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Hsp bahasa arab tahun 5

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Kamarudin Jaafar
Kamarudin Jaafar
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‫‪DRAF TERHAD‬‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺎﻟﻴﺰﻳﺔ‬ ‫ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫@ @‬ ‫‪òîiŠÈÛa@òÌÜÛa‬‬ ‫@ @‬ ‫ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ‬ ‫٠١٠٢ﻡ‬ ‫‪a‬‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺎﻟﻴﺰﻳﺔ‬ ‫ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫‪@òîiŠÈÛa@òÌÜÛa‬‬ ‫ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ‬ ‫٠١٠٢ﻡ‬ ‫ﻗﺴﻢ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺎﻟﻴﺰﻳﺔ‬ ‫‪b‬‬
@ 2010 åÔnî @ @@ @ @ @âìÛìØí‰ì×@åãìÌjàÏ@´™bèi  2010 @bîŽîÜß@æŠuýÏ@åíäà× @åËë†ãb×@ïŽía@æa…@ïaìÛa@LÝØîm‰a@´™bèi@ R æbß@ÍÛëa@‰aìÜÌß@å׊äi…@Ö†îm@LÞbßì×@åÌînäÐ×@…a@Ö†îm@Íí@åÔí†í†äÏ@Öìnãëa@ïÛaì‚× @N a‰bèîÜÏŠm@bnÐî@Õy @†Ï‰…@îÛìmŠi@åíˆía@oφäß@âìÜj@åíõü@a‰b@ëbma@LåàÓ‰@LÙîãbØîß@L¿ì×ìm‫@ ﻓﻮ‬LÙîãëØîÜía@a‰b‚@…a@âb@aìu@Òa@a‰b@åË…@æa…@Öìnäi@āìu@Òa@a… @åía@ì×ìi @ @N bîŽîÜß@æŠuýÏ@åíäà× L âìÛìØí‰ì×@åãìÌjàÏ @´™bèi@ê‰bÌÏ Perpustakaan Negara Malaysia Malaysia. Bahagian Pembangunan Kurikulum [Dalil al-manhaj al-dirasiyy li al-lughat al-Arabiyyat: al-manhaj al-mutakamil li al-madaris al-ibtida’iyyat] : ‫]ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ [ ‫ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ / Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. 1. Arabic language--Study and teaching(Primary)--Malaysia. 2. Arabic language--Outlines, syllabi, etc. I. Title. c
‫ﺍﻟﺘﻤﻬﻴﺪ‬ ‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ . ﻭﺑﻌﺪ،‬ ‫ﳓﻤﺪ ﺍﷲ ﺗﺒﺎﺭﻙ ﻭﺗﻌﺎﱃ ﻭﻧﺸﻜﺮﻩ ﻋ ﻠﻰ ﺗﻮﻓﻴﻘﻪ ﻭﻋﻨﺎﻳﺘﻪ ﰲ ﺇﳒﺎﺡ ﺗﻮﺳﻴﻊ ﺩﺍﺋﺮﺓ ﺗﻨﻔﻴﺬ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺍﻟﱵ ﰎ ﺍﺧﺘﻴﺎﺭﻫﺎ‬ ‫ﻟﺘﻄﺒﻴﻖ ﺑﺮﻧﺎﻣﺞ ‪ . j-QAF‬ﻭﺍﻟﻐﺮﺽ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺗﻮﺳﻴﻊ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﳌﺎﺩﺓ ﻫﻮ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﺘﻼﻣﻴﺬ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻻﺳﺘﻴﻌﺎﺏ ﺃﺳﺲ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ ﺍﻷﺳﺎﺳﻴﺔ ﺣﱴ ﻳﺴﺘﻄﻴﻌﻮﺍ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻮﻫﺎ ﺍﺳﺘﺨﺪﺍﻣﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﺇﻥ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻫﻲ ﺟﺰﺀ ﻣﻬﻢ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﳌﺮ ﻛﹼﺰ ﻋﻠﻴﻬﺎ ﰲ ﺑﺮﻧﺎﻣﺞ ‪ . j-QAF‬ﻭﻫﻲ ﲟﻜﺎﻧﺔ ﻧﻈﺎﺋﺮﻫﺎ ﺍﻟﻠﻐﺎﺕ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ ﻣﺜﻞ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺘﺎﻣﻴﻠﻴﺔ . ﻭﺑﻨﺎ ﺀً ﻋﻠﻰ ﻫﺬﺍ، ﻓﻌﻠﻰ ﲨﻴﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﺴﻠﻤﲔ ﺃﻥ ﻳ ﺪﺭﺳﻮﺍ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﻻ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﺼﻴﻨﻴﺔ ﺃﻭ ﺍﻟﻠﻐﺔ ﺍﻟﺘﺎﻣﻴﻠﻴﺔ ﻛﻤﺎﺩﺓ ﺇﺿﺎﻓﻴﺔ . ﻭﺗﺪﺭﺝ ﺣﺼﺺ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺟﺪﻭﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺪﺭﺳﻲ ﺍﻟﺮﲰﻲ ﻃﺒﻘﺎ ﻟﻠﺘﻌﻤﻴﻢ ﺍﳊﻜﻮﻣﻲ ﺍﳉﺎﺭﻱ‬ ‫ﺍﻟﻌﻤﻞ ﺑﻪ ﺣﺎﻟﻴﺎ .‬ ‫ﻭﺃﺧﲑﺍ ﻳﺮﺟﻰ ﺃﻥ ﺗﺜﻤﺮ ﻫﺬﻩ ﺍﳌﺴﺎﻋﻲ ﲦﺮ‪‬ﺎ ﺍﳌﺮﺟﻮﺓ ﰲ ﲣﺮﻳﺞ ﺍﻟﺘﻼ ﻣﻴﺬ ﺍﳌﺘﻤﻜﻨﲔ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻓﺤﺴﺐ ﺑﻞ ﰲ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﻭ ﺍﻟﺘﺤﺪﺙ ﻭﺍﻟﺘﻜﻠﻢ ﺑﻄﻼﻗﺔ .‬ ‫ﺃ‬ ‫‪d‬‬
‫ﻣﺒﺪﺃ ﺍﻟﺪﻭﻟﺔ‬ ‫ﺇﻥ ﺩﻭﻟﺘﻨﺎ ﻣﺎﻟﻴﺰﻳﺎ ﲢﻤﻞ ﺁﻣﺎﻻ ﻭﻃﻤﻮﺣﺎﺕ ﻋﻈﻴﻤﺔ ﰲ ﺟﻌﻞ ﺷﻌﺒﻬﺎ ﻣﺘﺤﺪﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺃﻣ‪‬ﻦ ﻭﻭﺋﺎﻡ، ﻭﲢﺎﻓﻆ ﻋﻠﻰ ﺍﳊﻴﺎﺓ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ، ﻭﺗﺒﲏ ﺍ‪‬ﺘﻤﻊ ﺍ ﻟﻌﺎﺩﻝ‬ ‫ﻭﺍﻵﻣﻦ ﺣﻴﺚ ﺇﻥ ﺭﺧﺎﺀ ﺍﻟﺪﻭﻟﺔ ﻳﻌﻢ ﲨﻴﻊ ﺍﳌﻮﺍﻃﻨﲔ، ﻭﺗﻀﻤﻦ ﺣﺮﻳﺔ ﺷﻌﺒﻬﺎ ﰲ ﳑﺎﺭﺳﺔ ﺍﻟﺘﻘﺎﻟﻴﺪ ﻭﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻐﻨﻴﺔ ﺍﳌﺘﻨﻮﻋﺔ، ﻭﺗﻜ ﻮ‪‬ﻥ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺘﻄﻮﺭ ﺍﻟﺬﻱ‬ ‫ﻳﺴﺘﺨﺪﻡ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﰲ ﺣﻴﺎﺗﻪ.‬ ‫ﻓﻨﺤﻦ ﺷﻌﺐ ﻣﺎﻟﻴﺰﻳﺎ، ﻧﻘﺮ ﺑﺄﻥ ﻧﺮﻛﹼﺰ ﻛﻞ ﻃﺎﻗﺎﺗﻨﺎ ﻭﺟﻬﻮﺩﻧﺎ ﻋﻠﻰ ﻧﻴﻞ ﺍﻵﻣﺎﻝ ﺍﳌﺬﻛﻮﺭﺓ ﻃﺒﻘﺎ ﻟﻠﻤﺒﺎﺩﺉ ﺍﻵﺗﻴﺔ :‬ ‫ﺍﻹﳝﺎﻥ ﺑﺎﷲ‬ ‫ﺍﻟﻮﻻﺀ ﻟﻠﻤﻠﻚ ﻭﺍﻟﻮﻃﻦ‬ ‫ﺍﻟﺘﻤﺴﻚ ﺑﺎﻟﺪﺳﺘﻮﺭ‬ ‫ﺳﻴﺎﺩﺓ ﺍﻟﻘﺎﻧﻮﻥ‬ ‫ﺣﺴﻦ ﺍﳋﻠﻖ ﻭﺍﻟﺴﻠﻮﻙ‬ ‫ﺏ‬
‫ﻓﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﺇﻥ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ‪‬ﺪﻑ ﺇﱃ ﲢﻘﻴﻖ ﺗﻨﻤﻴﺔ ﺷﺎﻣﻠﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻹﻣﻜﺎﻧﻴﺎﺕ‬ ‫@ @‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺃﺟﻞ ﺇﻋﺪﺍﺩ ﻣﻮﺍﻃﻦ ﻣﺘﻮﺍﺯﻥ ﻣﺘﻮﺍﻓﻖ ﻋﻘﻠﻴﺎ ﻭﺟﺴﻤﻴﺎ ﻭﺭﻭﺣﻴﺎ ﻭﻋﺎﻃﻔﻴﺎ، ﻣﻠﺘﺰﻣﺎ‬ ‫@ @‬ ‫@ @‬ ‫ﺑﺎﻟﻌﻘﻴﺪﺓ ﺍﻟﺪﻳﻨﻴﺔ ﻭﻣﻄﻴﻌﺎ ﷲ. ﻭ‪‬ﺪﻑ ﺃﻳﻀﺎ ﺇﱃ ﺗﻜﻮﻳﻦ ﺍﻟﺸﻌﺐ ﺍﳌﺎﻟﻴﺰﻱ ﺍﳌﺜﻘﹼﻒ ﺫﻱ‬ ‫@ @‬ ‫ﻛﻔﺎﺀﺍﺕ ﻋﺎﻟﻴﺔ ﻭﻣﻬﺎﺭﺍﺕ ﻓﺎﺋﻘﺔ ﻭﺍﳌﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﳌﻨﺼﻒ ﻟﻠﻤﺴﺌﻮﻟﻴﺔ ﻭﺍﻟﻘﺎﺩﺭ‬ ‫ﻋﻠﻰ ﺇﺳﻌﺎﺩ ﻧﻔﺴﻪ ﺑﺎﺫﻻ ﻗﺼﺎﺭﻯ ﺍﳉﻬﺪ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻮﺋﺎﻡ ﻭﺍﻟﻌﻤﺮﺍﻥ ﻟﻸﺳﺮﺓ ﻭﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﻮﻃﻦ.‬ ‫ﺝ‬
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‫ﺍﻟﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻹﳚﺎﺑﻴﺔ ﻭﺍﳊ ﺐ‪ ‬ﻭ ﺍﻟﻮﻻﺀ ﻟﻠﻮﻃﻦ ﻭﺍﻷﻣﺔ .‬ ‫٩(‬ ‫ﺍﳌﻘﺪﻣﺔ‬ ‫ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ، ﻻ ﺑﺪ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬ ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ، ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﻧﺰﻝ ﺍﻟﻘﺮﺀﺍﻥ ﺑﻠﺴﺎﻥ ﻋﺮﰊ ﻣﺒﲔ . ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻘﻴﻴﻢ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺳﻮﺍﺀ ﺍﻟﻌﺎﻣﺔ ﻣﻨﻬﺎ ﺃﻭ ﺍﳋﺎﺻﺔ .‬ ‫ﻋﻠﻰ ﺃﻓﺼﺢ ﻣﻦ ﻧﻄﻖ ﺑﺎﻟﻀﺎﺩ ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ . ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬ ‫ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻣﺎ ﺩﺓ ﺇﺿﺎﻓﻴﺔ ﺍﺧﺘﻴﺎﺭﻳﺔ ﻣﺘﺎﺣﺔ ﳉﻤﻴﻊ ﺍﻟﺘﻼﻣﻴﺬ، ﻭﺿﻌﺖ ﻭﻓﻘﺎ ﻷﻫﺪﺍﻑ‬ ‫ﺃﻫﺪﺍﻑ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺼﻒ ﺍﳋﺎﻣﺲ‬ ‫ﻓﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻭﻓﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻹﻋﺪﺍﺩ ﺇﻧﺴﺎﻥ ﻣﺘﻮﺍﺯﻥ ﻣﺘﻮﺍﻓﻖ ﻋﻘﻠﻴﺎ‬ ‫ﻳﺘﻤﻜﻦ ﺍﻟﺪﺍﺭﺱ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ:‬ ‫ﻭﺟﺴﻤﻴﺎ ﻭﺭﻭﺣﻴﺎ ﻭﻋﺎﻃﻔﻴﺎ ﻣﺘﺤﻠﻴﺎ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ .‬ ‫١ ( ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﻣﻊ ﺍﻟﻔﻬﻢ .‬ ‫٢ ( ﻧﻄﻖ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻧﻄﻘﺎ ﺳﻠﻴﻤﺎ .‬ ‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ‬ ‫٣ ( ﺍﻟﺘﺤﺪﺙ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻌﻴﻨﺔ ﻣﻊ ﺍﻟﻔﻬﻢ .‬ ‫ﻳﻬﺪﻑ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺇﱃ ﺗﺰﻭﻳﺪ ﺍﻟﺘﻼ ﻣﻴﺬ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫٤ ( ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﻗﺮﺍﺀﺓ ﻭﺍﺿﺤﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ.‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﺍﻷﺭﺑﻊ ﻣﻦ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ، ﻭﺟﻌﻠﻬﻢ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬ ‫٥ ( ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ .‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺩﺍﺧﻞ ﺍﳌﺪﺭﺳﺔ ﻭﺧﺎﺭﺟﻬﺎ .‬ ‫٦ ( ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﰲ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻹﻣﻼﺋﻴﺔ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﺼﻮﺗﻴﺔ‬ ‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ؛‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬ ‫٧ ( ﺣﻔﻆ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺨﺘﺎﺭﺓ ﻭﺍﻷﻭﺯﺍﻥ ﺍﻟﺼﺮﻓﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺗﺴﻤﻴﻌﻬﺎ؛‬ ‫ﰲ ‪‬ﺎﻳﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻳﻘﺪﺭ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ :‬ ‫٨ ( ﺍﻟﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻹﳚﺎ ﺑﻴﺔ .‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﺍﻟ ﻔﻬﻢ؛‬ ‫١(‬ ‫ﻧﻄﻖ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻧﻄﻘﺎ ﺳﻠﻴﻤﺎ؛‬ ‫٢(‬ ‫ﺗﻨﻈﻴﻢ ﳏﺘﻮﻯ ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ‬ ‫ﺍﻟﺘﺤﺪﺙ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻌﻴﻨﺔ ﻣﻊ ﺍﻟﻔﻬﻢ؛‬ ‫٣(‬ ‫ﳛﺘﻮﻯ ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﻮﺍﻗﻒ ﻭﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﻗﺮﺍﺀﺓ ﻭﺍﺿﺤﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ؛‬ ‫٤(‬ ‫ﻭﺍﳌﻔﺮﺩﺍﺕ ﻭﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻘﻴﻴﻢ .‬ ‫ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ؛‬ ‫٥(‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ؛‬ ‫٦(‬ ‫) ﺃ ( ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﺍﺳﺘ ﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﰲ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻹﻣﻼﺋﻴﺔ ﻭﺍﻷﻧﻈﻤﺔ‬ ‫٧(‬ ‫ﺇﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻔﻘﺮﻱ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺱ . ﻳﻌﺪ ﺍﻟﺪﺍﺭﺱ ﻣﺴﺘﻮﻋﺒ ﺎﹰ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ؛‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺇﺫﺍ ﺍﺳﺘﻮﻋﺐ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ .‬ ‫ﺣﻔﻆ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺨﺘﺎﺭﺓ ﻭﺍﻷﻭﺯﺍﻥ ﺍﻟﺼﺮﻓﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺗﺴﻤﻴﻌﻬﺎ؛‬ ‫٨(‬ ‫ﻩ‬
‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﳊﺮﻭﻑ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮ ﺍﺀﺓ‬ ‫ﻓﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺗﺮﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﺪﺍﺭﺱ‬ ‫ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﺍﳌﻔﻴﺪﺓ ﺍﳌﻀﺒﻮﻃﺔ ﺑﺎﻟﺸﻜﻞ ﻗﺮﺍﺀﺓ‬ ‫ﻟﻠﻤﺸﺎﺭﻛﺔ ﺍﻟﻔﻌﺎﻟﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﻭﻫﺬﻩ ﺃﻳﻀ ﺎﹰ ﺑﻮﺍﺑﺔ ﺭﺋﻴﺴﺔ ﻟﻠﺨﻮﺽ ﰲ ﺗﻌﻠﻢ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﻌﻠﻮﻡ ﺍﻟﺸﺮﻋﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﳊﺪﻳﺜﺔ ﻣﺴﺘﻘﺒ ﻼﹰ .‬ ‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﻔﻴﺪﺓ ﺍﻟﻘﺼﲑﺓ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﻳﻌﺮﺽ ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺍﳋﺎﻧﺘﲔ : ﺍﻷﻭﱃ ﺧﺎﻧﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺧﺎﻧﺔ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ .‬ ‫ﻭﻳﻨﺒﻐﻲ ﻟﻠﻤﻌﻠﻢ ﰲ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ‬ ‫ﺍﻟﺴﻬﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻋﻠﻰ ﺃﻻ ﺗﺰﻳﺪ ﺍﳉﻤﻠﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻓﻴﻬﺎ ﻋﻦ ﲬﺲ ﻛﻠﻤﺎﺕ ، ﻭ ﺃﻻ ﺗﺰﻳﺪ‬ ‫١ ﺧﺎﻧﺔ ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻔﻘﺮﺓ ﺍﻟﻮﺍﺣﺪﺓ ﻋﻦ ﺃﺭﺑﻊ ﲨﻞ ﻣﻔﻴﺪﺓ ﻓﻘﻂ .‬ ‫ﺗﻘﺴﻢ ﺧﺎﻧﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺇﱃ ﺃﺭﺑﻊ ﺧﺎﻧﺎﺕ ﺃﺧﺮﻯ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻣﻬﺎﺭﺓ‬ ‫ﺍﻟﻜﻼﻡ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ . ﻭﻳﻮﺿﻊ ﰲ ﻛﻞ ﺧﺎﻧﺔ ﻣﻦ ﺍﳋﺎﻧﺎﺕ ﺍﻷﺭﺑﻊ‬ ‫ﺧﺎﻧﺔ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫٢‬ ‫ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ ﺍﳌﺮﺟ ﻮ‪ . ‬ﺗﺘﺮﻛﺰ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻟﻠﺼﻒ ﺍﳋ ﺎﻣﺲ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﲢﺘﻮﻯ ﺍﳋﺎﻧﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻰ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻌﻴﻨﺔ ﻟﻜﻞ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ .‬ ‫ﺇﱃ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺗﺮﺩﻳﺪﻫﺎ. ﻓﺄﻣﺎ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻓﺘﺘﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺗﺮﺍﻋﻲ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ .‬ ‫ﺍﳉﻬﺮﻳﺔ ﻟﻠﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﺒﺴﻴﻄﺔ . ﻭﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﻳﺪﺭﺏ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﻛﺘﺎﺑﺔ‬ ‫ﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻷ‪‬ﺎ ﳎﺮﺩ ﺍﻗﺘﺮﺍﺡ ﻓﻴﺠﻮﺯ ﻟﻠﻤﻌﻠﻢ ﺃﻥ‬ ‫ﺍﳊﺮﻭﻑ ﻭﻭﺻﻠﻬﺎ ﻟﺘﻜﻮﻥ ﻛﻠﻤﺔ ﻭﻛﺘﺎﺑﺔ ﺍﳉﻤﻞ ﺍﳌﻔﻴﺪﺓ ﺍﻟﻘﺼﲑﺓ .‬ ‫ﻳﻌﺪﻝ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺇﺫﺍ ﺭﺃﻯ ﺫﻟﻚ ﺻﻼﺣﺎ ﻟﺪﺍﺭﺳﻴﻪ ﻭﻣﻨﺎﺳﺒﺎ ﳍﻢ . ﻛﻤﺎ ﻳﻘﺘﺮﺡ ﺃﻥ‬ ‫ﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺱ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺪﻳ ﺪﺓ ﻭﺍﻷﻧﺸﻄﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳌﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺱ .‬ ‫ﺗﺘﻀﻤﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻣﻬﺎﺭﺓ‬ ‫ﳛﺎﻭﻝ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﺇﺩﺧﺎﻝ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺧﺮﻯ ﻓﻀﻼ ﻋﻦ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺒﺎﺷﺮﺓ .‬ ‫ﺍﻟﻜﺘﺎﺑﺔ .‬ ‫ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻠﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﻧﺎﺷﻴﺪ ﻭﺍﻷﻟﻐﺎﺯ ﻭﺍﳊﻮﺍﺭ ﻭﺍﻟﺘﻤﺜﻴﻞ‬ ‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺍﻟﺴﻤﻊ ﻭﺍﻟﻔﻬﻢ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﻭﺍﻟﻔﻮﺍﺯﻳﺮ . ﻭﻟﻌﻞ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺗﺮﺍﻋﻲ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﻣﺒﺪﺃ ﺗﻨﻮ‪‬ﻉ ﺍﻟﺬﻛﺎﺀ .‬ ‫ﰲ ﺍﳌ ﻮﺍﻗﻒ ﺍﻟﻌﺪﻳﺪﺓ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﳍﺎ .‬ ‫ﻓﺎﻟﻠ ﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺜ ﻼﹰ ﲤﺜﻞ ﺍﻟﺬﻛﺎﺀ ﺍﳊﺮﻛﻲ ﺑﻴﻨﻤﺎ ﺍﻷﻧﺎﺷﻴﺪ ﺗﻨﻤﻲ ﺫﻛﺎﺀ ﺍﻟﺪﺍﺭﺱ‬ ‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺍﻟﺘﺤﺪﺙ ﻟﺘﻨﻤﻴﺔ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬ ‫ﺍﳌﻮﺳﻴﻘﻲ .‬ ‫ﺭﻭﺡ ﺍﻷﺧﻮﺓ ﻭﺍﶈﺒﺔ ﻭﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻹﺣﺴﺎﺱ‬ ‫ﺑﺎﻟﻨﱪﺍﺕ ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻭﺍﻷﺳﻠﻮﺏ ﺍﳌﺆﺩﺏ ﻭﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻘﻮﺍﻋﺪﻫﺎ ﺍﻟﺒﺴﻴﻄﺔ ﺍﻟﺼﺤﻴﺤﺔ .‬ ‫ﻭ‬
‫ﺍﻟﺸﻬﻮﺭ ﺍﻹﺳﻼﻣﻴﺔ‬ ‫١‬ ‫) ﺏ ( ﺍﳌﻮﺍﻗﻒ‬ ‫ﺍ ﻷﻣﺎﻛﻦ ﰲ ﺍﻟﺒﻴﺖ‬ ‫٢‬ ‫ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﻗﻒ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺣﺴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻼﻣﻴﺬ ﻭﺧﱪﺍ‪‬ﻢ‬ ‫ﺍﻷﺩﻭﺍﺕ ﰲ ﺍﻟﺒﻴﺖ‬ ‫٣‬ ‫ﺍﳌﺒﺎﺷﺮﺓ ﻭﺍﳊﻴﺎﺓ ﺍﶈﻴﻄﺔ ‪‬ﻢ . ﻭﻛﻞ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺗﺪﻭﺭ ﺣﻮﻝ ﻋﺎﱂ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﺒﻴﺖ‬ ‫ﺍﳍﻮﺍﻳﺔ‬ ‫٤‬ ‫ﻭﺍﳌﺪﺭﺳﺔ ﻭﺃﻟﻌﺎ‪‬ﻢ ﻭﺁﻣﺎﳍﻢ ﻭﺻﻮﻻﹰ ﺇﱃ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺼﺮ ﻣﺜﻞ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ . ﻭﻛﺬﻟﻚ‬ ‫ﺍﻟﻴﻮﻡ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫٥‬ ‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻮﻃﻦ ﻟﺘﻌﺰﻳﺰ ﺣﺒﻬﻢ ﲡﺎﻫﻪ ﻹﻧﺸﺎﺀ ﺍﳉﻴﻞ ﺍﳌﺎﻟﻴﺰﻱ ﺍﻟﻮﺍﻋﻲ ﺍﳌﺴﺘﻌﺪ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫٦‬ ‫ﻟﻠﺪﻓﺎﻉ ﻋﻦ ﺣﺮﻳﺔ ﻫﺬﺍ ﺍﻟﺒﻠﺪ ﺍﻟﻌﺰﻳﺰ . ﻭﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﻫﻲ :‬ ‫ﰲ ﺍﻟﻘﺮﻳﺔ‬ ‫٧‬ ‫١( ﰲ ﺍﳌﺪﺭﺳﺔ ) ﺍﻷﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ، ﺍﻷﺩﻭﺍﺕ ﰲ ﺍﻟ ﻔﺼﻞ، ﺍﻷﻣﺎﻛﻦ ﰲ ﺍﳌﺪﺭﺳﺔ،‬ ‫ﰲ ﺍﳌﺪﻳﻨﺔ‬ ‫٨‬ ‫ﺍﻷﻟﻌﺎﺏ ﺍﻟﺮﻳﺎﺿﻴﺔ، ﺍﻟﻴﻮﻡ ﺍﻟﺮﻳﺎﺿﻲ (.‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫٩‬ ‫٢( ﻋﺎﱂ ﺍﻟﺘﻠﻤﻴﺬ ) ﺃﻋﻀﺎﺀ ﺍﳉﺴﻢ، ﺍﳌﻼﺑﺲ (.‬ ‫ﺍﳉﻬﺎﺕ ﻭﺍﳌﻮﺍﻗﻊ‬ ‫٠١‬ ‫٣( ﺍﻷﺭﻗﺎﻡ ﻭﺍﻷﻋﺪﺍﺩ .‬ ‫٤( ﺍﻷﻟﻮﺍﻥ ﻭﺍﻷﺷﻜﺎﻝ ﻭﺍﳉﻬﺎﺕ ﻭﺍﳌﻮﺍﻗﻊ .‬ ‫) ﺝ ( ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫٥( ﰲ ﺍﻟﺒﻴﺖ )ﺍﻷﻣﺎﻛﻦ ﰲ ﺍﻟﺒﻴﺖ، ﺍﻷﺩﻭﺍﺕ ﰱ ﺍﻟﺒﻴﺖ، ﺃﻋﻀﺎﺀ ﺍﻷﺳﺮﺓ (.‬ ‫ﺗﺪ ﺭ‪‬ﺱ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺟﻨﺒ ﺎﹰ ﺇﱃ ﺟﻨﺐ ﻣﻊ‬ ‫٦( ﺍﳌﺄﻛﻮﻻﺕ ﻭﺍﳌﺸﺮﻭﺑﺎﺕ .‬ ‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ . ﻭﻻ ﳝﻜﻦ ﰲ ﺣﺎﻝ ﻣﻦ ﺍﻷﺣﻮﺍ ﻝ ﺗﺪﺭﻳﺲ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﲟﻌﺰﻝ ﻋﻦ ﺍﳌﻬﺎﺭﺍﺕ‬ ‫٧( ﺍﻟﻔﻮﺍﻛﻪ ﻭﺍﳋﻀﺮﺍﻭﺍﺕ ﻭﺍﻟﻨﺒﺎﺗﺎﺕ ﻭﺍﻟﺰﻫﻮﺭ .‬ ‫ﺍﻟﻠﻐﻮﻳﺔ . ﻭﰲ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ، ﺗﻄﺮﺡ ﺛﻼﺙ ﻣﻮﺍﺩ ﻟﻐﻮﻳﺔ ﻭﻫﻲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﻭﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬ ‫٨( ﺍﳊﻴﻮﺍﻧﺎﺕ .‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ .‬ ‫٩( ﻭﺳﺎﺋﻞ ﺍﻟﻨﻘﻞ .‬ ‫٠١ ( ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ .‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ‬ ‫١‬ ‫١١ ( ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﳌﻬﻦ ﻭﺍﻵﻣﺎﻝ .‬ ‫ﻳﺪ ﺭ‪‬ﺱ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﺑﻨﱪﺍﺗﻪ ﻭﺗﻨﻐﻴﻤﺎﺗﻪ ﻟﻜﻲ ﻳﻜﻮﻥ ﺍﻟﺪﺍﺭﺱ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﻧﻄﻖ‬ ‫٢١ ( ﺍﻟﻘﺮﻳﺔ ﻭﺍﳌﺪﻳﻨﺔ ﻭﺍﻟﻮﻃﻦ .‬ ‫ﺍﻷﺻﻮﺍﺕ ﻭﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﻭﻗﺮﺍﺀﺓ ﺍﳉﻤﻞ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺻﺤﻴﺤﺔ، ﻭﻣﻦ ﺛﹶ ﻢ‪ ّ‬ﻳﺴﺘﻄﻴﻊ ﺃﻥ‬ ‫٣١ ( ﻣﻮﺍﻋﻴﺪ ﺍﻷﻛﻞ ﻭﺍﻟﺴﺎﻋﺔ ﻭﺍﻷﻳﺎﻡ ﻭﺍﻟﺸﻬﻮﺭ .‬ ‫ﻳﺴﺘﻮﻋﺐ ﻭﳝﻴﺰ ﺑﲔ ﺍﻷﺻﻮﺍﺕ ﺍﻟﱵ ﻳﺴﻤﻌﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ .‬ ‫ﻳﺮﻛ ﺰ‪ ‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﰲ ﺍﻟﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻋﻠﻰ ﻧﻄﻖ ﺍﳊﺮﻭﻑ‬ ‫ﻭﺩﻟﻴﻞ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻳﺮﻛ ﺰ‪ ‬ﻋﻠﻰ ﺍﳌﻮﺿﻮﻋﺎﺕ‬ ‫ﺍﳍﺠﺎﺋﻴﺔ ﻧﻄﻘ ﺎﹰ ﺻﺤﻴﺤ ﺎﹰ .‬ ‫ﺍﻵﺗﻴﺔ :‬ ‫ﺯ‬
‫: ﻓﻮﻕ / ﲢﺖ / ﻋﻨﺪ / ﺃﻣﺎﻡ / ﻭﺭﺍﺀ / ﻳﺴﺎﺭ / ﳝﲔ‬ ‫ﺍﻟﻈﺮﻑ‬ ‫٢.‬ ‫ﺍﳌﻔﺮﺩﺍﺕ‬ ‫٢‬ ‫: ﻫﻨﺎ / ﻫﻨﺎﻙ‬ ‫ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬ ‫٣.‬ ‫ﺗﻀﻢ ﺍﳌﻔﺮﺩﺍﺕ ٠٠٦ ﻛﻠﻤﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﶈﻴﻄﺔ ﺑﺎﻟﺘﻼﻣﻴﺬ ﻭﺗﺘﻌﻠ ﻖ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ‬ ‫: ﺍﳌﺎﺿﻲ / ﺍﳌﻀﺎﺭﻉ / ﺍﻷﻣﺮ‬ ‫ﺍﻟﻔﻌﻞ‬ ‫٤.‬ ‫ﺍﻟﺴﺎﺑﻘﺔ . ﻭﺗﺰﺩﺍﺩ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺣﺴﺐ ﳕﻮﻫﻢ ﺍﳉﺴﻤﻲ ﻭﺍﻟﻌﻘﻠﻲ . ﻭﺗﻌﺪ ﻫﺬﻩ ﺍﳋﻄﻮﺓ‬ ‫ﺍﳌﻔﺮﺩ ﻭﺍﳌﺜﲎ‬ ‫٥.‬ ‫ﳑ ﻬ‪‬ﺪ ﺓﹰ ﳍﻢ ﻟﻜﺴﺐ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ ﻭﻣﻌﺎﺭﻓﻬﺎ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺘﻘﺪﻣﺔ . ﺃﻣﺎ‬ ‫: ﲨﻊ ﺍﳌﺬﻛﺮ / ﲨﻊ ﺍﳌﺆﻧﺚ / ﲨﻊ ﺍﻟﺘﻜﺴﲑ‬ ‫ﺍﳉﻤﻊ‬ ‫٦.‬ ‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗﺪﺭﺱ ﰲ ﺍﻟﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻓﻬﻲ ٠٢١ ﻛﻠﻤﺔ‬ ‫ﻭﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ١ ﰲ ‪‬ﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﺍﳌﻨﻬﺠﻲ .‬ ‫ﻭﰲ ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ، ﻳﺘﻢ ﺍﻟ ﺘﺮﻛﻴ ﺰ ﰲ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ‬ ‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻵﺗﻴﺔ :‬ ‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫٣‬ ‫ﺍﻟﻀﻤﺎﺋﺮ ﺍﳌﻨﻔﺼﻠﺔ ﻭﺍﳌﺘﺼﻠﺔ : ﺃﻧﺘﻢ- ـﻜﻢ ، ﺃﻧﱳ- ـﻜﻦ ، ﻫﻢ- ـﻬﻢ ،‬ ‫١‬ ‫ﺇﻥ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇ‪‬ﺎ ﺗﺼﻮﻥ ﻟﺴﺎﻥ‬ ‫ﻫﻦ- ـﻬﻦ‬ ‫ﺍﻟﺘﻼﻣﻴﺬ ﻭﻛﺘﺎﺑﺘﻬﻢ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ . ﻭﻳﻬﺪﻑ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺗﻨﻤﻴﺔ‬ ‫ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﻭﻓﻌﻞ ﺍﻷﻣﺮ‬ ‫٢‬ ‫ﻗﺪﺭﺍﺕ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻘﻮﺍﻋﺪﻫ ﺎ ﺍﻟﺼﺤﻴﺤﺔ ﳓﻮﻳ ﺎﹰ ﻭﺻﺮﻓﻴ ﺎﹰ .‬ ‫ﲨﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﻭ ﲨﻊ ﺍﻟﺘﻜﺴﲑ‬ ‫٣‬ ‫ﻓﻴﻤﺎ ﻳﻠﻲ ﻣﻮﺿﻮﻋﺎﺕ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺨﺘﺎﺭﺓ ﻟﺘﺪﺭﻳﺴﻬﺎ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ .‬ ‫ﺍﻟﻈﺮﻑ : ﻭﺭﺍﺀ ، ﺣﻮﻝ ، ﳝﲔ ، ﻳﺴﺎﺭ‬ ‫٤‬ ‫ﻭ ﰎﹼ ﺗﻘﺴﻴﻢ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺇﱃ ﺍﳌﺴﺘﻮﻳﲔ ﺍﻻﺛﻨﲔ .‬ ‫ﺍﳊﻜﻢ ﻭ ﺍﻷﻣﺜﺎﻝ‬ ‫٤‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‬ ‫ﲢﺘﻮﻯ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻳﻀﺎ ﻋﻠﻰ ﺑﻌﺾ ﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻴﺴﺮ ﻧﻄﻘﻬﺎ ﻋﻠﻰ‬ ‫: ﺃﻧﺎ- ﻯ / ﺃﻧ ﺖ‪ -‬ﻙ‪ / ‬ﺃﻧ ﺖ‪ -‬ﻙ‪ / ‬ﻫﻮ- ﻩ / ﻫﻲ- ﻫﺎ‬ ‫ﺍﻟﻀﻤﲑ‬ ‫١.‬ ‫ﻟﺴﺎﻥ ﺍﻟﺪﺍﺭﺱ . ﻭﻫﻲ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺍﻷﻗﻮﺍﻝ ﻭﺍﻵﺛﺎﺭ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﻘﻴﻢ‬ ‫: ﻫﺬﺍ- ﻫﺬﻩ / ﺫﻟﻚ- ﺗﻠﻚ‬ ‫ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬ ‫٢.‬ ‫ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﻷﺧﻼﻕ ﺍﳊﺴﻨﺔ .‬ ‫: ﻣﻦ / ﺇﱃ / ﻋﻦ / ﻋﻠﻰ / ﰲ / ﺑـ / ﻙ / ﻝ‬ ‫ﺣﺮﻑ ﺍﳉ ﺮ‬ ‫٣.‬ ‫ﻭﻳﺪﺭﺱ ﺍﻟﺪﺍﺭﺱ ﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﻻ ﻳﺪﺭﺳﻬﺎ‬ ‫ﺍﳌﺬﻛﺮ ﻭﺍﳌﺆﻧﺚ‬ ‫٤.‬ ‫ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ . ﻓﻴﻤﺎ ﻳﻠﻲ ﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﺍﳌﺨﺘﺎﺭﺓ ﻟﻠﺼﻒ ﺍﳋﺎﻣﺲ ﻓﻬﻲ :‬ ‫ﺃﺩﺍﺓ ﺍﻻﺳﺘﻔﻬﺎﻡ : ﻣﺎ / ﺃﻳﻦ / ﻛﻢ / ﻣﻦ / ﻣﱴ / ﻛﻴﻒ / ﻫﻞ / ﳌﺎﺫﺍ / ﻣﺎﺫﺍ‬ ‫٥.‬ ‫ﻣﻦ ﺍﺟﺘﻬﺪ ﳒﺢ‬ ‫١.٤‬ ‫ﺍﳌﺆﻣﻦ ﺃﺧﻮ ﺍﳌﺆﻣﻦ‬ ‫٢.٤‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ‬ ‫ﺁﻓﺔ ﺍﻟﻜﻼﻡ ﺍﻟﻜﺬﺏ‬ ‫٣.٤‬ ‫: ﳓﻦ- ﻧﺎ / ﺃﻧﺘﻢ- ﻛﻢ / ﺃﻧﱳ- ﻛﻦ / ﺃﻧﺘﻤﺎ- ﻛﻤﺎ /‬ ‫ﺍﻟﻀﻤﲑ‬ ‫١.‬ ‫ﻫﻢ- ﻫﻢ / ﻫﻦ- ﻫﻦ / ﳘﺎ- ﳘﺎ‬ ‫ﺡ‬
‫ﻋﻠﻮ ﺍﳍﻤﺔ‬ ‫٣.٢‬ ‫ﺗﺒﺎﺩﻝ ﺍﻻﺣﺘﺮﺍﻡ‬ ‫٤.٢‬ ‫) ﺩ ( ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ‬ ‫ﺍﳊﺐ ﻭ ﺍﳌﻮﺩﺓ‬ ‫٥.٢‬ ‫ﺗﻮﺟﺪ ﻋﺪﺓ ﳏﺘﻮﻳﺎﺕ ﳌﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ . ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﰲ‬ ‫ﺍﻟﻌﺪﺍﻟﺔ‬ ‫٦.٢‬ ‫ﳐﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﻭﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﻨﻈﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻣﺜﻞ‬ ‫ﺍﳊﺮﻳﺔ‬ ‫٧.٢‬ ‫ﻣﻬﺎ ﺭﺓ ﺍﻟﺘﻔﻜﲑ ﻭﻣﻬﺎﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻣﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻭﺗﻌ ﺪ‪‬ﺩ‬ ‫ﺍﻟﺸﺠﺎﻋﺔ‬ ‫٨.٢‬ ‫ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺒﻨ‪‬ﺎﺀ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ . ﻭﻳﻄﺒﻖ ﺍﻟﺪﺍﺭﺱ ﲨﻴﻊ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﰲ ﻋﺎﳌﻬﻢ‬ ‫ﺻﻔﺎﺀ ﺍﻟﻌﻘﻞ ﻭﻧﻈﺎﻓﺔ ﺍﳉﺴﻢ‬ ‫٩.٢‬ ‫ﺍﳌﺴﺘﻘﺒﻠﻲ . ﻭﺗﻜﻮﻥ ﺍﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭ ﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ ﺟﻞ ﺍﻻﻫﺘﻤﺎﻡ ﻣﺴﺎﻳﺮﺓ ﻣﻊ ﺃﻫﺪﺍﻑ‬ ‫ﺍﻷﻣﺎﻧﺔ‬ ‫٠١.٢‬ ‫ﺍﻟﺪﻭﻟﺔ ﻟﺒﻨﺎﺀ ﺍ‪‬ﺘﻤﻊ ﺍﳊﻀﺎﺭﻱ .‬ ‫ﺍﻻﺟﺘﻬﺎﺩ‬ ‫١١.٢‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫٢١.٢‬ ‫ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ‬ ‫١(‬ ‫ﺍﻟﻮﺳﻄﻴﺔ‬ ‫٣١.٢‬ ‫ﻳﺸﺘﻤﻞ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺍﳌﻴﺎﺩﻳﻦ ﻭﺍﻟﻌﻠﻮﻡ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺜﻞ ﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﳉﻐﺮﺍﻓﻴﺎ‬ ‫ﺍﻟﺸﻜﺮ‬ ‫٤١.٢‬ ‫ﻭﺍﻟﻌﻠﻮﻡ ﻭﻏﲑﻫﺎ ﺍﻟﱵ ﳍﺎ ﺩﻭﺭ ﻓ ﻌ‪‬ﺎﻝ ﰲ ﺗﻮﺳﻴﻊ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ . ﻛﻤﺎ ﺃﻧﻪ‬ ‫ﺣﺐ ﺍﻟﻮﻃ ﻦ‬ ‫٥١.٢‬ ‫ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﺍﻟﻌﺼﺮ ﺍﻟﱵ ﺗﺆﺧﺬ ﺑﻌﲔ ﺍﻋﺘﺒﺎﺭ ﺍﳌﺪﺭﺳﲔ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ‬ ‫٦١.٢‬ ‫ﻭﺍﻟﺘﻌﻠﻢ .‬ ‫ﺍﻟﺮﻭﺡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫٧١.٢‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﻨﺒﻴﻠﺔ‬ ‫٢(‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫٣(‬ ‫ﺇﻥ ﻏﺮﺱ ﺍﻟﻘﻴﻢ ﺍﻟﻨﺒﻴﻠﺔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻳﻬﺪﻑ ﺇﱃ ﺇﻋﺪﺍﺩ‬ ‫ﺇﻥ ﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﱵ ﺗﻐﺮﺱ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ‪‬ﺪﻑ ﺇﱃ‬ ‫ﺍﻹﻧﺴﺎﻥ ﺍﻟﺼﺎﱀ ﺍﳌﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺑﻨﺎﺀ ﺟﻴﻞ ﺍﻟﺸﺒﺎﺏ ﺍﳌﺘﻤ ﺴ‪‬ﻚ ﺑﺎﻟﻘﻴﻢ‬ ‫ﻏﺮﺱ ﺣﺐ ﺍﻟﻮﻃﻦ ﰲ ﻧﻔﻮﺱ ﺍﻟﺘﻼﻣﻴﺬ ﻟﻴﻜﻮﻧﻮﺍ ﻣﻮﺍﻃﻨﲔ ﻣﺴﺆﻭﻟﲔ ﻋﻦ ﺍﻟﻮﻃﻦ‬ ‫ﺍﻟﻨﺒﻴﻠﺔ ﻭﺍﻷﺧﻼﻕ ﺍﳊﺴﻨﺔ . ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺗﻨﻤﻴﺔ ﺍﻟﻘﻴﻢ ﺍﶈﻠﻴﺔ ﺍﻟﻨﺒﻴﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﳌﺎﻟﻴﺰﻱ‬ ‫ﻭﺍﻷﻣﺔ .‬ ‫ﺑﺼﻮﺭﺓ ﻣﺒﺎ ﺷﺮﺓ ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻭﲡﺎﻭﺯﻫﺎ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﳌﻲ ﻣﺴﺎﻳﺮﺓ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﺍﻟﻌﺎﱂ .‬ ‫ﺍﻟﻨﻈﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫٤(‬ ‫ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﻘﻴﻢ :‬ ‫ﺗﺸﺘﻤﻞ ﺍﻟﻨﻈﻢ ﺍﻻﺟﺘﻤﺎﻋﻴ ﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺄﺩﺏ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ‬ ‫١.٢ ﻃﻴﺐ ﺍﻟﻘﻠﺐ‬ ‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻠﻄﻴﻔﺔ ﻭﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ .‬ ‫٢.٢ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ‬ ‫ﻁ‬
‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‬ ‫٤.٥‬ ‫ﲤﺜﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻨﻬﺠ ﺎﹰ ﺗﻌﻠﻴﻤﻴ ﺎﹰ ﰲ ﺗﺮﺑﻴﺔ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺍﳊﺴﺎﺳﻴﺔ‬ ‫ﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ‬ ‫٥(‬ ‫ﺍﻟﻌﺎﻟﻴﺔ ﲡﺎﻩ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﺮﺍﻫﻨﺔ ﻭﺍﻟﻘﺎﺩﻣﺔ . ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﻟﺪﺍﺭﺱ‬ ‫ﻳﻘﺼﺪ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻫﻲ ﻣﻬﺎﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻣﻴﺔ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻮﻗﻊ ﺍﻵﺛﺎﺭ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﲝﻜﻢ ﺍﳊﻮﺍﺩﺙ ﺍﳌﺎﺿﻴﺔ .‬ ‫ﻭﺍﻻﺗﺼﺎﻟﻴﺔ ﻭﻣﻬﺎﺭﺓ ﺗﻌﻠﻢ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠ ﻴﺔ ﻭﺗﻌﺪﺩ ﺍﻟﺬﻛﺎﺀ‬ ‫ﺗﻌﺪﺩ ﺍﻟﺬﻛﺎﺀ‬ ‫٥.٥‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺒ ﻨ‪‬ﺎﺀ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ . ﻭﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﳝﻜﻦ ﺗﺴﺮﻳﺒﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻳﺸﺘﻤﻞ ﺗﻌﺪﺩ ﺍﻟﺬﻛﺎﺀ ﻋﻠﻰ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺬﻛﺎﺀ ﺍﳌﻨﻄﻘﻲ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﻣﺮﺍﻋﺎﺓ ﻟﻨﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ ﻭﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻭﺍﳌﺼﺎﺩﺭ ﺍﳌﺘﻮﻓﺮﺓ ﺑﲔ ﻳﺪﻱ ﺍﳌﻌﻠﻢ .‬ ‫ﻭﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺳﻴﻘﻲ ﻭﺍﻟﺬﻛﺎﺀ ﺍﳊﺮﻛﻲ ﻭﺍﻟﺬﻛﺎﺀ ﺍﻟﻔﲏ ﻭﺍﻟﺬﻛﺎﺀ ﺍﻟﺸﺨﺼﻲ‬ ‫‪‬ﺘﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ ﲞﱪﺍﺕ ﺍﻟﺘﻼﻣﻴﺬ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﻭﺫﻛﺎﺀ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻟﺬﻛﺎﺀ ﺍﻟﻄﺒﻴﻌﻲ . ﳚﺐ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﺮﺍﻋﻲ‬ ‫ﻭﻋﺎﳌﻬﻢ ﺍﳊﻘﻴﻘﻲ ﻭﻗﻀﺎﻳﺎ ﺍﻟﻌﺎﱂ ﺍﳌﻌﺎﺻﺮﺓ . ﻭﺑﻨﺎ ﺀً ﻋﻠﻰ ﺫﻟﻚ، ﻓﺈﻥ ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﰲ‬ ‫ﻫﺬﻩ ﺍﳌﻮﺍﻫﺐ ﻭﻳﻨﻤﻴﻬﺎ ﺑ ﺈﻋﺪﺍﺩ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﻱ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻴﻮﻝ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺮﺑﻂ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﻠﱯ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ .‬ ‫ﻛﻞ ﺩﺍﺭﺱ ﻭﺭﻏﺒﺎﺗﻪ .‬ ‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺷﺮﺡ ﻣﻮﺟﺰ ﻋﻦ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ :‬ ‫١.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻠﻐﻮﻱ‬ ‫١.٥ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ‬ ‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺬﻛﺎﺀ ﻟﻐﻮﻯ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺎﻟﻜﺘﺎﺑﺔ‬ ‫ﺗﻐﺮﺱ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﻣﻦ ﺧﻼﻝ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻔﻜﲑ‬ ‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺣﻜﺎﻳﺔ ﺍﻟﻘﺼﺺ ﻭﺣﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ .‬ ‫ﺍﻟﻨﻘﺪﻱ ﻭﺍﻹﺑﺪﺍﻋﻲ . ﺇﻥ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﲟﺨﺘﻠﻒ ﺃﻟﻮﺍ‪‬ﺎ ﻣﻬﻤﺔ ﺟﺪﺍﹰ ﻣﺜﻞ‬ ‫٢.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﳌﻨﻄﻘﻲ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫ﺍﺳﺘﻨﺘﺎﺝ ﺍﻟﻔﻜﺮﺓ ﻭﺣﻞ ﺍﳌﺸﻜﻠﺔ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ .‬ ‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ‪‬ﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺬﻛﺎﺀ ﳛﺒﻮﻥ ﺍﻟﺘﻔﻜﲑ‬ ‫٢.٥ ﻣﻬﺎﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻣﻴﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ‬ ‫ﰱ ﺍﻷﻣﻮﺭ ﺑﻌﻤﻖ . ﻓﻬﻢ ﻳﻬﺘﻤﻮﻥ ﺑﺎﻟﺘﺼﻤﻴﻤﺎﺕ ﻭﺍﻟﺘﻘﺴﻴﻤﺎﺕ‬ ‫ﻻ ﺑﺪ ﺃﻥ ﺗﻐﺮﺱ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﻟﻜﻲ ﻳﻜﻮﻥ ﺍﻟﺪﺍﺭﺱ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻭﻋﻼﻗﺔ ﺍﻷﺷﻴﺎﺀ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ . ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﻨﺠﺬﺑﻮﻥ ﺇﱃ‬ ‫ﺍﳊﺎﺳﻮﺏ ﺇﻣﺎ ﻟﻐﺮﺽ ﺍﺗﺼﺎﱄ ﻣﺜﻞ ﺇﺭﺳﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺴﻠﻤﻬﺎ ﻋﱪ ﺍﻟﱪﻳﺪ‬ ‫ﺍﳌﺴﺎﺋﻞ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻷﻟﻌﺎﺏ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻭ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﺃﻭ ﻟﻐﺮﺽ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ .‬ ‫ﺗﺮﺑﻮﻱ ﲝﺖ ﻣﺜﻞ ﺣﻞ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ .‬ ‫٣.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﳊﺮﻛﻲ‬ ‫٣.٥ ﻣﻬﺎﺭﺓ ﺗﻌﻠﻢ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻢ‬ ‫ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﺘﻌﻠﻤﻮﻥ ﻭﻳﻄﻮﺭﻭﻥ ﻣﻌﺮﻓﺘﻬﻢ ﻣﻦ ﺧﻼﻝ ﺣﺮﻛﺎﺕ‬ ‫ﻻ ﳚﻮﺯ ﺃﻥ ﻳﻮﺿﻊ ﺟﺎﻧﺒ ﺎﹰ ﻣﻬﺎﺭﺓ ﺗﻌﻠﻢ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻢ ﻟﻴﺘﻤﻜﻦ ﺍﻟﺪﺍﺭﺱ ﻣﻦ‬ ‫ﺃﺟﺴﺎﻣﻬﻢ . ﻏﺎ ﻟﺒ ﺎﹰ ﻣﺎ ﻳﻜﻮﻧﻮﻥ ﺭﻳﺎﺿﻴﲔ ﻭﳏﺒﲔ ﻟﻠﺤﺮﻛﺎﺕ‬ ‫ﺍﳌﻀﻲ ﻗﺪﻣ ﺎﹰ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻌﻠﻮﻡ . ﻭﺗﺴﺘﻄﻴ ﻊ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﺃﻥ ﺗﺰﻳﺪ ﺍﻟﺪﺍﺭﺱ‬ ‫ﺍﳉﺴﻤﻴﺔ ﺃﻭ ﻣﺘﻤﻴﺰﻳﻦ ﰲ ﺍﻷﺷﻐﺎﻝ ﺍﻟﻔﻨﻴﺔ .‬ ‫ﻣﻌﺮﻓﺔ ﻭﻣﻌﻠﻮﻣﺔ ﳌﻮﺍﺟﻬﺔ ﺗﻐﲑﺍﺕ ﺍﻟﻌﺎﱂ .‬ ‫ﻱ‬
‫ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺬﻛﺎﺀ ﻣﺘﻌﻠﻖ ﺑﺎﻟﻄﺒﻴﻌﺔ ﻭﺇﺩﺭﺍﻙ ﺟﻮﺍﻧﺒﻬﺎ . ﻫﻨﺎﻙ‬ ‫٤.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻔﲏ‬ ‫ﺃﻃﻔﺎﻝ ﺑﺎﺭﻋﻮﻥ ﰲ ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨﺒﺎﺗﺎﺕ ﻭﻳﺘﻤﺘﻌﻮﻥ‬ ‫ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﻨﺸﻐﻠﻮﻥ ﺑﺎﻟﺘﻔﻜﲑ ﰱ ﺍﻟﺼﻮﺭ . ﻓﻬﻢ ﻳﻨﺒﻬﺮﻭﻥ‬ ‫ﺍﻷﺷﻴﺎﺀ ﻣﻦ ﺣﻮﻟﻪ . ﻭﻫﻢ ﺣﺮﻳﺼﻮﻥ‬ ‫ﺑﺎﳊﺴﺎﺳﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﲡﺎﻩ‬ ‫ﺑﺎﻟﺒﺎﺯﻟﺰ )‪ (Puzzles‬ﺃﻭ ﻳﻘﻀﻮﻥ ﺃﻭﻗﺎﺕ ﻓﺮﺍﻏﻬﻢ ﰲ ﺍﻟﺮﺳﻢ ﺃﻭ‬ ‫ﺃﺷﺪ ﺍﳊﺮﺹ ﻋﻠﻰ ﺍﻻﻋﺘﻨﺎﺀ ﺑﺎﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨﺒﺎﺗﺎﺕ . ﻳﺘﻤﺘﻊ ﻫﺆﻻﺀ‬ ‫ﺍﻟﻠﻌﺐ ﺑﺎﳌﻜﻌﺒﺎﺕ ﺃﻭ ﺭﲟﺎ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺃﺣﻴﺎﻧ ﺎﹰ ﺑﺄﻥ ﳛﻠﻤﻮﺍ ﺃﺣﻼﻣﺎ‬ ‫ﺍﻷﻃﻔﺎﻝ ﺑﺮﻭﺡ ﺍﻟﺘﻄﻠﻊ ﻭﺍﻻﻛﺘﺸﺎﻑ .‬ ‫ﻳﻘﻈﺔ .‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺒﻨ‪‬ﺎﺀ‬ ‫٦.٥‬ ‫٥.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺳﻴﻘﻲ‬ ‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺒﻨﺎﺀ ﻳﺒﲏ ﺍﻟﺪﺍﺭﺱ ﺫﺍﺗﻪ ﺍﳌﻔﻬﻮﻡ ﺍﳉﺪﻳﺪ ﻭﺍﳌﻌﺮﻓﺔ ﺍﳊﺪﻳﺜﺔ‬ ‫ﺇﻥ ﺍﻷﻃﻔﺎﻝ ﻣﻮﻫﻮﺑﻮﻥ ﰲ ﺍﳌﻮﺳﻴﻘﻰ ﻷ‪‬ﻢ ﳛﺒﻮﻥ ﺃﻥ ﻳﺮﻗﺼﻮﺍ‬ ‫ﺣﺴﺐ ﺧﱪﺍﺗﻪ ﺍﳋﺎﺻﺔ . ﻭﻫﺬﺍ ﳚﻌﻞ ﺍﻟﺪﺍﺭﺱ ﺃﻛﺜﺮ ﻓﻬﻤ ﺎﹰ ﻭﻳﻘﻴﻨ ﺎﹰ ﻭﻣﺘﻌﺔ‬ ‫ﻭﻳﻐﻨﻮﺍ ﻣﻨﺬ ﺳﻦ ﻣﺒﻜﺮ . ﻭﻟﻜﻦ ﺍﻷﻃﻔﺎﻝ ﺫﻭﻱ ﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺳﻴﻘﻲ‬ ‫ﳌﻮﺍﺻﻠﺔ ﺍﻟﺘﻌﻠﻢ ﻃﻮﺍﻝ ﻋﻤﺮﻩ .‬ ‫ﻋﺎﺩ ﺓﹰ ﻳﺪﺭﻛﻮﻥ ﺍﻷﺻﻮﺍﺕ ﺍﻟﱵ ﻗﺪ ﻻ ﻳﺪﺭﻛﻬﺎ ﺍﻵﺧﺮﻭﻥ . ﻏﺎﻟﺒ ﺎﹰ ﻣﺎ‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ‬ ‫٧.٥‬ ‫ﻳﻜﻮﻧﻮﻥ ﻣﺴﺘﻤﻌﲔ ﻣﺘﻔﺤﺼﲔ ﻭﺗﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺰ‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ ﻫﻮ ﺃﻥ ﻳﺮﺑﻂ ﺍﳌﺪﺭﺱ ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ ﲞﱪﺍﺕ ﺍﻟ ﺪﺍﺭﺱ ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﺑﲔ ﺃﻧﻮﺍﻉ ﺍﳌﻮﺳﻴﻘﻰ ﻭﺍﻟﻨﻐﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﻘﻀﺎﺀ‬ ‫ﻭﺣﻴﺎﺗﻪ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ . ﻳﻄﺮﺡ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ ﻣﺘﻨﺎﺛﺮﺍﹰ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﻭﻗﺖ ﰲ ﺩﻕ ﺍﻟﻨﻐﻤﺎﺕ ﺃﻭ ﺩﻧﺪﻧﺘﻬﺎ .‬ ‫ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﳌﺘﻨﻮﻋﺔ ﻭﻧﺸﺎﻃﺎﺕ ﺍﻟﺘﻔﻜﲑ ﺍﳌﺘﻌﺪﺩﺓ . ﻭﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻢ ﻧﺎﺟﺤ ﺎﹰ‬ ‫٦.٥.٥ ﺫﻛﺎﺀ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‬ ‫ﺇﺫﺍ ﺍﺳﺘﻄﺎﻉ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﻳﺮﺑﻂ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ ﰲ ﺍﻟﻔﺼﻞ‬ ‫ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﻜﻮﻧﻮﻥ ﺑﺎﺭﻋﲔ ﰱ ﻋﻼﻗﺎ‪‬ﻢ ﻣﻊ ﺍﻵﺧﺮﻳﻦ . ﻓﻬﻢ‬ ‫ﲝﻴﺎﺗﻪ ﺍﻟﻮﺍﻗﻌﻴﺔ .‬ ‫ﻳﻜﻮﻧﻮﻥ ﺷﺨﺼﻴﺎﺕ ﻗﻴﺎﺩﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺰﻣﻼﺋﻬﻢ . ﳍﻢ ﻗﺪﺭﺓ ﺟﻴﺪﺓ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ، ﻭﺗﻜﻮﻥ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺓ ﻋﻠﻰ ﻓﻬﻢ‬ ‫ﺗﻄﺮﺡ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﻛﻠﻬﺎ ﰲ ﺳ ﺒﻴﻞ ﺇﺛﺮﺍﺀ ﺍﻟﺪﺍﺭﺱ ﲟﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﳌﺘﻨﻮﻋﺔ . ﲢﺘﺎﺝ‬ ‫ﻣﺸﺎﻋﺮ ﺍﻵﺧﺮﻳﻦ .‬ ‫ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﺇﱃ ﺁﻟﻴﺎ‪‬ﺎ ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻷﺳﺌﻠﺔ ) ﺍﳌﺮﻛﺰﺓ / ﺍﳌﺘﺸﻌﺒﺔ / ﺍﳌﺘﺴﻠﺴﻠﺔ (‬ ‫٧.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﺸﺨﺼﻲ‬ ‫ﻭﺍﳋﺮﻳﻄﺔ ﺍﻟﺬﻫﻨﻴﺔ .‬ ‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ‪‬ﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺬﻛﺎﺀ ﻳﻜﻮﻧﻮﻥ ﺃﻛﺜﺮ‬ ‫ﻗﺪﺭﺓ ﻋﻠﻰ ﻓﻬﻢ ﺃﻧﻔﺴﻬﻢ ﻣﻦ ﻓﻬﻤﻬﻢ ﻟﻶﺧﺮﻳﻦ . ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻭﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﶈﺘﻮﻯ ﺍﳌﻨﻬﺞ ﳚﺐ ﺃﻥ ﻳﺄﺧﺬﻫﺎ ﻭﺍﺿﻌﻮ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﻣﺆﻟﻔﻮ‬ ‫ﻗﺪ ﻳﺸﻌﺮﻭﻥ ﺑﺎﳋﺠﻞ، ﻭﻳﻜﻮﻧﻮﻥ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺗﺎﻣﺔ ﲟﺸﺎﻋﺮﻫﻢ‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﻣﺪﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻗﺒﻞ ﺑﺪﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﻳﺘﻤﺘﻌﻮﻥ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺭﺓ .‬ ‫ﻭﺍﻟﺘﻌﻠﻢ .‬ ‫٨.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻄﺒﻴﻌﻲ‬ ‫ﻙ‬
‫ﺍﻟﺘﻌﻠﻢ ﻭﺍﳌﻮﺍﺩ ﺍﻷﺩﺑﻴﺔ ﻭﻏﲑ ﺍﻷﺩﺑﻴﺔ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫) ﻫـ ( ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﻭﻣﻮﺍﺩ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ .‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻤﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ‬ ‫١(‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ‬ ‫٤(‬ ‫ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ﻣﺘﻤﺮﻛﺰﺍ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﺣﱴ ﻳﺘﻤﻜﻦ ﻣﻦ‬ ‫ﻳﻬﺘﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻻﺗﺼﺎﻝ ﺑﺎﻵﺧﺮﻳﻦ ﻭﻳﺴﺘﻮﻋﺐ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺧﱪﺍﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ . ﻭﳍﺬﺍ‬ ‫ﺍﻟﺼﺤﻴﺤﺔ . ﺣﻘﻴﻖ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﳜﻄﻂ ﺍﻟﻄﺮﻕ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻤﻬﺎ ﻭﺃﻥ ﳜﺘﺎﺭﻫﺎ‬ ‫ﻳﺜﻖ ﺍﻟﺪﺍﺭﺱ ﺑﻨﻔﺴﻪ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ . ﻭﺇﻥ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﺴﺎﻳﺮﺓ ﻣﻊ ﺗﻌﻠﻢ‬ ‫ﺣﺴﻦ ﺍﻻﺧﺘﻴﺎﺭ، ﻭﻳﺄﰐ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺑﺎﻷﻣﺜﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻭﻳﻮ ﻇﹼﻔﻬﺎ ﰲ‬ ‫ﺍﻹﺟﺎﺩﺓ )‪ ( Mastery Learning‬ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺎﺳﺘﻴﻌﺎﺏ ﺍﻟﺪﺍﺭﺱ ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺘﺪﺍﻭﻟﺔ ﻋﻠﻰ ﺃﻟﺴﻨﺔ ﺍﻟﻨﺎﺱ .‬ ‫ﺍﳌﺮﺳﻮﻡ . ﻭﻳﻌﻄﻰ ﺍﻟﺪﺍﺭﺱ ﻣﻦ ﺧﻼﻝ ﺗﻌﻠﻢ ﺍﻹﺟﺎﺩﺓ ﻓﺮﺻﺎ ﻟﻠﺘﻘﺪﻡ ﳓﻮ ﺍﻷﻣﺎﻡ ﺣﺴﺐ‬ ‫ﻗﺪﺭﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ . ﻟﺬﻟﻚ ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﻴﻴﻢ ﻭﺍﻹﺻﻼﺡ ﻭﺍﻹﺛﺮﺍﺀ ﺟﺰﺀﺍ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ‬ ‫٥(‬ ‫ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ .‬ ‫ﺗﺴﺎﻋﺪ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺗﺰﻭﻳﺪﻩ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻜﻮﻳﻦ ﺷﺨﺼﻴﺘﻪ ﺍﻟﻄ ﻴﺒﺔ‬ ‫ﻭﺭﻓﻊ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﻭﺗﺸﻮﻳﻘﻪ ﺇﱃ ﺍﻟﻘﺮﺍﺀﺓ . ﻭﲡﺮﻯ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺗﻌﺪﺩ ﺍﻟﻄﺮﻕ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫٢(‬ ‫ﺍﳌﻮﺍﺩ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺩﺑﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫ﻳﺴﻤﺢ ﻟﻠﻤﺪﺭﺱ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺪﻳﺪﺓ . ﳜﺘﺎﺭ ﺍﳌﺪﺭﺱ ﺃﺳﺎﻟﻴﺐ ﻭﻃﺮﻕ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ‬ ‫ﺍﻟﺘﺮﺍﺑﻂ ﻭﺍﻟﺘﻜﺎﻣﻞ‬ ‫٦(‬ ‫ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ . ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻄﺮﻕ ﻫﻲ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﳝﺜﻞ ﺍﻟﺘﺮﺍﺑﻂ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻋﻤﻠﻴﺔ ﻣﻬﻤﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺱ ﻣﻦ ﺧﻼﻝ‬ ‫ﻭﺍﻟﻠﻌﺐ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﶈﺎﺿﺮﺓ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳉﺰﺋﻴﺔ ﻭﺍﻟﻜﻠﻴﺔ ﻭﺍﻻﻧﺘﻘﺎﺋﻴﺔ‬ ‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﺳﺘﻴﻌﺎﺏ ﺑﻌﺾ ﺍﳌﻬﺎﺭﺍﺕ ﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ . ﲢﺪﺙ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﻭﺍﻻﺳﺘﻘﺮﺍﺋﻴﺔ ﻭﺍﻟﻘﻴﺎﺳﻴﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ . ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻣﺮﻫﻮﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻭﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻧﻔﺴﻬﺎ، ﻭﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍ‪‬ﺎﻻﺕ ﺍﻷﺧﺮﻯ.‬ ‫ﺍﳌﻨﺎﺳﺒﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻼﺋﻤﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﱵ ﺗﺸﺠﻊ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬ ‫ﻭﻛﺬﻟﻚ ﺍﻟﺘﺮﺍﺑﻂ ﻭﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳊﻜﻢ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﺸﻮﻳﻘﻪ ﺇﻟﻴﻬﺎ . ﻭﻣﻦ ﰒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﻳﻔﻜﺮ ﺗﻔﻜﲑﺍ ﻧﻘﺪﻳﺎ ﻭﺇﺑﺪﺍﻋﻴﺎ‬ ‫ﻭﺍﻷﻣﺜﺎﻝ .‬ ‫ﲜﺎﻧﺐ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺑﺄﺩﺏ ﺭﻓﻴﻊ .‬ ‫ﺍﻟﺘﺴﺮﻳﺐ‬ ‫٧(‬ ‫ﺗﻌﺪﺩ ﺍﳌﺼﺎﺩﺭ‬ ‫٣(‬ ‫ﺍﻟﺘﺴﺮﻳﺐ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺇﺩﺧﺎﻝ ﺍﻟﻘﻴﻢ ﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺫ ﺍﺕ ﺍﻟﻘﻴﻢ‬ ‫ﳚﺪﺭ ﻟﻠﻤﻌﻠﻢ ﺃﻥ ﻳﺴﺘﻐﻞ ﺍﳌﻜﺘﺒﺔ ﻭﻣﺮﻛﺰ ﺍﳌﺼﺎﺩﺭ ﻭﳐﺘﱪ ﺍﳊﺎﺳﻮﺏ ﻋﻨﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﻭﻣﻦ ﺃﻫﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻢ ﺍﻹﺿﺎﻓﻴﺔ ﻫﻲ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ . ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﺍﳉﺮﺍﺋﺪ ﻭﺍ‪‬ﻼﺕ ﻭﺍﳌﻌﺎﺟﻢ ﻭﺍﳌﻘﺎﻻﺕ ﻣﻦ ﺍ ﻹﻧﺘﺮﻧﺖ ﻭﺑﺮﺍﻣﺞ‬ ‫ﻝ‬
‫ﻭﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﺍﻟﻜ ﺘﺎﺑﺔ . ﺑﻴﻨﻤﺎ ﻳﻈﻬﺮ ﺗﻌﺪﺩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﰲ ﺍﻟﺘﻤﺜﻴﻞ ﻭﺍﳊﻮﺍﺭ ﺑﲔ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ، ﻓﻴﻨﺒﻐﻲ ﻟﻠﻤﻌﻠﻢ ﺗﺴﺮﻳﺒﻬﺎ ﰲ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ‬ ‫ﺍﻟﺪﺍﺭﺳﲔ ﻭﺍﻟﻠﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻮﻓﻴﻖ ﺍﻟﺼﻮﺭ ﺑﺎﻟﻜﻠﻤﺎﺕ ﻭﻭﺻﻞ ﺍﳊﺮﻭﻑ ﻟﺘﻜﻮﻥ ﻛﻠﻤﺔ .‬ ‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ . ﻭﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻘﺪﻱ ﻭﺍﻹﺑﺪﺍﻋﻲ ﰲ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﺭﻏﻢ ﺃﻥ ﺗﺴﺮﻳﺐ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻳﺪﺭﻛﻪ ﺍﳌﻌﻠﻢ‬ ‫ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻭﻳﻄﺮﺣﻪ ﺑﺎﻧﺘﻈﺎﻡ ﻭﻟﻜﻨﻬﺎ ﺗﺘﺴﺮﺏ ﺇﱃ ﺍﻟﺪﺍﺭﺱ ﻃﺒﻴﻌﻴﺎ ﻭﻏﲑ ﻣﺒﺎﺷﺮ ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻟﺘﺼﻨﻊ‬ ‫ﻛﻤﺎ ﻋﺮﻓﻨﺎ ﺃﻥ ﺍﻟﺘﻘﻴﻴﻢ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﺍﻟﺘﻘﻴﻴﻢ ﻫﻮ ﺍﻷﻧﺸﻄﺔ ﳉﻠﺐ‬ ‫ﻭﺍﻟﻘﻬﺮ .‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻔﻴﺪﺓ ﻋﻦ ﺇﳒﺎﺯﺍﺕ ﺍﻟﺪﺍﺭﺱ ﻭ ﻣﺴﺘﻮﻯ ﲢ ﻘﹼﻖ ﺍﻟﻨﺘﺎﺝ ﺍﳌﺮﺳﻮﻡ . ﻭﻳﻜﻮﻥ ﺗﻘﻴﻴﻢ‬ ‫ﺍﻟﺪﺍﺭﺱ ﻣﺴﺘﻤﺮﺍ ﻋﻨﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻣﺴﺎﻳﺮﺍ ﻣﻊ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﻱ ﺗﺪﻳﺮﻩ ﺍﳌﺪﺍﺭﺱ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺣﺴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ‬ ‫٨(‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ )‪ . (PKSR‬ﻭﻳﺘﺨﺬ ﺍﳌﻌﻠﻢ ﺑﻌﺾ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻼﺯﻣﺔ ﺑﻌﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺇﻣﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺣﺴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ ﺭﻛﻦ ﺃﺳﺎﺳﻲ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ .‬ ‫ﺑﺎﻷﻧﺸﻄﺔ ﺍﻹﺻﻼﺣﻴﺔ ﺃﻭ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺛﺮﺍﺋﻴﺔ .‬ ‫ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴ ﺔ ، ﻳﺴﺘﻄﻴﻊ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﺮﺑﻂ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻗﻮﺍﻋﺪ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺎﳌﻮﺍﻗﻒ ﺍﳌﻌﻴﻨﺔ . ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﳝﻜﻦ ﺭﺑﻂ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ ﺑﺸﻜﻞ ﻏﲑ ﻣﺒﺎﺷﺮ .‬ ‫ﺍﻹﺻﻼﺡ‬ ‫٩(‬ ‫ﻳﻨﺒﻐﻰ ﻟﻠﻤﻌﻠﻢ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻹﺻﻼﺡ ﻟﻠﺪﺍﺭﺱ ﺍﻟﺬﻱ ﱂ ﻳﺼﻞ ﺇﱄ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ،‬ ‫ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﳝﻜﻨﻪ ﺇﺟﺮﺍﺀ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﺮﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺱ .‬ ‫ﺍﻹﺛﺮﺍﺀ‬ ‫٠١(‬ ‫ﻧﻈﺮﺍﹰ ﻟﺘﺒﺎﻳﻦ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻜﺎﻣﻨﺔ ﺩﺍﺧﻠﻪ، ﻓﻌﻤﻠﻴﺔ ﺍﻹﺛﺮﺍﺀ‬ ‫ﻟﻴﺴﺖ ﺑﺄﻣﺮ ﻫﻴ‪‬ﻦ . ﻳﻨﺼﺢ ﺃﻥ ﻳﻌﻄﻰ ﻟﻠﺪﺍﺭﺱ ﺍﳌﺘﻔﻮﻕ ﺍﻟﺬﻱ ﺣﻘﻖ ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺃﻛﺜﺮ ﺗﻘﺪﻣﺎ ﺇﻣﺎ ﺑﺎﻟﺘﺪﺭﻳ ﺒﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﺃﻭ ﺑﺈﺭﺷﺎﺩ ﺍﳌﻌﻠﻢ .‬ ‫ﻭﺗﻈﻬﺮ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻌﺸﺮ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ . ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ، ﺃﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻤﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﻳﺘﻤﺜﻞ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻵﺗﻴﺔ : ﺗﺮﺩﻳﺪ ﺍﳌﺴﻤﻮﻉ ﻭﻗﺮﺍﺀﺓ‬ ‫ﺍﻟﺪﺍﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﻭﻧﺴﺦ ﺍﳊﺮﻭﻑ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻭﺍﻟﻜﺮﺍﺳﺔ ﻭﺗﻠﻮﻳﻦ ﺍﳊﺮﻭﻑ‬ ‫ﻡ‬
‫ﺍﻟﺸﻬﻮﺭ ﺍﻹﺳﻼﻣﻴﺔ‬ ‫١( ﺍﳌﻮﺿﻮﻉ ﺍﻷﻭﻝ :‬ ‫٢( ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ :‬ ‫١.٢ ﺍﳊﺮﻭﻑ ﺍﳌﺮﻛﺰﺓ :‬ ‫ﻕ–ﻙ–ﺱ-ﺹ‬ ‫٢.٢ ﺍﻟﻜﻠﻤﺎﺕ :‬ ‫ﳏﺮﻡ – ﺻﻔﺮ– ﺭﺑﻴﻊ ﺍﻷﻭﻝ – ﺭﺑﻴﻊ ﺍﻵﺧﺮ - ﲨﺎﺩﻯ ﺍﻷﻭﱃ - ﲨﺎﺩﻯ ﺍﻵﺧﺮﺓ – ﺭﺟﺐ – ﺷﻌﺒﺎﻥ –‬ ‫ﺭﻣﻀﺎﻥ - ﺷﻮﺍﻝ - ﺫﻭﺍﻟﻘﻌﺪﺓ - ﺫﻭﺍﳊﺠﺔ‬ ‫٣.٢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﻀﻤﺎﺋﺮ ﺍﳌﻨﻔﺼﻠﺔ ﻭﺍﳌﺘﺼﻠﺔ : ﺃﻧﺘﻢ - ـﻜﻢ ، ﺃﻧﱳ - ـﻜﻦ‬ ‫٤.٢ ﺍﻟﻌﺒﺎﺭﺍﺕ :‬ ‫... ﰲ ...‬ ‫١‬
‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺴﻤﻴﻊ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﺪﺭﻭﺳﺔ ﻋﺪﺓ ﻣﺮﺍﺕ‬ ‫ﻭﺗﺮﺩﻳﺪﻫﻢ ﺇﻳﺎﻫﺎ ﲨﺎﻋﻴﺎ ﻭﻓﺌﻮﻳﺎ ﻭﻓﺮﺩﻳﺎ .ً‬ ‫٢.٢.٤‬ ‫٤.١.٣‬ ‫٦.١.٢‬ ‫١.٢.١‬ ‫ﺏ . ﻧﻄﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺃﺻﻮﺍﺕ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭ ﺍﺕ ﺍﳌﺮﻛﺰ ﻋﻠﻴﻬﺎ ﻧﻄﻘﺎ‬ ‫ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻧﻄﻖ ﺍﳊﺮﻭﻑ ﺍﳌﺘﻤﺎﺛﻠﺔ ﻧﻄﻘﺎ ﺗﺴﻤﻴﺔ ﺍﳊﺮﻭﻑ ﰲ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ‬ ‫ﺻﺤﻴﺤﺎ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ.‬ ‫ﺻﺤﻴﺤﺎ.‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺝ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻓﻴﻬﺎ ﺍﳊﺮﻭﻑ ﺍﳌﺮﻛﺰ ﻋﻠﻴﻬﺎ ﻗﺮﺍﺀﺓ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺑﺈﺗﻘﺎﻥ .‬ ‫ﳕﻮﺫﺟﻴﺔ .‬ ‫١.٢.٣‬ ‫١.٢.٢‬ ‫ﺩ . ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺪﺭﻭﺳﺔ ﻧﺴﺨﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫٢.٢.١‬ ‫ﻩ . ﺗﺮﺗﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ ﺗﺮﺗﻴﺐ ﺍﻷﺭﻗﺎﻡ ﻭﺍﻷﻋﺪﺍﺩ ﺗﺮﺗﻴﺒﺎ .‬ ‫٤.٢.٤‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻗﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻧﻄﻘﺎ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻷﺭﻗﺎﻡ‬ ‫ﻭ . ﻛﺘﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫.ﺻﺤﻴﺤﺎ‬ ‫ﻭﺍﻷﻋﺪﺍﺩ ﺑﺈﺗﻘﺎﻥ .‬ ‫ﺍﻷﻭﻝ‬ ‫ﺯ . ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺪﺭﻭﺳﺔ ﻧﺴﺨﺎ ﺻﺤﻴﺤﺎ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺘﺎﺑﺔ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫٤.٢.١‬ ‫ﺗﺮﺩﻳﺪ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫١.٣.٤‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﻧﺴﺦ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﺍﻟﺒﺴﻴﻄﺔ .‬ ‫١.٣.١‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﳉﻤﻞ‬ ‫ﺑﺈﺗﻘﺎﻥ .‬ ‫٢‬
‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺴﻤﻴﻊ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﰒ ﺇﺷﺎﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﺇﱃ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫٦.٢.٤‬ ‫٣.٢.٣‬ ‫٥.٢.٢‬ ‫٥.١.١‬ ‫ﺏ . ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳉﻤﻞ ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ‬ ‫ﺗﺴﻤﻴﺔ ﺍﻷﺷﻴﺎﺀ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺃﺻﻮﺍﺕ‬ ‫ﺝ . ﺗﻌﻴﲔ ﺍﻟﺘﻼﻣﻴﺬ ﺑﻌﺪ ﺍﻻﺳﺘﻤﺎﻉ ﺇﻟﻴﻬﺎ .‬ ‫ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﺼﻮﺭ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﺼﻮﺭ ﻗﺮﺍﺀﺓ.‬ ‫ﹰ‬ ‫ﻭﺍﻟﺼﻮﺭ .‬ ‫ﺍﳊﺮﻭﻑ ﺍﳌﺘﻤﺎﺛﻠﺔ‬ ‫ﺩ . ﻧﻄﻖ ﺍﻟﺘﻼﻣﻴﺬ ﻟﻠﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﺍﻟﱵ ﻓﻴﻬﺎ‬ ‫ﻛﺘﺎﺑ ﺔﹰ .‬ ‫ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫ﺍﳊﺮﻭﻑ ﺍﳌﺮﻛﺰﺓ ﻋﻠﻴﻬﺎ ﻧﻄﻘﺎ ﺻﺤ ﻴﺤﺎ .‬ ‫ﻩ . ﺗﺴﻤﻴﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺼﻮﺭﺓ ﺷﻔﻬﻴﺎ ﻭ ﻛﺘﺎﺑﻴﺎ .‬ ‫٥.٢.٣‬ ‫٧.٢.٢‬ ‫٣.٢.١‬ ‫ﻭ . ﺇﺟﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺑﺎﻹﺟﺎﺑﺔ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﱪﺍﺕ ﻋﻨﺪ ﻗﺮﺍﺀﺓ‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﱪﺍﺕ ﻋﻨﺪ‬ ‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺤﺔ‬ ‫ﺯ . ﻗﺮﺍﺀﺓ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﲤﻴﻴﺰ ﺑﲔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ.‬ ‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺜﺎﱐ‬ ‫ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﺍﳌﺘﻤﺎﺛﻠﺔ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ .‬ ‫ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫ﺡ . ﺗﻮﻓﻴﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻭ ﺍﳉﻤﻞ ﺑﺎﻟﺼﻮﺭ‬ ‫ﻗﺮﺍﺀ ﺓﹰ ﻭﻛﺘﺎﺑﺔ .‬ ‫٢.٣.١‬ ‫ﻁ . ﻛﺘﺎﺑﺔ ﺍﻟﺘﻼﻣﻴ ﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺤﺔ ﺍﳉﻤﻞ‬ ‫ﺍﳌ ﺴﻤﻮﻋﺔ .‬ ‫٣.٣.١‬ ‫ﺗﺮﺩﻳﺪ ﺍﳉﻤﻞ ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫٣‬
‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﻣﺮﺍﻋﺎﺓ‬ ‫ﺍﻟﻨﱪﺍﺕ ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫٨.٢.٤‬ ‫١.٣.٣‬ ‫٢.٣.٢‬ ‫٥.٢.١‬ ‫ﺇﻣ ﻼﺀ ﺍﻟﻜﻠﻤﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺏ . ﺗﺴﻤﻴﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﲰﺎﺀ ﺍﻟﺸﻬﻮﺭ ﺍﻟﺴﻼﻣﻴﺔ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﱪﺍﺕ‬ ‫ﻗﺮﺍﺀﺓ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﺍﻟﺘﻌﺒﲑ ﰲ ﺍﻟﻜﻼﻡ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻧﱪﺍﺕ‬ ‫ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒ ﺔ .‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﺒﺴﻴﻄﺔ ﻗﺮﺍﺀﺓ ﺻﺤﻴﺤﺔ .‬ ‫ﺑﺎﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺝ . ﺇﺟﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺑﺎﻹﺟﺎﺑﺔ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫ﻭﺍﻟﺒﺴﻴﻄﺔ ﺣﺴﺐ‬ ‫ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﺩ . ﺇﺟﺮﺍﺀ ﺍﳊﻮﺍﺭ ﺑﲔ :‬ ‫٣.٣.٤‬ ‫٢.٣.٣‬ ‫ﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﻮﻇﺎﺋﻒ‬ ‫• ﺗﻠﻤﻴﺬﻳﻦ .‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻟﺘﻜﻮﻥ‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﻘﺼﲑﺓ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ .‬ ‫٤.٣.١‬ ‫• ﺗﻠﻤﻴﺬ ﻭﻣﺪﺭﺱ.‬ ‫ﲨﻠﺔ ﻣﻔﻴﺪﺓ .‬ ‫ﻗﺮﺍﺀﺓ ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﰲ‬ ‫ﻩ . ﲤﺜﻴﻞ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳊﻮﺍﺭ .‬ ‫٣.٣.٢‬ ‫ﺍﳉﻤﻞ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﻭ . ﺇﻟﻘﺎﺀ ﺍﻟﻨﺸﻴﺪ ﺑﻨﻐﻢ ﻣﻨﺎﺳﺐ .‬ ‫٤.٣.٤‬ ‫٣.٣.٣‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﻨ ﻐﻴﻤﺎﺕ ﰲ‬ ‫ﺯ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻊ ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﻛﺘﺎﺑﺔ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﻋﻨﺪ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫٥.٣.١‬ ‫ﺇﻳﺎﻫﺎ .‬ ‫ﺍﻟﺒﺴﻴﻄﺔ .‬ ‫ﻗﺮﺍﺀﺓ ﺍﳉﻤﻞ ﻭﺍﻟﻔﻘﺮﺍﺕ .‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﺤﻴﺎﺕ ﻭﺍﻷﻭﺍﻣﺮ‬ ‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺡ . ﻗﺮﺍﺀﺓ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﻣﺮﺍﻋﺎﺓ‬ ‫٤.٣.٢‬ ‫ﻭﺍﳊﻮﺍﺭﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﺍﻟﻨﱪ ﺍﺕ ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫٤.٣.٣‬ ‫ﺍﻹﺑﺪﺍﻉ ﰲ ﺍﻟﺘﻌﺒﲑ‬ ‫ﻁ . ﺇﻣﻼﺀ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‬ ‫ﺍﻟﺸﻔﻮﻯ.‬ ‫٦.٣.١‬ ‫ﺻﺤﻴﺤﺔ.‬ ‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺩ ﺍﳌﻘﺮﻭﺀﺓ .‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻨﺼﻮﺹ ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﻱ. ﺗﺮﺗﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻟﺘﻜﻮﻥ ﲨﻠﺔ‬ ‫ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﻣﻔﻴﺪﺓ .‬ ‫ﻙ . ﺗﻮﻓﻴﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻭ ﺍﳉﻤﻞ‬ ‫ﺑﺎﻟﺼﻮﺭ ﻗﺮﺍﺀ ﺓﹰ ﻭﻛﺘﺎﺑﺔ .‬ ‫ﺍﻟﻠﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ : ﻟﻌﺒﺔ ﺍﳋﺮﻳﺸﺔ )‪(scrabble‬‬ ‫٤‬
‫ﺍﻷﻣﺎﻛﻦ ﰲ ﺍﻟﺒﻴﺖ‬ ‫:‬ ‫١( ﺍﳌﻮﺿﻮﻉ ﺍﻟﺜﺎﱐ‬ ‫٢( ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ :‬ ‫١.٢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ :‬ ‫ﺍﳌﺪ : ﺍﻻﺳﺘﻘﺒﺎﻝ - ﺍﻟﻨﻮﻡ – ﺍﻟﻄﻌﺎﻡ – ﺍﳌﻴﺎﻩ – ﺍﻟﻘﺮﺍﺀﺓ‬ ‫٢.٢ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺻﺎﻟﺔ ﺍﻻﺳﺘﻘﺒﺎﻝ - ﻏﺮﻓﺔ ﺍﻟﻨﻮﻡ - ﻏﺮﻓﺔ ﺍﻟﻄﻌﺎﻡ - ﺩﻭﺭﺓ ﺍﳌﻴﺎﻩ - ﻏﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫٣.٢ ﻗﻮﺍﻋﺪ ﺍﻟﻠ ﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻓﻌﻞ ﺍﻷﻣﺮ‬ ‫٤.٢ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫... ﰲ ﺻﺎﻟﺔ ﺍﻻﺳﺘﻘﺒﺎﻝ ! - ... ﰲ ﻏﺮﻓﺔ ﺍﻟﻨﻮﻡ ! - ... ﰲ ﻏﺮﻓﺔ ﺍﻟﻄﻌﺎﻡ! - ... ﰲ ﺩﻭﺭﺓ ﺍﳌﻴﺎﻩ! - ... ﰲ ﻏﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ!‬ ‫٥‬
‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺴﻤﻴﻊ ﺍﳌ ﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﺪﺭﻭﺳﺔ ﻋﺪﺓ‬ ‫ﻣﺮﺍﺕ ﻭﺗﺮﺩﻳﺪﻫﻢ ﺇﻳﺎﻫﺎ ﲨﺎﻋﻴﺎ ﻭﻓﺌﻮﻳﺎ ﻭﻓﺮﺩﻳ ﺎﹰ .‬ ‫٢.٢.٤‬ ‫٤.١.٣‬ ‫١.٢.٢‬ ‫١.٢.١‬ ‫ﺏ . ﻧﻄﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺗﺴﻤﻴﺔ ﺍﳊﺮﻭﻑ ﰲ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻟﻜﻠﻤﺎﺕ ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺝ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻓﻴﻬﺎ ﺍﳌﺪ ﻗﺮﺍﺀﺓ ﳕﻮﺫﺟﻴﺔ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ .‬ ‫ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺈﺗﻘﺎﻥ .‬ ‫ﺩ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻊ ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺇﻳﺎﻫﺎ .‬ ‫٥.١.٣‬ ‫٢.٢.٢‬ ‫٤.٢.١‬ ‫ﻩ . ﺿﺒﻂ ﺍﳊﺮﻭﻑ ﺑﺎﳌﺪ ﺿﺒﻄﺎ ﺻﺤﻴﺤﺎ .‬ ‫٤.٢.٤‬ ‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺗﻌﻴﲔ ﺃﺷﻜﺎﻝ ﺍﻟﻀﺒﻂ‬ ‫ﺗﺮﺩﻳﺪ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻭ . ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﺍﳌﺪﺭﻭﺳﺔ ﻧﺴﺨﺎ ﺻﺤﻴﺤﺎ‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﳌﺸﺘﻤﻠﺔ ﻋﻠﻰ ﺣﺮﻭﻑ ﺍﳌﺪ ﻭﺍﳌﺪ ﻭﺍﻟ ﺸ‪‬ﺪﺓ ﰲ ﺍﻟﻜﻠﻤﺔ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﺍﻷﻭﻝ‬ ‫ﺯ . ﻛﺘﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺘﺎﺑﺔ‬ ‫ﺍﳌﻜﺘﻮﺑﺔ ﻭﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻨﻬﺎ .‬ ‫ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫١.٣.١‬ ‫١.٢.٣‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﳉﻤﻞ‬ ‫١.٣.٤‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺑﺈﺗﻘﺎﻥ‬ ‫ﻧﺴﺦ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻗﺮﺍﺀﺓ‬ ‫ﺍﻟﺒﺴﻴﻄﺔ .‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫٦‬
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
Hsp bahasa arab tahun 5
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Hsp bahasa arab tahun 5

  • 1. ‫‪DRAF TERHAD‬‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺎﻟﻴﺰﻳﺔ‬ ‫ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫@ @‬ ‫‪òîiŠÈÛa@òÌÜÛa‬‬ ‫@ @‬ ‫ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ‬ ‫٠١٠٢ﻡ‬ ‫‪a‬‬
  • 2.
  • 3. ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺎﻟﻴﺰﻳﺔ‬ ‫ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‬ ‫‪@òîiŠÈÛa@òÌÜÛa‬‬ ‫ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ‬ ‫٠١٠٢ﻡ‬ ‫ﻗﺴﻢ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺎﻟﻴﺰﻳﺔ‬ ‫‪b‬‬
  • 4. @ 2010 åÔnî @ @@ @ @ @âìÛìØí‰ì×@åãìÌjàÏ@´™bèi  2010 @bîŽîÜß@æŠuýÏ@åíäà× @åËë†ãb×@ïŽía@æa…@ïaìÛa@LÝØîm‰a@´™bèi@ R æbß@ÍÛëa@‰aìÜÌß@å׊äi…@Ö†îm@LÞbßì×@åÌînäÐ×@…a@Ö†îm@Íí@åÔí†í†äÏ@Öìnãëa@ïÛaì‚× @N a‰bèîÜÏŠm@bnÐî@Õy @†Ï‰…@îÛìmŠi@åíˆía@oφäß@âìÜj@åíõü@a‰b@ëbma@LåàÓ‰@LÙîãbØîß@L¿ì×ìm‫@ ﻓﻮ‬LÙîãëØîÜía@a‰b‚@…a@âb@aìu@Òa@a‰b@åË…@æa…@Öìnäi@āìu@Òa@a… @åía@ì×ìi @ @N bîŽîÜß@æŠuýÏ@åíäà× L âìÛìØí‰ì×@åãìÌjàÏ @´™bèi@ê‰bÌÏ Perpustakaan Negara Malaysia Malaysia. Bahagian Pembangunan Kurikulum [Dalil al-manhaj al-dirasiyy li al-lughat al-Arabiyyat: al-manhaj al-mutakamil li al-madaris al-ibtida’iyyat] : ‫]ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ [ ‫ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ / Bahagian Pembangunan Kurikulum, Kementerian Pelajaran Malaysia. 1. Arabic language--Study and teaching(Primary)--Malaysia. 2. Arabic language--Outlines, syllabi, etc. I. Title. c
  • 5. ‫ﺍﻟﺘﻤﻬﻴﺪ‬ ‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ . ﻭﺑﻌﺪ،‬ ‫ﳓﻤﺪ ﺍﷲ ﺗﺒﺎﺭﻙ ﻭﺗﻌﺎﱃ ﻭﻧﺸﻜﺮﻩ ﻋ ﻠﻰ ﺗﻮﻓﻴﻘﻪ ﻭﻋﻨﺎﻳﺘﻪ ﰲ ﺇﳒﺎﺡ ﺗﻮﺳﻴﻊ ﺩﺍﺋﺮﺓ ﺗﻨﻔﻴﺬ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺍﻟﱵ ﰎ ﺍﺧﺘﻴﺎﺭﻫﺎ‬ ‫ﻟﺘﻄﺒﻴﻖ ﺑﺮﻧﺎﻣﺞ ‪ . j-QAF‬ﻭﺍﻟﻐﺮﺽ ﺍﻷﺳﺎﺳﻲ ﻣﻦ ﺗﻮﺳﻴﻊ ﺗﻨﻔﻴﺬ ﻫﺬﻩ ﺍﳌﺎﺩﺓ ﻫﻮ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺻﺔ ﻟﺘﻼﻣﻴﺬ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻻﺳﺘﻴﻌﺎﺏ ﺃﺳﺲ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ ﺍﻷﺳﺎﺳﻴﺔ ﺣﱴ ﻳﺴﺘﻄﻴﻌﻮﺍ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻮﻫﺎ ﺍﺳﺘﺨﺪﺍﻣﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﺇﻥ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻫﻲ ﺟﺰﺀ ﻣﻬﻢ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﳌﺮ ﻛﹼﺰ ﻋﻠﻴﻬﺎ ﰲ ﺑﺮﻧﺎﻣﺞ ‪ . j-QAF‬ﻭﻫﻲ ﲟﻜﺎﻧﺔ ﻧﻈﺎﺋﺮﻫﺎ ﺍﻟﻠﻐﺎﺕ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ ﻣﺜﻞ ﺍﻟﻠﻐﺔ ﺍﻟﺼﻴﻨﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻟﺘﺎﻣﻴﻠﻴﺔ . ﻭﺑﻨﺎ ﺀً ﻋﻠﻰ ﻫﺬﺍ، ﻓﻌﻠﻰ ﲨﻴﻊ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﺴﻠﻤﲔ ﺃﻥ ﻳ ﺪﺭﺳﻮﺍ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﻻ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﺼﻴﻨﻴﺔ ﺃﻭ ﺍﻟﻠﻐﺔ ﺍﻟﺘﺎﻣﻴﻠﻴﺔ ﻛﻤﺎﺩﺓ ﺇﺿﺎﻓﻴﺔ . ﻭﺗﺪﺭﺝ ﺣﺼﺺ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺟﺪﻭﻝ ﺍﻟﺘﺪﺭﻳﺲ ﺍﳌﺪﺭﺳﻲ ﺍﻟﺮﲰﻲ ﻃﺒﻘﺎ ﻟﻠﺘﻌﻤﻴﻢ ﺍﳊﻜﻮﻣﻲ ﺍﳉﺎﺭﻱ‬ ‫ﺍﻟﻌﻤﻞ ﺑﻪ ﺣﺎﻟﻴﺎ .‬ ‫ﻭﺃﺧﲑﺍ ﻳﺮﺟﻰ ﺃﻥ ﺗﺜﻤﺮ ﻫﺬﻩ ﺍﳌﺴﺎﻋﻲ ﲦﺮ‪‬ﺎ ﺍﳌﺮﺟﻮﺓ ﰲ ﲣﺮﻳﺞ ﺍﻟﺘﻼ ﻣﻴﺬ ﺍﳌﺘﻤﻜﻨﲔ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻ ﰲ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻓﺤﺴﺐ ﺑﻞ ﰲ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﻭ ﺍﻟﺘﺤﺪﺙ ﻭﺍﻟﺘﻜﻠﻢ ﺑﻄﻼﻗﺔ .‬ ‫ﺃ‬ ‫‪d‬‬
  • 6. ‫ﻣﺒﺪﺃ ﺍﻟﺪﻭﻟﺔ‬ ‫ﺇﻥ ﺩﻭﻟﺘﻨﺎ ﻣﺎﻟﻴﺰﻳﺎ ﲢﻤﻞ ﺁﻣﺎﻻ ﻭﻃﻤﻮﺣﺎﺕ ﻋﻈﻴﻤﺔ ﰲ ﺟﻌﻞ ﺷﻌﺒﻬﺎ ﻣﺘﺤﺪﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺃﻣ‪‬ﻦ ﻭﻭﺋﺎﻡ، ﻭﲢﺎﻓﻆ ﻋﻠﻰ ﺍﳊﻴﺎﺓ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ، ﻭﺗﺒﲏ ﺍ‪‬ﺘﻤﻊ ﺍ ﻟﻌﺎﺩﻝ‬ ‫ﻭﺍﻵﻣﻦ ﺣﻴﺚ ﺇﻥ ﺭﺧﺎﺀ ﺍﻟﺪﻭﻟﺔ ﻳﻌﻢ ﲨﻴﻊ ﺍﳌﻮﺍﻃﻨﲔ، ﻭﺗﻀﻤﻦ ﺣﺮﻳﺔ ﺷﻌﺒﻬﺎ ﰲ ﳑﺎﺭﺳﺔ ﺍﻟﺘﻘﺎﻟﻴﺪ ﻭﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻟﻐﻨﻴﺔ ﺍﳌﺘﻨﻮﻋﺔ، ﻭﺗﻜ ﻮ‪‬ﻥ ﺍ‪‬ﺘﻤﻊ ﺍﳌﺘﻄﻮﺭ ﺍﻟﺬﻱ‬ ‫ﻳﺴﺘﺨﺪﻡ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﳊﺪﻳﺜﺔ ﰲ ﺣﻴﺎﺗﻪ.‬ ‫ﻓﻨﺤﻦ ﺷﻌﺐ ﻣﺎﻟﻴﺰﻳﺎ، ﻧﻘﺮ ﺑﺄﻥ ﻧﺮﻛﹼﺰ ﻛﻞ ﻃﺎﻗﺎﺗﻨﺎ ﻭﺟﻬﻮﺩﻧﺎ ﻋﻠﻰ ﻧﻴﻞ ﺍﻵﻣﺎﻝ ﺍﳌﺬﻛﻮﺭﺓ ﻃﺒﻘﺎ ﻟﻠﻤﺒﺎﺩﺉ ﺍﻵﺗﻴﺔ :‬ ‫ﺍﻹﳝﺎﻥ ﺑﺎﷲ‬ ‫ﺍﻟﻮﻻﺀ ﻟﻠﻤﻠﻚ ﻭﺍﻟﻮﻃﻦ‬ ‫ﺍﻟﺘﻤﺴﻚ ﺑﺎﻟﺪﺳﺘﻮﺭ‬ ‫ﺳﻴﺎﺩﺓ ﺍﻟﻘﺎﻧﻮﻥ‬ ‫ﺣﺴﻦ ﺍﳋﻠﻖ ﻭﺍﻟﺴﻠﻮﻙ‬ ‫ﺏ‬
  • 7. ‫ﻓﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﺇﻥ ﺍﻟﺘﺮﺑﻴﺔ ﰲ ﻣﺎﻟﻴﺰﻳﺎ ﻋﻤﻠﻴﺔ ﻣﺴﺘﻤﺮﺓ ‪‬ﺪﻑ ﺇﱃ ﲢﻘﻴﻖ ﺗﻨﻤﻴﺔ ﺷﺎﻣﻠﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻹﻣﻜﺎﻧﻴﺎﺕ‬ ‫@ @‬ ‫ﺍﻟﻔﺮﺩ ﻣﻦ ﺃﺟﻞ ﺇﻋﺪﺍﺩ ﻣﻮﺍﻃﻦ ﻣﺘﻮﺍﺯﻥ ﻣﺘﻮﺍﻓﻖ ﻋﻘﻠﻴﺎ ﻭﺟﺴﻤﻴﺎ ﻭﺭﻭﺣﻴﺎ ﻭﻋﺎﻃﻔﻴﺎ، ﻣﻠﺘﺰﻣﺎ‬ ‫@ @‬ ‫@ @‬ ‫ﺑﺎﻟﻌﻘﻴﺪﺓ ﺍﻟﺪﻳﻨﻴﺔ ﻭﻣﻄﻴﻌﺎ ﷲ. ﻭ‪‬ﺪﻑ ﺃﻳﻀﺎ ﺇﱃ ﺗﻜﻮﻳﻦ ﺍﻟﺸﻌﺐ ﺍﳌﺎﻟﻴﺰﻱ ﺍﳌﺜﻘﹼﻒ ﺫﻱ‬ ‫@ @‬ ‫ﻛﻔﺎﺀﺍﺕ ﻋﺎﻟﻴﺔ ﻭﻣﻬﺎﺭﺍﺕ ﻓﺎﺋﻘﺔ ﻭﺍﳌﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﳌﻨﺼﻒ ﻟﻠﻤﺴﺌﻮﻟﻴﺔ ﻭﺍﻟﻘﺎﺩﺭ‬ ‫ﻋﻠﻰ ﺇﺳﻌﺎﺩ ﻧﻔﺴﻪ ﺑﺎﺫﻻ ﻗﺼﺎﺭﻯ ﺍﳉﻬﺪ ﻟﺘﺤﻘﻴﻖ ﺍﻟﻮﺋﺎﻡ ﻭﺍﻟﻌﻤﺮﺍﻥ ﻟﻸﺳﺮﺓ ﻭﺍ‪‬ﺘﻤﻊ ﻭﺍﻟﻮﻃﻦ.‬ ‫ﺝ‬
  • 8. @äÌÏ@pb× @ @ @âìÛìØí‰ì×@ åÜiìšÌÏ @ N a‰bšã@ åÔí†í†äÏ@ pŠŽy@ æa…@ ‫ @ ﻓﻠﺴﻔﻪ‬åË…@ ÷‰ý@ ÞìšËëa@ æa…@ ïã‰ìß@ Íí@ R bnî@ Îì×ë †äß (KBSR) ê†ã‰ éÛì؍@ ë…bЍŠi@ âìÛìØí‰ì× @ @N ïãbàŽu@æa…@ïì¹a@Lïãbyë‰@L Ù îÜnäía@@ð‰…@ë…bЍŠi@æa…@êë‰ìÜrß@a‰b‚@Íjà׊i@LÍj¹õb @Íí@æbŽãa@å×çýß@Öìnãëa@pŠŽyŠi@ê†ã‰@éÛì؍ë…bЍŠi @ @ @åØË…b‚äß@üìÏ@æŠuýÏ@³×ì@åía‰ìç@üb× b ãbß @N æŠuýÏ@pbß@Òbîn @ï™bi@åËë†ãb×@æa…@ ‫ ﲜﻴﻜﺘﻴﻒ‬ëa@æõbmb qŠÏ@ïËë†ã b Ìß@Íí@÷ba@´ßì×ë…@éÛa…a@æŠuýÏ@³×ì @ @N æŠuýjàÏ@æa…@æŠubÌÏ@Í® aŠß@ë‰ì™@ìnäj¾@Öìnãëa@æõbä׊i@æŠuýÏ@pbß@Ínäm@ï‚äíŠÏŠm @ R mìi @ @ @æa…@Í® aŠß@L ‫@ ﻣﻨﺘﻔﺴﲑ‬Öìnãëa@æõb ŽÌj×@éÛì؍…@å×bãbŽÔÛ…@ìÛŠÏ@Íí@æŠuýÏ@ïmbÐînäía@å×bÏëŠß@åía@æõb ŽÌj×@éÛì؍@lŠÇ@÷bèi@æŠuýÏ@åmb×ì@åía‰ìç@åËë†ãb× @oØÌíŠÏ@†Ï @N åØÌ® a‰…@Íí@æbß@ïmŠÐ@åía@æŠuýÏ@³×ì@åía‰ìç@ïàè¾@æa…@ÊìuŠß@ë‰ì™@åØωbç…@éÛa…a @N åŽ×Ši@åË…@åía@lŠÇ@÷bèi@æŠuýÏ@pbß@å×bãbŽÔÜß @ @N †í‰ìß@aì@†Ð×@ÚìiŠm@æa…@åèîÜîÏ@åèj·@æŠuýÏ@pbß@ðb™bj@Šuc …@æõb ŽÌj×@éÛì؍@lŠÇ@÷bèi@æõb ŽÌj×@éÛì؍ @ @@ @@@@ @‰aìÛ…@æa…@a……@…a@âb@ïìnînŽäía@ R æbß@ïÜî×aìß@ëbma@ë†í û í†äía@a‰b‚@…a@âb LÕèîÏ@ðb™bjÜÏ@åØnjîÜß@éÜm@åía@æŠuýÏ@³×ì@åía‰ìç@å×bã‰ìÐàrß@Öìnãëa@bèëa @ @N @éî b×@b¹Šm@æa…@æõb™ŠèÌÏ@ïšÌîm@ ïšÌîn@åØàÓaŠß @æŠuýÏ @åíäà×@Laì@ÙíŠß@†Ð× @N æŠuýÏ @åíäà× M @ @ @ @ @ @âìÛìØí‰ì×@åãìÌjàÏ@´™bèi@ê‰bÌÏ @bîŽîÜß @æŠuýÏ @åíäà× ‫ﺩ‬
  • 9. ‫ﺍﻟﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻹﳚﺎﺑﻴﺔ ﻭﺍﳊ ﺐ‪ ‬ﻭ ﺍﻟﻮﻻﺀ ﻟﻠﻮﻃﻦ ﻭﺍﻷﻣﺔ .‬ ‫٩(‬ ‫ﺍﳌﻘﺪﻣﺔ‬ ‫ﻭﻟﺘﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻷﻫﺪﺍﻑ، ﻻ ﺑﺪ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻮﺣﻴﺪﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ‬ ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ، ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﻧﺰﻝ ﺍﻟﻘﺮﺀﺍﻥ ﺑﻠﺴﺎﻥ ﻋﺮﰊ ﻣﺒﲔ . ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻘﻴﻴﻢ ﻭﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﻭﺍﻻﻣﺘﺤﺎﻧﺎﺕ ﺳﻮﺍﺀ ﺍﻟﻌﺎﻣﺔ ﻣﻨﻬﺎ ﺃﻭ ﺍﳋﺎﺻﺔ .‬ ‫ﻋﻠﻰ ﺃﻓﺼﺢ ﻣﻦ ﻧﻄﻖ ﺑﺎﻟﻀﺎﺩ ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ . ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ‬ ‫ﺍﳌﺪﺍﺭﺱ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻣﺎ ﺩﺓ ﺇﺿﺎﻓﻴﺔ ﺍﺧﺘﻴﺎﺭﻳﺔ ﻣﺘﺎﺣﺔ ﳉﻤﻴﻊ ﺍﻟﺘﻼﻣﻴﺬ، ﻭﺿﻌﺖ ﻭﻓﻘﺎ ﻷﻫﺪﺍﻑ‬ ‫ﺃﻫﺪﺍﻑ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺼﻒ ﺍﳋﺎﻣﺲ‬ ‫ﻓﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻭﻓﻠﺴﻔﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ ﻹﻋﺪﺍﺩ ﺇﻧﺴﺎﻥ ﻣﺘﻮﺍﺯﻥ ﻣﺘﻮﺍﻓﻖ ﻋﻘﻠﻴﺎ‬ ‫ﻳﺘﻤﻜﻦ ﺍﻟﺪﺍﺭﺱ ﰲ ‪‬ﺎﻳﺔ ﺍﻟﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ:‬ ‫ﻭﺟﺴﻤﻴﺎ ﻭﺭﻭﺣﻴﺎ ﻭﻋﺎﻃﻔﻴﺎ ﻣﺘﺤﻠﻴﺎ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ .‬ ‫١ ( ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﻣﻊ ﺍﻟﻔﻬﻢ .‬ ‫٢ ( ﻧﻄﻖ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻧﻄﻘﺎ ﺳﻠﻴﻤﺎ .‬ ‫ﺍﳍﺪﻑ ﺍﻟﻌﺎﻡ‬ ‫٣ ( ﺍﻟﺘﺤﺪﺙ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻌﻴﻨﺔ ﻣﻊ ﺍﻟﻔﻬﻢ .‬ ‫ﻳﻬﺪﻑ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺇﱃ ﺗﺰﻭﻳﺪ ﺍﻟﺘﻼ ﻣﻴﺬ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫٤ ( ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﻗﺮﺍﺀﺓ ﻭﺍﺿﺤﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ.‬ ‫ﺍﻷﺳﺎﺳﻴﺔ ﺍﻷﺭﺑﻊ ﻣﻦ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ، ﻭﺟﻌﻠﻬﻢ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬ ‫٥ ( ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ .‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺩﺍﺧﻞ ﺍﳌﺪﺭﺳﺔ ﻭﺧﺎﺭﺟﻬﺎ .‬ ‫٦ ( ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﰲ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻹﻣﻼﺋﻴﺔ ﻭﺍﻷﻧﻈﻤﺔ ﺍﻟﺼﻮﺗﻴﺔ‬ ‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ؛‬ ‫ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ‬ ‫٧ ( ﺣﻔﻆ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺨﺘﺎﺭﺓ ﻭﺍﻷﻭﺯﺍﻥ ﺍﻟﺼﺮﻓﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺗﺴﻤﻴﻌﻬﺎ؛‬ ‫ﰲ ‪‬ﺎﻳﺔ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻳﻘﺪﺭ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ :‬ ‫٨ ( ﺍﻟﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻹﳚﺎ ﺑﻴﺔ .‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﺍﻟ ﻔﻬﻢ؛‬ ‫١(‬ ‫ﻧﻄﻖ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻧﻄﻘﺎ ﺳﻠﻴﻤﺎ؛‬ ‫٢(‬ ‫ﺗﻨﻈﻴﻢ ﳏﺘﻮﻯ ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ‬ ‫ﺍﻟﺘﺤﺪﺙ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﻌﻴﻨﺔ ﻣﻊ ﺍﻟﻔﻬﻢ؛‬ ‫٣(‬ ‫ﳛﺘﻮﻯ ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳌﻮﺍﻗﻒ ﻭﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﻗﺮﺍﺀﺓ ﻭﺍﺿﺤﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ؛‬ ‫٤(‬ ‫ﻭﺍﳌﻔﺮﺩﺍﺕ ﻭﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ ﻭﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺘﻘﻴﻴﻢ .‬ ‫ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻣﻊ ﺍﻟﻔﻬﻢ؛‬ ‫٥(‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ؛‬ ‫٦(‬ ‫) ﺃ ( ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﺍﺳﺘ ﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ ﰲ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻹﻣﻼﺋﻴﺔ ﻭﺍﻷﻧﻈﻤﺔ‬ ‫٧(‬ ‫ﺇﻥ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻫﻲ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻔﻘﺮﻱ ﻟﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻟﺪﻯ ﺍﻟﺪﺍﺭﺱ . ﻳﻌﺪ ﺍﻟﺪﺍﺭﺱ ﻣﺴﺘﻮﻋﺒ ﺎﹰ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﰲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ؛‬ ‫ﻟﻠﻤﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺇﺫﺍ ﺍﺳﺘﻮﻋﺐ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ .‬ ‫ﺣﻔﻆ ﺍﶈﻔﻮﻇﺎﺕ ﺍﳌﺨﺘﺎﺭﺓ ﻭﺍﻷﻭﺯﺍﻥ ﺍﻟﺼﺮﻓﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺗﺴﻤﻴﻌﻬﺎ؛‬ ‫٨(‬ ‫ﻩ‬
  • 10. ‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﳊﺮﻭﻑ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮ ﺍﺀﺓ‬ ‫ﻓﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺗﺮﻓﻊ ﻣﻌﻨﻮﻳﺎﺕ ﺍﻟﺪﺍﺭﺱ‬ ‫ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﻟﻘﺼﲑﺓ ﺍﳌﻔﻴﺪﺓ ﺍﳌﻀﺒﻮﻃﺔ ﺑﺎﻟﺸﻜﻞ ﻗﺮﺍﺀﺓ‬ ‫ﻟﻠﻤﺸﺎﺭﻛﺔ ﺍﻟﻔﻌﺎﻟﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﻭﻫﺬﻩ ﺃﻳﻀ ﺎﹰ ﺑﻮﺍﺑﺔ ﺭﺋﻴﺴﺔ ﻟﻠﺨﻮﺽ ﰲ ﺗﻌﻠﻢ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﻌﻠﻮﻡ ﺍﻟﺸﺮﻋﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﺍﳊﺪﻳﺜﺔ ﻣﺴﺘﻘﺒ ﻼﹰ .‬ ‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﻔﻴﺪﺓ ﺍﻟﻘﺼﲑﺓ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﻳﻌﺮﺽ ﺩﻟﻴﻞ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺍﳋﺎﻧﺘﲔ : ﺍﻷﻭﱃ ﺧﺎﻧﺔ ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺧﺎﻧﺔ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ .‬ ‫ﻭﻳﻨﺒﻐﻲ ﻟﻠﻤﻌﻠﻢ ﰲ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﺃﻥ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ‬ ‫ﺍﻟﺴﻬﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻋﻠﻰ ﺃﻻ ﺗﺰﻳﺪ ﺍﳉﻤﻠﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻓﻴﻬﺎ ﻋﻦ ﲬﺲ ﻛﻠﻤﺎﺕ ، ﻭ ﺃﻻ ﺗﺰﻳﺪ‬ ‫١ ﺧﺎﻧﺔ ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻟﻔﻘﺮﺓ ﺍﻟﻮﺍﺣﺪﺓ ﻋﻦ ﺃﺭﺑﻊ ﲨﻞ ﻣﻔﻴﺪﺓ ﻓﻘﻂ .‬ ‫ﺗﻘﺴﻢ ﺧﺎﻧﺔ ﺍﳌﻬﺎﺭﺍﺕ ﺇﱃ ﺃﺭﺑﻊ ﺧﺎﻧﺎﺕ ﺃﺧﺮﻯ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻣﻬﺎﺭﺓ‬ ‫ﺍﻟﻜﻼﻡ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ . ﻭﻳﻮﺿﻊ ﰲ ﻛﻞ ﺧﺎﻧﺔ ﻣﻦ ﺍﳋﺎﻧﺎﺕ ﺍﻷﺭﺑﻊ‬ ‫ﺧﺎﻧﺔ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫٢‬ ‫ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ ﺍﳌﺮﺟ ﻮ‪ . ‬ﺗﺘﺮﻛﺰ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻟﻠﺼﻒ ﺍﳋ ﺎﻣﺲ ﻋﻠﻰ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﲢﺘﻮﻯ ﺍﳋﺎﻧﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻰ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻌﻴﻨﺔ ﻟﻜﻞ ﻣﻦ ﺍﳌﻬﺎﺭﺍﺕ .‬ ‫ﺇﱃ ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﻭﺍﻟﻜﻠﻤﺎﺕ ﻭﺗﺮﺩﻳﺪﻫﺎ. ﻓﺄﻣﺎ ﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻓﺘﺘﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺗﺮﺍﻋﻲ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ .‬ ‫ﺍﳉﻬﺮﻳﺔ ﻟﻠﻜﻠﻤﺎﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﺒﺴﻴﻄﺔ . ﻭﰲ ﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﺔ ﻳﺪﺭﺏ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﻛﺘﺎﺑﺔ‬ ‫ﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ ﻷ‪‬ﺎ ﳎﺮﺩ ﺍﻗﺘﺮﺍﺡ ﻓﻴﺠﻮﺯ ﻟﻠﻤﻌﻠﻢ ﺃﻥ‬ ‫ﺍﳊﺮﻭﻑ ﻭﻭﺻﻠﻬﺎ ﻟﺘﻜﻮﻥ ﻛﻠﻤﺔ ﻭﻛﺘﺎﺑﺔ ﺍﳉﻤﻞ ﺍﳌﻔﻴﺪﺓ ﺍﻟﻘﺼﲑﺓ .‬ ‫ﻳﻌﺪﻝ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺇﺫﺍ ﺭﺃﻯ ﺫﻟﻚ ﺻﻼﺣﺎ ﻟﺪﺍﺭﺳﻴﻪ ﻭﻣﻨﺎﺳﺒﺎ ﳍﻢ . ﻛﻤﺎ ﻳﻘﺘﺮﺡ ﺃﻥ‬ ‫ﻳﺴﺘﺨﺪﻡ ﺍﳌﺪﺭﺱ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺪﻳ ﺪﺓ ﻭﺍﻷﻧﺸﻄﺔ ﺍﳌﻨﺎﺳﺒﺔ ﳌﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺱ .‬ ‫ﺗﺘﻀﻤﻦ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻣﻬﺎﺭﺓ‬ ‫ﳛﺎﻭﻝ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﺇﺩﺧﺎﻝ ﺍﻷﻧﺸﻄﺔ ﺍﻷﺧﺮﻯ ﻓﻀﻼ ﻋﻦ ﺃﻧﺸﻄﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺒﺎﺷﺮﺓ .‬ ‫ﺍﻟﻜﺘﺎﺑﺔ .‬ ‫ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺍﻟﻠﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﻧﺎﺷﻴﺪ ﻭﺍﻷﻟﻐﺎﺯ ﻭﺍﳊﻮﺍﺭ ﻭﺍﻟﺘﻤﺜﻴﻞ‬ ‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺍﻟﺴﻤﻊ ﻭﺍﻟﻔﻬﻢ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﻭﺍﻟﻔﻮﺍﺯﻳﺮ . ﻭﻟﻌﻞ ﻫﺬﻩ ﺍﻷﻧﺸﻄﺔ ﺗﺮﺍﻋﻲ ﻣﺒﺪﺃ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﻭﻣﺒﺪﺃ ﺗﻨﻮ‪‬ﻉ ﺍﻟﺬﻛﺎﺀ .‬ ‫ﰲ ﺍﳌ ﻮﺍﻗﻒ ﺍﻟﻌﺪﻳﺪﺓ ﻭﺍﻻﺳﺘﺠﺎﺑﺔ ﳍﺎ .‬ ‫ﻓﺎﻟﻠ ﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻣﺜ ﻼﹰ ﲤﺜﻞ ﺍﻟﺬﻛﺎﺀ ﺍﳊﺮﻛﻲ ﺑﻴﻨﻤﺎ ﺍﻷﻧﺎﺷﻴﺪ ﺗﻨﻤﻲ ﺫﻛﺎﺀ ﺍﻟﺪﺍﺭﺱ‬ ‫: ﺗﻌﻮﺩ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﺇﱃ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺍﻟﺘﺤﺪﺙ ﻟﺘﻨﻤﻴﺔ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ‬ ‫ﺍﳌﻮﺳﻴﻘﻲ .‬ ‫ﺭﻭﺡ ﺍﻷﺧﻮﺓ ﻭﺍﶈﺒﺔ ﻭﺗﻮﺻﻴﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻹﺣﺴﺎﺱ‬ ‫ﺑﺎﻟﻨﱪﺍﺕ ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻭﺍﻷﺳﻠﻮﺏ ﺍﳌﺆﺩﺏ ﻭﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻘﻮﺍﻋﺪﻫﺎ ﺍﻟﺒﺴﻴﻄﺔ ﺍﻟﺼﺤﻴﺤﺔ .‬ ‫ﻭ‬
  • 11. ‫ﺍﻟﺸﻬﻮﺭ ﺍﻹﺳﻼﻣﻴﺔ‬ ‫١‬ ‫) ﺏ ( ﺍﳌﻮﺍﻗﻒ‬ ‫ﺍ ﻷﻣﺎﻛﻦ ﰲ ﺍﻟﺒﻴﺖ‬ ‫٢‬ ‫ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺍﻗﻒ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺣﺴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻼﻣﻴﺬ ﻭﺧﱪﺍ‪‬ﻢ‬ ‫ﺍﻷﺩﻭﺍﺕ ﰲ ﺍﻟﺒﻴﺖ‬ ‫٣‬ ‫ﺍﳌﺒﺎﺷﺮﺓ ﻭﺍﳊﻴﺎﺓ ﺍﶈﻴﻄﺔ ‪‬ﻢ . ﻭﻛﻞ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺗﺪﻭﺭ ﺣﻮﻝ ﻋﺎﱂ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﻟﺒﻴﺖ‬ ‫ﺍﳍﻮﺍﻳﺔ‬ ‫٤‬ ‫ﻭﺍﳌﺪﺭﺳﺔ ﻭﺃﻟﻌﺎ‪‬ﻢ ﻭﺁﻣﺎﳍﻢ ﻭﺻﻮﻻﹰ ﺇﱃ ﻣﺘﻄﻠﺒﺎﺕ ﺍﻟﻌﺼﺮ ﻣﺜﻞ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ . ﻭﻛﺬﻟﻚ‬ ‫ﺍﻟﻴﻮﻡ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫٥‬ ‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻮﻃﻦ ﻟﺘﻌﺰﻳﺰ ﺣﺒﻬﻢ ﲡﺎﻫﻪ ﻹﻧﺸﺎﺀ ﺍﳉﻴﻞ ﺍﳌﺎﻟﻴﺰﻱ ﺍﻟﻮﺍﻋﻲ ﺍﳌﺴﺘﻌﺪ‬ ‫ﺍﳊﻴﻮﺍﻧﺎﺕ‬ ‫٦‬ ‫ﻟﻠﺪﻓﺎﻉ ﻋﻦ ﺣﺮﻳﺔ ﻫﺬﺍ ﺍﻟﺒﻠﺪ ﺍﻟﻌﺰﻳﺰ . ﻭﻫﺬﻩ ﺍﳌﻮﺍﻗﻒ ﻫﻲ :‬ ‫ﰲ ﺍﻟﻘﺮﻳﺔ‬ ‫٧‬ ‫١( ﰲ ﺍﳌﺪﺭﺳﺔ ) ﺍﻷﺩﻭﺍﺕ ﺍﻟﺪﺭﺍﺳﻴﺔ، ﺍﻷﺩﻭﺍﺕ ﰲ ﺍﻟ ﻔﺼﻞ، ﺍﻷﻣﺎﻛﻦ ﰲ ﺍﳌﺪﺭﺳﺔ،‬ ‫ﰲ ﺍﳌﺪﻳﻨﺔ‬ ‫٨‬ ‫ﺍﻷﻟﻌﺎﺏ ﺍﻟﺮﻳﺎﺿﻴﺔ، ﺍﻟﻴﻮﻡ ﺍﻟﺮﻳﺎﺿﻲ (.‬ ‫ﺍﻟﻌﻠﻮﻡ‬ ‫٩‬ ‫٢( ﻋﺎﱂ ﺍﻟﺘﻠﻤﻴﺬ ) ﺃﻋﻀﺎﺀ ﺍﳉﺴﻢ، ﺍﳌﻼﺑﺲ (.‬ ‫ﺍﳉﻬﺎﺕ ﻭﺍﳌﻮﺍﻗﻊ‬ ‫٠١‬ ‫٣( ﺍﻷﺭﻗﺎﻡ ﻭﺍﻷﻋﺪﺍﺩ .‬ ‫٤( ﺍﻷﻟﻮﺍﻥ ﻭﺍﻷﺷﻜﺎﻝ ﻭﺍﳉﻬﺎﺕ ﻭﺍﳌﻮﺍﻗﻊ .‬ ‫) ﺝ ( ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫٥( ﰲ ﺍﻟﺒﻴﺖ )ﺍﻷﻣﺎﻛﻦ ﰲ ﺍﻟﺒﻴﺖ، ﺍﻷﺩﻭﺍﺕ ﰱ ﺍﻟﺒﻴﺖ، ﺃﻋﻀﺎﺀ ﺍﻷﺳﺮﺓ (.‬ ‫ﺗﺪ ﺭ‪‬ﺱ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺟﻨﺒ ﺎﹰ ﺇﱃ ﺟﻨﺐ ﻣﻊ‬ ‫٦( ﺍﳌﺄﻛﻮﻻﺕ ﻭﺍﳌﺸﺮﻭﺑﺎﺕ .‬ ‫ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ . ﻭﻻ ﳝﻜﻦ ﰲ ﺣﺎﻝ ﻣﻦ ﺍﻷﺣﻮﺍ ﻝ ﺗﺪﺭﻳﺲ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﲟﻌﺰﻝ ﻋﻦ ﺍﳌﻬﺎﺭﺍﺕ‬ ‫٧( ﺍﻟﻔﻮﺍﻛﻪ ﻭﺍﳋﻀﺮﺍﻭﺍﺕ ﻭﺍﻟﻨﺒﺎﺗﺎﺕ ﻭﺍﻟﺰﻫﻮﺭ .‬ ‫ﺍﻟﻠﻐﻮﻳﺔ . ﻭﰲ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ، ﺗﻄﺮﺡ ﺛﻼﺙ ﻣﻮﺍﺩ ﻟﻐﻮﻳﺔ ﻭﻫﻲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﻭﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ‬ ‫٨( ﺍﳊﻴﻮﺍﻧﺎﺕ .‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ .‬ ‫٩( ﻭﺳﺎﺋﻞ ﺍﻟﻨﻘﻞ .‬ ‫٠١ ( ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ .‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ‬ ‫١‬ ‫١١ ( ﺍﳍﻮﺍﻳﺎﺕ ﻭﺍﳌﻬﻦ ﻭﺍﻵﻣﺎﻝ .‬ ‫ﻳﺪ ﺭ‪‬ﺱ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﺑﻨﱪﺍﺗﻪ ﻭﺗﻨﻐﻴﻤﺎﺗﻪ ﻟﻜﻲ ﻳﻜﻮﻥ ﺍﻟﺪﺍﺭﺱ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﻧﻄﻖ‬ ‫٢١ ( ﺍﻟﻘﺮﻳﺔ ﻭﺍﳌﺪﻳﻨﺔ ﻭﺍﻟﻮﻃﻦ .‬ ‫ﺍﻷﺻﻮﺍﺕ ﻭﺫﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﻭﻗﺮﺍﺀﺓ ﺍﳉﻤﻞ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺻﺤﻴﺤﺔ، ﻭﻣﻦ ﺛﹶ ﻢ‪ ّ‬ﻳﺴﺘﻄﻴﻊ ﺃﻥ‬ ‫٣١ ( ﻣﻮﺍﻋﻴﺪ ﺍﻷﻛﻞ ﻭﺍﻟﺴﺎﻋﺔ ﻭﺍﻷﻳﺎﻡ ﻭﺍﻟﺸﻬﻮﺭ .‬ ‫ﻳﺴﺘﻮﻋﺐ ﻭﳝﻴﺰ ﺑﲔ ﺍﻷﺻﻮﺍﺕ ﺍﻟﱵ ﻳﺴﻤﻌﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ .‬ ‫ﻳﺮﻛ ﺰ‪ ‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ ﰲ ﺍﻟﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻋﻠﻰ ﻧﻄﻖ ﺍﳊﺮﻭﻑ‬ ‫ﻭﺩﻟﻴﻞ ﻣﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻳﺮﻛ ﺰ‪ ‬ﻋﻠﻰ ﺍﳌﻮﺿﻮﻋﺎﺕ‬ ‫ﺍﳍﺠﺎﺋﻴﺔ ﻧﻄﻘ ﺎﹰ ﺻﺤﻴﺤ ﺎﹰ .‬ ‫ﺍﻵﺗﻴﺔ :‬ ‫ﺯ‬
  • 12. ‫: ﻓﻮﻕ / ﲢﺖ / ﻋﻨﺪ / ﺃﻣﺎﻡ / ﻭﺭﺍﺀ / ﻳﺴﺎﺭ / ﳝﲔ‬ ‫ﺍﻟﻈﺮﻑ‬ ‫٢.‬ ‫ﺍﳌﻔﺮﺩﺍﺕ‬ ‫٢‬ ‫: ﻫﻨﺎ / ﻫﻨﺎﻙ‬ ‫ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬ ‫٣.‬ ‫ﺗﻀﻢ ﺍﳌﻔﺮﺩﺍﺕ ٠٠٦ ﻛﻠﻤﺔ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﶈﻴﻄﺔ ﺑﺎﻟﺘﻼﻣﻴﺬ ﻭﺗﺘﻌﻠ ﻖ ﺑﺎﳌﻮﺿﻮﻋﺎﺕ‬ ‫: ﺍﳌﺎﺿﻲ / ﺍﳌﻀﺎﺭﻉ / ﺍﻷﻣﺮ‬ ‫ﺍﻟﻔﻌﻞ‬ ‫٤.‬ ‫ﺍﻟﺴﺎﺑﻘﺔ . ﻭﺗﺰﺩﺍﺩ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺣﺴﺐ ﳕﻮﻫﻢ ﺍﳉﺴﻤﻲ ﻭﺍﻟﻌﻘﻠﻲ . ﻭﺗﻌﺪ ﻫﺬﻩ ﺍﳋﻄﻮﺓ‬ ‫ﺍﳌﻔﺮﺩ ﻭﺍﳌﺜﲎ‬ ‫٥.‬ ‫ﳑ ﻬ‪‬ﺪ ﺓﹰ ﳍﻢ ﻟﻜﺴﺐ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺪﻳﻨﻴﺔ ﻭﻣﻌﺎﺭﻓﻬﺎ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﳌﺘﻘﺪﻣﺔ . ﺃﻣﺎ‬ ‫: ﲨﻊ ﺍﳌﺬﻛﺮ / ﲨﻊ ﺍﳌﺆﻧﺚ / ﲨﻊ ﺍﻟﺘﻜﺴﲑ‬ ‫ﺍﳉﻤﻊ‬ ‫٦.‬ ‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﺗﺪﺭﺱ ﰲ ﺍﻟﺼﻒ ﺍﳋ ﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻓﻬﻲ ٠٢١ ﻛﻠﻤﺔ‬ ‫ﻭﳝﻜﻦ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﰲ ﺍﳌﻠﺤﻖ ﺭﻗﻢ ١ ﰲ ‪‬ﺎﻳﺔ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﺍﳌﻨﻬﺠﻲ .‬ ‫ﻭﰲ ﺍﻟﺼﻒ ﺍﳋﺎﻣﺲ ﻣﻦ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ، ﻳﺘﻢ ﺍﻟ ﺘﺮﻛﻴ ﺰ ﰲ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ‬ ‫ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻵﺗﻴﺔ :‬ ‫ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫٣‬ ‫ﺍﻟﻀﻤﺎﺋﺮ ﺍﳌﻨﻔﺼﻠﺔ ﻭﺍﳌﺘﺼﻠﺔ : ﺃﻧﺘﻢ- ـﻜﻢ ، ﺃﻧﱳ- ـﻜﻦ ، ﻫﻢ- ـﻬﻢ ،‬ ‫١‬ ‫ﺇﻥ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺇ‪‬ﺎ ﺗﺼﻮﻥ ﻟﺴﺎﻥ‬ ‫ﻫﻦ- ـﻬﻦ‬ ‫ﺍﻟﺘﻼﻣﻴﺬ ﻭﻛﺘﺎﺑﺘﻬﻢ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ . ﻭﻳﻬﺪﻑ ﺗﻌﻠﻴﻢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﺗﻨﻤﻴﺔ‬ ‫ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﻭﻓﻌﻞ ﺍﻷﻣﺮ‬ ‫٢‬ ‫ﻗﺪﺭﺍﺕ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻘﻮﺍﻋﺪﻫ ﺎ ﺍﻟﺼﺤﻴﺤﺔ ﳓﻮﻳ ﺎﹰ ﻭﺻﺮﻓﻴ ﺎﹰ .‬ ‫ﲨﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﻭ ﲨﻊ ﺍﻟﺘﻜﺴﲑ‬ ‫٣‬ ‫ﻓﻴﻤﺎ ﻳﻠﻲ ﻣﻮﺿﻮﻋﺎﺕ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺨﺘﺎﺭﺓ ﻟﺘﺪﺭﻳﺴﻬﺎ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ .‬ ‫ﺍﻟﻈﺮﻑ : ﻭﺭﺍﺀ ، ﺣﻮﻝ ، ﳝﲔ ، ﻳﺴﺎﺭ‬ ‫٤‬ ‫ﻭ ﰎﹼ ﺗﻘﺴﻴﻢ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺇﱃ ﺍﳌﺴﺘﻮﻳﲔ ﺍﻻﺛﻨﲔ .‬ ‫ﺍﳊﻜﻢ ﻭ ﺍﻷﻣﺜﺎﻝ‬ ‫٤‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ‬ ‫ﲢﺘﻮﻯ ﺍﳌﻮﺍﺩ ﺍﻟﻠﻐﻮﻳﺔ ﺃﻳﻀﺎ ﻋﻠﻰ ﺑﻌﺾ ﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻴﺴﺮ ﻧﻄﻘﻬﺎ ﻋﻠﻰ‬ ‫: ﺃﻧﺎ- ﻯ / ﺃﻧ ﺖ‪ -‬ﻙ‪ / ‬ﺃﻧ ﺖ‪ -‬ﻙ‪ / ‬ﻫﻮ- ﻩ / ﻫﻲ- ﻫﺎ‬ ‫ﺍﻟﻀﻤﲑ‬ ‫١.‬ ‫ﻟﺴﺎﻥ ﺍﻟﺪﺍﺭﺱ . ﻭﻫﻲ ﻣﺄﺧﻮﺫﺓ ﻣﻦ ﺍﻷﻗﻮﺍﻝ ﻭﺍﻵﺛﺎﺭ ﺍﻟﱵ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﻘﻴﻢ‬ ‫: ﻫﺬﺍ- ﻫﺬﻩ / ﺫﻟﻚ- ﺗﻠﻚ‬ ‫ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ‬ ‫٢.‬ ‫ﺍﻟﻔﺎﺿﻠﺔ ﻭﺍﻷﺧﻼﻕ ﺍﳊﺴﻨﺔ .‬ ‫: ﻣﻦ / ﺇﱃ / ﻋﻦ / ﻋﻠﻰ / ﰲ / ﺑـ / ﻙ / ﻝ‬ ‫ﺣﺮﻑ ﺍﳉ ﺮ‬ ‫٣.‬ ‫ﻭﻳﺪﺭﺱ ﺍﻟﺪﺍﺭﺱ ﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭﻻ ﻳﺪﺭﺳﻬﺎ‬ ‫ﺍﳌﺬﻛﺮ ﻭﺍﳌﺆﻧﺚ‬ ‫٤.‬ ‫ﰲ ﺍﳌﺴﺘﻮﻯ ﺍﻷﻭﻝ . ﻓﻴﻤﺎ ﻳﻠﻲ ﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﺍﳌﺨﺘﺎﺭﺓ ﻟﻠﺼﻒ ﺍﳋﺎﻣﺲ ﻓﻬﻲ :‬ ‫ﺃﺩﺍﺓ ﺍﻻﺳﺘﻔﻬﺎﻡ : ﻣﺎ / ﺃﻳﻦ / ﻛﻢ / ﻣﻦ / ﻣﱴ / ﻛﻴﻒ / ﻫﻞ / ﳌﺎﺫﺍ / ﻣﺎﺫﺍ‬ ‫٥.‬ ‫ﻣﻦ ﺍﺟﺘﻬﺪ ﳒﺢ‬ ‫١.٤‬ ‫ﺍﳌﺆﻣﻦ ﺃﺧﻮ ﺍﳌﺆﻣﻦ‬ ‫٢.٤‬ ‫ﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﺎﱐ‬ ‫ﺁﻓﺔ ﺍﻟﻜﻼﻡ ﺍﻟﻜﺬﺏ‬ ‫٣.٤‬ ‫: ﳓﻦ- ﻧﺎ / ﺃﻧﺘﻢ- ﻛﻢ / ﺃﻧﱳ- ﻛﻦ / ﺃﻧﺘﻤﺎ- ﻛﻤﺎ /‬ ‫ﺍﻟﻀﻤﲑ‬ ‫١.‬ ‫ﻫﻢ- ﻫﻢ / ﻫﻦ- ﻫﻦ / ﳘﺎ- ﳘﺎ‬ ‫ﺡ‬
  • 13. ‫ﻋﻠﻮ ﺍﳍﻤﺔ‬ ‫٣.٢‬ ‫ﺗﺒﺎﺩﻝ ﺍﻻﺣﺘﺮﺍﻡ‬ ‫٤.٢‬ ‫) ﺩ ( ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ‬ ‫ﺍﳊﺐ ﻭ ﺍﳌﻮﺩﺓ‬ ‫٥.٢‬ ‫ﺗﻮﺟﺪ ﻋﺪﺓ ﳏﺘﻮﻳﺎﺕ ﳌﻨﻬﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ . ﻭﻣﻦ ﺑﻴﻨﻬﺎ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﰲ‬ ‫ﺍﻟﻌﺪﺍﻟﺔ‬ ‫٦.٢‬ ‫ﳐﺘﻠﻒ ﺃﻧﻮﺍﻋﻬﺎ ﻭﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﻨﻈﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻣﺜﻞ‬ ‫ﺍﳊﺮﻳﺔ‬ ‫٧.٢‬ ‫ﻣﻬﺎ ﺭﺓ ﺍﻟﺘﻔﻜﲑ ﻭﻣﻬﺎﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻣﻴﺔ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻭﺗﻌ ﺪ‪‬ﺩ‬ ‫ﺍﻟﺸﺠﺎﻋﺔ‬ ‫٨.٢‬ ‫ﺍﻟﺬﻛﺎﺀ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺒﻨ‪‬ﺎﺀ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ . ﻭﻳﻄﺒﻖ ﺍﻟﺪﺍﺭﺱ ﲨﻴﻊ ﻫﺬﻩ ﺍﳉﻮﺍﻧﺐ ﰲ ﻋﺎﳌﻬﻢ‬ ‫ﺻﻔﺎﺀ ﺍﻟﻌﻘﻞ ﻭﻧﻈﺎﻓﺔ ﺍﳉﺴﻢ‬ ‫٩.٢‬ ‫ﺍﳌﺴﺘﻘﺒﻠﻲ . ﻭﺗﻜﻮﻥ ﺍﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭ ﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ ﺟﻞ ﺍﻻﻫﺘﻤﺎﻡ ﻣﺴﺎﻳﺮﺓ ﻣﻊ ﺃﻫﺪﺍﻑ‬ ‫ﺍﻷﻣﺎﻧﺔ‬ ‫٠١.٢‬ ‫ﺍﻟﺪﻭﻟﺔ ﻟﺒﻨﺎﺀ ﺍ‪‬ﺘﻤﻊ ﺍﳊﻀﺎﺭﻱ .‬ ‫ﺍﻻﺟﺘﻬﺎﺩ‬ ‫١١.٢‬ ‫ﺍﻟﺘﻌﺎﻭﻥ‬ ‫٢١.٢‬ ‫ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ‬ ‫١(‬ ‫ﺍﻟﻮﺳﻄﻴﺔ‬ ‫٣١.٢‬ ‫ﻳﺸﺘﻤﻞ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ ﻋﻠﻰ ﺍﳌﻴﺎﺩﻳﻦ ﻭﺍﻟﻌﻠﻮﻡ ﺍﳌﺨﺘﻠﻔﺔ ﻣﺜﻞ ﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﳉﻐﺮﺍﻓﻴﺎ‬ ‫ﺍﻟﺸﻜﺮ‬ ‫٤١.٢‬ ‫ﻭﺍﻟﻌﻠﻮﻡ ﻭﻏﲑﻫﺎ ﺍﻟﱵ ﳍﺎ ﺩﻭﺭ ﻓ ﻌ‪‬ﺎﻝ ﰲ ﺗﻮﺳﻴﻊ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻭﻣﻬﺎﺭﺍ‪‬ﺎ . ﻛﻤﺎ ﺃﻧﻪ‬ ‫ﺣﺐ ﺍﻟﻮﻃ ﻦ‬ ‫٥١.٢‬ ‫ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﻗﻀﺎﻳﺎ ﺍﻟﻌﺼﺮ ﺍﻟﱵ ﺗﺆﺧﺬ ﺑﻌﲔ ﺍﻋﺘﺒﺎﺭ ﺍﳌﺪﺭﺳﲔ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﺘﻔﻜﲑ ﺍﳌﻨﻄﻘﻲ‬ ‫٦١.٢‬ ‫ﻭﺍﻟﺘﻌﻠﻢ .‬ ‫ﺍﻟﺮﻭﺡ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫٧١.٢‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﻨﺒﻴﻠﺔ‬ ‫٢(‬ ‫ﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫٣(‬ ‫ﺇﻥ ﻏﺮﺱ ﺍﻟﻘﻴﻢ ﺍﻟﻨﺒﻴﻠﺔ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ ﻳﻬﺪﻑ ﺇﱃ ﺇﻋﺪﺍﺩ‬ ‫ﺇﻥ ﺍﻟﻘﻴﻢ ﺍﻟﻮﻃﻨﻴﺔ ﺍﻟﱵ ﺗﻐﺮﺱ ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ‪‬ﺪﻑ ﺇﱃ‬ ‫ﺍﻹﻧﺴﺎﻥ ﺍﻟﺼﺎﱀ ﺍﳌﺘﺤﻠﻲ ﺑﺎﻷﺧﻼﻕ ﺍﻟﻔﺎﺿﻠﺔ ﻭﺑﻨﺎﺀ ﺟﻴﻞ ﺍﻟﺸﺒﺎﺏ ﺍﳌﺘﻤ ﺴ‪‬ﻚ ﺑﺎﻟﻘﻴﻢ‬ ‫ﻏﺮﺱ ﺣﺐ ﺍﻟﻮﻃﻦ ﰲ ﻧﻔﻮﺱ ﺍﻟﺘﻼﻣﻴﺬ ﻟﻴﻜﻮﻧﻮﺍ ﻣﻮﺍﻃﻨﲔ ﻣﺴﺆﻭﻟﲔ ﻋﻦ ﺍﻟﻮﻃﻦ‬ ‫ﺍﻟﻨﺒﻴﻠﺔ ﻭﺍﻷﺧﻼﻕ ﺍﳊﺴﻨﺔ . ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﺗﻨﻤﻴﺔ ﺍﻟﻘﻴﻢ ﺍﶈﻠﻴﺔ ﺍﻟﻨﺒﻴﻠﺔ ﻟﻠﻤﺠﺘﻤﻊ ﺍﳌﺎﻟﻴﺰﻱ‬ ‫ﻭﺍﻷﻣﺔ .‬ ‫ﺑﺼﻮﺭﺓ ﻣﺒﺎ ﺷﺮﺓ ﻭﻏﲑ ﻣﺒﺎﺷﺮﺓ ﻭﲡﺎﻭﺯﻫﺎ ﺇﱃ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻌﺎﳌﻲ ﻣﺴﺎﻳﺮﺓ ﻣﻊ ﺍﺣﺘﻴﺎﺟﺎﺕ‬ ‫ﺍﻟﻌﺎﱂ .‬ ‫ﺍﻟﻨﻈﻢ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ‬ ‫٤(‬ ‫ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﻘﻴﻢ :‬ ‫ﺗﺸﺘﻤﻞ ﺍﻟﻨﻈﻢ ﺍﻻﺟﺘﻤﺎﻋﻴ ﺔ ﻭﺍﻟﺜﻘﺎﻓﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺄﺩﺏ ﰲ ﺍﻟﻜﻼﻡ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺎﻟﻴﺐ‬ ‫١.٢ ﻃﻴﺐ ﺍﻟﻘﻠﺐ‬ ‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻠﻄﻴﻔﺔ ﻭﺍﳊﻜﻢ ﻭﺍﻷﻣﺜﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ .‬ ‫٢.٢ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻨﻔﺲ‬ ‫ﻁ‬
  • 14. ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ‬ ‫٤.٥‬ ‫ﲤﺜﻞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﻣﻨﻬﺠ ﺎﹰ ﺗﻌﻠﻴﻤﻴ ﺎﹰ ﰲ ﺗﺮﺑﻴﺔ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺍﳊﺴﺎﺳﻴﺔ‬ ‫ﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ‬ ‫٥(‬ ‫ﺍﻟﻌﺎﻟﻴﺔ ﲡﺎﻩ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺍﻟﺮﺍﻫﻨﺔ ﻭﺍﻟﻘﺎﺩﻣﺔ . ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻥ ﺍﻟﺪﺍﺭﺱ‬ ‫ﻳﻘﺼﺪ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻫﻲ ﻣﻬﺎﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻣﻴﺔ‬ ‫ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺘﻮﻗﻊ ﺍﻵﺛﺎﺭ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ ﲝﻜﻢ ﺍﳊﻮﺍﺩﺙ ﺍﳌﺎﺿﻴﺔ .‬ ‫ﻭﺍﻻﺗﺼﺎﻟﻴﺔ ﻭﻣﻬﺎﺭﺓ ﺗﻌﻠﻢ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻢ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﺴﺘﻘﺒﻠ ﻴﺔ ﻭﺗﻌﺪﺩ ﺍﻟﺬﻛﺎﺀ‬ ‫ﺗﻌﺪﺩ ﺍﻟﺬﻛﺎﺀ‬ ‫٥.٥‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺒ ﻨ‪‬ﺎﺀ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ . ﻭﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﳝﻜﻦ ﺗﺴﺮﻳﺒﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻳﺸﺘﻤﻞ ﺗﻌﺪﺩ ﺍﻟﺬﻛﺎﺀ ﻋﻠﻰ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺬﻛﺎﺀ ﺍﳌﻨﻄﻘﻲ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﻣﺮﺍﻋﺎﺓ ﻟﻨﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ ﻭﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﻭﺍﳌﺼﺎﺩﺭ ﺍﳌﺘﻮﻓﺮﺓ ﺑﲔ ﻳﺪﻱ ﺍﳌﻌﻠﻢ .‬ ‫ﻭﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺳﻴﻘﻲ ﻭﺍﻟﺬﻛﺎﺀ ﺍﳊﺮﻛﻲ ﻭﺍﻟﺬﻛﺎﺀ ﺍﻟﻔﲏ ﻭﺍﻟﺬﻛﺎﺀ ﺍﻟﺸﺨﺼﻲ‬ ‫‪‬ﺘﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻤﺔ ﺍﻹﺿﺎﻓﻴﺔ ﲞﱪﺍﺕ ﺍﻟﺘﻼﻣﻴﺬ ﺩﺍﺧﻞ ﺍﻟﻔﺼﻮﻝ ﺍﻟﺪﺭﺍﺳﻴﺔ‬ ‫ﻭﺫﻛﺎﺀ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﻭﺍﻟﺬﻛﺎﺀ ﺍﻟﻄﺒﻴﻌﻲ . ﳚﺐ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﺮﺍﻋﻲ‬ ‫ﻭﻋﺎﳌﻬﻢ ﺍﳊﻘﻴﻘﻲ ﻭﻗﻀﺎﻳﺎ ﺍﻟﻌﺎﱂ ﺍﳌﻌﺎﺻﺮﺓ . ﻭﺑﻨﺎ ﺀً ﻋﻠﻰ ﺫﻟﻚ، ﻓﺈﻥ ﺍﳌﻨﻬﺞ ﺍﳌﺘﻜﺎﻣﻞ ﰲ‬ ‫ﻫﺬﻩ ﺍﳌﻮﺍﻫﺐ ﻭﻳﻨﻤﻴﻬﺎ ﺑ ﺈﻋﺪﺍﺩ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﻱ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻣﻴﻮﻝ‬ ‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺮﺑﻂ ﺍﻟﺘﻌﻠﻴﻢ ﺑﺎﳌﻬﺎﺭﺍﺕ ﺍﻷﺧﺮﻯ ﺍﻟﱵ ﺗﻠﱯ ﺍﳌﺘﻄﻠﺒﺎﺕ ﺍﳌﻌﺎﺻﺮﺓ .‬ ‫ﻛﻞ ﺩﺍﺭﺱ ﻭﺭﻏﺒﺎﺗﻪ .‬ ‫ﻓﻴﻤﺎ ﻳﻠﻲ ﺷﺮﺡ ﻣﻮﺟﺰ ﻋﻦ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ :‬ ‫١.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻠﻐﻮﻱ‬ ‫١.٥ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ‬ ‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ﺑﺬﻛﺎﺀ ﻟﻐﻮﻯ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﺎﻟﻜﺘﺎﺑﺔ‬ ‫ﺗﻐﺮﺱ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﻣﻦ ﺧﻼﻝ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﺍﻟﺘﻔﻜﲑ‬ ‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺣﻜﺎﻳﺔ ﺍﻟﻘﺼﺺ ﻭﺣﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﺘﻘﺎﻃﻌﺔ .‬ ‫ﺍﻟﻨﻘﺪﻱ ﻭﺍﻹﺑﺪﺍﻋﻲ . ﺇﻥ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﲟﺨﺘﻠﻒ ﺃﻟﻮﺍ‪‬ﺎ ﻣﻬﻤﺔ ﺟﺪﺍﹰ ﻣﺜﻞ‬ ‫٢.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﳌﻨﻄﻘﻲ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫ﺍﺳﺘﻨﺘﺎﺝ ﺍﻟﻔﻜﺮﺓ ﻭﺣﻞ ﺍﳌﺸﻜﻠﺔ ﻭﺍﲣﺎﺫ ﺍﻟﻘﺮﺍﺭ .‬ ‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ‪‬ﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺬﻛﺎﺀ ﳛﺒﻮﻥ ﺍﻟﺘﻔﻜﲑ‬ ‫٢.٥ ﻣﻬﺎﺭﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻹﻋﻼﻣﻴﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ‬ ‫ﰱ ﺍﻷﻣﻮﺭ ﺑﻌﻤﻖ . ﻓﻬﻢ ﻳﻬﺘﻤﻮﻥ ﺑﺎﻟﺘﺼﻤﻴﻤﺎﺕ ﻭﺍﻟﺘﻘﺴﻴﻤﺎﺕ‬ ‫ﻻ ﺑﺪ ﺃﻥ ﺗﻐﺮﺱ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﻟﻜﻲ ﻳﻜﻮﻥ ﺍﻟﺪﺍﺭﺱ ﻗﺎﺩﺭﺍﹰ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﻭﻋﻼﻗﺔ ﺍﻷﺷﻴﺎﺀ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ . ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﻨﺠﺬﺑﻮﻥ ﺇﱃ‬ ‫ﺍﳊﺎﺳﻮﺏ ﺇﻣﺎ ﻟﻐﺮﺽ ﺍﺗﺼﺎﱄ ﻣﺜﻞ ﺇﺭﺳﺎﻝ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﺴﻠﻤﻬﺎ ﻋﱪ ﺍﻟﱪﻳﺪ‬ ‫ﺍﳌﺴﺎﺋﻞ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻭﺍﻷﻟﻌﺎﺏ ﺍﻟﱵ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ ﻭ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﱐ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺑﺮﺍﻣﺞ ﺍﳊﺎﺳﻮﺏ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻹﺩﺍﺭﻳﺔ ﺃﻭ ﻟﻐﺮﺽ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ .‬ ‫ﺗﺮﺑﻮﻱ ﲝﺖ ﻣﺜﻞ ﺣﻞ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ .‬ ‫٣.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﳊﺮﻛﻲ‬ ‫٣.٥ ﻣﻬﺎﺭﺓ ﺗﻌﻠﻢ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻢ‬ ‫ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﺘﻌﻠﻤﻮﻥ ﻭﻳﻄﻮﺭﻭﻥ ﻣﻌﺮﻓﺘﻬﻢ ﻣﻦ ﺧﻼﻝ ﺣﺮﻛﺎﺕ‬ ‫ﻻ ﳚﻮﺯ ﺃﻥ ﻳﻮﺿﻊ ﺟﺎﻧﺒ ﺎﹰ ﻣﻬﺎﺭﺓ ﺗﻌﻠﻢ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻌﻠﻢ ﻟﻴﺘﻤﻜﻦ ﺍﻟﺪﺍﺭﺱ ﻣﻦ‬ ‫ﺃﺟﺴﺎﻣﻬﻢ . ﻏﺎ ﻟﺒ ﺎﹰ ﻣﺎ ﻳﻜﻮﻧﻮﻥ ﺭﻳﺎﺿﻴﲔ ﻭﳏﺒﲔ ﻟﻠﺤﺮﻛﺎﺕ‬ ‫ﺍﳌﻀﻲ ﻗﺪﻣ ﺎﹰ ﰲ ﺍﻛﺘﺴﺎﺏ ﺍﻟﻌﻠﻮﻡ . ﻭﺗﺴﺘﻄﻴ ﻊ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺓ ﺃﻥ ﺗﺰﻳﺪ ﺍﻟﺪﺍﺭﺱ‬ ‫ﺍﳉﺴﻤﻴﺔ ﺃﻭ ﻣﺘﻤﻴﺰﻳﻦ ﰲ ﺍﻷﺷﻐﺎﻝ ﺍﻟﻔﻨﻴﺔ .‬ ‫ﻣﻌﺮﻓﺔ ﻭﻣﻌﻠﻮﻣﺔ ﳌﻮﺍﺟﻬﺔ ﺗﻐﲑﺍﺕ ﺍﻟﻌﺎﱂ .‬ ‫ﻱ‬
  • 15. ‫ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺬﻛﺎﺀ ﻣﺘﻌﻠﻖ ﺑﺎﻟﻄﺒﻴﻌﺔ ﻭﺇﺩﺭﺍﻙ ﺟﻮﺍﻧﺒﻬﺎ . ﻫﻨﺎﻙ‬ ‫٤.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻔﲏ‬ ‫ﺃﻃﻔﺎﻝ ﺑﺎﺭﻋﻮﻥ ﰲ ﺗﺼﻨﻴﻒ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨﺒﺎﺗﺎﺕ ﻭﻳﺘﻤﺘﻌﻮﻥ‬ ‫ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﻨﺸﻐﻠﻮﻥ ﺑﺎﻟﺘﻔﻜﲑ ﰱ ﺍﻟﺼﻮﺭ . ﻓﻬﻢ ﻳﻨﺒﻬﺮﻭﻥ‬ ‫ﺍﻷﺷﻴﺎﺀ ﻣﻦ ﺣﻮﻟﻪ . ﻭﻫﻢ ﺣﺮﻳﺼﻮﻥ‬ ‫ﺑﺎﳊﺴﺎﺳﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ ﲡﺎﻩ‬ ‫ﺑﺎﻟﺒﺎﺯﻟﺰ )‪ (Puzzles‬ﺃﻭ ﻳﻘﻀﻮﻥ ﺃﻭﻗﺎﺕ ﻓﺮﺍﻏﻬﻢ ﰲ ﺍﻟﺮﺳﻢ ﺃﻭ‬ ‫ﺃﺷﺪ ﺍﳊﺮﺹ ﻋﻠﻰ ﺍﻻﻋﺘﻨﺎﺀ ﺑﺎﳊﻴﻮﺍﻧﺎﺕ ﻭﺍﻟﻨﺒﺎﺗﺎﺕ . ﻳﺘﻤﺘﻊ ﻫﺆﻻﺀ‬ ‫ﺍﻟﻠﻌﺐ ﺑﺎﳌﻜﻌﺒﺎﺕ ﺃﻭ ﺭﲟﺎ ﻳﺴﺘﻤﺘﻌﻮﻥ ﺃﺣﻴﺎﻧ ﺎﹰ ﺑﺄﻥ ﳛﻠﻤﻮﺍ ﺃﺣﻼﻣﺎ‬ ‫ﺍﻷﻃﻔﺎﻝ ﺑﺮﻭﺡ ﺍﻟﺘﻄﻠﻊ ﻭﺍﻻﻛﺘﺸﺎﻑ .‬ ‫ﻳﻘﻈﺔ .‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺒﻨ‪‬ﺎﺀ‬ ‫٦.٥‬ ‫٥.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺳﻴﻘﻲ‬ ‫ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺒﻨﺎﺀ ﻳﺒﲏ ﺍﻟﺪﺍﺭﺱ ﺫﺍﺗﻪ ﺍﳌﻔﻬﻮﻡ ﺍﳉﺪﻳﺪ ﻭﺍﳌﻌﺮﻓﺔ ﺍﳊﺪﻳﺜﺔ‬ ‫ﺇﻥ ﺍﻷﻃﻔﺎﻝ ﻣﻮﻫﻮﺑﻮﻥ ﰲ ﺍﳌﻮﺳﻴﻘﻰ ﻷ‪‬ﻢ ﳛﺒﻮﻥ ﺃﻥ ﻳﺮﻗﺼﻮﺍ‬ ‫ﺣﺴﺐ ﺧﱪﺍﺗﻪ ﺍﳋﺎﺻﺔ . ﻭﻫﺬﺍ ﳚﻌﻞ ﺍﻟﺪﺍﺭﺱ ﺃﻛﺜﺮ ﻓﻬﻤ ﺎﹰ ﻭﻳﻘﻴﻨ ﺎﹰ ﻭﻣﺘﻌﺔ‬ ‫ﻭﻳﻐﻨﻮﺍ ﻣﻨﺬ ﺳﻦ ﻣﺒﻜﺮ . ﻭﻟﻜﻦ ﺍﻷﻃﻔﺎﻝ ﺫﻭﻱ ﺍﻟﺬﻛﺎﺀ ﺍﳌﻮﺳﻴﻘﻲ‬ ‫ﳌﻮﺍﺻﻠﺔ ﺍﻟﺘﻌﻠﻢ ﻃﻮﺍﻝ ﻋﻤﺮﻩ .‬ ‫ﻋﺎﺩ ﺓﹰ ﻳﺪﺭﻛﻮﻥ ﺍﻷﺻﻮﺍﺕ ﺍﻟﱵ ﻗﺪ ﻻ ﻳﺪﺭﻛﻬﺎ ﺍﻵﺧﺮﻭﻥ . ﻏﺎﻟﺒ ﺎﹰ ﻣﺎ‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ‬ ‫٧.٥‬ ‫ﻳﻜﻮﻧﻮﻥ ﻣﺴﺘﻤﻌﲔ ﻣﺘﻔﺤﺼﲔ ﻭﺗﻜﻮﻥ ﻟﺪﻳﻬﻢ ﺍﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﻟﺘﻤﻴﻴﺰ‬ ‫ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ ﻫﻮ ﺃﻥ ﻳﺮﺑﻂ ﺍﳌﺪﺭﺱ ﳏﺘﻮﻯ ﺍﳌﻨﻬﺞ ﲞﱪﺍﺕ ﺍﻟ ﺪﺍﺭﺱ ﺍﻟﻴﻮﻣﻴﺔ‬ ‫ﺑﲔ ﺃﻧﻮﺍﻉ ﺍﳌﻮﺳﻴﻘﻰ ﻭﺍﻟﻨﻐﻤﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻭﻳﺴﺘﻤﺘﻌﻮﻥ ﺑﻘﻀﺎﺀ‬ ‫ﻭﺣﻴﺎﺗﻪ ﺍﳌﺴﺘﻘﺒﻠﻴﺔ . ﻳﻄﺮﺡ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺴﻴﺎﻗﻲ ﻣﺘﻨﺎﺛﺮﺍﹰ ﰲ ﺍﳌﻮﺍﻗﻒ ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﻭﻗﺖ ﰲ ﺩﻕ ﺍﻟﻨﻐﻤﺎﺕ ﺃﻭ ﺩﻧﺪﻧﺘﻬﺎ .‬ ‫ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﳌﺘﻨﻮﻋﺔ ﻭﻧﺸﺎﻃﺎﺕ ﺍﻟﺘﻔﻜﲑ ﺍﳌﺘﻌﺪﺩﺓ . ﻭﻳﻜﻮﻥ ﺍﻟﺘﻌﻠﻢ ﻧﺎﺟﺤ ﺎﹰ‬ ‫٦.٥.٥ ﺫﻛﺎﺀ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ‬ ‫ﺇﺫﺍ ﺍﺳﺘﻄﺎﻉ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﻳﺮﺑﻂ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﻳﺘﻌﻠﻤﻬﺎ ﰲ ﺍﻟﻔﺼﻞ‬ ‫ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ ﻳﻜﻮﻧﻮﻥ ﺑﺎﺭﻋﲔ ﰱ ﻋﻼﻗﺎ‪‬ﻢ ﻣﻊ ﺍﻵﺧﺮﻳﻦ . ﻓﻬﻢ‬ ‫ﲝﻴﺎﺗﻪ ﺍﻟﻮﺍﻗﻌﻴﺔ .‬ ‫ﻳﻜﻮﻧﻮﻥ ﺷﺨﺼﻴﺎﺕ ﻗﻴﺎﺩﻳﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺰﻣﻼﺋﻬﻢ . ﳍﻢ ﻗﺪﺭﺓ ﺟﻴﺪﺓ‬ ‫ﻋﻠﻰ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻵﺧﺮﻳﻦ، ﻭﺗﻜﻮﻥ ﻟﺪﻳﻬﻢ ﻗﺪﺭﺓ ﻋﻠﻰ ﻓﻬﻢ‬ ‫ﺗﻄﺮﺡ ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﻛﻠﻬﺎ ﰲ ﺳ ﺒﻴﻞ ﺇﺛﺮﺍﺀ ﺍﻟﺪﺍﺭﺱ ﲟﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﲑ ﺍﳌﺘﻨﻮﻋﺔ . ﲢﺘﺎﺝ‬ ‫ﻣﺸﺎﻋﺮ ﺍﻵﺧﺮﻳﻦ .‬ ‫ﻫﺬﻩ ﺍﳌﻬﺎﺭﺍﺕ ﺇﱃ ﺁﻟﻴﺎ‪‬ﺎ ﻣﺜﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻷﺳﺌﻠﺔ ) ﺍﳌﺮﻛﺰﺓ / ﺍﳌﺘﺸﻌﺒﺔ / ﺍﳌﺘﺴﻠﺴﻠﺔ (‬ ‫٧.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﺸﺨﺼﻲ‬ ‫ﻭﺍﳋﺮﻳﻄﺔ ﺍﻟﺬﻫﻨﻴﺔ .‬ ‫ﺍﻷﻃﻔﺎﻝ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ ‪‬ﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﺬﻛﺎﺀ ﻳﻜﻮﻧﻮﻥ ﺃﻛﺜﺮ‬ ‫ﻗﺪﺭﺓ ﻋﻠﻰ ﻓﻬﻢ ﺃﻧﻔﺴﻬﻢ ﻣﻦ ﻓﻬﻤﻬﻢ ﻟﻶﺧﺮﻳﻦ . ﻫﺆﻻﺀ ﺍﻷﻃﻔﺎﻝ‬ ‫ﻭﻫﺬﻩ ﺍﻟﻌﻨﺎﺻﺮ ﶈﺘﻮﻯ ﺍﳌﻨﻬﺞ ﳚﺐ ﺃﻥ ﻳﺄﺧﺬﻫﺎ ﻭﺍﺿﻌﻮ ﺍﳌﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻭﻣﺆﻟﻔﻮ‬ ‫ﻗﺪ ﻳﺸﻌﺮﻭﻥ ﺑﺎﳋﺠﻞ، ﻭﻳﻜﻮﻧﻮﻥ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺗﺎﻣﺔ ﲟﺸﺎﻋﺮﻫﻢ‬ ‫ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ ﻭﻣﺪﺭﺳﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﻗﺒﻞ ﺑﺪﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﻭﻳﺘﻤﺘﻌﻮﻥ ﺑﺎﻟﻘﺪﺭﺓ ﻋﻠﻰ ﺍﳌﺒﺎﺩﺭﺓ .‬ ‫ﻭﺍﻟﺘﻌﻠﻢ .‬ ‫٨.٥.٥ ﺍﻟﺬﻛﺎﺀ ﺍﻟﻄﺒﻴﻌﻲ‬ ‫ﻙ‬
  • 16. ‫ﺍﻟﺘﻌﻠﻢ ﻭﺍﳌﻮﺍﺩ ﺍﻷﺩﺑﻴﺔ ﻭﻏﲑ ﺍﻷﺩﺑﻴﺔ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱵ ﻻ ﻏﲎ ﻋﻨﻬﺎ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫) ﻫـ ( ﺇﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ‬ ‫ﻭﺍﻟﺘﻌﻠﻢ ﻭﻣﻮﺍﺩ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ .‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻤﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ‬ ‫١(‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ‬ ‫٤(‬ ‫ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ﻣﺘﻤﺮﻛﺰﺍ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﺣﱴ ﻳﺘﻤﻜﻦ ﻣﻦ‬ ‫ﻳﻬﺘﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻻﺗﺼﺎﻝ ﺑﺎﻵﺧﺮﻳﻦ ﻭﻳﺴﺘﻮﻋﺐ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺧﱪﺍﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ . ﻭﳍﺬﺍ‬ ‫ﺍﻟﺼﺤﻴﺤﺔ . ﺣﻘﻴﻖ ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﳜﻄﻂ ﺍﻟﻄﺮﻕ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻤﻬﺎ ﻭﺃﻥ ﳜﺘﺎﺭﻫﺎ‬ ‫ﻳﺜﻖ ﺍﻟﺪﺍﺭﺱ ﺑﻨﻔﺴﻪ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ . ﻭﺇﻥ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻣﺴﺎﻳﺮﺓ ﻣﻊ ﺗﻌﻠﻢ‬ ‫ﺣﺴﻦ ﺍﻻﺧﺘﻴﺎﺭ، ﻭﻳﺄﰐ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺑﺎﻷﻣﺜﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻭﻳﻮ ﻇﹼﻔﻬﺎ ﰲ‬ ‫ﺍﻹﺟﺎﺩﺓ )‪ ( Mastery Learning‬ﺍﻟﺬﻱ ﻳﻬﺘﻢ ﺑﺎﺳﺘﻴﻌﺎﺏ ﺍﻟﺪﺍﺭﺱ ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺘﺪﺍﻭﻟﺔ ﻋﻠﻰ ﺃﻟﺴﻨﺔ ﺍﻟﻨﺎﺱ .‬ ‫ﺍﳌﺮﺳﻮﻡ . ﻭﻳﻌﻄﻰ ﺍﻟﺪﺍﺭﺱ ﻣﻦ ﺧﻼﻝ ﺗﻌﻠﻢ ﺍﻹﺟﺎﺩﺓ ﻓﺮﺻﺎ ﻟﻠﺘﻘﺪﻡ ﳓﻮ ﺍﻷﻣﺎﻡ ﺣﺴﺐ‬ ‫ﻗﺪﺭﺗﻪ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ . ﻟﺬﻟﻚ ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﺘﻘﻴﻴﻢ ﻭﺍﻹﺻﻼﺡ ﻭﺍﻹﺛﺮﺍﺀ ﺟﺰﺀﺍ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ‬ ‫٥(‬ ‫ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ .‬ ‫ﺗﺴﺎﻋﺪ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺗﺰﻭﻳﺪﻩ ﺑﺎﳌﻌﻠﻮﻣﺎﺕ ﻭﺗﻜﻮﻳﻦ ﺷﺨﺼﻴﺘﻪ ﺍﻟﻄ ﻴﺒﺔ‬ ‫ﻭﺭﻓﻊ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﻭﺗﺸﻮﻳﻘﻪ ﺇﱃ ﺍﻟﻘﺮﺍﺀﺓ . ﻭﲡﺮﻯ ﺍﻟﻘﺮﺍﺀﺓ ﺍﳌﻮﺳﻌﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ ‫ﺗﻌﺪﺩ ﺍﻟﻄﺮﻕ ﻭﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫٢(‬ ‫ﺍﳌﻮﺍﺩ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻷﺩﺑﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫ﻳﺴﻤﺢ ﻟﻠﻤﺪﺭﺱ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻕ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺪﻳﺪﺓ . ﳜﺘﺎﺭ ﺍﳌﺪﺭﺱ ﺃﺳﺎﻟﻴﺐ ﻭﻃﺮﻕ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﱵ‬ ‫ﺍﻟﺘﺮﺍﺑﻂ ﻭﺍﻟﺘﻜﺎﻣﻞ‬ ‫٦(‬ ‫ﺗﺘﻨﺎﺳﺐ ﻣﻊ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ . ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻄﺮﻕ ﻫﻲ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﳝﺜﻞ ﺍﻟﺘﺮﺍﺑﻂ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻋﻤﻠﻴﺔ ﻣﻬﻤﺔ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺱ ﻣﻦ ﺧﻼﻝ‬ ‫ﻭﺍﻟﻠﻌﺐ ﻭﺍﻟﻨﺸﺎﻁ ﺍﻟﺘﺮﺑﻮﻱ ﻭﺍﶈﺎﺿﺮﺓ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳉﺰﺋﻴﺔ ﻭﺍﻟﻜﻠﻴﺔ ﻭﺍﻻﻧﺘﻘﺎﺋﻴﺔ‬ ‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﺳﺘﻴﻌﺎﺏ ﺑﻌﺾ ﺍﳌﻬﺎﺭﺍﺕ ﰲ ﺍﻟﻮﻗﺖ ﺫﺍﺗﻪ . ﲢﺪﺙ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺮﺍﺑﻂ‬ ‫ﻭﺍﻻﺳﺘﻘﺮﺍﺋﻴﺔ ﻭﺍﻟﻘﻴﺎﺳﻴﺔ ﻭﺍﻻﺗﺼﺎﻟﻴﺔ . ﻭﺍﻟﺘﻌﻠﻢ ﺍﻟﻔﻌﺎﻝ ﻣﺮﻫﻮﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻘﻨﻴﺎﺕ‬ ‫ﻭﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻧﻔﺴﻬﺎ، ﻭﺑﲔ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍ‪‬ﺎﻻﺕ ﺍﻷﺧﺮﻯ.‬ ‫ﺍﳌﻨﺎﺳﺒﺔ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻼﺋﻤﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﺍﻟﱵ ﺗﺸﺠﻊ ﺍﻟﺪﺍﺭﺱ ﻋﻠﻰ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ‬ ‫ﻭﻛﺬﻟﻚ ﺍﻟﺘﺮﺍﺑﻂ ﻭﺍﻟﺘﻜﺎﻣﻞ ﺑﲔ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﳊﻜﻢ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﺸﻮﻳﻘﻪ ﺇﻟﻴﻬﺎ . ﻭﻣﻦ ﰒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﺪﺍﺭﺱ ﺃﻥ ﻳﻔﻜﺮ ﺗﻔﻜﲑﺍ ﻧﻘﺪﻳﺎ ﻭﺇﺑﺪﺍﻋﻴﺎ‬ ‫ﻭﺍﻷﻣﺜﺎﻝ .‬ ‫ﲜﺎﻧﺐ ﺍﻻﺗﺼﺎﻝ ﻣﻊ ﺍﻵﺧﺮﻳﻦ ﺑﺄﺩﺏ ﺭﻓﻴﻊ .‬ ‫ﺍﻟﺘﺴﺮﻳﺐ‬ ‫٧(‬ ‫ﺗﻌﺪﺩ ﺍﳌﺼﺎﺩﺭ‬ ‫٣(‬ ‫ﺍﻟﺘﺴﺮﻳﺐ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺇﺩﺧﺎﻝ ﺍﻟﻘﻴﻢ ﺍﻷﺧﻼﻗﻴﺔ ﻭﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﳌﻬﺎﺭﺍﺕ ﺫ ﺍﺕ ﺍﻟﻘﻴﻢ‬ ‫ﳚﺪﺭ ﻟﻠﻤﻌﻠﻢ ﺃﻥ ﻳﺴﺘﻐﻞ ﺍﳌﻜﺘﺒﺔ ﻭﻣﺮﻛﺰ ﺍﳌﺼﺎﺩﺭ ﻭﳐﺘﱪ ﺍﳊﺎﺳﻮﺏ ﻋﻨﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻹﺿﺎﻓﻴﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﻭﻣﻦ ﺃﻫﻢ ﺍﳌﻬﺎﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻘﻴﻢ ﺍﻹﺿﺎﻓﻴﺔ ﻫﻲ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ . ﺑﻴﻨﻤﺎ ﺗﻜﻮﻥ ﺍﳉﺮﺍﺋﺪ ﻭﺍ‪‬ﻼﺕ ﻭﺍﳌﻌﺎﺟﻢ ﻭﺍﳌﻘﺎﻻﺕ ﻣﻦ ﺍ ﻹﻧﺘﺮﻧﺖ ﻭﺑﺮﺍﻣﺞ‬ ‫ﻝ‬
  • 17. ‫ﻭﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﺍﻟﻜ ﺘﺎﺑﺔ . ﺑﻴﻨﻤﺎ ﻳﻈﻬﺮ ﺗﻌﺪﺩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﰲ ﺍﻟﺘﻤﺜﻴﻞ ﻭﺍﳊﻮﺍﺭ ﺑﲔ‬ ‫ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ، ﻓﻴﻨﺒﻐﻲ ﻟﻠﻤﻌﻠﻢ ﺗﺴﺮﻳﺒﻬﺎ ﰲ ﺗﻌﻠﻴﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ‬ ‫ﺍﻟﺪﺍﺭﺳﲔ ﻭﺍﻟﻠﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺗﻮﻓﻴﻖ ﺍﻟﺼﻮﺭ ﺑﺎﻟﻜﻠﻤﺎﺕ ﻭﻭﺻﻞ ﺍﳊﺮﻭﻑ ﻟﺘﻜﻮﻥ ﻛﻠﻤﺔ .‬ ‫ﻭﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ . ﻭﻳﺮﻛﺰ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻨﻘﺪﻱ ﻭﺍﻹﺑﺪﺍﻋﻲ ﰲ‬ ‫ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﺭﻏﻢ ﺃﻥ ﺗﺴﺮﻳﺐ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻬﺎﺭﺍﺕ ﻳﺪﺭﻛﻪ ﺍﳌﻌﻠﻢ‬ ‫ﺍﻟﺘﻘﻴﻴﻢ‬ ‫ﻭﻳﻄﺮﺣﻪ ﺑﺎﻧﺘﻈﺎﻡ ﻭﻟﻜﻨﻬﺎ ﺗﺘﺴﺮﺏ ﺇﱃ ﺍﻟﺪﺍﺭﺱ ﻃﺒﻴﻌﻴﺎ ﻭﻏﲑ ﻣﺒﺎﺷﺮ ﺑﻌﻴﺪﺍ ﻋﻦ ﺍﻟﺘﺼﻨﻊ‬ ‫ﻛﻤﺎ ﻋﺮﻓﻨﺎ ﺃﻥ ﺍﻟﺘﻘﻴﻴﻢ ﺟﺰﺀ ﻻ ﻳﺘﺠﺰﺃ ﻣﻦ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ . ﺍﻟﺘﻘﻴﻴﻢ ﻫﻮ ﺍﻷﻧﺸﻄﺔ ﳉﻠﺐ‬ ‫ﻭﺍﻟﻘﻬﺮ .‬ ‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻔﻴﺪﺓ ﻋﻦ ﺇﳒﺎﺯﺍﺕ ﺍﻟﺪﺍﺭﺱ ﻭ ﻣﺴﺘﻮﻯ ﲢ ﻘﹼﻖ ﺍﻟﻨﺘﺎﺝ ﺍﳌﺮﺳﻮﻡ . ﻭﻳﻜﻮﻥ ﺗﻘﻴﻴﻢ‬ ‫ﺍﻟﺪﺍﺭﺱ ﻣﺴﺘﻤﺮﺍ ﻋﻨﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻣﺴﺎﻳﺮﺍ ﻣﻊ ﺍﻟﺘﻘﻴﻴﻢ ﺍﻟﺬﻱ ﺗﺪﻳﺮﻩ ﺍﳌﺪﺍﺭﺱ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺣﺴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ‬ ‫٨(‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ )‪ . (PKSR‬ﻭﻳﺘﺨﺬ ﺍﳌﻌﻠﻢ ﺑﻌﺾ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻼﺯﻣﺔ ﺑﻌﺪ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﻴﻴﻢ ﺇﻣﺎ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﺣﺴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻭﺍﳌﻮﺍﻗﻒ ﺭﻛﻦ ﺃﺳﺎﺳﻲ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ .‬ ‫ﺑﺎﻷﻧﺸﻄﺔ ﺍﻹﺻﻼﺣﻴﺔ ﺃﻭ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺛﺮﺍﺋﻴﺔ .‬ ‫ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴ ﺔ ، ﻳﺴﺘﻄﻴﻊ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﺮﺑﻂ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻗﻮﺍﻋﺪ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺑﺎﳌﻮﺍﻗﻒ ﺍﳌﻌﻴﻨﺔ . ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ ﳝﻜﻦ ﺭﺑﻂ ﺍﻟﻠﻐﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ ﺑﺸﻜﻞ ﻏﲑ ﻣﺒﺎﺷﺮ .‬ ‫ﺍﻹﺻﻼﺡ‬ ‫٩(‬ ‫ﻳﻨﺒﻐﻰ ﻟﻠﻤﻌﻠﻢ ﺍﻟﻘﻴﺎﻡ ﺑﻌﻤﻠﻴﺔ ﺍﻹﺻﻼﺡ ﻟﻠﺪﺍﺭﺱ ﺍﻟﺬﻱ ﱂ ﻳﺼﻞ ﺇﱄ ﺍﳌﺴﺘﻮﻯ ﺍﳌﻄﻠﻮﺏ،‬ ‫ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﳝﻜﻨﻪ ﺇﺟﺮﺍﺀ ﺍﻷﻧﺸﻄﺔ ﺍﻹﺿﺎﻓﻴﺔ ﻟﺮﻓﻊ ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺱ .‬ ‫ﺍﻹﺛﺮﺍﺀ‬ ‫٠١(‬ ‫ﻧﻈﺮﺍﹰ ﻟﺘﺒﺎﻳﻦ ﻗﺪﺭﺓ ﺍﻟﺪﺍﺭﺱ ﺍﻟﻌﻘﻠﻴﺔ ﻭﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻜﺎﻣﻨﺔ ﺩﺍﺧﻠﻪ، ﻓﻌﻤﻠﻴﺔ ﺍﻹﺛﺮﺍﺀ‬ ‫ﻟﻴﺴﺖ ﺑﺄﻣﺮ ﻫﻴ‪‬ﻦ . ﻳﻨﺼﺢ ﺃﻥ ﻳﻌﻄﻰ ﻟﻠﺪﺍﺭﺱ ﺍﳌﺘﻔﻮﻕ ﺍﻟﺬﻱ ﺣﻘﻖ ﻧﺘﺎﺝ ﺍﻟﺘﻌﻠﻢ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺃﻛﺜﺮ ﺗﻘﺪﻣﺎ ﺇﻣﺎ ﺑﺎﻟﺘﺪﺭﻳ ﺒﺎﺕ ﺍﻟﺬﺍﺗﻴﺔ ﺃﻭ ﺑﺈﺭﺷﺎﺩ ﺍﳌﻌﻠﻢ .‬ ‫ﻭﺗﻈﻬﺮ ﻫﺬﻩ ﺍﻹﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﻌﺸﺮ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ . ﻭﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ، ﺃﻥ‬ ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﺘﻤﺮﻛﺰ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺱ ﻳﺘﻤﺜﻞ ﰲ ﺍﻷﻧﺸﻄﺔ ﺍﻵﺗﻴﺔ : ﺗﺮﺩﻳﺪ ﺍﳌﺴﻤﻮﻉ ﻭﻗﺮﺍﺀﺓ‬ ‫ﺍﻟﺪﺍﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﻭﻧﺴﺦ ﺍﳊﺮﻭﻑ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻭﺍﻟﻜﺮﺍﺳﺔ ﻭﺗﻠﻮﻳﻦ ﺍﳊﺮﻭﻑ‬ ‫ﻡ‬
  • 18. ‫ﺍﻟﺸﻬﻮﺭ ﺍﻹﺳﻼﻣﻴﺔ‬ ‫١( ﺍﳌﻮﺿﻮﻉ ﺍﻷﻭﻝ :‬ ‫٢( ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ :‬ ‫١.٢ ﺍﳊﺮﻭﻑ ﺍﳌﺮﻛﺰﺓ :‬ ‫ﻕ–ﻙ–ﺱ-ﺹ‬ ‫٢.٢ ﺍﻟﻜﻠﻤﺎﺕ :‬ ‫ﳏﺮﻡ – ﺻﻔﺮ– ﺭﺑﻴﻊ ﺍﻷﻭﻝ – ﺭﺑﻴﻊ ﺍﻵﺧﺮ - ﲨﺎﺩﻯ ﺍﻷﻭﱃ - ﲨﺎﺩﻯ ﺍﻵﺧﺮﺓ – ﺭﺟﺐ – ﺷﻌﺒﺎﻥ –‬ ‫ﺭﻣﻀﺎﻥ - ﺷﻮﺍﻝ - ﺫﻭﺍﻟﻘﻌﺪﺓ - ﺫﻭﺍﳊﺠﺔ‬ ‫٣.٢ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﻀﻤﺎﺋﺮ ﺍﳌﻨﻔﺼﻠﺔ ﻭﺍﳌﺘﺼﻠﺔ : ﺃﻧﺘﻢ - ـﻜﻢ ، ﺃﻧﱳ - ـﻜﻦ‬ ‫٤.٢ ﺍﻟﻌﺒﺎﺭﺍﺕ :‬ ‫... ﰲ ...‬ ‫١‬
  • 19. ‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺴﻤﻴﻊ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﺪﺭﻭﺳﺔ ﻋﺪﺓ ﻣﺮﺍﺕ‬ ‫ﻭﺗﺮﺩﻳﺪﻫﻢ ﺇﻳﺎﻫﺎ ﲨﺎﻋﻴﺎ ﻭﻓﺌﻮﻳﺎ ﻭﻓﺮﺩﻳﺎ .ً‬ ‫٢.٢.٤‬ ‫٤.١.٣‬ ‫٦.١.٢‬ ‫١.٢.١‬ ‫ﺏ . ﻧﻄﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺃﺻﻮﺍﺕ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭ ﺍﺕ ﺍﳌﺮﻛﺰ ﻋﻠﻴﻬﺎ ﻧﻄﻘﺎ‬ ‫ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻧﻄﻖ ﺍﳊﺮﻭﻑ ﺍﳌﺘﻤﺎﺛﻠﺔ ﻧﻄﻘﺎ ﺗﺴﻤﻴﺔ ﺍﳊﺮﻭﻑ ﰲ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ‬ ‫ﺻﺤﻴﺤﺎ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ.‬ ‫ﺻﺤﻴﺤﺎ.‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺝ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻓﻴﻬﺎ ﺍﳊﺮﻭﻑ ﺍﳌﺮﻛﺰ ﻋﻠﻴﻬﺎ ﻗﺮﺍﺀﺓ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺑﺈﺗﻘﺎﻥ .‬ ‫ﳕﻮﺫﺟﻴﺔ .‬ ‫١.٢.٣‬ ‫١.٢.٢‬ ‫ﺩ . ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺪﺭﻭﺳﺔ ﻧﺴﺨﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫٢.٢.١‬ ‫ﻩ . ﺗﺮﺗﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ ﺗﺮﺗﻴﺐ ﺍﻷﺭﻗﺎﻡ ﻭﺍﻷﻋﺪﺍﺩ ﺗﺮﺗﻴﺒﺎ .‬ ‫٤.٢.٤‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻗﺮﺍﺀﺓ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻧﻄﻘﺎ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻷﺭﻗﺎﻡ‬ ‫ﻭ . ﻛﺘﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫.ﺻﺤﻴﺤﺎ‬ ‫ﻭﺍﻷﻋﺪﺍﺩ ﺑﺈﺗﻘﺎﻥ .‬ ‫ﺍﻷﻭﻝ‬ ‫ﺯ . ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺪﺭﻭﺳﺔ ﻧﺴﺨﺎ ﺻﺤﻴﺤﺎ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺘﺎﺑﺔ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫٤.٢.١‬ ‫ﺗﺮﺩﻳﺪ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫١.٣.٤‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﻧﺴﺦ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﺍﻟﺒﺴﻴﻄﺔ .‬ ‫١.٣.١‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﳉﻤﻞ‬ ‫ﺑﺈﺗﻘﺎﻥ .‬ ‫٢‬
  • 20. ‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺴﻤﻴﻊ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﰒ ﺇﺷﺎﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﺇﱃ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫٦.٢.٤‬ ‫٣.٢.٣‬ ‫٥.٢.٢‬ ‫٥.١.١‬ ‫ﺏ . ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳉﻤﻞ ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﺘﻮﻓﻴﻖ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ‬ ‫ﺗﺴﻤﻴﺔ ﺍﻷﺷﻴﺎﺀ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺃﺻﻮﺍﺕ‬ ‫ﺝ . ﺗﻌﻴﲔ ﺍﻟﺘﻼﻣﻴﺬ ﺑﻌﺪ ﺍﻻﺳﺘﻤﺎﻉ ﺇﻟﻴﻬﺎ .‬ ‫ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﺼﻮﺭ‬ ‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﺼﻮﺭ ﻗﺮﺍﺀﺓ.‬ ‫ﹰ‬ ‫ﻭﺍﻟﺼﻮﺭ .‬ ‫ﺍﳊﺮﻭﻑ ﺍﳌﺘﻤﺎﺛﻠﺔ‬ ‫ﺩ . ﻧﻄﻖ ﺍﻟﺘﻼﻣﻴﺬ ﻟﻠﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﺍﻟﱵ ﻓﻴﻬﺎ‬ ‫ﻛﺘﺎﺑ ﺔﹰ .‬ ‫ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫ﺍﳊﺮﻭﻑ ﺍﳌﺮﻛﺰﺓ ﻋﻠﻴﻬﺎ ﻧﻄﻘﺎ ﺻﺤ ﻴﺤﺎ .‬ ‫ﻩ . ﺗﺴﻤﻴﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺼﻮﺭﺓ ﺷﻔﻬﻴﺎ ﻭ ﻛﺘﺎﺑﻴﺎ .‬ ‫٥.٢.٣‬ ‫٧.٢.٢‬ ‫٣.٢.١‬ ‫ﻭ . ﺇﺟﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺑﺎﻹﺟﺎﺑﺔ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﱪﺍﺕ ﻋﻨﺪ ﻗﺮﺍﺀﺓ‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﱪﺍﺕ ﻋﻨﺪ‬ ‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺤﺔ‬ ‫ﺯ . ﻗﺮﺍﺀﺓ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﲤﻴﻴﺰ ﺑﲔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ.‬ ‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺍﻟﺜﺎﱐ‬ ‫ﺃﺻﻮﺍﺕ ﺍﳊﺮﻭﻑ ﺍﳌﺘﻤﺎﺛﻠﺔ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ .‬ ‫ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫ﺡ . ﺗﻮﻓﻴﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻭ ﺍﳉﻤﻞ ﺑﺎﻟﺼﻮﺭ‬ ‫ﻗﺮﺍﺀ ﺓﹰ ﻭﻛﺘﺎﺑﺔ .‬ ‫٢.٣.١‬ ‫ﻁ . ﻛﺘﺎﺑﺔ ﺍﻟﺘﻼﻣﻴ ﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺻﺤﺔ ﺍﳉﻤﻞ‬ ‫ﺍﳌ ﺴﻤﻮﻋﺔ .‬ ‫٣.٣.١‬ ‫ﺗﺮﺩﻳﺪ ﺍﳉﻤﻞ ﺍﳌﺴﻤﻮﻋﺔ .‬ ‫٣‬
  • 21. ‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﻣﺮﺍﻋﺎﺓ‬ ‫ﺍﻟﻨﱪﺍﺕ ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫٨.٢.٤‬ ‫١.٣.٣‬ ‫٢.٣.٢‬ ‫٥.٢.١‬ ‫ﺇﻣ ﻼﺀ ﺍﻟﻜﻠﻤﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺏ . ﺗﺴﻤﻴﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﲰﺎﺀ ﺍﻟﺸﻬﻮﺭ ﺍﻟﺴﻼﻣﻴﺔ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻨﱪﺍﺕ‬ ‫ﻗﺮﺍﺀﺓ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﺍﻟﺘﻌﺒﲑ ﰲ ﺍﻟﻜﻼﻡ‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻧﱪﺍﺕ‬ ‫ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒ ﺔ .‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﺒﺴﻴﻄﺔ ﻗﺮﺍﺀﺓ ﺻﺤﻴﺤﺔ .‬ ‫ﺑﺎﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺝ . ﺇﺟﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺑﺎﻹﺟﺎﺑﺔ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫ﻭﺍﻟﺒﺴﻴﻄﺔ ﺣﺴﺐ‬ ‫ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﺩ . ﺇﺟﺮﺍﺀ ﺍﳊﻮﺍﺭ ﺑﲔ :‬ ‫٣.٣.٤‬ ‫٢.٣.٣‬ ‫ﺍﳌﻮﺍﻗﻒ ﻭﺍﻟﻮﻇﺎﺋﻒ‬ ‫• ﺗﻠﻤﻴﺬﻳﻦ .‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻟﺘﻜﻮﻥ‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻔﻘﺮﺓ ﺍﻟﻘﺼﲑﺓ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ .‬ ‫٤.٣.١‬ ‫• ﺗﻠﻤﻴﺬ ﻭﻣﺪﺭﺱ.‬ ‫ﲨﻠﺔ ﻣﻔﻴﺪﺓ .‬ ‫ﻗﺮﺍﺀﺓ ﺻﺤﻴﺤﺔ .‬ ‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﰲ‬ ‫ﻩ . ﲤﺜﻴﻞ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳊﻮﺍﺭ .‬ ‫٣.٣.٢‬ ‫ﺍﳉﻤﻞ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﻭ . ﺇﻟﻘﺎﺀ ﺍﻟﻨﺸﻴﺪ ﺑﻨﻐﻢ ﻣﻨﺎﺳﺐ .‬ ‫٤.٣.٤‬ ‫٣.٣.٣‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﻨ ﻐﻴﻤﺎﺕ ﰲ‬ ‫ﺯ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻊ ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﻛﺘﺎﺑﺔ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﻋﻨﺪ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫٥.٣.١‬ ‫ﺇﻳﺎﻫﺎ .‬ ‫ﺍﻟﺒﺴﻴﻄﺔ .‬ ‫ﻗﺮﺍﺀﺓ ﺍﳉﻤﻞ ﻭﺍﻟﻔﻘﺮﺍﺕ .‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﺘﺤﻴﺎﺕ ﻭﺍﻷﻭﺍﻣﺮ‬ ‫ﺍﻟﺜﺎﻟﺚ‬ ‫ﺡ . ﻗﺮﺍﺀﺓ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻣﻊ ﻣﺮﺍﻋﺎﺓ‬ ‫٤.٣.٢‬ ‫ﻭﺍﳊﻮﺍﺭﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﺍﻟﻨﱪ ﺍﺕ ﻭﺍﻟﺘﻨﻐﻴﻤﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ .‬ ‫٤.٣.٣‬ ‫ﺍﻹﺑﺪﺍﻉ ﰲ ﺍﻟﺘﻌﺒﲑ‬ ‫ﻁ . ﺇﻣﻼﺀ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ‬ ‫ﺍﻟﺸﻔﻮﻯ.‬ ‫٦.٣.١‬ ‫ﺻﺤﻴﺤﺔ.‬ ‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﳌﻮﺍﺩ ﺍﳌﻘﺮﻭﺀﺓ .‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﻠﻨﺼﻮﺹ ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﻱ. ﺗﺮﺗﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻟﺘﻜﻮﻥ ﲨﻠﺔ‬ ‫ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﻣﻔﻴﺪﺓ .‬ ‫ﻙ . ﺗﻮﻓﻴﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺑﲔ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺃﻭ ﺍﳉﻤﻞ‬ ‫ﺑﺎﻟﺼﻮﺭ ﻗﺮﺍﺀ ﺓﹰ ﻭﻛﺘﺎﺑﺔ .‬ ‫ﺍﻟﻠﻌﺒﺔ ﺍﻟﻠﻐﻮﻳﺔ : ﻟﻌﺒﺔ ﺍﳋﺮﻳﺸﺔ )‪(scrabble‬‬ ‫٤‬
  • 22. ‫ﺍﻷﻣﺎﻛﻦ ﰲ ﺍﻟﺒﻴﺖ‬ ‫:‬ ‫١( ﺍﳌﻮﺿﻮﻉ ﺍﻟﺜﺎﱐ‬ ‫٢( ﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﻠﻐﻮﻳﺔ :‬ ‫١.٢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﰐ :‬ ‫ﺍﳌﺪ : ﺍﻻﺳﺘﻘﺒﺎﻝ - ﺍﻟﻨﻮﻡ – ﺍﻟﻄﻌﺎﻡ – ﺍﳌﻴﺎﻩ – ﺍﻟﻘﺮﺍﺀﺓ‬ ‫٢.٢ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺻﺎﻟﺔ ﺍﻻﺳﺘﻘﺒﺎﻝ - ﻏﺮﻓﺔ ﺍﻟﻨﻮﻡ - ﻏﺮﻓﺔ ﺍﻟﻄﻌﺎﻡ - ﺩﻭﺭﺓ ﺍﳌﻴﺎﻩ - ﻏﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ‬ ‫٣.٢ ﻗﻮﺍﻋﺪ ﺍﻟﻠ ﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻓﻌﻞ ﺍﻷﻣﺮ‬ ‫٤.٢ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫... ﰲ ﺻﺎﻟﺔ ﺍﻻﺳﺘﻘﺒﺎﻝ ! - ... ﰲ ﻏﺮﻓﺔ ﺍﻟﻨﻮﻡ ! - ... ﰲ ﻏﺮﻓﺔ ﺍﻟﻄﻌﺎﻡ! - ... ﰲ ﺩﻭﺭﺓ ﺍﳌﻴﺎﻩ! - ... ﰲ ﻏﺮﻓﺔ ﺍﻟﻘﺮﺍﺀﺓ!‬ ‫٥‬
  • 23. ‫ﺍﳌﻬﺎﺭﺍﺕ‬ ‫ﺍﻷﻧﺸﻄﺔ ﺍﳌﻘﺘﺮﺣﺔ‬ ‫ﺍﳌﺴﺘﻮﻯ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﻟﻘﺮﺍﺀﺓ‬ ‫ﺍﻟﻜﻼﻡ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ‬ ‫ﺃ . ﺗﺴﻤﻴﻊ ﺍﳌ ﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳉﻤﻞ ﺍﳌﺪﺭﻭﺳﺔ ﻋﺪﺓ‬ ‫ﻣﺮﺍﺕ ﻭﺗﺮﺩﻳﺪﻫﻢ ﺇﻳﺎﻫﺎ ﲨﺎﻋﻴﺎ ﻭﻓﺌﻮﻳﺎ ﻭﻓﺮﺩﻳ ﺎﹰ .‬ ‫٢.٢.٤‬ ‫٤.١.٣‬ ‫١.٢.٢‬ ‫١.٢.١‬ ‫ﺏ . ﻧﻄﻖ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺗﺴﻤﻴﺔ ﺍﳊﺮﻭﻑ ﰲ‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﻟﻜﻠﻤﺎﺕ ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ﺝ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻓﻴﻬﺎ ﺍﳌﺪ ﻗﺮﺍﺀﺓ ﳕﻮﺫﺟﻴﺔ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﻄﺮﻳﻘﺔ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻜﺘﻮﺑﺔ .‬ ‫ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺈﺗﻘﺎﻥ .‬ ‫ﺩ . ﻗﺮﺍﺀﺓ ﺍﳌﺪﺭﺱ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻣﻊ ﺗﺮﺩﻳﺪ ﺍﻟﺘﻼﻣﻴﺬ‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫ﺇﻳﺎﻫﺎ .‬ ‫٥.١.٣‬ ‫٢.٢.٢‬ ‫٤.٢.١‬ ‫ﻩ . ﺿﺒﻂ ﺍﳊﺮﻭﻑ ﺑﺎﳌﺪ ﺿﺒﻄﺎ ﺻﺤﻴﺤﺎ .‬ ‫٤.٢.٤‬ ‫ﻧﻄﻖ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺗﻌﻴﲔ ﺃﺷﻜﺎﻝ ﺍﻟﻀﺒﻂ‬ ‫ﺗﺮﺩﻳﺪ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﻭ . ﻧﺴﺦ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﺍﳌﺪﺭﻭﺳﺔ ﻧﺴﺨﺎ ﺻﺤﻴﺤﺎ‬ ‫ﻛﺘﺎﺑﺔ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﳌﺸﺘﻤﻠﺔ ﻋﻠﻰ ﺣﺮﻭﻑ ﺍﳌﺪ ﻭﺍﳌﺪ ﻭﺍﻟ ﺸ‪‬ﺪﺓ ﰲ ﺍﻟﻜﻠﻤﺔ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳌﺴﻤﻮﻋﺔ.‬ ‫ﺍﻷﻭﻝ‬ ‫ﺯ . ﻛﺘﺎﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﳉﻤﻞ ﻛﺘﺎﺑﺔ ﺻﺤﻴﺤﺔ .‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻛﺘﺎﺑﺔ‬ ‫ﺍﳌﻜﺘﻮﺑﺔ ﻭﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻨﻬﺎ .‬ ‫ﻧﻄﻘﺎ ﺻﺤﻴﺤﺎ .‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫١.٣.١‬ ‫١.٢.٣‬ ‫ﺍﻻﺳﺘﻤﺎﻉ ﺇﱃ ﺍﳉﻤﻞ‬ ‫١.٣.٤‬ ‫ﻗﺮﺍﺀﺓ ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺑﺈﺗﻘﺎﻥ‬ ‫ﻧﺴﺦ ﺍﳉﻤﻞ ﺍﻟﺴﻬﻠﺔ‬ ‫ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﻗﺮﺍﺀﺓ‬ ‫ﺍﻟﺒﺴﻴﻄﺔ .‬ ‫ﺻﺤﻴﺤﺔ .‬ ‫٦‬