แนวทางการบริหารงานวิชาการเพื่อส่งเสริมการจัดการเรียนรู้เชิงรุกของครูโรงเรียนบ้านน้อยห้วยรินวิทยา จังหวัดเชียงใหม่

Abstract

The objective of studying is to study the problems and suggestions of guidelines for academic administrations to promote active learning management of teachers in Bannoihuayrinvittaya School, Chiang Mai Province. 2) To study the academic management approach to promote proactive learning management of teachers in excellent educational institutions. 3) To prepare and review academic management approach of guidelines for academic administrations to promote active learning management of teachers in Bannoihuayrinvittaya School, Chiang Mai Province. The population in the study of problems and suggestions to guidelines for academic administrations to promote active learning management of teachers in Bannoihuayrinvittaya School, Chiang Mai Province, included school director , heads of academic teachers, and teachers at Bannoihuayrinvittaya, Chiang Mai Province. The instrument was conversation group. The population used in the study of academic administration guidelines to promote active learning management for teachers in excellent educational institutions were school director and head of academic teachers of Ban Phra Non School, Ban Don Pin School, and Ban Mae Ngon Khilek School. The instrument was the interview forms. And the verification of academic administration guidelines to promote active learning management of teachers at School, Bannoihuayrinvittaya, Chiang Mai Province. The population included deputy directors under the Chiang Mai Primary Educational Service Area Office 5 and educational supervisors under the Chiang Mai Primary Educational Service Area Office 5. The instrument was the correctness and the appropriateness of the guidelines form. The study results that 1) Problems and suggestions for academic administration to promote active learning management of teachers at, Bannoihuayrinvittaya,Chiang Mai Province, showed that there were 7 problems of the problems , such as 1) Lack of guidelines for creating a curriculum, creating a curriculum structure, and integrating subjects that focus on active learning management. 2) Teachers still lack diverse teaching methods. Most teaching and learning activities are still based on textbooks and do not emphasize analytical thinking processes for students. 3) Media and technology used in teaching are not yet responsive to active learning management. 4) Methods for creating and developing learning resources are still not systematic enough for students to use. 5) Administrators and supervising teachers still lack formats, techniques, and methods for supervision that focus on active learning management in order to use the data to reflect on the recipients of the supervision for improvement in the next time. 6) Teachers lack analysis of problems that occur in the classroom, such as what problems teachers have and planning actions to analyze the causes of the problems and methods to solve them. 7) Teachers lack design and creation of comprehensive and diverse learning assessment tools that focus on active learning management. 2) The results of the study on academic administration guidelines to promote active learning management of teachers in excellent educational institutions showed that each educational institutions used the PDCA academic administration approach by specifying responsible persons and clear procedures 3) The results of drafting the guidelines include principles, objectives, practices, and conditions for success. The results of the examination showed that the draft guidelines were correct and appropriate, passing all criteria.