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ชื่อบทความ : การพัฒนารูปแบบการจัดการเรียนการสอนวิชาพระพุทธศาสนา ในโรงเรียนมัธยมศึกษา จังหวัดนครศรีธรรมราช

ชื่อผู้แต่ง : พระอธิการกรีฑา จนฺทวํโส (ศรีใส)1 , พระมหาโชว์ ทสฺสนีโย1, ธัชชนันท์ อิศรเดช1

ที่อยู่
1. คณะสังคมศาสตร์ มหาวิทยาลัยมหาจุฬาลงกรณราชวิทยาลัย


ลิงค์ไปยังตัวบทความ (Fulltext) :

ชื่อวารสาร : วารสาร มจร สังคมศาสตร์ปริทรรศน์  ปีที่ : 5  ฉบับที่ : 1  เลขหน้า : 43-56  ปีพ.ศ. : 2559

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Abstract

Objectives of this research were to : 1) to study the teaching of Buddhism in secondary schools, Nakhon Si Thammarat province, 2) to study the concept, theories about the development of teaching Buddhism 3) to present the development of management teaching religion in secondary schools. Nakhon Si Thammarat province.
Research methods are combined (Mixed Methods Research) between qualitative research , used in-depth interviews from the key data of 25 persons to elementary development before presentation to discussion groups (focus group discussion) then taking the data to quantitative research that used survey research (Qualitative Research) from a sample of 381 persons by simple random sampling. Data were collected by questionnaires. Analysis of qualitative data, analysis data from documents,observation without participation, depth interviews, use a descriptive data analysis and context, statistical analysis of data on the frequency , percentage ,average and standard deviation .
The results showed that
1. Conditions and problems of management for teaching Buddhism in secondary schools, Nakhon Si Thammarat province found that 1) management in learning and teaching , it was lacked of teacher and not balanced of students, 2) the media and knowledge sources, it was not interesting, learning and teaching are outdated, feeling sleepy and boring 3) environment of learning , a building used for teaching was inadequate. Lack of conference rooms, an audiovisual room, science room, nurse room, held individually in separate places, it was less learning environment 4) teaching activities ,it was not inspiring teaching and learning activities, students become bored and sleepy,teaching activities was simple 5)The evaluation was the lack of authentic assessment and evaluation, without valuation of teachers who taught Buddhism.
2. Theories of the development teaching Buddhism found that 1) the Ministry of Education has proposed a revised high school curriculum in 2524 B.E. (Revised Edition 2533) . The course has changed to a more nuanced harmonies. Buddhism was added as the elective subject in social studies,two class periods per week throughout the semester as one unit. All students who were Buddhist required to learn more by focusing development in areas such as real knowledge and understanding of the content. The corrected attitude towards Buddhism, faith and realizing the importance of Bhuddism on society. And can perform their duties properly Buddhist as well as leading Buddha teaching principles into practice in daily life. To develop themselves and society Buddhism is an elective course in social studies, including 8 by a group of social studies. The course is intended to create a national citizen's quality. It can be a solution and is able to adapt to a normal social environment, it is social studies education about human beings. The aim is to produce people able to live in a society that has changed. Both the economy and society over time. To develop the knowledge, skills, values, feelings, or good for society. The objectives of upper secondary social studies curriculum.
3. Development of the management style of teaching Buddhism in secondary schools, Nakhon Si Thammarat Province found that 1) personnel management, the executive of education must support teachers to teach Buddhism more for learner appropriately 2) The use of media and resources, Teachers need instructional materials to suit the location of the school, which is well equipped. The clergy were highly skilled instructors can prepare lesson plans, production continues to support teachers and teaching are completely equipped 3). learning environment, teachers, school administrators, should provide the budget, find out for the external budget support, support the learning atmosphere, and prepare for good media. 4) teaching activities, in the classroom, teaching in an online format, media attention and motivate learners 5) The measurement and evaluation, the instructors bring knowledge from teacher to support the measurement and evaluation, according to the school curriculum.


Keywords
Development, Model for the Management