สำนักราชบัณฑิตยสภา

«“√ “√ √“™∫— ≥±‘µ¬ ∂“π ªï ∑’Ë Ú˜ ©∫— ∫∑’Ë Ò ¡.§.-¡’ .§. ÚıÙı ∑‘ »π“ ·¢¡¡≥’ Abstract Guidelines for Learning Process Reform: Findings from Multiple Case Studies Tisana Khemmani Associate Member, the Academy of Moral and Political Sciences, the Royal Institute, Thailand The results from multiple case studies of the reform of the school learning-process have re- vealed critical factors acting as driving and restraining forces for school reform. Some important factors conducive to reform are the following: (1) the administrator puts emphasis on academic de- velopment and uses effective strategies to encourage change and development as well as provide resource management to support changes; (2) the teachers have good attitudes toward their admin- istrators and schools, are eager to learn in order to improve themselves, plan their teaching lessons, organize learning activities according to the school’s guiding principles and, have a good relation- ship with their students; and (3) the school communicates and builds good relations and under- standing with parents and the community and encourages their participation in the school’s devel- opment. Some important factors restraining the success of school reform are the fellowing: (1) the administrator lacks necessary characteristics conducive to change; (2) the teachers misunderstand or lack sufficient understanding concerning the leaning process; (3) the students lack necessary basic skills in learning and (4) parents and the community lack the necessary understanding concerning educational reform and do not get sufficient information and communication from the school. Key words : learning process reform, case studies of school reform ıÒ ¯. ∑‘ »π“ ·¢¡¡≥’ , æ‘ ¡æ— π∏å ‡¥™–§ÿ ªµå , ™π“∏‘ ª æ√°ÿ ≈, «√«√√≥ ‡À¡–™–≠“µ‘ , Õ√™“ µÿ ≈“π— π∑å . °“√æ— ≤π“°√–∫«π°“√ ‡√’ ¬π√Ÿâ ¢Õß‚√߇√’ ¬π : °“√»÷ °…“æÀÿ °√≥’ . √“¬ß“π°“√«‘ ®— ¬. §≥–§√ÿ »“ µ√å ®ÿ Ó- ≈ß°√≥å ¡À“«‘ ∑¬“≈— ¬; ÚıÙÙ. ˘. æ‘ ¡æ— π∏å ‡¥™–§ÿ ªµå . (ÚıÙÙ °.) . °“√ æ— ≤π“°√–∫«π°“√‡√’ ¬π√Ÿâ : °√≥’ »÷ °…“ ‚√߇√’ ¬πµ”√«®µ√–‡«π™“¬·¥π. √“¬ß“π °“√«‘ ®— ¬. §≥–§√ÿ »“ µ√å ®ÿ Ó≈ß°√≥å ¡À“«‘ ∑¬“≈— ¬. Ò. æ‘ ¡æ— π∏å ‡¥™–§ÿ ªµå . °“√æ— ≤π“°√–∫«π °“√‡√’ ¬π√Ÿ â : °√≥’ »÷ °…“‚√߇√’ ¬π –Õ“¥ ‡º¥‘ ¡«‘ ∑¬“ ®— ßÀ«— ¥™ÿ ¡æ√. √“¬ß“π°“√«‘ ®— ¬. §≥–§√ÿ »“ µ√å ®ÿ Ó≈ß°√≥å ¡À“«‘ ∑¬“≈— ¬; ÚıÙÙ. ÒÒ. ”π— °ß“π§≥–°√√¡°“√°“√»÷ °…“·Àà ß ™“µ‘ . æ√–√“™∫— ≠≠— µ‘ °“√»÷ °…“·Àà ß™“µ‘ æ.». ÚıÙÚ. °√ÿ ߇∑æœ: ”π— °ß“π§≥– °√√¡°“√°“√»÷ °…“·Àà ß™“µ‘ ”𗠰𓬰 √— ∞¡πµ√’ ; ÚıÙÚ. ÒÚ. «√«√√≥ ‡À¡™–≠“µ‘ , Õ√™“ µÿ ≈“π— π∑å . °“√æ— ≤π“°√–∫«π°“√‡√’ ¬π√Ÿ â : °√≥’ »÷ °…“ ‚√߇√’ ¬π¡— ∏¬¡»÷ °…“¢π“¥„À≠à — ß°— ¥ °√¡ “¡— ≠»÷ °…“. √“¬ß“π°“√«‘ ®— ¬. §≥– §√ÿ »“ µ√å ®ÿ Ó≈ß°√≥å ¡À“«‘ ∑¬“≈— ¬; ÚıÙÙ. ÒÛ. «√«√√≥ ‡À¡™–≠“µ‘ , Õ√™“ µÿ ≈“π— π∑å . °“√æ— ≤π“°√–∫«π°“√‡√’ ¬π√Ÿ â : °√≥’ »÷ °…“ ‚√߇√’ ¬π«— ¥π“æ√â “« ®— ßÀ«— ¥™≈∫ÿ √’ . √“¬ß“π °“√«‘ ®— ¬. §≥–§√ÿ »“ µ√å ®ÿ Ó≈ß°√≥å ¡À“«‘ ∑¬“≈— ¬; ÚıÙÙ.