Isti'mal La'b Tarkib Al-kalimat stirred words fii ta'lim qawaid al-lughah al-arabiyyah lada talamidz ash-shof ats-tsani Mts. Pembangunan

‫ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ”‪“ St irred Words‬‬

‫ﻓﻲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﻣﺪﺭﺳﺔ ﺑﻤﺒﺎﻧﺠﻮﻧﺎﻥ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬

‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﺭﺯﻗﻲ ﺩﻳﲏ ﺭﻣﻀﺎﱐ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٧٠١٢٠٠٠٣٣١ :‬‬
‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﺤﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫‪ ١٤٣٢‬ﻫـ ‪ ٢٠١١ /‬ﻡ‬

‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﻣﻮﺿﻮﻉ " ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ”‪ “ St irred Words‬ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﻣﻦ ﻣﺪﺭﺳﺔ ﲟﺒﺎﳒﻮﻧﺎﻥ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ" ﺇﱃ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ‬
‫ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ﺍﳋﻤﻴﺲ‪ ٢٠،‬ﺃﻛﺘﻮﺑﺮ ‪ ٢٠١١‬ﻡ ﺃﻣﺎﻡ ﳉﻨﺔ‬
‫ﺍﻻﻣﺘﺤﺎﻥ‪ ،‬ﻭﻧﺎﻟﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ٢٠ ،‬ﺃﻛﺘﻮﺑﺮ ‪٢٠١١‬‬
‫ﺍﻟﺘﺎﺭﻳﺦ‬

‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬
‫)ﺭﺋﻴﺲ ﺍﻟﻘﺴﻢ(‬
‫‪ ٢٠‬ﺃﻛﺘﻮﺑﺮ ‪٢٠١١‬‬
‫‪ .١‬ﺩ‪/.‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪١٩٥٤٠٢٠١١٩٨٧١٢٠٠١ :‬‬
‫)ﺳﻜﺮﺗﲑﺓ ﺍﻟﻘﺴﻢ(‬
‫‪ ٢٠‬ﺃﻛﺘﻮﺑﺮ ‪٢٠١١‬‬
‫‪ .٢‬ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪١٩٧٣٠٥٠٥١٩٩٩٠٣٢٠٠٣ :‬‬
‫)ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭ‪‬ﻝ(‬
‫‪ ٢٠‬ﺃﻛﺘﻮﺑﺮ ‪٢٠١١‬‬
‫‪ .٣‬ﺃ‪.‬ﺩ‪/‬ﳏﻤﺪ ﻣﺜﲎ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪١٩٥١٠٨٠٧١٩٨٠٠٣١٠٠٦ :‬‬
‫)ﺍﳌﻤﺘﺤﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ(‬
‫‪ ٢٠‬ﺃﻛﺘﻮﺑﺮ ‪٢٠١١‬‬
‫‪ .٤‬ﺳﱵ ﺃﻭﺭﻳﺎﻧﺎ ﺭﲪﻮﺍﰐ ﺍﳌﺎﺟﺴﺘﲑﺓ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪١٩٧٠٠٨٠٤١٩٩٧٠٣٢٠٠٣ :‬‬
‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‬

‫ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬

‫ﺃ‪.‬ﺩ‪/‬ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪١٩٥٧١٠٠٥١٩٧٨٠٣١٠٠٣‬‬

‫ﺍﻟﺘﻮﻗﻴﻊ‬
‫‪.......................‬‬

‫‪.......................‬‬

‫‪.......................‬‬

‫‪.......................‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ‬

‫”‪“ St irred Words‬‬

‫ﻓﻲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﻣﺪﺭﺳﺔ ﺑﻤﺒﺎﻧﺠﻮﻧﺎﻥ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﲝﺚ ﺗﻜﻤﻴﻠﻲ‬
‫ﻣﻘﺪﻡ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ‬
‫ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﺭﺯﻗﻲ ﺩﻳﲏ ﺭﻣﻀﺎﱐ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٧٠١٢٠٠٠٣٣١ :‬‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ ‪:‬‬

‫ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ‬

‫ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‬

‫) ﺍﻟﺪﻛﺘﻮﺭﻧﺪﻭﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ (‬

‫) ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬

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

‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ﻭﺑﻪ ﻧﺴﺘﻌﲔ ﻭﻋﻠﻰ ﺃﻣﻮﺭ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻟﺪﻳﻦ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺃﺷﺮﻑ‬
‫ﺍﻷﻧﺒﻴﺎﺀ ﻭﺍﳌﺮﺳﻠﲔ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ‪.‬‬
‫ﻓﻘﺪ ﲤﺖ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﺔ‬
‫ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﺍﻋﺘﺮﻓﺖ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻻ ﻳﻨﺘﻬﻰ ﺑﺪﻭﻥ ﻣﺴﺎﻋﺪﺍﺕ ﻭﺗﻮﺟﻴﻬﺎﺕ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﻟﺬﺍ‪ ،‬ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ‬
‫ﺷﻜﺮﻫﺎ ﺍﳉﺰﻳﻞ ﻭﺗﻘﺪﻳﺮﻫﺎ ﺍﻟﺒﺎﻟﻎ ﳍﺆﻻﺀ ﺍﻟﺬﻳﻦ ﺳﺎﻋﺪﻭﻫﺎ ﰲ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻣﻨﻬﻢ ‪:‬‬
‫‪ .١‬ﺳﻴﺎﺩﺓ ﺍﻷﺳﺘﺎﺫ ﺍﻟﻔﺎﺿﻞ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﳉﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪ .٢‬ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﻭﺍﻟﺴﻜﺮﺗﲑ ﳍﺬﺍ ﺍﻟﻘﺴﻢ ﺍﻷﺳﺘﺎﺫﺓ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ‬
‫‪ .٣‬ﺍﻟﻔﺎﺿﻼﻥ ﺍﳌﺸﺮﻓﺎﻥ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻭ ﺍﻷﺳﺘﺎﺫ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ‬
‫ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﺍﻥ ﻗﺎﻣﺎ ﺑﺎﻹﺷﺮﺍﻑ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﻘﻴﻤﺔ ﻭﺍﳌﺴﺎﻋﺪﺓ ﺍﻟﻨﺎﻓﻌﺔ ﰲ‬
‫ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‬
‫‪ .٤‬ﲨﻴﻊ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻜﺮﺍﻡ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺎﻣﻮﺍ ﺑﻮﺍﺟﺒﺎ‪‬ﻢ ﻭﺑﺬﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ‬
‫ﻭﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻌﻠﻮﻡ ﻧﺎﻓﻌﺔ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‬

‫‪ .٥‬ﺍﻟﻮﺍﻟﺪﺍﻥ ﺍﻟﻜﺮﳝﺎﻥ ﺍﶈﺒﻮﺑﺎﻥ ﲣﺺ ﺍﻟﺒﺎﺣﺜﺔ ﺑﻜﻞ ﺧﻀﻮﻉ ﻭﺧﻠﻮﺹ ﺍﻟﺸﻜﺮ ﻭﻏﺎﻳﺔ ﺍﻻﺣﺘﺮﺍﻡ‬
‫ﻭﻋﻈﻴﻢ ﺍﻟﺘﺤﻴﺔ ﻋﻠﻴﻬﻤﺎ ﺍﻟﻠﺬﻳﻦ ﺭﺑﻴﺎﻫﺎ ﺃﺣﺴﻦ ﺍﻟﺘﺮﺑﻴﺔ ﻣﻨﺬ ﺻﻐﺮﻫﺎ ﺑﻜﻞ ﺟﻬﺪ ﻭﺗﻌﺐ ﻭﻗﺪ‬
‫ﺃﻋﻄﺎﻫﺎ ﻧﻔﻘﺘﻬﻤﺎ ﻣﺎﺩﻳﺔ ﻛﺎﻧﺖ ﺃﻭ ﺭﻭﺣﻴﺔ ﺣﱴ ﺗﻜﻮﻥ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻬﺎ ﰲ ﻫﺬﻩ‬
‫ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﻋﻠﻰ ﺣﺒﻴﱯ ﺃﲪﺪ ﺍﻟﺮﻓﺎﻋﻲ ﻭﺍﻹﺧﻮﺓ ﺍﻟﺬﻳﻦ ﺷﺠﻌﻮﻫﺎ ﻹﲤﺎﻡ ﺍﻟﺪﺭﺍﺳﺔ‬
‫‪ .٦‬ﻓﻀﻴﻠﺔ ﻣﺪﻳﺮ ﻣﺪﺭﺳﺔ ﲟﺒﺎﳒﻮﻧﺎﻥ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﺳﺘﺎﺫ ﺭﺳﻠﻲ‬
‫ﺇﺳﺤﺎﻕ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺳﺘﺎﺫ ﻣﻮﻣﻮﻥ ﳎﻴﺐ ﺍﻟﺮﲪﻦ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﻭﺍﻟﺘﻼﻣﻴﺬ ﻭﺍﻟﺘﻠﻤﻴﺬﺍﺕ ﻓﻴﻬﺎ ﺍﻟﺬﻳﻦ ﻳﻔﻀﻠﻮﻥ ﲟﺴﺎﻋﺪﺍ‪‬ﻢ ﰲ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺒﺤﺚ ﺍﳌﻴﺪﺍﱐ‬
‫‪ .٧‬ﻭﲨﻴﻊ ﺍﻷﺻﺤﺎﺏ ﻭﺍﻟﺼﺎﺣﺒﺎﺕ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﻛﻞ ﻣﺴﺎﻋﺪﺍ‪‬ﻢ ﻭﺍﻗﺘﺮﺍﺣﺘﻬﻢ ﰲ‬
‫ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺧﺎﺻﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻰ ‪٢٠٠٧‬‬

‫أ‬

‫‪ii‬‬

‫‪ .٨‬ﲨﻴﻊ ﺍﻷﻃﺮﺍﻑ ﺍﻟﺬﻳﻦ ﻻ ﲤﻜﻦ ﻟﻠﺒﺎﺣﺜﺔ ﺫﻛﺮﻫﻢ ﻭﺍﺣﺪﺍ ﻓﻮﺍﺣﺪﺍ ﻋﻠﻰ ﻣﺴﺎﻋﺪﺍ‪‬ﻢ ﻟﻠﺒﺎﺣﺜﺔ‪.‬‬

‫ﻭﺃﺧﲑﺍ ﺗﺮﺟﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﳚﺰﻳﻬﻢ ﺍﷲ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻭﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺇﺳﻬﺎﻣﺎ‬
‫ﰲ ﺍﻟﻨﻬﻮﺽ ﺑﻨﻮﻋﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻄﻼﺏ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫ﻭﻧﺴﺄﻝ ﺍﷲ ﻳﻠﻬﻤﻨﺎ ﺍﳍﺪﺍﻳﺔ ﻭﺍﻟﺘﻮﻓﻴﻖ‬

‫ﺟﺎﻛﺮﺗﺎ‪ ،‬ﺳﻔﺘﻤﱪ ‪٢٠١١‬‬

‫ﺍﻟﺒﺎﺣﺜﺔ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪ ....................................................................‬ﺃ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪ ...........................................................‬ﺝ‬
‫ﻣﻠﺨﺺ ‪ ....................................................................‬ﺯ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪١.............................................................‬‬

‫أ‪.‬‬

‫ﺏ ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪٣...........................................................‬‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪٣...................................................‬‬
‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪٤......................................................‬‬
‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪٤......................................................‬‬
‫ج‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪٤ ..............................................................‬‬
‫‪ .١‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ‪٤ .......................................................‬‬
‫‪ .٢‬ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ‪٤ ......................................................‬‬

‫د‪.‬‬

‫ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪٥ ................................................................‬‬

‫ه‪.‬‬

‫ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ‪٥ ................................................................‬‬

‫و‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪٥ ...........................................................‬‬

‫ز‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ ‪٦ ................................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻯ‬
‫أ‪.‬‬

‫ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ‪٧ ..............................................................‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ‪٧ ..............................................‬‬
‫‪ .٢‬ﺃﳘﻴﺔ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ‪٨ ................................................‬‬
‫ج‬

‫‪iv‬‬

‫‪ .٣‬ﺗﺼﻨﻴﻒ ﺍﻷﻟﻌﺎﺏ ‪١١ ..................................................‬‬
‫‪ .٣.١‬ﺗﺼﻨﻴﻒ ﺍﻷﻟﻌﺎﺏ ﻣﻦ ﺣﻴﺚ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﻭﻋﻨﺎﺻﺮﻫﺎ‪١١ ...........‬‬
‫‪ .٣.٢‬ﺗﺼﻨﻴﻒ ﺍﻷﻟﻌﺎﺏ ﻣﻦ ﺣﻴﺚ ﻃﺒﻴﻌﺘﻬﺎ ﻭﺭﻭﺣﻬﺎ ‪١٢ ..................‬‬
‫‪ .٤‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻌﺎﺏ ﰲ ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ‪١٢ ..................................‬‬
‫‪ .٤.١‬ﻛﻴﻔﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻌﺎﺏ ‪١٢ .....................................‬‬
‫‪ .٤.٢‬ﺗﻨﻈﻴﻢ ﺍﻟﻠﻌﺒﺔ )ﻛﻴﻔﻴﺔ ﻳﻨﻈﻢ ﺍﻟﻔﺼﻞ( ‪١٣ ............................‬‬
‫‪ .٥‬ﺃﻧﻮﺍﻉ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﻋﻦ ﲨﻠﺔ ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ ‪١٤‬‬
‫ﺏ‪ .‬ﺍﳉﻤﻠﺔ )ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻭ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ( ‪١٤ ....................................‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﳉﻤﻠﺔ‪١٤ ......................................................‬‬
‫‪.٢‬‬

‫ﺗﻘﺴﻴﻢ ﺍﳉﻤﻠﺔ‪١٥ ......................................................‬‬

‫‪٢.١‬‬

‫ﲨﻠﺔ ﺍﲰﻴﺔ ‪١٥ ....................................................‬‬

‫‪ ٢.١.١‬ﺍﳌﺒﺘﺪﺃ ‪١٥ ..................................................‬‬
‫‪٢.١.١.١‬‬

‫ﺃﺣﻜﺎﻡ ﺍﳌﺒﺘﺪﺃ ‪١٦ .................................‬‬

‫‪٢.١.١.٢‬‬

‫ﺃﻗﺴﺎﻡ ﺍﳌﺒﺘﺪﺃ ‪١٧ .................................‬‬

‫‪ ٢.١.٢‬ﺍﳋﱪ ‪١٧ ..................................................‬‬
‫‪٢.١.٢.١‬‬

‫ﺃﺣﻜﻠﻢ ﺧﱪ ﺍﳌﺒﺘﺪﺃ ‪١٧ ............................‬‬

‫‪٢.١.٢.٢‬‬

‫ﺃﻗﺴﺎﻡ ﺧﱪ ﺍﳌﺒﺘﺪﺃ ‪١٨ .............................‬‬

‫‪ ٢.٢‬ﲨﻠﺔ ﻓﻌﻠﻴﺔ ‪١٩ ....................................................‬‬
‫‪ ٢.٢.١‬ﺍﻟﻔﻌﻞ ‪١٩ ..................................................‬‬
‫‪ ٢.٢.٢‬ﺍﻟﻔﺎﻋﻞ ‪١٩ ..................................................‬‬
‫‪٢.٢.٢.١‬‬

‫ﺃﺣﻜﺎﻡ ﺍﻟﻔﺎﻋﻞ‪٢٠ ................................‬‬

‫‪٢.٢.٢.٢‬‬

‫ﺃﻗﺴﺎﻡ ﺍﻟﻔﺎﻋﻞ ‪٢٠ ................................‬‬

‫‪ ٢.٢.٣‬ﻣﻔﻌﻮﻝ ﺑﻪ ‪٢١ ...............................................‬‬

‫‪v‬‬

‫‪٢.٢.٣.١‬‬

‫ﺃﺣﻜﺎﻡ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ‪٢١ ............................‬‬

‫‪٢.٢.٣.٢‬‬

‫ﺃﻗﺴﺎﻡ ﺍﳌﻔﻌﻮﻝ ﺑﻪ ‪٢٢ .............................‬‬

‫ﺝ‪ .‬ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪٢٢ ...................................................‬‬
‫‪ .١‬ﻣﻔﻬﻮﻡ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪٢٢ ....................................‬‬
‫‪ .٢‬ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪٢٣ ....................................‬‬
‫‪ .٣‬ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺍﻻﺳﺘﻘﺮﺋﻴﺔ ‪٢٣ .................‬‬
‫‪ ٣.١‬ﻣﺮﺍﺣﻞ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻷﻭﻝ ‪٢٤ .......................................‬‬
‫‪ ٣.٢‬ﻣﺮﺍﺣﻞ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﺜﺎﱐ ‪٢٤ .......................................‬‬
‫ﺩ‪ .‬ﺍﺳﺘﺨﺪﺍﻡ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ‬

‫)‪WOR DS‬‬

‫‪ "(STIRR ED‬ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬

‫ﺍﻟﻌﺮﺑﻴﺔ ‪٢٥ ...............................................................‬‬
‫‪ .١‬ﺍﻟﻮﺳﺎﺋﻞ ‪٢٥ ..........................................................‬‬
‫‪ .٢‬ﺧﻄﻮﺍﺕ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪٢٧ ........‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬
‫أ‪.‬‬

‫ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪٢٩ ..............................................................‬‬

‫ب‪ .‬ﺍ‪‬ﺘﻤﻊ ﺍﳌﺪﺭﻭﺱ‪٢٩ ...........................................................‬‬
‫ج‪.‬‬

‫ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٠ .....................................................‬‬

‫د‪.‬‬

‫ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٠ ...................................................‬‬

‫ه‪.‬‬

‫ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣١ ....................................................‬‬

‫و‪.‬‬

‫ﻓﺮﺿﻴﺔ ﺍﻟﺒﺤﺚ ‪٣٢ ............................................................‬‬

‫‪vi‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬
‫أ‪.‬‬

‫ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٤ ...........................................................‬‬
‫‪ .١‬ﺍﻟﻮﺳﺎﺋﻞ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ )‪٣٤ .. (STIRR ED WORDS‬‬
‫‪ .٢‬ﻭﺻﻒ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ‬

‫)‪WORDS‬‬

‫‪ (STIR R ED‬ﰲ ﺗﻌﻠﻴﻢ‬

‫ﲨﻠﺔ ﺍﲰﻴﺔ ‪٣٤ ...........................................................‬‬
‫‪ .٣‬ﻭﺻﻒ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ‬

‫)‪WOR DS‬‬

‫‪ (STIR RED‬ﰲ ﺗﻌﻠﻴﻢ‬

‫ﲨﻠﺔ ﻓﻌﻠﻴﺔ ‪٣٦ ............................................................‬‬
‫‪ .٤‬ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﳉﺪﻭﻝ ﻋﻦ ﻧﺘﻴﺠﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﻟﺒﺎﺀ ﻭ ﺍﳉﺎﺀ ﰲ‬
‫ﻣﺪﺭﺳﺔ ﲟﺒﺎﳒﻮﻧﺎﻥ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ‪٣٧ ...................................‬‬
‫‪ ٤.١‬ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻷﻭﻝ ﻋﻦ ﻧﺘﻴﺠﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﻟﺒﺎﺀ‬
‫)ﺍﻟﺼﻒ ﺍﻟﺘﺠﺮﻳـﱯ( ‪٣٧ ..................................................‬‬
‫‪ ٤.٢‬ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺜﺎﱐ ﻋﻦ ﻧﺘﻴﺠﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﳉﺎﺀ‬
‫)ﺍﻟﺼﻒ ﺍﻟﻀﺎﺑﻂ(‪٣٨ ...................................................‬‬
‫‪ ٤.٣‬ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻣﻦ ﺍﳉﺪﻭﻝ ﺍﻟﺜﺎﻟﺚ ﻋﻦ ﻧﺘﻴﺠﺔ ﺍﻟﻄﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﺍﻟﺒﺎﺀ‬
‫ﻭﺍﳉﺎﺀ ‪٣٨ .............................................................‬‬
‫ب‪.‬‬

‫ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٨ ...........................................................‬‬

‫ﺝ‪ .‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪٣٩ ...........................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬
‫أ‪.‬‬

‫ﺍﳋﻼﺻﺔ‪٤١ ..................................................................‬‬

‫ب‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ‪٤٢ ...............................................................‬‬
‫ﻣﺮﺍﺟﻊ ‪٤٣ ......................................................................‬‬

‫ﻣﻠﺨﺺ‬
‫‪ :‬ﺭﺯﻗﻲ ﺩﻳﻨﻲ ﺭﻣﻀﺎﻧﻲ‬

‫ﺍﺳﻢ‬

‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪١٠٧٠١٢٠٠٠٣٣١ :‬‬
‫ﻣﻮﺿﻮﻉ‬

‫‪ :‬ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻓﻲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ‬
‫ﻣﻦ ﻣﺪﺭﺳﺔ ﺑﻤﺒﺎﻧﺠﻮﻧﺎﻥ ﺍﻟﻤﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬

‫ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻳﻘﺔ ﻣﻦ ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻠﻰ ﺍﻟﻨﻈﺮﻳﺔ‬
‫ﺍﻟﺴﻠﻮﻛﻴ‪‬ﺔ‪ .‬ﺍﻫﺘﻢ‪ ‬ﺇﻳﺪﻭﺍﺭﺩ ‪.‬ﻝ‪ .‬ﻃﺮﻭﻧﺪﻳﻚ ) ‪ – (Edw ard L Thorndike‬ﻭﻫﻮ ﺯﻋﻴﻢ ﻣﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ – ﺇﱃ‬
‫ﺍﻟﺜﻮﺍﺏ ﻭﺍﻟﻌﻘﺎﺏ ﰲ ﻧﺸﺎﻃﺔ ﺍﻟﺘﻌﻠﻴﻢ ‪ ،‬ﻭﻫﻮ ﻗﺎﻝ ﺇﻥﹼ ﺍﻟﺜﻮﺍﺏ ﻭﺍﻟﻌﻘﺎﺏ ﻳﻘﻮ‪‬ﻳﺎﻥ ﺇﺛﺎﺭﺓ ﻭﺇﳚﺎﺏ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻗﺎﻝ‬
‫ﺳﻜﻴﻨﺮ ) ‪ (Skinner‬ﺇﻥﹼ ﺍﻟﺜﻮﺍﺏ ﺃﻭ ﺍﻟﺘﻌﺰﻳﺰ ﺳﻴﺤﺚﹼ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺇﻋﻄﺎﺀ ﺍﻹﳚﺎﺏ‪ .‬ﻭﰲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺗﻜﻮﻳﻦ‬
‫ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ﻃﺮﻳﺔﺓ ﻓﻌﺎﻟﺔ ﰲ ﺗﻮﺻ‪‬ﻞ ﺍﻟﻐﺎﻳﺔ‪ .‬ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻧﻘﺴﻢ ﺍﻷﻟﻌﺎﺏ ﺇﱃ ﻋﺪﺓ ﺃﻧﻮﺍﻉ ﺗﺒﻌﺎ ﻟﻠﻤﻬﺎﺭﺍﺕ‬
‫ﺃﻭ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﺪﺭﺏ ﻋﻠﻴﻬﺎ ﻣﻨﻬﺎ ﺍﻷﻟﻌﺎﺏ ﺍﻟﺸﻔﻬﻴﺔ ﻭﺃﻟﻌﺐ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺃﻟﻌﺎﺏ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺃﻟﻌﺎﺏ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺃﻟﻌﺎﺏ‬
‫ﺍﻟﺘﺮﺍﻛﻴﺐ‪ .‬ﻭﻫﻨﺎﻙ ﻋﺪﺓ ﺃﳘﻴﺔ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻟﻌﺐ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﻬﺎ ‪:‬‬
‫‪ .١‬ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻭﺗﺴﻬﻞ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‬
‫‪ .٢‬ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺗﻄﺎﻟﺐ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻣﺮﺍﺭﺍ)‪(Meaningful and Useful Learning‬‬

‫‪ .٣‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﲡﻌﻞ ﺣﺎﻟﺔ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻓﺮﳛﺔ‬
‫‪ .٤‬ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺗﻌﻀﺪ ﻧﻮﻉ ﺗﻌﻠﻢ ﺍﻟﻄﻼﺏ‬
‫‪ .٥‬ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﲡﻌﻞ ﺍﻟﻄﻼﺏ ﻳﻀﺤﻜﻮﻥ‬
‫ﺭﺃﺕ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥﹼ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺗﺮﻗﻴﺔ ﳘﹼﺔ ﻭ ﻧﺘﺎﺋﺞ‬
‫ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﹼﻤﻬﺎ‪ .‬ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﻫﺬﺍ ﺍﳊﺎﻝ ﻳﺴﺒﺐ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺪﺭﺱ ﻃﺮﻳﻘﺔ ﺗﻘﻠﻴﺪﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻧﻘﺼﺎﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﻨﻮﻋﺔ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﺗﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻫﺬﺍ‬

‫ﺍﻟﺒﺤﺚ ﳌﻌﺮﻓﺔ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ "‪ "St irred Words‬ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﲟﺒﺎﳒﻮﻧﺎﻥ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫ز‬

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‫ﻭﻗﺪ ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﺘﺤﺮﻳﺮﻳﺔ ﻋﻠﻰ ﲨﻴﻊ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ "ﺍﻟﺒﺎﺀ" ﻛﺎ‪‬ﻤﻮﻋﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬

‫ﻭﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ "ﺍﳉﺎﺀ" ﻛﺎ‪‬ﻤﻮﻋﺔ ﺍﻟﻀﺎﺑﻄﺔ‪ .‬ﻭﳌﻌﺮﻓﺔ ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﳌﺘﻐﲑﻳﻦ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ‬
‫ﻗﺎﻧﻮﻥ ”‪ .Test “ t‬ﻭﻧﺘﻴﺠﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺠﺮﻳﱯ ﳍﺎ ﺗﺮﻗﻴﺔ ﺃﻛﱪ ﻣﻦ ﺗﺮﻗﻴﺔ ﺍﻟﻔﺼﻞ ﺍﻟﻀﺒﻄﻲ‪ .‬ﳎﻤﻮﻉ‬
‫ﺍﻟﻔﺮﻭﻕ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﺘﺠﺮﻳﱯ ﻫﻲ ‪ ٨٥٨‬ﻷﻥﹼ ﻭﺟﻮﻩ ﺍﺧﺘﻼﻑ ﻛﺒﲑ ﺑﲔ ﻗﻴﻤﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﻘﺒﻠﻲ ﻭﺍﻻﺧﺘﺒﺎﺭ‬
‫ﺍﻟﺒﻌﺪﻱ‪ .‬ﺑﻞ ﳎﻤﻮﻉ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺍﻟﻔﺼﻞ ﺍﻟﻀﺒﻄﻲ ﻫﻲ ‪ ٢٣١‬ﻷﻥﹼ ﻋﺪﻡ ﻭﺟﻮﺩ ﺍﻟﺘﻄﻮﺭ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺗﺮﻗﻴﺔ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﺮﲨﺔ‪ .‬ﻭﳍﺬﺍ ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﲨﻠﺔ ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ ﻓﻌﺎﻟﺔ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭ‪‬ﻝ‬
‫ﻣﻘﺪ‪‬ﻣﺔ‬

‫أ‪ -‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺳﲔ ﺃﻥ ﻳﻬﺘﻤﻮﺍ ﺑﺘﻨﻤﻴﺔ ﺟﻮﺩﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺟﺎﻧﺐ ﺍﻫﺘﻤﺎﻣﺎ ﻛﺒﲑﺍ‪.‬‬

‫ﻟﻜﻲ ﻳﻜﻮﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﻠﻴﻤﺎ ﻧﺎﻓﻌﺎ ﻭﺳﺎﺭ‪‬ﺍ ﻟﻠﻄﻼﺏ‪ .‬ﻗﺒﻞ ﺃﻥ ﻧﺒﺤﺚ ﲝﺜﺎ ﺗﻔﺼﻴﻠﻴﺎ ﻋﻦ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺳﺘﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻔﻬﻮﻡ ﺍﻟﻠﻐﺔ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‪.‬‬
‫ﺍﻟﻠﻐﺔ ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﱵ ﳛﻜﻤﻬﺎ ﻧﻈﺎﻡ ﻣﻌﲔ‪ ،‬ﻭﺍﻟﱵ ﻳﺘﻌﺎﺭﻑ ﺃﻓﺮﺍﺩ ﺫﻭ‬
‫ﺛﻘﺎﻓﺔ ﻣﻌﻴﻨﺔ ﻋﻠﻰ ﺩﻻﻻ‪‬ﺎ‪ ،‬ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺑﻌﻀﻬﻢ ﺑﻌﺾ‪ .١‬ﻭﻳﻘﺼﺪ ﺑﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺗﻠﻚ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻮﺍﻋﻴﺔ‪ ،‬ﺍﳌﺨﻄﻂ ﳍﺎ ﻣﻦ ﺃﻃﺮﺍﻑ ﻋﺪﻳﺪﺓ‪ .‬ﻭﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ﻫﻲ ‪:‬‬

‫‪١‬ﺃ‪.‬ﺩ ‪ /‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ‪,‬ﻣﻨﺎﻫﺞ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ‪ ),‬ﺍﻟﻘﺎﻫﺮﺓ‪ ,‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ ‪ ١٤٢١ :‬ﻫـ(‪،‬ﺹ ‪٢٦‬‬

‫‪١‬‬

‫‪٢‬‬

‫‪ .١‬ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﻭﺍﳌﻘﺼﻮﺩ ‪‬ﺎ ﺳﻴﻄﺮﺓ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻌﺮﻓﺘﻪ‬
‫ﺑﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﺔ ﻭﻗﻮﺍﻋﺪﻫﺎ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻹﳌﺎﻡ ﺑﻘﺪﺭ ﻣﻼﺋﻢ ﻣﻦ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﻟﻠﻔﻬﻢ‬
‫ﻭﺍﻻﺳﺘﻌﻤﺎﻝ‬
‫‪ .٢‬ﺍﻟﻜﻔﺎﻳﺔ ﺍﻻﺗﺼﺎﻟﻴﺔ ‪ :‬ﻭﻫﻲ ﻗﺪﺭﺓ ﺍﳌﺘﻌﻠﻢ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺼﻮﺭﺓ ﺗﻠﻘﺎﺋﻴﺔ ﻣﻊ ﲤﻜﻨﺔ‬
‫ﻣﻦ ﺍﺳﺘﻴﻌﺎﺏ ﻣﺎ ﻳﺘﻠﻘﻲ ﻣﻦ ﺍﻟﻠﻐﺔ ﰲ ﻳﺴﺮ ﻭﺳﻬﻮﻟﺔ‬
‫‪ .٣‬ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﺜﻘﺎﻓﻴﺔ ‪ :‬ﻭﻫﻲ ﻓﻬﻢ ﻣﺎ ﲢﻤﻠﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺛﻘﺎﻓﺔ‪ ،‬ﺗﻌﱪ ﻋﻦ ﺃﻓﻜﺎﺭ ﺃﺻﺤﺎ‪‬ﺎ‬
‫‪٢‬‬
‫ﻭﲡﺎﺭ‪‬ﻢ ﻭﻗﻴﻤﻬﻢ ﻭﻋﺎﺩﺍ‪‬ﻢ ﻭﺁﺩﺍ‪‬ﻢ ﻭﻓﻨﻮ‪‬ﻢ‪.‬‬
‫ﻭﻟﻠﻐﺔ ﺃﺭﺑﻊ ﻣﻬﺎﺭﺍﺕ ﻭﺛﻼﺙ ﻋﻨﺎﺻﺮ ﺗﻌﻠﹼﻢ ﰲ ﺍﳌﺪﺭﺳﺔ‪ .‬ﻭﺃﺭﺑﻊ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ‪:‬‬
‫‪ .١‬ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬
‫‪ .٢‬ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬
‫‪ .٣‬ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺋﺔ‬
‫‪ .٤‬ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﻭﺃﺭﺑﻊ ﻋﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ ﻫﻲ‪:‬‬
‫‪ .١‬ﺍﻷﺻﻮﺍﺕ‬
‫‪ .٢‬ﺍﳌﻔﺮﺩﺍﺕ‬
‫‪ .٣‬ﺍﻟﻘﻮﺍﻋﺪ‬
‫‪ .٤‬ﺍﻟﺪﻻﻟﺔ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺫﻟﻚ‪ ،‬ﺗﻜﻮﻥ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻛﺜﲑﺓ‪ .‬ﻭﻟﺬﻟﻚ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻸﺟﺎﻧﺐ )ﻛﻤﺎ ﺳﺒﻖ ﺫﻛﺮﻩ( ﲢﺘﺎﺝ ﺇﱃ ﺗﻨﻤﻴﺔ ﺍﳉﻮﺩﺓ‪ .‬ﺍﳌﺪﺭﺱ ﳚﺐ ﺃﻥ ﻳﺴﺘﻄﻴﻊ ﺍﺧﺘﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﻭﺍﳌﺼﺎﺩﺭ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻔﻌﺎﻟﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﳌﻬﺎﺭﺓ ﺃﻭ ﻋﻨﺼﺮ ﺍﻟﻠﻐﺔ ﺍﳌﻌﻴﻨﺔ‪ .‬ﺍﺧﺘﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺃﻭ ﺍﻟﻮﺳﻴﻠﺔ ﻏﲑ‬
‫ﺍﻟﻔﻌﺎﻟﺔ ﺳﻴﻌﻘﺐ ﺣﺎﻟﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻏﲑ ﺻﺎﳊﺔ‪ .‬ﻭﻫﺬﺍ ﺍﳊﺎﻝ ﻛﺜﲑ ﺍﳊﺪﻭﺙ ﺣﻴﻨﻤﺎ ﺍﳌﺪﺭﺱ ﻳﻌﻠﻢ ﻗﻮﺍﻋﺪ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻳﺴﺘﻌﻤﻞ ﺍﳌﺪﺭﺱ ﰲ ﺗﻌﻴﻠﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﺮﲨﺔ ﻣﺮﺍﺭﺍ‪ ،‬ﺣﱴ‬
‫ﻳﺸﻌﺮ ﺍﻟﻄﻼﺏ ﺃﻥ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﺒﺔ‪ ،‬ﻷﻥ ﺍﳌﺪﺭﺱ ﻳﺸﺮﺡ ﺍﳌﺎﺩﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻭﺍﻟﻮﺳﻴﻠﺔ ﻏﲑ‬
‫ﺟﺬﺍﺑﺔ‪ .‬ﻭﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻨﺎﻙ ﻋﺪﺩ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﺍﻟﹼﱴ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﻄﻼﺏ ﻣﻨﻬﺎ ‪:‬‬
‫‪ .١‬ﺍﻟﺼﻌﻮﺑﺔ ﰲ ﻓﻬﻢ ﺍﻻﺻﻄﻼﺣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱴ ﻳﺴﺘﻌﻤﻠﻬﺎ ﺍﳌﺪﺭ‪‬ﺱ ﰲ ﺷﺮﺡ ﺍﻟﻘﻮﺍﻋﺪ ﻣﺜﻞ ﻣﺒﺘﺪﺃ‬
‫ﻭﺧﱪ ﻭﻓﻌﻞ ﻭﻓﺎﻋﻞ ﻭﻣﻔﻌﻮﻝ ﺑﻪ ﻭﻏﲑﻫﺎ‬
‫‪٢‬‬

‫ﺩ ‪ /‬ﻋﺰﻳﺰ ﻓﺨﺮ ﺍﻟﺮﺍﺯﻱ‪ ،‬ﻛﻴﻒ ﻧﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻸﺟﺎﻧﺐ‪ )،‬ﺟﺎﻛﺮﺗﺎ ‪،(٢٠٠٨ :‬ﺹ ‪١١‬‬

‫‪٣‬‬

‫‪ .٢‬ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﺃﻏﲎ ﺍﻻﺷﺘﻘﺎﻕ‪ .‬ﻭﻫﺬﺍ ﻳﺼﻌ‪‬ﺐ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﹼﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻷ ﹼﻥ‬
‫ﺍﻻﺷﺘﻘﺎﻕ ﺩﻗﻴﻖ ﻭﺍﻻﺷﺘﻘﺎﻕ ﱂ ﺗﻮﺟﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻭﻟﺬﻟﻚ ﺍﻻﺷﺘﻘﺎﻕ ﻫﻮ ﺷﻲﺀ‬
‫ﺟﺪﻳﺪﺓ ﻟﻠﻄﻼﺏ‬
‫‪ .٣‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﻣﻄﺎﺑﻘﺔ ﺃﻳﻀﺎ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻄﺒﻴﻌﺔ ﱂ ﺗﻮﺟﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪ .‬ﻭﺃﻛﺜﺮ ﻣﻦ‬
‫ﺍﻟﻄﻼﺏ ﺿﻌﻒ ﰲ ﻳﻄﺎﺑﻖ ﺑﲔ ﻣﺬﻛﺮ ‪ -‬ﻣﺆﻧﺚ ﻭﻣﻌﺮﻓﺔ – ﻧﻜﺮﺓ ﻭﻣﻔﺮﺩ – ﻣﺜﲎ – ﲨﻊ‬
‫ﻭﺭﻓﻊ – ﻧﺼﺐ – ﺟﺮ‪‬‬
‫ﻭﻣﻦ ﺍﻟﻄﺮﺍﺋﻖ ﺍﻟﹼﱵ ﲡﻌﻞ ﻧﺸﺎﻁ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻨﺘﺠﺎ ﻭﻓﺮﳛﺎ ﻫﻲ ﻃﺮﻳﻘﺔ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ‪ .‬ﻗﺪ ﺍﺳﺘﻌﻤﻠﺖ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﺗﻌﻠﻴﻢ ﻃﻼﺏ ﻟﻠﺼﻒ ﺍﻟﺜﺎﱐ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﲟﺒﺎﳒﻮﻧﺎﻥ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ .‬ﻫﻢ ﺷﻌﺮﻭﺍ ﺑﺎﻟﺮﺍﺣﺔ ﻭﺍﻟﻔﺮﺡ ﻋﻨﺪ ﺗﻌﻠﻢ ﲨﻠﺔ ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺍﻷﻟﻌﺎﺏ‬
‫ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ﺍﳌﺴﺄﻟﺔ‪ ،‬ﺗﻔﻜﺮ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥﹼ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫)ﺗﻌﻴﻠﻢ ﲨﻠﺔ ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ( ﳝﻜﻦ ﺃﻥ ﻳﻌﺎﰿ ﻣﻠﻞ ﻭﺻﻌﻮﺑﺔ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻭﻟﺬﻟﻚ ﺗﺄﺧﺬ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻮﺿﻮﻉ " ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ "‪ "St irred Words‬ﰲ ﺗﻌﻠﻴﻢ‬
‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﲟﺒﺎﳒﻮﻧﺎﻥ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ(‪".‬‬

‫ب‪ -‬ﺍﳌﺸﻜﻼﺕ‬
‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‬

‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﲤﻜﻦ ﺍﻟﺒﺎﺣﺜﺔ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺿﻮﻉ‬
‫ﻭﻫﻲ ﻛﺎﻵﰐ ‪:‬‬
‫‪ .١‬ﻧﻈﺮ ﺍﻟﻄﻼﺏ ﺃﻥﹼ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺻﻌﺒﺔ‬
‫‪ .٢‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺪﺭﺱ ﻃﺮﻳﻘﺔ ﺗﻘﻠﻴﺪﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .٣‬ﻧﻘﺼﺎﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﺘﻨﻮﻋﺔ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .٤‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺪﺭﺱ ﰲ ﺷﺮﺡ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻻﺻﻄﻼﺣﺔ ﻏﲑ ﺑﺴﻴﻄﺔ‬
‫‪ .٥‬ﺿﻌﻒ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻣﻄﺎﺑﻘﺔ ﺑﲔ ﺿﻤﲑ ﻭﻓﻌﻠﻪ‬
‫‪ .٦‬ﺿﻌﻒ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻟﺘﻜﻮﻥ ﲨﻠﺔ ﺍﲰﻴﺔ ﺃﻭ ﲨﻠﺔ ﻓﻌﻠﻴﺔ‬
‫‪ .٧‬ﺿﻌﻒ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﺮﻛﻴﺐ ﲨﻠﺔ ﺑﺸﻜﻞ ﲨﻠﺔ ﺍﲰﻴﺔ ﺃﻭ ﲨﻠﺔ ﻓﻌﻠﻴﺔ‬

‫‪٤‬‬

‫‪ .٨‬ﺿﻌﻒ ﺩﻭﺍﻓﻊ ﺍﻟﻄﻼﺏ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ‬

‫ﲢﺪﺩ ﺍﻟﺒﺎﺣﺜﺔ ﻣﺸﻜﻼﺕ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬

‫‪ .١‬ﺗﻌﻠﻴﻢ ﲨﻠﺔ ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ‬
‫‪ .٢‬ﺿﻌﻒ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻟﺘﻜﻮﻥ ﲨﻠﺔ ﺍﲰﻴﺔ ﺃﻭ ﲨﻠﺔ ﻓﻌﻠﻴﺔ‬
‫‪ .٣‬ﺿﻌﻒ ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﺮﻛﻴﺐ ﲨﻠﺔ ﺑﺸﻜﻞ ﲨﻠﺔ ﺍﲰﻴﺔ ﺃﻭ ﲨﻠﺔ ﻓﻌﻠﻴﺔ‬

‫‪.٣‬‬

‫ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺬﻛﻮﺭﺓ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ﻓﻴﻤﺎ ﻳﻠﻲ ‪:‬‬
‫‪ .١‬ﻛﻴﻒ ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ‬

‫"‪Words‬‬

‫ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ ؟‬

‫‪ "St irred‬ﰲ ﺗﻌﻠﻴﻢ ﲨﻠﺔ ﺍﲰﻴﺔ‬

‫‪.٢‬ﻣﺎ ﻣﺪﻯ ﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ "‪ "St irred Words‬ﰲ ﺗﻌﻠﻴﻢ ﲨﻠﺔ‬

‫ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺜﺎﱐ ﰲ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﲟﺒﺎﳒﻮﻧﺎﻥ‬
‫ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ؟‬

‫ﺝ ‪ -‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫‪ .١‬ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ‬

‫ﺗﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﲡﻌﻞ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﺮﳛﺔ ﻭﺃﺳﻬﻞ ﻟﻠﻄﻼﺏ ﻭﻟﺘﻨﻤﻴﺔ ﺟﻮﺩﺓ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺑﻼﺩﻧﺎ‪.‬‬

‫‪ .٢‬ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬
‫ﻭﺃﻣﺎ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬

‫‪٥‬‬

‫‪ .١‬ﺃﻥ ﺗﻌﻠﻢ ﻓﻌﺎﻟﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ "‪ "St irred Words‬ﰲ ﺗﻌﻠﻴﻢ ﲨﻠﺔ‬
‫ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ‬

‫‪ .٢‬ﺃﻥ ﺗﻌﺮﻑ ﺩﻭﺭ ﺍﻟﻄﻼﺏ ﰲ ﻧﺸﺎﻃﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺧﺼﻮﺻﺎ ﰲ ﻧﺸﺎﻃﺔ ﺗﻌﻠﻴﻢ ﺏ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ "‪"St irred Words‬‬

‫ﺩ ‪ -‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫ﺃﻣﺎ ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻬﻲ ﻛﻤﺎ ﻳﻠﻲ ‪:‬‬

‫‪.١‬‬
‫‪.٢‬‬
‫‪.٣‬‬
‫‪.٤‬‬

‫ﻳﺴﺎﻋﺪ ﺍﳌﺪﺭﺱ ﰲ ﺍﺧﺘﻴﺎﺭ ﻃﺮﻳﻘﺔ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﺟﻌﺎ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﲤﻜﻦ ﺍﺳﺘﻌﻤﻠﻬﺎ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﲡﺪﻳﺪ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺪﺍﻓﻊ ﻟﺘﻄﻮﺭ ﺟﻮﺩﺓ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻫــ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ‬
‫ﺃﻣﺎ ﻃﺮﻳﻘﺔ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﺎﻋﺘﻤﺪﺕ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﺍﻟﺪﻟﻴﻞ ‪:‬‬
‫”‪“ Pedoman Penulisan Skripsi, T esis, dan Disertasi, UIN Syarif Hidayatullah Jakarta‬‬

‫ﺍﻟﺬﻱ ﺍﺻﺪﺭﺗﻪ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬

‫ﻭ‪ .‬ﺩﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﻣﻦ ﺑﻌﺾ ﻣ‪‬ﻦ ﻗﺎﻡ ﲟﺜﻞ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ‪:‬‬

‫‪ .١‬ﻓﻴﻔﻲ ﻓﲑﻭﺯ ﲟﻮﺿﻮﻉ "ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻓﻌﺎﻟﻴﺘﻬﺎ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳌﺪﺭﺳﺔ‬
‫ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ" ﻟﻠﻌﺎﻡ ‪ ٢٠٠٢‬ﻡ‪ .‬ﻭﺍﻟﻨﺘﻴﺠﺔ ﻫﻲ ﺃﻥ ﻛﻞ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﳝﻜﻦ ﺗﻘﺪﳝﻬﺎ ﺑﻮﺍﺳﻄﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬
‫‪ .٢‬ﺇﻳﺮﺗﺎ ﳏﻲ ﺍﻟﺪﻳﻦ ﲟﻮﺿﻮﻉ " ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻠﻰ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ" ﻟﻠﻌﺎﻡ ‪ ٢٠٠٥‬ﻡ‪.‬‬
‫ﻭﺍﻟﻨﺘﻴﺠﺔ ﻫﻲ ﺃﻥ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻛﻤﻬﺎﺭﺓ ﺭﺋﻴﺴﺔ ﻟﻜﻞ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ ﻣﻦ‬
‫ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ ﳝﻜﻦ ﺃﻥ ﳚﺮﻯ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻴﺲ‬

‫‪٦‬‬

‫ﻓﻘﻂ ﻛﻮﺳﻴﻠﺔ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﻟﻜﻦ ﳝﻜﻦ ﺃﻥ ﲡﻌﻞ ﻧﺸﺎﻁ ﻣﺴﺘﻘﻼ ﺗﺒﲏ ﻋﻠﻴﻪ ﻋﻤﻠﻴﺔ‬
‫ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‪.‬‬
‫‪ .٣‬ﻓﺎﺋﺰﺓ ﲟﻮﺿﻮﻉ "ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ) ﺍﻟﺒﻄﺎﻗﺔ ( ﰲ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ ﻟﺪﻯ ﺗﻼﻣﻴﺬ‬
‫ﺍﻟﺼﻒ ﺍﻟﺮﺍﺑﻊ ﲟﺪﺭﺳﺔ ﺍﳊﻜﻤﺔ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ ﻓﻨﺪﻭﻙ ﺗﺸﺎﰊ‪١٤٢٩ ".‬‬
‫ﻫـــ‪ ٢٠٠٨ /‬ﻡ‪ .‬ﻭﻧﺘﻴﺠﺔ ﻫﻲ ﺃﻥ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻟﻌﺐ ﺍﻟﺒﻄﺎﻗﺔ ﺍﳌﺘﻜﺎﻣﻠﺔ‬
‫ﰲ ﺩﺭﺟﺔ "ﺟﻴﺪ ﺟﺪﺍ"‪.‬‬

‫ﺯ‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬

‫ﻭﻟﺘﺴﻬﻴﻞ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻗﺴﻤﺘﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﲬﺴﺔ ﺃﺑﻮﺍﺏ‪ ،‬ﻟﻜﻞ ﺑﺎﺏ ﻣﺒﺎﺣﺚ ﺧﺎﺻﺔ‬
‫ﻣﺘﺮﺍﺑﻄﺔ ﺑﻌﻀﻬﺎ ﺑﻌﻀﺎ ‪:‬‬
‫‪ :‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻘﺪﻣﺔ ﻭﻫﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﻭﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻮﻉ‬
‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻭﺍﳌﺸﻜﻼﺕ ﻭﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻭﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ﻭﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ﻭﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬
‫‪ :‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﰲ ﻣﺎﺩﺓ ﲨﻠﺔ ﺍﲰﻴﺔ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ ( ﺍﻟﱴ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﲨﻠﺔ ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ ﻭﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﺘﺮﺍﻛﻴﺐ ﻭﻣﻔﻬﻮﻡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺃﳘﻴﺔ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﺼﻨﻴﻒ ﺍﻷﻟﻌﺎﺏ‬
‫ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻌﺎﺏ ﰲ ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ﻭﺃﻧﻮﺍﻉ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻢ‬
‫ﻗﻮﺍﻋﺪ ﻋﻦ ﲨﻠﺔ ﺍﲰﻴﺔ ﻭﲨﻠﺔ ﻓﻌﻠﻴﺔ‬
‫‪ :‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ﻭﺍ‪‬ﺘﻤﻊ ﺍﳌﺪﺭﻭﺱ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻭﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭ ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ :‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﲢﻠﻴﻠﻬﺎ ﻭﺗﻔﺴﲑﻫﺎ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺻﻮﺭﺓ ﻋﺎﻣﺔ ﻋﻦ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻟﻌﺐ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ )‪(St irred Words‬‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ ‪ :‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﳋﺎﲤﺔ ﺍﻟﱵ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺍﳋﻼﺻﺔ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬
‫ﺍﳌﺮﺍﺟﻊ‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬

‫ﺃ‪ .‬ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ‬
‫‪.١‬ﻣﻔﻬﻮﻡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ﻛﻠﻤﺘﲔ ﺃﺳﺎﺳﻴﺘﲔ ﳘﺎ ﺍﻷﻟﻌﺎﺏ ﺍﻟﱴ ﻫﻲ ﲨﻊ ﻣﻦ ﻛﻠﻤﺔ‬
‫ﺍﻟﻠﻌﺐ ﻭﻓﻌﻠﻪ ﻟﻌﺐ – ﻳﻠﻌﺐ – ﻟﻌﺒﺎ ﻭﻳﻘﺼﺪﺑﻪ " ﺍﻟﻠﺬﺓ ﺃﻭ ﺍﻟﺘـﱰﺓ"‪ .‬ﻭﺍﻟﻠﻐﻮﻳﺔ ﻣﻦ ﺍﻟﻠﻐﺔ‬
‫‪١‬‬
‫ﺍﻟﱴ ﺗﺰﺍﺩ ﳍﺎ ﻳﺎﺀ ﺍﻟﻨﺴﺒﺔ ﻭﺗﺎﺀ ﻣﺮﺑﻮﻃﺔ ﻟﺘﺘﻨﺎﺳﺐ ﺍﻟﺼﻔﺔ ﺑﺎﳌﻮﺿﻮﻉ‪.‬‬
‫ﻭﻗﺎﻝ ﺃﻧﺪﺭﻱ ﻭﺭﻏﺔ‬
‫ﺃﻥﹼ ‪:‬‬

‫)‪Wright‬‬

‫‪ (Andrew‬ﰲ ﻛﺘﺎﺏ‬

‫‪Games For Language‬‬

‫‪“ Game is an act ivit y which is ent ert aining and engagi ng, oft en‬‬
‫‪challenging, and an act ivit y in w hich t he learners play and usually int eract‬‬
‫”‪wit h ot hers‬‬

‫ﻭﻣﻦ ﺗﻠﻚ ﺍﳊﺠﺔ ﻧﻌﺮﻑ ﺃﻥﹼ ﺍﻷﻟﻌﺎﺏ ﻫﻲ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻔﺮﻳﺢ ﻭﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻮﺍﻓﻖ ﺑﲔ‬
‫ﺍﻟﻄﻼﺏ ﻭﻓﻴﻪ ﺍﻟﺘﻨﺎﻓﺲ ﺑﲔ ﺍﻟﻄﻼﺏ ﻭﰲ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ ﻳﻠﻌﺐ ﺍﻟﻄﻼﺏ ﻭﻫﻢ ﻳﺘﻔﺎﻋﻠﻮﻥ ﻣﻊ‬
‫‪ ١‬ﻓﺎﺋﺰﺓ‪ ،‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ) ﺍﻟﺒﻄﺎﻗﺔ ( ﰲ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺮﺍﺑﻊ ﲟﺪﺭﺳﺔ ﺍﳊﻜﻤﺔ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳌﺘﻜﺎﻣﻠﺔ ﻓﻨﺪﻭﻙ ﺗﺸﺎﰊ‪ ،‬ﺍﻟﺮﺳﺎﻟﺔ‪) ،‬ﺟﺎﻛﺮﺗﺎ ‪ :‬ﻣﻜﺘﺒﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‪ ،(٢٠٠٨ ،‬ﺹ ‪١٦‬‬

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‫ﺃﺻﺪﻗﺎﺋﻬﻢ‪ .‬ﻭﻗﺎﻝ ﺻﺎﱀ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻠﻌﺐ ‪ :‬ﺍﻟﺘﻌﺒﲑ ﺍﻟﻨﻔﺴﻰ ﺍﳌﻘﺼﻮﺩ ﻟﺬﺍﺗﻪ ﺍﳌﺼﺤﻮﺏ‬
‫ﺑﺎﻟﺴﺮﻭﺭ‪ ٢.‬ﻭﻗﺎﻝ ﺝ‪.‬ﺟﻴﺒﺲ )‪ (G.Gibs‬ﰲ ﺗﻌﺮﻳﻒ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ‪ :‬ﺇﻧ‪‬ﻬﺎ ﻧﺸﺎﻁ ﻳﺘﻢ‬
‫ﺑﲔ ﺍﻟﺪﺍﺭﺳﲔ ‪-‬ﻣﺘﻌﺎﻭﻧﲔ ﺃﻭ ﻣﺘﻨﺎﻓﺴﲔ ‪-‬ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻏﺎﻳﺘﻬﻢ ﰲ ﺇﻃﺎﺭ ﺍﻟﻘﻮﺍﻋﺪ‬
‫ﺍﳌﻮﺿﻮﻋﺔ‪ ٣.‬ﻭﰲ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺧﺮ ﺃﻥﹼ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ﺍﻷﻟﻌﺎﺏ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻡ ﻭﺳﺎﺋﻞ‬
‫ﻟﺘﻴﺴﲑ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻭﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﺃﻧﺸﻄﺔ ﺗﺮﻫﻔﻴﺔ ﺃﻡ ﻭﺳﺎﺋﻞ ﺗﻌﻠﻴﻤﻴﺔ ‪،‬‬
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‫ﰲ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻞ ﻭﺧﺎﺭﺟﻪ‪.‬‬
‫‪ .٢‬ﺃﳘﻴﺔ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﻋﺘﻤﺎﺩ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻋﻠﻰ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴ‪‬ﺔ‪ .‬ﺍﻫﺘﻢ‪ ‬ﺇﻳﺪﻭﺍﺭﺩ ‪.‬ﻝ‪ .‬ﻃﺮﻭﻧﺪﻳﻚ‬
‫)‪ – (Edw ard L Thorndike‬ﻭﻫﻮ ﺯﻋﻴﻢ ﻣﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ – ﺇﱃ ﺍﻟﺜﻮﺍﺏ ﻭﺍﻟﻌﻘﺎﺏ‬
‫ﰲ ﻧﺸﺎﻃﺔ ﺍﻟﺘﻌﻠﻴﻢ ‪ ،‬ﻭﻗﺎﻝ ﺇﻥﹼ ﺍﻟﺜﻮﺍﺏ ﻭﺍﻟﻌﻘﺎﺏ ﻳﻘﻮ‪‬ﻳﺎﻥ ﺇﺛﺎﺭﺓ ﻭﺇﳚﺎﺏ ﺍﻟﻄﻼﺏ‪ .‬ﻭﻗﺎﻝ‬
‫ﺳﻜﻴﻨﺮ ) ‪ (Skinner‬ﺇﻥﹼ ﺍﻟﺜﻮﺍﺏ ﺃﻭ ﺍﻟﺘﻌﺰﻳﺰ ﺳﻴﺤﺚﹼ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺃﻋﻄﺎﺀ ﺍﻹﳚﺎﺏ‪ .‬ﻭﰲ‬
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‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ ﺗﻜﻮﻳﻦ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ﻃﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ ﰲ ﺗﻮﺻ‪‬ﻞ ﺍﻟﻐﺎﻳﺔ‪.‬‬
‫ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ﺍﻟﺘﻤﺜﻴﻞ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﺑﻜﺎﺭﻱ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻨﺘﺞ‪ .‬ﻫﻲ ﺍﻟﺼﻮﺭﺓ ﻣﻦ‬
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‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﻹﺑﺘﻜﺎﺭﻱ ﻭ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻨﺘﺞ‬

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‫ﺻﺎﱀ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‪،‬ﺍﻟﺘﺮﺑﻴﺔ ﻭ ﺍﻟﻄﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ‪)،‬ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ(‪ ،‬ﺹ ‪٣٧‬‬
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‫ﻧﺎﺻﻒ ﻣﺼﻄﻔﻰ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ‪،‬ﺍﻷﻟﻌﺎﺏ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪)،‬ﺍﻟﺮﻳﺎ�