Al-'alaaqah baina maharah al-qira'ah wa al-qudrah 'alaa hifadz al-qur'aan ladaa thallaab wa thaalibaat ash-sharaff al-khaamis min madrasah mitra cendekia cendekia Indonesia al-ibtidoaiyah al-ilaamiyah al-mutakaamilah

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ‬
‫ﻒ ﺍﳋﺎﻣﺲ‬
‫ﻟﺪﻯ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺍﻟﺼ ‪‬‬
‫ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ"‬

‫)‪(MITRA CENDEKIA INDONESIA‬‬

‫ﺍﻹﺑﺘﺪﺍﺋﻴ‪‬ﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ‬

‫)‪(SETU‬‬

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

‫ﺇﻋﺪﺍﺩ‪:‬‬

‫ﺳﱵ ﻣﻄﻬ‪‬ﺮﺓ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٥٠١٢٠٠٠٢٤٥ :‬‬

‫ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻴﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪ ٢٠١١‬ﻡ‪ ١٤٣٢/‬ﻫـ‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﻒ ﺍﳋﺎﻣﺲ‬
‫ﻟﺪﻯ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺍﻟﺼ ‪‬‬
‫ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ"‬

‫)‪(MITRA CENDEKIA INDONESIA‬‬

‫ﺍﻻﺑﺘﺪﺍﺋﻴ‪‬ﺔ ﺍﻻﺳﻼﻣﻴ‪‬ﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ‬

‫)‪(SETU‬‬

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

‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﺳﱴ ﻣﻄﻬﺮﺓ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٥٠١٢٠٠٠٢٤٥ :‬‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ‬
‫ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ‬

‫ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‬

‫) ﺩ‪ /.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ (‬

‫) ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ (‬

‫ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴ‪‬ﺔ ﺍﻟﺘ‪‬ﺮﺑﻴﺔ ﻭ ﺍﻟﺘ‪‬ﻌﻠﻴﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١‬م |‪ ١٤٣٢‬هـ‬

‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻹﻣﺘﺤﺎﻥ‬
‫ﻗﺪﻣﺖ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺿﻮﻉ " ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ﻟﺪﻯ ﻃﻼﺏ‬

‫ﻒ ﺍﳋﺎﻣﺲ ﻣـﻦ ﻣﺪﺭﺳـﺔ "ﻣﺘـﺮﺍ ﺟﻨـﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴـﻴﺎ"‬
‫ﻭﻃﺎﻟﺒﺎﺕ ﺍﻟﺼ ‪‬‬
‫)‪ INDONESIA‬ﺍﻹﺑﺘﺪﺍﺋﻴ‪‬ﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ )‪"(SETU‬‬

‫‪(MITRA CENDEKIA‬‬

‫ﺇﱃ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ‬

‫ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ﺍﳉﻤﻌﺔ‪ ١١ ،‬ﻣﺎﺭﺱ ‪ ٢٠١١‬ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﻻﻣﺘﺤـﺎﻥ‪،‬‬
‫ﻭﻧﺎﻟﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ١١ ،‬ﻣﺎﺭﺱ ‪٢٠١١‬‬
‫ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬

‫ﺗﺎﺭﺥ ﺍﻻﻣﺘﺤﺎﻥ‬

‫ﺩ‪ /.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬

‫‪ ١١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٤٠٢٠١١٩٨٧١٢١٠٠١ :‬‬
‫ﺳﻜﺮﺗﲑﺓ ﺍﻟﻠﺠﻨﺔ‬
‫ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ ﺓ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٣٠٥٠٥١٩٩٩٠٣٢٠٠٣ :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬
‫ﺩ‪ /.‬ﺃﲪﺪ ﺳﻴﻮﻃﻲ ﺃﻧﺼﺎﺭﻱ ﻧﺎﺳﻮﺗﻴﻮﻥ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٤٠٨٢٨٢٠٠٠١١٢١٠٠١ :‬‬

‫‪ ١١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬

‫‪ ١١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬

‫ﺍﳌﻤﺘﺤﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫‪ ١١‬ﻣﺎﺭﺱ ‪٢٠١١‬‬
‫ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٢١٠٢١١٩٩٧٠٣١٠٠٣ :‬‬
‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬

‫ﺃ‪.‬ﺩ‪ /.‬ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٧١٠٠٥١٩٨٧٠٣١٠٠٣:‬‬

‫ﺍﻟﺘﻮﻗﻴﻊ‬
‫‪....................‬‬

‫‪....................‬‬

‫‪....................‬‬

‫‪....................‬‬

‫ﺍﻹﻗﺮﺍﺭ‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻌﺔ ﺃﺩﻧﺎﻩ‬
‫ﺍﻻﺳﻢ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬
‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬
‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫‪ :‬ﺳﱵ ﻣﻄﻬ‪‬ﺮﺓ‬
‫‪١٠٥٠١٢٠٠٠٢٤٥ :‬‬

‫‪ :‬ﺗﺎﳒﺮﺍﻧﺞ‪ ١٦ ،‬ﻧﻮﻓﻤﱪ ‪١٩٨٧‬‬
‫‪ :‬ﺷﺎﺭﻉ ﺭﺍﻳﺎ ﻓﻮﺳﻔﻴﻔﺘﻴﻚ‪ ،‬ﺭﻗﻢ ‪ ،٤٦‬ﺳﻴﺘﻮ‪ ،‬ﺗﺎﳒﺮﺍﻧﺞ ﺍﳉﻨﻮﺑﻴ‪‬ﺔ‬

‫ﺃﺷﻬﺪ ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻮﺿﻮﻋﻪ‪" :‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻔﻆ‬
‫ﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ"‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻟﺪﻯ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺍﻟﺼ ‪‬‬

‫)‪ (MITRA CENDEKIA INDONESIA‬ﺍﻹﺑﺘﺪﺍﺋﻴ‪‬ﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ )‪ ،"(SETU‬ﻗﻤﺖ‬
‫ﺃﻧﺎ ﺷﺨﺼﻴﺔ 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 ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ‬
‫ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ ﻓﻴﻪ ﺷﻲﺀ ﻣﻦ ﺍﳋﻄﺄ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ ﻣﺴﺆﻭﻟﻴﱵ ﺃﻧﺎ ﺷﺨﺼﻴﺔ‪.‬‬

‫ﺗﺎﳒﺮﺍﻧﺞ‪ ٢١ ،‬ﻓﱪﺍﻳﺮ ‪٢٠١١‬‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﻘﺮ‪‬ﺓ‪،‬‬

‫
ﺳﱵ ﻣﻄﻬ‪‬ﺮﺓ ‬

‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﺳﱵ ﻣﻄﻬ‪‬ﺮﺓ‬

‫‪١٠٥٠١٢٠٠٠٢٤٥‬‬
‫ﻒ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ﻟﺪﻯ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺍﻟﺼ ‪‬‬
‫ﺍﳋﺎﻣﺲ ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ"‬

‫)‪(MITRA CENDEKIA INDONESIA‬‬

‫ﺍﻹﺑﺘﺪﺍﺋﻴ‪‬ﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ )‪. "(SETU‬‬
‫ﻭﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻧﻮﻉ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ‪ ،‬ﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻓﻴﻪ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﻭﺍﳌﻨﻬﺞ‬
‫ﺍﻻﺭﺗﺒﺎﻃﻲ ﻷﻥ ﻓﻴﻪ ﺍﻟﻌﻼﻗﺔ ﺍﻻﺭﺗﺒﺎﻃﻴﺔ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ‪ ،‬ﻓﺎﳌﺘﻐﲑ ﺍﻷﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﻗﺪﺭﺓ ﻃﻼﺏ‬
‫ﻭﻃﺎﻟﺒﺎﺕ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﳌﺘﻐﲑ ﺍﻟﺜﺎﱐ ﻫﻮ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ﻧﻄﻘﺎ‪.‬‬
‫ﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﻣﺪﺭﺳﺔ ﻣﺘﺮﺍ‬
‫ﺼ ‪‬‬
‫ﻭﳎﺘﻤﻊ ﺍﻟﺒﺤﺚ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﺍﻟ ‪‬‬
‫ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ‬

‫)‪MITRA CENDEKIA INDONESIA‬‬

‫‪(SDIT‬‬

‫ﺳﻴﺘﻮ )‪ .(SETU‬ﻳﺒﻠﻎ ﻋﺪﺩﻫﻢ ‪ ٣٠‬ﻃﻼﺑﺎ‪.‬‬
‫ﺃﻣﺎ ﺇﺟﺮﺍﺀﺍﺕ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻬﻲ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬
‫‪ -١‬ﺍﳌﻘﺎﺑﻠﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻣﻊ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﺒﻴﺔ ﻭﻣﺪﺭﺱ ﲢﻔﻴﻆ ﺍﻟﻘﺮﺁﻥ ﰲ ﺗﻠﻚ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫‪ -٢‬ﺍﻹﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺸﻔﻮﻳﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﻘﺪﺭﺓ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻗﺪﺭﺓ ﻋﻠﻰ ﺣﻔﻆ‬
‫ﺍﻟﻘﺮﺁﻥ ﻧﻄﻘﺎ‪.‬‬
‫ﻭﺻﻠﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻵﺗﻴﺔ ‪:‬‬
‫‪ .١‬ﺇﻥ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﺭﺟﺔ ﻣﻘﺒﻮﻟﺔ ﻷﻥ ﻧﺘﻴﺠﺔ ﻗﺪﺭ‪‬ﻢ ﺑﻌﺪ‬
‫ﺇﺟﺮﺍﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺗﻜﻮﻥ ﻣﻘﺒﻮﻝ‪ ،‬ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻧﺘﻴﺠﺔ ﺍﻟﺒﺤﺚ ﺍﳌﺘﻮﺳﻂ ﻓﻴﻤﺎ ﺗﺒﻠﻎ ﻋﻨﺪﻫﻢ ‪٦٩,٥:‬‬
‫ﻭﻫﺬﻩ ﺗﻘﻊ ﺑﲔ ‪ ، ٦٩-٦٠‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺗﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻋﻠﻰ ﻗﺪﺭﺓ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﻨﺼﻮﺹ ﻣﻘﺒﻮﻟﺔ‪.‬‬

‫‪ .٢‬ﺇﻥ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ﻧﻄﻘﺎ ﻣﻘﺒﻮﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳊﺴﺎﺑﺎﺕ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ﻫﻲ ‪ ، ٦٧,٢‬ﻭﻫﺬﻩ ﺗﻘﻊ ﺑﲔ ‪ ،٦٩-٦٠‬ﻭﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺗﺪﻝ ﻋﻠﻰ ﺃﻥ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ‬
‫ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ﻧﻄﻘﺎ ﻫﻲ ﻣﻘﺒﻮﻟﺔ‪.‬‬
‫‪ .٣‬ﲦﺔ ﺍﻟﻌﻼﻗﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺑﲔ ﻗﺪﺭﺓ ﻃﻼﺏ ﻭﻃﺎﻟﺒﺎﺕ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻗﺪﺭﺓ ﻃﻼﺏ‬
‫ﻭﻃﺎﻟﺒﺎﺕ ﻋﻠﻰ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ﻧﻄﻘﺎ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﳊﺴﺎﺑﺎﺕ ﻣﻦ ﺍﻟﻌﻼﻗﺔ ﺍﻻﺭﺗﺒﺎﻃﻴﺔ ﻭﻧﺘﻴﺠﺔ ﺑﺪﺭﺟﺔ‬
‫‪ rxy ٠,٨٦٨‬ﻭﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺃﻛﱪ ﻣﻦ ﻣﺴﺘﻮﻯ ‪ ٠,٣٤٩ = % ٥‬ﻭﰲ ﻣﺴﺘﻮﻯ ‪= %١‬‬
‫‪ ٠,٤٤٩‬ﻭﻣﻌﻨﺎﻫﺎ ﺃﻥ ﺩﺭﺟﺔ ‪௢‬ݎ‪ .‬ﺃﻛﱪ ﻣﻦ ୲ݎ‪ .‬ﻓﺎﻟﻔﺮﺿﻴﺔ ﺍﻟﺒﺪﻳﻠﺔ ‪ୟ‬ܪ ﻣﻘﺒﻮﻟﺔ‪ ،‬ﺃﻱ ﻓﻴﻪ ﺍﻟﻌﻼﻗﺔ‬
‫ﺍﻟﻘﻮﻳﺔ‪ .‬ﻭﺍﻟﻔﺮﺩﻳﺔ ﺍﻷﺻﻴﻠﺔ ﻏﲑ ﻣﻘﺒﻮﻟﺔ ﺃﻱ ﻣﺮﺩﻭﺩﺓ‪.‬‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﲪﺪﺍ ﷲ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻝ ﺍﷲ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﻭﻣﻦ ﻭﺍﻻﻩ‪ ،‬ﺃﺷﻬﺪ ﺃﻥ ﻻ ﺇﻟﻪ‬
‫ﺇﻻ ﺍﷲ ﻭﺣﺪﻩ ﻻﺷﺮﻳﻚ ﻟﻪ‪ ،‬ﻭﺃﺷﻬﺪ ﺃﻥ ﳏﻤﺪﺍ ﻋﺒﺪﻩ ﻭﺭﺳﻮﻟﻪ‪.‬‬
‫ﺃﻣﺎ ﺑﻌﺪ‪ ،‬ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﺭﲪﺘﻪ ﻗﺪ ﺍﻧﺘﻬﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺇﲤﺎﻡ 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 ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺷﻜﺮﻫﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻫﺎ ﻭﺃﻋﺎ‪‬ﺎ ﺑﻜﻞ ﺍﳌﺴﺎﻋﺪﺓ‬
‫ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻦ ﻫﺆﻻﺀ‪:‬‬
‫‪ .١‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .٢‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ‬
‫ﺳﻜﺮﺗﲑﺓ ﻣﺴﻮﺍﱏ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬
‫‪ .٣‬ﺳﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭ‪‬ﺩﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ‬
‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .٤‬ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ‬
‫ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﻳﻦ ﻗﺪ ﺑﺬﻻ ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺠﺚ ﺍﻟﻌﻠﻤﻲ ﺇﺷﺮﺍﻓﺎ‬
‫ﻣﻮﺟﻬﺎ ﻣﻊ ﺍﻟﺼﱪ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺒﲑ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫‪ .٥‬ﺳﻴﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺎﻣﻮﺍ ﺑﻮﺍﺟﺒﺎ‪‬ﻢ‬
‫ﻭﺑﺬﹼﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ ﻭﺯﻭ‪‬ﺩﻭﺍ ﺍﻟﻜﺎﺗﺒﺔ ﺑﻌﻠﻮﻣﻬﻢ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﺘ ‪‬ﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ‬

‫ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ .٦‬ﺃﺑﻮﻫﺎ ﺷﻌﻴﺐ ﺳﺎﺃﻥ ﻭﺃﻣﻬﺎ ﻣﻮﻳﺎﰐ ﺍﻟﻠﺬﻳﻦ ﻳﺪﻓﻌﺎﻥ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻜﻞ ﻣﺴﺎﻋﺪ‪‬ﻤﺎ ﻭﺑﺪﻋﺎﺋﻬﻤﺎ ﰱ‬
‫ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﺍﳊﻴﺎﺓ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪" ،‬ﺭﺏ ﺍﻏﻔﺮﱄ‬
‫ﻭﻟﻮﺍﻟﺪﻱ ﻭﺍﺭﲪﻬﻤﺎ ﻛﻤﺎ ﺭﺑﻴﺎﱐ ﺻﻐﲑﺍ"‪.‬‬

‫‪ .٧‬ﺃﺧﺘﻬﺎ ﺍﻟﺼﻐﲑﺓ ﺣﺴﻦ ﺍﳋﺎﲤﺔ ﻭﺧﲑ ﺍﻟﻨﺴﺂﺀ ﺍﻟﻠﺘﲔ ﺗﺮﺍﻓﻘﺎﻥ ﺍﻟﺒﺎﺣﺜﺔ ﻭﺗﺒﺬﻻﻥ ﺟﻬﻮﺩﻫﻢ ﰲ ﺇﲤﺎﻡ‬
‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺮﻋﺎﻳﺔ ﻭﺣﺴﻦ ﺍﻻﻫﺘﻤﺎﻡ‪ .‬ﺑﺎﺭﻙ ﺍﷲ ﰲ ﺣﻴﺎ‪‬ﻢ‪ ،‬ﺁﻣﲔ ‪.‬‬
‫‪ .٨‬ﺃﺧﻮﻫﺎ ﺍﻟﻜﺒﲑ ﺍﶈﺒﻮﺏ ﻧﻮﻓﻴﺎﺭ ﺇﻟﻴﺎﺱ ﺍﻟﺬﻱ ﻳﺮﺷﺪﻫﺎ ﻭﻳﺮﺍﻓﻘﻬﺎ ﺑﻜﻞ ﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺇﲤﺎﻡ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .٩‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺴﺔ ﻣﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ ﺭﲪﺎﻭﺍﰐ‬
‫‪ ،S.E‬ﻭﻣﺪﺭ‪‬ﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺪﺭﺱ ﲢﻔﻴﻆ ﺍﻟﻘﺮﺁﻥ ﻳﻮﺳﻒ ﺭﲪﺎﺕ‪.S.PdI ،‬‬
‫‪ .١٠‬ﻭﲨﻴﻊ ﺃﺻﺪﻗﺎﺋﻬﺎ ﺍﶈﺒﻮﺑﲔ ﺍﳌﻜﺮﻣﲔ ﺍﻟﻌﺰﻳﺰﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺪﻓﻌﻮﻥ ﺍﻟﺒﺎﺣﺜﺔ ﲟﺴﺎﻋﺪ‪‬ﻢ ﻭﺑﺪﻋﺎﺋﻬﻢ‬
‫ﻣﻨﻬﻢ‪ :‬ﺭﻳﺴﱵ ﺑﺮﳛﺎﺗﻴﻨﻴﻨﺠﺴﻴﺔ ﻭﺑﻮﺩﻱ ﺳﺘﻴﺎﻧﻨﺠﺴﺢ ﻭﺣﻠﻤﺔ ﻭﻋﺘﻴﻘﺔ ﺭﲪﺔ ﺧﲑﻱ ﻭﺇﻧﺘﺎﻥ‬
‫ﺑﻮﺭﻧﺎﻣﺎﺳﺎﺭﻱ ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﺣﻴﺚ ﺷﺠ‪‬ﻌﻮﺍ ﺍﻟﺒﺎﺣﺜﺔ ﻭﺳﺎﻋﺪﻭﺍﻫﺎ ﰲ ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫‪ .١١‬ﻭﺇﱃ ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺀ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ .١٢‬ﲨﻴﻊ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﰱ ﻣﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ‬
‫ﺳﻴﺘﻮ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻏﺎﻳﺔ ﺷﻜﺮ ﻟﻜﻞ ﻣﻦ ﺳﺎﻋﺪﻫﺎ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺟﺰﺍﻫﻢ ﺍﷲ ﺧﲑ‬
‫ﺍﳉﺰﺍﺀ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻵﺧﺮﺓ‪ .‬ﻭﰲ ﺍﳋﺘﺎﻡ ﺗﺪﻋﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺍﷲ ﺗﻌﺎﱃ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﻣﻔﻴﺪﺍ‬
‫ﻟﻠﺒﺎﺣﺜﺔ ﻧﻔﺴﻬﺎ‪.‬‬

‫ﺗﺎﳒﺮﺍﻧﺞ‪ ٢١ ،‬ﻓﱪﺍﻳﺮ ‪٢٠١١‬‬

‫ﺳﱵ ﻣﻄﻬ‪‬ﺮﺓ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﲪﺪﺍ ﷲ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻝ ﺍﷲ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﻭﻣﻦ ﻭﺍﻻﻩ‪ ،‬ﺃﺷﻬﺪ ﺃﻥ ﻻ ﺇﻟﻪ‬
‫ﺇﻻ ﺍﷲ ﻭﺣﺪﻩ ﻻﺷﺮﻳﻚ ﻟﻪ‪ ،‬ﻭﺃﺷﻬﺪ ﺃﻥ ﳏﻤﺪﺍ ﻋﺒﺪﻩ ﻭﺭﺳﻮﻟﻪ‪.‬‬
‫ﺃﻣﺎ ﺑﻌﺪ‪ ،‬ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﺭﲪﺘﻪ ﻗﺪ ﺍﻧﺘﻬﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺇﲤﺎﻡ 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 ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺷﻜﺮﻫﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻫﺎ ﻭﺃﻋﺎ‪‬ﺎ ﺑﻜﻞ ﺍﳌﺴﺎﻋﺪﺓ‬
‫ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻦ ﻫﺆﻻﺀ‪:‬‬
‫‪ .١‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .٢‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ‬
‫ﺳﻜﺮﺗﲑﺓ ﻣﺴﻮﺍﱏ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬
‫‪ .٣‬ﺳﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭ‪‬ﺩﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ‬
‫ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .٤‬ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ‬
‫ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﻳﻦ ﻗﺪ ﺑﺬﻻ ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺠﺚ ﺍﻟﻌﻠﻤﻲ ﺇﺷﺮﺍﻓﺎ‬
‫ﻣﻮﺟﻬﺎ ﻣﻊ ﺍﻟﺼﱪ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺒﲑ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫‪ .٥‬ﺳﻴﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺎﻣﻮﺍ ﺑﻮﺍﺟﺒﺎ‪‬ﻢ‬
‫ﻭﺑﺬﹼﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ ﻭﺯﻭ‪‬ﺩﻭﺍ ﺍﻟﻜﺎﺗﺒﺔ ﺑﻌﻠﻮﻣﻬﻢ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﺘ ‪‬ﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ‬
‫ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ .٦‬ﺃﺑﻮﻫﺎ ﺷﻌﻴﺐ ﺳﺎﺃﻥ ﻭﺃﻣﻬﺎ ﻣﻮﻳﺎﰐ ﺍﻟﻠﺬﻳﻦ ﻳﺪﻓﻌﺎﻥ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻜﻞ ﻣﺴﺎﻋﺪ‪‬ﻤﺎ ﻭﺑﺪﻋﺎﺋﻬﻤﺎ ﰱ‬
‫ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﺍﳊﻴﺎﺓ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪" ،‬ﺭﺏ ﺍﻏﻔﺮﱄ‬
‫ﻭﻟﻮﺍﻟﺪﻱ ﻭﺍﺭﲪﻬﻤﺎ ﻛﻤﺎ ﺭﺑﻴﺎﱐ ﺻﻐﲑﺍ"‪.‬‬

‫‪ .٧‬ﺃﺧﺘﻬﺎ ﺍﻟﺼﻐﲑﺓ ﺣﺴﻦ ﺍﳋﺎﲤﺔ ﻭﺧﲑ ﺍﻟﻨﺴﺂﺀ ﺍﻟﻠﺘﲔ ﺗﺮﺍﻓﻘﺎﻥ ﺍﻟﺒﺎﺣﺜﺔ ﻭﺗﺒﺬﻻﻥ ﺟﻬﻮﺩﻫﻢ ﰲ ﺇﲤﺎﻡ‬
‫ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﺑﺮﻋﺎﻳﺔ ﻭﺣﺴﻦ ﺍﻻﻫﺘﻤﺎﻡ‪ .‬ﺑﺎﺭﻙ ﺍﷲ ﰲ ﺣﻴﺎ‪‬ﻢ‪ ،‬ﺁﻣﲔ ‪.‬‬
‫‪ .٨‬ﺃﺧﻮﻫﺎ ﺍﻟﻜﺒﲑ ﺍﶈﺒﻮﺏ ﻧﻮﻓﻴﺎﺭ ﺇﻟﻴﺎﺱ ﺍﻟﺬﻱ ﻳﺮﺷﺪﻫﺎ ﻭﻳﺮﺍﻓﻘﻬﺎ ﺑﻜﻞ ﻣﺴﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺇﲤﺎﻡ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .٩‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺴﺔ ﻣﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ ﺭﲪﺎﻭﺍﰐ‬
‫‪ ،S.E‬ﻭﻣﺪﺭ‪‬ﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺪﺭﺱ ﲢﻔﻴﻆ ﺍﻟﻘﺮﺁﻥ ﻳﻮﺳﻒ ﺭﲪﺎﺕ‪.S.PdI ،‬‬
‫‪ .١٠‬ﻭﲨﻴﻊ ﺃﺻﺪﻗﺎﺋﻬﺎ ﺍﶈﺒﻮﺑﲔ ﺍﳌﻜﺮﻣﲔ ﺍﻟﻌﺰﻳﺰﻳﻦ ﺍﻟﺬﻳﻦ ﻳﺪﻓﻌﻮﻥ ﺍﻟﺒﺎﺣﺜﺔ ﲟﺴﺎﻋﺪ‪‬ﻢ ﻭﺑﺪﻋﺎﺋﻬﻢ‬
‫ﻣﻨﻬﻢ‪ :‬ﺭﻳﺴﱵ ﺑﺮﳛﺎﺗﻴﻨﻴﻨﺠﺴﻴﺔ ﻭﺑﻮﺩﻱ ﺳﺘﻴﺎﻧﻨﺠﺴﺢ ﻭﺣﻠﻤﺔ ﻭﻋﺘﻴﻘﺔ ﺭﲪﺔ ﺧﲑﻱ ﻭﺇﻧﺘﺎﻥ‬
‫ﺑﻮﺭﻧﺎﻣﺎﺳﺎﺭﻱ ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﺣﻴﺚ ﺷﺠ‪‬ﻌﻮﺍ ﺍﻟﺒﺎﺣﺜﺔ ﻭﺳﺎﻋﺪﻭﺍﻫﺎ ﰲ ﺍﻟﻜﺘﺎﺑﺔ‪.‬‬
‫‪ .١١‬ﻭﺇﱃ ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺀ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫‪ .١٢‬ﲨﻴﻊ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﰱ ﻣﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ‬
‫ﺳﻴﺘﻮ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻏﺎﻳﺔ ﺷﻜﺮ ﻟﻜﻞ ﻣﻦ ﺳﺎﻋﺪﻫﺎ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺟﺰﺍﻫﻢ ﺍﷲ ﺧﲑ‬
‫ﺍﳉﺰﺍﺀ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻵﺧﺮﺓ‪ .‬ﻭﰲ ﺍﳋﺘﺎﻡ ﺗﺪﻋﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺍﷲ ﺗﻌﺎﱃ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﻣﻔﻴﺪﺍ‬
‫ﻟﻠﺒﺎﺣﺜﺔ ﻧﻔﺴﻬﺎ‪.‬‬

‫ﺗﺎﳒﺮﺍﻧﺞ‪ ٢١ ،‬ﻓﱪﺍﻳﺮ ‪٢٠١١‬‬

‫ﺳﱵ ﻣﻄﻬ‪‬ﺮﺓ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺗﻘﺮﻳﺮ ﺍﳌﺸﺮﻑ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺍﻹﻗﺮﺍﺭ‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺍﻟﺒﺤﺚ ‪١ .....................................................................................‬‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ‬
‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪٥ ................................................................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪٥ ......................................................................‬‬
‫ﺍﳌﺸﻜﻼﺕ ‪٦...................................................................................‬‬

‫‪ .٢‬ﲢﺪﻳﺪ‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪٦ ..........................................................................‬‬
‫ﺝ‪ .‬ﺃﻏﺮﺍﺽ ﺍﻟﺒﺤﺚ ‪٦...............................................................................................‬‬
‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪٧...........................................................................‬‬
‫ﻫـ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪٧...................................................................‬‬
‫ﻭ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ‪٨..........................................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ‬
‫ﺃ‪ .‬ﻣﻬﺎﺭﺓ‬

‫ﺍﻟﻘﺮﺍﺀﺓ ‪١٠ .......................................................................................‬‬
‫ﺍﻟﻘﺮﺍﺀﺓ ‪١٢ .........................................................................‬‬

‫‪ .١‬ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ‬
‫‪ .٢‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺀﺓ ‪١٤ ..................................................................................‬‬
‫‪ .٣‬ﻣﻌﺎﻳﲑ ﳌﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ‪١٤ ..........................................................................‬‬

‫‪I‬‬

‫‪ .٤‬ﺃﳘﻴﺔ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪١٦ .......................................................‬‬
‫‪ .٥‬ﺃﻏﺮﺍﺽ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ‪١٦ ......................................................................‬‬
‫‪ .٦‬ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ‪١٧ .........................................................................‬‬
‫ﺏ‪ .‬ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٠ .......................................................................................‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٠ .........................................................................‬‬
‫‪ .٢‬ﻣﺎﺩﺓ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﳊﻔﻆ ﺍﻟﻘﺮﺁﻥ‪٢١ .......................................................‬‬
‫‪ .٣‬ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﲢﻔﻴﻆ ﺍﻟﻘﺮﺁﻥ‬
‫‪ .٤‬ﺃﻏﺮﺍﺽ ﻗﺮﺍﺀﺓ ﻭﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٦ ................................................................‬‬
‫‪ .٥‬ﻓﻀﺎﺋﻞ ﺍﻟﺪﺭﺱ ﻭﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﳊﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٧ .......................................‬‬
‫‪٢٥ ...............................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺤﺚ ‪٢٨.....................................................................................................‬‬

‫ﺃ‪ .‬ﻧﻮﻉ‬
‫ﺏ‪ .‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ‪٢٩..............................................................................................‬‬
‫ﺝ‪ .‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﻴﻨﺔ ‪٢٩......................................................................................‬‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٢٩ ..............................................................................‬‬

‫ﺩ‪ .‬ﺃﺳﻠﻮﺏ ﲨﻊ‬
‫ﻫـ‪ .‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٠.................................................................................‬‬
‫ﻭ‪ .‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٢......................................................................................‬‬
‫ﺯ‪ .‬ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ‪٣٤...............................................................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬
‫ﺃ‪.‬‬

‫ﶈﺔ ﺳﺮﻳﻌﺔ ﻋﻦ ﺍﳌﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‬

‫ﺍﳌﺘﻜﺎﻣﻠﺔ ‪٣٥...................‬‬

‫ﺍﳌﺪﺭﺳﺔ ‪٣٦........................................................................................‬‬

‫‪ .١‬ﺗﺄﺳﻴﺲ‬
‫‪ .٢‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺗﺄﺳﻴﺴﻬﺎ ‪٣٦..................................................................................‬‬
‫‪ .٣‬ﺃﺣﻮﺍﻝ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺪﺭﺳﺎﺕ ‪٣٦.......................................................................‬‬

‫‪II‬‬

‫ﺍﳌﺘﻜﺎﻣﻠﺔ ‪٣٦..........‬‬

‫‪ .٤‬ﻋﺪﺩ ﻃﻼﺏ ﺍﳌﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ" ﺍﻹﺑﺘﺪﺍﺋﻴﺔ‬
‫‪ .٥‬ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺼ ‪‬‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ‬
‫ﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ" ﺍﻹﺑﺘﺪﺍﺋﻴﺔ‬
‫‪ .٦‬ﺗﺪﺭﻳﺲ ﲢﻔﻴﻆ ﺍﻟﻘﺮﺁﻥ ﰲ ﺍﻟﺼ ‪‬‬
‫‪٣٧......................................................................................‬‬

‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ‬
‫ﺏ‪ .‬ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٨...............................................................................................‬‬
‫ﺝ‪ .‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٤٥...............................................................................................‬‬

‫‪٣٨......................................................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬
‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ ‪٤٧...........................................................................................................‬‬

‫ﺏ‪.‬‬

‫ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ‪٤٨...................................................................................................‬‬

‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‬
‫ﺍﳌﻼﺣﻖ‬

‫‪III‬‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺗﻘﺮﻳﺮ ﺍﳌﺸﺮﻑ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺍﻹﻗﺮﺍﺭ‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺍﻟﺒﺤﺚ ‪١ .....................................................................................‬‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ‬
‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪٥ ................................................................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪٥ ......................................................................‬‬
‫ﺍﳌﺸﻜﻼﺕ ‪٦...................................................................................‬‬

‫‪ .٢‬ﲢﺪﻳﺪ‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪٦ ..........................................................................‬‬
‫ﺝ‪ .‬ﺃﻏﺮﺍﺽ ﺍﻟﺒﺤﺚ ‪٦...............................................................................................‬‬
‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪٧...........................................................................‬‬
‫ﻫـ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪٧...................................................................‬‬
‫ﻭ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ‪٨..........................................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ‬
‫ﺃ‪ .‬ﻣﻬﺎﺭﺓ‬

‫ﺍﻟﻘﺮﺍﺀﺓ ‪١٠ .......................................................................................‬‬
‫ﺍﻟﻘﺮﺍﺀﺓ ‪١٢ .........................................................................‬‬

‫‪ .١‬ﻣﻔﻬﻮﻡ ﻣﻬﺎﺭﺓ‬
‫‪ .٢‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺀﺓ ‪١٤ ..................................................................................‬‬
‫‪ .٣‬ﻣﻌﺎﻳﲑ ﳌﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ‪١٤ ..........................................................................‬‬

‫‪I‬‬

‫‪ .٤‬ﺃﳘﻴﺔ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪١٦ .......................................................‬‬
‫‪ .٥‬ﺃﻏﺮﺍﺽ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ‪١٦ ......................................................................‬‬
‫‪ .٦‬ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ‪١٧ .........................................................................‬‬
‫ﺏ‪ .‬ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٠ .......................................................................................‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٠ .........................................................................‬‬
‫‪ .٢‬ﻣﺎﺩﺓ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﳊﻔﻆ ﺍﻟﻘﺮﺁﻥ‪٢١ .......................................................‬‬
‫‪ .٣‬ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﲢﻔﻴﻆ ﺍﻟﻘﺮﺁﻥ‬
‫‪ .٤‬ﺃﻏﺮﺍﺽ ﻗﺮﺍﺀﺓ ﻭﺣﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٦ ................................................................‬‬
‫‪ .٥‬ﻓﻀﺎﺋﻞ ﺍﻟﺪﺭﺱ ﻭﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﳊﻔﻆ ﺍﻟﻘﺮﺁﻥ ‪٢٧ .......................................‬‬
‫‪٢٥ ...............................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺒﺤﺚ ‪٢٨.....................................................................................................‬‬

‫ﺃ‪ .‬ﻧﻮﻉ‬
‫ﺏ‪ .‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ‪٢٩..............................................................................................‬‬
‫ﺝ‪ .‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﻴﻨﺔ ‪٢٩......................................................................................‬‬

‫ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٢٩ ..............................................................................‬‬

‫ﺩ‪ .‬ﺃﺳﻠﻮﺏ ﲨﻊ‬
‫ﻫـ‪ .‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٠.................................................................................‬‬
‫ﻭ‪ .‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٢......................................................................................‬‬
‫ﺯ‪ .‬ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ‪٣٤...............................................................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬
‫ﺃ‪.‬‬

‫ﶈﺔ ﺳﺮﻳﻌﺔ ﻋﻦ ﺍﳌﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‬

‫ﺍﳌﺘﻜﺎﻣﻠﺔ ‪٣٥...................‬‬

‫ﺍﳌﺪﺭﺳﺔ ‪٣٦........................................................................................‬‬

‫‪ .١‬ﺗﺄﺳﻴﺲ‬
‫‪ .٢‬ﺍﻟﻐﺮﺽ ﻣﻦ ﺗﺄﺳﻴﺴﻬﺎ ‪٣٦..................................................................................‬‬
‫‪ .٣‬ﺃﺣﻮﺍﻝ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺪﺭﺳﺎﺕ ‪٣٦.......................................................................‬‬

‫‪II‬‬

‫ﺍﳌﺘﻜﺎﻣﻠﺔ ‪٣٦..........‬‬

‫‪ .٤‬ﻋﺪﺩ ﻃﻼﺏ ﺍﳌﺪﺭﺳﺔ ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ" ﺍﻹﺑﺘﺪﺍﺋﻴﺔ‬
‫‪ .٥‬ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺼ ‪‬‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ‬
‫ﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﻣﺪﺭﺳﺔ "ﻣﺘﺮﺍ ﺟﻨﺪﻳﻜﻴﺎ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ" ﺍﻹﺑﺘﺪﺍﺋﻴﺔ‬
‫‪ .٦‬ﺗﺪﺭﻳﺲ ﲢﻔﻴﻆ ﺍﻟﻘﺮﺁﻥ ﰲ ﺍﻟﺼ ‪‬‬
‫‪٣٧......................................................................................‬‬

‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﺳﻴﺘﻮ‬
‫ﺏ‪ .‬ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٨...............................................................................................‬‬
‫ﺝ‪ .‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٤٥...............................................................................................‬‬

‫‪٣٨......................................................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬
‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ ‪٤٧...........................................................................................................‬‬

‫ﺏ‪.‬‬

‫ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ‪٤٨...................................................................................................‬‬

‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‬
‫ﺍﳌﻼﺣﻖ‬

‫‪III‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷ ‪‬ﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻐﲑﻫﺎ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺍﻟﱴ ﻳﺴﺘﺪﻋﻲ ﻧﻄﻖ ﻭﺍﺣﺪ ﻣﻨﻬﺎ ﺃﻭ ﺃﻛﺜﺮ‬
‫ﺃﺻﻮﺍﺗﺎ ﻣﻌﻴﻨﺔ‪ ،‬ﺗﻌﻄﻰ ﺩﻻﻻﺕ ﻳﺪﺭﻛﻬﺎ ﻣﻦ ﻳﻔﻬﻢ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ ،‬ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺍﳋﺎﺻﺔ‬
‫‪‬ﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺮﻣﻮﺯ ﳏﻤﻠﺔ ﺑﺎﳌﻌﺎﱏ ﻭﺍﻷﻓﻜﺎﺭ ﺫﺍﺕ ﺍﻟﺪﻻﻻﺕ ﺍﳌﻔﻬﻮﻣﺔ ﻟﻠﺬﻳﻦ ﻳﻌﺮﻓﻮﻥ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ .١‬ﻭﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ ﻭﺇﺣﺪﻯ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻟﱴ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻨ‪‬ﺎﺱ ﻟﻼﺗﺼﺎﻝ ﺑﻴﻨﻬﻢ ﻭﻳﻌﺘﱪ ﻋﻦ‬
‫ﺍﻓﻜﺎﺭﻫﻢ ﻭﻣﺸﺎﻋﺮﻫﻢ ﺇﱃ ﺍﻷﺧﺮﻳﻦ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺩﻳﻨﻴﺔ ﺃﻳﻀﺎ ﻷﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻗﺪ ﻧﺰﻝ ‪‬ﺎ‪.‬‬
‫ﻓﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻨﺎﺱ ﰱ ﺍﻷﻣﻮﺭ ﺍﻟﺪﻧﻴﻮﻳﺔ ﻭﺍﻹﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ‪.‬‬

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 ا
  ‪ ،‬ا
 ا
 ا‪) ،‬ا هة‪  :‬وه ‪ ١٩٩٧‬م(‪ ،‬ص‪١١ .‬‬

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‫ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃﻥ ﺍﻟﻘﺮﺁﻥ ﻣﻜﺘﻮﺏ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻﺃﺣﺪ ﳜﺎﻟﻔﻪ ﻷﻥ ﺍﷲ ﺗﻌﺎﱃ ﻳﻀﻤﻦ ﻭﳛﻔﻆ ﺍﻟﻘﺮﺁﻥ‬
‫ﻭﺍﻟﻔﺎﻇﻪ ﲝﻔﻈﻪ ﺇﱃ ﺁﺧﺮ ﺍﻟﺰﻣﺎﻥ ﻭﳚﺐ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺆﻣﻦ ﺑﺎﷲ ﻭﻣﻼﺋﻜﺘﻪ ﻭﻛﺘﺒﻪ ﻭﺭﺳﻠﻪ‪ .‬ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ‬
‫ﺃﻏﺮﺍﺽ‪ ،‬ﻣﻨﻬﺎ‪ :‬ﺍﻟﻠﻐﺔ ﺍﻟﱴ ﳛﺘﺎﺟﻬﺎ ﻛﻞ ﻣﺴﻠﻢ ﻳﻘﺮﺃ ﺃﻭ ﻳﻔﻬﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺬﻯ ﻳﺴﺘﻤﺪ ﻣﻨﻪ ﺍﳌﺴﻠﻢ ﺍﻷﻭﺍﻣﺮ‬
‫ﻭﺍﻟﻨﻮﺍﻫﻲ ﻭﺍﻷﺣﻜﺎﻡ ﺍﻟﺸﺮﻋﻴﺔ‪.٢‬‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﺮﺋﻴﺴﻴﺔ ﺍﻟﻼﺯﻣﺔ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ‪ ،‬ﲜﺎﻧﺐ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ ﻣﻦ ﻓﻬﻢ ﺍﳌﺴﻤﻮﻉ‬
‫ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺃﻫﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﺼﻠﺘﻬﺎ ﺑﺄﺧﺮﻯ ﺣﻴﺚ ﺇﻥ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺍﻟﺬﻳﻦ‬
‫ﻛﺎﻧﻮﺍ ﻣﺘﻔﻮﻗﲔ ﰲ ﺍﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ ﰲ ﲨﻴﻊ ﻣﺮﺍﺣﻞ ﺍﻟﺘﻌﻠﻴﻢ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺃﻥ ﻳﺘﻘﺪﻣﻮﺍ ﰲ ﺃﻳﺔ ﻣﺎﺩﺓ ﻣﻦ ﺍﳌﻮﺍﺩ‬
‫ﺇﻻ ﺇﺫﺍ ﺍﺳﺘﻮﻋﺒﻮﺍ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻭﻫﻲ ﺃﻋﻈﻢ ﻭﺳﻴﻠﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺍﻟﻐﺎﻳﺔ ﺍﳌﻄﻠﻮﺑﺔ ﻣﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ .‬ﻭﺍﻟﻘﺮﺍﺀﺓ‬
‫ﺇﺣﺪﻯ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺭﺑﻊ ﺑﻌﺪ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺍﻟﱴ ﻻﺑﺪ ﺃﻥ ﻳﻘﺪﺭ ﻋﻠﻴﻬﺎ ﺍﻟﻨﺎﹼﺱ‪ ،‬ﻛﻤﺎ ﻗﺎﻝ ﺍﷲ ﺗﻌﺎﱃ ﰲ‬
‫ﻛﺘﺎﺏ ﺍﻟﻌﺰﻳﺰ ﰱ ﺃﻭﻝ ﺃﻣﺮﻩ ﺑﻪ ﺃﻯ ﺑﺎﻟﻘﺮﺍﺀﺓ "ﺍﻗﺮﺃ ﺑﺎﺳﻢ ﺭﺑ‪‬ﻚ ﺍﻟﺬﻯ ﺧﻠﻖ"‪.٣‬‬
‫ﻗﺎﻝ ﺣﺴﻦ ﺷﺤﺎﺗﺔ ﺇ ﹼﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻫﻲ "ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﺍﻧﻔﻌﺎﻟﻴﺔ ﺩﺍﻓﻌﻴﺔ ﺗﺸﻤﻞ ﺗﻔﺴﲑ ﺍﻟﺮﻣﻮﺯ ﻭﺍﻟﺮﺳﻢ ﺍﻟﱴ‬
‫ﻳﺘﻠﻘﺎﻫﺎ ﺍﻟﻘﺎﺭﺉ ﻋﻦ ﻃﺮﻳﻘﺔ ﻋﻴﻨﻴﻪ‪ ،‬ﻭﻓﻬﻢ ﺍﳌﻌﺎﱐ‪ ،‬ﻭﺍﻟﺮﺑﻂ ﺑﲔ ﺍﳋﱪﺓ ﺍﻟﺴﺎﺑﻘﺔ ﻭﻫﺬﻩ ﺍﳌﻌﺎﱐ ﻭﺍﻻﺳﺘﻨﺘﺎﺝ ﻭﺍﻟﻨﻘﺪ‬
‫ﻭﺍﳊﻜﻢ ﻭﺍﻟﺘﺬﻭﻕ ﻭﺣﻞ ﺍﳌﺸﻜﻼﺕ"‪.٤‬‬
‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﻧﺸﺎﻁ ﻳﺘﻢ ﺗﻌﻠﻤﻪ ﺑﺸﻜﻞ ﻣﺘﺴﻠﺴﻞ‪ ،‬ﻓﺎﻟﻘﺎﺭﺉ ﻳﻮﻓﻖ ﺑﲔ ﺍﻷﺻﻮﺍﺕ ﻭﺭﻣﻮﺯﻫﺎ‪ ،‬ﹼﰒ ﻳﺮﺑﻂ ﺑﲔ‬
‫ﳎﻤﻮﻋﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱴ ﻳﻮﺍﺟﻬﻬﺎ‪ ،‬ﻟﻴﻤﻜﻦ ﻣﻦ ﺇﺩﺭﺍﻛﻬﺎ‪ .‬ﻭﻗﺼﺪﻩ ﻣﻦ ﺫﻟﻚ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺣﻘﺎﺋﻖ ﻣﺘﻜﺎﻣﻠﺔ‪ .‬ﺇﻧﻪ‬
‫ﻣﻦ ﺍﳌﺄﻟﻮﻑ ﺃﻥ ﻳﺒﺤﺚ ﺍﻟﻄﻔﻞ ﺍﻟﻘﺎﺭﺉ ﺃﺛﻨﺎﺀ ﻗﺮﺍﺀﺗﻪ ﰲ ﺍﳌﺎﺩﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻦ ﺍﳌﻌﲎ‪ ،‬ﻓﲑﻛﺰ ﺇﻧﺘﺒﺎﻫﻪ ﻋﻠﻰ ﺍﻟﺼﻔﺤﺔ‬
‫ﺍﳌﻜﺘﻮﺑﺔ ﻣﻨﺼﺮﻓﺎ ﺇﱃ ﺍﳌﻌﲎ ﻓﻬﻮ ﺍﻟﻐﺎﻳﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﺑﺄﻥ ﺍﳌﻌﲎ ﺍﳌﻨﻮﺍﻓﺮﺓ ﻟﺪﻯ‬
‫ﺍﻟﻘﺎﺭﺉ ﺫﺍﺕ ﺗﺄﺛﲑ ﻗﻮﻱ ﻋﻠﻰ ﲤﺜﻞ ﻭﺗﻄﺒﻴﻖ ﻛﻞ ﻣﺎ ﻳﻘﺮﺃ‪.٥‬‬
‫"ﻭﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﳒﺪ ﺃﻥ ﻫﻨﺎﻙ ﻗﺮﺍﺀﺓ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻭﺗﻨﻘﺴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﻟﺸﻜﻞ ﻭﻃﺮﻳﻘﺔ ﺍﻷﺩﺍﺀ‬
‫ﰲ ﳎﺎﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺇﱃ ﺍﻷﻗﺴﺎﻡ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ .١‬ﺍﻟﻘﺮﺍﺀﺓ ﺍﳉﻬﺮﻳﺔ‬
‫‪ .٢‬ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼﺎﻣﺘﺔ‬
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‫‪Q.S Al-‘Alaq : ١‬‬
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‫‪ .٣‬ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ‬
‫‪ .٤‬ﺍﻟﻘﺮﺍﺀﺓ ﺍﻹﺳﺘﻤﺘﺎﻋﻴﺔ"‪.٦‬‬
‫ﺍﻟﻘﺮﺍﺀﺓ ﻟﻴﺴﺖ ﲟﺠﺮﺩ ﻋﻤﻠﻴﺔ ‪‬ﺎ ﻧﻌﺮﻑ ﻣﻀﻤﻮﻥ ﺍﻟﻨﺺ‪ ،‬ﻭﻟﻜﻦ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺼﺤﻴﺤﺔ ﻫﻲ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﱴ ﻧﺴﺘﻄﻴﻊ ‪‬ﺎ ﺍﺳﺘﻨﺒﺎﻁ ﺍﻵﺭﺍﺀ ﻭﳔﺮﺝ ﻣﻨﻬﺎ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﺣﱴ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﳓﻜﻢ ﻭﻧﺴﺘﻔﻴﺪ‬
‫ﻣﻦ ﻣﻀﻤﻮﻥ ﺻﺤﻴﺤﺎ‪ ،‬ﻷﻥ ﺃﻫﺪﺍﻑ ﻣﻦ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﺃﻥ ﻳﺴﺘﻨﺘﺞ ﺍﻟﻘﺎﺭﺉ ﺍﳌﻌﲎ ﺍﻟﻌﺎﻡ ﻣﻦ ﺍﻟﻨﺺ ﺍﳌﻜﺘﻮﺏ ﻭﻳﺪﺭﻙ ﺗﻐﲑ ﺍﳌﻌﲎ ﺑﺘﻐﲑ ﺍﻟﺘﺮﺍﻛﻴﺐ‬
‫‪ .٢‬ﺃﻥ ﻳﻌﺮﻑ ﺍﻟﻘﺎﺭﺉ ﻣﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻦ ﺍﻟﺴﻴﺎﻕ‬
‫‪ .٣‬ﺃﻥ ﻳﻔﻬﻢ ﺍﻟﻘﺎﺭﺉ ﻣﻌﺎﱐ ﺍﳉﻤﻞ ﻭﺗﺘﺒﺎﻋﻬﺎ ﰲ ﻓﻘﺮﺍﺕ ﻣﻊ ﺇﺩﺭﺍﻙ ﻋﻼﻗﺎﺕ ﺍﳌﻌﺎﱐ ﺍﻟﱴ ﺗﺮﺑﻂ ﺑﻴﻨﻬﺎ‬
‫‪ .٤‬ﺃﻥ ﻳﻘﺮﺃ ﺍﻟﻘﺎﺭﺉ ﺑﻔﻬﻢ ﻭﺍﻧﻄﻼﻕ ﺩﻭﻥ ﺃﻥ ﻳﻌﻮﻗﻪ ﻋﻦ ﺫﻟﻚ ﺍﻟﺘﻔﻜﲑ ﰲ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‪.٧‬‬
‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺃﻫﻢ ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻟﻌﺎﱂ ﺍﻟﺬﻱ ﻳﻌﻴﺶ ﻓﻴﻪ‪ .‬ﺎ ﺗﺰﺩﺍﺩ ﻣﻌﻠﻮﻣﺎﺗﻪ‪ ،‬ﻭ‪‬ﺎ‬
‫ﺗﻜﺸﻒ ﺍﳌﻌﺮﻓﺔ‪ ،‬ﻭﻻ ﻳﻘﺘﺼﺮ ﺃﺛﺮ ﺍﻟﻘﺮﺍﺀﺓ ﻋﻠﻰ ﺍﻛﺘﺴﺎﺏ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺍﺕ‪ .‬ﺑﻞ ﻫﻲ ﺧﲑ ﻣﺎ ﻳﺴﺎﻋﺪ ﺍﻹﻧﺴﺎﻥ‬
‫ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﻭﻻ ﻳﺴﺘﻐﲏ ﺑﺎﳊﻴﺎﺓ ﻛﻠﻬﺎ‪ ،‬ﻓﺒﻮﺍﺳﻄﺘﻬﺎ ﳝﻜﻦ ﻟﻜﻞ ﺷﺨﺺ ﺃﻥ ﻳﻮﺳﻊ ﻣﻌﺎﺭﻑ ﰲ ﻛﻞ ﺣﲔ‪.‬‬
‫ﺏ ﻻﹶ ﺭ‪‬ﻳ‪‬ﺐ‪ ‬ﻓ‪‬ﻴ‪‬ﻪ‪ ‬ﻫﺪ‪‬ﻯ‬
‫ﻫﻨﺎﻙ ﺷﻮﺍﻫﺪ ﻛﺜﲑﺓ ﻟﻔﻀﻴﻠﺔ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻣﻨﻬﺎ ﻗﻮﻟﻪ ﺗﻌﺎﱃ‪ :‬ﺫﹶﻟ‪‬ﻚ‪ ‬ﺍﻟﹾﻜ‪‬ﺘ�