รวมบทความวิชาการ

ISBN 978-974-625-653-7
.. 2557
500
39 1 -
12110

Soft skill

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(Activity Based Learning )

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ASEAN
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2557
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(1)
(2)
(3)

(1)
(2)

(3)

(4)
(5)
(6)
(Authentic Learning) (
.2544)
1)

(Vygotsky, 1986
. 2544)
(Authentic Learning)

(Authentic
Learning)

2) (Newman,
Secada &Wehlage (1995
. 2544) 4

2.1) (Higher-Order Thinking)

2.2) (Deep of Knowledge)

2.3) (Substantive
Conversation)

2.4) (Connections to
the worldbeyond the classroom)

(Authentic Learning)
(Authentic Assessment)
( . 2544)
1)

(Performance Based)
2)
(On Command)

(Self Directed Learner)
2.1)
2.2)
2.3)
2.4)
3) (Real Life)
(Complexed Thinking)

4) (Collaborative
Learning)

(2545)
(AuthenticTeaching) 5

1)
2)
3)
4)
5)

1)

2)

3) (Process)
(Product)

4) (Inquiry)
5)

6) (Cognitive)
(Affective) (Skills)

7)
(Subjective)
(Value)
8)
(Collaborative Process)
(2544)

1)
2)
3)

4)
(2544)
4) (Authentic
Test)

5)

6) (Portfolio)

(Reliability)
(2540) (2546)

1)

2)

3)

(1) (2)
(3) (4)
(5)
(6) (Portfolio)
(2545, ..-..).
.
. 11 (1) :
1-12.
. (2539).
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4.
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2557
(Activity Based Learning )
HUM 120

(Activity
Based Learning )
HUM 120

1.
2.
3.

4.
10
1
2)

(Constructivism)

1
(radical constructivism or personal Constructivism
or cognitive oriented constructivist theories)

2
(Social constructivism or
socially oriented constructivist theories)

1)
6 MIND MAP

(individual study)

1 Concept Mapping

2 Learning Contracts

3 Know Want-Learned

Mapping

4 (Group Process)

(Problembased Learning : PBL)

10
9

(Self-Study)

(Inquiry Instruction)
(Discovery Learning)
(Problem Solving)
(Experiential Learning)
:
Activity Based Learning

(Crystal-Based
Approach)

10
11

2557
ASEAN

- -

2014
..

9 2557 2014
2014

2012

2012

2013
10

2012
AEC

10

13
AEC
4.

SME

8
8

position

medical hub
infrastructure
14

3.

4.

5.

6.

7.

1.

2.

15

2558
3.

1.
2.
3.
4.
5.
6.
7.

1.

2.

3.

1.

2. (Globalization)

(Change)

21

(Scenario) -

ASEAN
Community

AEC

16

ASEAN
10
8
ASEAN

2 3

AEC

1.
2.
3.
4.

5.

1 2

3 4

.. 2558

17

AEC
"

"

"
"

"

"

Social Network
"

"

2

Education
Hub

3 (1)
(2)
(3)
.. 2558
18

ASEAN WeekRoad Show

.. 2558

2554

4 4

2554
.. 2558

19
20

2557

1.

2.

3.

4.
(Holistic)

5.

1.

2.

3.

4.

1.

2.

3.

22
4.

5.
(Macro)
6.

7.

1.

2.

3.

4.

5.

6.

23
.

.

Dhammaintrend
24

2557

360

(Global Citizenship)

.
(Strong Globalization)

(People are interacting with
each other across the globe all the time)

(Homogenization of Culture)
(Similarity in Lifestyle)
Mcdonald
.
(Employment for
students is no longer limited within ones nation
border)

(international marketplace)
.


(Responsive Citizen)

(Changing World need for Changing
Education)

(shape the student character)

(Change Agent)

(adaptability
skills)

21
(content)

26

21

(Knowledge Worker)
(Learning Person)

. (Learning &
Innovation Skills)

.

(Responsibility)
.
(Internationalization)

(Challenge)
.

(Development Program)
(Support Activities)
.

(Life Skill for Pluralistic Society)
.
(well trained)
(Equipped to
be competitive enough for the International
27
Marketplace)
.

.
(Outcome Based Education)

.

(Professionalism)

.

.

.

.

28
, CCPR
:

.

Gen Z

(Executive Summary)

(APSSA) Global Citizenship :
Challenge Opportunities and Response

De La Salle University

29

2557
Gen Y Gen Z

Gen Y
Gen
Y
(Generation Y)

(, 2551)

Generation
Social Network

Generation : Gen
Gen

4
(Baby Boomers)
48-67
(Generation X :Gen X) 30
(Generation Y:
Gen Y) Why Generation
30

(Generation Z : Gen Z)
16-18

Baby Boomers

..1941-1960 (..2584-2503)
(
)

Gen X
..1961-1976 (..2504-2519)
30

Yuppies

Gen X

Gen Y

..1977-1992 (..2520-2535)
16-30 Gen
Y
Baby Boomers Gen X
Gen X

Gen Y

Gen Y

Gen Y

Gen Y
Gen X
Baby Boomers ()

Gen Y (, )

Tamiya, Tamagogi
Winning, Pokemon,
Rockman Counter Strkie
Ragnarok

Gen X
Gen Y

31
Gen Y Gen Z

Gen Z
Gen Y
Gen X
Gen Y

Gen Y

(, 2557)
Gen Y

2
26 24

Gen Z

1990s iGeneration
Internet generation

Gen X
DVD, www, MSN, iPad,
iPhone Digital
Native

( ,
2556) Gen Z

33

Gen Z Digital in their DNA
Gen Z

Gen Z

Gen Z
Gen Y Gen Z
Social Network
32

( ) (2555 : 123)

(the social animal)

First Impression

(, 2549 : 13-16)

Gen Y
:
Gen Y Gen Z

Gen Y
Gen Z

Acker & Davis (1992
(), 2555 : 126)

(companionate love)
Gen Y
Gen Z

Gen Y

Gen Z

Baby Boomers Gen x
33

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http://www.thorfun.com/Mmy/
story/51ff7f6daeeb59867d013e28
34

2557
21
2

e-mail: wimonman.s@psu.ac.th

21
44

12
paired-t-test 10 34
32, 11 1
(P .001)

Effects of mindfulness-training program on self-improvement of students

in the 21st century
Wimonman Sriroongrueng
Faculty of Medical Technology, 2. Faculty of Nursing

E-mail: wimonman.s@psu.ac.th
Angsuma Apichato
Prince of Songkla University, Hat-Yai, Songkhla 90110 Thailand.
Abstract
Contemplative education is a philosophy of higher education that infuses learning with the experience of
awareness, insight and compassion for oneself and others. It is worth to apply for students skills in the 21st century .
The purpose of this research is to study the effect of mindfulness -training program of students in the 21st century in
the faculty of Medical Technology, Prince of Songkla University. Forty-four students who volunteered to participate in
the present study were 32 Buddhists, 11 Muslims and 1 Christian . The coach of mindfulness -training program took one
time to teach mindfulness for one hour throughout the program and the students could practise mindfulness in their
daily lives for 12 weeks. The content of the program emphasized to have mindfulness by observing breathing as a basis
and to apply mindfulness in various activities in daily lives on the basis of moving naturally with active mindfulness.
Participants completed a mindfulness - questionnaire before and immediately after the 12-week practising program and
an interview of qualitative data was done. Descriptive statistics and paired-t-test were used to test the differences
between pretraining and posttraining. All students experienced significant improvements in mindfulness during various
activities (p<.001). Students got most benefit from mindfulness-training program. They could apply mindfulness in their
studies, work and these leaded eager to study. After the training students experienced relaxed peaceful mind and
understood the nature of various emotion . Wandering mind and worry reduced. This study showed that the
mindfulness -training program was benefitial, practical, and convenient for medical technologist students. However this
study took a short period of time therefore further researches about evaluation of good effects of mindfulness practice
in longer time of the real life should be performed in the future.
Key word: mindfulness, restful alertness, dynamic meditation, students
36

46.5
( , 2552)

(Shapiro, 1998)

2 1

( Authentic learning )

( Mental model building )

( Internal motivation )

(
Social learning )

(
Multiple
intelligence )

( Personalized
learning ) (
, 2554 )

( , 2557 )
(
, 2554 )

( , 2555 )

(2551)

37

(One group pretest - posttest)
-
12
44
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2=
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5=
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2
1 :
1
2
(pretest-posttest)
2:
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paired t-test

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2.50 3.49
1.50 2.49
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2.
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12

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32 9
1

(p < .001) ( 2)
2

39
40

20

(Grossman, 2004)

..
(2547)

( , 2547)

(Lutz, 2004)

(
, 2551, , 2549)

( , 2546, Ostafin, 2006 )

110
41
Mindfulness Center
Mindfulness Center

21

, .(2551).
.
.16 , 25-32.
. (2547).
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42

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. (2546).
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-

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: 32-34
Grossman P, Niemann L, Schmidt S, Walach, H. (2004).
Mindfulness-based stress reduction and health
benefits:meta-analysis.
Journal
of
Psychosomatic Research, 57, 35-43.
Lutz A, Greischar LL, Rawlings NB, Richard M, Davidson RJ.
(2004). Long-term meditators self-induced
high-amplitude gamma synchrony during
mental practice. PNAS. 101, 16369-16373.
Ostafin BD, Chawla N, Bowen S. et al (2006) . Intensive
mindfulness training and the reduction of
psychological distress: a preliminary study.
Cognitive and Behavioral Practice , 13: 191-197.
Shapiro SL, Schwartz, GE, Bonner G. (1998). Effects of
mindfulness-based stress reduction on
medical and premedical students. J Behav Med,
21:581-599.
43

2557
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2557
AN ANALYTICAL STUDY ON RELATIONSHIP OF LOTUS WITH THE THAI WAY

OF LIVING AND A PATH TO BE AN INDUSTRIAL CROP OF THE COUNTRY

:
5

137

71.54 52.31
50
: , ,
Abstract
The purpose of this research : Analytical Study on Relationship of Lotus with the Thai Way of Living and a
Path to be an Industrial Crop of the Country was aimed at studying the relationship of lotus and the Thai way of living
in 5 aspects. 137 bachelor-degree students from Rajamangala University of Technology Thanyaburi were the sample of
this survey study.
The outcomes of the research disclosed the following: Lotus related for the longest time with the Thai way of
living. Lotus then appeared in the Thai expressions, language, literature, idioms, proverbs and aphorisms as well as the
beliefs in Gods. With regard to the naming, the Thais believed that the names relating to lotus would bring them
happiness and prosperity. In addition, lotus related not only to the sources of knowledge, but also to nutrition and Thai
food which were the cultural heritage of the Nation.
Concerning the study on how to make lotus become the industrial crop of the country, it was found there
had been some problems and hindrances that farmers encountered and required a full support from the government or
departments involved. 71.54% of respondents to the questionnaires gave priority to the provision of health knowledge
to the farmers whereas 52.31% and 50% gave second and third priorities to disease and insects affecting lotus; and the
farmers poor knowledge of lotus respectively.
Key Words : Lotus, The Thai Way of Living, industrial crop.

( ( ) , (2554 : 8)

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2551 : 6)

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3. 4.
(1)

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2557
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Prem Tinsulanonda International
School .
20 2557
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2557
... Y Gen

Why! Why! Why? Why ?
why generation Gen Y

!!
?
.. ?
?
... ...
?
?
Generation Y

?

.. ....?..
Generation Y

Y
Generation Y
Generation
Generation

(Generation)

(Generation)

Generation

Generation

1. Builders ..
2488

Baby Boomer
2. Baby Boomer
.. 2489 2507 2
2

Baby
Boom!
Baby Boom
Baby
Boomer

Baby Boomer

3. Generation X
.. 2508 2522 Gen X
Generation X
Baby Boomer
Gen X

Baby Boomer
70
Gen X
(Work-life Balance)
Baby Boomer

Gen
X Yuppies (Young Urban
Professionals)

Baby Boomer Gen X
4. Generation Y .. 2523 2543 Gen Y

Generation Y

Generation Y

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generation

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Generation X

generation gap

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74

2557

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Chuleerat.c@rsu.ac.th

5-10

(1)

11 (.. 2555-2559) (2)

(social lab)
(social
lab)

(Social Lab)

76

4 (1)

(2)

(3)

(4)

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1.

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2.

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79

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84

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13
81

20

82

2557
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(..)

Dhanapon.so@spu.ac.th

(.. )

(Buddhist
Paradigm)

(2525),
(2534)
(2538),
(2542), :
(2545),
(2546)

2

1.
2. ii

84
"

()

" iii

Norman
Jacobs "" iv
"

" v

"

85

" vi

"

" vii

(frontier expansion)

(freedom)
(opportunity)
viii

(William J.Clinton) .. 2540

21

ix

( globalization)

frontier

(conquest) x

Why America Doesnt
Work, Crisis in American Institutions, American at
Centurys End, Taking Back America

(The PostAmerican World)
To Renew America
86
-

xi

xii

xiii

.. 2538
87

xiv
88

xv

)

)

() ()

xvi
89
( ).
. 4,
( : , 2543), 5.
ii
, 5.
iii
( ).
. ( :
,2527) , 64-65.
iv
Norman Jacobs. Modernization
Without Development : Thailand as an Asian
Case Study. (New York : Praeger Publishers,
1971), 420 pp. Cited in. Phra Rajavaramuni
(Prayudh Payutto). Looking to America to Solve
Thailand's Problems. Trans. by Grant A.
Olson,(Bangkok : Sathirakoses-Nagapradipa
Foundation, 1987), p. 5.
v
Ibid., p.6.
vi
Phra Dhammapitaka (P.A.Payutto).
Human Rights : Social Harmony or Social
Disintegration. 2 nd., (Bangkok : Sahadhammic

Ltd.,1998), p.39.
vii
Ibid., p.40.
viii
( ).
.( :
, 2546), 6.
ix
, 26.
x
.
xi
, 38
xii
, 49.
xiii
, 50.
xiv
( ).
. 2, :
,2542, 117.
xv
.
xvi
. 112.
90

2557
1)
2)
3)
4)

3 1) 4
2) 15

3) 217
4 15

1.
1)
2) 3) 4)
5)
(ONET)
1) 2)
3)
4) 5)
6) 7)
8) 9) 10)
2. 9

3.
4
1 2
3 1 AGTIC
2
9 3 4
3
4
4
4.
( X = 4.65, S.D. = 0.10)
1 ( X = 4.70, S.D. = 0.15) 2
( X = 4.68, S.D. = 0.14) 3
( X = 4.62, S.D.= 0.20) 4 ( X = 4.52, S.D. = 0.23)
( X = 4.61, S.D. = 0.30)
( X = 4.62, S.D.= 0.32) ( X =
4.65, S.D. = 0.29) ( X = 4.62, S.D. = 0.29)
92
Development of Quality Management System

Model of World Class Standard Schools
under the Office of Basic Education Commission
Polenta Kalumpakorn
Abstract
The purposes of this study were: 1) to study the present condition and problems of quality
management system of world class standard schools, 2) to study the components of quality management
system of world class standard schools, 3) to develop a model of quality management system of world class
standard schools, and 4) to examine quality management system model of world class standard schools. The
samples in this study included: 1) 4 administrators of outstanding. Obtained through snowball technique. 2)15
experts consisting of university instructors teaching educational administration, administrators in world class
standard schools. Obtained through purposive selection.3) 217world class standard schools administrators
obtained through multistage random sampling. The research instruments included: documentary from, an
interview, and a questionnaire asking about the use, possibility, suitability, and correctness of the model. The
quantitative statistics used to analyze the data were frequency, percentage, mean, and standard deviation.
The qualitative analysis was content analysis.
The findings were as follows:
1) The present state and problems of the quality management system model of world class
standard schools revealed that there were: teaching and learning activities, internal quality assurance system,
use of instructional technology, research for educational development, and measurement of learning
performances such as Ordinary National Education Test (O-NET) and the results of the school performance.
The problems of quality Management system of world class standard schools under the Office of Basic
Education Commission were as follows: teachers lacked knowledge of integrating contents, skill in curriculum
analysis which led to not being able to apply learning activities in accordance with the curriculum, knowledge
in managing student centered activities, knowledge in using instructional media, teacher were not relevant
to the subject areas, they were educational qualification lacked experiences and aptitutdes in teaching
profession. They, also had other tasks besides teaching, there was enough budget for management and the
delay in budget payment, teachers were not be able to use technology efficiently, there were problems in
position transferring in international education network and problems in using English for communication.
2) In terms of the components of quality management system of world class standard schools,
there were 9 components as follows: organizational leading, strategic planning, students and related
personnel, emphasis analysis and knowledge management measurement, systematic process, emphasis
93
personnel emphasis, administration process, quality control of the organization and emphasis on performance
achievement according to the standard prescribed.
3) In terms of the model of quality management system of world class standard schools, there
were 4 parts as follows: the first part was Introduction consisting of principles, objectives, and a context the
second part was quality management system of world class standard schools, consisting of 3 dimensions:
dimension 1 method of quality management system AGTIC consisting of organization analysis, goal setting,
teamwork development, implementation and quality control. Dimension 2- components of quality
management system consisting of 9 components, dimension 3- authority of the school consisting of 4 tasks:
academic management, personnel management, budgeting management and general management. The third
part was the use of the model consisting of 4 steps: preparation, usage, performance evaluation and
conclusion of performance; the fourth part was present condition consisting of condition of success and
condition of failure.
4) In terms of examination of quality management system model of world class standard
schools, found that as a whole was the highest level. ( X = 4.65, S.D.= 0.10) Considering each component of
the model, found that as follows: Introduction ( X =4.70, S.D.=0.15), system of quality management ( X
=4.68, S.D.=0.14), the use of quality management ( X = 4.62,S.D.=0.20) and condition and problems ( X =
4.52, S.D.= 0.23 when considering the examination of the model in each aspect, found that every aspect was
at the highest level as follows: usefulness ( X =4.61, S.D.=0.30), possibility ( X =4.62, S.D.=0.32), suitability
( X =4.65, S.D.= 0.29), and correctness ( X =4.62, S.D.=0.29).

2550 49

( ,
2549)

94
( , 2547)

( , 2551)

(., 2554)

1.

2.

3.

91
4.

1.
1. 2. 3.
4.
5. 6.
7. 8.
2.
F
500
(1)

4 (2)
15 (3)
217
3.

1.
2. 3.
4.
5. 6.
7. 8.
5
1

3 ` 1)

2)
3)
2
2 1)
(Pilot Study)

4
(Snowball
Technique) 2)
3
1)

2)
1
4
2 1)
15
(Focus
Group
Interview)
2)
217
4

92

500

217
(Krejcie and Morgan, 1970)

95
1)

(ONET)
(N-T)

2)

3)

1
1)

2)

3)
93
2
3 1

2

3

3 4

4

4)

4
1 6

2 5 1

1

1 ( X =4.70, S.D=0.15) 2
( X =4.68, S.D=0.14)
3
( X =4.62, S.D= 0.20) 4

( X =4.52, S.D=0.23)

( X =4.65, S.D=0.10)

94

1)

2)

3)

4)

(2549)

4
1)
2)

3)
4)

(2541)

(2553)

1)
2)
3)
(2548)

1)
2)
3)

4)
AGTLE
(2544)

,(2553)
95

1) 2)
3) 4)
5)
6)
1.
1)
2)

2.
1)
2)
3 )

. (2546).
( 2) .. 2545

..
2545.:
(...). ______.
(2554).

.. 2554. :
.
. (2548).
.
: .
. (2551).
.
.

.
. (2547).

.

.
. (2549).

, .
. (2549).

. :
.
96
. (2544).

. :
.
. (2553).

. .
. (2541).
. :
.
. (2553).

. :
.
Krejcie, Robert V. and Morgan. (1970). Educational
and Psychological Measurement.
New York : Mc Graw-Hill
97

2557
...
100
)

)

101
102

2557

(Global mindset)
(AEC)

21

(AEC) .. 2558

(10 )
.. 2558 (..2015)

AEC

4.
1-2
1. (Language)

(Pattern) Good morning, teacher. How are
you? Im fine, thank you, and you?
Grammar

1.
1-2
2.
3.
Summer Corse

2. (Creative Thinking)

1.
. 5

2.

104
3.

3.

1.
2.

3.
4.
5.

1.

2.

3.

4.
5. 1

1.
2. 3.

105

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ISBN 978-974-625-653-7

(Activity Based Learning )

socially oriented constructivist theories)

Baby Boomers Gen x

Effects of mindfulness-training program on self-improvement of students

Faculty of Medical Technology, 2. Faculty of Nursing

AN ANALYTICAL STUDY ON RELATIONSHIP OF LOTUS WITH THE THAI WAY

- Visiting School Program

Why! Why! Why? Why ?

why generation Gen Y

... Why Generation

Disintegration. 2 nd., (Bangkok : Sahadhammic

Development of Quality Management System

(Krejcie and Morgan, 1970)

( X =4.62, S.D= 0.20) 4

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