Atsar addawafi injaz ta'lim allughah arabiyah ladaa talamid asnaf al-awwal bi Madrasah Annajah Tsanawiyah al-Islamiyah bi petukangan

‫آﺛﺎر اﻟﺪواﻓﻊ ﰲ إﳒﺎز ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ‬
‫اﻟﻌﺮﺑﯿﺔ‬

‫ﻟﺪى ﺗﻼﻣﯿﺬ اﻟﺼﻒ اﻷول ﲟﺪرﺳﺔ اﻟﻨﺠﺎح‬
‫اﻟﺜﺎﻧﻮﯾﺔ اﻹﺳﻼﻣﯿﺔ ﺑﻔﺘﻮﻛﺎﳒﺎن‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬
‫ﰱ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬
‫ﺭﻳﺎ ﻓﺨﺮﻳﺔ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٧٠١٢٠٠٠٣٢٤ :‬‬

‫ﻗﺴﻢ ﺗﻌﻠﯿﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ‬
‫ﻟﻜﻠﯿﺔ اﻟﱰﺑﯿﺔ واﻟﺘﻌﻠﯿﻢ‬

‫ﺟﺎﻣﻌﺔ ﺷﺮﯾﻒ ﻫﺪاﯾﺔ اﷲ اﻹﺳﻼﻣﯿﺔ‬
‫اﳊﻜﻮﻣﯿﺔ ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١‬‬

‫أ‬

‫ﺍﻹﻗﺮﺍﺭ‬
‫ﺃﻗﺮ‪ ‬ﺃﻧﺎ ﺍﳌﻮﺍﻗﻌﺔ ﺃﺩﻧﺎﻩ‬
‫ﺍﻻﺳﻢ‬

‫‪ :‬ﺭﻳﺎ ﻓﺨﺮﻳﺔ‬

‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‬

‫‪١٠٧٠١٢٠٠٠٣٢٤ :‬‬

‫ﻣﻜﺎﻥ ﻭﺗﺎﺭﻳﺦ ﺍﻟﻮﻻﺩﺓ‬

‫‪ :‬ﺟﺎﻛﺮﺗﺎ ‪ ٧‬ﺩﻳﺴﻤﺒﻮﺭ ‪١٩٨٨‬‬

‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫‪ :‬ﻗﺮﻳﺔ ﺷﻨﺘﻴﺠﺎ ‪ ،Cantiga‬ﺑﺘﲑ ‪ ،Petir‬ﺷﺒﻮﻧﺪﻭﺡ‬

‫‪Cipondoh‬‬

‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲢﺖ ﻣﻮﺿﻮﻉ ﺁﺛﺎﺭ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺇﳒﺎﺯ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ‬
‫ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﲟﺪﺭﺳﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﻔﺘﻮﻛﺎﳒﺎﻥ ﻗﻤﺖ ﺃﻧﺎ ﺷﺨﺼﻴﺔ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ‬
‫ﺇﱃ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪،‬‬
‫ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱵ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﻬﺎ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ‬
‫ﺍﳌﻮﺿﻮﻉ‪ ،‬ﻭﺃﻧﺎ ﻣﺴﺌﻮﻟﺔ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ ﻓﻴﻪ ﺷﻴﺊ ﻣﻦ ﺍﳋﻄﺄ ﻓﻬﻮ ﻳﻘﻊ‬
‫ﻋﻠﻰ ﻣﺴﺌﻮﻟﻴﱵ ﺃﻧﺎ ﺷﺨﺼﻴﺔ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ ١٣ ،‬ﺃﻏﻮﺳﺘﻮﺱ ‪٢٠١١‬‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﻘﺮﺓ‬

‫)ﺭﻳﺎ ﻓﺨﺮﻳﺔ(‬
‫د‬

‫ﻣﻠﺨﺺ اﻟﺒﺤﺚ‬
‫ﺭﻳﺎ ﻓﺨﺮﻳﺔ‬
‫‪١٠٧٠١٢٠٠٠٣٢٤‬‬
‫ﺁﺛﺎﺭ ﺍﻟﺪﻭﻓﻊ ﰲ ﺇﳒﺎﺯ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺑﻔﺘﻮﻛﺎﳒﺎﻥ‬
‫ﲢﺎﻭﻝ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻜﺸﻒ ﻋﻦ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ‬

‫ﻣﺪﺭﺳﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇﳒﺎﺯﻫﻢ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺛﺎﺭﻫﺎ ﰲ‬
‫ﺇﳒﺎﺯﻫﻢ‪ .‬ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻛﻤﻴﺎ‪ ،‬ﻭﺗﺘﺒﻊ ﺍﻟﺒﺎﺣﺜﺔ ﻓﻴﻪ ﺍﳌﺪﺧﻞ ﺍﻹﺣﺼﺎﺋﻲ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬
‫ﺍﻟﻮﺻﻔﻴﺔ‪ .‬ﻭﲡﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺗﻮﺯﻳﻊ ﺍﻻﺳﺘﻔﺘﺎﺀﺍﺕ ﻭﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻭﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ‪.‬‬
‫ﻭﻟﻜﻦ ﻣﺸﻜﻠﺔ ﻛﺜﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﻣﺜﻞ ﻋﺪﻡ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻄﻠﺒﺔ ﻭﻗﻠﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ‬
‫ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻻ‪‬ﻢ ﻳﺸﻌﺮﻭﻥ ﺑﺼﻌﻮﺑﺎﺕ ﻭﺍﳌﺸﻜﻼﺕ ﻟﺘﻌﻠﻢ ﻭﻓﻬﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻴﺪﺍ ﻭﻛﺬﻟﻚ‬
‫ﻟﻴﺲ ﳍﻢ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻭﺑﻌﺪﻣﺎ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻋﻤﻠﻴﺔ ﺍﳊﺴﺎﺏ ﺍﻹﺣﺼﺎﺋﻲ‪ ،‬ﳝﻜﻦ ﺧﻼﺻﺔ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﻛﻮﻥ ﺩﻭﺍﻓﻊ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺒﺘﻜﺎﳒﺎﻥ ﻗﻮﻳﺔ ﺣﻴﺚ‬
‫ﺗﺒﻠﻎ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺔ ﺍﻟﺪﻭﺍﻓﻊ ‪.٧٠،٥٥‬‬

‫‪ .٢‬ﺇﳒﺎﺯ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻳﺼﻞ ﺇﱃ ﺗﻘﺪﻳﺮ ﻣﻘﺒﻮﻝ ﺣﻴﺚ ﻳﺒﻠﻎ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺔ ﻧﺘﻴﺠﺔ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.٦٣،٤٧‬‬

‫‪ .٣‬ﻛﻮﻥ ﺃﺛﺮ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺇﳒﺎﺯﻫﻢ ﺿﻌﻴﻔﺎ ﺣﻴﺚ ﺗﺒﻠﻎ ﺩﺭﺟﺔ ‪ .٠،٢٦ rxy‬ﻭﺃﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ‬
‫ﻓﻠﻴﺲ ﻫﻨﺎﻙ ﻋﻼﻗﺔ‪ ،‬ﻷﻥ ﺩﺭﺟﺔ ‪ rxy‬ﺃﻗﻞ ﻣﻦ ﺩﺭﺟﺔ‬

‫ھـ‬

‫‪rtabel‬‬

‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﷲ ﺍﳊﻤﺪ ﻋﻠﻰ ﻣﺎ ﺃﻧﻌﻢ‪ ،‬ﻭﻟﻪ ﺍﻟﺸﻜﺮ ﻋﻠﻰ ﻣﺎ ﺃﺳﺪﻯ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﻧﺒﻴﻪ ﺍﻟﻌﺮﰊ‬
‫ﺍﻟﻜﺮﱘ ﳏﻤﺪ ﺻﻠﹼﻲ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﹼﻢ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ‪ ،‬ﻭﻋﻠﻰ ﲨﻴﻊ ﺭﺳﻠﻪ ﻭﺃﻧﺒﻴﺎﺋﻪ‬
‫ﺍﻟﻄﺎﻫﺮﻳﻦ‪.‬‬
‫ﺃﻣﺎ ﺑﻌﺪ‪ ،‬ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﺭﲪﺘﻪ ﻗﺪ ﺍﻧﺘﻬﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ .‬ﻭﻫﺬﺍ ﺷﺮﻁ‬
‫ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻼﺷﺘﺮﺍﻙ ﰲ ﺍﳌﻨﺎﻗﺸﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺷﻜﺮﻫﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻫﺎ ﻭﺃﻋﺎ‪‬ﺎ ﻋﻠﻰ ﻛﻞ ﺍﳌﺴﺎﻋﺪﺓ‬
‫ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻦ ﻫﺆﻻﺀ‪:‬‬
‫‪ .١‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫ﻧﻮﺭﻟﻴﻨﺎ ﺭﻓﺎﻋﻲ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬

‫‪ .٢‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﻩ‬
‫ﻣﺴﻮﺍﱏ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬

‫‪ .٣‬ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﻣﺴﻮﺍﱏ ﺍﳌﺎﺟﺴﺘﲑﺓ‪ ،‬ﺍﻟﻠﺬﻳﻦ ﻗﺪ ﺑﺬﻻ‬
‫ﺟﻬﻮﺩﳘﺎ ﰲ ﺇﺷﺮﺍﻑ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺠﺚ ﺍﻟﻌﻠﻤﻲ ﺇﺷﺮﺍﻓﺎ ﻣﻮﺟﻬﺎ ﻣﻊ ﺍﻟﺼﱪ‬
‫ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺒﲑ ﻣﻨﺬ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‬

‫‪ .٤‬ﺳﻌﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﻗﺪ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ‬
‫ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﺘﻨﻮﻋﺔ ﻭﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪ ،‬ﺟﺰﺍﻫﻢ‬
‫ﺍﷲ ﺧﲑ ﺍﳉﺰﺍﺀ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻵﺧﺮﺓ‪.‬‬

‫ز‬

‫‪ .٥‬ﺃﺑﻮﻫﺎ ﺍﳊﺎﺝ ﻋﺒﺪ ﺍﻟﻔﺘﺎﺡ ﻭﺃﻣﻬﺎ ﺍﳊﺎﺟﺔ ﺳﱵ ﺭﲪﺔ ﺍﻟﻠﺬﻳﻦ ﺭﺑﻴﺎ ﺍﻟﺒﺎﺣﺜﺔ ﺃﺣﺴﻦ ﺍﻟﺘﺮﺑﺔ ﻭﺷﺠﻌﺎ‪‬ﺎ‬
‫ﺑﻜﻞ ﻣﺴﺎﻋﺪ‪‬ﻤﺎ ﻭﺑﺪﻋﺎﺋﻬﻤﺎ ﰲ ﻣﻮﺍﺟﻬﺔ ﻣﺸﻜﻼﺕ ﺍﳊﻴﺎﺓ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻬﺎ‬
‫ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻏﻔﺮ ﺍﷲ ﳍﻤﺎ ﺭﲪﻬﻤﺎ ﻛﻤﺎ ﺭﺑﻴﺎﻫﺎ ﺻﻐﲑﺍ‪.‬‬
‫‪ .٦‬ﺃﺧﻮﻫﺎ ﺃﲪﺪ ﻓﻮﺯﻱ وﺯﻭﺟﺘﻪ‪ ،‬ﻭﻋﺒﻴﺪ ﺍﷲ وﺯﻭﺟﺘﻪ‪ ،‬ﻭﲨﺎﻝ ﺍﻟﺪﻳﻦ ﻭﺯﻭﺟﺘﻪ‪ ،‬ﻭﻣﻔﱵ ﻋﻠﻲ‬
‫ﻭﺯﻭﺟﺘﻪ‪ ،‬ﺑﺎﺭﻙ ﺍﷲ ﳍﻢ ﻭﺭﺯﻗﻬﻢ ﺫﺭﻳﺔ ﺻﺎﳊﺔ ﻭﺟﻌﻠﻬﻢ ﻗﺮﺓ ﺃﻋﲔ ﻟﻠﻮﺍﻟﺪﻳﻦ‪ .‬ﻭﺃﺧﻮﻫﺎ ﻋﺜﻤﺎﻥ‬
‫ﻋﻠﻲ‪ ،‬ﻭﺃﺧﺘﻬﺎ ﻧﻮﺭ ﺣﻜﻤﺔ‪ ،‬ﻭﺃﺧﻮﻫﺎ ﺷﺮﻳﻒ ﻣﻮﻻﻧﺎ‪ ،‬ﻭﺃﺧﻮﻫﺎ ﳏﻤﺪ ﺃﻟﻮﺍﻥ ﺍﻟﺬﻳﻦ ﻳﺸﺠﻌﻮﻥ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ‪.‬‬

‫‪ .٧‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻣﺪﺭﺳﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﻔﺘﻮﻛﺎﳒﺎﻥ ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭﻧﺪﺱ ﺍﳊﺎﺝ‬
‫ﺃﺷﻬﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺍﳊﺎﺝ ﳏﻤﺪ ﳝﲔ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﻮﺱ ﻭﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻳﺴﺎﻋﺪﻭﻥ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻣﺎ ﲢﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻣﻦ ﺑﻴﺎﻧﺎﺕ‪ ،‬ﺟﺰﺍﻫﻢ ﺍﷲ ﺧﲑ ﺍﳉﺰﺍﺀ‪.‬‬
‫‪ .٨‬ﻭﺍﶈﺒﻮﺏ ﻓﺠﺮ ﺍﳌﻨﻮﺭ ﺍﻟﺬﻱ ﻳﺸﺠﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻜﺜﲑ ﻭﻳﺪﻋﻮ ﳍﺎ ﻭﻳﻮﺟﻬﻬﺎ‪ ،‬ﺣﻔﻈﻪ ﺍﷲ ﻭﺭﲪﻪ ﻭﺑﺮﻙ‬
‫ﻟﻪ‪.‬‬
‫‪ .٩‬ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺀ ﻣﻦ ﻃﻼﺏ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺧﺎﺻﺔ ﳏﻤﺪ ﺃﺯﻛﻰ‬

‫ﻭﺳﻴﱵ ﻣﺮﱘ ﺃﻟﻔﺔ ﻭﺇﻳﺪﺍ ﻓﺮﻳﺪﺓ ﻭﺃﲪﺪ ﻓﻮﺯﻱ‪ ،‬ﻛﺘﺐ ﺍﷲ ﳍﻢ ﺍﻟﻨﺠﺎﺡ ﻭﺍﳋﲑ ﰲ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﺗﺪﻋﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺍﷲ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﺑﺮﻛﺎﺗﻪ‪ .‬ﻭﺍﷲ‬
‫ﺗﺴﺄﻝ ﺑﻜﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻨﻔﻊ ﺑﻪ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻴﻪ‪ .‬ﺍﻟﻠﹼﻬﻢ ﺇﻧﺎ ﻧﻌﻮﺫﺑﻚ ﻣﻦ ﻋﻠﻢ ﻻﻳﻨﻔﻊ‬
‫ﻭﻗﻠﺐ ﻻﳜﺸﻊ ﻭﺩﻋﺎﺀ ﻻﻳﺴﺘﺠﺎﺏ ﻟﻪ‪ ،‬ﺁﻣﲔ ﻳﺎﺭﺏ ﺍﻟﻌﺎﳌﲔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ١٣ ،‬ﺃﻏﺴﻄﺲ ‪٢٠١١‬‬

‫ﺭﻳﺎ ﻓﺨﺮﻳﺔ‬
‫ز‬

‫ﻣﺤﺘﻮﯾﺎت اﻟﺒﺤﺚ‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ ‪....................................................................‬‬
‫ﺍﻹﻗﺮﺍﺭ ‪...................................................................................‬‬
‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ ‪...........................................................................‬‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪.............................................................................‬‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪..........................................................................‬‬

‫ﺝ‬
‫ﺩ‬
‫ﻫـ‬
‫ﻭ‬

‫ﺯ‬

‫اﻟﺒﺎب اﻷول‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪........................................................................‬‬
‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪......................................................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪................................................................‬‬
‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪...................................................................‬‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ‪.................................................................‬‬
‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪.....................................................................‬‬
‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪.......................................................................‬‬
‫ﻩ‪ .‬ﺍﻟﺪﺭﺳﺔ ﺍﻟﺴﺎﺑﻘﺔ ‪.....................................................................‬‬

‫‪١‬‬
‫‪٣‬‬
‫‪٣‬‬
‫‪٤‬‬
‫‪٤‬‬
‫‪٥‬‬
‫‪٥‬‬

‫‪٥‬‬

‫اﻟﺒﺎب اﻟﺜﺎﻧﻰ‬
‫اﻹﻃﺎر اﻟﻨﻈﺮي‬
‫ﺃ‪ .‬ﺍﻟﺪﻭﺍﻓﻊ ‪............................................................................‬‬

‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﺪﻭﺍﻓﻊ ‪..................................................................‬‬

‫‪ .٢‬ﺃﻧﻮﺍﻉ ﺍﻟﺪﻭﺍﻓﻊ ‪...................................................................‬‬

‫‪ .٣‬ﻭﻇﺎﺋﻒ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ‪..................................................‬‬

‫ﺡ‬

‫‪٧‬‬
‫‪٨‬‬
‫‪١١‬‬
‫‪١٤‬‬

‫‪ .٤‬ﺃﺛﺮ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ ‪١٦ ....................................................‬‬

‫‪ .٥‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﻗﻮﺓ ﺍﻟﺪﺍﻓﻌﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻢ ‪١٨ ..........................................‬‬
‫ﺏ‪ .‬ﺍﻹﳒﺎﺯ ‪١٩ .............................................................................‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻹﳒﺎﺯ ‪١٩ .................................................................‬‬
‫‪ .٢‬ﺃﻧﻮﺍﻉ ﺍﻹﳒﺎﺯ ‪٢٠ ..................................................................‬‬
‫‪ .٣‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻹﳒﺎﺯ ‪٢١ .......................................................‬‬

‫اﻟﺒﺎب اﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎھﺞ اﻟﺒﺤﺚ‬
‫ﺃ‪ .‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪........................................................................‬‬

‫ﺏ‪ .‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺳﺔ ﻭﺍﻟﻌﻴﻨﺔ ‪...............................................................‬‬

‫ﺝ‪ .‬ﺃﺳﻠﻮﺏ ﲨﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪...............................................................‬‬

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

‫ﻩ‪ .‬ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪..............................................................‬‬

‫ﻭ‪ .‬ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ‪......................................................................‬‬

‫‪٢٣‬‬
‫‪٢٣‬‬
‫‪٢٤‬‬
‫‪٢٥‬‬
‫‪٢٨‬‬
‫‪٢٩‬‬

‫اﻟﺒﺎب اﻟﺮاﺑﻊ‬
‫ﻧﺘﺎﺋﺞ اﻟﺒﺤﺚ‬
‫ﺃ‪ .‬ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.....................................................................‬‬
‫‪ .١‬ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ‪...................................................................‬‬

‫‪ .٢‬ﺇﳒﺎﺯ ﺍﻟﺘﻼﻣﻴﺬ ‪....................................................................‬‬

‫ﺏ‪ .‬ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪......................................................................‬‬

‫ﺝ‪ .‬ﺗﺘﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.....................................................................‬‬

‫ﻁ‬

‫‪٣٠‬‬
‫‪٣٠‬‬
‫‪٤٦‬‬
‫‪٤٧‬‬
‫‪٤٨‬‬

‫اﻟﺒﺎب اﻟﺨﺎﻣﺲ‬
‫اﻟﺨﺎﺗﻤﺔ‬
‫ﺃ‪ .‬ﺍﳋﻼﺻﺔ‪٥٠ ............................................................................‬‬
‫ﺏ‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪٥٠ .........................................................................‬‬
‫ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ‬
‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ‬

‫ﺍﳌﻼﺣﻖ‬

‫ﻱ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭل‬
‫ﻤﻘﺩﻤﺔ‬
‫ﺃ ‪ .‬ﺨﻠﻔﻴﺔ ﺍﻟﺒﺤﺙ‬
‫ﺍﻟﺪﺍﻭﻓﻊ ﰲ ﺍﻟﺘﻌﻠﻢ ﻣﻬﻤ‪‬ﺔ‪ ،‬ﻷﻥ ﺍﻟﺪﻭﺍﻓﻊ ﻗﻮﺓ ﻧﻔﺴﻴﺔ ﺩﺍﺧﻠﻴﺔ ﲢﺮﻙ ﺍﻹﻧﺴﺎﻥ ﻟﻺﺗﻴﺎﻥ ﺑﺴﻠﻮﻙ ﻣﻌﲔ‬
‫ﻟﺘﺤﻘﻴﻖ ﻫﺪﻑ ﳏﺪﺩ‪ .‬ﺇﺫﺍ ﺣﺪﺙ ﻣﺎ ﻳﻌﻴﻖ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﲢﻘﻴﻖ ﻫﺪﻓﻪ ﻇﻞ ﻳﺸﻌﺮ ﺑﺎﻟﺘﻮﺗﺮ ﻭﺑﺎﻟﻀﻴﻖ‪ ،‬ﺇﱃ‬
‫ﺃﻥ ﻳﻨﺎﻝ ﺑﻐﻴﺘﻪ ﻟﺪﺍﻓﻊ ﺍﻟﺬﻱ ﺣﺮﻛﻪ ﳓﻮ ﺫﻟﻚ ﻛﻠﻪ‪.‬‬

‫‪١‬‬

‫ﻭﻣﻦ ﺍﳌﻌﻠﻮﻡ ﺃﻥﹼ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺃﻫﻢ ﺍﻟﻠﻐﺎﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻠﻤﺴﻠﻤﲔ ﰲ ﻓﻬﻢ ﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻹﺳﻼﻣﻴﺔ‪ .‬ﺇﺫ ﺃ‪‬ﺎ ﻟﻐﺔ ﺩﻳﻨﻴﺔ ﺇﱃ ﺟﺎﻧﺐ ﺃ‪‬ﺎ ﺇﺣﺪﻯ ﺃﺩﻭﺍﺕ ﺍﻻﺗﺼﺎﻝ ﺍﳍﺎﻣﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻓﻼ ﻋﺠﺐ ﺇﺫﺍ‬
‫ﺗﻌﻠﻤﻬﺎ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻌﺎﻫﺪ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺑﻼﺩﻧﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻋﻠﻰ ﺍﳌﺮﺍﺣﻞ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺇﱃ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫ﻭﻗﺎﻝ ﳏﻤﺪ ﻋﻠﻲ ﺍﳋﻮﱄ‪" :‬ﺇﻥ ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺰﻳﺪ ﻳﻮﻣﺎ ﺑﻌﺪ ﻳﻮﻡ ﰲ ﻋﺼﺮﻧﺎ ﺍﳊﺎﺿﺮ‪.‬‬

‫‪٢‬‬

‫ﻭﺗﻌﺘﱪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺘﺮﺍﺛﻬﺎ ﺍﻷﺩﰊ ﺍﻟﻀﺨﻢ ﺇﺣﺪﻯ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻌﻈﻴﻤﺔ ﰲ ﺍﻟﻌﺎﱂ‪ ،‬ﻷ‪‬ﺎ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻧﻴﺔ‪ ،‬ﻭﻟﻐﺔ‬
‫‪ ١‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ .‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪) .‬ﺍﻟﺮﺑﺎﻁ‪ ١٤١٠:‬ﻩ‪١٩٨٩ /‬ﻡ(‪ ،‬ﺹ‪٨١- ٨٠ .‬‬

‫‪١‬‬

‫‪٢‬‬

‫ﺗﺴﺘﻌﻤﻞ ﰲ ﺍﳊﺪﻳﺚ ﺍﻟﺸﺮﻳﻒ ﻭﺍﻟﺼﻼﺓ‪ .‬ﻓﻬﻲ ﺗﺼﲑ ﻟﻐﺔ ﺇﺳﻼﻣﻴﺔ ﻭﺍﳌﺴﻠﻤﲔ ﰲ ﲨﻴﻊ ﻧﻮﺍﺣﻲ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﺑﻞ ﺇﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺪ ﺍﺳﺘﺨﺪﻣﺘﻬﺎ ﻫﻴﺌﺔ ﺍﻷﻣﻢ ﺍﳌﺘﺤﺪﺓ ﻛﻠﻐﺔ ﺭﲰﻴﺔ ﰲ ﺃﻋﻤﺎﳍﺎ‪ .‬ﻓﻠﺬﻟﻚ ﺗﻌﻠﻴﻤﻬﺎ ﺫﻭ ﺃﳘﻴﺔ‬
‫ﻋﻈﻴﻤﺔ ﻟﻠﻤﺴﻠﻤﲔ ﻭﺍﻟﻨﺎﺱ ﺃﲨﻌﲔ‪.‬‬
‫ﺍﻟﺪﺍﻭﻓﻊ ﻫﻮ ﺍﻟﻌﺎﻣﻞ ﺍﻷﺳﺎﺳﻲ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﻮﺟﻮﺩﺍ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻸﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ‬
‫ﻳﺘﻌﻠﻤﻮﻥ‪ ،‬ﻷﻥ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﻟﻦ ﻳﺘﻌﻠﻢ ﺟﻴﺪﺍ ﺩﻭﻥ ﻭﺟﻮﺩ ﺍﻟﺪﺍﻭﻓﻊ‪ ،‬ﺑﻞ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻌﻠﻴﻢ ﺷﻴﺊ ﻣﻬﻢ‪ ‬ﻷﻥ‬
‫ﺩﻭﺍﻓﻊ ﻋﻈﻴﻤﺔ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﻘﻠﻴﻞ ﺍﻟﺼﻌﺒﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﻭﻧﺘﻴﺠﺔ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺪﻭﺍﻓﻊ ﳘﺎ ﻣﺼﻄﻠﺤﺎﻥ ﻳﺘﻌﻠﻖ ﺑﻜﻞ ﻧﺸﻂ ﺍﻟﺘﻌﻠﻢ ﰲ ﺍﻟﺼﻒ‪ ،‬ﻭﺍﻟﺪﺍﻓﻊ ﻫﻮ‬
‫ﺍﻟﺘﺸﺠﻴﻊ ﺍﻟﱵ ﺗﺄﰐ ﻣﻦ ﺩﺍﺧﻞ ﺍﻟﺘﻼﻣﻴﺬ ﺃﻭ ﻣﻦ ﺧﺎﺭﺟﻪ‪ .‬ﻭﳝﻜﻦ ﺩﻭﺍﻓﻊ ﺍﻥ ﻳﻌﻄﻲ ﺗﺄﺛﲑﺍ ﺟﻴﺪﺍ ﰲ ﺣﺎﻟﺔ‬
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‫ﺩﻋﻢ ﺑﻴﺌﺔ ﺟﻴﺪﺓ‪.‬‬

‫ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﻫﻮ ﻗﻮﺓ ﺩﺍﻓﻌﺔ ﻟﺘﺤﻘﻴﻖ ﺃﻗﺼﻰ ﺍﻟﻨﺘﺎﺋﺞ‪ .‬ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺬﻳﻦ ﻟﺪﻳﻬﻢ ﺍﻟﺪﺍﻭﻓﻊ ﻟﻠﺘﻌﻠﻢ‬
‫ﻟﻦ ﻳﺸﻌﺮﻭﺍ ﺃﺑﺪﺍ ﺑﺎﻟﻘﻨﺎﻋﺔ ﻭﺳﻮﻑ ﻳﺴﺘﻤﺮﻭﺍ ﰲ ﳏﺎﻭﻟﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻓﻀﻞ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﻭﻛﺎﻥ ﻫﻨﺎﻙ ﻋﺎﻣﻞ ﻭﺭﺍﺀ ﺍﻟﺪﺍﻭﻓﻊ ﻭﻧﺘﺎﺋﺞ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻫﻲ‬
‫ﻋﻮﺍﻣﻞ ﺍﳋﻠﻔﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﳍﺆﻻﺀ ﺍﻟﺘﻼﻣﻴﺬ‪ ،‬ﺇﻥ ﻛﺎﻥ ﺍﻟﺘﻼﻣﻴﺬ ﻣﺘﺨﺮ‪‬ﺟﲔ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﻓﻠﻬﻢ ﺩﻭﺍﻓﻊ ﻋﻈﻴﻤﺔ ﻟﻠﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺣﱴ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﳑﺘﺎﺯﺓ‪ ،‬ﻭﻫﻨﺎﻙ ﻓﺮﻕ ﺑﻌﻴﺪ ﺑﲔ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺬﻳﻦ ﺧﺮ‪‬ﺟﻮﺍ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻟﻌﺎﻣﺔ ﻷﻥﹼ ﻟﻴﺲ ﳍﻢ ﺩﻭﺍﻓﻊ ﻗﻮﻳ‪‬ﺔ ﻟﻠﺘﻌﻠﻢ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺣﱴ ﺗﻜﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ ﻟﺪﻳﻬﻢ ﺿﻌﻴﻔﺔ‪.‬‬
‫ﻭﺇﺫﺍ ﻧﻈﺮﺕ ﺇﱃ ﻭﺍﻗﻊ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺍﺱ ﻭﺍﳌﻌﺎﻫﺪ ﻓﺄﺟﺪ ﻫﻨﺎﻙ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻄﺮﻕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻤﻬﺎ ﻛﻲ ﻳﺴﻬﻞ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﻣﺸﻜﻠﺔ ﻛﺜﲑﺓ ﰲ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻢ ﻣﺜﻞ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻄﻠﺒﺔ ﺣﻴﺚ ﺗﺴﺒﺐ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﺇﱃ ﻗﻠﺔ ﻗﺪﺭﺓ ﺍﳌﺪﺭﺱ ﻋﻠﻰ‬
‫‪ ٢‬ﳏﻤﺪ ﻋﻠﻲ ﺍﳋﻮﱄ‪ .‬ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪) .‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﺍﳌﻤﻠﻮﻛﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ‪ ،(١٩٨٧‬ﺹ‪١٩ .‬‬
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‫‪Harun, Rasyid, Penilaian Hasil Belajar. (Bandung: CV. Wacana Prima.‬‬
‫‪٢٠٠٧). Hal ٥٥‬‬

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‫ﺗﻜﻠﻢ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﺪﻡ ﺗﺸﺠﻴﻊ ﺍﳌﺪﺭﺱ ﺇﱃ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﺘﻜﻠﻢ ﻭﻗﻠﺔ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﺘﻜﻠﻢ ﻣﻊ‬
‫ﻏﲑﻫﻢ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻋﺪﻡ ﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻘﻠﺔ ﻗﺪﺭﺓ‬
‫ﺍﳌﺪﺭﺱ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﻠﺘﻌﻠﻴﻢ‪ ،‬ﻣﻊ ﺃﻥ ﻫﻨﺎﻙ ﻣﻌﻤﻞ ﺍﻟﻠﻐﺔ ﺑﻞ ﻻ ﻳﺴﺘﺘﻔﻴﺪ ﻣﻨﻪ ﺍﳌﺪﺭﺱ ﻟﻌﻠﻤﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻳﺸﻌﺮ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺼﻌﻮﺑﺎﺕ ﻭﻣﺸﻜﻼﺕ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻓﻬﻤﻤﻬﺎ‬
‫ﺟﻴﺪﺍ‪ ،‬ﻭﻛﻤﺎ ﻟﻴﺲ ﳍﻢ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻭﲜﺎﻧﺐ ﺫﻟﻚ ﻫﻨﺎﻙ ﻛﺜﲑ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﳍﺎ ﺃﺛﺮ ﻛﺒﲑ ﰲ ﳒﺎﺡ ﺗﻌﻠﻢ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﻬﺎ ﺍﻟﺮﻏﺒﺔ ﻭﺍﳌﻴﻮﻝ ﻭﺍﳊﻤﺎﺳﺔ‪.‬‬
‫ﰲ ﳊﻘﻴﻘﺔ ﻟﻠﺪﻭﺍﻓﻊ ﺃﺛﺮ ﰲ ﻧﺘﻴﺠﺔ ﺗﻌﻠﻢ ﺍﻟﺘﻼﻣﻴﺬ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺮﻏﺒﺔ ﻷﺣﺪ ﺷﺪﻳﺪﺓ ﻗﻮﻳﺔ ﰲ‬
‫ﺳﻌﻲ ﺇﱃ ﺑﻠﻮﻍ ﺳﻴﻨﺎﻝ ﺍﻟﻔﻮﺯ ﺍﻟﻌﻈﻴﻢ ﻟﺸﺪﺓ ﺳﻌﻴﻪ ﺑﺴﺒﺐ ﺍﻟﺪﻭﺍﻓﻊ‪ .‬ﻭﻟﻜﻦ ﺇﻥ ﱂ ﻳﻜﻦ ﳍﻢ ﳘﺔ ﻗﻮﻳﺔ ﰲ‬
‫ﺗﻌﻠﻢ ﻓﻴﺴﺘﺤﻴﻞ ﺃﻥ ﳛﺼﻠﻮﺍ ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﺟﻴﺪﺓ ﰲ ﺗﻌﻠﻢ‪.‬‬

‫ﻭﲢﺘﺎﺝ ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ " ﺁﺛﺎﺭ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺇﳒﺎﺯ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺳﺔ ﲢﻠﻴﻠﻴﺔ‬
‫ﻟﺪﻯ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﲟﺪﺭﺳﺔ ﺍﻟﻨﺠﺎﺡ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺒﺘﻮﻛﺎﳒﺎﻥ("‬

‫ﺏ ‪ .‬ﻤﺸﻜﻼﺕ ﺍﻟﺒﺤﺙ‬
‫‪ .١‬ﺘﺸﺨﻴﺹ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‬
‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﻋﺪﻡ ﺗﻮﺍﻓﺮ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺪﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .٢‬ﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺘﻨﻤﻴﺔ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ‬
‫‪ .٣‬ﺇﳔﻔﺎﺽ ﻧﺘﺎﺋﺞ ﺗﻼﻣﻴﺬ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﰲ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺩﺭﺱ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪٤‬‬

‫‪ .٤‬ﻗﻠﺔ ﺍﻟﺪﻭﺍﻓﻊ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .٥‬ﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺎﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﲔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﻟﺬﻳﻦ ﻳﺄﺗﻮﻥ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻟﻌﺎﻣﺔ‬
‫‪ .٦‬ﻗﻠﺔ ﻣﻌﺮﻓﺔ ﺗﻼﻣﻴﺬ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﰲ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﻓﻬﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺃ‪‬ﻢ ﻳﺸﻌﺮﻭﻥ ﺻﻌﻮﺑﺔ ﻟﻔﻬﻤﻬﺎ‪.‬‬

‫‪ . ٢‬ﺘﺤﺩﻴﺩ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﲢﺘﺎﺝ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ‬
‫ﻛﻤﺎﻳﻠﻰ‪:‬‬
‫‪ .١‬ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٢‬ﺇﳒﺎﺯ ﺗﻼﻣﻴﺬ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺇﱃ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ .٣‬ﺁﺛﺎﺭ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﲟﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ"‬

‫ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺇﳒﺎﺯﻫﻢ‪.‬‬

‫‪ . ٤‬ﺘﻘﺭﻴﺭ ﺍﻟﻤﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫‪ .١‬ﻛﻴﻒ ﺩﻭﺍﻓﻊ ﺗﻼﻣﻴﺬ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﱃ ﻣﻦ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ؟‬
‫‪ .٢‬ﻛﻴﻒ ﺇﳒﺎﺯ ﺗﻼﻣﻴﺬ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺇﱃ ﻣﻦ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ؟‬
‫‪ .٣‬ﻣﺎ ﺁﺛﺎﺭ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﻧﺘﺎﺋﺞ ﺍﻟﺘﻼﻣﻴﺬ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﲟﺪﺭﺳﺔ‬
‫"ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺇﳒﺎﺯ‪‬ﻢ ؟‬

‫‪٥‬‬

‫ﺝ‪ .‬ﺃﻫﺩﺍﻑ ﺍﻟﺒﺤﺙ‬
‫ﺃﻣﺎ ﺃﻫﺪﺍﻑ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ‪:‬‬
‫‪ .١‬ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﺩﻭﺍﻓﻊ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٢‬ﺍﻟﻜﺸﻒ ﻋﻦ ﻣﺪﻯ ﺇﳒﺎﺯ ﺗﻼﻣﻴﺬ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ‬
‫ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٣‬ﺁﺛﺎﺭ ﺩﻭﺍﻓﻊ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ "ﺍﻟﻨﺠﺎﺡ" ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺇﳒﺎﺯﻫﻢ ﰲ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺩ‪ .‬ﻓﻭﺍﺌﺩ ﺍﻟﺒﺤﺙ‬
‫ﺃﻣﺎ ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﺃﻥ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺇﺳﻬﺎﻣﺎ ﳌﻦ ﻳﺮﻏﺐ ﰲ ﻣﻌﺮﻓﺔ ﺃﳘﻴﺔ ﺍﻟﻌﻮﻣﻞ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺧﺎﺻﺔ ﺍﻟﺪﻭﺍﻓﻊ‬
‫ﺗﺆﺛﺮ ﰲ ﺇﳒﺎﺯ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻘﺪﺍﺭ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪ .٢‬ﺃﻥ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﺳﻴﻠﺔ ﺗﺴﺎﻋﺪ ﺍﻟﺘﻼﻣﻴﺬ ﻳﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﺳﻴﻘﻮﻣﻮﻥ ﺑﺘﺪﺭﻳﺲ‬
‫ﻫﺬﻩ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻌﺪ ﲢﺰﺟﻬﻢ ﰲ ﻫﺬ ﺍﻟﻘﺴﻢ‪.‬‬
‫‪ .٣‬ﺃﻥ ﺗﻜﻮﻥ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺇﺳﻬﺎﻣﺎ ﻭﺗﻘﻮﳝﺎ ﳍﺆﻻﺀ ﺍﳌﺪﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻗﺪ ﻗﺎﻣﻮﺍ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﻫـ‪ .‬ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺴﺎﺒﻘﺔ‬
‫‪ .١‬ﻟﻴﺎ ﻗﻤﺮﻳﺔ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻛﻔﺎﺀﺓ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺪﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ‬
‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﺪﺭﺳﺔ "ﺍﳋﲑﻳﺔ" ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ‪ .‬ﺇﻥ ﻛﻔﺎﺀﺓ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﻄﺒﻴﻖ ﻃﺮﻳﻘﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻫﻲ ‪ ٥٣,٥٢‬ﺑﺘﻘﺪﻳﺮ‬
‫ﺭﺍﺳﺐ‪ ،‬ﺇﻥ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻣﻦ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻫﻲ‬
‫‪ ٧٢,٤٧‬ﺑﺘﻘﺪﻳﺮ ﺟﻴﺪ‪ .‬ﻭﺟﻮﺩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﻠﺒﻴﺔ ﺑﲔ ﻛﻔﺎﺀﺓ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﻠﺒﻴﺔ ﲢﺼﻞ ﻋﻠﻰ ﺩﺭﺟﺔ ‪ ٠,٣١‬ﺍﻟﱵ‬
‫ﺗﻘﻊ ﺑﲔ ‪ ٠,٤٠- ٠,٢١‬ﻓﻬﻲ ﲟﻌﲎ ﻋﻼﻗﺔ ﺿﻌﻴﻔﺔ‪.‬‬

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‫‪ .٢‬ﺳﻴﻒ ﺍﻷﻧﻮﺍﺭ ﻧﺎﺳﻮﺗﻴﻮﻥ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲟﻌﻬﺪ ﺩﺍﺭ‬
‫ﺍﳌﺘﻘﲔ ﺑﺎﺭﻭﻧﺞ ﺑﻮﻏﻮﺭ‪ .‬ﻳﺮﻯ ﺍﻟﺒﺤﺚ ﺃﻥ ﺍﻟﺪﻭﺍﻓﻊ ﺗﺄﺛﲑ ﺃﻛﱪ ﰱ ﳕﻮ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻫﻲ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﻫﺬﺍ ﺑﻨﺎﺀ ﻋﻠﻰ ﺃﺟﻮﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺍﻻﺳﺘﻔﺘﺎﺀﺍﺕ ﺍﻟﱵ ﻳﻮﺯﻳﻊ‬
‫ﺍﻟﺒﺎﺣﺚ ﺇﻟﻴﻬﻢ‪ ،‬ﻛﻤﺎ ﰲ ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﺍﻝ ﻛﺜﲑ ﻣﻨﻬﻢ ﳛﺒﻴﺒﻮﻥ ﻋﺎﻟﻴﺔ ﺟﺪﺍ ﻭﻋﺪﺩﻫﻢ ‪ ٣٧‬ﺗﻠﻤﻴﺬﺍ ﺃﻭ‬
‫ﺣﻮﺍﱃ ‪ %٧٤‬ﻭﻛﺬﻟﻚ ﺑﻨﺎﺀ ﻋﻠﻰ ﺟﻮﺍﺏ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﻟﺚ ﻛﺜﲑ ﻣﻨﻬﻢ ﳛﺒﻴﺒﻮﻥ ﻋﻠﻴﺔ‬
‫ﻭﻋﺪﺩﻫﻢ ‪ ٢٢‬ﺗﻠﻤﻴﺬﺍ ﺃﻭ ﺣﻮﺍﱃ ‪ .%٤٤‬ﻭﻻ ﺍﺣﺪ ﻣﻨﻬﻢ ﺍﻟﺬﻳﻦ ﳛﺒﻴﺒﻮﻥ ﺿﻌﻴﻔﺔ ﻭﺿﻌﻴﻔﺔ ﺟﺪﺍ‪.‬‬
‫ﻭﻫﺬﺍ ﻳﻌﺎﳌﻨﺎ ﺃﻥ ﺍﻟﺪﻭﺍﻓﻊ ‪‬ﺎﺩﻭﺭﻫﺎﻡ ﰱ ﺍﻟﺘﻌﺎﻣﻞ ﻭﺍﻟﺜﻘﺎﻫﻢ ﺇﱃ ﺣﺼﻮﻝ ﻣﺎ ﻧﺮﻳﺪ ﺧﺼﻮﺻﺎ ﳋﺼﻮﻝ‬
‫ﳒﺎﺡ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﻋﻨﺪ ﻧﻔﻮﺱ ﺍﻟﺘﻼﻣﻴﺬ‪.‬‬
‫‪ .٣‬ﻗﺎﻡ ﻫﺪﺍﻳﺔ ﺍﷲ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺩﻭﺍﻓﻊ ﻃﻼﺏ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻘﺪﳝﺔ ﰲ ﻣﻌﻬﺪ ﻧﺪﻭﺓ ﺍﻟﺒﻨﲔ‬
‫ﺑﻮﻧﺘﺖ ﺷﺮﺑﻮﻥ ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪ .‬ﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﻨﻴﻪ ﻭﺑﲔ ﻫﺬﺍ ﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﻫﻮ‬
‫ﻳﺒﺤﺚ ﻣﺎﻳﺘﻌﻠﻖ ﻋﻦ ﺩﻭﺍﻓﻊ ﻭﻟﻜﻨﻪ ﳛﺪﺩ ﲝﺜﻪ ﺑﺪﻭﺍﻓﻊ ﻃﻼﺏ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻘﺪﳝﺔ ﰲ‬
‫ﻣﻌﻬﺪ ﻧﺪﻭﺓ ﺍﻟﺒﻨﲔ ﺑﻮﻧﺘﺖ ﺷﲑﺑﻮﻥ ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ‪.‬‬
‫‪ .٤‬ﺇﻥﹼ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﳜﺘﻠﻒ ﺑﺎﻟﺒﺤﺚ ﺍﻷﻭﻝ ﻟﻴﺎ ﻗﻤﺮﻳﺔ ﻷ‪‬ﺎ ﺗﺒﺤﺚ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻛﻔﺎﺀﺓ ﻣﺪﺭﺱ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺪﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺃﻣﺎ ﺍﻟﺒﺎﺣﺜﺔ ﺗﺒﺤﺚ ﻋﻦ ﺁﺛﺎﺭ‬
‫ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺇﳒﺎﺯ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﺃﻥﹼ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﳜﺘﻠﻒ ‪‬ﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻷﻭﻝ‬
‫ﻣﻦ ﺟﻬﺔ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﻭﺯﻣﺎﻧﻪ‪ .‬ﻭﻛﺬﺍﻟﻚ‪ ،‬ﺇﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﳜﺘﻠﻒ ﺃﻳﻀﺎ ﺑﺎﻟﺒﺤﺚ ﻟﺴﻴﻒ ﺍﻷﻧﻮﺍﺭ‬
‫ﻷﻧﻪ ﻳﺒﺤﺚ ﻋﻦ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﳑﺎﺭﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲟﻌﻬﺪ ﺩﺍﺭ ﺍﳌﺘﻘﲔ‪ ،‬ﻭﺃﻣﺎ ﺍﻟﺒﺤﺜﺔ ﺗﺒﺤﺚ‬
‫ﻋﻦ ﺁﺛﺎﺭ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺇﳒﺎﺯ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﺃﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﳜﺘﻠﻒ ﰱ ﻣﻜﺎﻧﻪ‬
‫ﻭﺯﻣﺎﻧﻪ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻨﻲ‬
‫ﺍﻹﻁﺎﺭ ﺍﻟﻨﻅﺭﻱ‬
‫ﺃ ‪ .‬ﺍﻟﺩﻭﺍﻓﻊ‬
‫ﺍﻟﺪﻭﺍﻓﻊ ﻗﻮﺓ ﻧﻔﺴﻴﺔ ﺩﺍﺧﻠﻴﺔ ﲢﺮﻙ ﺍﻹﻧﺴﺎﻥ ﻟﻺﺗﻴﺎﻥ ﺑﺴﻠﻮﻙ ﻣﻌﲔ ﻟﺘﺤﻘﻴﻖ ﻫﺪﻑ ﳏﺪﺩ‪ .‬ﺇﺫﺍ‬
‫ﺣﺪﺙ ﻣﺎ ﻳﻌﻴﻖ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﲢﻘﻴﻖ ﻫﺪﻓﻪ ﻇﻞ ﻳﺸﻌﺮ ﺑﺎﻟﺘﻮﺗﺮ ﻭﺑﺎﻟﻀﻴﻖ‪ ،‬ﺇﱃ ﺃﻥ ﻳﻨﺎﻝ ﺑﻐﻴﺘﻪ ﻟﺪﺍﻓﻊ ﺍﻟﺬﻱ‬
‫‪١‬‬

‫ﺣﺮﻛﻪ ﳓﻮ ﺫﻟﻚ ﻛﻠﻪ‪.‬‬
‫ﻗﺎﻝ ﺳﺒﺤﺎﻧﻪ ﺗﻌﺎﱃ ﰲ ﻛﺘﺎﺑﻪ ﺍﻟﻜﺮﱘ‪" :‬ﺍﷲ ﺍﻟﺬﻱ ﺧﻠﻘﻜﻢ ﻣﻦ ﺿﻌﻒ ﰒ ﺟﻌﻞ ﻣﻦ ﺑﻌﺪ‬

‫ﺿﻌﻒ ﻗﻮﺓ ﰒ ﺟﻌﻞ ﻣﻦ ﺑﻌﺪ ﻗﻮﺓ ﺿﻌﻔﺎ ﻭﺷﻴﺒﺔ ﳜﻠﻖ ﻣﺎ ﻳﺸﺎﺀ ﻭﻫﻮ ﺍﻟﻌﻠﻴﻢ ﺍﻟﻘﺪﻳﺮ"‪).‬‬

‫ﺍﻟﺭﻡ ‪. (٥٤ : ٣٠/‬‬

‫ﻭﻗﺎﻝ ﰲ ﺍﻳﺔ ﺃﺧﺮﻯ‪" :‬ﻭﻧﻔﺲ ﻭﻣﺎ ﺳﻮﺍﻫﺎ ﻓﺄﳍﻤﺎﻫﺎ ﻓﺠﻮﺭﻫﺎ ﻭﺗﻘﻮﻫﺎ ﻗﺪ ﺃﻓﻠﺢ ﻣﻦ ﺯﻛﺎﻫﺎ ﻭﻗﺪ ﺧﺎﺏ‬
‫ﻣﻦ ﺩﺳﻬﺎ"‪ ).‬ﺍﻟﺸﻤﺱ ‪.(١٠- ٧ : ٩١ /‬‬

‫‪١‬‬

‫ﺭﺸﺩﻱ ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ ‪ .‬ﺘﻌﻠﻴﻡ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻐﻴﺭ ﺍﻟﻨﺎﻁﻘﻴﻥ ﺒﻬﺎ ‪) .‬ﺍﻟﺭﺒﺎﻁ ‪ ١٤١٠:‬ﻩ ‪١٩٨٩ /‬ﻡ(‪ ،‬ﺹ ‪.‬‬

‫‪٨١- ٨٠‬‬

‫‪٧‬‬

‫‪٨‬‬

‫ﻳﻌﺘﱪ ﺍﻟﺪﺍﻓﻊ ﰱ ﻣﻌﺎﻣﻠﺔ ﺍﻟﺘﺪﺭﻳﺲ ﲜﻤﻴﻊ ﻗﻮﺓ ﺍﻟﺘﺤﺮﻳﻚ ﺍﻟﻮﺍﺭﺩﺓ ﰱ ﻧﻔﺲ ﺍﻟﻄﻼﺏ ﺍﻟﱴ ﺗﱪﺯ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﺍﻟﱴ ﺗﻀﻤﻦ ﺇﻗﺎﻣﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻭﺗﻌﻄﻰ ﺍﻻﲡﺎﻩ ﻋﻠﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺣﱴ‬
‫ﳛﺼﻞ ﺍﻟﻐﺮﺽ ﺍﳌﺮﺟﻮ ﻣﻦ ﺍﻟﺘﻌﻠﻢ‪.‬‬

‫ﻻﺷﻚ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻳﺘﻤﻴﺰ ﺑﺴﻠﻮﻛﻪ ﺍﳍﺎﺩﻑ ﻭﺗﺼﺮﻓﺎﺗﻪ ﺍﳌﺴﺘﻤﺮﺓ ﰲ ﺩﺍﺋﺮﺓ ﺣﺎﺟﺎﺗﻪ ﻭﻓﻖ ﺩﻭﺍﻓﻊ‬
‫ﳐﺘﻠﻔﺔ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ .‬ﻭﻣﺎﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳊﺎﺟﺎﺕ ﺍﳊﻴﺎﺗﻴﻪ ﻭﺍﻻﺳﺎﺳﻴﺔ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﻣﻨﻬﺎ‬
‫ﻭﺍﻟﻌﺎﻃﻔﻴﺔ ﻭﺍﳌﻌﻨﻮﻳﺔ ﺍﻻ ﺩﻟﻴﻞ ﻗﺎﻃﻊ ﻹﺛﺒﺎﺕ ﻣﻀﺎﻣﲔ ﺍﻟﺪﻭﺍﻓﻊ ﻛﺨﻠﻔﻴﺔ ﻟﻜﻞ ﻧﺸﺎﻁ ﺃﻭ ﲢﺮﻙ‪ .‬ﻟﺬﺍ ﻻﺑﺪ‬
‫ﻣﻦ ﺍﻟﺘﻄﺮﻕ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ ﻟﺘﻜﻮﻳﻦ ﺭﺅﻳﺔ ﻭﺍﺿﺤﺔ ﻋﻦ ﻣﻘﺎﺻﺪ ﺍﳊﻴﺎﺓ ﺍﻟﺬﺍﺗﻴﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺣﱴ ﺍﻟﺮﻭﺣﻴﺔ‪ .‬ﻣﻦ ﻫﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺍﻟﺪﻭﺍﻓﻊ ﻣﻦ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ ﻋﻤﻮﻣﺎ ﻭﰱ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺧﺼﻮﺻﺎ‪ ،‬ﻛﻤﺎ ﺃﻛﺪ ﻋﻠﻴﻪ ﳏﻤﺪ ﻋﺜﻤﺎﻥ ﳒﺎﰐ‪" :‬ﺇﻥ ﺩﺭﺍﺳﺔ ﺩﻭﺍﻓﻊ‬
‫ﺍﻟﺴﻠﻮﻙ ﻣﻬﻤﺔ ﰲ ﺯﻳﺎﺩﺓ ﻓﻬﻢ ﺍﻻﻧﺴﺎﻥ ﻟﻨﻔﺴﻪ ﻭﻟﻐﲑﻩ ﻣﻦ ﺍﻟﻨﺎﺱ"‪ .‬ﻭﻳﻘﻮﻝ ﺃﻳﻀﺎ ﺩﺭﺍﺳﺔ ﺍﻟﺪﻭﺍﻓﻊ ﻣﻔﻴﺪﺓ‬
‫ﺃﻳﻀﺎ ﻷ‪‬ﺎ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺍﻟﺘﻨﺒﻮﺀ ﺑﺎﻟﺴﻠﻮﻙ ﺍﻻﻧﺴﺎﱐ‪ ،‬ﻓﻨﺤﻦ ﺇﺫﺍ ﻋﺮﻓﻨﺎ ﺩﻭﺍﻓﻊ ﺷﺨﺺ ﻣﺎ ﻓﺈﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ‬
‫ﺃﻥ ﻧﺘﻨﺒﺄ ﺑﺎﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﺳﻴﺼﺪﺭ ﻋﻨﻪ ﰲ ﻇﺮﻭﻑ ﻣﻌﻴﻨﺔ‪.‬‬

‫‪٢‬‬

‫ﻭﻛﺎﻥ ﺍﻟﺪﺍﻓﻊ ﻟﻪ ﺩﻭﺭ ﻫﺎﻡ ﰱ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﳚﻌﻞ ﺍﻟﻄﻼﺏ ‪‬ﺬﺍ ﺍﻟﺪﺍﻓﻊ ﻣﻮﺍﻇﺒﺎ ﰱ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ‪،‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﳛﺼﻞ ﺑﻪ ﻛﻴﻔﻴﺔ ﻧﺘﻴﺠﺔ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﺍﻟﻄﺎﻟﺐ ﺍﻟﺬﻯ ﳝﻠﻚ ﺍﻟﺪﺍﻓﻊ ﰱ ﺗﻌﻠﻤﻪ‬
‫ﺳﻴﻨﺠﺢ ﻓﻴﻪ‪.‬‬
‫ﺇﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺑﻮﻟﻮﻉ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺭﻏﺒﺎ‪‬ﻢ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻏﺎﻳﺔ ﻭﻭﺳﻴﻠﺔ ﰲ ﺁﻥ ﻭﺍﺣﺪ‪ ،‬ﻓﻬﻮ‬

‫ﻏﺎﻳﺔ‪ ،‬ﻷﻧﻨﺎ ﻧﻌﲎ ﺑﺘﻄﻮﻳﺮ ﻗﺪﺭﺍﺕ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺍﻫﺘﻤﺎﻣﻬﻢ‪ ،‬ﻭﻻ ﳝﻜﻦ ﳍﻢ ﺃﻥ ﻳﺘﻌﻠﹼﻤﻮﺍ ﺍﳌﺎﺩﺓ ﺍﻟﻠﻐﻮﻳﺔ ﰲ‬
‫‪٣‬‬
‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻣﺎﱂ ﻳﻮﺟ‪‬ﻬﻮﺍ ﺍﻧﺘﺒﺎﻫﻬﻢ ﻭﻳﺒﺪﻭ ﺍﻫﺘﻤﺎﻣﺎ ‪‬ﺎ‪.‬‬

‫‪ ٢‬ﺇﺴﻤﺎﻋﻴل ﺭﻓﻨﺩﻱ‪ ،‬ﺃﻫﻤﻴﺔ ﺍﻟﺩﻭﺍﻓﻊ ﺫﺍﺘﺎ ﻭﻤﻭﻀﻭﻋﺎ‪ ٢٢ .bafree.net،‬ﻳﻮﻟﻴﻮ ‪٢٠١١‬‬

‫‪ .٣‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻔﻮﺯﺍﻥ‪ ،‬ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ١٤٢٨.‬ﻫــ‪،‬ﺹ‪٢٧.‬‬

‫‪٩‬‬

‫‪ .١‬ﺘﻌﺭﻴﻑ ﺍﻟﺩﻭﺍﻓﻊ‬
‫ﺗﺴﺘﺨﺪﻡ ﻛﻠﻤﺔ ﺩﺍﻓﻊ‬

‫‪motive‬‬

‫ﰲ ﺍﳊﺎﻳﺔ ﺍﳉﺎﺭﻳﺔ ﲟﻌﺎﻥ ﺃﴰﻞ ﻭﺃﻭﺳﻊ ﻛﺜﲑﺍ ﻣﻦ ﻣﻌﻨﺎﻩ‬

‫ﺍﻟﺴﻴﻜﻠﻮﺟﻲ‪ ،‬ﻓﺘﺸﻤﻞ ﺑﺬﻟﻚ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﳌﺜﲑﺍﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻻﻧﻔﻌﺎﻻﺕ ﻭﺍﻷﻫﺪﺍﻑ‪ .‬ﻭﺇﻥ ﺍﳌﺪﻟﻮﻝ‬
‫ﺍﳊﺮﰱ ﺃﻭ ﺍﻟﻠﻔﻈﻰ ﻟﻜﻠﻤﺔ )ﺩﺍﻓﻊ( ﻳﺘﻀﻤﻦ ﻛﻞ ﻣﺎﺳﺒﻖ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺇﻧﻪ ﻳﺘﻀﻤﻦ ﻣﻌﲎ ﺍﻟﺘﺤﺮﻳﻚ ﺃﻭ‬
‫ﺍﻟﺪﻓﻊ‪.‬‬

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‫ﺍﻟﺪﻭﺍﻓﻊ ﲨﻊ "ﺩﺍﻓﻊ" ﻭﻫﻲ ﻟﻐﺔ ﺍﺳﻢ ﺍﻟﻔﺎﻋﻞ ﻣﻦ ﻛﻠﻤﺔ ﺩﻓﻊ – ﻳﺪﻓﻊ – ﺩﺍﻓﻊ ﻭﻫﻲ ﻛﻠﻤﺔ ﳝﻜﻦ‬
‫ﺗﺮﲨﺘﻬﺎ ﺑ ‪ dorongan‬ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﺃﻭ ‪ motivasi‬ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ٥.‬ﻭﺫﻫﺐ ﳏﻤﺪ ﻧﻮﺭ‬
‫ﺇﱄ ﺃ‪‬ﺎ "ﺗﻄﻠﻖ ﻋﻠﻰ ﺗﺮﲨﺔ ﻛﻠﻤﱴ‬
‫ﻭ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ"‪.‬‬

‫‪ mot ive‬ﺃﻭ‬

‫‪ mot ivat ion‬ﺗﺴﺘﺨﺪﻣﺎﻥ ﻛﺜﲑﺍ ﰲ ﳎﺎﻝ ﻋﻠﻢ ﺍﻟﻨﻔﺲ‬

‫‪٦‬‬

‫ﻭﺍﻟﺪﻭﺍﻓﻊ ﲨﻊ ﻣﻦ ﺍﻟﺪﺍﻓﻊ )ﻟﻐﺔ ﺍﺳﻢ ﺍﻟﻔﺎﻋﻞ ‪ :‬ﺩﻓﻊ – ﻳﺪﻓﻊ – ﺩﺍﻓﻊ( ﻟﻐﺔ ﲟﻌﲎ ﺍﻟﺒﺎﻋﺚ ﺃﻭ‬
‫ﺍﳊﺚ‪ ٧.‬ﻳﻌﲎ ﺍﻟﺴﻌﻰ ﻭﺍﳉﻬﺪ ﻷﺣﺪ ﰱ ﺍﲡﺎﻩ ﻋﻤﻞ ﺷﻴﺊ ﰱ ﺣﻴﺎﺗﻪ‪ .‬ﻭﻗﻴﻞ ﻳﺴﻤﻰ ﺃﻳﻀﺎ‬
‫ﺑ"‪ "Motivation‬ﻭﺃﺻﻞ ﻛﻠﻤﺔ ﻣﺎ ﻳﺴﻤﻰ ﺑ "‪ "Motif‬ﺃﻭ "‪."Motivasi‬‬

‫‪٨‬‬

‫ﻫﺬﺍ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳌﻌﲎ ﺍﻟﻠﻔﻈﻲ ﺍﻟﻌﺎﻡ‪ ،‬ﻭﺃﻣﺎ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳌﻌﲎ ﺍﻟﺴﻴﻜﻮﻟﻮﺟﻲ‪ ،‬ﻓﺘﻠﻚ ﺍﻟﻜﻠﻤﺔ ﳍﺎ‬
‫ﺗﻌﺮﻳﻔﺎﺕ ﻛﺜﲑﺓ ﻓﻬﻲ ﺳﻌﻲ ﺣﺮﻛﻲ‪ ‬ﰲ ﻧﻔﺲ ﺭﺟﻞ ﺃﻭ ﺍﻣﺮﺃﺓ ﺃﻭ ﺷﺨﺺ ﻟﻌﻤﻞ ﺷﻴﺊ ﻣﻌﻴ‪‬ﻦ ﻋﻠﻰ ﻫﺪﻑ‬
‫ﻭﺍﺣﺪ‪ ،‬ﻭﺭﺃﻯ ﻣﻴﻚ ﺩﻭﻧﻞ‬

‫ﺃﻥ ﺍﻟﺪﻭﺍﻓﻊ ﻫﻮ ﺗﻐﻴﲑ ﺍﻟﻄﺎﻗﺔ ﻭﺍﻟﻘﻮﺓ ﻷﺣﺪ ﻭﻳﻈﻬﺮ ﻓﻴﻪ‬

‫‪Mc. Donald‬‬
‫‪٩‬‬

‫ﺍﻟﺸﻌﻮﺭ ﻭﻳﺴﺒﻖ ﻋﻠﻴﻪ ﺍﺳﺘﺠﺎﺑﺔ ﻋﻠﻰ ﺍﳍﺪﻑ‪.‬‬

‫‪ ٤‬ﻤﺼﻁﻔﻰ ﻓﻬﻤﻰ‪ ،‬ﺴﻴﻭﻜﻭﻟﻭﺠﻴﺔ ﺍﻟﻨﻌﻠﻡ‪) ،‬ﺍﻟﻘﺎﻫﺭﺓ ‪ :‬ﻤﻜﺘﺒﺔ ﻤﺼﺭ‪ ،‬ﺩ ‪.‬ﺱ ‪ ،(.‬ﺹ ‪. ١٣٦ .‬‬

‫‪٥‬‬

‫‪Hans Wehr, A Dictionary of Modern Written Arabic, (London: George Allen and‬‬
‫‪Unwin LTD, ١٩٧١), h. ٢٨٦‬‬
‫‪٦‬‬
‫‪M. Noor, HS, Himpunan Istilah Psikologi, (Jakarta: CV. Pedoman Ilmu Jaya, ١٩٩٧),‬‬
‫‪cet. Ke-٣, hal. ١٢٣‬‬
‫‪٧‬‬
‫‪Ahmad Warson Munawir, Kamus Arab–Indonesia, (Surabaya : Pustaka Progressif,‬‬
‫‪١٩٩٧), cet. XIV, hal. ٤١٠‬‬
‫‪٨‬‬
‫‪Ahmad Warson Munawir, Kamus Indonesia – Arab, (Surabaya : Pustaka Progressif,‬‬
‫‪١٩٩٧), hal. ٥٨٣‬‬
‫‪٩‬‬
‫‪Sadirman A.M., Interaksi dan Motifasi Belajar Mengajar, (Jakarta: PT Raja Grafindo‬‬
‫‪Persada, ٢٠٠٨), hal. ٧٣.‬‬

‫‪١٠‬‬

‫"ﻭﻗﺎﻝ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﻋﻴﺴﻮﻱ ﺍﻟﺪﻭﺍﻓﻊ ‪ motive‬ﺑﺄﻧﻪ ﺣﺎﻟﺔ ﺩﺍﺧﻠﻴﺔ ﺃﻭ ﺍﺳﺘﻌﺪﺍﺩ ﺩﺍﺧﻠﻲ ﻓﻄﺮﻱ ﺃﻭ‬
‫ﻣﻜﺘﺴﺐ ﺷﻌﻮﺭﻱ ﺃﻭ ﻻ ﺷﻌﻮﺭﻱ‪ ،‬ﻋﻀﻮﻱ ﺃﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺃﻭ ﻧﻔﺴﻲ‪ ،‬ﻳﺜﲑ ﺍﻟﺴﻠﻮﻙ‪ ،‬ﺫﻫﻨﻴﺎﹰ ﻛﺎﻥ ﺃﻭ‬
‫ﺣﺮﻛﻴﺎﹰ‪ ،‬ﻭﻳﻮﺻﻠﻪ ﻭﻳﺴﻬﻢ ﰲ ﺗﻮﺟﻴﻪ ﺇﱃ ﻏﺎﻳﺔ ﺷﻌﻮﺭﻳﺔ ﺃﻭ ﻻﺷﻌﻮﺭﻳﺔ‪ .‬ﻓﻤﻦ ﺍﻟﺪﻭﺍﻓﻊ ﻣﺎ ﻫﻮ ﻓﻄﺮﺱ ﻭﻣﺎ‬
‫ﻫﻮ ﻣﻜﺘﺴﺐ ﰒ ﻣﺎ ﻫﻮ ﺷﻌﻮﺭﻱ ﻭﻣﺎ ﻫﻮ ﻻ ﺷﻌﻮﺭﻱ‪.‬‬

‫‪١٠‬‬

‫ﻭﳝﻜﻦ ﺃﻥ ﻳﺄﺧﺬ ﻣﻦ ﺍﻟﺒﺤﺚ ﺍﻟﻌﺎﱃ ﺃﻥﹼ ﺍﻟﺪﺍﻓﻊ ﻫﻮ ﺗﻐﻴ‪‬ﺮ ﺍﻟﻘﻮﺓ ﺍﻟﱴ ﺗﻜﻮﻥ ﰱ ﻧﻔﺲ ﺍﻟﺸﺨﺺ‬
‫ﺍﻟﱴ ﻗﺪ ﲢﺜﹼﻪ ﺃﻥ ﻳﻔﻌﻞ ﺍﻟﺸﻲﺀ ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﳛﺼﻞ ﺑﻪ ﻋﻠﻰ ﺍﻟﻐﺮﺽ ﺍﳌﺮﺟﻮ ﰱ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﺃﻣﺎ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﻌﻠﻢ ﺑﻐﲑ ﺍﻟﺪﺍﻓﻊ ﰱ ﻧﻔﺲ ﺍﻟﻄﺎﻟﺐ ﻓﻴﻜﻮﻥ ﺑﻌﻴﺪﺍ ﻣﻦ ﺍﻟﻨﺠﺎﺡ ﺃﻭﻻ ﲢﺼﻞ ﺍﳒﺎﺯ ﺍﻟﺘﻌﻠﻢ ﺍﻷﺣﺴﻦ ﻣﻨﻪ‪.‬‬

‫ﻭﻛﺎﻥ ﺍﻟﺪﺍﻓﻊ ﰱ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻫﻮ ﻗﻮﺓ ﺍﻟﺘﺤﺮ‪‬ﻙ ﺍﻟﱴ ﺗﱪﺯ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ﺣﱴ ﳝﻜﻦ ﺃﻥ ﲢﺼﻴﻞ ﺍﻟﻐﺮﺽ‬
‫ﺍﳌﺮﺟﻮ‪.‬‬

‫ﺍﻟﺪﻭﺍﻓﻊ ﻫﻲ ﺍﻟﻄﺎﻗﺎﺕ ﺍﻟﱵ ﺗﺮﺳﻢ ﻟﻠﻜﺎﺋﻦ ﺍﳊﻲ ﺍﻫﺪﺍﻓﻪ ﻭﻏﺎﻳﺎﺗﻪ ﻟﺘﺤﻘﻖ ﺍﻟﺘﻮﺍﺯﻥ ﺍﻟﺪﺍﺧﻠﻲ ﺍﻭ‬
‫‪‬ﻲﺀ ﻟﻪ ﺍﺣﺴﻦ ﺗﻜﻴﻒ ﳑﻜﻦ ﻣﻊ ﺍﻟﺒﻴﺌﺔ ﺍﳋﺎﺭﺟﻴﺔ‪" ١١.‬ﻭﻗﺎﻝ ﺩﻛﺘﻮﺭ ﺃﲪﺪ ﻋﺰﺕ ﺭﺍﺟﺢ‪ :‬ﺍﻟﺪﺍﻓﻊ ﺧﺎﻟﺔ‬
‫‪١٢‬‬

‫ﺩﺍﺧﻠﻴﺔ‪ ،‬ﺟﺴﻤﻴﺔ ﺃﻭ ﻧﻔﺴﻴﺔ‪ ،‬ﺗﺜﲑ ﺍﻟﺴﻠﻮﻙ ﰲ ﻇﺮﻑ ﻣﻌﻴﻨﺔ‪ ،‬ﻭﺗﻮﺍﺻﻠﻪ ﺣﱴ ﻳﻨﺘﻬﻰ ﺇﱃ ﻏﺎﻳﺔ ﻣﻌﻴﻨﺔ"‪.‬‬

‫ﻭﻗﺎﻝ ﻣﺼﻄﻔﻰ ﻓﻬﻤﻲ‪ :‬ﻛﻠﻤﺔ )ﺩﺍﻓﻊ( ﺍﺻﻄﻼﺡ ﻳﻄﻠﻖ ﻓﻘﻂ ﻋﻠﻰ ﺍﻟﺒﻮﺍﻋﺚ ﺍﻟﺬﺍﺗﻴﺔ ﺃﻭ ﺍﻟﺒﺎﻃﻨﻴﺔ‪،‬‬
‫ﻭﺍﻟﺪﻭﺍﻓﻊ ‪‬ﺬﺍ ﺍﳌﻌﲎ ﺍﳋﺎﺹ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﻮﺓ ﺩﺍﺧﻠﻴﺔ ﻣﻮﺟﻬﺔ‪ ،‬ﻭﻧﻘﺼﺪ ﺑﺬﻟﻚ ﺃﻧﻪ ﻳﻨﺸﺄ ﺩﺍﺧﻞ ﺍﻟﻔﺮ�