THE PROCESS OF LEARNING FOR LOCAL HISTORY USING COMMUNITY-BASED IN DONG MAE NANG MUENG DESERTED TOWN FOR GRADE 10 IN KAOLIAO DISTRICT NAKHONSAWAN PROVINCE

Abstract

The purpose of this research were 1) to study of the local history learning in Kaoliao District Nakhonsawan Province; and 2) to develop learning for local history using community based in Dong Mae Nang Mueng deserted town for grade 10 in Kaoliao District Nakhonsawan Province. There are two groups of informants, which are 24 key informants group 1 and 98 key informants group 2, who are Mathayom 4 students in the second semester of the 2020 academic year of Kao Liao Wittaya School which analyzes the data in inductive summaries by descriptive recording and triangular reliability checks. with the method of collecting data (Method triangulation)

The results showed that

1. Current conditions and problems in the management of historical learning found 1) Teachers Most teachers have too much teaching workload and do not have time to fully prepare teaching for students. As a result, teachers cannot manage to teach history subjects to their full potential. 2) For learners, learners have memorized learning and still do not see the value of learning history and do not understand the body of local history as they should. 3) Teaching media Teachers also use a variety of teaching materials and are not suitable for learning history. and lack of learning activities that promote learners' learning of history; 4) teaching methods are mostly learning management in rectangular classrooms. and still has the same teaching style. 5) Content, content used in learning management will focus on the books prepared by the teacher or prepared by the school and still unable to access content that is local to itself.


2. Activities for learning local history by using the community as a “recovery learning activity in the ancient city to a living legend” that the researcher created from the concept of community-based learning management and the concept of learning management in active learning by using games to drive learner learning. The learning activities created by the researcher are divided into 5 learning bases. From learning activities, the researcher can summarize the knowledge of all 5 learners.