Aisaru dawafi halami-halami wa injazahum fi ta'limi luqotil 'arabiyah bishtadami imudzakarah

‫אنא
دאמذ
دسאא ‬
‫ودوאאذמאא‬
‫)د
د

د‪١‬א
وطא


و(‬

‫ﲝﺚ ﺗﻜﻤﻴﻠﻲ‬
‫ﻣﻘﺪﻡ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ‪:‬‬

‫ﺩﻳﺪﺍ ﺑﻮﺭﻧﺎﻣﺎ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٦٠١٢٠٠٠٢١٢ :‬‬

‫ממאא ‬

‫وמאوאמ ‬
‫‪"#$‬دאא!א אو ‬
‫‪٢٠١١‬‬

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

‫‪ :‬ﺩﻳﺪﺍ ﺑﻮﺭﻧــــﺎﻣﻰ‬
‫‪١٠٦٠١٢٠٠٠٢١٢ :‬‬
‫‪ :‬ﺟﺎﻛﺮﺗﺎ‪ ٢١ ،‬ﻳﻮﻟﻴﻮ ‪١٩٨٨‬‬

‫ﺍﻟﻌﻨﻮﺍﻥ‬

‫‪ :‬ﻗﺮﻳﺔ ﻛﺒﻴﺘﺎﻥ ﺭﻗﻢ ‪١٤‬‬

‫ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻣﻮﺿﻮﻉ ‪ :‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﲟﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ ﺑﺘﺸﻴﺒﻮﺗﺎﺕ(‪،‬‬

‫ﻗﻤﺖ ﺃﻧﺎ ﺷﺨﺼﻴﺔ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ‬
‫ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱵ 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.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻳﻨﺎﻳﺮ ‪٢٠١١‬‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﻘﺮﺓ‪،‬‬

‫) ﺩﻳﺪﺍ ﺑﻮﺭﻧــــﺎﻣﻰ(‬

‫أ‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﻟﻰ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫)د 
د 
د‪١‬אوطא

و(

‬
‫ﲝﺚ ﺗﻜﻤﻴﻠﻲ‬
‫ﻣﻘﺪﻡ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺇﻋﺪﺍﺩ ‪:‬‬

‫ﺩﻳﺪﺍ ﺑﻮﺭﻧﺎﻣﻰ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٦٠١٢٠٠٠٢١٢ :‬‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ‪:‬‬
‫ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ‬

‫ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‬

‫)ﻣﺴــــــﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ(‬

‫)ﺍﻟﺪﻛﺘﻮﺭﻧﺪﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﺤﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١‬‬
‫ب‬

‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬

‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﺍﳌﻮﺿﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﲟﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ ﺑﺘﺸﻴﺒﻮﺗﺎﺕ( ﺇﱃ‬
‫ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳉﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ﰲ ﻳﻮﻡ ‪... ،...‬‬
‫ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‪ ،‬ﻭﰲ ‪ ...‬ﻡ ﻧﺎﻟﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ‪.‬‬
‫ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﺗﺎﺭﻳﺦ ﺍﻻﻣﺘﺤﺎﻥ‬

‫ﺍﻟﺘﻮﻗﻴﻊ‬

‫ﺭﺋﻴﺲ ﺍﻟﻘﺴﻢ‬
‫ﺩ‪ /‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‬

‫‪.....................‬‬

‫‪..............‬‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪١٩٥٤٠٢٠١١٩٨٧١٢١٠٠١ :‬‬
‫ﺳﻜﺮﺗﲑ ﺍﻟﻘﺴﻢ‬
‫ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‬

‫‪.....................‬‬

‫‪..............‬‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪١٩٧٣٠٥٠٥١٩٩٩٠٣٢٠٠٣ :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻷﻭﻝ‬
‫‪......................‬‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪...................... :‬‬
‫ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ‬
‫‪......................‬‬

‫‪.....................‬‬

‫‪..............‬‬

‫‪.....................‬‬

‫‪..............‬‬

‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪...................... :‬‬
‫ﻳﺼﺪﻕ ﻋﻠﻴﻪ‪:‬‬
‫ﻋﻤﻴﺪ ﺍﻟﻜﻠﻴﺔ‬
‫ﺃ‪.‬ﺩ‪ /‬ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ ‪١٠٥٧١٠٠٥١٩٨٧٠٣١٠٠٣ :‬‬
‫ج‬

‫ﺘﺠﺭﻴﺩ ﺍﻝﺒﺤﺙ‬
‫ﺇﻋﺪﺍﺩ‪:‬‬
‫ﺩﻳﺪﺍ ﺑﻮﺭﻧﺎﻣﻰ‬
‫‪١٠٦٠١٢٠٠٠٢١٢‬‬
‫ﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ‪:‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺗﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺍﺳﺔ ﺣﺎﻟﺔ ﲟﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ‬
‫ﺑﺘﺸﻴﺒﻮﺗﺎﺕ(‬
‫ﺇﻥ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻬﻤﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺧﺎﺻﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﳝﻜﻦ ﻻﺳﺘﺨﺪﺍﻡ‬
‫ﻫﺬﻩ ﺍﻟﻮﺳﺎﺋﻞ ﺗﺴﻬﻴﻞ ﻧﻘﻞ ﺍﳌﻌﺎﺭﻑ ﻭﺍﻟﻌﻠﻮﻡ ﻟﺪﻯ ﺍﳌﺪﺭﺱ ﺇﱃ ﺍﻟﺘﻼﻣﻴﺬ‪ .‬ﻭﻗﺪ ﺗ‪‬ﻨ‪‬ﻮّ‪‬ﻉ‪ ‬ﺍﻟﻮﺳﺎﺋﻞ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﻤﻨﻬﺎ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻴﺔ‪.‬‬
‫ﻭﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺷﻲﺀ ﺗﺸﺘﺪ ﺣﺎﺟﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺇﻟﻴﻪ‪ ،‬ﻫﻮ ﻳﺴﺎﻋﺪﻫﻢ ﰲ ﺗﻌﻠﻢ ﺃﺷﻴﺎﺀ‬
‫ﻻ ﻳﻌﺮﻓﻮ‪‬ﺎ ﻣﻦ ﻗﺒﻞ‪ .‬ﻓﻔﻲ ﺍﻟﻮﺍﻗﻊ‪ ،‬ﺑﻌﺾ ﻣﻨﻬﻢ ﻻ ﳝﺘﻠﻚ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻣﻊ ﺃ‪‬ﺎ ﺗﻔﻴﺪﻫﻢ ﺇﻓﺎﺩﺓ‬
‫ﻛﺜﲑﺓ‪ ،‬ﻭﺇﻥ ﻛﺎﻥ ﳍﻢ ﺍﻟﻜﺘﺐ ﻓﻼ ﻳﺄﺗﻮﻥ ‪‬ﺎ ﻣﺘﺜﺎﻗﻠﲔ ﰲ ﲪﻠﻪ‪ .‬ﻭﺗﺆﺛﺮ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﰲ ﻣﻮﺍﻗﻒ ﺍﻟﺘﻼﻣﻴﺬ‬

‫ﺃﺛﻨﺎﺀ ﺍﻟﺘﻌﻠﻢ ﳓﻮ ﻗﻠﺔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺸﺮﺡ ﺍﳌﺪﺭﺱ ﻟﻌﺪﻡ ﺍﻟﻜﺘﺐ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻟﺪﻳﻬﻢ‪.‬‬
‫ﻳﻘﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ‬
‫ﺗﺸﻴﺒﻮﺗﺎﺕ‪ .‬ﻭﲡﻤﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﺸﺨﺼﻴﺔ ﻣﻊ ﻣﺪﻳﺮ ﺍﳌﺪﺭﺳﺔ ﻭﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻘﺪﱘ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﺤﺮﻳﺮﻱ ﻟﻠﺘﻼﻣﻴﺬ‪.‬‬
‫ﲢﺼﻞ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺗﻜﺘﺸﻒ ﻋﻠﻰ ﺃﻥ ﺗﻘﺪﱘ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﻳﺸﺠﻌﻬﻢ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﳚﺬﺏ ﻣﻴﻮﳍﻢ ﺇﱃ ﺗﻌﻠﻤﻬﺎ‪ ،‬ﻭﻣﻦ ﰒ ﻳﺴﺎﻋﺪﻫﻢ ﰲ ﺗﺮﻛﻴﺰ ﺍﻫﺘﻤﺎﻣﻬﻢ‬
‫ﺑﺸﺮﺡ ﺍﳌﺎﺩﺓ ﺍﳌﻘﺪﻣﺔ‪ .‬ﻭﻳﺘﻢ ﺗﻌﻠﻴﻢ ﻫﺬﻩ ﺍﳌﺬﻛﺮﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ ﺗﻨﺎﺳﺐ ﻟﻠﻤﺎﺩﺓ‪ .‬ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ‬
‫د‬

‫ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻗﻮﻳﺔ ﺟﺪﺍ‪ ،‬ﻭﺗﺪﻝ ﻋﻠﻴﻪ ﺩﺭﺟﺔ ‪ ،٨٨‬ﻭﺗﺪﻝ ﺍﻟﻨﺘﺎﺋﺞ ﻋﻠﻰ ﺃﻥ ﻫﻨﺎﻙ ﻋﻼﻗﺔ ﻣﺘﻮﺳﻄﺔ‬
‫ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻱ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ‬
‫ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﳏﻤ‪‬ﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ ﺷﻴﺒﻮﺗﺎﺕ ﺣﻴﺚ ﺗﺪﻝ ﻋﻠﻴﻪ ﺩﺭﺟﺔ ‪. 0,06‬‬

‫‬

‫ﺸﻜﺭ ﻭﺘﻘﺩﻴﺭ‬
‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ﻭﺍﻟﻌﺎﻗﺒﺔ ﻟﻠﻤﺘﻘﲔ ﻭﻻﻋﺪﻭﺍﻥ ﺇﻻ ﻋﻠﻰ ﺍﻟﻈﺎﳌﲔ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ‬
‫ﺃﺷﺮﻑ ﺍﻷﻧﺒﻴﺎﺀ ﻭﺍﳌﺮﺳﻠﲔ ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﺃﲨﻌﲔ‪ ،‬ﻭﺑﻌﺪ‪.‬‬
‫ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﺗﻌﺎﱃ ﻗﺪ ﺍﻧﺘﻬﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﺷﺮﻃﺎ ﻣﻦ ﺷﺮﻭﻁ‬
‫ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﻟﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ‬

‫ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗـﺎ‪.‬‬
‫ﻭﺇﱃ ﺟﺎﻧﺐ ﺫﻟﻚ‪ ،‬ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺷﻜﺮﻫﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ ﳍﺆﻻﺀ ﺍﻟﺬﻳﻦ ﺳﺎﳘﻮﻫﺎ ﻭﻋﺎﻭﻧﻮﻫﺎ ﰲ‬
‫ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻫﻢ ‪:‬‬
‫‪ .١‬ﻟﻠﻮﺍﻟﺪﻳﻦ ﺍﻟﻠﺬﻳﻦ ﻗﺪ ﺃﺭﺷﺪﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺣﱴ ﺗﻜﻮﻥ ﻧﺎﺟﺤﺔ ﰲ ﺩﺭﺍﺳﺘﻬﺎ‪.‬‬
‫‪ .٢‬ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬
‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ‪.‬‬
‫‪ .٣‬ﺳﻴﺎﺩﺓ ﺍﻟﻔﺎﺿﻞ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺩ‪ /‬ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ‪ ،‬ﻭﺳﻜﺮﺗﲑ‬
‫ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ‪.‬‬
‫‪ .٤‬ﺳﻴﺎﺩﺓ ﺍﻟﻔﺎﺿﻞ ﺍﻟﺪﻛﺘﻮﺭﻧﺪﺱ ﴰﺲ ﺍﻟﻌﺎﺭﻓﲔ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑﺓ ﺍﻟﻠﺬﻳﻦ ﻗﺪ‬
‫ﺃﺭﺷﺪﺍ ﺍﻟﺒﺎﺣﺜﺔ ﻭﻭﺟﻬﺎ ﰲ ﺇﲤﺎﻡ ﲝﺜﻬﺎ ﺃﺣﺴﻦ ﺍﻹﺭﺷﺎﺩ ﻭﺍﻟﺘﻮﺟﻴﻪ‪.‬‬
‫‪ .٥‬ﻓﻀﻴﻠﺔ ﳐﺼﻦ ﻧﻮﺍﻭﻱ ﺍﳌﺎﺟﺴﺘﲑ ﻛﻤﺸﺮﻑ ﺃﻛﺎﺩﻣﻴﻚ ﻟﻠﺒﺎﺣﺜﺔ‪.‬‬
‫‪ .٦‬ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﺣﺮﻣﺎﻥ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﺬﻱ ﻗﺪ ﺳﺎﻋﺪ ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﺷﺆﻭ‪‬ﺎ ﺍﻹﺩﺍﺭﻳﺔ ﺧﻼﻝ‬
‫ﺩﺭﺍﺳﺘﻬﺎ‪.‬‬
‫‪ .٧‬ﲨﻴﻊ ﺍﳌﺪﺭﺳﲔ ﺍﻟﻜﺮﻣﺎﺀ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺪ ﻗﺎﻣﻮﺍ ﺑﺘﺰﻭﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺧﲑ‬
‫ﺍﻟﺰﺍﺩ ﺑﺎﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ‪.‬‬

‫و‬

‫‪ .٨‬ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻄﺎﻟﺒﺎﺕ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻳﻦ ﻗﺪ‬
‫ﺳﺎﻋﺪﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﻧﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ‪ ،‬ﺟﺰﺍﻫﻢ ﺍﷲ ﺧﲑﺍ ﻛﺜﲑﺍ ‪.‬‬

‫ﻭﰲ ﺍﳋﺘﺎﻡ‪ ،‬ﺗﺪﻋﻮ ﺍﷲ ﺃﻥ ﳚﺰﻱ ﻣﻦ ﺳﺎﻋﺪﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﻭﻋﺎﻭﻧﻮﻫﺎ ﰲ ﻛﻞ ﺣﺎﻝ ﻣﻦ ﺍﻷﺣﻮﺍﻝ‬
‫ﻭﺗﺘﻤﲎ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﻣﻔﻴﺪﺍ ﻟﻠﺒﺎﺣﺜﺔ ﻧﻔﺴﻬﺎ ﻭﺩﺍﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﺎﻣﺔ ﺃﻣﲔ‪.‬‬

‫ز‬

‫ﻤﺤﺘﻭﻴﺎﺕ ﺍﻝﺒﺤﺙ‬
‫ﺇﻗﺮﺍﺭ ‪.............................................................................‬‬
‫ﺗﻘﺮﻳﺮ ﺍﳌﺸﺮﻓﲔ ‪....................................................................‬‬
‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ ‪.............................................................‬‬
‫ﲡﺮﻳﺪ ﺍﻟﺒﺤﺚ ‪.....................................................................‬‬

‫ﺃ‬
‫ﺏ‬
‫ﺝ‬
‫ﺩ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪......................................................................‬‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪..................................................................‬‬

‫ﻭ‬

‫ﺡ‬

‫ﺍﻝﺒﺎﺏ ﺍﻷﻭل‬
‫ﻤﻘﺩﻤﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪..............................................................‬‬

‫‪١‬‬

‫ﺏ‪ .‬ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪............................................................‬‬

‫‪٥‬‬

‫‪ .١‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪......................................................‬‬

‫‪٥‬‬

‫‪ .٢‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪.........................................................‬‬

‫‪٦‬‬

‫‪ .٣‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪..........................................................‬‬

‫‪٦‬‬

‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪...............................................................‬‬

‫‪٦‬‬

‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪.................................................................‬‬

‫‪٧‬‬

‫ﻩ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ‪.................................................................‬‬

‫‪٧‬‬

‫ﺍﻝﺒﺎﺏ ﺍﻝﺜﺎﻨﻲ‬
‫ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻱ‬
‫ﺃ‪ .‬ﺍﻟﺪﻭﺍﻓﻊ ‪......................................................................‬‬
‫ح‬

‫‪٨‬‬

‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻟﺪﻭﺍﻓﻊ ﺍﻟﺘﻌﻠﻤﻴﺔ ‪....................................................‬‬

‫‪٩‬‬

‫‪ .٢‬ﻭﻇﻴﻔﺔ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺍﻟﺘﻌﻠﻢ ‪...................................................‬‬

‫‪١١‬‬

‫‪ .٣‬ﺃﺛﺮ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻢ ‪................................................‬‬

‫‪١٢‬‬

‫‪ .٤‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻌﻠﻢ ‪.............................................‬‬

‫‪١٣‬‬

‫‪ .٥‬ﺃﻧﻮﺍﻉ ﺍﻟﺪﻭﺍﻓﻊ ‪............................................................‬‬

‫‪١٣‬‬

‫‪ .٦‬ﺃﳘﻴﺔ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺍﻟﺘﻌﻠﻢ ‪.....................................................‬‬

‫‪١٥‬‬

‫ﺏ‪ .‬ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪.............................................................‬‬

‫‪١٧‬‬

‫‪ .١‬ﻣﻔﻬﻮﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪...................................................‬‬

‫‪١٧‬‬

‫‪ .٢‬ﺃﻧﻮﺍﻉ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ‪....................................................‬‬

‫‪١٨‬‬

‫‪ .٣‬ﺃﳘﻴﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ‪...........................................‬‬

‫‪١٩‬‬

‫‪ .٤‬ﻣﻔﻬﻮﻡ ﺍﳌﺬﻛﺮﺓ ‪............................................................‬‬

‫‪٢٠‬‬

‫ﺍﻝﺒﺎﺏ ﺍﻝﺜﺎﻝﺙ‬
‫ﻤﻨﺎﻫﺞ ﺍﻝﺒﺤﺙ‬
‫ﺃ‪ .‬ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪..................................................................‬‬

‫‪٢٣‬‬

‫ﺏ‪ .‬ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻌﻴﻨﺔ ‪.........................................................‬‬

‫‪٢٤‬‬

‫ﺝ‪ .‬ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪..........................................................‬‬

‫‪٢٤‬‬

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

‫‪٢٥‬‬

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

‫‪٢٧‬‬

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

‫‪٢٨‬‬

‫ط‬

‫ﺍﻝﺒﺎﺏ ﺍﻝﺭﺍﺒﻊ‬
‫ﻨﺘﺎﺌﺞ ﺍﻝﺒﺤﺙ‬
‫ﺃ‪ .‬ﻭﺻﻒ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪...............................................................‬‬

‫‪٢٩‬‬

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

‫‪٤٨‬‬

‫ﺝ‪ .‬ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪................................................................‬‬

‫‪٥١‬‬

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

‫‪٥٣‬‬

‫ﺏ‪ .‬ﺍﻹﻗﺘﺮﺍﺣﺎﺕ ‪..................................................................‬‬

‫‪٥٤‬‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫ﺍﻟﺴﲑﺓ ﺍﻟﺬﺍﺗﻴﺔ‬
‫ﺍﳌﻼﺣﻖ‬

‫ي‬

‫ﺍﻝﺒﺎﺏ ﺍﻷﻭل‬
‫ﺍﻝﻤﻘﺩﻤﺔ‬
‫ﺃ‪ .‬ﺨﻠﻔﻴﺎﺕ ﺍﻝﺒﺤﺙ‬
‫ﺇﻥ ﺍﻟﻨﺠﺎﺡ ﰲ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﻛﻞ ﻋﻤﻞ ﳛﺘﺎﺝ ﺇﱃ ﺍﻟﺪﻭﺍﻓﻊ‪ .‬ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻬﻤﺔ ﻟﻠﺪﺭﺍﺳﺔ‬
‫ﻭﻳﻨﺒﻐﻲ ﺃﻥ ﻧﺮﻏﺐ ﰲ ﺗﻌﻠﻴﻤﻬﺎ‪.‬‬
‫ﻭﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃﻥ ﻫﻨﺎﻙ ﻋﺎﻣﻠﲔ ﻫﺎﻣﲔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﳘﺎ ﻋﺎﻣﻞ ﻟﻐﻮﻱ ﻭﻋﺎﻣﻞ ﻏﲑ ﻟﻐﻮﻱ‪،‬‬
‫ﻭﺗﺪﺧﻞ ﰲ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺻﻮﺍﺕ ﻭﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﻼﻟﻐﻮﻳﺔ ﻫﻲ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺣﻴﺚ ﺃ‪‬ﺎ ﺫﺍﺕ ﺃﳘﻴﺔ ﻛﱪﻯ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ‪ .‬ﻭﳚﺐ ﻋﻠﻰ ﺍﳌﺪﺭﺱ ﺃﻥ ﻳﻬﺘﻢ ‪‬ﺎ ﻗﺒﻞ‬
‫ﺍﻟﻘﻴﺎﻡ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺃﳘﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻄﻠﺐ ﺗﻌﻠﻴﻤﻬﺎ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬

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‫ﻗﺎﻝ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﻗﻨﺪﻳﻞ ﺇﻥ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﻲ ﻛﻞ ﺷﻲﺀ ﻳﺴﺎﻋﺪ ﺍﳌﻌﻠﻢ ﰲ ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻳﺆﻛﺪﻭﻥ – ﰲ ﺿﻮﺀ ﻫﺬﺍ ﺍﳌﻌﲎ – ﻋﻠﻰ ﺃﻥ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻻ ﲢﻞ ﳏﻞ ﺍﳌﻌﻠﻢ‪ ،‬ﻭﻻ‬
‫ﻳﺴﺘﻐﲎ ‪‬ﺎ ﻋﻨﻪ ﺃﻱ ﺃ‪‬ﺎ ﻭﺳﺎﺋﻞ ﺗﻌﻴﻨﻪ ﻋﻠﻰ ﺃﺩﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻭﻟﺬﺍ ﲰﻴﺖ ﺑﺎﻟﻮﺳﺎﺋﻞ ﺍﳌﻌﻴﻨﺔ‪.‬‬

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‫ﻭﻫﻨﺎﻙ ﻋﻼﻗﺔ ﺑﲔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺪﺭﻳﺲ ﺣﻴﺚ ﻗﺪ ﺗﺒﲔ ﺍﻟﺼﻠﺔ ﺍﻟﻮﺛﻴﻘﺔ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺗﻌﺘﱪ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﺮﺣﻠﺔ ﺃﻭ ﺧﻄﻮﺓ ﺿﺮﻭﺭﻳﺔ ﻣﻦ ﺧﻄﻮﺍﺕ ﺃﻱ ﺧﻄﺔ ﺗﺪﺭﻳﺴﻴﺔ‪ ،‬ﻭﺗﻌﺮﻑ‬
‫ﺍﻟﻮﺳﻴﻠﺔ ﺑﺎﻟﻄﺮﻳﻖ ﺃﻭ ﺍﻟﺴﺒﻴﻞ ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ‪ .‬ﻭﻣﻦ ﻻ ﻳﻌﺪ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺗﺘﻌﻄﻞ ﺇﺟﺮﺍﺀﺍ‬
‫‪‬ﺎ ﻭﻳﺼﻌﺐ ﲢﻘﻴﻖ ﺃﻫﺪﺍﻓﻬﺎ‪.‬‬

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‫ﻭﻗﺪ ﻳﺒﺪﻭ ﻟﻠﺒﻌﺾ ﺃﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻛﺄﺩﺓ ﻟﺘﺴﻬﻴﻞ ﺍﻟﺘﻮﺍﺻﻞ ﺃﻭﺍﻟﺘﻔﺎﻫﻢ ﺑﲔ‬
‫ﺍﳌﻌﻠﻢ ﻭﺍﳌﺘﻌﻠﻤﲔ ﻗﺪ ﺑﺪﺃ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ‪ ،‬ﺃﻭ ﻣﻊ ﻧﺸﺄﺓ ﺍﳌﺪﺭﺳﺔ ﺍﳊﺪﻳـﺜﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻣﻨﺬ‬
‫ﺍﻟﻌﺼﻮﺭ ﺍﻷﻭﱃ ﻛﺎﻥ ﻳﺴﺘﺨﺪﻡ ﻭﺳﺎﺋﻞ ﺧﺎﺻﺔ ﻟﻴﻌﻠﻢ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﺃﻭ ﻟﻴﻮﺍﺻﻞ ﺃﻓﻜﺎﺭﻫﺎ ﺇﻟﻴﻬﻢ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺃﺩﺍﺓ ﻣﻬﻤﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻮﺍﺻﻞ ﺍﻟﺒﺸﺮﻱ ﺑـﻌﺎﻣﺔ‪ ،‬ﻓﺈ‪‬ﺎ ﺗﻜﻮﻥ ﺃﺩﺍﺓ ﺭﺋﻴﺴﻴﺔ ﰲ ﲢﻘﻴﻖ‬
‫ﺍﻟﺘﻮﺍﺻﻞ ﺑﲔ ﺍﳌﻌﻠﻢ ﻭﺗﻼﻣﻴﺬﻩ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻭﻋﺮﻓﻨﺎ ﺃﻥ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻬﻤﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻳﺘﺪﺭﺟﻮﻥ ﰲ‬
‫ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ .‬ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﰲ ﺟﻮﻫﺮﻫﺎ ﻋﻤﻠﻴﺔ ﳍﺎ ﻧﻈﺎﻡ ﻳﺘﻜﻮﻥ ﻣﻦ ﻋﺪﺩ ﻣﻦ‬
‫ﺍﳌﻜﻮﻧﺎﺕ ﺍﻟﱵ ﺭﺗﺒﺖ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻨﺘﻈﻢ‪ ،‬ﻭﺍﻟﱵ ﺗﺘﺼﻞ ﺑﺈﻧﺸﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﺍﳌﺘﻮﻗﻊ‪ .‬ﻫﺬﻩ‬
‫ﺍﻟﻌﻨﺎﺻﺮ‪ :‬ﻣﻦ ﺑﲔ ﺃﻣﻮﺭ ﺃﺧﺮﻯ‪ ،‬ﻭﺍﳌﻌﻠﻤﲔ ﻭﺍﻟﺘﻼﻣﻴﺬ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺍﺳﻴﺔ‪ ،‬ﻭﺍﳌﻮﺍﺭﺩ‪ ،‬ﻭﺳﺎﺋﻞ ﺍﻻﻋﻼﻡ‬
‫ﻭﺍﳌﺒﺎﱐ‪.‬‬
‫ﺇﻥ ﺍﳌﻌﻠﻢ ﻋﻨﺼﺮ ﺭﺋﻴﺴﻲ ﻳﺄﺛﺮ ﰲ ﺗﺮﻗﻴﺔ ﺟﻮﺩﺓ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ‪ ،‬ﻷﻥ ﺍﳌﻌﻠﻢ ﻋﻨﺼﺮ ﻳﺘﻔﺎﻋﻞ ﻣﻊ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﻣﺒﺎﺷﺮﺓ‪ .‬ﻭﻳﻬﺪﻑ ﺗﺮﻗﻴﺔ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﺇﱃ ﺗﺮﻗﻴﺔ ﺟﻮﺩﺓ ﳐﺮﺟﺎﺕ ﺍﻟﺘﻌﻠﻢ‪.‬‬
‫‪١‬ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ ﻗﻨﺩﻴل‪ ،‬ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻭﺘﻜﻨﻭﻝﻭﺠﻴﺎ ﺍﻝﺘﻌﻠﻴﻡ‪) ،‬ﺩﺍﺭ ﺍﻝﻨﺸﺭ ﺍﻝﺩﻭﻝﻰ‪ ،(١٩٩٩ ،‬ﺹ‪.‬‬
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‫ﻋﺒﺩ ﺍﻝﺭﺤﻤﻥ ﻗﻨﺩﻴل‪ ،‬ﺍﻝﻭﺴﺎﺌل ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ‪ ،...‬ﺹ‪٣٣ .‬‬

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‫ﻭﻗﺪ ﻻ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻋﻨﺪﻣﺎ ﺗﺘﻢ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﺍﻟﻔﺼﻞ ﺃﻭ ﻳﺘﻌﻠﹼﻤﻮﻥ‬
‫ﻓﻴﻪ ﻛﺴﺎﱃ‪ ،‬ﻭﻫﺬﺍ ﻳﺆﺩﻱ ﺇﱃ ﻋﺪﻡ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺸﺮﺡ ﺍﳌﺪﺭﺱ ﻭﻳﺘﻮﻗﻒ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻣﺎ ﻳﻠﻘﻴﻪ ﺍﳌﺪﺭﺱ‬
‫ﻣﻦ ﻣﺎﺩﺓ ﻓﻘﻂ‪ ،‬ﻭﻫﻢ ﱂ ﻳﺴﺘﻌﺪ‪‬ﻭﺍ ﺍﺳﺘﻌﺪﺍﺩﺍ ﺗﺎﻣﺎ ﻋﻨﺪﻣﺎ ﻳﻠﻘﻲ ﺍﳌﺪﺭﺱ ﺍﳌﺎﺩﺓ‪.‬‬
‫ﻭﳝﻜﻦ ﻟﻌﺪﻡ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﺄﺛﲑ ﰲ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺣﱴ ﺗﻨﺨﻔﺾ‬
‫ﻧﺘﻴﺠﺔ ﺗﻌﻠﻴﻤﻬﻢ ﰲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻣﻦ ﻋﻼﻣﺎﺕ ﺿﻌﻒ ﺍﻟﺪﻭﺍﻓﻊ ﺫﻫﺎﺏ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺍﳌﺪﺭﺳﺔ‬
‫ﻣﺘﺄﺧﺮﻳﻦ ﻭﻧﻘﺺ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺸﺮﺡ ﺍﳌﺪﺭﺱ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﺪﻡ ﻛﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻨﺪﻫﻢ‬
‫ﻭﻗﻠﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﺣﻴﺚ ﺗﺘﻌﻠﻖ ﲟﺴﺎﻋﻰ ﺗﺮﻗﻴﺔ ﺟﻮﺩﺓ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳓﻮ ﺍﳌﻌﺎﺟﻴﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻌﻤﻞ ﺍﻟﻠﻐﺔ ﻭﻏﲑ ﺫﻟﻚ‪.‬‬
‫ﺇﻥ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﻠﻮﻛﻴﺔ ﻟﻺﻧﺴﺎﻥ ﺍﻟﱵ ﺗﻘﻮﻝ ﺇﻧﻪ ﻛﺎﺋﻦ ﺣﻲ ﻳﺴﺘﺠﻴﺐ ﺁﻟﻴﺎ ﻟﻠﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ‬
‫ﺗﻌﻤﻞ ﻋﻤﻠﻬﺎ ﻓﻴﻪ ﻛﺎﻧﺖ ﻗﺪ ﺗﻌﺮﺿﺖ ﰲ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺧﲑﺓ ﺇﱃ ﺗﻌﺪﻳﻞ ﻛﺒﲑ ﲝﻴﺚ ﺃﺧﺬﺕ ﺑﻌﲔ‬
‫ﺍﻋﺘﺒﺎﺭﻫﺎ ﻗﺎﺑﻠﻴﺔ ﺍﻹﻧﺴﺎﻥ ﻋﻠﻰ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻨﺒﻬﺎﺕ ﻭﺍﳌﺜﲑﺍﺕ ﻭﺗﻘﻮﳝﻬﺎ ﰲ ﺿﻮﺀ ﺣﺎﺟﺎﺗﻪ ﻭﻋﻠﻰ ﺃﺳﺎﺱ‬
‫ﺇﻋﻄﺎﺀ ﻗﻴﻤﺔ ﻭﻣﻌﲎ ﻟﻠﺨﱪﺓ ﺍﻟﱵ ﻳﻜﺘﺴﺒﻬﺎ‪ ،‬ﻭﻳﻨﻐﻤﺲ ﺑﻔﻌﻞ ﺗﺪﺧﻞ ﻓﻴﻪ ﺫﺍﺗﻪ ﻭﺷﺨﺼﻴﺘﻪ‪ .‬ﻭﺑﻌﺒﺎﺭﺓ‬
‫ﺃﺧﺮﻯ‪ ،‬ﺇﻥ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ ﺃﻭ ﻳﻨﺪﻓﻊ ﺗﻌﻠﻤﻬﺎ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ‪ extrinsic‬ﻣﻦ ﺟﺤﺔ‬
‫ﺣﻴﺚ ﻳﺘﻔﺎﻋﻞ ﺑﻮﺍﺳﻄﺘﻬﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ‪ .‬ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﺗﻌﺘﻤﺪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻋﻠﻰ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻨﻔﺴﻴﺔ‬
‫ﺍﻟﻮﻇﻴﻔﻴﺔ‬

‫‪intrinsic‬‬

‫ﺍﻟﱵ ﺗﺘﻤﻴﺰ ‪‬ﺎ ﻣﺮﺍﺣﻞ ﳕﻮﻩ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻳﺘﺄﺛﺮ ﻣﻦ ﺟﺮﺍﺀ ﺍﻟﻘﻮﻯ ﺍﻟﻮﺍﻗﻌﺔ ﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ‬

‫ﺍﻟﺘﻌﻠﻴﻢ ﻛﻤﺎ ﻳﻨﻤﻮ ﻋﻨﻪ ﻋﻠﻢ ﺍﻟﻨﻔﺲ ﺍﳊﺪﻳﺚ ﻣﺎ ﻫﻮ ﺇﻻ ﻣﺸﻜﻠﺔ ﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﳌﻌﲎ ﺍﻟﺸﺨﺼﻲ‪.‬‬

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‫ﻫﺬﻩ ﻫﻲ ﺧﺼﺎﺋﺺ ﺍﻟﺘﻐﻴﲑ ﺍﻟﺘﺪﺭﳚﻲ ﰲ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﻛﻤﺎ ﻫﻮ ﻭﺍﺿﺢ‪ ،‬ﻓﺈﻥ ﺍﻟﺘﺄﻛﻴﺪ ﻳﻨﺘﻘﻞ ﻣﻦ‬
‫ﺍﻟﺒﻴﺌﺔ‪ ،‬ﻣﻊ ﺃ‪‬ﺎ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﳍﺎﻣﺔ ﰲ ﺍﻟﺘﻌﻠﻢ‪ ،‬ﺇﱃ ﺍﻟﻌﻤﻞ ﻋﻠﻰ ﺗﺴﻬﻴﻞ ﺍﻹﺩﺭﺍﻙ ﻭﺍﻟﺘﺒﺼﺮ ﻭﺧﻠﻖ‬
‫ﺍﻟﻈﺮﻭﻑ ﺍﳌﻨﺎﺳﺒﺔ ﻟﻼﺭﺗﻴﺎﺩ ﻭﺍﻟﻜﺸﻒ ﻋﻠﻰ ﺍﻟﺬﺍﺗﲔ ﻟﻠﻤﻌﲎ‪ .‬ﻭﻋﻠﻰ ﻫﺬﺍ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﺘﻌﻠﻢ‬
‫ﻳﺘﻀﺎﻓﺮﺍﻥ ﻣﻌﺎ ﰲ ﻋﺮﺽ ﺍﶈﺘﻮﻯ ﺑﺄﺳﻠﻮﺏ ﺗﻜﻮﻥ ﻓﻴﻪ ﺫﺍﺕ ﻃﺮﻓﺎ ﻣﺘﺼﻼ‪.‬‬
‫‪٣‬‬

‫‪٦٧ - ٦٦‬‬

‫ﻤﺤﻤﺩ ﺨﻴﺭ ﻋﺭﻗﻭﺴﻭﺴﻲ ﻭﺃﺼﺩﻗﺎﺌﻪ‪ ،‬ﺍﻝﺘﻌﻠﻴﻡ ﻨﻔﺴﻴﺎ ﻭﺘﺭﺒﻭﻴﺎ‪) ،‬ﺍﻝﺭﻴﺎﺽ‪ :‬ﺩﺍﺭ ﺍﻝﻠﻭﺀ‪ ،‬ﺩﻉ(‪ ،‬ﺹ‪.‬‬

‫‪٤‬‬

‫ﻫﺬﻩ ﻫﻲ ﻣﻘﺪﻣﺔ ﻣﻮﺟﺰﺓ ﻋﻦ ﺃﺛﺮ ﺍﻟﺪﻭﺍﻓﻊ ﰲ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺳﻮﻑ ﺗﺘﻨﺎﻭﻝ ﺍﻟﺒﺎﺣﺜﺔ ﺗﺮﲨﺔ‬
‫ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﻋﻦ ﻣﻮﺿﻮﻋﺎﺕ ﻣﻴﺪﺍﻧﻴﺔ ﰲ ﺍﻟﺘﺮﺑﻴﺔ ﺑﺼﻮﺭﺓ ﻋﺎﻣﺔ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺘﻌﻠﻢ ﻣﻦ ﺣﻴﺚ‬
‫ﺍﻟﺘﻄﺒﻴﻖ ﻭﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺟﻮﺓ‪ .‬ﻣﻔﻬﻮﻡ ﺍﻟﺬﺍﺕ ﻭﻋﻼﻗﺘﻪ ﺑﺎﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﺧﺼﺎﺋﺺ‬
‫ﺍﳌﺪﺭﺱ‪ ،‬ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﺧﺼﺎﺋﺺ ﺍﻟﺘﻼﻣﻴﺬ ﻭﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻭﺍﻷﺳﺎﻟﻴﺐ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻼﺯﻣﺔ ﻟﺘﻐﻴﲑ ﺍﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﰒ ﺧﻼﺻﺔ ﺍﻟﺒﺤﻮﺙ ﻭﺇﻋﻄﺎﺀ ﺍﻟﺮﺃﻱ ﻓﻴﻬﺎ‪.‬‬
‫ﻭﻣﻦ ﻫﻨﺎ ﻳﺘﻀﺢ ﻟﻨﺎ ﺃﻥ ﺃﳘﻴﺔ ﺍﻟﺒﺤﻮﺙ ﺍﳌﺘﺪﺭﺟﺔ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﻋﻠﻤﺎﺀ ﺍﻟﺘﺮﺑﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﻔﺲ‬
‫ﻭﺍﺧﺘﲑﺕ ﺑﻌﻨﺎﻳﺔ ﻓﺎﺋﻘﺔ ﻟﺘﺤﺴﲔ ﺟﻮﺩﺓ ﺍﳌﺪﺭﺳﲔ‪ .‬ﻭﺳﻴﺘﻢ ﺍﻟﺘﻌﻠﻴﻖ ﻋﻠﻰ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻵﺭﺍﺀ ﺍﻟﻮﺍﺭﺩﺓ ﲟﺎ‬
‫ﻳﺘﻔﻖ ﻭﺣﺎﺟﺎﺕ ﺍﳌﻨﻄﻘﺔ ﺍﻟﱵ ﻧﻌﻴﺶ ﻓﻴﻬﺎ ﺁﺧﺬﻳﻦ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻭﺗﻔﻬﻢ ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﳌﻔﺎﻫﻴﻢ ﺍﳌﺮﻋﻴﺔ ﻣﻊ‬
‫ﺍﻹﺑﻘﺎﺀ ﻋﻠﻰ ﺭﻭﻧﻖ ﺍﻟﺒﺤﺚ ﻭﺃﺻﺎﻟﺘﻪ ﻟﻨﻔﺲ ﺍ‪‬ﺎﻝ ﻟﻼﺟﺘﻬﺎﺩﺍﺕ ﺍﻻﺧﺮﻯ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ‪.‬‬
‫ﻓﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺪﺭﺳﺔ ﻭﺍﻟﺒﺤﺚ ﻭﻣﺎ ﻳﺸﺒﻪ ﺫﻟﻚ ﺗﻌﺪ ﻣﻦ ﺃﻧﺸﻄﺔ ﳝﺎﺭ ﻓﻴﻬﺎ ﻛﻞ ﺇﻧﺴﺎﻥ‬
‫ﻃﻮﻝ ﺣﻴﺎﺗﻪ ﺃﻳﻨﻤﺎ ﻛﺎﻥ ﻭﻣﱴ ﻛﺎﻥ‪ .‬ﻭﺫﻟﻚ ﻷ‪‬ﺎ ﳛﻤﻞ ﺗﻄﻮﻳﺮ ﺍﻟﻨﻔﺲ ﻭﺍﻟﻔﻜﺮ ﻭﺍﻟﺒﻴﺌﺔ‪.‬‬
‫ﻭﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻌﺎﻫﺪ ﲡﺮﻱ ﺍﻟﻄﺮﻕ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺃﺩﺍﺀ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻟﻴﺴﻬﻞ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻢ ﺍﳌﺎﺩﺓ ﺍﳌﺘﻌﻠﻤﺔ ﻭﻓﻬﻤﻬﺎ‪ .‬ﻭﻟﻜﻦ‪ ،‬ﻫﻨﺎﻙ ﻛﺜﲑ ﻣﻦ ﻋﻮﺍﻣﻞ ﺗﻜﻮﻥ ﻣﻦ ﻣﺸﻜﻼﺕ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‪ ،‬ﻣﺜﻞ ﻋﺪﻡ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻠﻄﻠﺒﺔ ﻭﻗﻠﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺧﺎﺻﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻻ ﳝﺘﻠﻚ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﳛﻤﻞ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺻﻌﻮﺑﺔ ﻓﻬﻢ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻓﻬﻤﺎ ﺟﻴﺪﺍ‪.‬‬
‫ﻭﺑﺎﳉﺎﻧﺐ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻫﻨﺎﻙ ﻋﻮﺍﻣﻞ ﺃﺧﺮﻯ ﳍﺎ ﺃﺛﺮ ﻛﺒﲑ ﰲ ﳒﺎﺡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﻨﻬﺎ‬
‫ﺍﻟﺮﻏﺒﺔ ﻭﺍﳌﻴﻮﻝ ﻭﺍﳊﻤﺎﺳﺔ ﻭﺍﻟﺪﻭﺍﻓﻊ‪.‬‬
‫ﻭﳚﺪﺭ ﻛﻞ ﻣﻌﻠﻢ ﺑﺈﻋﺪﺍﺩ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺣﻴﺚ ﺃﻥ ﻛﻞ ﺗﻠﻤﻴﺬ ﳛﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﻭﻣﻦ ﺃﺳﺎﻟﻴﺐ‬
‫ﳝﻜﻦ ﻟﻪ ﺍﳌﻤﺎﺭﺳﺔ ﻫﻲ ﻣﺎ ﻳﺘﻢ ﻋﻦ ﻃﺮﻳﻖ ﺗﻘﺪﱘ ﺍﳌﺬﻛﺮﺓ ﻟﻠﺘﻼﻣﻴﺬ‪ .‬ﻭﻣﻦ ﺍﻟﺮﺟﺎﺀ ﺃﻥ ﻳﺮﻗﻲ ﺗﻘﺪﳝﻬﺎ‬
‫ﺍﺳﺘﻌﺪﺍﺩ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﻟﺘﻌﻠﹼﻢ ﻭﻛﺬﻟﻚ ﺃﻥ ﻳﺮﻗﻲ ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

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‫ﻋﻼﻭﺓ ﻋﻠﻰ ﻣﺎ ﺳﺒﻖ‪ ،‬ﺗﻮﺩ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﺒﺤﺚ ﰲ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺬﻛﺮﺓ ﻭﺩﻭﺍﻓﻊ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﺩﺭﺳﺔ ﺣﺎﻟﺔ ﲟﺪﺭﺳﺔ ﳏﻤ‪‬ﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ‬
‫ﺷﻴﺒﻮﺗﺎﺕ ﰲ ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ("‬

‫ب‪ .‬ﻤﺸﻜﻼﺕ ﺍﻝﺒﺤﺙ‬
‫‪ .١‬ﺘﺸﺨﻴﺹ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺇﻧﻄﻼﻗﺎ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﺗﻮﺩ ﺍﻟﺒﺎﺣﺜﺔ ﺗﺸﺨﻴﺺ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﻛﻤﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫ﺃ( ﺇﻥ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﶈﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ ﺷﻴﺒﻮﺗﺎﺕ‬
‫ﺩﻭﺍﻓﻌﻬﻢ ﺿﻌﻴﻔﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻘﻠﺔ ﻓﻬﻤﻬﻢ ﳌﺎﺩﺓ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺏ( ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻳﻌﺘﻤﺪﻭﻥ ﻋﻠﻰ ﺍﳌﺪﺭﺱ ﰲ ﺍﻟﺪﺭﺍﺳﺔ ﺣﱴ ﻻ ﻳﺘﻌﻠﻤﻮﺍ ﺟﻴﺪﺍ‬
‫ﺝ( ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﱂ ﻳﺮﺍﺟﻌﻮﺍ ﺍﻟﺪﺭﻭﺱ ﰲ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺪﺭﺍﺳﻲ ﺣﱴ ﻻ ﻳﻔﻬﻤﻮﺍ ﺍﳌﺎﺩﺓ ﺍﻟﱵ‬
‫ﻳﺘﻌﻠﻤﻮ‪‬ﺎ‪.‬‬
‫ﺩ( ﻋﺪﻡ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺗﺪﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺣﻮﻝ ﺍﳌﺪﺭﺳﺔ‪.‬‬
‫ﻩ( ﺃﻥ ﳛﺼﻞ ﺗﻼﻣﻴﺬ ﻋﻠﻰ ﻧﺘﻴﺠﺔ ﺍﻟﺘﻌﻠﻴﻢ ﰲ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﺭﺟﺔ ﺧﺎﻓﻀﺔ‪ .‬ﻭﻣﻦ ﻋﻼﻣﺎﺕ‬
‫ﺿﻌﻒ ﺍﻟﺪﻭﺍﻓﻊ ﺫﻫﺎﺏ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺍﳌﺪﺭﺳﺔ ﻣﺘﺄﺧﺮﻳﻦ ﻭﻗﻠﺔ ﺍﻫﺘﻤﺎﻣﻬﻢ ﺑﺸﺮﺡ ﺍﳌﺪﺭﺱ‪.‬‬
‫ﻭ( ﻛﺜﲑ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻻ ﻳﻬﺘﻤﻮﻥ ﺑﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﺪﻡ ﻛﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺯ( ﻗﻠﺔ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ ﺍﳌﺪﺭﺳﺔ ﻛﺎﳌﻌﺎﺟﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻌﻤﻞ ﺍﻟﻠﻐﺔ ﻭﻏﲑ ﺫﻟﻚ‪.‬‬

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‫‪ .٢‬ﺘﺤﺩﻴﺩ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﲡﺪﺭ ﺍﻟﺒﺎﺣﺔ ﺑﺘﺤﺪﻳﺪ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﻛﻤﺎ‬
‫ﻳﻠﻲ‪:‬‬
‫ﺃ( ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺬﻛﺮﺓ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ ﺗﺸﻴﺒﻮﺗﺎﺕ‪.‬‬
‫ﺏ( ﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ .٣‬ﺘﻘﺭﻴﺭ ﺍﻝﻤﺸﻜﻼﺕ‬
‫ﺍﺳﺘﻨﺎﺩﺍ ﺇﱃ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ‪ ،‬ﻓﺈﻧﻪ ﳝﻜﻦ ﺃﻥ ﺗﺼﻴﻎ ﺍﻟﺒﺎﺣﺜﺔ ﻛﻠﱵ ﺍﳌﺸﻜﻠﺘﲔ‪ ،‬ﻭﺃﳘﻬﺎ‪:‬‬
‫ﺃ( ﻛﻴﻒ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺬﻛﺮﺓ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﻷﻭﱃ ﺗﺸﻴﺒﻮﺗﺎﺕ ؟‬
‫ﺏ( ﺇﱃ ﺃﻱ ﻣﺪﻯ ﺩﻭﺍﻓﻊ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ‬
‫ﺗﺸﻴﺒﻮﺗﺎﺕ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ؟‬
‫ﺝ( ﻛﻴﻒ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ؟‬

‫ﺏ‪ .‬ﺃﻫﺩﺍﻑ ﺍﻝﺒﺤﺙ‬
‫ﻭﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ‪:‬‬
‫‪ .١‬ﺍﻟﻜﺸﻒ ﻋﻦ ﺩﻭﺍﻓﻊ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ‬
‫ﺗﺸﻴﺒﻮﺗﺎﺕ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪٧‬‬

‫‪ .٢‬ﺍﻛﺘﺸﺎﻑ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻣﺪﺭﺳﺔ ﳏﻤﺪﻳﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻷﻭﱃ ﺗﺸﻴﺒﻮﺗﺎﺕ‪.‬‬
‫‪ .٣‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺬﻛﺮﺓ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺩﻭﺍﻓﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺍﱃ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﺩ‪ .‬ﻓﻭﺍﺌﺩ ﺍﻝﺒﺤﺙ‬
‫ﺗﺮﺟﻮ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻥ ﻳﻜﻮﻥ‪:‬‬
‫‪ .١‬ﺇﺳﻬﺎﻣﺎ ﰲ ﺗﻄﻮﻳﺮ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ ﰲ ﺍﻟﺪﻭﺍﻓﻊ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٢‬ﺇﺳﻬﺎﻣﺎ ﻟﻠﻤﺪﺭﺳﲔ ﰲ ﺗﻘﻮﱘ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ .٣‬ﻣﺴﺎﻋﺪﺍ ﻟﺘﻼﻣﻴﺬ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺮﺟﻌﺎ ﳍﻢ ﰲ ﺗﻌﻠﻴﻢ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫ﻫـ‪ .‬ﻁﺭﻴﻘﺔ ﻜﺘﺎﺒﻪ ﺍﻝﺒﺤﺙ‬
‫ﺃﻣﺎ ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﱵ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﺈﳕﺎ ﻳﻌﺘﻤﺪ ﻋﻠﻰ ﻛﺘﺎﺑﺔ‬
‫‪“Pedoman Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif‬‬
‫‪Hidayatullah Jakarta ٢٠٠٧.‬‬

‫ﺍﻝﺒﺎﺏ ﺍﻝﺜﺎﻨﻲ‬
‫ﺍﻹﻁﺎﺭ ﺍﻝﻨﻅﺭﻯ‬
‫ﺃ‪ .‬ﺍﻝﺩﻭﺍﻓﻊ‬
‫ﻗﺎﻝ ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﺗﻌﺎﱃ‪ :‬ﺍﷲ ﺍﻟﺬﻱ ﺧﻠﻘﻜﻢ ﻣﻦ ﺿﻌﻒ ﹼﰒ ﺟﻌﻞ ﻣﻦ ﺑﻌﺪ ﺿﻌﻒ ﻗﻮﺓ ﰒ ﺟﻌﻞ‬
‫ﻣﻦ ﺑﻌﺪ ﻗﻮﺓ ﺿﻌﻔﺎ ﻭﺷﻴﺒﺔ ﳜﻠﻖ ﻣﺎ ﻳﺸﺎﺀ ﻭﻫﻮ ﺍﻟﻌﻠﻴﻢ ﺍﻟﻘﺪﻳﺮ‪ ١.‬ﻭﻗﺎﻝ ﰲ ﺃﻳﺔ ﺃﺧﺮﻯ‪ :‬ﻭﻧﻔﺲ ﻭﻣﺎ‬
‫ﺳﻮﺍﻫﺎ ﻓﺄﳍﻤﻬﺎ ﻓﺠﻮﺭﻫﺎ ﻭﺗﻘﻮﺍﻫﺎ ﻗﺪ ﺃﻓﻠﺢ ﻣﻦ ﺯﻛﺎﻫﺎ ﻭﻗﺪ ﺧﺎﺏ ﻣﻦ ﺩﺳﺎﻫﺎ"‪.‬‬

‫‪٢‬‬

‫ﻗﻴﻞ ﺇﻥ ﺍﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﻳﺼﺪﺭ ﻋﻦ ﺍﻟﻜﺎﺋﻦ ﺍﳊـﻲ‪ ،‬ﺇﻧﺴﺎﻧﺎ ﺃﻭ ﺣﻴﻮﺍﻧﺎ‪ ،‬ﻳﺮﺟﻊ ﺇﱃ ﻗﻮﻯ‬
‫ﺑﻴﻮﻟﻮﺟﻴﺔ ﺩﺍﺧﻠﻴﺔ ﲢﺮﻙ ﺍﻟﺴﻠﻮﻙ ﺑﺎﲡﺎﻩ ﻣﻌﲔ ﺃﻃﻠﻖ ﻋﻠﻴﻬﺎ ﺍﻟﻐﺮﺍﺋﺰ‪ ،‬ﻣﺜﻞ ﻏﺮﻳﺰﺓ ﺍﳉﻮﻉ ﻭﺍﻟﻌﻄﺲ‬
‫ﻭﺍﳉﻨﺲ ﻭﺍﻷﻣﻮﻣﺔ ﻭﺍﻟﻌﺪﻭﺍﻥ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ‪ .‬ﻓﺎﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻄﻌﺎﻡ ﺑﺴﺒﺐ ﻏﺮﻳﺰﺓ ﺍﻟﻌﻄﺶ‪ ،‬ﻭﺇﱃ‬
‫ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺘﺰﺍﻭﺝ ﺑﻔﻌﻞ ﻏﺮﻳﺰﺓ ﺍﳉﻨﺲ‪.‬‬

‫‪٣‬‬

‫‪ ١‬ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ‪ ،‬ﺴﻭﺭﺓ ﺍﻝﺭﻭﻡ‪٥٤ :‬‬
‫‪ ٢‬ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ‪ ،‬ﺴﻭﺭﺓ ﺍﻝﺸﻤﺱ‪١٠-٧ :‬‬
‫‪ ٣‬ﻓﺎﺩﻴﺔ ﻜﺎﻤل ﺤﻤﺎﻡ ﻭﻋﻠﻲ ﺃﺤﻤﺩ ﺴﻴﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ ﻓﻲ ﻀﻭﺀ ﺍﻹﺴﻼﻡ‪،‬‬
‫)ﺍﻝﺭﻴﺎﺽ‪ :‬ﺩﺍﺭ ﺍﻝﺯﻫﺭﺍﺀ‪ ،(٢٠٠٦ ،‬ﺹ‪١٠٤ - ١٠٣ .‬‬

‫‪٨‬‬

‫‪٩‬‬

‫ﻭﺭﺃﻯ ﻓﺮﻭﺩ‬

‫‪Freud‬‬

‫ﺃﻥ ﺍﻟﻐﺰﺍﺋﺰ ﺍﻟﱵ ﲢﺮﻙ ﺳﻠﻮﻙ ﺍﻹﻧﺴﺎﻥ ﺗﻨﻘﺴﻢ ﺇﱃ ﻧﻮﻋﲔ‪ ،‬ﳘﺎ ﻏﺮﻳﺰﺓ‬

‫ﺍﳊﻴﺎﺓ ﻭﻏﺮﻳﺰﺓ ﺍﳌﻮﺕ‪ .‬ﻭﺍﻋﺘﻘﺪ ﺑﺄﻥ ﻫﺎﺗﲔ ﺍﻟﻐﺮﻳﺰﺗﲔ ﺗﺘﻀﻤﻨﺎﻥ ﻛﻞ ﺃﻧﻮﺍﻉ ﺍﻟﻐﺮﺍﺋﺰ ﺍﻷﺧﺮﻯ‪ ،‬ﻓﻬﻲ ﺇﻣﺎ‬
‫ﺃﻥ ﺗﻌﻤﻞ ﺑﺎﺳﺘﻤﺮﺍﺭ ﺍﳊﻴﺎﺓ ﺃﻭ ﺗﻌﻤﻞ ﺑﺎﲡﺎﻩ ﺗﺪﻣﲑﻫﺎ‪.‬‬
‫ﻻ ﺷﻚ ﺃﻥ ﺍﻹﻧﺴﺎﻥ ﻳﺘﻤﻴﺰ ﺑﺴﻠﻮﻛﻪ ﺍﳍﺎﺩﻑ ﻭﺗﺼﺮﻓﺎﺗﻪ ﺍﳌﺴﺘﻤﺮﺓ ﰲ ﺩﺍﺋﺮﺓ ﺣﺎﺟﺘﻪ ﻭﻓﻘﺎ‬
‫ﻟﺪﻭﺍﻓﻊ ﳐﺘﻠﻔﺔ ﰲ ﻛﺎﻓﺔ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪ .‬ﻭﻻ ﻳﺒﺤﺚ ﻋﻦ ﺍﳊﻮﺍﺋﺞ ﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻣﻨﻬﺎ ﻭﺍﻟﻌﺎﻃﻔﻴﺔ‬
‫ﻭﺍﳌﻌﻨﻮﻳﺔ ﺇﻻ ﻟﺪﻟﻴﻞ ﻗﺎﻃﻊ ﻹﺛﺒﺎﺕ ﻣﻀﺎﻣﲔ ﺍﻟﺪﻭﺍﻓﻊ ﻛﺨﻠﻔﻴﺔ ﻟﻜﻞ ﻧﺸﺎﻁ ﺃﻭ ﲢﺮﻙ‪ .‬ﻟﺬﺍ‪ ،‬ﻻﺑﺪ ﻣﻦ‬
‫ﺍﻟﻄﺮﻕ ﺣﻮﻝ ﺍﳌﻮﺿﻮﻉ ﻟﺘﻜﻮﻳﻦ ﺭﺅﻳﺔ ﻭﺍﺿﺤﺔ ﻋﻦ ﻣﻘﺎﺻﺪ ﺍﳊﻴﺎﺕ ﺍﻟﺬﺍﺗﺒﺔ ﻭﺍﻟﺴﻴﺎﺳﻴﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫ﻭﺣﱴ ﺍﻟﺮﻭﺣﻴﺔ‪ .‬ﻣﻦ ﻫﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﻧﻌﺘﱪ ﻣﻮﺿﻮﻉ ﺍﻟﺪﻭﺍﻓﻊ ﻣﻦ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
‫ﺍﻹﻧﺴﺎﻧﻴﺔ ﻋﻤﻮﻣﺎ ﻭﰲ 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
‫ﺍﻳﻀﺎ ﻷ‪‬ﺎ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﺍﻟﺘﻨﺒﻮﺀ ﺑﺎﻟﺴﻠﻮﻙ ﺍﻻﻧﺴﺎﱐ‪ ،‬ﻓﻨﺤﻦ ﺇﺫﺍ ﻋﺮﻓﻨﺎ ﺩﻭﺍﻓﻊ ﺷﺨﺺ ﻣﺎ ﻓﺈﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ‬
‫ﺃﻥ ﻧﺘﻨﺒﺄ ﺑﺎﻟﺴﻠﻮﻙ ﺍﻟﺬﻱ ﺳﻴﺼﺪﺭ ﻋﻨﻪ ﻇﺮﻭﻑ ﻣﻌﻴﻨﺔ‪.‬‬

‫‪٤‬‬

‫‪ .١‬ﻤﻔﻬﻭﻡ ﺍﻝﺩﻭﺍﻓﻊ ﺍﻝﺘﻌﻠﻤﻴﺔ‬
‫ﺗﻌﺮﻑ ﺍﻟﺪﻭﺍﻓﻊ ﲝﺎﻟﺔ ﺩﺍﺧﻠﻴﺔ ﺗﺜﲑ ﺍﻟﺴﻠﻮﻙ ﻭﺗﻮﺟﻬﻪ‪ ٥.‬ﻭﻟﻘﺪ ﺍﻫﺘﻢ ﺑﺮﻳﻨﺘﺮﻳﺶ‬

‫‪Printrich‬‬

‫ﻭﻣﺎﺭﻙ ‪ Mark‬ﻭﺑﻮﻳﻞ ‪ Boyle‬ﺑﺜﻼﺛﺔ ﺃﺳﺌﻠﺔ ﻫﺎﻣﺔ‪ ،‬ﻫﻲ‪:‬‬
‫ﺃ( ﻣﺎ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﺮﺩ ﻳﻘﻮﻡ ﺑﺴﻠﻮﻙ ﻣﺎ ؟ ﻭﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ‪ ،‬ﳌﺎﺫﺍ ﻳﻘﻮﻡ ﺑﻌﺾ ﺍﻟﺘﻼﻣﻴﺬ‬
‫ﺑﻮﺍﺟﺒﺎ‪‬ﻢ ﺍﳌﺪﺭﺳﻴﺔ ﻭﺍﻵﺧﺮﻳﻦ ﻳﺆﺟﻠﻮ‪‬ﺎ‪.‬‬

‫‪٤‬ﺇﺴﻤﺎﻋﻴل ﺭﻓﻨﺩﻱ‪" ،‬ﺃﻫﻤﻴﺔ ﺍﻝﺩﻭﺍﻓﻊ ﺫﺍﺘﺎ ﻭﻤﻭﻀﻭﻋﺎ"‪www.bafree.net ،‬‬
‫‪٥‬ﻓﺎﺩﻴﺔ ﻜﺎﻤل ﺤﻤﺎﻡ ﻭﻋﻠﻲ ﺃﺤﻤﺩ ﺴﻴﺩ ﻤﺼﻁﻔﻰ‪ ،‬ﻋﻠﻡ ﺍﻝﻨﻔﺱ ﺍﻝﺘﺭﺒﻭﻱ‪ ،...‬ﺹ‪١٠٨ .‬‬

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‫ﺏ( ﻣﺎ ﻣﺴﺘﻮﻯ ﺗﺮﻛﻴﺰ ﺍﻟﻔﺮﺽ ﰲ ﻧﺸﺎﻁ ﻣﺎ ؟ ﻫﻞ ﻳﻮﺟﺪ ﺍﺧﺘﻼﻑ ﺑﲔ ﺍﻟﻄﻼﺏ ﰲ ﺍﻧﺪﻣﺎﺟﻬﻢ‬
‫ﰲ ﺃﻧﺸﻄﻬﻢ ؟ ﻓﺎﻟﺒﻌﺾ ﻳﺘﺼﻔﻊ ﺍﻟﻜﺘﺎﺏ ﺑﺎﻫﺘﻤﺎﻡ ﻭﺍﻵﺧﺮ ﻳﻠﻘﺒﻪ ﻣﻦ ﺩﻭﻥ ﺗﺮﻛﻴﺰ‪.‬‬
‫ﺝ( ﻣﺎ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﺗﺆﺩﻱ ﺇﱃ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﻄﺎﻟﺐ ﰲ ﻗﺮﺍﺀﺓ ﻣﻮﺿﻮﻉ ﻣﻌﲔ ﺃﻭ ﺑﻌﺾ ﺍﻟﺼﻔﺤﺎﺕ‬
‫؟ ﺇﻥ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺇﺟﺎﺑﺎﺕ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺷﻲﺀ ﻣﻬﻢ ﺻﻌﺐ ﳛﺘﺎﺝ ﺇﱃ ﺍﳉﻬﺪ ﻟﻺﺟﺎﺑﺔ‬
‫ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻳﻌﺮﻑ ﺑﻌﺾ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﺍﻟﺪﺍﻓﻌﻴﺔ ﺑﺄ‪‬ﺎ ﲰﺎﺕ ﺷﺨﺼﻴﺔ ﻭﺧﺼﺎﺋﺺ ﻓﺮﺩﻳﺔ‪ ،‬ﻛﻤﺎ ﺗﺮﻯ‬
‫ﺍﻟﻨﻈﺮﻳﺎﺕ ﺃﻥ ﻟﺪﻳﻬﻢ ﺣﺎﺟﺔ ﺇﱃ ﻗﻮﻳﺔ ﻟﻠﺘﺤﺼﻴﻞ‪ ،‬ﺃﻭ ﻟﺪﻳﻬﻢ ﺧﻮﻑ ﻣﻦ ﺍﻻﻣﺘﺤﺎﻧﺎﺕ‪ ،‬ﻛﻤﺎ ﻳﻌﺮﻑ‬
‫ﺁﺧﺮﻭﻥ ﺑﺄ‪‬ﺎ ﺣﺎﻟﺔ ﻣﺆﻗﻨﺔ ﻭﻟﻴﺴﺖ ﺑﺴﺒﺐ ﺍﻣﺘﺤﺎﻥ ﺍﻟﻐﺪ‪ ،‬ﻭﺇﳕﺎ ﻳﺮﺟﻊ ﺇﱃ ﻣﻮﻗﻒ ﺍﻻﻣﺘﺤﺎﻥ‪.‬‬
‫ﻓﺎﻟﺪﺍﻓﻌﻴﺔ ﺍﻟﱵ ﻧﻌﻴﺸﻬﺎ ﰲ ﺃﻭﻗﺎﺕ ﳐﺘﻠﻔﺔ ﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺰﻳﺞ ﻣﻦ ﺍﻟﺴﻤﺔ ﻭﺍﳊﺎﻟﺔ‪،‬‬
‫ﻓﺎﺟﺘﻬﺎﺩﻙ ﰲ ﺍﳌﺬﻛﺮﺓ ﻭﲟﺎ ﻧﺘﻴﺠﺔ ﺗﻘﺪﻳﺮﻙ ﻟﻠﻌﻠﻢ ﻭﰲ ﺗﻔﺲ ﺍﻟﻮﻗﺖ ﺑﺴﺒﺐ ﺃﻥ ﻣﻌﻠﻤﻚ ﺳﻮﻑ‬
‫ﻳﻔﺎﺟﺌﻚ ﺑﺎﻣﺘﺤﺎﻧﺎﺕ ﻗﺼﲑﺓ‪ ،‬ﻛﻤﺎ ﺗﻌﺮﻑ ﺍﻟﺪﺍﻓﻌﻴﺔ ﻋﻠﻰ ﺃ‪‬ﺎ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺘﻮﺗﺮ ﺍﻟﻨﻔﺴﻲ ﺃﻭﺍﳉﺴﺪﻱ‬
‫ﺗﻨﺸﻂ ﺳﻠﻮﻙ ﺍﻹﻧﺴﺎﻥ ﻭﺗﻮﺟﻬﻪ ﺇﱃ ﻫﺪﻑ ﳏﺪﺩ‪ ،‬ﻭﻳﻼﺣﻆ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻌﺮﻳﻒ ﺃﻥ ﺍﻟﺪﻭﺍﻓﻊ ﺣﺎﻟﺔ‬
‫ﻻﳝﻜﻦ ﻣﻼﺣﻈﺘﻬﺎ ﻣﺒﺎﺷﺮﺓ ﻭﻟﻜﻦ ﻳﺴﺘﺪﻝ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻫﻲ ﺗﺘﻀﻤﻦ ﺍﻹﺣﺴﺎﺱ ﺑﺎﺧﺘﻼﻝ ﺍﻟﺘﻮﺍﺯﻥ‬
‫ﻭﺍﺧﺘﻼﻝ ﺍﻟﺘﻮﺍﺯﻥ ﻳﺆﺩﻯ ﺇﱃ ﻗﻴﺎﻡ ﺍﻟﻔﺮﺩ ﺑﻨﺸﺎﻁ ﻣﻌﲔ ﻳﻘﻊ ﲢﺖ ﺗﺄﺛﲑ ﺩﻭﺍﻓﻊ ﻣﻌﻴﻨﺔ ﻳﻜﻮﻥ ﻣﻮﺟﻬﺎ‪،‬‬
‫ﻭﻻﳜﻔﺾ ﺍﻟﺘﻮﺗﺮ ﺣﱴ ﻳﺸﺒﻊ ﺍﻟﺪﺍﻓﻊ ﻭﳛﻘﻖ ﺍﻟﻔﺮﺩ ﺍﻟﺘﻮﺍﺯﻥ‪ .‬ﻓﻬﻨﺎ ﺍﻟﻔﺮﺩ ﻭﻗﻎ ﲢﺖ ﺗﺄﺛﲑ ﺩﺍﻓﻎ ﻭﺟﻪ‬
‫ﺳﻠﻮﻛﻪ ﳓﻮﻩ ) ﺍﳊﻠﻔﺰ ( ﻋﻼﻭﺓ ﻋﻠﻰ ﺩﻭﺭ ﺍﻟﺒﻴﺌﺔ ﰲ ﺍﺳﺘﺜﺎﺭﺓ ﺍﻟﺪﺍﻓﻊ )ﺍﻟﺒﺎﻋﺚ(‪.‬‬
‫ﻓﺎﻟﺪﻭﺍﻓﻊ ﺍﻟﺪﺍﺧﻠﻴﺔ ﺗﻨﺸﺄ ﻣﻦ ﻋﻮﺍﻣﻞ ﻣﺜﻞ ﺍﳊﺎﺟﺎﺕ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻣﺎﺕ‪ ،‬ﻭﺣﺐ ﺍﻻﺳﺘﻄﻼﻉ‬
‫ﻭﺍﻻﺳﺘﻤﺘﺎﻉ ﻭﻋﻮﺍﻣﻞ ﺧﺎﺭﺟﻴﺔ ﻣﺜﻞ ﺍﳌﻜﺎﻓﺂﺕ ﻭﺍﻟﻀﻐﻮﻁ ﺍﳉﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻌﻘﺎﺏ‪ .‬ﻓﺎﻟﺪﺍﻓﻌﻴﺔ ﺍﳋﺎﺭﺟﻴﺔ‬
‫ﻧﺰﻋﺔ ﻃﺒﻴﻌﻴﺔ ﳌﻮﺍﺻﻠﺔ ﺍﻫﺘﻤﺎﻣﺎﺕ ﺷﺨﺼﻴﺔ‪ ،‬ﻭﺗﻮﻇﻴﻒ ﻗﺪﺭﺍﺗﻨﺎ ﰲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺘﺤﺪﻳﺎﺕ ﻋﻨﺪﻣﺎ‬
‫ﻧﻜﻮﻥ ﻣﺪﻓﻮﻋﲔ ﻣﻦ ﺍﻟﺪﺍﺧﻞ ﻓﻼ ﳓﺘﺎﺝ ﺇﱃ ﺣﻮﺍﻓﺮ ﺃﻭﻋﻘﺎﺏ ﻟﻜﻲ ﻧﻌﻤﻞ‪ ،�