النموذج التكاملي لتعليم القراءة القائم على الصرف والنحو في قراءة الكتب التراثية في معهد بيت الإيمان الإسلامي بكديري
DOI:
https://doi.org/10.21111/lisanudhad.v13i1.58الملخص
يهدف هذا البحث إلى تحليل النموذج التكاملي لتعليم القراءة القائم على الدمج بين الجوانب الصرفية والتركيبية والنصوص الدينية في معهد بيت الإيمان الإسلامي بكديري. واعتمد البحث المنهج الكيفي بتصميم دراسة الحالة الذاتية لفهم البنية البيداغوجية والأسس الإبستمولوجية التي يقوم عليها النموذج التعليمي بصورة معمقة. وجُمعت البيانات من خلال المقابلات المعمقة، والملاحظة بالمشاركة المحدودة، وتحليل الوثائق المتعلقة بالمنهج الدراسي والكتب التعليمية المستخدمة. وتم تحليل البيانات تحليلا موضوعيا عبر مراحل اختزال البيانات، والترميز، والتصنيف، واستخلاص النتائج .وأظهرت نتائج البحث أن تعليم القراءة يطور من خلال ثلاث مراحل تكاملية. المرحلة الأولى هي تعزيز الجانب الصرفي من خلال التصريف بوصفه استراتيجية لتوسيع المفردات الإنتاجية. والمرحلة الثانية هي تعزيز الجانب التركيبي من خلال النحو التطبيقي الذي يدمج بين تحليل الإعراب وممارسة إنتاج الجمل. أما المرحلة الثالثة فهي ممارسة قراءة النصوص الفقهية والعقدية من خلال كتاب نصوص القراءة بوصفه فضاء لتركيب الكفاءة الصرفية والتركيبية مع الفهم الديني. كما تبين أن ممارسات التكرار والمراجعة تؤدي دورا أساسيا في أتمتة مهارة القراءة من خلال التدريب المتكرر والمنظم.وتشير نتائج البحث إلى أن إتقان البنية اللغوية في هذا النموذج لا يُدرَّس بصورة منفصلة عن ممارسة قراءة النصوص، بل يُنظَّم ضمن دورة تعليمية متكاملة ومنهجية وتطبيقية موجهة نحو فهم العلوم الدينية. ومن الناحية النظرية، يكشف هذا النموذج عن وجود ترابط بين التقاليد التربوية في المعاهد الإسلامية ونظريات اكتساب اللغة الحديثة، ولا سيما في جوانب الوعي الصرفي، والتعليم القائم على التركيز في البنية، وأتمتة المهارات. ويسهم هذا البحث في تطوير نموذج لتعليم اللغة العربية قائم على تقاليد المعاهد الإسلامية، مع احتفاظه بالمشروعية البيداغوجية في إطار اللسانيات المعاصرة. وتكمن جدة البحث في صياغة نموذج تكاملي يجمع بين التصريف، والنحو التطبيقي، وقراءة النصوص التراثية، وممارسة التكرار ضمن دورة بيداغوجية منظمة.
الكلمات المفتاحية: القراءة، التصريف، النحو التطبيقي، التعلم التكاملي، المعهد الإسلامي.
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