝﺒﺎﺤﺙ ﺒﺼﺩﺩ ﻤﻼﺤﻅﺔ ﻜﻔﺎﻴﺎﺕ ﺍﻝﻤﻌﻠﻡ ﺩﺍﺨل ﺍﻝﻔﺼل ﻓﺈﻥ ﻋﻠﻴﻪ ﺍﻥ ﻴﺭﺼﺩ ﻜﻔﺎﻴﺎﺘﻪ ﻓﻲ‬
‫ﺘﻨﻔﻴﺫ ﺍﻝﺩﺭﺱ ﻓﻲ ﺍﻝﻨﻅﺎﻡ ﻭﻓﻲ ﺍﻝﻌﻼﻗﺎﺕ ﻤﻊ ﺍﻝﻁﻼﺏ ﻭﻓﻲ ﺍﻴﺼﺎل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‪.‬‬

‫"ﻭﻗﺒل ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﻤﻼﺤﻅﺔ ﻻﺒﺩ ﻤﻥ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺼﺩﻗﻬﺎ ﻭﺜﺒﺎﺘﻬﺎ‪ ،‬ﻭﻴﻤﻜﻥ ﺍﻝﺤﺼﻭل‬

‫ﻋﻠﻰ ﺼﺩﻕ ﺍﻷﺩﺍﺓ ﻤﻥ ﺨﻼل ﻋﺭﻀﻬﺎ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻝﻠﺘﺄﻜﺩ ﻤﻥ ﻤﻨﺎﺴﺒﺔ‬
‫ﺒﻨﻭﺩﻫﺎ ﻝﻠﺴﻠﻭﻙ ﺍﻝﻤﺭﺍﺩ ﻤﻼﺤﻅﺘﻪ‪ ،‬ﺍﻤﺎ ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ ﻓﻴﻤﻜﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻪ ﻋﻥ ﻁﺭﻴﻕ‬
‫ﺇﻋﺎﺩﺓ ﺍﻝﻤﻼﺤﻅﺔ ﺃﻜﺜﺭ ﻤﻥ ﻤﺭﺓ ﻭﻋﻠﻰ ﻓﺘﺭﺍﺕ ﻤﺘﺒﺎﻋﺩﺓ‪ ،‬ﺃﻭ ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﺩﺍﺓ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻷﻜﺜﺭ ﻤﻥ ﻤﻼﺤﻅﺔ ﺤﺘﻰ ﻴﻤﻜﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺩﺭﺠﺔ ﺍﻻﺭﺘﺒﺎﻁ ﺒﻴﻥ ﺍﻝﻤﻼﺤﻅﺘﻴﻥ‪ ،‬ﻓﺈﺫﺍ‬
‫ﻜﺎﻥ ﺍﻻﺭﺘﺒﺎﻁ ﻋﺎﻝﻴﺎ ﻓﺈﻥ ﺫﻝﻙ ﻴﻌﻨﻲ ﺜﺒﺎﺕ ﺍﻷﺩﺍﺓ ﻭﺍﻝﻌﻜﺱ ﺼﺤﻴﺢ")‪.(1‬‬
‫)‪(2‬‬
‫* ﻤﻤﻴﺯﺍﺕ ﻭﻋﻴﻭﺏ ﺍﻝﻤﻼﺤﻅﺔ‪:‬‬
‫ﺃ – ﻤﻤﻴﺯﺍﺕ ﺍﻝﻤﻼﺤﻅﺔ‪:‬‬
‫ﻝﻠﻤﻼﺤﻅﺔ ﻜﺄﺩﺍﺓ ﺒﺤﺜﻴﺔ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﻤﻴﺯﺍﺕ ﺘﺘﻤﺜل ﻓﻲ‪:‬‬
‫‪ – 1‬ﺘﻔﻴﺩ ﻓﻲ ﺠﻤﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻓﻲ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻲ ﺘﺘﻁﻠﺏ ﺩﺭﺍﺴﺔ ﺍﻝﺴﻠﻭﻙ ﻓﻲ ﺴﻴﺎﻗﻪ‬
‫ﺍﻝﻁﺒﻴﻌﻲ‪ ،‬ﻤﺜل‪ :‬ﺘﻔﺎﻋل ﺍﻷﻁﻔﺎل – ﺍﻝﻌﻨﻑ ﺍﻝﺠﻤﺎﻋﻲ – ﺍﻝﺫﻋﺭ ﻝﺠﻤﺎﻋﻲ – ﺍﻝﺘﺸﺠﻴﻊ‬
‫ﺍﻝﻜﺭﻭﻱ‪.‬‬
‫‪ – 2‬ﻴﻔﻴﺩ ﺘﺴﺠﻴل ﺍﻝﻤﻼﺤﻅﺔ ﺒﺎﻝﻔﻴﺩﻴﻭ ﻓﻲ ﺇﻋﺎﺩﺓ ﻤﺸﺎﻫﺩﺘﻬﺎ ﺃﻜﺜﺭ ﻤﻥ ﻤﺭﺓ‬
‫ﻭﺍﻻﺘﻔﺎﻕ ﻋﻠﻰ ﺘﻘﺩﻴﺭ ﺍﻝﺴﻠﻭﻙ ﺒﺸﻜل ﺃﻜﺜﺭ ﺩﻗﺔ‪.‬‬
‫ﺏ – ﻋﻴﻭﺏ ﺍﻝﻤﻼﺤﻅﺔ‪:‬‬
‫ﻝﻠﻤﻼﺤﻅﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ ﺘﻤﺘﻊ ﺒﻬﺎ ﻤﻥ ﻤﺯﺍﻴﺎ ﺒﻌﺽ ﻤﻥ ﺍﻝﻌﻴﻭﺏ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ‬
‫ﺃﻫﻤﻬﺎ ﻓﻲ‪:‬‬

‫‪ – 1‬ﺘﺴﺘﻬﻠﻙ ﻭﻗﺕ ﺍﻁﻭل ﻤﻘﺎﺭﻨﺔ ﺒﺘﻁﺒﻴﻕ ﺍﻷﺩﻭﺍﺕ ﺍﻷﺨﺭﻯ‪.‬‬

‫‪ – 2‬ﻫﻨﺎﻙ ﺍﻋﺘﺒﺎﺭﺍﺕ ﺍﺨﻼﻗﻴﺔ ﻴﻘﻊ ﻓﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻨﺘﻴﺠﺔ ﺘﺴﺠﻴﻠﻪ ﻝﺴﻠﻭﻙ ﺍﻷﻓﺭﺍﺩ‬
‫ﺩﻭﻥ ﺍﺴﺘﺌﺫﺍﻨﻬﻡ‪.‬‬
‫‪ – 3‬ﻓﻲ ﺤﺎﻝﺔ ﻤﻌﺭﻓﺔ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ ﺒﺎﻨﻬﻡ ﺴﻴﻜﻭﻨﻭﻥ ﺘﺤﺕ ﺍﻝﻤﻼﺤﻅﺔ ﻓﺴﻭﻑ‬
‫ﻴﻐﻴﺭﻭﻥ ﻤﻥ ﺴﻠﻭﻜﻴﺎﺘﻬﻡ‪.‬‬

‫‪ -1‬ﻤﺤﻔﻭﻅ ﺠﻭﺩﺓ‪ ،‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻻﺩﺍﺭﻴﺔ‪ ،‬ﻋﻤﺎﻥ‪ ،‬ﺩﺍﺭ ﺯﻫﺭﺍﻥ ﻝﻠﻨﺸﺭ‬
‫ﻭﺍﻝﺘﻭﺯﻴﻊ‪2012 ،‬ﻡ‪ ،‬ﺹ‪.83‬‬
‫‪Copyright © 2018.‬‬

‫‪ -2‬ﻋﺒﺩﺍﻝﺤﻤﻴﺩ ﺼﻔﻭﺕ ﺍﺒﺭﺍﻫﻴﻡ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪.294،295 ،‬‬

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‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺭﺍﺒﻌﺎ‪ :‬ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‬

‫ﻴﺨﺘﻠﻑ ﺍﻝﻤﺘﺨﺼﺼﻭﻥ ﺤﻭل ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺃﺩﺍﺓ ﺃﻭ ﺍﺴﻠﻭﺏ ﺃﻭ‬
‫ﻤﻨﻬﺞ ﻤﺴﺘﻘل‪ ،‬ﻭﻝﻜل ﻤﺒﺭﺭﺍﺘﻪ ﺍﻝﺘﻲ ﻴﺩﻓﻊ ﺒﻬﺎ ﻝﺘﺄﻜﻴﺩ ﻤﻭﻗﻔﻪ‪ ،‬ﻭﻓﻲ ﻜل ﺍﻷﺤﻭﺍل ﻭﺒﻐﺽ‬
‫ﺍﻝﻨﻅﺭ ﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺃﺩﺍﺓ ﺃﻭ ﺴﻠﻭﺏ ﺒﺤﺜﻲ ﺍﻭ ﻤﻨﻬﺞ ﻋﻠﻤﻲ‪ ،‬ﻓﺈﻥ ﻤﺎ‬
‫ﻴﻌﻨﻴﻨﺎ ﻫﻨﺎ ﻫﻭ ﻜﻴﻔﻴﺔ ﺘﻭﻅﻴﻔﻪ ﻭﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‪،‬‬
‫ﻭﻫﻭ ﻤﺎ ﻴﺠﺏ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻴﻪ ﻓﻲ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺒﺤﺜﻴﺔ ﺒﻌﻴﺩﺍ ﻋﻥ ﺠﺩل ﻝﻥ ﻴﻀﻴﻑ ﺸﻲﺀ ﺫﺍ‬
‫ﺒﺎل‪.‬‬
‫* ﻤﻔﻬﻭﻡ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﻴﻌﺘﺒﺭ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺃﺤﺩ ﺃﻫﻡ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ ﺍﻷﺴﺎﺴﻴﺔ ﻓﻲ ﺤﻘل ﻋﻠﻡ‬
‫ﺍﻻﺘﺼﺎل ﺍﻝﺠﻤﺎﻫﻴﺭﻱ ﻭﺨﺎﺼﺔ ﻓﻲ ﻤﺠﺎﻝﻲ ﺍﻝﺼﺤﺎﻓﺔ ﻭﺍﻻﺫﺍﻋﺔ ﻋﻠﻰ ﻭﺠﻪ ﺍﻝﺘﺤﺩﻴﺩ‪،‬‬
‫ﺤﻴﺙ ﺍﺯﺩﺍﺩ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺍﻝﻌﻘﻭﺩ ﺍﻷﺨﻴﺭﺓ ﺒﺸﻜل ﻤﻠﺤﻭﻅ‪ ،‬ﺒﺎﻋﺘﺒﺎﺭﻩ ﺍﻷﺴﻠﻭﺏ ﺍﻷﻤﺜل‬
‫ﻝﺩﺭﺍﺴﺔ ﺍﻝﺭﺴﺎﻝﺔ ﺍﻹﻋﻼﻤﻴﺔ ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﺘﻭﺠﻬﺎﺘﻬﺎ ﻭﻨﻭﺍﻴﺎﻫﺎ ﻭﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﻌﻜﺴﻬﺎ‪،‬‬
‫ﻜﻤﺎ ﺍﻥ ﻝﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺭﺼﺩ ﺃﻫﺩﺍﻑ ﻭﻏﺎﻴﺎﺕ ﻭﻤﻘﺎﺼﺩ ﺍﻝﻘﺎﺌﻡ‬
‫ﺒﺎﻻﺘﺼﺎل ﺒﻁﺭﻴﻘﺔ ﻤﻭﻀﻭﻋﻴﺔ‪.‬‬
‫ﻭﻗﺩ ﺘﻌﺩﺩﺕ ﺘﻌﺭﻴﻔﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﺇﻻ ﺍﻥ ﺍﻜﺜﺭﻫﺎ ﺸﻬﺭﺓ ﻭﺫﻴﻭﻋﺎ ﻫﻭ‬
‫ﺍﻝﺘﻌﺭﻴﻑ ﺍﻝﺫﻱ ﻗﺩﻤﻪ ﺒﻴﺭﻨﺎﺭﺩ ﺒﻴﺭﻝﺴﻭﻥ ﺍﻝﺫﻱ ﻴﻨﻅﺭ ﺇﻝﻰ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻋﻠﻰ ﺍﻨﻪ‬
‫ﺍﺴﻠﻭﺏ ﺒﺤﺜﻲ ﻭﻝﻴﺱ ﻤﻨﻬﺞ‪ ،‬ﺤﻴﺙ ﻴﻌﺭﻓﻪ ﺒﺎﻨﻪ "ﺃﺤﺩ ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﺍﻝﺘﻲ‬
‫ﺘﻬﺩﻑ ﺇﻝﻰ ﺍﻝﻭﺼﻑ ﺍﻝﻤﻭﻀﻭﻋﻲ ﺍﻝﻤﻨﻅﻡ ﻭﺍﻝﻜﻤﻲ ﻝﻠﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭ ﻭﺍﻝﺼﺭﻴﺢ‬
‫)‪(1‬‬
‫ﺍﻤﺎ ﻫﻭﻝﺴﺘﻲ ﻓﻘﺩ ﻋﺭﻑ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺒﺎﻨﻪ "ﻭﺴﻴﻠﺔ ﻝﻠﻘﻴﺎﻡ‬ ‫ﻝﻤﻀﻤﻭﻥ ﺍﻻﺘﺼﺎل‪،‬‬
‫ﺒﺎﺴﺘﻨﺘﺎﺠﺎﺕ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﻤﻨﻅﻡ ﻭﺍﻝﻤﻭﻀﻭﻋﻲ ﻝﺴﻤﺎﺕ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻝﺭﺴﺎﺌل‬

‫‪1‬‬
‫‪-Bernard Berelson, content Analysis in communication Research,‬‬
‫‪Copyright © 2018.‬‬

‫‪Glencoe, IL, free press, 1952. P.18.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻻﺘﺼﺎﻝﻴﺔ")‪ ،(1‬ﻭﻴﺒﺩﻭ ﺍﻝﻔﺭﻕ ﻭﺍﻀﺤﺎ ﺒﻴﻥ ﻨﻅﺭﺓ ﻜل ﻤﻥ ﺒﻴﺭﻝﺴﻭﻥ ﻭﻫﻭﻝﺴﺘﻲ ﻝﺘﺤﻠﻴل‬

‫ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻓﻔﻲ ﺤﻴﻥ ﻴﺭﻜﺯ ﺒﻴﺭﻝﺴﻭﻥ ﻋﻠﻰ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻅﺎﻫﺭ ﻭﺍﻝﺼﺭﻴﺢ ﻓﻘﻁ‬
‫ﻝﻠﺭﺴﺎﻝﺔ‪ ،‬ﺃﻱ ﻭﺼﻑ ﺍﻝﺭﺴﺎﻝﺔ ﺩﻭﻥ ﺍﻝﺩﺨﻭل ﻓﻲ ﺍﻝﻤﻌﺎﻨﻲ ﺍﻝﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﻜﺎﻤﻨﺔ ﺩﺍﺨﻠﻬﺎ‪،‬‬
‫ﻓﺈﻥ ﻫﻭﻝﺴﺘﻲ ﻴﺫﻫﺏ ﺍﺒﻌﺩ ﻤﻥ ﺫﻝﻙ ﺤﻴﻥ ﻴﻘﺭﺭ ﺒﺎﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻫﻭ ﻭﺴﻴﻠﺔ ﻝﻠﻘﻴﺎﻡ‬
‫ﺒﺎﺴﺘﻨﺘﺎﺠﺎﺕ‪ ،‬ﻤﻤﺎ ﻴﻌﻨﻲ ﻋﺩﻡ ﺘﻭﻗﻑ ﺍﻝﺘﺤﻠﻴل ﻋﻨﺩ ﺍﻝﻤﻌﻨﻰ ﺍﻝﻅﺎﻫﺭ ﺒل ﻴﺘﻌﺩﺍﻩ ﺇﻝﻰ‬
‫ﺍﻝﺨﺭﻭﺝ ﺒﺎﺴﺘﻨﺘﺎﺠﺎﺕ ﻭﺍﺴﺘﺩﻻﻻﺕ ﻤﻥ ﺨﻼل ﻗﺭﺍﺀﺓ ﻤﻌﻤﻘﺔ ﻝﻤﺎ ﺒﻴﻥ ﺍﻝﺠﻤل ﻭﺍﻝﻌﺒﺎﺭﺍﺕ‬
‫ﺍﻝﺘﻲ ﺘﺘﻀﻤﻨﻬﺎ ﺍﻝﺭﺴﺎﻝﺔ‪.‬‬
‫ﻭﺘﻨﻅﺭ ﺩﺍﺌﺭﺓ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﺩﻭﻝﻴﺔ ﻝﻠﻌﻠﻭﻡ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻝﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻋﻠﻰ ﺍﻨﻪ‬
‫ﻤﻨﻬﺞ‪ ،‬ﻭﺘﻌﺭﻓﻪ ﺒﺎﻨﻪ "ﺍﺤﺩ ﺍﻝﻤﻨﺎﻫﺞ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺩﺭﺍﺴﺔ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻤﻁﺒﻭﻋﺔ‬
‫ﻭﺍﻝﻤﺴﻤﻭﻋﺔ ﻭﺍﻝﻤﺭﺌﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﺒﺎﺨﺘﻴﺎﺭ ﻋﻴﻨﺔ ﻤﻥ ﺍﻝﻤﺎﺩﺓ ﻤﻭﻀﻭﻉ ﺍﻝﺘﺤﻠﻴل ﻭﺘﻘﺴﻴﻤﻬﺎ‬
‫ﻭﺘﺤﻠﻴﻠﻬﺎ ﻜﻤﻴﺎ ﻭﻜﻴﻔﻴﺎ ﻋﻠﻰ ﺍﺴﺎﺱ ﺨﻁﺔ ﻤﻨﻬﺠﻴﺔ ﻤﻨﻅﻤﺔ")‪.(2‬‬
‫ﻭﻴﻌﺭﻑ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺍﻴﻀﺎ ﺒﺎﻨﻪ "ﺍﺴﻠﻭﺏ ﺃﻭ ﺃﺩﺍﺓ ﻝﻠﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻴﻤﻜﻥ ﺍﻥ‬
‫ﻴﺴﺘﺨﺩﻤﻪ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻓﻲ ﻤﺠﺎﻻﺕ ﺒﺤﺜﻴﺔ ﻤﺘﻨﻭﻋﺔ ‪ ..‬ﻝﻭﺼﻑ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭ‬
‫ﻭﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺼﺭﻴﺢ ﻝﻠﻤﺎﺩﺓ ﺍﻹﻋﻼﻤﻴﺔ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻠﻴﻠﻬﺎ ﻤﻥ ﺤﻴﺙ ﺍﻝﺸﻜل ﻭﺍﻝﻤﻀﻤﻭﻥ‪،‬‬
‫ﻭﻴﺴﺘﺨﺩﻡ ﺍﻴﻀﺎ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﺭﺒﻭﻴﺔ ﻭﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺴﻴﺎﺴﻴﺔ)‪ ،(3‬ﻜﻤﺎ ﻴﻌﺭﻑ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﻀﻤﻭﻥ ﺍﻴﻀﺎ ﺒﺎﻨﻪ ﺍﺤﺩﻯ ﻁﺭﻕ ﺍﻝﺒﺤﺙ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻤﻥ ﺍﺠل ﺍﻝﻭﺼﻭل ﺇﻝﻰ‬
‫ﻭﺼﻑ ﻤﻨﻅﻡ ﻤﻭﻀﻭﻋﻲ ﻭﻜﻤﻲ ﻝﻤﺨﺘﻠﻑ ﺘﺴﺠﻴﻼﺕ ﺍﻝﺘﻌﺒﻴﺭ ﺍﻝﺭﻤﺯﻱ )‪ ،( 4‬ﻭﺘﺤﻠﻴل‬

‫‪11‬‬
‫‪Ole Holsti. Content Analysis for social science and Humanities,‬‬
‫‪Addition, 1969. P.12.‬‬
‫‪ -2‬ﻋﺎﻁﻑ ﻋﺩﻝﻲ ﺍﻝﻌﺒﺩ‪ ،‬ﺯﻜﻲ ﺍﺤﻤﺩ ﻋﺯﻤﻲ‪ ،‬ﺍﻻﺴﻠﻭﺏ ﺍﻻﺤﺼﺎﺌﻲ ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺘﻪ ﻓﻲ ﺒﺤﻭﺙ ﺍﻝﺭﺃﻱ‬
‫ﺍﻝﻌﺎﻡ ﻭﺍﻹﻋﻼﻡ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻔﻜﺭ ﺍﻝﻌﺭﺒﻲ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.208‬‬
‫‪ -3‬ﻁﺎﻫﺭ ﺤﺴﻭ ﺍﻝﺯﻴﺒﺎﺭﻱ‪ ،‬ﺍﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻤﺠﺩ ﺍﻝﻤﺅﺴﺴﺔ‬
‫ﺍﻝﺠﺎﻤﻌﻴﺔ ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2011 ،‬ﻡ‪ ،‬ﺹ‪.82،83‬‬
‫‪Copyright © 2018.‬‬

‫‪ -4‬ﺴﻤﻴﺭ ﻨﻌﻴﻡ‪ ،‬ﺍﻝﻤﻨﻬﺞ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺒﺤﻭﺙ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻁ‪ ،5‬ﺍﻝﻘﺎﻫﺭﺓ‪1992 ،‬ﻡ‪ ،‬ﺹ‪.159‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻤﻀﻤﻭﻥ ﻫﻭ ﻜﺫﻝﻙ "ﻤﺠﻤﻭﻋﺔ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﺇﻝﻰ ﺍﻜﺘﺸﺎﻑ ﺍﻝﻤﻌﺎﻨﻲ‬
‫ﺍﻝﻜﺎﻤﻨﺔ ﻓﻲ ﺍﻝﻤﺤﺘﻭﻯ‪ ،‬ﻭﺍﻝﻌﻼﻗﺎﺕ ﺍﻻﺭﺘﺒﺎﻁﻴﺔ ﺒﻬﺫﻩ ﺍﻝﻤﻌﺎﻨﻲ ﻤﻥ ﺨﻼل ﺍﻝﺒﺤﺙ ﺍﻝﻜﻤﻲ‬
‫ﺍﻝﻤﻭﻀﻭﻋﻲ ﻭﺍﻝﻤﻨﻅﻡ ﻝﻠﺴﻤﺎﺕ ﺍﻝﻅﺎﻫﺭﺓ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺤﺘﻭﻯ")‪.(1‬‬
‫ﻭﻴﻤﻜﻨﻨﺎ ﻫﻨﺎ ﺘﻘﺩﻴﻡ ﺘﻌﺭﻴﻑ ﻝﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻤﻔﺎﺩﻩ ﺍﻨﻪ ﺃﺤﺩ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻜﻤﻴﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺩﺭﺍﺴﺔ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺼﺭﻴﺢ‬
‫ﻭﺍﻝﻜﺎﻤﻥ ﻝﻠﺭﺴﺎﺌل ﺍﻻﺘﺼﺎﻝﻴﺔ ﻤﻘﺭﻭﺀﺓ ﻭﻤﺴﻤﻭﻋﺔ ﻭﻤﺭﺌﻴﺔ‪ ،‬ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺘﺴﺎﺅﻻﺕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﻬﺎ‪ ،‬ﻭﺍﻝﺘﻭﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺘﺼﻑ ﻭﺘﻔﺴﺭ ﺫﻝﻙ ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﺘﺤﺩﺩ‬
‫ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﻘﺎﺌﻤﺔ ﺒﻴﻥ ﻤﺘﻐﻴﺭﺍﺘﻪ‪ ،‬ﻜﺎﻝﻌﻼﻗﺔ ﻤﺜﻼ ﺒﻴﻥ ﺘﻜﺭﺍﺭ ﺍﻝﻅﻬﻭﺭ ﻭﺍﻝﻤﺴﺎﺤﺔ‪،‬‬
‫ﺃﻭ ﻤﻭﻗﻊ ﻭﺘﻭﻗﻴﺕ ﺍﻝﻨﺸﺭ‪ ،‬ﻭﻓﻕ ﻀﻭﺍﺒﻁ ﻭﺨﻁﻭﺍﺕ ﻤﻨﻬﺠﻴﺔ ﺼﺎﺭﻤﺔ‪.‬‬
‫ﻭﻓﻲ ﺍﻝﺤﻘﻴﻘﺔ ﻓﺈﻨﻨﻲ ﺍﻤﻴل ﺇﻝﻰ ﺍﻝﺭﺃﻱ ﺍﻝﻘﺎﺌل ﺒﻀﺭﻭﺭﺓ ﺍﻻ ﻴﻜﺘﻔﻲ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﻀﻤﻭﻥ ﺒﺭﺼﺩ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻅﺎﻫﺭ ﻓﻘﻁ ﻝﻠﺭﺴﺎﻝﺔ ﺒل ﻴﻨﺒﻐﻲ ﺍﻥ ﻴﺘﻌﺩﺍﻩ ﺍﻴﻀﺎ ﺇﻝﻰ‬
‫ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻜﺎﻤﻥ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﺤﺘﺎﺝ ﺇﻝﻰ ﻤﻌﺭﻓﺔ ﻭﺍﺴﻌﺔ ﻭﺩﺭﺍﻴﺔ ﺒﻅﺭﻭﻑ ﺍﻨﺘﺎﺝ‬
‫ﺍﻝﺭﺴﺎﻝﺔ ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻘﺭﺍﺀﺓ ﺍﻝﻤﻌﻤﻘﺔ‪ ،‬ﻭﻤﻬﺎﺭﺓ ﺒﺤﺜﻴﺔ ﻗﺩ ﻻ ﺘﺘﻭﻓﺭ ﻝﺩﻯ ﻜل ﺍﻝﺒﺎﺤﺜﻴﻥ‪.‬‬
‫* ﺴﻤﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﻤﻥ ﺨﻼل ﻤﺎ ﺘﻡ ﺍﺴﺘﻌﺭﺍﻀﻪ ﻤﻥ ﺘﻌﺭﻴﻔﺎﺕ ﻴﻤﻜﻥ ﺘﺤﺩﻴﺩ ﻋﺩﺩ ﻤﻥ ﺍﻝﺴﻤﺎﺕ ﺍﻝﺘﻲ‬
‫ﻴﺘﺼﻑ ﺒﻬﺎ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﻭﺼﻑ‪:‬‬
‫ﻓﻌﻤﻠﻴﺔ ﺍﻝﺘﺤﻠﻴل ﺘﺘﻀﻤﻥ ﻓﻲ ﺍﻷﺴﺎﺱ ﺘﻭﺼﻴﻔﺎ ﻭﺍﻀﺤﺎ ﻝﻤﻀﻤﻭﻥ ﺍﻝﻤﺎﺩﺓ‬
‫ﺍﻻﺘﺼﺎﻝﻴﺔ ﻤﻭﻀﻊ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺍﻝﺭﺴﺎﺌل ﻭﺍﻝﻨﺼﻭﺹ‬
‫ﻫﻭ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺘﻭﺼﻴﻑ ﻤﺤﺩﺩ ﺒﺸﺄﻨﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﻤﻜﻥ ﻤﻥ ﺘﺼﻨﻴﻔﻬﺎ ﺩﺍﺨل ﻓﺌﺎﺕ‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﻴﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪2000 ،‬ﻡ‪،‬‬
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‫ﺹ‪220‬؟‬
‫‪copyright law.‬‬

‫‪359‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺤﺩﺩﺓ‪ ،‬ﺒﺤﻴﺙ ﻴﻜﻭﻥ ﺒﺈﻤﻜﺎﻨﻨﺎ ﺍﻥ ﻨﺼل ﻋﻠﻰ ﺃﺜﺭ ﺫﻝﻙ ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺘﺘﻴﺢ ﻝﻨﺎ ﺍﺼﺩﺍﺭ‬
‫ﺍﺤﻜﺎﻤﺎ ﺘﻭﺼﻴﻔﻴﺔ ﻝﻠﻤﻀﻤﻭﻥ ﻤﺤل ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻨﻪ ﻓﻲ ﺤﺎل ﺩﺭﺍﺴﺔ‬
‫ﺍﻝﻤﻘﺎل ﺍﻻﻓﺘﺘﺎﺤﻲ ﻝﺼﺤﻴﻔﺔ ﻤﺎ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻭﻗﻔﻬﺎ ﻤﻥ ﺤﺩﺙ ﻤﻌﻴﻥ ﻴﻤﻜﻨﻨﺎ ﺍﻥ ﻨﺼﻑ‬
‫ﻤﻭﻗﻑ ﺍﻝﺼﺤﻴﻔﺔ ﺒﺎﻨﻬﺎ ﻜﺎﻨﺕ ﻤﺅﻴﺩﺓ ﺃﻭ ﻤﻌﺎﺭﻀﺔ ﺃﻭ ﻤﺤﺎﻴﺩﺓ ﺒﺸﺄﻥ ﺫﻝﻙ ﺍﻝﺤﺩﺙ‪ ،‬ﺃﻱ‬
‫ﺍﻨﻪ ﺼﺎﺭ ﺒﺈﻤﻜﺎﻨﻨﺎ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺍﻥ ﻨﻁﻠﻕ ﻭﺼﻔﺎ ﻤﺤﺩﺩﺍ ﻋﻠﻰ ﻤﻭﻗﻑ‬
‫ﺍﻝﺼﺤﻴﻔﺔ‪.‬‬
‫‪ –2‬ﺍﻝﻤﻭﻀﻭﻋﻴﺔ‪:‬‬
‫ﻴﺘﺴﻡ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺨﺎﺼﺔ ﻓﻲ ﺸﻘﻪ ﺍﻝﻜﻤﻲ ﺒﺎﻝﻤﻭﻀﻭﻋﻴﺔ ﻭﺍﻝﺤﻴﺎﺩﻴﺔ ﺇﻝﻰ ﺤﺩ‬
‫ﻜﺒﻴﺭ‪ ،‬ﻓﺎﻝﺒﺎﺤﺙ ﻴﺘﺨﻠﺹ ﺍﺜﻨﺎﺀ ﺍﻝﺘﺤﻠﻴل ﻤﻥ ﺍﻷﻫﻭﺍﺀ ﻭﺍﻝﺭﻏﺒﺎﺕ ﻭﺍﻝﻤﻴﻭل ﺍﻝﺸﺨﺼﻴﺔ‪،‬‬
‫ﻓﻬﻭ ﻴﺭﺼﺩ ﻭﻴﺴﺠل ﻭﻴﺼﻨﻑ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺫﻱ ﻴﺘﻭﻝﻰ ﺘﺤﻠﻴﻠﻪ ﺒﺄﻤﺎﻨﺔ ﻭﻨﺯﺍﻫﺔ‪ ،‬ﻭﻓﻕ ﻤﺎ‬
‫ﺘﻡ ﺘﺤﺩﻴﺩﻩ ﻤﻥ ﻓﺌﺎﺕ‪ ،‬ﻭﺘﺴﺎﻋﺩ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺼﺩﻕ ﺍﻝﺘﻲ ﻴﺠﺭﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻗﺒل ﺍﻝﺸﺭﻭﻉ‬
‫ﻓﻲ ﺍﻝﺘﺤﻠﻴل ﻋﻠﻰ ﺘﺄﻜﻴﺩ ﺍﻻﺘﺠﺎﻩ ﺍﻝﻤﻭﻀﻭﻋﻲ ﻝﻠﺒﺎﺤﺙ‪ ،‬ﻜﻤﺎ ﺍﻥ ﺍﺠﺭﺍﺀﺍﺕ ﺍﻝﺜﺒﺎﺕ ﺘﺴﺎﻋﺩ‬
‫ﻫﻲ ﺍﻷﺨﺭﻯ ﻓﻲ ﺍﻝﺘﺄﻜﺩ ﻤﻥ ﻤﻭﻀﻭﻋﻴﺔ ﺍﻝﺒﺎﺤﺙ ﻓﻴﻤﺎ ﻗﺎﻡ ﺒﺘﺤﻠﻴﻠﻪ‪.‬‬
‫‪ –3‬ﺍﻝﺘﻨﻅﻴﻡ‪:‬‬
‫ﻴﺨﻀﻊ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻹﺠﺭﺍﺀﺍﺕ ﻭﻗﻭﺍﻋﺩ ﻋﻠﻤﻴﺔ ﻤﻨﻬﺠﻴﺔ ﺼﺎﺭﻤﺔ‬
‫ﻭﻤﻨﻀﺒﻁﺔ‪ ،‬ﺘﺘﺴﻡ ﺒﺎﻝﻭﻀﻭﺡ ﻭﺍﻻﻨﺘﻅﺎﻡ‪ ،‬ﻻ ﻴﻤﻜﻥ ﺘﺠﺎﻭﺯﻫﺎ‪ ،‬ﻭﺫﻝﻙ ﻓﻲ ﻜل ﺍﻝﺨﻁﻭﺍﺕ‬
‫ﺍﻝﺘﻲ ﻴﻤﺭ ﺒﻬﺎ‪ ،‬ﻓﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻴﺘﻜﻭﻥ ﻤﻥ ﻋﻨﺎﺼﺭ ﺃﻭ ﺍﺠﺯﺍﺀ ﻤﺘﺭﺍﺒﻁﺔ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‬
‫ﻻ ﻴﻤﻜﻥ ﻓﺼﻠﻬﺎ‪ ،‬ﺒﺤﻴﺙ ﻴﺼﻴﺭ ﻜل ﻋﻨﺼﺭ ﺍﻭ ﺠﺯﺀ ﻤﺭﺘﺒﻁ ﺒﺎﻝﺠﺯﺀ ﺍﻷﺨﺭ‪ ،‬ﻴﺤﻘﻕ‬
‫ﻜل ﻤﻨﻬﺎ ﻫﺩﻓﺎ ﻤﻌﻴﻨﺎ‪ ،‬ﻝﺘﻨﺘﻬﻲ ﻓﻴﻤﺎ ﺒﻌﺩ ﻨﺤﻭ ﺘﺤﻘﻴﻕ ﻫﺩﻑ ﻭﺍﺤﺩ‪ ،‬ﻓﻔﺌﺎﺕ ﻭﻭﺤﺩﺍﺕ‬
‫ﺍﻝﺘﺤﻠﻴل ﻭﺍﻝﺘﺴﺠﻴل ﻭﺍﻝﻘﻴﺎﺱ ﻭﺍﻝﺴﻴﺎﻕ ﺘﺸﻜل ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ ﻫﻴﻜﻼ ﻤﻨﻅﻤﺎ ﻭﻤﺘﻜﺎﻤﻼ ﻴﺘﻡ ﻤﻥ‬
‫ﺨﻼﻝﻪ ﺘﺼﻨﻴﻑ ﺍﻝﻤﻀﻤﻭﻥ ﺒﻐﺭﺽ ﺘﺤﻠﻴﻠﻪ ﺘﺒﻌﺎ ﻝﻠﻀﻭﺍﺒﻁ ﺍﻝﻌﻠﻤﻴﺔ‪ ،‬ﻭﺍﺴﺘﺨﺭﺍﺝ ﺍﻝﺤﻘﺎﺌﻕ‬
‫ﻭﺍﻝﻨﺘﺎﺌﺞ ﻭﻓﻘﺎ ﻝﻤﺘﻁﻠﺒﺎﺕ ﻭﺍﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻝﻜﻲ ﺘﻜﺘﻤل ﻋﻤﻠﻴﺔ ﺍﻝﺘﻨﻅﻴﻡ ﻓﺈﻨﻪ ﻤﻥ‬
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‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻀﺭﻭﺭﺓ ﺍﻻﻝﺘﺯﺍﻡ ﺒﻭﻀﻊ ﺘﻌﺭﻴﻔﺎﺕ ﻤﺤﺩﺩﺓ ﻭﺩﻗﻴﻘﺔ ﻭﻤﺤﻜﻤﺔ ﻭﺸﺎﻤﻠﺔ ﻭﻭﺍﻀﺤﺔ ﻝﻔﺌﺎﺕ‬
‫ﺍﻝﺘﺤﻠﻴل‪ ،‬ﺒﻤﺎ ﻴﻀﻤﻥ ﻋﺩﻡ ﺍﻝﺘﺩﺍﺨل ﻭﺍﻝﺘﻀﺎﺭﺏ ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ ﻭﺒﻤﺎ ﻴﻜﻔل ﺘﺤﻘﻴﻕ ﺍﻝﺘﻨﻅﻴﻡ‬
‫ﺍﻝﻤﻁﻠﻭﺏ‪.‬‬
‫‪ –4‬ﺍﻝﻜﻤﻴﺔ‪:‬‬
‫ﻴﻌﺘﺒﺭ ﻋﻨﺼﺭ ﺍﻝﺘﻜﻤﻴﻡ ﺍﺴﺎﺴﻴﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﺤﻴﺙ ﺘﻌﺘﻤﺩ ﻫﺫﻩ‬
‫ﺍﻝﻌﻤﻠﻴﺔ ﻋﻠﻰ ﺍﻝﻌﺩ ﻭﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﺘﺼل ﺒﻨﺎ ﻓﻲ ﺍﻝﻨﻬﺎﻴﺔ ﺇﻝﻰ ﺇﺼﺩﺍﺭ ﺍﺤﻜﺎﻤﻨﺎ ﻭﻓﻘﺎ ﻝﻸﺭﻗﺎﻡ‬
‫ﻭﺍﻝﻨﺴﺏ ﺍﻝﺘﻲ ﻨﺘﻭﺼل ﺇﻝﻴﻬﺎ‪ ،‬ﻭﺍﻝﺘﻲ ﻤﻥ ﺨﻼﻝﻬﺎ ﻴﺘﻡ ﻭﺼﻑ ﻤﺤﺘﻭﻯ ﺍﻝﺭﺴﺎﺌل‬
‫ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺘﺤﻠﻴل‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﺍﻝﺘﺤﻠﻴل ﻤﺜﻼ ﻴﺩﻭﺭ ﺤﻭل ﺘﻨﺎﻭل ﻗﻀﺎﻴﺎ ﺍﻝﺘﻨﻤﻴﺔ‬
‫ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻓﻲ ﺍﻝﺼﺤﻑ ﺍﻝﻠﻴﺒﻴﺔ ﻓﻲ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻓﺈﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻨﻬﺎﺌﻴﺔ ﻴﺘﻡ‬
‫ﻗﻴﺎﺴﻬﺎ ﻤﻥ ﺨﻼل ﺍﻝﻨﺴﺏ ﺍﻝﻤﺌﻭﻴﺔ ﻝﻨﻭﻋﻴﺔ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺫﻱ ﺘﻡ ﺩﺭﺍﺴﺘﻪ ﻤﻘﺎﺭﻨﺔ ﺒﺒﻘﻴﺔ‬
‫ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺼﺤﻔﻴﺔ‪ ،‬ﺒﺤﻴﺙ ﻨﻘﻭل ﻤﺜﻼ ﺍﻥ ﻗﻀﺎﻴﺎ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﺤﺘﻠﺕ‬
‫‪ %10‬ﻤﻥ ﺍﻝﻤﺴﺎﺤﺔ ﺍﻻﺠﻤﺎﻝﻴﺔ ﻝﺼﺤﻴﻔﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺍﻥ ﻗﻀﻴﺔ ﺍﻝﺘﻌﻠﻴﻡ ﻤﺜﻼ ﺠﺎﺀﺕ ﻓﻲ‬
‫ﺍﻝﻤﻘﺩﻤﺔ ﺒﻨﺴﺒﺔ ‪ %50‬ﻤﻥ ﺍﺠﻤﺎﻝﻲ ﺘﻜﺭﺍﺭﺍﺕ ﻗﻀﺎﻴﺎ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﺘﻲ ﺘﻡ‬
‫ﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺍﻥ ﻫﻨﺎﻙ ﻓﺭﻭﻗﺎ ﺫﺍﺕ ﺩﻻﻝﺔ ﺍﺤﺼﺎﺌﻴﺔ ﺒﻴﻥ ﺼﺤﻴﻔﺔ ﻭﺍﺨﺭﻯ ﻓﻲ ﻤﻌﺎﻝﺠﺘﻬﺎ‬
‫ﻝﻘﻀﺎﻴﺎ ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﺍﻝﻤﻘﺎﻴﻴﺱ ﺍﻝﺤﺴﺎﺒﻴﺔ ﺍﻝﻜﻤﻴﺔ ﺘﻌﺩ ﺍﺴﺎﺴﻴﺔ ﻓﻲ ﺩﺭﺍﺴﺎﺕ‬
‫ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﺫﻝﻙ ﻜﻠﻪ ﻁﺒﻌﺎ ﺩﻭﻥ ﺍﻏﻔﺎل ﺍﻝﺠﺎﻨﺏ ﺍﻝﻜﻴﻔﻲ ﻓﻲ ﺍﻝﺘﺤﻠﻴل‪.‬‬
‫‪–5‬ﺩﺭﺍﺴﺔ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺼﺭﻴﺢ‪:‬‬
‫ﺘﺫﻫﺏ ﺍﻝﻤﺩﺍﺭﺱ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ ﺇﻝﻰ ﺇﻥ ﺍﻝﺘﺤﻠﻴل ﻴﺠﺏ ﺍﻥ‬
‫ﻴﺘﺠﻪ ﺇﻝﻰ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﻅﺎﻫﺭ ﻭﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺼﺭﻴﺢ ﻝﻠﻤﺎﺩﺓ ﺍﻝﻤﺭﺍﺩ‬
‫ﺘﺤﻠﻴﻠﻬﺎ‪ ،‬ﺤﻴﺙ ﻴﺴﻬل ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺩﺭﺍﺴﺔ ﻭﺘﺼﻨﻴﻑ ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﺫﻝﻙ ﺒﻐﺽ‬
‫ﺍﻝﻨﻅﺭ ﻋﻤﺎ ﻴﺨﻔﻴﻪ ﺍﻝﻤﺼﺩﺭ ﻤﻥ ﻨﻭﺍﻴﺎ ﻭﻤﻘﺎﺼﺩ ﻗﺩ ﻴﺨﺘﻠﻑ ﺍﻝﻤﺤﻠﻠﻭﻥ ﻓﻲ ﺘﻔﺴﻴﺭﻫﺎ‬
‫ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻲ ﺘﺼﻨﻴﻔﻬﺎ ﺩﺍﺨل ﺍﻝﻔﺌﺔ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻜل ﻤﻨﻬﺎ‪ ،‬ﻤﻤﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﻨﺘﺎﺌﺞ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪361‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻤﺘﻀﺎﺭﺒﺔ‪ ،‬ﻭﻭﻓﻘﺎ ﻝﻬﺫﺍ ﺍﻝﺭﺃﻱ ﻓﺈﻥ ﺍﻝﺘﺤﻠﻴل ﻴﻨﺒﻐﻲ ﺍﻥ ﻴﻨﺼﺏ ﻋﻠﻰ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻅﺎﻫﺭ‬
‫ﻭﺍﻝﻭﺍﻀﺢ ﻝﻠﺭﺴﺎﻝﺔ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪.‬‬
‫ﻭﻓﻲ ﺍﻝﻤﻘﺎﺒل ﻓﺈﻨﻨﻲ ﺃﺅﻜﺩ ﻋﻠﻰ ﺍﻫﻤﻴﺔ ﻋﺩﻡ ﺍﻝﻭﻗﻭﻑ ﻋﻨﺩ ﻅﺎﻫﺭ ﺍﻝﻨﺹ ﺨﻼل‬
‫ﻋﻤﻠﻴﺔ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﺒل ﻴﺠﺏ ﺍﻴﻀﺎ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﻤﺎ ﻗﺩ ﻴﻜﻭﻥ ﻤﺨﻔﻴﺎ ﺒﻴﻥ ﺍﻝﺴﻁﻭﺭ‪ ،‬ﻭﺍﻝﺫﻱ‬
‫ﻗﺩ ﻻ ﻴﻜﺸﻑ ﻋﻨﻪ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺒﺼﻭﺭﺓ ﺼﺭﻴﺤﺔ ﻻﻋﺘﺒﺎﺭﺍﺕ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻤﻊ‬
‫ﻀﺭﻭﺭﺓ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﻋﺩﻡ ﺘﺤﻤﻴل ﺍﻝﻨﺼﻭﺹ ﺃﻜﺜﺭ ﻤﻤﺎ ﺘﺤﺘﻤل‪ ،‬ﻤﻥ ﺨﻼل ﻝﻲ ﻋﻨﻕ‬
‫ﺒﻌﺽ ﺍﻝﺘﻌﺒﻴﺭﺍﺕ ﻝﺘﻭﻅﻴﻔﻬﺎ ﺒﻁﺭﻴﻘﺔ ﻏﻴﺭ ﺼﺤﻴﺤﺔ ﻷﻏﺭﺍﺽ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﻥ‬
‫ﻴﻘﻭﻡ ﺒﺫﻝﻙ ﻴﺠﺏ ﺍﻥ ﻴﺘﻤﺘﻊ ﺒﺨﺒﺭﺓ ﻭﺩﺭﺍﻴﺔ ﻭﺍﺴﻌﺔ ﻭﻗﺩﺭﺓ ﻋﻠﻰ ﺍﻝﻔﻬﻡ ﻭﺍﻝﺘﻔﺴﻴﺭ‪ ،‬ﻭﺍﻥ‬
‫ﻴﻜﻭﻥ ﻋﻠﻰ ﺍﻁﻼﻉ ﻜﺎﻤل ﺒﻅﺭﻭﻑ ﺍﻨﺘﺎﺝ ﺍﻝﺭﺴﺎﺌل ﺍﻝﺨﺎﻀﻌﺔ ﻝﻠﺘﺤﻠﻴل‪.‬‬
‫*ﺃﻫﻤﻴﺔ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﺘﺘﻤﺜل ﺃﻫﻤﻴﺔ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻓﻲ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺇﻨﻪ ﻴﻔﻴﺩ ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﺤﻭل ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻘﻀﺎﻴﺎ‬
‫ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻗﺩ ﻴﺼﻌﺏ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﺒﺸﺄﻨﻬﺎ ﺒﺎﻝﻁﺭﻕ‬
‫ﺍﻝﺒﺤﺜﻴﺔ ﺍﻷﺨﺭﻯ‪:‬‬
‫ﻓﻘﺩ ﻴﺘﺤﺭﺝ ﺍﻝﺒﻌﺽ ﻤﻥ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺃﺴﺌﻠﺔ ﺍﻝﺒﺎﺤﺙ ﻭﻗﺩ ﻴﺘﻠﻜﺅﻭﻥ ﻓﻲ ﺫﻝﻙ ﺃﻭ‬
‫ﺤﺘﻰ ﻴﻤﺘﻨﻌﻭﻥ‪ ،‬ﻭﻗﺩ ﺘﺄﺘﻲ ﺍﺠﺎﺒﺎﺘﻬﻡ ﻨﺎﻗﺼﺔ ﻭﻏﻴﺭ ﻤﻜﺘﻤﻠﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﻀﻤﻭﻥ ﻴﻌﻔﻲ ﻓﻲ ﺒﻌﺽ ﺍﻝﺤﺎﻻﺕ ﺍﻝﺒﺎﺤﺙ ﻭﺍﻝﻤﺒﺤﻭﺙ ﻋﻠﻰ ﺍﻝﺴﻭﺍﺀ ﻤﻥ ﻜل ﺫﻝﻙ‪،‬‬
‫ﻭﻴﺘﻴﺢ ﻝﻠﺒﺎﺤﺙ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺇﺠﺎﺒﺎﺕ ﻷﺴﺌﻠﺘﻪ ﺒﻁﺭﻴﻘﺔ ﻗﺩ ﺘﻜﻭﻥ ﺍﻜﺜﺭ ﻤﻭﻀﻭﻋﻴﺔ‬
‫ﻭﺩﻗﺔ ﻭﻭﻀﻭﺡ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ ﺩﺭﺍﺴﺎﺕ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﺤﻴﺙ ﻗﺩ ﻻ ﻴﺠﺩ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﺘﻌﺎﻭﻥ ﺍﻝﻜﺎﻓﻲ ﻤﻥ ﻁﺭﻓﻪ ﻝﻠﺤﺼﻭل ﻋﻠﻰ ﺍﺠﺎﺒﺎﺕ ﺘﺘﻌﻠﻕ ﺒﻤﻭﺍﻗﻑ ﻭﻗﻀﺎﻴﺎ‬
‫ﻤﻌﻴﻨﺔ‪ ،‬ﺍﻭ ﻗﺩ ﻴﺘﻌﺫﺭ ﺍﺼﻼ ﺍﻝﺘﻭﺍﺼل ﻤﻌﻪ ﺒﺴﺒﺏ ﺴﻔﺭﻩ ﺃﻭ ﻭﻓﺎﺘﻪ ﺃﻭ ﺘﻭﻗﻑ ﺍﻝﻭﺴﻴﻠﺔ‪،‬‬
‫ﺃﻭ ﺒﺴﺒﺏ ﺒﻌﺩ ﺍﻝﻤﺴﺎﻓﺔ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ﻤﻥ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ ﻗﺩ ﺘﺤﻭل ﺩﻭﻥ ﺍﻝﺘﻭﺍﺼل ﻤﻊ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪362‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺘﻭﺠﻪ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺫﻱ ﻫﻭ ﺍﺼﻼ ﻨﺘﺎﺝ‬
‫ﺍﻓﻜﺎﺭ ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﻗﻴﻡ ﻭﻗﻨﺎﻋﺎﺕ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﺴﻭﻑ ﻴﺠﻌﻠﻪ ﻴﻜﺸﻑ ﻋﻥ ﻜل ﺫﻝﻙ‬
‫ﺩﻭﻥ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﺘﻭﺍﺼل ﻤﻌﻪ ﻤﺒﺎﺸﺭﺓ‪" ،‬ﻭﻤﻥ ﺫﻝﻙ ﻤﺎ ﻗﺎﻡ ﺒﻪ ﺃﺤﺩ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ‬
‫ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻻﻤﺭﻴﻜﻴﺔ ﻋﻨﺩﻤﺎ ﺍﺭﺍﺩ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺕ ﺃﺤﺩ ﺍﻜﺒﺭ ﻜﺘﺎﺏ‬
‫ﺃﻋﻤﺩﺓ ﺍﻝﺼﺤﺎﻓﺔﻓﻲ ﺍﻤﺭﻴﻜﺎ ﻨﺤﻭ ﺍﻝﺼﺭﺍﻉ ﺍﻝﻌﺭﺒﻲ ﺍﻝﺼﻬﻴﻭﻨﻲ ﺨﻼل ﺤﺭﺏ ‪1973‬ﻡ‪،‬‬
‫ﻭﻭﺠﺩ ﺘﺤﻴﺯﺍ ﻭﺍﻀﺤﺎ ﻭﻜﺎﻤﻼ ﺇﻝﻰ ﺠﺎﻨﺏ ﺍﺴﺭﺍﺌﻴل ﻀﺩ ﺍﻝﻌﺭﺏ")‪.(1‬‬
‫ﻜﻤﺎ ﻴﺘﻴﺢ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻜﺫﻝﻙ ﺇﻤﻜﺎﻨﻴﺔ ﺘﺤﻠﻴل ﺨﻁﺏ ﺍﻝﻘﺎﺩﺓ ﻭﺍﻝﺯﻋﻤﺎﺀ‬
‫ﻭﺍﻝﺤﻜﺎﻡ ﺍﻝﺴﻴﺎﺴﻴﻴﻥ ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻨﻭﺍﻴﺎﻫﻡ ﻭﻤﻭﺍﻗﻔﻬﻡ ﻤﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻘﻀﺎﻴﺎ ﺩﻭﻥ‬
‫ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺍﻝﺘﺤﺩﺙ ﺇﻝﻴﻬﻡ ﻤﺒﺎﺸﺭﺓ‪.‬‬
‫‪ – 2‬ﻴﻤ‪‬ﻜﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻤﻥ ﺩﺭﺍﺴﺔ ﺭﺴﺎﺌل ﻭﻨﺼﻭﺹ‬
‫ﺍﻨﺘﺠﺕ ﻓﻲ ﺍﺯﻤﻨﺔ ﺒﻌﻴﺩﺓ‪:‬‬
‫ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﻴﺴﺘﺤﻴل ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﻌﻠﻭﻤﺎﺕ ﻤﺒﺎﺸﺭﺓ ﻤﻥ ﺍﻝﻤﺒﺤﻭﺜﻴﻥ‬
‫ﻝﻴﺱ ﺒﺴﺒﺏ ﺘﺤﺭﺠﻬﻡ ﻓﻲ ﺍﻻﺠﺎﺒﺔ‪ ،‬ﻭﻝﻜﻥ ﻝﻜﻭﻨﻬﻡ ﻴﻨﺘﻤﻭﻥ ﺇﻝﻰ ﺃﺯﻤﻨﺔ ﻤﺎﻀﻴﺔ‪ ،‬ﻭﻝﻡ ﻴﻌﺩ‬
‫ﺒﺎﻹﻤﻜﺎﻥ ﺍﻝﺘﻭﺍﺼل ﻤﻌﻬﻡ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﻘﺩﻡ ﻝﻨﺎ‬
‫ﺇﺠﺎﺒﺎﺕ ﻋﻠﻰ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺴﺌﻠﺔ ﺍﻝﺘﻲ ﺘﺩﻭﺭ ﻓﻲ ﺫﻫﻥ ﺍﻝﺒﺎﺤﺙ‪ ،‬ﻭﻤﻥ ﺫﻝﻙ ﻤﺜﻼ ﺩﺭﺍﺴﺔ‬
‫ﻋﻴﻨﺔ ﻤﻥ ﻤﻘﺎﻻﺕ ﺍﻝﻜﺘﺎﺏ ﺍﻝﻠﻴﺒﻴﻴﻥ ﻓﻲ ﺍﻝﺼﺤﻑ ﺍﻝﺼﺎﺩﺭﺓ ﻓﻲ ﻝﻴﺒﻴﺎ ﻓﻲ ﺃﻭﺍﺨﺭ ﺍﻝﻘﺭﻥ‬
‫ﺍﻝﺘﺎﺴﻊ ﻋﺸﺭ ﺍﻝﻤﻴﻼﺩﻱ‪ ،‬ﺒﻐﺭﺽ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻭﻗﻔﻬﻡ ﻤﻥ ﺍﻝﻨﺸﺎﻁ ﺍﻻﻴﻁﺎﻝﻲ ﻓﻲ‬
‫ﺍﻝﺒﻼﺩ ﻗﺒﻴل ﺍﻝﻐﺯﻭ ﺍﻻﻴﻁﺎﻝﻲ‪ ،‬ﺤﻴﺙ ﻴﺘﻌﺫﺭ ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺍﻻﻝﺘﻘﺎﺀ ﺒﻜﺘﺎﺏ ﺘﻠﻙ‬
‫ﺍﻝﺼﺤﻑ ﻭﻤﺤﺎﻭﺭﺘﻬﻡ ﻭﻁﺭﺡ ﺍﻷﺴﺌﻠﺔ ﻋﻠﻴﻬﻡ‪ ،‬ﻝﻜﻥ ﻴﻅل ﺒﺎﻹﻤﻜﺎﻥ ﺘﺤﻠﻴل ﻜﺘﺎﺒﺎﺘﻬﻡ ﻓﻲ‬
‫ﺘﻠﻙ ﺍﻝﻔﺘﺭﺓ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺘﺠﺎﻫﺎﺘﻬﻡ ﻭﻤﻭﺍﻗﻔﻬﻡ ﺒﺎﻝﺨﺼﻭﺹ‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﺍﻝﻭﻓﺎﺌﻲ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻤﻜﺘﺒﺔ ﺍﻻﻨﺠﻠﻭ‬
‫‪Copyright © 2018.‬‬

‫ﺍﻝﻤﺼﺭﻴﺔ‪1989 ،‬ﻡ‪ ،‬ﺹ‪.145‬‬

‫‪copyright law.‬‬

‫‪363‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻜﻤﺎ ﻴﺘﻴﺢ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺩﺭﺍﺴﺔ ﻭﺘﺤﻠﻴل ﺍﻝﻨﺼﻭﺹ ﺍﻷﺩﺒﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ‬
‫ﺍﻨﺠﺯﺕ ﻋﺒﺭ ﻋﺼﻭﺭ ﺯﻤﻨﻴﺔ ﺒﻌﻴﺩﺓ ﻭﺍﻝﺘﻌﺭﻑ ﺒﺫﻝﻙ ﻋﻠﻰ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﻼﻤﺢ ﺍﻝﻤﺘﺼﻠﺔ‬
‫ﺒﺸﺨﺼﻴﺔ ﻜﺎﺘﺒﻬﺎ ﻭﺍﺘﺠﺎﻫﺎﺘﻪ ﻭﺒﻴﺌﺘﻪ ﻭﺍﻝﻅﺭﻭﻑ ﺍﻝﺘﻲ ﻨﺸﺄ ﻓﻴﻬﺎ‪.‬‬

‫ﻭﻴﻤﻜﻨﻨﺎ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻤﻥ ﺍﻻﻗﺘﺭﺍﺏ ﻤﻥ ﺸﺨﺼﻴﺎﺕ ﺴﻴﺎﺴﻴﺔ ﺘﻌﻭﺩ ﺇﻝﻰ ﺯﻤﻥ‬

‫ﺒﻌﻴﺩ‪ ،‬ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﺨﻁﺒﻬﻡ ﻭﺍﺤﺎﺩﻴﺜﻬﻡ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻤﻌﺭﻓﺔ ﺍﻝﺴﻤﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﺍﻝﺘﻲ‬
‫ﻜﺎﻨﺕ ﺘﻤﻴﺯﻫﻡ‪ ،‬ﻭﺘﺤﺩﻴﺩ ﻤﻭﺍﻗﻔﻬﻡ ﺘﺠﺎﻩ ﻗﻀﺎﻴﺎ ﻋﺼﺭﻫﻡ‪ ،‬ﻭﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﻴﻌﺘﻨﻘﻭﻨﻬﺎ‪ ،‬ﻭﺍﺯﺍﻝﺔ‬
‫ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻠﺒﺱ ﻭﺍﻝﻐﻤﻭﺽ ﺍﻝﺫﻱ ﻗﺩ ﻴﺤﻴﻁ ﺒﻬﻡ‪ ،‬ﻭﻜﻤﺜﺎل ﻋﻠﻰ ﺫﻝﻙ "ﻤﺎ ﻗﺎﻡ ﺒﻪ‬
‫ﺍﻝﺒﺎﺤﺙ )ﻫﻭﺍﻴﺕ( ﻤﻥ ﺘﺤﻠﻴل ﻝﺨﻁﺏ ﻜل ﻤﻥ ﻫﺘﻠﺭ ﻭﺭﻭﺯﻓﻠﺕ‪ ،‬ﺤﻴﺙ ﺍﺨﻀﻊ ‪4077‬‬
‫ﺨﻁﺒﺔ ﻝﻬﺘﻠﺭ‪ ،‬ﻭ‪ 1250‬ﺨﻁﺒﺔ ﻝﺭﻭﺯﻓﻠﺕ ﻝﻠﺘﺤﻠﻴل‪ ،‬ﻭﺍﺤﺘﻭﺕ ﻫﺫﻩ ﺍﻝﺨﻁﺏ ﻋﻠﻰ‬
‫ﻋﺒﺎﺭﺍﺕ ﺘﻌﻜﺱ ﻜل ﻤﻨﻬﺎ ﻗﻴﻡ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺍﻨﺘﻬﻰ ﺍﻝﺒﺎﺤﺙ ﺇﻝﻰ ﺍﻥ ﺭﻭﺯﻓﻠﺕ ﺭﻜﺯ ﻋﻠﻰ‬
‫ﺍﻝﻘﻴﻡ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ‪ ،‬ﻓﻲ ﺤﻴﻥ ﺭﻜﺯ ﻫﺘﻠﺭ ﻋﻠﻰ ﺍﻝﻘﻴﻡ ﺍﻝﻤﻌﻨﻭﻴﺔ ﻭﻗﻴﻡ ﺍﻝﻘﻭﺓ")‪.(1‬‬
‫‪ – 3‬ﺍﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻫﻭ ﺃﻫﻡ ﺍﻻﺴﺎﻝﻴﺏ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻝﺒﺤﺜﻴﺔ‬
‫ﺍﻝﻘﺎﺩﺭﺓ ﻋﻠﻰ ﺘﻘﺩﻴﻡ ﻭﺼﻑ ﻤﻭﻀﻭﻋﻲ ﻜﻤﻲ ﻴﺘﺴﻡ ﺒﺎﻝﺩﻗﺔ ﻭﺍﻝﻨﺯﺍﻫﺔ ﺇﻝﻰ‬
‫ﺤﺩ ﻜﺒﻴﺭ ﻝﻤﻀﺎﻤﻴﻥ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪:‬‬
‫ﻭﻫﻲ ﺨﺎﺼﻴﺔ ﻻ ﺘﻜﺎﺩ ﺘﺘﻭﻓﺭ ﻝﻐﻴﺭ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﺤﻴﺙ ﺘﻅل ﺍﻷﺴﺎﻝﻴﺏ‬
‫ﺍﻝﺒﺤﺜﻴﺔ ﺍﻷﺨﺭﻯ ﺘﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﻀﻤﻭﻥ ﻤﺤﺽ ﺍﺠﺘﻬﺎﺩﺍﺕ ﻭﺍﻨﻁﺒﺎﻋﺎﺕ ﻤﺤﺎﻁﺔ‬
‫ﺒﺎﻝﺸﻜﻭﻙ‪ ،‬ﻓﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻫﻭ ﺍﻻﺴﻠﻭﺏ ﺍﻝﺒﺤﺜﻲ ﺍﻷﻤﺜل ﻓﻲ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻭﺍﻗﻑ‬
‫ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﻨﻭﺍﻴﺎ ﻭﻗﻴﻡ ﻭﻭﻅﺎﺌﻑ ﺍﻝﺭﺴﺎﺌل ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻴﻅل ﻤﻥ‬
‫ﺍﻝﺼﻌﺏ ﺍﻻﺴﺘﻌﺎﻀﺔ ﻋﻨﻪ ﺒﺄﻱ ﺍﺴﻠﻭﺏ ﺒﺤﺜﻲ ﺃﺨﺭ‪ ،‬ﺨﺎﺼﺔ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﻤﺎ‬
‫ﺘﻘﺩﻤﻪ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺃﻭ ﺍﻷﻨﺸﻁﺔ ﺍﻻﺘﺼﺎﻝﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.144،145‬‬

‫‪copyright law.‬‬

‫‪364‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫*ﻤﺠﺎﻻﺕ ﺍﺴﺘﺨﺩﺍﻡ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬

‫ﻝﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﺒﺤﺜﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻷﻓﻜﺎﺭ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ‬
‫ﺨﻼل ﺭﺼﺩ ﺘﻜﺭﺍﺭ ﻅﻬﻭﺭﻫﺎ ﻋﺒﺭ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺍﻝﻤﺨﺘﻠﻔﺔ ﻭﺍﻝﻤﺴﺎﺤﺎﺕ ﺍﻝﺘﻲ‬
‫ﺍﺤﺘﻠﺘﻬﺎ‪ ،‬ﻭﺍﻝﺯﻤﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻬﺎ‪ ،‬ﻭﻤﻭﺍﻗﻊ ﻨﺸﺭﻫﺎ‪ ،‬ﻓﺎﺭﺘﻔﺎﻉ ﺘﻜﺭﺍﺭﺍﺕ ﻗﻀﻴﺔ ﺴﻴﺎﺴﻴﺔ‬
‫ﻤﺜﻼ ﻭﺍﺭﺘﻔﺎﻉ ﻨﺴﺒﺔ ﺍﻝﻤﺴﺎﺤﺔ ﺍﻝﻤﺨﺼﺼﺔ ﻝﻬﺎ ﻓﻲ ﺼﺤﻴﻔﺔ ﻤﺎ ﻫﻭ ﻤﺅﺸﺭ ﻋﻠﻰ ﺩﺭﺠﺔ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺒﺘﻠﻙ ﺍﻝﻘﻀﻴﺔ‪.‬‬
‫‪ – 2‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺸﺨﺼﻴﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﺴﻴﺎﺴﻴﺔ ﺃﻭ ﻓﻜﺭﻴﺔ ﺃﻭ‬
‫ﺃﺩﺒﻴﺔ ﺃﻭ ﺍﻗﺘﺼﺎﺩﻴﺔ ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺭﺼﺩ ﻤﺎ ﺘﻡ ﺘﺨﺼﻴﺼﻪ ﻝﺘﻠﻙ‬
‫ﺍﻝﺸﺨﺼﻴﺔ ﻤﻥ ﻤﺴﺎﺤﺎﺕ ﻭﺘﻜﺭﺍﺭﺍﺕ ﻨﺸﺭ‪ ،‬ﻭﺍﺒﺭﺍﺯﻫﺎ ﻓﻲ ﻤﻭﺍﻗﻊ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ‬
‫ﻤﻥ ﻤﺅﺸﺭﺍﺕ ﺍﻻﻫﺘﻤﺎﻡ ﻜﺎﺴﺘﺨﺩﺍﻤﺎﺕ ﺍﻝﺼﻭﺭ ﺍﻝﺒﺎﺭﺯﺓ ﻭﺍﻻﻝﻭﺍﻥ ﻭﻏﻴﺭ ﺫﻝﻙ‪.‬‬

‫‪ –3‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺩﻭل ﺃﻭ ﻤﺩﻥ ﺃﻭ ﻤﻨﺎﻁﻕ ﻤﻌﻴﻨﺔ‪ ،‬ﻤﻥ ﺤﻴﺙ ﺍﻝﺘﺭﻜﻴﺯ‬
‫ﻋﻠﻴﻬﺎ ﻭﺘﻐﻁﻴﺔ ﻤﺎ ﻴﺩﻭﺭ ﻓﻴﻬﺎ ﻤﻥ ﺃﺤﺩﺍﺙ‪ ،‬ﻭﺍﺒﺭﺍﺯﻫﺎ ﻭﺘﺴﻠﻴﻁ ﺍﻝﻀﻭﺀ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻨﻭﺍﻴﺎ ﻭﺍﺘﺠﺎﻫﺎﺕ ﻭﻤﻭﺍﻗﻑ ﻭﺍﺭﺍﺀ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﻤﻥ ﺨﻼل‬
‫ﺭﺼﺩ ﻭﺘﺤﻠﻴل ﺍﻝﺭﺴﺎﺌل ﺍﻝﺼﺎﺩﺭﺓ ﻋﻨﻪ‪ ،‬ﺍﻝﺘﻲ ﺘﻌﻜﺱ ﺒﺎﻝﻀﺭﻭﺭﺓ ﻤﻭﻗﻔﻪ ﻭﻤﻌﺘﻘﺩﺍﺘﻪ‬
‫ﻭﻤﻬﺎﺭﺍﺘﻪ‪ ،‬ﺃﻭ ﻤﻭﻗﻑ ﺍﻝﻭﺴﻴﻠﺔ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻗﺩ ﻴﻭﻓﺭ ﻋﻠﻴﻨﺎ ﻜﺒﺎﺤﺜﻴﻥ‬
‫ﺍﻝﺘﻭﺍﺼل ﻤﺒﺎﺸﺭﺓ ﻤﻊ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﺇﻻ ﻓﻲ ﺤﺎﻻﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﺫﻝﻙ ﺍﻥ ﺍﻝﻤﻀﻤﻭﻥ ﻫﻭ‬
‫ﺘﻌﺒﻴﺭ ﻋﻥ ﻫﻭﻴﺔ ﻭﻤﻭﺍﻗﻑ ﻭﺍﺘﺠﺎﻫﺎﺕ ﺼﺎﺤﺒﻪ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻗﺩ ﻴﺠﻌﻠﻨﺎ ﻨﻜﺘﻔﻲ ﺍﺤﻴﺎﻨﺎ‬
‫ﺒﺩﺭﺍﺴﺔ ﺍﻝﻤﻀﻤﻭﻥ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪.‬‬
‫‪ – 5‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻘﻭﻯ ﺍﻝﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﺍﻝﻤﺅﺜﺭﺓ ﻭﺍﻝﻔﺎﻋﻠﺔ‬
‫ﺩﺍﺨل ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻲ ﺘﺘﺒﻨﺎﻫﺎ‪ ،‬ﻭﺍﻻﻴﺩﻭﻝﻭﺠﻴﺎ ﺍﻝﺘﻲ ﺘﺴﺘﻨﺩ ﺍﻝﻴﻬﺎ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺨﻼل ﺘﺤﻠﻴل ﺘﺼﺭﻴﺤﺎﺕ ﻭﺍﺭﺍﺀ ﻭﻤﻭﺍﻗﻑ ﺘﻠﻙ ﺍﻝﻘﻭﻯ ﻭﺍﻨﻌﻜﺎﺱ ﺫﻝﻙ ﻋﻠﻰ ﻤﻀﻤﻭﻥ‬
‫ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﻭﺍﺘﺠﺎﻫﻬﺎ ﻨﺤﻭﻩ‪.‬‬
‫‪ – 6‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺼﻭﺭﺓ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺴﻭﻕ ﻝﻬﺎ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻭﺘﻌﻤل‬
‫ﻋﻠﻰ ﺘﺭﺴﻴﺨﻬﺎ ﺘﺠﺎﻩ ﺍﻴﺔ ﻗﻀﻴﺔ ﺃﻭ ﻓﻜﺭﺓ ﺃﻭ ﻤﺠﺘﻤﻊ ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﺤﻴﺙ ﺒﺎﻹﻤﻜﺎﻥ ﻤﺜﻼ‬
‫ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺼﻭﺭﺓ ﺍﺴﺭﺍﺌﻴل ﻓﻲ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﺃﻭ ﺼﻭﺭﺓ ﺍﻝﺭﺌﻴﺱ ﺍﻻﻤﺭﻴﻜﻲ‬
‫ﺘﺭﺍﻤﺏ ﻓﻲ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻌﺭﺒﻴﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﻤﺤﺘﻭﻯ ﺘﻠﻙ ﺍﻝﻭﺴﺎﺌل‪.‬‬
‫‪ – 7‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﺍﻝﺤﺭﻴﺎﺕ ﺍﻝﻤﺘﺎﺡ ﻓﻲ ﻭﺴﻴﻠﺔ ﺇﻋﻼﻤﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ‬
‫ﺨﻼل ﺘﺤﻠﻴل ﻤﻀﻤﻭﻨﻬﺎ ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﻌﺩﺩ ﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻵﺭﺍﺀ ﺘﺠﺎﻩ‬
‫ﻗﻀﺎﻴﺎ ﻭﺃﻓﻜﺎﺭ ﻭﺸﺨﺼﻴﺎﺕ ﺭﺌﻴﺴﻴﺔ ﻭﻓﺎﻋﻠﺔ ﻭﻤﻬﻤﺔ ﺩﺍﺨل ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻤﺎ‬
‫ﻴﺩﻭﺭ ﻤﻥ ﻨﻘﺎﺸﺎﺕ ﻭﻁﺭﺡ ﻝﻸﻓﻜﺎﺭ ﺤﻭل ﻤﺨﺘﻠﻑ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻤﻥ ﺨﻼل ﺘﻠﻙ‬
‫ﺍﻝﻭﺴﻴﻠﺔ‪.‬‬
‫‪ – 8‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻘﻴﻡ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺴﺎﺌﺩﺓ ﺩﺍﺨل ﺍﻝﻤﺠﺘﻤﻊ ﺨﻼل‬
‫ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻭﺫﻝﻙ ﻤﻥ ﺨﻼل ﺘﺤﻠﻴل ﻤﻀﺎﻤﻴﻥ ﻭﺴﺎﺌل ﺍﻻﺘﺼﺎل ﺨﻼل ﻨﻔﺱ‬
‫ﺍﻝﻔﺘﺭﺓ‪ ،‬ﻭﺍﻝﻭﻗﻭﻑ ﻋﻠﻰ ﻤﺎ ﺘﻌﻜﺴﻪ ﻤﻥ ﻤﻭﺍﻗﻑ ﻭﻗﻴﻡ ﻭﺍﺘﺠﺎﻫﺎﺕ‪.‬‬
‫‪ – 9‬ﺍﻝﻤﻘﺎﺭﻨﺔ ﺒﻴﻥ ﻁﺒﻴﻌﺔ ﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﻭﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﻭﺍﻗﻑ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻓﻲ‬
‫ﻭﺴﺎﺌل ﺇﻋﻼﻤﻴﺔ ﻤﺘﻌﺩﺩﺓ ﻓﻲ ﻤﺠﺘﻤﻌﺎﺕ ﻤﺨﺘﻠﻔﺔ ﺃﻭ ﺩﺍﺨل ﻨﻔﺱ ﺍﻝﻤﺠﺘﻤﻊ‪ ،‬ﺃﻭ ﺒﻴﻥ ﻨﻔﺱ‬
‫ﺍﻝﻭﺴﻴﻠﺔ ﻓﻲ ﻓﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﻤﻌﺭﻓﺔ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺘﻌﺩﺩﺓ ﻭﺍﻝﻤﺘﻐﻴﺭﺓ ﺘﺠﺎﻩ‬
‫ﻗﻀﺎﻴﺎ ﻭﺃﻓﻜﺎﺭ ﻤﻌﻴﻨﺔ ﻤﻥ ﻤﺠﺘﻤﻊ ﻷﺨﺭ ﻭﻤﻥ ﻭﺴﻴﻠﺔ ﻷﺨﺭﻯ ﻭﻤﻥ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ‬
‫ﻷﺨﺭﻯ‪.‬‬
‫‪ – 10‬ﺘﺤﻠﻴل ﻤﻀﻤﻭﻥ ﻭﺴﺎﺌل ﻤﻌﻴﻨﺔ ﻝﻤﻌﺭﻓﺔ ﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻝﺘﻌﺭﻴﻑ ﻭﺍﻻﻗﻨﺎﻉ‬
‫ﻭﺍﻝﺘﺭﻭﻴﺞ ﻝﻘﻀﺎﻴﺎ ﺃﻭ ﻤﻭﻀﻭﻋﺎﺕ ﺃﻭ ﺍﻓﻜﺎﺭ ﺃﻭ ﻗﻴﻡ ﺃﻭ ﺸﺨﺼﻴﺎﺕ ﻤﻌﻴﻨﺔ‪.‬‬
‫‪ – 11‬ﺘﺤﻠﻴل ﻤﻀﻤﻭﻥ ﻭﺴﻴﻠﺔ ﻤﻌﻴﻨﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺃﻭﻝﻭﻴﺎﺕ ﺍﻫﺘﻤﺎﻤﺎﺘﻬﺎ ﻭﻤﻘﺎﺭﻨﺔ‬
‫ﺫﻝﻙ ﺒﺄﻭﻝﻭﻴﺎﺕ ﺍﻫﺘﻤﺎﻤﺎﺕ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻲ‪ ،‬ﻭﺫﻝﻙ ﻓﻲ ﺍﻁﺎﺭ ﺩﺭﺍﺴﺎﺕ ﺍﻻﺠﻨﺩﺓ‪.‬‬
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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 12‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻭﻅﺎﺌﻑ ﻭﺍﻷﺩﻭﺍﺭ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ﺒﻬﺎ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺩﺍﺨل‬
‫ﺍﻝﻤﺠﺘﻤﻊ‪.‬‬
‫‪ – 13‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﻀﺎﻤﻴﻥ ﺍﻹﻋﻼﻨﻴﺔ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ ﺘﻨﺸﺭﻫﺎ ﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻥ‪.‬‬
‫‪ – 14‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺴﺎﻝﻴﺏ ﻭﺍﻻﺴﺘﻤﺎﻻﺕ ﻭﺍﻻﻭﺘﺎﺭ ﺍﻻﻗﻨﺎﻋﻴﺔ ﻝﻠﻤﻀﻤﻭﻥ‬
‫ﺍﻻﺘﺼﺎﻝﻲ‪.‬‬
‫‪ – 15‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﺼﺎﺩﺭ ﺍﻝﺘﻲ ﺘﺴﺘﻘﻲ ﻤﻨﻬﺎ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ‬
‫ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﻭﺍﻝﺤﻘﺎﺌﻕ ﺍﻝﺘﻲ ﺘﻘﻭﻡ ‪1‬ﺒﻨﺸﺭﻫﺎ‪.‬‬
‫‪ – 16‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻓﻨﻭﻥ ﺍﻝﺘﺤﺭﻴﺭ ﻭﺍﻝﻌﺭﺽ‪ ،‬ﻭﻗﻭﺍﻝﺏ ﺍﻝﻨﺸﺭ‪ ،‬ﻭﻭﺴﺎﺌل‬
‫ﺍﻻﺒﺭﺍﺯ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻤﻬﺎ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪.‬‬
‫‪ – 17‬ﺍﻝﺘﻌﺭﻑ ﻏﻠﻰ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻠﻐﻭﻴﺔ ﺍﻝﺘﻲ ﺘﻘﺩﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‬
‫ﻤﻀﺎﻤﻴﻨﻬﺎ‪.‬‬
‫‪ – 18‬ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺴﺎﻝﻴﺏ ﺍﻻﺨﺭﺍﺝ ﻭﺍﻝﺘﺼﻤﻴﻡ ﻓﻲ ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ‪.‬‬
‫ﻫﺫﻩ ﻫﻲ ﺃﻫﻡ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻓﻲ ﻤﺠﺎﻻﺕ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪ ،‬ﻏﻴﺭ‬
‫ﺍﻨﻪ ﻤﻥ ﺍﻝﻤﻨﺎﺴﺏ ﺍﻝﺘﺄﻜﻴﺩ ﻋﻠﻰ ﺍﻥ ﻫﺫﻩ ﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ ﻝﻴﺴﺕ ﻨﻬﺎﺌﻴﺔ‪ ،‬ﻓﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‬
‫ﻴﺘﺴﻡ ﺒﺎﻝﺘﻁﻭﺭ ﺍﻝﻤﺴﺘﻤﺭ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﻁل ﻋﻠﻴﻨﺎ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺠﺩﻴﺩﺓ ﻝﻠﺘﺤﻠﻴل‬
‫ﻏﻴﺭ ﺍﻝﺘﻲ ﺘﻡ ﺘﺤﺩﻴﺩﻫﺎ‪ ،‬ﻭﻫﻭ ﺍﻤﺭﺍ ﻴﺘﻭﻗﻑ ﻜﺜﻴﺭﺍ ﻋﻠﻰ ﻗﺩﺭﺓ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻋﻠﻰ ﺍﺒﺘﻜﺎﺭ‬
‫ﻤﺠﺎﻻﺕ ﻭﺍﺴﺎﻝﻴﺏ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺠﺩﻴﺩﺓ ﻝﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺘﺴﺘﺠﻴﺏ ﻝﻁﺒﻴﻌﺔ‬
‫ﺍﻝﺘﻁﻭﺭ ﺍﻝﺩﺅﻭﺏ ﺍﻝﺫﻱ ﻴﺸﻬﺩﻩ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ‪.‬‬
‫* ﻓﺌﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﻴﺭﻯ ﺒﻴﺭﻝﺴﻭﻥ ﺍﻥ ﻗﻴﻤﺔ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻓﻲ ﻓﺌﺎﺘﻪ)‪ ،(1‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻨﻪ ﻤﻥ ﺍﻝﻤﻬﻡ‬
‫ﺠﺩﺍ ﺍﻥ ﻴﺤﺩﺩ ﺍﻝﺒﺎﺤﺙ ﺒﺩﻗﺔ ﻭﻭﻀﻭﺡ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺴﻴﻘﻭﻡ ﻋﻠﻰ ﻀﻭﺌﻬﺎ ﺒﺎﻝﺘﺤﻠﻴل‪،‬‬

‫‪1‬‬
‫‪-Bernard Berelson, content Analysis in communication Research,‬‬
‫‪Copyright © 2018.‬‬

‫‪Glencoe, IL, free press, 1952. P147.‬‬

‫‪copyright law.‬‬

‫‪367‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺤﻴﺙ ﻴﺘﻡ ﺩﺍﺨل ﻫﺫﻩ ﺍﻝﻔﺌﺎﺕ ﺘﺼﻨﻴﻑ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺨﺎﻀﻊ ﻝﻠﺘﺤﻠﻴل‪ ،‬ﻭﻋﻠﻰ ﺫﻝﻙ ﻓﺈﻥ‬
‫ﺍﻝﻔﺌﺎﺕ "ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﺠﺯﺍﺀ ﺍﺼﻐﺭ ﺘﺠﺘﻤﻊ ﻓﻴﻬﺎ ﻭﺤﺩﺓ ﺍﻝﺼﻔﺎﺕ ﺃﻭ ﺍﻝﺨﺼﺎﺌﺹ ﺃﻭ‬
‫ﺍﻷﻭﺯﺍﻥ‪ ،‬ﻭﺘﻌﺘﺒﺭ ﺒﺫﻝﻙ ﺠﻴﻭﺏ ﺍﻭ ﻤﺴﺘﻭﺩﻋﺎﺕ ﻴﻀﻊ ﻓﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﻜل ﻤﺎ ﻴﻘﺎﺒﻠﻪ ﻤﻥ‬
‫ﻭﺤﺩﺍﺕ ﺘﺠﺘﻤﻊ ﻓﻴﻬﺎ ﻫﺫﻩ ﺍﻝﺼﻔﺎﺕ ﺍﻭ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻭ ﺍﻷﻭﺯﺍﻥ" )‪ ،( 1‬ﻭﻴﺘﻭﻗﻑ ﻨﺠﺎﺡ‬
‫ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻋﻠﻰ ﻋﺩﺓ ﺨﻁﻭﺍﺕ ﻤﻥ ﺍﻫﻤﻬﺎ ﺘﺤﺩﻴﺩ ﻓﺌﺎﺕ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻤﻥ‬
‫ﺍﻝﻀﺭﻭﺭﻱ ﺍﻥ ﻴﺘﻭﻓﺭ ﻓﻲ ﺘﻠﻙ ﺍﻝﻔﺌﺎﺕ ﺜﻼﺜﺔ ﺸﺭﻭﻁ ﺍﺴﺎﺴﻴﺔ‪ ،‬ﻫﻲ‪:‬‬
‫‪ – 1‬ﺍﻻﺴﺘﻘﻼﻝﻴﺔ‪ :‬ﺒﻤﻌﻨﻰ ﺍﻻ ﺘﺘﺩﺍﺨل ﺍﻝﻔﺌﺎﺕ ﻤﻊ ﺒﻌﻀﻬﺎ ﺍﻝﺒﻌﺽ‪ ،‬ﻭﺍﻻ ﻴﻜﻭﻥ‬
‫ﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺘﺼﻨﻴﻑ ﺃﻱ ﻤﻀﻤﻭﻥ ﺇﻻ ﻓﻲ ﻓﺌﺔ ﻭﺍﺤﺩﺓ ﻓﻘﻁ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﺘﻁﻠﺏ ﺘﻌﺭﻴﻔﺎ‬
‫ﺩﻗﻴﻘﺎ ﻝﻜل ﻓﺌﺔ ﻤﻥ ﻓﺌﺎﺕ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻭﻭﻀﻊ ﻤﺅﺸﺭﺍﺕ ﻭﺤﺩﻭﺩ ﻝﻬﺎ‪ ،‬ﻭﺒﺩﻭﻥ ﺫﻝﻙ ﻓﺈﻥ‬
‫ﺍﻝﺘﺤﻠﻴل ﻜﻠﻪ ﻤﺂﻝﻪ ﺍﻝﻔﺸل ﺍﻝﺫﺭﻴﻊ‪.‬‬
‫‪ – 2‬ﺍﻝﺸﻤﻭﻝﻴﺔ‪ :‬ﻭﻨﻘﺼﺩ ﺒﻬﺎ ﺍﻥ ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻝﻔﺌﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺘﺴﻤﺢ ﺒﺎﻥ ﺘﻀﻡ‬
‫ﻜل ﺍﻻﺤﺘﻤﺎﻻﺕ ﺍﻝﻤﻤﻜﻨﺔ ﻝﻠﻤﻀﻤﻭﻥ ﺍﻝﻭﺍﻗﻊ ﻓﻲ ﺍﻁﺎﺭﻫﺎ‪ ،‬ﻭﺘﺴﺎﻋﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﻔﺭﻋﻴﺔ‬
‫ﺍﻝﻤﻨﺒﺜﻘﺔ ﻋﻠﻰ ﻜل ﻓﺌﺔ ﺭﺌﻴﺴﻴﺔ ﺇﻝﻰ ﺤﺩ ﻜﺒﻴﺭ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺫﻝﻙ‪.‬‬
‫‪ – 3‬ﺍﻝﻤﻼﺌﻤﺔ‪ :‬ﻭﻫﻭ ﺍﻥ ﺘﻜﻭﻥ ﺍﻝﻔﺌﺎﺕ ﺍﻝﻤﺤﺩﺩﺓ ﻤﺘﻼﺌﻤﺔ ﻤﻊ ﺍﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ‪،‬‬
‫ﻭﺘﺠﻴﺏ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺘﻬﺎ‪ ،‬ﻭﺘﺤﻘﻕ ﻓﺭﻭﻀﻬﺎ‪ ،‬ﻭﻴﺘﻁﻠﺏ ﺫﻝﻙ ﻤﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﻀﻊ ﻤﻥ‬
‫ﺍﻝﻔﺌﺎﺕ ﻤﺎ ﺘﺘﻁﻠﺒﻪ ﺩﺭﺍﺴﺘﻪ ﻓﻘﻁ‪.‬‬
‫ﻭﺤﺘﻰ ﻴﺘﻤﻜﻥ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺘﺤﺩﻴﺩ ﻓﺌﺎﺘﻪ ﺒﺎﻝﺩﻗﺔ ﺍﻝﻤﻁﻠﻭﺒﺔ ﻓﺈﻥ ﻋﻠﻴﻪ ﺍﻥ ﻴﺘﺒﻊ ﻋﺩﺩ‬
‫ﻤﻥ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﻤﻨﻬﺠﻴﺔ ﺍﻝﻤﻬﻤﺔ‪ ،‬ﻭﺍﻝﻤﺘﻤﺜﻠﺔ ﻓﻲ‪:‬‬
‫‪ – 1‬ﺍﻥ ﻴﻠﻡ ﺍﻝﻤﺎﻤﺎ ﻜﺎﻤﻼ ﺒﺎﻻﻁﺎﺭ ﺍﻝﻤﻌﺭﻓﻲ ﻝﻠﺩﺭﺍﺴﺔ‪ ،‬ﺤﻴﺙ ﻤﻥ ﺸﺄﻥ ﺫﻝﻙ ﺍﻥ‬
‫ﻴﺴﺎﻋﺩﻩ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺠﺎل ﺒﺤﺜﻪ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻌﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻻ ﻴﺨﻭﺽ ﻓﻲ ﻤﺴﺄﻝﺔ ﺍﻋﺩﺍﺩ‬
‫ﺍﻻﺴﺘﻤﺎﺭﺓ ﻗﺒل ﺍﻥ ﻴﻨﺘﻬﻲ ﻤﻥ ﺍﻨﺠﺎﺯ ﺍﻝﺠﺎﻨﺏ ﺍﻝﻤﻌﺭﻓﻲ ﻝﺩﺭﺍﺴﺘﻪ‪.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﻓﻲ ﺒﺤﻭﺙ ﺍﻹﻋﻼﻡ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﻋﺎﻝﻡ ﺍﻝﻜﺘﺏ‪2010 ،‬ﻡ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺹ‪.113‬‬
‫‪copyright law.‬‬

‫‪368‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ – 2‬ﺍﻥ ﻴﻘﻭﻡ ﺒﺘﺤﻠﻴل ﻤﺒﺩﺌﻲ ﻝﻌﻴﻨﺔ ﻤﺤﺩﻭﺩﺓ ﻤﻥ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺫﻱ ﺴﻴﺠﺭﻱ ﻋﻠﻴﻪ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﻫﻭ ﺍﻷﻤﺭ ﺍﻝﺫﻱ ﺴﻴﺴﺎﻋﺩﻩ ﻜﺜﻴﺭﺍ ﻓﻲ ﻭﻀﻊ ﻭﺘﺤﺩﻴﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺫﻝﻙ‬
‫ﺍﻝﻤﻀﻤﻭﻥ‪.‬‬
‫‪ –3‬ﺍﻥ ﻴﺴﺘﻌﻴﻥ ﺒﺎﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺴﺎﺒﻘﺔ ﻭﻴﺴﺘﺭﺸﺩ ﺒﻬﺎ‪.‬‬
‫‪ – 4‬ﺍﻥ ﻴﻌﺭﺽ ﺍﻻﺴﺘﻤﺎﺭﺓ ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﻤﺤﻜﻤﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻻﺨﺘﺼﺎﺹ‪.‬‬
‫* ﺃﻨﻭﺍﻉ ﺍﻝﻔﺌﺎﺕ‪:‬‬
‫ﺘﻨﺩﺭﺝ ﺠﻤﻴﻊ ﻓﺌﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺘﺤﺕ ﺍﺤﺩﻯ ﺍﻝﺘﺼﻨﻴﻔﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪ ،‬ﻭﻫﻤﺎ‪:‬‬
‫ﻤﺎﺫﺍ ﻗﻴل؟ )ﻓﺌﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ( ﻭﻜﻴﻑ ﻗﻴل؟ )ﻓﺌﺎﺕ ﺍﻝﺸﻜل(‪ ،‬ﺤﻴﺙ ﻴﻬﺘﻡ ﺍﻷﻭل‬
‫ﺒﺎﻝﻤﺤﺘﻭﻯ ﺍﻝﺨﺎﺹ ﺒﺎﻷﻓﻜﺎﺭ ﻭﺍﻝﻤﻌﺎﻨﻲ‪ ،‬ﻭﺍﻝﺜﺎﻨﻲ ﺒﺎﻝﺸﻜل ﺍﻝﺫﻱ ﻗﺩﻡ ﻤﻥ ﺨﻼﻝﻪ ﻫﺫﺍ‬
‫ﺍﻝﻤﺤﺘﻭﻯ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻝﺭﻏﻡ ﻤﻥ ﻭﺠﻭﺩ ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺸﺎﺌﻊ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺘﺤﻠﻴل‬
‫ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﺇﻻ ﺇﻨﻨﻲ ﺃﺭﻯ ﺍﻥ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺨﺘﺎﺭ ﺩﺍﺌﻤﺎ ﺍﻝﻔﺌﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺒﺤﺜﻪ‪،‬‬
‫ﻭﻓﻘﺎ ﻝﻤﺎ ﺤﺩﺩﻩ ﻤﻥ ﺘﺴﺎﺅﻻﺕ ﻭﻓﺭﻭﺽ‪ ،‬ﻭﻴﺘﻤﻴﺯ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﺠﺎﺩﻭﻥ ﺒﺎﻝﻘﺩﺭﺓ ﻋﻠﻰ‬
‫ﺍﺴﺘﻨﺒﺎﻁ ﻓﺌﺎﺕ ﺠﺩﻴﺩﺓ ﻏﻴﺭ ﺘﻘﻠﻴﺩﻴﺔ ﺘﺨﺩﻡ ﻤﻭﻀﻭﻋﺎﺘﻬﻡ‪ ،‬ﻭﺍﻝﺒﺎﺤﺙ ﺍﻝﻤﺘﻤﻴﺯ ﻫﻭ ﺍﻝﺫﻱ‬
‫ﻴﻜﻭﻥ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺘﻭﻅﻴﻑ ﻓﺌﺎﺕ ﻤﻌﻴﻨﺔ ﻗﺩ ﻴﺴﺘﻨﺒﻁﻬﺎ ﻤﻥ ﺍﻻﻁﺎﺭ ﺍﻝﻤﻌﺭﻓﻲ ﻝﺩﺭﺍﺴﺘﻪ‪،‬‬
‫ﺃﻭ ﻤﻥ ﻁﺒﻴﻌﺔ ﺍﻝﻤﻀﻤﻭﻥ ﺫﺍﺘﻪ ﺍﻝﺫﻱ ﻴﻘﻭﻡ ﺒﺘﺤﻠﻴﻠﻪ‪ ،‬ﺃﻭ ﻤﻥ ﺨﻼل ﺨﺒﺭﺘﻪ ﺍﻝﺒﺤﺜﻴﺔ‪،‬‬
‫ﻭﻻﺒﺩ ﻫﻨﺎ ﻤﻥ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﺍﻥ ﺒﻌﺽ ﺍﻝﻔﺌﺎﺕ ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﻤﻭﻀﻭﻋﺎﺕ ﻤﻌﻴﻨﺔ ﻭﻻ‬
‫ﺘﺘﻨﺎﺴﺏ ﻤﻊ ﻏﻴﺭﻫﺎ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺩﺭﻙ ﺍﻥ ﻝﻜل ﺒﺤﺙ ﺨﺼﻭﺼﻴﺘﻪ ﺍﻝﺘﻲ ﺘﺠﻌﻠﻪ‬
‫ﻴﺨﺘﻠﻑ ﻋﻥ ﻏﻴﺭﻩ‪.‬‬
‫ﻭﻤﻥ ﺍﻝﺘﺼﻨﻴﻔﺎﺕ ﺍﻝﺸﺎﺌﻌﺔ ﻭﺍﻝﻤﺘﺩﺍﻭﻝﺔ ﻝﻔﺌﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻤﺎ ﻴﻠﻲ‪:‬‬
‫ﺃ – ﻓﺌﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ – ﻤﺎﺫﺍ ﻗﻴل؟‪ :‬ﻭﺘﻀﻡ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ – 1‬ﻓﺌﺔ ﺍﻝﻤﻭﻀﻭﻉ‪ :‬ﻭﻴﻘﺼﺩ ﺒﻪ ﻨﻭﻉ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺨﺎﻀﻊ ﻝﻠﺘﺤﻠﻴل ﻭﻓﻘﺎ‬
‫ﻝﻤﺸﻜﻠﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻫﺩﺍﻓﻬﺎ ﻭﺘﺴﺎﺅﻻﺘﻬﺎ‪ ،‬ﻓﻔﻲ ﺩﺭﺍﺴﺔ – ﻤﺜﻼ – ﺤﻭل ﻤﻀﻤﻭﻥ‬
‫ﺍﻹﻋﻼﻨﺎﺕ ﺍﻝﺘﺠﺎﺭﻴﺔ ﻓﻲ ﺼﺤﻴﻔﺔ ﻤﻌﻴﻨﺔ‪ ،‬ﻓﺈﻨﻪ ﻴﺘﻡ ﺘﻘﺴﻴﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺇﻝﻰ‪ :‬ﺇﻋﻼﻨﺎﺕ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪369‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺴﻠﻊ ﻤﻌﻤﺭﺓ‪ ،‬ﻭﺇﻋﻼﻨﺎﺕ ﺴﻠﻊ ﺍﺴﺘﻬﻼﻜﻴﺔ‪ ،‬ﻭﺇﻋﻼﻨﺎﺕ ﺨﺩﻤﺎﺕ‪ ،‬ﻭﻓﻲ ﺍﻁﺎﺭ ﻜل ﻨﻭﻉ ﻤﻥ‬
‫ﻫﺫﻩ ﺍﻷﻨﻭﺍﻉ ﻴﺘﻡ ﺘﺤﺩﻴﺩ ﻓﺌﺎﺕ ﻓﺭﻋﻴﺔ ﺘﻌﺒﺭ ﻋﻥ ﻤﻀﺎﻤﻴﻥ ﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻁﺎﺭ ﺍﻝﻔﺌﺔ‬
‫ﺍﻝﺭﺌﻴﺴﻴﺔ‪ ،‬ﻓﻤﺜﻼ ﻓﻲ ﺍﻁﺎﺭ ﺇﻋﻼﻨﺎﺕ ﺍﻝﺨﺩﻤﺎﺕ ﻫﻨﺎﻙ ﺇﻋﻼﻨﺎﺕ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﻌﻘﺎﺭﻴﺔ‪،‬‬
‫ﻭﺇﻋﻼﻨﺎﺕ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﺼﺤﻴﺔ‪ ،‬ﻭﺇﻋﻼﻨﺎﺕ ﺍﻝﺨﺩﻤﺎﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﺇﻋﻼﻨﺎﺕ ﺍﻝﺨﺩﻤﺎﺕ‬
‫ﺍﻝﺴﻴﺎﺤﻴﺔ‪ ..‬ﺍﻝﺦ‪ ،‬ﻭﻓﻲ ﺍﻁﺎﺭ ﻓﺌﺔ ﺇﻋﻼﻨﺎﺕ ﺍﻝﺴﻠﻊ ﺍﻻﺴﺘﻬﻼﻜﻴﺔ ﺘﺠﻲﺀ ﺇﻋﻼﻨﺎﺕ ﺍﻝﻤﻭﺍﺩ‬
‫ﺍﻝﻐﺫﺍﺌﻴﺔ ﻭﺍﻝﻤﺸﺭﻭﺒﺎﺕ‪ ،‬ﻭﺇﻋﻼﻨﺎﺕ ﻤﻭﺍﺩ ﺍﻝﺘﻨﻅﻴﻑ‪ ،‬ﻭﺇﻋﻼﻨﺎﺕ ﺍﻝﻤﻼﻴﺱ‪ ،‬ﻭﺇﻋﻼﻨﺎﺕ‬
‫ﺍﻝﻌﻁﻭﺭ ‪ ..‬ﺍﻝﺦ ‪ ..‬ﻭﻗﺩ ﻴﻘﺴﻡ ﺍﻝﻤﻭﻀﻭﻉ ﻓﻲ ﺩﺭﺍﺴﺔ ﺃﺨﺭﻯ ﺤﻭل ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﻌﺭﺒﻴﺔ ﻓﻲ‬
‫ﺍﻝﺼﺤﺎﻓﺔ ﺍﻝﻴﻭﻤﻴﺔ ﻓﻲ ﻝﻴﺒﻴﺎ – ﻤﺜﻼ ‪ -‬ﺇﻝﻰ ‪ :‬ﻗﻀﺎﻴﺎ ﺴﻴﺎﺴﻴﺔ ‪ ،‬ﻭﻗﻀﺎﻴﺎ ﺍﻗﺘﺼﺎﺩﻴﺔ‪،‬‬
‫ﻭﻗﻀﺎﻴﺎ ﻋﺴﻜﺭﻴﺔ‪ ،‬ﻭﻗﻀﺎﻴﺎ ﺍﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻗﻀﺎﻴﺎ ﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﻗﻀﺎﻴﺎ ﺃﺩﺒﻴﺔ‪ ،‬ﻭﻓﻲ ﺍﻁﺎﺭ‬
‫ﻜل ﻓﺌﺔ ﻤﻥ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻫﺫﻩ ﺘﻨﺩﺭﺝ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻔﺌﺎﺕ ﺍﻝﻔﺭﻋﻴﺔ ﺍﻷﺨﺭﻯ‪ ،‬ﻓﻔﻲ‬
‫ﻓﺌﺔ ﺍﻝﻘﻀﺎﻴﺎ ﺍﻝﺴﻴﺎﺴﻴﺔ – ﻤﺜﻼ – ﻴﻤﻜﻥ ﺍﻥ ﺘﻜﻭﻥ ﻫﻨﺎﻙ ﻓﺌﺎﺕ‪ :‬ﺍﻝﺼﺭﺍﻉ ﺍﻝﻌﺭﺒﻲ‬
‫ﺍﻝﺼﻬﻴﻭﻨﻲ –ﺍﻝﻭﺤﺩﺓ ﺍﻝﻌﺭﺒﻴﺔ – ﺍﻝﺨﻼﻓﺎﺕ ﺍﻝﺤﺩﻭﺩﻴﺔ – ﺍﻝﻌﻼﻗﺎﺕ ﻤﻊ ﺩﻭل ﺍﻝﺠﻭﺍﺭ –‬
‫ﺍﻻﺘﻔﺎﻗﻴﺎﺕ ﺍﻝﺜﻨﺎﺌﻴﺔ – ﻝﻘﺎﺀﺍﺕ ﺍﻝﻘﺎﺩﺓ ﻭﺍﻝﺯﻋﻤﺎﺀ ﺍﻝﻌﺭﺏ ‪ ..‬ﺍﻝﺦ‪ ،‬ﻭﻫﻜﺫﺍ‪.‬‬
‫‪ – 2‬ﻓﺌﺔ ﺍﻻﺘﺠﺎﻩ‪ :‬ﻭﻴﻘﺼﺩ ﺒﻪ ﻤﻭﻗﻑ ﻭﺍﺘﺠﺎﻩ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻤﻥ ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺨﺎﻀﻊ ﻝﻠﺘﺤﻠﻴل‪ ،‬ﻭﻋﺎﺩﺓ ﺘﻀﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ‪ :‬ﻤﺅﻴﺩ‪ ،‬ﻭﻤﺤﺎﻴﺩ‪ ،‬ﻭﻤﻌﺎﺭﺽ‪ ،‬ﻭﻴﺘﻡ ﺘﺤﺩﻴﺩ‬
‫ﺫﻝﻙ ﻤﻥ ﺨﻼل ﻤﺅﺸﺭﺍﺕ ﻤﻌﻴﻨﺔ ﻴﺤﺩﺩﻫﺎ ﺍﻝﺒﺎﺤﺙ ﺍﺜﻨﺎﺀ ﻭﻀﻊ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ‬
‫ﺍﻻﺠﺭﺍﺌﻴﺔ‪ ،‬ﻭﻨﻌﻭﺩ ﻝﻨﺫﻜﺭ ﻫﻨﺎ ﺒﺄﻫﻤﻴﺔ ﻭﻀﻊ ﺘﻌﺭﻴﻔﺎﺕ ﺍﺠﺭﺍﺌﻴﺔ ﻭﺍﻀﺤﺔ ﻭﺩﻗﻴﻘﺔ‬
‫ﻭﺠﺎﻤﻌﺔ ﻤﺎﻨﻌﺔ ﻝﻜل ﻓﺌﺎﺕ ﺍﺴﺘﻤﺎﺭﺓ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺒﻤﺎ ﻴﻀﻤﻥ ﺍﻨﺠﺎﺯ ﺍﻝﺘﺤﻠﻴل‬
‫ﺒﺎﻝﺼﻭﺭﺓ ﺍﻝﺼﺤﻴﺤﺔ‪ ،‬ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﻤﻭﺜﻭﻗﺔ‪.‬‬
‫‪ – 3‬ﻓﺌﺔ ﺍﻝﻘﻴﻡ‪ :‬ﻭﻴﻘﺼﺩ ﺒﻬﺎ ﻁﺒﻴﻌﺔ ﻭﻨﻭﻉ ﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﻴﻌﻜﺴﻬﺎ ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﻴﺘﻡ‬
‫ﺘﺼﻨﻴﻑ ﺍﻝﻘﻴﻡ ﺒﻨﺎﺀ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﻜل ﻤﻭﻀﻭﻉ‪ ،‬ﻓﺎﻝﻘﻴﻡ ﻗﺩ ﺘﺼﻨﻑ ﻋﻠﻰ ﺍﻨﻬﺎ ﻗﻴﻡ ﺴﻠﺒﻴﺔ‬
‫ﺃﻭ ﺍﻴﺠﺎﺒﻴﺔ‪ ،‬ﻭﻗﺩ ﺘﺼﻨﻑ ﻭﻓﻕ ﻨﻭﻉ ﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﻴﺘﺒﻨﺎﻫﺎ ﺍﻝﻤﻭﻀﻭﻉ‪ ،‬ﻤﺜل ﻗﻴﻤﺔ ﺍﻝﺘﻜﺎﻓل‪،‬‬
‫ﻭﻗﻴﻤﺔ ﺘﻘﺩﻴﺭ ﺍﻝﻭﻗﺕ‪ ،‬ﻭﻗﻴﻤﺔ ﺍﻝﺠﻤﺎل‪ ،‬ﻭﻗﻴﻤﺔ ﺍﻝﺼﺩﻕ ‪ ..‬ﺍﻝﺦ ‪ ..‬ﻭﺍﻷﻤﺭ ﻴﺘﻭﻗﻑ ﻋﻠﻰ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻁﺒﻴﻌﺔ ﻜل ﻤﻭﻀﻭﻉ‪ ,‬ﻭﻤﺎ ﻴﻤﻜﻥ ﺍﻥ ﻴﻌﻜﺴﻪ ﻤﻥ ﻗﻴﻡ‪ ،‬ﻭﺘﺘﺤﺩﺩ ﻁﺒﻴﻌﺔ ﺍﻝﻘﻴﻡ ﻭﻓﻘﺎ‬
‫ﻝﻠﻤﻔﺎﻫﻴﻡ ﻭﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﻤﻌﺘﻘﺩﺍﺕ ﺍﻝﺴﺎﺌﺩﺓ ﻓﻲ ﻜل ﻤﺠﺘﻤﻊ‪.‬‬
‫‪ – 4‬ﻓﺌﺔ ﺍﻷﻫﺩﺍﻑ‪ :‬ﻭﻫﻲ ﻤﺠﻤﻭﻉ ﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﺍﻝﻤﻀﻤﻭﻥ ﻝﺘﺤﻘﻴﻘﻬﺎ‪،‬‬
‫ﻭﻫﻲ ﺘﺨﺘﻠﻑ ﻭﻓﻘﺎ ﻝﻁﺒﻴﻌﺔ ﻜل ﺩﺭﺍﺴﺔ‪ ،‬ﻓﻘﺩ ﺘﺘﻤﺜل ﺍﻷﻫﺩﺍﻑ ﻓﻲ ﺍﻝﺩﻋﻭﺓ ﺇﻝﻰ ﺘﺒﻨﻲ ﻗﻴﻡ‬
‫ﺍﻭ ﺃﻓﻜﺎﺭ ﻤﻌﻴﻨﺔ‪ ،‬ﺃﻭ ﻓﻲ ﺍﻝﺤﺙ ﻋﻠﻰ ﺘﺒﻨﻲ ﺴﻴﺎﺴﺎﺕ ﻤﺤﺩﺩﺓ‪ ،‬ﺃﻭ ﺍﻝﺩﻋﻭﺓ ﺇﻝﻰ ﺘﻐﻴﻴﺭ‬
‫ﻤﻔﺎﻫﻴﻡ ﺴﺎﺌﺩﺓ ‪ ..‬ﻭﻫﻜﺫﺍ‪.‬‬
‫‪ – 5‬ﻓﺌﺔ ﺍﻝﻤﺼﺩﺭ‪ :‬ﻭﻴﻘﺼﺩ ﺒﻪ ﻤﺼﺩﺭ ﺍﺴﺘﻘﺎﺀ ﺍﻝﻤﺎﺩﺓ ﻤﺤل ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﻘﺴﻡ‬
‫ﻋﺎﺩﺓ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﺇﻝﻰ ﻨﻭﻋﻴﻥ‪ ،‬ﻫﻤﺎ ﻤﺼﺎﺩﺭ ﺍﻝﻭﺴﻴﻠﺔ ﻭﺘﺘﻤﺜل ﻓﻲ‪:‬‬
‫ﺍﻝﻤﺭﺍﺴﻠﻭﻥ ﻭﻭﻜﺎﻻﺕ ﺍﻷﻨﺒﺎﺀ ﻭﺍﻻﺫﺍﻋﺎﺕ ﻭﺍﻝﺼﺤﻑ ﻭﺸﺒﻜﺔ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﺩﻭﻝﻴﺔ ‪..‬‬
‫ﻭﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﺃﻤﺎ ﺍﻝﻨﻭﻉ ﺍﻝﺜﺎﻨﻲ ﻓﻬﻲ ﻤﺼﺎﺩﺭ ﺍﻝﺼﺤﻔﻲ‪ ،‬ﺍﻝﺘﻲ ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﺸﺨﺼﻴﺎﺕ‬
‫ﺍﻝﺘﻲ ﻴﺴﺘﻘﻲ ﻤﻨﻬﺎ ﻤﺼﺩﺭ ﺍﻝﻭﺴﻴﻠﺔ ﻤﻌﻠﻭﻤﺎﺘﻪ‪ ،‬ﻭﻗﺩ ﺘﻜﻭﻥ ﺭﺅﺴﺎﺀ ﺩﻭل‪ ،‬ﺃﻭ ﻭﺯﺭﺍﺀ‪ ،‬ﺃﻭ‬
‫ﻤﻭﺍﻁﻨﻭﻥ ﻋﺎﺩﻴﻭﻥ ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪ – 6‬ﻓﺌﺔ ﺍﻝﺴﻤﺎﺕ‪ :‬ﻭﻴﻘﺼﺩ ﺒﻬﺎ ﺍﻝﺴﻤﺎﺕ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﻴﻅﻬﺭ ﻤﻥ ﺨﻼﻝﻬﺎ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﺃﻭ ﺍﻝﺸﺨﺼﻴﺔ ﺃﻭ ﺍﻝﺤﺩﺙ ﺃﻭ ﺍﻝﻤﻜﺎﻥ ﺃﻭ ﺍﻝﻔﻜﺭﺓ ﻤﺤل ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻭﺘﻤﻴﺯﻩ ﻋﻥ‬
‫ﻏﻴﺭﻩ‪ ،‬ﻭﻗﺩ ﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻝﻤﻌﺭﻓﺔ ﺍﻝﺴﻤﺔ ﺍﻝﻌﺎﻤﺔ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺘﺤﺩﻴﺩ ﺴﻤﺎﺕ ﺸﺨﺼﻴﺔ‬
‫ﻤﻌﻴﻨﺔ ﺘﻅﻬﺭ ﻓﻲ ﻋﻤل ﺩﺭﺍﻤﻲ ﻤﺜﻼ ﺃﻭ ﻓﻲ ﺇﻋﻼﻥ ﺃﻭ ﺍﻏﻨﻴﺔ ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﻭﻤﻥ‬
‫ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﺘﺸﻤل ﺘﻠﻙ ﺍﻝﺴﻤﺎﺕ ﻤﺎ ﻴﺘﺼل ﺒﺎﻝﺸﺨﺼﻴﺔ ﺫﻜﺭ ﻭﺍﻨﺜﻰ ﻤﺜﻼ ﺃﻭ ﺤﺎﻝﺘﻪ‬
‫ﺍﻝﺩﻴﻨﻴﺔ ﺍﻭ ﻤﺴﺘﻭﺍﻩ ﺍﻝﻌﻠﻤﻲ ﺃﻭ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ‪ ..‬ﻭﻝﻬﺫﻩ ﺍﻝﻔﺌﺔ ﺍﺴﺘﺨﺩﺍﻤﺎﺕ‬
‫ﻤﺘﻌﺩﺩﺓ ﻓﻘﺩ ﺘﺴﺘﺨﺩﻡ ﺍﻴﻀﺎ ﻋﻨﺩﻤﺎ ﻴﺘﻌﻠﻕ ﺍﻷﻤﺭ ﺒﺎﻝﺴﻤﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ﻝﺯﻋﻴﻡ ﺴﻴﺎﺴﻲ‪ ،‬ﺃﻭ‬
‫ﻨﻅﺎﻡ ﺴﻴﺎﺴﻲ‪) ،‬ﻋﻨﺼﺭﻱ – ﻤﻨﻔﺘﺢ( ﺃﻭ ﻁﺒﻴﻌﺔ ﻨﻅﺎﻡ ﺍﻝﺤﻜﻡ ﻓﻲ ﺩﻭﻝﺔ ﻤﺎ ) ﺩﻴﻤﻘﺭﺍﻁﻲ‬
‫– ﻏﻴﺭ ﺩﻴﻤﻘﺭﺍﻁﻲ(‪ ،‬ﺃﻭ ﺍﻝﺴﻤﺔ ﺍﻝﻌﺎﻤﺔ ﺍﻝﺘﻲ ﻴﺼﻭﺭ ﺒﻬﺎ ﺍﻝﻤﻀﻤﻭﻥ ﻤﺠﺘﻤﻊ ﻤﻌﻴﻥ ‪..‬‬
‫ﻭﻫﻜﺫﺍ ‪.‬‬
‫‪ – 7‬ﻓﺌﺔ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻤﺴﺘﻬﺩﻑ‪ :‬ﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺠﻤﻬﻭﺭ‬
‫ﺍﻝﻤﺴﺘﻬﺩﻑ ﻤﻥ ﻗﺒل ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﻭﻫﺫﺍ ﺍﻝﺠﻤﻬﻭﺭ ﻴﻤﻜﻥ ﺘﻘﺴﻴﻤﻪ ﺇﻝﻰ ﻋﺩﺩ ﻤﻥ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

‫‪371‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﻔﺌﺎﺕ ﺍﻝﻔﺭﻋﻴﺔ ﺍﻝﺘﻲ ﺘﺨﺘﻠﻑ ﻤﻥ ﺘﺤﻠﻴل ﺇﻝﻰ ﺃﺨﺭ ﺤﺴﺏ ﻁﺒﻴﻌﺔ ﻜل ﻤﻀﻤﻭﻥ‪ ،‬ﻓﻘﺩ‬
‫ﻴﻘﺴﻡ ﺍﻝﺠﻤﻬﻭﺭ ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﺠﻨﺱ‪ ،‬ﺃﻭ ﺍﻝﻤﻬﻨﺔ‪ ،‬ﺃﻭ ﺍﻝﺩﺨل‪ ،‬ﺍﻭ ﺍﻝﺴﻥ‪ ،‬ﺃﻭ ﻤﻜﺎﻥ‬
‫ﺍﻝﺴﻜﻥ‪ ،‬ﻭﻫﻜﺫﺍ‪.‬‬
‫‪ – 8‬ﻓﺌﺔ ﺍﻝﻨﻁﺎﻕ ﺍﻝﺠﻐﺭﺍﻓﻲ‪ :‬ﻭﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻤﻨﺎﻁﻕ‬
‫ﻭﺍﻝﺒﻠﺩﺍﻥ ﻭﺍﻝﻤﺩﻥ ﺍﻷﻜﺜﺭ ﺍﻫﺘﻤﺎﻤﺎ ﻤﻥ ﻗﺒل ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﺤﻴﺙ ﺘﺤﻅﻰ ﺍﺨﺒﺎﺭﻫﺎ‬
‫ﻭﺍﺤﺩﺍﺜﻬﺎ ﺒﺘﻐﻁﻴﺔ ﺍﻜﺜﺭ ﻜﺜﺎﻓﺔ‪.‬‬
‫‪ –9‬ﻓﺌﺔ ﺸﺩﺓ ﺍﻝﺘﻌﺒﻴﺭ ﺃﻭ ﺸﺩﺓ ﺍﻻﺘﺠﺎﻩ‪ :‬ﻭﺘﺴﻤﻰ ﺍﻴﻀﺎ ﻓﺌﺔ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ‪،‬‬
‫ﻭﺘﺴﺘﺨﺩﻡ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺸﺩﺓ ﺍﻝﺘﺄﻴﻴﺩ ﺃﻭ ﺍﻝﻤﻌﺎﺭﻀﺔ‪ ،‬ﻤﻥ ﺨﻼل ﺘﺤﺩﻴﺩ ﺃﻭﺯﺍﻥ ﺘﻅﻬﺭ‬
‫ﺫﻝﻙ‪.‬‬
‫‪ –10‬ﻓﺌﺔ ﺃﺴﺎﻝﻴﺏ ﺍﻻﻗﻨﺎﻉ‪ :‬ﻭﺘﺴﺘﺨﺩﻡ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻲ‬
‫ﻴﺴﺘﺨﺩﻤﻬﺎ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل ﻹﻗﻨﺎﻉ ﺍﻝﻤﺘﻠﻘﻲ ﺒﺎﻝﻔﻜﺭﺓ ﺍﻝﺘﻲ ﻴﺴﻌﻰ ﻝﻠﺘﺭﻭﻴﺞ ﻝﻬﺎ‪ ،‬ﺤﻴﺙ ﻗﺩ‬
‫ﻴﺘﻡ ﺫﻝﻙ ﻤﻥ ﺨﻼل ﺍﻻﺴﺘﻤﺎﻻﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ ﺃﻭ ﺘﻘﺩﻴﻡ ﺤﻘﺎﺌﻕ ﻤﻌﻴﻨﺔ ﺃﻭ ﺍﻻﺴﺘﺸﻬﺎﺩ ﺒﺄﻗﻭﺍل‬
‫ﻭﺃﺭﺍﺀ ﻤﺘﺨﺼﺼﻴﻥ ‪ ..‬ﺇﻝﻰ ﺃﺨﺭ ﺫﻝﻙ ﻤﻥ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻲ ﻴﻭﻅﻔﻬﺎ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‬
‫ﻵﺠل ﺍﻗﻨﺎﻉ ﺍﻝﻤﺘﻠﻘﻲ ﺒﺭﺴﺎﻝﺘﻪ‪.‬‬
‫ﻭﻻﺒﺩ ﻤﻥ ﺍﻝﺘﺫﻜﻴﺭ ﻫﻨﺎ ﺒﺎﻥ ﻫﺫﻩ ﺍﻝﻔﺌﺎﺕ ﻝﻴﺴﺕ ﻨﻬﺎﺌﻴﺔ‪ ،‬ﻝﻜﻨﻬﺎ ﻗﺩ ﺘﻤﺜل ﺃﻜﺜﺭ ﻓﺌﺎﺕ‬
‫ﺍﻝﻤﻀﻤﻭﻥ ﺍﺴﺘﺨﺩﺍﻤﺎ ﻭﺍﻨﺘﺸﺎﺭﺍ‪ ،‬ﻭﻴﻅل ﺍﻤﺎﻡ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺒﺭﺍﺡ ﺍﻜﺒﺭ ﻻﺒﺘﻜﺎﺭ ﻓﺌﺎﺕ ﺃﺨﺭﻯ‬
‫ﺘﺴﺘﺩﻋﻴﻬﺎ ﻁﺒﻴﻌﺔ ﻤﻭﻀﻭﻋﺎﺕ ﻤﻌﻴﻨﺔ ﻭﻓﻘﺎ ﻻﺠﺘﻬﺎﺩ ﻭﻗﺩﺭﺓ ﻜل ﺒﺎﺤﺙ‪.‬‬
‫ﺏ – ﻓﺌﺎﺕ ﺍﻝﺸﻜل – ﻜﻴﻑ ﻗﻴل؟‪ :‬ﻭﺘﻀﻡ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ - 1‬ﻓﺌﺔ ﺸﻜل ﺃﻭ ﻗﻭﺍﻝﺏ ﺍﻝﻨﺸﺭ‪ :‬ﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻘﻭﺍﻝﺏ‬
‫ﺃﻭ ﺍﻝﻔﻨﻭﻥ ﺍﻝﺘﺤﺭﻴﺭﻴﺔ ﺍﻝﺘﻲ ﻴﻘﺩﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﻤﻀﻤﻭﻥ ﻤﺤل ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻓﻔﻲ ﺍﻝﺼﺤﻑ‬
‫ﻤﺜﻼ ﺘﺘﻤﺜل ﺘﻠﻙ ﺍﻝﻘﻭﺍﻝﺏ ﻓﻲ‪ :‬ﺍﻝﻤﻘﺎﻻﺕ ﻭﺍﻷﺨﺒﺎﺭ ﻭﺍﻝﺘﺤﻘﻴﻘﺎﺕ ﻭﺍﻝﺘﻘﺎﺭﻴﺭ ﻭﺍﻝﻤﻘﺎﺒﻼﺕ‪،‬‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﺭﺴﻭﻡ ﻭﺍﻝﺼﻭﺭ‪ ،‬ﺍﻤﺎ ﻓﻲ ﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﻓﺘﺘﻤﺜل ﻓﻲ ﻨﺸﺭﺍﺕ ﺍﻻﺨﺒﺎﺭ ﻭﺍﻝﺘﻘﺎﺭﻴﺭ‬

‫ﻭﺍﻝﺘﻌﻠﻴﻘﺎﺕ ﻭﺍﻷﻋﻤﺎل ﺍﻝﺩﺭﺍﻤﻴﺔ ‪ ..‬ﺍﻝﺦ‪.‬‬
‫‪ – 2‬ﻓﺌﺔ ﺍﻝﻠﻐﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪ :‬ﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻠﻐﺎﺕ ﺍﻝﺘﻲ‬
‫ﻗﺩﻡ ﻤﻥ ﺨﻼﻝﻬﺎ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺨﺎﻀﻊ ﻝﻠﺘﺤﻠﻴل‪ ،‬ﻭﺍﻝﻤﺴﺘﻭﻴﺎﺕ ﺍﻝﻠﻐﻭﻴﺔ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪ ،‬ﻜﺎﻝﻠﻐﺔ‬
‫ﺍﻝﻌﺭﺒﻴﺔ ﻭﺍﻝﻠﻐﺔ ﺍﻻﻨﺠﻠﻴﺯﻴﺔ‪ ،‬ﻭﺍﻝﻠﻬﺠﺎﺕ ﺍﻝﻤﺤﻠﻴﺔ ‪ ..‬ﺍﻝﺦ‪.‬‬
‫‪ – 3‬ﻓﺌﺔ ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﻔﻨﻴﺔ‪ :‬ﻭﻫﻲ ﻋﻨﺎﺼﺭ ﺍﻻﺒﺭﺍﺯ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻜﺎﻝﺼﻭﺭ‬
‫ﻭﺍﻝﺭﺴﻭﻡ ﻭﺍﻝﺨﻁﻭﻁ ﻭﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺸﺒﻙ ﻭﺍﻝﺘﺒﺎﻴﻥ ﻭﺍﻝﺘﻅﻠﻴل ﻭﺍﻻﻝﻭﺍﻥ‪ ،‬ﺇﻝﻰ ﺍﺨﺭ‬
‫ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﺘﻲ ﻴﻜﻭﻥ ﺍﻝﻬﺩﻑ ﻤﻨﻬﺎ ﺍﺒﺭﺍﺯ ﺍﻝﻤﺎﺩﺓ‪.‬‬
‫‪ – 4‬ﻤﻜﺎﻥ ﻭﺘﻭﻗﻴﺕ ﺍﻝﻨﺸﺭ‪ :‬ﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻤﻭﻗﻊ ﺍﻝﻨﺸﺭ‬
‫ﻓﻲ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪ ،‬ﻤﺜل ﺍﻝﺼﻔﺤﺔ ﺍﻷﻭﻝﻰ ﻭﺍﻝﺼﻔﺤﺔ ﺍﻷﺨﻴﺭﺓ ﻭﺍﻝﺼﻔﺤﺎﺕ ﺍﻝﺩﺍﺨﻠﻴﺔ ‪..‬‬
‫ﻭﻏﻴﺭ ﺫﻝﻙ‪ ،‬ﻭﻓﻲ ﺍﻻﺫﺍﻋﺔ ﻭﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﺘﺴﺘﺨﺩﻡ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺘﻭﻗﻴﺕ ﺍﻝﺘﻲ ﺒﺜﺕ ﻓﻴﻪ‬
‫ﺍﻝﻤﺎﺩﺓ‪ ،‬ﻫل ﻫﻭ ﻭﻗﺕ ﺍﻝﺫﺭﻭﺓ ﻤﺜﻼ‪ ،‬ﺃﻭ ﻭﻗﺕ ﺘﻘﺩﻴﻡ ﺒﺭﺍﻤﺞ ﻝﻬﺎ ﺠﻤﻬﻭﺭ ﻭﺍﺴﻊ‪ ،‬ﺍﻭ ﻓﻲ‬
‫ﺍﻝﻔﺘﺭﺓ ﺍﻝﺼﺒﺎﺤﻴﺔ ﺃﻭ ﺍﻝﻤﺴﺎﺌﻴﺔ ‪ ..‬ﺍﻝﺦ‪.‬‬
‫‪ – 5‬ﻓﺌﺔ ﺍﻝﻤﺴﺎﺤﺔ ﻭﺍﻝﺯﻤﻥ‪ :‬ﻭﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻔﺌﺔ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ‬
‫ﺍﻝﻤﺴﺎﺤﺔ ﺍﻝﺘﻲ ﺨﺼﺼﺕ ﻝﻠﻤﺎﺩﺓ ﻤﺤل ﺍﻝﺘﺤﻠﻴل ﻓﻲ ﺍﻝﻤﻁﺒﻭﻋﺎﺕ‪ ،‬ﻜﻤﺎ ﺘﺴﺘﺨﺩﻡ ﻓﺌﺔ‬
‫ﺍﻝﺯﻤﻥ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺯﻤﻥ ﺍﻝﻤﺨﺼﺹ ﻝﻠﻤﻭﺍﺩ ﺍﻝﺘﻲ ﺘﻡ ﺒﺜﻬﺎ ﻓﻲ ﺍﻻﺫﺍﻋﺔ ﻭﺍﻝﺘﻠﻔﺯﻴﻭﻥ‪.‬‬
‫ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻰ ﻜل ﻓﺌﺎﺕ ﺍﻝﺸﻜل ﻫﺫﻩ ﻴﻅل ﺃﻤﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺇﻤﻜﺎﻨﻴﺔ ﻜﻤﺎ ﺴﺒﻘﺕ‬
‫ﺍﻻﺸﺎﺭﺓ ﻻﺒﺘﻜﺎﺭ ﻓﺌﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻭﻓﻕ ﻁﺒﻴﻌﺔ ﺩﺭﺍﺴﺘﻪ ﻭﺘﺴﺎﺅﻻﺘﻪ ﻭﻓﺭﻭﻀﻪ‪.‬‬
‫* ﻭﺤﺩﺍﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﺘﻌﺭﻑ ﻭﺤﺩﺍﺕ ﺍﻝﺘﺤﻠﻴل ﺒﺎﻨﻬﺎ "ﻭﺤﺩﺍﺕ ﺍﻝﻤﺤﺘﻭﻯ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﺨﻀﺎﻋﻬﺎ ﻝﻠﻌﺩ‬
‫ﻭﺍﻝﻘﻴﺎﺱ ﺒﺴﻬﻭﻝﺔ‪ ،‬ﻭﻴﻌﻁﻲ ﻭﺠﻭﺩﻫﺎ ﺃﻭ ﻏﻴﺎﺒﻬﺎ ﻭﺘﻜﺭﺍﺭﺍﻫﺎ ﺃﻭ ﺍﺒﺭﺍﺯﻫﺎ ﺩﻻﻻﺕ ﺘﻔﻴﺩ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﺘﻔﺴﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻜﻤﻴﺔ")‪ ،(1‬ﻜﻤﺎ ﺍﻥ ﻭﺤﺩﺓ ﺍﻝﺘﺤﻠﻴل ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻥ ﺍﻝﺸﻲﺀ‬

‫ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﺤﺼﺭﻩ ﻭﻫﻲ ﺠﺯﺀ ﻤﻥ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺫﻱ ﻴﻤﻜﻥ ﻭﺼﻔﻪ ﻓﻲ ﻓﺌﺔ ﻤﺤﺩﺩﺓ)‪،(2‬‬
‫ﻭﻴﺠﺏ ﺍﻝﺘﻔﺭﻴﻕ ﺒﻴﻥ ﻤﺴﺘﻭﻴﻴﻥ ﻤﻥ ﺍﻝﻭﺤﺩﺍﺕ‪ ،‬ﻫﻤﺎ‪ :‬ﻭﺤﺩﺍﺕ ﺍﻝﺘﺴﺠﻴل‪ ،‬ﻭﻭﺤﺩﺍﺕ‬
‫ﺍﻝﺴﻴﺎﻕ‪ ،‬ﻓﻭﺤﺩﺍﺕ ﺍﻝﺘﺴﺠﻴل ﻫﻲ ﺍﺼﻐﺭ ﺠﺯﺀ ﻓﻲ ﺍﻝﻤﺤﺘﻭﻯ ﻴﺨﺘﺎﺭﻩ ﺍﻝﺒﺎﺤﺙ ﻭﻴﺨﻀﻌﻪ‬
‫ﻝﻠﻌﺩ ﻭﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﻴﻌﺒﺭ ﻅﻬﻭﺭﻩ ﻋﻥ ﺩﻻﻝﺔ ﻤﻌﻴﻨﺔ ﻓﻲ ﺭﺴﻡ ﻨﺘﺎﺌﺞ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻤﺜل ﺍﻝﻜﻠﻤﺔ‬
‫ﺃﻭ ﺍﻝﺠﻤﻠﺔ ﺃﻭ ﺍﻝﻔﻘﺭﺓ ‪ ..‬ﺍﻤﺎ ﻭﺤﺩﺍﺕ ﺍﻝﺴﻴﺎﻕ ﻓﻬﻲ ﻭﺤﺩﺍﺕ ﻝﻐﻭﻴﺔ ﺩﺍﺨل ﺍﻝﻤﺤﺘﻭﻯ‬
‫)ﺠﻤﻠﺔ –ﻋﺒﺎﺭﺓ – ﻓﻘﺭﺓ – ﺍﻝﻤﻭﻀﻭﻉ( ﺘﻔﻴﺩ ﻓﻲ ﺍﻝﺘﺤﺩﻴﺩ ﺍﻝﺩﻗﻴﻕ ﻝﻤﻌﺎﻨﻲ ﻭﺤﺩﺍﺕ‬
‫ﺍﻝﺘﺴﺠﻴل ﺍﻝﺘﻲ ﻴﺘﻡ ﻋﻠﻴﻬﺎ ﺍﻝﻌﺩ ﻭﺍﻝﻘﻴﺎﺱ )‪ ،( 3‬ﻭﻫﻲ ﺃﻜﺒﺭ ﻜﻴﺎﻥ ﻓﻲ ﺍﻝﻤﻀﻤﻭﻥ ﻴﻤﻜﻥ‬
‫ﻓﺤﺼﻪ ﻝﺘﺄﻜﻴﺩ ﺼﻔﺎﺕ ﻭﺤﺩﺓ ﺍﻝﺘﺴﺠﻴل‪ ،‬ﻓﻤﺜﻼ ﻭﺤﺩﺓ ﺍﻝﺘﺴﺠﻴل ﻗﺩ ﺘﻜﻭﻥ ﻋﺒﺎﺭﺓ ﻭﺍﺤﺩﺓ‪،‬‬
‫ﻭﻝﻜﻥ ﻝﻜﻲ ﻴﺘﻡ ﻤﻌﺭﻓﺔ ﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻌﺒﺎﺭﺓ ﻗﺩ ﻋﻭﻝﺠﺕ ﺒﻁﺭﻴﻘﺔ ﻤﻭﺍﺘﻴﺔ ﻋﻠﻰ ﺍﻝﺒﺎﺤﺙ‬
‫ﺍﻥ ﻴﻘﻭﻡ ﺒﺘﻘﺩﻴﻡ ﻜﺎﻤل ﻝﻠﺠﻤﻠﺔ ﺍﻝﺘﻲ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻝﻌﺒﺎﺭﺓ )ﻭﺤﺩﺓ ﺍﻝﺴﻴﺎﻕ()‪ ،(4‬ﻭﺇﺫﺍ ﻜﺎﻨﺕ‬
‫ﺍﻝﻜﻠﻤﺔ ﻫﻲ ﻭﺤﺩﺓ ﺍﻝﺘﺴﺠﻴل ﻓﺈﻥ ﺍﻝﺠﻤﻠﺔ ﺘﺼﺒﺢ ﻭﺤﺩﺓ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺘﻲ ﻴﺠﺏ ﻗﺭﺍﺀﺘﻬﺎ‬
‫ﺒﻌﻨﺎﻴﺔ ﻝﺘﺤﺩﻴﺩ ﻤﺩﻝﻭل ﺍﻝﻜﻠﻤﺔ ﻭﺘﺭﻤﻴﺯﻫﺎ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﺼﺤﻴﺢ)‪ ،( 5‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺍﻥ‬
‫ﻭﺤﺩﺍﺕ ﺍﻝﺘﺴﺠﻴل ﻭﻭﺤﺩﺍﺕ ﺍﻝﺴﻴﺎﻕ ﻝﻴﺴﺕ ﺜﺎﺒﺘﺔ ﺒل ﻤﺘﻐﻴﺭﺓ ﺒﺘﻐﻴﺭ ﻁﺒﻴﻌﺔ ﺍﻝﺘﺤﻠﻴل‬
‫ﻭﻨﻭﻉ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﻤﺴﺘﺨﺩﻤﺔ‪ ،‬ﻓﺎﻝﺠﻤﻠﺔ ﻗﺩ ﺘﺴﺘﺨﺩﻡ ﻭﺤﺩﺓ ﺘﺴﺠﻴل ﻓﻲ ﺘﺤﻠﻴل ﻤﻀﻤﻭﻥ‬
‫ﻤﻌﻴﻥ‪ ،‬ﻭﻭﺤﺩﺓ ﺴﻴﺎﻕ ﻓﻲ ﺘﺤﻠﻴل ﻤﻀﻤﻭﻥ ﺃﺨﺭ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻨﺕ ﺍﻝﺠﻤﻠﺔ ﻭﺤﺩﺓ ﺘﺴﺠﻴل ﻓﺈﻥ‬
‫ﺍﻝﻔﻘﺭﺓ ﺍﻝﺘﻲ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻝﺠﻤﻠﺔ ﺘﻜﻭﻥ ﻭﺤﺩﺓ ﺴﻴﺎﻕ‪ ،‬ﺍﻤﺎ ﺇﺫﺍ ﻜﺎﻨﺕ ﺍﻝﻜﻠﻤﺔ ﻫﻲ ﻭﺤﺩﺓ‬
‫ﺍﻝﺘﺴﺠﻴل ﻓﺈﻥ ﺍﻝﺠﻤﻠﺔ ﻫﻨﺎ ﻫﻲ ﻭﺤﺩﺓ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺘﻲ ﻴﺠﺏ ﻗﺭﺍﺀﺘﻬﺎ ﺒﺎﻝﻜﺎﻤل ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ‬
‫ﺩﻻﻝﺔ ﺍﻝﻜﻠﻤﺔ‪ ،‬ﻭﻫﻜﺫﺍ ‪.‬‬

‫ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺘﺤﻠﻴل ﺍﻝﻤﺤﺘﻭﻯ ﻓﻲ ﺒﺤﻭﺙ ﺍﻹﻋﻼﻡ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.135‬‬ ‫‪-1‬‬
‫ﺴﺎﻤﻲ ﻁﺎﻴﻊ‪ ،‬ﺒﺤﻭﺙ ﺍﻹﻋﻼﻡ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪ ،‬ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻌﺭﺒﻴﺔ‪2002 ،‬ﻡ‪ ،‬ﺹ‪.245‬‬ ‫‪-2‬‬
‫ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﺍﻝﻤﺭﺠﻊ ﺍﻝﺴﺎﺒﻕ‪ ،‬ﺹ‪.136‬‬ ‫‪-3‬‬
‫ﻨﻭﺍل ﻤﺤﻤﺩ ﻋﻤﺭ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.144‬‬ ‫‪-4‬‬
‫‪Copyright © 2018.‬‬

‫ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.136‬‬ ‫‪-5‬‬

‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻥ ﺍﻝﺘﻭﺼل ﺇﻝﻰ ﻨﺘﺎﺌﺞ ﺴﻠﻴﻤﺔ ﻓﻲ ﺍﻝﺘﺤﻠﻴل ﻴﻠﺯﻤﻨﺎ ﺒﺎﻥ ﻨﻀﻊ ﺩﺍﺌﻤﺎ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺫﻱ‬
‫ﻭﺭﺩ ﻓﻴﻪ ﺍﻝﻤﻀﻤﻭﻥ ﻓﻲ ﺍﻻﻋﺘﺒﺎﺭ‪ ،‬ﻓﺎﻝﻜﻠﻤﺎﺕ ﻭﺍﻝﺠﻤل ﻭﺍﻝﻌﺒﺎﺭﺍﺕ ﻗﺩ ﺘﻜﻭﻥ ﻝﻬﺎ ﻤﻌﺎﻥ‬
‫ﻭﺩﻻﻻﺕ ﻤﺨﺘﻠﻔﺔ ﺒﻨﺎﺀ ﻋﻠﻰ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺫﻱ ﻭﺭﺩﺕ ﻓﻴﻪ‪ ،‬ﻓﺘﻜﺭﺍﺭ ﻜﻠﻤﺔ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ ﻤﺜﻼ‪،‬‬
‫ﺃﻭ ﺍﻝﺤﻘﻭﻕ‪ ،‬ﻓﻲ ﻤﻀﻤﻭﻥ ﻤﻌﻴﻥ ﻗﺩ ﻴﻌﻜﺱ ﻤﻭﺍﻗﻑ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﺍﻝﻜﻠﻤﺔ ﻭﻻ ﻴﻌﺒﺭ‬
‫ﺒﺎﻝﻀﺭﻭﺭﺓ ﻋﻠﻰ ﺍﻝﻤﻭﻗﻑ ﺍﻻﻴﺠﺎﺒﻲ ﻤﻨﻬﺎ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﻤﺭﺍﺠﻌﺔ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺫﻱ ﻭﺭﺩﺕ‬
‫ﻓﻴﻪ ﺘﻠﻙ ﺍﻝﻜﻠﻤﺎﺕ ﺴﻴﺤﺩﺩ ﻤﻘﺎﺼﺩ ﻨﺸﺭﻫﺎ‪ ،‬ﻭﻫﻜﺫﺍ ﻴﺼﻌﺏ ﺘﺭﻤﻴﺯ ﺍﻴﺔ ﻭﺤﺩﺓ ﺩﻭﻥ‬
‫ﺍﻝﺭﺠﻭﻉ ﺇﻝﻰ ﺍﻝﻭﺤﺩﺓ ﺍﻷﻜﺒﺭ ﺃﻱ ﺍﻝﺴﻴﺎﻕ ﺍﻝﺫﻱ ﻭﺭﺩﺕ ﻓﻴﻪ‪.‬‬
‫* ﺃﻨﻭﺍﻉ ﻭﺤﺩﺍﺕ ﺍﻝﺘﺤﻠﻴل‪:‬‬
‫ﺫﻜﺭﻨﺎ ﺍﻥ ﻭﺤﺩﺍﺕ ﺍﻝﺘﺤﻠﻴل ﺘﻤﺜل ﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺘﻲ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ ﺒﺘﺤﻠﻴﻠﻬﺎ‪،‬‬
‫ﻭﻫﻲ ﺍﻝﺘﻲ ﻋﻠﻰ ﻀﻭﺌﻬﺎ ﺘﺘﻡ ﻋﻤﻠﻴﺔ ﺍﻝﻌﺩ ﻭﺍﻝﻘﻴﺎﺱ‪ ،‬ﻭﻴﻤﻜﻥ ﺭﺼﺩ ﺴﺕ ﻭﺤﺩﺍﺕ ﺭﺌﻴﺴﻴﺔ‬
‫ﻝﻠﺘﺤﻠﻴل‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫‪ – 1‬ﻭﺤﺩﺓ ﺍﻝﻜﻠﻤﺔ‪:‬‬
‫ﺘﻌﺘﺒﺭ ﺍﻝﻜﻠﻤﺔ ﺍﺼﻐﺭ ﻭﺤﺩﺓ ﻤﻥ ﻭﺤﺩﺍﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﻴﺘﻡ ﻋﺎﺩﺓ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﻫﺫﻩ ﺍﻝﻭﺤﺩﺓ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺘﺤﻠﻴل ﺭﺼﺩ ﻅﻬﻭﺭ ﻜﻠﻤﺎﺕ ﻤﻌﻴﻨﺔ ﻭﺘﻜﺭﺍﺭﺍﻫﺎ‬
‫ﻓﻲ ﻤﻀﻤﻭﻥ ﻤﻌﻴﻥ‪ ،‬ﺒﻬﺩﻑ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﻤﺩﻝﻭﻻﺘﻬﺎ ﻓﻲ ﺫﻝﻙ ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﻴﺘﻡ ﻫﻨﺎ‬
‫ﺤﺼﺭ ﻭﻋﺩ ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﺴﺘﻬﺩﻑ ﻋﺩﻫﺎ ﻭﺍﻝﺴﻴﺎﻕ ﺍﻝﺫﻱ ﻭﺭﺩﺕ ﻓﻴﻪ‪ ،‬ﻓﻘﺩ ﻴﻜﻭﻥ ﻫﺩﻑ‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻜﻠﻤﺔ ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ‪ ،‬ﺃﻭ ﺍﻻﺭﻫﺎﺏ‪ ،‬ﺃﻭ ﺍﻝﻭﺤﺩﺓ‪ ،‬ﺃﻭ‬
‫ﺍﻻﺴﺘﻌﻤﺎﺭ‪ ،‬ﺃﻭ ﺍﻝﻠﻴﺒﺭﺍﻝﻴﺔ‪ ،‬ﺃﻭ ﺍﻻﺼﻼﺡ‪ ،‬ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ ‪ ..‬ﻓﻲ ﻤﻀﻤﻭﻥ ﻤﻌﻴﻥ‪.‬‬
‫ﻭﻤﻥ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺕ ﺍﻝﻜﻠﻤﺔ ﻜﻭﺤﺩﺓ ﻝﻠﻌﺩ‪ ،‬ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﻬﺎ‬
‫)ﻻﺯﻭﻴل( ﺒﻌﻨﻭﺍﻥ ﻝﻐﺔ ﺍﻝﺴﻴﺎﺴﺔ‪ ،‬ﻭﺫﻝﻙ ﻝﺘﺤﺩﻴﺩ ﺍﻝﺭﻤﻭﺯ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﻝﻐﺔ ﺍﻝﺴﻴﺎﺴﺔ‬
‫ﺍﻝﺤﺩﻴﺜﺔ‪ ،‬ﻤﺜل ﻜﻠﻤﺎﺕ‪ :‬ﺍﻝﻘﻭﻤﻴﺔ – ﺍﻻﺸﺘﺭﺍﻜﻴﺔ – ﺍﻝﺸﻴﻭﻋﻴﺔ – ﺍﻝﺤﺭﻴﺔ – ﺍﻝﺘﺤﺭﺭ ‪..‬‬
‫ﺍﻝﺦ‪ ،‬ﻭﺍﻴﻀﺎ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻷﺩﺒﻴﺔ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﻬﺎ )ﻤﺎﻴﻠﺯ‪ ،‬ﻭﻤﺒﺎﺭﺠﻭﻥ‪ ،‬ﻭﻫﺎﻤﻠﺘﻭﻥ( ﻝﺘﺤﺩﻴﺩ‬
‫‪Copyright © 2018.‬‬
‫‪copyright law.‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺃﻜﺜﺭ ﺍﻝﻜﻠﻤﺎﺕ ﺍﻨﺘﺸﺎﺭﺍ ﻓﻲ ﺍﻷﺩﺏ ﺍﻻﻨﺠﻠﻴﺯﻱ‪ ،‬ﻭﻜﺫﻝﻙ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺍﺠﺭﻴﺕ ﻓﻲ‬
‫ﺍﻝﺼﺤﺎﻓﺔ ﺤﻭل ﻤﻘﺭﻭﺌﻴﺔ ﺍﻝﻜﻠﻤﺎﺕ ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺴﻬﻭﻝﺔ ﺃﻭ ﺼﻌﻭﺒﺔ ﻗﺭﺍﺀﺓ‬
‫ﺍﻝﻤﺎﺩﺓ ﺍﻻﻋﻼﻤﻴﺔ ﻭﻓﻬﻤﻬﺎ‪ ،‬ﻭﻗﺩ ﺘﻤﻜﻥ ﺍﻝﺒﺎﺤﺜﻭﻥ ﻋﻥ ﻁﺭﻴﻕ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻷﺒﺤﺎﺙ ﺘﻜﻭﻴﻥ‬
‫ﻗﻭﺍﻋﺩ ﺨﺎﺼﺔ ﺒﻤﻘﺭﻭﺌﻴﺔ ﺍﻝﺼﺤﻑ‪ ،‬ﺴﺎﻋﺩﺕ ﻓﻲ ﺘﻁﻭﻴﺭ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﺤﺭﻴﺭ ﻭﺍﻻﺨﺭﺍﺝ‬
‫)‪(1‬‬
‫ﺍﻝﺼﺤﻔﻲ‪.‬‬
‫‪ –2‬ﻭﺤﺩﺓ ﺍﻝﻤﻭﻀﻭﻉ ﺃﻭ ﺍﻝﻔﻜﺭﺓ‪:‬‬
‫ﻭﻫﻲ ﻤﻥ ﺃﻜﺒﺭ ﻭﺤﺩﺍﺕ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻭﺍﻜﺜﺭﻫﺎ ﺍﺴﺘﺨﺩﺍﻤﺎ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ ﻤﻥ ﺨﻼﻝﻬﺎ‬
‫ﺩﺭﺍﺴﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺭﺌﻴﺴﻴﺔ ﻓﻲ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﺨﺎﻀﻊ ﻝﻠﺘﺤﻠﻴل‪ ،‬ﻭﻴﺘﻡ ﻤﻥ ﺨﻼل‬
‫ﻫﺫﻩ ﺍﻝﻭﺤﺩﺓ ﺩﺭﺍﺴﺔ ﺍﻵﺭﺍﺀ ﻭﺍﻻﺘﺠﺎﻫﺎﺕ ﻭﺍﻝﻘﻴﻡ ﺍﻝﺴﺎﺌﺩﺓ ﻓﻲ ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﻗﺩ ﻴﻭﺍﺠﻪ‬
‫ﺍﻝﺒﺎﺤﺙ ﻫﻨﺎ ﺒﻌﺽ ﺍﻝﺼﻌﻭﺒﺎﺕ ﻋﻨﺩﻤﺎ ﻴﻌﻜﺱ ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻭﺍﺤﺩ )ﻤﻘﺎل ﻤﺜﻼ‪ ،‬ﺃﻭ‬
‫ﺘﺤﻘﻴﻕ‪ ،‬ﺍﻭ ﺨﺒﺭ(‪ ،‬ﺃﻜﺜﺭ ﻤﻥ ﻓﻜﺭﺓ ﻭﺍﺤﺩﺓ‪ ،‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻓﺈﻥ ﺍﻤﺎﻡ ﺍﻝﺒﺎﺤﺙ ﺨﻴﺎﺭﻴﻥ‪،‬‬
‫ﻓﻬﻭ ﺍﻤﺎ ﺍﻥ ﻴﻘﻭﻡ ﺒﻘﺭﺍﺀﺓ ﺍﻝﻨﺹ ﺒﺎﻝﻜﺎﻤل ﻭﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﻔﻜﺭﺓ ﺍﻝﺭﺌﻴﺴﻴﺔ ﺍﻝﺘﻲ ﻴﺩﻭﺭ‬
‫ﺤﻭﻝﻬﺎ‪ ،‬ﻭﻴﺘﻡ ﺘﺼﻨﻴﻔﻪ ﻋﻠﻰ ﻫﺫﺍ ﺍﻷﺴﺎﺱ‪ ،‬ﺃﻭ ﺍﻥ ﻴﻘﺴﻡ ﺍﻝﻤﻀﻤﻭﻥ ﻓﻲ ﺤﺎل ﺘﺩﺍﺨل‬
‫ﺍﻷﻓﻜﺎﺭ ﺇﻝﻰ ﻋﺩﺓ ﻋﻨﺎﺼﺭ ﻴﺤﻠل ﻜل ﻤﻨﻬﺎ ﻋﻠﻰ ﺤﺩﺓ‪.‬‬
‫‪ –3‬ﻭﺤﺩﺓ ﺍﻝﺸﺨﺼﻴﺔ‪:‬‬
‫ﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻭﺤﺩﺓ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﺍﻝﻬﺩﻑ ﻤﻥ ﺍﻝﺘﺤﻠﻴل ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺴﻤﺎﺕ‬
‫ﻭﺍﻭﺼﺎﻑ ﺸﺨﺼﻴﺔ ﺃﻭ ﺸﺨﺼﻴﺎﺕ ﻤﻌﻴﻨﺔ‪ ،‬ﻜﻤﺎ ﻓﻲ ﺍﻻﻓﻼﻡ ﻭﺍﻝﻤﺴﻠﺴﻼﺕ ﻭﺍﻝﻘﺼﺹ‬
‫ﻭﺍﻝﺭﻭﺍﻴﺎﺕ ﻭﺍﻝﺭﺴﻭﻡ ﺍﻝﻤﺘﺤﺭﻜﺔ ﻭﺍﻝﻤﺴﺭﺤﻴﺎﺕ ﻭﺍﻝﻜﺘﺏ ﺍﻝﻤﺩﺭﺴﻴﺔ ﻭﺍﻝﺼﺤﻑ‬
‫ﻭﺍﻹﻋﻼﻨﺎﺕ‪ ،‬ﻭﺫﻝﻙ ﻜﻠﻪ ﻝﻤﻌﺭﻓﺔ ﻤﺩﻯ ﺘﻜﺭﺍﺭ ﻅﻬﻭﺭ ﺸﺨﺼﻴﺔ ﻤﻌﻴﻨﺔ ﻭﺍﻝﻜﻴﻔﻴﺔ ﺍﻝﺫﻱ‬
‫ﻅﻬﺭﺕ ﺒﻬﺎ‪ ،‬ﻭﺍﻝﺼﻭﺭﺓ ﺍﻝﺘﻲ ﺘﻌﻜﺴﻬﺎ‪ ،‬ﻭﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﺭﻭﺝ ﻝﻬﺎ‪ ،‬ﻭﻴﺘﺠﻪ ﺍﺴﺘﺨﺩﺍﻡ‬

‫‪ -1‬ﺃﺤﻤﺩ ﺍﺯﻭﻱ‪ ،‬ﻤﻨﻬﺠﻴﺔ ﺍﻝﺒﺤﺙ ﻭﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻁ‪ ،2‬ﺍﻝﺭﺒﺎﻁ‪ ،‬ﻤﻁﺒﻌﺔ ﺍﻝﻨﺠﺎﺡ ﺍﻝﺠﺩﻴﺩﺓ‪،‬‬
‫‪Copyright © 2018.‬‬

‫‪2008‬ﻡ‪ ،‬ﺹ‪.117‬‬
‫‪copyright law.‬‬

‫‪376‬‬

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‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺍﻝﺸﺨﺼﻴﺔ ﻜﻭﺤﺩﺓ ﻝﻠﺘﺤﻠﻴل ﺇﻝﻰ ﺍﻝﺘﺭﻜﻴﺯ ﻋﻠﻰ ﻤﻭﺍﺼﻔﺎﺕ ﺘﻠﻙ ﺍﻝﺸﺨﺼﻴﺔ ﻭﺩﻭﺭﻫﺎ‬
‫ﻭﻤﻜﺎﻨﺘﻬﺎ ﻭﻤﻭﺍﻗﻔﻬﺎ ﻭﺁﺭﺍﺀﻫﺎ‪ ،‬ﻜﻤﺎ ﻫﻭ ﺍﻝﺤﺎل ﻤﺜﻼ ﻋﻨﺩ ﺘﺤﻠﻴل ﺼﻭﺭﺓ ﺍﻝﻤﺭﺃﺓ ﺃﻭ ﺍﻝﻁﻔل‬
‫ﻓﻲ ﺍﻹﻋﻼﻨﺎﺕ ﺍﻝﺘﻠﻔﺯﻴﻭﻨﻴﺔ‪ ،‬ﺃﻭ ﺼﻭﺭﺓ ﺍﻝﻤﺴﻠﻤﻴﻥ ﻓﻲ ﺍﻻﻓﻼﻡ ﺍﻻﻤﺭﻴﻜﻴﺔ‪ ،‬ﺃﻭ ﺼﻭﺭﺓ‬
‫ﺍﻝﻌﺭﺏ ﻓﻲ ﺍﻝﺼﺤﺎﻓﺔ ﺍﻻﺴﺭﺍﺌﻴﻠﻴﺔ‪ ،‬ﻭﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪ –4‬ﻭﺤﺩﺓ ﺍﻝﻤﻔﺭﺩﺓ‪:‬‬
‫ﻭﻫﻲ ﻤﻥ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﺘﻲ ﻴﻨﺘﺸﺭ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﺩﺭﺍﺴﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪،‬‬
‫ﻭﺘﺴﻤﻰ ﺍﻴﻀﺎ ﺍﻝﻭﺤﺩﺓ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻝﻠﻤﺎﺩﺓ ﺍﻻﻋﻼﻤﻴﺔ‪ ،‬ﻭﺘﻌﺭﻑ ﺒﺎﻨﻬﺎ "ﺍﻝﻭﺤﺩﺓ ﺍﻝﺘﻲ‬
‫ﻴﺴﺘﺨﺩﻤﻬﺎ ﺍﻝﻤﺼﺩﺭ ﻓﻲ ﻨﻘل ﺍﻝﻤﻌﺎﻨﻲ ﻭﺍﻷﻓﻜﺎﺭ ﻤﻥ ﺨﻼل ﻭﺴﺎﺌل ﺍﻝﻨﺸﺭ ﻭﺍﻹﻋﻼﻡ‬
‫ﺍﻝﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﺘﻀﻡ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻭ ﺍﻝﻤﺎﺩﺓ ﻤﻭﻀﻊ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻭﺘﺨﺘﻠﻑ ﺒﺎﺨﺘﻼﻑ ﺍﻝﻭﺴﺎﺌل‬
‫ﺍﻹﻋﻼﻤﻴﺔ‪ ،‬ﻭﻤﻥ ﺍﻤﺜﻠﺘﻬﺎ ﺍﻝﻜﺘﺎﺏ ﻜﻭﺴﻴﻠﺔ ﻤﻥ ﻭﺴﺎﺌل ﺍﻝﻨﺸﺭ‪ ،‬ﻭﺍﻝﻔﻴﻠﻡ ﻓﻲ ﺍﻝﺴﻴﻨﻤﺎ‪،‬‬
‫ﻭﺍﻝﺒﺭﻨﺎﻤﺞ ﻭﺍﻝﺩﺭﺍﻤﺎ ﻭﺍﻷﺤﺎﺩﻴﺙ ﻭﺍﻝﻨﺩﻭﺍﺕ ﻭﺍﻝﺘﻌﻠﻴﻘﺎﺕ ﻭﺍﻷﺨﺒﺎﺭ ﻓﻲ ﺍﻻﺫﺍﻋﺔ‬
‫ﻭﺍﻝﺘﻠﻔﺯﻴﻭﻥ‪ ،‬ﻭﺍﻝﺨﺒﺭ ﻭﺍﻝﻤﻘﺎل ﺒﺄﻨﻭﺍﻋﻪ ﻭﺍﻝﺘﺤﻘﻴﻕ ﻭﺍﻝﺤﺩﻴﺙ ﺍﻝﺼﺤﻔﻲ ﻭﺍﻝﺭﺴﻭﻡ‬
‫ﻭﺍﻝﻜﺎﺭﻴﻜﺎﺘﻴﺭ ﻓﻲ ﺍﻝﺼﺤﻑ‪ ،‬ﻭﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻷﺸﻜﺎل ﻭﺍﻝﻘﻭﺍﻝﺏ ﺍﻝﻔﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺴﺘﺨﺩﻤﻬﺎ‬
‫ﻭﺴﺎﺌل ﺍﻹﻋﻼﻡ ﻓﻲ ﺘﻘﺩﻴﻡ ﺍﻝﻤﺤﺘﻭﻯ ﺇﻝﻰ ﺠﻤﻬﻭﺭ ﺍﻝﻘﺭﺍﺀ ﻭﺍﻝﻤﺴﺘﻤﻌﻴﻥ ﻭﺍﻝﻤﺸﺎﻫﺩﻴﻥ")‪،(1‬‬
‫ﺤﻴﺙ ﺘﻤﺜل ﻜل ﺘﻠﻙ ﺍﻷﺸﻜﺎل ﻭﺤﺩﺓ ﻁﺒﻴﻌﻴﺔ ﻝﻠﻤﺎﺩﺓ‪.‬‬

‫ﻭﻭﺤﺩﺓ ﺍﻝﻤﻔﺭﺩﺓ ﻤﻥ ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﺘﻲ ﻴﻜﺜﺭ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻋﻨﺩ ﻭﺠﻭﺩ ﻤﻭﻀﻭﻋﺎﺕ ﺃﻭ‬
‫ﻤﻔﺭﺩﺍﺕ ﻤﺘﺠﺎﻨﺴﺔ ﻭﻝﻴﺱ ﺒﻴﻥ ﻤﻀﺎﻤﻴﻨﻬﺎ ﻓﺭﻭﻕ ﺘﺼﻨﻑ ﺒﻨﺎﺀ ﻋﻠﻴﻬﺎ‪ ،‬ﺒﺤﻴﺙ ﻴﻤﻜﻥ –‬
‫ﻤﺜﻼ – ﺘﻘﺴﻴﻡ ﺍﻝﻤﻀﻤﻭﻥ ﺇﻝﻰ ﻤﻀﻤﻭﻥ ﺴﻴﺎﺴﻲ ﻭﺃﺨﺭ ﺍﻗﺘﺼﺎﺩﻱ ﺃﻭ ﺍﺠﺘﻤﺎﻋﻲ‪ ،‬ﺍﻝﺦ ‪..‬‬
‫ﻭﻗﺩ ﻴﻜﻭﻥ ﻫﺫﺍ ﺍﻝﻤﻀﻤﻭﻥ ﻤﻘﺎل – ﻤﺜﻼ – ﻓﻲ ﺼﺤﻴﻔﺔ‪ ،‬ﺃﻭ ﺨﺒﺭ‪ ،‬ﺃﻭ ﺘﺤﻘﻴﻕ ﺼﺤﻔﻲ‪،‬‬
‫ﺃﻭ ﻏﻴﺭ ﺫﻝﻙ‪.‬‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﻤﺤﻤﺩ ﻋﺒﺩﺍﻝﺤﻤﻴﺩ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.147‬‬

‫‪copyright law.‬‬

‫‪377‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪ –5‬ﻭﺤﺩﺓ ﺍﻝﺠﻤﻠﺔ ﺃﻭ ﺍﻝﻌﺒﺎﺭﺓ‪:‬‬

‫ﻴﻘﺼﺩ ﺒﻭﺤﺩﺓ ﺍﻝﺠﻤﻠﺔ ﺃﻭ ﺍﻝﻌﺒﺎﺭﺓ "ﻜل ﺠﻤﻠﺔ ﻤﻔﻴﺩﺓ ﺘﺎﻤﺔ ﺍﻝﻤﻌﻨﻰ‪ ،‬ﺴﻭﺍﺀ ﻜﺎﻨﺕ‬
‫ﺃﺴﻤﻴﺔ ﺃﻭ ﻓﻌﻠﻴﺔ ‪ ..‬ﻭﻓﻲ ﺤﺎل ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻝﻭﺤﺩﺓ ﻓﺈﻥ ﺫﻝﻙ ﻤﻌﻨﺎﻩ ﺍﻥ ﺍﻝﺘﻜﺭﺍﺭﺍﺕ‬
‫ﺘﻌﺒﺭ ﻋﻥ ﻋﺩﺩ ﺍﻝﺠﻤل")‪ ،(1‬ﻭﻫﻨﺎ ﻴﺘﻡ ﺍﻝﺘﺤﻠﻴل ﻋﻠﻰ ﺃﺴﺎﺱ ﺍﻝﺠﻤل ﺃﻭ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﻭﺍﺭﺩﺓ‬
‫ﻓﻲ ﻤﻀﻤﻭﻥ ﻤﻌﻴﻥ‪ ،‬ﺒﺤﻴﺙ ﻴﺘﻡ ﺤﺼﺭ ﻭﺩﺭﺍﺴﺔ ﺠﻤل ﻤﻌﻴﻨﺔ ﻋﺒﺭﺕ ﻋﻥ ﻓﻜﺭﺓ ﺃﻭ ﻗﻴﻤﺔ‬
‫ﻭﺍﺤﺩﺓ‪.‬‬
‫‪ –6‬ﻭﺤﺩﺓ ﻤﻘﺎﻴﻴﺱ ﺍﻝﻤﺴﺎﺤﺔ ﻭﺍﻝﺯﻤﻥ‪:‬‬
‫ﺘﺴﺘﺨﺩﻡ ﻫﺫﻩ ﺍﻝﻭﺤﺩﺓ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﺤﺠﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻝﻤﻀﻤﻭﻥ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻠﻴﻠﻪ‪ ،‬ﻤﻥ‬
‫ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﻤﻘﺎﻴﻴﺱ ﻤﻌﻴﻨﺔ ﺘﺒﻌﺎ ﻝﻨﻭﻋﻴﺔ ﻜل ﻭﺴﻴﻠﺔ‪ ،‬ﻓﻔﻲ ﺍﻝﺼﺤﺎﻓﺔ ﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ‬
‫ﺍﻝﺴﻨﺘﻴﻤﺘﺭ ﺍﻝﻌﻤﻭﺩ‪ ،‬ﻭﺍﻝﺼﻔﺤﺔ ﻭﺭﺒﻊ ﻭﻨﺼﻑ ﺍﻝﺼﻔﺤﺔ‪ ،‬ﻭﺍﻝﺴﻁﺭ‪ ،‬ﺃﻤﺎ ﻓﻲ ﺍﻝﺭﺍﺩﻴﻭ‬
‫ﻭﺍﻝﺘﻠﻔﺯﻴﻭﻥ ﻓﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ ﻭﺤﺩﺓ ﺍﻝﺯﻤﻥ ﻤﻥ ﺨﻼل ﺍﻝﺜﺎﻨﻴﺔ ﻭﺍﻝﺩﻗﻴﻘﺔ ﻭﺍﻝﺴﺎﻋﺔ‪ ،‬ﻭﺫﻝﻙ ﻜﻠﻪ‬
‫ﻹﻅﻬﺎﺭ ﻤﺩﻯ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻤﻀﻤﻭﻥ ﻤﻌﻴﻥ ﻓﻲ ﻭﺴﻴﻠﺔ ﺍﺘﺼﺎل ﻤﻌﻴﻨﺔ‪.‬‬

‫ﻭﺘﺠﺩﺭ ﺍﻻﺸﺎﺭﺓ ﺇﻝﻰ ﺇﻨﻪ ﺒﺈﻤﻜﺎﻥ ﺍﻝﺒﺎﺤﺙ ﺍﻥ ﻴﺴﺘﺨﺩﻡ ﻓﻲ ﺒﺤﺙ ﻭﺍﺤﺩ ﺃﻜﺜﺭ ﻤﻥ‬
‫ﻭﺤﺩﺓ‪ ،‬ﻭﺫﻝﻙ ﺤﺴﺏ ﻁﺒﻴﻌﺔ ﺍﻝﺩﺭﺍﺴﺔ ﻭﻤﺘﻁﻠﺒﺎﺘﻬﺎ ﻭﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﺘﻲ ﺘﺴﻌﻰ ﻝﻺﺠﺎﺒﺔ‬
‫ﻋﻠﻴﻬﺎ‪ ،‬ﺒل ﺍﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻜﺜﺭ ﻤﻥ ﻭﺤﺩﺓ ﻤﻥ ﺸﺄﻨﻪ ﺍﻥ ﻴﺜﺭﻱ ﺍﻝﺒﺤﺙ ﻭﻴﻐﻨﻴﻪ‪ ،‬ﻜﻤﺎ ﻴﺠﺏ‬
‫ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻰ ﺇﻨﻪ ﻻ ﺘﻭﺠﺩ ﻭﺤﺩﺍﺕ ﺒﺫﺍﺘﻬﺎ ﺼﺎﻝﺤﺔ ﻝﻼﺴﺘﺨﺩﺍﻡ ﺒﺼﻭﺭﺓ ﺩﺍﺌﻤﺔ ﻓﻲ ﻜل‬
‫ﺍﻝﺒﺤﻭﺙ‪ ،‬ﺍﻭ ﻓﻲ ﻤﺠﺎل ﻤﻌﻴﻥ ﻤﻥ ﺍﻝﺒﺤﻭﺙ‪ ،‬ﻭﺍﻨﻤﺎ ﻴﺘﻭﻗﻑ ﺍﻷﻤﺭ ﻋﻠﻰ ﻤﺩﻯ ﻗﺩﺭﺓ‬
‫ﺍﻝﻭﺤﺩﺓ ﺍﻝﺘﻲ ﺘﻡ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ ﺍﻝﺩﺭﺍﺴﺔ ﻭﺍﻻﺠﺎﺒﺔ ﻋﻠﻰ ﺘﺴﺎﺅﻻﺘﻬﺎ‬
‫ﻭﺍﻝﺘﺤﻘﻕ ﻤﻥ ﻓﺭﻭﻀﻬﺎ‪.‬‬

‫‪ - 1‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ ﺍﻹﻋﻼﻤﻲ – ﺍﻻﺼﻭل ﺍﻝﻨﻅﺭﻴﺔ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻁﺒﻴﻕ‪ ،‬ﺍﻝﻘﺎﻫﺭﺓ‪،‬‬
‫‪Copyright © 2018.‬‬

‫ﺩﺍﺭ ﺍﻝﻜﺘﺎﺏ ﺍﻝﺤﺩﻴﺙ‪2012 ،‬ﻡ‪ ،‬ﺹ‪.272‬‬

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‫‪378‬‬

‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫* ﺍﻝﺼﺩﻕ ﻭﺍﻝﺜﺒﺎﺕ ﻓﻲ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬

‫ﺃ – ﺼﺩﻕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﻭﻴﻘﺼﺩ ﺒﻪ ﺼﻼﺤﻴﺔ ﺍﻷﺩﺍﺓ ﺍﻝﺘﻲ ﻫﻲ ﻫﻨﺎ ﺍﺴﺘﻤﺎﺭﺓ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻝﻘﻴﺎﺱ‬
‫ﻭﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻤﺭﺍﺩ ﺘﺤﻠﻴﻠﻪ‪ ،‬ﻭﻤﺩﻯ ﻗﺩﺭﺓ ﺘﻠﻙ ﺍﻷﺩﺍﺓ ﻋﻠﻰ ﺘﺤﻘﻴﻕ ﺃﻫﺩﺍﻑ‬
‫ﺍﻝﺩﺭﺍﺴﺔ‪ ،‬ﻭﺘﺘﻁﻠﺏ ﻋﻤﻠﻴﺔ ﺍﻝﺼﺩﻕ ﻤﺭﺍﺠﻌﺔ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻭﻭﻀﻊ ﺘﻌﺭﻴﻔﺎﺕ‬
‫ﻭﻤﺅﺸﺭﺍﺕ ﺩﻗﻴﻘﺔ ﻝﺠﻤﻴﻊ ﻓﺌﺎﺕ ﺍﻝﺘﺤﻠﻴل ﺍﻝﺭﺌﻴﺴﻴﺔ ﻭﺍﻝﻔﺭﻋﻴﺔ‪ ،‬ﻭﺍﻝﺘﺄﻜﺩ ﻤﻥ ﺍﻥ ﻓﺌﺎﺕ‬
‫ﺍﻝﺘﺤﻠﻴل ﺘﻌﺒﺭ ﺘﻌﺒﻴﺭﺍ ﺩﻗﻴﻘﺎ ﻋﻥ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﻤﻁﻠﻭﺏ ﺍﻻﺠﺎﺒﺔ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﺨﺘﻴﺎﺭ‬
‫ﺍﻝﻭﺤﺩﺍﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﺘﺤﻠﻴل‪ ،‬ﺜﻡ ﻋﺭﺽ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﺘﺤﻠﻴل ﻋﻠﻰ ﻋﺩﺩ ﻤﻥ ﺍﻝﺨﺒﺭﺍﺀ‬
‫ﻭﺍﻝﻤﺘﺨﺼﺼﻴﻥ ﻓﻲ ﻤﺠﺎل ﺍﻝﺒﺤﺙ ﻝﺘﺤﻜﻴﻤﻬﺎ‪ ،‬ﻭﺍﺨﻴﺭﺍ ﺘﻀﻤﻴﻥ ﺍﻻﺴﺘﻤﺎﺭﺓ ﻤﺎ ﺘﺘﻁﻠﺒﻪ‬
‫ﻤﻥ ﺘﻌﺩﻴﻼﺕ ﺤﺘﻰ ﺘﺼﻴﺭ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﻗﻴﺎﺱ ﻤﺎ ﻫﻭ ﻤﻁﻠﻭﺏ ﻗﻴﺎﺴﻪ‪.‬‬
‫ﺏ – ﺜﺒﺎﺕ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﻴﻘﺼﺩ ﺒﺎﻝﺜﺒﺎﺕ ﻓﻲ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﻨﻔﺱ ﺍﻝﻨﺘﺎﺌﺞ ﻋﻨﺩ ﺩﺭﺍﺴﺔ‬
‫ﻨﻔﺱ ﺍﻝﻤﻀﻤﻭﻥ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻨﻔﺱ ﺍﻝﻤﻘﻴﺎﺱ‪ ،‬ﺍﻝﺫﻱ ﻫﻭ ﻫﻨﺎ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﺘﺤﻠﻴل‪ ،‬ﻓﻲ ﺃﻭﻗﺎﺕ‬
‫ﻤﺘﺒﺎﻴﻨﺔ‪ ،‬ﺴﻭﺍﺀ ﺍﻋﺎﺩ ﺍﻝﺘﺤﻠﻴل ﺍﻝﺒﺎﺤﺙ ﻨﻔﺴﻪ‪ ،‬ﺃﻭ ﺒﺎﺤﺜﻴﻥ ﺃﺨﺭﻴﻥ‪.‬‬
‫ﻭﻴﺘﻁﻠﺏ ﺫﻝﻙ ﻭﻀﻊ ﻭﺘﺤﺩﻴﺩ ﻭﺘﻌﺭﻴﻑ ﺍﻝﻔﺌﺎﺕ ﺒﺸﻜل ﻭﺍﻀﺢ ﻭﻓﻘﺎ ﻝﻠﺸﺭﻭﻁ ﺍﻝﺘﻲ‬
‫ﺴﺒﻕ ﺫﻜﺭﻫﺎ ﻓﻲ ﻤﻭﻀﻊ ﺴﺎﺒﻕ‪ ،‬ﻜﻤﺎ ﻴﺘﻁﻠﺏ ﺍﻷﻤﺭ ﺍﻴﻀﺎ ﺘﺩﺭﻴﺏ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺘﺩﺭﻴﺒﺎ‬
‫ﺠﻴﺩﺍ ﺒﻤﺎ ﻴﻀﻤﻥ ﻗﺩﺭﺘﻬﻡ ﻋﻠﻰ ﻓﻬﻡ ﻋﻤﻠﻴﺔ ﺍﻝﺘﺭﻤﻴﺯ ﻭﺘﺴﺠﻴل ﺍﻝﻭﺤﺩﺍﺕ ﺒﺼﻭﺭﺓ‬
‫ﺼﺤﻴﺤﺔ ﻓﻲ ﺍﻝﻔﺌﺎﺕ ﺍﻝﻤﻨﺎﺴﺒﺔ ﻝﻜل ﻤﻨﻬﺎ‪.‬‬
‫)‪(1‬‬
‫ﻭﺘﺠﺭﻯ ﻋﻤﻠﻴﺔ ﺍﻝﺜﺒﺎﺕ ﻤﻥ ﺨﻼل ﻋﺩﺓ ﺍﺨﺘﺒﺎﺭﺍﺕ‪ ،‬ﻭﺫﻝﻙ ﻜﺎﻝﺘﺎﻝﻲ ‪:‬‬
‫‪ – 1‬ﺍﻝﺜﺒﺎﺕ ﺒﻁﺭﻴﻘﺔ ﺍﻻﺘﻔﺎﻕ‪:‬‬
‫ﻭﻫﻭ ﺍﻥ ﻴﻘﻭﻡ ﺃﻜﺜﺭ ﻤﻥ ﺸﺨﺹ ﻤﺩﺭﺏ ﺘﺩﺭﻴﺒﺎ ﺠﻴﺩﺍ ﻋﻠﻰ ﺍﻝﺘﺤﻠﻴل ﺒﺘﺤﻠﻴل ﻨﻔﺱ‬
‫ﺍﻝﻤﻀﻤﻭﻥ‪ ،‬ﻭﻤﻥ ﺍﻝﻤﻤﻜﻥ ﺍﻥ ﻴﻜﻭﻥ ﻫﺅﻻﺀ ﺍﺜﻨﺎﻥ ﺃﻭ ﺜﻼﺜﺔ ﺍﻭ ﺃﺭﺒﻌﺔ‪ ،‬ﺜﻡ ﺒﻌﺩ ﺫﻝﻙ ﻴﺘﻡ‬
‫‪Copyright © 2018.‬‬

‫‪ -1‬ﺒﺭﻜﺎﺕ ﻋﺒﺩﺍﻝﻌﺯﻴﺯ‪ ،‬ﻤﺭﺠﻊ ﺴﺎﺒﻕ‪ ،‬ﺹ‪.280 – 275‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﺤﺴﺎﺏ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺍﺘﻔﻕ ﻓﻴﻬﺎ ﺍﻝﻤﺤﻠﻠﻭﻥ ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻨﺴﺒﺔ ﺍﻝﺜﺒﺎﺕ‪ ،‬ﻭﻜﻤﺜﺎل‬
‫ﻋﻠﻰ ﺫﻝﻙ ﺇﺫﺍ ﻗﺎﻡ ﺜﻼﺜﺔ ﺒﺎﺤﺜﻴﻥ ﺒﺘﺤﻠﻴل ﻋﻴﻨﺔ ﻤﻥ ﻋﺸﺭ ﻤﻘﺎﻻﺕ‪ ،‬ﻭﻜﺎﻥ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ‬
‫ﻓﻲ ﺍﺴﺘﻤﺎﺭﺓ ﺍﻝﺘﺤﻠﻴل ﺨﻤﺴﻴﻥ ﻓﺌﺔ‪ ،‬ﺃﻱ ﺍﻥ ﺍﺠﻤﺎﻝﻲ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺘﻡ ﺘﻤﺭﻴﺭ ﺍﻝﻤﻘﺎﻻﺕ‬
‫ﻋﻠﻴﻬﺎ ﻫﻲ ﺨﻤﺴﻤﺎﺌﺔ ﻓﺌﺔ‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﻨﻲ ﺍﻥ ﻜل ﺒﺎﺤﺙ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﺜﻼﺜﺔ ﻗﺩ ﺘﻌﺎﻤل‬
‫ﻤﻊ ﺨﻤﺴﻤﺎﺌﺔ ﻓﺌﺔ‪ ،‬ﺃﻱ ﺍﻥ ﺍﺠﻤﺎﻝﻲ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻝﺜﻼﺜﺔ ﺒﺎﻝﺘﻌﺎﻤل ﻤﻌﻬﺎ‬
‫ﻫﻲ ﺍﻝﻑ ﻭﺨﻤﺴﻤﺎﺌﺔ ﻓﺌﺔ‪ ،‬ﻭﺴﻴﻨﺘﺞ ﻋﻥ ﺫﻝﻙ ﺍﺘﻔﺎﻕ ﺍﻝﺒﺎﺤﺜﻴﻥ ﻓﻲ ﻭﻀﻊ ﻋﻼﻤﺎﺕ ﻋﻠﻰ‬
‫ﺒﻌﺽ ﺍﻝﻔﺌﺎﺕ‪ ،‬ﻭﺍﺨﺘﻼﻓﻬﻡ ﻓﻲ ﻭﻀﻊ ﻋﻼﻤﺎﺕ ﻋﻠﻰ ﻓﺌﺎﺕ ﺃﺨﺭﻯ‪ ،‬ﻭﺍﻝﺜﺒﺎﺕ ﻫﻨﺎ ﻫﻭ‬
‫ﻋﺒﺎﺭﺓ ﻋﻥ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺍﺘﻔﻕ ﻓﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﻭﻥ‪ ،‬ﻓﺈﻨﻪ ﻴﺘﻡ ﺤﺴﺎﺏ ﺍﻝﺜﺒﺎﺕ ﻜﺎﻝﺘﺎﻝﻲ‪:‬‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻷﻭل ﻭﺍﻝﺒﺎﺤﺙ ﺍﻝﺜﺎﻨﻲ ﺍﺘﻔﻘﺎ ﻓﻲ ‪ 432‬ﻓﺌﺔ‪ ،‬ﻓﻴﻜﻭﻥ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺒﻴﻥ‬
‫ﻫﺫﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ = ‪.%86.4 = 1000 ÷ (432) 2‬‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻷﻭل ﻭﺍﻝﺒﺎﺤﺙ ﺍﻝﺜﺎﻝﺙ ﺍﺘﻔﻘﺎ ﻓﻲ ‪ 436‬ﻓﺌﺔ‪ ،‬ﻓﻴﻜﻭﻥ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺒﻴﻥ‬
‫ﻫﺫﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ = ‪.%87.2 = 1000 ÷ (436) 2‬‬
‫ﺍﻝﺒﺎﺤﺙ ﺍﻝﺜﺎﻨﻲ ﻭﺍﻝﺒﺎﺤﺙ ﺍﻝﺜﺎﻝﺙ ﺍﺘﻔﻘﺎ ﻓﻲ ‪ 421‬ﻓﺌﺔ‪ ،‬ﻓﻴﻜﻭﻥ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﺒﻴﻥ‬
‫ﻫﺫﻴﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ = ‪.%84.2 = 1000 ÷ (421 ) 2‬‬
‫ﻭﻴﻤﻜﻥ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﻨﺴﺒﺔ ﺍﻝﺜﺒﺎﺕ ﺒﺠﻤﻊ ﻫﺫﻩ ﺍﻝﻨﺴﺏ ﻭﻗﺴﻤﺘﻬﺎ ﻋﻠﻰ‪،3‬‬
‫ﺃﻱ‪:‬‬
‫‪ %86= 3 ÷ %84.2 + %87.2 + %86.4‬ﺘﻘﺭﻴﺒﺎ‪.‬‬
‫ﻭﻴﻼﺤﻅ ﻤﻥ ﺫﻝﻙ ﺍﻥ ﺍﻝﻌﺩﺩ ﺍﻝﻤﻘﺴﻭﻡ ﻴﻌﻨﻲ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺍﺘﻔﻕ ﻓﻴﻬﺎ ﺍﺜﻨﺎﻥ ﻤﻥ‬
‫ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻓﺎﻝﻌﺩﺩ ‪ 432‬ﻴﻌﻨﻲ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺍﺘﻔﻕ ﻋﻠﻴﻬﺎ ﺍﻝﺒﺎﺤﺙ ﺍﻷﻭل ﻤﻊ ﺍﻝﺒﺎﺤﺙ‬
‫ﺍﻝﺜﺎﻨﻲ ‪ ..‬ﻭﻫﻜﺫﺍ‪ ،‬ﺃﻤﺎ ﺍﻝﻌﺩﺩ ﺍﻝﻤﻘﺴﻭﻡ ﻋﻠﻴﻪ ﻓﻬﻭ ‪ 1000‬ﻭﻫﻭ ﻴﻌﻨﻲ ﺍﺠﻤﺎﻝﻲ ﻋﺩﺩ‬
‫ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﺘﺭﻤﻴﺯﻫﺎ ﺍﺜﻨﺎﻥ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ )ﻓﺎﻝﺒﺎﺤﺙ ﺍﻷﻭل ﻗﺎﻡ ﺒﺘﺭﻤﻴﺯ ‪ 500‬ﻓﺌﺔ‪،‬‬
‫ﻭﺍﻝﺒﺎﺤﺙ ﺍﻝﺜﺎﻨﻲ ﻗﺎﻡ ﺒﺘﺭﻤﻴﺯ ‪ 500‬ﻓﺌﺔ ﺍﻴﻀﺎ(‪ ،‬ﻭﻫﻭ ﻤﺎ ﻴﻌﺒﺭ ﻋﻨﻪ ﻫﻭﻝﺴﺘﻲ ﺒﻤﻌﺎﺩﻝﺘﻪ‬
‫ﺍﻝﺸﻬﻴﺭﺓ‪:‬‬
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‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫‪) 2‬ﺕ(‬
‫ــــــــــ‬ ‫ﺍﻝﺜﺒﺎﺕ =‬
‫ﻥ‪ + 1‬ﻥ‪2‬‬

‫ﻓﺎﻝﺭﻤﺯ ‪2‬ﺕ ﻫﻭ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺍﺘﻔﻕ ﻋﻠﻴﻬﺎ ﺍﻝﺒﺎﺤﺜﺎﻥ‪ ،‬ﺃﻤﺎ ﺍﻝﺭﻤﺯ ﻥ‪ + 1‬ﻥ‪2‬‬
‫ﻓﻴﻌﻨﻲ ﻤﺠﻤل ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﻗﺎﻡ ﺒﺘﺭﻤﻴﺯﻫﺎ ﻫﺫﺍﻥ ﺍﻝﺒﺎﺤﺜﺎﻥ‪ ،‬ﻏﻴﺭ ﺍﻥ ﺫﻝﻙ ﻻ ﻴﻌﻨﻲ‬
‫ﺍﻥ ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﻤﺫﻜﻭﺭﺓ ﺘﺤﺘﻡ ﺍﻥ ﻴﻜﻭﻥ ﺍﻝﺜﺒﺎﺕ ﺒﻴﻥ ﺍﺜﻨﻴﻥ ﻓﻘﻁ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ‪ ،‬ﻓﻤﻥ‬
‫ﺍﻝﻤﻤﻜﻥ ﺘﻁﺒﻴﻕ ﻤﻌﺎﺩﻝﺔ ﻫﻭﻝﺴﺘﻲ ﺒﺤﻴﺙ ﺘﻨﺎﺴﺏ ﺃﻱ ﻋﺩﺩ ﻤﻥ ﺍﻝﺒﺎﺤﺜﻴﻥ ﺍﻝﻤﺸﺎﺭﻜﻴﻥ ﻓﻲ‬
‫ﺘﺤﻠﻴل ﻋﻴﻨﺔ ﺍﻝﺜﺒﺎﺕ‪ ،‬ﻓﻘﺩ ﻴﻘﺭﺭ ﺍﻝﺒﺎﺤﺙ – ﺯﻴﺎﺩﺓ ﻓﻲ ﺍﻝﺩﻗﺔ – ﺍﻥ ﻴﻘﻭﻡ ﺜﻼﺜﺔ ﺒﺎﺤﺜﻴﻥ‬
‫ﺒﺈﺠﺭﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻝﺜﺒﺎﺕ ﻭﺤﻴﻨﺌﺫ ﻴﻜﻭﻥ ﺍﻝﺜﺒﺎﺕ‪:‬‬
‫‪)3‬ﺕ(‬
‫ـــــــــــ‬ ‫ﺍﻝﺜﺒﺎﺕ =‬
‫ﻥ‪+ 1‬ﻥ‪ + 2‬ﻥ‪3‬‬

‫‪ –2‬ﺍﻝﺜﺒﺎﺕ ﺒﺈﻋﺎﺩﺓ ﺍﻝﺘﻁﺒﻴﻕ‪:‬‬

‫ﻴﺘﺨﺫ ﻫﺫﺍ ﺍﻷﺴﻠﻭﺏ ﻁﺭﻴﻘﺘﺎﻥ‪ ،‬ﻫﻤﺎ‪ :‬ﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺫﺍﺘﻴﺔ‪ ،‬ﺃﻱ ﺍﻥ ﻴﻘﻭﻡ ﺍﻝﺒﺎﺤﺙ‬
‫ﺒﺘﺤﻠﻴل ﻋﻴﻨﺔ ﺍﻝﺜﺒﺎﺕ‪ ،‬ﻭﺒﻌﺩ ﻤﻀﻲ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ‪ ،‬ﻴﻘﻭﻡ ﺒﺈﻋﺎﺩﺓ ﺘﺤﻠﻴل ﺍﻝﻌﻴﻨﺔ ﻨﻔﺴﻬﺎ‪،‬‬
‫ﻭﻤﻥ ﺜﻡ ﺤﺴﺎﺏ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺠﺎﺀﺕ ﻤﺘﻔﻘﺔ‪ ،‬ﻓﺈﺫﺍ ﻜﺎﻥ ﻋﺩﺩ ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺘﻡ‬
‫ﺘﺭﻤﻴﺯﻫﺎ ‪ 500‬ﻓﺌﺔ‪ ،‬ﻭﺘﺒﻴﻥ ﺍﻥ ‪ 450‬ﻓﺌﺔ ﻤﻨﻬﺎ ﺃﺨﺫﺕ ﻨﻔﺱ ﺍﻝﺘﺼﻨﻴﻔﺎﺕ ﻓﻲ ﺍﻝﺘﺤﻠﻴﻠﻴﻥ‪،‬‬
‫ﻓﺈﻥ ﺫﻝﻙ ﻴﻌﻨﻲ ﺍﻥ ﻨﺴﺒﺔ ﺍﻻﺘﻔﺎﻕ ‪.%90‬‬
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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬
‫‪. All rights reserved. May not be reproduced in any form without permission from the publisher, except fair uses permitted under U.S. or applicable‬‬

‫ﻭﺍﻝﻁﺭﻴﻘﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻫﻲ‪ :‬ﻁﺭﻴﻘﺔ ﺍﻝﻤﺴﺎﻋﺩﻴﻥ‪ ،‬ﻭﺘﻌﻨﻲ ﺍﻥ ﻴﻘﻭﻡ ﺒﺎﺤﺙ ﺃﺨﺭ‪ ،‬ﺃﻭ‬
‫ﺒﺎﺤﺜﻭﻥ ﺁﺨﺭﻭﻥ ﺒﺘﺤﻠﻴل ﻋﻴﻨﺔ ﺍﻝﺜﺒﺎﺕ‪ ،‬ﻭﺒﻌﺩ ﻤﻀﻲ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ‪ ،‬ﻴﻘﻭﻡ ﻫﺫﺍ ﺍﻝﺒﺎﺤﺙ‬
‫ﺍﻷﺨﺭ ﺃﻭ ﻫﺅﻻﺀ ﺍﻝﺒﺎﺤﺜﻭﻥ ﺍﻷﺨﺭﻭﻥ ﺒﺘﺤﻠﻴل ﺍﻝﻌﻴﻨﺔ ﻨﻔﺴﻬﺎ‪ ،‬ﻭﻤﻥ ﺜﻡ ﺤﺴﺎﺏ ﻨﺴﺒﺔ‬
‫ﺍﻝﻔﺌﺎﺕ ﺍﻝﺘﻲ ﺠﺎﺀﺕ ﻤﺘﻔﻘﺔ ﻓﻲ ﺍﻝﺘﺤﻠﻴﻠﻴﻥ‪ ،‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻨﻔﺱ ﺍﻝﻤﻌﺎﺩﻝﺔ‪.‬‬
‫"ﻭ ﻝﻜﻲ ﻴﻜﻭﻥ ﻤﻌﺎﻤل ﺍﻝﺜﺒﺎﺕ ﻤﻘﺒﻭﻻ ﻴﺠﺏ ﺍﻥ ﻴﻔﻭﻕ ‪.(1)"%80‬‬
‫* ﻤﺯﺍﻴﺎ ﻭﻋﻴﻭﺏ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﺃ – ﻤﺯﺍﻴﺎ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ‪:‬‬
‫ﻴﺘﻤﺘﻊ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﺒﺎﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻝﻤﺯﺍﻴﺎ‪ ،‬ﻤﻥ ﺃﻫﻤﻬﺎ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ – 1‬ﺇﻤﻜﺎﻨﻴﺔ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺎﺕ ﻝﻤﻀﺎﻤﻴﻥ ﻭﻨﺼﻭﺹ ﻗﺩﻴﻤﺔ ﺘﻌﻭﺩ ﻝﻌﺼﻭﺭ ﻭﺃﺯﻤﻨﺔ‬
‫ﺒﻌﻴﺩﺓ‪ ،‬ﺒﻤﺎ ﻴﺤﻤﻲ ﺍﻝﺒﺎﺤﺙ ﻤﻥ ﺍﻝﻭﻗﻭﻉ ﺘﺤﺕ ﺘﺄﺜﻴﺭ ﻅﺭﻭﻑ ﻤﻌﻴﻨﺔ‪ ،‬ﺴﻴﺎﺴﻴﺔ ﺃﻭ‬
‫ﺍﺠﺘﻤﺎﻋﻴﺔ ﻤﺜﻼ‪ ،‬ﺃﺜﻨﺎﺀ ﻗﻴﺎﻤﻪ ﺒﺎﻝﺘﺤﻠﻴل ﻭﺍﺴﺘﺨﺭﺍﺝ ﺍﻝﻨﺘﺎﺌﺞ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﺈﻥ ﺍﻝﺒﺎﺤﺙ ﻴﺘﻤﺘﻊ‬
‫ﺒﺤﺭﻴﺔ ﺃﻭﺴﻊ ﺨﺎﺼﺔ ﻋﻨﺩ ﺩﺭﺍﺴﺔ ﺒﻌﺽ ﺍﻝﻘﻀﺎﻴﺎ ﻭﺍﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺘﻲ ﻗﺩ ﺘﺴﺒﺏ‬
‫ﺤﺭﺠﺎ ﻝﻠﺒﺎﺤﺙ‪.‬‬
‫‪ – 2‬ﺇﻤﻜﺎﻨﻴﺔ ﺇﻋﺎﺩﺓ ﺇﺠﺭﺍﺀ ﺍﻝﺩﺭﺍﺴﺔ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﻌﻴﻨﺔ ﺒﻌﺩ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ ﻁﻭﻴﻠﺔ ﺃﻭ‬
‫ﻗﺼﻴﺭﺓ‪ ،‬ﻭﺒﻨﻔﺱ ﺍﻻﺠﺭﺍﺀﺍﺕ‪ ،‬ﻭﺒﺎﺴﺘﺨﺩﺍﻡ ﻨﻔﺱ ﺍﻝﻭﺤﺩﺍﺕ ﻭﺍﻝﻔﺌﺎﺕ‪ ،‬ﻭﻤﻘﺎﺭﻨﺔ ﺍﻝﻨﺘﺎﺌﺞ‬
‫ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪.‬‬
‫‪ – 3‬ﻓﻲ ﺤﺎل ﺘﻌﺫﺭ ﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﺠﻤﻬﻭﺭ ﺍﻝﻤﺘﻠﻘﻲ‪ ،‬ﺍﻭ ﺍﻝﻘﺎﺌﻡ ﺒﺎﻻﺘﺼﺎل‪ ،‬ﻓﻲ‬
‫ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻹﻋﻼﻤﻴﺔ ﻓﺈﻥ ﺘﺤﻠﻴل ﺍﻝﻤﻀﻤﻭﻥ ﻫﻭ ﺍﻷﺴﻠﻭﺏ ﺍﻷﻨﺴﺏ ﻭﺍﻷﻨﺠﻊ‬
‫ﻝﻺﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﺘﺴﺎﺅﻻﺕ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﺩﺭﺍﺴﺔ‪.‬‬

‫‪ -1‬ﺤﺴﻭ ﺍﻝﺯﻴﺒﺎﺭﻱ‪ ،‬ﺃﺴﺎﻝﻴﺏ ﺍﻝﺒﺤﺙ ﺍﻝﻌﻠﻤﻲ ﻓﻲ ﻋﻠﻡ ﺍﻻﺠﺘﻤﺎﻉ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻤﺠﺩ ﺍﻝﻤﺅﺴﺴﺔ ﺍﻝﺠﺎﻤﻌﻴﺔ‬
‫‪Copyright © 2018.‬‬

‫ﻝﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ‪2001 ،‬ﻡ‪ ،‬ﺹ‪.87‬‬

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‫‪EBSCO Publishing : eBook Arabic Collection (EBSCOhost) - printed on 5/2/2020 7:07 PM via EMIRATES CENTER FOR‬‬
‫‪STRATEGIC STUDIES AND RESEARCH‬‬
‫; ‪AN: 2040367‬‬ ‫;‪.‬‬ ‫‪:‬‬
‫‪Account: s6314207‬‬