การศึกษาการดำเนินงานโครงการเกษตรทฤษฎีใหม่ ตามแนวพระราชดำริพระบาทสมเด็จพระเจ้าอยู่หัว ในโรงเรียนสังกัดสำนักงานคณะกรรมการการประถมศึกษาแห่งชาติ เขตการศึกษา 11

• المؤلف الرئيسي: สุพัตรา สมานประธาน
• مؤلفون آخرون: วรสุดา บุญยไวโรจน์
• التنسيق: Theses and Dissertations
• اللغة: Thai
• منشور في: จุฬาลงกรณ์มหาวิทยาลัย 2001
• الموضوعات: Education, Elementary > Curriculaเกษตรทฤษฎีใหม่; การศึกษาขั้นประถม > หลักสูตร
• الوصول للمادة أونلاين: https://digiverse.chula.ac.th/Info/item/dc:19955
• المؤسسة: Chulalongkorn University

This study examined the operation of the project of the new agricultural theory as initiated by His Majesty’s the King, which had been conducted at various schools under the Office of the National Primary Education Commission. The study explored four topics, namely (1) types of activities (2) preparation process, (3) implementation and (4) problems in conducting the project at schools under the Office of the National Primary Education Commission Educational Region Eleven. The findings revealed the following: (1) types of activities, the majority of the participating schools, after their executives had held a meeting with the community leaders, chose Activity Type II. Apparently, the selection was made according to the suitability of location and environment of each site. (2) Preparation. The school administrators defined a policy following a decision making-meeting with teachers and parents. As a result, most of the schools had reached a similar objective. They expected that students who took part in the project would be able to assimilate and apply the knowledge gained from its operation into their daily life. Preparing for implementation of the project, most of the schools arranged for their personnel to attend seminars or trainings on the "New Theory" farming and agriculture to ensure that each of them would have a thorough knowledge on integrating farming practice according to His Majesty’s "New Theory". The environment and conditions of each location was used as criteria for choosing the appropriate types of activities for practice. (3) Implementation. In implementing the project, responsible teachers were to let students choose the activities appropriate for their abilities and attitudes. The primary role of school executives, at this stage, was to give consults or solutions to problems that might have occurred in the operation. Most of the executives also gave support in integrated learning by providing learning materials or text materials for teachers’ further study. To enhance the learning process, the majority of teachers had similarly opted to integrate the "New Theory" farming activities into the existing activities of the Work Oriented Experience classes. (4) Evaluation. Executives and teachers undertaking the project employed an observation method in assessment. While teachers’ performances were being measured by school executives based on the extent of their participation in the project, students’ were graded by their co-operation and expresed of interest in the project as observed by teachers (5) Operational problems. The study showed that problems encountered by teachers and responsible personnel lie in conducting the activities according to the "New Theory" farming, lacked of fund, irregularity in provision of various forms of aids, lacked of instruction manuals on integrating activities relevant for the "New Theory" project as well as lacked of following up evaluation measures.