Kemampuan siswa kelas 2 Daarul Qur'an dalam membaca al-qur'an dan hubungannnya dalam pembacaan Bahasa Arab (Qira'at)

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‫ﺍﻹﻗﺮﺍﺭ‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻌﺔ ﺃﺩﻧﺎﻩ‬
‫ﺍﻻﺳﻢ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬
‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬

‫‪ :‬ﺃﻏﻮﺱ ﲨﺎﺩﻱ‬
‫‪١٠٤٠١٢٠٠٠٢٠٩ :‬‬
‫‪ :‬ﺗﺸﲑﺑﻮﻥ ‪ ٢٩ ،‬ﻣﺎﻳﻮﺍ ‪١٩٨٦‬‬

‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻮﺿﻮﻋﻪ‪ :‬ﻗﺪﺭﺓ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﻌﻬﺪ ﺩﺍﺭ‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ﺑﺎﻧﺪﻭﻧﺞ ﺟﺎﻭﺍ ﺍﻟﻐﺮﺑﻴﺔ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ‬
‫ﻗﺮﺍﺀﰐ ﻭﺁﺛﺎﺭﻫﺎ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪ ،‬ﻗﻤﺖ ﺃﻧﺎ ﺷﺨﺼﻴﺎ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ ﻛﻠﻪ‬
‫ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱵ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﻬﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ‬
‫ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺃﻧﺎ ﻣﺴﺆﻭﻝ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﰲ ﺣﺎﻟﺔ ﻭﺟﻮﺩ ﻣﻦ ﺍﳋﻄﺄ ﻓﻬﻮ‬
‫ﻋﻠﻰ ﻣﺴﺆﻭﱄ ﺃﻧﺎ ﺷﺨﺼﻴﺎ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ٢٦ ،‬ﺃﺑﺮﻳﻞ ‪٢٠١٠‬‬

‫ﺍﻟﺒﺎﺣﺚ‬
‫)ﺃﻏﻮﺱ ﲨﺎﺩﻱ(‬

‫ﺝ‬

‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﺇﻋﺪﺍﺩ‪:‬‬
‫ﺃﻏﻮﺱ ﺟﻮﻣﺎﺩﻱ‬
‫‪١٠٤٠١٢٠٠٠٢٠٧‬‬
‫ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻜﺸﻒ ﻋﻦ ﻗﺪﺭﺓ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ‬
‫ﻣﺪﺭﺳﺔ "ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ" ﺑﺎﻧﺪﻭﻧﺞ ﺟﺎﻭﺍ ﺍﻟﻐﺮﺑﻴﺔ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﻭﺁﺛﺎﺭﻫﺎ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﻧﻮﻉ ﺍﻟﺒﺤﺚ ﺍﻟﻜﻤﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ‪ .‬ﰲ ﻫـﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻻﺭﺗﺒﺎﻃﻲ ﻷﻥ ﻓﻴﻪ ﺍﻟﻌﻼﻗﺔ ﺍﻻﺭﺗﺒﺎﻃﻴﺔ ﺑـﲔ ﺍﳌـﺘﻐﲑﻳﻦ‪.‬‬
‫ﻓﺎﳌﺘﻐﲑ ﺍﻷﻭﻝ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﻗﺪﺭﺓ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺩﺍﺭ ﺍﻟﻘـﺮﺁﻥ‬
‫ﺍﻟﺪﻭﱄ" ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ‪ ،‬ﻭﺍﳌﺘﻐﲑ ﺍﻟﺜﺎﱐ ﻫﻮ ﺁﺛﺎﺭ ﺗﻠﻚ‬
‫ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬
‫ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻃﺮﻳﻘﺔ ﺍﳌﻌﺎﻳﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‪ ،‬ﺑﺄﻥ ﻳﺄﺧﺬ ﺍﻟﺒﺎﺣـﺚ‬
‫ﻛﻞ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﳌﺒﺘﺪﺉ ﺩ ﻛﻌﻴﻨﺔ ﺍﻟﺒﺤﺚ‪ .‬ﺃﻣﺎ ﻃﺮﻳﻘﺔ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ‬
‫ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﺑﺈﺟﺮﺍﺀ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺸﻔﻮﻳﺔ ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﻣﺪﺭﺱ‬

‫ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺤﻠﻴﻠﲔ‪ ،‬ﳘﺎ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻮﺻﻔﻲ ﳌﻌﺮﻓﺔ ﻣﺸﻜﻼﺕ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﻢ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻻﺭﺗﺒﺎﻃﻲ ﳌﻌﺮﻓﺔ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻗـﺮﺍﺀﺓ‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻭﰲ ﲢﻠﻴﻠﻬﺎ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣـﺚ ﺍﻟﻘﺎﻋـﺪﺓ‬
‫ﺍﻻﺭﺗﺒﺎﻃﻴﺔ‪ .‬ﻭﺍﳋﻼﺻﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ ﺃﻥ ﻟﻴﺲ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻜﺮﱘ ﻭﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺳﻴﻄﺮﺓ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻷﻥ ﻫﻨﺎﻙ ﻓﺮﻭﻕ ﻭﺍﺿﺤﺔ ﻣﻦ ﻧﺎﺣﻴـﺔ‬
‫ﻛﻴﻔﻴﺔ ﺗﻌﻠﻴﻤﻬﺎ ﻭﻛﻴﻔﻴﺔ ﻗﺮﺍﺀ‪‬ﺎ ﻭﻣﺎ ﺃﺷﺒﻪ ﺫﻟﻚ‪.‬‬

‫ﺩ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺑﺴﻢ ﺍﷲ ﺭﺏ ﺍﻟﻜﺎﺋﻨﺎﺕ‪ ،‬ﺍﳊﻤﺪ ﷲ ﺧﺎﻟﻖ ﺍﻷﺭﺽ ﻭﺍﻟﺴﻤﻮﺍﺕ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ‬
‫ﻋﻠﻰ ﺧﲑ ﺍﻟﱪﻳﺔ‪ ،‬ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﺍﻟﺬﻱ ﺃﺭﺳﻞ ﻟﻜﺎﻓﺔ ﺍﻟﻨﺎﺱ ﺑﺎﻟﺒﻴﻨﺎﺕ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ‬
‫ﺍﻟﺬﻳﻦ ﺑﺬﻟﻮﺍ ﺃﻣﻮﺍﳍﻢ ﻭﺃﻧﻔﺴﻬﻢ ﻟﻨﺸﺮ ﺍﻵﻳﺎﺕ‪ ،‬ﻭﺑﻌﺪ‪.‬‬
‫ﺑﻌﻨﺎﻳﺔ ﺍﷲ ﺗﻌﺎﱃ ﻭﺗﻮﻓﻴﻘﻪ ﻭﺇﺭﺍﺩﺗﻪ ﺍﻧﺘﻬﻰ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺣﻴﺚ‬
‫ﻳﻌﺘﱪ ﺷﺮﻃﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ‪.‬‬
‫‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺍﻟﻄﻴﺒﺔ ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻩ ﻭﺃﻋﺎﻧﻪ‬
‫ﺑﺎﳌﺴﺎﻋﺪﺍﺕ ﻭﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ‪ ،‬ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﳊﺴﻨﺔ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻫﻢ‪:‬‬
‫‪ .١‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬

‫ﲜﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ‪.‬‬
‫‪ .٢‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‪ ،‬ﻭﺳﻜﺮﺗﲑ ﻫﺬﺍ‬
‫ﺍﻟﻘﺴﻢ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .٣‬ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺰﻳﺰ ﻓﺨﺮ ﺍﻟﺮﺍﺯﻱ ﺍﳌﺎﺟﺴﺘﲑ ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ ﻭﻓﻀﻴﻠﺔ ﺯﻳﻦ‬
‫ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ ﺍﻟﻠﺬﻳﻦ ﻗﺪ ﺑﺬﻻ ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺚ‬
‫ﻭﺇﺭﺷﺎﺩﻩ‪.‬‬
‫‪ .٤‬ﺳﻴﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺍﻟﻜﺮﺍﻡ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺪ ﺯﻭﺩﻭﻫﺎ ﲟﻌﻠﻮﻣﺎﺕ ﻭﺍﻓﻴﺔ‬
‫ﺃﺛﻨﺎﺀ ﺍﻟﺘﻌﻠﻢ ﻣﻌﻬﻢ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .٥‬ﳜﺺ ﺍﻟﺒﺎﺣﺚ ﲞﺎﻟﺺ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﻭﻋﻈﻴﻢ ﲢﻴﺘﻪ ﻭﻏﺎﻳﺔ ﺍﺣﺘﺮﺍﻣﻪ ﻷﺑﻴﻪ "ﺍﳊﺎﺝ‬
‫ﺃﺣﺴﻦ" ﻭﺃﻣﻪ "ﺍﳊﺎﺟﺔ ﻛﻮﺭﻧﻴﺌﺎﻭﺍﰐ )ﺭﲪﻬﺎ ﺍﷲ(" ﺍﻟﻠﺬﻳﻦ ﻗﺪ ﺭﺑﻴﺎﻩ ﻭﺃﻋﻄﻴﺎﻩ‬
‫ﺍﻟﻨﻔﻘﺎﺕ ﻭﳉﻤﻴﻊ ﺃﺳﺮﺓ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺬﻳﻦ ﻗﺪ ﺩﺍﻓﻌﻮﺍ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻩ‬

‫‪ .٦‬ﻣﺪﻳﺮ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﳊﺎﺝ ﻳﻮﺳﻒ ﻣﻨﺼﻮﺭ ﺍﻟﺬﻱ ﻗﺪ ﺳﺎﻋﺪ ﺍﻟﺒﺎﺣﺚ ﰲ‬
‫ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﺣﻴﺎﺗﻪ‬
‫‪ .٧‬ﲨﻴﻊ ﺍﳌﺪﺭﺳﲔ ﻭﺍﳌﺪﺭﺳﺎﺕ ﰲ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ﺍﻟﺬﻳﻦ ﻗﺪ ﺷﺠﻌﻮﺍ‬
‫ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻣﻨﻬﻢ ﺭﺣﻴﻢ ﺍﻟﺪﻳﻦ ﻭﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ ﻭﻓﺮﻳﺪ‬
‫ﻭﺯﺩﻱ ﻭﺇﻳﻔﺎﻥ ﻣﻮﻟﻔﻴﺎﻧﺎ ﻭ ﺑﺎﻣﺒﺎﻧﺞ ﻭﺳﱵ ﺃﻣﻴﺎﱐ ﻭﺳﱵ ﻋﺎﺋﺸﺔ ﻭﺣﺴﻦ ﺍﳋﺎﲤﺔ‬
‫ﻭﺳﻠﻮﻯ‬

‫‪ .٨‬ﲨﻴﻊ ﺃﺻﺤﺎﺏ ﺍﻟﺒﺎﺣﺚ ﰱ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﻋﻠﻰ‬
‫ﲨﻴﻊ ﻣﺴﺎﻋﺪ‪‬ﻢ ﻭﺍﻫﺘﻤﺎﻣﺎ‪‬ﻢ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺧﺎﺻﺔ ﺇﱃ ﻋﻠﻴﻚ ﻣﺘﻘﲔ‬
‫ﻭﺭﻭﺩﻳﻴﺎﻧﺘﻮ ﻭﻣﺼﺒﺎﺡ ﻭﺩﻫﻼﻳﺌﺎ ﻭﻫﻨﺪﻱ ﻭﻳﻮﺩﻱ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﻳﺪﻋﻮﺍ ﺍﻟﺒﺎﺣﺚ ﺍﷲ ﻋﺰ ﻭﺟﻞ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎﻗﺪﻣﻮﺍ‬
‫ﻟﻠﺒﺎﺣﺚ ﻣﻦ ﻣﺴﺎﻋﺪ‪‬ﻢ‪ .‬ﻭﻳﺮﺟﻮ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﻟﻠﺒﺎﺣﺚ‬
‫ﻭﺍﻟﻘﺎﺭﺋﲔ‪ .‬ﺁﻣﲔ ﻳﺎ ﺭﺏ ﺍﻟﻌﺎﳌﲔ!‬
‫ﺟﺎﻛﺮﺗﺎ‪ ٢٦ ،‬ﺃﺑﺮﻳﻞ ‪٢٠١٠‬‬
‫ﺍﻟﺒﺎﺣﺚ‬
‫)ﺃﻏﻮﺱ ﺟﻮﻣﺎﺩﻱ(‬

‫ﻭ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺘﺼﺤﻴﺢ ‪.............................................................................‬ﺃ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ ‪................................................................‬ﺏ‬
‫ﺍﻹﻗﺮﺍﺭ ‪..............................................................................‬ﺝ‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ ‪......................................................................‬ﺩ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪......................................................................‬ﻫـ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪ .....................................................................‬ﺯ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬

‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪١ .................................................................‬‬
‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪٦ ................................................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪٦ .........................................................‬‬
‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪٧ ...........................................................‬‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪٧ .............................................................‬‬
‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪٧ ....................................................................‬‬
‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪٨ .......................................................................‬‬

‫ﺯ‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬
‫ﺃ‪ .‬ﻣﻔﻬﻮﻡ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ‪٩ ................................................................‬‬
‫ﺏ‪ .‬ﻧﺸﺄﺓ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ‪١١ ...............................................................‬‬
‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ‪١٢ .............................................................‬‬
‫ﺩ‪ .‬ﻣﺮﺍﺣﻞ ﺗﻌﻠﻴﻢ ﺗﻼﻭﺓ ﺍﻟﻘﺮﺁﻥ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ‪١٣ ..................................‬‬
‫ﻫـ‪ .‬ﻣﺰﺍﻳﺎ ﻃﺮﻳﻘﺔ "ﻗﺮﺍﺀﰐ" ﻭﻋﻴﻮ‪‬ﺎ ‪١٤ ...................................................‬‬
‫ﻭ‪ .‬ﺍﻟﻘﺮﺍﺀﺓ ﻓﻬﻤﻬﺎ ﻭﺃﳘﻴﺘﻬﺎ ‪١٥ ............................................................‬‬
‫ﺯ‪ .‬ﺃﻫﺪﺍﻑ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ‪١٦ ............................................................‬‬

‫ﺡ‪ .‬ﺃﻧﻮﺍﻉ ﺍﻟﻘﺮﺍﺀﺓ ‪١٧ ....................................................................‬‬
‫ﻁ‪ .‬ﺗﻮﺟﻴﻬﺎﺕ ﻋﺎﻣﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻘﺮﺍﺀﺓ ‪٢٠ .................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫ﺃ‪ .‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪٢٢ ....................................................................‬‬
‫ﺏ‪ .‬ﻣﺪﺧﻞ ﺍﻟﺒﺤﺚ ‪٢٣ ..................................................................‬‬
‫ﺝ‪ .‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﻴﻨﺔ ‪٢٣ ............................................................‬‬
‫ﺩ‪ .‬ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٢٤ ..............................................................‬‬
‫ﻫـ‪ .‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٢٥ .........................................................‬‬

‫ﺡ‬

‫ﻭ‪ .‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ ‪٢٦ ...................................................‬‬
‫ﺯ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ‪٢٨ ....................................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬
‫ﺃ‪ .‬ﻧﺒﺬﺓ ﻋﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ﺑﺎﻧﺪﻭﻧﺞ ﺟﺎﻭﺍ ﺍﻟﻐﺮﺑﻴﺔ ‪٢٩ .............................‬‬
‫ﺏ‪ .‬ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﰲ ﺍﻟﻔﺼﻞ ﺍﳌﺒﺘﺪﻱ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ‪٣٢ .................‬‬
‫ﺝ‪ .‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻔﺼﻞ ﺍﳌﺒﺘﺪﻱ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ‪٣٣ ....................‬‬
‫ﺩ‪ .‬ﺻﻮﺭﺓ ﻋﻦ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﰲ ﺍﻟﺼﻒ ﺍﳌﺒﺘﺪﻱ ‪٣٤ .........‬‬

‫ﻫــ‪ .‬ﺻﻮﺭﺓ ﻋﻦ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺍﻟﺼﻒ ﺍﳌﺒﺘﺪﻱ ‪٣٥ ................................‬‬
‫ﻭ‪ .‬ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٦ ...................................................................‬‬
‫ﺯ‪ .‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٤١ ...................................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬
‫أ‪.‬‬
‫ب‪.‬‬

‫ﺍﳋﻼﺻﺔ ‪٤٨ ........................................................................‬‬
‫ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪٤٩ .....................................................................‬‬

‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‪ .................................................... .....................‬ﻱ‬
‫ﺍﳌﻼﺣﻖ‬

‫ﻁ‬

‫‪١‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺇﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻛﺘﺎﺏ ﺍﷲ ﺃﻧﺰﻟﻪ ﻋﻠﻰ ﺧﲑ ﺧﻠﻘﻪ‪ ،‬ﻭﺃﻧﻪ ﻣﻌﺠﺰﺍﺕ ﺍﷲ ﺍﻟﻌﻈﻤﻰ ﺍﻟـﺬﻱ‬
‫ﺃﻧﺰﻟﻪ ﻋﻠﻰ ﺭﺳﻮﻝ ﺍﷲ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ‪ .‬ﻣﻨﺎﺳﺒﺎ ﻹﻧﺰﺍﻝ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜـﺮﱘ ﻛﺪﺳـﺘﻮﺭ ﺍﳌـﺴﻠﻤﲔ‬
‫ﻭﺷﺮﺍﺋﻊ ﺍﻟﺪﻳﻦ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﻋﻠﻰ ﻛﻞ ﻣﺴﻠﻢ ﺃﻥ ﻳﺘﻌﻠﻤﻮﻩ ﻭﻳﻌﻤﻠﻮﺍ ‪‬ﺎ‪ .‬ﻭﺃﺣﺴﻦ ﺍﳌﺪﺧﻞ ﻟـﺘﻌﻠﻢ ﺍﻟﻘـﺮﺁﻥ‬
‫ﺍﻟﻜﺮﱘ ﻫﻮ ﺍﻟﺘﻠﻘﻲ ﻭﺍﳌﺸﺎﻓﻬﺔ‪ ،‬ﻭﻫﻲ ﺃﻥ ﻳﻮﺍﺟﻪ ﻭﻳﺸﺎﻓﻪ ﺍﳌﺪﺭﺱ ﻣﻊ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﻳﺆﻣﻦ ﺍﳌﺴﻠﻢ ﺑﻘﺪﺳﻴﺔ ﻛﻼﻡ ﺍﷲ ﺗﻌﺎﱃ ﻭﺷﺮﻓﻴﺘﻪ ﻭﺃﻓﻀﻠﻴﺘﻪ ﻋﻠﻰ ﺳﺎﺋﺮ ﺍﻟﻜﻼﻡ‪ ،‬ﻭﺇﻥ ﺍﻟﻘـﺮﺁﻥ‬
‫ﺍﻟﻜﺮﱘ ﻛﻼﻡ ﺍﷲ ﺍﻟﺬﻱ ﻻ ﻳﺄﺗﻴﻪ ﺍﻟﺒﺎﻃﻞ ﻣﻦ ﺑﲔ ﻳﺪﻳﻪ ﻭﻻ ﻣﻦ ﺧﻠﻔﻪ‪ .‬ﻣﻦ ﻗﺎﻝ ﺑﻪ ﺻﺪﻕ ﻭﻣﻦ ﺣﻜـﻢ‬
‫ﺑﻪ ﻋﺪﻝ ﻭﺇﻥ ﺃﻫﻠﻪ ﻫﻢ ﺃﻫﻞ ﺍﷲ ﻭﺧﺎﺻﺘﻪ ﻭﺍﳌﺴﺘﻤﺴﻜﻮﻥ ﺑﻪ ﻧﺎﺟﻮﻥ ﻓﺎﺋﺰﻭﻥ ﻭﺍﳌﻌﺮﺿﻮﻥ ﻋﻨﻪ ﻫﻠﻜـﻰ‬
‫ﺧﺎﺳﺮﻭﻥ‪ ،‬ﻭﻗﺎﻝ ﺍﻟﻨﱯ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ‪":‬ﺍﻗﺮﺅﻭﺍ ﺍﻟﻘﺮﺁﻥ ﻓﺈﻧﻪ ﳚﻴﺊ ﻳﻮﻡ ﺍﻟﻘﻴﺎﻣﺔ ﺷﻔﻴﻌﺎ ﻷﺻﺤﺎﺑﻪ‪.‬‬

‫‪٢‬‬

‫ﻭﻳﻀﻴﻒ ﺇﱃ ﺫﻟﻚ ﺃﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻟﻪ ﻓﻮﺍﺋﺪ ﻛﺜﲑﺓ‪ ،‬ﻣﻨﻬﺎ ﻗﻮﻝ ﺍﷲ ﺳـﺒﺤﺎﻧﻪ ﻭﺗﻌـﺎﱃ ‪:‬‬
‫ﻭﻧﱰﻝ ﻣﻦ ﺍﻟﻘﺮﺁﻥ ﻣﺎ ﻫﻮ ﺷﻔﺎﺀ ﻭﺭﲪﺔ ﻟﻠﻤﺆﻣﻨﲔ‪ ١.‬ﻭﻗﻮﻟﻪ ﺗﻌﺎﱃ ‪ :‬ﻃﺴﻢ ﺗﻠﻚ ﺁﻳﺎﺕ ﺍﻟﻘﺮﺁﻥ ﻭﻛﺘﺎﺏ‬
‫ﻣﺒﲔ ﻫﺪﻯ ﻭﺑﺸﺮﻯ ﻟﻠﻤﺆﻣﻨﲔ‪ ٢.‬ﻧﻈﺮﺍ ﺇﱃ ﺩﻭﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﰲ ﺣﻴﺎﺓ ﺍﳌﺴﻠﻤﲔ ﻭﺍﳌﺆﻣﻨﲔ‪ ،‬ﻳﻨﺒﻐـﻲ‬
‫ﳍﻢ ﺃﻥ ﻳﺘﻌﻠﻤﻮﺍﻫﺎ ﺍﻟﱵ ﻳﺒﺪﺃ ﻣﻦ ﺗﻌﻠﻢ ﺗﻼﻭﺗﻪ‪.‬‬
‫ﻗﺪ ﺍﺗﻔﻖ ﺍﳌﻌﻠﻤﻮﻥ ﺧﺎﺻﺔ ﻣﻌﻠﻤﻮ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺪﻳﻨﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺈﻧﺪﻭﻧﻴـﺴﻴﺎ ﻋﻠـﻰ ﺃﻥ ﻣـﻦ‬
‫ﺍﻷﻫﺪﺍﻑ ﰲ ﺗﻌﻠﻴﻢ ﺗﻼﻭﺓ ﺍﻟﻘﺮﺁﻥ ﻫﻲ ﲤﻜﲔ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻗـﺮﺍﺀﺓ ﺻـﺤﻴﺤﺔ ﻭﻣﺮﺗﻠـﺔ‬
‫ﻭﻓﺼﻴﺤﺔ ﻋﻠﻰ ﺣﺴﺐ ﻋﻠﻢ ﺍﻟﺘﺠﻮﻳﺪ‪ .‬ﻭﻫﺬﺍ ﺍﳍﺪﻑ ﻣﻮﺍﻓﻖ ﻟﻘﻮﻟﻪ ﺗﻌﺎﱃ‪" :‬ﻭﺭﺗﻞ ﺍﻟﻘﺮﺁﻥ ﺗﺮﺗﻴﻼ"‪ .‬ﻫﺬﻩ‬

‫ﺍﻵﻳﺔ ﺗﺪﻝ ﻋﻠﻰ ﻭﺟﻮﺏ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻟﺪﻱ ﺍﳌﺴﻠﻤﲔ ﺑﺎﻟﺘﺮﺗﻴﻞ ﻳﻌﲏ ﺑﺘﻤﻬﻞ ﻭﺍﻃﻤﺌﻨﺎﻥ ﻭﺇﻋﻄﺎﺀ ﻛـﻞ‬
‫ﺣﺮﻑ ﺣﻘﻪ ﻣﻦ ﺍﳌﺨﺎﺭﺝ ﻭﺍﻟﺼﻔﺎﺕ ﻭﺍﳌﺪﺩ‪ ٣.‬ﻭﻛﺎﻥ ﺗﻌﻠﻤﻪ ﳛﺘﺎﺝ ﺇﱃ ﺗﻌﻤﻖ ﻭﺍﻫﺘﻤﺎﻡ ﻛﺒﲑ ﻟﻠﺤﺼﻮﻝ‬
‫ﻋﻠﻰ ﺍﳍﺪﻑ ﺍﳌﺮﺟﻮ ﻣﻦ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ‪.‬‬
‫ﻓﻠﻤﺎ ﺭﺃﻳﺖ ﻛﺜﲑﺍ ﻣﻦ ﻣﻌﻠﻢ ﺍﻟﻘﺮﺁﻥ ﰲ ﻋﺼﺮﻧﺎ ﳚﺪﻭﻥ ﺇﱃ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺁﻥ ﻭﻻ ﻳﺼﻠﻮﻥ ﻭﻣـﻦ‬
‫ﻣﻨﺎﻓﻌﻪ ﻭﲦﺮﺍﺗﻪ ﻭﻫﻲ ﺍﻟﻌﻤﻞ ﺑﻪ ﻭﺍﻟﻨﺸﺮ ﳛﺮﻣﻮﻥ‪ .‬ﳌﺎ ﺃ‪‬ﻢ ﺃﺧﻄﺆﻭﺍ ﻃﺮﺍﺋﻘﻪ ﻭﺗﺮﻛﻮﺍ ﺷﺮﺍﺋﻄﻪ‪ .‬ﻭﻛﻞ ﻣﻦ‬
‫ﺃﺧﻄﺄ ﺍﻟﻄﺮﻳﻖ ﺿﻞ ﻭﻻ ﻳﻨﺎﻝ ﺍﳌﻘﺼﻮﺩ ﻗﻞ ﺃﻭ ﺟﻞ‪ .‬ﺃﺭﺩﺕ ﻭﺃﺣﺒﺒﺖ ﺃﻥ ﺃﺑﲔ ﳍﻢ ﻃﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺁﻥ‬
‫ﻋﻠﻰ ﻣﺎ ﺭﺃﻳﺖ ﰲ ﺍﻟﻜﺘﺐ ﻭﲰﻌﺖ ﻣﻦ ﺃﺳﺎﺗﻴﺬﻱ ﺃﻭﱄ ﺍﻟﻌﻠﻢ ﻭﺍﳊﻜﻢ‪.‬‬
‫ﺇﻥ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻟﻪ ﻣﺸﻜﻼﺕ ﺗﺴﺘﺤﻖ ﺍﻟﻔﻜﺮ ﻭﺍﳉﻬـﺪ ﻭﺍﻻﻫﺘﻤـﺎﻡ‪.‬‬
‫ﻣﻨﺎﺳﺒﺎ ﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻴﻜﻨﻮﻟﻮﺟﻴﺎ ﺑﻌﺾ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﳌﺘﻌﻤﻘﲔ ﰲ ﻋﻠﻮﻡ ﺍﻟﻘﺮﺁﻥ ﻳﺒﺪﻋﻮﻥ ﻋﺪﺓ ﻃﺮﻕ ﰲ‬

‫‪  ١‬رة ااء‪.٨٢ :‬‬
‫‪  ٢‬رة ا ‪.٢-١ :‬‬
‫‪   ٣‬ن‪  ،‬اوة‪) ،‬د)‪ &'() ،*+‬ا" ا‪ ،"#$%‬د ت(‪ ،‬ص ‪.٤١‬‬

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‫ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﻣﻨﻬﺎ ﻃﺮﻳﻘﺔ ﺇﻗﺮﺃ ﻭﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺁﻥ ﺑﺎﻟﻨﻈﺮ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ ﻣﻦ‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﻄﺮﻳﻘﺔ‪.‬‬
‫ﻛﺎﻧﺖ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﺇﺣﺪﻯ ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺍﻟﺬﻱ ﻳﺘﺮﻛﺰ ﻋﻠـﻰ ﲢـﺴﲔ‬
‫ﺍﻟﻘﺮﺍﺀﺓ‪ .‬ﻭﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻕ ﺍﻟﻌﺼﺮﻳﺔ ﺍﻟﱵ ﺗﻌﺮ‪‬ﻑ ﺳﻨﺔ ‪ ١٩٦٣‬ﰲ ﲰﺎﺭﺍﻧﺞ ﺟـﺎﻭﻯ‬

‫ﺍﻟﻮﺳﻄﻰ‪ ،‬ﻭﻗﺪ ﻋﺮ‪‬ﻓﻬﺎ ﺩﺣﻼﻥ ﺳﺎﱂ ﺯﺭﻛﺸﻲ‪ ٤.‬ﺭﺃﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﺃﻛﺜﺮ ﻓﺎﺋﺪﺓ ﻟﺘﻄﺒﻴﻘﻬﺎ‬
‫ﻟﺪﻱ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﱂ ﻳﺴﺘﻄﻴﻌﻮﺍ ﺃﻥ ﻳﻘﺮﺅﻭﺍ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻗﺮﺍﺀﺓ ﺟﻴﺪﺓ ﻭﺻـﺤﻴﺤﺔ‪ .‬ﺇﺿـﺎﻓﺔ ﺇﱃ‬
‫ﺫﻟﻚ‪ ،‬ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻳﺴﻬﻞ ﺍﳌﺪﺭﺱ ﰲ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻭﻳﺴﻬﻞ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﻤﻬﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻧـﺖ‬
‫ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻣﺴﺘﺨﺪﻣﺔ ﺣﲔ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻓﺒﻌﺾ ﺍﻟﻄﻼﺏ ﻳﺸﻌﺮﻭﻥ ﺃ‪‬ﻢ ﻳـﺴﺘﻄﻴﻌﻮﻥ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻳﺴﺘﻄﻴﻌﻮﻥ ﺗﻌﺮ‪‬ﻑ ﺣﺮﻭﻓﻪ ﻷﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻣﱰﻝ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴـﺔ ﻭﺑﻌـﺾ‬
‫ﻃﻼﺏ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻗﺪ ﻳﻮﺍﺟﻬﻮﻥ ﰲ ﺍﻟﺼﻌﻮﺑﺔ ﰲ ﺗﻌﺮﻑ ﺣﺮﻭﻓﻪ ﺍﻟﱵ ﻣﺎﺯﺍﻟﺖ ﻏﺮﻳﺒﺔ ﰲ ﺫﻫﻨﻬﻢ‪.‬‬
‫ﻗﺪ ﻋﺮﻑ ﺃﻏﻠﺐ ﺍﻟﻨﺎﺱ ﰲ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ ﺑﺄﻥ ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ ﻧﺰﻝ ﺍﻟﻘﺮﺁﻥ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴـﺔ‪،‬‬
‫ﻭﻣﻦ ﺍﻟﻮﺍﺟﺐ ﻋﻠﻰ ﻛﻞ ﻣﺴﻠﻢ ﺃﻥ ﻳﺘﺪﺑﺮ ﻭﻳﺘﻌﻤﻖ ﻣﻌﺎﱏ ﺍﻟﱵ ﺗﻀﻤﻦ ﻓﻴـﻪ ﻣـﻦ ﺍﳊﻜـﻢ ﻭﺍﳌﻮﻋﻈـﺔ‬
‫ﻭﺍﻟﻘﺼﺺ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ‪ .‬ﺣﻴﻨﻤﺎ ﻳﺮﻳﺪ ﺍﻹﻧﺴﺎﻥ ﺃﻥ ﻳﺘﻌﻤﻖ ﻣﻌﺎﱐ ﺍﻟﻘﺮﺁﻥ ﻓﺄﻭﻝ ﻣﺎ ﳛﺘﺎﺝ ﺇﱃ ﺍﳊـﺼﻮﻝ‬
‫ﻋﻠﻰ ﺗﻠﻚ ﺍﻟﻐﺎﻳﺔ ﺃﻥ ﻳﺘﻌﻠﻢ ﻭﻳﻔﻬﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺘﺴﻬﻴﻠﻪ ﰲ ﲢﻘﻴﻖ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺮﻳﺪ ﺍﻹﻧﺴﺎﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻓﻬﻢ ﺃﺳﺎﻟﻴﺒﻬﺎ ﻓﻴﻨﺒﻐﻲ ﻟﻪ ﺃﻥ ﻳﻌﺮﻑ ﻛﻞ ﻋﻨﺼﺮ ﻭﻣﻬـﺎﺭﺓ‬
‫ﺍﻟﱵ ﺗﺸﻤﻞ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪ .‬ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ﺛﻼﺛﺔ ﻋﻨﺎﺻﺮ ﻭﻫﻲ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻷﺻـﻮﺍﺕ‬
‫ﻭﺍﻟﺘﺮﺍﻛﻴﺐ‪ ،‬ﻭﻫﻲ ﺃﻳﻀﺎ ﺗﺘﻜﻮﻥ ﻣﻦ ﺃﺭﺑﻊ ﻣﻬﺎﺭﺍﺕ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‬
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‫‪Muh. Abdul Latif, Memahami Metode Qiraati: Menciptakan Generasi Qurani, makalah,‬‬
‫)‪(Jakarta: ٢٠٠٧‬‬

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‫ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﻛﻞ ﻣﻦ ﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﻭﺍﳌﻬﺎﺭﺍﺕ ﳍﺎ ﻋﻼﻗﺔ ﺭﺋﻴﺴﻴﺔ ﻭﻭﺍﺿﺤﺔ ﺑﲔ ﺑﻌﻀﻬﺎ ﺑـﺒﻌﺾ‬
‫ﻭﳍﺎ ﺩﻭﺭ ﻫﺎﻡ ﰲ ﻣﺴﺎﻋﺪﺓ ﺍﻹﻧﺴﺎﻥ ﻋﻠﻰ ﺳﻴﻄﺮﺓ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﻣﻦ ﺍﳌﻌﺮﻭﻑ‪ ،‬ﺃﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻬﺎﺭﺓ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺭﺑﻊ‪ .‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻛﺎﻧﺖ ﺍﻟﻘﺮﺍﺀﺓ‬
‫ﻓﻦ ﻣﻦ ﺍﻟﻔﻨﻮﻥ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻐﺔ‪ .‬ﻓﻬﻲ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﺗﺒﲎ ﻋﻠﻴﻪ ﻓﺮﻭﻉ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻠﻐﻮﻱ ﻣـﻦ ﺣـﺪﻳﺚ‬
‫ﻭﺍﺳﺘﻤﺎﻉ ﻭﻛﺘﺎﺑﺔ‪ .‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺭﻳﺐ ﰲ ﺃﻥ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺃﻫﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟـﱵ ﳝﻜـﻦ ﺃﻥ‬
‫ﳝﻠﻜﻬﺎ ﺍﻟﻔﺮﺩ ﰲ ﺍ‪‬ﺘﻤﻊ ﺍﳊﺪﻳﺚ ﺍﻟﺬﻱ ﺃﺻﺒﺤﺖ ﺍﻟﻘﺮﺍﺀﺓ ﻓﻴﻪ ﺃﻟﺰﻡ ﻟﻪ ﻟﺰﻭﻡ ﻃﻌﺎﻣﻪ ﻭﺷﺮﺍﺑﻪ‪ ٥.‬ﻭﻟﻠﻘﺮﺍﺀﺓ‬
‫ﺃﳘﻴﺘﻬﺎ ﻟﻠﻔﺮﺩ ﻷ‪‬ﺎ ﺗﺴﻬﻢ ﰲ ﺑﻨﺎﺀ ﺷﺨﺼﻴﺘﻪ ﻋﻦ ﻃﺮﻳﻖ ﺗﺜﻘﻴﻒ ﺍﻟﻌﻘﻞ ﻭﺍﻛﺘﺴﺎﺏ ﺍﳌﻌﺮﻓـﺔ ﻭ‪‬ـﺬﻳﺐ‬
‫ﺍﻟﻌﻮﺍﻃﻒ ﻭﻫﻲ ﺃﺩﺍﺓ ﺍﻟﺘﻌﻠﻢ ﰲ ﺍﳊﻴﺎﺓ ﺍﳌﺪﺭﺳﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺳﻴﻠﺔ ﺻﺎﳊﺔ ﺗﺴﻬﻞ ﺍﺗﺼﺎﻝ ﻓﻜﺮ ﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻫﻲ ﺃﻳﻀﺎ ﻭﺳﻴﻠﺔ ﻻﺗﺼﺎﻝ ﺍﻟﻔﺮﺩ ﺑﻐﲑﻩ ﳑﻦ‬
‫ﻳﻔﺼﻠﻪ ﻋﻨﻬﻢ ﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﺰﻣﺎﻧﻴﺔ ﺃﻭ ﺍﳌﻜﺎﻧﻴﺔ‪ .‬ﻭﺍﻟﻘﺮﺍﺀﺓ ﻫﻲ ﺃﺳﺎﺱ ﻛﻞ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻤﻴﺔ ﻭﻣﻔﺘﺎﺡ ﳉﻤﻴـﻊ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ٦.‬ﻋﻼﻭﺓ ﻋﻠﻰ ﺫﻟﻚ ﻓﺄﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻬﺎﺭﺓ ﺑﺪﻳﻠﺔ ﰲ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﻠﻐـﺔ ﻣـﻦ ﺍﳌﻬـﺎﺭﺍﺕ‬
‫ﺍﻟﺸﻔﻮﻳﺔ‪ ،‬ﻭﻳﺼﺒﺢ ﺗﻌﻠﻴﻤﻬﺎ ﻭﺗﻌﻠﻤﻬﺎ ﺃﻣﺮﺍ ﺿﺮﻭﺭﻳﺎ ﻭﻣﻔﻴﺪﺍ‪ .‬ﻭﻻ ﺷﻚ ﺃﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻗـﺪﺭﺓ ﺃﺳﺎﺳـﻴﺔ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻣﻨﻬﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

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‫ﻳﺘﻌﻠﻢ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻊ ﻣﺎ ﻳﺘﻌﻠﻢ ﻣﻦ ﺧﱪﺍﺕ ﻭﻣﻬﺎﺭﺍﺕ ﰲ ﻃﻔﻮﻟﺘﻪ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻵﺑﺎﺀ ﻗـﺎﺭﺋﲔ‬
‫ﻧﺸﺄ ﺍﻷﺑﻨﺎﺀ ﻭﻗﺪ ﻋﻠﻤﻮﺍ ﺃﳘﻴﺔ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺣﻴﺎﺓ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﺍﻷﻃﻔﺎﻝ ﻳﺒﺪﺋﻮﻥ ﺗﻌﺎﻣﻠﻬﻢ ﻣﻊ ﺍﻟﻘﺮﺍﺀﺓ ﻣـﻦ‬
‫ﺧﻼﻝ ﺣﺒﻬﻢ ﻟﻠﻘﺼﺺ ﻭﺷﻐﻔﻬﻢ ﻟﺴﻤﺎﻋﻬﺎ ﻭﻣﻌﺮﻓﺘﻬﺎ‪ .‬ﻭﻻ ﳚﺐ ﻋﻠﻰ ﻛﻞ ﺍﻹﻧﺴﺎﻥ ﺃﻥ ﻳﻐﻔـﻞ ﻋـﻦ‬
‫‪ 145 6٥‬ا‪ ،"123‬ل  ر ا ا
‪) ،‬ا‪#‬ض‪ "8'() :‬ا‪ ،(٢٠٠٤ ،$‬ص ‪.١١٧‬‬
‫‪ $8 ٦‬ا‪ 924‬إ;اه‪ ،9‬ا! ا رس ا ا
‪) ،‬ا=هة‪ :‬دار ا‪4‬رف‪ ،(١٩٨٦ ،‬ص ‪.٥٩‬‬
‫‪ $%) ٧‬آ) ا‪ ،"B‬أ&‪%&%‬ت ‪ #‬ا ا
  اب‪) ،‬ا‪ H3‬م‪ $I4) ،‬ا‪ H3‬م ا‪$‬و‪ "D2 E‬ا‪،";4‬‬
‫‪ ،(١٩٨٧‬ص ‪.١١٩‬‬

‫‪٥‬‬

‫ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻟﻄﺮﻕ ﺍﻟﱵ ﳝﻜﻦ ﺃﻥ ﺗﻄﻮﺭ ﺣﻴﺎﺓ ﺍﻟﻄﻔﻞ ﻣﻊ ﺍﻟﻘﺮﺍﺀﺓ ﺣﱴ ﻳﺒﻠﻎ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﻳﺴﺘﻄﻴﻊ ﻓﻴﻬـﺎ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﻳﻌﺮﻑ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﲤﻜﻨﻪ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬

‫‪٨‬‬

‫ﺇﻥ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ﺇﺣﺪﻯ ﺍﳌﺪﺍﺭﺱ ﺍﻟﱵ ﺃﺳﺴﺖ ﺳـﻨﺔ ‪ ٢٠٠٦‬ﺍﳌـﻴﻼﺩﻱ‪ ،‬ﻭﻣـﻦ‬
‫ﺃﻫﺪﺍﻑ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻫﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﻼﺏ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻗﺮﺍﺀﺓ ﺻﺤﻴﺤﺔ ﻭﺟﻴﺪﺓ ﻭﻣﻊ‬
‫ﺫﻟﻚ ﻫﻢ ﻗﺎﺩﺭﻭﻥ ﻋﻠﻰ ﺣﻔﻈﻪ‪ .‬ﻭﻳﻬﺪﻑ ﺃﻳﻀﺎ ﺃﻥ ﻳﺴﻴﻄﺮ ﺍﻟﻄﻼﺏ ﺳﻴﻄﺮﺓ ﺟﻴﺪﺓ ﰲ ﻓﻬـﻢ ﻋﻨﺎﺻـﺮ‬
‫ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻌﺪ ﻣﺎ ﻳﺘﻌﻠﻤﻮﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺍﳌﻜﺘﻮﺏ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻭﻛﺜﲑ ﻣﻦ ﺍﻟﻄﻼﺏ ﰲ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ﻻ ﻳﻘﺪﺭﻭﻥ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻗﺮﺍﺀﺓ ﺟﻴـﺪﺓ‬
‫ﻭﺻﺤﻴﺤﺔ ﻭﻛﺜﲑ ﻣﻨﻬﻢ ﻻ ﻳﻔﻬﻤﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻻ ﻳﻘﺪﺭﻭﻥ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﺺ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻫﺬﻩ ﻫﻲ‬
‫ﺍﳌﺸﻜﻼﺕ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﳋﻠﻔﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺒﺤﺚ ﲢﺖ ﺍﳌﻮﺿﻮﻉ‪" :‬ﻗﺪﺭﺓ ﻃـﻼﺏ‬
‫ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ﺑﺎﻧﺪﻭﻧﺞ ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﻭﺍﺛﺎﺭﻫﺎ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ"‪.‬‬
‫ﺃﻣﺎ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺩﻓﻌﺖ ﺍﻟﺒﺎﺣﺚ ﺇﱃ ﺍﺧﺘﻴﺎﺭ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻓﻬﻲ ﺗﺘﻤﺜﻞ ﰲ ﺍﻷﻣﻮﺭ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ .١‬ﺇﻥ ﺍﻟﻘﺮﺍﺀﺓ ﳍﺎ ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﺃ‪‬ﺎ ﻣﻔﺘﺎﺡ ﲨﻴﻊ ﺍﳌـﻮﺍﺩ ﺍﻟﺪﺭﺍﺳـﻴﺔ‪ .‬ﺇﺫﺍ‬
‫ﺿﻌﻔﺖ ﺍﺳﺘﻄﺎﻋﺔ ﻗﺮﺍﺀﺓ ﺍﻟﻄﻼﺏ ﺿﻌﻔﺖ ﻣﻬﺎﺭﺍ‪‬ﻢ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪ .٢‬ﺇﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻫﻮ ﺩﺳﺘﻮﺭ ﺍﳌﺴﻠﻤﲔ ﻭﻣﻜﺘﻮﺏ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٣‬ﺇﻥ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﳛﺘﺎﺝ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻠﺘﺴﻬﻴﻞ ﰲ ﺗﻌﻠﻴﻤﻪ‪.‬‬
‫‪8 ٨‬س )‪ 8%‬ب‪()* ،‬ت ‪ #‬ا ا
‪ :LB) ،‬دار ا=‪ ،"M‬دون ا"(‪ ،‬ص ‪.٩٩‬‬

‫‪٦‬‬

‫‪ .٤‬ﺇﻥ ﺳﻴﻄﺮﺓ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻫﺎﻣﺔ ﻟﻜﺴﺐ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺯﻳﺎﺩﺓ ﺍﳋﱪﺍﺕ‪.‬‬

‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‬
‫ﺇﻥ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻣﺸﻜﻼﺕ ﺗﺴﺘﺤﻖ ﺍﻟﻔﻜﺮ ﻭﺍﻻﻫﺘﻤﺎﻡ‪ ،‬ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻭﺍﳌﻨﻬﺞ ﺍﳉﻴﺪ ﳌﺴﺎﻋﺪﺓ ﺍﻟﺘﻼﻣﻴﺬ ﺣﲔ ﺇﺟﺮﺍﺀ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫ﻭﰲ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﰲ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺪﻭﱄ ﻭﺟﺪ ﺍﻟﺒﺎﺣﺚ ﻋـﺪﺓ‬
‫ﻣﺸﻜﻼﺕ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫‪ .١‬ﺿﻌﻒ ﻗﺪﺭﺓ ﻣﻌﻈﻢ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪.‬‬
‫‪ .٢‬ﺍﺧﺘﻼﻑ ﺃﺳﺎﺱ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﰲ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺑﻌﻀﻬﻢ ﻗـﺪ ﺗﻌﻠﻤـﻮﺍ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻗﺒﻞ ﺃﻥ ﻳﺘﻌﻠﻤﻮﺍ ﰲ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻘﺮﺁﻥ ﻭﺑﻌﻀﻬﻢ ﱂ ﻳﺘﻌﻠﻤﻮﻫﺎ ﺃﺻﻼ‪.‬‬
‫‪ .٣‬ﺻﻌﻮﺑﺔ ﺍﳌﺪﺭﺳﲔ ﰲ ﺩﻓﻊ ﺍﻟﻄﻼﺏ ﺇﱃ ﺃﻥ ﻳﻘﺮﺅﻭﺍ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻗﺮﺍﺀﺓ ﺟﻴﺪﺓ ﻭﺻﺤﻴﺤﺔ‪.‬‬
‫‪ .٤‬ﺻﻌﻮﺑﺔ ﺍﻟﻄﻼﺏ ﰲ ﻗﺮﺍﺀﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﺪﻡ ﻣﻌﻠﻮﻣﺎ‪‬ﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺑﻌـﻀﻬﻢ ﻣﺘﺨﺮﺟـﻮﻥ ﰲ‬
‫ﺍﳌﺪﺍﺭﺱ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺬﻳﻦ ﻻ ﻳﺘﻌﻠﻤﻮﻥ ﻓﻴﻬﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٥‬ﻗﻠﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﺘﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ ﺍﻟﻌﺮﺑﻴـﺔ‪ ،‬ﻭﻫـﺬﻩ‬
‫ﺍﳌﺸﻜﻼﺕ ﺗﺼﻌﺐ ﺍﳌﺪﺭﺳﲔ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻧﻌﻠـﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺃﳘﻨﺎ ﰲ ﺗﻨﻤﻴﺔ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﺺ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪٧‬‬

‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ‬
‫ﻟﻴﺴﺎﻋﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺃﻫﺪﺍﻑ ﻣﻌﻴﻨﺔ ﻭﳚﻌﻠﻪ ﻃﻮﺍﻝ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤـﺚ ﻭﲨـﻊ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ ﻭﺍﻟﺘﻮﺻﻞ ﺇﱃ ﻧﺘﺎﺋﺞ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﻭﻋﻲ ﲝﺪﻭﺩ ﲝﺜﻪ ﻭﻧﺘﺎﺋﺠـﻪ‪ ،‬ﻳﻘـﻮﻡ ﺍﻟﺒﺎﺣـﺚ‬
‫ﺑﺘﺤﺪﻳﺪﻫﺎ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺇﻥ ﻟﺘﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﳎﺎﻻ ﻛﺜﲑﺍ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﻞ ﻭﺍﻟﻔـﺼﺎﺣﺔ ﻭﺍﻟﺘﺠﻮﻳـﺪ‪.‬‬
‫ﻓﻴﺤﺪﺩ ﺍﻟﺒﺎﺣﺚ ﲝﺜﻪ ﰲ ﺍﻟﻔﺼﺎﺣﺔ ﺣﻮﻝ ﻣﺮﺍﻋﺔ ﺍﳊﺮﻭﻑ ﻭﻣﺮﺍﻋﺔ ﺍﳊﺮﻛﺔ ﻭﻣﺮﺍﻋﺔ ﺍﻟﻔﺼﺎﺣﺔ‪ .‬ﻭﳛـﺪﺩ‬
‫ﺍﻟﺒﺎﺣﺚ ﲝﺜﻪ ﰲ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺣﻮﻝ ﺍﻟﺘﻌﺎﺭﻑ ﻋﻦ ﺍﻟﻄﻼﺏ ﻭﺃﻧﺸﻄﺘﻬﻢ ﺍﻟﻴﻮﻣﻴﺔ‪.‬‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ‬
‫ﻣﻦ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻳﻘﺮﺭ ﺍﻟﺒﺎﺣﺚ ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ﺑﺎﻟﺴﺆﺍﻝ ﺍﻵﰐ‪:‬‬
‫‪ .١‬ﻣﺎ ﻫﻲ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ "ﻗﺮﺍﺀﰐ"؟‬
‫‪ .٢‬ﻣﺎ ﺃﺛﺮ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻟﺪﻯ ﺍﻟﻄﻼﺏ؟‬

‫ج‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬

‫ﺃﻣﺎ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱵ ﻳﺮﻏﺐ ﺍﻟﺒﺎﺣﺚ ﰲ ﲢﻘﻴﻖ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﺎﻵﰐ‪:‬‬
‫‪ .١‬ﳌﻌﺮﻓﺔ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺑﻌﺪ ﺃﻥ ﻳﺘﻌﻠﻤﻮﺍ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘـﺔ ﻗـﺮﺍﺀﰐ‬
‫ﻭﳌﻌﺮﻓﺔ ﻗﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺳﻴﻄﺮﺓ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬
‫‪ .٢‬ﳌﻌﺮﻓﺔ ﺍﺛﺎﺭ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺇﱃ ﺍﻛﺘﺴﺎﺏ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬

‫‪٨‬‬

‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫ﻭﻳﺮﺟﻮﺍ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﻌﻄﻰ ﻓﻮﺍﺋﺪ ﻛﺜﲑﺓ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫‪ .١‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﻨﻈﺮﻳﺔ‪ :‬ﻣﻨﻬﺎ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ ﺧﺎﺻﺔ ﻋﻠﻮﻡ ﺗﻌﻠﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ‪.‬‬
‫‪ .٢‬ﺍﻟﻔﻮﺍﺋﺪ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪ :‬ﳌﺪﺭﺱ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ‪ :‬ﻣﻌﺮﻓﺔ ﺗﻄﺒﻴﻖ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﰲ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ‬
‫ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ‪ .‬ﻭﳌﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﺍﻻﻫﺘﻤﺎﻡ ﲝﺎﺟﺔ ﺍﻟﻄﻼﺏ ﺇﱃ ﻣـﺴﺘﻮﻯ ﻗـﺪﺭﺍ‪‬ﻢ ﰲ‬
‫ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﺺ ﺍﻟﻌﺮﺑﻴﺔ ﺣﱴ ﻳﻜﻮﻥ ﺗﺼﺮﻓﺎﺗﻪ ﰲ ﺗﺼﻨﻴﻒ ﺍﳌﻨﻬﺞ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﻓﻖ ﺍﳊﺎﺟﺔ‪.‬‬

‫‪٩‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬
‫ﺃ‪ .‬ﻣﻔﻬﻮﻡ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ‬
‫ﻳﺘﻜﻮﻥ ﻣﺼﻄﻠﺢ ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ ﻣﻦ ﻛﻠﻤﺘﲔ‪ ،‬ﳘﺎ ﻛﻠﻤﺔ ﻃﺮﻳﻘﺔ ﻭﻛﻠﻤﺔ ﻗﺮﺍﺀﰐ‪ .‬ﻓﻜﻠﻤﺔ‬
‫"ﻃﺮﻳﻘﺔ" ﲨﻌﻬﺎ ﻃﺮﺍﺋﻖ ﻭﻃﺮﻕ ﲟﻌﲎ ﺍﻟﺴﲑ ﻭﺍﳊﺎﻟﺔ ﻭﺍﻟﻜﻴﻔﻴﺔ ﻭﺍﻟﺴﺒﻴﻞ‪ ١.‬ﻭﻫﺬﻩ ﻫﻲ ﻣﻌﲎ ﻛﻠﻤﺔ‬
‫"ﻃﺮﻳﻘﺔ" ﻟﻐﺔ‪ .‬ﺃﻣﺎ ﺍﳌﻌﲎ ﻣﻦ ﻛﻠﻤﺔ "ﻃﺮﻳﻘﺔ" ﺍﺻﻄﻼﺣﺎ ﻓﻬﻲ ﺍﳋﻄﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﺪﺭﺱ ﰲ ﻣﻌﺎﳉﺔ‬
‫ﺍﳌﻮﻗﻒ ﺍﻟﺘﻌﻠﻴﻤﻲ ﻟﺘﺤﻘﻴﻖ ﺍﻷﻏﺮﺍﺽ ﺍﻟﺘﺮﺑﻮﻳﺔ‪ .‬ﻭﻳﻌﺮﻓﻬﺎ ﺍﻟﺒﻌﺾ ﺑﺄ‪‬ﺎ ﳎﻤﻮﻋﺔ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﻳﺘﻢ‬
‫ﺑﻮﺍﺳﻄﺘﻬﺎ ﺑﻨﻈﻴﻢ ﺍ‪‬ﺎﻝ ﺍﳋﺎﺭﺟﻲ ﻟﻠﺘﻌﻠﻢ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺗﺮﺑﻮﻳﺔ ﻣﻌﻴﻨﺔ‪ ٢.‬ﻣﻦ ﻣﻔﻬﻮﻡ ﻛﻠﻤﺔ‬
‫"ﻃﺮﻳﻘﺔ" ﺍﻟﺴﺎﺑﻖ‪ ،‬ﻳﺘﻀﺢ ﻟﻠﺒﺎﺣﺚ ﺃ‪‬ﺎ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﰲ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﳌﻨﺸﻮﺩﺓ‪ ،‬ﻭﻫﻲ‬
‫ﺃﻳﻀﺎ ﻋﻨﺼﺮ ﻣﻦ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳍﺎﻣﺔ ﻷ‪‬ﺎ ﻭﺳﻴﻠﺔ ﺍﳌﺪﺭﺱ ﰲ ﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﺪﻱ ﻃﻼﺑﻪ‪ .‬ﻭﻛﻠﻤﺔ‬
‫‪  
١‬ف‪ ،‬ا
 ا
 وام‪) ،‬وت‪ :‬دار ا
ق‪ ،(١٩٨٦ ،‬ط ‪ ،٣٠‬ص ‪.٤٦٦-٤٦٥‬‬
‫‪ () *+ ٢‬ا
'&ن‪ ،‬ا
 ر ا
 ا‪) ،‬ا
‪&.‬هة‪ :‬دار ا
&رف‪ ،(١٩٧٣ ،‬ص ‪.٨٩‬‬

‫‪١٠‬‬

‫"ﻗﺮﺍﺀﺓ" ﻫﻲ ﻣﺼﺪﺭ ﻣﻦ ﻟﻔﻆ ﺍﻟﻔﻌﻞ "ﻗﺮﺃ – ﻳﻘﺮﺃ – ﻗﺮﺍﺀﺓ" ﲟﻌﲎ ﺍﻟﻨﻄﻖ ﺑﺎﳌﻜﺘﻮﺏ ﻓﻴﻪ ﺃﻭ ﺇﻟﻘﺎﺀ ﺍﻟﻨﻈﺮ‬
‫ﻋﻠﻴﻪ ﻭﻃﺎﻟﻌﻪ‪ ٣.‬ﻭﰲ ﺍﻻﺻﻄﻼﺡ ﻛﺎﻧﺖ ﺍﻟﻘﺮﺍﺀﺓ ﻫﻲ ﻋﻤﻠﻴﺔ ﻳﺮﺍﺩ ‪‬ﺎ ﺇﳚﺎﺩ ﺍﻟﺼﻠﺔ ﺑﲔ ﻟﻐﺔ ﺍﻟﻜﻼﻡ‬
‫ﻭﺍﻟﺮﻣﻮﺯ ﺍﻟﻜﺘﺎﺑﻴﺔ‪ ٤.‬ﰒ ﺗﻀﺎﻑ ﺇﱃ ﻛﻠﻤﺔ "ﻗﺮﺍﺀﺓ" ﺿﻤﲑ ﻳﺎﺀ ﺍﳌﺘﻜﻠﻢ ﲟﻌﲎ ﲨﻌﻲ ﻭﺿﻤﻲ‪ .‬ﻭﺍﳌﺮﺍﺩ ﻣﻦ‬
‫ﻣﻌﲎ ﻗﺮﺍﺀﰐ ﻫﻨﺎ "ﻫﺬﻩ ﻗﺮﺍﺀﰐ" )ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﺼﺤﻴﺤﺔ ﻣﻮﺍﻓﻘﺎ ﻟﻘﺎﻋﺪ‪‬ﺎ(‪ .‬ﻭﻣﻌﲎ ﻗﺮﺍﺀﰐ ﺍﺻﻄﻼﺣﺎ‬
‫ﻫﻲ ﻃﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺗﻼﻭﺓ ﺍﻟﻘﺮﺁﻥ ﻋﻠﻰ ﺗﻄﺒﻴﻖ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﺮﺗﻠﺔ ﻭﻋﻠﻰ ﺣﺴﺐ ﻋﻠﻢ ﺍﻟﺘﺠﻮﻳﺪ‪.‬‬

‫‪٥‬‬

‫ﺇﻥ ﺍﻟﻘﺮﺍﺀﺓ ﻋﻤﻠﻴﺔ ﻋﻘﻠﻴﺔ ﺗﺘﻢ ﻓﻴﻬﺎ ﺗﺮﲨﺔ ﺍﻟﺮﻣﻮﺯ ﺍﻟﻜﺘﺎﺑﻴﺔ ﺇﱃ ﻣﻌﺎﻥ ﺫﻫﻨﻴﺔ‪ ،٦‬ﻭﺍﻟﻘﺮﺍﺀﺓ ﺃﻳﻀﺎ‬
‫ﻫﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﺮﻣﻮﺯ ﺍﳌﻄﺒﻮﻋﺔ ﻭﻧﻄﻘﻬﺎ ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ ﰒ ﻓﻬﻤﻬﺎ‪ ٧.‬ﻣﻦ ﺍﻟﺒﻴﺎﻥ ﺍﻟﺴﺎﺑﻖ‬
‫ﻳﺘﻀﺢ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﺍﻟﻘﺮﺍﺀﺓ ﺗﺸﻤﻞ ﺍﻟﺘﻌﺮﻑ )ﻭﻫﻮ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﺒﺼﺮﻳﺔ ﳌﺎ ﻫﻮ ﻣﻜﺘﻮﺏ( ﻭﺍﻟﻨﻄﻖ )ﻭﻫﻮ‬
‫ﲢﻠﻴﻞ ﺍﻟﺮﻣﻮﺯ ﺍﳌﻄﺒﻮﻋﺔ ﺍﻟﱵ ﲤﺖ ﺭﺅﻳﺘﻬﺎ ﺇﱃ ﺃﺻﻮﺍﺕ ﺫﺍﺕ ﺍﳌﻌﲎ( ﻭﺍﻟﻔﻬﻢ )ﻭﻫﻮ ﺗﺮﲨﺔ ﺍﻟﺮﻣﻮﺯ(‪.‬‬
‫ﻭﻛﺬﻟﻚ ﰲ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﻓﻬﻲ ﺗﺸﻤﻞ ﺗﻌﺮﻑ ﺣﺮﻭﻓﻪ ﻭﺃﻟﻔﺎﻇﻪ ﻭﻛﻠﻤﺎﺗﻪ ﻭﺃﻳﺎﺗﻪ ﰒ ﻧﻄﻘﻪ ﰒ‬
‫ﻓﻬﻤﻪ‪ .‬ﻧﻈﺮﺍ ﺇﱃ ﻫﺬﺍ ﺍﻷﻣﺮ ﻓﻴﻨﺒﻐﻲ ﻟﻘﺎﺭﺀ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﺃﻥ ﻳﻬﺘﻢ ‪‬ﺬﻩ ﺍﻷﻣﻮﺭ ﺍﻟﺜﻼﺛﺔ )ﺍﻟﺘﻌﺮﻑ ﻭﺍﻟﻨﻄﻖ‬
‫ﻭﺍﻟﻔﻬﻢ( ﺟﲔ ﻳﻘﺮﺃ ﺍﻟﻘﺮﺁﻥ ﻟﻴﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻘﺮﺋﻪ ﻗﺮﺍﺀﺓ ﺟﻴﺪﺓ ﻭﺻﺤﻴﺤﺔ ﻭﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻔﻬﻢ ﻣﻌﺎﻥ‬
‫ﺍﻵﻳﺎﺕ ﺍﳌﺸﺘﻤﻠﺔ ﻓﻴﻪ ﻷﻥ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻭﻓﻬﻤﻪ ﻫﻲ ﺍﻟﻌﺒﺎﺩﺓ‪.‬‬

‫‪  
٣‬ف‪ ،‬ا ‪ ، ...‬ص ‪.٢٥‬‬
‫‪ *3) ٤‬ا
‪ 1‬إاه‪ ،1‬ا ا 
 ا
 ا‪) ،‬ا
‪&.‬هة‪ :‬دار ا
&رف‪١٩٦١ ،‬م(‪ ،‬ص‬
‫‪٥‬‬
‫‪Yayasan Pendidikan Al-Qur’an Raudhatul Mujawwidin, Empat Langkah Pendirian‬‬
‫‪TK/TPQ Metode Qiraati, Diktat, (Semarang: ١٩٩٦).‬‬
‫‪+ ٦‬د )( ا
'&ن‪ ،‬ا ‪ ، ...‬ص ‪.١٢٣‬‬
‫‪ () ٧‬أ‪* *6‬آر‪ ،‬ر
ن ا
 ا‪) ،‬وت‪ ;3