Abstract
Morphology is an a ccurate and highly branched science. My experience teaching it made me realize some axes that either applied today or hoped to de applied soon. In my research – Morphology From Ancients to Modernists, A Modern approach to its Education- I used the ancients' argument concerning the difficulty of this science, as areference to base my research upon. Thus based on its mechanisms of modernizations, I have divided this research, in order to make it easier for academic students, into anumber of axes that include mathematical teaching with figures and equations, in order for it to be memorized and easily rememberd by students during their exams and for their scientific future in general.
 In addition, an acoustic curriculum should be adopted during morphology classes so that the information is more frequently repeated and again making it easier for students.
 Also, explaining the indications of morphological construction so that the students can recognize their uses and use them correctly in their academic future. For ther more, releasing morphology from stagnation into revitalization and motion making it a more desirable science for studying. This process is, of course, dependent upon the provided time factor, the techniques used in students' examinations (Which are based on written exams) and using the Holy Quran verses, Arabic poems, and literary prose instead of normal examples currently in use-finally I have highlighted the significance of technically performing these points to make students realize how computer science development can server this science.
Highlights
In my research – Morphology From Ancients to Modernists, A Modern approach to its Education- I used the ancients' argument concerning the difficulty of this science, as areference to base my research upon
إ َّف ما أوُّد الوقو َؼ عمي ِو في الَتّثني ِة وجمع ال ُمؤَّن ِث ال َّسالِِـ ،إعادةُ الأل ِؼ ثالثةً إلى أصمِيا ،والبح ُث المعا ِصُر أخضعَ عممَيّةَ الَتّغييِر ىذِه ل ُمس َّمى الان لزا ِؽ ،فػ ( َع َصا ْ +ا ِفَ /ع َصا ْ +ات) ،يحد ُث في ِيما التقا ُء أرب ِع حركا ٍت ِق َصاٍر ُمتشابِيا ٍت ،أو حرفي ِف مديي ِف مثيمي ِف ،ما ُيحْتُّـ الَتّغييَر اَلّذي ين ُجُـ مف إحدى فتحتي الأل ِؼ الأولى ،إْذ تتحَّو ُؿ إلى ض َّم ٍة وبعدىا فتحةٌ طويمةٌ /الألؼ ،لتتش َّك َؿ بفع ِؿ الان لزا ِؽ ىذا مف ض َّم ٍة قصيرٍة إلى الفتح ِة الطويم ِة واًوا( .)56وال أري أ َّف إعادةَ الأل َؼ الثالثةَ إلى أصمِيا صائ ٌب ،ولثلاث ٍة :أولِيا الابتعاُد عف الَتّماُثّ ِؿ ال َّصوت ّْي ،وثانييا ال ِحفاظُ عمى جذِر الكمم ِة ومعرف ِة معناىا ،وىو أمٌر غيُر حاِد ٍث في الُّرباع ّْي فما فوؽ اَلّذي تُقم ُب في ِو إلى يا ٍء دوًما ،لكون ِو لا يُسّْب ُب إشكالاً في معرف ِة أص ِؿ الكمم ِة ،وثالِثِيا لمَتّفرق ِة بينيُما ،ثَّـ الإتياف بلاحق ِة الَتّثني ِة أو جم ِع المؤَّن ِث،
Summary
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