‫‪‬‬

‫‪ ‬‬

‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻋﺪﺍﺩ‪:‬‬
‫ﻋﺒﺪ ﺍﻟﺮﺷﻴﺪ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٦٠١٢٠٠٠٢٢٦ :‬‬

‫ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١/١٤٣٢‬‬



‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
:‫ﺇﻋﺪﺍﺩ‬

 
١٠٦٠١٢٠٠٠٢٢٦ :‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ‬

،‫اﻟﻤﺸﺮﻓﺔ اﻟﺜﺎﻧﯿﺔ‬ ،‫اﻟﻤﺸﺮف اﻷول‬

(‫)ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‬ (‫)ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ‬

 
 


 
 ‫‪ ‬‬

‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺿﻮﻉ " ﲢﻠﻴﻞ ﳏﺘﻮﻯ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱴ" ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﰲ‬
‫ﻣﺪﺭﺳﺔ ﺍﳊﺴﲏ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﺮﺍﻧﺞ"‪ ،‬ﺇﱃ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﻟﻠﹼﻪ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ﺍﻟﺜﻼﺛﺎﺀ ‪ ١ ،‬ﻣﺎﺭﺱ ‪ ٢٠١١‬ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‪ ،‬ﻭﻧﺎﻝ‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ٢٤ ،‬ﻓﱪﺍﻳﺮ‪ ٢٠١١‬ﻡ‬
‫ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺍﻟﺘﻮﻗﻴﻊ‬ ‫ﺗﺎﺭﻳﺦ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬
‫ﺩ‪ /.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪........................‬‬ ‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬ ‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٤٠٢٠١١٩٨٧١٢١٠٠١ :‬‬
‫ﺳﻜﺮﺗﲑﺓ ﺍﻟﻠﺠﻨﺔ‬
‫ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‬
‫‪........................‬‬ ‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬ ‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٣٠٥٠٥١٩٩٩٠٣٢٠٠٣ :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬
‫ﺩ‪ /.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪........................‬‬ ‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬ ‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٤٠٢٠١١٩٨٧١٢١٠٠١ :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ‬
‫ﺃﲪﺪ ﺭﻭﻳﺎﱐ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪........................‬‬ ‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬ ‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٦٩٠٤٢٨١٩٩٧٠٣١٠٠١:‬‬
‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ٍ‬

‫ﺃ‪.‬ﺩ‪ /.‬ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٧١٠٠٥١٩٨٧٠٣١٠٠٣ :‬‬

‫ج‬
 ‫‪‬‬

‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻊ ﺃﺩﻧﺎﻩ‪:‬‬

‫ﺍﻟﺮﺷﻴﺪ )‪(Abdul Rosyid‬‬
‫‪ :‬ﻋﺒﺪ‬ ‫ﺍﻻﺳﻢ‬
‫‪١٠٦٠١٢٠٠٠٢٢٦ :‬‬ ‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬
‫‪ :‬ﺗﺎﳒﺮﺍﻧﺞ‪ ٧ ،‬ﻳﻨﺎﻳﺮ ‪١٩٨٧‬‬ ‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬
‫‪ :‬ﺷﺎﺭﻉ ﺳﻴﻠﻲ ﻭﺍﳒﻲ )‪ (Siliwangi‬ﳕﺮﺓ ‪ ٦٠‬ﻗﺮﻳﺔ ﻏﻤﺒﻮﺭ‬ ‫ﺍﻟﻌﻨﻮﺍﻥ‬
‫)‪ (Gembor‬ﺗﺎﳒﻮﺭﺍﻧﺞ‬

‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﲢﺖ ﻣﻮﺿﻮﻉ‪ :‬ﲢﻠﻴﻞ ﳏﺘﻮﻯ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱴ" ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﰲ‬
‫ﻣﺪﺭﺳﺔ ﺍﳊﺴﲏ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﺮﺍﻧﺞ‪ ،‬ﻗﻤﺖ ﺃﻧﺎ ﺷﺨﺼﻴﺎ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ ﻛﻠﻪ‬
‫ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱴ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﻬﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺃﻧﺎ‬
‫ﻣﺴﺌﻮﻝ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺇﺫﺍ ﻭﺟﺪ ﻓﻴﻪ ﺷﻲﺀ ﻣﻦ ﺍﳋﻈﺄ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ ﻣﺴﺌﻮﻟﻴﱵ ﺃﻧﺎ‬
‫ﺷﺨﺼﻴﺎ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ ١٤ ،‬ﻓﱪﺍﻳﺮ ‪ ٢٠١١‬ﻡ‬

‫ﺍﻟﺒﺎﺣﺚ ﺍﳌﻘﺮ‪،‬‬

‫)ﻋﺒﺪ ﺍﻟﺮﺷﻴﺪ(‬

‫د‬
 ‫ﻤﻠﺨﺹ ﺍﻟﺒﺤﺙ‬

‫ﻋﺒﺪ ﺍﻟﺮﺷﻴﺪ‪ ،‬ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪ ١٠٦٠١٢٠٠٠٢٢٦ :‬ﺍﳌﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﲢﻠﻴﻞ ﳏﺘﻮﻯ‬

‫ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱴ" ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﺮﺍﻧﺞ‪.‬‬
‫ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻜﺸﻒ ﻋﻦ ﺗﻨﺎﺳﺐ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ ﰲ‬
‫ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﻭﲢﻠﻴﻞ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ"‬
‫ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﺎﺩ‪‬ﺎ ﻭﺗﻘﺪﳝﻬﺎ ﻭﻟﻐﺘﻬﺎ‪.‬‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲝﺚ ﻛﻴﻔﻲ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺑﺪﺭﺍﺳﺔ ﲤﺖ ﺑﺎﺧﺘﻴﺎﺭ ﻋﺪﺩ‬
‫ﻣﻦ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﲝﺜﻪ ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﳌﺆﻟﻒ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ"‪.‬‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﺘﺤﻠﻴﻞ ﺃﺩﺍﺓ ﲢﻠﻴﻞ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳌﻌﺘﱪﺓ ﻭﻫﻲ ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ‬
‫ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﳍﻴﺌﺔ ﻣﻌﺎﻳﲑ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‪ ،‬ﻟﺘﻘﻴﻴﻢ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﺜﻼﺛﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﻟﺘﻘﻴﻴﻢ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫ﺑﻌﺪ ﻣﺎ ﲝﺚ ﻭﺣﻠﻞ ﺍﻟﺒﺎﺣﺚ ﳏﺘﻮﻯ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻭﺻﻞ ﺇﱃ ﺍﳋﻼﺻﺔ ﺑﺄﻥﹼ ﻛﺘﺎﺏ‬
‫"ﺃﻣﺜﻠﱵ" ﻻﺋﻖ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﳌﺪﺭﺳﺔ ﺑﺼﻔﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﻣﻮﺍﺩ ﺍﻟﻜﺘﺎﺏ ﻓﺈ‪‬ﺎ ﺗﻨﺎﺳﺐ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺍﳌﻨﻬﺢ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺇﻻﹼ‬
‫ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﻻ ﻳﻘﺪﻡ ﺍﳌﺎﺩﺗﲔ ﺍﳌﻘﺮﺭﺗﲔ ﰲ ﺫﻟﻚ ﺍﳌﻨﻬﺞ‪ .‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﻭﺗﻘﺪﱘ ﳏﺘﻮﻯ‬
‫ﻭﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ﻇﻬﺮ ﺃﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﻘﺪﻡ ﻣﺎﺩﺓ ﺍﻟﻘﻮﺍﻋﺪ ﺗﻘﺪﳝﺎ ﺟﻴﺪﺍ ﻭﺻﺎﱀ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﺗﻔﺼﻴﻼ‬
‫ﻭﻋﻤﻴﻘﺎ ﻭﻣﻮﺍﻓﻘﺎ ﳌﺮﺍﺣﻞ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻌﺮﻓﻴﺔ‪.‬‬

‫ھـ‬
 ‫‪ ‬‬

‫‪ ‬‬

‫ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﻋﻠﹼﻢ ﺍﻹﻧﺴﺎﻥ ﻭﻧﻮ‪‬ﻉ ﺍﻟﻠﺴﺎﻥ ﻭﺟﻌﻞ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ‬
‫ﻋﻠﻰ ﺳﻴﺪ ﺍﻹﻧﺲ ﻭﺍﳉﺂﻥ ﻭﺧﺎﰎ ﺍﻷﻧﺒﻴﺎﺀ ﻭﺍﳌﺮﺳﻠﲔ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ‪.‬‬
‫ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﻗﺪﺭﺗﻪ ﻗﺪ ﺍﻧﺘﻬﻰ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﺷﺮﻃﺎ ﻣﻦ‬
‫ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻬﺪﻱ ﺃﻋﻠﻰ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻩ ﻭﺃﻋﺎﻧﻪ‬
‫ﺑﻜﻞ ﺍﳌﺴﺎﻋﺪﺓ ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰲ ﺇ‪‬ﺎﺀ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﻣﻦ ﻫﺆﻻﺀ‪:‬‬
‫ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ‬ ‫‪.١‬‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﺗﻪ‬ ‫‪.٢‬‬
‫ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬
‫ﻓﻀﻴﻠﺔ ﺍﳌﺸﺮﻑ ﺍﻷﻛﺎﺩﳝﻲ ﳏﺼﻦ ﻧﻮﺍﻭﻯ ﺍﳌﺎﺟﺴﺘﲑ‪ ،‬ﺣﻔﻈﻪ ﺍﷲ ﻭﻧﻔﻌﻨﺎ ﺑﻌﻠﻮﻣﻪ‪.‬‬ ‫‪.٣‬‬
‫ﻓﻀﻴﻠﺔ ﺍﳌﺸﺮﻓﲔ ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ ﺍﻟﻠﺬﻳﻦ ﺑﺬﻻ‬ ‫‪.٤‬‬
‫ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﺷﺮﺍﻓﺎ ﻣﻮﺟﻬﺎ ﻣﻊ ﺍﻟﺼﱪ ﻭﺍﻻﻫﺘﻤﺎﻡ‬
‫ﺍﻟﻜﺒﲑ ﺧﻼﻝ ﺃﺷﻐﺎﳍﻤﺎ‪.‬‬
‫ﺍﻟﺴﺎﺩﺓ ﺍﳌﺪﺭﺳﻮﻥ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ‬ ‫‪.٥‬‬
‫ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻢ ﺩﺭﺍﺳﺘﻪ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .٦‬ﺃﺑﻮﻩ ﺍﳊﺎﺝ ﳐﺘﺎﺭ ﺑﻦ ﺍﳊﺎﺝ ﻛﺎﺳﻮﻡ )‪- (H. Mukhtar‬ﺍﳌﺮﺣﻮﻡ‪ -‬ﻫﻮ ﺃﻭﻝ ﻣﻦ ﺃﺭﺷﺪﻩ ﺇﱃ‬
‫ﺍﻟﻄﺮﻳﻖ ﺍﻟﻘﻮﱘ ﳌﺎ ﻓﻴﻪ ﺻﻼﺣﻪ ﻭﺃﺷﺮﻛﻪ ﻭﻻ ﺗﻨﺴﺎﻩ ﰲ ﻣﻨﺎﺟﺘﻪ ﺩﺍﺋﻤﺎ‪) .‬ﺍﻟﻠﻬﻢ ﺍﻏﻔﺮﻟﻪ ﻭﺍﺭﲪﻪ‬
‫ﻭﻋﺎﻓﻪ ﻭﺍﻋﻒ ﻋﻨﻪ ﻭﺍﺟﻌﻞ ﺍﳉﻨﺔ ﻣﺜﻮﺍﻩ(‪ .‬ﻭﺃﻣﻪ ﺍﳊﺎﺟﺔ ﺇﻳﻠﻲ ﺳﻬﻴﻠﻴﺔ ﺑﻨﺖ ﺍﳊﺎﺝ ﺳﻠﻤﺎﻥ ‪(Hj.‬‬

‫)‪ Eli Suhaeliyah‬ﻫﻲ ﺃﻭﻝ ﻣﻦ ﺃﺭﺷﺪﺗﻪ ﺇﱃ ﺍﻟﻄﺮﻳﻖ ﺍﻟﻘﻮﱘ ﳌﺎ ﻓﻴﻪ ﺻﻼﺣﻪ ﻭﺃﺷﺮﻛﻪ ﻭﻻ‬
‫ﺗﻨﺴﺎﻩ ﰲ ﻣﻨﺎﺟﻬﺘﻬﺎ ﺩﺍﺋﻤﺎ )ﺍﻟﻠﻬﻢ ﺇﱐ ﺃﺳﺄﻟﻚ ﳍﻤﺎ ﺍﻟﻌﻔﻮ ﻭﺍﻟﻌﺎﻓﻴﺔ ﻣﻦ ﻛﻞ ﺑﻠﻴﺔ(‪.‬‬

‫و‬
‫‪ .٧‬ﺃﺧﻮﻩ ﺍﻟﻜﺒﲑ ﺣﻠﻤﻲ ﻓﺆﺍﺩ )‪ (Hilmi Fuad‬ﻭﺃﲪﺪ ﻣﻔﺘﺎﺡ ﺍﻟﺰﻳﻦ )‪ (A.Miftahuzen‬ﻭﺃﻧﺲ‬
‫ﻧﺼﺮﺍﻟﺪﻳﻦ )‪ (Anas Nasruddin‬ﻭﺃﺧﺘﺎﻩ ﺍﻟﻜﺒﲑﺓ ﺳﱵ ﻣﻔﻠﺤﺔ )‪ ،(Siti Muflihah‬ﻭﺳﱵ‬
‫ﻧﻮﺭ ﻟﻴﻠﺔ )‪ (Siti Nurlelah‬ﺍﻟﺬﻳﻦ ﳛﺜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ‪.‬‬
‫‪ .٨‬ﺭﺋﻴﺲ ﻣﻜﺘﺒﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫‪ .٩‬ﻭﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ﺧﺎﺻﺔ ﻓﺨﺮ ﺍﻟﺪﻳﻦ‪ ،‬ﻭﻧﻮﺭ ﻟﻴﻠﺔ‪ ،‬ﻭﺃﺑﻮ ﺳﻼﻡ‪ ،‬ﻭﺃﺩﻱ ﺳﻴﺘﻴﺎﻭﺍﻥ‪ ،‬ﻭﺳﱵ ﻣﻮﺩﺓ‪ ،‬ﻭﺃﲪﺪ‬
‫ﻓﺘﺤﻲ‪ ،‬ﻭﺃﺩﻱ ﺇﺭﺍﻭﺍﻥ‪ ،‬ﻭﺧﺪﺭﻱ ﺍﻟﺮﺷﻴﺪ‪ ،‬ﻭﺃﲪﺪ ﻓﻮﺯﻱ‪.‬‬
‫‪ .١٠‬ﻭﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺩﺀ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﻪ ﺍﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻻ ﻳﺴﺘﻄﻴﻊ‬
‫ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺗﺬﻛﺮ ﺃﲰﺎﺀﻫﻢ ﻭﺍﺣﺪﺍ ﻓﻮﺍﺣﺪﺍ‪ ،‬ﻛﺘﺐ ﺍﷲ ﳍﻢ ﺍﻟﻨﺠﺎﺡ ﻭﺍﳋﱪ ﰲ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﻳﺪﻋﻮ ﺍﷲ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﻓﻀﻠﻪ‬
‫ﻭﺑﺮﻛﺎﺗﻪ‪ .‬ﻭﻳﺮﺟﻮ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﰲ ﺧﺪﻣﺔ ﺍﳌﻌﻠﻤﲔ ﻭﲨﻴﻊ ﺍﳌﻬﺘﻤﲔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺁﻣﲔ ﻳﺎ ﳎﻴﺐ ﺍﻟﺴﺎﺋﻠﲔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ١٤ ،‬ﻓﱪﺍﻳﺮ ‪ ٢٠١١‬ﻡ‬

‫‪‬‬

‫ز‬
 ‫‪ ‬‬
‫‪‬‬
‫ﺝ‬ ‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ ‪.............................................................‬‬
‫ﺩ‬ ‫ﺍﻹﻗﺮﺍﺭ ‪...........................................................................‬‬
‫ﻫـ‬ ‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ ‪...................................................................‬‬
‫ﻭ‬ ‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪.....................................................................‬‬
‫ﺡ‬ ‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪..................................................................‬‬

‫‪ ‬‬
‫‪‬‬
‫‪١‬‬ ‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪..............................................................‬‬
‫‪٤‬‬ ‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪............................................................‬‬
‫‪٤‬‬ ‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪......................................................‬‬
‫‪٤‬‬ ‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪.........................................................‬‬
‫‪٥‬‬ ‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪..........................................................‬‬
‫‪٥‬‬ ‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪...............................................................‬‬
‫‪٥‬‬ ‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪.................................................................‬‬
‫‪٥‬‬ ‫ﻩ‪ .‬ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ‪................................................................‬‬
‫‪٦‬‬ ‫‪ .١‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪..........................................................‬‬
‫‪٦‬‬ ‫‪ .٢‬ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪......................................................‬‬
‫‪٦‬‬ ‫‪ .٣‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪....................................................‬‬
‫‪٧‬‬ ‫ﻭ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪............................................................‬‬

‫‪‬‬

‫ح‬
 ‫‪ ‬‬
‫‪‬‬
‫‪٨‬‬ ‫ﺃ‪ .‬ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪.............................................................‬‬
‫‪٨‬‬ ‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﺃﳘﻴﺘﻪ ﻭﺧﺼﺎﺋﺼﻪ ‪..................................‬‬
‫‪١٣‬‬ ‫‪ .٢‬ﻣﻌﺎﻳﲑ ﺗﺼﻨﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪............................................‬‬
‫‪١٣‬‬ ‫ﺃ‪ .‬ﺃﺳﺲ ﺇﻋﺪﺍﺩ ﺗﻨﻈﻴﻢ ﺍﻟﻜﺘﺎﺏ ‪............................................‬‬
‫‪١٧‬‬ ‫ﺏ‪ .‬ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪..............................................‬‬
‫‪٢١‬‬ ‫ﺝ‪ .‬ﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ‪...............................................‬‬
‫‪٢٢‬‬ ‫ﺏ‪ .‬ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪............................................................‬‬
‫‪٢٢‬‬ ‫‪ .١‬ﺍﻟﺘﻌﺮﻳﻒ ‪................................................................‬‬
‫‪٢٣‬‬ ‫‪ .٢‬ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ‪.....................................................‬‬
‫‪٢٣‬‬ ‫‪ .٣‬ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ‪.......................................................‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪(Mulok)‬‬
‫‪ ‬‬
‫‪٢٧‬‬ ‫ﺃ‪ .‬ﻛﺘﺎﺏ ﺃﻣﺜﻠﱴ ‪.................................................................‬‬
‫‪٢٧‬‬ ‫‪ .١‬ﺍﻟﺘﻌﺮﻳﻒ ‪................................................................‬‬
‫‪٢٨‬‬ ‫‪ .٢‬ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﺗﺎﺭﳜﻪ ‪.....................................................‬‬
‫‪٢٩‬‬ ‫‪ .٣‬ﳏﺘﻮﻳﺎﺕ ﺍﻟﻜﺘﺎﺏ ‪........................................................‬‬
‫‪٢٩‬‬ ‫ﺃ( ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ‪..............................................‬‬
‫‪٢٩‬‬ ‫ﺏ( ﻣﻦ ﻧﺎﺣﻴﺔ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ ‪...............................................‬‬
‫‪٣١‬‬ ‫‪ .٤‬ﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﻟﻜﺘﺎﺏ ‪...........................................‬‬
‫‪٣٢‬‬ ‫ﺏ‪ .‬ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﺘﻌﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.............................‬‬

‫ط‬
‫‪ (١‬ﺻﻼﺣﻴﺔ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ‪٣٢ ...................................................‬‬
‫‪ (٢‬ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ ‪٣٣ ....................................................‬‬
‫‪ (٣‬ﺻﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ‪٣٥ .....................................................‬‬
‫ﺝ‪ .‬ﻭﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ‪٣٦ ............................................................‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪٣٨‬‬ ‫ﺃ‪ .‬ﲢﻠﻴﻞ ﺍﻟﻜﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﻣﻨﺎﺳﺒﺔ ﺑﺎﳌﻮﺍﺩ ﺍﳌﺪﺭﺳﻴﺔ ﰲ ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ)‪............(Mulok‬‬
‫‪٣٩‬‬ ‫ﺏ‪ .‬ﻧﺘﻴﺠﺔ ﲢﻠﻴﻞ ﺍﻟﻜﺘﺎﺏ ﻭﺗﻘﻴﻴﻤﻪ ﰲ ﺿﻮﺀ ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ‪......................‬‬
‫‪٣٩‬‬ ‫‪ (١‬ﺻﻼﺣﻴﺔ ﳏﺘﻮﻯ ﺃﻭ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ‪............................................‬‬
‫‪٤١‬‬ ‫‪ (٢‬ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﳏﺘﻮﻯ ﺃﻭ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ‪.......................................‬‬
‫‪٤٣‬‬ ‫‪ (٣‬ﺻﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ‪......................................................‬‬
‫ﺝ‪ .‬ﲢﻠﻴﻞ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﺗﻘﻴﻴﻤﻪ ‪٤٤ ...................................................‬‬

‫‪ ‬‬
‫‪‬‬
‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ ‪٤٦ .....................................................................‬‬
‫ﺏ‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪٤٧ ..................................................................‬‬

‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ ‪٤٩ ...................................................................‬‬

‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ ‪٥١ ...................................................................‬‬
‫ﺍﳌﻼﺣﻘﺲ ‪٥٢ .......................................................................‬‬

‫ك‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻷﻭل‬
‫ﻤﻘﺩﻤﺔ‬

‫ﺃ‪ .‬ﺨﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺙ‬

‫ﻳﻨﻄﺒﻊ ﺑﻌﺾ ﺍﻟﻨﺎﺱ ﺃﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﺐ‪ ،‬ﺧﺎﺻﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻼﺏ ﻳﺘﻌﻠﻤﻮﻥ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﻨﺤﻮﻳﺔ‪ .‬ﰲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ ﳍﺎ ﺳﻬﻮﻟﺔ ﻭﺻﻌﻮﺑﺔ ﻭﻣﺜﺎﻝ ﺫﻟﻚ ﻣﺎ‬
‫ﻭﺟﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﰲ ﺍﻟﻜﻠﻤﺎﺕ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻻ ﺍﻟﻨﻄﻖ ﻧﻔﺴﻪ‪ ،‬ﻣﺜﻞ ‪ uncle‬ﻧﻄﺎﻗﻪ‬
‫‪ angkel‬ﺃﻭ ‪ good‬ﻧﻄﺎﻗﻪ ‪.gud‬‬
‫ﻭﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺍﻹﻧﺪﻭﻧﺴﻲ‪ ،‬ﺗﻌﺘﱪ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﰲ ﻧﻔﺲ‬
‫ﺍﻟﻮﻗﺖ ﺗﺪﺭﺱ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﰲ ﺃﳓﺎﺀ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ .‬ﻭﻣﻦ ﺍﳌﻌﻠﻮﻡ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﳍﺎ ﻋﻨﺎﺻﺮ‪ ،‬ﻭﺃﺩﻭﺍﺕ ﺍﻟﻘﻮﺍﻋﺪ ﻫﻲ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ‪.‬‬
‫ﻋﺮﻓﻨﺎ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﻣﻬﺎﺭﺍﺕ ﺃﺭﺑﻊ ﻭﻫﻲ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ١،‬ﻭﳚﺐ ﻋﻠﻰ ﻣﻦ ﺃﺭﺍﺩ ﺃﻥ ﻳﻜﻮﻥ ﻣﺎﻫﺮﺍ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﻳﺴﺘﻮﻋﺐ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﺳﺘﻌﺎﺏ‬
‫ﺗﻠﻚ ﺍﳌﻬﺎﺭﺍﺕ ﻟﻴﺲ ﺃﻣﺮﺍ ﺳﻬﻼ‪ ،‬ﻭﺍﳋﺼﺎﺋﺺ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻔﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻋﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺃﻭﻻ ﻛﻌﻠﻢ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ‪.‬‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﻟﻐﺔ ﺍﻷﺳﺎﺱ‪ ،‬ﻭﺍﺻﻄﻼﺣﺎ‪" ،‬ﺣﻜﻢ ﻛﻠﻲ ﻳﺴﺘﻨﺒﻂ ﻣﻦ ﳕﺎﺫﺝ ﻛﺜﲑﺓ ﻣﻦ ﻛﻼﻡ‬
‫‪٢‬‬
‫ﺍﻟﻌﺮﺏ ﻟﻜﻰ ﻳﻄﺒﻖ ﻋﻠﻰ ﻛﻞ ﻣﺎ ﳝﺎﺛﻞ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻣﻦ ﻛﻼﻣﻨﺎ"‪.‬‬

‫‪1‬‬
‫)‪Ahmad Fuad Effendi, Metodologi Pengajaran Bahasa Arab, (Malang: Misykat, 2004‬‬
‫‪h.102‬‬
‫‪٢‬‬
‫ﺃﻤﻴﻥ ﻋﻠﻰ ﺍﻟﺴﻴﺩ‪ ،‬ﻓﻲ ﻋﻠﻢ اﻟﻨﺤﻮ‪) ،‬ﺍﻟﻘﺎﻫﺭﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻤﻌﺎﺭﻑ‪ (١٩٧٧ ،‬ﻅ ‪ ،٤‬ﺝ ‪ ،١‬ﺹ ‪١٤‬‬

‫‪١‬‬
‫‪٢‬‬

‫ﻛﺜﲑ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻮﺍﺟﻬﻮﻥ ﺍﻟﺘﺮﻛﻴﺐ ﺍﻟﻨﺤﻮﻯ ﺃﻭ‬
‫ﺍﻟﺼﺮﰲ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺪﺭﺳﻮﻥ ﻻ ﻳﻘﺪﺭﻭﻥ ﻋﻠﻰ ﺷﺮﺡ ﺍﻟﻘﻮﺍﻋﺪ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﺃﻭ ﻻ ﳝﻠﻜﻮﻥ‬
‫ﺍﻟﻜﺘﺐ ﺍﻷﺧﺮﻯ ﺇﻻﹼ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﻓﻘﻂ ﻓﻜﺎﻥ ﺍﻟﻄﻼﺏ ﻣﻦ ﺷﺄ‪‬ﻢ ﺃﻥ ﻳﻮﺍﺟﻬﻮﺍ ﺍﻟﺼﻌﻮﺑﺔ‬
‫ﰲ ﺗﻌﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺳﻮﻑ ﻳﻜﻮﻥ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﺒﺎ‪ .‬ﻓﻴﻮﺿﺢ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﳍﺎ ﺩﻭﺭ ﻫﺎﻡ ﰲ ﺗﺮﻗﻴﺔ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻋﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺷﻴﺊ ﻣﻬﻢ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻣﻦ ﺑﻌﺾ ﺍﻟﻄﺮﻕ ﺍﻟﱵ ﲡﻌﻞ ﻋﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺳﻬﻼ ﻫﻲ ﺑﺎﺧﺘﻴﺎﺭ ﻛﺘﺐ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺬﻱ‬
‫ﻳﻄﺎﺑﻖ ﻣﻊ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻭﺍﳌﻨﺎﺳﺒﺔ ﳊﺎﺟﺔ ﺍﻟﻄﻼﺏ ﰲ ﺣﻘﻞ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻳﻨﺒﻐﻲ ﺍﳌﺪﺭﺱ‬
‫ﺃﻥ ﻳﺒﺤﺚ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺬﻱ ﻃﺎﺑﻖ ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻭﺍﳌﻨﺎﺳﺒﺔ ﳊﺎﺟﺘﻬﻢ‪.‬‬
‫ﻟﺘﺤﻘﻴﻖ ﺃﻏﺮﺍﺽ ﻛﺘﺐ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﺑﺄﻓﻀﻞ ﻭﺟﻪ ﳑﻜﻦ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﺍﻓﺮ‬
‫ﻓﻴﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﻛﺎﻵﺗﻰ‪:‬‬
‫‪ .١‬ﻻﻳﺒﺪﺃ ﻣﻦ ﺍﻟﺘﻌﺮﻳﻒ‪.‬‬
‫‪ .٢‬ﳚﺐ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﺆﻟﻒ ﻃﺮﻳﻘﺔ ﺗﻨﻘﻞ ﻣﺮﺍﻣﻴﻪ ﺇﱃ ﺍﻟﻘﺎﺭﺉ ﺑﻮﺿﻮﺡ‬
‫‪ .٣‬ﺗﻜﻮﻥ ﻃﺮﻳﻘﺔ ﻋﻤﻠﻴﺔ ﻣﻴﺴﺮﺓ ﻭﻣﺮﳛﺔ‪.‬‬
‫‪ .٤‬ﳚﺐ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺏ ﺃﻥ ﻳﻜﻮﻥ ﻛﺜﲑ ﺍﻷﻣﺜﻠﺔ‪.‬‬
‫‪٣‬‬
‫‪ .٥‬ﺗﺒﺪﺃ ﺍﳌﺎﺩﺓ ﻟﻜﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻦ ﺍﻟﺴﻬﻮﻟﺔ ﺇﱃ ﺍﻟﺼﻌﻮﺑﺔ‪.‬‬
‫ﻭﻋﺮﻓﻨﺎ ﺃﻥ ﻣﺮﺍﺟﻊ ﺍﻟﻘﻮﺍﻋﺪ ﻛﺜﲑﺓ ﳓﻮ‪ :‬ﻛﺘﺎﺏ ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﻠﻚ ﺍﳌﺆﻟﻒ ﳏﻤﺪ ﺑﻦ ﻋﺒﺪ ﺍﷲ‬
‫ﺑﻦ ﻣﺎﻟﻚ ﺍﻷﻧﺪﻟﺴﻲ ﻭﻛﺘﺎﺏ ﻋﻤﺮﻳﻄﻲ ﻣﺆﻟﻒ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺒﻴﺠﻮﺭﻱ ﻭﻛﺘﺎﺏ ﺍﻵﺟﺮﻭﻣﻴﺔ ﻣﺆﻟﻒ ﺃﺑﻮ‬
‫ﻋﺒﺪ ﺍﷲ ﳏﻤﺪ ﺑﻦ ﳏﻤﺪ ﺑﻦ ﺩﺍﻭﺩ ﺍﻟﺼﻨﻬﺎﺟﻲ ﻭﻛﺘﺎﺏ ﺍﻟﻨﺤﻮ ﺍﻟﻮﺍﺿﺢ ﺍﳌﺆﻟﻒ ﻋﻠﻰ ﺍﳉﺎﺭﻡ‬
‫ﻭﻣﺼﻄﻔﻰ ﺃﻣﲔ ﻭﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻣﺆﻟﻒ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﻟﻜﻞ ﻣﻨﻬﺎ ﺗﺴﺘﻌﻤﻞ ﺍﻟﺸﺮﺡ‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻷﻭﻝ ﺇﱃ ﺍﻷﺧﲑ ﺣﱴ ﳚﻌﻞ ﺍﻟﻄﻼﺏ ﺍﳌﺒﺘﺪﺋﲔ ﻳﺸﻌﺮﻭﻥ ﺑﺼﻌﻮﺑﺔ ﻭﻟﻜﻦ ﳜﺘﻠﻒ‬
‫ﺍﻟﺸﺮﺡ ﰲ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﺣﱴ ﳚﻌﻞ ﺍﻟﻄﻼﺏ ﺍﳌﺒﺘﺪﺋﲔ ﻳﺸﻌﺮﻭﻥ ﺑﺴﻬﻮﻟﺔ‪.‬‬
‫ﻛﺜﲑ ﻣﻦ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﻋﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﳌﻌﻬﺪ ﺍﻟﺴﻠﻔﻲ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﻭﻗﺖ‬
‫ﻃﻮﻳﻞ ﻟﺘﻌﻠﻴﻤﻬﺎ ﻟﻔﺘﺮﺓ ﺑﲔ ﺳﺖ ﺣﱵ ﺗﺴﻊ ﺳﻨﻮﺍﺕ ﺗﻘﺮﻳﺒﺎ‪ ٤‬ﻫﺬﺍ ﳊﻔﻆ ﻭﻓﻬﻢ ﻓﻘﻂ ﻭﻟﻴﺲ‬

‫‪3‬‬
‫‪Taufiqul Hakim, Tawaran Revolusi Sistem Pendidikan Nasional, (Jepara: PP Darul‬‬
‫‪Falah, 2004), h. 57-59‬‬
‫‪4‬‬
‫‪Mulyadi, Potret Seorang Pendidik Agama Yang Ulung (http://www.pondok‬‬
‫)‪pesantren.net, Tangerang/ 01/ 04/ 2010‬‬
‫‪٣‬‬

‫ﻟﺘﻄﺒﻴﻘﻬﺎ ﰲ ﻗﺮﺍﺀﺓ ﻭﻓﻬﻢ ﻛﺘﺐ ﺍﻟﺴﻠﻔﻴﺔ ﺇﺫﺍ ﻛﺎﻥ ﻳﺘﻌﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺑﺎﻟﻜﺘﺎﺏ ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﺎﻟﻚ ﻓﻘﻂ ﺃﻡ‬
‫ﻻ ﻳﺴﺘﻤﻠﻮﻥ ﺍﻟﻜﺘﺎﺏ ﺍﻵﺧﺮ‪ ٥.‬ﻋﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺃﻭ ﺗﺴﻤﻰ ﺑﻌﻠﻢ ﺍﻵﻟﺔ ﻫﻲ ﻋﻠﻢ ﺃﺳﺎﺳﻲ ﰲ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻤﺎ ﻗﺎﻝ ﺍﻟﺸﺎﻋﺮ‪" :‬ﻣﻦ ﻳﱪﺡ ﰲ ﻋﻠﻢ ﺍﻵﻟﺔ ﺍﻫﺘﺪﻯ ﺑﻪ ﺍﱃ ﺳﺎﺋﺮ ﺍﻟﻌﻠﻮﻡ‪".‬‬
‫ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﺰﻣﺎﻥ ﻭﺟﺪﺕ ﻃﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ ﺃﻭ ﻭﺳﻴﻠﺔ ﺳﺮﻳﻌﺔ ﺗﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻟﻔﻬﻢ ﻭﺗﻌﻠﻢ‬
‫ﺍﻟﻌﻠﻢ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ‪ ،‬ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻭﻃﺮﻳﻘﺘﻪ ﺗﺴﻤﻰ ﺑﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ‪ .‬ﻣﺆﻟﻒ‬
‫ﺍﻟﻜﺘﺎﺏ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﰲ ﺳﻨﺔ ‪ ١٩٩٠‬ﻡ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﻜﻮﻥ ﻣﻦ ﲬﺴﺔ ﺃﺟﺰﺍﺀ‪ .‬ﻭﻟﺬﻟﻚ ﻳﺮﻳﺪ‬
‫ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳛﻠﻞ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺃﻟﻔﻪ ﺍﻷﺳﺘﺎﺫ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﻭﻫﻮ ﺃﻳﻀﺎ ﻣﺪﻳﺮ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ‬
‫ﺍﻹﺳﻼﻣﻲ ﺍﻟﺴﻠﻔﻲ ﺟﺎﻓﺎﺭﺍ ﺟﺎﻭﺍ ﺍﻟﻮﺳﻄﻰ‪.‬‬
‫ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﺃﻭ ﺗﺴﻤﻰ ﺑﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻫﻮ ﻃﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ ﺃﻭﺟﺪﻫﺎ ﺍﻷﺳﺘﺎﺫ ﺗﻮﻓﻴﻖ‬
‫ﺍﳊﻜﻴﻢ ﻭﻫﻮ ﻣﺆﺳﺲ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﺟﻴﺒﺎﺭﺍ ﺟﺎﻭﺍ ﺍﻟﻮﺳﻄﻰ‪ ،‬ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻫﻮ ﻃﺮﻳﻘﺔ‬
‫ﺳﺮﻳﻌﺔ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺻﻔﺮ ﻭﳚﻌﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺳﻬﻮﻻ‪ ،‬ﻭﳛﺘﺎﺝ ﺇﱃ ﻭﻗﺖ ﻗﺼﲑ ﻟﻔﺘﺮﺓ ﻣﺎ‬
‫ﺑﲔ ‪ ٦‬ﻭ‪ ١‬ﺳﻨﺔ ﻓﻘﻂ‪ ،‬ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ‪‬ﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻗﺪ ﻃﺒﻘﻬﺎ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻜﺘﺎﺏ‬
‫ﰲ ﻣﻌﻬﺪ "ﺩﺍﺭ ﺍﻟﻔﻼﺡ" ﺟﻴﺒﺎﺭﺍ ﺟﺎﻭﺍ ﺍﻟﻮﺳﻄﻰ ﲢﺖ ﺭﻋﺎﻳﺔ ﺍﻷﺳﺘﺬ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ‪ ،‬ﻭﻃﺮﻳﻘﺔ‬
‫ﺃﻣﺜﻠﱵ ﻫﻲ ﺗﻘﺪﻡ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺟﺪﻳﺪﺓ ﻭﻣﺎﺩ‪‬ﺎ ﺧﻼﺻﺔ ﻣﻦ ﻛﺘﺎﺏ ﺍﻷﻟﻔﻴﺔ‪ ،‬ﻭﻣﻨﻬﺠﺎ ﺟﺪﻳﺪﺍ‬
‫ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﳊﺠﺔ ﻳﺴﺘﺨﺪﻡ ﻛﺜﲑ ﻣﻦ ﺍﳌﻌﺎﻫﺪ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﳌﻌﺎﻫﺪ ﺍﻟﻌﺼﺮﻱ ﻫﺬﺍ‬
‫ﺍﻟﻜﺘﺎﺏ‪ .‬ﻣﻦ ﺑﻌﺾ ﺍﳌﻌﺎﻫﺪ ﺍﳌﻘﺼﻮﺭﺓ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﳊﺴﻦ ﺗﺎﳒﺮﺍﻧﺞ‬
‫ﻭﻣﻌﻬﺪ ﺍﳌﺘﲔ ﻭﻣﻌﻬﺪ ﺍﻟﺮ‪‬ﻳﺎﺽ ﻛﺎﻟﻴﻤﺎﻧﺘﺎﻥ ﺍﳉﻨﻮﺑﻴﺔ ﻭﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﺮﺍﻧﺞ‬
‫ﻭﻣﻌﻬﺪ ﺭﻳﺎﺽ ﺍﻟﻘﺮﺁﻥ ﺟﺎﻭﺍ ﺍﻟﺸﺮﻗﻴﺔ ﻭﻣﻌﻬﺪ ﻧﻮﺭ ﺍﳍﺪﺍﻳﺔ ﻛﺎﻟﻴﻤﺎﻧﺘﺎﻥ ﺍﻟﻮﺳﻄﻰ ﻭﻣﻌﻬﺪ ﺍﻷﻃﺮﻭﺟﻴﺔ‬
‫ﳌﺒﻮﻧﺞ ﺳﻮﻣﻄﺮﺍ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﻭﻗﺪ ﲣﺮﺝ ﻓﻴﻬﺎ ﻣﺌﺎﺕ ﺍﻟﻄﻼﺏ‪.‬ﻛﻠﻬﺎ ﻣﻦ ﺍﳌﻌﺎﻫﺪ ﺍﻹﺳﻼﻣﻴﺔ ﺇﻻﹼ ﻣﺪﺭﺳﺔ‬
‫ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﻮﺭﺍﻧﺞ ‪ ٦.‬ﻭﻟﺬﻟﻚ ﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻌﺮﻑ ﺗﻄﺒﻴﻖ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ‬
‫ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫ﻭﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺒﺤﺚ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻷﻥ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻳﺘﻜﻮﻥ ﻣﻦ ﲬﺴﺔ ﺃﺟﺰﺍﺀ‬
‫ﻟﻜﻞ ﺟﺰﺀ ﻛﺘﺎﺏ ﻭﻛﺘﺎﺑﻪ ﺛﺨﲔ ﻟﻴﺲ ﻛﻜﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺧﺮﻯ ﻭﻫﻲ ﺭﻗﻴﻘﺔ ﻭﺻﻌﺒﺔ ﰲ ﻓﻬﻢ‬
‫ﺍﻟﻠﻐﺔ ﻭﻟﻜﺘﺎﺏ ﺃﻣﺜﻠﱵ ﺗﺮﲨﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻭﻓﻴﻪ ﺍﻟﺸﺮﺡ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻭﻟﻐﺘﻪ ﺍﻟﺴﻬﻠﺔ ﻭﺍﻷﻣﺜﺎﻝ‬

‫‪5‬‬
‫‪Taufiqul Hakim, Tawaran..., (Jepara: PP Darul Falah, 2004), h.2‬‬
‫‪6‬‬
‫‪Taufiqul Hakim, Tawaran..., (Jepara: PP Darul Falah , 2004), h. 86-87‬‬
‫‪٤‬‬

‫ﻣﺄﺧﻮﺩﺓ ﻣﻦ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ .‬ﻭﳛﻠﻞ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻓﻘﻂ‪ .‬ﻷﻧﻪ ﺃﻭﻝ ﻣﻦ‬
‫ﻛﺘﺐ ﺃﻣﺜﻠﱵ ﻭﺍﻟﻄﻼﺏ ﻳﺴﺘﻌﻤﻠﻮﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫ﻭﻣﻦ ﺃﺟﻞ ﺫﻟﻚ ﺃﺭﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺪﻡ ﲝﺜﻪ ﲝﺜﺎ ﻋﻠﻤﻴﺎ ﲢﺖ ﻋﻨﻮﺍﻥ "ﲢﻠﻴﻞ ﳏﺘﻮﻯ‬
‫ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﺗﻄﺒﻴﻘﻪ ﰱ ﺗﻌﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﰱ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﺮﺍﻧﺞ"‬

‫ﺏ‪.‬ﻤﺸﻜﻼﺕ ﺍﻟﺒﺤﺙ‬
‫‪ .١‬ﺘﺸﺨﻴﺹ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺟﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺗﻌﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺑﻜﺘﺎﺏ‬
‫ﺃﻣﺜﻠﱵ ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ ﻳﻮﺍﺟﻪ ﻋﺪﺓ ﻣﺸﻜﻼﺕ‪ ،‬ﻭﻣﻦ ﺍﳌﺸﻜﻼﺕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ ‬ﺳﻌﺔ ﻣﻮﺍﺩ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺍﻹﺿﺎﻓﻴﺔ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲏ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫‪ ‬ﺻﻌﺒﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲏ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﻓﻬﻢ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫‪ ‬ﻋﺪﻡ ﻣﻨﺎﺳﺒﺔ ﺍﳌﻮﺍﺩ ﰱ ﺍﻟﻜﺘﺎﺏ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ‬
‫ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲏ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫‪ ‬ﻋﺪﻡ ﻣﻨﺎﺳﺒﺔ ﺍﳌﻮﺍﺩ ﰱ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳌﺎﺩﺓ ﻭﺗﻘﺪﳝﻪ ﻭﻟﻐﺘﻪ‬

‫‪ .٢‬ﺘﺤﺩﻴﺩ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻖ ﳛﺪﺩ ﺍﻟﺒﺎﺣﺚ ﻣﺸﻜﻼﺕ ﲝﺜﻪ ﰲ ﻋﺪﻡ‬
‫ﺗﻨﺎﺳﺐ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰱ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ‬
‫ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻭﻋﺪﻡ‬
‫ﻣﻨﺎﺳﺒﺘﻬﺎ ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﺎﺩ‪‬ﺎ ﻭﺗﻘﺪﳝﻬﺎ ﻭﻟﻐﺘﻬﺎ ﻭﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﳍﻴﺌﺔ ﻣﻌﺎﻳﲑ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻟﻮﻃﻨﻴﺔ‪.‬‬
‫‪٥‬‬

‫‪ .٣‬ﺘﻘﺭﻴﺭ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺑﻌﺪ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻳﻘﺮﺭ ﺍﻟﺒﺎﺣﺚ ﺗﻠﻚ ﺍﳌﺸﻜﻼﺕ ﺑﺘﻘﺪﱘ ﺳﺆﺍﻟﲔ‪:‬‬
‫‪ .١‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﻣﻨﺎﺳﺒﺔ ﺍﳌﻮﺍﺩ ﰱ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﺍ‪‬ﻠﺪ ﺍﻷﻭﻝ ﻣﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ‬
‫ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲏ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ؟‬
‫‪ .٢‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﻣﻨﺎﺳﺒﺔ ﺍﳌﻮﺍﺩ ﰱ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﺎﺩﺗﻪ ﻭﺗﻘﺪﳝﻪ ﻭﻟﻐﺘﻪ ؟‬

‫ﺝ‪ .‬ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‬

‫ﺃﻣﺎ ﺍﻷﻫﺪﺍﻑ ﻣﻦ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﺎﻵﰐ‪:‬‬
‫‪ .١‬ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﻨﺎﺳﺒﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ ﰱ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ ﻣﻊ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ‬
‫‪ .٢‬ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﻨﺎﺳﺒﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ ﰱ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳌﺎﺩﺓ‬
‫ﻭﺗﻘﺪﳝﻬﺎ ﻭﻟﻐﺘﻬﺎ‪.‬‬

‫ﺩ‪ .‬ﻓﻭﺍﺌﺩ ﺍﻟﺒﺤﺙ‬

‫ﻳﺮﺟﻮ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﻔﻮﺍﺋﺪ ﻛﺜﲑﺓ‪ ،‬ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻧﻈﺮﻳﺔ ﺃﻡ ﺗﻄﺒﻴﻘﻴﺔ‪،‬‬
‫ﻓﺎﻟﻔﺎﺋﺪﺓ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﱵ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﻫﻲ ﺃﻥ ﻳﻘﺪﻡ ﺍﻟﺒﺤﺚ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱴ ﺗﺼﻒ‬
‫ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﺍ‪‬ﻠﺪ ﺍﻷﻭﻝ ﻭﻣﻨﺎﺳﺒﺔ ﻣﺎﺩﺗﻪ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﰲ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻟﻠﺼﻒ ﺍﻷﻭﻝ‪.‬‬
‫ﻭﺇﺿﺎﻓﺔ ﺇﱃ ﻓﺎﺋﺪﺗﻪ ﺍﻟﻨﻈﺮﻳﺔ ﻓﺈﻥ ﻟﻪ ﺃﻳﻀﺎ ﻓﺎﺋﺪﺓ ﺗﻄﺒﻴﻘﻴﺔ ﻭﻫﻲ ﺃﻥ ﻳﻜﻮﻥ ﺗﻮﺟﻴﻬﺎ ﰲ‬
‫ﺍﺧﺘﻴﺎﺭ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﻨﺎﺳﺐ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﰲ ﻣﺪﺭﺳﺔ ﻣﻦ ﺍﳌﺪﺍﺭﺱ‪.‬‬

‫ﻩ‪ .‬ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬

‫ﻭﺍﳌﻨﻬﺞ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻣﻪ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻭﻫﻮ ﲝﺚ ﻳﻌﻄﻲ‬
‫ﺻﻮﺭﺓ ﻓﻜﺮﻳﺔ ﺃﻭ ﺇﻳﻀﺎﺣﺎﺕ ﻋﻦ ﺣﺎﻝ ﻣﻦ ﺍﻷﺣﻮﺍﻝ ﻋﻠﻰ ﺃﻭﺿﺢ ﻣﺎ ﳝﻜﻦ ﺑﺪﻭﻥ ﻣﻌﺎﻣﻠﺔ‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ‪ ٧،‬ﻭﻫﻮ ﺩﺭﺍﺳﺔ ﺗﺘﻢ ﺑﺎﺧﺘﻴﺎﺭ ﻋﺪﺩ ﻣﻦ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻣﺜﻞ‬
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‫‪Ronny Kountur, Metode Penelitian Untuk Penulisan Skripsi dan Tesis (Jakarta:‬‬
‫‪Penerbit PPM, 2003), Cet. 1, Hal. 105.‬‬
‫‪٦‬‬

‫ﺍﻟﺴﺠﻼﺕ ﻭﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻷﻧﻈﻤﺔ ﻭﺍﻟﺼﺤﻒ ﻭﺍ‪‬ﻼﺕ ﻭﺍﻟﻜﺘﺐ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﲢﺘﻮﻱ‬
‫ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﱵ ﻳﺒﺤﺚ ﻋﻨﻬﺎ ﺍﻟﺒﺎﺣﺚ‪.‬‬
‫ﻭﻳﻀﻴﻒ ﺍﻟﺒﺎﺣﺚ ﻣﺎ ﲨﻌﻪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺛﺎﺋﻘﻴﺔ ﺇﱃ ﻣﺎ ﲨﻌﻪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻟﻠﻤﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﻣﺆﻟﻒ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ‪.‬‬

‫‪ .١‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻭﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﻳﺴﺘﻌﲔ ‪‬ﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺗﻨﻘﺴﻢ ﺇﱃ ﻧﻮﻋﲔ‬
‫ﺍﳌﺼﺎﺩﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ‪ ،‬ﻭﺍﳌﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ‪ .‬ﻓﺄﻣﺎ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻓﻬﻲ ﻛﺘﺎﺏ “ﺃﻣﺜﻠﱵ” ﺍ‪‬ﻠﺪ‬
‫ﺍﻷﻭﻝ ﻟﺘﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ‪ ،‬ﻭﺍﻟﻜﺘﺐ‪ ،‬ﻭﺍﳌﻘﺎﻻﺕ ﻣﻦ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪ ،‬ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ ﺍﻟﱵ‬
‫ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﺮﺍﺟﻊ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﻭﺃﻣﺎ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻟﻪ ﻓﻬﻲ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻣﻊ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ‪.‬‬

‫‪ .٢‬ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﺃﻣﺎ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻬﻲ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺛﺎﺋﻘﻴﺔ‬
‫ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﻣﺆﻟﻒ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﺑﺘﻘﺪﱘ ﺍﻷﺳﺌﻠﺔ ﻋﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﺄﻟﻴﻒ ﻛﺘﺎﺑﻪ‬
‫"ﺃﻣﺜﻠﱵ" ﻭﺗﻠﻚ ﺍﻷﺳﺌﻠﺔ ﻣﻠﺤﻘﺔ ﰲ ﺁﺧﺮ ﺻﻔﺤﺎﺕ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ‪.‬‬

‫‪ .٣‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﳛﻠﻞ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﺣﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﻮﺛﺎﺋﻘﻴﺔ ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ (١‬ﺗﺼﻨﻴﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻌﺮﻳﻔﻬﺎ ﺗﻌﺮﻳﻔﺎ ﻭﺍﺿﺤﺎ ﻭﳏﺪﺩﺍ‬
‫‪ (٢‬ﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻬﻤﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﶈﺘﺎﺟﺔ‬
‫‪ (٣‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰒ ﺗﻨﻈﻴﻤﻬﺎ ﺇﱃ ﺃﺟﺰﺍﺀ ﻣﻌﻴﻨﺔ‬
‫‪ (٤‬ﺗﻠﺨﻴﺺ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﺳﺘﻘﺮﺍﺋﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧﺘﻴﺠﺔ‬
‫‪٧‬‬

‫ﻭ‪ .‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬

‫ﻭﺑﻌﺪ ﺃﻥ ﲝﺚ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﺒﺤﺚ ﻋﻦ ﲢﻠﻴﻞ ﳏﺘﻮﻯ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻓﺈﻧﻪ ﱂ‬
‫ﳚﺪﻫﺎ‪ ،‬ﻭﻟﻜﻦ ﻗﺪ ﻭﺟﺪ ﺑﻌﺾ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻖ ﺑﺘﺤﻠﻴﻞ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﻫﻮﻛﻤﺎﻳﻠﻲ ‪:‬‬
‫‪" .١‬ﺁﺛﺎﺭ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﰱ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ" )ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﰱ‬
‫ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﺍﻹﺳﻼﻣﻲ ﺍﻟﺴﻠﻔﻰ "ﺟﻴﻔﺎﺭﺍ ﺟﻮﺍ ﺍﻟﻮﺳﻄﻰ"( ﻟﺴﻮﺳﻨﱵ ﺃﺩﻯ ﺃﻭﻛﺘﺎﻓﻴﺔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪ ١٠٢٠١٢٣٧١٢‬ﺳﻨﺔ ‪.٢٠٠٧‬‬
‫ﻭﺧﻼﺻﺔ ﲝﺜﻬﺎ ﻫﻲ‪ :‬ﺃﻥ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻲ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻴﺪﺓ‬
‫ﺗﻨﺎﺳﺐ ﻣﻊ ﺍﻟﻐﺮﺽ ﺍﳌﻨﺸﻮﺩ‪ ،‬ﻭﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﳍﺎ ﺃﺛﺎﺭ ﺩﺍﻟﺔ ﻋﻠﻲ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﳊﺼﻮﻝ‬
‫ﻋﻠﻲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻣﻘﺒﻮﻟﺔ‪.‬‬
‫‪ .٢‬ﻭ"ﺁﺛﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ( ﻟﻌﻠﻴﻚ ﻣﺘﻘﲔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪.١٠٤٠١٢٠٠٠٢٠٨‬‬
‫ﻭﺧﻼﺻﺔ ﲝﺜﻪ ﻫﻲ ﺃﻥ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻴﺪﺓ ﻣﻦ‬
‫ﻧﺎﺣﻴﺔ ﺍﳉﻤﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﳍﺎ ﺃﺛﺮ ﺩﺍﻝ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٣‬ﻭ"ﲢﻠﻴﻞ ﳏﺘﻮﻯ ﻛﺘﺎﺏ ﻣﺎﻫﺮ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﳌﻨﺎﻥ ﺍﻟﻌﺰﻳﺰ" ﳌﻠﻜﻲ ﺃﺃﻥ ﺧﺮﻳﺞ ﺳﻨﺔ ‪.٢٠٠٨‬‬
‫ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺜﻼﺛﺔ ﻓﺈﻥ ﺍﻟﺒﺤﺚ ﻟﻸﺥ ﻣﻠﻜﻲ ﺃﺃﻥ ﺃﻗﺮﺏ ﺍﳌﺒﺎﺣﺚ ﻟﻠﺒﺤﺚ‬
‫ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﻪ ﺍﻟﺒﺎﺣﺚ ﻏﲑ ﺃﻧﻪ ﳛﻠﻞ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﰲ ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ٢٠٠٤‬ﻟﻮﺯﺍﺭﺓ ﺍﻟﺪﻳﻨﻴﺔ ﺃﺩﺍﺓ ﰲ ﺗﻘﻴﻴﻤﻪ‬
‫ﻭﺃﻣﺎ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﺒﺤﺚ ﺍﻟﺒﺎﺣﺚ ﻋﻦ ﲢﻠﻴﻞ ﳏﺘﻮﻯ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﻭﻳﺴﺘﺨﺪﻡ ﺍﳌﻨﻬﺞ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ)‪ (Mulok‬ﻟﻠﻘﻮﺍﻋﺪ ﻟﻠﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺍﺳﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻨﻲ‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ‬

‫‪ .٤‬ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ‬
‫ﺃ( ﻤﻔﻬﻭﻡ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ ﻭﺃﻫﻤﻴﺘﻪ ﻭﺨﺼﺎﺌﺼﻪ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻤﻴﺔ ﻣﻦ ﺃﻫﻢ ﻣﺎ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻄﻼﺏ ﻹﺟﺮﺍﺋﻪ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﻄﻘﲔ ‪‬ﺎ‪ .‬ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻛﺜﲑﺓ ﻭﻣﺘﻨﻮﻋﺔ ﻣﻨﻬﺎ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻄﺒﻌﻴﺔ ﺇﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ‬
‫ﺍﻟﻄﺒﻌﻴﺔ ﻓﻬﻮ ﺃﻳﻀﺎ ﺇﺣﺪﻯ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﳏﻴﻂ ﺍﻟﺘﻠﻤﻴﺬ ﺍﻟﺪﺭﺍﺳﻲ ﻷﻧﻪ ﻣﺮﺟﻊ ﺃﺳﺎﺳﻲ‬
‫ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﰲ ﺇﺛﺮﺍﺀ ﻣﻌﺎﺭﻓﻪ ﻭﺧﱪﺍﺗﻪ‪ ،‬ﻭﻳﺮﺟﻊ ﺇﻟﻴﻪ ﰲ ﺍﳌﺬﺍﻛﺮﺓ ﻭﺍﻻﻣﺘﺤﺎﻥ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺳﺠﻼ‬
‫ﻣﻄﺒﻮﻋﺎ ﻭﻟﻴﺲ ﻗﻮﻻ ﻣﺴﻤﻮﻋﺎ‪ ،‬ﻓﺈﻧﻪ ﺑﻼ ﺷﻚ ﺳﻴﺆﺛﺮ ﻟﻴﺲ ﰲ ﺟﺎﻧﺐ ﻭﺍﺣﺪ ﻓﻘﻂ‪ ،‬ﻭﺇﳕﺎ ﰲ‬
‫ﺟﻮﺍﻧﺐ ﳐﺘﻠﻔﺔ ﻣﻦ ﺷﺨﺼﻴﺘﻪ‪ ،‬ﻓﻬﻮ ﻳﻘﺮﺅﻩ ﻭﻳﺘﺄﺛﺮ ﲟﺎ ﻓﻴﻪ ﻣﻦ ﺁﺭﺍﺀ ﻭﺃﻓﻜﺎﺭ‪ ،‬ﻭﳛﺘﻔﻆ ﻓﻴﻪ‬
‫ﻟﻴﻌﻮﺩ ﺇﻟﻴﻪ ﻛﻠﻤﺎ ﺃﺭﺍﺩ‪ ،‬ﻭﻳﻘﺮﺅﻩ ﻣﻊ ﻧﻔﺴﻪ ﻛﻠﻤﺎ ﺃﺣﺐ‪ ،‬ﻭﻳﺮﺟﻊ ﺇﻟﻴﻪ ﰲ ﻛﻞ ﳊﻈﺔ ﺇﺫﺍ ﺃﺩﺭﻛﻪ‬
‫ﺍﻟﻨﺴﻴﺎﻥ ﻟﺘﺬﻛﺮ ﺣﻘﻴﻘﺔ ﻣﻦ ﺍﳊﻘﺎﺋﻖ ﺃﻭ ﺣﺎﺩﺛﺔ ﻣﻦ ﺍﳊﻮﺍﺩﺙ ﺃﻭ ﻣﻌﺮﻓﺔ ﻣﻦ ﺍﳌﻌﺎﺭﻑ‪ ٨.‬ﺇﺫﻥ‬
‫ﻓﺎﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻫﻮ ﺻﻠﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺟﻮﻫﺮﻩ‬
‫ﺇﺫﻥ ﻓﺎﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻫﻮ ﺻﻠﺐ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺟﻮﻫﺮﻩ ﻷﻧﻪ ﻫﻮ ﺍﻟﺬﻱ ﳛﺪﺩ ﻟﻠﺘﻠﻤﻴﺬ ﻣﺎ‬
‫ﺳﻴﺪﺭﺳﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻫﻮ ﺍﻟﺬﻱ ﻳﺒﻘﻰ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻣﺴﺘﻤﺮﺓ ﺑﻴﻨﻪ ﻭﺑﲔ ﻧﻔﺴﻪ ﺇﱃ‬
‫ﺃﻥ ﻳﺼﻞ ﻣﻨﻬﺎ ﺇﱃ ﻣﺎ ﻳﺮﻳﺪ‪.‬‬

‫‪ ٨‬ﻤﺠﻴﺩ ﺇﺒﺭﺍﻫﻴﻡ ﺩﻤﻌﺔ‪ ،‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ وﻣﺪى ﻣﻼﺋﻤﺘﮫ ﻟﻌﻤﻠﯿﺘﻲ اﻟﺘﻌﻠﻢ واﻟﺘﻌﻠﯿﻢ‪) ،‬ﺘﻭﻨﺱ‪:‬‬
‫ﺍﻟﻤﻨﻅﻤﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻭﻡ‪ ،(١٩٨٢ ،‬ﺹ ‪.٥‬‬
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‫ﻭﻳﻀﻴﻖ ﻣﻔﻬﻮﻡ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﰲ ﺑﻌﺾ ﺍﻟﻜﺘﺎﺑﺎﺕ ﻭﻳﺘﺴﻊ ﰲ ﺍﻷﺧﺮﻯ‪ .‬ﰲ‬

‫ﺍﻟﻨﻮﻉ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺎﺕ ﻳﻘﺘﺼﺮ ﻣﻔﻬﻮﻡ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻋﻠﻰ ﺍﻟﺸﻜﻞ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻟﻠﻜﺘﺎﺏ‬
‫ﺍﻟﺬﻱ ﻳﻮﺯﻉ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﰲ ﺍﻟﻨﻮﻉ ﺍﻵﺧﺮ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺎﺕ ﻳﺘﺴﻊ ﻣﻔﻬﻮﻡ ﺍﻟﻜﺘﺎﺏ ﻟﻴﺸﻤﻞ‬
‫ﳐﺘﻠﻒ ﺍﻟﻜﺘﺐ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﻳﺘﻠﻘﻰ ﺍﻟﻄﺎﻟﺐ ﻣﻨﻬﺎ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻟﱵ ﻳﻮﻇﻔﻬﺎ ﺍﳌﻌﻠﻢ ﰲ ﺍﻟﱪﻧﺎﻣﺞ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ‪ ٩.‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻻ ﻣﻦ ﻣﺎﺩﺗﻪ ﺍﻷﺳﺎﺳﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻛﺬﻟﻚ ﻣﻦ‬
‫ﺍﳌﻮﺍﺩ ﺍﳌﺴﺎﻋﺪﺓ ﻛﺎﳌﻌﺠﻢ ﻭﻛﺘﺎﺏ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺼﻮﺗﻴﺔ ﻭﻛﺘﺐ ﺍﳌﻄﺎﻟﻌﺔ ﺍﳌﺘﺪﺭﺟﺔ ﻭﻛﺘﺎﺏ‬
‫‪١٠‬‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﻣﺮﺷﺪ ﺍﳌﻌﻠﻢ‪.‬‬
‫ﻭﰲ ﺿﻮﺀ ﻣﺎ ﺗﻘﺪﻡ‪ ،‬ﻓﺎﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﻪ ﺃﳘﻴﺎﺕ ﻛﺒﲑﺓ ﰲ ﻣﺴﺎﻋﺪﺓ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺗﻜﻮﻥ ﺃﳘﻴﺎﺕ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺍﳊﺎﺟﺔ ﺇﻟﻴﻪ ﰲ ﻋﺪﺩ ﺃﺳﺒﺎﺏ ﻭﻋﻮﺍﻣﻞ ﻣﻨﻬﺎ‪:‬‬
‫‪ .١‬ﺇﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﰲ ﻋﺎﳌﻨﺎ ﺍﳌﻌﺎﺻﺮ ﻻ ﻳﻌﺪ ﳎﺮﺩ ﻭﺳﻴﻠﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﺩﻳﺔ‬
‫ﻓﺤﺴﺐ‪ ،‬ﺇﳕﺎ ﻫﻮ ﺃﺩﺍﺓ ﻣﻦ ﺃﻫﻢ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻋﺼﺮ ﱂ ﺗﻜﻦ ﻟﻠﻌﻠﻢ ﻓﻴﻪ ﺣﺪﻭﺩ‬
‫ﻣﻌﻴﻨﺔ ﺃﻭ ﺁﻓﺎﻕ ﳏﺪﺩﺓ ﻭﺇﳕﺎ ﻫﻮ ﻋﺼﺮ ﻗﺪ ﺍﺗﺴﻢ ﺑﺘﻔﺠﺮ ﺍﳌﻌﺮﻓﺔ ﻭﺍﻧﺘﺸﺎﺭ ﺍﻟﺘﻌﻠﻴﻢ‬
‫‪ .٢‬ﺇﻧﻪ ﻣﻊ ﺗﻄﻮﺭ ﺍ‪‬ﺘﻤﻌﺎﺕ ﻭﺗﻘﺪﻡ ﺍﻟﻌﻠﻢ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺗﻨﻮﻉ ﻭﺳﺎﺋﻞ ﺍﻟﻨﺸﺮ ﻭﺍﻹﻋﻼﻡ‬
‫ﻭﺗﻌﺪﺩ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ‬
‫‪ .٣‬ﺇﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻻ ﻳﺰﺍﻝ ﺇﱃ ﻳﻮﻣﻨﺎ ﻫﺬﺍ ﺃﺩﺍﺓ ﺭﺋﻴﺴﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫‪ .٤‬ﺇﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻻ ﻳﺰﺍﻝ ﺃﺩﺍﺓ ﻣﻬﻤﺔ ﻣﻦ ﺃﺩﻭﺍﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺑﻴﺪ ﺍﳌﻌﻠﻢ ﻭﻳﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﻳﺴﺘﻔﻴﺪ ﻫﻮ ﻭﺗﻼﻣﻴﺬﻩ ﳑﺎ ﻓﻴﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺃﻓﻜﺎﺭ ﻷ‪‬ﺎ ﺗﻜﻮﻥ ﺃﺳﺎﺳﺎ ﻣﺸﺘﺮﻛﺎ‬
‫ﻟﺪﺭﺍﺳﺔ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﻣﺸﻜﻼﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫‪ .٥‬ﺇﻥ ﺍﻷﻫﻢ ﻣﻦ ﻛﻞ ﻣﺎ ﺗﻘﺪﻡ‪ ،‬ﻫﻮ ﺃﻥ ﻣﺪﺍﺭﺳﻨﺎ ﺗﺘﺒﲎ ﰲ ﺑﺮﺍﳎﻬﺎ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻨﺬ ﻣﺪﺓ‬
‫ﻃﻮﻳﻠﺔ ﻭﺳﻮﻑ ﺗﻈﻞ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻬﺞ ﺇﱃ ﺯﻣﻦ ﻏﲑ ﻣﻌﺮﻭﻑ‪ ،‬ﻧﻮﻋﺎ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﻳﺴﻤﻰ‬
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‫))ﻣﻨﺎﻫﺞ ﺍﳌﻮﺍﺩ ﺍﳌﻨﻔﺼﻠﺔ((‪.‬‬
‫ﻭﺗﺰﺩﺍﺩ ﺃﳘﻴﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ ﺍﳌﺒﲎ ﻋﻠﻰ‬
‫ﺃﺳﺲ ﻟﻐﻮﻳﺔ ﻭﺗﺮﺑﻮﻳﺔ ﺳﻠﻴﻤﺔ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﻣﻌﻬﺎ ﺣﺎﺟﺔ ﺍﻹﻧﺴﺎﻥ ﺇﻟﻴﻪ ﻋﻨﺪﻣﺎ ﻳﻨﻈﺮ ﻓﻴﻤﺎ ﻗﺪﻡ‬

‫‪ ٩‬ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ ﻭﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬اﻟﻜﺘﺎب اﻷﺳﺎﺳﻲ ﻟﺘﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻟﻠﻨﺎﻃﻘﯿﻦ‬
‫ﺑﻠﻐﺎت أﺧﺮى‪) ،‬ﻤﻜﺔ‪ :‬ﺠﺎﻤﻌﺔ ﺃﻡ ﺍﻟﻘﺭﻯ‪ ،(١٩٨٣ ،‬ﺹ ‪.٢٠‬‬
‫‪ ١٠‬ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬أﺳﺲ إﻋﺪاد اﻟﻜﺘﺐ اﻟﺘﻌﻠﯿﻤﯿﺔ ﻟﻐﯿﺮ اﻟﻨﺎﻃﻘﯿﻦ‬
‫ﺑﺎﻟﻌﺮﺑﯿﺔ‪) ،‬ﺍﻟﺭﻴﺎﺽ‪ :‬ﺩﺍﺭ ﺍﻟﻐﺎﻟﻲ ﻟﻠﻁﺒﻊ ﻭﺍﻟﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻴﻊ(‪ ،‬ﺹ ‪.٩‬‬
‫‪ ١١‬ﻤﺠﻴﺩ ﺇﺒﺭﺍﻫﻴﻡ ﺩﻤﻌﺔ‪ ،‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‪ ،...‬ﺹ‪٧-٦ .‬‬
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‫ﻟﻠﻤﻴﺪﺍﻥ ﻣﻦ ﻛﺘﺐ ﺳﻮﺍﺀ ﻣﻨﻬﺎ ﻣﺎ ﻗﺪﻣﺘﻪ ﺃﻭ ﺃﺷﺮﻓﺖ ﻋﻠﻴﻪ ﺟﻬﺎﺕ ﺧﺎﺭﺟﻴﺔ ﺃﻭ ﺟﻬﺎﺕ ﻋﺮﺑﻴﺔ‬
‫‪١٢‬‬
‫ﺇﺳﻼﻣﻴﺔ‪.‬‬
‫ﻭﺃﳘﻴﺎﺕ ﺃﺧﺮﻯ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻫﻲ ﺃﻧﻪ ﺍﻟﻮﻋﺎﺀ ﺍﻟﺬﻱ ﳛﻤﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﳌﺮﺍﺩ ﻏﺮﺳﻬﺎ ﰲ ﺍﻟﺘﻼﻣﻴﺬ ﻟﻴﺲ ﻓﻘﻂ ﻟﻠﺘﻼﻣﻴﺬ ﺑﻞ ﻟﻠﻤﻌﻠﻤﲔ ﻭﻏﲑﻫﻢ‪ ،‬ﻓﻬﻮ‬
‫‪١٣‬‬
‫ﳝﺪﻫﻢ ﺑﺎﳋﱪﺍﺕ ﻭﺍﳊﻘﺎﺋﻖ ﻭﻣﺼﺪﺭ ﺛﻘﺎﰲ ﳍﻢ‪.‬‬
‫ﻭﻗﺎﻝ ﺩ‪ .‬ﻫﺪﺍﻳﺎﺕ ﰲ ﻣﻘﺎﻟﺘﻪ‪ ،‬ﺇﻥ ﺍﻷﳘﻴﺎﺕ ﻣﻦ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻫﻲ‪:‬‬
‫‪ .١‬ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻣﻦ ﺍﳌﺮﺍﺟﻊ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻣﻦ ﺍﳌﺪﺭﺱ‬
‫ﻭﺍﻟﻄﻼﺏ ﻷﻧﻪ ﻳﻌﻄﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻳﻮﺿﺢ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱴ ﻻ ﺑﺪ ﻣﻦ ﺃﻥ‬
‫ﻳﺴﻴﻄﺮ ﻋﻠﻴﻬﺎ ﺍﻟﻄﻼﺏ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﻨﺸﻮﺩﺓ‪.‬‬
‫‪ .٢‬ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺑﺸﻜﻠﻪ ﺍﳌﻨﻈﻢ ﻳﺴﺘﺨﺪﻡ ﺑﺄﻛﺜﺮ ﺛﺎﺑﺖ ﻣﻦ ﺍﳊﻄﺒﺔ ﺃﻭ‬
‫ﺍﻟﺮﺳﺎﻟﺔ ﺍﳌﻔﺮﻗﺔ ﺣﱴ ﻳﺴﻬﻞ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﻣﻄﺎﻟﻌﺘﻪ‪.‬‬
‫‪ .٣‬ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﳝﻜﻦ ﻟﻠﻄﻼﺏ ﺃﻥ ﻳﻄﺎﻟﻊ ﻭﻳﺮﺍﺟﻊ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﻨﻔﺴﻪ‬
‫ﺩﻭﻥ ﺗﻮﺟﻴﻬﺎﺕ ﺍﳌﻌﻠﻢ‪.‬‬
‫‪ .٤‬ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻳﺴﺎﻋﺪ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﺗﻨﻈﻴﻢ ﺍﳉﺪﺍﻭﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻷﻫﺪﺍﻑ‬
‫‪١٤‬‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﻨﺸﻮﺩﺓ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﻪ ﺃﳘﻴﺎﺕ ﻛﱪﻯ ﰲ ﻣﺴﺎﻋﺪﺓ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠـﻴﻢ ﻓﻬﻨـﺎﻙ‬
‫ﺃﻳﻀﺎ ﻓﻮﺍﺋﺪ‪ ،‬ﻭﺗﻠﺨﺺ ﻫﺬﻩ ﺍﻟﻔﻮﺍﺋﺪ ﰲ ﺍﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .١‬ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﻟﻨﺎﺟﺢ ﻳﻌﺮﺽ ﺍﳌﻨﻬﺞ ﺑﺪﻗﺔ ﻭﺃﻣﺎﻧﺔ‪.‬‬
‫‪ .٢‬ﺃﻧﻪ ﳚﻤﻊ ﺍﳌﺎﺩﺓ ﺍﻟﱵ ﳚﺐ ﺗﻘﺮﻳﺮﻫﺎ ﺑﺸﻜﻞ ﳝﻨﻊ ﺍﻟﻄﺎﻟـﺐ ﻋـﻦ ﺍﻟﺸـﺮﻭﺩ‬
‫ﻭﺍﻟﺪﺧﻮﻝ ﰲ ﺗﻔﺎﺻﻴﻞ ﻻ ﻃﺎﺋﻞ ﲢﺘﻬﺎ‪.‬‬
‫‪ .٣‬ﺃﻧﻪ ﺍﳌﻮﺟﻪ ﻟﻠﻤﺪﺭﺱ ﻭﺍﻟﻄﺎﻟﺐ‪ ،‬ﻓﻬﻮ ﻳﻀﻊ ﺍﳌﺪﺭﺱ ﰲ ﺍﻹﻃﺎﺭ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ‬
‫ﻳﺪﻭﺭ ﻓﻴﻪ‪ ،‬ﻭﻳﻀﻤﻦ ﻟﻠﻄﺎﻟﺐ ﺃﻥ ﳚﺪ ﻓﻴﻪ ﺍﳌﺎﺩﺓ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﰲ‬
‫‪١٥‬‬
‫ﺩﺭﺍﺳﺘﻪ‪.‬‬

‫‪ ١٢‬ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ‪ ،‬وﻗﺎﺋﻊ ﻧﺪوات "ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻟﻐﯿﺮ اﻟﻨﺎﻃﻘﯿﻦ ﺑﮭﺎ"‪) ،‬ﻤﻜﺘﺏ ﺍﻟﺘﺭﺒﻴﺔ‬
‫ﺍﻟﻌﺭﺒﻲ ﻟﺩﻭل ﺍﻟﺨﻠﻴﺞ‪ ،(١٩٨٥ ،‬ﺹ ‪.٢٣٩‬‬
‫‪ ١٣‬ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬أﺳﺲ إﻋﺪاد‪ ،...‬ﺹ ‪٧‬‬
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‫‪D. Hidayat, “Pembuatan Buku Ajar Bahasa Arab Pada Prodi Jurusan Sastra Asia‬‬
‫‪Barat UNHAS, (Makasar: 1-3 Juli 2005) h.1‬‬
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‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﻪ ﺃﳘﻴﺎﺕ ﻛﱪﻯ ﻭﻓﻮﺍﺋﺪ ﻛﺜﲑﺓ ﺧﺎﺻﺔ ﰲ ﺇﺟـﺮﺍﺀ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﻟﻴﻜﻮﻥ ﻭﺳﻴﻠﺔ ﺃﺳﺎﺳﻴﺔ ﻭﻣﺴﺎﻋﺪﺓ ﻟﻠﻤﻌﻠﻢ ﰲ ﺗﻘـﺪﱘ ﺍﳌـﻮﺍﺩ ﺍﻟﺪﺭﺍﺳـﻴﺔ‬
‫ﻟﻠﻄﻼﺏ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﻟﻠﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳉﻴﺪ ﺃﻥ ﻳﺘﻤﻠﻚ ﺍﳋﺼﺎﺋﺺ ﻭﺍﻟﺸﺮﻭﻁ ﰲ ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩﻩ‪.‬‬
‫ﻷﺟﻞ ﺃﻥ ﳛﻘﻖ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺃﻏﺮﺍﺿﻪ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻋﻠﻰ ﺃﻓﻀﻞ ﻭﺟﻪ‬
‫ﳑﻜﻦ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺘﻮﺍﻓﺮ ﻓﻴﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﱴ ﳝﻜﻦ ﺣﺼﺮﻫﺎ ﰲ‬
‫ﳎﺎﻻﺕ ﺁﺗﻴﺔ ﻫﻲ‪:‬‬
‫ﺃ‪ .‬ﻛﻔﺎﺀﺓ ﺍﳌﺆﻟﻒ ﻭﲰﻌﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻫﻲ ﺑﺄﻥ ﻳﻜﻮﻥ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﻣﻌﺮﻭﻓﺎ ﺑﻜﻔﺎﺋﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻭﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺆﻟﻒ ﻋﻠﻰ ﻭﻋﻲ ﺗﺎﻡ ﺑﻮﺍﻗﻊ ﺍ‪‬ﺘﻤﻊ ﻭﻟﻪ ﻓﻠﺴﻔﺔ ﻭﻭﺿﻮﺡ ﻛﺎﻣﻞ ﻷﻫﺪﺍﻑ‬
‫ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺏ‪ .‬ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ﻭﳏﺘﻮﻳﺎﺗﻪ ﺍﻟﻌﺎﻣﺔ‬
‫ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻭﺍﺿﺤﺔ ﺑﲔ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ﻭﺗﻨﻈﻴﻤﻪ ﻭﺑﲔ ﻣﻔﺮﺩﺍﺕ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻭﺃﻫﺪﺍﻓﻪ ﻭﺃﻥ ﺗﺮﺍﻋﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳊﻘﺎﺋﻖ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳋﱪﺍﺕ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻷﺳﺌﻠﺔ‬
‫ﻭﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻜﺘﺎﺏ ﺣﺎﺟﺎﺕ ﺍﻟﺘﻼﻣﻴﺬ ﻭﻣﻴﻮﳍﻢ‪.‬‬
‫ﺝ‪ .‬ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ﻭﺃﺳﻠﻮﺏ ﺍﻟﻌﺮﺽ ﻭﺍﻟﺘﻨﻈﻴﻢ ﻓﻴﻪ‬
‫ﻳﻜﻮﻥ ﺍﻟﻜﺘﺎﺏ ﰲ ﲨﻠﺘﻪ ﺳﻬﻞ ﺍﻷﺳﻠﻮﺏ ﰲ ﻟﻐﺘﻪ ﻭﻣﻨﻈﻤﺔ ﺗﻨﻈﻴﻤﺎ ﻣﻨﺎﺳﺒﺎ ﻣﻦ‬
‫ﺍﻟﻨﺎﺣﻴﺘﲔ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﻟﻐﺔ ﺍﻟﺸﺮﺡ ﻭﺍﻟﺘﻮﺿﻴﺢ ﻓﻴﻪ ﻣﻼﺋﻤﺔ‬
‫ﳌﺴﺘﻮﻱ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺣﻴﺚ ﺍﻟﺴﻬﻮﻟﺔ ﻭﺍﻟﺪﻗﺔ ﻭﺍﻟﻮﺿﻮﺡ‪.‬‬
‫ﺩ‪ .‬ﺍﻟﺸﻜﻞ ﺍﻟﻌﺎﻡ ﻟﻠﻜﺘﺎﺏ ﻭﺇﺧﺮﺍﺟﻪ ﺍﻟﻄﺒﺎﻋﻰ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻜﺘﺎﺏ –ﰲ ﺷﻜﻠﻪ ﺍﻟﻌﺎﻡ – ﺃﻧﻴﻖ ﺍﳌﻈﻬﺮ‪ ،‬ﺟﺬﺍﺏ ﺍﻟﺸﻜﻞ‪ ،‬ﻣﻼﺋﻢ ﺍﳊﺠﻢ‪،‬‬
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‫ﺟﻴﺪ ﺍﻟﻮﺭﻕ‪ ،‬ﻭﺍﺿﺢ ﺍﻷﺣﺮﻑ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ‪.‬‬
‫ﻭﻣﻊ ﻛﻞ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ ﻓﺈﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﺗﻌﺘﱪ ﲨﻴﻊ ﺟﻮﺍﻧﺐ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬
‫ﳍﺎ ﻗﻴﻤﺔ ﻣﺘﺴﺎﻭﻳﺔ ﻭﺇﳕﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﳛﻜﻢ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺏ ﻛﻮﺣﺪﺓ ﻣﺘﻜﺎﻣﻠﺔ ﻭﻟﻮ ﺑﺄﺟﺰﺍﺀ‬
‫ﻣﻨﻔﺼﻠﺔ‪.‬‬

‫‪١٥‬‬
‫ﺠﻭﺩﺕ ﺍﻟﺭﻜﺎﺒﻲ‪ ،‬ﻃﺮق ﺗﺪرﯾﺲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‪) ،‬ﺒﻴﺭﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺭ ﺍﻟﻤﻌﺎﺼﺭ‪ ،(١٩٨٦ ،‬ﺹ‬
‫‪.٨١ – ٨٠‬‬
‫‪١٦‬‬
‫ﻤﺠﻴﺩ ﺍﺒﺭﺍﻫﻴﻡ ﺩﻤﻌﺔ‪ ،‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‪ ،...‬ﺹ ‪٦٣-٦١‬‬
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‫ﻫـ‪ .‬ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﺍﳌﻨﻬﺞ‬

‫ﰲ ﺿﻮﺀ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻭﺍﻟﺘﺪﺍﺧﻞ ﺍﳌﺸﺘﺮﻙ ﻣﺎ ﺑﲔ ﺍﻟﻜﺘﺎﺏ ﻭﺍﳌﻨﻬﺞ ﻳﻨﺒﻐﻲ ﳌﺆﻟﻒ‬
‫ﺍﻟﻜﺘﺎﺏ ﺃﻥ ﻳﻄﻠﻊ ﻋﻠﻰ ﺩﻟﻴﻞ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺐ ﻷﻥ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻳﻮﺟﻪ ﺍﳌﺆﻟﻒ ﺇﱃ‬
‫ﺍﻟﺘﻘﺮﻳﺐ ﺑﲔ ﻭﺟﻬﺔ ﻧﻈﺮﻩ ﻭﻭﺟﻬﺎﺕ ﻧﻈﺮ ﺍﳌﺆﻟﻔﲔ ﺍﻵﺧﺮﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺆﻟﻔﻮﻥ ﻟﻠﻤﺎﺩﺓ‬
‫ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬
‫ﻭ‪ .‬ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﲢﺪﻳﺚ ﺍﳌﺎﺩﺓ ﻭﺇﺛﺮﺍﺋﻬﺎ‬
‫ﺑﺎﻟﻨﻈﺮ ﻟﺘﻄﻮﺭ ﺍﻟﻌﻠﻢ ﻭﺗﻘﺪﻣﻪ ﺍﻟﺴﺮﻳﻊ ﰲ ﻋﺎﳌﻨﺎ ﺍﳌﻌﺎﺻﺮ‪ ،‬ﻓﺈﻥ ﺑﻌﺾ ﺍﻟﻜﺘﺐ ﳝﻜﻦ ﺃﻥ‬
‫ﺗﻔﻘﺪ ﺣﺪﺍﺛﺘﻬﺎ ﺃﺛﻨﺎﺀ ﻃﺒﺎﻋﺘﻬﺎ‪ ،‬ﻭﻟﺬﺍ ﻓﺈﻧﻪ ﳚﺐ ﺃﻥ ﻳﺒﺬﻝ ﻗﺼﺎﺭﻱ ﺍﳉﻬﺪ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺃﻥ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺗﺘﻔﻖ ﻣﻊ ﺍﳊﻘﺎﺋﻖ‬
‫ﺯ‪ .‬ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﻣﻼﺀﻣﺘﻪ ﻟﻮﺍﻗﻊ ﺍﻷﻃﻔﺎﻝ ﺍﻟﺜﻘﺎﰱ ﻭﺍﻻﺟﺘﻤﺎﻋﻰ‬
‫ﻳﻨﺒﻐﻲ ﻟﻠﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺃﻥ ﻳﺄﺧﺬ ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﻟﻮﺍﻗﻊ ﺍﻟﺜﻘﺎﰱ ﻭﺍﻻﺟﺘﻤﺎﻋﻰ ﻟﻘﺮﺍﺋﻪ ﻣﻦ‬
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‫ﺍﻟﺘﻼﻣﻴﺬ ﻭﺃﻥ ﻳﻌﺮﺽ ﻣﺎ ﻓﻴﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻭﺧﱪﺍﺕ ﺑﺄﺳﻠﻮﺏ ﻳﺘﻼﺀﻡ ﻭﺫﻟﻚ ﺍﻟﻮﺍﻗﻊ‪.‬‬
‫ﻣﻦ ﺍﻟﺒﻴﺎﻥ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺍﻷﺳﺲ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻣﻦ ﺍﳉﻮﺍﻧﺐ‬
‫ﺍﳌﻬﻤﺔ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺗﺴﻬﻴﻼ ﻟﻠﻘﺎﺭﺉ ﻭﳌﻦ ﻳﺴﺘﺨﺪﻣﻪ‪ .‬ﻭﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﲟﺎ ﻓﻴﻬﺎ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻣﻦ ﺃﺻﻌﺐ ﺍﻷﻣﻮﺭ ﳛﺘﺎﺝ ﺇﱃ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻌﺎﻳﲑ‬
‫ﻭﺍﻟﻀﻮﺍﺑﻂ ﻭﺍﻟﺸﺮﻭﻁ ﻭﺍﳌﻮﺍﺻﻔﺎﺕ ﺍﻟﱵ ﺑﺪﻭ‪‬ﺎ ﺗﺼﺒﺢ ﻛﻠﺘﺎﳘﺎ ﻋﻤﻠﻴﺔ ﻏﲑ ﻋﻠﻤﻴﺔ‪.‬‬

‫ﺏ( ﻤﻌﺎﻴﻴﺭ ﺘﺼﻨﻴﻑ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ‬

‫ﺃ‪ .‬ﺃﺴﺱ ﺇﻋﺩﺍﺩ ﺘﻨﻅﻴﻡ ﺍﻟﻜﺘﺎﺏ‬
‫ﻭﻳﻘﺼﺪ ﺑﺄﺳﺲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ﻫﻨﺎ‪ ،‬ﳎﻤﻮﻋﺔ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺆﻟـﻒ‬
‫ﻹﻋﺪﺍﺩ ﻛﺘﺎﺑﻪ ﻗﺒﻞ ﺇﺧﺮﺍﺟﻪ ﰲ ﺷﻜﻠﻪ ﺍﻟﻨـﻬﺎﺋﻲ ‪ ،‬ﻭﻃﺮﺣـﻪ ﻟﻼﺳﺘﺨﺪﺍﻡ ﰲ ﻓﺼـﻮﻝ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ ‪ .‬ﻭﺍﻟﻮﺿـﻊ ﺍﻷﻣﺜﻞ ﰲ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨـﺎﻃﻘﲔ‬
‫ﺑـﻬﺎ ﻳﻔﺘﺮﺽ ﺇﺟـﺮﺍﺀ ﻋـﺪﺩ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻗﺒﻞ ﺗﺄﻟﻴﻒ ﺃﻱ ﻛﺘﺎﺏ‪ ،‬ﻓﻀـﻼﹰ ﻋـﻦ‬
‫ﺗﻮﻓﺮ ﻋـﺪﺩ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﻭﺍﻟﻘﻮﺍﺋﻢ ﻭﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺗـﺄﻟﻴﻒ ﺍﻟﻜﺘـﺎﺏ ‪.‬‬
‫ﻭﻳ‪‬ﻘﺼـﺪ ﺑﺬﻟﻚ ﺃﻳﻀﺎ ﻣﺎ ﻳﻘﻮﻡ ﺑﻪ ﺍﳌﺆﻟﻒ ﻣﻦ ﻋﻤﻠﻴﺎﺕ ﻻﺯﻣـﺔ ﻹﻋـﺪﺍﺩ ﺍﻟﻜﺘـﺎﺏ‬

‫‪١٧‬ﻤﺠﻴﺩ ﺍﺒﺭﺍﻫﻴﻡ ﺩﻤﻌﺔ‪ ،‬اﻟﻜﺘﺎب اﻟﻤﺪرﺳﻲ‪ ،...‬ﺹ ‪٥٨-٥٠‬‬

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‫ﺳـﻮﺍﺀ ﻛﺎﻧﺖ ﲝﻮﺛﺎ ﺃﺟﺮﺍﻫﺎ‪ ،‬ﺃﻭ ﺃﺩﻭﺍﺕ ﻭﻗﻮﺍﺋﻢ ﺃﻋﺪﻫﺎ ﺃﻭ ﻧﺼﻮﺻـﺎﹰ ﺭﺟﻊ ﺇﻟﻴﻬﺎ ‪ ،‬ﺃﻭ‬
‫ﲡﺮﻳﺒﺎﹰ ﻗﺎﻡ ﺑﻪ ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻨﻄﻠﻖ ﺍﻟﻔﻜﺮﻱ‪ ،‬ﻓﻌﻠﻰ ﺍﳌﺆﻟﻔﲔ ﻭﻣﻘﺮﺭ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ‬
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‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺃﻥ ﻳﺮﺍﻋﻮﺍ ﺑﺄﺳﺲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ -١‬ﺍﻷﺳﺲ ﺍﻟﺜﻘﺎﻓﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﲢﺘﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻃﺮﺍﺋﻖ ﺣﻴﺎﺓ ﺍﻟﺸﻌﻮﺏ ﻭﺃﻧﻈﻤﺘﻬﺎ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻣﻜﺎﻧﺔ ﻫﺎﻣﺔ ﰲ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻫـﻲ ﺗﻌﺘـﱪ‬
‫ﻣﻜﻮﻧﺎ ﺃﺳﺎﺳﻴﺎ ﻭﻣﻜﻤﻼ ﻣﻬﻤﺎ ﶈﺘﻮﻯ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ‪ ١٩.‬ﻭﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‬
‫ﺗﻌﲏ ﺍﻟﺜﻘﺎﻓﺔ ﻛﻞ ﻣﺎ ﺻﻨﻌﻪ ﺍﻹﻧﺴﺎﻥ ﺑﻌﻘﻠﻪ ﻭﻳﺪﻩ‪ ،‬ﻻ ﺗﻮﺟﺪ ﰲ ﳎﺘﻤﻊ ﺩﻭﻥ ﺁﺧﺮ‪ .‬ﻓﻜﻞ‬
‫ﳎﺘﻤﻊ ﻟﻪ ﺃﻫﺪﺍﻓﻪ ﻭﺍﲡﺎﻫﺎﺗﻪ ﻭﻋﺎﺩﺍﺗﻪ ﻭﺗﻘﺎﻟﻴﺪﻩ‪ ،‬ﻭﻣﻦ ﰒ ﻓﺈﻥ ﺍﻟﺜﻘﺎﻓﺔ ﲣﺘﻠﻒ ﺑـﺎﺧﺘﻼﻑ‬
‫‪٢٠‬‬
‫ﺍ‪‬ﺘﻤﻌﺎﺕ‪.‬‬
‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻓﺘﺠﻌﻞ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻻﺟﺘﻤﺎﻋﻴـﺔ‬
‫ﺟﺰﺀﺍ ﺃﺳﺎﺳﻴﺎ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﲟﺎ ﻓﻴﻬﺎ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻛﺬﻟﻚ ﰲ ﺇﻋـﺪﺍﺩ‬
‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺮﺍﻋﻰ ﳎﻤﻮﻋﺔ ﻣـﻦ‬
‫ﺍﻟﺸﺮﻭﻁ ﻭﺍﳌﺒﺎﺩﺉ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪.١‬ﺃﻥ ﺗﻌﱪ ﺍﳌﺎﺩﺓ ﻋﻦ ﳏﺘﻮﻯ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫‪ .٢‬ﺃﻥ ﺗﻌﻄﻰ ﺻﻮﺭﺓ ﺻﺎﺩﻗﺔ ﻭﺳﻠﻴﻤﺔ ﻋﻦ ﺍﳊﻴﺎﺓ ﰲ ﺍﻷﻗﻄﺎﺭ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٣‬ﺃﻥ ﺗﺘﺴﻖ ﺍﳌﺎﺩﺓ ﻟﻴﺲ ﻓﻘﻂ ﻣﻊ ﺃﻏﺮﺍﺽ ﺍﻟﺪﺍﺭﺳﲔ ﻭﻟﻜﻦ ﺃﻳﻀﺎ ﻣﻊ ﺃﻫـﺪﺍﻑ‬
‫‪٢١‬‬
‫ﺍﻟﻌﺮﺏ ﻣﻦ ﺗﻌﻠﻴﻢ ﻟﻐﺘﻬﻢ ﻭﻧﺸﺮﻫﺎ‪.‬‬
‫‪ .٤‬ﺃﻥ ﻳﺪﺭﺝ ﰲ ﺗﻘﺪﱘ ﺍﻟﺜﻘﺎﻓﺔ ﻣﻦ ﺍﶈﺴﻮﺱ ﺇﱃ ﺍﳌﻌﻨﻮﻱ‪ ،‬ﻭﻣـﻦ ﺍﻟﺒﺴـﻴﻂ ﺇﱃ‬
‫ﺍﳌﺮﻛﺐ‪ ،‬ﻭﻣﻦ ﺍﳉﺰﺀ ﺇﱃ ﺍﻟﻜﻞ‪.‬‬

‫‪ ١٨‬ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬أﺳﺲ إﻋﺪاد اﻟﻜﺘﺐ ‪ ،...‬ﺹ ‪.١٩‬‬
‫‪ ١٩‬ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ ﻭﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬اﻟﻜﺘﺎب اﻷﺳﺎﺳﻲ ‪ ،...‬ﺹ ‪.٤٠‬‬
‫‪ ٢٠‬ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬أﺳﺲ إﻋﺪاد اﻟﻜﺘﺐ ‪ ،...‬ﺹ ‪.٢٠‬‬
‫‪ ٢١‬ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ ﻭﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬اﻟﻜﺘﺎب اﻷﺳﺎﺳﻲ ‪ ،...‬ﺹ ‪.٤٥ – ٤٤‬‬
‫‪١٤‬‬

‫‪ .٥‬ﺇﻥ ﻟﻠﺪﺍﺭﺳﲔ ﺃﻏﺮﺍﺿﺎ ﻣﻦ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻭﻟﻜﻦ ﻷﺻﺤﺎﺏ ﺍﻟﻠﻐﺔ ﺃﻳﻀﺎ‬
‫ﺃﻏﺮﺍﺿﺎ ﻣﻦ ﺗﻌﻠﻴﻢ ﻟﻐﺘﻬﻢ ﻭﻧﺸﺮ ﺛﻘﺎﻓﺘﻬﻢ‪ ،‬ﻟﺬﺍ ﻓﺎﳊﺮﺹ ﰲ ﺍﳌﺎﺩﺓ ﻋﻠﻰ ﲢﻘﻴﻖ‬
‫‪٢٢‬‬
‫ﺍﳉﺎﻧﺒﲔ ﺃﻣﺮ ﻣﻬﻢ‪.‬‬
‫‪ .٦‬ﺃﻥ ﻳﺰﻭﺩ ﺍﻟﺪﺍﺭﺳﲔ ﺑﺎﻻﲡﺎﻫﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻣﺜﻞ‪:‬‬
‫ﺍﻟﺘﺤﺮﺭ ﻣﻦ ﺍﳋﺮﻓﺎﺕ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﺍﻷﻓﻖ ﺍﻟﻌﻘﻠﻰ ﻭﺳﻌﺘﻪ ‪ ...‬ﺇﱁ‪.‬‬
‫‪ .٧‬ﺃﻥ ﻳﻘﺪﻡ ﺍﶈﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ ﺑﺎﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﻳﻨﺎﺳﺐ ﻋﻤﺮ ﺍﻟﺪﺍﺭﺳﲔ ﻭﻣﺴﺘﻮﺍﻫﻢ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬
‫‪ .٨‬ﺃﻥ ﺗﻠﺘﻔﺖ ﺍﳌﺎﺩﺓ ﻭﺑﺸﻜﻞ ﺧﺎﺹ ﺇﱃ ﺍﻟﻘﻴﻢ ﺍﻷﺻﻠﻴﺔ ﺍﳌﻘﺒﻮﻟﺔ ﰲ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫‪ .٩‬ﺃﻥ ﺗﻘﺪﻡ ﺗﻘﻮﳝﺎ ﻭﺗﺼﺤﻴﺤﺎ ﳌﺎ ﰲ ﻋﻘﻮﻝ ﺍﻟﻜﺜﲑﻳﻦ ﻣﻦ ﺃﻓﻜﺎﺭ ﺧﺎﻃﺌـﺔ ﻋـﻦ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫‪ .١٠‬ﺃﻥ ﺗﺘﺠﻨﺐ ﺇﺻﺪﺍﺭ ﺃﺣﻜﺎﻡ ﻣﺘﻌﺼﺒﺔ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪٢٣‬‬
‫‪ .١١‬ﺃﻥ ﺗﺘﺠﻨﺐ ﺇﺻﺪﺍﺭ ﺃﺣﻜﺎﻡ ﺿﺪ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬

‫‪ -٢‬ﺍﻷﺳﺲ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻴﺔ‬
‫ﻣﻦ ﺍﳌﻌﻠﻮﻡ ﺃﻥ ﺍﳌﺘﻌﻠﻢ ﻳﺸﻜﻞ ﻋﻨﺼﺮﺍ ﺃﺳﺎﺳﻴﺎ ﰲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﻬﻮ ﺍﶈﻮﺭ‬
‫ﺍﻟﺬﻱ ﺗﺮﻛﺰ ﻋﻠﻴﻪ‪ ،‬ﻭﺃﻧﻪ ﺃﻭﻻ ﻭﺃﺧﲑﺍ ﻫﻮ ﺍﳍﺪﻑ ﻣﻦ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﻤﺎ ﻗﺎﻣﺖ ﻫﺬﻩ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺇﻻ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﻣﻌﻴﻨﺔ ﻟﺪﻯ ﺍﳌﺘﻌﻠﻢ ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺧﺼـﺎﺋﺺ ﺍﳌـﺘﻌﻠﻢ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻌﻘﻠﻴﺔ ﺗﻌﺪ ﻣﻄﻠﺒﺎ ﺿﺮﻭﺭﻳﺎ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﳏﺘﻮﻯ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ ﲢﺪﺙ ﻋﻨﺪﻣﺎ ﺗﺴﺘﺨﺪﻡ ﻣﻮﺍﺩ ﲡﻌﻞ ﺍﻟﻨﺠﺎﺡ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺃﻣﺮﺍ ﳑﻜﻨﺎ ﻭﺗﺴﺎﻋﺪ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺍﻟﺸﻌﻮﺭ ﺑﻘﺪﺭﺗﻪ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺍﻟﺴـﻴﻄﺮﺓ ﻋﻠـﻰ‬
‫ﻣﻬﺎﺭ‪‬ﺎ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻓﻘﺪﺕ ﻫﺬﻩ ﺍﻷﺳﺲ ﻓﻘﺪ ﺗﻜﻮﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺳﻬﻠﺔ ﺟﺪﺍ ﺃﻭ‬
‫ﺻﻌﺒﺔ ﺟﺪﺍ ﺃﻭ ﻓﻘﲑﺓ ﰲ ﺍﳌﻀﻤﻮﻥ ﺃﻭ ﳏﺘﻮﺍﻫﺎ ﻏﲑ ﻣﻨﺎﺳﺐ ﻟﻌﻤﺮ ﺍﻟـﺪﺍﺭﺱ ﻭﺧﱪﺍﺗـﻪ‬
‫ﻭﻣﺴﺘﻮﺍﻩ ﺍﻟﺜﻘﺎﰲ‪.‬‬

‫‪٢٢‬‬
‫ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬أﺳﺲ إﻋﺪاد اﻟﻜﺘﺐ ‪ ،...‬ﺹ ‪.٢٧ – ٢٦‬‬
‫‪٢٣‬‬
‫ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ‪ ،‬اﻟﻜﺘﺎب اﻷﺳﺎﺳﻲ ‪ ،...‬ﺹ ‪.٤٦‬‬
‫‪١٥‬‬

‫ﻭﻣﻦ ﰒ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﳌﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺃﻥ ﻳﺮﺍﻋﻰ ﻫﺬﻩ ﺍﻷﺳﺲ ﻋﻨﺪ ﺗـﺄﻟﻴﻒ‬
‫ﻭﺗﺼﻤﻴﻤﻬﺎ‪ .‬ﻭﺍﻟﺸﺮﻭﻁ ﺍﻟﻨﻔﺴﻴﺔ ﺍﻟﱵ ﳚﺐ ﻣﺮﺍﻋﺘﻬﺎ ﻋﻨﺪ ﺗﺼﻤﻴﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺗﻠﺨﺺ‬
‫ﻓﻴﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻜﺘﺎﺏ ﻣﻨﺎﺳﺒﺎ ﳌﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺳﲔ ﻓﻜﺮﻳﺎ‪.‬‬
‫‪ .٢‬ﺃﻥ ﻳﺮﺍﻋﻰ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫‪ .٣‬ﺃﻥ ﻳﺜﲑ ﰲ ﺍﻟﺪﺍﺭﺱ ﺍﻟﺘﻔﻜﲑ ﻭﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻨﻤﻴﺘﻪ ﲟﺎ ﻳﺴﺎﻋﺪﻩ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٤‬ﺃﻥ ﺗﺒﲎ ﺍﳌﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻓﻖ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ ﺍﻟﺪﺍﺭﺳﲔ ﻭﻗﺪﺭﺍ‪‬ﻢ‪.‬‬
‫‪ .٥‬ﺃﻥ ﻳﺸﺒﻊ ﺩﻭﺍﻓﻌﻬﻢ ﻭﻳﺮﺿﻰ ﺭﻏﺎﺑﺘﻬﻢ ﻭﻳﻨﺎﺳﺐ ﻣﻴﻮﳍﻢ‪.‬‬
‫‪ .٦‬ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺆﻟﻒ ﻋﻠﻰ ﻋﻠﻢ ﲞﺼﺎﺋﺺ ﺍﻟﺪﺍﺭﺳﲔ ﺍﻟﻨﻔﺴﻴﺔ‪ ،‬ﻭﺃﻥ ﻳﻌﻄﻰ ﲟـﺎ‬
‫ﻳﻨﺎﺳﺐ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ‪.‬‬
‫‪ .٧‬ﺃﻥ ﻳﺮﺍﻋﻰ ﻋﻨﺪ ﺍﻟﺘﺄﻟﻴﻒ ﺍﳌﺮﺣﻠﺔ ﺍﻟﻌﻤﺮﻳﺔ ﺍﻟﱵ ﻳﺆﻟﻒ ﳍﺎ‪.‬‬
‫‪ .٨‬ﺃﻥ ﻳﺮﺍﻋﻰ ﺍﻟﺘﻜﺎﻣﻞ ﰲ ﺍﳌﺎﺩﺓ ﺑﲔ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻭﻣﺼﺎﺣﺒﺘﻪ‪.‬‬
‫‪ .٩‬ﺃﻥ ﻳﻌﲔ ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﺍﻻﲡﺎﻫﺎﺕ ﻭﺍﻟﻘﻴﻢ ﺍﳌﺮﻏـﻮﺏ ﻓﻴﻬـﺎ ﻟـﺪﻯ‬
‫‪٢٤‬‬
‫ﺍﻟﺪﺍﺭﺳﲔ‬
‫‪ -٣‬ﺍﻷﺳﺲ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫ﺇﻥ ﺍﻷﺳﺲ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻣﻦ ﺍﻷﺳﺲ ﺍﳌﻬﻤﺔ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻣـﺎ‬
‫ﻋﺪﺍ ﺍﻷﺳﺲ ﺍﻟﺜﻘﺎﻓﻴﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻷﺳﺲ ﺍﻟﻨﻔﺴﻴﺔ‪ .‬ﻭﻣﻌﺮﻓﺔ ﻫﺬﻩ ﺍﻷﺳﺲ ﺗﺴﺎﻋﺪ ﺍﳌﻌﻠﻢ‬
‫ﻭﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﻭﺿﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﺧﺘﻴﺎﺭﻫﺎ ﻭﲢﻠﻴﻠﻬﺎ ﻭﲢﺪﻳﺪﻫﺎ‪.‬‬
‫ﻭﺗﺘﻠﺨﺺ ﻫﺬﻩ ﺍﻷﺳﺲ ﰲ ﻋﺪﺓ ﳎﺎﻻﺕ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫‪٢٥‬‬
‫‪ .١‬ﺃﺳﺲ ﺗﻨﻈﻴﻢ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﻫﻲ ﺍﻻﺳﺘﻤﺮﺍﺭﻳﺔ ﻭﺍﻟﺘﺘﺎﺑﻊ ﻭﺍﻟﺘﻜﺎﻣﻞ‪.‬‬
‫‪ .٢‬ﺍﻟﻀﻮﺍﺑﻂ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻋﻨﺪ ﻣﻌﺎﳉﺔ ﺍﳉﻮﺍﻧﺐ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻤﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫‪ .٣‬ﺃﺳﺲ ﺗﺘﺼﻞ ﺑﻮﺿﻮﺡ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻧﻘﺮﺍﺋﻴﺘﻬﺎ‪.‬‬
‫‪ .٤‬ﺃﺳﺲ ﺗﺘﺼﻞ ﲟﺤﺘﻮﻯ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

‫‪ ٢٤‬ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﻟﻠﺔ‪ ،‬أﺳﺲ إﻋﺪاد اﻟﻜﺘﺐ ‪ ،...‬ﺹ ‪.٣٥ – ٣٤‬‬
‫‪ ٢٥‬ﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬ﺗﻌﻠﯿﻢ اﻟﻌﺮﺑﯿﺔ ﻟﻐﯿﺮ اﻟﻨﺎﻃﻘﯿﻦ ﺑﮭﺎ ﻣﻨﺎھﺠﮫ وأﺳﺎﻟﯿﺒﮫ‪) ،‬ﺍﻟﺭﺒﺎﻁ‪ :‬ﺼﻭﺭﺍﻁ‬
‫ﺍﻟﻤﻨﻅﻤﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻟﻠﺘﺭﺒﻴﺔ ﻭﺍﻟﻌﻠﻭﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ – ﺇﻴﺴﻴﺴﻜﻭ ‪ ،(١٩٨٩ ، -‬ﺹ ‪.٦٩‬‬
‫‪١٦‬‬

‫‪٢٦‬‬
‫‪ .٥‬ﺃﺳﺲ ﺗﺘﺼﻞ ﲟﻨﺎﺳﺒﺔ ﺍﳌﺎﺩﺓ ﻭﺇﻣﻜﺎﻧﻴﺔ ﺗﺪﺭﻳﺴﻬﺎ‪.‬‬
‫ﺃﻣﺎ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﺗﺴﻨﺪ ﺇﱃ ﻫﺬﻩ ﺍﻷﺳﺲ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠـﻴﻢ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻓﺘﻜﻨﻮﺍ ﻣﻦ ﺃﺻﻮﺍﺕ ﻭﻣﻔﺮﺩﺍﺕ ﻭﺗﺮﺍﻛﻴﺐ ﺍﻟﱵ ﺗﻘﺪﻡ ﰲ ﻛﺘﺐ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ‬
‫ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻭﺍﻷﺳﻠﻮﺏ ﺍﳌﻨﺎﺳﺐ ﰲ ﻋﺮﺿﻬﺎ ﻟﻠﺪﺍﺭﺳﲔ ﻭﻣﺪﻯ ﺳﻬﻮﻟﺔ ﺃﻭ ﺻـﻌﻮﺑﺔ ﺗﻠـﻚ‬
‫‪٢٧‬‬
‫ﺍﳌﺎﺩﺓ ﻟﻠﺪﺍﺭﺳﲔ‪.‬‬
‫ﻭﺗﻨﺎﻭﻝ ﺍﻟﻠﻐﺔ ﺍﳌﻘﺪﻣﺔ ﰲ ﻛﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ ﺗﻘﺪﻡ ﻋﻠﻰ ﺍﳌﺴـﺘﻮﻯ ﺍﻟﻠﻐـﻮﻱ‬
‫ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﺘﺮﺑﻮﻱ‪ ،‬ﻟﺬﺍ ﺭﺃﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻫﺬﻳﻦ ﺍﻷﺳﺎﺳﻴﲔ ﻳﻌﺪﺍﻥ ﺃﺳﺎﺳﺎ ﻭﺍﺣﺪﺍ ﻭﺇﻥ ﻛﺎﻥ‬
‫ﻟﻜﻞ ﻣﻨﻬﻤﺎ ﻭﻇﻴﻔﺘﻪ‪.‬‬
‫ﻭﺗﻨﻘﺴﻢ ﺍﳌﺎﺩﺓ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻜﺘﺎﺏ ﺇﱃ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ‪ ،‬ﻭﻫﻲ‪:‬‬
‫‪ .١‬ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻌﻠﻢ‬
‫‪ .٢‬ﻣﻜﻮﻧﺎﺕ ﺍﻟﻠﻐﺔ )ﺗﺘﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﺘـﺮﺍﻛﻴﱯ‬
‫ﻭﺍﻟﻨﻈﺎﻡ ﺍﳌﻌﺠﻤﻲ(‬
‫‪ .٣‬ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ )ﺗﺘﻜﻮﻥ ﻣﻦ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ(‪.‬‬
‫ﻭﳑﺎ ﺳﺒﻖ ﻓﻌﻠﻰ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﺃﻥ ﻳﻬﺘﻢ ﺑﻜﻞ ﻣﻦ ﻫﺬﻩ ﺍﻷﺳﺲ ﺣـﲔ ﺗﺼـﻤﻴﻢ‬
‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﻴﻜﻮﻥ ﺫﻟﻚ ﺍﻟﻜﺘﺎﺏ ﻛﺘﺎﺑﺎ ﺟﻴﺪﺍ ﻭﻟﻪ ﻓﻮﺍﺋﺪ ﻛﺜﲑﺓ ﻭﻭﻇﻴﻔﺔ ﻛﱪﻯ ﻟﻜﻞ‬
‫ﻣﻦ ﻳﻘﺮﺃﻩ ﻭﻳﺴﺘﺨﺪﻣﻪ‪.‬‬

‫ﺏ‪.‬ﻤﺤﺘﻭﻯ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ‬

‫ﻣﻦ ﺍﳌﻌﺮﻭﻑ‪ ،‬ﺃﻥ ﳏﺘﻮﻯ ﻛﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻳﻌﺘﻤﺪ ﺃﺳﺎﺳﺎ ﻋﻠﻰ ﳎﻤﻮﻋﺔ ﻣﺘﻨﺎﺛﺮﺓ ﻣﻦ‬
‫ﺍﳉﻤﻞ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﱵ ﺁﺗﻰ ‪‬ﺎ ﻟﺘﺸﺮﺡ ﻗﺎﻋﺪﺓ ﻣﻌﻴﻨﺔ ﺃﻭ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻌـﺪﺩﺓ‪ ٢٨.‬ﻭﰲ ﺍﺧﺘﻴـﺎﺭ‬
‫ﻭﺗﻘﺪﱘ ﻫﺬﺍ ﺍﶈﺘﻮﻯ ﻓﻴﻨﺒﻐﻲ ﻟﻠﻤﺆﻟﻒ ﺃﻥ ﻳﻬﺘﻢ ﺑﻜﻞ ﻣﺎ ﻳﺘﻌﻠﻖ ‪‬ﺬﺍ ﺍﶈﺘﻮﻯ‪.‬‬

‫‪ ٢٦‬ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ ﻭﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬اﻟﻜﺘﺎب اﻷﺳﺎﺳﻲ ‪ ،...‬ﺹ ‪.٤٧‬‬
‫‪ ٢٧‬ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬أﺳﺲ إﻋﺪاد اﻟﻜﺘﺐ ‪ ،...‬ﺹ ‪.٣٥‬‬
‫‪ ٢٨‬ﻓﺘﺤﻲ ﻋﻠﻲ ﻴﻭﻨﺱ ﻭﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻟﺭﺅﻭﻑ‪ ،‬اﻟﻤﺮﺟﻊ ﻓﻲ ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻟﻸﺟﺎﻧﺐ‪) ،‬ﺍﻟﻘﺎﻫﺭﺓ‪:‬‬
‫ﻤﻜﺘﺒﺔ ﻭﻫﺒﺔ(‪ ،‬ﺹ ‪.٨٦‬‬
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‫ﺇﻥ ﳏﺘﻮﻯ ﻛﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻳﺘﻜﻮﻥ ﻣﻦ ﻧﺎﺣﻴﺘﺎﻥ‪ ،‬ﳘﺎ ﻧﺎﺣﻴﺔ ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ ﻭﻧﺎﺣﻴﺔ‬
‫ﺍﶈﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ‪ ٢٩.‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ ﻳﺴﺘﻨﺪ ﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﻣﻔﺮﺩﺍﺕ ﳐﺘـﺎﺭﺓ‬
‫ﻭﻋﻠﻰ ﻧﻈﺮﺓ ﺧﺎﺻﺔ ﰲ ﺗﻨﺎﻭﻝ ﺍﻟﺘﺮﺍﻛﻴﺐ‪ .‬ﺃﻣﺎ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﶈﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ ﻓﻴﻌﺘﻤﺪ ﻋﻠﻰ ﻣـﻦ‬
‫ﺳﻴﻮﺟﻪ ﻟﻪ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺮﺍﻋﻰ ﻟﻴﻜﻮﻥ ﺍﶈﺘﻮﻯ ﻋﺎﻣﺎ ﻭﻋﺮﺑﻴﺎ ﻭﺇﺳﻼﻣﻴﺎ‬
‫ﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻭﻟﻜﻦ ﺑﺪﺭﺟﺎﺕ ﻣﺘﻔﺎﻭﺗﺔ ﺣﺴﺐ ﻣﺎ ﻳﻨﺎﺳﺐ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺍﻟﺒﻴﺌﺔ‪.‬‬

‫‪ (١‬ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﻠﻐﻭﻱ‬
‫ﻣﻦ ﺍﻟﺒﻴﺎﻥ ﺍﻟﺴﺎﺑﻖ ﻳﺴﺘﻨﺪ ﺍﶈﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﻣﻔﺮﺩﺍﺕ ﻭﺗﺮﺍﻛﻴﺐ‪.‬‬

‫أ‪ .‬ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﰲ ﺃﻭﻝ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺘﻌﺮﻳﻒ ‪‬ﺎ‪ .‬ﺍﳌﻔـﺮﺩﺍﺕ‬
‫ﻭﺍﺣﺪﻫﺎ ﻣﻔﺮﺩﺓ‪ .‬ﻭﺗﻘﺼﺪ ‪‬ﺎ‪ :‬ﺍﻟﻠﻔﻈﺔ ﺃﻭ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺗﺘﻜﻮﻥ ﻣﻦ ﺣﺮﻓﲔ ﻓـﺄﻛﺜﺮ‬
‫ﻭﺗﺪﻝ ﻋﻠﻰ ﻣﻌﲎ ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﻓﻌﻼ ﺃﻡ ﺇﲰﺎ ﺃﻡ ﻋﺎﺩﺓ‪ ٣٠.‬ﻟﺬﺍ‪ ،‬ﺇﻥ ﺍﳌﻔﺮﺩﺍﺕ ﻟﻴﺴﺖ‬
‫ﻣﻘﺘﺼﺮﺓ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺔ ﺍﻷﺻﻠﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺇﳕﺎ ﺗﻀﻤﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺯﺍﺩ‬
‫ﻓﻴﻬﺎ ﺣﺮﻑ ﺁﺧﺮ‪.‬‬
‫ﺇﻥ ﺍﳌﻔﺮﺩﺍﺕ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ ﻭﳍﺎ ﺩﻭﺭ ﻫﺎﻡ ﰲ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻹﻧﺴﺎﻥ‬
‫ﺇﱃ ﺃﻳﺔ ﻟﻐﺔ ﻟﻠﺘﺴﻬﻴﻞ ﰲ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﰲ ﻓﻬﻢ ﻣﻌﺎﻧﻴﻬﺎ ﻭﰲ ﺻﺤﺔ ﻧﻄﻘﻬﺎ‪ .‬ﺑﻨﺎﺀ ﻋﻠﻰ‬
‫ﺫﻟﻚ ﺍﻷﻣﺮ ﻓﻴﻨﺒﻐﻲ ﻋﻠﻰ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﲟﺎ ﻓﻴﻪ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﻳﺮﺍﻋﻰ ﺍﳋﻄﻮﺍﺕ ﺍﳍﺎﻣﺔ ﻋﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻟﺘﻘﺪﳝﻬﺎ ﺑﺎﻟﻜﺘـﺎﺏ ﺍﳌﺪﺭﺳـﻲ‪.‬‬
‫ﻭﺃﻭﻝ ﻣﺎ ﳜﻄﺮ ﻋﻠﻰ ﺍﳌﺆﻟﻒ ﰲ ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﻫﻮ ﺃﻥ ﳜﺘﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳـﺪﺓ‬
‫ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬
‫ﻭﻟﻴﺲ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﺪﺭﺱ ﺍﳌﺪﺭﺱ ﺍﳌﻔﺮﺩﺍﺕ ﻛﻠﻬﺎ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﺃﺳـﺲ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﺷﻲﺀ ﻣﻬﻢ ﳌﺪﺭﺳﻰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺣﱴ ﺃﺻﺒﺢ ﺗﺪﺭﻳﺴـﻬﺎ ﻓﻌﺎﻟﻴـﺔ‬
‫ﻭﻣﺆﺛﺮﺓ‪ .‬ﻗﺎﻝ ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﺇﻥ ﺃﺳﺲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫‪٢٩‬ﻋﺒﺪ اﻟﺮﺣﻤﻦ ﺑﻦ إﺑﺮاھﯿﻢ اﻟﻔﻮزان ‪ ،‬إﻋﺪاد ﻣﻮاد ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻟﻐﯿﺮ اﻟﻨﺎﻃﻘﯿﻦ ﺑﮭﺎ‪ ،‬ﺗﺤﻤﯿﻞ ﻣﻦ‬
‫‪ http://faculty.ksu.edu.sa/3070/pages/520/.aspx‬ص ‪٣٥‬‬
‫‪ ٣٠‬ﻧﺎﺻﺮ ﻋﺒﺪ اﻟﻠﺔ اﻟﻐﺎﻟﻲ وﻋﺒﺪ اﻟﺤﻤﯿﺪ ﻋﺒﺪ اﷲ‪ ،‬أﺳﺲ إﻋﺪاد اﻟﻜﺘﺐ ‪ ،...‬ص ‪.٧٨‬‬
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‫ﺃ( ﺍﻟﺘﻮﺍﺗﺮ "‪ ،"frequency‬ﺗﻔﻀﻞ ﺍﻟﻜﻠﻤﺔ ﺷﺎﺋﻌﺔ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻋﻠﻰ ﻏﲑﻫﺎ‪،‬‬

‫ﻣﺎﺩﺍﻣﺖ ﻣﺘﻔﻘﺔ ﻣﻌﻬﺎ ﰲ ﺍﳌﻌﲎ‪ .‬ﻭﺗﺴﺘﺸﺎﺭ ﻓﻴﻬﺎ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱴ ﺃﺟﺮﺕ‬
‫ﺣﺼﺮﺍ ﻟﻠﻜﻠﻤﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻭﺑﻴﻨﺖ ﻣﻌﺪﻝ ﺗﻜﺮﺍﺭ ﻛﻞ ﻣﻨﻬﺎ‪ .‬ﳓﻮ ﻛﻠﻤﺔ "‪‬ﺮ"‬
‫ﺃﻓﻀﻞ ﺍﺳﺘﺨﺪﺍﻡ ﻛﻠﻤﺔ "ﺗﺮﻋﺔ" ﻭﻟﻮ ﻛﺎﻧﺖ ﰲ ﻧﻔﺲ ﺍﳌﻌﲎ‪.‬‬
‫ﺏ( ﺍﻟﺘﻮﺯﻉ ﺃﻭ ﺍﳌﺪﻯ "‪ ،"range‬ﺗﻔﻀﻞ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﰲ ﺃﻛﺜﺮ ﻣﻦ ﺑﻠﺪ‬
‫ﻋﺮﰊ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﱵ ﺗﻮﺟﺪ ﰲ ﺑﻠﺪ ﻭﺍﺣﺪ‪ .‬ﻭﻣﻦ ﺍﳌﺼﺎﺩﺭ ﺍﻟﱵ ﺗﻔﻴﺪ ﰲ ﻫﺬﺍ‬
‫"ﻣﻌﺠﻢ ﺍﻟﺮﺻﻴﺪ ﺍﻟﻠﻐﻮﻱ ﻟﻠﻄﻔﻞ ﺍﻟﻌﺮﰊ" ﺍﻟﺬﻱ ﺃﻋﺪﺗﻪ ﺍﳌﻨﻈﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ‬
‫ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻮﻡ "‪ "ISESCO‬ﺑﺘﻮﻧﺲ‪.‬‬
‫ﺕ( ﺍﳌﺘﺎﺣﻴﺔ "‪ ،"availability‬ﺗﻔﻀﻞ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺗﻜﻮﻥ ﰲ ﻣﺘﻨﺎﻭﻝ ﺍﻟﻔﺮﺩ ﳚﺪﻫﺎ‬
‫ﺣﲔ ﻳﻄﻠﺒﻬﺎ‪ .‬ﻭﺍﻟﱵ ﺗﺆﺩﻱ ﻟﻪ ﻣﻌﲎ ﳏﺪﺩﺍ‪ .‬ﳓﻮ ﻛﻠﻤﺔ "ﺟﻠﺲ" ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ‬
‫ﻛﻠﻤﺔ "ﻗﻌﺪ"‪.‬‬
‫ﺙ( ﺍﻷﻟﻔﺔ "‪ ،"familiarity‬ﺗﻔﻀﻞ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺗﻜﻮﻥ ﻣﺄﻟﻮﻓﺔ ﻋﻨﺪ ﺍﻷﻓﺮﺍﺩ ﻋﻠﻰ‬
‫ﺍﻟﻜﻠﻤﺔ ﺍﳌﻬﺠﻮﺭﺓ ﻧﺎﺩﺭﺓ ﺍﻻﺳﺘﺨﺪﺍﻡ‪ .‬ﻓﻜﻠﻤﺔ "ﴰﺲ" ﺗﻔﻀﻞ ﺑﻼ ﺷﻚ ﻋﻠﻰ‬
‫ﻛﻠﻤﺔ "ﺫﻛﺎﺀ" ﻭﺇﻥ ﻛﺎﻧﺎ ﻣﺘﻔﻘﲔ ﰲ ﺍﳌﻌﲎ‪.‬‬
‫ﺝ( ﺍﻟﺸﻤﻮﻝ "‪ ،"coverage‬ﺗﻔﻀﻞ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺗﻐﻄﻲ ﻋﺪﺓ ﳎﺎﻻﺕ ﰲ ﻭﻗﺖ‬
‫ﻭﺍﺣﺪ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﱵ ﻻ ﲣﺪﻡ ﺇﻻ ﳎﺎﻻﺕ ﳏﺪﻭﺩﺓ‪ .‬ﻓﻜﻠﻤﺔ "ﺑﻴﺖ" ﺃﻓﻀﻞ ﰲ‬
‫ﺭﺃﻳﻨﺎ ﻣﻦ ﻛﻠﻤﺔ "ﻣﱰﻝ"‪ .‬ﺇﻥ ﻛﻠﻤﺔ "ﺑﻴﺖ" ﺗﻐﻄﻲ ﻋﺪﺩﺍ ﺃﻛﱪ ﻣﻦ ﺍ‪‬ﺎﻻﺕ‪،‬‬
‫ﻭﻟﺘﻨﻈﺮ ﰲ ﻫﺬﻩ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ‪ :‬ﺑﻴﺘﻨﺎ‪ ،‬ﺑﻴﺖ ﺍﷲ‪ ،‬ﺑﻴﺖ ﺍﻹﺑﺮﺓ )ﺍﻟﺒﻮﺻﻠﺔ(‪،‬‬
‫ﺑﻴﺖ ﺍﻟﻌﻨﻜﺒﻮﺕ‪ ،‬ﺑﻴﺖ ﺍﻟﻘﺼﻴﺪ‪... ،‬ﺍﱁ‬
‫ﺡ( ﺍﻷﳘﻴﺔ "‪ ،"significance‬ﺗﻔﻀﻞ ﺍﻟﻜﻠﻤﺔ ﺍﻟﱵ ﺗﺸﻴﻊ ﺣﺎﺟﺔ ﻣﻌﻴﻨﺔ ﻋﻨﺪ‬
‫ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻟﱵ ﻗﺪ ﻻ ﳛﺘﺎﺟﻬﺎ ﺃﻭ ﳛﺘﺎﺟﻬﺎ ﻗﻠﻴﻼ‪.‬‬
‫ﺥ( ﺍﻟﻌﺮﻭﺑﺔ "‪ ،"arabism‬ﺗﻔﻀﻞ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﻏﲑﻫﺎ‪ .‬ﻭ‪‬ﺬﺍ ﺍﳌﻨﻄﻖ‬
‫ﻳﻔﻀ‪‬ﻞ ﺗﻌﻠﻴﻢ ﺍﻟﺪﺍﺭﺱ ﻛﻠﻤﺔ "ﺍﳍﺎﺗﻒ" ﺑﺪﻻ ﻣﻦ ﺍﻟﺘﻠﻴﻔﻮﻥ‪ .‬ﻭ "ﺍﳌﺬﻳﺎﻉ" ﺑﺪﻻ‬
‫ﻣﻦ ﺍﻟﺮﺍﺩﻳﻮ‪ .‬ﻭﺍﳊﺎﺳﻮﺏ ﺍﻵﱄ ﺃﻭ ﺍﳊﺎﺳﻮﺏ ﺃﻭ ﺍﻟﺮﺗﺎﺏ ﺑﺪﻻ ﻣﻦ‬
‫‪٣١‬‬
‫ﺍﻟﻜﻮﻣﺒﻴﻮﺗﺮ‪.‬‬

‫‪٣١‬رﺷﺪي أﺣﻤﺪ ﻃﻌﯿﻤﺔ‪ ،‬ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ‪ ،...‬ص‪١٩٥ .‬‬

‫‪١٩‬‬

‫ﺗﺘﻜﻮﻥ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻦ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫ﺃ( ﺑﺎﻋﺘﺒﺎﺭ ﻭﻇﻴﻔﺘﻬﺎ ﺇﱃ ﺍﳌﻌﺠﻤﻴﺔ ﻭﺍﻟﻮﻇﻴﻔﻴﺔ‪ .‬ﳓﻮ‪ :‬ﺣﺮﻑ ﺍﳉﺎﺭ ﻭﺍﻟﻌﻄﻒ‬
‫ﻭﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭﺃﲰﺎﺀ ﺍﳌﻮﺻﻮﻝ ﻭﺍﻟﻈﺮﻑ ﻭﻫﻠﻢ ﺟﺮﺍ‪.‬‬
‫ﺏ( ﺑﺎﻋﺘﺒﺎﺭ ﺗﻌﺪﺩ ﺍﳌﻌﲎ ﻭﻫﻲ ﺍﳌﻌﲎ ﺍﻷﺻﻠﻲ ﻭﺍﳌﻌﲎ ﺍﻹﺿﺎﰲ‪.‬‬
‫ﺕ( ﺑﺎﻋﺘﺒﺎﺭ ﺍﻻﺧﺘﻴﺎﺭ ﻭﻫﻲ ﻣﻔﻴﺪﺓ ﻭﻏﲑ ﻣﻔﻴﺪﺓ‪.‬‬
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‫ﺙ( ﺑﺎﻋﺘﺒﺎﺭ ﺗﺪﺭﳚﻬﺎ ﻭﻫﻲ ﺳﻬﻠﺔ ﻭﺻﻌﺒﺔ‪.‬‬
‫ﻳﻌﲏ ﺑﻌﺒﺎﺭﺓ ﺍﻟﻌﺒﺎﺭﺓ ﰲ ﻫﺬﻩ ﺍﻷﺳﺲ ﺃﻥ ﺗﻔﻀﻞ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴـﺔ ﻋﻠـﻰ‬
‫‪٣٣‬‬
‫ﻏﲑﻫﺎ‪ ،‬ﻣﺜﻼ ﻳﺴﺘﺨﺪﻡ ﺍﳌﺆﻟﻒ ﻛﻠﻤﺔ "ﺍﳍﺎﺗﻒ" ﺑﺪﻻ ﻣﻦ "ﺍﻟﺘﻠﻔﻮﻥ"‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻷﺳﺲ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻻﺑﺪ ﻣﻦ ﻣﺮﺍﻋﺘﻬﺎ ﰲ ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﳉﺪﻳﺪﺓ ﻟﻠﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﻴﻜﻮﻥ ﺍﻟﻜﺘﺎﺏ ﻛﺘﺎﺏ ﺟﻴﺪ ﻭﻟﻪ ﻓﻮﺍﺋﺪ ﻛـﺒﲑﺓ ﳌـﻦ‬
‫ﻳﺴﺘﺨﺪﻣﻪ ﺧﺎﺻﺔ ﻟﻠﻄﻼﺏ ﻭﺍﳌﻌﻠﻢ‪.‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﻔﻲ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﺃﻥ‬
‫ﻳﻬﺘﻢ ﺑﺄﻣﻮﺭ ﺁﺗﻴﺔ‪:‬‬
‫‪ -‬ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻔﺮﺩﺍﺕ ﻗﺮﻳﺒﺔ ﺇﱃ ﺍﻟﺪﺍﺭﺱ‪ ،‬ﺣﺴﻴﺔ ﻣﻠﻤﻮﺳﺔ ﻭﻣﻔﻬﻮﻣﺔ‪.‬‬
‫‪ -‬ﺃﻥ ﺗﺴﺘﻐﺮﻕ ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﻛﻞ ﺃﺻﻮﺍﺕ ﺍﻟﻠﻐﺔ ﻭﺭﻣﻮﺯﻫﺎ‬
‫‪ -‬ﺃﻥ ﺗﻜﻮﻥ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ ﻋﻼﻗﺔ ﺩﻻﻟﻴﺔ ﻣﻮﺿﻮﻋﻴﺔ ﲝﻴﺚ ﻳﺴﻬﻞ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﺑﻌﺪ‬
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‫ﺫﻟﻚ ﰲ ﺑﻨﺎﺀ ﲨﻞ ﻭﺗﺮﺍﻛﻴﺐ‪.‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﻳﻘﻮﻡ ﺗﺼﻨﻴﻒ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺑﺘﻘﺪﱘ ﳎﻤﻮﻋـﺔ‬
‫ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻘﺮﻭﻧﺔ ﺑﺼﻮﺭ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﳌﻌﲎ ﺑﻮﺿﻮﺡ‪ ،‬ﺑﺸﺮﻁ ﺃﻥ ﺗﻘﺪﻡ ﻫـﺬﻩ‬
‫ﺍ‪‬ﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﲨﻴﻊ ﺃﺻﻮﺍﺕ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﺃﻥ ﻳﺼﺤﺐ ﺫﻟﻚ ﳎﻤﻮﻋﺔ ﻣـﻦ‬
‫ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﳌﻘﻨﻨﺔ ﺍﻟﱵ ﺗﻌﲔ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ ﻭﺗﻌـﲔ‬
‫ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﲤﻴﻴﺰ ﺃﺻﻮﺍﺕ ﲰﻌﺎ ﻭﺇﺧﺮﺍﺟﻬﺎ ﻧﻄﻘﺎ‪.‬‬
‫ﻭﺑﻌﺪ ﺃﻥ ﳜﺘﺎﺭ ﺍﳌﺆﻟﻒ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺑﺘﻮﻓﺮ ﺍﻷﺳﺲ ﰲ ﺍﺧﺘﻴﺎﺭﻫـﺎ‪،‬‬
‫ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﻟﻪ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻌﺪﺩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻌﻠﻢ ﺍﳌﻌﻠﻢ ﰲ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ‬

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‫‪Muhbib Abdul Wahab, Epistimologi dan ...., hal. 157-158‬‬
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‫ﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬ﺗﻌﻠﯿﻢ اﻟﻌﺮﺑﯿﺔ‪ ،...‬ﺹ ‪١٩٦‬‬
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‫ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ ﻭﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬اﻟﻜﺘﺎب اﻷﺳﺎﺳﻲ‪ ،...‬ﺹ ‪٢٧٥‬‬
‫‪٢٠‬‬

‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻭﻳﻘﺘﺮﺡ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﰲ ﻋﺪﺩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﻳﻌﻠﻤﻬﺎ ﻣﻦ‬
‫‪ ١٠٠٠-٧٥٠‬ﻣﻔﺮﺩﺍﺕ ﻟﻠﻤﺴﺘﻮﻯ ﺍﻹﺑﺘﺪﺍﺋﻲ‪ ،‬ﻭﻣﻦ ‪ ١٥٠٠-١٠٠٠‬ﻣﻔـﺮﺩﺍﺕ‬
‫‪٣٥‬‬
‫ﻟﻠﻤﺴﺘﻮﻯ ﺍﳌﺘﻮﺳﻂ‪ ،‬ﻭﻣﻦ ‪ ٢٠٠٠-١٥٠٠‬ﻣﻔﺮﺩﺍﺕ ﻟﻠﻤﺴـﺘﻮﻯ ﺍﳌﺘﻘـﺪﻡ‪.‬‬
‫ﻭﻳﺴﺘﻬﺪﻑ ﻫﺬﺍ ﺍﻟﻘﺪﺭ ﻷﻥ ﻳﻜﻮ‪‬ﻥ ﻟﺪﻯ ﺍﻟﻄﻼﺏ ﻗﺎﻣﻮﺳﺎ ﻳﻔﻲ ﲟﺘﻄﻠﺒﺎﺕ ﺍﳊﻴﺎﺓ ﻭﺃﻥ‬
‫ﻳﺘﻌﻠﻤﻮﺍ ﻣﻬﺎﺭﺗﲔ ﺃﺳﺎﺳﻴﺘﲔ‪ :‬ﺃﻭﳍﻤﺎ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺛﺎﻧﻴﻬﻤﺎ ﻛﻴﻔﻴﺔ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻘﺎﻣﻮﺱ‪.‬‬

‫ب‪ .‬ﺍﻟﺘﺮﺍﻛﻴﺐ‬
‫ﺇﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻳﻘﺼﺪ ‪‬ﺎ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﳓﻮﻫـﺎ‬
‫ﻭﺻﺮﻓﻬﺎ‪ ،‬ﻭﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﺎﻧﺖ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻣﻦ ﻣﻄﺎﻟﺐ ﻫﺎﻡ‬
‫ﻟﻠﺪﺍﺭﺳﲔ ﻷ‪‬ﺎ ﲢﻜﻢ ﻋﻠﻰ ﺻﺤﺔ ﺍﻟﻠﻐﺔ ﻭﺿﺒﻄﻬﺎ‪.‬‬
‫ﺃﻣﺎ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﱵ ﺗﻘﺼﺪ ﰲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ﻓﻬﻲ ﺗﻌﻠﻢ ﻗﻮﺍﻋـﺪ ﺍﻟﻠﻐـﺔ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻜﺜﲑﻳﻦ ﺣﱴ ﻣﻦ ﺃﺑﻨﺎﺀ ﺍﻟﻠﻐﺔ ﻳﻔﻬﻤﻮﻥ ﻭﻳﻄﺒﻘﻮ‪‬ﺎ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳉﻴﺪﺓ‪ .‬ﻭﺗﻌﺘﱪ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺃﻣﺮﺍ ﺿﺮﻭﺭﻳﺎ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻷﺳﺒﺎﺏ ﺁﺗﻴﺔ‪:‬‬
‫‪ -١‬ﺃﻥ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻣﻈﻬﺮ ﺣﻀﺎﺭﻱ ﻣﻦ ﻣﻈﺎﻫﺮ ﺍﻟﻠﻐﺔ ﻭﺩﻟﻴﻞ ﻋﻠﻰ ﺃﺻﺎﻟﺘﻬﺎ‬
‫‪ -٢‬ﺃ‪‬ﺎ ﺿﻮﺍﺑﻂ ﲢﻜﻢ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ‪.‬‬
‫‪٣٦‬‬
‫‪ -٣‬ﺃ‪‬ﺎ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﻓﻬﻢ ﺍﳉﻤﻞ ﻭﺍﻟﻨﺼﻮﺹ‪.‬‬

‫‪ .٢‬ﺍﻟﻤﺤﺘﻭﻯ ﺍﻟﺜﻘﺎﻓﻲ‬
‫ﰲ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻳﻨﺒﻐﻲ ﻟﻠﻤﻌﻠﻢ ﺃﻥ ﻳﻘﻮﻡ ﺑﺪﺭﺍﺳﺔ ﻭﺍﻓﻴـﺔ ﳊﻀـﺎﺭﺓ‬
‫ﺍﳌﺘﻌﻠﻤﲔ ﻭﺧﺼﺎﺋﺼﻬﺎ ﺍﳌﻤﻴﺰﺓ ﲝﻴﺚ ﺗﺘﻨﺎﻭﻝ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺣﻀﺎﺭﺓ ﺍﳌﺘﻌﻠﻤﲔ ﲜﺎﻧﺒﻴﻬـﺎ‬
‫ﺍﻷﺧﻼﻗﻲ ﻭﺍﳌﺎﺩﻯ‪.‬‬
‫ﺍﳌﺮﺍﺩ ﺑﺎﳉﺎﻧﺐ ﺍﻷﺧﻼﻗﻲ ﻫﻲ ﺍﳊﻀﺎﺭﺓ ﺍﳌﻌﺘﻘﺪﺍﺕ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﻔﻜﺮﻳـﺔ‪ ،‬ﻭﺍﻟﺘﻘﺎﻟﻴـﺪ‬
‫ﻭﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﻨﻈﻢ ﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻷﺧﻼﻗﻴﺔ‪ .‬ﺃﻣﺎ ﺍﳉﺎﻧﺐ ﺍﳌﺎﺩﻯ ﻓﻴﺸﺘﻤﻞ‬

‫‪ ٣٥‬رﺷﺪي أﺣﻤﺪ ﻃﻌﯿﻤﺔ‪ ،‬ﺗﻌﻠﯿﻢ اﻟﻌﺮﺑﯿﺔ ‪ ،...‬ص ‪.١٩٦‬‬

‫‪ ٣٦‬ﻤﺤﻤﻭﺩ ﻜﺎﻤل ﺍﻟﻨﺎﻗﺔ ﻭﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ‪ ،‬اﻟﻜﺘﺎب اﻷﺳﺎﺳﻲ‪ ،...‬ﺹ ‪٢٧٩‬‬
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‫ﻋﻠﻰ ﺍﻷﺯﻳﺎﺀ ﻭﺍﳌﻼﺑﺲ ﻭﺍﻟﻄﻌﺎﻡ ﻭﺍﳌﺄﻛﻮﻻﺕ ﻭﺍﻟﺴﻜﻦ ﻭﺍﻟﺒﻨﺎﺀ ﻭﻃﺮﻳﻘﺔ ﺍﳌﻌﻴﺸـﺔ ﻣـﻦ‬
‫‪٣٧‬‬
‫ﺯﺭﺍﻋﻴﺔ ﺃﻭﺻﻨﺎﻋﻴﺔ‪ ،‬ﺃﻭ ﲡﺎﺭﻳﺔ ﺃﻭ ﻏﲑ ﺫﻟﻚ‪.‬‬

‫‪ (٢‬ﺍﻟﺘﺩﺭﻴﺒﺎﺕ ﻭﺍﻻﺨﺘﺒﺎﺭ‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻳﻨﺘﻤﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺇﱃ ﺍﳌﻴﺪﺍﻥ ﺍﻟﻨﻔﺴﻴﺤﺮﻛﻲ ‪ Psychomotor‬ﺍﻟﺬﻱ ﺗﻠﻌﺐ‬
‫ﺍﳌﻤﺎﺭﺳﺔ ﻓﻴﻪ ﺍﻟﺪﻭﺭ ﺍﻷﻛﱪ ﰲ ﺗﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺗﻪ‪ .‬ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺴﺘﻬﺪﻑ ﲤﻜﲔ‬
‫ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﺃﻥ ﻳﺴﻴﻄﺮ ﻋﻠﻰ ﺍﻷﳕﺎﻁ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﻌﻠﻤﻬﺎ ﰲ ﺍﻟﻔﺼﻞ‪ .‬ﻭﻛﻠﻤﺔ ‪drill‬‬

‫ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﺗﻮﺣﻲ ‪‬ﺬﺍ ﺍﳌﻌﲎ‪ .‬ﺇﺫ ﺇﻥ ﻣﻦ ﻣﻌﺎﻧﻴﻬﺎ ﻳﺜﻘﺐ ﺃﻭ ﳛﻔﺮ‪ .‬ﻓﺎﻟﺘﺪﺭﻳﺐ ﺇﺫﻥ ﻭﺳﻴﻠﺔ‬
‫ﳊﻔﺮ ﺍﳌﻬﺎﺭﺓ ﺍﻟﱵ ﺗﻌﻠﻤﻬﺎ ﺍﻟﻔﺮﺩ‪ ،‬ﻭﺗﺜﺒﻴﺘﻬﺎ ﻋﻨﺪﻩ‪ ،‬ﻭﺗﺪﻋﻴﻢ ﻣﺎ ﺗﻌﻠﻤﻪ ﺑﺸﺄ‪‬ﺎ‪.‬‬
‫ﻭﺃﻣﺎ ﺍﻻﺧﺘﺒﺎﺭ ﻓﻬﻮ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﻳﻄﻠﺐ ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ ﺃﻥ ﻳﺴﺘﺠﻴﺒﻮﺍ‬
‫ﳍﺎ ﲝﺬﻑ ﻗﻴﺎﺱ ﻣﺴﺘﻮﺍﻫﻢ ﰲ ﻣﻬﺎﺭﺓ ﻟﻐﻮﻳﺔ ﻣﻌﻴﻨﺔ ﻭﺑﻴﺎﻥ ﻣﺪﻯ ﺗﻘﺪﻣﻪ ﻓﻴﻬﺎ ﻭﻣﻘﺎﺭﻧﺘﻪ‬
‫‪٣٨‬‬
‫ﺑﺰﻣﻼﺋﻪ‪.‬‬
‫ﻗﺪ ﳜﺘﻠﻂ ﺑﻌﺾ ﺍﳌﻌﻠﻤﲔ ﺑﲔ ﺍﻟﺘﺪﺭﻳﺐ ﻭﺍﻟﺘﻘﻮﱘ ﻟﺘﺸﺎﺑﻪ ﺇﺟﺮﺍﺀﺍﺕ ﻛﻞ ﻣﻨﻬﻤﺎ‬
‫ﻭﻣﻌﺎﳊﺘﻪ ﻣﺎ ﺗﻌﻠﻤﻪ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﻣﻬﺎﺭﺍﺕ‪ .‬ﻭﺍﻟﻮﻗﻊ ﺃﻥ ﺑﻴﻨﻬﻤﺎ ﻓﺮﻭﻗﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻮﺿﺤﻬﺎ‬
‫ﺍﻟﺒﺎﺣﺚ ﻫﻨﺎ‪ .‬ﻣﻦ ﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻔﺮﻭﻕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -١‬ﺪﻑ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺇﱃ ﺗﺜﺒﻴﺖ ﻣﺎ ﺍﻛﺘﺴﺒﻪ ﺍﻟﻄﺎﻟﺐ ﻣﻦ ﻣﻬﺎﺭﺍﺕ‪ ،‬ﺑﻴﻨﻤﺎ ‪‬ﺪﻑ‬
‫ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻮﱘ ﺇﱃ ﺗﻘﺪﻳﺮ ﻣﺴﺘﻮﻯ ﻣﺎ ﺗﻌﻠﻤﻪ ﺍﻟﻄﺎﻟﺐ ﺑﻌﺪ ﺃﻥ‬
‫ﺗﺪﺭﺏ ﻋﻠﻴﻪ‪.‬‬
‫‪ -٢‬ﻟﻴﺲ ﻣﻦ ﺍﳌﻄﻠﻮﺏ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﺇﺻﺪﺍﺭ ﺣﻜﻢ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﻌﺘﱪ ﺍﳊﻜﻢ ﺷﺮﻃﺎ ﻣﻦ‬
‫ﺷﺮﻭﻁ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ ﻓﺈﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﺃﺳﺎﺳﺎ ﺑﻴﻨﻤﺎ ﳒﺪ‬
‫ﺃﻥ ﺍﻹﺧﺘﺒﺎﺭ ﻋﻤﻠﻴﺔ ﺣﻜﻤﻴﺔ‪.‬‬

‫ﻋﻠﻲ ﻤﺤﻤﺩ ﺍﻟﻘﺎﺴﻤﻲ‪ ،‬اﺗﺠﺎھﺎت ﺣﺪﯾﺜﺔ‪ ،...‬ﺹ ‪١٠٨‬‬ ‫‪٣٧‬‬

‫‪٣٨‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﻭﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻣﻨﺎﻉ‪ ،‬ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﻡ ﻧﻈﺮﻳﺎﺕ ﻭﲡﺎﺭﺏ‪،‬‬

‫)ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪١٤٢٠ ،‬ﻫـ‪٢٠٠٠-‬ﻡ(‪ ،‬ﻁ‪ ،١ .‬ﺹ‪.٢٤٥ .‬‬

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‫ﻳﻘﺘﺼﺮ ﺍﻷﻣﺮ ﰲ ﺍﻟﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺍﳌﻤﺎﺭﺳﺔ ﺍﳉﻴﺪﺓ ﻣﻦ ﺍﻟﻄﺎﻟﺐ ﻟﻠﻤﻬﺎﺭﺓ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫‪-٣‬‬
‫ﺑﻴﻨﻤﺎ ﳝﺘﺪ ﺍﻻﺧﺘﺒﺎﺭ ﺇﱃ ﺇﻋﻄﺎﺀ ﺩﺭﺟﺔ‪.‬‬
‫ﻳﻘﺪﻡ ﺍﳌﻌﻠﻢ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺬﻱ ﳛﺘﺬﻱ ﰲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻻﻳﻌﺘﱪ‬ ‫‪-٤‬‬
‫ﺍﻟﻨﻤﻮﺫﺝ ﻓﻴﻪ ﺷﺮﻃﺎ ﰲ ﺍﺧﺘﺒﺎﺭ‪.‬‬
‫ﻳﻌﻘﺐ ﺍﻟﺘﺪﺭﻳﺐ ﻋﺎﺩﺓ ﻣﺎ ﻗﺪﻡ ﻣﻦ ﳏﺘﻮﻯ ﻟﻐﻮﻱ ﰲ ﺍﳊﺼﺔ ﺑﻴﻨﻤﺎ ﻳﻌﻄﻲ‬ ‫‪-٥‬‬
‫ﺍﻻﺧﺘﺒﺎﺭ ﻋﺎﺩﺓ ﻣﺎ ﰎ ﺗﻘﺪﳝﻪ ﰲ ﺣﺼﺺ ﺳﺎﺑﻘﺔ‪.‬‬
‫ﰲ ﺿﻮﺀ ﺍﻟﺘﻔﺮﻗﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻧﻠﺤﻆ ﺃﻥ ﺍﻟﺘﺪﺭﻳﺐ ﻳﺘﺮﻛﺰ ﺣﻮﻝ ﻣﻬﺎﺭﺓ ﻟﻐﻮﻳﺔ ﻭﺍﺣﺪﺓ‬ ‫‪-٦‬‬
‫ﻭﻳﻌﻤﻞ ﻋﻠﻰ ﺗﺜﺒﻴﺘﻬﺎ ﻗﺒﻞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺪﺍﺭﺳﲔ ﻓﻴﻬﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﻳﺘﻌﺪﻯ ﺍﻻﺧﺘﺒﺎﺭ ﻧﻄﺎﻕ‬
‫‪٣٩‬‬
‫ﺍﳌﻬﺎﺭﺓ ﺍﻟﻮﺍﺣﺪﺓ ﻭﻳﺸﻤﻞ ﻋﺪﺩﺍ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ‪.‬‬

‫‪ .٢‬ﺃﻧﻮﺍﻉ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬
‫ﻭﻳﻘﺴﻢ ﺭﺍﺟﻲ ﺭﻣﻮﱐ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻋﻠﻰ ﺛﻼﺛـﺔ ﺃﻧـﻮﺍﻉ‪ ،‬ﻭﻳﺴـﻤﻴﻬﺎ ﺗـﺪﺭﻳﺒﺎﺕ‬
‫ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‪ ،‬ﻭﺗﺪﺭﻳﺒﺎﺕ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﻭﺗﺪﺭﻳﺒﺎﺕ ﺍﺗﺼﺎﻟﻴﺔ‪ .‬ﻭﻳﻘﺼﺪ ﺑﺎﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﳌﻴﻜﺎﻧﻴﻜﻴـﺔ‬
‫ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﱵ ‪‬ﺪﻑ ﺇﱃ ﻣﺴﺎﻋﺪﺓ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻠﻰ ﺍﺗﻘﺎﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺳﻮﺍﺀ‬
‫ﻛﺎﻧﺖ ﺃﺻﻮﺍﺗﺎ ﺃﻡ ﻣﻔﺮﺩﺍﺕ ﺃﻡ ﺗﺮﺍﻛﻴﺐ‪ ،‬ﻭﺧﺎﺻﺔ ﰲ ﺍﳌﺮﺍﺣﻞ ﺍﻷﻭﱃ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺑﻴﻨﻤﺎ ﻳﻘﺼﺪ ﺑﺎﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﳌﻌﻨﻮﻳﺔ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟـﱵ ‪‬ـﺪﻑ ﺇﱃ ﺗﻘـﺪﱘ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﻼﺯﻣﺔ ﻟﺮﺑﻂ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﳉﺰﺋﻴﺎﺕ ﻭﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺘﻌﻠﻢ ﺍﻷﺻـﻮﺍﺕ ﺃﻭ‬
‫ﺍﻟﻜﺘﺎﺑﺔ ﺃﻭ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺗﺜﺒﻴﺘﻬﺎ ﰲ ﺫﺍﻛﺮﺓ ﺍﻟﻄﺎﻟﺐ‪ .‬ﺃﻣﺎ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻻﺗﺼﺎﻟﻴﺔ ﺃﻭ ﺍﳌﻤﺎﺭﺳﺎﺕ‬
‫ﺍﻻﺗﺼﺎﻟﻴﺔ ﻓﺘﺮﻛﺰ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﻟﻠﺘﻌﺒﲑ ﺍﻟﺸﻔﻮﻱ ﻭﺍﻟﻜﺘﺎﰊ‪ ،‬ﺇﺫ ﻳﺘﻮﻗﻊ ﺍﻟﺪﺍﺭﺳـﻮﻥ‬
‫ﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﺳﺘﻌﻤﺎﳍﺎ ﰲ ﺣﻴﺎ‪‬ﻢ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﳌﻬﻨﻴﺔ ﺇﱃ ﺟﺎﻧﺐ ﻓﻬـﻢ ﺍﳊﻀـﺎﺭﺍﺕ‬
‫‪٤٠‬‬
‫ﻭﺛﻘﺎﻓﺎﺕ ﺍﻷﻣﻢ ﺍﻟﱵ ﻳﺪﺭﺳﻮﻥ ﻟﻐﺘﻬﺎ‪.‬‬

‫‪٣٩‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﻭﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻣﻨﺎﻉ‪ ،‬ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ‪ ،...‬ﺹ‪.٢٤٦-٢٤٥ .‬‬

‫‪٤٠‬ﺭﺍﺟﻲ ﳏﻤﻮﺩ ﺭﻣﻮﱐ‪ ،‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﳌﻮﺣﺪﺓ‪) ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﺍﻟﺴﺠﻞ ﺍﻟﻌﻠﻤﻲ ﻟﻠﻨﺪﻭﺓ ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ‬

‫ﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،(١٩٨١ ،‬ﺝ‪ ،٢ .‬ﺹ‪.١٥٩ .‬‬

‫‪٢٣‬‬

‫‪ .٣‬ﺃﻧﻮﺍﻉ ﺍﻻﺧﺘﺒﺎﺭ‬
‫ﻭﻫﻨﺎﻙ ﺃﻧﻮﺍﻉ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﺍﳌﻮﺿﻮﻋﻴﺔ‪ ،‬ﻭﻫﻲ‪:‬‬
‫‪ (١‬ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ ‪multiple choice‬‬

‫‪ (٢‬ﺍﺧﺘﺒﺎﺭ ﺍﻟﺼﻮﺍﺏ ﻭﺍﳋﻄﺄ ‪true – false‬‬

‫‪ (٣‬ﺍﳌﺰﺍﻭﺟﺔ ‪matching‬‬
‫‪٤١‬‬
‫‪ (٤‬ﺍﻟﺘﻜﻤﻠﺔ ‪completion‬‬

‫‪ (٥‬ﺍﻟﺘﺤﻮﻳﻞ‬
‫‪ (٦‬ﺍﻟﺮﺑﻂ‬
‫‪ (٧‬ﺍﻹﺿﺎﻓﺔ‬
‫‪٤٢‬‬
‫‪ (٨‬ﺇﻋﺎﺩﺓ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬
‫ﻭﺑﻴﻨﻤﺎ ﺗﻨﻘﺴﻢ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻣﻦ ﺣﻴﺚ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ ﺇﱃ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ (١‬ﺍﺧﺘﺒﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ‬
‫‪ (٢‬ﺍﺧﺘﺒﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‬
‫‪ (٣‬ﺍﺧﺘﺒﺎﺭ ﺍﻻﺳﺘﻤﺎﻉ‬
‫‪ (٤‬ﺍﺧﺘﺒﺎﺭ ﺗﻐﻴﲑ ﺍﻟﺸﻔﻬﻲ )ﺍﻟﻜﻼﻡ(‬
‫‪ (٥‬ﺍﺧﺘﺒﺎﺭ ﺍﻟﻘﺮﺍﺀﺓ‬
‫‪ (٦‬ﺍﺧﺘﺒﺎﺭ ﺍﻟﻜﺘﺎﺑﺔ‬

‫‪ (٣‬ﺍﻟﺩﺭﺍﺴﺔ ﺍﻹﻀﺎﻓﻴﺔ‬
‫ﺍﳌﺮﺍﺩ ‪‬ﺎ ﻫﻲ ﺯﻳﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ ﺍﳌﻘﺪﻣﺔ ﻟﺒﻌﺾ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺴﻴﻄﺮﻭﻥ ﻋﻠﻰ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺃﺳﺮﻉ ﻣﻦ ﺑﻌﻀﻬﻢ‪ ،‬ﻭﺗﺘﺄﻟﻒ ﺍﳌﺎﺩﺓ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻣﻦ ﺳﺘﺔ‬
‫ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻜﺘﺐ‪ ،‬ﻫﻲ‪:‬‬
‫‪ -١‬ﺍﳌﻌﺠﻢ‬

‫‪٤١‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﻭﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻣﻨﺎﻉ‪ ،‬ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ‪ ،...‬ﺹ‪.٢٦٤-٢٦٢ .‬‬

‫‪٤٢‬ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ ﳏﻤﺪ‪ ،‬ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ‪) ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻋﻤﺎﺩﺓ ﺷﺆﻭﻥ ﺍﳌﻜﺘﺒﺎﺕ‪١٤١٠ ،‬ﻫـ‪-‬‬

‫‪١٩٨٩‬ﻡ(‪ ،‬ﻁ‪ ،١ .‬ﺹ‪١٤-١٣ .‬‬

‫‪٢٤‬‬

‫‪ -٢‬ﻛﺘﺎﺏ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ‬

‫‪ -٣‬ﻛﺘﺎﺏ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺼﻮﺗﻴﺔ‬
‫‪ -٤‬ﻛﺘﺐ ﺍﳌﻄﺎﻟﻌﺔ ﺍﳌﺘﺪﺭﺟﺔ‬
‫‪ -٥‬ﻛﺘﺎﺏ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ‬
‫‪ -٦‬ﻭﻣﺮﺷﺪ ﺍﳌﻌﻠﻢ‬

‫‪ (٤‬ﺍﻟﻁﺭﻴﻘﺔ‬
‫ﳚﺐ ﺃﻥ ﺗﻨﺎﺳﺐ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ‬
‫ﻳﺮﲰﻬﺎ ﺍﳌﺆﻟﻒ ﻭﻳﺘﻮﺧﻰ ﲢﻘﻴﻘﻬﺎ‪ .‬ﻓﻼ ﳝﻜﻦ ﻣﺜﻼ ﺃﻥ ﺗﺒﲎ ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ ﰲ‬
‫ﻛﺘﺎﺏ ﻣﺪﺭﺳﻲ ﻳﺄﻣﻞ ﻣﻨﻪ ﺃﻥ ﻳﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺗﻔﺎﻫﻢ ﻣﻨﻄﻮﻗﺔ ﻭﺇﳕﺎ ﻣﻦ ﺍﳌﻤﻜﻦ‬
‫ﺃﻥ ﺗﻘﺪﻡ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺍﻟﻜﺘﺎﺏ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻻﻧﺘﻘﺎﺋﻴﺔ ﻭﻫﻲ ﺍﻟﻴﻮﻡ ﻣﻦ ﺃﺟﻮﺩ ﺍﻟﻄﺮﺍﺋﻖ‬
‫ﻟﺘﻘﺪﱘ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻷ‪‬ﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺑﻌﺾ ﺍﻟﻄﺮﺍﺉ‬

‫‪ (٥‬ﺍﻟﻌﺭﺽ‬
‫ﻧﻌﲏ ﺑﺎﻟﻌﺮﺽ ﻫﻨﺎ ﻛﻴﻔﻴﺔ ﺇﻳﺼﺎﻝ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺇﱃ ﺍﻟﻄﺎﻟﺐ ﻭﳍﺬﺍ ﳚﺐ ﺃﻥ‬
‫ﺗﻌﺮﺽ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻜﺘﺎﺏ ﺑﺸﻜﻞ ﺟﻴﺪ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻴﺴﲑ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ .‬ﻭﻫﺬﺍ‬
‫ﻳﺘﻄﻠﺐ ﺃﻥ ﻳﺘﻨﺎﺳﺐ ﺍﻟﻌﺮﺽ ﻣﻊ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳﺘﺒﻌﻬﺎ ﺍﳌﺆﻟﻒ ﰲ ﺍﻟﻜﺘﺎﺏ‪،‬‬
‫‪٤٣‬‬
‫ﻭﺍﻷﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻣﻪ ﺍﳌﻌﻠﻢ ﰲ ﺍﻟﺼﻒ‪.‬‬

‫ﺏ‪ .‬ﻗﻭﺍﻋﺩ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬

‫‪ .١‬ﺘﻌﺭﻴﻑ ﺍﻟﻘﻭﺍﻋﺩ‬
‫ﺃﻣﺎ ﺍﻟﻘﻮﺍﻋﺪ ﻓﺎﳌﻔﺮﺩ ﻣﻨﻬﺎ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻭﻣﻌﻨﻬﺎ ﻟﻐﺔ ﺍﻷﺳﺎﺱ‪ .‬ﻭﺍﺻﻄﻼﺣﺎ‪ ،‬ﺣﻜﻢ ﻛﻴﻔﻲ‬
‫ﻳﺴﺘﻨﺒﻂ ﻣﻦ ﳕﺎﺫﺝ ﻛﺜﲑﺓ ﻣﻦ ﻛﻼﻡ ﺍﻟﻌﺮﺏ ﻟﻜﻲ ﻳﻄﺒﻴﻖ ﻋﻠﻰ ﻛﻞ ﻣﺎ ﳝﺎﺛﻞ ﻫﺬﻩ ﺍﻟﻨﻤﺎﺫﺝ ﻣﻦ‬
‫ﻛﻼﻣﻨﺎ‪ ٤٤.‬ﻭﺍﻟﻘﺎﻋﺪﺓ ﰱ ﺍﻟﻠﻐﺔ ‪ :‬ﺃﺳﺎﺱ ﺍﻟﺸﻲﺀ ﻭﺃﺻﻠﻪ ﻣﻌﻨﻮﻳﺎ ﻛﺎﻥ ﺫﻟﻚ ﺍﻟﺸﻲﺀ ﺃﻭ ﺣﺴﻴﺎ‪.‬‬
‫‪         ‬‬ ‫ﻭﻣﻨﻪ ﻗﻮﻟﻪ ﺗﻌﺎﱃ ‪ :‬ﻭ‪‬ﺇﹺﺫﹾ‬

‫‪٤٣‬ﻋﻠﻲ ﳏﻤﺪ ﺍﻟﻘﺎﲰﻲ‪ ،‬ﺍﲡﺎﻫﺎﺕ ﺣﺪﻳﺜﺔ ‪ ،...‬ﺹ‪.١١٨-١١٦ .‬‬

‫‪ ٤٤‬ﺍﻣﲔ ﻋﻠﻰ ﺍﻟﺴﻴﺪ‪ ،‬ﰱ ﻋﻠﻢ ﺍﻟﻨﺤﻮ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪.‬ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ‪ ،(١٩٧٧,‬ﻁ‪ ٤.‬ﺝ‪ ١ .‬ﺹ‪.١٤ .‬‬
‫‪٢٥‬‬

‫ﻓﺎﻟﻘﺎﻋﺪﺓ ﻓﻴﻬﺎ ﲟﻌﲎ ﺍﻷﺳﺎﺱ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﺮﻓﻊ ﻋﻠﻴﻪ ﺍﻟﺒﻨﻴﺎﻥ‪،‬‬ ‫‪٤٥‬‬

‫‪.    ‬‬

‫ﻭﻗﺪ ﺗﻄﻠﻖ ﻋﻠﻰ ﺷﻲﺀ ﻣﻌﻨﻮﻯ ﻓﻴﻘﺎﻝ ‪ " :‬ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﺍﻟﻔﻘﻪ‪ ،‬ﻭﻗﻮﺍﻋﺪ‬
‫‪٤٦‬‬
‫ﺍﻷﺻﻮﻝ"‪.‬‬
‫ﻭﻳﺆﺧﺪ ﻣﻦ ﻫﺬﺍ ﺃﻥ ﺍﻟﻘﺎﻋﺪﺓ ﰲ ﺍﻟﻠﻐﺔ ‪ :‬ﺃﺳﺎﺱ ﺍﻟﺸﺊ ﻭﺍﻷﺻﻞ ﺍﻟﺬﻯ ﻳﺒﲎ ﻋﻠﻴﻪ ﻏﲑﻩ‬
‫ﺳﻮﺍﺀ ﻛﺎﻥ ﺣﺴﻴﺎ ﺃﻭ ﻣﻌﻨﻮﻳﺎ‪ .‬ﻭﺃﻣﺎ ﺍﻟﻘﺎﻋﺪﺓ ﰱ ﺍﻻﺻﻄﻼﺡ ﻓﻴﺨﺘﻠﻒ ﻣﻔﻬﻮﻣﻬﺎ ﺑﺎﺧﺘﻼﻑ‬
‫ﺍﻟﻌﻠﻮﻡ‪ ،‬ﻭﻳﺘﻌﺪﺩ ﺍﺻﻄﻼﺣﻬﺎ ﺑﺘﻌﺪﺩ ﺍ‪‬ﺎﻻﺕ‪ .‬ﻓﻌﻨﺪ ﺍﻷﺻﻮﻟﻴﲔ ﻭﺍﻟﻨﺤﻮﻳﲔ ‪ :‬ﺣﻜﻢ ﻛﻠﻲ‬
‫ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﲨﻊ ﺟﺰﺋﻴﺎﺗﻪ ﻟﺘﻌﺮﻑ ﺃﺣﻜﺎﻣﻬﺎ ﻣﻨﻪ ﻣﺜﻞ ﻗﻮﻝ ﺍﻻﺻﻮﻟﻴﲔ ‪ :‬ﺍﻷﻣﺮ ﺇﺫﺍ ﺟﺮﺩ ﻋﻦ‬
‫ﺍﻟﻘﺮﺍﺋﻦ ﺍﻓﺎﺩ ﺍﻟﻮﺟﻮﺏ‪ .‬ﻭﻣﺜﻞ ﻗﻮﻝ ﺍﻟﻨﺤﻮﻳﲔ ‪ " :‬ﺍﻟﻔﺎﻋﻞ ﻣﺮﻓﻊ ﻭﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻣﻨﺼﻮﺏ "‬
‫ﻭﻣﻌﲎ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻦ ﳓﻮ ﺍﳉﻤﻠﺔ ﻫﻲ ‪ :‬ﻧﻈﻢ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﺇﻥ ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﰱ ﺍﳉﻤﻠﺔ‬
‫ﻳﻮﺣﻰ ﲟﻌﺎﻥ ﻣﻌﻴﻨﺔ ﻓﻠﻮ ﺗﺘﺎﺑﻊ ﻓﻌﻞ ﻭﺍﺳﻢ ﻭﻓﻌﻞ ﻭﺍﺳﻢ ﻓﺎﻥ ﺍﻟﺘﺼﺎﻕ ﻓﻌﻞ ﻣﺎ ﺑﺎﺳﻢ ﻣﺎ ﻳﻮﺣﻰ‬
‫ﺑﻮﺟﻮﺩ ﻋﻼﻗﺔ ﺧﺎﺻﺔ ﺑﻴﻨﻬﻤﺎ‪ .‬ﻭﺇﺫﺍ ﺍﺧﺘﻠﻔﺖ ﺣﺮﻛﺎﺕ ﺍﻻﻋﺮﺍﺏ ﻓﺈﻥ ﻣﻮﺍﻗﻊ ﺍﻟﻜﻠﻤﺎﺕ ﺗﻜﻮﻥ‬
‫ﺫﺍﺕ ﺩﻻﻟﺔ‪ ،‬ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻓﺈﻥ ﲨﻠﺔ )ﻓﻌﻞ ‪ +‬ﻓﺎﻋﻞ ‪ +‬ﻣﻔﻌﻮﻝ ﺑﻪ ( ) ﺳﺄﻝ ‪ +‬ﻣﻮﺳﻰ‬
‫‪ +‬ﻋﻴﺴﻰ (‬
‫ﺗﻌﲎ ﺃﻥ ﺍﻟﺴﺎﺋﻞ ﻫﻮ ﻣﻮﺳﻰ ﻭﺍﳌﺴﺆﻭﻝ ﻫﻮ ﻋﻴﺴﻰ‪ ،‬ﻭﻟﻴﺲ ﻋﻜﺴﻬﺎ‪ .‬ﻭﻗﺪ ﺍﻧﺘﻘﻞ ﻫﺬﺍ‬
‫ﺍﳌﻌﲎ ﻏﲑ ﻧﻈﻢ ﺍﻟﻜﻠﻤﺎﺕ‪ .‬ﻭﻫﻜﺬﺍ‪ ،‬ﻓﺎﻥ ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﰱ ﺍﳉﻤﻠﺔ ﻳﺴﺎﻋﺪ ﰲ ﺗﻜﻮﻳﻦ‬
‫ﺍﳌﻌﲎ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ ﻧﻈﻢ ﺍﻟﻜﻠﻤﺎﺕ ﻋﻨﺼﺮﺍ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﳌﻌﲎ ﺍﻟﻘﻮﺍﻋﺪﻯ‪ .‬ﺍﻟﺬﻯ ﻫﻮ ﺑﺪﻭﺭﺓ‬
‫ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﳌﻌﲎ ﺍﻟﻜﻠﻲ ﻟﻠﺠﻤﻠﺔ‪.‬‬

‫‪ .٢‬ﺃﻫﺩﺍﻑ ﺘﻌﻠﻴﻡ ﺍﻟﻘﻭﺍﻋﺩ‬

‫ﰲ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ﳝﻜﻦ ﺍﻟﻘﻮﻝ ﺑﺄﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺮﻣﻰ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‬
‫ﺍﻵﺗﻴﺔ‪،‬ﻣﻨﻬﺎ‪:‬‬
‫‪ (١‬ﺇﻗﺪﺍﺭ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﳏﺎﻛﺎﺕ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻐﻮﻳﺎ‪ ،‬ﻭﺟﻌﻞ ﻫﺬﻩ ﺍﶈﺎﻛﺎﺕ ﻣﺒﻨﻴﺔ ﻋﻠﻰ‬
‫ﺃﺳﺎﺱ ﻣﻔﻬﻮﻡ ﺑﺪﻻ ﻣﻦ ﺃﻥ ﺗﻜﻮﻥ ﺁﻟﻴﺔ ﳏﻀﺔ‪.‬‬

‫‪ ٤٥‬ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺳﻮﺭﺓ ﺍﻟﺒﻘﺮﺓ‪ ) ،‬ﺍﻵﻳﺔ ‪.(١٢٧:‬‬

‫‪ ٤٦‬ﺍﻷﺻﻔﻬﺎﱏ‪ ،‬ﻣﻌﺠﻢ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻔﺎﻅ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪) ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ( ﺹ‪.٤٢٤ .‬‬
‫‪٢٦‬‬

‫‪ (٢‬ﺗﻨﻤﻴﺔ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺩﻗﺔ ﺍﳌﻼﺣﻈﺔ‪ ،‬ﻭﺍﻟﺮﺑﺎﻁ‪ ،‬ﻭﻓﻬﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﺑﲔ ﺍﻟﺘﺮﺍﻛﻴﺐ‬
‫ﺍﳌﺘﺸﺎ‪‬ﺔ‪.‬‬
‫‪ (٣‬ﺇﻗﺪﺍﺭ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺳﻼﻣﺔ ﺍﻟﻌﺒﺎﺭﺓ‪ ،‬ﻭﺻﺤﺔ ﺍﻷﺩﺍﺀ‪ ،‬ﻭﺗﻘﻮﱘ ﺍﻟﻠﺴﺎﻥ ﻭﻋﺼﻤﺘﻪ ﻣﻦ ﺍﳋﻄﺄ ﰲ‬
‫ﺍﻟﻜﻼﻡ‪ ،‬ﺃﻱ ﲢﺴﲔ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫‪ (٤‬ﻭﻗﻮﻑ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺃﻭﺿﺎﻉ ﺍﻟﻠﻐﺔ ﻭﺻﻴﻐﻬﺎ ‪ :‬ﻷﻥ ﻗﻮﺍﻋﺪ ﺇﳕﺎ ﻫﻲ ﻭﺻﻒ ﻋﻠﻤﻲ ﻟﺘﻠﻚ‬
‫ﺍﻷﻭﺿﺎﻉ ﻭﺍﻟﺼﻴﻎ‪ ،‬ﻭﺑﻴﺎﻥ ﻟﻠﺘﻐﲑﺍﺕ ﺍﻟﱴ ﲢﺪﺙ ﰲ ﺃﻟﻔﺎﻇﻬﺎ‪ ،‬ﻭﻓﻬﻢ ﻟﻸﺳﺎﻟﻴﺐ ﺍﳌﺘﻨﻮﻋﺔ ﺍﻟﱵ‬
‫‪٤٧‬‬
‫ﻳﺴﲑ ﻋﻠﻴﻬﺎ ﺃﻫﻠﻬﺎ‪.‬‬

‫‪ .٣‬ﻁﺭﻕ ﺘﻌﻠﻴﻡ ﺍﻟﻘﻭﺍﻋﺩ‬

‫ﻣﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳍﺎﻣﺔ ﺍﻟﱵ ﺗﺸﻐﻞ ‪‬ﺎ ﺍﳌﺮﺑﲔ ﻗﺪﳝﺎ ﻭﺣﺪﻳﺜﺎ ﻃﺮﻕ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﳚﺪ‬
‫ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺍﳉﺰﺀ ﺍﻷﻛﱪ ﻣﻦ ﺣﺪﻳﺜﻬﻢ ﺣﺪﻳﺚ ﻋﻦ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﻄﺮﻕ‪ .‬ﻭﳚﺪ ﺃﻳﻀﺎ ﺃﻥ ﺗﺎﺭﻳﺦ‬
‫ﺗﻔﻜﲑﻫﻢ ﺍﻟﺘﺮﺑﻮﻱ ﻟﻴﺲ ﺇﻻ ﳏﺎﻭﻻﺕ ﻣﺘﺼﻠﺔ ﰲ ﺳﺒﻴﻞ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺼﺎﳊﺔ‪ ،‬ﻓﺈﺫﺍ‬
‫ﻣﺎ ﻳﺴﺘﻤﻊ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺃﺣﺎﺩﻳﺚ ﺍﳌﻌﻠﻤﲔ ﻭﺭﺟﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺟﺪ ﺃﻥ ﺍﻟﻄﺮﻳﻘﺔ ﲢﺘﻞ ﰲ ﺃﻗﻮﺍﳍﻢ‪،‬‬
‫ﻭﺗﻔﻜﲑﻫﻢ ﻣﻜﺎﻧﺎ ﻛﺒﲑﺍ‪.‬‬
‫ﻫﻨﺎﻙ ﻃﺮﺍﺋﻖ ﻛﺜﲑﺓ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﻭﻟﻘﺪ ﺟﺮﻯ ﻛﻞ ﻣﻨﻬﺎ ﺟﺪﺍﻝ ﻃﻮﻳﻞ‪ ،‬ﻛﻤﺎ‬
‫ﺍﻧﺘﺼﺮ ﻟﻜﻞ ﻃﺮﻳﻘﺔ ﺑﻌﺾ ﺍﳌﺘﺨﺼﺼﲔ‪ ،‬ﻓﺄﺑﺮﺯﻭﺍ ﻣﺰﺍﻳﺎ ﻃﺮﻳﻘﺔ ﻣﺎ ﻋﻴﻮﺏ ﺍﻟﻄﺮﻕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﻣﻦ ﺃﻫﻢ ﻫﺬﻩ ﺍﻟﻄﺮﻕ ﺳﻮﻑ ﻳﻘﺘﺼﺮ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻣﺎ ﻳﻠﻲ ‪:‬‬

‫‪ .(١‬ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﻘﻴﺎﺴﻴﺔ‬
‫ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻣﻦ ﺃﻗﺪﻡ ﻃﺮﻕ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ‪ .‬ﺗﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺎﻣﺔ ﻣﺜﻞ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻭﺍﻟﻘﻮﺍﻧﲔ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻧﺮﻳﺪ ﺗﺪﺭﻳﺐ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﺣﻞ‬
‫ﺍﳌﺸﻜﻼﺕ ﲟﺨﺘﻠﻒ ﺻﻮﺭﻫﺎ‪ .‬ﻗﺎﻝ ﻧﺎﺋﻒ ﳏﻤﻮﺩ ‪ :‬ﺗﺒﺪﺃ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺑﻌﺮﺽ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﰒ‬
‫ﺑﺘﻘﺪﻡ ﺍﻟﺸﻮﺍﻫﺪ ﻭﺍﻷﻣﺜﻠﺔ ﻟﺘﻮﺿﻴﺤﻬﺎ ﻭﺑﻌﺪ ﺫﻟﻚ ﺗﻌﺰﺯ ﻭﺗﺮﺳﺦ ﰲ ﺃﺫﻫﺎﻥ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺘﻄﺒﻴﻘﻬﺎ‬
‫‪٤٨‬‬
‫ﻋﻠﻰ ﺣﺎﻻﺕ ﳑﺎﺛﻠﺔ‪.‬‬

‫‪ ٤٧‬ﺣﺴﻦ ﺟﻌﻔﺮ ﺧﻠﻴﻔﺔ‪ ،‬ﻓﺼﻮﻝ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﰊ‪) ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻟﺮﺷﺪ‪ ٢٠٠٣ ،‬ﻡ (‪ ،‬ﺹ‪.٣٤١ .‬‬
‫‪ ٤٨‬ﻧﺎﻳﻒ ﳏﻤﻮﺩ ﻣﻌﺮﻭﻑ‪ ،‬ﺧﺼﺎﺋﺺ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻃﺮﺍﺋﻖ ﺗﺪﺭﻳﺴﻬﺎ‪ ) ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻔﺎﺋﺲ‪ ،(١٩٩٨ ،‬ﺹ‪.١٨٧ .‬‬
‫‪٢٧‬‬

‫ﺃﻣﺎ ﺍﳋﻄﻮﺍﺕ ﺍﻹﺟﺮﺍﺋﻴﺔ ﻓﻤﺎ ﻳﻠﻲ ‪:‬‬

‫‪ .(١‬ﻳﻌﺮﺽ ﺍﳌﻌﻠﻢ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻌﺎﻣﺔ )ﻗﺎﻧﻮﻥ – ﻧﻈﺮﻳﺔ – ﻣﺴﻠﻤﺔ( ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺷﺮﺡ‬
‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺓﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﻨﻀﻤﻨﺔ ﺑﺘﻠﻚ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫‪ .(٢‬ﻳﻌﻄﻲ ﺍﳌﻌﻠﻢ ﻋﺪﺓ ﻣﺸﻜﻼﺕ ﻣﺘﻨﻮﻋﺔ )ﺃﻣﺜﻠﺔ( ﻭﻳﻮﺿﺢ ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﻡ ﺍﻟﻘﺎﻋﺪﺓ ﰲ‬
‫ﺣﻞ ﺗﻠﻚ ﺍﻷﻣﺜﻠﺔ‪.‬‬
‫‪ .(٣‬ﺗﻜﻠﻴﻒ ﺍﻟﺘﻼﻣﻴﺬ ﳊﻞ ﻋﺪﺓ ﻣﺸﻜﻼﺕ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻘﺎﻋﺪﺓ ﻋﻠﻴﻬﺎ‪.‬‬

‫‪ .(٢‬ﺍﻟﻁﺭﻴﻘﺔ ﺍﻻﺴﺘﻘﺭﺍﺌﻴﺔ‬
‫ﺍﻻﺳﺘﻘﺮﺍﺀ ﻋﻨﺪ ﺣﺴﻦ ﺟﻌﻔﺮ ﺍﳋﻠﻴﻔﺔ ﻫﻮ ﺍﻟﺒﻌﺪ ﺑﻔﺼﺢ ﺍﳉﺰﺋﻴﺎﺕ ﻭﺩﺭﺍﺳﺔ ﺍﻷﻣﺜﻠﺔ‬
‫ﺍﻟﱵ ﺗﺆﺩﻱ ﺇﱃ ﻣﻌﺮﻓﺔ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻟﺘﺒﺎﻳﻦ ﺑﻴﻨﻬﺎ‪ ،‬ﰒ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺣﻜﻢ ﻋﺎﻡ ﻳﺴﻤﻰ ﻗﺎﻋﺪﺓ‬
‫ﺃﻭ ﻗﺎﻧﻮﻥ‪ .‬ﺗﺒﺪﺃ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﲟﻼﺣﻈﺔ ﺍﻷﻣﺜﻠﺔ ﻭﺍﻟﺸﻮﺍﻫﺪ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﰒ ﺍﺳﺘﺨﻼﺹ ﺍﻟﻘﺎﻋﺪﺓ‬
‫‪٤٩‬‬
‫ﺍﻟﱵ ﲡﻤﻊ ﺑﻴﻨﻬﺎ‪.‬‬
‫ﻭﺃﺳﺎﺱ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ )ﻛﻤﺎ ﻭﺟﺪ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﺘﺐ ﺍﻟﺘﺪﺭﻳﺲ( ﻃﺮﻳﻘﺔ ﻫﺮﺑﺎﺭﺕ‬
‫ﺍﻟﱵ ﺳﻴﻄﺮﺕ ﻋﻠﻰ ﺍﻟﺘﺮﺑﻴﺔ ﻓﻜﺮﻳﺎ ﻭﻋﻤﻠﻴﺎ ﺣﱴ ﻣﺴﺘﻬﻞ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﻣﻬﻤﺔ‬
‫ﺍﳌﻌﻠﻢ ﰲ ﺫﻟﻚ ﺗﺒﺪﺃ ﺑﺎﺳﺘﺜﺎﺭﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﰒ ﺍﻻﻧﺘﻘﺎﻝ ﺇﱃ ﻋﺮﺽ ﺍﳌﺎﺩﺓ ﺍﳉﺪﻳﺪﺓ‪،‬‬
‫ﻭﻣﻘﺎﺭﻧﺘﻬﺎ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﰒ ﺭﺑﻂ ﺍﻟﻘﺪﱘ ﺑﺎﳉﺪﻳﺪ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻌﻤﻴﻢ‪ ،‬ﰒ ﺗﻄﺒﻴﻖ ﻫﺬﻩ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﻋﻠﻰ ﻣﺎﺩﺓ ﳑﺎﺛﻠﺔ ﻟﻠﻤﺎﺩﺓ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫ﺗﺘﻠﺨﺺ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻻﺳﺘﻘﺮﺍﺋﻴﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ‪:‬‬
‫‪ .(١‬ﻳﻘﺪﻡ ﺍﳌﻌﻠﻢ ﻋﺪﺩ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﱵ ﺗﺸﺘﺮﻙ ﻓﻴﻬﺎ ﺧﺎﺻﻴﺔ ﺭﻳﺎﺿﻴﺔ‬
‫‪ .(٢‬ﻳﺴﺎﻋﺪ ﺍﳌﻌﻠﻢ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺩﺭﺍﺳﺔ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﻳﻮﺟﻬﻬﻢ ﺣﱴ‬
‫ﻳﻜﺘﺸﻔﻮﺍ ﺍﳋﺎﺻﻴﺔ ﺍﳌﺸﺘﺮﻛﺔ ﺑﲔ ﺍﳊﺎﻻﺕ‪ .‬ﺍﻟﺘـﺄﻛﺪ ﻣﻦ ﻣﺪﻯ ﺻﺤﺔ ﻣﺎ ﰎ‬
‫ﺍﻟﺘﻮﺻﻞ ﺇﻟﻴﻪ ﻣﻦ ﺗﻌﻤﻴﻢ ﺑﺎﻟﺘﻄﺒﻴﻖ‪.‬‬

‫‪ .(٣‬ﻁﺭﻴﻘﺔ ﺍﻟﻨﺼﻭﺹ ﺍﻟﻤﺘﻜﻤﻠﺔ‬

‫‪ ٤٩‬ﻧﺎﻳﻒ ﳏﻤﻮﺩ‪ ،‬ﺧﺼﺎﺋﺺ‪ ،...‬ﺹ‪.١٨٨ .‬‬

‫‪٢٨‬‬

‫ﻭﺗﻘﻮﻡ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺍﻹﺗﻴﺎﻥ ﺑﻨﺺ ﻣﺘﻜﺎﻣﻞ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﻣﺼﻄﻠﺢ ﺍﻷﺳﻠﻮﺏ‬
‫ﺍﳌﺘﺼﻞ ﺃﻯ ﻗﻄﺔ ﻣﻦ ﺍﻟﻘﺮﺍﺀﺓ ﺃﻭ ﺍﻟﻨﺼﻮﺹ ﰲ ﻣﻮﺿﻮﻉ ﻭﺍﺣﺪ‪ ،‬ﻳﻘﺮﺃ ﺍﻟﻄﻼﺏ ﻫﺬﺍ ﺍﻟﻨﺺ ﰒ‬
‫ﻳﻨﺎﻗﺸﻮﻥ ﰲ ﻣﻌﺎﻧﻴﺔ‪ ،‬ﻭﻳﺸﺎﺭ ﺇﱃ ﺍﳉﻤﻞ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻭﻳﻌﻘﺐ ﺫﻟﻚ ﺍﺳﺘﻨﺒﺎﻁ‬
‫‪٥٠‬‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﻣﻨﻬﺎ‪ ،‬ﻭﺃﺧﲑﺍ ﺗﺄﰐ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬

‫‪ .(٤‬ﻁﺭﻴﻘﺔ ﺍﻟﻨﺸﺎﻁ‬
‫ﻭﰲ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﻣﻦ ﺍﻟﻄﻼﺑﻪ ﺃﻥ ﳚﻤﻌﻮﺍ ﺍﳉﻤﻞ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﱵ‬
‫ﺗﺘﻨﺎﻭﻝ ﻣﻔﻬﻮﻡ ﳓﻮﻯ ﻳﺮﺍﺩ ﺗﺪﺭﻳﺴﻪ‪ ،‬ﻛﺎﻟﻨﻮﺍﺳﺦ ﺃﻭ ﺍﻟﺘﻮﺍﺑﻊ ﺃﻭ ﺍﳌﻨﺼﻮﺑﺎﺕ‪ ،‬ﻭﳚﻤﻊ ﺍﻟﻄﻼﺏ‬
‫ﻫﺬﻩ ﺍﳉﻤﻞ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﻣﻦ ﺍﻟﺼﺤﻒ ﻭﺍ‪‬ﻼﺕ ﺃﻭ ﺍﻟﻘﺼﺺ ﺃﻭ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ‪ ،‬ﰒ ﻳﻘﻮﻡ‬
‫‪٥١‬‬
‫ﺍﳌﺪﺭﺱ ﺑﺎﺳﺘﻨﺒﺎﻁ ﺍﳌﻔﻬﻮﻡ ﺍﻟﻨﺤﻮﻯ‪ ،‬ﻭﺗﺴﺠﻴﻞ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﰒ ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻴﻬﺎ‪.‬‬

‫‪ .(٥‬ﻁﺭﻴﻘﺔ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﻭﳝﻜﻦ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‬
‫)‪ ( ٢٩:٢١‬ﰲ ﺍﳋﻄﻮﺓ ﺍﻷﻭﱃ ﻳﻀﻊ ﺍﳌﻌﻠﻢ ﺃﻣﺎﻡ ﺍﻟﻄﻼﺑﻪ ﻣﺸﻜﻼﺕ ﳓﻮﻳﺔ ﻻ ﻳﺘﺴﲎ ﺣﻠﻬﺎ ﺇﻻ‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻛﺄﻥ ﳚﻤﻊ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻘﺮﺍﺀﺓ ﺃﻭ ﺍﻟﺘﻌﺒﲑ ﺑﻌﺾ ﺍﻷﺧﻄﺎﺀ ﺍﻟﱵ‬
‫ﳒﻤﺖ ﻋﻦ ﻋﺪﻡ ﻣﻌﺮﻓﺔ ﺍﻟﻘﺎﻋﺪﺓ‪ ،‬ﻭﻳﻨﺎﻗﺸﺔ ﻣﻨﺎﻗﺸﺔ ﺗﻈﻬﺮ ﻣﻨﻬﺎ ﺣﺮﻳﺘﻬﻢ ﻭﺣﺎﺟﺘﻬﻢ ﺇﱃ ﻣﺎ‬
‫ﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺍﳊﺮﻭﺝ ﻣﻦ ﻫﺬﻩ ﺍﳊﲑ‪ .‬ﻭﻛﺄﻥ ﲤﺜﻞ ﺍﻻﻧﺘﻘﺎﻟﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺳﺒﻘﺖ ﺇﱃ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﳉﺪﻳﺪﺓ ﻣﺸﻜﻠﺔ ﰲ ﺣﺎﺟﺔ ﺇﱃ ﺣﻞ‪ .‬ﻭﰲ ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻳﺘﻨﻮﻝ ﺍﳌﻌﻠﻢ ﻣﻊ ﺗﻼﻣﻴﺬﻩ‬
‫ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﺍﻟﱵ ﺳﺒﻖ ﻋﺮﺿﻪ ﻣﺘﻴﺤﺎ ﳍﻢ ﺍﻟﻔﺮﺻﺔ‪ ،‬ﻭﺗﺄﰐ ﺍﳋﻄﻮﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻭﻓﻴﻬﺎ ﻳﻮﺟﻪ ﺍﳌﻌﻠﻢ‬
‫ﺃﻧﻈﺎﺭ ﺍﻟﻄﻼﺑﻪ ﺇﱃ ﺍﺧﻄﻼﻑ ﻭﻇﻴﻔﺔ ﺍﻟﻜﻠﻤﺔ ﰲ ﻛﻞ ﲨﻠﺔ‪ ،‬ﻭﺍﺧﺘﻼﻑ ﺍﻟﺘﻜﻮﻳﻦ ﰲ ﺍﳉﻤﻞ‬
‫ﻣﻨﺘﻈﺮﺍ ﻣﻨﻬﻢ ﺍﳊﻞ‪ ،‬ﻓﺈﺫﺍ ﺑﺪﺃ ﻋﺠﺰﻫﻢ ﺃﺧﺬ ﺑﺄﻳﺪﻳﻬﻢ ﺇﱃ ﺍﻟﻘﺎﻋﺪﺓ ﻭﺍﻟﻀﺒﻂ ﺍﻟﺼﺤﻴﺢ‪ ،‬ﻭﺗﺄﰐ‬
‫ﺍﳋﻄﻮﺓ ﺍﻷﺧﲑﺓ ﺑﻌﺮﺽ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﺘﻨﻮﻋﺔ ﻋﻠﻰ ﺍﻟﻘﺎﻋﺪﺓ‬
‫‪٥٢‬‬
‫ﺍﻟﻨﺤﻮﻳﺔ‪.‬‬

‫‪ ٥٠‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﻭﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻣﻨﺎﻉ ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺪﻳﻦ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻔﻦ‪) ،‬ﻧﺼﺮ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‬
‫‪١٤٢٠‬ﻫـ(‪ ،‬ﺹ ‪.٦١‬‬
‫‪ ٥١‬ﺯﻛﺮﻱ ﺍﺑﺮﺍﻫﻴﻢ‪ ،‬ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪) ،‬ﺍﳌﻨﺼﻮﺭﺓ‪ :‬ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﻤﻌﻴﺔ( ﺹ‪٢٣٩-٢٣٨ :‬‬
‫‪ ٥٢‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﻭﳏﻤﺪ ﺍﻟﺴﻴﺪ ﻣﻨﺎﻉ ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‪ ......‬ﺹ ‪.٦٣‬‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺙ‬
‫ﻟﻤﺤﺔ ﺴﺭﻴﻌﺔ ﻋﻥ ﻜﺘﺎﺏ "ﺃﻤﺜﻠﺘﻲ" ﺍﻟﻤﺠﻠﺩ ﺍﻷﻭل ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ‬
‫ﺍﻹﻀﺎﻓﻴﺔ )‪ (Mulok‬ﻟﻠﻘﻭﺍﻋﺩ ﻓﻲ ﺍﻟﺼﻑ ﺍﻷﻭل ﻤﻥ ﻤﺩﺭﺴﺔ ﺍﻟﺤﺴﻨﻰ‬
‫ﺍﻟﻤﺘﻭﺴﻁﺔ ﺍﻹﺴﻼﻤﻴﺔ‪.‬‬

‫ﺃ‪ .‬ﻜﺘﺎﺏ ﺃﻤﺜﻠﺘﻰ‬

‫ﺕ( ﺘﻌﺭﻴﻑ ﻜﺘﺎﺏ "ﺃﻤﺜﻠﺘﻰ"‬
‫ﻗﺒﻞ ﺍﻟﻜﻼﻡ ﻋﻦ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﳛﺴﻦ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﺒﲔ ﺃﻥﹼ "ﺃﻣﺜﻠﱵ" ﻟﻴﺲ ﳎﺮﺩ ﺍﺳﻢ‬
‫ﺍﻟﻜﺘﺎﺏ ﻭﺇﳕﺎ ﻫﻮ ﺍﺳﻢ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﺇﺫﻥ ﻫﻨﺎﻙ ﻣﺼﻄﻠﺤﺎﻥ‪ ،‬ﳘﺎ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ‪.‬‬
‫ﻭﻟﺬﻟﻚ ﻳﺘﻜﻠﻢ ﺍﻟﺒﺎﺣﺚ ﻗﻠﻴﻼ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻋﻦ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ‪.‬‬
‫ﻛﻠﻤﺔ "ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ" ﺗﺘﻜﻮﻥ ﻣﻦ ﻛﻠﻤﺘﲔ‪ ،‬ﳘﺎ "ﻃﺮﻳﻘﺔ" ﻭ"ﺃﻣﺜﻠﱵ"‪ ،‬ﺍﻟﻄﺮﻳﻘﺔ ﲨﻌﻬﺎ‬
‫ﻃﺮﺍﺋﻖ‪ .٥٣‬ﺍﻟﻄﺮﻳﻘﺔ ﻣﺄﺧﻮﺫﺓ ﻣﻦ "ﻃﺮﻕ‪-‬ﻳﻄﺮﻕ" ﻭﻣﻌﻨﺎﻫﺎ ﻟﻐﺔ "ﺍﻟﺴﺒﻴﻞ‪ ،‬ﻭﺍﳋﻂ ﰲ ﺍﻟﺸﻲﺀ"‪.٥٤‬‬
‫ﻗﺎﻝ ﳏﻤﻮﺩ ﻋﻠﻲ ﺍﻟﺴﻤﺎﻥ ﺇﻥ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ ﺍﳋﻄﺔ ﺍﻟﱵ ﻳﺮﲰﻬﺎ ﺍﻟﻔﺮﺩ ﻟﻴﺤﻘﻖ ‪‬ﺎ ﻫﺪﻓﺎ ﻣﻌﻴﻨﺎ ﻋﻦ‬
‫ﻋﻤﻞ ﻣﻦ ﺍﻷﻋﻤﺎﻝ ﺑﺄﻗﻞ ﺟﻬﺪ ﻭﰲ ﺃﻗﺼﺮ ﻭﻗﺖ ﻛﻄﺮﻳﻘﺔ ﺍﻟﺼﺎﻧﻊ ﰲ ﺻﻨﺎﻋﺘﺔ ﻭﺍﻟﺰﺍﺭﻉ ﰲ‬
‫‪٥٥‬‬
‫ﺯﺭﺍﻋﺘﻪ‪.‬‬
‫‪53‬‬
‫‪A.W. Munawir, Kamus AL-MUNAWIR Arab-Indonesia, (Surabaya; Pusaka Progressif‬‬
‫‪1997), h. 894‬‬
‫‪٥٤‬ﻟﻮﻭﻳﺲ ﻣﻌﻠﻮﻑ‪ ،‬ﺍﳌﻨﺠﺪ ﰲ ﺍﻟﻠﻐﺔ ﻭ ﺍﻻﻋﻼﻡ‪) ،‬ﺑﲑﻭﺕ ﺩﺍﺭ ﺍﳌﺸﺮﻑ‪ ،(١٩٨٣ ،‬ﺹ ‪٣٦٥‬‬
‫‪٥٥‬ﻣﺤﻤﻮد ﻋﻠﻲ اﻟﺴﻤﺎن‪ ،‬اﻟﺘﻮﺟﯿﮫ ﻓﻲ ﺗﺪرﯾﺲ اﻟﻠﻐﺔ اﻟﻌﺮﯾﺴﺔ‪)،‬اﻟﻘﺎھﺮة‪ :‬دار اﻟﻤﻌﺎرف‪ ،(١٩٨٣ ،‬ص ‪٨٩‬‬
‫‪٣٠‬‬

‫ﻭﻣﻦ ﺍﻟﺮﺃﻱ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺪﻡ ﺍﳋﻼﺻﺔ ﺃﻥ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ ﺍﳋﻄﻮﺍﺕ‬

‫ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺪﺭﺱ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻳﻬﺘﻢ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﳌﺮﺗﺒﻄﺔ ﻭﻫﻲ ﺍﻷﻭﻗﺎﺕ ﻭﺍﳌﻮﺍﺩ ﻭﺍﻷﻏﺮﺍﺽ‬
‫ﻭﺃﺣﻮﺍﻝ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺍﳌﺪﺍﺧﻞ ﻭﻫﻠﻢ ﺟﺮﺍ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﻴﻤﺔ ﺃﻭ ﺍﳌﺜﻠﻰ ﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ‬
‫ﺃﻗﺼﺮ ﺍﻟﺴﺒﻴﻞ ﻣﻊ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﳉﻬﻮﺩ‪ .‬ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ ﻣﺎﻳﺴﺘﺨﺪﻣﻪ ﺍﳌﺪﺭﺱ ﻹﻟﻘﺎﺀ ﺍﳌﻮﺍﺩ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ‪.‬‬
‫ﺃﻣﺎ ﻛﻠﻤﺎﺕ ﺃﻣﺜﻠﱵ ﻓﻬﻲ ﲨﻊ ﻣﻦ ﺍﳌﺜﺎﻝ‪ ٥٦،‬ﻭﺍﺻﻄﻼﺣﺎ ﻫﻲ ﺻﻮﺭﺓ ﺷﻲﺀ ﲤﺜﻞ‬
‫‪٢٩‬‬
‫ﺻﻔﺎﺗﻪ‪ ،‬ﻭﺃﻣﺎ ﺣﺮﻑ ﺍﻟﻴﺎﺀ ﻓﻬﻲ ﻳﺎﺀ ﺍﳌﺘﻜﻠﻢ ﻭﲰﻲ ﺑﺄﻣﺜﻠﱵ ﻷﻧﻪ ﻛﺜﺮﺓ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻨﺤﻮﻳﺔ‬
‫ﻭﺍﻟﺼﺮﻓﻴﺔ ﻓﻴﻬﺎ‪.‬‬

‫ﺙ( ﻜﺘﺎﺏ ﺃﻤﺜﻠﺘﻲ ﻭ ﺘﺎﺭﻴﺨﻪ‬

‫ﺃﻟﻒ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺘﺎﺫ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ‪ ،‬ﻭﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﺘﻜﻮﻥ ﻣﻦ ﲬﺴﺔ‬
‫ﺃﺟﺰﺍﺀ‪ :‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻭﺍﳉﺰﺀ ﺍﻟﺜﺎﱏ ﻭﺍﳉﺰﺀ ﺍﻟﺜﺎﻟﺚ ﻭﺍﳉﺰﺀ ﺍﻟﺮﺍﺑﻊ ﻭﺍﳉﺰﺀ ﺍﳋﺎﻣﺲ‪ ،‬ﻭ ﻛﻤﺎ‬
‫ﺃﻟﻒ ﺍﻷﺳﺘﺎﺫ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﻛﺘﺎﺏ ﻗﺎﻋﺪﰐ‪ ،‬ﻭﻛﺘﺎﺏ ﺧﻼﺻﺔ ﰲ ﺧﻼﺻﺔ ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﺎﻟﻚ‪،‬‬
‫ﻭﻛﺘﺎﺏ ﺗﺘﻤﺔ ‪ ٢-١‬ﰲ ﺗﻄﺒﻴﻖ ﺍﻟﻨﺤﻮ‪ ،‬ﻭﻛﺘﺎﺏ ﺻﺮﻓﻴﺔ ﰲ ﻋﻠﻢ ﺍﻟﺼﺮﻑ‪ ،‬ﻛﻠﻬﺎ ﰲ ﺍﻟﻨﺤﻮ‬
‫ﻭﺍﻟﺼﺮﻑ‪ .‬ﻭﻳﺒﺪﺃ ﺍﻟﺪﺭﺱ ﰱ ﺃﻣﺮ ﺣﺮﻑ ﺍﳉﺮ ﺃﻭﻻ ﻟﻴﺲ ﻣﻦ "ﺍﻟﻜﻼﻡ" ﻛﻤﺎ ﻛﺘﺐ ﰱ ﻛﺘﺎﺏ‬
‫ﻋﻤﺮﻳﻄﻲ ﻭ ﻛﺘﺎﺏ ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﺎﻟﻚ ﻭﻫﺬﺍ ﻣﻦ ﺑﻌﺾ ﺗﻔﺮﻳﺪ ﺑﻪ ﳍﺬﺍ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫ﻭﺃﻟﻒ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺘﺎﺫ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﺳﻨﺔ ‪٢٠٠١‬ﻡ‪ .‬ﻭﻳﺴﻤﻲ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱴ‬
‫ﻧﻈﺮ ﺍﳌﺆﻟﻒ ﺇﱃ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺍﳉﺪﻳﺪﺓ "ﻗﺮﺃﺗﻰ" ﻟﻠﺸﻴﺦ ﺩﺣﻼﻥ ﺯﺭﻛﺸﻲ ﻣﻦ‬
‫ﺣﺮﻑ "ﻗﺮﺍﺀ ‪ +‬ﰐ" ﺑﻨﻈﺮ ﺇﱃ ﺣﺮﻑ ﺁﺧﺮ "ﺗﻰ" ﻭﺑﺰﻳﺎﺩﺓ ﻛﻠﻤﺔ "ﻣﺜﺎﻝ" ﺣﱴ ﻳﻜﻮﻥ‬
‫"ﺃﻣﺜﻠﱴ" ﲟﻌﲎ ﻣﺜﺎﻝ ﻣﲏ‪ .‬ﻭﺍﳌﺜﺎﻝ ﻣﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﺴﺘﻌﻤﻞ ﻣﻦ ﺁﻳﺎﺕ ﺍﻟﻘﺮﺁﻥ ﲨﻴﻌﺎ ﻷﻥ‬
‫ﺍﻟﻘﺮﺁﻥ ﺃﺳﺎﺱ ﺍﻟﻌﻠﻢ ﺍﻟﻠﻐﺔ‪ .‬ﺍﻟﻘﺮﺁﻥ ﻳﻜﻮﻥ ﻣﺮﺟﻌﺎ ﻟﻜﻞ ﺣﺎﻝ‪.٥٧‬‬
‫ﺗﻌﺘﱪ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻃﺮﻳﻘﺔ ﺟﺪﺑﺪﺓ ﰲ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻤﻬﺎ ﻋﻦ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﲣﺘﻠﻒ ﻋﻤﺎ ﺍﺳﺘﺨﺪﻣﻪ ﺍﳌﻌﺎﻫﺪ ﺃﻭ ﺍﳌﺪﺍﺭﺱ ﺃﻭ ﺍﳉﺎﻣﻌﺔ‪ .‬ﻓﻬﺬﻩ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺗﻘﺪﻡ ﻣﺎﺩ‪‬ﺎ ﺑﻄﺮﻳﻘﺔ ﻋﻤﻠﻴﺔ ﻣﻴﺴﺮﺓ ﻭﻣﺮﳛﺔ‪ ،‬ﻭﺗﻘﻮﻡ ﻣﻦ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ ﺍﻷﻭﻝ ﺑﺘﻌﻮﻳﺪ‬

‫‪56‬‬
‫‪A.W. Munawir, Kamus AL-MUNAWIR, ….. h.6‬‬
‫‪57‬‬
‫;‪Taufiqul Hakim, Tawaran Revolusi Sistem Pendidikan Berbasis Kompetensi,(Jepara‬‬
‫)‪Darul Falah press, 2004‬‬
‫‪٣١‬‬

‫ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻻ ﺷﻜﻞ ﳍﺎ‪ .‬ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﻣﻨﻬﻢ ﺃﻥ ﳚﻴﺪﻭﺍ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻗﺮﺍﺀﺓ ﺑﺴﻴﻄﺔ‪.‬‬
‫ﺗﺪﺭﻳﺲ ﻋﻠﻢ ﺍﻟﻨﺤﻮ ﻻ ﻳﻨﺒﻐﻲ ﻃﻼﺏ ﳊﻔﻆ ﻧﻈﺮﻳﺔ ﻋﻠﻤﻴﺔ‪ ،‬ﻣﻊ ﻣﺎ ﻳﻜﻔﻲ ﻣﻦ ﻫﺬﻩ‬
‫ﺍﻟﻨﻈﺮﻳﺎﺕ ﺇﱃ ﺃﻥ ﺗﻔﻬﻢ ﻭﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻭﺗﻮﺟﻴﻪ ﺍﻟﻄﻼﺏ ﺗﺴﺎﺀﻝ ﻋﻦ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﻫﺬﻩ‬
‫ﺍﻟﻨﻈﺮﻳﺎﺕ ﰲ ﺍﻟﻨﺺ ﺍﻟﻌﺮﰊ‪ ،‬ﻭﺁﻳﺎﺕ ﻣﻦ ﺍﻟﻘﺮﺁﻥ‪.٥٨‬‬

‫ﺝ( ﳏﺘﻮﻳﺎﺕ ﺍﻟﻜﺘﺎﺏ‬

‫ﺃ‪ .‬ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ‬
‫ﻭﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ﻻﺯﻣﺔ ﺃﻥ ﻳﻜﺘﺴﺒﻬﺎ ﺍﻟﻄﻼﺏ ﻷﻥ ﺑﻌﻀﻬﺎ ﻳﺮﺗﺒﻂ ﺑﺒﻌﺾ‪،‬‬
‫ﻭﻛﺎﻥ ﺫﻟﻚ ﻛﺜﺮﺓ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻘﺪﻡ ﺍﳌﻮﺍﺩ ﻟﺘﻌﻠﻴﻤﻬﺎ‪.‬‬
‫ﲞﻼﻑ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﻷﻧﻪ ﻋﺎﺩﺓ ﻻﻳﻘﺪﻡ ﺇﻻﹼ ﺍﳌﻮﺍﺩ ﻟﻠﻘﻮﺍﻋﺪ ﻭﺗﺪﺭﻳﺒﺎﺕ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻟﺘﻄﺒﻴﻖ ﺗﻠﻚ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻷﻥﹼ ﺍﳍﺪﻑ ﻣﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺃﻥ ﻳﻌﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﻟﻠﺘﻼﻣﻴﺬ ﻭﻳﻔﻬﻤﻬﺎ‬
‫ﳍﻢ ﻷﻥ ﻳﻘﺪﺭﻭﺍ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺮﺍﺀﺓ ﺻﺤﻴﺤﺔ‪ .‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ"‬
‫ﻻﻳﻘﺪﻡ ﺇﻻﹼ ﺍﳌﻮﺍﺩ ﻟﻠﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻟﻠﻘﺮﺍﺀﺓ ﻷﻧﻪ ﻣﻦ ﻛﺘﺐ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬

‫ﺏ‪ .‬ﻣﻦ ﻧﺎﺣﻴﺔ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ‬

‫ﻋﺎﺩﺓ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﺗﻘﺪﻡ ﺍﳌﻮﺍﺩ ﻟﻠﻤﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﺐ ﰲ ﻣﻮﺿﻌﻬﺎ ﺍﳋﺎﺹ ﻷﻥ‬
‫ﺍﳍﺪﻑ ﻣﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﲤﻜﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺭﺑﻊ ﻭﺫﻟﻚ ﻻ ﳝﻜﻦ ﺇﻻﹼ ﺑﺘﻘﺪﱘ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻣﻮﺿﻌﻬﺎ ﺍﳋﺎﺹ‪ ،‬ﲞﻼﻑ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﻛﻬﺬﺍ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻷﻧﻪ‬
‫ﻻ ﻳﻘﺪﻡ ﺇﻻﹼ ﺍﻟﻘﻮﺍﻋﺪ ﻓﻘﻂ‪ .‬ﻭﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺗﺘﻜﻮﻥ ﻣﻦ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻛﻤﺎ‬
‫ﺍﺷﺘﻬﺮ ﻋﻠﻴﻨﺎ ﺃﻥ ﺍﳌﺮﺍﺩ ﺑﺎﻟﻘﻮﺍﻋﺪ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﻟﻜﻦ ﺧﺎﺻﺔ ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ‬
‫ﻭﺍﻟﺜﺎﱐ ﻭﺍﻟﺜﺎﻟﺚ ﻻ ﻳﻘﺪﻡ ﺇﻻﹼ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‪.‬‬
‫ﻭﺃﻣﺎ ﻣﻮﺍﺩ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ ﻓﻬﻲ‪:‬‬

‫‪58‬‬
‫‪Ah.Akrom Fahmi, Ilmu Nahwu dan Shorof 2 (Tatacara bahasa Arab praktis dan‬‬
‫‪aplikatif) h. XV‬‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‪ :‬ﺣﺮﻑ ﺍﳉﺮ ﻭﻣﻌﻨﺎﻩ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﳉﺎﻭﻳﺔ‪ ،‬ﻣﺜﺎﻝ‪ :‬ﺣﺮﻑ ﺍﳉﺮ‬
‫‪٣٢‬‬
‫"ﻣﻦ" ﲟﻌﲎ ‪ Sangking/dari‬ﻭ"ﺇﱃ" ﲟﻌﲎ )‪ ke, kepada, pada (marang/maring‬ﻭ"ﰲ"‬
‫ﲟﻌﲎ )‪ di dalam, di (ingdalem‬ﻭﺍﻹﺿﺎﻓﺔ‪.‬‬
‫ﻭﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻀﻤﲑ ﺍﳌﻨﻔﺼﻞ ﻭﺍﻟﻀﻤﲑ ﺍﳌﺘ‪‬ﺼﻞ ﻛﻤﺎ ﻳﻠﻲ ﰲ ﺣﺎﻟﺘﻪ ﺍﻟﺜﻼﺙ ‪:‬‬
‫ﺿﻤﲑ ﻣﺘ‪‬ﺼﻞ‬ ‫ﺿﻤﲑ ﻣﻨﻔﺼﻞ‬
‫ﻧﺼﺐ‬ ‫ﺟﺮ‪‬‬ ‫ﻧﺼﺐ‬ ‫ﺭﻓﻊ‬
‫ﻩ‬ ‫ﺑﹺ ‪‬ﻪ‬ ‫ﺇﻳ‪‬ﺎﻩ‬ ‫ﻫﻮ‬
‫‪Dia laki-laki‬‬

‫‪1 Orang‬‬

‫ﳘﺎ‬ ‫ﺑﹺﻬﹺﻤ‪‬ﺎ‬ ‫ﺇﻳ‪‬ﺎﳘﺎ‬ ‫ﳘﺎ‬ ‫‪2 Orang‬‬

‫ﻫﻢ‬ ‫ﺑﹺﻬﹺﻢ‪‬‬ ‫ﺇﻳ‪‬ﺎﻫﻢ‬ ‫ﻫﻢ‬ ‫‪Mereka‬‬

‫ﻫﺎ‬ ‫ﺑﹺﻬ‪‬ﺎ‬ ‫ﺇﻳ‪‬ﺎﻫﺎ‬ ‫ﻫﻲ‬

‫‪perempuan‬‬

‫‪1 Orang‬‬

‫ﳘﺎ‬ ‫ﺑﹺﻬﹺﻤ‪‬ﺎ‬ ‫ﺇﻳ‪‬ﺎﳘﺎ‬ ‫ﳘﺎ‬

‫‪Dia‬‬

‫‪2 Orang‬‬

‫ﻫﻦ‬ ‫ﺑﹺﻬﹺﻦ‪‬‬ ‫ﺇﻳ‪‬ﺎﻫﻦ‪‬‬ ‫ﻫﻦ‬ ‫‪Mereka‬‬

‫ﻙ‬ ‫ﺑﹺ ‪‬‬

‫ﻚ‬ ‫ﺇﻳ‪‬ﺎﻙ‬ ‫ﺃﻧﺖ‬ ‫‪1 Orang‬‬
‫‪Kamu laki-‬‬

‫ﻛﻤﺎ‬ ‫ﺑﹺﻜﹸﻤ‪‬ﺎ‬ ‫ﺇﻳ‪‬ﺎﻛﻤﺎ‬ ‫ﺃﻧﺘﻤﺎ‬

‫‪laki‬‬

‫‪2 Orang‬‬

‫ﻛﻢ‬ ‫ﺑﹺﻜﹸﻢ‪‬‬ ‫ﺇﻳ‪‬ﺎﻛﻢ‬ ‫ﺃﻧﺘﻢ‬ ‫‪Banyak‬‬

‫‪orang‬‬
‫‪‬ﻙ‬ ‫ﺑﹺ ‪‬‬
‫ﻚ‬ ‫ﺇﻳ‪‬ﺎ ‪‬ﻙ‬ ‫ﺃﻧ ‪‬‬
‫ﺖ‬ ‫‪1 Orang‬‬
‫‪perempuan‬‬
‫‪Kamu‬‬

‫ﻛﻤﺎ‬ ‫ﺑﻜ‪‬ﻤ‪‬ﺎﹶ‬ ‫ﺇﻳ‪‬ﺎﻛﻤﺎ‬ ‫ﺃﻧﺘﻤﺎ‬ ‫‪2 Orang‬‬

‫ﻛﻦ‬ ‫ﺑﹺﻜﹸﻦ‪‬‬ ‫ﺇﻳ‪‬ﺎﻛﻦ‪‬‬ ‫ﺃﻧﱳ‪‬‬ ‫‪Banyak‬‬

‫‪orang‬‬

‫‪Saya‬‬ ‫ﻱ‬ ‫ﺑﹺﻲ‪‬‬ ‫ﺇﻳ‪‬ﺎﻱ‬ ‫ﺃﻧﺎ‬ ‫‪1 Orang‬‬

‫‪Kami/‬‬ ‫ﻧﺎ‬ ‫ﺑﹺﻨ‪‬ﺎ‬ ‫ﺇﻳ‪‬ﺎﻧﺎ‬ ‫ﳓﻦ‬ ‫‪Banyak‬‬

‫‪kita‬‬ ‫‪orang‬‬

‫ﻭﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭﻣﻌﻨﺎﻫﺎ‬

‫‪Kata tujuk‬‬ ‫ﺍﺳﻢ ﺍﺷﺎﺭﺓ‪:‬‬
‫)‪Ini ( 1 Laki-laki‬‬ ‫)‪iki (lanang siji‬‬ ‫ﻫﺬﺍ ‪:‬‬
‫)‪Ini (1 perempuan‬‬ ‫)‪iki (wadon siji‬‬ ‫ﻫﺬﻩ ‪:‬‬
‫‪Mereka ini‬‬ ‫‪iki wong akeh‬‬ ‫ﻫﺆﻻﺀ‪:‬‬
٣٣ Itu ( 1 Laki-laki) iku (lanang siji) : ‫ﺫﻟﻚ‬
Itu ( 2 Laki-Laki) iku (lanang loro) : ‫ﺫﺍﻧﻚ‬
Mereka itu iku (wong akeh) :‫ﺃﻭﻟﺌﻚ‬
Itu (1 perempuan) iku (wadon siji) : ‫ﺗﻠﻚ‬
Itu (2 perempuan) iku (wadon loro) : ‫ﺗﻴﻨﻚ‬/‫ﺗﺎﻧﻚ‬
Di sini ing dalem kene panggonan : ‫ﻫﻬﻨﺎ‬
Di sini ingdalem kene panggonan : ‫ﻫﻨﺎ‬
Di sana ingdalem kono panggonan : ‫ﰒﹼ‬/‫ﻫﻨﺎﻟﻚ‬

.‫ ﺍﺳﻢ ﺍﳌﻮﺻﻮﻝ ﻭﻣﻌﻨﺎﻫﺎ ﺃﻳﻀﺎ‬:‫ﻭﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬

‫ﺍﺳﻢ ﺍﳌﻮﺻﻮﻝ‬
Orang (laki-laki) yang Wong kang..... ‫ﺍﻟﺬﻱ‬
...
Orang-orang yang ... Wong akeh kang .... ‫ﺍﻟﺬﻳﻦ‬
Wanita yang ... Wadon kang ..... ‫ﺍﻟﱵ‬
Wanita-wanita yang ... Wadon-wadon kang ... ‫ ﺍﻟﻶﺋﻲ‬/‫ﺍﻟﻶﰐ‬
Orang/orang-orang Wong kang .... ‫ﻣﻦ‬
yang ...
Barang/barang-barang Barang kang .... ‫ﻣﺎ‬
yang ...
Dua orang yang ... Wong loro kang ... ‫ﺍﻟﻠﺬﺍﻥ‬
Dua orang yang ... Wong loro kang ... ‫ﺍﻟﻠﺬﻳﻦ‬
Dua wanita yang ... Wadon loro kang ... ‫ﺍﻟﻠﺘﺎﻥ‬
Dua wanita yang ... Wadon loro kang ... ‫ﺍﻟﻠﺘﲔ‬

‫ﺡ( ﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﻟﻜﺘﺎﺏ‬

‫ ﻭﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻻﺳﺘﻘﺮﺍﺋﻴﺔ‬،‫ﻫﻨﺎﻙ ﲬﺲ ﻃﺮﻕ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ ﻭﻫﻨﺎ ﻻ ﻳﺘﻜﻠﻢ ﺍﻟﺒﺎﺣﺚ ﻋﻦ ﺗﻠﻚ‬.‫ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﻭﻃﺮﻳﻘﺔ ﺍﻟﻨﺸﺎﻁ ﻭﻃﺮﻳﻘﺔ ﺍﳌﺸﻜﻼﺕ‬
.‫ﺍﻟﻄﺮﻕ ﻷﻧﻪ ﻗﺪ ﲝﺜﻬﺎ ﰲ ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫‪٣٤‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﳍﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻓﺈﻧﻪ ﰲ ﺗﻘﺪﳝﻪ ﻳﺴﺘﺨﺪﻡ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻘﺮﺍﺋﻴﺔ ﻷﻧﻪ ﻳﻘﺪﻡ ﺍﳉﻤﻞ‬
‫ﺍﳌﺮﻛﺒﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻗﺎﻋﺪﺓ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺃﻭﻻ ﰒ ﻳﺸﺮﺣﻬﺎ‪ .‬ﻭﺍﻷﻣﺜﻠﺔ ﻣﺄﺧﻮﺩﺓ ﻣﻦ ﺍﻵﻳﺎﺕ‬
‫ﺍﻟﻘﺮﺍﻧﻴﺔ‪.‬‬
‫ﺏ‪ .‬ﺃﺩﺍﺓ ﺘﻘﻴﻴﻡ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺩﺭﺴﻲ ﻟﺘﻌﻠﻡ ﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻌﺭﺒﻴﺔ‬
‫‪ (٤‬ﺼﻼﺤﻴﺔ ﻤﺤﺘﻭﻯ ﺍﻟﻜﺘﺎﺏ‬
‫ﻭﺻﻼﺣﻴﺔ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﲢﺘﻮﻱ ﻋﻠﻰ ﺃﺭﺑﻊ ﻧﻘﺎﻁ ﻭﻫﻲ‪:‬‬
‫)‪(Mulok‬‬ ‫ﺃ‪ .‬ﻣﻼﺀﻣﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ‬
‫ﻛﻤﺎﻝ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١‬‬
‫ﺍﳌﺎﺩﺓ ﺍﳌﻘﺪﻣﺔ ﺗﺸﻤﻞ ﲨﻴﻊ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﺗﺬﻛﺮ ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ‬
‫ﺍﻟﻮﺻﻒ‬
‫ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫ﴰﻮﻝ ﺍﳌﺎﺩﺓ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪٢‬‬
‫ﺍﳌﺎﺩﺓ ﺗﺪﻓﻊ ﺇﱃ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﲨﻴﻊ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻔﺼﻠﺔ‪.‬‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﻋﻤﻖ ﺍﳌﺎﺩﺓ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪٣‬‬
‫ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺗﻘﺪﻡ ﺍﳌﺎﺩﺓ ﻛﺎﻣﻼ‪.‬‬ ‫ﺍﻟﻮﺻﻒ‬

‫ﺏ‪ .‬ﺩﻗﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‬

‫ﺩﻗﺔ ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪٤‬‬
‫ﺍﳌﺎﺩﺓ ﺗﺪﻝ ﻋﻠﻰ ﺩﻗﺔ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺍﻋﺪ )ﻭﺍﻟﺼﺮﻑ‪ ،‬ﻭﺍﻟﻨﺤﻮ‪ ،‬ﻭﺍﻟﺪﻻﻟﺔ‪،‬‬
‫ﺍﻟﻮﺻﻒ‬
‫ﻭﺍﳌﻌﺠﻢ(‪ ،‬ﻭﺑﺴﺎﻃﻬﺎ‪ ،‬ﻭﻭﺿﻮﺣﻬﺎ‪ ،‬ﻭﺳﻬﻮﻟﺘﻬﺎ ﺍﻟﻔﻬﻢ‪.‬‬
‫ﺩﻗﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪٥‬‬
‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺗﻨﺎﺳﺐ ﻣﺼﻄﻠﺤﺎﺕ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻮﺻﻒ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺩﻗﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻤﻮﺿﻮﻉ‪.‬‬
‫ﺩﻗﺔ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺘﻮﺿﻴﺤﺎﺕ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪٦‬‬
‫ﺍﻟﺼﻮﺭ ﻭﺍﻟﺼﻮﺭ ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴﺔ ﻭﺍﻟﺘﻮﺿﻴﺤﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻣﻨﺎﺳﺒﺔ‬
‫ﻟﻠﻤﻮﺿﻮﻉ‪ ،‬ﻭﺳﻬﻠﺔ ﻟﻠﻔﻬﻢ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪٣٥‬‬ ‫ﺝ‪ .‬ﺣﺎﻟﻴﺔ ﺍﳌﺎﺩﺓ‬
‫ﻣﻼﺀﻣﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻷﻣﺜﻠﺔ‬ ‫ﺍﻟﻨﻘﻄﺔ‪٧‬‬
‫ﺍﳌﻮﺍﺩ ﻭﺍﻷﻣﺜﻠﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻛﻠﻬﺎ ﺻﺤﻴﺤﺔ ﻭﳑﺜﻠﺔ ﻟﺼﺤﺔ ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﺩ‪ .‬ﺗﻘﻮﱘ ﺍﳌﺎﺩﺓ‬
‫ﺗﻘﻮﱘ ﺍﳌﻬﺎﺭﺓ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪٨‬‬
‫ﺍﻟﺘﻘﻮﱘ ﻳﻬﺪﻑ ﺇﱃ ﻗﻴﺎﺱ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ ﻟﻠﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﺗﻌﻠﻤﻮﻫﺎ‪ .‬ﻭﻫﻮ ﻣﻘﺪﻡ ﰲ ‪‬ﺎﻳﺔ ﻛﻞ ﻣﺎﺩﺓ‪.‬‬

‫‪ (٥‬ﺼﻼﺤﻴﺔ ﺘﻘﺩﻴﻡ ﺍﻟﻤﺤﺘﻭﻯ‬

‫ﻭﺃﻣﺎ ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ ﻓﻴﺤﺘﻮﻱ ﻋﻠﻰ ﺛﻼﺙ ﺍﻟﻨﻘﻂ ﻭﻫﻲ‪:‬‬
‫ﺃ‪ .‬ﺗﻘﻨﻴﺔ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ‬
‫ﺗﺮﺗﻴﺐ ﺍﻟﺘﻘﺪﱘ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪٩‬‬
‫ﺍﻟﻔﻜﺮﺓ ﺍﳌﻘﺪﻣﺔ ﻣﺮﺗﺒﺔ ﻣﻦ ﺍﻟﺴﻬﻠﺔ ﺇﱃ ﺍﻟﺼﻌﺒﺔ‪ ،‬ﻭﻣﻦ ﺍﻟﺒﺴﻴﻂ ﺇﱃ ﺍﳌﺮﻛﺐ‪.‬‬ ‫ﺍﻟﻮﺻﻒ‬

‫ﺏ‪ .‬ﻣﺴﺎﻋﺪﺓ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ‬

‫ﻛﻠﻤﺔ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٠‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﻜﺘﺎﺏ ﻳﺘﻀﻤﻦ ﺃﻫﺪﺍﻑ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﺍﻟﻼﺯﻡ ﺍﺗﺒﺎﻋﻬﺎ‪ ،‬ﻭﻳﻘﻮﺩ ﺍﻟﻄﻼﺏ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﳌﺎﺩﺓ ﺍﻟﱵ ﺳﺘﻘﺪﻡ ﺇﻟﻴﻬﻢ‬
‫ﻭﻓﻬﻤﻬﺎ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﳚﺬ‪‬ﻢ ﺇﱃ ﺗﻌﻠﻢ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺑﺄﻛﺜﺮ ﻣﺎ‬
‫ﳝﻜﻦ‪.‬‬
‫ﺍﳌﺮﺍﺟﻊ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١١‬‬
‫ﺍﳌﺮﺍﺟﻊ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻳﻨﺎﺳﺐ ﻣﻊ ﺍﻟﻨﻈﺎﻡ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﺍﳌﻘﺮﺭ‪ ،‬ﻣﺜﻼ ﻳﺒﺪﺃ ﺍﳌﺆﻟﻒ ﺑﻜﺘﺎﺑﺔ ﺍﺳﻢ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ )ﻣﺮﺗﺒﺎ ﺃﻟﻔﺒﺎﺋﻴﺎ(‪،‬‬
‫ﻭﻋﺎﻡ ﺍﻹﺻﺪﺍﺭ‪ ،‬ﻭﻣﻮﺿﻮﻉ ﺍﻟﻜﺘﺎﺏ ﺃﻭﺍ‪‬ﻠﺔ ﺃﻭﺍﳌﻘﺎﻟﺔ‪ ،‬ﻭﻣﻜﺎﻥ ﺍﳌﺼﺪﺭ‬
‫ﻭﺍﲰﻪ‪ ،‬ﻭﺍﺳﻢ ﻣﻮﻗﻊ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺗﺎﺭﳜﻪ )ﺇﺫﺍ ﺍﻋﺘﻤﺪ ﺍﳌﺆﻟﻒ ﻋﻠﻰ‬
‫ﺍﳌﺮﺟﻊ ﺍﻟﺬﻱ ﻟﻪ ﻣﻮﻗﻊ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ(‪ .‬ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻘﺪﻣﺔ ﻭﻣﺼﻨﻔﺔ‬
‫‪٣٦‬‬
‫ﻣﺴﺘﻘﻠﺔ ﺑﺎﳋﻂ ﺍﻟﻌﺮﰊ‪.‬‬

‫ﺝ‪ .‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ‬

‫ﺗﻔﺎﻋﻠﻲ ﻭﺍﺷﺘﺮﺍﻛﻲ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٢‬‬
‫ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻳﻮﻗﻒ ﺍﻟﻄﻼﺏ ﻓﺎﻋﻠﻲ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻛﺎﻥ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ ﺗﻔﺎﻋﻠﻴﺎ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﻭﺍﺷﺘﺮﺍﻛﻴﺎ ‪.‬‬
‫ﺩﻓﻊ ﺍﻟﻄﻼﺏ ﺇﱃ ﺍﺷﺘﺮﺍﻛﻬﻢ ﰲ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺳﺘﻘﻼﱄ ﻭﰲ ﺍﻟﻔﺮﻳﻖ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٣‬‬
‫ﺍﳌﺘﻔﺎﻋﻠﲔ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻣﻄﻮﺭ ﻣﻦ ﺣﻴﺚ ﺍﳌﻈﺎﻫﺮ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﺣﻮﻝ ﺑﻴﺌﺔ ﺍﻟﻄﻼﺏ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﺑﻮﺿﻊ ﺍﻷﻣﺜﻠﺔ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻮﺭ ﺍﳌﺄﺧﻮﺫﻳﻦ ﻣﻦ ﺣﻮﻝ ﺑﻴﺌﺘﻬﻢ ﻷﻥ ﻳﺴﻬﻞ‬
‫ﻓﻬﻤﻬﺎ‪.‬‬
‫ﺩﻓﻊ ﺍﻟﻄﻼﺏ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻘﺪﻱ ﻭﺍﻹﺑﺘﻜﺎﺭﻱ ﻭﺍﻟﺘﺠﺪﻳﺪﻱ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٤‬‬
‫ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻳﺪﻓﻊ ﺍﻟﻄﻼﺏ ﺇﱃ ﺃﻥ ﻳﺴﺄﻟﻮﺍ ﺍﳌﺪﺭﺱ ﻭﺍﻷﺑﻮﻳﻦ ﻭﺍﻵﺧﺮﻳﻦ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﻋﻤﺎ ﺗﻌﻠﻤﻮﻩ ﻭﻳﺘﻌﻠﻤﻮﻧﻪ ﻣﻦ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ .‬ﺍﻟﺘﻮﺿﻴﺤﺎﺕ ﻭﺃﺳﺌﻠﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺗﺪﻓﻊ ﺍﻟﻄﻼﺏ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻘﺪﻱ‪.‬‬

‫‪ (٦‬ﺼﻼﺤﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ‬

‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﺼﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ﻳﺸﻤﻞ ﻋﻠﻰ ﻧﻘﻄﺘﲔ ﳘﺎ‪:‬‬
‫ﺃ‪ .‬ﺩﻗﺔ ﺍﻟﻠﻐﺔ‬
‫ﺻﺤﺔ ﺍﻟﺘﺮﻛﻴﺐ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٥‬‬
‫ﺍﳉﻤﻠﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﲤﺜﻞ ﺍﻟﻨﺺ ﺍﳌﻨﻄﻘﻲ ﻭﺍﳌﻌﺘﻤﺪ ﻋﻠﻰ ﺗﺮﻛﻴﺐ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪ .‬ﻭﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺑﺴﻴﻄﺔ ﻭﻣﻨﺎﺳﺒﺔ ﻟﻘﺪﺭﺓ ﺗﻔﻜﲑ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﻭﺍﻷﻣﺜﻠﺔ ﺗﻌﻄﻲ ﻭﺿﻮﺡ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺘﺠﺮﻳﺪﻳﺔ‪ .‬ﻭﺍﻟﺒﻴﺎﻥ ﻭﺍﻗﻌﻲ ﻳﻔﻬﻤﻪ‬
‫ﺍﻟﻄﻼﺏ ﻭﺇﺫﺍ ﻛﺎﻥ ﲡﺮﻳﺪﻳﺎ ﻓﻬﻢ‪ ‬ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﻥ ﻳﺼﻮﺭﻭﻩ‪.‬‬
‫‪٣٧‬‬

‫ﻓﻌﺎﻝ ﺍﳉﻤﻠﺔ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٦‬‬

‫ﻳﺴﻬﻞ ﺍﻟﻔﻬﻢ ﺍﳉﻤﻠﺔ ﺍﳌﺮﻛﺒﺔ ﻭﺗﺘﻌﻠﻖ ﺑﺎﳌﻮﺿﻮﻉ ﻣﺒﺎﺷﺮﺓ‪ .‬ﺍﳉﻤﻠﺔ ﰲ ﺗﻌﺒﲑ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﺍﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻣﺮﻛﺒﺔ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻓﺼﺤﻰ ﻣﻨﺎﺳﺒﺔ ﻟﻘﻮﺍﻋﺪ‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﺍﻟﻔﺼﺤﻰ ﻟﺴﻬﻮﻟﺔ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ‪.‬‬
‫ﺻﺤﻴﺢ ﺍﳌﺼﻄﻠﺢ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٧‬‬
‫ﺍﳌﺼﻄﻠﺢ ﺍﳌﺴﺘﺨﺪﻡ ﻣﻨﺎﺳﺐ ﻣﻊ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﺍﻟﻔﺼﺤﻰ‪.‬‬ ‫ﺍﻟﻮﺻﻒ‬

‫ﺏ‪ .‬ﺍﻻﺗﺼﺎﻟﻴﺔ‬
‫ﻓﻬﻢ ﺍﳋﱪ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪١٨‬‬
‫ﻳﻠﻘﻰ ﺍﳋﱪ ﺑﺎﻟﻌﺒﺎﺭﺓ ﺍﳉﺬﺍﺑﺔ ﻭﺍﻟﺴﻬﻠﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ ﻭﺩﺍﻓﻌﺔ ﺍﻟﻄﻼﺏ ﺇﱃ ﺃﻥ‬ ‫ﺍﻟﻮﺻﻒ‬
‫ﻳﻘﺮﺃ ﺍﻟﻜﺘﺎﺏ ﻛﺎﻣﻼ‪ .‬ﻭﺍﻟﺘﻮﺿﻴﺢ ﺍﳌﻘﺪﻡ ﻳﻮﺿﺢ ﺍﳌﺎﺩﺓ ﺍﳌﻘﺪﻣﺔ ﻭﻳﺄﰐ ﻣﻦ‬
‫ﺣﻮﻝ ﺍﻟﻄﻼﺏ ﻣﻨﺎﺳﺒﺎ ‪‬ﺎﻝ ﺍﻟﻌﻠﻢ‪.‬‬

‫)‪(Mulok‬‬ ‫ﺝ‪ .‬ﻭﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ ﺍﻹﻀﺎﻓﻴﺔ ﻟﻠﻘﻭﺍﻋﺩ‬

‫ﻭﺃﻣﺎ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ‬
‫ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻓﻬﻮ ﻳﻀﻤﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻳﻌﺪﻫﺎ ﻭﻳﻘﺪﻣﻬﺎ ﺍﳌﺪﺭﺱ ﰲ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﻫﺎ ﻫﻮ ﺍﳌﻨﻬﺞ ﺍﳌﺮﺍﺩ‪:‬‬
‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻔﺼﻠﺔ‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ‬
‫ﺍﻟﻤﺅﺸﺭﺍﺕ‬ ‫ﺍﻟﻤﺎﺩﺓ‬
‫)‪(KD‬‬ ‫ﺍﻟﻌﺎﻣﺔ )‪(SK‬‬

‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺷﺮﺡ ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺫﻛﺮ ﺣﺮﻭﻑ‬ ‫‪ .١‬ﺣﺮﻭﻑ ﺍﳉﺮ‪ ‬ﻗﺮﺍﺀﺓ ﺍﳉﻤﻠﺔ‬
‫ﺍﳉﺮ ﻭﺷﺮﺡ ﻭﻇﻴﻔﺘﻬﺎ‬ ‫ﻭﻇﻴﻔﺔ ﺣﺮﻭﻑ ﺍﳉﺮ‬ ‫ﺍﳌﺮﻛﺒﺔ ﻣﻦ ﺣﺮﻑ‬
‫ﻭﻣﻌﺎﻧﻴﻬﺎ‬ ‫ﻭﻣﻌﺎﻧﻴﻬﺎ‬ ‫ﺍﳉﺮ ﻭﺍ‪‬ﺮﻭﺭ ﻗﺮﺍﺀﺓ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﳉﻤﻠﺔ‬ ‫ﺻﺤﻴﺤﺔ ﻭﺗﺮﻛﻴﺐ ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻗﺮﺍﺀﺓ‬
‫ﺍﳌﺮﻛﺒﺔ ﻣﻦ ﺣﺮﻑ ﺍﳉﺮ‬ ‫ﺍﳉﻤﻠﺔ ﺍﳌﺮﻛﺒﺔ ﻣﻦ‬ ‫ﺍﳉﻤﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻦ‬
‫ﻭﺍ‪‬ﺮﻭﺭ‬ ‫ﺣﺮﻑ ﺍﳉﺮ‬ ‫ﺣﺮﻑ ﺍﳉﺮ ﻭﺍ‪‬ﺮﻭﺭ‬
‫‪٣٨‬‬

‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺮﻛﻴﺐ‬ ‫ﻭﺍ‪‬ﺮﻭﺭ‬

‫ﺍﳉﻤﻠﺔ ﻣﻦ ﺣﺮﻑ ﺍﳉﺮ‪‬‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺮﻛﻴﺐ‬
‫ﻭﺍ‪‬ﺮﻭﺭ‬ ‫ﺍﳉﻤﻠﺔ ﻣﻦ ﺣﺮﻑ‬
‫ﺍﳉﺮ‪ ‬ﻭﺍ‪‬ﺮﻭﺭ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺫﻛﺮ ﺿﻤﲑﻱ‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺫﻛﺮ‬ ‫ﺗﺮﻛﻴﺐ ﺍﳉﻤﻠﺔ‬ ‫‪ .٢‬ﺍﻟﻀﻤﲑ‬
‫ﺍﳌﺘﺼﻞ ﻭﺍﳌﻨﻔﺼﻞ‬ ‫ﺿﻤﲑﻱ ﺍﳌﺘﺼﻞ‬ ‫ﺍﻟﺒﺴﻴﻄﺔ ﺍﻟﱵ ﻓﻴﻬﺎ‬
‫ﻭﺍﻟﺘﻔﺮﻳﻖ ﺑﻴﻨﻬﻤﺎ‬ ‫ﻭﺍﳌﻨﻔﺼﻞ ﻭﺍﻟﺘﻔﺮﻳﻖ‬ ‫ﺍﻟﻀﻤﲑ ﺍﳌﺘﺼﻞ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺷﺮﺡ ﺍﻟﻀﻤﲑ‬ ‫ﺑﻴﻨﻬﻤﺎ‬ ‫ﻭﺍﻟﻀﻤﲑ ﺍﳌﻨﻔﺼﻞ‬
‫ﺍﳌﺘﺼﻞ ﻭﺍﻟﻀﻤﲑ ﺍﳌﻨﻔﺼﻞ‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻲ ﺗﺮﻛﻴﺐ‬
‫ﺷﺮﺣﺎ ﻭﺍﻓﻴﺎ‬ ‫ﲨﻠﺔ ﺍﻟﱵ ﻓﻴﻬﺎ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻲ ﺗﺮﻛﻴﺐ ﲨﻠﺔ‬ ‫ﺿﻤﲑ ﺍﳌﺘﺼﻞ‬
‫ﺍﻟﱵ ﻓﻴﻬﺎ ﺿﻤﲑﺍ ﺍﳌﺘﺼﻞ‬ ‫ﻭﺍﳌﻨﻔﺼﻞ‬
‫ﻭﺍﳌﻨﻔﺼﻞ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺫﻛﺮ ﺍﺳﻢ‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺫﻛﺮ‬ ‫ﺗﺮﻛﻴﺐ ﺍﳉﻤﻠﺔ‬ ‫‪ .٣‬ﺍﺳﻢ‬
‫ﺍﻹﺷﺎﺭﺓ‬ ‫ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬ ‫ﺍﻟﺒﺴﻴﻄﺔ ﺍﻟﱵ ﻓﻴﻬﺎ‬ ‫ﺍﻹﺷﺎﺭﺓ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻲ ﺗﺮﻛﻴﺐ ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻲ ﺗﺮﻛﻴﺐ ﲨﻠﺔ‬ ‫ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬
‫ﺍﻟﱵ ﻓﻴﻬﺎ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬ ‫ﲨﻠﺔ ﺍﻟﱵ ﻓﻴﻬﺎ ﺍﺳﻢ‬
‫ﺍﻹﺷﺎﺭﺓ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺷﺮﺡ ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺷﺮﺡ ﻭﻇﻴﻔﺔ‬ ‫‪ .٤‬ﻣﺒﺘﺪﺃ‪+‬ﺧﱪ ﻗﺮﺃﺓ ﺍﳉﻤﻠﺔ‬
‫ﺍﳌﺒﺘﺪﺃ ﻭﺍﳋﱪ‬ ‫ﻭﻇﻴﻔﺔ ﺍﳌﺒﺘﺪﺃ ﻭﺍﳋﱪ‬ ‫ﺍﳌﺮﻛﺒﺔ ﻣﻦ ﺍﳌﺒﺘﺪﺃ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﳉﻤﻠﺔ‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻗﺮﺍﺀﺓ‬ ‫ﻭﺍﳋﱪ ﻗﺮﺍﺀﺓ‬
‫ﺍﳌﺮﻛﺒﺔ ﻣﻦ ﺍﳌﺒﺘﺪﺃ ﻭﺍﳋﱪ‬ ‫ﺍﳉﻤﻠﺔ ﺍﳌﺮﻛﺒﺔ ﻣﻦ‬ ‫ﺻﺤﻴﺤﺔ ﻭﺗﺮﻛﻴﺐ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺮﻛﻴﺐ‬ ‫ﺍﳌﺒﺘﺪﺃ ﻭﺍﳋﱪ‬ ‫ﺍﳉﻤﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻦ‬
‫ﺍﳉﻤﻠﺔ ﻣﻦ ﺍﳌﺒﺘﺪﺃ ﻭﺍﳋﱪ‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺗﺮﻛﻴﺐ‬ ‫ﺍﳌﺒﺘﺪﺃ ﻭﺍﳋﱪ‬
‫ﺍﳉﻤﻠﺔ ﻣﻦ ﺍﳌﺒﺘﺪﺃ‬
‫ﻭﺍﳋﱪ‬
‫‪٣٩‬‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻭﺩﻉ ﺍﻟﻔﻌﻞ‬ ‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻭﺩﻉ‬ ‫ﺗﺮﻛﻴﺐ ﺍﳉﻤﻠﺔ ﺍﻟﱵ‬ ‫‪ .٥‬ﻓﻌﻞ ﻣﺎﺽ‬
‫ﺍﳌﺎﺿﻲ‬ ‫ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ‬ ‫ﻓﻌﻠﻬﺎ ﻓﻌﻞ ﻣﺎﺽ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺷﺮﺡ ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺷﺮﺡ ﻭﺿﻴﻔﺔ‬
‫ﻭﺿﻴﻔﺔ ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ‬
‫‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻲ ﺍﳉﻤﻠﺔ ‪ -‬ﺍﻟﻘﺪﺭﺓ ﻋﻠﻲ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‬
‫ﻣﻦ ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ‬ ‫ﺍﻟﻔﻌﻠﻴﺔ ﻣﻦ ﺍﻟﻔﻌﻞ‬
‫ﺍﳌﺎﺿﻲ‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺭﺍﺒﻊ‬
‫ﺘﺤﻠﻴل ﻜﺘﺎﺏ ﺃﻤﺜﻠﺘﻲ ﺍﻟﻤﺠﻠﺩ ﺍﻷﻭل ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬

‫ﺍﻟﺪﺭﺍﺳﻲ )‪(Mulok‬‬ ‫ﺃ‪ .‬ﻧﺘﻴﺠﺔ ﲢﻠﻴﻞ ﺍﻟﻜﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﻣﻨﺎﺳﺒﺔ ﺍﳌﻮﺍﺩ ﺍﳌﺪﺭﺳﻴﺔ ﰲ ﻣﻨﻬﺞ‬
‫ﻭﺑﻌﺪ ﺃﻥ ﻗﺎﻡ ﺍﻟﺒﺎﺟﺚ ﺑﺘﺤﻠﻴﻞ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﺍ‪‬ﻠﺪ ﺍﻷﻭﻝ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ )‪ (Mulok‬ﻭﻳﺴﺘﻌﻤﻞ ﺍﻟﺒﺎﺣﺚ ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﳛﺼﻞ ﻋﻠﻰ ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﺍﻵﺗﻴﺔ ‪:‬‬
‫ﺍﻟﻤﻭﺍﺩ‬
‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﺩﺭﺍﺴﻴﺔ‬
‫ﻏﻴﺭ‬ ‫ﺍﻟﺩﺭﺍﺴﻴﺔ‬
‫ﺍﻟﻤﻼﺤﻅﺔ‬ ‫ﻣﻨﺎﺳﺒﺔ‬ ‫ﻓﻲ ﺍﻟﻤﻨﻬﺞ‬
‫ﻤﻨﺎﺴﺒﺔ‬ ‫ﻓﻲ ﻜﺘﺎﺏ‬
‫ﺍﻟﺩﺭﺍﺴﻲ‬
‫ﺃﻤﺜﻠﺘﻲ‬
‫ﻟﻌﺪﻡ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﺎﺩﺓ ﰲ ﻛﺘﺎﺏ‬ ‫‪‬‬ ‫ﺣﺮﻑ ﺟﺮ‪‬‬ ‫ﺣﺮﻑ ﺟﺮ‪‬‬
‫ﺃﻣﺜﻠﱵ ﻭﺍﳌﺎﺩﺓ ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻟﻌﺪﻡ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﺎﺩﺓ ﰲ ﻛﺘﺎﺏ‬ ‫‪‬‬ ‫ﺍﻟﻀﻤﲑ‬ ‫ﺍﻟﻀﻤﲑ‬
‫ﺃﻣﺜﻠﱵ ﻭﺍﳌﺎﺩﺓ ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻟﻌﺪﻡ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﺎﺩﺓ ﰲ ﻛﺘﺎﺏ‬ ‫‪‬‬ ‫ﺇﺳﻢ ﺍﻹﺷﺎﺭﺓ‬ ‫ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬
‫ﺃﻣﺜﻠﱵ ﻭﺍﳌﺎﺩﺓ ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻻﺧﺘﻼﻑ ﺍﳌﺎﺩﺓ ﰲ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ‬ ‫‪‬‬ ‫ﻣﺒﺘﺪﺃ ‪ +‬ﺧﱪ‬ ‫ﺍﺳﻢ ﺍﳌﻮﺻﻮﻝ‬
‫‪٤١‬‬ ‫ﻭﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻟﻌﺪﻡ ﻣﺎﺩﺓ ﺍﻟﻔﻌﻞ ﰲ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ‬ ‫‪‬‬ ‫ﻓﻌﻞ‬ ‫‪-‬‬

‫ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻟﻠﻤﺠﻠﺪ ﺍﻷﻭﻝ ﻭﺍﳌﺎﺩﺓ ﻟﻠﻤﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﻳﻈﻬﺮ ﻫﻨﺎ ﺃﻥ ﻫﻨﺎﻙ ﺍﺧﺘﻼﻓﺎ ﺑﲔ ‪٤٠‬‬

‫ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ‪.‬‬
‫‪٤٢‬‬

‫ﺏ‪ .‬ﻧﺘﻴﺠﺔ ﲢﻠﻴﻞ ﺍﻟﻜﺘﺎﺏ ﻭﺗﻘﻴﻴﻤﻪ ﰲ ﺿﻮﺀ ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ‬
‫ﻳﻜﺘﺐ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﻩ ﺍﻷﺩﺍﺓ ﺭﻗﻢ ‪ ١‬ﻭ‪ ٢‬ﻭ‪ ٣‬ﻭ‪ ،٤‬ﻓﺄﻣﺎ ﺭﻗﻢ ‪ ١‬ﻳﺪﻝ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ‪ ٢٠‬ﻣﻌﻨﺎﻩ ﺭﺍﺳﺐ ‪ ،‬ﻭﺭﻗﻢ ‪ ٢‬ﻳﺪﻝ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ‪ ٤٠‬ﻣﻌﻨﺎﻩ ﻣﻘﺒﻮﻝ‪،‬‬
‫ﻭﺭﻗﻢ ‪ ٣‬ﻳﺪﻝ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ‪ ٦٠‬ﻣﻌﻨﺎﻩ ﺟﻴﺪ‪ ،‬ﻭﺭﻗﻢ ‪ ٤‬ﻳﺪﻝ ﻋﻠﻰ ﺗﻘﻴﻴﻢ ‪ ٨٠‬ﻣﻌﻨﺎﻩ ﺟﻴﺪ ﺟﺪﺍ‪ .‬ﻓﻮﺿﻊ ﺍﻟﺒﺎﺣﺚ ﻋﻼﻣﺔ )‪ (‬ﰲ ﺍﳌﺮﺑﻊ ﺍﻟﺬﻱ ﻓﻮﻗﻪ ﺭﻗﻢ ﻣﻨﺎﺳﺒﺎ‬
‫ﺑﺘﻘﻴﻴﻢ ﺍﻟﻨﻘﻄﺔ ﺍﳌﻌﻴﻨﺔ‪.‬‬
‫‪ (١‬ﺻﻼﺣﻴﺔ ﳏﺘﻮﻯ ﺃﻭ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ‬
‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺍﳌﺎﺩﺓ ﺍﳌﻘﺪﻣﺔ ﰲ ﺍﻟﻜﺘﺎﺏ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻤﺎﺩﺓ ﰲ ﺍﳌﻨﻬﺞ‬ ‫‪‬‬ ‫‪ .١‬ﻣﻄﺎﺑﻘﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﺃ‪ .‬ﻣﻼﺀﻣﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ )‪ (Mulok‬ﻭﻟﻜﻦ ﺍﳌﺎﺩﺗﲔ‬ ‫ﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻹﺿﺎﻓﻴﺔ‬
‫ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻻ ﻳﻮﺟﺪ ﰲ ﺍﻟﻜﺘﺎﺏ‬ ‫)‪(Mulok‬‬ ‫ﻟﻠﻘﻮﺍﻋﺪ‬
‫ﺍﳌﺎﺩﺓ ﺍﳌﻘﺪﻣﺔ ﻭﺍﺳﻌﺔ ﻭﺷﺎﻣﻠﺔ ﻋﻠﻰ ﺍﳌﺪﺓ ﰲ ﺍﳌﻨﻬﺞ‬ ‫‪‬‬ ‫‪ .٢‬ﴰﻮﻝ ﺍﳌﺎﺩﺓ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ )‪(Mulok‬‬

‫ﺗﺒﺤﺚ ﺍﳌﺎﺩﺓ ﺩﻗﺔ‬ ‫‪‬‬ ‫‪ .٣‬ﻋﻤﻖ ﺍﳌﺎﺩﺓ‬

‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪ :‬ﺍﳌﺎﺩﺓ ﻣﻨﺎﺳﺒﺔ ﻟﻠﻤﺎﺩﺓ ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ )‪ (Mulok‬ﻏﲑ ﺃﻥ ﰲ ﺍﻟﻜﺘﺎﺏ ﻣﺎﺩﺗﲔ ﻏﲑ ﻣﻨﺎﺳﺒﺘﲔ ﻟﻠﻤﻨﻬﺞ‪ ،‬ﻭﺗﻘﺪﻡ‬
‫ﺍﳌﺎﺩﺓ ﰲ ﺍﻟﻜﺘﺎﺏ ﺑﺎﻟﻜﻤﺎﻝ ﻭﺍﻟﺸﻤﻮﻝ ﻭﺍﻟﻌﻤﻖ ﻣﻨﺎﺳﺒﺔ ﳌﺮﺣﻠﺔ ﺍﻟﺘﻼﻣﻴﺬ‬
‫‪٤٣‬‬

‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺍﳌﺎﺩﺓ ﻣﻘﺪﻣﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼﻴﺤﺔ ﻭﻫﺬﺍ ﻃﺒﻌﺎ‬ ‫‪‬‬ ‫‪ .٤‬ﺩﻗﺔ ﺍﻟﻘﻮﺍﻋﺪ‬ ‫ﺏ‪ .‬ﺩﻗﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﻟﻜﻮﻥ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﻋﺪﻡ ﺍﻷﺧﻄﺎﺀ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﻄﻠﺤﺎﺕ‬ ‫‪‬‬ ‫‪ .٥‬ﺩﻗﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ‬
‫ﻻ ﺗﻮﺟﺪ ﺍﻟﺼﻮﺭ ﰲ ﺍﻟﻜﺘﺎﺏ‬ ‫‪‬‬ ‫‪ .٦‬ﺩﻗﺔ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺘﻮﺿﻴﺤﺎﺕ‬
‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺳﻴﺔ ﻭﺍﻷﻣﺜﻠﺔ ﺗﻼﺋﻤﺎﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼﺤﻴﺤﺔ‬ ‫‪‬‬ ‫‪ .٧‬ﻣﻼﺀﻣﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺍﻷﻣﺜﻠﺔ‬ ‫ﺕ‪ .‬ﺣﺎﻟﻴﺔ ﺍﳌﺎﺩﺓ‬
‫ﺧﺎﺻﺔ ﻟﻸﻣﺜﻠﺔ ﻷ‪‬ﺎ ﻣﺄﺧﻮﺩﺓ ﻣﻦ ﺍﻳﺂﺕ ﺍﻟﻘﺮﺁﻥ‬
‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪:‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﺪﻗﺔ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﺣﺎﻟﻴﺔ ﺍﳌﺎﺩﺓ ﺃﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﺘﻮﻓﺮ ﻏﲑ ﺃﻧﻪ ﻻ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺼﻮﺭ ﻭﺍﻟﺘﻮﺿﻴﺤﺎﺕ‪.‬‬
‫‪٤٤‬‬

‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﻟﻌﺪﻡ ﺍﻟﺘﻘﻮﱘ ﰲ ﺍﻟﻜﺘﺎﺏ‬ ‫‪‬‬ ‫‪ .٨‬ﺗﻘﻮﱘ ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺙ‪ .‬ﺍﻟﺘﻘﻮﱘ‬
‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪ :‬ﺍﻟﺘﻘﻮﱘ ﻏﲑ ﻣﻮﺟﻮﺩ ﺍﳌﻔﺮﻭﺽ ﻳﻘﺪﻡ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺘﻘﻮﱘ ﰲ ﺁﺧﺮ ﻛﻞ ﻣﺎﺩﺓ ﻷﻧﻪ ﺃﻣﺮ ﻣﻦ ﺍﻷﻣﻮﺭ ﺍﳍﺎﻣﺔ‬

‫‪ (٢‬ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﳏﺘﻮﻯ ﺃﻭ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ‬

‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻣﺮﺗﺐ ﻣﻦ ﺍﻟﺴﻬﻞ ﺇﱃ ﺍﻟﺼﻌﺐ‬ ‫‪‬‬ ‫‪ .٩‬ﺗﺮﺗﻴﺐ ﺍﻟﺘﻘﺪﱘ‬ ‫ﺃ‪ .‬ﺗﻘﻨﻴﻖ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ‬
‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪ :‬ﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺟﻴﺪ ﻏﲑ ﺃﻥ ﺍﳌﺆﻟﻒ ﻳﻘﺪﻡ ﺍﳌﺎﺩﺓ ﻣﺮﺗﺒﺎ ﻣﻦ ﺍﻟﺴﻬﻞ ﺇﱃ ﺍﻟﺼﻌﺐ ﻣﻦ ﺍﳊﺮﻭﻑ ﻭﻣﻦ ﺍﻷﲰﺎﺀ ﺍﳌﺒﻨﻴﺔ‬
‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺍﻟﻜﻠﻤﺔ ﺗﺘﻀﻤﻦ ﺍﳍﺪﻑ ﻟﺘﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ ﻭﻃﺮﻳﻘﺔ‬
‫‪‬‬ ‫ﻛﻠﻤﺔ‬ ‫‪.١٠‬‬ ‫ﺏ‪ .‬ﻣﺴﺎﻋﺪﺓ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ‬
‫ﺍﻟﺘﻌﻠﻢ‬
‫‪٤٥‬‬

‫ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﺮﺑﻴﺔ ﻏﲑ ﻣﻜﺘﻮﺑﺔ ﰲ ﺍﻟﻜﺘﺎﺏ‬ ‫‪‬‬ ‫‪ .١١‬ﺍﳌﺮﺍﺟﻊ‬

‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪ :‬ﻛﻠﻤﺔ ﺍﳌﺆﻟﻒ ﺟﻴﺪﺓ ﻭﺃﻣﺎ ﺍﳌﺮﺍﺟﻊ ﻓﻬﻲ ﻏﲑ ﻣﻜﺘﻮﺑﺔ ﻣﻊ ﺃ‪‬ﺎ ﻣﻬﻤﺔ ﺟﺪﺍ ﻷﻥ ﻳﻌﺮﻑ ﺍﻟﻘﺮﺍﺀ ﺍﳌﺮﺍﺟﻊ ﻟﻠﻜﺘﺎﺏ‬

‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻳﺪﻓﻊ ﺇﱃ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﻣﺸﺎﺭﻛﺘﻬﻢ ﰲ‬ ‫‪‬‬ ‫‪ .١٢‬ﺗﻔﺎﻋﻠﻲ ﻭﺍﺷﺘﺮﺍﻛﻲ‬ ‫ﺝ‪ .‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻘﺪﱘ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻷﻥ ﺍﳌﺎﺩﺓ ﻣﻘﺪﻣﺔ ﺑﻜﺜﺮﺓ ﺍﻷﻣﺜﻠﺔ‬
‫ﻷﻥ ﺍﻷﻣﺜﻠﺔ ﺗﺄﺧﺪ ﻣﻦ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ‬ ‫‪‬‬ ‫‪ .١٣‬ﺩﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺍﺷﺘﺮﺍﻛﻬﻢ ﰲ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻻﺳﺘﻘﻼﱄ ﻭﰲ ﺍﻟﻔﺮﻳﻖ‬
‫ﺍﳌﺘﻔﺎﻋﻠﲔ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﻟﻜﺜﺮﺓ ﺍﻷﻣﺜﻠﺔ ﺣﱴ ﻳﺪﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺍﻟﺘﻔﻜﲑ‬ ‫‪‬‬ ‫‪ .١٤‬ﺩﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻘﺪﻱ‬
‫ﻭﺗﺮﻛﻴﺐ ﺍﻷﻣﺜﻠﺔ ﺍﻷﺧﺮﻯ‬ ‫ﻭﺍﻻﺑﺘﻜﺎﺭﻱ ﻭﺍﻟﺘﺠﺪﻳﺪﻱ‬
‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪ :‬ﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺟﻴﺪﺓ ﻷﻥ ﺍﻷﻣﺜﻠﺔ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﺣﱴ ﻳﺴﻬﻞ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻬﻤﻬﺎ ﻭﻟﻜﻦ ﺍﻷﺣﺴﻦ ﻋﻨﺪ ﺍﻟﺒﺎﺣﺚ‬
‫ﺃﻥ ﺗﺆﺧﺬ ﺍﻷﻣﺜﻠﺔ ﻣﻦ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﰲ ﺟﺰﺀ ﻋﻢ‪‬‬
‫‪٤٦‬‬

‫‪ (٣‬ﺻﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ‬

‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺗﺮﻛﻴﺐ ﺍﳉﻤﻠﺔ ﻛﻠﻪ ﺻﺤﻴﺢ‬ ‫‪‬‬ ‫‪ .١٥‬ﺩﻗﺔ ﺗﺮﻛﻴﺐ ﺍﳉﻤﻠﺔ‬ ‫ﺃ‪ .‬ﺍﻟﺪﻗﺔ‬
‫ﻛﺜﺮﺓ ﺍﻟﺘﻜﺮﺍﺭ ﰲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﳉﻤﻠﺔ‬ ‫‪‬‬ ‫‪ .١٦‬ﻓﻌﺎﻝ ﺍﳉﻤﻠﺔ‬
‫ﻻﻳﻮﺟﺪ ﺍﻷﺧﻄﺄ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﻄﻠﺢ ﻭﺍﻷﺳﻠﻮﺏ‬ ‫‪‬‬ ‫‪ .١٧‬ﺻﺤﻴﺢ ﺍﳌﺼﻄﻠﺢ‬
‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪ :‬ﺍﻟﺘﻘﻴﻴﻢ ﺻﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ﺟﻴﺪ ﻭﺣﺴﻦ ﺃﻥ ﻻ ﻳﻜﺮﺭ ﺍﳌﺆﻟﻒ ﺍﳉﻤﻠﺔ‬

‫ﳎﻤﻮﻉ ﺍﻟﻨﻘﺎﻁ‬
‫ﺃﺳﺎﺱ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﺍﻟﻌﻨﺼﺮ‬
‫‪٤‬‬ ‫‪٣‬‬ ‫‪٢‬‬ ‫‪١‬‬
‫ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺳﻬﻠﺔ ﺍﻟﻔﻬﻢ‬ ‫‪‬‬ ‫‪ .١٨‬ﻓﻬﻢ ﺍﳋﱪ‬ ‫ﺏ‪.‬ﺍﻻﺗﺼﺎﱄ‬
‫ﺍﳋﻼﺻﺔ ﻭﺍﻗﺘﺮﺍﺡ ﺍﻟﺘﺼﺤﻴﺢ‪ :‬ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﺗﺘﺄﺛﺮ ﺑﺎﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﺣﱴ ﻳﺴﻬﻞ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻬﻢ ﺍﳋﱪ‬
‫‪٤٧‬‬

‫ﺝ‪ .‬ﲢﻠﻴﻞ ﻛﺘﺎﻳﺐ ﺃﻣﺜﻠﱵ ﻭﲝﺜﻪ‬

‫ﰲ ﻫﺬﻩ ﺍﻟﻨﺒﺬﺓ ﻳﺒﲔ ﺍﻟﺒﺎﺣﺚ ﻧﺘﻴﺠﺔ ﲢﻠﻴﻞ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺑﻴﺎﻥ ﺫﻟﻚ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﺻﻼﺣﻴﺔ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ‬
‫ﺻﻼﺣﻴﺔ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ﰲ ﺗﻘﻴﻴﻤﻬﺎ ﺗﻨﻘﺴﻢ ﺇﱃ ﻣﻼﺀﻣﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻤﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﰲ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ )‪ (Mulok‬ﻟﻠﻘﻮﺍﻋﺪ ﺩﻗﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﺣﺎﻟﻴﺔ ﺍﳌﺎﺩﺓ ﻭﺍﻟﺘﻘﻮﱘ‪.‬‬
‫‪ (١‬ﻣﻼﺀﻣﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻤﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ )‪ (Mulok‬ﻟﻠﻘﻮﺍﻋﺪ‬
‫ﻳﺴﺘﺨﺪﻡ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﻻﻋﺘﺒﺎﺭﻩ ﻣﻦ ﻛﺘﺐ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳉﻴﺪﺓ ﻟﻜﻤﺎﻝ ﻣﺎﺩﺗﻪ ﻭﻋﻤﻘﻬﺎ ﻭﴰﻮﳍﺎ ﳉﻤﻴﻊ ﻣﺎﺩﺓ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﻭﻟﻮ ﻛﺎﻥ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﰲ ﺍﻟﻜﺘﺎﺏ ﻻﻳﻨﺎﺳﺐ ﺍﳌﺎﺩﺓ ﺍﳌﻘﺮﺭﺓ ﰲ ﺍﳌﻨﻬﺞ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ )‪ (Mulok‬ﻟﻠﻘﻮﺍﻋﺪ‪ .‬ﻳﺒﻠﻎ ﻗﺪﺭ ﺗﻘﻴﻴﻢ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﻣﻦ‬
‫ﻧﺎﺣﻴﺔ ﻛﻤﺎﻝ ﺍﳌﺎﺩﺓ ‪ ٢٠‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﴰﻮﳍﺎ ‪ ٨٠‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﻋﻤﻘﻬﺎ ‪.٨٠‬‬
‫‪ (٢‬ﺩﻗﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﻟﺪﻗﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺛﻼﺙ ﺍﻟﻨﻘﻂ ﻭﻫﻲ ﺩﻗﺔ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺩﻗﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﺩﻗﺔ ﺍﻟﺼﻮﺭ‬
‫ﻭﺍﻟﺘﻮﺿﻴﺤﺎﺕ ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻨﻘﻂ ﺍﻟﺜﻼﺛﺔ ﻓﺈﻥ ﺍﻟﺼﻮﺭ ﻻﻳﻮﺟﺪ ﰲ ﺍﻟﻜﺘﺎﺏ‪ .‬ﻳﺒﻠﻎ ﻗﺪﺭ‬
‫ﺗﻘﻴﻴﻢ ﺩﻗﺔ ﺍﻟﻘﻮﺍﻋﺪ ‪ ٨٠‬ﻭﺗﻘﻴﻴﻢ ﺩﻗﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ ‪ ٨٠‬ﻭﺗﻘﻴﻴﻢ ﺩﻗﺔ ﺍﻟﺼﻮﺭ‬
‫ﻭﺍﻟﺘﻮﺿﻴﻬﺎﺕ ‪. ٢٠‬‬
‫‪ (٣‬ﺣﺎﻟﻴﺔ ﺍﳌﺎﺩﺓ‪.‬‬
‫ﻭﺃﻣﺎ ﺣﺎﻟﻴﺔ ﺍﳌﺎﺩﺓ ﻓﺈﻥﹼ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﻘﺪﻡ ﻣﻮﺍﺩ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼﺤﻴﺤﺔ ﻭﺍﳌﻼﺀﻣﺔ ﻟﺘﻄﻮﺭ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﺒﻠﻎ ﻗﺪﺭ ﺗﻘﻴﻴﻤﻪ ‪.٨٠‬‬
‫‪ (٤‬ﺍﻟﺘﻘﻮﱘ‬
‫ﻭﺑﻨﻈﺮ ﺇﱃ ﺻﻼﺣﻴﺔ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﻟﺘﻘﻮﱘ ﻳﻌﲏ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻋﻠﻰ ﺍﺳﺘﻴﻌﺎﺏ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻘﻮﺍﻋﺪ ﺍﳌﺘﻌﻠﻤﺔ ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻻ ﳛﺘﻮﻱ ﻋﻠﻴﻪ ﲤﺎﻣﺎ‪ .‬ﻭﻗﺪﺭ ﺗﻘﻴﻴﻤﻪ ‪.٢٠‬‬
‫‪ .٢‬ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ‬
‫ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ﰲ ﺗﻘﻴﻴﻤﻬﺎ ﺗﺘﺮﻛﺰ ﺇﱃ ﺛﻼﺙ ﺍﻟﻨﻘﺎﻁ ﻓﻬﻲ‪ :‬ﺃﺳﻠﻮﺏ ﺗﻘﺪﱘ‬
‫ﺍﳌﺎﺩﺓ‪ ،‬ﻣﺴﺎﻋﺪﺓ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ‪ ،‬ﺇﺳﺘﺮﺍﺗﻴﺠﺒﺔ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ‪.‬‬
‫‪٤٨‬‬

‫‪ (١‬ﺃﺳﻠﻮﺏ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ‬

‫ﻭﺃﺳﻠﻮﺏ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻧﻈﺮﺍ ﺇﱃ ﺗﺮﺗﻴﺐ ﺍﻟﺘﻘﺪﱘ ﻓﺈﻥ ﺍﳌﺎﺩﺓ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﺮﺗﺒﺎ ﻣﻦ‬
‫ﺍﻟﺴﻬﻞ ﺇﱃ ﺍﻟﺼﻌﺐ ﻭﻣﻦ ﺍﻟﺒﺴﻴﻂ ﺇﱃ ﺍﳌﺮﻛﺐ ‪.٨٠‬‬
‫‪ (٢‬ﻣﺴﺎﻋﺪﺓ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ‬
‫ﰲ ﺗﻘﻴﻴﻢ ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻧﻨﻈﺮ ﺃﻳﻀﺎ ﻣﺴﺎﻋﺪﺓ ﺍﻟﺘﻘﺪﱘ ﰲ ﺍﻟﻜﺘﺎﺏ ﻭﻫﻲ ﲢﺘﻮﻱ‬
‫ﻋﻠﻰ ﻛﻠﻤﺔ ﻣﺆﻟﻒ ﺍﳌﻘﺪﻣﺔ ﻭﺍﳌﺮﺍﺟﻊ ﻭﺃﻣﺎ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻓﻴﺸﻤﻞ ﻋﻠﻰ ﻛﻠﻤﺔ ﺍﳌﺆﻟﻒ‬
‫ﻭﺍﳌﺮﺍﺟﻊ ﻓﻘﻂ‪ ،‬ﻗﺪﺭ ﺗﻘﻴﻴﻤﻬﺎ ‪.٦٠‬‬
‫‪ (٣‬ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ‬
‫ﰲ ﺗﻘﻴﻴﻢ ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺗﻘﺪﱘ ﺍﳌﺎﺩﺓ ﻳﺮﻛﺰ ﺍﻟﺒﺎﺣﺚ ﺗﻘﻴﻴﻢ ﺇﱃ ﺗﻔﺎﻋﻠﻲ ﻭﺍﺷﺘﺮﺍﻛﻲ ﺩﻓﻊ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺍﺷﺘﺮﺍﻛﻬﻢ ﰲ ﺍﻟﺘﻌﻠﻢ ﺍﻻﺳﺘﻘﻼﱄ ﻭﰲ ﺍﻟﻔﺮﻳﻖ ﺍﳌﺘﻔﺎﻋﻠﲔ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺩﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻘﺪﻱ ﻭﺍﻻﺑﺘﻜﺎﺭﻱ ﻭﺍﻟﺘﺠﺪﻳﺪﻱ ﻭﻭﺟﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻫﺬﺍ‬
‫ﺍﻟﻜﺘﺎﺏ ﺑﻌﺪ ﲢﻠﻴﻠﻪ ﻗﺪ ﻭﻓﺮ ﻫﺬﻩ ﺍﳌﻌﺎﻳﲑ‪ .‬ﻭﻗﺪﺭ ﺗﻘﻴﻴﻤﻬﺎ ‪.٨٠‬‬
‫‪ .٣‬ﺻﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ‬
‫ﻭﺃﻣﺎ ﺻﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ﻓﺘﺘﻜﻮﻥ ﻣﻦ ﺃﻣﺮﻳﻦ ﳘﺎ‪ :‬ﺩﻗﺔ ﺍﻟﻠﻐﺔ ﻭﺍﺗﺼﺎﻟﻴﺘﻬﺎ‬
‫‪ (١‬ﺩﻗﺔ ﺍﻟﻠﻐﺔ‬
‫ﻫﻲ ﰲ ﺗﻘﻴﻴﻤﻬﺎ ﺗﻨﻘﺴﻢ ﺇﱃ ﺩﻗﺔ ﺗﺮﺗﻴﺐ ﺍﳉﻤﻠﺔ ﻭﻓﻌﺎﻝ ﺍﳉﻤﻠﺔ ﺻﺤﻴﺢ ﺍﳌﺼﻄﻠﺔ ﻭﳛﺼﻞ‬
‫ﺗﻘﻴﻴﻢ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺜﻼﺛﺔ ﻋﻠﻰ ﺍﻟﻘﺪﺭ ﺍﳌﺮﺗﻔﻊ ﻭﻫﻮ ‪ ٨٠‬ﺇﻻ ﻟﻨﻘﻄﺔ ﻓﻌﺎﻝ ﺍﳉﻤﻠﺔ ﻓﺈﻥ‬
‫ﻗﺪﺭﻫﺎ ‪. ٦٠‬‬

‫‪ (٢‬ﺍﺗﺼﺎﻟﻴﺎﺕ ﺍﻟﻠﻐﺔ‬
‫ﺍﳌﺮﺍﺩ ‪‬ﺎ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺳﻬﻠﺔ ﺍﻟﻔﻬﻢ ﻭﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﻘﺪﻡ ﺍﳌﺎﺩﺓ ﺑﺎﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺴﻬﻞ‬
‫ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻬﻤﻬﺎ ﻳﺒﻠﻎ ﻗﺪﺭ ﺗﻘﻴﻴﻤﻬﺎ ‪٨٠‬‬

‫ﻭﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳛﺼﻞ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺃﻥ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﺟﻴﺪ ﻭﺻﺎﱀ ﺃﻥ ﻧﺴﺘﺨﺪﻣﻪ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﻭﻫﺎ ﻫﻮ ﺍﳉﺪﻭﻝ ﰲ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ‪:‬‬
‫‪٤٩‬‬

‫ﻗﺪﺭ ﻧﺘﻴﺠﺔ ﺗﻘﻴﻴﻢ‬ ‫ﻗﺪﺭ ﻧﺘﻴﺠﺔ ﺗﻘﻴﻴﻢ‬

‫ﻗﺪﺭ ﻧﺘﻴﺠﺔ ﺗﻘﻴﻴﻢ‬
‫ﺍﳋﻼﺻﺔ‬ ‫ﺍﻟﻨﻘﺎﻁ ﻟﺼﺤﺔ ﻟﻐﺔ‬ ‫ﺍﻟﻨﻘﺎﻁ ﻟﺼﻼﺣﻴﺔ ﺗﻘﺪﱘ‬
‫ﺍﻟﻨﻘﺎﻁ ﻟﺼﻼﺣﻴﺔ ﺍﳌﺎﺩﺓ‬
‫ﺍﻟﻜﺘﺎﺏ‬ ‫ﺍﳌﺎﺩﺓ‬
‫ﻭﺍﳊﺎﺻﻞ ﺃﻥ ﻫﺬﺍ‬ ‫‪٠ = ٠ × ٤٠‬‬ ‫‪٤٠ = ١ × ٤٠‬‬ ‫‪٤٠= ٢ × ٢٠‬‬
‫ﺍﻟﻜﺘﺎﺏ ﺟﻴﺪ‬ ‫‪٦٠ = ١ × ٦٠‬‬ ‫‪١٢٠= ٢ × ٦٠‬‬ ‫‪٤٠= ١ × ٤٠‬‬
‫‪+ ٨٠= ٣ × ٨٠‬‬ ‫‪+٢٤٠ = ٣ × ٨٠‬‬ ‫‪٠= ٠ × ٦٠‬‬
‫‪٢٤٠‬‬ ‫‪٤٠٠‬‬ ‫‪+٤٠٠= ٥ × ٨٠‬‬
‫‪٦٠= ٤: ٢٤٠‬‬ ‫‪٦٦،٧ = ٦ : ٤٠٠‬‬ ‫‪٤٨٠‬‬
‫ﺍﻟﺘﻘﺪﻳﺮ ‪ :‬ﺟﻴﺪ‬ ‫ﺍﻟﺘﻘﺪﻳﺮ ‪ :‬ﺟﻴﺪ‬ ‫‪٦٠ = ٨ : ٤٨٠‬‬
‫ﺍﻟﺘﻘﺪﻳﺮ‪ :‬ﺟﻴﺪ‪.‬‬
 ‫ﺍﻟﺒﺎﺏ ﺍﻟﺨﺎﻤﺱ‬
‫ﺍﻟﺨﺎﺘﻤﺔ‬

‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ‬
‫ﺑﻌﺪ ﺃﻥ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺤﻠﻴﻞ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﺍ‪‬ﻠﺪ ﺍﻷﻭﻝ‪ ،‬ﻭﻗﺎﻡ ﺑﺘﻘﻴﻴﻤﻪ ﺑﺄﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺃﻟﻔﻬﺎ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﱵ ﺃﺻﺪﺭﺗﻪ ﻫﻴﺌﺔ ﻣﻌﺎﻳﲑ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺑﺘﺠﺪﻳﺪﻫﺎ ﻷﻥ ﺗﻨﺎﺳﺐ ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﻭﺻﻞ ﺇﱃ ﻫﺬﻩ ﺍﳋﻼﺻﺔ ‪:‬‬

‫‪ .١‬ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﺻﺎﱀ ﺍﻻﺳﺘﺨﺪﺍﻡ ﰲ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺘﺎﳒﺮﺍﻧﺞ‬

‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪.‬‬
‫‪ .٢‬ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﻮﺍﺩ ﻓﺈﻧﻪ ﻳﻨﺎﺳﺐ ﺑﺎﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺍﳌﻨﻬﺢ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ (Mulok‬ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺇﻻﹼ ﺃﻥ ﺍﻟﻜﺘﺎﺏ‬
‫ﻻ ﻳﻘﺪﻡ ﺍﳌﻮﺿﻮﻋﲔ ﺍﳌﻘﺮﺭﺗﲔ ﰲ ﺫﻟﻚ ﺍﳌﻨﻬﺞ‬
‫‪ .٣‬ﻭﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﻣﻦ ﻧﺎﺣﻴﺔ ﳏﺘﻮﻯ ﺍﻟﱵ ﺗﺘﻜﻮﻥ ﻣﻦ ﻣﻼﺀﻣﺔ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﻠﻤﺎﺩﺓ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﻠﻘﻮﺍﻋﺪ )‪ ،(Mulok‬ﻭﺩﻗﺔ ﺍﳌﺎﺩﺓ‬
‫ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﻣﺘﺄﺧﺮ ﺍﳌﺎﺩﺓ‪ ،‬ﻭﺍﻟﺘﻘﻮﱘ‪ ،‬ﺃﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻳﻘﺪﻡ ﻣﺎﺩﺓ ﺍﻟﻘﻮﺍﻋﺪ ﺟﻴﺪﺍ ﻭﺗﻔﺼﻴﻼ‬
‫ﻭﻋﻤﻴﻘﺎ ﻭﻣﻮﺍﻓﻘﺎ ﳌﺮﺍﺣﻞ ﺍﻟﺘﻼﻣﻴﺬ‪.‬‬
‫‪٥٠‬‬
‫‪٥١‬‬

‫‪ .٤‬ﻣﻦ ﻧﺎﺣﻴﺔ ﺗﻘﺪﱘ ﳏﺘﻮﻯ ﺍﻟﱵ ﺗﺘﻔﺮﻉ ﺇﱃ ﺃﺳﻠﻮﺏ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﺗﻘﺪﱘ‬
‫ﺍﶈﺘﻮﻯ‪ ،‬ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻘﺪﱘ ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺻﺎﱀ ﺍﻻﺳﺨﺪﺍﻡ ﻷﻥ ﺍﻟﻜﺘﺎﺏ ﻳﻘﺪﻡ‬
‫ﺍﳌﺎﺩﺓ ﺗﺮﺗﻴﺒﺎ ﻳﻌﲏ ﻣﻦ ﺍﻟﺴﻬﻞ ﺇﱃ ﺍﻟﺼﻌﺐ ﻭﺍﻷﻣﺜﻠﺔ ﻣﺄﺧﻮﺩﺓ ﻣﻦ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﺣﱴ‬
‫ﻳﺴﻬﻞ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﻗﺮﺍﺀﺗﻪ‪ .‬ﻭﻟﻜﻦ ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﺴﺎﻋﺪﺓ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ )ﻣﺮﺍﺟﻊ( ﻓﺈﻧﻪ‬
‫ﻻﻳﻘﺪﻣﻬﺎ‪.‬‬
‫‪ .٥‬ﻣﻦ ﻧﺎﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻟﱵ ﺗﺘﻔﺮﻉ ﺇﱃ ﺩﻗﺔ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﺗﺼﺎﻟﻴﺘﻬﺎ‪ ،‬ﻓﺈ‪‬ﺎ ﻭﻓﺮﺕ ﺍﻟﻨﻘﻂ ﺍﳌﻘﺮﺭﺓ‬
‫ﰲ ﺻﻼﺣﻴﺔ ﺍﻟﻠﻐﺔ‪.‬‬

‫ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬ ‫ﺏ‪.‬‬
‫ﻭﰲ ‪‬ﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﻳﻜﻮﻥ ﻫﺬ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ‬
‫ﻟﻠﺒﺎﺣﺚ ﺧﺎﺻﺔ ﻭﳌﻦ ﻳﻄﺎﻟﻊ ﻋﻠﻴﻪ ﻋﺎﻣﺔ‪.‬‬
‫ﺃﻭﻻ ‪ :‬ﺍﳌﻔﺮﻭﺽ ﺃﻥ ﳌﺆﻟﻒ ﻛﺘﺎﺏ "ﺃﻣﺜﻠﱵ" ﺃﻥ ﻳﻘﻮﻡ ﲟﺮﺍﺟﻌﺘﻪ ﻗﺒﻞ ﺃﻥ ﻳﻄﺒﻌﻪ ﻭﻳﱰﻋﻪ ﺇﱃ‬
‫ﺍﻟﻘﺮﺍﺀ ﺃﻭﺗﺼﺤﻴﺤﻪ ﻟﻮ ﻃﺒﻊ ﻣﺮﺓ ﺃﺧﺮﻯ‪.‬‬
‫ﺛﺎﻧﻴﺎ ‪ :‬ﻭﻟﻠﻤﺴﺘﺨﺪﻣﲔ ﻳﻌﲏ ﺍﳌﺪﺭﺳﲔ ﰲ ﻣﺪﺭﺳﺔ ﺍﳊﺴﲎ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻳﻨﺒﻐﻲ ﻋﻠﻴﻪ ﺃﻥ‬
‫ﻳﻜﻴ‪‬ﻒ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ ﺑﺎﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﺣﺎﻟﺔ ﺍﻟﻔﺼﻞ ﻭﺍﻟﻮﻗﺖ ﺍﳌﻌﺪ ﻟﺘﺪﺭﻳﺲ‬
‫ﺍﻟﻘﻮﺍﻋﺪ ﻭﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ‪.‬‬
‫ﺛﺎﻟﺜﺎ ‪ :‬ﲢﺚﹼ ﺍﳌﺪﺭﺳﺔ ﺃﻥ ‪‬ﺘﻢ ﲟﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻳﻌﻄﻴﻪ ﻓﺮﺻﺔ ﻟﺘﺄﻟﻴﻒ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﻷﻥ ﻳﻜﻮﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻮﺍﻓﻘﺎ ﻟﻠﱪﺍﻣﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﺄﻥ‬
‫ﺗﻌﻄﻴﻪ ﺍﳌﻴﺰﺍﻧﻴﺔ ﻟﺘﺄﻟﻴﻒ ﻛﺘﺎﺏ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫‪٥٢‬‬

‫‪‬‬

‫ﺃﲪﺪ‪ ،‬ﻋﺒﺪ ﺍﻟﻘﺎﺩﺭ ﳏﻤ‪‬ﺪ‪ ،‬ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳌﺼﺮﻳﺔ‪١٩٧٩ ،‬‬
‫ﺇﺑﺮﺍﻫﻴﻢ ﺩﻣﻌﺔ‪ ،‬ﳎﻴﺪ‪ ،‬ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﻣﺪﻯ ﻣﻼﺋﻤﺘﻪ ﻟﻌﻤﻠﻴﱵ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺗﻮﻧﺲ‪ :‬ﺍﳌﻨﻈﻤﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻟﻌﻠﻮﻡ‪١٩٨٢ ،‬‬
‫ﺍﻟﺒﺸﲑ‪ ،‬ﳏﻤ‪‬ﺪ ﻣﺰﻣ‪‬ﻞ‪ ،‬ﻭﳏﻤ‪‬ﺪ ﻣﺎﻟﻚ ﳏﻤ‪‬ﺪ ﺳﻌﻴﺪ‪ ،‬ﻣﺪﺧﻞ ﺇﱃ ﺍﳌﻨﺎﻫﺞ ﻭﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺍﻟﺮ‪‬ﻳﺎﺽ‪:‬‬
‫ﺩﺍﺭ ﺍﻟﻠﻮﺍﺀ ﻟﻠﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪١٩٩٥ ،‬‬
‫ﺍﳋﻮﱃ‪ ،‬ﳏﻤﺪ ﻋﻠﻲ‪ ،‬ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﰊ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻜﺘﺐ ﺍﻟﻔﺮﺯﻭﺩﻕ‪١٩٦٧،‬‬
‫ﺩﻭﺟﻼﺱ ﺑﺮﺍﻭﻥ‪ ،‬ﺃﺳﺲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺍﳌﺘﺮﺟﻢ ‪‬ﺎ ﻋﺒﺪﻩ ﺍﻟﺮﺍﺟﺤﻲ ﻭﻋﻠﻲ ﻋﻠﻲ ﺃﲪﺪ‬
‫ﺷﻌﺒﺎﻥ‪ ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ‪١٩٩٤ ،‬‬
‫ﺍﻟﺮﺍﺟﺤﻲ‪ ،‬ﻋﺒﺪﻩ‪ ،‬ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﻨﺤﻮﻱ‪ ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ‪١٩٨٥ ،‬ﻣـ‬
‫ﻃﻌﻴﻤﺔ‪ ،‬ﺭﺷﺪﻱ ﺃﲪﺪ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪:‬ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ‪ ،‬ﺍﻟﺮ‪‬ﺑﺎﻁ‪:‬‬
‫ﺍﻹﻳﺴﻴﺴﻜﻮ‪.١٩٨٩ ،‬‬
‫ﻃﻌﻴﻤﺔ‪ ،‬ﺭﺷﺪﺱ ﺃﲪﺪ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺪﻳﻦ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻔﻦ‪، ،‬ﻧﺼﺮ‪ :‬ﺩﺗﺮ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ‪١٤٢١‬‬
‫ﻫـ‬
‫ﻋﺒﺪ ﺍﷲ ﺍﻟﻐﺎﱄ‪ ،‬ﻧﺎﺻﺮ‪ ،‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻋﺒﺪ ﺍﷲ‪ ،‬ﺃﺳﺲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ‬
‫ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﺩﺍﺭ ﺍﻟﻐﺎﱄ ﻟﻠﻄﺒﻊ ﻭﺍﻟﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‬
‫ﺳﻴﺪ‪ ،‬ﺍﻣﲔ ﻋﻠﻲ‪ ،‬ﰲ ﻋﻠﻢ ﺍﻟﻨﺤﻮ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ‪١٩٧٧ ،‬‬
‫ﺍﻟﻐﻼﻳﻴﲏ‪ ،‬ﻣﺼﻄﻔﻰ ‪ ،‬ﺟﺎﻣﻊ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﲑﻭﺕ‪ :‬ﻣﻜﺘﺒﺔ ﺍﻟﻌﺼﺮﻳﺔ ‪٢٠٠٣ ،‬‬
‫ﺍﻟﻔﻮﺯﺍﻥ‪ ،‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ‪ ،‬ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﲢﻤﻴﻞ ﻣﻦ‬
‫‪http://faculty.ksu.edu.sa/3070/pages/520/.aspx‬‬

‫ﺍﻟﻨﺎﻗﺔ‪ ،‬ﳏﻤﻮﺩ ﻛﺎﻣﻞ ﻭ ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬
‫ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‪ :‬ﺇﻋﺪﺍﺩﻩ‪-‬ﲢﻠﻴﻠﻪ‪-‬ﺗﻘﻮﳝﻪ‪ ،‬ﻣﻜﺔ ﺍﳌﻜﺮﻣﺔ‪ :‬ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‪.١٩٨٣ .‬‬
٥٣

‫ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬،‫ ﳏﻤﻮﺩ ﻭ ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‬،‫ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ‬
١٩٨٣ ،‫ ﺟﺎﻣﻌﺔ ﺃﻡ ﺍﻟﻘﺮﻯ‬:‫ ﻣﻜﺔ‬،‫ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ‬
‫ ﺃﻭﻝ ﺍﻻﻟﺒﺎﺏ‬:‫ ﺇﻧﺪﻭﻧﺴﻴﺎ‬،‫ ﺍﳋﻼﺻﺔ ﺍﻷﻟﻔﻴﺔ‬،‫ ﺃﰊ ﻋﺒﺪ ﺍﷲ ﳏﻤﺪ ﲨﺎ ﺍﻟﺪﻳﻦ‬،‫ﻣﻠﻚ‬
:‫ ﺍﻟﻘﺎﻫﺮﺓ‬،‫ ﺍﳌﺮﺟﻊ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺟﺎﻧﺐ‬،‫ ﻓﺘﺤﻲ ﻋﻠﻲ ﻭﳏﻤﺪ ﻋﺒﺪ ﺍﻟﺮﺅﻭﻑ‬،‫ﻳﻮﻧﺲ‬
‫ﻣﻜﺘﺒﺔ ﻭﻫﺒﺔ‬

Abdul Wahab, Muhbib, Epistemologi dan Metodologi Pembelajaran Bahasa

Arab, Jakarta: Lembaga Penelitian UIN Jakarta, Cet. 1, 2008
Ainin, Moch, Metodologi penelitian bahasa arab, Malang: Hilal Pustaka, 2007,
Cet.1
Chaer, Abdul, Kajian Bahasa (Struktur Internal, Pemakaian dan Pemelajaran),
Jakarta: Rineka Cipta, 2007.
Effendi, Ahmad Fuad, Metodologi Pengajaran Bahasa Arab, Malang: Miskat,
2005, cet. 3
Fahmi, Akrom Ahmad, Ilmu nahwu dan Shorof 2 (Tata Bahasa Arab praktis
dan Aplikatif) Jakarta:PT Raja Grafindo Persada.1997 Cet.1.
Hakim, Taufik, tawaran Revolusi Sistem Pendidikan Berbasis Kompetensi,
Jepara: Darul Falah Press,2004
Ibrahim, R, dan Nana Syaodih. S. Perencanaan Pengajaran. Jakarta: Penerbit
Rineka Cipta. Cetakan ke II. 2003

Majid, Abdul. Perencanaan Pembelajaran. Mengembangkan Standar

Kompetensi Guru. Bandung: PT. Remaja Rosdakarya. 2007.
Mulyadi, Potret Seorang Pendidik Agama Yang Ulung
http://www.pondokpesantren.net, Tangerang/ 01/ 04/ 2010
Munawir, A.W. Kamus AL-MUNAWIR Arab-Indonesia, Surabaya, Pusaka
Progresif: 1997
Setiyadi, Ag Bambang, Metode Penelitian untuk Pengajaran Bahasa Asing,
Yogyakarta: Graha Ilmu, 2006, Cet. 1
 PEDOMAN WAWANCARA

Interviewer : Abdul Rosyid

Interviewee : KH. Taufikul Hakim
(Penulis Buku “Amtsilati”)
Tempat : Pondok Pesantren Daru Falah Jepara

Materi Wawancara

1. Motivasi apa yang melatarbelakangi pembuatan buku “Amtsilati” ?

2. Tujuan apa yang paling mendasar dari penulisan buku “Amtsilati” ini?
3. Ada berapa jilid buku “Amtsilati” ini?
4. Apa alasan bapak memilih nama “Amtsilati” bagi buku yang bapak tulis ini?
5. Dalam waktu berapa lama Bapak menyelesaikan penyusunan buku
“Amtsilati” ini?
6. Materi apa saja yang ada didalam buku “Amtsilati” ini?
7. Apa rujukan utama dalam pembuatan buku “Amtsilati” ini?
8. Kenapa tidak semua koidah Alfiyah dimuat, dalam buku “Amtsilati” ini?
9. Hambatan apa saja yang dihadapi dalam penyusunan buku “Amtsilati”” ini?
10. Bagaimana metode pengajaran menggunakan buku “Amtsilati” ?
11. Kenapa dinamaka metode “Amtsilati” ?
12. Adakah persyaratan untuk peserta didik dalam mempelajari Buku “Amtsilati”?
13. Kenapa diawali huruf “jer”? Padahal kitab-kitab nahwu kebanyakan diawali
dengan pengertian kalam?
14. Kenpa setelah huruf “jer” kemudian “dhomir”?
15. Berapa lama orang yang mempelajari qaidah dengan buku “Amtsilati” dan
bisa menggunakannya untuk membaca kitab arab yang lain?
16. Kenapa contoh didalam buku “Amtsilati” langsung diambil dari Al-Qur’an?
17. Untuk siapa sajakah sasaran dari penyusunan buku “Amtsilati” ini?
18. Apa tujuan dan harapan Bapak dalam penyusunan buku “Amtsilati”?
19. Sudah berapa kali buku ini mengalami cetak ulang dan revisi?
 PEDOMAN WAWANCARA

Interviewer : Abdul Rosyid

Interviewee : Ahmad Miftahuzen
(Pengajar Buku “Amtsilati”)
Tempat : MTs. AL-Husna Gembor Tangerang

Materi Wawancara

1. Apa latar belakang pendidikan Bapak?

2. Bagaimana minat siswa pada mata pelajaran yang bapak ajar?
3. Buku apa yang digunakan dalam pembelajaran nhwu disekolah bapak?
4. Kenapa memilih buku ”Amtsilati” sebagai buku pedoman dalam
pengajaran Nahwu?
5. Apa tujuan pengajaran Amtsilati?
6. Bagaimana cara mengajarkannya disekolah?
7. Langkah apa saja yang dilakukan untuk mencapai tujuan tersebut?
8. Dalam proses pengajaran nahwu, aspek apa yang ditekankan?
9. Untuk membantu dan mempermudah proses belajar, media apa yang
digunakan?
10. Kesulitan apa yang dihadapi dalam mengajarkan Antsilati disekolah?
11. Bagaimana cara mengatasi kesulitan tersebut?
12. Apakah semua jilid buku ”Amtsilati” digunakan disekolah?
13. Kenapa hanya jilid pertama yang digunakan untuk kelas VII ?
14. Adakah pengaruhnya terhadap kemampuan siswa dalam mempelajari
pelajaran bahasa Arab dikelas?
15. Apakah pelajaran” Amtsilati” sebagai pelajaran mulok?
 INSTRUMEN PENELITIAN EVALUASI
TERHADAP KELAYAKAN ISI DAN PENYAJIAN MATERI
BUKU DARAS BAHASA ARAB DI UIN SYARIF HIDAYATULLAH
JAKARTA

Judul Buku : Amtsilati

Pengarang : KH. Taufiqul Hakim
Penerbit : Darul Falah Press
Tahun Terbit : 2004
Jumlah Jilid : 5 Jilid

I. KELAYAKAN SUBSTANSI MATERI (ISI)

KOMPONEN YANG TINGKAT KELAYAKAN
NO BUTIR INDIKATOR EVALUASI
DIEVALUASI 1 2 3 4
1. Kelengkapan materi
Kesesuaian uraian
1 2. Keluasan materi
materi dengan tujuan
3. Kedalaman materi
4. Keakuratan gramatikal
2 Keakuratan materi 5. Keakuratan istilah
6. Keakuratan gambar dan ilustrasi
3 Kemutakhiran materi 7. Kesesuaian materi dengan contoh
4 Latihan dan evaluasi 15. Evaluasi kemampuan
Kesimpulan tingkat kelayakan substansi materi:

Keterangan tingkat kelayakan: 1. kurang; 2. cukup; 3. baik; 4. sangat baik

II. KELAYAKAN PENYAJIAN/PENGORGANISASIAN MATERI
KOMPONEN YANG TINGKAT KELAYAKAN
NO BUTIR INDIKATOR EVALUASI
DIEVALUASI 1 2 3 4
1 Teknik pengorganisasian 1. Keruntutan sajian
penyajian
2 Pendukung Penyajian 2. Pendahuluan
3. Daftar pustaka
3 Strategi Penyajian 4. Interaktif-partisipatif
5. Mendorong keterlibatan peserta
didik untuk belajar mandiri dan
kelompok yang interaktif dengan
sumber belajar
6. Mendorong berfikir kritis, kreatif,
dan inovatif
Kesimpulan tingkat kelayakan penyajian:

Keterangan tingkat kelayakan: 1. kurang; 2. cukup; 3. baik; 4. sangat baik

III. KELAYAKAN BAHASA

KOMPONEN YANG TINGKAT KELAYAKAN
NO BUTIR INDIKATOR EVALUASI
DIEVALUASI 1 2 3 4
1 Keakuratan 1. Keakuratan struktur kalimat
2. Keefektifan kalimat
3. Kebakuan Istilah
2 Komunikatif 1. Pemahaman terhadap pesan
Kesimpulan tingkat kelayakan penyajian:

Keterangan tingkat kelayakan: 1. kurang; 2. cukup; 3. baik; 4. sangat baik