การศึกษาการประยุกต์ใช้การจัดการเรียนรู้แบบการเรียนรู้เชิงรุก (Active Learning) ในชั้นเรียนรายวิชาภาษาจีนของโรงเรียนระดับชั้นมัธยมศึกษาในจังหวัดขอนแก่น

Abstract

This research aims to analyze the Active Learning implication in Chinese language classrooms, secondary level in Khon Kaen province. Example groups were Chinese classrooms in schools under the Khon Kaen Secondary Educational Service Office Area 25, example group were selected by purposive sampling method for 10 classrooms. Research data was collected by classrooms observation, interview, and data analysis from observation and interview. Research instruments included learning and teaching observation form, interview form for a teacher who implemented the Active Learning in a classroom, and a video recording. Percent was used for statistic analysis in this research. The classroom observation for the Active Learning Implementation analysis has 5 elements to observe including 1) contents and activities, 2) teaching media, 3) teacher, 4) student, and 5) learning measurement and evaluation.

The research result found that from 10 example implemented the Active Learning classroom analysis, there were 2 classrooms or 20 percent that had all elements included contents and activities teaching media, teacher, student, and learning measurement and evaluation. There were 3 classrooms or 30 percent had 4 elements. There were 5 classrooms or 50 percent had 3 elements. The most elements that were not pass the criterion were student, learning media, learning measurement and evaluation, and contents and activities respectively. Mostly, the Active Learning using in the classroom has no thinking potential development activities, problem-solving, student’s knowledge adaptation, and lack of student support for classroom activities conduct.