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تفريد التعليم
1.
ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﻔﺎﺭﻗﻴﺔ : ﺇﻥ
ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﻔﺎﺭﻗﻴﺔ ﻫﻲ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﺴﻴﺭﻭﺭﺍﺕ، ﺃﻱ ﺇﻨﻬﺎ ﺘﺴﺘﺨﺩﻡ ﺇﻁﺎﺭﺍ ﻤﺭﻨﺎ ﺘﻜﻭﻥ ﺍﻝﺘﻌﻠﻤﺎﺕ ﻀﻤﻨﻪ ﻭﺍﻀﺤﺔ ﻭﻤﺘﻨﻭﻋﺔ ﺒﻤﺎ ﻓﻴﻪ ﺍﻝﻜﻔﺎﻴﺔ ﺤﺘﻰ ﻴﺘﻤﻜﻥ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻭﻥ ﻤﻥ ﺍﻝﺘﻌﻠﻡ ﻭﻓﻕ ﻤﺴﺎﺭﺍﺘﻬﻡ ﺍﻝﺨﺎﺼﺔ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻤﺘﻼﻙ ﺍﻝﻤﻌﺎﺭﻑ ﻭﺍﻝﻤﻬﺎﺭﺍﺕ، ﻭﻭﻓﻕ ﺇﺠﺭﺍﺀﺍﺕ ﻭﻋﻤﻠﻴﺎﺕ ﺘﻬﺩﻑ ﺇﻝﻰ ﺠﻌل ﺍﻝﺘﻌﻠﻴﻡ ﻤﺘﻜﻴﻔﺎ ﻤﻊ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺒﻴﻥ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ. ﻓﻬﻲ ﺘﻘﻭﻡ ﻋﻠﻰ ﺍﻝﺘﺒﺎﻴﻨﺎﺕ ﺒﻴﻥ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻤﻥ ﺤﻴﺙ : • ﺍﻝﻔﻭﺍﺭﻕ ﺍﻝﺫﻫﻨﻴﺔ : ﺃﻱ ﺍﻝﻤﺘﺼﻠﺔ ﺒﺩﺭﺠﺔ ﺍﻜﺘﺴﺎﺏ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﻤﻔﺭﻭﻀﺔ ﻤﻥ ﻗﺒل ﺍﻝﻤﺅﺴﺴﺔ ﻭﻓﻲ ﺜﺭﺍﺀ ﺴﻴﺭﻭﺭﺍﺘﻬﻡ ﺍﻝﺫﻫﻨﻴﺔ ﺍﻝﺘﻲ ﺘﺘﻨﺎﺴﻕ ﻀﻤﻨﻬﺎ ﺘﻤﺜﻼﺕ ﻤﺭﺍﺤل ﺍﻝﻨﻤﻭ ﺍﻹﺠﺭﺍﺌﻴﺔ، ﺼﻭﺭ ﺫﻫﻨﻴﺔ، ﻁﺭﻴﻘﺔ ﺍﻝﺘﻔﻜﻴﺭ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﺘﻌﻠﻡ؛ • ﺍﻝﻔﻭﺍﺭﻕ ﺍﻝﺴﻭﺴﻴﻭ- ﺜﻘﺎﻓﻴﺔ : ﻭﺘﺘﻤﺜل ﻓﻲ ﺍﻝﻘﻴﻡ، ﺍﻝﻤﻌﺘﻘﺩﺍﺕ، ﺜﻘﺎﻓﺔ ﺍﻷﺴﺭ، ﺍﻝﻠﻐﺔ، ﺍﻝﺭﻤﻭﺯ، ﺍﻝﺘﻨﺸﺌﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ، ﺍﻝﻤﻜﺎﻨﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ، ﺍﻝﺜﻘﺎﻓﺔ... ﺇﻝﺦ؛ • ﺍﻝﻔﻭﺍﺭﻕ ﺍﻝﺴﻴﻜﻭﻝﻭﺠﻴﺔ : ﺇﻥ ﻝﻤﻌﻴﺵ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺍﻷﺜﺭ ﺍﻝﻜﺒﻴﺭ ﻓﻲ ﺸﺨﺼﻴﺘﻬﻡ ﻭﺤﺎﻓﺯﻴﺘﻬﻡ ﻭﺇﺭﺍﺩﺘﻬﻡ ﻭﺍﻫﺘﻤﺎﻤﻬﻡ ﻭﺇﺒﺩﺍﻋﻬﻡ ﻭﻓﻀﻭﻝﻬﻡ ﻭﻁﺎﻗﺘﻬﻡ ﻭﺭﻏﺒﺘﻬﻡ ﻭﺘﻭﺍﺯﻨﻬﻡ ﻭﺇﻴﻘﺎﻋﺎﺘﻬﻡ... ﻭﺘﺘﺴﻡ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﻔﺎﺭﻗﻴﺔ ﺒﻜﻭﻨﻬﺎ : • ﺘﻔﺭﻴﺩﻴﺔ ﺘﻌﺘﺭﻑ ﺒﺎﻝﻤﺘﻌﻠﻡ)ﺓ( ﻜﻔﺭﺩ ﻝﻪ ﺘﻤﺜﻼﺘﻪ ﺍﻝﺨﺎﺼﺔ، ﻭﻝﻪ ﺘﻌﺎﻤل ﺨﺎﺹ ﻤﻊ ﻭﻀﻌﻴﺔ ﺍﻝﺘﻌﻠﻡ ؛ • ﻤﺘﻨﻭﻋﺔ ﻭﻤﺘﻌﺩﺩﺓ ﻷﻨﻬﺎ ﺘﻘﺘﺭﺡ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺴﺎﺭﺍﺕ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺘﺭﺍﻋﻰ ﻓﻴﻬﺎ ﻗﺩﺭﺍﺕ ﺍﻝﻤﺘﻌﻠﻡ)ﺓ(، ﻭﻫﻲ ﺒﺫﻝﻙ ﺘﺘﻌﺎﺭﺽ ﻤﻊ ﺍﻝﺘﺼﻭﺭ ﺍﻝﺫﻱ ﻴﺭﻯ ﺃﻥ ﺍﻝﺠﻤﻴﻊ ﻴﻨﺒﻐﻲ ﺃﻥ ﻴﻌﻤل ﺒﻨﻔﺱ ﺍﻹﻴﻘﺎﻉ، ﻓﻲ ﻨﻔﺱ ﺍﻝﻤﺩﺓ ﺍﻝﺯﻤﻨﻴﺔ، ﻭﺒﻨﻔﺱ ﺍﻝﻤﺴﺎﺭﺍﺕ. ﻓﻬﻲ ﺘﻘﺘﺭﺡ ﺇﺠﺭﺍﺀﺍﺕ ﻤﺘﻨﻭﻋﺔ، ﻭﻭﻀﻌﻴﺎﺕ ﺘﻌﻠﻴﻤﻴﺔ-ﺘﻌﻠﻤﻴﺔ ﻓﻲ ﺇﻁﺎﺭ ﻤﺴﺎﺭﺍﺕ ﺒﻴﺩﺍﻏﻭﺠﻴﺔ ﻤﺨﺘﻠﻔﺔ، ﻭﻜﺫﻝﻙ ﻁﺭﻗﺎ ﻭﻭﺴﺎﺌل ﻤﺨﺘﻠﻔﺔ ﻹﻨﺠﺎﺯﻫﺎ، ﻭﻓﻲ ﺇﻁﺎﺭ ﺘﻌﺎﻤل ﻤﺭﻥ ﻤﻊ ﺍﺴﺘﻌﻤﺎﻻﺕ ﺍﻝﺯﻤﻥ؛ • ﺘﻌﺘﻤﺩ ﺘﻭﺯﻴﻌﺎ ﻝﻠﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺩﺍﺨل ﺒﻨﻴﺎﺕ ﻤﺨﺘﻠﻔﺔ ﺘﻤﻜﻨﻬﻡ ﻤﻥ ﺍﻝﻌﻤل ﺤﺴﺏ ﻤﺴﺎﺭﺍﺕ ﻤﺘﻌﺩﺩﺓ؛ ﻭﺘﺠﻌﻠﻬﻡ ﻴﺸﺘﻐﻠﻭﻥ ﻋﻠﻰ ﻤﺤﺘﻭﻴﺎﺕ ﻤﺘﻤﺎﻴﺯﺓ ﺒﻐﺭﺽ ﺍﺴﺘﺜﻤﺎﺭ ﺃﻗﺼﻰ ﺇﻤﻜﺎﻨﺎﺘﻬﻡ، ﻭﻗﻴﺎﺩﺘﻬﻡ ﻨﺤﻭ ﺍﻝﺘﻔﻭﻕ ﻭﺍﻝﻨﺠﺎﺡ...؛ • ﺘﺠﻌل ﺍﻝﻤﺘﻌﻠﻡ)ﺓ( ﻓﻲ ﻤﺭﻜﺯ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻌﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ-ﺍﻝﺘﻌﻠﻤﻴﺔ ﻭﺘﻬﺘﻡ ﺒﺤﺎﺠﺎﺘﻪ ﻭﺇﻤﻜﺎﻨﻴﺎﺘﻪ ﻭﻗﺩﺭﺍﺘﻪ؛ • ﺘﻬﻴﻜل ﺍﻝﻤﺤﺘﻭﻯ ﺒﻜﻴﻔﻴﺔ ﻤﺘﺩﺭﺠﺔ، ﻭﺫﻝﻙ ﺇﻤﺎ ﺤﺴﺏ ﺘﺩﺭﺝ ﻤﺘﺸﻌﺏ ﻝﻤﻀﺎﻤﻴﻨﻪ، ﺃﻭ ﺤﺴﺏ ﺘﺩﺭﺝ ﺨﻁﻲ ﻝﻤﺎ ﻴﺸﺘﻤل ﻋﻠﻴﻪ : ﻓﻔﻲ ﺍﻝﺘﺩﺭﺝ ﺍﻝﺨﻁﻲ ﻴﺤﺎﻭل ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻭﻥ ﺍﻝﻘﻴﺎﻡ ﺒﺒﻨﺎﺀ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻷﺴﺎﺴﻲ ﺍﻝﻤﺸﺘﺭﻙ ﻝﺩﻴﻬﻡ ﻭﺫﻝﻙ ﺤﺴﺏ ﻭﺘﻴﺭﺓ ﻋﻤل ﻜل ﻭﺍﺤﺩ ﻤﻨﻬﻡ، ﺜﻡ ﺒﻌﺩ ﺫﻝﻙ ﻴﻨﺘﻘﻠﻭﻥ ﺇﻝﻰ ﺇﻨﺠﺎﺯ ﺍﻝﻌﻤل ﺍﻝﻤﺴﻁﺭ ﻓﻲ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻔﺎﺭﻗﻲ؛ ﺃﻤﺎ ﻓﻲ ﺍﻝﺘﺩﺭﺝ ﺍﻝﻤﺘﺸﻌﺏ ﻓﺈﻥ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻴﺸﺘﻐﻠﻭﻥ ﻓﻲ ﺍﻝﻭﻗﺕ ﻨﻔﺴﻪ ﺒﺈﻨﺠﺎﺯ ﺍﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻤﺸﺘﺭﻙ ﻭﻜﺫﻝﻙ ﺒﺎﻝﺒﺭﻨﺎﻤﺞ ﺍﻝﻔﺎﺭﻗﻲ؛ • ﺘﻤﻜﻥ ﻤﻥ ﺘﻜﺎﻓﺅ ﺍﻝﻔﺭﺹ ﻭﺘﺠﺴﺩ ﺍﻝﺤﻕ ﻓﻲ ﺍﻻﺨﺘﻼﻑ؛ • ﺘﺴﻤﺢ ﺒﺈﺒﺭﺍﺯ ﺍﻝﻔﻭﺍﺭﻕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﺴﺘﻌﻤﺎل ﺍﻝﻤﺘﻌﻠﻡ)ﺓ( ﻝﺘﻘﻨﻴﺎﺘﻪ ﻭﻭﺴﺎﺌﻠﻪ ﺍﻝﺨﺎﺼﺔ ﻓﻲ ﺍﻝﺘﻌﻠﻡ )ﺍﻋﺘﻤﺎﺩﻩ ﻋﻠﻰ ﺤﻭﺍﺱ ﺃﻜﺜـﺭ ﻤﻥ ﺃﺨﺭﻯ، ﺘﻭﻅﻴﻔﻪ ﻻﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺩﻭﻥ ﺃﺨﺭﻯ...(. ﺠﺩﻭل ﻴﻤﻴﺯ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﻔﺎﺭﻗﻴﺔ ﻋﻥ ﻏﻴﺭﻫﺎ : ﻤﺎ ﻴﻌﺘﺒﺭ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﻓﺎﺭﻗﻴﺔ ﻤﺎ ﻻ ﻴﻌﺘﺒﺭ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﻓﺎﺭﻗﻴﺔ ﻭﺴﻴﻠﺔ ﻝﺘﻜﻴﻴﻑ ﺍﻝﺘﺩﺨل ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻲ ﺘﺒﻌﺎ ﻝﺤﺎﺠﺎﺕ ﺍﻝﻤﺘﻌﻠﻡ ﻭﻗﺩﺭﺍﺘﻪ ﺘﻌﻠﻴﻡ ﻴﻐﺭﻕ ﻜل ﻓﺭﺩ ﻓﻲ ﻓﺭﺩﻴﺘﻪ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺘﻬﺘﻡ ﺒﺄﻨﺸﻁﺔ ﺍﻝﺘﻌﻠﻡ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻝﻌﻤل ﺠﺭﺍﺀ ﻴﺭﻜﺯ ﻋﻠﻰ ﺍﻝﺸﻜل )ﺘﻨﻅﻴﻡ ﺍﻝﻔﻀﺎﺀ( ﺩﻭﻥ ﺍﻝﺠﻭﻫﺭ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺘﻘﺘﺭﺡ ﺃﻨﺸﻁﺔ ﻤﺘﻨﻭﻋﺔ ﻭﻤﺤﻔﺯﺓ ﻝﺘﻤﻜﻴﻥ ﺠﻤﻴﻊ ﺍﻝﺘﻼﻤﻴﺫ، ﻤﺘﻔﻭﻗﻴﻥ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﺩﻋﻡ )ﺘﻘﺘﺼﺭ ﻋﻠﻰ ﺍﻝﻤﺘﻌﺜﺭﻴﻥ ﻤﻥ ﺍﻝﺘﻼﻤﻴﺫ( ﻭﻤﺘﻌﺜﺭﻴﻥ، ﻤﻥ ﺍﻻﺴﺘﺜﻤﺎﺭ ﺍﻷﻤﺜل ﻝﻘﺩﺭﺍﺘﻬﻡ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺤﺎﻀﺭﺓ ﻓﻲ ﺠﻤﻴﻊ ﺍﻝﻤﺭﺍﺤل، ﻗﺒل ﻭﺃﺜﻨﺎﺀ ﻭﺒﻌﺩ ﻋﻤﻠﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺇﺠﺭﺍﺀ ﻴﻤﺎﺭﺱ ﻓﻘﻁ ﺒﻌﺩ ﻨﻬﺎﻴﺔ ﺍﻝﺘﻌﻠﻡ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺘﺩﺨل ﻓﻲ ﺇﻁﺎﺭ ﻤﻬﻤﺔ ﻤﺩﺭﺱ ﺍﻝﻔﺼل ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﻤﻥ ﺍﺨﺘﺼﺎﺹ ﻤﺩﺭﺱ ﺍﻝﺩﻋﻡ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺘﺠﻌل ﺍﻝﻤﺘﻌﻠﻡ ﻴﻨﺨﺭﻁ ﺘﺎﺭﺓ ﻓﻲ ﺍﻝﻌﻤل ﺍﻝﻔﺭﺩﻱ ﻭﺃﺤﻴﺎﻨﺎ ﻓﻲ ﺍﻝﻌﻤل ﺍﻝﺠﻤﺎﻋﻲ ﻋﻤﻠﻴﺔ ﺭﻭﺘﻴﻨﻴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺸﻜل ﻭﺤﻴﺩ ﻝﻠﻌﻤل ﻭﻁﻭﺭﺍ ﻓﻲ ﺍﻝﻌﻤل ﻀﻤﻥ ﻤﺠﻤﻭﻋﺎﺕ ﺼﻐﻴﺭﺓ ﺘﺘﻐﻴﺭ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﻜﺒﺭﻯ... ﺇﻝﺦ ﺇﻥ ﻤﻅﺎﻫﺭ ﺍﻝﻔﺭﻭﻕ ﺍﻝﻔﺭﺩﻴﺔ ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﻫﺫﻩ ﺍﻻﻋﺘﺒﺎﺭﺍﺕ ﻋﺩﻴﺩﺓ ﻭﻤﺘﻨﻭﻋﺔ : ﺫﻫﻨﻴﺔ، ﻤﻌﺭﻓﻴﺔ، ﻭﺠﺩﺍﻨﻴﺔ، ﻓﺯﻴﻭﻝﻭﺠﻴﺔ، ﺤﺴﺤﺭﻜﻴﺔ، ﺍﺠﺘﻤﺎﻋﻴﺔ، ﺜﻘﺎﻓﻴﺔ... ﺇﻝﺦ. ﻭﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺃﻫﺩﺍﻑ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﻔﺎﺭﻗﻴﺔ ﻓﻴﻤﺎ ﻴﻠﻲ : oﺍﻝﺘﻘﻠﻴﺹ ﺒﻴﻥ ﻓﻭﺍﺭﻕ ﺍﻝﺘﻌﻠﻤﺎﺕ ﺍﻝﻤﺭﺘﺒﻁﺔ ﺒﺎﻻﻨﺘﻤﺎﺀﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ؛
2.
oﺍﻝﺤﺩ ﻤﻥ
ﻅﺎﻫﺭﺓ ﺍﻝﻔﺸل ﺍﻝﻤﺩﺭﺴﻲ؛ oﺘﺤﻘﻴﻕ ﺘﻜﺎﻓﺅ ﺍﻝﻔﺭﺹ ﺒﻴﻥ ﺠﻤﻴﻊ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ؛ oﺘﻤﻜﻴﻥ ﻜل ﻤﺘﻌﻠﻡ)ﺓ( ﻤﻥ ﺒﻠﻭﻍ ﺃﻗﺼﻰ ﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻴﺼل ﺇﻝﻴﻪ ﻤﻥ ﺍﻝﺘﻁﻭﺭ ﺍﻝﻤﻌﺭﻓﻲ ﻭﺍﻜﺘﺴﺎﺏ ﺍﻝﻜﻔﺎﻴﺎﺕ؛ oﺍﻋﺘﺒﺎﺭ ﺸﺨﺼﻴﺔ ﺍﻝﻤﺘﻌﻠﻡ)ﺓ( ﻓﻲ ﺠﻤﻴﻊ ﺃﺒﻌﺎﺩﻫﺎ ﺍﻝﻤﻌﺭﻓﻴﺔ ﻭﺍﻝﻭﺠﺩﺍﻨﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ؛ oﺘﻨﻤﻴﺔ ﻗﺩﺭﺓ ﺍﻝﻤﺘﻌﻠﻡ)ﺓ( ﻋﻠﻰ ﺍﻝﺘﻜﻴﻑ ﻤﻊ ﻤﺨﺘﻠﻑ ﺍﻝﻭﻀﻌﻴﺎﺕ ﺍﻝﺘﻲ ﻴﻔﺭﻀﻬﺎ ﻤﺤﻴﻁﻪ ﺍﻝﻤﺩﺭﺴﻲ ﻭﺍﻻﺠﺘﻤﺎﻋﻲ؛ oﺘﺤﺴﻴﻥ ﺍﻝﻌﻼﻗﺔ ﻤﺩﺭﺱ)ﺓ(/ﻤﺘﻌﻠﻡ)ﺓ( ﻭﻤﺘﻌﻠﻡ)ﺓ(/ﻤﺘﻌﻠﻡ)ﺓ(؛ oﺘﻠﺒﻴﺔ ﺍﻝﺭﻏﺒﺔ ﻓﻲ ﺍﻝﺘﻌﻠﻡ ﻝﺩﻯ ﺍﻝﻤﺘﻌﻠﻡ)ﺓ(؛ oﺘﻨﻤﻴﺔ ﻗﺩﺭﺓ ﺍﻝﻤﺘﻌﻠﻡ)ﺓ( ﻋﻠﻰ ﺍﻻﺴﺘﻘﻼﻝﻴﺔ ﻭﺍﻝﺘﻌﻠﻡ ﺍﻝﺫﺍﺘﻲ. • ﺃﺸﻜﺎل ﻋﻤل ﻤﻤﻜﻨﺔ ﻝﺘﻔﻌﻴل ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﻔﺎﺭﻗﻴﺔ : ﻴﻌﺘﺒﺭ ﺍﻝﻌﻤل ﺒﺎﻝﻤﺠﻤﻭﻋﺎﺕ ﻤﻥ ﺃﻫﻡ ﺃﺸﻜﺎل ﺍﻝﻌﻤل ﺍﻝﺘﻲ ﻴﻌﺘﻤﺩﻫﺎ ﺍﻝﻤﺩﺭﺱ)ﺓ( ﻓﻲ ﺇﻁﺎﺭ ﺍﻝﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻝﻔﺎﺭﻗﻴﺔ. ﻭﺘﺘﺸﻜل ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﻭﻓﻕ ﻤﻌﺎﻴﻴﺭ ﻤﺨﺘﻠﻔﺔ : • ﻤﺠﻤﻭﻋﺎﺕ ﺤﺴﺏ ﺍﻝﻤﺴﺘﻭﻯ ): (Les groupes de niveau ﻴﺘﻡ ﻓﻲ ﺇﻁﺎﺭ ﻫﺫﻩ ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺘﻭﺯﻴﻊ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺤﺴﺏ : oﺍﻝﻤﺴﺘﻭﻯ ﺘﺒﻌﺎ ﻝﻠﻤﺠﺎﻻﺕ ﺍﻝﺩﺭﺍﺴﻴﺔ )ﻤﺠﻤﻭﻋﺔ ﺍﻝﻤﺘﻔﻭﻗﻴﻥ، ﻤﺠﻤﻭﻋﺔ ﺍﻝﻤﺘﻭﺴﻁﻴﻥ، ﻤﺠﻤﻭﻋﺔ ﺍﻝﻤﺘﻌﺜﺭﻴﻥ...(؛ oﺇﻴﻘﺎﻉ ﺍﻝﺘﻌﻠﻡ ﻝﺩﻯ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﺍﻝﺫﻴﻥ ﻴﻤﺘﺎﺯﻭﻥ ﺒﺴﺭﻋﺔ ﺍﻝﺘﻌﻠﻡ ﺃﻭ ﺍﻝﻌﻜﺱ؛ oﺍﻝﻘﺩﺭﺍﺕ ﻭﻁﺭﻕ ﻭﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺍﻝﺘﻌﻠﻡ. • ﻤﺠﻤﻭﻋﺎﺕ ﺤﺴﺏ ﺍﻝﺤﺎﺠﺎﺕ : Les groupes de besoin ﺘﻌﺘﺒﺭ ﻫﺫﻩ ﺍﻝﺘﻘﻨﻴﺔ ﻭﺴﻴﻠﺔ ﻝﻠﺩﻋﻡ ﺃﻭ ﺍﻹﻏﻨﺎﺀ )ﻤﺭﺍﺠﻌﺔ ﺘﻌﻠﻤﺎﺕ ﺴﺎﺒﻘﺔ، ﺘﻌﻠﻡ ﻤﻨﻬﺠﻲ ﻓﻲ ﻤﺎﺩﺓ ﻤﻌﻴﻨﺔ...( ﺘﻔﺘﺭﺽ ﻋﺩﺓ ﺇﺠﺭﺍﺀﺍﺕ ﻤﻨﻬﺎ : oﺘﺤﻠﻴل ﻭﺍﻀﺢ ﻝﻠﺤﺎﺠﺎﺕ ﻭﺍﻝﻤﻬﺎﻡ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻝﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﻓﺭﺩﻴﺔ ﺃﻭ ﺨﺎﺼﺔ ﺒﻤﺠﻤﻭﻋﺔ ﻤﻌﻴﻨﺔ؛ oﺒﺭﻤﺠﺔ ﺩﻗﻴﻘﺔ ﻝﻠﺘﻌﻠﻤﺎﺕ ﻓﻲ ﻜل ﻤﺠﺎل ﺘﻌﻠﻤﻲ؛ oﺘﺠﺩﻴﺩ ﺒﻴﺩﺍﻏﻭﺠﻲ ﻻﻗﺘﺭﺍﺡ ﺃﺩﻭﺍﺕ ﻭﻁﺭﺍﺌﻕ ﻝﻠﺘﻔﺭﻴﻕ ﺤﺴﺏ ﺤﺎﺠﺎﺕ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ. • ﻤﺠﻤﻭﻋﺎﺕ ﺤﺴﺏ ﺍﻻﻫﺘﻤﺎﻤﺎﺕ : Les groupes d’intérêt ﻴﺘﻡ ﻓﻲ ﻫﺫﺍ ﺍﻹﻁﺎﺭ ﺘﻭﺯﻴﻊ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ ﻓﻲ ﻤﺠﻤﻭﻋﺎﺕ ﺨﻼل ﻤﺩﺓ ﺯﻤﻨﻴﺔ ﻤﺤﺩﻭﺩﺓ ﻝﺩﺭﺍﺴﺔ ﻤﺤﻭﺭ ﺃﻭ ﻤﺸﺭﻭﻉ ﻴﺘﻡ ﺍﻗﺘﺭﺍﺤﻪ ﺇﻤﺎ ﻤﻥ ﻗﺒل ﺍﻝﻤﺩﺭﺱ)ﺓ( ﺃﻭ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ )ﺇﻋﺩﺍﺩ ﻤﻠﻑ ﺤﻭل ﻤﻭﻀﻭﻉ ﻤﻌﻴﻥ، ﻤﻌﺭﺽ ﻹﻨﺘﺎﺠﺎﺕ ﺍﻝﻤﺘﻌﻠﻤﺎﺕ ﻭﺍﻝﻤﺘﻌﻠﻤﻴﻥ...(. ﻭﺘﺘﺸﻜل ﺍﻝﻤﺠﻤﻭﻋﺎﺕ ﺍﺨﺘﻴﺎﺭﻴﺎ ﺤﺴﺏ ﺍﻫﺘﻤﺎﻤﺎﺕ ﻜل ﻤﺘﻌﻠﻡ)ﺓ(. ﻭﻴﻤﻜﻥ ﺃﻥ ﺘﻀﻡ ﻤﺘﻌﻠﻤﺎﺕ ﻭﻤﺘﻌﻠﻤﻴﻥ ﻤﻥ ﻓﺼﻭل ﻤﺨﺘﻠﻔﺔ، ﻓﻲ ﺇﻁﺎﺭ ﺍﻝﻨﻭﺍﺩﻱ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﺃﻭ ﺍﻝﻤﺤﺘﺭﻓﺎﺕ... ﺇﻝﺦ.