4 research outputs found
Analisis konten buku “Al-Kitab Al-Asasi Fi Ta’lim Al -Lughah Al-Arabiyyah Li Ghair An-Nathiqina Biha” berdasakan perspektif Rusydi Ahmad Thu’aimah: Studi analisis pada buku “Al-Kitab Al-Asasi Fi Ta’lim Al-Lughah Al-Arabiyyah Li Ghair An-Nathiqina Biha” yang digunakan di Tunisia
Get PDFدور الكتاب المدرسي في تعليم اللغة العربية مهم للغاية لأنه يعد أحد العوامل الداعمة لتحقيق أهداف التعليم. ومع ذلك، في الوقت الحاضر، هناك العديد من الكتب المدرسية للغة العربية التي تعيق عملية التعليم. لذا، يجب أن يكون هناك تحليل المحتويات لكل كتاب مدرسي للغة العربية لقياس جودة هذا الكتاب.
أغراض هذا البحث هي معرفة محتوى الكتاب الأساسي في تعليم اللغة العربية لغير الناطقين بها على منظور رشدي أحمد طعيمة من حيث إخراج الكتاب وخطته والمحتوى اللغوي والمحتوى الثقافي والتدريبات ومصاحبات الكتاب للكتاب الأساسي في تعليم اللغة العربية لغير الناطقين بها.
يعتمد هذا البحث على أساس التفكير أنه يجب أن يستوفي الكتاب المدرسي للغة العربية معايير الكتاب المدرسي الجيد والصحيح، لكي يتولد كتاب مثالي للتدريس. لذا، فإن تحليل الكتاب الأساسي في تعليم اللغة العربية لغير الناطقين بها بناءً على منظور رشدي أحمد طعيمة طريقة من الطرق لمعرفة مدى توافق هذا الكتاب مع منظور طعيمة.
أما مدخل البحث المستخدمة في هذا البحث فهو المدخل النوعي. وطريقة البحث المستخدمة هي طريقة تحليل المحتوى. ونوع البحث المستخدم هو البحث المكتبي مع استخدام أسلوب التوثيق في جمع بياناته.
أظهرت نتائج هذا البحث وجود توافق بين نظرية رشدي أحمد طعيمة حول معايير الكتاب المدرسي للغة العربية والكتاب الأساسي في تعليم اللغة العربية لغير الناطقين بها، سواء من حيث إخراج الكتاب وخطته والمحتوى اللغوي والمحتوى الثقافي والتدريب ومصاحبات الكتاب. وهذا يدل إلى أن هذا الكتاب مناسب ومثالي لاستخدام المعلمين وتدريسه لمتعلمي اللغة العربية لغير الناطقين بها
Comparative Analysis of the Concepts of Translation, Tafsir, and Ta’wil According to Abdul Azim Al-Zarqani and Manna’ Khalil Al-Qattan: A Comparative Study of the Views of Abdul Azim Al-Zarqani and Manna’ Khalil Al-Qattan
No full textThe Qur'an, as a guide for the lives of Muslims, must be implemented in daily life. However, because the Qur'an was revealed in Arabic—a language not understood by everyone—Muslims are required to study the sciences that aim to comprehend the meaning of the Qur'an, namely translation (terjemah), exegesis (tafsir), and interpretation (ta'wil). Due to the various opinions on these subjects, it is essential to focus on the perspectives of one or two scholars. The purpose of this research is to understand the concepts of translation, exegesis, and interpretation according to Abdul Azim Al-Zarqani and Manna' Khalil Al-Qattan, and then compare their views to identify similarities and differences. The research method used is qualitative with a comparative study approach. Data collection was conducted using documentation techniques. The data analysis techniques included data collection, data reduction, data presentation, as well as verification and conclusion. The results of the study show three similarities and four differences in the concept of translation, as well as two similarities and one difference in the concepts of exegesis and interpretation, as understood by Abdul Azim Al-Zarqani and Manna' Khalil Al-Qattan. 
A Content Analysis of Al-Kitab Al-Asasi the Lens of Rushdi Ahmad Thu\u27aimah\u27s Theories
No full textThis study aims to analyze the content of Al-Kitab Al-AsasÄ« fi Ta\u27lÄ«m Al-Lughah Al-Arabiyyah Li Ghair Al-NÄthiqÄ«na BihÄ to evaluate its alignment with Rusydi Ahmad Thu\u27aimah\u27s theoretical standards for Arabic textbooks. The analysis focuses on presentation, language, culture, exercises, and supplementary materials. This study uses a qualitative approach, content analysis, and library research with documentation techniques for data collection. The findings reveal that the book aligns with Thu\u27aimah\u27s criteria, demonstrating strengths in presentation, linguistic accuracy, cultural relevance, and exercise quality, making it suitable for teaching Arabic to non-native speakers. This research highlights the importance of adhering to established standards in textbook development to create effective learning materials. The implications suggest that educators and curriculum developers should prioritize compatibility with theoretical frameworks to enhance language instruction. Future studies could expand this analysis to compare multiple Arabic textbooks, explore the effectiveness of these standards in classroom settings, and assess how digital adaptations of textbooks can complement traditional methods. Additionally, integrating student feedback into textbook evaluation could provide deeper insights into user-centered design in language education
Methodological Trends in Classical and Modern Arabic Literary Criticism: A Comparative Study on the Evolution of Arabic Literary Criticism
Get PDFArabic literary criticism is a vital component of the Arab intellectual tradition, evolving alongside the development of Arabic literature across various historical periods. This article aims to compare the characteristics and approaches of classical and modern Arabic literary criticism by examining their respective features, methods, and underlying principles. This research employs a qualitative method with a comparative study approach, analyzing relevant literature including books, journals, and scholarly articles. The data is processed through narrative and descriptive analysis involving data reduction, presentation, and verification. The findings indicate that classical Arabic criticism tends to be intuitive and normative, focusing on linguistic accuracy, poetic structure, and aesthetic appreciation, rooted in oral tradition and Arabic rhetoric. In contrast, modern Arabic criticism has grown into a more scientific and interdisciplinary practice, influenced by Western theories such as structuralism, psychoanalysis, and postcolonialism, with a contextual emphasis on meaning and ideology within literary texts. This study shows that the difference in critical paradigms reflects not only a shift in time periods but also broader cultural and intellectual transformations, making Arabic literary criticism a dynamic and ever-evolving fiel
