การพัฒนาหลักสูตรฝึกอบรมครูเพื่อส่งเสริมการคิดวิเคราะห์ของนักเรียน ระดับการศึกษาขั้นพื้นฐาน โรงเรียนเอกชน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาจันทบุรี เขต 1

Main Article Content

วรนุช สายทอง

Abstract

            This objectives of this research were to develop the training-curriculum for teachers to promote analytical thinking of basic education students and to study the use of the training-curriculum for teachers to promote analytical thinking of basic education students. The training samples were 24 teachers who taught grade 1-9 in the second semester of the Academic Year 2016 and the students samples were 135 students of grade 1-9 (one class of grade 1-3, 4-5 and 6-9) in the first semester of the Academic Year 2017 of Lambertpitchayalai school, Amphoe Nayaiam, Chanthaburi Province. They were selected by purposive sampling. The experiment period was 27 hours in the second semester of the Academic Year 2016 and the evaluation followed up after the training 32 hours in the first semester of the Academic Year 2017. The research instruments comprised 1) a training-curriculum for teachers to promote analytical thinking of basic education students, 2) a test to assess the knowledge of analytical thinking process instruction for teachers, 3) a test to assess the skill of analytical thinking for students, and 4) a questionnaire to evaluate the skill of analytical thinking process instruction by mentors. The statistical analyses used in this research were mean, standard deviation, and t-test.


            The research findings were as follow:


            1) The components of the training-curriculum for teachers to promote analytical thinking of basic education students include problems and needs, principals, objectives, training units, structure, training period, contents, training activities, media, measurement and evaluation, and curriculum documents such as training manuals for instructors, training manuals for trainees, and follow-up evaluation manuals  for mentors. The experts’ evaluation by assessing the congruency of the structure of  the training-curriculum and the curriculum documents were consistent in all items with the IOC between 0.8 and 1.00.


            2) After using the training-curriculum, the teachers gained knowledge higher than before the training with the significant level of .05.


            3) The evaluation the skill of analytical thinking process instruction by mentors was at good level.


            4) The students’s skill of analytical thinking was higher than before the teacher’s process instruction with the significant level of .05.

Keywords

Article Details

Section
บทความวิจัย