1 : 2542 22: 2 3 (CONCEPT)) ...
2542 2542 24: 4 1) 2) 3) 4) 5 /
6 ... 2542 / ( ) 23, 27, 28 / ( ) 24, 30, 29 / 26 7
... 2 / 8 ...
MISCONCEPT)ION () (Approach)) (Guideline) (Meth)od)
9 10 / INPUT / PROC ESS / ( ) 11
(COGNIT)IVE SKILLS) Communicati BASIC THINKING SKILLS ngSkills /
CORE THINKING SKILLS 12
HIGHER ORDER THINKING SKILLS (COGNIT)IVE SKILLS) ( 13
THINKING PROCESS 1. META COGNITION 2.
3. 4. - 4
14 (Social Skills) (Communication Skills) (Human Relation Skills) (Leadersh)ip Skills) (Group Work Skills) (Group Process Skills) LEARNER CENT)ERED EDUCAT)ION 15 Learner Centered Education is the way teachers arrange the instruction by letting students learn by themselves. Students create knowledge, skills and attitudes from the learning activities.
FINLEY-UNIVERSITY OF MINNESOTA LEARNER CENT)ERED EDUCAT)ION: WARNINGS 16 Learner Centered Education does not mean: Learning alone-without other students, teachers, parents and other community members Learning whatever the student decides he or she wants to know. Learning from completely open and minimally planned activities. (LEARNER-CENTERED APPROACH) 17 /
18 ( ) / : ... 4 24
(... 4 22 30) + 19 - -
- (generic + PCK) - - / - - - - - / - - - - - 20 (
- / - - - 21 - /
/ 22
/ (Beh)aviorism) (Cognitivism) (Humanism) (Information Processing T)h)eory)) (T)h)eory) of Multiple Intelligences) (Constructivism)
(Constructivism) 23 - 24 - - - - - - - - - - - - 25
PLEARN (PLAY + LEARN) . . (KNOWLEDGE MANAGEMENT)) 26 (MET)HOD) /
27 (Lecture) (Demonstration) (Field trip) (Small Group Discussion) (Dramatization) (Role Play)ing) (Case) (Game) (Simulation) (Deduction) (Induction) (Learning Center) (Programmed
28 29 (Graph)ic Organizer) (Questioning) (Grouping)
(Motivation) / 30 / (T)each)ing/Instructional Model) / / 31 Krathwohls Sympsons Model pt Attainment Model Model Model Jurisprudentail Model Harrows Model
Davies Model y Model Role Playing Model p Investigation Model ctive Teaching Model Direct Instruction tive Thinking Model Model ances Future Problem-Solving Model Storyline Model ( ... ) 32
/ / (8 28 ) 1 33 - - - 2 -
- .. 2552 34 (THAI QUALIFICATIONS FRAMEWORK FOR HIGHER EDUCATION-TQF:HED.) ... 35
5 1. (Ethics and Moral) 2. (Knowledge) 3. (Cognitive skills) 4. (Interpersonal Skills and Responsibility) 2 3
36 1.1 1.1 1.2 1.2 37
( ) ( (
/ / / ) ) (
) ( ( + () - ) + + )
( + + IT) / IT) ) IT) IT) (
38 39
40 (Cognitive
Domain) (Content) (Concept) (Cognitive Process) (Psychomotor Domain) (Process Skills) (Performance Skills) (Cognitive (Affective Domain)
41 42 1 (general objective) 2 / (specific objective/ 1 beh)avioral objective) 2 43 : 1. (. B.O.- ) 2. (. B.O.-
) 3. Cognitive Domain 44 , , , (Knowled , , ge) , , , , , , (Compre T+E , , hension) , ,
O , , , , , , , , (Applicati , , , on) , , , , , , , Affective Domain 45
, , , , (Receive) , , , (Respond , ) , , , (Value)
, , , , , , Psy)ch)omotor Domain (Imitation) (Manipulatio n)
(Precision) (Articulation ) 46 , , , , ,
47 (Benjamin Bloom) (Cognitive Domain) (Content) (Concept) (Cognitive Process) (Psychomotor Domain)
(Process Skills) (Performance Skills) (Affective Domain) 48 1) / (Factual Knowledge) 2) / (Conceptual Knowledge) 3) / (Procedural Knowledge) 4) /
49 50 3 3 51
52
Factual K Concept / ual K /
/ - - 53 ( ) ()
54 55 (CONTENT) . . 2.1 2.2 . (CONCEPT) 1. (Definition) 2. (Relation) 56 / / / / /
57 58 59
/ 60 61 : /
/ / / (--)
(/ ) / (/ ) ( ) ( :
62 )Cognitive/ A deductive) / Knowledge )Psychomotor/ ( Process Skills )Affective/ ( Attribut / /
- / - - - - - - - - B C - ( - (
) ) A
3 B C / 63 ( A B C) () ( ) 1. 3 (++) 2. 1
- ( ) 3. 4. ( ) 5. : 64 )Cognitive/ / Knowledge
)Psychomotor/ ( Process Skills )Affective/ ( Attribut / / - / - - - - - - -
- B C X - (inductive) ( - ( ) )
X B C 3 /
65 ( X B C) () ( ) ( ) () ( ) 1. 3 2. 3 ( + + ) 3. 1 - 4. 5.
: 66 )Cognitive/ / Knowledge )Psychomotor/ ( Process Skills )Affective/ ( Attribut / /
- / - - - - - - - - B C Y - (inductive) ( - (
Y SYNNECTICS ) )
B C / 67 ( Y B C) () SYNNECTICS 1. 2.
2.1 (direct analogy) 2.2 (personal analogy) 2.3 (compressed conflict) 2.4 3. ( 4.
