THE CONSTRUCTIVIST PARADIGM FOR DEVELOPMENT OF SOCIAL STUDIES CURRICULUM FOR HIGH SCHOOL STUDENTS FOR SUPPORT THE EASTERN ECONOMIC CORRIDOR (EEC) PROJECT

Abstract

Academic article, the development of social studies curriculum for high school students to support the Eastern Economic Corridor (EEC) project is based on the curriculum development paradigm of constructive knowledge. to review and analyze the legal environment, plans and policies and the Eastern Economic Corridor Development Project that affect the expectations of the students, the learning center and recommend for social studies curriculum development, indicators and content, core and teaching and learning management design and achievement assessment suitable for high school students. In the area of ​​the Eastern Economic Corridor Development. by using qualitative research methods through the study, analysis and interpretation of relevant documents such as laws, programs, policies, curricula and concepts.

From the analysis of the legal environment, plans and policies, it was found that schools should have used a competency-based curriculum. The necessary knowledge includes: the development of the Eastern Economic Corridor in terms of history, politics, law, policy, economy, society, geography and their spatial impact etc. In the same way as the original study plan in the field of skills, learners need to have the skills necessary to cope with changes in the 21^st century, such as critical thinking. Problem solving self-learning. In terms of expected characteristics, it was found that students were required to be good citizens, morally, ethical and conscientious about natural resources and the environment, cherish the culture and wisdoms of local and nation and emotional self-regulation.

Recommendations for indicators and core content that should be added to the basic education curriculum, the core of 2008 is aligned with the original four subjects: (1) Citizenship, Culture and Social Life, such as political knowledge and analysis. Eastern Economic Corridor Management Structure, human rights, etc. (2) Economics, such as analyzing the economic importance of interconnected areas at the macro and micro level. The implementation of fiscal policy through government investment, etc. (3) History, for example, can explain and link the historical changes of the world, regions, sub-regions and the development of the Eastern Economic Corridor; The importance of the Eastern Economic Corridor from both global and regional competition At the same time, they must recognize their role in participating or giving suggestions in solving problems of concrete impacts from the Eastern Economic Corridor Development Project. And apply a view of sustainable development and community rights, etc.

            The teaching and learning management process and achievement evaluation, teachers should act as a facilitator. Focus on organizing seminars in the classroom to create a dipper, discussion, analysis, synthesis and thought crystallization. Mobilize other sectors to participate in public, private, community, and public to provide knowledge and exchange with learners. Evaluation and evaluation should avoid the form of knowledge testing. But focus on group process activities, personal report preparation and the knowledge, skills and characteristics are assessed together