AN INTEGRATED CURRICULUM DEVELOPMENT FOR MORALITY-TEACHING MONKS IN THE SCHOOLS OF CHIANG MAI PROVINCE

Abstract

The objectives of this research were 1) to examine the body of knowledge and analyze the moral teaching curriculum in Chiang Mai schools 2) to develop a model for developing an integrated moral teaching curriculum in Chiang Mai schools and 3) to propose guidelines for developing an integrated moral teaching curriculum in Chiang Mai schools. It is a qualitative research study that incorporates action research.

The results of this research found that findings demonstrated the body of knowledge, and analysis of the moral teaching curriculum in Chiang Mai schools was the core curriculum of Basic Education B.E. 2551 (2008) (Revised Edition B.E. 2560) that moral instructors have utilized in teaching and learning. It was made up of five disciplines that cover social studies, religions, and cultures: subject 1, religion and morals; subject 2, civic duty and social life; subject 3, economics; subject 4, geography; and subject 5, history. Two courses were developed to launch a blueprint for building an integrated morality teaching curriculum in Chiang Mai schools: 1) the learning curriculum; Social Studies, Religion, and Culture in the Curriculum of Wat Suan Dok School, B.E. 2564, in primary school, according to the Core Curriculum of Basic Education, B.E. 2551 (Revised B.E. 2560), Group on Social Studies, Religion, and Culture 2) Dhamma Principles for Life Development Integrated Learning Unit Curriculum Mathayom 2 children at Ban Pong Noi School, Mueang, Chiang Mai District, Chiang Mai Province Guidelines and expansions of the integrated moral teaching curriculum development model in Chiang Mai schools include: 1) knowledge transmission through research project activities; and 2) small group discussions to maintain the course assessed by field experts.