‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬

‫ﻣﻠﺨﺺ‬
‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﱵ ﺍﻧﺘﺸﺮ ﺗﻌﻠﻴﻤﻬﺎ ﰲ ﺷﱴ ﺑﻼﺩ ﺍﻟﻌﺎﱂ ﲟﺎ ﻓﻴﻬﺎ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪.‬‬
‫ﻭﻛﺎﻥ ﺩﺧﻮﳍﺎ ﺇﱃ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻣﺘﺰﺍﻣﻨﺎ ﻣﻊ ﺩﺧﻮﻝ ﺍﻹﺳﻼﻡ ﺇﻟﻴﻬﺎ‪ .‬ﻓﺒﺪﺃ ﺍﳌﺠﺘﻤﻊ ﳛﺒﻮ‪‬ﺎ ﻭﻳﺪﺭﺳﻮ‪‬ﺎ‬
‫ﻛﻮﺳﻴﻠﺔ ﻟﻔﻬﻢ ﻛﺘﺎ‪‬ﻢ ﺍﻟﻜﺮﱘ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ .‬ﻭﺍﻵﻥ ﺗﺸﻬﺪ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ‪‬ﻀﺔ ﳍﺬﻩ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺈﻧﺸﺎﺀ ﻣﺪﺍﺭﺱ ﻭﻣﻌﺎﻫﺪ ﻛﺎﻥ ﺟﻞ ﺍﻫﺘﻤﺎﻣﻬﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺍﺧﺘﻼﻑ ﻃﺮﻕ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﻠﻚ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻓﺈﻧﻪ‬
‫ﳝﻜﻦ ﺗﺼﻨﻴﻒ ﺗﻠﻚ ﺍﻟﻄﺮﻕ ﺇﱃ ﻗﺴﻤﲔ ﻛﺒﲑﻳﻦ ﳘﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﱵ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﳌﻌﺎﻫﺪ‬
‫ﻭﺍﳌﺪﺍﺭﺱ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳊﺪﻳﺜﺔ ﺑﺸﻜﻞ‬
‫ﺃﺳﺎﺳﻲ‪ .‬ﻭﻣﻦ ﺍﳌﻌﺎﻫﺪ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻫﻮ ﻣﻌﻬﺪ ﺩﺍﺭ ﺍﻟﺴﻼﻡ ﻛﻮﻧﺘﻮﺭ ﺍﳊﺪﻳﺚ‪ .‬ﻓﻬﺬﻩ‬
‫ﺍﳌﻘﺎﻟﺔ ﺳﺘﺒﺤﺚ ﻋﻦ ﺃﻧﻮﺍﻉ ﺍﻟﻄﺮﻕ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ‬
‫ﲟﻌﻬﺪ ﺩﺍﺭ ﺍﻟﺴﻼﻡ ﻛﻮﻧﺘﻮﺭ ﻟﻠﺘﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬

‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻔﺘﺎﺣﻴﺔ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬

‫ﻣﻘﺪﻣﺔ‬
‫ﺇﻥ ﺳﻴﺎﺳﺔ ﺣﻜﻮﻣﺔ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺛﺎﺑﺘﺔ ﻭﱂ ﺗﺘﻐﲑ ﺣﱴ‬
‫ﺍﻵﻥ ﻭﻫﻲ ﺑﺈﺑﻘﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺿﻤﻦ ﻣﻮﺍﺩ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪ .‬ﳝﺜﻞ ﺍﳌﺴﻠﻤﻮﻥ ‪ ٪٨٨‬ﻣﻦ‬
‫ﺳﻜﺎﻥ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻟﺬﻳﻦ ﺑﻠﻎ ﺗﻌﺪﺍﺩﻫﻢ ‪ ٢٥٠‬ﻣﻠﻴﻮﻥ ﻧﺴﻤﺔ‪ ،‬ﻭﺗﺪﺭﺱ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ‬
‫ﺍﻟﻌﺎﻣﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺣﺼﺔ ﻭﺍﺣﺪﺓ ﰲ ﺍﻷﺳﺒﻮﻉ‪ ،‬ﻭﺫﻟﻚ ﺿﻤﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ ﺍﻻﺧﺘﻴﺎﺭﻳﺔ‬
‫)ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻷﳌﺎﻧﻴﺔ ﻭﻏﲑﻫﺎ(‪ .‬ﻭﻟﻜﻦ ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﳌﺪﺍﺭﺱ ﺍﻟﺪﻳﻨﻴﺔ ﺇﱃ ﺣﺪ ﻣﺎ ﻣﺪﻫﺶ ﻭﺫﻟﻚ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻷﻣﻮﺭ‬

‫‪Vol. 01, No. 02, Oktober 2014‬‬ ‫‪١١‬‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬ ‫‪١٢‬‬

‫ﺍﻵﺗﻴﺔ‪:‬‬
‫• ﻣﻨﻬﺎ ﺃﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﺣﻜﻮﻣﻴﺔ ﻛﺎﻧﺖ ﺃﻡ‬
‫ﺃﻫﻠﻴﺔ ﺗﺄﰐ ﻣﻦ ﺟﻬﻮﺩ ﺍﳌﺪﺭﺳﲔ ﻭﺟﺪﻳﺘﻬﻢ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺩﻋﻢ ﺍﻟﻮﺯﺍﺭﺓ ﻟﻠﺸﺆﻭﻥ‬
‫ﺍﻟﺪﻳﻨﻴﺔ ﺑﺎﳌﻨﺎﻫﺞ ﻭﺍﻟﻜﺘﺐ ﺍﳌﻘﺮﺭﺓ‪.‬‬
‫• ﻭﻣﻨﻬﺎ ﺍﺳﺘﻘﺎﻣﺔ ﺍﳌﻌﺎﻫﺪ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻭﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺍﻟﺘﻤﺴﻚ ﺑﺮﺳﺎﻟﺘﻬﺎ‬
‫ﻭﺧﺼﻮﺻﺎ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﺪﳝﺔ ﺃﻭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﺑﻞ‬
‫ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﺃﻭ ﺍﻻﻧﺘﻘﺎﺋﻴﺔ ﺃﻭ ﻃﺮﻳﻘﺔ ﺍﳉﻤﻊ‪.‬‬
‫ﺗﻜﺎﻣﻞ ﲡﺎﺭﺏ ﺍﻹﻧﺪﻭﻧﻴﺴﲔ ﻭﳒﺎﺣﻬﻢ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ‬
‫ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﺪﳝﺔ ﺃﻭ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﺃﻭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻻﻧﺘﻘﺎﺋﻴﺔ ﺃﻭ ﻃﺮﻳﻘﺔ ﺍﳉﻤﻊ‬
‫ﺃﻭﺻﻠﺘﻬﻢ ﺇﱃ ﻣﺮﺣﻠﺔ ﺍﻟﻨﻀﻮﺝ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇﱃ ﻣﺮﺣﻠﺔ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻔﻜﺮﻱ‬
‫ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺘﺼﻮﺭ ﺍﻷﻭﺿﺢ‪ ،‬ﺣﺎﻭﻝ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﳜﺘﺼﺮ ﰲ ﻋﺮﺽ‬
‫ﻧﺸﺎﻃﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ ﺣﻜﻮﻣﻴﺔ ﻛﺎﻧﺖ ﺃﻡ‬
‫ﺃﻫﻠﻴﺔ‪ ،‬ﺩﻳﻨﻴﺔ ﻛﺎﻧﺖ ﺃﻡ ﻋﺎﻣﺔ ﺍﻟﱵ ﺑﻠﻎ ﻋﺪﺩﻫﺎ ﺁﻻﻑ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺒﺘﺪﺋﲔ‬

‫ﻳﺘﻤﺜﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺒﺘﺪﺋﲔ ﰲ ﺗﺪﺭﻳﺐ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﻭﻫﺬﺍ ﻣﻮﺟﻮﺩ‬
‫ﰲ ﻛﻞ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺍﻟﻌﺎﻣﺔ ﺍﳌﺘﻮﺍﺟﺪﺓ ﰲ ﺑﻴﺌﺔ‬
‫ﺍﳌﺴﻠﻤﲔ‪ ،‬ﺃﻭ ﰲ ﻣﻨﻄﻘﺔ ﻛﺜﺮ ﻓﻴﻬﺎ ﺍﳌﺴﻠﻤﻮﻥ‪ .‬ﻭﻗﺪ ﺯﺍﺩﺕ ﺑﻌﺾ ﺍﳌﺪﺍﺭﺱ ﺑﺘﺪﺭﻳﺐ ﰲ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﰲ ﺍﳌﺤﺎﺩﺛﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻦ ﺧﻼﻝ ﺗﺪﺭﻳﺲ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﻘﺮﺁﻥ‪.‬‬
‫ﻭﺗﻨﻮﻋﺖ ﺍﻟﻜﺘﺐ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻋﻠﻰ ﺣﺴﺐ ﺗﻨﻮﻉ ﺍﻟﻄﺮﻕ ﻟﺘﺪﺭﻳﺐ ﻗﺮﺍﺀﺓ‬
‫ﺍﻟﻘﺮﺁﻥ‪ ،‬ﻣﻨﻬﺎ ﻃﺮﻳﻘﺔ »ﺍﻗﺮﺃ« ﻭ»ﻃﺮﻳﻘﺔ ﻗﺮﺍﺀﰐ« ﻭ»ﻃﺮﻳﻘﺔ ﺍﻟﱪﻗﻲ« ﻭ»ﻃﺮﻳﻘﺔ ﻧﻈﺎﻡ‬
‫ﺍﻟﺴﺎﻋﺔ ﺍﳌﺤﺪﻭﺩﺓ« ﻭﻃﺮﻕ ﺃﺧﺮﻯ ﻛﺜﲑﺓ‪ .‬ﻭﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺍﻟﻄﺮﻕ ﺍﻟﺴﺎﺑﻘﺔ ﳍﺎ ﻫﻴﺌﺘﻬﺎ‬
‫ﺍﳋﺎﺻﺔ‪ ،‬ﻭﺗﻌﻘﺪ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﺧﺎﺻﺔ ﰲ ﺍﳌﺴﺘﻮﻳﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻨﺬ ﺭﻭﺽ ﺍﻷﻃﻔﺎﻝ ﺇﱃ‬

‫‪Jurnal Lisanu ad-Dhad‬‬

‫‪١٣‬‬ ‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺍﳉﺎﻣﻌﺔ ﻟﺘﻌﻠﻴﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺗﻠﻚ ﺍﻟﻄﺮﻕ‪ .‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺃﻥ ﺍﳌﺪﻥ ﻭﺍﳌﻨﺎﻃﻖ‬
‫ﻭﺍﻟﻮﻻﻳﺎﺕ ﺍﻷﻛﺜﺮ ﺍﺳﺘﻘﻼﻟﻴﺔ ﺗﻔﺮﺽ ﻋﻠﻰ ﲨﻴﻊ ﺳﻜﺎ‪‬ﺎ ﺗﻌﻠﻢ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ ﻭﺍﻛﺘﺴﺎﺏ‬
‫ﺍﻟﻜﻔﺎﺀﺓ ﻓﻴﻬﺎ‪ ،‬ﻭﺫﻟﻚ ﰲ ﺑﺮﻧﺎﻣﺞ ﳏﻮ ﺍﻷﻣﻴﺔ ﰲ ﻗﺮﺍﺀﺓ ﺍﻟﻘﺮﺁﻥ‪ .‬ﻭﻫﺬﺍ ﺍﻟﱪﻧﺎﻣﺞ ﻟﻴﺲ ﻓﻘﻂ‬
‫ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻌﺎﻫﺪ ﺑﻞ ﰲ ﺍﳌﺼﻠﻴﺎﺕ ﻭﺩﺍﺧﻞ ﺍﻷﺳﺮ ﺍﳌﺴﻠﻤﺔ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﺪﳝﺔ‬

‫ﻭﻳﻨﻘﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﺪﳝﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺇﱃ‬
‫ﻗﺴﻤﲔ‪:‬‬
‫ﺍﻟﻘﺴﻢ ﺍﻷﻭﻝ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺗﺮﲨﺔ ﺍﻟﻜﺘﺐ ﺍﻟﺪﻳﻨﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺷﻔﻬﻴﺎ ﻣﻦ ﺍﻟﺸﻴﺦ‬
‫ﺍﻟﻌﺎﱂ ﳍﺪﻑ ﺗﻠﻘﲔ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺪﻳﻨﻴﺔ ﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺘﱪﺓ ﻋﻨﺪﻫﻢ‪.‬‬
‫ﻭﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ‪ ،‬ﻣﻨﻬﺎ ﺍﻟﺘﻠﻘﲔ ﺍﻟﻌﺎﻡ )‪ ،(weton‬ﻭﻣﻨﻬﺎ‬
‫ﻋﺮﺽ ﺍﻟﻘﺮﺍﺀﺓ ﻋﻠﻰ ﺍﻟﺸﻴﺦ )‪ ،(sorogan‬ﻭﻣﻨﻬﺎ ﺗﺪﺭﻳﺐ ﺍﳌﻨﺎﻗﺸﺎﺕ ﻣﻦ‬
‫ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﻭﺳﺔ ﰲ ﺑﺮﻧﺎﻣﺞ ﲝﺚ ﺍﳌﺴﺎﺋﻞ‪ ،‬ﻭﲡﺮﻱ ﺍﳌﻨﺎﻗﺸﺔ ﰲ ﺍﻟﻐﺎﻟﺐ‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﳌﺤﻠﻴﺔ ﺃﻱ ﺑﻠﻐﺔ ﺍﻟﺘﻼﻣﻴﺬ‪.‬‬
‫ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﱐ‪ :‬ﺗﻌﻠﻴﻢ ﺍﻟﻜﺘﺐ ﺍﻟﻠﻐﻮﻳﺔ ﻛﺎﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﺍﻟﺒﻼﻏﺔ ﻭﺍﻟﻨﺼﻮﺹ ﺍﻷﺩﺑﻴﺔ‬
‫ﺑﻨﻔﺲ ﺍﻟﻄﺮﻳﻘﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻜﺘﺐ ﺍﻟﺪﻳﻨﻴﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻱ ﺑﻄﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ‬
‫ﻭﺍﻟﺘﺮﲨﺔ‪ .‬ﻭﺻﻮﺭﺓ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ‬
‫ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻛﻤﺎ ﻳﻠﻲ‪ :‬ﻳﻘﺮﺃ ﺍﻟﺸﻴﺦ ﻛﺘﺎﺑﺎ ﻭﻳﺘﺮﲨﻪ ﻛﻠﻤﺔ ﻓﻜﻠﻤﺔ‬
‫ﺑﺎﻟﻠﻐﺔ ﺍﳌﺤﻠﻴﺔ )ﻟﻐﺔ ﺍﻟﺘﻼﻣﻴﺬ(‪ .‬ﻭﺑﻌﺪ ﺃﻥ ﲤﺖ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﺘﺮﲨﺔ ﺇﱃ ﺁﺧﺮ‬
‫ﻓﺼﻞ ﺃﻭ ﺑﺎﺏ‪ ،‬ﺷﺮﻉ ﺑﺸﺮﺣﻪ ﻭﺑﻴﺎﻥ ﻣﺎ ﺗﻀﻤﻨﻪ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﻌﺮﻳﻔﺎﺕ‬
‫ﻣﻊ ﺍﻹﺗﻴﺎﻥ ﲟﺜﺎﻝ ﻣﻨﻪ‪ .‬ﻭﺍﳋﻄﻮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﺗﺄﰐ ﻣﻦ ﺟﺎﻧﺐ ﺍﻟﺘﻼﻣﻴﺬ‪ ،‬ﻭﺫﻟﻚ‬
‫ﺑﺄﻥ ﻳﻘﺮﺃﻭﺍ ﺍﻟﻜﺘﺎﺏ ﻭﻳﺘﺮﲨﻪ ﻣﺜﻞ ﻣﺎ ﻓﻌﻠﻪ ﺷﻴﺦ ﺍﳌﻌﻬﺪ‪ ،‬ﰒ ﻳﺘﺄﻣﻞ ﰲ‬
‫‪١‬‬
‫ﻣﻀﻤﻮﻧﻪ ﻣﻦ ﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻟﺘﻌﺮﻳﻔﺎﺕ‪ ،‬ﰒ ﳛﻔﻈﻬﺎ‪.‬‬

‫‪١‬ﺤﻣﻤﻮد ﻳﻮﻧﺲ‪ ،‬ﺗﺎرﻳﺦ اﻟﺮﺘﺑﻴﺔ اﻹﺳﻼﻣﻴﺔ ﻲﻓ إﻧﺪوﻧﻴﺴﻴﺎ‪) ،‬ﺟﺎﻛﺮﺗﺎ‪ :‬ﻣﻮﺗﻴﺎرا‪ ،(١٩٧٩ ،‬ص‪:‬‬
‫‪.٥٢-٤٦‬‬

‫‪Vol. 01, No. 02, Oktober 2014‬‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬ ‫‪١٤‬‬

‫ﻭﻹﻋﻄﺎﺀ ﺻﻮﺭﺓ ﺃﻭﺿﺢ ﻋﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ‬

‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻘﺮﺍﺀﺓ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻨﺼﻮﺹ ﻣﻦ ﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﺷﻌﺮﺍ ﻭﻧﺜﺮﺍ ﻭﻏﲑﻫﺎ‬ ‫‪.١‬‬
‫ﻣﻦ ﺍﻟﻜﺘﺐ ﰲ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﺍﻟﺒﻼﻏﺔ‪.‬‬
‫ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﻘﺮﻭﺀ ﺍﺳﺘﻴﻌﺎﺑﺎ ﺗﺎﻣﺎ ﻳﺸﻤﻞ ﺍﻟﺘﻔﺎﺻﻴﻞ ﺍﻟﺪﻗﻴﻘﺔ ﻟﺘﻠﻚ ﺍﳌﺎﺩﺓ ﺃﻭ ﺍﻟﻨﺼﻮﺹ‬ ‫‪.٢‬‬
‫ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺩﻗﺔ ﺍﻟﻔﻬﻢ ﺃﻭ ﺍﻟﺘﺬﻭﻕ ﺍﻷﺩﰊ‪.‬‬
‫ﺍﻹﳌﺎﻡ ﺑﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﺇﳌﺎﻣﺎ ﺗﺎﻣﺎ ﻭﺩﻗﻴﻘﺎ ﻭﻳﺸﻤﻞ ﺷﺮﺡ ﺍﳌﺘﻮﻥ ﻭﺗﻌﻠﻴﻖ‬ ‫‪.٣‬‬
‫ﺍﳊﻮﺍﺷﻲ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺗﺰﻭﻳﺪ ﺍﻟﻄﻠﺒﺔ ﺑﻘﺪﺭ ﻛﺒﲑ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﺩﺑﻴﺔ ﻭﺩﻻﻟﺘﻬﺎ ﺍﳊﻘﻴﻘﻴﺔ ﻭﺍﳌﺠﺎﺯﻳﺔ‬ ‫‪.٤‬‬
‫ﻭﻣﺮﺍﺩﻓﺎ‪‬ﺎ‪ ،‬ﻭﻣﻄﺎﻟﺒﺘﻬﻢ ﲝﻔﻆ ﻗﻮﺍﻋﺪﻫﺎ ﺍﳌﻄﻮﻟﺔ ﻋﻦ ﻇﻬﺮ ﻗﻠﺐ ﻟﻴﺴﺎﻋﺪﻫﻢ ﺑﺬﻟﻚ‬
‫ﰲ ﻓﻬﻢ ﻧﺼﻮﺹ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺮﺭ‪.‬‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ ﻣﻮﺿﻮﻋﺎﺕ ﺍﻹﻧﺸﺎﺀ ﰲ ﺃﺳﻠﻮﺏ ﺷﺒﻴﻪ ﺑﺄﺳﻠﻮﺏ ﺍﻟﻘﺪﻣﺎﺀ‪.‬‬ ‫‪.٥‬‬
‫ﻭﻫﺬﺍ ﻣﻦ ﺃﻛﻤﻞ ﺍﻟﺘﺼﻮﻳﺮ ﳍﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ‪ ،‬ﻣﻬﻤﺎ ﱂ ﺗﺼﻞ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺇﱃ ﻫﺬﺍ‬
‫ﺍﳌﺴﺘﻮﻯ ﺇﻻ ﺍﻟﻘﻠﻴﻠﺔ ﻣﻨﻬﺎ ﺑﻞ ﻗﻠﻴﻠﺔ ﺟﺪﺍ‪ ،‬ﻭﺫﻟﻚ ﻷﻥ ﺍﳍﺪﻑ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻓﻴﻬﺎ ﳎﺮﺩ ﲤﻜﲔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﻣﻄﺎﻟﻌﺔ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺘﱪﺓ ﻋﻨﺪ ﺷﻴﻮﺥ‬
‫ﺍﳌﻌﻬﺪ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﳊﺪﻳﺜﺔ‬

‫ﺇﻥ ﺇﻧﺘﺸﺎﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻹﺳﻼﻣﻴﺔ ﰲ ﺍﻟﻌﺎﱂ ﺍﻹﺳﻼﻣﻲ ﻗﺪ ﺃﺣﺪﺛﺖ ﺍﲡﺎﻫﺎ ﺟﺪﻳﺪﺍ‬
‫ﰲ ﳎﺎﻝ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﰲ ﺇﻧﺪﻭﻧﺴﻴﺎ –ﺣﻴﺚ ﻣﻮﺿﻮﻉ ﲝﺜﻨﺎ– ﺃﻳﻘﻆ ﻧﺴﻴﻢ ﻫﺬﻩ‬
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‫ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﲔ ﻣﻦ ﻏﻔﻠﺘﻬﻢ ﺣﱴ ﺭﺃﻭﺍ ﺿﺮﻭﺭﺓ ﺗﻄﻮﻳﺮ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻷﻥ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻷﻣﺔ ﺯﺍﺩﺕ ﻭﺗﻮﺳﻌﺖ‪ ،‬ﲜﺎﻧﺐ ﺃﻥ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺘﻘﻠﻴﺪﻱ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‬
‫ﺑﻄﻲﺀ ﻟﻠﻐﺎﻳﺔ ﻭﻗﺪ ﻻ ﻳﻨﺎﺳﺐ ﻭﻻ ﻳﻮﺍﺯﻱ ﲟﻘﺘﻀﻴﺎﺕ ﺍﻷﻣﺔ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ ﻭﳛﺘﺎﺝ‬
‫ﺇﱃ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﺗﻨﺎﺳﺐ ﺍﻟﻄﺮﻕ ﻭﺍﳌﺎﺩﺓ ﻭﺍﻟﺰﻣﻦ ﺍﳌﺨﺼﺺ ﳍﺎ‪.‬‬

‫‪ ٢‬ﻫﻤﺎﻜ‪ ،‬ﺤﻣﻤﺪ ﻋﺒﺪه وأﺛﺮه ﻲﻓ إﻧﺪوﻧﻴﺴﻴﺎ‪) ،‬ﺟﺎﻛﺮﺗﺎ‪ :‬ﺗﻨﺘﺎ ﻣﺎس‪ ،(١٩٦١ ،‬ص‪ .‬؟؟؟‬

‫‪Jurnal Lisanu ad-Dhad‬‬

‫‪١٥‬‬ ‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻧﺸﺄﺓ ﻣﺪﺍﺭﺱ ﺍﻻﺳﺘﻌﻤﺎﺭ ﺍﳍﻮﻟﻨﺪﻱ ﰲ ﺃﺭﺽ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻟﱵ‬

‫ﺗﺘﻤﻴﺰ ﺑﺎﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﳌﻨﻈﻤﺔ ﻭﺑﺎﳌﻨﺎﻫﺞ ﺍﳌﺘﺪﺭﺟﺔ ﺍﻟﺴﻬﻠﺔ ﺍﻟﱵ ﻇﻬﺮﺕ ﻓﻌﺎﻟﻴﺘﻬﺎ‬
‫ﻭﺧﺼﻮﺻﺎ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﳍﻮﻟﻨﺪﻳﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﻭﺭﻭﺑﻴﺔ‪.‬‬
‫ﻳﺘﻤﻜﻦ ﺍﻟﺘﻼﻣﻴﺬ ‪‬ﺬﻩ ﺍﳌﻨﺎﻫﺞ ﻣﻦ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﳍﻮﻟﻨﺪﻳﺔ ﰲ ﺃﻗﺼﺮ ﻭﻗﺖ ﻧﺴﺒﺔ ﺇﱃ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ .‬ﻭﺯﺍﺩ ﺍﻷﻣﺮ ﺧﻄﲑﺍ ﻣﻦ ﺃﻥ ﺧﺮﳚﻲ ﺗﻠﻚ‬
‫ﺍﳌﺪﺍﺭﺱ ﻣﺘﺄﺛﺮﻳﻦ ﺑﺎﳊﻀﺎﺭﺓ ﺍﻷﻭﺭﻭﺑﻴﺔ ﺇﱃ ﺣﺪ ﻣﺆﺳﻒ ﻭﻳﺆﺩﻭﻥ ﺍﻟﻮﻻﺀ ﺇﱃ ﺍﳌﺴﺘﻌﻤﺮﻳﻦ‪.‬‬
‫ﻭﻧﺸﺄ ﰲ ﻫﺬﻩ ﺍﻟﻈﺮﻭﻑ ﺃﻱ ﻇﺮﻭﻑ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻌﻬﺪ‬
‫ﻛﻮﻧﺘﻮﺭ ﺍﳊﺪﻳﺚ‪ ،‬ﺃﻭ ﻳﻘﺎﻝ ﺍﳌﻌﻬﺪ ﺍﻟﻌﺼﺮﻱ ﻛﻮﻧﺘﻮﺭ‪ ،‬ﻭﺑﺎﻟﺘﺤﺪﻳﺪ ﰲ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﻣﻦ‬
‫ﻫﺬﺍ ﺍﻟﻘﺮﻥ )‪ .(١٩٢٦‬ﻭﻟﻘﺪ ﺍﺟﺘﻬﺪ ﺍﳌﻌﻬﺪ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﳊﺪﻳﺜﺔ ﲝﻴﺚ ﺃﺗﻘﻦ ﻭﺩﺍﻭﻡ ﻭﻭﺍﺻﻞ ﻭﺍﺳﺘﻘﺎﻡ ﰲ ﳑﺎﺭﺳﺔ ﺗﻨﻔﻴﺬ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﺬ ﺍﻟﻌﺸﺮﻳﻨﺎﺕ ﺣﱴ ﺍﻵﻥ‪.‬‬
‫ﻭﻣﻦ ﺍﻣﺘﻴﺎﺯﺍﺕ ﻣﻌﻬﺪ ﻛﻮﻧﺘﻮﺭ ﺍﻟﻌﺼﺮﻱ ﻫﻮ ﺍﳉﻤﻊ ﺑﲔ ﺍﳌﺬﻫﺒﲔ ﺍﻟﻌﻈﻴﻤﲔ ﰲ‬
‫ﻧﻈﺎﻡ ﺍﻟﺘﺮﺑﻴﺔ‪ .‬ﻭﺃﻭﳍﻤﺎ ﻣﺬﻫﺐ ﻧﻈﺎﻡ ﺍﳌﻌﻬﺪ ﺍﻟﺘﻘﻠﻴﺪﻱ ﻭﺛﺎﻧﻴﻬﻤﺎ ﻣﺬﻫﺐ ﻧﻈﺎﻡ ﺍﳌﺪﺭﺳﺔ‬
‫ﺍﳌﻨﻈﻤﺔ ﺍﻟﺬﻱ ﻳﺘﻤﻴﺰ ﰲ ﺗﺮﺗﻴﺐ ﺍﳌﻨﺎﻫﺞ ﺍﳌﺘﺪﺭﺟﺔ ﺍﻟﺴﻬﻠﺔ ﻭﰲ ﺗﺮﺗﻴﺐ ﺍﳌﺴﺘﻮﻯ ﺃﻭ‬
‫ﺍﻟﻔﺼﻞ ﺣﺴﺐ ﻣﺮﺍﺣﻞ ﺗﻄﻮﺭ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻭﳒﺢ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﰲ ﻏﺮﺱ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ‬
‫ﺃﺫﻫﺎﻥ ﺍﻟﺘﻼﻣﻴﺬ ﻭﲤﻜﻴﻨﻬﻢ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺃﺳﺮﻉ ﻭﻗﺖ ﳑﻜﻦ ﻭﻗﺪ ﻻ ﳛﺘﺎﺝ ﺇﱃ‬
‫ﺍﻟﺬﻛﺎﺀ ﺍﻟﺰﺍﺋﺪ‪.‬‬
‫ﻭﻣﻦ ﺍﻣﺘﻴﺎﺯﺍﺕ ﻣﻌﻬﺪ ﻛﻮﻧﺘﻮﺭ ﺍﻟﻌﺼﺮﻱ ﺃﻳﻀﺎ ﺃﻧﻪ ﰲ ﺗﻨﺴﻴﻖ ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ‬
‫ﳚﻤﻊ ﺑﲔ ﻣﻨﻬﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺎﻣﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺍﲣﺬ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺪﻳﻨﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﻠﻮﻡ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‬
‫ﻟﺘﺪﺭﻳﺲ ﺍﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ‪ .‬ﺑﻌﺒﺎﺭﺓ ﺃﺧﺮﻯ ﲨﻊ ﻫﺬﺍ ﺍﳌﻌﻬﺪ ﺑﲔ ﺛﻼﺛﺔ ﻋﻨﺎﺻﺮ ﰲ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﻭﻫﻲ ﺗﻌﻮﻳﺪ ﺍﻟﺘﺨﺸﻊ ﻋﻦ ﻃﺮﻳﻖ ﺗﺪﺭﻳﺒﺎﺕ ﺗﺰﻛﻴﺔ ﺍﻟﻨﻔﺲ ﰲ ﻧﻈﺎﻡ ﺍﳊﻴﺎﺓ‬
‫ﳌﺪﺓ ‪ ٢٤‬ﺳﺎﻋﺔ ﻳﻮﻣﻴﺎ‪ ،‬ﰒ ﺍﻟﺘﻔﻘﻪ ﰲ ﺍﻟﺪﻳﻦ ﰒ ﺍﻟﺘﺜﻘﻒ ﺑﺎﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻮﺍﺳﻌﺔ‪ .‬ﻭ‪‬ﺬﺍ ﲤﺴﻚ‬
‫ﺍﳌﻌﻬﺪ ﺑﺮﺳﺎﻟﺘﻪ ﺍﳌﻌﻬﺪﻳﺔ ﺧﺼﻮﺻﺎ ﰲ ﺗﻜﻮﻳﻦ ﺷﺨﺼﻴﺔ ﺗﻼﻣﻴﺬﻩ ﻟﻴﺼﺒﺤﻮﺍ ﻓﻴﻤﺎ ﺑﻌﺪ ﳔﺒﺔ‬
‫ﺍﻷﻣﺔ ﻭﻗﺎﺩ‪‬ﻢ ﰲ ﻛﻞ ﻣﻴﺎﺩﻳﻦ ﺍﳉﻬﺎﺩ‪.‬‬

‫‪Vol. 01, No. 02, Oktober 2014‬‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬ ‫‪١٦‬‬

‫ﻭﺍﻗﺘﺪﻯ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻤﻂ ﺧﺮﳚﻮ ﻣﻌﻬﺪ ﻛﻮﻧﺘﻮﺭ ﺍﻟﻌﺼﺮﻱ‪ ،‬ﻭﻛﺬﻟﻚ ﺧﺮﳚﻮ‬
‫ﻣﻌﺎﻫﺪ ﺧﺮﳚﻲ ﻛﻮﻧﺘﻮﺭ‪ ،‬ﻭﺧﺮﳛﻮ ﻣﻌﺎﻫﺪ ﺧﺮﳚﻲ ﺧﺮﳚﻲ ﻛﻮﻧﺘﻮﺭ‪ .‬ﻭﻳﺒﻠﻎ ﻧﻮﻉ ﻣﺜﻞ‬
‫ﻫﺬﺍ ﺍﳌﻌﻬﺪ ﻗﺮﺍﺑﺔ ﺃﻟﻒ ﻣﻌﻬﺪ‪ ،‬ﻭﻫﻲ ﻣﻨﺘﺸﺮﺓ ﰲ ﺃﳓﺎﺀ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ .‬ﻭﺍﻵﻥ ﻻ ﲣﻠﻮ ﺃﻳﺔ‬
‫ﻣﺆﺳﺴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻣﻦ ﻋﻨﺎﺻﺮ ﻛﻮﻧﺘﻮﺭ‬
‫ﺑﺸﻜﻞ ﻣﺒﺎﺷﺮ ﺃﻡ ﻏﲑ ﻣﺒﺎﺷﺮ‪.‬‬
‫ﻭ‪‬ﺬﺍ ﺍﻟﻮﺍﻗﻊ ﺍﻧﺘﺸﺮﺕ ﻃﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ‬
‫ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳌﻌﺎﻫﺪ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻭﺣﱴ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻭﰲ‬
‫ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﺟﺎﺀ ﺍﻟﺪﻋﻢ ﺍﻟﻜﺒﲑ ﻣﻦ ﺣﻜﻮﻣﺔ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻋﻦ ﻃﺮﻳﻖ ﻭﺯﺍﺭﺓ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻳﻨﻴﺔ‬
‫ﰲ ﺗﻄﻮﻳﺮ ﻣﻨﺎﻫﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﻭﺍﳉﺎﻣﻌﺎﺕ ﺍﳊﻜﻮﻣﻴﺔ ﻭﺗﻮﻓﲑﻫﺎ ﲟﻌﺎﻣﻞ‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﰲ ﻛﻞ ﺟﺎﻣﻌﺔ‪ .‬ﻭﺫﻟﻚ ﰲ ﻋﻬﺪ ﺃﻣﻴﻨﻬﺎ ﺍﻟﻌﺎﻡ ﻟﻠﺸﺆﻭﻥ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﻟﺸﻴﺦ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﻛﻔﺮﺍﻭﻱ ﺭﺿﻮﺍﻥ )ﺍﻟﻜﻮﻧﺘﻮﺭﻱ(‪.‬‬
‫ﻭﺃﻣﺎ ﺻﻮﺭﺓ ﺗﻨﻔﻴﺬ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﻌﺎﻫﺪ ﻛﻮﻧﺘﻮﺭ‬
‫ﺍﻟﻌﺼﺮﻳﺔ ﻭﻓﺮﻭﻋﻪ ﻭﺍﳌﻌﺎﻫﺪ ﺃﻭ ﺍﳌﺪﺍﺭﺱ ﺍﳌﻨﺘﻤﻴﺔ ﺇﻟﻴﻬﺎ ﻓﺴﻮﻑ ﺗﺘﺒﲔ ﻋﻦ ﻃﺮﻳﻖ ﻗﺮﺍﺀﺓ‬
‫ﺟﺪﻭﻝ ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻋﺪﺩ ﺣﺼﺺ ﰲ ﻛﻞ ﺃﺳﺒﻮﻉ ﰲ ﻧﻈﺎﻡ ﺍﻟﺴﺖ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺬﻱ‬
‫‪٣‬‬
‫ﻳﺸﻤﻞ ﺍﳌﺴﺘﻮﻯ ﺍﻹﻋﺪﺍﺩﻱ ﺃﻭ ﺍﳌﺘﻮﺳﻂ ‪ ٣‬ﺳﻨﻮﺍﺕ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﻧﻮﻱ ‪ ٣‬ﺳﻨﻮﺍﺕ‪.‬‬
‫ﻓﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺧﻼﻝ ﺍﻟﺪﺭﻭﺱ ﺍﻷﺧﺮﻯ ﻛﺎﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺎﻣﺔ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﳝﻜﻦ ﺃﻥ ﻧﺮﻯ ﺃﺷﻴﺎﺀ ﺗﺘﻌﻠﻖ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻣﻌﻬﺪ ﻛﻮﻧﺘﻮﺭ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ .١‬ﺃﻥ ﺍﳌﻮﺍﺩ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﻟﻠﻤﺒﺘﺪﺋﲔ ﺧﺼﻮﺻﺎ ﰲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﺗﻨﺎﻝ‬
‫ﻗﺴﻄﺎ ﻛﺒﲑﺍ ﻣﻦ ﺍﻟﻮﻗﺖ‪ ،‬ﻷ‪‬ﺎ ﺗﻌﺘﱪ ﺍﻷﺳﺎﺱ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﳌﺒﺎﺷﺮﺓ‪.‬‬
‫‪ .٢‬ﻭﺃﻣﺎ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﺪﺭﻭﺱ ﺍﳌﻄﺎﻟﻌﺔ ﻭﺍﻹﻧﺸﺎﺀ ﻭﺍﻟﻨﺤﻮ ﻭﺍﳋﻄﺎﺑﺔ ﺗﺪﺭﺱ ﺑﺼﻮﺭﺓ‬
‫ﻣﻜﺜﻔﺔ ﻛﺪﺭﻭﺱ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﰲ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﻟﺘﻤﻜﻴﻨﻬﻢ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺭﺑﻊ‪.‬‬
‫‪ .٣‬ﻭﻳﺒﺪﻭ ﺃ‪‬ﺎ ﰲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﲤﻴﻞ ﺇﱃ ﻧﻈﺮﻳﺔ ﺍﻟﻮﺣﺪﺓ ﻭﰲ ﺍﻟﺴﻨﺔ ﺑﻌﺪﻫﺎ ﺑﻨﻈﺮﻳﺔ‬
‫‪ ٣‬ﻛﻠﻴﺔ ﺍﳌﻌﻠﻤﲔ ﺍﻹﺳﻼﻣﻴﺔ‪ ،‬ﺍﳌﻮﺍﺩ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻭﻋﺪﺩ ﺍﳊﺼﺺ ﰲ ﻛﻞ ﺃﺳﺒﻮﻉ )ﻣﻨﺸﻮﺭﺍﺕ ﻣﻜﺘﺐ ﻛﻠﻴﺔ‬
‫ﺍﳌﻌﻠﻤﲔ ﺍﻹﺳﻼﻣﻴﺔ ﺑﻜﻮﻧﺘﻮﺭ(‪) ،‬ﻛﻮﻧﺘﻮﺭ‪ ،‬ﻣﻄﺒﻌﺔ ﺩﺍﺭ ﺍﻟﺴﻼﻡ‪ ،(١٩٨٥ ،‬ﺹ‪.٣ :‬‬

‫‪Jurnal Lisanu ad-Dhad‬‬

‫‪١٧‬‬ ‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺍﻟﻔﺮﻭﻉ‪.‬‬
‫‪ .٤‬ﻭﺃﻥ ﺍﳌﻮﺍﺩ ﺍﻟﺪﻳﻨﻴﺔ ﻛﻠﻬﺎ ﺗﺪﺭﺱ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻟﺘﺰﻭﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺎﻟﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻓﻄﺮﻕ‬
‫ﺗﻌﻠﻴﻤﻬﺎ ﺃﻳﻀﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﺧﺼﻮﺻﺎ ﰲ ﺷﺮﺡ ﺍﳌﻔﺮﺩﺍﺕ ﰲ ﻛﻞ ﺩﺭﺱ ﻭﰲ‬
‫ﺷﺮﺡ ﻣﻀﻤﻮﻥ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫ﻭﻹﻋﻄﺎﺀ ﺍﻟﺘﺼﻮﺭ ﺍﻷﻭﺿﺢ ﻋﻦ ﺗﻌﻠﻴﻢ ﺗﻠﻚ ﺍﳌﻮﺍﺩ ﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺒﲔ ﻃﺮﻳﻘﺔ‬
‫ﺗﻌﻠﻴﻢ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﺍﳌﺘﻴﻨﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪.‬‬
‫‪ .١‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ‬
‫‪ .١‬ﺍﺳﺘﻌﺪﺍﺩ ﺍﳌﺪﺭﺱ ﺑﺎﻷﺩﻭﺍﺕ ﻛﻮﺳﺎﺋﻞ ﺍﻹﻳﻀﺎﺡ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﻋﻠﻰ ﳒﺎﺡ‬
‫ﺍﻟﺘﻌﻠﻴﻢ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﺃﺭﺍﺩ ﺍﳌﺪﺭﺱ ﺃﻥ ﻳﺪﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ ﻋﻠﻴﻪ ﺃﻥ ﻳﻘﺮ‪‬ﺎ ﺑﺎﻷﺷﻴﺎﺀ‬
‫ﻣﺒﺎﺷﺮﺓ ﻣﻊ ﻋﺪﻡ ﺗﺮﲨﺘﻬﺎ ﺇﱃ ﻟﻐﺔ ﺍﻟﺘﻼﻣﻴﺬ )ﺍﳌﺤﻠﻴﺔ ﺃﻭ ﺍﻟﻮﻃﻨﻴﺔ(‪ ،‬ﰒ ﻳﺪﻋﻮ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﳏﺎﻛﺎﺗﻪ ﰲ ﻧﻄﻘﻬﺎ ﲨﺎﻋﺔ‪ .‬ﺍﳌﺜﺎﻝ‪:‬‬
‫ﻫﺬﻩ ﻛﺮﺍﺳﺔ‬ ‫ﻫﺬﺍ ﻛﺘﺎﺏ‬
‫ﻫﺬﻩ ﺳﺒﻮﺭﺓ‬ ‫ﻫﺬﺍ ﻣﻘﻌﺪ‬
‫ﻫﺬﻩ ﻃﻼﺳﺔ‬ ‫ﻫﺬﺍ ﻗﻠﻢ‬
‫‪ .٢‬ﻛﺘﺎﺑﺔ ﺍﳌﺪﺭﺱ ﺗﻠﻚ ﺍﻟﻜﻠﻤﺎﺕ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﺑﻌﺪ ﺗﻠﻔﻴﻈﻬﺎ ﻭﺍﺣﺪﺓ ﻓﻮﺍﺣﺪﺓ‪.‬‬
‫‪ .٣‬ﺍﻷﻣﺮ ﺍﻟﺘﻼﻣﻴﺬ ﺑﻌﻤﻞ ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪ .٢‬ﺩﺭﺱ ﺍﳌﻄﺎﻟﻌﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .١‬ﺗﻮﺟﻴﻪ ﺍﻷﺳﺌﻠﺔ ﺍﻟﱵ ﺗﻮﺻﻞ ﺃﺫﻫﺎﻥ ﺍﻟﺘﻼﻣﻴﺬ ﺇﱃ ﻣﻮﺿﻮﻉ‪ ،‬ﰒ ﻛﺘﺎﺑﺔ ﺍﳌﻮﺿﻮﻉ‬
‫ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬
‫‪ .٢‬ﻳﺸﺮﺡ ﺍﳌﺪﺭﺱ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺼﻌﺒﺔ ﺑﺘﻠﻔﻴﻈﻬﺎ ﻣﻊ ﺍﻟﺘﻼﻣﻴﺬ ﻭﻛﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ‬
‫ﺍﻟﺴﺒﻮﺭﺓ ﰒ ﺷﺮﺡ ﻣﻌﻨﺎﻫﺎ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬
‫‪ .٣‬ﻳﻠﺨﺺ ﺍﳌﺪﺭﺱ ﺍﻟﺪﺭﺱ ﻣﻊ ﺍﻟﺮﺑﻂ ﻭﳛﻠﻠﻪ ﺑﺎﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺘﺸﻮﻳﻘﺎﺕ ﰒ ﻳﺴﺘﻨﺘﺞ‬
‫ﺍﳌﻐﺰﻯ‪.‬‬

‫‪Vol. 01, No. 02, Oktober 2014‬‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬ ‫‪١٨‬‬

‫‪ .٤‬ﻳﻘﺮﺃ ﺍﳌﺪﺭﺱ ﺍﻟﺪﺭﺱ ﺃﻭ ﺍﳌﻘﺎﻟﺔ ﳕﻮﺫﺟﺎ ﻟﻘﺮﺍﺀﺓ ﺍﻟﺘﻼﻣﻴﺬ ﺑﻌﺪ ﻣﻌﺮﻓﺘﻬﻢ ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫‪ .٥‬ﻳﻘﺮﺃ ﺑﻌﺾ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻘﺎﻟﺔ ﻭﺍﺣﺪﺍ ﻓﻮﺍﺣﺪﺍ ﻣﻊ ﺍﻹﺻﻼﺡ ﻣﻦ ﺍﳌﺪﺭﺱ‪.‬‬
‫‪ .٦‬ﻳﻘﺮﺃ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻘﺎﻟﺔ ﺑﺼﻮﺕ ﺧﻔﻴﻒ ﻣﻊ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﳉﻤﻞ ﺃﻭ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﺍﻟﻐﺎﻣﻀﺔ‪.‬‬
‫‪ .٧‬ﻳﺸﺮﺡ ﺍﳌﺪﺭﺱ ﺳﺆﺍﻝ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻐﺎﻣﻀﺔ‪.‬‬
‫‪ .٨‬ﻳﻘﺮﺃ ﺍﳌﺪﺭﺱ ﻣﺎ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻭﺍﻟﺘﻼﻣﻴﺬ ﻳﻼﺣﻈﻮ‪‬ﺎ‪.‬‬
‫‪ .٩‬ﻳﻜﺘﺐ ﺍﻟﺘﻼﻣﻴﺬ ﻣﺎ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﰲ ﻛﺮﺍﺳﺘﻬﻢ‪.‬‬
‫‪ .١٠‬ﻳﻘﺮﺃ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻘﺎﻟﺔ ﺻﺎﻣﺘﲔ ﺇﻋﺪﺍﺩﺍ ﳌﻮﺍﺟﻬﺔ ﺍﻟﺘﻄﺒﻴﻖ‪.‬‬
‫‪ .١١‬ﺍﻟﺘﻄﺒﻴﻖ ﻋﻦ ﻣﻀﻤﻮﻥ ﺍﻟﺪﺭﺱ ﺍﳉﺪﻳﺪ ﺑﺈﺟﺎﺑﺔ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻟﺘﻜﻠﻢ ﻋﻦ ﻣﻀﻤﻮﻥ‬
‫ﺍﳌﻮﺿﻮﻉ‪.‬‬
‫‪ .٣‬ﺩﺭﺱ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺇ ّﻥ ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﳊﺪﻳﺜﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﺗﺒﺪﺃ ﰲ ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻭﺫﻟﻚ ﺑﻌﺪ ﲤﻜﻦ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺍﳌﺤﺎﺩﺛﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻮﻣﻴﺎ‪ .‬ﻭﺍﳋﻄﻮﺍﺕ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫‪ .١‬ﻳﺄﻣﺮ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺈﺗﻴﺎﻥ ﺑﺄﻣﺜﻠﺔ ﻣﻦ ﺍﳉﻤﻞ ﺍﻟﺼﺤﻴﺤﺔ‪ ،‬ﰒ ﳜﺘﺎﺭ ﻣﻨﻬﺎ‬
‫ﻟﻸﻣﺜﻠﺔ ﻣﺎ ﻫﻲ ﻣﻨﺎﺳﺒﺔ ﺑﺎﻟﻘﺎﻋﺪﺓ ﺍﻟﱵ ﻳﺮﻳﺪ ﺗﺪﺭﻳﺴﻬﺎ‪.‬‬
‫‪ .٢‬ﻳﻜﺘﺐ ﺍﳌﺪﺭﺱ ﺗﻠﻚ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻣﻊ ﻭﺿﻊ ﺍﻟﻌﻼﻣﺎﺕ ﺍﳋﺎﺻﺔ ﻋﻠﻰ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﺮﻳﺪ ﺷﺮﺣﻬﺎ‪.‬‬
‫‪ .٣‬ﻳﺸﺮﺡ ﺍﳌﺪﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﻄﻠﺐ ﻣﻨﻬﺎ ﻗﺎﻋﺪ‪‬ﺎ‪.‬‬
‫‪ .٤‬ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﺍﺳﺘﻨﺒﺎﻁ ﺍﻟﻘﻮﺍﻋﺪ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺎﳌﺴﺎﻋﺪﺓ ﻣﻦ ﺍﳌﺪﺭﺱ ﰒ‬
‫ﻳﻜﺘﺒﻬﺎ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬
‫‪ .٥‬ﻳﻘﺮﺃ ﺍﳌﺪﺭﺱ ﻣﺎ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻭﺍﻟﺘﻼﻣﻴﺬ ﻳﻼﺣﻈﻮﻧﻪ‪.‬‬
‫‪ .٦‬ﻳﻜﺘﺐ ﺍﻟﺘﻼﻣﻴﺬ ﻣﺎ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬
‫‪ .٧‬ﻳﻘﺮﺃ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﺃﻭ ﺃﻛﺜﺮ ﻣﺬﻛﺮﺍﺗﻪ ﺑﻌﺪ ﺍﻧﺘﻬﺎﺋﻪ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻵﺧﺮﻭﻥ‬
‫ﻳﻼﺣﻈﻮﻥ ﻣﺬﻛﺮﺍ‪‬ﻢ‪.‬‬

‫‪Jurnal Lisanu ad-Dhad‬‬

‫‪١٩‬‬ ‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫‪ .٨‬ﻳﻘﺮﺃ ﲨﻴﻊ ﺍﻟﺘﻼﻣﻴﺬ ﻣﺬﻛﺮﺍ‪‬ﻢ ﻭﻛﺘﺒﻬﻢ ﺻﺎﻣﺘﲔ ﺇﻋﺪﺍﺩﺍ ﻟﻠﺘﻄﺒﻴﻖ‪.‬‬

‫‪ .٩‬ﻳﺄﻣﺮ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺈﻗﻔﺎﻝ ﻣﺬﻛﺮﺍ‪‬ﻢ ﻭﻛﺘﺒﻬﻢ ﰒ ﳝﺴﺢ ﻣﺎ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ‬
‫ﻭﺃﺧﲑﺍ ﻳﺴﺄﳍﻢ ﻋﻦ ﺍﻷﻣﺜﻠﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ ﻭﺍﻹﻋﺮﺍﺏ ﻣﻦ ﺍﻟﺪﺭﺱ ﺍﻟﺬﻱ ﺳﺒﻖ‬
‫ﺑﻴﺎﻧﻪ‪.‬‬
‫ﻫﺬﻩ ﳎﺮﺩ ﻣﺜﺎﻝ ﻣﻦ ﺳﲑ ﺗﻌﻠﻴﻢ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﳊﺪﻳﺜﺔ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‪ ،‬ﺇﻻ‬
‫ﺃﻥ ﳒﺎﺡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻴﻬﺎ ﻗﺪ ﻳﻜﻮﻥ ﺑﺄﺳﺒﺎﺏ ﺃﺧﺮﻯ ﻣﺴﺎﻋﺪﺓ ﻋﻠﻰ ﺫﻟﻚ‪ ،‬ﻭﺃﳘﻬﺎ‬
‫ﺃﻥ ﻧﻈﺎﻡ ﺍﳌﻌﻬﺪ ﻳﻔﺮﺽ ﺍﻟﺘﻼﻣﻴﺬ ﺃﻥ ﻳﻜﻮﻧﻮﺍ ﰲ ﺣﺮﻡ ﺍﳌﻌﻬﺪ ‪ ٢٤‬ﺳﺎﻋﺔ ﰲ ﺳﺖ ﺳﻨﻮﺍﺕ‬
‫ﳌﻦ ﺩﺧﻠﻮﺍ ﺑﻌﺪ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﰱ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﳌﻦ ﺩﺧﻠﻮﺍ ﺑﻌﺪ ﺍﳌﺘﻮﺳﻄﺔ ﺃﻭ ﺍﻹﻋﺪﺍﺩﻳﺔ‪.‬‬
‫ﻭﰱ ﻧﻈﺎﻡ ﺍﳌﻌﻬﺪ ﺃﻳﻀﺎ ﺇﻣﻜﺎﻧﻴﺔ ﺧﻠﻖ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺳﻮﺍﺀ ﻛﺎﻥ ﰲ ﺍﻟﻔﺼﻞ ﺃﻡ‬
‫ﺧﺎﺭﺝ ﺍﻟﻔﺼﻞ‪ .‬ﻭﺳﻨﺬﻛﺮ ﺑﻌﺾ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺴﺎﻋﺪﺓ ﻋﻠﻰ ﳒﺎﺡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﳊﺪﻳﺜﺔ‪.‬‬
‫‪ .١‬ﻭﺟﻮﺩ ﻫﻴﺌﺔ ﺗﺮﻗﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻣﻦ ﺃﻫﻢ ﻭﻇﺎﺋﻔﻬﺎ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫‪ .١‬ﺍﻹﺷﺮﺍﻑ ﺍﻟﻌﺎﻡ ﰲ ﺗﻨﻔﻴﺬ ﻧﻈﺎﻡ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﺔ ﺍﻟﺮﲰﻴﺔ ﻭﳏﺎﻛﻤﺔ ﺍﳌﺘﺠﺎﻭﺯﻳﻦ‬
‫ﻭﻓﺮﺽ ﺍﻟﻌﻘﻮﺑﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﳍﻢ‪.‬‬
‫‪ .٢‬ﺗﻠﻘﲔ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﻛﻞ ﺻﺒﺎﺡ ﻻ ﺗﻘﻞ ﻋﻦ ﻋﺸﺮ ﻛﻠﻤﺎﺕ‪.‬‬
‫‪ .٣‬ﺇﺻﺪﺍﺭ ﺍﳌﺠﻠﺔ ﺍﳊﺎﺋﻄﻴﺔ ﻭﺗﻔﺮﻳﻀﻬﺎ ﻟﻠﻤﺴﺎﺑﻘﺎﺕ ﺑﲔ ﺍﻟﻔﺼﻮﻝ ﺃﻭ ﺍﳌﺴﺎﻛﻦ ﺃﻭ‬
‫ﺑﲔ ﻓﺮﻕ ﺍﻟﻜﺸﺎﻓﺔ‪.‬‬
‫‪ .٤‬ﻋﻘﺪ ﺍﳌﺴﺎﺑﻘﺎﺕ ﰲ ﺍﻟﺘﻤﺜﻴﻠﻴﺔ ﺍﳌﺴﺮﺣﻴﺔ ﺑﲔ ﺍﳌﺮﺍﺣﻞ ﻭﺍﳌﺴﺎﻛﻦ‪.‬‬
‫‪ .٥‬ﺗﺪﺭﻳﺐ ﺍﳋﻄﺎﺑﺔ ﺍﳌﻨﱪﻳﺔ ﻭﻋﻘﺪ ﺍﳌﺴﺎﺑﻘﺎﺕ ﺑﲔ ﳔﺒﺘﻬﻢ ﳌﺴﺘﻮﻯ ﺍﻟﺼﻐﺎﺭ‬
‫ﻭﻣﺴﺘﻮﻯ ﺍﻟﻜﺒﺎﺭ‪.‬‬
‫‪ .٦‬ﻋﻘﺪ ﻣﻬﺮﺟﺎﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺮﺓ ﰲ ﺍﻟﺴﻨﺔ‪.‬‬
‫‪ .٢‬ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﻗﺎﻡ ‪‬ﺎ ﻗﺴﻢ ﺍﻹﻋﻼﻡ‪ .‬ﻭﻣﻦ ﺃﻫﻢ ﻧﺸﺎﻃﺎﺕ ﺍﻟﻘﺴﻢ‪:‬‬
‫‪ .١‬ﻗﺮﺍﺀﺓ ﺍﻹﻋﻼﻧﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﻛﻞ ﺍﳌﺮﺍﻓﻖ ﰲ ﺍﳌﻌﻬﺪ ﳌﻦ ﻳﺮﻏﺐ ﰲ ﺗﻌﻤﻴﻢ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺍﳌﻨﺎﺳﺒﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫‪ .٢‬ﻗﺮﺍﺀﺓ ﺃﻧﺒﺎﺀ ﺍﻟﻮﻓﺎﺓ ﻭﻃﻠﺐ ﺍﻟﺪﻋﺎﺀ ﻟﻠﻤﺘﻮﰱ ﻭﻟﻠﻤﺮﻳﺾ ﺑﻌﺪ ﺻﻼﺓ ﺍﳌﻐﺮﺏ‪.‬‬

‫‪Vol. 01, No. 02, Oktober 2014‬‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬ ‫‪٢٠‬‬

‫‪ .٣‬ﻧﺸﺮ ﺍﳋﻄﺎﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳉﻴﺪﺓ ﺑﺎﻟﺮﺍﺩﻳﻮ ﺃﻭ ﺑﺎﻟﺸﺮﻳﻂ ﰲ ﺍﳌﻨﺎﺳﺒﺎﺕ‬

‫ﺍﳋﺎﺻﺔ‪.‬‬
‫ﻭﻫﻜﺬﺍ ﺗﺴﲑ ﻧﺸﺎﻃﺎﺕ ﺑﺮﺍﻣﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﰲ‬
‫ﺍﳌﻌﺎﻫﺪ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗﻌﻄﻲ ﻟﻮﻧﺎ ﺧﺎﺻﺎ ﰲ ﺗﻘﺪﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‪.‬‬

‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻄﺮﻳﻘﺔ ﺍﳉﻤﻊ ﺃﻭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻮﻗﻴﻔﻴﺔ ﺃﻭﺍﻻﻧﺘﻘﺎﺋﻴﺔ ﰲ‬

‫ﺍﳌﺪﺍﺭﺱ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪.‬‬
‫ﺇﻥ ﳒﺎﺡ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﺪﳝﺔ ﺃﻱ‬
‫ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ ﺛﺎﺑﺖ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‪ ،‬ﻓﻼ ﳝﻜﻦ ﺑﺄﻱ ﺣﺎﻝ ﻧﺴﻴﺎﻧﻪ‪.‬‬
‫ﻭﳒﺎﺡ ﻣﻌﺎﻫﺪ ﻛﻮﻧﺘﻮﺭ ﺍﻟﻌﺼﺮﻳﺔ ﻭﻓﺮﻭﻋﻪ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ‬
‫ﺃﻳﻀﺎ ﻭﺍﻗﻌﻲ ﻻ ﳝﻜﻦ ﻷﻱ ﻭﺍﺣﺪ ﺇﻧﻜﺎﺭﻩ‪ ،‬ﻭﺃ ّﻥ ﺍﻻﻗﺘﺪﺍﺀ ﺑﺄﺣﺪﳘﺎ ﻟﻴﺲ ﺑﺄﻣﺮ ﺳﻬﻞ ﻻ‬
‫ﺳﻴﻤﺎ ﻋﻨﺪ ﺍﳌﺪﺍﺭﺱ ﺩﻭﻥ ﺍﳌﺴﺎﻛﻦ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺑﻌﺪﺩ ﺍﳋﺼﺺ ﺍﳌﺤﺪﻭﺩﺓ‪ ،‬ﳌﺠﺮﺩ ﺳﺎﻋﺘﲔ‬
‫ﰲ ﺍﻷﺳﺒﻮﻉ ﻣﻊ ﺃﻥ ﺑﺎﻗﻲ ﺍﳌﻮﺍﺩ ﺍﻟﺪﻳﻨﻴﺔ ﺗﺪﺭﺱ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪.‬‬
‫ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻈﺮﻭﻑ ﻇﻬﺮ ﺍﻻﲡﺎﻩ ﺍﻟﺘﻮﺳﻄﻲ ﲟﺒﺪﺃ »ﺍﳌﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻘﺪﱘ‬
‫ﺍﻟﺼﺎﱀ ﻭﺍﻷﺧﺬ ﺑﺎﳉﺪﻳﺪ ﺍﻷﺻﻠﺢ«‪ .‬ﻓﺤﺎﻭﻟﻮﺍ ﺑﺈﳚﺎﺩ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻧﺴﺐ ﻭﺍﻷﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ‪.‬‬
‫ﻓﻈﻬﺮﺕ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻮﻓﻴﻘﻴﺔ ﺍﻟﻜﺜﲑﺓ ﺍﳌﺘﻨﻮﻋﺔ ﲰﻴﺖ ﻣﺮﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻹﺯﺩﻭﺍﺟﻴﺔ‪ ،‬ﻭﻣﺮﺓ‬
‫ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻻﻧﺘﻘﺎﺋﻴﺔ‪ ،،‬ﻭﻣﺮﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﺨﺘﺎﺭﺓ‪ ،‬ﻭﻣﺮﺓ ﺑﻄﺮﻳﻘﺔ ﺍﳉﻤﻊ‪ .‬ﻭﻟﻜﺜﺮﺓ ﻧﻮﻋﻬﺎ‬
‫ﻭﻋﺪﻡ ﺛﺒﻮ‪‬ﺎ ﻭﺍﺳﺘﻘﺎﻣﺘﻬﺎ‪ ،‬ﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻌﺮﺽ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻮﻗﻴﻔﻴﺔ ﺍﻷﻛﺜﺮ ﺍﻧﺘﺸﺎﺭﺍ‬
‫ﻭﺍﺳﺘﻌﻤﺎﻻ ﻭﻫﻲ ﻃﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ )ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ(‬
‫ﻭﺍﳌﺪﺍﺭﺱ ﺍﳌﻨﺘﻤﻴﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﻟﱵ ﺃﻗﺎﻣﺖ ﺍﳌﺪﺭﺳﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ ﺍﳋﺎﺿﻌﺔ‬
‫ﳌﻨﺎﻫﺞ ﺍﳊﻜﻮﻣﺔ‪.‬‬
‫ﺍﻧﺘﺸﺮﺕ ﻫﺬﻩ ﺍﻟﺘﺠﺮﻳﺔ‪ ،‬ﻭﺧﺼﻮﺻﺎ ﺑﻌﺪ ﺇﺻﺪﺍﺭ ﻗﺮﺍﺭ ﻣﻦ ﻭﺯﺍﺭﺓ ﺍﻟﺸﺌﻮﻥ ﺍﻟﺪﻳﻨﻴﺔ‬
‫ﺑﺸﺄﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﻗﺮﺍﺭ ﺭﻗﻢ ‪ ٧٤‬ﺳﻨﺔ ‪ ١٩٧٦‬ﻡ ﻣﻔﺎﺩﻩ ﺃﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺑﻨﺎﺀ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻮﺣﺪﺓ‪ .‬ﰒ ﻗﺎﻡ ﳔﺒﺔ ﻣﻦ ﺍﳌﺪﺭﺳﲔ ﺑﺘﺼﻤﻴﻢ ﺍﳌﻨﺎﻫﺞ ﺗﻠﺒﻴﺔ ﻟﻘﺮﺍﺭ‬
‫ﺍﻟﻮﺯﺍﺭﺓ‪ ،‬ﻭﺗﻨﻮﻋﺖ ﺍﻟﻜﺘﺐ ﻟﻠﺘﻌﻠﻢ ﺑﲔ ﻛﻞ ﻣﻨﻄﻘﺔ ﻭﻣﺪﺭﺳﺔ ﻭﺗﻔﺎﻭﺗﺖ ﺻﻮﺭﺓ ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬
‫ﺑﻌﻀﻬﺎ ﲤﻴﻞ ﺇﱃ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻘﺪﳝﺔ ﺍﻟﱵ ﺗﺘﺠﻪ ﳓﻮ ﺍﻟﺘﺮﲨﺔ ﻛﺜﲑﺍ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﲤﻴﻞ ﺇﱃ‬

‫‪Jurnal Lisanu ad-Dhad‬‬

‫‪٢١‬‬ ‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﳊﺪﻳﺜﺔ ﻟﺘﻮﻓﺮ ﺍﻹﻣﻜﺎﻧﻴﺎﺕ‪ .‬ﰒ ﺟﺎﺀ ﺍﻟﻘﺮﺍﺭ ﺑﺘﺼﻤﻴﻢ ﻣﻨﻬﺞ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﻠﻤﺮﺣﺘﲔ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺑﺎﻟﺘﺤﺪﻳﺪ ﰲ ﺳﻨﺔ ‪ ١٩٨٤‬ﻣﻊ ﻭﺟﻮﺩ ﺍﻟﺘﻌﺪﻳﻼﺕ ﻣﻨﻬﺎ‪.‬‬
‫ﻭﰲ ﺳﻨﺔ ‪ ٢٠٠٨‬ﺃﺻﺒﺢ ﺍﻟﻜﺘﺎﺏ ﺍﳌﺬﻛﻮﺭ ﻣﻘﺮﺭﺍ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺇﱃ ﺍﻵﻥ ﻭﺃﻳﻀﺎ‬
‫ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﳌﻨﺘﻤﻴﺔ ﺇﻟﻴﻬﺎ ﻭﺣﱴ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺍﳌﻄﻮﺭﺓ ﺑﺈﻧﺸﺎﺀ ﺍﳌﺪﺭﺳﺔ ﺍﻟﻨﻈﺎﻣﻴﺔ‬
‫ﻓﻴﻬﺎ‪ .‬ﱂ ﻳﺘﻮﻗﻒ ﺍﳌﺪﺭﺳﻮﻥ ﰲ ﺗﺄﻟﻴﻒ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺮﺭ ﰲ ﻛﻞ ﻣﻨﻄﻘﺔ ﺗﻠﻴﺒﺔ ﻟﻠﻘﺮﺍﺭ ﺍﳉﺪﻳﺪ‬
‫ﻣﻦ ﻭﺯﺍﺭﺓ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻳﻨﻴﺔ ﰲ ﺳﻨﺔ ‪ ٢٠١٣‬ﻡ‪.‬‬
‫‪٤‬‬
‫ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﰲ ﺗﻨﻔﻴﺬ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻮﻗﻴﻔﻴﺔ ﺃﻭ ﻃﺮﻳﻘﺔ ﺍﳉﻤﻊ ﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺃﻥ ﺗﺼﻤﻴﻢ ﻛﺘﺎﺏ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺣﻠﺘﲔ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﺒﲏ ﻋﻠﻰ‬ ‫‪.١‬‬
‫ﻧﻈﺮﻳﺔ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻭﺃﻥ ﺍﳍﺪﻑ ﺍﻷﺧﲑ ﻫﻮ ﲤﻜﲔ ﺍﻟﺘﻼﻣﻴﺬ ﻣﻦ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬
‫ﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺮﺭ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺳﺘﺔ ﳎﻠﺪﺍﺕ ﻟﻠﻤﺮﺣﻠﺘﲔ ﺍﳌﺘﻮﺳﻄﺔ‬ ‫‪.٢‬‬
‫ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﺗﻠﺒﻴﺔ ﻟﻘﺮﺍﺭ ﻭﺯﺍﺭﺓ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﻳﻨﻴﺔ ﺭﻗﻢ ‪ ٢‬ﺳﻨﺔ ‪ ٢٠٠٨‬ﻭﺗﻄﻮﻳﺮﺍ ﻟﻠﻜﺘﺎﺏ‬
‫ﺍﻟﺴﺎﺑﻖ ‪ ١٩٨٤‬ﻡ‪.‬‬
‫ﻭﺃﻥ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻘﺮﺭ ﺍﳌﺬﻛﻮﺭ ﻳﻌﺘﱪ ﺃﻗﺼﻰ ﺍﳉﻬﺪ ﰲ ﺳﻴﺎﺳﺔ ﺣﻞ ﻣﺸﻜﻠﺔ ﺿﻴﻖ‬ ‫‪.٣‬‬
‫ﺍﻟﻮﻗﺖ‪ ،‬ﻭﻗﻠﺔ ﺣﺼﺺ ﺍﻟﻠﻘﺎﺀ ﺑﲔ ﺍﳌﺪﺭﺱ ﻭﺍﻟﺘﻼﻣﻴﺬ‪ ،‬ﻭﺻﻌﻮﺑﺔ ﺧﻠﻖ ﺍﻟﺒﻴﺌﺔ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺧﺼﻮﺻﺎ ﰲ ﺍﳌﺪﺍﺭﺱ ﺩﻭﻥ ﺍﳌﺴﺎﻛﻦ ﺍﻟﺪﺍﺧﻠﻴﺔ‪.‬‬
‫ﻛﻞ ﺩﺭﺱ ﰲ ﻛﻞ ﳎﻠﺪ ﳛﺘﻮﻱ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﰒ ﺍﳊﻮﺍﺭ ﰒ ﺍﻟﺘﺮﻛﻴﺐ‬ ‫‪.٤‬‬
‫ﰒ ﺍﻟﻘﺮﺍﺀﺓ ﰒ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﺪﺭﻭﺱ ﺍﻹﺿﺎﻓﻴﺔ ﺇﻥ ﺃﻣﻜﻦ ﻭﺧﺎﺻﺔ ﻟﻠﻤﺘﻮﻓﻘﲔ ﰲ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﻭﺗﺄﰐ ﺑﻌﺪﻫﺎ ﺗﺪﺭﻳﺒﺎﺕ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﻉ ﻭﲤﺮﻳﻨﺎﺕ ﻋﺎﻣﺔ ﰲ ﻧﺼﻒ ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ‬
‫ﰒّ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺘﺮﲨﺔ ﺇﱃ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪.‬‬
‫ﻓﻬﻢ ﻣﺼﻤﻢ ﺍﻟﻜﺘﺎﺏ ﻭﺿﻊ ﺍﳌﺪﺍﺭﺱ ﻭﻇﺮﻭﻓﻬﺎ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﺍﻟﻜﻔﺎﺀﺓ‬ ‫‪.٥‬‬
‫ﺍﻟﻔﺮﺩﻳﺔ ﻭﺍﻟﻜﻔﺎﺀﺓ ﺍﳉﻤﺎﻋﻴﺔ ﻣﻌﺘﱪﺓ ﻛﺎﻧﺖ ﺃﻡ ﻏﲑ ﻣﻌﺘﱪﺓ‪ .‬ﻭﻛﻤﺎ ﺃﻥ ﺩﺭﻭﺱ ﺇﺿﺎﻓﻴﺔ‬
‫ﺗﻌﻘﺪ ﻟﻠﻤﺘﻔﻮﻗﲔ ﻓﻘﻂ ﺧﺎﺭﺝ ﺍﻟﺪﻭﺍﻡ‪.‬‬
‫ﻟﻮﺟﻮﺩ ﺗﻔﺎﻭﺕ ﰲ ﻛﻔﺎﺀﺓ ﺍﳌﺪﺭﺳﲔ ﻭﺍﺧﺘﻼﻑ ﰲ ﻛﻔﺎﺀﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻭﺧﻠﻔﻴﺎ‪‬ﻢ‪،‬‬ ‫‪.٦‬‬
‫ﻭﺗﻔﺎﻭﺕ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺗﺴﻬﻴﻼﺕ ﻭﺍﻻﻣﻜﺎﻧﻴﺎﺕ ﺍﻷﺧﺮﻯ‪ ،‬ﺃﺩﺕ ﻫﺬﻩ ﻛﻠﻬﺎ ﺇﱃ ﺗﻔﺎﻭﺕ‬
‫‪ ٤‬ﻫﻮي‪ ،‬ﻣﻘﺪﻣﺔ ﻛﺘﺎب ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ )اﻤﻟﻨﻬﺞ ﺨم ‪ ،(٢٠٠٨‬ج‪) ،٦ .‬ﺳﻴﻤﺎراﻧﺞ‪ ،‬ﻛﺮﻳﺎ‬
‫ﻃﻪ ﻓﻮﺗﺮا(‪ ،‬ص‪ .‬ا*ال واﻬﻟﺎء واﻟﻮاو‪.‬‬

‫‪Vol. 01, No. 02, Oktober 2014‬‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬ ‫‪٢٢‬‬

‫ﺗﻨﻔﻴﺬ ﺍﳋﻄﻮﺍﺕ ﻭﺍﺳﺘﻘﺎﻣﺘﻬﺎ ﺑﲔ ﺍﳌﺪﺍﺭﺱ ﻛﻤﺎ ﻫﻲ ﺍﳌﺮﺳﻮﻣﺔ ﰲ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻓﺎﻟﻠﺠﻮﺀ‬

‫‪٥‬‬
‫ﺇﱃ ﺍﻟﺘﺮﲨﺔ ﳑﺎ ﻻ ﳝﻜﻦ ﺍﺟﺘﻨﺎﺑﻪ ﺑﺎﺩﻋﺎﺀ ﺿﻴﻖ ﺍﻟﻮﻗﺖ ﻭﺑﺎﻟﻈﺮﻭﻑ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﻭﻻ ﳜﻔﻰ ﻋﻠﻰ ﺃﺣﺪ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺑﺄﻥ ﺗﻨﻔﻴﺪ ﻃﺮﻳﻘﺔ ﺍﳉﻤﻊ ﺃﻭ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﻟﺘﻮﻓﻴﻘﻴﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻮﺣﺪﺓ ﳍﺪﻑ ﺇﻛﺴﺎﺏ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺭﺑﻊ‬
‫ﻣﻊ ﺍﻟﺘﻔﻀﻴﻞ ﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﰲ ﺍﳌﺮﺣﻠﺘﲔ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ ﻭﺑﺎﻟﻜﺘﺎﺏ ﺍﳌﻘﺮﺭ‬
‫ﺍﳌﺬﻛﻮﺭ ﻭﻏﲑﻩ ﳌﻦ ﺃﺣﺴﻦ ﺍﳊﻞ ﻭﺃﻧﺴﺒﻬﺎ ﺑﺎﳍﺪﻑ ﰲ ﻇﺮﻭﻑ ﻣﺪﺍﺭﺱ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ ،‬ﺇﻻ‬
‫ﺃﻥ ﺃﺣﺴﻦ ﺗﻨﻔﻴﺬﻫﺎ ﻭﺃﳒﺤﻬﺎ ﺣﲔ ﺗﻨﻔﺬ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺑﻨﻈﺎﻡ ﺧﺎﺹ ﺑﺎﳌﺴﺎﻛﻦ‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻛﺎﻣﻠﺔ ﺑﺒﻴﺌﺘﻬﺎ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳉﻴﺪﺓ )‪.(MA.PK‬‬

‫ﺧﺎﲤﺔ‬
‫ﺗﺘﻀﺢ ﰲ ﺍﳌﺒﺎﺣﺚ ﺍﻟﺴﺎﺑﻘﺔ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻜﺎﻣﻠﺔ ﻋﻦ ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬
‫ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ ﻭﺗﻌﺘﱪ ﻣﻦ ﺃﻏﻠﻰ ﺛﺮﻭﺓ ﲡﺎﺭﺏ ﺍﳌﺠﺎﻫﺪﻳﻦ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ .‬ﻭﺃﻭﺻﻠﺖ ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺴﻠﻤﲔ ﺇﱃ ﻣﺮﺣﻠﺔ‬
‫ﺍﻟﻨﻀﻮﺝ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﲝﻴﺚ ﻻ ﺗﻮﺟﺪ ﻛﻠﻤﺔ ﺃﺣﺴﻦ ﺍﻟﻄﺮﻳﻘﺔ ﻭﻻ ﺃﻓﻀﻠﻬﺎ‬
‫ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺇﳕﺎ ﺣﺎﺟﺘﻨﺎ ﺇﱃ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻧﺴﺐ ﺑﺎﳍﺪﻑ ﺍﳌﺮﺳﻮﻡ ﺑﺎﻟﻈﺮﻭﻑ‬
‫ﺍﳋﺎﺻﺔ‪ .‬ﻓﻜﻞ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﻨﺎﺳﺐ ﻭﺗﻮﺻﻞ ﺇﱃ ﺍﳍﺪﻑ ﻫﻲ ﺍﻷﺣﻮﺝ‪ .‬ﻷﻥ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﻟﻘﺪﳝﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ ﺗﻨﺎﺳﺐ ﺍﳍﺪﻑ ﰲ ﺍﳌﻌﺎﻫﺪ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ﺍﳌﺪﻋﻢ‬
‫ﲜﻤﻴﻊ ﺍﻟﻄﺮﻕ ﺍﳊﺪﻳﺜﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻮﺣﺪﺓ ﻭﺍﻟﻔﺮﻭﻉ ﺗﻨﺎﺳﺐ ﻫﺪﻑ ﺍﳌﻌﺎﻫﺪ‬
‫ﺍﻟﻌﺼﺮﻳﺔ‪ ،‬ﻭﻛﻤﺎ ﺃﻥ ﻃﺮﻳﻘﺔ ﺍﳉﻤﻊ ﺃﻭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻻﺯﺩﻭﺍﺟﻴﺔ ﺍﳌﺒﻨﻴﺔ ﻋﻠﻰ ﻧﻈﺮﻳﺔ ﺍﻟﻮﺣﺪﺓ‬
‫ﺗﻨﺎﺳﺐ ﻇﺮﻭﻑ ﻣﺪﺍﺭﺱ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻭﺣﻠﻬﺎ ﺍﻷﻧﺴﺐ‪.‬‬
‫ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ ﺍﻟﺪﻋﻢ ﺍﻟﺮﻭﺣﻲ ﻭﺍﳌﺎﺩﻱ ﻣﻦ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﰲ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻣﺜﺎﻝ ﻣﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻻﺳﻼﻣﻴﺔ ﺍﻟﺘﺎﺑﻌﺔ ﳉﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ‬
‫ﺑﻦ ﺳﻌﻮﺩ ﲜﺎﻛﺮﺗﺎ‪ ،‬ﻭﻣﻌﺎﻫﺪ ﺃﰊ ﺑﻜﺮ ﻭﻋﻤﺮ ﻭﻋﺜﻤﺎﻥ ﻭﻋﻠﻲ ﰲ ﻣﺪﻥ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻟﺘﺎﺑﻌﺔ‬
‫ﻟﺪﻭﻟﺔ ﺍﻹﻣﺎﺭﺍﺕ‪ ،‬ﻭﺍﳌﻌﺎﻫﺪ ﺍﻷﺧﺮﻱ ﻣﻦ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﻠﻐﺔ‬

‫‪ ٥‬أﻤﺣﺪ ﻫﺪاﻳﺔ اﷲ زر‪ ،n$‬اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻲﻓ إﻧﺪوﻧﻴﺴﻴﺎ دراﺳﺔ وﺗﺎرﺨﻳﺎ‪ ،‬رﺳﺎﻟﺔ اﻛﺘﻮراه‬
‫ﻣﻘﺪﻣﺔ إﻰﻟ ﺟﺎﻣﻌﺔ اﻛﻨﺠﺎب ﺳﻨﺔ ‪ ،١٩٩٢‬ص‪.٢١٧ .‬‬

‫‪Jurnal Lisanu ad-Dhad‬‬

‫‪٢٣‬‬ ‫ﻭﺍﻗﻊ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻌﺎﻫﺪ ﻭﺍﳌﺪﺍﺭﺱ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺇﻻ ﺃﻥ ﺗﻠﻚ ﺍﳌﻌﺎﻫﺪ ﰲ ﻣﺴﺘﻮﻯ ﺍﳉﺎﻣﻌﺔ‬

‫ﻭﺳﻴﺒﺤﺜﻬﺎ ﺑﺎﺣﺚ ﺁﺧﺮ ﰲ ﺟﻠﺴﺔ ﺃﺧﺮﻯ‪.‬‬

‫ﺍﳌﺮﺍﺟﻊ ﺑﺎﻟﻌﺮﺑﻴﺔ‬
‫ﺍﻟﺒﻴﺎﻥ ﺍﳌﻮﺟﺰ ﻋﻦ ﻣﻌﻬﺪ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﺪﻳﺜﺔ ﻛﻮﻧﺘﻮﺭ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ ،‬ﻣﻄﺒﻌﺔ ﺩﺍﺭ‬
‫ﺍﻟﺴﻼﻡ ﻛﻮﻧﺘﻮﺭ‪ ،‬ﺳﻨﺔ ‪ ٢٠٠٩‬ﻡ‪.‬‬
‫ﺍﳋﻮﱃ‪ ،‬ﳏﻤﺪ ﻋﻠﻲ‪ .١٩٨٦ .‬ﺃﺳﺎﻟﻴﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﺮﻳﺎﺽ‪ :‬ﻣﻄﺎﺑﻊ‬
‫ﺍﻟﻔﺮﺯﺩﻕ‪.‬‬
‫ﺩﺳﺘﻮﺭ ﲨﻬﻮﺭﻳﺔ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪ .١٩٤٥ .‬ﺻﺪﺭ ﻋﻦ ﻭﺯﺍﺭﺓ ﺍﻻﻋﻼﻡ ﲨﻬﻮﺭﻳﺔ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ‪.‬‬
‫ﺍﻟﺪﻟﻴﻞ ﻋﻦ ﻣﻌﻬﺪ ﺍﻟﻌﻠﻮﻡ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻛﺮﺗﺎ‪ ،‬ﻓﺮﻉ ﺟﺎﻣﻌﺔ ﺍﻹﻣﺎﻡ ﳏﻤﺪ ﺑﻦ‬
‫ﺳﻌﻮﺩ ﺑﺎﻟﺮﻳﺎﺽ ‪ ١٤٠٧‬ﻫـ‪.‬‬
‫ﺯﺭﻛﺸﻲ‪ ،‬ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ‪ .‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﺩﺭﺍﺳﺔ ﻭﺗﺎﺭﳜﺎ‪ ،‬ﲝﺚ ﻗﺪﻡ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺔ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﺑﻜﻠﻴﺔ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻮﻡ ﺍﻟﺸﺮﻗﻴﺔ ﺟﺎﻣﻌﺔ‬
‫ﺍﻟﺒﻨﺠﺎﺏ‪ ،‬ﻻﻫﻮﺭ‪ ،‬ﺑﺎﻛﺴﺘﺎﻥ‪.‬‬
‫ﺯﺭﻛﺸﻲ‪ ،‬ﺇﻣﺎﻡ‪ .٢٠١٢ .‬ﺍﻟﺘﻤﺮﻳﻨﺎﺕ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ . .‬ﻛﻮﻧﺘﻮﺭ‪ :‬ﻣﻄﺒﻌﺔ ﺗﺮﻱ‬
‫ﻣﻮﺭﰐ‪.‬‬
‫________‪ .٢٠٠٩ .‬ﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﻌﺎﻣﺔ ﰲ ﺑﺮﻧﺎﻣﺞ ﻓﺘﺢ ﻛﺘﺐ ﺍﻟﺘﺮﺍﺙ‬
‫ﺍﻹﺳﻼﻣﻲ ﻟﻠﺴﻨﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﲟﻌﻬﺪ ﻛﻮﻧﺘﻮﺭ ﺍﻟﻌﺼﺮﻱ‪ .‬ﻛﻮﻧﺘﻮﺭ‪ :‬ﻣﻄﺒﻌﺔ ﺗﺮﻱ‬
‫ﻣﻮﺭﰐ‪.‬‬
‫________‪ .٢٠١٤ .‬ﺩﺭﻭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻛﺘﺎﺏ ﻣﻘﺮﺭ ﺑﺎﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﲟﻌﻬﺪ ﻛﻮﻧﺘﻮﺭ ﺍﻟﻌﺼﺮﻱ‪ ،‬ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﱐ‪ .‬ﻛﻮﻧﺘﻮﺭ‪ :‬ﻣﻄﺒﻌﺔ ﺗﺮﻱ ﻣﻮﺭﰐ‪.‬‬
‫ﻋﺒﺪ ﺍﷲ‪ ،‬ﻃﺮﻳﻘﺔ ﺍﻟﺘﺮﲨﺔ ﺍﳉﺎﻭﻳﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳌﺪﺭﺳﺘﲔ ﺍﻟﺜﺎﻧﻮﻳﺔ‬
‫ﻭﺍﻟﻌﺎﻟﻴﺔ ﺑﺎﳌﻌﻬﺪ ﺍﻹﺳﻼﻣﻲ ﺍﳌﻨﻮﺭ ﻟﻠﺒﻨﲔ ﺑﻜﺮﺍﺑﻴﺎﻙ ﺟﻮﻛﺠﺎﻛﺮﺗﺎ‪ ،‬ﺭﺳﺎﻟﺔ‬
‫ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺑﻜﻠﻴﺔ ﺍﻷﺩﺏ ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﻮﻛﺠﺎﻛﺮﺗﺎ‪،‬‬

‫‪Vol. 01, No. 02, Oktober 2014‬‬

‫ﺃﲪﺪ ﻫﺪﺍﻳﺔ ﺍﷲ ﺯﺭﻛﺸﻲ‬ ٢٤

.‫ ﻡ‬١٩٧٨ ‫ﺳﻨﺔ‬
:‫ ﺟﺪﺓ‬.‫ ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ‬.‫ ﻗﻀﺎﻳﺎ ﻭﻣﺸﻜﻼﺕ ﻟﻐﻮﻳﺔ‬.١٩٨٢ .‫ ﺃﲪﺪ ﻋﺒﺪ ﺍﻟﻐﻔﻮﺭ‬،‫ﻋﻄﺎﺭ‬
.‫ﺩﻭﻥ ﺍﻟﻄﺒﺎﻋﺔ‬
‫ ﻛﺘﺎﺏ ﻣﻘﺮﺭ ﻟﻠﻤﺮﺣﻠﺔ ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﺜﺎﻧﻮﻳﺔ‬،‫ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬.٢٠٠٨ .‫ﻫﺪﺍﻳﺔ‬
.‫ ﻣﻄﺒﻌﺔ ﻃﺪ ﻓﻮﺯﺍ‬:‫ ﲰﺎﺭﺍﻧﺞ‬.‫ﺑﺎﳌﺪﺍﺭﺱ ﺍﳊﻜﻮﻣﻴﺔ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ‬

‫ﺍﳌﺮﺍﺟﻊ ﺑﺎﻹﻧﺪﻭﻧﻴﺴﻴﺔ‬
Afandi, Ahmad Fuad, dan Jalal, M. Fahruddin. 1981-1982. Pendekatan
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drasah Diniyah, Taman Pendidikan Al-Qur’an Tahun Ajaran 2011-
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Darussalam Press, Tanpa Tahun
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Mutiara
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