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امتحان فصلي في فهم المقروء. (1)
امتحان فصلي في فهم المقروء. (1)
ﺃﹶﻫﻤﻴﺔﹸ ﺍﻟﹾﻘﺮﺍﺀَﺓ
ﺍﹶﻟﹾﻘﺮﺍﺀَﺓﹸ ﻣﻔﹾﺘﺎﺡ ﺍﻟﹾﻤﻌﺮﹺﻓﹶﺔ ،ﻭﺑﹺﻐﺾ ﺍﻟﻨﻈﹶﺮﹺ ﻋﻦ ﻃﹶﺒﻴﻌﺔ ﺍﻟﹾﻤﻘﹾﺮﻭﺀِ ،ﻓﹶﺈﹺﻥﱠ ﻛﹸﻞﱠ ﻗﺮﺍﺀَﺓ ﺗﻀﻴﻒ ﺇﹺﱃ ﺍﻟﹾﻘﺎﺭﹺﺉﹺ ﺷﻴﺌﹰﺎ،
ﻭﻋﻠﹶﻴﻪ ﻓﹶﺈﹺﻥﱠ ﺍﻹِﻧﺴﺎﻥﹶ ﻣﺴﺆﻭﻝﹲ ﻋﻦ ﺍﻧﺘﻘﺎﺀِ ﺍﻟﹾﻤﻮﺍﺩ ﺍﻟﱠﱵ ﻳﻘﹾﺮﺃﹸﻫﺎ ،ﻭﻗﹶﺪﳝﺎ ﻗﺎﻟﻮﺍ ﺇﹺﻥﱠ ﺍﺧﺘﻴﺎﺭ ﺍﻟﺮﺟﻞﹺ ﻗﻄﹾﻌﺔﹲ ﻣﻦ ﻋﻘﹾﻠﻪ.
ﻭﻛﹸﻞﱡ ﻣﺎ ﻳﻘﹾﺮﺃﹸﻩ ﺍﻹِﻧﺴﺎﻥﹸ ﻻ ﺑﺪ ﺃﹶﻥﹾ ﻳﺠﹺﺪ ﻟﹶﻪ ﻣﻜﺎﻧﺎ ﰲ ﺫﺍﻛﺮﺗﻪ ﻭﻭﹺﺟﺪﺍﻧﹺﻪ ،ﻛﹶﻤﺎ ﻳﻌﻤﻞﹸ ﻋﻠﹶﻰ ﺗﺸﻜﻴﻞﹺ ﻣﻼﻣﺤﻪ
ﺍﻟﺪﺍﺧﻠﻴﺔ ﺍﻟﻨﻔﹾﺴِﻴﺔ ﻭﺍﻟﹾﻔﻜﹾﺮﹺﻳﺔ ﺩﻭﻥﹶ ﺃﹶﻥﹾ ﻳﺸﻌﺮ ﺑﹺﺬﻟﻚ ،ﻟﺬﻟﻚ ﻻ ﺑﺪ ﻣﻦ ﺃﹶﻥﹾ ﻳﺤﺴِﻦ ﺍﻟﹾﻤﺮﺀُ ﺍﺧﺘﻴﺎﺭ ﻣﻘﹾﺮﻭﺋﻪ ،ﻛﹶﻤﺎ
ﻳﺠﹺﺐ ﻋﻠﹶﻰ ﺍﻟﺘﺮﺑﻮﹺﻳﲔ ﻭﺃﹶﻭﻟﻴﺎﺀِ ﺍﻷُﻣﻮﺭﹺ ﺃﹶﻥﹾ ﻳﺤﺴِﻨﻮﺍ ﺍﺧﺘﻴﺎﺭ ﺍﻟﹾﻤﻮﺍﺩ ﺍﻟﱠﱵ ﻳﻘﹾﺮﺃﹸﻫﺎ ﺍﻟﺼﻐﺎﺭ ﻭﺍﻟﻨﺎﺷﺌﹶﺔﹸ ﻟﻤﺎ ﻟﹶﻬﺎ ﻣﻦ ﺃﹶﺛﹶﺮﹴ 5
ﻛﹶﺒﲑﹺ ﻋﻠﹶﻴﻬﹺﻢ ﰲ ﺍﻟﹾﻤﺴﺘﻘﹾﺒﻞﹺ ،ﻋﻠﹶﻰ ﺍﻟﹾﻤﺴﺘﻮﻯ ﺍﻟﺸﺨﺼﻲ ،ﻭﻋﻠﹶﻰ ﺍﻟﹾﻤﺴﺘﻮﻯ ﺍﻟﹾﻤﺠﺘﻤﻌﻲ ﺃﹶﻳﻀﺎ.
ﻭﻣﻊ ﻛﹸﻞﱢ ﻣﺎ ﻗﻴﻞﹶ ﻭﻣﺎ ﻳﻘﺎﻝﹸ ﻋﻦ ﺃﹶﻫﻤﻴﺔ ﺍﻟﹾﻘﺮﺍﺀَﺓ ﺇﹺﻻﹼ ﺃﹶﻧﻨﺎ ﻧﻔﺎﺟﺄﹸ ﺑﹺﻌﺪﺩ ﻛﹶﺒﲑﹴ ﻣﻦ ﺍﻟﻨﺎﺱﹺ ﺍﻟﱠﺬﻳﻦ ﻻ ﻳﻘﹾﺮﺅﻭﻥﹶ.
ﻭﻗﹶﻮﱄ "ﻻ ﻳﻘﹾﺮﺅﻭﻥﹶ" ﻫﻨﺎ ﻟﹶﻴﺲ ﻣﻦ ﻗﹶﺒﻴﻞﹺ ﺍﻟﹾﻤﺒﺎﻟﹶﻐﺔ ،ﺇﹺﻧﻤﺎ ﻫﻮ ﻋﻴﻦ ﺍﻟﹾﺤﻘﻴﻘﹶﺔ ،ﺇﹺﺫﹾ ﺫﹶﻛﹶﺮ ﱄ ﺃﹶﺣﺪﻫﻢ ﺃﹶﻧﻪ ﻟﹶﻢ ﻳﻘﹾﺮﺃﹾ ﰲ
ﺣﻴﺎﺗﻪ ﻛﺘﺎﺑﺎ ﻏﹶﻴﺮ ﺍﻟﹾﻜﹸﺘﺐﹺ ﺍﻟﹾﻤﺪﺭﺳﻴﺔ ﺍﻟﱠﱵ ﻛﺎﻥﹶ ﻣﻀﻄﱠﺮﺍ ﺇﹺﱃ ﻗﺮﺍﺀَﺗﻬﺎ ﺃﹶﺣﻴﺎﻧﺎ ﻟﻴﻨﺘﻬﹺﻲ ﻣﻦ ﻋﺬﺍﺏﹺ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﱠﺬﻱ ﻣﺎ
ﻛﺎﻥﹶ ﻭﺍﻟﺪﻩ ﺳﻴﺴﻤﺢ ﻟﹶﻪ ﺑﺎﻟﹾﺨﻼﺹﹺ ﻣﻨﻪ ﺇﹺﻻﹼ ﺑﺎﻟﺘﺨﺮﺝﹺ ﻭﺍﻟﹾﺤﺼﻮﻝﹺ ﻋﻠﹶﻰ ﺍﻟﺸﻬﺎﺩﺓ ﺍﻟﹾﺠﺎﻣﻌﻴﺔ. 10
ﻭﺑﹺﺎﻹِﺿﺎﻓﹶﺔ ﺇﹺﱃ ﻭﺟﻮﺩ ﻋﺪﺩ ﻛﹶﺒﲑﹴ ﻣﻤﻦ ﻻ ﻳﻘﹾﺮﺅﻭﻥﹶ ﻓﹶﺈﹺﻧﻪ ﻳﻮﺟﺪ ﻋﺪﺩ ﺭﺑﻤﺎ ﺃﹶﻛﹾﺒﺮ ﻣﻤﻦ ﻳﻌﻄﱢﻠﻮﻥﹶ ﻭﻳﻬﺒﻄﻮﻥﹶ
ﻣﻦ ﻋﺰﳝﺔ ﻣﻦ ﻳﺠﹺﺪ ﰲ ﻧﻔﹾﺴِﻪ ﺭﻏﹾﺒﺔﹰ ﺣﻘﻴﻘﻴﺔﹰ ﰲ ﺍﻟﹾﻘﺮﺍﺀَﺓ ،ﺑﹺﺤﺠﺔ ﺃﹶﻥﹾ ﻳﺸﺎﺭﹺﻛﹶﻬﻢ ﺍﻟﹾﺤﺪﻳﺚﹶ ،ﺃﹶﻭ ﻟﻴﺨﺮﺝ ﻣﻌﻬﻢ
ﻟﻠﺘﻨﺰﻩ.
ﻛﹶﻤﺎ ﺗﺮﺗﺒﹺﻂﹸ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﺑﺎﻟﺜﱠﻘﺎﻓﹶﺔ ﰲ ﻋﺮﻑ ﺍﻟﹾﻜﹶﺜﲑﻳﻦ ﻣﻨﺎ ،ﻭﻧﺘﻴﺠﺔﹰ ﻟﻬﺬﺍ ﺃﹶﺻﺒﺢ ﻣﻦ ﺍﻟﹾﻤﺄﹾﻟﻮﻑ ﺃﹶﻥﹾ ﻧﺴﻤﻊ ﻣﻦ
ﻳﺴﺘﻨﻜﺮ ﺃﹶﻥﹾ ﻳﺴﺄﹶﻝﹶ ﻋﻦ ﻗﺮﺍﺀﺍﺗﻪ ﻷَﻧﻪ ﻟﹶﻴﺲ ﻣﺜﹶﻘﱠﻔﹰﺎ! ﻭﻛﹶﺄﹶﻥﱠ ﺍﻟﺜﱠﻘﺎﻓﹶﺔﹶ ﺃﹶﺻﺒﺤﺖ ﺣﻜﹾﺮﺍ ﻋﻠﹶﻰ ﻓﺌﹶﺔ ﻣﻦ ﺍﻟﻨﺎﺱﹺ ﺩﻭﻥﹶ 15
ﻏﹶﻴﺮﹺﻫﺎ.
ﺇﹺﻥﱠ ﻛﹸﻞﱠ ﻓﹶﺮﺩ ﰲ ﺍﻟﹾﻤﺠﺘﻤﻊﹺ ﻣﺜﹶﻘﱠﻒ ،ﻭﻟﻜﻦ ﻳﻮﺟﺪ ﺗﻔﺎﻭﺕ ﰲ ﻃﹶﺒﻴﻌﺔ ﺍﻟﺜﱠﻘﺎﻓﹶﺔ ﻭﻣﺴﺘﻮﺍﻫﺎ .ﻓﺎﻟﹾﻘﺮﺍﺀَﺓﹸ ﻟﹶﻴﺴﺖ
ﺳﻮﻯ ﻭﺳﻴﻠﹶﺔ ﻣﻦ ﻭﺳﺎﺋﻞﹺ ﺍﻟﺘﺜﹾﻘﻴﻒ ﺍﻟﺬﹼﺍﺗﻲ ﺍﻟﱠﱵ ﻳﻘﻮﻡ ﺑﹺﻬﺎ ﺍﻟﹾﻔﹶﺮﺩ ﺑﹺﻨﻔﹾﺴِﻪ ﺩﻭﻥﹶ ﻃﹶﻠﹶﺐﹴ ﺃﹶﻭ ﺃﹶﻣﺮﹴ .ﻭﻛﺜﲑﺍ ﻣﺎ ﺗﺒﻮﺀُ
ﻣﺤﺎﻭﻻﺕ ﺍﻷَﻣﺮﹺ ﺍﻟﹾﻤﺒﺎﺷﺮﹺ ﺑﺎﻟﹾﻘﺮﺍﺀَﺓ ﺑﺎﻟﹾﻔﹶﺸﻞﹺ؛ ﻷَﻧﻬﺎ ﺇﹺﻥﹾ ﻟﹶﻢ ﺗﻜﹸﻦ ﺭﻏﹾﺒﺔﹰ ﺫﺍﺗﻴﺔﹰ ﻭﺣﺎﺟﺔﹰ ﻣﻠﺤﺔﹰ ﻳﺸﻌﺮ ﺍﻟﹾﻤﺮﺀُ ﺑﹺﻀﺮﻭﺭﺓ
ﺍﻻﺳﺘﺠﺎﺑﺔ ﻟﹶﻬﺎ ﻓﹶﺈﹺﻧﻬﺎ ﻻ ﺗﺄﹾﰐ ﺑﹺﻨﺘﺎﺋﺞ ﺇﳚﺎﺑﹺﻴﺔ ﺇﹺﻃﹾﻼﻗﹰﺎ. 20
ﻭﺃﹶﻣﺎﻡ ﺍﻟﹾﻤﻐﺮﻳﺎﺕ ﺍﻟﹾﻜﹶﺜﲑﺓ ﺍﻟﱠﱵ ﺗﺤﻴﻂﹸ ﺑﹺﻨﺎ ﰲ ﻫﺬﺍ ﺍﻟﹾﻌﺼﺮﹺ ﻗﹶﺪ ﻻ ﻳﺠﹺﺪ ﻛﹶﺜﲑ ﻣﻦ ﺃﹶﺑﻨﺎﺋﻨﺎ ﻓﹸﺮﺻﺔﹰ ﻟﺴﻤﺎﻉﹺ ﺻﻮ
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ﺍﻟﹾﺤﺎﺟﺔ ﺍﻟﹾﻤﻠﺤﺔ ﻟﻠﹾﻘﺮﺍﺀَﺓ ،ﻭﻳﻨﺴﺎﻗﻮﻥﹶ ﺧﻠﹾﻒ ﺍﻟﹾﻤﺘﻮﺍﻓﺮﹺ ﻭﺍﻟﹾﻤﺘﺎﺡﹺ ﻟﹶﻬﻢ ﻣﻦ ﻭﺳﺎﺋﻞﹶ ﺗﺮﻓﻴﻪ ﻭﺗﺰﺟﹺﻴﺔ ﻟﻠﹾﻮﻗﹾﺖ ﻗﹶﺪ ﺗﺨﻠﻮ
ﻣﻦ ﺍﻟﹾﻌﺎﺋﺪ ﺍﻟﹾﻤﻌﻨﻮﹺﻱ ﺍﻹِﳚﺎﺑﹺﻲ ﻋﻠﹶﻴﻬﹺﻢ ﰲ ﺍﻟﹾﻤﺴﺘﻘﹾﺒﻞﹺ ،ﻣﻤﺎ ﻳﺴﺘﺪﻋﻲ ﺗﻮﺟﻴﻬﻬﻢ ﺑﹺﻄﹶﺮﻳﻘﹶﺔ ﺟﺬﹼﺍﺑﺔ ﻏﹶﻴﺮ ﻣﻨﻔﱢﺮﺓ ﻧﺤﻮ
ﺍﻟﹾﻘﺮﺍﺀَﺓ ﻭﺗﺤﺒﻴﺒﻬﹺﻢ ﰲ ﻓﹶﻮﺍﺋﺪﻫﺎ ﻭﺇﳚﺎﺑﹺﻴﺎﺗﻬﺎ ﺑﻌﻴﺪﺍ ﻋﻦﹺ ﺍﻟﹾﻮﻋﻆ ﺍﻟﹾﻤﺒﺎﺷﺮﹺ.
ﻭﻟﻜﻦ ﺍﻟﹾﻘﺮﺍﺀَﺓﹶ ﻟﹶﻴﺴﺖ ﻣﺼﺪﺭ ﺗﺜﹾﻘﻴﻒ ﺇﹺﳚﺎﺑﹺﻲ ﺩﺍﺋﻤﺎ؛ ﻓﹶﻘﹶﺪ ﺗﻜﻮﻥﹸ ﺇﹺﳚﺎﺑﹺﻴﺔﹰ ،ﻭﻗﹶﺪ ﺗﻜﻮﻥﹸ ﺳﻠﹾﺒﹺﻴﺔﹰ ،ﻭﻗﹶﺪ ﺗﻜﻮﻥﹸ 25
ﻣﻔﹾﺮﻏﹶﺔﹰ ﻣﻦ ﺍﻟﹾﻘﻴﻤﺔ .ﻭﺗﻜﻮﻥﹸ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﺇﹺﳚﺎﺑﹺﻴﺔﹰ ﺣﲔ ﻳﻤﻀﻲ ﺍﻟﹾﻘﺎﺭﹺﺉ ﺳﺎﻋﺎﺗﻪ ﰲ ﻗﺮﺍﺀَﺓ ﻣﺎﺩﺓ ﻋﻠﹾﻤﻴﺔ ﻣﻌﺮﹺﻓﻴﺔ ﻣﻮﺛﻮﻗﹶﺔ،
ﺃﹶﻭ ﰲ ﻗﺮﺍﺀَﺓ ﻧﺺ ﺃﹶﺩﺑﹺﻲ ﻫﺎﺩﻑ ،ﺳﻮﺍﺀ ﻛﺎﻥﹶ ﺩﻳﻮﺍﻥ ﺷﻌﺮﹴ ﺃﹶﻭ ﺭﹺﻭﺍﻳﺔ ﺃﹶﻭ ﻣﺴﺮﺣﻴﺔ ،ﺃﹶﻭ ﻏﹶﻴﺮ ﺫﻟﻚ.
ﻛﹶﻤﺎ ﻗﹶﺪ ﺗﻜﻮﻥﹸ ﺳﻠﹾﺒﹺﻴﺔﹰ ﺇﹺﺫﺍ ﻛﺎﻥﹶ ﺍﻟﹾﻘﺎﺭﹺﺉ ﻳﻘﹾﺮﺃﹸ ﻣﺎ ﻳﻌﻮﺩ ﻋﻠﹶﻴﻪ ﺑﺎﻟﻀﺮﺭﹺ ﻛﹶﺰﻋﺰﻋﺔ ﺑﻌﺾﹺ ﺍﻟﹾﻤﻌﻠﻮﻣﺎﺕ ﺍﻷَﺳﺎﺳﻴﺔ
ﻟﹶﺪﻳﻪ- ﻭﺫﻟﻚ ﺑﺎﻟﹾﻘﺮﺍﺀَﺓ ﰲ ﻛﺘﺎﺏﹴ ﻏﹶﻴﺮﹺ ﻣﻮﺛﻮﻕﹴ ﻳﺰﻭﺩ ﺍﻟﹾﻘﺎﺭﹺﺉ ﻏﹶﻴﺮ ﺍﻟﹾﻤﺘﻤﻜﱢﻦﹺ ﻣﻦ ﺍﻟﹾﻌﻠﹾﻢﹺ ﺍﻟﱠﺬﻱ ﻳﻘﹾﺮﺃﹸ ﻓﻴﻪ ﺑﹺﻤﻌﻠﻮﻣﺎ
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ﻣﻐﺎﻟﻄﹶﺔ -ﻭﺗﻜﹾﺜﹸﺮ ﻣﺜﹾﻞﹸ ﻫﺬﻩ ﺍﻟﹾﻜﹸﺘﺐﹺ ﰲ ﺍﻟﺪﻳﻦﹺ ﺃﹶﻭﹺ ﺍﻟﺘﺎﺭﻳﺦﹺ ﺧﺼﻮﺻﺎ ،ﺃﹶﻭ ﻛﹶﺘﻌﺰﻳﺰﹺ ﺍﻟﹾﻘﻴﻢﹺ ﺍﻟﺴﻠﹾﺒﹺﻴﺔ ﺃﹶﻭ ﺍﻟﺸﺎﺫﱠﺓ ﻛﹶﻤﺎ ﰲ 30
ﺑﻌﺾﹺ ﺍﻟﻨﺼﻮﺹﹺ ﺍﻷَﺩﺑﹺﻴﺔ ﺍﻟﱠﱵ ﻳﻤﻜﻦ ﻭﺻﻔﹸﻬﺎ ﺑﹺﺄﹶﻧﻬﺎ ﲡﺎﺭﹺﻳﺔﹲ ﻭﺭﹺﺑﺤﻴﺔﹲ ﻭﺗﺪﻋﻲ ﺍﻻﻧﺘﺴﺎﺏ ﺇﹺﱃ ﺍﻷَﺩﺏﹺ.
ﻭﺗﻜﻮﻥﹸ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﻣﻔﹾﺮﻏﹶﺔﹰ ﻣﻦ ﺍﻟﹾﻘﻴﻤﺔ ﺇﹺﺫﺍ ﻛﺎﹶﻥ ﺍﻟﹾﻤﺮﺀُ ﻳﻘﹾﺮﺃﹸ ﰲ ﻧﺺ ﻻ ﻳﻌﻮﺩ ﻋﻠﹶﻴﻪ ﻻ ﺑﹺﻨﻔﹾﻊﹴ ﻭﻻ ﺑﹺﻀﺮﺭﹴ ،ﻭﻳﻜﻮﻥﹸ
ﺿﺮﺭﻩ ﺍﻷَﻛﹾﺒﺮ ﺣﻴﻨﻬﺎ ﺃﹶﻥﱠ ﺍﻟﹾﻘﺎﺭﹺﺉ ﻳﻀﻴﻊ ﻭﻗﹾﺘﻪ ﻓﻴﻤﺎ ﻻ ﻳﻨﻔﹶﻌﻪ ،ﻭﺃﹶﻋﺘﻘﺪ ﺃﹶﻥﱠ ﻣﻌﻈﹶﻢ ﻣﻦ ﻣﺎﺭﺱ ﺍﻟﹾﻘﺮﺍﺀَﺓﹶ ﰲ ﻓﹶﺘﺮﺍﺕ
ﺻﺒﺎﻩ ﻭﻣﺮﺍﻫﻘﹶﺘﻪ ﻗﹶﺪ ﻣﺮﺕ ﻋﻠﹶﻴﻪ ﻧﺼﻮﺹ ﺗﻨﺪﺭﹺﺝ ﰲ ﻫﺬﺍ ﺍﻟﹾﻘﺴﻢﹺ ،ﻛﹶﺒﻌﺾﹺ ﺍﻟﹾﻘﺼﺺﹺ ﺍﻟﹾﺒﻮﻟﻴﺴِﻴﺔ ﺍﻟﱠﱵ ﻻ ﻳﺨﺮﺝ
ﺍﻟﹾﻤﺮﺀُ ﻣﻨﻬﺎ ﺑﹺﻔﺎﺋﺪﺓ ﺣﻘﻴﻘﻴﺔ ،ﻭﻫﻲ ﰲ ﺍﻟﹾﻮﻗﹾﺖ ﻧﻔﹶﺴِﻪ ﻟﹶﻴﺴﺖ ﺫﺍﺕ ﺃﹶﺛﹶﺮﹴ ﺳﻠﹾﺒﹺﻲ ﻋﻠﹶﻴﻪ. 35
ﻭﻳﻤﻜﻦ ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﹶﻰ ﺍﻟﹾﻮﺟﻪ ﺍﻹﳚﺎﺑﹺﻲ ﻟﻠﹾﻘﺮﺍﺀَﺓ ،ﻣﻊ ﺿﺮﻭﺭﺓ ﺗﺠﻨﺐﹺ ﺍﻟﹾﻮﺟﻬﻴﻦﹺ ﺍﻵﺧﺮﻳﻦﹺ ،ﻭﻣﺤﺎﻭﻟﹶﺔ ﺟﺬﹾﺏﹺ
ﺟﻤﻬﻮﺭﹺ ﺍﻟﻨﺎﺱﹺ ﻧﺤﻮﻫﺎ ﺣﺘﻰ ﻳﺰﺩﺍﺩ ﻋﺪﺩ ﺍﻟﱠﺬﻳﻦ ﻳﺠﹺﺪﻭﻥﹶ ﻣﺘﻌﺘﻬﻢ ﰲ ﺗﻨﺎﻭﻝﹺ ﻛﺘﺎﺏﹴ ،ﻭﺍﻟﹾﺠﻠﻮﺱ ﰲ ﺃﹶﺣﺪ ﺍﻷَﺭﻛﺎﻥ
ﺍﻟﹾﻘﹶﺼﻴﺔ ﻋﻠﹶﻰ ﺷﺎﻃﺊ ﺍﻟﹾﺒﺤﺮﹺ ﺃﹶﻭ ﰲ ﺃﹶﺣﺪ ﺍﻟﹾﻤﻘﺎﻫﻲ ﻟﺘﺼﻔﱡﺤﻪ ﻭﻗﺮﺍﺀَﺗﻪ ،ﺗﻤﺎﻣﺎ ﻛﹶﻤﺎ ﻳﺠﹺﺪﻭﻥﹶ ﻣﺘﻌﺘﻬﻢ ﰲ ﺍﻟﹾﺠﻠﻮﺱﹺ
ﺃﹶﻣﺎﻡ ﺟﹺﻬﺎﺯﹺ ﺍﻟﺘﻠﹾﻔﺎﺯﹺ ﻟﺴﺎﻋﺎﺕ ﻃﹶﻮﻳﻠﹶﺔ ﻣﺘﻮﺍﺻﻠﹶﺔ ﺩﻭﻥﹶ ﺇﹺﺣﺴﺎﺱﹴ ﺑﺎﻟﺰﻣﻦﹺ ،ﺃﹶﻭ ﰲ ﺍﻟﺘﺠﻮﻝﹺ ﰲ ﻣﺮﻛﺰﹴ ﺗﺠﺎﺭﹺﻱ ﺩﻭﻥﹶ ﺃﹶﻥﹾ
ﻳﻜﻮﻧﻮﺍ ﰲ ﺣﺎﺟﺔ ﻟﺸﺮﺍﺀِ ﺷﻲﺀٍ ﻣﺤﺪﺩ ،ﺃﹶﻭ ﰲ ﻗﹶﻀﺎﺀِ ﺳﺎﻋﺎﺕ ﺃﹶﻣﺎﻡ ﺷﺎﺷﺎﺕ ﺍﻟﹾﺤﺎﺳﻮﺏﹺ. 40
ﻳﺠﹺﺐ ﺃﹶﻥﹾ ﻧﻔﹶﻜﱢﺮ ﰲ ﺍﻟﹾﻜﹶﻴﻔﻴﺔ ﺍﻟﱠﱵ ﻳﻤﻜﻨﻨﺎ ﺇﹺﻋﺎﺩﺓﹶ ﺻﻴﺎﻏﹶﺔ ﻓﻜﹾﺮﺓ ﺍﻟﹾﻘﺮﺍﺀَﺓ ﻭﻓﻘﹾﻬﹺﻬﺎ ،ﻭﺗﻘﹾﺪﳝﻬﺎ ﻟﻠﻨﺎﺱﹺ ﺑﹺﺸﻜﹾﻞﹴ
ﺗﺪﺭﳚﹺﻲ ﺑﹺﺤﻴﺚﹸ ﻻ ﻳﺸﻌﺮﻭﻥﹶ ﺑﹺﺄﹶﻧﻬﺎ ﻭﺍﺟﹺﺐ ﺟﺪﻳﺪ ﻳﻠﹾﻘﹶﻰ ﻋﻠﹶﻰ ﻇﹸﻬﻮﺭﹺﻫﻢ ﻟﻴﺜﹾﻘﻠﹶﻬﺎ ﻫﻤﺎ ﺟﺪﻳﺪﺍ ﻣﻀﺎﻓﹰﺎ ﺇﹺﱃ
ﻫﻤﻮﻣﻬﹺﻢ ﺍﻟﹾﻤﻮﺟﻮﺩﺓ ﺳﻠﹶﻔﹰﺎ ،ﺇﹺﺫﹾ ﻳﺠﹺﺐ ﺃﹶﻻﹼ ﺗﺮﺗﺒﹺﻂﹶ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﺑﺎﻟﹾﻮﺍﺟﹺﺐﹺ ،ﻭﻻ ﺑﹺﻔﹶﻀﺎﺀٍ ﻣﻜﺎﻧﹺﻲ ﻭﺍﺣﺪ ﻛﺎﻟﹾﻤﻜﹾﺘﺒﺔ ﻣﺜﹶﻼﹰ،
ﻭﻣﻦ ﺍﻷَﻓﹾﻀﻞﹺ ﺃﹶﻥﹾ ﺗﺼﺒﹺﺢ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﻣﺮﺗﺒﹺﻄﹶﺔﹰ ﺑﹺﻔﻜﹾﺮﺓ ﺍﻟﹾﻤﺘﻨﻔﱠﺲﹺ ،ﺃﹶﻭ ﺍﻟﹾﻤﻨﻔﹶﺬ ،ﻟﻠﹾﺨﺮﻭﺝﹺ ﻣﻦ ﺿﻐﻮﻃﺎﺕ ﺍﻟﹾﺤﻴﺎﺓ ﺍﻟﹾﻴﻮﻣﻴﺔ،
ﻭﻣﻦ ﺃﹶﻋﺒﺎﺀِ ﺍﻟﹾﻮﻇﻴﻔﹶﺔ ﺃﹶﻭ ﺍﻟﺪﺭﺍﺳﺔ ،ﻭﻣﻦ ﺭﻭﺗﲔﹺ ﺍﻟﹾﺤﻴﺎﺓ ﺍﻟﹾﻤﺘﺮﺍﻛﻢﹺ ﻭﺍﻟﹾﻤﺤﺎﺻﺮﹺ ﻟﻜﹸﻞﱢ ﻣﻈﺎﻫﺮﹺ ﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻹِﺻﻼﺡﹺ. 45
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) 5ﺩﺭﺟﺎﺕ( (2ﺫﹸﻛﺮﺕ ﰲ ﺍﻟﻨﺺ ﺣﻜﹾﻤﺔﹲ ﻗﹶﺪﳝﺔﹲ ﻋﻦﹺ ﺍﻻﻧﺘﻘﺎﺀِ؟ ﺍﻧﺴﺨﻬﺎ؟
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) 6ﺩﺭﺟﺎﺕ( (3ﻗﺎﺭﹺﻥﹾ ﺑﹺﺤﺴﺐﹺ ﺍﻟﻨﺺ ﺑﻴﻦ ﺛﹶﻼﺛﹶﺔ ﺃﹶﻧﻮﺍﻉﹺ ﺍﻟﹾﻘﺮﺍﺀَﺓ ﺍﻟﱠﱵ ﻇﹶﻬﺮﺕ ﰲ ﺍﻟﻨﺺ؟
ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﺍﻟﹾﻤﻔﹾﺮﻏﹶﺔﹸ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﺍﻟﺴﻠﹾﺒﹺﻴﺔﹸ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﺍﻹﳚﺎﺑﹺﻴﺔﹸ
) 5ﺩﺭﺟﺎﺕ( (4ﻣﻦﹺ ﺍﻟﹾﻤﺴﺆﻭﻝﹸ ﻋﻦﹺ ﺍﺧﺘﻴﺎﺭﹺ ﺍﻟﹾﻤﻮﺍﺩ ﺍﻟﱠﱵ ﻳﻘﹾﺮﺃﹸﻫﺎ ﺍﻟﺼﻐﺎﺭ ﻭﺍﻟﻨﺎﺷﺌﹶﺔﹸ؟ ﻭﻟﻤﺎﺫﺍ؟
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) 5ﺩﺭﺟﺎﺕ( (5ﻛﹶﻴﻒ ﻳﺴﺘﻄﻴﻊ ﺍﻟﹾﺒﻌﺾ ﺃﹶﻥﹾ ﻳﻌﻄﱢﻞﹶ ﻋﻤﻠﻴﺔﹶ ﺍﻟﹾﻘﺮﺍﺀَﺓ ﻟﹶﺪﻯ ﺃﹶﺣﺪﻫﻢ؟
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2016©
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www.alarabeyya.com 4 ﺍﻣﺘﺤﺎﻥ ﻓﺼﻠﻲ ﻓﻲ ﻓﻬﻢ ﺍﻟﻤﻘﺮﻭﺀ ﻟﻠﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ
) 5ﺩﺭﺟﺎﺕ( (6ﻟﻤﺎﺫﺍ ﺗﻌﺘﺒﺮ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﻭﺳﻴﻠﹶﺔﹰ ﻣﻦ ﻭﺳﺎﺋﻞﹺ ﺍﻟﺘﺜﹾﻘﻴﻒ ﺍﻟﺬﹼﺍﺗﻲ؟
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(7ﻫﻞﹾ ﻳﻮﺍﻓﻖ ﺍﻟﹾﻜﺎﺗﺐ ﻋﻠﹶﻰ ﺍﻻﺩﻋﺎﺀِ ﺍﻟﹾﻘﺎﺋﻞﹺ ﺑﹺﺄﹶﻥﱠ "ﺍﻟﹾﻘﺮﺍﺀَﺓﹶ ﺣﻜﹾﺮ ﻋﻠﹶﻰ ﺍﻟﹾﻤﺜﹶﻘﱠﻔﲔ"؟ ﻋﻠﱢﻞﹾ ﻣﺴﺘﺸﻬﹺﺪﺍ ﺑﹺﻤﺎ ﺟﺎﺀَ ﰲ
) 5ﺩﺭﺟﺎﺕ( ﺍﻟﻨﺺ؟
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) 5ﺩﺭﺟﺎﺕ( (8ﻣﺎ ﻣﻌﲎ ﺍﻟﹾﻤﻔﹾﺮﺩﺍﺕ ﺍﻟﱠﱵ ﺗﺤﺘﻬﺎ ﺧﻂﱞ ﻓﻴﻤﺎ ﻳﻠﻲ:
" ﺗﻔﺎﻭﺕ) :"ﺳﻄﺮ(17
ﺗﺬﹾﻭﻳﺖ ﺇﹺﻋﺠﺎﺏ ﺍﺧﺘﻼﻑ ﺍﻧﺪﻣﺎﺝ
) 6ﺩﺭﺟﺎﺕ( (9ﻭﺭﺩﺕ ﰲ ﺍﻟﹾﻔﻘﹾﺮﺓ ﺍﻟﺜﹼﺎﻟﺜﹶﺔ ﻗﹶﻀﻴﺘﺎﻥ ﺳﻠﹾﺒﹺﻴﺘﺎﻥ ﺗﻀﺎﻳﹺﻘﺎﻥ ﺍﻟﹾﻜﺎﺗﺐ .ﻓﹶﻤﺎ ﻫﻤﺎ؟
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contact@alarabeyya.com
www.alarabeyya.com 5 ﺍﻣﺘﺤﺎﻥ ﻓﺼﻠﻲ ﻓﻲ ﻓﻬﻢ ﺍﻟﻤﻘﺮﻭﺀ ﻟﻠﻔﺼﻞ ﺍﻟﺜﺎﻧﻲ
) 4ﺩﺭﺟﺎﺕ( (10ﺟﺎﺀَ ﰲ ﺳﻄﺮ" :4ﻟﺬﻟﻚ ﻻ ﺑﺪ ﻣﻦ ﺃﹶﻥﹾ ﻳﺤﺴِﻦ ﺍﻟﹾﻤﺮﺀُ ﺍﺧﺘﻴﺎﺭ ﻣﻘﹾﺮﻭﺋﻪ ،"ﻣﺎ ﺍﻟﹾﻤﻘﹾﺼﻮﺩ ﺑﹺﻜﹶﻠﹶﻤﺔ ﻟﺬﻟﻚ؟
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) 4ﺩﺭﺟﺎﺕ( (11ﺍﹸﻛﹾﺘﺐ ﻛﻠﻤﺔﹶ ) ﺻﺢ /ﺧﻄﺄ ( ﺑﹺﺠﺎﻧﹺﺐﹺ ﺍﻟﹾﺠﻤﻞﹺ ﺍﻟﺘﺎﻟﻴﺔ ﻭﺫﻟﻚ ﺣﺴﺒﻤﺎ ﺟﺎﺀَ ﰲ ﺍﻟﻨﺺ!
______ ﺍﻟﺜﱠﻘﺎﻓﹶﺔﹸ ﻟﹶﻴﺴﺖ ﺣﻜﹾﺮﺍ ﻋﻠﹶﻰ ﻓﺌﹶﺔ ﻣﻦ ﺍﻟﻨﺎﺱﹺ ﺩﻭﻥﹶ ﻏﹶﻴﺮﹺﻫﺎ.
ﺍﹶﻟﹾﻘﺮﺍﺀَﺓﹸ ﺇﹺﻥﹾ ﻟﹶﻢ ﺗﻜﹸﻦ ﻣﻦ ﻣﻨﻄﹶﻠﹶﻖﹺ ﺭﻏﹾﺒﺔ ﺫﺍﺗﻴﺔ ﻓﹶﺈﹺﻧﻬﺎ ﻻ ﺗﺄﹾﰐ ﺑﹺﻨﺘﺎﺋﺞ ﺇﳚﺎﺑﹺﻴﺔ ﺇﹺﻃﹾﻼﻗﹰﺎ______ .
______ ﻗﺮﺍﺀَﺓﹸ ﺑﻌﺾﹺ ﺍﻟﹾﻘﺼﺺﹺ ﺍﻟﹾﺒﻮﻟﻴﺴِﻴﺔ ﺗﻨﺪﺭﹺﺝ ﺗﺤﺖ ﻣﺼﺪﺭﹴ ﺗﺜﹾﻘﻴﻒ ﺳﻠﹾﺒﹺﻲ.
) 5ﺩﺭﺟﺎﺕ( (12ﻫﻞﹾ ﺗﻮﺍﻓﻖ ﺍﻟﹾﻜﺎﺗﺐ ﻋﻠﹶﻰ ﺭﺃﹾﻳﹺﻪ ﺑﹺﺄﹶﻧﻪ ﻳﺠﹺﺐ ﺃﹶﻻﹼ ﺗﺮﺗﺒﹺﻂﹶ ﺍﻟﹾﻘﺮﺍﺀَﺓﹸ ﺑﺎﻟﹾﻮﺍﺟﹺﺐﹺ؟ ﻋﻠﱢﻞﹾ!؟
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(13ﰲ ﻧﹺﻬﺎﻳﺔ ﺍﻟﻨﺺ ﺟﺎﺀَ" :ﺃﹶﻥﱠ ﺍﻟﹾﻘﺮﺍﺀَﺓﹶ ﻳﺠﹺﺐ ﺃﹶﻻﹼ ﺗﻨﺤﺼﺮ ﺑﹺﻔﹶﻀﺎﺀٍ ﻣﻜﺎﻧﹺﻲ ﻭﺍﺣﺪ ﻛﺎﻟﹾﻤﻜﹾﺘﺒﺔ ﻣﺜﹶﻼﹰ" ،ﺍﻗﹾﺘﺮﺡ ﺑﺪﺍﺋﻞﹶ
) 5ﺩﺭﺟﺎﺕ( ﻷَﻣﺎﻛﻦ ﺃﹸﺧﺮﻯ ﺑﺎﻹِﻣﻜﺎﻥ ﺍﻻﺳﺘﻤﺘﺎﻉﹺ ﻓﻴﻬﺎ ﺑﺎﻟﹾﻘﺮﺍﺀِﺓ!
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) 5ﺩﺭﺟﺎﺕ( (14ﺍﻟﻀﻤﲑ) ﻫﺎ( ﰲ ﻛﹶﻠﻤﺔ" ﻣﻨﻬﺎ" )ﺳﻄﺮ (35ﻳﻌﻮﺩ ﺇﹺﱃ________________ :
) 5ﺩﺭﺟﺎﺕ( (15ﻭﺭﺩ ﰲ ﺍﻟﻨﺺ ﺍﻟﹾﻜﹶﺜﲑ ﻣﻦ ﺍﻟﹾﺠﻤﻞﹺ ﺍﻟﱠﱵ ﺗﻌﻜﺲ ﺭﺃﹾﻱ ﺍﻟﹾﻜﺎﺗﺐﹺ ،ﺍﺳﺘﺨﺮﹺﺝ ﺟﻤﻠﹶﺔﹰ ﻭﺍﹸﻛﹾﺘﺒﻬﺎ!
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) 5ﺩﺭﺟﺎﺕ( (16ﺃﹶﻱ ﺍﻷَﺷﺨﺎﺹﹺ ﺃﹶﻧﺖ ﺗﻌﺘﺒﹺﺮ ﻧﻔﹾﺴﻚ ،ﻣﻤﻦ ﻳﻘﹾﺮﺅﻭﻥﹶ ﺃﹶﻡ ﻣﻤﻦ ﻻ ﻳﻘﹾﺮﺅﻭﻥﹶ؟ ﻋﻠﱢﻞﹾ؟
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) 4ﺩﺭﺟﺎﺕ( (17ﻣﺎﺫﺍ ﻗﹶﺼﺪ ﺍﻟﹾﻜﺎﺗﺐ ﰲ ﺗﻌﺒﲑﹺﻩ" :ﺇﹺﻧﻤﺎ ﻫﻮ ﻋﻴﻦ ﺍﻟﹾﺤﻘﻴﻘﹶﺔ"؟
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ﺍﹶﻟﹾﻘﺮﺍﺀَﺓﹸ ﺇﹺﻥﹾ ﻟﹶﻢ ﺗﻜﹸﻦ ﻣﻦ ﻣﻨﻄﹶﻠﹶﻖﹺ ﺭﻏﹾﺒﺔ ﺫﺍﺗﻴﺔ ﻓﹶﺈﹺﻧﻬﺎ ﻻ ﺗﺄﹾﰐ ﺑﹺﻨﺘﺎﺋﺞ ﺇﳚﺎﺑﹺﻴﺔ ﺇﹺﻃﹾﻼﻗﹰﺎ.
ﺍﻟﺴﺒﺐ_________________________________________ :
ﺍﻟﻨﺘﻴﺠﺔﹸ_________________________________________ :
(19ﺟﺎﺀَ ﰲ ﺍﻟﻨﺺ" :ﻣﻤﺎ ﻳﺴﺘﺪﻋﻲ ﺗﻮﺟﻴﻬﻬﻢ ﺑﹺﻄﹶﺮﻳﻘﹶﺔ ﺟﺬﹼﺍﺑﺔ ﻏﹶﻴﺮ ﻣﻨﻔﱢﺮﺓ ﻧﺤﻮ ﺍﻟﹾﻘﺮﺍﺀَﺓ ﻭﺗﺤﺒﻴﺒﻬﹺﻢ ﰲ ﻓﹶﻮﺍﺋﺪﻫﺎ
ﻭﺇﳚﺎﺑﹺﻴﺎﺗﻬﺎ ﺑﻌﻴﺪﺍ ﻋﻦﹺ ﺍﻟﹾﻮﻋﻆ ﺍﻟﹾﻤﺒﺎﺷﺮﹺ ".ﻣﺎﺫﺍ ﻗﹶﺼﺪ ﺍﻟﹾﻜﺎﺗﺐ ﺑﺎﻟﹾﻮﻋﻆ ﺍﻟﹾﻤﺒﺎﺷﺮﹺ؟ ﺃﹶﻋﻂ ﺍﻗﹾﺘﺮﺍﺣﺎﺕ ﻟﻄﹸﺮﻕﹴ ﺟﺬﹼﺍﺑﺔ
) 5ﺩﺭﺟﺎﺕ( ﻟﺘﺤﺒﻴﺐﹺ ﺍﻟﹾﻘﹸﺮﺍﺀِ ﺑﺎﻟﹾﻘﺮﺍﺀَﺓ!
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