Strategies for the 21st Learning Skills Development of Students in Schools Under the Office of the Basic Education Commission

Kumtorn Wetchasit, Chaiyuth Sirisuthi, Pha Agsornsua
{"title":"Strategies for the 21st Learning Skills Development of Students in Schools Under the Office of the Basic Education Commission","authors":"Kumtorn Wetchasit, Chaiyuth Sirisuthi, Pha Agsornsua","doi":"10.5539/IES.V13N10P139","DOIUrl":null,"url":null,"abstract":"The purposes of this research were 1) to study the components and indicators of learning skills in the 21st century of the students, 2) to study the current conditions, desirable conditions and the need for learning skills development in the 21st century of the students, and 3) to develop strategies for the 21st learning skills development of students in schools under the Office of the Basic Education Commission. The samples consisted of 426 administrators and teachers. The instrument was a 5 level rating scale questionnaire with IOC values between 0.80-1.00 with confidence equal to 0.98. The statistics used were percentage, frequency, mean, standard deviation, modified priority need index (PNImodified) and matrix analysis. The research results were as follows: 1) Components and indicators of learning skills in the 21st century of the students. There were 3 main components: (1) Learning and innovation skills consisted of 3 sub-components 19 indicators (2) Life and work skills consisted of 5 sub-components 38 indicators (3) Information skills in media, technology consisted of 3 sub-components 28 indicators 2) Current conditions of the 21st century of the students, in the overall and each aspect were at medium level. In desirable condition, in overall and each aspect were at high level. The priority needs for skills development were life-skills and work, learning skills and innovation, information skills media and technology. 3) Strategies for 21st learning skills development of students in schools under the Office of the Basic Education Commission consisted of the 1st strategy: Speed up the development of life and career skills to keep up with the changes. There were 4 goals, 11 measures, and 14 successful indicators. The 2nd strategy: Continuous learning skills and innovation development included 3 goals, 10 measures, 11 successful indicators. The 3rd strategy: Promote, develop of information skills, media and technology to be up to date included 3 goals, 10 measures, 10 successful indicators.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Education Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5539/IES.V13N10P139","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 2

Abstract

The purposes of this research were 1) to study the components and indicators of learning skills in the 21st century of the students, 2) to study the current conditions, desirable conditions and the need for learning skills development in the 21st century of the students, and 3) to develop strategies for the 21st learning skills development of students in schools under the Office of the Basic Education Commission. The samples consisted of 426 administrators and teachers. The instrument was a 5 level rating scale questionnaire with IOC values between 0.80-1.00 with confidence equal to 0.98. The statistics used were percentage, frequency, mean, standard deviation, modified priority need index (PNImodified) and matrix analysis. The research results were as follows: 1) Components and indicators of learning skills in the 21st century of the students. There were 3 main components: (1) Learning and innovation skills consisted of 3 sub-components 19 indicators (2) Life and work skills consisted of 5 sub-components 38 indicators (3) Information skills in media, technology consisted of 3 sub-components 28 indicators 2) Current conditions of the 21st century of the students, in the overall and each aspect were at medium level. In desirable condition, in overall and each aspect were at high level. The priority needs for skills development were life-skills and work, learning skills and innovation, information skills media and technology. 3) Strategies for 21st learning skills development of students in schools under the Office of the Basic Education Commission consisted of the 1st strategy: Speed up the development of life and career skills to keep up with the changes. There were 4 goals, 11 measures, and 14 successful indicators. The 2nd strategy: Continuous learning skills and innovation development included 3 goals, 10 measures, 11 successful indicators. The 3rd strategy: Promote, develop of information skills, media and technology to be up to date included 3 goals, 10 measures, 10 successful indicators.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
基础教育委员会办公室“21世纪学校学生学习技能发展策略”
本研究的目的为:(1)研究21世纪学生学习技能的构成与指标;(2)研究21世纪学生学习技能发展的现状、理想条件与需求;(3)为基础教育委员会办公室所属学校的学生制定21世纪学习技能发展策略。样本包括426名管理人员和教师。该工具为5级评定量表问卷,IOC值为0.80-1.00,置信度为0.98。统计方法为百分比、频率、平均值、标准差、修正优先需求指数(PNImodified)和矩阵分析。研究结果如下:1)大学生21世纪学习技能的构成要素和指标。(1)学习与创新技能由3个子部分组成19个指标;(2)生活与工作技能由5个子部分组成38个指标;(3)媒介与技术信息技能由3个子部分组成28个指标;(2)大学生21世纪现状,总体上和各方面均处于中等水平。状况良好,总体和各方面均处于较高水平。技能发展的优先需要是生活技能和工作、学习技能和创新、信息技能、媒体和技术。3)基础教育委员会办公室下属学校21世纪学生学习技能发展战略包括第一个战略:加快生活技能和职业技能的发展,以跟上变化。共有4个目标、11项措施和14项成功指标。第二个战略:持续学习技能和创新发展,包括3个目标,10个措施,11个成功指标。第三个战略:促进和发展最新的信息技能、媒体和技术,包括3个目标、10项措施、10项成功指标。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
A Model for Supervision Management to Improve the Education by Using the Area as Base in Digital Era under Primary Educational Service Area in the Northeastern Region Reviewer Acknowledgements for International Education Studies, Vol. 17, No. 2 Situations and Needs for Developing Desirable Characteristics of Students in the New Normal Era under the Secondary Educational Service Area Office Nakhon Phanom Lusheng’s Preservation and Transmission of Knowledge in Qiandongnan Miao and Dong Autonomous Prefecture, Guizhou Province, China Confirmatory Factor Analysis Affecting Aptitude in the Specialized Nursing Competency of Nursing Students
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1