การพัฒนายุทธศาสตร์การจัดการการเรียนรู้โดยใช้ทฤษฎีสร้างความรู้ด้วยตนเองเชิงสังคมของวีก็อทสกี้และแนวคิดความรู้ความเข้าใจเชิงสร้างสรรค์เพื่อส่งเสริมความสามารถในการเขียนภาษาไทยเชิงสร้างสรรค์ของนักเรียนชั้นมัธยมศึกษาปีที่ 6

Abstract

The purposes of this research were  (1) to develop the learning management strategy using Vygotsky’s social constructivist theory and creative cognition approach to enhance Thai creative writing of twelfth grade students and  2) to study the effects of the learning management strategy using Vygotsky’s social constructivist theory and creative cognition approach.  The research consisted of three phases, as follows Phase 1, study the states and problems of learning management enhancing  Thai creative writing abilities through studying related concepts, theories, and documents and interviewing the experts and teachers in Thai Language;  Phase 2, develop the learning management strategy synthesizing the information from Phase 1 and the quality of strategy examined by the experts and;  Phase3, study the results from implementing the strategy with the sample group. The samples were Matthayomsuksa 6 students in the second semester of the academic year 2017 of Ban Markkhang School, Udon Thani Province.  The students were divided into two groups randomized to be the experimental and controlled groups.  Duration of the experiment was twenty hours. The design of the experiment was a non-equivalent controlled group pretest-Posttest design.  Quantitative and qualitative data of the study were collected.  The quantitative data were analyzed to be mean, standard deviation, t-test dependent and t-test independent.  The qualitative data were analyzed by content analysis.

               The results of the research were 1) The components of the strategy included by strategy name, background and importance, theory and approach in developing the strategy, principles of the strategy, purposes of the strategy. The strategy has two parts. The part of the learning management of five procedures including 1) Motivating, 2) Acquiring Knowledge, 3) Expressing Thought, 4) Presenting,       and 5)Assessing. The part of learning supporting factors and environmental management was suggested. The results were the success of implementation of that strategy. The pre-test score of experimental group was higher than the post-test. The post-test score of the experimental group became higher than that of control group.  These results indicated the creative writing ability of the twelfth grade students after learning through activities under the strategy.