Takarda Wadda Aka Gabatar A Taron Ƙara Wa Juna Sani Na Ƙasa, Wanda Tsangayar Harsuna ta Kwalejin Shari’a da Ilimin Addinin Musulunci Da ke Ƙaramar Hukumar Nguru, Jihar Yobe ta Shirya, Daga Ranar 5 zuwa 7 ga Watan Fabrairu, 2020
Harshen Hausa A Makarantun Firamare: Matattakala Zuwa Ga Koyar Da Shi Cikin Sauƙi
Ibrahim Baba (Ibrahim Garba Nayaya)
M.A Hausa (Literature) Student,
Department of Nigerian Languages and Linguistics, Bauchi State University, Gaɗau.
07066366586, 08125351694
Da
Abubakar Umar Akuyam
Goɓernment
Comprehensiɓe
Day Secondary School, Misau
08039093730
Da
Babayo Aliyu
Government Comprehensive Day Secondary
School School, Misau.
07039231211
Tsakure
Harshen Hausa na daga cikin harsunan da ake koyar da su
tun daga matakin karatu na farko, wato firamare; kafin daga baya a samu ɓangaren reno
(nursery), wanda a yanzu shi ne matakin karatu na farko kafin firamare ɗin. Tun daga
makarantun firamare ake fara koyar da ɗalibai Hausa, wato daga aji ɗaya har zuwa aji
shida. A wannan takarda, an yi nazarin yadda ya kamata a koyar da Hausa cikin
sauƙi da tsari mai kyau domin a samu nasara. Nazarin ya
wakana ta hanyar bibiyar makarantun firamare da tsare-tsaren koyar da Hausa da
duba zuwa ga manhaja da littattafan da ake koyarwa a firamare ɗin.
1.0 Gabatarwa
Babu shakka harshen Hausa harshe
ne mai matuƙar sauƙin mu’amala, amma mai sarƙaƙiya da wahala wajen
koyo, harshe ne da aka yarda a koyar da shi a makarantu tun daga matakin
firamare har zuwa ƙarshen mataki a karatu. Ana koyar da harshen Hausa a
makarantun firamare bisa wani tsari da ƙa’ida; musamman ta
hanyar la’akari da bambance-bambancen ɗalibai a matakansu na azuzuwa manya da ƙanana.
1.1 Makarantun Firamare
Makarantu jam’i ne na makaranta,
ita kuwa makaranta na nufin wurin da ake koyon ilimi, (C.N.H.N, 2006:322).
Firamare kuwa, kalma ce ta Turanci wadda Hausawa ke amfani da ita a yadda suka
same ta, wato matakin farko a tsarin makarantun Boko. Merriam –Webster, ta haɗe waɗannan kalmomi biyu,
sai ta bayyana su a dunƙule da cewa, “Primary scholl is a school usually
including the first three (3) grades of elementary school, but sometimes also
including kindergarten”. Kafar yaɗa bayanai ta WikiPedia kuwa ta bayyana
makarantar firamare da cewa, “A primary school, junior school (in U.K),
elementary school or grades school (in U.S and Canada) is a school for children
from about four to eleɓen years old, in which they receiɓe primary or
elementary education. It can refer to both the physical structure (buildings)
and the organization. Typically it comes after preschool, and before secondary
school”.
1.2 Tarihin Samuwar Makarantun Boko A Ƙaramar
Hukumar Nguru
Zainab (2018:184-186) ta tattaro
tarihin kafa makarantun boko ta hanyar hakaito maganganun Graham (1966:64),
Yahaya (1988:84), Malumfashi (2009:6) da Yusuf (2012), inda ta bayyana
makarantar farko da aka buɗe ita ce ya ‘yan Mishan a shekarar 1900 a Lakwaja da
Wusasa da ke Zariya, waɗanda aka buɗe bayan gyare-gyare
da aka yi waɗanda suka dace da
al’ummar Hausawa, kuma aka ɗora alhakin jan ragamar ga Sir. Hans Ɓischer, musamman la’akari da aka yi
bisa ziyarar da ya kai ƙasashen
Misira, Sudan da Gwalkwas domin samo hanyoyin da za a ɗora Jihar Arewa a kai. Makarantar
Gwamnati ta farko kuwa, an buɗe
ta a shekarar 1910, a Nasarawa da ke wajen Birnin Kano, amma kafin wannan sai
da aka buɗe makarantar horas da malamai a
shekarar 1909 a Kano. Sannan an rawaito cewa, Manjo Burdon ya kafa tasa
makarantar ta Elementary a Sakkwato a shekarar 1905.
2.0 Ma’anar Koyarwa
Masana sun yi ƙoƙari wajen bayyana
ma’anar koyarwa, amma yawancin ma’anonin da suka bayar saƙon yana komawa kan
abu guda ne. Misali, Zarruƙ (1979:1) ya bayyana ma’anar koyarwa
da cewa, “Hulɗa tsakanin mutum da
mutum. Kuma ana yin hulɗar ne don a kawo
canje-canje cikin abin da mutum ya sani, ko wanda ya yarda da shi. Hulɗa dai ita ce zuciyar
aikin, canjin halayen mutum kuwa shi ne manufarsa. Sannan kowa ya san ba a hulɗa sai da mutane;
watau aƙalla sai an sami mutum biyu sun sadu da juna tukuna”.
Adeyeni (1985) a cikin Gambo (1998:3), ya ce, “Koyarwa wata tsararriyar
hanya ce da malami ke bi wajen gwada wa ɗalibai abubuwan da ba su sani ba su koya su
kuma yi amfani da shi a rayuwarsu ta yau da kullum”.
Idan muka kalli waɗannan ma’anoni guda
biyu, za mu ga aikin koyarwa shi ne aikin nuni ko gyara tsakanin mutane wanda
ke farawa daga mutum biyu, wato mai koyo da mai koyarwa, har zuwa adadin
mutanen da aka tsara za a koyarwa ko za a iya sanya su a gaba domin a koyar
musu da dukkanin hanyoyin da suka dace da al’ada da ɗabi’a ta yanayin
al’ummar da ke wurin kuma ba ta ci karo da yanayin al’adu da ɗabi’unsu ba, ko kuma
amintaccen tsarin da zamani ya kawo.
2.1 Taƙaitaccen Tarihin Koyarwa
Gambo (1998:5), ya hakaito tarihin
koyarwa tun daga tushen haihuwa da kuma bayanin Martin (1986). Amma game da
koyarwa a tsarin makaranta, ya hakaito maganar Encyclopedia Americana cewa,
koyarwa a ƙasar Rumawa aka fara, wanda wani yardajjen Bawa a wurin
su mai suna Sophist suka haɗa masa ‘ya’yansu domin ya koyar da su karatu da kuma
taimaka musu da su iya riƙe abin da aka koya musu, sannan yana taimaka musu wajen
gyara maganganunsu da horas da su zuwa ga kyawawan ɗabi’u da halaye
nagari, wanda wannan ta sanya suka ambace shi a matsayin ƙwararren malamin
duniya a ƙarshen ƙarni na biyar.
Bayan wannan Bawa, sai aka samu wani
malami mai suna Socrates, amma shi ya fitar da nasa tsarin koyarwar wanda ake
kira ‘Tambaya da nazari’ (Ƙuestioner and analysis), daga bisani suka kira
wannan tsari da ‘Dabarar koyarwar Socrates’ (Socrates Methodology). Haka abin
ya ci gaba, har ya kai ga suna koyar da ‘ya’yansu a cikin gida, daga bisani
Girkawa suka cusa masa ra’ayin kafa makarantu, aka gina su ake kiransu da
‘Ludu’ da kuma ‘Elimentari’, wato Elementary School a Turance. Waɗannan makarantu an gina su ana koyar
da yaƙi
da rashin ɗa’a da ɗabi’u, har zuwa lokacin da aka ci gaba da gina
makarantu irin su Grammar School, wato Makarantar Nahawu, Rhetaric School, wato
Makarantar Fasaha/Balaga wanda suke koyar da Adabin Latin da na Girkanci.
2.2 Koyar Da Hausa A Makarantun Firamare A Jiya Da Yau
Harshen Hausa na daga cikin harsunan
da aka koyar wa yara a makarantun firamare, harshen ana koyar das hi ne bisa
tsarin da manhaja ta tsara da kuma bin ƙa’idojin da aka
gindaya ta hanyar bibiyar littattafan da ake koyarwa. Ana fara koyar wa ɗalibai harufan Hausa,
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, R, S, T, U, W, Y, Z. Bayan sun
koya, sai a ware musu wasulan Hausa, wato /a/, /i/, /o/, /u/, /e/ har sai sun
koye su, sun iya bambance su, sannan a shiga koyar da su baƙaƙen Hausa, wato B, C,
D, F, G, H, I, J, K, L, M, N, R, S, T, W, Y, Z. Haka abin zai ci gaba har zuwa
koyar da su matashiya ga gina kalma, wato Ba, Bi, Bo, Bu, Be har zuwa ƙarshe.
A tsarin koyar da Hausa, akan yi
amfani da littattafan Mu Fara Karatu, Ka Koyi Karatu, Mu Koyi Karatu, Ka Yi Ta
Karatu, Koyon Karatu. Sannan akwai litattafan koyar da sana’o’i da dabarun
zaman duniya da wasu al’adu da sauran darusan rayuwa da ake koyarwa, cikin su
akwai: Ƙaramin Sani Ƙuƙumi Ne, Jatau Na
Kyallu, Bala Da Babiya, Zaman Mutun Da Sana’arsa, Uwar Gulma, Zaman Turawa A
Nijeriya, Magana Jari Ce, Tabarmar Kunya,
Nagari Na Kowa da sauransu. Waɗannan littattafai da aka bayyana, ana koyar
da su ne dubi da bambance-bambancen azuzuwansu, wato daga wani aji zuwa wani
aji, idan an gama da wannan littafi sai a shiga wannan bisa yadda manhaja ta
tsara.
3.0 Matattakala Zuwa Ga Koyar Da Harshen Hausa A
Makarantun Firamare
Ita Hausar nan akwai sauƙi,
Lamarin koyo akwai zaƙi,
Naƙalin harshen akwai
shauƙi,
Muddin ka iya ka zam zaki,
Ba dai a nufe ka don kyara.
Ya
kai masani uban nazari,
Riƙi koyarwa da kyan ƙuduri,
Ka bi manhaja cikar tsari,
Ka
haɗu ka haɗar ka ƙona gari,
Ƙunar ilimi muke ta bara.
Sa
‘yan yara aji ka sani,
Jera su da kyau shiri na gwani,
Ka
faɗa su faɗa cikin rukuni,
Nuna musu hotunan zamani,
Ka iyo kyauta ga
masu zarra. (Baba, (Nayaya) 2018:4).
Waɗannan baitukan da suka gabata, sun
zame mana mahaskaka ga wasu muhimman matakai da za bi domin koyar da harshen
Hausa cikin sauƙi. Babu shakka bin tsari zuwa ga koyarwa shi zai sanya a
samu kyakkyawan sakamakon da ake so ga ɗalibai. A nan, za a bayyana hanyoyin da za a
bi domin samun nasarar koyarwa cikin sauƙi.
3.1 Samar Da Ƙwararrun Malaman
Hausa
Abu na farko da ya kamata a samu su
ne ƙwararrun
malamai, wato ya kasance malaman da za su koyar a kowane mataki na firamare sun
san abin da za su koyar, sun koya koyo na haƙiƙa, kuma sun sani.
Sannan mafi ƙaranta kan abin da ya kamata malamin da zai koyar da
Hausa ya kai a matakin karatu; shi ne N.C.E, wato kada a bar malami ya koyar
matuƙar bai kai wannan mataki ba, koda kuwa ya iya karanta
Hausa da rubuta ta, domin ba a nan gizo ke saƙar ba.
Ƙwararren malami ne ya
san yadda zai mu’amalanci ɗaliban da yake koyarwa tare da jinjina musu ko yi musu
kyauta a yayin da suka yi abin a yaba musu. Ƙwararren malami ne
mai gane iyawar ɗalibansa ko rashin
iyawarsu, fahimtarsu ga darasi ko rashin fahimtarsu.
3.2 Samar Da Manhaja Ta Zamani
Manhaja ce madubin koyar da kowane
darasi a kowane mataki na karatu. Ke nan, wajibi ne wanda zai koyar da Hausa ya
kasance ya samu manhajar Hausa, kuma ya rinƙa bin ta sau da ƙafa. Manhaja ita ce
take nuni zuwa ga dukkanin abin da
malami zai koyar daga sati zuwa sati, daga zango zuwa zango, daga wannan aji
zuwa wannan aji. Ke nan dole ne bibiyarta a yayin da za a koyar, a rinƙa ɗabbaƙa dukkanin abin da ta
yi nuni zuwa gare shi.
3.3 Samar Da Takardun Da Suka Dace Da Zamani
Bayan an samar da manhaja, to ita za
ta yi ishara zuwa ga ire-iren littattafan da za a koyar a kowane mataki na aji.
Sai dai a nan, wajibi ne a rinƙa yin surki da wasu takardu na zamani
musamman a sanya su a cikin manhaja. Haka kuwa, daidaita lafuzan Hausar da ke
cikin littattafan abu ne mai matuƙar muhimmanci, domin
tan an zai zama jagora ga yaran wannan zamani, musamman idan aka yi la’akari da
sauye-sauyen kalmomi da ake samu daga wani zamani zuwa wani zamani. A wannan gaɓar, za a iya bai wa
kowane yaro littafin karantawa a gabansa wanda ke ɗauke da abin da ake
so ya sani, ana karantawa yana gani, a wani lokacin a nemi shi ma ya faɗa, ko kuma ana
karanta masa, shi ma yana faɗa.
3.4 Samar Da Kayan Ingiza Koyarwa
Kayan ingiza koyarwa su ne dukkanin
abin da za yi amfani da su domin su taimaka wajen koyar da ɗalibai nuna wa ɗalibai. A nan, dole
ne a samar da kayan da za su taimaka wajen fahimtar darasin da ake koyarwa ga ɗalibai, wato malami
ya yi amfani da wani abu wanda zai ƙara fayyace abin da
ake magana a kai. Misali, idan malami yana koyar da tsafta ta muhalli, to dole
ya samu tsintsiya da sauran kayan da ake amfani da su wajen gyara muhalli. Idan
kuwa malami yana koyar da kitso ne ko ire-irensa
da yadda ake yinsa, to sai an nemi kayan kitso da kuma hotuna masu ɗauke da ire-iren
kitso na Hausawa.
3.5 Sanya Waƙoƙin
Hikima A Tsarin Koyarwa
Waƙa hanya ce ta isar da
saƙo
da koyar da karatu cikin sauƙi, wannan ta sanya malaman da suka
koyar a jiya, ake fahimtar karatunsu sama da na yanzu, domin a shekarun baya,
suna koyarwa ne ta hanyar waƙoƙi da kakkarya karatu
yadda zai dace da tsari kamar waƙa, wannan sai ya
sanya ɗalibai su koyi karatu
cikin sauƙi, sannan su haddace shi ba tare da wata wahala ba.
3.6 Samar Da Littattafan Koyon Rubutu Ga Ɗalibai
A irin wannan zamani, rubutu kan
bai wa ɗalibai wahala, domin
za ka iske yaron da ya kammala sakandare ma bai iya rubuta jimla karɓaɓɓiya guda ɗaya ba. To a nan,
samar da littattafan koyar da rubutu wanda ɗalibai za su rinƙa bin kan rubutun,
abu ne da zai tanƙwasa hannayen ɗalibai wajen koyon rubutun, sannan zuciyarsu
za ta fi sauƙi wajen haddace su.
3.7 La’akari Da Matakan Ɗalibai Yayin Koyarwa
Wajibi ne ga malamin da zai koyar
da Hausa ya rinƙa yin la’akari da bambance-bambancen azuzuwan ɗalibai, domin abin da
zai koyar da shi a aji ɗaya; ya bambanta da
na aji biyu ko uku, koda kuwa sunan batun iri ɗaya ne. Misali, ana koyar da ɗaliban aji huɗu sana’o’in Hausawa,
kamar yadda ake koyar da ɗaliban aji biyar da
shida. To a nan, abin da aka koyar a aji huɗu, za a ci gaba ne daga inda aka tsaya ta
fuskar yawansu da kuma ta fuskar jawabi a azuzuwan gaba.
3.8 Nuna Wa Ɗalibai Hotuna Masu
Motsi Kan Wasu Abubuwan Al’adu Ko Ayyukan Hausawa Da Aka Koyar Da Su
Hoto abu ne da yake matuƙar ɗaukar hankalin yara;
kamar yadda hoton bidiyo ma ke ɗaukar hankali. A nan, yayin da malami yake koyar da
sana’o’i, tufafi, aure a ƙasar Hausa da sauransu, wajibi ne ya samu hotunan
kayayyakin da ake amfani da su wajen yin sana’o’in ko kuma irin tufafin na
zahiri ko kuma hotunansu a kan wani kati ko kwali domin ya nuna wa yaran abin
da yake magana a kai. Har wa yau, idan yana koyar da su al’amuran da suka shafi
auratayya ne, to idan akwai bidiyo, zai fi kyautuwa ya nemo kaset na hotunan
bidiyon bukukuwa a ƙasar Hausa; ya kunnan musu, domin yaran su gani da
idanuwansu.
3.9 Shirya Wa Ɗalibai Taƙaitattun
Wasan Kwaikwayo
Ɗan’adam na son raha
da wasanni, wannan kuwa koda manya ne ballantana yara. A duk lokacin da aka ga
matakin yara ya kai na su iya riƙe abu, kuma su fito
su yi a gaban jama’a, to yana da kyau a aikata hakan a aikace. A nan, shirya wa
yara wasannin kwaikwayo da za su rinƙa yi a aikace a
ajinsu ko a farfajiyar makaranta abu ne da zai kawo sauƙaƙa koyarwa da kuma son
wannan darasi daga ɗalibai. Sannan hakan
zai sanya ɗalibai su so malamin
da yake wannan darasi, da kuma son darasinsa.
3.10 Bai Wa Ɗalibai Ayyukan Gida
Da Bibiyar Ayyukan
Yana da kyau malami ya rinƙa bai wa ɗalibai ayyukan da za
su yi a gida, musamman ta fuskar koyon rubutu. Amma a nan, ba bayar da aikin ba
ne kaɗai abin buƙata, bibiyar wannan
aiki da yaba wa waɗanda suka yi ƙoƙari, da kuma yin horo
ga waɗanda ba su yi aikin
ba kwata-kwata, amma horon ba wanda zai sanya su tsani darasin ba, ko kuma su
tsani malamin ba, horo wanda zai sanya gobe su yi aikin, har su rinƙa jin abin a
jikinsu.
4.0 Kammalawa
Kamar yadda aka gani a cikin
wannan aiki, an bibiyi taƙaiccen tarihi da ma’anar makarantun firamare, sannan aka
bayyana ma’anar koyarwa da taƙaitaccen tarihin koyarwa. A cikin
takardar, an jero wasu matakai waɗanda aka ambace su da matattakala domin samar
da sauƙi da kuma nasara a yayin koyar da harshen Hausa a
firamare. Idan aka lura, takardar ta zo da taƙaitattun bayanai amma
masu fa’ida wajen koyar da Hausa da kuma sauƙaƙa wa mai koyo. Wannan
takarda, ana sa ran za ta zama sanyn zuciya ga malamai masu koyar da harshen
Hausa a makarantun firamare, ta yadda za a ta yi musu nuni gami da wayar musu
da kai kana bin da zai taimaka musu wajen koyar das u darasin cikin sauƙi.
Manazarta
Tuntuɓi masu takarda.
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