University of St. Clements World Mat. No. 15294 Evaluation Arabic grammar book for the third Stage of accelerated learning from the viewpoint of teachers Thesis submitted to the St Clements University is part of the requirements for a Ph.D. in ((methods of teaching Arabic language)) The student Adnan Mussa Kutar Under the supervision of Assistant Professor Dr. Ali Khadir Haji 1431 Baghdad 2010 Abstract : Indicators of the progress of civilization of the community ability to constant development for its educational institutions. The approach that works for a certain period of the life of a community may not be suitable for a further term of the life of the community itself. The textbook should happen between now and then to demonstrate the strengths and work to confirm and diagnose weaknesses and work on a proper treatment. As the calendar of the most important functions in the educational process, which must be continuous and inclusive of all elements of the triangle of education (teacher, learner, the book). That God as much as the Arabic language, the language of writing and an interpreter, is alive and a communication message. The language easy to fungal in nature and wide derivation. The nature of talk about the Arabic language means talking about the Arabic grammar. Grammatical rules help learners to control the movements of what is written and pronounced. The difficulty or ease the Arabic language is not in the same article, but depends on the way of teaching the successful delivery of those rules in the minds of students. Therefore, the aversion of the rules of the Arabic language due to the old curricula. Must take into account the content of the rules of the Arabic language curriculum increased knowledge and the introduction of topics, according to the needs of the pupils and this requires a continuous change in the book of Arabic grammar. As is known, does not reach any development and improvement of the book if not preceded by a rigorous and objective evaluation to determine aspects of competence and limitations in order to reflect the properties of modern curriculum could then benefit from the results of the Evaluation . The research aims at evaluating the rules of the Arabic language book for the third stage of accelerated learning from the viewpoint of teachers and through answering the following two questions: 1- What aspects of competence and deficiencies in the book of Arabic grammar of the third stage of accelerated learning from the viewpoint of teachers? 2- What proposals teachers come on the development of the book - the subject of research? The research community of origin of the Unemployed and the parameters of the number (100) in the provinces of the Middle Euphrates (Al-Najaf Al- Shraf- Karbala - Babel - Diwanya) where he is studying the book - subject matter - and also the number of (100) school. The study questionnaire used search tool and check its validity and reliability. Was addressed by the study data statistically using the weighted average, Pearson correlation coefficient, percentage, weight percentile, and has contributed to clarify the number of search procedures of the previous studies were (11) concluded from a study researcher some indicators that contributed to a deeper vision of theoretical research. The study found a number of results in six areas of (curriculum objectives of the Arabic language, introduction to the book, themes of the book, the language and tone of the book, applications, and exercises, the form and the numbers and the output of the book. Among the results, the book has achieved most of the objectives of the Arabic language curriculum, although some subjects of the book fits the third stage and some of which are not convenient, and applications, and exercises no longer appropriate setting, the book was good in terms of form, preparation and output). The researcher recommended b: to book the rules of the Arabic language in accordance with the modalities appropriate to the subjects, which, and the texts and the examples used in this book include the social aspects and heritage, and to avoid brevity leads to ambiguity and to avoid repetition and stretching and redundancy is not necessary. The researcher proposed: a study similar to the current study to evaluate the written rules of the Arabic language to middle and junior high, and a study similar to the current study to assess the Arabic language curricula other. ﺲﺘﻨﻤﻴﻠآ ﺖﻧﺎﺳ ﺔﻌﻣﺎﺟ ﺔﻴﳌﺎﻌﻟا ﻦﻣ عﺮﺴّ ﻤﻟا ﻢﻴﻠﻌﺘﻟا ﻦﻣ ﺔﺜﻟﺎﺜﻟا ﺔﻠﺣﺮﻤﻠﻟ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺪﻋاﻮﻗ بﺎﺘآ ﻢﻳﻮﻘﺗ تﺎﻤﻠﻌﻤﻟاو ﻦﻴﻤﻠﻌﻤﻟا ﺮﻈﻧ ﺔﻬﺟو ﱃإ ﺖﻣﺪﻗ ﺔﺣوﺮﻃأ ﺔﺟرد ﻞﻴﻧ تﺎﺒﻠﻄﺘﻣ ﻦﻣ ءﺰﺟ ﻲهو ﺲﺘﻨﻤﻴﻠآ ﺖﻧﺎﺳ ﺔﻌﻣﺎﺟ (( ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺲﻳرﺪﺗ ﻖﺋاﺮﻃ)) ﰲ ﻩارﻮﺘآﺪﻟا ﺐﻟﺎﻄﻟا ﻦﻣ يوارﺪﳊا رﺎﻄﺧ ﻰﺳﻮﻣ نﺎﻧﺪﻋ فاﺮﺷﺈﺑ رﻮﺘآﺪﻟا ﺪﻋﺎﺴﳌا ذﺎﺘﺳﻷا ﻲﺠﺣ ﲑﻀﺧ ﻲﻠﻋ م 2010 داﺪﻐﺑ ـه 1431 ﻢﻴﺣﺮﻟا ﻦﲪﺮﻟا ﷲا ﻢﺴﺑ (cid:1059)مﺎَﻠْﻗَأ ٍة(cid:1023)ﺮ(cid:1023)ﺠَﺷ ﻦِﻣ ِض(cid:1028)رَﺄْﻟا ﻲِﻓ ﺎ(cid:1049)ﻤﱠﻧَأ (cid:1054)ﻮَﻟ(cid:1049)و} ﺎ(cid:1063)ﻣ ٍﺮ(cid:1032)ﺤ(cid:1054)ﺑَأ ُﺔ(cid:1023)ﻌ(cid:1054)ﺒ(cid:1049)ﺳ ِﻩِﺪ(cid:1028)ﻌ(cid:1049)ﺑ ﻦِﻣ (cid:1032)ﻩ(cid:1041)ﺪ(cid:1058)ﻤ(cid:1049)ﻳ (cid:1032)ﺮ(cid:1028)ﺤ(cid:1049)ﺒْﻟا(cid:1049)و ٌﺰﻳِﺰ(cid:1023)ﻋ (cid:1023)ﻪﱠﻠﻟا ﱠنِإ ِﻪﱠﻠﻟا (cid:1032)تﺎ(cid:1049)ﻤِﻠَآ (cid:1028)ت(cid:1023)ﺪِﻔَﻧ { (cid:1059)ﻢﻴِﻜ(cid:1023)ﺣ ﻢﻴﻈﻌﻟا ﻲﻠﻌﻟا ﷲا قﺪﺻ 27:نﺎﻤﻘﻟ ﻢﻴﺣﺮﻟا ﻦﲪﺮﻟا ﷲا ﻢﺴﺑ ﻑﺮﺸﻤﻟﺍ ﺭﺍﺮﻗﺃ ﺔﺜﻟﺎﺜﻟﺍ ﺔﻠﺤﺭﻤﻠﻟ ﺔﻴﺒﺭﻌﻟﺍ ﺔﻐﻠﻟﺍ ﺩﻋﺍﻭﻗ ﺏﺎﺘﻜ ﻡﻴﻭﻘﺘ )ـﺒ ﺔﻤ ﻭﺴﻭﻤﻟﺍ ﺔ ﺤﻭﺭﻁﻷﺍ ﻩﺫﻫ ﺩﺍﺩﻋﺇ ﻥﺄﺒ ﺩﻬﺸﺍ ﺭﺎـﻁﺨ ﻰـﺴﻭﻤ ﻥﺎﻨﺩـﻋ ﺎﻬﻤﺩـﻗ ﻲﺘﻟﺍ ( ﺕﺎﻤﻠﻌﻤﻟﺍﻭ ﻥﻴﻤﻠﻌﻤﻟﺍ ﺭﻅﻨ ﺔﻬﺠﻭ ﻥﻤ ﻉﺭﺴﻤﻟﺍ ﻡﻴﻠﻌﺘﻟﺍ ﻥﻤ ﺔﻐﻠﻟﺍ ﺱﻴﺭﺩﺘ ﻕﺌﺍﺭﻁ ﻲﻓ ﻩﺍﺭﻭﺘﻜﺩ ﺔﺠﺭﺩ لﻴﻨ ﺕﺎﺒﻠﻁﺘﻤ ﻥﻤ ﺀﺯﺠ ﻲﻫ ﻭ ﻲﻓﺍﺭﺸﺈﺒ ﻯﺭﺠ ﻱﻭﺍﺭﺩﺤﻟﺍ . ﺔﻴﺒﺭﻌﻟﺍ رﻮﺘآﺪﻟا ﺪﻋﺎﺴﳌا ذﺎﺘﺳﻷا ﻲﺠﺣ ﲑﻀﺧ ﻲﻠﻋ ءاﺪهﻹا (ﻉ) ( ﺕﻴﺒﻟﺍ لﻫﺃ ) ﺍﺭﻴﻬﻁﺘ ﻡﻫﺭﻬﻁ ﻭ ﺱﺠﺭﻟﺍ ﻡﻬﻨﻋ ﷲﺍ ﺏﻫﺫﺃ ﻥﻴﺫﻟﺍ ﻰﻟﺇ ((ﺏﺭﻌﻟﺍ ﻲﺌﺎﻘﺸﺃ)) ﻡﻴﺭﻜﻟﺍ ﻥﺍﺭﻘﻟﺍ ﺔﻐﻠﺒ ﷲﺍ ﻡﻬﻓﺭﺸ ﻥﻤ ﻰﻟﺇ ((ﻲﻤﺃﻭ ﻲﺒﺃ)) ﻲﻤﻠﻗ ﺎﻤﻫﺎﻨﻴﻋ ﺏﻗﺍﺭﺘ ﻥﻤ ﻰﻟﺇ ((ﻲﺘﺍﻭﺨﺃﻭ ﻲﺘﻭﺨﺃ)) ﻲﺘﺎﻴﺤ ﻲﻓ ﻱﺩﻨﺴ ﻰﻟﺇ (( ﻲﺘﺠﻭﺯ )) ﺍﹰﺭﺎﻬﻨ ﻭ ﻼﹰ ﻴﻟ ﻲﻨﺘﺭﺯﺁ ﻥﻤ ﻰﻟﺇ (( ﻲﺘﺎﻨﺒ )) ﻰﻬﻨ ،ﺏﻨﻴﺯ ، ﺀﻻﺁ ، ﺩﻭﻬﻋ ﻲﻨﺼﻏ ﻕﺍﺭﻭﺃ ﻰﻟﺇ (( ﻱﺩــﻟﻭ )) ﺩﻤﺤﻤ ﺭﻀﺨﻷﺍ ﻡﻋﺭﺒﻟﺍ ﻰﻟﺇ ( ﻲﺌﺎﺒﺤﺃ ) ﺀﺎﻴﻓﻭﻷﺍ لﻜ ﻰﻟﺇ ﻊﻀﺍﻭﺘﻤﻟﺍ ﺩﻬﺠﻟﺍ ﺍﺫﻫ ﻱﺩﻫﺍ نﺎﻧﺪﻋ ﻢﻴﺣﺮﻟا ﻦﲪﺮﻟا ﷲا ﻢﺴﺑ نﺎﻨﺘﻣأو ﺮﻜﺷ .... ﻡﻠﻋﺍ ﻡﻟ ﺎﻤ ﻲﻨﻤﻠﻋ ﻱﺫﻟﺍ ﷲ ﺩﻤﺤﻟﺍ ﻑﺭﺸﻤﻟﺍ . ﻲﺠﺤ ﺭﻴﻀﺨ ﻲﻠﻋ ﺭﻭﺘﻜﺩﻟﺍ ﻰﻟﺇ ﻥﺎﻨﺘﻤﻻﺍ ﻭ ﺭﻜﺸﻟﺎﺒ ﻪﺠﻭﺘﺃ لﻴﻤﺠﻟﺎﺒ ﻲﻨﻤ ﺎﻨﺎﻓﺭﻋ ﺓﺩﻴﺩﺴ ﺕﺎﻬﻴﺠﻭﺘ ﻭ ﺀﺍﺭﺁ ﻥﻤ ﻩﺍﺩﺒﺃ ﺎﻤﻟ ﻭ ﻩﺩﻬﺠﻭ ﻪﺘﻗﻭ ﻥﻤ ﻲ ﻨﺎﻁﻋﺇ ﻭ ﻪﻤﻠﻌﺒ ﻲﻨﺎﻋﺭ ﺩﻘﻓ ﺙﺤﺒﻟﺍ ﻰﻠﻋ ﺭﻭﺘﻜﺩـﻟﺍ ﺩﻋﺎﺴﻤﻟﺍ ﺫﺎﺘﺴﻷﺍ ﻥﻤ لﻜ ﻰﻟﺇ لﻴﺯﺠﻟﺍ ﺭﻜﺸﻟﺎﺒ ﻡﺩﻘﺘﺃ ﺎﻤﻜ ﺙﺤﺒﻟﺍ ﺍﺫﻫ ﺯﺎﺠﻨﺇ ﻰﻠﻋ ﻲﻨﺘﺩﻋﺎﺴ ﺀﺍﺭﺁ ﻥـﻤ ﻩﺎﻤﺩﻗ ﺎﻤﻟ ﻥﺴﺤﻤ ﻥﻴﺩﻟﺍ ﺯﻋ ﻱﺭﻜﺸ ﺩﻋﺎﺴﻤﻟﺍ ﺱﺭﺩﻤﻟﺍ ﺫﺎﺘﺴﻷﺍ ﻭ ﻥﻭﻋ ﺩﺒﻋ ﻲﻫﺎﻨ لﻀﺎﻓ ﺎﻤﻬﻨﻋ ﺕﺫﺨﺃ ﺩﻗ ﻭ ﻡﺩﻘﺘﻠﻟ ﺙﺤﺒﻟﺎﺒ ﺕﻌﻓﺩ ﺔﺼﻠﺨﻤ ﺕﺍﺭﻴ ﺴﻴﺘﺒ ﻲﻨﺘﻓﺩﺎﺼ ﻲﺘﻟﺍ ﺕﺎﺒﻭﻌﺼﻟﺍ ﺕﻠﻟﺫ ﺔﻴﻤﻠﻋ ﻥﻤ ﻩﻭﻟﺫﺒ ﺎﻤﻟ ﺀﺍﺭﺒﺨﻟﺍ ﺓﺩﺎﺴﻟﺍ ﻰﻟﺇ ﻪﻨﺎﻨﺘﻤﺍﻭ ﻩﺭﻜﺸ ﺙﺤﺎﺒﻟﺍ لﺠﺴﻴ ﻭ . لﻴﻟﺩ ﺭﻴﺨ ﺝﺎﺘﻨﻹﺍ ﺍﺫﻫﻭ ﺭﻴﺜﻜﻟﺍ . ﺙﺤﺒﻟﺍ ﺍﺫﻬﻟ ﺔﻀﻴﺭﻌﻟﺍ ﻁﻭﻁﺨﻟﺍ ﺔﻏﺎﻴﺼ ﻲﻓ ﺔﻴﻨﻀﻤ ﺩﻭﻬﺠ ﻲـﻓ ﺎـﻬﻌﻴﻤﺠ ﺔﻴﺒ ﺭﺘﻠﻟ ﺔﻤﺎﻌﻟﺍ ﺕﺎﻴﺭﻴﺩﻤﻟﺍ ﻲﻓ ﻁﻴﻁﺨﺘﻟﺍ ﻡﺎﺴﻗﻷ ﻥﺎﻓﺭﻌﻟﺍ ﻭ ﺭﻜﺸﻟﺍ ﺙﺤﺎﺒﻟﺍ ﻡﺩﻘﻴ ﺎﻤﻜ ﺱﺭﺍﺩـﻤ ﻥـﻋ ﺔﺤﻴﺤﺼ ﺕﺎﻤﻭﻠﻌﻤ ﻭ ﺔﻘﻴﻗﺩ ﺕﺎﻴﺌﺎﺼﺤﺇ ﻥﻤ ﻪﺘﻤﺩﻗ ﺎﻤﻟ ﻁﺴﻭﻷﺍ ﺕﺍﺭﻔﻟﺍ ﺕﺎﻅﻓﺎﺤﻤ . ﻉﺭﺴﻤﻟﺍ ﻡﻴﻠﻌﺘﻟﺍ ﺔﻴﺒﺭﻌﻟﺍ ﺔﻐﻠﻟﺍ ﺕﺎﻤﻠﻌﻤ ﻭ ﻲﻤﻠﻌﻤﻟ ﻙﻟﺫﻜ ﻭ ﻡﻬﻌﻴﻤﺠ ﺱﺭﺍﺩﻤﻟﺍ ﺀﺍﺭﺩﻤﻟ لﻴﺯﺠﻟﺍ ﺭﻜﺸﻟﺍ ﺙﺤﺎﺒﻟﺍ ﻡﺩﻘﻴ ﻭ ﺔـﻴﻠﻤﻋ ﻰـﻠﻋ ﻲﺒﺎـﺠﻴﻻ ﺍ ﻩﺭﺜﺃ ﺱﻜﻌﻨﺍ ﺏﻭﺎﺠﺘﻭ ﻡﻫﺎﻔﺘ ﻥﻤ ﻡﻬﻨﻤ ﺙﺤﺎﺒﻟﺍ ﻪﺴﻤﻟ ﺎﻤﻟ ( ﺙﺤﺒﻟﺍ ﺔﻨﻴﻋ) . ﺙﺤﺒﻟﺍ ﺎـﻤﻟ ﺔـﺸﻗﺎﻨﻤﻟﺍ ﺔﻨﺠﻟ ﺀﺎﻀﻋﺃ لﻀﺎﻓﻷﺍ ﺓﺩﺎﺴﻟﺍ ﻰﻟﺇ ﻪﻨﺎﻨﺘﻤﺍﻭ ﻩﺭﻜﺸ ﺹﻟﺎﺨ ﺙﺤﺎﺒﻟﺍ ﻪﺠﻭﻴ ﺍﹰﺭﻴﺨﺃ ﻭ . ﻱﻭﺒﺭﺘﻟﺍ ﻭ ﻲﻤﻠﻌﻟﺍ ﻩﺭﺎﺴﻤ ﺢﻴﺤﺼﺘ ﻭ ﺙﺤﺒﻟﺍ ﺀﺎﻨﻏﺃ ﻲﻓ ﻡﻬﺴﺘ ﺕﺎﻬﻴﺠﻭﺘ ﻭ ﺕﺎﻅﺤﻼﻤ ﻥﻤ ﻪﻨﻭﺩﺒﻴ ﻖﻴﻓﻮﺘﻟﺍ ﻲﻟﻭ ﷲﺍ ﻭ ﺚﺣﺎﺒﻟﺍ ﺚﺤﺒﻟا ﺺﺨﻠﻣ . ﺔـﻴﻤﻴﻠﻌﺘﻟﺍ ﻪﺘﺎﺴﺴﺅﻤﻟ ﻡﺌﺍﺩﻟﺍ ﺭﻭﻁﺘﻟﺍ ﻰﻠﻋ ﻪﺘﺭﺩﻗ ﻊﻤﺘﺠﻤﻠﻟ ﻱﺭﺎﻀﺤﻟﺍ ﻡﺩﻘﺘﻟﺍ ﺕﺍﺭﺸﺅﻤ ﻥﻤ ﻥﻤ ﻯﺭﺨﺃ ﺓﺩﻤﻟ ﺢﻠﺼﻴ ﻻ ﺩﻗ ﺕﺎﻌﻤﺘﺠﻤﻟﺍ ﻥﻤ ﻊﻤﺘﺠﻤ ﺓﺎﻴﺤ ﻥﻤ ﺔﻨﻴﻌﻤ ﺓٍﺩﻤﻟ ﺢﻠﹸﺼﻴ ﻱﺫﻟﺍ ﺞﻬﻨﻤﻟﺍ ﻥﺇﻭ . ﻪﺴﻔﻨ ﻊﻤﺘﺠﻤﻟﺍ ﺓﺎﻴﺤ لـﻤﻌﻟﺍﻭ ﺓﻭﻘﻟﺍ ﻁﺎﻘﻨ ﻥﺎﻴﺒ لﺠﺍ ﻥﻤ ﺭﺨﻵﺍﻭ ﻥﻴﺤﻟﺍ ﻥﻴﺒ ﺙﺩﺤﻴ ﻥﺇ ﺏﺠﻴ ﻲﺴﺭﺩﻤﻟﺍ ﺏﺎﺘﻜﻟﺍ ﻥﺇ ﻡﻴﻭﻘﺘﻟﺍ ﻥﺃ ﺙﻴﺤ . ﺎﻬﻟ ﺏﺴﺎﻨﻤﻟﺍ ﺝﻼﻌﻟﺍ ﻊﻀﻭ ﻰﻠﻋ لﻤﻌﻟﺍﻭ ﻑﻌﻀﻟﺍ ﻁﺎﻘﻨ ﺹﻴﺨﺸﺘﻭ ﺎﻫﺩﻴﻜﺄﺘ ﻰﻠﻋ