إن التعبير ينوء بأثقال كبيرة ، وهذه المشكلة قد تتضاعف ،لأنَّ التعبير يحتاج إلى مها ا رت " لم
تنجح المدرسة في تنميتها تنمية صحيحة " ولأنّهُ يصطدم بعوامل معوقة متعددة منها ثنائية اللغة ،
وكثافة الصفوف ، وغياب المنهج ، وٕاهمال التصحيح، ووضع المدرس لكلمة "لوحظ" من غير
ملاحظة شيء وقلة الحصص ، وضعف الربط بين فروع اللغة ، والتساهل في إعداد المدرس.
وقد كان من نتائج د ا رسة أجرتها المنظمة العربية للتربية والثقافة والعلوم ،أنَّ مستوى مدرس اللغة
العربية غير مناسب ، وأنَّهُ يصل إلى درجة الضعف ؛ ذلك لقصور قد ا رته التعبيرية ، والتذوقية ،
والنحوية ، والهجائية ، والخطية ، قصور في ثقافته العصرية ، وعدم تمكنه من ط ا رئق التدريس
الحديثة ، وتطو ا رتها "وقد يجهد المدرس نفسه في تلقين طلابه القواعد النحوية التي لم تنفعهم ؛
لأنَّهم لايملكون القدرة على الكلام أو الكتابة ، وقد شبه الع ا زويّ ذلك كمن يعين حارساً ثم لايهيئ له
مايحرسه، فنحن نعنى بتلقين الطلبة القواعد ولانربي فيهم ملكة التعبير التي تكون القواعد بمنزلة
الحارس لها "
Receipt date: 8/8/2020 acceptance date: 9/11/2020 Publication date: 31/12/2021
This work is licensed under a Creative Commons Attribution 4.0 International License.
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