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Presenting a Pattern for Faculty Members’ Competency in the International Engagements: a Phenomenological Study

Authors:

Abstract

Faculty members as one of the crucial human capitals each university, can play an important role for this purpose. And when, a faculty can play a more effective role in the international engagements that he has the necessary competencies in this filed. Thus, the purpose of present research was the presenting a pattern for faculty members’ competency in the international engagements.To achieve the purpose, the qualitative approach through phenomenological method was used. The statistical populations were included experts in field of higher education in Iran, which selected 21 people as participants in the research by purposive sampling. The research instrument was semi–structured interview and also, data analyses method was qualitative inductive content analysis. Validity was confirmed through techniques such as member checking, and peer checking. Findings showed that conceptual pattern of faculty members’ competency in the international engagements included six competencies; scientific, professional, communicational, cross-cultural, metacognitive and intellectual.
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ﻠﻋ ﻪﻣﺎﻨﻠﺼﻓ-ﺸﻫوﮋﭘ
يروﻨﻓ و ﻠﻋ ﯿﺳ
لﺎﺳﺸﻫ هرﻤﺷ ،3 ،ﯿﺎﭘ 1395
ﺎﺷ يﻮﮕﻟا ارا ﻠﻋ تﯿﻫ ءﻋا ﯿﺑ تﻣﺎﻌﺗ رد ﻠﻠﻤﻟا:
راﺪﭘ ﻪﻌﻄﻣ ﮏﯾ
عراز هدازﻈﻧ ﺤﻣ
1
* ، داﻮﺟﯾﺮرﻮﭘ
2
،ﯽﻠﯿﺑا راﺪﺧ
3
،ﺎﺻ اذ ﺎﺿﻼﻏ
4
1- ناﻬﺗ هﮕﺸاد ،ﺎﻋ شزﻣآ ﺪﻣ يﮐد يﻮﺠاد
2- ﺎﻧﺮﺑ و ﺪﻣ هوﺮﮔ ردﺎﺳا ناﻬﺗ هﮕﺸاد ،زﻣآ يﯾر
3- ﻪﻣﻧﺮﺑ و ﺪﻣ هوﺮﮔ دﺎﺳا ناﻬﺗ هﮕﺸاد ،زﻣآ يﯾر
4- ﺎﻧﺮﺑ و وﮋﭘ ﺳﺆﻣ رﯿاد شزﻣآ يﯾرناﻬﺗ ،ﺎﻋ
ﮑﭼﯿهﺪ
تﯿﻫ ءﺎﻀﻋا ﻪﺑ ﯽﻤﻠﻋ ﻢﻬﻣ زا ﯽﮑﯾ ناﻨﻋ ﺮﺳ ﻦﯾﺮﺗ ﯿﺑ تﻌﺗ ﻪﺻﺮﻋ رد ﯽﻤﻬﻣ ﻘﻧ هﮕﺸاد ﺮﻫ ﻧﺎﻧا يﺎﻫ ﻠﻠﻟاراد ﯽﻣ ﻧﺎﻣز و ﻘﻧ ﻦﯾا ءﯾا رد اﻮﺗ
ﯽﮕﺴﯾﺎﺷ زا ﻪﮐ ﺪﻨﻨﮐ ﻤﻋ ﺆﻣ ﺎﺑ رادرﺮﺑ نآ ياﺮﺑ مزﻻ يﺎﻫ . فﺪﻫﻘﻣ تﯿﻫ ءﺎﻀﻋا ﯽﮕﺴﯾﺎﺷ يﻟا ارا ﺿﺎﺣ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ و ﺳا ﻠﻠﻟا
ﺪﺷ هدﺎﺳا راﺪﺪﭘ شور و ﯿﮐ دﺮﮑﯾور زا ،فﺪﻫ ﻦﯾا ﻪﺑ ﻞﯿﻧ ياﺮﺑﺳا ه .ﺎﺻ ﻞﻣﺎﺷ ﻫوﮋﭘ ﻪﻌﺎﺟ ﺎﺑ ﻪﮐ هدﻮﺑ رﺸﮐ ﺎﻋ شزﻣآ هزﻮﺣ ناﻈﻧ
ﻧﻮﻤﻧ شور زا هدﺳا داﺪﻌﺗ ﺪﻫ يﯿﮔ21 ﻪﺑ ﻔﻧ ناﻨﻋرﺸﻣ ﺪﺷ بﺎﺨﻧا ﻫوﮋﭘ رد نﺎﮔﻨﮐ .ﯿﻧ ﺎﺼﻣ ،وﮋﭘ راﺑا ﯿﺤﺗ شور و ﻪﺘﯾرﺘﺧﺎﺳ
هداد دﻮﺑ ﯽﯾاﺳا اﺤﻣ ﻞﯿﺤﺗ ،ﺎﻫ .هداد ﯽﯾاور زا نﯿﻃا لﻮﺼﺣ ياﺮﺑ رﺸﻣ ﻂﺳﻮﺗ ﻨﯿﺑزﺎﺑ شور ود زا ،وﮋﭘ يﺎﻫ ﺳﻮﺗ ﻨﯿﺑزﺎﺑ و وﮋﭘ رد نﺎﮔﻨﮐ
ﺪﺷ هدﺎﺳا نارﮑﻤﻫ .ﻪﺘﺎﯾ ﺎﻫ تﯿﻫ ءﺎﻀﻋا ﯽﮕﺴﯾﺎﺷ ﻔﻣ يﻟا ﻪﮐ داد نﺸﻧ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ ﯽﻣ ار ﻠﻠﻟا دﺮﮐ ﻌﺗ ﯽﮕﺴﯾﺎﺷ ﻘﻣ ﺶﺷ رد ناﻮﺗ
زا رﺒﻋ ﻪﮐ :ﺮﺣ ﺴﯾﺎﺷ ،ﯽﻤﻠﻋ ﯽﮕﺴﯾﺎﺷ نﯿﻣ ﺴﯾﺎﺷ ،ﺒﺗرا ﯽﮕﺴﯾﺎﺷ ،يا يﮑﻓ ﯽﮕﺴﯾﺎﺷ و ﺘﺧاﺮﻓ ﯽﮕﺴﯾﺎﺷ ،ﯽﮕﺮﻓ.
هژاوﯿﻠﮐ ﺎﻫ : ،ﯽﮕﺴﯾﺎﺷﯿﺑ تﻌﺗ تﯿﻫ ءﺎﻀﻋا ،ﻠﻠﻟا ﯽﮕﺴﯾﺎﺷ يﻟا ،ﯽﻤﻠﻋ
1- ﻘﻣ
1
هدﻮﺗ نآ ﻗﺎﺘﻣ و نﺪﺷ ﺎﻬﺟ هﺪﭘ شﺘﺴﮔ يرازﺎﺑ و يا
ﯽﻃ ﯿﺤﻣ هﯿﯿﭘ ﻂﯾاﺮﺷ هوﻼﻋ ﻪﺑ ﺎﻋ شزﻣآ نﺪﺷ
ﻪﻫد هﺎاد نﺎﯿﻣ ﺪﺷ ﺑﺎﻗر دﯾا ﻪﺑ ﻨﻣ ،ﺮﯿﺧا يﺎﻫ ﺎﻫ
ﺳا هﺪﺷ .هﺎاد ،نﯿﻣ ﯾا رد ﺎﻋ شزﻣآ تﺆﻣ و ﺎﻫ
ﺎﻧ ،ﯽﺎﻬﺟ يﻀﻓ رد دﻮﺧ ﺎﻗر ﺰﻣ ﻔﺣ ياﺮﺑ
ﻪﺑ ﻫد قﺎﺒﻧا نآ ﺮﺑ ﺎﺣ صﺎﺧ ﻂﯾاﺮﺷ ﺎﺑ ار دﻮﺧ ﺮﺳ
]1[.
هار زا ﯽﮑﯾ ﯿﭘ تاﺮﯿﯿﻐﺗ ﺎﺑ قﺎﺒﻧا يﺎﻫ هﺎاد اﺮﮔ ،ور ﺎﻫ
Å
* هﺪﻬﻋ هﺪﻮﻧ تﺒﺗﮑﻣ راد: nazarzadeh@ut.ac.ir
ﻪﺑ ﯿﺑ ﻨﯾآﺮﻓ يﻮﺳ ﻠﻠﻟا ﺳا نﺪﺷ .هﺎاد نﺎﯿﻣ ﯾا رد يﺎﻫ
نرﺸﮐ ﻪﺑ هﺎاد ﯾﺎﺳ ﺎﺑ اﺮﮕﻤﻫ رﻨﻣ رد و نﻬﺟ يﺎﻫ
ﯿﺳ ﺤﺗ يﺎﺘﺳار مﻈﻧ ﻠﮐ يﺎﻫ يروﺎﻨﻓ و ﻠﻋ ) ﺮﺑ ﻪﮐ
ﻪﮑﺒﺷ ﻘﺗ و ﻮﺗ نﯿﻣ ﻣاﺮﻓ و ﻠﻣ ترا يﺎﻫ
هﺎاد ﻠﻋ اﺮﻣ ،ﺎﻫ و ناﺮﮕوﮋﭘ و نااد
1
2
( و ﻪﻣﺮﺑ
ﻮﺗ ﺸﺷ ) ﻪﮐ هزﺎﺳ ،لﻌﻓ ﻌﺗ و يرﻤﻫ شﺘﺴﮔ ﺮﺑ
مﺎﻬﻟا و هزﻮﺣ رد ﺶﺨﺑ اﺮﻣ و ﻫرﺸﮐ ﯾﺎﺳ ﺎﺑ يروﻨﻓ و ﻠﻋ
ﺒﺘﻌﻣ ﻨﻓ و ﯽﻤﻠﻋﻘﻄﻨ ﺎﻬﺟ و يا
2
3
( ﯿﺄﺗ زا ﺎﻧ هدﺮﮐ
21- ﻪﺑ هرﺎﺷا ﻨﺑ5-8 ﺖﺳﺎﯿﺳ يروﻨﻓ و ﻠﻋ ﻠﮐ يﺎﻫ
32- ﻨﺑ ﻪﺑ هرﺎﺷا79 ﺖﺳﺎﯿﺳ ﻮﺗ ﻢﺸﺷ ﻣﺎﺮﺑ ﻠﮐ يﺎﻫ
ﻠﻋ تﯿﻫ ءﻀﻋا ﺴﯾﺎﺷ يﻟا ﻪﺋارا ﯿﺑ تﺎﻌﺗ رد ﻟا :ﻧﺎراﺪﭘ ﻟﺎﻄﻣ ﮏﯾ
26
ﯿﺑ ﺮﻣا ﺮﺑ ﯿﺄﺗ و ﺟﻮﺗ ﻨﺘﺴﻫ نﺪﺷ ﻟا . زا رﻨﻣ ﻣا
ﯿﺑ ؟ﯿﭼ نﺪﺷ ﻠﻠﻟا
ﺎﻧ نﺎﺟ
1
]2[ ﯿﺑ دﺑا ﻖﯿﻠﺗ ﻨﯾآﺮﻓ ار نﺪﺷ ﻟا
ﯿﺑ ﯿﺑ و ﻠﻠﻟا ،زﻣآ يدﺮرﺎﮐ يﺎﺘﺳار رد ﯽﮕﻫﺮﻓ
ﻮﺗ ﺎﻋ شزﻣآ تﺆﻣ ﺪﺧ و وﮋﭘ هدﺮﮐ ﯿﺻ
ﺳا.
ﯿﺑ تﺎﯿﺑدا رد هﺎﮔﺪﯾد ،نﺪﺷ ﻠﻠﻟا هدﺘﺴﮔ يﺎﻫ درﻮﻣ رد يا
دراد دﻮﺟو نآ دﺑا .ﻪﺑ ﯿﺟ و ﯿاﻮﮐ ،سواﺮﮐ لﺜﻣ ناﻨﻋ
2
]3[ ﯿﺑ ﺪﻌﺑ ﻨﭘ ﺎﺷ ار نﺪﺷ ﻟا :1 ( ﻪﺑ طﺮﻣ ﺎﺴﻣ
؛رد ﻪﻣﺮﺑ و شزﻣآ2 (تﯿﻫ ءﺎﻋا ؛ﯽﻤﻠﻋ3 ( ؛وﮋﭘ
4 (اد ﻪﺑ طﺮﻣ ﺎﺴﻣ و نﺎ5 (ﯽﻣ ﻫدﺮﻫار رد اد
ﺲﻧاﺮﻓ ،ﻦﯿﯾا ﻪﮐ ﺎﺣ ﺮﻠﯿﺗ و ثرو
3
]4[ ياﺮﺑ ار ﺪﻌﺑ ﻪُﻧ
ﯿﺑ هدﺮﻤﺷ ﺮﺑ نﺪﺷ ﻠﻠﻟا زا رﺎﺒﻋ ﻪﮐ ﻧا :1 ( نﺎﯾاد
ﯿﺑ ﺳﺎرﺎﮐ ؛ﻟا2 ( ﻠﯿﻤﮑﺗ تﯿﺤﺗ نﺎﯾاد
ﯿﺑ ؛ﻠﻠﻟا3 (ﻪﻣﺮﺑ ؛نﺎﯾاد لدﺒﺗ يﺎﻫ4 (ﻪﻣﺮﺑ يﺎﻫ
لدﺎﺒﺗتﯿﻫ ءﺎﻋا ؛ﯽﻤﻠﻋ5 (تﯿﻫ ءﻋا ﻌﺗ رد ﯽﻤﻠﻋ
ﻨﯿﻣز ﯿﺑ يﺎﻫ ﯾﺎﻤﻫ رد ﺮﺷ ﻞﯿﺒﻗ زا ﻟا ﯿﺑ يﺎﻫ ؛ﻠﻠﻟا
6 (ﻪﻣﺮﺑ ﯿﺑ يﺎﻫ ؛وﮋﭘ ﺮﺑ ﻤﺗ ﺎﺑ ﻠﻠﻟا7 (يرﮑﻤﻫ يﺎﻫ
ﯿﺑ وﮋﭘ ؛ﻠﻠﻟا8 (ﯿﺑ نﺎﯾاد زا ﻤﺣ و ﻠﻠﻟا9 (
ﯿﺑ يﻫدﺎﻬﻧ ﺎﺑ طﺎﺒرا ﻠﻠﻟا .ادوﺎﺟ ]5[ ﯿﭘ ﻨﭘ ﯿﻧ زﺎﯿﻧ
ﯿﺑ وﺮﻤﻠﻗ ﻪﺑ هﺎاد دورو هدﺮﻤﺮﺑ ﯿﻨﭼ ار ﻠﻠﻟا :1 (
ﻪﻣﺮﺑ ﯿﯿﮐ اﺰﻓا ﻪﺑ زﻣآ يﺎﻫ ﻮﮔ ،ﻢﮐ ﺳد ﻪﮐ يا
ﻘﻄﻨﻣ ﺮﻋ رد ﻗر ﺑﺎﻗ ؛ﺷﺎﺑ يا2 (عﻨﺗ ﻪﺑ ﺨﺑ
؛يرﺧﺎﺳ اﺮﮕﻤﻫ ناﻮﺗ اﺰﻓا ياﺮﺑ زﻣآ يﻫدﺎﻬﻧ3 (
ﻣﺮﻧ زا يرادرﻮﺧﺮﺑ موﺰﻟ ؛ﺎﻋ شزﻣآ ﻠﻣ مﻈﻧ يﺮﯾ4 (
تﻌﺗ شﺴﮔ تروﺮﺿ)ﻢﻫ ﺸﻨﮐ يﺎﻫ (ﯿﺑ و ﻟا5 (
ﺼﺧ و ﯽﻣﻤﻋ ﺶﺨﺑ ﯿﺿو نﺪﺷ ﺸﻣ . ﯿﻤﻫ
يﻨﯿﻟا
4
ﺘﺑ زا ﻘﻧ ﻪﺑ
5
]6[ تﯿﻫ ءﺎﻋا تﻌﺗ رد ﯽﻤﻠﻋ
ﯿﻌﻓ ﯿﺑ يﺎﻫ ﻪﺑ ار ﻠﻠﻟا ﻔﻟﺆﻣ زا ﯽﮑﯾ ناﻨﻋ ياﺮﺑ ﻬﻣ يﺎﻫ
ﯿﺑ ﯽﻣ نﺪﺷ ﻠﻠﻟا دﻧا.
نﻤﻫ ﯿﺑ تﻌﺗ ﺪﺷ هرﺎﺷا ﻪﮐ رﻮﻃ تﯿﻫ ءﺎﻋا ﻠﻠﻟا ﻠﻋ
ﻪﺑ ﻔﻟﺆﻣ و دﺑا زا ﯽﮑﯾ ناﻨﻋ ﯿﺑ يﺎﻫ رﻤﺷ ﻪﺑ نﺪﺷ ﻠﻠﻟا
ﯽﻣ دور .ﻪﺑ ﻖﻓﻮﻣ ﻪﮐ روﺎﺑ ﯾا ﺮﺑ ناﺮﮕوﮋﭘ ﻞﯿﻟد ﯿﻤﻫ ﺮﺗ
1- Jane Knight
2- Krause, Coates and James
3- Elkin, Farnsworth and Templer
4- Ellingboe
5- Beatty
ﯿﺑ يﻫدﺮﻫار ﯿﺑ تﻌﺗ ﻪﺑ ،نﺪﺷ ﻟا ءﻋا ﻠﻠﻟا
تﯿﻫ اﺮﭼ ؛دراد ﯽﮕﺘﺴﺑ ﯽﻤﻠﻋتﯿﻫ ءﺎﻋا ﻪﮐ ﻪﺑ ﯽﻤﻠﻋ ناﻨﻋ
ﯾﺎﻣﺮﺳ حﺮﻃ دﺮﺒﺸﯿﭘ ياﺮﺑ يﯿﻠﮐ ﻧا يﺎﻫ ﯿﺑ يﺎﻫ ﻠﻠﻟا
هﺎاد رد ﯽﻣ ﺎﻨﺷ ﺎﻋ شزﻣآ تﺎﺴﺳﺆﻣ و ﺎﻫ و ﻮﺷ
رﺄﻣ رد ﯽﻤﯿﺘﺴﻣ ﺎﺧد و وﮋﭘ ،زﻣآ يﺎﻫ
راد ﺎﻋ شزﻣآ تﺎﺴﺳﺆﻣ ﺪﺧ]6[ .ﻪﺑ ،ﺮﮕﯾد ﯿﺒﻌﺗ
تﯿﻫ ءﺎﻋا ﻪﺑ ﯽﻤﻠﻋ ناﻨﻋﯾﺎﻣﺮﺳ زا ﮑﯾ و ﻬﻣ يﺎﻫ
ﻪﺑ هﺎاد ﺮﻫ زرا ﯽﻣ رﻤﺷ رد ﺎﻬﻧآ ﻘﻧ ًﻌﻣ ﻪﮐ ور
ﻪﺑ تﺪﺧ و وﮋﭘ ،شزﻣآ مﻮﻬﻔﻣ ﻪﺳ هﯿﺸﮐ ﺼﺗ
ﯽﻣ دﻮﺷ .ﯿﻌﻓ زا اﺮﻓ ﺎﻬﻧآ مرﻬﭼ ﻘﻧ دﺟو ﯾا ﺎﺑ يﺎﻫ
ﺳا ﺪﺧ و وﮋﭘ ،ﯽزﻣآ . ءﻋا ﻪﮐ ﻌﻣ ﺪﺑ
تﯿﻫ رد ،ﻘﻧ ﯾا رد ﯽﻤﻠﻋتﺎﺴﺳﺆﻣ ﯿﺑ زﺮ ﺎﻋ شزﻣآ
ﻪﺑ و دﻮﺧ وﯿﺑ ﻂﯿﺤﻣ و ﺘﺴزﺮﻣ ناﻨﻋ
6
ﯽﻣ ﯿﻌﻓ ﻨﻨﮐ
]7[ .ﻪﺑ ﻘﻧ ﯾا ﯿﺤﻣ و هﺎاد نﺎﯿﻣ را ﻞﭘ ﻮﻧ
ﯽﻣ و ﺳا وﯿﺑ تﻌﺗ و طﺎﺒرا دﯾا ﻪﺑ ﻨﻣ اﻮﺗ
دﻮﺷ ﺎﻬﻧآ رد وﯿﺑ . مﻠﺘﺴﻣ ًﻠﺴﻣ ﻘﻧ ﯿﻨﭼ ءﺎﯾا
ﯽﮕﯾﺎﺷ زا يرادرﻮﺧﺮﺑ ﺳا مزﻻ يﺎ.
تﯿﻫ ءﺎﻋا ﻪﮐ ﮑﻧ ﯾا ﺘﻓﺮﮔ ﻈﻧ رد ﺎﺑ زا ﮑﯾ ﯽﻤﻠﻋ
ﯿﺑ ﻨﯾآﺮﻓ رد راﯿﺛﺄﺗ ﻣاﻮﻋ هاد نﺪﺷ ﻠﻠﻟا ﻪﺑ ﺎﻫ رﻤﺷ
ﯽﻣ ور]8[ ﯿﺑ ياﺮﺑ ﻧآ تﻌﺗ و هﺎاد نﺪﺷ ﻠﻠﻟا ﺎﻫ
ﻪﻧ ﺳا يروﺮﺿ ﻪﮑﻠﺑ هدﺒﻧ يرﺎﯿﺘﺧا ﺎﻬﻨﺗ . سﺎﺳا ﯾا ﺮﺑ
ﺘﺴﯾﺎﺷ زا ﺎﻬﻧآ يرادرﻮﺧﺮﺑﻪﺑ ﯽﮕ ترﺎﻬﻣ زا ﯿﺮﺗ ناﻨﻋ ،ﺎﻫ
شزرا ،ﺶﻧاد هﯿﻧا و تﻔﺻ ،ﺎﻫ ار ﺮﺑ دﺮﮑﻤﻋ ﻪﮐ ﯾﺎﻫ رد
ﯽﻣ ﻌﺗ ﻐﺷ ﻨﮐ ]9[ اﻓا و دﯾا يﺎﺘﺳار رد
ﯿﺑ تﻌﺗ ﯽﻣ ﻈﻧ ﻪﺑ ﻌﻄﻗ يﺮﻣا ﺎﻬﻧآ ﻠﻠﻟا ﺳر.
تﯿﻫ ءﺎﻋا ﻘﻧ ﯿﻤﻫا دﺟو ﺎﺑ تﻌﺗ ﺮﻋ رد ﯽﻤﻠﻋ
ﯿﺑ هاد ﻠﻠﻟا ﺎﻫ زا ﺎﻬﻧآ يرادرﻮﺧﺮﺑ ﻪﺑ ﻮﺗ و
ﯽﮕﺘﺴﯾﺎﺷ ،دﻮﺟﻮﻣ تاﻨﺘﺴﻣ ،ﻘﻧ ﯾا ءﺎﯾا ياﺮﺑ مزﻻ يﺎﻫ
ﯽﮕﺘﺴﯾﺎﺷ زا ﺮﺑ و تﻌﺗ رد ﻌﺿ دﻮﺟو يﻮﮔ رد ،ﺎﻫ
تﯿﻫ ءﺎﻋا ﯿﺑ هﺎاد ﯽﻤﻠﻋ رﺸﮐ يﺎ ﺳا:
ﺎﻗ ﻔﮔ ﺑﺎﻨﺑ روﺎﺧوﺴﺧ و دار]10[ دﺪﻌﺘﻣ تﻌﻟﻄﻣ ﯾﺎﺘﻧ
ﻌﺿ زا ﺎﺣ ناﺮﯾا رد ﯿﺑ رد ﻌﺗ و ﺎﺒرا رﺎﺘﺧﺎ
ءﺎﻋا تﯿﻫ ﺳا ناﺮﮕوﮋﭘ و ﯽﻤﻠﻋ . ﯾﺎﺘﻧ ،ﻦﯾا ﺮﺑ هوﻼﻋ
وﮋﭘ ﺎﻗ زا يﺮﮕﯾد دار]11[ و تﻌﺗ ﻪﮐ هداد نﺎﺸﻧ
تﯿﻫ ءﻋا تﺎﺒرا هﺎاد ﯽﻤﻠﻋ ﺎﻫ ﺳا ﯿﺎﭘ رﺸﮐ ي
6- Boundary spanners
ﺎﺻ ﺮﮐاذ ﺎﺿﻼﻏ ،ﻠﯿﺑا رﺎاﺪﺧ ،ﺮﮐرﻮﭘ داﻮﺟ ،عراز هدازﻈﻧ ﺤﻣ ؛ لﺎﺳ ،يروﺎﻨﻓ و ﻠﻋ ﯿﺳ ﻨﻠﺼﻓﺸﻫ هرﻤﺷ ،3 ،ﯿﺎﭘ 1395
27
زﺎﺳ يرﺎﺘﺧﺎﺳ نورد رد ًﻤﻋ ﻢﻫ تﻌﺗ ﯾا ﻪﮐ
و هدﻮﺑ دوﺤﻣيرﮑﻤﻫ نوﺮﺑ يﺎﻫ ﺳا كﻧا ﺎﻬﻧآ رد ﯽﻫوﺮﮔ .
نارﻤﻫ و هﺎرﺎﺟاو ﺘﻓ ﯿﻨﻤﻫ]12[ و ﯽﻤﻠﻋ ﻌﺿ
تﯿﻫ ءﻋا ﺎﺑز هﺎاد ﻠﻋ رﺸﮐ يﺎﻫ ار ﻮﻣ
يرﮑﻤﻫ و تﻌﺗ رد دوﺤﻣ ﯿﺑ يﺎﻫ ﻧآ ﻠﻠﻟا
ﺘﺴاد ﻧا.
ﯿﺑ تﻌﺗ عﺿﻮﻣ ﺪﺷ نﺎﯿﺑ ﭽﻧآ ﻪﺑ ﺟﻮﺎﺑ ءﺎﻋا ﻠﻠﻟا
تﯿﻫ ﻠﻋهﺎاد رد رﺸﮐ يﺎﻫ ﺳا هﯾو ﺟﻮﺗ مﻠﺘﺴﻣ .
تﯿﻫ ءﻋا هﺎﺎﺟ ﻪﺑ نﺎﻋذا ﺎﺑ ا تﻌﺗ رد ﯽﻤﻠﻋ
ﯿﺑ هاد ﻠﻠﻟا ﻪﻣﺮﺑ ﻪﮑﻨﯾا ﻪﺑ ﻠﻋ ﺎﺑ و ﺎﻫ ﺎﺑ يﺎﻫ
تﯿﻫ ءﺎﻋا ﯽﻣ ﯽﻤﻠﻋ ﺷﺎﺑ ﯽﮕﺘﺴﯾﺎﺷ ﺮﺑ ﻨﺘﺒﻣ ﯾﺎﺑ .
ﻪﺑ ﯽﮕﺘﺴﺎﺷ دﺮﮑﯾور ﯿﺑ يﻫدﺮﮑﯾور زا ﮑﯾ ناﻨﻋ ﻠﻠﻟا
نﺪﺷ ترﻬﻣ ﻮﺗ ﺮﺑ ﺎﻋ شزﻣآ ،ﺎﻫ ،ﺶﻧاد شﺮﮕﻧ ﺎﻫ و
شزرا ﺎﻫ رد ءﺎﻋا ،نﺎﯾاد تﯿﻫ ﻠﻋ و نﺎﻨرﺎﮐ ﯿﺄﺗ
دراد]13[.
تﯿﻫ ءﺎﻋا ﯽﮕﺘﺴﯾﺎﺷ ياﺮﺑ ﻟا اﺮﻃ موﺰﻟ رد ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ ﯾو ﺘﻓﺮﮔ ﻈﻧ رد ﺎﺑ ﻠﻠﻟا ﻨﯿﻣز و اﺮﺷ ،ﺎﻫ
اﺰﻓا و دﯾا يار رد و رﺸﮐ ﺎﻋ شزﻣآ مﻈﻧ صﺎﺧ
ﯿﺑ تﻌﺗ تﯿﻫ ءﺎﻋا ﻠﻠﻟا اﺰﻓا نآ ﻗﺎﺘﻣ و ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ هﺎاد ﻠﻠﻟا ﺎﻫﻪﺑ يروﺮﺿ ، ﯽﻣ ﻈﻧ ﺳر . ًﻠﺴﻣ
ﯽﻣ ﯽﮕﺘﺴﯾﺎﺷ يﻟا اﺮﻃ ﻪﺑ ﻤﮐ ﺮﺑ هوﻼﻋ اﻮﺗ
هاد تﯿﻫ ءﺎﻋا بﻧا رد ﺎﻫ ﯾوﺪﺗ رد ،ﻪﺘﺴﺎﺷ ﯽﻤﻠﻋ
ﻪﻣﺮﺑ تﯿﻫ ءﺎﻋا ﺎﺑ يﺎﻫ ﺎﺑ ﺆﻣ ﯿﻧ ﯽﻤﻠﻋ . اﺮﻨﺑ
ﻠﮐ فﺪﻫﻘﻣ ﺿﺎﺣ، ﻔﻟﺆﻣ و دﺑا ﯾﺎﺎﻨﺷ ﺘﺴﯾﺎﺷ يﺎﻫ
تﯿﻫ ءﺎﻋا ﻌﺗ رد ﯽﻤﻠﻋﯿﺑ ت ﻪﺑ ،ﯽﻠﻠﻟا ﯾوﺪﺗ رﻨﻣ
ﺳا نآ ﯽﻣﻮﻬﻔﻣ يﻟا.
2- ﺶﻫوﮋﭘ ﻨﯿﯿﭘ
لﺎﺳ رد وﮋﭘ ﯿﺧا يﺎﻫ ﯽﮕﺘﺴﯾﺎﺷ ﻨﯿﻣز رد ﯾﺎﻫ ءﻋا يﺎﻫ
تﯿﻫ هاد ﯽﻤﻠﻋ ﺳا ﺘﻓﺮﮔ ترﻮﺻ ﺎﻫ . ﺳا ﺎﺣ رد ﯾا
ﺧﺎﺷ نآ رد ﻪﮐ وﮋﭘ ﻪﮐ ﻔﻟﺆﻣ و ﺎﻫ ﯽﮕﯾﺎﺷ يﺎﻫ
تﯿﻫ ءﺎﻋا ﯿﺑ تﻌﺗ رد ﻠﻋ رد ددﺮﮔ ﯿﺳﺮﺗ ﻠﻠﻟا
رﺸﮐ زا جرﺎﺧ و ﻞﺧاد ﻄﺳﺸﻧ ﺎﯾ . رﺮﺑ ﻪﺑ ﻪﻣادا رد
وﮋﭘ ﺮﺑ ﺟا ترﻮﺻ يﺎﻫ ﯽﮕﺘﺴﺎﺷ هزﻮﺣ رد ﺘﻓﺮﮔ
تﯿﻫ ءﺎﻋا ادﺮﭘ ﯿﻫاﻮﺧ ﯽﻤﻠﻋ:
ﯿﻫاﺮﺑا ]14 [ﺘﺴﯾﺎﺷ يﻟا وﮋﭘ رد زﺎﯿﻧ درﻮﻣ يﺎﻫ
تﯿﻫ ءﺎﻋا هدﺮﮐ ﯾوﺪﺗ ﯽﮕﺴﯾﺎﺷ ﻪﺳ ﺎﻗ رد ار ﻠﻋ
زا رﺎﺒﻋ :1 (ﯽﮕﺘﺴﯾﺎﺷ ؛ﺧﺎﻨﺷ يﺎﻫ2 (ﯽﮕﯾﺎﺷ يﺎﻫ
و ﺎﻋ3 (ﯽﮕﺘﺴﯾﺎﺷ يدﻤﻋ يﺎﻫ.
ﯿﭼ زﺎﺳ]15 [ﯽﮕﺘﺴﺎﺷ ﯾﺎﺳﺎﻨﺷ ﻪﺑ وﮋﭘ رد درﻮﻣ يﺎﻫ
تﯿﻫ ءﺎﻋا زﺎﯿﻧ هﺎاد ﯽﻤﻠﻋ ﻠﺻا رﺤﻣ ﻪﺳ رد رﺸﮐ يﺎﻫ
زا رﺒﻋ ﻪﮐ هدﺮﮐ ماﻗا :1 ( ؛شﺮﮕﻧ2 ( و ﯽﻫﮔآ و ﺶﻧاد3 (
ترﺎﻬﻣ ﺎﻫ.
يزروﺸﮐ و يرﯿﺣ ،ﯽﻤﯿﻠ]16 [ﯽﮕﺴﯾﺎﺷ رﺮﺑ ﻪﺑ يﺎﻫ
تﯿﻫ ءﺎﻋا ﯽﻤﻠﻋ ادﺮﭘ ﯽﻫاد ﺎﺳر ﺤﺗ ﻬﺟ و
ﻬﻣ ﻪﮐ ﯿﺳر ﯿﺘﻧ ﯾا ﻪﺑ ءﻋا ﯽﮕﺘﺴﯾﺎﺷ ﺮﺗ
تﯿﻫ ﺳا وﮋﭘ ﯾﺎﺷ ،رﻨﻣ ﯾا ﻪﺑ ﯽﻤﻠﻋ.
ﯿﭼ زا ﻘﻧ ﻪﺑ زﺎﺳ]15[، ﻟاﯿتﻮ ﺎﻫ و
1
)1980 ( رد
اﺮﻃ لﻧد ﻪﺑ وﮋﭘﯽﮕﺘﺴﺎﺷ ياﺮﺑ ﺪﻣ و ﯽﻣﻤﻋ يﺎﻫ
دﻮﺑ نﺎﺳرﺪﻣ ﻠﺻا .ﻪﺑ ار ﯾز ﻠﺻا ﺒﻃ ﻨﭘ ﻧآ ناﻨﻋ
ﯽﮕﺘﺴﯾﺎﺷ داد ﻪﺋارا نﺎﺳرﺪﻣ ﺻا و ﯽﻣﻤﻋ يﺎﻫ :1 (
ترﺎﻬﻣ ؛ﺎﺒرا يﺎﻫ2 (ﺎﭘ ﺶﻧاد ؛ﻪﯾ3 (ترﺎﻬﻣ ؛ﻨﻓ يﺎﻫ4 (
ترﺎﻬﻣ و يرادا يﺎﻫ5 (ترﻬﻣ نﺎﯿﻣ يﺎﻫ يدﺮﻓ.
ﯿﮐ و نﺎﯾﯿﮐ زا ﻘﻧ ﻪﺑ
2
]17 [ﯽﮕﻧو
3
)2006 ( وﮋﭘ رد
ﯽﮕﺘﺴﯾﺎﺷ ﺎﻫ تﯿﻫ ءﺎﻋا ي ﺎﮐ ﻠﻋ ﺸﻫ ﺎﺷ ار ﺎﻫ
زا رﺎﺒﻋ ﻪﮐ هدﺮﻤﺮﺑ ﯾو :1 ( ؛ﻘﻄﻨﻣ ﺮﮑﻔﺗ2 ( دﯾا
ار
4
؛3 (ﺸﯿﭘ اﺮﮔ
5
؛4 ( ؛يدﺮﻓ ﻂﺑاور5 ( زﺎﺑ
تﺎﻋﻃا
6
؛6 (ﯿﻟﻮﺴﻣ ؛يﺮﯾ7 ( و ندﺮﮐ ﻖﻠﺧ8 (يروآﻮﻧ.
ﯿﮐ و نﯿﮐ زا ﻘﻧ ﻪﺑ]17[ ﺎﯾژ و ﻧاژ
7
)2006 ( رد
ﯽﮕﺘﺴﺎﺷ وﮋﭘ ﺎﻫ تﯿﻫ ءﺎﻋا ي ﺎﮐ ﯽﻤﻠﻋ ﺮﺣ يﺎﻫ يا
دﺮﺮﺑ ﯽﮕﺘﺴﯾﺎﺷ ﻪﺳ ﺎﺷ ار ﺎﻋ :1 (ﺮﺣ ﯽﮕﺘﺴﯾﺎﺷ ؛يا
2 ( و اور ﯽﮕﯾﺎﺷ3 (يدﺮﮑﻤﻋ ﺘﺴﺎﺷ.
ﯿﮐ و نﯿﮐ]17 [تﯿﻫ ءﺎﻋا ﯽﮕﺘﺴﯾﺎﺷ لﺪﻣ ﻠﻋ
هﺎاد رﺎﻬﭼ رد ار يدﺮرﺎﮐ يﺎﻫهداد ﻪﺋارا ﺪﻌﺑ ﻧا :1 (
؛يدﺮﻓ ﯿﺻﺼﺧ2 ( ؛ﻌﺗ ﯽﮕﺘﺴﯾﺎﺷ3 ( ﯿﺤﺗ ﯽﮕﺘﺴﯾﺎﺷ
و ﻮﺗ و4 (زﻣآ ﯽﮕﺴﯾﺎﺷ.
ﺎﯿﻔﭘ
8
]18 [ ياﺮﺑ نﺎﺳرﺪﻣ ﯽﮕﺘﺴﯾﺎﺷ برﺎﭼ وﮋﭘ رد
نﺮﻗ ياﺮﺑ21 ﺳا هدﺮﮐ ﻪﺋارا يﯿدﺎﯾ ﺠﻣ رﻬﭼ رد ار :
1- Olivaa and Hanson
2- Qiuyan and Qin
3- Wangyi
4- Relationship establishment
5- Achievement orientation
6- Information retrieval
7- Zhang and Jianhui
8- Pefianco
ﻠﻋ تﯿﻫ ءﻀﻋا ﺴﯾﺎﺷ يﻟا ﻪﺋارا ﯿﺑ تﺎﻌﺗ رد ﻟا :ﻧﺎراﺪﭘ ﻟﺎﻄﻣ ﮏﯾ
28
1 ( ؛اد ياﺮﺑ يﺮﯿدﺎﯾ2 ( ؛ندﺮﮐ ﻤﻋ ياﺮﺑ يﺮﯿدﺎﯾ3 (
و ندﻮﺑ ياﺮﺑ يﺮﯿدﺎ4 (ندﺮﮐ ﻧز ﺎﺑ ياﺮﺑ يﯿدﺎﯾ.
،ﺮﻨﻠﯿﻣ ﻮﮔ و ﯿرﻮﺪﻧ
1
]19 [ﯽﮕﺘﺴﺎﺷ ياﺮﺑ ﺪﻣ يﺎﻫ
تﯿﻫ ءﺎﻋا ﻣزﺎﺳ هﺎاد ﯽﻤﻠﻋ رد ﯽﮑﺰﭘ مﻠﻋ يﺎﻫ
هداد ﻪﺋارا ﺮﻣآ ﻔﻟﺆﻣ رﺎﻬﭼ ﺎﺷ ﻪﮐ ﻧاﻠﺻاﺳا :1 (
؛ﺟا ﯽﮕﺘﺴﯾﺎﺷ2 ( ؛ﺧﺎﻨﺷ ﺘﺴﺎﺷ3 ( ﯽﮕﺴﯾﺎﺷ
ﻤﻋ و يدﺮﮑﻠ4 (اﺮﻓ ﯽﮕﺘﺴﯾﺎﺷ.
،ﺮﻨﻠﯿﻣ زا ﻘﻧ ﻪﺑ ﯿﻮﮔ و رﻮﺛ]19 [نارﮑﻤﻫ و ﻨﻠﺑ
2
)2009 (رد ﮕﺘﺴﯾﺎﺷ وﮋﭘ ءﻋا ياﺮﺑ مزﻻ يﺎﻫ
تﯿﻫ دراﻮﻣ ﯾا ﺎﺷ ار ﯽﻤﻠﻋ ﺘﺴاد ﻧا :1 (ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ
ﺮﺣ و ﯽﻤﻠﻋ ؛يا2 (ﯽﮕﺘﺴﺎﺷ ؛زﻣآ يﺎﻫ3 (
ﯽﮕﺘﺴﯾﺎﺷ ؛وﮋﭘ يﺎﻫ4 (ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ و ﺎﺒرا5 (
ﯽﮕﺘﺴﯾﺎﺷ ندﺮﮐ هرادا يﺎﻫ.
نارﻤﻫ و اوﻮﮐزﻼﺑ
3
]20 [ تﺸﻣ ﯿﺤﺗ ﻪﺑ وﮋﭘ رد
يدﺮﻓ -ﺮﺣ تﯿﻫ ءﻋا يا ﯽﮕﺘﺴﺎﺷ و ﻠﻋ ﯾﺎﺑ ﻪﮐ ﯾﺎﻫ
يﻟا ﻪﮐ ﯿﺳر ﯿﺘﻧ ﯾا ﻪﺑ و ادﺮﭘ ﻨﺷﺎﺑ ﺘﺷاد
تﯿﻫ ءﻋا ﺘﺴﯾﺎﺷ ﯽﻣ ﯽﻤﻠﻋ ﯽﮕﺘﺴﺎﺷ زا ﯾﺎﺑ ﯾﺎﻫ
ﯽﮕﺘﺴﯾﺎﺷ ﺎﻣﺮﺣ ﯽﮕﺴﯾﺎﺷ ،ﯽزﻣآ ﯽﮕﺘﺴﺎﺷ ،يا
ﺘﺴﯾﺎﺷ ،ﯽﺨﺷ ﯽﮕﺘﺴﯾﺎﺷ ،ﯽرا ﯽﮕﺘﺴﯾﺎﺷ ،ﯽﯿﻧا
ﻠﻋ-دﻮﺷ ﻞﯿﺸﺗ ﺸﻧ ﯽﮕﺴﯾﺎﺷ ﯿﻨﻤﻫ و وﮋﭘ.
تﯿﻫ ءﻋا ﯾﺎﺷ يﻟا رﺮﺑ ﺎﺑ و ﻠﻋ
وﮋﭘ مﺠﻧا يﺎﻫ ﺄﺗ ﻞﺑﺎﻗ ﮑﻧ ود ،صﺼﺧ ﯾا رد هﺪﺷ
ﺳا :وﮋﭘ و ﻟا ﻨﯾا ،لوا ﮑﻧ ترﻮﺻ يﺎ رد ﺘﻓﺮﮔ
تﯿﻫ ءﻋا ﺘﺴﯾﺎﺷ ﻨﯿﻣز ﯽﮕﺘﺴﯾﺎﺷ ﺋارا ﻪﺑ ًﺮﺻ ﻠﻋ ﺎﻫ
ﯿﻼﺻ و ﺮﺣ يﺎﻫ تﯿﻫ ءﺎﻋا يا هاد ﯽﻤﻠﻋ ﺎﻫ
ﺒﻨﺟ ﻧآ زا ماﯿﻫ رد و ادﺮﭘ يﺎﻫ تﻌﺗ ﻪﺑ طﺮﻣ
ﯿﺑ ﺳا هﺸﻧ ﺘﻓﺮﮔ ﻈﻧ رد ﻠﻠﻟا . ءاﺰﺟا ،ﻪﮑﻨﯾا ﻢﻫ مود ﮑﻧ
ﻔﻟﺆﻣ و ا ﺘﺴﯾﺎﺷ يﺎﻫتﯿﻫ ءﺎﻀﻋ ﻟا زا ﺮﻫ رد ﯽﻤﻠﻋ
وﮋﭘ و ترﻮﺻ يﺎﻫ مزﻻ ﯿﺎﻣ و ﯿﺎﺟ زا ﺘﻓﺮﮔ
ﮑﯾ ﺎﺑ ﻔﻟﺆﻣ ﺎﯾ ءﺰﺟ ﻨﭼ رد ًﺮﺻ و هدﺒﻧ رادرﻮﺧﺮﺑ
ﺘﺷاد ﺎﺷﻮﻤﻫ ﻧا.
3- ﺶﻫوﮋﭘ شور
ﻪﺑ ﺟﻮﺗ ﺎﺑ ﻪﺑ وﮋﭘ ﻠﮐ فﺪﻫ ﻪﮑﻨﯾا ﻮﮔ مﻠﺘﺴﻣ ﻪﮐ دﻮﺑ يا
1- Milner, Gusic and Thorndyke
2- Bland, Taylor, Shollen, Weber-Main and Mulcahy
3- Blaskovaa, Blaskoa and Ikovaa
هﺎﮔﯾد ،تاﺮﻈﻧ رد رﺮﺑ و ﻔﺗ ﺎﻫ برﺠﺗ و
ﺐﺣﺎﺻ ﺖﮐﺮﺷ ناﺮﻈﻧ شور زا اﺮﺑﺎﻨﺑ هدﻮﺑ وﮋﭘ رد هﻨﻨﮐ
ﺳا هﺪﺷ هدﺘﺳا وﮋﭘ مﺠﻧا ياﺮﺑ ﺳﺎﻨﺷراﺪﭘ .
ﺳﺎﻨﺷراﺪﭘ
4
شور زا ﯽﮑﯾ ﻪﺑ ﻪﮐ ﺳا ﯿﮐ وﮋﭘ يﺎﻫ
ﺠﺗ ﻔﺗ و ﻞﯿﻠﺤﺗ ،ﯽرﺮﺑ و ﯾﺎﻘﻋ ،تﺎﺳﺴﺣا ،ﺎﻫ
هﺎﯾد ﺖﮐرﺸﻣ يﺎﻫ ﯽﻣ نﮔﺪﻨﻨﮐ دزادﺮﭘ]21[ . ﻈﻧ رد ﺎﺑ ﺘﻓﺮ
هدﻮﺑ ﯽﮑﺘﻣ ﺮﮕوﮋﭘ يﻫﺮﯿﺴﻔﺗ ﺮﺑ ﻤﮐ ﺿﺎﺣ وﮋﭘ ﻪﮑﻨﯾا
ﺐﺣﺎﺻ برﺠﺗ ﯿﺻﻮﺗ ﺮﺑ ﺘﺸﯿﺑ و ناﺮﻈﻧ ﯽﮕﯾﺎﺷ زا يﺎﻫ
تﯿﻫ ءﺎﻋا ﯿﺑ تﻌﺗ رد ﻠﻋ زا ا اد ﯿﮑﺗ ﻠﻠﻟا
ﺪﺷ هدﺘﺳا ﺠﺗ ﺳﺎﻨﺷراﺪﭘ ﯿﮐ شور.
ﺣﺎﺻ ﺎﺷ وﮋﭘ درﻮﻣ ﺎﺟ ناﺮﻈﻧﺎﻋ شزﻣآ هزﻮﺣ
رﺸﮐ وهدﻮﺑ طﺮﺷ ﻪﺳ ﯾا زا ﮑﯾ ﻞﻗاﻻ ﺰﺋﺎﺣ ﻧا :ﻟا (
تﯿﺤﺗ ﻘﻣ زا ﮑﯾ ﻞﻗاﺪﺣاد ) ،ﺳﺎﻨرﺎﮐ
ﺳﺎرﺎﮐ قﻮﻓ و يﺮﮐد ،را يﺮﮐد (هﺎاد رد ار دﻮﺧ يﺎﻫ
ب ؛هار رﺸﮐ زا جرﺎﺧ ( ﺎﯾ وﮋﭘ ،رﺪﺗ ﺠﺗ
هﺎاد رد ﻌﻟﻄﻣ ﺮﻓ ج ؛ﺘﺷاد ار رﺸﮐ زا جرﺎﺧ يﺎﻫ (
ﺠﺗيرﮑﻤ ﻠﻋ نﺎﯾﻤﻫ ﺎﺑ ﯿﺑ ﺘﺷﻮﻧ ﺎﻗ رد ﻠﻠﻟا
حﺮﻃ مﺠﻧا ﺎﯾ بﺎﺘﮐ ،ﻪﻘﻣ ﺘﺷاد ار كﺘﺸﻣ وﮋﭘ يﺎﻫ ﻧا.
ﻤﻧ ﻪﺑ وﮋﭘ ﯾا رد يﺮﯿﮔ دﻮﺑ ﺪﻫ ترﻮﺻه ﺠﻧآ ﺎﺗ و
يروآدﺮﮔ تﺎﻋﻃا رد عﺷا ﻪﮐ ﻓﺎﯾ ﻪﻣادا ﻞﺻﺎﺣ هﺪﺷد.
اﺮﺑﺎﻨﺑ21 ﺐﺣﺎﺻ زا ﻔﻧ ﻪﺑ ناﺮﻈﻧ ﺪﺷ بﻧا ﻤﻧ ناﻨﻋ.
هداد يروآدﺮﮔ راﺰﺑا ،ﺮﺿﺎﺣ وﮋﭘ يﺎﻫﺣﺎﺼﻣ
ﻪﻤﯿﻧ ﺎﯾرﺧﺎﺳ
5
ﺪﺷ هدﯿﭘ ﯿﻗ ترﻮﺻ ﻪﺑ ﻪﮐ هدﻮﺑ . ﺪﺑ
ﺎﺑ طرا رد ﻠﮐ اﺆﺳ اﺘﺑا ﻪﮐ ﻌﻣ ﯽﮕﺘﺴﯾﺎﺷ ءﻋا يﺎﻫ
تﯿﻫ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ و هﯿﺳﺮﭘ ﻠﻠﻟا ﺮﺑ سﺎﺳا
هﺎﯾد ﺎﭘ و ﺎﻫ ﺣﺎﺼﻣ يﺎﻫ ﯽﺋﺰﺟ تاﺆﺳ ،نﻮﺷ يﺮﺗ
ﺪﺷ حﻄﻣ وﮋﭘ فﺪﻫ يﺎﺘﺳار رد . عﻮﻧ ﯾا زا هدﺘﺳا ﻞﯿﻟد
درد زﺎﺑ لاﺆﺳ حﺮﻃ ﺎﺑ وﮋﭘ ﻪﮐ دﻮﺑ نآ ﻢﻫ ﺣﺎﺼﻣ
شﺮﮕﻧ و ﯾﺎﻘﻋ ندﺮﮐ دوﺤﻣ نوﺪﺑ ﺎﺗ دﻮﺑ يﺎﻫ
ﺣﺎﺼﻣ هﻮﺷ هﮔﺪﯾد زا ﺎﻫ دﻮﺷ ﻄﻣ ﺎﻬﻧآ تاﺮﻈﻧ و ﺎﻫ.
هداد ﻞﯿﻠﺤﺗ شور اﺮﺘﺳا ياﺤﻣ ﻞﯿﺤﺗ شور ،ﺎﻫ
6
دﻮﺑ .
ﺣﺎﺼﻣ مﺠﻧا زا ﺲﭘ ﻪﮐ ترﻮﺻ ﺪﺑ ﻪﺑ ماﻗا ﺮﮕوﮋﭘ ،ﺎﻫ
ﺼﻣ ندﺮﮐ هدﺎﯿﭘ ﻂﺒﺿ يﺎﻫ و ﺬﻏﺎﮐ يور ﺮﺑ هﺪﺷ
ﻪﺑ ﺪﮐ ﯾﺎﺎﻨﺷ ﯿﻫ نوﺪﺑ و زﺎﺑ ًﺎﮐ رﻮﺻ
4- Phenomenology
5- Semi-structured
6- Inductive content analysis
ﺎﺻ ﺮﮐاذ ﺎﺿﻼﻏ ،ﻠﯿﺑا رﺎاﺪﺧ ،ﺮﮐرﻮﭘ داﻮﺟ ،عراز هدازﻈﻧ ﺤﻣ ؛ لﺎﺳ ،يروﺎﻨﻓ و ﻠﻋ ﯿﺳ ﻨﻠﺼﻓﺸﻫ هرﻤﺷ ،3 ،ﯿﺎﭘ 1395
29
دﻤﻧ ﺘﯾدوﺤﻣ . ،زﺎﺑ يراﺪﮐ لوا ﻠﺣﺮﻣ رد236 زا زﺎﺑ ﺪﮐ
ﺣﺎﺼﻣ دﺮﮔ جاﺮﺘﺳا ﺎﻫ . ﺮﮕوﮋﭘ ﯾا زﺎﺑ يﺪﮐ
جاﺮﺘﺳا رﺮﮑﻣ ﻨﯾآﺮﻓ رد ار يراﮔﺪﮐ لوا ﻠﺣﺮﻣ رد هﺪﺷ
ﺣﺎﺼﻣ ﻪﺑ رﺮﮑﻣ اﺮﻣ زا ﺪﻌﺑ و ﺴﯾﺎﻘﻣ ﺮﮕﮑﯾ ﺎﺑ و ﺎﻫ
ﻪﺑ يﺪﮐ داﺪﻌﺗ ،ﺎﻬﻧآ ﻨﯿﺑزﺎﺑ يﺪﮐ ف زا ﺪﻌﺑ هﻣآ ﺳد
ﻪﺑ زﺎﺑ يراﺪﮐ مود ﻠﺣﺮﻣ رد ،يراﺮﮑﺗ77 ر ﺪﮐﯿﺳ . رد
ﯾا ﯿﺎﻣ ﻪﺑ ﻮﺗ ﺎﺑ ﺮﮕوﮋﭘ ﺪﻌﺑ ﻠﺣﺮﻣ77 ﻪﺑ ﺪﮐ ﺳد
ﺎﺑ ﺎﻬﻧآ ﯽﻣﻮﻬﻔﻣ طﺎﺒرا و زﺎﺑ يراﺪﮐ مود ﻠﺣﺮﻣ زا هﻣآ
ﻘﻣ ﻪﺑ ،ﺮﮕﮑﯾ يرﺤﻣ يراﺪﮐ لوا ﻠﺣﺮﻣ رد ﺎﻬﻧآ يﻨﺑ
ﺖﺧادﺮﭘ . داﺪﻌﺗ ﻠﺣﺮﻣ ﯾا رد17 ﻣﺮﯾز )ﻔﻟﺆﻣ (ﻪﺑ ﺳد
ﻣآ .رﺤﻣ يراﺪﮐ زا مود ﻠﺣﺮﻣ رد ﻢﻫ زﺎﺑ ﺮﮕوﮋﭘ ،ي
ﯾا ﯿﺎﻣ ﻪﺑ ﺟﻮﺗ ﺎﺑ17 ﺎﺑ ﺎﻬﻧآ ﯽﻣﻮﻬﻔﻣ ﺎﺒﺷ و ﻮﻘﻣﺮﯾز
ﻠﮐ تﺒﻃ رد ار ﺎﻬﻧآ زا ﺮﻫ ،ﺮﮕﮑﯾ ِناﻨﻋ و راﺮﻗ ﺮﺗ
داد صﺧا ﺎﻬﻧآ ﻪﺑ ار ﯽﮕﺘﺴﺎﺷ ﺎﯾ ﻘﻣ . ﻨﯾآﺮﻓ ﯾا ﯽﻃ ﺎﺑ
ﯽﮕﺘﺴﯾﺎﺷ ﺎﯾ ﻘﻣ ﺶﺷ ،يرﺤﻣ يراﺪﮐ زا مود ﻠﺣﺮﻣ رد
ﻪﺑ ﻠﺻا ﻣآ ﺳد.
اﺮﺑي لﺼﺣ نﺎﻨﯿﻃا زا اور ﻌﯾ وﮋﭘ ﯿﻗد ندﻮﺑ
ﺘﻓﺎﯾ تﻣاﻗا ،ﺎﻫ ﯾز مﺠﻧا ﺪﺷ :1 ( ﻮﺗ ﯿزﺎﺑ و ﻞﯿﻠﺤﺗ
رﺎﺸﻣ نﻨﮐ
1
وﮋﭘ رد
2
و2 (ﻨﯿﺑزﺎﺑ و ﻞﯿﻠﺤﺗ
3
ﻮﺗ
نارﮑﻤﻫ وﮋﭘ ) اﺤﻣ ﻞﯿﻠﺤﺗ زا ﺲﭘ وﮋﭘ
ﺣﺎﺼﻣ روﺎﺸﻣ و ﻫار ﯿﺎﺳا رﯿﺧا رد ار نآ ﺎﺘﻧ ،ﺎﻫ راﺮﻗ
ﻞﯿﻠﺤﺗ ﻨﯿﻣز رد ار دﻮﺧ ﺎﻨﺷرﺎﮐ و ﺼﺼﺨﺗ ﻈﻧ ﺎﺗ داد
هداد ﻫد ﻪﺋارا ﺎﻫ( . مﺠﻧا ﻨﯾآﺮﻓ ﻪﮐ ﺳا ﺮﮐذ نﺎﯾﺎﺷ
ﺣﺎﺼﻣ ﺎﻫ ﻣز هرود ﯽﻃ ،وﮋﭘ ﯾا ي5 زا و ﻪﻫﺎﻣ
نﻣز اوا ﺎﺗ ﯿﺎﭘ ﻂﺳاوا1394 ﺳا هﺪﺷ مﺠﻧا.
4- ﺎﯾ هداد ﯿﺤﺗ و ﺠﺗ زا ﺎﺣ يﺎﻫ ﺎﻫ
سﺎﺳاﺮﺑﺘﻓﺎﯾ اﺮﺘﺳا ياﺤﻣ ﻞﯿﻠﺤﺗ زا ﻞﺻﺎﺣ يﺎﻫ
ﺣﺎﺼﻣ ﯽﮕﺘﺴﯾﺎﺷ ،ﺎﻫ تﯿﻫ ءﻋا تﻌﺗ رد ﯽﻤﻠﻋ
ﯿﺑ ﺮﺣ ،ﯽﻤﻠﻋ ﺘﺴﺎﺷ ﺶﺷ رد ﻠﻠﻟا ،ﯽرا ،يا
نﺎﯿﻣ ﯿﺴﻘﺗ يﺮﮑﻓ و ﺧﺎاﺮﻓ ،ﯽﮕﻫﺮﻓ ﺪﺷ يﻨﺑ . تﺸﻣ
ﻔﻟﺆﻣ و ﯽﮕﺴﯾﺎﺷ ﺶﺷ ﯾا لوﺪﺟ رد ﺎﻬﻧآ يﺎﻫ1 هﺪﺷ ﻪﺋارا
ﺳا .ﻪﺑ ﻪﻣادا رد ﯽﮕﺘﺴﯾﺎﺷ ﯾا زا ﺮﻫ ﯿﺻﻮﺗ ﺎﻫ
1- Members checking
2- رﺸﻣ ﻨﭼ زا ﺮﮕﺸﻫوﮋﭘ ،شور ﯾا رد رﺮﺑ ﺖﺳارد ،ﺣﺎﺼﻣ رد هﺪﻨﻨﮐ
ﺎﯾ ﻗد ﯽﻣ ار ﻫوﮋﭘ يﺎﻫ ﻨﮐ.
3- Peer checking
ﯽﻣ زادﺮﭘ.
4 -1 ﻠﻋ ﺎﺷ
ﻔﻟﺆﻣ ود زا ﯽﮕﺘﺴﺎﺷ ﯾا1 (ﯿﺑ نﺮﺟ زا ﯽﻫﮔآ ﻠﻋ ﻟا
و ﺶﻧاد و2 (نﺎﯿﻣ ﺶﻧاد ﺷر ﺘﺷراﺮﻓ و يا هﺪﺷ ﻞﯿﺸﺗ يا
ﺳا.
4 -1-1 ﯿﺑ نﺮﺟ زا ﮔآ ﻧاد و ﻠﻋ ﯽﻠﻤﻟا
ﺘﻓﺎﯾ ﻪﺑ يﺎﻫ هداد ﯿﺤﺗ زا هﻣآ ﺳد ﺎﻫﯽﻣ نﺎﺸﻧ ﻪﮐ ﻫد
ﺣﺎﺼﻣ ياﺮﺑ ﻬﻣ اﻮﻋ زا ﯽﮑﯾ ﻪﮐ دﻮﺑ روﺎﺑ ﯾا ﺮﺑ ﻮﺷ
تﯿﻫ ﻪﮑﻨﯾا ﻪﺑ اﺘﺑ ﯽﻤﻠﻋ تﻌﺗ ﺮﻋ رد ار
ﯿﺑ ﺎﻬﺟ ﺶﻧاد زا وا يرادرﺮﺑ ناﺰﯿﻣ ﻨﮐ ﺖﮐﺮﺷ ﻠﻠﻟا
ﻪﺑ ﺎﯾ و دﻮﺧ ﺘﺷر رد ﯿﺑ نﺎﯾﺮﺟ زا ﮔآ ﻮﻧ و ﻠﻋ ﻟا
ﺮﺣ و ﺼﺼﺨﺗ هزﻮﺣ رد ﺶﻧاد رد ﺶﻧاد يﻫزﺮﻣ يور ﺮﺑ ﺖﮐ
ﺳا دﻮﺧ ﺘﺷر .ﺣﺎﺼﻣ لﺜﻣ ياﺮﺑ هرﻤﺷ هﻮﺷ4 رﺎﻬا
اد:
"تﯿﻫ ﮔا ﯽﻣ ﻠﻋ ﯿﺑ ﻌﺗ ﻫاﻮﺧ ﺷﺎﺑ ﺘﺷاد ﻟا
اد راﺮﻗ دﻮﺧ ﺼﺼﺨﺗ هزﻮﺣ رد ﯿﻧد ﻠﻋ نﺎﯾﺮﺟ رد ﯾﺎﺑ
ﺷﺎﺑ .ﯽﻤﻧ ﻤﺷ ﺘﺷاﺪﻧ راﺮﻗ دﻮﺧ هزﻮﺣ ﯽﻤﻠﻋ نﺎﯾﺮﺟ رد ﯿاﻮﺗ
ﺜﻣ و ﯿﺷﺎﺒﻧﯿﺑ ياﺤﻣ ﺎﯾ تﺠﻣ ً دﻮﺧ يرﺎﮐ هزﻮﺣ ﻠﻠﻟا
ﯿﺑ تﻌﺗ رﻧا ﺪﻌﺑ و ﯿﻨﮑﻧ ﺻر ار ﯿﺎﺑ ﺘﺷاد ﻠﻠﻟا".
4 -1-2 نﯿﻣ ﻧاد ﺷر راﺮﻓ و يا يا
نﺎﯿﻣ ﺶﻧاد زا يرادرﻮﺧﺮﺑ ﺘﺷر ﺘﺷراﺮﻓ و يا ﯾﺎاﻮﺗ و يا
ﺳا يدراﻮﻣ ﻤﺟ زا ﺎﻬﺟ ﺶﻧاد و دﻮﺧ ﺶﻧاد ﯿﺑ ﯿﭘ
ﺣﺎﺼﻣ ﻪﮐ هﻮﺷ ﺘﺷاد هرﺷا نآ ﻪﺑ ﺎﻫ ﻪﮐ دﻮﺑ ﺪﻘﻌﻣ و ﻧا
ﺶﻧاد ﯾا زا يرادرﻮﺧﺮﺑ تﯿﻫ ياﺮﺑ ﺎﻫ ﺮﻋ رد ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ ﺳا يروﺮﺿ ﻠﻠﻟا .ﺼﻣ لﺎﺜﻣ ياﺮﺑ هﺪﻮﺷ
هرﻤﺷ19 اد رﺎﻬا:
"تﯿﻫ نﺎﯿﻣ ﺶﻧاد اد ﻣزﺎﯿﻧ ﯽﻤﻠﻋ ﺘﺷر و يا
ﺘﺷراﺮﻓ ﯾا اﻮﺗ ﯾﺎﺑ و ﺳا يا ﺶﻧاد ﻪﮐ ﺷﺎﺑ ﺘﺷاد ار
ﻢﻫ ﺎﺗ ﻫد ﯿﭘ ﻬﺟ ﺶﻧاد ﺎﺑ ار شدﻮﺧ رد يﺮﻬﺑ ﻨﮐ
ﯿﺑ تﻌﺗ ﺮﻋ ﺎﺑ ﺘﺷاد ﻠﻠﻟا".
4 -2 ﺮﺣ ﺎﺷ يا
ﻔﻟﺆﻣ رﻬﭼ زا ﯽﮕﺴﯾﺎﺷ ﯾا1 (ﯿﺑ نﺎﺑز ترﺎﻬﻣ ؛ﻟا2 (
؛ﮏﯿﻣدﮐآ رﺎﺸﻧا و شرﮕﻧ ترﺎﻬﻣ3 ( و وﮋﭘ ترﺎﻬﻣ
و يﺮﮕوﮋﭘ4 (هﯿﻧا و تﻌﺗ دﯾا ياﺮﺑ يدﺮﻓ قﺎﯿﺘﺷا
ﯿﺑ ﺳا ﺎﯾ ﻞﯿﺸﺗ ﻠﻠﻟا.
ﻠﻋ تﯿﻫ ءﻀﻋا ﺴﯾﺎﺷ يﻟا ﻪﺋارا ﯿﺑ تﺎﻌﺗ رد ﻟا :ﻧﺎراﺪﭘ ﻟﺎﻄﻣ ﮏﯾ
30
4 -2-1 ﯿﺑ نﺎﺑز ترﻬﻣ ﻠﻠﻤﻟا
تﯿﻫ ﻀﻋ يرادرﻮﺧﺮﺑ ﯿﺑ نﺎﺑز ترﺎﻬﻣ زا ﻠﻋ ﻠﻠﻟا
ﻪﺑ ﯿﺑ تﻌﺗ دﯾا ياﺮﺑ ﯾﺎﻨﺒﻣ ناﻨﻋ ﻤﺟ زا ،ﯽﻠﻠﻟا
ترﺎﻬﻣ ﺣﺎﺼﻣ ﻪﮐ ﺳا ﯽﻤﻬﻣ يﺎﻫ هﻮﺷ ﯿﺄﺗ نآ ﺮﺑ ﺎﻫ
ﺘﺷاد ترﻬﻣ زا يرادرﻮﺧﺮﺑ ﻪﮐ دﻮﺑ روﺎﺑ ﯾا ﺮﺑ و ﻧا يﺎﻫ
،نﯿﻨﺷ هﻧز نﺎﺑز ﻪﺑ ﺘﺷﻮﻧ و ناﻮﺧ ،ندﺮﮐ ﺤﺻ
ﯿﺑ ﯿﺑ ﻌﺗ ياﺮﺑ ﻠﻠﻟا ﺳا يروﺮﺿ ﻟا . لﺎﺜﻣ ناﻨﻋ
ﺣﺎﺼﻣ هرﻤﺷ هﻮﺷ3 اد رﺎﻬا:
"تﯿﻫ ﯿﺑ تﻌﺗ ﺘﺷاد ياﺮﺑ ﻠﻋ ﯾا ﻣزﯿﻧ ﻠﻠﻟا
اﺘﺑ و ﺷﺎﺑ اد ﯾﺎﻨﺷآ ﺎﯿﻧد هﻧز نﺎﺑز ﺎﺑ ﻪﮐ ﺳا
ﻪﺑ اﺨﺑ و ﻨﮐ ﺤﺻ نﺎﺑز نآ ﻪﺑ ار".
4 -2-2 ﯿدﺎﮐآ رﻧا و شرﮕﻧ ترﻬﻣ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ ﻮﺑتﯿﻫ ﻪﮐ ﻧد ﺘﺷاد ياﺮﺑ ﯽﻤﻠﻋ
ﻌﺗ ﯽﻤﻠﻋﯿﺑ رد ﻟاﺎﻗ بﺘﮐ و كﺘﺸﻣ ﻘﻣ ﺘﺷﻮﻧ
ﯿﺑ ﻠﻠﻟا ،زﺎﯿﻧ ﻄﺳ رد ﻮﻧ اﻮﻗ و ﯿاﻮﻗ ﺎﺑ ﯾﺎﻨﺷآ
ﯿﺑ ترﺎﻬﻣ ﻮﻧ ﻪﺑ ﺎﯾ و ﻠﻠﻟا رد ﯿﻣدﮐآ رﻧا و شرﮕﻧ
ﯿﺑ ﻄﺳ ﻠﻠﻟاﺳا. ﻪﺑ ﺣﺎﺼﻣ لﺜﻣ ناﻨﻋ هرﻤﺷ هﻮﺷ13
اد رﺎﻬا:
"تﯿﻫ ﻦﻣ ﻈﻧ ﻪﺑ ﯿﻣدﮐآ ﺘﺷﻮﻧ ﺒﺳ ﺎﺑ ﺎﺑ ﯽﻤﻠﻋ
)ﺴﯿﻠﻧا (ﯿﺑ ﻄﺳ رد ﺷﺎﺑ ﺎﻨﺷآ ﻠﻠﻟا . ﺘﺷﻮﻧ ياﺮﺑ ًﺜﻣ
ﯿﺑ بﺎﺘﮐ زا ﺼﻓ ﯽﻣ ،ﻠﻠﻟا ﺘﺷﻮﻧ ﺒﺳ ﺎﺑ ﯾﺎﺑ
ﺷﺎﺑ ﺘﺷاد ﻨﺷآ ﯿﻣدﮐآ".
4 -2-3 يﮕﺸوﮋﭘ و وﮋﭘ ترﻬﻣ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑتﯿﻫ ﺘﺷاد ياﺮﺑ ﯽﻤﻠﻋ
ﯿﺑ ﻌﺗ ﻠﻠﻟاﯽﻣ دﻮﺧ ﯽﻤﻠﻋ نﺎﺘﻤﻫ ﺎﺑ زا ﺎﺑ
ترﺎﻬﻣ ﺷﺎﺑ رادرﺮﺑ يﺮﮕوﮋﭘ و وﮋﭘ رد مزﻻ يﺎﻫ .
ﻪﺑ ﺣﺎﺼﻣ لﺜﻣ ناﻨﻋ هرﻤﺷ هﻮﺷ1 اد رﺎﻬا:
"تﯿﻫ تﻌﺗ و يرﮑﻤﻫ ﯿﺑ ﻄﺳ رد ﯽﻤﻠﻋ ،ﯽﻠﻠﻟا
وﮋﭘ و وﮋﭘ ترﺎﻬﻣ ﺘﺷاد ﻣزﺎﯿﻧ ﻄﺳ رد يﺮ
ﯿﺑ ﺳا ﻠﻠﻟا".
4 -2-4 هﯿﻧا تﻣﺎﻌﺗ دﺎﺠﯾا ياﺮﺑ يدﺮﻓ قﺎﯿﺘﺷا و
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑ ﻮﻀﻋ قﺎﯿﺘﺷا و هﯿﻧا
تﯿﻫ ﯿﺑ ﯽﻤﻠﻋ ﻌﺗ ياﺮﺑ ﯽﻤﻠﻋ ﯽﻣ ﻠﻠﻟا و دﯾا رد اﻮﺗ
ﺷﺎﺑ ﺆﻣ ﻌﺗ ﯾا اﺰﻓا .ﻪﺑ ﺣﺎﺼﻣ لﺎﺜﻣ ناﻨﻋ هﺪﻮﺷ
هرﻤﺷ7 رﺎﻬااد:
"تﯿﻫ تﻌﺗ رد ﻪﭼ و ﻠﺧاد ﻄﺳ رد ﻪﭼ ﯽﻤﻠﻋ
لوﺪﺟ
1
(
ﻘﻣ و زﺎﺑ يﺪﮐ
ءﻋا ﺘﺴﯾﺎﺷ ﻪﺑ طﺑﺮﻣ يﺎﻫ
ﻠﻋ
ﯿﺑ تﻼﻣﻌﺗ رد
ﻟا
ﻮﻤﻧ جاﺮﺨﺳا زﺎﺑ يﺪﮐ زا ﺎﻫ هﺪﺷ ﻘﻣ ﯽﻋﺮﻓ يﺎﻫ
ﻘﻣ
يﺎﻫ
ﻠﺻا
هﺪﺪﭘ
يرﺤﻣ
رد ﻧﺎﻬﺟ ﺶﻧاد ﻪﺑ ﺴﻧ ﺎﮔآدﻮﺧ ﺼﺼﺨﺗ هزﻮﺣ ﯿﺑ نﺮﺟ زا ﺎﮔآ ﺶﻧاد و ﻠﻋ ﻠﻠﻟا
ﯽﻤﻠﻋ
ءﺎﻀﻋا ﯽﮕﺴﯾﺎﺷتﯿﻫ ﯽﻤﻠﻋ ﯿﺑ تﻌﺗ رد ﻠﻠﻟا
ﻧﺎﻬﺟ اد ﺎﺑ دﻮﺧ ﺶﻧاد ندز ﻧﻮﯿﭘ ياﺮﺑ مزﻻ ﯽﻤﻠﻋ ﯽﯾﺎﻧاﻮﺗ نﯿﻣ ﺶﻧاد ﻪﺘﺷر ﻪﺘراﺮﻓ و يا يا
ترﻬﻣﯿﺑ نﺑز ﻪﺑ ندﺮﮐ ﺤﺻ ﻟا نﺑز ترﻬﻣ زا يرادرﺮﺑﯿﺑ ﻠﻠﻟا
ﺮﺣ يا ﯿﺑ ﺒﺳ و لﺻا ﺎﺑ ﯽﯾﺷآ ﻠﻠﻟا ﯿدﺎﮐآ ﻦﺘﻮﻧ ﯿدﺎﮐآ رﻧا و شرﮕﻧ ترﻬﻣ
هژوﺮﭘ ﺪﻣ ياﺮﺑ مزﻻ ﯽﯾﺎﻧاﻮ ﯿﺑ ﯽﺸﻫوﮋﭘ يﺎﻫ ﻠﻠﻟا يﺮﮕﺸﻫوﮋﭘ و ﻫوﮋﭘ ترﻬﻣ
اد ﯿﺴﺗ ياﺮﺑ قﺎﯿﺷا هﯿﻧا تﻌﺗ دﺎﺠﯾا ياﺮﺑ يدﺮﻓ قﺎﯿﺷا و
ناﻮﺗ ﯿﺑ تﺒﺗرا رد ضرﻌﺗ ﺪﻣ ﯽﻤﻠﻋ نﻤﻫ ﺎﺑ ﻠﻠﻟا ترﻬﻣ ﺛا را يﺎﻫ
ﺒﺗرا ﺎﺑ ﯽﯾﺷآهﯿﺷ هﮐا نﻨﻓ و ﺎﻫﯿﺑ ﻟا هﮐا نﻨﻓ
دﻮﺧ رﺸﮐ ﻨﻫﺮﻓ ﻪﺑ ﺴﻧ ندﻮﺑ هﺎﮔآ ﺮﻓ آدﻮﺧ
نﯿﻣ ﻨﻫﺮﻓ ﻨﻫﺮﻓ ﻪﺑ ﺴﻧ ندﻮﺑ هﺎﮔآ يﺎﻫ ﮕﯾد ﻨﻫﺮﻓ ﻨﺷ
ﻞﺑﻘﻣ فﺮﻃ ﺮﻓ مﺳر و بادآ ياﺮﺑ ندﻮﺑ ﺋﺎﻗ ماﺣا ﺮﻓ ماﺣا
ﻢﻫ ﯽﯾﺎﻧاﻮﺗ ﯿﺑ ﻄﺳ رد ﯽﮕﻨﻫﺮﻓ ﯽﯾاﻮﻧ ﻠﻠﻟا ﯽﮕﺮﻓ يراداور
ﯿﺑ ﻄﺳ رد دﻮﺧ يﻫر و ﺪﻣ ﯽﯾﺎﻧاﻮﺗ ﻠﻠﻟا ﺪﻣدﻮﺧ
اﺮﻓ ﯽﯾﺎﻧاﻮﺗ زا رد ﻨﺷ ﯿﺎﻗ و ﺎﻫ دﻮﺧ يﺎﻫ يدﺮﻓ آدﻮﺧ
ﯿﺑ ﻄﺳ رد با و ﺎﺟ ﯽﺸﻫوﮋﭘ ﺴﻣ ارا ﻠﻠﻟا قﻼﺧ ﻔﺗ
يﮑﻓ ﯿﺑ ﻄﺳ رد دﻮﺧ ﻘﻧ ﺤﺗ ﯽﯾﺎﻧاﻮﺗ ﻟا يدﻧا ﻔﺗ
ﯿﭘ ﯿﺑ ﻄﺳ رد ﺋﺎﺴﻣ ﯿﺑ ﻠﻠﻟا ﯿﺤﺗ ﻔﺗ
ﺎﺻ ﺮﮐاذ ﺎﺿﻼﻏ ،ﻠﯿﺑا رﺎاﺪﺧ ،ﺮﮐرﻮﭘ داﻮﺟ ،عراز هدازﻈﻧ ﺤﻣ ؛ لﺎﺳ ،يروﺎﻨﻓ و ﻠﻋ ﯿﺳ ﻨﻠﺼﻓﺸﻫ هرﻤﺷ ،3 ،ﯿﺎﭘ 1395
31
هﯿﻧا ﺘﺷاد مﻠﺘﺴﻣ رﺎﺧ ﻄﺳ يﻮﺳ زا يدﺮﻓ يﺎﻫ
تﯿﻫ ﺳا ﯽﻤﻠﻋ . و ﻌﺗ ﺷﺎﺑ يدﺮﻓ هﯿﻧا ﮔا ﻌﯾ
ﯿﺑ ﻄﺳ رد يرﮑﻤﻫ ﯽﻣ دﯾا ﻠﻠﻟا دﻮﺷ . ﯾﺎﺑ ﯿﻨﻤﻫ
تﯿﻫ ﻀﻋ كاﺮﺘﺷا ﻪﺑ ياﺮﺑ مزﻻ قﯿﺘﺷا زا ﯽﻤﻠﻋ ﺶﻧاد يرا
ردﯿﺑ ﻄﺳ ﻪﺑ رﺎﮐ ﯾا ﺎﺑ ﻪﮐ اﺮﭼ ؛ﺎﺑ رادرﻮﺧﺮﺑ ﻟا
ﻢﻫ ﻮﻧ ﯿﺑ رد اد اﺰﻓا ﯽﻣ قﺗا ﻠﻠﻟا ﺘﻓا".
4 -3 ﻃﺎﺒﺗرا ﺎﺷ
ﻔﻟﺆﻣ ود زا ﯽﮕﯾﺎﺷ ﯾا1 (ترﻬﻣ و ﺶﺨﺛا ﺎﺒرا يﺎﻫ
2 (ﺳا هﺪﺷ ﯿﺸﺗ هﮐا نﻨﻓ.
4 -3-1 ترﻬﻣ ﺨﺑﺮﺛا ﻃﺎﺒﺗرا يﺎﻫ
ﺣﺎﺼﻣ هﻮﺷ ﺎﻫﺪﻘﻌﻣ دﻮﺑ ﻮﻀﻋ يرادرﻮﺧﺮﺑ
تﯿﻫ ترﺎﻬﻣ زا ﯽﻤﻠﻋ ﯿﺑ ﻄﺳ رد را يﺎﻫ ،ﯽﻠﻠﻟا
ﯽﻣ ﮑﺷ ﻪﺑ اﻮﺗ ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ يﯿﮔ ﻤﮐ وا ﻟا
ﻨﮐ .ﻪﺑ ﺣﺎﺼﻣ لﺎﺜﻣ ناﻨﻋ هرﻤﺷ هﻮﺷ6 اد رﺎﻬا:
"ترﻬﻣ زا يرادرﻮﺧﺮﺑ ﻄﺳ رد ﺳﺎﻨﻣ ﺎﺒرا يﺎﻫ
ﯿﺑ ياﺮﺑ ار ﯽﻤﻬﻣ ﻘﻧ ،ﯽﻠﻠﻟا ﻠﻋ تﻌﺗ دﯾا
ﯿﺑ تﯿﻫ ﻀﻋ ﻠﻠﻟا ﯽﻣ ءﺎﯾا ﯽﻤﻠﻋ ﻨﮐ".
4 -3-2 هﺮﮐاﺬﻣ نﻨﻓ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑ ﻀﻋ ندﻮﺑ ﺎﻨﺷآ
تﯿﻫ ﯿﺑ ﻄﺳ رد هﮐا نﻨﻓ ﻪﺑ ﯽﻤﻠﻋ دﯾا ياﺮﺑ ،ﯽﻠﻠﻟا
ﯿﺑ ﻌﺗ ﺳا ﺆﻣ ﻠﻋ نﺎﺘﻤﻫ ﺎﺑ ﻠﻠﻟا .ﻪﺑ لﺜﻣ ناﻨﻋ
ﺣﺎﺼﻣ ﻤﺷ هﻮﺷ هرﺎ15 اد رﺎﻬا:
"تﯿﻫ ﻀﻋ ﻨﺷآ ﻬﺟ هﮐا نﻨﻓ و لﺻا ﺎﺑ ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ دﯾا رد ﻪﮐ اﺮﭼ ؛ﺳا مزﻻ وا ﻠﻠﻟا
ﺴﺸﻧ ﺠﻧا ﻄﺳ رد ﯽﻤﻠﻋ يﺎﻫ ﯾﺎﻤﻫ ﺎﯾ ﺎﻫ يﺎﻫ
ﯿﺑ ﯽﻣ ﺎﺴﮐ ًﻌﻣ ،ﯽﻠﻠﻟا هﯾا اﻮ فﺮﻃ ﻪﺑ ار دﻮﺧ يﺎﻫ
هﮐا نﻨﻓ ﺎﺑ ﻪﮐ ﻫد ﻪﺋارا ﻞﺑﺎﻘﻣﻨﺷﺎﺑ ﺎﻨﺷآ .ﻗو ﻠﯿﺧ ﺎﻫ
هﯾا ﺎﻣ هﮐا ﻟو راد ﻮﺧ يﺎﻫ ﯿﺘﺴﯿﻧ ﻮﺧ هﻨﻨﮐ".
4 -4 نﺎﯿﻣ ﺎﺷ ﺮﻓ
ﻔﻟﺆﻣ رﺎﻬﭼ زا ﯽﮕﺘﺴﯾﺎﺷ ﯾا1 ( ؛ﯽﮕﻫﺮﻓ ﯽﻫآدﻮﺧ2 (
؛ﯽﮕﻫﺮﻓ ﺎﻨﺷ3 ( و ﯽﮕﻫﺮﻓ ماﺮﺣا4 ( ﻫﺮﻓ يراداور
ﺳا ﺎﯾ ﻞﯿﺸﺗ.
4 -4-1 ﺮﻓ آدﻮﺧ
ﺣﺎﺼﻣ هﻮﺷ ﺎﻫ ﺪﻘﻌﻣ دﻮﺑتﯿﻫ ﻀﻋ ندﻮﺑ هﮔآ ﯽﻤﻠﻋ
وا ﻪﺑ ﯽﮕﻫﺮﻓ ﯽﮕﺎﺑدﻮﺧ ﺘﺷاﺪﻧ و دﻮﺧ ﻫﺮﻓ ﻪﺑ ﺒﺴﻧ
ﮑﺷ رد ﯿﺑ ﻌﺗ ﻬﺑ يﯿﮔ ﯽﻣ ﻤﮐ ﻠﻠﻟا ﻨﮐ .ﻪﺑ ناﻨﻋ
ﺣﺎﺼﻣ لﺎﺜﻣ هرﻤﺷ هﻮﺷ15 اد رﺎﻬا:
"تﯿﻫ ﻀﻋ ﯿﺑ تﻌﺗ ﺮﻋ رد ﯽﻤﻠﻋ زﺎآ رد ﻠﻠﻟا
ﺒﺴﻧ ﯽﻫﮔآ ﯾﺎﺑﺷﺎﺑ ﺘﺷاد دﻮﺧ ﻫﺮﻓ زا . رﻨﻣ
ﺮﮕﯾد يﻮﺳ زا و هدﻮﺑ دﻮﺧ ﻫﺮﻓ زا ﯿﻗد و رد ﺎﻨﺷ
ﺼﻌﺗ رﺎﭼد ﻪﮑﻨﯾا ﺎﯾ دﻮﺷ ﻫﺮﻓ ﯽﮕدﻮﺧ رﺎﭼد ﯾﺎﺒﻧ وا
دﻮﺷ دﻮﺧ ﻫﺮﻓ ﻪﺑ ﺒﺴﻧ اررﻮﮐ".
4 -4-2 ﯽﮕﺮﻓ ﺖﺧﻨﺷ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑ ﻮﻀﻋ ﯾﺎاﻮﺗ
تﯿﻫ كرد و ﻬﻓ رد ﯽﻤﻠﻋ توﻔﺗ يار رد ﯽﮕﻫﺮﻓ يﺎﻫ
ﮑﺷ رد وا ﻪﺑ ،ﯽﮕﻫﺮﻓ ﺎﻨﺷ تﻌﺗ اﺰﻓا و يﺮﯿﮔ
ﯿﺑ ﯽﻣ ﻤﮐ ﻠﻠﻟا ﻨﮐ .ﺜﻣ ﺣﺎﺼﻣ هرﻤﺷ هﻮﺷ20 رﺎﻬا
اد:
"تﯿﻫ ﻀﻋ ﯿﺑ تﻌﺗ ﺮﻋ رد ﯽﻤﻠﻋ ﻠﻠﻟا
ﯽﻣ توﺎﻔﺗ كرد و ﻬﻓ ياﺮﺑ مزﻻ ﯾﺎاﻮﺗ زا ﯾﺎﺑ يﺎﻫ
ﻂﯿﺤﻣ ﯽﮕﻫﺮﻓ ﺨﻣ يﺎﻫﯿﺑ ﻪﮐ اﺮﭼ ؛ﺎﺑ رادرﺮﺑ ﻠﻠﻟا
ﯽﻣ ﻤﮐ ﯽﮕﻫﺮﻓ ﺧﺎﻨﺷ رد وا ﻪﺑ كرد و ﻬﻓ ﯾا و ﻨﮐ
ﯽﻣ ﻬﺑ ﻌﺗ دﯾا ﻋﺎﺑ دﻮﺷ".
4 -4-3 ﯽﮕﺮﻓ ماﺮﺣا
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑ ﻮﻀﻋ يرادرﺮﺑ
تﯿﻫ ﯽﻣ ﻤﮐ وا ﻪﺑ ﯽﮕﻫﺮﻓ ماﺮﺣا ﯾﺎاﻮﺗ زا ﯽﻤﻠﻋ ﺎﺗ ﻨﮐ
ﯿﺑ تﻌﺗ ﻠﻠﻟاﺷﺎﺑ اد دﻮﺧ ﻠﻋ نﺎﯾﻤﻫ ﺎﺑ يﺘﻬ .
ﻪﺑ ﺣﺎﺼﻣ لﺜﻣ ناﻨﻋ هرﻤﺷ هﻮﺷ5 اد رﺎﻬا:
"ﯿﺑ تﻌﺗ رد ﯽﮕﻫﺮﻓ ماﺮﺣا ﯾﺎاﻮﺗ زا يرادرﻮﺧﺮﺑ ﻠﻠﻟا
تﯿﻫ ياﺮﺑ ﺳا ﻬﻣ ﻠﻋ .تﯿﻫ ﻪﮐ ﻌﻣ ﯾا ﻪﺑ ﯽﻤﻠﻋ
ﯿﺑ ﺮﻋ رد ﯽﻣ ﻟا ﻪﺑ ﯿﻧ وا ﺜﻣ ﻪﮐ ﺴﮐ ﺎﺑ ﺴﯾﺎﺑ
ﺘﺸﻣ ترﻮﺻ ﻪﺑ ﻮﻧ ﻪﺑ ﺲﭘ ؛ﻨﮐ ﺮﮑﻓ ﯿﭼ درﻮﻣ رد ك
ﺘﺷا ماﺮﺣا وا ﺖﺳا هدﺮﮐ ﯾﺎﻋر ار ﻫﺮﻓ ماﺮﺣا و . ﻪﺑ
ﺴﯿﻠﻧا لﻮﻗ ﯽﻣ ﻤﺷ ﺎﻫ ﻪﺑ ﯾﺎﺑ ﻟو ﯿﺷﺎﺑ ﻨﺘﻣ ﻦﻣ زا ﯿاﻮﺗ
راﮕﺑ ماﺮﺣا ﻦﻣ".
4 -4-4 ﯽﮕﺮﻓ يراداور
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑتﯿﻫ ﻀﻋ زا ﯾﺎﺑ ﯽﻤﻠﻋ
اﻮﺗﻢﻫ ﯾﺎ ﯽﮕﻫﺮﻓ اﻮﻧﻪﺑ ﺎﺗ ﺷﺎﺑ رادرﻮﺧﺮﺑ اﺘﺑ ار
ﯿﺑ ﯽﻤﻠﻋ ﻌﺗ ﺷﺎﺑ اد ﻠﻠﻟا .ﻪﺑ لﺎﺜﻣ ناﻨﻋ
ﺣﺎﺼﻣ هرﻤﺷ هﻮﺷ9 اد رﺎﻬا:
"تﯿﻫ ﻀﻋ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ ﯽﻤﻧ ﻠﻠﻟا ﺎﺑ اﻮﺗ
ﻫﺮﻓ ﻪﺑ ﺒﺴﻧ ﺼﻌﺗ ﻗﺎﻓ ﯾﺎﺑ و ﻨﮐ هﮕﻧ ﺮﮕﯾد يﺎﻫ
ﻠﻋ تﯿﻫ ءﻀﻋا ﺴﯾﺎﺷ يﻟا ﻪﺋارا ﯿﺑ تﺎﻌﺗ رد ﻟا :ﻧﺎراﺪﭘ ﻟﺎﻄﻣ ﮏﯾ
32
ﯿﭘ ﻮﻗ ،ﯽﺒﻫ يروادﺷﺎﺑ ﻫﺮﻓ و ".
4 -5 ﺷاﺮﻓ ﺎﺷ
ﻔﻟﺆﻣ ود زا ﯽﮕﺘﺴﺎﺷ ﯾا1 ( و ﺘﯾﻣدﻮﺧ2 ( ﯽﻫﮔآدﻮﺧ
ﺳا ﺘﻓﺎﯾ ﻞﯿﺸﺗ يدﺮﻓ.
4 -5-1 ﯽﺘﯾﺪدﻮﺧ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑتﯿﻫ ﻀﻋ ياﺮﺑ ﻠﻋ
ﯿﺑ تﻌﺗ ﯽﻣ ﻠﻠﻟا و ﯿﻨﺗ ياﺮﺑ مزﻻ ﯾﺎاﻮﺗ زا ﺴﯾﺎﺑ
رد دﻮﺧ ﺪﻣﯿﺑ ﻄﺳ ﺷﺎﺑ رادرﻮﺧﺮﺑ ﻟا .ﻪﺑ ناﻨﻋ
ﺣﺎﺼﻣ لﺎﺜﻣ هرﻤﺷ هﻮﺷ12 اد رﺎﻬا:
" ﺮﻋ رد دﻮﺧ يﺮﻫر و ﺪﻣ ﯾﺎاﻮﺗ زا يرادرﻮﺧﺮﺑ
ﯿﺑ تﻌﺗ تﯿﻫ ﻀﻋ ياﺮﺑ ،ﯽﻠﻠﻟا ﻬﻣ ﻠﯿﺧ ﯽﻤﻠﻋ
ﻪﺑ ﻤﺷ ﻗو ﻌﯾ ؛ﺳا تﯿﻫ ناﻨﻋ دراو ﯽﻤﻠﻋ
ﯽﻣ ﺪﺟ ﻂﯿﺤﻣ ﻪﺑ ﯿاﺘﺑ ﻮﺷﻧز و ندﻮﺧ ار نﺎﺗ
ﯿﻨﮐ ﯿﻨﺗ ﻂﯿﺤﻣ نآ ﺎﺑ ار".
4 -5-2 يدﺮﻓ آدﻮﺧ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑ ﻀﻋ كرد و ﻬﻓ
تﯿﻫ ﯾﺎاﻮﺗ زا ﯽﻤﻠﻋ ﯿﺎﻗ و ﺎﻫ ﺘﺷاد رد وا ﻪﺑ دﻮﺧ يﺎﻫ
ﯿﺑ ﯽﻤﻠﻋ ﻌﺗ ﯽﻣ ﻤﮐ ﻠﻠﻟا ﻨﮐ .ﻪﺑ لﺎﺜﻣ ناﻨﻋ
ﺣﺎﺼﻣ هرﻤﺷ هﻮﺷ16 اد رﺎﻬا:
"تﯿﻫ ﯽﻣ ﻠﻋ و شدﻮﺧ زا رد و ﻬﻓ ﻪﺑ ﺴﯾﺎﺑ
ﯾﺎاﻮﺗ ﻄﺳ رد ﻌﺗ ﺘﺷاد ﻪﺑ ماﻗا ﺎﺗ ﺷﺎﺑ هﯿﺳر ﯾﺎﻫ
ﯿﺑ ﻨﮐ ﻠﻠﻟا .تﯿﻫ ﻗو ﻪﮐ ﻌﻣ ﯾا ﻪﺑ ﻨﺷ ﻠﻋ
اﻮﺗ زا ﺘﺳرد ﯿﻠﺎﻗ و ﺎﻫ ﯿﺑ ﻄﺳ رد شدﻮﺧ يﺎﻫ ا ﻤﻟ
ﯾا و دﯿﮕﺑ ﻢﮐ ﺳد ار شدﻮﺧ ﯾﺎﺷ ﺷﺎﺑ ﺘﺷاﺪﻧﯽﻣ اﻮﺗ
رادزﺎﺑ ﺎﻋ ه دور رﻤﺷ ﻪﺑ وا ياﺮﺑ يا".
4 -6 يﮑﻓ ﺎﺷ
ﻔﻟﺆﻣ ﻪﺳ زا ﺘﺴﯾﺎﺷ ﯾا1 ( ؛قﻼﺧ ﺮﮑﻔﺗ2 ( و ﻠﯿﻠﺤﺗ ﺮﮑﻔﺗ
3 (ﺳا ﺎﯾ ﻞﯿﺸﺗ يدﻧا ﺮﮑﻔﺗ.
4 -6-1 قﻼﺧ ﮑﻔﺗ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑهﯾا ﻪﺋارا ﺎﺟ ﺎﺴﻣ ﺎﯾ ﺎﻫ
ﻀﻋ يﻮﺳ زا اروآﻮﻧ وتﺄﯿ ﯽﻣ ﯽﻤﻠﻋ رد اﻮﺗ
ﮑﺷ ﯿﺑ ﯽﻤﻠﻋ ﻌﺗ يﯿﮔ ﺷﺎﺑ ﺘﺷاد ﯽﻤﻬﻣ ﻘﻧ وا ﻟا .
ﻪﺑ ﺣﺎﺼﻣ لﺜﻣ ناﻨﻋ هرﻤﺷ هﻮﺷ14 اد رﺎﻬا:
"ﯿﺑ ﻌﺗ دﯾا ﯿﺑ كﺘﺸﻣ وﮋﭘ ﺎﻗ رد ﻠﻠﻟا ﻟا
تﯿﻫ ﻀﻋ ﻪﮐ ﺳا ﯾا ﻣزﺎﯿﻧ اﻮﺗ زا ﯽﻤﻠﻋ
هﯾا ﯿﺑ ﻄﺳ رد يزادﺮﭘ ﻟاﺷﺎﺑ رادرﻮﺧﺮﺑ . ﻌﯾ
تﯿﻫ ﻀﻋ هﯾا ﯾﺎﺑ ﯽﻤﻠﻋ ﺎﺑ ﻮﺧ زادﺮﭘ".
4 -6-2 ﯿﺤﺗ ﮑﻔﺗ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑ ﻮﻀﻋ ندﻮﺑ رادرﻮﺧﺮﺑ
تﯿﻫ ﯽﻣ ،ﯽﻠﯿﻠﺤﺗ ﺮﮑﻔﺗ ﯾﺎاﻮﺗ زا ﯽﻤﻠﻋ لﺷا رد اﻮﺗ
ﯿﺑ ﯽﻤﻠﻋ ﻌﺗ ﺘﺷاد رد وا ﻪﺑ ﻠﺘﺨﻣ ﻨﮐ ﻤﮐ ﻠﻠﻟا .
ﻪﺑ ﺼﻣ لﺜﻣ ناﻨﻋﺒﺣ هرﻤﺷ هﻮﺷ20 اد رﺎﻬا:
"تﯿﻫ ﻀﻋ ياﺮﺑ ﻠﯿﻠﺤﺗ ترﺪﻗ و ﯾﺎاﻮﺗ زا ﺎﺑ ﯽﻤﻠﻋ
ﯿﭘ ﯿﺑ اور و ﺎﺴﻣ ﻨﯿﺑ ﺷﺎﺑ رادرﻮﺧﺮﺑ ﻠﻠﻟا".
4 -6-3 يدﻧا ﮑﻔﺗ
ﺣﺎﺼﻣ هﻮﺷ ﺪﻘﻌﻣ ﺎﻫ دﻮﺑ يدﻧا ﺮﮑﻔﺗ ﯾﺎاﻮﺗ ﺘﺷاد ﻪﮐ
تﯿﻫ ﻀﻋ ياﺮﺑ تﻌﺗ دﯾا يﺎﺘﺳار رد ﯽﻤﻠﻋ ﯽﻤﻠﻋ
ﯿﺑ ﺳا يروﺮﺿ دﻮﺧ نﺎﯾﺎﻤﻫ ﺎﺑ ﻠﻠﻟا .ﻪﺑ لﺎﺜﻣ ناﻨﻋ
ﺣﺎﺼﻣ هرﻤﺷ هﻮﺷ19 اد رﺎﻬا:
"تﯿﻫ ﻀﻋ يﯾﺎﻘﻋ ﺳا ﮑﻤﻣ ﻪﮐ دﺮﯾﺬﭙ ﯾﺎﺑ ﯽﻤﻠﻋ
ﻨﮐ ﺪﻘﻧ ار وا ﻘﻋ ﻪﮐ ﺷﺎﺑ .تﯿﻫ ﻀﻋ ﻌﯾ ﻠﻋ
ﺸﺧ ﯽﻤﻧ ﻧا ﯿﺑ تﻌﺗ ﺮﻋ دراو اﻮﺗ ؛دﻮﺷ ﻠﻠﻟا
اد ﻪﮐ اﺮﭼﻢﻫ ﻣزﯿﻧ ﺶﻧاد ﻪﺑ ﻨﻣ ﭽﻧآ و ﺳا ﺸﻨﮐ
ﯽﻣ ﯿﺑ ﻄﺳ رد يدﻧا ﺮﮑﻔﺗ ﺘﺷاد دﻮﺷ ﺳا ﻠﻠﻟا".
4 -7 ﻊﻤﺟ ﺘﻓﺎﯾ يﻨﺑ ﻔﻣ يﻮﮕﻟا ﺋارا و ﺎﻫ
ﺎﺻ ﺎﺑ ﺣﺎﺼﻣ زا ﺲﭘ ﯿﮐ ياﺤﻣ ﻞﯿﻠﺤﺗ و ناﺮﻈﻧ
هداد تﯿﻫ ءﻋا ﯽﮕﺘﺴﯾﺎﺷ ،ﺎﻫ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ ﻠﻠﻟا
ﯽﮕﺘﺴﺎﺷ ﺶﺷ ﺎﻗ ردﺮﺣ ،ﯽﻤﻠﻋ ،ﯽﺎﺒرا ،يا
نﺎﯿﻣ ﯿﺴﻘﺗ يﺮﮑﻓ و ﻨﺷاﺮﻓ ،ﯽﮕﻫﺮﻓ ﯾا سﺎاﺮﺑ و يﻨﺑ
ﯽﮕﺘﺴﯾﺎﺷ دﺮﮔ ﯾوﺪﺗ ﺎﻬﻧ ﯽﻣﻮﻬﻔﻣ يﻟا ،ﺎﻫ) ﮑﺷ1 .(
ﯽﮕﺴﯾﺎﺷ زا ﺮﻫ ﻌﻣ ﻪﺑ ﻪﻣادا رد ﯿﺘادﺮﭘ ﺎﻫ.
و ﺶﻧاد ﻪﺑ طﺮﻣ ﻪﮐ دراد هرﺎﺷا ﻣاﻮﻋ ﻪﺑ ﯽﻤﻠﻋ ﺘﺴﯾﺎﺷ
تﯿﻫ ءﺎﻋا ﯽﻫﮔآ ﺳا ﯽﻤﻠﻋ. ﻪﺑ ﺠﻣ ﺮﮕﯾد ترﺎﺒﻋ
ﺶﻧاد ﯽﻫﮔآ و ﺎﻫ ﯽﻣ رﻧا ﻪﮐ ﺳا ﯾﺎﻫ ﻀﻋ دور
تﯿﻫ ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ ﺮﻋ ﻪﺑ دورو ياﺮﺑ ﯽﻤﻠﻋ ﻠﻠﻟا
ﺷﺎﺑ ﺘﺷاد.
ﺮﺣ ﺘﺴﯾﺎﺷ ﺎﺑ ﺮﻣ ﻪﮐ دراد هرﺎﺷا ﻣاﻮﻋ ﻪﺑ يا
ترﺎﻬﻣ ﯾو و ﺎﻫ تﯿﻫ ءﺎﻋا ﻐﺷ ﺎﯾ ﺮﺣ يﺎﻫ رد ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ ﻠﻠﻟاﺳا .ﻪﺑ ترﺎﻬﻣ ﺠﻣ ﺮﮕﯾد ترﺎﺒﻋ و ﺎﻫ
ﯾو ﯽﻣ رﻧا ﻪﮐ ﺳا ﺎﻫ تﯿﻫ ﻀﻋ دور ﯽﻤﻠﻋ
ﮑﺷ ياﺮﺑ ﯿﺑ ﻠﻋ تﻌﺗ يﯿﮔ ﻠﺘﺨﻣ لﺷا رد ﻠﻠﻟا
) رد ﺮﺷ ،كﺘﺸﻣ وﮋﭘ ،كﺘﺸﻣ ﻘﻣ ،كﺘﺸﻣ بﺎﺘﮐ
ﺎﺻ ﺮﮐاذ ﺎﺿﻼﻏ ،ﻠﯿﺑا رﺎاﺪﺧ ،ﺮﮐرﻮﭘ داﻮﺟ ،عراز هدازﻈﻧ ﺤﻣ ؛ لﺎﺳ ،يروﺎﻨﻓ و ﻠﻋ ﯿﺳ ﻨﻠﺼﻓﺸﻫ هرﻤﺷ ،3 ،ﯿﺎﭘ 1395
33
و ﯾﺎﻤﻫ (...ﺷﺎﺑ اد.
ﺎﺑ ﻂﺒﺮﻣ ﻪﮐ دراد هرﺎﺷا اﻮﻋ ﻪﺑ را ﯽﮕﺘﺴﯾﺎﺷ
ترﺎﻬﻣ تﯿﻫ ءﺎﻋا ياﺮﺑ زﺎﯿﻧ درﻮﻣ ﺎﺒرا يﺎﻫ رد ﻠﻋ
ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ ﺮﻋ ﺳا ﻟا .ﻪﺑ ﺮﮕﯾد ترﺎﺒﻋ
ترﺎﻬﻣ ﺠﻣ ﯽﻣ رﻧا ﻪﮐ ﺳا ﺎﻫ ﻀﻋ دور
تﯿﻫ لﻧا ياﺮﺑ ﯽﻤﻠﻋ طﺎﺒرا يراﺮﺮﺑ ﺎﯾ و تﺎﻋﻃا ﺳﺎﻨﻣ
ﯿﺑ ﻄﺳ رد دﻮﺧ ﯽﻤﻠﻋ نﺎﺘﻤﻫ ﺎﺑ ﺆﻣ ﺎﺑ ﺘﺷاد ﻠﻠﻟا.
نﺎﯿﻣ ﯽﮕﺘﺴﯾﺎﺷ ﺶﻧاد ﻪﺑ ﻫﺮﻓ ترﺎﻬﻣ ،ﺎﻫ هﯿاو ﺎﻫ ﻪﮐ ﺎﻫ
تﯿﻫ ءﺎﻋا رد ﺆﻣ قﺎﺒﻧا و يرزﺎﺳ ياﺮﺑ ار ﻠﻋ
ﻂﯿﺤﻣ نﺎﯿﻣ يﺎﻫ ﯽﻣ اﻮﺗ ﯽﮕﻫﺮﻓ دراد هرﺎﺷا دزﺎﺳ .ﻪﺑ ترﺎﺒﻋ
د و نﯿﺸﺨﺑ ﺮﺳ ياﺮﺑ مزﻻ ﯾﺎاﻮﺗ ﻪﺑ ﯽﮕﺘﺴﯾﺎﺷ ﯾا ﺮﮕﯾ
ﺆﻣ و ﻨﻣ ﻌﺗ يﺎﺘﺳار رد ﯿﻗد كرد و ﻬﻓ ﺴﮐ
تﯿﻫ ءﺎﻋا دراد هرﺎﺷا ﻠﺘﺨﻣ ﯽﮕﺮﻓ يﻫﺮﺘﺴﺑ زا ﯽﻤﻠﻋ.
ﻪﺑ ﻨﺷاﺮﻓ ﯽﮕﺘﺴﯾﺎﺷ ﯿﻨﺗ و ﺧﺎﻨﺷ ﯽﻫﮔآ ناﻨﻋ
تﯿﻫ ءﺎﻋا ﺧﺎﻨﺷ ﯿﺑ تﻌﺗ ﺮﻋ رد ﯽﻤﻠﻋ ﻠﻠﻟا
ﺳا حﻄﻣ .ﻪﺑ ﺠﻣ ﺮﮕﯾد ترﺎﺒﻋ ﺶﻧاد ﺎﻫ و ﯾﺎاﻮﺗ ﯾﺎﻫ
تﯿﻫ ﻪﺑ ﻪﮐ ﺳا ﺧﺎﻨﺷ مﻈﻧ زا ﯽﻫﮔآ درﻮﻣ رد ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ ﯽﻃ نآ ﺮﺑ وا لﻨﮐ ﯽﮕﮕﭼ و دﻮﺧ ﺎﺑ ﻠﻠﻟا
ﯽﻣ ﻤﮐ دﻮﺧ ﯽﻤﻠﻋ نﺎﯾﺎﺘﻤﻫ ﻨﮐ.
ﯾﺎاﻮﺗ ﺠﻣ ﻪﺑ يﺮﮑﻓ ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ تﯿﻫ ءﺎﻋا ﯽﻤﻠﻋ
،توﺎﻀﻗ ،ﻬﻓ و كرد ياﺮﺑ يو يﺮﮑﻓ ﯿﻓﺮ و ﻨﻫذ ﺸﮐ
ﯿﺑ تﻌﺗ ﺮﻋ رد دراد هرﺎﺷا ﻠﻠﻟا .ﻪﺑ ﺮﮕﯾد ترﺒﻋ
ﺮﻓ آدﻮﺧ
ﻨﻫﺮﻓ ﻨﺷ
ﺮﻓ ماﺣا
ﯽﮕﺮﻓ يراداور
ﯿﺑ نﺮﺟ زا ﺎﮔآ
ﺶﻧاد و ﻠﻋ ﻠﻠﻟا
نﯿﻣ ﺶﻧاد
ﻪﺘﺷر
ﻪﺘراﺮﻓ و يا
يا
قﻼﺧ ﻔﺗ
ﯿﺤﺗ ﻔﺗ
يدﻧا ﻔﺗ
ﺪﻣدﻮﺧ
يدﺮﻓ آدﻮﺧ
هﮐا نﻨﻓ
ترﻬﻣ
ﺛا را يﺎﻫ
ﯿدﺎﮐآ رﻧا و شرﮕﻧ ترﻬﻣ
ﯿﺑ نﺑز ترﻬﻣ
ﻠﻠﻟا
يﺮﮕﺸﻫوﮋﭘ و ﻫوﮋﭘ ترﻬﻣ
دﺎﺠﯾا ياﺮﺑ يدﺮﻓ قﺎﯿﺷا و هﯿﻧا
نﯿﻣ
ﻨﻫﺮﻓ
ﯽﻤﻠﻋ
يﮑﻓ
اﺮﻓ
ﺒﺗرا
ﺮﺣ يا
ﯽﮕﺴﯾﺎﺷ ءﻋا يﺎﻫ
تﯿﻫ ﯽﻤﻠﻋ رد
ﯿﺑ تﻌﺗ ﻠﻠﻟا
ﻞﮑﺷ
1
(
يﻟا
ﯽﺣاﺮﻃ ﻔﻣ
ﻓﺎﯾ سﺎﺳاﺮﺑ هﺪﺷ
ﯿﮐ يﺎﻫ
ﻠﻋ تﯿﻫ ءﻀﻋا ﺴﯾﺎﺷ يﻟا ﻪﺋارا ﯿﺑ تﺎﻌﺗ رد ﻟا :ﻧﺎراﺪﭘ ﻟﺎﻄﻣ ﮏﯾ
34
ﺠﻣ ﯾﺎاﻮﺗ تﯿﻫ ﻀﻋ ﻪﺑ ﻪﮐ ﺳا ﯾﺎﻫ رد ﯽﻤﻠﻋ
هﯾا ﻖﻠﺧ ﺎﻫ رد ،ﻫدﻧا شﺮﯾ و ﺎﺴﻣ ﻞﯿﻠﺤﺗ و ﺠﺗ ،
ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ اد يﺎﺘﺳار ﯽﻣ ﻤﮐ ﻠﻠﻟا ﻨﮐ.
5- ﺤﺑ
ﺴﻣ ادﻘﻧ روﺮﻣﯿﺑ ﺎﺑ طﺎﺒرا رد دﻮﺟﻮﻣ تاﻨﺘ نﺪﺷ ﻠﻠﻟا
هﺎاد ﯽﻣ نﺎﺸﻧ رﺸﮐ يﺎﻫ هﺎاد ﻪﮐ ﻫد ياﺮﺑ ﻞﺧاد يﺎﻫ
دﻮﺑ اﻮﻣ ﺸﻣ ﺎﺑ دﺼﻘﻣ ﯾا ﻪﺑ ﻞﯿﻧ . ﻫاﻮﺷ زا ﯽﮑﯾ
يرﮑﻤﻫ ﯿﻀﻗ ﯾا ﺷور هاد ﯿﺎﭘ تﻌﺗ و ﺎﻫ رد ﺎﻫ
ﯿﺑ ﻄﺳ ءﺎﻋا دوﺤﻣ تﻌﺗ نآ ﻗﺎﺘﻣ و ﻠﻠﻟا
تﯿﻫ ﻠﻋﻪﺑ ﯽﻤ ﯾﺎﻣﺮﺳ زا ﯽﮑﯾ ناﻨﻋ ﺮﻫ ﻬﻣ ﺎﺴﻧا يﺎﻫ
ﯿﺑ ﻄﺳ رد دﻮﺧ ﻠﻋ نﺎﯾﺎﺘﻤﻫ ﺎﺑ هﺎاد ﺳا ﻠﻠﻟا .
ﻪﻠﺴﻣ ﯿﻨﭼ ﯽﺑ يا ﯽﻣ ردﺘﻣ ﻦﻫذ ﻪﺑ ار لاﺆﺳ ﯾا رد ﻪﮐ ﻨﮐ
تﯿﻫ ءﺎﻋا ﺎﯾآ ﯽﮕﯾﺎﺷ زا ﯽﻤﻠﻋ دﯾا ياﺮﺑ مزﻻ يﺎﻫ
ﯿﺑ تﻌﺗ لاﺆﺳ ﯾا ﻞﯿﻠﺤﺗ ؟ﻨﺘﺴﻫ رادرﺮﺑ ﻠﻠﻟا
ﺴﻣﻔﻟﺆﻣ و دﺑا ﻖﯿﻗد ﻌﺗ مﻠﺘ تﻌﺗ رد ﯽﮕﯾﺎﺷ يﺎﻫ
ﯿﺑ ﺳا ﻠﻠﻟا . ﺎﺑ ﺎﺗ هدﻮﺑ درد ﺿﺎﺣ وﮋﭘ اﺮﻨﺑ
ﺎﭘ ،ﯽﺳﺎﻨﺷراﺪﭘ شور ﺮﺑ ﻨﺘﺒﻣ ﯿﮐ دﺮﮑﯾور ذﺨﺗا
ﻫد ﻪﺋارا ﻪﻠﺴﻣ ﯾا ياﺮﺑ ﻨﺷور .ﺘﻓﺎﯾ هﻣآ ﺳد ﻪﺑ يﺎﻫ
تﯿﻫ ءﻋا ﯽﮕﺘﺴﯾﺎﺷ ﻪﮐ داد نﺎﺸﻧ تﻌﺗ رد ﯽﻤﻠﻋ
ﯿﺑ ﯿﺴﻘﺗ ﻔﻟﺆﻣ هﻔﻫ و ﯽﮕﺴﯾﺎﺷ ﺶﺷ ﺎﻗ رد ﻠﻠﻟا
ﯽﻣ زا رﺎﺒﻋ ﻪﮐ دﻮﺷ :1 ( ؛ﯽﻤﻠﻋ ﯽﮕﺘﺴﺎﺷ2 ( ﯽﮕﯾﺎﺷ
ﺮﺣ ؛يا3 (نﺎﯿﻣ ﺘﺴﯾﺎﺷ ؛ﯽﮕﺮﻓ4 (ﺘﺴﯾﺎﺷ ؛ﺎﺒرا
5 ( و ﻨﺷاﺮﻓ ﯽﮕﯾﺎﺷ6 (يﺮﮑﻓ ﯽﮕﺘﺴﺎﺷ.
ﻪﺑ ﺎﻬﻧآ ﺒﺗ و ءﺣا زﺎﺑ يﺪﮐ سﺎاﺮﺑ ﻠﻋ ﺘﺴﯾﺎﺷ
ﻔﻟﺆﻣ يﺎﻫ ﺎﺷ ﺮﻣ"ﯿﺑ نﺎﯾﺮﺟ زا ﮔآ و ﻠﻋ ﻠﻠﻟا
دﻮﺧ ﺘﺷر رد ﺶﻧاد" و"نﺎﯿﻣ ﺶﻧاد زا يرادرﻮﺧﺮﺑ ﺘﺷر و يا
ﺘﺷراﺮﻓ يا" ﺳا . ،ﺮﺿﺎﺣ وﮋﭘ عﻮﺿﻮﻣ ﻪﺑ ﻮﺗ ﺎﺑ ﺮﻫ
زا جرﺎﺧ و ﻞﺧاد ﻄﺳ رد ﻨﯿﻣز ﯾا رد وﮋﭘ نﺎﺗ
ﻪﺑ ﯾﺎﺘﻧ ﻣا دﻮﺟو ﯾا ﺎﺑ هﺸﻧ مﺠﻧا رﺸﮐ ار هﻣآ ﺳد
ﯽﻣ وﮋﭘ زا ﺮﺑ ﺎﺑ ناﻮﺗ مﺠﻧا يﺎﻫ ﺎﺑ طﺎﺒرا رد هﺪﺷ
ﺮﺣ ﯽﮕﺘﺴﯾﺎﺷ تﯿﻫ ءﺎﻋا يا ﻢﻫ ﯽﻤﻠﻋ اد ﺎﺘﺳار .
ﻪﺑ ﯿﺑ نﺎﯾﺮﺟ زا ﯽﻫﮔآ ﻔﻟﺆﻣ لﺎﺜﻣ ناﻨﻋ ﺶﻧاد و ﻠﻋ ﻠﻠﻟا
ﯿﭼ وﮋﭘ ﺘﻧ ﺎﺑ ،دﻮﺧ ﺘﺷر رد زﺎﺳ]15 [ نآ رد ﻪﮐ
ار ﺼﺼﺨﺗ ﻨﯿﻣز رد ﯽﻤﻠﻋ ياﻮﺗ ﻪﺑ زا ﯽﮑﯾ ناﻨﻋ
ﻔﻟﺆﻣ ﯽﮕﯾﺎﺷ يﺎﻫ تﯿﻫ ءﺎﻋا هدﺮﻤﺮﺑ رﺸﮐ ﯽﻤﻠﻋ
ﻢﻫ ﺳا هدﻮﺑ ﺎﺘﺳار . ﺶﻧاد زا يرادرﻮﺧﺮﺑ ﻔﻟﺆﻣ صﺼﺧ رد
نﺎﯿﻣ ﺘﺷر ﺘﺷراﺮﻓ و يا يا ًﺎﮐ ﻔﻟﺆﻣ ﯾا ﻪﮑﻨﯾا ﻪﺑ ﻮﺗ ﺎﺑ ،
ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ ﻪﺑ طﺮﻣ ﻨﺘﺒﻣ ﻔﻟﺆﻣ ا ﺳا ﻠﻠﻟا
ﯿﺑ ﺴﺑ و ﻨﯿﻣز ﺮﺑ هدﻮﺑ ﻠﻠﻟا و ﯿﺘﻧ رد ﺮﺑ لاد وﮋﭘ
ﻪﺑ ﻪﮑﻨﯾا تﯿﻫ ءﻋا ﺘﺴﯾﺎﺷ رد ﻬﻣ ﻔﻟﺆﻣ ناﻨﻋ ﻠﻋ
ﺳا هﺸﻧ ﻓﺎﯾ ﻢﻫ دﻮﺷ ﻠﺗ.
ﯽﻣ ﯾﺎﺘﻧ ﯾا ﯿﯿﺒﺗ رد ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ ﻔﮔ ناﻮﺗ ﻠﻠﻟا
ﯿﺑ ﺎﺴﻣ لﻮﺣ ﺐﻠا ءﻋا ا و راد راﺮﻗ ﺎﻬﺟ و ﻠﻠﻟا
تﯿﻫ ﯿﺑ ﺮﻋ رد دﻮﺧ ﻬﺑ ﻘﻧ ءﯾا ياﺮﺑ ﯽﻤﻠﻋ ﻟا ﻠﻤ
ﯽﻣ نآ دﻮﺧ ﺼﺼﺨﺗ هزﻮﺣ رد ﺶﻧاد و ﻠﻋ نﺎﯾﺮﺟ زا ﯾﺎﺑ
ﻮﭘ نﺮﺟ ﺶﻧاد ﻪﮐ اﺮﭼ ؛ﻨﺷﺎﺑ هﮔآ ﺎﻬﺟ ﻄﺳ رد ﻢﻫ
ﺳا . اد زا ﺎﻬﻧآ ندﻮﺑ رادرﻮﺧﺮﺑ ،ﺮﮕﯾد يﻮﺳ زا
نﺎﯿﻣ ﺘﺷر ﺘﺷراﺮﻓ و يا هﯿﯿﭘ ﺎﺴﻣ ﻞﺣ رد ﯿﻬﺴﺗ ﻋﺎﺑ يا
ﯿﺑ و ﺎﻬﺟ ﯽﻣ ﻠﻠﻟا دﻮﺷ.
ﺮﺣ ﺘﺴﯾﺎﺷ اﺮﺑ يا ﻪﺑ ﺎﻬﻧآ ﺒﺗ و ءﺎﺣا زﺎﺑ يﺪﮐ سﺎﺳ
ﻔﻟﺆﻣ ﺎﺷ ﺮﻣ يﺎﻫ"ﯿﺑ نﺎﺑز ترﻬﻣ ﻠﻠﻟا" ،" ترﺎﻬﻣ
ﯿﻣدﮐآ رﺎﺸﻧا و شرﮕﻧ" ،"يﺮﮕوﮋﭘ و وﮋﭘ ترﻬﻣ"
و"هﯿﻧا ﯿﺑ تﻌﺗ دﯾا ياﺮﺑ يدﺮﻓ قﺎﯿﺘﺷا و ﻟا"
ﺳا .ﻔﻟﺆﻣ صﺼﺧ رد ﯿﺑ نﺎﺑز ﺎﺑ وﮋﭘ ﯾا ﯾﺎﺘﻧ ،ﯽﻠﻠﻟا
ﯾﺎﺘﻧوﮋﭘ هااﺮﻓ]22 [تﯿﻫ ءﺎﻋا ﯾﺎﻨﺷآ ﻪﮐ ﯽﻤﻠﻋ
ﯿﺑ نﺎﺑز ﺎﺑ ﻪﺑ ار ﻠﻠﻟا زﻣآ تﻣاﺰﻟا زا ﯽﮑﯾ ناﻨﻋ
ﯿﺑ ياﺮﺑ هاد نﺪﺷ ﻟا ﺎﻋ شزﻣآ تﺎﺴﺳﺆﻣ و ﺎﻫ
ﻢﻫ هدﺮﮐ نﺎﯿﺑ دﻮﺑ ار .ﻔﻟﺆﻣ صﻮﺼﺧ رد و شرﮕﻧ ترﺎﻬﻣ
ﺎﮐ ﻔﻟﺆﻣ ﯾا ﻨﯾا ﻪﺑ ﺟﻮﺗ ﺎﺑ ،ﯿﻣدﮐآ رﺎﺸﺘﻧا ﻪﺑ طﺮﻣ ًﻼﻣ
ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ ﺘﺴﺑ ﻠﻠﻟا ﺮﺑ لاد وﮋﭘ ﯿﺘﻧ رد هدﻮﺑ
ﻪﺑ ﻪﮑﻨﯾا ناﻨﻋﻔﻟﺆﻣ تﯿﻫ ءﻋا ﺘﺴﯾﺎﺷ رد ﻬﻣ ﻠﻋ
ﺳا هﺸﻧ ﺎﯾ دﻮﺷ ﻠﺗ . ترﺎﻬﻣ ﻔﻟﺆﻣ صﺼﺧ رد
ﯾﺎﺘﻧ ﺎﺑ وﮋﭘ ﯾا ﺎﺘﻧ ،يﺮﮕوﮋﭘ و وﮋﭘ
وﮋﭘ ﯿﻫاﺮﺑا يﺎﻫ]14[؛ يزروﺎﺸﮐ و يرﯿﺣ ،ﯽﻤﯿﻠﺳ
]16[؛ اوﻮﮐزﻼﺑ
1
نارﻤﻫ و]20 [ نارﮑﻤﻫ و ﻨﻠﺑ و]19 [ ﻪﮐ
ﯿﻌﻓ ﺎﺑ ﺮﻣ دﺮﮑﻤﻋ ﯿﺮﺗ ﻪﺑ يﺎﻫ ،وﮋﭘ ،ﯽوﮋﭘ
شور ﺮﺑ ﻂﻠﺴﺗ شور ،وﮋﭘ يﺎﻫ ًﺘﯾﻬﻧ و وﮋﭘ ﺳﺎﻨﺷ
هژوﺮﭘ ﺪﻣ و اﺪﻫ ﻪﺑ ار وﮋﭘ يﺎﻫ ﻔﻟﺆﻣ ناﻨﻋ يﺎﻫ
ﯽﮕﺘﺴﯾﺎﺷ تﯿﻫ ءﻋا ﻠﻋﻢﻫ دﻮﺑ هدﺮﻤﺮﺑ ﯽﻤ ﺳا ﺎﺘﺳار .
هﯿﻧا ﻔﻟﺆﻣ صﺼﺧ رد تﻌﺗ دﯾا ياﺮﺑ يدﺮﻓ قﯿﺷا و
1- Blaskovaa
ﺎﺻ ﺮﮐاذ ﺎﺿﻼﻏ ،ﻠﯿﺑا رﺎاﺪﺧ ،ﺮﮐرﻮﭘ داﻮﺟ ،عراز هدازﻈﻧ ﺤﻣ ؛ لﺎﺳ ،يروﺎﻨﻓ و ﻠﻋ ﯿﺳ ﻨﻠﺼﻓﺸﻫ هرﻤﺷ ،3 ،ﯿﺎﭘ 1395
35
ﯿﺑ و ﻨﯿﻣز ﺮﺑ ﻨﺘﺒﻣ ﻔﻟﺆﻣ ﯾا ﻨﯾا ﻪﺑ ﺟﻮﺗ ﺎﺑ ﻫزﺎﺑ ،ﯽﻠﻠﻟا
ﯿﺑ ﺘﺴﺑ ﻪﺑ ﻨﯾا ﺮﺑ لاد وﮋﭘ ﯿﺘﻧ رد هدﻮﺑ ﻠﻠﻟا ناﻨﻋ
ﻔﻟﺆﻣ تﯿﻫ ءﻋا ﯽﮕﺘﺴﯾﺎﺷ رد ﻬﻣ يا ﯽﻤﻠﻋﻮﺷ ﻠﺗ ﺎﯾ د
ﺳا هﺸﻧ.
ﯽﻣ ﯾﺎﺘﻧ ﯾا ﯿﯿﺒﺗ رد ﻮﻀﻋ يرادرﺮﺑ ﻪﮐ ﻔﮔ ناﻮﺗ
تﯿﻫ ﯿﺑ نﺎﺑز ترﺎﻬﻣ زا ﯽﻤﻠﻋ رد مود نﺑز ﻮﻧ ﻪﺑ ﺎﯾ ﻠﻠﻟا
ﻪﺑ ،نداد شﻮﮔ و ندﺮﮐ ﺤﺻ ،ناﻮﺧ ﻄﺳ زا ﯽﮑﯾ ناﻨﻋ
ﻔﻟﺆﻣ ﺮﺣ ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ رد يا ﻠﻠﻟا
ﻪﺑ ﯽﻣ رﻤﺷ تﯿﻫ ءﺎﻋا و دور ﺮﻋ ﻪﺑ دورو ياﺮﺑ ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ ﯿﺑ نﺎﺑز ﻪﮐ ﻨﺘﺴﻫ ﯾا ﻣزﺎﯿﻧ ﻠﻠﻟا ار ﻠﻠﻟا
ترﺎﻬﻣ ﻞﻗاﻻ ﺎﯾ ﯿﮕﺑ دﺎﯾ ﺨﺑ دﻬﺑ ار دﻮﺧ مود نﺑز يﺎﻫ .
ﺎﺑ ندﻮﺑ ﺷآ ﻞﯿﺒﻗ زا يﺮﮕوﮋﭘ و وﮋﭘ ترﻬﻣ ﺘﺷاد
شور و ﺪﻣ ﯾﺎاﻮﺗ و ﺼﺼﺨﺗ هزﻮﺣ رد وﮋﭘ يﺎﻫ
هژوﺮﭘ لﺘﻨﮐ يﺎﻫﯿﺑ وﮋ ﻪﺑ ﻠﻠﻟا زا ﺮﮕﯾد ﯽﮑﯾ ناﻨﻋ
ﻔﻟﺆﻣ ﺮﺣ ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ تﯿﻫ ﻀﻋ ﺮﻫ ياﺮﺑ يا رد ﯽﻤﻠﻋ
ﯿﺑ ﻠﻋ تﻌﺗ ﺮﻋ ﻪﺑ يروﺮﺿ ﻠﻠﻟا ﯽﻣ ﻈﻧ اﺮﭼ ؛ﺳر
ﯿﺑ ﻌﺗ ﺘﺷاد ﻪﮐ هژوﺮﭘ ﺎﻗ رد ﻟا وﮋﭘ يﺎﻫ
تﯿﻫ ﻀﻋ يرادرﺮﺑ نوﺪﺑ ،كﺘﺸﻣ ﯾا زا ﯽﻤﻠﻋ
ﯾﺎاﻮﺗ و ترﺎﻬﻣ نﮑﻣا ﺎﻫ ﯿﻧ ﺮﯾ . شرﮕﻧ ترﺎﻬﻣ اد
ﻪﺑ ،ﯿﻣدﮐآ رﺎﺸﺘﻧا و ﻔﻟﺆﻣ زا ﺮﮕﯾد ﯽﮑﯾ ناﻨﻋ ﺘﺴﯾﺎﺷ يﺎﻫ
ﺮﺣ تﯿﻫ ﻮﻀﻋ ﺮﻫ ياﺮﺑ يا زا ﯽﮑﯾ رد دراد ﻤﺗ ﻪﮐ ﻠﻋ
ﺎﻗ ﯿﺑ ﻠﻋ تﻌﺗ يﺎﻫ ﺎﯾ ﻘﻣ ﺘﺷﻮﻧ ﯿﺒﻗ زا ﻟا
ﯿﺑ ﻄﺳ رد كﺘﺸﻣ بﺎﺘﮐ ﻪﺑ يروﺮﺿ ﻨﮐ ﺮﺷ ﻠﻠﻟا ﻈﻧ
ﯽﻣ ﺳر .تﯿﻫ ءﺎﻋا ندﻮﺑ رادرﻮﺧﺮﺑ قﺎﯿﺘﺷا و هﯿﻧا زا ﯽﻤﻠﻋ
ﯿﺑ ﻌﺗ اد يار رد يدﺮﻓ ﻪﺑ ،ﯽﻠﻠﻟا ﺮﮕﯾد ﮑﯾ ناﻨﻋ
ﻔﻟﺆﻣ زا ﺮﺣ ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ ﯽﻣ ،يا اﺰﻓا و دﯾا رد اﻮﺗ
قﺎﯿﺷا و هﯿﻧا ﻪﮐ اﺮﭼ ؛ﺎﺑ اد اﺴﺑ ﻘﻧ ﺎﻬﻧآ ﻌﺗ
تﯿﻫ ءﺎﻋا ﺐﻠا اد ياﺮﺑ ﯽﻤﻠﻋ ﯽﻤﻠﻋ تﻌﺗ ﺘﺷ
ﯿﺑ هﻨﯾآ يار رد ﻠﻠﻟا ﯿﻬﺴﺗ و ﺖﻓﺸﯿﭘ ﺴﮐ ،يﺮﮕﻧ
ﺳا ﺶﻧاد.
ﻞﯾﺒﺗ و ءﺎﺣا زﺎﺑ يﺪﮐ سﺎاﺮﺑ ﯿﻧ ﺎﺒرا ﯽﮕﺘﺴﯾﺎﺷ
ﻔﻟﺆﻣ ﻪﺑ ﺎﻬﻧآ ﺎﺷ ﺮﻣ يﺎﻫ"ترﻬﻣ ﺎﺒرا يﺎﻫ
ﺶﺨﺛا" و"هﮐا نﻨﻓ" ﺳا . ﻔﻟﺆﻣ صﺼﺧ رد
ترﺎﻬﻣ ﯾا ﺞﯾﺎﺘﻧ ،ﺶﺨﺛا را يﺎﻫ ﯾﺎﺘﻧ ﺎﺑ وﮋﭘ
وﮋﭘ ﯿﭼ يﺎﻫ زﺎﺳ]15[، ﺎﻫ و تﯿﻟا
1
]15[، ﺎﯿﻔﭘ
2
1- Elliot
]18[، ﯿﮐ و نﯿﮐ
3
]17[، نارﮑﻤﻫ و ﻠﺑ]19 [،ﻨﻠﯿﻣ و
ﻮﮔ و ﯿرﻮﺪﻧ
4
]19 [ﻪﺑ ﻪﮐ ترﺎﻬﻣ ﯿﺮﺗ ،ﯽرا يﺎﻫ
ﯿﺑ تﺎﺒرا ترﺎﻬﻣ ،ﯽﻠﻠﻟا نﺎﯿﻣ يﺎﻫ يدﺮﻓ ﻔﺣ و دﯾا ،
ﯿﺑ ﺎﺒرا ﻪﮑﺒﺷﺮﺣ نارﻤﻫ ار ﺆﻣ طﺎﺒرا يراﺮﺮﺑ و يا
ﻪﺑ ﻔﻟﺆﻣ زا ﯽﮑﯾ ناﻨﻋ ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ تﯿﻫ ءﺎﻋا ﻠﻋ
ﻢﻫ دﻮﺑ هدﺮﻤﺮﺑ ﺳا ﺎﺘﺳار . نﻨﻓ ﻔﻟﺆﻣ صﺼﺧ رد
ﺘﺴﺑ ﻪﺑ طﺮﻣ ًﺎﮐ ﻔﻟﺆﻣ ﯾا ﻪﮑﯾا ﻪﺑ ﻮﺗ ﺎﺑ ،هﮐا
ﯿﺑ تﻌﺗ ﻔﻟﺆﻣ ا هدﻮﺑ ﻠﻠﻟا و ﻨﯿﻣز ﺮﺑ ﻨﺘﺒﻣ ﻪﮐ ﺳا يا
ﯿﺑ ﺘﺴﺑ هدﻮﺑ ﻠﻠﻟا وﻪﺑ ﻨﯾا ﺮﺑ لاد وﮋﭘ ﯿﺘﻧ رد ناﻨﻋ
ﻔﻟﺆﻣ تﯿﻫ ءﺎﻋا ﯽﮕﺘﺴﯾﺎﺷ رد ﻬﻣ ﯽﻤﻠﻋ ﺎﯾ دﻮﺷ ﻠﺗ
ﺳا هﺸﻧ.
ﯽﻣ ﯾﺎﺘﻧ ﯾا ﯿﯿﺒﺗ رد ترﺎﻬﻣ ﺘﺷاد ﻪﮐ ﻔﮔ ناﻮﺗ يﺎﻫ
ا ﺎﺒراﺶﺨﺮﺛ و ﺤﺗ ﯾﺎاﻮﺗ و ضرﻌﺗ ﺪﻣ ﻞﯿﺒﻗ زا
ﻪﺑ ترا رد يرﺎﺑدﺮﺑ ناﻨﻋﻔﻟﺆﻣ ،ﺎﺒرا ﯽﮕﯾﺎﺷ يﺎﻫ
تﯿﻫ ءﺎﻋا ياﺮﺑ ﯿﺑ تﻌﺗ ﺮﻋ رد ﯽﻤﻠﻋ مزﻻ ﻠﻠﻟا
تﯿﻫ ﻀﻋ ﻪﮐ اﺮﭼ ؛ﺳا تﺎﺿرﻌﺗ اﺘﺑ ﻪﮐ ﯽﻤﻠﻋ
ﯿﭘ ﯿﺑ ﯽﻤﻠﻋ نﯾﺎﺘﻤﻫ ﺎﺑ تﺎﺒرا رد هﻣآ ار دﻮﺧ ﻠﻠﻟا
رد يرﺎﺑدﺮﺑ و ﺤﺗ ﯾﺎاﻮﺗ ﯾد يﻮﺳ زا و هدﺮﮐ ﺪﻣ
ار دﻮﺧ يﺎﺘﻤﻫ ﺎﺑ طﺎﺒرا ﯽﻣ ًﺴﻣ ﺷﺎﺑ ﺘﺷاد ﻌﺗ اﻮﺗ
ﯿﺑ ﻄﺳ رد يﺮﻬﺑ ﺷﺎﺑ اد ﻠﻠﻟا . ءﻋا يرادرﻮﺧﺮﺑ
تﯿﻫ ﻪﺑ هﮐا نﻨﻓ زا ﯽﻤﻠﻋ ﻔﻟﺆﻣ زا ﯾد ﯽﮑﯾ ناﻨﻋ يﺎﻫ
تﯿﻫ ﻀﻋ ﻂﻠﺴﺗ مﺴﻣ ،ﯽﺎﺒرا ﯽﮕﺘﺴﯾﺎﺷ هﻮﯿﺷ ﻪﺑ ﯽﻤﻠﻋ ﺎﻫ
نﻣز ﯾﺎﻋر ،هﮐا نﻨﻓ و هﺤﻧ و هﮐا مﺠﻧا رد يﻨﺑ
ﻪﺋاراهﯾا با لﻧا و ﯿﺑ ﯽﻤﻠﻋ نﺎﯾﺎﻤﻫ ﻪﺑ ﺎﻫ ﺳا ﻠﻠﻟا.
نﺎﯿﻣ ﯽﮕﺘﺴﯾﺎﺷ و ءﺎﺣا زﺎﺑ يﺪﮐ سﺎاﺮﺑ ﻢﻫ ﯽﮕﻫﺮﻓ
ﻔﻟﺆﻣ ﻪﺑ ﺎﻬﻧآ ﻞﯾﺒﺗ ﺎﺷ ﺮﻣ يﺎﻫ"ﻫﺮﻓ ﯽﻫﮔآدﻮﺧ" ،
"ﻫﺮﻓ ﻨﺷ" ،"ﯽﮕﻫﺮﻓ ماﺮﺣا" و"ﻫﺮﻓ يراداور"
ﺳا .ﻔﻟﺆﻣ صﺼﺧ رد ﯾﺎﻫ ،ﯽﮕﻫﺮﻓ ﯽﻫآدﻮﺧ ﺎﻣ
ﺎﺑ ،ﯽﮕﻫﺮﻓ يراداور و ﻫﺮﻓ ماﺮﺣا ،ﯽﮕﻫﺮﻓ ﺎﻨ
ﻔﻟﺆﻣ ﯾا ﻪﮑﯾا ﻪﺑ ﺟﻮﺗ ﺎﻫ تﻌﺗ ﺴﺑ ﻪﺑ طﺮﻣ ًﺎﮐ
ﯿﺑ ﯽﻤﻠﻋ ﻔﻟﺆﻣ ا ﻨﺘﺴﻫ ﻠﻠﻟا يﺎﻫ ﺘﺴﺑ و ﻨﯿﻣز ﺮﺑ ﺘﺒﻣ
ﯿﺑ هدﻮﺑ ﻠﻠﻟا و ﻪﺑ ﻪﮑﻨﯾا ﺮﺑ لاد وﮋﭘ ﯿﺘﻧ رد ناﻨﻋ
ﻔﻟﺆﻣ يﺎﻫ تﯿﻫ ءﺎﻋا ﺘﺴﯾﺎﺷ رد ﻬﻣ ﯽﻤﻠ ﻮﺷ ﻠﺗ
ﺳا هﺸﻧ ﻓﺎﯾ.
2- Pefianco
3- Qiuyan and Qin
4- Milner, Gusic and Thorndyke
ﻠﻋ تﯿﻫ ءﻀﻋا ﺴﯾﺎﺷ يﻟا ﻪﺋارا ﯿﺑ تﺎﻌﺗ رد ﻟا :ﻧﺎراﺪﭘ ﻟﺎﻄﻣ ﮏﯾ
36
ﯽﻣ ﯾﺎﺘﻧ زا ﺶﺨﺑ ﯾا ﯿﯿﺒﺗ رد ﺘﺴﯾﺎﺷ ﻪﮐ ﻔﮔ ناﻮﺗ
نﺎﯿﻣ شزرا ﺖﺧﻨﺷ ﺎﺷ ﯽﮕﻫﺮﻓ ﻪﺑ ماﺮﺣا ،ﯽﮕﻫﺮﻓ يﺎﻫ
ﻫﺮﻓ ﯿدﮐآ يﺎﯿﻧد رد ﯽﮕﻫﺮﻨﭼ شﺮﯾ و ﺮﮕﯾد يﺎﻫ
ﯿﺑ تﯿﻫ ﻮﻀﻋ ياﺮﺑ ﻠﻠﻟا ﻪﺑ ﯽﻤﻠﻋ ﺮﻋ رد صﺼﺧ
ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ ا ﯿﺑ ﻠﻠﻟاﺳا يروﺮﺿ ﯿﭘ ز . ﻄﻘﻧ
نﺎﯿﻣ ﺘﺴﯾﺎﺷ عوﺮﺷ هﺎﮔﯾد ﺘﺷاد ،ﯽﻫﺮﻓ و ﺘﯿﻣاﺮﻓ يﺎﻫ
ﻄﺳ رد يﺮﯾﮔد ﯾﺎاﻮﺗ زا يرادرﺮﺑ و ﯽﮕﻫﺮاﺮﻓ
ﯿﺑ ندﻬﻧ شزرا مﻠﺘﺴﻣ دﻮﺧ ﯾا ﻪﮐ ﺳا ﻠﻠﻟا اﺮﯾ و
ﻫﺮﻓ ندﻮﺑ ﺸﭼ اد ،ﺮﮕﯾد يﺎﻫ ﻪﺑ ﺜﻣ زاﻧا
ﻫﺮﻓ اﺮﺑ رد وﺎﻘﻣ و ﻠﺘﺨﻣ يﺎﻫ ﺒﻫ و ﯽﻣﻮﻗ رﺎﺘﻓر
ﻫﺮﻓ ﯾد ياراد داﺮﻓا ﻪﺑ ﺒﺴﻧ ﺳا ﺎﻫ]23[ . ﺑﺎﻗ ﮑﻧ
تﯿﻫ ﻀﻋ ﻪﮐ ﺳا ﯾا ﻨﯿﻣز ﯾا رد ﺄﺗ ياﺮﺑ ﯽﻤﻠﻋ
ﯿﺑ تﻌﺗ ﺮﻋ ﻪﺑ دورو و ﯽﻫﮔآ زا ﭽﻧﻨﭼ ،ﯽﻠﻠﻟا
توﺎﻔﺗ و دﻮﺧ ﻫﺮﻓ ﻪﺑ ﺒﺴﻧ يﻤﮐ ﺎﻨﺷ دﻮﺟﻮﻣ يﺎﻫ
ﺎﭼد ﺳا ﻦﮑﻤﻣ ﺷﺎﺑ رادرﻮﺧﺮﺑ نآ رد ﯽﮕﻫﺮﻓ ﺧﺎدﻮﺧ ر
ﯿﺘﻧ رد ﻪﮐ دﻮﺷ دﻮﺧ ﺮﻓ ﻪﺑ ﺒﺴﻧ ارﻮﮐرﻮﮐ ﺼﻌﺗ ﺎﯾ
توﺎﻔﺗ و ﻞﺑﺎﻘﻣ ﻫﺮﻓ ﺘﺳرد ﻪﺑ دﻮﺑ ﻫاﺨﻧ ردﺎﻗ يﺎﻫ
دراﮕﺑ ماﺮﺣا نآ ﻪﺑ و هدﻤﻧ كرد ار نآ رد دﻮﺟﻮﻣ . ﺮﺑ هوﻼﻋ
تﯿﻫ ﻀﻋ ،ﻦﯾا نﺎﺘﻤﻫ ﺎﺑ ﻬﺑ ﻌﺗ ﺘﺷاد ياﺮﺑ ﯽﻤﻠﻋ
ﯿﺑ ﯽﻤﻠﻋ ﺮﻓ زا ﻟا ﯽﻣ ،ﻒﻠﺘﺨﻣ يﺎﻫ رﺎﻨﮐ رد ﺎﺑ
ﻫﺮﻓ ﻪﺑ ﺒﺴﻧ ﯽﻫﮔآ ﯿﺑ ﯽﻣﻤﻋ يرﺎﺑدﺮﺑ و ﻠﺣ زا ،ﯽﻠﻠﻟا
ﻫﺮﻓ ﻪﺑ ﺒﺴﻧ يراداور زا ﺮﮕﯾد ﯿﺒﻌﺗ ﻪﺑ ﺎﯾ ﻠﺘﺨﻣ يﺎﻫ
ﺎﺑ رادرﺮﺑ ﯿﻧ ﯽﮕﻫﺮﻓ . رد دﺮﯾﺬﭙ ﻪﮐ ﻌﻣ ﯾا ﻪﺑ
ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ شزرا ﺳا ﻤﻣ ﻠﻠﻟا ﯾﺎﻘﻋ و ﺎﻫ
ﻫﺮﻓ رد دﻮﺟﻮﻣ يﺎﻫﺷﺎﺒﻧ يو شﺮﯾ درﻮﻣ ﻠﺘﺨﻣ . رد
ﻪﺑ ﻪﮐ ﻨﮐ ﻌﺳ ﯾﺎﺑ ﯿﺘﻧ شﺮﯾ ﺎﯾ و ﻠﺧاﺪﻣ ،ﻤﻣ لﺎﺒﻧد
ﺎﺴﻣ ﺘﺴﯾﺰﻤﻫ ﺎﯾ اراﺪﻣ ﺎﻬﻧآ ﺎﺑ ﻮﻧ ﻪﺑ و هدﺒﻧ ﻧآ ﯿﻣآ
ﺷﺎﺑ ﺘﺷاد.
ساﺮﺑ ﻢﻫ ﺧﺎاﺮﻓ ﯽﮕﺴﯾﺎﺷ ﻌﯾ ﺘﺴﯾﺎﺷ ﻘﻣ ﺮﮕﯾد
ﻔﻟﺆﻣ ﻪﺑ ﺎﻬﻧآ ﻞﯾﺒﺗ و ءﺣا زﺎﺑ يﺪﮐ ﺮﻣ يﺎﻫ ﺎﺷ
"ﺘﯾﻣدﻮﺧ" و"يدﺮﻓ آدﻮﺧ" ﺳا . صﺼﺧ رد
ﯿﺑ ﻄﺳ رد ﺘﯾﻣدﻮﺧ ﻔﻟﺆﻣ ﺎﺑ وﮋﭘ ﯾا ﯾﺎﺘﻧ ،ﯽﻠﻠﻟا
وﮋﭘ ﯾﺎﺘﻧ نارﮑﻤﻫ و ﻠﺑ يﺎﻫ]19[، نارﮑﻤﻫ و اوزﻼﺑ
]20[ ﯿﭼ و زﺎﺳ]15 [ﻪﺑ ار دﻮﺧ ﺮﺑ ﺪﻣ ﻪﮐ زا ﮑﯾ ناﻨﻋ
ﻔﻟﺆﻣ ﯽﮕﯾﺎﺷ يﺎﻫ تﯿﻫ ءﻋا دﻮﺑ هدﺮﻤﺮﺑ ﯽﻤﻠﻋ
ﻢﻫ ﺳا ﺎﺘﺳار . ﯾﺎﺘﻧ ،يدﺮﻓ ﯽﻫآدﻮﺧ ﺆﻣ صﺼﺧ رد
وﮋﭘ ﺎﺘﻧ ﺎﺑ وﮋﭘ ﯾا ﯽﻤﯿﻫاﺮﺑا يﺎﻫ]14[ ﯿﭼ و زﺎﺳ
]15 [ﻪﺑ ﻪﮐ ﻪﺑ ار ﯽﻫآدﻮﺧ و دﻮﺧ ﻨﺷ ﯿﺮﺗ ناﻨﻋ
ﻔﻟﺆﻣ ﯽﮕﯾﺎﺷ يﺎﻫ تﯿﻫ ءﻋا دﻮﺑ هدﺮﻤﺮﺑ ﯽﻤﻠﻋ
ﻢﻫ ﺳا ﺎﺘﺳار.
ﯽﻣ ﯾﺎﺘﻧ ﯾا ﯿﯿﺒﺗ رد و يدﺮﻓ آدﻮﺧ ﺘﺷاد ﺖﻔﮔ ناﻮﺗ
ﻪﺑ ﺘﯾﻣدﻮﺧ نآ ﻗﺎﺘﻣ ﻔﻟﺆﻣ ناﻨﻋ زا ،ﯽﺧﺎاﺮﻓ ﯾﺎﻫ
تﯿﻫ ﻀﻋ ﺮﻫ ياﺮﺑ يﯿﻠﮐ اﻮﻋ ﻤﺟ يﺎﺘﺳار رد ﯽﻤﻠﻋ
ﯿﺑ ﯽﻤﻠﻋ تﻌﺗ ﺮﻋ ﻪﺑ دورو ﻪﺑ ﻠﻠﻟا ﯽﻣ رﻤﺷ ؛ور
تﯿﻫ ﻀﻋ ﻪﮐ اﺮ ﯿﻠﺑﺎﻗ ،تﯿﻫ زا ﻪﮐ ﯽﻤﻠﻋ ،ﺎﻫ
ﯾﺎاﻮﺗ ﺎﻫﻪﺑ دراد ﯽﻫﮔآ دﻮﺧ تﻮﻗ و ﻌﺿ طﻘﻧ ، ار
ﯽﻣ ﻌﺿ و ﻄﺧ اﻮﺗ ﻫرﻓر و هدﻤﻧ ﯿﺼﺗ ار دﻮﺧ يﺎﻫ
ﺎﺑ ﻬﻧ رد ﯾا ﻪﮐ ﻨﮐ ﯿﻨﺗ و لﻨﮐ ار دﻮﺧ تﯿﻫ و
ﯽﻣ ﯿﺑ ﯽﻤﻠﻋ نﺎﯾﺎﺘﻤﻫ ﺎﺑ ﻌﺗ ﺮﻋ رد يو دﻮﺷ ﻟا ﻠﻠﻤ
ﻖﻓﻮﻣ ﯾﺎﻤﻧ ﻤﻋ ﺮﺗ.
ﯽﮕﯾﺎﺷ زا ﻘﻣ ﺧآ تﯿﻫ ءﺎﻋا يﺎﻫ ﻢﻫ ﻨﯾا رد ﯽﻤﻠﻋ
ﻞﯾﺒﺗ و ءﺎﺣا زﺎﺑ يﺪﮐ ساﺮﺑ ﻪﮐ ﺳا يﺮﮑﻓ ﺘﺴﯾﺎﺷ
ﻔﻟﺆﻣ ﻪﺑ ﺎﻬﻧآ ﺎﺷ ﺮﻣ يﺎﻫ"قﻼﺧ ﺮﮑﻔﺗ" ،" ﺮﮑﻔﺗ
ﻠﯿﻠﺤﺗ" و"يدﻧا ﺮﮑﻔﺗ" ﺳا . ﻔﺗ ﻔﻟﺆﻣ صﺼﺧ رد
ﺘﻧ ﺎﺑ وﮋﭘ ﯾا ﯾﺎﺘﻧ ،قﻼﺧوﮋﭘ ﺞﯾ ﯿﭼ يﺎﻫ زﺎﺳ]15[
ﺎﯿﻔﭘ و]18 [ﻪﺑ ار قﻼﺧ ﺮﮑﻔﺗ ﻪﮐ ﻔﻟﺆﻣ زا ﮑﯾ ناﻨﻋ يﺎﻫ
ﯽﮕﺘﺴﯾﺎﺷ تﯿﻫ ءﻋا ﻢﻫ هدﺮﻤﺮﺑ ﻠﻋ ﺳا ار . رد
ﻔﻟﺆﻣ صﺼﺧ ﯾا ﯾﺎﺘﻧ ،يدﻧا ﺮﮑﻔﺗ و ﻠﯿﻠﺤﺗ ﺮﮑﻔﺗ يﺎﻫ
وﮋﭘ ﯾﺎﺘﻧ ﺎﺑ وﮋﭘ ﺎﯿﻔﭘ]18 [ و ﻠﯿﻠﺤﺗ ﺮﮑﻔﺗ ﻪﮐ
ﻪﺑ ار يدﻧا اﻨﻋﻔﻟﺆﻣ ن ﯽﮕﺘﺴﯾﺎﺷ يﺎﻫ تﯿﻫ ءﺎﻋا ﯽﻤﻠﻋ
ﻢﻫ هدﺮﻤﺮﺑ ﺳا ﺎﺘﺳار.
ﯾﺎاﻮﺗ ﺘﺷاد و ﻠﯿﻠﺤﺗ ،قﻼﺧ ﺮﮑﻔﺗ ﻤﺟ زا يﺮﮑﻓ يﺎﻫ
تﯿﻫ ﻀﻋ ياﺮﺑ يدﻧا تﻌﺗ ﺮﻋ رد ﯽﻤﻠﻋ
ﯿﺑ قﻼﺧ ﺮﮑﻔﺗ ﺘﺷاد ﺎﺑ يو ﻪﮐ اﺮﭼ ؛ﺳا يروﺮﺿ ﻠﻠﻟا
ﯽﻣ هﯾا اﻮﺗ و يرﻤﻫ يار رد ﺑا و ﺎﺟ يﺎ
ﯿﺑ ﯽﻤﻠﻋ نﺎﯾﺎﺘﻤﻫ ﺎﺑ ﻌﺗ ﻫد ﻪﺋارا ﻟا . ﻔﺗ ﺘﺷاد ﺎﺑ
ﯽﻣ ﻠﯿﻠﺤﺗ كﺘﺸﻣ ﺎﺴﻣ ﻪﺑ يﺘﺸﯿﺑ ﻤﻋ و تﺎﯿﺰﺟ ﺎﺑ اﻮﺗ
ﻪﺑ و دﺮﮕﻨﺑ ﯽﻤﻠﻋ نﺎﯾﺎﺘﻤﻫ ﺎﺑ تﻌﺗ رد ار ﺎﺴﻣ نآ ار
ﯿﭘ و ﻞﯿﻠﺤﺗ ﻨﮐ ﻨﯿﺑ .ﺒﺳ يدﻧا ﺮﮑﻔﺗ ﺘﺷاد ﯾﺎﻬﻧ رد
ﯽﻣ تﯿﻫ ﻀﻋ ﻪﮐ ددﺮﮔ ﻪﺑ اﺘﺑ ﯽﻤﻠﻋ ﺒﺴﻧ تادﻧا ار
حﻄﻣ ﯿﺤﺻ ﺸﯾﻧا ﺎﺑ و ﺮﯾ ار دﻮﺧ ﻪﺑ يﻮﺳ زا هﺪﺷ
ﯾﺎﯿﺑ رﺎﻨﮐ دﻮﺧ ﯽﻤﻠﻋ نﺎﯾﺎﺘﻤﻫ.
ﺎﺻ ﺮﮐاذ ﺎﺿﻼﻏ ،ﻠﯿﺑا رﺎاﺪﺧ ،ﺮﮐرﻮﭘ داﻮﺟ ،عراز هدازﻈﻧ ﺤﻣ ؛ لﺎﺳ ،يروﺎﻨﻓ و ﻠﻋ ﯿﺳ ﻨﻠﺼﻓﺸﻫ هرﻤﺷ ،3 ،ﯿﺎﭘ 1395
37
6- ﯿﺘﻧ يﯿﮔ
هزاﻧا و ﺎﻨﺷ ياﺮﺑ عﺠﻣ رد ءﺎﻋا ﯽﮕﺘﺴﯾﺎﺷ يﺮﯿﮔ
تﯿﻫ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ ﯽﻣ ،ﯽﻠﻠﻟا ﺶﺷ ﻪﺑ ﯾﺎﺑ
ا ﯽﮕﺘﺴﯾﺎﺷدﻮﺷ ﺟﻮﺗ ﺎﺑ رد هرﺷا درﻮﻣ ﻠﺻ . ﯿﻨﻤﻫ
ﺎﯾ سﺎﺳاﺮﺑ ﻪﺑ يﺎﻫ ﯽﻣ هﻣآ ﺳد هﺪﭘ ﻪﮐ ﻔﮔ ناﻮﺗ
تﯿﻫ ءﺎﻋا ﯽﮕﺘﺴﯾﺎﺷ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ ﻪﺑ ﻠﻠﻟا
رد ﺠﻣ و ﯿﻠﮐ ترﻮﺻ هﺪﯾد هﯿﻨﺗ ﯽﻣ دﻮﺷ. ﻪﺑ نﺎﯿﺑ
تﯿﻫ ﻮﻀﻋ يرادرﺮﺑ ،ﺮﮕﯾد ﻠﻋ ﯽﮕﺘﺴﺎﺷ زا ﯽﻤﻠﻋ
ﺮﺣ ﺎﯾ ياﻪﺑ فﺮﺻ ﯽﻤﻧ ﯾﺎﻨﺗ رد يو ﯽﮕﺘﺴﺎﺷ يﺎﯾﻮﮔ اﻮﺗ
ﯿﺑ تﻌﺗ ﺮﻋ ﯾﺎﺳ رﺎﻨﮐ رد دراﻮﻣ ﯾا و ﺎﺑ ﻢﻫ ﻠﻠﻟا
ﯽﻣ اﯿﭘ مﻮﻬﻔﻣ و ﺎﻨﻌﻣ ﺎﺑ و هدﻮﺑ حﻄﻣ دراﻮﻣ ﻨﻨﮐ . سﺎﺳاﺮﺑ
ﻪﺑ ﯾﺎﺘﻧ رد ﯾز يﻫدﺎﻬﻨﺸﯿﭘ ،وﮋﭘ ﯾا زا هﻣآ ﺳد
ﯿﺑ تﻌﺗ اﺰﻓا يﺎﺘﺳار تﯿﻫ ءﺎﻋا ﻟا ﯽﻤﻠﻋ ﺋارا
ﯽﻣ دﻮﺷ:
· ﻪﺑ ،ﺿﺎﺣ وﮋﭘ يدﺎﻬﺸﯿﭘ ﻮﻬﻔﻣ يﻟا ناﻨﻋ
ﯽﮕﺘﺴﯾﺎﺷ ﻮﺗ ياﺮﺑ ﯾﺎﻨﺒﻣ تﯿﻫ ءﺎﻋا يﺎﻫ ﻠﻋ
هﺎاد ﯿﺑ تﻌﺗ رد رﺸﮐ يﺎﻫ هدﺘﺳا درﻮﻣ ﻠﻠﻟا
دﺮﯿﮔ راﺮﻗ.
· ﻔﻟﺆﻣ و دﺑا ﻪﺑ ﺟﻮﺗ ﺎﺑ ﻪﺑ يﺎﻫ ياﺮﺑ هﻣآ ﺳد
ﯽﮕﺘﺴﯾﺎﺷ تﯿﻫ ءﻋا ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ ﻟا ،ﯽﻠﻠﻤ
ﯽﻣ دﺎﻬﻨﺸﯿﭘ هاد ﻪﮐ ددﺮﮔ ﺎﺑ رﺸﮐ يﺎﻫ
هﺎاد ﯿﺑ ﺴﺑ ﺎﺑ ﯾﺎﻫ ماﺘﺳا و ب رد ﻠﻠﻟا
تﯿﻫ ءﺎﻋا اد هﯾو ﺟﻮﺗ دﺑا ﯾا ﻪﺑ دﻮﺧ ﻠﻋ
ﻨﺷﺎﺑ.
· ﻔﻟﺆﻣ و دﺑا ﻪﺑ ﺟﻮﺗ ﺎﺑ ﻪﺑ يﺎﻫ ياﺮﺑ هﻣآ ﺳد
تﯿﻫ ءﻋا ﯽﮕﺘﺴﯾﺎﺷ ﯿﺑ تﻌﺗ رد ﯽﻤﻠﻋ ،ﯽﻠﻠﻟا
دﺎﻬﻨﺸﯿﭘ ﻪﻣﺮﺑ ددﺮﮔ ءﻋا ﺎﺑ و شزﻣآ يﺎﻫ
تﯿﻫ ﻪﺑ ﯽﻤﻠﻋ و دﺑا ﯾا ﺮﺑ ﻨﺘﺒﻣ ﺪﻫ رﻮﺻ
ﻔﻟﺆﻣ ﻨﯿﻣز ،ﺮﻃ ﯾا زا ﺎﺗ ﺷﺎﺑ ﺎﻫ ياﺮﺑ مزﻻ يﺎﻫ
ﮑﺷ تﻌﺗ رد ﺎﻬﻧآ رﺎﺸﻣ اﺰﻓا و يﯿﮔ
ﯿﺑ دﻮﺷ ﻫاﺮﻓ ﻠﻠﻟا.
· ﯿﺑ تﻌﺗ ﻪﮐ ﺠﻧآ زا تﯿﻫ ءﺎﻋا ﻟا ﻠﻋ
ﻪﺑ ناﻨﻋﻔﻟﺆ ﯿﺑ ياﺮﺑ ﻬﻣ يا هﺎاد نﺪﺷ ﻠﻠﻟا ﺎﻫ
ﻪﺑ ﯽﻣ رﻤﺷ هﺎاد دور ﯽﻣ ﺎﻫ شﺴﮔ ﺎﺑ اﻮﺗ
يرﮑﻤﻫ ﯿﺑ يﺎﻫ هژوﺮﭘ ﺎﻗ رد دﻮﺧ ﻠﻠﻟا يﺎﻫ
ﯿﺑ كﺘﺸﻣ وﮋﭘ ﯾﺎﺎﺟ و كﺤﺗ ،ﯽﻠﻠﻟا
ﯿﺑ تﯿﻫ ءﻋا ﻠﻠﻟا هرود يراﺰﺮﺑ ،ﯽﻤﻠﻋ كﺸﻣ ﺎﻫ
ﯿﺑ ﯾﺎﻤﻫ يراﺰﺮﺑ ،ﯽﻠﻠﻟا ﺴﺸﻧ و ﺎﻫ ﯿﺑ يﺎﻫ ،ﻠﻠﻟا
ﯿﺑ تﻌﺗ اﺰﻓا ﻪﺑ تﯿﻫ ءﺎﻋا ﻠﻠﻟا دﻮﺧ ﯽﻤﻠﻋ
ﻨﮐ ﻤﮐ.
· تﯿﻫ ءﺎﻋا يرادرﺮﺑ ﻪﮑﻨﯾا ﻪﺑ ﺟﻮﺗ ﺎﺑ زا ﯽﻤﻠﻋ
ﮑﺷ رد ﯽﻤﻬﻣ ﺎﻋ يدﺮﻓ قﯿﺘﺷا و هﯿﻧا يﯿﮔ
ﯿﺑ تﻌﺗ ﻪﺑ ﺎﻬﻧآ ﻠﻠﻟا ﯽﻣ رﻤﺷ دﺎﻬﻨﺸﯿﭘ ا دور
ﯽﻣ هﺎاد ﺎﺗ ددﺮﮔ ﻪﺑ ﺎﺑ ﺎﻫ يﯿرﺎﮐقﺸﻣ ﯿﺒﻗ زا ﯾﺎﻫ
ﯿﺑ تﻌﺗ زا ﺘﺸﯿﺑ ﺎﻣ ﻤﺣ ءﻋا ﻠﻠﻟا
تﯿﻫ تﻌﺗ ياﺮﺑ ﺘﺸﯿﺑ زﺎﯿﻣا ﺘﻓرد ،ﯽﻤﻠﻋ
ﯿﺑ تﯿﻫ ءﺎﻋا ﻠﻠﻟا و ءﺎرا ﺘﺴﯿﺳ رد ﯽﻤﻠﻋ
تﯿﻫ ءﺎﻋا وﮋﭘ اﺰﻓا ﺸﺗ رد ﻌﺳ ،ﯽﻤﻠﻋ
تﯿﻫ ءﻋا ﺘﺸﯿﺑ تﻌﺗ ﺘﺷاد ﻪﺑ دﻮﺧ ﯽﻤﻠﻋ
ﯿﺑ ﻠﻠﻟاﻨﻨ.
7- ﻘﺗ و ﺸﺗ
زا ﯽﻣﻤﺗ ءﺎﻋا تﯿﻫ ،ﯽﻤﻠﻋ ﺐﺣﺎﺻ ،ناﺮﻈﻧ نﺼﺼﺘﻣ و
ﯿﻄﻣ يﯿﻠﮐ هزﻮﺣ شزﻣآ ﺎﻋ رﺸﮐ ﻪﮐ ﺎﺑ ﻪﺋارا
هﺎﮔﯾد يﺎﻫ زرا ﻮﺧ نﻣا ﺤﺗ ﯾا وﮋﭘ ار
ﻫاﺮﻓ دﻤﻧ يراﺰﮕﺳﺎ و ادرﺪﻗ ﯽﻣ ﯿﻨﮐ.
ﯾا ﻘﻣ زا ﺎﺳر هرود يﮐد ﺪﻣ شزﻣآ ﺎﻋ
جاﺮﺘﺳا هدﺮﮔ ﻪﮐ درﻮﻣ ﻤﺣ ﺎﻣ ﺴﺳﺆﻣ وﮋﭘ و
ﻪﻣﺮﺑ يﺰﯾر شزﻣآ ﺎﻋ ﯽﻣ ﺎﺑ.
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ناﯾا رد ﻠﻋ عﺘﺟا هررد ﺎﭘ مﻠﻋ ﻪﺘﺮﺑ ناﮕﺸوﮋﭘ . ود
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89
Presenting a Pattern for Faculty
Members Competency in the
International Engagements: a
Phenomenological Study
Mohsen Nazarzadeh Zare1*, Javad
Pourkarimi2, Khodayar Abili3, Gholamreza
Zaker Salehi4
1- PhD Candidate in Higher Education Administration,
Faculty of Psychology & Education, University of
Tehran, Iran
2- Assistant Professor, Faculty of Psychology &
Education, University of Tehran, Iran
3- Professor, Faculty of Psychology & Education,
University of Tehran, Iran
4- Associate professor, Institute for Research &
Planning in Higher Education
Abstract
Faculty members as one of the crucial human
capitals each university, can play an
important role for this purpose. And when, a
faculty can play a more effective role in the
international engagements that he has the
necessary competencies in this filed. Thus,
the purpose of present research was the
presenting a pattern for faculty members
competency in the international
engagements.To achieve the purpose, the
qualitative approach through
phenomenological method was used. The
statistical populations were included experts
in field of higher education in Iran, which
selected 21 people as participants in the
research by purposive sampling. The research
instrument was semistructured interview and
also, data analyses method was qualitative
inductive content analysis. Validity was
confirmed through techniques such as
member checking, and peer checking.
* Corresponding author: Nazarzadeh@ut.ac.ir
Findings showed that conceptual pattern of
faculty members competency in the
international engagements included six
competencies; scientific, professional,
communicational, cross-cultural,
metacognitive and intellectual.
Keywords:
Competency, International
engagments, Faculty members, Competency
pattern
Volume 8, Number 3, Fall 2016
Journal of
Science & Technology Policy
... [5] Another category as an affecting factor on the interactions of faculty members in this study was the sociocultural factor with sub categories including social origin, cultural attitude, cultural capital and sociocultural activities in this study [ Table 2]. It is no secret that cultural similarities and differences affect the level of interaction of individuals in all organizations, including educational organizations, and paying attention to this factor can help individuals (2011), [23] Lynn (2008), [24] Cox and Orehovec (2007), [25] Roastami-Nasab et al. (2020), [26] Haghighi et al. (2015), [27] Ghaneirad (2006), [28] Soltani et al. (2020), [29] Nazarzadeh Zare et al. (2016), [30] Einarson and Clarkberg (2004), [31] Komarraju et al. (2010), [32] Vianden (2009), [33] Choi and Kim (2020) [34] ...
... Livingston (2011), [23] Lynn (2008), [24] Nazarzadeh Zare (2018), [4] Ahmadi et al. (2015), [35] Komarraju et al. (2010), [32] Nazarzadeh Zare et al. (2016), [30] Alderman (2008), [36] Boylan (2017), [37] Cejda and Hoover (2010), [38] Vianden (2009), [33] (2007), [25] Bagheri Heidari (2014), [46] Roastami-Nasab et al. [47] Alderman (2008), [36] NikooNezhad and Zamani (2014) [48] Communication skill Ross (2013), [49] Ghaneirad (2006), [28] Hoffman (2014), [50] Ahmadi et al. (2015) [35] Nazarzadeh Zare et al. (2016), [30] Ingraham et al. (2018), [43] Einarson and Clarkberg (2004), [31] Nazarzadeh Zare et al. (2016), [40] Alderman (2008), [36] Ghadami et al. (2007), [51] Lynn (2008), [24] Sagayadevan and Jeyaraj (2012), [52] Abdolahpour et al. (2017), [53] Zolfagharian et al. (2018), [54] Sobhaninejad and Ahmadi (2013), [55] Ghaneirad (2006), [28] Hoffman (2014), [50] Aylwin (2019), [57] Hoffman (2014), [50] NikooNezhad and Zamani (2014) [48] ...
... Livingston (2011), [23] Lynn (2008), [24] Nazarzadeh Zare (2018), [4] Ahmadi et al. (2015), [35] Komarraju et al. (2010), [32] Nazarzadeh Zare et al. (2016), [30] Alderman (2008), [36] Boylan (2017), [37] Cejda and Hoover (2010), [38] Vianden (2009), [33] (2007), [25] Bagheri Heidari (2014), [46] Roastami-Nasab et al. [47] Alderman (2008), [36] NikooNezhad and Zamani (2014) [48] Communication skill Ross (2013), [49] Ghaneirad (2006), [28] Hoffman (2014), [50] Ahmadi et al. (2015) [35] Nazarzadeh Zare et al. (2016), [30] Ingraham et al. (2018), [43] Einarson and Clarkberg (2004), [31] Nazarzadeh Zare et al. (2016), [40] Alderman (2008), [36] Ghadami et al. (2007), [51] Lynn (2008), [24] Sagayadevan and Jeyaraj (2012), [52] Abdolahpour et al. (2017), [53] Zolfagharian et al. (2018), [54] Sobhaninejad and Ahmadi (2013), [55] Ghaneirad (2006), [28] Hoffman (2014), [50] Aylwin (2019), [57] Hoffman (2014), [50] NikooNezhad and Zamani (2014) [48] ...
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BACKGROUND: The ability to interact and communicate effectively is one of the factors affecting the performance of faculty members, which is considered one of their basic competencies. The purpose of this study was to identify the factors affecting on interaction of faculty member with student and colleague, through the synthesis of literature. MATERIALS AND METHODS: The research method was qualitative with a meta-synthesis approach. Meta-synthesis was performed with Sandelowski and Barroso method. After the research of databases in the period 1995–2021, 259 studies were collected and finally 48 sources were selected and were included in the analysis phase. Coding method was used to analyze the data. RESULTS: Analyzing the findings of previous researchers and synthesizing the results, 155 codes, 18 subcategories, and 6 categories were identified and validated through kappa coefficient. The categories included “emotional-cognitive factor,” “sociocultural factor,” “communication factor,” “professional factor,” “educational factors,” and “management factor.” CONCLUSION: Based on the findings of this study and the importance of faculty members' interactions in medical universities, it is recommended that university officials and administrators use the results of this study to provide a suitable platform for creating and strengthening these interactions through holding workshops.
... Conceptual framework and literature review By developing an internalization phenomenon among higher education systems and universities of most countries, Iran universities also emphasize inevitably on internalization for converging with other universities of world and along with realization of general policies of "science and technology system of Islamic Republic of Iran," "Fifth development program of Islamic Republic of Iran," and "Sixth development program of Islamic Republic of Iran," which emphasized, respectively, on the development and improvement of national and international communication networks among universities, scientific centers, scientists, and 653 Barriers and challenges researchers, and also making effective educational interaction with other countries and international centers and at last collaboration development and active and effective interaction in the field of science and technology with other countries and valid scientific and technical local and international centers (Nazarzadeh Zare et al., 2016). Movement to internalization is not possible without recognizing its components and dimensions. ...
... The faculty members are one of the effective factors in the process of internationalization of universities; therefore, their interactions are not only optional but also essential for the internationalization of universities (Nazarzadeh Zare et al., 2016). Despite the importance of the role of universities faculty members in international interactions, existing evidence 654 IJEM 32,4 indicates the existence of some barriers and challenges in interactions of faculty members. ...
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Purpose The purpose of this paper is to identify the barriers and challenges to international interactions of the faculty members in Iran. Design/methodology/approach To achieve the purpose, a qualitative phenomenological approach was used. The research population was all experts in the field of higher education in Iran, it included 17 experts who were selected through purposeful sampling by snowball method and based on theoretical saturation. To collect the data, a semi-structured interview was used and for the data analysis, an inductive content analysis was applied. Findings The findings showed that the barriers and challenges to faculty members’ international interactions can be defined through three main barriers: inside university barriers, outside university barriers, and individual barriers. Practical implications This research identified the barriers and challenges of faculty members’ international interactions in Iran. The method of this study can be applied in other applied fields as well. Originality/value This study adds to the authors’ knowledge about international interactions of the faculty members and also the barriers and challenges of these interactions, so to have more interactions of faculty members at the international level, universities should make an effort to identify barriers and eliminate them, more than ever.
... By developing internalization phenomenon among higher-education systems and universities of most countries, Iran universities also emphasize inevitably on internalization for converging with other universities of world and along with realization of general policies of "science and technology system of Islamic Republic of Iran", "Fifth development program of Islamic Republic of Iran" and "Sixth development program of Islamic Republic of Iran" which emphasized respectively on development and improvement of national and international communication networks among universities, scientific centers, scientists and researchers, also making effective educational interaction with other countries and international centers and at last collaboration development and 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 t e r n a t i o n a l J o u r n a l o f E d u c a t i o n a l M a n a g e m e n t 3 active and effective interaction in the field of science and technology with other countries and valid scientific and technical local and international centers (Nazarzadeh Zare et al., 2016). Movement to internalization is not possible without recognizing its components and dimensions. ...
... Opportunity for faculty to develop professional networks, improve pedagogy and pursue research interests. Sharing and exchanging of knowledge and expertise with faculty, communities and professionals in other parts of world through teaching, invited public lectures, discussions and professional meetings, etc. Sharing and dissemination of knowledge gained from these teaching experiences and field research studies (Aranha, 2013). 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 Considering the fact that faculty members are one of effective factors in the process of internationalization of universities; therefore, their interactions are not only optional but essential for the internationalization of universities (Nazarzadeh Zare et al., 2016). Despite the importance of the role of universities faculty members in international interactions, existing evidences indicate the existence of some barriers and challenges in interactions of faculty members. ...
Article
Purpose The purpose of this paper is to identify the barriers and challenges to international interactions of the faculty members in Iran. Design/methodology/approach To achieve the purpose, a qualitative phenomenological approach was used. The research population was all experts in the field of higher education in Iran, it included 17 experts who were selected through purposeful sampling by snowball method and based on theoretical saturation. To collect the data, a semi-structured interview was used and for the data analysis, an inductive content analysis was applied. Findings The findings showed that the barriers and challenges to faculty members’ international interactions can be defined through three main barriers: inside university barriers, outside university barriers, and individual barriers. Practical implications This research identified the barriers and challenges of faculty members’ international interactions in Iran. The method of this study can be applied in other applied fields as well. Originality/value This study adds to the authors’ knowledge about international interactions of the faculty members and also the barriers and challenges of these interactions, so to have more interactions of faculty members at the international level, universities should make an effort to identify barriers and eliminate them, more than ever.
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Introduction: Having interaction at the international level requires having the necessary competencies in this field. For this reason, a faculty member must have the necessary competencies in the international arena. Thus, the purpose of the study was to evaluate the competencies of faculty members of selected medical sciences universities in international interactions. Method: This study was conducted with the quantitative approach by cross-sectional survey method. In the study, 257 faculty members of the medical sciences universities of Tehran, Shiraz, Mashhad, Tabriz, and Esfahan in five clusters (North, South, East, West, and Center) by cluster sampling method and during four months in 2020 were selected. The tool used for data collection was a researcher-made questionnaire that was sent electronically to the faculty members byGoogle Form. The validity and reliability of the questionnaire were confirmed by two experts in the field of competency and Cronbach's alpha coefficient of 0.84 respectively. The data by statistical methods including, measures of skewness and kurtosis to check the normality, also a one-sample t-test was used by SPSS were analyzed. Result: Of the 257 faculty members who participated in the study, 52.1% were male and 47.9% were female. Findings showed that the standard deviation ± mean of the component of professional competency was 0.5910±3.38,the communication competency 0.6709±3.08, the intercultural competency 0.5854±3.84, and the intellectual competency 0.5058 ± 3.61, and considering the value of t at the level (p = 0.01), these findings were significant. Conclusion: Given the faculty members of selected medical universities have the necessary competencies in the field of international interaction, it seems to pay attention to the mechanisms such as concluding memorandums of cooperation with prominent foreign universities, as well as, considering more points for the faculty members 'international activities in the promotion regulations can help to increase faculty members' international interactions.
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Recruiting insiders as a way of recruitment which universities try to employ their graduates has a long history. So, the aim of the present study was to investigate status of Iran's old universities about attracting and recruiting the graduates of insider at university and also, provide an integrated wisdom about graduates of insider to thinkers and policymakers of higher education with using a qualitative research synthesis. Therefore, in initially all keywords around insiders were emerged and then special databases. A total of 48 studies were identified and 29 twenty-nine of them were selected purposefully as sample. In the second section, researchers chose 4 Iran's old universities by cluster sampling as sample.To quality control of the data, CASP checklist was conducted and also, code reliability was used to integrate the data. To analyze the data, conductive content analysis was conducted. The results of first section showed that we can view recruiting insiders based on two themes which are challenges and opportunities. The challenges are academic development challenge; professional development challenge; academic chauvinism growth in recruitment and employment; individual communication development challenge; inter-university communication development challenge. In addition, opportunities are the structural-cultural development of the university, the structural-cultural advantages and the economic advantages. Also the results of second section showed that there is higher percentage the graduates of insider in Iran's old universities.
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Competences represent a summary of key professional and personal skills/talents and behavioural patterns of an individual. They form the basis of any proficient working behaviour, and the level of their maturity is crucial for the successful performance of the profession concerned. From this point of view, the competences of university teachers are of exceptional importance, mainly because teachers constitute the basis for the creation of new knowledge and new values beneficial to the university as well as to students, and subsequently also to enterprises in the role of employers, who should be able to use reasonably and develop systematically the mature competences of their employees. The intention of the study is to analyse the professional-personal profile of university teachers and the competences they should have. The study also presents outcomes of a questionnaire-based survey conducted with a sample of 686 students of the University of Žilina, the Slovak Republic. The first stage of our survey (2012/2013, 395 students) focused on questioning as to which competences the teacher should have according to students. The second stage of our survey (2013/2014), which is dealt with in this study, focuses on defining the negative competences and characteristics of teachers, i.e. it focuses on the question as to which features the teacher should certainly not have. In addition to interesting outcomes of the survey, the most important part of the study is an originally created competence model of the university teacher. Such competence model should become a quality standard or a paragon of the positive indicators of the teacher's working behaviour. The model also needs to clearly define the negative indicators (undesirable behaviour) which teachers should eliminate from their performance and behaviour. Persistence of such behaviour should be strictly penalised by the management of the faculty or university.
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The recruitment and selection of the new lecturers, and the development of the in-service lecturers are the key elements to ensure the high education quality which in turn influences the sound development of the university. On the basis of the analysis of the working activities of the lecturers in the application –oriented universities, the paper is aimed to make analysis on the competency elements of the lecturers, and to establish the competency model. The analysis outcomes of the competency model can be applied in the management and development of the teaching staff, esp. in the training need analysis and the curriculum development of the further development of in-service lecturers.
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Today, faculty in academic medicine face challenges in all three mission areas--research, education, and patient care--and require a broad set of competencies to survive in this changing environment. To support faculty and to design assessments that match new expectations, the authors argue that it is essential to capture the full scope of skills, knowledge, and behaviors necessary for a successful faculty member. Thus, it is timely to explore and define competencies for faculty in academic medicine. The authors describe three approaches to identifying faculty competencies. Each reveals diverse but overlapping sets of competency domains, reflecting the breadth of activities expected of today's faculty. To organize these competencies into a coherent framework, the authors propose a model based on a typology of competency. A key feature of the model is the division between occupational competencies, which are largely role-specific, and personal competencies, which are necessary for all faculty. A competency framework also must be developmental, to reflect the growth in skills, knowledge, and behaviors from trainee to expert and to allow for an individual's changing roles over a career. Such a competency framework will inform professional development activities and require assessment of competence. The generation of competencies also will reveal areas of faculty practice that are poorly measured, requiring new tools to be incorporated into existing processes of faculty evaluation. The authors provide general principles to guide the identification of a competency framework for faculty and invite the academic medicine community to engage in further discussion.
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Our objective in this chapter is to examine the issues associated with measuring and evaluating the internationalisation of universities. To this end, we propose and critically examine a preliminary framework for categorising potential indicators for monitoring the nature and extent of institutional internationalisation. Our work draws from the Australian situation and the observation that, despite the explicit goal of internationalisation for many universities, there have been few reports of efforts to develop performance indicators in this area.
Competency Standards for 21st Century Teachers in Southeast Asia
  • E C Pefianco
Pefianco, E. C. (2009). Competency Standards for 21st Century Teachers in Southeast Asia. 12th UNESCO-APEID International Conference the IMPACT Exhibition & Convention Centre, 26 March, Bangkok, Thailand.