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‫ﺇﺿﺎﺀﺍﺕ‬
‫ﻟِﻤﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑِﻬﺎ‬

‫ﺩ‪ .‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻔﻮﺯﺍﻥ‬
‫‪١٤٣١‬ﻫـ‬

‫‪‬ﻣ ﹶﻘﺪ‪‬ﻣ‪‬ـﺔ‬
‫ﷲ ِﻣ ‪‬ﻦ ﺷ‪‬ﺮﻭ ِﺭ ﺃ‪‬ﻧ ﹸﻔﺴِﻨﺎ‪ ،‬ﻭ ِﻣ ‪‬ﻦ‬
‫ﺴ‪‬ﺘ ‪‬ﻐ ِﻔ ‪‬ﺮ ‪‬ﻩ ‪ ،‬ﻭﻧ‪‬ﻌﻮ ﹸﺫ ﺑِﺎ ِ‬
‫ﺴﺘ‪‬ﻌﻴ‪‬ﻨ ‪‬ﻪ ﻭﻧ‪ ‬‬
‫ﺤ ‪‬ﻤ ‪‬ﺪ ‪‬ﻩ ‪ ،‬ﻭ‪‬ﻧ ‪‬‬
‫ﷲ ‪‬ﻧ ‪‬‬
‫ﺇ ﹼﻥ ﺍﳊﻤ ‪‬ﺪ ِ ِ‬
‫ﺸ ‪‬ﻬ ‪‬ﺪ ﺃ ﹾﻥ ﻻ ِﺇﹶﻟ ‪‬ﻪ‬
‫ﻱ ﹶﻟ ‪‬ﻪ ‪ ،‬ﻭ‪‬ﻧ ‪‬‬
‫ﻀِﻠ ﹾﻞ ﻓﹶﻼ ﻫﺎ ِﺩ ‪‬‬
‫ﻀ ﱠﻞ ﹶﻟ ‪‬ﻪ ‪ ،‬ﻭ ‪‬ﻣﻦ‪ ‬ﻳ ‪‬‬
‫ﷲ ﻓﹶﻼ ‪‬ﻣ ِ‬
‫ﺕ ﺃﻋ‪‬ﻤﺎﻟِﻨﺎ‪ ،‬ﻣ ‪‬ﻦ ‪‬ﻳ ‪‬ﻬ ِﺪ ِﻩ ﺍ ُ‬
‫‪‬ﺳﻴ‪‬ﺌﺎ ِ‬
‫ﺤﻤ‪‬ﺪﹰﺍ ‪‬ﻋ‪‬ﺒ ‪‬ﺪ ‪‬ﻩ ‪‬ﻭﺭ‪‬ﺳ ‪‬ﻮﹸﻟ ‪‬ﻪ‪.‬‬
‫ﺸ ‪‬ﻬ ‪‬ﺪ ﺃ ﹼﻥ ‪‬ﻣ ‪‬‬
‫ﻚ ﹶﻟ ‪‬ﻪ‪ ،‬ﻭ‪‬ﻧ ‪‬‬
‫ﷲ ‪‬ﻭ ‪‬ﺣ ‪‬ﺪ ‪‬ﻩ ﻻ ﺷ‪‬ﺮ‪‬ﻳ ‪‬‬
‫ِﺇ ﹼﻻ ﺍ ُ‬
‫ ﻳ‪‬ﺎ ﹶﺃ‪‬ﻳﻬ‪‬ﺎ ﺍﱠﻟﺬِﻳ ‪‬ﻦ ﺁ ‪‬ﻣﻨ‪‬ﻮﺍ ﺍ‪‬ﺗ ﹸﻘـﻮﺍ ﺍﻟﱠﻠ ‪‬ﻪ ‪‬ﺣ ‪‬ﻖ ‪‬ﺗﻘﹶﺎِﺗ ِﻪ ﻭ‪‬ﻻ ‪‬ﺗ ‪‬ﻤـﻮ‪‬ﺗ ‪‬ﻦ ِﺇﻻ ‪‬ﻭﹶﺃ‪‬ﻧ‪‬ﺘ ‪‬ﻢ‬
‫ﺲ ﻭ‪‬ﺍ ِﺣ ‪‬ﺪ ٍﺓ ‪‬ﻭ ‪‬ﺧﹶﻠ ‪‬ﻖ‬
‫ﺱ ﺍ‪‬ﺗﻘﹸﻮﺍ ‪‬ﺭ‪‬ﺑ ﹸﻜ ‪‬ﻢ ﺍﱠﻟﺬِﻱ ‪‬ﺧﹶﻠ ﹶﻘ ﹸﻜ ‪‬ﻢ ِﻣ ‪‬ﻦ ‪‬ﻧ ﹾﻔ ٍ‬
‫ﺴِﻠ ‪‬ﻤـﻮ ﹶﻥ  ‪  ،‬ﻳ‪‬ﺎ ﹶﺃ‪‬ﻳﻬ‪‬ﺎ ﺍﻟﻨ‪‬ﺎ ‪‬‬
‫‪‬ﻣ ‪‬‬
‫ﺚ ِﻣ‪‬ﻨ ‪‬ﻬﻤ‪‬ﺎ ِﺭﺟ‪‬ﺎ ﹰﻻ ﹶﻛﺜِﲑﹰﺍ ‪‬ﻭِﻧﺴ‪‬ﺎ ًﺀ ﻭ‪‬ﺍ‪‬ﺗﻘﹸﻮﺍ ﺍﻟﱠﻠ ‪‬ﻪ ﺍﱠﻟﺬِﻱ ‪‬ﺗﺴ‪‬ﺎ َﺀﻟﹸﻮ ﹶﻥ ِﺑ ِﻪ ﻭ‪‬ﺍ َﻷ ‪‬ﺭﺣ‪‬ﺎ ‪‬ﻡ ِﺇ ﱠﻥ‬
‫ِﻣ‪‬ﻨﻬ‪‬ﺎ ‪‬ﺯ ‪‬ﻭ ‪‬ﺟﻬ‪‬ﺎ ‪‬ﻭ‪‬ﺑ ﱠ‬
‫ﺼِﻠ ‪‬ﺢ‬
‫ﺍﻟﱠﻠ ‪‬ﻪ ﻛﹶﺎ ﹶﻥ ‪‬ﻋﹶﻠ‪‬ﻴ ﹸﻜ ‪‬ﻢ ‪‬ﺭﻗِﻴﺒﹰﺎ  ‪  ،‬ﻳ‪‬ﺎ ﹶﺃ‪‬ﻳﻬ‪‬ﺎ ﺍﱠﻟﺬِﻳ ‪‬ﻦ ﺁ ‪‬ﻣﻨ‪‬ﻮﺍ ﺍ‪‬ﺗﻘﹸﻮﺍ ﺍﻟﱠﻠ ‪‬ﻪ ‪‬ﻭﻗﹸﻮﻟﹸﻮﺍ ﹶﻗ ‪‬ﻮ ﹰﻻ ‪‬ﺳﺪِﻳﺪﹰﺍ ‪‬ﻳ ‪‬‬
‫ﹶﻟ ﹸﻜ ‪‬ﻢ ﹶﺃﻋ‪‬ﻤ‪‬ﺎﹶﻟ ﹸﻜ ‪‬ﻢ ‪‬ﻭ‪‬ﻳ ‪‬ﻐ ِﻔ ‪‬ﺮ ﹶﻟ ﹸﻜ ‪‬ﻢ ﹸﺫﻧ‪‬ﻮ‪‬ﺑ ﹸﻜ ‪‬ﻢ ‪‬ﻭ ‪‬ﻣ ‪‬ﻦ ‪‬ﻳﻄِ ِﻊ ﺍﻟﱠﻠ ‪‬ﻪ ‪‬ﻭ ‪‬ﺭﺳ‪‬ﻮﹶﻟ ‪‬ﻪ ﹶﻓ ﹶﻘ ‪‬ﺪ ﻓﹶﺎ ‪‬ﺯ ﹶﻓﻮ‪‬ﺯﹰﺍ ‪‬ﻋﻈِﻴﻤﹰﺎ ‬
‫ﻱ ﳏﻤ‪‬ـ ٍﺪ‪ ،‬ﻭﺷ‪‬ـ ‪‬ﺮ‬
‫ﻱ ‪‬ﻫ ‪‬ﺪ ‪‬‬
‫ﺴ ‪‬ﻦ ﺍ ﹶﳍ ‪‬ﺪ ِ‬
‫ﷲ‪ ،‬ﻭﺃ ‪‬ﺣ ‪‬‬
‫ﺏﺍِ‬
‫ﺚ ﻛِﺘﺎ ‪‬‬
‫ﻕ ﺍﳊﹶﺪ‪‬ﻳ ِ‬
‫ﺻ ‪‬ﺪ ‪‬‬
‫ﺃﻣ‪‬ﺎ ‪‬ﺑ ‪‬ﻌ ‪‬ﺪ‪ ،‬ﹶﻓِﺈ ﱠﻥ ﺃ ‪‬‬
‫ﺤ ‪‬ﺪﹶﺛ ٍﺔ ِﺑ ‪‬ﺪﻋ‪‬ﺔ‪ ،‬ﻭ ﹸﻛ ﱠﻞ ِﺑ ‪‬ﺪ ‪‬ﻋ ٍﺔ ﺿ‪‬ﻼﹶﻟ ٍﺔ‪ ،‬ﻭ ﹸﻛ ﱠﻞ ﺿ‪‬ﻼﹶﻟ ٍﺔ ﰲ ﺍﻟﻨﺎ ِﺭ‪.‬‬
‫ﺤﺪ‪‬ﺛﺎﺗ‪‬ﻬﺎ‪ ،‬ﻭ ﹸﻛ ﱠﻞ ‪‬ﻣ ‪‬‬
‫ﺍﻷُﻣﻮ ِﺭ ‪‬ﻣ ‪‬‬
‫ﻫﺬﻩ ﺇﺿﺎﺀﺍﺕ ﻧﻘﺪﻣﻬﺎ ﳌﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﻟﺮﻓﻊ ﻛﻔﺎﺀ‪‬ﻢ‬
‫ﺍﳌﻬﻨﻴﺔ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭﻗﺪ ﺗﻮﺧﻴﺖ ﻓﻴﻬﺎ ﺍﻻﺧﺘﺼﺎﺭ ﻭﺍﻟﻮﺿﻮﺡ‪،‬‬
‫ﻟﺘﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﻟﻜﺎﻓﺔ ﺍﳌﻌﻠﻤﲔ ‪ ،‬ﻭﻣﻨﺎﺳﺒﺔ ﳌﺴﺘﻮﺍﻫﻢ ﻭﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻔﻌﻠﻴﺔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ؛‬
‫ﻭﻟﺘﻜﻮﻥ ﻣﺮﺟﻌﺎ ﺧﻔﻴﻔﺎ ﺑﻴﺪ ﺍﳌﻌﻠﻢ ﻳﺴﺘﺼﺤﺒﻪ ﻣﻌﻪ ﰲ ﻣﺴﲑﺗﻪ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬
‫ﻭﻫﺬﺍ ﺍﻟﻌﻤﻞ ﺟﻬﺪ ﻣﻘﻞ ﺍﻋﺘﻤﺪ ﻣﻌﺪ‪‬ﻩ ﻓﻴﻪ ﻋﻠﻰ ﺍﻻﻧﺘﻘﺎﺀ ﰲ ﻋﻤﻠﻴﺔ ﺍﳉﻤﻊ‬
‫ﻭﺍﻻﺧﺘﻴﺎﺭ ﳑ‪‬ﺎ ﰲ ﺍﳌﻴﺪﺍﻥ‪ ،‬ﻭﺍﺳﺘﻔﺎﺩ‪ -‬ﺧﺼﻮﺻﺎ‪ -‬ﻣﻦ ﻛﺘﺎﺏ ﺍﳌﻌﻠﻢ ﰲ ﺳﻠﺴﻠﺔ " ﺍﻟﻌﺮﺑﻴﺔ ﺑﲔ‬

‫ﻳﺪﻳﻚ " ﻟﻠﻤﺆﻟﻔﲔ ‪ :‬ﺩ‪ .‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻔﻮﺯﺍﻥ ‪ ،‬ﻭﺩ‪ .‬ﳐﺘﺎﺭ ﺍﻟﻄﺎﻫﺮ ﺣﺴﲔ ‪ ،‬ﻭﺩ‪.‬‬
‫ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ ﳏﻤﺪ ﻓﻀﻞ‪ ،‬ﻭﻣﻦ ﻣﺬﻛﺮﺗ‪‬ﻲ " ﺇﻋﺪﺍﺩ ﻣﻮﺍﺩ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ " ﻭ " ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﺍﻟﻌﻤﻠﻴﺔ " ﻟﻠﻤ‪‬ﻌ ‪‬ﺪ ﻧﻔﺴﻪ‪ ،‬ﻭ "ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﰲ ﺿﻮﺀ ﺍﳌﻨﺎﻫﺞ ﺍﳊﺪﻳﺜﺔ "‬
‫ﻟﻠﺪﻛﺘﻮﺭ ﳐﺘﺎﺭ ﺍﻟﻄﺎﻫﺮ ﺣﺴﲔ‪ ،‬ﻭ " ﺍﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ " ﻟﻠﺪﻛﺘﻮﺭ ﳏﻤﺪ ﻋﺒﺪ ﺍﳋﺎﻟﻖ ﳏﻤﺪ‬
‫ﻓﻀﻞ‪ ،‬ﻭﻣﻦ ﻣﺬﻛﺮﺗ‪‬ﻲ " ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ " ﻭ " ﺍﻟﻮﺳﺎﺋﻞ ﻭﺗﻘﻨﻴﺎﺕ ﺍﻟﺘﻌﻠﻴﻢ " ﻟﻸﺳﺘﺎﺫ ﻋﺒﺪ‬
‫ﺍﷲ ﺑﻦ ﻇﺎﻓﺮ ﺍﻟﻘﺤﻄﺎﱐ ‪ ،‬ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﺇﻧﻨﺎ ﻟﻨﺸﻜﺮ ﺇﺧﻮﺍﻧﻨﺎ ﳑﻦ ﺍﺳﺘﻔﺪﻧﺎ ﻣﻨﻬﻢ ﰲ ﺇﻋﺪﺍﺩ ﻫﺬﻩ ﺍﳌﺎﺩﺓ ؛ ﳑ‪‬ﻦ ﺷﺎﺭﻛﻮﻧﺎ ﰲ‬
‫ﺩﻭﺭﺍﺗﻨﺎ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﳌﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻭﻣﻦ ﻏﲑﻫﻢ‪ ،‬ﻛﻤﺎ ﻧﺸﻜﺮ ﺍﻷﺳﺘﺎﺫﻳﻦ‬
‫ﳏﻤﺪ ﺑﻦ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺁﻝ ﺗﻮﱘ‪ ،‬ﻭﻋﻮﺽ ﺑﻦ ﻋﻠﻲ ﺍﳉﻤﻌﺔ ‪ ،‬ﻭﺍﻟﺪﻛﺘﻮﺭ ﻋﻄﺎ ﺍﳌﻨﺎﻥ ﻋﺒﺪ ﺍﷲ‬
‫ﳏﻤﺪ؛ ﳌﺎ ﻗﺎﻣﻮﺍ ﺑﻪ ﻣﻦ ﻣﺮﺍﺟﻌﺔ ﳍﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻗﺒﻞ ﺻﺪﻭﺭﻩ‪.‬‬
‫ﻛﻤﺎ ﻧﺸﻜﺮ ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻇﺎﻓﺮ ﺍﻟﻘﺤﻄﺎﱐ ﻋﻠﻰ ﻣﺮﺍﺟﻌﺘﻪ ﻟﻠﻜﺘﺎﺏ‬
‫ﻭﺗﺼﻤﻴﻤﻪ ﻭﺇﺧﺮﺍﺟﻪ ﰲ ﺻﻮﺭﺗﻪ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﻳﻘﻊ ﰲ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻣﻦ ﺍﳋﻄﺄ ﻣﺎ ﻳﻘﻊ ﻟﻠﻌﻤﻞ ﺍﻟﺒﺸﺮﻱ؛ ﻭﺇﻧﻨﺎ ﻧﺸﻜﺮ ﻟﻜ ﹼﻞ‬
‫ﻣﻦ ﺻﻮ‪‬ﺏ ﻟﻨﺎ ﺧﻄﺄ‪ ،‬ﺃﻭ ﺳ ‪‬ﺪ ﻧﻘﺼﺎ‪ ،‬ﺃﻭ ﻗﺪ‪‬ﻡ ﺍﻗﺘﺮﺍﺣﺎ‪.‬‬
‫ﻭﻛﺘﺒﻪ‬
‫ﺩ‪ .‬ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺑﻦ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﻔﻮﺯﺍﻥ‬

‫ﺏ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫‪o‬‬

‫ﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻢ‪ ،‬ﻭﺗﺪﺭﻳﺒﻪ‬

‫‪o‬‬

‫ﺍﳌﻌﻠﻢ ﺍﳌﺘﺨﺼﺺ ‪ ،‬ﻭﺍﳌﻌﻠﻢ ﺍﻟﻨﺎﺟﺢ‬

‫‪o‬‬

‫ﺇﺩﺍﺭﺓ ﺍﻟﺼﻒ‬

‫ﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻢ ﻭﺗﺪﺭﻳﺒﻪ‬
‫ﺇ ﹼﻥ ﺍﻟﻌﺎﱂ ﻗﺪ ﻳﻜﻮﻥ ﲝﺮﺍ ﰲ ﻋﻠﻤﻪ‪ ،‬ﻭﻟﻜﻨ‪‬ﻪ ﻗﺪ ﻻ ﻳﻜﻮﻥ ﻣﻌﻠﹼﻤﺎ ﺑﺪﺭﺟﺔ ﺗﻮﺍﺯﻱ ﻣﺎ‬
‫ﻟﺪﻳﻪ ﻣﻦ ﻋﻠﻢ‪ ،‬ﻓﻨﻘﻞ ﺍﻟﻌﻠﻢ ﺇﱃ ﺍﳌﺘﻌﻠﹼﻢ ﳛﺘﺎﺝ ﺇﱃ ﻣﻬﺎﺭﺓ‪ .‬ﻓﻬﻞ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻌﺎﱂ ﺍﻟﺬﻱ ﻻ ﳝﻠـﻚ‬
‫ﺍﻷﺳﻠﻮﺏ ﺍﳌﻨﺎﺳﺐ ﻟﻠﺘﻌﻠﻴﻢ ﺗﻄﻮﻳﺮ ﻧﻔﺴﻪ ﰲ ﻫﺬﺍ ﺍ‪‬ﺎﻝ ؟‬
‫ﺇﻥ ﺍﳌﻌﻠﹼﻢ ﻳﺘﻌﻠﹼﻢ ﺍﻟﻜﺜﲑ ﻋﻦ ﻃﺮﻳﻖ ﺍﳋﱪﺓ ‪ ،‬ﻭﻟﻜ ‪‬ﻦ ﺫﻟﻚ ﻗﺪ ﻻ ﻳﻜﻮﻥ ﻣﻔﻴﺪﺍ ؛ ﻓﻘﺪ‬
‫ﻳﻜﺮ‪‬ﺭ ﺍﳌﻌﻠﹼﻢ ﺳﻠﻮﻛﺎ ﺧﺎﻃﺌﺎ ‪ ،‬ﺃﻭ ﻳﻬﻤﻞ ﻣﺴﺎﺋﻞ ﻣﻬﻤ‪‬ﺔ‪ ،‬ﻛﻤﺎ ﺃ ﹼﻥ ﺑﻌﻀﻬﻢ ﻗﺪ ﻳﻌﺘﻤﺪ ﻃﺮﻳﻘـﺔ‬
‫ﺍﶈﺎﻭﻟﺔ ﻭﺍﳋﻄﺄ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻻﺭﺗﻘﺎﺀ ﺑﺎﳌﻌﻠﻢ‪ ،‬ﻭﻫﻲ ‪:‬‬
‫‪ -١‬ﺍﻟﺘﺄﻫﻴﻞ ‪:‬‬
‫ﻭﻳﺴﻤﻰ ﺃﺣﻴﺎﻧﺎ ﺍﻹﻋﺪﺍﺩ‪ .‬ﻭﻳﻌﲏ ﺫﻟﻚ ﻣﺎ ﻧﻘﻮﻡ ﺑﻪ ﻟﺘﻬﻴﺌﺔ ﺷﺨﺺ ﻣـﺎ‬
‫ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻣﻦ ﺇﻋﺪﺍﺩ ﻟﻐﻮﻱ ﻭﻋﻤﻠﻲ ﻭﺗﺮﺑﻮﻱ ﻗﺒﻞ ﺃﻥ ﳜﻮﺽ ﺍﻟﻌﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ .‬ﻭﻫﺬﺍ ﻫﻮ ﻣﺎ ﺗﻘﻮﻡ ﺑﻪ ﺍﻟﱪﺍﻣﺞ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻏﺎﻟﺒﹰﺎ ‪ ،‬ﻛﻤﺎ ﰲ ﻛﻠﻴـﺎﺕ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﻭﺃﻗﺴﺎﻣﻬﺎ ﻭﻣﺎ ﺷﺎ‪‬ﻬﺎ‪.‬‬
‫‪ -٢‬ﺍﻟﺘﺪﺭﻳﺐ ‪:‬‬
‫ﻭﻳﻘﺼﺪ ﺑﻪ ﺃﺣﻴﺎﻧﹰﺎ ﻣﺎ ﻳﺘﻢ ﺃﺛﻨﺎﺀ ﳑﺎﺭﺳﺔ ﺍﳌﻌﻠـﻢ ﻟﻌﻤﻠـﻪ ‪،‬ﻛﻤـﺎ ﰲ‬
‫ﺍﻟﺘﺪﺭﻳﺐ ﺃﺛﻨﺎﺀ ﺍﳋﺪﻣﺔ ﰲ ﺻﻮﺭ ﺷﱴ ﻣﺜﻞ ﺍﻟﺪﻭﺭﺍﺕ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﻭﻭﺭﺵ ﺍﻟﻌﻤﻞ‪.‬‬

‫ﺇﺿـﺎﺀﺍﺕ‬
‫‪ -٣‬ﺍﻟﺘﻄﻮﻳﺮ ‪:‬‬
‫ﻭﻳﺸﻤﻞ ﺫﻟﻚ ﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻷﺳﺎﻟﻴﺐ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﺍﻟﱵ ﺗﺴﺎﻫﻢ ﰲ ﺗﻄﻮﻳﺮ‬
‫ﺷﺨﺼﻴﺔ ﺍﳌﻌﻠﻢ ﻭﺗﻨﻤﻴﺔ ﻣﻌﻠﻮﻣﺎﺗﻪ ﻭﻗﺪﺭﺍﺗﻪ ﺍﻟﻌﻠﻤﻴـﺔ ﻭﺍﳌﻬﻨﻴـﺔ‪ ،‬ﻭﺍﻟﻨـﺸﺮﺍﺕ‬
‫ﺍﻟﺘﻮﺟﻴﻬﻴﺔ ﻭﻣﺸﺎﻫﺪﺓ ﺍﻟﱪﺍﻣﺞ ﻭﺍﻟﻨﻤﺎﺫﺝ ﺍﳉﻴﺪﺓ ﺫﺍﺕ ﺍﻟﻌﻼﻗﺔ ﲟﺠـﺎﻝ ﻋﻤـﻞ‬
‫ﺍﳌﻌﻠﻢ‪ .‬ﻛﻤﺎ ﺃﻥ ﺗﻄﻮﻳﺮ ﻣﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻳﻌﲏ ﺍﻟﺘﺤﺴﲔ ﺍﳌﺴﺘﻤﺮ ﳌـﺴﺘﻮﺍﻩ ﺍﻟﻠﻐـﻮﻱ‬
‫ﺍﻟﺸﻔﻮﻱ ﻭﺍﻟﻜﺘﺎﰊ‪ ،‬ﻭﺗﻨﻤﻴﺔ ﻣﻌﻠﻮﻣﺎﺗﻪ ﻋﻦ ﺍﻟﻠﻐﺔ ﺍﻟﱵ ﻳﺪﺭ‪‬ﺳﻬﺎ ﻭﻋـﻦ ﺛﻘﺎﻓـﺔ‬
‫ﺃﻫﻠﻬﺎ‪.‬‬
‫ﺃﻫﻢ ﳎﺎﻻﺕ ﺇﻋﺪﺍﺩ ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﻭﺗﺪﺭﻳﺒﻬﻢ ﻣﻬﻨﻴﹰﺎ ‪:‬‬
‫ﳛﺘﻞ ﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻢ ﻭﺗﺪﺭﻳﺒﻪ ﻣﻜﺎﻧﺔ ﻫﺎﻣﺔ ﻭﺧﺎﺻﺔ ‪ ،‬ﻭﻻ ﺳـﻴﻤﺎ ﻣﻌﻠﻤـﻲ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ؛ ﻷ ﹼﻥ ﻛﺜﲑﺍ ﻣﻨﻬﻢ ﻏﲑ ﻣﺘﺨﺼ‪‬ﺼﲔ ﺑﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘـﻲ‪ ،‬ﻭﻏـﲑ‬
‫ﻣﺪﺭﺑﲔ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ‪ .‬ﻭﺗﺄﰐ ﻣﺴﺄﻟﺔ ﺇﻋﺪﺍﺩ ﺍﳌﻌﻠﻢ ﻭﺗﺪﺭﻳﺒﻪ ﻣﻦ ﺃﳘﻴﺔ ﺍﳌﻌﻠﻢ ﻧﻔﺴﻪ ﻭﺩﻭﺭﻩ ﰲ‬
‫ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ؛ ﺣﻴﺚ ﺗﺸﲑ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺇﱃ ﺃ ﹼﻥ ﺩﻭﺭ ﺍﳌﻌﻠﻢ – ﺑﺸﻜﻞ ﻋﺎﻡ – ﳝﺜﻞ‬
‫‪ % ٦٠‬ﻣﻦ ﺍﻟﺘﺄﺛﲑ ﰲ ﺗﻜﻮﻳﻦ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﺸﺘﺮﻙ ﺑﻘﻴﺔ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺧـﺮﻯ ﰲ ﺍﻟﻌﻤﻠﻴـﺔ‬
‫ﺍﻟﺘﺮﺑﻮﻳﺔ ﺑـ ‪ % ٤٠‬ﻣﻦ ﺍﻟﺘﺄﺛﲑ‪ .‬ﻭﺇﻥ ﺇﻋﺪﺍﺩ ﻣﻌﻠﻢ ﺍﻟﻠﻐﺔ ﻻﺑﺪ ﺃﻥ ﻳﺸﺘﻤﻞ ﰲ ﺣـﺪﻩ ﺍﻷﺩﱏ‬
‫ﻋﻠﻰ ﻋﻨﺎﺻﺮ ﺃﺳﺎﺳﻴﺔ ‪:‬‬
‫‪ -١‬ﺍﻹﻋﺪﺍﺩ ﺍﻟﻠﻐﻮﻱ ‪:‬‬
‫ﺃﻱ ﺇﻋﺪﺍﺩﻩ ﰲ ﺍﳉﺎﻧﺐ ﺍﻟﻠﻐﻮﻱ ﰲ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﺍﻟﱵ ﺳﻴﻘﻮﻡ ﺑﺘﻌﻠﻴﻤﻬـﺎ‪،‬‬
‫ﻭﻳﺸﺘﻤﻞ ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻜﻔﺎﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﰲ ﺍﳌﻬﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔـﺔ‪ ،‬ﺇﺿـﺎﻓﺔ ﺇﱃ‬

‫‪٤‬‬

‫ﺇﺿـﺎﺀﺍﺕ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻋﻦ ﺍﻟﻠﻐﺔ ﻭﺛﻘﺎﻓﺘﻬﺎ ﻭﺗﺎﺭﳜﻬﺎ‪ ،‬ﻭﺑﺪﻭﻥ ﺫﻟﻚ ﻟﻦ ﻳﻜﻮﻥ ﻣﻌﻠﻤـﺎ‬
‫ﻧﺎﺟﺤﺎ ؛ ﻷﻥ ﻓﺎﻗﺪ ﺍﻟﺸﻲﺀ ﻻ ﻳﻌﻄﻴﻪ‪ ،‬ﻛﻤﺎ ﻳﻘﻮﻝ ﺍﳌﺜﻞ ﺍﻟﻌﺮﰊ ﺍﳌﻌﺮﻭﻑ‪.‬‬
‫‪ -٢‬ﺍﻹﻋﺪﺍﺩ ﺍﻟﻌﻠﻤﻲ ‪:‬‬
‫ﺃﻱ ﺗﺰﻭﻳﺪ ﺍﳌﺘﺪﺭﺏ ﺑﺎﳌﻌﺎﺭﻑ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﻨﻈﺮﻳـﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴـﺔ ﺍﻟﻌﺎﻣـﺔ‬
‫ﻭﺍﳋﺎﺻﺔ ﺑﺎﻟﻠﻐﺔ ﺍﳍﺪﻑ‪ .‬ﻭﻳﺸﻤﻞ ﺫﻟﻚ‪ :‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺄﺑﻨﻴﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻨﺤﻮﻳـﺔ‬
‫ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﺼﻮﺗﻴﺔ ‪ ،‬ﻭﺍﻟﺪﻻﻟﻴﺔ ﻭﻗﻀﺎﻳﺎﻫﺎ ﺍﻟﺒﻼﻏﻴﺔ‪ ،‬ﻭﲢﻠﻴﻞ ﺍﳋﻄﺎﺏ ‪ ،‬ﻭﻧﻈﺮﻳﺎﺕ‬
‫ﺍﻛﺘﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴﺔ ‪ ،‬ﻭﻗﻀﺎﻳﺎ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪ -٣‬ﺍﻹﻋﺪﺍﺩ ﺍﻟﺘﺮﺑﻮﻱ ‪:‬‬
‫ﻭﻳﺸﻤﻞ ﺫﻟﻚ ﺗﺰﻭﻳﺪ ﺍﻟﺪﺍﺭﺱ ﲟﺎ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﻣﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺘﻌﻠﻖ ﺑﻄـﺮﻕ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﻭﺃﺳـﺎﻟﻴﺐ ﺗﻘـﻮﱘ ﺃﺩﺍﺀ ﺍﻟﺪﺍﺭﺳـﲔ‪ ،‬ﻭﲢﻠﻴـﻞ‬
‫ﺃﺧﻄﺎﺋﻬﻢ‪ ،‬ﻭﺗﺼﻮﻳﺒﻬﺎ‪ ،‬ﻭﺇﻋﺪﺍﺩ ﺍﳌﻌﻴﻨﺎﺕ ﺍﻟﺴﻤﻌﻴﺔ ﻭﺍﻟﺒﺼﺮﻳﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ‪،‬‬
‫ﻭﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ‪ .‬ﻭﻛﺬﻟﻚ ﺇﻋﺪﺍﺩ ﺍﳌﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻣﺜﻞ ﺗﺄﻟﻴﻒ ﺍﻟﺪﺭﻭﺱ‬
‫ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬
‫ﻭﻧﻮﺩ ﺃﻥ ﻧﺆﻛﺪ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﺍﻹﻋﺪﺍﺩ ﰲ ﻫﺬﻩ ﺍ‪‬ﺎﻻﺕ ﺑﻄﺮﻳﻘﺔ ﲣـﺪﻡ‬
‫ﻣﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺑﺼﻮﺭﺓ ﻣﺒﺎﺷﺮﺓ؛ ﻓﻘﺪ ﺃﺛﺒﺘﺖ ﺍﻟﺘﺠﺮﺑﺔ ﺃﻥ ﺗﺪﺭﻳﺲ ﺍﳌﺘﺪﺭﺏ ﻣﻮﺍﺩ ﻋﺎﻣـﺔ‪،‬‬
‫ﻣﺜﻞ ﻃﺮﻕ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻌﺎﻣﺔ ﺃﻭ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻘﻮﱘ ﺍﻟﺘﺮﺑﻮﻱ ﺃﻭ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬ﻗـﺪ‬
‫ﻻ ﻳﻔﻴﺪ ﺍﳌﺘﺪﺭﺏ ﻛﺜﲑﺍﹰ؛ ﻷﻥ ﻣﻌﻈﻢ ﺍﳌﺘﺪﺭﺑﲔ ﻳﺘﻠﻘﻮﻥ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺑـﺸﻜﻞ‬
‫ﻧﻈﺮﻱ‪ ،‬ﻭﻻ ﳛﺴﻨﻮﻥ ﺍﻟﺮﺑﻂ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﺗﺪﺭﻳﺴﻬﺎ ﺃﺛﻨـﺎﺀ ﳑﺎﺭﺳـﺘﻬﻢ‬
‫ﺍﻟﻔﻌﻠﻴﺔ ﻟﻠﺘﺪﺭﻳﺲ‪.‬‬
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‫ﺇﺿـﺎﺀﺍﺕ‬
‫ﻭﻧﻀﻴﻒ ﻫﻨﺎ ﺃﻳﻀﹰﺎ ﺿﺮﻭﺭﺓ ﺗﻌﻠﻴﻢ ﺍﳌﺘﺪﺭﺏ ﺃﺻﻮﻝ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺃﺳﺎﻟﻴﺐ ﺇﺩﺍﺭﺓ‬
‫ﺍﻟﺼﻒ _ ﺧﺎﺻﺔ _ ﻣﺜﻞ ﺗﻨﻈﻴﻢ ﺟﻠﻮﺱ ﺍﻟﻄﻼﺏ ﻭﺍﻷﻧﺸﻄﺔ ﺍﻟﺰﻭﺟﻴﺔ ﻭﺍﳉﻤﺎﻋﻴـﺔ‬
‫ﻭﻏﲑ ﺫﻟﻚ‪.‬‬
‫‪ - ٤‬ﺍﻟﺘﺪﺭﻳﺐ ﺍﻟﺬﺍﰐ ‪:‬‬
‫ﻭﻧﻘﺼﺪ ﺑﺬﻟﻚ ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻄﻮﻳﺮ ﺍﻟﺬﺍﰐ‪ ،‬ﻣﺜﻞ ‪:‬‬
‫ﺃ ‪ -‬ﺗﻌﺮﻳﻔﻪ ﺑﺎﳌﺮﺍﺟﻊ ﻭﺍﻟﺪﻭﺭﻳﺎﺕ ﻭﺍﻟﻠﻘﺎﺀﺍﺕ ﺍﻟﺪﻭﺭﻳﺔ ﺍﻟﱵ ﺗﻌﻴﻨﻪ ﰲ ﺗﻨﻤﻴﺔ ﺧﱪﺍﺗﻪ‬
‫ﻭﻣﻌﻠﻮﻣﺎﺗﻪ ﺍﳌﻬﻨﻴﺔ‪.‬‬
‫ﺏ ‪ -‬ﺗﺪﺭﻳﺒﻪ ﻋﻠﻰ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺄﻣﻞ ﻭﻧﻘﺪ ﺍﻟﺬﺍﺕ ﻭﲢﻠﻴﻞ ﲡﺎﺭﺏ ﺍﻵﺧﺮﻳﻦ‬
‫ﻭﺗﻘﻮﳝﻬﺎ؛ ﻟﻼﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺣﺴﻨﺎ‪‬ﺎ ﻭﲡﻨﺐ ﻣﺴﺎﻭﺋﻬﺎ ﻭﻋﻴﻮ‪‬ﺎ‪.‬‬
‫ﺝ ‪ -‬ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻢ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﻴﺪﺍﻧﻴﺔ ﺍﻟﻴﺴﲑﺓ ﻟﺘﺤﺴﲔ ﻣﺴﺘﻮﻯ‬
‫‪١‬‬
‫ﺃﺩﺍﺋﻪ ‪ ،‬ﻭﺇﳚﺎﺩ ﺍﳊﻠﻮﻝ ﺍﳌﻨﺎﺳﺒﺔ ﳌﺎ ﻳﻮﺍﺟﻬﻪ ﻣﻦ ﻣﺸﻜﻼﺕ ﻋﻤﻠﻴﺔ‪.‬‬
‫ﺧﻄﻮﺍﺕ ﺗﺪﺭﻳﺐ ﺍﳌﻌﻠﻢ‪:‬‬
‫ ﺗﻘﺴ‪‬ﻢ ﺍﳌﺎﺩﺓ ﻭﺍﶈﺘﻮﻯ ﺇﱃ ﺧﻄﻮﺍﺕ ﺻﻐﲑﺓ؛ ﻟﺘﻔﺎﺩﻱ ﺍﳋﻠﻂ‪.‬‬
‫ ﻳﻌﻄﻰ ﺍﳌﺘﺪﺭ‪‬ﺏ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻤﻨﺎﻗﺸﺔ ‪ ،‬ﻭﻟﻠﺘﻄﺒﻴﻖ ﰲ ‪‬ﺎﻳﺔ ﻛ ﹼﻞ ﺧﻄﻮﺓ ؛ ﻟﺌﻼ‬
‫ﲣﺘﻠﻂ ﻋﻠﻴﻪ ﺍﳋﻄﻮﺍﺕ‪.‬‬
‫ ﻳﻘﺴ‪‬ﻢ ﻟﻠﻤﺘﺪﺭ‪‬ﺏ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺻﻌﺒﺎ ﻭﻳﻌﺰ‪‬ﺯ ؛ ﻟﻴﺴﻬﻞ ﻋﻠﻴﻪ‪.‬‬
‫ ﻳﻌﻄﻰ ﺍﻟﺘﻄﺒﻴﻖ ﻗﺪﺭﺍ ﻳﺴﺘﺤﻘﹼﻪ ؛ ﻟﻴﺴﺘﺨﺪﻡ ﺍﳌﺘﺪﺭ‪‬ﺏ ﻣﺎ ﻓﻬﻤﻪ ﻧﻈﺮﻳﺎ‪.‬‬
‫)‪ - (١‬ﺩ‪ .‬ﳏﻤﻮﺩ ﺇﲰﺎﻋﻴﻞ ﺻﺎﱀ‪ " ،‬ﺍﻹﻋﺪﺍﺩ ﺍﳌﻬﲏ ﳌﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ" ‪ ،‬ﻧﺪﻭﺓ ﺗﻄﻮﻳﺮ ﺑﺮﺍﻣﺞ‬
‫ﺇﻋﺪﺍﺩ ﻣﻌﻠﻤﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺃﺧﺮﻯ ‪ ) ،‬ﺑﺘﺼﺮ‪‬ﻑ ( ﺍﳋﺮﻃﻮﻡ‪ ،‬ﺹ ‪١٤٧ - ١٤٠‬‬

‫‪٦‬‬

‫ﺇﺿـﺎﺀﺍﺕ‬

‫ﺍﳌﻌﻠﻢ ﺍﳌﺨﺘﺺ‪ ‬ﻭﺍﳌﻌﻠﻢ ﺍﻟﻨﺎﺟﺢ‬
‫ﻣﻦ ﻫﻮ ﺍﳌﻌﻠﻢ ﺍﳌﺘﺨﺼﺺ ؟‬
‫ﺇﻥ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﳛﺘﺎﺝ ﺇﱃ ﻣﻌﻠﹼﻢ ﻣﺘﺨﺼﺺ ‪ ،‬ﻓﻤـﻦ ﻫـﻮ‬
‫ﺍﳌﺘﺨﺼﺺ ؟‬
‫• ﻫﻞ ﻫﻮ ﻣﻦ ﻳﻌﺮﻑ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻘﻂ ؟ ﻛﻼ‪.‬‬
‫• ﻫﻞ ﻫﻮ ﺍﳌﺘﺨﺼﺺ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻘﻂ ؟ ﻛﻼ‪.‬‬
‫ﺑﻞ ﻫﻮ ‪:‬‬
‫•‬
‫•‬
‫•‬
‫•‬

‫ﺍﳌﺘﺨﺼﺺ ﺑﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ‪.‬‬
‫ﺍﳌﺘﺨﺼﺺ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬
‫ﺍﳌﻤﺎﺭﺱ ﳌﻬﻨﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬
‫ﺍﳌﺘﺎﺑﻊ ﻟﻠﺘﺪﺭﻳﺐ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪.‬‬

‫ﻭﺍﻟﺴﺆﺍﻝ ﻫﻮ ﻛﻴﻒ ﻳﺼﻞ ﺍﻟﺸﺨﺺ ﺇﱃ ﻫﺬﺍ ؟‬
‫ﺑﺎﻟﺘﺨﺼﺺ ﺍﻟﺪﺭﺍﺳﻲ ﰲ ﻫﺬﺍ ﺍﳌﻴﺪﺍﻥ ﻣﻦ ﺧﻼﻝ ﺍﻻﻟﺘﺤﺎﻕ ﺑﱪﺍﻣﺞ ‪‬ﺘﻢ ﺑﺬﻟﻚ‪ ،‬ﻭﻗﺪ‬
‫ﳛﺼﻞ ﻋﻠﻰ ﺩﺭﺟﺔ ﻻ ﺑﺄﺱ ‪‬ﺎ ﻣﻦ ﺫﻟﻚ ﺑﺎﻻﻟﺘﺤﺎﻕ ﺑﺒﻌﺾ ﺍﻟﺪﻭﺭﺍﺕ ﺍﳌﺘﺨﺼﺼﺔ ﺍﻟﱵ ﲡﻤﻊ‬
‫ﺑﲔ ﺍﳉﺎﻧﺒﲔ ﺍﻟﻨﻈﺮﻱ ﻭﺍﻟﻌﻠﻤﻲ‪ ،‬ﻭﻓﻴﻬﺎ ﻭﺭﺵ ﻋﻤﻞ‪.‬‬

‫‪٧‬‬






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