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6. ¡Ÿ≈π‘∏‘»“ μ√“®“√¬å À¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈
PROFESSOR MOMLUANG PIN MALAKUL FOUNDATION
¡À“«‘∑¬“≈—¬»√’π§√‘π∑√«‘‚√≤ ª√– “π¡‘μ√
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8. √Õß»“ μ√“®“√¬å ¥√. “π‘μ¬å °“¬“º“¥
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7. ¡Ÿ≈π‘∏‘»“ μ√“®“√¬å À¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈
PROFESSOR MOMLUANG PIN MALAKUL FOUNDATION
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8. ª√–«—쑬àÕ
»“ μ√“®“√¬å À¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈
π“¡ À¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈
«—π‡¥◊Õπªï‡°‘¥ «—π‡ “√å∑’Ë 24 μÿ≈“§¡ æ.».2446 ‡«≈“ 09.05 π. ≥ ∫â“π∂ππÕ—…Ɠߧå
∫‘¥“ ‡®â“æ√–¬“æ√–‡ ¥Á® ÿ‡√π∑√“∏‘∫¥’ (À¡àÕ¡√“™«ß»å‡ªï¬ ¡“≈“°ÿ≈)
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æ’ËπâÕß√à«¡∫‘¥“¡“√¥“ 1. À¡àÕ¡À≈«ßª° ¡“≈“°ÿ≈ (∂÷ß·°à°√√¡)
2. À¡àÕ¡À≈«ßªÑÕß ¡“≈“°ÿ≈ (∂÷ß·°à°√√¡)
3. À¡àÕ¡À≈«ßªÕß ¡“≈“°ÿ≈ (∂÷ß·°à°√√¡)
4. À¡àÕ¡À≈«ßªîòπ ¡“≈“°ÿ≈ (∂÷ß·°à°√√¡)
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7. À¡àÕ¡À≈«ßªπ»—°¥‘Ï ¡“≈“°ÿ≈ (∂÷ß·°à°√√¡)
8. À¡àÕ¡À≈«ßª“πμ“ (¡“≈“°ÿ≈) « —πμ ‘ßÀå
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9. °“√»÷°…“
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Ë Ë â
Õπÿ»“ μ√åæ“𑙬°“√)
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æ.».2465 ‡¢â“»÷°…“¿“…“ —π °ƒμ ·≈–∫“≈’∑’Ë School of Oriental Studies ·Ààß
¡À“«‘∑¬“≈—¬≈Õπ¥Õπ
æ.».2467 ‡¢â“»÷°…“∑’Ë Brasenose College ·Ààß¡À“«‘∑¬“≈—¬ÕÕ°´åøÕ√å¥ ‚¥¬
‡≈◊Õ°¿“…“ —𠰃쇪ìπ«‘™“‡Õ° ·≈–¿“…“∫“≈’‡ªìπ«‘™“‚∑
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‚∫√“≥μ–«—πÕÕ°
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(M.A)
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¡√ ∑à“πºŸâÀ≠‘ߥÿ…Æ’¡“≈“ ¡“≈“°ÿ≈ ≥ Õ¬ÿ∏¬“ (‰°√ƒ°…å)
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æ.».2458 ‡ªìππ—°‡√’¬π¡À“¥‡≈Á°√—∫„™â√ÿàπ‡≈Á°
æ.».2461 ‡ªìππ—°‡√’¬π¡À“¥‡≈Á°√—∫„™â√ÿàπ„À≠à
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»“ μ√å ·≈–«‘∑¬“»“ μ√å ®ÿÓ≈ß°√≥å¡À“«‘∑¬“≈—¬
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æ.».2477 À—«Àπâ“·ºπ°Ωñ°À—¥§√Ÿ¡—∏¬¡ §≥–Õ—°…√»“ μ√å·≈–«‘∑¬“»“ μ√å
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æ.».2482 Õ“®“√¬å‡Õ° Õ—π¥—∫ 4
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¡—∏¬¡®ÿÓ≈ß°√≥å¡À“≈—¬™—Èπ摇»… μ˔՗μ√“
æ.».2486 ™—Èπ摇»… Õ—π¥—∫ 1
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æ.».2500)
æ.».2495-2496 √—°…“°“√„πμ”·ÀπàßÕ∏‘∫¥’°√¡«‘™“°“√
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æ.».2499) »“ μ√“®“√¬å摇»…„π§≥–§√ÿ»“ μ√å ®ÿÓ≈ß°√≥å
¡À“«‘∑¬“≈—¬
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11. Õ∏‘°“√∫¥’®ÿÓ°√≥å¡À“«‘∑¬“≈—¬ (18-29 ‘ßÀ“§¡ æ.».2501) æâπ
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‡π◊ËÕß®“°¬ÿ∫°√–∑√«ß
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à
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à
‡ªìπ𓬰√—∞¡πμ√’
°“√ª√–™ÿ¡π“𓙓쑧√—Èß ”§—≠
æ.».2467 ºŸâ·∑ππ—°‡√’¬π‰∑¬ °“√ª√–™ÿ¡ Meeting of University Leaque of
Nations
æ.».2472 ºŸâ·∑π√—∞∫“≈ °“√ª√–™ÿ¡ 1st Work Conference on Adult Educa-
tion ∑’Ë Cambridge
æ.».2474 ºŸªØ‘∫μß“π™—«§√“« °“√ª√–™ÿ¡ Leaque of Nations Temporary Col-
â —‘ Ë
laborator ¢Õß —ππ‘∫“μ‘™“μ‘∑’Ë GENEVA
æ.».2491 À—«Àπⓧ≥–ºŸâ —߇°μ°“√≥å °“√ª√–™ÿ¡ ¡—™™“ ¡—¬ “¡—≠ (General
Conference) §√—Èß∑’Ë 3 ¢ÕßÕߧ尓√»÷°…“ «‘∑¬“»“ μ√å·≈–«—≤π∏√√¡
·Ààß Àª√–™“™“μ‘ (UNESCO) ∑’Ë°√ÿ߇∫√ÿμ ª√–‡∑»‡≈∫“πÕπ
æ.».2492 UNESCO ‡™‘≠‡ªìπºŸÕ”𫬰“√ —¡¡π“‡√◊Õß°“√»÷°…“ºŸâ „À≠à„π™π∫∑∑’Ë
â Ë
√—∞‰¡‡´Õ√å (Mysore) ª√–‡∑»Õ‘π‡¥’¬ (UNESCO Seminar çRural Adult
Education for Community Actioné)
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ternational Bureau Education (IBF) ∑’Ë°√ÿ߇®π’«“ ª√–‡∑» «‘μ
‡´Õ√å·≈π¥å
æ.».2495 ‰¥â√—∫‡≈◊Õ°μ—È߇ªìπ°√√¡°“√∫√‘À“√ (Executive Board) ¢Õß UNESCO
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ª√–∏“π°“√ª√–™ÿ¡ ¡—™™“¢Õß UNESCO ∑’‡¡◊Õß¡Õπ‡μ«‘‡¥‚Õ ª√–‡∑»
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»÷°…“ International Bureau Education (IBF) ∑’Ë°√ÿ߇®π’«“ ª√–‡∑»
«‘μ‡´Õ√å·≈π¥å
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ª√–‡∑»„πÕ“‡´’¬ (Minister of Education of Asian States Meeting
on Education and Economic Planning ‡√’¬°¬àÕÊ «à“ MINEDAS)
√Õߪ√–∏“π“∏‘∫¥’®ÕÀåπ —π (Johnson) ·Ààߪ√–‡∑» À√—∞Õ‡¡√‘°“
‡™‘≠„Àâ ‰ªª√–™ÿ¡ Peace Corps ‡√◊ËÕß °”≈—ߧπß“π™—Èπ°≈“ß ∑’˪√–‡∑»
ªÕ√å‚μ√‘‚° (Portorico)
æ.».2506 UNESCO ·≈– IAU (International Association of University) ·μàß
μ—Èß„À⇪ìπºŸâ‡™’ˬ«™“≠¥â“π°“√»÷°…“¢Õß¡À“«‘∑¬“≈—¬·≈–‡™‘≠ª√–™ÿ¡
UNESCO-IAU Commission on the Fole of Higher Education in
the Development of Nations ∑’Ë°√ÿß°—«≈“≈—¡‡ªÕ√å ª√–‡∑»¡“‡≈‡´’¬
æ.».2508 ºŸâ‡™’ˬ«™“≠¥â“π°“√»÷°…“¢Õß¡À“«‘∑¬“≈—¬ ª√–™ÿ¡ UNESCO - IAU
Commission on the Role of Higher Education in the
Development of Nations ‡√◊ËÕß∫∑∫“∑¢ÕßÕÿ¥¡»÷°…“„π°“√æ—≤π“
ª√–‡∑» ∑’Ë°√ÿ߇∑æœ ª√–∏“π°“√ª™ÿ¡ MINEDAS ∑’Ë°√ÿ߇∑æœ (À≈—ß
®“°°“√ª√–™ÿ¡§√—Èßπ’È ‰¥â‡™‘≠™«π√—∞¡πμ√’°≈ÿà¡Õ“‡´’¬Õ“§‡π¬å®—¥μ—Èß
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12

15. 13

16. 14

17. 15

18. 16

19. 17

20. 18

21. 19

22. 20

23. 21

24. 22

25. 23

26. 1.
24

27. 1.
2.
25

28. 26

29. 27

30. 28

31. 29

32. 30

33. “Crescent Girls’ School”
31

34. 32

35. *
3.
33

36. 34

37. 35

38. 36

39. 37

40. Augmented Reality
1. Hardware
38

41. 3. Marker
39

42. 40

43. 8.
41

44. 42

45. 43

46. *
44

47. 45

48. 46

49. 47

50. 48

51. 49

52. 50

53. 51

54. The New iPad
*
*
52

55. 53

56. 54

57. 55

58. 56

59. 57

60. 58

61. 59

62. 60

63. *
61

64. 62

65. 63

66. 64

67. *
*
65

68. 66

69. *
ABSTRACT
67

70. 68

71. 69

72. 70

73. 71

74. 72

75. *
73

76. 74

77. 75

78. 76

79. 77

80. *
78

81. (Human
79

82. 80

83. 81

84. 82

85. 83

86. (Instructional System Design)
84

87. 85

88. 86

89. 87

90. 88

91. *
89

92. 90

93. 91

94. 92

95. F F
... F F F . F
....................................................................
ˆ F F F F F F ˈ F
F F F F F F F
F F F F FF F F F
F 2552 : F F ʾ 5
( )
F : FF F F , ..
F (1) F F F
ʾ 5 (2) F F F
ʾ 5
ˈ ʾ 5 35 F F F
F ˈ F F 30 F F
F F F F FF
F F F F F F t-test
F (1) F F ʾ 5
F F 4.85 F F F F 4.44 F F ˈ F
F (2) F F F F F
0.05
2552 : FF F F F
F F ʾ 6 ( )
F : FF F
. F , ..
F (1) FF F
F F F F ʾ 6 F F 80/80 (2)
F F FF (3)
F F FF
F F ʾ 6/1 2 ʾ 2551
32 F F F F F (1) F
F F F F F F ʾ 6 (2)
(3) F F FF F
FF F F F t-test
F (1) FF F F F F F
ʾ 6 F 80.20/81.80 (2) F F
F F F F .05 (3)
F F FF
93

96. The Development Blended Learning Web-based
instructional Model
* **
*
**
94

97. Abstract
Keywords:
95

98. 96

99. 97

100. 98

101. 99

102. 100

103. 101

104. 102

105. * **
Jantarak Ponwong *, Surasit Sitthi-amorn **
*
*
**
**
103

106. 104

107. 105

108. 106

109. 107

110. 108

111. 109

112. 110

113. * **
Titaporn Keawkanha *, Surasit Sitthi-amorn **
*
* M.Ed. Candidate in Education Administration, Faculty of Education, Mahasarakham University
**
** M.Ed. Candidate in Education Administration, Faculty of Education, Mahasarakham University
111

114. were workshop, teaching demonstration and
supervision. We used test form, interviews
form, evaluation form and observation form
as our data collecting tools. Triangulation
technique was used for analyzing the data
and presentation of the data were analyzed
by description method.The results of the
study showed that personnel development
in organizing Integrated Learning activities
used workshop, teaching demonstration and
supervision had develop the participants to
had a better knowledge and understanding
on organize the integrated learning activities
according to pre-test resulted before
Integrated learning activities are the the post-test after workshop it’s increase
method that empathized students as a
key and to create a rich experience and an integrated learning plans as well, able to
interactive learning activities for students to organized the Integrated Learning activities
develop all students skill. The purpose of
this study was to develop a personnel in were learned and practices analyzed and
Child Center, Buengkan Province with solve the problem compliance by evaluation
knowledge and understanding, able to and assessment criteria. Teachers are
organize the Integrated Learning activitiesmore capable in organize more efficiency
on Integrated Learning management frame- integrated learning activities for students
and it’s lead enthusiasm for ongoing
topic of teaching, setting the purpose personal development and for better
of learning, designing the sub content,
planning for teaching and Evaluation and
development of teaching. This study was
the action research principle based on the
planning, action, observation and reflection.
informant group. The strategy developments
112

115. 113

116. 114

117. 115

118. 116

119. 117

120. 118

121. * **
* **
*
*
**
**
119

122. 120

123. 121

124. 122

125. 123

126. 124

127. 125

128. 126

129. 127

130. * **
Phongridee Phuangpradit *, Surasit Sitthi-amorn **
*
* M.Ed. Candidate in Education Administration, Faculty of Education, Mahasarakham University
**
** M.Ed. Candidate in Education Administration, Faculty of Education, Mahasarakham University
128

131. to organize learning processes efficiently. This
research was aimed to develop the operation of
internal supervision of Nong Phak Wan School,
Phon Charoen district, Bueng Kan province to
studying current state, problems and needs of
the school, 2. planning and setting up policies,
designing and creating tools and guidelines for
the development and development processes
report of the internal supervision assessment.
The people taking part in the study
processes consisted of one researcher and two
heads of academic department in primary and
secondary school levels. The information and
Research instruments employed were
semi-structured interview and documentary
analysis form using observation, reflection and
plan operations as a research method. The
researcher also used observation, interview,
minutes, supervision, and evaluation forms.
Data were analyzed by content analysis using
Triangulation Technique. The findings were
Educational quality development plays presented in a form of description.
a crucial role in education management. The findings were as follows. In the
Internal supervision, a principle of educational first ring round, using the brain storming
administration, is one of the most essential tools
that helps develop teachers and enables them internal supervision framework, the people
129

132. taking part in the study understood processes
of internal supervision much better. However,
in the supervision operation process, the
supervisor was not confident and lacked skills
and proficiency in internal supervision. The
supervisor skipped several supervision steps
and the supervision operation was inconsistent
unlike the operation plans and processes written
in the supervision manual. Nevertheless, the
supervision operation processes could later
developed in the second ring round.
In the stage of the second ring round,
brain-storming strategy and mentoring
technique were used. In this development
process, the people taking part in the study
could go through all processes and could follow
the internal supervision processes proficiently
using the processes written in the manual
to facilitate the operation and increase the
efficiency of the supervision operation.
In conclusion, the development of the
operation of internal supervision of Nong Phak
Wan School, Phon Charoen district, Bueng Kan
province using brain-storming and mentoring
techniques enabled the school to have better
and clearer operation processes. Moreover,
the internal supervision was efficient due to
internal supervision development steps.
The Operation of Internal Supervision
130

133. 131

134. Scale
132

135. 133

136. 134

137. * **
* **
*
*
**
**
135

138. 136

139. 137

140. 138

141. 139

142. 140

143. 141

144. 142

145. 143

146. * **
Adisorn Thawinkam *, Surasit Sitthi-amorn **
*
* M.Ed. Candidate in Education Administration, Faculty of Education, Mahasarakham University
**
** M.Ed. Candidate in Education Administration, Faculty of Education, Mahasarakham University
144

147. planning for teaching and Evaluation and
development of teaching. This study was
the action research principle based on the
planning, action, observation and reflection.
There were 7 participants in study and
informant group. The strategy developments
were workshop, teaching demonstration and
supervision. We used test form, interviews
form, evaluation form and observation form
as our data collecting tools. Triangulation
technique was used for analyzing the data
and presentation of the data were analyzed
by description method.The results of the
study showed that personnel development
in organizing Integrated Learning activities
used workshop, teaching demonstration and
supervision had develop the participants to
had a better knowledge and understanding
on organize the integrated learning activities
according to pre-test resulted before
Develop Integrated learning activities
are the method that empathized students as the post-test after workshop it’s increase
a key and to create a rich experience and the average points to 77, able to write an
an interactive learning activities for students integrated learning plans as well, able to
to develop all students skill. The purpose of organized the Integrated Learning activities
this study was to develop a personnel in
Ban Nasai School Srivilai District Buangkanwere learned and practices analyzed and
Province with knowledge and understanding, solve the problem compliance by evaluation
able to organize the Integrated Learning and assessment criteria. Teachers are
more capable in organize more efficiency
activities on Integrated Learning management
integrated learning activities for students and
the topic of teaching, setting the purpose it’s lead enthusiasm for ongoing personal
of learning, designing the sub content, development and for better teaching ability.
145

148. personnel development, integrated
learning activities
146

149. 1.3.1
1.1
147

150. 148

151. 149

152. 150

153. 151

154. .
.
152

155. 153

156. 154

157. 155

158. 156

159. 157

160. 158

161. 159

162. 160