إِيجَابِيَّاتُ مَنْهَجِ تَعْلِيمِ الصَّرْفِ العَرَبِيِّ فِي الـمدَارِسِ التَّقْلِيدِيَّةِ العُثْمَانِيَّةِ وَسَلْبِيَّاتُهُ مِنْ وِجْهَةِ نَظَرِ مُعَلـمي العَرَبِيَّةِ فِي الجُمْهُورِيَّةِ التُّرْكِيَّةِ

The study consists of a prelude, an introduction, three chapters, and a conclusion. It is based on a main question: What are the advantages and disadvantages of the Arabic morphology approach in the Ottoman traditional Madrasas? To answer this question, the study presented in the first chapter the concept of the curriculum, its construction and its approaches, the importance of Arabic morphology for non-native Arabic learners, and explained its difficulties for them, explaining some criteria that should be considered when building a curriculum to teach Arabic morphology to non-Arabic speakers. The second chapter describes the curriculum of teaching Arabic morphology in the traditional Ottoman Madrasas, in terms of content, teaching methods, language of teaching, teaching times, and curriculum outputs, to come out with the pros and cons aspects of this curriculum. The third chapter moves on to surveying the opinions of Arabic language teachers in the Turkish Republic about the pros and cons of the Arabic morphology approach followed by the Ottoman traditional Madrasas, through preparing two questionnaires that were judged by a group of specialists in the field of teaching Arabic to non-native speakers. One of the most important results of the study was that the morphological curriculum in the Ottoman traditional Madrasas, in addition to its ability to consolidate morphological rules in the minds of its students, had some shortcomings in developing the necessary linguistic competence and the four main linguistic skills required by non-native Arabic learners, along with other pros and cons. Based on the above results, the study suggests some recommendations for the traditional Ottoman Madrasas, required to develop the Arabic morphology curriculum. The most important of which, is the need to develop the curriculum to be based on the "content approach", as it is the most appropriate and comprehensive. Keywords: Curriculum, Arabic morphology, Ottoman traditional schools, Madrasa, Majmuat'us Sarf, Traditional education.