Authorกมล โพธิเย็น
Titleรูปแบบการพัฒนาความคิดอย่างเป็นระบบเพื่อสร้างเสริมความสามารถ ด้านทักษะการเขียนภาษาไทยของนักศึกษาระดับปริญญาตรี โดยใช้แนวคิดทฤษฎีไตรอาร์ขิกและวิธีการแบบสแกฟโฟลดิ์ / กมล โพธิเย็น = A model for developing systematic thinking to improve Thai language writing skill abilities for undergraduate students based on Triarchic theory and Scaffolding approach / Kamol Phoyen
Imprint 2547
Connect tohttp://cuir.car.chula.ac.th/handle/123456789/3327
Descript ก-ฏ, 367 แผ่น : แผนภูมิ

SUMMARY

To develop a pedagogical model for developing systematic thinking to improve Thai language writing skill abilities and systematic thinking abilities for undergraduate students to Triarchic theory and Scaffolding approach and test its effectiveness. The researcher analyzed related data and developed them into a pedagogical model. Then the model was evaluated by being tried out with the samples of 90 undergraduate students of Rajamangala Institute of Technology, the Bangkok Commercial Campus in semester 2 of the academic year 2004. The students were classified into groups according to their scores in basic writing abilities. There were two experimental groups and one control group with 30 students in each. The experimental duration was six weeks or 18 hours. The Thai language writing skill abilities and systematic thinking abilities test was tried out with the two experimental groups both before and after the experiment. The data analysis was done by comparing the average scores among the students in the experimental groups and the control group using "One way analysis of variance" and "Two way analysis of variance". The learning result records of the experimental groups were also analyzed by content analysis. The developed pedagogical model consisted of the principles that the learner would be helped and supported in his/her clear and systematic learning before writing, and the assigned task had to suit his/her ability. The six steps or procedures were 1) create interest and freedom in practising 2) Use experience and adapt the context in learning 3) Create thinking clearness 4) Inspect and revise ideas 5) Start writing according to the thinking structure diagram 6) Inspect and evaluate the writing in order to improve; the measurement and evaluation of the instruction would happen during and after the instruction. As for the model effectiveness, the experimental showed that the scores in Thai language composition writing skill abilities and systematic thinking abilities higher average scores in post-test and repeated measures than in pre-test at the significant level of .05.


ภาษาไทย -- การเขียน ความคิดและการคิด ความคิดอย่างมีวิจารณญาณ การเขียน -- การศึกษาและการสอน ปริญญาดุษฎีบัณฑิต

LOCATIONCALL#STATUS
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