أسلوبا الترغيب والترهيب في القرآن الكريم والسنة وبعديهما التعليمي والتعلمي

ﻣﺠﻠﺔ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻟﻠﺒﻨﺎت اﻟﻤﺠﻠﺪ ٨١ )١( ٧٠٠٢  ٢- اﻟﻤﻨﺎﻗﺸﺔ واﻟﻌﺮض: ﺗﺘﻢ ھﺬه اﻟﺨﻄﻮة ﻋﻦ ﻃﺮﯾﻖ اﻟﺤ ﺗﺤﺖ إﺷﺮاﻓﻲ وﯾﺴﯿﺮ ذﻟﻚ ﻓﻲ اﻟﺨﻄﻮات اﻟﺘﺎﻟﯿﺔ :- ١-أﻃﻠ ؛ﻣ ﯾﻔﮭﻤﻮﻧﮭﺎ ؛ﺑﮭ ﻟﻠﺪرس . ٢-أﻧ وأﻓﻜ)ﻣﻨﺎﻗﺸ(؛ ﻣ ﺧﻼل أﻷﺳﺌﻠﺔ اﻟﺘﻲ ﯾﻮﺟﮭﻮﻧﮭﺎ إﻟﻲ. ٣- أﻧﺎﻗﺸ ﺗﻮﺟﯿﮫ اﻷﺳﺌﻠﺔ ،اﻟﺘﻲ ﯾﺠﯿﺒﻮن ﻋﻨﮭ ﺣ اﻷﺳﺌﻠﺔ ﻓﻲ ﺗﺤﻘﯿﻖ أھﺪاف اﻟﺪرس ،وذﻟﻚ ﻋﻠﻰ اﻟﻨﺤ اﻟﺘﺎﻟﻲ . س١/ﻣﺎ اﻟﻤﻘﺼﻮد ﺑﺎﻟﺼﻼة ؟وﻣﺎ ﻣﻜﺎﻧﺘﮭﺎ ﻓﻲ اﻹﺳ ؟ س٢/ﻣﺎ أھﻤﯿﺔ اﻟﺼﻼة ﻟﻠﻤﺴﻠﻢ ؟ س٣/ﻣﺎ ﺣﻜﻢ أﻹﺳﻼم ﻓﻲ اﻟﺼﻼة ؟ س٤/ﺗ:ﻣ ﻛﻞ ﻣﻨﮭﺎ أﻣﺎم رﺑﮫ ﻋﺰ وﺟﻞ ؟ س٥/ﻣ أﺳﻤﺎؤھﺎ ؟ ٤-أﺷﺮح ﻟﻠﻄﻠﺒﺔ ﻛﯿﻔﯿﺔ ﺗﺄدﯾﺑ ﻓﻲ اﻟﺪرس اﻟﻘﺎدم ﺳ ﻟﻠﺘﺪرﯾﺐ ﻋﻠﻰ ﻛﯿﻔﯿﺔ اﻟﺼ ﻧﻤﻮذﺟ ،وأﻗﻮم ﺑﺘﺼﺤﯿﺢ اﻷﺧﻄﺎء . ٥-أﻃﻠ ﺟﮭﺮﯾﺔ ،وأھﺘﻢ ﻓﯿﮭﺎ ﺑﺘﺼﺤﯿﺢ أﺧﻄﺎﺋﮭﻢ ؛ﺑﮭﺪف إﺗﻘﺎن اﻟﻘﯾ ،وﻗﺮاءة اﻷﺣﺎدﯾﺚ اﻟﺸﺮﯾﻔﺔ . اﻟﺘﻘﻮﯾﻢ ﺗﻘ ﻣﻨﮭﺎ اﻟﻤﻮﺿﻮﻋﯿﺔ واﻟﻤﻘﺎﻟﯿﺔ ﻓﻌﻠﻰ ﺳﺒﯿﻞ اﻟﻤﺜﺎل ١-أﺧﺘﺮ اﻟﻜﻠﻤﺔ اﻟﻤﻨﺎﺳ)اﻹﺧ اﻹﺗﺒ( وﺿ اﻟﻤﻜﺎن اﻟﻤﻨﺎﺳﺐ أ-اﻟﺼﻼة ____ﺑﺄﻗﻮال وإﻋﻤﺎل ﻣﻌﯿﻨﺔ. ب- اﻟﺼﻼة ___ﻋﻠﻰ ﻛﻞ ﻣﺴﻠﻢ_____ﺑﺎﻟﻎ. ج-ﻟﻘﺒ:______ و_____. ٢-ﺿﻊ ﻋﻼﻣﺔ إﻣﺎم اﻟﻌﺒﺎرة اﻟﺼﺤﯿﺤﺔ ،وﻋﻼﻣ x أﻣﺎم اﻟﻌﺒﺎرة اﻟﺨﻄﺄ ،ﻣﻊ ﺗﺼﻮﯾﺐ اﻟﺨﻄﺄ: أ-ﻛﻞ ﻣﻦ ﺗﺮك اﻟﺼﻼة ھﻮ ﻛﺎﻓﺮ ) ( ب-ﯾﻤﻜﻦ ﻟﻠﻤﺴﻠﻢ إن ﯾﺼﻠﻲ ﻓﻲ أي وﻗ) ( ج-ﺗﻨﺘﮭ:اﻷوﻟ واﻟﺜﺎﻧﯿﺔ ﻋﻦ اﻟﺸﻤﺎل ) ( د-أول ﻣﺎ ﯾﺤﺎﺳﺐ ﻋﻠﯿﮫ اﻹﻧﺴﺎن ﯾﻮم اﻟﻘﯿﺎﻣﺔ اﻟﺼﻮم ) ( ٣- أﺷ" ﻣ اﻟﺸﺮح أرﻛﺎﻧﮭﺎ وﺳﻨﻨﮭﺎ . اﻟﻤﺼﺎدر اﻟﻘﺮآن اﻟﻜﺮﯾﻢ ١- أﺑ ﺧﻠﺪون ،دار اﻟﻔﻜﺮ ،د ت . ٢- أﺑ اﻟﻌﺮب،ﻣﺞ١،ﺑﯿﺮوت ،٥٥٩١. ٣- اﻻھﻮاﻧﻲ .اﺣﻤﺪ ﻓﺆاد ، اﻟﺘﺮﺑﯿﺔ ﻓ اﻟﻤﻌﺎرف ﺑﻤﺼﺮ ،ط٢ ،اﻟﻘﺎھﺮة ،٧٦٩١ . ٤- ﺑ ﻣﺪرﺳ)اﻟﻄﻮﺳ( أﻧﻤﻮذﺟ ﺟﺎﻣﻌ/ ﻛﻠﯿ–أﺑ٤٠٠٢ ،رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﯿﺮ ﻏﯿﺮ ﻣﻨﺸﻮرة . ٥- ﺑﻜﺮ.ﻋﺒ ﻓ ط٣٨٩١،١ . ٦- اﻟﺒﺠﺎري ،ﻣﺤﻤﺪ ﯾﺎﺳ اﻟﺘﮭ واﻟﻤﻌﺎﺻ/ﻛﻠﯿ–أﺑ رﺷﺪ،٣٠٠٢ رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﯿﺮ ﻏﯿﺮ ﻣﻨﺸﻮرة . ٧- اﻟﺒﺨﺎري .ﻷﺑﻲ ﻋﺒ إﺑ اﻟﻌﺮﺑﻲ ﻟﻠﻄﺒﺎﻋﺔ ،ﻋﻦ اﻟﻄﺒﻌ اﻷﻣﯿﺮﯾﺔ. ٨- دراج، راﺋﺪ ﻋﺒﺪ ،أﺑﺮاز اﻷﺳﺎﻟﯿﺐ اﻟﺘﻌﻠﯿﻤﯿ اﻟﻤ)ﺳ( أﻧﻤﻮذﺟ واﻹﻓﺎدة ﻣﻨﮭﺎ ﻓﻲ ﺗﺪرﯾﺲ ﻣ ،ﺟﺎﻣﻌ/ﻛﻠﯿ–أﺑ٦٠٠٢ رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﯿﺮ ﻏﯿﺮ ﻣﻨﺸﻮرة . ٩-اﻟﺪﻣﺸ.ﻟﻺﻣ إﺳﻤﺎﻋﯿﻞ ﺑﻦ ﻛﺜﯿﺮ اﻟﻘﺮﺷ.ﺗﻔﺴ دار اﻟﻤﻌﺮﻓ ،٩٦٩١ . ٠١- اﻟﺪ ﻟﯿﻤﻲ ،ﻛﺎﻣﻞ ﻣﺤﻤﻮد ﻧﺠﻢ ،أﺳ اﻟﺘﻌﻠﯿﻤﯿﺔ وأﺛﺮه ﻓﻲ ﺗﺤﺼﯿﻞ ﺗﻼﻣﯿ اﻻﺑﺘﺔ ،ﺟﺎﻣﻌ /ﻛﻠﯿ–أﺑ٩٨٩١،رﺳ ﻏﯿﺮ ﻣﻨﺸﻮرة. ١١- رﺣﺎب ،ﻋﺒﺪ اﻟﺸ ﺗﻤﺴ وﻣﻤﺎرﺳﺘﮭﻢ ﻟﻠﻤﻨﺎﺷﻂ ا ﻟﺪﯾﻨﯿﺔ ﻓﻲ اﻟﻤﺪرﺳ–دراﺳ ﻣﯿﺪاﻧﯿ)٦( ،ﻣﻄﺒﻌ ﺟﺎﻣﻌﺔ أﺳﯿﻮط ،٠٩٩١.

ﻣﺠﻠﺔ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻟﻠﺒﻨﺎت اﻟﻤﺠﻠﺪ ٨١ )١( ٧٠٠٢  ٢١- اﻟ.أﺑ اﻟ اﻟﺪار ﻟﻠﻜﺘﺐ اﻟﻌﻠﻤﯿﺔ ط٢ ،ﻃﮭﺮان ٣١ -اﻟ.ﻟﻠﺸ اﻟﺼﺤﺎح ،دار اﻟﻔﻜﺮ ،٣٧٩١ . ٤١- اﻟﺰرﻛﺸ. اﻟﺒﺮھﺎن ﻓﻲ ﻋﻠﻮم اﻟﻘﺮآن .ﺗﺤﻘﯿ إﺑﺮاھﯿﻢ ،ط١١ ،ج١، ٧٥٩١ . ٥١- اﻟﺰﻧﺘ/ ﻋﺒ اﻹﺳ ﻟﻜﺘﺎب ، ٤٨٩١ ٦١- ﺳ وﺻ ﻟﻠﺪراﺳﺎت اﻟﺘﺮﺑﻮﯾﺔ واﻟﻨﻔﺴ٥٠٠٢،رﺳ ﻣﺎﺟﺴﺘﯿﺮ ﻏﯿﺮ ﻣﻨﺸﻮرة . ٧١- اﻟﺸﺠﯿﺮي، وﻟﯿ اﻟﺘﺮﺑﯿﺔ اﻹﺳﻼﻣﯿﺔ ﻓﻲ اﻟﻤﺮﺣﻠﺔ اﻟﻤﺘﻮﺳﻄﺔ ﻣ ﻧﻈﺮ ﻣﺪرﺳﯿﮭﺎ وﺣﻠﻮﻟﮭﻢ اﻟﻤﻘﺘﺮﺣﺔ ،ﺟﺎﻣﻌﺔ ﺑﻐﺪاد/ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿ–أﺑ٠٠٠٢،رﺳ ﻣﻨﺸﻮرة . ٨١- ﺻح ﺳ. اﻟﺘﺮﺑﯿ اﻹﺳط١ ،ﻣﻜﺘﺒ اﻟﻔﻼح ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ ،٩٩٩١ ٩١- ﻃﮫ ،ﺗﯿﺴﺮ وآﺧﺮون ،أﺳ اﻹﺳﻼﻣﯿﺔ ،دار اﻟﻔﻜﺮ ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ ، ط١، ﻋﻤ ،اﻷردن،٢٩٩١. ٠٢- ﻋﺒﻮد ،ﻋﺒ ﺻﺮة ،دار اﻟﻔﻜﺮ اﻟﻌﺮﺑﻲ ط١، اﻟﻘﺎھﺮة ٨٧٩١م ١٢-ﻋﺒ اﻟﺘﺮﺑﯿﺔ اﻹﺳ ﻋﻤﺎن ،١٩٩١ ٢٢ - ﻋﺒﺪا ﷲ ، ﻋﺒﺪ اﻟ ﺗﺪرﯾﺲ ﻋﻠﻮم اﻟﺸﺮﯾﻔﺔ ، ط١، ٤٩٩١. ٣٢- اﻟﻌﺎﻧﻲ ،زﯾﺎد ﻣﺤﻤﻮد ،أﺳﺎﻟﯿﺐ اﻟﺘﺮﺑﯿ ﻓ/ﻛﻠﯿ اﻹﺳ٥٩٩١، أﻃﺮوﺣ ﻣﻨﺸﻮرة . ٤٢- اﻟﻌﺴﻘﻼﻧﻲ .ﻟﻺﻣﺎم اﺣﻤﺪ ﺑ ﻓ اﻟﻌﻠﻤﯿﺔ ، ﺑﯿﺮوت ،ﻟﺒﻨﺎن ،ط ١، ٩٨٩١. ٥٢ - اﻟﻐﺰاﻟﻲ ،أﺑﻮ ﺣﺎﻣ ،دار اﻟﻤﻌﺮﻓﺔ ،ﺑﯿﺮوت ،د ت . ٦٢- اﻟﻘﺰ وﯾﻨﻲ .أﺑﻲ ﻋﺒﺪا ﷲ ﻣﺤﻤ اﺑ إﺣﯿﺎء اﻟﻜﺘﺐ اﻟﻌﺮﺑﯿﺔ ،دت. ٧٢- ﻗﻄ اﻟﻜﺘﺐ اﻟﻌﻠﻤﯿﺔ ،ط٢،ﺑﯿﺮوت ،دت. ٨٢- اﻟﻘﻮﺻﻲ ،ﻋﺒﺪ اﻟﻌﺰﯾﺰ ،أﺳﺲ اﻟﺼ دار اﻟﻨﮭﻀﺔ اﻟﻤﺼﺮﯾﺔ ،اﻟﻘﺎھﺮة ،ط٦ ،٢٨٩١. ٩٢-اﻟﻤﺸ ﺗ ﻧﻈ اﻟﺠﺎﻣﻌﺔ اﻟﻤﺴﺘﻨﺼﺮﯾﺔ /ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ،٣٠٠٢، رﺳ ﻣﺎﺟﺴﺘﯿﺮ ﻏﯿﺮ ﻣﻨﺸﻮرة. ٠٣- ﻣﻮﺳن،أﺳ ﺗ)ﻣ(،دار اﻟﻜﻨﺪي ﻟﻠﻨﺸﺮ واﻟﺘﻮزﯾﻊ ،اﻷردن ،ط١ ،٢٩٩١ . ١٣- اﻟﻤﯿ اﻟﺤﻀﺎرة اﻹﺳﻼﻣﯿﺔ ووﺳﺎﺋﻠﮭﺎ ، ط١ ،د ت . ٢٣-اﻟ اﻹﺳ)ﻓ واﻟﻤﺠﺘﻤﻊ( ،دار اﻟﻔﻜﺮ ﺑﺪﻣﺸﻖ ،ط١ ،٩٧٩١ . ٣٣- اﻟﻨﻌﻤ اﻟﺰھﺮاء ،ط١،اﻟﻤﻮﺻﻞ ،٥٩٩١. ٤٣- اﻟﻨﻮوي، ﯾﺤﯿﻰ ﺑﻦ ﺷ ﺗﺤﻘﯿ اﻟﻌﺮﺑﻲ، ﺑﯿﺮوت، د ت. ٥٣- اﻟﻨﯿﺴ اﻟﺤﺠاﻟﻘﺸ اﻟﺒﺎﻗﻲ ،دار أﺣﯿﺎء اﻟﻜﺘﺎب اﻟﻌﺮﺑﻲ ،ط ١ ،٥٥٩١

ﻣﺠﻠﺔ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻟﻠﺒﻨﺎت اﻟﻤﺠﻠﺪ ٨١ )١( ٧٠٠٢ ôÏ Tempt ation and Intimidation in the Holy Quran and the Sunna And their Teaching – learning Perspectives Dr. Sahera Abdullah Dhahi Al - Kerekh / 1 Education General Management Abstract: Methods of teaching plays an important vole in the educational process because is the link between the teacher and the learner. The process of teaching doesut fulfill the desirable results unless the methods of guiding and teaching are provided and through a qualified educationalist capable of communicating the syllabus to the students in an easy and clear way. In spite of the diversity of the methods of teaching ,there is no one way suitable for all the educational purposes , all the sciences ,all the subjects ,all the levels of growth ,levels of teaching, maturity and intelligences ,all teachers and educationalists and all the circum stances surrounding the teaching processes .The teacher is the one who chooses the method that suits the educat ional purpose to achieve, the subjects he teacher ,the kind of lesson ,the level of growth and learning ,level of maturity ,intelligence and achievement of his students, the available requirements .when we talk about the methods of teach ing Islamic Education we have to talk about the first educationalist our prophet Muhammad who did handle the process of education and teaching as he was ordered by Almighty God who says (( My God ordered me to teach you what you are ignorant of from wha t he has taught me)). The researcher in this study sheds light on one style of education which has already been mentioned many times in the Holy Quran and the Sunnite of our prophet which is through the method of temptation and intimidation . The aim of the present study is to indemnify out he two styles temptation and intimidation in the Holy Quran and the Sunni and their pedagogical – learning perspectives. To achieve this aim, the researcher used the analytical descriptive meth od to account for the number of uses in the Holy Quran and the sunna by calculating the repeated words that carry in meaning and pronunciation the meaning of temptation and intimidation . The researcher has reached into the following conclusions : 1 - The most repetitive verses in the Holy Quran for the temptation in which "paradise " is used are about ( 113 ). 2 - The most repetitive verses for the intimidation in which "fear " in used are about ( 121 ). 3 - As for the Sunna, the tempt ation saying for the "prayer" comes on the top of the list , about ( 374 ). 4 - While the intimidation in literature include about ( 230 ). The researcher suggested dictating the two styles in the college teaching. Also the researcher suggested th e following recommendations : 1 - Holding training courses for the teacher of Islamic education to know such styles and how to teach them . 2 - Making use of the prophets teaching styles in educating his followers and putting them on the right track including the implantation of the right principles for the students .

ﻣﺠﻠﺔ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ ﻟﻠﺒﻨﺎت اﻟﻤﺠﻠﺪ ٨١ )١( ٧٠٠٢ :  3 - Shedding light on the influence of the tow styles in teaching the colle ge students . 4 - Identifying the influence of other styles of the prophet on other stages.