‫ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺍﻭ ﻣﻴﺘﻮﺩ‬

‫‪Teaching Techniques and Methods‬‬

‫ﻣﻴﺘﻮﺩ ﻳﻮﻩ ﻳﻮﻧﺎﻧﻲ ﺍﺻﻄﻼﺡ ﺩﻩ ﭼﯥ ﻟﻪ ‪ Meta‬ﺍﻭ ‪ Hodes‬ﺩﻭﻩ ﮐﻠﻤﻮ ‪‬ﺨﻪ‬

‫ﺍﺧﺴﺘﻞ ﺷﻮﻳﺪﻩ ﻣﻴﺘﺎ ﺩ ﺩﻧﻨﻪ‪ ،‬ﭘﻪ ﻣﻨ‪ ‬ﮐﯥ ﺍﻭ ﺩ ﺩﻭﺍﻡ ﻣﺎﻧﺎ ﮔﺎﻧﯥ ﻟﺮﻱ ﺍﻭ ﺩ ﻫﻮﺩﺱ ﻣﺎﻧﺎ‬
‫"ﻻﺭﻩ" ﺩﻩ‪ .‬ﭘﻪ ﻋﻨﻌﻨﻮﻱ ﺗﻮﮔﻪ ﻣﻴﺘﻮﺩ ﻫﻐﻪ ﺟﻮﺗﻪ ﺷﻮﯤ‪ ،‬ﺍ‪‬ﻣﻨﻪ ﺍﻭ ﻟﻨ‪‬ﻩ ﻻﺭﻩ ﺩﻩ ﭼﯥ ﺧﻠﮏ‬
‫ﭘﺮﻱ ﺗﻠﻠﻲ ﻭﻱ ﺍﻭ ﮐﻮﻻﯼ ﺷﯽ ﮊﺭ ﺗﺮ ﮊﺭﻩ ‪‬ﺎﻥ ﻭﺭﺑﺎﻧﺪﯤ ﻫﺪﻑ ﺗﻪ ﻭﺭﺳﻮﻱ‪.‬‬
‫ﻫﺮ ﺍﻧﺴﺎﻥ ﺩ ﻳﻮ ﮐﺎﺭ ﺩ ﺳﺮﺗﻪ ﺭﺳﻮﻟﻮ ﻟﭙﺎﺭﻩ ‪‬ﺎﻧﮕ‪‬ﻱ ﻫﺪﻓﻮﻧﻪ ﻟﺮﻱ ﺍﻭ ﻫﻐﻮﯼ ﺗﻪ‬
‫ﺩﺭﺳﻴﺪﻟﻮ ﻟﭙﺎﺭﻩ ‪‬ﻭﻝ ‪‬ﻭﻝ ﻻﺭﻭ ﺍﻭ ﭼﺎﺭﻭ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‪ .‬ﺩﺍ ﻻﺭﯤ ﭼﺎﺭﯤ ﭼﯥ ﺩ ﻳﻮ‬
‫ﻫﺪﻑ ﺩ ﺗﺮﻻﺳﻪ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﮐﺎﺭﻭﻝ ﮐﻴ‪‬ﻱ‪،‬ﻣﻴﺘﻮﺩ ﻧﻮﻣﻴ‪‬ﻱ‪.‬ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩﻭﻧﻪ ﻫﻢ‬
‫ﻫﻤﺪﺍﺳﻲ ﻣﻨﻄﻘﻲ ﺍﻭ ﻣﻨﻈﻤﯥ ﻻﺭﯤ ﭼﺎﺭﯤ ﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﻫﻐﯽ ﭘﻪ ﮐﺎﺭﻭﻟﻮ ﺳﺮﻩ ﺧﭙﻞ‬
‫ﺩﺭﺳﻲ ﺑﻬﻴﺮ ﭘﻪ ‪‬ﻮﻟﮕﻲ ﮐﯥ ﭘﺮﻣﺦ ﺑﻴﺎﻳﻲ ﭼﯥ ﺩﯼ ﺍﻭ ﺯﺩﻫﮑﻮﻭﻧﮑﻲ ﻳﯥ ﺑﻪ ‪‬ﺍ‪‬ﻣﻨﻪ‪ ،‬ﺍﻏﻴﺰﻣﻨﻪ‬
‫ﺍﻭ ﺁﺳﺎﻧﻪ ﺗﻮﮔﻪ ﺩﺭﺳﻲ ﻫﺪﻓﻮﻧﻪ ﺗﺮﻻﺳﻪ ﮐ‪‬ﻱ‪ .‬ﻴﻨﻲ ﻋﻠﻤﹾﺎ ﺩ ﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩ ﭘﻪ ﻫﮑﻠﻪ ﺩﺍﺳﯥ‬
‫ﻟﻴﮑﻲ‪:‬‬
‫ﻣﻴﺘﻮﺩ ﺩ ﻳﻮﻧﺎﻧﻲ ‪ Methodus‬ﮐﻠﻤﯥ ‪‬ﺨﻪ ﺍﺧﺴﺘﻞ ﺷﻮﯤ ﭼﯥ ﻣﻌﻨﺎﻳﯥ ﺍﺻﻮﻝ‪،‬‬
‫ﺭﻭﺵ ﺍﻭ ﺩﻳﻮﯤ ﻣﺴ‪‬ﻠﻲ ﺩﺣﻞ ﮐﻮﻟﻮ ﻻﺭﯤ ﭼﺎﺭﻱ ﺩﻱ‪ ،‬ﻳﺎ ﺩﺍﭼﻲ ﺩ ‪‬ﻮﻭﻧﻴﺰﻭ ﮐﺎﺭﻭﻧﻮ ﺩﺍﺟﺮﺍ‬
‫ﮐﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﻳﻮ ﺳﻴﺴﺘﻤﺎﺗﻴﮏ ﺍﻭ ﺛﺎﺑﺖ ﺩﺳﺘﻮﺭ ﺍﻭ ﻳﺎ ﺩﺩﺭﺱ ﺩﻫﺮ ‪‬ﻭﻝ ﻋﻤﻠﻴﺎﺗﻮ ﺭﻫﻨﻤﺎﻳﻲ‬
‫ﮐﻮﻟﻮ ﺗﻪ ﻣﻴﺘﻮﺩ ﻭﺍﻳﻲ‪ .‬ﭘﻪ ﺩﯼ ‪‬ﻭﻝ ‪‬ﻪ ﻣﻴﺘﻮﺩ ﻫﻐﻪ ﻣﻴﺘﻮﺩ ﺩﯼ ﭼﯥ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻫﺪﻓﻮﻧﻮﺗﻪ‬
‫ﮊﺭ ﺍﻭ ﺁﺳﺎﻧﻪ ﺭﺳﻴﺪﻝ ﺗﻀﻤﻴﻦ ﮐ‪‬ﻱ‪ .‬ﺍﻭ ‪‬ﻴﻨﯥ ﺍﺛﺎﺭﻭ ﮐﯥ ﺩ ﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﭘﻪ ﻫﮑﻠﻪ ﺩﺍﺳﯥ‬
‫ﻟﻴﮑﻲ‪:‬‬

‫‪Ketabton.com‬‬
‫ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩﺩﻭﻭﮐﻠﻤﻮ ﺍﺻﻮﻝ ﺍﻭ ﺗﺪﺭﻳﺲ ‪‬ﺨﻪ ﺗﺮﮐﻴﺐ ﺷﻮﻱ ﺩﻱ ﻧﻮ ﻻﺯﻣﻪ‬
‫ﺩﻩ ﭼﯥ ﺩﻫﺮﻳﻮ ﭘﻪ ﻫﮑﻠﻪ ﻟﻨ‪ ‬ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﻱ ﮐ‪‬ﻭ‪:‬‬
‫ﺍﺻﻮﻝ ﺩﺍﺻﻞ ﺩ ﮐﻠﻤﯥ ﺟﻤﻊ ﺩﻩ ﭼﯥ ﺩﺭﻳ‪‬ﻲ‪ ،‬ﺑﻨﺴ‪ ،‬ﺍﺳﺎﺱ‪ ،‬ﻗﺎﻋﺪﻫﺎﻭ ﻗﺎﻧﻮﻥ ﺑﻪ‬
‫ﻣﻌﻨﻲ ﺩﻱ‪ ،‬ﺧﻮ ﺑﻪ ﺍﺻﻄﻼﺡ ﮐﯥ ﺩﻳﻮ ﻟ‪ ‬ﻗﻮﺍﻋﺪﻭ‪ ،‬ﻣﻘﺮﺭﺍﺗﻮ ﺍﻭ ﻗﻮﺍﻧﻴﻨﻮ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ‬

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‫‪(c) ketabton.com: The Digital Library‬‬

‫ﭼﯥ ﺩﻟﻮ‪‬ﻭ ﻣﻘﺎﻣﺎﺗﻮ ﻟﻪ ﺧﻮﺍ ﺩ ‪‬ﻮﻟﻨﻴﺰﻭ ﺍﻣﻮﺭﻭ ﺍﻭ ﻣﺴﺎﻳﻠﻮ ﺩ ﺗﻄﺒﻴﻖ ﻟﻪ ﭘﺎﺭﻩ ﻭﺿﻊ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺗﺪﺭﻳﺲ ﭘﻪ ﻟﻐﺖ ﮐﯥ ﺩﺭﺱ ﻭﺭﮐﻮﻟﻮﺗﻪ ﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﺍﺻﻄﻼﺡ ﮐﯥ ﺗﺪﺭﻳﺲ ﺩﺯﺩﻩ ﮐﻮﻧﮑﻮ ﺩ‬
‫ﭘﻴﮋﻧﺪﻧﯥ ﺍﻭ ﭘﻪ ﻓﺮﺩﻱ ﺍﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺗﻮﮔﻪ ﺩ ﻫﻐﻮﯼ ﻟﻪ ﻻﺭ‪‬ﻮﻭﻧﯥ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ‪ .‬ﻟﻪ ﺩﯤ‬
‫ﺗﻌﺮﻳﻒ ‪‬ﺨﻪ ﺩﺍﺳﯥ ﻧﺘﻴﺠﻪ ﺍﺧﻠﻮ ﭼﯥ ‪‬ﻮﻭﻧﮑﯽ ﺧﭙﻠﻪ ﺯﺩﻩ ﮐ‪‬ﻩ‪ ،‬ﺗﺠﺮﺑﻪ ﺍﻭ ﭘﻮﻫﻪ ﭘﻪ ﻣﻨﻈﻤﻪ‬
‫ﺗﻮ‪‬ﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺍﻧﺘﻘﺎﻟﻮﻱ ﭼﯥ ﺩ ‪‬ﻮﻟﻨﻲ ﺩﻏﻮ‪‬ﺘﻨﯽ ﺳﺮﻩ ﺳﻢ ﻳﻮ ﺳﺎﻟﻢ ﺍﻭ ﻓﻌﺎﻝ ﻓﺮﺩ‬
‫‪‬ﻮﻟﻨﯥ ﺗﻪ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻱ ﺗﺮ‪‬ﻮ ﭘﻪ ‪‬ﻮﻟﻨﻪ ﮐﯥ ﺩ ﺧﺪﻣﺖ ﻣﺼﺪﺭ ﻭ‪‬ﺮ‪‬ﻲ‪.‬‬

‫ﺩﺗﺪﺭﻳﺲ ﺍﺳﺎﺳﯽ ﻫﺪﻓﻮﻧﻪ‪:‬‬

‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ‪‬ﺎﮐﻞ ﺷﻮﻳﻮ ﻫﺪﻓﻮﻧﻮ ﺗﻪ ﺭﺳﻴﺪﻝ‪.‬‬ ‫–‬
‫ﺩﻣﻄﻠﻮﺑﻮﻫﺪﻓﻮﻧﻮ ﺩ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻟﻮ ﭘﻪ ﺧﺎﻃﺮﺩ ‪‬ﺎﮐﻞ ﺷﻮﻱ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺍﻭ‬ ‫–‬
‫ﭘﺮﻭ‪‬ﺮﺍﻡ ﺗﺮﺗﻴﺐ ﺍﻭ ﺗﻨﻈﻴﻢ‪.‬‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩ ﺳﻮﻳﯥ ﺍﻭ ﺍﺳﺘﻌﺪﺍﺩ ﭘﻪ ﭘﺎﻡ ﮐﯽ ﻧﻴﻮﻟﻮ ﺳﺮﻩ ﻳﻮ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ‬ ‫–‬
‫ﺗﻄﺒﻴﻘﻮﻝ‪.‬‬
‫ﺩﻋﻤﻠﻲ ﺍﻭ ﺗﻄﺒﻴﻘﻲ ﺯﺩﻩ ﮐﻮﯤ ﻟﻪ ﺑﺎﺭﻩ ‪‬ﻮﺭ ﺍﻭ ﺍﻏﻴﺰﻣﻦ ﺷﺮﺍﻳﻂ ﺑﺮﺍﺑﺮﻭﻝ‪.‬‬ ‫–‬
‫ﺩﻓﺮﺩﯼ ﺍﻭ ‪‬ﻮﻟﻨﻴﺰﻭ ﻣﺴ‪‬ﻮﻟﻴﺘﻮﻧﻮ ﭘﻴﮋﻧﺪﻝ‪.‬‬ ‫–‬
‫ﺩ‪‬ﺎﮐﻞ ﺷﻮﻳﻮ ﻫﺪﻓﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺍﺭﺯﻭﻝ‪.‬‬ ‫–‬
‫ﺩﭘﻮﺭﺗﻨﻴﻮ ﻣﻌﻠﻮﻣﺎﺗﻮﻧﻮ ﭘﻪ ﻟﺮﻟﻮ ﺳﺮﻩ ﺩ ﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩﺍﺳﯥ ﺗﻌﺮﻳﻔﻮﻭ‪:‬‬ ‫–‬

‫ﺗﻌﺮﻳﻒ‪ :‬ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩ ﻳﻮﻟ‪ ‬ﻫﻐﻮ ﻣﻨﻈﻤﻮ‪ ،‬ﻮﻭﻧﻴﺰﻭ ﺍﻭ ﺭﻭﺯﻧﻴﺰﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ‪‬ﺨﻪ‬
‫ﻋﺒﺎﺭﺕ ﺩﻱ‪ ،‬ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺍﻭ ‪‬ﻮﻭﻧﮑﻲ ﺩﻭﺍ‪‬ﻩ ﺩﺗﺪﺭﻳﺲ ﻫﺪﻑ ﺗﻪ ﺭﺳﻮﻱ‪ .‬ﭘﻪ ﺑﻞ‬
‫ﻋﺒﺎﺭﺕ ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩ ‪‬ﻮﻭﻧﮑﻮ ﺍﻭﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻫﻐﻪ ﻣﺘﻘﺎﺑﻞ ﻋﻤﻠﻮﻧﻪ ﺩﻱ ﭼﯥ ﭘﻪ‬
‫‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩ‪‬ﻮﻭﻧﻴﺰﻭ ﺍﻭ ﺭﻭﺯﻧﻴﺰﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺩ ﺳﺮﺗﻪ ﺭﺳﻮﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ﮐﺎﺭﻭﻝ ﮐﻴ‪‬ﻱ ﺩﻣﺜﺎﻝ‬
‫ﭘﻪ ﺗﻮﮔﻪ‪:‬‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﺍﻭﺭﻱ‬ ‫‪‬ﻮﻭﻧﮑﻲ ﻳﻮﻩ ﻣﻮﺿﻮﻉ ﺑﻴﺎﻧﻮﻱ‬

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‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ‪‬ﻮﺍﺏ ﻭﺭﮐﻮﻱ‬ ‫‪‬ﻮﻭﻧﮑﻲ ﺳﻮאﻝ ﮐﻮﻱ‬

‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻲ ﺗﻄﺒﻴﻘﻮﻱ‪.‬‬ ‫‪‬ﻮﻭﻧﮑﻲ ﻫﺪﺍﻳﺖ ﺍﻭ ﺩﻧﺪﻩ ﻭﺭﮐﻮﻱ‬
‫‪‬ﻮﻭﻧﮑﻲ ﻳﻲ ﺭﻫﻨﻤﺎﻳﻲ ﮐﻮﻱ‪.‬‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻪ ﮐﻮﻱ‬
‫ﺑﺮﺳﻴﺮﻩ ﭘﺮﺩﯤ ﺩ ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻧﻮ ﺩ ﺗﺪﺭﻳﺲ ﺍﺻﻮﻟﻮ ﺗﻪ ﻻﻧﺪﻱ ﺗﻌﺮﻳﻔﻮﻧﻪ ﻫﻢ‬
‫ﻭﺭﮐ‪‬ﻳﺪﻱ‪.‬‬
‫– ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﻳﻮﻟ‪ ‬ﻣﻨﻈﻤﯥ ﺍﻭ ﻣﻌﻤﻮﻟﯥ ﻻﺭﯤ ﺩﯼ ﭼﯥ ‪‬ﻮﻭﻧﮑﯽ ﻭﺭ‪‬ﺨﻪ ﺩ‬
‫ﺗﺪﺭﻳﺲ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﮐﺎﺭ ﺍﺧﻠﻲ‪.‬‬
‫– ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﻳﻮﻩ ﻋﻤﻠﻲ ﻃﺮﻳﻘﻪ ﺩﻩ ﭼﯥ ﻫﺪﻑ ﺗﻪ ﺩﺭﺳﻴﺪﻟﻮ ﻟﻪ ﭘﺎﺭﻩ ‪‬ﺎﮐﻞ‬
‫ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺑﻨﻴﺎﺩﻱ ﻻﺭ ‪‬ﻮﻭﻧﻮ ﺗﻪ ﺩ ﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﻭﺍﻳﻲ‪.‬‬
‫– ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻟﻪ ﭘﺎﺭﻩ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺍﻣﺎﺩﻩ ﮐﻮﻝ ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩﻱ‪.‬‬
‫– ﺩﺗﺪﺭﻳﺲ ﻃﺮﻳﻘﻪ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﻭﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﻪ ﺁﺳﺎﻧ‪ ‬ﻣﻮﺿﻮﻉ ﺩﺭﮎ ﺍﻭ‬
‫ﭘﻪ ﻣﻌﻨﻲ ﺍﻭ ﻣﻔﻬﻮﻡ ﻳﯥ ﭘﻮﻩ ﺷﻲ‪.‬‬
‫ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﺍﺻﻮﻝ ﻣﻮ ﻳﻮ‪‬ﻪ ‪‬ﺎﻥ ﭘﻮﻩ ﮐ‪ ‬ﻏﻮﺍ‪‬ﻭ ﭼﯥ ﺩﺩﺭﺳﻲ ﭘﺮﻭ‪‬ﺮﺍﻡ ﺳﺮﻩ‬
‫ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﺩ ﻣﻴﺘﻮﺩ ﺍﻭ ﺍﺻﻮﻝ ﺍ‪‬ﻳﮑﯥ ﺗﺮﮐﺘﻨﯽ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻮ‪:‬‬
‫ﺩﺗﺪﺭﻳﺲ ﻳﺎ ﺯﺩﻩ ﮐ‪‬ﯤ ﻫﺪﻑ ﺩﺩﺍﺳﻲ ﻻﺭﻭ ﺍﻭ ﻭﺳﺎﻳﻠﻮ ﺑﺮﺍﺑﺮﻭﻝ ﺩﻱ ﭼﯥ ﺩﻫﻐﯽ ﺑﻪ‬
‫ﻭﺍﺳﻄﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﮐﻮﻻﯼ ﺷﻲ ﻣﻄﻠﻮﺏ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﮐ‪‬ﻱ‪ .‬ﺩﺯﺩﻩ ﮐﻮﯤ ﺑﻪ‬
‫ﭼﺎﺭﻭ ﮐﯥ ﺩﻫﺮ ‪‬ﻮﻭﻧﮑﻲ ﺑﺮﻳﺎﻟﻴﺘﻮﺏ ﭘﻪ ‪‬ﻴﻨﻮ ﻋﻮﺍﻣﻠﻮ ﭘﻮﺭﻱ ﺗ‪‬ﻟﯽ ﺩﻱ ﭼﯥ ﭘﻪ ‪‬ﻮﻭﻧﮑﯥ‬
‫ﭘﻮﺭﯤ ﺍ‪‬ﻭﻧﺪ ﻋﻮﺍﻣﻞ ﺩﺍﺩﻱ‪.‬‬
‫– ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭﺭﻭﺯﻧﯥ ﭘﻪ ﺍﺻﻮﻟﻮ‪ ،‬ﺗﺨﻨﻴﮑﻮﻧﻮ ﺍﻭ ﺍﺳﺎﺳﺎﺗﻮ ﭘﻮﻫﻴﺪﻝ‪.‬‬
‫– ﭘﻪ ﺧﭙﻠﻪ ﺧﺎﺻﻪ ﺍﻭ ﺍﺧﺘﺼﺎﺻﻲ ﺭﺷﺘﻪ ﮐﯥ ﺑﺸﭙ‪‬ﻩ ﻣﻌﻠﻮﻣﺎﺕ ﺩﺭﻟﻮﺩﻝ‪.‬‬
‫– ﭘﻪ ﺩﯤ ﭘﻮﻫﻴﺪﻝ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﯽ ﻭﻟﯽ‪ ،‬ﺩ‪‬ﻪ ﺩﭘﺎﺭﻩ ﺍﻭ ﭘﻪ ‪‬ﻪ ‪‬ﻭﻝ ﺯﺩﻩ ﮐ‪‬ﻩ‬
‫ﮐﻮﻱ ﺍﻭ ﻳﺎﻳﯥ ﻧﻪ ﮐﻮﻱ‪.‬‬

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‫ﭘﻪ ﻭﺍﻗﻌﺖ ﮐﯥ ﺩﺍ ﺩﺭﯤ ﻭﺍ‪‬ﻩ ﺧﻮﺍﻭﯤ ﻳﻮ ﺩﺑﻞ ﺑﺸﭙ‪‬ﻭﻧﮑﻲ ﺍﺟﺰﺍﻭﯤ ﺩﻱ‪ .‬ﭘﻪ ﮐﻮﻣﻪ‬
‫ﺍﻧﺪﺍﺯﻩ ﭼﯥ ﺩ ﺯﺩﻩ ﮐﻮﻧﮑﻮ ﺗﻮﺟﻪ ‪‬ﯥ ﭘﻪ ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ ‪‬ﺎﻳﻲ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ‬
‫ﺭﻭﺯﻧﯥ ﺩ ﺍﺻﻮﻟﻮ ﺍﻭ ﺍﺳﺎﺳﺎﺗﻮ ‪‬ﺨﻪ ‪‬ﻪ ﺧﺒﺮ ﻭﻱ‪.‬‬
‫ﺍﻭﺱ ﻫﻐﻪ ﻭﺧﺖ ﺗﻴﺮﺷﻮﯼ ﺩﯼ ﭼﯥ ﻳﻮ ﭼﺎ ﯾﻪ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﺭﺳﻮﻧﻮ ‪‬ﺨﻪ ﻳﻮﺍﺯﯤ ﻳﻮ‬
‫‪‬ﻮ ﻗﺎﻋﺪﯤ ﺍﻭ ﻣﺤﺪﻭﺩ ﻣﻌﻠﻮﻣﺎﺕ ﺣﺎﻓﻈﻲ ﺗﻪ ﺳﭙﺎﺭﻝ ﺍﻭ ﻣﻌﻴﻨﻪ ﺩﻭﺭﻩ ﺑﻪ ﻳﻲ ﭘﺎﯼ ﺗﻪ ﻭﺭﺳﻮﻟﻪ‬
‫ﺍﻭ ﭘﻪ ﭘﺎﻱ ﮐﻪ ﺑﻪ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ‪‬ﺨﻪ ﻓﺎﺭﻍ ﺷﻮ‪.‬‬
‫‪‬ﺮﻧﮕﻪ ﭼﯥ ﭘﻪ ﻧﻨ‪ ‬ﻧ‪ ‬ﮐﯥ ﺩﻋﻠﻢ ﭘﺮﻣﺨﺘ‪‬ﻮﻧﻪ ﺍﻭ ﭘﻪ ﻓﻨﻮﻧﻮ ﺍﻭ ﺍﺻﻮﻟﻮ ﮐﯥ ﭼ‪‬ﮏ‬
‫ﺗﻐﻴﺮﺍﺗﻮ ﺩﺧﻠﮑﻮ ﭘﻪ ﮊﻭﻧﺪ ﺍﺛﺮ ﺍﭼﻮﻟﯽ‪ ،‬ﺩﺍﻧﺴﺎﻥ ﺩﮊﻭﻧﺪﺍﻧﻪ ﭘﻪ ﻫﮑﻠﻪ ﻳﯥ ﺧﺎﺻﯥ ﺍﻭ ‪‬ﻮﻟﻨﻴﺰﯤ‬
‫ﻧﻮﯤ ﺍ‪‬ﺗﻴﺎﻭﯤ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﮐ‪‬ﻱ ﺩﻱ ﭼﯥ ﺩﺩﯤ ﺍ‪‬ﺗﻴﺎﻭﻭ ﺩﻟﺮﯤ ﮐﻮﻟﻮﻟﭙﺎﺭﻩ ﺯﻳﺎﺕ ﻋﻠﻢ‪ ،‬ﭘﻮﻫﻲ‪،‬‬
‫ﺑﺼﻴﺮﺕ ﺍﻭ ﻣﻬﺎﺭﺕ ﺗﻪ ﺍ‪‬ﺗﻴﺎﺩﻩ‪.‬‬
‫ﺩﻫﺮ‪‬ﻮﻭﻧﮑﻲ ‪‬ﻳﺮﻩ ﻣﻬﻤﻪ ﺩﻧﺪﻩ ﺩ‪‬ﻮﻭﻧﻴﺰ ﺍﻭ ﺭﻭﺯﻧﻴﺰ ﻫﺪﻓﻮﻧﻮ ﺗﺸﺨﻴﺼﻮﻝ ﺩﻱ‪.‬‬
‫ﺗﺮﺩﻱ‪ ،‬ﻮﻟﻨﻴﺰ ﺍﻭ ﺑﺸﺮﻱ ﺍ‪‬ﺗﻴﺎﻭﺗﻪ ﭘﺎﻣﻠﺮﻧﻪ ﻫﻢ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺍﺳﺎﺳﻲ ﻫﺪﻑ ‪‬ﺎﮐﻲ‪ .‬ﭘﻪ‬
‫ﺩﯼ ﺗﺮﺗﻴﺐ ﺩ‪‬ﻮﻭﻧﻴﺰﻭ ﺍﻭ ﺭﻭﺯﻧﻴﺰﻭ ﻫﺪﻓﻮﻧﻮ ﺩﺗﺸﺨﻴﺺ ﺳﺮﻩ ﺳﻢ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﻫﻠﻮ‬
‫‪‬ﻠﻮ‪ ،‬ﻋﻠﺘﻮﻧﻮ ﺍﻭ ﻣﻔﻬﻮﻡ ﻣﻨﺪﻟﻮ ﺍﻭ ﺩ‪‬ﻮﻭﻧﮑﻮ ﻫﻠﯥ ‪‬ﻠﯥ ﻧﺘﻴﺠﯥ ﺗﻪ ﻭﻧﻪ ﺭﺳﻴ‪‬ﻱ ﻳﻮ ﻋﻠﺖ ﺑﻪ‬
‫ﻳﻲ ﺩﺍﻭﻱ ﭼﯥ ﺧﭙﻠﻪ ﻫﺪﻑ ﺗﺸﺨﻴﺺ ﺷﻮﯼ ﻧﻪ ﺩﯼ‪.‬‬
‫ﺩﺩﻱ ﻟﭙﺎﺭﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﯽ ﭘﻪ ﺧﭙﻞ ‪‬ﻮﻟﮕﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻮﺭﻩ ﺗﺴﻠﻂ ﻭﻟﺮﻱ ﺍﻭ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻫ‪‬ﯥ ﺍﻭ ﮐﻮ‪‬ﻮﻧﻪ ﺩﺩﺭﺱ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﭘﻪ ﺳﻤﻪ ﻻﺭﻩ ﺑﺮﺍﺑﺮ ﮐ‪‬ﻱ‪،‬‬
‫ﺑﺮﺳﻴﺮﻩ ﭘﺮﺩﯤ ﭼﯥ ﭘﻪ ﺧﭙﻠﻪ ﺭﺷﺘﻪ ﮐﯥ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻟﺮﻱ ﺑﺎﻳﺪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ‬
‫ﺍﺳﺎﺳﺎﺗﻮ‪ ،‬ﺍﻭ ﺩ ﭘﻮﻫﻨﻲ ﭘﻪ ﺍﺳﺎﺳﺎﺗﻮ ﺍﻭ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻋﻤﻮﻣﻲ ﺍﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺍﺻﻮﻟﻮﻭ ﭘﻮﻫﻴ‪‬ﻱ‪.‬‬
‫ﺩﺩﻱ ﻣﻌﻠﻮﻣﺎﺗﻮ ﭘﻪ ﻟﺮﻟﻮ ﺳﺮﻩ ‪‬ﻮﻭﻧﮑﯽ ﮐﻮﻻﻱ ﺷﻲ ﺩﺩﺭﺱ ﻭﺭﮐﻮﻟﻮ ﺩﻳﻮ ﻣﻨﺎﺳﺐ ﻣﻴﺘﻮﺩ ﭘﻪ‬
‫ﺧﻮ‪‬ﻮﻟﻮ ﮐﯥ ﺩﺧﭙﻞ ﺩﺭﮎ ﺍﻭ ﺍﺳﺘﻘﻼﻝ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪ ،‬ﺧﻮﺩﺍ ﺍﺳﺘﻘﻼﻝ ﺍﻭ ﺩﺭﮎ ﭘﻪ‬
‫ﺩﻱ ﻣﻌﻨﻲ ﻧﺪﯼ ﭼﯥ ﻫﺮ ‪‬ﻮﻭﻧﮑﻲ ﺑﻪ ﺑﯥ ﻟﻪ ﮐﻮﻡ ﻗﻴﺪ ﺍﻭ ﺷﺮﻁ ‪‬ﺨﻪ ﭼﯥ ﻭﻏﻮﺍ‪‬ﻱ‪ ،‬ﻭﮐ‪‬ﻱ‬
‫ﺑﻠﮑﻪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﻫﺪﻑ ﺩ ﭘﺮﻣﺦ ﺑﻴﻮﻟﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﭘﻪ ﻫﺮﻭﻣﺮﻭ ﺩ ﻣﻘﺮﺭﺍﺗﻮ ﺍﻭ‬
‫ﺗﻌﻬﺪﺍﺗﻮ ﺭﻋﺎﻳﺖ ﮐﻮﻱ‪.‬‬

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‫‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ‪:‬‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻣﻌﻨﻲ ﺩ ﻫﻐﯥ ﺩﻫﺮﯤ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﮐﻴ‪‬ﻱ‪ .‬ﻮﻭﻧﻪ ﺯﺩﻩ ﮐﻮﻟﻮ‪،‬‬
‫ﻳﺎﺩﻟﻮ ﺍﻭ ‪‬ﻮﺩﻟﻮ ﺗﻪ ﻭﺍﻳﻲ ﺍﻭ ﺭﻭﺯﻧﻪ ﺩﺳﺎﺗﻠﻮ‪ ،‬ﻟﻮﻳﻮﻟﻮ‪ ،‬ﭘﺎﻟﻠﻮ ﺍﻭ ‪‬ﺎﺭﻧﻮ ﭘﻪ ﻣﻌﻨﻲ ﺭﺍﻏﻠﯥ ﺩﻩ‬
‫ﭼﯥ ﭘﻪ ﻣﺠﻤﻮﻋﻪ ﮐﯥ ﺩﺩﻭﺍ‪‬ﻭ ﻟﻔﻈﻮﻧﻮ ﺍﺻﻄﻼﺣﻲ ﻣﻌﻨﻲ ﺩﺍﺳﯥ ﺭﺍﻏﻠﯥ ﺩﻩ ﭼﯥ ‪‬ﻮﻭﻧﻪ ﺍﻭ‬
‫ﺭﻭﺯﻧﻪ ﺩﻫ‪‬ﻮ ﺍﻭ ﮐﻮ‪‬ﻮﻧﻮ ﻫﻐﻪ ﻣﺠﻤﻮﻋﻪ ﺩﻩ ﭼﯥ ﺩﻫﻐﻲ ﭘﻪ ﻣﺮﺳﺘﻪ ﺩ ﻣﺎﺷﻮﻡ ﻭﺩﻩ ﺍﻭ‬
‫ﺗﮑﺎﻣﻞ ﺩﻣﻬﻤﻮ ﺍﻫﺪﺍﻓﻮ ﭘﺮﺧﻮﺍ ﺳﻢ ﺍﻭ ﺑﺮﺍﺑﺮﻳ‪‬ﻱ ﭘﻪ ﺑﻞ ﻋﺒﺎﺭﺕ‪:‬‬
‫ﺩ‪‬ﻮﻭﻧﻲ ﺍﻭ ﺭﻭﺯﻧﯥ ﮐﻠﻤﻪ ‪ Education‬ﻟﻪ ﻻﺗﻴﻨﯥ ﮐﻠﻤﯥ ‪‬ﺨﻪ ﺍﺧﺴﺘﻞ ﺷﻮﻳﺪﻩ‬
‫ﻳﻌﻨﯽ ‪ Education Educare‬ﻳﺎ ‪ .Educere‬ﺩ ‪ Education‬ﻳﺎ‪ Educare‬ﻣﻌﻨﺎ‬
‫ﺭﻭﺯﻝ‪ ،‬ﻣﻨ‪‬ﺘﻪ ﺭﺍﻭ‪‬ﻝ ﺍﻭ ﭘﺎﻟﻞ ﺩﻱ‪ .‬ﭘﻪ ﺩﺍﺳﯽ ﺣﺎﻝ ﮐﯥ ﭼﯥ ﺩ ‪ Educere‬ﻣﻌﻨﺎ ﻻﺭ‪‬ﻮﺩﻧﻪ‬
‫ﮐﻮﻝ ﺩﻱ‪ .‬ﺩﻟﻮﻣ‪‬ﻧ‪ ‬ﻣﻌﻨﺎ ‪‬ﺨﻪ ﻣﻄﻠﺐ ﺩﺍﺩﯼ ﭼﯥ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﻳﻮ ﺑﺎﻧﺪﻳﻨﻲ ﺷﯽ ﺩﻱ‬
‫ﭼﯥ ﻟﻪ ﺑﻬﺮ ‪‬ﺨﻪ ﺗﺤﻤﻴﻞ ﮐﻴ‪‬ﻱ ﻳﺎ ﻟﻪ ﺑﻬﺮ ‪‬ﺨﻪ ﺭﺍﻭ‪‬ﻝ ﮐﻴ‪‬ﻱ‪،‬ﺩﺩﻭﻫﻤﻲ ﻣﻌﻨﺎ ‪‬ﺨﻪ ﻣﻄﻠﺐ‬
‫ﺩﺍﺧﻠﻲ ﻭﺩﻩ )ﺭﺷﺪ( ﺩﻩ‪ .‬ﺩﺟﺎﻥ ﺩﻳﻮﯤ ﭘﻪ ﻧﻈﺮ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺩﮊﻭﻧﺪ ﻫﻐﻪ ﺑﻬﻴﺮﺩﯼ ﭼﯥ‬
‫ﺩﺗﺠﺮﺑﻮ ﻟﻪ ﭘﺮﻟﻪ ﭘﺴﯥ ﺟﻮ‪‬ﺖ ‪‬ﺨﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﯽ‪ .‬ﺩﺩﻩ ﭘﻪ ﻧﻈﺮ ‪‬ﻮﺩﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﭘﻪ ﻓﺮﺩ‬
‫ﮐﯥ ﺩ‪‬ﻮﻟﻮ ﻫﻐﻮ ﺍﺳﺘﻌﺪﺍﺩﻭﻧﻮ ﻭﺩﻩ ﺩﻩ ﭼﯥ ﺩﻫﻐﻲ ﭘﻪ ﻣﺮﺳﺘﻪ ﻭﮐﻮﻻﯼ ﺷﯽ ﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ‬
‫ﮐﻨﺘﺮﻭﻝ ﺍﻭ ﺧﭙﻞ ﻣﺴ‪‬ﻮﻟﻴﺘﻮﻧﻪ ﺗﺮ ﺳﺮﻩ ﮐ‪‬ﻱ‪ .‬ﺩﺩﯤ ‪‬ﺨﻪ ﻣﻄﻠﺐ ﺩﺍﺩﯼ ﭼﯥ ‪‬ﻴﻨﯽ ﻳﯥ ﻃﺒﻴﻌﻲ‬
‫ﺍﺳﺘﻌﺪﺍﺩﻭﻧﻪ ﻟﺮﻱ‪ ،‬ﺩﻏﻮ ﺍﺳﺘﻌﺪﺍﺩﻭﻧﻮ ﺗﻪ ﺩ‪‬ﻮﻟﻨﯥ ﺩﻏﻮ‪‬ﺘﻨﯥ ﺳﺮﻩ ﺳﻢ ﺑﺎﻳﺪ ﻭﺩﻩ ﻭﺭﮐ‪‬ﺷﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺳﺎﮐﻨﻪ ﭘﺪﻳﺪﻩ ﻧﺪﻩ ﺑﻠﮑﻪ ﺩﺍ ﻳﻮﻩ ﭘﺮﻟﻪ ﭘﺴﯥ ﺍﻭ ﺩﮊﻭﻧﺪ ﺗﺮ ﭘﺎﻳﻪ ﭘﻮﺭﯤ ﺩﻭﺍﻡ‬
‫ﻟﺮﻱ ﮊﻭﻧﺪ ﺗﻪ ﺩﺭﺍﺗﻠﻠﻮ ﺳﺮﻩ ﺳﻢ ﭘﻴﻞ ﮐﻴ‪‬ﻱ‪ .‬ﺍﻧﺴﺎﻥ ﺩﺑﻴﻼ ﺑﻴﻠﻮ ﺗﺠﺮﺑﻮ ﺗﺮﺍﻏﻴﺰﯤ ﻻﻧﺪﯼ‬
‫ﺭﺍ‪‬ﻲ ﻳﻮ ‪‬ﻭﻝ ﻳﺎ ﺑﻞ ‪‬ﻭﻝ ﺳﻠﻮﮎ ﺯﺩﻩ ﮐﻮﻱ‪.‬‬

‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻫﺪﻓﻮﻧﻪ‪:‬‬

‫‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﻳﻮ ﺩﺍﺳﯥ ﺗﻐﻴﺮ ﺍﻭ ﺗﺤﻮﻝ ﺩﻱ ﭼﯥ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﮐﯥ‬
‫ﺩ‪‬ﻮﻭﻧﮑﯽ ﺩ ﻻﺭ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻫﻠﻮ‪‬ﻠﻮ ﭘﻪ ﻭﺟﻪ ﺩﺩﻩ ﭘﻪ ﺟﺴﻤﻲ‪ ،‬ﺫﻫﻨﻲ ﺍﻭ‬
‫ﺍﺧﻼﻗﻲ ﻭﺩﻩ ﺍﻭ ‪‬ﻮﻟﻨﻴﺰﻭ ﮐ‪‬ﻭﻭ‪‬ﻭﮐﯥ ﺭﺍ‪‬ﻲ‪ .‬ﺩﺍﺗﻐﻴﺮ ﺍﻭ ﭘﺮﻣﺨﺘ‪ ‬ﺩﺩﻩ ﺩ‪‬ﺎﻧ‪‬ﻱ‪ ،‬ﻮﻟﻨﻴﺰﻭ‬

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‫ﭘﺮﻣﺨﺘ‪‬ﻮﻧﻮ ﺳﺒﺐ ﮐﻴ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﻪ ﻗﺪﺭﺕ ﻭﺭﮐﻮﻱ ﭼﯥ ﺧﭙﻠﯥ ﻓﺮﺩﻱ ﺍﻭ‬
‫‪‬ﻮﻟﻨﻴﺰﯤ ﺍ‪‬ﺗﻴﺎﻭﯤ ﻟﺮﯤ ﮐﻮﻱ‪.‬‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻟﻪ ﺩﻧﺪﻭ ‪‬ﺨﻪ ﻳﻮﻩ ﻫﻢ ﺩﺍﺩﻩ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ‪‬ﻮﻟﻨﻴﺰ ﺍﻭ‬
‫ﻓﺮﻫﻨ‪‬ﯽ ﺍﺭﺯ‪‬ﺘﻮﻧﻪ ﻭﺭﭘﻴﮋﻧﻲ‪ ،‬ﻫﻐﻪ ﺗﻨﻈﻴﻢ ﺍﻭ ﭘﻴﺎﻭ‪‬ﻱ ﮐ‪‬ﻱ ﺍﻭ ﭘﻪ ﭘﺎﻱ ﮐﯥ ﺩﻫﻐﻮﯼ ﺍﻧﺘﻘﺎﻝ‬
‫ﺭﺍﺗﻠﻮﻧﮑﻲ ﻧﺴﻞ ﺗﻪ ﻭﺭﭘﻪ ‪‬ﻮﺗﻪ ﮐﻮﻱ‪.‬‬
‫ﺩﺩﻱ ﻣﻌﻠﻮﻣﺎﺗﻮ ﭘﻪ ﺩﺭﻟﻮﺩﻟﻮ ﺳﺮﻩ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺍﻫﺪﺍﻑ ﺩﺍﺩﻱ‪:‬‬
‫– ﺩﻳﻮ ﺳﺎﻟﻢ ﻓﺮﺩ ﺭﻭﺯﻝ‪.‬‬
‫– ﺩ‪‬ﻮﻟﻨﯥ ﺩﻳﻮ ﻣﻄﻠﻮﺏ ﺍﻭ ‪‬ﺎﻳﺴﺘﻪ ﻏ‪‬ﻱ ﺭﻭﺯﻝ‪.‬‬
‫– ﺩﻳﻮ ﺩﺍﺳﯥ ﻏ‪‬ﯼ ﺭﻭﺯﻝ ﭼﯥ ﺩﭘﺎﻧ‪‬ﯥ ﭘﻪ ﻣﻨﺎﺳﺐ ﺍﺳﺘﻌﻤﺎﻝ ﻭﭘﻮﻫﻴ‪‬ﻱ ﻳﻌﻨﯽ ﻓﺮﺩ‬
‫ﺗﻪ ﺍﻗﺘﺼﺎﺩﻱ ﭘﻮﻫﻪ ﻭﺭﮐ‪‬ﻱ ﭼﯥ ﺍﻗﺘﺼﺎﺩ ﺗﻪ ‪‬ﻨ‪‬ﻪ ﭘﺮﺍﺧﺘﻴﺎ ﻭﺭﮐ‪‬ﻱ ﺍﻭ ﻭﮐﻮﻻﻱ‬
‫ﺷﻲ‪ ،‬ﺗﻮﻟﻴﺪﯼ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺍﺟﺮﺍ ﮐ‪‬ﻱ‪.‬‬
‫– ﺩﺑﺸﺮﭘﺎﻟﻨﯥ ﺩﺭﻭﺣﻴﯥ ﺳﺮﻩ ﺳﻢ ﺩﻓﺮﺩ ﺭﻭﺯﻝ ﻳﻌﻨﯥ ﺩﻧ‪‬ﻳﻮאﻝ ﺍﻭ ﺑﺸﺮﻏﻮ‪‬ﺘﻨﯥ‬
‫ﺩﺍﻫﺪﺍﻓﻮ ﺳﺮﻩ ﺳﻢ ﭘﻪ ﺳﻮﻟﻪ ﮐﯥ ﮊﻭﻧﺪ ﻭﮐ‪‬ﻱ ﺍﻭ ﺩﺑﺸﺮ ﺩ‪‬ﻴ‪‬ﻮ ﻟﻪ ﭘﺎﺭﻩ ﮐﺎﺭ‬
‫ﻭﮐ‪‬ﻱ‪.‬‬
‫– ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻣﻌﻨﻮﯼ ﻫﺪﻑ ﺩﺍﺩﻱ ﭼﯥ ﭘﻪ ﺳ‪‬ﻱ ﮐﯥ ﺩ ﺩﻧﺪﯤ ﭘﻴﮋﻧﺪﻧﯥ‬
‫ﺍﺣﺴﺎﺱ ﭘﻴﺪﺍ ﺍﻭ ﺗﻘﻮﻳﻪ ﺷﻲ‪ ،‬ﻮﻟﻨﻴﺰ ﺍﻭ ﻓﺮﺩﻱ ﻣﺴ‪‬ﻮﻟﻴﺘﻮﻧﻪ ﻗﺒﻮﻝ ﮐ‪‬ﻱ‪ ،‬ﺩﺗﻌﺼﺐ‬
‫‪‬ﺨﻪ ‪‬ﺎﻥ ﻭﺳﺎﺗﻲ‪ ،‬ﺩﻧﻮﺭﻭ ﺣﻘﻮﻗﻮﺗﻪ ﺍﺣﺘﺮﺍﻡ ﻭﮐ‪‬ﻱ ﺍﻭ ﻗﺎﻧﻮﻥ ﺗﻪ ﻏﺎ‪‬ﻩ ﮐﻴ‪‬ﺩﻱ‪.‬‬

‫ﺩﻫﻴﻮﺍﺩ ﺍﺻﻴﻞ ﻓﺮﻫﻨ‪ ‬ﺗﻪ ﭘﺎﻡ ﺳﺎﺗﻞ‪:‬‬

‫‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﻓﺮﺩ ﻭﺭﻭﺯﻱ ﭼﯥ ﺩ ﺧﭙﻞ ﻫﻴﻮﺍﺩ ﻣﻠﯽ ﻓﺮﻫﻨ‪ ‬ﺍﻭ‬
‫ﻟﺮﻏﻮﻧﻮ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﺗﻪ ﭘﺎﻡ ﻭﮐ‪‬ﻱ ﺍﻭ ﺩﻫﻐﯥ ﭘﻪ ﺳﺎﺗﻨﻪ ﮐﯥ ﮐﻮ‪ ‬ﻭﮐ‪‬ﻱ‪.‬‬
‫– ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺑﻞ ﻫﺪﻑ ﺩﺍﺩﯼ ﭼﯥ ﻳﻮ ﺟﻮ‪‬ﻭﻧﮑﯽ‪ ،‬ﻣﺒﺘﮑﺮ ﺍﻭ ﺳﺎﺯﻣﺎﻥ‬
‫ﻭﺭﮐﻮﻭﻧﮑﯽ ﺍﻧﺴﺎﻥ ‪‬ﻮﻟﻨﯥ ﺗﻪ ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﻱ ﺍﻭ ﭘﻪ ﻫﻐﻪ ﮐﯥ ﺩﻫﻤﮑﺎﺭ‪ ،‬ﻣﺘﻘﺎﺑﻠﯥ‬
‫ﻫﻤﺪﺭﺩ‪ ‬ﺍﻭ ﻣﺸﺘﺮﮎ ﮊﻭﻧﺪ ﺭﻭﺣﻴﻪ ﭘﻴﺪﺍ ﮐ‪‬ﻱ‪.‬‬

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‫ﺩﻣﺨﻪ ﻣﻮﺩ ﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺗﻌﺮﻳﻒ ﮐ‪‬ﻝ ﺍﻭ ﺩﮐﻮﻡ ﻭﺧﺖ ﭼﯥ ﺑﺸﺮ ﺩ‪‬ﻮﺩﻟﻮ ﺍﻭ‬
‫ﺗﻌﻠﻴﻢ ﻣﺴﺎﻳﻞ ﭘﻴﻞ ﮐ‪‬ﻝ ﻧﻮ ﺩﻣﻴﺘﻮﺩ ﺍﺻﻮﻝ ‪‬ﺨﻪ ﻳﯥ ﮐﺎﺭ ﺍﺧﺴﺘﯽ ﺩﯼ ﻳﻌﻨﯽ ﭘﺨﻮﺍﻫﻢ‬
‫ﺩﺗﺪﺭﻳﺲ ﻟﻪ ﭘﺎﺭﻩ ﻗﻮﺍﻧﻴﻦ ﻭﺿﻊ ﺷﻮﻱ ﺍﻭ ﻣﻮﺟﻮﺩ ﻭﺅ ﺩﺿﺮﻭﺭﺕ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻳﯥ ﻭﺭ‪‬ﺨﻪ‬
‫ﮐﺎﺭ ﻭﺍﺧﺴﺖ‪ .‬ﺍﻭﺱ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩ‪‬ﻴﻨﻮ ﭘﻮﻫﺎﻧﻮ ﻫﻐﻪ ﻧﻈﺮﻳﺎﺕ ﭘﻪ ﻟﻨ‪ ‬ﻭﻝ ﻭ‪‬ﺍﻧﺪﯤ‬
‫ﮐﻮﻭ ﭼﯥ ﺩ‪‬ﻪ ﺗﺪﺭﻳﺲ ﭘﻪ ﻏﺮﺽ ﻳﯥ ﭘﻪ ﺧﭙﻞ ﻭﺧﺖ ﮐﯽ ﻣﻄﺮﺡ ﮐ‪‬ﻳﺪﻱ‪.‬‬

‫‪ .1‬ﺯﺭﺩﺷﺖ )‪ 1000_600‬ﻕ ﻡ(‪:‬‬

‫ﺍﺭﻳﺎﻧﺎ ﺍﻭ ﺩﺩﻭﻱ ﻣﻴﺘﻮﺩ‪:‬‬
‫ﺍﺭﻳﺎﻧﺎ ﻭﻳﺠﻪ ﺩﺍﺭﻳﺎﻳﺎﻧﻮ ﺍﺻﻠﻲ ‪‬ﺎ‪‬ﻮﺑﯽ ﺩﯼ ﺩﻭﯤ ﺩﻣﻴﻼﺩ ‪‬ﺨﻪ ﭘﺨﻮﺍ ﺩ ﭘﻨ‪‬ﻪ ﺯﺭﻩ‬
‫ﮐﻠﻮﻧﻮ ﭘﻪ ﺷﺎﻭﺧﻮﺍ ﮐﯥ ﺩﺍﺭﻳﺎﻧﺎ ﻭﻳﺠﻪ ‪‬ﺨﻪ ﺑﺎﺧﺘﺮ ﺗﻪ ﻣﻬﺎﺟﺮﺕ ﻭﮐ‪ ‬ﺍﻭ ﻫﻠﺘﻪ ﻳﯥ ﮊﻭﻧﺪ ﭘﻴﻞ‬
‫ﮐ‪ ‬ﺑﻴﺎ ﺩﻧﻔﻮﺳﻮ ﺩﺯﻳﺎﺗﻮﺍﻟﻲ ﻟﻪ ﻣﺨﯽ ﺩﻫﻨﺪﻭﮐﺶ ﺷﻤﺎﻝ ﺍﻭ ﺟﻨﻮﺏ ﺗﻪ ﻭﺧﻮ‪‬ﻴﺪﻝ‪ .‬ﺑﻠﺦ‬
‫ﺩﺍﺭﻳﺎﻳﺎﻧﻮ ﺩﻫﻨﺪﻭ ﺍﺭﻭﭘﺎﻳﻲ ‪‬ﺎﻧ‪‬ﻲ ﺩﻟﺮﻏﻮﻧﻲ ﻣﺪﻧﻴﺖ ﺩﻣﺮﮐﺰ ﭘﻪ ﺣﻴﺚ ﭘﻴﮋﻧﺪﻝ ﺷﻮﯼ ﺩﯼ‪.‬‬
‫ﺍﻭ ﻟﻴﺴﺘﺎﻳﻲ ﻣﺪﻳﻨﺘﻮﻧﻮ ﻟﻪ ﻫﻤﺪﯤ ﺧﺎﻭﺭﯤ ‪‬ﺨﻪ ﺳﺮ ﺭﺍﭘﻮﺭﺗﻪ ﮐ‪‬ﻳﺪﻱ ﭼﯥ ﺩﺍﺭﻳﺎﻳﺎﻧﻮ‬
‫ﺩﻣﻬﺎﺟﺮﺗﻮﻧﻮ ﺳﺮﻩ ﻳﻮ‪‬ﺎﻱ ﭘﻪ ﻫﻨﺪ ﺍﻭ ﻓﺎﺭﺱ ﮐﯥ ﻣﻨﺘﺸﺮ ﺷﻮﻳﺪﻱ‪.‬‬
‫ﭘﻪ ﺍﺭﻳﺎﻳﺎﻧﻮ ﮐﯥ ﻧﺮ ﺍﻭ ‪‬ﻪ‪ ،‬ﻫﻠﮏ ﺍﻭ ﺍﻧﺠﻠ‪ ‬ﻳﻮﺑﺮﺍﺑﺮ ﻭﺅ‪ .‬ﭘﻠﺮﻭﻧﻮ ﺑﻪ ﺯﺍﻣﻦ ﺍﻭ‬
‫ﻣﻴﻨﺪﻭ ﺑﻪ ﺧﭙﻠﻲ ﻟﻮ‪‬ﯥ ﺭﻭﺯﻟﯥ ﭼﯥ ﺩﺍﻳﻮﻩ ﻣﺬﻫﺒﻲ ﻭﺟﻴﺒﻪ ﻭﻩ‪ .‬ﺍﺭﻳﺎﻳﺎﻥ ‪‬ﻳﺮ ﺟﻨ‪‬ﻴﺎﻟﻲ ﻭﺅ ‪‬ﮑﻪ‬
‫ﺑﻪ ﺩﺟ‪‬ﯤ ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻮﻟﻮ ﻗﺒﻴﻠﻮ ‪‬ﻭﻥ ﮐﻮﺅ ﺍﻟﺒﺘﻪ ﺩﻣﺎﺷﻮﻡ ﺗﻮﺏ ﭘﻪ ﺩﻭﺭﻩ ﮐﯥ ﺑﻪ‬
‫ﺩﺍﺭﻭﺣﻴﻪ ﺩﻭﯤ ﺗﻪ ﻭﺭﮐﻮﻝ ﮐﻴﺪﻟﻪ‪.‬‬
‫ﺩﻣﻴﻼﺩ ‪‬ﺨﻪ ﺷﭙ‪‬ﭘﻴ‪ ‬ﭘﺨﻮﺍ ﺩﻭﻳﺴﺖ ﺍﺳﭙﻪ ﻳﺎ ﮐﺴﺘﺎﺳﭙﻪ )ﺩﺑﺎﺧﺘﺮ ﺑﺎﺩﺷﺎﻩ( ﭘﻪ‬
‫ﻭﺧﺖ ﮐﯥ ﭘﻪ ﻟﺮﻏﻮﻧﯽ ﺑﻠﺦ ﮐﯥ ﻳﻮﺩﺍﺳﯥ ﺳ‪‬ﯼ ﭘﻴﺪﺍﺷﻮ ﭼﯥ ﭘﻪ ﺣﮑﻤﺖ ﮐﯥ ‪‬ﻳﺮ ﻣﻌﺮﻭﻑ‬
‫ﻭﺅ ﺩﺍ ﺷﺨﺺ ﺯﺭﺩﺷﺖ ﻧﻮﻣﻴﺪﻩ‪ .‬ﺑﻠﺨﻲ ﺣﮑﻴﻢ ﻟﻮﻣ‪‬ﯼ ﺩﺧﻠﮑﻮ ﮊﻭﻧﺪ ﺗﻪ ﻣﺘﻮﺟﻪ ﺷﻮ‪ ،‬ﻫ‪‬ﻪ‬
‫ﻳﯥ ﻭﮐ‪‬ﻩ ﭼﯥ ﺩﺍ ﮊﻭﻧﺪ ﺩﺍ‪‬ﺗﻴﺎﻭ ﺳﺮﻩ ﺍ‪‬ﻳﮑﯥ ﻭﻟﺮﻱ‪ .‬ﺩﺯﺭﺩﺷﺖ ﭘﻪ ﻋﻘﻴﺪﻩ ﭘﻪ ﺟﻬﺎﻥ ﮐﯥ‬
‫ﺩﻭﯼ ﻗﻮﯼ ﺩﻱ‪ .‬ﻳﻮ ‪‬ﻭﻝ ﻗﻮﻩ ﭘﺎﮐﯥ ﺍﺭﻭﺍ ‪‬ﺎﻧﯥ ﺍﻭ ﺑﻞ ‪‬ﻭﻝ ﭘﻠﻴﺘﯥ ﺍﺭﻭﺍ‪‬ﺎﻧﯥ ﺩﻱ‪ .‬ﭼﯥ‬
‫ﺩﭘﺎﮐﻮ ﺍﺭﻭﺍ‪‬ﺎﻧﻮ ﭘﻪ ﺍﻫﻮﺭﺍ ﻣﺰﺩﺍ ﻭﻻ‪ ‬ﻭﺅ‪ .‬ﺯﺭﺩﺷﺖ ﺍﻫﻮﺭﺍ ﻣﺰﺩﺍ )ﺩﭘﻮﻫﯥ ﺍﻭﻋﻘﻞ ﺧﺪﺍﯼ(‬

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‫ﺩﺧﭙﻞ ﻣﻌﺒﻮﺩ ﭘﻪ ﺣﻴﺚ ﭘﻴﮋﻧﯽ ﭼﯥ ﻣﺬﻫﺒﻲ ﻧﻈﺮﻳﺎﺕ ﻳﯥ ﺩﺍﺳﺘﺎﺩ ﭘﻪ ﮐﺘﺎﺏ ﮐﯽ ﺭﺍ‪‬ﻮﻝ‬

‫ﺷﻮﻳﺪﻱ‪ .‬ﺩﺯﺭﺩﺷﺘﻲ ﻣﺴﻠﮏ‪ ،‬ﺧﻠﮏ ﻧﻴﮏ ﮐﺎﺭﺗﻪ ﻫ‪‬ﻮﻱ ﭘﻪ ﮐﺎﺭ ﺍﻭ ﺍﺭﺍﺩﻩ ﮐﯥ ﺁﺯﺍﺩﻱ‪،‬‬
‫ﺭﻳ‪‬ﺘﻴﺎ ﺍﻭ ﺳﻢ ﮐﺎﺭ ﮐﻮﻝ ﺩﺯﺭﺩﺷﺘﻲ ﻣﺴﻠﮏ ﻣﻬﻢ ﺍﺳﺎﺳﺎﺕ ﺩﻱ‪ .‬ﺩﺩﻩ ﺍﺧﻼﻗﻲ ﭘﺮﻧﺴﻴﭗ ﭘﻪ‬
‫ﺩﯤ ﻗﺎﻋﺪﻩ ﻭﻻ‪‬ﻭﺅ ﭼﯥ ﻳﻮﺍﺯﯤ ﻫﻐﻪ ‪‬ﻮﮎ ‪‬ﻪ ﺩﻱ ‪‬ﻪ ﭼﯥ ﺩ‪‬ﺎﻥ ﻟﭙﺎﺭﻩ ﻧﻪ ﺧﻮ‪‬ﻮﻱ‬
‫ﺩﻧﻮﺭﻭ ﻟﻪ ﭘﺎﺭﻩ ﻳﯥ ﻫﻢ ﻧﻪ ﺧﻮ‪‬ﻮﻱ‪ .‬ﺩﺩﯤ ﻧﻈﺮﻳﺎﺗﻮ ﻟﻪ ﻣﺨﻲ ﺍﻧﺴﺎﻥ ﺩﺭﯤ ﻣﻬﻤﯥ ﺩﻧﺪﯼ‬
‫ﻟﺮﻱ‪.‬‬
‫– ﻳﻮﻩ ﺩﻧﺪﻩ ﺩﺍﺩﻩ ﭼﯥ ﺳ‪‬ﯼ ﺧﭙﻞ ﺩ‪‬ﻤﻦ ﺩﻭﺳﺖ ﮐ‪‬ﻱ‪.‬‬
‫– ﺑﻠﻪ ﺩﻧﺪﻩ ﺩﺍﺩﻩ ﭼﯥ ﻧﺎﭘﻮﻫﻪ ﻭﭘﻮﻫﻮﻱ‪.‬‬
‫– ﺩﺭﻳﻤﻪ ﺩﻧﺪﻩ ﺩﺍﺩﻩ ﭼﯥ ﺩﭘﻠﻴﺖ ﺳ‪‬ﻱ ‪‬ﺨﻪ ﭘﺎﮎ ﺳ‪‬ﯼ ﺟﻮ‪ ‬ﮐ‪‬ﻱ‪.‬‬
‫ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﻭﺍﻳﻲ ﭼﯥ ﺗﻘﻮﺍ ‪‬ﻳﺮ ﻟﻮﻱ ﻓﻀﻠﻴﺖ ﺩﯼ ﭘﻪ ‪‬ﻔﺘﺎﺭ ﺍﻭ ﮐﺮﺩﺍﺭ ﮐﯥ ﺳﻤﻮﺍﻟﯽ ﺩ‬
‫ﺍﻭﺳﺘﺎﺩ ﻫﺪﺍﻳﺎﺗﻮ ‪‬ﺨﻪ ﺩﻱ‪.‬‬
‫ﺩﺩﯼ ﻟﭙﺎﺭﻩ ﭼﯥ ﺑﺮﻳﺎﻟﻴﺘﻮﺏ ﻣﻮﭘﻪ ﺑﺮﺧﻪ ﺷﻲ ﺩﺯﺭﺩﺷﺖ ﭘﻪ ﻧﻈﺮ‪ ،‬ﺍﻧﺴﺎﻥ ﺑﺎﻳﺪ ﭘﻪ ‪‬ﻮ ﺻﻔﺎﺗﻮ‬
‫ﺍﻭ ﻓﻀﺎﻳﻠﻮ ﺳﻨﺒﺎﻝ ﺷﻲ ﻟﮑﻪ ﺭﻳ‪‬ﺘﻴﺎ ﻭﻳﻞ‪ ،‬ﻋﺪﺍﻟﺖ ﮐﻮﻝ‪ ،‬ﺎﻥ ﺳﺎﺗﻨﻪ‪ ،‬ﺯ‪‬ﻭﺭﺗﻴﺎ ﺍﻭﺣﻖ‬
‫ﭘﻴﮋﻧﺪﻧﻪ‪ .‬ﺍﻭ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻫﺪﻑ ﺩﺍﺩﯼ ﭼﯥ ﺩ‪‬ﻮﺻﻔﺎﺗﻮ ﺳﺮﺑﻴﺮﻩ ﺩﯤ ‪‬ﻮﺍﻧﺎﻧﻮﺗﻪ‬
‫ﺩﻧﻴﮏ ‪‬ﻔﺘﺎﺭ‪ ،‬ﻧﻴﮏ ﮐﺮﺩﺍﺭ ﺍﻭ ‪‬ﻪ ﻧﻴﺖ ﻋﺎﺩﺕ ﻭﺭﮐﻮﻱ‪ .‬ﺩﺯﺭﺩﺷﺖ ﺷﻌﺎﺭ ﻧﻴﮏ ‪‬ﻔﺘﺎﺭ‪،‬‬
‫ﻧﻴﮏ ﭘﻨﺪﺍﺭ ﺍﻭ ﻧﻴﮏ ﮐﺮﺩﺍﺭ ﻭﻭ‪.‬‬
‫ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩ ﭘﻪ ﻫﮑﻠﻪ ﺩﻫﻐﻪ ‪‬ﻪ ‪‬ﺨﻪ ﭘﻮﻫﻴﺪﻻﯼ ﺷﻮ ﭼﯥ ﺩﺯﺭﺩﺷﺖ ﺩﻭﺧﺖ‬
‫ﭘﻪ ﻣﺪﺭﺳﻮ ﮐﯥ ﺗﺪﺭﻳﺲ ﮐﻴﺪﻝ ﻫﻤﺎﻏﺴﯥ ﭼﯥ ﭘﻪ ﻣﺪﺭﺳﻮﮐﯥ ﻟﻴﮑﻞ ﺍﻭ ﻟﻮﺳﺘﻞ ﺯﺩﻩ ﮐﻴ‪‬ﻱ‬
‫ﺩﺯﺭﺩﺷﺘﺎﻧﻮ ﭘﻪ ﻣﺪﺭﺳﻮ ﮐﯥ ﭘﻪ ﺭﻳ‪‬ﺘﻴﺎ ﻭﻳﻞ‪ ،‬ﺍﻭ ‪‬ﻪ ﮐﺎﺭ ﮐﻮﻟﻮ ﺑﻪ ﻣﺸﻖ ﺍﻭ ﺯﺩﻩ ﮐﻴﺪﻝ‪ .‬ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮﺑﻪ ﺗﺮ ‪ 16‬ﺍﻭ ‪ 17‬ﮐﻠﻨ‪ ‬ﭘﻮﺭﯤ ﺭﻳ‪‬ﺘﻴﺎﻭﻳﻞ‪ ،‬ﭘﻪ ﺳﻤﻪ ﻻﺭ ﺗﻠﻞ‪ ،‬ﻓﺮﻣﺎﻧﺒﺮﺩﺍﺭﻱ ﮐﻮﻝ‪،‬‬
‫ﭘﻪ ﺧﻮﺭﺍﮎ ﺍﻭ ﻭﻇﻴﻔﻪ ﮐﯥ ﺍﻋﺘﺪאﻝ‪ ،‬ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﻣﺸﻖ ﮐﻮﻝ ﺍﻭﺑﻴﺎ ﭘﻪ ﮊﻭﻧﺪ ﮐﯥ‬
‫ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﺩﻱ ﻭﺭﻭﺳﺘﻪ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﺩﻭﻫﻢ ﭘ‪‬ﺍﻭ ﭘﻴﻞ ﮐﻴﺪﻩ ﭼﯥ ﻫﻐﻪ ﺩﺁﺱ‬
‫ﺳﭙﺮﻟﻲ‪ ،‬ﻏﺸﻲ ﻭﻳﺸﺘﻞ‪ ،‬ﻧﻴﺰﻩ ﻭﻫﻞ ‪‬ﮑﺎﺭ ﮐﻮﻝ ﺍﻭ ﭘﻪ ﻋﻤﻠﻲ ﺗﻮﮔﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﻮﻝ ﻭﻩ‪ ،‬ﺩﺍ‬

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‫ﺩﻭﺍ‪‬ﻩ ﻧ‪‬ﺩﯤ ﻟﺲ ﮐﺎﻟﻪ ﻭﺅ‪ .‬ﺩﻭﯤ ﺑﻪ ﻭﻳﻞ ﭼﯥ ﺍﻭﺭﻳﺪﻝ ﻫﻴﺮﻭﻝ‪ ،‬ﻟﻴﺪﻝ ﻳﺎﺩﻭﻝ ﺍﻭ ﮐﻮﻝ ﺯﺩﻩ‬
‫ﮐﻮﻝ ﺩﻱ‪.‬‬
‫ﺑﺮﺳﻴﺮﻩ ﭘﺮﺩﻱ ﭼﯥ ﺩﻣﺎﺷﻮﻣﺎﻧﻮ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺩﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺍﻭ ﺩﮐﻮﺭﻧ‪ ‬ﺩﻏ‪‬ﻭ‬
‫ﺩﻧﺪﻩ ﻭﻩ ﭼﯥ ﻋﻤﻮﻣﹰﺎ ﺑﻪ ﺍﺗﺸﮑﺪﻭ)ﺍﻭﺭﭘﺮﺳﺘ‪ (‬ﺍﻭ ﺩﺭﺑﺎﺭﻱ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﮐﯥ ﺗﺮﺳﺮﻩ ﮐﻴﺪﻩ‪.‬‬
‫ﻣﺎﺷﻮﻣﺎﻥ ﺑﻪ ﻳﯥ ﭘﻪ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﮐﯥ ﺷﺎﻣﻠﻮﻝ ﮐﻠﻪ ﭼﯥ ﺑﻪ ﻫﻠﮏ ‪ 7‬ﮐﻠﻦ ﺷﻮ ﻧﻮ ﻫﻐﻪ ﺑﻪ ﻳﯥ‬
‫ﻫﺮﻭﻣﺮﻭ ﭘﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ﮐﯥ ﺩﺍﺧﻠﻮﻟﻮ‪ .‬ﺩﺯﺩﻩ ﮐ‪‬ﯼ ﻟﻮﻣ‪ ‬ﺩﻭﺭﻩ ‪ 8‬ﮐﺎﻟﻪ ﻭﻩ‪ .‬ﭘﻪ ﺩﯤ ﺩﻭﺭﻩ‬
‫ﮐﯥ ﭘﻪ ﺗﺎﺭﻳﺨﻲ ﻗﻴﺼﻲ ﺩﺍﻓﺴﺎﻧﻮ ﺳﺮﻩ ‪‬ﻭﻟﯥ‪ ،‬ﺩﻓﺮﺷﺘﻮ ﮐﺎﺭﻭﻧﻪ‪ ،‬ﺩﻧﻴﮑﻪ ‪‬ﺎﻧﻮ ﻣﻴ‪‬ﺍﻧﯥ ﺑﻪ‬
‫ﺩﻗﻴﺼﻮ ﭘﻪ ‪‬ﻭﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﻳﻠﯥ ﺗﺮ‪‬ﻮ ﭘﻪ ﻫﻐﻮﯼ ﮐﯥ ﺩﻣﻴ‪‬ﺍﻧﯥ ﺣﺲ ﭘﻴﺪﺍ ﺍﻭ ﻋﺒﺮﺕ‬
‫ﻭﺭ‪‬ﺨﻪ ﻭﺍﺧﻠﻲ ﺩﻣﺎﻟﺪﺍﺭ‪ ‬ﺍﻭ ﮐﺮﻧ‪ ‬ﻋﻠﻢ ﭘﻪ ﻋﻤﻠﻲ ﺗﻮ‪‬ﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺭ‪‬ﻮﺩﻝ‬
‫ﮐﻴﺪﻩ‪.‬‬

‫‪ .2‬ﺑﻠﺨﻲ ﺍﺑﻦ ﺳﻴﻨﺎ‪:‬‬

‫ﺍﺑﻦ ﺳﻴﻨﺎ ﺯﻣﻮ‪ ‬ﺩﻫﻴﻮﺍﺩ ﻳﻮﻟﻮﻱ ﻧﺎﺑﻐﻪ‪ ،‬ﺳﺘﺮ ﻓﻴﻠﺴﻮﻑ‪ ،‬ﻣﺸﻬﻮﺭ ﻃﺒﻴﺐ ﺍﻭ‬
‫ﭘﻴﺪﺍ‪‬ﻮ‪ ‬ﺩﻱ ﭼﯥ ﭘﻪ ‪ 370‬ﻫـ ﺵ ﮐﺎﻝ ﮐﯥ ﺯﻳ‪‬ﻳﺪﻟﯽ ﺍﻭ ﭘﻪ ‪ 428‬ﻫـ ﮐﯥ ﻭﻓﺎﺕ‬
‫ﺷﻮﻳﺪﻱ‪ .‬ﺩﺍ ﻟﻮﻣ‪‬ﻧ‪ ‬ﺳ‪‬ﯼ ﺩﻱ ﭼﯥ ﺩﺍﺳﻼﻡ ﺩﺭﺍﺗﻠﻠﻮ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ‬
‫ﺑﺎﺏ ﻳﯥ ﻧﻈﺮﻳﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻳﺪﻱ‪ .‬ﺩﺍ ﻟﻮﻣ‪‬ﻧﯽ ﭘﻴﺪﺍ‪‬ﻮ‪ ‬ﺩﻱ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ‬
‫ﺩﻫﺪﻑ‪ ،‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺍﻭ ﺯﺩﻩ ﮐ‪‬ﯤ ﻣﻴﺘﻮﺩ‪ ،‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﺗﺸﮑﻴﻼﺗﻮ ﺍﻭ‬
‫ﺳﺎﺯﻣﺎﻥ ﻭﺭﮐﻮﻟﻮ‪ ،‬ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺍﻭ ﺩﺭﺳﯽ ﻣﻮﺍﺩ ﭘﻪ ﺑﺎﺏ ﻳﯥ ﻣﻬﻢ ﻧﻈﺮﻳﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ‬
‫ﮐ‪‬ﻳﺪﻱ‪.‬‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﻫﺪﻑ ﭘﻪ ﻫﮑﻠﻪ ﺩﯼ ﻭﺍﻳﻲ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻫﺪﻑ‬
‫ﭘﻨ‪‬ﻪ ﺷﻴﺎﻥ ﺩﻱ‪:‬‬
‫ﺍﻳﻤﺎﻥ‪ ،‬ﻧﻴﮏ ﺍﺧﻼﻕ‪ ،‬ﺭﻭﻏﺘﻴﺎ‪،‬ﺳﻮﺍﺩ‪ ،‬ﻫﻨﺮﺍﻭ ﭘﻴﺸﻪ‪.‬‬
‫ﺩﺗﺪﺭﻳﺲ ﺩ ﻣﻴﺘﻮﺩ ﭘﻪ ﻫﮑﻠﻪ ﻭﺍﻳﻲ ﭼﯥ ﻣﺎﺷﻮﻡ ﻟﻪ ﺑﺪﻭ ﮐﺎﺭﻭ ‪‬ﺨﻪ ﻟﺮﯤ ﺍﻭ ﺩ‪‬ﻮ‬
‫ﺩﻭﺳﺘﺎﻧﻮ ﺳﺮﻩ ﻳﻮ‪‬ﺎﻱ ﮐ‪‬ﻱ‪ ،‬ﮐﻠﻪ ﻳﯥ ﺗﺸﻮﻳﻖ ﺍﻭ ﮐﻠﻪ ﻳﯥ ﺗﻬﺪﻳﺪ ﮐ‪‬ﻱ‪ .‬ﮐﻪ ﭼﻴﺮﻱ ﻭﻳﺮﻭﻝ‬

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‫ﻧﺘﻴﺠﻪ ﻭﺭﻧﮑ‪‬ﻱ ﻧﻮ ﺑﺎﻳﺪ ﺩﺗﻨﺒﻴﻪ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻞ ﺷﻲ‪ .‬ﺩﻣﺎﺷﻮﻡ ﺳﺮﻩ ﺩ‪‬ﻮﻭﻧﯥ ﭘﻪ ﻭﺧﺖ‬
‫ﮐﯥ ﭘﻪ ﻣﻌﺘﺪﻝ ‪‬ﻭﻝ ﺭﻓﺘﺎﺭ ﻭﺷﻲ‪ .‬ﺩﺍﺳﯽ ﻭﺿﻊ ﺍﺧﺘﻴﺎﺭ ﻧﺸﻲ ﭼﯥ ﻣﺎﺷﻮﻡ ﻭﻭﻳﺮﻳ‪‬ﻱ‪.‬‬
‫ﺩﭘﻮ‪‬ﺘﻨﻲ ﮐﻮﻟﻮ ﺍﻭ ﺗﻮﺿﻴﺤﺎﺗﻮ ﻭﺭﮐﻮﻟﻮ ﺟﺮﺍٴﺕ ﻭﻧﻠﺮﻱ ﺍﻭ ﻧﻪ ﺩﻭﻣﺮﻩ ﻣﻼﻳﻤﺖ ﻭﺭﻭ‪‬ﻮﺩﻝ‬
‫ﺷﻲ ﭼﯥ ﻣﺎﺷﻮﻡ ﺯ‪‬ﻭﺭ ﺷﻲ ﺍﻭ ﺯﻣﻮ‪ ‬ﺧﺒﺮﻭﺗﻪ ﭘﺎﻡ ﻭﻧﮑ‪‬ﻱ ﺍﻭ ﻳﺎ ﺍﺭﺯ‪‬ﺖ ﻭﺭﻧﮑ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﻣﺎﺷﻮﻡ ﻭﭘﻴﮋﻧﻲ ﺩﻫﻐﻪ ﻃﺒﻊ ﻭﺳﻨﺠﻮﻱ ﺍﻭ ﻓﮑﺮ ﺩﯤ ﻭﺍﺯﻣﺎﯾﯥ ﺗﺮ‪‬ﻮﻭﮐﻮﻻﻱ‬
‫ﺷﻲ ﭘﻪ ﺧﭙﻞ ﻭﺧﺖ ﺍﻭ ‪‬ﺎﻱ ﮐﯥ ﻫﻐﻪ ﻫﻨﺮ ﺍﻭ ﻣﺴﻠﮏ ﺗﻪ ﻭﻫ‪‬ﻮﻱ ﭼﯥ ﺩﺩﻩ ﺩﺍﺳﺘﻌﺪﺍﺩ‬
‫ﺫﮐﺎﻭﺕ ﺳﺮﻩ ﻣﻨﺎﺳﺐ ﻭﻱ ﺍﻭ ﭘﻪ ﺭﺍﺗﻠﻮﻧﮑﻲ ﮐﯥ ﺩﺩﻏﻪ ﻫﻨﺮ ﺍﻭ ﻣﺴﻠﮏ ‪‬ﺨﻪ ‪‬ﻪ ﻭﺍﺧﻠﻲ‬
‫ﺩﯤ ﻭﺍﻳﻲ ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﻳﻮ ﻣﺎﺷﻮﻡ ﻳﯥ ﭘﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ﮐﯥ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐ‪‬ﻱ‪ ،‬ﻗﺮﺍﻥ ﮐﺮﻳﻢ‪،‬‬
‫ﺷﺮﻋﻴﺎﺕ‪ ،‬ﮊﺑﻪ ﺍﻭ ﻫﻐﻪ ﺍﺷﻌﺎﺭ ﭼﯥ ﺩﺍﺧﻼﻗﻮ ﺍﻭ ﺷﺮﻳﻌﺖ ﺩ ﺍﺩﺍﺑﻮ ﻣﺘﻀﻤﻦ ﻭﻱ‪ ،‬ﻭﺭﺯﺵ‪ ،‬ﻫﻨﺮ‬
‫ﺍﻭ ﻣﺴﻠﮏ‪ ،‬ﭘﻪ ﺩﻏﻪ ﻭﺧﺖ ﮐﯥ ﻣﺎﺷﻮﻣﺎﻧﻮﺩ ﻭﺭﺯﺵ ‪‬ﻭﻟﻮﻧﻪ ﺩﺍﻭﺅ‪ :‬ﻗﺪﻡ ﻭﻫﻞ‪ ،‬ﺗﻮﭖ ﺑﺎﺯﻱ‪،‬‬
‫ﺩﺭﺳﻲ ﻟﻮﺑﯥ‪ ،‬ﺗﻴ‪‬ﺘﻪ‪ ،‬ﻏﻴ‪‬ﯤ ﻧﻴﻮﻝ‪ ،‬ﺩﺁﺱ ﺳﭙﺮﻟ‪ ،‬ﺗﻮﺭﯤ ﻭﻫﻞ ﺍﻭ ﻧﻮﺭ‪.‬‬

‫‪ .3‬ﺍﻓﻼﻃﻮﻥ‪:‬‬
‫ﻳﻮﻧﺎﻧﻴﺎﻥ ﻫﻐﻪ ‪‬ﻮﮎ ﻭﺅ ﭼﯥ ﺩﻣﺎﺷﻮﻣﺎﻧﻮ ﺍﻭ ‪‬ﻮﺍﻧﺎﻧﻮ ﺭﻭﺯﻧﯥ ﺗﻪ ﻳﯥ ﺯﻳﺎﺗﻪ ﺗﻮﺟﻪ‬
‫ﮐ‪‬ﯼ ﻭﻩ ﻧﻮ ‪‬ﮑﻪ ﺩﻣﺪﺭﺳﻮ ﭘﻪ ﺟﻮ‪‬ﻭﻟﻮ ﮐﯥ ﺩﻧﻮﺭﻭ ﭘﻪ ﭘﺮﺗﻠﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩﻱ‪ .‬ﺩﻭﯼ ﭘﻪ ﺩﯤ‬
‫ﻣﺪﺭﺳﻮ ﮐﯥ ﺩﺗﺪﺭﻳﺲ ﻟﻪ ﭘﺎﺭﻩ ﺩﺧﺎﺻﻮ ﻣﻴﺘﻮﺩﻭﻧﻮ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻴﺴﺖ‪ .‬ﺩﻭﯤ ﺑﻪ ﻟﻮﻣ‪‬ﻱ‬
‫ﺍﻟﻔﺒﺎ‪ ،‬ﻭﺭﻭﺳﺘﻪ ﻫﻴﺠﺎ ﺍﻭ ﮐﻠﻤﯥ ﻭﺭﺯﺩﻩ ﮐﻮﻟﯥ ﺑﻴﺎ ﺑﻪ ﻳﯥ ﭘﻪ ﻟﻴﮑﻠﻮ ﺍﻭ ﻟﻮﺳﺘﻠﻮ ﭘﻴﻞ ﮐﺎﻭﻩ‪.‬‬
‫ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ‪‬ﻮﻭﻧﮑﻲ ﺑﻪ ﻳﯥ ‪‬ﺮﺍﻣﺎﺗﺴﺖ )‪ (Gramatist‬ﺑﻠﻞ‪ .‬ﺩﺩﻭﯼ ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩ‬
‫‪‬ﻳﺮ ﻭﭺ ﻭﺅ ﭼﯥ ﻏﺎﻟﺒﹰﺎ ﺑﻪ ﺩ ﻣﺘﺮﻭﮐﯥ‪ ،‬ﻟ‪‬ﺘﯥ ﺍﻭ ﻧﻮﺭﻭﻭﺳﺎﻳﻠﻮ ﺳﺮﻩ ﻳﻮ‪‬ﺎﻱ ﻭﺅ‪ .‬ﻮﻭﻧﮑﻮ‬
‫ﺑﻪ ﻟﻮﻣ‪‬ﻱ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﺩﺗﻮﺭﻭ ﻧﻮﻣﻮﻧﻪ ﻭﻳﻞ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺑﻪ ﺗﮑﺮﺍﺭﻭﻝ‪ .‬ﺩﻣﺪﺭﺳﻲ ﺩﮐﺎﺭ‬
‫ﻭﺳﺎﻳﻞ ﺍﻭ ﻟﻮﺍﺯﻡ ‪‬ﻳﺮ ﻟ‪ ‬ﻭﺅ ﮐﺘﺎﺑﻮﻧﻪ ﻧﻪ ﭘﻴﺪﺍﮐﻴﺪﻝ ﻧﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺑﻪ ﺩﻳﻮﻧﺎﻥ ﺩﺷﺎﻋﺮﺍﻧﻮ‬
‫ﺩﺍﻭ‪‬ﺩﻭ ﺷﻌﺮﻭﻧﻮ ‪‬ﻮ‪‬ﯥ ﻳﺎﺩﻭﻟﯥ‪ .‬ﺍﻓﻼﻃﻮﻥ ‪ 428‬ﮐﺎﻟﻪ ﭘﺨﻮﺍ ﭘﻪ ﺍﺗﻦ ﮐﯥ ﺯﻳ‪‬ﻳﺪﻟﻲ ﻭﺅ ﺩﻩ ﭘﻪ‬
‫ﺧﭙﻞ ﺷﺨﺼﻲ ﻳﻮ ﺑﺎﻍ ﮐﯥ ﺩﻳﻮﻱ ﺍﮐﺎﺩﻣﻲ ﺑﻨﺴ‪ ‬ﮐﻴ‪‬ﻮﺩ ﭼﯥ ﺩ ‪ Academus‬ﭘﻪ ﻧﺎﻣﻪ‬
‫ﻳﯥ ﻳﺎﺩﻭﻟﻪ‪ .‬ﺩﻩ ﺩﺭﻭﺯﻧﯥ‪ ،‬ﺣﮑﻮﻣﺖ ﺩﺍﺭ‪ ‬ﺍﻭ ‪‬ﺎﺭﻱ ﺗﻤﺪﻥ ﭘﻪ ﺑﺎﺏ ‪ 27‬ﮐﺘﺎﺑﻮﻧﻪ ﺍﻭ ﺭﺳﺎﻟﯥ‬

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‫ﻟﻴﮑﻠﯥ ﺩﻱ‪ .‬ﺩﯼ ﻟﻮﻣ‪‬ﻱ ﻓﻴﻠﺴﻮﻑ ﺩﻱ ﭼﯥ ‪‬ﻮﻟﯥ ﻫﻠﯥ ‪‬ﻠﯥ ﻳﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻟﻪ‬
‫ﭘﺎﺭﻩ ﻭﻗﻒ ﮐ‪‬ﻳﺪﻱ‪ .‬ﮊﺍﻥ ﮊﺍﮎ ﺭﻭﺳﻮ ﻭﺍﻳﯥ ﭼﯥ ﺩﺍﻓﻼﻃﻮﻥ ﺩﺣﻬﻮﺭﻳﺖ ﮐﺘﺎﺏ ‪‬ﻳﺮ ﺳﺘﺮ‬
‫ﻓﺮﻫﻨ‪‬ﻲ ﮐﺘﺎﺏ ﺩﻱ ﭼﯥ ﺗﺮ ﺍﻭﺳﻪ ﭘﻮﺭﯤ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﯦﻮﺯﻧﯥ ﭘﻪ ﺑﺎﺏ ﻟﻴﮑﻞ ﺷﻮﻳﺪﻱ‪ .‬ﺩﻱ‬
‫ﺭﻭﺯﻧﻪ ﺩﺍﺳﯽ ﺗﻌﺮﻳﻔﻮﻱ‪:‬‬
‫ﺩﺷﺨﺺ ﺭﻭﺯﻝ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﻭﻱ ﭼﯥ ﺩﺧﭙﻞ ﻫﻮﺱ ﺍﻭ ‪‬ﻤﺎﻥ ‪‬ﺨﻪ ﺩﺩﻩ ﻭﺟﺪﺍﻥ‬
‫ﺩﻗﻀﺎﻭﺕ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻣﺦ ﻭ‪‬ﺮ‪‬ﻮﻱ ﺍﻭ ﺩﻫﻐﯽ ﭘﺮ‪‬ﺎﯼ ﺩﻋﻠﻢ ﺍﻭ ﭘﻮﻫﯥ ﭘﺮ‪‬ﺎ‪‬ﻪ ‪‬ﮑﻠﯽ‬
‫ﺷﻲ‪ ،‬ﺍﻭ ﻫﻢ ﺩﭘﻮﻫﻲ‪ ،‬ﺯ‪‬ﻭﺭﺗﻴﺎ‪،‬ﺎﻥ ﺳﺎﺗﻨﻲ ﺍﻭ ﻋﺪﺍﻟﺖ ‪‬ﺘﻦ ﺷﻲ‪.‬‬
‫ﺍﻓﻼﻃﻮﻥ ﭘﻪ ﺩﺭﺱ ﻭﺭﮐﻮﻟﻮ ﮐﯥ ﺩﺳﻘﺮﺍﻁ ﻟﻪ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﭼﯥ ﺩﺍﻓﻼﻃﻮﻥ ﺍﺳﺘﺎﺩ‬
‫ﻭﺅ ﮐﺎﺭ ﺍﺧﺴﺘﻪ‪ .‬ﺩﺳﻘﺮﺍﻁ ﻣﻴﺘﻮﺩ ﺩﺍﺳﯽ ﻭﺅ ﭼﯥ ﺩﻩ ﺑﻪ ﻭﻳﻞ ﺯﻩ ﺩ ﺧﺒﺮﻭ ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻪ‬
‫ﺷﯥ ﭼﺎﺗﻪ ﻧﻪ ﻭﺭﺯﺩﻩ ﮐﻮﻡ ﺑﻠﮑﻪ ﺩﺧﭙﻠﯥ ﻣﻮﺭ ﭘﻪ ﺷﺎﻥ ﭼﯥ ﺩ‪‬ﻮ ﺳﺮﻩ ﺑﻪ ﻳﯥ ﺩﺯﻳ‪‬ﻳﺪﻧﯥ ﭘﻪ‬
‫ﻭﺧﺖ ﮐﯥ ﻣﺮﺳﺘﻪ ﮐﻮﻝ‪ ،‬ﺯﻩ ﻫﻢ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﮐﻮﻡ ‪‬ﻮ ‪‬ﻪ ﻓﮑﺮ ﻭﺯﻳ‪‬ﻭﻱ‪ .‬ﺑﻴﺎ ﻧﻮ ‪‬ﻮﺭﻡ‬
‫ﭼﯥ ﮐﻪ ﺩﻫﻐﻪ ﻓﮑﺮ ‪‬ﻪ ﻭﻱ ﺗﻮﺻﻴﻪ ﻭﺭﺗﻪ ﮐﻮﻡ ﭼﯥ ﻫﻐﻪ ﻭﺳﺎﺗﻲ ﺍﻭ ﮐﻪ ﻧﻪ؟ ﺑﻴﺎﻫﻐﻪ ﻳﻮ ﺑﻞ‬
‫ﭘﻮﻩ ﺍﺳﺘﺎﺩ ﺗﻪ ﺍﺳﺘﻮﻡ ﭼﯥ ‪‬ﻪ ﻓﮑﺮ ﻭﺭﺗﻪ ﻭﺭﮐ‪‬ﻱ‪.‬‬
‫ﺍﻓﻼﻃﻮﻥ ﻭﺍﻳﻲ ﭼﯥ ﺩﻭﻟﺖ ﺩﺭﻭﺯﻧﯥ ﻳﻮ ﺳﺎﺯﻣﺎﻥ ﺩﻱ‪ .‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﻫﻐﻪ‬
‫ﺍﻏﻴﺰﻧﺎﮐﻪ ﻭﺳﻴﻠﻪ ﺩﻩ ﭼﯥ ﺯﻣﺎ ﻣﺪﺍﺭ ﺩﻫﻐﻲ ﭘﻪ ﻣﺮﺳﺘﯥ ﺳﺮﻩ ﮐﻮﻻﯼ ﺷﻲ ﺩﻳﻮﯤ ‪‬ﻮﻟﻨﯥ‬
‫ﺩﻏ‪‬ﻭﻃﺒﻴﻌﺖ ﭘﻪ ﺳﻤﻪ ﻻﺭ ﺑﺮﺍﺑﺮﮐ‪‬ﻱ‪ .‬ﮐﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺩ ﺍﻧﻔﺮﺍﺩﻱ ﺍﺷﺨﺎﺻﻮ ﭘﻪ ﻻﺱ‬
‫ﻭﺭﺷﯥ ﻧﻮ ﺗﺠﺎﺭﺗﻲ ﺷﮑﻞ ﻏﻮﺭﻩ ﮐﻮﻱ‪ .‬ﭘﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﮐﯥ ﻧﺮ ﺍﻭ ‪‬ﻪ ﺩﻭﺍ‪‬ﻩ ﭘﻪ‬
‫ﻣﺴﺎﻭﻱ ‪‬ﻭﻝ ﺑﺮﺧﻪ ﺍﺧﺴﺘﻠﻲ ﺷﻲ‪ .‬ﺩﯼ ﻭﺍﻳﻲ ﭼﯥ ‪‬ﻮﻭﻧﻪ ﻧﻪ ﺑﺎﻳﺪ ﺩﺍﺧﻼﻗﻮ ﭘﻪ ﺧﻼﻑ ﻭﻱ‪.‬‬
‫ﺩﻭﻟﺖ ﺑﺎﻳﺪ ﻟﻮﻣ‪‬ﻱ ‪‬ﻮﻭﻧﻪ ﺳﺎﻧﺴﻮﺭ ﺍﻭﺑﻴﺎﻳﯥ ﺩ‪‬ﻮﺍﻧﺎﻧﻮ ﭘﻪ ﻭﺍﮎ ﮐﯥ ﻭﺭﮐ‪‬ﻱ‪ .‬ﻫﻐﻪ ﻫﻨﺪﺳﯥ‬
‫ﺍﻭ ﺭﻳﺎﺿﻴﺎﺗﻮ ﺗﻪ ﺯﻳﺎﺕ ﺍﻫﻤﻴﺖ ﻭﺭﮐﺎﻭﻩ‪ .‬ﺩﻩ ﺩﺧﭙﻠﻲ ﺍﮐﺎﺩﻣﻲ ﺩ ﺩﺭﻭﺍﺯﻱ ﭘﻪ ﺳﺮ ﻟﻴﮑﻠﻲ ﻭﺅ‬
‫))‪‬ﻮﮎ ﭼﯥ ﭘﻪ ﻫﻨﺪﺳﻪ ﻧﻪ ﭘﻮﻫﻴ‪‬ﻱ ﺩﻟﺘﻪ ﻧﺸﻲ ﺭﺍﻧﻨﻮﺗﻼﻱ((‬

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‫‪ .4‬ﺍﻣﺎﻡ ﻏﺰﺍﻟﻲ )‪ 1058-1111‬ﻫـ(‬

‫ﺩﻣﺴﻠﻤﺎﻧﺎﻧﻮ ﭘﻪ ‪‬ﻟﻪ ﮐﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭﺭﺯﻧﯥ ﻳﻮ ﺑﻞ ﻋﺎﻟﻢ ﺍﻭ ﭘﻮﻩ ﺍﻣﺎﻡ ﻏﺰﺍﻟﻲ ﺩﯼ‪،‬‬
‫ﻧﻮﻣﻮ‪‬ﻱ ‪ 78‬ﺍﺛﺮﻩ ﭘﻪ ﻣﺨﺘﻠﻔﻮ ﻣﻮﺿﻮﻋﺎﺗﻮ ﮐﯥ ﻟﻴﮑﻠﻲ ﭼﯥ ﺩ ﻫﻐﻪ ﺩ ﺁﺛﺎﺭﻭ ‪‬ﺨﻪ ﯾﻮ‬
‫ﻣﻀﻤﻮﻥ ﻫﻢ ﺩ ﺳﻌﺎﺩﺕ ﮐﻴﻤﻴﺎ ﺩﻩ‪ .‬ﺩﺩﻩ ‪‬ﻴﻨﯥ ﺍﺛﺎﺭ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺑﺮﺧﻪ ﮐﯥ‬
‫ﺩﻱ ﺩ‪‬ﻮﻭﻧﯥ ﺩﻫﺪﻓﻮﻧﻮ‪ ،‬ﻣﻴﺘﻮﺩﻭﻧﻮ ﺍﻭ ﻧﺼﺎﺏ ﭘﻪ ﻫﮑﻠﻪ ﻟﻴﮑﻞ ﺷﻮﯼ ﺍﻭ ‪‬ﻳﺮﯤ ﺍﻧﻘﻼﺑﻲ ﻧﻈﺮ‬
‫ﻳﯥ ﭘﮑﯥ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻳﺪﻱ‪ ،‬ﺍﻭ ﭘﻪ ﺩﯤ ﻳﯥ ﺗﺎﮐﻴﺪﮐ‪‬ﻳﺪﻱ ﭼﯥ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ‪‬ﻨ‪‬ﻪ‬
‫ﻣﺴﻠﮑﻲ ﺍﻭ ﺍﺧﺘﺼﺎﺻﻲ ﻣﻮﺿﻮﻋﺎﺗﻮﺗﻪ ﺍﻧﺘﻘﺎﻝ ﺷﻲ ﺣﺘﻲ ﻧﻮﻣﻮ‪‬ﻱ ﭘﻪ ﻫﺮ ﻣﻀﻤﻮﻥ ﮐﯥ‬
‫ﺩﺍﺧﺘﺼﺎﺹ ﭘﻪ ﺍ‪‬ﻩ ﺗﺸﻮﻳﻘﻮﻧﮑﯥ ﻧﻈﺮﻳﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻳﺪﻱ‪.‬‬
‫ﻧﻨ‪ ‬ﺍﺻﻠﻰ ﻣﻮﺿﻮﻉ ﻫﻢ ﭘﻪ ﺩﯤ ﮐﯥ ﺩﻩ ﭼﯥ ﭘﻪ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﮐﯥ ﺩﺍﺩﺑﻴﺎﺗﻮ‬
‫ﺩﻣﻀﻤﻮﻧﻮﻧﻮ ﺗﺮ‪‬ﻨ‪ ‬ﻧﻮﺭ ﻣﺴﻠﮑﻲ‪ ،‬ﺗﺨﻨﻴﮑﻲ ﺍﻭ ﮐﺮﻧﻴﺰ ﻣﻮﺿﻮﻋﺎﺕ ‪‬ﻨ‪‬ﻪ ﻭﺭ ﺩﺍﺧﻞ ﺷﻲ‪.‬‬
‫ﺩﻯ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﻣﺴﺎﹾﻟﻮ ﭘﻪ ﻫﮑﻠﻪ ﺩ‪‬ﻳﺮ ﻟﻮﻯ ﺑﺼﻴﺮﺕ ﺧﺎﻭﻧﺪ ﻭﺅ‪ .‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ‬
‫ﺭﻭﺯﻧﯥ ﺩﺳﺘﻮﻧﺰﻭ ﭘﻪ ﻫﮑﻠﻪ ﻳﯥ ﺩﺣﻞ ‪‬ﻳﺮﯤ ﻻﺭﻳﯥ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻳﺪﻱ‪ .‬ﺩﻩ ﺩ‪‬ﻮﻭﻧﮑﻮ ﺍﻭ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺩﺍ‪‬ﻳﮑﻮ ﭘﻪ ﻫﮑﻠﻪ ﺩﺍﺳﻰ ﻣﻔﺎﻫﻴﻢ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻱ ﺣﯥ ﻧﻦ ﻭﺭ‪ ‬ﺩﻣﻌﺎﺻﺮﻭ‬
‫ﺍﺭﻭﺍﭘﻮﻫﺎﻧﻮ ﻟﻪ ﺧﻮﺍ ﻫﻢ ﺗﻮﺻﻴﻪ ﮐﻴ‪‬ﻱ ﺍﻭ ﺩﺩﻩ ﻧﻈﺮﻳﺎﺕ ﭘﻪ ‪‬ﮑﺎﺭﻩ ‪‬ﻭﻝ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ‬
‫ﺩﭘﻮﻫﺎﻧﻮ ﻟﻪ ﺧﻮﺍ ﻧﻦ ﻭﺭ‪ ‬ﺗﺎﺋﻴﺪﻳ‪‬ﻱ‪.‬‬
‫ﺍﻣﺎﻡ ﻏﺰﺍﻟﻲ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻣﻀﻤﻮﻧﻮﻧﻪ ﭘﻪ ﺩﻭﻩ ﮐ‪‬ﻪ ‪‬ﻮﺭﻳﻮ ﺳﺮﻩ ﻭﻳﺸﻲ‪:‬‬
‫‪ .1‬ﻓﺮﺽ ﻋﻴﻦ ‪) Compulsory‬ﺟﺒﺮﻱ(‬
‫‪ .2‬ﻓﺮﺽ ﮐﻔﺎﻳﻲ ‪) Optional‬ﺍﺧﺘﻴﺎﺭﻱ(‬
‫ﻓﺮﺽ ﻋﻴﻦ ﻫﻐﻪ ﻋﻠﻮﻣﻮﺗﻪ ﻧﺴﺒﺖ ﻭﺭﮐﻮﻱ ﭼﯥ ﺯﺩﻩ ﮐ‪‬ﻩ ﻳﯥ ﺩﻫﺮ ﭼﺎ ﻟﭙﺎﺭﻩ ﻓﺮﺽ‬
‫ﺩﻩ ﻟﮑﻪ ﭘﻪ ﺍﺳﻼﻡ ﮐﯥ ﻗﺮﺁﻥ ﺍﻭ ﺧﺪﺍﻯ ﺑﺎﻧﺪﯤ ﺍﻳﻤﺎﻥ ﺩﺭﻟﻮﺩﻝ ﺍﻭ ‪‬ﺎﻥ ﭘﻮﻫﻮﻝ‪ ،‬ﺍﻭ ﻓﺮﺽ‬
‫ﮐﻔﺎﻳﻲ ﻫﻐﻪ ﻋﻠﻮﻣﻮﺗﻪ ﻧﺴﺒﺖ ﻭﺭﮐﻮﻯ ﭼﯥ ﺯﺩﻩ ﮐ‪‬ﻩ ﻳﯥ ﺩﻳﻮﯤ ﻋﻼﻗﻪ ﻣﻨﺪ‪ ‬ﻟﻪ ﻣﺨﯥ ﮐﻴ‪‬ﻱ‬
‫ﻟﮑﻪ ﻓﻘﻪ‪ ،‬ﺗﻔﺴﻴﺮ‪ ،‬ﺣﺪﻳﺚ‪ ،‬ﺍﻭ ﺗﺨﻨﻴﮑﻰ ﻣﻬﺎﺭﺗﻮﻧﻪ‪ .‬ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ ﺍﻭﺑﺪﻝ‪ ،‬ﺧﻴﺎﻃﻲ‪ ،‬ﻭﻳ‪‬ﺘﺎﻥ‬
‫ﺟﻮ‪‬ﻭﻝ‪ ،‬ﻃﺒﺎﺑﺖ‪ ،‬ﮐﺮﻧﻪ ﺍﻭ ﺩﺍﺳﯥ ﻧﻮﺭ‪.‬‬

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‫ﺍﻣﺎﻡ ﻏﺰﺍﻟﻰ ﺩﻧﻈﺮﻱ ﺍﻭ ﻋﻤﻠﻰ ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﻭﺍ‪‬ﻩ ‪‬ﺨﻪ ﺣﻤﺎﻳﺖ ﮐﻮﻱ‪.‬‬
‫ﺩﺗﻮﻟﺪ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻳﻮﻣﺎﺷﻮﻡ ﺗﻪ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭﺩﻱ‪ .‬ﺑﺎﻳﺪ ﺩﺧﭙﻠﻮ ﻣﺎﺷﻮﻣﺎﻧﻮ ﻟﭙﺎﺭﻩ ﺩﻧﻘﻄﻲ ﺍﻭ‬
‫ﻋﻤﻠﻲ ﺳﻠﻮﮎ ﺩ‪‬ﻪ ﮐﻮﻟﻮ ﻳﻮ‪‬ﻪ ﻣﺮﺳﺘﻨﺪﻭﯤ ﺍﻭﺳﻲ‪.‬‬
‫ﺍﻣﺎﻡ ﻏﺰﺍﻟﻲ ﺩﭘﻮﻫﯥ ﭘﻪ ﺍﻧﺘﻘﺎﻝ ﮐﯥ ﻧﺮ ﺍﺯ ‪‬ﺤﻪ ﺩﻭﺍ‪‬ﻩ ﻳﻮ ﺷﺎﻥ ‪‬ﻠﻲ ﺩﭘﻮﻫﯥ ﺍﻭ‬
‫ﺯﺩﻩ ﮐ‪‬ﯤ ﺍﻧﺘﻘﺎﻝ ﻳﯥ ﺩﺩﻭﺍ‪‬ﻭ ﺩﻧﺪﻩ ﺑﻠﻠﯥ ﺩﻩ‪ .‬ﺍﻟﺒﺘﻪ ﺩﻭﺍ‪‬ﻩ ﻣﮑﻠﻒ ﺩﻱ ﭼﯥ ﺧﭙﻞ ﻣﺎﺷﻮﻣﺎﻥ‬
‫‪‬ﻮﮐﺎﺭﻭﻧﻮﺗﻪ ﻭﻫ‪‬ﻮﻱ ﺍﻭ ﻟﻪ ﺑﺪﻭﮐﺎﺭﻭﻧﻮ ‪‬ﺨﻪ ﻭﮊﻏﻮﺭﻱ‪ .‬ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﻱ ﺧﺒﺮﻩ ﺩﻩ ﭼﯥ‬
‫ﻭﺭﻭﺳﺘﻪ ﺩﻏﺰﺍﻟﻲ ﺩﻧﻈﺮﻳﺎﺗﻮ ﭘﻪ ﺷﺎﻥ ‪ Rosseau‬ﭘﻪ ﺧﭙﻠﻮ ﻟﻴﮑﻨﻮ ﮐﯥ ﻫﻢ ‪‬ﻴﻨﻲ ﻧﻈﺮﻳﺎﺕ‬
‫ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻳﺪﻱ‪ .‬ﺩﺍﻣﺎﻡ ﻏﺰﺍﻟﻲ ﻧﻈﺮﻳﺎﺕ ﻟﻪ ﻫﻐﻪ ‪‬ﻪ ‪‬ﺨﻪ ﻟﻮ‪ ‬ﺩﻱ ﭼﯥ ﻧﻦ ﻭﺭ‪ ‬ﭘﻪ‬
‫ﻣﻌﺎﺻﺮﻩ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﮐﯥ ﻟﻴﺪﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺩﻯ ﻭﺍﻳﻲ ﭼﯥ ﺗﺪﺭﻳﺲ ﺑﺎﻳﺪ ﭘﻪ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﻱ‬
‫ﻃﺮﻳﻘﻲ ﺳﺮﻩ ﺗﺮ ﺳﺮﻩ ﺷﻲ ﺍﻭ ﺩﺍ ﺑﺎﻳﺪ ﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‪ ،‬ﺑﺮﺧﻪ ﻭﺍﻟﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ‬
‫ﺷﻲ‪ .‬ﺩﺍﻭﺭﻳﺪﻭ ﺍﻭ ﻟﻴﺪﻭ )ﺳﻤﻌﻲ ﺍﻭ ﺑﺼﺮﻱ( ﻭﺳﺎﻳﻞ ﺩﺍﺳﯥ ﻭﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ‬
‫ﮐﯥ ‪‬ﻳﺮ ﻣﻮﺛﺮ ﺍﻭ ‪‬ﻮﺭ ﺗﻤﺎﻡ ﺷﻲ‪ .‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺳﻮﻳﯥ ﺑﺮﺍﺑﺮ ﻟﻪ ﺁﺳﺎﻥ‬
‫‪‬ﺨﻪ ﻣﺸﮑﻞ ﺗﻪ ﻗﺪﻡ ﭘﻮﺭﺗﻪ ﮐ‪‬ﻱ‪ .‬ﺩ‪‬ﻮﻭﻧﮑﻲ ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩ ﺑﺎﻳﺪ ﻟﮑﭽﺮ‪ ،‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﺑﺮﺧﻪ ﺍﺧﺴﺘﻞ‪ ،‬ﺑﺤﺚ ﺍﻭ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ ﺍﺣﺘﻮﺍ ﮐ‪‬ﻱ ﺍﻭ ﮐﻠﻪ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺯﺩﻩ ﮐ‪‬ﻩ‬
‫ﮐﻮﻱ ﺑﺎﻳﺪ ﺩﻣﺒﺎﺣﺜﻲ ﻣﻬﻢ ‪‬ﮑﻲ ﻳﺎﺩﺍﺷﺖ ﮐ‪‬ﻱ‪.‬‬
‫ﺍﻣﺎﻡ ﻏﺰﺍﻟﻲ ﻭﺍﻳﯥ ﭼﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻧﻈﻢ ﺍﻭ ‪‬ﺳﭙﻠﻴﻦ ﻧﻪ ﺑﺎﻳﺪ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﮐﯥ ﻭﻳﺮﻩ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﮐ‪‬ﻱ‪ ،‬ﺑﺮﻋﮑﺲ ﺩ ﻣﻴﻨﯥ ﺍﻭ ﻋﻼﻗﯥ ﻓﻀﺎ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﮐ‪‬ﻱ‪ .‬ﻫﻤﺪﺍﺭﻧﮕﻪ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻮ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﺮﻣﻨ‪ ‬ﺩﺻﻤﻴﻤﻴﺖ ﻧ‪‬ﺩﻱ ﺍ‪‬ﻳﮑﯥ ﻣﻮﺟﻮﺩﯤ ﻭﻱ‪ .‬ﻮﻭﻧﮑﻰ‬
‫ﺑﺎﻳﺪ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ﺩ ﻳﻮ ﻣﻬﺮﺑﺎﻧﻪ ﻣﺸﺮ ﭘﻪ ﺗﻮ‪‬ﻪ ﭼﻠﻨﺪ ﻭﮐ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ‬
‫ﺩ‪‬ﻮ ﺍﺧﻼﻗﻮ ﻳﻮﻩ ﻧﻤﻮﻧﻪ ﺩﻱ‪ .‬ﺩﻯ ﻭﺍﻳﻲ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺩﺟﺰﺍ ﻭﺭﮐﻮﻟﻮ ﺍﻭ ﻭﻫﻠﻮ‬
‫‪‬ﺨﻪ ‪‬ﻩ ﻭﺷﻲ ‪‬ﮑﻪ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﻪ ﻟﻪ ﺯﺩﻩ ﮐ‪‬ﯤ ‪‬ﺨﻪ ﺯ‪‬ﻩ ﺗﻮﺭ ﺍﻭ ﺑﻴﺎ ‪‬ﻮﻭﻧﮑﻲ‬
‫ﺗﻪ ﺩﺍﺣﺘﺮﺍﻡ ﭘﻪ ﺳﺘﺮ‪‬ﻪ ﻭﻧﻪ ‪‬ﻮﺭﻱ‪ .‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻣﻌﺎﺻﺮ ﻋﻠﻤﺎ ﻟﮑﻪ ‪،Pestalozzi‬‬
‫‪ Montessori ،Froeble‬ﺍﻭ ‪ Dewey‬ﭘﻪ ﻫﻤﺪﯤ ﻧﻈﺮﻳﻪ ﻭﺅ‪.‬‬

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‫‪ .5‬ﺟﺎﻥ ﺍﻣﻮﺱ ﮐﺎﻣﻴﻨﻮﺱ ‪1592-1672 John Amos Comnius‬ﻡ(‪:‬‬

‫ﮐﺎﻣﻴﻨﻮﺱ ‪ 148‬ﺍﺛﺮﻩ ﭘﻪ ﺑﻠﻪ ﺭﺍﻭﺍﻳﺖ ‪ 170‬ﺍﺛﺮﻩ ﻟﺮﻱ‪ .‬ﺩﻯ ﻫﻢ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ‬

‫ﺩﺑﻨﺴ‪ ‬ﺍﻳ‪‬ﻮﺩﻭﻧﮑﻮ ‪‬ﺨﻪ ﺷﻤﻴﺮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺩﻩ ﺩﺍﻓﻼﻃﻮﻥ ‪‬ﺨﻪ ﻭﺭﺳﺘﻪ ﭘﻪ ﭘﻴﺪﺍ‪‬ﻮﺯﻱ ﮐﯥ‬
‫ﻳﻮ ﺗﺤﻮﻝ ﺭﺍﻭﺳﺘﻰ ﺩﻱ‪ .‬ﺩﻯ ﻟﻮﻣ‪‬ﻯ ‪‬ﻮﻭﻧﮑﻲ ﻭﺅ ﺍﻭ ﺑﻴﺎ ﺩﻳﻮﻯ ﻓﺮﻫﻨ‪‬ﻲ ﻣﻮﺳﺴﻲ ﻣﺪﻳﺮ‬
‫ﺷﻮ‪ .‬ﺩﻩ )ﺩﻧﻮﻯ ﺩﻳﺪﮐﺘﻴﮏ( ﭘﻪ ﻧﺎﻣﻪ ﻳﻮ ﮐﺘﺎﺏ ﻭﻟﻴﮑﻪ ﭼﯥ ﭘﻪ ﻫﻐﯥ ﮐﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ‬
‫ﺩﻣﻴﺘﻮﺩ‪ ،‬ﻓﺮﻫﻨ‪‬ﻲ ﺳﺎﺯﻣﺎﻧﻮﻧﻮ ﺍﻭﺩ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﭘﻪ ﻫﮑﻠﻪ ﺧﭙﻞ ﻧﻈﺮﻳﺎﺕ ﭘﻪ ‪‬ﺮ‪‬ﻨﺪ ‪‬ﻭﻝ‬
‫ﻭﻟﻴﮑﻞ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺑﺎﺏ ﺩﺩﻩ ﺩﻧﻈﺮﻳﺎﺗﻮ ‪‬ﺨﻪ ﻳﻮﻩ ﻟﻨ‪‬ﻩ ﻳﺎﺩﻭﻧﻪ ﮐﻮﺅ‪:‬‬
‫ﺩﻯ ﻭﺍﻳﻲ ﭼﯥ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺩﺍﺳﻰ ﻳﻮ ﻫﻨﺮ ﺩﻱ ﭼﯥ ﺍﻓﺮﺍﺩ ﺍﻭ ﺍﺷﺨﺎﺹ‬
‫ﺩﮊﻭﻧﺪﺍﻧﻪ ﻟﭙﺎﺭﻩ ﭼﻤﺘﻮ ﮐﻮﻯ ﺍﻭ ﻭﺍﻳﻲ ﭼﯥ ﺩﺑﺸﺮ ﻭﺭﻭﺳﺘﻨﻲ ﻫﺪﻑ ﺩﺩﻭﺍﻣﺪﺍﺭﻩ ﺧﻮﺷﺤﺎﻟ‪‬‬
‫ﻻﺱ ﺗﻪ ﺭﺍﻭﺳﺘﻞ ﺩﻱ‪ .‬ﺩﺩﻩ ﭘﻪ ﻧﻈﺮ ﻣﺬﻫﺒﻲ ﺍﻭ ﺍﺧﻼﻗﻲ ﻓﻀﻴﻠﺖ ﺍﻭ ﭘﻮﻫﻪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ‬
‫ﺭﻭﺯﻧﯥ ﺩﺍﺳﺎﺳﻰ ﻫﺪﻓﻮﻧﻮ ‪‬ﺨﻪ ﺩﻱ ﭼﯥ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﺗﺮﻻﺳﻪ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﮐﺎﻣﻴﻨﻮﺱ ﻭﺍﻳﻲ ﭼﯥ ﺯﺩﻩ ﮐ‪‬ﻩ ﺑﺎﻳﺪ ﺩﻫﻐﻪ ﻧﻈﻢ ﭘﺮ ﺍﺳﺎﺱ ﺗﻨﻈﻴﻢ ﺷﻲ ﭼﯥ ﭘﻪ‬
‫ﻃﺒﻌﻴﺖ ﮐﯥ ﻣﻮﺟﻮﺩ ﻭﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﻪ ﺩﻣﻌﻠﻮﻣﺎﺗﻮ ﭘﻪ ﺍﻧﺘﻘﺎﻝ ﮐﯥ ﺩﻣﻄﺎﻟﺒﻮ ﺩﭘﻮﻫﻮﻟﻮ‬
‫ﻟﭙﺎﺭﻩ ‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ﻟﻮﻣ‪ ‬ﻣﺮﺣﻠﻪ ﮐﯥ ﻣﺎﺷﻮﻡ ﺩﺷﻴﺎﻧﻮ ﺳﺮﻩ ﭘﻪ ﺗﻤﺎﺱ ﮐﯥ ﮐ‪‬ﻱ ﺍﻭ ﭘﻪ‬
‫ﺩﻭﻫﻤﻪ ﻣﺮﺣﻠﻪ ﮐﯥ ﺩﺷﻴﺎﻧﻮ ﺩﺗﺼﻮﻳﺮﻭﻧﻮ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ ﺍﻭ ﮐﻮ‪ ‬ﻭﮐ‪‬ﻱ ﭼﯥ ﺷﻴﺎﻥ‬
‫ﭘﻪ ﺧﭙﻠﻪ ﻭﺭﻭ‪‬ﻮﺩﻝ ﺷﻲ ﺗﺮ ‪‬ﻮ ﺩﺩﻭﻱ ﭘﻪ ﺧﻴﺎﻻﺗﻮ ﮐﯥ ‪‬ﺎﻱ ﻭﻧﻴﺴﻲ ﻳﻌﻨﻲ ﺯﺩﻩ ﮐ‪‬ﻩ‬
‫ﺩﺷﻴﺎﻧﻮ ﺩﺣﻘﻴﻘﻲ ﻣﺸﺎﻫﺪﯤ ﺳﺮﻩ ﭘﻴﻞ ﺷﻲ ﻧﻪ ﺩﺷﻔﺎﻫﻲ ﺗﻌﺮﻳﻔﺎﺗﻮ ﺍﻭ ‪‬ﺮ‪‬ﻨﺪﻭﻧﻮ ﺳﺮﻩ‪.‬‬
‫ﻫﻤﺪﺍﺭﻧﮕﻪ ﮐﺎﻣﻴﻨﻮﺱ ﭘﻪ ﺩﯤ ﻋﻘﻴﺪﻩ ﻭﺅ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺳﺎﺩﻩ‬
‫ﻣﻄﺎﻟﺒﻮ ‪‬ﺨﻪ ﻣﺸﮑﻠﻮ ﻣﻄﺎﻟﺒﻮ ﺩﻧ‪‬ﺩﯤ ‪‬ﺨﻪ ﻟﺮﯤ ﺗﻪ‪ ،‬ﺩﮐﹸﻠﻲ ‪‬ﺨﻪ ﺧﺎﺻﻮ ﻣﻄﺎﻟﺒﻮﺗﻪ ﺍﻭ‬
‫ﺩﻣﻌﻠﻮﻡ ‪‬ﺨﻪ ﻧﺎﻣﻌﻠﻮﻡ ﺧﻮﺍﺗﻪ ﻭﻻ‪ ‬ﺷﻲ‪ .‬ﮐﺎﻣﻴﻨﻮﺱ ﺑﺎﻭﺭ ﺩﺭﻟﻮﺩ ﭼﯥ ﭘﻮﻫﻪ ﺩﺩﺭﻱ ﻻﺭﻭ‬
‫‪‬ﺨﻪ ﺩﺍﻧﺴﺎﻥ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ‪.‬‬

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‫– ﺩﺣﻮﺍﺳﻮﻟﻪ ﻻﺭﯤ‪ ،‬ﺩﺫﻫﻦ ﺍﻭﻋﻘﻠﻲ ﻗﻮﻱ ﻟﻪ ﻻﺭﯤ ﺍﻭﺩﺍﻟﻬﺎﻡ ﻟﻪ ﻻﺭﯤ‪ .‬ﮐﻠﻪ ﭼﯥ ﺩﺍ‬
‫ﺩﺭﻱ ﻃﺮﻳﻘﻲ ﭘﻪ ﻣﺘﻮﺍﺯﻥ ‪‬ﻭﻝ ﺳﺮﻩ ﻳﻮ‪‬ﺎﻱ ﺷﻲ ﻧﻮ ﺍﻧﺴﺎﻥ ‪‬ﻳﺮﻩ ﻟ‪‬ﻩ ﺧﻄﺎ ﺍﻭ ﻏﻠﻄﻲ ﮐﻮﻱ‪.‬‬
‫ﮐﺎﻣﻴﻨﻮﺱ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﻪ ﺩﺳﺰﺍ ﻭﺭﮐﻮﻟﻮ ﭘﻪ ﻫﮑﻠﻪ ﻭﺍﻳﻲ‪:‬‬
‫ﺳﺰﺍ ﻳﻮﺍﺯﻱ ﺩﻫﻐﻪ ﻋﻮﺍﻣﻠﻮ ﺍﻭ ﺍﻋﻤﺎﻟﻮ ﭘﻪ ﻣﻮﺭﺩ ﮐﯥ ﻭﺭﮐ‪‬ﻝ ﺷﻰ ﭼﯥ ﺩﺍﺧﻼﻗﻮ ﭘﺮ‬
‫ﺧﻼﻑ ﻭﻱ ﺗﺮ‪‬ﻮ ﺧﻄﺎ ﺍﻭ‪‬ﻨﺎﻩ ﺩﻭﻫﻢ ﻭﺍﺭ ﺗﮑﺮﺍﺭ ﻧﺸﻲ‪ .‬ﻧﻪ ﺩﺍ ﭼﯥ ﺩﺩﺭﺱ ﺩﻧﻪ ﻳﺎﺩﻳﺪﻟﻮ ﭘﻪ‬
‫ﺑﺪﻟﻪ ﮐﯥ‪ .‬ﺩﻯ ﭘﻪ ﺑﻞ ‪‬ﺎﻯ ﮐﯥ ﻭﺍﻳﻲ ﭼﯥ ﻳﻮ ﺷﻰ ﭘﻪ ﺩﻱ ﻟﺤﺎﻅ ﺯﺩﻩ ﻧﺸﻲ ﭼﯥ ﺩﻯ ‪‬ﻮﻣﺮﻩ‬
‫ﺍﺭﺯ‪‬ﺖ ﻟﺮﻱ ﺑﻠﮑﻪ ﭘﻪ ﺩﻱ ﻟﺤﺎﻅ ﺯﺩﻩ ﺷﻲ ﭼﯥ ﭘﻪ ﮊﻭﻧﺪ ﮐﯥ ‪‬ﻮﻣﺮﻩ ‪‬ﻪ ﻭﺭ‪‬ﺨﻪ‬
‫ﺍﺧﺴﺘﻼﻱ ﺷﻮ‪.‬‬
‫‪‬ﺮﻧ‪‬ﻪ ﭼﯥ ﮐﺎﻣﻴﻨﻮﺱ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﻟﻮﻳﻮ ﭘﻮﻫﺎﻧﻮ‪‬ﺨﻪ ‪‬ﻞ ﮐﻴ‪‬ﻱ ﺩﻩ‬
‫ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﺩﻭﺭﻩ ﭘﻪ ‪‬ﻠﻮﺭﻭ ﺑﺮﺧﻮﻭﻳﺸﻠﯥ ﺩﻩ‪:‬‬
‫‪ .1‬ﺗﺮ ﺷﭙ‪‬ﮐﻠﻨ‪ ‬ﭘﻮﺭﯤ ﭼﯥ ﺩﺍ ﺩﻭﺭﻩ ﺩ)ﻣﻮﺭ‪‬ﻮﻭﻧ‪‬ﻲ( ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻩ ﺷﻮﻳﺪﻩ‪.‬‬
‫‪ .2‬ﻟﻪ ﺷﭙ‪‬ﮐﻠﻨﻲ ‪‬ﺨﻪ ﺗﺮ ‪ 12‬ﮐﻠﻨ‪ ‬ﭘﻮﺭﯤ ﭼﯥ ﺩﺍ ﺩﻭﺭﻩ ﺩﻋﺎﻣﯥ ﻣﺪﺭﺳﯥ ﭘﻪ ﻧﺎﻣﻪ‬
‫ﻳﺎﺩﻩ ﺷﻮﻳﺪﻩ‪.‬‬
‫‪ .3‬ﻟﻪ ‪12‬ﮐﻠﻨ‪ ‬ﺨﻪ ﺗﺮ ‪18‬ﮐﻠﻨﻰ ﭘﻮﺭﯤ ﭼﯥ ﺩﺍﺩﻣﺘﻮﺳﻄﯥ ﻣﺪﺭﺳﯥ ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻩ‬
‫ﺷﻮﻳﺪﻩ‪.‬‬
‫‪ .4‬ﻟﻪ ‪ 18‬ﮐﻠﻨ‪ ‬ﺨﻪ ﺗﺮ ‪ 24‬ﮐﻠﻨ‪ ‬ﭘﻮﺭﯤ ﺩﺍ ﺩﺍﮐﺎﺩﻣﻰ ﻳﺎ ﭘﻮﻫﻨ‪‬ﻲ ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻩ‬
‫ﺷﻮﻳﺪﻩ‪.‬‬
‫ﺩﻯ ﭘﻪ ﺩﻱ ﻧﻈﺮ ﻭﺅ ﭼﯥ ﻳﻮﻩ ﺩﺍﺳﻲ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﻣﻮﺳﺴﻪ ﺩﯤ ﺟﻮ‪‬ﻩ ﺷﻲ ﺍﻭ ﭘﻪ‬
‫ﻫﻐﻰ ﮐﯥ ﺩﯤ ﺩﻧ‪ ‬ﻮﻝ ﭘﻮﻫﺎﻥ ‪‬ﻭﻥ ﺍﻭ ‪‬ﻴ‪‬ﻧﯥ ﻭﮐ‪‬ﻱ ﺍﻭ ﮐﻮﻣﯥ ﻧﺘﻴﺠﯥ ﭼﯥ ﻻﺱ ﺗﻪ‬
‫ﺭﺍﻭ‪‬ﻱ ﺩﻧ‪‬ﻳﻮﺍﻟﻮ ﻏﻮ‪‬ﻭﺗﻪ ﺩﯤ ﻭﺭ ﻭﺭﺳﻮﻝ ﺷﻲ‪ ،‬ﺍﻭ ﺩﻧ‪‬ﻱ ﺩﻣﺨﺘﻠﻔﻮ ﻫﻴﻮﺍﺩﻭﻧﻮ ‪‬ﻮﻧ‪‬ﻲ‬
‫ﺩﯤ ﺳﺮﻩ ﺩﺍﺳﯥ ﺍ‪‬ﻳﮑﻲ ﻭﻟﺮﻱ ﻟﮑﻪ ﺩﺍﻧﺴﺎﻥ ﻣﻌﺪﻩ ﭼﯥ ﺩﻭﺟﻮﺩ ﺩﺍﻧﺪﺍﻣﻮﻧﻮ ﺳﺮﻩ ﻳﯥ ﻟﺮﻱ‪.‬‬
‫ﻳﻌﻨﻲ ﻫﻐﺴﻲ ﭼﯥ ﻣﻌﺪﻩ ﺑﺪﻥ ﺩﻏ‪‬ﻭ ﻟﻪ ﭘﺎﺭﻩ ﮊﻭﻧﺪ ﺍﻭ ﺍﻧﺮﮊﻱ ﭼﻤﺘﻮﮐﻮﻱ‪ ،‬ﺩﺍﻣﻮﺳﺴﻪ ﻫﻢ‬
‫ﺩﻧﻮﺭﻭ ﻣﻮﺳﺴﻮ ﻟﻪ ﭘﺎﺭﻩ ﻋﻠﻢ ﺍﻭ ﭘﻮﻫﻪ ﺍﻣﺎﺩﻩ ﮐ‪‬ﻱ‪ .‬ﺩ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺩﭘﺮﻭ‪‬ﺮﺍﻣﻮﻧﻮ ﭘﻪ ﻫﮑﻠﻪ‬

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‫ﻭﺍﻳﻲ ﭼﯥ ‪‬ﻮﻝ ﻣﻀﻤﻮﻧﻮﻧﻪ ﻳﻮﻟﻪ ﺑﻞ ﺳﺮﻩ ﺩﺭﺳﻲ ﺍ‪‬ﻳﮑﯥ ﻭﻟﺮﻱ‪ ،‬ﻧﻪ ﺩﺍﭼﯥ ﻳﻮ ﻟﻪ ﺑﻞ ‪‬ﺨﻪ‬
‫ﺟﻼ ﻭﻱ‪.‬‬

‫‪ .6‬ﮊﺍﻥ ﮊﺍﮎ ﺭﻭﺳﻮ ‪1712-1778) J.J. Rousseau‬ﻡ(‪:‬‬

‫ﮊﺍﻥ ﮊﺍﮎ ﺭﻭﺳﻮ ﺩﮊﻳﻨﻮ ﭘﻪ ‪‬ﺎﺭ ﮐﯥ ﺯﻳ‪‬ﻳﺪﻟﻰ ﺩﻱ‪ .‬ﺩﻩ ﺩﺍﻣﻴﻞ ﭘﻪ ﻧﺎﻣﻪ ﻳﻮ ﺍﺛﺮ‬
‫ﻟﻴﮑﻠﻲ ﺩﻯ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺑﺎﺏ ﻳﯥ ‪‬ﻳﺮﯤ ﺍﻏﻴﺰﻣﻨﯥ ﻣﻔﮑﻮﺭﯤ ﺍﻭ ﻧﻈﺮﻳﯥ‬
‫ﻭﺭﮐ‪‬ﻳﺪﻱ ﭼﯥ ﭘﻪ ﻧ‪ ‬ﮐﯥ ﺩﺳﺘﺮﻭ ﺗﺤﻮﻻﺗﻮ ﺍﻭ ﺗﻐﻴﺮﺍﺗﻮ ﺳﺒﺐ ‪‬ﺮ‪‬ﻴﺪﻟﻰ ﺩﻱ‪ .‬ﺩﺭﻭﺳﻮ ﭘﻪ‬
‫ﻋﻘﻴﺪﻩ ﭘﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﮐﯥ ﺩﺭﻭﺯﻧﯥ ﻫﺪﻑ ﺩﺍﺩﻱ ﭼﯥ ﻃﺒﻴﻌﻲ ﺍﻧﺴﺎﻥ ﻭﺭﻭﺯﻱ‪ .‬ﺩﻩ‬
‫ﻋﻘﻴﺪﻩ ﺩﺭﻟﻮﺩﻩ ﭼﯥ ﺍﻧﺴﺎﻥ ﭘﻪ ﺧﭙﻞ ﺫﺍﺕ ﮐﯥ ﭘﺎﮎ ﺍﻭ ﻧﻴﮏ ﻣﺨﻠﻮﻕ ﺩﻱ ﻫﻴ‪ ‬ﻭﻝ ‪‬ﻨﺎﻩ‬
‫ﻧﻪ ﻟﺮﻱ ﻧﻮ ﺩﻃﺒﻴﻌﻰ ﺍﻧﺴﺎﻥ ‪‬ﺨﻪ ﺩﺩﻩ ﻣﺮﺍﺩ ﺩﺍﺩﻱ ﭼﯥ ﺩﺍﺳﯥ ﺍﻧﺴﺎﻥ ﻭﺭﻭﺯﻱ ﭼﯥ ﺩﻫﻐﻪ‬
‫ﭘﺎﮐﯥ ﻏﺮﻳﺰﯤ ﭘﻪ ﻃﭙﻴﻌﻲ ﺗﻮ‪‬ﻪ ﺍﻭ ﺩ‪‬ﻮﻟﻨﯥ ﺩﺑﺪﻭﮐﺎﺭﻭﻧﻮ ﺩﮐﮑ‪‬ﺗﻴﺎ ‪‬ﺨﻪ ﻟﺮﯤ ﺍﻭ ﭘﻪ ﺍﻣﻦ ﮐﯥ‬
‫ﻭﺩﻩ ﻭﮐ‪‬ﯤ‪ ،‬ﻧﻮ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺑﺎﻳﺪ ﺩﺍﺳﻲ ﮐﺎﺭ ﻭﮐ‪‬ﻱ ﭼﯥ ﻣﺎﺷﻮﻡ ﭘﻪ ﻃﺒﻴﻌﻲ ﺍﻭ ﺣﻴﺎﺗﻲ‬
‫ﻗﻮﺕ ﻭﺭﻭﺯﻝ ﺷﻲ ﺗﺮ ‪‬ﻮ ﻧﻴﮑﻤﺮﻏﻪ ﺍﻭﺳﻲ ﺍﻭ ﺩﺩﻱ ﺗﺮ‪‬ﻨﮓ ﻭﺍﻳﻲ ﭼﯥ ﻣﻠﻲ ﺍﻭ ﻋﻤﻮﻣﻲ‬
‫‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﺑﺎﻳﺪ ﺩﺩﻭﻟﺖ ﻟﻪ ﺧﻮﺍ ﮐﻨﺘﺮﻭﻝ ﺷﻲ‪ .‬ﺭﻭﺳﻮﻭﺍﻳﻲ‪:‬‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻫﺪﻑ ﺩﺍﺩﻱ ﭼﯥ ﺩﻣﺎﺷﻮﻡ ﻗﺪﺭﺕ‪ ،‬ﺍﺳﺘﻘﻼﻝ ﺍﻭ ﻓﻬﻢ ﻭﺭﻭﺯﻝ‬
‫ﺷﻲ ﻧﻪ ﺩﺍ ﭼﯥ ﺣﺎﻓﻈﻪ ﻳﯥ ﻟﻪ ﻫﻐﻪ ‪‬ﻪ ﻧﻪ ‪‬ﮐﻪ ﺷﻲ ﭼﯥ ﺩﻯ ﻭﺭﺑﺎﻧﺪﯤ ﻧﻪ ﭘﻮﻫﻴ‪‬ﻱ ﻳﻌﻨﻲ ﺩﻱ‬
‫ﭘﻪ ﺧﭙﻞ ﺍﺛﺮ ﺍﻣﻴﻞ ﮐﯥ ﻭﺍﻳﻲ ﭼﯥ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﭘﻪ ﻋﻤﻮﻣﻲ ‪‬ﻭﻝ ﺍﻭ ﺩﻟﻮﻣ‪ ‬ﺩﻭﺭﯤ‬
‫‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﭘﻪ ﺧﺎﺹ ‪‬ﻭﻝ ﺑﺎﻳﺪ ﺩﺣﻮﺍ ﺳﻮﻟﻪ ﻻﺭﯤ ﻋﻤﻠﻲ ﺷﻲ ﻧﻪ ﺩﺣﺎﻓﻈﻲ ﻟﻪ ﻻﺭﻱ‬
‫ﺩﺩﯤ ﮐﺘﺎﺏ ﭘﻪ ﺑﻞ ‪‬ﺎﻱ ﮐﯥ ﻭﺍﻳﻲ ﮐﻠﻪ ﭼﯥ ﺭﻭﺡ ﺗﺤﻮﻝ ﺍﻭ ﺗﮑﺎﻣﻞ ﮐﻮﻯ ﻧﻮ ﺭﻭﺯﻧﻪ ﻫﻢ‬
‫ﺑﺎﻳﺪ ﺩﺭﻭﺡ ﺩﺍﺗﮑﺎﻣﻞ ﺗﻌﻘﻴﺐ ﮐ‪‬ﻱ ﺍﻭ ﺑﻞ ﻧﻈﺮﻳﯥ ﺩﻃﺒﻴﻮﺕ ﺳﺮﻩ ﺗﻮﺍﻓﻖ ﮐﻮﻝ ﺩﻱ‪ .‬ﺩﻯ ﺗﺮ‬
‫‪ 12‬ﮐﻠﻦ ﻋﻤﺮ ﭘﻮﺭﯤ ﻳﻮﺍﺯﻯ ﺩﻣﻮﺭﻧ‪ ‬ﮊﺑﯥ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﺑﺎﻧﺪﻱ ﺗﺎﮐﻴﺪ ﮐﻮﻯ ﺍﻭ ﺩﻧﻮﺭﻭ ﮊﺑﻮ‬
‫ﺯﺩﻩ ﮐﻮﻝ ﮔ‪‬ﻮﺭﻧﻪ ﺑﻮﻟﻲ‪.‬‬

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‫‪ .7‬ﻫﻨﺮﻳﺦ ﭘﺴﺘﺎﻟﻮﺯﻯ ‪(1747-1827) Heinrich Pestalozzi‬‬

‫ﺩﭘﺴﺘﺎﻟﻮﺯﻯ ‪‬ﻮﻝ ﻋﻤﺮ ﺍﻭ ﮊﻭﻧﺪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﻻﺭﮐﯥ ﻣﺒﺎﺭﺯﻩ ﺍﻭ ﺟ‪‬ﻩ‬

‫ﻭﻩ‪ .‬ﺩﻯ ‪‬ﻮﻭﻧﮑﻲ ﻭﺅ ﺍﻭ ﺩ ﮊﻭﻧﺪ ﺗﺮ ﻭﺭﺳﺘ‪ ‬ﺳﻠ‪ ‬ﭘﻮﺭﯤ ‪‬ﻮﻭﻧﮑﻰ ﭘﺎﺗﻲ ﺷﻮ‪ .‬ﺩﻩ ﺩ‬
‫ﺭﻭﺳﻮ ﻧﻈﺮﻳﺎﺕ ﺍﻭ ﻋﻘﺎﻳﺪ ﻭﻟﻮﺳﺘﻞ ﺍﻭ ﺣﺘﺎ ﻭﺭﺑﺎﻧﺪﯤ ﻣﻴﻦ ﺷﻮ ﺩﻫﻐﻪ ﺩﻧﻈﺮﻳﺎﺗﻮ ﭘﻪ ﻋﻤﻠﻲ‬
‫ﮐﻮﻟﻮ ﮐﯥ ﻳﯥ ‪‬ﻳﺮ ﺯﺣﻤﺘﻮﻧﻪ ﻭ‪‬ﺎﻟﻞ‪.‬‬
‫ﺩﭘﺴﺘﺎﻟﻮﺯﻱ ﭘﻪ ﻋﻘﻴﺪﻩ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻫﺪﻑ ﺩﺍﺩﻯ ﭼﯥ ﺳ‪‬ﯤ ‪‬ﻮﻟﯥ ﻗﻮﺍﻭﯤ‬
‫ﭘﻪ ﻣﻨﻈﻢ ﺍﻭ ﻫﺮﺍ‪‬ﺧﻴﺰ ‪‬ﻭﻝ ﻭﺭﻭﺯﻝ ﺷﻲ ﺗﺮ ‪‬ﻮ ﭘﻪ ﺗﺪﺭﻳﺠﯥ ﺍﻭ ﻃﺒﻴﻌﻰ ‪‬ﻭﻝ ﻭﺩﻩ ﻭﮐ‪‬ﻱ ﺍﻭ‬
‫ﭘﻪ ﭘﺎﻱ ﮐﯥ ﺩ‪‬ﯥ ﺍﻭ ﭘﺎﮐﻰ ﭘﻮﻫﻲ ﺧﺎﻭﻧﺪ ﺷﻲ‪.‬ﺩﻯ ﻭﺍﻳﻲ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﻭﺍﺳﻄﻪ‬
‫ﻧﺎﺍﻣﻴﺪﻱ ﻟﻪ ﻣﻨ‪‬ﻪ ‪‬ﻲ ﺍﻭ ‪‬ﻮﻟﻨﻪ ﺍﺻﻼﺡ ﮐﻴ‪‬ﻱ ﻧﻮ‪‬ﮑﻪ ﺩﻋﻤﻮﻣﻲ ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ‬
‫ﻃﺮﻓﺪﺍﺭﺩﻱ‪.‬‬
‫ﭘﺴﺘﺎﻟﻮﺯﯤ ﺩ ﺗﺪﺭﻳﺲ ﻟﭙﺎﺭﻩ ﺩ ﻳﻮ ﻧﻮﻯ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﭼﯥ ﺩﻟﻮﻣ‪‬ﻧﻲ ﻣﻴﺘﻮﺩ‬
‫‪ Ementa Bilding‬ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻳ‪‬ﻱ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻮﻟﻪ‪ .‬ﺩﻩ ﻭﻭﻳﻞ ﭼﯥ ﺩﺍﺳﻲ ﻣﻴﺘﻮﺩ ﻫﻠﻪ‬
‫ﻣﻨﺎﺳﺐ ﺩﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩ ﻭﺩﯤ ﺍﻭ ﺗﮑﺎﻣﻞ ﺳﺮﻩ ﺗﻮﺍﻓﻖ ﻭﻟﺮﻱ‪ .‬ﺩﺩﻩ ﭘﻪ ﻧﻈﺮ ﺩﻳﻮ‬
‫ﻣﻄﻠﺐ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﺩﺍﻻﻧﺪﻱ ﺩﺭﯤ ﻣﺮﺣﻠﻲ ﺿﺮﻭﺭﻱ ﺩﻱ‪.‬‬
‫‪ .1‬ﺩﻣﺸﺎﻫﺪﯤ ﻣﺮﺣﻠﻪ‪ :‬ﻣﺎﺷﻮﻡ ﺗﻪ ﺩﺍﺳﯥ ﻋﺎﺩﺕ ﻭﺭﮐ‪‬ﺷﻲ ﭼﯥ ﺩﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ‬
‫ﺩﻣﻮﺟﻮﺩﻩ ﺷﻴﺎﻧﻮ ﭘﻪ ﻧﺴﺒﺖ ﮐﻨﺠﮑﺎﻭ ﺍﻭﺳﻲ ﺍﻭ ﻫﻐﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫‪ .2‬ﺩﺗﺠﺰﻳﯥ ﻣﺮﺣﻠﻪ‪ :‬ﭘﻪ ﺩﻏﻪ ﻭﺧﺖ ﮐﯥ ﭼﯥ ‪‬ﻪ ﺷﻰ ﻣﺸﺎﻫﺪﻩ ﮐﻮﻭ ﻫﻐﻪ ﭘﻪ ﻭ‪‬ﻭ ﻭ‪‬ﻭ‬
‫ﺍﺟﺰﺍ ‪‬ﻭ ﻭﻳﺸﻮ ﺍﻭ ﺑﻴﺎﻳﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺭ‪‬ﻴﻮ‪.‬‬
‫‪ .3‬ﺩﺗﺮﮐﻴﺐ ﻣﺮﺣﻠﻪ‪ :‬ﺩﺗﺠﺰﻳﯥ ﮐﻮﻟﻮ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﺩﺍﻭﺍ‪‬ﻩ ﺍﺟﺰﺍ ﺑﻴﺮﺗﻪ ﻏﻮﻧ‪ ‬ﺍﻭ‬
‫ﺗﺮﮐﻴﺐ ﮐ‪‬ﻭ‪ .‬ﭘﺴﺘﺎﻟﻮﺯﻱ ﻭﺍﻳﻲ ﺩﺩﯤ ﻟﻪ ﭘﺎﺭﻩ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻞ‬
‫ﺷﻲ ﻻﻧﺪﻱ ‪‬ﮑﻮ ﺗﻪ ﺑﺎﻳﺪ ﭘﺎﻡ ﻭﺍ‪‬ﻭﻝ ﺷﻲ‪.‬‬
‫‪ .1‬ﺩﻣﺨﺘﻠﻔﻮ ﺣﻮﺍﺳﻮﻟﻪ ﻻﺭﯤ ﺩﻣﻄﺎﻟﺒﻮ ﺯﺩﻩ ﮐﻮﻝ‪.‬‬

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‫‪ .2‬ﺩﮊﺑﯥ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺑﺎﻳﺪ ﻟﻐﺎﺕ ﺍﻭ ﮐﻠﻤﯥ ﺩﺍ‪‬ﻭﻧﺪ ﺷﻴﺎﻧﻮ ﺳﺮﻩ ﻳﻮ‬
‫‪‬ﺎﻱ ﻭ‪‬ﻮﺩﻝ ﺷﻲ‪.‬‬
‫‪ .3‬ﭘﻪ ﻫﺮﻩ ﻣﻮﺿﻮﻉ ﮐﯥ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻟﻪ ﺳﺎﺩﻩ ﺟﺰﺀ ‪‬ﺨﻪ ﭘﻴﻞ ﺍﻭ ﭘﻪ‬
‫ﺗﺪﺭﻳﺠﻰ ‪‬ﻭﻝ ﭘﻴﭽﻠﯥ ﺑﺮﺧﻮﺍﻭﺍﺟﺰﺍﻭ ﺗﻪ ﻭﺭﺷﻲ‪.‬‬
‫‪ .4‬ﺩﻫﺮﯤ ﻣﺮﺣﻠﯥ ﭘﻪ ﺍﺟﺮﺍﮐﯥ ﺑﺎﻳﺪ ﻣﺎﺷﻮﻡ ﺗﻪ ﻭﺧﺖ ﻭﺭﮐ‪‬ﺷﻲ ﭼﯥ ﭘﻪ ﻧﻮﻯ ﻣﻄﺎﻟﺒﻮ‬
‫ﭘﻮﻩ ﺷﻲ‪.‬‬
‫‪ .5‬ﺩﻣﺎﺷﻮﻡ ﭘﻪ ﺭﻭﺯﻧﻪ ﮐﯥ ﺿﺮﻭﺭﺩﻩ ﭼﯥ ﺩﺩﻩ ﺷﺨﺼﻴﺖ ﺍﻭﺍﻋﺘﺒﺎﺭ ﺗﻪ ﺩﺭﻧﺎﻭﻱ ﻭﺷﻲ‪.‬‬
‫‪ .6‬ﺩ‪‬ﻮﻭﻧﮑﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺍ‪‬ﻳﮑﯥ ﺑﺎﻳﺪ ﺩﻣﻬﺮ ﺍﻭ ﻣﺤﺒﺖ ﭘﺮﺑﻨﻴﺎﺩ ﻭﻱ‪.‬‬
‫‪ .7‬ﻮﻟﻲ ﻻﺭﯤ ﭼﺎﺭﯤ ﺑﺎﻳﺪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻟﻪ ﺍﻫﺪﺍﻓﻮ ‪‬ﺨﻪ ﺑﻬﺮ ﻧﻪ ﺷﻲ‪.‬‬
‫ﭘﺴﺘﺎﻟﻮﺯﻯ ﭘﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﮐﯥ ﺩﻳﻮﯤ ‪‬ﻮﻟﻨﯥ ﻟﭙﺎﺭﻩ ‪‬ﻮﻭﻧ‪‬ﻲ ﻻﺯﻡ ﺍﻭ‬
‫ﺿﺮﻭﺭﻱ ﺑﻮﻟﻲ ﻧﻮ ‪‬ﮑﻪ ﺩﺧﭙﻞ ﮊﻭﻧﺪ ﭘﻪ ﺩﻭﺭﺍﻥ ﮐﯥ ﻳﯥ ‪‬ﻳﺮ ‪‬ﻮﻭﻧ‪‬ﻰ ﺟﻮ‪‬ﮐ‪‬ﻝ‪ .‬ﺩﮐﺎﺭ‬
‫ﺩﺁﺳﺎﻧﻨﺘﻴﺎ ﻟﭙﺎﺭﻩ ﻳﯥ ‪‬ﻳﺮ ﮐﺘﺎﺑﻮﻧﻪ ﻭﻟﻴﮑﻞ ﻣﺘﺤﺮﮎ ﺍﻟﻔﺒﺎﻯ ﻳﯥ ﺍﺧﺘﺮﺍﻉ ﮐ‪‬ﻝ‪ .‬ﺩﺭﺳﻤﻮﻧﻮ ﺍﻭ‬
‫ﺗﺼﻮﻳﺮﻭﻧﻮ ‪‬ﺨﻪ ﻳﯥ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻮﻟﻪ‪ .‬ﺩﮐﺎﺭﻭﺳﺎﻳﻞ ﻫﻐﻪ ‪‬ﻪ ﻭﺅ ﭼﯥ ﺩﻣﺎﺷﻮﻣﺎﻧﻮ ﭘﻪ ﺷﺎﻭﺧﻮﺍ‬
‫ﮐﯥ ﻣﻮﺟﻮﺩ ﻭﺅ‪ .‬ﺩﺣﺴﺎﺏ ﻟﻪ ﭘﺎﺭﻩ ﻳﯥ ﻣﺨﺘﻠﻒ ﺟﺪﻭﻟﻮﻧﻪ ﺟﻮ‪‬ﮐ‪‬ﻝ‪ .‬ﺩﺍﻋﺪﺍﺩﻭ ﻟﻪ ﭘﺎﺭﻩ ﻳﯥ‬
‫ﺩﺟﻮﺍﺭﻭ‪ ،‬ﻟﻮﺑﻴﺎ‪ ،‬ﮐﺎ‪‬ﻮ ‪‬ﺨﻪ ﭼﯥ ﻣﺤﺴﻮﺳﻴﺪﻝ‪ ،‬ﮐﺎﺭ ﻭﺍﺧﺴﺖ‪.‬‬
‫ﭘﺴﺘﺎﻟﻮﺯﻯ ﻋﻘﻴﺪﻩ ﺩﺭﻟﻮﺩﻩ ﭼﯥ ﻣﺎﺷﻮﻣﺎﻧﻮ ﺗﻪ ﺩﯤ ﻫﻐﻪ ﻣﻄﺎﻟﺐ ‪‬ﻳﺮ ﻭﺭﺯﺩﻩ ﺷﻲ‬
‫ﭼﯥ ﻋﻤﻠﻲ ﺟﻨﺒﻪ ﻭﻟﺮﻱ ﺍﻭ ﺩﻣﻬﺎﺭﺗﻮﻧﻮ ﭘﻪ ﺯﺩﻩ ﮐﻮﻟﻮ ﮐﯥ ﻭﺭﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﺷﻲ‪ ،‬ﻧﻮ‪‬ﮑﻪ‬
‫ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﭘﻪ ﭘﺮﻭ‪‬ﺮﺍﻣﻮﻧﻮ ﮐﯥ ﻳﯥ ﻧﻈﺮﻱ ﺍﻭ ﻋﻤﻠﻲ ‪‬ﻮﻭﻧﯥ ﺗﻪ ‪‬ﺎﻱ ﻭﺭﮐ‪‬ﻱ ﻭﺅ‪ .‬ﺩﺍ ﭘﻪ‬
‫ﺩﯤ ﻣﻌﻨﻲ ﺩﻩ ﭼﯥ ﺩﻩ ﻧﻪ ﻳﻮﺍﺯﻱ ﮐﺮﻧﻪ‪ ،‬ﺑﺎﻏﻮﻧﯥ‪ ،‬ﮐﻮﺭﻧ‪ ‬ﭼﺎﺭﯤ‪ ،‬ﺧﻴﺎﻃﻲ ﭘﻪ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ‬
‫ﮐﯥ ‪‬ﺎﻱ ﮐ‪‬ﻱ ﻭﺅ ﺑﻠﮑﻪ ﺩﻫﻐﻪ ﭘﻪ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﮐﯥ ﻧﻘﺎﺷﻲ‪ ،‬ﺧﻂ‪ ،‬ﻫﻨﺪﺳﻪ‪ ،‬ﺣﺴﺎﺏ‪ ،‬ﻃﺒﻴﻌﻲ‬
‫ﻋﻠﻮﻡ‪ ،‬ﺟﻐﺮﺍﻓﻴﻪ ﺍﻭ ﺗﺎﺭﻳﺦ ﻫﻢ ﺗﺪﺭﻳﺲ ﮐﻴﺪﻝ‪.‬‬

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‫‪ .8‬ﻫﺮﺑﺎﺭﺕ ‪1776-1841) Herbart‬ﻡ(‬

‫ﺩﻯ ﺩﺧﭙﻠﯥ ﮐﻮﺭﻧ‪ ‬ﻳﻮﺍﺯﻧﻰ ﺍﻭﻻﺩ ﺩﻱ ﭼﯥ ﺩﺧﭙﻠﻲ ﻣﻬﺮﺑﺎﻧﯥ ﻣﻮﺭ ﺗﺮﻻﺱ ﻻﻧﺪﯤ‬
‫ﻟﻮﻱ ﺷﻮﻳﺪﻯ ﺩﻩ ‪‬ﻮﻭﺧﺘﻪ ﺩﻳﻮ ﺷﺘﻤﻦ ﺳ‪‬ﻱ ﺯﻭﻱ ﺗﻪ ﺩﺭﺱ ﻭﺭﮐﻮﻭ ﭘﻪ ﺩﻱ ﻭﺧﺖ ﮐﯥ ﻭﺩﻩ‬
‫ﻳﻮ ﺍﺛﺮﺩ )ﺩﺭﻭﺯﻧﯥ ‪‬ﻳﺮ ﻣﻬﻢ ﮐﺎﺭ ﺩﺍﺩﻱ ﭼﯥ ﻧ‪ ‬ﺩﺍﺧﻼﻗﻮ ﭘﻪ ﻟﺤﺎﻅ ﻭﺭﺳﻮﻱ( ﭘﻪ ﻧﺎﻣﻪ ﺩﻱ‪.‬‬
‫ﺍﻭ ﺩﻭﻩ ﻧﻮﺭ ﻣﻌﺘﺒﺮ ﺍﺛﺎﺭﻳﯥ ﺩ )ﺭﻭﺯﻧﻴﺰﻋﻠﻢ( ﭘﻪ ﻧﺎﻣﻪ ﺍﻭﺩ )ﺩﺭﻭﺯﻧﻴﺰﻭ ﻋﻘﺎﻳﺪﻭ ﻣﻬﻢ ‪‬ﮑﻲ(ﭘﻪ‬
‫ﻧﺎﻣﻪ ﺩﻱ‪ .‬ﮐﻠﻪ ﭼﯥ ﺩﻩ ﺩ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﻧﺪﻩ ﻭﺍﺧﺴﺘﻠﻪ ﺩ‪‬ﻮﻭﻧﻴﺰ ﺍﻭ ﺭﻭﺯﻧﻴﺰ ﻣﺴﺎﻳﻠﻮ‬
‫ﺳﺮﻩ ﻳﯥ ﺯﻳﺎﺗﻪ ﻋﻼﻗﻪ ﭘﻴﺪﺍ ﺍﻭ ﺩﻣﺒﺎﺣﺜﻲ ﻟﭙﺎﺭﻩ ﻣﺤﻔﻠﻮﻧﻪ ﺟﻮ‪‬ﮐ‪‬ﻝ ﺍﻭ ﭘﻪ ﭘﺎﻱ ﮐﯥ ﺩﻳﻮ‬
‫‪‬ﻮﻭﻧ‪‬ﻲ ﭘﻪ ﺟﻮ‪‬ﻭﻟﻮ ﺑﺮﻳﺎﻟﻲ ﺷﻮ‪ .‬ﻫﺮﺑﺎﺭﺕ ﻭﺍﻳﻲ‪:‬‬
‫ﺍﻧﺴﺎﻥ ﺩﻧﻴﮑﻮ ﮐﺎﺭﻭﻧﻮ ﺳﺮﻩ ﺗﻤﺎﻳﻞ‪ ،‬ﺩﮐﻤﺎﻝ ﭘﻴﺪﺍﮐﻮﻟﻮ ﺳﺮﻩ ﺗﮑﺎﻳﻞ‪ ،‬ﺫﺧﯿﺮﻩ ﺳﺮﻩ‬
‫ﺗﻤﺎﻳﻞ ﺍﻭ ﺩ ﻋﺪﺍﻟﺖ ﺍﻭ ﻧﺼﺎﺏ ﺳﺮﻩ ﺗﻤﺎﻳﻞ ﻟﺮﻱ ﻧﻮ ﻫ‪‬ﻪ ﺑﺎﻳﺪ ﻭﺷﻲ ﭼﯥ ﭘﻪ ﻣﺎﺷﻮﻣﺎﻧﻮ ﮐﯥ‬
‫ﺩﺍ ﻓﻀﺎﻳﻞ ‪‬ﺮ‪‬ﻨﺪ ﮐ‪‬ﺍﻯ ﺷﻲ‪.‬‬
‫ﻫﺮﺑﺎﺭﺕ ﻫﻐﻪ ﻟﻮﻣ‪‬ﻧﻰ ﺳ‪‬ﻱ ﺩﻱ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻻﺭﯤ ﭼﺎﺭﯤ ﻳﯥ ﺩ ﺍﺭﻭﺍ‬
‫ﭘﻮﻫﻨﻲ ﭘﻪ ﺍﺻﻮﻟﻮ ﺑﻨﺎ ﮐ‪‬ﻳﺪﻯ‪ .‬ﺩﻩ ﻋﻘﻴﺪﻩ ﺩﺭﻟﻮﺩﻩ ﭼﯥ ﺩﺍﻧﺴﺎﻥ ﻣﻐﺰ ﺩﺯﻳ‪‬ﻳﺪﻧﯥ ﭘﻪ ﻭﺧﺖ‬
‫ﮐﯥ ﺧﺎﻟﻲ ﺍﻭ ﺻﺎﻑ ﻭﻱ ﮐﻠﻪ ﭼﯥ ﺩ ﭼﺎﭘﻴرﻳﺎﻝ ‪‬ﺨﻪ ﻭﺍﺭ ﭘﻪ ﻭﺍﺭ ﺗﺎﺯﻩ ﺗﺼﻮﺭﺍﺕ ﻭﺭ‬
‫ﺩﺍﺧﻠﻴ‪‬ﻱ ﺩﻣﺎﺷﻮﻡ ﻣﻐﺰ ‪‬ﮐﻮﻱ ﻭﺭﻭﺳﺘﻪ ﺩﺗﻔﮑﺮ ﺍﻭ ﻗﻀﺎﻭﺕ ﻗﺪﺭﺕ ﭘﻴﺪﺍﮐﻮﻱ‪ .‬ﺩﻩ ﺩﺗﺪﺭﻳﺲ‬
‫ﺩﻣﻴﺘﻮﺩ ﻟﭙﺎﺭﻩ ﺩﺍﻻﻧﺪﯤ ﭘ‪‬ﺍﻭﻧﻪ ﭘﻴﺸﻨﻬﺎﺩ ﮐ‪‬ﻝ ﭼﯥ ﺩﻫﺮﺑﺎﺭﺕ ﺩﻣﻨﻄﻘﻲ ﭘ‪‬ﺍﻭﻧﻮ ﭘﻪ ﻧﺎﻣﻪ‬
‫ﻳﺎﺩﻳ‪‬ﻱ‪:‬‬

‫‪ .1‬ﺎﻥ ﭼﻤﺘﻮﮐﻮﻝ )‪:(Preparation‬‬

‫ﭘﻪ ﺩﯤ ﭘ‪‬ﺍﻭ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﻫ‪‬ﻪ ﮐﻮﻱ ﭼﯥ ﺩﺩﺭﺱ ﻣﻮﺍﻓﻖ ﺧﻴﺎﻻﺕ ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﻣﻐﺰ ﮐﯥ ﺑﻴﺪﺍﺭ ﮐ‪‬ﻱ ﺍﻭ ﭘﻪ ﺩﻱ ﻭﺳﻴﻠﻪ ﻫﻐﻪ ﺩﯤ ﺗﻪ ﭼﻤﺘﻮ ﮐ‪‬ﻱ ﭼﯥ ﻧﻨﻰ‬
‫ﺩﺭﺱ ‪‬ﻪ ﺩﺭﮎ ﮐ‪‬ﻱ‪ .‬ﭘﻪ ﺩﯤ ﮐﺎﺭ ﮐﯥ ﺩﺗﻴﺮ ﺩﺭﺱ ﭘﻮ‪‬ﺘﻨﻪ ﮐﻮﻱ ﺍﻭ ﻳﺎﻧﻮﻯ ﻣﺴﺎﻳﻞ ﻣﻄﺮﺡ‬
‫ﮐﻮﻱ ﭼﯥ ﺩﻧﻮﯤ ﺩﺭﺱ ﺳﺮﻩ ﻣﺸﺎﺑﻬﺖ ﺍﻭ ﺍ‪‬ﻳﮑﻲ ﻭﻟﺮﻱ‪.‬‬

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‫‪ .2‬ﺩﻣﻮﺿﻮﻉ ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﻝ )‪:(Presentation‬‬

‫ﭘﻪ ﺩﯤ ﭘ‪‬ﺍﻭ ﮐﯥ ﻧﻮﯤ ﺗﺠﺮﺑﯥ ﺍﻭ ﻧﻮﻯ ﻣﻄﻠﺐ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻻﺭ‪‬ﻮﻧﻪ ﮐﻴ‪‬ﻱ ﭼﯥ ﺍﺻﻠﻲ ﻣﻄﻠﺐ ﺗﻪ ﻭﺭﺳﻴ‪‬ﻱ‪.‬‬

‫‪ .3‬ﻳﻮ‪‬ﺎﻯ ﮐﻴﺪﻧﻪ )‪:(Association‬‬

‫ﭘﻪ ﺩﯤ ﭘ‪‬ﺍﻭ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﻫ‪‬ﻪ ﮐﻮﻱ ﻫﻐﻪ ﻧﻮﻱ ﻣﻄﺎﻟﺐ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻳﯥ‬
‫ﻭﺭﺯﺩﻩ ﮐﻮﻱ ﺩﺩﻭﻱ ﺩ ﭘﺨﻮﺍﻧﻴﻮ ﻣﻄﺎﻟﺒﻮ ﺍﻭ ﺗﺠﺮﺑﻮ ﺳﺮﻩ ﻳﻮ‪‬ﺎﻱ ﮐ‪‬ﻱ ﺗﺮ‪‬ﻮ ﭘﻪ ﺩﻣﺎﻍ ﮐﯥ‬
‫ﻳﯥ ‪‬ﺎﻱ ﻭﻧﻴﺴﻲ ﺍﻭ ﺩﺍ ﮐﺎﺭ ﻫﻠﺘﻪ ﺍﻣﮑﺎﻥ ﻟﺮﻱ ﭼﯥ ﺩﺭﺱ ﺗﮑﺮﺍﺭ ﮐ‪‬ﻱ ﺍﻭ ﻣﺸﺎﺑﻪ ﺍﺟﺰﺍ ﺩﺗﻴﺮ‬
‫ﺩﺭﺱ ﺳﺮﻩ ﺑﻴﺎﻥ ﺍﻭ ‪‬ﺮ‪‬ﻨﺪ ﮐ‪‬ﻱ‪.‬‬

‫‪ .4‬ﻋﻤﻮﻣﻴﺖ ﻭﺭﮐﻮﻝ )‪:(Generalization‬‬

‫ﭘﻪ ﺩﻯ ﭘ‪‬ﺍﻭ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﺩﺭﺱ ﮐﹸﻠﻲ ﻣﻔﺎﻫﻴﻢ ﺗﻮﺿﻴﺢ ﮐﻮﻱ ‪‬ﻪ ﭼﯥ ﻳﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﻳﻠﻲ ﺩﻱ ﻟﻨ‪ ‬ﺍﻭ ﺩﺳﺘﻪ ﺑﻨﺪﻱ ﮐﻮﻱ‪ .‬ﮐﻪ ﭘﺨﻮﺍﻧﻲ ﭘ‪‬ﺍﻭﻧﻪ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺗﺮ ﺳﺮﻩ‬
‫ﺷﻮﻱ ﻭﻱ ﻧﻮﺩﺍﻫﻢ ﭘﻪ ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ ﺳﺮﺗﻪ ﺭﺳﻴ‪‬ﻱ‪.‬‬

‫‪ .5‬ﺩﺍﺳﺘﻌﻤﺎﻝ ‪‬ﺎﻳﻮﻧﻪ )‪:(Application‬‬

‫ﭘﻪ ﺩﯤ ﭘ‪‬ﺍﻭﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﺩﺭﺱ ﮐﹸﻠﻲ ﻣﻔﺎﻫﻴﻤﻮ‪‬ﺨﻪ ﭘﻪ ﻣﺨﺘﻠﻔﻮ ‪‬ﺎﻳﻮﻧﻮ ﮐﯥ ﮐﺎﺭ‬
‫ﺍﺧﻠﻲ ﺗﺮ‪‬ﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻧﻮﻱ ﻣﻄﻠﺐ ﺩﺍﺳﺘﻌﻤﺎﻝ ‪‬ﺎﻳﻮﻧﻪ ﻭﭘﻴﮋﻧﻲ‪ .‬ﺩﻟﺘﻪ ‪‬ﻮﻭﻧﮑﻲ‬
‫ﺷﺎ‪‬ﺮﺩﺍﻧﻮ ﺗﻪ ﮐﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭﺭﮐﻮﻱ ﺗﺮ ‪‬ﻮ ﺗﻤﺮﻳﻦ ﻭﮐ‪‬ﻱ ﺍﻭﺩﻧﻮﻱ ﺩﺭﺱ ﺩﺍﺳﺘﻌﻤﺎﻝ‬
‫*‬
‫‪‬ﺎﻳﻮﻧﻪ ﻭﺭ ﻣﻌﻠﻮﻡ ﺷﻲ‪.‬‬
‫ﻫﺮﺑﺎﺭﺕ ﻭﺍﻳﻲ ﭼﯥ ﭘﻪ ﻫﺮﻩ ﺗﺮﺑﻴﺘﻲ ﻣﻮﺳﺴﻪ ﮐﯥ ﺑﺎﻳﺪ ﺩﺭﻱ ﻋﻤﺪﻩ ﻣﺴﺎﹾﻟﻮﺗﻪ ﭘﺎﻡ ﻭﺷﻲ‪.‬‬

‫*‪‬ﻮﻭﻧﮑﻲ ﮐﻮﻻﻱ ﺷﻲ ﭘﻪ ﻳﻮ ﻧﻤﻮﻧﻪ ﻳﯥ ﺩﺭﺱ ﮐﻲ ﭘﻮﺭﺗﻨ‪ ‬ﭘﻨ‪‬ﻪ ﻣﺮﺣﻠﻲ ﺗﻄﺒﻴﻖ ﮐ‪‬ﻱ‪.‬‬

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‫ﺍﻟﻒ‪ :‬ﺩﻣﻮﺳﺴﯥ ﺩﻧﺪﻩ‪ :‬ﭘﻪ ﻫﺮﻩ ﺭﻭﺯﻧﻴﺰﻩ ﻣﻮﺳﺴﻪ ﮐﯥ ﺑﺎﻳﺪ ﺩﺗﻤﺪﻥ ﺍﺳﺎﺳﺎﺕ ﺍﻭﺩﻋﻠﻮﻣﻮ‬
‫ﻣﻘﺪﻣﺎﺕ ﺩﻋﻤﻮﻣﻲ ﺍﻃﻼﻋﺎﺗﻮﭘﻪ ﻧﺎﻣﻪ ﻭﺭ ﺯﺩﻩ ﺷﻲ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺗﺨﺼﺼﻲ ‪‬ﺎﻧ‪‬ﯥ ﺗﻪ ﭘﺎﻡ‬
‫ﺭﺍﻭ‪‬ﺮ‪‬ﻮﻝ ﺷﻲ‪.‬‬
‫ﺏ‪ :‬ﻣﻮﺳﺴﻪ ﺩﻋﻮﺍﻣﻮ ﻟﭙﺎﺭﻩ‪ :‬ﻫﺮ ‪‬ﻮﮎ ﻳﺎ ﻫﺮﻩ ﻗﺒﻴﻠﻪ ﺍﻭ ﺩﺳﺘﻪ ﭼﯥ ﻭﻏﻮﺍ‪‬ﻱ ﺧﭙﻞ‬
‫ﺍﻭﻻﺩﻭﻧﻪ ﭘﮑﯥ ﺷﺎﻣﻞ ﮐ‪‬ﻱ ﮐﻮﻡ ﻣﻤﺎﻧﻌﺖ ﻭﻧﻠﺮﻱ‪.‬‬
‫ﺝ‪ :‬ﺩﺭﻭﺯﻧﻴﺰﻱ ﻣﻮﺳﺴﯥ ﺣﻘﻮﻕ ﺍﻭ ‪‬ﻮﻟﻨﻴﺰ ﻣﺴﺎﻳﻞ‪ :‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﻳﻮ‪‬ﺎﻱ ﮐﻴﺪ ﻭﺍ‬
‫ﺩﺩﻭﯤ ﺍ‪‬ﻳﮑﻮ ‪‬ﺨﻪ ﭼﯥ ﺩﻳﻮ ﺑﻞ ﺳﺮﻩ ﻳﯥ ﻟﯧﻲ ﺍﻭ ﺑﻴﺎﻳﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﮐﺎﺭﻣﻨﺪﺍﻧﻮ ﺳﺮﻩ ﻟﺮﻱ‬
‫‪‬ﻮﻟﻨﻴﺰ ﺍﻭ ﺣﻘﻮﻗﻲ ﻣﺴﺎﻳﻞ ﭘﻴﺪﺍﮐ‪‬ﻱ‪ .‬ﺍﻟﺒﺘﻪ ﺩﺭﻭﺯﻧﯥ ﺍﺧﻼﻗﻲ ﻫﺪﻑ ﻫﻢ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ‬
‫ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬
‫ﭘﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭﺭﻭﺯﻧﻪ ﮐﯥ ﻫﺮﺑﺎﺭﺕ ﺩ‪‬ﻮﻭﻧﮑﻲ ﺷﺨﺼﻴﺖ ﺍﻭ ﮐ‪‬ﻩ ﻭ‪‬ﻭﺗﻪ ﺩﻫﺮ ‪‬ﻪ ﻧﻪ‬
‫ﺯﻳﺎﺕ ﺍﻫﻤﻴﺖ ﻭﺭﮐﻮﻱ ‪‬ﮑﻪ ﭼﯥ ﺩ‪‬ﻮﻭﻧﮑﻮ ﺍﺧﻼﻗﻲ ﺍﻏﻴﺰﯤ ﭘﺮﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺯﻳﺎﺗﯥ ﺩﻱ‬
‫ﺍﻭﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﺗﻪ ‪‬ﻪ ﻻﺭ‪‬ﻮﺩ ﺍﻭ ﺍﻟﻬﺎﻡ ﻭﺭﮐﻮﻭﻧﮑﻲ ﺩﻱ‪.‬‬
‫ﻫﺮﺑﺎﺭﺕ ﻭﺍﻳﻲ ﭼﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﭘﺮﻭ‪‬ﺮﺍﻣﻮﻧﻪ ﺩﻃﺒﻴﻌﺖ ﺍﻭ ‪‬ﻮﻟﻨﯥ ‪‬ﺨﻪ ﺍﻟﻬﺎﻡ‬
‫ﺍﺧﻠﻲ ﺍﻭ ﻫﻢ ﻭﺍﻳﻲ ﭼﯥ ﺩ ﻻﺭﻭ ﭘﻪ ﻭﺍﺳﻄﻪ ﮐﻮﻻﻱ ﺷﻮﺩﻣﺎﺷﻮﻣﺎﻧﻮ ﻣﻴﻨﻪ ﺍﻭ ﻋﻼﻗﻪ ﺩﻋﻠﻢ ﺍﻭ‬
‫ﭘﻮﻫﯥ ﭘﻪ ﻧﺴﺒﺖ ﭘﻴﺪﺍﮐ‪‬ﻭ ﻫﻐﻪ ﻻﺭﯤ ﻳﻮﻩ ﺩﺍﺯﻣﻴ‪‬ﺖ ﺍﻭ ﺗﺠﺮﺑﻮ ﻻﺭﺩﻩ ﭼﯥ ﻣﻮ‪ ‬ﺩﻃﺒﻴﻌﺖ ﺍﻭ‬
‫ﭼﺎﭘﻴرﻳﺎﻝ ‪‬ﺨﻪ ﺧﺒﺮﻭﻱ ﺍﻭ ﺑﻠﻪ ﺩﻧﻮﺭﻭ ﺳﺮﻩ ﺩﮐ‪‬ﻭ ﻭ‪‬ﻭ ﻻﺭﺩﻩ ﭼﯥ ﺩﺍﻫﻢ ﺩﭘﻮﻫﯥ ﺩﺯﺩﻩ‬
‫ﮐﻮﻟﻮ ﻣﺤﺮﮎ ﺍﻭ ﻣﺸﻮﻕ ﺩﻱ‪ .‬ﻫﻤﺪﺍ ﻋﻠﺖ ﺩﻯ ﭼﯥ ﺩﻣﺎﺷﻮﻡ ﺯ‪‬ﻩ ﺑﻪ ﻳﺎ ﺩﻣﻄﺎﻟﺒﻮ ﺍﻭ‬
‫ﻣﻔﺎﻫﻴﻤﻮ ﺳﺮﻩ ﺗ‪‬ﻟﻲ ﻭﻱ ﺍﻭ ﺩ‪‬ﻮﻟﻨﯥ ﺍﻓﺮﺍﺩﻭ ﺍﻭ ﺍﺷﺨﺎﺻﻮ ﺗﻪ ﻣﺘﻮﺟﻪ ﻭﻱ‪ ،‬ﻧﻮ ﭘﻪ ﺩﯤ ﻭﺳﻴﻠﻪ‬
‫ﻭﻳﻼﻱ ﺷﻮ ﭼﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺑﺎﻳﺪ ﺩﻭﻩ ﺟﻨﺒﯥ ﻭﻟﺮﻱ ﻟﻮﻣ‪ ‬ﺑﺮﺧﻪ ﮐﯥ ﺑﺎﻳﺪ‬
‫ﻋﻠﻤﻲ ﻣﻮﺍﺩ ﻭﻱ ﻟﮑﻪ ﻃﺒﻴﻌﻲ ﻋﻠﻮﻡ‪ ،‬ﻻﺳﻲ ﮐﺎﺭﻭﻧﻪ ﺍﻭ ﻓﻨﻲ ﺯﺩﻩ ﮐ‪‬ﻩ‪ .‬ﺩﻭﻫﻤﻪ ﺑﺮﺧﻪ ﮐﯥ‬
‫ﺑﺎﻳﺪ ﺗﺎﺭﻳﺨﻲ ﻣﻮﺍﺩ ﻭﻱ ﻟﮑﻪ ﺩ ﺍﺩﺑﻴﺎﺗﻮ ﺗﺎﺭﻳﺦ‪ ،‬ﮊﺑﻪ ﺍﻭ ‪‬ﮑﻠﻲ ﻫﻨﺮﻭﻧﻪ‪.‬‬

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‫ﺩﺗﺪﺭﻳﺲ ﺩﺍﺻﻮﻟﻮ ﺍﻫﻤﻴﺖ‪:‬‬

‫‪‬ﻮﻝ ‪‬ﻮﻭﻧﮑﻲ ﺍﻭ ﺗﺪﺭﻳﺲ ﮐﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ﺩﻱ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﻟﭙﺎﺭﻩ ﻳﻮﻩ‬
‫ﻭﺍﺣﺪﻩ ﻻﺭ ﻧﺸﺘﻪ ﺑﻠﮑﻪ ‪‬ﻳﺮﯤ ﻃﺮﻳﻘﻲ ﺍﻭ ﻻﺭﯤ ﻣﻮﺟﻮﺩﯤ ﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﮐﻮﻻﻱ ﺷﻲ‬
‫ﭘﻪ ﻣﺨﺘﻠﻔﻮ ﻭﺧﺘﻮﻧﻮ ﮐﯥ ﺩﻣﻮﺿﻮﻉ ﻣﻀﻤﻮﻥ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪ .‬ﺗﺪﺭﻳﺲ ﻳﻮ‬
‫‪‬ﻭﻝ ﻓﻦ ﺍﻭ ﻣﻬﺎﺭﺕ ﺩﻱ ﭼﯥ ﺗﺮ ﻣﻤﮑﻦ ﺣﺪﻩ ﻫ‪‬ﻪ ﮐﻮﻱ ﭼﯥ ﺩﻫﻐﻪ ﺩﺗﺪﺭﻳﺲ ﻻﺭﻩ ﭘﻪ ﺯ‪‬ﻩ‬
‫ﭘﻮﺭﯤ ﺍﻭ ﺟﺎﻟﺒﻪ ﺷﻲ‪.‬‬
‫‪‬ﻮﻝ ﻫﻐﻪ ‪‬ﻮﻭﻧﮑﻲ ﭼﯥ ﺭﻭﺯﻝ ﮐﻴ‪‬ﻱ ﻳﺎ ﺭﻭﺯﻝ ﺷﻮﻳﺪﻱ‪ ،‬ﺿﺮﻭﺭﺕ ﻟﺮﻱ ﭼﯥ‬
‫ﺩﺗﺪﺭﻳﺲ ﺩ‪‬ﻮﻟﻮ ﻻﺭﻭ ﭼﺎﺭﻭ ‪‬ﺨﻪ ﺑﺎﺧﺒﺮﻩ ﺍﻭﺳﻲ ﺍﻭ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﻭﻟﻲ ﺩﺗﺪﺭﻳﺲ ﭘﻪ‬
‫ﻣﺨﺘﻠﻔﻮﺍﺻﻮﻟﻮ ﺍﻭﻻﺭﻭ ﺑﺎﻧﺪﻱ ﺗﺎﮐﻴﺪ ﮐﻴ‪‬ﻱ‪ .‬ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﺍﺻﻮﻟﻮ ﮐﯥ ﮐﻮﻡ ﺭﺍﺯ ﭘ‪ ‬ﻧﺪﻯ‬
‫ﺑﻠﮑﻪ ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩﭘﻮﻫﯥ ﺩﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻟﻮ ﻳﻮﻩ ﻃﺮﻳﻘﻪ ﺩﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﺧﭙﻠﻮ‬
‫ﻣﻬﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﭘﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ ﭼﯥ ﺩﺩﯤ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﺩﺭﻟﻮﺩﻭﻧﮑﻲ ﺩﻱ‪.‬‬
‫‪ .1‬ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﻳﻮ ‪‬ﻮﺭ ﮐﺎﺭ ﺩﻱ ﻧﻮﮐﻪ ﺩﻫﻐﻲ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻞ ﺷﻲ ﭘﻪ‬
‫ﺩﺭﺱ ﮐﯥ ﺑﻲ ﻧﻈﻤﻲ ﻭﺍﺭﺧﻄﺎﻳﻲ ﺍﻭ ﻫﺮﺝ ﻭﻣﺮﺝ ﻣﻨ‪ ‬ﺗﻪ ﻧﻪ ﺭﺍ‪‬ﻲ‪ .‬ﻫﻤﺪﺍﺭﻧﮕﻪ ﺩﺗﺪﺭﻳﺲ‬
‫ﺍﺻﻮﻝ ‪‬ﻮﻭﻧﮑﻲ ﺳﺮﻩ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺍﻭ ﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ﺟﻮ‪‬ﻭﻟﻮ ﮐﯥ ﻣﺮﺳﺘﻪ ﮐﻮﻱ‪.‬‬
‫‪ .2‬ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩﻭﺧﺖ ﺍﻭ ﺍﻧﺮﮊﻱ ﺩﺿﺎﻳﻊ ﮐﻴﺪﻭﻣﺨﻪ ﻧﻴﺴﻲ‪.‬‬
‫‪ .3‬ﮐﻠﻪ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﺩﻣﻨﺎﺳﺒﻮ ﺍﻭ ‪‬ﻮﻻﺭﻭ ﭼﺎﺭﻭ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻞ ﺷﻲ ‪‬ﻮﻭﻧﮑﻲ‬
‫ﮐﻮﻻﻱ ﺷﻲ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻋﻼﻗﻪ ﺍﻭ ﺗﻮﺟﻪ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺟﻠﺐ ﮐ‪‬ﻱ‪.‬‬
‫‪ .4‬ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟﭙﺎﺭﻩ ﺩﺍﻏﻴﺰﻣﻨﯥ ﺯﺩﻩ ﮐ‪‬ﯤ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪.‬‬
‫ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺩﻳﺎﺩﻭ ﺷﻮﻭ ﺍﺭﺯ‪‬ﺘﻮﻧﻮ ﺍﻭ ﺍﻫﻤﻴﺖ ﺳﺮﺑﻴﺮﻩ ﻳﻮ ‪‬ﻭﻝ ﻗﺎﻋﺪﯤ ﻫﻢ ﻟﺮﻱ ﭼﯥ‬
‫ﭘﻪ ﻻﻧﺪﯤ ‪‬ﻭﻝ ﺗﺸﺮﻳﺢ ﮐﻴ‪‬ﻱ‪:‬‬
‫‪‬ﻴﻨﯥ ﻗﺎﻋﺪﯤ ﭼﯥ ‪‬ﻮﻭﻧﮑﻮ ﺳﺮﻩ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻣﺮﺳﺘﻪ ﮐﻮﻱ ﺩﺍﺳﯥ ﻗﺎﻋﺪﯤ ﺩﻱ‬
‫ﭼﯥ ﺩ ﺍﻣﺴﺎ ﭘﻪ ‪‬ﻭﻝ ﻭﺭ‪‬ﺨﻪ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻴ‪‬ﻱ ﺧﻮ ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ﺩﯤ ﺑﺎﻳﺪ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩ‪‬ﺎﻱ‬
‫ﺳﺮﻩ ﻓﻴﺼﻠﻪ ﻭﮐ‪‬ﻱ ﭼﯥ ‪‬ﻪ ﻭﺧﺖ‪ ،‬ﻨ‪‬ﻪ ﺍﻭ ‪‬ﻪ ‪‬ﻭﻝ ﺩﻫﻐﻲ ‪‬ﺨﻪ ﭘﻴﺮﻭﻱ ﻭﮐ‪‬ﻱ‪.‬‬
‫ﺩﺍﻗﻮﺍﻋﺪ ﻋﺒﺎﺭﺕ ﺩﻯ ﻟﻪ‪:‬‬

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‫‪ .1‬ﻟﻪ ﻣﻌﻠﻮﻡ ‪‬ﺨﻪ ﻣﺠﻬﻮﻝ ﺗﻪ ﭘﻴﻞ ﮐﻮﻝ‪ :‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻟﻪ ﻫﻐﻪ ‪‬ﻪ ‪‬ﺨﻪ ﺗﺪﺭﻳﺲ ﭘﻴﻞ‬
‫ﮐ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﺭﺑﺎﻧﺪﻱ ﭘﻮﻫﻴ‪‬ﻱ‪.‬‬
‫‪ .2‬ﻭﺍﻗﻌﻲ ﺍﻭ ﻣﻌﻴﻨﯥ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﻭ ﻏﻴﺮ ﻭﺍﻗﻌﻲ ﺍﻭ ﻣﺠﺮﺩﯤ ﻣﻮﺿﻮﻉ ﺗﻪ ﺗﻠﻞ‪:‬‬
‫‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺩﻫﻐﻪ ﻣﻌﻴﻨﯥ ﺍﻭ ﻭﺍﻗﻌﻲ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﭘﻴﻞ ﻭ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﯥ‬
‫ﻭﺭﺳﺮﻩ ﺍﺷﻨﺎﻳﻲ ﻭﻟﺮﻱ‪.‬‬
‫‪ .3‬ﻟﻪ ﺁﺳﺎﻧﻪ ‪‬ﺨﻪ ﻣﺸﮑﻞ ﺗﻪ‪ :‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻟﻪ ﺁﺳﺎﻧﯥ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﭘﻴﻞ ﺍﻭ ﻭﺭﻭ ﻭﺭﻭ‬
‫ﻣﺸﮑﻠﯥ ﻣﺮﺣﻠﻲ ﻭﺭﺑﺎﻧﺪﻱ ﺯﻳﺎﺗﯥ ﮐ‪‬ﻱ‪.‬‬
‫‪ .4‬ﻟﻪ ﺳﺎﺩﻩ ‪‬ﺨﻪ ﻣﻐﻠﻖ ﺗﻪ ﺗﻠﻞ‪ :‬ﻮﻭﻧﮑﻲ ﻣﺨﮑﻲ ﻟﻪ ﺩﯤ ﭼﯥ ﻣﻐﻠﻘﻲ ﺍﻭ ﭘﻴﭽﻠﯥ‬
‫ﻣﻮﺿﻮﻋﺎﺗﻮ ﺑﺎﻧﺪﻱ ﮐﺎﺭ ﭘﻴﻞ ﮐ‪‬ﻱ ﻟﻮﻣ‪‬ﻱ ﺑﺎﻳﺪ ﺳﺎﺩﻩ ﺍﻭ ﺑﺴﻴﻄﻮ ﺷﻴﺎﻧﻮ ﺑﺎﻧﺪﯤ ﮐﺎﺭ ﻭﮐ‪‬ﻱ‬
‫ﻳﻌﻨﻰ ﻟﻪ ﺁﺳﺎﻥ ﻳﺎ ﺳﺎﺩﻩ ‪‬ﺨﻪ ﺷﺮﻭﻉ ﺍﻭ ﻭﺭﻭ ﻭﺭﻭ ﻣﻐﻠﻘﻮ ﻣﻮﺿﻮﻋﺎﺗﻮﺗﻪ ﻭﻻ‪ ‬ﺷﻲ‪.‬‬

‫ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻧﻈﻢ ﺍﻭ ﺍﺩﺍﺭﻩ‬

‫‪‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ﻫﺮ ﮐﺎﺭ ﭘﻪ ﻣﺴﺎﻋﺪﻭ ﺷﺮﺍﻳﻄﻮ ﺍﻭ ﺧﺎﺹ ﻧﻈﻢ ﮐﯥ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﭘﺮﻣﺦ ‪‬ﻲ‪.‬‬
‫‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﭼﯥ ﺩ ‪‬ﻮﻭﻧﻴﺰﻭ ﻏﻮ‪‬ﺘﻨﻮ ﻟﻮﻣ‪‬ﻧﻰ ﺿﺮﻭﺭﺕ ﺩﺑﺸﺮ ﭘﻪ ﮊﻭﻧﺪﺍﻧﻪ ﮐﯥ ﻗﺒﻮﻝ‬
‫ﺷﻮﻳﺪﻱ ﺣﺘﺎ ﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﺗﻪ ﺿﺮﻭﺭﺕ ﻟﺮﻱ ﺍﻭ ﺩﺍﻧﻈﻢ ﺍﻳﺠﺎﺑﻮﻱ ﭼﯥ ﺩﻏﻪ ﺗﺼﻤﻴﻢ‬
‫ﻭﻧﻴﻮﻝ ﺷﻲ‪ .‬ﻳﻌﻨﻲ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﭘﺮﻭﺳﻪ ﮐﯥ ﺳﺘﻮﻧﺰﯤ ﺩﻣﻨ‪‬ﻪ ﻭﻻ‪‬ﯤ ﺷﻲ ﺍﻭ ﭘﻪ‬
‫ﮐﻤﻲ ﺍﻭ ﮐﻴﻔﻲ ‪‬ﻭﻝ ﻫﺪﻑ ﺗﻪ ﺩﺭﺳﻴﺪﻭ ﭘﻪ ﻟﻮﺭ ﺗﺪﺭﻳﺲ ﺗﺮﺳﺮﻩ ﺷﻲ‪ .‬ﻻﺯﻡ ﺩﻱ ﭼﯥ ﺩﺩﻱ‬
‫ﻓﺮﺻﺖ ﺩﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻟﻮ ﻟﭙﺎﺭﻩ ﺩﻧﻈﻢ‪ ،‬ﺍﺩﺍﺭﯤ ﺍﻭ ‪‬ﻮﻟ‪‬ﯥ ﺩﺗﺮﺗﻴﺐ ﭘﻪ ﻫﻠﮑﻪ ﻳﻮ‪‬ﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺗﺮﻻﺳﻪ ﮐ‪‬ﻭ‪:‬‬
‫ﻧﻈﻢ ﭘﻪ ﻟﻐﺖ ﮐﯥ ﺗﺮﺗﻴﺒﻮﻟﻮ ﺍﻭ ﻳﻮ ﻗﺎﻓﻴﻪ ﻟﺮﻭﻧﮑﻲ ﻣﻮﺯﻭﻥ ﮐﻼﻡ ﺩﻱ ﭼﯥ ﺩﻧﺜﺮ‬
‫ﺧﻼﻑ ﺩﻱ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ﺍﻧ‪‬ﺮﻳﺰﻱ ﮊﺑﻪ ﮐﯥ ﺩﺍﻧﻀﺒﺎﻁ‪ ،‬ﺍﻧﺘﻈﺎﻡ‪ ،‬ﺗﺮﺗﻴﺐ ﺍﻭ ﺩﻗﺎﻋﺪﯤ ﺍﻭ‬
‫ﺍﻧﻀﺒﺎﻁ ﻻﻧﺪﯤ ﺭﺍﻭﺳﺘﻮﺗﻪ ﻭﺍﻳﻲ‪.‬‬

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‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺍﺻﻄﻼﺡ ﮐﯥ ﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﻭﺿﻊ ﺍﻭ ﺣﺎﻟﺖ ﺗﺸﺮﻳﺢ‬

‫ﮐﻮﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﻳﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺗﺪﺭﻳﺲ ﻟﭙﺎﺭﻩ ﻳﻮﻩ ﻣﻘﺮﺭﻩ ﻳﺎ ﺧﺎﺻﻪ ﻗﺎﻋﺪﻩ ﭘﻪ ﮐﺎﺭ‬
‫ﻭ‪‬ﻱ ﭼﯥ ﺩﻫﻐﻰ ﭘﻪ ﻭﺍﺳﻄﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮ‪‬ﻪ ﻧﻈﻢ ﺍﻭﺩﺳﭙﻠﻴﻦ ﻻﻧﺪﻱ ﺭﺍﻭﻟﻲ‪ .‬ﭘﻪ ﺩﻯ‬
‫‪‬ﻭﻝ ﻫﺮ ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﻳﻮ ﺷﺨﺺ ﺍﻭ ﻣﻌﻴﻦ ﺩﺳﭙﻠﻴﻦ ﺩﺭﻟﻮﺩﻭﻧﮑﻲ ﺩﻱ ﺗﺮ‪‬ﻮ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺍﻭﭘﻪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﮑﻲ ﺩﻫﻐﯥ ﺳﺮﻩ ﺳﻢ ﻋﻤﻞ ﻭﮐ‪‬ﻱ‪.‬‬

‫‪ (a‬ﺩ‪‬ﻮﻟ‪‬ﻰ ﻧﻈﻢ ﺍﻭ ﺗﺮﺗﻴﺐ‪ :‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﺗﺮﺗﻴﺐ ﺍﻭ ﺗﻨﻈﻴﻢ ﺭﻭﺯﻧﻴﺰﻩ ﺑﺮﺧﻪ ﺩﻩ ﺧﻮ‬

‫ﺩﺭﺳﻲ ﻧﺪﻩ ‪‬ﮑﻪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﺮﺗﻴﺐ ﺍﻭ ﺗﻨﻈﻴﻢ ﻫﻐﻮﻱ ﺩﯤ ﺗﻪ ﭼﻤﺘﻮ‬
‫ﮐﻮﻱ ﭼﯥ ﻭﺭﺗﻪ ﺗﺪﺭﻳﺲ ﻭﺷﻲ ﺍﻭ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ﺍﻭ ﻭﺭﻭ ﻭﺭﻭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻋﺎﺩﺕ‬
‫ﻭ‪‬ﺮ‪‬ﻲ‪ .‬ﺧﻮ ﭘﻪ ﺩﻯ ﺑﺮﺧﻪ ﮐﯥ ﻟﻮﻣ‪‬ﻱ ‪‬ﻮﻭﻧﮑﻲ ﺯﻳﺎﺕ ﮐﺎﺭ ﮐﻮﻱ ﺍﻭ ﺑﻴﺎ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﮐﺎﺭ ﮐﻮﻟﻮﺗﻪ ﻣﺘﻮﺟﻪ ﮐﻮﻱ‪ .‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ ﺍﻭ ﺗﺮﺗﻴﺐ ‪‬ﻮﻭﻧﮑﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺭﺱ ﺗﻪ‬
‫ﻫ‪‬ﻮﻱ ﺗﺮ‪‬ﻮ ﺗﺪﺭﻳﺲ ﭘﻪ ﻣﻨﺎﺳﺒﻪ ﺗﻮ‪‬ﻪ ﺗﺮﺳﺮﻩ ﺷﻲ‪ .‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺩﺍ ﮐﺎﺭ ﺩﺩﺭﺱ ﺩﻣﺨﻪ‬
‫ﺗﺮﺳﺮﻩ ﮐ‪‬ﻱ ﻳﻌﻨﻲ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻓﻀﺎ ﺩﺩﺭﺱ ﻟﻪ ﭘﻴﻞ ‪‬ﺨﻪ ﺩﻣﺨﻪ ﺍﻣﺎﺩﻩ ﮐ‪‬ﻱ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ‬
‫ﺭﻭﺯﻧﯥ ﺩﺍﺳﺎﺳﺎﺗﻮ ﭘﺮ ﺑﻨﺴ‪ ‬ﻫﻐﻪ ﻣﺮﺣﻠﯥ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﻧﻈﻢ ﺍﻭ ﺗﺮﺗﻴﺐ ﻟﭙﺎﺭﻩ ﺿﺮﻭﺭﻱ ﺩﻱ‬
‫ﻗﺪﻡ ﭘﻪ ﻗﺪﻡ ﻋﻤﻠﻲ ﺷﻲ‪.‬‬
‫ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻧﻈﻢ ﺍﻭ ﺗﺮﺗﻴﺐ ﮐﯥ ﺑﺎﻳﺪ ﺩﺍ‪‬ﮑﻲ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪:‬‬
‫‪ .1‬ﻮﻭﻧﮑﻲ ‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﺩﻧﻨﻮﺗﻠﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺳﻼﻡ ﻭﺭﮐﻮﻟﻮ ﺁﺩﺍﺏ ﻣﺮﺍﻋﺎﺕ‬
‫ﮐ‪‬ﻱ‪.‬‬
‫‪ .2‬ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﭘﻪ ﻭﺭﻳﻦ ﺗﻨﺪﻱ ﺍﻭ ﻣﻨﺎﺳﺐ ﺁﻭﺍﺯ ﺧﺒﺮﯤ ﻭﮐ‪‬ﻱ‪.‬‬
‫‪ .3‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻗﺪﻡ ﻭﻭﻫﻲ ﺍﻭ ﺑﻴﺎ ﭘﻪ ﻳﻮ‪‬ﺎﻱ ﮐﯥ ﺩﺩﺭﻳﺪﻟﻮ ‪‬ﺨﻪ‬
‫ﻭﺭﻭﺳﺘﻪ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﺣﻮאﻝ ﭘﻮ‪‬ﺘﻨﻪ ﻭﮐ‪‬ﻱ‪.‬‬
‫‪ .4‬ﮐﻪ ﻳﻮﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻧﺎﺭﻭﻍ ﻳﺎ ﻣﻌﻠﻮﻝ ﻭﻱ ﻫﻐﻪ ﺗﻪ ﺩﯤ ‪‬ﺍ‪‬ﻴﺮﻧﻪ ﺍﻭ ﺗﺴﻠﻴﺖ‬
‫ﻭﺭﮐ‪‬ﺷﻲ ﮐﻪ ﻻﺯﻣﻪ ﻭﻱ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﺍﺩﺍﺭﯤ ﻟﻪ ﻻﺭﯤ ﺩﯤ ﺗﺪﺍﻭﻯ ﺗﻪ ﻣﻌﺮﻓﻲ‬
‫ﺷﻲ‪.‬‬

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‫‪ .5‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ‪‬ﻮﻭﻧ‪‬ﻲ ﻣﻨﻈﻢ ﮐ‪‬ﻱ‪ ،‬ﻣﻴﺰﻭﻧﻪ‪ ،‬ﭼﻮﮐ‪ ،‬ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺗﻮﺭﻩ ﺗﺨﺘﻪ‬
‫ﺍﻭ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﯤ ﺩﻗﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻟﻮ ﺳﺮﻩ ﮐ‪‬ﻴﻨﻮﻱ‪.‬‬
‫‪ .6‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﻧﻈﺎﻓﺖ ﻟﻴﺪﻝ ﺍﻭ ﭘﻪ ﻣﻬﺮﺑﺎﻧ‪ ‬ﺳﺮﻩ ﻫﻐﻮﻱ ﺗﻪ ﺗﻮﺻﻴﻪ ﮐﻮﻝ‪.‬‬
‫‪ .7‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺣﺎﺿﺮ‪ ‬ﺍﺧﻴﺴﺘﻞ‪ ،‬ﺩﻫﻐﯥ ﺩﺍﻫﻤﻴﺖ ﺍﻭ ﺩﻏﻴﺮﺣﺎﺿﺮ‪ ‬ﺩﺧﺮﺍﺑﻮ‬
‫ﻋﻮﺍﻗﺒﻮ ﭘﻪ ﻫﮑﻠﻪ ﻭﺭﺗﻪ ﺗﻮﺻﻴﻪ ﮐﻮﻝ‪.‬‬
‫‪ .8‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﮐﻮﺭﻧﻲ ﮐﺎﺭ ﺩﻏﻠﻄﻴﻮ ﺍﻭ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﻭ ﺍﺻﻼﺡ‪.‬‬
‫‪ .9‬ﺩﺭﺱ ﺗﻪ ﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻫ‪‬ﻮﻝ‪.‬‬
‫ﺑﺮﺳﻴﺮﻩ ﭘﺮﺩﻱ ﺩﺍ‪‬ﮑﻲ ﻫﻢ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﺩﺍﻣﮑﺎﻥ ﭘﻪ ﺻﻮﺭﺕ ﮐﯥ ﺑﻪ ‪‬ﻪ ﺩﺍﻭﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﮐﻮﺭﻧﻲ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﺍﻭ‬
‫ﺩﻳﻨﻲ ﺍﺩﺍﺑﻮ ﭘﻪ ﻫﮑﻠﻪ ﻫﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺭﮐ‪‬ﻱ‪.‬‬
‫ﺏ‪ :‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻣﻮﻗﻊ ﻭﺭﮐ‪‬ﻱ ﺷﻲ ﭼﯥ ﺧﭙﻞ ﻧﻈﺮ ﻭﻭﺍﻳﻲ‪.‬‬
‫ﺝ‪ :‬ﻮﻭﻧﮑﻰ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻣﻬﻢ ﺧﺒﺮﻭﻧﻪ ﺍﻭ ﺗﺮﺑﻴﻮﻱ ﻗﺼﯥ ﻭﻭﺍﻳﻲ‪.‬‬
‫‪‬ﺮﻧﮕﻪ ﭼﯥ ﻧﻈﻢ ﺍﻭ ﺗﺮﺗﻴﺐ ﺩﺗﺪﺭﻳﺲ ﻟﭙﺎﺭﻩ ﺯﻣﻴﻨﻪ ﻣﺴﺎﻋﺪﻭﻱ ﺍﻭ ﺩﺩﺭﺱ ﭘﻪ ﺟﺮﻳﺎﻥ‬
‫ﮐﯥ ﺷﺎﻣﻞ ﻧﺪﻱ ﺍﻭ ﮐﻠﻪ ﮐﻠﻪ ﺩﺳﺘﻮﻧﺰﻭ ﺳﺮﻩ ﻣﺨﺎﻣﺦ ﮐﻴ‪‬ﻭ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﺩﺑﻲ ﻧﻈﻤ‪ ‬ﺳﺒﺐ‬
‫‪‬ﺮ‪‬ﻲ‪ ،‬ﺩﺍ‪‬ﻭﻝ ﺣﺎﻟﺖ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩ ﺳﺘﻮﻧﺰﻭ ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻭﻱ ﺍﻭ ﻫﻐﻪ ﭘﻪ ﺩﻯ ‪‬ﻭﻝ ﺗﺮﮐﺘﻨﯥ‬
‫ﻻﻧﺪﻱ ﻧﻴﺴﻮ‪:‬‬
‫‪ (b‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺳﺘﻮﻧﺰﻭ ﺣﻞ‪:‬‬
‫‪‬ﻴﻨﯥ ‪‬ﻮﻭﻧﮑﻰ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻭ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺗﻪ ﺿﺮﻭﺭﺕ ﻟﺮﻱ ﻟﮑﻪ ﭼﯥ ﺩﻣﺨﻪ ﺫﮐﺮ‬
‫ﺷﻮ ﺩﻭﻱ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺳﺘﻮﻧﺰﻭ ﺳﺮﻩ ﻣﺨﺎﻣﺦ ﮐﻴ‪‬ﻱ ﺩﺑﻴﻠ‪‬ﯥ ﭘﻪ ﺗﻮ‪‬ﻪ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﭘﻪ ﻟﻮﻣ‪‬ﻱ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺳﺘﻮﻧﺰﻩ‪ :‬ﻳﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﺍﺧﺮﻩ ﮐﯥ ﻧﺎﺳﺖ‬
‫ﺩﻱ ﺧﻮﺧﻮﺏ ﻭ‪‬ﻳﺪﻱ ﻧﻮﺭﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﻯ ﻭﻟﻴﺪ ﺍﻭ ﭘﻪ ﺧﻨﺪﺍ ﺷﻮﻝ‪ .‬ﺩﺍﺧﻨﺪﺍ ﺩ‪‬ﻮﻟ‪‬ﻲ‬
‫ﺩﻧﻈﻢ ﺩﺧﺮﺍﺑﻴﺪﻭ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪ .‬ﻮﻭﻧﮑﻰ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﺩﺍ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻏﺮﻳﺒﯥ ﮐﻮﺭﻧ‪‬‬
‫‪‬ﺨﻪ ﺩﻱ ﺍﻭ ﺩﻟﺮﯤ ‪‬ﺎﻱ ‪‬ﺨﻪ ﺭﺍ‪‬ﻲ‪ .‬ﭘﻪ ﺩﻯ ﺣﺎﻟﺖ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ‪‬ﻨ‪‬ﻪ ﮐﻮﻻﻱ ﺷﻲ‬
‫ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ ﻭﺳﺎﺗﻲ ﺍﻭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺧﻨﺪﺍ ﻭﺩﺭﻭﻱ‪.‬‬

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‫ﺩﺩﻱ ﺳﺘﻮﻧﺰﯤ ﺩﺣﻞ ﻟﭙﺎﺭﻩ ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﻪ ﺧﻮﺑﻪ ﺭﺍﻭﻳ‪ ‬ﺍﻭ ﻟﻪ‬
‫ﺧﭙﻞ ‪‬ﺎﻱ ‪‬ﺨﻪ ﻳﯥ ﺟ‪ ‬ﮐ‪‬ﻱ ﭘﻪ ﻧﺮﻣﻪ ﮊﺑﻪ ﻭﺭﺗﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ‪‬ﻪ ﻣﺦ ﺍﻭ ﻻﺱ ﺩﯤ‬
‫ﻭﻣﻴﻨ‪‬ﻪ ﺍﻭ ﺑﻴﺎ ﺭﺍﺷﻪ‪ .‬ﺩﺭﺍﺗﻠﻠﻮ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻳﯥ ﭘﻪ ﻟﻮﻣ‪‬ﻱ ﻗﻄﺎﺭ ﮐﯥ ﮐﻴ‪‬ﻨﻮﻱ ﺍﻭ ﭘﻪ‬
‫ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﮐﯥ ﻭﺭﺗﻪ ﺑﺮﺧﻪ ﻭﺭﮐ‪‬ﻱ ﺍﻭ ﻫﻐﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺗﻮﺻﻴﻪ ﻭﮐ‪‬ﻱ ﭼﯥ‬
‫ﺧﻨﺪﺍﻳﯥ ﮐﻮﻟﻪ ﺍﻭ ﻭﺭﺳﺘﻪ ﻟﻪ ﺩﯤ ﺧﻨﺪﺍ ﻭﻧﮑ‪‬ﻱ‪ .‬ﮐﻪ ﻳﻮﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﻋﻤﻞ ﺗﮑﺮﺍﺭ ﮐ‪‬ﻱ‬
‫ﺩﮐﻮﺭﻧ‪ ‬ﺳﺮﻩ ﻳﯥ ﺑﺎﻳﺪ ﺗﻤﺎﺱ ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬

‫ﺏ‪ :‬ﭘﻪ ﺩﻭﻫﻢ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺳﺘﻮﻧﺰﻩ‪ :‬ﻮﻭﻧﮑﻰ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺭﺱ ﻭﺭﮐﻮﻱ ﻳﻮﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺩﺑﻞ ﺳﺮﻩ ﻻﺱ ﺍﭼﻮﻱ ﺍﻭ ﺷﻮﺧﻲ ﮐﻮﻱ‪ .‬ﺩﺭﺱ ﺗﻪ ﻣﻮﺟﻪ ﻧﺪﻱ‪ .‬ﻮﻭﻧﮑﻰ‬
‫ﺩﺍﺣﺎﻟﺖ ﻭﻳﻨﻲ ﭼﯥ ‪‬ﻪ ﻭ‪‬ﻱ‪.‬‬
‫ﺩﺩﻱ ﺩﺣﻞ ﻟﭙﺎﺭﻩ ﻫﻐﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭼﯥ ﺷﻮﺧﻲ ﮐﻮﻱ ﺩ‪‬ﻮﻟﮑﻲ ﻣﺨﯥ ﺗﻪ‬
‫ﺭﺍﻭﻏﻮﺍ‪‬ﻱ ﺍﻭ ﺩﻻﺱ ﺍﭼﻮﻧﯥ ﻋﻠﺖ ﻭﺭ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﮐ‪‬ﻱ‪ .‬ﮐﻠﻪ ﭼﯥ ﻋﻠﺖ ﻣﻌﻠﻮﻡ ﮐ‪‬ﻱ‬
‫ﻧﻮ ﻋﺎﺩﻻﻧﻪ ﻓﻴﺼﻠﻪ ﻭﮐ‪‬ﻱ ﻫﻐﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭼﯥ ﻟﻮﻣ‪‬ﻱ ﻻﺱ ﺍﭼﻮﻟﻲ ﺩﻱ ﭘﻪ ﻧﺮﻣﻪ ﻟﻬﺠﻪ‬
‫ﻭﭘﻮﻫﻮﻝ ﺷﻲ ﭼﯥ ﺑﻴﺎ ﺩﺍﺳﯥ ﮐﺎﺭ ﻭﻧﮑ‪‬ﻱ ﺍﻭ ﺩﺩﯤ ‪‬ﺨﻪ ﻭﺭﻭﺭﺳﺘﻪ ﭘﻪ ﻟﻮﻣ‪‬ﻱ ﻗﻄﺎﺭ ﮐﯥ‬
‫ﮐ‪‬ﻴﻨﻮﻝ ﺷﻲ ﺍﻭ ﭘﻪ ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﮐﯥ ﺩﯤ ﻭﺭﺗﻪ ﺯﻳﺎﺗﻪ ﺑﺮﺧﻪ ﻭﺭﮐ‪‬ﻱ‪ .‬ﮐﻪ ﺩﺩﻩ ﺩﺍﻋﻤﻞ‬
‫ﺑﻴﺎ ﺗﮑﺮﺍﺭ ﺷﻲ ﻧﻮﺑﻴﺎ ﺩﻯ ﺩ ﺍﺩﺍﺭﯤ‪ ،‬ﺩﺩﻩ ﮐﻮﺭﻧ‪ ‬ﺍﻭ ﺩﻟﻮﺑﻮ ﻣﻠ‪‬ﺮﻭ ﺳﺮﻩ ﺗﻤﺎﺱ ﻭﻧﻴﻮﻝ ﺷﻲ‬
‫ﺗﺮ‪‬ﻮ ﻳﯥ ﻋﻠﺖ ﻣﻌﻠﻮﻡ ﺍﻭ ﺳﺘﻮﻧﺰﻩ ﺣﻞ ﺷﻲ‪.‬‬
‫ﺝ‪ :‬ﭘﻪ ﭘﻨ‪‬ﻢ ‪‬ﻮﻟﮑﯥ ﮐﯥ ﺳﺘﻮﻧﺰﻩ‪ :‬ﻮﻭﻧﮑﻰ ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩﺗﻌﻠﻴﻤﻲ ﮐﺎﻝ ﭘﻪ ﭘﻴﻞ ﮐﯥ ﻳﻮﻩ‬
‫ﺻﻨﻔﻲ ﺍﺯﻣﻮﻳﻨﻪ ﻭﺍﺧﻠﻲ ﺧﻮ ‪‬ﻮﻟ‪‬ﻲ ﺩﻭﻣﺮﻩ ﺗﻨ‪ ‬ﺩﻱ ﭼﯥ ﺩﭼﻮﮐﻴﻮ ﺩﻟﺮﯤ ﮐﻴ‪‬ﻮﺩﻟﻮ ﺍﻭ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺩﻟﺮﯤ ﮐ‪‬ﻴﻨﺎﺳﺘﻠﻮ ﺍﻣﮑﺎﻧﺎﺕ ﻧﺸﺘﻪ ﺩﻯ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮ ﻟﻪ ﺑﻞ ‪‬ﺨﻪ ﻧﻘﻞ‬
‫ﮐﻮﻱ‪ .‬ﻮﻭﻧﮑﻰ ﺩﺍﺳﺘﻮﻧﺰﻩ ‪‬ﺮﻧ‪‬ﻪ ﺣﻞ ﮐ‪‬ﻱ‪.‬‬
‫ﺩﺩﯤ ﺳﺘﻮﻧﺰﻯ ﺩﺣﻞ ﻟﭙﺎﺭﻩ ﺩﻱ ‪‬ﻮﻭﻧﮑﻰ ﺩ ﺍﻟﻒ‪ ،‬ﺏ ﺍﻭ ﺝ ﭘﻪ ﻋﺎﺩﻻﻧﻪ ﺗﻮ‪‬ﻪ‬
‫ﺩﺭﻯ ‪‬ﺮﻭﭘﻪ ﺳﻮﺍﻟﻮﻧﻪ ﺟﻮ‪ ‬ﮐ‪‬ﻱ ﺍﻭ ﺩﺍﺳﻲ ﻧﻪ ﻭﻱ ﭼﯥ ﺩﻳﻮ ‪‬ﺮﻭﭖ ﺳﻮﺍﻟﻮﻧﻪ ﻣﺸﮑﻞ ﺍﻭ‬
‫ﺩﺑﻞ ﺁﺳﺎﻧﻪ ﻭﻱ‪ .‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﯤ ﭘﻪ ﻣﻨﻈﻤﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﻫﺮ ﻗﻄﺎﺭ ﮐﯥ ﮐ‪‬ﻴﻨﻮﻱ ﭼﯥ ﭘﻪ ﻫﺮ‬

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‫ﻗﻄﺎﺭ ﮐﯥ ﺩﻫﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺳﻮﺍﻟﻮﻧﻪ ﻳﻮ ﻟﻪ ﺑﻞ ﺳﺮﻩ ﻓﺮﻕ ﻭﻟﺮﻱ ‪‬ﻮﻭﻧﮑﻰ ﺑﻪ ﺩﻫﺮ‬
‫‪‬ﺮﻭﭖ ﺩﺳﻮﺍﻟﻮﻧﻮ ﺩﻭﻳﻠﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻟﻮﻣ‪‬ﻱ ﺩﺍﻟﻒ ﺩ‪‬ﺮﻭﭖ ﺳﻮﺍﻟﻮﻧﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﺩﺍﻭﺭﺗﻪ‬
‫ﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻱ ﭼﯥ ﺳﻮﺍﻟﻮﻧﻪ ﮐﻴ‪‬ﺩﻱ ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﺩ ﺏ ﺍﻭ ﺝ ﺩ‪‬ﺮﻭﭘﻮﻧﻮ ﺳﻮﺍﻟﻮﻧﻪ ﺟﻼ ﺟﻼ‬
‫ﻭﻭﺍﻳﻲ ﺑﻴﺎ ﻫﺪﺍﻳﺖ ﻭﺭﮐ‪‬ﻱ ﭼﯥ ﺳﻮﺍﻟﻮﻧﻪ ﺣﻞ ﮐ‪‬ﻱ ﮐﻪ ﺳﻮﺍﻟﻮﻧﻪ ﭼﺎﭘﻲ ﻭﻱ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﻫﺮ ‪‬ﺮﻭﭖ ﺗﻪ ﺩﻫﻐﻮﻱ ﺩ‪‬ﺮﻭﭖ ﺳﻮﺍﻟﻮﻧﻪ ﺗﻮﺯﻳﻊ ﮐﻮﻱ‪.‬‬
‫ﭘﻪ ﮊﻭﻧﺪ ﮐﯥ ﻫﺮ ‪‬ﻮﮎ ‪‬ﻴﻨﻲ ﺷﻴﺎﻧﻮ ﺗﻪ ﺍﺭﺯ‪‬ﺖ ﻭﺭﮐﻮﻱ ‪‬ﻴﻨﻲ ﺷﻴﺎﻥ ﻧﻈﺮ ﻧﻮﺭﻭ‬
‫ﺗﻪ ‪‬ﻪ ‪‬ﻲ ﺍﻭ ﻫﻐﯥ ﺗﻪ ﻳﻮ ﺧﺎﺹ ﺍﺭﺯ‪‬ﺖ ﻗﺎﻳﻞ ﺩﻱ ﻧﻮ ﮐﻠﻪ ﭼﯥ ﺍﻧﺴﺎﻥ ﻳﻮ ﮐﺎﺭ ﮐﻮﻱ ﻫﻐﻪ‬
‫‪‬ﻪ ﭼﯥ ﻭﺭﺗﻪ ‪‬ﻪ ‪‬ﮑﺎﺭﯤ ﻫﻐﻲ ﺗﻪ ﺯﻳﺎﺕ ﺍﺭﺯ‪‬ﺖ ﻭﺭﮐﻮﻱ ﺍﻭ ﭘﻪ ﺧﭙﻞ ﮐﺎﺭ ﮐﯥ ﻳﯥ ﭘﻪ ﭘﺎﻡ‬
‫ﮐﯥ ﻧﻴﺴﻲ‪ .‬ﺷﺎﻳﺪ ‪‬ﻴﻨﻲ ﺍﺭﺯ‪‬ﺘﻮﻧﻪ ﻣﻮ‪ ‬ﺩ ‪‬ﻴﻨﯥ ﮐﺎﺭﻭﻧﻮ ‪‬ﺨﻪ ﻣﻨﻊ ﺍﻭ ﺩ‪‬ﻴﻨﯥ ﮐﺎﺭﻭﻧﻮ ﻟﭙﺎﺭﻩ‬
‫ﻣﺠﺒﻮﺭ ﮐ‪‬ﻱ‪ .‬ﮐﻴﺪﺍﻱ ﺷﻲ ‪‬ﻴﻨﻲ ﻭﺧﺖ ﻳﻮ ﮐﺎﺭ ﺗﻪ ﺍﺭﺯ‪‬ﺖ ﻗﺎﻳﻞ ﮐﻴﺪﻝ ‪‬ﻪ ﺍﻭ ‪‬ﻴﻨﻲ‬
‫ﻭﺧﺖ ‪‬ﻪ ﻧﻪ ﻭﻱ ﺍﻭ ﻳﺎ ﺩﺍﺳﻲ ﻭﻱ ﭼﯥ ﻳﻮ ﺷﻲ ﺩﻳﻮ ﭼﺎ ﻟﻪ ﺧﻮﺍ ﺍﺭﺯ‪‬ﺖ ﻭﺭﮐﻮﻝ ﻧﻪ ﻏﻠﻂ‬
‫ﺍﻭ ﻧﻪ ﺻﺤﻴﺢ ﻭﻱ‪.‬‬
‫ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺧﭙﻞ ﻫﻐﻪ ﺍﺭﺯ‪‬ﺘﻮﻧﻪ ﺗﻪ ﭘﺎﻡ ﮐﻮﻱ‬
‫ﭼﯥ ﺩﻫﻐﻲ ﭘﻪ ﺭ‪‬ﺎ ﮐﯥ ﺗﺪﺭﻳﺲ ﮐﻮﻱ ﺍﻭ ﺩﺍ ﭘﻪ ﺩﯤ ﭘﻮﺭﯤ ﺍ‪‬ﻩ ﻧﻴﺴﻲ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ‬
‫ﺩﺗﺪﺭﻳﺲ ﺩﮐﻮﻡ ﺍﺻﻞ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‪ .‬ﻴﻨﻲ ‪‬ﻮﻭﻧﮑﻰ ﺷﺎ‪‬ﺮﺩ ﺩﻓﻌﺎﻟﻴﺖ ﺩﻣﺮ‪‬ﺰ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫‪‬ﻪ ‪‬ﻲ ﺍﻭ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ ﺍﻭ ‪‬ﻴﻨﻲ ﻳﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﻓﻌﺎﻟﻴﺖ ﺩﻣﺮﮐﺰ ﭘﻪ‬
‫ﺣﻴﺚ ﺧﻮ‪‬ﻮﻱ ﺍﻭ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‪ .‬ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﺩﺍ ﺍﺻﻠﻮﻧﻪ ﺩ‪‬ﻮﻟ‪‬ﻲ‬
‫ﭘﻪ ﺩﺳﭙﻠﻴﻦ ﻣﺴﺘﻘﻴﻢ ﺍﺛﺮ ﺍﭼﻮﻱ ﺍﻭ ﺩﻫﺮﻳﻮ ﺩﺳﭙﻴﻠﻴﻦ ﻟﻪ ﺑﻞ ‪‬ﻪ ﻓﺮﻕ ﮐﻮﻱ‪.‬‬
‫ﺩ‪‬ﻮﻭﻧﮑﻰ ﺩﺍﺭﺯ‪‬ﺖ ﻣﻌﻠﻮﻣﻮﻝ ﺩﻻﻧﺪﻱ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﻣﻌﻠﻮﻣﻮﻻﻱ ﺷﻮ‪:‬‬

‫ﺩﺍﺭﺯ‪‬ﺖ ﺩﺗﻮﺿﻴﺢ ﮐﻮﻟﻮ ﺗﻤﺮﻳﻦ‪:‬‬

‫ﭘﻪ ﻻﻧﺪﻱ ﭘﻮ‪‬ﺘﻨﻮ ﮐﯥ ﻳﻮﺍﺯﻱ ﺩ )ﺍﻟﻒ( ﻳﺎ )ﺏ( ﻋﺒﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﮐ‪ ‬ﺗﺎﻭ ﮐ‪‬ﺉ ﻳﺎ‬
‫ﺧﭙﻞ ﻧﻈﺮ ﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻱ‪.‬‬
‫‪ .1‬ﺍﻟﻒ‪ :‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺍﺯﺍﺩ ﻃﺒﯿﻌﺘﻪ ﺩﻱ ﻫﺮ ‪‬ﻪ ﭼﯥ ﻭﻏﻮﺍ‪‬ﻱ ﻫﻐﻪ ﺑﺎﻳﺪ ﻭﻭﺍﻱ‪.‬‬

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‫ﺏ‪ :‬ﻻﺱ ﺟ‪ ‬ﮐ‪‬ﺉ ﺍﻭ ﭘﻪ ﻣﻨﻈﻤﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﺻﻨﻔﻲ ﺑﺤﺚ ﮐﯥ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‪.‬‬

‫‪ .2‬ﺍﻟﻒ‪ :‬ﮐﻮﺭﻧ‪ ‬ﻭﻇﻴﻔﻪ ﮐﻤﻪ ﺍﻭ ﺩﺿﺮﻭﺭﺕ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻭﺭﮐ‪ ‬ﺷﻲ‪.‬‬
‫ﺏ‪ :‬ﮐﻮﺭﻧ‪ ‬ﻭﻇﻴﻔﻪ ﻫﺮﻩ ﺷﭙﻪ ﺑﺎﻳﺪ ﻭﺭﮐ‪ ‬ﺷﻲ‪.‬‬
‫‪ .3‬ﺍﻟﻒ‪ :‬ﺻﻨﻔﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﮐﯥ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ‪.‬‬
‫ﺏ‪ :‬ﺻﻨﻔﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﮐﯥ ﺑﺎﻳﺪ ‪‬ﻮﻭﻧﮑﯥ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ‪.‬‬
‫‪ .4‬ﺍﻟﻒ‪:‬ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﺁﺯﺍﺩ‪ ،‬ﻃﺒﻴﻌﻲ ﺍﻭ ﺩﻭﺳﺘﺎﻧﻪ ﺍﺣﺴﺎﺳﺎﺗﻮ ﺧﺎﻭﻧﺪ‬
‫ﻭﻱ‪.‬‬
‫ﺏ‪ :‬ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﺭﺳﻤﻴﺎﺗﻮ ﮐﯥ ﻣﻘﻴﺪ‪ ،‬ﺍﺣﺘﻴﺎﻁ ﮐﺎﺭ ﺍﻭ ﮐﻢ ﺣﺮﻓﻪ ﻭﻱ‪.‬‬
‫‪ .5‬ﺍﻟﻒ‪ :‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﭘﻪ ﺧﭙﻠﻪ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺟﻮ‪ ‬ﺍﻭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺿﺮﻭﺭﺗﻮﻧﻮ‬
‫ﺳﺮﻩ ﺳﻢ ﻭﻱ‪.‬‬
‫ﺏ‪ :‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﻟﻮ‪‬ﻭ ﻣﻘﺎﻣﺎﺗﻮ ﻟﻪ ﺧﻮﺍ ﺗﻌﻴﻦ ﺷﻮﻱ ﻧﺼﺎﺏ ﺗﻌﻘﻴﺐ ﺍﻭ ﺗﻄﺒﻴﻖ ﮐ‪‬ﻱ‪.‬‬
‫‪ .6‬ﺍﻟﻒ‪ :‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﮐﯥ ﻋﻤﻠﯿﻪ ﻣﻬﻤﻪ ﺩﻩ‪.‬‬
‫ﺏ‪ :‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﮐﯥ ﻧﺘﻴﺠﻪ ﻣﻬﻤﻪ ﺩﻩ‪.‬‬
‫‪ .7‬ﺍﻟﻒ‪ :‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺭﮐ‪‬ﺷﻮﻱ ﮐﺎﺭﻭﻧﻪ ﻫﻐﻪ ﻭﺧﺖ ‪‬ﻮﺭ ﺩﻱ ﭼﯥ ﭘﻪ ‪‬ﺮﻭﭘﻲ‬
‫‪‬ﻭﻝ ﺍﺟﺮﺍ ﺷﻲ‪.‬‬
‫ﺏ‪ :‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺭﮐ‪‬ﺷﻮﻱ ﮐﺎﺭﻭﻧﻪ ﻫﻐﻪ ﻭﺧﺖ ‪‬ﻮﺭ ﺩﻱ ﭼﯥ ﭘﻪ ﺍﻧﻔﺮﺍﺩﻱ ﺗﻮ‪‬ﻪ‬
‫ﺗﺮﺳﺮﻩ ﺷﻲ‪.‬‬
‫‪ .8‬ﺍﻟﻒ‪ :‬ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺍﻧ‪‬ﻴﺰﯤ ﺗﻮﻟﻴﺪ ﺯﻳﺎﺕ ﺍﻭ ‪‬ﻪ ﺩﺩﺍﺧﻠﻲ ﭘﺎﺩﺍﺵ )ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺩﮐﺎﺭ ﭘﻪ ﺍﻫﻤﻴﺖ ﭘﻮﻩ ﺍﻭ ﭘﻪ ﺧﭙﻠﻪ ﻳﯥ ﺗﺮﺳﺮﻩ ﮐﻮﻱ( ﭘﻪ ﻭﺍﺳﻄﻪ ﺍﺟﺮﺍ‬
‫ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺏ‪ :‬ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﮐﯥ ﺩﺍﻧ‪‬ﻴﺰﻯ ﺗﻮﻟﻴﺪ ﺯﻳﺎﺕ ﺍﻭ ‪‬ﻪ ﺩﺧﺎﺭﺟﻲ ﭘﺎﺩﺍﺵ )ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﮐﺎﺭ ﺩﺗﺸﻮﻳﻖ ﻟﻪ ﻻﺭﻱ ﺗﺮﺳﺮﻩ ﮐﻮﻱ( ﭘﻪ ﻭﺍﺳﻄﻪ ﺍﺟﺮﺍ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪ .9‬ﺍﻟﻒ‪ :‬ﺍﺭﺯﻳﺎﺑﻲ ﺑﺎﻳﺪ ﺭﺳﻤﻲ ﻭﻱ‪.‬‬
‫ﺏ‪ :‬ﺍﺭﺯﻳﺎﺑﻲ ﺑﺎﻳﺪ ﻏﻴﺮﺭﺳﻤﻲ ﻭﻱ‪.‬‬

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‫‪ .10‬ﺍﻟﻒ‪ :‬ﺗﺮ‪‬ﻮﻟﻮ ﺍﻫﻢ ﮐﺎﺭ ﺩﺍﺩﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺍﺭﺯ‪‬ﺘﻮﻧﻮﺗﻪ ﺗﻐﻴﺮ ﻭﺭﮐ‪ ‬ﺷﻲ‪.‬‬
‫ﺏ‪ :‬ﺗﺮ‪‬ﻮﻟﻮ ﺍﻫﻢ ﮐﺎﺭ ﺩﺍﺩﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﻠﻮﮎ ﺍﻭ ﺭﻭﺵ ﺗﻪ ﺗﻐﻴﺮ ﻭﺭﮐ‪ ‬ﺷﻲ‪.‬‬
‫‪ .11‬ﺍﻟﻒ‪ :‬ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﻣﻬﻢ ﺩﻱ ﺑﺎﻳﺪ ﺩﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺩﻣﺤﺘﻮﺍ ﻳﻮﻩ ﺑﺮﺧﻪ ﺗﺪﺭﻳﺲ‬
‫ﺷﻲ‪.‬‬
‫ﺏ‪ :‬ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﻣﻬﻢ ﺩﻱ ﺑﺎﻳﺪ ‪‬ﻮﻝ ﺗﻌﻴﻦ ﺷﻮﻱ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺗﺪﺭﻳﺲ ﺷﻲ‪.‬‬
‫‪ .12‬ﺍﻟﻒ‪ :‬ﺩﺩﺳﭙﻠﻴﻦ ﻟﭙﺎﺭﻩ ﻣﻌﻴﺎﺭﻭﻧﻪ ﺑﺎﻳﺪ ﺧﭙﻠﻪ ‪‬ﻮﻭﻧﮑﻰ ﺗﻌﻴﻦ ﮐ‪‬ﻱ‪.‬‬
‫ﺏ‪ :‬ﺩﺩﺳﭙﻠﻴﻦ ﻟﭙﺎﺭﻩ ﻣﻌﻴﺎﺭﻭﻧﻪ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﻋﻨﻌﻨ‪ ‬ﺍﻭ ﭘﺎﻟﻴﺴ‪ ‬ﻟﻪ ﻣﺨﻲ ﺗﻌﻴﻦ ﺷﻲ‪.‬‬
‫‪ .13‬ﺍﻟﻒ‪ :‬ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﺑﺎﻳﺪ ﺩﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﺧﺎﺭﺝ ﻣﻮﺿﻮﻋﺎﺕ ﻫﻢ ﺍﺣﺘﻮﺍ‬
‫ﮐ‪‬ﻱ‪.‬‬
‫ﺏ‪ :‬ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﺑﺎﻳﺪ ﺗﻌﻴﻦ ﺷﻮﻱ ﮐﺎﺭﻭﻧﻮ ﺗﻪ ﺍﺧﺘﺼﺎﺹ ﺷﻲ‪.‬‬
‫‪ .14‬ﺍﻟﻒ‪ :‬ﭘﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﭙﺎﺭﻩ ﻣﻬﻢ ‪‬ﮑﻲ ﺩﺍﺩﻱ ﭼﯥ ﭘﻮﻩ ﺷﻲ ﭼﯥ‬
‫‪‬ﻨ‪‬ﻪ ﻳﯥ ﺯﺩﻩ ﮐ‪‬ﻭ‪.‬‬
‫ﺏ‪ :‬ﭘﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﭙﺎﺭﻩ ﻣﻬﻢ ‪‬ﮑﻲ ﺩﺍﺩﻱ ﭼﯥ ﻣﻌﻠﻮﻣﺎﺕ‪،‬ﻭﺍﻗﻌﺘﻮﻧﻪ‬
‫ﺍﻭ ﺣﻘﻴﻘﺘﻮﻧﻪ ﺯﺩﻩ ﮐ‪‬ﻱ‪.‬‬
‫‪ .15‬ﺍﻟﻒ‪ :‬ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﺍﻭ ﺗﺪﺭﻳﺲ ﭘﻪ ﭘﺮﻭﺳﻪ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﺼﻤﻴﻢ ﻭﻧﻴﺴﻲ ﭼﯥ‬
‫‪‬ﻨ‪‬ﻪ ﺍﻭ ﭼﻴﺮﺗﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﻭﮐ‪‬ﻱ‪.‬‬
‫ﺏ‪ :‬ﺩﺯﺩﻩ ﮐ‪‬ﻱ ﺍﻭ ﺗﺪﺭﻳﺲ ﭘﻪ ﭘﺮﻭﺳﻪ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺗﺼﻤﻴﻢ ﻭﻧﻴﺴﻲ ﭼﯥ ‪‬ﻨ‪‬ﻪ ﺍﻭ‬
‫ﭼﻴﺮﺗﻪ ﺗﺪﺭﻳﺲ ﻭﮐ‪‬ﻱ‪.‬‬
‫ﺑﺎﻳﺪ ﻭﻭﻳﻞ ﺷﻲ ﭼﯥ ﭘﻮﺭﺗﻨﻲ ﺳﻮﺍﻟﻮﻧﻪ ﺩﻏﻠﻂ ﺍﻭ ﺻﺤﻴﺢ ﻟﻪ ‪‬ﻟﯥ ‪‬ﺨﻪ ﻧﺪﻯ ﺑﻠﮑﻪ‬
‫ﻫﺮﻳﻮ ﺩﻳﻮ ﺧﻮﺍﻫﺶ ﻟﻪ ﻣﺨﻰ ﺗﻌﻴﻨﻴ‪‬ﻱ ﺩﺍﺭﺯ‪‬ﺖ ﺩﺗﻌﻴﻨﻮﻟﻮ ﻟﻪ ﭘﻮﺭ‪‬ﺘﻨﻮ ‪‬ﺨﻪ ﻣﻌﻠﻮﻣﻴ‪‬ﻱ ﭼﯥ‬
‫ﮐﻮﻡ ﺳ‪‬ﻱ ‪‬ﻮﻣﺮﻩ ﺗﻌﺪﺍﺩ )ﺍﻟﻒ( ﺍﻭ ‪‬ﻮﻣﺮﻩ ﺗﻌﺪﺍﺩ )ﺏ( ‪‬ﺎﮐﻠﻲ ﺩﻱ ﭼﺎﭼﯥ ﺩﺍﻟﻒ ﭘﻮ‪‬ﺘﻨﯥ‬
‫ﺯﻳﺎﺗﯥ ‪‬ﺎﮐﻠﯥ ﺩﻱ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﺍﻭ ﭼﺎﭼﯥ ﺩﺏ ﺑﻮ‪‬ﺘﻨﯥ ﺯﻳﺎﺗﯥ ‪‬ﺎﮐﻠﻲ ﺩﻱ‬
‫‪‬ﻮﻭﻧﮑﻰ ﺩﻓﻌﺎﻟﻴﺖ ﺩﻣﺮﮐﺰ ﭘﻪ ﺣﻴﺚ ﺧﻮ‪‬ﻮﻱ ﺍﻭ ﻫﻐﻲ ﺗﻪ ﺍﺭﺯ‪‬ﺖ ﻭﺭﮐﻮﻱ‪ .‬ﭘﻪ ﻧﺘﻴﺠﻪ ﮐﯥ‬

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‫ﻭﻳﻼﻱ ﺷﻮ ﭼﯥ ﺩﺍﺭﺯ‪‬ﺖ ‪‬ﺎﮐﻨﻪ ﺩﻳﻮ‪‬ﻮﻭﻧﮑﻰ ﻣﻮﻗﻌﻴﺖ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ‪‬ﺎﮐﻲ ﺍﻭ ﻫﻤﺪﺍ‬

‫ﻣﻮﻗﻌﻴﺖ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﻫﻐﻪ ﺩﺳﭙﻠﻴﻦ ‪‬ﺊ‪.‬‬

‫‪١٠‬‬ ‫‪٩‬‬ ‫‪٨‬‬ ‫‪٧‬‬ ‫‪٦‬‬ ‫‪٥‬‬ ‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬ ‫ﻧﻔﺮ‬
‫‪٦‬‬ ‫‪٢ ١٤‬‬ ‫‪٧‬‬ ‫‪٩ ١٢‬‬ ‫‪٤ ١٣‬‬ ‫ﺩﺍﻟﻒ ﻣﺠﻮﻋﻪ ‪٨ ١٠‬‬
‫‪٩ ١٣‬‬ ‫‪١‬‬ ‫‪٨‬‬ ‫‪٦‬‬ ‫‪٣ ١١‬‬ ‫‪٢‬‬ ‫‪٧‬‬ ‫‪٥‬‬ ‫ﺩﺏ ﻣﺠﻮﻋﻪ‬

‫‪ 1‬اﻟﻒ‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪14‬‬

‫‪14‬‬ ‫‪13‬‬ ‫‪12‬‬ ‫‪11‬‬ ‫‪10‬‬ ‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫ب‬

‫ﺩﺍﻟﻒ ﺩﻗﻴﻤﺘﻮﻧﻮ ﺯﻳﺎﺗﻮﺍﻟﻰ ﺍﻭ ﺩﺏ ﺩﻗﻴﻤﺘﻮﻧﻮ ﺯﻳﺎﺗﻮﺍﻟﻰ‬

‫ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﺩﺳﭙﻠﻴﻦ ﺑﺤﺚ‪:‬‬

‫‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻣﻨﻈﻢ ﺍﻭ ﺧﺎﺹ ﺩﺳﭙﻠﻴﻦ ﻭﻟﺮﻱ‪ .‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ‬
‫ﺑﺎﻳﺪ ﺩﻣﺨﻪ ﺧﺒﺮﺗﻴﺎ ﻭﺭ‪‬ﻱ ﭼﯥ ﺩﻯ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ‪‬ﺮﻧ‪‬ﻪ ﺗ‪ ‬ﻻﺭﻩ ﻟﺮﻱ ﺍﻭ ﺩﻫﻐﻪ‬
‫ﻣﻘﺮﺭﺍﺕ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ‪‬ﻨ‪‬ﻪ ﺩﻱ‪ .‬ﺩﺩﻩ ﺩﺍ ﻣﻘﺮﺭﺍﺕ ﺑﺎﻳﺪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺛﺎﺑﺖ‬
‫ﺍﻭ ﻳﻮﺷﺎﻥ ﻭﻱ‪ .‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ﺩﯤ ﭘﻮﻩ ﺷﻲ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﻭﺭ‪‬ﺨﻪ ‪‬ﻪ ﻏﻮﺍ‪‬ﻱ‬
‫ﺩﻫﻐﻲ ﺩﻏﻮ‪‬ﺘﻨﻮ ﻣﻄﺎﺑﻖ ﺑﺎﻳﺪ ﻋﻤﻞ ﻭﮐ‪‬ﻱ ﭘﻪ ﻧﺘﻴﺠﻪ ﮐﯥ ﺑﻪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻓﻀﺎ ﺁﺭﺍﻣﻪ ﻭﻱ ﺍﻭ ‪‬ﻪ‬
‫ﺗﺪﺭﻳﺲ ﺑﻪ ﺗﺮﺳﺮﻩ ﺷﻲ‪ .‬ﮐﻪ ﺩ‪‬ﻮﻭﻧﮑﻰ ﻣﻘﺮﺭﺍﺕ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻭﻧﻪ ﭘﻴﮋﻧﯥ ﺍﻭ‬
‫ﻼ ﮐﻪ ﻳﻮﻩ ﻭﺭ‪ ‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﭘﻮﻩ ﻧﺸﻲ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﻟﻪ ﺩﻭﯤ ‪‬ﺨﻪ ‪‬ﻪ ﻏﻮﺍ‪‬ﻱ‪ .‬ﻣﺜ ﹰ‬
‫ﺩﮐﻮﺭﻧﻲ ﮐﺎﺭﻭﻧﻪ ﺍﺟﺮﺍ ﭘﻪ ﺻﻮﺭﺕ ﮐﯥ ﻫﻐﻮﻱ ﺁﺯﺍﺩ ﭘﺮﻳ‪‬ﺩﻱ ﺍﻭ ﻫﻴ‪ ‬ﻭﺭﺗﻪ ﻭﻧﻪ ﻭﺍﻳﻲ ﺍﻭ ﺑﻠﻪ‬
‫ﻭﺭ‪ ‬ﻭﺭﺗﻪ ﺩﻫﻤﺪﻱ ‪‬ﻭﻝ ﺩﮐﺎﺭﻭﻧﻪ ﺍﺟﺮﺍ ﭘﻪ ﺻﻮﺭﺕ ﮐﯥ ﭘﻪ ﻗﻬﺮ ﺷﻲ ﺍﻭ ﺟﺰﺍ ﻭﺭﮐ‪‬ﻱ‬
‫ﺩﺍﻋﻠﺖ ﺩﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﯥ ﺣﻴﺮﺍﻥ ﭘﺎﺗﯥ ﮐﻴ‪‬ﻱ ﭼﯥ ‪‬ﻪ ﻭﮐ‪‬ﻱ ﻧﻮ ﺩﻭﯤ ﺑﻪ ﺳﺘ‪‬ﻱ ﺍﻭ‬
‫ﭘﻪ ﭘﺎﻱ ﮐﯥ ﺑﻪ ﻭﻭﺍﻳﻲ ﭼﯥ ﺩﺍ‪‬ﻪ ‪‬ﻭﻝ ‪‬ﻮﻭﻧﮑﯥ ﺩﻱ‪ .‬ﻫﻤﺪﺍ ﻋﻠﺖ ﺩﻱ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻓﻀﺎ‬
‫ﻧﺎ ﺍﺭﺍﻣﻪ ﮐﻴ‪‬ﻱ ﺍﻭ ‪‬ﻪ ﺗﺪﺭﻳﺲ ﺑﻪ ﺻﻮﺭﺕ ﻭﻧﻪ ﻧﻴﺴﻲ‪.‬‬

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‫ﮐﻠﻪ ﮐﻠﻪ ‪‬ﻮﻭﻧﮑﻰ ﺩ‪‬ﻮﻭﻧﮑﻰ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮ‪‬ﺰ ﻟﻪ ﺍﺻﻞ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ ﺍﻭ ﻫﻐﻪ‬
‫ﺩﺳﭙﻠﻴﻦ ﭘﻪ ﮐﺎﺭ ﺩﻱ ﭼﯥ ﭘﻪ ﺷﺎ‪‬ﺮﺩ ﺑﺎﯾﺪ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﺍﺻﻞ ﻳﯥ ﺍﻳﺠﺎﺑﻮﻱ ﺍﻭ ﮐﻠﻪ ﮐﻠﻪ‬
‫ﺑﺮﻋﮑﺲ‪ .‬ﻳﻌﻨﻲ ﭘﻪ ﻣﻨﺎﺳﺐ ﻭﺧﺖ ﮐﯥ ﺩﺧﭙﻞ ﺩﺳﭙﻠﻴﻦ ﺟﻬﺖ ﺗﻪ ﺗﻐﻴﺮ ﻭﺭﮐﻮﻱ ﺩﺷﺮﺍﻳﻄﻮ ﭘﻪ‬
‫ﻧﻈﺮ ﮐﯥ ﻧﻴﻮﻟﻮ ﺳﺮﻩ ﮐﻠﻪ ﻳﻮﯤ ﺧﻮﺍ ﺍﻭ ﮐﻠﻪ ﺑﻠﯥ ﺧﻮﺍ ﺗﻪ ﺗﺮﺟﻴﺢ ﻭﺭﮐﻮﻱ ﺩﺑﻴﻠ‪‬ﯥ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ‪‬ﺨﻪ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻮﻱ ﺧﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺍﻳﻲ ﭼﯥ ﻣﺘﻮﺟﻪ‬
‫ﺍﻭﺳﻲ ﺍﻭ ﻏﺎﻟﻤﻐﺎﻝ ﻣﻪ ﮐﻮﻱ ﭘﻪ ﺩﻯ ‪‬ﻭﻝ ‪‬ﻮﻟ‪‬ﻲ ﮐﻨﺘﺮﻭﻟﻮﻱ )ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﻋﻤﻠﻲ ﮐﺎﺭ‬
‫ﺍﺟﺮﺍ‪ ،‬ﺩﺯﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻠﻞ ﺭﺍﺗﻠﻞ ﺍﻭ ﺩﺍﺳﻲ ﻧﻮﺭ ﭘﻪ ﺷﺎ‪‬ﺮﺩ ﺑﺎﻧﺪﻱ ﺩﻓﻌﺎﻟﻴﺖ ﺩ ﻣﺮﮐﺰ ﺍﺻﻞ‬
‫ﺩﻱ(‪.‬‬
‫ﮐﻠﻪ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺧﭙﻞ ﺍﺳﺘﺎﺩ ‪‬ﻪ ﻭﭘﻴﮋﻧﻲ ﻧﻮ ﻓﮑﺮ ﮐﻮﻱ ﭼﯥ ﺩﻫﻐﻪ ﭘﻪ ﻣﻘﺎﺑﻞ‬
‫ﮐﯥ ‪‬ﻨ‪‬ﻪ ﺗ‪ ‬ﻻﺭﻩ ﻏﻮﺭﻩ ﮐ‪‬ﻱ ﺩﻫﻐﻪ ﺩﻫﺪﺍﻳﺖ ﺳﺮﻩ ﺳﻢ ﮐﺎﺭ ﺗﺮﺳﺮﻩ ﮐ‪‬ﻱ‪ .‬ﭘﻪ ﺩﻯ‬
‫ﺍﺳﺎﺱ ﺑﺎﻳﺪ ﻣﻮ‪ ‬ﻳﻮ ‪‬ﮑﺎﺭﻩ ﺍﻭ ﺛﺎﺑﺖ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻭﻟﺮﻭ ‪‬ﮑﻪ ﺑﻲ ﻟﻪ ﺩﯤ ‪‬ﺨﻪ ﺑﻪ‬
‫ﺩ‪‬ﻮﻟ‪‬ﻲ ﻓﻀﺎ ﻧﺎﺍﺭﺍﻣﻪ ﻭﻱ‪.‬‬
‫ﭘﻮﺭﺗﻨ‪ ‬ﻻﺭ‪‬ﻮﻭﻧﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺩﺳﭙﻠﻴﻦ ﭘﻪ ﻫﮑﻠﻪ ﻭﯤ ﭼﯥ ‪‬ﻮﻭﻧﮑﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ‬
‫ﺩﮐﻮﻣﯥ ﻻﺭﯤ ﮐﺎﺭ ﺍﺧﻠﻲ ﺩﺍ ﺩﺍﺻﻮﻝ ﺗﺪﺭﻳﺲ ﭘﻪ ﺗﺨﻨﻴﮏ ﭘﻮﺭﯤ ﺍ‪‬ﻩ ﻧﻪ ﻧﻴﺴﻲ‪ .‬ﮐﻪ‬
‫‪‬ﻮﻭﻧﮑﻰ ﺩﺗﺪﺭﻳﺲ ﻓﻌﺎﻳﺖ ﻣﺮﮐﺰ ﺷﺎ‪‬ﺮﺩ ﻭﻧﻴﺲ ﺍﻭ ﻫﻐﻪ ﺗﻪ ﺍﺭﺯ‪‬ﺖ ﻭﺭﮐﻮﻱ ﺧﻮ ﭘﻪ‬
‫ﺗﺪﺭﻳﺲ ﮐﯥ ﺩﺗﺪﺭﻳﺲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ‪‬ﻮﻭﻧﮑﻰ ﺩﺳﭙﻠﻴﻦ ﮐﺎﺭﻭﻝ ﮐﻮﻡ ﺗﻔﺎﻭﺕ ﻧﻪ ﻟﺮﻱ‬
‫‪‬ﮑﻪ ﭼﯥ ﺩﺍﺩﺳﭙﻠﻴﻦ ﺑﻪ ‪‬ﻮﺭ ﺑﻮﻟﻲ ﺍﻭ ﺑﺮﻋﮑﺲ ﺑﻪ ﻣﻤﮑﻦ ﺳﺘﻮﻧﺰﯤ ﻭﻟﺮﻱ‪ .‬ﻭﻟﺘﻪ ﺩﺗﺪﺭﻳﺲ‬
‫ﺗﺨﻨﻴﮏ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﺩﻭﺍ‪‬ﻭ ﺗﻪ ﺍﺷﺎﺭﻩ ﻭﺷﻮﻩ ﺧﻮ ﺯﻣﻮ‪ ‬ﻣﻘﺼﺪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺳﭙﻠﻴﻦ ﺩﻱ‪ .‬ﭘﻪ ﻫﺮ‬
‫ﻼ ﺩﺯﺩﻩ‬‫ﺣﺎﻝ ﺩﺍﺳﯥ ﺗﺪﺭﻳﺲ ﻭﺷﻲ ﭼﯥ ﻫﻢ ﺩﺳﭙﻠﻴﻦ ﺗﺮﺳﺮﻩ ﺷﻲ ﺍﻭ ﻫﻢ ﺁﺭﺍﻡ ﺍﻭﺳﻲ‪ .‬ﻣﺜ ﹰ‬
‫ﮐﻮﻭﻧﮑﻮ ﻏﺎﻟﻤﻐﺎﻝ ﻭﻧﮑ‪‬ﻱ‪ .‬ﺧﻮﻫﻐﻪ ‪‬ﻮﻭﻧﮑﻰ ﭼﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﮐﻨﺘﺮﻭﻝ ﻟﺮﻱ ﺍﻭ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺑﺎﻧﺪﻱ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﺍﺻﻞ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ ﮐﻴﺪﺍﻱ ﺷﻲ ﭘﻪ ﻟﻮﻣ‪ ‬ﻣﺮﺣﻠﻪ‬
‫ﮐﯥ ﺳﺘﻮﻧﺰﯤ ﻭﻟﺮﻱ ﺧﻮ ﻭﺭﻭ ﻭﺭﻭ ﺑﻪ ﺩﺍ ﺳﺘﻮﻧﺰﯤ ﮐﻤﯥ ﺷﻲ‪.‬‬
‫ﺩ ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﺩ ﻫﻐﻮ ﻣﻬﻤﻮ ﻣﻬﺎﺭﺗﻮﻧﻮ ‪‬ﺨﻪ ﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ‬
‫ﮐﻮﻻﻱ ﺷﻲ ﺩ ﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪ .‬ﮐﻪ ‪‬ﻮﻭﻧﮑﻰ ﺗﺠﺮﺑﻪ ﮐﺎﺭﻧﻪ‬

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‫ﻭﻱ ﻧﻮ ﺯﻳﺎﺕ ﻭﺧﺖ ﺑﻪ ﻳﻲ ﺩ ‪‬ﻮﻟ‪‬ﻲ ﺩﻓﻀﺎ ﭘﻪ ﺁﺭﺍﻣﻮﻟﻮﮐﻲ ﺗﻴﺮ ﺷﻲ ﺯﻳﺎﺗﻲ ﻣﻮﺿﻮﻉ ‪‬ﺎﻧﻲ‬
‫ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﺑﺎﻧﺪﻱ ﺍﺛﺮ ﺍﭼﻮﻱ ﻟﮑﻪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺳﺎﻳﺰ‪ ،‬ﺩﺩﺭﺳﻲ ﺧﻮﻧﻮ‬
‫ﺍﺳﺎﻧﺘﻴﺎﻭﻱ ﺩ‪‬ﻮﻭﻧﮑﻰ ﮐ‪‬ﻧﻼﺭﻩ‪ ،‬ﭘﻪ ﮐﻮﺭﮐﻲ ﺩﮐﺎﺭ ﺍﻭﻣﺼﺮﻭﻓﻴﺖ ﻣﺴﺆﻟﻴﺘﻮﻧﻪ‪،‬ﺳﺆﺗﻐﺬﻱ‪ ،‬ﺑﻲ‬
‫ﺧﻮﺑﻲ‪ ،‬ﺩﮐﻮﺭ ﺍﻭ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﺮﻣﻨ‪ ‬ﻭﺍ‪‬ﻦ‪ ،‬ﺩ ‪‬ﻮﻭﻧﮑﻰ ﺩ ﻋﻨﻌﻨﻮﻱ ﺍﻭ ﻓﺮﻫﻨ‪ ‬ﺭﻭﻝ ﭘﻪ‬
‫ﻫﮑﻠﻪ ﺩ ﺧﻠﮑﻮ ﻧﻈﺮ ﺍﻭ ﺩﺍﺳﻲ ﻧﻮﺭ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﺍﺗﮑﻲ ﻫﻢ ﺩﻳﺎﺩﻭﻟﻮ ﻭ‪‬ﺩﻱ ﭼﯥ ﭘﻪ ﺩﺭﺳﻲ‬
‫ﻣﻴﺘﻮﺩﻭﻧﻮﮐﻲ ﻧﺎ ‪‬ﺎﭘﻲ ﺗﻐﻴﻴﺮ ﺭﺍﻭﺳﺘﻞ ﮐﻪ ‪‬ﻪ ﻫﻢ ﺩﭘﻴﺪﺍ‪‬ﻮٍﮊﻱ ﻋﻠﻢ )ﻓﻦ ﺗﺪﺭﻳﺲ( ﻟﻪ ﻧﻈﺮﻩ‬
‫ﻳﻮ ﻣﺜﺒﺖ ‪‬ﺎﻡ ﺩﻱ ﺧﻮﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺑﻪ ﺳﺘﻮﻧﺰﻱ ﺭﺍ ﻣﻨ‪ ‬ﺗﻪ ﮐ‪‬ﻱ‪.‬‬
‫ﺩﺫﮐﺮ ﺷﻮﻭ ﭘﻮﺭﺗﻨﻴﻮ ﻣﻮﺿﻮﻋﺎﺗﻮ ﺳﺮﺑﻴﺮﻩ ﭼﯥ ﭘﺮ ﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﺗﺎﺛﻴﺮ ﻟﺮﻱ ﭘﻪ‬
‫ﻻﻧﺪﻱ ﺗﻮ‪‬ﻪ ﺩﻫﻐﻲ ﻧﻪ ﻳﻮ ‪‬ﻮ ‪‬ﮑﻲ ﭘﻪ ‪‬ﻮﺗﻪ ﮐﻮﻭ‪.‬‬
‫– ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﮐﻴ‪‬ﻨﻮﻟﻮ ﺗﺮﺗﻴﺐ ﺍﻭ ﺗﻨﻈﻴﻢ‪.‬‬
‫– ﺩﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﺟﻮ‪‬ﺖ‪.‬‬
‫– ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﺍﻭ ﺩﻫﻐﻮﯤ ﺳﺎﺗﻨﻪ‪.‬‬
‫– ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﺣﺎﻟﺖ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻰ ﻭﺿﻊ‪.‬‬
‫– ﺩﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﺩﺳﺘﻮﻧﺰﻭ ﺣﻞ‪.‬‬
‫– ﮐﻢ ﺗﺮﮐﻤﻪ ﺩﺿﺮﻭﺭﻱ ﺩﺳﭙﻠﻴﻦ ‪‬ﺨﻪ ﺍﺳﺘﻔﺎﺩﻩ‪.‬‬
‫ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﮐ‪‬ﻴﻨﻮﻝ ﺍﻭ ﺩﻫﻐﻮﻱ ﻧﻈﻢ ﺍﻭ ﺗﺮﺗﻴﺐ ﭘﻪ ﻫﺮ ‪‬ﻮﻟ‪‬ﻲ‬
‫ﮐﯥ ﻓﺮﻕ ﮐﻮﻱ ﻧﻮ ‪‬ﻮﻭﻧﮑﻰ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺧﭙﻞ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ‪‬ﻨ‪‬ﻪ ﺑﺎﻳﺪ‬
‫ﮐ‪‬ﻴﻨﻮﻱ؟‬
‫ﺩﺭﺳﻲ ﺧﻮﻧﻲ ﺗﺮ ﻣﻤﮑﻨﻪ ﺣﺪ ﭘﻮﺭﻱ ﺑﺎﻳﺪ ﻣﺴﺘﺮﻳﺢ‪ ،‬ﺩ ﺯﺩﮐ‪‬ﻱ ﻟﻪ ﭘﺎﺭﻩ ﺁﻣﺎﺩﻩ‬
‫ﺍﻭﺗﺮﺗﻴﺐ ﺷﻲ‪ .‬ﺩﮐ‪‬ﻴﻨﻮﻟﻮﺗﺮﺗﻴﺐ ﺩﺯﺩﻩ ﮐ‪‬ﻱ ﭘﻪ ﻋﻤﻠﻴﻪ ﺑﺎﻧﺪﻱ ﭘﻮﺭﻩ ﺍﺛﺮ ﺍﭼﻮﻱ ﭘﻪ ﻣﺨﺘﻠﻔﻪ‬
‫ﺣﺎﻻﺗﻮﮐﻲ ﺩﺗﺪﺭﻳﺲ ﺩ ﻣﺨﺘﻠﻔﻪ ﺭﻭﺷﻮﻧﻮ ﺩ ﺍﺳﺘﻌﻤﺎﻝ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻫﻐﻪ ﺩﺍﺳﻲ ﺑﻴﺎﻧﻮﻭ‬

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‫∗∗ ∗∗‬ ‫∗‬ ‫∗‬ ‫∗‬

‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺟﻮ‪‬ﻩ ﺟﻮ‪‬ﻩ‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﺳﻲ ﻧﺎﺳﺖ‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺩﺍﻳﺮﻭﻱ‬
‫ﭘﻪ ﺩﻭﻩ ﺧﻮﺍﻭﮐﯥ ﺩﻱ‪(3) .‬‬ ‫ﺩﻱ ﭼﯥ ﻧﻌﻞ ‪‬ﻭﻟﻪ ﺷﮑﻞ ﻳﯥ‬ ‫‪‬ﻭﻝ ﮐﻴ‪‬ﻨﻮﻝ‪(1) .‬‬
‫ﻏﻮﺭﻩ ﮐ‪‬ﻳﺪﻱ‪(2) .‬‬

‫∗∗‬ ‫∗∗‬ ‫∗‬

‫∗‬
‫∗ ∗‬
‫∗‬
‫∗‬ ‫∗‬
‫∗‬
‫∗ ∗‬
‫∗‬
‫∗‬
‫∗∗‬ ‫∗∗‬ ‫∗‬
‫∗ ∗‬
‫∗‬ ‫∗‬
‫∗ ∗‬
‫∗‬
‫∗∗‬ ‫∗‬
‫∗∗‬ ‫∗∗‬ ‫∗ ∗‬ ‫∗ ∗‬
‫∗∗‬ ‫∗∗‬ ‫∗‬
‫∗‬ ‫∗‬
‫∗‬ ‫∗‬
‫∗‬ ‫∗‬
‫∗‬
‫∗‬ ‫∗‬ ‫∗‬ ‫∗‬
‫∗ ∗‬ ‫∗ ∗‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ‪‬ﺮﻭﭘﻲ ‪‬ﻭﻝ‬
‫∗ ∗‬ ‫ﻧﺎﺳﺖ ﺩﻱ )‪(4‬‬
‫∗‬ ‫∗‬
‫∗ ∗‬ ‫∗‬ ‫∗∗‬
‫∗‬ ‫∗∗‬
‫∗∗∗ ∗∗∗‬
‫∗∗‬ ‫∗∗‬ ‫∗∗‬
‫∗∗‬ ‫∗‬ ‫∗∗‬ ‫∗∗‬
‫∗ ∗ ∗ ∗‬
‫∗ﺩﻟﺘﻪ∗ﻫﻢ∗ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ∗‪‬ﺮﻭﭘﻲ∗‬ ‫∗‬ ‫∗ ∗‬
‫ﺩﻟﺘﻪ ﺩﻭﻩ ﻧﻔﺮﻱ ‪‬ﺮﻭﭘﻲ ‪‬ﻭﻝ ﮐ‪‬ﻴﻨﺎﺳﺘﻞ ﺩﻱ‪.‬‬
‫‪‬ﻭﻝ ﻧﺎﺳﺖ ﺩﻱ‪(7).‬‬ ‫‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ﻣﻨ‪ ‬ﮐﯥ ﻗﺮﺍﺭ ﻟﺮﻱ‪(6) .‬‬

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‫ﺍﻭﺱ ﻫﺮ ‪‬ﻭﻝ ﮐ‪‬ﻴﻨﺎﺳﺘﻞ ﭼﯥ ﭘﻪ ﭘﻮﺭﺗﻨﻰ ‪ 7‬ﻭﻟﻮﻧﻮ ﮐﯥ ‪‬ﮑﺎﺭﻱ ﺩﻧﻈﻢ ﺍﻭ‬

‫ﺩﺳﭙﻠﻴﻦ ﻟﻪ ﻧﻈﺮﻩ ﺗﺮﮐﺘﻨﻲ ﻻﻧﺪﻱ ﻧﻴﺴﻮ‪.‬‬
‫ﭘﻪ )‪ (1‬ﺷﮑﻞ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺩﺍﻳﺮﻭﻱ ‪‬ﻭﻝ ﻧﺎﺳﺖ ﺩﻱ‪ .‬ﺩ‪‬ﻮﻭﻧﮑﻰ‬
‫ﮐﻨﺘﺮﻭﻝ ﻧﺴﺒﺘﹰﺎ ﺯﻳﺎﺕ ﺩﻱ‪ .‬ﻮﻭﻧﮑﻰ ﮐﻨﺘﺮﻭﻝ ﮐﻮﻱ ﺍﻭ ﻓﻌﺎﻟﻴﺖ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﺮﺧﻮﺍ‬
‫ﺯﻳﺎﺕ ﺩﻱ‪ .‬ﭘﻪ )‪ (2‬ﺷﮑﻞ ﮐ‪‬ﻴﻨﺎﺳﺘﻠﻮ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﮐﻨﺘﺮﻭﻝ ﻟﺮﻱ ﺍﻭ ﻫﻐﻪ ﺍﺻﻞ ﺗﻪ ﻧ‪‬ﺩﻳﯥ‬
‫ﺩﻯ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ‪ .‬ﺩﺳﻮאﻝ ﺍﻭ ‪‬ﻮﺍﺏ ﺍﻭ ﺩﻓﮑﺮﻱ ﻣﺸﻮﺭﻭ ﻣﻌﺮﻓﻲ ﻫﻢ‬
‫ﭘﻪ ﮐﺎﺭ ﻭ‪‬ﻝ ﺷﻮﻳﺪﻩ‪ .‬ﭘﻪ )‪ (3‬ﺷﮑﻞ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﺩﻱ ﺍﻭ ﻟﮑﭽﺮ ﻭﺭﮐﻮﻱ‬
‫ﮐﻠﻪ ﮐﻠﻪ ﺩﻧﻤﺎﻳﺶ ﭘﻪ ‪‬ﻭﻝ ﺳﻮאﻝ ﺍﻭ ‪‬ﻮﺍﺏ ﻫﻢ ﭘﻪ ﮐﺎﺭ ﻭ‪‬ﻱ‪ .‬ﭘﻪ )‪ (4‬ﺷﮑﻞ ﮐﯥ ‪‬ﺮﻭﭘﻲ‬
‫ﮐﺎﺭ ﺻﻮﺭﺕ ﻧﻴﺴﻲ ﺍﻭ ﺩ‪‬ﻮﻭﻧﮑﻰ ﺩﺗ‪ ‬ﺍﻭ ﺭﺍﺗ‪ ‬ﻻﺭﻫﺮﻱ ﺧﻮﺍﺗﻪ ﺧﻼﺻﻪ ﺩﻩ ‪‬ﻪ ﮐﻨﺘﺮﻭﻝ‬
‫ﺍﻭ ﻣﺮﺍﻗﺒﺖ ﮐﻮﻻﻱ ﺷﻲ‪ .‬ﭘﻪ )‪ (5‬ﺷﮑﻞ ﮐﯥ ‪‬ﻮﻭﻧﮑﯥ ﺯﻳﺎﺕ ﮐﻨﺘﺮﻭﻝ ﻧﮑﻮﻱ ﺍﻭ ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻧﺎﺳﺖ ﺩﻱ ﺍﻭ ﺯﻳﺎﺕ ﮐﺎﺭ ﭘﻪ ﺧﭙﻠﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﺮﺳﺮﻩ‬
‫ﮐﻮﻱ‪ .‬ﭘﻪ )‪ (6‬ﺷﮑﻞ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻭﻩ ﻧﻔﺮﻱ ﮐﺎﺭ ﺍﺟﺮﺍ ﮐﻮﻱ ﺍﻭ ‪‬ﻮﻭﻧﮑﻰ ﻫﺮﯤ‬
‫ﺧﻮﺍﺗﻪ ﺗ‪ ‬ﺍﻭ ﺭﺍﺗ‪ ‬ﮐﻮﻻﻱ ﺷﻲ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻓﻌﺎﻟﻴﺖ ﺯﻳﺎﺕ ﺩﻱ‪ .‬ﭘﻪ )‪ (7‬ﺷﻤﺎﺭﻩ ﮐﯥ‬
‫ﺩ ﻣﺴﺎﺑﻘﻰ ﺩﺭﻭﺵ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﻣﻨ‪ ‬ﮐﯥ ﻗﺮﺍﺭ ﻟﺮﻱ ﺍﻭ ﻟ‪‬ﻪ‬
‫ﮐﻨﺘﺮﻭﻝ ﮐﻴﺪﺍﻱ ﺷﻲ‪ .‬ﺑﺎﻳﺪ ﭘﻪ ‪‬ﻮﺗﻪ ﺷﻲ ﭼﯥ ﭘﻪ ﭘﻮﺭﺗﻨﻴﻮ ﺷﮑﻠﻮﻧﻮ ﮐﯥ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺑﺎﻳﺪ ﺩﻫﻐﻮﻱ ﺩ ﻭﺩﯤ ﺍﻭ ﺟﺴﻤﻲ ﻭﺿﻌﯥ ﭘﻪ ﺗﻨﺎﺳﺐ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﮐ‪‬ﻴﻨﻮﻝ ﺷﻲ ﺩﺍﺳﯥ‬
‫ﭼﯥ ﻣﻌﻴﻮﺏ ﺍﻭ ﮐﻮﭼﻨﻲ ﻣﺎﺷﻮﻣﺎﻥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﺳﺮﮐﯥ ﻧﺎﺳﺖ ﻭﻱ‪.‬‬
‫ﮐﻠﻪ ﮐﻠﻪ ﺩﺍﺳﯥ ﻫﻢ ﻭﺍﻗﻊ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﺗﻨﺎﺳﺐ ﺩﺭﺳﻲ ﺧﻮﻧﻪ‬
‫ﮐﻮﭼﻨ‪ ‬ﻭﻱ ﻧﻮ ﺩﻟﺘﻪ ‪‬ﻮﻭﻧﮑﻰ ﻧﺸﻲ ﮐﻮﻻﻱ ﭼﯥ ﺩﺧﭙﻠﯥ ﺧﻮ‪‬ﯥ ﺳﺮﻩ ﺳﻢ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﮐ‪‬ﻴﻨﻮﻱ ﭘﻪ ﺩﻱ ﺣﺎﻟﺖ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﺗﻮﺭﻩ ﺗﺨﺘﻪ ﺩ‪‬ﺎﻥ ﺳﺮﻩ ﻭﺍﺧﻠﻲ ﺍﻭ‬
‫ﺷﺎ‪‬ﺮﺩﺍﻥ ﭘﻪ ﺍﺯﺍﺩﻩ ﻫﻮﺍ ﮐﯥ ﮐ‪‬ﻴﻨﻮﻱ ﺩﺍﻫﻢ ﮐﻪ ﺍﻣﮑﺎﻥ ﻣﻮﺟﻮﺩﻭﻱ‪ .‬ﺍﻟﺒﺘﻪ ﺩﺍ‪‬ﺎﻱ ﺑﺎﻳﺪ‬
‫ﺩﺍﺳﯥ ﻭﻱ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺍﻓﮑﺎﺭ ﺑﻠﯥ ﺧﻮﺍﺗﻪ ﻣﻌﻄﻮﻑ ﻧﺸﻲ‪.‬‬
‫ﺩﭼﺎﺭﺗﻮﻧﻮ‪ ،‬ﻧﻘﺸﻮ‪ ،‬ﮐﺮﻭ ﺍﻭ ﻧﻮﺭﻭ ﻧﻤﺎﻳﺸﻲ ﺷﻴﺎﻧﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺩ‪‬ﻲ ﺯﺩﻩ‬

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‫ﮐ‪‬ﯤ ﺯﻣﻴﻨﻪ ﻣﺴﺎﻋﺪﻭﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﯤ ﺗﻪ ﻣﺠﺒﻮﺭﻳ‪‬ﻱ ﭼﯥ ﺑﻠﻲ ﺧﻮﺍﺗﻪ ﺧﭙﻞ ﺍﻓﮑﺎﺭ‬
‫ﻣﻌﻄﻮﻑ ﮐ‪‬ﻱ‪.‬‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩ‪‬ﺎﻱ ﺑﺪﻟﻮﻝ ﺩﺍ‪‬ﯥ ﻟﺮﻱ‪:‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮ ‪‬ﻭﻝ ﺩﻟﭽﺴﭙﻲ ﭘﻴﺪﺍ ﮐﻮﻱ‪.‬‬
‫– ﭘﻪ ﮐﺎﺭ ﮐﯥ ﻳﻮ ‪‬ﻭﻝ ﺗﻐﻴﺮ ﺩﻱ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ‪‬ﻪ ﺩﺭﺱ ﺯﺩﻩ ﮐﻮﻻﻱ ﺷﻲ‪.‬‬
‫– ﺩﺗﺪﺭﻳﺲ ﻫﺮ ‪‬ﻭﻝ ﺭﻭﺵ ﺗﻪ ﻻﺭﻩ ﺑﺮﺍﺑﺮﻭﻱ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﺮ ‪‬ﻭﻝ ﻭﺿﻌﯥ ﺍﻭ ﻣﻮﻗﻌﻴﺖ ﺳﺮﻩ ﻋﺎﺩﺕ ﭘﻴﺪﺍﮐﻮﻱ‪.‬‬
‫– ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻭﻳﺮﻩ ﻟﺮﯤ ﮐﻴ‪‬ﻱ ﺍﻭﻳﻮ ﺑﻞ ﺳﺮﻩ ﺩﻫﻤﮑﺎﺭ‪ ‬ﺭﻭﺣﻴﻪ ﭘﻴﺪﺍ‬
‫ﮐﻮﻱ‪.‬‬
‫ﻣﺨﮑﯥ ﻟﻪ ﺩﻱ ﭼﯥ ‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﻭﻻ‪ ‬ﺷﻮ ﺑﺎﻳﺪ ﻟﻪ ‪‬ﺎﻥ ‪‬ﺨﻪ ﺩﺍﭘﻮ‪‬ﺘﻨﻲ ﻭﮐ‪‬ﻭ‪:‬‬
‫– ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺑﺎﻳﺪ ‪‬ﻪ ‪‬ﻭﻝ ‪‬ﻮﻭﻧﮑﻰ ﺍﻭﺳﻢ ﺍﻭ ‪‬ﻨ‪‬ﻪ ﺩﺳﭙﻠﻴﻦ ﺑﺎﻳﺪ‬
‫ﻭﻟﺮﻡ‪.‬‬
‫– ﺯﻣﺎ ﺩﺗﺪﺭﻳﺲ ﺗﺨﻨﻴﮏ ﺍﻭ ﺭﻭﺵ ‪‬ﻪ ‪‬ﻭﻝ ﺩﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﮐﻮﻡ‬
‫ﺭﻭﺵ ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﻮﻻﻱ ﺷﻲ‪ .‬ﺩ‪‬ﻪ ‪‬ﻭﻝ ﺍﺻﻮﻝ ﺍﻭﺩﺳﭙﻠﻴﻦ ﺳﺮﻩ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﻮﻱ‪.‬‬

‫ﻏﻮ‪‬ﺘﻨﻲ ﺍﻭ ﻣﺤﺪﻭﺩﻳﺘﻮﻧﻪ‪:‬‬
‫‪‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ﺍﺧﻼﻗﻲ ﮐ‪‬ﻧﻼﺭﯤ ﺩﻳﻮ ﻣﺤﻴﻂ ‪‬ﺨﻪ ﺑﻞ ﻣﺤﻴﻂ ﺗﻪ ﺍﻭ ﻳﺎﺩ‬
‫‪‬ﻮﻭﻧ‪‬ﻲ ‪‬ﺨﻪ ﺑﻞ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻪ ﻓﺮﻕ ﮐﻮﻱ ﻧﻮ‪‬ﻮﻭﻧﮑﻰ ﻣﺨﮑﻲ ﻟﻪ ﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﻪ‬
‫ﻭﻻ‪ ‬ﺷﻲ ﺑﺎﻳﺪ ﺩﻣﺤﻞ ﺩ‪‬ﻮﻭﻧﮑﻮ ﺳﺮﻩ ﺩﺩﺳﭙﻠﻴﻦ ﺍﻭ ﻗﻮﺍﻧﻴﻨﻮ ﺩﻣﻘﺮﺭﺍﺗﻮ ﭘﻪ ﻫﮑﻠﻪ ﻟﻪ ﻫﻐﻮ‬
‫‪‬ﺨﻪ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﮐ‪‬ﻱ ﺍﻭ ﻣﺮﺳﺘﻪ ﻭﺭ‪‬ﺨﻪ ﻭﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺩﺩﻏﻪ ﻣﺤﻞ ﺩﺧﻠﮑﻮ ﺩﺭﺳﻢ‬
‫ﺍﻭ ﺭﻭﺍﺝ ﺍﻭ ﺍﺧﻼﻗﻲ ﮐ‪‬ﻧﻼﺭﻭ ﭘﻪ ﻫﮑﻠﻪ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺮﻻﺳﻪ ﺍﻭ ﺑﻴﺎ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺩﻏﻪ‬
‫ﻣﻌﻠﻮﻣﺎﺗﻮﻧﻮ ﭘﻪ ﺭ‪‬ﺎ ﮐﯥ ﺧﭙﻞ ﻣﻘﺮﺭﺍﺕ ﺍﻭ ﻗﻮﺍﻧﻴﻦ ﺗﺮﺗﻴﺐ ﮐ‪‬ﻱ‪ .‬ﻣﺨﮑﯥ ﻟﻪ ﺩﻯ ﭼﯥ ﺩﻯ‬

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‫ﺧﭙﻞ ﺩﺳﺘﻮﺭﻭﻧﻪ ﺍﻭ ﻗﻮﺍﻋﺪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺗﻄﺒﻴﻖ ﮐ‪‬ﻱ‪ .‬ﺩﺍﻻﻧﺪﯤ ‪‬ﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ‬
‫ﻭﻧﻴﺴﻲ‪.‬‬
‫‪ .1‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻏﻮ‪‬ﺘﻨﯥ‪ ،‬ﻣﻘﺮﺭﺍﺕ ﺍﻭ ﺩﺩﺳﭙﻠﻴﻦ ﻣﺤﺪﻭﺩﻳﺘﻮﻧﻪ ﺩﻣﺨﻪ ﺗﺜﺒﻴﺖ ﺍﻭ ﺑﻴﺎ‬
‫ﻳﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺍﻋﻼﻥ ﮐ‪‬ﻱ ﺍﻭ ﻫﻐﻮﻱ ﻭﺭﺑﺎﻧﺪﻱ ‪‬ﻪ ﻭﭘﻮﻫﻮﻱ ﭼﯥ ﺩﺩﻩ‬
‫ﺩﺳﭙﻠﻴﻦ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ‪‬ﻪ ‪‬ﻭﻝ ﺩﻱ‪.‬‬
‫‪ .2‬ﺩﺍ ﻣﻘﺮﺭﺍﺕ ﺍﻭ ﻗﻮﺍﻋﺪ ﺑﺎﻳﺪ ﻣﺎﺩﻩ ﻭﺍﺭ ﺗﺮﺗﻴﺐ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻣﺎﺩﻩ ﭘﻪ ﻣﺎﺩﻩ‬
‫ﺗﻮﺿﻴﺢ‪ ،‬ﺗﻔﺴﻴﺮ ﺍﻭ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺩﻫﻐﻲ ﺍﺭﺯ‪‬ﺖ ﻭﺭﺗﻪ ﺭﻭ‪‬ﺎﻧﻪ ﺷﻲ‪ .‬ﺩﺑﻴﻠ‪‬ﯥ ﭘﻪ‬
‫ﺗﻮ‪‬ﻪ ﻭﺭﺗﻪ ﻭﻭﻳﻞ ﺷﻲ ﭼﯥ ﺗﺎﺳﻮ ﺑﺎﻳﺪ ﻫﻤﻴﺸﻪ ﭘﻪ ﺻﻨﻒ ﮐﯥ ﺩ‪‬ﺎﻥ ﺳﺮﻩ ﮐﺘﺎﺏ‬
‫ﻗﻠﻢ ﺍﻭ ﮐﺘﺎﺑﭽﻪ ﻭﻟﺮﻱ ‪‬ﮑﻪ ﮐﻪ ﮐﺘﺎﺏ ﺳﺘﺎﺳﻮ ﺳﺮﻩ ﻧﻪ ﻭﻱ ﻧﻮ ‪‬ﻨ‪‬ﻪ ﺑﻪ ﺯﺩﻩ ﮐ‪‬ﻩ‬
‫ﻭﮐ‪ْ‬ﻱ‪ .‬ﮐﻪ ﮐﺘﺎﺑﭽﻪ ﺩﺭﺳﺮﻩ ﻧﻪ ﻭﻱ ﻧﻮ‪‬ﻨ‪‬ﻪ ﺑﻪ ﺿﺮﻭﺭﻱ ﺷﻴﺎﻥ ﻭﻟﻴﮑﺊ ﮐﻮﺭﻧﻰ‬
‫ﮐﺎﺭ ﺑﻪ ﻣﻮ ﭘﻪ ﮐﻮﺭﮐﯥ ﭘﺎﺗﯥ ﻭﻱ‪ .‬ﮐﻪ ﻗﻠﻢ ﺩﺭﺳﺮﻩ ﻧﻪ ﻭﻱ ﭘﻪ ﮐﺘﺎﺑﭽﻪ ﮐﯥ ﺑﻪ ﭘﻪ ‪‬ﻪ‬
‫ﺷﻲ ﻟﻴﮑﻞ ﻭﮐ‪‬ﻱ ﺍﻭ ﺩﺍﺳﻲ ﻧﻮﺭ‪.‬‬
‫‪ .3‬ﻗﺎﻧﻮﻥ ﺍﻭﻣﻘﺮﺭﺍﺕ ﺑﺎﻳﺪ ﭘﻪ ﻳﻮﻩ ﻭﺭﻗﻪ ﮐﯥ ﻭﻟﻴﮑﻞ ﺷﻲ ﺍﻭ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﭘﻪ ﺩﻳﻮﺍﺭ‬
‫ﻧﺼﺐ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻲ ﻭﻟﻮﻟﻲ‪ .‬ﻪ ﺑﻪ ﺩﺍﻭﻱ ﭼﯥ ﺩﺍﻣﻘﺮﺭﺍﺕ ﺍﻭ ﻗﻮﺍﻧﻴﻦ‬
‫ﺩ‪‬ﻮﻟﻮ ‪‬ﻮﻭﻧﮑﻮ ﻟﻪ ﭘﺎﺭﻩ ﻣﺸﺘﺮﮎ ﻭﻱ ﺍﻭ ﭘﺮﺩﻳﻮאﻝ ﻧﺼﺐ ﺷﻲ‪.‬‬
‫ﻼ ﻭﻭﺍﻳﻲ ﭼﯥ‬ ‫‪ .4‬ﻗﻮﺍﻧﻴﻦ ﺍﻭ ﻣﻘﺮﺭﺍﺕ ﺩﻳﻮﯤ ﻣﺜﺒﺘﯥ ﺟﻤﻠﯥ ﭘﻪ ﺷﮑﻞ ﻭﻟﻴﮑﻞ ﺷﻲ ﻣﺜ ﹰ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﻫﻴﻠﻪ ﮐﻮﺅ ﭼﯥ ﺩﻣﻘﺮﺭﺍﺗﻮ ﺳﺮﻩ ﺳﻢ ﭘﻪ ﺍﺯﻣﻮﻳﻨﻪ ﮐﯥ ﺧﭙﻞ ﮐﺎﺭ‬
‫ﻭﮐ‪‬ﻱ‪.‬‬
‫‪ .5‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻭﺍﺿﺢ ﮐ‪‬ﻱ ﭼﯥ ﺩﺳﺮﻏ‪‬ﻭﻧﯥ ﭘﻪ ﺻﻮﺭﺕ ﮐﯥ ﺟﺰﺍ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ‬
‫ﻼ ﻭﻭﺍﻳﻲ ﮐﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻭﻩ ‪‬ﻠﻲ‬ ‫ﺩﻫﺮﯤ ﻣﺎﺩﯤ ﺟﺰﺍ ﺑﺎﻳﺪ ﺗﻌﻴﻨﻪ ﺷﻮﻱ ﻭﻱ‪ .‬ﻣﺜ ﹰ‬
‫‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﻧﺎﻭﺧﺘﻪ ﺭﺍﻏﻲ ﻧﻮ ﺳﺘﺎﺳﻲ ﻣﺮﺍﻋﺎﺕ ﮐﻮﻡ ﺧﻮ ﮐﻪ ﺩﺭﻳﻢ ‪‬ﻞ ﻧﺎﻭﺧﺘﻪ ﺷﻮ‬
‫ﺑﻴﺎ ﻧﻮ ﺟﺰﺍ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﻣﺨﻪ ﺩﻭﻱ ﺗﻪ ﻭﻭﻳﻞ ﺷﻲ‪.‬‬

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‫ﺩﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﻣﻠﺤﻮﻇﺎﺕ‪:‬‬

‫ﮐﻪ ﭘﻪ ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﮐﯥ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺍﻭ ﺍﻫﺪﺍﻑ ﻧﺎﻣﻮﺯﻭﻧﻪ ﻭ‪‬ﺎﮐﻞ ﺷﻲ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺩﻟﺴﺮﺩﻩ‪ ،‬ﮐﻢ ﺣﻮﺻﻴﻠﻲ ﺳﺘ‪‬ﻱ ﺍﻭ ﻣﺎﻳﻮﺳﻪ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﺍ‪‬ﻮﻝ ﺩﺑﻲ ﻫﺪﻓﻪ ﺳﻠﻮﮎ‬
‫ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ ﺍﻭ ﭘﻪ ﻧﺘﻴﺠﻪ ﮐﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺳﭙﻠﻴﻦ ﻟﻪ ﻣﻨ‪‬ﻪ ‪‬ﻲ‪ .‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﭘﻪ ﺧﭙﻞ‬
‫ﻣﻀﻤﻮﻥ ﺣﺎﮐﻤﻴﺖ ﻭﻟﺮﻱ ﺍﻭ ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺖ ﺩﺍﺳﻲ ﻃﺮﺡ ﮐ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﻪ ﭘﻪ‬
‫ﺯ‪‬ﻩ ﭘﻮﺭﻱ ﺍﻭ ﺧﻮﻧﺪﻭﺭ ﺷﻲ ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﻣﺤﺘﻮﺍ ﮐﯥ ﺗﺪﺭﻳﺲ ﺩﺍﺳﯥ ﺗﺮﺳﺮﻩ ﺷﻲ ﭼﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﭘﮑﯥ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ﺍﻭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﮊﻭﻧﺪ ﺯﻳﺎﺗﯥ ﺟﻨﺒﯥ ﺍﺣﺘﻮﺍ ﮐ‪‬ﻱ‪.‬‬
‫ﺩﺩﯤ ﭘﻪ ﻧﺘﻴﺠﻪ ﮐﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻓﻀﺎ ﺁﺭﺍﻣﻪ ﺍﻭ ﺑﯥ ﺩ ﺍﺧﻼﻝ ‪‬ﺨﻪ ﺗﺪﺭﻳﺲ ﺗﺮﺳﺮﻩ ﺷﻲ‪.‬‬

‫ﺩﻣﺮﺳﺘﯥ ﺍﻭ ﺣﻤﺎﻳﯥ ﺳﻴﺴﺘﻢ‪:‬‬

‫‪‬ﻮﻭﻧﮑﻰ ﺩﺧﭙﻞ ﺗﺪﺭﻳﺴﻲ ﮐﺎﺭﻟﭙﺎﺭﻩ ﺣﻤﺎﻳﯥ ﺍﻭ ﺳﺎﺗﻨﯥ ﻳﻮ ﺳﻴﺴﺘﻢ ﭼﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ‬
‫ﺍﻭ ﺩﺍ‪‬ﻭﻧﺪ ‪‬ﻮﻟﻨﯥ ﮐﺎﺭﻭﻧﻪ ﺍﺣﺘﻮﺍ ﮐﻮﻱ ﺗﺸﺨﻴﺺ ﺍﻭ ﺗﺎﹾﺳﻴﺲ ﮐ‪‬ﻱ ﺩﺍﺳﻴﺘﻢ ‪‬ﻮﻝ ‪‬ﻮﻭﻧﮑﻰ‪،‬‬
‫ﺩ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﻣﺴﺌﻮﻟﻴﻦ ﺩﻣﺎﺷﻮﻣﺎﻧﻮ ﻣﻮﺭ ﺍﻭ ﭘﻼﺭ ﺍﺣﺘﻮﺍ ﮐﻮﻱ‪ .‬ﻣﻬﻤﻪ ﺧﺒﺮﻩ ﺩﺍﺩﻩ ﭼﯥ‬
‫‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﻣﺪﻳﺮ ﻟﻪ ﺧﻮﺍ ﺣﻤﺎﻳﺖ ﮐ‪‬ﻱ ﺷﻲ ‪‬ﮑﻪ ﭼﯥ ﺩ‪‬ﻮﻟﻮ ﺳﺘﻮﻧﺰﻭ ﺣﻞ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻰ ﻟﻪ ﺗﻮﺍﻥ ‪‬ﺨﻪ ﺑﻬﺮ ﻭﻱ‪ .‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ﻫﮑﻠﻪ ﺧﭙﻞ ﻗﻮﺍﻧﻴﻦ‬
‫ﺍﻭ ﻻﺭ‪‬ﻮﻭﻧﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﻣﺪﻳﺮ ﺗﻪ ﺗﻮﺿﻴﺢ ﮐ‪‬ﻱ ﺗﺮ‪‬ﻮﻭﮐﻮﻻﻱ ﺷﻲ ﺩ‪‬ﻮﻭﻧﮑﻰ ﺩﺣﻤﺎﻳﯥ‬
‫ﻟﭙﺎﺭﻩ ﭘﻮﺭﻩ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻟﺮﻱ‪ .‬ﺩﺍﻣﮑﺎﻥ ﭘﻪ ﺻﻮﺭﺕ ﮐﯥ ﺑﺎﻳﺪ ‪‬ﻮﻭﻧﮑﻰ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻣﻮﺭ‬
‫ﺍﻭ ﭘﻼﺭ ﺳﺮﻩ ﭘﻪ ﺗﻤﺎﺱ ﮐﯥ ﺷﻲ ﺍﻭﺩﻫﻐﻮﻱ ﺳﺮﻩ ﺩﺧﺒﺮﻭ ﻻﺭ ﺧﻼﺻﻪ ﮐ‪‬ﻱ ﺍﻭ ﭘﻪ ﺩﯤ ‪‬ﻭﻝ‬
‫ﺩﺣﻤﺎﻳﯥ ﻳﻮ ﺍﺣﺘﻴﺎﻃﻲ ﺳﻴﺴﺘﻢ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺩﺭﺳﻲ ﺳﻴﺴﺘﻢ ﺩﻧﻈﻢ ﻟﭙﺎﺭﻩ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﺷﻲ‪.‬‬

‫ﺩﺗﺪﺭﻳﺲ ﻋﺎﺩﻱ ﮐﺎﺭﻭﻧﻪ‪:‬‬

‫ﺩﺍﮐﺎﺭﻭﻧﻪ ﺩﺗﺪﺭﻳﺲ ﺩﻋﺎﺩﻱ ﮐﺎﺭﻭﻧﻮ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ‪ .‬ﺩﺗﺪﺭﻳﺲ ﻭﺭ‪‬ﻨﻲ ﮐﺎﺭﻭﻧﻪ‬
‫ﺗﻮﺿﻴﺢ ﭼﯥ ﺩﻣﺨﻪ ﻳﯥ ﻳﺎﺩﻭﻧﻪ ﻭﺷﻮﻩ ﺩﺍﻫﻤﻴﺖ ﻭ‪ ‬ﺩﻱ‪ .‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻭﺭ‪‬ﻨﻲ ﮐﺎﺭﻭﻧﻪ ﻟﮑﻪ‬
‫‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﺩﺍﺧﻠﻴﺪﻝ ﺍﻭ ﻟﻪ ‪‬ﻮﻟ‪‬ﻲ ‪‬ﺨﻪ ﻭﺗﻞ‪ ،‬ﺩﭘﻨﺴﻞ ﺗﻴﺰﻭﻝ ﺩﻣﻮﺍﺩﻭ ﺍﺧﺴﺘﻞ ﺍﻭ ﺑﻴﺮﺗﻪ‬

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‫ﺍﻳ‪‬ﻮﺩﻝ‪ ،‬ﺩﺿﺮﻭﺭﺕ ﺭﻓﻊ ﮐﻮﻝ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺗﻮﺿﻴﺢ ﮐ‪‬ﻱ‪ .‬ﮐﻪ ‪‬ﻮﻭﻧﮑﻰ ﺧﭙﻠﻮ‬
‫ﺩﺭﺳﻮﻧﻮ ﺗﻪ ‪‬ﻪ ﺍﻭ ﻣﻨﻈﻤﻪ ﺍﻣﺎﺩ‪‬ﻲ ﻭﻟﺮﻱ ﻧﻮ ﺑﻴﺎ ﮐﻮﻻﻱ ﺷﻲ ﭼﯥ ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ‬
‫ﺗﻪ ﻣﺘﻮﺟﻪ ﮐ‪‬ﻱ‪ .‬ﭘﻪ ﻧﺘﻴﺠﻪ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟﻪ ﺧﻮﺍ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺍﺳﺘﻘﺒﺎﻝ‬
‫ﮐﻴ‪‬ﻱ ﺍﻭ ﺗﺪﺭﻳﺲ ﭘﻪ ﺁﺭﺍﻣﻪ ﻓﻀﺎ ﮐﯥ ﭘﺮﻣﺦ ‪‬ﻲ‪.‬‬

‫‪‬ﻮﻭﻧﮑﻰ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﺑﻬﻴﺮ ﮐﯥ‪:‬‬

‫ﺩ‪‬ﻮﻭﻧﮑﻰ ﺣﺮﮐﺘﻮﻧﻪ ﺍﻭ ﺧﺒﺮﯤ ﮐﻮﻝ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻋﻤﻠﻴﻪ ﺑﺎﻧﺪﯤ ﻣﻬﻤﻪ ﺍﻏﻴﺰﻩ ﻟﺮﻱ‬
‫ﻧﻮ ‪‬ﻮﻭﻧﮑﻰ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺍﮐﻠﻴﺪﻱ ﻗﺎﻋﺪﯤ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺭﺍﺟﻠﺒﻮﻟﻮ ﻟﭙﺎﺭﻩ‬
‫‪‬ﻳﺮﻱ ﻣﻬﻤﻲ ﺩﻱ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪:‬‬
‫– ﺩﺧﺒﺮﻭ ﮐﻮﻟﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭ‪‬ﻮﺭﻱ‪ ،‬ﻭﺍﺿﺢ ﺍﻭﺭﻭ‪‬ﺎﻧﻪ‬
‫ﺧﺒﺮﯤ ﻭ‪‬ﻱ‪.‬‬
‫– ﺩﺗﻮﺭﯤ ﺗﺨﺘﻲ ‪‬ﺨﻪ ﭘﻪ ﺍﻏﻴﺰﻣﻦ ‪‬ﻭﻝ ﺍﺳﺘﻔﺎﺩﻩ ﻭﮐ‪‬ﻱ ﮐﻪ ﺯﻳﺎﺕ ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﻭﻏﻮﺍ‪‬ﻱ ﭘﺮﺗﺨﺘﻪ ﻭﻟﻴﮑﻲ ﭘﻪ ﻻﺯﻣﻮ ﻭﻗﻔﻮ ﺩ ﺷﺎ‪‬ﺮﺩﺍﻧﻮ ﺳﺮﻩ ﺩﺧﺒﺮﻭ ﮐﻮﻟﻮ ﻭﺭﻭﺳﺘﻪ‬
‫ﺩ ﭘﺮﺗﺨﺘﻪ ﻭﻟﻴﮑﻲ‪.‬‬
‫– ‪‬ﻮﻟﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺗﻮﺟﻪ ﻭﮐ‪‬ﻱ ﺳﺘﺮ‪‬ﯥ ﭘﻪ ﺳﺘﺮ‪‬ﯥ ﺩ‪‬ﻮﻟﻮ ﺷﺎ‪‬ﺮﺩﺍﻧﻮ ﺳﺮﻩ‬
‫ﺗﻤﺎﺱ ﻭﻟﺮﻱ ﻧﻪ ﺩﺍﭼﯥ ﺩ ‪‬ﻮﺗﻨﻮ ﻣﺤﺪﻭﺩﻭ ﺳﺮﻩ ﺗﻤﺎﺱ ﻭﻟﺮﻱ‪ .‬ﭼﯥ ﺩﺍﺩ ﻧﻈﻢ ﺍﻭ‬
‫ﺩﺳﭙﻠﻴﻦ ﻟﭙﺎﺭﻩ ‪‬ﻳﺮ ﻣﻬﻢ ﺩﻱ‪.‬‬
‫– ﺩ‪‬ﻮﻟﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟﻪ ﻭﺿﻌﯥ ‪‬ﺨﻪ ﺑﺎﺧﺒﺮ ﺍﻭﺳﻲ ﺍﻭ ﺩﺧﺒﺮﻭﮐﻮﻟﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ‬
‫ﺩ‪‬ﻮﻟ‪‬ﻲ ﻫﺮﯤ ﺑﺮﺧﻲ ﺗﻪ ﭘﻪ ‪‬ﻴﺮ ﺳﺮﻩ ﻭ‪‬ﻮﺭﻱ‪.‬‬
‫– ﺧﭙﻞ ‪‬ﻮﻝ ﺣﺮﮐﺘﻮﻧﻪ ﺍﻭ ﺁﻭﺍﺯ ﺑﺎﻳﺪ ﮐﻨﺘﺮﻭﻝ ﮐ‪‬ﻱ‪ .‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩ‪‬ﻴﻨﯥ ﻫﻐﻮ‬
‫ﺣﺮﮐﺘﻮﻧﻮ ‪‬ﺨﻪ ‪‬ﺩﻩ ﻭﮐ‪‬ﻱ ﭼﯥ ﺩﮐﻠﺘﻮﺭ ﺧﻼﻑ ﻭﻱ‪ ،‬ﺗﻨﻔﺮ ﭘﻴﺪﺍﮐﻮﻱ ﺍﻭ ﻏﻠﻂ‬
‫ﻓﻬﻤﻲ ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻭ‪‬ﻱ‪ ،‬ﺑﺎﺧﺒﺮﻩ ﻭﻱ‪ ،‬ﺩ‪‬ﻮﻭﻧﮑﻰ ﻇﺎﻫﺮﻱ ﻭﺿﻊ ‪‬ﻳﺮﻩ ﻣﻬﻤﻪ ﺩﻩ‪.‬‬

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‫ﺩ ﺩﺳﭙﻠﻴﻦ ﺩﺳﺘﻮﻧﺰﻭ ﺣﻞ‪:‬‬

‫‪‬ﻴﻨﯥ ﭘﻪ ﺩﻱ ﻋﻘﻴﺪﻩ ﺩﻱ ﭼﯥ ﮐﻪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺩﺳﭙﻠﻴﻦ ﺩﺳﺘﻮﺭﻭﻧﻪ ﺍﻭ ﻣﻘﺮﺭﺍﺕ‬
‫ﺩﻣﺨﻪ ﻣﺸﺨﺺ ﺍﻭ ﺗﻮﺿﻴﺢ ﺷﻲ ﺩﺩﺳﭙﻠﻴﻦ ﺩﺯﻳﺎﺗﻮ ﺳﺘﻮﻧﺰﻭ ﻣﺨﻪ ﻧﻴﻮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺧﻮ ﺩﺍ ﺑﺎﻳﺪ‬
‫ﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻭ ﭼﯥ ﺣﺘﺎ ﭘﻪ ‪‬ﻮ ﺍﻭ ﺗﻨﻈﻴﻢ ﺷﻮﻭ ‪‬ﻮﻟ‪‬ﻴﻮ ﮐﯥ ﻫﻢ ﺩﺳﭙﻠﻴﻨﻲ ﺳﺘﻮﻧﺰﯤ ﻣﻨ‪ ‬ﺗﻪ‬
‫ﺭﺍ‪‬ﻲ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﻫﻐﻲ ﺩﺣﻞ ﻟﭙﺎﺭﻩ ﺩﻣﺨﻪ ﺗﺪﺍﺑﻴﺮ ﻧﻴﻮﻟﻲ ﻭﻱ ﺩﺳﺘﻮﻧﺰﻭ ﭘﻪ ﺍ‪‬ﻩ‬
‫ﺩﺍﻻﻧﺪﯤ ﮐﻠﻴﺪﻱ ‪‬ﮑﻲ ﺩﻳﺎﺩﻭﻧﯥ ﻭ‪ ‬ﺩﻱ‪:‬‬
‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻫ‪‬ﻪ ﻭﮐ‪‬ﻱ ﭼﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺍﺧﻼﻝ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺗﺪﺭﻳﺲ‬
‫ﻭﻧﮑ‪‬ﻱ ﭘﻪ ﺩﺍﺳﯥ ﺣﺎﻻﺗﻮ ﮐﯥ ﺑﺎﻳﺪ ﺩﺭﺱ ﻭﺩﺭﻭﻝ ﺷﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭼ‪‬ﭗ‬
‫ﺳﺎﺗﻠﻮﺗﻪ ﻭﻫ‪‬ﻮﻝ ﺷﻲ ﺍﻭ ﺑﻴﺎ ﺩﺭﺱ ﭘﻴﻞ ﺷﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻭﺿﻊ ﮐﻨﺘﺮﻭﻝ ﮐ‪‬ﻱ ﺩﺟ‪ ‬ﺁﻭﺍﺯ ﺍﻭ ﭼﻴﻐﻮﻭﻫﻠﻮ ‪‬ﺨﻪ ‪‬ﻩ ﻭﮐ‪‬ﻱ‬
‫ﭘﻪ ﻧﺮﻡ ﺍﻭ ﮐﻨﺘﺮﻭﻝ ﺷﻮﻱ ﺁﻭﺍﺯ ﺧﺒﺮﯤ ﻭﮐ‪‬ﻱ ﺍﻭ ﻣﺴﺎﹾﻟﻲ ﭘﻪ ‪‬ﻳﺮﻩ ﺳ‪‬ﻩ ﺳﻴﻨﻪ ﺣﻞ‬
‫ﮐ‪‬ﻱ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻰ ﭘﺮﯤ ﻧ‪‬ﺩﻱ ﭼﯥ ﻭﺿﻊ ﺩﮐﻨﺘﺮﻭﻝ ‪‬ﺨﻪ ﻭﻭ‪‬ﻲ‪ .‬ﺩ‪‬ﻳﺮﻭ ﺧﺒﺮﻭ ﮐﻮﻟﻮ ﺍﻭ‬
‫ﻏﻴﺮ ﺿﺮﻭﺭﻱ ﺷﻮﺧ‪ ‬ﻟﻪ ﭘﺎﻣﻪ ﻭﻧﻪ ﻏﻮﺭ‪‬ﻮﻱ ﺑﻠﮑﻪ ﭘﻪ ﻣﻨﺎﺳﺐ ﻭﺧﺖ ﮐﯥ ﻳﯥ ﭼﺎﺭﻩ‬
‫ﻭﺳﻨﺠﻮﻱ‪ .‬ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺳﻠﻮﮎ ﺍﻭ ﮐ‪‬ﻭ ﻭ‪‬ﻭ ﭘﻪ ﻫﮑﻠﻪ‬
‫ﻣﻌﻴﺎﺭﻭﻧﻪ ﺳﺨﺖ ﻣﺮﺍﻋﺎﺕ ﺑﺎﻳﺪ ﺷﻲ‪.‬‬
‫– ﺩ‪‬ﻮﻭﻧﮑﻰ ﻭﺿﻊ ﺳﺨﺘﻪ ﺍﻭﺳﭙﮑﻪ ﻧﻪ ﻭﻱ ﺑﻠﮑﻪ ﺁﺭﺍﻣﻪ‪ ،‬ﺳﻨﺠﻮﻝ ﺷﻮﯤ ﺍﻭ ﭘﻪ ‪‬ﻮﻟﻮ‬
‫ﺣﺎﻻﺗﻮ ﮐﯥ ﻣ‪‬ﻮﺩﺑﺎﻧﻪ ﻭﻱ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﺩﺳﭙﻠﻴﻦ ‪‬ﻮﻟﯥ ﺳﺘﻮﻧﺰﯤ ﭘﻪ ﻏﺎ‪‬ﻩ ﻭﺍﻧﺨﻠﻲ ﺑﻠﮑﻪ ﺳﺮ‪‬ﻮﻭﻧﮑﻰ ﺍﻭ‬
‫ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺁﻣﺮ ﻟﻪ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﺧﺒﺮ ﮐ‪‬ﻱ ﺍﻭ ﺩﺳﺘﻮﻧﺰﻭ ﭘﻪ ﺣﻞ ﮐﯥ ﻳﯥ ﺷﺎﻣﻞ‬
‫ﮐ‪‬ﻱ‪.‬‬

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‫ﺍﺧﻼﻝ ‪‬ﺮ ﺍﻭ ﺟﻨﺠﺎﻟﻲ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺭﺳﻴﺪ‪‬ﻲ‪:‬‬

‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺟﻨﺠﺎﻟﻲ ﺍﻭ ﺍﺧﻼﻝ ‪‬ﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮ‪‬ﺎﻱ ﮐ‪‬ﻴﻨﻨﻮﻱ ﺍﻭ ﭘﻪ ﺩﻱ‬
‫ﻳﯥ ﭘﻮﻩ ﮐ‪‬ﻱ ﭼﯥ ﺩﻣﻠ‪‬ﺮﻭ ﺳﺮﻩ ‪‬ﻨ‪ ‬ﭘﻪ ‪‬ﻨ‪ ‬ﮐ‪‬ﻴﻨﺎﺳﺘﻞ ﺩﺍﺳﻲ ﺍﻣﺘﻴﺎﺯ ﺩﻱ‬
‫ﭼﯥ ﺩﻧﻴﮑﻮ ﺍﺩﺍﺑﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﻻﺱ ﺗﻪ ﺭﺍﺗﻼﻱ ﺷﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺯﻳﺎﺕ ﻭﺧﺖ ﺩﺟﻨﺠﺎﻟﻲ ﺍﻭ ﺍﺧﻼﻝ ‪‬ﺮﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ﺗﻴﺮ‬
‫ﮐ‪‬ﻱ‪ .‬ﮐﻪ ﺳﺘﻮﻧﺰﻩ ﻳﺎ ﻣﺴﺎﹾﻟﻪ ﭘﻪ ﻣﻨﺎﺳﺐ ﺍﻭ ﻣﻌﻘﻮﻝ ﻭﺧﺖ ﮐﯥ ﺣﻞ ﻧﺸﻲ ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﺩﯤ ﻭﻏﻮ‪‬ﺘﻞ ﺷﻲ ﭼﯥ ‪‬ﻮﻟ‪‬ﻲ ﺗﺮﮎ ﮐ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﺩﯤ ﺧﭙﻞ ﺩﺭﺱ‬
‫ﺗﻪ ﺍﺩﺍﻣﻪ ﻭﺭﮐ‪‬ﻱ‪.‬‬
‫– ﺩﺷﻮﺧﻮ ﺍﻭ ﺍﺧﻼﻟﻮﻭﻧﮑﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ﺩﯤ ﺩ‪‬ﻮﻟ‪‬ﻲ ‪‬ﺨﻪ ﺑﻬﺮ ﺗﻤﺎﺱ ﻭﻧﻴﻮﻝ‬
‫ﺷﻲ ﮐﻠﻪ ﭼﯥ ﭘﻪ ﺻﻨﻒ ﮐﯥ ‪‬ﻴﻨﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺧﭙﻠﯥ ﺷﻮﺧ‪ ‬ﺍﻭ ﺍﺧﻼﻝ ﺗﻪ‬
‫ﺍﺩﺍﻣﻪ ﻭﺭﮐﻮﻱ ﺩﺩﺭﺳﻲ ﺳﺎﻋﺖ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻳﺎﻟﻪ ﺭﺧﺼﺘ‪ ‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ‬
‫ﺩﭘﺮﺍﺑﻠﻢ ﺩﺗﺸﺨﻴﺺ ﻟﭙﺎﺭﻩ ‪‬ﻪ ﻣﺴﺎﻋﺪ ﻭﺧﺖ ﺩﻱ‪.‬‬

‫ﺩﮐﻢ ﺗﺮﮐﻤﻪ ﺿﺮﻭﺭﻱ ﺩﺳﭙﻠﻴﻦ ‪‬ﺨﻪ ﺍﺳﺘﻔﺎﺩﻩ‪:‬‬

‫‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﻫﻐﻪ ﺍﺻﻞ ‪‬ﺨﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻭﮐ‪‬ﻱ ﭼﯥ ﮐﻢ ﺗﺮﮐﻤﻪ ﺩﺳﭙﻠﻴﻦ ﭘﮑﯥ‬
‫ﻭﻱ ﺍﻭ ﺩﻣﺜﺒﺘﯥ ﺯﺩﻩ ﮐ‪‬ﯤ ﺩﻣﺤﻴﻂ ﺩﺳﺎﺗﻠﻮﻟﭙﺎﺭﻩ ﺿﺮﻭﺭﻱ ﻭﻱ‪ .‬ﺩﺯﻳﺎﺕ ﺩﺳﭙﻠﻴﻦ ‪‬ﺨﻪ ﺑﺎﻳﺪ‬
‫‪‬ﻩ ﻭﺷﻲ ﺍﻭ ﻫﻐﻮﻣﺮﻩ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ﮐﺎﺭ ﻳﻮﻭ‪‬ﻝ ﺷﻲ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﻣﺌﻮﺛﺮ ﻣﺤﻴﻆ ﺩﺳﺎﺗﻠﻮ‬
‫ﻟﭙﺎﺭﻩ ﭘﻪ ﮐﺎﺭﺩﻱ‪ .‬ﺩ‪‬ﻴﻨﻮ ‪‬ﻮﻟ‪‬ﻴﻮ ﻟﭙﺎﺭﻩ ﮐﻢ ﺍﻭ ﺩ‪‬ﻴﻨﻮ ‪‬ﻮﻟ‪‬ﻴﻮ ﻟﭙﺎﺭﻩ ﺯﻳﺎﺕ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ﮐﺎﺭ‬
‫ﺩﻱ ﺍﻭ ﺩ‪‬ﻮﻭﻧﮑﻰ ﻟﭙﺎﺭﻩ ﻫﻢ ﭘﻪ ﮐﺎﺭﺩﻩ ﭼﯥ ﻳﻮ ‪‬ﻮﻟ‪‬ﻲ ﻟﭙﺎﺭﻩ ﻻﺯﻡ ﺩﺳﭙﻠﻴﻦ ﺩﺭﮎ ﺍﻭ ﺑﻴﺎﻳﯥ‬
‫ﭘﻪ ﮐﺎﺭ ﻳﻮﺳﻲ‪.‬‬
‫ﭘﻪ ﻟﻨ‪‬ﻩ ﺗﻮ‪‬ﻪ ﻭﻳﻼﻱ ﺷﻮ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﺳﺎﺣﻪ ﮐﯥ ﻳﻮ ﻭﺍﺣﺪ ﻓﻮﺭﻣﻮﻝ ﻭﺟﻮﺩ‬
‫ﻧﻠﺮﻱ ﭼﯥ ﭘﻪ ﻫﺮ ‪‬ﺎﻱ ﮐﯥ ﺩﻳﻮ ‪‬ﻮﻟ‪‬ﻲ ﻟﭙﺎﺭﻩ ﭘﻪ ﻣﻌﻴﻨﻪ ﻳﻮﻩ ﺍﻧﺪﺍﺯﻩ ﻧﻈﻢ ﺍﻭﺩﺳﭙﻠﻴﻦ ﭘﻪ ﮐﺎﺭ‬
‫ﻳﻮﻭ‪‬ﻝ ﺷﻲ‪ .‬ﺩﻳﺎﺩﻭﻟﻮ ﻭ‪ ‬ﮑﻲ ﺩﺍﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺧﭙﻞ ﭼﺎﭘﻴرﻳﺎﻝ ﺗﻪ ﻭ‪‬ﻮﺭﻱ ﺷﻴﺎﻥ‬

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‫ﻭﺍﺯﻣﺎﻳﻲ‪ ،‬ﺗﺼﻤﻴﻢ ﻭﻧﻴﺴﻲ ﺍﻭ ﻫﻐﻪ ﺧﻠﮑﻮﺗﻪ ﭼﯥ ﺩﺩﻩ ﭘﻪ ﺩﺭﺱ ﮐﯥ ﻣﺆﺛﺮ ﻭﻱ‪ ،‬ﺍﻃﻼﻉ‬
‫ﻭﺭﮐ‪‬ﻱ ﺍﻭ ﺩﺧﭙﻠﻮ ﺗﺼﻤﻴﻤﻮﻧﻮ ﭘﻪ ﺗﻄﺒﻴﻖ ﮐﯥ ﻋﺎﺩﻝ‪ ،‬ﻗﻮﻱ ﺍﻭ ﻣﻨﻄﻘﻲ ﻭﻱ‪.‬‬
‫ﻫﺮ‪‬ﻮﻣﺮﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﻧﻈﻢ ﭘﻪ ﺳﺒﮏ ﺍﻭ ﮐ‪‬ﻧﻼﺭﻩ ﮐﯥ ﮊﺭ ﺗﺼﻤﻴﻢ‬
‫ﻭﻧﻴﺴﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺧﭙﻠﻮ ﻗﻮﺍﻋﺪﻭ ﺍﻭﺩﺳﺘﻮﺭﻭﻧﻮ ‪‬ﺨﻪ ﺧﺒﺮ ﮐ‪‬ﻱ ﭘﻪ ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ‬
‫ﻳﯥ ﺩﺧﭙﻞ ﺍﺻﻠﻲ ﮐﺎﺭ ﺩﺍﺟﺮﺍ ﭘﻪ ﻫﮑﻠﻪ ﺍﻏﻴﺰﻣﻦ ﻗﺪﻡ ﭘﻮﺭﺗﻪ ﮐ‪‬ﻱ ﺩﻱ‪ .‬ﺑﺮﺳﻴﺮﻩ ﭘﻪ ﻧﻈﻢ ﺍﻭ‬
‫ﺩﺳﭙﻠﻴﻦ ﺩ‪‬ﻪ ﺗﺪﺭﻳﺲ ﻟﭙﺎﺭﻩ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺗﻴﺎﺭﻭﻝ ﻫﻢ ﺿﺮﻭﺭﻱ ﻗﺪﻡ ﺩﻯ ﭼﯥ ﭘﻪ ﻻﻧﺪﻱ ﺗﻮ‪‬ﻪ ﻳﯥ‬
‫ﺗﻮﺿﻴﺢ ﮐﻮﻭ‪.‬‬
‫‪‬ﻮﻟ‪‬ﻲ ﻫﻐﻪ ‪‬ﺎﻱ ﺩﻱ ﭼﯥ ﭘﻪ ﻫﻐﻲ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻮ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﺮﻣﻨ‪ ‬ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺗﺮﻣﻨ‪ ‬ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻫﺮ ﺭﺍﺯ ﺍﺳﺎﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺍﻭ ﻫﻠﻲ ‪‬ﻠﯥ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﮑﻰ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﺮ ﻭﺭ‪ ‬ﭘﻪ ﺩﯤ ‪‬ﺎﻱ ﻧ‪‬ﺩﯤ ﺷﭙ‪‬ﺳﺎﻋﺘﻪ ﺩﺯﺩﻩ ﮐ‪‬ﻱ ﭘﻪ‬
‫ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺑﻮﺧﺖ ﻭﻱ‪ .‬ﻧﻮ ﮐﻪ ﺩﺭﻭﻏﺘﻴﺎﯦﯥ ﻣﺴﺎﹾﻟﻮ ﻟﻪ ﻣﺨﯥ ‪‬ﻮﻟ‪‬ﻲ ﻧﻘﺺ ﺍﻭ ﺯﻳﺎﻥ ﻭﻟﺮﻱ ﺍﻭ‬
‫ﻳﺎﻳﯥ ﭼﺎﭘﻴرﻳﺎﻝ ﻣﺴﺎﻋﺪ ﻧﻪ ﻭﻱ ﻧﻮ ﺧﺎﻣﺨﺎ ﺩ‪‬ﻮﻭﻧﮑﻰ ﺍﻭ ﺯﺩﻩ ﮐﻮﻧﮑﻮ ﺭﻭﻏﺘﻴﺎ ﺗﻪ ﺑﻪ ﺗﺎﻭﺍﻥ‬
‫ﺭﺳﻴ‪‬ﻱ‪.‬‬
‫‪‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ﭘﻪ ﻳﻮ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺯﻳﺎﺕ ﺷﻤﻴﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺭﺍ‪‬ﻮﻟﻴ‪‬ﻱ ﺍﻭﺩ ﺯﺩﻩ‬
‫ﮐ‪‬ﯤ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺳﺮﺗﻪ ﺭﺳﻮﻱ ﻧﻮﮐﻪ ﻳﻮﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﮐﻮﻡ ﺭﻧ‪ ‬ﺍﺧﺘﻪ ﻭﻱ ﺍﻭ ﺩ‪‬ﻮﻟ‪‬ﻲ‬
‫ﻭﺿﻊ ﻫﻢ ﺩﺭﻭﻏﺘﻴﺎﻳﻲ ﺷﺮﺍﻳﻄﻮ ﻟﻪ ﻣﺨﻲ ‪‬ﻪ ﻧﻪ ﻭﻱ‪ ،‬ﮐﻴﺪﺍﻱ ﺷﻲ ﭼﯥ ﻧﻮﺭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﻫﻢ ﭘﻪ ﺩﻱ ﺭﻧ‪ ‬ﺍﺧﺘﻪ ﺷﻲ‪ .‬ﭘﻪ ﺩﻯ ﻟﺤﺎﻅ ﻻﺯﻡ ﺩﻩ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻭﺿﻊ ﺍﻭ ﺣﺎﻟﺖ ﺗﻪ ﺯﻳﺎﺗﻪ‬
‫ﭘﺎﻣﻠﺮﻧﻪ ﻭﺷﻲ‪ .‬ﺩﺑﻠﯥ ﺧﻮﺍ ﮐﻪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻣﺤﻴﻂ ‪‬ﮑﻠﻲ‪ ،‬ﻣﻨﻈﻢ‪ ،‬ﻣﺮﺗﺐ ﺍﻭ ﺁﺭﺍﻡ ﻭﻱ ﻧﻮ ﭘﻪ‬
‫ﺯﺩﻩ ﮐ‪‬ﻩ ﺑﺎﻧﺪﻱ ﺯﻳﺎﺗﻪ ﺍﻏﻴﺰﻩ ﮐﻮﻱ‪ .‬ﻴﻨﻲ ﻋﻮﺍﻣﻞ ﺷﺘﻪ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩ‪‬ﻪ ﭼﺎﭘﻴرﻳﺎﻝ ﭘﻪ‬
‫ﺑﺮﺍﺑﺮﻭﻟﻮ ﮐﯥ ﻣﻮﺛﺮ ﺩﻱ ﺧﻮ ﻣﺘﺎﺳﻔﺎﻧﻪ ﺩ‪‬ﻮﻭﻧﮑﻮ ﺩﺗﻮﺍﻥ ‪‬ﺨﻪ ﺑﻬﺮ ﻭﻱ ﺍﻭ ﻧﺸﻲ ﮐﻮﻻﻱ‬
‫ﻼ ﺩﺩﺭﺱ ﻭﻳﻠﻮ ﻟﭙﺎﺭﻩ‬ ‫ﻼ ﮐﻪ ﻳﻮ ‪‬ﻮﻭﻧ‪‬ﻲ ﮐﺮﺍﻳﻲ ﻭﻱ ﭼﯥ ﺍﺻ ﹰ‬ ‫ﭼﯥ ﻫﻐﻪ ﺑﺮﺍﺑﺮ ﮐ‪‬ﻱ ﻣﺜ ﹰ‬
‫ﺟﻮ‪‬ﺷﻮﻱ ﻧﻪ ﻭﻱ ﺧﻮﻧﯥ ﻳﯥ ﮐﻮﭼﻨ‪ ،‬ﺗﻴﺎﺭﯤ ﺍﻭ ﭘﻪ ﮐﺎﻓﻲ ﺍﻧﺪﺍﺯﻩ ﺭ‪‬ﺎ ﻧﻠﺮﻱ‪ ،‬ﻟﻤﺮﻧﻪ ﺍﺧﻠﻲ‪،‬‬
‫ﻣﻴﺰﻭﻧﻪ ﺍﻭ‪‬ﻮﮐ‪ ‬ﻳﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﺗﻨﺎﺳﺐ ﻧﻪ ﻭﻱ ﺍﻭﺩﺍﺳﻲ ﻧﻮﺭ‪ .‬ﮐﻪ ﺩﺍﺷﻴﺎﻥ ‪‬ﻮﻝ ﺳﻢ‬
‫ﻧﻪ ﻭﻱ ﺍﻭ ‪‬ﻮﻭﻧﮑﻰ ﺩﺭﺳﺖ ﺗﺮﺑﻴﻪ ﺷﻮﻱ ﻧﻪ ﻭﻱ ﻧﻮ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭﺭﺯﻧﯥ ﺣﺎﻟﺖ ﺑﻪ ﻭﻳﺠﺎ‪‬‬

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‫ﻭﻱ‪ .‬ﺧﻮﮐﻪ ‪‬ﻮﻭﻧﮑﻰ ﺗﻞ ﭘﻪ ﺩﻱ ‪‬ﻴﻨ‪‬ﺎﺭ ﻭﮐ‪‬ﻱ ﺍﻭ ﺗﻞ ﭘﻪ ﺩﯤ ﻫ‪‬ﻪ ﮐﯥ ﻭﻱ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ‬

‫ﭼﺎﭘﻴرﻳﺎﻝ ‪‬ﻪ ﺍﻭ ﺍﺻﻼﺡ ﺷﻲ ﻧﻮ ﮐﻮﻻﻱ ﺷﻲ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩ ﺍﺩﺍﺭﯤ ﺍﻭ ‪‬ﻮﻟﻨﯥ ﭘﻪ ﻣﺮﺳﺘﻪ ﭘﻪ‬
‫ﻫﻐﻲ ﮐﯥ ﺍﺳﺎﺳﻲ ﺍﺻﻼﺣﺎﺕ ﺭﺍﻭﻟﻲ‪.‬‬
‫ﭘﻪ ﺩﻱ ﺑﺮﺧﻪ ﮐﯥ ﺩﻻﻧﺪﯤ ﻣﻮﺍﺩﻭ ﻣﺮﺍﻋﺎﺕ ﮐﻮﻝ ﺩ‪‬ﻮﻭﻧﮑﻰ ﺍﺳﺎﺳﻲ ﺩﻧﺪﯤ ﺩﻱ‪:‬‬
‫‪ .1‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﻫﻮﺍ ﺑﺪﻟﻮﻝ‪ :‬ﭘﻪ ‪‬ﻮﻝ ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﮐﯥ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﮐ‪‬ﮐ‪ ‬ﺍﻭ ﺩﺭﻭﺍﺯﯤ‬
‫ﺗ‪‬ﻟﻲ ﻭﻱ ﺍﻭ ﺯﻳﺎﺕ ﺷﻤﻴﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﻧﻨﻪ ﺩﺭﺱ ﻟﻮﻟﻲ ﺩﺗﺒﺎﺷﻴﺮ ‪‬ﺮﺩ ﻫﻢ‬
‫‪‬ﻮﻟﻪ ﻓﻀﺎ ﻭﻧﻴﺴﻲ ﻧﻮ ﻻﺯﻣﻪ ﺩﻩ ﭼﯥ ﺩ ﺩﺭﺱ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﮐ‪‬ﮐ‪ ‬ﺍﻭ ﺩﺭﻭﺍﺯﯤ‬
‫ﺧﻼﺻﯥ ﺷﻲ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻫﻮﺍ ﺑﺪﻟﻪ‪ ،‬ﻧﺎ ﭘﺎﮐﻪ ﻫﻮﺍ ﺧﺎﺭﺝ ﺍﻭ ﭘﺎﮐﻪ ﻫﻮﺍ ﺩﺍﺧﻠﻪ ﺷﻲ‪.‬‬
‫‪ .2‬ﺗﻮﺩﻭ‪‬ﻪ‪ :‬ﭘﻪ ﻭﺭﻭﺳﺘﻪ ﭘﺎﺗﯥ ﻫﻴﻮﺍﺩﻭ ﻟﮑﻪ ﺯﻣﻮ‪ ‬ﻫﻴﻮﺍﺩ ﮐﯥ ﺩﻭﻩ ‪‬ﻭﻟﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ﻣﻮﺟﻮﺩ‬
‫ﺩﻱ ﺩﺳ‪‬ﻭ ﺳﻴﻤﻮ ﺍﻭ ﺗﻮﺩﻭﺳﻴﻤﻮ ‪‬ﻮﻭﻧ‪‬ﻲ ﭼﯥ ﺩﺳ‪‬ﻭﺳﻴﻤﻮ ‪‬ﻮﻭﻧ‪‬ﻲ ﭘﻪ ﮊﻣﻲ ﮐﯥ ﺍﻭ‬
‫ﺩﺗﻮﺩﻭ ﺳﻴﻤﻮ ‪‬ﻮﻭﻧ‪‬ﻲ ﭘﻪ ﺍﻭ‪‬ﻱ ﮐﯥ ﺭﺧﺼﺖ ﺩﻱ‪ .‬ﺩﺳ‪‬ﻭ ﺳﻴﻤﻮ ﭘﻪ ﮊﻣﻲ ﮐﯥ ﺩﻳﺨﻲ ﻫﻮﺍ‬
‫ﻟﻪ ﮐﺒﻠﻪ ﺍﻭ ﺩﺗﻮﺩﻭ ﺳﻴﻤﻮ ﺧﻠﮏ ﭘﻪ ﺍﻭ‪‬ﻱ ﮐﯥ ﺩ‪‬ﺮﻣﯥ ﻫﻮﺍ ﻟﻪ ﮐﺒﻠﻪ ﭘﻪ ﺗﮑﻠﻴﻒ ﻭﻱ‪ .‬ﭘﻪ‬
‫ﻟﻨ‪‬ﻩ ﺗﻮ‪‬ﻪ ﭘﻪ ‪‬ﻳﺮﻭ ‪‬ﺎﻳﻮﻧﻮﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺗﻮﺩﻭﺧﯥ ﺍﻭ ﻳﺎﺩﻳﺨﻨ‪ ‬ﺩﻻﺳﻪ ﭘﻪ ﺗﮑﻠﻴﻒ‬
‫ﮐﻴ‪‬ﻱ ﻧﻮﺩﺩﯤ ﻟﻪ ﭘﺎﺭﻩ ﭼﯥ ﺩﺍﺗﮑﻠﻴﻒ ﻟﺮﯤ ﺷﻲ ﭘﻪ ﺍﻭ‪‬ﻱ ﮐﯥ ﺩﺩﺭﺳﻲ ﺧﻮﻧﯥ ﭘﺮ‪‬ﺎﻱ ﺩﻭﻧﻮ‬
‫ﺩﺳﻴﻮﺭﻱ ﻻﻧﺪﯤ ﮐ‪‬ﻴﻨﻲ ﺍﻭ ﭘﻪ ﮊﻣﻲ ﮐﯥ ﻟﮑﻪ ‪‬ﻨ‪‬ﻪ ﭼﯥ ﻣﻌﻤﻮﻟﻪ ﺩﻩ ﺩﺑﺨﺎﺭﻳﻮ ‪‬ﺨﻪ ﮐﺎﺭ‬
‫ﺍﺧﻠﻲ ﺧﻮﺩﺍ ﭘﺮﻭﺳﻪ ﭘﻪ ‪‬ﻳﺮﻭ ‪‬ﺎﻳﻮﻧﻮ ﮐﯥ ﺳﺘﻮﻧﺰﯤ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﮐﻮﻱ ﻧﻮ ﻫ‪‬ﻪ ﺑﺎﻳﺪ ﻭﺷﻲ‬
‫ﭼﯥ ﺩﺭﺳﻲ ﺧﻮﻧﯥ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﺟﻮ‪‬ﯤ ﺷﻲ ﭼﯥ ﻟﻤﺮﻭﺍﺧﻠﻲ‪ .‬ﻳﻌﻨﯥ ﮐﻪ ﺩﺭﺳﻲ ﺧﻮﻧﯥ ﺳﻤﯥ‬
‫ﺟﻮ‪‬ﯤ ﺷﻲ ﮐ‪‬ﮐ‪ ‬ﺍﻭ ﺁﻳﻨﯥ ﻳﯥ ﺳﻤﯥ ﻭﻟ‪‬ﻮﻝ ﺷﻲ ﭘﻪ ﮊﻣﻲ ﮐﯥ ﺩﺧﻮﻧﯥ ﭘﻪ ﺗﻮﺩﻭﻟﻮ ﮐﯥ‬
‫ﻣﺮﺳﺘﻪ ﮐﻮﻱ ﺍﻭ ﭘﻪ ﺍﻭ‪‬ﻱ ﮐﯥ ﺩﻫﻮﺍ ﺩﺟﺮﻳﺎﻥ ﻟﭙﺎﺭﻩ ﺯﻣﻴﻨﻪ ﻣﺴﺎﻋﺪﻭﻱ‪.‬‬
‫‪ .3‬ﺭﻭ‪‬ﻨﺎﻳﻲ‪ :‬ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﻏﻮ‪ ‬ﺍﻭ ﺳﺘﺮ‪‬ﯥ ﺩﺍﻧﺴﺎﻥ ﺩﻧﻮﺭﻭ ﺣﻮﺍﺳﻮ ﭘﻪ ﻧﺴﺒﺖ ﺯﻳﺎﺕ‬
‫ﻧﻘﺶ ﻟﺮﻱ ﺩﺍ‪‬ﮑﻪ ﭼﯥ ﻏﻮ‪‬ﻭﻧﻪ ﺩﺁﻭﺍﺯ ﺩﻏ‪ ‬ﺳﺮﻩ ﺳﺮﻭ ﮐﺎﺭ ﻟﺮﻱ ﺍﻭ ﺳﺘﺮ‪‬ﯥ ﺩﺳﻤﺒﻮﻝ ﺍﻭ‬
‫ﻋﻼﻣﯥ ﺳﺮﻩ‪ .‬ﺁﻭﺍﺯ ﭼﯥ ﻟﻪ ﺧﻮﻟﯥ ﻭﻭ‪‬ﻲ ﻣﺴﺘﻘﻴﻤﹰﺎ ﻏﻮ‪‬ﻭﻧﻮ ﺗﻪ ﺭﺳﻴ‪‬ﻱ‪ ،‬ﺳﻤﺒﻮﻝ ﻳﺎ ﻋﻼﻣﻲ‬
‫ﭼﯥ ﭘﻪ ﺗﻮﺭﯤ ﺗﺨﺘﻲ ﻳﺎﮐﺎﻏﺬ ﻟﻴﮑﻞ ﮐﻴ‪‬ﻱ ﺩﺳﺘﺮ‪‬ﻮ ﺳﺮﻩ ﺍ‪‬ﻳﮑﻲ ﻟﺮﻱ‪ .‬ﺩﺍﭼﯥ ﺳﺘﺮ‪‬ﯥ‬
‫‪‬ﻳﺮﯤ ﺣﺴﺎﺳﯥ ﺩﯤ ﻧﻮ‪‬ﻪ ﺷﺮﺍﻳﻂ ﺑﺮﺍﺑﺮﺍﻭ ﻣﺴﺎﻋﺪﻧﻪ ﻭﻱ ﭘﻪ ﺳﺘﺮ‪‬ﻮ ﺑﺎﻧﺪﻱ ﺑﺪﻩ ﺍﻏﻴﺰﻩ‬

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‫ﮐﻮﻱ ﺍﻭ ‪‬ﻳﺮ ﺍﻣﮑﺎﻥ ﻟﺮﻱ ﭼﯥ ﺩﺷﺎ‪‬ﺮﺩ ﺳﺘﺮ‪‬ﯥ ﺯﻳﺎﻧﻤﻨﯥ ﺷﻲ‪ .‬ﺩﻟﻤﺮ ﺩ ﻭ‪‬ﺍﻧ‪‬ﻮ ﺯﻳﺎﺗﻮﺍﻟﻲ‬
‫ﺍﻭ ﮐﻤﻮﺍﻟﻲ ﻫﻢ ﺩﺳﺘﺮ‪‬ﻮ ﺩﻟﻴﺪ ﻟﭙﺎﺭﻩ ﻣﻀﺮﺗﻤﺎﻣﻴ‪‬ﻱ‪ .‬ﻧﻮ ﺩﮐﺘﺎﺏ ﺩﻟﻮﺳﺘﻠﻮ ﺍﻭ ﻣﻄﺎﻟﻌﻲ ﭘﻪ‬
‫ﻭﺧﺖ ﮐﯥ ﮐﻪ ﺩﻟﻤﺮ ﻳﺎ ﺭﻭ‪‬ﻨﺎﻳﻲ ﻭ‪‬ﺍﻧ‪‬ﯥ ﮐﺎﻓﻲ ﻧﻪ ﻭﻱ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻳﺎ ﻣﻄﺎﻟﻌﻪ ﮐﻮﻭﻧﮑﻮ‬
‫ﭘﻪ ﺳﺘﺮ‪‬ﻮ ﻓﺸﺎﺭ ﺭﺍ‪‬ﻲ‪ ،‬ﻧﻮ ﮐﻮ‪ ‬ﻭﺷﻲ ﭼﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﻳﺎﺩ ﻣﻄﺎﻟﻌﯥ ﭘﻪ ‪‬ﺎﻱ ﮐﯥ‬
‫ﺭﻭ‪‬ﻨﺎﻳﻲ ﭘﻪ ﮐﺎﻓﻲ ﺍﻧﺪﺍﺯﻩ ﺳﺘﺮ‪‬ﻮﺗﻪ ﻭﺭﺳﻴ‪‬ﻱ‪ .‬ﭘﻪ ﺩﯤ ﻫﮑﻠﻪ ﺗﻮﺻﻴﻪ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﻟﻴﮑﻠﻮ ﭘﻪ‬
‫ﻭﺧﺖ ﮐﯥ ﺩﻧﻮﺭ ﻭ‪‬ﺍﻧ‪‬ﯥ ﺩﺗﻞ ﻟﭙﺎﺭﻩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﮐﻴ‪‬ﯥ ﺍﻭ‪‬ﯤ ‪‬ﺨﻪ ‪‬ﻮﻟ‪‬ﻲ ﺗﻪ‬
‫ﺭﺍﻭﻟﻮﻳ‪‬ﻱ‪ .‬ﮐﻪ ‪‬ﻮﮎ ﭘﻪ ﮐﻴ‪ ‬ﻻﺱ ﻟﻴﮑﻞ ﮐﻮﻱ ﻧﻮ ﺩﻫﻐﻮ ﭘﻪ ﻫﮑﻠﻪ ﺩﺍﺗﻮﺻﻴﻪ ﺑﺮﻋﮑﺲ ﺩﻩ‪.‬‬
‫‪ .4‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﺗﻨﻈﻴﻤﻮﻝ‪ :‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ﻫﺮ‪‬ﻮﻣﺮﻩ ‪‬ﻮﻭﻧ‪‬ﻲ ﺍﻭ ﺩﺭﺳﻲ ﺧﻮﻧﯥ ﺩﻋﻤﻮﻣﯥ‬
‫ﻻﺭﻭ‪ ،‬ﺳ‪‬ﮐﻮﻧﻮ ﺍﻭ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﻓﺎﺑﺮﻳﮑﻮ ﺍﻭ ﻧﻮﺭﻭ ﺗﻮﻟﻴﺪﻱ ﻣﻮﺳﺴﻮ ‪‬ﺨﻪ ﻟﺮﯤ ﻭﻱ ﭘﻪ‬
‫ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺍﻭ‪‬ﻮﻟ‪‬ﻲ ﻓﻀﺎ ﺁﺭﺍﻣﻪ ﻭﻱ‪ .‬ﭘﻪ ﻫﻤﺪﯤ ‪‬ﻭﻝ ﮐﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ﺑﺎﻍ‪،‬‬
‫ﺷﻔﻪ ﻣﻴﺪﺍﻧﻮﻧﻪ ﺍﻭ ﭼﻤﻨﻮﻧﻪ ﻭﻟﺮﻱ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ‪‬ﻪ ﺍﻏﻴﺰﻩ ﮐﻮﻱ‪ .‬ﺑﺮﺳﺮﻩ ﭘﺮﺩﯤ ﺑﺎﻳﺪ ﺩﺭﺳﻲ‬
‫ﺧﻮﻧﯥ ﺩﺍﺳﯥ ﺟﻮ‪‬ﯤ ﮐ‪‬ﺍﻱ ﺷﻲ ﭼﯥ ﺩﻟﻤﺮ ﻭ‪‬ﺍﻧ‪‬ﯥ ﻭﺭﻭﻟﻮﻳ‪‬ﻱ‪ .‬ﺩﺩﺭﺳﻲ ﺧﻮﻧﻮ ﺩﺟﻮ‪‬ﻳﺪﻭ‬
‫ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺁﻭﺍﺯ ﺩﺍﻧﻌﮑﺎﺱ ﻣﻮﺿﻮﻉ ﻫﻢ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪ .‬ﺩﻳﻮﺍﻟﻮﻧﻪ ﺍﻭﭼﺖ‬
‫ﺗﻪ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﺭﻧﮓ ﻭﺭﮐ‪ ‬ﺷﻲ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﺮﺳﺘﺮ‪‬ﻮ ﺑﺎﻧﺪﯤ ﺑﺪﻩ ﺍﻏﻴﺰﻩ ﻭﻧﮑ‪‬ﻱ‬
‫ﺍﻭ ﺩﺯﺩﻩ ﮐﻮﻧﮑﻮ ﺧﻮ‪ ‬ﻭﻱ ﻧﻪ ﺩﺍﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻭﺭ‪‬ﺨﻪ ﺑﺪ ﺭﺍﺷﻲ‪ .‬ﻫﻤﺪﺍﺭﻧﮑﻪ‬
‫ﺩﮐﻮ‪‬ﻮ ﺩﮐ‪‬ﮐﻴﻮ ﺍﻭ ﺩﺩﺭﻭﺍﺯﻭ ﮐ‪‬ﻴﻨﻮﻝ ﭘﻪ ﻣﻨﺎﺳﺐ ‪‬ﺎﻱ ﮐﯥ ﻭﻱ‪ .‬ﺑﻠﻪ ﺧﺒﺮﻩ ﺩﺍﺩﻩ ﭼﯥ‬
‫ﻣﻴﺰﻭﻧﻪ ﺍﻭ ‪‬ﻮﮐ‪ ‬ﺑﺎﻳﺪ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﻗﺪ ﺳﺮﻩ ﺗﻨﺎﺳﺐ ﻭﻟﺮﻱ ﺍﻭ ﻫﻐﻪ ﺩﺍﺳﯥ ﺑﺎﻳﺪ ﺟﻮ‪‬‬
‫ﺷﻲ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟﭙﺎﺭﻩ ﺍﺭﺍﻡ ﻭﻱ ‪‬ﮑﻪ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻧ‪‬ﺩﯤ ‪‬ﻮﻟﻪ ﻭﺭ‪‬‬
‫ﻭﺭﺑﺎﻧﺪﻱ ﮐﻴﻨﻲ ﻧﻮﮐﻪ ﺍﺭﺍﻡ ﻧﻪ ﻭﻱ ﺯﺩﻩ ﮐ‪‬ﻩ ﺑﻪ ‪‬ﻪ ﺗﺮﺳﺮﻩ ﻧﺸﻲ‪ .‬ﻫﻐﻪ ‪‬ﻮﮐ‪ ‬ﺍﻭ ﻣﻴﺰﻭﻧﻪ‬
‫ﭼﯥ ﺩﺩﻭﻭ ﺗﻨﻮ ﻟﭙﺎﺭﻩ ﺟﻮ‪‬ﯤ ﺷﻮﯤ ﻭﻱ ﺑﺎﻳﺪ ﻟﻪ ﺩﻭﻩ ﺗﻨﻮ ‪‬ﺨﻪ ﺯﻳﺎﺕ ﻭﺭ‪‬ﺨﻪ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻭﻧﮑ‪‬ﻱ ‪‬ﮑﻪ ﭼﯥ ﺩﻧﺎﺁﺭﺍﻣ‪ ‬ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪ .‬ﮐﻠﻪ ﮐﻠﻪ ﺩﺍﺳﯥ ﻫﻢ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﻳﻮ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﻟﭙﺎﺭﻩ ﻳﻮﻩ ﭼﻮﮐ‪ ‬ﺟﻮ‪‬ﻩ ﺷﻲ ﺍﻭ ﺩﻟﻴﮑﻠﻮ ﻟﭙﺎﺭﻩ ‪‬ﯥ ﺧﻮﺍﺗﻪ ﺟﻼ ﺑﺮﺧﻪ ﻭﻟﺮﻱ‪.‬‬
‫ﺩﺩﻱ ﭼﻮﮐﻴﻮ ﺑﻠﻪ ‪‬ﻪ ﺩﺍﺩﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺁﺯﺍﺩﻩ ﺗﻮ‪‬ﻪ ﻟﻪ ﻳﻮ‪‬ﺎﻱ‬

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‫‪‬ﺨﻪ ﺑﻞ ‪‬ﺎﻱ ﺗﻪ ﻭﮐﻮﻻﻱ ﺷﻲ ﺣﺮﮐﺖ ﻭﮐ‪‬ﻱ ﺍﻭ ﻫﻐﻪ ‪‬ﺎﻱ ﮐﯥ ﭼﯥ ﺩﻩ ﺗﻪ ﮐﺎﻓﻲ‬

‫ﺭﻭ‪‬ﻨﺎﻳﻲ ﻭﺭﺳﻴ‪‬ﻱ‪ ،‬ﻭﺭﺷﻲ‪.‬‬
‫ﮐﻪ ‪‬ﻪ ﻫﻢ ﭘﻪ ﻧ‪ ‬ﮐﯥ ﺩﺗﺪﺭﻳﺲ ﺩ‪‬ﻳﺮﻭ ‪‬ﻮ ﺍﻭ ﻋﺼﺮﻱ ﻭﺳﺎﻳﻠﻮ ‪‬ﺨﻪ ﮐﺎﺭ‬
‫ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ ﺧﻮ ﻣﺘﺎﺳﻔﺎﻧﻪ ﻣﻮ‪‬ﻳﯥ ﺗﺮ ﺍﻭﺳﻪ ﭘﻮﺭﯤ ﭘﻪ ﺧﭙﻠﻮ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﮐﯥ ﺩﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺗﻮﺍﻥ ﻧﻠﺮﻭ ﺧﻮ ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ‪‬ﻳﺮ ﺿﺮﻭﺭﻱ ﺍﻭ ﻻﺯﻣﻲ ﺩﻱ ﺗﻮﺭﻩ ﺗﺨﺘﻪ‪،‬‬
‫ﺗﺒﺎﺷﻴﺮ‪ ،‬ﺗﺨﺘﻪ ﭘﺎﮎ‪ ،‬ﻧﻘﺸﻲ ﺍﻭ ﺩﺍﺳﯥ ﻧﻮﺭ ﭼﯥ ﺑﺎﻳﺪ ﭘﻪ ﻫﺮ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﻣﻮﺟﻮﺩ ﻭﻱ‪ .‬ﻧﻈﻢ‪،‬‬
‫ﺳﻠﻴﻘﻪ ﺍﻭ ﻧﻈﺎﻓﺖ ﻫﻐﻪ ﺩﺭﯤ ﻣﻬﻢ ﺍﻭ ﺍﺳﺎﺳﻲ ﺍﺻﻠﻮﻧﻪ ﺩﻱ ﭼﯥ ﭘﻪ ﻫﺮ ﭼﺎﭘﻴرﻳﺎﻝ ﮐﯥ ﺑﺎﻳﺪ‬
‫ﻭﻱ ‪‬ﻮﻟ‪‬ﻲ ﺍﻭ ﺩﺭﺳﻲ ﺧﻮﻧﯥ ﻫﻢ ﺩﺩﯤ ﺍﺻﻠﻮﻧﻮ ‪‬ﺨﻪ ﻣﺴﺘﺜﻨﺎ ﺑﺎﻳﺪ ﻧﻪ ﻭﻱ‪ .‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻳﻮ‬
‫‪‬ﻮ‪ ‬ﮐﯥ ﺑﺎﻳﺪ ﺑﺎﻃﻠﻪ ﺩﺍﻧﯥ ﮐﻴ‪‬ﻮﺩﻝ ﺷﻲ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﺭﭘﮑﻲ ﺍﺿﺎﻓﻲ ﮐﺎﻏﺬﻭﻧﻪ ﺍﻭ‬
‫ﺷﻴﺎﻥ ﻭﺍﭼﻮﻱ‪ .‬ﺩ‪‬ﻮﻭﻧﮑﻰ ﺩﻣﻴﺰﺳﺎﻣﺎﻥ ﺍﻭ ﻟﻮﺍﺯﻡ ﭘﻪ ﻳﻮ ﻣﻨﻈﻢ ‪‬ﺎﻱ ﮐﯥ ‪‬ﺎﻱ ﭘﻪ ‪‬ﺎﻱ ﺷﻲ‪.‬‬
‫ﺩ‪‬ﻮﻟ‪‬ﻴﻮ ﺩﭘﺎﮎ ﺳﺎﺗﻠﻮ ﻟﭙﺎﺭﻩ ﻻﺗﺮﺍﻭﺳﻪ ﭘﻮﺭﻱ ﺩﻣﺴﺘﺨﺪﻡ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ‬
‫ﮐﻪ ﺩﺍﮐﺎﺭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺳﭙﺎﺭﻝ ﺷﻲ ﻧﻮ ﺩﺍ‪‬ﯥ ﺑﻪ ﻭﻟﺮﻱ‪:‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﻪ ﻫ‪‬ﻪ ﮐﻮﻱ ﭼﯥ ‪‬ﺎﻥ ﺍﻭ ﺧﭙﻞ ‪‬ﻮﻟ‪‬ﻲ ﭘﺎﮎ ﻭﺳﺎﺗﻲ ‪‬ﮑﻪ‬
‫ﭼﯥ ﺩﭼ‪‬ﻞ ﮐﻴﺪﻭ ﭘﻪ ﺻﻮﺭﺕ ﮐﯥ ﺑﻪ ﺩﻯ ﻣﺠﺒﻮﺭ ﻭﻱ ﭼﯥ ﻫﻐﻪ ﭘﺎﮎ ﮐ‪‬ﻱ‪.‬‬
‫– ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻋﻼﻗﻪ ﺑﻪ ﻭﺭﻭ ﻭﺭﻭ ﺩﮐﺎﺭﺳﺮﻩ ﭘﻴﺪﺍ ﺷﻲ ﺍﻭ ﺩﺍﻫﻐﻪ ‪‬ﻪ ﺩﻱ ﭼﯥ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﮊﻭﻧﺪ ﭘﻮﺭﯤ ﺗ‪‬ﻟﻲ ﺩﻱ‪ .‬ﺩﺗﺪﺭﻳﺲ ﻣﺼﺮﻑ ﻳﻮ ﻫﻢ ‪‬ﮑﻲ ﺩﻱ‪.‬‬
‫‪ .5‬ﻧﻮﺭﻭﺗﻪ ﺩﭘﻮﻫﯥ ﺍﻧﺘﻘﺎﻝ‪ :‬ﻧﻮﺭﻭﺗﻪ ﺩﭘﻮﻫﯥ ﺍﻧﺘﻘﺎﻝ ﭘﻪ ﺩﺭﯤ ‪‬ﻭﻟﻪ ﺩ ﻱ‪.‬‬
‫ﺍﻟﻒ‪ :‬ﻳﻮ ‪‬ﻭﻝ ﻳﯥ ﺩﺍﺩﻱ ﭼﯥ ﺩﺧﻠﮑﻮ ﻳﻮ ‪‬ﻟﻪ ﺍﻭ ﺯﻳﺎﺕ ﺧﻠﮏ ﻣﺨﺎﻃﺐ ﺷﻲ‪ .‬ﺧﻄﻴﺒﺎﻥ‬
‫ﻧﻄﺎﻗﺎﻥ‪ ،‬ﺑﻴﺎﻧﻴﻪ ﻭﺭﮐﻮﻭﻧﮑﻲ‪ ،‬ﻟﻮﻱ ﻟﻮﻱ ﭘﻮﻫﺎﻥ ﻣﻌﻤﻮ ﹰﻻ ﻫﻤﺪﺍ ﺩﺭﺱ ﻭﺭﮐﻮﻱ ﺩﻯ ‪‬ﻭﻝ‬
‫ﺩﺭﺱ ﺗﻪ ‪ Mass teaching‬ﻭﺍﻳﻲ‪.‬‬
‫ﺏ‪ :‬ﺑﻞ ‪‬ﻭﻝ ﻳﯥ ﺩﺍﺩﻯ ﭼﯥ ﻓﺮﺩ ﻳﺎ ﻳﻮ ﭘﻮﻩ‪ ،‬ﻮﻭﻧﮑﻰ ﻳﻮ ‪‬ﻮﻟ‪‬ﻲ ﻳﺎﻳﻮ ‪‬ﺮﻭﭖ ﺗﻪ ﺩﺭﺱ‬
‫ﻭﺭﮐﻮﻱ ﺩﻯ ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﺗﻪ ‪ Group teaching‬ﻭﺍﻳﻲ‪ .‬ﺩﺍ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﻋﻤﻮﻣﹰﺎ ﭘﻪ‬
‫‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺍﻭ ‪‬ﻮﻟ‪‬ﻴﻮ ﮐﯥ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪.‬‬

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‫ﺝ‪ :‬ﺩﺭﻳﻢ ‪‬ﻭﻝ ﻳﯥ ﺩﺍﺩﻱ ﭼﯥ ﻳﻮ ‪‬ﻮﻭﻧﮑﻰ ﻳﻮﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﻪ ﺩﺭﺱ ﻭﺭﮐﻮﻱ ﺩﺍ ‪‬ﻭﻝ‬
‫ﺗﺪﺭﻳﺲ ‪‬ﻳﺮ ﻣﻮﺛﺮ ﺩﻱ ‪‬ﮑﻪ ﭼﯥ ﻳﻮ ‪‬ﻮﻭﻧﮑﻰ ﺧﭙﻞ ‪‬ﻮﻝ ﻭﺧﺖ ﺩﻳﻮﺷﺎ‪‬ﺮﺩ ﺳﺮﻩ‬
‫ﻣﺼﺮﻓﻮﻱ‪ .‬ﭘﻪ ﺩﺍﺳﯥ ﺣﺎﻝ ﮐﯥ ﭼﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﭘﻪ ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ ﻭﺧﺖ ﺩ‪‬ﻮ ﺗﻨﻮ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺗﺮﻣﻨ‪ ‬ﻭﻳﺸﻲ ﺩﯤ ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﺗﻪ ‪ Individualized teaching‬ﻳﺎ ﭘﻪ‬
‫ﺍﻧﻔﺮﺍﺩﻱ ‪‬ﻭﻝ ﺩﺭﺱ ﻭﺭﮐﻮﻝ ﻭﺍﻳﻲ‪ .‬ﺩﺍ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﭘﻪ ﺧﺎﺻﻮ ﺷﺮﺍﻳﻄﻮ ﮐﯥ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺍﻭﺳﻨﻴﻮ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﮐﯥ ﺩﺩﯤ ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ‪‬ﺨﻪ ﻫﻐﻪ ﻭﺧﺖ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ ﭼﯥ ﻳﻮ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻧﺸﻲ ﮐﻮﻻﻱ ﻧﻮﺭﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﺴﻲ ‪‬ﺎﻥ ﻭﺭﺳﻮﻱ‪ .‬ﺩﺩﯤ ﻟﭙﺎﺭﻩ ﭼﯥ‬
‫ﺩﺍ‪‬ﻭﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﺭﻭﺳﺘﻪ ﭘﺎﺗﯥ ﻧﺸﻲ ﺩﯤ ‪‬ﻭﻝ ﺩﺭﺱ ﻭﺭﮐﻮﻟﻮﺗﻪ ‪ Tutoring‬ﻳﺎ‬
‫‪ Remedial teaching‬ﻫﻢ ﻭﺍﻳﻲ‪ .‬ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﭘﺮﻭ‪‬ﺮﺍﻣﻮﻧﻮ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﺳﺮﻩ ﭘﻪ ﺧﺎﺹ ‪‬ﻭﻝ ﻣﺮﺳﺘﻪ ﮐﻴ‪‬ﻱ‪ .‬ﭘﻪ ﻫﻐﻮ ﻣﻮﺿﻮﻋﺎﺗﻮ‪ ،‬ﻣﻔﺎﻫﻴﻤﻮ ﺍﻭ ﺣﻘﺎﻳﻘﻮ ﭼﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﻻ ﺗﺮﺍﻭﺳﻪ ﻧﺪﻱ ﭘﻮﻫﻴﺪﻟﻰ ‪‬ﻪ ﻭﭘﻮﻫﻮﻝ ﺷﻲ ﺍﻭ ﭘﻪ ﺩﻯ ‪‬ﻭﻝ ﻭﮐﻮﻻﻱ ﺷﻲ ﭼﯥ‬
‫ﺩﻧﻮﺭﻭ ﺷﺎ‪‬ﺮﺩﺍﻧﻮ ﺳﺮﻩ ﻳﯥ ﺳﻮﻳﻪ ﺑﺮﺍﺑﺮﻩ ﺷﻲ‪.‬‬
‫‪ .6‬ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ‪ :‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ﭘﻪ ﻳﻮ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ‪‬ﻮﻣﺮﻩ‬
‫ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ ﻟ‪‬ﻭﻱ ﭘﻪ ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ ﺯﺩﻩ ﮐ‪‬ﻩ ﭘﻪ ‪‬ﻪ ‪‬ﻭﻝ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪ .‬ﭘﻪ‬
‫ﻫﻤﺪﻱ ﻋﻤﻠﻲ ﺑﻨﻴﺎﺩ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻮ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﺮﻣﻨ‪ ‬ﻳﻮ ﻧﺴﺒﺖ ﺗ‪‬ﻝ‬
‫ﺷﻮﻳﺪﻱ )ﺍﻟﺒﺘﻪ ﭘﻪ ﺩﯤ ﻧﺴﺒﺖ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻮ ﺗﻴﺎﺭﻱ‪ ،‬ﺩﺭﺳﻲ ﻣﻮﺍﺩ‪ ،‬ﻭﺳﺎﻳﻞ‪ ،‬ﻟﻮﺍﺯﻡ‬
‫ﺍﻭﺳﺎﻣﺎﻥ‪ ...‬ﭘﻪ ﻧﻈﺮ ﮐﯥ ﻧﻴﻮﻝ ﮐﻴ‪‬ﻱ‪ (.‬ﺩﺍ ﺗﻨﺎﺳﺐ ﭘﻪ ﺩﯤ ‪‬ﻭﻝ ﺩﻱ‪،1:30 ،1:20 :‬‬
‫‪ 1:60 ،1:50 ،1:40‬ﺍﻭ ﻧﻮﺭ ﭘﻪ ﻫﺮﻩ ﺍﻧﺪﺍﺯﻩ ﭼﯥ ﺩﺍ ﻧﺴﺒﺖ ﻟ‪‬ﻭﻱ ﭘﻪ ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﮐﻴﻔﻴﺖ ﻟﻮ‪ ‬ﻭﻱ ﻳﻌﻨﻲ ﻫﺮ ‪‬ﻮﻣﺮﻩ ﭼﯥ ﺩ‪‬ﻮﻟ‪‬ﻴﻮ ﺩﻧﻨﻮﺗﻮ ﺷﻤﻴﺮ ﻟﻪ ‪40‬‬
‫‪‬ﺨﻪ ﮐﻢ ﻭﻱ ﭘﻪ ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ ‪‬ﻮﻟ‪‬ﻲ ﻣﻨﺎﺳﺐ ‪‬ﻞ ﮐﻴ‪‬ﻱ‪ .‬ﺧﻮﮐﻪ ﺩﺍ ﺷﻤﻴﺮ ﻟﻪ ‪ 40‬ﺨﻪ‬
‫ﺯﻳﺎﺕ ﻭﻱ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺍﺩﺍﺭﻩ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺍﺩﺍﺭﻩ ﮐﻮﻝ ‪‬ﻮﻭﻧﮑﻰ ﺗﻪ ﻟ‪ ‬ﻏﻮﻧﺪﯤ ‪‬ﺮﺍﻥ ﻭﻱ‪.‬‬

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‫ﺩﺭﺳﯥ ﻣﻮﺍﺩ ‪Teaching Aids‬‬

‫ﻟﮑﻪ ﭼﯥ ﺗﺠﺮﺑﻮ ‪‬ﻮﻭﺩﻟﯥ ﺩﻩ ﻫﻐﻪ ﺗﺪﺭﻳﺲ ﭼﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﻣﺮﺳﺘﻪ ﺗﺮﺳﺮﻩ‬

‫ﮐﻴ‪‬ﻱ ‪‬ﻳﺮ ﺍﻏﻴﺰﻣﻦ ﺗﺪﺭﻳﺲ ﺩﻱ ﻧﻮ ‪‬ﻮﻭﻧﮑﻰ ﺗﻪ ﭘﻪ ﮐﺎﺭ ﺩﻱ ﭼﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻫﻤﻴﺖ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪ .‬ﺍﻭ ﺩﻫﻐﻮﻱ ﭘﻪ ﺍﺳﺘﻌﻤﺎﻝ ‪‬ﺎﻥ ﭘﻮﻩ ﮐ‪‬ﻱ ﭼﯥ‬
‫ﺩﺭﺳﻲ ﮐﻮﻣﮑﻲ ﻣﻮﺍﺩ ﭘﻪ ﻣﻨﺎﺳﺒﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﮐﺎﺭ ﻳﻮﺳﻲ‪.‬‬
‫ﭘﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﮐﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺍﺳﺘﻌﻤﺎﻝ ﺩﭘﺨﻮﺍ ﺯﻣﺎﻧﻮ ‪‬ﺨﻪ ﺭﻭﺍﺝ ﻟﺮﻱ‬
‫ﺍﻭ ‪‬ﻮﻭﻧﮑﻮ ﺩﺍﺳﯥ ﻻﺭﯤ ﭼﺎﺭﻱ ﻟ‪‬ﻮﻟﻲ ﺩﻱ ﭼﯥ ﺩﻫﻐﻲ ﭘﻪ ﻭﺍﺳﻄﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ‬
‫ﺩﻣﻔﺎﻫﻴﻤﻮ ﺍﻧﺘﻘﺎﻝ ﭘﻪ ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ ﺻﻮﺭﺕ ﻭﻣﻮﻣﻲ‪.‬‬
‫ﻓﻴﺜﺎﻏﻮﺭﺙ ‪ 2500‬ﮐﺎﻟﻪ ﺩﻣﺨﻪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻋﻠﻤﺎﻭﻭ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ‬
‫ﮐﯥ ﻟﻪ ﻫﻐﻮ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺖ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻭﺭﺳﺮﻩ ﺩﻣﺨﻪ ﺁﺷﻨﺎﻳﻲ ﺩﺭﻟﻮﺩﻟﻪ‪.‬‬
‫ﻣﻮﺍﺩ ﭘﻪ ﺧﭙﻞ ﺫﺍﺕ ﮐﯥ ﺑﻪ ﺩﻭﻣﺮﻩ ﺩﺍﻫﻤﻴﺖ ﻭ‪ ‬ﻧﻪ ﻭﻱ ﺗﺮ‪‬ﻮ ﺩﻫﻐﻲ ‪‬ﻲ ﺍﻭ ﺍﻏﻴﺰﯤ ﭘﻪ‬
‫ﺗﺪﺭﻳﺲ ﮐﯥ ﻭﻧﻪ ﻟﻴﺪﻝ ﺷﻲ ﻧﻮ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺩﺍﺳﯥ ﺗﻌﺮﻳﻔﻮﻭ‪:‬‬

‫ﺗﻌﺮﻳﻒ‪ :‬ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﻟﻪ ﻫﻐﻪ ﺷﻴﺎﻧﻮ ﺍﻭ ﻭﺳﺎﻳﻠﻮ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻮ ﺍﻭ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ﺩ ﻫﺪﻑ ﭘﻪ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻟﻮ ﮐﯥ ﮐﻮﻣﮏ ﮐﻮﻱ‪ .‬ﭘﻪ ﺑﻞ ﻋﺒﺎﺭﺕ ﺩﺍﻭﺭﻳﺪﻧﯥ ﺍﻭ‬
‫ﻟﻴﺪﻧﯥ )ﺳﻤﻌﻰ ﺍﻭ ﺑﺼﺮﯤ( ﻫﻐﻪ ﻭﺳﺎﻳﻞ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﻭﺭ‪‬ﺨﻪ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﮐﺎﺭ ﺍﺧﻠﻲ‪،‬‬
‫ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻳ‪‬ﻱ ﺍﻭ ﻳﺎ ﻫﺮ ﻫﻐﻪ ﺷﻲ ﭼﯥ ﭘﻪ ﻣﺤﻴﻂ ﮐﯥ ﻣﻮﺟﻮﺩ ﺍﻭﺩ ﺯﺩﻩ‬
‫ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﭘﻪ ﻣﻨﺎﺳﺒﻪ ﺗﻮ‪‬ﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻭﺷﻲ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻳ‪‬ﻱ‪.‬‬
‫ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﻣﻬﻢ ﺭﻭﻝ ﻟﻮﺑﻮﻱ ‪‬ﻮﻟﻮﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ‬
‫ﺍﻭﺭﻳﺪﻝ‪ ،‬ﻭﻳﻞ‪ ،‬ﻟﻴﺪﻝ ﺍﻭ ﺗﺠﺮﺑﻪ ﮐﻮﻝ ﺩﺍﺳﻲ ﻭﺳﺎﻳﻞ ﺩﻱ ﭼﯥ ﺩﻫﻐﻲ ﭘﻪ ﻭﺍﺳﻄﻪ ﺯﺩﻩ ﮐ‪‬ﻩ‬
‫ﺻﻮﺭﺕ ﻣﻮﻣﻲ ﺍﻭ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﻟﻴﺪﻟﻮ ﺍﻭ ﺗﺠﺮﺑﻪ ﮐﻮﻟﻮ ﮐﯥ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ ﻧﻮ ﺩﺗﺪﺭﻳﺲ‬
‫ﺩﻫﺮﻱ ﻣﻮﺿﻮﻉ ﻟﭙﺎﺭﻩ ﻣﻨﺎﺳﺐ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺑﺎﻳﺪ ﭘﻪ ﮐﺎﺭ ﻳﻮ‪‬ﻝ ﺷﻲ ﻟﮑﻪ ﺩ ﺍﺟﺘﻤﺎﻋﻴﺎﺗﻮ‬
‫ﺩﻣﻀﻤﻮﻥ ﺩﻣﻮﺿﻮﻋﺎﺗﻮ ﻟﮑﻪ ﺟﺰﻳﺮﻩ‪ ،‬ﺍﺑﻨﺎ‪ ،‬ﺧﺎﮐﻨﺎ ﺍﻭ ﻧﻮﺭ ﺩﺗﺪﺭﻳﺲ ﻟﭙﺎﺭﻩ ﺩﺍﻭﺑﻮ ﺍﻭ ﺧﺎﻭﺭ‬
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‫‪‬ﺨﻪ ﺍﻭ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﺭﻳﺎﺿﻲ ﺩﻣﻀﻤﻮﻥ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻟﮑﻪ ﺩﻋﺪﺩﻭﻧﻮ ﺷﻤﻴﺮ‪ ،‬ﺩﺟﻤﻊ ﺍﻭ‬
‫ﺗﻔﺮﻳﻖ ﻋﻤﻠﻴﻪ ﮐﯥ ﺩﮐﺎ‪‬ﻮ‪ ،‬ﺩﻟﻮﺑﻴﺎ‪ ،‬ﺟﻮﺍﺭﻭ ﻟﻪ ﺩﺍﻧﻮ‪ ،‬ﻗﻠﻤﻮﻧﻮ ﺍﻭ ﻧﻮﺭﻭ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ‬
‫ﮐﻴ‪‬ﻱ‪ .‬ﺩﻣﺨﻪ ﻣﻮﻭﻭﻳﻞ ﻫﻐﻪ ﺩﺭﺱ ﭼﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﻣﺮﺳﺘﻪ ﺗﺮﺳﺮﻩ ﺷﻮﻱ ﻭﻱ ﺩﻫﻐﻪ‬
‫ﺩﺭﺱ ﭘﻪ ﭘﺮﺗﻠﻪ ﭼﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩ ﭘﮑﯥ ﻧﻪ ﻭﻱ ﮐﺎﺭﻭﻝ ﺷﻮﻱ‪ ،‬ﻳﺮ ﻣﻮﺛﺮ ﺩﻱ ﺣﺘﺎ ﮐﻠﻪ ﮐﻠﻪ‬
‫ﺑﯥ ﻟﻪ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﺗﺪﺭﻳﺲ ﻣﺸﮑﻞ ﺗﻤﺎﻣﻴ‪‬ﻱ‪.‬‬
‫ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺗﻴﺎﺭﻭﻝ ﺩ‪‬ﻮﻭﻧﮑﻮ ﭘﻪ ﺩﯤ ﻣﻬﺎﺭﺗﻮﻧﻮ ﭘﻮﺭﯤ ﺍ‪‬ﻩ ﻧﻴﺴﻲ‪:‬‬
‫‪ .1‬ﺩ‪‬ﻮﻭﻧﮑﻮ ﺍﺑﺘﮑﺎﺭ‪.‬‬
‫‪ .2‬ﺩ‪‬ﻮﻭﻧﮑﻮ ﻣﺴﻠﮑﻲ ﭘﻮﻫﻪ‪.‬‬
‫‪ .3‬ﺩﻣﺤﻴﻄﻲ ﺷﺮﺍﻳﻄﻮ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻟﻮ ﺳﺮﻩ ﺩﺩﺭﺳﻲ ﻣﻮﺍﻭﺩ ﭘﻪ ﺟﻮ‪‬ﻭﻟﻮ ﮐﯥ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻰ ﻣﻬﺎﺭﺕ‪.‬‬
‫‪ .4‬ﺩﻣﻮﺿﻮﻉ ﺳﺮﻩ ﺳﻢ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺩﺟﻮ‪‬ﻭﻟﻮ ﻣﻬﺎﺭﺕ‪.‬‬
‫ﮐﻪ ‪‬ﻮﻭﻧﮑﻰ ﺩﺧﭙﻞ ﻣﺴﻠﮏ ﻋﻼﻗﻪ ﻭﻟﺮﻱ ﻫﻐﻪ ﺗﻞ ﻫ‪‬ﻪ ﮐﻮﻱ ﭼﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ‬
‫ﭘﻴﺪﺍ ﮐ‪‬ﻱ ﺍﻭ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ‪‬ﻪ ﻭﺍﺧﻠﻲ ‪‬ﮑﻪ ﺩﻱ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ﻳﻮﺍﺯﻱ ﺩﻣﻮﺍﺩﻭ‬
‫ﭘﻴﺪﺍﮐﻮﻝ ﻣﻬﻢ ﻧﺪﻱ ﺑﻠﮑﻪ ﺩﻫﻐﻲ ‪‬ﺨﻪ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﮐﺎﺭ ﺍﺧﺴﺘﻨﻪ ﺩ ﺍﻫﻤﻴﺖ ﻭ‪‬ﺩﻩ‪.‬‬
‫ﺑﺮﺳﻴﺮﻩ ﭘﺮﺩﯤ ﺑﺎﻳﺪ ﭘﻮﻩ ﺷﻲ ﭼﯥ ﺩﺟﻮ‪‬ﺖ ﻟﻪ ﻣﺨﯥ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﭘﻪ ﺩﺭﯤ ‪‬ﻭﻟﻪ ﺩﻱ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﺍﺻﻠﻲ ﺷﯽ‬
‫ﺏ‪ :‬ﻣﻮﺩﻝ )ﺩﺷﻲ ﻣﺼﻨﻮﻋﻲ ﺣﺎﻟﺖ(‬
‫ﺝ‪ :‬ﺗﺼﻮﻳﺮ‪.‬‬
‫ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﺑﻴﺎﻟﻮﮊﻱ ﺩﻣﻀﻤﻮﻥ ﺩﺯ‪‬ﻩ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﮐﻴﺪﺍﻱ ﺷﻲ ﺩﻳﻮ ﺣﻴﻮﺍﻥ ﺯ‪‬ﻩ‬
‫‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﺭﺍﻭ‪‬ﻱ ﺍﻭ ﻣﻮﺿﻮﻉ ﻭﺭﺑﺎﻧﺪﻱ ﺗﻮﺿﻴﺢ ﮐ‪‬ﻱ ﭼﯥ ﺩﺍ ﺍﺻﻠﻲ ﺷﻲ ﺩﻱ‪ .‬ﺧﻮ ﮐﻪ ﻳﻮ‬
‫ﭘﻼﺳﺘﮑﻲ ﺯ‪‬ﻩ ﺭﺍﻭ‪‬ﻱ ﺩﺯ‪‬ﻩ ﻣﻮﺩﻝ ﻭﻱ ﺍﻭ ﮐﻪ ﺩﮐﺎﻏﺪ ﭘﺮﻣﺦ ﻳﺎ ﭘﺮﺗﺨﺘﻪ ﺩﻫﻐﻲ ﺷﮑﻞ ﺭﺳﻢ‬
‫ﮐ‪‬ﻱ ﺍﻭ ﺩﻫﻐﻲ ﻟﻪ ﻣﺨﻲ ﺧﭙﻞ ﺩﺭﺱ ﺗﺸﺮﻳﺞ ﮐ‪‬ﻱ ﺩﺯ‪‬ﻩ ﻟﻪ ﺗﺼﻮﻳﺮ ‪‬ﺨﻪ ﻧﻤﺎﻳﻨﺪ‪‬ﻲ ﮐﻮﻱ‪.‬‬
‫ﭘﻪ ﻫﻤﺪﻱ ‪‬ﻭﻝ ﺩﺳﺎﻳﻨﺲ ﭘﻪ ﻣﻀﻤﻮﻥ ﮐﯥ ﺩﻧﺒﺎﺕ ﺩﺗﻮﺿﻴﺢ ﻟﭙﺎﺭﻩ ﻳﻮ ﺑﻮ‪‬ﻲ ﺭﺍﻭ‪‬ﻱ ﺩﺍ ﺍﺻﻞ‬
‫ﺩﻱ‪ ،‬ﮐﺎﻏﺬﻱ ‪‬ﻞ ﺩﻣﻮﺩﻝ ﺍﻭ ﭘﻪ ﮐﺎﻏﺬ ﺑﺎﻧﺪﻱ ﻳﯥ ﺭﺳﻢ ﺩﺗﺼﻮﻳﺮ ‪‬ﺨﻪ ﻧﻤﺎﻳﻨﺪ‪‬ﻲ ﮐﻮﻱ‪.‬‬

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‫ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺩﺍﺳﺘﻌﻤﺎﻝ ﺍﻭ ﻣﺆﺛﺮﻳﺖ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﺩﻭﻩ ‪‬ﻭﻟﻪ ﺩﻱ‪:‬‬

‫‪ .1‬ﻫﻐﻪ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﭼﯥ ﺩﻳﻮﯤ ﻣﻮﺿﻮﻉ ﭘﻪ ﺍ‪‬ﻩ ﺟﻮ‪ ‬ﺷﻮﻱ ﻭﻱ ﺍﻭ ﺍﻭﺱ ﻭﺭ‪‬ﺨﻪ‬
‫ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ ﻟﮑﻪ ﭼﺎﺭﺗﻮﻧﻪ‪ ،‬ﮐﺎﺭﺗﻮﻧﻪ ﭼﯥ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ‬
‫ﻣﻬﻢ ﺍﻭ ﺍﻏﻴﺰﻣﻦ ﺩﻱ‪.‬‬
‫‪ .2‬ﻫﻐﻪ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﭼﯥ ﺩﻣﺨﻪ ﺟﻮ‪ ‬ﺷﻮﻱ ﻭﻱ ﺍﻭ ﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ﭘﻮﺭﯤ ﺍ‪‬ﻩ‬
‫ﻧﻠﺮﻱ‪ ،‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩ‪‬ﮑﻼ ﻟﭙﺎﺭﻩ ﭘﻪ ﺩﻳﻮﺍﻟﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻧ‪‬ﻠﻮﻝ ﺷﻮﻳﺪﻱ ﺍﻭ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺩﻫﻐﻮﺩﻟﻴﺪﻟﻮ ‪‬ﺨﻪ ﻳﻮ‪‬ﻪ ﺯﺩﻩ ﮐﻮﻱ ﻟﮑﻪ ﻧﻘﺸﯥ‪ ،‬ﺗﺼﻮﻳﺮﻭﻧﻪ ﺍﻭ‬
‫ﻧﻮﺭﻧﻤﺎﻳﺸﻲ ﺍﻭ ﻣﻌﻠﻮﻣﺎﺗﻲ ﻣﻮﺍﺩ‪ .‬ﺩﺍ ﻣﻮﺍﺩ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻣﻮﺛﺮﻳﺖ‬
‫ﻟﺮﻱ‪.‬‬
‫ﭘﻪ ﻋﻤﻮﻣﻲ ﺗﻮ‪‬ﻪ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺍﻭ ﻟﻮﺍﺯﻡ ‪‬ﻳﺮ ‪‬ﻭﻟﻮﻧﻪ ﻟﺮﻱ ﭼﯥ ﺩﻫﻐﻲ ‪‬ﺨﻪ ﭘﻪ ﻻﻧﺪﻱ‬
‫‪‬ﻭﻝ ﻳﺎﺩﻭﻧﻪ ﮐﻮﺅ‪:‬‬
‫‪ .1‬ﺗﺨﺘﻪ ﺍﻭ ﺗﺒﺎﺷﻴﺮ‪ :‬ﺗﺨﺘﻪ ﺍﻭ ﺗﺒﺎﺷﻴﺮ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﯥ ﺍﻭ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﯥ ﻟﭙﺎﺭﻩ ﺩﺿﺮﻭﺭﻱ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﺷﻤﻴﺮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺗﺨﺘﻪ ﺯﻳﺎﺕ ‪‬ﻭﻟﻮﻧﻪ ﻟﺮﻱ ﻟﮑﻪ‬
‫ﺩﻟﻤ‪‬ﻲ ﺗﺨﺘﻪ )‪ ،(Flet board‬ﺩﻓﻠﻠﻴﻦ ﺗﺨﺘﻪ‪ ،‬ﺗﻮﺭﻩ ﺗﺨﺘﻪ ﺳﭙﻴﻨﻪ ﺗﺨﺘﻪ ﺍﻭ ﺩﺍﺳﻲ ﻧﻮﺭ‪.‬‬
‫ﺗﻮﺭﻩ ﺗﺨﺘﻪ ﺩﻟﺮ‪‬ﻲ ‪‬ﺨﻪ ﺟﻮ‪‬ﻳ‪‬ﻱ ﭼﯥ ﭘﻪ ﻭﺭﻭﺳﺘﻪ ﭘﺎﺗﻲ ﻫﻴﻮﺍﺩﻭ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‬
‫ﺍﻭ ﺳﭙﻴﻨﻪ ﺗﺨﺘﻪ ﺩﻓﺎﺭﻣﻴﮑﺎ ‪‬ﺨﻪ ﺟﻮ‪‬ﺩﻱ ﭼﯥ ﭘﺮﻣﺦ ﺗﻠﻠﻮ ﻫﻴﻮﺍﺩﻭ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‬
‫ﺍﻭ ﺩﻣﺎﺭﮐﺮ ﭘﻪ ﻭﺍﺳﻄﻪ ﻭﺭﺑﺎﻧﺪﻱ ﻟﻴﮑﻞ ﮐﻮﻱ ﺗﺨﺘﻪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﻨ‪ ‬ﮐﯥ ﺑﺎﻳﺪ ﺩﺍﺳﻲ‬
‫ﮐ‪‬ﻴﻨﻮﻝ ﺷﻲ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﭘﻪ ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ ﻭﻭﻳﻨﻲ ﺍﻭ ‪‬ﻮﻭﻧﮑﻰ ﺩﺗﺪﺭﻳﺲ ﭘﻪ‬
‫ﻭﺧﺖ ﮐﯥ ﺗﺨﺘﯥ ﺩﺍﺳﯥ ﻭﺩﺭﻳ‪‬ﻱ ﭼﯥ ﺩﻫﻐﻪ ﻟﻴﮏ ﭘﺮﺗﺨﺘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ‬
‫ﻭﻭﻳﻨﻲ‪.‬‬
‫‪ .2‬ﺗﺼﻮﻳﺮﻭﻧﻪ‪ :‬ﺩﻣﻮﺿﻮﻉ ﺩ‪‬ﯥ ﺗﻮﺿﻴﺢ ﻟﭙﺎﺭﻩ ‪‬ﻮﻭﻧﮑﻰ ﻟﻪ ﺗﺼﻮﻳﺮﻭﻧﻮ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‬
‫ﺧﻮﺩﺗﺼﻮﻳﺮﻭﻧﻮ ﭘﻪ ﻫﮑﻠﻪ ﺩﺍﺳﯥ ﻓﮑﺮ ﻭﻧﺸﻲ ﭼﯥ ﻫﺮ ‪‬ﻮ‪ ‬ﻫﻐﻪ ﭘﻴﮋﻧﻲ ﭘﻪ ﺩﻯ ﻣﻌﻨﺎ ﭼﯥ‬
‫‪‬ﻮﻝ ﺧﻠﮏ ﻧﺸﻲ ﮐﻮﻻﻱ ﺗﺼﻮﻳﺮﻭﻧﻪ ﺩﮊﻭﻧﺪ ﺳﺮﻩ ﺍﺭﺗﺒﺎﻁ ﻭﺭﮐ‪‬ﻱ‪ .‬ﺩﺗﺼﻮﻳﺮﻭﻧﻮ ﭘﻪ ﻫﮑﻠﻪ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩ ﺍﺫﻫﺎﻧﻮ ﺩﻣﻌﻠﻮﻣﻮﻟﻮ ﻟﭙﺎﺭﻩ ﺩﺍﭘﻮ‪‬ﺘﻨﯥ ﺑﺎﻳﺪ ﻭﺷﻲ‪.‬‬

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‫ﺍﻟﻒ‪ :‬ﭘﻪ ﺗﺼﻮﻳﺮﻭﻧﻮ ﮐﯥ ‪‬ﻪ ﻭﻳﻨ‪‬ﻲ؟‬

‫ﺏ‪ :‬ﺩﻫﻐﻲ ‪‬ﻲ ﺍﻭ ﺗﺎﻭﺍﻧﻮﻧﻪ ﻭ‪‬ﺎﻳﺎﺳﺖ؟‬

‫‪ .3‬ﻣﻮﺩﻭﻟﻮﻧﻪ‪ :‬ﻣﻮﺩﻝ ﭘﻪ ﻟﻐﺖ ﮐﯥ ﻧﻤﻮﻧﯥ ﺍﻭ ﭘﻪ ﺍﺻﻄﻼﺡ ﮐﯥ ﺩﻳﻮﺷﻲ ﻣﺼﻨﻮﻋﻲ ﺟﺴﻢ‬

‫ﻼ ﮐﻪ ﺩﺗﺪﺭﻳﺲ ﻣﻮﺿﻮﻉ ﺩﺍﻧﺴﺎﻥ ﻏﻮ‪ ‬ﻳﺎ ﺳﺘﺮ‪‬ﻪ ﻭﻱ‬ ‫ﺟﻮ‪‬ﻭﻟﻮﺗﻪ ﻣﻮﺩﻝ ﻭﺍﻳﻲ ﻣﺜ ﹰ‬
‫ﻧﻮ‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﺩﻏﻮ‪ ‬ﺍﻭ ﺳﺘﺮ‪‬ﯥ ﻧﻤﻮﻧﯥ ﺟﻮ‪‬ﯤ ﮐ‪‬ﻱ ‪‬ﮑﻪ ﭼﯥ ﻣﺸﮑﻠﻪ ﺩﻩ‬
‫ﺩﮊﻭﻧﺪﻱ ﺣﻴﻮﺍﻥ ﻳﺎ ﺍﻧﺴﺎﻥ ﺳﺘﺮ‪‬ﻲ ﻳﺎ ﻏﻮ‪ ‬ﻟﻪ ﻭﺟﻮﺩ ‪‬ﺨﻪ ﺟﻼ ﺍﻭ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﺷﮑﻞ‬
‫ﻭ‪‬ﻮﺩﻝ ﺷﻲ‪ .‬ﮐﻪ ﻣﻮﺩﻝ ﻗﻴﻤﺘﻲ ﻭﻱ ﺍﻭ ﭘﻪ ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ ﻻﺱ ﺗﻪ ﺭﺍﻧﺸﻲ ‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ‬
‫ﺷﻲ ﻫﻐﻪ ﺩﻣﺤﻴﻄﻲ ﺳﺎﺩﻩ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﺟﻮ‪ ‬ﺍﻭ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﺷﮑﻞ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ‬
‫ﻭﺍﺧﻠﻲ‪.‬‬
‫‪ .4‬ﺮﺍﻓﻮﻧﻪ‪ :‬ﺮﺍﻓﻮﻧﻪ ﻣﺨﺘﻠﻒ ‪‬ﻭﻟﻮﻧﻪ ﻟﮑﻪ ﻣﺴﺘﻄﻴﻠﻲ )ﺳﺘﻮﻧﻲ( ﺩﺍﻳﺮﻭﻱ ﺍﻭ‬
‫ﻣﺼﻮﺭ‪‬ﺮﺍﻓﻮﻧﻪ‪ .‬ﺍﮐﺜﺮﹰﺍ ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﻣﻮﺿﻮﻋﺎﺗﻮ ﮐﯥ ﻟﻪ ﻫﻐﻪ ‪‬ﺮﺍﻓﻮﻧﻮ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ ﭼﯥ‬
‫ﭘﻪ ﻫﻐﻲ ﮐﯥ ﮐﻤﻴﺖ ﺍﻭ ﮐﻴﻔﻴﺖ ﺿﺮﻭﺭﺕ ﻭﻱ‪ .‬ﺩﺍ ﮐﺎﺭ ﻋﻤﻮﻣﹰﺎ ﭘﻪ ﺍﺣﺼﺎﺋﻴﻪ‪ ،‬ﻃﺐ ﺍﻭ‬
‫ﺩﮊﻭﻧﺪ ﭘﻪ ﻣﺨﺘﻠﻔﻮ ﻣﻮﺿﻮﻋﺎﺗﻮ ﮐﯥ ﭘﻪ ﮐﺎﺭ ﻭ‪‬ﻝ ﮐﻴ‪‬ﻱ‪ .‬ﭘﻪ ﻫﻤﺪﻱ ‪‬ﻭﻝ ‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ‬
‫ﺷﻲ ﺩﺷﻴﺎﻧﻮ ﺗﻌﺪﺍﺩ‪ ،‬ﻭﺧﺖ‪ ،‬ﻣﻘﺪﺍﺭ ﺍﻭ ﻭﺯﻧﻮﻧﻪ ﺩ‪‬ﺮﺍﻑ ﭘﻪ ﻭﺍﺳﻄﻪ ﻭ‪‬ﻴﺊ‪.‬‬
‫‪ .5‬ﭼﺎﺭﭼﻮﻧﻪ‪ :‬ﭼﺎﺭﭼﻮﻧﻪ ﺩﻟﻴﺪﻭ ﺩﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﻋﺒﺪﺍﺭﺕ ﺩﻱ ﭼﯥ ﺩﺩﺭﺳﻲ ﻣﻬﻤﻮ ﻣﻮﺍﺩﻭﭘﻪ‬
‫ﺣﻴﺚ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ‪ .‬ﺩﺩﺭﺱ ﻣﻮﺿﻮﻉ ﺩﺍﻟﻔﺎﻇﻮ‪ ،‬ﮐﻠﻤﻮ ﺍﻭ ﺟﻤﻠﻮ ﭘﻪ ﺷﮑﻞ‬
‫ﻭﺍﺿﺢ ﮐﻮﻱ ﺍﻭ ﻣﺨﺘﻠﻒ ‪‬ﻭﻟﻮﻧﻪ ﻟﺮﻱ ﻟﮑﻪ ﺩﻣﻘﻮﺍ ﭼﺎﺭﺕ‪ ،‬ﻟﻮﻟﻪ ﭼﺎﺭﺕ‪ ،‬ﺗﮑﻪ ﻳﻲ ﭼﺎﺭﺕ ﺍﻭ‬
‫ﺩﺍﺳﻲ ﻧﻮﺭ‪.‬‬

‫ﭼﺎﺭﺗﻮﻧﻪ ﺑﺎﻳﺪ ﺩﺍﺻﻔﺘﻮﻧﻪ ﻭﻟﺮﻱ‪:‬‬

‫‪ .1‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﻫﺮﯤ ﻧﻘﻄﻲ ﺍﻭ ﻫﺮﯤ ﺑﺮﺧﯥ ‪‬ﺨﻪ ﻳﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﻟﻴﺪﻟﻲ ﺷﻲ‪.‬‬
‫‪ .2‬ﭼﺎﺭﺗﻮﻧﻪ ﺑﺎﻳﺪﺩﺍﺳﻲ ﺭﻧ‪‬ﻮﻧﻪ ﻭﻟﺮﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﺗﻮﺟﻪ ﺭﻧ‪‬ﻮﻧﻮﺗﻪ ﺟﺬﺏ ﺷﻲ‪.‬‬

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‫ﺩﺍﺳﻲ ﺍﺿﺎﻓﻲ ﻣﻌﻠﻮﻣﺎﺗﻮﻧﻪ ﭘﮑﯥ ‪‬ﺎﻱ ﻧﺸﻲ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﺪﻑ ﺗﻪ ﺭﺳﻴﺪﻟﻮ‬ ‫‪.3‬‬
‫‪‬ﺨﻪ ﭘﺎﺗﻲ ﺷﻲ‪.‬‬
‫ﺩﺧﻄﻮﻧﻮ )ﮐﺮ‪‬ﻮ( ﺗﺮﻣﻨ‪ ‬ﻓﺎﺻﻠﻪ ﻳﻮ ﺷﺎﻥ ﻭﻱ‪.‬‬ ‫‪.4‬‬
‫ﺩﺧﻄﺎﻃ‪ ‬ﺍﻭ ﻟﻴﮑﻮﺍﻟ‪ ‬ﻣﻄﺎﺑﻖ ﺣﺎﺷﻴﻪ ﻭﺭﮐ‪ ‬ﺷﻲ‪.‬‬ ‫‪.5‬‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﻳﯥ ﺩﻣﻬאﻝ ﻭﻳﺶ ﺳﺮﻩ ﺳﻢ ﻳﻮﺩﺭﺳﻲ ﺳﺎﻋﺖ ﺍﺣﺘﻮﺍ ﮐ‪‬ﻱ ﺍﻭ ﻟﻪ ﻫﻐﻲ‬ ‫‪.6‬‬
‫‪‬ﺨﻪ ﺯﻳﺎﺕ ﻧﻪ ﻭﻱ‪.‬‬
‫‪ .6‬ﻓﻠﺶ ﭼﺎﺭﺗﻮﻧﻪ‪ :‬ﺩﺍﻫﻢ ﺩﻟﻴﺪﻧﯥ ﻣﻮﺍﺩ ﺩﻱ ﭼﯥ ﻳﻮﻩ ﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ﺩﺗﺼﻮﻳﺮ ﭘﻪ ﺷﮑﻞ‬
‫ﻣﺠﺴﻤﻮﻱ‪.‬‬
‫‪ .7‬ﮐﺎﺭﺗﻮﻧﻪ‪ :‬ﺩﺍﻫﻢ ﺩﻟﻴﺪﻭ ﺩﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﺩﻱ ﭼﯥ ﺩﻳﻮ ﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ﻳﻮﻩ ﺑﺮﺧﻪ ﺩﮐﻠﻤﯥ‬
‫ﻳﺎ ﻧﻘﻄﻲ ﭘﻪ ﺷﮑﻞ ﺭﻭ‪‬ﺎﻧﻪ ﮐﻮﻱ ﭘﻪ ﺑﻞ ﻋﺒﺎﺭﺕ ﮐﺎﺭﺗﻮﻧﻪ ﻟﻪ ﻫﻐﻪ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ‬
‫ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ﺩﻣﺴﺘﻄﻴﻞ ﺍﻭ ﻳﺎ ﻧﻮﺭﻭ ﻫﻨﺪﺳﻲ ﮐﻮﭼﻨﻲ ﺍﺷﮑﺎﻟﻮ ﭘﻪ ﺷﮑﻞ ﻟﻪ ﮐﺎﻏﺬ ‪‬ﺨﻪ‬
‫ﺟﻮ‪‬ﻳ‪‬ﻱ ﺩﻣﻮﺿﻮﻉ ﻋﻨﻮﺍﻥ‪ ،‬ﻟﻐﺖ ﻳﺎﮐﻮﻣﻪ ﺍﺻﻄﻼﺡ ﻭﺭﺑﺎﻧﺪﯤ ﻟﻴﮑﻞ ﮐﻴ‪‬ﻱ‪ .‬ﺩﺟﻤﻠﻲ‬
‫ﻳﺎﮐﻠﻤﻲ ﺩﻭﺿﺎﺣﺖ ﻟﭙﺎﺭﻩ ‪‬ﻮﻭﻧﮑﻰ ﺧﭙﻞ ﺷﺎ‪‬ﺮﺩﺍﻥ ﺩﺩﺭﺱ ﻣﻬﻤﻮ ‪‬ﮑﻮ ﺗﻪ ﻣﺘﻮﺟﻪ ﮐﻮﻱ‪.‬‬
‫‪ .8‬ﻓﻠﺶ ﮐﺎﺭﺗﻮﻧﻪ‪ :‬ﺩﺍﻫﻢ ﺩﻟﻴﺪﻭ ﻣﻮﺍﺩ ﺩﻱ ﭼﯥ ﺩﻳﻮ ﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ﺟﺰﺀ ﺩﺗﺼﻮﻳﺮ ﭘﻪ‬
‫ﺷﮑﻞ ﺭﻭ‪‬ﺎﻧﻪ ﮐﻮﻱ‪.‬‬
‫‪ .9‬ﭘﻮﺳﺘﺮﻭﻧﻪ‪ :‬ﻫﻐﻪ ﺷﮑﻠﻮﻧﻪ ﺍﻭ ﺗﺼﻮﻳﺮﻭﻧﻪ ﭼﯥ ﺩﮐﺎﻏﺬ ﭘﺮﻣﺦ ﭘﻪ ﻣﺨﺘﻠﻔﻮ ﺭﻧ‪‬ﻮﻧﻮ ﺩﻳﺰﺍﻳﻦ‬
‫ﮐﻴ‪‬ﻱ ﻟﻪ ﭘﻮﺳﺘﺮ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ ﭘﻪ ﺑﻞ ﻋﺒﺎﺭﺕ ‪‬ﻮ ﻓﻠﺶ ﭼﺎﺭﺗﻮﻧﻪ ﭼﯥ ﺩﻳﻮﻯ ﻭﺍﺩﻱ‬
‫ﻣﻮﺿﻮﻉ ﻟﭙﺎﺭﻩ ‪‬ﻭﻝ ‪‬ﻭﻝ ﺗﺼﻮﻳﺮﻭﻧﻪ ﺍﻭ ﺷﮑﻠﻮﻧﻪ ﻭﻟﺮﻱ ﭘﻮﺳﺘﺮ ﺑﻠﻞ ﮐﻴ‪‬ﻱ‪ .‬ﮐﻪ ﺩﻳﻮﯤ‬
‫ﻣﻮﺿﻮﻉ ﭘﻪ ﻫﮑﻠﻪ ﺗﺼﻮﻳﺮﻭﻧﻪ ﻣﻮﺟﻮﺩ ﻭﻱ ﺍﻭ ﺩﻫﻐﻲ ﻟﻪ ﻣﺨﯥ ﻣﻮﺿﻮﻉ ‪‬ﻪ ﻭﺍﺿﺢ ﺍﻭ‬
‫ﺭﻭ‪‬ﺎﻧﻪ ﺷﻲ ﻧﻮ ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﻟﻪ ﭘﻮﺳﺘﺮﻭﻧﻮ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ ﺗﺮ ‪‬ﻮ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ‬
‫ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﺍﻏﻴﺰﻣﻦ ﻭﺍﻗﻊ ﺷﻲ ﺍﻭ ﭘﻮﺳﺘﺮﻭﻧﻪ ﺑﺎﻳﺪ ﺑﯥ ﻟﻪ ﺗﺸﺮﻳﺢ ‪‬ﺨﻪ ‪‬ﻮﻳﺎ ﺍﻭ ﺳﻲ‪.‬‬
‫‪ .10‬ﻧﻘﺸﻲ‪ :‬ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﻟﻪ ﺟﻤﻠﻲ ‪‬ﺨﻪ ﺩﻱ ﺩﺍﺳﯥ ﭼﯥ ﺩﮐﺎﻏﺬ ﭘﺮﻣﺦ ﺭﺳﻢ‪،‬ﭘﻪ‬
‫ﺟﻐﺮﺍﻓﻴﻪ‪ ،‬ﺍﻧﺠﻴﻨﺮﻱ ﺍﻭ ﺳﺎﺧﺘﻤﺎﻧﻲ ﻣﻮﺿﻮﻋﺎﺗﻮ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﺩﻳﻮ ﻫﻴﻮﺍﺩ ﻣﻌﺮﻓﻲ ﺍﻭ ﺧﺎﺻﺘﹰﺎ ﺩﻫﻐﻪ ﺩﻣﻮﻗﻌﻴﺖ ﺍﻭ ﻣﺴﺎﺣﺖ‬
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‫ﺩﺭﻭ‪‬ﺎﻧﻪ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﻧﻘﺸﯥ ﺍﺳﺘﻌﻤﺎﻝ ﮐ‪‬ﻱ‪ .‬ﮑﺎﺭﻩ ﺧﺒﺮﻩ ﺩﻩ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺩﻧﻘﺸﯥ ﻟﻪ ﻣﺨﻲ ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﻮﻻﻱ ﺷﻲ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﭘﻪ ﻣﺴﻠﮑﻲ ﻣﺴﺎﹾﻟﻮ ﮐﯥ ﮐﻠﻪ‬
‫ﭘﻞ ﺟﻮ‪‬ﻭﻝ‪ ،‬ﺗﻌﻤﻴﺮﻭﻧﻮ‪ ،‬ﺳﺮﮎ ﺟﻮ‪‬ﻭﻟﻮ ﮐﯥ ﺩﻧﻘﺸﻮ ‪‬ﺨﻪ ‪‬ﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ ﮐﻴﺪﺍﻱ‬
‫ﺷﻲ‪.‬‬
‫‪ .11‬ﺳﻼﻳﺪﻭﻧﻪ‪ :‬ﺳﻼﻳﺪ ﺩﻳﻮ ﻣﺮﺑﻌﻲ ﻳﺎ ﻣﺴﺘﻄﻴﻞ ﺷﮑﻠﻪ ﺷﻴﺸﯥ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ﭘﻪ‬
‫ﻃﺒﺎﺑﺖ‪ ،‬ﻻﺑﺮﺍﺗﻮﺍﺭﻭﻧﻮ‪ ،‬ﺍﻭ ﮐﻴﻤﻴﺎ‪ ،‬ﺑﻴﺎﻟﻮﮊﻱ ﭘﻪ ﻣﻮﺿﻮﻋﺎﺗﻮ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ‬
‫ﮐﻴ‪‬ﻱ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﻋﻤﻠﻲ ﮐﺎﺭﻭﻧﻮ ﺍﻭ ﺗﻄﺒﻴﻘﺎﺗﻮ ﮐﯥ ﻟﻪ ﺳﻼﻳﺪﻭﻧﻮ ‪‬ﺨﻪ‬
‫ﮐﺎﺭ ﺍﺧﻠﻲ ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﻭﻳﻨﯥ ﺩﺗﺸﺨﻴﺺ ﻟﭙﺎﺭﻩ ﭘﻪ ﻣﮑﺮﻭﺳﮑﻮﺏ ﮐﯥ ﺩﺳﻼﻳﺪ‬
‫ﺍﻳ‪‬ﻮﺩﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ‪‬ﻳﺮ ﻣﻮﺛﺮ ﺩﻱ ‪‬ﮑﻪ ﭼﯥ ﻋﻤﻠﻲ ﺟﻨﺒﻪ ﻟﺮﻱ ﺍﻭ ﻫﻐﻮﻱ ﭘﮑﯥ‬
‫ﻋﻤﻠﻲ ﺑﺮﺧﻪ ﺍﺧﻠﻲ‪.‬‬
‫‪ .12‬ﻓﻠﻤﻮﻧﻪ‪ :‬ﺩﻣﺼﻨﻮﻋﻲ ﮊﻭﻧﺪ ﺟﻮ‪‬ﻭﻝ ﺍﻭ ﻧﻮﺭﻭﺗﻪ ﺩﻫﻐﻲ ‪‬ﻮﺩﻝ ﻟﻪ ﻓﻠﻢ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ‬
‫ﺩﻱ‪ .‬ﮐﻪ ‪‬ﻮﻭﻧﮑﻰ ﻳﻮﺍﺯﯤ ﭘﻪ ﻧﻈﺮﻱ ﺗﻮ‪‬ﻪ ﺩﺭﺱ ﻭﺭﮐ‪‬ﻱ ﻧﻮ ﺩﻟ‪‬ﻱ ﻣﻮﺩﯤ ‪‬ﺨﻪ‬
‫ﻭﺭﻭﺳﺘﻪ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟﻪ ﺫﻫﻦ ‪‬ﺨﻪ ﻭ‪‬ﻲ ﺍﻭ ﻫﻐﻪ ﻫﻴﺮﻭﻱ‪ .‬ﻪ ﺑﻪ ﺩﺍﻭﻱ ﻫﻐﻪ ‪‬ﻪ‬
‫ﭼﯥ ﭘﻪ ﻧﻈﺮﻱ ﺗﻮ‪‬ﻪ ﺗﺪﺭﻳﺲ ﮐﻴ‪‬ﻱ ﭘﻪ ﻫﻐﯥ ﮐﯥ ﻟﻪ ﺩﺍﺳﯥ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﮐﺎﺭ‬
‫ﻭﺍﺧﺴﺘﻞ ﺷﻲ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﻣﻮﺛﺮ ﻭﻱ‪ .‬ﻓﻠﻢ ﺩﺍﺳﯥ ﺩﺭﺳﻲ‬
‫ﻣﻮﺍﺩﺩﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﺫﻫﻦ ﮐﯥ ﺗﺮ ‪‬ﻳﺮ ﻭﺧﺘﻪ ﭘﻮﺭﻱ ﭘﺎﺗﯥ ﮐﻴ‪‬ﻱ‪ .‬ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﻟﻪ ﺩﺭﺱ ﺳﺮﻩ ﻋﻼﻗﻪ ﭘﻴﺪﺍ ﮐﻮﻱ ﺍﻭﺩﺑﻠﯥ ﺧﻮﺍ ﺩﻓﻠﻢ ‪‬ﻮﻭﺩﻟﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺩﺑﻴﺎ‬
‫ﻳﺎﺩﺭﺍﻭ‪‬ﻟﻮ ﻟﭙﺎﺭﻩ ‪‬ﻪ ﺯﻣﻴﻨﻪ ﺑﺮﺍﺑﺮﻭﻱ‪ .‬ﮐﻪ ﻳﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﮐﻮﻡ ﻣﺸﮑﻞ ﺳﺮﻩ ﻣﺨﺎﻣﺦ‬
‫ﮐﻴ‪‬ﻱ ﺩﻓﻠﻢ ﺩﻟﻴﺪﻟﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﻫﻐﻪ ‪‬ﻮﻟﺮﻓﻊ ﮐﻴﺪﺍﻱ ﺷﻲ‪ .‬ﻮﻭﻧﮑﻰ ﺩﻓﻠﻢ ﭘﻪ ﻭﺍﺳﻄﻪ‬
‫ﺩﺷﻴﺎﻧﻮﻋﻠﻢ‪ ،‬ﺩﺣﻴﻮﺍﻧﺎﺗﻮ‪ ،‬ﻧﺒﺎﺗﺎﺗﻮﭘﻴﮋﻧﺪﻧﻪ‪ ،‬ﺩﻟﻮﻳﺎﻧﻮ ﮊﻭﻧﺪ‪ ،‬ﺗﺎﺭﻳﺦ ﺩﺣﻴﻮﺍﻧﺎﺗﻮ‪ ،‬ﻧﺒﺎﺗﺎﺗﻮﻭﺩﻩ‬
‫ﺍﻭ ﭘﺮﺍﺧﺘﻴﺎ‪ ،‬ﺩﮊﻭﻧﺪﻳﻮ ﺣﻴﻮﺍﻧﺎﺗﻮﺩﺗﮑﺜﺮ ﻣﻮﺿﻮﻋﺎﺕ ‪‬ﻮﺩﻻﻱ ﺷﻲ‪ .‬ﺑﺎﻳﺪﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻭ‬
‫ﭼﯥ ﺩﻓﻠﻢ ﺧﺎﻃﺮﺍﺕ ﭘﻪ ﺫﻫﻦ ﮐﯥ ﺗﺮ ‪‬ﻳﺮ ﻭﺧﺖ ﭘﻮﺭﯤ ﭘﺎﺗﯥ ﮐﻴ‪‬ﻱ ﺍﻭﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﮐﻢ‬
‫ﺫﻫﻨﻪ ﺍﻭﻏﺒﻲ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ‪‬ﻳﺮﻩ ﻣﺮﺳﺘﻪ ﮐ‪‬ﻱ‪.‬‬

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‫‪ .13‬ﭘﺮﻭﺟﮑﺘﻮﺭ‪ :‬ﺩﺍ ﻫﻐﻪ ﺁﻟﻪ ﺩﻩ ﭼﯥ ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﺩﮐﺎﻏﺬ ﭘﺮﻣﺦ ﻟﻴﮑﻲ ﻳﺎ ﺗﺮ ﺳﻴﻤﻮﻱ‬
‫ﺩﺳﭙﻴﻨﯥ ﭘﺮﺩﯤ ﭘﺮﻣﺦ ‪‬ﻮ ﭼﻨﺪﻩ ﻟﻮﻱ ‪‬ﮑﺎﺭﻩ ﮐﻮﻱ‪.‬ﺩﺍ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﻟﻪ ﻳﻮﻱ ﺧﻮﺍ ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮﻋﻼﻗﻪ ﻟﻪ ﺩﺭﺱ ﺳﺮﻩ ﺯﻳﺎﺗﻮﻱ ﺍﻭﺩﺑﻠﻲ ﺧﻮﺍ ‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﭘﻪ ﮐﻢ‬
‫ﻭﺧﺖ ﮐﯥ ﺯﻳﺎﺕ ﻣﻮﺿﻮﻋﺎﺕ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭ‪‬ﺊ‪ .‬ﮐﻪ ﺩﺍ ﻣﻮﺿﻮﻋﺎﺕ ﺩﭘﺮﺩﯤ‬
‫ﭘﺮﻣﺦ ﻭﻟﻴﮑﻞ ﺷﻲ ‪‬ﻳﺮ ﻭﺧﺖ ﻧﻴﺴﻲ ﺍﻭﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺳﺘ‪‬ﺗﻴﺎ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪.‬‬
‫‪ .14‬ﺩﻣﻄﻠﺐ ﻟﻨ‪‬ﻳﺰ ﻳﺎﻣﻌﻠﻮﻣﺎﺗﯥ ﭘﺎ‪‬ﻲ )‪ :(Hand out‬ﻣﻌﻠﻮﻣﺎﺗﯥ ﭘﺎ‪‬ﻲ ﺩﺍﺳﻲ ﺩﺭﺳﻲ‬
‫ﻣﻮﺍﺩ ﺩﻱ ﭼﯥ ﺩﺩﺭﺱ ﭘﻪ ‪‬ﻪ ﻭﺍﻟﻲ ﮐﯥ ﺯﻳﺎﺗﻪ ﺍﻏﻴﺰﻩ ﻟﺮﻱ‪ .‬ﻮﻭﻧﮑﻰ ﺩﻣﻮﺿﻮﻋﺎﺗﻮﻟﻨ‪‬ﻳﺰ‬
‫ﺍﻭﻣﻬﻢ ‪‬ﮑﻲ ﻭﺭﭘﮑﯥ ﭘﻪ ‪‬ﻮﺗﻪ ﮐﻮﻱ‪.‬ﮐﻴﺪﺍﻱ ﺷﻲ ﺩﺍﺩﺟﺪﻭﻝ‪ ،‬ﺩﻳﺎ‪‬ﺮﺍﻡ ﺍﻭﭘﻮ‪‬ﺘﻨﻠﻴﮏ ﭘﻪ‬
‫‪‬ﻭﻝ‪ .‬ﭘﻪ ﺩﻱ ﭘﺎ‪‬ﻮ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩ ﺩﻟﭽﺴﭙ‪ ‬ﻟﭙﺎﺭﻩ ﮐﻴﺪﺍﻱ ﺷﻲ ﻟﻪ‬
‫ﺗﺼﻮﻳﺮﻭﻧﻮ‪‬ﺨﻪ ﺍﺳﺘﻔﺎﺩﻩ ﻭﺷﻲ‪ .‬ﭘﻪ ﺩﻯ ﭘﺎ‪‬ﻮﮐﯥ ﺩﺍ ‪‬ﮑﻲ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪:‬‬
‫‪ .1‬ﻋﻤﺪﻩ ‪‬ﮑﻲ ﺑﺎﻳﺪ ﺫﮐﺮ ﮐ‪‬ﻱ‪.‬‬
‫‪ .2‬ﺗﺼﻮﻳﺮﻭﻧﻪ ﺑﺎﻳﺪ ﭘﮑﯥ ‪‬ﺎﻱ ﮐ‪‬ﺍﻱ ﺷﻲ‪.‬‬
‫‪ .3‬ﭘﻪ ﺳﺎﺩﻩ ﮊﺑﻪ ﻭﻟﻴﮑﻞ ﺷﻲ‪.‬‬
‫‪ .4‬ﺩﻣﻮﺿﻮﻋﺎﺗﻮ ﺗﺴﻠﺴﻞ ﭘﮑﯥ ﻣﺮﺍﻋﺎﺕ ﺷﻲ‪.‬‬
‫‪ .15‬ﺗﻠﻮﻳﺰﻳﻮﻥ ﺍﻭ ﮐﻤﭙﻴﻮﺗﺮ‪ :‬ﺩﺍ ﺩﻧﻨﻲ ﻋﺼﺮ ﻧﻮﻱ ﺍﻭ ﭘﺮﻣﺦ ﺗﻠﻠﻲ ﻭﺳﺎﻳﻞ ﺩﻱ‪ .‬ﭘﻪ ﭘﺮﻣﺦ‬
‫ﺗﻠﻠﻮ ﻫﻴﻮﺍﺩﻭﻧﻮﮐﯥ ﻧﻦ ﻭﺭ‪ ‬ﭘﻪ ﮐﻤﭙﻴﻮﺗﺮ ﮐﯥ‪ E- mail‬ﭘﻪ ﻭﺍﺳﻄﻪ ﻣﻔﺎﻫﻴﻢ ﻳﻮ ﺑﻞ ﺗﻪ‬
‫ﺗﻮﺿﻴﺢ ﮐﻮﻱ‪ .‬ﻧﻮﻱ ﺍﮐﺘﺸﺎﻓﺎﺕ ﺍﻭ ﺍﺧﺘﺮﺍﻋﺎﺕ ﺩﻫﻤﺪﻱ ﻻﺭﻱ ﺩﻧ‪‬ﻱ ‪‬ﻮ‪ ‬ﻮ‪ ‬ﺗﻪ‬
‫ﺭﺳﻴ‪‬ﻱ‪ .‬ﭘﻪ ﻫﻤﺪﻱ ‪‬ﻭﻝ ﺩﺩﻱ ﻻﺭﻱ ﮐﻴﺪﺍﻱ ﺷﻲ ﻳﻮ ﻓﺮﺩ ﺧﭙﻠﻲ ﺳﺘﻮﻧﺰﻱ ﺩﻧ‪ ‬ﺩﻫﺮ‬
‫ﻫﻴﻮﺍﺩ ‪‬ﺨﻪ ﺣﻞ ﮐ‪‬ﻱ‪ .‬ﭘﻪ ﺗﻠﻮﻳﺰﻳﻮﻥ ﮐﯥ ﻫﻢ ﻧﻦ ﻭﺭ‪ ‬ﺯﻳﺎﺗﻮ ﻫﻴﻮﺍﺩﻭ ﮐﯥ ﺩﻣﺨﺘﻠﻔﻮ‬
‫ﻣﻀﻤﻮﻧﻮﻧﻮﺗﺪﺭﻳﺲ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ ﭼﯥ ﺍﻭﺭﯾﺪﻭﻧﮑﻲ ﺍﻭ ﻟﻴﺪﻭﻧﮑﻲ ﭘﻪ ﺧﭙﻠﻮ ﮐﻮﺭﻭﻧﻮ ﮐﯥ‬
‫ﻧﺎﺳﺖ ﺍﻭﺯﺩﻩ ﮐ‪‬ﻩ ﺗﺮﺳﺮﻩ ﮐﻮﻱ‪.‬‬

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‫ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ‪‬ﺎﻧ‪‬ﺗﻴﺎﻭﻱ‪:‬‬
‫ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺑﺎﻳﺪﺳﺎﺩﻩ‪ ،‬ﻣﺤﻴﻄﻲ ﺍﻭﺍﺭﺯﺍﻧﻪ ﻭﻱ‪.‬‬ ‫‪.1‬‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﮊﻭﻧﺪ ﺳﺮﻩ ﺍ‪‬ﻳﮑﯥ ﻭﻟﺮﻱ‪.‬‬ ‫‪.2‬‬
‫ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺭﻭ‪‬ﺎﻧﻪ ﺍﻭ‪‬ﮑﺎﺭﻩ ﻭﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﺭﺳﺮﻩ ﺩﻣﺨﻪ ﺑﺎﻳﺪ ﺁﺷﻨﺎﻳﻲ‬ ‫‪.3‬‬
‫ﻭﻟﺮﻱ‪.‬‬
‫ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺩﺩﺭﺱ ﺩﻣﻮﺿﻮﻉ ﺳﺮﻩ ﺍ‪‬ﻳﮑﯥ ﻭﻟﺮﻱ‪.‬‬ ‫‪.4‬‬
‫ﮐﺎﻓﻲ ﺍﻭ ﻣﮑﻤﻞ ﻭﻱ‪.‬‬ ‫‪.5‬‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﻟﭙﺎﺭﻩ ﺩﺍﺳﺘﻔﺎﺩﯤ ﻭ‪ ‬ﻭﻱ‪.‬‬ ‫‪.6‬‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﺍﻭﺩﻫﻐﻮﻱ ﺩﻋﻼﻗﻲ ﺍﻭﺍﺳﺘﻌﺪﺍﺩ ﺳﺮﻩ ﺑﺮﺍﺑﺮﯤ ﻭﻱ‪.‬‬ ‫‪.7‬‬
‫ﺩﺧﻠﮑﻮ ﺩﺭﺳﻢ ﺍﻭﺭﻭﺍﺝ ﺳﺮﻩ ﺑﺮﺍﺑﺮﻭﻱ‪.‬‬ ‫‪.8‬‬
‫ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﻫﺮﯤ ﻧﻘﻄﻲ ‪‬ﺨﻪ ﻭﻟﻴﺪﻝ ﺷﻲ‪.‬‬ ‫‪.9‬‬
‫ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺑﺎﻳﺪﻧﺎﻭ‪‬ﻩ ﺍﻭﻣﻨﻔﻲ ﺍﻏﻴﺰﯤ ﻭﻧﻠﺮﻱ ﺍﻭﭘﻪ ﮊﻭﻧﺪ ﮐﯥ ﻣﺜﺒﺖ ﺗﻐﻴﺮﺍﺕ‬ ‫‪.10‬‬
‫ﺭﺍﻭﻟﻲ‪.‬‬

‫ﺩ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭﻣﻨﺎﺑﻊ‪:‬‬
‫ﮐﻪ ‪‬ﻪ ﻫﻢ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭﻣﻨﺎﺑﻊ ‪‬ﻳﺮﺯﻳﺎﺕ ﺩﻱ ﺧﻮﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﭘﺮﻭ‪‬ﺮﺍﻡ ﮐﯥ‬
‫ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﻣﻨﺎﺑﻊ ﻋﺒﺎﺭﺕ ﺩﻱ ﻟﻪ‪:‬‬
‫‪ .1‬ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﻧﻨﻪ ﻣﻨﺎﺑﻊ‪ :‬ﻣﻌﻮ ﹰﻻ ﺩﺗﻌﻠﻴﻤﻲ ﮐﺎﻝ ﭘﻪ ﭘﺎﻱ ﮐﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺁﻣﺮﻳﻦ‪ ،‬ﺗﺮﺑﻴﻮﻱ‬
‫ﻫﯿﺌﺖ ﮐ‪‬ﻴﻨﻲ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﻣﺨﺘﻠﻔﻮ ﻣﻮﺿﻮﻋﺎﺗﻮ‪ ،‬ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﻫﮑﻠﻪ ﺗﺼﻤﻴﻢ ﻧﻴﺴﻲ‪.‬‬
‫‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﭼﯥ ﺩﺿﺮﻭﺭﺕ ﻭ‪ ‬ﺩﺭﺳﯥ ﻣﻮﺍﺩﻭ ﻟﺴﺖ ﺩﯤ ﻣﺠﻠﺲ ﺗﻪ ﻭ‪‬ﺍﻧﺪﯤ‬
‫ﮐ‪‬ﻱ ﺍﻭﺩﺗﺮﺑﻴﻮﻱ ﻫﻴﺎﹰﺕ ﭘﻪ ﻣﺸﻮﺭﻩ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‪ ،‬ﻮﻭﻧﮑﻮ ﺍﻭ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩ ﺍﺩﺍﺭﯤ ﻟﻪ‬
‫ﻻﺭﯤ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﺗﻴﺎﺭﻭﻟﻮ ﮐﯥ ﺍﻗﺪﺍﻡ ﻭﮐ‪‬ﻱ‪.‬‬

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‫‪ .2‬ﺩﻣﺤﻴﻂ ﺍﻭ ﺩ‪‬ﻮﻟﻨﯥ ﺩﻧﻨﻪ ﻣﻨﺎﺑﻊ‪ :‬ﮐﻠﻪ ﭼﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﺑﺎﻧﺪﯤ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭﭘﻪ‬

‫ﺗﻴﺎﺭﻭﻟﻮﮐﯥ ﺍﻗﺪﺍﻡ ﮐﻴ‪‬ﻱ ﻻﺯﻣﻪ ﺩﻩ ﭼﯥ ﺩﺳﺘﻮﻧﺰﻭ ﺩﻟﺮﯤ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﻳﻮ ﺻﺤﻴﺢ ﭘﻼﻥ ﺟﻮ‪‬‬
‫ﺷﻲ‪ .‬ﺮﻧ‪‬ﻪ ﭼﯥ ﺩ‪‬ﻮﻟﻨﻲ ﺧﻠﮏ ﺩﻣﺮﺳﺘﯥ ﺍﻏﻴﺰﻣﻨﻪ ﻣﻨﺒﻊ ﺩﻩ‪ ،‬ﺍﻣﮑﺎﻥ ﻟﺮﻱ ﭼﯥ ﭘﻪ ‪‬ﻮﻟﻨﻪ ﮐﯥ‬
‫‪‬ﻳﺮ ﺯﻳﺎﺕ ﻣﺎﻫﺮﻩ ﺍﻭﺩﻓﻦ ﻣﺘﺨﺼﺼﻴﻦ ﻣﻮﺟﻮﺩ ﻭﻱ ﮐﻠﻪ ﭼﯥ ﺩﻫﻐﻮﻱ ﻣﺮﺳﺘﯥ ﮐﻮﻟﻮﺗﻪ ﺍﻣﺎﺩﻩ‬
‫ﻭﻱ ﺩﻫﻐﻮﻱ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻮ ﻳﺎ ﺩﺍﭼﯥ ﺩﺿﺮﻭﺭﺕ ﻭ‪ ‬ﻴﻨﻲ ﻣﻮﺍﺩ ﺩﻫﻐﻮﻱ ‪‬ﺨﻪ ﺩﻳﻮ ‪‬ﻪ‬
‫ﻭﺧﺖ ﻟﭙﺎﺭﻩ ﺍﻣﺎﻧﺖ ﻭﻏﻮ‪‬ﺘﻞ ﺷﻲ ﺗﺮ‪‬ﻮ ﺑﻲ ﻟﻪ ﺳﺘﻮﻧﺰﻭ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﻭﮐ‪‬ﻱ‪.‬‬
‫‪ .3‬ﻧﻮﺭﻱ ﻣﻨﺎﺑﻊ‪ :‬ﻴﻨﯥ ﻣﻮﺳﺴﯥ‪ ،‬ﺍﺩﺍﺭﯤ ﺍﻭ ﺩﻓﺘﺮﻭﻧﻪ ﭼﯥ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﺗﺮ‪‬ﻨ‪ ‬ﻣﻮﻗﻌﻴﺖ‬
‫ﻟﺮﻱ‪ ،‬ﮐﻴﺪﺍﻱ ﺷﻲ ﺩﺿﺮﻭﺭﺕ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﻣﺮﺳﺘﻪ ﻭﻏﻮ‪‬ﺘﻞ ﺷﻲ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ‬
‫ﭘﺨﭙﻠﻪ ‪‬ﻮﻭﻧﮑﻰ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﻢ ﮐﻮﻻﻱ ﺷﻲ ﺩ‪‬ﻴﻨﻮﻣﻮﺍﺩﻭﭘﻪ ﺟﻮ‪‬ﻭﻝ ﺍﻭ ﺗﻴﺎﺭﻭﻟﻮ ﮐﯥ‬
‫ﭘﻮﺭﻩ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ﺍﻭﺣﺘﺎ ‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﺩﻣﺤﻴﻄﻲ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ ﭘﻪ ﺍﺭﺯﺍﻧﻪ ﻗﻴﻤﺖ‬
‫ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺟﻮ‪ ‬ﺍﻭﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪.‬‬

‫ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ‪‬ﻮﺩﻝ‪ :‬ﺩﻫﺮ ‪‬ﻭﻝ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ‪‬ﻮﺩﻝ ‪‬ﻴﻨﯥ ﻣﺮﺣﻠﯥ‬
‫ﺍﺣﺘﻮﺍ ﮐﻮﻱ ﭼﯥ ﭘﻪ ﻻﻧﺪﯤ ﺗﻮ‪‬ﻪ ﻳﯥ ﺑﻴﺎﻧﻮﻭ‪:‬‬
‫ﺩﺩﺭﺱ ‪‬ﺨﻪ ﺩﻣﺨﻪ ﻣﺮﺣﻠﻲ‪:‬‬
‫– ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﭘﻪ ﺩﺭﺳﻲ ﭘﻼﻥ ﮐﯥ ﺩﺫﮐﺮﺷﻮﻱ ﻫﺪﻑ ﺳﺮﻩ ﻣﺴﺘﻘﻴﻤﹰﺎ ﺍ‪‬ﻳﮑﻲ ﻟﺮﻱ‪.‬‬
‫– ﮐﻪ ‪‬ﻴﻨﯥ ﺗﺨﻨﻴﮑﻲ ﻣﻮﺍﺩ ﭘﻪ ﺩﺭﺱ ﮐﯥ ﭘﻪ ﮐﺎﺭﻭ‪‬ﻝ ﮐﻴ‪‬ﻱ ﺑﺎﻳﺪ ‪‬ﻮﻭﻧﮑﻰ ﺩﻣﺨﻪ‬
‫‪‬ﺎﻥ ﻗﺎﻧﻊ ﮐ‪‬ﻱ ﭼﯥ ﮐﺎﺭ ﮐﻮﻱ ﺍﻭ ﮐﻪ ﻧﻪ؟‬

‫ﺩﺩﺭﺱ ﭘﻪ ﺑﻬﻴﺮ ﮐﯥ ﻣﺮﺣﻠﻪ‪ :‬ﮐﻠﻪ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻫﻐﻪ ﺧﻮﺍ ﺍﻭ ﺩﯤ‬
‫ﺧﻮﺍ ‪‬ﺮ‪‬ﻲ ﺑﺎﻳﺪ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺍﻭﺭﻳﺪﻧﻲ ﺍﻭ ﻟﻴﺪﻧﯥ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ‪‬ﻮﺩﻭﻟﻮ ﮐﯥ ﻫﻢ‬
‫ﻼ ﻫﺮ ﺷﻲ ﺗﻪ ﺍﺷﺎﺭﻩ ﻭﮐ‪‬ﻱ‪ .‬ﺍﻭﻫﻐﻪ ﻭﺳﺎﻳﻠﻮﺗﻪ ﭼﯥ‬ ‫ﻭﺭﻭ ﻭﺭﻭ ﺣﺮﮐﺖ ﻭﮐ‪‬ﻱ ﺍﻭ ﻋﻤ ﹰ‬
‫ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﭘﻪ ﺷﮑﻞ ‪‬ﻮﺩﻝ ﮐﻴ‪‬ﻱ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻮﺟﻪ ﺟﻠﺐ ﮐ‪‬ﻱ ﺍﻭ ﻭﺭﺗﻪ ﭘﻪ‬
‫‪‬ﻮﺗﻪ ﮐ‪‬ﻱ ﭼﯥ ﺩﺩﺭﺱ ﭘﻪ ﭘﺎﯤ ﮐﯥ ﺩﻣﻮﺍﺩﻭ ﭘﻪ ﺍ‪‬ﻩ ﺳﺘﺎﺳﻮ ‪‬ﺨﻪ ﻟﻨ‪‬ﻩ ﺍﺯﻣﻮﻳﻨﻪ ﺍﺧﺴﺘﻞ‬

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‫ﮐﻴ‪‬ﻱ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﺩﺭﺱ ﻟﻨ‪‬ﻳﺰ ﺩﺩﺭﺱ ﭘﻪ ﭘﺎﯤ ﮐﯥ ﺑﺎﻳﺪ ﺗﮑﺮﺍﺭ ﮐ‪‬ﻱ ﺍﻭﺑﻴﺎ ﻟﻪ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ‪‬ﻴﻨﻲ ﭘﻮ‪‬ﺘﻨﻲ ﻭﺷﻲ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﺩﺩﺭﺱ ﭘﻪ ﺗﮑﺮﺍﺭ ﮐﯥ‬
‫ﻣﺮﺳﺘﻪ ﻭﮐ‪‬ﻱ‪.‬‬

‫ﺩﺩﺭﺱ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻣﺮﺣﻠﻪ‪ :‬ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺑﺎﻳﺪ ﺩﺍﺳﺘﻔﺎﺩﯤ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﭘﻪ ﻳﻮ‬
‫ﻣﺤﻔﻮﻅ ‪‬ﺎﻱ ﮐﯥ ﻭﺳﺎﺗﻞ ﺷﻲ‪.‬‬

‫ﺩﻳﺎﺩﻭﻟﻮ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺍﻫﻤﻴﺖ‪ :‬ﺩﻳﺎﺩﻭﻟﻮ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﺑﺎﻳﺪ ﺩﻭﻩ ﺍﺻﻠﻪ‬
‫ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪:‬‬
‫‪ .1‬ﻮﻭﻧﮑﻰ ﺩﻳﺎﺩﻭﻟﻮ ﺩﻋﻤﻠﻴﯥ ﻣﻬﻢ ﻋﻨﺼﺮ ﺑﻠﻞ ﮐﻴ‪‬ﻱ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺩﻳﺎﺩﻭﻟﻮ ﭘﻪ‬
‫ﭘﺮﻭﺳﻪ ﮐﯥ ﻳﻮﺍ‪‬ﻲ ﻣﺮﺳﺘﻨﺪﻭﻱ ﺩﻱ ﺩﺍ‪‬ﻮﻭﻧﮑﻰ ﺩﻱ ﭼﯥ ﺩﻳﺎﺩﻭﻟﻮ ﭘﻪ ﭘﺮﻭﺳﻪ ﮐﯥ‬
‫ﻟﻮﻣ‪‬ﻧ‪ ‬ﻣﻨﺒﻊ ‪‬ﻠﻲ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪ .2‬ﻫﻐﻪ ﻣﻌﻠﻮﻣﺎﺕ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﺗﺮﻻﺳﻪ ﮐﻮﻱ ﺩﻣﻮﺍﺩﻭﭘﻪ ‪‬ﻮﺩﻟﻮﻭ ﭘﻮﺭﯤ‬
‫ﻣﺴﺘﻘﻴﻤﹰﺎ ﺍ‪‬ﻩ ﻟﺮﻱ‪:‬‬
‫ﭘﻪ ﻻﻧﺪﯤ ﮐﺮ‪‬ﻮ ﮐﯥ ﺩﻳﻮ ﻓﺮﺩ ﺩﻳﺎﺩﻭﻧﯥ ﺍﺳﺘﻌﺪﺍﺩ ‪‬ﻮﺩﻝ ﮐﻴ‪‬ﻱ‪:‬‬
‫– ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﻭﺍﻳﻲ ﺍﻭﮐﻲ ﻳﯥ ﭘﻪ ﺳﻠﻮ ﮐﯥ ‪ 90‬ﻳﺎﺩ ﮐﯥ ﭘﺎﺗﯥ ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﻭﺍﻳﻲ ﺍﻭ ﻟﻴﮑﻲ ﻳﯥ ﭘﻪ ﺳﻠﻮ ﮐﯥ ‪ 70‬ﻳﺎﺩ ﮐﯥ ﭘﺎﺗﯥ ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﺍﻭﺭﻱ ﺍﻭ ﻭﻳﻨﻲ ﭘﻪ ﺳﻠﻮ ﮐﯥ ‪ 50‬ﻳﺎﺩ ﮐﯥ ﭘﺎﺗﻲ ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﻭﻳﻨﻲ ﭘﻪ ﺳﻠﻮ ﮐﯥ ‪ 30‬ﻳﺎﺩ ﮐﯥ ﭘﺎﺗﯥ ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﺍﻭﺭﻱ ﭘﻪ ﺳﻠﻮ ﮐﯥ ‪ 20‬ﻳﺎﺩ ﮐﯥ ﭘﺎﺗﯥ ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﻟﻮﻟﻲ ﭘﻪ ﺳﻠﻮ ﮐﯥ ‪ 10‬ﻳﺎﺩ ﮐﯥ ﭘﺎﺗﻲ ﮐﻴ‪‬ﻱ‪.‬‬

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‫ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩﻭﻧﻪ ‪Teaching methods‬‬

‫ﺩﻳﻮ ﻣﺴﻠﮑﻲ ‪‬ﻮﻭﻧﮑﻰ ﻟﭙﺎﺭﻩ ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﻳﺎﺩ ﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩﻭﻧﻪ ﺩﺍﺭﺯ‪‬ﺖ ﻭ‪‬‬
‫ﺩﻱ‪ .‬ﭘﻪ ﺩﻱ ﻋﻠﺖ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭﺭﻭﺯﻧﯥ ﻟﻪ ﺑﺤﺜﻮﻧﻮ ‪‬ﺨﻪ ﻳﻮﻫﻢ ﺩﺗﺪﺭﻳﺲ ﺩﻣﻴﺘﻮﺩﻭﻧﻮ ﺯﺩﻩ‬
‫ﮐﻮﻝ ﺩﻱ ‪‬ﮑﻪ ﭼﯥ ﺩﺩﯤ ﻻﺭﯤ ‪‬ﺨﻪ ﺗﺪﺭﻳﺲ‪ ،‬ﻮﻭﻧﮑﻰ ﮊﺭ ﻫﺪﻑ ﺗﻪ ﺭﺳﻮﻱ‪ .‬ﻳﻌﻨﻲ ﻫﻐﻪ‬
‫ﻫﺪﻓﻮﻧﻪ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻝ ﺷﻮﻳﺪﻱ ﭘﻪ ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ ﻻﺱ‬
‫ﺗﻪ ﺭﺍﻭ‪‬ﻻﻱ ﺷﻲ‪ .‬ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ‪‬ﻮﻭﻧﮑﻰ ﺭﻫﻨﻤﺎﻳﻲ ﮐﻮﻱ ﺍﻭ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻰ‬
‫ﺍﻭﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻧﺪﯤ ﺍﻭ ﺭﻭﻟﻮﻧﻪ ﺗﻌﻴﻦ ﮐﻴ‪‬ﻱ ﭘﻪ ﺩﻱ ﻣﻌﻨﺎ ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ﺗﻪ ‪‬ﺊ‪،‬ﻨ‪‬ﻪ‬
‫ﺩﺭﺱ ﻭﺭﮐ‪‬ﻱ ﺍﻭﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻣﺠﺒﻮﺭ ﻭﻱ ﭼﯥ ‪‬ﻨ‪‬ﻪ ﻟﻪ ‪‬ﻮﻭﻧﮑﻰ ‪‬ﺨﻪ ﭘﻮﻩ ﺗﺮﻻﺳﻪ‬
‫ﮐ‪‬ﻱ‪.‬‬
‫‪‬ﺮﻧ‪‬ﻪ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ ﺯﻳﺎﺕ ﺩﺍﻫﻤﻴﺖ ﻭ‪ ‬ﺩﻱ ﻧﻮ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﺗﺪﺭﻳﺲ‬
‫ﻣﺨﺘﻠﻒ ‪‬ﻭﻟﻮﻧﻪ ﻭﭘﻴﮋﻧﻲ‪ .‬ﺩﻫﻐﻲ ﻣﺜﺒﺖ ﺍﻭ ﻣﻨﻔﻲ ‪‬ﮑﻮﺗﻪ ﺗﻮﺟﻪ ﻭﮐ‪‬ﻱ‪ .‬ﮐﻪ ‪‬ﻪ ﻫﻢ ﺩﺗﺪﺭﻳﺲ‬
‫ﻣﻴﺘﻮﺩﻭﻧﻪ ﺯﻳﺎﺕ ﺩﻱ ﻣﻮ‪ ‬ﺩﻫﻐﻮ ﻟﻪ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩ‪‬ﻮ ﻣﻴﺘﻮﺩﻭﻧﻮ ﻳﺎﺩﻭﻧﻪ ﮐﻮﺅ ﺍﻭ ﻫﻐﻪ ﻣﻴﺘﻮﺩﻭﻧﻪ‬
‫ﺑﻪ ﺗﺮﮐﺘﻨﯥ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻮ ﭼﯥ ﻣﺤﺘﺮﻡ ‪‬ﻮﻭﻧﮑﻰ ﺑﻪ ﺯﻳﺎﺗﺮﻩ ﻭﺧﺖ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻟﻪ ﻫﻐﻲ‬
‫‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‪:‬‬

‫‪ .1‬ﺩﺧﻄﺎﺑﯥ )ﻟﮑﭽﺮ( ﻣﻴﺘﻮﺩ ‪ :Lecture method‬ﻟﮑﭽﺮ ﭘﻪ ﻟﻐﺖ ﮐﯥ ﺧﺒﺮﻱ‬

‫ﮐﻮﻝ‪ ،‬ﮐﻨﻔﺮﺍﻧﺲ ﻭﺭﮐﻮﻟﻮ‪ ،‬ﻭﺍﻗﻌﻴﺘﻮﻧﻪ ﺍﻭ ﺍﺳﺎﺳﻲ ﻣﻔﺎﻫﻴﻢ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟ‪ ‬ﺷﺎﻧﺘﻪ ﻟﻮﻱ‬
‫‪‬ﺮﻭﭖ ﺗﻪ ‪‬ﺊ‪.‬‬
‫ﺩﻟﮑﭽﺮ ﻣﻴﺘﻮﺩ ﻳﻮ ﭘﺨﻮﺍﻧﻲ ﻣﻴﺘﻮﺩ ﺩﻱ ﭼﯥ ﺗﻘﺮﻳﺒﹰﺎ ‪ 2000‬ﮐﺎﻟﻪ ﺩﻣﺨﻪ ﭘﻪ ﭘﻪ ﻳﻮﻧﺎﻥ‬
‫ﺍﻭ ﺭﻭﻡ ﮐﯥ ﺭﻭﺍﺝ ﺩﺭﻟﻮﺩ‪ .‬ﺩﻟﮑﭽﺮ ﻣﻴﺘﻮﺩ ﺩﻋﺎﺩﻱ ﺧﺒﺮﯤ ﮐﻮﻟﻮﻳﺎ ﮐﻨﻔﺮﺍﻧﺲ ﻭﺭﮐﻮﻟﻮ ‪‬ﺨﻪ‬
‫ﻓﺮﻕ ﻟﺮﻱ‪ .‬ﭘﻪ ﻋﺎﺩﻯ ﻭﻳﻠﻮ ﮐﯥ ﺩﻳﻮ ﺷﻲ ﻗﻀﻴﻪ ﻳﺎ ﺍﺩﻋﺎ ﺑﻴﺎﻧﻴ‪‬ﻱ ﺧﻮ ﭘﻪ ﻟﮑﭽﺮ ﮐﯥ ﻏﻮﺭﻩ‬
‫ﺷﺮﻁ ﺩﻫﻐﻲ ﺗﻮﺿﻴﺢ ﺍﻭ ﺗﺸﺮﻳﺢ ﺩﻩ‪ .‬ﭘﻪ ﻟﮑﭽﺮ ﮐﯥ ﻣﻮﺿﻮﻋﺎﺕ ﺩﻟﻴﺪ‪ ،‬ﻣﻮﺩﻝ ﻳﺎ ﻧﻤﺎﻳﺶ ﭘﻪ‬

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‫ﻭﺍﺳﻄﻪ ﺗﻮﺿﻴﺢ ﮐﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﻳﻮ ﺷﮑﻞ ﺳﺮﻩ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﺮﮐﺖ ﭘﮑﯥ ﺍﺣﺘﻮﺍ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺩﮐﻮﭼﻨﻴﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺑﺎﻳﺪ ﺩﺍﻭ‪‬ﺩﻭ ﺑﻴﺎﻧﻴﻮ ‪‬ﺨﻪ ‪‬ﺎﻥ ﻭﺳﺎﺗﻞ ﺷﻲ‪.‬‬
‫‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﯤ ‪‬ﮑﻲ ﺗﻪ ﻣﺘﻮﺟﻪ ﻭﻱ ﭼﯥ ﺩﻟﮑﭽﺮ ﻫﻐﻪ ﻣﻴﺘﻮﺩ ﭼﯥ ﻣﻮ‪ ‬ﺩﻟﺘﻪ ﺗﺮﺑﺤﺚ‬
‫ﻻﺩﯤ ﻧﻴﻮﻟﻲ ﺩﻱ ﻟﻪ ﻫﻐﻪ ﻟﮑﭽﺮ ‪‬ﺨﻪ ﭼﯥ ﺩﻭﯤ ﭘﻪ ﻟﻮ‪‬ﻭ ﺗﺤﺼﻴﻠﻲ ﻣﻮﺳﺴﻮ ﮐﯥ ﻟﻴﺪﻟﻲ‬
‫ﺩﻱ‪ ،‬ﻓﺮﻕ ﮐﻮﻱ‪ .‬ﻮﻭﻧﮑﻰ ﻫﻐﻪ ﻣﻄﻠﺐ ﭼﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﻟﮑﭽﺮ ﺩﻣﻴﺘﻮﺩ ﭘﻪ ﻭﺍﺳﻄﻪ‬
‫ﺗﻮﺿﻴﺢ ﮐﻮﻱ ﺩﺍﺳﯥ ﻃﺮﺡ ﺍﻭ ﭘﻼﻥ ﮐ‪‬ﻭ ﭼﯥ ﻭﮐﻮﻻﻱ ﺷﻲ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺫﻭﻕ ﺍﻭ ﻋﻼﻗﻪ‬
‫ﺍﻋﻈﻤﻲ ﺣﺪ ﺗﻪ ﻭﺭﺳﻮﻱ‪ .‬ﻫﺪﻑ ﺗﻪ ﺩﺭﺳﻴﺪﻟﻮ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﻤﺮﻳﻦ ﮐ‪‬ﻱ ﺩﻣﻮﺿﻮﻉ ﺩ‪‬ﻪ ﻳﺎﺩﻭﻟﻮ‬
‫ﻟﭙﺎﺭﻩ ﺳﻮﺍﻟﻮﻧﻪ ﺍﻭﺻﻨﻔﻲ ﺑﺤﺜﻮﻧﻪ ﺗﺮﺳﺮﻩ ﮐ‪‬ﻱ‪.‬‬
‫ﺩﻟﮑﭽﺮ ﭘﻪ ﻣﻴﺘﻮﺩ ﮐﯥ ﻣﻀﻤﻮﻥ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﺩﻱ‪ .‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﭘﻪ ﺗﺪﺭﻳﺲ‬
‫ﮐﯥ ﮐﻤﻪ ﺑﺮﺧﻪ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ ﺍﻭ ﺗﺪﺭﻳﺲ ﻟﮑﻪ ﻳﻮ ﻃﺮﻓﻪ ﺗﺮﺍﻓﻴﮏ ﭘﺮﻣﺦ ‪‬ﻲ‪ .‬ﺩﺍ ﻣﻴﺘﻮﺩ‬
‫‪‬ﻴ‪‬ﯥ ﺍﻭ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﯤ ﻟﺮﻱ ﭼﯥ ﺩﻟﺘﻪ ﻳﯥ ﻳﺎﺩﻭﻧﻪ ﮐﻮﺅ‪.‬‬

‫‪‬ﻴﮕ‪‬ﯥ‪:‬‬
‫‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﭘﻪ ﮐﻮﻡ ﻭﺧﺖ ﮐﯥ ﺯﻳﺎﺕ ﻣﻄﺎﻟﺐ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺗﺪﺭﻳﺲ‬ ‫–‬
‫ﮐ‪‬ﻱ‪.‬‬
‫‪‬ﺮﻧ‪‬ﻪ ﭼﯥ ﺩﻟﮑﭽﺮ ﺩﻣﻴﺘﻮﺩ ﻏﻮﺭﻩ ﺧﺎﺻﻴﺖ ﺗﻮﺿﻴﺢ ﺍﻭ ﺗﺸﺮﻳﺢ ﺩﻩ ﺩﺩﯤ ﺭﻭﺵ‬ ‫–‬
‫‪‬ﺨﻪ ﭘﻪ ‪‬ﻪ ﺍﺧﺴﺘﻨﻪ ‪‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﺯﻳﺎﺕ ﻋﻤﻠﻲ ﻣﻮﺿﻮﻋﺎﺕ‪ ،‬ﻣﻐﻠﻖ‬
‫ﻣﻔﺎﻫﻴﻢ ﺍﻭ ﮊﻭﺭﯤ ‪‬ﻮﻭﻧﯿﺰﯤ ﻣﻔﮑﻮﺭﻱ ﺗﻮﺿﻴﺢ ﺍﻭ ﺗﺸﺮﻳﺢ ﮐ‪‬ﻱ‪.‬‬
‫‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﺩﻱ ﺭﻭﺵ ﮐﯥ ﺯﻳﺎﺕ ﺁﻓﺎﻗﻲ ﺍﻭ ﻋﻤﻮﻣﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﻻﻱ‬ ‫–‬
‫ﺷﻲ‪.‬‬
‫ﭘﻪ ﻋﻤﻠﻲ‪ ،‬ﻣﺴﻠﮑﻲ ﺍﻭ ﺻﻨﻔﻮﻧﻮ‪ ،‬ﮐﻨﻔﺮﺍﻧﺴﻮﻧﻮﮐﯥ ﻟﻪ ﺩﯤ ﺭﻭﺵ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ‬ ‫–‬
‫ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺩﺩﯤ ﻣﻴﺘﻮﺩ ‪‬ﻪ ﺩﺍﺩﻩ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺫﻫﻦ ﺩﻫﻐﻪ ﻣﻮﺿﻮﻋﺎﺗﻮ ﻟﭙﺎﺭﻩ ﺍﻣﺎﺩﻩ‬ ‫–‬
‫ﮐﻮﻱ ﭼﯥ ﻟﻮ‪‬ﻭ ﺗﺤﺼﻴﻠﻲ ﻣﻮﺳﺴﻮ ﮐﯥ ﭘﻪ ﮐﺎﺭﻳ‪‬ﻱ‪.‬‬

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‫– ﺩﻫﺮﺩﺭﺱ ﺩﻟﻨ‪‬ﻳﺰ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﻟﻮ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﺴﺘﻞ ﮐﻴ‪‬ﻱ‪.‬‬

‫– ﭘﻪ ﺩﯤ ﺭﻭﺵ ﮐﯥ ﮐﻴﺪﺍﻱ ﺷﻲ ﭼﯥ ﻳﻮ ‪‬ﻮﻭﻧﮑﻰ ‪‬ﻮ ﺻﻨﻔﻮﻧﻮ ﺗﻪ ﺗﺪﺭﻳﺲ ﻭﮐ‪‬ﻱ‪.‬‬

‫ﻧﻴ‪‬ﺗﻴﺎﻭﯤ‪:‬‬
‫ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩﮐﯥ ﺩﭘﻮﻫﯥ ﺍﻭ ﻣﻌﻠﻮﻣﺎﺕ ﺍﻧﺘﻘﺎﻝ ﺯﻳﺎﺕ ﺩﻱ ﺧﻮﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﭘﻪ‬ ‫–‬
‫ﮐﻤﻪ ﭘﻴﻤﺎﻧﻪ ﺍﺧﻠﻲ‪.‬‬
‫ﭘﻪ ﻟﮑﭽﺮ ﻣﻴﺘﻮﺩ ﮐﯥ ‪‬ﻮﻭﻧﮑﯥ ﺩﺗﺪﺭﻳﺲ ﻣﺮﮐﺰ ﺍﻭ ﻣﻀﻤﻮﻥ ﺗﺪﺭﻳﺲ ﻣﺤﻮﺭﺩﻱ ﺍﻭ‬ ‫–‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮﺍﺯﻱ ﺩﺭﺱ ﺍﻭﺭﻱ ﺍﻭ ﺑﺮﺧﻪ ﭘﮑﯥ ﻧﻪ ﺍﺧﻠﻲ‪.‬‬
‫ﭘﻪ ﺩﯤ ﺭﻭﺵ ﮐﯥ ﻓﻌﺎﻟﻴﺖ ﻳﻮ ﻃﺮﻓﻪ ﻭﻱ ﻧﻮ ‪‬ﻮﻭﻧﮑﻰ ﻫﻐﻪ ﺷﻲ ﭼﯥ ﺗﺪﺭﻳﺲ ﮐﻮﻱ‬ ‫–‬
‫ﺍﺭﺯﻳﺎﺑﻲ ﮐﻮﻻﻱ ﻧﺸﻲ‪.‬‬
‫ﺩﺍﻣﻴﺘﻮﺩ ﺗﻘﺮﻳﺒﹰﺎ ﺩﻳﮑﺎ ﺗﻮﺭﻱ ‪‬ﻭﻟﻪ ﺩﻱ ﺍﻭ ‪‬ﻮﻭﻧﮑﻰ ﺧﭙﻞ ﻧﻈﺮ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫–‬
‫ﺗﺤﻤﻴﻠﻮﻱ‪.‬‬
‫ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﻮﻳﯥ ﺳﺮﻩ ﺑﺮﺍﺑﺮ ﺗﺪﺭﻳﺲ ﻧﺸﻲ‬ ‫–‬
‫ﮐﻮﻻﻱ‪.‬‬
‫ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﻧﺸﻲ ﮐﻮﻻﻱ ﺩﺩﺭﺱ ﭘﻪ ﭘﺎﯤ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫–‬
‫ﺗﻮﺟﻪ ﺟﻠﺐ ﮐ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮊﺭ ﺳﺘ‪‬ﻱ ﮐﻴ‪‬ﻱ ﺍﻭ ﺩﻣﻮﺿﻮﻋﺎﺗﻮﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ‬ ‫–‬
‫ﮐﯥ ﺩﺳﺘﻮﻧﺰﻭ ﺳﺮﻩ ﻣﺨﺎﻣﺦ ﮐﻴ‪‬ﻱ‪.‬‬

‫ﻳﺎﺩﻭﻧﻪ‪ :‬ﻮﻭﻧﮑﻰ ﮐﻮﻻﻱ ﺷﻲ ﺩﻣﻬﻤﻮ ﻧﻘﻄﻮ ﺩﻭﺿﺎﺣﺖ‪ ،‬ﻳﺎﺩﺩﺍﺷﺖ ﺍﺧﺴﺘﻠﻮ ﻣﻮﺍﺩﻭ ﺍﻣﺎﺩﻩ‬
‫ﮐﻮﻟﻮ‪ ،‬ﺻﻨﻔﻲ ﻣﺒﺎﺣﺜﻮﻧﻪ ﺩﻭﺧﺖ ﻭﺭﮐﻮﻟﻮ‪ ،‬ﺩﻟﮑﭽﺮ ﻧﻮ‪ ‬ﭘﻪ ﻭﺭﮐﻮﻟﻮ ﺳﺮﻩ ﺩﺍ ﻣﻴﺘﻮﺩ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺗﻪ ‪‬ﻮﺭ ﻭ‪‬ﺮ‪‬ﻮﻱ‪.‬‬
‫ﻳﻮ ﺑﻞ ‪‬ﻭﻝ ﻣﻴﺘﻮﺩ ﭼﯥ ﺩﺷﻔﺎﻫﻲ ﻣﻴﺘﻮﺩ ﭘﻪ ﻧﺎﻣﻪ ﻳﺎﺩﻳ‪‬ﻱ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺯﺩﻩ‬
‫ﮐ‪‬ﯤ ﭘﻪ ﺑﻬﻴﺮ ﮐﯥ ﺯﻳﺎﺕ ﺍﻫﻤﻴﺖ ﻟﺮﻱ‪ .‬ﺮﻧ‪‬ﻪ ﭼﯥ ﭘﻪ ﭘﺮﻣﺦ ﺗﻠﻠﻮ ﻫﻴﻮﺍﺩﻭﮐﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ‬

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‫ﺭﻭﺯﻧﯥ ﭘﻪ ﺍ‪‬ﻩ ﺩﺭﺳﻲ ﻋﺼﺮﻱ ﻭﺳﺎﻳﻞ ﺯﻳﺎﺕ ﺩﻱ ﺩﻋﻤﻠﻲ ﺍﻭ ﺗﺠﺮﺑﻲ ﻣﻴﺘﻮﺩﻭﻧﻮ ‪‬ﺨﻪ ﮐﺎﺭ‬
‫ﺍﺧﻠﻲ ﺧﻮ ﻭﺭﻭﺳﺘﻪ ﭘﺎﺗﯥ ﻳﺎﻟ‪ ‬ﭘﺮﻣﺦ ﺗﻠﻠﻲ ﻫﻴﻮﺍﺩﻭﻧﻮ ﮐﯥ ﺩﺭﺳﻲ ﻭﺳﺎﻳﻞ ﮐﻢ ﺩﻱ ﺩﻭﯤ ﭘﻪ‬
‫ﺗﺪﺭﻳﺲ ﮐﯥ ﭘﻪ ﺗﻴﺮﻩ ﺑﻴﺎ ﺩﻟﻮﻣ‪‬ﻧﻴﻮ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺩﺷﻔﺎﻫﻲ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﺯﻳﺎﺕ‬
‫ﮐﺎﺭ ﺍﺧﻠﻲ ﺩﺍﻣﻴﺘﻮﺩ ﭘﻪ ﺧﭙﻞ ﻭﺍﺭ ﺳﺮﻩ ﭘﻪ ‪‬ﻮ ‪‬ﻭﻟﻮﻧﻮ ﻭﻳﺸﻞ ﮐﻴ‪‬ﻱ ﭼﯥ ﭘﻪ ﻻﻧﺪﯤ ‪‬ﻭﻝ ﻳﯥ‬
‫ﺗﻮﺿﻴﺢ ﮐﻮﺅ‪.‬‬

‫‪ .۲‬ﺩﮐﺘﺎﺏ ﻟﻮﺳﺘﻠﻮ ﻣﻴﺘﻮﺩ ‪Book reading method‬‬

‫ﺩﺍﻣﻴﺘﻮﺩ ﻳﻮ ﻗﺪﻳﻤﻲ ﻣﻴﺘﻮﺩ ﺩﻱ ﭼﯥ ﺍﻭﺱ ﻫﻢ ﺯﻳﺎﺕ ﺷﻤﻴﺮ ‪‬ﻮﻭﻧﮑﻰ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‪.‬‬
‫‪‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ﮐﺘﺎﺏ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺍﺻﻞ ﺩﻱ ﺍﻭ ﻣﻮﺍﺩ ﻓﺮﻋﻲ ﺷﻴﺎﻥ ﺩﻱ ﭼﯥ ﺩﮐﺘﺎﺏ‬
‫ﺩﻣﺘﻦ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻣﺮﺳﺘﻪ ﮐﻮﻱ‪ .‬ﺧﻮ ﺯﻳﺎﺕ ﺷﻤﻴﺮ ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ‪‬ﻳﺮﻩ ﺯ‪‬ﻩ ﻃﺮﻳﻘﻪ ﺩ‬
‫ﮐﺘﺎﺏ ﻟﻮﺳﺘﻠﻮ ﺩﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﻠﻲ‪ .‬ﺩﺍ‪‬ﻭﻝ ‪‬ﻮﻭﻧﮑﻰ ‪‬ﺎﻥ ﻧﻪ ﭘﻪ ﺗﮑﻠﻴﻒ ﮐﻮﻱ ﭼﯥ‬
‫ﻧﻮﺭﻣﻮﺍﺩ ﺑﺮﺍﺑﺮ ﮐ‪‬ﻱ ﻳﺎﺩﺩﺭﺱ ﻟﭙﺎﺭﻩ ﺗﻴﺎﺭﻱ ﻭﻧﻴﺴﻲ ‪‬ﻮﻟﻪ ﺗﮑﻴﻪ ﻳﯥ ﭘﻪ ﻗﺮﺍﺋﺖ ﮐﻮﻟﻮ ﻭﻱ ﭼﯥ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﺗﮑﺮﺍﺭ ﺗﮑﺮﺍﺭ ﻟﻮﻟﻲ ﺍﻭ ﺣﺎﻓﻈﯥ ﺗﻪ ﻳﯥ ﺳﭙﺎﺭﻱ‪ .‬ﺩﻃﻮﻁ ﭘﻪ ﺷﺎﻥ ﺯﺩﻩ ﮐ‪‬ﻩ‬
‫ﮐﻮﻱ‪ .‬ﻣﺘﻦ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ ﻳﺎ ﭘ‪‬ﻪ ﺧﻮﻟﻪ ﻟﻮﻟﻲ‪ .‬ﺩﻟﻮﺳﺘﻠﻮ ﺷﻮﻳﻮ ﻣﻄﺎﻟﺒﻮ ‪‬ﺨﻪ ﭘﻪ ﺗﺤﺮﻳﺮﻱ ﻳﺎ‬
‫ﺗﻘﺮﻳﺮﻱ ﺗﻮ‪‬ﻪ ﺍﺯﻣﻮﻳﻨﻪ ﺍﺧﻠﻲ‪ .‬ﭘﻪ ﺩﻱ ﺣﺎﻟﺖ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﻓﮑﺮ ﮐﻮﻱ ﭼﯥ ﺯﺩﻩ ﮐ‪‬ﯤ ‪‬ﻪ‬
‫ﺻﻮﺭﺕ ﻧﻴﻮﻟﻲ ﺩﻱ‪ .‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺍﻟﻔﺎﻅ ﺗﮑﺮﺍﻭﻟﻲ ﺷﻲ‪ ،‬ﭘﻪ ﺩﺍﺳﻲ ﺣﺎﻝ ﮐﯥ ﭼﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺩﮐﻠﻤﻮ ﭘﻪ ﻣﻌﻨﻲ ﻧﻪ ﭘﻮﻫﻴ‪‬ﻱ‪ ،‬ﺩﮐﻠﻤﻮ ﺗﺮﻣﻨ‪ ‬ﺍ‪‬ﻳﮑﯥ ﻧﺸﻲ ‪‬ﻴﻨ‪‬ﻮﻟﻲ‪ ،‬ﭘﺮﻣﻔﺎﻫﻴﻤﻮ‬
‫ﺑﺤﺚ ﻧﺸﻲ ﮐﻮﻻﻱ ﺍﻭ ‪‬ﻪ ﻭﺭ‪‬ﺨﻪ ﻧﺸﻲ ﺍﺧﺴﺘﻼﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﺭﺳﺮﻩ ﻋﻼﻗﻪ ﻧﻪ‬
‫‪‬ﺊ‪ .‬ﺯﺩﻩ ﮐ‪‬ﻩ ﭘﻪ ﺍﺳﺎﺳﻲ ﺗﻮ‪‬ﻪ ﻧﻪ ﮐﻴ‪‬ﻱ‪ ،‬ﻮﻭﻧﮑﻰ ﻟﻪ ﺍﺑﺘﮑﺎﺭ ‪‬ﺨﻪ ‪‬ﻩ ﮐﻮﻱ ﺍﻭ ﭘﻪ ﺩﻱ‬
‫‪‬ﻭﻝ ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻟ‪ ‬ﻓﻌﺎﻝ ﻭﻱ‪ ،‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﻢ ﻏﻴﺮ ﻓﻌﺎﻝ ﻭﻱ‪.‬‬
‫ﺩﺩﯤ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ‪‬ﻳﺮﻩ ﺧﺮﺍﺑﻪ ﻃﺮﻳﻘﻪ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻮﻱ‪ .‬ﺩﺑﻴﻠ‪‬ﯥ ﭘﻪ ﺗﻮ‪‬ﻪ ﮐﻠﻪ‬
‫ﭼﯥ ‪‬ﻮﻭﻧﮑﻰ ‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﻧﻨﻮﺯﻱ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺍﻳﻲ ﭼﯥ ﮐﺘﺎﺑﻮﻧﻪ ﺭﺍﻭﺑﺎﺳﺊ ﺯﻩ ﻧﻮﻱ‬
‫ﻟﻮﺳﺖ ﻟﻮﻟﻢ ﺍﻭ ﺗﺎﺳﻮ ﻳﯥ ﺭﺍﺳﺮﻩ ﺗﮑﺮﺍﻭﻱ‪ .‬ﺩﺍﻋﻤﻠﻴﻪ ﺩﻭﻩ ﺩﺭﯤ ﻭﺍﺭﻱ ﺗﮑﺮﺍﻭﻱ ﺑﻴﺎ ‪‬ﻮﻭﻧﮑﻰ‬
‫ﻟﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﻏﻮﺍ‪‬ﻱ ﭼﯥ ﺗﺎﺳﯥ ﮐﺘﺎﺏ ﻟﻮﺳﺘﻞ ﭘﻪ ﻧﻮﺑﺖ ﺳﺮﻩ ﭘﻴﻞ ﮐ‪‬ﺉ‪ .‬ﭘﻪ ﺩﻱ‬

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‫‪‬ﻭﻝ ﺗﺮﻳﻮ ‪‬ﺎﻳﻪ ﻧﻮﺑﺖ ﺭﺳﻴ‪‬ﻱ ﺍﻭ ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﺧﺘﻢ ﺷﻲ ﻧﻮﻳﻮ ﺷﻤﻴﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﻪ‬
‫ﺗﮑﺮﺍﻭﻟﻮ ‪‬ﺨﻪ ﭘﺎﺗﯥ ﺷﻲ‪ .‬ﻧﻮﺭﯤ ﻭﺭ‪‬ﻲ ﻫﻢ ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﺍﺩﺍﻣﻪ ﻭﺭﮐﻮﻱ ﺍﻭ ﭘﻪ ﻧﺘﻴﺠﻪ ﮐﯥ ﻳﻮ‬
‫ﺯﻳﺎﺕ ﺷﻤﻴﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﻪ ‪‬ﻮﻭﻧ‪‬ﻲ ‪‬ﺨﻪ ﺯ‪‬ﻩ ﺗﻮﺭﻱ ﮐﻴ‪‬ﻱ ﺍﻭ ﺣﺘﺎ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ‬
‫ﭘﺮﻳ‪‬ﻮﺩﻟﻮ ﺗﻪ ﻣﺠﺒﻮﺭﻳ‪‬ﻱ ‪‬ﮑﻪ ﭼﯥ ‪‬ﻮﻭﻧ‪‬ﻲ ﻧﻮﺭ ﺩﺩﻩ ﻟﭙﺎﺭﻩ ﺩ ﺯﺩﻩ ﮐ‪‬ﯤ ‪‬ﺎﻱ ﻧﺪﻱ ‪‬ﻳﺮﻩ‬
‫ﺳﺘ‪‬ﻳﺎ ﻭﺭﺗﻪ ﺑﻴ‪‬ﻮﻱ ﺍﻭ ‪‬ﻮﻭﻧ‪‬ﻲ ﻭﺭﺗﻪ ﺩﺯﻧﺪﺍﻥ ﭘﻪ ﺷﮑﻞ ﺗﻤﺎﻣﻴ‪‬ﻱ‪ .‬ﺩﺩﯤ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﺩ‪‬ﯥ‬
‫‪‬ﯥ ﺍﺧﺴﺘﻠﻮ ﻟﭙﺎﺭﻩ ﺩﺍﻻﻧﺪﯤ ‪‬ﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪:‬‬
‫‪ .1‬ﻮﻝ ﻣﺘﻦ ﭘﻪ ﻳﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﻧﻪ ﻟﻮﺳﺘﻞ ﺷﻲ ﺑﻠﮑﻪ ﺩﻣﺘﻦ ﻟ‪‬ﻩ ﻟ‪‬ﻩ ﺑﺮﺧﻪ ﭘﻪ‬
‫ﻳﻮﻳﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﻟﻮﺳﺘﻞ ﺷﻲ ﺗﺮ ‪‬ﻮ ‪‬ﻮﻝ ﻭﺭ‪‬ﺨﻪ ‪‬ﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫‪ .2‬ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﺍ‪‬ﻩ ﺳﺮﺑﻴﺮﻩ ﭘﻪ ﮐﺘﺎﺏ ﻟﻮﺳﺘﻠﻮ ﻟﻪ ﻧﻮﺭﻭ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ‪‬ﺨﻪ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻭﺷﻲ‪.‬‬
‫‪ .3‬ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﺩﺗﻮﺭﯤ ﺗﺨﺘﯥ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻞ ﺷﻲ‪.‬‬
‫‪ .4‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﺮﻣﻨ‪ ‬ﻣﺒﺎﺣﺜﻲ ﺗﻪ ﺯﻣﻴﻨﻪ ﻣﺴﺎﻋﺪﻩ ﺷﻲ‪.‬‬
‫‪ .5‬ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ﺯﻣﻴﻨﻪ ﺑﺮﺍﺑﺮﻩ ﺍﻭ ﺩﺩﺭﺱ ﺩ‪‬ﻪ ﻭﺍﻟﻲ ﻟﭙﺎﺭﻩ ﻧﻮﺭﯤ ﻻﺭﯤ ﭼﺎﺭﯤ‬
‫ﻭﺳﻨﺠﻮﻝ ﺷﻲ‪.‬‬

‫‪ .3‬ﺩﺳﻮאﻝ ﺍﻭ ‪‬ﻮﺍﺏ ﻣﻴﺘﻮﺩ ‪Question and answer method‬‬

‫ﺩﺳﻮאﻝ ﺍﻭ ‪‬ﻮﺍﺏ ﭘﻪ ﻣﻴﺘﻮﺩ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻭﺍﺳﻄﻪ‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻫﺪﻓﻮﻧﻪ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻱ‪ .‬ﭘﻪ ﺩﯤ ﻣﯿﺘﻮﺩ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻓﮑﺮ ﮐﻮﻟﻮ‬
‫ﺗﻪ ﻣﺠﺒﻮﺭﻳ‪‬ﻱ ﺍﻭ ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﺍ‪‬ﻩ ﺍﺳﺘﺪﻻﻝ ﮐﻮﻱ‪ .‬ﺑﺮﺳﻴﺮﻩ ﭘﺮﺩﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺩﭘﻮ‪‬ﺘﻨﻮ ﺗﺤﻠﻴﻞ ﺗﻪ ﺍﻭ ﻫﻢ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻓﻌﺎﻟﻪ ﺑﺮﺧﯥ ﺍﺧﺴﺘﻮ ﺗﻪ ﻫﻢ ﻣﺠﺒﻮﺭﻳ‪‬ﻱ‪.‬‬
‫ﻟﻪ ﺩﻱ ‪‬ﺨﻪ ‪‬ﺮ‪‬ﻨﺪﻳ‪‬ﻱ ﭼﯥ ﺩﭘﻮ‪‬ﺘﻨﻮ ﺍﻭ ‪‬ﻮﺍﺑﻮﻧﻮ ﻣﻴﺘﻮﺩ ﺩﺩﺭﺳﻲ ﻣﻄﺎﻟﺒﻮ ﺩ ﺯﺫﻩ‬
‫ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﻳﻮ ‪‬ﻮﺭ ﻣﻴﺘﻮﺩ ﺩﻱ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﭘﻮﻫﺎﻧﻮ ﺗﺠﺮﺑﻮ ﻟﻪ ﻣﺨﯥ ﺩﺍﻧﺘﻴﺠﻪ ﻻﺱ‬
‫ﺗﻪ ﺭﺍ‪‬ﻲ ﭼﯥ ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﭘﻪ ﺳﻠﻮ ﮐﯥ ﻧﻮﻱ )‪ (90%‬ﺯﺩﻩ ﮐ‪‬ﻩ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪ .‬ﭘﻪ‬
‫ﺩﯤ ﻣﻴﺘﻮﺩ ﮐﯥ ﺩﺩﺭﺱ ﻣﻮﺿﻮﻉ ﭘﻪ ﮐﻮﭼﻨﻴﻮ ﺑﺮﺧﻮ ﻭﻳﺸﻲ ﺍﻭ ﺩﻫﺮﯤ ﺑﺮﺧﯥ ﭘﻪ ﻫﮑﻠﻪ‬

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‫ﭘﻮ‪‬ﺘﻨﯥ ﺍﻣﺎﺩﻩ ﺍﻭ ﻟﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻞ ﮐﻴ‪‬ﻱ ﭼﯥ ﺣﺘﺎ ﭘﻪ ﺩﯤ ﻣﻴﺘﻮﺩ ﮐﯥ ﭼ‪‬ﭗ ﺍﻭ‬
‫ﮐﻤﺰﻭﺭﻱ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﻢ ﺑﺮﺧﯥ ﺍﺧﺴﺘﻮﺗﻪ ﺗﺸﻮﻳﻖ ﮐﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﻧﺘﻴﺠﻪ ﮐﯥ ‪‬ﻮﻝ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻪ ﺳﺎﺗﻞ ﮐﻴ‪‬ﻱ ﺍﻭ ﻫﺮ ﻳﻮ ﻣﺠﺒﻮﺭ ﺩﻱ ﭼﯥ ﺩﺩﺭﺱ ﻣﻮﺿﻮﻉ ﺗﻪ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ‬
‫ﻏﻮ‪ ‬ﻭﻧﻴﺴﻲ‪.‬‬

‫ﺩﺳﻮאﻝ ﺍﻭ ‪‬ﻮﺍﺏ ﺩﭘﻮ‪‬ﺘﻨﻮ ‪‬ﻭﻟﻮﻧﻪ‪:‬‬

‫ﺍﻟﻒ‪ :‬ﻣﻌﻠﻮﻣﺎﺗﻲ ﺳﻮﺍﻟﻮﻧﻪ‪ :‬ﭘﻪ ﺩﯤ ‪‬ﻭﻝ ﺳﻮﺍﻟﻮﻧﻮ ﮐﯥ ﺩﺣﻘﻴﻘﺖ ﺩﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻟﻮ ﻟﭙﺎﺭﻩ‬
‫ﺩﺍﺳﯥ ﺳﻮﺍﻟﻮﻧﻪ ﻣﻄﺮﺡ ﮐﻮﻱ ﭼﯥ ﻳﻮ ‪‬ﻮﺍﺏ ﻭﻟﺮﻱ ﺍﻭ ‪‬ﻳﺮ ﮊﺭ ‪‬ﻮﺍﺏ ﻭﺭﮐ‪ ‬ﺷﻲ ﻟﮑﻪ‪:‬‬
‫– ﺑﯥ )ﺏ( ‪‬ﻨ‪‬ﻪ ﺁﻭﺍﺯ ﻟﺮﻱ؟‬
‫– ﻳﻮﻩ ﺷﭙﻪ ﺍﻭ ﻭﺭ‪ ‬ﻮ ﺳﺎﻋﺘﻪ ﺩﻩ؟‬
‫– ﺁﻳﺎ ﺩﮐﻮﻣﮏ ﺩﮐﻠﻤﯥ ﻣﺘﺮﺍﺩﻓﻪ ﮐﻠﻤﻪ ﻣﺮﺳﺘﻪ ﺩﻩ؟‬
‫– ﺩﺩﺍﻳﺮﻱ ﺩﻣﺤﻴﻂ ﻓﻮﺭﻣﻮﻝ ‪‬ﻪ ﺷﻲ ﺩﻱ؟‬
‫– ﺩﺧﻮﺷﺤﺎﻝ ﺧﺎﻥ ﺧ‪‬ﮏ ﺯﻳﺎﺭﺕ ﭘﻪ ﮐﻮﻡ ‪‬ﺎﻱ ﮐﯥ ﺩﻱ؟‬
‫– ﺍﻟﻔﺖ ﺻﺎﺣﺐ ﺩﭘ‪‬ﺘﻮ ﺍﻭ ﮐﻪ ﺩﺩﺭﻱ ﮊﺑﯥ ﺍﺩﻳﺐ ﺍﻭ ﮐﻴﻠﻮאﻝ ﺩﻱ؟‬
‫ﺩﺩﻱ ‪‬ﻭﻝ ﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﻮﺳﺘﻞ ﺷﻮﻱ ﺷﻴﺎﻥ ﺫﻫﻦ ﺗﻪ ﺭﺍﻭ‪‬ﻱ ﭘﻪ ﻣﺘﻘﻠﻪ‬
‫ﺗﻮ‪‬ﻪ ﻓﮑﺮ ﮐﻮﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﭘﻮﻫﻲ ﺍﻭ ﺩﺭﮎ ﻟﭙﺎﺭﻩ ‪‬ﻮﺭ ﺩﻱ‪.‬‬

‫ﺏ‪ :‬ﭘﺮﻟﻪ ﭘﺴﯥ ﺳﻮﺍﻟﻮﻧﻪ‪ :‬ﺩﺍ‪‬ﻭﻝ ﺳﻮﺍﻟﻮﻧﻪ ﺩﺍﺳﯥ ﺳﻮﺍﻟﻮﻧﻪ ﺩﻱ ﭼﯥ ﺩﻳﻮﯤ ﻣﻮﺿﻮﻉ‬
‫ﺩﻭﺿﺎﺣﺖ ﺍﻭ ‪‬ﻮﺍﺏ ﺩﺍﺛﺒﺎﺕ ﻟﭙﺎﺭﻩ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ ﭘﻪ ﻫﻐﻪ ﺻﻮﺭﺕ ﮐﯥ ﭼﯥ ﺳﻮאﻝ ﺍﻭ‬
‫‪‬ﻮﺍﺏ ﺻﺤﺜﺢ ﻧﻪ ﻭﻱ ﻣﻄﺮﺡ ﺷﻮﻱ‪ .‬ﺍﻭ ﻗﺪﻡ ﭘﻪ ﻗﺪﻡ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ‪‬ﻮﺍﺏ ﻧ‪‬ﺩﯤ ﮐﻮﻱ‬
‫ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ‪:‬‬
‫– ﺑﯥ )ﺏ( ‪‬ﻨ‪‬ﻪ ﺁﻭﺍﺯ ﻟﺮﻱ؟ ‪ ...‬ﺁﻳﺎ ﺩﺭﺳﺖ ﺩﻱ؟‬
‫– ﺑﯥ ﭘﺮﺗﺨﺘﻪ ﻭﻟﻴﮑﺊ؟ ‪ ...‬ﺁﻳﺎ ﺻﺤﻴﺢ ﺩﻱ؟‬
‫– ﺍﺗﺤﺎﺩ ﺍﻭ ﺍﺗﻔﺎﻕ ‪‬ﻪ ﮐﺎﺭ ﺩﻱ؟ ‪ ...‬ﻭﻟﻲ؟‬

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‫ﺗﺎﺳﻮ ﮐﻮﻻﻱ ﺷﻲ ﭼﯥ ﺩﺍ ﺟﻤﻠﻪ ‪ ....‬ﭘﻪ ﺑﻞ ﻋﺒﺎﺭﺕ ﺑﻴﺎﻥ ﮐ‪‬ﺉ؟ )ﺗﻔﺴﻴﺮ(‬ ‫–‬

‫ﭘﻪ ﺩﻱ ﻫﮑﻠﻪ ﺗﺎﺳﻮ ‪‬ﻪ ﻭﻳﻠﻲ ﺷﺊ؟ )ﻭﺳﻌﺖ(‬ ‫–‬
‫ﺍﺣﻤﺪﻩ ﺗﺎﺳﻮ ﭘﻪ ﺩﻱ ﻫﮑﻠﻪ ‪‬ﻪ ﻭﻳﻠﻲ ﺷﺊ؟‬ ‫–‬
‫ﻏﻴﺮ ﻟﻔﻈﻲ ﺣﺮﮐﺎﺕ ﻟﮑﻪ ﺩﺳﺮﺍﺷﺎﺭﻩ‪ ،‬ﻣﻮﺳﮑﻴﺪﻝ‪ ،‬ﻟﻔﻈﻲ ﻟﻨ‪ ‬ﺣﺮﮐﺎﺕ ﻟﮑﻪ ﻫﻮ‪،‬‬ ‫–‬
‫ﺁﻩ‪ ،‬ﭘﻮﻩ ﺷﻮﻡ‪ ،‬ﻫﻮﻫﻮ ﻫﻢ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﺸﻮﻳﻘﻮﻱ ﺗﺮ‪‬ﻮ ﻳﻮ ‪‬ﻪ ﻭﻭﺍﻳﻲ ﺍﻭ ﻳﺎ‬
‫ﺩ‪‬ﻮﺍﺑﻮﻧﻮ ﭘﻪ ﻫﮑﻠﻪ ﻓﮑﺮ ﻭﮐ‪‬ﻱ‪.‬‬

‫ﺝ‪ :‬ﺗﺤﻠﻴﻠﻲ ﺳﻮﺍﻟﻮﻧﻪ‪ :‬ﺩﺍ ‪‬ﻭﻝ ﺳﻮﺍﻟﻮﻧﻪ ﺯﻳﺎﺕ‪ ،‬ﻣﺠﺮﺩ ﺍﻭ ﺗﺼﻮﺭﻱ ﻓﮑﺮ ﮐﻮﻟﻮﺗﻪ ﺿﺮﻭﺭﺕ‬
‫ﻟﺮﻱ‪ ،‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻓﮑﺮ ﮐﻮﻟﻮ ﺗﻪ ﻣﺠﺒﻮﺭﻭﻱ ﺩﻣﻌﻠﻮﻣﺎﺗﻲ ﺳﻮﺍﻟﻮﻧﻮ ﭘﻪ ﺷﺎﻥ ﮊﺭ ‪‬ﻮﺍﺏ‬
‫ﻧﺸﻲ ﻭﺭﮐﻮﻻﻱ‪ .‬ﺩﺍ‪‬ﻭﻝ ﺳﻮﺍﻟﻮﻧﻪ ﺩﺗﺤﻠﻴﻞ ‪ ،‬ﺗﺠﺰﻳﻲ‪ ،‬ﺍﺭﺯﻳﺎﺑﯥ‪ ،‬ﺩﻣﺴﺎﹾﻟﻮ ﺩﺣﻞ ﺍﻭ ﭘﻪ ﭘﺎﻱ‬
‫ﮐﯥ ﺩﻧﺘﻴﺠﻮ ﺩﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻭﻟﻮ ﻟﭙﺎﺭﻩ ﺍﺳﺘﻌﻤﺎﻟﻴ‪‬ﻱ ﻧﻮ‪‬ﮑﻪ ﺗﺤﻠﻴﻠﻲ ﺳﻮﺍﻟﻮﻧﻪ ﺩ‪‬ﻪ‪ ،‬ﻭﻟﻲ ﺍﻭ‬
‫‪‬ﻨ‪‬ﻪ ﺍﻟﻔﺎﻇﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺑﺎﻳﺪ ﻭﭘﻮ‪‬ﺘﻞ ﺷﻲ‪ .‬ﻟﮑﻪ‪:‬‬
‫– ‪‬ﻮ ﮐﻠﻤﻲ ﺫﮐﺮ ﮐ‪‬ﺉ ﭼﯥ ﺩﺑﯥ ﭘﻪ ‪‬ﻮﺭﻱ ﭘﻴﻞ ﺷﻲ؟‬
‫– ﮐﻪ ‪ 2x + y = 5‬ﺍﻭ ‪ y = 3‬ﻭﻱ ﻧﻮ ? = ‪ x‬ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﺁﺳﻤﺎﻥ ﻭﻟﻲ ﺁﺑﻲ ﺩﻱ؟‬
‫– ﻭﻟﻲ ‪‬ﻴﻨﯥ ﺣﺸﺮﺍﺕ ﺩﺻﺤﺖ ﻟﭙﺎﺭﻩ ﻣﻀﺮ ﺍﻭ ‪‬ﻴﻨﯥ ﮔ‪‬ﻮﺭ ﺩﻱ؟‬
‫– ﭘﻪ ﺩﻱ ﺳﻔﺮ ﮐﯥ ﻣﻮ‪‬ﻪ ﺷﻲ ﺧﻮ‪‬ﻴ‪‬ﻱ ﺍﻭ ﻭﻟﯥ؟ )ﺍﺭﺯﻳﺎﺑﻲ(‪.‬‬
‫– ‪‬ﻪ ﺩﻟﻴﻞ ﻟﺮﻱ ﭼﯥ ‪‬ﻤﮑﻪ ﮐﺮﻭﻱ ﺩﻩ؟ )ﺍﺳﺘﻘﺮﺍﻳﻲ ﺗﻮﺿﻴﺢ(‪.‬‬
‫– ﺩﺩﻱ ﻫﻨﺪﺳﻲ ﺷﮑﻞ ﻣﺴﺎﺣﺖ ‪‬ﻨ‪‬ﻪ ﭘﻴﺪﺍ ﮐﻮﺉ؟ )ﺩﭘﺮﺍﺑﻠﻢ ﺣﻞ(‪.‬‬
‫– ﺩﺑﺎﻟﻮﻥ ﺩﭘ‪‬ﺳﻴﺪﻭ ﺳﺒﺐ ‪‬ﻪ ﺷﻲ ﺩﻱ؟ )ﻋﻠﺖ ﺍﻭ ﻣﻌﻠﻮﻝ(‪.‬‬

‫ﺩ‪ :‬ﻣﺘﺒﺎﻋﺪ ﺳﻮﺍﻟﻮﻧﻪ‪ :‬ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﺳﻮﺍﻟﻮﻧﻮ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﻏﻮ‪‬ﺘﻞ ﮐﻴ‪‬ﻱ ﭼﯥ‬
‫ﻧﻈﺮ ﻭﺭﮐ‪‬ﻱ‪ ،‬ﻗﻀﺎﻭﺕ ﻭﮐ‪‬ﻱ‪ .‬ﭘﻪ ﺑﻞ ﻋﺒﺎﺭﺕ ﺩﺍﺳﯥ ﺳﻮﺍﻟﻮﻧﻪ ﺩﻱ ﭼﯥ ﺩﻓﺮﺩ ﭘﻪ ﺗﻔﮑﺮ ﺍﻭ‬

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‫ﻋﻘﻴﺪﯤ ﭘﻮﺭﯤ ﺍ‪‬ﻩ ﻟﺮﻱ‪ .‬ﺩﻫﻐﻲ ﻏﻠﻂ ﻭﺍﻟﻲ ﺍﻭ ﺻﺤﻴﺢ ﻭﺍﻟﻲ ﺩﺍﺷﺨﺎﺻﻮ ﻧﻈﺮ ﺍﻭ ﺗﻔﮑﺮ ﺗﻪ‬
‫ﻓﺮﻕ ﮐﻮﻱ ﻟﮑﻪ‪:‬‬
‫– ﺩﻫﻐﻪ ﻣﻴﻮﻭ‪‬ﺨﻪ ﭼﯥ ﻧﻮﻡ ﻳﯥ ﭘﻪ ﺍﻟﻒ )ﺍﻧﺎﺭ‪ ،‬ﺍﻧ‪‬ﻮﺭ‪ ،‬ﺍﻧ‪‬ﻴﺮ( ﭘﻴﻞ ﮐﻴ‪‬ﻱ ﺳﺘﺎﺳﻮ‬
‫ﺧﻮ‪‬ﻴ‪‬ﻱ؟‬
‫– ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮﭘﻪ ﻧ‪ ‬ﮐﯥ ﮐﻮﻡ ﺷﮑﻞ ‪‬ﻳﺮ ﺍﻫﻢ ﺩﻱ؟‬
‫– ﺳﺘﺎﺳﻮ ﭘﻪ ﻧﻈﺮ ﺩﺩﯤ ﺷﻌﺮ ﻭﻳﻮﻧﮑﻲ ‪‬ﻪ ﺣﺲ ﮐﻮﻱ؟‬
‫– ﮐﻮﻡ ﻟﻴﮑﻮאﻝ ﻣﻮ ﺧﻮ‪‬ﻴ‪‬ﻱ‪.‬‬
‫– ﺩ ‪ ...‬ﭘﻪ ﻫﮑﻠﻪ ﺳﺘﺎﺳﻮ ﻋﮑﺲ ﺍﻟﻌﻤﻞ ‪‬ﻪ ﺩﻱ؟‬
‫– ﺑﻲ ﻟﻪ ﻭﻧﻮ ‪‬ﺨﻪ ﺑﻪ ‪‬ﻤﮑﻪ ‪‬ﻨ‪‬ﻪ ‪‬ﮑﺎﺭﻩ ﮐﻴﺪﻟﻪ؟‬

‫‪ .۴‬ﺩﻣﺒﺎﺣﺜﻲ ﻣﻴﺘﻮﺩ ‪ :Dialogue method‬ﻣﺒﺎﺣﺜﻪ ﺩﻣﮑﺎﻟﻤﻲ ﻳﺎ ﺻﺤﺒﺖ‬

‫ﮐﻮﻟﻮ ﻳﻮﻩ ﺑ‪‬ﻪ ﺩﻩ ﺍﻭ ﭘﻪ ﻋﻴﻦ ﻭﺧﺖ ﮐﯥ ﺩﺍﻓﮑﺎﺭﻭ ﺗﺒﺎﺩﻟﻪ ﺩﻩ ﭼﯥ ﺩﺍﺳﺘﺪﻻﻝ ﭘﻪ ﻭﺍﺳﻄﻪ‬
‫ﺻﻮﺭﺕ ﻣﻮﻣﻲ ﺩﺍ ﻣﻴﺘﻮﺩ ﺩﺷﻔﺎﻫﻲ ﻣﻴﺘﻮﺩ ﭘﻪ ‪‬ﻟﻪ ﮐﯥ ﺷﻤﻴﺮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺩﻣﺒﺎﺣﺜﯥ ﭘﻪ ﻭﺧﺖ‬
‫ﮐﯥ ﻧﻈﺮ ﻳﯥ ﺍﻭ ﻣﺴﺎﹾﻟﻲ ﺗﺮ ﺑﺤﺚ ﻻﻧﺪﻱ ﻧﻴﻮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺩﺑﺤﺚ ﻻﻧﺪﯤ ﻋﻨﻮﺍﻧﻮﻧﻪ ﺍﻭ‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﺩ‪‬ﻮﻭﻧﮑﻰ ﻳﺎ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﻭﺍﺳﻄﻪ ‪‬ﺎﮐﻞ ﮐﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﺯ‪‬ﻩ ﭘﻮﺭﯤ ﺩﺭﺳﻲ‬
‫ﻓﻌﺎﻟﻴﺘﻮﻧﻮ‪ ،‬ﻓﻠﻢ‪ ،‬ﺳﻼﻳﺪ‪ ،‬ﻧﻤﺎﻳﺶ ‪‬ﻮﺩﻝ‪ ،‬ﮐﻢ ﭘﻴﺪﺍ ﺷﻴﺎﻥ ﺍﻭ ﺩﺍﺳﻲ ﻧﻮﺭ ﺷﻴﺎﻥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ‬
‫ﺗﺮﺑﺤﺚ ﻻﻧﺪﯤ ﻧﻴﺴﻲ‪ .‬ﭘﻪ ﻣﺒﺎﺣﺜﻪ ﮐﯥ ﺗﺠﺰﻳﻪ‪ ،‬ﺗﺤﻠﻴﻞ‪ ،‬ﺗﻔﺼﻴﻞ ﺍﻭ ﻣﻄﻠﺐ ﺧﻼﺻﻪ ﻣﻬﻤﯥ‬
‫ﻣﺮﺣﻠﯥ ‪‬ﻞ ﮐﻴ‪‬ﻱ‪ .‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺩﻣﻮﺿﻮﻉ ﻧﺰﺍﮐﺖ ﻣﺮﺍﻋﺎﺕ ﮐ‪‬ﻱ‪ .‬ﺩﺩﻭﺳﺘ‪ ‬ﭘﻪ‬
‫ﻓﻀﺎ ﮐﯥ ﺧﺒﺮﯤ ﺍﻭ ﺻﺤﻴﺢ ﻓﮑﺮ ﻭﮐ‪‬ﻱ‪ .‬ﻣﺤﺪﻭﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﻣﺒﺎﺣﺜﻪ ﭘﻪ ﺍﻧﺤﺼﺎﺭ‬
‫ﮐﯥ ﻭﻧﻪ ﻧﻴﺴﻲ‪ .‬ﻮﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﮑﯥ ﺑﺎﻳﺪ ﺳﻬﻢ ﻭﺍﺧﻠﻲ‪ .‬ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻰ‬
‫ﺭﻭﻝ ﺩﺍﻫﻤﻴﺖ ﻭ‪ ‬ﺩﻱ ‪‬ﮑﻪ ﮐﻪ ‪‬ﻮﻭﻧﮑﻰ ﺧﭙﻠﯥ ﺩﻧﺪﯤ ﺗﻪ ﺗﻮﺟﻪ ﻭﻧﮑ‪‬ﻱ‪ ،‬ﮐﻴﺪﺍﻱ ﺷﻲ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﻪ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﺑﻠﻲ ﺧﻮﺍﺗﻪ ﻭﻻ‪ ‬ﺷﻲ ﺑﺎﻳﺪ ﭘﻪ ﻣﺒﺎﺣﺜﻪ ﮐﯥ ﻫﺪﻑ ﺩﺍﻧﻪ ﻭﻱ‬
‫ﭼﯥ ﺩﻭﻩ ‪‬ﻟﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺻﺤﻴﺤﻮ ﺍﻭ ﻏﻠﻄﻮ ﻣﺒﺎﺣﺜﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﻳﻮ ﺑﻞ ﻣﻐﻠﻮﺏ ﮐ‪‬ﻱ‪.‬‬
‫ﻧﻮ‪‬ﻮﻭﻧﮑﻰ ﺩﺩﻭﯤ ﺩﺧﺒﺮﻭ ﺑﺤﺚ ﺗﻪ ﻣﺘﻮﺣﻪ ﻭﻱ ﺍﻭ ﻫﻐﻮﻱ ﺑﺎﻳﺪ ﺩﯤ ﺗﻪ ﭘﺮﻱ ﻧ‪‬ﺩﻱ ﭼﯥ‬

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‫ﻣﺒﺎﺣﺜﻪ ﺑﻠﻲ ﺧﻮﺍﺗﻪ ﻭﻻ‪ ‬ﺷﻲ ﺍﻭ ﻫ‪‬ﻪ ﻭﮐ‪‬ﻱ ﭼﯥ ‪‬ﻮﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﮑﻲ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‬
‫ﺍﻭ ﻫﻐﻮﻱ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ‪.‬‬

‫ﺩﺩﯤ ﻣﻴﺘﻮﺩ ‪‬ﻴ‪‬ﯥ‪:‬‬

‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ‪‬ﻴ‪‬ﻧﻮ ﺍﻭ ﭘﻠ‪‬ﻨﻮ ﺗﻪ ﻫ‪‬ﻮﻱ‪.‬‬ ‫–‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺑﺤﺚ ﺩﻣﻮﺍﺩﻭ ﺯﻳﺎﺗﻪ ﺑﺮﺧﻪ ﭘﻪ ﺧﭙﻠﻪ ﺑﺮﺍﺑﺮﻭﻱ‪.‬‬ ‫–‬
‫‪‬ﻮﻭﻧﮑﻰ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ‪‬ﻭﻥ ﺩﻣﺒﺎﺣﺜﯥ ﭘﻼﻥ ﺟﻮ‪‬ﻭﻱ‪.‬‬ ‫–‬
‫‪‬ﻮﻭﻧﮑﻰ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﭘﻮ‪‬ﺘﻨﻮ ﺍﻭ ‪‬ﻮﺍﺑﻮﻧﻮ ‪‬ﺎﻧ‪‬ﯤ ﻃﺮﻳﻘﻲ ﺯﺩﻩ ﮐﻮﻱ‪.‬‬ ‫–‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺯﺩﻩ ﮐﻮﻱ ﭼﯥ ﺧﭙﻞ ﻧﻈﺮﻳﺎﺕ ﺍﻭ ﻣﻌﻠﻮﻣﺎﺕ ﭘﻪ ﻣﻨﺎﺳﺐ ﻭﺧﺖ ﮐﯥ‬ ‫–‬
‫ﻧﻮﺭﻭﺗﻪ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻱ‪.‬‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺧﺒﺮﻭ ﮐﻮﻟﻮ ﺟﺮﺍﹾﺕ ﺯﻳﺎﺗﻮﻱ‪.‬‬ ‫–‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺧﺒﺮﻭ ﮐﯥ ﻧﻮﺑﺖ ﺍﺧﯿﺴﺘﻞ ﺯﺩﻩ ﮐﻮﻱ‪.‬‬ ‫–‬

‫ﻧﻴﻤ‪‬ﺮﺗﻴﺎﻭﻱ‪:‬‬
‫ﺩﺩﯤ ﻣﻴﺘﻮﺩ ﮐﺎﺭﻭﻝ ﺯﻳﺎﺕ ﻭﺧﺖ ﻧﻴﺴﻲ‪.‬‬ ‫–‬
‫‪‬ﺎﻳﻲ ﭼﯥ ﻟ‪ ‬ﺷﻤﻴﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﯥ ﭘﮑﯥ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‪.‬‬ ‫–‬
‫‪‬ﺎﻳﻲ ‪‬ﻴﻨﻲ ﻭﺧﺖ ‪‬ﻮﻭﻧﮑﻰ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﺍﺭﺯﻳﺎﺑﻲ ﻭﻧﺸﻲ ﮐ‪‬ﺍﻱ‪.‬‬ ‫–‬
‫‪‬ﺎﻳﻲ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺩﺭﺱ ﺩﺍﺻﻠﻲ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﻭﻭ‪‬ﻲ‪.‬‬ ‫–‬
‫‪‬ﺎﻳﻲ ﻟ‪ ‬ﺷﻤﻴﺮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺧﺒﺮﻭ ﮐﻮﻟﻮ ﺍﻧﺤﺼﺎﺭ ﭘﻼﺱ ﮐﯥ ﻭﺍﺧﻠﻲ‪.‬‬ ‫–‬
‫ﺩﺩﯤ ﻣﻴﺘﻮﺩ ‪‬ﯥ ﺍﺧﺴﺘﻨﯥ ﻏ‪ ‬ﺧﻨ‪ ‬ﺩﻣﻨﺎﺳﺒﻮ ﻣﻮﺿﻮﻋﺎﺗﻮ ﺍﻭ ﻣﺴﹾﺎﺋﻠﻮ ‪‬ﺎﮐﻞ ﻭﻱ‪.‬‬ ‫–‬

‫‪ .۵‬ﺩ ﻣﺴﺎﺑﻘﻲ ﻣﻴﺘﻮﺩ‪ :‬ﭘﻪ ﺩﯤ ﻣﻴﺘﻮﺩﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﯥ ﻳﻮﻩ ﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ﺩﻣﺜﺒﺖ‬
‫ﺭﻗﺎﺑﺖ ﺍﻭ ﺳﻴﺎﻟ‪ ‬ﭘﻪ ﺷﮑﻞ ﺯﺩﻩ ﮐﻮﻱ‪ .‬ﺳﺎﻟﻢ ﺭﻗﺎﺑﺘﻮﻧﻪ ﺩﺩﺭﺳﻲ ﻣﻮﺿﻮﻋﺎﺗﻮ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ‬
‫ﻣﻬﻢ ﺭﻭﻝ ﻟﻮﺑﻮﻱ ﺍﻭ ﭘﻪ ﻫﻐﻲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺍﺑﺘﮑﺎﺭﻱ ﺍﺳﺘﻌﺪﺍﺩﻭﻧﻪ ‪‬ﮑﺎﺭﻩ ﮐﻴ‪‬ﻱ ﺍﻭ‬

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‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﻓﻌﺎﻟﻪ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ‪‬ﻪ ﺯﻣﻴﻨﻪ ﺑﺮﺍﺑﺮﻭﻱ‪ .‬ﭘﻪ ﺩﯤ ﻣﻴﺘﻮﺩ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﺯﻳﺎﺕ ﺗﻌﺪﺍﺩ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ‪‬ﺮ‪‬ﻲ‪ .‬ﻳﻮ ‪‬ﺮﻭﭖ ﻏﻮﺍ‪‬ﻱ ﻟﻪ ﺑﻞ ‪‬ﺨﻪ ﻣﺴﺎﺑﻘﻪ ﻭ‪‬ﻲ‪ .‬ﺩﺩﻱ‬
‫ﺭﻭﺵ ‪‬ﺨﻪ ﭘﻪ ﻟﻮﻣ‪‬ﻧ‪ ‬ﺍﻭ ﺛﺎﻧﻮﻱ ﺩﻭﺭﻱ ﮐﯥ ﻫﻢ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻴﺪﺍﻱ ﺷﻲ‪ .‬ﺩﻱ ﻣﻴﺘﻮﺩﺗﻪ‬
‫‪ Matching method‬ﻭﺍﻳﻲ‪.‬‬
‫ﺩﺍ ﻣﺴﺎﺑﻘﻪ ﮐﻴﺪﺍﻱ ﺷﻲ ﭘﻪ ﻳﻮ ﺩﺭﺳﻲ ﺳﺎﻋﺖ‪ ،‬ﺩ ﺍﻭﻧ‪ ‬ﭘﻪ ﭘﺎﻱ‪ ،‬ﺩﻣﻴﺎﺷﺘﯥ ﭘﻪ ﭘﺎﻱ ﮐﯥ‪ ،‬ﻳﻮ‬
‫‪‬ﻮﻟ‪‬ﻲ ﺩﺑﻞ ‪‬ﻮﻟ‪‬ﻲ ﺳﺮﻩ‪ ،‬ﻳﻮ ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﺑﻞ ‪‬ﻮﻭﻧ‪‬ﻲ ﺳﺮﻩ ﺍﻭ ﺩﻫﻢ ﺳﻮﻳﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﺗﺮﻣﻨ‪ ‬ﺗﺴﺮﻩ ﺷﻲ‪ .‬ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﻟﻮﻣ‪‬ﻱ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﺩﺻﻔﺮ ‪‬ﺨﻪ ﺗﺮ ‪ 9‬ﻋﺪﺩﻭﻧﻮ‬
‫ﭘﻮﺭﻱ ﻟﻮﺳﺘﻞ‪ ،‬ﻭﻳﻞ ﺍﻭ ﻟﻴﮑﻞ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻮﺍﻭ ﺩ ﺩﻭﻩ ﻟﻮﻣ‪‬ﻧﻴﻮ ‪‬ﻮﻟ‪‬ﻴﻮ ﺗﺮﻣﻨ‪ ‬ﺩﺍ ﻣﺴﺎﺑﻘﻪ‬
‫ﺗﺮﺳﺮﻩ ﮐ‪‬ﻭ‪.‬‬
‫ﺩﻣﺴﺎﺑﻘﻲ ﮐ‪‬ﻧﻼﺭﻩ‪ :‬ﺩﻳﻮ ‪‬ﻮﻟ‪‬ﻲ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﻟﻒ ﺍﻭ ﺏ ﭘﻪ ﺩﻭﻩ ‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻳﺸﻮ‪ ،‬ﻟﻪ‬
‫ﻫﺮ ‪‬ﺮﻭﭖ ‪‬ﺨﻪ ‪‬ﺨﻪ ﺩﺭﻱ ﺩﺭﻱ ﺗﻨﻪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻣﺨﮑﻲ ﻭﺩﺭﻭﺅ‪ .‬ﻫﻐﻪ ﮐﺎﺭﺗﻮﻧﻪ ﭼﯥ ﭘﻪ‬
‫ﻫﻐﻮﻱ ﮐﯥ ﺍﻋﺪﺍﺩ ﻟﻴﮑﻞ ﺷﻮﻳﺪﻱ ﭘﻪ ﺩﻭﻱ ﺑﺎﻧﺪﯤ ﻭﻳﺸﻮ ﺍﻭ ﺩﺍﺳﯥ ﻫﺪﺍﻳﺖ ﻭﺭﮐﻮﺅ‪.‬‬
‫ﺩ )ﺍﻟﻒ( ﺩ‪‬ﺮﻭﭖ ﻳﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺧﭙﻞ ﮐﺎﺭﺕ ‪‬ﻮﺭﻱ ﺍﻭ ﺩ )ﺏ( ‪‬ﺮﻭﭖ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﻮ ﻟﻪ ‪‬ﻟﯥ ‪‬ﺨﻪ ﺩﻳﻮ ﺗﻦ ﻧﻪ ﭘﻮ‪‬ﺘﻨﻪ ﮐﻮﻱ ﭼﯥ ﻫﻐﻪ ﻋﺪﺩ ﭘﺮﺗﺨﺘﻪ ﻭﻟﻴﮑﻲ‪ .‬ﮐﻪ‬
‫ﺻﺤﻴﺢ ﻳﯥ ﻭﻟﻴﮑﻪ ﻧﻮ ‪ 5‬ﻧﻮﻣﺮﯤ ﺍﺧﻠﻲ ﺍﻭ ﮐﻪ ﻧﻪ ﻧﻮ ﺳﻮאﻝ ﺩ )ﺏ( ‪‬ﺮﻭﭖ ﻧﺎﺳﺖ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺣﻮﺍﻟﻪ ﮐﻮﻱ ﭼﯥ ﺩﻫﻐﻮ ‪‬ﺨﻪ ﻳﯥ ﻳﻮ ﭘﺮﺗﺨﺘﻪ ﻭﻟﻴﮑﻲ ﮐﻪ ﺻﺤﻴﺢ ﻳﯥ ﻭﻟﯿﮑﻪ ﻧﻮ‬
‫‪ 3‬ﻧﻮﻣﺮﯤ ﺍﺧﻠﻲ‪ .‬ﭘﻪ ﻫﻤﺪﯤ ‪‬ﻭﻝ ﺩﺍ ﮐﺎﺭ ﺩ )ﺏ( ‪‬ﺮﻭﭖ ﻟﻪ ‪‬ﻟﯥ ‪‬ﺨﻪ ﻳﻮ ﺗﻦ ﺩ )ﺍﻟﻒ(‬
‫‪‬ﺮﻭﭖ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﮐﻮﻱ ﺍﻭ ﻫﻤﺪﻏﻪ ﺷﺎﻥ ﻋﻤﻠﻴﻪ ﭘﺮﻣﺦ ﻭ‪‬ﻱ‪ .‬ﺩﺍ ﻣﺴﺎﺑﻘﻪ ﭘﻪ ﻫﻤﺪﯤ‬
‫ﺷﮑﻞ ﭘﺮﻣﺦ ﻭ‪‬ﻭ‪ .‬ﭘﻪ ﭘﺎﯤ ﮐﯥ ﺩﻫﺮ ‪‬ﺮﻭﭖ ﻧﻮﻣﺮﯤ ﺟﻤﻊ ﮐﻮﻭ ﺩﺯﻳﺎﺗﻮﻧﻮﻣﺮﻭ ‪‬ﺮﻭﭖ‬
‫ﺩﻣﺴﺎﺑﻘﻲ ﻭ‪‬ﻭﻧﮑﻲ ﺩﻱ‪.‬‬
‫ﺩﻣﺴﺎﺑﻘﻲ ﭘﻪ ﺍﺭﺯﯾﺎﺑ‪ ‬ﮐﯥ ﺩﺍ ‪‬ﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪:‬‬
‫– ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﺩﻭﻩ ‪‬ﺮﻭﭘﻮﻧﻮ ﺩﺍﺳﯥ ﻭﻭﻳﺸﻞ ﺷﻲ ﭼﯥ ﺩﺩﻭﺍ‪‬ﻭ ‪‬ﺮﻭﭘﻮﻧﻮ ﺗﻌﺪﺍﺩ‬
‫ﻣﺴﺎﻭﻱ ﻭﻱ‪.‬‬

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‫ﺩﻫﺮ ‪‬ﺮﻭﭖ ﻟﭙﺎﺭﻩ ﻳﻮﺷﺎﻥ ﺳﻮﺍﻟﻮﻧﻪ )ﺳﺎﺩﻩ‪ ،‬ﻣﻨ‪‬ﻨﻲ ﺍﻭ ﺳﺨﺖ( ﺍﻭ ﺩﺯﺩﻩ‬ ‫–‬
‫ﮐﻮﻭﻧﮑﻮ ﺳﻮﻳﻪ ﻫﻢ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬
‫ﺩﻣﺴﺎﺑﻘﻲ ﭘﻪ ﻫﮑﻠﻪ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺍﺿﺢ ﻫﺪﺍﻳﺎﺕ ﻭﺭﮐ‪ ‬ﺷﻲ‪.‬‬ ‫–‬
‫‪‬ﻮﻭﻧﮑﻰ ﭘﻪ ﻧﻮﻣﺮﻭ ﻭﺭﮐﻮﻟﻮ ﮐﯥ ﻟﻪ ﻋﺪﺍﻟﺖ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪.‬‬ ‫–‬
‫ﺩﻣﺴﺎﺑﻘﻲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ ﺍﻭ ﺩﺳﭙﻠﻴﻦ ﭘﻪ ﭘﺎﻡ ﮐﯥ‬ ‫–‬
‫ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺩﻣﺴﺎﺑﻘﻲ ﭘﻪ ﭘﺎﻱ ﮐﯥ ﺑﺎﻳﺪ ‪‬ﻮﻭﻧﮑﻰ ﻧﺘﻴﺠﻪ ﺍﻋﻼﻥ ﮐ‪‬ﻱ‪.‬‬ ‫–‬

‫‪ .6‬ﺩﻧﻘﺶ ﺍﺟﺮﺍﮐﻮﻟﻮ ﻣﻴﺘﻮﺩ ‪ :Role play method‬ﺩﺍ ﻣﻴﺘﻮﺩ ﻫﻢ ﺩﻳﻮ ‪‬ﻪ ﺍﻭ‬
‫ﻣﻮﺛﺮ ﺗﺪﺭﻳﺲ ﻳﻮﻩ ﻻﺭﻩ ﺩﻩ ﭼﯥ ﭘﻪ ﻫﻐﻲ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮﻩ ﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ﭼﯥ‬
‫ﺩﻧﻤﺎﻳﺶ ﻭ‪ ‬ﻭﻱ ﺩﻳﻮﯤ ﺣﻘﻴﻘﻲ ﺻﺤﻨﯥ ﭘﻪ ﺷﮑﻞ ﺗﻤﺜﻴﻠﻮﻱ‪ .‬ﭘﻪ ﺩﯤ ﺭﻭﺵ ﮐﯥ ﺩﺳﺘ‪‬ﺗﻴﺎ‬
‫ﺍﺣﺴﺎﺱ ﻟﻪ ﻣﻨ‪‬ﻪ ‪‬ﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﻣﻴﻨﯥ ﺍﻭ ﻋﻼﻗﯥ ﺳﺮﻩ ﺩﺭﺱ ﺗﻌﻘﻴﺒﻮﻱ‪ .‬ﺩ ﻣﺜﺎﻝ‬
‫ﭘﻪ ﺗﻮ‪‬ﻪ ﺩ‪‬ﻠﻮﺭﻡ ‪‬ﻮﻟ‪‬ﻲ ﺩﭘ‪‬ﺘﻮ ﭘﻪ ﮐﺘﺎﺏ ﮐﯥ ﺩﺭﻭﻏﺘﻴﺎ ﭘﻪ ﻫﮑﻠﻪ ﺩﺍﺳﯥ ﻳﻮﻩ ﻗﺼﻪ ﻟﻴﮑﻞ‬
‫ﺷﻮﻳﺪﻩ ﭼﯥ ﮐﻴﺪﺍﻱ ﺷﻲ ‪‬ﻮ ﺗﻨﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭ‪‬ﺎﮐﻞ ﺷﻲ‪ .‬ﺩ‪‬ﻮﻭﻧﮑﻰ‪ ،‬ﺩﺍﮐﺘﺮ‪ ،‬ﺧﺎﻟﺪ‪،‬‬
‫ﺍﮐﺮﻡ‪ ،‬ﺍﺟﻤﻞ ﺭﻭﻝ ﻭﻟﻮﺑﻮﻱ ﺍﻭ ﺩﺍ ﻣﻮﺿﻮﻉ ﺩﻳﻮﯤ ﺗﻤﺜﻴﻠﻲ ﭘﺎﺭﭼﯥ ﭘﻪ ﺷﮑﻞ ﺗﺪﺭﻳﺲ ﮐ‪‬ﻱ‪.‬‬
‫ﺧﻮﺩ ﻧﻘﺶ ﺍﺟﺮﺍﮐﻮﻟﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺍ ‪‬ﮑﻲ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬
‫– ﻫﻐﻪ ﻭﺧﺖ ﻟﻪ ﺩﯤ ﺭﻭﺵ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻞ ﺷﻲ ﭼﯥ ﺩﻣﻨﻈﻘﻲ ﺩﺭﺳﻢ‬
‫ﺍﻭﺭﻭﺍﺝ‪ ،‬ﻋﻨﻌﻨﯥ ﺳﺮﻩ ﺗﻀﺎﺩﻭﻧﻪ ﻭﻟﺮﻱ‪.‬‬
‫– ﻣﻮﺍﺩ ﺍﻭ ﻟﻮﺍﺯﻡ ﺑﺎﻳﺪ ﺩﻣﺨﻪ ﺍﻣﺎﺩﻩ ﺷﻮﻱ ﻭﻱ‪.‬‬
‫– ﺩﻧﻘﺶ ﺍﺟﺮﺍﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﻫﻐﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭ‪‬ﺎﮐﻞ ﺷﻲ ﭼﯥ ﻧﻘﺶ ﺍﺟﺮﺍ ﮐ‪‬ﻱ‬
‫ﺷﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ‪‬ﺍ‪‬ﻩ ﻭﻱ ﭼﯥ ﮐﻮﻡ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮐﻮﻡ ﻧﻘﺶ ﺍﺟﺮﺍ ﮐﻮﻱ‪.‬‬
‫– ﺩﻧﻘﺶ ﺍﺟﺮﺍﮐﻮﻝ‪ ،‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ﻳﻮ ﻣﻨﺎﺳﺐ ‪‬ﺎﻱ ﮐﯥ ﺗﺮﺳﺮﻩ ﺷﻲ ﭼﯥ ‪‬ﻮﻝ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﻣﺸﺎﻫﺪﻩ ﮐ‪‬ﻱ‪.‬‬

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‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮐﻨﺘﺮﻭﻝ ﮐ‪‬ﻱ‪.‬‬

‫– ﺩﻧﻘﺶ ﺍﺟﺮﺍ ﮐﻮﻝ ﭘﻪ ﻫﻤﻐﻪ ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﮐﯥ ﻳﺎ ﺩﻣﺨﻪ ﺍﻣﺎﺩﻩ ﮐﻴﺪﺍﻱ ﺷﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻰ ﺑﺎﻳﺪ ﺩﺗﻤﺜﻴﻞ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﮐﻤﺰﻭﺭﻱ ‪‬ﮑﻲ ﻳﺎﺩﺩﺍﺷﺖ‬
‫ﺍﻭ ﻭﺭﻭﺳﺘﻪ ﻳﯥ ﻭﺭﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻱ‪.‬‬

‫‪ .7‬ﺩﻋﻠﻤﻲ ﮐﺘﻨﯥ )ﺳﻴﺮﻋﻠﻤﻲ( ﻣﻴﺘﻮﺩ ‪ :Field trip method‬ﻋﻠﻤﻲ ﮐﺘﻨﻪ‬

‫ﻼ ﺩﺩﺭﺱ‬ ‫ﺩﻫﻐﻪ ﻣﺸﺎﻫﺪﻭ ﺍﻭ ﻣﻌﻠﻮﻣﺎﺗﻮﻧﻮ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﻋﻤ ﹰ‬
‫ﻣﻮﺿﻮﻉ ﭘﻪ ﺍ‪‬ﻩ ﺩ‪‬ﻮﻟ‪‬ﻲ ‪‬ﺨﻪ ﺑﻬﺮ ﺗﺮﻻﺳﻪ ﮐﻮﻱ‪ .‬ﭘﻪ ﺣﻘﻴﻘﺖ ﮐﯥ ﻭﻳﻞ ﺷﻮﻱ ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﺭﺍﮊﻭﻧﺪﻱ ﮐﻮﻱ ﺍﻭ ﻫﻐﻪ ﺑﺎ ﻣﻌﻨﺎ ﮐﻮﻱ‪ .‬ﻋﻠﻤﻲ ﮐﺘﻨﻪ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﭘﻼﻥ ﺷﻲ ﭼﯥ ﺩﺯﺩﻩ‬
‫ﻼ ﮐﻪ ﺩﺳﺎﻧﻴﺲ ﭘﻪ ﻣﻀﻤﻮﻥ‬ ‫ﮐﻮﻭﻧﮑﻮ ﺷﻮﻕ‪ ،‬ﺫﻭﻕ ﺍﻭ ﻋﻼﻗﻪ ﺗﺤﺮﻳﮏ ﺍﻭ ﺗﺸﻮﻳﻖ ﮐ‪‬ﻱ ﻣﺜ ﹰ‬
‫ﮐﯥ ﺩﺩﺭﺱ ﻣﻮﺿﻮﻋﺎﺕ ﺩﻧﺒﺎﺕ ﺟﻮ‪‬ﺖ ﺩﻣﺨﻪ ﺗﺪﺭﻳﺲ ﺷﻮﻱ ﻭﻱ ﻧﻮ ﮐﻠﻪ ﭼﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﻋﻠﻤﻲ ﮐﺘﻨﻲ ﺗﻪ ﻭ‪‬ﻱ ﺑﺎﻳﺪ ﺩﻧﺒﺎﺕ ﻣﺨﺘﻠﻔﻲ ﺑﺮﺧﯥ ﻭﺭﻭ‪‬ﻮﺩﻝ ﺷﻲ ﺍﻭ ﺑﻴﺎ ﭘﻪ ﺻﻨﻒ‬
‫ﮐﯥ ﻭﺭﺑﺎﻧﺪﻱ ﺑﺤﺚ ﻭﺷﻲ‪ .‬ﺩﻋﻠﻤﻲ ﮐﺘﻨﯥ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺍ‪‬ﮑﯥ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ ﭼﯥ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮐﻮﻡ ‪‬ﻭﻝ ﺩﻣﺸﺎﻫﺪﻱ ﻣﻴﺘﻮﺩ ﭘﻪ ﮐﺎﺭ ﻭ‪‬ﻱ ﺍﻭﺩﮐﺎﺭ ‪‬ﺮﻧ‪‬ﻮﺍﻟﻲ ‪‬ﻪ ‪‬ﻭﻝ ﺩﻱ‪.‬‬
‫– ﺑﺎﻳﺪ ﭘﻮﻩ ﺷﻮ ﭼﯥ ‪‬ﻮﻣﺮﻩ ﻭﺧﺖ ﻟﺮﻭ ﺍﻭ ﺩﻓﻌﺎﻟﻴﺖ ﺩﺍﺟﺮﺍ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﻫﻐﻪ ﻭﺧﺖ‬
‫ﭘﻪ ﻣﻨﺎﺳﺒﻪ ﺗﻮ‪‬ﻪ ﻭﻭﻳﺸﻮ‪.‬‬
‫– ﺑﺎﻳﺪ ﭘﻮﻩ ﺷﻮ ﭼﯥ ﺩﮐﻮﻣﯥ ﻣﻮﺿﻮﻉ ﭘﻪ ﻫﮑﻠﻪ ﻋﻠﻤﻲ ﮐﺘﻨﻪ ﻟﺮﻭ ﺍﻭ ﭼﻴﺮﺗﻪ ‪‬ﻮ‪.‬‬
‫– ﻣﺎﻟﻲ ﻗﺪﺭﺕ ﺍﻭ ﺗﻮﺍﻥ ﻫﻢ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﮐﻨﺘﺮﻭﻝ ﺷﻲ ﺍﻭ ﻫﻐﻮﯤ ﭘﻪ ﮐﺮﻭﭘﻮﻧﻮ ﻭﻭﻳﺸﻞ ﺷﻲ‪ ،‬ﻫﺮ‪‬ﺮﻭﭖ‬
‫ﺗﻪ ﺳﺮ‪‬ﺮﻭﭖ ﻭ‪‬ﺎﮐﻞ ﺷﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ‪‬ﻮﻝ ‪‬ﺮﻭﭘﻮﻧﻪ ﺍﻭ ﺳﺮ‪‬ﺮﻭﭘﻮﻧﻪ ﺩﻣﺸﺎﻫﺪﯤ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﻧﻈﺎﺭﺕ‬
‫ﮐ‪‬ﻱ‪.‬‬
‫– ﺩﻣﺸﺎﻫﺪﯤ ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﻮﺍﻟﻮﻧﻮ ﺗﻪ ‪‬ﻮﺍﺏ ﻭﺭﮐ‪‬ﻱ‪.‬‬

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‫‪ .8‬ﺮﻭﭘﻲ ﻣﻴﺘﻮﺩ‪ :Group woric method :‬ﺮﻭﭘﻲ ﻣﻴﺘﻮﺩ ﺩﺍﺳﯥ ﻳﻮ ﻣﻴﺘﻮﺩ‬
‫ﺩﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺯﻳﺎﺕ ﮐﺎﺭ ﮐﻮﻟﻮ ﺗﻪ ﻫ‪‬ﻮﻱ‪ .‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﭘﮑﯥ ﺯﻳﺎﺕ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺩﯤ ﻣﻴﺘﻮﺩ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﻣﺬﺍﮐﺮﯤ‪ ،‬ﻣﻨﺎﻗﺸﯥ‪ ،‬ﺍﺭﺯﻳﺎﺑﯥ ﺍﻭ ﻧﻮﺭﻭ ﻣﻘﺼﺪﻭﻧﻮ ﻟﭙﺎﺭﻩ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﮐﻮﭼﻨﻴﻮ ‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻳﺸﻲ‪ .‬ﭘﻪ ‪‬ﺮﻭﭘﻲ ﻣﻴﺘﻮﺩ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭼﯥ ‪‬ﻳﺮ‬
‫ﻭﻭﻳﻨﻲ‪ ،‬ﻏﻮ‪‬ﻭﻧﻴﺴﻲ‪ ،‬ﻭﻟﻮﻟﻲ‪ ،‬ﻓﮑﺮ ﻭﮐ‪‬ﻱ‪ ،‬ﻭﻟﻴﮑﻲ ﺍﻭ ﺧﻮﺷﺤﺎﻟﻴ‪‬ﻱ ﭼﯥ ﺩﻣﻠ‪‬ﺮﻭ ﭘﻪ ﻣﻨ‪‬‬
‫ﮐﯥ ﺧﭙﻞ ﻧﻈﺮ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻱ ﭘﻪ ﺗﻴﺮﻩ ﺑﻴﺎ ﭼﯥ ﻧﻮﺭﻳﯥ ﻧﻈﺮ ﻭﺍﻭﺭﻱ ﺍﻭ ﻏﻮ‪ ‬ﻭﺭﺗﻪ ﻭﻧﻴﺴﻲ‪.‬‬
‫ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﻻﺭ‪‬ﻮﺩ ﺭﻭﻝ ﺍﺟﺮﺍ ﮐﻮﻱ ﺍﻭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟﻪ ﮐﺎﺭ‬
‫‪‬ﺨﻪ ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﮐﯥ ﻧﻈﺎﺭﺕ ﮐﻮﻱ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺘﻮﻧﺰﯤ ﺣﻞ ﮐﻮﻱ‪ .‬ﭘﻪ ‪‬ﺮﻭﭘﻲ ﻣﻴﺘﻮﺩ‬
‫ﮐﯥ ﺩﮊﺑﯥ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﻫﺪﻑ ﻳﻮﺷﻲ‪ ،‬ﺩﺭﻳﺎﺿﻲ ﺍﻭ ﺳﭙﻮﺭﺕ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﺑﻞ ﺷﻲ‬
‫ﻭﻱ ﻧﻮ ‪‬ﺮﻭﭘﻮﻧﻪ ﺩ‪‬ﻮﻭﻧﮑﻲ ﺩﭘﻼﻥ ﺗﻌﻠﻴﻤﻲ ﺍﻭ ﺗﺮﺑﻴﻮﻱ ﻫﺪﻓﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ‪‬ﺎﮐﻞ ﮐﻴ‪‬ﻱ‪ .‬ﮐﻠﻪ‬
‫ﭼﯥ ‪‬ﺮﻭﭘﻲ ﻣﻴﺘﻮﺩ ﻋﻤﻠﻲ ﮐﻮﻱ ﻧﻮﺩ ﺍﻣﮑﺎﻥ ﭘﻪ ﺻﻮﺭﺕ ﮐﯥ ﺩ‪‬ﺮﻭﭖ ﻏ‪‬ﻱ ﭘﻪ ﺩﺍﻳﺮﻭﻱ‬
‫ﺷﮑﻞ ﻳﻮ ﺑﻞ ﺗﻪ ﻣﺨﺎﻣﺦ ﮐ‪‬ﻴﻨﻮﻱ ﺍﻭ ﻳﺎ ﻟ‪ ‬ﺗﺮ ﻟ‪‬ﻩ ﻳﻮ ﺑﻞ ﺗﻪ ﻣﺨﺎﻣﺦ ﮐﻴﻨﻲ ﺗﺮ ‪‬ﻮ ﺩﺩﯤ ﮐﺎﺭ‬
‫ﺍﻭ ﻓﻌﺎﻟﻴﺖ ﻭﻭﻳﻨﻲ‪.‬‬
‫ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﺩﻱ‪ .‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻧﻮ‬
‫ﺗﺠﺮﺑﻪ ﮐ‪‬ﻳﺪﻩ ﭼﯥ ‪‬ﺮﻭﭘﻲ ﺯﺩﻩ ﮐ‪‬ﻩ ﻧﻈﺮ ‪‬ﺎﻧ‪‬ﯤ ﺯﺩﻩ ﮐ‪‬ﻱ ﺗﻪ ‪‬ﻳﺮﻩ ﻣﻮﺛﺮﻩ ﺩﻩ ‪‬ﮑﻪ ﭼﯥ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ‪‬ﺮﻭﭘﻲ ﻣﻴﺘﻮﺩ ﮐﯥ ﻣﻮﺿﻮﻉ ﮊﺭ ﺍﺧﻠﻲ‪ .‬ﻟﻪ ﺩﯤ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﺯﻳﺎﺗﺮﻩ ﻭﺧﺘﻮﻧﻪ‬
‫ﺩﻣﺒﺎﺣﺜﯥ‪ ،‬ﻣﻨﺎﻗﺸﯥ‪ ،‬ﻣﺬﺍﮐﺮﯤ‪ ،‬ﻋﻠﻤﻲ ﮐﺘﻨﯥ‪ ،‬ﭘﺮﻭﮊﯤ‪ ،‬ﺳﻮאﻝ ﺍﻭ ‪‬ﻮﺍﺏ ﺍﻭ ﻧﻮﺭﻭ ﻣﻴﺘﻮﺩﻭﻧﻮ‬
‫ﮐﯥ ﮐﺎﺭ ﺍﺧﻠﻲ‪ .‬ﺍﻭ ﺩﻫﻤﺪﻱ ﻣﻴﺘﻮﺩﻭﻧﻮ ﺯﺩﻩ ﮐ‪‬ﯤ ﺍﻏﻴﺰﻣﻨﺘﻮﺏ ﺯﻳﺎﺗﻮﻱ‪ .‬ﭘﻪ ‪‬ﺮﻭﭘﻲ ﻣﻴﺘﻮﺩ‬
‫ﮐﯥ ﺑﺎﻳﺪ ﺩﺍ‪‬ﮑﻲ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬
‫– ‪‬ﻪ ﺑﻪ ﻭﻱ ﭼﯥ ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻌﺪﺍﺩ ﻟﻪ ‪ 3‬ﺨﻪ ﺗﺮ ‪ 6‬ﺗﻨﻮ‬
‫ﭘﻮﺭﯤ ﻭﻱ ﺗﺮ‪‬ﻮ ﺩﺍﻓﮑﺎﺭ ﺩﺗﺒﺎﺩﻟﯥ ﻟﭙﺎﺭﻩ ‪‬ﻪ ﻓﺮﺻﺖ ﻭﻱ‪.‬‬
‫– ﮐﻠﻪ ﭼﯥ ‪‬ﺮﻭﭘﻮﻧﻪ ﺟﻮ‪ ‬ﺷﻲ ﺑﺎﻳﺪ ﻓﻮﺭﹰﺍ ﻧﺎﻣ‪‬ﺰﺍﺭﻱ ﺷﻲ ﺍﻭ ﺳﺮ‪‬ﺮﻭﭖ ﻭﺭﺗﻪ‬
‫ﻭ‪‬ﺎﮐﻞ ﺷﻲ‪.‬‬
‫– ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﺩﺿﺮﻭﺭﺕ ﻭ‪ ‬ﻣﻮﺍﺩ ﺑﺎﻳﺪ ﺩﻣﺨﻪ ﺍﻣﺎﺩﻩ ﺷﻮﻱ ﻭﻱ‪.‬‬

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‫ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﭘﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﮐﯥ ﻣﻮﺿﻮﻉ‪ ،‬ﻫﺪﻑ ﺍﻭ ﺩﮐﺎﺭ ﻃﺮﻳﻘﻪ ‪‬ﻪ ﻭﺍﺿﺢ‬ ‫–‬
‫ﺷﻲ‪.‬‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﭘﻪ ﺩﺍﻳﺮﻭﻱ ﺗﻮ‪‬ﻪ ﻳﺎ ﻣﺨﺎﻣﺦ ﮐ‪‬ﻴﻨﻮﻝ‬ ‫–‬
‫ﺷﻲ‪.‬‬
‫ﺩ‪‬ﺮﻭﭘﻮﻧﻮ ﺗﺮﻣﻨ‪ ‬ﻣﻨﺎﺳﺒﻪ ﻓﺎﺻﻠﻪ ﻭ‪‬ﺎﮐﻞ ﺷﻲ ﺗﺮ‪‬ﻮ ‪‬ﻮﻭﻧﮑﻲ ﺩﺩﻭﻱ ﺗﺮﻣﻨ‪‬‬ ‫–‬
‫ﺩﺳﺘﻮﻧﺰﻭ ﺩﺣﻞ ﻟﭙﺎﺭﻩ ﻗﺪﻡ ﻭﻭﻫﻲ ﺍﻭ ﺩﻫﻐﻮﻱ ﻧﻈﺎﺭﺕ ﻭﮐ‪‬ﻱ ﺍﻭ ﺩﺑﻠﻲ ﺧﻮﺍ‬
‫ﺩ‪‬ﺮﻭﭘﻮﻧﻮ ﺩﻏ‪‬ﻭ ﺗﺮﻣﻨ‪ ‬ﺧﺒﺮﻱ ﺩﻧﻮﺭﻭ ‪‬ﺮﻭﭘﻮﻧﻮ ﻣﺰﺍﺣﻤﺖ ﻭﻧﮑ‪‬ﻱ‪.‬‬
‫ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﻣﻮﺿﻮﻉ ﺑﺎﻳﺪ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺳﻮﻳﯥ ﻣﻄﺎﺑﻖ ﻭﻱ‪.‬‬ ‫–‬
‫‪‬ﻮﻭﻧﮑﻲ ﺩﻧﻈﺎﺭﺕ ﺍﻭ ﮐﻨﺘﺮﻭﻝ ﺑﺮﺳﺮﻩ ﺩ‪‬ﺮﻭﭘﻮﻧﻮ ﺩ‪‬ﻪ ﻫﻤﮑﺎﺭ ﺭﻭﻝ ﻭﻟﻮﺑﻮﻱ‪.‬‬ ‫–‬
‫ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﻏ‪‬ﻱ ﺑﺎﻳﺪ ﻭﭘﻮﻫﻮﻝ ﺷﻲ ﭼﯥ ﺩﻭﻱ ﻳﻮﺷﺎﻥ ﻣﺴﺌﻮﻟﻴﺖ ﻟﺮﻱ ﺗﺮ‪‬ﻮ‬ ‫–‬
‫ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﭘﻪ ﮐﻮﻟﻮ ﮐﯥ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﻭﺧﺖ ﻣﻌﻴﻦ ﻭﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺍﺑﻼﻍ ﺷﻲ‪.‬‬ ‫–‬
‫ﺩﻟﻮﻣ‪ ‬ﺩﻭﺭﯤ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﭘﻪ ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﮐﯥ ‪‬ﻪ ﺭﻫﻨﻤﺎﻳﻲ ﺷﻲ ﺗﺮ‪‬ﻮ‬ ‫–‬
‫ﭘﻪ ﺭﺍﺗﻠﻮﻧﮑﻲ ﮐﯥ ﻋﺎﺩﺕ ﺷﻲ‪.‬‬
‫ﮐﻠﻪ ﮐﻠﻪ ﮐﻴﺪﺍﻱ ﺷﻲ ﭼﯥ ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﻧﺘﻴﺠﯥ ﺩﻣﺴﺎﺑﻘﯥ ﭘﻪ ﺷﮑﻞ ﺑﺮﺭﺳﻲ ﺍﻭ‬ ‫–‬
‫ﺍﺑﻼﻍ ﺷﻲ‪.‬‬
‫ﺩﻭﻫﻢ ‪‬ﻞ ﻟﭙﺎﺭﻩ ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﻏ‪‬ﻱ ﻳﻮ ﺑﻞ ﺳﺮﻩ ﺗﺒﺪﻳﻞ ﺷﻲ‪.‬‬ ‫–‬
‫ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﻣﻴﺘﻮﺩ ﻫﻐﻪ ﻭﺧﺖ ﻣﺌﻮﺛﺮ ﺩﻱ ﭼﯥ ﺩ‪‬ﺮﻭﭖ ﺩﻏ‪‬ﻭ ﺗﺮﻣﻨ‪ ‬ﻫﻤﮑﺎﺭﻱ‬ ‫–‬
‫ﻣﻮﺟﻮﺩﻩ ﻭﻱ‪.‬‬

‫‪ .۹‬ﺩﻣﻨﺎﻗﺸﯥ ﻣﻴﺘﻮﺩ ‪ :Discussion method‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺍﺳﺎﺳﺎﺕ ﭘﻪ‬

‫ﺩﻱ ﺗﺎﮐﻴﺪﺩ ﮐﻮﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ ﺩﺩﯤ ﺧﺒﺮﯤ ﻧﻪ ﻫﺪﻑ ﺩﺍﺩﻱ‬
‫ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺍﺟﺎﺯﻩ ﻭﺭﮐ‪ ‬ﺷﻲ ﭼﯥ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﺑﻬﻴﺮ ﮐﯥ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ﺍﻭ‬

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‫ﭘﻪ ‪‬ﺮﻭﭘﻲ ‪‬ﻭﻝ ﻣﺬﺍﮐﺮﻩ ﺍﻭ ﻣﻨﺎﻗﺸﻪ ﻭﮐ‪‬ﻱ ﺑﺎﻳﺪ ﻣﻨﺎﻗﺸﻪ ﺩﺍﺳﯥ ﮐﻨﺘﺮﻭﻝ ﺍﻭ ﺗﻌﻘﻴﺐ ﺷﻲ ﭼﯥ‬
‫ﭘﻪ ﻣﻨﺎﺯﻋﻪ ﺑﺪﻟﻪ ﺷﻲ‪.‬‬
‫ﺩﻣﻨﺎﻗﺸﻲ ‪‬ﺨﻪ ﻫﺪﻑ ﻳﻮﺍﺯﯤ ﺧﺒﺮﯤ ﮐﻮﻝ ﻧﺪﻱ ﺑﻠﮑﻪ ﺩﻭﺍﻗﻌﻴﺘﻮﻧﻮ ‪‬ﮑﺎﺭﻩ ﮐﻮﻝ‬
‫ﺍﻭ ﻗﻀﺎﻭﺕ ﮐﻮﻝ ﺩﻱ ﺩﺍﺳﻲ ﭼﯥ ﺩ‪‬ﺮﻭﭖ ‪‬ﻮﻝ ﻏ‪‬ﻱ ﺧﭙﻞ ﻣﻨ‪ ‬ﮐﯥ ﺩﺍﻓﮑﺎﺭﻭ ﺗﺒﺎﺩﻟﻪ‬
‫ﻭﮐ‪‬ﻱ‪ .‬ﮐﻠﻪ ﭼﯥ ‪‬ﻮﻟ‪‬ﻲ ﭘﻪ ‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻭﻳﺸﻞ ﺷﻲ ﯾﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻻﺭ‪‬ﻮﺩ ﭘﻪ ‪‬ﻭﻝ‬
‫ﺗﻌﻴﻨﻮﻱ ﺍﻭﺩ ﻣﻨﺎﻗﺸﯥ ﭘﻪ ﻫﮑﻠﻪ ﻫﻐﻮﻱ ﺗﻪ ﺩﺍﺳﯥ ﻻﺭ‪‬ﻮﻧﻪ ﻭﺷﻲ ﭼﯥ ﺧﭙﻞ ﺍﻓﮑﺎﺭ ﭘﻪ ﺁﺯﺍﺩﺍﻧﻪ‬
‫ﺍﻭ ﺗﻮ‪‬ﻪ ﻳﻮ ﺩﺑﻞ ﺳﺮﻩ ﺗﺒﺎﺩﻟﻪ ﻭﮐ‪‬ﻱ‪.‬‬

‫ﺩﻣﻨﺎﻗﺸﯥ ﺩﻣﻴﺘﻮﺩ ‪‬ﻴ‪‬ﯥ‪:‬‬

‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﭘﻮﻫﯥ ﺳﻄﺢ ﻣﻌﻠﻮﻣﻮﻱ‪.‬‬ ‫–‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﻓﻌﺎﻟﻪ ﺗﻮ‪‬ﻪ ﺩﺭﺱ ﮐﯥ ﺑﺮﺧﻪ ﺍﺧﻠﻲ ﻳﻌﻨﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬
‫ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ‪.‬‬
‫ﻣﻨﺎﻗﺸﻪ ﺩﺗﻴﺮﻭ ﺗﺠﺮﺑﻮ ﺩ‪‬ﮑﺎﺭﻩ ﮐﻴﺪﻭ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪.‬‬ ‫–‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺍﻓﻬﺎﻡ ﺍﻭ ﺗﻔﻬﻴﻢ ﻣﻬﺎﺭﺗﻮﻧﻮ ﺩﭘﺮﺍﺧﺘﻴﺎ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪.‬‬ ‫–‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺗﻮﺟﻪ ﺩﺟﻠﺒﻮﻟﻮ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪.‬‬ ‫–‬
‫ﻼ ﺩﺭﺱ ﺯﺩﻩ ﮐﻮﻱ‪.‬‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻋﻤ ﹰ‬ ‫–‬
‫ﺩﺩﺭﺱ ﻣﻮﺿﻮﻉ ﭘﻪ ‪‬ﻪ ‪‬ﻭﻝ ﭘﺮﺍﺧﺘﻴﺎ ﻣﻮﻣﻲ‪.‬‬ ‫–‬

‫ﺩﻣﻨﺎﻗﺸﻲ ﺩﻣﻴﺘﻮﺩ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﻱ‪:‬‬

‫– ﺩﺩﯤ ﻣﻴﺘﻮﺩ ﺗﻄﺒﻴﻘﻮﻝ ‪‬ﻳﺮ ﻭﺧﺖ ﻏﻮﺍ‪‬ﻱ‪.‬‬
‫– ﺍﻣﮑﺎﻥ ﻟﺮﻱ ﭼﯥ ‪‬ﻴﻨﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﮑﯥ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﻧﺨﻠﻲ‪.‬‬
‫– ﮐﻴﺪﺍﻱ ﺷﻲ ﺩﻣﻨﺎﻗﺸﯥ ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻴﻨﻲ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﻪ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ‬
‫ﻭﻭ‪‬ﻲ‪.‬‬

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‫– ﮐﻪ ‪‬ﻮﻭﻧﮑﻲ ﻣﺴﻠﮑﻲ ﺍﻭ ﺑﺎﺗﺠﺮﺑﻪ ﻧﻪ ﻭﻱ ﮐﻴﺪﺍﻱ ﺷﻲ ﭘﻼﻥ ﺷﻮﻱ ﭘﺮﻭ‪‬ﺮﺍﻡ‬

‫ﺗﺮﺳﺮﻩ ﻧﺸﻲ‪.‬‬
‫– ﺩﻣﻄﻠﺒﻮﻧﻮ ﺍﺭﺗﺒﺎﻁ ﺍﻭﺟﻤﻊ ﮐﻮﻝ ﺍﻭ ﺑﻴﺎ ﺩﻫﻐﻲ ﻟﻨ‪‬ﻳﺰ ﻣﺸﮑﻞ ﺩﻱ‪.‬‬
‫– ﮐﻴﺪﺍﻱ ﺷﻲ ﭘﻮ‪‬ﺘﻨﻲ ﭘﻪ ‪‬ﻪ ﺍﻭ ﻣﻨﺎﺳﺒﻪ ﻃﺮﻳﻘﻪ ﻣﻄﺮﺡ ﻧﺸﻲ‪.‬‬
‫ﺩﺩﯤ ﻟﭙﺎﺭﻩ ﭼﯥ ﺩﻣﻨﺎﻗﺸﯥ ﻣﻴﺘﻮﺩ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺗﻄﺒﻴﻖ ﮐ‪‬ﺍﻱ ﺷﻮ ﺩﻳﻮ ﻣﻨﻈﻢ ﺩﺭﺳﻲ‬
‫ﭘﻼﻥ ﻣﻮﺟﻮﺩﻳﺖ‪ ،‬ﺩ‪‬ﻮﻭﻧﮑﻲ ﺍﻣﺎﺩ‪‬ﻲ‪ ،‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ ﺍﻭ ﺗﺮﺗﻴﺐ‪ ،‬ﺩﻣﻮﺿﻮﻉ ﻣﻌﺮﻓﻲ‪ ،‬ﺩﻫﻐﻲ‬
‫ﺩﻣﻘﺎﺻﺪﻭ ﺗﺤﻠﻴﻞ ﺍﻭ ﺗﺠﺰﻳﻪ ﺿﺮﻭﺭﻱ ﺩﻩ‪ .‬ﺩ ‪‬ﺮﻭﭖ ‪‬ﻮﻟﻮ ﻏ‪‬ﻭ ﺗﻪ ﻣﻨﺎﺳﺒﻪ ﺑﺮﺧﻪ ﻭﺭﮐﻮﻝ ﺍﻭ‬
‫ﺩﻓﺮﺩﻱ ﺍﺧﺘﻼﻓﺎﺗﻮ ﻣﻮﺿﻮﻉ ﺍﻭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﺳﺮﻋﺖ ﻫﻢ ﺑﺎﻳﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ‬
‫ﻭﻧﻴﻮﻝ ﺷﻲ‪ .‬ﻫﻐﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭼﯥ ‪‬ﻳﺮﯤ ﺧﺒﺮﻱ ﮐﻮﻱ‪ ،‬ﮐﻨﺘﺮﻭﻝ ﺍﻭ ﺩﻫﻐﻲ ﭘﺮ‪‬ﺎﻱ ﭼ‪‬ﭗ‬
‫ﺍﻭ ﻏﻠﻲ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺧﺒﺮﻱ ﮐﻮﻟﻮ ﺗﻪ ﺗﺸﻮﻳﻖ ﺷﻲ‪ .‬ﺍﻭ ﻫﻢ ﻫﻐﻪ ‪‬ﻮﮎ ﭼﯥ ﺩﻣﻨﺎﻗﺸﯥ‬
‫ﻻﺭ‪‬ﻮﻭﻧﻪ ﮐﻮﻱ ﺑﺎﻳﺪ ﮐﻤﯥ ﺧﺒﺮﯤ ﻭﮐ‪‬ﻱ ﺍﻭ ‪‬ﻳﺮ ﻭﺍﻭﺭﻱ‪ .‬ﺩﻣﻨﺎﻗﺸﯥ ﭘﻪ ﭘﺎﯤ ﮐﯥ‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﻟﻨ‪ ‬ﺍﻭ ﻧﺘﻴﺠﻪ ‪‬ﻴﺮﻱ ﻳﯥ ﺑﺎﻳﺪ ﻭﺷﻲ‪.‬‬

‫‪ .۱۰‬ﺩﭘﺮﻭﮊﻱ ﻣﻴﺘﻮﺩ ‪ :Project method‬ﺩﺍ ﻣﻴﺘﻮﺩ ﺩﺟﺴﻤﻲ‪ ،‬ﺍﺟﺘﻤﺎﻋﻲ ﺍﻭ‬

‫ﺫﻫﻨﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻟﭙﺎﺭﻩ ﻳﻮ ‪‬ﻪ ﻣﻴﺘﻮﺩ ﺩﻱ‪ .‬ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ‬
‫ﻭﻱ‪ .‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺍﺳﺎﺳﻲ ﺍﻭ ﻟﻮﻣ‪‬ﻧﻴﻮ ﺯﺩﻩ ﮐ‪‬ﻭ ﭘﻪ ﭘﺎﯤ‬
‫ﮐﯥ ﺍﻣﺮﻳﮑﺎﻳﻲ ﻋﺎﻟﻢ ﺟﺎﻥ ﺩﻳﻮﯤ ﭘﻪ )‪ (1952-1952‬ﮐﺎﻝ ﮐﯥ ﻭﻭﻳﻞ ﭼﯥ ﻓﺮﺩﻱ‬
‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﻣﻬﻢ ﻧﻪ ﺩﻱ‪.‬‬
‫ﺩﺩﯤ ﻋﺎﻟﻢ ﻣﻨﺎﻗﺸﻪ ﺩﺍﻭﻩ ﭼﯥ ﻣﺎﺷﻮﻣﺎﻥ ﺩﯤ ﮊﻭﻧﺪ ﺗﻪ ﺍﻣﺎﺩﻩ ﺷﻲ ﺍﻭ ﺩﺍﻫﻐﻪ ﻭﺧﺖ‬
‫ﺍﻣﮑﺎﻥ ﻟﺮﻱ ﭼﯥ ﻫﻐﻮﻱ ﺩﮊﻭﻧﺪﺍﻧﻪ ﭘﻪ ﮐﺎﺭﻭﻧﻮ ﮐﯥ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‪ .‬ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﮐﻠﻲ ﺍﻭ‬
‫ﻣﺤﻞ ﺩ‪‬ﺎﻭﻧﺪﻳﺎﻧﻮ ﭘﻪ ﮊﻭﻧﺪﺍﻧﻪ ﺍﻭ ﻧﻮﺭﻭ ﮐﯥ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ‪‬ﮑﻪ ﭼﯥ ‪‬ﻮﻟﻨﻴﺰ ﮐﺎﺭﻭﻧﻪ ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﻟﻪ ﮊﻭﻧﺪﺳﺮﻩ ﻧ‪‬ﺩﯤ ﺍ‪‬ﻳﮑﻲ ﻟﺮﻱ ﺍﻭ ﺩﻫﻐﻮﻱ ﺩﺭﻭﺯﻧﯥ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ ﻧﻮ ﻻﺯﻣﻪ ﺩﻩ‬
‫ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ﺩﭘﺮﻭﮊﻱ ﭘﻪ ‪‬ﻭﻝ ﻫﻢ ﮐﺎﺭ ﻭﮐ‪‬ﻱ‪.‬‬

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‫ﺩﺍﺳﻼﻡ ﻣﻘﺪﺱ ﺩﻳﻦ ‪ 1400‬ﮐﺎﻟﻪ ﺩﻣﺨﻪ ﺑﺸﺮ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﮐ‪‬ﻳﺪﻩ ﭼﯥ ﻣﺎﺷﻮﻣﺎﻥ‬

‫ﺩﮊﻭﻧﺪﺍﻧﻪ ﭘﻪ ﮐﺎﺭ ﮐﯥ ﺷﺮﻳﮏ ﮐ‪‬ﻱ ﭼﯥ ﻟﻪ ﻣﺤﻴﻂ ‪‬ﺨﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﻭﮐ‪‬ﻱ ﺗﺮ‪‬ﻮ ﭘﻪ‬
‫ﺭﺍﺗﻠﻮﻧﮑﻲ ﮐﯥ ﮊﻭﻧﺪ ﺗﻪ ﺍﻣﺎﺩﻩ ﺷﻲ‪ .‬ﭘﻪ ﺩﯤ ‪‬ﻭﻝ ﺩ ‪‬ﻮﻟﻨﯥ ﻏ‪‬ﻱ ﺩﺍﺳﯥ ﻭﺭﻭﺯﻝ ﺷﻲ ﭼﯥ ﭘﻪ‬
‫ﺧﭙﻞ ﻣﺎﺣﻮﻝ ﮐﯥ ﭘﻪ ﺧﻮﺷﺤﺎﻟ‪ ،‬ﺭﻭﻏﺘﻴﺎ‪ ،‬ﺳﻮﻟﻪ‪ ،‬ﺍﻣﻦ ﺍﻭ ﺑﺮﻳﺎﻟﻴﺘﻮﺏ ﮊﻭﻧﺪ ﻭﮐ‪‬ﻱ ﺍﻭ ﭘﻪ ‪‬ﻪ‬
‫‪‬ﻭﻝ ﻋﺎﺩﺍﺗﻮ‪ ،‬ﺁﺩﺍﺑﻮ‪ ،‬ﺍﺧﻼﻗﻮ‪ ،‬ﭘﻮﻫﯥ‪ ،‬ﻓﻀﺎﻳﻠﻮ ﺍﻭ ﻣﻬﺎﺭﺗﻮﻧﻮ ﮐﯥ ﺳﻤﺒﺎﻝ ﺷﻲ ﭼﯥ ﭘﻪ ﮐﻮﺭ‪،‬‬
‫ﮐﻠﻲ ﺍﻭ ‪‬ﻮﻟﻨﻪ ﮐﯥ ﭘﻪ ﺑﺮﻳﺎﻟﻴﺘﻮﺏ ﺳﺮﻩ ﮊﻭﻧﺪ ﻭﮐ‪‬ﻱ‪ .‬ﺩﺍ ﻫﻐﻪ ﻭﺧﺖ ﺻﻮﺭﺕ ﻣﻮﻧﺪﻟﻲ ﺷﻲ‬
‫ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﮊﻭﻧﺪﺍﻧﻪ ﺩﺍﺻﻠﻲ ﭘﺪﻳﺪﻭ ﺳﺮﻩ ﭘﻪ ﺗﻤﺎﺱ ﮐﯥ ﻭﻱ‪ .‬ﺩﺍ ﮐﺎﺭ ﺩﭘﻮﺭﮊﯤ‬
‫ﺩﻣﻴﺘﻮﺩ ﭘﻪ ﺫﺭﻳﻌﻪ ‪‬ﻪ ﺻﻮﺭﺕ ﻧﻴﻮﻟﻲ ﺷﻲ‪.‬‬
‫ﺩﭘﺮﻭﮊﯤ ﻣﻴﺘﻮﺩ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﭘﻪ ﻓﺮﺩﻱ ﺍﻭ ‪‬ﺮﻭﭘﻲ ‪‬ﻭﻝ ﺗﻄﺒﺌﻖ ﮐﻴﺪﺍﻱ ﺷﻲ‪.‬‬
‫ﺩﺩﯤ ﻣﻴﺘﻮﺩ ﭘﻪ ﻭﺍﺳﻄﻪ ﺩﮊﻭﻧﺪﺍﻧﻪ ﺣﻘﻴﻘﻲ ﺳﺘﻮﻧﺰﻱ ﭘﻴﮋﻧﻲ ﺍﻭ ﺩﻫﻐﻮ ﺩﺣﻞ ﻟﭙﺎﺭﻩ ﻟﻪ ‪‬ﻮﻟﻨﻴﺰ‬
‫ﮐﺎﺭ ‪‬ﺨﻪ ‪‬ﻪ ﺍﺧﻠﻲ‪ .‬ﭘﻪ ﺩﯤ ﻣﻴﺘﻮﺩﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﭘﻪ ‪‬ﺮﻭﭘﻲ ﻳﺎ ﺍﻧﻔﺮﺍﺩﻱ ‪‬ﻭﻝ ﻳﻮﻩ‬
‫ﭘﺮﻭﮊﻩ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﻫﻐﻮﻱ ﭘﻪ ﺩﯤ ﭘﺮﻭﮊﻩ ﺑﺎﻧﺪﯤ ﭘﻪ ‪‬ﺪﻩ ﻳﺎ ﺍﻧﻔﺮﺍﺩﻱ ﺗﻮ‪‬ﻪ ﮐﺎﺭ ﮐﻮﻱ‪.‬‬
‫ﺩﻭﯤ ﮐﻮﻻﻱ ﺷﻲ ﺩﭘﺮﻭﮊﯤ ﺩﺗﺮﺳﺮﻩ ﮐﻮﻟﻮ ﭘﻪ ﮐﺎﺭ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻲ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﯥ ﻭﮐ‪‬ﻱ‬
‫‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﻫ‪‬ﻪ ﻭﮐ‪‬ﻱ ﭼﯥ ﭘﻪ ‪‬ﺮﻭﭘﻲ ‪‬ﻭﻝ ﭘﺮﻭﮊﻩ ﮐﯥ ‪‬ﻮﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﻣﻨﺎﺳﺒﻪ‬
‫ﺗﻮ‪‬ﻪ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ﺍﻭﻳﻮ ﺗﻌﺪﺍﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻣﺎﻳﻮﺱ ﺍﻭ ﺑﻲ ﮐﺎﺭﻩ ﭘﺎﺗﻲ‬
‫ﻧﺸﻲ‪.‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﭘﻮﻫﻮﻱ ﭼﯥ ‪‬ﻪ ‪‬ﻭﻝ ﮐﺎﺭﻭﻧﻪ ﺳﺮﺗﻪ ﻭﺭﺳﻮﻱ‪،‬‬
‫ﺩﭘﺮﻭﮊﯤ ﻫﺪﻓﻮﻧﻪ ﻭﺭﺗﻪ ﻭﺍﺿﺢ ﮐ‪‬ﻱ ﭼﯥ ﻣﻄﻠﻮﺑﻪ ﻧﺘﻴﺠﻪ ﭘﻪ ﻻﺱ ﺭﺍﻭ‪‬ﻱ‪ .‬ﭘﺮﺗﻪ ﻟﻪ ﺩﯤ ﺑﻪ ﺩ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻟﭙﺎﺭﻩ ﺩﺗﻔﺮﻳﺢ ﺍﻭﺳﺎﻋﺖ ﺗﻴﺮ‪ ‬ﻣﻌﻨﺎﻭﻟﺮﻱ‪ .‬ﺩﺩﯤ ﻣﻴﺘﻮﺩ ﻳﻮﻩ ‪‬ﻪ ﺩﺍﺩﻩ ﭼﯥ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺍﺳﺘﺪﻻﻝ ﻗﻮﺕ ﺯﻳﺎﺗﻴ‪‬ﻱ ‪‬ﮑﻪ ﭼﯥ ﻫﻐﻮﻱ ﺩﺧﭙﻞ ﺳﺮﺗﻪ ﺭﺳﻴﺪﻟﻲ ﮐﺎﺭ‬
‫‪‬ﺨﻪ ﺩﻓﺎﻉ ﮐﻮﻱ ﺍﻭ ﺩﻧﻮﺭﻭ ﻗﻨﺎﻋﺖ ﺣﺎﺻﻠﻮﻱ‪.‬‬

‫‪ .١١‬ﺩﻋﻤﻠﻲ ﮐﺎﺭ ﻣﻴﺘﻮﺩ ‪ :Practical work method‬ﺩﺍ ﺭﻭﺵ ﻟﻮﻣ‪‬ﻱ‬

‫‪‬ﻞ ﺟﺎﻥ ﺩﻳﻮﯤ ﭘﻪ ﮐﺎﺭ ﻳﻮ ﻭ‪ ‬ﺍﻭ ﻭﻳﻮﻳﻞ ﭼﯥ ﻳﻮ ﭘﺮﻭ‪‬ﺮﺍﻡ ﻫﻐﻪ ﻭﺧﺖ ﺩﺍﺭﺯﺵ ﻭ‪ ‬ﺩﻱ ﭼﯥ‬
‫ﻋﻤﻠﻲ ﺟﻨﺒﻪ ﻭﻟﺮﻱ ﺍﻭ ﺩ ﺍﻧﺴﺎﻥ ﭘﻪ ﮊﻭﻧﺪ ﮐﯥ ‪‬ﻮﺭ ﺗﻤﺎﻡ ﻧﺸﻲ ﺍﻭ ﻫﻐﻪ ﺧﻮﺷﺤﺎﻟﻪ ﻭﺳﺎﺗﻲ‪.‬‬

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‫ﺩﺍﻫﻢ ﺑﺎﻳﺪ ﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻭ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻫﺪﻑ ﻳﻮﺍﺯﻱ ﺩﻋﻠﻢ ﺗﺮﻭﻳﺞ ﻧﺪﻱ ﺑﻠﮑﻪ‬
‫ﻭﺍﻗﻌﻲ ﻫﺪﻑ ﻳﯥ ﻫﻐﻪ ﺩﻱ ﭼﯥ ﺩﻫﻐﻪ ﭘﻪ ﻭﺭ‪‬ﻨﻲ ﮊﻭﻧﺪ ﮐﯥ ﮔ‪‬ﻮﺭ ﺗﻤﺎﻡ ﺷﻲ‪.‬‬
‫ﺟﺎﻥ ﺩﻳﻮﯤ ﭘﻪ ﺩﯤ ﻋﻘﻴﺪﻩ ﻭﺅ ﭼﯥ ﻋﻤﻮﻣﻲ ﺗﻌﻠﻴﻤﺎﺕ ﺩﺍﺟﺘﻤﺎﻋﻲ ﺩﺭﺩﻭﻧﻮ ﺩﻭﺍ‬
‫ﺩﻱ‪ ،‬ﻧﻮ ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﭘﺮﻭ‪‬ﺮﺍﻡ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﺟﻮ‪ ‬ﺷﻲ ﭼﯥ ‪‬ﻮﻭﻧ‪‬ﻲ ﺩﻳﻮﻱ ‪‬ﻮﻟﻨﯥ ﺭﻭﻝ‬
‫ﻭﻟﺮﻱ ﺍﻭ ﭘﻪ ‪‬ﻮﻟﻨﻴﺰﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﮐﯥ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‪ .‬ﺩ‪‬ﻮﻭﻧ‪‬ﻲ ﮐﺎﺭ ﺑﺎﻳﺪ ﺩﻣﻌﻠﻮﻣﺎﺗﻮ‬
‫ﺯﺭﻕ ﮐﻮﻟﻮ ﻧﻪ ﻭﻱ ﺑﻠﮑﻪ ﺩﺳﺎﻣﺎﻥ‪ ،‬ﺍﻻﺗﻮ ﺟﻮ‪‬ﻭﻝ ﺍﻭ ﭘﻪ ﻣﺨﺘﻠﻔﻮ ﻃﺮﻳﻘﻮ ﺳﺮﻩ ﺩﻫﻐﻮﻱ‬
‫ﺳﺘﻌﻤﺎﻝ ﭘﻪ ﻃﺒﻌﻴﺖ ﮐﯥ ﺧﭙﻠﻪ ﺩﻧﺪﻩ ﻭﺑﻮﻟﻲ‪ .‬ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ‬
‫‪‬ﺮ‪‬ﻲ‪ .‬ﺩﻫﻐﻮﻱ ﻋﻀﻠﯥ‪ ،‬ﺳﺘﺮ‪‬ﯥ‪ ،‬ﻏﻮ‪‬ﻭﻧﻪ ﺍﻭ ﺍﺣﺴﺎﺳﺎﺕ ﻳﯥ ﭘﻪ ﮐﺎﺭ ﻭ‪‬ﻝ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺩﻋﻤﻠﻲ ﻣﻴﺘﻮﺩ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ ،‬ﺗﺠﺮﺑﻮﻱ ﺍﻭ ﻻﺑﺮﺍﺗﻮﺍﺭﻱ ﮐﺎﺭﻭﻧﻪ‬
‫ﺷﺎﻣﻞ ﺩﻱ ﻧﻮ ‪‬ﮑﻪ ﻋﻤﻠﻲ ﮐﺎﺭﻭﻧﻪ ﺩﺍﻧﻔﺮﺍﺩﻱ ﺍﻭ ‪‬ﺮﻭﭘﻲ ﮐﺎﺭﻭﻧﻮ ﭘﻪ ﺷﮑﻞ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪‬ﺮﻧ‪‬ﻪ ﭼﯥ ﺩ‪‬ﺮﻭﭘﻲ ﮐﺎﺭ ﻣﻴﺘﻮﺩ ﺩﻣﺨﻪ ﺫﮐﺮ ﺷﻮﻳﺪﻱ ﻧﻮ ﺩﻟﺘﻪ ﺑﻪ ﻳﯥ ﺩﺗﮑﺮﺍﺭ ﺿﺮﻭﺭﺕ ﻧﻪ‬
‫ﻭﻱ‪ .‬ﺧﻮ ﺍﻧﻔﺮﺍﺩﻱ ﮐﺎﺭﻭﻧﻪ ﺩﺍﺳﯥ ﻳﻮ ﻣﻴﺘﻮﺩ ﺩﻱ ﭼﯥ ﺩﺩﺭﺳﻲ ﻭﺳﻴﻠﻮ ﺍﻭ ﻣﻮﺍﺩﻭ ﭘﻪ‬
‫ﻣﻮﺟﻮﺩﻳﺖ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺍﻧﻔﺮﺍﺩﻱ ﺗﻮ‪‬ﻪ ﻣﺼﺮﻭﻑ ﺳﺎﺗﻞ ﮐﻴ‪‬ﻱ‪ .‬ﺗﺮ‪‬ﻮ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﭘﮑﯥ ﭘﺨﭙﻠﻪ ﻓﻌﺎﻟﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‪ .‬ﭘﻪ ﻫﺮ ﺻﻮﺭﺕ ﺩﺍﻣﻴﺘﻮﺩ ﺩﻭﻩ ﻋﻤﺪﻩ ﻧﻴﻤ‪‬ﺗﻴﺎﻭﻱ‬
‫ﻟﺮﻱ‪.‬‬
‫– ‪‬ﻳﺮ ﻭﺧﺖ ﺗﻪ ﺿﺮﻭﺭﺕ ﻟﺮﻱ‪.‬‬
‫– ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﮐﺎﻓﻲ ﺍﻧﺪﺍﺯﻩ ﺯﺩﻩ ﮐ‪‬ﻩ ﻧﺸﻲ‬
‫ﺗﺮﺳﺮﻩ ﮐﻮﻻﻱ ﭘﻪ ﺩﺍﺳﯥ ﺣﺎﻝ ﮐﯥ ﭼﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺍﺳﺎﺳﺎﺗﻮ ﺗﻮﻗﻊ‬
‫ﻭﺿﻊ ﺷﻮﻱ ﻭﺧﺖ ﻭﻱ‪.‬‬

‫‪ .12‬ﺩﻣﺨﺘﻠﻔﻮ ‪‬ﻮﻟ‪‬ﻴﻮ ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩ ‪:Multigrade teaching method‬‬

‫ﺯﻣﻮ‪ ‬ﭘﻪ ﻫﻴﻮﺍﺩ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﮐﯥ ﺩ‪‬ﻳﺮ ﭘﺨﻮﺍﺯﻣﺎﻧﻮ ‪‬ﺨﻪ ﺭﺍﭘﺪﯤ ﺧﻮﺍ ‪‬ﻮﻭﻧﻪ ﺍﻭﺭﻭﺯﻧﻪ ﺩ‬
‫ﻟﻮﻣ‪‬ﻱ ‪‬ﻮﻟ‪‬ﻲ ‪‬ﺨﻪ ﺗﺮﻟﻮ‪‬ﻭ ﺗﺤﺼﻴﻼﺗﻮ ﭘﻮﺭﯤ ﭘﻪ ﻭ‪‬ﻳﺎ ﺗﻮ‪‬ﻪ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﻟﻮﻣ‪‬ﻧﻴﻮ‬
‫‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺭﻭﺯﻧﻪ ﻧﻪ ﻳﻮﺍﺯﯤ ﭼﯥ ﻭ‪‬ﻳﺎ ﺩﻩ ﺑﻠﮑﻪ ﺍﺟﺒﺎﺭﻱ ﻫﻢ ﺩﻩ‪ .‬ﺧﻮ ﻋﺼﺮﻱ ‪‬ﻮﻭﻧﻪ ﺍﻭ‬

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‫ﺭﻭﺯﻧﻪ ‪‬ﻳﺮﻩ ﺳﺎﺑﻘﻪ ﻧﻠﺮﻱ‪ .‬ﻋﺼﺮﻱ ‪‬ﻮﻭﻧﻪ ﺍﻭﺭﻭﺯﻧﻪ ﺩ ﺍﻣﻴﺮ ﺷﻴﺮﻋﻠﻲ ﺧﺎﻥ ﺩﺳﻠﻄﻨﺖ ﭘﻪ‬
‫ﺩﻭﺭﻩ ﮐﯥ ﭘﻴﻞ ﺷﻮﯤ ﺩﻩ ﺍﻭ ﺩﺍﻣﻴﺮ ﺣﺒﻴﺐ ﺍﷲ ﭘﻪ ﺩﻭﺭﻩ ﮐﯥ ﻳﯥ ﭘﺮﺍﺧﺘﻴﺎ ﻭﻣﻮﻧﺪﻟﻪ ﭼﯥ‬
‫ﻭﺭﻭﺳﺘﻪ ﻳﯥ ﺩﺍﻣﻴﺮ ﺍﻣﺎﻥ ﺍﷲ ﺧﺎﻥ ﭘﻪ ﺩﻭﺭﻩ ﮐﯥ ﻋﺎﻣﻪ ﺑ‪‬ﻪ ﻏﻮﺭﻩ ﮐ‪‬ﻩ ﺍﻭ ﺩﻣﺤﻤﺪ ﻇﺎﻫﺮ ﺷﺎﻩ‬
‫ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩ‪‬ﻮﻟﻨﯥ ﭘﺎﻡ ‪‬ﺎﻧﺘﻪ ﺭﺍﻭﺍ‪‬ﺍﻭﻩ ‪‬ﮑﻪ ﭼﯥ ﺩﺯﺩﻩ ﮐ‪‬ﯤ‬
‫ﺍﺭﺯ‪‬ﺖ ﻭﺭ‪ ‬ﭘﻪ ﻭﺭ‪ ‬ﺯﻳﺎﺗﻴﺪﻩ‪ .‬ﺩﺑﻠﻲ ﺧﻮﺍ ‪‬ﺮﻧ‪‬ﻪ ﭼﯥ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﻣﻠ‪‬ﺮﻭ ﻣﻠﺘﻮﻧﻮ ﻏ‪‬ﻱ‬
‫ﺩﻱ ﻧﻮ ﭘﻪ ‪‬ﻮﻟﻮ ﺑﻴﻦ ﺍﻟﻤﻠﻠﻲ ﭼﺎﺭﻭ ﮐﯥ ﺩﻫﻐﻮﻱ ﻣﺸﻮﺭﯤ ﺍﻭ ﻭ‪‬ﺍﻧﺪﻳﺰﻭﻧﻪ ﺑﺎﻳﺪ ﻋﻤﻠﻲ ﮐ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﺩﯤ ﺍﺳﺎﺱ ﺩﮐﻠﻴﻮﺍﻟﻲ ‪‬ﻮﻭﻧ‪‬ﻲ ﭘﻪ ﻧﻮﻡ ﻟﻪ ﻟﻮﻣ‪‬ﻱ ‪‬ﻮﻟ‪‬ﻲ ‪‬ﺨﻪ ﺗﺮ ﺩﺭﻳﻢ ‪‬ﻮﻟ‪‬ﻲ ﭘﻮﺭﯤ‬
‫ﭘﺮﺍﻧﺴﺘﻞ ﺷﻮ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﮐﻮﭼﻨﻴﺎﻧﻮ ﻟﭙﺎﺭﻩ ﻳﯥ ‪‬ﺮ‪‬ﻨ‪‬ﻩ ‪‬ﻮﻭﻧ‪‬ﻲ ﺟﻮ‪ ‬ﮐ‪‬ﻝ ﭼﯥ ﺩﺍ ﻫﻢ‬
‫ﺩﮐﻠﻴﻮﺍﻟﻲ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﭘﻪ ‪‬ﻭﻝ ﻭﺅ‪ .‬ﮐﻠﻴﻮﺍﻟﻲ ﺍﻭ ‪‬ﺮ‪‬ﻨﺪﻩ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺩﻭﺍ‪‬ﻩ ﺑﻪ ﻳﻮ ‪‬ﻮﻭﻧﮑﻲ‬
‫ﺩﺭﻟﻮﺩ ﺍﻭ ﺩﺭﯤ ﻭﺍ‪‬ﻩ ‪‬ﻮﻟ‪‬ﻲ ﺑﻪ ﺩﻳﻮ ‪‬ﻮﻭﻧﮑﻲ ﻟﻪ ﺧﻮﺍ ﭘﻪ ﻭﻳﻮ ﻭﺧﺖ ﮐﯥ ﺗﺪﺭﻳﺲ ﮐﻴﺪﻝ‪.‬‬
‫ﺧﻮ ﺩﺩﻱ ﻭﺭﺳﺘﻴﻮ ﮐﻠﻮﻧﻮ ﺟﻨ‪‬ﻮﻧﻮ ﺩﻫﻴﻮﺍﺩ ﭘﻪ ‪‬ﻮﻭﻧﮑﻮ ﮐﯥ ﺯﻳﺎﺕ ﮐﻤﻮﺍﻟﻲ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﮐ‪‬‬
‫ﺍﻭ ﻫﻴﻮﺍﺩ ﺩ‪‬ﻳﺮﻭ ﺳﺘﻮﻧﺰﻭ ﺳﺮﻩ ﻣﺨﺎﻣﺦ ﺩﻱ‪ .‬ﺮﻧ‪‬ﻪ ﭼﯥ ﺩﺩﻱ ﮐﻤﺒﻮﺩﻳﻮ ﭘﻮﺭﻩ ﮐﻮﻝ ‪‬ﻳﺮ‬
‫‪‬ﺮﺍﻥ ﺩﻱ ﻧﻮ ﻻﺯﻡ ﺩﻱ ﭼﯥ ﺩﻣﺨﺘﻠﻔﻮ ‪‬ﻮﻟ‪‬ﻴﻮ ﺩﺗﺪﺭﻳﺲ ﺗ‪ ‬ﻻﺭﻩ ﺍﻭ ﻣﻴﺘﻮﺩﻭﻧﻪ ﻭ‪‬ﻴ‪‬ﻝ ﺷﻲ‬
‫ﺍﻭ ﺩﺍﺳﻲ ﻧﺼﺎﺏ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺳﻴﺴﺘﻢ ﮐﯥ ﭘﻪ ﮐﺎﺭ ﻭﺍﭼﻮﻝ ﺷﻲ ﭼﯥ ﺩ‪‬ﻮﻭﻧﮑﻮ‪،‬‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺍ‪‬ﺗﻴﺎﻭﯤ ﭘﮑﯥ ﭘﻪ ﭘﺎﻡ ﮐﻲ ﻭﻧﻴﻮﻝ ﺷﻲ‪ .‬ﭼﯥ ﺩﻧﻴﮑﻤﺮﻏﻪ ﻫﻤﺪﺍ ﺍﻭﺱ ﺩ‪‬ﻮﻭﻧﮑﻮ‬
‫ﺩﺭﻭﺯﻧﯥ ﺩﻧﻮﻱ ﺗﻌﻠﻴﻤﻲ ﻧﺼﺎﺏ ﮐﯥ ﻫﻤﺪﻏﻪ ‪‬ﮑﻲ ﺗﻪ ﺗﻮﺟﻪ ﺷﻮﯾﺪﻩ‪.‬‬

‫ﺗﺠﺮﺑﻲ ﻳﺎ ﻧﻤﺎﻳﺸﻲ ﻣﻴﺘﻮﺩ ‪ :Demonstration method‬ﺗﺠﺮﺑﻲ‬ ‫‪.13‬‬

‫ﻣﻴﺘﻮﺩ ﻫﻐﻪ ﻣﻴﺘﻮﺩ ﺩﻱ ﭼﯥ ﺩﻫﻐﻲ ﺩﺗﻈﺒﻴﻖ ﭘﻪ ﺑﻬﻴﺮ ﮐﯥ ﻭﺳﻴﻠﯥ ﺍﻭ ﻣﻮﺍﺩ ﺍﺳﺘﻌﻤﺎﻟﻴ‪‬ﻱ ﺗﺮ‪‬ﻮ‬
‫ﻼ ﺗﺠﺮﺑﻪ ﺍﻭ ﻧﺘﻴﺠﻪ ﻳﯥ ﭘﻪ ﻻﺱ ﺭﺍﺷﻲ ﺍﻭ ﺯﺩﻩ ﮐ‪‬ﻩ ﺳﺮﺗﻪ ﻭﺭﺳﻴ‪‬ﻱ‪.‬‬
‫ﻳﻮﻩ ﺧﺎﺻﻪ ﻣﻮﺿﻮﻉ ﻋﻤ ﹰ‬
‫ﺩﺍ ﻻﻧﺪﻱ ﻫﺪﻓﻮﻧﻪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﺑﺎﻳﺪ ﻭﻧﻴﻮﻝ ﺷﻲ‪:‬‬
‫– ﺩﮐﻮﻣﯥ ﻣﻮﺿﻮﻉ ﺣﻘﻴﻘﺖ ﭼﯥ ﭘﻪ ﻧﻈﺮﻱ ﺗﻮ‪‬ﻪ ﺩﺭﮎ ﮐﻴﺪﺍﻱ ﻧﺸﻲ ‪‬ﺎﻳﻲ ﺩﻏﻪ‬
‫ﺳﺘﻮﻧﺰﻩ ﺩﺗﺠﺮﺑﯥ ﭘﻪ ﻭﺍﺳﻄﻪ ﺣﻞ ﺷﻲ‪.‬‬
‫– ﺩﺗﺠﺮﺑﯥ ﭘﻪ ﻭﺍﺳﻄﻪ ﺩﺷﻴﺎﻧﻮ ﻓﺰﻳﮑﻲ ﺍﻭ ﮐﻴﻤﻴﺎﻭﻱ ﺧﻮﺍﺹ ﭘﻴﮋﻧﺪﻝ ﮐﻴ‪‬ﻱ‪.‬‬

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‫– ﺩﺗﺠﺮﺑﻲ ﭘﻪ ﻭﺍﺳﻄﻪ ﮊﻭﺭﻩ ﭘﻮﻫﻪ ﺣﺎﺻﻠﻴ‪‬ﻱ ﺍﻭﻟﻪ ﺫﻫﻦ ‪‬ﺨﻪ ﮊﺭ ﻧﻪ ﻭ‪‬ﻲ‪.‬‬

‫– ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺣﺮﮐﻲ ﺣﺲ ﻭﺩﻩ ﺍﻭ ﺍﻧﮑﺸﺎﻑ ﮐﻮﻱ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻻﺑﺮﺍﺗﻮﺍﺭ ﺩﮐﺎﺭ ﺳﻴﺴﺘﻢ ﺳﺮﻩ ﺁﺷﻨﺎ ﮐﻴ‪‬ﻱ‪.‬‬
‫– ﺩﺗﺠﺮﺑﻲ ﭘﻪ ﻭﺍﺳﻄﻪ ﺩﺷﻴﺎﻧﻮ ‪‬ﻮﺭ ﺍﻭ ﻏﻴﺮ ‪‬ﻮﺭ ﺍ‪‬ﺧﻮﻧﻪ ﭘﻴﮋﻧﺪﻝ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﭘﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭ ﺭﻭﺯﻧﻪ ﮐﯥ ﻫﻐﻪ ﻣﻮﺿﻮﻋﺎﺕ ﭼﯥ ﭘﻪ ﺷﻔﺎﻫﻲ ﺍﻭ ﻧﻈﺮﻱ ﺗﻮ‪‬ﻪ ﺗﺪﺭﻳﺲ‬
‫ﺷﻲ ‪‬ﻪ ﻧﻪ ﺯﺩﻩ ﮐﻴ‪‬ﻱ ﺍﻭ ﻫﺪﻑ ﻧﻪ ﺗﺮﻻﺳﻪ ﮐﻴ‪‬ﻱ‪ .‬ﺧﻮﮐﻪ ﺩ‪‬ﻴﻨﻮ ﺧﺎﺻﻮ ﻭﺳﻴﻠﻮ ﺍﻭ ﻣﻮﺍﺩﻭ‬
‫‪‬ﺨﻪ ﺩﺩﻏﻪ ﻣﻮﺿﻮﻉ ‪‬ﺎﻧﻮ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻞ ﺷﻲ ﻫﻢ ﺑﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ‪‬ﻪ ﺗﺮﺳﺮﻩ ﺷﻲ ﺍﻭ‬
‫ﻫﻢ ﺑﻪ ﮊﺭ ﻫﺪﻑ ﺗﻪ ﻭﺭﺳﻴ‪‬ﻭ‪.‬‬
‫ﺩﺍﺳﯥ ﻓﮑﺮ ﻭﻧﺸﻲ ﭼﯥ ﺩﺍ ﺗﺠﺮﺑﯥ ﻳﻮﺍﺯﯤ ﭘﻪ ﻻﺑﺮﺍﺗﻮﺍﺭ ﮐﯥ ﺍﻣﮑﺎﻥ ﻟﺮﻱ ﺑﻠﮑﻪ ﭘﻪ‬
‫ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ ﻫﻢ ﺗﺮﺳﺮﻩ ﮐﻴﺪﺍﻱ ﺷﻲ ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﺷﻴﺎﻧﻮ ﺩﺍﻧﻘﺒﺎﺽ ﺍﻭ ﺍﻧﺒﺴﺎﻁ ﻣﻮﺿﻮﻉ‪،‬‬
‫ﻫﻮﺍ ﻭﺯﻥ ﻟﺮﻱ ﺩﻳﻮﻱ ﺳﺎﺩﻩ ﭘﻮ‪‬ﻴﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﺠﺮﺑﻪ ﮐﻮﻻﻱ ﺷﻲ ﭘﻮﮐ‪‬‬
‫ﺭﺍﻭﺍﺧﻠﻲ ﺩﻧﺮﻱ ﻟﺮ‪‬ﻲ ﭘﻪ ﺩﻭﻩ ‪‬ﻨ‪‬ﻭ ﮐﯥ ﺩﺗﺎﺭ ﭘﻪ ﻭﺍﺳﻄﻪ ﻭﻧ‪‬ﻠﻮﻱ ﭼﯥ ﻟﻪ ﻫﻐﻲ ‪‬ﺨﻪ ﺗﻠﻪ‬
‫ﺟﻮ‪‬ﻩ ﺷﻲ‪ .‬ﺑﻴﺎ ﺩﻭﺍ‪‬ﻩ ﭘﻮﮐ‪ ‬ﻭﭘ‪‬ﺳﻮﺉ ﺍﻭ ﺧﻮﻟﯥ ﻳﯥ ﻭﺗ‪‬ﺉ‪ .‬ﻧﻮ ﮐﻠﻪ ﭼﯥ ﺗﻠﻪ ﺟ‪‬ﻪ ﮐ‪‬ﻱ‬
‫ﻟﻴﺪﻝ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﻭﺍ‪‬ﻩ ﭘﻮﮐ‪ ‬ﻳﻮﺷﺎﻥ ﻭﺯﻥ ﻟﺮﻱ‪ .‬ﺑﻴﺎ ﻳﻮﻩ ﭘﻮﮐ‪‬ﻲ ﺩﺳﺘﻨﯥ ﻳﺎ ﺍﻏﺰﻱ ﭘﻪ‬
‫ﻭﺍﺳﻄﻪ ﺳﻮﺭ‪ ‬ﮐ‪‬ﻱ ﭼﯥ ﻟ‪‬ﻩ ﻫﻮﺍ ﻭﺭ‪‬ﺨﻪ ﻭﻭ‪‬ﻲ‪ .‬ﻮﺭﻱ ﭼﯥ ﺩﺗﻠﯥ ﺩﺍ ﺧﻮﺍ ﺳﭙﮑﻪ ﺍﻭ‬
‫ﺑﻠﻪ ﺧﻮﺍﻳﯥ ﺩﺭﻧﻴ‪‬ﻱ‪ .‬ﭘﻪ ﺩﻱ ﺗﻮ‪‬ﻪ ﺛﺎﺑﺘﻴ‪‬ﻱ ﭼﯥ ﻫﻮﺍ ﻭﺯﻥ ﻟﺮﻱ‪.‬‬
‫ﺩﺍ ﻣﻴﺘﻮﺩ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻳﻮﻩ ‪‬ﻪ ﻃﺮﻳﻘﻪ ﺩﻩ ‪‬ﮑﻪ ﭼﯥ ‪‬ﻮﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﮑﯥ ﻭﻧ‪‬ﻩ‬
‫ﺍﺧﻠﻲ ﺍﻭ ﺩﻋﻤﻠﻲ ﺳﻴﺴﺘﻢ ﺑ‪‬ﻪ ﻏﻮﺭﻩ ﮐﻮﻱ‪.‬‬

‫‪ .０‬ﺩﮐﻮﭼﻨﻲ ﺩﺭﺱ ﻣﻴﺘﻮﺩ ‪ :Micro teaching method‬ﭘﻪ ‪1963‬ﻡ‬

‫ﮐﺎﻝ ﮐﯥ ﺩﻣﺘﺤﺪﻩ ﺍﻳﺎﻻﺗﻮ ﭘﻪ ﺳ‪‬ﻨﺪﻓﻮﺭﺩ ﭘﻮﻫﻨﺘﻮﻥ ﮐﯥ ﺩ ﻣﺎﻳﮑﺮﻭ ‪‬ﻴﭽﻴﻨ‪ ‬ﻣﻔﮑﻮﺭﻩ‬
‫ﻣﻨ‪ ‬ﺗﻪ ﺭﺍﻏﻠﻪ‪ .‬ﺩﺗﺪﺭﻳﺲ ﺩﺍ ﻣﻴﺘﻮﺩ ﺩﻳﻮ ‪‬ﺮﻭﭖ ‪‬ﻴ‪‬ﻭﻧﮑﻮ ﻟﻪ ﺧﻮﺍ ﭼﯥ ‪Allex,‬‬
‫‪ Dwinght, Rayan, Kevin‬ﻧﻮﻣﻴﺪﻝ‪ ،‬ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﺷﻮﻩ‪ .‬ﮐﻮﭼﻨﻲ ﺩﺭﺱ‬
‫ﻫﻐﻪ ﺩﺭﺱ ﺗﻪ ﻭﺍﻳﻲ ﭼﯥ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ ﺭﺍﮐﻢ ﺷﻲ‬

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‫ﺍﻭ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ‪‬ﺎﻧ‪‬ﻭ ﺳﻠﻮﮐﻮﻧﻮ ﺑﺎﻧﺪﯤ ﻣﺘﻤﺮﮐﺰ ﺷﻲ ﺍﻭ ﺗﺪﺭﻳﺲ ﺁﻣﻮﺯ ﭘﻪ‬

‫ﮐﻨﺘﺮﻭﻝ ﺷﻮﻱ ﺷﺮﺍﻳﻄﻮ ﮐﯥ ﺗﺪﺭﻳﺲ ﺁﻣﻮﺯﻱ ﺗﺮﺳﺮﻩ ﺷﻲ ﭘﻪ ﻟﻨ‪‬ﻩ ﺗﻮﻩ ﮐﻮﭼﻨﻲ‬
‫ﺩﺭﺱ ﺩﺗﺪﺭﻳﺲ ﻫﻐﻪ ﻣﻴﺘﻮﺩ ﺩﻱ ﭼﯥ ﺩﻫﻐﻲ ﻟﻪ ﻣﺨﻲ ﺩﺗﺪﺭﻳﺲ ﺩ‪‬ﻮﻟﻮ ﺍ‪‬ﺧﻮﻧﻮ‬
‫ﺍﻧﺪﺍﺯﻩ ﺭﺍﮐﻤﻴ‪‬ﻱ ﻧﻮ ‪‬ﮑﻪ ﻭﺭﺗﻪ ﮐﻮﭼﻨﻲ ﺗﺪﺭﻳﺲ ﻭﺍﻳﻲ‪.‬‬
‫ﭘﻪ ﮐﻮﭼﻨﻲ ﺗﺪﺭﻳﺲ ﮐﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ ﺩ‪ 5‬ﺨﻪ ﺗﺮ ‪ 10‬ﭘﻮﺭﯤ ﻭﻱ ﺍﻭ‬
‫ﺗﺪﺭﻳﺲ ﺁﻣﻮﺯ ﺧﭙﻞ ﺩﺭﺱ ﻟﻪ ‪ 5‬ﺩﻗﻴﻘﻮ ‪‬ﺨﻪ ﺗﺮ ‪ 10‬ﺩﻗﻴﻘﻮ ﭘﻮﺭﯤ ﭘﻪ ‪‬ﺮﻭﭖ ﮐﯥ ﻭ‪‬ﺍﻧﺪﻱ‬
‫ﮐﻮﻱ‪ .‬ﮐﻪ ﺩ‪‬ﺮﻭﭖ ﺷﻤﻴﺮ ﻟﻪ ‪ 3‬ﺨﻪ ﺗﺮ ‪ 4‬ﭘﻮﺭﯤ ﻭﻱ ﻧﻮ ﭘﻪ ﺩﯤ ﺻﻮﺭﺕ ﮐﯥ ﺩ‪‬ﻮﻝ‬
‫‪‬ﺮﻭﭖ ﺗﺪﺭﻳﺲ ﺩﺗﻤﺮﻳﻦ ﻟﭙﺎﺭﻩ ﻟﻪ ‪ 20‬ﺨﻪ ﺗﺮ ‪ 25‬ﺩﻗﻴﻘﻮ ﭘﻮﺭﯤ ﻭﺧﺖ ﻧﻴﺴﻲ ﭼﯥ‬
‫ﻣﺠﻤﻮﻋﹰﺎ ﺗﺮ ‪ 30‬ﺩﻗﻴﻘﻮ ﭘﻮﺭﯤ ﻭﺧﺖ ﺗﻪ ﺭﺳﻴ‪‬ﻱ‪.‬‬
‫ﭘﻪ ﮐﻮﭼﻨﻲ ﺗﺪﺭﻳﺲ ﮐﯥ ﻓﻴ‪‬ﺑﻴﮏ ﺩﻭﻳﺪﻭﻳﻲ ﮐﻤﺮﯤ ﭘﻪ ﻭﺍﺳﻄﻪ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ ﺧﻮ‬
‫ﭘﻪ ﻫﻐﻪ ﻫﻴﻮﺍﺩﻭﻧﻮ ﮐﯥ ﭼﯥ ﺩﺍ ﺷﺮﺍﻳﻂ ﻧﻪ ﻭﻱ ﺩﻧﻈﺎﺭﺕ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺩﺍ ﺩﻧﺪﻩ ﭘﺮﻣﺦ‬
‫ﻭ‪‬ﻝ ﮐﻴ‪‬ﻱ‪ .‬ﮐﻪ ﭼﻴﺮﯤ ﮐﻮﭼﻨﻲ ﺩﺭﺱ ﭘﻪ ﻭﻳﺪﻳﻮ ﮐﯥ ﺗﺎﻳﭗ ﺷﻲ ﻭﻳﺪﻳﻮ ﺩﺗﺠﺮﺑﯥ ﭘﻪ ﺗﻮ‪‬ﻪ‬
‫ﮐﺎﺭﻭﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺗﺪﺭﻳﺲ ﺁﻣﻮﺯ ﺧﭙﻞ ﺩﺭﺱ ﭘﻪ ﺗﻠﻮﻳﺰﻳﻮﻥ ﮐﯥ ‪‬ﻮﺭﻱ‪ ،‬ﺩﺭﺱ ﺑﻴﺎ ﺗﮑﺮﺍﺭﻭﻱ‬
‫ﺗﺮ‪‬ﻮ ‪‬ﻮﺩﻝ ﺷﻮﻱ ﻣﻬﺎﺭﺗﻮﻧﻪ ﺗﻤﺮﻳﻦ ﺍﻭ ﺗﮑﺮﺍﺭ ﺷﻲ‪ .‬ﺩﮐﻮﭼﻨﻲ ﺩﺭﺱ ﻟﭙﺎﺭﻩ ‪‬ﺎﻧ‪‬ﻱ‬
‫ﻣﻬﺎﺭﺗﻮﻧﻪ ﻣﻮﺟﻮﺩ ﺩﻱ ﭼﯥ ﺩﻫﻐﯥ ﭘﻪ ﺭ‪‬ﺎ ﮐﯥ ﻣﺪﺭﺱ ﺧﭙﻞ ﺩﺭﺱ ﺗﺮ ﺳﺮﻩ ﮐﻮﻱ‪.‬‬

‫ﺩﮐﻮﭼﻨﯥ ﺩﺭﺱ ﻣﻬﺎﺭﺗﻮﻧﻪ‪:‬‬

‫ﺍﺯﻣﺎﻳ‪‬ﺘﻲ ﭘﻮ‪‬ﺘﻨﯥ ﮐﻮﻝ‪.‬‬ ‫–‬
‫ﻳﻮﻣﺸﻮﻕ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ‪.‬‬ ‫–‬
‫ﺗﻘﻮﻳﻪ ﮐﻮﻝ‪.‬‬ ‫–‬
‫ﻏﻴﺮ ﻟﻔﻈﻲ ﺍﺷﺎﺭﯤ ﭘﻪ ﮐﺎﺭ ﺍﭼﻮﻝ‪.‬‬ ‫–‬
‫ﻣﻮﺿﻮﻉ ﺑﺎﻳﺪ ﺩﻣﺜﺎﻝ ﭘﻪ ﻭﺍﺳﻄﻪ ﺭﻭ‪‬ﺎﻧﻪ ﺷﻲ‪.‬‬ ‫–‬
‫ﺩ‪‬ﻭﻥ ﮐﻮﻭﻧﮑﻮ ﺗﺸﻮﻳﻘﻮﻝ‪.‬‬ ‫–‬
‫ﺩﺩﺭﺱ ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﻫﮑﻠﻪ ﺗﻮﺿﻴﺤﺎﺕ ﻭﺭﮐﻮﻝ‪.‬‬ ‫–‬

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‫– ﻟﻪ ﺗﻮﺭﯤ ﺗﺨﺘﻲ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ‪.‬‬

‫– ﻧﺘﻴﺠﻪ ‪‬ﻴﺮﻱ ﮐﻮﻝ‪.‬‬
‫– ﺗﺪﺭﻳﺲ ﭘﺎﻱ ﺗﻪ ﺭﺳﻮﻝ‪.‬‬

‫ﺍﺳﺘﻘﺮﺍﻳﻲ ﺍﻭ ﻗﻴﺎﺳﻲ ﻣﻴﺘﻮﺩ ‪Deductive and inductive method‬‬ ‫‪.15‬‬

‫ﺍﺳﺘﻘﺮﺍﻳﻲ ﻣﻴﺘﻮﺩ ﺍﻭ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﻗﻴﺎﺳﻲ ﻣﻴﺘﻮﺩ ﺩﻭﻩ ﻋﻤﻠﻲ ﻣﻴﺘﻮﺩﻭﻧﻪ ﺩﻱ ﭼﯥ ﺩﭘﺨﻮﺍ‬
‫ﺭﺍﻫﻴﺴﯥ ﭘﻪ ﻃﺒﻴﻌﻲ ﻋﻠﻮﻣﻮ ﮐﯥ ﭘﻮﻫﺎﻧﻮ ﻟﻪ ﺧﻮﺍ ﺍﺳﺘﻌﻤﺎﻟﻴ‪‬ﻱ ﺍﻭ ﺍﻭﺱ ﻫﻢ ﻭﺭ‪‬ﻨﯥ ﮐﺎﺭ‬
‫ﺍﺧﻠﻲ‪ .‬ﻗﻴﺎﺳﻲ ﻣﻴﺘﻮﺩ ﺩﺩﻱ ﻟﭙﺎﺭﻩ ﭘﻪ ﮐﺎﺭ ﺍﭼﻮﻝ ﮐﻴ‪‬ﻱ ﭼﯥ ﺩﭘﺪﻳﺪﻭ ﭘﻪ ﻫﮑﻠﻪ ﻋﻤﻮﻣﻲ ﻳﺎ‬
‫ﮐﻠﻲ ﻗﻮﺍﻧﻴﻦ ﺗﺮﻻﺳﻪ ﮐﻮﻱ‪ .‬ﺩﺍ ﻣﻴﺘﻮﺩ ﻟ‪ ‬ﻪ ﭘﻴﭽﻠﻲ ﺩﻱ ‪‬ﮑﻪ ﭼﯥ ﺩﺍ ﺩﻟﻮ‪‬ﯤ ﺳﻮﻳﻲ ﺍﻭ‬
‫‪‬ﻴ‪‬ﻭﻧﮑﻮ ﺩﻧﺪﻩ ﺩﻩ ﭼﯥ ﻣﺴﺎﹾﻟﻲ ﺗﺤﻘﻴﻖ ﺍﻭ ﺗﺠﺮﺑﻪ ﮐ‪‬ﻱ‪ .‬ﺍﻭ ﭘﻪ ﻫﻤﻐﻪ ﻣﻮﺿﻮﻉ ﮐﯥ ﻳﻮ ﮐﻠﻲ‬
‫ﻗﺎﻧﻮﻥ ﺗﺮﻻﺳﻪ ﮐ‪‬ﻱ ﺩﺩﻱ ﻣﻴﺘﻮﺩ ﭘﻴﺮﻭﺍﻥ ﭘﻪ ﺩﯤ ﻋﻘﻴﺪﻩ ﺩﻱ ﭼﯥ ﻟﻪ ﮐﻞ ‪‬ﺨﻪ ﺑﻪ ﻣﺴﺎﹾﻟﻪ‬
‫ﭘﻴﻞ ﺍﻭ ﺟﺰ ﺗﻪ ﺑﻪ ﻫﺪﻑ ﺗﻘﻴﺒﻮﻱ ﺧﻮ ﭘﻪ ﺍﺳﺘﻘﺮﺍﻳﻲ ﮐﯥ ﻟﻮﻣ‪‬ﻱ ﺟﺰﺀ ‪‬ﻴ‪‬ﻱ ﺍﻭ ﺑﻴﺎ ﮐﻞ‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻥ ﺩﻏﻪ ﺩﻭﺍ‪‬ﻩ ﻣﻴﺘﻮﺩﻭﻧﻪ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﭘﻪ ‪‬ﻳﺮﻩ ﺳﺎﺩﻩ‬
‫ﺍﻭ ﺁﺳﺎﻧﻪ ﺗﻮ‪‬ﻪ ﭘﻪ ﮐﺎﺭ ﺍﭼﻮﻱ ﺧﻮ ﺩﻟﺘﻪ ﻫﻢ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻥ ﭘﻪ ﺩﻭﻩ ‪‬ﻭﻟﻪ ﻭﻳﺸﻞ‬
‫ﮐﻴ‪‬ﻱ ﻳﻮﻩ ‪‬ﻟﻪ ﻳﯥ ﻭﺍﻳﻲ ﭼﯥ ﮐﻪ ﺗﺪﺭﻳﺲ ﻟﻪ ﺟﺰﺀ ‪‬ﺨﻪ ﭘﻴﻞ ﺍﻭ ﮐﻞ ﺧﻮﺍﺗﻪ ﺗﺪﺭﻳﺲ ﺗﻌﻘﻴﺐ‬
‫ﺷﻲ ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪ .‬ﻮﻭﻧﮑﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮊﺭ ﺍﻭ ﺁﺳﺎﻧﻪ ﻫﺪﻑ ﺗﻪ‬
‫ﺭﺳﻮﻱ‪ .‬ﺍﻭ ﺑﻠﻪ ‪‬ﻟﻪ ﭘﻪ ﺩﻱ ﻋﻘﻴﺪﻩ ﺩﻩ ﭼﯥ ﮐﻪ ﺩ ﺗﺪﺭﻳﺲ ﻣﻮﺿﻮﻉ ﻟﻪ ﮐﻞ ‪‬ﺨﻪ ﭘﻴﻞ ﺍﻭ‬
‫ﺟﺰﺀ ﺧﻮﺍﺗﻪ ﺗﻌﻘﻴﺐ ﺷﻲ ﺯﺩﻩ ﮐ‪‬ﻩ ‪‬ﻪ ﺻﻮﺭﺕ ﻧﻴﺴﻲ‪.‬‬
‫ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺩ ﺍﺳﺘﻘﺮﺍﻳﻲ ﻣﻴﺘﻮﺩ ﻣﺜﺎﻝ ﺩﺍﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﻟﻮﻣ‪‬ﻱ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺗﻮﺭﻱ ﻟﮑﻪ ﺍﻟﻒ‪ ،‬ﺏ‪ ،‬ﺕ‪ ،‬ﺙ‪ ،‬ﺗﺮ ﭘﺎﻳﻪ ﭘﻮﺭﯤ ﺩﺭﺱ ﻭﺭﮐﻮﻱ ﺍﻭ ﺑﻴﺎ ﮐﻠﻤﯥ ﺍﻭ‬
‫ﺟﻤﻠﻲ ﻭﺭﺗﻪ ﺗﺪﺭﻳﺲ ﮐﻮﻱ ﭘﻪ ﺩﻱ ﺻﻮﺭﺕ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ﺧﭙﻞ ﺩﺭﺱ ﮐﯥ ﺩﺟﺰﺀ ‪‬ﺨﻪ‬
‫ﺩ ﮐﹸﻞ ﭘﻪ ﻟﻮﺭﯤ ﺗﺪﺭﻳﺲ ﮐﻮﻱ‪.‬‬
‫ﺧﻮ ﮐﻪ ‪‬ﻮﻭﻧﮑﻲ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺗﻮﺭﻱ ﭘﻪ ﮐﻠﻤﻪ ﮐﯥ ﺩﺭﺱ ﻭﺭﮐ‪‬ﻱ ﭘﻪ ﺩﻱ‬
‫ﺻﻮﺭﺕ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﻟﻪ ﻗﻴﺎﺳﻲ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ ﺩﻣﺜﺎﻝ ﭘﻪ ﺗﻮ‪‬ﻪ ﺩﺟﺎﻝ ﭘﻪ ﮐﻠﻤﻪ‬

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‫ﮐﯥ ﺩ )ﺝ( ﺩﺗﻮﺭﻱ ﻟﻪ ﻧﻮﺭﻭ ﺩﺭﺳﻲ ﮐﻠﻤﻮ ﮐﯥ ﺩﻧﻮﺭﻭ ﺗﻮﺭﻭ ﺗﺪﺭﻳﺲ ‪‬ﻞ ﮐﻴ‪‬ﻱ ﭘﻪ ﺩﻱ‬
‫‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﮐﯥ ﻟﻪ ﮐﻞ ‪‬ﺨﻪ ﺟﺰﺀ ﺗﻪ ﺗﺪﺭﻳﺲ ﺻﻮﺭﺕ ﻧﻴﺴﻲ‪.‬‬

‫ﺩﺗﮑﺮﺍﺭ )ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ( ﻣﻴﺘﻮﺩ ‪Repeat and practice method‬‬ ‫‪.16‬‬

‫ﺗﮑﺮﺍﺭ ﭘﻪ ﻟﻐﺖ ﮐﯥ ﺑﻴﺎ ﮐﻮﻝ‪ ،‬ﺩﻭﻫﻢ ‪‬ﻞ ﺧﺒﺮﻱ ﮐﻮﻟﻮ‪ ،‬ﻳﻮ ﻋﻤﻞ ‪‬ﻮ‪‬ﻠﻲ ﺗﺮﺳﺮﻩ‬
‫ﮐﻮﻟﻮﻝ ﺗﻪ ﻭﺍﻳﻲ ﺍﻭ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺍﺻﻄﻼﺡ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻲ ﺳﺮﻩ ﻳﻮ‪‬ﺎﻱ ﻳﻮ‬
‫ﻣﻄﻠﺐ ﺩﻭﻫﻢ ‪‬ﻞ ﺑﻴﺎﻧﻮﻟﻮ ﺍﻭ ﻳﺎﺩﺍ ﭼﯥ ﺑﻲ ﺩﻣﻔﻬﻮﻡ ﻟﻪ ﺩﺭﮎ ﮐﻮﻟﻮ ‪‬ﺨﻪ ﺩ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ‬
‫ﭘﻴﺮﻭﻱ ﺩﻳﻮﻋﻤﻞ ﺍﺟﺮﺍ ﮐﻮﻟﻮ ﺗﻪ ﺗﮑﺮﺍﺭ ﻭﺍﻳﻲ‪.‬‬
‫ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﭘﻪ ﻟﻐﺖ ﮐﯥ ﭘﻪ ﮐﺎﺭﮐﻮﻟﻮ‪ ،‬ﻟﻴﮑﻠﻮﮐﯥ ﺩﻭﺭﺯﺵ ﺍﻭ ﺟ‪‬ﮑﺘﻴﺎ ﭘﻪ ﻣﻌﻨﻲ‬
‫ﺩﻱ ﺍﻭ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺍﺻﻄﻼﺡ ﮐﯥ ﻟﻪ ﻫﻐﻪ ﺭﻭﺵ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ﭘﻪ ﻫﻐﻲ‬
‫ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺗﮑﺮﺍﺭ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻳﻮﻩ ﻣﻮﺿﻮﻉ ﺣﺎﻓﻈﻲ ﺗﻪ ﺳﭙﺎﺭﻱ ﺍﻭ ﺑﻴﺎﻳﯥ ﻣﻔﻬﻮﻡ‬
‫ﺗﺤﻠﻴﻞ ﺍﻭ ﺗﺠﺰﻳﻪ ﮐﻮﻱ‪ .‬ﭘﻪ ﺑﻞ ﻋﺒﺎﺭﺕ ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﻟﻪ ﻫﻐﻪ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ‬
‫ﭼﯥ ﮐﻠﻪ ‪‬ﻮﻭﻧﮑﻲ ﺩﺩﺭﺱ ﻣﻮﺿﻮﻉ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻣﻌﺮﻓﻲ ﮐﻮﻱ ﻫﻐﻮﻱ ﻭﺭﺑﺎﻧﺪﻱ ﻓﮑﺮ‬
‫ﮐﻮﻱ ﺍﻭ ﺑﻴﺎ ﺩﺗﮑﺮﺍﺭ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻳﯥ ﺣﺎﻓﻈﻲ ﺗﻪ ﺳﭙﺎﺭﻱ‪ .‬ﭘﻪ ﺩﯤ ﻣﻌﻨﻲ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ‬
‫ﻟﻮﻣ‪‬ﻱ ﻳﻮﻩ ﻣﻮﺿﻮﻉ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻣﻌﺮﻓﻲ ﮐﻮﻱ‪ ،‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭼﯥ ﻫﻐﻪ ﻭﻳﻨﻲ ﻓﻮﺭﹰﺍ‬
‫ﻭﺭﺑﺎﻧﺪﯤ ﻓﮑﺮ ﮐﻮﻱ ﺍﻭ ﺩ‪‬ﻮﺍﺏ ﻭﺭﮐﻮﻟﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺍﻣﮑﺎﻥ ﻟﺮﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫‪‬ﻳﺮﯤ ﻏﻠﻄﻲ ‪‬ﺎﻧﻲ ﻭﮐ‪‬ﻱ‪ .‬ﺩﺍ ﻏﻠﻄﻲ ﻫﻐﻪ ﻭﺧﺖ ﺍﺻﻼﺡ ﮐﻴ‪‬ﻱ ﭼﯥ ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‬
‫ﺻﻮﺭﺕ ﻭﻧﻴﺴﻲ ﻳﻌﻨﻲ ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﺩﺍ ﻣﺮﺣﻠﻲ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻝ ﮐﻴ‪‬ﻱ‪:‬‬

‫‪ .1‬ﺩﻓﮑﺮ ﮐﻮﻟﻮﻝ ﻣﺮﺣﻠﻪ‪ :‬ﻟﻮﻣ‪ ‬ﻣﺮﺣﻠﻪ ﭼﯥ ﺩﻓﮑﺮ ﮐﻮﻟﻮ ﻣﺮﺣﻠﻪ ﺩﻩ ﺩﺩﺭﺱ‬

‫ﺩﻣﻮﺿﻮﻉ ﺩﻣﻌﺮﻓﻲ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻭﺭﺑﺎﻧﺪﯤ ﻓﮑﺮ ﮐﻴ‪‬ﻱ ﭘﻪ ﺩﻱ ﻣﺮﺣﻠﻪ ﮐﯥ ﻏﻠﻄ‪‬‬
‫‪‬ﻳﺮﯤ ﻭﻱ ﺍﻭ ﻫﻐﻪ ﻭﺧﺖ ﺍﺻﻼﺡ ﮐﻴ‪‬ﻱ ﭼﯥ ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﺗﺮﺳﺮﻩ ﺷﻲ‪.‬‬

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‫‪ .2‬ﺩ ﺍﺻﻼﺡ ﮐﻮﻟﻮ ﻣﺮﺣﻠﻪ‪ :‬ﭘﻪ ﺩﯤ ﻣﺮﺣﻠﻪ ﮐﯥ ﺩﻟﻮﻣ‪ ‬ﻣﺮﺣﻠﯥ ﻏﻠﻄﻲ ﺩﻣﺸﻖ ﺍﻭ‬
‫ﺗﻤﺮﻳﻦ ﻟﻪ ﻻﺭﯤ ﺍﺻﻼﺡ ﮐﻴ‪‬ﻱ‪ .‬ﺩ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﺫﻫﻦ ﮐﯥ ﺩﺍ ﺍﻃﻤﻨﺎﻥ ﭘﻴﺪﺍ‬
‫ﮐﻴ‪‬ﻱ ﭼﯥ ﺍﻭﺱ ﺩﺩﺭﺱ ﭘﺮ ﻣﻮﺿﻮﻉ ﭘﻮﻫﻴ‪‬ﻡ‪.‬‬

‫‪ .3‬ﺩ ﭘﻪ ﮐﺎﺭ ﻭ‪‬ﻧﯥ ﻣﺮﺣﻠﻪ‪ :‬ﻫﻐﻪ ﺍﻃﻤﻨﺎﻥ ﭼﯥ ﺩﺩﻭﺅ ﻣﺨﮑﻴﻨﻮ ﻣﺮﺣﻠﻮ ‪‬ﺨﻪ ﺗﺮﻻﺳﻪ‬
‫ﮐﻴ‪‬ﻱ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮐﻮﻻﻱ ﺷﻲ ﭼﯥ ﻫﻐﻪ ﻧﻮﺭﻭ ﺗﻪ ﺍﻇﻬﺎﺭ ﺍﻭ ﭘﻪ ﮐﺎﺭ ﻳﻮﺳﻲ‪ .‬ﭘﻪ‬
‫ﺩﯤ ﻣﺮﺣﻠﻪ ﮐﯥ ﺳﻬﻮﯤ ﺍﻭ ﺧﻄﺎ ﻧﻪ ﻭﻱ‪ .‬ﺩﻳﻮ ﻣﺜﺎﻝ ﭘﻪ ‪‬ﻮﺩﻟﻮ ﺳﺮﻩ ﻧﻮﺭ ﻣﺜﺎﻟﻮﻧﻪ‬
‫ﻫﻢ ﺣﻞ ﮐﻮﻻﻱ ﺷﻲ‪.‬‬
‫ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﺩﻟﻴﮑﻠﻮ ﭘﻪ ﺷﮑﻞ )ﻟﻐﺘﻮﻧﻪ ﺍﻭ ﭘﻪ ﺭﻳﺎﺿﻲ ﻋﺪﻭﻧﻪ( ﻭﻳﻞ )ﭘﻪ ﮐﺮﺍﺭﻩ‬
‫ﺍﻭ ﻳﺎ ﭘﻪ ﻟﻮ‪ ‬ﺁﻭﺍﺯ( ﭘﻪ ﺍﻧﻔﺮﺍﺩﻱ ﺍﻭ ‪‬ﻟﻪ ﺍﻳﺰ ﺷﮑﻞ ﺍﺟﺮﺍ ﮐﻴﺪﻱ ﺷﻲ‪ .‬ﺩﺩﯤ ﺗﻄﺒﺌﻖ ﭘﻪ ﻟﻮﻣ‪‬ﻧ‪‬‬
‫ﺩﻭﺭﻩ ﮐﯥ ﻧﻈﺮ ﺛﺎﻧﻮﻱ ﺍﻭ ﻟﻮ‪‬ﻭ ﺗﺤﺼﻴﻠﻲ ﻣﻮﺳﺴﻮ ﺗﻪ ﺯﻳﺎﺕ ﻣﻬﻢ ﺩﻱ‪ .‬ﺮﻧ‪‬ﻪ ﭼﯥ ﺗﮑﺮﺍﺭ‬
‫ﻳﻮ ‪‬ﻭﻝ ﺗﻤﺮﻳﻦ ﺩﻱ ﻧﻮ ﺑﺎﻳﺪ ﺩ ‪ 5‬ﺩﻗﻴﻘﻮ ‪‬ﺨﻪ ﺯﻳﺎﺕ ﻧﻪ ﻭﻱ ‪‬ﮑﻪ ﭼﯥ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬
‫ﮐﯥ ﺩﺳﺘ‪‬ﺗﻴﺎ ﺳﺒﺐ ‪‬ﺮ‪‬ﻲ‪ .‬ﺍﻭ ‪‬ﻮﻭﻧﮑﻲ ﺩﻫﻐﻲ ﺩﺍﺳﺘﻌﻤﺎﻝ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺑﺎﻳﺪ ﺩﺍ‪‬ﮑﻲ ﭘﻪ‬
‫ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫‪ .1‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻫﺪﺍﻳﺖ ﻭﺭﮐ‪‬ﻱ ﭼﯥ ‪‬ﻨ‪‬ﻪ ﻣﺸﻖ ﺍﻭﺗﻤﺮﻳﻦ‬
‫ﻭﮐ‪‬ﻱ‪ .‬ﮐﻪ ‪‬ﻟﻪ ﺍﻳﺰ ﮐﺎﺭﻭﻱ ﻧﻮ ‪‬ﻮﻭﻧﮑﻲ ﻫﻐﻮﯤ ﺑﺎﻳﺪ ﺩﻧﻈﺎﺭﺕ ﻻﻧﺪﯤ ﻭﻧﻴﺴﻲ‪.‬‬
‫ﮐﻪ ﮐﻮﻡ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮐﺎﺭ ﻧﮑﻮﻱ ﺑﺎﻳﺪ ﺩﻫﻐﻪ ﺗﻮﺟﻪ ﮐﺎﺭ ﮐﻮﻟﻮ ﺗﻪ ﺭﺍﻭﺍ‪‬ﻭﻱ‪.‬‬
‫‪ .2‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻱ ﭘﻪ ﺟﺰﻱ ﺗﻮ‪‬ﻪ ﺗﺮﺳﺮﻩ ﻧﺸﻲ ﺑﻠﮑﻪ ﺩﻫﻐﻮﯤ ﺫﻭﻕ ﺍﻭ ﻋﻼﻗﻪ ﭘﻪ ﭘﺎﻡ‬
‫ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪.‬‬
‫ﻼ‬
‫‪ .3‬ﺩﺍ ﺭﻭﺵ ﺯﻳﺎﺗﺮﻩ ﭘﻪ ﺣﻔﻈﻲ ﻣﻀﻤﻮﻧﻮ ﺍﻭ ﮊﺑﻪ ﮐﯥ ﭘﻪ ﮐﺎﺭ ﻭ‪‬ﻝ ﮐﻴ‪‬ﻱ ﻣﺜ ﹰ‬
‫‪‬ﻮﻭﻧﮑﻲ ﺩﺭﻳﺎﺿﻲ ﺍﻭ ﺳﺎﻳﻨﺲ ﭘﻪ ﻣﺴﺎﹾﻟﻮ ﺷﺎﻳﺪ ﺩﺗﻤﺮﻳﻦ ﻟﻪ ﺭﻭﺵ ‪‬ﺨﻪ ﮐﺎﺭ‬
‫ﻭﺍﺧﻠﻲ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﻪ ﺩﻳﺎﺩﻭﻟﻮ ﭘﻪ ﺑﺮﺧﻪ ﮐﯥ ﻣﺮﺳﺘﻪ ﻭﮐ‪‬ﻱ‪.‬‬

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‫‪‬ﻮﻭﻧﮑﻲ ﺩﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺖ ﺩﻣﺮﮐﺰ ﭘﻪ ﺗﻮ‪‬ﻪ‪ :‬ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻣﻴﺘﻮﺩﻭﻧﻮ ﺍﻭ‬ ‫‪.17‬‬

‫ﺗﺨﻨﻴﮑﻮﻧﻮ ﮐﯥ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺯﻳﺎﺕ ﻓﻌﺎﻝ ﻭﻱ ﺍﻭ ﺍﮐﺜﺮﻩ ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺩ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ‬
‫ﻭﺍﺳﻄﻪ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪ .‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮﺍﺯﻱ ﺍﻭﺭﻳﺪﻭﻧﮑﻲ‪ ،‬ﻟﻴﺪﻭﻧﮑﻲ ﺍﻭ ﺍﺧﺴﺘﻮﻧﮑﻲ ﻭﻱ ﺍﻭ‬
‫ﻧﻮﺭ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﭘﻪ ﮐﻤﻪ ﺍﻧﺪﺍﺯﻩ ﮐﻮﻱ‪ .‬ﻳﻌﻨﻲ ‪‬ﻮﻭﻧﮑﻲ ﺍﮐﺜﺮﻩ ﻭﺧﺘﻮﻧﻪ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻋﻨﻌﻨﻮﻱ‬
‫ﻣﻴﺘﻮﺩﻭﻧﻮ ﻟﮑﻪ ﮐﺘﺎﺏ ﻟﻮﺳﺘﻞ‪ ،‬ﺣﺎﻓﻈﯥ ﺗﻪ ﺳﭙﺎﺭﻝ‪ ،‬ﻟﮑﭽﺮ‪ ،‬ﻣﺸﻖ ﺍﻭﺗﻤﺮﻳﻦ ﺍﻭ ﺩﻋﺎﺩﺕ ﭘﻪ‬
‫ﺍﺳﺎﺱ ﺩ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ﻭﺍﺳﻄﻪ ‪‬ﻮﺩﻝ ﺷﻮﯤ ﻣﺒﺎﺣﺜﻪ ﺑﺎﻧﺪﻱ ﺗﮑﻴﻪ ﮐﻮﻱ ﺍﻭ ﺯﻳﺎﺕ ﮐﺎﺭ‬
‫ﻭﺭ‪‬ﻴﻨﯥ ﺍﺧﻠﻲ ﻧﻮ‪‬ﮑﻪ ﻭﺭﺗﻪ ﭘﻪ ‪‬ﻮﻭﻧﮑﻲ ﺩﺗﻤﺮﮐﺰ ﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩ ﻭﺍﻳﻲ‪ .‬ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩ ﮐﯥ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮﺍﺯﯤ ﺩﺍﺧﺴﺘﻮﻧﮑﻲ ﭘﻪ ﺗﻮ‪‬ﻪ ﺭﻭﻝ ﻟﻮﺑﻮﻱ ﺍﻭ ﻏﻴﺮ ﻓﻌﺎﻝ ﻭﻱ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ‬
‫ﮐﯥ ﭘﻪ ‪‬ﻴ‪‬ﻪ ﺩﺭﺟﻪ ﺑﺮﺧﻪ ﺍﺧﻠﻲ ﭼﯥ ﺩﺍ ﭘﻪ ﺣﻘﻴﻘﺖ ﮐﯥ ﺩﺩﯤ ﻣﻴﺘﻮﺩ ﺑﺮﻣﻼ ﻧﻴﻤ‪‬ﺗﻴﺎ ﺩﻩ‪.‬‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﻣﺘﺨﺼﺼﻴﻦ ﭘﻪ ﺩﯤ ﻋﻘﺪﻩ ﺩﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ‬
‫ﻫﺮ‪‬ﻮﻣﺮﻩ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺯﻳﺎﺗﻪ ﺑﺮﺧﻪ ﺍﺧﻠﻲ ﭘﻪ ﻫﻤﻐﻪ ﺍﻧﺪﺍﺯﻩ ﺯﺩﻩ ﮐ‪‬ﻩ ‪‬ﻪ ﺗﺮﺳﺮﻩ‬
‫ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻥ ﺩﺍﻣﻨﻲ ﭼﯥ ﻫﺮ ﻣﻴﺘﻮﺩ ﭘﻪ ﺧﭙﻞ ﻭﺍﺭ ﺳﺮﻩ ﺍﻭ ﺧﭙﻞ ‪‬ﺎﻱ‬
‫ﮐﯥ ﮔ‪‬ﻮﺭ ﺩﻱ‪ .‬ﻮﻭﻧﮑﻲ ﺩﺧﭙﻞ ﻣﻬﺎﺭﺕ ﺍﻭ ﺍﺑﺘﮑﺎﺭ ﭘﻪ ﻭﺍﺳﻄﻪ ﮐﻮﻻﻱ ﺷﻲ ﭼﯥ ﻧﻮﺭ‬
‫ﻣﻴﺘﻮﺩﻭﻧﻪ ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩﻭﻧﻮ )ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺗﺪﺭﯦﺲ ﻣﻴﺘﻮﺩﻭﻧﻪ‪ :‬ﭘﻪ ‪‬ﻮﻭﻧﮑﻲ ﻣﺘﻤﺮﮐﺰ‬
‫ﻣﻴﺘﻮﺩ ﺍﻭ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﮐﯥ ﻣﺘﻤﺮﮐﺰ ﻣﻴﺘﻮﺩﻭﻧﻪ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ( ﺳﺮﻩ ﻳﻮ‪‬ﺎﻱ ﮐ‪‬ﻱ ﺍﻭ‬
‫ﺩﻣﺆﻓﻘﯿﺖ ﺩﺭﺟﻪ ﻳﯥ ﻟﻮ‪‬ﻩ ﮐ‪‬ﻱ‪ .‬ﻧﻦ ﻭﺭ‪ ‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻥ ﻫ‪‬ﻪ ﮐﻮﻱ ﭼﯥ‬
‫ﺩﻣﺎﻫﺮﻭﺍﻭ ﻣﺴﻠﮑﻲ ‪‬ﻮﻭﻧﮑﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺩﻏﻪ ﻣﻴﺘﻮﺩﻭﻧﻪ ﭘﻪ ﻫﻐﻮ ﻣﻴﺘﻮﺩﻭﻧﻮ ﺗﺒﺪﻳﻞ ﮐ‪‬ﻱ ﭼﯥ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﮑﯥ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ‪.‬‬
‫‪ .18‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺖ ﺩﻣﺮﮐﺰ ﭘﻪ ﺗﻮ‪‬ﻪ‪ :‬ﻫﻐﻪ ﻣﻴﺘﻮﺩﻭﻧﻪ ﭼﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﮐﯥ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ ﺍﻭ ﭘﻪ ﻋﻤﻠﻲ ﺍﻭ ﺗﺠﺮﺑﻮﻱ ‪‬ﻭﻝ ﺯﺩﻩ ﮐ‪‬ﻩ ﭘﮑﯥ ﮐﻮﻱ‪،‬‬
‫‪‬ﻳﺮ ﺯﻳﺎﺕ ﺩﻱ‪ .‬ﭘﻪ ﺩﻱ ﻣﻴﺘﻮﺩﻭﻧﻮ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﻳﻮﻻﺭ‪‬ﻮﺩ ﺍﻭ ﻫﻤﮑﺎﺭ ﭘﻪ ‪‬ﻭﻝ ﻋﻤﻞ‬
‫ﮐﻮﻱ‪ .‬ﺩﭘﻮﻫﯥ ﺩﺍﻧﺘﻘﺎﻝ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺗﻮ‪‬ﻪ ﺑﺮﺧﻪ ﻧﻪ ﺍﺧﻠﻲ‪ .‬ﭘﻪ ﺩﯤ ﻣﻴﺘﻮﺩﻭﻧﻮ ﮐﯥ ﺯﺩﻩ‬

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‫ﮐﻮﻭﻧﮑﻲ ﺍﮐﺜﺮﹰﺍ ﺩ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ﻣﺸﻮﺭﻩ ﭘﺨﭙﻠﻪ ﺩﮐﺎﺭ ﭘﻼﻥ ﺟﻮ‪‬ﻭﻱ ﺍﻭ ﭘﻪ ﺧﭙﻠﻪ ﻋﻤﻞ ﺍﻭ‬
‫ﺍﺑﺘﮑﺎﺭ ﮐﻮﻱ‪.‬‬
‫ﺩﺩﻏﻪ ﻣﻴﺘﻮﺩﻭﻧﻮ ﭘﻪ ﮐﺎﺭ ﺍﭼﻮﻟﻮ ﺳﺮﻩ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺯﻳﺎﺕ ﺣﻮﺍﺱ ﭘﻪ ﮐﺎﺭ ﻟﻮﻳ‪‬ﻱ‬
‫ﺍﻭ ﻫﻐﻪ ﻧﻈﺮﻳﻪ ﭘﻴﺎﻭ‪‬ﻱ ﮐﻮﻱ ﭼﯥ ﻭﺍﻳﻲ )ﻫﺮ‪‬ﻮﻣﺮﻩ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺯﻳﺎﺕ ﺣﻮﺍﺱ ﭘﻪ‬
‫ﮐﺎﺭ ﻭﺍﭼﻮﻝ ﺷﻲ ﺯﺩﻩ ﮐ‪‬ﻩ ‪‬ﻪ ﺻﻮﺭﺕ ﻧﻴﺴﻲ( ﺭﻭﻝ ﭘﻠﯽ ﻓﮑﺮﻱ ﻣﺸﻮﺭﯤ ‪ ،‬ﺩﻭﺍﻭﺭﯤ‬
‫ﻏﻮﻧ‪‬ﺍﺭﻱ‪ ،‬ﺩﻣﺒﺎﺣﺜﻲ ﮐﻮﭼﻨﯽ ‪‬ﺮﻭﭘﻮﻧﻪ‪ ،‬ﭘﺮﻭﮊﻩ‪ ،‬ﻟﻮﺑﻲ ﺍﻭ ﭘﻴ‪‬ﯥ ﮐﻮﻝ‪ ،‬ﻋﻤﻠﻲ ﮐﺎﺭ ﺍﻭ ﺩﺍﺳﻲ‬
‫ﻧﻮﺭ‪ .‬ﺧﻮ ﺑﻴﺎ ﻫﻢ ﺩﺍ ﺑﺎﻳﺪ ﻭﻭﺍﻳﻮ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﭘﻮﻩ‪ ،‬ﻣﺎﻫﺮ ﺍﻭ ﻣﺴﻠﮑﻲ ﻧﻪ ﻭﻱ ﻳﻮ ‪‬ﻪ ﻣﺌﻮﺛﺮ‬
‫ﻣﻴﺘﻮﺩﻫﻢ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﻧﺸﻲ ﮐﺎﺭﻭﻻﻱ‪ .‬ﻧﻮ ‪‬ﻪ ﺧﺒﺮﻩ ﺩﺍﺩﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ‬
‫ﻭﺭﻭﺯﻝ ﺷﻲ ﺗﺮ‪‬ﻮ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻋﻤﻠﻴﻪ ‪‬ﻧﺪ‪ ‬ﺷﻲ ﺍﻭ ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﺗﺮﺳﺮﻩ ﺷﻲ‪ .‬ﮐﻪ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ‪‬ﻪ ﻭﺍﻭﺭﻱ ﻫﻐﻪ ﺑﻪ ﻭﺭ‪‬ﺨﻪ ﻫﻴﺮ ﺷﻲ‪ ،‬ﮐﻪ ‪‬ﻪ ﻭ‪‬ﻮﺭﻱ ﻫﻐﻪ ﺑﻪ ﻳﯥ ﻳﺎﺩﻭﻱ ﺧﻮ‬
‫ﮐﻮﻻﻱ ﺑﻪ ﻳﯥ ﻧﺸﻲ ﺍﻭ ﮐﻪ ﻫﺮ‪‬ﻪ ﭘﻪ ﺧﭙﻠﻪ ﻭﮐ‪‬ﻱ ﻫﻢ ﺑﻪ ﭘﻪ ﻫﺮﻭﺧﺖ ﮐﯥ ﭘﻪ ﻳﺎﺩﻭﻱ ﺍﻭﭘﻪ‬
‫ﮐﻮﻟﻮ ﺑﻪ ﻳﯥ ﻫﻢ ﻗﺎﺩﺭ ﻭﻱ‪.‬ﭘﻪ ﺣﻘﻴﻘﺖ ﮐﯥ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺍﺻﻠﻲ ﻫﺪﻑ ﻫﻤﺪﺍ ﺷﻲ ﺩﻱ‬
‫ﭼﯥ ﺯﺩﻩ ﺷﻮﻱ ﺷﻴﺎﻥ ﻭﮐﺎﺭﻭﻟﻲ ﺷﻲ‪.‬‬

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‫ﺩﺍﻭﺳﻨ‪ ‬ﺍﻭ ﭘﺨﻮﺍﻧﻲ ﺗﺪﺭﻳﺲ ﺗﺮﻣﻨ‪ ‬ﺗﻮﭘﻴﺮ‬

‫‪‬ﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﭘﺨﻮﺍﻧﯽ ﻣﻴﺘﻮﺩ‪.‬‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰﻧﻮﯼ ﻣﻴﺘﻮﺩ‬
‫‪ .1‬ﻮﻭﻧﮑﻲ ‪‬ﻮﻝ ﻣﻌﻠﻮﻣﺎﺕ )ﭘﻮﻫﻪ ﺍﻭ‬ ‫‪ .1‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺍﻧﻔﺮﺍﺩﻱ ﺗﻮ‪‬ﻪ ﻓﻌﺎﻝ‬
‫ﻋﻠﻢ( ﺩ‪‬ﺎﻥ ﺳﺮﻩ ﻟﺮﻱ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ‬ ‫ﻭﻱ ﺍﻭ ﮐﺎﺭﮐﻮﻱ‪ ،‬ﺧﭙﻞ‬
‫ﻳﻮ ‪‬ﻭﻝ ﭘﻮﻫﻮﻱ‪.‬‬ ‫ﻧﻈﺮﻳﺎﺕ‪،‬ﺍﺣﺴﺎﺳﺎﺕ‪ ،‬ﺗﺠﺮﺑﯥ‪ ،‬ﺿﺮﻭﺭﺗﻮﻧﻪ‬
‫ﺍﻭ ﺩﮐﺎﺭ ‪‬ﯥ ﺍﻇﻬﺎﺭﻭﻱ ﺍﻭ ﻫﻐﻪ ﻋﻤﻠﻲ‬
‫ﮐﻮﻱ‪.‬‬
‫‪ .2‬ﻮﻭﻧﮑﻲ ﻳﻮﺍﺯﻱ ﺩﻻﺭ ‪‬ﻮﺩ ﺣﻴﺜﻴﺖ ‪ .2‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﻫﻴ‪ ‬ﻧﻪ ﭘﻮﻫﻴ‪‬ﻱ ﺍﻭ‬
‫ﻟﺮﻱ ﺍﻭ ﻫﺪﺍﻳﺎﺕ ﻭﺭﮐﻮﻱ‪ .‬ﻮﻝ ﮐﺎﺭ ﺯﺩﻩ ﺯﺩﻩ ﮐ‪‬ﻩ ﭘﻪ ﻏﻴﺮ ﻓﻌﺎﻝ ‪‬ﻭﻝ ﻫﻐﻮﻱ ﺗﻪ‬
‫ﺍﻧﺘﻘﺎﻟﻴ‪‬ﻱ‪.‬‬ ‫ﮐﻮﻭﻧﮑﻲ ﮐﻮﻱ‪.‬‬
‫‪ .3‬ﻮﻝ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺗﺮﺳﺮﻩ ‪ .3‬ﻳﻮﺍﺯﻱ ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻝ ﻭﻱ ﺍﻭ ﺩﺭﺱ‬
‫ﻭﺭﮐﻮﻱ‪.‬‬ ‫ﮐﻮﻱ‪.‬‬
‫‪ .4‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﺩﻣﺎﻍ ﮐﻢ ﻓﺸﺎﺭﻭﻱ ‪ .4‬ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﺩﻣﺎﻍ ﺯﻳﺎﺕ ﻓﺸﺎﺭﻭﻱ‬
‫ﺍﻭ ﺩﻣﺜﺎﻟﻮﻧﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﻣﻮﺿﻮﻉ ﺩﺭﮎ ﺍﻭ ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﺍ‪‬ﻩ ﺯﻳﺎﺕ ﻣﺜﺎﻟﻮﻧﻪ ﻧﻪ‬
‫ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ‪.‬‬ ‫ﮐﻮﻱ‪.‬‬
‫‪ .5‬ﭘﻪ ﺩﯤ ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﮐﯥ ﻣﻄﻠﺐ ﺍﻭ‬ ‫‪ .5‬ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻧﻮﻱ ﻣﻴﺘﻮﺩ ﮐﯥ ﻣﻮﺿﻮﻉ‬
‫ﻣﻮﺿﻮﻉ ﭘﻪ ﻣﻴﺨﺎﻧﻴﮑﻲ )ﻳﺎﺩﻭﻧﯥ( ﺗﻮ‪‬ﻪ‬ ‫ﺩﻳﻮ ﺗﺼﻮﻳﺮ ﭘﻪ ﺷﮑﻞ ﺭﻭ‪‬ﺎﻧﻪ ﮐﻴ‪‬ﻱ ﺍﻭ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻟﻪ ﺧﻮﺍ ﺩﮐﺘﺎﺏ ﻳﺎ ﮐﺎﻏﺬ ﻟﻪ‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﻫﻐﻲ ﭘﻪ ﻫﮑﻠﻪ ﻣﻀﻤﻮﻥ ﺟﻮ‪‬ﻳ‪‬ﻱ‬
‫ﻣﺨﯥ ﻭﻳﻞ ﮐﻴ‪‬ﻱ ﺍﻭ ‪‬ﻮﻝ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﻲ‬ ‫ﺍﻭ ﺩﺍﮐﺎﺭ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﺻﻮﺭﺕ‬
‫ﮐﺎﺭﻩ ﻧﺎﺳﺖ ﻭﻱ ﻭﺭﻭﺳﺘﻪ ﻳﻮﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﻣﻮﻣﻲ‪ ،‬ﭘﻪ ﻣﻴﺨﺎﻧﻴﮑﻲ ‪‬ﻭﻝ ﻧﻪ ﻭﻱ ﺍﻭ ﺯﺩﻩ‬
‫ﻟ‪‬ﺘﻪ ﭘﻼﺱ ﻭﻻ‪‬ﻭﻱ ﺍﻭ ﻧﻮﺭ ﻳﯥ ﺗﮑﺮﺍﺭﻭﻱ‪.‬‬ ‫ﮐﻮﻭﻧﮑﻲ ﭘﮑﻲ ﭘﻮﺭﻩ ﺑﺮﺧﻪ ﺍﺧﻠﻲ‪.‬‬
‫‪ .6‬ﻮﻭﻧﮑﻲ ﻣﻨﻈﻢ ﺩﺭﺳﻲ ﭘﻼﻥ ﻟﺮﻱ‪ .6 ،‬ﻮﻭﻧﮑﻲ ﻣﻨﻈﻢ ﺩﺭﺳﻲ ﭘﻼﻥ ﻧﻪ ﻟﺮﻱ‪،‬‬
‫ﺩﺩﺭﺱ ﭘﻪ ﺍ‪‬ﻩ ﻳﯥ ﻻﺯﻡ ﺍﻭ ﺿﺮﻭﺭﻱ ﻣﻮﺍﺩ ﺿﺮﻭﺭﻱ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﻳﯥ ﻧﻪ ﻭﻱ ﺍﻣﺎﺩﻩ‬
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‫ﺩﻣﺨﻪ ﺍﻣﺎﺩﻩ ﮐ‪‬ﻱ ﺍﻭ ﭘﻪ ﺧﺎﺻﻪ ﻃﺮﻳﻘﻪ ﻳﯥ ﮐ‪‬ﻱ‪،‬ﮐﻮﻡ ﺧﺎﺹ ﻧﻈﻢ ﺍﻭﺗﺮﺗﻴﺐ ﻫﻢ ﻣﻮﺟﻮﺩ‬
‫ﻧﻪ ﻭﻱ‪.‬‬ ‫ﭘﻪ ﮐﺎﺭﻭ‪‬ﻱ‪.‬‬
‫‪ .7‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ ﺍﻭ ‪ .7‬ﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ﻭﻱ ﺍﻭ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺗﻪ ﺩﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺖ ﻟﭙﺎﺭﻩ ﮐﻢ‬ ‫ﺯﻳﺎﺕ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﻫﻐﻮﻱ ﺗﺮﺳﺮﻩ ﮐﻮﻱ‪.‬‬
‫ﻭﺧﺖ ﻫﻢ ﻧﻪ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪ .8‬ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﮐﯥ ﻭﻳﺮﻩ ﻣﻮﺟﻮﺩﻩ ﻧﻪ ‪ .8‬ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﮐﯥ ﻭﻳﺮﻩ ﻣﻮﺟﻮﺩﻩ ﻭﻱ‬
‫ﻭﻱ ﺩﺭﺱ ﭘﻪ ﻣﻴﺨﺎﻧﻴﮑﻲ ﺗﻮ‪‬ﻪ ﻧﻪ ﺯﺩﻩ ﮐﻮﻱ ﺍﻭ ﭘﻪ ﻣﻴﺨﺎﻧﻴﮑﻲ ﺗﻮ‪‬ﻪ ﺩﺭﺱ ﺯﺩﻩ ﮐﻮﻱ‪.‬‬
‫‪ .9‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﺗﻪ ﺩﻣﺜﺎﻟﻮﻧﻮ ﺳﺮﻩ ﻧﻮﻱ ‪ .9‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻟﻪ ﺗﺠﺮﺑﻮ ‪‬ﺨﻪ ﻧﻪ‬
‫ﻃﺮﻳﻘﻲ ﻭﻳﻞ ﮐﻴ‪‬ﻱ ﺍﻭ ﺩﻭﻱ ﺗﻪ ﺩﺗﺠﺮﺑﻮ ﺧﺒﺮﻳ‪‬ﻱ‪.‬‬
‫ﺍﻧﺘﻘﺎﻝ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪ .10‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﮐﻤﻪ ﺗﺸﺮﻳﺢ ﻭﺭﮐﻮﻝ ‪ .10‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﺯﻳﺎﺗﻪ ﺗﺸﺮﻳﺢ‬
‫ﮐﻴ‪‬ﻱ ﺍﻭ ﺯﻳﺎﺕ ﮐﺎﺭ ﭘﻪ ﻋﻤﻠﻲ ﺗﻮ‪‬ﻪ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ ﺍﻭﻋﻤﻠﻲ ﮐﺎﺭ ﮐﻢ ﺻﻮﺭﺕ‬
‫ﻧﻴﺴﻲ‪.‬‬ ‫ﺻﻮﺭﺕ ﻣﻮﻣﻲ‪.‬‬
‫‪ .11‬ﻮﻭﻧﮑﻲ ﺗﻪ ﺩﺍﺭﺯﺵ ﻭ‪ ‬ﺩﺍﺩﻩ ﭼﯥ ‪ .11‬ﮐﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ ﺍﻭﮐﻪ ﻧﻪ‪،‬‬
‫ﺯﺩﻩ ﮐ‪‬ﻩ ‪‬ﻮﻣﺮﻩ ‪‬ﻪ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ ﺍﻭ ﺯﺩﻩ ‪‬ﻮﻭﻧﮑﻲ ﺗﻪ ﺍﺭﺯ‪‬ﺖ ﻧﻪ ﻟﺮﻱ‪ .‬ﻮﻭﻧﮑﻲ‬
‫ﮐﻮﻭﻧﮑﻮﺗﻪ ﺩ‪ ‬ﺯﺩﻩ ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﻣﻮﻗﻊ ﺩﺭﺱ ﻭﺭﮐﻮﻱ ﺍﻭ ﭘﺮﻣﺦ ‪‬ﻲ‪.‬‬
‫ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ‪.‬‬
‫‪ .12‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﺗﻪ ﮐﻢ ﻣﻮﺿﻮﻋﺎﺕ ﻭﻳﻞ ‪ .12‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﺗﻪ ﺯﻳﺎﺕ ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﮐﻴ‪‬ﻱ ﻫﻐﻮﻱ ﺧﭙﻠﻪ ﻓﮑﺮ ﮐﻮﻱ ﺍﻭ ‪‬ﻪ ﺯﺩﻩ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻳﺎﻭ ﻫﻐﻮﻱ ﻳﯥ ﺣﻔﻆ ﮐﻮﻱ ﭼﯥ‬
‫ﮐﻤﺰﻭﺭﻱ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍ ﮐﺎﺭ ﻧﺸﻲ‬ ‫ﮐﻮﻱ‪.‬‬
‫ﮐﻮﻻﻱ‪.‬‬
‫‪ .13‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﻮﺍﺯﻱ ﻧﻪ ﻭﻱ ﺑﻠﮑﻪ ‪ .13‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺁﺭﺍﻡ ﻧﺎﺳﺖ ﻭﻱ ﺍﻭ‬
‫ﺩﺍﻭﺭﻳﺪﻭﻧﮑﻲ ﺍﻭﻟﻴﺪﻭﻧﮑﻲ ﻣﺜﺎﻝ ﻟﺮﻱ‪.‬‬ ‫ﺩﻳﻮﺑﻞ ﺳﺮﻩ ﻣﺸﺘﺮﮎ ﮐﺎﺭ ﮐﻮﻱ‪.‬‬

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‫ﭘﻪ ﺩﯤ ‪‬ﻭﻝ ‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺧﭙﻞ ﺩﺭﺱ ﺩﺍﺳﯥ ﻋﻴﺎﺭ ﮐ‪‬ﻱ ﭼﯥ ﭘﻪ ﻫﻐﻲ ﮐﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺯﻳﺎﺗﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ ﺍﻭ ﻓﻌﺎﻟﻴﺖ ﻭﮐ‪‬ﻱ‪ .‬ﺩﺗﺪﺭﻳﺲ ﺩﻫﻐﻪ ﻣﻴﺘﻮﺩ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‬
‫ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﮊﺭ ﻫﺪﻑ ﺗﻪ ﻭﺭﺳﻮﻱ ﺍﻭﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﻐﻪ ﻭﺧﺖ ﮊﺭ ﻫﺪﻑ ﺗﻪ ﺭﺳﻴ‪‬ﻱ‬
‫ﭼﯥ ﺩﻫﻐﻮﻱ ‪‬ﻮﻝ ﺣﻮﺍﺱ ﻓﻌﺎﻟﻪ ﺍﻭ ﭘﻪ ﮐﺎﺭ ﻭﺍﭼﻮﻝ ﺷﻲ ﻳﻌﻨﻲ ﺩ‪‬ﻮﻟﻮ ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺭﻭﻝ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺍﺟﺮﺍ ﮐ‪‬ﻱ ﺍﻭ ‪‬ﻮﻭﻧﮑﻲ ﺩﻳﻮ ﮐﻨﺘﺮﻭﻟﺮ ﻳﺎ ﻻﺭ‪‬ﻮﺩ ﺭﻭﻝ ﻭﻟﻮﺑﻮﻱ‪.‬‬
‫ﭘﻪ ﻻﻧﺪﻱ ﺩﻳﺎ‪‬ﺮﺍﻡ ﮐﯥ ﭼﯥ ﭘﻪ ﻫﻐﻲ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﻣﺮﮐﺰ ﻓﻌﺎﻟﻴﺖ ﺩﻱ ﺍﻭ ﻗﺪﻡ‬
‫ﭘﻪ ﻗﺪﻡ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ ‪‬ﺮ‪‬ﻲ ﺗﺎﺳﻮ ﺗﻪ ‪‬ﻮﺩﻝ ﮐﻴ‪‬ﻱ‪.‬‬

‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺩﺭﺱ ﺩﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ‬ ‫ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ‬ ‫‪‬ﻮﻭﻧﮑﻲ ﺩﺩﺭﺱ ﻓﻌﺎﻟﻴﺖ ﻣﺮﮐﺰ‬

‫ﻟﮑﭽﺮ‬
‫ﻋﻤﻠﻲ ﻣﻴﺘﻮﺩ‬
‫ﺗﮑﺮﺍﺭ‬
‫‪‬ﺮﻭﭘﻲ ﮐﺎﺭ‬
‫ﻧﻤﺎﻳﺶ‬
‫ﻋﻤﻠﻲ ﻣﺴﻴﺮ‬

‫ﺩﻧﻘﺶ ﻟﻮﺑﻮﻝ‬ ‫ﺳﻮאﻝ ﺍﻭ ‪‬ﻮﺍﺏ‬

‫ﻣﺴﺎﺑﻘﻪ‬

‫ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﭘﻪ ﻻﻧﺪﯤ ﺩﻳﺎ‪‬ﺮﺍﻡ ﮐﯥ ﺩﻟﻮﻣ‪‬ﻧﻴﻮ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺩﺗﺪﺭﻳﺲ ﻣﺮﻭﺝ‪ ،‬ﻣﻮﺛﺮ ﺍﻭ‬

‫ﺳﺎﺩﻩ ﻣﻴﺘﻮﺩﻭﻧﻪ ﻃﺒﻘﻪ ﺑﻨﺪﻱ ﺷﻮﻳﺪﻱ‪.‬‬

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‫ﺩﻣﻴﺘﻮﺩﻭﻧﻮ ﻃﺒﻘﻪ ﺑﻨﺪﻱ‬

‫ﻋﻤﻠﻲ ﻣﻴﺘﻮﺩﻭﻧﻪ‬ ‫ﺑﺼﺮﻱ ﻣﻴﺘﻮﺩﻭﻧﻪ‬ ‫ﻟﻔﻈﻲ ﻳﺎ ﺷﻔﺎﻫﻲ ﻣﻴﺘﻮﺩﻭﻧﻪ‬

‫ﻣﺸﺎﻫﺪ‬ ‫ﻧﻤﺎﻳﺶ ﻳﺎ ‪‬ﻮﻭﺩﻧﻪ‬ ‫ﻗﺼﻪ‬

‫ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‬
‫ﺻﺤﺒﺖ ﻳﺎ ﺧﺒﺮﻱ‬
‫ﻻﺑﺮﺍﺗﻮﺍﺭﻱ‬
‫ﻣﺤﻴﻄﻲ ﺳﺎﺩﻩ ﻣﻮﺍﺩ‬ ‫ﺩﺯﺩﻩ ﮐ‪‬ﻱ ﺗﺨﻨﻴﮑﻲ ﻭﺳﻴﻠﻴﯥ‬
‫ﺍﻭﺗﺠﺮﺑﻮﻱ ﮐﺎﺭﻭﻧﻪ‬
‫ﺍﻭ ﻟﻮﺍﺯﻡ‬ ‫ﻟﮑﭽﺮ ﻳﺎ ﺧﻄﺎﺑﻪ‬
‫ﻋﻤﻠﻲ ﮐﺎﺭﻭﻧﻪ‬
‫ﺗﻔﻬﻴﻢ‬

‫ﻣﻨﺎﻗﺸﻪ ﻳﺎﻣﺬﺍﮐﺮﻩ‬
‫ﺍﻧﻔﺮﺍﺩﻱ‬ ‫ﭘﺮﻭﮊﻩ‬ ‫‪‬ﺮﻭﭘﻲ‬

‫ﺩ ﺗﺪﺭﻳﺲ ﭘﻪ ﺍﺻﻮﻟﻮ ﮐﯥ ﺩﺭﺳﻲ ﭘﻼﻥ ﺍﺳﺎﺳﻲ ﺟﺰﺀ ﺩﻱ ﻧﻮ ﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ﻫﮑﻠﻪ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺗﺮﻻﺳﻪ ﮐﻮﻝ ﺿﺮﻭﺭﻱ ﮐﺎﺭ ﺩﻱ‪.‬‬

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‫ﺩﺭﺳﻲ ﭘﻼﻥ ‪Lesson plan‬‬

‫‪‬ﻮﻟﻮ ﺗﻪ ‪‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ﺍﷲ )ﺝ( ﻟﻪ ﺣﺪﻩ ﺯﻳﺎﺕ ﻧﻌﻤﺘﻮﻧﻪ ﺑﺸﺮ ﺗﻪ ﻭﺭﮐ‪‬ﻳﺪﻱ ‪‬ﻪ‬

‫ﭼﯥ ﭘﻪ ﺩﻧﻴﺎ ﮐﯥ ﻣﺤﺴﻮﺱ ﮐﻴ‪‬ﻱ ﺩﺍ‪‬ﻮﻝ ﺩﺍﻧﺴﺎﻥ ﺩﮊﻭﻧﺪ ﻟﭙﺎﺭﻩ ﺩﻱ ﭼﯥ ﭘﻪ ﺳﻤﻪ ﻻﺭﻩ ﮐﯥ‬
‫ﻳﯥ ﭘﻪ ﮐﺎﺭ ﻳﻮﺳﻲ‪ .‬ﺍﻧﺴﺎﻥ ﺗﻪ ﻳﯥ ﻋﻘﻞ‪ ،‬ﺷﻌﻮﺭ ﺍﻭ ﭘﻮﻫﻪ ﻭﺭﮐ‪‬ﻳﺪﻩ ﻫﻐﻪ ‪‬ﻪ ﭼﯥ ﺩﺗﻪ ‪‬ﻮﺭ‬
‫ﺗﻤﺎﻣﻴ‪‬ﻱ ﭘﻪ ‪‬ﻪ ‪‬ﻭﻝ ﻳﯥ ﻭﮐﺎﺭﻭﻱ‪ .‬ﺍﻧﺴﺎﻥ ﭼﯥ ﮐﻮﻡ ﮐﺎﺭﻭﻧﻪ ﺳﺮﺗﻪ ﺭﺳﻮﻱ ﻧﻮ ﺣﺘﻤﹰﺎ ﻳﻮ‬
‫ﻫﺪﻑ ﺍﻭ ﻣﻘﺼﺪ ﻟﺮﻱ‪ .‬ﺩﺩﻱ ﻟﭙﺎﺭﻩ ﭼﯥ ﻫﺪﻑ ﺗﻪ ﭘﻪ ﺑﺮﻳﺎﻟﻴﺘﻮﺏ ﺳﺮﻩ ﻭﺭﺳﻴ‪‬ﻱ ﻓﮑﺮ ﮐﻮﻱ‬
‫ﺍﻭ ﻻﺭﯤ ﭼﺎﺭﯤ ﻟ‪‬ﻮﻱ ﺗﺮ‪‬ﻮ ﺩﻳﻮﻱ ﻣﻨﻄﻘﻲ ﻧﻘﺸﻲ ﺍﻭ ﻃﺮﺣﯥ ﻟﻪ ﻣﺨﯥ ﺧﭙﻞ ﮐﺎﺭﻭﻧﻪ ﭘﺮﻣﺦ‬
‫ﻳﻮﺳﻲ ﺍﻭ ﺧﻮﺍﺭﻱ ﻳﯥ ﻋﺒﺚ ﻭﻻ‪‬ﻩ ﻧﺸﻲ‪ .‬ﺩﻏﻪ ﻃﺮﺡ ﺍﻭ ﻧﻘﺸﯥ ﺗﻪ ﭘﻼﻥ ﻭﺍﻳﻲ‪ .‬ﭘﻪ ﻫﺮ‬
‫ﮐﺎﺭﮐﯥ ﭘﻼﻥ ﺗﻪ ﺍ‪‬ﺗﻴﺎﺩﻩ ﺧﻮ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﭘﻼﻥ ﻟﻪ ﺑﻠﯥ ﻫﺮﻱ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﺯﻳﺎﺗﻪ ‪‬ﻪ ﺍﻭ‬
‫ﺍﻫﻤﻴﺖ ﻟﺮﻱ ‪‬ﮑﻪ ‪‬ﻮﻭﻧﻪ ﺍﻭﺭﻭﺯﻧﻪ ﺩ‪‬ﻮﻟﻮ ﭘﺮﻣﺨﺘﻴﺎﻭﻭ ﺑﻨﺴ‪ ‬ﻞ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﻣﺨﮑﻲ ﻟﻪ ﺩﯤ ﭼﯥ ﺩﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ﻫﮑﻠﻪ ‪‬ﻪ ﻭﻭﺍﻳﻮ ﺑﺎﻳﺪ ﺩﺭﺳﻲ ﭘﺮﻭ‪‬ﺮﺍﻡ ﻭﭘﻴﮋﻧﻮ‪.‬‬
‫ﺩﺭﺳﻲ ﭘﻮﺭ‪‬ﺮﺍﻡ‪ :‬ﺩﺭﺳﻲ ﭘﻮﺭ‪‬ﺮﺍﻡ ﺩﺍﺳﯥ ﻳﻮﻩ ﻧﻘﺸﻪ ﺩﻩ ﭼﯥ ﺩﻟﻮ‪‬ﻭ ﻣﻘﺎﻣﺎﺗﻮ ﻟﻪ ﺧﻮﺍ‬
‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﻣﺘﺨﺼﺼﻴﻨﻮ ﻟﻪ ﺧﻮﺍ ﺩﻧ‪ ‬ﺩﭘﺮﻭ‪‬ﺮﺍﻡ ﭘﻪ ﺭ‪‬ﺎ ﮐﯥ ﺗﺜﺒﻴﺖ ﺍﻭ ﺩ ﻋﻤﻠﻲ‬
‫ﮐﯿﺪﻭ ﻟﭙﺎﺭﻩ ﺧﭙﻠﻮ ﻣﺮﺑﻮﻃﻪ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺍﻭ ﻣﻮﺳﺴﻮ ﺗﻪ ﻟﻴ‪‬ﻝ ﮐﻴ‪‬ﻱ‪ .‬ﻮﻭﻧ‪‬ﻲ ﺍﻭ ﻣﻮﺳﺴﻲ‬
‫ﺩﻫﻐﻲ ﭘﻪ ﺭ‪‬ﺎﮐﯥ ﺧﭙﻞ ﻣﻬאﻝ ﻭﻳﺶ ﺟﻮ‪‬ﻭﻱ‪ .‬ﺩﺩﯤ ﺩﺭﺳﻲ ﭘﺮﻭ‪‬ﺮﺍﻡ ﻧﻤﻮﻧﻪ ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﺩﻩ‪.‬‬

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‫ﺩﻣﺜﺎﻝ ﭘﻪ ‪‬ﻭﻝ ﺩﻟﻮﻣ‪‬ﻧﻴﻮ ‪‬ﻮﻭﻧ‪‬ﻴﻮ ﺩﺭﺳﻲ ﭘﺮﻭ‪‬ﺮﺍﻡ‪:‬‬

‫ﻣﻼﺧﻄﺎﺕ‬ ‫‪‬ﻮﻟ‪‬ﻲ ﺍﻭﻝ ﺩﻭﻳﻢ ﺩﺭﻳﻢ ‪‬ﻠﻮﺭﻡ ﭘﻨ‪‬ﻢ ﺷﭙ‪‬ﻡ‬ ‫‪‬ﻪ‬

‫ﻣﻀﻤﻮﻧﻮﻧﻪ‬
‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫ﻗﺮﺁﻧﮑﺮﻳﻢ‬ ‫‪1‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫ﺍﺳﻼﻣﻲ ﺛﻘﺎﻓﺖ‬ ‫‪2‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫ﭘ‪‬ﺘﻮ‬ ‫‪3‬‬
‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫ﺭﻳﺎﺿﻲ‬ ‫‪4‬‬
‫‪.‬‬ ‫‪.‬‬ ‫‪.‬‬ ‫ﺗﺎﺭﻳﺦ‪/‬ﺍﺟﺘﻤﺎﻋﻴﺎﺕ‬ ‫‪5‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪.‬‬ ‫‪.‬‬ ‫‪.‬‬ ‫ﺟﻐﺮﺍﻓﻴﻪ‬ ‫‪6‬‬

‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫ﺳﺎﻳﻨﺲ‬ ‫‪7‬‬

‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫ﺍﻧ‪‬ﺮﻳﺰﻱ ‪E‬‬ ‫‪8‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫ﺩﺭﻱ‬ ‫‪9‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪ 10‬ﺭﺳﻢ‬
‫‪.‬‬ ‫‪.‬‬ ‫‪.‬‬ ‫‪.‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪ 11‬ﺧﻂ‬
‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪ 12‬ﺳﭙﻮﺭﺕ‬
‫‪36‬‬ ‫‪36‬‬ ‫‪36‬‬ ‫‪30‬‬ ‫‪30 24‬‬ ‫ﻣﺠﻤﻮﻋﻪ‬

‫ﭘﻼﻥ ‪ :plan‬ﭘﻼﻥ ﻳﻮﻩ ﻓﺮﺍﻧﺴﻮﻱ ﮐﻠﻤﻪ ﺩﻩ ﭼﯥ ﭘﻪ ﻟﻐﺖ ﮐﯥ ﺳﻨﺠﻮﻟﻮ‪ ،‬ﻃﺮﺡ ﮐﻮﻟﻮ‪،‬‬

‫ﻧﻘﺸﻪ ﮐﻮﻟﻮ‪ ،‬ﻓﮑﺮ ﮐﻮﻟﻮ ﺧﻳﺎﻝ ﮐﻮﻟﻮ ﺍﻭ ﺗﺼﻤﻴﻢ ﻧﻴﻮﻟﻮﺗﻪ ﻭﺍﻳﻲ ﺍﻭ ﭘﻪ ﺍﺻﻄﻼﺡ ﮐﯥ ﺩﻳﻮﯤ‬
‫ﺫﻫﻨﻲ ﭘﻴﺶ ﺑﻴﻨﻲ ﺷﻮﯤ ﻧﻘﺸﯥ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ﺩﻳﻮ ﮐﺎﺭ ﺩﺍﺟﺮﺍ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﺩ ﻫﻐﯥ‬
‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺗﻨﻈﻴﻤﻮﻱ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﭘﻪ ﺳﺎﺣﻪ ﮐﯥ ﺩﻓﻌﺎﻟﻴﺘﻮﻧﻮ ‪‬ﻭﻟﻮﻧﻪ ﻫﻢ‬
‫‪‬ﻳﺮ ﺯﻳﺎﺕ ﺩﻱ ﻧﻮ ﺩ‪‬ﻮﻭﻧﮑﻲ ﻟﭙﺎﺭﻩ ﭼﯥ ﺩﺩﯤ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻻﺭ‪‬ﻮﺩﺩﻱ‪ ،‬ﻻﺯﻣﻪ ﺩﻩ ﭼﯥ‬

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‫ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭ ﺭﻭﺯﻧﯥ ﺩﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺩﭘﺮﻣﺨﺘ‪ ‬ﻟﭙﺎﺭﻩ ﻣﻨﻈﻢ ﭘﻼﻥ ﻭﻟﺮﻱ ﭼﯥ ﺩﺧﭙﻠﻲ ﻭﻇﻴﻔﻲ ﭘﻪ‬
‫ﺳﺮﺗﻪ ﺭﺳﻮﻟﻮ ﮐﯥ ﺛﺎﺑﺖ ﺍﻭﺳﻲ ﺩﺑﻲ ﺛﺒﺎﺗ‪ ‬ﺍﻭ ﻭﺍﺭﺧﻄﺎﻳﻲ ‪‬ﺨﻪ ﭘﻪ ﺍﻣﻦ ﮐﯥ ﭘﺎﺗﯥ ﺍﻭ ﺩ ﺧﭙﻞ‬
‫ﺗﺪﺭﻳﺲ ‪‬ﺨﻪ ‪‬ﻪ ﻧﺘﻴﺠﻪ ﺗﺮﻻﺳﻪ ﮐ‪‬ﻱ‪ .‬ﭘﻪ ﻋﻤﻮﻣﻲ ﺗﻮ‪‬ﻪ ﺩﺭﺳﻲ ﭘﻼﻥ ﺩﻭﺧﺖ ﻟﻪ ﻧﻈﺮﻩ ﭘﻪ‬
‫ﺩﺭﯤ ‪‬ﻭﻟﻪ ﺩﻱ ﭼﯥ ﭘﻪ ﻻﻧﺪﻱ ﺩﻳﺎ‪‬ﺮﺍﻡ ﮐﯥ ﻟﻴﺪﻝ ﮐﻴ‪‬ﻱ‪.‬‬

‫ﺩﻭﺧﺖ ﻟﻪ ﻧﻈﺮﻩ ﺩﺩﺭﺳﻲ ﭘﻼﻥ ‪‬ﻭﻟﻮﻧﻪ‪:‬‬

‫ﻣﻴﺎﺷﺘﻨﻲ ﺩﺭﺳﻲ ﭘﻼﻥ‬ ‫ﮐﻠﻨﻲ ﺩﺭﺳﻲ ﭘﻼﻥ ﻳﺎ ﺍﻭ‪‬ﺩ‬

‫ﻣﻮﺩﺗﻪ ﺩﺭﺳﻲ ﭘﻼﻥ‬
‫ﻟﻨ‪ ‬ﻣﻮﺩﺗﻬﻴﺎ ﺳﺎﻋﺖ ﻭﺍﺭ‬
‫ﺩﺭﺳﻲ ﭘﻼﻥ‬ ‫‪‬ﻠﻮﺭﻧﻴﻢ ﻣﻴﺎﺷﺘﻨﻲ ﺩﺭﺳﻲ‬
‫ﭘﻼﻥ‬

‫ﺍﻭﺱ ﺩﭘﻮﺭﺗﻨﻴﻮ ‪‬ﻭﻟﻮﻧﻮ ‪‬ﺨﻪ ﻫﺮ ﻳﻮ ﭘﻪ ﻻﻧﺪﻱ ﺗﻮ‪‬ﻪ ﺗﺸﺮﻳﺢ ﮐﻮﺅ‪.‬‬

‫‪ .1‬ﮐﻠﻨﻲ ﺩﺭﺳﻲ ﭘﻼﻥ ‪ :Annual lesson plan‬ﺩﺍ ﻫﻐﻪ ﻧﻘﺸﻪ ﺩﻩ ﭼﯥ ﺩﻳﻮ‬

‫ﻣﻀﻤﻮﻥ ﺩﭘﺮﻭ‪‬ﺮﺍﻡ ﭘﻪ ‪‬ﻮﻟﻮ ﻣﻮﺿﻮﻉ ‪‬ﺎﻧﻮ ﭘﻮﺭﯤ ﺩﺍ‪‬ﻭﻧﺪﻩ ﭼﺎﺭﻭ ﺩﺳﺮﺗﻪ ﺭﺳﻮﻟﻮ ﻟﭙﺎﺭﻩ ﭘﻪ‬
‫ﮐﺎﺭ ﻟﻮﻳ‪‬ﻱ ﺍﻭ ﺩﻳﻮ ﺗﻌﻠﻤﻲ ﮐﺎﻝ ﭘﻪ ﻣﻮﺩﻩ ﮐﯥ ﺩﻃﺮﺡ ﺷﻮﻭ ﻣﻮﺿﻮﻉ ‪‬ﺎﻧﻮ‪ ،‬ﺩﻭﺧﺖ ﺗﻨﻈﻴﻢ‪،‬‬
‫ﺩﮐﺘﺎﺏ ﺣﺠﻢ‪ ،‬ﺳﺎﻋﺘﻮﻧﻪ ﺍﻭ ﻧﻮﺭ ﺿﺮﻭﺭﻱ ﺍ‪‬ﺗﻴﺎﻭﯤ ﭘﮑﯥ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺩﻏﻪ‬
‫ﭘﻼﻥ ﺩ ﻃﻮﻳﻼ ﺍﻟﻤﺪﺗﻪ ﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ﻧﺎﻣﻪ ﻫﻢ ﻳﺎﺩﻭﻱ‪.‬‬

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‫ﺩﺩﯤ ﻟﭙﺎﺭﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺧﭙﻠﻪ ﺩﻧﺪﻩ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺳﺮﺗﻪ ﻭﺭﺳﻮﻱ‪ ،‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﻭﭘﻮﻫﻮﻝ ﺷﻲ ﺍﻭ ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﺗﺮﺳﺮﻩ ﺷﻲ ﺑﺎﻳﺪ ﺩﮐﺎﻝ ﭘﻪ ﺑﻬﻴﺮ ﮐﯥ ﺩﻫﺮﻟﻮﺳﺖ ‪‬ﺎﻱ‬
‫ﺍﻭﻭﺧﺖ ‪‬ﺎﻧﺘﻪ ﺭﻭ‪‬ﺎﻧﻪ ﮐ‪‬ﻱ ﺍﻭ ﺩﭘﻼﻥ ﺟﻮ‪‬ﻭﻟﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﻫﺮ ﻟﻮﺳﺖ ﭘﻪ ﺍ‪‬ﻭﻧﺪ‬
‫ﺩﺭﺳﻲ ﻣﻴﺘﻮﺩﻭﻧﻪ ﻭ‪‬ﺎﮐﻲ‪ ،‬ﮐﻮﻣﮑﻲ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺍﻭ ﻧﻮﺭ ﺩﺿﺮﻭﺭﺕ ﻭ‪‬ﺷﻴﺎﻥ ﺍﻣﺎﺩﻩ ﮐ‪‬ﻱ‪،‬‬
‫ﺩﻣﻮﺿﻮﻉ ‪‬ﺎﻧﻮ ﺗﺮﻣﻨ‪ ‬ﻴﻨ‪‬ﯥ ﺍ‪‬ﻳﮑﯥ ﻭﺳﺎﺗﻲ‪ ،‬ﺩﮐﺎﻝ ﭘﻪ ﺑﻬﻴﺮ ﮐﯥ ﻋﻤﻮﻣﻲ ﺭﺧﺼﺘﻲ ‪‬ﺎﻧﯥ‪،‬‬
‫ﺩﺩﺭﺳﻲ ﺳﺎﻋﺘﻮﻧﻮ ﺷﻤﻴﺮ‪ ،‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﺩﺑﺎﻧﺪﻱ ﻋﻤﻠﻲ ﮐﺘﻨﯥ‪ ،‬ﺩﻋﻤﻠﻲ ﮐﺎﺭﻭﻧﻮ ﻭﻳﺶ ﺍﻭ ﺩﺍﺳﯥ‬
‫ﻧﻮﺭ ﺩﮐﻠﻴﺰﯤ ﻟﻪ ﻣﺨﯥ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ ﻳﻌﻨﻲ ﺩﺍ ﻻﻧﺪﻱ ‪‬ﮑﻲ ﺩﮐﻠﻨﻲ ﺩﺭﺳﻲ ﭘﻼﻥ ﻟﭙﺎﺭﻩ‬
‫ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻝ ﮐﻴ‪‬ﻱ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺩﻧﻮﻱ ﺗﻌﻠﻤﻲ ﮐﺎﻝ ﻣﻬאﻝ ﻭﻳﺶ ﻟﻪ ﻣﺨﯥ ﺩﻣﻀﻤﻮﻥ ﺩﺭﺳﻲ ﺳﺎﻋﺘﻮﻧﻮ‬
‫ﺷﻤﻴﺮ ﺩ‪‬ﺎﮐﻞ ﺷﻮﻭ ﻭﺭ‪‬ﻮ ﺳﺮﻩ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺗﻪ ﺑﺎﻳﺪ ﺩﮐﺎﻝ ﭘﻴﻞ ﺍﻭ ﭘﺎﻱ ﻣﻌﻠﻮﻣﻪ ﻭﻱ‪ ،‬ﺗﻌﻠﻴﻤﻲ ﻣﻴﺎﺷﺘﻲ ﻣﺸﺨﺼﯥ‬
‫ﮐ‪‬ﻱ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ‪‬ﻠﻮﺭﻧﻴﻢ ﻣﻴﺎﺷﺘﻨ‪ ‬ﺍﺯﻣﻮﻳﻨﯥ‪ ،‬ﮐﻠﻨ‪ ‬ﺍﺯﻣﻮﻳﻨﯥ‪ ،‬ﺩﺩﻭﺑﻲ‪ ،‬ﮊﻣﻲ‪ ،‬ﺩﻣﻠﻲ‬
‫ﺍﻭ ﻣﺬﻫﺒﻲ ﻭﺭ‪‬ﻮ ﺭﺧﺼﺘﻲ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺩﺧﭙﻠﻮ ﺩﺭﺳﻲ ﺳﺎﻋﺘﻮﻧﻮ ﺷﻤﻴﺮ ﺩﺗﻌﻠﻴﻤﻲ ﮐﺎﻝ ﭘﻪ ﻫﺮﻩ ﻣﻴﺎﺷﺖ ﮐﯥ‬
‫ﻣﺸﺨﺺ ﮐ‪‬ﻱ‪.‬‬
‫– ﮐﻴﺪﺍﻱ ﺷﻲ ﺩ‪‬ﻴﻨﻮ ﻋﻤﻮﻣﻲ‪ ،‬ﻣﻠﻲ‪ ،‬ﻣﺬﻫﺒﻲ ﺍﻭ ﺩ‪‬ﻮﻭﻧﮑﻲ ﺫﺍﺗﻲ ﺿﺮﻭﺭﺕ‬
‫ﺩﺭﺧﺼﺘﻴﻮ ﭘﻪ ﻭﺟﻪ ﺩﺗﻌﻠﻴﻤﻲ ﮐﺎﻝ ﺩﺩﺭﺳﻲ ﺳﺎﻋﺘﻮﻧﻮ ﺷﻤﻴﺮ ﺯﻳﺎﺕ ﻳﺎ ﮐﻢ ﺷﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺩﮐﺘﺎﺏ ‪‬ﻮﻝ ﻣﺨﻮﻧﻪ ﭘﻪ ﺩﺭﺳﻲ ﺳﺎﻋﺘﻮﻧﻮ ﻭﻳﺸﻲ ﺍﻭ ﺩﻫﺮﯤ ﻣﻴﺎﺷﺘﯥ ﻟﭙﺎﺭﻩ‬
‫ﺩﻣﺨﻮﻧﻮ ﺷﻤﻴﺮ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﺳﺘﻮﻥ ﮐﯥ ﻟﻴﮑﻲ‪.‬‬
‫– ﺑﻴﺎ ﺩﻫﺮﯤ ﻣﻴﺎﺷﺘﯥ ﺩﺩﺭﺳﻲ ﻣﻮﺿﻮﻉ ‪‬ﺎﻧﻮ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﺩﺭﺳﻲ ﮐﻮﻣﮑﻲ ﻣﻮﺍﺩ ﺍﻭ‬
‫ﻟﻮﺍﺯﻡ ﻭﻟﻴﮑﻲ‪.‬‬
‫– ﺩ‪‬ﯥ ﺯﺩﻩ ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﺑﺎﻳﺪ ﺩﻟﻮﺳﺘﻮﻧﻮ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ‪‬ﺎﻧ‪‬ﻱ ﻣﻴﺘﻮﺩﻭﻧﻪ ﺍﻭ ﻃﺮﻳﻘﻲ ﭘﻪ‬
‫ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪.‬‬

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‫– ‪‬ﻮﻭﻧﮑﻲ ﮐﻮﻻﻱ ﺷﻲ ﺩﺭﺳﻲ ﮐﺘﺎﺏ ﺩﻣﺨﻮﻧﻮ‪ ،‬ﮐﻠﻤﻮ ﻳﺎ ﮐﺮ‪‬ﻮ ﻟﻪ ﻣﺨﻲ ﻭﻭﻳﺸﻲ‬

‫ﺍﻭ ﭘﻪ ‪‬ﺎﮐﻠﯥ ﺍﻧﺪﺍﺯﻩ ﻳﯥ ﭘﻪ ﻳﻮ ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﮐﯥ ﺗﺪﺭﻳﺲ ﮐ‪‬ﻱ‪.‬‬

‫ﻭﺭ‪‬ﻨﯽ ﺩﺭﺳﻲ ﭘﻼﻥ‪ :‬ﺮ‪‬ﻨﺪﻩ ﺩﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﮐﻠﻨﻲ‪ ،‬ﻣﻴﺎﺷﺘﻨﻲ ﺍﻭ ﺍﻭﻧﻴﺰ ﺩﺭﺳﻲ ﭘﻼﻧﻮﻧﻪ‬
‫ﺟﻮ‪ ‬ﮐ‪‬ﻱ ﺧﻮ ﻳﻮ ﺳﺎﻋﺘﻪ ﺩﺭﺳﻲ ﭘﻼﻥ ﺗﻪ ﻫﻢ ﺍ‪‬ﺗﻴﺎ ﻟﻴﺪﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺩﯤ ﻳﻮ ﺳﺎﻋﺘﻪ ﺩﺭﺳﻲ‬
‫ﭘﻼﻥ ﺗﻪ ﻭﺭ‪‬ﻨﻲ ﺩﺭﺳﻲ ﭘﻼﻥ ﻭﺍﻳﻮ‪ .‬ﺩﺍ ﭘﻼﻥ ﻟﻪ ‪‬ﻮﻭﻧﮑﻲ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﮐﻮﻱ ﭼﯥ ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﺳﺮﻩ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﭘﻪ ﻋﻤﻠﻴﻪ ﮐﯥ ﺯﻳﺎﺗﻪ ﻣﺮﺳﺘﻪ ﻭﮐ‪‬ﻱ ﺍﻭﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻫﺪﻓﻮﻧﻪ ﭘﻪ‬
‫ﺑﺮﻳﺎﻟ‪ ‬ﺗﻮ‪‬ﻪ ﺗﺮﻻﺳﻪ ﮐ‪‬ﻱ‪.‬‬
‫ﻳﻮ ﺳﺎﻋﺘﻪ ﺩﺭﺳﻲ ﭘﻼﻥ ﻟﻪ ﻳﻮﻱ ﻣﻨﻈﻤﯥ ﺍﻣﺎﺩ‪‬ﻲ ‪‬ﺨﻪ ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ‬
‫ﻳﯥ ﺩﺗﺪﺭﻳﺲ ﺩﻣﺨﻪ ﺗﺮﺗﻴﺒﻮﻱ ﺍﻭﭘﻪ ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﮐﯥ ﻳﯥ ﺗﻄﺒﻴﻘﻮﻱ‪ .‬ﭘﻪ ﺩﯤ ﭘﻼﻥ ﮐﯥ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺍﻭ ﻫﻢ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﭘﻪ ‪‬ﻮﺗﻪ ﮐﻴ‪‬ﻱ ﺍﻭ ﭘﻪ ﺩﻱ ﺗﻮ‪‬ﻪ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ﺗﺪﺭﻳﺲ ﮐﯥ ﺯﻳﺎﺗﯥ ﺁﺳﺎﻧﺘﻴﺎﻭﯤ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﮐﻮﻱ‪ .‬ﭘﺨﻮﺍ ﺩﺍ ﻧﻈﺮ ﻣﻮﺟﻮﺩ ﻭﻭ‬
‫ﭼﯥ ‪‬ﻮﻭﻧﻪ ﺍﻭﺭﻭﺯﻧﻪ ﻳﻮﺍﺯﻱ ﺩﺭﺱ ﻭﺭﮐﻮﻝ ﻭﺅ ﺍﻭ ‪‬ﻮﻭﻧ‪‬ﻲ ﻫﻐﻪ ‪‬ﺎﻱ ﺑﻠﻞ ﮐﻴﺪﻩ ﭼﯥ‬
‫ﺩﺍﺩﺭﺳﻮﻧﻪ ﭘﮑﻲ ﺗﺪﺭﻳﺲ ﮐﻴﺪﻝ‪ .‬ﮐﻠﻪ ﭼﯥ ‪‬ﻮﻭﻧﯥ ﺍﻭﺭﻭﺯﻧﯥ ﭘﺮﻣﺦ ﺗ‪ ‬ﻭﮐ‪ ‬ﺩﻏﯥ ﻧﻈﺮﻳﯥ‬
‫ﻭﺭﻭ ﻭﺭﻭ ﺗﻐﻴﺮ ﻭﻣﻮﻧﺪ ﺍﻭ ﺩﺍﺳﯥ ﻓﮑﺮ ﭘﻴﺪﺍ ﺷﻮ ﭼﯥ ‪‬ﻮﻭﻧ‪‬ﻲ ﻳﻮﺍﺯﻱ ﺩﺩﺭﺱ ﻭﺭﮐﻮﻟﻮ‪‬ﺎﻱ‬
‫ﻧﻪ ﺑﻠﮑﻪ ﺩﻓﮑﺮ ﮐﻮﻟﻮ‪ ،‬ﭘﻮﻫﻴﺪﻟﻮ‪ ،‬ﭘﻮﻫﻮﻟﻮ ﺩ‪‬ﺎﻥ ﺍﻭﻧﻮﺭﻭ ﭘﻪ ﻭ‪‬ﺍﻧﺪﯤ ﺩﻣﺴﺌﻮﻟﻴﺖ ﺍﺣﺴﺎﺳﻮﻝ‬
‫ﺍﻭ ﺩﺍﺳﯥ ﻧﻮﺭ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﺯﻣﻴﻨﻪ ﺑﺮﺍﺑﺮﻭﻱ‪ .‬ﺩﺯﺩﻩ ﮐﻮﻧﮑﻮ ﺟﺴﻤﻲ‪ ،‬ﺭﻭﺯﻧﻲ‪ ،‬ﺫﻫﻨﻲ‪،‬‬
‫‪‬ﻮﻟﻨﻴﺰﻭ ﺍﻭﺩﺍﺳﯥ ﻧﻮﺭﻭ ﺑ‪‬ﻮﺗﻪ ﻭﺩﻩ ﻭﺭﮐﻮﻱ‪ .‬ﺩ‪‬ﻮﻭﻧﮑﻲ ﻟﻪ ﺧﻮﺍ ﻻﺭ‪‬ﻮﻭﻧﻪ‪ ،‬ﺎﺭﻧﻪ‪ ،‬ﺗﺸﻮﻳﻖ‬
‫ﺍﻭ ﺗﺤﺮﻳﮏ ﺻﻮﺭﺕ ﻧﻴﺴﻲ‪ .‬ﺗﺮ‪‬ﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺧﭙﻠﻪ ﻓﻌﺎﻟﻴﺖ ﺳﺮﺗﻪ ﻭﺭﺳﻮﻱ ﺍﻭ ﭘﻪ‬
‫ﺧﭙﻞ ‪‬ﺎﻥ ﻣﺘﮑﻲ ﺷﻲ ﺍﻭ ﭘﻪ ‪‬ﺎﻥ ﺑﺎﻭﺭ ﭘﻴﺪﺍ ﮐ‪‬ﻱ‪ .‬ﻧﻮ ﺩﻫﻤﺪﯤ ﺩﻻﻳﻠﻮ ﭘﺮ ﺑﻨﺎﺀ ‪‬ﻮﻭﻧﮑﻲ‬
‫ﺑﺎﻳﺪ ﻳﻮ ﺳﺎﻋﺘﻪ ﺩﺭﺳﻲ ﭘﻼﻥ ﺗﺮﺗﻴﺐ ﺍﻭ ﭘﻪ ﻣﻨﻈﻤﻪ ﺗﻮ‪‬ﻪ ﻳﯥ ﭘﻪ ‪‬ﻮﻟ‪‬ﻲ ﮐﯥ ﭘﻪ ﮐﺎﺭﻭﺍﭼﻮﻱ‪.‬‬
‫ﻣﺨﮑﻲ ﻟﻪ ﺩﯤ ﭼﯥ ﺩ ﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ﻣﺨﺘﻠﻔﻮ ﺍ‪‬ﺧﻮﻧﻮ ﺑﺤﺚ ﻭﮐ‪‬ﻭ‪ ،‬ﭘﻪ ﮐﺎﺭﺩﻩ ﭼﯥ ﺩﺭﺳﻲ‬
‫ﭘﻼﻥ ﻳﻮ ‪‬ﻞ ﺑﻴﺎ ﻣﻌﺮﻓﻲ ﺍﻭ ﺑﻴﺎﻳﯥ ﭘﻪ ﺍﻫﻤﻴﺖ ﺧﺒﺮﯤ ﻭﮐ‪‬ﻭ‪.‬‬

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‫ﺩﻣﺨﻪ ﻣﻮﻭﻭﻳﻞ ﭼﯥ ﺩﺭﺳﻲ ﭘﻼﻥ ﺩﻳﻮﯤ ﻣﻨﻈﻤﻲ ﺫﻫﻨﻲ ﻧﻘﺸﯥ ﺍﻭ ﺗ‪‬ﻼﺭﯤ ‪‬ﺨﻪ‬
‫ﻋﺒﺎﺭﺕ ﺩﻱ ﭼﯥ ﺩﻳﻮ ﮐﺎﺭ ﺩﺳﺮﺗﻪ ﺭﺳﻮﻟﻮ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻝ ﺷﻮﻱ ﻭﻱ‪ .‬ﭘﻪ ﺑﻞ‬
‫ﻋﺒﺎﺭﺕ ﺩﺭﺳﻲ ﭘﻼﻥ ﻳﻮﻩ ﺳﻴﺴﺘﻤﺎﺗﻴﮑﻪ ﻃﺮﺣﻪ ﺍﻭ ﻣﻨﻈﻤﻪ ﻻﺭﻩ ﺩﻩ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﭘﮑﯥ ‪‬ﻮﻝ‬
‫ﻫﻐﻪ ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‪ ،‬ﭼﯥ ﭘﻪ ﻳﻮ ﺩﺭﺳﻲ ﺳﺎﻋﺖ ﮐﯥ ﺳﺮﺗﻪ ﺑﺎﻳﺪ ﻭﺭﺳﻮﻱ‪ ،‬ﺍ‪‬ﮑﻞ ﮐﻮﻱ ﺍﻭ‬
‫ﻟﻴﮑﻲ ﻳﯥ‪ .‬ﺧﻮ ﺩﺍﺑﺎﻳﺪ ﻭﻭﻳﻞ ﺷﻲ ﭼﯥ ﺩﺭﺳﻲ ﭘﻼﻥ ﺩ‪‬ﻮﻭﻧﮑﻲ ﻳﻮ ﻓﺮﺩﻱ ﺍﻭ ﻣﺴﻠﮑﻲ ﻣﻬﺎﺭﺕ‬
‫ﺩﻱ ﭼﯥ ﺩﺩﻱ ﻣﻬﺎﺭﺕ ﭘﻪ ﺩﺭﻟﻮﺩﻟﻮ ﺳﺮﻩ ﮐﻮﻻﻱ ﺷﻲ ﺩﺩﺭﺳﻲ ﭘﻼﻥ ‪‬ﺨﻪ ﺩﺗﺪﺭﻳﺲ ﭘﻪ‬
‫ﻋﻤﻠﻴﻪ ﮐﯥ ﺩﻳﻮ ﻣﺮﮐﺰﻱ ﻋﻨﺼﺮ ﭘﻪ ﺗﻮ‪‬ﻪ ‪‬ﻪ ﻭﺍﺧﻠﻲ‪.‬‬

‫ﺩﺩﺭﺳﻲ ﭘﻼﻥ ﺍﻫﻤﻴﺖ‪ :‬ﺩ‪‬ﻮﻭﻧﯥ ﺍﻭﺭﻭﺯﻧﯥ ﭘﻮﻫﺎﻥ ﭘﻼﻥ ﺗﻪ ﺩﻳﻮ ‪‬ﻪ ﻻﺭ‪‬ﻮﻭﻧﮑﻲ ﺧﻄﺎﺏ‬
‫ﮐﻮﻱ ‪‬ﮑﻪ ﭼﯥ ﮐﺎﺭﻭﻧﻪ ‪‬ﻪ ﺗﻨﻈﻴﻢ ﺍﻭ ﻫﺮ ﮐﺎﺭ ﭘﻪ ﺧﭙﻞ ﻭﺧﺖ ﺩﺍ‪‬ﺗﻴﺎﻭﻭ ﺳﺮﻩ ﺳﻢ ﺍﻭ ﺳﺮﺗﻪ‬
‫ﺭﺳﻮﻱ ﺍﻭ ﺩﺧﭙﻠﻲ ﺩﻧﺪﯤ ﺩﺑﺮﻳﺎﻟﻴﺘﻮﺏ ﻟﻪ ﮐﺒﻠﻪ ﻣﺨﮑﯥ ‪‬ﻮﻝ ﺩﺿﺮﻭﺭﺕ ﻭ‪ ‬ﻣﻮﺍﺩ ﺍﻭ ﺷﻴﺎﻥ‬
‫ﺑﺮﺍﺑﺮﻭﻱ ﺍﻭ ﺩﻫﺮﯤ ﻧﺎ‪‬ﺎﭘﯥ ﭘﻴ‪‬ﯥ ﺭﺍﻣﻨ‪ ‬ﺗﻪ ﮐﻴﺪﻟﻮ ﺍ‪‬ﮑﻞ ﮐﻮﻱ‪ ،‬ﭘﻪ ﻟ‪ ‬ﻭﺧﺖ ﮐﯥ ﭘﻪ ﺁﺳﺎﻧ‪‬‬
‫ﺍﻭ ﺑﺮﻳﺎﻟﻴﺘﻮﺏ ﺳﺮﻩ ﻫﺪﻑ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻱ‪.‬‬
‫ﺩﺩﻧﺪﻭ ﻭﻳﺶ ﭘﮑﯥ ﻣﻮﺟﻮﺩ ﻭﻱ ﭘﻪ ﺩ‪ ‬ﻣﻌﻨﺎ ﭼﯥ ﮐﻮﻡ ﮐﺎﺭ ﺑﺎﻳﺪ ‪‬ﻮﻭﻧﮑﻲ ﻭﮐ‪‬ﻱ ﺍﻭ ﮐﻮﻡ‬
‫ﮐﺎﺭ ﺑﺎﻳﺪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺭﮐ‪ ‬ﺷﻲ‪ .‬ﭘﻪ ﺩﺭﺳﻲ ﭘﻼﻥ ﮐﯥ ﺩﮐﺎﺭ ﺩ‪‬ﺎﺭﻧﯥ ﺍﻭ ﺍﺭﺯﻳﺎﺑ‪ ‬ﻟﭙﺎﺭﻩ‬
‫ﻫﻢ ﻭﺧﺖ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﺩﺩﺭﺳﻲ ﭘﻼﻥ ‪‬ﯥ ﺩﺍﺩﻱ‪:‬‬
‫– ﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ﻳﻘﻴﻨﻲ ‪‬ﻭﻝ ﺩﻣﺨﺘﻠﻔﻮ ﺩﺭﺳﻮﻧﻮ ﺗﺮﻣﻨ‪ ،‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﻣﺨﺘﻠﻔﻮ ﺩﺍﺳﻲ‬
‫ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺳﺮﻩ ﺩﻣﻮﺍﺩﻭ ﺍ‪‬ﻳﮑﻲ ‪‬ﻴﻨ‪‬ﻮﻱ ﺗﺮ‪‬ﻮ ‪‬ﻮﻭﻧﮑﻲ ﻟﻪ ﻣﻮﺿﻮﻉ ‪‬ﺨﻪ ﺑﻬﺮ‬
‫ﻧﺸﻲ ﺍﻭ ﭘﻪ ﻣﻮﺿﻮﻉ ﺣﺎﮐﻢ ﺍﻭﺳﻲ‪.‬‬
‫– ﺩﺭﺳﻲ ﭘﻼﻥ ‪‬ﻮﻭﻧﮑﻲ ﺗﻪ ﻭﺧﺖ ﻭﺭﮐﻮﻱ ﭼﯥ ﺩﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻟﭙﺎﺭﻩ ﻣﻨﺎﺳﺐ ﻣﻴﺘﻮﺩﻭﻧﻪ‬
‫ﻭ‪‬ﺎﮐﻲ‪.‬‬
‫– ﺩﺭﺳﻲ ﭘﻼﻥ ﺩﻭﺧﺖ ﻟﻪ ﺿﺎﻳﻊ ﮐﻴﺪﻭ ‪‬ﺨﻪ ﻣﺨﻨﻴﻮﻱ ﮐﻮﻱ‪.‬‬
‫– ﺩﺭﺳﻲ ﭘﻼﻥ ﻟﻪ ‪‬ﻮﻭﻧﮑﻲ ﺳﺮﻩ ﻣﺮﺳﺘﻪ ﮐﻮﻱ ﭼﯥ ﺩﺭﺳﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﻗﺪﻡ ﭘﻪ ﻗﺪﻡ‬
‫ﺗﻌﻘﻴﺐ ﮐ‪‬ﻱ‪.‬‬

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‫– ﺩﺭﺳﻲ ﭘﻼﻥ ﺩﻫﺮﻱ ﻭﺭ‪‬ﯥ ﮐﺎﺭ ﺩ ﻫﺪﻑ ﺧﻮﺍﺗﻪ ﻧ‪‬ﺩﯤ ﮐﻮﻱ ﺍﻭ ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ‬
‫ﺗﺪﺭﻳﺲ ﮐﯥ ﺩﺗﺸﻮﻳﺶ ﺍﻭﺍﻧﺪﯾ‪‬ﻨﯥ ‪‬ﺨﻪ ﺳﺎﺗﻲ‪.‬‬
‫– ﺩﺭﺳﻲ ﭘﻼﻥ ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻭﺧﺖ ﮐﯥ ﺩﺩﺭﺱ ﺩﻣﻮﺿﻮﻉ ﻣﺤﺘﻮﻳﺎﺕ ﺍﻭ ﻭﺧﺖ‪ ،‬ﭘﻪ‬
‫ﺍﻧ‪‬ﻭﻝ ﮐﯥ ﺳﺎﺗﻲ‪.‬‬
‫– ﺩﺭﺳﻲ ﭘﻼﻥ ‪‬ﻮﻭﻧﮑﻲ ﺗﻪ ﻭﺧﺖ ﻭﺭﮐﻮﻱ ﭼﯥ ﻫﺮ ﻓﻌﺎﻟﻴﺖ ﭘﻪ ﺧﭙﻞ ‪‬ﺎﻱ ﺍﻭ ﻭﺧﺖ‬
‫ﺳﺮﻩ ﺳﺮﺗﻪ ﻭﺭﺳﻮﻱ‪.‬‬
‫– ﺩﺭﺳﻲ ﭘﻼﻥ ‪‬ﻮﻭﻧﮑﻮ ﺗﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ ﮐﻮﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﻮﻳﻪ ﺍﻭ ﻋﻼﻗﻪ ﭘﻪ‬
‫ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪.‬‬
‫ﺩﭘﻮﺭﺗﻨﻴﻮ ﺗﻮﺿﻴﺤﺎﺗﻮ ‪‬ﺨﻪ ‪‬ﺮ‪‬ﻨﺪﻳ‪‬ﻱ ﭼﯥ ﺩﺭﺳﻲ ﭘﻼﻥ ﺩ‪‬ﻮﻭﻧﮑﻲ ﻟﭙﺎﺭﻩ ‪‬ﻮﻣﺮﻩ‬
‫ﺍﻫﻤﻴﺖ ﻟﺮﻱ ‪‬ﮑﻪ ﺑﯥ ﻟﻪ ﺩﯤ ‪‬ﺨﻪ ﺗﺪﺭﻳﺴﻲ ﺍﻫﺪﺍﻓﻮﺗﻪ ﺭﺳﻴﺪﻝ ‪‬ﺮﺍﻥ ﻭﻱ‪ .‬ﻪ ﺑﻪ ﺩﺍﻭﻱ‬
‫ﭼﯥ ﺩﺩﺭﺳﻲ ﭘﻼﻥ ﻣﺮﺣﻠﻲ ﻭﭘﻴﮋﻧﻮ‪.‬‬

‫ﺩﺩﺭﺳﻲ ﭘﻼﻥ ﻣﺮﺣﻠﯥ‪:‬‬

‫‪ .۱‬ﺩﺩﺭﺳﻲ ﭘﻼﻥ ﻫﺪﻑ‪ :‬ﭘﻪ ﻫﺮ ﮐﺎﺭ ﮐﯥ ﺩﻫﺪﻑ ‪‬ﺎﮐﻞ ﺿﺮﻭﺭﻱ ﺩﻱ‪ .‬ﮐﻪ ﻫﺪﻑ ﻣﻌﻠﻮﻡ‬
‫ﻧﻪ ﻭﻱ ﻫﻴ‪‬ﻮﮎ ﻧﻪ ﭘﻮﻫﻴ‪‬ﻱ ﭼﯥ ‪‬ﻪ ﺷﻲ‪ ،‬ﺮﻧ‪‬ﻪ‪،‬ﭼﻴﺮﺗﻪ ﺍﻭ ﺩ‪‬ﻪ ﻟﭙﺎﺭﻩ ﻭﮐ‪‬ﻱ‪ .‬ﮐﻠﻪ ﭼﯥ‬
‫ﻫﺪﻑ ﻣﻌﻠﻮﻡ ﻭﻱ ﻧﻮ ﺩﻏﻪ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ‪‬ﻮﺍﺏ ﻭﺭﮐﻮﻝ ﮐﻴ‪‬ﻱ‪ .‬ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩﻫﺪﻑ ﺩﻻﺱ ﺗﻪ‬
‫ﺭﺍﻭ‪‬ﻟﻮ ﻟﭙﺎﺭﻩ ﻻﺭﯤ ﭼﺎﺭﯤ ﭘﻪ ﮐﺎﺭ ﺩﻱ ﺍﻭﻫﺪﻑ ﺗﻪ ﺩﺭﺳﻴﺪﻟﻮ ﻟﭙﺎﺭﻩ ﻻﺯﻡ ﺩﻱ ‪‬ﻮﻝ ﺍﻣﮑﺎﻧﺎﺕ‬
‫ﭘﻪ ﭘﻼﻥ ﮐﯥ ﻭﻧﻴﻮﻝ ﺷﻲ‪ .‬ﺩﻟﻮﺳﺖ ﺩﻫﺪﻓﻮﻧﻮ ﭘﻪ ﺍ‪‬ﻩ ﺑﺎﻳﺪ ﺩﻭﻩ ‪‬ﻭﻟﻪ ﻫﺪﻓﻮﻧﻪ ﭘﻪ ﭘﺎﻡ ﮐﯥ‬
‫ﻭﻧﻴﻮﻝ ﺷﻲ ﻳﻮﻳﯥ ﻋﻤﻮﻣﻲ ﻫﺪﻑ ﺍﻭ ﺑﻞ ﻳﯥ ﺧﺼﻮﺻﻲ ﻫﺪﻑ ﺩﻱ ﭼﯥ ﭘﻪ ﻻﻧﺪﯤ ‪‬ﻭﻝ‬
‫ﻭ‪‬ﺍﻧﺪﯤ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺍﻟﻒ‪ :‬ﻋﻮﻣﻲ ﻫﺪﻑ‪ :‬ﺮﻧ‪‬ﻪ ﭼﯥ ﻫﺮ ﻣﻀﻤﻮﻥ ﺩ‪‬ﺎﻧ‪‬ﻱ ﻣﻘﺼﺪ ﺍﻭ ﻫﺪﻑ ﻟﭙﺎﺭﻩ ﺗﺪﺭﻳﺲ‬
‫ﮐﻴ‪‬ﻱ ﻧﻮ ﭘﻪ ﺳﺎﻋﺘﻮﻧﻮ ﺍﻭ ﺩﺭﺳﻲ ﭘﻼﻥ ﮐﯥ ﻋﻤﻮﻣﻲ ﻫﺪﻑ ﺩﻣﻀﻤﻮﻥ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﺗﻌﻴﻨﻴ‪‬ﻱ ﭼﯥ‬
‫ﻟﻪ ﺩﻏﻪ ‪‬ﺎﻧ‪‬ﻲ ‪‬ﺨﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩ‪‬ﺎﻥ ﺍﻭ ‪‬ﻮﻟﻨﯥ ﻟﭙﺎﺭﻩ ﭘﻪ ﺭﺍﺗﻠﻮﻧﮑﻲ ﮊﻭﻧﺪ ﮐﯥ ‪‬ﻪ‬
‫ﻼ ﮐﻪ ﺩ‪‬ﻠﻮﺭﻡ ‪‬ﻮﻟ‪‬ﻲ ﺩﺟﻐﺮﺍﻓﻴﻪ ﭘﻪ ﻣﻀﻤﻮﻥ ﮐﯥ ﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﺗﺪﺭﻳﺲ ﮐﻴ‪‬ﻱ‬
‫ﻭﺍﺧﻠﻲ ﻣﺜ ﹰ‬

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‫ﻧﻮ ﺩﺩﯤ ﺩﺭﺱ ﻋﻤﻮﻣﻲ ﻫﺪﻑ ﺩﺍﺩﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺟﻐﺮﺍﻓﻴﻪ ﺩﻣﻀﻤﻮﻥ ﭘﻪ ﻣﺨﺘﻠﻔﻮ‬
‫ﻣﻮﺿﻮﻋﺎﺗﻮ ﭘﻮﻩ ﺷﻲ ﺍﻭﺩ‪‬ﺎﻥ ﺍﻭ ‪‬ﻮﻟﻨﯥ ﭘﻪ ‪‬ﻪ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭﻭﺍﺧﻠﻲ‪.‬‬
‫ﺏ‪ :‬ﺧﺼﻮﺻﻲ ﻫﺪﻑ‪ :‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺩﻟﻮﺳﺖ ﻣﻮﺿﻮﻉ ﭘﻪ ﻏﻮﺭ ﺳﺮﻩ ﻭﻟﻮﻟﻲ ﺍﻭ ﺩﻣﻮﺿﻮﻉ‬
‫ﺩﻣﺘﻦ ‪‬ﺨﻪ ﻫﺪﻓﻮﻧﻪ ﻭ‪‬ﺎﮐﻲ ﺗﺮ‪‬ﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻏﻪ ﻣﻄﺎﻟﺐ ﻟﻪ ﺩﯤ ﺩﺭﺱ ‪‬ﺨﻪ ﺯﺩﻩ‬
‫ﻼ ﮐﻪ ﺩﺍﻟﻒ )‪ (1‬ﺗﻮﺭﻱ ﺩﺭﺱ ﻭﺭﮐﻮﻱ ﺍﻭ‬ ‫ﮐ‪‬ﻱ ﭼﯥ ﻫﻤﺪﺍ ﺧﺼﻮﺻﻲ ﻫﺪﻓﻮﻧﻪ ﺩﻱ ﻣﺜ ﹰ‬
‫ﺩﺍﻟﻒ ﺩﺗﻮﺭﻱ ﻟﻪ ﺗﺪﺭﻳﺲ ‪‬ﺨﻪ ﺯﻣﻮ‪ ‬ﺧﺼﻮﺻﻲ ﻫﺪﻑ ﺩﺍﻭﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﻟﻒ‬
‫ﺩﺗﻮﺭﻱ ﻧﻮﻡ‪ ،‬ﻏ‪ ‬ﺍﻭ ﺷﮑﻞ ﻭﭘﻴﮋﻧﻲ ﺍﻭﻭﻳﻮﻳﻼﻱ ﺷﻲ ﺍﻭ ﻫﻢ ﻳﯥ ﻭﻟﻴﮑﻼﻱ ﺷﻲ ﻧﻮ ﺩﺗﺪﺭﻳﺲ‬
‫‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ‪‬ﻮﺭﻭ ﭼﯥ ﻫﺪﻑ ﺗﺮﻻﺳﻪ ﺷﻮﻱ ﺍﻭ ﮐﻪ ﻧﻪ؟‬
‫ﮐﻪ ﺩﺟﻐﺮﺍﻓﻴﻪ ﭘﻪ ﻣﻀﻤﻮﻥ ﮐﯥ ﻫﺪﻑ ﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﻭﻱ ﻧﻮ ﺩﺩﺭﺱ ﺧﺼﻮﺻﻲ‬
‫ﻫﺪﻓﻮﻧﻪ ﺩﺍﺩﻱ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﺩﺭﺱ ﺩﮐﺘﺎﺏ ﻟﻪ ﻣﺨﻲ ﻭﻟﻮﺳﺘﻠﻲ ﺷﻲ ﺍﻭ ﻫﻐﻪ ﺑﻴﺎﻥ‬
‫ﺍﻭ ﺗﺸﺮﻳﺢ ﮐ‪‬ﻱ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﻧﻘﺸﻪ ﮐﯥ ﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﻭ‪‬ﻮﺩﻝ ﺷﻲ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﻭﺑﻮ ﺍﻭ ﺧﺎﻭﺭﻭ ‪‬ﺨﻪ ﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﺟﻮ‪‬ﻩ ﮐ‪‬ﺍﻱ ﺷﻲ‪.‬‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﻧﻘﺸﻪ ﺟﻮ‪‬ﻩ ﮐ‪‬ﺍﻱ ﺷﻲ‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﻣﺜﺎﻟﻮﻧﻪ ﻭﺭﮐ‪‬ﺍﻱ ﺷﻲ‪.‬‬

‫‪ .1‬ﺩﺭﺳﻲ ﮐﻮﻣﮑﻲ ﻣﻮﺍﺩ‪ :‬ﮐﻠﻪ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﻣﻮﺿﻮﻉ ﻫﺪﻓﻮﻧﻪ ﻭ‪‬ﺎﮐﻲ ﻟﻪ ﺩﯤ ﻭﺭﻭﺳﺘﻪ‬

‫‪‬ﻮﻭﻧﮑﻲ ﻫ‪‬ﻪ ﮐﻮﻱ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﭘﻪ ﮐﺎﺭ ﻭﺍﭼﻮﻱ ﺗﺮ‪‬ﻮ ﻫﺪﻑ ﭘﻪ ﺁﺳﺎﻧ‪ ‬ﺳﺮﻩ ﻻﺱ ﺗﻪ‬
‫ﺭﺍﺷﻲ‪ .‬ﮐﻴﺪﺍﻱ ﺷﻲ ﻫﺪﻓﻮﻧﻪ ﺩﻭﻩ‪ ،‬ﺩﺭﯤ ﻳﺎ ﺯﻳﺎﺕ ﻭﻱ ﻧﻮ ‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺩﻫﺮ ﻫﺪﻑ ﻟﭙﺎﺭﻩ‬
‫‪‬ﺎﻧ‪‬ﻱ ﻣﻮﺍﺩ ﺑﺮﺍﺑﺮ ﮐ‪‬ﻱ‪ .‬ﺩﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺩﺑﺮﺍﺑﺮﻭﻟﻮ ﭘﻪ ﻭﺧﺖ ﮐﯥ ‪‬ﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ‬
‫ﺩﻣﻮﺍﺩﻭ ﺩﺑﺮﺍﺑﺮﻭﻟﻮ ﺍﻣﮑﺎﻧﺎﺕ ﭘﻪ ﭘﺎﻡ ﮐﯥ ﻭﻧﻴﺴﻲ‪ .‬ﮐﻪ ﺩ‪‬ﻴﻨﻮ ﻣﻮﺍﺩﻭ ﺩﺑﺮﺍﺑﺮﻭﻟﻮ ﺍﻣﮑﺎﻧﺎﺕ ﻧﻪ‬
‫ﻭﻱ ﭘﻪ ﺩﯤ ﺻﻮﺭﺕ ﮐﯥ ﺑﺎﻳﺪ ﻟﻪ ﻣﻮﺩﻝ‪ ،‬ﺗﺼﻮﻳﺮ ﻳﺎ ﮐﻮﻣﯥ ﺑﻠﯥ ﻭﺳﻴﻠﯥ ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪.‬‬

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‫‪ .۲‬ﺩﺗﺪﺭﻳﺲ ﺩﻣﻴﺘﻮﺩ ‪‬ﺎﮐﻞ‪ :‬ﮐﻠﻪ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﺩﺭﺳﻲ ﻣﻮﺍﺩ ﺍﻭﻭﺳﻴﻠﻲ ﺑﺮﺍﺑﺮﻱ ﮐ‪‬ﻱ ﻧﻮ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﺑﻠﻪ ﻣﻬﻤﻪ ﺩﻧﺪ ﻩ ﺩ ﺩﺭﺳﻲ ﻣﻴﺘﻮﺩ ‪‬ﺎﮐﻞ ﺩﻱ‪ .‬ﮑﻪ ﭼﯥ ﻣﻴﺘﻮﺩ ﺩﻫﺪﻑ ﺩﻻﺱ ﺗﻪ‬
‫ﺭﺍﻭ‪‬ﻟﻮ ﺍﻭ ﻫﻢ ﺩﺭﺳﻲ ﻣﻮﺍﺩﻭ ﺩ ﺍﺳﺘﻌﻤﺎﻝ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ‪‬ﺎﮐﻞ ﮐﻴ‪‬ﻱ‪ .‬ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﻣﻴﺘﻮﺩ ﭘﻪ‬
‫ﮐﺎﺭﻭﺍﭼﻮﻝ ﺷﻲ ﭼﯥ ﺩﻫﺪﻓﻮﻧﻮ ﭘﻪ ﻻﺱ ﺗﻪ ﺭﺍﻭ‪‬ﻟﻮ ﮐﯥ ﮐﻮﻣﮏ ﻭﮐ‪‬ﻱ‪ .‬ﻮﻭﻧﮑﻲ ﭘﻮﺭﺗﻨﻲ‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﺑﺎﻳﺪ ﺩﺩﺭﺱ ‪‬ﺨﻪ ﺩﻣﺨﻪ ﺳﺮﺗﻪ ﻭﺭﺳﻮﻱ ﺍﻭ ﺑﻴﺎ ‪‬ﻮﻟ‪‬ﻲ ﺗﻪ ﻭﻻ‪ ‬ﺷﻲ‪.‬‬
‫‪ .۳‬ﺩﺗﺪﺭﻳﺲ ﺩﺗﻄﺒﻴﻖ ﺍﻭ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻣﺮﺣﻠﯥ‪ :‬ﮐﻪ ‪‬ﻪ ﻫﻢ ﺩﺍ ﻣﺮﺣﻠﻪ ﺩﻣﺨﻪ ﭘﻪ ﻣﺸﺮﺡ ﺗﻮ‪‬ﻪ‬
‫ﺫﮐﺮ ﺷﻮﻳﺪﻩ ﺧﻮ ﻣﻮ‪ ‬ﻳﯥ ﺑﻴﺎ ﻫﻢ ﭘﻪ ﻟﻨ‪‬ﻩ ﺗﻮ‪‬ﻪ ﻳﺎﺩﻭﻧﻪ ﮐﻮﺅ‪.‬‬
‫ﺍﻟﻒ‪ :‬ﻫ‪‬ﻮﻧﻪ‪ :‬ﭘﻪ ﺩﻱ ﻣﺮﺣﻠﻪ ﮐﯥ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺳﻼﻡ ﺍﭼﻮﻝ‪ ،‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﺗﻨﻈﻴﻢ‪ ،‬ﺩﺗﻴﺮﯤ‬
‫ﻭﺭ‪‬ﯥ ﺩﮐﻮﺭﻧﻲ ﮐﺎﺭ ﻟﻴﺪﻝ ﺍﻭ ﺍﺻﻼﺡ ﮐﻮﻝ‪ ،‬ﺩﺗﻴﺮﯤ ﻭﺭ‪‬ﯥ ﺩﺩﺭﺱ ﭘﻮ‪‬ﺘﻨﻪ ﮐﻮﻝ ﺩﻱ‪.‬‬
‫ﺩﺩﻱ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﻫﺪﻑ ﺩﺍﺩﻱ ﭼﯥ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺫﻫﻦ ﺍﻭ ﻓﮑﺮ ﻭﻫ‪‬ﻮﻱ‪ ،‬ﺫﻫﻨﻮﻧﻪ ﺗﻪ ﻳﯥ‬
‫ﺗﻤﺮﮐﺰ ﻭﮐ‪‬ﻱ ﺍﻭ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻟﭙﺎﺭﻩ ﻳﯥ ﭼﻤﺘﻮ ﮐ‪‬ﻱ‪.‬‬
‫ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﮐﻪ ‪‬ﻮﻭﻧﮑﻲ ﻭﮐﻮﻻﻱ ﺷﻲ ﺩ‪‬ﻴﻨﻮ ﭘﻮ‪‬ﺘﻨﻮ ﻟﻪ ﻻﺭﯤ ﭘﻪ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻤﻪ ﺗﻮ‪‬ﻪ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﻭﺍﺳﻄﻪ ﻣﻮﺿﻮﻉ ﺗﻪ ﺩﺍﺧﻞ ﺷﻲ ﺍﻭ ﺑﻴﺎ ﻋﻨﻮﺍﻥ ﭘﺮﺗﺨﺘﻪ ﻭﻟﻴﮑﻲ ﺩﺍﻫﻢ ﺩﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﻫ‪‬ﻮﻧﻪ ﺍﻭ ﺗﺸﻮﻳﻖ ﮐﯥ ﻣﻬﻢ ﺭﻭﻝ ﻟﻮﺑﻮﻱ‪.‬‬
‫ﺏ‪ :‬ﭘﺮﻣﻮﺿﻮﻉ ﮐﺎﺭ ﮐﻮﻝ‪ :‬ﭘﻪ ﺩﻱ ﻣﺮﺣﻠﻪ ﮐﯥ ﭘﻪ ﻣﺘﻦ ﺍﻭ ﻣﻮﺿﻮﻉ ﮐﺎﺭﮐﻴ‪‬ﻱ ﺩﺍﺳﯥ ﭼﯥ‬
‫ﭘﻪ ﻫﻐﻲ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻲ ﺍﻭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺟﻼ ﺍﻭ ﻣﺸﺨﺺ ﺷﻮﻱ ﻭﻱ‪ .‬ﺩﺩﺭﺳﻲ‬
‫ﮐﻮﻣﮑﻲ ﻣﻮﺍﺩ ﺍﻭ ‪‬ﺎﮐﻞ ﺷﻮﻱ ﻣﻴﺘﻮﺩﻭﻧﻮ ﭘﻪ ﺍﺳﺘﻔﺎﺩﻩ ﺗﺪﺭﻳﺲ ﺩﺍﺳﯥ ﺗﺮﺳﺮﻩ ﺷﻲ ﭼﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﭘﮑﯥ ﺯﻳﺎﺗﻪ ﺑﺮﺧﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫ﺝ‪ :‬ﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ‪ :‬ﺩﺍ ﻣﺮﺣﻠﻪ ﺩﻧﻮﻱ ﺩﺭﺱ ﺩ‪‬ﻪ ﭘﻮﻫﻴﺪﻟﻮ ﻟﭙﺎﺭﻩ ﺩﻩ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﭘﮑﯥ ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﺍ‪‬ﻩ ﻣﺸﻘﻮﻧﻪ ﮐﺎﺭ ﮐﻮﻱ‪ .‬ﺮﻭﭘﻲ ﮐﺎﺭﻭﻧﻪ ﻫﻢ ﭘﻪ ﺩﻱ ﻣﺮﺣﻠﻪ ﮐﯥ ﺗﺮﺳﺮﻩ‬
‫ﮐﻴ‪‬ﻱ‪.‬‬
‫ﺩ‪ :‬ﺍﺭﺯﻳﺎﺑﻲ ﺍﻭﮐﻮﺭﻧﻲ ﮐﺎﺭ‪ :‬ﺩﺍ ﻣﺮﺣﻠﻪ ﻫﻢ ﭘﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﮐﯥ ﻳﻮﻩ ﻣﻬﻤﻪ ﻣﺮﺣﻠﻪ ﺩﻩ ﭼﯥ ﺑﺎﻳﺪ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻟﻪ ﺧﻮﺍ ﺳﺮﺗﻪ ﻭﺭﺳﻮﻝ ﺷﻲ‪ .‬ﺩﺍﺭﺯﻳﺎﺑ‪ ‬ﭘﻮ‪‬ﺘﻨﯥ ﺑﺎﻳﺪ ﺩﺍﺳﯥ ﺟﻮ‪‬ﯤ ﺷﻲ ﭼﯥ ﻧﻴﻎ‬
‫ﭘﻪ ﻧﻴﻐﻪ ﺩﻧﻮﻱ ﻟﻮﺳﺖ ﺩ‪‬ﺎﻧ‪‬ﻱ ﻫﺪﻓﻮﻧﻮ ﺳﺮﻩ ﺍ‪‬ﻳﮑﯥ ﻭﻟﺮﻱ ﺍﻭ ‪‬ﻮﻭﻧﮑﻲ ﻭﮐﻮﻻﻱ ﺷﻲ‬
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‫ﺩﺩﯤ ﭘﻮ‪‬ﺘﻨﻮ ﻟﻪ ﻣﺨﻲ ﺧﭙﻞ ﻧﻮﻱ ﺩﺭﮐ‪ ‬ﺷﻮﻱ ﺩﺭﺱ ﺍﺭﺯﻳﺎﺑﻲ ﮐ‪‬ﻱ‪ .‬ﺩﻧﻮﻱ ﺩﺭﺱ ﻟﻪ‬
‫ﺍﺭﺯﻳﺎﺑ‪ ‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ‪‬ﻮﻭﻧﮑﻲ ﺗﻪ ﻧﺘﻴﺠﻪ ﻻﺱ ﺗﻪ ﺭﺍ‪‬ﻲ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻳﯥ ﭘﻪ ﮐﻮﻡ‬
‫‪‬ﺎﻱ ﮐﯥ ﺩﻱ‪ ،‬ﻪ ﭘﺮﻣﺨﺘ‪ ‬ﻳﯥ ﮐ‪‬ﻳﺪﻱ‪ ،‬ﺯﺩﻩ ﮐ‪‬ﯤ ‪‬ﻪ ﺻﻮﺭﺕ ﻧﻴﻮﻟﻲ ﺩﻱ ﺍﻭ ﮐﻪ ﻧﻪ؟‬
‫ﮐﻪ ‪‬ﻪ ﭘﺮﻣﺨﺘ‪ ‬ﺷﻮﻱ ﻧﻪ ﻭﻱ ﻧﻮ ﺩ‪‬ﺎﻥ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﻭﮐ‪‬ﻱ ﭼﯥ ﺳﺘﻮﻧﺰﻩ ﭼﻴﺮﺗﻪ ﺩﻩ ﭼﯥ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻧﺪﻱ ﭘﻮﻩ ﺷﻮﻱ‪ ،‬ﺑﺎﻳﺪ ﺩﺣﻞ ﻻﺭﻩ ﻳﯥ ﻭﻟ‪‬ﻮﻱ‪.‬‬
‫ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻣﻨﺎﺳﺒﻪ ﮐﻮﺭﻧ‪ ‬ﺩﻧﺪﻩ ﻭﺭﮐ‪ ‬ﺷﻲ ﭼﯥ ﺩﻳﻮﯤ ﺧﻮﺍ ﻣﺸﻖ ﺍﻭ‬
‫ﺗﻤﺮﻳﻦ ﻭﮐ‪‬ﻱ ﺍﻭ ﺩﺑﻠﯥ ﺧﻮﺍ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﺩﺭﺟﻪ ﻟﻮ‪‬ﻩ ﮐ‪‬ﻱ ﺍﻭ ﻫﻢ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﮐﺎﺭ‬
‫ﮐﻮﻟﻮ ﺳﺮﻩ ﺁﺷﻨﺎ ﺍﻭ ﻭﻇﻴﻔﻪ ﺷﻨﺎﺱ ﺷﻲ‪ .‬ﺩﺍﻭﻇﻴﻔﻪ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﺳﻮﻳﯥ ﺳﺮﻩ ﺑﺮﺍﺑﺮﻩ ﻭﻱ‬
‫ﺗﺮ‪‬ﻮ ﻫﻐﻮﻱ ﻭﮐﻮﻻﻱ ﺷﻲ ﻫﻐﻪ ﺗﺮﺳﺮﻩ ﮐ‪‬ﻱ‪.‬‬

‫ﻳﺎﺩﻭﻧﻪ‪ :‬ﺩﺍﻟﻒ‪ ،‬ﺏ‪ ،‬ﺝ‪ ،‬ﺍﻭ ﺩ ﭘﻪ ﻣﺮﺣﻠﻮ ﮐﯥ ﻭﺧﺖ ﻣﺮﺍﻋﺎﺕ ﮐﻮﻝ ‪‬ﻳﺮ ﺍﻫﻤﻴﺖ ﻟﺮﻱ‬
‫‪‬ﻮﻭﻧﮑﻲ ﺗﻪ ﭘﻪ ﮐﺎﺭ ﺩﻱ ﭼﯥ ﻫﻐﻪ ﻣﺮﺍﻋﺎﺕ ﮐ‪‬ﻱ‪ .‬ﮐﻪ ﻳﻮ ﺩﺭﺳﻲ ﺳﺎﻋﺖ ‪ 40‬ﺩﻗﻴﻘﻲ ﻭﻱ‬
‫ﻧﻮ ﺩﺩﻏﻮ ‪‬ﻠﻮﺭﻭ ﻣﺮﺣﻠﻮ ﻭﺧﺖ ﺑﻪ ﺩﺍﺳﻲ ﻭﻱ‪.‬‬
‫ﺍﻟﻒ‪ :‬ﺩﻫ‪‬ﻮﻧﯥ ﻟﭙﺎﺭﻩ ﻭﺧﺖ‪ 3 :‬ﻧﻪ ﺗﺮ ‪ 5‬ﺩﻗﻴﻘﻮ ﭘﻮﺭﻱ‪.‬‬
‫ﺏ‪ :‬ﭘﻪ ﻣﻮﺿﻮﻉ ﮐﺎﺭ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﻭﺧﺖ‪ 15 :‬ﺨﻪ ﺗﺮ ‪ 20‬ﺩﻗﻴﻘﻮ ﭘﻮﺭﻱ‪.‬‬
‫ﺝ‪ :‬ﺩﻣﺸﻖ ﺍﻭ ﺗﻤﺮﻳﻦ ﻟﭙﺎﺭﻩ ﻭﺧﺖ‪ 10 :‬ﺨﻪ ﺗﺮ‪ 15‬ﺩﻗﻴﻘﻮ ﻟﻮﺭﻱ‪.‬‬
‫ﺩ‪ :‬ﺩﺍﺭﺯﻳﺎﺑﻲ ﺍﻭ ﮐﻮﺭﻧﻲ ﮐﺎﺭ ﻟﭙﺎﺭﻩ ﻭﺧﺖ ‪ 2‬ﻧﻪ ﺗﺮ ‪ 4‬ﺩﻗﻴﻘﻮ ﭘﻮﺭﯤ‪.‬‬
‫ﺑﺎﻳﺪﭘﻪ ‪‬ﻮﺗﻪ ﮐ‪‬ﻭ ﭼﯥ ﺩﻭﺧﺖ ﺩﺍ ﺍ‪‬ﮑﻞ ﭘﻪ ‪‬ﻠﻮﺭ ﻭﺍ‪‬ﻭ ﻣﺮﺣﻠﻮ ﮐﯥ ﻳﻮ ﺩﺑﻞ ﺳﺮﻩ ﺗ‪‬ﻟﯥ ﺩﻱ‪.‬‬

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‫ﺩﺩﺭﺳﻲ ﭘﻼﻥ ﻧﻤﻮﻧﯥ‪ :‬ﺍﻭﺱ ﻏﻮﺍ‪‬ﻭ ﭘﻪ ‪‬ﻴﻨﻮ ﻣﻀﻤﻮﻧﻮﻧﻮﮐﯥ ﺩﻭﺭ‪‬ﻨﻲ )ﺳﺎﻋﺘﻮﺍﺭ(‬

‫ﺩﺭﺳﻲ ﭘﻼﻥ ﻧﻤﻮﻧﯥ ﻭ‪‬ﺍﻧﺪﯤ ﮐ‪‬ﻭ ﻟﻮﻣ‪‬ﻱ ﺩﺍﺟﺘﻤﺎﻋﻴﺎﺗﻮ ﻣﻀﻤﻮﻥ ﻟﭙﺎﺭﻩ ﻳﻮ ﺩﺭﺳﻲ ﭘﻼﻥ ﺍﻭ‬
‫ﺑﻴﺎ ﺩﺭﻳﺎﺿﻲ ﻟﭙﺎﺭﻩ ﻳﻮ ﺩﺭﺳﻲ ﭘﻼﻥ ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﻭ‪.‬‬

‫ﺳﺎﻋﺖ‪ :‬ﺩﺭﻳﻢ‬ ‫‪ .1‬ﻣﻀﻤﻮﻥ‪ :‬ﺟﻐﺮﺍﻓﻴﻪ‬

‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ‪ 35 :‬ﻧﻔﺮﻩ‬ ‫‪‬ﻮﻟ‪‬ﻲ‪4 :‬‬
‫ﻭﺧﺖ‪ 40 :‬ﺩﻗﻴﻘﯥ‪.‬‬ ‫ﻣﻮﺿﻮﻉ‪ :‬ﺁﺑﻨﺎﺍﻭﺧﺎﮐﻨﺎ‬

‫ﻫﺪﻓﻮﻧﻪ‪:‬‬

‫ﻋﻤﻮﻣﻲ ﻫﺪﻑ‪ :‬ﺩﺟﻐﺮﺍﻓﻴﻲ ﺩﻣﻀﻤﻮﻥ ﻫﻐﻪ ﻣﻮﺿﻮﻋﺎﺕ ﭼﯥ ﺩ‪‬ﻠﻮﺭﻡ ‪‬ﻮﻟ‪‬ﻲ ﻟﭙﺎﺭﻩ ﭘﻪ‬
‫ﭘﺎﻡ ﮐﯥ ﻧﻴﻮﻝ ﺷﻮﻳﺪﻱ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻱ ﺗﺮ‪‬ﻮ ﺩﺧﭙﻞ ‪‬ﺎﻥ ﺍﻭ ‪‬ﻮﻟﻨﯥ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﺩﮊﻭﻧﺪ‬
‫ﭘﻪ ﺑﻴﻼ ﺑﻴﻠﻮ ﺑﺮﺧﻮ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ‪‬ﻪ ﻭﺍﺧﻠﻲ‪.‬‬
‫ﺧﺼﻮﺻﻲ ﻫﺪﻑ‪ :‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﻪ ﺩﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﭘﺎﻱ ﮐﯥ‬
‫‪ .1‬ﺁﺑﻨﺎ ﻭﭘﻴﮋﻧﻲ‬
‫‪ .2‬ﺧﺎﮐﻨﺎ ﻭﭘﻴﮋﻧﻲ‬
‫‪ .3‬ﺩﺁﺑﻨﺎ ﺍﻭﺧﺎﮐﻨﺎ ﻣﻔﻬﻮﻡ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ‪‬ﺨﻪ ﻭﺭﻭﺳﺘﻪ ﻣﺜﺎﻟﻮﻧﻪ ﻭﮐ‪‬ﺍﻱ ﺷﻲ‪.‬‬

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‫ﺩﺭﺳﻲ‬ ‫ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻗﺪﻣﻮﻧﻪ ﺍﻭ‬ ‫‪‬ﻨﻪ‬

‫ﻣﻮﺍﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻭﺧﺖ ﻳﯥ‬
‫ﺳﻮאﻝ ﺗﺨﺘﻪ‪،‬‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺧﭙﻞ‬ ‫ﭘﻪ ﺳﻼﻡ ﺳﺮﻩ ‪‬ﻮﻟ‪‬ﻲ‬ ‫ﻫ‪‬ﻮﻧﻪ‬ ‫‪1‬‬
‫ﺗﺒﺎﺷﻴﺮ‬ ‫ﺍﻭ‬ ‫ﮐﻮﺭﻧﻲ‬ ‫ﺗﻪ ﺩﺍﺧﻠﻴﺪﻝ‪ ،‬ﺩ‪‬ﻮﻟ‪‬ﻲ‬ ‫ﻭﺧﺖ‪:‬‬
‫‪‬ﻮﺍﺏ‪ ،‬ﮐﺘﺎﺑﭽﻪ‪،‬‬ ‫ﮐﺎﺭ‪‬ﻮﻭﻧﮑﻲ ﺗﻪ‬ ‫ﺗﻨﻈﻴﻢ‪ ،‬ﺩﻏﻴﺮﺣﺎﺿﺮﺍﻧﻮ‬ ‫‪ 5‬ﺩﻗﻴﻘﻲ‬
‫ﻣﺒﺎﺣﺜﻪ ﻗﻠﻢ‬ ‫ﺩﺍﺻﻼﺡ ﻟﭙﺎﺭﻩ‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﭘﻮ‪‬ﺘﻨﻪ‪،‬‬
‫ﻭ‪‬ﺍﻧﺪﻱ ﮐﻮﻱ‪ ،‬ﺩﺗﻴﺮ‬ ‫ﺩﺗﻴﺮﻱ ﻭﺭ‪‬ﯥ ﺩ‬
‫ﺩﺭﺱ ﭘﻪ ﻫﮑﻠﻪ ﺩ‬ ‫ﮐﻮﺭﻧﯥ ﮐﺎﺭ ﻟﻴﺪﻝ ﺍﻭ‬
‫‪‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ‬ ‫ﺍﺻﻼﺡ ﮐﻮﻝ‪ ،‬ﺩﺗﻴﺮ‬
‫‪‬ﻮﺍﺏ ﻭﺭﮐﻮﻱ‪.‬‬ ‫ﺩﺭﺱ ﺍﺭﺯﻳﺎﺑﻲ‪ ،‬ﺩﻧﻮﻱ‬
‫ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩ‬ ‫ﺩﺭﺱ ﺳﺮﻩ ﺩﻫﻐﻲ‬
‫‪‬ﻮﻭﻧﮑﻲ ﭘﻪ ﻣﺮﺳﺘﻪ‬ ‫ﺍﺭﺗﺒﺎﻁ ﺍﻭ ﺩﺯﺩﻩ‬
‫ﺩﻧﻮﻱ ﺩﺭﺱ ﻋﻨﻮﺍﻥ‬ ‫ﮐﻮﻭﻧﮑﻮ ﻟﻪ ﻻﺭﯤ‬
‫ﭘﻴﺪﺍ ﮐﻮﻝ‪.‬‬ ‫ﺩﻧﻮﻱ ﺩﺭﺱ ﺩﻋﻨﻮﺍﻥ‬
‫ﭘﻴﺪﺍﮐﻮﻝ‪.‬‬

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‫ﺩﺭﺳﻲ‬ ‫ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫‪‬ﻨﻪ ﻗﺪﻣﻮﻧﻪ ﺍﻭ‬

‫ﻣﻮﺍﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻭﺧﺖ ﻳﯥ‬
‫ﺳﻮאﻝ ﺗﺨﺘﻪ‪،‬‬ ‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫‪ -‬ﻮﻭﻧﮑﻲ ﻟﻪ ﺯﺩﻩ‬ ‫ﭘﻪ ﻣﺘﻦ‬ ‫‪2‬‬
‫ﺗﺒﺎﺷﻴﺮ‬ ‫ﺍﻭ‬ ‫ﮐﻮﻭﻧﮑﻮ ‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ‪‬ﻮﺍﺏ ﻭﺍﻳﻲ ﭼﯥ‬ ‫ﺑﺎﻧﺪﯤ‬
‫‪‬ﻮﺍﺏ ﮐﺘﺎﺏ‪،‬‬ ‫ﮐﺎﺭﮐﻮﻝ‪ .‬ﮐﻮﻱ ﭼﯥ ﺯﻣﻮ‪ ‬ﺩﻧﻨﻲ ﺯﻣﻮ‪ ‬ﺩﻧﻨﻲ ﺩﺭﺱ‬
‫ﻋﻨﻮﺍﻥ ﺁﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﮐﺘﺎﺏ ﭼﺎﺭﺕ‬ ‫ﻭﺧﺖ‪ 22:‬ﺩﺭﺱ ﻋﻨﻮﺍﻥ ‪‬ﻪ ﺷﻲ‬
‫ﻟﻮﺳﺘﻞ ﺍﻭ ﻧﻘﺸﻪ‬ ‫ﺩﻩ ‪.‬‬ ‫ﺩﻱ‪.‬‬ ‫ﺩﻗﻴﻘﻲ‬
‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻫﻐﻪ ﻧﻤﺎﻳﺸﻲ‬ ‫‪ -‬ﻮﻭﻧﮑﻲ ﻧﻮﻱ‬
‫ﺳﻮאﻝ‬ ‫ﻋﻨﻮﺍﻥ ﭘﺮﺗﺨﺘﻪ ﻟﻴﮑﻲ‪ .‬ﻮﺭﻱ‬
‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﮑﻲ ﻭﻇﻴﻔﻪ‬
‫ﺧﭙﻠﻪ ﺧﻮ‪‬ﻪ ﺩﻋﻨﻮﺍﻥ ‪‬ﻮﺍﺏ‬ ‫ﻭﺭﮐﻮﻱ ﭼﯥ ﺩﺩﯤ‬
‫ﻋﻨﻮﺍﻥ ﻟ‪‬ﻩ ﻟ‪‬ﻩ ﺑﺮﺧﻪ ﭘﻪ ﻟ‪‬ﻩ ﻟ‪‬ﻩ ﺑﺮﺧﻪ ﻟﻮﻟﻲ‪ .‬ﻋﻤﻠﻲ‬
‫ﮐﺎﺭ‬ ‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﺗﺼﻮﻳﺮﻭﻧﻪ ‪‬ﻮﺭﻱ ﺍﻭ‬ ‫‪ -‬ﻮﻭﻧﮑﻲ ﭼﺎﺭﺕ‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ ‪‬ﻮﺍﺏ‬ ‫‪‬ﻮ‪‬ﻧﺪﻭﻱ ﺍﻭ‬
‫ﻭﺍﻳﻲ‪.‬‬ ‫ﺩﺷﮑﻠﻮﻧﻮ ﭘﻪ ﻫﮑﻠﻪ‬
‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﭘﻮ‪‬ﺘﻨﯥ ﮐﻮﻱ‪.‬‬
‫‪ -‬ﻮﻭﻧﮑﻲ ﻭﺍﻳﻲ ﭼﯥ ﻭﺍﻳﻲ ﭼﯥ ﺩﺍ ﺍﻭﺑﻪ‬
‫ﺩﻱ‪.‬‬ ‫ﺩﺍ ‪‬ﻪ ﺷﻲ ﺩﻱ؟‬
‫‪ -‬ﻮﻭﻧﮑﻲ ﻭﺍﻳﻲ ﭼﯥ ‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﻭﺍﻳﻲ ﭼﯥ ﺩﺍ ﻭﭼﻪ‬ ‫ﺩﺍ ‪‬ﻪ ﺷﻲ ﺩﻱ؟‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﻭﺍﻳﻲ ﭼﯥ ‪‬ﻤﮑﻪ ﺩﻩ‪.‬‬
‫ﺩﯤ ﻧ‪ ‬ﺍﻭﺑﻮ ﺩﻭﻩ ‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﻭﺍﻳﻲ ﭼﯥ ﺩﺍ ﺍﺑﻨﺎ ﺩﻩ‪.‬‬ ‫ﻭﭼﯥ ﺑﻴﻠﻲ ﮐ‪‬ﻱ‬

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‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫‪‬ﻪ ﻭﺭﺗﻪ ﻭﺍﻳﻲ‪.‬‬

‫– ‪‬ﻮﻭﻧﮑﻲ ﻭﺍﻳﻲ ﭼﯥ ﻭﺍﻳﻲ ﭼﯥ ﺩﺍ ﺧﺎﮐﻨﺎ‬
‫ﺩﻩ ‪.‬‬ ‫ﻧ‪ ‬ﻭﭼﻪ ﺩﻭﻩ‬
‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﺍﻭﺑﻪ ﺳﺮﻩ ﺑﻴﻠﻲ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ‬ ‫ﮐ‪‬ﻱ ‪‬ﻪ ﻭﺭﺗﻪ‬
‫ﺗﻮﺿﻴﺤﺎﺗﻮﺗﻪ ﻏﻮ‪‬‬ ‫ﻭﺍﻳﻲ‪.‬‬
‫ﻧﻴﺴﻲ ﺍﻭ ﻧﻘﺸﻲ ﺗﻪ‬ ‫– ‪‬ﻮﻭﻧﮑﻲ ﺍﻭﺱ‬
‫ﻧﻘﺸﻪ ‪‬ﻮ‪‬ﻧﺪﻭﻱ ﺍﻭ ‪‬ﻮﺭﻱ‪.‬‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻳﯥ ‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﻏﻮ‪ ‬ﻧﻴﺴﻲ ﺍﻭ ‪‬ﺎﻥ‬ ‫ﭘﻪ ﻧﻘﺸﻪ ﮐﯥ‬
‫ﭘﻮﻫﻮﻱ‪.‬‬ ‫ﻭﺭ‪‬ﻴﺊ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺩﺭﺱ‬
‫ﺧﻼﺻﻪ ﮐﻮﻱ‪.‬‬
‫‪‬ﺮﻭﭘﻲ ﮐﺘﺎﺏ‬ ‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﻣﺸﻖ ﺍﻭ ‪ -‬ﻮﻭﻧﮑﻲ ﺯﺩﻩ‬ ‫‪3‬‬
‫ﻧﻘﺸﻪ‬ ‫ﮐﺎﺭ‬ ‫ﭘﻪ ‪‬ﺮﻭﭘﻲ ‪‬ﻭﻝ‬ ‫ﮐﻮﻭﻧﮑﻲ ﻟﻪ ‪‬ﻮﻟ‪‬ﻲ‬ ‫ﺗﻤﺮﻳﻦ‬
‫ﺍﻭﺑﻪ ﺍﻭ‬ ‫ﻫﺮ ﻳﻮ ﻣﺎﮐﻨﺎ ﺍﻭ‬ ‫‪‬ﺨﻪ ﺑﻬﺮ ﺑﻴﺎﻳﻲ ﺍﻭ ﺯﺩﻩ‬ ‫ﻭﺧﺖ‪:‬‬
‫ﺧﺎﻭﺭﻱ‬ ‫ﺁﺑﻨﺎ ﺟﻮ‪‬ﻭﻱ‪.‬‬ ‫‪ 10‬ﺩﻗﻴﻘﻲ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ‪‬ﻮ‬
‫‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻳﺸﻲ‪ .‬ﻫﺮ‬
‫‪‬ﺮﻭﭖ ﺗﻪ ﻭﺍﻳﻲ ﭼﯥ ﺁﺑﻨﺎ‬
‫ﺍﻭ ﺧﺎﮐﻨﺎ ﺩ‪‬ﻤﮑﻲ ﭘﺮﻣﺦ‬
‫ﺟﻮ‪‬ﯤ ﮐ‪‬ﺉ‪.‬‬
‫ﮐﺘﺎﺑﭽﻪ‬ ‫ﺳﻮאﻝ‬ ‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﺍﺭﺯﻳﺎﺑﻲ ﺍﻭ ‪-‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻪ‬ ‫‪4‬‬
‫ﺍﻭ‬ ‫ﮐﻮﺭﻧﻲ ﮐﺎﺭ ﮐﻮﻱ ﭼﯥ ﺁﺑﻨﺎ ﺗﻌﺮﻳﻒ ﺁﺑﻨﺎ ﺗﻌﺮﻳﻔﻮﻱ‪.‬‬
‫‪‬ﻮﺍﺏ‬ ‫‪ -‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﻭﺧﺖ‪ 3 :‬ﮐ‪‬ﻱ‬

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‫‪ -‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻪ ﺧﺎﮐﻨﺎ ﺗﻌﺮﻳﻔﻮﻱ‪.‬‬ ‫ﺩﻗﻴﻘﻲ‬

‫‪ -‬ﻳﻮ ﺯﺩﻩ‬ ‫ﮐﻮﻱ ﭼﯥ ﺧﺎﮐﻨﺎ‬
‫ﮐﻮﻭﻧﮑﻲ ﺁﺑﻨﺎ ﺍﻭ‬ ‫ﺗﻌﺮﻳﻒ ﮐ‪‬ﻱ‬
‫ﺧﺎﮐﻨﺎ ﺗﭙﻪ ﻧﻘﺸﻪ‬ ‫‪-‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻪ‬
‫ﮐﻮﻱ ﭼﯥ ‪‬ﻮﮎ ﺑﻪ ﮐﯥ ‪‬ﺊ‪.‬‬
‫ﺍﺑﻨﺎ ﺍﻭ ﺧﺎﮐﻨﺎ ﭘﻪ ﻧﻘﺸﻪ ‪-‬ﻣﺨﺘﻠﻒ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﻣﺨﺘﻠﻒ‬ ‫ﮐﯥ ﻭ‪‬ﺊ‪.‬‬
‫ﻣﺜﺎﻟﻮﻧﻪ ﻭﺭﮐﻮﻱ‪.‬‬ ‫‪-‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻪ‬
‫ﮐﻮﻱ ﭼﯥ ﺩﺁﺑﻨﺎ ﺍﻭ‬
‫ﺧﺎﮐﻨﺎ ﻣﺜﺎﻟﻮﻧﻪ‬
‫ﻭﺭﮐ‪‬ﻱ‪.‬‬

‫ﺳﺎﻋﺖ‪ :‬ﭘﻨ‪‬ﻢ‬ ‫‪ .2‬ﻣﻀﻤﻮﻥ‪ :‬ﺭﻳﺎﺿﻲ‬

‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ‪34 :‬‬ ‫‪‬ﻮﻟ‪‬ﻲ‪4 :‬‬
‫ﻭﺧﺖ‪ 45 :‬ﺩﻗﻴﻘﻲ‬ ‫ﻣﻮﺿﻮﻉ‪ :‬ﺩﻫﻢ ﻣﺨﺮﺝ ﮐﺴﺮﻭﻧﻮ ﺗﻔﺮﻳﻖ‬

‫ﻋﻤﻮﻣﻲ ﻫﺪﻑ‪ :‬ﺩﺭﻳﺎﺿﻲ ﺩﻣﻀﻤﻮﻥ ﭘﻪ ﻫﻐﻮ ﻣﻮﺿﻮﻋﺎﺗﻮ ﭼﯥ ﺩ‪‬ﻠﻮﺭﻡ ‪‬ﻮﻟ‪‬ﻲ ﻟﭙﺎﺭﻩ ﭘﻪ ﭘﺎﻡ‬
‫ﮐﯥ ﻧﻴﻮﻝ ﺷﻮﻳﺪﻱ ﭘﻪ ‪‬ﻪ ﺗﻮ‪‬ﻪ ﭘﻮﻫﻴﺪﻝ‪ ،‬ﺗﺮ‪‬ﻮﻭ ﮐﻮﻻﻱ ﺷﻲ ﺩﺧﭙﻞ ‪‬ﺎﻥ‪ ،‬ﮐﻮﺭﻧ‪ ‬ﺍﻭ‬
‫‪‬ﻮﻟﻨﯥ ﭘﻪ ﺍ‪‬ﻭﻧﺪ ﺩﮊﻭﻧﺪ ﭘﻪ ﺑﻴﻼ ﺑﻴﻠﻮﺑﺮﺧﻮ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪.‬‬

‫ﺧﺼﻮﺻﻲ ﻫﺪﻑ‪ :‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺑﺎﻳﺪ ﺩﺩﯤ ﻟﻮﺳﺖ ﭘﻪ ﭘﺎﯤ ﮐﯥ‪:‬‬

‫‪ .1‬ﺩﻫﻢ ﻣﺨﺮﺝ ﮐﺴﺮﻭﻧﻮ ﺩﺗﻔﺮﻳﻖ ﭘﻪ ﻋﻤﻠﻴﻪ ﭘﻮﻩ ﺷﻲ‪.‬‬
‫‪ .2‬ﭘﻪ ﻭﺭ‪‬ﻨﻲ ﮊﻭﻧﺪ ﮐﯥ ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﺴﺘﻼﻱ ﺷﻲ‪.‬‬

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‫‪ .3‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻭﮐﻮﻻﻱ ﺷﻲ ﺩﻫﻢ ﻣﺨﺮﺝ ﮐﺴﺮﻭﻧﻮ ﺩﺗﻔﺮﻳﻖ ﭘﻪ ﻣﻔﻬﻮﻡ ﭘﻪ ﻣﻘﺮﻭﻥ‪،‬‬

‫ﻧﻴﻤﻪ ﻣﻘﺮﻭﻥ ﺍﻭ ﻣﺠﺮﺩ ‪‬ﻭﻝ ﭘﻮﻩ ﺷﻲ‪.‬‬
‫‪ .4‬ﻫﻐﻮﻱ ﻭﮐﻮﻻﻱ ﺷﻲ ﻫﻢ ﻣﺨﺮﺟﻪ ﮐﺴﺮﻭﻧﻪ ﺩﺣﺴﺎﺑﻲ ﻋﻤﻠﻴﻲ ﭘﻪ ﻭﺍﺳﻄﻪ ﺗﻔﺮﻳﻖ‬
‫ﮐ‪‬ﺍﻱ ﺷﻲ‪.‬‬

‫ﺩﺭﺳﻲ‬ ‫ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫‪‬ﻨﻪ ﻗﺪﻣﻮﻧﻪ‬

‫ﻣﻮﺍﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﺍﻭﻭﺧﺖ‬
‫ﺗﺨﺘﻪ‪،‬‬ ‫ﺳﻮאﻝ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﺳﺮﻩ‬ ‫ﭘﻪ ﺳﻼﻡ ﺳﺮﻩ ‪‬ﻮﻟ‪‬ﻲ ﺗﻪ‬ ‫‪ 1‬ﻫ‪‬ﻮﻧﻪ‬
‫ﺗﺒﺎﺷﻴﺮ‬ ‫ﺍﻭ‬ ‫ﺩﺭﻭﻏﺒ‪ ‬ﺨﻪ‬ ‫ﻧﻨﻮﺗﻞ‪ ،‬ﺩ‪‬ﻮﻟ‪‬ﻲ ﻧﻈﻢ‬ ‫ﻭﺧﺖ‪:‬‬
‫ﮐﺘﺎﺑﭽﻪ‬ ‫‪‬ﻮﺍﺏ‬ ‫ﺑﺮﺍﺑﺮﻭﻝ‪ ،‬ﺩﺣﺎﺿﺮ‪ ‬ﺳﺮﻩ ﻭﺭﻭﺳﺘﻪ ﺩﺍﺻﻼﺡ‬ ‫‪5-7‬‬
‫ﻗﻠﻢ‬ ‫ﺑﺤﺚ‬ ‫ﻟﭙﺎﺭﻩ ﺩﮐﻮﺭﻧﻲ ﮐﺎﺭ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮﺩﺷﻤﻴﺮ‬ ‫ﺩﻗﻴﻘﻲ‬
‫ﮐﻮﻝ‬ ‫ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﻝ‪،‬‬ ‫ﻣﻘﺎﻳﺴﻪ‪ ،‬ﺩﺗﻴﺮﯤ ﻭﺭ‪‬ﯥ‬
‫ﺩﺩﺭﺱ ﺍﺭﺯﻳﺎﺑﻲ‪ ،‬ﺩﮐﻮﺭﻧﻲ ﺩ‪‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ‬
‫ﺩﺗﻴﺮ ﺩﺭﺱ ﭘﻪ ﻫﮑﻠﻪ‬ ‫ﮐﺎﺭﻟﻴﺪﻝ ﺍﻭ ﺍﺻﻼﺡ‪،‬‬
‫‪‬ﻮﺍﺑﻮﻧﻪ ﻭﺭﮐﻮﻝ‪،‬‬ ‫ﺩﻧﻮﻱ ﺩﺭﺱ ﺳﺮﻩ ﺩﺗﻴﺮ‬
‫ﺩﺭﺱ ﺍﺭﺗﺒﺎﻁ ﺍﻭ ﻫﻤﺪﺍﺭﻧ‪‬ﻪ ﺩ‪‬ﻮﻭﻧﮑﻲ ﺩﭘﻮ‪‬ﺘﻨﻮ‬
‫ﭘﻪ ﺭ‪‬ﺎ ﮐﯥ ﺩﻧﻮﻱ‬ ‫ﺩﮐﺴﺮﻭﻧﻮ ﺗﻔﺮﻳﻖ ﺗﻪ‬
‫ﺩﭘﻮ‪‬ﺘﻨﻮ ﻟﻪ ﻻﺭﯤ ﺭﺍﺗﻠﻞ‪ .‬ﺩﺭﺱ ﺩﻋﻨﻮﺍﻥ ﭘﻴﺪﺍ‬
‫ﺩﺷﻤﻴﺮ ﺩﻋﺪﺩﻭﻧﻮ ﺩ‪‬ﻠﻮﺭ ﮐﻮﻝ‪.‬‬
‫‪‬ﻮﻧﻮ ﻋﻤﻠﻴﻮ ﭘﻪ ﺷﺎﻥ ﭘﻪ‬
‫ﮐﺴﺮﻱ ﻋﺪﺩﻭﻧﻮ ﮐﯥ‬
‫ﺩ‪‬ﻠﻮﺭ ‪‬ﻮﻧﻮ ﻋﻤﻠﻴﻮ ﭘﻠﻲ‬
‫ﮐﻮﻝ‪.‬‬

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‫ﺩﺭﺳﻲ‬ ‫ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫‪‬ﻨﻪ ﻗﺪﻣﻮﻧﻪ‬

‫ﻣﻮﺍﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﺍﻭﻭﺧﺖ‬
‫ﺳﻮאﻝ ﻗﻠﻢ‪،‬‬ ‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﺩﻧﻮﻱ ﻋﻨﻮﺍﻥ ﻳﻌﻨﻲ‬ ‫–‬ ‫‪ 2‬ﭘﻪ ﺍﺻﻞ‬
‫ﮐﺘﺎﺏ‬ ‫ﺍﻭ‬ ‫ﻋﻨﻮﺍﻥ ﺗﻪ ‪‬ﻮﺭﻱ‪.‬‬ ‫ﺩﻫﻢ ﻣﺨﺮﺟﻪ‬ ‫ﻣﻮﺿﻮﻉ‬
‫‪‬ﻮﺍﺏ ﺗﺨﺘﻪ‪،‬‬ ‫ﮐﺴﺮﻭﻧﻮ ﺗﻔﺮﻳﻖ‬ ‫ﮐﺎﺭ‬
‫ﻧﻤﺎﻳﺸﻲ ﺗﺒﺎﺷﻴﺮ‬ ‫ﭘﺮﺗﺨﺘﻪ ﻟﻴﮑﻞ‪.‬‬ ‫ﮐﻮﻝ‬
‫ﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﮐﻪ ﺩﻭﻩ ﻋﺪﺩﻭﻧﻪ‬ ‫ﻭﺧﺖ‪– :‬‬
‫ﻋﻤﻠﻲ ﮐﺎﻏﺬ‬ ‫ﻭﺍﻳﻲ ﭼﯥ ﺩﺟﻤﻊ‬ ‫ﺟﻤﻊ ﺷﻲ ﻧﻮ ﺩﺩﯤ‬ ‫‪-25‬‬
‫ﺗﺮﻳﺴﻪ‬ ‫ﮐﺎﺭ‬ ‫ﺩﺍﺟﺰﺍﻭ ﭘﻪ ﻧﺎﻣﻪ‬ ‫ﻋﺪﺩﻭﻧﻮ ﻫﺮ ﻳﻮ ﭘﻪ‬ ‫‪20‬‬
‫ﻟﻴﮑﻞ ﺍﻭ ﭼﺎﺭﺕ‬ ‫ﻳﺎﺩﻭﻱ‪.‬‬ ‫‪‬ﻪ ﻧﻮﻡ ﻳﺎﺩﻭﻱ‪.‬‬
‫ﻟﻮﺳﺘﻞ‬ ‫– ﺩﺗﻔﺮﻳﻖ ﺩﻋﻤﻠﯥ‬ ‫ﺩﺟﻤﻊ ﺩﻳﻮ ﺟﺰ‬ ‫–‬
‫‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﻠﻲ‪.‬‬ ‫ﺩﭘﻴﺪﺍ ﮐﻮﻟﻮ ﻟﭙﺎﺭﻩ ﺩ‬
‫ﮐﻮﻣﯥ ﻋﻤﻠﻴﯥ‬
‫‪‬ﺨﻪ ﮐﺎﺭ ﺍﺧﺴﺘﻞ‬
‫– ﮐﻪ ﺩﺣﺎﺻﻞ ﺟﻤﻊ‬ ‫ﮐﻴ‪‬ﻱ‪.‬‬
‫‪‬ﺨﻪ ﻳﻮ ﺟﺰ ﺗﻔﺮﻳﻖ‬ ‫ﺩﺍ ﻋﻤﻠﻴﻪ ‪‬ﻨ‪‬ﻪ‬ ‫–‬
‫ﮐ‪‬ﻭ ﺩﻭﻫﻢ ﺟﺰ‬ ‫ﺳﺮﺗﻪ ﺭﺳﻴ‪‬ﻱ‪.‬‬
‫ﻭﺭﮐﻮﻱ‪.‬‬ ‫ﮐﻮﻻﻱ ﺷﻮ ﭼﯥ‬ ‫–‬
‫– ﻫﻮ ‪‬ﮑﻪ ﭼﯥ‬ ‫ﺩﺍﻋﺪﺍﺩﻭ ﭘﻪ ﺷﺎﻥ‬
‫ﮐﺴﺮﻭﻧﻪ ﻫﻢ ﺍﻋﺪﺍﺩ‬ ‫ﺩﺍ ﻋﻤﻠﻴﻪ ﭘﻪ‬
‫ﻭﻱ‪.‬‬ ‫ﮐﺴﺮﻭﻧﻮ ﮐﯥ‬
‫ﺗﺮﺳﺮﻩ ﮐ‪‬ﻭ؟‬

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‫‪‬ﻮﻭﻧﮑﻲ ﻳﻮ ﮐﺎﻏﺬ – ﻧﻮﺭ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬

‫ﺩﺧﭙﻞ ﻣﻠ‪‬ﺮﻱ ﺩﺍ‬ ‫ﺭﺍ ﺍﺧﻠﻲ ﺍﻭ ﺯﺩﻩ‬
‫ﻋﻤﻠﻴﻪ ‪‬ﻮﺭﻱ‪.‬‬ ‫ﮐﻮﻭﻧﮑﻮ ﭘﻪ ﻭﺍﺳﻄﻪ‬
‫ﻫﻐﻪ ﭘﻪ ﺷﭙ‪ ‬ﺑﺮﺧﻮ‬
‫ﻭﻳﺸﻲ‪.‬‬
‫‪‬ﻨ‪‬ﻪ ﮐﻮﻻﻱ ﺷﻮ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬
‫‪.‬‬
‫‪6‬‬
‫ﻭﺍﻳﻲ ﭼﯥ‬ ‫ﭼﯥ ﺩﺍ ﺷﭙ‪ ‬ﺑﺮﺧﯥ‬
‫‪6‬‬
‫ﺩﮐﺴﺮ ﭘﻪ ﺷﮑﻞ‬
‫ﻭﻟﻴﮑﻮ‪.‬‬
‫‪‬ﻮﻭﻧﮑﻲ ﺩﺩﯤ‬ ‫–‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫‪2‬‬ ‫ﺷﭙ‪‬ﻭ ﺑﺮﺧﻮ ‪‬ﺨﻪ‬
‫‪.‬‬ ‫ﻭﺍﻳﻲ ﭼﯥ‬
‫‪6‬‬ ‫ﺩﻭﻩ ﺑﺮﺧﯥ ﻳﻮ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺗﻪ‬
‫ﻭﺭﮐﻮﻱ ﺍﻭ ﺩﺍ‬
‫ﭘﻮ‪‬ﺘﻨﻪ ﮐﻮﻱ ﭼﯥ‬
‫ﺩﺍ ﺑﻪ ﭘﻪ ﮐﺴﺮ‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫‪‬ﻨ‪‬ﻪ ﻭﻟﻴﮑﻮ‪.‬‬
‫ﻭﺍﻳﻲ ﭼﯥ ‪4‬‬ ‫‪‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻪ‬ ‫–‬
‫ﺑﺮﺧﯥ‪.‬‬ ‫ﮐﻮﻱ ﭼﯥ ﺯﻣﺎ ﺳﺮﻩ‬
‫‪‬ﻮ ﺑﺮﺧﻲ ﭘﺎﺗﯥ‬
‫ﺷﻮﯤ‪.‬‬
‫ﺩﺍ ‪‬ﻠﻮﺭ ﺑﺮﺧﯥ ﭘﻪ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬
‫‪4‬‬
‫‪.‬‬ ‫ﻭﺍﻳﻲ ﭼﯥ‬ ‫ﮐﺴﺮ ‪‬ﻨ‪‬ﻪ‬
‫‪6‬‬
‫ﻟﻴﮑﻼﻱ ﺷﻮ‪.‬‬

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‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫– ‪‬ﻮﻭﻧﮑﻲ ﭘﻮ‪‬ﺘﻨﻪ‬

‫ﻭﺍﻳﻲ ﭼﯥ ﮐﻪ ﺩ‬ ‫‪6‬‬
‫ﭼﯥ‬ ‫ﮐﻮﻱ‬
‫‪6‬‬ ‫‪6‬‬
‫ﺑﺮﺧﻮ ‪‬ﺨﻪ‬ ‫‪2‬‬
‫‪6‬‬ ‫‪‬ﺨﻪ‬ ‫ﺑﺮﺧﻮ‬
‫‪6‬‬
‫ﺑﺮﺧﻲ ﮐﻤﯥ‬
‫‪2‬‬ ‫ﺑﺮﺧﯥ ﮐﻤﯥ ﺷﻲ‬
‫‪6‬‬
‫ﻧﻮ ‪‬ﻮ ﺑﺮﺧﯥ ﺑﻪ‬
‫ﭘﺎﺗﻲ‬ ‫ﺷﻲ‬
‫‪4‬‬ ‫ﭘﺎﺗﯥ ﺑﻪ ﺷﻲ‪.‬‬
‫ﮐﻴ‪‬ﻱ‪.‬‬
‫‪6‬‬ ‫– ﺩﺍ ﻋﻤﻠﻴﻪ ‪‬ﻨ‪‬ﻪ‬
‫ﻟﻴﮑﻼﻱ ﺷﻮ‪.‬‬
‫– ﻳﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺗﺨﺘﻲ ﺗﻪ ﺭﺍ‪‬ﻲ ﺍﻭ‬
‫ﻟﻴﮑﻲ ‪.4 −− 2 − 6‬‬
‫‪6 6 6‬‬ ‫– ‪‬ﻮﻭﻧﮑﻲ ﺩﺍ ﻋﻤﻠﻴﻪ‬
‫ﭘﻪ ﻟﻨ‪‬ﻩ ﺗﻮ‪‬ﻪ ﺑﻴﺎ‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻏﻮ‪‬‬
‫ﺗﮑﺮﺍﺭﻭﻱ‪.‬‬
‫ﻧﻴﺴﻲ ﺍﻭ ‪‬ﺎﻥ‬
‫ﭘﻮﻫﻮﻱ‬

‫ﺩﺭﺳﻲ‬ ‫ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫‪‬ﻨﻪ ﻗﺪﻣﻮﻧﻪ‬

‫ﻣﻮﺍﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﺍﻭﻭﺧﺖ‬
‫ﻣﺨﺘﻠﻒ‬ ‫‪‬ﺮﻭﭘﻲ‬ ‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﻣﺸﻖ ﺍﻭ – ‪‬ﻮﻭﻧﮑﻲ ﺯﺩﻩ‬ ‫‪3‬‬
‫ﺍﺭﺯﺍﻥ‬ ‫ﮐﺎﺭ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ‬ ‫ﮐﻮﻭﻧﮑﻲ ﭘﻪ ‪5‬‬ ‫ﺗﻤﺮﻳﻦ‬
‫ﺷﻴﺎﻥ‪،‬‬ ‫ﺩﻫﺪﺍﻳﺖ ﻣﻄﺎﺑﻖ‬ ‫‪‬ﺮﻭﭘﻮﻧﻮ ﻭﻳﺸﻲ‪.‬‬ ‫ﻭﺧﺖ‪:‬‬
‫ﻗﻠﻢ‪،‬‬ ‫ﺩﻣﻘﺮﻭﻥ ‪‬ﺨﻪ‬ ‫ﻫﺮ ‪‬ﺮﻭﭖ ﺗﻪ‬ ‫‪-15‬‬
‫ﮐﺎﻏﺬ ﺍﻭ‬ ‫ﻧﻴﻤﻪ ﻣﻘﺮﻭﻥ ﺗﻪ ﺍﻭ‬ ‫ﻣﺨﺘﻠﻒ ﺷﻴﺎﻥ‬ ‫‪10‬‬
‫ﻧﻮﺭ‬ ‫ﺑﻴﺎ ﻣﺠﺮﺩ ﺣﺎﻟﺖ‬ ‫ﻭﺭﮐﻮﻱ ﭼﯥ ﻫﺮ‬ ‫ﺩﻗﻴﻘﻲ‬

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‫ﺗﻪ ﺭﺍ‪‬ﻲ ﺍﻭ‬ ‫‪‬ﺮﻭﭖ ﺑﻪ ﻫﻐﻪ ﺷﻲ‬

‫ﺩﺗﻔﺮﻳﻖ ﻋﻤﻠﻴﻪ‬ ‫ﭘﻪ ‪‬ﻮ ﻣﺨﺘﻠﻔﻮ‬
‫ﺍﺟﺮﺍ ﮐﻮﻱ‪.‬‬ ‫ﺑﺮﺧﻮ ﻭﻳﺸﻲ ﺍﻭ ﻟﻪ‬
‫ﻫﻐﻲ ‪‬ﺨﻪ ﺑﻪ ‪‬ﻮ‬
‫ﻣﺨﺘﻠﻔﻲ )ﻧﻈﺮ‬
‫‪‬ﺮﻭﭖ ﺗﻪ( ﺑﺮﺧﯥ‬
‫ﺍﺧﻠﻲ ﺍﻭ ﺑﻴﺎ ﻭﺭ‬
‫‪‬ﺨﻪ ﭘﻮ‪‬ﺘﻨﻪ ﮐﻮﻱ‬
‫ﭼﯥ ‪‬ﻮ ﺑﺮﺧﯥ ﭘﺎﺗﻲ‬
‫ﺷﻮﯤ‪ .‬ﺩﻏﻪ ﭘﻪ‬
‫ﮐﺴﺮﻭﻧﻮ ﺑﺎﻧﺪﻱ‬
‫ﻟﻴﮑﻲ‪.‬‬
‫ﻟﻴﮑﻞ ﺍﻭ ﺗﻮﺭﻩ‬ ‫– ﭘﻪ ‪‬ﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ‬ ‫ﺍﺭﺯﻳﺎﺑﻲ‬ ‫‪4‬‬
‫ﻣﺒﺎﺣﺜﻪ ﺗﺨﺘﻪ‬ ‫ﻧﻮﺑﺖ ﺭﺍ‪‬ﻲ ﺍﻭ‬ ‫ﺑﺎﻧﺪﯤ ﭘﻪ ﺗﻮﺭﻩ ﺗﺨﺘﻪ‬ ‫ﺍﻭ‬
‫ﺗﺒﺎﺷﻴﺮ‪،‬‬ ‫ﻳﻮ ﻳﻮ ﺳﻮאﻝ ﺣﻞ‬ ‫ﺩ‪‬ﻮ ﻫﻢ ﻣﺨﺮﺟﻪ‬ ‫ﮐﺮﻭﻧﻲ‬
‫ﮐﺘﺎﺑﭽﻪ‬ ‫ﮐﻮﻱ‪.‬‬ ‫ﮐﺴﺮﻭﻧﻮ ﻣﺜﺎﻟﻮﻧﻪ‬ ‫ﮐﺎﺭ‬
‫ﺣﻠﻮﻱ‪.‬‬
‫– ﺩﻭﻩ ﺩﻫﻢ ﻣﺨﺮﺟﻪ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺳﻮﺍﻟﻮﻧﻪ ﭘﻪ‬ ‫ﮐﺴﺮﻭﻧﻮ ﺳﻮﺍﻟﻮﻧﻪ‬
‫ﮐﺘﺎﺑﭽﻮ ﮐﯥ‬ ‫ﺩﮐﻮﺭﻧﻲ ﮐﺎﺭ ﭘﻪ‬
‫ﺍﺧﻠﻲ ﺍﻭﺑﻴﺎﻳﯥ ﭘﻪ‬ ‫ﺗﻮ‪‬ﻪ ﻭﺭﮐﻮﻱ‪.‬‬
‫ﮐﻮﺭ ﮐﯥ ﺣﻞ‬
‫ﮐﻮﻱ‬

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‫ﺩﺩﻱ ﻟﭙﺎﺭﻩ ﺟﯥ ﭘﻪ ﺳﺎﻋﺘﻮﺍﺭ ﺩﺭﺳﻲ ﭘﻼﻥ ﮐﯥ ﭘﻪ ‪‬ﻮﻭﻧﮑﻲ ﻣﺘﻤﺮﮐﺰﺗﺪﺭﻳﺲ ﺍﻭ ﭘﻪ‬

‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻣﺘﻤﺮﮐﺰ ﺗﺪﺭﻳﺲ ﭘﻪ ﺗﻮﭘﻴﺮﻭﻧﻮ ﭘﻮﻩ ﺷﻮﺩﻫﻤﺪﻱ ‪‬ﻭﻝ ﺩﺭﺳﻲ ﭘﻼﻧﻮﻧﻮ ‪‬ﺨﻪ ﻳﻮﻩ‬
‫ﻳﻮﻩ ﻧﻤﻮﻧﻪ ﻭ‪‬ﺍﻧﺪﯤ ﮐﻮﺅ‪.‬‬

‫ﺩﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ‪‬ﻮﻭﻧﮑﻲ ﻣﺘﻤﺮﮐﺰ ﺗﺪﺭﻳﺲ‪:‬‬

‫ﺳﺎﻋﺖ‪ :‬ﭘﻨ‪‬ﻢ‬ ‫ﻣﻀﻤﻮﻥ‪ :‬ﺩﻳﻨﻴﺎﺕ‬

‫‪‬ﻮﻭﻧﮑﻲ‪ :‬ﻋﺰﻳﺰﺍﷲ‬ ‫‪‬ﻮﻟ‪‬ﻲ‪ :‬ﻠﻮﺭﻡ‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ‪40 :‬‬ ‫ﻣﻮﺿﻮﻉ‪ :‬ﺍﻭﺩﺱ‬

‫ﻫﺪﻑ‪:‬‬
‫ﻋﻤﻮﻣﻲ ﻫﺪﻑ‪ :‬ﺩﺩﯤ ﻟﭙﺎﺭﻩ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﺍﺳﻼﻣﻲ ﻋﻘﻴﺪﻩ‪ ،‬ﻋﺎﺩﺍﺗﻮ‪،‬‬
‫ﺷﺮﻋﻲ ﺍﺣﮑﺎﻣﻮ ﺑﺎﻧﺪﯤ ﭘﻮﻩ ﺷﻲ ﺩ ﺍﷲ )ﺝ( ﺭﺿﺎ ﺣﺎﺻﻠﻪ ﮐ‪‬ﻱ ﺍﻭ ﭘﻪ ﻋﻤﻠﻲ ﮊﻭﻧﺪ ﮐﯥ‬
‫ﻭﺭ‪‬ﺨﻪ ﮐﺎﺭ ﻭﺍﺧﻠﻲ‪.‬‬

‫ﺧﺼﻮﺻﻲ ﻫﺪﻑ‪:‬‬
‫‪ .1‬ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻟﻮﺳﺖ ﭘﻪ ﭘﺎﻱ ﮐﯥ ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﻫﮑﻠﻪ ﻣﺘﻦ ﻭﻟﻮﺳﺘﻠﻲ ﺷﻲ‪.‬‬
‫‪ .2‬ﺩ ﺍﻭﺩﺍﺳﻪ ﭘﻪ ﻣﻔﻬﻮﻡ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﭘﻪ ﺳﻤﻪ ﺍﻭ ﺷﺮﻋﻲ ﺗﻮ‪‬ﻪ ﺍﻭﺩﺱ ﻭﮐﻮﻻﻱ ﺷﻲ‪.‬‬

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‫ﺩﺭﺳﻲ ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻗﺪﻣﻮﻧﻪ ﺍﻭ‬ ‫‪‬ﻪ‬

‫ﻣﻴﺘﻮﺩﻭﻧﻪ ﻣﻮﺍﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻭﺧﺖ‬
‫ﮐﺘﺎﺏ‪،‬‬ ‫ﻟﮑﭽﺮ‪،‬‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﺳﺮﻩ‬ ‫ﭘﻪ ﺳﻼﻡ ﺳﺮﻩ ﺻﻨﻒ‬ ‫‪ 1‬ﻫ‪‬ﻮﻧﻪ‬
‫ﺗﻮﺭﻩ‬ ‫ﻟﻮﺳﺘﻞ‬ ‫ﺩﺭﻭﻏﺒ‪ ‬ﺨﻪ‬ ‫ﻭﺧﺖ‪ -5 :‬ﺗﻪ ﺩﺍﺧﻠﻴﺪﻝ‪ ،‬ﺭﻭﻏﺒ‪‬‬
‫ﺗﺨﺘﻪ‪،‬‬ ‫ﻏﻮ‪‬‬ ‫ﻭﺭﻭﺳﺘﻪ ﺩﺣﺎﺿﺮﻱ‬ ‫ﮐﻮﻝ‪ ،‬ﺣﺎﺿﺮﻱ‬ ‫‪ 3‬ﺩﻗﻴﻘﻲ‬
‫ﺗﺨﺘﻪ‬ ‫ﻧﻴﻮﻝ‪.‬‬ ‫ﻧﻤﻮﻧﻮﺗﻪ ﻏﻮ‪ ‬ﻧﻴﻮﻝ‬ ‫ﺍﺧﺴﺘﻞ‪ ،‬ﺍﻭ ﺩﻧﻮﻱ‬
‫ﭘﺎﮎ‪،‬‬ ‫ﺍﻭ‪‬ﻮﻭﻧﮑﻲ ﺗﻪ‬ ‫ﻟﻮﺳﺖ ﭘﻴﻞ‪.‬‬
‫ﺗﺒﺎﺷﻴﺮ‪.‬‬ ‫‪‬ﻮﺍﺏ ﻭﺭﮐﻮﻝ‪.‬‬
‫ﮐﺘﺎﺏ‪،‬‬ ‫ﻟﮑﭽﺮ‪،‬‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬ ‫– ‪‬ﻮﻭﻧﮑﻲ ﺩﻭﻩ ‪-‬‬ ‫‪ 2‬ﭘﻪ ﺍﺻﻞ‬
‫ﺗﻮﺭﻩ‬ ‫ﻟﻮﺳﺘﻞ‬ ‫‪‬ﻮﻭﻧﮑﻲ ﺗﻪ‬ ‫ﺩﺭﯤ ‪‬ﻠﯥ‬ ‫ﻣﻮﺿﻮﻉ‬
‫ﺗﺨﺘﻪ‪،‬‬ ‫ﻏﻮ‪‬‬ ‫ﻏﻮ‪ ‬ﻧﻴﺴﻲ ﺍﻭ‬ ‫ﻟﻮﺳﺖ ﻟﻮﻟﻲ‪.‬‬ ‫ﮐﺎﺭ ﮐﻮﻝ‪.‬‬
‫ﺗﺨﺘﻪ‬ ‫ﻧﻴﻮﻝ‪.‬‬ ‫ﮐﺘﺎﺏ ﺗﻪ‬ ‫ﻭﺧﺖ‪-35:‬‬
‫ﭘﺎﮎ‪،‬‬ ‫‪‬ﻮﺭﻱ‪.‬‬ ‫‪ 30‬ﺩﻗﻴﻘﻲ‬
‫ﺗﺒﺎﺷﻴﺮ‪.‬‬ ‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬ ‫– ‪‬ﻮﻭﻧﮑﻲ ﺩ‬
‫ﺩ‪‬ﻮﻭﮐﻲ‬ ‫ﺍﻭﺩﺍﺳﻪ ﭘﻪ ﻫﮑﻠﻪ‬
‫ﻣﻌﻠﻮﻣﺎﺕ‬ ‫ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺭﮐﻮﻟﻮ ﺗﻪ ﻏﻮ‪‬‬ ‫ﻭﺭﮐﻮﻱ‪.‬‬
‫ﻧﻴﺴﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﺯﺩﻩ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬
‫ﮐﻮﻭﻧﮑﻮ ﺗﻪ ﻭﺍﻳﻲ‬
‫ﭘﻪ ﻧﻮﺑﺖ ﺳﺮﻩ ﺩ‬
‫ﭼﯥ ﻳﻮ ﻳﻮ ﺗﻦ‬
‫ﻟﻮﺳﺖ ﻣﻮﺿﻮﻉ‬
‫ﺩﺭﺱ ﻭﻟﻮﻟﻲ‪.‬‬
‫ﻟﻮﻟﻲ‪.‬‬
‫– ‪‬ﻮﻭﻧﮑﻲ ﮐﻮﺭﻧ‪‬‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬
‫ﻭﻇﻴﻔﻪ ﻭﺭﮐﻮﻱ‪.‬‬
‫ﮐﻮﺭﻧ‪ ‬ﻭﻇﻴﻔﻪ‬

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‫ﻳﺎﺩﺍﺷﺖ ﮐﻮﻱ‪.‬‬
‫ﺩﺍ ﻣﺮﺣﻠﻪ ﺩ ﺩﻭﻫﻤﻲ ﻣﺮﺣﻠﻲ ﺑﺮﺧﻪ ‪‬ﺮ‪‬ﻲ‬ ‫ﻣﺸﻖ ﺍﻭ‬ ‫‪3‬‬
‫ﺗﻤﺮﻳﻦ‬
‫ﮐﺘﺎﺏ‪،‬‬ ‫ﺑﺮﻳﺎﻟﻲ ﺩﺭﺱ ﺗﺮ ﺳﻮאﻝ‬ ‫‪ 4‬ﺍﺭﺯﻳﺎﺑﻲ ﺍﻭ – ﺑﺮﻳﺎﻟﻲ‪ :‬ﺗﻪ ﻟﻮﺳﺖ –‬
‫ﻗﻠﻢ‪،‬‬ ‫ﺍﻭ‬ ‫ﭘﺎﻳﻪ ﻟﻮﻟﻲ‪.‬‬ ‫ﻭﻟﻮﻟﻪ‪.‬‬ ‫ﮐﺮﻭﻧﻲ ﮐﺎﺭ‬
‫ﮐﺘﺎﺑﭽﻪ‬ ‫‪‬ﻮﺍﺏ‬ ‫ﺯﻣﺮﻱ ﻫﻢ‬ ‫–‬ ‫ﻭﺧﺖ‪ – -5 :‬ﺯﻣﺮﻱ‪ :‬ﺗﻪ ﻳﯥ‬
‫ﺩﺑﺮﻳﺎﻟﻲ ﻋﻤﻞ‬ ‫ﻭﻟﻮﻟﻪ‪.‬‬ ‫‪ 2‬ﺩﻗﻴﻘﻲ‬
‫ﺍﺟﺮﺍ ﮐﻮﻱ‪.‬‬ ‫– ﺍﺣﻤﺪ‪ :‬ﺍﻭﺩﺱ ‪‬ﻪ‬
‫ﺍﻭﺩﺱ ﺩﻻﺱ‬ ‫–‬ ‫ﺗﻪ ﻭﺍﻳﻲ‪.‬‬
‫ﺍﻭﻣﺦ ﻣﻴﻨ‪‬ﻞ‬
‫ﺩﻱ‪.‬‬
‫ﻋﺒﺪﺍﷲ ﻫﻢ‬ ‫–‬ ‫– ﻋﺒﺪﺍﷲ‪ :‬ﺗﻪ ﻭﻭﺍﻳﻪ‬
‫ﺩﺍﺣﻤﺪ ﺧﺒﺮﻩ‬ ‫ﭼﯥ ﺍﻭﺩﺱ ‪‬ﻪ‬
‫ﺗﺎﺋﻴﺪﻭﻱ‪.‬‬ ‫ﺷﻲ ﺩﻱ‪.‬‬

‫ﺩﺭﺳﻲ ﭘﻼﻥ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﻣﺘﻤﺮﮐﺰ ﺗﺪﺭﻳﺲ‪:‬‬

‫ﺳﺎﻋﺖ ‪ :‬ﺩﺭﻳﻢ‬ ‫ﻣﻀﻤﻮﻥ‪ :‬ﺩﻳﻨﻴﺎﺕ‬

‫‪‬ﻮﻭﻧﮑﻲ‪ :‬ﻣﺤﻤﺪ ﻋﻤﺮ‬ ‫‪‬ﻮﻟ‪‬ﻲ‪4 :‬‬
‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺷﻤﻴﺮ‪45 :‬‬ ‫ﻣﻮﺿﻮﻉ‪ :‬ﺍﻭﺩﺱ‬

‫ﻫﺪﻑ‪:‬‬

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‫ﻋﻤﻮﻣﻲ ﻫﺪﻑ‪ :‬ﺩﺍﺳﻼﻣﻲ ‪‬ﻮﻟﻨﯥ ﺍﻭﻻﺩ ﺩﺍﺳﯥ ﻭﺭﻭﺯﻝ ﺷﻲ ﭼﯥ ﭘﻪ ﺷﺮﻋﻲ‬

‫ﺣﮑﻤﻮﻧﻮ‪ ،‬ﺍﺳﻼﻣﻲ ﻋﻘﻴﺪﯤ ﺍﻭ ﻋﺎﺩﺗﻮ ﭘﻮﻩ ﺷﻲ ﺍﻭ ﺩﺍﷲ)ﺝ( ﺩﺭﺿﺎ ﻟﭙﺎﺭﻩ ﻭﺭ‪‬ﺨﻪ ﭘﻪ ﻋﻤﻞ ﮐﯥ‬
‫‪‬ﻪ ﻭﺍﺧﻠﻲ‪.‬‬

‫ﺧﺼﻮﺻﻲ ﻫﺪﻑ‪:‬‬

‫‪ .1‬ﺩﮐﺘﺎﺏ ﻣﺘﻦ ﻭﻟﻮﺳﺘﻠﻲ ﺷﻲ‪.‬‬

‫‪ .2‬ﺩﻣﻮﺿﻮﻉ ﭘﻪ ﻣﺘﻦ ﭘﻮﻩ ﺷﻲ‪.‬‬
‫‪ .3‬ﭘﻪ ﻋﻤﻠﻲ ﺗﻮ‪‬ﻪ ﺍﻭﺩﺱ ﻭﮐﻮﻻﻱ ﺷﻲ‪.‬‬

‫ﺩﺭﺳﻲ‬ ‫ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻗﺪﻣﻮﻧﻪ ﺍﻭ‬ ‫‪‬ﻪ‬

‫ﻣﻴﺘﻮﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻭﺧﺖ‬
‫ﺑﺤﺚ‪ ،‬ﮐﺘﺎﺏ‪،‬‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﺳﺮﻩ‬ ‫–‬ ‫ﭘﻪ ﺳﻼﻡ ﺳﺮﻩ‬ ‫–‬ ‫‪ 1‬ﻫ‪‬ﻮﻧﻪ‬
‫ﺳﻮאﻝ ﺗﺨﺘﻪ‬ ‫ﺩﺭﻭﻏﺒ‪‬‬ ‫‪‬ﻮﻟ‪‬ﻲ ﺗﻪ‬ ‫ﻭﺧﺖ‪5-7:‬‬
‫ﭘﺎﮎ‬ ‫ﺍﻭ‬ ‫ﺍﻭﺩﺍﺣﻮאﻝ‬ ‫ﺩﺍﺧﻠﻴﺪﻝ‪.‬‬ ‫ﺩﻗﻴﻘﯥ‬
‫‪‬ﻮﺍﺏ ﺗﺒﺎﺷﻴﺮ‪.‬‬ ‫ﭘﻮ‪‬ﺘﻨﻲ ‪‬ﺨﻪ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ‬ ‫–‬
‫ﻭﺭﻭﺳﺘﻪ‬ ‫ﺳﺮﻩ ﺭﻭﻏﺒ‪‬‬
‫ﺩﮐﻮﺭﻧﻲ ﮐﺎﺭ‬ ‫–‬ ‫ﮐﻮﻝ‪ ،‬ﺍﻭ‬
‫ﻭ‪‬ﺍﻧﺪﻱ ﮐﻮﻝ‬ ‫ﺩﻫﻐﻮﻱ ﺩﺍﺣﻮאﻝ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ‬ ‫–‬ ‫ﭘﻮ‪‬ﺘﻨﻪ‪.‬‬
‫ﭘﻮ‪‬ﺘﻨﻮ ﺗﻪ‬ ‫ﺩﮐﻮﺭﻧ‪ ‬ﻭﻇﻴﻔﯥ‬ ‫–‬
‫‪‬ﻮﺍﺏ ﻭﺭﮐﻮﻝ‬ ‫ﻟﻴﺪﻝ ﺍﻭ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻲ‬ ‫–‬ ‫ﺍﺻﻼﺡ‪.‬‬
‫ﺩﭘﻮ‪‬ﺘﻨﻮ ﭘﻪ ﺭ‪‬ﺎ‬ ‫ﺩﺗﻴﺮ ﺩﺭﺱ‬ ‫–‬

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‫ﮐﯥ ﺩﻧﻮﻱ ﺍﻭ‬ ‫ﺍﺭﺯﻳﺎﺑﻲ ﺍﻭﻧﻮﻱ‬

‫ﺯﺍ‪‬ﻩ ﺩﺭﺱ‬ ‫ﺩﺭﺱ ﺳﺮﻩ‬
‫ﺍﺭﺗﺒﺎﻁ ﭘﻴﺪﺍ ﮐﻮﻝ‬ ‫ﺩﻫﻐﯥ ﺍﺭﺗﺒﺎﻁ‪.‬‬
‫ﺍﻭ ﺩﻧﻮﻱ ﺩﺭﺱ‬
‫ﻋﻨﻮﺍﻥ ﺍﺧﺴﺘﻞ‬
‫ﮐﺘﺎﺏ‪،‬‬ ‫ﺳﻮאﻝ‬ ‫‪ 2‬ﭘﻪ ﻣﺘﻦ ﮐﺎﺭ – ﺩﻧﻮﻱ ﺩﺭﺱ ﭘﻪ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺗﺨﺘﻪ‪،‬‬ ‫ﻏﻮ‪ ‬ﻧﻴﺴﻲ ﺍﻭ ﻟ‪ ‬ﺍﻭ‬ ‫ﻫﮑﻠﻪ ﻻﺭ‪‬ﻮﻭﻧﻪ‪،‬‬ ‫ﮐﻮﻝ‬
‫ﺗﺨﺘﻪ‬ ‫‪‬ﻮﺍﺏ‬ ‫ﻟ‪ ‬ﻣﺘﻦ ﻟﻮﻟﻲ‪.‬‬ ‫ﭘﻪ ‪‬ﻳﺮﻭ ﺯﺩﻩ‬ ‫ﻭﺧﺖ‪-20:‬‬
‫ﭘﺎﮎ‪،‬‬ ‫ﺑﺤﺚ‪،‬‬ ‫ﮐﻮﻭﻧﮑﻮ ﻟ‪ ‬ﻟ‪‬‬ ‫‪ 15‬ﺩﻗﻴﻘﯥ‬
‫ﺗﺒﺎﺷﻴﺮ‪،‬‬ ‫ﺗﻮﺿﻴﺢ‬ ‫ﻣﺘﻦ ﻟﻮﺳﺘﻞ‬
‫ﮐﻮﺯﻩ‪،‬‬ ‫ﻟﻮﺳﺘﻞ‬ ‫– ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺍﻭﺑﻪ‪.‬‬ ‫ﺍﻭ‬ ‫ﻣﺸﮑﻞ ﺍﻟﻔﺎﻅ‬ ‫‪‬ﺨﻪ ﺩﻣﺸﮑﻠﻮ‬
‫ﻋﻤﻠﻲ‬ ‫ﺍﻇﻬﺎﺭﻭﻱ‬ ‫ﺍﻟﻔﺎﻇﻮ ﭘﻮ‪‬ﺘﻞ‬
‫ﮐﺎﺭ‪.‬‬ ‫– ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﺗﻮﺟﻪ ﮐﻮﻱ ﺍﻭ‬ ‫ﭘﻪ ﻭﺍﺳﻄﻪ‬
‫ﺧﭙﻞ ﻣﻠ‪‬ﺮﻱ‬ ‫ﺩﻣﺸﮑﻠﻮ ﺍﻟﻔﺎﻇﻮ‬
‫ﺧﺒﺮﻭﺗﻪ ﻏﻮ‪‬‬ ‫ﻭﺿﺎﺣﺖ‬
‫ﻧﻴﺴﻲ‬
‫– ﺩ ﺍﻭﺩﺍﺳﻪ ﻣﻔﻬﻮﻡ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫‪‬ﻮﺍﺏ ﻭﺍﻳﻲ‬ ‫ﭘﻮ‪‬ﺘﻞ‬

‫ﺩﺭﺳﻲ‬ ‫ﺩﺭﺳﻲ‬ ‫ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫ﺩ‪‬ﻮﻭﻧﮑﻲ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻫﺪﻣﻮﻧﻪ ﺍﻭ‬ ‫‪‬ﻪ‬

‫ﻣﻮﺍﺩ‬ ‫ﻣﻴﺘﻮﺩ‬ ‫ﻓﻌﺎﻟﻴﺘﻮﻧﻪ‬ ‫ﻭﺧﺖ‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬

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‫ﻼ ﺍﻭﺩﺱ‬ ‫ﻋﻤ ﹰ‬ ‫ﺩ ﺍﻭﺩﺍﺳﻪ ‪‬ﺎﻱ‬

‫ﮐﻮﻝ ‪‬ﻮﺭﻱ ﺍﻭ‬ ‫ﺗﻪ ﺑﻴﻮﻝ ﺍﻭ‬
‫ﺑﻴﺎ ﭘﻪ ﺧﭙﻠﻪ‬ ‫ﻼ‬
‫‪‬ﻮﻭﻧﮑﻲ ﻋﻤ ﹰ‬
‫ﺍﻭﺩﺱ ﮐﻮﻱ‬ ‫ﺍﻭﺩﺱ ﻭﺭ‪‬ﺊ‪.‬‬
‫– ﺩ‪‬ﻮﻭﻧﮑﻲ ﭘﻪ – ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﻟﻨ‪‬ﻳﺰ ﺗﻪ ﺯﻳﺎﺗﻪ‬ ‫ﻭﺍﺳﻄﻪ‬
‫ﺗﻮﺟﻪ ﮐﻮﻱ‪.‬‬ ‫ﺩﻟﻮﺳﺖ ﻟﻨ‪‬ﻳﺰ‬
‫ﺍﻭﺑﻪ‪،‬‬ ‫ﻋﻤﻠﻲ‬ ‫– ‪‬ﺮﻭﭘﻮﻧﻪ ﺑﻴﻞ ﺑﻴﻞ‬‫– ‪‬ﻮﻭﻧﮑﻲ ﺯﺩﻩ‬ ‫‪ 3‬ﻣﺸﻖ ﺍﻭ‬
‫ﻟﻮ‪‬ﻪ ﺍﻭ‬ ‫ﮐﺎﺭ‬ ‫‪‬ﺎﻧﻮﻧﻮﺗﻪ ﺍﻭﺑﻪ‬ ‫ﮐﻮﻭﻧﮑﻲ ﭘﻪ‬ ‫ﺗﻤﺮﻳﻦ‬
‫ﺩﺍﻭﺩﺍﺳﻪ‬ ‫ﺗﻴﺎﺭ ﻭﻱ‬ ‫‪‬ﺮﻭﭘﻮﻧﻮ‬ ‫ﻭﺧﺖ‪-5 :‬‬
‫‪‬ﺎﻱ‪.‬‬ ‫ﻭﻳﺸﻲ‬ ‫‪ 2‬ﺩﻗﻴﻘﯥ‬
‫– ﺩﺧﭙﻞ ﻣﻠ‪‬ﺮﻱ‬ ‫– ﻫﻐﻪ ﺯﺩﻩ‬
‫ﺍﻭﺩﺱ ﮐﻮﻟﻮ ﺗﻪ‬ ‫ﮐﻮﻭﻧﮑﻲ ﭼﯥ‬
‫ﺗﻮﺟﻪ ﮐﻮﻱ ﺍﻭﺑﻴﺎ‬ ‫ﭘﻪ ﻫﺮ ‪‬ﺮﻭﭖ‬
‫ﻳﯥ ﻫﺮ ﻳﻮ ﭘﻪ‬ ‫ﮐﯥ ﺩﻱ ﺍﻭ‬
‫ﺧﭙﻠﻪ ﺍﻭﺩﺱ‬ ‫ﺍﻭﺩﺱ ﮐﻮﻝ‬
‫ﮐﻮﻱ‬ ‫ﻳﯥ ﺯﺩﻩ ﮐ‪‬ﻱ‬
‫ﻭﻱ ﺗﻮﻇﻴﻔﻮﻱ‬
‫ﭼﯥ ﺩ‪‬ﺮﻭﭖ‬
‫ﻧﻮﺭﻭ ﻏ‪‬ﻭ ﭘﻪ‬
‫ﻣﺦ ﮐﯥ ﺍﻭﺩﺱ‬
‫ﻭﮐ‪‬ﻱ‪.‬‬
‫ﻗﻠﻢ‪،‬‬ ‫ﺳﻮאﻝ‬ ‫– ‪‬ﻮﻝ ﺷﺎ‪‬ﺮﺩﺍﻥ‬ ‫– ‪‬ﻮﮎ ﺑﻪ ﻣﺘﻦ‬ ‫‪ 4‬ﺍﺭﺯﻳﺎﺑﻲ‬
‫ﮐﺘﺎﺑﭽﻪ‬ ‫ﺩﻟﻮﺳﺘﻠﻮ ﺍﻣﺎﺩ‪‬ﻲ ﺍﻭ‬ ‫ﻭﻟﻮﻟﻲ‬ ‫ﺍﻭﮐﻮﺭﻧﻲ‬

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‫‪‬ﻮﺍﺏ‬ ‫‪‬ﺊ‬ ‫ﮐﺎﺭ ﻭﺧﺖ‪:‬‬

‫ﺍﺣﻤﺪ ﻣﺘﻦ ﻟﻮﻟﻲ‬ ‫–‬ ‫‪ 2-5‬ﺩﻗﻴﻘﻲ – ﺍﺣﻤﺪﻩ ﻭﻟﻮﻟﻪ‬
‫ﺷﺎ‪‬ﺮﺩﺍﻥ ‪‬ﻮﺍﺏ‬ ‫–‬ ‫– ‪‬ﻮﮎ ﻭﺍﻳﻲ‬
‫ﺗﻪ ﺍﻣﺎﺩ‪‬ﻲ‬ ‫ﭼﯥ ﺍﻭﺩﺱ ‪‬ﻪ‬
‫‪‬ﮑﺎﺭﻩ ﮐﻮﻱ‬ ‫ﺗﻪ ﻭﺍﻳﻲ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬ ‫– ‪‬ﻮﮎ ﻭﺍﻳﻲ‬
‫‪‬ﻮﺍﺏ ﻭﻳﻠﻮﺗﻪ‬ ‫ﭼﯥ ﺍﻭﺩﺱ ‪‬ﻪ‬
‫ﻻﺳﻮﻧﻪ ﺟ‪‬ﻮﻱ‬ ‫ﺷﻲ ﺩﻱ‬
‫ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬ ‫–‬ ‫– ﺑﻲ ﺍﻭﺩﺳﻪ‬
‫‪‬ﻮﺍﺏ ﺗﻪ ﺗﻴﺎﺭﻱ‬ ‫ﻟﻤﻮﻧ‪ ‬ﮐﻴ‪‬ﻱ‬
‫‪‬ﮑﺎﺭﻩ ﮐﻮﻱ‬ ‫– ‪‬ﻮﮎ ﮐﻮﻻﻱ‬
‫ﺷﻲ‬
‫– ‪‬ﻮﻝ ﻫﻠﮑﺎﻥ ﺍﻣﺎﺩﻩ‬
‫ﺩﻱ‪.‬‬
‫– ﭘﻪ ﮐﻮﺭﻧﻲ ﮐﺎﺭ‬
‫– ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ‬
‫ﮐﯥ ﻭﺭﺗﻪ ﻭﺍﻳﻲ‬
‫ﮐﻮﺭﻧﻲ ﮐﺎﺭ ﻳﺎﺩ‬
‫ﭼﯥ ﭘﻪ ﺧﭙﻠﻮ‬
‫ﺩﺍﺷﺖ ﮐﻮﻱ‬
‫ﮐﻮﺭﻭ ﮐﯥ‬
‫ﻭ‪‬ﻮﺭﻱ ﭼﯥ‬
‫ﻣﺸﺮﺍﻥ‬
‫ﻣﻮ‪‬ﻨ‪‬ﻪ ﺍﺩﺱ‬
‫ﮐﻮﻱ ﺍﻭ‬
‫ﻭﭘﻮ‪‬ﺘ‪ ‬ﭼﯥ‬
‫ﺍﻭﺩﺱ ﺩ‪‬ﻪ‬

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‫ﻟﭙﺎﺭﻩ ﮐﻮﻱ‬

‫ﺩﭘﻮﺭﺗﻨﻴﻮ ﺩﺭﺳﻲ ﭘﻼﻧﻮﻧﻮ ﻟﻪ ﻣﺨﯥ ﻭﻳﻼﻱ ﺷﻮ ﭼﯥ ﭘﻪ ‪‬ﻮﻭﻧﮑﻲ ﻣﺘﻤﺮﮐﺰﺗﺪﺭﻳﺲ ﺍﻭ‬

‫ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﻣﺘﻤﺮﮐﺰ ﺗﺪﺭﻳﺲ ‪‬ﻪ ﺗﻮﭘﻴﺮ ﻟﺮﻱ ﺩﻳﻮ ‪‬ﻴ‪‬ﯥ ﺍﻭ ﻣﻮﺛﺮﻳﺖ ﺩﺑﻞ ﭘﻪ ﭘﺮﺗﻠﻪ‬
‫ﻣﻘﺎﻳﺴﻪ ﮐﻮﻻﻱ ﺷﻲ‪.‬‬
‫ﻳﺎﺩﻭﻧﻪ‪ :‬ﻧﻦ ﻭﺭ‪ ‬ﭘﻪ ﺩﻱ ﺑﺎﻧﺪﯤ ﺯﻳﺎﺕ ﺗﺎﮐﻴﺪ ﮐﻴ‪‬ﻱ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺗﻪ‬
‫ﺩﺗﺪﺭﻳﺲ ﭘﻪ ﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﮐﯥ ﺯﻳﺎﺗﻪ ﻭﻧ‪‬ﻩ ﻭﺭﮐ‪ ‬ﺷﻲ‪ .‬ﻫﺮ‪‬ﻮﻣﺮﻩ ﭼﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺯﻳﺎﺕ‬
‫ﻓﻌﺎﻝ ﺩﻱ ﻫﻐﻮﻣﺮﻩ ‪‬ﻪ ﺯﺩﻩ ﮐ‪‬ﻩ ﺗﺮﺳﺮﻩ ﮐﻴ‪‬ﻱ‪.‬‬
‫ﮐﻠﻪ ﭼﯥ ﭘﻪ ﺩﺭﺱ ﮐﯥ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺯﻳﺎﺗﻪ ﻭﻧ‪‬ﻩ ﻭﺍﺧﻠﻲ ﻧﻮﺩﯤ ﺗﺪﺭﻳﺲ ﺗﻪ ﭘﻪ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻮ ﻣﺘﻤﺮﮐﺰﺗﺪﺭﻳﺲ ﻳﺎ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺩﻓﻌﺎﻟﻴﺖ ﺩﻣﺮﮐﺰ ﭘﻪ ﻧﻮﻡ ﻳﺎﺩﻭﻱ ‪‬ﮑﻪ ﭼﯥ ﺯﺩﻩ‬
‫ﮐﻮﻭﻧﮑﻲ ﺯﻳﺎﺕ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺳﺮﺗﻪ ﺭﺳﻮﻱ ﺍﻭ‪‬ﻮﻭﻧﮑﻲ ﻻﺭ‪‬ﻮﻧﯥ ﺍﻭﮐﻨﺘﺮﻭﻝ ﮐﻮﻱ‪.‬ﺧﻮ ﺩﺍ‬
‫ﺩﺩﯤ ﻣﻌﻨﻲ ﻧﻠﺮﻱ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﮐﻮﻡ ﻓﻌﺎﻟﻴﺖ ﻧﻪ ﮐﻮﻱ ﺍﻭ ﻳﺎ ﻟ‪ ‬ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺳﺮﺗﻪ ﺭﺳﻮﻱ‪ .‬ﮐﻪ‬
‫ﻟ‪ ‬ﻪ ﭘﻪ ﮊﻭﺭﻩ ﺗﻮ‪‬ﻪ ﭘﺎﻡ ﻭﮐ‪‬ﻭ ﭘﻪ ﺩﻱ ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﮐﯥ ﺩ‪‬ﻮﻭﻧﮑﻮ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺍﻭ ﺩﻧﺪﯤ‬
‫ﻧﻮﺭﯤ ﻫﻢ ﺯﻳﺎﺗﻴ‪‬ﻱ ‪‬ﮑﻪ ﭼﯥ ﮐﻪ ‪‬ﻮﻭﻧﮑﻲ ﺯﻳﺎﺕ ﻓﻌﺎﻟﻴﺖ ﻭﻧﮑ‪‬ﻱ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﭘﻪ ﮐﺎﺭ‬
‫ﻧﺸﻲ ﺍﭼﻮﻟﻲ ﺍﻭﺩﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺗﻨﻈﻴﻢ ﻫﻢ ﻧﺸﻲ ﮐﻮﻻﻱ‪ .‬ﭘﻪ ﺩﻱ ﺗﻮ‪‬ﻪ ﻭﻳﻼﻱ ﺷﻮ ﭼﯥ‬
‫ﺩ‪‬ﻮﻭﻧﮑﻮ ﻓﻌﺎﻟﻴﺘﻮﻧﻪ ﺩﻫﻐﻪ ‪‬ﻭﻝ ﺗﺪﺭﻳﺲ ﭘﻪ ﭘﺮﺗﻠﻪ ﭼﯥ ‪‬ﻮﻭﻧﮑﻲ ﭘﮑﯥ ﺩﻓﻌﺎﻟﻴﺖ ﮐﻮﻱ‬
‫ﺧﻮ‪‬ﻮﻭﻧﮑﻲ ﺩﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺩﻓﻌﺎﻟﻴﺘﻮﻧﻮ ﺍﻭ ﮐﺎﺭﻭﻧﻮ ﻻﺭ‪‬ﻮﻭﻧﻪ ﮐﻮﻱ ﺍﻭﮐﻮﻣﮏ ﻭﺭﺳﺮﻩ‬
‫ﮐﻮﻱ ﺗﺮ‪‬ﻮ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻲ ﺯﻳﺎﺕ ﮐﺎﺭ ﺍﻭ ﻓﻌﺎﻟﻴﺖ ﻭﮐ‪‬ﻱ ﺍﻭ ﺩﺯﺩﻩ ﮐ‪‬ﯤ ﻋﻤﻠﻴﻪ ﭘﻪ ‪‬ﻪ‬
‫ﺍﻭﺑﺮﻳﺎﻟﻲ ﺗﻮ‪‬ﻪ ﭘﺮﻣﺦ ﻭﻻ‪‬ﻩ ﺷﻲ‪.‬‬
‫ﺩﻧﻴﮑﻪ ﻣﺮﻏﻪ ﺯﻣﻮ‪ ‬ﺩﺗﺪﺭﻳﺲ ﺍﺻﻠﻲ ﺑﻨﺴ‪ ‬ﻫﻤﺪﺍ ﺍﻭﺱ ﭘﻪ ﺯﺩﻩ ﮐﻮﻭﻧﮑﻮ ﺑﺎﻧﺪﻱ‬
‫ﻣﺘﻤﺮﮐﺰ ﺗﺪﺭﻳﺲ ﺩﻱ ﭼﯥ ﺯﻳﺎﺕ ‪‬ﻮﻭﻧﮑﻲ ﻳﯥ ﭘﻪ ﺩﯤ ﻣﻴﺘﻮﺩﮐﯥ ﺩﺗﺪﺭﻳﺲ ﻟﭙﺎﺭﻩ ﺭﻭﺯﻟﻲ‬
‫ﺩﻱ‪.‬‬
‫)ﭘﺎﻱ(‬

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‫ﻣﺎﹾﺧﺬﻭﻧﻪ‬

.‫ﻫـ ﺵ‬1368 ،‫ ﮐﺎﺑﻞ ﭘﻮﻫﻨﺘﻮﻥ‬،‫ ﭘﻮﻫﻨﻮאﻝ ﻣﺤﻤﺪ ﻧﺎﺩﺭ ﺷﺎﻩ ﻧﻴﮑﻴﺎﺭ‬،‫ ﺩﺗﺪﺭﻳﺲ ﺍﺻﻮﻝ‬.1
.‫ﻡ‬1990 ،I.R.C ،‫ ﻫﺌﻴﺖ ﺗﺮﺑﻴﻮﻱ ﺗﻌﻠﻴﻢ ﺍﻭﺗﺮﺑﻴﻪ‬،‫ ﺭﻫﻨﻤﺎﻱ ﺗﺮﺑﻴﻪ ﻣﻌﻠﻢ‬.2
،‫ ﺍﺩﻟﺪ‬،‫ ﻣﺤﻤﺪ ﻋﺎﻟﻢ ﺳﺎﻟﻤﻲ‬،‫ﺮﺍﻡ ﺗﺪﺭﻳﺲ ﺍﻣﻮﺯﻱ‬‫ﺬﺍﺭﻱ ﺗﺪﺭﻳﺲ ﻭ ﭘﺮﻭ‬ ‫ ﭘﻼﻥ‬.3
.‫ﻡ‬1999 ،‫ﻲ ﺑﻠﺠﻴﻢ‬‫ﻫﻤﺒﺴﺘ‬
،‫ ﻳﻮﻧﺴﮑﻮ‬،‫ ﻋﻠﻤﻲ ﺍﻭﮐﻠﺘﻮﺭﻱ ﻣﻮﺳﺴﻪ‬،‫ﺮﻭ ﻣﻠﺘﻮﻧﻮ ﺗﻌﻠﻴﻤﻲ‬‫ ﺩﻣﻠ‬،‫ﻮﺩ‬‫ﻮﻭﻧﮑﻮ ﻻﺭ‬‫ ﺩ‬.4
.‫ﻡ‬2001
.‫ﻡ‬1999 ،‫ﻲ ﺑﻠﺠﻴﻢ‬‫ ﺍﺩﺍﺭﻩ ﻫﻤﺒﺴﺘ‬،‫ ﺍﻟﺤﺎﺝ ﺳﻌﺪﺍﷲ ﺻﺎﺣﺒﺰﺍﺩﻩ‬،‫ ﺍﺻﻮﻝ ﺗﺪﺭﻳﺲ‬.5
.‫ﻡ‬1993 ،I.R.C ،‫ ﺣﺎﺟﻲ ﺷﻴﺮ ﻣﺤﻤﺪ‬،‫ ﺍﺻﻮﻝ ﺗﺪﺭﻳﺲ‬.6
‫ﺮﻭ ﻣﻠﺘﻮ ﺗﻌﻠﻴﻤﻲ ﺍﻭ‬‫ ﺩﻣﻠ‬،‫ﻴﻮ ﮐﻲ ﺗﺪﺭﻳﺲ‬‫ﻮﻟ‬ ‫ ﺩﺗﺪﺭﻳﺲ ﻣﻴﺘﻮﺩﻭﻧﻪ ﺍﻭ ﭘﻪ ﭘﺮﻣﺨﺘﻠﻔﻮ‬.7
.‫ﻡ‬2000 ،‫ ﻳﻮﻧﺴﮑﻮ‬،‫ﮐﻠﺘﻮﺭﻱ ﻣﻮﺳﺴﻪ‬
8. Inductive method on teaching since, Unesco. Regional
workshop on methodologies of teaching science in
primary level. 1992
9. Education an introduction to educational philosophy
and history Mrs. Tanvir Khalid 1990
10. Management of autism spectrum disorders and
associated disabilities in schools. Dr S Rama, 2007
11. Reaserach Methods in psychology. John. Y
shaughnessy New York. 2003

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