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‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ‬

‫)1( ﻓﺼﻮﻝ ﻣﺰﻭﺩﺓ ﺑﺠﻬﺎﺯ ﺗﻠﻔﺰﻳﻮﻥ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﻓﻴﺪﻳﻮ ﻭﺷﺎﺷﺎﺕ ﻭﺟﻬﺎﺯ‬
‫ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ. ﺩﻭﻻﺏ ﻟﺤﻔﻆ ﺍﻷﺟﻬﺰﺓ، ﺷﺎﺷﺎﺕ‬
‫ﻋﺮﺽ، ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ، ﺗﻠﻔﺰﻳﻮﻥ ﻭﺟﻬﺎﺯ ﻟﻌﺮﺽ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ،‬
‫ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ، ﻃﺎﻭﻟﺔ ﻋﺮﺽ ﻗﺎﺑﻠﺔ ﻟﻠﺜﻨﻲ ﻓﻲ ﻣﺆﺧﺮﺓ‬
‫ﺍﻟﻔﺼﻞ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﻓﻼﻡ 61 ﻣﻠﻢ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ 53ﻣﻠﻢ. ﻭﻣﻦ‬
‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺘﻲ ﻳﻄﻠﺒﻬﺎ ﺍﻷﺳﺎﺗﺬﺓ ﻓﻲ ﺍﻟﻔﺼﻞ: ﺍﻟﺴﺒﻮﺭﺍﺕ، ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ‬
‫ﺍﻟﻌﻠﻮﻱ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻟﺘﻠﻔﺰﻳﻮﻥ،‬
‫ﻭﻣﺴﺠﻞ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻷﻓﻼﻡ ﻭﺃﺟﻬﺰﺓ ﺗﺸﻐﻴﻞ ﺍﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ‬
‫ﻭﻣﺆﺷﺮﺍﺕ ﺍﻟﻠﻴﺰﺭ ﻭﺃﺟﻬﺰﺓ ﻋﺮﺽ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﻭﻏﻴﺮﻫﺎ ﻣﻦ ﺃﺟﻬﺰﺓ‬
                      ‫ﺍﻟﻌﺮﺽ ﺍﻟﻤﺮﺋﻲ ﻭﻳﻨﺒﻐﻲ ﺗﻮﻓﻴﺮﻫﺎ ﻟﻬﻢ ﻋﻨﺪ ﺍﻟﻄﻠﺐ.‬

‫)2( ﻓﺼﻮﻝ ﻣﺰﻭﺩﺓ ﺑﺈﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻌﺮﺽ ﺍﻟﺬﻛﻲ ﻭﺑﻬﺎ ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ‬
‫ﺍﻟﻔﻴﺪﻳﻮ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻭﻣﻨﺒﺮ ﻭﻟﻮﺣﺔ ﺗﺤﻜﻢ ﻓﻲ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﻘﺪﻡ ﻋﺮﺽ‬
‫ﻣﺨﺮﺟﺎﺕ ﺍﻟﺤﺎﺳﺐ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ ﻭﺑﻪ ﺟﻬﺎﺯ ﻋﺮﺽ ﻟﻠﺸﺮﺍﺋﺢ ﻭﺟﻬﺎﺯ‬
                                             ‫ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ.‬

‫)3( ﻓﺼﻮﻝ ﺫﺍﺕ ﺣﺎﺳﺒﺎﺕ ﺗﻔﺎﻋﻠﻴﺔ ﺗﺤﺘﻮﻱ ﻛﻞ ﻃﺎﻭﻟﺔ ﻋﻤﻞ ﻓﻴﻬﺎ ﻋﻠﻰ‬
‫ﺟﻬﺎﺯ ﺣﺎﺳﺐ، ﻭﻃﺎﻭﻟﺔ ﻋﻤﻞ ﺭﺋﻴﺴﺔ ﺑﻬﺎ ﺣﺎﺳﺐ ﻟﻠﻤﺪﺭﺱ، ﻭﺇﻣﻜﺎﻧﻴﺔ‬
‫ﺍﻟﻌﺮﺽ ﻣﻦ ﺩﺍﺧﻞ ﺃﺟﻬﺰﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻭﺇﺭﺳﺎﻝ ﺻﻮﺭ ﻣﺨﺘﺎﺭﺓ‬
‫ﺇﻟﻰ ﺣﺎﺳﺒﺎﺕ ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ. ﻭﺑﻬﺎ ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺟﻬﺎﺯ‬
‫ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ، ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ‬
          ‫ﻭﻣﻨﺒﺮ ﻭﻟﻮﺣﺔ ﺗﺤﻜﻢ ﻓﻲ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ.‬

‫)4( ﻓﺼﻮﻝ ﺑﻬﺎ ﺇﻣﻜﺎﻧﻴﺔ ﻋﺮﺽ ﺍﻟﺼﻮﺭ ﻣﻦ ﻭﺍﻟﻰ ﻗﺎﻋﺘﻴﻦ )ﺑﺎﺗﺠﺎﻫﻴﻦ(: ﻭﺑﻬﺎ‬
‫ﻛﺎﻣﻴﺮﺍﺕ ﺗﻠﻔﺰﻳﻮﻧﻴﺔ، ﻭﻣﻴﻜﺮﻭﻓﻮﻧﺎﺕ ﻭ‪ codec‬ﻟﻀﻐﻂ ﺍﻟﺼﻮﺭ، ﻭﺟﻬﺎﺯ ﻋﺮﺽ‬
‫ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻭﻣﻨﺒﺮ ﻭﻟﻮﺣﺔ ﺗﺤﻜﻢ ﻓﻲ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﺪﺭﺱ ﺃﻥ ﻳﻌﺮﺽ‬
‫ﻣﺨﺮﺟﺎﺕ ﺍﻟﺤﺎﺳﺐ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ. ﻭﺑﻪ ﺃﻳﻀﺎ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ‬
                                          ‫ﻭﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ.‬

                ‫ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ‬

‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﻣﺼﻤﻤﺔ ﻟﺘﻠﺒﻴﺔ ﺍﻟﻄﻠﺒﺎﺕ ﺍﻟﻤﺘﻨﻮﻋﺔ‬  ‫‪‬‬
‫ﻷﻋﻀﺎء ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺜﻞ: ﺷﺎﺷﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ، ﻣﻔﺎﺗﻴﺢ‬
‫ﻟﻠﺘﺤﻜﻢ ﻓﻲ ﺍﻷﻧﻮﺍﺭ ﺍﻟﻤﻮﺍﺯﻳﺔ ﻟﻤﻘﺪﻣﺔ ﺍﻟﻘﺎﻋﺔ ﻭﺍﻟﻨﻮﺍﻓﺬ ﻟﺘﻘﻠﻴﻞ ﺍﻟﻀﻮء‬
‫ﺍﻟﺴﺎﻗﻂ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ، ﻃﺎﻭﻟﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻄﻲ ﺇﻟﻰ ﺃﺳﻔﻞ ﻟﺘﻨﺎﺳﺐ ﺟﻬﺎﺯ‬
‫ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﺃﻭ ﺍﻷﻓﻼﻡ ﻣﺰﻭﺩﺓ ﺑﻘﺎﺑﺲ ﻛﻬﺮﺑﺎﺋﻲ ﻓﻲ ﻣﺘﻨﺎﻭﻝ ﺍﻟﻴﺪ،‬
‫ﻃﺎﻭﻟﺔ ﺃﻭ ﻋﺮﺑﺔ ﺑﻌﺠﻼﺕ ﻟﺠﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻣﺰﻭﺩﺓ‬
‫ﺑﻘﺎﺑﺲ ﻓﻲ ﻣﺘﻨﺎﻭﻝ ﺍﻟﻴﺪ، ﺩﻭﻻﺏ ﻟﻠﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺘﺨﺰﻳﻦ ﺟﻬﺎﺯ ﻋﺮﺽ‬
‫ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ، ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ ﺃﻭ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺍﻷﻓﻼﻡ،‬
‫ﻣﺴﺠﻞ، ﺟﻬﺎﺯ ﺍﺳﺘﻘﺒﺎﻝ ﺗﻠﻔﺰﻳﻮﻧﻲ ﻓﻮﻕ ﺧﺰﺍﻧﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺃﻭ ﺟﻬﺎﺯ ﻋﺮﺽ‬
‫ﻓﻴﺪﻳﻮ ﻣﺜﺒﺖ ﻓﻲ ﺍﻟﺴﻘﻒ ﻓﻲ ﻗﺎﻋﺎﺕ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﺍﻟﻜﺒﻴﺮﺓ، ﺃﻧﻈﻤﺔ ﻋﺮﺽ‬
‫ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻹﺷﺎﺭﺍﺕ ﻣﻦ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻭﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﺳﻄﻮﺍﻧﺎﺕ‬
‫ﻟﻴﺰﺭ، ﻭ‪ ،CD-ROM‬ﻭﺣﺎﺳﺒﺎﺕ. ﻳﻨﺒﻐﻲ ﺗﻨﺴﻴﻖ ﺍﻹﻧﺎﺭﺓ ﻭﻧﻈﺎﻡ ﺍﻟﺼﻮﺕ‬
‫ﻭﺍﻟﻤﻘﺎﻋﺪ ﺑﺤﻴﺚ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻛﻞ ﻭﺳﻴﻠﺔ، ﻭﻳﻨﺒﻐﻲ ﺩﻣﺠﻬﺎ ﻓﻲ ﺍﻟﻔﺼﻞ‬
                                           ‫ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﺪﺭﻭﺱ.‬

‫ﺗﺘﺮﻙ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﻣﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ ﻹﺟﺮﺍء ﺍﻟﻌﺮﻭﺽ.‬       ‫‪‬‬
‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺳﺒﻮﺭﺍﺕ ﻭﻋﺪﺩ ﻣﻦ ﺍﻟﺸﺎﺷﺎﺕ، ﻟﻴﻤﻜﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﺒﻮﺭﺓ ﻭﻋﺮﺽ ﺍﻟﺼﻮﺭ ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ. ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻤﻜﻦ‬
‫ﺍﻷﺳﺘﺎﺫ ﻣﻦ ﻋﺮﺽ ﺻﻮﺭ ﻣﺘﻌﺪﺩﺓ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ، ﻭﺃﻥ ﺗﺴﻤﺢ ﺑﺘﻐﻴﻴﺮ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺍﻟﻌﺮﺽ، ﻭﺍﻥ ﻳﺘﻤﻜﻦ ﻣﻦ ﺯﻳﺎﺩﺓ ﻋﺮﺽ‬
‫ﺍﻟﺸﺎﺷﺔ، ﻭﺃﻥ ﺗﺴﻤﺢ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺨﺎﻟﻴﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻣﻦ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ، ﻣﻊ ﻭﺟﻮﺩ ﻣﻜﺎﻥ ﻟﻠﻤﺸﻲ ﻟﻤﻦ ﻳﺘﻤﺸﻮﻥ‬
‫ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﺃﺛﻨﺎء ﺇﻟﻘﺎء ﺍﻟﻤﺤﺎﺿﺮﺍﺕ، ﻭﻣﻜﺎﻥ ﻣﻔﺘﻮﺡ ﻹﺟﺮﺍء ﺍﻟﻌﺮﻭﺽ‬
                                                    ‫ﻭﺍﻟﺘﺠﺎﺭﺏ.‬

‫ﺗﺘﺮﻙ ﻣﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻟﻠﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ. ﺣﻴﺚ‬               ‫‪‬‬
‫ﻳﺘﺮﻙ ﻓﺮﺍﻉ ﻣﻘﺪﺍﺭﻩ 9 ﻗﺪﻡ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﻘﺎﻋﺔ 52 ﻗﺪﻣﺎ ﻭﺑﻬﺎ 52 ﻣﻘﻌﺪﺍ،‬
   ‫ﻭﻳﺘﺮﻙ ﻓﺮﺍﻍ ﻣﻘﺪﺍﺭﻩ 11 ﻗﺪﻣﺎ ﻓﻲ ﻗﺎﻋﺔ ﻃﻮﻟﻬﺎ 53 ﻗﺪﻣﺎ ﻭﺑﻬﺎ 07 ﻣﻘﻌﺪﺍ.‬

‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻤﻜﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻣﻦ ﺍﻟﺘﺤﺮﻙ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ ﺑﺤﺮﻳﺔ.‬        ‫‪‬‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻔﺼﻮﻝ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﺳﻌﺔ ﺑﺤﻴﺚ ﻳﺨﺼﺺ ﻟﻠﻄﺎﻟﺐ‬
       ‫ﻣﺴﺎﺣﺔ ﻣﻘﺪﺍﺭﻫﺎ 53 ﻗﺪﻡ ﻣﺮﺑﻊ ﻭﺍﻥ ﻳﻜﻮﻥ ﺑﻬﺎ ﻛﺮﺍﺳﻲ ﻣﺘﺤﺮﻛﺔ.‬

‫ﻳﻔﻀﻞ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻤﺴﺘﺨﺪﻣﻮﻥ ﻟﻠﻌﺮﻭﺽ ﺍﻟﻔﺼﻮﻝ ﺍﻟﻌﺮﻳﻀﺔ ﻭﻟﻴﺲ‬      ‫‪‬‬
‫ﺍﻟﻄﻮﻳﻠﺔ ﻷﻧﻬﺎ ﺗﺠﻌﻠﻬﻢ ﻗﺮﻳﺒﻴﻦ ﻣﻦ ﺍﻟﻄﻼﺏ ﻭﻟﻮﺟﻮﺩ ﻣﻜﺎﻥ ﻭﺍﺳﻊ ﻟﻠﻌﺮﺽ‬
                                         ‫ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ.‬

‫ﻳﻔﻀﻞ ﺟﻌﻞ ﺻﻔﻮﻑ ﺍﻟﻤﻘﺎﻋﺪ ﻣﻨﺤﻴﺔ ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻣﻨﺼﺔ ﻟﻸﺳﺘﺎﺫ،‬          ‫‪‬‬
‫ﻟﺘﻤﻜﻴﻨﻪ ﻣﻦ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺎﻟﻌﻴﻦ ﻣﻊ ﻃﻼﺏ ﺍﻟﺼﻔﻮﻑ ﺍﻟﻤﺴﺎﺋﻴﺔ، ﻭﻷﻥ ﻣﻨﺼﺔ‬
‫ﺍﻷﺳﺘﺎﺫ ﺗﻌﻴﻖ ﺣﺮﻛﺔ ﺍﻷﺳﺘﺎﺫ، ﻭﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻣﻨﺰﻟﻖ ﻟﺘﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ‪.ADA‬‬
‫ﻳﻔﻀﻞ ﺍﻟﻄﻼﺏ ﺳﻄﺤﺎ ﻛﺒﻴﺮﺍ ﻳﻜﺘﺒﻮﻥ ﻋﻠﻴﻪ، ﺃﻱ ﻃﺎﻭﻟﺔ ﻛﺘﺎﺑﺔ‬           ‫‪‬‬
‫ﻣﺴﺎﺣﺘﻬﺎ 031 ﺑﻮﺻﺔ ﻣﺮﺑﻌﺔ، ﻟﺘﺪﻭﻳﻦ ﺍﻟﻤﻼﺣﻈﺎﺕ، ﻭﻭﺿﻊ ﺍﻵﻻﺕ ﺍﻟﺤﺎﺳﺒﺔ‬
                                     ‫ﻭﺃﻭﺭﺍﻕ ﻭﺃﺩﻭﺍﺕ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ.‬

‫07% ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻳﻔﻀﻠﻮﻥ ﺳﺒﻮﺭﺍﺕ ﺍﻟﻄﺒﺎﺷﻴﺮ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺍﺕ‬      ‫‪‬‬
‫ﺍﻟﺒﻴﻀﺎء ﻟﺤﺎﺟﺘﻬﻢ ﺇﻟﻰ ﻭﺟﻮﺩ ﺃﻗﻼﻡ ﺑﺼﻮﺭﺓ ﺩﺍﺋﻤﺔ ﻭﻻﻥ ﺍﻷﻗﻼﻡ ﺗﺠﻒ‬
‫ﺑﺴﺮﻋﺔ. ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺸﻐﻞ ﺳﺒﻮﺭﺓ ﺍﻟﻄﺒﺎﺷﻴﺮ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﺑﺎﻟﻜﺎﻣﻞ‬
                             ‫ﺑﺎﺭﺗﻔﺎﻉ 43 ﺑﻮﺻﺔ ﻓﻮﻕ ﺳﻄﺢ ﺍﻷﺭﺽ.‬

‫ﺗﺤﺪﻳﺪ ﻣﺴﺎﺣﺔ ﺍﻟﺴﺒﻮﺭﺓ ﻟﻜﻞ ﻓﺼﻞ ﺑﻨﺎء ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻔﺼﻞ ﻭﻋﺪﺩ‬         ‫‪‬‬
‫ﺍﻟﻤﻘﺎﻋﺪ ﻓﻴﻪ. ﺇﺫ ﻳﺤﺘﺎﺝ ﺍﻟﻔﺼﻞ ﺍﻟﺬﻱ ﻃﻮﻟﻪ 52 ﻗﺪﻣﺎ ﻭﺑﻪ 52 ﻣﻘﻌﺪﺍ ﺇﻟﻰ‬
‫ﺷﺎﺷﺔ ﻋﺮﺿﻬﺎ 6 ﺃﻗﺪﺍﻡ، ﻭﻳﺤﺘﺎﺝ ﺍﻟﻔﺼﻞ ﺍﻟﺬﻱ ﻃﻮﻟﻪ 53 ﻗﺪﻣﺎ ﻭﺑﻪ 07‬
                              ‫ﻣﻘﻌﺪﺍ ﺇﻟﻰ ﺷﺎﺷﺔ ﻋﺮﺿﻬﺎ 8 ﺃﻗﺪﺍﻡ.‬

‫ﻳﻔﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺪﺓ ﺷﺎﺷﺎﺕ ﺻﻐﻴﺮﺓ ﺑﺪﻻ ﻣﻦ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ‬             ‫‪‬‬
‫ﻭﺍﺣﺪﺓ. ﻭﻳﻔﻀﻞ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺟﻮﺩ ﺳﺒﻮﺭﺓ ﻃﺒﺎﺷﻴﺮ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺷﺎﺷﺎﺕ‬
     ‫ﻋﺮﺽ ﻹﺟﺮﺍء ﺍﻟﻌﺮﻭﺽ. ﺍﻟﺸﺎﺷﺔ ﺍﻟﻜﺒﻴﺮﺓ ﺗﺤﺠﺐ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﻄﺒﺎﺷﻴﺮ.‬

‫ﻭﺟﻮﺩ ‪ trough‬ﻳﻐﻄﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﺑﺎﻟﻜﺎﻣﻞ ﻟﻴﺴﻤﺢ ﺑﺘﻐﻴﻴﺮﺍﺕ‬   ‫‪‬‬
                                       ‫ﺳﻬﻠﺔ ﻓﻲ ﺍﻟﺸﺎﺷﺔ.‬

‫ﺗﻮﺿﻊ ﺍﻟﺸﺎﺷﺔ ﻓﻲ ﻭﺿﻊ ﻣﺮﺗﻔﻊ ﺑﺤﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ‬          ‫‪‬‬
‫ﺭﺅﻳﺔ ﺃﺳﻔﻞ ﺍﻟﺼﻮﺭﺓ. ﺗﻮﺿﻊ ﺍﻟﺸﺎﺷﺔ ﺍﻟﺘﻲ ﻣﻘﺎﺳﻬﺎ 7 ﻗﺪﻡ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ‬
‫52,9 ﺑﻮﺻﺔ ﻋﻦ ﺍﻷﺭﺽ، ﻭﺍﻟﺸﺎﺷﺔ ﺍﻟﺘﻲ ﻣﻘﺎﺳﻬﺎ 8 ﻗﺪﻡ ﻣﺮﺗﻔﻌﺔ 01‬
‫ﺑﻮﺻﺎﺕ ﻋﻦ ﺍﻷﺭﺽ، ﻭﺍﻟﺸﺎﺷﺔ ﺍﻟﺘﻲ ﻣﻘﺎﺳﻬﺎ 9 ﻗﺪﻡ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ 11‬
                                            ‫ﺑﻮﺻﺔ ﻋﻦ ﺍﻷﺭﺽ.‬

‫ﺗﻜﻮﻥ ﻣﻔﺎﺗﻴﺢ ﺍﻷﻧﻮﺍﺭ ﻣﻮﺍﺯﻳﺔ ﻟﻤﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ، ﻷﻧﻬﺎ ﺗﻤﻜﻦ ﺍﻷﺳﺘﺎﺫ‬   ‫‪‬‬
  ‫ﻣﻦ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﻷﻧﻮﺍﺭ ﺍﻟﺘﻲ ﻓﻲ ﺍﻟﻤﻘﺪﻣﺔ ﻭﻓﻲ ﺍﻟﻮﺳﻂ ﻭﻓﻲ ﺍﻟﻤﺆﺧﺮﺓ.‬

‫ﺗﻘﻠﻴﻞ ﺍﻟﻠﻤﻌﺎﻥ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺃﻧﻮﺍﺭ ﺍﻟﺴﻘﻒ ﻭﺍﻟﺬﻱ ﻳﺒﻬﺖ ﺍﻟﺼﻮﺭﺓ‬       ‫‪‬‬
‫ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟـ ‪ .louvers‬ﺃﺛﻨﺎء ﺍﻟﻌﺮﺽ ﻳﻨﺒﻐﻲ‬
‫ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻧﻮﺍﺭ ﺳﺎﻃﻌﺔ ﻟﺘﻔﺎﻋﻞ ﺍﻟﻄﻼﺏ ﻭﻟﻴﺴﺖ ﺧﺎﻓﺘﺔ ﻟﺘﺪﻭﻳﻦ‬
‫ﺍﻟﻤﻼﺣﻈﺎﺕ. ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻷﻧﻮﺍﺭ ﻓﻲ ﻣﻨﻄﻘﺔ ﺍﻟﻄﻼﺏ ﻣﻀﺎءﺓ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﻳﺴﻘﻂ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺇﺿﺎءﺓ ﺗﻐﻄﻲ 3-5 ﺃﻗﺪﺍﻡ. ﻟﺠﻌﻞ ﺍﻹﺿﺎءﺓ ﻏﻴﺮ‬
‫ﻣﺒﺎﺷﺮﺓ. ﻭﻳﺤﺘﺎﺝ ﺍﻷﺳﺘﺎﺫ ﺇﻟﻰ ﺇﺿﺎءﺓ ﻛﺎﻓﻴﺔ ﻓﻲ ﻣﻨﺒﺮ ﺍﻟﺤﺎﺳﺐ ﺇﻥ ﺇﺿﺎﻓﺔ‬
‫‪ parabolic louvers‬ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻘﻠﻞ ﻣﻦ ﺍﻟﻠﻤﻌﺎﻥ ﻭﺍﻹﺿﺎءﺓ ﻋﻠﻰ‬
                                               ‫ﺷﺎﺷﺔ ﺍﻟﻌﺮﺽ.‬
‫ﻭﺟﻮﺩ ﺃﺯﺭﺍﺭ ﻟﻠﺘﺤﻜﻢ ﻓﻲ ﺃﻧﻮﺍﺭ ﺍﻟﺴﺒﻮﺭﺓ ﺃﺛﻨﺎء ﻋﺮﺽ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫‪‬‬
        ‫ﻣﻦ ﺍﻟﺤﺎﺳﺐ، ﻟﻴﺘﻤﻜﻦ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﻟﻘﺮﺍءﺓ ﺩﻭﻥ ﺇﺿﺎءﺓ ﺍﻟﺸﺎﺷﺔ.‬

‫ﻭﺿﻊ ﺍﻷﺳﻤﺎء ﻋﻠﻰ ﺃﺯﺭﺍﺭ ﺍﻷﻧﻮﺍﺭ ﺣﺘﻰ ﻳﻌﺮﻑ ﺍﻷﺳﺎﺗﺬﺓ ﺃﻱ ﺃﺯﺭﺍﺭ‬     ‫‪‬‬
                                            ‫ﺗﺘﺤﻜﻢ ﻓﻲ ﺃﻱ ﻧﻮﺭ.‬

‫ﻭﺿﻊ ﺳﺘﺎﺋﺮ ﻋﻠﻰ ﺍﻟﻨﻮﺍﻓﺬ ﻟﺘﻘﻠﻴﻞ ﺍﻟﻀﻮء ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺍﻟﺨﺎﺭﺝ. ﻭﺗﻜﻮﻥ‬ ‫‪‬‬
          ‫ﺍﻟﺴﺘﺎﺋﺮ ﻣﻌﺪﻧﻴﺔ ﻭﻣﻦ ﺍﻟﻘﻤﺎﺵ ﻟﺘﻌﺘﻴﻢ ﺍﻟﻔﺼﻞ ﺣﺴﺐ ﺍﻟﺤﺎﺟﺔ.‬

‫ﻭﺿﻊ ﻣﻨﺒﺮ ﺻﻐﻴﺮ ﻓﻲ ﺍﻟﺮﻛﻦ ﺍﻷﻣﺎﻣﻲ ﺑﻪ ﻗﺎﺑﺲ ﻛﻬﺮﺑﺎء ﻭ‪data jack‬‬    ‫‪‬‬
                                              ‫ﻭﺗﻮﺻﻴﻠﺔ ﻟﻠﻌﺮﺽ.‬

‫ﺗﻌﻠﻴﻖ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻓﻲ ﺍﻟﺴﻘﻒ ﺑﺤﻴﺚ ﻳﺒﻌﺪ ﻋﻦ‬ ‫‪‬‬
                   ‫ﺍﻟﺸﺎﺷﺔ ﻣﺴﺎﻓﺔ ﺗﻌﺎﺩﻝ ﺿﻌﻒ ﻋﺮﺽ ﺍﻟﺸﺎﺷﺔ.‬

‫ﺗﺜﺒﺖ ﺃﺯﺭﺍﺭ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻭﺟﻬﺎﺯ ﻋﺮﺽ‬  ‫‪‬‬
‫ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ. ﻭﻳﺤﺘﺎﺝ ﺍﻷﺳﺎﺗﺬﺓ ﺇﻟﻰ‬
‫ﻭﺟﻮﺩ ﺃﺯﺭﺍﺭ ﻓﻲ ﺍﻟﻔﺼﻞ ﺗﻜﻮﻥ ﻓﻲ ﻣﺴﺘﻮﻯ ﺍﻟﻨﻈﺮ. ﺃﻥ ﻭﺟﻮﺩ ﺭﻑ ﺩﺍﺧﻞ‬
                                         ‫ﺍﻟﺠﺪﺍﺭ ﻳﻤﻜﻦ ﺳﺤﺒﻪ.‬

‫ﻭﺟﻮﺩ ﻭﺳﻴﻠﺔ ﺗﺤﻜﻢ ﻓﻲ ﺍﻟﺤﺎﺳﺐ ﺧﺎﺻﺔ ﺑﻤﻘﺪﻡ ﺍﻟﻌﺮﺽ.ﺣﻴﺚ‬   ‫‪‬‬
‫ﻳﺤﺘﺎﺝ ﺍﻷﺳﺎﺗﺬﺓ ﺇﻟﻰ ﻋﺮﺽ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ،‬
‫ﻭﻳﺤﺘﺎﺟﻮﻥ ﺇﻟﻰ ﺇﺭﺳﺎﻝ ﺻﻮﺭ ﺣﺎﺳﺐ ﻣﺨﺘﺎﺭﺓ ﺇﻟﻰ ﺷﺎﺷﺎﺕ ﺃﺟﻬﺰﺓ‬
                                             ‫ﺍﻟﻄﻼﺏ.‬

‫ﺗﺤﺪﻳﺪ ﻃﺮﻳﻘﺔ ﺗﺮﺗﻴﺐ ﺍﻟﻔﺼﻞ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ: ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺘﻘﻄﻊ‬           ‫‪‬‬
‫ﻟﻠﻤﺤﺎﻛﺎﺓ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺑﺤﺎﺙ ﻭﺩﺭﻭﺱ ﺍﻟﻜﺘﺎﺑﺔ ﻳﺤﺘﻢ ﺗﺮﺗﻴﺐ ﺃﺟﻬﺰﺓ‬
‫ﺍﻟﺤﺎﺳﺐ ﻓﻲ ﺍﻟﻔﺼﻞ ﺑﺤﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺭﺅﻳﺔ ﺟﻤﻴﻊ ﺷﺎﺷﺎﺕ‬
‫ﺍﻟﺤﺎﺳﺐ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﻄﻼﺏ. ﺃﻣﺎ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺪﺍﺋﻢ ﻷﺟﻬﺰﺓ ﺍﻟﺤﺎﺳﺐ ﻓﻲ‬
‫ﺍﻟﺪﺭﻭﺱ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﻤﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻷﺟﻮﺑﺔ ﻳﺘﻄﻠﺐ ﺃﻥ ﻳﺮﻯ‬
‫ﺍﻟﻄﻼﺏ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ ﻣﻦ ﻓﻮﻕ ﺷﺎﺷﺎﺕ ﺍﻟﺤﺎﺳﺐ. ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﺃﺟﻬﺰﺓ ﺍﻟﺤﺎﺳﺐ ﻏﺎﺋﺮﺓ ﻭﻣﺎﺋﻠﺔ ﻓﻲ ﺍﻟﻄﺎﻭﻟﺔ ﻭﺗﺮﺗﻔﻊ ﻋﻦ ﺳﻄﺢ‬
‫ﺍﻟﻄﺎﻭﻟﺔ ﺑﻤﻘﺪﺍﺭ 9 ﺑﻮﺻﺎﺕ. ﻭﺃﻥ ﺗﺴﻤﺢ ﻛﻞ ﻃﺎﻭﻟﺔ ﻋﻤﻞ ﺑﻤﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ‬
‫ﺗﺘﺴﻊ ﻟﻠﺠﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﻭﻣﻠﺤﻘﺎﺗﻪ ﻭﻷﻭﺭﺍﻕ ﺍﻟﻄﺎﻟﺐ ﻭﺩﻓﺎﺗﺮﻩ. ﻭﺗﻜﻔﻲ‬
‫ﻣﺴﺎﺣﺔ 03‪ 36X‬ﺑﻮﺻﺔ، ﻭﻳﻔﻀﻞ ﺍﻥ ﺗﺨﺼﺺ ﻟﻜﻞ ﻃﺎﻟﺐ ﻣﺴﺎﺣﺔ ﻣﻘﺪﺍﺭﻫﺎ‬
                                                  ‫04‪ 48 X‬ﺑﻮﺻﺔ.‬

‫ﺣﺘﻰ ﻳﻘﻮﻡ ﺍﻷﺳﺎﺗﺬﺓ ﺑﺘﻘﺪﻳﻢ ﻋﺮﻭﺿﻬﻢ ﺑﺘﻠﻘﺎﺋﻴﺔ، ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬   ‫‪‬‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﺑﺴﻴﻄﺔ ﻭﺳﻬﻠﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ، ﺃﻥ ﺗﻜﻮﻥ ﻣﺼﺪﺭ‬
‫ﺍﻟﻬﺎﻡ ﻟﻠﻤﺴﺘﺨﺪﻡ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻻﺭﺗﺠﺎﻝ ﻭﺍﻟﺘﻠﻘﺎﺋﻴﺔ ﻭﻣﺸﺎﺭﻛﺔ‬
                                                ‫ﺍﻟﺠﻤﻬﻮﺭ.‬

‫ﺗﻌﻠﻖ ﺃﺟﻬﺰﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻋﻠﻰ ﺑﻌﺪ 25" ﺑﻮﺻﺔ ﻣﻦ ﺍﻷﺭﺽ. ﻭﻳﻨﺒﻐﻲ‬    ‫‪‬‬
‫ﺃﻥ ﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﻟﻤﺸﺎﻫﺪﺓ ﻣﺮﻳﺤﺔ، ﻭﺍﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﻧﻈﺮ ﺍﻟﻄﻼﺏ ﺇﻟﻰ‬
              ‫ﺷﺎﺷﺔ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺗﻌﺎﺩﻝ ﻧﻔﺲ ﻣﺴﺘﻮﻯ ﺭﺃﺱ ﺍﻷﺳﺘﺎﺫ.‬

‫ﺇﺿﺎﻓﺔ ﻃﺎﻭﻟﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻄﻲ ﺇﻟﻰ ﺍﻷﺳﻔﻞ ﻓﻲ ﻣﺆﺧﺮﺓ ﺍﻟﻔﺼﻞ ﻟﻮﺿﻊ‬        ‫‪‬‬
‫ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﺃﻭ ﺍﻷﻓﻼﻡ. ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻃﻮﻟﻬﺎ 61 ﺑﻮﺻﺔ ﻭﻋﺮﺿﻬﺎ‬
‫82 ﺑﻮﺻﺔ ﻭﺍﺭﺗﻔﺎﻋﻬﺎ ﻋﻦ ﺍﻷﺭﺽ 05 ﺑﻮﺻﺔ، ﻭﺗﻜﻔﻲ ﻟﺤﻤﻞ ﺟﻬﺎﺯﻱ ﻋﺮﺽ‬
                                        ‫ﺷﺮﺍﺋﺢ ﻟﻤﻘﺎﺭﻧﺔ ﺍﻟﺼﻮﺭ.‬

‫ﻳﻨﺒﻐﻲ ﻭﺿﻊ ‪ rails‬ﺧﻠﻒ ﺍﻟﻜﺮﺍﺳﻲ ﻓﻲ ﺍﻟﻔﺼﻞ ﻟﺘﻤﻨﻊ ﺍﺭﺗﻄﺎﻣﻬﺎ ﻓﻲ‬    ‫‪‬‬
‫ﺍﻟﺠﺪﺭﺍﻥ. ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻋﺮﺿﻬﺎ 8 ﺑﻮﺻﺔ ﻭﺍﺭﺗﻔﺎﻋﻬﺎ 52 ﺑﻮﺻﺔ ﻟﺘﻤﺴﻚ ﺑﻈﻬﺮ‬
‫ﺍﻟﻤﻘﻌﺪ ﻭﺣﺎﻓﺔ ﺫﺭﺍﻉ ﻃﺎﻭﻟﺔ ﺍﻟﻜﺘﺎﺑﺔ. ﻛﻤﺎ ﺃﻥ ﻓﺮﺵ ﻗﻤﺎﺵ ﺳﻴﻤﺘﺺ‬
                                                    ‫ﺍﻷﺻﻮﺍﺕ.‬

‫ﺗﻘﻠﻴﻞ ﺍﻷﺻﻮﺍﺕ ﺍﻟﺨﺎﺭﺟﻴﺔ ﺑﺪﻻ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻴﻜﺮﻭﻓﻮﻥ ﻟﻠﺘﻐﻠﺐ‬            ‫‪‬‬
‫ﻋﻠﻰ ﺍﻷﺻﻮﺍﺕ. ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺻﻮﺕ ﻧﻘﻲ ﻟﻠﻤﺪﺭﺱ، ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ‬
   ‫ﻫﻨﺎﻙ ﺗﻬﻮﻳﺔ ﻫﺎﺩﺋﺔ، ﻭﺃﻧﻮﺍﺭ ﻓﻠﻮﺭﻳﺴﻨﺖ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻣﺎﺩﺓ ﻋﺎﺯﻟﺔ ﻟﻠﺼﻮﺕ.‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺫﻭ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺮﻛﺰﻱ ﻓﻬﻮ ﻓﺼﻞ ﺩﺭﺍﺳﻲ‬          ‫‪‬‬
‫ﻳﺴﺘﺨﺪﻣﻪ ﻣﺠﻤﻮﻋﻪ ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻣﻦ ﺗﺨﺼﺼﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻭﺃﺳﺎﻟﻴﺐ‬
‫ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ. ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﺼﻤﻴﻢ ﺷﺎﻣﻼ ﻭﻳﻘﺪﻡ‬
‫ﺧﻴﺎﺭﺍﺕ ﻛﺜﻴﺮﺓ، ﻭﻳﺴﺘﺒﻌﺪ ﺍﻟﺨﻴﺎﺭﺍﺕ ﺍﻟﻘﻠﻴﻠﺔ. ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ‬
‫ﺍﻟﻤﺮﺗﻔﻌﺔ ﺍﻟﺜﻤﻦ ﻭﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻋﻠﻰ ﺍﻟﻤﺪﻯ ﺍﻟﻄﻮﻳﻞ ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﻋﺎﻣﺔ.‬
                   ‫ﺃﻣﺎ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﺮﺧﻴﺼﺔ ﻓﻴﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺤﺪﺩﺓ.‬

               ‫ﻣﻌﺎﻳﻴﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ‬

 ‫ﻫﻞ ﻳﻤﻜﻦ ﺭﺅﻳﺔ ﺍﻟﺼﻮﺭ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻷﻧﻮﺍﺭ ﻣﻀﺎءﺓ؟‬        ‫‪o‬‬

  ‫ﻫﻞ ﺟﻤﻴﻊ ﺃﺯﺭﺍﺭ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﻟﻔﺼﻞ ﺑﻤﺴﺘﻮﻯ ﺍﻟﺬﺭﺍﻉ؟ ﻳﻨﺒﻐﻲ ﺃﻥ‬   ‫‪o‬‬
     ‫ﻳﻜﻮﻥ ﺍﻷﺳﺘﺎﺫ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺗﺸﻐﻴﻞ ﺟﻤﻴﻊ ﺍﻷﺟﻬﺰﺓ ﺩﻭﻥ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ‬
                        ‫ﺍﻻﻧﺒﻄﺎﺡ ﻋﻠﻰ ﺍﻷﺭﺽ ﺃﻭ ﺍﻟﺘﻌﺜﺮ ﻓﻲ ﺍﻟﻈﻼﻡ.‬

  ‫ﻫﻞ ﺍﻟﺘﻮﺻﻴﻼﺕ ‪ conduit‬ﻛﺎﻓﻴﺔ ﻟﺠﻤﻴﻊ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ‬   ‫‪o‬‬
                                                        ‫ﺍﻟﻔﺼﻞ؟‬
‫ﻫﻞ ﻳﻤﻜﻦ ﻋﺮﺽ ﺍﻟﺼﻮﺭ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻓﻲ‬   ‫‪o‬‬
                                              ‫ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ؟‬

 ‫ﻫﻞ ﻳﻮﺟﺪ ﺷﺎﺷﺔ ‪ trough‬ﺗﺴﻤﺢ ﺑﺈﺟﺮﺍء ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻓﻲ ﺍﻟﺸﺎﺷﺔ‬  ‫‪o‬‬
                                                ‫ﻣﺴﺘﻘﺒﻼ؟‬

    ‫ﻫﻞ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺇﺣﻀﺎﺭ ﺟﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﻭﻋﺮﺽ‬   ‫‪o‬‬
                                       ‫ﺍﻟﺼﻮﺭ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ؟‬

‫ﻫﻞ ﻳﻤﻜﻦ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻋﺮﺽ ﺍﻟﺤﺎﺳﺐ ﺇﻟﻰ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﻓﻴﺪﻳﻮ؟‬            ‫‪o‬‬

  ‫ﻫﻞ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﺳﻤﺎﻉ ﻣﻘﺪﻡ ﺍﻟﻌﺮﺽ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬   ‫‪o‬‬
                                                   ‫ﺑﻮﺿﻮﺡ؟‬

                       ‫ﻫﻞ ﺍﻟﺠﺪﺍﺭ ﺍﻟﻌﺮﻳﺾ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ؟‬       ‫‪o‬‬

  ‫ﻫﻞ ﻫﻨﺎﻙ ﻓﺘﺤﺎﺕ ﺻﻐﻴﺮﺓ ﻓﻲ ﺍﻟﺒﺎﺏ ﻟﻠﺮﺅﻳﺔ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﻣﻦ‬       ‫‪o‬‬
 ‫ﺧﻼﻟﻬﺎ ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺼﻞ ﻓﻲ ﺣﺎﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻡ ﻻ؟ ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬
      ‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻔﺘﺤﺎﺕ ﺿﻴﻘﺔ ﺑﺤﻴﺚ ﺗﻤﻨﻊ ﺗﺴﺮﺏ ﺍﻟﻀﻮء ﻣﻦ ﺍﻟﻤﻤﺮ.‬

   ‫ﻫﻞ ﻣﻘﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻣﺘﺪﺭﺟﺔ ﻓﻲ ﺍﻻﺭﺗﻔﺎﻉ ﺑﺤﻴﺚ ﻳﺴﺘﻐﻨﻰ ﻋﻦ‬    ‫‪o‬‬
                                           ‫ﻣﻨﺼﺔ ﺍﻷﺳﺘﺎﺫ؟‬

‫ﻫﻞ ﻫﻨﺎﻙ ﻣﺴﺎﺣﺔ ﺧﺎﻟﻴﺔ ﻛﺎﻓﻴﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻟﻠﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ‬   ‫‪o‬‬
                                              ‫)ﻓﻮﻕ ﺍﻟﺮﺃﺱ(؟‬

                           ‫ﻫﻞ ﻫﻨﺎﻙ ﺳﺒﻮﺭﺍﺕ ﻃﺒﺎﺷﻴﺮ ﻛﺎﻓﻴﺔ؟‬       ‫‪o‬‬

      ‫ﻫﻞ ﺍﻟﻄﻼﺏ ﻣﺰﻭﺩﻭﻥ ﺑﻄﺎﻭﻟﺔ ﻛﺘﺎﺑﺔ ﻛﺒﻴﺮ ﺑﻤﺎ ﻓﻴﻪ ﺍﻟﻜﻔﺎﻳﺔ ﻛﻤﺎ‬   ‫‪o‬‬
                                                         ‫ﻳﻔﻀﻠﻮﻥ؟‬

      ‫ﻫﻞ ﻫﻨﺎﻙ ﺩﺭﺍﺑﺰﻳﻦ ﺣﻮﻝ ﺍﻟﻔﻀﻞ ﻟﺘﻤﻨﻊ ﺍﻟﻜﺮﺍﺳﻲ ﻣﻦ ﺇﺣﺪﺍﺙ‬  ‫‪o‬‬
                                    ‫ﺧﺪﻭﺵ ﻭﺣﻔﺮ ﻓﻲ ﺍﻟﺠﺪﺭﺍﻥ؟‬

    ‫ﻫﻞ ﺟﻬﺎﺯ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻣﻌﻠﻖ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ 25 ﺑﻮﺻﺔ ﻣﻦ ﺍﻷﺭﺽ؟‬        ‫‪o‬‬

   ‫ﻫﻞ ﻫﻨﺎﻙ ﻋﺪﺓ ﺷﺎﺷﺎﺕ ﻋﺮﺽ ﺻﻐﻴﺮﺓ ﺑﺪﻻ ﻣﻦ ﺷﺎﺷﺔ ﻭﺍﺣﺪﺓ‬    ‫‪o‬‬
                                               ‫ﻛﺒﻴﺮﺓ؟‬
‫ﻫﻞ ﺍﻟﺸﺎﺷﺔ ﻣﻌﻠﻘﺔ ﻭﻣﺜﺒﺘﺔ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻣﻨﺎﺳﺐ ﺑﺤﻴﺚ ﻳﺮﻯ‬    ‫‪o‬‬
                                  ‫ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ ﺃﺳﻔﻞ ﺍﻟﺼﻮﺭﺓ؟‬

      ‫ﻫﻞ ﻳﻤﻜﻦ ﺇﺿﺎءﺓ ﺃﻧﻮﺍﺭ ﺍﻟﻔﺼﻞ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺻﻔﻮﻑ ﻣﻮﺍﺯﻳﺔ‬   ‫‪o‬‬
                                               ‫ﻟﻤﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ؟‬

                ‫ﻫﻞ ﺗﻢ ﺗﻘﻠﻴﻞ ﺍﻟﻮﻫﺞ ﺍﻟﻨﺎﺟﻢ ﻋﻦ ﺃﻧﻮﺍﺭ ﺍﻟﺴﻘﻒ؟‬   ‫‪o‬‬

           ‫ﻫﻞ ﻣﺴﻤﻴﺎﺕ ﻣﻔﺎﺗﻴﺢ ﺍﻷﻧﻮﺍﺭ ﻣﺤﻔﻮﺭﺓ ﻋﻠﻰ ﺃﻏﻄﻴﺘﻬﺎ؟‬     ‫‪o‬‬

                    ‫ﻫﻞ ﺗﻘﻠﻞ ﺃﻏﻄﻴﺔ ﺍﻟﻨﻮﺍﻓﺬ ﺍﻟﻀﻮء ﺍﻟﺨﺎﺭﺟﻲ؟‬   ‫‪o‬‬

     ‫ﻫﻞ ﻳﻮﺟﺪ ﻓﻲ ﺍﻟﻔﺼﻞ ﻃﺎﻭﻟﺔ ﺻﻐﻴﺮﺓ ﻟﻸﺳﺘﺎﺫ ﻣﺴﺎﺣﺘﻬﺎ 2‪5X‬‬  ‫‪o‬‬
                                                   ‫ﺑﻮﺻﺔ؟‬

     ‫ﻫﻞ ﻳﻮﺟﺪ ﻓﻲ ﻣﺆﺧﺮﺓ ﺍﻟﻔﺼﻞ ﻃﺎﻭﻟﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺜﻨﻲ ﺇﻟﻰ ﺃﺳﻔﻞ‬ ‫‪o‬‬
        ‫)ﻣﻘﺎﺱ 61‪ 25X‬ﺑﻮﺻﺔ( ﻟﻮﺿﻊ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺍﻷﻓﻼﻡ؟‬

 ‫ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﺤﻞ ﻃﺎﻭﻟﺔ ﻣﻔﺘﻮﺣﺔ ﻓﻲ ﻣﺆﺧﺮﺓ ﺍﻟﻔﺼﻞ ﻣﺤﻞ ﻗﻤﺮﺓ‬   ‫‪o‬‬
                                                   ‫ﺍﻟﻌﺮﺽ؟‬

‫ﻫﻞ ﻳﻮﺟﺪ ﻟﻮﺣﺎﺕ ﺇﻋﻼﻧﺎﺕ ﻣﻌﻠﻘﺔ ﻋﻠﻰ ﺍﻟﺠﺪﺭﺍﻥ ﺧﺎﺭﺝ ﺑﺎﺏ ﺍﻟﻔﺼﻞ؟‬     ‫‪o‬‬

‫ﺃﻥ ﻳﻜﻮﻥ ﺍﻷﺳﺘﺎﺫ ﻭﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﺤﺮﻙ ﻓﻲ ﺃﺭﺟﺎء ﺍﻟﻐﺮﻓﺔ؟‬   ‫‪o‬‬

‫ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﺤﻜﻢ ﺗﻔﺎﻋﻠﻲ ﺗﺤﺖ ﺗﺼﺮﻑ ﻣﻘﺪﻡ ﺍﻟﻌﺮﺽ ﺑﺤﻴﺚ‬   ‫‪o‬‬
               ‫ﻳﺴﺘﻄﻴﻊ ﻋﺮﺽ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ.‬

‫ﻫﻞ ﻃﺮﻳﻘﺔ ﺗﺮﺗﻴﺐ ﺍﻷﺛﺎﺙ ﺗﺘﻨﺎﺳﺐ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ‬       ‫‪o‬‬
‫ﺍﻟﻔﺼﻞ: ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺤﺎﻛﺎﺓ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﺳﺘﻘﺼﺎءﺍﺕ‬
‫ﻭﺣﺼﺺ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺤﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺭﺅﻳﺔ ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ. ﻭﻳﺘﻄﻠﺐ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﺐ ﻓﻲ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻰ‬
‫ﺍﻷﺳﺌﻠﺔ ﻭﺍﻷﺟﻮﺑﺔ ﻭﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺠﺪﻝ ﺃﻥ ﻳﺮﻯ ﺍﻟﻄﻼﺏ‬
‫ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ ﻣﻦ ﻓﻮﻕ ﺍﻟﺤﺎﺳﺒﺎﺕ. ﺍﺳﺘﺨﺪﺍﻡ ﺷﺎﺷﺎﺕ ﻏﺎﺋﺮﺓ ﺑﺤﻴﺚ‬
                       ‫ﺗﻜﻮﻥ ﺍﺭﺗﻔﺎﻋﻬﺎ 9 ﺑﻮﺻﺔ ﻋﻦ ﺳﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ.‬

‫ﻫﻞ ﻫﻨﺎﻙ ﻣﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ ﻟﻌﻤﻞ ﺍﻟﻄﻼﺏ )ﻷﻧﺸﻄﺔ ﺍﻟﻄﻼﺏ(،‬           ‫‪o‬‬
‫ﻭﻟﻠﺤﺎﺳﺐ ﻭﻣﻠﺤﻘﺎﺗﻪ ﻭﺃﻭﺭﺍﻕ ﺍﻟﻄﺎﻟﺐ )03 63‪ X‬ﺑﻮﺻﺔ( ﻭﻳﻔﻀﻞ ﺃﻥ ﺗﻜﻮﻥ‬
                                     ‫ﺍﻟﻤﺴﺎﺣﺔ 04‪ 48 X‬ﺑﻮﺻﺔ.‬
‫ﺩﻭﺭ ﺍﻷﺳﺎﺗﺬﺓ‬

‫ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺟﻬﺰﺓ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﺑﻨﻔﺴﻪ. ﻭﻣﺎ‬        ‫‪‬‬
‫ﻋﻠﻴﻪ ﺳﻮﻯ ﺃﻥ ﻳﺤﻀﺮ ﺟﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﺇﻟﻰ ﺍﻟﻔﺼﻞ ﺍﻟﺬﻛﻲ،‬
‫ﻭﻳﻜﻮﻥ ﻣﺰﻭﺩﺍ ﺑﺎﻹﻋﺪﺍﺩﺍﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﺍﻟﻤﻠﻔﺎﺕ ﺍﻟﻼﺯﻣﺔ. ﻭﻳﺤﺘﺎﺝ ﺟﻬﺎﺯ‬
‫ﺍﻟﻌﺮﺽ ﺍﻟﻤﺜﺒﺖ ﻓﻲ ﺍﻟﺴﻘﻒ ﺇﻟﻰ ﺗﻮﺻﻴﻞ ﺟﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ‬
                    ‫ﻭﺑﺎﻟﻤﻨﺒﺮ ﺍﻟﻤﻮﺟﻮﺩ ﻓﻲ ﺍﻟﻔﺼﻞ ﺑﺴﻠﻚ ﻭﺍﺣﺪ ﻓﻘﻂ.‬

                                   ‫ﺗﺤﻀﻴﺮ ﻋﺮﻭﺽ ﺑﺎﻭﺭﺑﻮﻳﻨﺖ.‬    ‫‪‬‬

                 ‫ﺗﺤﻀﻴﺮ ﺍﻟﻤﻮﺍﻗﻊ ﺍﻟﺘﻲ ﻳﻮﺩ ﺇﻃﻼﻉ ﺍﻟﻄﻼﺏ ﻋﻠﻴﻬﺎ.‬   ‫‪‬‬

‫ﺗﻮﺻﻴﻞ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﺑﺠﻬﺎﺯ ﻋﺮﺽ ‪ LCD‬ﺍﻟﻤﺜﺒﺖ ﻓﻲ ﺍﻟﺴﻘﻒ‬   ‫‪‬‬
                                            ‫ﺑﺴﻠﻚ ﻭﺍﺣﺪ.‬

       ‫ﺗﺸﻐﻴﻞ ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﻓﻲ ﺍﻟﻘﺎﻋﺔ ﻣﺜﻞ ‪ LCD‬ﻭﺟﻬﺎﺯ ﻋﺮﺽ‬      ‫‪‬‬
         ‫ﺍﻟﺸﺮﺍﺋﺢ ﻭﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ ﻭﺍﻷﻓﻼﻡ ﻭﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﻏﻴﺮﻫﺎ.‬

                                ‫ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ‪.POLICON‬‬      ‫‪‬‬

                                         ‫ﺍﻻﺗﺼﺎﻝ ﺑﺎﻻﻧﺘﺮﻧﺖ.‬   ‫‪‬‬

                               ‫ﺗﺤﻤﻴﻞ ﺍﻟﻤﻠﻔﺎﺕ ﻣﻦ ﺍﻻﻧﺘﺮﻧﺖ.‬    ‫‪‬‬

            ‫ﻧﻘﻞ ﺍﻟﻤﻠﻔﺎﺕ ﻣﻦ ﺟﻬﺎﺯ ﺍﻷﺳﺘﺎﺫ ﺇﻟﻰ ﺃﺟﻬﺰﺓ ﺍﻟﻄﻼﺏ.‬     ‫‪‬‬

                        ‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﻓﻲ ﺇﺟﺮﺍء ﻋﺮﻭﺿﻬﻢ.‬       ‫‪‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﺍﻟﺘﺤﻜﻢ ﺍﻟﻤﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﺍﻷﻣﺎﻣﻲ ﻭﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ‬   ‫‪‬‬
     ‫ﻋﻠﻰ ﺃﺯﺭﺍﺭ ﻟﻠﺘﺤﻜﻢ ﻓﻲ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ.‬
   ‫ﻭﻳﻤﻜﻦ ﺑﻬﺬﻩ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻣﺸﺎﻫﺪﺓ ﺗﻠﻔﺰﻳﻮﻥ ‪ cable TV‬ﻭﺃﺷﺮﻃﺔ ﻓﻴﺪﻳﻮ‬
‫ﻭﻋﺮﻭﺽ ﻋﻠﻰ ﺍﻟﺤﺎﺳﺐ ﻣﻦ ﻃﺎﻭﻻﺕ ﻋﻤﻞ ﺑﻬﺎ ﺃﺟﻬﺰﺓ ﻣﺎﻛﻨﺘﻮﺵ ﻭﺁﻱ ﺑﻲ‬
                                                    ‫ﺇﻡ.‬

                   ‫ﺍﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﺍﻟﺘﺤﻜﻢ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻷﻧﻮﺍﺭ.‬   ‫‪‬‬

             ‫ﺍﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﺍﻟﺘﺤﻜﻢ ﺍﻟﺨﺎﺻﺔ ﺑﺄﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ.‬    ‫‪‬‬

                                    ‫ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﻟﺼﻮﺕ.‬     ‫‪‬‬

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الفصول الذكية

  • 1. ‫ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ‬ ‫)1( ﻓﺼﻮﻝ ﻣﺰﻭﺩﺓ ﺑﺠﻬﺎﺯ ﺗﻠﻔﺰﻳﻮﻥ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﻓﻴﺪﻳﻮ ﻭﺷﺎﺷﺎﺕ ﻭﺟﻬﺎﺯ‬ ‫ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ. ﺩﻭﻻﺏ ﻟﺤﻔﻆ ﺍﻷﺟﻬﺰﺓ، ﺷﺎﺷﺎﺕ‬ ‫ﻋﺮﺽ، ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ، ﺗﻠﻔﺰﻳﻮﻥ ﻭﺟﻬﺎﺯ ﻟﻌﺮﺽ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ،‬ ‫ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ، ﻃﺎﻭﻟﺔ ﻋﺮﺽ ﻗﺎﺑﻠﺔ ﻟﻠﺜﻨﻲ ﻓﻲ ﻣﺆﺧﺮﺓ‬ ‫ﺍﻟﻔﺼﻞ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﻓﻼﻡ 61 ﻣﻠﻢ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ 53ﻣﻠﻢ. ﻭﻣﻦ‬ ‫ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﺘﻲ ﻳﻄﻠﺒﻬﺎ ﺍﻷﺳﺎﺗﺬﺓ ﻓﻲ ﺍﻟﻔﺼﻞ: ﺍﻟﺴﺒﻮﺭﺍﺕ، ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ‬ ‫ﺍﻟﻌﻠﻮﻱ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ، ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﻟﺘﻠﻔﺰﻳﻮﻥ،‬ ‫ﻭﻣﺴﺠﻞ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻷﻓﻼﻡ ﻭﺃﺟﻬﺰﺓ ﺗﺸﻐﻴﻞ ﺍﺳﻄﻮﺍﻧﺎﺕ ﺍﻟﻔﻴﺪﻳﻮ‬ ‫ﻭﻣﺆﺷﺮﺍﺕ ﺍﻟﻠﻴﺰﺭ ﻭﺃﺟﻬﺰﺓ ﻋﺮﺽ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﻭﻏﻴﺮﻫﺎ ﻣﻦ ﺃﺟﻬﺰﺓ‬ ‫ﺍﻟﻌﺮﺽ ﺍﻟﻤﺮﺋﻲ ﻭﻳﻨﺒﻐﻲ ﺗﻮﻓﻴﺮﻫﺎ ﻟﻬﻢ ﻋﻨﺪ ﺍﻟﻄﻠﺐ.‬ ‫)2( ﻓﺼﻮﻝ ﻣﺰﻭﺩﺓ ﺑﺈﻣﻜﺎﻧﻴﺎﺕ ﺍﻟﻌﺮﺽ ﺍﻟﺬﻛﻲ ﻭﺑﻬﺎ ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ‬ ‫ﺍﻟﻔﻴﺪﻳﻮ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻭﻣﻨﺒﺮ ﻭﻟﻮﺣﺔ ﺗﺤﻜﻢ ﻓﻲ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﻘﺪﻡ ﻋﺮﺽ‬ ‫ﻣﺨﺮﺟﺎﺕ ﺍﻟﺤﺎﺳﺐ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ ﻭﺑﻪ ﺟﻬﺎﺯ ﻋﺮﺽ ﻟﻠﺸﺮﺍﺋﺢ ﻭﺟﻬﺎﺯ‬ ‫ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ.‬ ‫)3( ﻓﺼﻮﻝ ﺫﺍﺕ ﺣﺎﺳﺒﺎﺕ ﺗﻔﺎﻋﻠﻴﺔ ﺗﺤﺘﻮﻱ ﻛﻞ ﻃﺎﻭﻟﺔ ﻋﻤﻞ ﻓﻴﻬﺎ ﻋﻠﻰ‬ ‫ﺟﻬﺎﺯ ﺣﺎﺳﺐ، ﻭﻃﺎﻭﻟﺔ ﻋﻤﻞ ﺭﺋﻴﺴﺔ ﺑﻬﺎ ﺣﺎﺳﺐ ﻟﻠﻤﺪﺭﺱ، ﻭﺇﻣﻜﺎﻧﻴﺔ‬ ‫ﺍﻟﻌﺮﺽ ﻣﻦ ﺩﺍﺧﻞ ﺃﺟﻬﺰﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻭﺇﺭﺳﺎﻝ ﺻﻮﺭ ﻣﺨﺘﺎﺭﺓ‬ ‫ﺇﻟﻰ ﺣﺎﺳﺒﺎﺕ ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ. ﻭﺑﻬﺎ ﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺟﻬﺎﺯ‬ ‫ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ، ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ‬ ‫ﻭﻣﻨﺒﺮ ﻭﻟﻮﺣﺔ ﺗﺤﻜﻢ ﻓﻲ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ.‬ ‫)4( ﻓﺼﻮﻝ ﺑﻬﺎ ﺇﻣﻜﺎﻧﻴﺔ ﻋﺮﺽ ﺍﻟﺼﻮﺭ ﻣﻦ ﻭﺍﻟﻰ ﻗﺎﻋﺘﻴﻦ )ﺑﺎﺗﺠﺎﻫﻴﻦ(: ﻭﺑﻬﺎ‬ ‫ﻛﺎﻣﻴﺮﺍﺕ ﺗﻠﻔﺰﻳﻮﻧﻴﺔ، ﻭﻣﻴﻜﺮﻭﻓﻮﻧﺎﺕ ﻭ‪ codec‬ﻟﻀﻐﻂ ﺍﻟﺼﻮﺭ، ﻭﺟﻬﺎﺯ ﻋﺮﺽ‬ ‫ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻭﻣﻨﺒﺮ ﻭﻟﻮﺣﺔ ﺗﺤﻜﻢ ﻓﻲ‬ ‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﻤﺪﺭﺱ ﺃﻥ ﻳﻌﺮﺽ‬ ‫ﻣﺨﺮﺟﺎﺕ ﺍﻟﺤﺎﺳﺐ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ. ﻭﺑﻪ ﺃﻳﻀﺎ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ‬ ‫ﻭﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ.‬ ‫ﺃﺳﺲ ﺗﺼﻤﻴﻢ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ‬ ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﻣﺼﻤﻤﺔ ﻟﺘﻠﺒﻴﺔ ﺍﻟﻄﻠﺒﺎﺕ ﺍﻟﻤﺘﻨﻮﻋﺔ‬ ‫‪‬‬ ‫ﻷﻋﻀﺎء ﻫﻴﺌﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﺜﻞ: ﺷﺎﺷﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ، ﻣﻔﺎﺗﻴﺢ‬ ‫ﻟﻠﺘﺤﻜﻢ ﻓﻲ ﺍﻷﻧﻮﺍﺭ ﺍﻟﻤﻮﺍﺯﻳﺔ ﻟﻤﻘﺪﻣﺔ ﺍﻟﻘﺎﻋﺔ ﻭﺍﻟﻨﻮﺍﻓﺬ ﻟﺘﻘﻠﻴﻞ ﺍﻟﻀﻮء‬ ‫ﺍﻟﺴﺎﻗﻂ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ، ﻃﺎﻭﻟﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻄﻲ ﺇﻟﻰ ﺃﺳﻔﻞ ﻟﺘﻨﺎﺳﺐ ﺟﻬﺎﺯ‬
  • 2. ‫ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﺃﻭ ﺍﻷﻓﻼﻡ ﻣﺰﻭﺩﺓ ﺑﻘﺎﺑﺲ ﻛﻬﺮﺑﺎﺋﻲ ﻓﻲ ﻣﺘﻨﺎﻭﻝ ﺍﻟﻴﺪ،‬ ‫ﻃﺎﻭﻟﺔ ﺃﻭ ﻋﺮﺑﺔ ﺑﻌﺠﻼﺕ ﻟﺠﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻣﺰﻭﺩﺓ‬ ‫ﺑﻘﺎﺑﺲ ﻓﻲ ﻣﺘﻨﺎﻭﻝ ﺍﻟﻴﺪ، ﺩﻭﻻﺏ ﻟﻠﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺘﺨﺰﻳﻦ ﺟﻬﺎﺯ ﻋﺮﺽ‬ ‫ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ، ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ ﺃﻭ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺍﻷﻓﻼﻡ،‬ ‫ﻣﺴﺠﻞ، ﺟﻬﺎﺯ ﺍﺳﺘﻘﺒﺎﻝ ﺗﻠﻔﺰﻳﻮﻧﻲ ﻓﻮﻕ ﺧﺰﺍﻧﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺃﻭ ﺟﻬﺎﺯ ﻋﺮﺽ‬ ‫ﻓﻴﺪﻳﻮ ﻣﺜﺒﺖ ﻓﻲ ﺍﻟﺴﻘﻒ ﻓﻲ ﻗﺎﻋﺎﺕ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﺍﻟﻜﺒﻴﺮﺓ، ﺃﻧﻈﻤﺔ ﻋﺮﺽ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﻘﺒﺎﻝ ﺍﻹﺷﺎﺭﺍﺕ ﻣﻦ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻭﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﺍﺳﻄﻮﺍﻧﺎﺕ‬ ‫ﻟﻴﺰﺭ، ﻭ‪ ،CD-ROM‬ﻭﺣﺎﺳﺒﺎﺕ. ﻳﻨﺒﻐﻲ ﺗﻨﺴﻴﻖ ﺍﻹﻧﺎﺭﺓ ﻭﻧﻈﺎﻡ ﺍﻟﺼﻮﺕ‬ ‫ﻭﺍﻟﻤﻘﺎﻋﺪ ﺑﺤﻴﺚ ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻛﻞ ﻭﺳﻴﻠﺔ، ﻭﻳﻨﺒﻐﻲ ﺩﻣﺠﻬﺎ ﻓﻲ ﺍﻟﻔﺼﻞ‬ ‫ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﺪﺭﻭﺱ.‬ ‫ﺗﺘﺮﻙ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﻣﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ ﻹﺟﺮﺍء ﺍﻟﻌﺮﻭﺽ.‬ ‫‪‬‬ ‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺳﺒﻮﺭﺍﺕ ﻭﻋﺪﺩ ﻣﻦ ﺍﻟﺸﺎﺷﺎﺕ، ﻟﻴﻤﻜﻦ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﺒﻮﺭﺓ ﻭﻋﺮﺽ ﺍﻟﺼﻮﺭ ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ. ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻤﻜﻦ‬ ‫ﺍﻷﺳﺘﺎﺫ ﻣﻦ ﻋﺮﺽ ﺻﻮﺭ ﻣﺘﻌﺪﺩﺓ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ، ﻭﺃﻥ ﺗﺴﻤﺢ ﺑﺘﻐﻴﻴﺮ‬ ‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺍﻟﻌﺮﺽ، ﻭﺍﻥ ﻳﺘﻤﻜﻦ ﻣﻦ ﺯﻳﺎﺩﺓ ﻋﺮﺽ‬ ‫ﺍﻟﺸﺎﺷﺔ، ﻭﺃﻥ ﺗﺴﻤﺢ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺨﺎﻟﻴﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻣﻦ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ، ﻣﻊ ﻭﺟﻮﺩ ﻣﻜﺎﻥ ﻟﻠﻤﺸﻲ ﻟﻤﻦ ﻳﺘﻤﺸﻮﻥ‬ ‫ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﺃﺛﻨﺎء ﺇﻟﻘﺎء ﺍﻟﻤﺤﺎﺿﺮﺍﺕ، ﻭﻣﻜﺎﻥ ﻣﻔﺘﻮﺡ ﻹﺟﺮﺍء ﺍﻟﻌﺮﻭﺽ‬ ‫ﻭﺍﻟﺘﺠﺎﺭﺏ.‬ ‫ﺗﺘﺮﻙ ﻣﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻟﻠﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ. ﺣﻴﺚ‬ ‫‪‬‬ ‫ﻳﺘﺮﻙ ﻓﺮﺍﻉ ﻣﻘﺪﺍﺭﻩ 9 ﻗﺪﻡ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﻘﺎﻋﺔ 52 ﻗﺪﻣﺎ ﻭﺑﻬﺎ 52 ﻣﻘﻌﺪﺍ،‬ ‫ﻭﻳﺘﺮﻙ ﻓﺮﺍﻍ ﻣﻘﺪﺍﺭﻩ 11 ﻗﺪﻣﺎ ﻓﻲ ﻗﺎﻋﺔ ﻃﻮﻟﻬﺎ 53 ﻗﺪﻣﺎ ﻭﺑﻬﺎ 07 ﻣﻘﻌﺪﺍ.‬ ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻤﻜﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻣﻦ ﺍﻟﺘﺤﺮﻙ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ ﺑﺤﺮﻳﺔ.‬ ‫‪‬‬ ‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻔﺼﻮﻝ ﺍﻻﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﺍﺳﻌﺔ ﺑﺤﻴﺚ ﻳﺨﺼﺺ ﻟﻠﻄﺎﻟﺐ‬ ‫ﻣﺴﺎﺣﺔ ﻣﻘﺪﺍﺭﻫﺎ 53 ﻗﺪﻡ ﻣﺮﺑﻊ ﻭﺍﻥ ﻳﻜﻮﻥ ﺑﻬﺎ ﻛﺮﺍﺳﻲ ﻣﺘﺤﺮﻛﺔ.‬ ‫ﻳﻔﻀﻞ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻤﺴﺘﺨﺪﻣﻮﻥ ﻟﻠﻌﺮﻭﺽ ﺍﻟﻔﺼﻮﻝ ﺍﻟﻌﺮﻳﻀﺔ ﻭﻟﻴﺲ‬ ‫‪‬‬ ‫ﺍﻟﻄﻮﻳﻠﺔ ﻷﻧﻬﺎ ﺗﺠﻌﻠﻬﻢ ﻗﺮﻳﺒﻴﻦ ﻣﻦ ﺍﻟﻄﻼﺏ ﻭﻟﻮﺟﻮﺩ ﻣﻜﺎﻥ ﻭﺍﺳﻊ ﻟﻠﻌﺮﺽ‬ ‫ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ.‬ ‫ﻳﻔﻀﻞ ﺟﻌﻞ ﺻﻔﻮﻑ ﺍﻟﻤﻘﺎﻋﺪ ﻣﻨﺤﻴﺔ ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻣﻨﺼﺔ ﻟﻸﺳﺘﺎﺫ،‬ ‫‪‬‬ ‫ﻟﺘﻤﻜﻴﻨﻪ ﻣﻦ ﺍﻟﺘﻮﺍﺻﻞ ﺑﺎﻟﻌﻴﻦ ﻣﻊ ﻃﻼﺏ ﺍﻟﺼﻔﻮﻑ ﺍﻟﻤﺴﺎﺋﻴﺔ، ﻭﻷﻥ ﻣﻨﺼﺔ‬ ‫ﺍﻷﺳﺘﺎﺫ ﺗﻌﻴﻖ ﺣﺮﻛﺔ ﺍﻷﺳﺘﺎﺫ، ﻭﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻣﻨﺰﻟﻖ ﻟﺘﻠﺒﻴﺔ ﻣﺘﻄﻠﺒﺎﺕ ‪.ADA‬‬
  • 3. ‫ﻳﻔﻀﻞ ﺍﻟﻄﻼﺏ ﺳﻄﺤﺎ ﻛﺒﻴﺮﺍ ﻳﻜﺘﺒﻮﻥ ﻋﻠﻴﻪ، ﺃﻱ ﻃﺎﻭﻟﺔ ﻛﺘﺎﺑﺔ‬ ‫‪‬‬ ‫ﻣﺴﺎﺣﺘﻬﺎ 031 ﺑﻮﺻﺔ ﻣﺮﺑﻌﺔ، ﻟﺘﺪﻭﻳﻦ ﺍﻟﻤﻼﺣﻈﺎﺕ، ﻭﻭﺿﻊ ﺍﻵﻻﺕ ﺍﻟﺤﺎﺳﺒﺔ‬ ‫ﻭﺃﻭﺭﺍﻕ ﻭﺃﺩﻭﺍﺕ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ.‬ ‫07% ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻳﻔﻀﻠﻮﻥ ﺳﺒﻮﺭﺍﺕ ﺍﻟﻄﺒﺎﺷﻴﺮ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺍﺕ‬ ‫‪‬‬ ‫ﺍﻟﺒﻴﻀﺎء ﻟﺤﺎﺟﺘﻬﻢ ﺇﻟﻰ ﻭﺟﻮﺩ ﺃﻗﻼﻡ ﺑﺼﻮﺭﺓ ﺩﺍﺋﻤﺔ ﻭﻻﻥ ﺍﻷﻗﻼﻡ ﺗﺠﻒ‬ ‫ﺑﺴﺮﻋﺔ. ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺸﻐﻞ ﺳﺒﻮﺭﺓ ﺍﻟﻄﺒﺎﺷﻴﺮ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﺑﺎﻟﻜﺎﻣﻞ‬ ‫ﺑﺎﺭﺗﻔﺎﻉ 43 ﺑﻮﺻﺔ ﻓﻮﻕ ﺳﻄﺢ ﺍﻷﺭﺽ.‬ ‫ﺗﺤﺪﻳﺪ ﻣﺴﺎﺣﺔ ﺍﻟﺴﺒﻮﺭﺓ ﻟﻜﻞ ﻓﺼﻞ ﺑﻨﺎء ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻔﺼﻞ ﻭﻋﺪﺩ‬ ‫‪‬‬ ‫ﺍﻟﻤﻘﺎﻋﺪ ﻓﻴﻪ. ﺇﺫ ﻳﺤﺘﺎﺝ ﺍﻟﻔﺼﻞ ﺍﻟﺬﻱ ﻃﻮﻟﻪ 52 ﻗﺪﻣﺎ ﻭﺑﻪ 52 ﻣﻘﻌﺪﺍ ﺇﻟﻰ‬ ‫ﺷﺎﺷﺔ ﻋﺮﺿﻬﺎ 6 ﺃﻗﺪﺍﻡ، ﻭﻳﺤﺘﺎﺝ ﺍﻟﻔﺼﻞ ﺍﻟﺬﻱ ﻃﻮﻟﻪ 53 ﻗﺪﻣﺎ ﻭﺑﻪ 07‬ ‫ﻣﻘﻌﺪﺍ ﺇﻟﻰ ﺷﺎﺷﺔ ﻋﺮﺿﻬﺎ 8 ﺃﻗﺪﺍﻡ.‬ ‫ﻳﻔﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺪﺓ ﺷﺎﺷﺎﺕ ﺻﻐﻴﺮﺓ ﺑﺪﻻ ﻣﻦ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ‬ ‫‪‬‬ ‫ﻭﺍﺣﺪﺓ. ﻭﻳﻔﻀﻞ ﺍﻷﺳﺎﺗﺬﺓ ﻭﺟﻮﺩ ﺳﺒﻮﺭﺓ ﻃﺒﺎﺷﻴﺮ ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺷﺎﺷﺎﺕ‬ ‫ﻋﺮﺽ ﻹﺟﺮﺍء ﺍﻟﻌﺮﻭﺽ. ﺍﻟﺸﺎﺷﺔ ﺍﻟﻜﺒﻴﺮﺓ ﺗﺤﺠﺐ ﺍﻟﺴﺒﻮﺭﺓ ﺍﻟﻄﺒﺎﺷﻴﺮ.‬ ‫ﻭﺟﻮﺩ ‪ trough‬ﻳﻐﻄﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﺑﺎﻟﻜﺎﻣﻞ ﻟﻴﺴﻤﺢ ﺑﺘﻐﻴﻴﺮﺍﺕ‬ ‫‪‬‬ ‫ﺳﻬﻠﺔ ﻓﻲ ﺍﻟﺸﺎﺷﺔ.‬ ‫ﺗﻮﺿﻊ ﺍﻟﺸﺎﺷﺔ ﻓﻲ ﻭﺿﻊ ﻣﺮﺗﻔﻊ ﺑﺤﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ‬ ‫‪‬‬ ‫ﺭﺅﻳﺔ ﺃﺳﻔﻞ ﺍﻟﺼﻮﺭﺓ. ﺗﻮﺿﻊ ﺍﻟﺸﺎﺷﺔ ﺍﻟﺘﻲ ﻣﻘﺎﺳﻬﺎ 7 ﻗﺪﻡ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ‬ ‫52,9 ﺑﻮﺻﺔ ﻋﻦ ﺍﻷﺭﺽ، ﻭﺍﻟﺸﺎﺷﺔ ﺍﻟﺘﻲ ﻣﻘﺎﺳﻬﺎ 8 ﻗﺪﻡ ﻣﺮﺗﻔﻌﺔ 01‬ ‫ﺑﻮﺻﺎﺕ ﻋﻦ ﺍﻷﺭﺽ، ﻭﺍﻟﺸﺎﺷﺔ ﺍﻟﺘﻲ ﻣﻘﺎﺳﻬﺎ 9 ﻗﺪﻡ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ 11‬ ‫ﺑﻮﺻﺔ ﻋﻦ ﺍﻷﺭﺽ.‬ ‫ﺗﻜﻮﻥ ﻣﻔﺎﺗﻴﺢ ﺍﻷﻧﻮﺍﺭ ﻣﻮﺍﺯﻳﺔ ﻟﻤﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ، ﻷﻧﻬﺎ ﺗﻤﻜﻦ ﺍﻷﺳﺘﺎﺫ‬ ‫‪‬‬ ‫ﻣﻦ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﻷﻧﻮﺍﺭ ﺍﻟﺘﻲ ﻓﻲ ﺍﻟﻤﻘﺪﻣﺔ ﻭﻓﻲ ﺍﻟﻮﺳﻂ ﻭﻓﻲ ﺍﻟﻤﺆﺧﺮﺓ.‬ ‫ﺗﻘﻠﻴﻞ ﺍﻟﻠﻤﻌﺎﻥ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺃﻧﻮﺍﺭ ﺍﻟﺴﻘﻒ ﻭﺍﻟﺬﻱ ﻳﺒﻬﺖ ﺍﻟﺼﻮﺭﺓ‬ ‫‪‬‬ ‫ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟـ ‪ .louvers‬ﺃﺛﻨﺎء ﺍﻟﻌﺮﺽ ﻳﻨﺒﻐﻲ‬ ‫ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﻧﻮﺍﺭ ﺳﺎﻃﻌﺔ ﻟﺘﻔﺎﻋﻞ ﺍﻟﻄﻼﺏ ﻭﻟﻴﺴﺖ ﺧﺎﻓﺘﺔ ﻟﺘﺪﻭﻳﻦ‬ ‫ﺍﻟﻤﻼﺣﻈﺎﺕ. ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻷﻧﻮﺍﺭ ﻓﻲ ﻣﻨﻄﻘﺔ ﺍﻟﻄﻼﺏ ﻣﻀﺎءﺓ ﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫ﻳﺴﻘﻂ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺇﺿﺎءﺓ ﺗﻐﻄﻲ 3-5 ﺃﻗﺪﺍﻡ. ﻟﺠﻌﻞ ﺍﻹﺿﺎءﺓ ﻏﻴﺮ‬ ‫ﻣﺒﺎﺷﺮﺓ. ﻭﻳﺤﺘﺎﺝ ﺍﻷﺳﺘﺎﺫ ﺇﻟﻰ ﺇﺿﺎءﺓ ﻛﺎﻓﻴﺔ ﻓﻲ ﻣﻨﺒﺮ ﺍﻟﺤﺎﺳﺐ ﺇﻥ ﺇﺿﺎﻓﺔ‬ ‫‪ parabolic louvers‬ﻣﻦ ﺷﺄﻧﻪ ﺃﻥ ﻳﻘﻠﻞ ﻣﻦ ﺍﻟﻠﻤﻌﺎﻥ ﻭﺍﻹﺿﺎءﺓ ﻋﻠﻰ‬ ‫ﺷﺎﺷﺔ ﺍﻟﻌﺮﺽ.‬
  • 4. ‫ﻭﺟﻮﺩ ﺃﺯﺭﺍﺭ ﻟﻠﺘﺤﻜﻢ ﻓﻲ ﺃﻧﻮﺍﺭ ﺍﻟﺴﺒﻮﺭﺓ ﺃﺛﻨﺎء ﻋﺮﺽ ﺍﻟﻤﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫‪‬‬ ‫ﻣﻦ ﺍﻟﺤﺎﺳﺐ، ﻟﻴﺘﻤﻜﻦ ﺍﻟﻄﻼﺏ ﻣﻦ ﺍﻟﻘﺮﺍءﺓ ﺩﻭﻥ ﺇﺿﺎءﺓ ﺍﻟﺸﺎﺷﺔ.‬ ‫ﻭﺿﻊ ﺍﻷﺳﻤﺎء ﻋﻠﻰ ﺃﺯﺭﺍﺭ ﺍﻷﻧﻮﺍﺭ ﺣﺘﻰ ﻳﻌﺮﻑ ﺍﻷﺳﺎﺗﺬﺓ ﺃﻱ ﺃﺯﺭﺍﺭ‬ ‫‪‬‬ ‫ﺗﺘﺤﻜﻢ ﻓﻲ ﺃﻱ ﻧﻮﺭ.‬ ‫ﻭﺿﻊ ﺳﺘﺎﺋﺮ ﻋﻠﻰ ﺍﻟﻨﻮﺍﻓﺬ ﻟﺘﻘﻠﻴﻞ ﺍﻟﻀﻮء ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺍﻟﺨﺎﺭﺝ. ﻭﺗﻜﻮﻥ‬ ‫‪‬‬ ‫ﺍﻟﺴﺘﺎﺋﺮ ﻣﻌﺪﻧﻴﺔ ﻭﻣﻦ ﺍﻟﻘﻤﺎﺵ ﻟﺘﻌﺘﻴﻢ ﺍﻟﻔﺼﻞ ﺣﺴﺐ ﺍﻟﺤﺎﺟﺔ.‬ ‫ﻭﺿﻊ ﻣﻨﺒﺮ ﺻﻐﻴﺮ ﻓﻲ ﺍﻟﺮﻛﻦ ﺍﻷﻣﺎﻣﻲ ﺑﻪ ﻗﺎﺑﺲ ﻛﻬﺮﺑﺎء ﻭ‪data jack‬‬ ‫‪‬‬ ‫ﻭﺗﻮﺻﻴﻠﺔ ﻟﻠﻌﺮﺽ.‬ ‫ﺗﻌﻠﻴﻖ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻓﻲ ﺍﻟﺴﻘﻒ ﺑﺤﻴﺚ ﻳﺒﻌﺪ ﻋﻦ‬ ‫‪‬‬ ‫ﺍﻟﺸﺎﺷﺔ ﻣﺴﺎﻓﺔ ﺗﻌﺎﺩﻝ ﺿﻌﻒ ﻋﺮﺽ ﺍﻟﺸﺎﺷﺔ.‬ ‫ﺗﺜﺒﺖ ﺃﺯﺭﺍﺭ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻟﺼﻮﺭ ﻭﺟﻬﺎﺯ ﻋﺮﺽ‬ ‫‪‬‬ ‫ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ. ﻭﻳﺤﺘﺎﺝ ﺍﻷﺳﺎﺗﺬﺓ ﺇﻟﻰ‬ ‫ﻭﺟﻮﺩ ﺃﺯﺭﺍﺭ ﻓﻲ ﺍﻟﻔﺼﻞ ﺗﻜﻮﻥ ﻓﻲ ﻣﺴﺘﻮﻯ ﺍﻟﻨﻈﺮ. ﺃﻥ ﻭﺟﻮﺩ ﺭﻑ ﺩﺍﺧﻞ‬ ‫ﺍﻟﺠﺪﺍﺭ ﻳﻤﻜﻦ ﺳﺤﺒﻪ.‬ ‫ﻭﺟﻮﺩ ﻭﺳﻴﻠﺔ ﺗﺤﻜﻢ ﻓﻲ ﺍﻟﺤﺎﺳﺐ ﺧﺎﺻﺔ ﺑﻤﻘﺪﻡ ﺍﻟﻌﺮﺽ.ﺣﻴﺚ‬ ‫‪‬‬ ‫ﻳﺤﺘﺎﺝ ﺍﻷﺳﺎﺗﺬﺓ ﺇﻟﻰ ﻋﺮﺽ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ،‬ ‫ﻭﻳﺤﺘﺎﺟﻮﻥ ﺇﻟﻰ ﺇﺭﺳﺎﻝ ﺻﻮﺭ ﺣﺎﺳﺐ ﻣﺨﺘﺎﺭﺓ ﺇﻟﻰ ﺷﺎﺷﺎﺕ ﺃﺟﻬﺰﺓ‬ ‫ﺍﻟﻄﻼﺏ.‬ ‫ﺗﺤﺪﻳﺪ ﻃﺮﻳﻘﺔ ﺗﺮﺗﻴﺐ ﺍﻟﻔﺼﻞ ﺍﻻﻟﻜﺘﺮﻭﻧﻲ: ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺘﻘﻄﻊ‬ ‫‪‬‬ ‫ﻟﻠﻤﺤﺎﻛﺎﺓ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺑﺤﺎﺙ ﻭﺩﺭﻭﺱ ﺍﻟﻜﺘﺎﺑﺔ ﻳﺤﺘﻢ ﺗﺮﺗﻴﺐ ﺃﺟﻬﺰﺓ‬ ‫ﺍﻟﺤﺎﺳﺐ ﻓﻲ ﺍﻟﻔﺼﻞ ﺑﺤﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺭﺅﻳﺔ ﺟﻤﻴﻊ ﺷﺎﺷﺎﺕ‬ ‫ﺍﻟﺤﺎﺳﺐ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﻄﻼﺏ. ﺃﻣﺎ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺪﺍﺋﻢ ﻷﺟﻬﺰﺓ ﺍﻟﺤﺎﺳﺐ ﻓﻲ‬ ‫ﺍﻟﺪﺭﻭﺱ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﻤﻌﺘﻤﺪﺓ ﻋﻠﻰ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻷﺟﻮﺑﺔ ﻳﺘﻄﻠﺐ ﺃﻥ ﻳﺮﻯ‬ ‫ﺍﻟﻄﻼﺏ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ ﻣﻦ ﻓﻮﻕ ﺷﺎﺷﺎﺕ ﺍﻟﺤﺎﺳﺐ. ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﺃﺟﻬﺰﺓ ﺍﻟﺤﺎﺳﺐ ﻏﺎﺋﺮﺓ ﻭﻣﺎﺋﻠﺔ ﻓﻲ ﺍﻟﻄﺎﻭﻟﺔ ﻭﺗﺮﺗﻔﻊ ﻋﻦ ﺳﻄﺢ‬ ‫ﺍﻟﻄﺎﻭﻟﺔ ﺑﻤﻘﺪﺍﺭ 9 ﺑﻮﺻﺎﺕ. ﻭﺃﻥ ﺗﺴﻤﺢ ﻛﻞ ﻃﺎﻭﻟﺔ ﻋﻤﻞ ﺑﻤﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ‬ ‫ﺗﺘﺴﻊ ﻟﻠﺠﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﻭﻣﻠﺤﻘﺎﺗﻪ ﻭﻷﻭﺭﺍﻕ ﺍﻟﻄﺎﻟﺐ ﻭﺩﻓﺎﺗﺮﻩ. ﻭﺗﻜﻔﻲ‬ ‫ﻣﺴﺎﺣﺔ 03‪ 36X‬ﺑﻮﺻﺔ، ﻭﻳﻔﻀﻞ ﺍﻥ ﺗﺨﺼﺺ ﻟﻜﻞ ﻃﺎﻟﺐ ﻣﺴﺎﺣﺔ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫04‪ 48 X‬ﺑﻮﺻﺔ.‬ ‫ﺣﺘﻰ ﻳﻘﻮﻡ ﺍﻷﺳﺎﺗﺬﺓ ﺑﺘﻘﺪﻳﻢ ﻋﺮﻭﺿﻬﻢ ﺑﺘﻠﻘﺎﺋﻴﺔ، ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ‬ ‫‪‬‬ ‫ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﺑﺴﻴﻄﺔ ﻭﺳﻬﻠﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ، ﺃﻥ ﺗﻜﻮﻥ ﻣﺼﺪﺭ‬
  • 5. ‫ﺍﻟﻬﺎﻡ ﻟﻠﻤﺴﺘﺨﺪﻡ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻻﺭﺗﺠﺎﻝ ﻭﺍﻟﺘﻠﻘﺎﺋﻴﺔ ﻭﻣﺸﺎﺭﻛﺔ‬ ‫ﺍﻟﺠﻤﻬﻮﺭ.‬ ‫ﺗﻌﻠﻖ ﺃﺟﻬﺰﺓ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻋﻠﻰ ﺑﻌﺪ 25" ﺑﻮﺻﺔ ﻣﻦ ﺍﻷﺭﺽ. ﻭﻳﻨﺒﻐﻲ‬ ‫‪‬‬ ‫ﺃﻥ ﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﻟﻤﺸﺎﻫﺪﺓ ﻣﺮﻳﺤﺔ، ﻭﺍﻥ ﻳﻜﻮﻥ ﻣﺴﺘﻮﻯ ﻧﻈﺮ ﺍﻟﻄﻼﺏ ﺇﻟﻰ‬ ‫ﺷﺎﺷﺔ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﺗﻌﺎﺩﻝ ﻧﻔﺲ ﻣﺴﺘﻮﻯ ﺭﺃﺱ ﺍﻷﺳﺘﺎﺫ.‬ ‫ﺇﺿﺎﻓﺔ ﻃﺎﻭﻟﺔ ﻗﺎﺑﻠﺔ ﻟﻠﻄﻲ ﺇﻟﻰ ﺍﻷﺳﻔﻞ ﻓﻲ ﻣﺆﺧﺮﺓ ﺍﻟﻔﺼﻞ ﻟﻮﺿﻊ‬ ‫‪‬‬ ‫ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﺃﻭ ﺍﻷﻓﻼﻡ. ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻃﻮﻟﻬﺎ 61 ﺑﻮﺻﺔ ﻭﻋﺮﺿﻬﺎ‬ ‫82 ﺑﻮﺻﺔ ﻭﺍﺭﺗﻔﺎﻋﻬﺎ ﻋﻦ ﺍﻷﺭﺽ 05 ﺑﻮﺻﺔ، ﻭﺗﻜﻔﻲ ﻟﺤﻤﻞ ﺟﻬﺎﺯﻱ ﻋﺮﺽ‬ ‫ﺷﺮﺍﺋﺢ ﻟﻤﻘﺎﺭﻧﺔ ﺍﻟﺼﻮﺭ.‬ ‫ﻳﻨﺒﻐﻲ ﻭﺿﻊ ‪ rails‬ﺧﻠﻒ ﺍﻟﻜﺮﺍﺳﻲ ﻓﻲ ﺍﻟﻔﺼﻞ ﻟﺘﻤﻨﻊ ﺍﺭﺗﻄﺎﻣﻬﺎ ﻓﻲ‬ ‫‪‬‬ ‫ﺍﻟﺠﺪﺭﺍﻥ. ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻋﺮﺿﻬﺎ 8 ﺑﻮﺻﺔ ﻭﺍﺭﺗﻔﺎﻋﻬﺎ 52 ﺑﻮﺻﺔ ﻟﺘﻤﺴﻚ ﺑﻈﻬﺮ‬ ‫ﺍﻟﻤﻘﻌﺪ ﻭﺣﺎﻓﺔ ﺫﺭﺍﻉ ﻃﺎﻭﻟﺔ ﺍﻟﻜﺘﺎﺑﺔ. ﻛﻤﺎ ﺃﻥ ﻓﺮﺵ ﻗﻤﺎﺵ ﺳﻴﻤﺘﺺ‬ ‫ﺍﻷﺻﻮﺍﺕ.‬ ‫ﺗﻘﻠﻴﻞ ﺍﻷﺻﻮﺍﺕ ﺍﻟﺨﺎﺭﺟﻴﺔ ﺑﺪﻻ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻴﻜﺮﻭﻓﻮﻥ ﻟﻠﺘﻐﻠﺐ‬ ‫‪‬‬ ‫ﻋﻠﻰ ﺍﻷﺻﻮﺍﺕ. ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺻﻮﺕ ﻧﻘﻲ ﻟﻠﻤﺪﺭﺱ، ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ‬ ‫ﻫﻨﺎﻙ ﺗﻬﻮﻳﺔ ﻫﺎﺩﺋﺔ، ﻭﺃﻧﻮﺍﺭ ﻓﻠﻮﺭﻳﺴﻨﺖ ﺍﻟﻜﺘﺮﻭﻧﻴﺔ ﻭﻣﺎﺩﺓ ﻋﺎﺯﻟﺔ ﻟﻠﺼﻮﺕ.‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺫﻭ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺮﻛﺰﻱ ﻓﻬﻮ ﻓﺼﻞ ﺩﺭﺍﺳﻲ‬ ‫‪‬‬ ‫ﻳﺴﺘﺨﺪﻣﻪ ﻣﺠﻤﻮﻋﻪ ﻣﻦ ﺍﻷﺳﺎﺗﺬﺓ ﻣﻦ ﺗﺨﺼﺼﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻭﺃﺳﺎﻟﻴﺐ‬ ‫ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﺘﺪﺭﻳﺲ. ﻟﺬﺍ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﺼﻤﻴﻢ ﺷﺎﻣﻼ ﻭﻳﻘﺪﻡ‬ ‫ﺧﻴﺎﺭﺍﺕ ﻛﺜﻴﺮﺓ، ﻭﻳﺴﺘﺒﻌﺪ ﺍﻟﺨﻴﺎﺭﺍﺕ ﺍﻟﻘﻠﻴﻠﺔ. ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ‬ ‫ﺍﻟﻤﺮﺗﻔﻌﺔ ﺍﻟﺜﻤﻦ ﻭﺍﻟﻤﺴﺘﺨﺪﻣﺔ ﻋﻠﻰ ﺍﻟﻤﺪﻯ ﺍﻟﻄﻮﻳﻞ ﺫﺍﺕ ﻃﺒﻴﻌﺔ ﻋﺎﻣﺔ.‬ ‫ﺃﻣﺎ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﺍﻟﺮﺧﻴﺼﺔ ﻓﻴﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺤﺪﺩﺓ.‬ ‫ﻣﻌﺎﻳﻴﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ‬ ‫ﻫﻞ ﻳﻤﻜﻦ ﺭﺅﻳﺔ ﺍﻟﺼﻮﺭ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻷﻧﻮﺍﺭ ﻣﻀﺎءﺓ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﺟﻤﻴﻊ ﺃﺯﺭﺍﺭ ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﻟﻔﺼﻞ ﺑﻤﺴﺘﻮﻯ ﺍﻟﺬﺭﺍﻉ؟ ﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫‪o‬‬ ‫ﻳﻜﻮﻥ ﺍﻷﺳﺘﺎﺫ ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺗﺸﻐﻴﻞ ﺟﻤﻴﻊ ﺍﻷﺟﻬﺰﺓ ﺩﻭﻥ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ‬ ‫ﺍﻻﻧﺒﻄﺎﺡ ﻋﻠﻰ ﺍﻷﺭﺽ ﺃﻭ ﺍﻟﺘﻌﺜﺮ ﻓﻲ ﺍﻟﻈﻼﻡ.‬ ‫ﻫﻞ ﺍﻟﺘﻮﺻﻴﻼﺕ ‪ conduit‬ﻛﺎﻓﻴﺔ ﻟﺠﻤﻴﻊ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ‬ ‫‪o‬‬ ‫ﺍﻟﻔﺼﻞ؟‬
  • 6. ‫ﻫﻞ ﻳﻤﻜﻦ ﻋﺮﺽ ﺍﻟﺼﻮﺭ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻓﻲ‬ ‫‪o‬‬ ‫ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ؟‬ ‫ﻫﻞ ﻳﻮﺟﺪ ﺷﺎﺷﺔ ‪ trough‬ﺗﺴﻤﺢ ﺑﺈﺟﺮﺍء ﺍﻟﺘﻐﻴﻴﺮﺍﺕ ﻓﻲ ﺍﻟﺸﺎﺷﺔ‬ ‫‪o‬‬ ‫ﻣﺴﺘﻘﺒﻼ؟‬ ‫ﻫﻞ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺇﺣﻀﺎﺭ ﺟﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﻭﻋﺮﺽ‬ ‫‪o‬‬ ‫ﺍﻟﺼﻮﺭ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ؟‬ ‫ﻫﻞ ﻳﻤﻜﻦ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻋﺮﺽ ﺍﻟﺤﺎﺳﺐ ﺇﻟﻰ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﻓﻴﺪﻳﻮ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﺳﻤﺎﻉ ﻣﻘﺪﻡ ﺍﻟﻌﺮﺽ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫‪o‬‬ ‫ﺑﻮﺿﻮﺡ؟‬ ‫ﻫﻞ ﺍﻟﺠﺪﺍﺭ ﺍﻟﻌﺮﻳﺾ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﻫﻨﺎﻙ ﻓﺘﺤﺎﺕ ﺻﻐﻴﺮﺓ ﻓﻲ ﺍﻟﺒﺎﺏ ﻟﻠﺮﺅﻳﺔ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻼﺏ ﻣﻦ‬ ‫‪o‬‬ ‫ﺧﻼﻟﻬﺎ ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺼﻞ ﻓﻲ ﺣﺎﻟﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻡ ﻻ؟ ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬ ‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻔﺘﺤﺎﺕ ﺿﻴﻘﺔ ﺑﺤﻴﺚ ﺗﻤﻨﻊ ﺗﺴﺮﺏ ﺍﻟﻀﻮء ﻣﻦ ﺍﻟﻤﻤﺮ.‬ ‫ﻫﻞ ﻣﻘﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻣﺘﺪﺭﺟﺔ ﻓﻲ ﺍﻻﺭﺗﻔﺎﻉ ﺑﺤﻴﺚ ﻳﺴﺘﻐﻨﻰ ﻋﻦ‬ ‫‪o‬‬ ‫ﻣﻨﺼﺔ ﺍﻷﺳﺘﺎﺫ؟‬ ‫ﻫﻞ ﻫﻨﺎﻙ ﻣﺴﺎﺣﺔ ﺧﺎﻟﻴﺔ ﻛﺎﻓﻴﺔ ﻓﻲ ﻣﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ ﻟﻠﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ‬ ‫‪o‬‬ ‫)ﻓﻮﻕ ﺍﻟﺮﺃﺱ(؟‬ ‫ﻫﻞ ﻫﻨﺎﻙ ﺳﺒﻮﺭﺍﺕ ﻃﺒﺎﺷﻴﺮ ﻛﺎﻓﻴﺔ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﺍﻟﻄﻼﺏ ﻣﺰﻭﺩﻭﻥ ﺑﻄﺎﻭﻟﺔ ﻛﺘﺎﺑﺔ ﻛﺒﻴﺮ ﺑﻤﺎ ﻓﻴﻪ ﺍﻟﻜﻔﺎﻳﺔ ﻛﻤﺎ‬ ‫‪o‬‬ ‫ﻳﻔﻀﻠﻮﻥ؟‬ ‫ﻫﻞ ﻫﻨﺎﻙ ﺩﺭﺍﺑﺰﻳﻦ ﺣﻮﻝ ﺍﻟﻔﻀﻞ ﻟﺘﻤﻨﻊ ﺍﻟﻜﺮﺍﺳﻲ ﻣﻦ ﺇﺣﺪﺍﺙ‬ ‫‪o‬‬ ‫ﺧﺪﻭﺵ ﻭﺣﻔﺮ ﻓﻲ ﺍﻟﺠﺪﺭﺍﻥ؟‬ ‫ﻫﻞ ﺟﻬﺎﺯ ﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻣﻌﻠﻖ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ 25 ﺑﻮﺻﺔ ﻣﻦ ﺍﻷﺭﺽ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﻫﻨﺎﻙ ﻋﺪﺓ ﺷﺎﺷﺎﺕ ﻋﺮﺽ ﺻﻐﻴﺮﺓ ﺑﺪﻻ ﻣﻦ ﺷﺎﺷﺔ ﻭﺍﺣﺪﺓ‬ ‫‪o‬‬ ‫ﻛﺒﻴﺮﺓ؟‬
  • 7. ‫ﻫﻞ ﺍﻟﺸﺎﺷﺔ ﻣﻌﻠﻘﺔ ﻭﻣﺜﺒﺘﺔ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻣﻨﺎﺳﺐ ﺑﺤﻴﺚ ﻳﺮﻯ‬ ‫‪o‬‬ ‫ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ ﺃﺳﻔﻞ ﺍﻟﺼﻮﺭﺓ؟‬ ‫ﻫﻞ ﻳﻤﻜﻦ ﺇﺿﺎءﺓ ﺃﻧﻮﺍﺭ ﺍﻟﻔﺼﻞ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺻﻔﻮﻑ ﻣﻮﺍﺯﻳﺔ‬ ‫‪o‬‬ ‫ﻟﻤﻘﺪﻣﺔ ﺍﻟﻔﺼﻞ؟‬ ‫ﻫﻞ ﺗﻢ ﺗﻘﻠﻴﻞ ﺍﻟﻮﻫﺞ ﺍﻟﻨﺎﺟﻢ ﻋﻦ ﺃﻧﻮﺍﺭ ﺍﻟﺴﻘﻒ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﻣﺴﻤﻴﺎﺕ ﻣﻔﺎﺗﻴﺢ ﺍﻷﻧﻮﺍﺭ ﻣﺤﻔﻮﺭﺓ ﻋﻠﻰ ﺃﻏﻄﻴﺘﻬﺎ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﺗﻘﻠﻞ ﺃﻏﻄﻴﺔ ﺍﻟﻨﻮﺍﻓﺬ ﺍﻟﻀﻮء ﺍﻟﺨﺎﺭﺟﻲ؟‬ ‫‪o‬‬ ‫ﻫﻞ ﻳﻮﺟﺪ ﻓﻲ ﺍﻟﻔﺼﻞ ﻃﺎﻭﻟﺔ ﺻﻐﻴﺮﺓ ﻟﻸﺳﺘﺎﺫ ﻣﺴﺎﺣﺘﻬﺎ 2‪5X‬‬ ‫‪o‬‬ ‫ﺑﻮﺻﺔ؟‬ ‫ﻫﻞ ﻳﻮﺟﺪ ﻓﻲ ﻣﺆﺧﺮﺓ ﺍﻟﻔﺼﻞ ﻃﺎﻭﻟﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺜﻨﻲ ﺇﻟﻰ ﺃﺳﻔﻞ‬ ‫‪o‬‬ ‫)ﻣﻘﺎﺱ 61‪ 25X‬ﺑﻮﺻﺔ( ﻟﻮﺿﻊ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸﺮﺍﺋﺢ ﻭﺍﻷﻓﻼﻡ؟‬ ‫ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﺤﻞ ﻃﺎﻭﻟﺔ ﻣﻔﺘﻮﺣﺔ ﻓﻲ ﻣﺆﺧﺮﺓ ﺍﻟﻔﺼﻞ ﻣﺤﻞ ﻗﻤﺮﺓ‬ ‫‪o‬‬ ‫ﺍﻟﻌﺮﺽ؟‬ ‫ﻫﻞ ﻳﻮﺟﺪ ﻟﻮﺣﺎﺕ ﺇﻋﻼﻧﺎﺕ ﻣﻌﻠﻘﺔ ﻋﻠﻰ ﺍﻟﺠﺪﺭﺍﻥ ﺧﺎﺭﺝ ﺑﺎﺏ ﺍﻟﻔﺼﻞ؟‬ ‫‪o‬‬ ‫ﺃﻥ ﻳﻜﻮﻥ ﺍﻷﺳﺘﺎﺫ ﻭﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﺘﺤﺮﻙ ﻓﻲ ﺃﺭﺟﺎء ﺍﻟﻐﺮﻓﺔ؟‬ ‫‪o‬‬ ‫ﺃﻥ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﺤﻜﻢ ﺗﻔﺎﻋﻠﻲ ﺗﺤﺖ ﺗﺼﺮﻑ ﻣﻘﺪﻡ ﺍﻟﻌﺮﺽ ﺑﺤﻴﺚ‬ ‫‪o‬‬ ‫ﻳﺴﺘﻄﻴﻊ ﻋﺮﺽ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺷﺎﺷﺔ ﻛﺒﻴﺮﺓ.‬ ‫ﻫﻞ ﻃﺮﻳﻘﺔ ﺗﺮﺗﻴﺐ ﺍﻷﺛﺎﺙ ﺗﺘﻨﺎﺳﺐ ﻣﻦ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ‬ ‫‪o‬‬ ‫ﺍﻟﻔﺼﻞ: ﻣﺜﻞ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺤﺎﻛﺎﺓ ﻭﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﺳﺘﻘﺼﺎءﺍﺕ‬ ‫ﻭﺣﺼﺺ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺤﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺭﺅﻳﺔ ﺟﻤﻴﻊ ﺍﻟﻄﻼﺏ. ﻭﻳﺘﻄﻠﺐ‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺎﺳﺐ ﻓﻲ ﺍﻟﻤﺤﺎﺿﺮﺍﺕ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻰ‬ ‫ﺍﻷﺳﺌﻠﺔ ﻭﺍﻷﺟﻮﺑﺔ ﻭﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺠﺪﻝ ﺃﻥ ﻳﺮﻯ ﺍﻟﻄﻼﺏ‬ ‫ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ ﻣﻦ ﻓﻮﻕ ﺍﻟﺤﺎﺳﺒﺎﺕ. ﺍﺳﺘﺨﺪﺍﻡ ﺷﺎﺷﺎﺕ ﻏﺎﺋﺮﺓ ﺑﺤﻴﺚ‬ ‫ﺗﻜﻮﻥ ﺍﺭﺗﻔﺎﻋﻬﺎ 9 ﺑﻮﺻﺔ ﻋﻦ ﺳﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ.‬ ‫ﻫﻞ ﻫﻨﺎﻙ ﻣﺴﺎﺣﺔ ﻛﺎﻓﻴﺔ ﻟﻌﻤﻞ ﺍﻟﻄﻼﺏ )ﻷﻧﺸﻄﺔ ﺍﻟﻄﻼﺏ(،‬ ‫‪o‬‬ ‫ﻭﻟﻠﺤﺎﺳﺐ ﻭﻣﻠﺤﻘﺎﺗﻪ ﻭﺃﻭﺭﺍﻕ ﺍﻟﻄﺎﻟﺐ )03 63‪ X‬ﺑﻮﺻﺔ( ﻭﻳﻔﻀﻞ ﺃﻥ ﺗﻜﻮﻥ‬ ‫ﺍﻟﻤﺴﺎﺣﺔ 04‪ 48 X‬ﺑﻮﺻﺔ.‬
  • 8. ‫ﺩﻭﺭ ﺍﻷﺳﺎﺗﺬﺓ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺍﻷﺳﺘﺎﺫ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺟﻬﺰﺓ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺬﻛﻴﺔ ﺑﻨﻔﺴﻪ. ﻭﻣﺎ‬ ‫‪‬‬ ‫ﻋﻠﻴﻪ ﺳﻮﻯ ﺃﻥ ﻳﺤﻀﺮ ﺟﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﺇﻟﻰ ﺍﻟﻔﺼﻞ ﺍﻟﺬﻛﻲ،‬ ‫ﻭﻳﻜﻮﻥ ﻣﺰﻭﺩﺍ ﺑﺎﻹﻋﺪﺍﺩﺍﺕ ﻭﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻭﺍﻟﻤﻠﻔﺎﺕ ﺍﻟﻼﺯﻣﺔ. ﻭﻳﺤﺘﺎﺝ ﺟﻬﺎﺯ‬ ‫ﺍﻟﻌﺮﺽ ﺍﻟﻤﺜﺒﺖ ﻓﻲ ﺍﻟﺴﻘﻒ ﺇﻟﻰ ﺗﻮﺻﻴﻞ ﺟﻬﺎﺯ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ‬ ‫ﻭﺑﺎﻟﻤﻨﺒﺮ ﺍﻟﻤﻮﺟﻮﺩ ﻓﻲ ﺍﻟﻔﺼﻞ ﺑﺴﻠﻚ ﻭﺍﺣﺪ ﻓﻘﻂ.‬ ‫ﺗﺤﻀﻴﺮ ﻋﺮﻭﺽ ﺑﺎﻭﺭﺑﻮﻳﻨﺖ.‬ ‫‪‬‬ ‫ﺗﺤﻀﻴﺮ ﺍﻟﻤﻮﺍﻗﻊ ﺍﻟﺘﻲ ﻳﻮﺩ ﺇﻃﻼﻉ ﺍﻟﻄﻼﺏ ﻋﻠﻴﻬﺎ.‬ ‫‪‬‬ ‫ﺗﻮﺻﻴﻞ ﺍﻟﺤﺎﺳﺐ ﺍﻟﻤﺤﻤﻮﻝ ﺑﺠﻬﺎﺯ ﻋﺮﺽ ‪ LCD‬ﺍﻟﻤﺜﺒﺖ ﻓﻲ ﺍﻟﺴﻘﻒ‬ ‫‪‬‬ ‫ﺑﺴﻠﻚ ﻭﺍﺣﺪ.‬ ‫ﺗﺸﻐﻴﻞ ﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﻓﻲ ﺍﻟﻘﺎﻋﺔ ﻣﺜﻞ ‪ LCD‬ﻭﺟﻬﺎﺯ ﻋﺮﺽ‬ ‫‪‬‬ ‫ﺍﻟﺸﺮﺍﺋﺢ ﻭﺍﻟﻌﺮﺽ ﺍﻟﻌﻠﻮﻱ ﻭﺍﻷﻓﻼﻡ ﻭﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ ﻭﻏﻴﺮﻫﺎ.‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ‪.POLICON‬‬ ‫‪‬‬ ‫ﺍﻻﺗﺼﺎﻝ ﺑﺎﻻﻧﺘﺮﻧﺖ.‬ ‫‪‬‬ ‫ﺗﺤﻤﻴﻞ ﺍﻟﻤﻠﻔﺎﺕ ﻣﻦ ﺍﻻﻧﺘﺮﻧﺖ.‬ ‫‪‬‬ ‫ﻧﻘﻞ ﺍﻟﻤﻠﻔﺎﺕ ﻣﻦ ﺟﻬﺎﺯ ﺍﻷﺳﺘﺎﺫ ﺇﻟﻰ ﺃﺟﻬﺰﺓ ﺍﻟﻄﻼﺏ.‬ ‫‪‬‬ ‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﻓﻲ ﺇﺟﺮﺍء ﻋﺮﻭﺿﻬﻢ.‬ ‫‪‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﺍﻟﺘﺤﻜﻢ ﺍﻟﻤﺜﺒﺘﺔ ﻓﻲ ﺍﻟﺠﺪﺍﺭ ﺍﻷﻣﺎﻣﻲ ﻭﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ‬ ‫‪‬‬ ‫ﻋﻠﻰ ﺃﺯﺭﺍﺭ ﻟﻠﺘﺤﻜﻢ ﻓﻲ ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ﻭﺟﻬﺎﺯ ﻋﺮﺽ ﺃﺷﺮﻃﺔ ﺍﻟﻔﻴﺪﻳﻮ.‬ ‫ﻭﻳﻤﻜﻦ ﺑﻬﺬﻩ ﺍﻟﺘﺠﻬﻴﺰﺍﺕ ﻣﺸﺎﻫﺪﺓ ﺗﻠﻔﺰﻳﻮﻥ ‪ cable TV‬ﻭﺃﺷﺮﻃﺔ ﻓﻴﺪﻳﻮ‬
  • 9. ‫ﻭﻋﺮﻭﺽ ﻋﻠﻰ ﺍﻟﺤﺎﺳﺐ ﻣﻦ ﻃﺎﻭﻻﺕ ﻋﻤﻞ ﺑﻬﺎ ﺃﺟﻬﺰﺓ ﻣﺎﻛﻨﺘﻮﺵ ﻭﺁﻱ ﺑﻲ‬ ‫ﺇﻡ.‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﺍﻟﺘﺤﻜﻢ ﺍﻟﺨﺎﺻﺔ ﺑﺎﻷﻧﻮﺍﺭ.‬ ‫‪‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﺍﻟﺘﺤﻜﻢ ﺍﻟﺨﺎﺻﺔ ﺑﺄﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ.‬ ‫‪‬‬ ‫ﺍﻟﺘﺤﻜﻢ ﻓﻲ ﺍﻟﺼﻮﺕ.‬ ‫‪‬‬