Tahlil muhtawa kitab amtsilafi watatbiquhu fritailimi qawaid fii madrosah al-mutawaritoh al-islamiyah Tangerang

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

‫‪ ‬‬

‫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
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٤٠٢٠١١٩٨٧١٢١٠٠١ :‬‬
‫ﺳﻜﺮﺗﲑﺓ ﺍﻟﻠﺠﻨﺔ‬

‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬

‫ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٣٠٥٠٥١٩٩٩٠٣٢٠٠٣ :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬

‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬

‫ﺩ‪ /.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٤٠٢٠١١٩٨٧١٢١٠٠١ :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ‬

‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬

‫ﺃﲪﺪ ﺭﻭﻳﺎﱐ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪ ١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٦٩٠٤٢٨١٩٩٧٠٣١٠٠١:‬‬
‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ٍ‬

‫ﺃ‪.‬ﺩ‪ /.‬ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٧١٠٠٥١٩٨٧٠٣١٠٠٣ :‬‬
‫ج‬

‫‪........................‬‬

‫‪........................‬‬

‫‪........................‬‬

‫‪........................‬‬

‫‪‬‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻊ ﺃﺩﻧﺎﻩ‪:‬‬

‫ﺍﻻﺳﻢ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬
‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬
‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫ﺍﻟﺮﺷﻴﺪ )‪(Abdul Rosyid‬‬

‫‪ :‬ﻋﺒﺪ‬
‫‪١٠٦٠١٢٠٠٠٢٢٦ :‬‬
‫‪ :‬ﺗﺎﳒﺮﺍﻧﺞ‪ ٧ ،‬ﻳﻨﺎﻳﺮ ‪١٩٨٧‬‬
‫‪ :‬ﺷﺎﺭﻉ ﺳﻴﻠﻲ ﻭﺍﳒﻲ )‪ (Siliwangi‬ﳕﺮﺓ ‪ ٦٠‬ﻗﺮﻳﺔ ﻏﻤﺒﻮﺭ‬
‫)‪ (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:‬‬
‫‪.١‬‬
‫‪.٢‬‬
‫‪.٣‬‬

‫‪.٤‬‬

‫‪.٥‬‬

‫ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﺗﻪ‬

‫ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬
‫ﻓﻀﻴﻠﺔ ﺍﳌﺸﺮﻑ ﺍﻷﻛﺎﺩﳝﻲ ﳏﺼﻦ ﻧﻮﺍﻭﻯ ﺍﳌﺎﺟﺴﺘﲑ‪ ،‬ﺣﻔﻈﻪ ﺍﷲ ﻭﻧﻔﻌﻨﺎ ﺑﻌﻠﻮﻣﻪ‪.‬‬
‫ﻓﻀﻴﻠﺔ ﺍﳌﺸﺮﻓﲔ ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ ﺍﻟﻠﺬﻳﻦ ﺑﺬﻻ‬
‫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
‫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

‫‪ ‬‬
‫‪‬‬

‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ ‪............................. ................................‬‬
‫ﺍﻹﻗﺮﺍﺭ ‪........................................... ................................‬‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ ‪................................... ................................‬‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪..................................... ................................‬‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪.................................. ................................‬‬

‫ﺝ‬
‫ﺩ‬
‫ﻫـ‬
‫ﻭ‬
‫ﺡ‬

‫‪ ‬‬
‫‪‬‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪.............................. ................................‬‬

‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪............................ ................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪......................................................‬‬

‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪.........................................................‬‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪.......................... ................................‬‬

‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪............................... ................................‬‬

‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪................................. ................................‬‬

‫ﻩ‪ .‬ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ‪................................ ................................‬‬
‫‪ .١‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.......................... ................................‬‬

‫‪ .٢‬ﺃﺩﻭﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪......................................................‬‬

‫‪ .٣‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪....................................................‬‬

‫ﻭ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪............................ ................................‬‬

‫‪‬‬
‫ح‬

‫‪١‬‬
‫‪٤‬‬
‫‪٤‬‬
‫‪٤‬‬
‫‪٥‬‬
‫‪٥‬‬
‫‪٥‬‬
‫‪٥‬‬
‫‪٦‬‬
‫‪٦‬‬
‫‪٦‬‬
‫‪٧‬‬

‫‪ ‬‬

‫‪‬‬

‫ﺃ‪ .‬ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪............................. ................................‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﺃﳘﻴﺘﻪ ﻭﺧﺼﺎﺋﺼﻪ ‪..................................‬‬

‫‪ .٢‬ﻣﻌﺎﻳﲑ ﺗﺼﻨﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪............................................‬‬

‫ﺃ‪ .‬ﺃﺳﺲ ﺇﻋﺪﺍﺩ ﺗﻨﻈﻴﻢ ﺍﻟﻜﺘﺎﺏ ‪............................................‬‬

‫ﺏ‪ .‬ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪..............................................‬‬

‫ﺝ‪ .‬ﺍﺧﺘﻴﺎﺭ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ‪...............................................‬‬

‫ﺏ‪ .‬ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪............................ ................................‬‬
‫‪ .١‬ﺍﻟﺘﻌﺮﻳﻒ ‪................................ ................................‬‬

‫‪ .٢‬ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ‪.....................................................‬‬

‫‪‬‬

‫‪ .٣‬ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ‪.......................................................‬‬

‫‪٨‬‬
‫‪٨‬‬
‫‪١٣‬‬
‫‪١٣‬‬
‫‪١٧‬‬
‫‪٢١‬‬
‫‪٢٢‬‬
‫‪٢٢‬‬
‫‪٢٣‬‬
‫‪٢٣‬‬

‫‪ ‬‬

‫‪‬‬
‫‪(Mulok)‬‬
‫‪ ‬‬

‫ﺃ‪ .‬ﻛﺘﺎﺏ ﺃﻣﺜﻠﱴ ‪................................. ................................‬‬

‫‪ .١‬ﺍﻟﺘﻌﺮﻳﻒ ‪................................ ................................‬‬

‫‪ .٢‬ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﺗﺎﺭﳜﻪ ‪.....................................................‬‬

‫‪ .٣‬ﳏﺘﻮﻳﺎﺕ ﺍﻟﻜﺘﺎﺏ ‪........................................................‬‬
‫ﺃ( ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ‪..............................................‬‬

‫ﺏ( ﻣﻦ ﻧﺎﺣﻴﺔ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ ‪...............................................‬‬

‫‪ .٤‬ﻃﺮﻳﻘﺔ ﺗﻘﺪﱘ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﻟﻜﺘﺎﺏ ‪...........................................‬‬

‫ﺏ‪ .‬ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﺘﻌﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.............................‬‬
‫ط‬

‫‪٢٧‬‬
‫‪٢٧‬‬
‫‪٢٨‬‬
‫‪٢٩‬‬
‫‪٢٩‬‬
‫‪٢٩‬‬
‫‪٣١‬‬
‫‪٣٢‬‬

‫‪ (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 ............................ ................................‬‬
‫‪‬‬

‫‪ ‬‬
‫‪‬‬

‫ﺃ‪ .‬ﲢﻠﻴﻞ ﺍﻟﻜﺘﺎﺏ ﺃﻣﺜﻠﱵ ﻭﻣﻨﺎﺳﺒﺔ ﺑﺎﳌﻮﺍﺩ ﺍﳌﺪﺭﺳﻴﺔ ﰲ ﻣﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ)‪............ (Mulok‬‬

‫ﺏ‪ .‬ﻧﺘﻴﺠﺔ ﲢﻠﻴﻞ ﺍﻟﻜﺘﺎﺏ ﻭﺗﻘﻴﻴﻤﻪ ﰲ ﺿﻮﺀ ﺃﺩﺍﺓ ﺗﻘﻴﻴﻢ ﻛﺘﺎﺏ ﺃﻣﺜﻠﱵ ‪......................‬‬
‫‪ (١‬ﺻﻼﺣﻴﺔ ﳏﺘﻮﻯ ﺃﻭ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ‪............................................‬‬

‫‪ (٢‬ﺻﻼﺣﻴﺔ ﺗﻘﺪﱘ ﳏﺘﻮﻯ ﺃﻭ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ‪.......................................‬‬

‫‪ (٣‬ﺻﻼﺣﻴﺔ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺏ ‪......................................................‬‬

‫‪٣٨‬‬
‫‪٣٩‬‬
‫‪٣٩‬‬
‫‪٤١‬‬
‫‪٤٣‬‬

‫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"‪.‬‬
‫)‪Ahmad Fuad Effendi, Metodologi Pengajaran Bahasa Arab, (Malang: Misykat, 2004‬‬
‫‪٢‬‬

‫‪1‬‬

‫ﺃﻤﻴﻥ ﻋﻠﻰ ﺍﻟﺴﻴﺩ‪ ،‬ﻓﻲ ﻋﻠﻢ اﻟﻨﺤﻮ‪) ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪ :‬ﺩﺍﺭ ﺍﻟﻤﻌﺎﺭﻑ‪ (١٩٧٧ ،‬ﻅ ‪ ،٤‬ﺝ ‪ ،١‬ﺹ ‪١٤‬‬
‫‪١‬‬

‫‪h.102‬‬

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

‫‪5‬‬
‫‪6‬‬

‫‪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

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‫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
‫ﺍﻟ�