แนวทางการพัฒนาครูในการจัดการเรียนรู้ที่เน้นกระบวนการคิดวิเคราะห์โรงเรียนพัฒนาต้นน้ำขุนคอง อำเภอเชียงดาว จังหวัดเชียงใหม่

• Main Author: นันท์นภัส กันกา
• Other Authors: ยงยุทธ ยะบุญธง
• Format: Independent Study
• Language: Thai
• Published: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ 2018
• Subjects: ครู; การจัดการเรียนรู้; กระบวนการคิดวิเคราะห์; โรงเรียนพัฒนาต้นน้ำขุนคอง
• Online Access: http://cmuir.cmu.ac.th/jspui/handle/6653943832/48628
• Institution: Chiang Mai University

This independent study has 2 objectives which are 1) to study the conditions and problems of teacher development in critical thinking process learning management of Pattanatonnamkunkong School, Chiang Dao District, Chiang Mai Province and 2) to study the guidelines of teacher development in critical thinking process learning management of Pattanatonnamkunkong School, Chiang Dao District, Chiang Mai Province.There are 3 procedures of this study. The first procedure is to study the conditions and problems of teacher development in critical thinking process learning management. The populations used in this study were 17 people; the directors of the school, the teachers and the person who work in Pattanatonnamkunkong School. The tool used in this study was questionnaires and the data was analyzed by using average and standard deviation. The second procedure is to study and draft the guidelines ofteacher development in critical thinking process learning management. The populations used in this study were the directors,the supervising and supporting the management of the school; those of teachers, community and local administration organizations, alumniof the school and scholars who had the excellent result in every indicator, totally 5 people. The tool used for this study was interview and the data was analyzed by inductive conclusions. The third procedure is to examine the effect of the guidelines of teacher development in critical thinking process learning management of Pattanatonnamkunkong School, Chiang Dao District, Chiang Mai Province.The populations used in this study were 3 experts and the tools used in this study was the examinationform for the guidelines of teacher development in critical thinking process learning management to examine accuracy, suitability and possibility. The data was analyzed by using average and standard deviation. From the study, it found thatstudy the conditions of teacher development in critical thinking process learning management of Pattanatonnamkunkong School, Chiang Dao District, Chiang Mai Provincein 4 parts and 3 parts of critical thinking teaching process were in moderate level and the problems were 1) no surveyed the requirement 2) unspecified the methodology that suit for teacher development and 3) unreal teacher evaluations. The solution guideline of teacher development in critical thinking process learning management, the administrator, teachers and the stakeholdersshould be participate in all operates, an appointment of the committee of school to surveys the requirements and the necessities of teacher development, planning to teacher development,proceed according to the plan by collecting all data and information correctly and up to date and evaluating of teacher development in critical thinking process learning management for the improvement and develop teaching skills for teachers. The auditing result of correctly, suitability and possibility of teacher development in critical thinking process learning management of Pattanatonnamkunkong School, Chiang Dao District, Chiang Mai Province was in the highest level.