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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The Development of Integrated Learning Process on the Topic of “Ngoen – Thong – Khong – Mee – Kha” with Prathom Suksa II Students at Demonstration School, Khon Kaen University, Primary Section (Modindang) by Using the Project-based Learning
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The Development of Integrated Learning Process on the Topic of “Ngoen – Thong – Khong – Mee – Kha” with Prathom Suksa II Students at Demonstration School, Khon Kaen University, Primary Section (Modindang) by Using the Project-based Learning

机译：通过基于项目的学习，与孔敬大学小学部（Modindang）示范学校的Prathom Suksa II学生一起开发了以“ Ngoen – Thong – Khong – Mee – Kha”为主题的综合学习过程

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This research was aimed at: 1) studying students’ learning achievement using the project-based integrated learning process on “Ngoen-thong-khong-mee-kha” or “the Value of Money” with a target of 80% of the students achieving over 70%; 2) developing a project-based group process of 41 Prathom Suksa 2 students from Demonstration School of Khon Kaen University, Primary section (Modindang) in the second semester of 2012. The variables included: 1) achievement of Grade 2 students after the project-based teaching and learning process and 2) the project-based group working process. The research tools used were: 1) integrated teaching plans constructed by the teachers for mathematics, Thai, social sciences, and art work subjects under the topic, “Ngoen-thong-khong-mee-kha” or “the value of money” and 2) the students’ behavior record form. The method applied was classroom action research (CAR) comprising 1) stimulation, 2) planning, and 3) presentation. Quantitative data was collected and computed in percentages, means, and standard deviations. Qualitative data was obtained from observation of students’ behavior in group working, their work outcomes during and after research implementation, and from observation, interviewing and evaluation of work outcomes. The findings are as follows: 1) As high as 82.60% of the students achieved 70% out of the total scores, which are considered higher than the set criterion. 2) The group work process involved cooperation of the students through the project-based learning. The first step was stimulation in which students consulted in group so as to form the topic of interest. Consensus agreement is very important in group work. All members had to accept the agreement since it was the beginning of group unity. Then the learning process took place and developed during project implementation. Students gradually learned to work with their friends while interactions took place. Members discussed, shared ideas and obtained others’ opinions while learning took place.
机译：本研究旨在：1）使用基于项目的“ Ngoen-thong-khong-mee-kha”或“金钱的价值”综合学习过程研究学生的学习成就，目标是80％的学生超过70％; 2）在2012年下半年，开发了以项目为基础的来自孔敬大学示范学院（Modindang）的41名Prathom Suksa 2学生的小组活动。变量包括：1）项目完成后2年级学生的成绩-基础的教学过程和2）基于项目的小组工作过程。使用的研究工具是：1）由教师针对数学，泰语，社会科学和艺术作品学科构建的综合教学计划，主题为“ Ngoen-thong-khong-mee-kha”或“金钱的价值”，以及2）学生的行为记录表。所采用的方法是课堂行动研究（CAR），包括1）刺激，2）计划和3）演示。收集定量数据并以百分比，均值和标准差计算。定性数据是通过观察学生在小组工作中的行为，研究实施期间和实施后的工作成果以及观察，访谈和评估工作成果而获得的。调查结果如下：1）高达82.60％的学生达到总分的70％，被认为高于设定标准。 2）小组工作过程涉及通过基于项目的学习进行学生的合作。第一步是激发学生进行小组讨论，以形成感兴趣的话题。达成共识在小组工作中非常重要。因为这是团体团结的开始，所以所有成员都必须接受该协议。然后在项目实施过程中进行学习过程并进行开发。在进行互动时，学生逐渐学会了与朋友一起工作。在学习过程中，成员进行了讨论，分享了想法并获得了其他人的意见。

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