Istikhadaamu kitaabu annasyaat student booklet fii ta limu' al-lughoh al-arobiyyah fii al-madrosah al-muthawashithoh al-Islamiyah al-hukumiyah 2 Jakarta al-junubiyah

‫ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨ‪‬ﺸﺎﻁ "‪ "Student Booklet‬ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﺤﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﻟﺠﻨﻮﺑﻴﺔ‬
‫ﲝﺚ ﺗﻜﻤﻴﻠﻲ‬
‫ﻣﻘﺪﻡ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬
‫ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﻧﻮﺭﺳﻄﺔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٧٠١٢٠٠٠٦٧٦ :‬‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫‪ ١٤٣٢‬ﻫـ ‪ ٢٠١١ /‬ﻡ‬

‫ﺍﻹﻗﺮﺍﺭ‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻊ ﺃﺩﻧﺎﻩ‪:‬‬

‫ﺍﻻﺳﻢ‬

‫‪ :‬ﻧﻮﺭﺳﻄﺔ‬

‫ﺭﻗﻢ ﺗﺴﺠﻴﻞ ‪١٠٧٠١٢٠٠٠٦٧٦ :‬‬
‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ‬

‫‪ :‬ﺟﺎﻛﺮﺗﺎ‪ ٥ ،‬ﻧﻮﻓﻤﺒﲑ ‪١٩٨٧‬‬

‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫‪ :‬ﺷﺎﺭﻉ ﺑﺎﱄ‪ ،‬ﻓﻜﻴﻮﻥ ﻓﺴﺮ ﺭﺍﺑﻮﺍ‪ ،‬ﺟﺎﻛﺮﺗﺎ ﺍﻟﺸﺮﻗﻴﺔ ‪١٣٧١٠‬‬

‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻗﻤﺖ ﺃﻧﺎ ﺷﺨﺼﻴﺔ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ‬
‫ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱵ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﻬﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ ﺍﳌﻮﺿﻮﻉ‪،‬‬
‫ﻭﺃﻧﺎ ﻣﺴﺆﻟﺔ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﺍﳋﻄﺄ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ ﻣﺴﺌﻮﻟﻴﱵ‬
‫ﺃﻧﺎ ﺷﺨﺼﻴﺔ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ ٢١ ،‬ﻣﻦ ﺃﻛﺘﻮﺑﺮ ‪٢٠١١‬ﻡ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﻘﺮﺓ‪،‬‬

‫)‬

‫ﻧﻮﺭﺳﻄﺔ (‬

‫ﻣﻠﺨﺺ‬
‫ﺍﺳﻢ‬

‫‪ :‬ﻧﻮﺭﺳﻄﺔ‬

‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٧٠١٢٠٠٠٦٧٦ :‬‬
‫ﻣﻮﺿﻮﻉ‬

‫‪ :‬ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ "‪ "Student Booklet‬ﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ‬
‫ﺍﻟﻤﺪﺭﺳﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻟﺤﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﻟﺠﻨﻮﺑﻴﺔ‬

‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻫﻲ ﻣﺼﺎﺣﺒﺔ ﺍﻟﻜﺘﺎﺏ ﺟﺎﻧﺐ ﻛﺘﺎﺏ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﰲ ﺍﻟﻨﺸﺎﻃﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻭﻳﻘﺼﺪ ﺑﻪ ﻫﻨﺎ ﻣﺎ ﻳﻘﺼﺪ ﺑﻜﺮﺍﺳﺔ ﺍﻟﻄﺎﻟﺐ )‪ (Student Booklet‬ﺇﺫﺍ‬
‫ﻳﻮﺿﺢ ﻟﻪ ﺃﻫﺪﺍﻑ ﻛﻞ ﺩﺭﺱ ﻭﻃﺮﻳﻘﺔ ﺍﻟﺴﲑ ﻓﻴﻪ‪ ،‬ﻭﻳﻌﻴﺪ ﻟﻪ ﺗﺮﺗﻴﺐ ﻋﻨﺎﺻﺮ ﺍﻟﺪﺭﺱ ﻭﻳﺰﻭﺩﻩ‬
‫ﲟﺠﻤﻮﻋﺔ ﺇﺿﺎﻓﻴﺔ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﱵ ﺗﺜﺒﺖ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻨﺪﻩ ﻭﺗﺪﻋﻢ ﻣﺎ ﳚﻨﺒﻪ ﰲ ﺍﻟﺪﺭﺱ‬
‫ﻣﻦ ﺛﻮﺭﺓ ﻟﻔﻈﻴﺔ‪ ،‬ﻛﻤﺎ ﺗﻘﺪﻡ ﻟﻪ ﰲ ﺑﻌﺾ ﺍﻟﺪﺭﻭﺱ ﻣﻔﺎﻫﻴﻢ ﺛﻘﺎﻓﻴﺔ ﻣﻌﻴﻨﺔ ﻭﻟﻘﺪ ﺭﻭﻋﻰ ﻋﻨﺪ ﺇﻋﺪﺍﺩ‬

‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺃﻥ ﺗﺘﻜﺎﻣﻞ ﺃﻭﺟﻪ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻠﻐﻮﻯ ﻣﻊ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺩﺭﺳﺎ ﺑﺪﺭﺱ ﻭﺗﺪﺭﻳﺒﺎ‬
‫ﺑﺘﺪﺭﻳﺐ‪ .‬ﻭﻣﺎ ﺯﺍﻝ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺧﺎﺿﻌﺎ ﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﻭﺳﻮﻑ ﻳﺼﺤﺐ ﻛﺘﺎﺏ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻋﻨﺪ ﺇﻗﺮﺍﺭﻩ‪.‬‬
‫ﺭﺃﺕ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥﹼ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﳍﺎ ﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺬﻳﻦ‬
‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻭﺑﻌﺪﻡ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ .‬ﻭﻣﻦ‬
‫ﺍﳌﻤﻜﻦ ﻫﺬﺍ ﺍﳊﺎﻝ ﻳﺴﺒﺐ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺪﺭﺱ ﻃﺮﻳﻘﺔ ﺗﻘﻠﻴﺪﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ .‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ‬
‫ﺫﻟﻚ ﺗﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬

‫" ‪Student‬‬

‫‪ "Booklet‬ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ‪.‬‬

‫ﻭﻗﺪ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﻋﻠﻰ ﲨﻴﻊ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﻟﺬﻳﻦ‬

‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻭﻻ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‪ .‬ﻭﳌﻌﺮﻓﺔ ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ‬
‫ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻗﺎﻧﻮﻥ ”‪ .Test “ t‬ﺇﻥﹼ ﺇﳒﺎﺯ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺬﻳﻦ‬
‫ﻳﺴﺘﺨﺪﻣﻮﻥ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻋﻠﻰ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺬﻳﻦ ﻻ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻛﺘﺎﺏ‬
‫ﺍﻟﻨﺸﺎﻁ‪.‬‬

‫ز‬

‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ﻭﺑﻪ ﻧﺴﺘﻌﲔ ﻭﻋﻠﻰ ﺃﻣﻮﺭ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻟﺪﻳﻦ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺃﺷﺮﻑ‬
‫ﺍﻷﻧﺒﻴﺎﺀ ﻭﺍﳌﺮﺳﻠﲔ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ‪.‬‬
‫ﻓﻘﺪ ﲤﺖ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ‬
‫ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﺍﻋﺘﺮﻓﺖ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻻ ﻳﻨﺘﻬﻰ ﺑﺪﻭﻥ ﻣﺴﺎﻋﺪﺍﺕ ﻭﺗﻮﺟﻴﻬﺎﺕ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﻟﺬﺍ‪ ،‬ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ‬
‫ﺷﻜﺮﻫﺎ ﺍﳉﺰﻳﻞ ﻭﺗﻘﺪﻳﺮﻫﺎ ﺍﻟﺒﺎﻟﻎ ﳍﺆﻻﺀ ﺍﻟﺬﻳﻦ ﺳﺎﻋﺪﻭﻫﺎ ﰲ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻨﻬﻢ ‪:‬‬
‫‪ .١‬ﺳﻴﺎﺩﺓ ﺍﻟﻔﺎﺿﻠﻴﺔ ﻋﻤﻴﺪﺓ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﳉﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻟﺪﻛﺘﻮﺭ ﻧﻮﺭﻟﻴﻨﺎ ﺭﻓﺎﻋﻲ ﺍﳌﺎﺟﺴﺘﲑﺓ‬
‫‪ .٢‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﻭﺍﻟﺴﻜﺮﺗﲑ ﳍﺬﺍ ﺍﻟﻘﺴﻢ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪ .٣‬ﺍﻟﻔﺎﺿﻼﻥ ﺍﳌﺸﺮﻓﺎﻥ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭ ﺍﻟﺪﻛﺘﻮﺭﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ‬
‫ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﺍﻥ ﻗﺎﻣﺎ ﺑﺎﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﻘﻴﻤﺔ ﻭﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﻨﺎﻓﻌﺔ ﰲ‬
‫ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‬
‫‪ .٤‬ﲨﻴﻊ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻜﺮﺍﻡ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺎﻣﻮﺍ ﺑﻮﺍﺟﺒﺎ‪‬ﻢ ﻭﺑﺬﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ‬
‫ﻭﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻌﻠﻮﻡ ﻧﺎﻓﻌﺔ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‬
‫‪ .٥‬ﺍﻟﻮﺍﻟﺪﺍﻥ ﺍﻟﻜﺮﳝﺎﻥ ﺍﶈﺒﻮﺑﺎﻥ ﲣﺺ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻜﻞ ﺧﻀﻮﻉ ﻭﺧﻠﻮﺹ ﺍﻟﺸﻜﺮ ﻭﻏﺎﻳﺔ ﺍﻻﺣﺘﺮﺍﻡ‬
‫ﻭﻋﻈﻴﻢ ﺍﻟﺘﺤﻴﺔ ﻋﻠﻴﻬﻤﺎ ﺍﻟﻠﺬﻳﻦ ﺭﺑﻴﺎﻫﺎ ﺃﺣﺴﻦ ﺍﻟﺘﺮﺑﻴﺔ ﻣﻨﺬ ﺻﻐﺮﻫﺎ ﺑﻜﻞ ﺟﻬﺪ ﻭﺗﻌﺐ ﻭﻗﺪ‬

‫ﺃﻋﻄﺎﻫﺎ ﻧﻔﻘﺘﻬﻤﺎ ﻣﺎﺩﻳﺔ ﻛﺎﻧﺖ ﺃﻭ ﺭﻭﺣﻴﺔ ﺣﱴ ﺗﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ‬
‫ﺍﳉﺎﻣﻌﺔ‬
‫‪ .٦‬ﻓﻀﻴﻠﺔ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ ﺻﺪﻗﲔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﻭﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﲪﺪ ﺍﻟﻔﺎﺋﺰ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺍﻟﺘﻼﻣﻴﺬ ﻭﺍﻟﺘﻠﻤﻴﺬﺍﺕ ﻓﻴﻬﺎ ﺍﻟﺬﻳﻦ ﻳﻔﻀﻠﻮﻥ‬
‫ﲟﺴﺎﻋﺪﺍ‪‬ﻢ ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺒﺤﺚ ﺍﳌﻴﺪﺍﱐ‬
‫‪ .٧‬ﻭﲨﻴﻊ ﺍﻷﺻﺤﺎﺏ ﻭﺍﻟﺼﺎﺣﺒﺎﺕ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﻛﻞ ﻣﺴﺎﻋﺪﺍ‪‬ﻢ ﻭﺍﻗﺘﺮﺍﺣﺘﻬﻢ ﰲ‬
‫ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺧﺎﺻﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻰ ‪٢٠٠٧‬‬

‫أ‬

‫‪ii‬‬

‫‪ .٨‬ﲨﻴﻊ ﺍﻷﻃﺮﺍﻑ ﺍﻟﺬﻳﻦ ﻻ ﲤﻜﻦ ﻟﻠﺒﺎﺣﺜﺔ ﺫﻛﺮﻫﻢ ﻭﺍﺣﺪﺍ ﻓﻮﺍﺣﺪﺍ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺍ‪‬ﻢ ﻟﻠﺒﺎﺣﺜﺔ‪.‬‬

‫ﻭﺃﺧﲑﺍ ﺗﺮﺟﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﳚﺰﻳﻬﻢ ﺍﷲ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻭﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺇﺳﻬﺎﻣﺎ‬
‫ﰲ ﺍﻟﻨﻬﻮﺽ ﺑﻨﻮﻋﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻄﻼﺏ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫ﻭﻧﺴﺄﻝ ﺍﷲ ﻳﻠﻬﻤﻨﺎ ﺍﳍﺪﺍﻳﺔ ﻭﺍﻟﺘﻮﻓﻴﻖ‬

‫ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻧﻮﻓﻤﺒﲑ ‪٢٠١١‬‬

‫ﺍﻟﺒﺎﺣﺜﺔ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪ ....................................................................‬ﺃ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪ .........................................................‬ﺝ‬
‫ﻣﻠﺨﺺ ‪ ................................. ................................‬ﺯ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪١ .........................................................‬‬

‫أ‪.‬‬

‫ﺏ ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪٣ .......................................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪٣ ...............................................‬‬
‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪٣ ..................................................‬‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪٣ ...................................................‬‬
‫ج‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪٤ ..........................................................‬‬

‫د‪.‬‬

‫ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪٤ ............................ ................................‬‬

‫ه‪.‬‬

‫ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ‪٤ ............................ ................................‬‬

‫و‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ ‪٥ ............................ ................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ‬
‫أ‪.‬‬

‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ‪٦ .........................................................‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ‪٧ ............................................‬‬
‫‪ .٢‬ﺃﻫﺪﺍﻑ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ‪٨ ............................................‬‬
‫‪ .٣‬ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ‪٩ .........................‬‬
‫‪ .٤‬ﻣﻨﺎﻓﻊ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ‪٩ .....................................‬‬
‫ج‬

‫‪iv‬‬

‫ﺏ‪ .‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪١٠ ......................................................‬‬
‫‪.١‬‬

‫ﻣﻔﻬﻮﻡ ﺗﻌﻠﻴﻢ ‪١٠ ....................................................‬‬

‫‪.٢‬‬

‫ﻣﻔﻬﻮﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪١٠ .........................................‬‬

‫‪ .٣‬ﺃﳘﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪١٠ ..........................................‬‬
‫‪ .٤‬ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪١١ ..........................................‬‬
‫‪ .٥‬ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪١٢ ........................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫أ‪.‬‬

‫ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪١٤ ........................... ................................‬‬

‫ب‪ .‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪١٥ .........................................................‬‬
‫ج‪ .‬ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻌﻴﻨﺔ ‪١٥ ...................................................‬‬
‫د‪.‬‬

‫ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪١٥ ...................................................‬‬

‫ه‪.‬‬

‫ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪١٦ ..................................................‬‬

‫و‪.‬‬

‫ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪١٧ ..................................................‬‬

‫ز‪.‬‬

‫ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ‪١٨ .........................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬

‫أ‪.‬‬

‫ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪١٩ ........................................................‬‬

‫ب‪.‬‬

‫ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٢٦ ........................................................‬‬

‫ﺝ‪ .‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٢٨ ........................................................‬‬

‫‪v‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬
‫أ‪.‬‬

‫ﺍﳋﻼﺻﺔ ‪٢٩ ............................... ................................‬‬

‫ب‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪٣٠ ............................ ................................‬‬
‫ﻣﺮﺍﺟﻊ ‪٣١ ................................... ................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭ‪‬ﻝ‬
‫ﻣﻘﺪ‪‬ﻣﺔ‬

‫ﺃ‪-‬‬

‫ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﻟﺪﻯ ﺍﻹﻧﺪﻭﻧﺴﻴﲔ‪ .‬ﻭﻟﻴﺲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ‬
‫ﺃﻣﺮﺍ ﺳﻬﻼ‪ ،‬ﻭﺇﻧ‪‬ﻤﺎ ﻳﻜﻮﻥ ﺃﻣﺮﺍ ﺩﻗﻴﻘﺎ ﻳﻮﺟﺪ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻨﻮ‪‬ﻋﺔ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺍﳌﺪﺭ‪‬ﺱ‬
‫ﻭﺍﳌﻮﺍﺩ‪ ‬ﺍﻟﺪ‪‬ﺭﺍﺳﻴ‪‬ﺔ ﻭﺍﻟﻄﺮﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻘﻮﻡ ‪‬ﺎ ﺍﳌﺪﺭ‪‬ﺱ‪ .‬ﻓﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﺪﺭ‪‬ﺱ ﰲ ﺗﻌﻠﻴﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺃﻥ‬
‫ﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﺮﻳﻘﺔ ﻭﺍﻟﻮﺳﻴﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻛﻲ ﻳﻔﻬﻢ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻬﻤﺎ ﺟﻴ‪‬ﺪﺍ‪ .‬ﺣﺘ‪‬ﻰ ﺗﻨﺒﺖ‬
‫ﺭﻏﺒﺘﻬﻢ ﰲ ﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﻋﻠﻴﻪ ﺃﻥ ﳚﻌﻞ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺘﻌﻠﻴﻤﻴ‪‬ﺔ ﻣﺮﳛﺔ ﻛﻲ ﻻ ﻳﺸﻌﺮ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺎﻟﺼﻌﻮﺑﺔ‬
‫ﻭﺍﳌﻠﻞ‪.‬‬
‫ﺇﻥﹼ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ ﻋﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺘﺮﺑﻴﺔ ﻭﻳﻨﺤﺼﺮ ﰲ ﺇﺗﺼﺎﻝ ﺍﻟﺪﺭﺱ ﺇﱃ ﺍﻟﺬﻫﻦ ﻭﺻﻚ‪ ‬ﺣﻮﺍﻓﻆ‬
‫ﺍﻟﻨﺶﺀ ﲟﺴﺎﺋﻞ ﺍﻟﻔﻨﻮﻥ ﻭﺍﻟﻌﻠﻮﻡ‪ .١‬ﻟﺬﻟﻚ ﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭ‪‬ﺱ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﺮﻕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫‪١‬اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ‪ ،‬اﻟﺠﺰ اﻷول ‪ c‬ﻣﻘﺮر ﻟﻄﻠﺒﺔ ﻛﻠﯿﺔ اﻟﻤﻌﻠﻤﯿﻦ اﻻﺳﻼﻣﯿﺔ ﻛﻮﻧﺘﻮر‪ ،‬ﻣﻄﺒﻌﺔ داراﻟﺴﻼم‪ ،‬ص‪٣ .‬‬

‫‪١‬‬

‫‪٢‬‬

‫ﻭﺍﻟﻄﺮﻕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻨﺎﺳﺒﺔ ﲤﻜﲔ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﺗﻘﺎﺱ ﺍﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﻟﺘﻘﻮﱘ‪.‬‬

‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻫﻮ ﻭﺳﻴﻠﺔ ﰲ ﻧﺸﺎﻃﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻫﻮ ﺍﺣﺪﻯ ﻣﻦ ﺁﻟﺔ ﻟﺘﻘﻮﱘ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‪.‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﻧﺸﺎﻁ ﻳﻬﺪﻑ ﺇﱃ ﺗﻌﻮﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﻤﺮﻳﻨﺎﺕ‪ ،‬ﻷﻥﹼ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﻳﻜﺴﻠﻮﻥ ﰲ ﺗﻌﻴﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻘﻞﹼ ﺩﻭﺍﻓﻌﻬﻢ ﺇﻟﻴﻪ ﻭﺗﻘﻞﹼ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﻪ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﻓﻴﺴﺘﻄﻴﻊ‬
‫ﺍﳌﺪﺭﺱ ﺃﻥ ﻳﺮﻗﹼﻴﻪ ﺑﺘﻘﺪﱘ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﰲ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺍﺛﻨﺎﺀ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺣﻴﺚ ﻳﺘﻀﻤﻦ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‬
‫ﳎﻤﻮﻋﺔ ﺍﻷﺳﺌﻠﺔ ﻟﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻳﺴﺘﻄﻴﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻮﺍ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻟﺘﺮﻗﻴﺔ ﺍﻹﳒﺎﺯ‬
‫ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﳚﺐ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﺇﺟﺎﺑﺔ ﻛﻞﹼ ﺍﻷﺳﺌﻠﺔ ﻋﻨﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻭ ﰲ ﺍﻟﺒﻴﺖ ﺑﺎﻋﺘﺒﺎﺭﻩ‬
‫ﻭﺍﺟﺒﺔ ﻣﱰﻟﻴﺔ‪.‬‬
‫ﻭﻳﻮﺟﺪ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻟﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ‬
‫ﺍﳉﻨﻮﺑﻴﺔ ﺇﱃ ﺟﺎﻧﺐ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﺰﻳ‪‬ﺔ ﻭﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﺍﳊﺴﺎﺏ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ‬
‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻋﻨﺪﻣﺎ ﻳﺘﻢ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻔﺼﻞ‪.‬ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻣﻌﻴﻨﺎ‬
‫ﻟﻠﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﳝﻜﻦ ﲝﺚﹼ ﺟﻬﻮﺩ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﻭﺗﻘﺪﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻏﺎﻟﺒﺎ‪ ،‬ﻟﺬﻟﻚ ﻳﻌﻄﻲ ﺍﳌﺪﺭﺱ‬
‫ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﻗﻠﻴﻼ ﺣﺘ‪‬ﻰ ﻳﺴﻌﺮ ﺍﻟﻄﻼﺏ ﺃﻥﹼ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﻮﺑﺔ‪ .‬ﻷﻥﹼ ﻟﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﻋﻨﺪ ﺍﻟﻄﻼﺏ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ‪ ،‬ﻟﺬﻟﻚ ﳛﺘﺎﺟﻮﻥ ﺍﱃ ﻛﺜﲑ‬
‫ﻣﻦ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﻟﺘﻨﻘﻴﺺ ﺍﻟﺼﻌﻮﺑﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺍﳌﺪﺭﺳﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ ﻋﻠﻰ ﺍﳊﺪ‪ ‬ﺍﻻﻗﺼﻰ ﰲ ﻗﻠﹼﺔ ﺻﻌﻮﺑﺔ ﺍﻟﻄﻼﺏ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻷﻥﹼ ﻛﺜﲑ ﻣﻦ ﺍﻟﻄﻼﺏ ﻳﺸﻌﺮﻭﻥ ﺃﻥﹼ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﺐ‪ .٢‬ﻓﺘﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﻌﺮﻑ‬
‫ﻛﻴﻒ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ؟ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ ﻟﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ؟‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﺍﺧﺘﺎﺭﺕ ﺍﻟﺒﺎﺣﺜﺔ ﻟﺒﺤﺜﻬﺎ ﺍﻟﻌﻠﻤﻲ ﻣﻮﺿﻮﻉ ‪" :‬ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ"‬

‫‪٢‬‬

‫)‪Observasi PPKT (Sept em ber-Desem ber ٢٠١٠‬‬

‫‪٣‬‬

‫ﺏ ‪ -‬ﺍﳌﺸﻜﻼﺕ‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺧﻠﻔﻴ‪‬ﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺗﺸﺨﻴﺺ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫‪.١‬‬
‫‪.٢‬‬
‫‪.٣‬‬
‫‪.٤‬‬
‫‪.٥‬‬

‫ﺍﻋﺘﻘﺎﺩ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺄﻥﹼ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﺒﺔ‬
‫ﻗﻠﹼﺔ ﺍﺧﺘﻴﺎﺝ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﰲ ﲤﺮﻳﻨﺎﺕ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻗﻠﹼﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﻨﻮﻋﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻗﻠﹼﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻋﻠﻰ ﺍﳊﺪ‪‬ﻱ ﺍﻻﻗﺼﻰ ﰲ ﺗﻘﻮﱘ ﺗﻌﻠﻢ‬
‫ﻗﻠﹼﺔ ﺩﻭﺭ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻟﺘﻘﻠﻴﻞ ﺻﻌﻮﺑﺔ ﺍﻟﻄﻼﺏ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﲢﺪ‪‬ﺩ ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﺸﻜﻼﺕ ﻛﺎﻵﰐ‪:‬‬

‫‪ .١‬ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪٢‬‬
‫ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ‪.‬‬
‫‪ .٢‬ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪٢‬‬
‫ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ‪.‬‬

‫‪.٣‬‬

‫ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬
‫‪ .١‬ﻛﻴﻒ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ ؟‬
‫‪ .٢‬ﺇﱃ ﺃﻱ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ؟‬

‫‪٤‬‬

‫ﺝ ‪ -‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﻬﺪﻑ ﺇﱃ ‪:‬‬

‫‪ .١‬ﻣﻌﺮﻓﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳊﻜﻮﻣﻴﺔ ‪٢‬‬
‫ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ‪.‬‬
‫‪ .٢‬ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ‪ ٢‬ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ‪.‬‬

‫ﺩ ‪ -‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫ﻭﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬

‫‪.١‬‬

‫ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﺍﺟﻌﺎ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺍﻟﺬﻱ ﳝﻜﻦ ﺍﺳﺘﻌﻤﻠﻪ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪.٢‬‬

‫ﺃﻥ ﻳﻜﻮﻥ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻣﺴﺘﺨﺪﻡ ﻟﺘﺮﻗﻴﺔ ﺍﻹﳒﺎﺯ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻫـ ‪ -‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﺃﻣﺎ ﻃﺮﻳﻘﺔ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﺘﻌﺘﻤﺪ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﺍﻟﺪﻟﻴﻞ ‪:‬‬
‫”‪“ Pedoman Penulisan Skripsi, Tesis, dan Disertasi, UIN Syarif Hidayatullah Jakarta‬‬

‫ﺍﻟﺬﻱ ﺍﺻﺪﺭﺗﻪ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬

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‫ﻭ ‪ -‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬
‫ﻭﻟﺘﺴﻬﻴﻞ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻗﺴﻤﺘﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﲬﺴﺔ ﺃﺑﻮﺍﺏ‪ ،‬ﻟﻜﻞ ﺑﺎﺏ ﻣﺒﺎﺣﺚ ﺧﺎﺻﺔ‬
‫ﻣﺘﺮﺍﺑﻄﺔ ﺑﻌﻀﻬﺎ ﺑﻌﻀﺎ ‪:‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬

‫‪ :‬ﺗﻘﺪ‪‬ﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻦ ﺍﳌﻘﺪ‪‬ﻣﺔ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺗﺸﺨﻴﺺ‬
‫ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻭﲢﺪﻳﺪﻫﺎ‪ ،‬ﻭﺗﻘﺮﻳﺮﻫﺎ‪ ،‬ﻭﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻓﻮﺍﺋﺪﻩ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬

‫‪ :‬ﺗﺒﺤﺚ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻦ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﳌﺸﺘﻤﻞ ﻋﻠﻰ ﺗﻌﺮﻳﻒ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‪،‬‬
‫ﺃﻫﺪﺍﻑ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‪،‬‬
‫ﻣﻨﺎﻓﻊ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‪ .‬ﻣﻔﻬﻮﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺃﳘﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ :‬ﺗﻘﺪ‪‬ﻡ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻦ ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‪ ،‬ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﻧﻮﻉ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﺼﺎﺩﺭ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﻭﺍﻟﻌﻴ‪‬ﻨﺔ‪ ،‬ﻭﺳﺎﺋﻞ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬

‫‪ :‬ﺗﺒﺤﺚ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻦ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﳌﺸﺘﻤﻠﺔ ﻋﻠﻰ ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﲢﻠﻴﻞ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬

‫‪ :‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﳋﺎﲤﺔ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﳋﻼﺻﺔ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪.‬‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫ﺍﳌﻼﺣﻖ‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬

‫ﻜﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬

‫”‪“Student Booklet‬‬

‫ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬

‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﲟﺎ ﻓﻴﻬﺎ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻤﻠﻴﺔ ﺻﻌﺒﺔ ﳛﺘﺎﺝ ﻓﻴﻬﺎ ﺇﱃ‬
‫ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻈﻢ ﻭﺇﱃ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻤﻴﺔ ﺍﳌﺴﺎﻋﺪﺓ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﻓﻴﻬﺎ‪ .‬ﻭﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬
‫ﺍﳌﺴﺎﻋﺪﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻛﺜﲑﺓ ﻣﻨﻬﺎ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻛﺎﻟﻜﺘﺎﺏ‪ .‬ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳌﺪﺭﺱ ﻳﺮﻳﺪ ﺃﻥ ﻳﻌﻠﻢ ﻃﻼﺑﻪ ﻳﺴﺘﺨﺪﻡ ﻛﺘﺎﺏ ﺍﻻﺳﺎﺳﻲ ﻭﲜﺎﻧﺐ ﺫﻟﻚ ﻓﺎﳌﺪﺭﺱ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﺨﺪﻡ‬
‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻟﻴﺲ ﺍﳌﺪﺭﺱ ﺍﻟﺬﻱ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻪ ﺑﻞ ﺍﻟﻄﻼﺏ‬
‫ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﻳﻀﺎ ﻭ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺎﻋﺪﻫﻢ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

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‫‪٧‬‬

‫ﺃ‪ .‬ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬
‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻫﻲ ﻣﺼﺎﺣﺒﺔ ﺍﻟﻜﺘﺎﺏ ﺟﺎﻧﺐ ﻛﺘﺎﺏ ﺍﳌﻘﺮﺭ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﰲ ﻧﺸﺎﻃﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﻳﻘﺼﺪ ﲟﺼﺎﺣﺒﺎﺕ ﺍﻟﻜﺘﺎﺏ ﻣﺎ ﻳﺮﺍﻓﻖ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﻛﺘﺐ ﻭﺃﺩﻭﺍﺕ ﺃﺧﺮﻯ ﺗﺴﺎﻋﺪ ﻋﻠﻰ‬
‫ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻪ‪ .‬ﻭﻳﺼﺤﺐ ﻛﺘﺎﺏ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑـﻬﺎ ))ﻛﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ(( ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻵﺗﻴﺔ‪:‬‬
‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻭﻳﻘﺼﺪ ﺑﻪ ﻫﻨﺎ ﻣﺎ ﻳﻘﺼﺪ ﺑﻜﺮﺍﺳﺔ ﺍﻟﻄﺎﻟﺐ )‪ (Student Booklet‬ﺇﺫﺍ‬
‫ﻳﻮﺿﺢ ﻟﻪ ﺃﻫﺪﺍﻑ ﻛﻞ ﺩﺭﺱ ﻭﻃﺮﻳﻘﺔ ﺍﻟﺴﲑ ﻓﻴﻪ‪ ،‬ﻭﻳﻌﻴﺪ ﻟﻪ ﺗﺮﺗﻴﺐ ﻋﻨﺎﺻﺮ ﺍﻟﺪﺭﺱ ﻭﻳﺰﻭﺩﻩ ﲟﺠﻤﻮﻋﺔ‬
‫ﺇﺿﺎﻓﻴﺔ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﱵ ﺗﺜﺒﺖ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻨﺪﻩ ﻭﺗﺪﻋﻢ ﻣﺎ ﳚﻨﺒﻪ ﰲ ﺍﻟﺪﺭﺱ ﻣﻦ ﺛﻮﺭﺓ ﻟﻔﻈﻴﺔ‪،‬‬
‫ﻛﻤﺎ ﺗﻘﺪﻡ ﻟﻪ ﰲ ﺑﻌﺾ ﺍﻟﺪﺭﻭﺱ ﻣﻔﺎﻫﻴﻢ ﺛﻘﺎﻓﻴﺔ ﻣﻌﻴﻨﺔ ﻭﻟﻘﺪ ﺭﻭﻋﻰ ﻋﻨﺪ ﺇﻋﺪﺍﺩ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺃﻥ‬
‫ﺗﺘﻜﺎﻣﻞ ﺃﻭﺟﻪ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻠﻐﻮﻯ ﻣﻊ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺩﺭﺳﺎ ﺑﺪﺭﺱ ﻭﺗﺪﺭﻳﺒﺎ ﺑﺘﺪﺭﻳﺐ‪ .‬ﻭﻣﺎ ﺯﺍﻝ ﻫﺬﺍ‬
‫ﺍﻟﻜﺘﺎﺏ ﺧﺎﺿﻌﺎ ﻟﻌﻤﻠﻴﺎﺕ ﺍﳌﺮﺍﺟﻌﺔ ﻭﺳﻮﻑ ﻳﺼﺤﺐ ﻛﺘﺎﺏ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻨﺪ ﺇﻗﺮﺍﺭﻩ‪.١‬‬
‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻫﻮ ﺍﻟﻮﺳﻴﻠﺔ ﻃﺒﻌﺖ ﺻﺤﻔﺎ ﻣﻦ ﺍﳌﻮﺍﺩ ﻭﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﻭﺟﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‬
‫ﺟﻮﺍﺑﻪ‪.‬ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺫﻟﻚ ﻟﺘﺮﻗﻴﺔ ﻓﻬﻤﻬﻢ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷﻧ‪‬ﻪ ﺗﻮﺟﻬﺖ ﺑﻪ ﺩﺭﺍﺳﺘﻬﻢ‪.‬‬
‫ﻭﻋﺎﺩﺓ ﲝﺚ ﻓﻴﻪ ﻓﻜﺮﺓ ﻭﺍﺣﺪﺓ ﺍﻟﱵ ﺑﻪ ﻳﺘﻌﻤﻘﻮﻥ ﺩﺭﺍﺳﺔ ﻣﺎﺳﺒﻖ‪ .‬ﺗـﻤﻴﺰ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺑﻜﻮﻧﻪ ﻣﺴﻬﻼ‬
‫ﰲ ﻓﻬﻢ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﻫﻮ ﻣﻄﺒﻮﻋﺎ ﰲ ﻛﺘﺎﺏ ﻭﺍﺣﺪ ﲤﻜﻦ ﻛﻞ ﻭﺍﺣﺪ ﻣﻨﻬﻢ ﺩﺭﺍﺳﺘﻪ ﻋﻠﻰ ﻧﻔﺴﻪ ﻭﳝﻜﻦ ﺑﻪ‬
‫ﻭﺟﻮﺩ ﻣﻌﺎﻣﻠﺔ ﺟﻴﺪﺓ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻄﻼﺏ‪ ،‬ﺇﺫﻥ ﺗﺮﻗﻲ ﺍﳒﺎﺯ ﻫﻢ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬
‫ﻭﻭﺟﺪﻭﺍ ﻓﻴﻪ ﺍﻟﺒﻴﺎﻥ ﻋﻦ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺗﻌﻠﻘﺖ ﺑـﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﰲ ﻛﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ‪ .٢‬ﻭﻣﻦ ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﲢﺼﻞ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻔﺮﺻﺔ ﺍﻟﻜﺜﲑﺓ ﳍﻢ‬
‫ﺑﺄﻥ ﺗﺸﺎﺭﻛﻮ ﻭﺗﺸﺎﻭﺭﻭﺍ ﰲ ﺍﻟﺪﺭﺱ‪ .‬ﻭﻋﻠﻰ ﺫﻟﻚ ﻭﺟﺐ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺑـﻤﺮﺍﻗﺒﺔ ﻃﻼﺑﻪ ﺃﺛﻨﺎﺀ ﺍﻟﺪﺭﺍﺳﺔ‪.٣‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻣﻌﻴﻨﺎ ﻟﻠﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻳـﻤﻜﻦ ﺟﻬﻮﺩ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻋﻠﻰ‬
‫ﻫﺬﺍ ﺍﳌﻘﺎﻝ ﺍﺟﺘﻤﻊ ﳉﻨﺔ ﺭﺳﻮﺥ ﻋﻤﻠﻴﺔ ﺍﳌﺪﺭﺱ ﺑﻘﻮﻟـﻬﻢ ‪ :‬ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﻳـﻤﻜﻦ ﺟﻬﻮﺩ ﺍﻟﻄﻼﺏ‬
‫ﻫﻮ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‪.٤‬‬
‫‪١‬ﺭﺷﻴﺪﻱ ﺍﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺍﻟﺪﻛﺘﻮﺭ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ‪ .‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺎﺱ ﺹ‪٣٠‬‬
‫‪http://pustaka.ut.ac.id/pengertianlembarkerjasiswa/٢٠٠٥٢٠٠١١ ٢‬‬

‫‪http://pustaka.ut.ac.id/pengertianlembarkerjasiswa/٢٠٠٥٢٠٠١١ ٣‬‬

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‫‪www.gudangmateri.com/pengertianmanfaatlembarkerjasiswa/١٠٠٥٢٠١١‬‬

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‫ﻣﻦ ﺍﻟﺒﻴﺎﻥ ﺍﻟﺴﺎﺑﻖ ﺗﺒﲔ ﺃﻥﹼ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻫﻮ ﺍﻟﺼﺤﻒ ﺍﳌﺸﺘﻤﻠﺔ ﻋﻠﻰ ﺍﳌﻔﻬﻮﻣﺎﺕ‬
‫ﻭﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﻣﻦ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺑﺘﻮﻓﲑﻩ ﻋﻠﻰ ﻧﻔﺴﻪ‪ ،‬ﲟﻜﺎﺛﺮﺓ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺇﻧـﻬﺎﺀ ﺍﳌﺴﺆﻻﺕ‬
‫ﺗﺘﻌﻠﻖ ﺑـﻤﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﻧـﻬﺎﻳﺔ ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫‪ .٢‬ﺃﻫﺪﺍﻑ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬
‫ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻫﻮ ﻗﺎﺋﺪ ﺍﻟﻄﻼﺏ ﰲ ﻋﻤﻠﻴﺘﻬﻢ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻳﻘﺎﺭﻧـﻬﻢ ﰲ ﺍﻟﺘﻔﻜﲑ ﺍﻟﺬﻱ‬
‫ﻳﺘﻄﻮ‪‬ﺭ ﰲ ﺃﻧﻔﺴﻬﻢ‪ .‬ﻭﻫﻮ ﺧﻄﻮﺍﺕ ﺍﳌﺴﺆﻭﻻﺕ ﺍﻟﱵ ﺗﻌﻄﻲ ﺍﻟﻴﻬﻢ ﰲ ﻧﺸﺎﻁ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ ﻓﻬﻢ‬
‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﰱ ﺍﳌﺪﺭﺳﺔ ﺃﻳﻀﺎ‪.٥‬‬
‫ﻭﻳﻘﻮﻡ ﺍﻟﻄﻼﺏ ﻋﺎﺩﺓ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﻩ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﰲ ﺍﻟﺒﻴﺖ‪ ،‬ﻭﺍﻟﺘﺄﻛﻴﺪ ﻣﻦ ﺻﺤﺔ‬
‫ﺇﺟﺎﺑﺘﻬﻢ ﰲ ﺍﻟﺼﻒ ﻣﻊ ﺍﳌﺪﺭﺱ ﺃﻭ ﲟﻘﺎﺭﻧﺔ ﺇﺟﺎﺑﺘﻬﻢ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺼﺤﻴﺤﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻛﺘﺎﺏ‬
‫ﺍﻟﻨﺸﺎﻁ‪.‬‬
‫ﻭﺍﳌﻨﺎﻓﻊ ﻋﻦ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﻟﻠﻤﻌﻠﻢ ﻫﻲ‪:‬‬
‫‪ .١‬ﺗﺪﺭﻳﺐ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﻌﻤﻴﻖ ﺍﻟﻌﻠﻮﻡ ﺍﳌﺪﺭﻭﺳﺔ‪ ،‬ﻭﳚﻌﻞ ﺑﻪ ﺃﺣﺴﻦ ﺍﳌﻔﻬﻮﻣﺎﺕ ﻋﻤﺎ‬
‫ﺳﺒﻖ‬
‫‪ .٢‬ﺗﺪﺭﻳﺐ ﺍﻟﻄﻼﺏ ﳎﺪﺍ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻭﺣﺎﺯﻣﺎ ﻭﺻﺎﺩﻗﺎ ﰲ ﺍﻟﺘﻔﻜﲑ ﻭﻣﻨﻄﻘﻴﺎ ﰲ ﺍﻟﻌﻤﻞ‬
‫‪ .٣‬ﺗﺪﺭﻳﺐ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺇﳚﺎﺏ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﻭﺍﳌﺴﺎﺋﻞ ﺍﳌﻜﺘﻮﺑﺔ ﻓﻴﻪ‬
‫‪.١‬‬
‫‪.٢‬‬
‫‪.٣‬‬
‫‪.٤‬‬
‫‪.٥‬‬

‫ﺇﻥﹼ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺍﺳﺘﺨﺪﺍﻣﺎﹰ ﻓﻌﺎﻻﹰ ﻟﺘﻼﻣﻴﺬ ﳛﻘﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﺩﺭﺍﻙ ﺍﳌﺎﺩﺓ‬
‫ﺃﻥ ﻳﻮﻓﺮ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻟﻠﺘﻌﻠﻢ‬
‫ﺃﻥ ﻳﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻌﺎﺩﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ‬
‫ﺃﻥ ﻳﻨﻤﻲ ﻗﺪﺭﺓ ﺍﻟﻄﺎﻟﺐ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ‬
‫ﺃﻥ ﻳﻠﱯ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ ﺍﳋﺎﺻﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫‪www.gudangmateri.com/pengertianmanfaatlembarkerjasiswa/١٠٠٥٢٠١١ ٥‬‬

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‫‪ .٣‬ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬
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‫‪.٢‬‬
‫‪.٣‬‬
‫‪.١‬‬
‫‪.٢‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﰲ ﻧﺸﺎﻃﺔ ﺍﻟﺘﻌﻠﻴﻢ ﳍﺎ ﻣﺰﺍﻳﺎ ﻭﻋﻴﻮﺏ‪ ،‬ﻭ ﻣﺰﻳﺘﻬﺎ ﻫﻲ‪:٦‬‬

‫ﺗﺮﻗﻴﺔ ﻧﺸﺎﻁ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﲡﻬﻴﺔ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﺑﻨﻔﺴﻪ‬
‫ﺇﺭﺷﺎﺩ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺇﳚﺎﺑﺔ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ ﻓﻴﻪ‬
‫ﻭﻋﻴﻮ‪‬ﺎ ﻫﻲ‪:‬‬
‫ﻗﺪ ﻳﻜﻮﻥ ﺍﳌﻌﻠﻢ ﻏﺎﻓﻼ‪ ،‬ﺃﻋﲏ ﺇﻧـﻤﺎ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﻣﺮﺍﻗﺒﺔ ﺍﻟﻄﻼﺏ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻞ‪ .‬ﻭﻭﻗﻊ‬
‫ﺫﻟﻚ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﻌﻠﻢ ﺧﺎﺋﻨﺎ ﻋﻠﻰ ﻣﺴﺆﻭﻟﻴﺘﻪ ﰲ ﺍﻟﺘﺪﺭﻳﺲ‬
‫ﺍﺧﺘﻴﺎﺝ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ ﺇﱃ ﺗﻜﺎﻟﻴﻒ ﻛﺒﲑﺓ‬

‫‪ .٤‬ﻣﻨﺎﻓﻊ ﺍﺳﺘﺨﺪﺍﻡ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬
‫ﻫﻲ‪:‬‬

‫ﻗﺪ ﺫﻛﺮﺕ ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﻣﻮﺿﻮﻉ ﺗﻌﺮﻳﻒ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‪ ،‬ﺃﻥﹼ ﺍﳌﻨﺎﻓﻊ ﻛﺘﺎﺏ ﺍﻟﻨﺸﺎﻁ‬
‫‪ .١‬ﺃﻥ ﻳﺴﻬﻞ ﰲ ﻓﻬﻢ ﺍﳌﻮﺿﻮﻋﺎﺕ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ .٢‬ﺃﻥ ﳝﻜﻦ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻨﻔﺴﻪ‬
‫‪ .٣‬ﺃﻥ ﳝﻜﻦ ﻭﺟﻮﺩ ﻣﻌﺎﻣﻠﺔ ﺣﺴﻨﺔ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺍﻟﻄﻼﺏ‬
‫‪ .٤‬ﺗﺮﻗﻴﺔ ﺇﻧـﺠﺎﺯ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‬

‫‪www.duniaebook.net/kelebihan- kekuranganlembarkerjsiswa/١٠٥٠٢٠١١٦‬‬

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‫ﺏ‪ .‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻗﺒﻞ ﺃﻥ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻔﻬﻮﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺗﻘﺪﻡ ﺃﻭﻻ ﻣﻔﻬﻮﻡ ﺍﻟﺘﻌﻠﻴﻢ ﻭ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺍﻟﺘﻌﻠﻴﻢ ﻟﻐﺔ ﻣﺼﺪﺭ ﻣﻦ ﻋﻠﹼﻢ – ﻳﻌﻠﹼﻢ – ﺗﻌﻠﻴﻤﺎ‪ ،‬ﻛﻘﻮﻟﻪ ﺗﻌﺎﱃ ﻭﻋﻠﹼﻢ ﺁﺩﻡ ﻳﻌﻠﻢ ﺍﻷﲰﺎﺀ ﻛﻠﻬﺎ‬
‫﴿ﺍﻵﻳﺔ﴾ ﲟﻌﲎ ﺟﻌﻞ ﺍﷲ ﺁﺩﻡ ﻳﻌﻠﻢ ﺍﻷﲰﺎﺀ ﻛﻠﻬﺎ‪ .‬ﲟﻤﻌﲎ ﺟﻌﻠﻪ ﻳﻌﻠﻢ ﻭﺍﺻﻄﻼﺣﺎ ﺇﻳﺼﺎﻝ ﺍﳌﻌﻠﻢ ﺍﻟﻌﻠﻢ‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺇﱃ ﺃﺫﻫﺎﻥ ﺍﻟﺘﻼﻣﻴﺬ‪.٧‬‬
‫ﻭﻗﺎﻝ ﺍﻟﺪﻛﺘﻮﺭ ﺟﻮﺩﺕ ﺍﻟﺮﻛﺎﰊ ﻫﻮ ﺧﱪﺓ ﻣﻦ ﺍﳋﱪﺍﺕ ﺍﳊﻴﻮﻳﺔ‪ ،‬ﺗﺴﺘﻨﺪ ﰲ ﳕﻮﻫﺎ‬
‫ﻭﻧﻀﺠﻬﺎ ﺇﱃ ﺃﺻﻮﻝ ﻣﻌﻴﻨﺔ ﻭﺃﺳﺲ ﳏﺪﺩﺓ ﻭﻣﻘﻮﻣﺎﺕ ﻭﺍﺿﺤﺔ‪ ،‬ﻭﻟﻴﺲ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻤﻼ ﺍﺭﲡﺎﻟﻴﺎ ﺃﻭﳏﺎﻭﻟﺔ‬
‫ﺗﺆﺩﻱ ﻋﻠﻰ ﺃﻳﺔ ﺻﻮﺭﺓ ﺩﻭﻥ ﻗﺎﻋﺪﺓ ﺃﻭ ﻧﻈﺎﻡ‪.٨‬‬
‫ﻭﻳﻘﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻻ ﻳﻌﲏ ﳎﺮﺩ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺃﻭ ﻣﻌﺎﺭﻑ ﻣﻦ ﻣﻌﻠﻢ ﺇﱃ ﻣﺘﻌﻠﻢ‪ ،‬ﺇﻧﻪ‬
‫ﻋﻤﻠﻴﺔ ﺃﻛﱪ ﻣﻦ ﺫﻟﻚ‪ ،‬ﺇﺫ ﺗﺴﺘﻬﺪﻑ – ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ – ﺍﻟﻜﺸﻒ ﻋﻤﺎ ﻟﺪﻯ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺍﺳﺘﻌﺪﺍﺩﺍﺕ‬
‫ﻭﻗﺪﺭﺍﺕ‪ ،‬ﻣﺴﺎﻋﺪ‪‬ﻢ ﻋﻠﻰ ﺍﺳﺘﻐﻼﳍﺎ ﰲ ﺃﻗﺼﻰ ﻃﺎﻗﺎ‪‬ﺎ ﺣﱴ ﻳﻌﻠﻤﻮﺍ ﺃﻧﻔﺴﻬﻢ ﺑﺄﻧﻔﺴﻬﻢ‪.٩‬‬

‫‪ .٢‬ﻣﻔﻬﻮﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻟﻠﻐﺔ ﻋﻨﺪ ﺍﻟﻐﻼﺑﻴﲔ ﻫﻲ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﻌﱪ ‪‬ﺎ ﺍﻟﻌﺮﺏ ﻋﻦ ﺃﻏﺮﺍﺿﻬﻢ‪ .‬ﻭﻟﺬﻟﻚ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻮ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﻳﻠﻘﻲ ﻓﻴﻬﺎ ﺍﳌﻌﻠﻢ ﺇﱃ ﺍﳌﺘﻌﻠﻢ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﺑﻘﺔ‬
‫ﺍﳌﻌﻴﻨﺔ ﻭﻳﺮﰊ ﻗﺪ ﺍﺳﺘﻄﺎﻋﺎﺗﻪ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.١٠‬‬

‫‪ .٣‬ﺃﳘﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺇﻥ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻜﺎﻧﺔ ﺧﺎﺻﺔ ﺑﲔ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ‪ ،‬ﻛﻤﺎ ﺃﻥ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺗﺰﺩﺍﺩ ﻳﻮﻣﺎ‬
‫ﺑﻌﺪ ﻳﻮﻡ ﰲ ﻋﺼﺮﻧﺎ ﺍﳊﺎﺿﺮ‪ .‬ﻭﺗﺮﺟﻊ ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﻷﺳﺒﺎﺏ ﺍﻵﺗﻴﺔ‪:١١‬‬
‫‪٧‬ﳏﻤﻮﺩ ﺇﺩﺭﻳﺲ ﺟﻮﻫﺮﻱ‪ .‬ﻣﺒﺎﺩﺉ ﻋﻠﻢ ﺍﻟﺘﺮﺑﻴﺔ‪ .‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ‪ .‬ﲨﻌﺔ‪ .‬ﺹ‪٣ – ٢ .‬‬

‫‪٨‬ﺟﻮﺩﺕ ﺍﻟﺮﻛﺎﰊ‪ ،‬ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺩﺍﺭﺍﻟﻔﻜﺮ ﺍﳌﻌﺎﺻﺮﺏ )ﺑﲑﻭﺕ – ﻟﺒﻨﺎﻥ(‪ .١٩٩٦ .‬ﺹ‪٣٣ .‬‬
‫‪٩‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ .‬ﻣﻨﺎﻫﺞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‪ .‬ﺩﺍﺭﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪ ٢٠٠١ .‬ﻣـ‪ .‬ﺹ‪٤٠ .‬‬

‫‪١٠‬ﻣﺼﻄﻔﻰ ﺍﻟﻐﻼﳝﻲ‪ ،‬ﺟﺎﻣﻊ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻌﺮﺑﻴﺔ‪) ،‬ﺑﲑﻭﺕ‪ :‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺼﺮﻳﺔ ‪ ( ١٩٨٧‬ﺹ‪٧ .‬‬
‫‪١١‬ﳏﻤﺪ ﻋﻠﻲ ﺍﳋﻮﰲ‪ .‬ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪ ١٩٨٦‬ﻣـ‪ .‬ﻣﻜﺘﺒﺔ ﺍﻟﻔﺮﺯﺩﻕ‪ .‬ﺽ‪٢٠ – ١٩ .‬‬

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‫ﺃ( ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﳊﺪﻳﺚ ﺍﻟﺸﺮﻳﻒ‬
‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻧﺰﻝ ﲟﺎ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﻠﻐﺔ ﺍﻷﺣﺎﺩﻳﺚ ﺍﻟﺮﺳﻮﻝ ﺍﻟﻜﺮﱘ‬
‫ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ‪ .‬ﻟﺬﻟﻚ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻛﻞ ﻣﺴﻠﻢ ﻟﻴﻘﺮﺃ ﻭﻳﻔﻬﻢ ﺍﻟﻘﺮﺁﻥ ﻭﺍﳊﺪﻳﺚ ﺍﻟﺸﺮﻳﻒ‬
‫ﻭﻳﺴﺘﻤﺪ ﻣﻨﻬﻤﺎ ﻣﺴﻠﻢ ﺍﻷﻭﺍﻣﺮ ﻭﺍﻟﻨﻮﺍﻫﻲ ﻭﺍﻷﺣﻜﺎﻡ ﺍﻟﺸﺮﻋﻴﺔ‪.‬‬
‫ﻣﻜﺎﻧﺔ ﺍﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﻌﺮﺏ‬
‫ﺏ(‬
‫ﺇﻥ ﺍﻗﺘﺼﺎﺩﻳﺔ ﺍﻟﻌﺮﺏ ﺗﻨﻤﻮ ﺑﺸﻜﻞ ﺳﺮﻳﻊ ﺑﻔﻀﻞ ﻣﺎﻟﺪﻳﻬﻢ ﻣﻦ ﺛﺮﻭﺍﺕ ﻧﻔﻄﻴﺔ ﻭﻣﻌﺪﻧﻴﺔ ﳑﺎ‬
‫ﳚﻌﻞ ﳍﻢ ﻭﺯﻧﺎ ﺍﻗﺘﺼﺎﺩﻳﺎ ﻛﺒﲑﺍ ﻭﻭﺯﻧﺎ ﺳﻴﺎﺳﻴﺎ ﻣﻮﺍﺯﻧﺎ‪ .‬ﻭﺗﺘﺮﻛﺐ ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﻣﻊ ﺍﻷﳘﻴﺔ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫ﻭﺍﻟﺴﻴﺎﺳﺔ ﻷﺻﺤﺎ‪‬ﺎ‪.‬‬
‫ج( ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺘﻌﻠﻢ‬
‫ﺇﻥ ﺍﻹﺭﺍﺩﺓ ﰲ ﺍﻟﺘﻌﻠﻢ ﻻ ﺗﺒﺪﻭ ﻣﻦ ﻧﻔﺲ ﺍﳌﺘﻌﻠﻢ ﺇﻻ ﺑﻮﺟﻮﺩ ﺩﻭﺍﻓﻊ ﺗﺪﻓﻌﻪ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻷﻋﻤﺎﻝ‬
‫ﻭﺃﻭﺟﻪ ﺍﻟﻨﺸﺎﻁ ﺍﻟﱵ ﻳﻄﻠﺒﻬﺎ ﺗﻌﻤﻠﻪ ﻭﺣﱴ ﳛﻘﻖ ﺍﻟﻐﺮﺽ ﺍﻟﺬﻱ ﻳﺒﻐﻲ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻭﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺍﻟﺘﻌﻠﻢ ﻣﻨﻬﺎ‪:‬‬
‫‪ .١‬ﺍﻟﻨﻀﺞ‬
‫ﺇﻥ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻨﻀﺞ ﻋﻤﻠﻴﺘﺎﻥ ﻣﺴﺆﻭﻟﺘﺎﻥ ﻋﻦ ﳕﻮ ﺍﻟﺴﻠﻮﻙ ﻭﺗﺮﻗﻴﺘﻪ ﻭﻳﺸﻤﻞ ﻫﺬﺍ ﺍﻟﻨﻀﺞ‬
‫ﰲ ﺍﳌﺸﻲ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺗﺬﻭﻕ ﻗﻄﻌﺔ ﻣﻮﺳﻴﻘﻴﺔ ﺃﻭ ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﺸﻌﺮ ﺃﻭ ﳑﺎﺭﺳﺔ‬
‫ﻧﺸﺎﻁ ﺭﻳﺎﺿﻲ‪.‬‬
‫‪ .٢‬ﻭﺍﻟﺪﻭﺍﻓﻊ‬
‫ﻋﺮﻓﻨﺎ ﺃﻥ ﺍﻟﺪﻭﺍﻓﻊ ﻋﺎﻣﻞ ﻣﻬﻢ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺳﻮﺍﺀ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺃﻭ ﺍﳋﺎﺭﺟﻴﺔ‪.‬‬
‫ﺩﻭﻥ ﺍﻟﺪﻭﺍﻓﻊ ﻫﻴﻬﺎﺕ ﺃﻥ ﻳﺘﻌﻠﻢ ﺍﻟﺘﻠﻤﻴﺬ ﻭﺩﻭ‪‬ﺎ ﻣﺎ ﺗﻔﻮﻕ ﺃﺣﺪ ﻣﻦ ﻏﲑ‪.‬‬
‫‪ .٣‬ﺍﳌﻤﺎﺭﺳﺔ‬
‫ﺇﺫﺍ ﺷﺨﺺ ﺃﻥ ﻳﻄﺒﻖ ﻣﻦ ﻏﲑﻩ ﻻﺑﺪ ﻟﻪ ﻣﻦ ﺃﻥ ﳝﺎﺭﺱ ﺍﻟﺪﺭﺱ ﻛﻞ ﻳﻮﻡ ﻓﻌﺎﻻ‪ ،‬ﻭﻫﺬﻩ‬
‫ﺍﳌﻤﺎﺭﺳﺔ ﻋﺎﻣﻞ ﻣﻬﻢ ﰲ ﺗﻌﻠﻢ ﺃﻳﺔ ﺩﺭﻭﺱ‪.‬‬

‫‪ .٤‬ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﳍﺎ ﺇﺟﺮﺍﺀ ﺍﻟﱵ ﺗﺮﺗﺒﻂ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‪ .‬ﺃﻭﳍﺎ ﺍﻟﻄﺮﻳﻘﺔ ﻭﻫﻲ ﻛﻤﺎ ﻗﺎﻝ‬
‫ﳏﻤﻮﺩ ﻳﻮﻧﺲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﻳﺴﲑ ﻋﻠﻴﻪ ﺍﳌﺪﺭﺱ ﰲ ﺇﻟﻘﺎﺀ ﺩﺭﺳﻪ ﻟﻴﻮﺍﺻﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺇﱃ ﺃﺫﻫﺎﻥ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﺑﺸﻜﻞ ﻳﺘﺤﺴﻦ ﺃﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻴﺔ‪ .‬ﻭﻫﻲ ﺭﻛﻦ ﻫﺎﻡ ﻣﻦ ﺃﺭﻛﺎﻥ ﺣﺴﻦ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻗﺪ ﺍﻫﺘﻢ ﺍﳌﺮﺑﻮﻥ ﰲ‬

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‫ﺍﻟﻘﺪﱘ ﻭﺍﳊﺪﻳﺚ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺃﻟﻔﻮﺍ ﻓﻴﻬﺎ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻜﺜﲑﺓ ﻛﻤﺎ ﻛﺘﺐ ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.١٢‬‬
‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ ﲟﻔﻬﻮﻣﻬﺎ ﺍﻟﻮﺍﺳﻊ ﺗﻌﲎ ﳎﻤﻮﻋﺔ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﻳﺘﻢ ﺑﻮﺍﺳﻄﺘﻬﺎ ﺗﻨﻈﻢ ﺍ‪‬ﺎﻝ‬
‫ﺍﳋﺎﺭﺟﻲ ﻟﻠﻤﺘﻌﻠﻢ ﻣﻦ ﺃﺟﻞ ﲢﻘﺒ�