Dirasah tahliliyah li kitab fashih bi al-lughah al-arabiyah li al-shaf al-sabi' min al-madrasah al-mutawassithah al-Islamiyah li hartono wa T. Ibrahim

‫دراﺳﺔ ﺗﺤﻠﯿﻠﯿﺔ ﻟﻜﺘﺎب "ﻓﺼﯿﺢ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ"‬
‫ﻟﻠﺼﻒ اﻟﺴﺎﺑﻊ ﻣﻦ اﻟﻤﺪرﺳﺔ اﻟﻤﺘﻮﺳﻄﺔ اﻹﺳﻼﻣﯿﺔ‬
‫ﻟﺪرﺳﻮﻧﻮ وت‪ .‬إﺑﺮاھﯿﻢ )‪(Darsono dan T. Ibrahim‬‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬

‫ﳏﻤـﺪ ﺇﻧﻌـﺎﻡ ﳐﻠﺼـﲔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٤٠١٢٠٠٠٢٦٣ :‬‬

‫ﻗﺴﻢ ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻛﻠﯿﺔ ﻋﻠﻮم اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﯾﻒ ھﺪاﯾﺔ اﷲ اﻹﺳﻼﻣﯿﺔ اﻟﺤﻜﻮﻣﯿﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪ ٢٠١١‬م‪ ١٤٣٢/‬ھـ‬

‫دراﺳﺔ ﺗﺤﻠﯿﻠﯿﺔ ﻟﻜﺘﺎب "ﻓﺼﯿﺢ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ"‬
‫ﻟﻠﺼﻒ اﻟﺴﺎﺑﻊ ﻣﻦ اﻟﻤﺪرﺳﺔ اﻟﻤﺘﻮﺳﻄﺔ اﻹﺳﻼﻣﯿﺔ‬
‫ﻟﺪرﺳﻮﻧﻮ وت‪ .‬إﺑﺮاھﯿﻢ )‪(Darsono dan T. Ibrahim‬‬
‫ﲝﺚ‬

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

‫ﳏﻤـﺪ ﺇﻧﻌـﺎﻡ ﳐﻠﺼـﲔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٤٠١٢٠٠٠٢٦٣ :‬‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ‪:‬‬

‫ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‪،‬‬

‫ﺍﳌﺸﺮﻓﺔ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬

‫)ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫)ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ(‬

‫ﻗﺴﻢ ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻛﻠﯿﺔ ﻋﻠﻮم اﻟﺘﺮﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﯾﻒ ھﺪاﯾﺔ اﷲ اﻹﺳﻼﻣﯿﺔ اﻟﺤﻜﻮﻣﯿﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ‪ ٢٠١١‬م‪ ١٤٣٢/‬ھـ‬

‫ﺗﺼﺪﯾﻖ ﻟﺠﻨﺔ اﻻﻣﺘﺤﺎن‬
‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺿﻮﻉ "ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻟﻜﺘﺎﺏ ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣـﻦ‬
‫ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﺪﺭﺳﻮﻧﻮ ﻭﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ" ﺇﱃ ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ‬
‫ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ﺍﻹﺛﻨﲔ‪ ٨ ،‬ﺃﻏﺴﻄﺲ ‪ ٢٠١١‬ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﻻﻣﺘﺤـﺎﻥ‪،‬‬
‫ﻭﻧﺎﻝ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ٨ ،‬ﺃﻏﺴﻄﺲ ‪ ٢٠١١‬ﻡ‬
‫ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺗﺎﺭﻳﺦ ﺍﻻﻣﺘﺤﺎﻥ‬

‫ﺍﻟﺘﻮﻗﻴﻊ‬

‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬
‫‪ ٨‬ﺃﻏﺴﻄﺲ ‪٢٠١١‬‬
‫ﺩ‪ /.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٤٠٢٠١١٩٨٧١٢١٠٠١ :‬‬

‫‪..............‬‬

‫ﺳﻜﺮﺗﲑﺓ ﺍﻟﻠﺠﻨﺔ‬
‫‪ ٨‬ﺃﻏﺴﻄﺲ ‪٢٠١١‬‬

‫ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٣٠٥٠٥١٩٩٩٠٣٢٠٠٣ :‬‬

‫‪..............‬‬

‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬
‫‪ ٨‬ﺃﻏﺴﻄﺲ ‪٢٠١١‬‬
‫ﺃ‪.‬ﺩ‪ /.‬ﺍﳊﺎﺝ ﺩ‪ .‬ﻫﺪﺍﻳﺔ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٤٤٠١٢٥١٩٦٤١٠١٠٠١ :‬‬

‫‪..............‬‬

‫ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ‬
‫ﺍﻟﺪﻛﺘﻮﺭﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ ‪ ٨‬ﺃﻏﺴﻄﺲ ‪٢٠١١‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٩١٠٢٥١٩٩٠٠٢١٠٠٢ :‬‬
‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺃ‪.‬ﺩ‪ /.‬ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٧١٠٠٥١٩٨٧٠٣١٠٠٣ :‬‬

‫‪..............‬‬

‫اﻹﻗﺮار‬
‫ﺃﻗﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻊ ﺃﺩﻧﺎﻩ‪:‬‬

‫ﺍﻻﺳﻢ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬
‫ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ‬
‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫‪ :‬ﳏﻤﺪ ﺇﻧﻌـﺎﻡ ﳐﻠﺼـﲔ‬
‫‪١٠٤٠١٢٠٠٠٢٦٣ :‬‬
‫‪ :‬ﺑﺎﻃﻲ‪ ١٨ ،‬ﺃﻛﺘﻮﺑﺮ ‪١٩٨٤‬‬
‫‪ :‬ﺑﻮﻟﻮﻣﺎﻧﻴﺲ ﻟﻮﺭ ﻣﺮﻗﺎﻳﺎﺻﺎ ﺑﺎﻃﻲ ﺟﺎﻭﻯ ﺍﻟﻮﺳﻄﻰ ‪.٥٩١٥٤‬‬

‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﲢﺖ ﺍﳌﻮﺿﻮﻉ‪" :‬ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﺔ ﻟﻜﺘﺎﺏ ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ‬
‫ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﺪﺭﺳﻮﻧﻮ ﻭ ﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ"‪ ،‬ﻗﻤﺖ ﺃﻧﺎ ﺳﺨﺼﻴﺎ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ‬

‫ﻗﺴﻢ 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 ،‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ ﻓﻴﻪ ﺷﻲﺀ ﻣﻦ ﺍﳋﻄﺎﺀ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ‬
‫ﻣﺴﺌﻮﻟﻴﱵ ﺃﻧﺎ ﺷﺨﺼﻴﺎ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ١٦ ،‬ﻳﻮﻧﻴﻮ ‪٢٠١١‬‬
‫ﺍﻟﺒﺎﺣﺚ ﺍﳌﻘﺮ‪،‬‬

‫)ﳏﻤـﺪ ﺇﻧﻌـﺎﻡ ﳐﻠﺼـﲔ(‬

‫ﺷﻜﺮ وﺗﻘﺪﯾﺮ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﻫﺪﺍﻧﺎ ﳍﺬﺍ ﻭﻣﺎ ﻛﻨﺎ ﻟﻨﻬﺘﺪﻱ ﻟﻮﻻ ﺃﻥ ﻫﺪﺍﻧﺎ ﺍﷲ‪ .‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ‬
‫ﺳﻴﺪ ﺍﳌﺮﺳﻠﲔ ﳏﻤﺪ 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 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 ﺟﺎﻣﻌﺔ 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:‬‬
‫‪ .١‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ 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 ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬
‫‪ .٣‬ﻓﻀﻴﻠﺔ ﺍﳌﺸﺮﻓﲔ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﻭﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ ﺍﻟﻠﺬﺍﻥ ﺑﺬﻻ ﺟﻬﻮﺩﳘﺎ ﰲ‬
‫ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﺷﺮﺍﻓﺎ ﻣﻮﺟﻬﺎ ﻣﻊ ﺍﻟﺼﱪ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺒﲑ ﺧﻼﻝ‬
‫ﺃﺷﻐﺎﳍﻤﺎ‪.‬‬
‫‪ .٤‬ﺳﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ‬
‫ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻢ ﺩﺭﺍﺳﺘﻪ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .٥‬ﺃﺑﻮﻩ ﺃﲪﺪ ﺑﻠﻘﲔ ﻫﻮ ﺃﻭﻝ ﻣﻦ ﻋﻠﻤﻪ ﺍﻟﻘﺮﺁﻥ ﻭﻟﻐﺘﻪ ﻭﺃﻭﻝ ﻣﻦ ﻏﺮﺱ ﰲ ﻓﺆﺍﺩﻩ ﺣﺒﻪ‪ ،‬ﻭﺃﻭﻝ ﻣﻦ‬
‫ﻭﺟﻪ ﺣﻴﺎﺗﻪ ﳓﻮ ﺍﲡﺎﻩ ﺻﺤﻴﺢ‪ ،‬ﻭﺃﻣﻪ ﺳﱵ ﻣﻨﺘﻤﺔ ﻫﻲ ﺃﻭﻝ ﻣﻦ ﺃﺭﺷﺪﺗﻪ ﺇﱃ ﺍﻟﻄﺮﻳﻖ ﺍﻟﻘﻮﱘ ﳌﺎ ﻓﻴﻪ‬
‫ﺻﻼﺣﻪ ﻭﺃﺷﺮﻛﻪ ﻭﻻ ﺗﻨﺴﺎﻩ ﰲ ﻣﻨﺎﺟﺘﻪ ﺩﺍﺋﻤﺎ )ﺍﻟﻠﻬﻢ ﺇﱐ ﺃﺳﺄﻟﻚ ﳍﻤﺎ ﺍﻟﻌﻔﻮ ﻭﺍﻟﻌﺎﻓﻴﺔ ﻣﻦ ﻛﻞ‬
‫ﺑﻠﻴﺔ(‪.‬‬

‫‪ .٦‬ﺯﻭﺟﺘﻪ ﺍﶈﺒﻮﺑﺔ ﺳﺮﻱ ﻭﺣﻴﻮﱐ ﺃﺣﺎﺩﻳﺔ‪ ،‬ﻭﺃﺧﺘﻴﻪ ﺍﻟﻜﺒﲑﺓ ﻟﻴﻠﻴﺲ ﻃﺎﻋﺔ ‪ S.Pdi‬ﻣﻊ ﺯﻭﺟﻬﺎ‬
‫ﺻﻨﻬﺎﺟﻲ ‪ ،S.Pdi‬ﻭﻃﺎﻫﺮﺓ ﻣﻊ ﺯﻭﺟﻬﺎ ﺃﲪﺪ ﺻﻠﺤﺎﻥ ‪ ،S.Pdi‬ﻭﻣﺮﺷﺘﲔ ﻣﻊ ﺯﻭﺟﻬﺎ ﺑﺪﺭ‬
‫ﺍﻟﺘﻤﺎﻡ‪ ،‬ﻭﻧﻴﻠﻰ ﺯﻟﻔﻰ ﻣﻊ ﺯﻭﺟﻬﺎ ﺃﲪﺪ ﻗﺸﲑﻱ ‪ ،S.Pdi‬ﻭﺃﺧﻮﻩ ﺍﻟﻜﺒﲑ ﺍﳊﺎﺝ ﺃﲪﺪ ﺷﻜﺮﺍﻥ‬
‫ﻟﻄﻴﻒ ﺍﳌﺎﺟﺴﺘﲑ ﻣﻊ ﺯﻭﺟﺘﻪ ﻣﻮﻟﺪﻯ ﺃﻟﻔﻰ ‪ ،S.Pdi‬ﻭﺃﺧﺘﻴﻪ ﺍﻟﺼﻐﲑﺓ ﺧﺎﲤﺔ ﺍﻟﺴﻌﺎﺩﺓ‪ ،‬ﻭﺃﺧﻮﻩ‬
‫ﺍﻟﺼﻐﲑ ﺃﲪﺪ ﺇﻗﺒﺎﻝ ﻓﻬﻤﻲ‪ ،‬ﺍﻟﺬﻳﻦ ﳛﺜﻮﻥ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ‪.‬‬
‫‪ .٧‬ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲢﺎﺩ ﺍﳋﺮﳚﲔ ﻭﺍﳋﺮﳚﺎﺕ ﳌﺪﺭﺳﺔ ﻣﻄﺎﻟﻊ ﺍﻟﻔﻼﺡ )‪ (KMF‬ﲜﺎﻛﺮﺗﺎ‬
‫ﺧﺎﺻﺔ ﺇﱃ ﺍﳊﺎﺝ ﺳﻼﺡ ﺍﻟﺪﻳﻦ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺻﺎﱀ ﺍﳍﺎﺩﻱ ‪ S.Pdi‬ﻭﺃﻭﱄ ﺍﻷﻟﺒﺎﺏ ﺍﳌﺎﺟﻴﺴﺘﲑ‬
‫ﻭﺳﻴﻒ ﺍﳍﺎﺩﻱ ‪ ،S.Hi‬ﰒ ﲨﻴﻊ ﺃﺻﺪﻗﺎﺋﻪ ﰲ ﺇﲢﺎﺩ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﺑﺎﻃﻲ ) ‪Silaturahmi‬‬
‫‪ (Mahasiswa Pati‬ﲜﺎﻛﺮﺗﺎ‪.‬‬

‫‪ .٨‬ﻭﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ﺧﺎﺻﺔ ﺇﱃ ﺇﺑﻦ ﻫﺸﺎﻡ ‪ S.Pdi‬ﻣﻊ ﺯﻭﺟﺘﻪ ﺗﺮﻱ ﻛﻤﺎﻟﻴﺎ ‪ S.Pdi‬ﻭﺭﻭﺩﻳﻴﺎﻧﺘﻮ ‪S.Pdi‬‬
‫ﻭﻣﻠﻜﻲ ﺃﺃﻥ ‪ S.Pdi‬ﻭﻋﺒﺪ ﺍﳉﻮﺍﺩ ‪ S.Pdi‬ﻭﻛﺮﺳﻨﺎ ﻓﺮﺍﺩﺍﻧﺎ ﺃﻛﱪ ‪ S.Pdi‬ﻭﻓﺨﺮ ﺍﻟﺪﻳﻦ ‪S.Pdi‬‬
‫ﻭﻓﺨﺮ ﺍﻟﺮﺍﺯﻱ ‪ ،S.Pdi‬ﻭﲨﻴﻊ ﺍﻹﺧﻮﺓ ﰲ ﺣﺮﻛﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻳﺰﻭﺩﻭﻥ ﺍﻟﺒﺎﺣﺚ ﻟﻌﻠﻮﻡ ﺍﻟﺘﺮﺑﻮﻳﺔ‬
‫ﻭﺍﻷﺧﻮﺓ ﺑﲔ ﺍﳌﺴﻠﻤﲔ ﻭﺍﻟﺬﻳﻦ ﻳﺮﺍﻓﻘﻮ‪‬ﺎ ﺣﱴ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .٩‬ﻭﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺀ ﻋﻠﻰ ﻛﻞ ﻣﺴﺎﻋﺪ‪‬ﻢ ﻣﻦ ﺍﻟﻄﻼﺏ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻻ‬
‫ﻳﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺬﻛﺮ ﺃﲰﺎﺀﻫﻢ ﻭﺍﺣﺪﺍ ﻓﻮﺍﺣﺪﺍ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﻳﺪﻋﻮﺍ ﺍﻟﺒﺎﺣﺚ ﺍﷲ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﻓﻀﻠﻪ ﻭﺑﺮﻛﺎﺗﻪ‪.‬‬

‫ﻭﻳﺮﺟﻮ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﰲ ﺧﺪﻣﺔ ﺍﳌﻌﻠﻤﲔ ﻭﲨﻴﻊ ﺍﳌﻬﺘﻤﲔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺁﻣﲔ ﻳﺎﺭﺏ ﺍﻟﻌﺎﳌﲔ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ ١٦ ،‬ﻳﻮﻧﻴﻮ ‪٢٠١١‬‬
‫ﳏﻤـﺪ ﺇﻧﻌـﺎﻡ ﳐﻠﺼـﲔ‬

‫ﻤﺤﺘﻭﻴﺎﺕ ﺍﻟﺒﺤﺙ‬
‫ﺗﻘﺮﻳﺮ ﺍﳌﺸﺮﻑ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺍﻹﻗﺮﺍﺭ‬

‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬

‫ﺍﻟﺼﻔﺤﺔ‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‪١ ..............................................................‬‬

‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪٥ ..........................................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪٥ ..................................................‬‬
‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪٦ .....................................................‬‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪٦ .....................................................‬‬
‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪٦ .............................................................‬‬
‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪٧ ................................................................‬‬

‫ﻫـ‪ .‬ﺃﺳﻠﻮﺏ ﺍﻟﻜﺘﺎﺑﺔ ‪٧ ...........................................................‬‬
‫ﻭ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪٧ ...........................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬

‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬

‫ﺃ‪ .‬ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪٩ ............................................................‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪٩.................................................‬‬
‫‪ .٢‬ﺃﳘﻴﺔ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‪١١ ............................................. ......‬‬
‫‪ .٣‬ﺧﺼﺎﺋﺺ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪١٣ ..............................................‬‬
‫‪ .٤‬ﻣﻌﺎﻳﲑ ﺗﺼﻨﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪١٥ ..........................................‬‬
‫ﺃ(‪ .‬ﺃﺳﺲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ‪١٥ ...............................................‬‬
‫ﺏ(‪ .‬ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ‪٢٠ ..............................................‬‬
‫ﺝ(‪ .‬ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ‪٢٦ ...................................................‬‬
‫ﺩ(‪ .‬ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻟﺘﻘﻮﱘ ‪٣٠ ..................................................‬‬
‫ﺏ‪ .‬ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‪٣٣.......................................................... .‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ‪٣٣ ..................................................‬‬
‫‪ .٢‬ﻣﻔﻬﻮﻡ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﳌﻘﺮﺭ ﻋﺎﻡ ‪ ٢٠٠٨‬ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪٣٤.................‬‬
‫‪ .٣‬ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﳌﻘﺮﺭ ﻋﺎﻡ ‪ ٢٠٠٨‬ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻻﺳﻼﻣﻴﺔ ‪٣٤...........................................‬‬

‫‪ .٤‬ﻣﻌﺎﻳﲑ ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﻔﺼﻠﺔ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﳌﻘﺮﺭ ﻋﺎﻡ ‪٣٥..................... ٢٠٠٨‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬

‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬

‫أ‪ .‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪٣٩ .............................................................‬‬

‫ب‪ .‬ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٩ ..........................................................‬‬
‫ج‪ .‬ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٤٠ .............................................................‬‬

‫د‪ .‬ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٤٠ ...................................................‬‬

‫ه‪ .‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‪٤٠ ....................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻟﺪﺭﺳﻮﻧﻮ ﻭﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ‪٤١ ..........‬‬

‫ﺏ‪ .‬ﺧﺼﺎﺋﺺ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻟﺪﺭﺳﻮﻧﻮ ﻭﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ‪٤٢...............‬‬

‫ﺝ‪ .‬ﳏﺘﻮﻳﺎﺕ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻣﻦ ﻧﺎﺣﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ‪٤٤................‬‬
‫‪ .١‬ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ‪٤٤...................................................‬‬
‫‪ .٢‬ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ‪٤٥...................................................‬‬
‫‪ .٣‬ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ‪٤٦...................................................‬‬

‫ﺩ‪ .‬ﳏﺘﻮﻳﺎﺕ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ‪٤٧...............‬‬
‫‪ .١‬ﺍﳌﻔﺮﺩﺍﺕ ‪٤٨.......................................................‬‬
‫‪ .٢‬ﺍﻟﺘﺮﺍﻛﻴﺐ ‪٥١.......................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬

‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ ‪٥٥...............................................................‬‬

‫ﺏ‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪٥٦ ............................................................‬‬

‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ‬
‫ﺍﳌﻼﺣﻖ‬

‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ‬

‫دراﺳﺔ ﺗﺤﻠﯿﻠﯿﺔ ﻟﻜﺘﺎب "ﻓﺼﯿﺢ ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ" ﻟﻠﺼﻒ اﻟﺴﺎﺑﻊ‬
‫ﻣﻦ اﻟﻤﺪرﺳﺔ اﻟﺴﺎﺑﻊ ﻣﻦ اﻟﻤﺪرﺳﺔ اﻟﻤﺘﻮﺳﻄﺔ اﻹﺳﻼﻣﯿﺔ ﻟﺪرﺳﻮﻧﻮ و ت‪ .‬إﺑﺮاھﯿﻢ‬
‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﳏﻤﺪ ﺇﻧﻌﺎﻡ ﳐﻠﺼﲔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٤٠١٢٠٠٠٢٦٣ :‬‬
‫ﳛﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻜﺸﻒ ﻋﻦ ﺗﻨﻈﻴﻢ ﳏﺘﻮﻯ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻟﻠﺼﻒ‬
‫ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﺪﺭﺳﻮﻧﻮ ﻭﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻜﺸﻒ‬
‫ﻋﻦ ﻣﻼﺋﻤﺘﻪ ﻟﻠﻤﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﻋﺎﻡ ‪ ٢٠٠٨‬ﺑﺎﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲝﺚ ﻛﻴﻔﻲ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺑﺪﺭﺍﺳﺔ ﺗﺘﻢ ﺑﺎﺧﺘﻴﺎﺭ ﻋﺪﺩ ﻣﻦ ﺍﻟﻮﺛﺎﺋﻖ ﺍﳌﺮﺗﺒﻄﺔ‬
‫ﲟﻮﺿﻮﻉ ﲝﺜﻪ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻳﺒﺤﺚ ﻋﻨﻬﺎ ﺍﻟﺒﺎﺣﺚ‪ .‬ﻭﻳﻀﻴﻒ ﺍﻟﺒﺎﺣﺚ ﻣﺎ ﲨﻌﻪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﻣﻦ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻮﺛﺎﺋﻘﻴﺔ ﺇﱃ ﻣﺎ ﲨﻌﻪ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﳌﺆﻟﻒ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ"‪ .‬ﺍﻋﺘﻤﺪ‬
‫ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺩﻟﻴﻞ ﻛﺘﺎﺑﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﻗﺮﺭﺗﻪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ﰲ ﺇﺟﺮﺍﺀﺍﺕ ﻛﺘﺎﺑﺘﻪ‪.‬‬
‫ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻪ ﻣﻦ ﺍﳋﺼﺎﺋﺺ ﻭﺷﺮﻭﻁ ﺍﻟﺘﻨﻈﻴﻢ ﻭﺍﶈﺘﻮﻯ ﻭﻏﲑﻫﺎ‬
‫ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﲝﺜﻪ‪ .‬ﻭﻳﺰﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳌﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﻋﺎﻡ‬
‫‪ ٢٠٠٨‬ﺑﺎﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﺬﻱ ﻳﺘﻜﻮﻥ ﻣﻦ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﻜﻔﺎﻳﺎﺕ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﳌﺒﺎﺣﺚ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫ﺑﻌﺪ ﻣﺎ ﲝﺚ ﻭﺣﻠﻞ ﺍﻟﺒﺎﺣﺚ ﳏﺘﻮﻯ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻭﺻﻞ ﺇﱃ ﺍﳋﻼﺻﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ .١‬ﺇﻥ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺍﻟﱵ ﺗﺘﻤﺜﻞ ﰲ ﻣﺎﺩﺓ ﺍﶈﺎﺩﺛﺔ ﻓﺘﺸﺘﻤﻞ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﱵ ﺗﺘﻮﺍﺟﺪ ﰲ ﻣﺎﺩﺓ‬
‫ﺍﻻﺳﺘﻤﺎﻉ‪ .‬ﻭﻗﺪﻡ ﺍﳌﺆﻟﻒ ﻣﺎﺩﺓ ﺍﻟﻘﺮﺍﺀﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻟﺘﺰﻭﻳﺪ ﻓﻬﻢ‬
‫ﺍﻟﻄﻼﺏ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻗﺪﻡ ﺃﻳﻀﺎ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﻘﻠﻴﺔ ﺍﻟﱵ ﺗﺘﻜﻮﻥ ﻣﻦ ﻛﺘﺎﺑﺔ ﺍﳉﻤﻞ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﺘﺎﺑﺔ ﺍﻷﺳﺌﻠﺔ ﻟﻸﺟﻮﺑﺔ ﺍﳌﻘﻨﻨﺔ ﻭﺗﺮﲨﺔ ﺍﳉﻤﻞ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﺇﱃ ﺍﳉﻤﻞ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٢‬ﺇﻥ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻘﺪﻣﺔ ‪‬ﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻘﺼﻮﺭﺓ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﻋﺪﺩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ‬
‫ﻗﺪﻣﻬﺎ ﺍﳌﺆﻟﻒ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﺍﳌﻨﻬﺞ ﻋﺎﻡ ‪ ٢٠٠٨‬ﻭﻫﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﻣﻔﺮﺩﺍﺕ ﺍﻻﺳﻢ ﻭﻣﻔﺮﺩﺍﺕ ﺍﻟﻔﻌﻞ‪ .‬ﻭﺃﻣﺎ‬
‫ﺍﻟﺘﺮﺍﻛﻴﺐ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﻭﺻﻔﻴﺔ ﺃﻭ ﺇﺿﺎﻓﻴﺔ ﻻﻳﻘﺪﻣﻬﺎ ﺍﳌﺆﻟﻒ ﺇﻻ ﺑﻘﺪﺭ ﻗﻠﻴﻞ‪ .‬ﻭﻳﻨﺎﺳﺐ ﺃﻳﻀﺎ ﻟﻠﻤﻨﻬﺞ ﻋﺎﻡ‬
‫‪ ٢٠٠٨‬ﰲ ﺗﻨﻈﻴﻢ ﻣﺎﺩﺓ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﻭﰲ ﺍﺧﺘﻴﺎﺭ ﻣﻮﺿﻮﻋﺎ‪‬ﺎ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ ﰲ ﺑﻴﺎﻥ‬
‫ﻗﺎﻋﺪ‪‬ﺎ‪.‬‬
‫‪ .٣‬ﺇﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻼﺋﻢ ﻟﻠﻤﻨﻬﺞ ﻋﺎﻡ ‪ ٢٠٠٨‬ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫اﻟﺒﺎب اﻷول‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ ‪ .‬ﺨﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺙ‬

‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻫﻮ ﻭﺳﻴﻠﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻟﻴﺲ ﺍﳍﺪﻑ ﺍﻷﺳﺎﺳﻲ ﻣﻨﻪ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﻄﺎﻟﺐ ﺃﻥ ﻳﺴﺘﻮﻋﺐ ﻣﺎ ﻭﺭﺩ ﻓﻴﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻭﻣﻌﺎﺭﻑ ﳛﻔﻈﻬﺎ ﻓﻘﻂ‪ ،‬ﺑﻞ ﻟﻠﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬
‫ﻭﻇﺎﺋﻒ ﻋﺪﺓ‪ ،‬ﻣﻨﻬﺎ ﺃﻧﻪ ﻳﻘﺪﻡ ﺍﳌﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻟﻠﻄﻼﺏ ﰲ ﺻﻮﺭﺓ ﻣﻨﻈﻤﺔ ﻓﻴﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ‬
‫ﺍﺳﺘﻴﻌﺎ‪‬ﺎ‪ ،‬ﻭﺇﺩﺭﺍﻙ ﺍﻟﺘﺮﺍﺑﻂ ﺑﲔ ﺃﺟﺰﺍﺋﻬﺎ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻳﺘﻴﺢ ﻟﻜﻞ ﺗﻠﻤﻴﺬ ﻓﺮﺻﺔ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺬﺍﰐ‪ ،‬ﻧﻈﺮﺍ‬
‫ﻷﻥ ﻟﻜﻞ ﺗﻠﻤﻴﺬ ﻛﺘﺎﺑﻪ ﺍﳌﺪﺭﺳﻲ ﺍﳋﺎﺹ ﺑﻪ‪ ،‬ﻳﻀﺎﻑ ﺇﱃ ﻣﺎ ﺳﺒﻖ ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﳛﺘﻮﻯ‬
‫ﻋﻠﻰ ﺻﻮﺭ ﻭﺭﺳﻮﻡ ﺗﻮﺿﻴﺤﻴﺔ ﳐﺘﻠﻔﺔ ﺗﺪﻋﻢ ﻣﻦ ﻣﻜﺎﻧﻪ ﻭﺗﻌﺰﺯ ﻭﺟﻮﺩﻩ‪.‬‬
‫ﻭﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻟﻪ ﺩﻭﺭ ﺃﺳﺎﺳﻲ ﰲ ﲢﺪﻳﺪ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﻭﻣﺪﺍﺧﻞ‬
‫ﺗﺪﺭﻳﺴﻬﺎ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺗﻘﻴﻴﻢ ﺍﻟﻄﻼﺏ ﰲ ﲢﺼﻴﻞ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﺎﺕ‪ ،‬ﲜﺎﻧﺐ ﺩﻭﺭﻩ ﺍﻟﺮﺋﻴﺴﻲ‬
‫‪١‬‬
‫ﻛﻮﺳﻴﻠﺔ ﻟﻠﺘﻌﻠﻴﻢ ﰲ ﺍﻟﻔﺼﻞ‪ ،‬ﻭﺩﻭﺭﻩ ﻛﻮﺳﻴﻠﺔ ﻣﻬﻤﺔ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﺍﰐ‪.‬‬

‫‪ ١‬ﺣﺴﻦ ﺷﺤﺎﺗﺔ‪ ،‬ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﺑﯿﻦ اﻟﻨﻈﺮﯾﺔ واﻟﺘﻄﺒﯿﻖ‪) ،‬ﻟﺒﻨﺎن‪ :‬دار اﻟﻤﺼﺮﯾﺔ اﻟﻠﺒﻨﺎﻧﯿﺔ‪١٤٢٨ ،‬‬
‫ھـ ‪ ٢٠٠٨ -‬م(‪ ،‬ط‪ ،‬ص‪.٤١١ .‬‬
‫‪١‬‬

‫‪٢‬‬

‫ﻭﰲ ﳎﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ "ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ" ﻳﺸﻜﻞ ﻣﺎﺩﺓ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪،‬‬
‫ﻳﺴﺘﺨﺪﻣﻪ ﺍﳌﺪﺭﺱ ﻭﺍﻟﻄﻼﺏ ﰲ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﻟﻜﻦ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻫﻨﺎ ﻻ ﻣﻦ ﻣﺎﺩﺗﻪ‬
‫ﺍﻷﺳﺎﺳﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻛﺬﻟﻚ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﳌﺴﺎﻋﺪﺓ ﻛﺎﳌﻌﺠﻢ ﻭﻛﺘﺎﺏ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ‬
‫ﻭﻛﺘﺎﺏ ﺍﻟﺘﻤﺎﺭﻳﻦ ﺍﻟﺼﻮﺗﻴﺔ ﻭﻛﺘﺐ ﺍﳌﻄﺎﻟﻌﺔ ﺍﳌﺘﺪﺭﺟﺔ ﻭﻛﺘﺎﺏ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﻣﺮﺷﺪ ﺍﳌﻌﻠﻢ‪ ،‬ﻭﻣﻦ‬
‫‪٢‬‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺒﺼﺮﻳﺔ ﺍﳌﻌﻴﻨﺔ ﺍﳌﺮﺍﻓﻘﺔ‪.‬‬
‫ﻓﺎﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻣﻦ ﺍﳌﺮﺍﺟﻊ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﺪﺭﺱ ﻭﺍﻟﻄﻼﺏ ﻷﻧﻪ‬
‫ﻳﻌﻄﻲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﻳﻮﺿﺢ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱵ ﻻﺑﺪ ﻣﻦ ﺃﻥ ﻳﺴﻴﻄﺮ ﻋﻠﻴﻬﺎ ﺍﻟﻄﻼﺏ ﻟﻠﺤﺼﻮﻝ‬
‫ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﻨﺸﻮﺩﺓ‪ .‬ﻳﺸﻜﻞ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻋﻨﺼﺮﺍ ﺃﺳﺎﺳﻴﺎ ﻣﻦ ﻣﻜﻮﻧﺎﺕ‬
‫ﺍﳌﻨﻬﺞ‪ ،‬ﻓﻬﻮ ﺃﺣﺪ ﺭﻛﺎﺋﺰﻩ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺃﻱ ﻣﺮﺣﻠﺔ ﺗﻌﻠﻴﻤﻴﺔ‪ ٣.‬ﻭﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺑﺸﻜﻠﻪ ﺍﳌﻨﻈﻢ‬
‫ﻳﺴﺘﺨﺪﻡ ﻭﻳﻮﻇﻒ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺜﺒﻮﺕ ﺣﱴ ﻳﺼﺒﺢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﻷﻛﻤﻞ ﻳﺪﺭﺳﻪ ﺍﻟﻄﻼﺏ‬
‫ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺃﻭ ﰲ ﺃﻱ ﻣﻜﺎﻥ ﻷﻏﺮﺍﺽ ﻣﻌﻴﻨﺔ ﺃﻭ ﻟﺘﺰﻭﻳﺪ ﺍﻟﻔﻬﻢ ﻋﻠﻰ ﺍﳌﺎﺩﺓ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﺎﻟﺐ ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﺪﺭﺱ ﻓﺤﺴﺐ ﻭﺇﳕﺎ ﻫﻮ ﻳﺪﺍﻓﻊ ﻹﻃﻼﻉ‬
‫ﻣﻨﻔﺮﺩﺍ‪ .‬ﻭﻛﺎﻥ ﺃﻳﻀﺎ ﻳﺴﺎﻋﺪ ﺍﳌﺪﺭﺱ ﰲ ﺗﻨﻈﻴﻢ ﺍﳉﺪﻭﻝ ﻭﺍﶈﺘﻮﻯ ﺍﻟﺪﺭﺍﺳﻲ ﺟﻴﺪﺍ‪.‬‬
‫ﻭﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻫﻮ ﺍﻟﻮﻋﺎﺀ ﺍﻟﺬﻱ ﳛﻤﻞ ﺍﻟﻠﻘﻤﺔ ﺍﻟﺴﺎﺋﻐﺔ ﺍﻟﻄﻴﺒﺔ ﺃﻭ ﺍﻟﻠﻘﻤﺔ ﺍﳌﺮﺓ ﺍﳌﺬﺍﻕ‬
‫ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ ﻟﻠﻄﺎﻟﺐ ﺍﳉﺎﺋﻊ‪ ،‬ﻭﺍﳌﻌﻠﻢ ﻫﻮ ﺍﻟﻮﺳﻴﻠﺔ ﺃﻭ ﺍﻟﻮﺍﺳﻄﺔ ﺍﻟﱵ ﺗﻘﺪﻡ ﺑﻮﺍﺳﻄﺘﻬﺎ ﻫﺬﻩ ﺍﻟﻠﻘﻤﺔ‬
‫ﻟﻠﻄﺎﻟﺐ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻮﺳﻴﻠﺔ ﺃﻭ ﺍﻟﻮﺍﺳﻄﺔ ﻻ ﻳﺘﻮﺍﻓﺮ ﻭﺟﻮﺩﻫﺎ ﺩﺍﺋﻤﺎ ﺑﻞ ﺗﻜﺎﺩ ﺗﻜﻮﻥ ﻣﻌﺪﻭﻣﺔ ﺃﺣﻴﺎﻧﺎ‪،‬‬
‫‪٤‬‬
‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺮ ﻛﺬﻟﻚ ﻓﺎﻻﻫﺘﻤﺎﻡ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻮﻋﺎﺀ ﺃﻭ ﺍﶈﺘﻮﻯ‪ ،‬ﺃﻻ ﻭﻫﻮ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‪.‬‬
‫ﻟﺘﺤﻘﻴﻖ ﺃﻏﺮﺍﺽ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻋﻠﻰ ﺃﻓﻀﻞ ﻭﺟﻪ ﳑﻜﻦ‪ ،‬ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﺗﺘﻮﺍﻓﺮ ﻓﻴﻪ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﻭﺍﳋﺼﺎﺋﺺ ﻛﺎﻵﺗﻰ‪:‬‬

‫‪ ٢‬ﻋﻠﻰ ﻤﺤﻤﺩ ﺍﻟﻘﺎﺴﻤﻲ‪ ،‬ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ﻓﻲ ﺘﻌﻠﻴﻡ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﻨﺎﻁﻘﻴﻥ ﺒﺎﻟﻠﻐﺎﺕ ﺍﻷﺨﺭﻯ‪) ،‬ﺍﻟﺭﻴﺎﺽ ‪:‬‬
‫ﻋﻤﺎﺩ ﺸﺅﻭﻥ ﺍﻟﻤﻜﺘﺒﺎﺕ( ﺹ ‪. ٩٩‬‬

‫‪ ٣‬ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬ﺃﺴﺱ ﺇﻋﺩﺍﺩ ﺍﻟﻜﺘﺏ ﺍﻟﺘﻌﻠﻴﻤﻴـﺔ ﻟﻐﻴـﺭ ﺍﻟﻨـﺎﻁﻘﻴﻥ‬
‫ﺒﺎﻟﻌﺭﺒﻴﺔ‪) ،‬ﺍﻟﺭﻴﺎﺽ ‪ :‬ﺩﺍﺭ ﺍﻟﻐﺎﻟﻲ ﻟﻠﻁﺒﻊ ﻭﺍﻟﻨﺸﺭ ﻭﺍﻟﺘﻭﺯﻉ(‪ ،‬ﺹ ‪. ٧‬‬
‫‪٤‬‬
‫ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻟﻐﺎﻟﻲ ﻭﻋﺒﺩ ﺍﻟﻤﺤﻴﺩ ﻋﺒﺩ ﺍﷲ‪ ،‬ﺃﺴﺱ ﺇﻋﺩﺍﺩ ﺍﻟﻜﺘﺏ ‪ ،...‬ﺹ ‪. ٧‬‬

‫‪٣‬‬

‫‪ -١‬ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﻮﺿﻊ ﻟﻠﻜﺘﺎﺏ ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻤﻴﺔ ﳏﺪﺩﺓ ﺗﺼﻒ ﺑﺪﻗﺔ ﺍﻟﺴﻠﻮﻙ ﺍﻟﻨﻬﺎﺋﻲ‬
‫ﻟﻠﺘﻌﻠﻢ‪.‬‬
‫‪ -٢‬ﳚﺐ ﺃﻥ ﻳﻘﻮﻡ ﺍﳌﺆﻟﻒ ﺑﺼﻴﺎﻏﺔ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ ﺑﻄﺮﻳﻘﺔ ﺗﻨﻘﻞ ﻣﺮﺍﻣﻴﻪ ﺇﱃ ﺍﻟﻘﺎﺭﺉ‬
‫ﺑﻮﺿﻮﺡ‪.‬‬
‫‪ -٣‬ﳚﺐ ﻭﺿﻊ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻌﺒﺎﺭﺓ ﻭﺍﺿﺤﺔ ﲢﺪﺩ ﺍﻟﺴﻠﻮﻙ ﺍﳌﻄﻠﻮﺏ ﻣﻦ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺋﻪ ﻣﻦ ﺗﻌﻠﻢ ﻣﺎﺩﺓ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫‪ -٤‬ﻗﺒﻞ ﺍﻟﺸﺮﻭﻉ ﰲ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻳﻨﺒﻐﻰ ﺍﻟﻘﻴﺎﻡ ﺑﺪﺭﺍﺳﺔ ﻭﺻﻔﻴﺔ ﻣﻨﻬﺠﻴﺔ‬
‫ﻟﻠﻐﺔ ﺍﳌﺘﻌﻠﻤﲔ ﺗﺘﻨﺎﻭﻝ ﲨﻴﻊ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ‬
‫ﻭﺍﻟﺪﻻﻟﻴﺔ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﺧﺼﺎﺋﺺ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﻭﻣﻼﳏﻬﺎ‪.‬‬
‫‪ -٥‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﻮﻡ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺑﺪﺭﺍﺳﺔ ﻭﺍﻓﻴﺔ ﳊﻀﺎﺭﺓ ﺍﳌﺘﻌﻠﻤﲔ‬
‫ﻭﺧﺼﺎﺋﺼﻬﺎ ﺍﳌﻤﻴﺰﺓ‪.‬‬
‫‪ -٦‬ﳚﺐ ﺃﻥ ﻳﻼﺋﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳌﺘﻌﻠﻤﲔ ﻣﻦ ﺣﻴﺚ ﺍﻟﻌﻤﺮ ﻭﺍﻟﻘﺎﺑﻠﻴﺔ ﻭﺍﳌﺴﺘﻮﻯ‬
‫ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺘﻌﻠﻴﻤﻲ ﻭﺍﻟﻮﻟﻮﻉ ﻭﺍﻟﻮﻗﺖ ﺍﻟﺬﻯ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺗﻜﺮﻳﺴﻪ ﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ -٧‬ﳚﺐ ﺃﻥ ﻳﻀﻊ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻧﺼﺐ ﻋﻴﻨﻴﻪ ﺍﳌﺪﺭﺱ ﺍﻟﺬﻱ ﺳﻴﺴﺘﺨﺪﻡ‬
‫ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﻟﺼﻒ‪ ،‬ﻭﲢﺪﺩ ﻣﻼﺋﻤﺔ ﺍﳌﺪﺭﺱ ﻟﻠﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻋﻮﺍﻣﻞ ﺛﻼﺛﺔ ﻫﻲ‪:‬‬
‫ﻣﻬﺎﺭﺍﺕ ﺍﳌﺪﺭﺱ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻣﻬﺎﺭﺍﺕ ﺍﳌﺪﺭﺱ ﺍﳌﻬﻨﻴﺔ ﻭ ﻋﺐﺀ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻌﻠﻴﻤﻲ‪.‬‬
‫‪ -٨‬ﳚﺐ ﺃﻥ ﺗﺘﻨﺎﻭﻝ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱴ ﳛﺘﻮﻯ ﻋﻠﻴﻬﺎ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳉﺎﻧﺐ‬
‫ﺍﻟﻠﻐﻮﻱ ﻭﺍﳊﻀﺎﺭﻱ ﻟﻠﻌﺮﺑﻴﺔ‪.‬‬
‫‪ -٩‬ﳚﺐ ﺃﻥ ﺗﻨﺎﺳﺐ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﺘﺒﻌﺔ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﻷﻫﺪﺍﻑ ﺍﻟﱴ‬
‫ﻳﺮﲰﻬﺎ ﺍﳌﺆﻟﻒ ﻭﻳﺘﻮﺧﻰ ﲢﻘﻴﻘﻬﺎ‬
‫‪ -١٠‬ﳚﺐ ﺃﻥ ﺗﻌﺮﺽ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﻜﺘﺎﺏ ﺑﺸﻜﻞ ﺟﻴﺪ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺗﻴﺴﲑ‬
‫‪٥‬‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫‪٥‬‬

‫ﻋﻠﻲ ﻤﺤﻤﺩ ﺍﻟﻘﺎﺴﻤﻲ‪ ،‬ﺍﺘﺠﺎﻫﺎﺕ ﺤﺩﻴﺜﺔ ‪ ،...‬ﺹ ‪. ١١٨ - ١٠٧‬‬

‫‪٤‬‬

‫ﻭﻳﻀﻴﻒ ﺑﺘﻠﻚ ﺍﻟﺸﺮﻭﻁ ﻭﺍﳋﺼﺎﺋﺺ ﺍﻟﱵ ﻗﺪ ﺳﺒﻖ ﺫﻛﺮﻫﺎ ﺃﻥ ﻳﺮﺍﻋﻲ ﻣﺆﻟﻒ ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﳌﺪﺭﺳﻲ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻭﺍﳌﺮﺍﺩ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻨﺎ‬
‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﱵ ﻳﻘﺪﻣﻬﺎ ﺍﳌﺆﻟﻒ ﰲ ﻛﺘﺎﺑﻪ ﺍﳌﺪﺭﺳﻲ ﻣﻦ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﺃﻣﺎ‬
‫ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻳﺮﻳﺪ ﺗﻘﺪﳝﻬﺎ ﻓﻬﻲ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﳏﺘﻮﻯ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻣﺎ‬
‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻘﺪﻣﻬﺎ ﺍﳌﺆﻟﻒ ﺗﻘﺪﳝﺎ ﺻﺎﺭﻣﺎ‪ .‬ﻭﻛﺎﻧﺖ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﻌﻨﺎﺻﺮ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺃﻫﻢ ﻣﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻌﻠﻤﻬﺎ ﻃﻼﺏ ﺍﻟﻠﻐﺔ ﻭﻳﺘﻌﻤﻘﻬﺎ ﻟﻴﻜﻮﻧﻮﺍ ﻓﺎﳘﲔ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻟﱵ‬
‫ﻳﺘﻌﻠﻤﻮ‪‬ﺎ ﻓﻬﻤﺎ ﺟﻴﺪﺍ‪.‬‬
‫ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻻﻳﺰﺍﻝ ﻳﻮﺍﺟﻪ ﻋﻮﺍﻣﻞ ﺍﻟﻀﻌﻒ ﻓﻴﻪ ﻷﻥ ﻫﻨﺎﻙ ﻓﺮﻗﺎ‬
‫ﻛﺒﲑﺍ ﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ‪‬ﺎ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﻭﻣﻦ ﻋﻮﺍﻣﻞ‬
‫ﺍﻟﻀﻌﻒ ﰲ ﻫﺬﺍ ﺍﻷﻣﺮ ﻗﻠﺔ ﺍﻟﻜﺘﺐ ﻭﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﺃﻋﺪﺕ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ‬
‫ﻟﺘﻄﺒﻴﻘﻬﺎ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺳﻼﻣﻴﺔ ﻻﺧﺘﻼﻓﻬﺎ ﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻭﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﺃﻥ ﻣﻌﻈﻢ ﺍﻟﻄﻼﺏ ﳚﺪﻭﻥ ﺍﳌﺸﺎﻗﺎﺕ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﰲ ﺩﺭﺍﺳﺘﻬﺎ‬
‫ﻟﻌﺪﻡ ﺗﻮﻓﺮ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳍﻢ ﻭﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﻕ ﺗﺪﺭﻳﺴﻬﺎ ﺍﻟﱵ ﻻ ﺗﻨﺎﺳﺐ ﺃﻫﺪﺍﻑ‬
‫ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﳌﻨﻬﺞ ﺍﻟﺸﺎﻣﻞ ﰲ ﺗﻌﻠﻴﻤﻬﺎ‪.‬‬
‫ﰲ ﺍﻟﻮﺍﻗﻊ ﺃﻥ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻨﺘﺸﺮﺓ ﰲ ﺑﻼﺩﻧﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺗﺘﻜﻮﻥ ﻣﻦ ﺍﳌﻮﺍﺩ‬
‫ﺍﳌﺘﻨﻮﻋﺔ‪ .‬ﺇﻥ ﲨﻴﻊ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺳﻼﻣﻴﺔ ﳍﺎ ﻣﺎﺩﺓ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻟﻴﺲ ﻓﻴﻪ ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﻟﺪﺭﺍﺳﻲ ﺍﳌﻨﺎﺳﺐ ﻟﺘﻠﻚ ﺍﳌﺎﺩﺓ‪ .‬ﻛﻤﺎ ﳛﺘﺎﺝ ﻣﺪﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﺗﺴﻬﻴﻼ‬
‫ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺧﺎﺻﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺑﺴﺒﺐ ﻗﻠﺔ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻄﺒﻴﻖ ﰲ‬
‫ﺍﳌﺪﺍﺭﺱ‪ ،‬ﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺳﻮﻥ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻱ ﻻﻳﻨﺎﺳﺐ ﻣﻌﺎﻳﲑ ﺗﻨﻈﻴﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳉﻴﺪ ﻛﻤﺎ ﳝﻜﻦ‬
‫ﺃﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻏﲑ ﻭﺍﺿﺢ ﺃﻭ ﻏﲑ ﻣﻮﺍﻓﻖ ﻟﺪﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻊ ﺃ‪‬ﻢ ﻻ ﻳﻌﺮﻓﻮﻥ ﺷﻴﺌﺎ‬
‫ﻣﻨﻬﺎ‪.‬‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﻓﻼﺑﺪ ﻟﻜﻞ ﺍﻟﻜﺘﺎﺏ ﺍﳉﻴﺪ ﻣﻌﺎﻳﲑ ﻛﺜﲑﺓ ﻭﺧﺼﺎﺋﺺ ﻣﺘﻨﻮﻋﺔ‪ .‬ﻣﻨـﻬﺎ‬
‫ﻃﺮﻳﻘﺔ ﺗﺼﻨﻴﻔﻬﺎ ﺃﻭ ﻣﺪﺍﺧﻞ ﺗﻌﻠﻴﻤﻬﺎ ﺃﻭﻣﻌﺎﻳﲑ ﺗﻨﻈﻴﻤﻬﺎ ﺣﱴ ﺗﻜﻮﻥ ﻛﺘﺎﺑﺎ ﺟﻴﺪﺍ ﻭﻣﻨﺎﺳﺒﺎ ﻟﻠﺪﺭﺱ‪.‬‬

‫‪٥‬‬

‫ﻭﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺳﻼﻣﻴﺔ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴـﺔ"‬

‫ﻟﺪﺭﺳﻮﻧﻮ ﻭ ﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻣﻪ ﺍﳌﺪﺭﺱ ﻛﻤﻘﺮ‪‬ﺭ ﰲ ﻣﺪﺭﺳﺔ ﻓﻤﺒﺎﳒﻮﻧﺎﻥ ﺍﳌﺘﻮﺳـﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬

‫ﻋﻨﺪﻣﺎ ﺭﺃﻯ ﺍﻟﺒﺎﺣﺚ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻟﺪﺭﺳﻮﻧﻮ ﻭ ﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﻭﺟﺪ ﺃﻥ‬
‫ﻫﻨﺎﻙ ﻣﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻻﺗﻨﺎﺳﺐ ﻟﻘﺎﻋﺪﺓ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳉﻴـﺪ ﻛﻤـﻮﺍﺩ ﺍﳌﻔـﺮﺩﺍﺕ‬
‫ﻻﺗﻘﺎﺭ‪‬ﺎ ﺍﻟﺼﻮﺭ ﰲ ﺑﻴﺎﻥ ﻣﻌﺎﻧﻴﻬﺎ‪ ،‬ﻭﻛﺬﻟﻚ ﰲ ﺗﺪﺭﺝ ﺍﻟﻜﻠﻤﺎﺕ ﻻ ﺗﺮﺗـﺐ ﰲ ﺍﺳـﺘﻌﻤﺎﳍﺎ‪.٦‬‬
‫ﻭﻳﻀﻴﻒ ﺇﱃ ﺫﻟﻚ ﺃﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻌﺘﻤﺪ ﻋﻠﻰ ﺍﳌﻨﻬﺞ ﻋﺎﻡ ‪ ٢٠٠٨‬ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﻳﺮﻏﺐ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﺟﺮﺍﺀ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻋﻦ ﲢﻠﻴﻞ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻟﻠﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﺪﺭﺳﻮﻧﻮ ﻭ ﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ‪.‬‬

‫ﺏ ‪ .‬ﻤﺸﻜﻼﺕ ﺍﻟﺒﺤﺙ‬
‫‪ . ١‬ﺘﺸﺨﻴﺹ ﺍﻟﻤﺸﻜﻼﺕ‬

‫ﻣﻦ ﺍﳋﻠﻔﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ‬
‫ﻭﻣﻦ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺃ( ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺑﻼﺩﻧﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻣﻨﺘﺸﺮﺓ ﻭﻟﻜﻦ ﺍﻟﻼﺋﻘﺔ‬
‫ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﺎ ﺯﺍﻟﺖ ﻗﻠﻴﻠﺔ‪.‬‬
‫ﺏ( ﻭﺟﻮﺩ ﺍﻟﺼﻌﻮﺑﺔ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﺗﺘﻀﻤﻦ‬
‫ﻣﻌﺎﻳﲑ ﺗﻨﻈﻴﻤﻬﺎ ﺍﳉﻴﺪﺓ‪.‬‬
‫ﺝ( ﻗﻠﺔ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﻘﻮﺍﻋﺪ ﺗﻨﻈﻴﻢ‬
‫ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳉﻴﺪﺓ ﺣﱴ ﻳﻜﻮﻥ ﺍﻟﻜﺘﺎﺏ ﻻ ﻳﻨﺎﺳﺐ‬
‫ﻟﻠﺪﺍﺭﺳﲔ‪.‬‬
‫ﺩ( ﻋﺪﻡ ﻣﻼﺀﻣﺔ ﺑﲔ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻟﺬﻱ‬
‫ﻳﺴﺘﻨﺪ ﺍﻟﻜﺘﺎﺏ ﺇﻟﻴﻪ‪.‬‬
‫‪٦‬‬

‫راﺳﻮاﺗﻲ‪ ،‬اﻟﻤﻘﺎﺑﻠﺔ‪ ،‬اﻟﻤﺪرﺳﺔ ﻓﻤﺒﺎﻧﺠﻮﻧﺎن اﻟﻤﺘﻮﺳﻄﺔ اﻹﺳﻼﻣﯿﺔ ﺗﺸﯿﺒﻮﺗﺎت‪ ٣ ،‬ﻣﺎﯾﻮ ‪.٢٠١١‬‬

‫‪٦‬‬

‫ﻩ( ﻗﻠﺔ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻘﺪﻡ ‪‬ﺎ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺗﻘﺪﳝﺎ ﺻﺎﺭﻣﺎ ﻭﻣﻮﺟﺰﺍ ﻣﻊ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﻜﻴﻔﻴﺔ ﺗﻘﺪﱘ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳉﻴﺪ‪.‬‬

‫‪ . ٢‬ﺘﺤﺩﻴﺩ ﺍﻟﻤﺸﻜﻼﺕ‬

‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳛﺪﺩ ﺍﻟﺒﺎﺣﺚ ﲝﺜﻪ ﻋﻦ ﺗﻨﻈﻴﻢ ﻛﺘﺎﺏ‬
‫"ﻓﺼﻴﺢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻟﻠﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﺪﺭﺳﻮﻧﻮ ﻭ‬
‫ﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﻣﻦ ﻧﺎﺣﻴﺔ ﳏﺘﻮﺍﻩ ﻭﻣﻼﺀﻣﺘﻪ ﻟﻠﻤﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻨﻬﺞ‬
‫ﻋﺎﻡ ‪ ٢٠٠٨‬ﺑﺎﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬

‫‪ . ٣‬ﺘﻘﺭﻴﺭ ﺍﻟﻤﺸﻜﻼﺕ‬

‫ﺑﻌﺪ ﻣﺎ ﻗﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﻭﲢﺪﻳﺪﻫﺎ ﻳﻘﺮﺭ ﺍﳌﺸﻜﻼﺕ ﺍﻟﱵ‬
‫ﺗﺘﻌﻠﻖ ﺍﳌﻮﺿﻮﻉ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺃ( ﻛﻴﻒ ﻳﻜﻮﻥ ﺗﻨﻈﻴﻢ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﻧﺎﺣﻴﺔ ﳏﺘﻮﺍﻩ؟‬
‫ﺏ( ﺇﱃ ﺃﻱ ﻣﺪﻯ ﻣﻼﺀﻣﺘﻪ ﻟﻠﻤﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﻋـﺎﻡ‬
‫‪ ٢٠٠٨‬ﺑﺎﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ؟‬
‫ﺝ( ﻫﻞ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻻﺋﻖ ﺍﻻﺳﺘﺨﺪﺍﻡ؟‬

‫ﺝ ‪ .‬ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‬

‫ﺃﻣﺎ ﺍﻷﻫﺪﺍﻑ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﺎﻵﰐ‪:‬‬

‫‪ -١‬ﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺗﻨﻈﻴﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳉﻴﺪ‪.‬‬

‫‪ -٢‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻄﺎﺑﻘﺔ ﺑﲔ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ ﻭﺑﲔ ﺍﳌﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﰲ ﺍﳌﻨﻬﺞ ﻋﺎﻡ ‪ ٢٠٠٨‬ﺑﺎﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫‪ -٣‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺗﻘﺪﱘ ﺍﶈﺘﻮﻯ ﺗﻘﺪﳝﺎ ﺟﻴﺪﺍ ﻭﻣﻨﻈﻤﺎ‪.‬‬

‫‪٧‬‬

‫ﺩ ‪ .‬ﻓﻭﺍﺌﺩ ﺍﻟﺒﺤﺙ‬

‫ﻳﺮﺟﻮ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺄﰐ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﻔﻮﺍﺋﺪ ﻛﺜﲑﺓ ﻣﻨﻬﺎ‪:‬‬

‫‪ .١‬ﺇﻋﻄﺎﺀ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﳌﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳌﻨﺎﺳﺐ‬
‫ﳊﺎﺟﺘﻬﻢ‪.‬‬
‫‪ .٢‬ﺯﻳﺎﺩﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻣﻌﺎﻳﲑ ﺗﻨﻈﻴﻢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﺍﳉﻴﺪ‪.‬‬
‫‪ .٣‬ﺇﺳﻬﺎﻣﺎ ﻟﻠﻘﺎﺭﺉ ﻭﺍﻟﻜﺎﺗﺐ ﰲ ﺗﻨﻈﻴﻢ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ ﺣﱴ ﻳﺼﺒﺢ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻣﺎﺩﺓ ﻻﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ ﰲ ﺗﻄﻮﻳﺮ ﻣﺎﺩﺓ ﺍﻟﺘﻨﻈﻴﻢ ﻭﰲ ﺗﻨﻤﻴﺔ ﳏﺘﻮﻯ ﺍﻟﻜﺘﺎﺏ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻐﺎﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﻭﻇﻴﻔﺘﻪ ﻛﺎﳌﺮﺟﻊ ﺍﻷﺳﺎﺳﻲ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٤‬ﺇﺳﻬﺎﻣﺎ ﻟﻠﺒﺎﺣﺚ ﰲ ﻓﻬﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻷﻛﺎﺩﻣﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﻜﺘﺐ ﺍﻟﻌﻠﻮﻡ ﺍﻷﻛﺎﺩﻣﻴﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﻫـ ‪ .‬ﺃﺴﻠﻭﺏ ﺍﻟﻜﺘﺎﺒﺔ‬

‫ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻳﻌﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺩﻟﻴﻞ ﻛﺘﺎﺑﺔ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺬﻱ ﻗﺮﺭﺗﻪ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ‪:‬‬
‫‪Pedoman Penulisan Skripsi, Fakultas Ilmu Tarbiyah dan Keguruan‬‬
‫‪Universitas Islam Negeri Syarif Hidayatullah Jakarta, ٢٠٠٧.‬‬

‫ﻭ ‪ .‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬

‫ﻗﺪ ﻗﺎﻡ ﲟﺜﻞ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻄﺎﻟﺐ ﲪﺪﺍﻥ ﺑﻦ ﺍﳊﺎﺝ ﺳـﺎﺋﻢ ﺧـﺮﻳﺞ ‪ ٢٠٠١‬ﲢـﺖ‬
‫ﺍﳌﻮﺿﻮﻉ "ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﻋﻦ ﻋﺮﺽ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﻛﺘﺎﺏ ﺍﻵﺟﺮﻭﻣﻴﺔ"‪ ،‬ﻭﺧﻠﺺ ﺃﻥ ﻛﺘﺎﺏ‬
‫ﺍﻵﺟﺮﻭﻣﻴﺔ ﻟﻪ ﻛﺜﲑ ﺍﳌﺎﺩﺓ ﻭﻗﻠﻴﻞ ﺍﻟﻠﻔﻆ ﺃﻱ ﺍﻷﻣﺜﻠﺔ‪ ،‬ﺣﱴ ﻳﺼﻌﺐ ﻋﻠﻰ ﺍﻟﻘﺎﺭﺉ ﺃﻥ ﻳﻔﻬﻤﻬﺎ ﻓﻬﻤﺎ‬
‫ﺟﻴﺪﺍ‪.‬‬
‫ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﳌﻮﺿﻮﻉ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﱐ ﻫﻮ ﻛﺎﻷﰐ‪ :‬ﺍﳌﻮﺿﻮﻉ ﺍﻷﻭﻝ ﻳﺒﺤﺚ ﻋﻦ ﻋـﺮﺽ‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﰲ ﻛﺘﺎﺏ ﺍﻵﺟﺮﻭﻣﻴﺔ‪ .‬ﻭﺃﻣﺎ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺜﺎﱐ ﻓﻴﺒﺤﺚ ﻋﻦ ﺗﻨﻈﻴﻢ ﻛﺘﺎﺏ "ﻓﺼﻴﺢ‬

‫‪٨‬‬

‫ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ" ﻟﻠﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻟﺪﺭﺳﻮﻧﻮ ﻭ ﺕ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﻣـﻦ‬
‫ﻧﺎﺣﻴﺔ ﳏﺘﻮﺍﻩ ﻭﻣﻼﺀﻣﺘﻪ ﻟﻠﻤﻘﺮﺭ ﺍﻟﺪﺭﺍﺳﻲ ﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻨﻬﺞ ﻋﺎﻡ ‪ ٢٠٠٨‬�