2015س /18אد א مא وא
ﻅﺎﻫﺭﺓ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺒﺎﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻭﻴﺔ
ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ ﻝﺨﻔﺽ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ، ﺘﻨﺎﻭﻻﻨﻬﺎ ﺍﻝﻨﻅﺭﻴﺔ،ﺃﺴﺒﺎﺒﻬﺎ
ﻗﺩﻭﺭﻱ ﺨﻠﻴﻔﺔ.ﺃ
(ﺠﺎﻤﻌﺔ ﺍﻝﻭﺍﺩﻱ ) ﺍﻝﺠﺯﺍﺌﺭ
ﺤﻭﺭﻴﺔ ﺘﺎﺭﺯﻭﻝﺕ ﻋﻤﺭﻭﻨﻲ.ﺩ.ﺃ
(ﺠﺎﻤﻌﺔ ﻗﺎﺼﺩﻱ ﻤﺭﺒﺎﺡ ﻭﺭﻗﻠﺔ) ﺍﻝﺠﺯﺍﺌﺭ
:ﺍﻝﻤﻠﺨﺹ
ﻓﺎﻝﻘﻠﻕ ﺍﻝﺫﻱ ﻴﻌﺘﺭﻱ ﻏﺎﻝﺒﻴﺔ ﺍﻝﺘﻼﻤﻴﺫ ﻗﺒل ﻭﺃﺜﻨـﺎﺀ،ﺎﺎ ﺃﻭ ﺇﻴﺠﺎﺒﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻥ ﺍﻝﻤﻭﺍﻀﻴﻊ ﺍﻝﻤﻬﻤﺔ ﺍﻝﺘﻲ ﺘﺅﺜﺭ ﻋﻠﻰ ﺍﻝﻁﻼﺏ ﺴﻠﺒ
ﻭﻫﻭ ﻤﻁﻠﻭﺏ ﻝﺘﺤﻘﻴﻕ ﺍﻝﺩﺍﻓﻌﻴـﺔ،ﺎﺎ ﺇﻴﺠﺎﺒﻴ ﻭﻴﻌﺩ ﺩﺍﻓﻌ،ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻫﻭ ﺃﻤﺭ ﻁﺒﻴﻌﻲ ﻭﺴﻠﻭﻙ ﻋﺭﻀﻲ ﻤﺄﻝﻭﻑ ﻤﺎﺩﺍﻡ ﻓﻲ ﺩﺭﺠﺎﺘﻪ ﺍﻝﻤﻘﺒﻭﻝﺔ
ﺎ ﻏﻴﺭ ﻁﺒﻴﻌﻴﺔ ﻜﻌﺩﻡ ﺍﻝﻨﻭﻡ ﻭﻓﻘﺩﺍﻥ ﺍﻝﺸﻬﻴﺔ ﻭﻋﺩﻡ ﺍﻝﺘﺭﻜﻴﺯ ﻭﻜﺜﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻋـﺩﻡﻨﺤﻭ ﺍﻹﻨﺠﺎﺯ ﺍﻝﻤﺜﻤﺭ ﺃﻤﺎ ﺇﺫﺍ ﺃﺨﺫ ﺃﻋﺭﺍﻀ
ﻭﺍﻻﻨﺸﻐﺎل ﻓﻲ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺭﻗﺒﺔ ﻓﺈﻥ ﻫﺫﻩ ﺍﻷﻋﺭﺍﺽ ﻭﻏﻴﺭﻫﺎ ﺘﺭﺒﻙ ﺍﻝﺘﻠﻤﻴﺫ ﻭﺘﻌﺭﻗل ﺃﺩﺍﺀﻩ،ﺍﻝﻘﺩﺭﺓ ﻋﻠﻰ ﺍﺴﺘﺩﻋﺎﺀ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺍﻝﺫﺍﻜﺭﺓ
ﻭﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻘﺎل ﺴﻭﻑ ﻨﻭﻀﺢ ﻤﻔﻬﻭﻡ ﻗﻠﻕ ﻜﻅﺎﻫﺭﺓ ﺘﺅﺭﻕ ﺠل.( ﺍﻝﻤﻁﻠﻭﺏ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻤﺎ ﻴﻨﺘﺞ ﻋﻨﻪ ﻗﻠﻕ ﻤﺎ ﻴﺴﻤﻰ )ﺒﻘﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ
.ﺍﻝﺘﻼﻤﻴﺫ ﻭﺘﻤﺜل ﺘﻬﺩﻴﺩﺍ ﻝﻤﺴﺘﻘﺒﻠﻬﻡ ﺍﻝﺩﺭﺍﺴﻲ ﻭﻜﻴﻑ ﻴﻤﻜﻨﻨﺎ ﺨﻔﺽ ﻫﺫﺍ ﺍﻝﻘﻠﻕ ﺍﻝﻌﻼﻗﺔ ﻤﻥ ﺨﻼل ﻋﺭﻀﻨﺎ ﻷﻫﻡ ﻤﺘﻐﻴﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ
Résumé:
Test anxiety is one of the most important subjects that affects pupils either positively or
negatively.
The anxiety that affects the majority of the pupils before and during the exams is a natural
matter and an accidental common behaviour as it is in its acceptable degrees
Test anxiety is considered a positive motive that becomes necessary for successful production .
But when it takes unreal symptoms such as insomnia ( sleeplessness ) , the loss of appetite the lack of
concentration and the access of thinking during the exams work , the inability of recalling information
from memory and being busy at certain expectable results however those symptoms and others
disturb pupils and hamper their needed way of work at the moment of doing the exam So this
situation can result what is called the test anxiety.
And in this article , we explain the concept of test anxiety phenomenon that haunts most of the
pupils and poses a threat to their educational future dealing with its most important causes, aspects and
theoretical dealings , and how to get over it so that our students can successfully exceed the test
anxirty.
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س2015 אد/18 א مא وא
ﻤﻘﺩﻤﺔ:
ﻴﻌﺘﺒﺭ ﺍﻝﻘﻠﻕ ﻅﺎﻫﺭﺓ -ﻗﺩﻴﻤﺔ ﺤﺩﻴﺜﺔ -ﺼﺎﺤﺒﺕ ﺍﻹﻨﺴﺎﻥ ﻤﻨﺫ ﻤﻭﻝﺩﻩ ﺍﻷﻭل ﺒﻴﺩ ﺃﻥ ﻫﺫﺍ ﺍﻝﻌﺼـﺭ ﺍﻝـﺫﻱ ﻨﻌﻴﺸـﻪ ﺒﻤـﺎ
ﺼﺎﺤﺒﻪ ﻤﻥ ﺘﻐﻴﺭﺍﺕ ،ﻭﻀﻐﻭﻁ ﺠﻌل ﺍﻹﻨﺴﺎﻥ ﻴﺸﻌﺭ ﺒﺄﻥ ﺍﻝﻘﻠﻕ ﻴﻼﺯﻤﻪ ﻓﻲ ﻜل ﺠﺎﻨﺏ ﻤﻥ ﺠﻭﺍﻨـﺏ ﺤﻴﺎﺘﻪ ،ﻏﻴﺭ ﺃﻥ ﺠﺎﻨﺒـﺎ
ﻤﻥ ﻫﺫﺍ ﺍﻝﻘﻠﻕ ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﺨﻼﻗﺎ ﺇﻴﺠﺎﺒﻴﺎ ﺃﻤﺎ ﺍﻝﺠﺎﻨﺏ ﺍﻷﻜﺒﺭ ﻓﻬﻭ ﺍﻝﻘﻠﻕ ﺍﻝﺫﻱ ﻴﻌﺼﻑ ﺒﻤﻭﺍﻫﺏ ﺍﻹﻨﺴﺎﻥ ﻭﺇﺒﺩﺍﻋﺎﺘﻪ ،ﻭﻝﺫﻝﻙ
ﻻ ﻏﺭﺍﺒﺔ ﺃﻥ ﻨﺭﻯ ﺇﺠﻤﺎﻋﺎ ﻝﺩﻯ ﻤﻌﻅﻡ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﺃﻥ ﺍﻝﻘﻠﻕ ﻫﻭ ﺍﻝﻤﺤﻭﺭ ﻭﺍﻝﻤﺤﺭﻙ ﺍﻷﺴﺎﺴﻲ ﻝﺠﻤﻴﻊ ﺍﻷﻤﺭﺍﺽ ﺍﻝﻨﻔﺴﻴﺔ ،ﺒل
ﻫﻭ ﺃﻴﻀﺎ ﺃﺴﺎﺱ ﺠﻤﻴﻊ ﺍﻹﻨﺠﺎﺯﺍﺕ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺍﻝﺤﻴﺎﺓ .ﻭﻗﺩ ﺃﺩﺭﻙ ﻋﻠﻤﺎﺀ ﺍﻝﻨﻔﺱ ﻤﻨﺫ ﺍﻝﺨﻤﺴﻴﻨﻴﺎﺕ ﺃﻫﻤﻴﺔ ﺩﺭﺍﺴﺔ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ
ﺍﻝﻘﻠﻕ ﻭﺍﻝﺘﻌﻠﻡ ،ﻭﻜﺸﻔﺕ ﻜﺜﻴﺭ ﻤﻥ ﻨﺘﺎﺌﺞ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﻨﻘﺎﺏ ﻋﻠﻰ ﺃﻥ ﺒﻌﺽ ﺍﻝﻁﻼﺏ ﻴﻨﺠﺯﻭﻥ ﺃﻗل ﻤﻥ ﻤﺴﺘﻭﻯ ﻗﺩﺭﺍﺘﻬﻡ ﺍﻝﻔﻌﻠﻴـﺔ
ﻓﻲ ﺒﻌﺽ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻲ ﺘﺘﺴﻡ ﺒﺎﻝﻀﻐﻁ ﻭﺍﻝﺘﻘﻭﻴﻡ ﻜﻤﻭﺍﻗﻑ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺃﻁﻠﻘﻭﺍ ﻋﻠﻰ ﺍﻝﻘﻠﻕ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻑ ﺘﺴـﻤﻴﺔ ﻗﻠـﻕ
ﺍﻻﻤﺘﺤـﺎﻥ Test Anxietyباعتباره ﻴﺸﻴﺭ ﺇﻝﻰ ﻨﻭﻉ ﻤﻥ ﺍﻝﻘﻠﻕ ﺍﻝﻌﺎﻡ ﺍﻝﺫﻱ ﻴﻅﻬﺭ ﻓﻲ ﻤﻭﺍﻗﻑ ﻤﻌﻴﻨﺔ ﻤﺭﺘﺒﻁـﺔ ﺒﻤﻭﺍﻗــﻑ
ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﺤﻴﺙ ﻨﺠﺩ ﺍﻝﻁﻼﺏ ﻓﻲ ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗـﻑ ﻴﺸـﻌﺭﻭﻥ ﺒﺎﻻﻀـﻁﺭﺍﺏ ﻭﺍﻝﺘــﻭﺘﺭ ﻭﺍﻝﻀـﻴﻕ
)ﺍﻝﻀﺎﻤﻥ.( 2003 :220 ،
ﺤﻴﺙ ﺘﻠﻌﺏ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺩﻭﺭﹰﺍ ﻫﺎﻤﹰﺎ ﻓﻲ ﺤﻴﺎﺓ ﺍﻝﻁﻼﺏ ﻭﻫﻲ ﺃﺤﺩ ﺃﺴﺎﻝﻴﺏ ﺍﻝﺘﻘﻴﻴﻡ ﺍﻝﻀﺭﻭﺭﻴﺔ ﺇﻻ ﺃﻨﻬﺎ ﻗﺩ ﻴﺭﺘﺒﻁ ﺒﻬﺎ ﻤـﺎ
ﻴﺠﻌل ﻤﻨﻬﺎ ﻤﺸﻜﻠﺔ ﻤﺨﻴﻔﺔ ﻭﻤﻘﻠﻘﻠﺔ .ﻭﻴﺘﺨﺫ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺃﻫﻤﻴﺔ ﺨﺎﺼﺔ ،ﻨﻅﺭﺍ ﻻﺭﺘﺒﺎﻁﻪ ﺍﻝﺸـﺩﻴﺩ ﺒﺘﺤﺩﻴﺩ ﻤﺼـﻴﺭ ﺍﻝﻁﺎﻝـﺏ
ﻭﻤﺴﺘﻘﺒﻠﻪ ﺍﻝﺩﺭﺍﺴﻲ ﻭﺍﻝﻌﻤﻠﻲ ،ﻭﻤﻜﺎﻨﺘﻪ ﻓﻲ ﺍﻝﻤﺠﺘﻤﻊ ،ﻭﻝﺫﻝﻙ ﻓﻬﻭ ﻴﻌﺘﺒﺭ ﺩﺭﺍﺴﺔ ﺤﻘﻴﻘﻴـﺔ ﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻁﻼﺏ ﻭﺃﺴﺭﻫﻡ ﺃﻴﻀـﺎ،
ﺒل ﻭﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﺠﺘﻤﻊ ،ﻤﻤﺎ ﺤﺩﺍ ﺒﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺨﺼﺎﺌﻴﻴﻥ ﻓﻲ ﻫـﺫﺍ ﺍﻝﻤﺠـﺎل ﻝﻼﻫﺘﻤﺎﻡ ﺒﺩﺭﺍﺴﺔ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ )ﺯﻫـﺭﺍﻥ95 ،
.( 2000:
ﻼ
ﻭﻴﺘﻀﺢ ﻤﻤﺎ ﺴﺒﻕ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻬﺫﻩ ﺍﻝﻅﺎﻫﺭﺓ ﻴﺯﺩﺍﺩ ﻻ ﻝﻜﻭﻨﻬﺎ ﻅﺎﻫﺭﺓ ﻨﻔﺴﻴﺔ ﻓﻘﻁ ﺒل ﻷﻨﻪ ﺘﻌـﺩﻱ ﺫﻝـﻙ ﻝﻴﺼﺒﺢ ﺸـﻜ ﹰ
ﻤﻥ ﺃﺸﻜﺎل ﺍﻻﻀﻁﺭﺍﺏ .ﻭﻤﻥ ﻫﻨﺎ ﻻ ﺒﺩ ﻝﻠﺒﺎﺤﺙ ﺃﻥ ﻴﻠﻔﺕ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻝﻲ ﺃﻥ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻴﻌﺘﺒـﺭ ﺃﻗﺭﺏ ﺇﻝﻲ ﺤﺎﻝـﺔ ﺍﻝﻘﻠـﻕ،
ﻭﻴﺭﺘﺒﻁ ﺒﺴﻤﺔ ﺍﻝﻘﻠﻕ ،ﻭﻴﻌﺒﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻋﻥ ﺍﻝﺤﺎﻝﺔ ﺍﻝﺘﻲ ﻴﺼل ﺇﻝﻴﻬﺎ ﺍﻝﻁﺎﻝﺏ ﻨﺘﻴﺠـﺔ ﺍﻝﺯﻴـﺎﺩﺓ ﻓـﻲ ﺩﺭﺠـﺔ ﺍﻻﻨﺯﻋـﺎﺝ
ﻭﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻤﻥ ﺃﺩﺍﺀ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻓﻲ ﻀﻭﺀ ﺍﻝﻨﻅﺭ ﺇﻝﻲ ﺍﻝﻘﻠﻕ ﻜﺤﺎﻝﺔ ﺃﻭ ﻜﺴـﻤﺔ،ﻓﺎﻥ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻴﺭﺘﺒﻁ ﺒﻘﻠﻕ ﺍﻝﺤﺎﻝﺔ ﺃﻜﺜﺭ ﻤﻥ
ﺍﺭﺘﺒﺎﻁﻪ ﺒﻘﻠﻕ ﺍﻝﺴﻤﺔ ،ﻭﻋﻠﻴﻪ ﻴﻤﻜﻥ ﺃﻥ ﻴﺘﺤﻭل ﻗﻠﻕ ﺍﻻﻤﺘﺤـﺎﻥ ﻜﺤﺎﻝﺔ ﺇﻝﻲ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻜﺴﻤﺔ ﺇﺫﺍ ﻝﻡ ﻨﺴﺘﻁﻊ ﺃﻥ ﻨﺨﻔﺽ ﻤﻥ
ﺫﻝﻙ ﺍﻝﻘﻠﻕ ﻭﻨﻌﻤل ﻋﻠﻲ ﺘﺭﺸﻴﺩﻩ .ﻭﻓﻲ ﻫﺫﻩ ﺍﻝﻭﺭﻗﺔ ﺴﻭﻑ ﻨﺘﻌﺭﺽ ﻝﻤﻔﻬﻭﻡ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺘﺼﻨﻴﻔﺎﺘﻪ ،ﺃﻋﺭﺍﻀﻪ ،ﺘﻔﺴﻴﺭ ﻗﻠـﻕ
ﺍﻻﻤﺘﺤﺎﻥ ﻤﻥ ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ ،ﺃﻋﺭﺍﺽ ﻭﻤﻅﺎﻫﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺴﺎﻋﺩﺓ ﻋﻠﻲ
ﻅﻬﻭﺭ ﺃﻋﺭﺍﺽ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ،ﺃﺴﺒﺎﺒﻪ ﻤﺼﺎﺩﺭﻩ ،ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ ﻝﺨﻔﺽ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ.
-1ﺘﻌﺭﻴﻑ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ :ﺘﻌﺩﺩﺕ ﺍﻝﺘﻌﺭﻴﻔﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺎﻭﻝﺕ ﻤﻭﻀﻭﻉ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ،ﻭﻝﻘـﺩ ﻋﺭﻓـﻪ ﻜﺜﻴـﺭ ﻤـﻥ ﺍﻝﻤﻬﺘﻤـﻴﻥ
ﻭﺍﻷﺨﺼﺎﺌﻴﻴﻥ ﻓـﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﻭﺴﻭﻑ ﻴﺴﺘﻌﺭﺽ ﺍﻝﺒﺎﺤﺙ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﻘﺎﻡ ﺒﻌﺽ ﻤﻥ ﺘﻌﺭﻴﻔﺎﺕ ﻭﺁﺭﺍﺀ ﻫـﺅﻻﺀ ﺍﻷﺨﺼـﺎﺌﻴﻴﻥ
ﺤـﻭل ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻫﻲ ﻜﺎﻝﺘﺎﻝﻲ:
"ﻫﻭ ﻨﻭﻉ ﻤﻥ ﺍﻝﻘﻠﻕ ﺍﻝﻤﺭﺘﺒﻁ ﺒﻤﻭﺍﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ ﺤﻴﺙ ﺘﺜﻴﺭ ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻑ ﻓﻲ ﺍﻝﻔﺭﺩ ﺸﻌﻭﺭﹰﺍ ﺒﺎﻻﻨﺯﻋــﺎﺝ ﻭﺍﻻﻨﻔﻌﺎﻝﻴـﺔ
ﻭﻫﻲ ﺤﺎﻝﺔ ﺍﻨﻔﻌﺎﻝﻴﺔ ﻭﺠﺩﺍﻨﻴﺔ ﻤﻜﺩﺭﺓ ﺘﻌﺘﺭﻱ ﺍﻝﻔﺭﺩ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻝﺴـﺎﺒﻕ ﻝﻼﻤﺘﺤـﺎﻥ ،ﺃﻭ ﻤﻭﻗـﻑ ﺍﻻﻤﺘﺤﺎﻥ ﺫﺍﺘﻪ ﻭﺘﺘﺴﻡ
ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﺒﺎﻝﺸﻌﻭﺭ ﺒﺎﻝﺘﻭﺘﺭ ﻭﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻻﻤﺘﺤﺎﻥ )ﺯﻫﺭﺍﻥ.( 2000: 96 ،
ﻭﻴﻌﺭﻑ ﺠﻭﻥ ) ( Gohn, 1985ﻗﻠﻕ ﺍﻻﺨﺘﺒﺎﺭ "ﺒﺄﻨﻪ ﺤﺎﻝﺔ ﻴﻤﺭ ﺒﻬﺎ ﺍﻝﻁﺎﻝﺏ ﻨﺘﻴﺠﺔ ﺍﻝﺯﻴﺎﺩﺓ ﻓـﻲ ﺩﺭﺠــﺔ ﺍﻝﺨـﻭﻑ
ﻭﺍﻝﺘﻭﺘﺭ ﺃﺜﻨﺎﺀ ﺍﻝﻤﺭﻭﺭ ﺒﻤﻭﻗﻑ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻜﺫﻝﻙ ﺍﻻﻀﻁﺭﺍﺏ ﻓﻲ ﺍﻝﻨـﻭﺍﺤﻲ ﺍﻻﻨﻔﻌﺎﻝﻴـﺔ ﻭﺍﻝﻤﻌﺭﻓﻴـﺔ ﻭﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ.
ﻭﻴﻌﺭﻑ ﺴﺒﻴﻠﺒﻴﺭﺠﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺒﺄﻨﻪ " ﺴﻤﺔ ﺸﺨﺼﻴﺔ ﻓﻲ ﻤﻭﻗﻑ ﻤﺤـﺩﺩ ﻭﻴﺘﻜــﻭﻥ ﻤــﻥ ﺍﻻﻨﺯﻋــﺎﺝ ﻭﺍﻻﻨﻔﻌﺎﻝﻴـﺔ،
ﻭﻴﻌﺭﻑ ﺍﻻﻨﺯﻋﺎﺝ ﺒﺄﻨﻪ ﺍﻫﺘﻤﺎﻡ ﻤﻌﺭﻓﻲ ﻴﺘﻤﺜل ﻓﻲ ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻝﻔﺸل ﺒﻴﻨﻤﺎ ﺍﻝﺤﺎﻝﺔ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻫــﻲ ﺭﺩﻭﺩ ﺃﻓﻌـﺎل ﺍﻝﺠﻬـﺎﺯ
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ﺍﻝﻌﺼﺒﻲ ﺍﻻﻭﺘﻭﻨﻭﻤﻲ ﻭﻴﻤﺜل ﻫﺫﻴﻥ ﺍﻝﻤﻜﻭﻨﻴﻥ ) ﺍﻻﻨﺯﻋـﺎﺝ ( ﻭ ) ﺍﻻﻨﻔﻌﺎﻝﻴـﺔ ( ﺃﺒـﺭﺯ ﻋﻨﺎﺼﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ) ﺍﻝﺩﺍﻫﺭﻱ،
.( 2005: 207
* ﻭﻴﺭﻯ ﺃﺤﻤﺩ ﻋﺒﺩ ﺍﻝﺨﺎﻝﻕ ﺃﻥ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ "ﻴﻁﻠﻕ ﻋﻠﻴﻪ ﻗﻠﻕ ﺍﻝﺘﺤﺼﻴل ﻓﻲ ﺒﻌﺽ ﺍﻷﺤﻴﺎﻥ ﻭﻫﻭ ﻨﻭﻉ ﻤـﻥ ﻗﻠـﻕ ﺍﻝﺤﺎﻝـﺔ
ﺍﻝﻤﺭﺘﺒﻁ ﺒﻤﻭﺍﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ ﺒﺤﻴﺙ ﺘﺜﻴﺭ ﻫﺫﻩ ﺍﻝﻤﻭﺍﻗﻑ ﻓﻲ ﺍﻝﻔﺭﺩ ﺸﻌﻭﺭﺍ ﺒـﺎﻝﺨﻭﻑ ﻭﺍﻝﻬـﻡ ﻋﻨـﺩ ﻤﻭﺍﺠﻬﺘﻬﺎ" )ﻋﺒﺩ ﺍﻝﺨـﺎﻝﻕ،
.( 1987 :32
:2ﺘﺼﻨﻴﻔﺎﺕ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ:
-ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻝﻤﻴﺴﺭFacilitative :
ﻭﻫﻭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻝﻤﻌﺘﺩل ،ﺫﻭ ﺍﻝﺘﺄﺜﻴﺭ ﺍﻻﻴﺠﺎﺒﻲ ﺍﻝﻤﺴﺎﻋﺩ ،ﻭﺍﻝﺫﻱ ﻴﻌﺘﺒﺭ ﻗﻠﻘﹰﺎ ﺩﺍﻓﻌﻴﹰﺎ ﻴــﺩﻓﻊ ﺍﻝﻁﺎﻝــﺏ ﻝﻠﺩﺭﺍﺴـﺔ
ﻭﺍﻻﺴﺘﺫﻜﺎﺭ ﻭﺍﻝﺘﺤﺼﻴل ﺍﻝﻤﺭﺘﻔﻊ ،ﻭﻴﻨﺸﻁﻪ ﻭﻴﺤﻔﺯﻩ ﻋﻠﻲ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻼﻤﺘﺤﺎﻨﺎﺕ ﻭﻴﻴﺴﺭ ﺃﺩﺍﺀ ﺍﻻﻤﺘﺤﺎﻥ.
-ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻝﻤﻌﺴﺭDebilitative :
ﻭﻫﻭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻝﻤﺭﺘﻔﻊ ،ﺫﻭ ﺍﻝﺘﺄﺜﻴﺭ ﺍﻝﺴﻠﺒﻲ ﺍﻝﻤﻌﻭﻕ ،ﺤﻴﺙ ﺘﺘﻭﺘﺭ ﺍﻷﻋﺼﺎﺏ ﻭﻴـﺯﺩﺍﺩ ﺍﻝﺨــﻭﻑ ﻭﺍﻻﻨﺯﻋـﺎﺝ
ﻭﺍﻝﺭﻫﺒﺔ ،ﻭﻴﺴﺘﺜﻴﺭ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻏﻴﺭ ﻤﻨﺎﺴﺒﺔ ،ﻤﻤﺎ ﻴﻌﻭﻕ ﻗﺩﺭﺓ ﺍﻝﻁﺎﻝﺏ ﻋﻠﻲ ﺍﻝﺘﺫﻜﺭ ﻭﺍﻝﻔﻬﻡ ،ﻭﻴﺭﺒﻜـﻪ ﺤﻴﻥ ﻴﺴﺘﻌﺩ ﻝﻼﻤﺘﺤـﺎﻥ،
ﻭﻴﻌﺴﺭ ﺃﺩﺍﺀ ﺍﻻﻤﺘﺤﺎﻥ ،ﻭﻫﻜﺫﺍ ﻓﺈﻥ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺍﻝﻤﻌﺴﺭ} ﺍﻝﺯﺍﺌﺩ ﺃﻭ ﺍﻝﻤﺭﺘﻔﻊ { ،ﻗﻠﻕ ﻏﻴﺭ ﻀﺭﻭﺭﻱ ﻭﻴﺠﺏ ﺨﻔﻀﻪ ﻭﺘﺭﺸﻴﺩﻩ
)ﺯﻫﺭﺍﻥ.( 2000 :98 ،
:3ﻤﻜﻭﻨﺎﺕ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ :ﻴﺸﻴﺭ ﺍﻝﻤﻬﺘﻤﻴﻥ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺇﻝﻲ ﺃﻥ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻴﺘﻀﻤﻥ ﻤﻜﻭﻨﻴﻥ ﺃﺴﺎﺴﻴﻴﻥ ﻫﻤﺎ ﻜﺎﻝﺘﺎﻝﻲ:
-ﺍﻝﻤﻜﻭﻥ ﺍﻝﻤﻌﺭﻓﻲ :ﺃﻭ ﺍﻻﻨﺯﻋﺎﺝ Worryﺤﻴﺙ ﻴﻨﺸﻐل ﺍﻝﻔﺭﺩ ﺒﺎﻝﺘﻔﻜﻴﺭ ﻓﻲ ﺘﺒﻌﺎﺕ ﺍﻝﻔﺸل ،ﻤﺜـل ﻓﻘـﺩﺍﻥ ﺍﻝﻤﻜﺎﻨﺔ ﻭﺍﻝﺘﻘﺩﻴﺭ،
ﻭﻫﺫﺍ ﻴﻤﺜل ﺴﻤﺔ ﺍﻝﻘﻠﻕ.
-ﺍﻝﻤﻜﻭﻥ ﺍﻻﻨﻔﻌﺎﻝﻲ :ﺃﻭ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ،Emotionalityﺤﻴﺙ ﻴﺸﻌﺭ ﺍﻝﻔﺭﺩ ﺒﺎﻝﻀﻴﻕ ﻭﺍﻝﺘـﻭﺘﺭ ﻭﺍﻝﻬﻠـﻊ ﻤـﻥ ﺍﻻﻤﺘﺤﺎﻨـﺎﺕ،
ﻭﺒﺎﻹﻀﺎﻓﺔ ﺇﻝﻲ ﻤﺼﺎﺤﺒﺎﺕ ﻓﺴﻴﻭﻝﻭﺠﻴﺔ ،ﻭﻫﺫﺍ ﻴﻤﺜل ﺤﺎﻝﺔ ﺍﻝﻘﻠﻕ )ﺭﻀﻭﺍﻥ.( 2002: 246 ،
ﻭﻴﺸﻴﺭ ﻝﻴﺒﺭﺕ ﻭﻤﻭﺭﻴﺱ ﺒﻴﻨﺎ ﺃﻨﻪ ﻴﻭﺠﺩ ﻋﺎﻤﻼﻥ ﻝﻘﻠﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻫﻤﺎ:
* ﺍﻻﻀﻁﺭﺍﺒﻴﺔ ) :ﺍﻝﻤﻜﻭﻥ ﺍﻝﻌﻘﻠﻲ ﺍﻝﺫﻱ ﻴﺅﺜﺭ ﻋﻠﻲ ﺃﺩﺍﺀ ﺍﻝﻔﺭﺩ ( ﻓﻬﻲ ﺍﻝﻤﺴﺌﻭﻝﺔ ﻋﻥ ﺘﻘﻠﻴﺹ ﺍﻷﺩﺍﺀ ﻝﺩﻱ ﺍﻝﻔـﺭﺩ ﺒﻤﺎ ﺘﺒﻌﺜﻪ ﻓﻲ
ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﻤﻥ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻻ ﺘﻜﻭﻥ ﻤﻨﺎﺴﺒﺔ.
* ﺍﻻﻨﻔﻌﺎﻝﻴﺔ :ﻭﻫﻲ ﺭﺩ ﺍﻝﻔﻌل ﺍﻝﻤﺒﺎﺸﺭ ﻝﻠﻀﻐﻁ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺫﻱ ﻴﺴﺘﺜﻴﺭﻩ ﺍﻝﻤﻭﻗﻑ )ﺸﻌﻴﺏ .( 1988، 98ﻓﻲ ﺤﻴﻥ ﻴﺭﻱ ﻓﻴﻠﻴﺒﺱ
ﻭﺁﺨﺭﻭﻥ ﺃﻥ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻴﺘﻜﻭﻥ ﻤﻥ ﻋﺎﻤﻠﻴﻥ ﺭﺌﻴﺴﻴﻴﻥ ﻫﻤﺎ:
ﺃ .ﺍﻝﻘﻠﻕ :ﻨﻘﺹ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ.
ﺏ .ﺍﻻﻨﻔﻌﺎﻝﻴﺔ :ﻭﻫﻲ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﻏﻴﺭ ﺍﻹﺭﺍﺩﻴﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻠﻤﻭﻗﻑ ) ﻋﺒﺩ ﺍﻝﺭﺤﻴﻡ .( 1989: 17 ،ﻭﻴﻀﻴﻑ ﺯﻫﺭﺍﻥ ) 47
( 2000:ﺃﻥ ﻫﻨﺎﻙ ﺨﻤﺴﺔ ﻋﻭﺍﻤل ﺨﺎﺼﺔ ﺒﻘﻠﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻫﻲ ﻜﺎﻝﺘﺎﻝﻲ:
-ﺍﻝﺨﻭﻑ ﻭﺍﻝﺭﻫﺒﺔ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭ.
-ﺍﻝﻀﻐﻁ ﺍﻝﻨﻔﺴﻲ ﻝﻼﺨﺘﺒﺎﺭ.
-ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﺍﻝﺸﻔﻭﻴﺔ ﺍﻝﻤﻔﺎﺠﺌﺔ.
-ﺍﻝﺼﺭﺍﻉ ﺍﻝﻨﻔﺴﻲ ﺍﻝﻤﺼﺎﺤﺏ ﻝﻼﺨﺘﺒﺎﺭ.
-ﺍﻻﻀﻁﺭﺍﺒﺎﺕ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻝﺠﺴﻤﻴﺔ ﺍﻝﻤﺼﺎﺤﺒﺔ ﻝﻼﺨﺘﺒﺎﺭ.
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:4ﺘﻔﺴﻴﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻥ ﻭﺠﻬﺎﺕ ﺍﻝﻨﻅﺭ ﺍﻝﻤﺨﺘﻠﻔﺔ ﻓﻲ ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ:
-ﺘﻔﺴﻴﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻥ ﻭﺠﻬﺔ ﺍﻝﻨﻅﺭ ﺍﻝﻤﻌﺭﻓﻴﺔ :ﻝﻘﺩ ﺤﺎﻭﻝﺕ ﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻨﻅﺭﻴﺎﺕ ﺍﻝﺤﺩﻴﺜـﺔ ﺘﻔﺴـﻴﺭ ﺍﻹﻨﺠـﺎﺯ ﺍﻝﺴـﻴﺊ
ﺍﻝﻤﺭﺘﺒﻁ ﺒﺎﻝﻘﻠﻕ ﺍﻝﻌﺎﻝﻲ ﻝﻼﻤﺘﺤﺎﻥ ﻭﺭﺃﺕ ﺃﻥ ﺍﻝﺘﺄﺜﻴﺭ ﺍﻝﻨﺴﺒﻲ ﻝﻠﻘﻠﻕ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻻﺨﺘﺒﺎﺭﻱ ﻫﻭ ﺩﺨﻭل ﻋﻭﺍﻤل ﺃﺨـﺭﻱ ،ﺤﻴـﺙ
ﻴﻨﺘﺞ ﺍﻝﻘﻠـﻕ ﺍﻝﻌـﺎﻝﻲ ﻤـﻥ ﺍﺴﺘﺠﺎﺒﺎﺕ ﻏﻴﺭ ﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻤﻬﺎﻡ ﺍﻝﻤﻁﻠﻭﺒﺔ ،ﻤﺜل ﻋﺩﻡ ﺍﻝﺘﺭﻜﻴﺯ ،ﺃﻭ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺭﻜﺯﺓ ﺤـﻭل
ﺍﻝـﺫﺍﺕ ﺍﻝﺘـﻲ ﺘﺘﻨﺎﻓﺱ ﻭﺘﺘﺩﺍﺨل ﻤﻊ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻀﺭﻭﺭﻴﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻤﻬﺎﻡ ﺍﻷﺴﺎﺴﻴﺔ ﺫﺍﺘﻬـﺎ ،ﻭﺍﻝﺘـﻲ ﻫـﻲ ﻀـﺭﻭﺭﺓ
ﻝﻺﻨﺠـﺎﺯ ﺍﻝﺠﻴﺩ ﻓﻲ ﺍﻝﻤﻭﻗﻑ ﺍﻻﺨﺘﺒﺎﺭﻱ ،ﻭﻝﻌل ﻫﺫﺍ ﻴﺘﻤﺎﺸﻰ ﻤﻊ ﻭﺠﻬﺔ ﻨﻅﺭ ﻭﺍﻴﻥ Wineﺤﻴﺙ ﻴﺭﻱ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻝﻘﻠﻕ
ﺍﻝﻌﺎﻝﻲ ﻝﻼﻤﺘﺤﺎﻥ ﻴﻭﺯﻋﻭﻥ ﺍﻨﺘﺒﺎﻫﻬﻡ ﻋﻠﻲ ﺍﻷﻤﻭﺭ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻤﻬﻤﺔ ﻭﺍﻷﻤﻭﺭ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﺫﺍﺕ ،ﻓﻲ ﺤﻴﻥ ﺃﻥ ﺃﻓﺭﺍﺩ ﺫﻭﻱ ﺍﻝﻘﻠﻕ
ﺍﻝﻤﻨﺨﻔﺽ ﻝﻼﻤﺘﺤﺎﻥ ﻏﺎﻝﺒﹰﺎ ﻤﺎ ﻴﺭﻜﺯﻭﻥ ﻋﻠﻲ ﺍﻷﻤﻭﺭ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻝﻤﻬﺎﻡ ﺍﻝﻤﻁﻠﻭﺒـﺔ ﻓﻘـﻁ ﺒﺩﺭﺠﺔ ﺃﻜﺒﺭ.
ﺃﻤﺎ ﻜﻭﻝﺭ ﻭﻫﻭﻻﻫﺎﻥ Culler & Holahanﻓﻘﺩ ﺩﺭﺴﺎ ﺍﻝﻘﺩﺭﺓ ﺍﻝﻌﻘﻠﻴﺔ ﻭﻋـﺎﺩﺍﺕ ﺍﻝﺩﺭﺍﺴـﺔ ﻓـﻲ ﺍﻹﻨﺠﺎﺯ ﺍﻷﻜﺎﺩﻴﻤﻲ
ﻭﻗﺩ ﻭﺠﺩ ﺍﻝﺒﺎﺤﺜﺎﻥ ﺃﻥ ﻝﺩﻱ ﺍﻝﻁﻠﺒﺔ ﺃﺼﺤﺎﺏ ﺍﻝﻘﻠﻕ ﺍﻝﻌﺎﻝﻲ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻗـﺩﺭﺍﺕ ﻤﻨﺨﻔﻀـﺔ ﻭﻋﺎﺩﺍﺕ ﺩﺭﺍﺴﻴﺔ ﺴﻴﺌﺔ ﻭﻋﻠـﻲ
ﻫﺫﺍ ﻓﺎﻥ ﺠﺯﺀﹰﺍ ﻋﻠﻲ ﺍﻷﻗل ﻤﻥ ﺍﻹﻨﺠﺎﺯ ﺍﻷﻜﺎﺩﻴﻤﻲ ﺍﻝﺴﻴﺊ ﻝﻬﺅﻻﺀ ﺍﻝﻁﻠﺒـﺔ ﺭﺒﻤـﺎ ﻴﻌﻭﺩ ﺇﻝﻲ ﻤﻌﺭﻓﺔ ﺍﻗل ﺒﺎﻝﻤﻭﺍﺩ ﺍﻝﺩﺭﺍﺴﻴﺔ.
-ﺘﻔﺴﻴﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﻌﻠﻭﻤـﺎﺕ :ﻗﺩﻡ ﺒﻨﺠﻤﻴﻥ ﻭﺯﻤﻼﺌﻪ ﻨﻤﻭﺫﺝ ﻤﻌﺎﻝﺠﺔ ﺍﻝﻤﻌﻠﻭﻤـﺎﺕ ﻭﺍﻝـﺫﻱ
ﻴﺯﻭﺩﻨﺎ ﺒﻤﻔﺎﻫﻴﻡ ﻤﻔﻴﺩﺓ ﻓـﻲ ﺘﺤﻠﻴـل ﻤﻭﻗـﻑ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻭﻓﻘﹰﺎ ﻝﻬﺫﺍ ﺍﻝﻨﻤﻭﺫﺝ ﻴﻌﻭﺩ ﻗﺼﻭﺭ ﺍﻝﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻝﻘﻠﻕ ﺍﻝﻌﺎﻝﻲ ﻝﻼﻤﺘﺤﺎﻥ
ﺇﻝـﻲ ﻤﺸـﻜﻼﺕ ﻓـﻲ ﺘﻌﻠـﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺘﻨﻅﻴﻤﻬﺎ ،ﺃﻭ ﻤﺭﺍﺠﻌﺘﻬﺎ ﻗﺒل ﺍﻻﻤﺘﺤﺎﻥ ،ﺃﻭ ﺍﺴﺘﺩﻋﺎﺌﻬﺎ ﻓﻲ ﻤﻭﻗﻑ ﺍﻻﻤﺘﺤــﺎﻥ
ﺫﺍﺘـﻪ ،ﺃﻱ ﺃﻨﻬـﻡ ﻴﺭﺠﻌﻭﻥ ﺍﻻﻨﺨﻔﺎﺽ ﻓﻲ ﺍﻝﺘﺤﺼﻴل ﻋﻨﺩ ﺍﻝﻁﻠﺒﺔ ﺫﻭﻱ ﺍﻝﻘﻠﻕ ﺍﻝﻌﺎﻝﻲ ﻓﻲ ﻤﻭﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ ﺇﻝﻲ ﻗﺼﻭﺭ ﻓـﻲ
ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺭﻤﻴﺯ ﺃﻭ ﺘﻨﻅﻴﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭ ﺍﺴﺘﺩﻋﺎﺌﻬﺎ ﻓﻲ ﻤﻭﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ.
-ﺘﻔﺴﻴﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻥ ﻭﺠﻬﺔ ﺍﻝﻨﻅﺭ ﺍﻝﺴﻠﻭﻜﻴﺔ :ﻴﺭﻱ ﺍﻝﺴﻠﻭﻜﻴﻭﻥ ﺃﻥ ﺍﻷﻓﺭﺍﺩ ﻴﺴﺘﺨﺩﻤﻭﻥ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺘﻜﻴﻔﻴـﻪ ﻤﻨﻬـﺎ
ﺍﻴﺠﺎﺒﻴﺔ ﻭﻤﻨﻬﺎ ﺴﻠﺒﻴﺔ ﻝﺩﻱ ﺘﻔﺎﻋﻠﻬﻡ ﻤﻊ ﺍﻷﻭﺴﺎﻁ ﺍﻝﻤﺤﻴﻁﺔ ﺒﻬﻡ ﻭﻤﺎ ﺘﻔﺭﻀﻪ ﻋﻠﻴﻬﻡ ﻤﻥ ﻀﻐﻭﻁ ﻭﻤﺸﻜﻼﺕ ،ﻭﻗﻠـﻕ ﺍﻻﻤﺘﺤـﺎﻥ
ﺇﺴﺘﺭﺍﺘﺠﻴﺔ ﺴﻠﺒﻴﺔ ﺘﺘﻤﺜل ﻓﻲ ﺍﻻﻨﺴﺤﺎﺏ ﺍﻝﻨﻔﺴﻲ ﻭﺍﻝﺠﺴﺩﻱ ﻤﻥ ﺍﻝﻭﻀﻊ ﺍﻝﻤﺜﻴﺭ ﺘﺘﺒﺩﻱ ﻓﻲ ﺃﻨﻤﺎﻁ ﺴﻠﻭﻜﻴﺔ ﻤﺘﻨﻭﻋﺔ ﻤﺜل ﺍﻝﺘﻌـﺭﻑ
ﻭﺯﻴـﺎﺩﺓ ﺇﻓﺭﺍﺯ ﺍﻻﺩﺭﻴﺎﻝﻴﻥ ﻭﺍﻝﺒﻜﺎﺀ ﻭﻋﺩﻡ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻲ ﻤﺴﻙ ﺍﻝﻘﻠﻡ ﻭﺍﻝﻜﺘﺎﺒﺔ ﻭﺍﻝﺘﺸﻨﺞ ) ﻋﺼﻔﻭﺭ( 1994: 54 ،
:5ﺃﻋﺭﺍﺽ ﻭﻤﻅﺎﻫﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ:
ﻴﻌﺩ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﻥ ﻨﻭﻉ ﻗﻠﻕ ﺍﻝﺤﺎﻝﺔ ﺘﻤﻴﻴﺯﹰﺍ ﻝﻪ ﻋﻥ ﻗﻠﻕ ﺍﻝﺴﻤﺔ ﻭﻤﻥ ﺍﻷﻋﺭﺍﺽ ﺍﻝﺘﻲ ﺘﻨﺘﺎﺏ ﺍﻝﻔـﺭﺩ
ﺃﺜﻨﺎﺀ ﺘﻌﺭﻀﻪ ﻝﻘﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﺎ ﻴﻠﻲ:
.1ﺍﻝﺘﻭﺘﺭ ﻭﺍﻷﺭﻕ ﻭﻓﻘﺩﺍﻥ ﺍﻝﺸﻬﻴﺔ ،ﻭﺘﺴﻠﻁ ﺒﻌﺽ ﺍﻷﻓﻜﺎﺭ ﺍﻝﻭ ﺴﻭﺍﺴﻴﺔ ﻗﺒﻴل ﻭﺃﺜﻨﺎﺀ ﻝﻴﺎﻝﻲ ﺍﻻﻤﺘﺤﺎﻥ.
.2ﻜﺜﺭﺓ ﺍﻝﺘﻔﻜﻴﺭ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺍﻻﻨﺸﻐﺎل ﻗﺒل ﻭﺃﺜﻨﺎﺀ ﺍﻻﻤﺘﺤﺎﻥ ﻓﻲ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺭﺘﺒﺔ ﻋﻠﻴﻬﺎ
.3ﺘﺴﺎﺭﻉ ﺨﻔﻘﺎﻥ ﺍﻝﻘﻠﺏ ﻤﻊ ﺠﻔﺎﻑ ﺍﻝﺤﻠﻕ ﻭﺍﻝﺸﻔﺘﻴﻥ ﻭﺴﺭﻋﺔ ﺍﻝﺘﻨﻔﺱ ﻭﺘﺼﺒﺏ ﺍﻝﻌﺭﻕ ،ﻭﺃﻝﻡ ﺍﻝﺒﻁﻥ ﻭﺍﻝﻐﺸﻴﺎﻥ.
.4ﺍﻝﺸﻌﻭﺭ ﺒﺎﻝﻀﻴﻕ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺸﺩﻴﺩ ﻗﺒل ﻭﺃﺜﻨﺎﺀ ﺘﺄﺩﻴﺔ ﺍﻻﻤﺘﺤﺎﻥ ) ﺍﻝﻀﺎﻤﻥ.( 2003 :221 ،
.5ﺍﻝﺨﻭﻑ ﻭﺍﻝﺭﻫﺒﺔ ﻤﻥ ﺍﻻﻤﺘﺤﺎﻥ ﻭﺍﻝﺘﻭﺘﺭ ﻗﺒل ﺍﻻﻤﺘﺤﺎﻥ.
.6ﺍﻀﻁﺭﺍﺏ ﺍﻝﻌﻤﻠﻴﺎﺕ ﺍﻝﻌﻘﻠﻴﺔ ﻜﺎﻻﻨﺘﺒﺎﻩ ﻭﺍﻝﺘﺭﻜﻴﺯ ﻭﺍﻝﺘﻔﻜﻴﺭ.
.7ﺍﻻﺭﺘﺒﺎﻙ ﻭﺍﻝﺘﻭﺘﺭ ﻭﻨﻘﺹ ﺍﻻﺴﺘﻘﺭﺍﺭ ﻭﺍﻷﺭﻕ ﻭﻨﻘﺹ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ.
.8ﺘﺸﺘﺕ ﺍﻻﻨﺘﺒﺎﻩ ﻭﻀﻌﻑ ﺍﻝﻘﺩﺭﺓ ﻋﻠﻲ ﺍﻝﺘﺭﻜﻴﺯ ﻭﺍﺴﺘﺩﻋﺎﺀ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺃﺜﻨﺎﺀ ﺃﺩﺍﺀ ﺍﻻﻤﺘﺤﺎﻥ.
.9ﺍﻝﺭﻋﺏ ﺍﻻﻨﻔﻌﺎﻝﻲ ﺍﻝﺫﻱ ﻴﺸﻌﺭ ﻓﻴﻪ ﺍﻝﻁﺎﻝﺏ ﺒﺄﻥ ﻋﻘﻠﻪ ﺼﻔﺤﺔ ﺒﻴﻀﺎﺀ ،ﻭﺃﻨﻪ ﻨﺴﻰ ﻤﺎ ﺫﺍﻜﺭ ﺒﻤﺠﺭﺩ ﺍﻹﻁـﻼﻉ
ﻋﻠﻲ ﻭﺭﻗﺔ ﺃﺴﺌﻠﺔ ﺍﻻﻤﺘﺤﺎﻥ
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س2015 אد/18 א مא وא
.10ﻭﺠﻭﺩ ﺘﺩﺍﺨل ﻤﻌﺭﻓﻲ ،ﻴﺘﻤﺜل ﻓﻲ ﺃﻓﻜﺎﺭ ﺴﻠﺒﻴﺔ ﻏﻴﺭ ﻤﻨﺎﺴﺒﺔ ﻋﻥ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ،ﻭﻨﻘﺹ ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﻤﻌﺎﻝﺠﺔ
ﺍﻝﻤﻌﺭﻓﻴﺔ ﻝﻠﻤﻌﻠﻭﻤﺎﺕ ) ﺯﻫﺭﺍﻥ.( 2000: 100 ،
ﻭﻫﺫﻩ ﺍﻷﻋﺭﺍﺽ ﻭﺍﻝﺴﻠﻭﻜﻴﺎﺕ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻭﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻭﺍﻝﻌﻘﻠﻴﺔ ﺘﺭﺒﻙ ﺍﻝﻁﺎﻝﺏ ﻭﺘﻌﻴﻘﻪ ﻋﻥ ﺍﻝﻤﻬﺎﻡ ﺍﻝﻀـﺭﻭﺭﻴﺔ
ﻝﻸﺩﺍﺀ ﺍﻝﺠﻴﺩ ﻓﻲ ﺍﻻﻤﺘﺤﺎﻥ ﻝﻜﻭﻨﻬﺎ ﻤﺭﺘﺒﻁﺔ ﺒﻭﺴﻴﻠﺔ ﺍﻝﺘﻘﻴﻴﻡ .ﻭﻗﺩ ﺘﻜﻭﻥ ﻤﻌﺯﺯﺓ ﻤﻥ ﻗﺒـل ﺍﻷﺴـﺭﺓ ﻭﺍﻝﻤﺩﺭﺴـﺔ
ﺒﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻨﺘﻴﺠﺔ ﺍﻻﻤﺘﺤﺎﻥ ﺴﺘﺅﺩﻱ ﺇﻝﻰ ﻤﻭﺍﻗﻑ ﻤﺼﻴﺭﻴﺔ ﻓﻲ ﻤﺴﺘﻘﺒل ﺍﻝﻁﺎﻝﺏ.
:6ﺃﺴﺒﺎﺏ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ:
ﻴﺭﻱ ﺍﻝﻤﻬﺘﻤﻭﻥ ﻓﻲ ﻤﺠﺎل ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ﻭﺍﻷﺨﺼﺎﺌﻴﻭﻥ ﻓﻲ ﺍﻝﻤﺠﺎل ﺍﻝﺘﺭﺒـﻭﻱ ﺃﻥ ﻗﻠـﻕ ﺍﻻﻤﺘﺤـﺎﻥ ﻴﻌﺯﻱ ﺇﻝـﻲ
ﺍﻝﻌﺩﻴﺩ ﻤﻥ ﺍﻷﺴﺒﺎﺏ ﻝﻌل ﻤﻥ ﺃﺒﺭﺯﻫﺎ ﺍﻝﺘﺎﻝﻲ:
.1ﻨﻘﺹ ﺍﻝﻤﻌﺭﻓﺔ ﺒﺎﻝﻤﻭﻀﻭﻋﺎﺕ ﺍﻝﺩﺭﺍﺴﻴﺔ.
.2ﻨﻘﺹ ﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻝﻨﺠﺎﺡ ﻭﺍﻝﺘﻔﻭﻕ.
.3ﻭﺠﻭﺩ ﻤﺸﻜﻼﺕ ﻓﻲ ﺘﻌﻠﻡ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺃﻭ ﺘﻨﻅﻴﻤﻬﺎ ﺃﻭ ﻤﺭﺍﺠﻌﺘﻬﺎ ﻗﺒل ﺍﻻﻤﺘﺤﺎﻥ ،ﺃﻭ ﺍﺴﺘﺩﻋﺎﺌﻬﺎ ﻓﻲ ﻤﻭﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ
ﺫﺍﺘﻪ.
.4ﺍﺭﺘﺒﺎﻁ ﺍﻻﻤﺘﺤﺎﻥ ﺒﺨﺒﺭﺓ ﺍﻝﻔﺸل ﻓﻲ ﺤﻴﺎﺓ ﺍﻝﻁﺎﻝﺏ ،ﻭﺘﻜﺭﺍﺭ ﻤﺭﺍﺕ ﺍﻝﻔﺸل.
.5ﻗﺼﻭﺭ ﻓﻲ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻼﻤﺘﺤﺎﻥ ﻜﻤﺎ ﻴﺠﺏ ،ﻭﻗﺼﻭﺭ ﻓﻲ ﻤﻬﺎﺭﺍﺕ ﺍﺨﺫ ﺍﻻﻤﺘﺤﺎﻥ.
.6ﺍﻝﺘﻤﺭﻜﺯ ﺤﻭل ﺍﻝﺫﺍﺕ ،ﻭﻨﻘﺹ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ.
.7ﺍﻻﺘﺠﺎﻫﺎﺕ ﺍﻝﺴﺎﻝﺒﺔ ﻝﺩﻱ ﺍﻝﻁﻼﺏ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻭﺍﻝﺩﻴﻥ ﻨﺤﻭ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ.
.8ﺼﻌﻭﺒﺔ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻥ ﺍﻝﻤﺴﺘﻘﺒل ﻴﺘﻭﻗﻑ ﻋﻠﻲ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ.
.9ﺍﻝﻀﻐﻭﻁ ﺍﻝﺒﻴﺌﻴﺔ ،ﻭﺨﺎﺼﺔ ﺍﻷﺴﺭﻴﺔ ،ﻝﺘﺤﻘﻴﻕ ﻤﺴﺘﻭﻱ ﻁﻤﻭﺡ ﻻ ﻴﺘﻨﺎﺴﺏ ﻤﻊ ﻗﺩﺭﺍﺕ ﺍﻝﻁﺎﻝﺏ.
.10ﺍﻝﻀﻐﻭﻁ ﺍﻝﻤﺒﺎﺸﺭﺓ ،ﺤﻴﻥ ﻴﺘﻌﺭﺽ ﺍﻝﻁﺎﻝﺏ ﻝﻠﺘﻬﺩﻴﺩ ﺃﻭ ﻴﻭﺍﺠﻪ ﺍﻝﻔﺸل.
.11ﻤﺤﺎﻭﻝﺔ ﺇﺭﻀﺎﺀ ﺍﻝﻭﺍﻝﺩﻴﻥ ﻭﺍﻝﻤﻌﻠﻤﻴﻥ ﻭﺍﻝﻤﻨﺎﻓﺴﺔ ﻤﻊ ﺍﻝﺭﻓﺎﻕ.
.12ﺍﻜﺘﺴﺎﺏ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺤﻴﻥ ﻴﻘﺘﺭﻥ ﺒﻤﺜﻴﺭﺍﺕ ﻤﻨﻔﺭﺓ ﻤﺜل ﺍﻝﺘﻘﻴﻴﻡ ﺍﻻﺠﺘﻤﺎﻋﻲ ﺍﻝﺴﺎﻝﺏ ،ﻭﺍﻝﻤﺼﺎﺤﺒﺎﺕ
ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ﻏﻴﺭ ﺍﻝﺴﺎﺭﺓ.
.13ﺍﻝﻌﺠﺯ ﺍﻝﻤﺘﻌﻠﻡ ﻭﺘﻭﻗﻊ ﺍﻝﻔﺸل ﻭﻨﻘﺹ ﺍﻝﺴﻴﻁﺭﺓ ) ﺯﻫﺭﺍﻥ.( 2000 : 99 ،
ﻭﺘﺸﻴﺭ ﺒﻌﺽ ﺍﻝﺩﺭﺍﺴﺎﺕ ﺍﻝﺘﻲ ﺃﺠﺭﻴﺕ ﺤﻭل ﺃﺴﺒﺎﺏ ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ﺇﻝﻲ ﻤﺎ ﻴﻠﻲ:
.1ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻝﻤﺴﺘﻘﺒل ﺍﻝﻤﺠﻬﻭل ﻨﺘﻴﺠﺔ ﺍﻝﺭﺴﻭﺏ ﺃﻭ ﻋﺩﻡ ﺍﻝﺤﺼﻭل ﻋﻠﻲ ﺍﻝﻤﻌﺩل.
.2ﺍﻝﻀﻌﻑ ﻓﻲ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺩﺭﺍﺴﻴﺔ.
.3ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻝﻔﺸل ﻭ ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﻷﻫل ﻭﻜﻼﻡ ﺍﻵﺨﺭﻴﻥ.
.4ﺍﻝﺨﻭﻑ ﻤﻥ ﺼﻌﻭﺒﺔ ﺃﺴﺌﻠﺔ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻨﻭﻋﻴﺘﻬﺎ.
.5ﺍﻝﺨﻭﻑ ﻤﻥ ﻗﺎﻋﺔ ﺍﻻﻤﺘﺤﺎﻥ ﻭﺍﻝﻤﺭﺍﻗﺒﻴﻥ ﻭﻋﺩﻡ ﻭﺠﻭﺩ ﻭﻗﺕ ﻜﺎﻑ ﻝﻼﺴﺘﻌﺩﺍﺩ ﺍﻻﻤﺘﺤﺎﻥ.
.6ﺍﻝﺨﻭﻑ ﻤﻥ ﻨﺴﻴﺎﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻓﻲ ﺃﺜﻨﺎﺀ ﺘﺄﺩﻴﺔ ﺍﻻﻤﺘﺤﺎﻥ.
.7ﺍﻝﺨﻭﻑ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻤﻥ ﺍﻝﻬﺎﻝﺔ ﺍﻝﺘﻲ ﺘﺤﺎﻁ ﺒﻪ.
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ﻤﺼﺎﺩﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ.
ﻴﺸﻴﺭ ﺍﻝﺘﺭﺒﻭﻴﻭﻥ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺃﻥ ﻝﻘﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻤﺼﺎﺩﺭ ﻤﺘﻌﺩﺩﺓ ﻤﻨﻬﺎ ﻤﺎ ﻴﻠﻲ :
.1ﻁﻤﻭﺤﺎﺕ ﻭﺘﻭﻗﻌﺎﺕ ﻭﺍﻫﺘﻤﺎﻤﺎﺕ ﺒﺎﻷﺴﺭﺓ.
.2ﺍﺴﺘﻌﺩﺍﺩ ﺍﻝﻁﺎﻝﺏ ﻨﻔﺴﻪ.
.3ﺍﻝﻤﻌﻠﻡ ﻭﻁﺭﺍﺌﻕ ﺍﻝﺘﺩﺭﻴﺱ.
.4ﻁﺭﺍﺌﻕ ﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﻤﺘﺒﻌﺔ ﻭﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﺤﻴﻁﺔ ﺒﺎﻻﻤﺘﺤﺎﻨﺎﺕ.
.5ﻋﺎﺩﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺠﻴﺩﺓ ) ﺍﻝﻁﻴﺏ .( 1996 : 98 ،
:7ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ ﻝﺨﻔﺽ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ :ﻴﻘﺘﺭﺡ ﺒﻌﺽ ﺍﻷﺨﺼﺎﺌﻴﻴﻥ ﺍﻝﻨﻔﺴﻴﻴﻥ ﺃﻨﻪ ﻫﻨﺎﻝﻙ ﺒﻌـﺽ
ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻝﻌﻤﻠﻴـﺔ ﺍﻝﺘﻭﺠﻴﻬﻴـﺔ ﻭﺍﻹﺭﺸـﺎﺩﻴﺔ
ﻝﺘﺨﻔﻴﺽ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻭﺴﻭﻑ ﻴﺴﺘﻌﺭﺽ ﺍﻝﺒﺎﺤﺙ ﺃﻫﻡ ﺍﻹﺠﺭﺍﺀﺍﺕ ﻭﻫﻲ ﻜﺎﻝﺘﺎﻝﻲ:
-ﺘﻁﻭﻴﺭ ﻗﺩﺭﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻲ ﺍﻝﻔﻬﻡ ﻭﺤل ﺍﻝﻤﺸﻜﻼﺕ:
-ﺇﻥ ﻓﻬﻡ ﺍﻝﺫﺍﺕ ﻭﺍﻵﺨﺭﻴﻥ ﻭﺍﻷﺸﻴﺎﺀ ﻴﻘﺩﻡ ﻭﻗﺎﻴﺔ ﻤﻤﺘﺎﺯﺓ ﻤﻥ ﺍﻝﻘﻠﻕ.
-ﻤﻌﺭﻓﺔ ﺍﻝﻔﺭﺩ ﺒﺎﻝﻌﻼﻗﺎﺕ ﺍﻝﺴﺒﺒﻴﺔ ﺒﻴﻥ ﺍﻝﺤﻭﺍﺩﺙ.
-ﻓﻬﻡ ﺍﻝﺫﺍﺕ ﺍﻝﺠﺴﻤﻴﺔ ﺘﺤﻤﻲ ﻤﻥ ﺍﻝﻘﻠﻕ ﺤﻭل ﻭﻅﺎﺌﻑ ﺍﻝﺠﺴﻡ.
-ﺍﻝﺘﺩﺭﺏ ﻋﻠﻲ ﺍﺘﺨﺎﺫ ﺍﻝﻘﺭﺍﺭﺍﺕ ﻭﺤل ﺍﻝﻤﺸﻜﻼﺕ ﻭﺍﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﻤﺸﻜﻼﺕ ﻓﺎﻝﺘﻌﺎﻤل ﻤﻊ ﺍﻝﺘﻭﺘﺭ ﻫﻭ ﻨـﻭﻉ ﻤـﻥ
ﺍﻝﻤﺸﻜﻼﺕ.
-ﺍﻝﺘﺩﺭﺏ ﻋﻠﻲ ﻜﻴﻔﻴﺔ ﻁﺭﺡ ﺍﻝﺒﺩﺍﺌل ﻝﻠﻤﺸﻜﻠﺔ ﺍﻝﻭﺍﺤﺩﺓ ﻤﺜﺎل:
* ﻤﺎﺫﺍ ﺘﻔﻌل ﻝﻭ ﺃﻨﻙ ﻝﻡ ﺘﺘﻤﻜﻥ ﻤﻥ ﻓﻬﻡ ﺃﺴﺌﻠﺔ ﺍﻻﻤﺘﺤﺎﻥ.
* ﻤﺎﺫﺍ ﺘﺘﺼﺭﻑ ﻝﻭ ﺃﻥ ﺼﺩﻴﻘﹰﺎ ﻁﻠﺏ ﻤﻨﻙ ﻋﺩﻡ ﺘﻘﺩﻴﻡ ﺍﻻﻤﺘﺤﺎﻥ.
-ﺍﻝﺘﺩﺭﺏ ﻋﻠﻲ ﻤﻭﺍﺠﻬﺔ ﺍﻝﻤﺸﺎﻜل ﺃﻓﻀل ﻤﻀﺎﺩ ﻝﻠﻘﻠﻕ ،ﻓﺎﻝﻤﻭﺍﺠﻬﺔ ﺃﻓﻀل ﻤﻥ ﺍﻝﻬﺭﻭﺏ.
-ﻤﺴﺎﻋﺩﺓ ﺍﻝﻔﺭﺩ ﻋﻠﻲ ﺍﻝﺸﻌﻭﺭ ﺒﺎﻷﻤﻥ ﻭﺍﻝﺜﻘﺔ ﺒﺎﻝﺫﺍﺕ ) ﺃﺴﻠﻭﺏ ﺘﻭﻜﻴﺩ ﺍﻝﺫﺍﺕ (.
-ﺘﻘﺩﻴﻡ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺅﺩﻱ ﻝﻠﻘﻠﻕ ﻭﺍﻝﺨﻭﻑ ﺒﺸﻜل ﺘﺩﺭﻴﺠﻲ.
-ﺘﻘﻭﻴﺔ ﺍﻝﺜﻘﺔ ﺒﺎﻝﺫﺍﺕ ﻋﻠﻲ ﻨﺤﻭ ﺘﺩﺭﻴﺠﻲ ﻤﻥ ﺨﻼل ﺨﺒﺭﺍﺕ ﺍﻝﻨﺠﺎﺡ )ﺯﻫﺭﺍﻥ.( 2000: 230 ،
-ﺍﻝﺘﺩﺭﺏ ﻋﻠﻲ ﺍﻻﺴﺘﺭﺨﺎﺀ:
-ﺇﻥ ﺍﻝﻘﻠﻕ ﻭﺍﻻﺴﺘﺭﺨﺎﺀ ﻻ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺩﺜﺎ ﻤﻌﹰﺎ )ﻭﻫﺫﺍ ﻤﺎ ﻴﺴﻤﻰ ﺒﻤﺒﺩﺃ ﺍﻝﺒﺩﻴل ﺍﻝﻤﺘﻨﺎﻓﺭ(.
-ﺍﻝﺘﺩﺭﺏ ﻋﻠﻲ ﺍﻝﺘﻨﻔﺱ ﺒﻌﻤﻕ ﻭﻋﻠﻲ ﺇﺭﺨﺎﺀ ﺍﻝﻌﻀﻼﺕ ﻭﺍﻝﺸﻌﻭﺭ ﺒﺎﻻﺴﺘﺭﺨﺎﺀ.
-ﻫﻨﺎﻙ ﺃﺴﺎﻝﻴﺏ ﻜﺜﻴﺭﺓ ﻝﻠﺘﺩﺭﺏ ﻋﻠﻲ ﺍﻻﺴﺘﺭﺨﺎﺀ ﻝﻜل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺍﻝﻌﻀﻼﺕ ﻓﻲ ﺍﻝﺠﺴﻡ.
-ﻴﻤﻜﻥ ﺃﻥ ﻴﺴﺒﻕ ﺍﻻﺴﺘﺭﺨﺎﺀ ﺒﺨﻁﻭﺓ ﺘﻁﻠﺏ ﻓﻴﻬﺎ ﻤﻥ ﺍﻝﻔﺭﺩ ﺃﻥ ﻴﺘﺨﻴل ﻤﻭﻗﻔﹰﺎ ﻤﺜﻴﺭﹰﺍ ﻝﻠﻘﻠﻕ ﻭﺒﻌـﺩ ﺫﻝـﻙ ﻴﻘـﻭﻡ
ﺒﺎﻻﺴﺘﺭﺨﺎﺀ ﺍﻝﺫﻱ ﺘﻌﻤل ﻜﻤﻀﺎﺩ ﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻘﻠﻕ.
-ﻤﻥ ﺍﻝﻤﻔﻴﺩ ﺇﻋﺩﺍﺩ ﻗﺎﺌﻤﺔ ﺒﺎﻝﻤﻭﺍﻗﻑ ﺍﻝﻤﺜﻴﺭﺓ ﻝﻠﻘﻠﻕ ﺍﻝﻤﺭﺍﺩ ﺘﺨﻴﻠﻬﺎ ﻓﻲ ﺃﺜﻨﺎﺀ ﺍﻻﺴﺘﺭﺨﺎﺀ.
-ﺍﻝﺤﺩﻴﺙ ﺍﻻﻴﺠﺎﺒﻲ ﻤﻊ ﺍﻝﺫﺍﺕ:
-ﺘﺸﺠﻴﻊ ﺍﻷﻓﺭﺍﺩ ﻋﻠﻲ ﺃﻥ ﻴﺘﻭﻗﻔﻭﺍ ﻋﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻝﺘﻌﻠﻴﻘﺎﺕ ﺍﻝﺴﻠﺒﻴﺔ ﻝﻠﻘﻠﻕ ﻋﻨﺩﻤﺎ ﻴﺘﺤﺩﺜﻭﻥ ﻤﻊ ﺃﻨﻔﺴﻬﻡ.
-ﺘﺸﺠﻴﻊ ﺍﺴﺘﺨﺩﺍﻡ ﻋﺒﺎﺭﺍﺕ ﺍﻴﺠﺎﺒﻴﺔ ﻓﻲ ﺍﻝﺤﺩﻴﺙ ﻤﻊ ﺍﻝﺫﺍﺕ ﻤﺜل ) ﺼﺤﻴﺢ ﺇﻨﻨﻲ ﻤﻨﺯﻋﺞ ﻭﻝﻜﻥ ﺍﻷﻤﻭﺭ ﺴـﻭﻑ
ﺘﺴﻴﺭ ﻋﻠﻲ ﻤﺎ ﻴﺭﺍﻡ ،ﻻ ﻴﻭﺠﺩ ﺇﻨﺴﺎﻥ ﻜﺎﻤل ،ﺃﻥ ﺘﻌﻤل ﻭﺘﺒﺫل ﺠﻬﺩﹰﺍ ﺃﺴﻬل ﻤﻥ ﺃﻥ ﺘﻘﻠﻕ (.ﺃﻭ ﻴﻤﻜﻥ ﺍﺴـﺘﺨﺩﺍﻤﻪ
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ﻭﺤﺩﻩ ﺃﻭ ﻤﻊ ﺍﻻﺴﺘﺭﺨﺎﺀ ) ﺭﻀﻭﺍﻥ.(2002 : 250،
-ﺘﻘﻠﻴل ﺍﻝﺤﺴﺎﺴﻴﺔ ﺍﻝﺘﺩﺭﻴﺠﻲ( Desensitization ) :
ﻭﻫﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ ﺘﺴﺘﻨﺩ ﺇﻝﻲ ﺍﻝﻔﺭﻀﻴﺔ ﺍﻝﺘﺎﻝﻴﺔ :ﺒﺎﻹﻤﻜﺎﻥ ﻤﺤﻭ ﺍﺴﺘﺠﺎﺒﺔ ﺍﻨﻔﻌﺎﻝﻴﺔ ﻏﻴﺭ ﻤﺭﻏﻭﺏ ﻓﻴﻬﺎ ) ﻜﺎﻝﺨﻭﻑ ﺃﻭ ﺍﻝﻘﻠـﻕ (
ﻤﻥ ﺨﻼل ﺇﺤﺩﺍﺙ ﺍﺴﺘﺠﺎﺒﺔ ﻤﻀـﺎﺩﺓ ﻝﻬﺎ ،ﻓﺎﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﺘﻨﺎﻗﻀﺔ ﻻ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﺩﺙ ﻓﻲ ﺁﻥ ﻭﺍﺤﺩ ﻭﻫﺫﺍ ﻤﺎ ﻴﻁﻠـﻕ ﻋﻠﻴـﻪ
ﺒﺎﻝﻜﻑ ﺍﻝﻤﺘﺒﺎﺩل ،ﻓﺎﻝﻔﺭﺩ ﻻ ﻴﺴﺘﻁﻴﻊ ﺃﻥ ﻴﺸﻌﺭ ﺒﺎﻝﺨﻭﻑ ﺃﻭ ﺍﻝﻘﻠﻕ ﻭﻫﻭ ﻓﻲ ﺤﺎﻝﺔ ﺍﺴﺘﺭﺨﺎﺀ ﺘﺎﻡ ،ﺇﺫ ﺃﻥ ﺍﻻﺴﺘﺭﺨﺎﺀ ﻴﻜﺒﺢ ﻫــﺫﻩ
ﺍﻻﺴـﺘﺠﺎﺒﺎﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ﻭﺘﺸﺘﻤل ﻫﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ ﻋﻠﻲ ﺜﻼﺙ ﻤﺭﺍﺤل ﺃﺴﺎﺴﻴﺔ )ﺃﻭ ﺨﻁـﻭﺍﺕ ( .1:ﺇﻋـﺩﺍﺩ ﻫـﺭﻡ ﺍﻝﻘﻠـﻕ ﻝـﺩﻱ
ﺍﻝﻤﺴﺘﺭﺸﺩ :ﺤﻴﺙ ﻴﺘﺨﻴل ﺍﻝﻤﺴﺘﺭﺸﺩ ﺍﻝﻤﻭﺍﻗﻑ ﺍﻝﺘﻲ ﺘﺒﻌﺙ ﻋﻠﻲ ﺍﻝﻘﻠﻕ ﻝﺩﻴﻪ ﻭﻫﻭ ﻓﻲ ﺤﺎﻝﺔ ﺍﻻﺴﺘﺭﺨﺎﺀ ﺍﻝﺘـﺎﻡ ﻭﻴـﺘﻡ ﺘﺭﺘﻴــﺏ
ﺍﻝﻤﻭﺍﻗﻑ ﺒﺎﻝﺘﺴﻠﺴل ﺒﺩﺀﹰﺍ ﺒﺄﻗﻠﻬﺎ ﺇﺜﺎﺭﺓ ﻭﺍﻨﺘﻬﺎﺀ ﺒﺄﺸﺩﻫﺎ ﺇﺜﺎﺭﺓ.
.2ﺍﻻﺴﺘﺭﺨﺎﺀ ﻭﺘﺩﺭﻴﺏ ﺍﻝﻤﺴﺘﺭﺸﺩ ﻋﻠﻴﻪ.
.3ﺇﻗﺭﺍﻥ ﺍﻝﻤﺜﻴﺭﺍﺕ ﺍﻝﺘﻲ ﺘﺒﻌﺙ ﻋﻠﻲ ﺍﻝﻘﻠﻕ ﻝﺩﻱ ﺍﻝﻤﺴﺘﺭﺸﺩ ﺒﺎﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﺒﺩﻴﻠﺔ ﻝﻠﻘﻠﻕ ) ﺃﻱ ﺍﻻﺴﺘﺭﺨﺎﺀ ( ﺃﻱ ﺃﻥ
ﺍﻝﻤﺴﺘﺭﺸﺩ ﻴﺘﺨﻴل ﺍﻝﻤﻭﺍﻗﻑ ﺘﺩﺭﻴﺠﻴﹰﺎ ﺒﺩﺀﹰﺍ ﺒﺄﻗﻠﻬﺎ ﺇﺜﺎﺭﺓ ﻭﺍﻨﺘﻬﺎﺀ ﺒﺄﻜﺜﺭﻫﺎ ﺇﺜﺎﺭﺓ ﻭﻫﻭ ﻓﻲ ﺤﺎﻝﺔ ﺍﻻﺴﺘﺭﺨﺎﺀ.
-ﺘﻘﺩﻴﻡ ﺍﻝﻤﺴﺎﻋﺩﺓ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ:
* ﻤﺭﺍﺠﻌﺔ ﺍﻝﻤﻘﺭﺭ ﻭﺍﻷﻋﻤﺎل ﺍﻝﻤﻨﺯﻝﻴﺔ ﻗﺒل ﺍﻻﻤﺘﺤﺎﻥ ﺒﺄﻴﺎﻡ.
* ﺘﻁﻭﻴﺭ ﻤﻬﺎﺭﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﻔﺎﻋﻠﺔ ﻭﻤﻬﺎﺭﺍﺕ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻼﻤﺘﺤﺎﻥ.
* ﺘﻘﺩﻴﻡ ﺃﺩﻝﺔ ﻝﻠﺩﺭﺍﺴﺔ ﺘﺭﻜﺯ ﺍﻨﺘﺒﺎﻩ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻰ ﺍﻝﺠﻭﺍﻨﺏ ﺍﻝﻤﻔﺘﺎﺤﻴﺔ ) ﺍﻝﻀﺎﻤﻥ.( 2003: 228 ،
-ﺘﺸﺠﻴﻊ ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻻﻨﻔﻌﺎﻻﺕ ) :ﺍﻝﺘﻔﺭﻴﻎ ﺍﻻﻨﻔﻌﺎﻝﻲ (
* ﺇﻥ ﺘﻌﺒﻴﺭ ﺍﻝﺸﺨﺹ ﻋﻥ ﺍﻨﻔﻌﺎﻻﺘﻪ ﻴﻌﻤل ﻜﻤﻀﺎﺩ ﻝﺤﺎﻻﺕ ﺍﻝﻘﻠﻕ.
* ﻤﻥ ﺨﻼل ﺍﻝﻠﻌﺏ ﻭﺘﻤﺜﻴل ﺍﻷﺩﻭﺍﺭ ﻭﺍﻝﺴﻴﻜﻭ ﺩﺭﺍﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤﺩﺙ ﻋﻤﻠﻴﺎﺕ ﺘﻔﺭﻴﻎ ﺍﻨﻔﻌﺎﻝﻲ.
* ﺇﻥ ﺭﻭﺍﻴﺔ ﺍﻝﻘﺼﺹ ﻁﺭﻴﻘﺔ ﻓﻌﺎﻝﺔ ﻝﻠﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﻤﺸﺎﻋﺭ.
-ﺘﺤﺴﻴﻥ ﻋﺎﺩﺍﺕ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺴﻴﺌﺔ:
* ﺘﺤﻤﻴل ﺍﻝﻁﻠﺒﺔ ﺍﻝﻤﺴﺌﻭﻝﻴﺔ ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻲ ﺍﻝﻨﻔﺱ.
* ﺘﺩﺭﻴﺏ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻲ ﺇﺩﺍﺭﺓ ﻭﻗﺕ ﺍﻝﺘﻌﻠﻡ ﻭﺘﻨﻅﻴﻤﻪ ﻭﻋﺩﻡ ﺍﻝﺘﺄﺠﻴل.
* ﺘﺸﺠﻴﻊ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻲ ﺍﻝﺘﺴﺎﺅل ﻭﺍﻝﺒﺤﺙ ﻭﺍﻻﺴﺘﻜﺸﺎﻑ.
* ﺘﺸﺠﻴﻊ ﺍﻝﻁﻠﺒﺔ ﻋﻠﻲ ﺍﻻﺨﺘﺒﺎﺭ ﻭﺍﻝﺘﻘﻭﻴﻡ ﺍﻝﺫﺍﺘﻲ ﺍﻝﻤﺴﺘﻤﺭﻴﻥ ) ﺍﻝﻀﺎﻤﻥ.( 2003: 229 ،
-ﺍﻝﺘﺩﺭﻴﺏ ﻋﻠﻲ ﻤﻬﺎﺭﺍﺕ ﺍﻻﻤﺘﺤﺎﻥ:
ﺍﻻﻤﺘﺤﺎﻥ ﻤﻭﻗﻑ ﺘﻌﻠﻴﻤﻲ ﻻﺒﺩ ﻤﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻪ ﻭﺇﺘﺒﺎﻉ ﺃﺴﺎﻝﻴﺏ ﻓﻌﺎﻝﺔ ﻋﻨﺩ ﺍﻝﻤﺫﺍﻜﺭﺓ ﻝﻪ ﻤﻥ ﺃﺠل ﺍﻝﺤﺼﻭل ﻋﻠـﻲ
ﻤﺴﺘﻭﻱ ﻤﻨﺎﺴﺏ ﻤﻥ ﺍﻝﺘﺤﺼﻴل ﻭﺍﻝﻨﺠﺎﺡ ﻭ ﺍﻝﺘﻔﻭﻕ ،ﻭﻤﻥ ﻫﺫﺍ ﺍﻝﻤﻨﻁﻠﻕ ﻴﺭﻱ ﺍﻝﻤﺨﺘﺼﻴﻥ ﻓﻲ ﻫﺫﺍ ﺍﻝﻤﺠﺎل ﺃﻨﻪ ﻻﺒﺩ
ﻤﻥ ﺍﻜﺘﺴﺎﺏ ﺒﻌﺽ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻭﻫﻲ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻼﺯﻤﺔ ﻝﻜل ﻁﺎﻝﺏ ﻴﺘﻘﺩﻡ ﺇﻝـﻲ ﺍﻻﻤﺘﺤﺎﻨــﺎﺕ ﻭﺘﺴــﻤﻲ ﻫــﺫﻩ
ﺍﻝﻤﻬﺎﺭﺍﺕ ) ﺒﻤﻬﺎﺭﺍﺕ ﺍﻻﻤﺘﺤﺎﻥ ( ﻭﻤﻥ ﻫﺫﻩ ﺍﻝﻤﻬﺎﺭﺍﺕ ﻤﺎ ﻴﻠﻲ:
-ﺍﻝﻤﻬﺎﺭﺓ ﺍﻷﻭﻝﻲ /ﻤﻬﺎﺭﺓ ﺍﻝﻤﺭﺍﺠﻌﺔ:
ﻤﻬﺎﺭﺓ ﺍﻝﻤﺭﺍﺠﻌﺔ ﻤﻥ ﺃﻫﻡ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﺘﻲ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻜﺘﺴﺒﻬﺎ ﺃﻱ ﻁﺎﻝﺏ ﻴﻤﺭ ﺒﺎﻻﻤﺘﺤﺎﻨﺎﺕ ،ﻷﻨﻪ ﻤﻥ ﺨﻼﻝﻬﺎ
ﻴﺴﺘﺭﺠﻊ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﻭﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺘﻲ ﻤﺭ ﺒﻬﺎ ﺨﻼل ﺍﻝﻌﺎﻡ ﺍﻝﺩﺭﺍﺴﻲ ﻭﻤﻬﺎﺭﺓ ﺍﻝﻤﺭﺍﺠﻌﺔ ﺘﺤﺘﺎﺝ ﺇﻝﻰ
ﺍﻝﺘﺭﻜﻴﺯ ﻭﺍﻝﻤﺘﺎﺒﻌﺔ ﺃﻭل ﺒﺄﻭل ﻭﻝﻜﻲ ﻴﺴﺘﻁﻴﻊ ﺍﻝﻁﺎﻝﺏ ﺃﻥ ﻴﺭﺍﺠﻊ ﺍﻝﻤﺭﺍﺠﻌﺔ ﺍﻝﺠﻴﺩﺓ ﻻﺒﺩ ﺃﻥ ﻴﺴﻴﺭ ﻭﻓﻕ ﺨﻁﻭﺍﺕ
ﻤﻌﻴﻨﺔ ﻤﻥ ﺃﻫﻤﻬﺎ ﻤﺎ ﻴﻠﻲ:
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س2015 אد/18 א مא وא
* ﺘﺩﻭﻴﻥ ﺃﻜﺜﺭ ﺍﻝﻨﻘﺎﻁ ﺃﻫﻤﻴﺔ ﻓﻲ ﻜﺭﺍﺴﺔ ﺍﻝﻤﻼﺤﻅﺎﺕ.
* ﻤﺭﺍﺠﻌﺔ ﻫﺫﻩ ﺍﻝﻤﻼﺤﻅﺎﺕ ﺩﻭﺭﻴﹰﺎ ﻭﺍﻝﺘﻠﺨﻴﺹ ﻗﺩﺭ ﺍﻝﻤﺴﺘﻁﺎﻉ.
* ﺍﻝﻤﺭﺍﺠﻌﺔ ﺤﺴﺏ ﺍﻝﺠﺩﻭل ﺍﻝﺯﻤﻨﻲ ﺍﻝﻤﺤﺩﺩ.
ﻻ.
* ﺘﺤﺩﻴﺩ ﺍﻝﻤﻭﺍﺩ ﺍﻝﺘﻲ ﺘﺤﺘﺎﺝ ﻝﻤﺠﻬﻭﺩ ﻭﻭﻗﺕ ﺃﻜﺒﺭ ﻓﻲ ﺍﻝﻤﺭﺍﺠﻌﺔ ﺜﻡ ﺍﻝﺒﺩﺀ ﺒﺩﺭﺍﺴﺘﻬﺎ ﺃﻭ ﹰ
* ﺘﺠﻨﺏ ﺃﺴﺒﺎﺏ ﺍﻝﺘﺸﺘﺕ ﺍﻝﺫﻫﻨﻲ ﺃﻭ ﻀﻌﻑ ﺍﻻﻨﺘﺒﺎﻩ ﺃﻭ ﻗﻠﺔ ﺍﻝﺘﺭﻜﻴﺯ ﺃﺜﻨﺎﺀ ﺍﻝﻤﺭﺍﺠﻌﺔ.
* ﺍﻝﻤﺭﺍﺠﻌﺔ ﺍﻝﻤﻨﻅﻤﺔ ﻝﺠﻤﻴﻊ ﺍﻝﻤﻭﺍﺩ ﺍﻝﻤﻘﺭﺭﺓ ﻭﻭﻀﻊ ﺍﻝﻤﺎﺩﺓ ﺍﻝﺼﻌﺒﺔ ﻤﻊ ﻤﺎﺩﺓ ﺃﻗل ﺼﻌﻭﺒﺔ.
* ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﻝﻭﺍﻥ ﻝﻠﺘﺄﺸﻴﺭ ﻋﻠﻲ ﺍﻝﻨﻘﺎﻁ ﺍﻝﻤﻬﻤﺔ) ﺍﻝﺩﺍﻫﺭﻱ.( 2005: 220 ،
-ﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﺜﺎﻨﻴﺔ /ﻤﻬﺎﺭﺓ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻼﻤﺘﺤﺎﻥ:
ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻼﻤﺘﺤﺎﻥ ﻤﻥ ﺍﻷﻤﻭﺭ ﺍﻝﻬﺎﻤﺔ ﻭﺇﻥ ﻜﺎﻥ ﺍﻝﻁﺎﻝﺏ ﻤﺘﻘﺩﻡ ﺇﻝﻲ ﺍﻤﺘﺤﺎﻥ ﻤﻬﻡ ﻭﻴﺘﻭﻗﻑ ﻤﺴﺘﻘﺒل ﺍﻹﻨﺴـﺎﻥ ﻋﻠﻴﻪ ،ﻓﻼﺒﺩ ﺃﻥ
ﻴﺴﺘﻌﺩ ﺍﻝﻁﺎﻝﺏ ﺍﺴﺘﻌﺩﺍﺩﺍ ﺠﻴﺩﹰﺍ ﻝﻬﺫﺍ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻤﻥ ﺃﻫﻡ ﺨﻁﻭﺍﺕ ﺍﻻﺴﺘﻌﺩﺍﺩ ﻝﻼﻤﺘﺤﺎﻥ ﻤﺎ ﻴﻠﻲ:
ﻼ ﻷﻥ ﺍﻝﺴﻬﺭ ﻴﺭﻫﻕ ﺍﻝﺠﺴﻡ ﻭﻴﺘﻌﺒﻪ ﻭﻴﺨﺭﺝ ﺍﻹﻨﺴﺎﻥ ﻋﻥ ﺍﻝﺘﺭﻜﻴﺯ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ.
* ﻋﺩﻡ ﺍﻝﺴﻬﺭ ﻁﻭﻴ ﹰ
* ﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺸﺭﺏ ﺍﻝﻤﻨﺒﻬﺎﺕ ﻜﺎﻝﺸﺎﻱ ﻭﺍﻝﻘﻬﻭﺓ ﻻﻥ ﻤﺜل ﻫﺫﻩ ﺍﻝﻤﻨﺒﻬﺎﺕ ﺘﺄﺨﺫ ﻤﻥ ﻗﺩﺭﺓ ﺍﻝﻁﺎﻝـﺏ ﻭﺘﺭﻜﻴـﺯﻩ ﻭﺍﺴﺘﻴﻌﺎﺒﻪ.
* ﻋﺩﻡ ﺘﻨﺎﻭل ﺍﻷﻗﺭﺍﺹ ﺍﻝﻤﻨﺒﻬﺔ ،ﻓﻬﺫﻩ ﺃﻤﻭﺭ ﻏﻴﺭ ﻁﺒﻴﻌﻴﺔ ﺘﺩﻓﻊ ﺍﻝﻁﺎﻝﺏ ﺇﻝﻲ ﺍﻝﺴﻬﺭ ﻭﻤﻥ ﺜـﻡ ﻋـﺩﻡ ﻤﻘـﺩﺭﺓ ﺍﻝﻁﺎﻝﺏ ﻋﻠـﻲ
ﺍﻝﻤﻭﺍﺼﻠﺔ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ،ﻻﻥ ﻤﺎ ﺒﻨﻲ ﻋﻠﻲ ﺸﻲﺀ ﺼﻨﺎﻋﻲ ﻫﻭ ﺼﻨﺎﻋﻲ ﻭﺒﺎﻝﺘﺎﻝﻲ ﺘﻜﻭﻥ ﺍﻝﻤـﺫﺍﻜﺭﺓ ﻤﺼﻁﻨﻌﺔ.
* ﺃﺨﺫ ﻗﺴﻁ ﻭﺍﻓﺭ ﻤﻥ ﺍﻝﻨﻭﻡ ﻷﻥ ﺍﻝﻨﻭﻡ ﻴﺭﻴﺢ ﺍﻝﺠﺴﻡ ﻭﻜﺫﻝﻙ ﺍﻝﻌﻘل ﻤﻥ ﺍﻝﺘﻔﻜﻴﺭ ﻭﺒﺎﻝﺘﺎﻝﻲ ﻴﺘﺠﺩﺩ ﻨﺸﺎﻁ ﺍﻹﻨﺴـﺎﻥ ﻭﺘﻌﻭﺩ ﺇﻝﻴـﻪ
ﺤﻴﻭﻴﺘﻪ ) ﻤﻨﺸﻭﺭﺍﺕ ﺠﺎﻤﻌﺔ ﺍﻝﻘﺩﺱ.( 1997: 25 ،
* ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻲ ﻭﺠﻭﺩ ﺤﺎﻝﺔ ﻤﻥ ﺍﻝﺘﻬﻴﺅ ﺍﻝﻨﻔﺴﻲ ﺍﻝﻁﻴﺏ ﻝﻠﺘﻌﺎﻤل ﺍﻝﺠﻴﺩ ﻭﺍﻝﻔﻌﺎل ﻤﻊ ﻤﻭﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻜــﺫﻝﻙ ﺍﻝﻤﺤﺎﻓﻅـﺔ
ﻏﻠﻲ ﺍﻻﺘﺯﺍﻥ ﺍﻻﻨﻔﻌﺎﻝﻲ ﻭﺍﻻﺒﺘﻌﺎﺩ ﻋﻥ ﺍﻝﺘﻭﺘﺭ ﻭﺍﻝﻘﻠﻕ.
-ﺍﻝﻤﻬﺎﺭﺓ ﺍﻝﺜﺎﻝﺜﺔ /ﻤﻬﺎﺭﺓ ﺃﺩﺍﺀ ﺍﻻﻤﺘﺤﺎﻥ:
* ﺍﻝﺠﻠﻭﺱ ﻓﻲ ﺍﻝﻤﻜﺎﻥ ﺍﻝﻤﺨﺼﺹ ﺒﻬﺩﻭﺀ ﻭﻜﺘﺎﺒﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﺸﺨﺼﻴﺔ ،ﻭﺇﺘﺒﺎﻉ ﺍﻝﺘﻌﻠﻴﻤﺎﺕ ﺍﻝﺘـﻲ ﺘﻠﻘـﻲ ﻋﻠـﻲ ﺍﻝﻁﺎﻝﺏ ﻤـﻥ
ﻝﺠﻨﺔ ﺴﻴﺭ ﺍﻻﻤﺘﺤﺎﻥ.
* ﺍﻝﻜﺘﺎﺒﺔ ﺒﺨﻁ ﻭﺍﻀﺢ ،ﻭﺘﻨﻅﻴﻡ ﻜﺭﺍﺴﺔ ﺍﻹﺠﺎﺒﺔ ،ﻭﺍﻝﺘﺯﺍﻡ ﺁﺩﺍﺏ ﺍﻻﻤﺘﺤﺎﻥ.
* ﻋﺩﻡ ﻤﺤﺎﻭﻝﺔ ﺍﻝﻐﺵ ﻭﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻲ ﺍﻝﻬﺩﻭﺀ ﺍﻝﻨﻔﺴﻲ ﺍﻝﺘﺎﻡ ﺃﺜﻨﺎﺀ ﺃﺩﺍﺀ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ.
* ﺍﻻﻤﺘﺤﺎﻥ ﻴﺤﺘﺎﺝ ﻨﻭﻋﹰﺎ ﻤﻥ ﺍﻻﺠﺘﻬﺎﺩ ﻭﺍﻝﺤﻜﻤﺔ ﻓﻲ ﺍﻝﺘﻌﺎﻤل ﻤﻊ ﻭﺭﻗﺔ ﺍﻷﺴﺌﻠﺔ ﻤﻥ ﺤﻴﺙ ﺤﺴـﻥ ﻗﺭﺍﺀﺘﻬـﺎ،
ﻭﺤﺴﻥ ﺍﺨﺘﻴﺎﺭ ﺍﻷﺴﺌﻠﺔ ﻭﺤﺴﻥ ﺍﻹﺠﺎﺒﺔ )ﺯﻫﺭﺍﻥ.( 2000: 287 ،
ﺨﺎﺘﻤﺔ:
ﻤﻥ ﺨﻼل ﻋﺭﻀﻨﺎ ﻝﻌﻨﺎﺼﺭ ﻫﺫﺍ ﺍﻝﻔﺼل ،ﺍﺘﻀﺢ ﺃﻥ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻴﻌﺩ ﻤﻥ ﺒﻴﻥ ﺍﻝﻤﺸﻜﻼﺕ ﺍﻝﺘـﻲ ﻴﻭﺍﺠﻬﻬـﺎ ﺘﻼﻤﻴـﺫ
ﺍﻝﻤﺩﺍﺭﺱ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﺘﻼﻤﻴﺫ ﺍﻝﺴﻨﻭﺍﺕ ﺍﻝﺜﺎﻝﺜﺔ ﺜﺎﻨﻭﻱ ﺒﺼﻔﺔ ﺨﺎﺼﺔ.
ﻭﻴﻌﺘﺒﺭ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﻭﻝﻴﺩ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻝﻌﻭﺍﻤل ﺍﻝﺸﺨﺼﻴﺔ ﻝﻠﻔﺭﺩ ،ﻭﺒﻴﻥ ﻋﻭﺍﻤـل ﺍﻝﻤﻭﻗـﻑ ﺍﻻﺨﺘﺒـﺎﺭﻱ.
ﻭﺘﺠﺘﻤﻊ ﻫﺫﻩ ﺍﻝﻌﻭﺍﻤل ﻝﺘﺩﻋﻡ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻝﻤﻌﺭﻓﻴﺔ ﺍﻝﺘﻲ ﺒﺩﻭﺭﻫﺎ ﺘﺤﻔﺯ ﺍﻝﻤﻜﻭﻨﺎﺕ ﺍﻻﻨﻔﻌﺎﻝﻴﺔ ،ﻭﺘﻅﻬﺭ ﺒﻌﺽ ﺍﻝﻤﻅﺎﻫﺭ ﺍﻝﻨﻔﺴـﻴﺔ،
ﻜﻨﻘﺹ ﺍﻝﺜﻘﺔ ﺒﺎﻝﻨﻔﺱ ﻭﺍﻻﺭﺘﺒﺎﻙ ﻭﺍﻝﺨﻭﻑ ﻭﺍﻝﻌﺼﺒﻴﺔ ﺍﻝﺸﺩﻴﺩﺓ .ﻭﺒﻌﺽ ﺍﻝﻤﻅﺎﻫﺭ ﺍﻝﻔﺴﻴﻭﻝﻭﺠﻴﺔ ،ﻜﺎﻝﻐﺜﻴﺎﻥ ﻭﺍﻹﻏﻤـﺎﺀ ﻭﺘﺼـﺒﺏ
ﺍﻝﻌﺭﻕ ﻭﺍﺭﺘﻌﺎﺵ ﺍﻝﻴﺩﻴﻥ ﻭﻜﻠﻬﺎ ﻭﺴﺎﺌل ﺘﻜﻴﻑ ﺴﻠﺒﻴﺔ ﻴﻠﺠﺎ ﺇﻝﻴﻬﺎ ﺍﻝﻔﺭﺩ ﻝﺘﺠﻨﺏ ﻤﻭﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ.
ﻭﺒﺎﻝﺘﺎﻝﻲ ﻓﻬﻭ ﻴﻤﺜل ﻅﺎﻫﺭﺓ ﺴﻠﻭﻜﻴﺔ ﻭﻋﻘﻠﻴﺔ ﺘﺠﻤﻊ ﺒﻴﻥ ﺍﻝﻨﻤﻁﻴﻥ ﺍﻝﺴﻠﻭﻜﻲ ﺍﻝﻅﺎﻫﺭ ﻭﺍﻝﻌﻘﻠﻲ ﺍﻝﻤﺴﺘﺘﺭ ،ﻭﻝـﻪ ﺠـﺎﻨﺒﻴﻥ
ﺍﺤﺩﻫﻤﺎ ﺍﻴﺠﺎﺒﻲ ﻭﻤﺤﻔﺯ ﻴﺩﻓﻊ ﺍﻝﻔﺭﺩ ﺇﻝﻰ ﺘﺤﻘﻴﻕ ﺃﺩﺍﺀ ﺃﻓﻀل ،ﻭﺒﻬﺫﺍ ﻓﻬﻭ ﻴﻌﻤل ﻜﺩﺍﻓﻊ ﻭﻅﻴﻔﺘﻪ ﺍﺴﺘﺜﺎﺭﺓ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻝﻤﻨﺎﺴـﺒﺔ
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س2015 אد/18 א مא وא
ﻝﻤﻭﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ .ﻭﺍﻝﺠﺎﻨﺏ ﺍﻵﺨﺭ ﺴﻠﺒﻲ ﻴﻌﻴﻕ ﺍﻝﻔﺭﺩ ﻝﺒﻠﻭﻍ ﺃﻫﺩﺍﻓﻪ ،ﻭﺒﻬﺫﺍ ﻓﻬﻭ ﻴﻌﻤل ﻜﻤﻌﻭﻕ ﻝﺴﻠﻭﻙ ﺍﻝﻔﺭﺩ ﻭﻴﺜﻴﺭ ﺍﺴﺘﺠﺎﺒﺎﺕ
ﻏﻴﺭ ﻤﻨﺎﺴﺒﺔ ﻝﻤﻭﻗﻑ ﺍﻻﻤﺘﺤﺎﻥ .ﻭﻋﻠﻴﻪ ﺘﻨﺎﻭﻝﻨﺎ ﻓﻲ ﻫﺫﺍ
ﺍﻝﻔﺼل ،ﻤﻔﻬﻭﻡ ﺍﻝﻘﻠﻕ ﺒﺼﻔﺔ ﻋﺎﻤﺔ ﻭﺭﻜﺯﻨﺎ ﻋﻠﻰ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ ﺒﺼﻔﺔ ﺨﺎﺼﺔ ﺤﻴﺙ ﺫﻜﺭﻨﺎ ﺃﻨﻭﺍﻉ ﻗﻠﻕ
ﺍﻻﻤﺘﺤﺎﻥ ،ﻤﻜﻭﻨﺎﺘﻪ ،ﺃﻋﺭﺍﻀﻪ ،ﺃﻫﻡ ﻨﻅﺭﻴﺎﺘﻪ ،ﺍﻝﻌﻭﺍﻤل ﺍﻝﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﻅﻬﻭﺭﻩ ،ﻭﺃﺨﻴـﺭﺍ ﺍﻹﺠـﺭﺍﺀﺍﺕ ﺍﻝﻌﻤﻠﻴـﺔ
ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺍﻹﺭﺸﺎﺩﻴﺔ ﻝﺨﻔﺽ ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻥ.
ﺍﻝﻤﺭﺍﺠﻊ:
-1ﺍﻝﺩﺍﻫﺭﻱ ،ﺼﺎﻝﺢ ﺤﺴﻥ ) :( 2005ﻤﺒﺎﺩﺉ ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ،ﺍﻝﻁﺒﻌـﺔ ﺍﻷﻭﻝـﻲ ،ﺩﺍﺭ ﻭﺍﺌـل ،ﻋﻤـﺎﻥ،ﺍﻷﺭﺩﻥ.
-2ﺯﻫﺭﺍﻥ ،ﻤﺤﻤﺩ ﺤﺎﻤﺩ ) :(2000ﺍﻹﺭﺸﺎﺩ ﺍﻝﻨﻔﺴﻲ ﺍﻝﻤﺼﻐﺭ ،ﺍﻝﻁﺒﻌﺔ ﺍﻷﻭﻝﻲ ،ﻋـﺎﻝﻡ ﺍﻝﻜﺘـﺏ ،ﺍﻝﻘـﺎﻫﺭﺓ ،ﻤﺼﺭ.
-3ﺍﻝﻀﺎﻤﻥ ،ﻤﻨﺫﺭ ﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ) :( 2003ﺍﻹﺭﺸﺎﺩ ﺍﻝﻨﻔﺴﻲ ،ﺍﻝﻁﺒﻌﺔ ﺍﻷﻭﻝﻲ ،ﻤﻜﺘﺒﺔ ﺍﻝﻔﻼﺡ ،ﺍﻝﻜﻭﻴﺕ.
-4ﺍﻝﻁﻴﺏ ،ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻝﻅﺎﻫﺭ) :( 1996ﻤﺸﻜﻼﺕ ﺍﻷﺒﻨﺎﺀ ،ﺍﻝﻁﺒﻌﺔ ﺍﻝﺜﺎﻨﻴﺔ ،ﺍﻝﻤﻌﺭﻓﺔ ﺍﻝﺠﺎﻤﻌﻴـﺔ ،ﺍﻝﻘـﺎﻫﺭﺓ ،ﻤﺼﺭ.
-5ﻋﺒﺩ ﺍﻝﺨﺎﻝﻕ ،ﺃﺤﻤﺩ ﻤﺤﻤﺩ ) :(1987ﻗﻠﻕ ﺍﻝﻤﻭﺕ ،ﺍﻝﻁﺒﻌﺔ ﺍﻷﻭﻝﻲ ،ﻋﺎﻝﻡ ﺍﻝﻤﻌﺭﻓﺔ ،ﺍﻝﻜﻭﻴﺕ.
-6ﻋﺒﺩ ﺍﻝﺭﺤﻴﻡ ،ﺒﺨﻴﺕ ﻋﺒﺩ ﺍﻝﺭﺤﻴﻡ ) :( 1989ﻗﻠﻕ ﺍﻻﻤﺘﺤﺎﻨﺎﺕ ) ﺍﻝﻤﻔﻬﻭﻡ -ﺍﻝﻌﻼﺝ –ﺍﻝﻘﻴﺎﺱ ( ،ﺍﻝﻁﺒﻌﺔ
ﺍﻷﻭﻝﻲ ،ﺩﺍﺭ ﺍﻝﻨﻬﻀﺔ ﺍﻝﻤﺼﺭﻴﺔ ،ﺍﻝﻘﺎﻫﺭﺓ.
-7ﻋﺼﻔﻭﺭ ،ﻭﺼﻔﻲ ﻋﺼﻔﻭﺭ) :( 1994ﻨﻤﺎﺫﺝ ﻤﻥ ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﻝﻤﻘﺎﻴﻴﺱ ،ﺘﻌﻴﻴﻥ ﺩﺭﺍﺴـﻲ )(GC.31
ﻋﻤﺎﻥ – ﺍﻷﺭﺩﻥ -ﻤﻌﻬﺩ ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻻﻭﻨﺭﻭﺍ /ﺍﻝﻴﻭﻨﺴﻜﻭ
-8ﺭﻀﻭﺍﻥ ،ﺴﺎﻤﺭ ﺠﻤﻴل ) :( 2002ﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ ،ﺍﻝﻁﺒﻌﺔ ﺍﻷﻭﻝﻲ ،ﺩﺍﺭ ﺍﻝﻤﺴﻴﺭﺓ ،ﻋﻤﺎﻥ ،ﺍﻷﺭﺩﻥ.
-9ﺭﻀﻭﺍﻥ ،ﻋﺒﺩ ﺍﻝﻜﺭﻴﻡ ﺴﻌﻴﺩ ) " :( 2002ﺍﻝﻘﻠﻕ ﻝﺩﻱ ﻤﺭﻀﻲ ﺍﻝﺴﻜﺭ ﺒﻤﺤﺎﻓﻅﺔ ﻏﺯﺓ ﻭﻋﻼﻗﺘـﻪ ﺒـﺒﻌﺽ
ﺍﻝﻤﺘﻐﻴﺭﺍﺕ ،ﺭﺴﺎﻝﺔ ﻤﺎﺠﺴﺘﻴﺭ ) ﻏﻴﺭ ﻤﻨﺸﻭﺭﺓ ( ،ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ،ﺍﻝﺠﺎﻤﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ ،ﻏﺯﺓ.
-10ﺸﻌﻴﺏ ،ﻋﻠﻲ ﻤﺤﻤﻭﺩ ) " :( 1987ﻗﻠﻕ ﺍﻻﺨﺘﺒﺎﺭ ﻭﻋﻼﻗﺘﻪ ﺒـﺒﻌﺽ ﺍﻝﻤﺘﻐﻴـﺭﺍﺕ ﺍﻝﻤﺭﺘﺒﻁـﺔ ﻝﻁـﻼﺏ
ﻭﻁﺎﻝﺒﺎﺕ ﺍﻝﺜﺎﻨﻭﻴﺔ ﺍﻝﻌﺎﻤﺔ ﺒﻤﺩﻴﻨﺔ ﻤﻜﺔ ﺍﻝﻤﻜﺭﻤﺔ" ،ﻤﺠﻠﺔ ﺩﺭﺍﺴﺎﺕ ﺘﺭﺒﻭﻴﺔ – ﺍﻝﻘﺎﻫﺭﺓ – ﺍﻝﻤﺠﻠﺩ ﺍﻝﺨﺎﻤﺱ – ﺍﻝﻌﺩﺩ
ﺍﻝﺘﺎﺴﻊ
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