Atsaru Istikhdamu Thoriqoh Amtsilati Fi'Ta'lim Al-Qawaid Al-Arabiyah : Dirasah Muqoronah

‫آ ﺛ ﺎر اﺳﺘﺨﺪام طﺮﯾﻘﺔ أﻣﺜﻠﺘﻲ ﻓ ﻰ ﺗﻌﻠﯿﻢ اﻟﻘﻮاﻋﺪ‬
‫اﻟﻌﺮﺑﯿﺔ‬
‫)دراﺳﺔ ﻣﻘﺎرﻧﺔ(‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﻋﻠﻚﯿﻣ ﺘّﻘﯿﻦ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪104012000208 :‬‬

‫ﻗﺴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﯾﻒ ھﺪاﯾﺔ ﷲ اﻹﺳﻼﻣﯿﺔ اﻟﺤﻜﻮﻣﯿﺔ ﺟ ﺎ ﻛ ﺮ ﺗ ﺎ‬
‫‪ 2009‬م‪ 1430/‬ھـ‬

‫‪1‬‬

‫‪2‬‬

‫آ ﺛ ﺎر اﺳﺘﺨﺪام طﺮﯾﻘﺔ أﻣﺜﻠﺘﻲ ﻓ ﻰ ﺗﻌﻠﯿﻢ اﻟﻘﻮاﻋﺪ‬

‫اﻟﻌﺮﺑﯿﺔ‬
‫)دراﺳﺔ ﻣﻘﺎرﻧﺔ(‬
‫ﲝﺚ‬
‫ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬
‫ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬

‫ﻋﻠﻚﯿﻣ ﺘّﻘﯿﻦ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪104012000208 :‬‬

‫ﲢﺖ ﺇﺷﺮﺍﻑ‪:‬‬
‫ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ‬

‫ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‬

‫)ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﻃﻴﺐ ﺭﺍﻳﺎ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫)ﳏﺼﻦ ﻧﻮﻭﻱ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫‪ 2009‬ﻡ‪ 1430 /‬ﻫـ‬

‫‪3‬‬

‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺿﻮﻉ "ﺍﺛﺮ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ(" ﺇﱃ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ﺍﻹﺛﻨﲔ‪ 14،‬ﺳﺒﺘﻤﱪ ‪ 2009‬ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‪ ،‬ﻭﻧﺎﻝ‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 14 ،‬ﺳﺒﺘﻤﱪ ‪ 2009‬ﻡ‬
‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬
‫ﺍﻟﺘﺎﺭﻳﺦ‬
‫ﺍﻟﺘﻮﻗﻴﻊ‬
‫‪..............‬‬

‫‪..............‬‬

‫‪..............‬‬

‫‪..............‬‬

‫‪...............‬‬

‫‪..............‬‬

‫‪................‬‬

‫‪..............‬‬

‫ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ‪/‬ﺩ‪.‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150263641 :‬‬
‫ﺳﻜﺮﺗﲑ ﺍﻟﻠﺠﻨﺔ‬
‫ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150281981 :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬
‫ﺃ‪ .‬ﺩ‪ /.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪1502313557:‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ‬

‫ﻋﺰﻳﺰﻓﺨﺮﺍﻟﺮﺍﺯﻱ ﺍﳌﺎﺟﺴﺘﲑ‪/‬ﺃ‪.‬ﺩ‪.‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150202343 :‬‬

‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪/‬ﺃ‪.‬ﺩ‪.‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪150231356 :‬‬

‫‪4‬‬

‫اﻹﻗﺮار‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻊ ﺃﺩﻧﺎﻩ‬
‫ﺍﻻﺳﻢ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬

‫‪ :‬ﻋﻠﻴﻚ ﻣﺘ‪‬ﻘﲔ‬
‫‪104012000208 :‬‬

‫‪ :‬ﺑﺎﻃﻲ‪ 29 ،‬ﺃﻏﺴﻄﺲ ‪1985‬‬
‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬

‫‪ :‬ﺣﺎﺟﲔ ﻣﺮﻗﺎﻳﺎﺻﺎ ﺑﺎﻃﻲ‬
‫ﺍﻟﻌﻨﻮﺍﻥ‬
‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻮﺿﻮﻋﻪ‪ " :‬ﺍﺛﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ("‪،‬‬
‫ﻗﻤﺖ ﺃﻧﺎ ﺷﺨﺼﻴﺎ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱴ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ‬
‫ﻭﻣﺮﺍﺟﻌﻬﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺃﻧﺎ ﻣﺴﺆﻭﻝ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ‬
‫ﻓﻴﻪ ﺷﻲﺀ ﻣﻦ ﺍﳋﻄﺄ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ ﻣﺴﺆﻭﻟﻴﱵ ﺃﻧﺎ ﺷﺨﺼﻴﺎ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ 27 ،‬ﺃﻏﺴﻄﺲ ‪2009‬‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﳌﻘﺮ‪‬‬
‫)ﻋﻠﻴﻚ ﻣﺘ‪‬ﻘﲔ(‬

‫‪5‬‬

‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﺍﻻﺳﻢ‬

‫‪ :‬ﻋﻠﻴﻚ ﻣﺘ‪‬ﻘﲔ‬

‫ﻣﻜﺎﻥ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬

‫‪ :‬ﺑﺎﻃﻲ‪ 29 ،‬ﺃﻏﺴﻄﺲ ‪1985‬‬

‫ﺍﳊﺎﻟﺔ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬

‫‪ :‬ﻋﺎﺯﺏ‬

‫ﺍﻟﻮﻇﻴﻔﺔ ﺍﳊﺎﻟﻴﺔ‬

‫‪ :‬ﻃﺎﻟﺐ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬

‫ﺍﻟﻠﻐﺎﺕ ﺍﳌﺘﺤﺪﺛﺔ‬

‫‪ :‬ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺍﻟﻌﻨﻮﺍﻥ‬
‫ﺭﻗﻢ ﺍﳍﺎﺗﻒ‬

‫‪ :‬ﺣﺎﺟﲔ ﻣﺮﻗﺎﻳﺎﺳﺎ ﺑﺎﻃﻲ‬

‫‪081380818435 :‬‬

‫ﺍﳌﺆﻫﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‪:‬‬
‫‪ .1‬ﺧﺮﻳﺞ ﻣﺪﺭﺳﺔ "ﻣﻄﺎﻟﻊ ﺍﻟﻔﻼﺡ" ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺑﺎﻃﻲ‪ ،‬ﺳﻨﺔ ‪ 1997‬ﻡ‪.‬‬
‫‪ .2‬ﺧﺮﻳﺞ ﻣﺪﺭﺳﺔ "ﻣﻄﺎﻟﻊ ﺍﻟﻔﻼﺡ" ﺍﳌﺘﻮﺳﻄﺔ ﺑﺎﻃﻲ‪ ،‬ﺳﻨﺔ ‪ 1997‬ﻡ‪.‬‬
‫‪ .3‬ﺧﺮﻳﺞ ﻣﺪﺭﺳﺔ "ﻣﻄﺎﻟﻊ ﺍﻟﻔﻼﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﺎﻃﻲ‪ ،‬ﺳﻨﺔ ‪ 1997‬ﻡ‪.‬‬
‫‪ .4‬ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺳﻨﺔ‬
‫‪ 2004‬ﻡ ﺣﱴ ﺍﻵﻥ‪.‬‬

‫‪6‬‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﲪﺪﺍ ﷲ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻝ ﺍﷲ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﻭﻣﻦ ﻭﺍﻟﻪ‪ ،‬ﺃﺷﻬﺪ ﺃﻥ ﻻ ﺇﻟﻪ ﺇﻻ‬
‫ﺍﷲ ﻭﺣﺪﻩ ﻻﺷﺮﻳﻚ ﻟﻪ‪ ،‬ﻭﺃﺷﻬﺪ ﺃﻥ ﳏﻤﺪﺍ ﻋﺒﺪﻩ ﻭﺭﺳﻮﻟﻪ‪.‬‬
‫ﺃﻣﺎ ﺑﻌﺪ‪ ،‬ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﺭﲪﺘﻪ ﻗﺪ ﺍﻧﺘﻬﻰ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻫﺬﺍ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ‬
‫ﺍﻟﻼﺯﻣﺔ ﻟﻼﺷﺘﺮﺍﻙ ﰱ ﺍﳌﻨﺎﻗﺸﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻩ ﻭﺃﻋﺎﻧﻪ ﺑﻜﻞ ﺍﳌﺴﺎﻋﺪﺓ‬
‫ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻦ ﻫﺆﻻﺀ‪:‬‬

‫‪ .1‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ‬
‫ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .2‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﻩ ﺯﻳﻦ‬
‫ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .3‬ﺳﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﻳﺘﻢ ﺩﺭﺍﺳﺘﻪ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .4‬ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﻃﻴﺐ ﺭﺍﻳﺎ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﳏﺼﻦ ﻧﻮﻭﻱ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﺍﻥ ﺑﺬﻻ‬
‫ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .5‬ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ‪ ،‬ﺍﳌﺸﺮﻑ ﺍﻷﻛﺎﺩﳝﻲ ﻟﻠﺒﺎﺣﺚ‪.‬‬
‫‪ .6‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻣﻜﺘﺒﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﻭﲨﻴﻊ ﻣﻮﻇﻔﻴﻬﺎ ﺍﻟﺬﻳﻦ‬
‫ﻗﺪ ﺳﺎﻋﺪﻭﺍ ﺍﻟﺒﺎﺣﺚ ﺑﺈﻋﺎﺭﺓ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﺃﺣﺘﺎﺝ ﺇﻟﻴﻬﺎ‪.‬‬
‫‪ .7‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻣﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ ﺍﳊﺎﺝ ﳏﻤﺪ ﺍﲪﺪ ﺳﻬﻞ ﳏﻔﻮﻅ ﻭﺭﺋﻴﺲ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ‬
‫ﺍﳊﺎﺝ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﺍﻟﻠﺬﺍﻥ ﻗﺪ ﲰﺤﺎ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬

‫‪7‬‬

‫‪ .8‬ﻳﻬﺪﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻋﻠﻰ ﺷﻜﺮﻩ ﺇﱃ ﺃﺑﻴﻪ ﻣﺮﻏﺎﻧﺎ ﻭﺃﻣﻪ ﻣﺴﺘﻌﻴﻨﺔ ﺍﻟﻠﺬﺍﻥ ﻳﺪﺍﻓﻌﺎﻥ ﺍﻟﺒﺎﺣﺚ ﺑﻜﻞ‬
‫ﻣﺴﺎﻋﺪ‪‬ﻤﺎ ﻭﺑﺪﻋﺎﺋﻬﻤﺎ ﰱ ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﺍﳊﻴﺎﺓ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ ﰲ ﻫﺬﻩ‬
‫ﺍﳉﺎﻣﻌﺔ‪" ،‬ﺭﺏ ﺍﻏﻔﺮﱄ ﻭﻟﻮﺍﻟﺪﻱ ﻭﺍﺭﲪﻬﻤﺎ ﻛﻤﺎ ﺭﺑﻴﺎﱐ ﺻﻐﲑﺍ"‪.‬‬
‫‪ .9‬ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲢﺎﺩ ﺍﳋﺮﳚﲔ ﻭﺍﳋﺮﳚﺎﺕ ﳌﺪﺭﺳﺔ ﻣﻄﺎﻟﻊ ﺍﻟﻔﻼﺡ)‪ (KMF‬ﻭﺇﲢﺎﺩ ﺷﺒﺎﻥ‬

‫ﺍﳌﺴﺠﺪ ﻓﺘﺢ ﺍﷲ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ)‪ (Irmafa UIN‬ﻭﺇﲢﺎﺩ ﺍﻟﻄﻼﺏ‬
‫ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺎﻃﻲ)‪.(Simpati‬‬
‫‪ .10‬ﻛﻞ ﺍﻷﺻﺤﺎﺏ ﺍﶈﺒﻮﺑﲔ ﺍﳌﻜﺮﻣﲔ ﻳﺪﺍﻓﻌﻮﻥ ﺍﻟﺒﺎﺣﺚ ﲟﺴﺎﻋﺪ‪‬ﻢ ﻭﺑﺪﻋﺎﺋﻬﻢ ﻣﻨﻬﻢ ﺩﺣﻠﻴﺎ‪ ،‬ﻳﻴﻴﺲ‪،‬‬
‫ﻭﻳﺪﻳﺎ‪ ،‬ﺭﺿﻴﺎﻧﻄﺎ‪ ،‬ﻣﺼﺒﺎﺡ‪ ،‬ﺃﻏﻮﺱ‪ ،‬ﻳﻮﺩﻱ‪ ،‬ﻣﺮﺗﻀﻰ‪ ،‬ﻫﺎﻧﺪﻱ‪ ،‬ﻫﻠﻤﺎﻥ "ﺍﻟﻠﻬﻢ ﺇﻧﺎ ﻧﺴﺄﻟﻚ ﺍﻟﺮﲪﺔ‬
‫ﻭﺍﳌﻐﻔﺮﺓ"‪.‬‬
‫‪ .11‬ﺇﱃ ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺀ ﻋﻠﻰ ﻛﻞ ﻣﺴﺎﻋﺪ‪‬ﻢ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻻ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺬﻛﺮ ﺃﲰﺎﺀﻫﻢ ﻭﺍﺣﺪﺍ ﻓﻮﺍﺣﺪﺍ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﻳﺪﻋﻮ ﺍﻟﺒﺎﺣﺚ ﺍﷲ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﻓﻀﻠﻪ ﻭﺑﺮﻛﺎﺗﻪ‪ .‬ﺍﻟﻠﻬﻢ‬
‫ﺇﻧﺎ ﻧﻌﻮﺫﺑﻚ ﻣﻦ ﻋﻠﻢ ﻻﻳﻨﻔﻊ ﻭﻣﻦ ﻗﻠﺐ ﻻﳜﺸﻊ ﻭﻣﻦ ﺩﻋﺎﺀ ﻻﻳﺴﺘﺠﺎﺏ ﻣﻨﻪ‪ ،‬ﺁﻣﲔ ﻳﺎﺭﺏ ﺍﻟﻌﺎﳌﲔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 27 ،‬ﺃﻏﺴﻄﺲ ‪2009‬‬
‫ﻋﻠﻴﻚ ﻣﺘﻘﲔ‬

‫‪8‬‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ ‪.................................................................‬ﺃ‬
‫ﺍﻹﻗﺮﺍﺭ ‪...............................................................................‬ﺏ‬
‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ ‪.........................................................................‬ﺝ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪..........................................................................‬ﺩ‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ ‪........................................................................‬ﺯ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪.......................................................................‬ﺡ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪.‬‬

‫ﺧﻠﻔﻴﺎﺕ‬

‫ﺍﻟﺒﺤﺚ ‪1 ..........................................................................................‬‬

‫‪ .................................................................................4‬ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ‬
‫‪ .1‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪4 ...................................... ................................‬‬
‫‪ .2‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪4 ................................................................................‬‬
‫‪ .3‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪4 .......................................... ................................‬‬
‫‪ ....................................................................................5‬ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻌﺎﻣﺔ ‪5 .............................................. ................................‬‬

‫‪ .1‬ﺍﻷﻫﺪﺍﻑ‬
‫‪ .2‬ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ‪5 ............................................ ................................‬‬
‫‪ ........................................................................................ 5‬ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫‪ ............................................................................... 5‬ﻫـ‪ .‬ﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺎﺕ‬

‫‪ ...................................................................................6‬ﻭ‪ .‬ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺒﺤﺚ‬
‫‪ .......................................................................................6‬ﺯ‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ‬
‫ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻭﲨﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪9‬‬

‫ﻗﻴﺎﺳﻴﺔ‪7.....................................................................................‬‬

‫ﺃ‪ .‬ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻭﻃﺮﻳﻘﺔ‬
‫‪ .1‬ﺗﻌﺮﻳﻒ ﻃﺮﻳﻘﺔ‪7...............................................................................................‬‬
‫‪ .2‬ﻃﺮﻳﻘﺔ‬

‫ﺃﻣﺜﻠﱵ‪9...............................................................................................‬‬
‫ﻗﻴﺎﺳﻴﺔ‪11............................................................................................‬‬

‫‪ .3‬ﻭﻃﺮﻳﻘﺔ‬
‫ﺏ‪.‬ﺍﳉﻤﻠﺔ‪12.............................................................................................................‬‬
‫‪ .1‬ﻣﻔﻬﻮﻡ ﺍﳉﻤﻠﺔ‪12.............................................................................................‬‬
‫‪ .2‬ﺃﻧﻮﺍﻉ ﺍﳉﻤﻠﺔ ‪14.......................................................................................‬‬
‫ﺍﻻﲰﻴﺔ ‪11...........................................................................‬‬

‫أ( ﺍﳉﻤﻠﺔ‬
‫ب( ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‪18................................................................... ......‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫‪................................................................................................. 23‬ﺃ‪ .‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ‬
‫‪ ........................................................................................... 23‬ﺏ‪ .‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ ......................................................................................... 24‬ﺝ‪ .‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪...............................................................................24‬ﺩ‪ .‬ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪.............................................................................. 25‬ﻫـ‪ .‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ .................................................................................. 25‬ﻭ‪ .‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ ............................................................................................. 27‬ﺯ‪ .‬ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬
‫ﺍﳍﺪﻯ ‪28 ..................................‬‬

‫ﺃ‪ .‬ﶈﺔ ﺳﺮﻳﻌﺔ ﰲ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﻭ ﻣﻌﻬﺪ ﻣﺴﻠﻚ‬
‫‪ .................................................. 29‬ﺏ‪ .‬ﺻﻮﺭﺓ ﻋﻦ ﺗﻌﻠﻴﻢ ﺍﳉﻤﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﻬﺪﻳﻦ‬
‫‪ ............................................................................................ 31‬ﺝ‪ .‬ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ ................................................................................................ 33‬ﺩ‪ .‬ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫‪10‬‬

‫‪............................................................................................ 34‬‬

‫ﻫـ‪ .‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬
‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ ‪35 ......................................................................................................‬‬

‫‪ .............................................................................................. 36‬ﺏ‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬

‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‪37.....................................................................................................‬‬
‫ﺍﳌﻼﺣﻖ‪39..............................................................................................................‬‬

‫‪11‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫أ‪.‬‬

‫ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﻠﻐﺔ ﺃﺩﺍﺓ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﻭﻻ ﻳﺘﻢ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺼﺤﻴﺢ ﺍﻟﺴﻠﻴﻢ ﺇﻻ ﺑﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﺴﻠﻴﻤﺔ‬

‫ﺍﻟﺼﺤﻴﺤﺔ‪ .‬ﻭﺍﻟﻘﻮﺍ ﻋﺪ ﻭﺳﻴﻠﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺗﺼﺤﻴﺢ ﺍﻟﻨﻄﻖ ﻭﺳﻼﻣﺔ ﺍﻟﺘﻌﺒﲑ ﺷﻔﻮﻳﺎ ﻛﺎﻥ ﺃﻡ ﲢﺮﻳﺮﻳﺎ ﻟﺘﻤﻜﻦ‬
‫ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﺳﺘﺨﺪﺍﻣﺎ ﺻﺤﻴﺤﺎ ﺳﻠﻴﻤﺎ‪.‬‬
‫ﺇﻥ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻔﻴﺪﺓ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﺘﺮﲨﺔ‪ ،‬ﻭﻻ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻘﺮﺃ ﻗﺮﺍﺀﺓ ﺻﺤﻴﺤﺔ ﻭﻧﻔﻬﻢ‬
‫ﻣﻌﺎﻧﻴﻬﺎ ﻓﻬﻤﺎ ﺟﻴﺪﺍ ﺇﻻ ﺇﻥ ﻛﺎﻥ ﺫﻟﻚ ﻣﻌﺘﻤﺪﺍ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﺍﻟﻘﻮﺍﻋﺪ ﻭﻛﺬﻟﻚ ﰱ ﺍﻟﺘﻌﺒﲑ ﻭﺍﻻﻧﺸﺎﺀ ﻓﻼ‬
‫ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﺘﻜﻠﻢ ﻛﻼﻣﺎ ﺻﺤﻴﺤﺎ ﻭﺃﻥ ﻧﻜﺘﺐ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ ﺇﻻ ﺇﻥ ﻛﺎﻥ ﺫﻟﻚ ﻣﺆﺳﺴﺎ ﻋﻠﻰ ﻣﻌﺮﻓﺔ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺇﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻣﺎ ﻗﺎﻟﻪ ﺍﻟﻜﺎﺗﺐ ﺳﺎﺑﻘﺎ‪ ،‬ﻓﻴﻮﺿﺢ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺍﻟﻘﻮﺍﻋﺪ ﳍﺎ ﺩﻭﺭ ﻫﺎﻡ ﰱ ﺗﺮﻗﻴﺔ‬
‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺃﺿﻴﻒ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﺃﺭﺑﻊ ﻣﻬﺎﺭﺍﺕ ﻭﻫﻰ‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،1‬ﻭﳚﺐ ﻋﻠﻰ ﻣﻦ ﺃﺭﺍﺩ ﺃﻥ ﻳﻜﻮﻥ ﻣﺎﻫﺮﺍ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺃﻥ ﻳﺴﺘﻮﻋﺐ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺍﻻﺳﺘﻴﻌﺎﺏ ﻋﻠﻰ ﺗﻠﻚ ﺍﳌﻬﺎﺭﺍﺕ ﻟﻴﺴﺖ ﺃﻣﺮﺍ ﺳﻬﻼ‪ ،‬ﻻﺳﻴﻤﺎ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻓﺈ‪‬ﺎ‬
‫ﲢﺘﺎﺝ ﺇﱃ ﻣﻌﺮﻓﺔ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﻭﺍﻻﺳﺘﻴﻌﺎﺏ ﻋﻠﻰ ﻛﺜﲑ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬
‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﺫﺍﺕ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﻟﻠﺪﺍﺭﺳﲔ ﺍﻟﻠﻐﺔ ﻷﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻋﺎﻣﻠﺔ ﺃﺳﺎﺳﻴﺔ ﰱ ﺑﻨﺎﺀ ﺍﻟﺸﺨﺼﻴﺔ‬
‫ﻭﺛﻘﺎﻓﺘﻬﺎ ﻓﻬﻰ ﺗﺮﻭﺩ ﺍﻟﻘﺎﺭﺉ ﺑﺎﳌﻌﺎﺭﻑ ﻭﺍﻷﺧﺒﺎﺭ ﺍﻟﱴ ﻻ ﳝﻜﻦ ﺃﻥ ﳛﺼﻞ ﻋﻠﻴﻬﺎ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻛﻤﺎ ﺃ‪‬ﺎ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺘﺤﺼﻴﻞ ﻟﻠﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻟﻌﻠﻮﻡ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻓﻤﻦ ﱂ ﻳﻘﺮﺃ ﺟﻴﺪﺍ ﱂ ﳛﺼﻞ ﻋﻠﻰ ﺍﳌﻌﺮﻓﺔ‬
‫ﺟﻴﺪﺍ‪.‬‬
‫ﻗﺪ ﻋﺮﻓﻨﺎ ﺃﻥ ﻣﺼﺎﺩﺭ ﺍﻹﺳﻼﻡ ﻣﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻫﻲ ﻣﻔﺎﺗﻴﺢ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺪﻳﻨﻴﺔ ﻭﻻ ﻳﺘﺴﲎ‬
‫ﻷﻱ ﻃﺎﻟﺐ ﺃﻥ ﻳﺘﺒﺤ‪‬ﺮ ﰲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺪﻳﻨﻴﺔ ﺑﻐﲑ ﺇﺗﻘﺎﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﺣﺪﻯ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻠﻐﺎﺕ ﻟﻐﺔ ﻋﺎﳌﻴﺔ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﻟﺒﻠﺪﺍﻥ ﺍﺗﺼﺎﻻ‬
‫ﺑﻴﻨﻬﻢ ﰲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺪﻳﻦ ﻭﺍﻟﺘﺠﺎﺭﺓ ﻭﺍﻟﺜﻘﺎﻓﺔ ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﻭﻻﺳﻴﻤﺎ ﺍﻟﻌﺮﺏ ﻭﺍﳌﺴﻠﻤﻮﻥ ﰲ ﺑﻠﺪﺍﻥ ﻏﲑ‬
‫ﺍﻟﻌﺮﰊ‪ .‬ﻧﻈﺮﺍ ﺇﱃ ﺃﳘﻴﺘﻬﺎ ﻭﺩﻭﺭﻫﺎ‪ ،‬ﺟﻌﻠﺖ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻌﺎﻫﺪ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺇﻧﺪﻭﻧﺴﻴﺎ ﺧﺎﺻﺔ ﺍﻟﱵ‬
‫‪Ahmad Fuad Effendi, Metodologi Pengajaran B.Arab, Miskat Malang, 2004.hal 102-137‬‬

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‫ﻳﺘﻌﻠﻤﻬﺎ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺎﺩﺓ ﻣﻘﺮ‪‬ﺭﺓ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻌﻠﻤﻬﺎ ﻛﻞ ﻃﺎﻟﺐ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﲢﺖ ﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻳﻨﻴﺔ‪ .‬ﻭﻟﻜﻦ ﰲ ﺍﳊﻘﻴﻘﺔ ﻻﻳﺴﺘﻄﻴﻊ ﻛﻞ ﻃﺎﻟﺐ ﺃﻥ ﻳﻨﺠﺢ ﰲ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻨﺎﻙ ﻛﺜﲑ‬
‫ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻣﻨﻬﺎ ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻫﻲ ﻋﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ‬
‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﱵ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﰲ ﳒﺎﺡ ﺍﻟﺘﻌﻠﻴﻢ ﺧﺎﺻﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻋﺮﻓﻨﺎ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﳌﻌﺎﻫﺪ‬
‫ﻭﺍﳌﺆﺳﺴﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺈﻧﺪﻭﻧﺴﻴﺎ ﻭﺗﺒﺪﻭ ﺩﺭﺍﺳﺘﻬﺎ ﻣﻨﺬ ﺯﻣﻦ ﻗﺪﱘ ﻭﻫﻲ ﺗﻌﺪ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﱵ‬
‫ﻭﺳﻊ ﺗﻌﻠﻴﻤﻬﺎ ﻓﺈ‪‬ﺎ ﻗﺪ ﺩﺭﺳﻬﺎ ﺍﻟﻄﻼﺏ ﻣﻨﺬ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺇﱃ ﺍﳌﺮﺣﻠﺔ ﺍﳉﺎﻣﻌﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﳌﺎ ﻳﺴﻴﻄﺮ‬
‫ﻋﻠﻴﻬﺎ ﺍﻟﻄﻼﺏ ﺳﻴﻄﺮﺓ ﺟﻴﺪﺓ ﻭﺗﺮﺟﻊ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺇﱃ ﻧﻮﻋﲔ ﻣﻦ ﻣﺸﻜﻼﺕ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﻭﳘﺎ‬
‫ﻣﺸﻜﻠﺔ ﻟﻐﻮﻳﺔ ﻭﻏﲑ ﻟﻐﻮﻳﺔ ﺇﻣﺎ ﺇﲰﻴﺔ ﺃﻭﻓﻌﻠﻴﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃﻥ ﺍﻟﻄﺮﻳﻘﺔ ﳍﺎ ﺩﻭﺭ ﻫﺎﻡ ﰲ ﺗﺄﺛﲑ ﳒﺎﺡ ﺍﻟﻄﻼﺏ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻻﺗﻨﺎﺳﺐ ﰲ‬
‫ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺇﺣﺪﻯ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺿﻌﻒ ﺍﻟﻘﺪﺭﺓ‪.‬‬
‫ﻭﻋﻠﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺃﻭ ﺗﺴﻤﻰ ﺑﻌﻠﻢ ﺍﻵﻟﺔ ﻫﻲ ﻋﻠﻢ ﺃﺳﺎﺳﻲ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻤﺎ ﻗﺎﻝ‬
‫ﺍﻟﺸﺎﻋﺮ‪ :‬ﻣﻦ ﺗﺒﺤﺮ ﰱ ﻋﻠﻢ ﺍﻵﻟﺔ ﺇﻫﺘﺪﻯ ﺑﻪ ﺍﱃ ﺳﺎﺋﺮ ﺍﻟﻌﻠﻮﻡ‪.‬‬
‫ﻭﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﰱ ﺍﳌﻌﺎﻫﺪ ﲢﺘﺎﺝ ﺇﱃ ﻭﻗﺖ ﻃﻮﻳﻞ ﻳﺘﺮﻭﺡ‬
‫ﻣﺎ ﺑﲔ ‪ 6-9‬ﺳﻨﻮﺍﺕ ﺗﻘﺮﻳﺒﺎ‪ .2‬ﻭﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﻫﻰ ﻃﺮﻳﻘﺔ ﺗﻌﺠﺒﻴﺔ ﺟﺪﻳﺪﺓ ﺗﺴﺎﻋﺪ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ‪ .3‬ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﺴﻤﻰ ﺑﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﻭﺗﻌﺘﱪ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻃﺮﻳﻘﺔ‬
‫ﺟﺪﻳﺪﺓ ﰱ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻬﺎ ﺃﻭ ﺗﺪﺭﻳﺴﻬﺎ ﻋﻦ ﻗﺮﺍﺀﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﲣﺘﻠﻒ ﻋﻤﺎ ﺍﺳﺘﺨﺪﻣﺘﻪ‬
‫ﺍﳌﻌﺎﻫﺪ ﺃﻭ ﺍﳌﺪﺍﺭﺱ ﺃﻭ ﺍﳉﺎﻣﻌﺔ‪ .‬ﻓﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﻘﺪﻡ ﻣﺎﺩ‪‬ﺎ ﺑﻄﺮﻳﻘﺔ ﻋﻤﻠﻴﺔ ﻣﻴﺴﺮﺓ ﻭﻣﺮﳛﺔ ﻭﺧﺼﺎﺋﺼﻬﺎ‬
‫ﺑﺎﺳﺘﻬﺪﺍﻡ ﺍﻟﺮﻣﻮﺯ ﺍﳌﻨﻈﻢ ﺍﳌﺘﻐﲎ ﺍﻟﱵ ﺗﺴﻬﻞ ﳊﻔﻈﻬﺎ‪ ،‬ﻭﺃﻓﻜﺎﺭ ﺍﳊﺎﺝ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﰲ ﻗﻮﺍ ﻋﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮ ﺑﻴﺔ "ﺑﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ" ﻗﺪ ﺑﺪﺃﺕ ﻣﻦ ﺍﳋﱪﺍﺕ ﰲ ﺍﳌﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ ﺣﺎﺟﲔ ﻣﺮﻗﺎﻳﺎﺻﺎ ﺑﺎﻃﻰ ﲢﺖ‬
‫ﺍﳌﺮﰊ ﻛﻴﺎﻫﻲ ﳏﻤﺪ ﺃﲪﺪ ﺳﻬﻞ ﳏﻔﻮﻅ‪ ،‬ﻭﻳﺸﻌﺮ ﺃﻥ ﻗﺮﺃﺓ ﺍﻟﻜﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﺒﺔ ﺟﺪﺍ ﻭﻟﻮﻛﺎﻥ ﻛﺜﲑ‬
‫ﺍﻟﻄﻼﺏ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻘﻮﺍﻋﺪ ﻓﻮﻕ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﻭﻫﻢ ﳛﻔﻈﻮﻥ ﻣﱳ ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﺎﻟﻚ ﻭﻟﻜﻦ ﺍﳊﻘﻴﻘﺔ‪ ،‬ﻛﺜﲑ‬
‫ﺍﻟﻄﻼﺏ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﻗﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﻫﺬﺍ ﺍﳊﺎﻝ ﳚﻌﻠﻪ ﺍﳊﺰﻥ ﻭﻳﺪﻓﻌﻪ ﻟﻴﺼﻨﻊ ﻃﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ‬

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‫‪http://www.pondokpesantren.net/ponpren/index.php?option=com_content&task=vie‬‬
‫‪w&id=1Potret Seorang Pendidik Agama Yang Ulung‬‬
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‫‪kbalhidayah.blogspot.com/2008/05‬‬

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‫ﻭﻣﻨﻬﺠﺎ ﺟﺪﻳﺪﺍ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .4‬ﺃﻣﺎ ﻃﺮﻳﻘﺔ ﻗﻴﺎﺳﻴﺔ ﻫﻲ ﺍﻟﱵ ﺗﺒﺪﺃ ﺑﻌﺮﺽ ﺍﻟﻘﺎﻋﺪﺓ‬
‫ﺍﻟﻨﺤﻮﻳﺔ ﰒ ﺑﺘﻘﺪﱘ ﺍﻟﺸﻮﺍﻫﺪ ﻭﺍﻷﻣﺜﻠﺔ ﻟﺘﻮﺿﻴﺤﻬﺎ‪ ،‬ﻭﻣﺎﺯﺍﻟﺖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﺴﺘﺨﺪﻡ ﰲ ﻛﺜﲑ ﻣﻦ ﻣﻌﺎﻫﺪ‬
‫ﺍﻟﺴﻠﻔﻲ‪ .‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﺒﺎﺣﺚ ﻫﺎﺗﲔ ﺍﻟﻄﺮﻳﻘﺘﲔ ﻷ‪‬ﻤﺎ ﺗﺴﺘﺨﻤﺪﺍﻥ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ‪.‬‬
‫ﺇﻥ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻭﺍﻟﻔﻌﻠﻴﺔ ﻣﻦ ﺃﻫﻢ ﺍﻟﻌﻨﺎﺻﺮ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷ‪‬ﻤﺎ ﻋﻤﺪﺓ ﻭﺃﺳﺎﺳﻴﺔ‪ .‬ﺃﻥ‬
‫ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻭﺍﺟﻬﻬﺎ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﺗﺘﺮﻛﺰ ﰲ ﺗﺮﻛﻴﺐ ﺍﳉﻤﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﲰﻴﺔ‬
‫ﻛﺎﻧﺖ ﺃﻡ ﻓﻌﻠﻴﺔ‪ .‬ﻭﻳﺄﺧﺬ ﺍﻟﺒﺎﺣﺚ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻷ‪‬ﺎ ﻃﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ ﻭﺳﺮﻳﻌﺔ ﻭﺳﻬﻠﺔ‪ ،‬ﻭﻣﻌﻬﺪ ﺩﺍﺭ‬
‫ﺍﻟﻔﻼﺡ ﺍﻟﺴﻠﻔﻲ ﲜﺒﺎﺭﺍ ﻷ‪‬ﺎ ﻣﺮﻛﺰﻫﺎ ﻭﻣﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ ﺍﻟﺴﻠﻔﻲ ﺑﺒﺎﻃﻲ ﻷﻥ ﺩﺭﺱ ﺍﻟﻘﻮﺍﻋﺪ ﻳﻌﻠﻢ ﻓﻴﻪ‬
‫ﺩﺭﺳﺎ ﺃﺳﺎﺳﻴﺎ‪ .‬ﻭﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﻫﻰ ﻃﺮﻳﻘﺔ ﺗﻘﺪﻡ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺟﺪﻳﺪﺓ ﻭﻣﺎﺩ‪‬ﺎ ﺧﻼﺻﺔ ﻣﻦ ﻣﱳ‬
‫"ﺃﻟﻔﻴﺔ ﺍﺑﻦ ﻣﺎﻟﻚ"‪ .‬ﻭﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻰ ﻃﺮﻳﻘﺔ ﺳﺮﻳﻌﺔ ﻻ ﳛﺘﺎﺝ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻳﻌﲎ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ‪ ،‬ﺇﻻ ﺇﱃ ﺳﺘﺔ ﺃﺷﻬﺮ‪ .5‬ﺇﻥ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻣﻮﺍﻓﻘﺔ ﻟﺘﻄﻮﺭ ﺍﻟﺮﻣﻮﺯ‬
‫ﺍﻟﻌﺼﺮﻳﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﲣﺘﻠﻒ ﻋﻦ ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﺍﺳﺘﺨﺪﻣﺘﻬﺎ ﺍﳌﻌﺎﻫﺪ ﺍﳌﺪﺍﺭﺱ ﰱ ﻫﺬﺍ ﺍﻟﺒﻠﺪ‪.‬‬
‫ﻭﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺴﺒﻴﻞ‪ ،‬ﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﺸﻒ ﺗﻌﻠﻴﻢ ﺍﳉﻤﻠﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﻣﻦ ﻣﻌﻬﺪ‬
‫ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﺍﻟﺴﻠﻔﻲ ﺟﺒﺎﺭﺍ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺎ ﻳﺴﻤﻰ ﺑﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻭﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﻣﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ‬

‫ﺍﻟﺴﻠﻔﻲ ﺑﺎﻃﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻄﺮﻳﻘﺔ‪ .‬ﻟﺬﺍ ﺃﺧﺘﺎﺭ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻮﺿﻮﻉ ﺍﳌﻮﺍﻓﻖ ﰲ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻭﻫﻮ" ﺃﺛﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺍﺳﺔ ﻣﻘﺎﺭﻧﺔ("‪.‬‬

‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ‬

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‫‪Taufiqul Hakim, Tawaran Revolusi Sistem Pendidikan Nasional, Al‬‬‫‪Falah:Jepara,2004,hal. 1‬‬
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‫‪Majalah Berkala AMANAT, Media Informasi dan Komunikasi antar Siswa PIM, Edisi‬‬
‫‪ll/Th.XVIII/2003‬‬

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‫‪ -1‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‬
‫ﺑﻌﺪ ﺃﻥ ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﳌﻼﺣﻈﺔ ﳌﻴﺪﺍﻥ ﺍﻟﺒﺤﺚ ﻳﻌﲏ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﺍﻻﺳﻼﻣﻲ ﺟﺒﺎﺭﺍ‬
‫ﻭﻣﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻱ ﺍﻻﺳﻼﻣﻲ ﺑﺎﻃﻲ‪ .‬ﻭﺟﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻨﺎﻙ ﻳﻮﺍﺟﻪ‬
‫ﻋﺪﺓ ﻣﺸﻜﻼﺕ‪ .‬ﻭﻣﻦ ﺍﳌﺸﻜﻼﺕ ﻫﻲ‪:‬‬
‫ﺃ‪ .‬ﺑﻌﺾ ﺍﻟﺘﻼﻣﻴﺬ ﱂ ﻳﻔﻬﻤﻮﺍ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻬﻤﺎ ﺟﻴﺪﺍ ﺣﱴ ﻻﻳﺴﺘﻄﻴﻌﻮﺍ ﺃﻥ ﻳﻘﺮﺀﻭﺍ‬
‫ﺍﻟﻜﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺮﺍﺀﺓ ﺟﻴﺪﺓ‪ .‬ﺗﺘﻤﺜﻞ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﻋﻨﺪﻣﺎ ﻳﺄﻣﺮ ﺍﳌﺪﺭ‪‬ﺱ ﺃﻥ‬
‫ﻳﻘﺮﺀﻭﺍ ﲢﻔﺔ ﺍﻟﻄﻼﺏ ﰲ ﻋﻠﻢ ﺍﻟﻔﻘﻪ ﻭﺍﻟﺘﻼﻣﻴﺬ ﻳﺴﻜﺘﻮﻧﻪ ﻟﻘﻠﹼﺔ ﻓﻬﻤﻬﻢ ﻋﻠﻰ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺏ‪ .‬ﺇﳚﺎﺩ ﺍﻟﺼﻌﻮﺑﺔ ﻟﺪﻯ ﺍﳌﺪﺭ‪‬ﺱ ﰲ ﺩﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﲡﺮﻳﺐ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﺗﺘﻤﺜﻞ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﻋﻨﺪﻣﺎ ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ ﺃﻥ ﻳﻘﺮﺀﻭﺍ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺃﻣﺎﻡ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﺝ‪ .‬ﻗﻠﺔ ﺇﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺘﺠﻬﻴﺰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻷ‪‬ﺎ ﻣﻘﺼﻮﺭﺓ‬
‫ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﺤﺴﺐ ﻭﻫﺬﺍ ﻳﻈﻬﺮ ﰲ ﻗﻠﺔ ﳒﺎﺡ ﺍﳌﺪﺭﺱ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ -2‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ‬
‫ﳛﺪﺩ ﺍﻟﺒﺎﺣﺚ ﲝﺜﻪ ﻋﻦ ﺍﻟﻘﻮﺍﻋﺪ ﳓﻮﻳﺎ‪ ،‬ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﻳﻘﺼﺪﻫﺎ ﺍﻟﺒﺎﺣﺚ ﻫﻨﺎ ﻫﻲ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ‬
‫ﻭﺍﻟﻔﻌﻠﻴﺔ‪ .‬ﻋﺮﻑ ﺃﻥ ﺍﻟﻄﺮﻕ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﻛﺜﲑﺓ ﻣﻨﻬﺎ‪ :‬ﻃﺮﻳﻘﺔ ﻗﻴﺎﺳﻴﺔ ﻭﻃﺮﻳﻘﺔ ﺇﺳﺘﻘﺮﺍﺋﻴﺔ ﻭﻃﺮﻳﻘﺔ‬
‫ﺍﳌﻌﺪﻟﺔ ﻭﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﻭﳛﺪﺩ ﺍﻟﺒﺎﺣﺚ ﲝﺜﻪ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻭﻃﺮﻳﻘﺔ ﻗﻴﺎﺳﻴﺔ‪ .‬ﻭﺳﻴﻘﺎﺭﻥ‬
‫ﺍﻟﺒﺎﺣﺚ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﰲ ﺗﻌﻠﻴﻢ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻭﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﺘﻼﻣﻴﺬ ﻣﻌﻬﺪ ﺩﺍﺭ‬
‫ﺍﻟﻔﻼﺡ ﺍﻟﺴﻠﻔﻲ ﺟﺒﺎﺭﺍ‪ ،‬ﻭﺍﻟﺘﻼﻣﻴﺬ ﲟﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ ﺍﻟﺴﻠﻔﻲ ﺑﺎﻃﻲ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻃﺮﻳﻘﺔ ﻗﻴﺎﺳﻴﺔ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻭﺍﻟﻔﻌﻠﻴﺔ‪ ،‬ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪.2009-2008‬‬

‫‪ -3‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ‬
‫‪ .1‬ﺇﱃ ﺃﻯ ﻣﺪﻯ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﺃﻣﺜﻠﱴ ﲟﻌﻬﺪ ﺩﺍﺭ‬
‫ﺍﻟﻔﻼﺡ ﺍﻟﺴﻠﻔﻲ ﺟﺒﺎﺭﺍ؟‬

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‫‪ .2‬ﺇﱃ ﺃﻯ ﻣﺪﻯ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻳﺘﻌﻠﻤﻮﻥ ﺑﻐﲑ ﺃﻣﺜﻠﱴ ﲟﻌﻬﺪ‬
‫ﻣﺴﻠﻚ ﺍﳍﺪﻯ ﺑﺎﻃﻲ ؟‬
‫‪ .3‬ﻫﻞ ﻫﻨﺎﻙ ﺍﺧﺘﻼﻑ ﺩﺍﻝ ﰲ ﻧﺘﻴﺠﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﲟﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﺍﻟﺴﻠﻔﻲ ﺟﺒﺎﺭﺍ‬
‫ﻭﻣﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ ﺍﻟﺴﻠﻔﻲ ﺑﺎﻃﻲ؟‬

‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫‪.1‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‬
‫ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﻣﻌﺮﻓﺔ ﺃﺛﺎﺭ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪.2‬ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫‪ .1‬ﳌﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻄﺒﻴﻖ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﲟﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﺍﻟﺴﻠﻔﻲ ﺟﺒﺎﺭﺍ‬
‫‪ .2‬ﳌﻌﺮﻓﺔ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﺗﻌﻠﻴﻢ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻭﺍﻟﻔﻌﻠﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ‬
‫‪ .3‬ﳌﻌﺮﻓﺔ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﺗﻌﻠﻴﻢ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻭﺍﻟﻔﻌﻠﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺃﺧﺮﻯ‬

‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫ﻭﳍﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻮﺍﺋﺪ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪ .1‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﻨﻈﺮﻳﺔ ‪ :‬ﻣﻨﻬﺎ ﺃﻥ ﺍﻟﻌﻠﻮﻡ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﺻﺒﺤﺖ ﻣﺘﻄﻮﺭﺓ ﺧﺎﺻﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﱵ‬
‫ﺗﺘﻌﻠﻖ ﺑﻄﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .2‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ‪ :‬ﻣﻨﻬﺎ ﺇﻓﺎﺩﺓ ﺍﻟﺒﺎﺣﺚ ﻧﻔﺴﻪ ﻭﺃ‪‬ﺎ ﻭﻇﻴﻔﺔ ﰱ ﺗﺮﻗﻴﺔ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﺪﺭﻳﺴﻬﺎ ﻭﺗﺼﻌﻴﺪ ﻓﻬﻢ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﺃﻥ ﺗﺄﺗﻰ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﺑﺴﻬﻢ ﻟﻠﻤﺪﺍﺭﺱ ﰱ ﺗﺮﻗﻴﺔ ﻣﻬﺎﺭﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺧﺼﻮﺻﺎ ﰱ ﺗﺮﻗﻴﺔ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﻭﺍﻟﻘﺮﺍﺀﺓ‪.‬‬

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‫ﻫـ‪ .‬ﺩﺭﺍﺳﺎﺕ ﺳﺎﺑﻘﺎﺕ‬
‫ﺗﺼﻮﺭ ﳍﺬﺍ ﺍﻟﺒﺤﺚ ﻓﺘﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﻘﺪﱘ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺎﺕ‪:‬‬
‫ﻗﺎﻣﺖ ﺳﻮﺳﺎﻧﱴ ﺃﺩﻱ ﺃﻭﻗﺘﺎﻓﻴﺔ ﻭﰱ ﺍﳊﻜﺎﻳﺔ ﺑﺎﻟﺒﺤﺚ ﲢﺖ ﺍﳌﻮﺿﻮﻉ " ﺃﺛﺮ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﻟﻘﺮﺍﺀﺓ ﺍﻟﻜﺘﺐ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺒﺔ ﻟﺪﻯ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ ﺟﺒﺎﺭﺍ ﺟﺎﻭﻯ ﺍﻟﻮﺳﻄﻰ‪ .2006 ،‬ﻭﺍﳋﻼﺻﺔ ﻣﻦ ﲝﺜﻬﺎ‬
‫ﻫﻲ ‪ :‬ﺃﻥ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻴﺪﺓ ﺗﻨﺎﺳﺐ ﻣﻊ ﺍﻟﻐﺮﺽ ﺍﳌﻨﺸﻮﺩ‪ ،‬ﻭﻃﺮﻳﻘﺔ‬
‫ﺃﻣﺜﻠﱴ ﳍﺎ ﺃﺛﺎﺭ ﺩﺍﻟﺔ ﻋﻠﻰ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ﻣﻘﺒﻮﻟﺔ‪.‬‬

‫ﻭ‪ .‬ﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺒﺤﺚ‬
‫ﺃﻣﺎ ﺍﻟﺪﻟﻴﻞ ﺍﻟﺬﻱ ﺍﻋﺘﻤﺪ ﻋﻠﻴﻪ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻰ ﻓﻬﻮ‪ :‬ﻣﺎ ﺃﺻﺪﺭﺗﻪ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻻﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﺑﻌﻨﻮﺍﻥ‪:‬‬
‫‪Fakultas Ilmu Tarbiyah dan Keguruan‬‬

‫‪Pedoman Penulisan Skripsi,‬‬

‫‪Universitas Islam Negeri Syarif Hidayatullah Jakarta, Logos, Jakarta, 2008.‬‬

‫ﺯ‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬
‫ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﲝﺜﻪ ﻣﺮﺗﺒﺎ ﻭﻣﻨﻈﻤﺎ ﻭﺳﻬﻼ‪ .‬ﻭﻟﺬﻟﻚ ﻳﻘﺴﻢ ﺍﻟﺒﺤﺚ ﺇﱃ ﲬﺴﺔ‬
‫ﺃﻳﻮﺍﺏ ﻭﻟﻜﻞ ﺑﺎﺏ ﻣﺒﺎﺣﺚ ﺧﺎﺻﺔ ﻭﻣﺮﺗﺒﻄﺔ ﻣﻦ ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ ﺇﱃ ﺍﻟﺒﺎﺏ ﺍﻷﺧﲑ ﻭﺗﻨﻈﻴﻤﻬﺎ ﻛﻤﺎﻳﻠﻲ ‪:‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬

‫‪ :‬ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻘﺪ‪‬ﻣﺔ ﺍﻟﹼﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺍﳌﺸﻜﻼﺕ ﲟﺎ ﻓﻴﻬﺎ ﻣﻦ‬
‫ﺗﺸﺨﻴﺼﻬﺎ ﻭﲢﺪﻳﺪﻫﺎ ﻭﺗﻘﺮﻳﺮﻫﺎ‪ .‬ﻭﻳﺒﺤﺚ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻋﺎﻣﺔ‬
‫ﺃﻭﺧﺎﺻﺔ ﻭﻓﻮﺍﺋﺪﻩ ﻭﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺇﺟﺮﺍﺀﺍﺕ ﺍﻟﺒﺤﺚ ﻭﺗﻨﻈﻴﻤﻪ‪.‬‬

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‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬

‫‪ :‬ﻳﺒﺤﺚ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﺍﻟﺬﻱ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻭﻃﺮﻳﻘﺔ‬
‫ﻗﻴﺎﺳﻴﺔ ﻭﺗﻌﺮﻳﻔﻬﻤﺎ ﻭﺃﻧﻮﺍﻉ ﺍﳉﻤﻠﺔ ﺍﲰﻴﺔ ﺃﻭ ﻓﻌﻠﻴﺔ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬

‫‪ :‬ﻳﻘﺪ‪‬ﻡ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﺍﻟﹼﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﻧﻮﻉ ﺍﻟﺒﺤﺚ ﻭﺍ‪‬ﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ‬
‫ﻭﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳﻠﻮﺏ‬
‫ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬

‫‪ :‬ﻳﺒﺤﺚ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﳌﺸﺘﻤﻠﺔ ﻓﻴﻬﺎ ﶈﺔ ﺳﺮﻳﻌﺔ ﻋﻦ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻔﻼﺡ‬
‫ﻭﻣﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ ﻭﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ ‪ :‬ﻳﻘﺪﻡ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﺍﳋﺎﲤﺔ ﺍﻟﹼﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﳋﻼﺻﺔ ﳑﺎ ﺳﺒﻖ ﺗﻘﺪﳝﻪ ﰲ ﺍﻷﺑﻮﺍﺏ‬
‫ﺍﳌﻨﻈﻤﺔ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﺍﳌﺮﺍﺟﻊ ﺍﻟﺮﺳﺎﻟﺔ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ‬

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‫ﺃ‪ .‬ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﻭﻃﺮﻳﻘﺔ ﻗﻴﺎﺳﻴﺔ‬
‫‪ -1‬ﺗﻌﺮﻳﻒ ﻃﺮﻳﻘﺔ‬
‫ﻗﺒﻞ ﺍﻟﻜﻼﻡ ﻋﻦ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﳛﺴﻦ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺪﻡ ﻣﻌﲎ ﺍﻟﻄﺮﻳﻘﺔ ﻟﻐﺔ ﻭﺍﺻﻄﻼﺣﺎ‪.‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺃﻣﺜﻠﱵ ﺗﺘﻜﻮﻥ ﻣﻦ ﻛﻠﻤﺘﲔ ﺃﺳﺎﺳﻴﺘﲔ‪ ،‬ﳘﺎ ﻛﻠﻤﺔ "ﺍﻟﻄﺮﻳﻘﺔ" ﻭ"ﺃﻣﺜﻠﱵ"‪ ،‬ﺍﻟﻄﺮﻳﻘﺔ ﲨﻌﻬﺎ‬
‫ﻃﺮﺍﺋﻖ‪ .6‬ﺍﻟﻄﺮﻳﻘﺔ ﻣﺄﺧﻮﺫﺓ ﻣﻦ" ﻃﺮﻕ‪-‬ﻳﻄﺮﻕ" ﻭﻣﻌﻨﺎﻫﺎ ﻟﻐﺔ " ﺍﻟﺴﺒﻴﻞ‪ ،‬ﺍﻟﺴﲑﺓ‪ ،‬ﻭﺍﳋﻂ ﰲ ﺍﻟﺸﻲﺀ"‪.7‬‬
‫ﻭﻗﺎﻝ ﻧﻮﺡ ﻭﻳﺒﺴﺘﲑ )‪ (Noah Webster‬ﺃﻥ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ ﻛﻴﻔﻴﺔ ﺃﻱ ﻋﻤﻞ) ‪a way of doing‬‬
‫‪ (anything‬ﻭﺍﻟﻨﻤﻂ )‪ (mode‬ﻭﺍﻹﺟﺮﺍﺀﺍﺕ)‪ 8.(Procedure‬ﻭﻗﺎﻝ ﺃﲪﺪ ﻓﺆﺍﺩ ﺇﻳﻔﻨﺪﻱ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ‬
‫‪9‬‬
‫ﺍﳋﻄﺔ ﺍﻟﺸﺎﻣﻠﺔ ﺍﳌﻨﺘﻈﻤﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺑﺄﺳﻠﻮﺏ ﻣﻌﲔ‪.‬‬
‫ﻭﻣﻦ ﺍﻵﺭﺍﺀ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺪﻡ ﺍﳋﻼﺻﺔ ﺃﻥ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻲ ﺍﳋﻄﻮﺍﺕ ﺍﻟﱵ ﻳﻘﻮﻡ‬
‫‪‬ﺎ ﺍﳌﺪﺭﺱ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻳﻬﺘﻢ ﺑﺎﻟﻌﻮﺍﻣﻞ ﺍﳌﺮﺗﺒﻄﺔ ﻭﻫﻲ ﺍﻷﻭﻗﺎﺕ ﻭﺍﳌﻮﺍﺩ ﻭﻷﻏﺮﺍﺽ ﻭﺃﺣﻮﺍﻝ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﻭﺍﳌﺪﺍﺧﻞ ﻭﻫﻠﻢ ﺟﺮﺍ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﻴﻤﺔ ﺃﻭ ﺍﳌﺜﻠﻰ ﰲ ﺍﻟﺘﺪﺭﻳﺲ ﻫﻲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺃﻗﺼﺮ ﺍﻟﺴﺒﻴﻞ‬
‫ﻣﻊ ﺍﻻﻗﺘﺼﺎﺩ ﰲ ﺍﳉﻬﻮﺩ‪ .‬ﺍﻟﻄﺮﻳﻘﺔ ﻭﻫﻲ ﻣﺎﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺱ ﻹﻟﻘﺎﺀ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ‪.‬‬
‫‪ -2‬ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﻭﺗﺎﺭﳜﻬﺎ‬
‫ﺃﻣﺎ ﻛﻠﻤﺎﺕ ﺃﻣﺜﻠﱵ ﻓﻬﻲ ﲨﻊ ﻣﻦ ﺍﳌﺜﺎﻝ‪ 10،‬ﻭﻟﻐﺔ ﺍﳌﻘﺪﺍﺭ‪ -‬ﻭﺍﺻﻄﻼﺣﺎ ﻫﻲ ﺻﻮﺭﺓ ﺍﻟﺸﺊ ﺍﻟﺬﻱ‬
‫ﲤﺜﻞ ﺻﻔﺎﺗﻪ‪ 11،‬ﻭﺃﻣﺎ ﺣﺮﻑ ﺍﻟﻴﺎﺀ ﻓﻬﻲ ﻳﺎﺀ ﺍﳌﺘﻜﻠﻢ ﻭﲰﻲ ﺑﺄﻣﺜﻠﱵ ﻷﻥ ﻛﺜﺮﺓ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ‬
‫ﻓﻴﻬﺎ‪.‬‬
‫ﺗﻌﺘﱪ ﻃﺮﻳﻘﺔ ﺃﻣﺜﻠﱴ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻃﺮﻳﻘﺔ ﺟﺪﻳﺪﺓ ﰱ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻤﻬﺎ ﺃﻭ ﺗﺪﺭﻳﺴﻬﺎ ﻋﻦ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﲣﺘﻠﻒ ﻋﻤﺎ ﺍﺳﺘﺨﺪﻣﺘﻪ ﺍﳌﻌﺎﻫﺪ ﺃﻭ ﺍﳌﺪﺍﺭﺱ ﺃﻭ ﺍﳉﺎﻣﻌﺔ‪ .‬ﻓﻬﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺗﻘﺪﻡ ﻣﺎﺩ‪‬ﺎ ﺑﻄﺮﻳﻘﺔ ﻋﻤﻠﻴﺔ ﻣﻴﺴﺮﺓ ﻭﻣﺮﳛﺔ‪ ،‬ﻭﺗﻘﻮﻡ ﻣﻦ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ ﺍﻷﻭﻝ ﺑﺘﻌﻮﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻻﺷﻜﻞ ﳍﺎ‪ .‬ﻭﻫﺬﺍ ﻳﺘﻄﻠﺐ ﻣﻨﻬﻢ ﺃﻥ ﳚﻴﺪﻭﺍ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻗﺮﺍﺀﺓ ﺑﺴﻴﻄﺔ‪.‬‬

‫‪6‬‬

‫‪◌ ِ A.W. Munawir, Kamus AL-MUNAWIR Arab-Indonesia,(Pustaka Progressif:‬‬
‫‪Surabaya,1997), h. 894‬‬
‫‪7‬‬
‫ﻟﻮﯾﺲ ﻣﻌﻠﻮف ‪ ،‬اﻟﻤﻨﺠﺪ ﻓﻲ اﻟﻠﻐﺔ واﻻﻋﻼم‪) ،‬ﺑﯿﺮوت‪ :‬دار اﻟﻤﺸﺮف‪ ،(1983 ،‬ص ‪365‬‬
‫‪8‬‬
‫‪Noah Webster, Webster New Twentieth Century Dictionary, (USA: William Collins‬‬
‫‪Publisher, 1997, h. 1134‬‬
‫‪9‬‬
‫‪. Ahmad Fuad Efendi, Metodologi,…h.6‬‬
‫‪10‬‬
‫‪◌ ِ A.W. Munawir, Kamus AL-MUNAWIR..., h. 1309‬‬
‫‪11‬‬
‫‪ .‬إﺑﺮاھﯿﻢ أﻧﺲ وأﺧﺮون‪ ،‬اﻟﻤﻌﺠﻢ اﻟﻮﺳﯿﻂ )اﻟﻘﺎھﺮة‪ (1982 :‬ط‪ ،2‬ج‪ ،21-‬ص ‪854‬‬

‫‪19‬‬

‫ﺃﻟﻒ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺘﺎﺫ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ‪ ،12‬ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺗﺘﻜﻮﻥ ﻣﻦ ﲬﺴﺔ ﺃﺟﺰﺍﺀ‪ .‬ﻭﺍﺑﺘﺪﺃ‬
‫ﺣﺎﻝ ﺻﺒﺎﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺳﻨﺔ ‪ 1990‬ﻡ‪ ،13‬ﻭﺑﻌﺪ ﺃﻥ ﺃﰎ ﺗﻌﻠﻤﻪ ﺍﻻﺑﺘﺪﺍﺋﻰ ﺃﺭﺳﻠﻪ ﺃﺑﻮﻩ ﺍﱃ ﺍﻟﺒﺎﻃﻰ ﻟﻴﻠﺘﺤﻖ ﲟﺪ‬
‫ﺭﺳﺔ "ﻣﻄﺎﻟﻊ ﺍﻟﻔﻼﺡ" ﺍﻹﺳﻼﻣﻴﺔ ﲝﺎﺟﲔ – ﻣﺮﻗﺎﻳﺎﺻﺎ‪ -‬ﺑﺎﻃﻰ ﺟﺎﻭﻯ ﺍﻟﻮﺳﻄﻰ‪ ،‬ﻓﺄﰎ ﻓﻴﻬﺎ ﺗﻌﻠﻤﻪ ﰱ‬
‫ﺫﻟﻚ ﺍﳌﻌﻬﺪ ﲬﺲ ﺳﻨﻮﺍﺕ ﺗﻘﺮﻳﺒﺎ‪.‬‬
‫ﻛﺎﻥ ﺍﻷﺳﺘﺎﺫ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ ﺣﻴﻨﻤﺎ ﻳﺘﻌﻠﻢ ﺑﺘﻠﻚ ﺍﳌﺪﺭﺳﺔ ﺳﻜﻦ ﰱ ﻣﻌﻬﺪ ﻣﺴﻠﻚ ﺍﳍﺪﻯ‬
‫ﺍﻹﺳﻼﻣﻰ )‪ - (PMH PUTRA‬ﰲ ﻧﻔﺲ ﻗﺮﻳﺔ ﻣﻊ ﺍﳌﺪﺭﺳﺔ ﺍﻟﱵ ﺗﻌﻠﻢ ﻓﻴﻬﺎ ‪ -‬ﻋﻠﻰ ﺗﺮﺑﻴﺔ ﲰﺎﺣﺔ‬
‫ﺍﻟﻌﻼﻣﺔ ﳏﻤﺪ ﺃﲪﺪ ﺳﻬﻞ ﳏﻔﻮﻅ ﺍﳊﺎﺝ )ﺭﺋﻴﺲ ﳎﻠﺲ ﻋﻠﻤﺎﺀ ﺇﻧﺪﻭﻧﺴﻴﺎ ﺍﳌﺮﻛﺰﻱ( ﻭﻓﺮﻍ ﺗﻮﻓﻴﻖ ﺍﳊﻜﻴﻢ‬
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