กลยุทธ์การสร้างการมีส่วนร่วมของผู้ปกครองในกิจกรรมเสริมหลักสูตรฐานชุมชนท้องถิ่น โรงเรียนควนขนุน จังหวัดพัทลุง

Abstract

This research aims to achieve two primary objectives: firstly, to analyze the extracurricular activities offered by the school based on the community's learning resources, and secondly, to analyze strategies for fostering parental participation in these activities. Qualitative research methods, specifically focus group discussions, in depth interview and content analysis, were employed to gather data from school administrators, teachers, parents, and community leaders, using purposive sampling to select participants. The research yielded several significant findings. Firstly, it identified six key expectations and requirements for extracurricular activities based on community learning resources: 1) shaping desired learner characteristics, 2) offering opportunities aligned with students' interests and abilities, 3) developing social and interpersonal skills, 4) facilitating pathways to professional fields, 5) utilizing free time productively, and 6) instilling an appreciation for local culture and learning resources. Furthermore, the study identified five approaches for organizing extracurricular activities to leverage community learning resources, as per the perspectives of parents and community members. These approaches include 1) collaborative teaching partnerships between schools and the community, 2) assessment through tangible learning products, 3) a focus on income generation for students and families, 4) internships and vocational integration, and 5) participation in community fairs and exhibitions to showcase learning outcomes. Five specific extracurricular activities were also identified in the research, namely: studying local Sangyod rice farming, exploring the Talay Noi Nature Center, weaving krajood, crafting coconut shell handicrafts, and learning about the art of Bang Kaew shadow puppetry. In addition to these findings, the study revealed a comprehensive strategy for involving parents in extracurricular activities, categorized into four strategic groups. These groups encompass 1) proactive strategies, 1.1) emphasizing increased roles for parents and communities, 1.3) designing activities based on community learning resources, and 1.3) fostering community partnerships. 2) Developmental strategies focus on 2.1) setting goals, action plans, continuous learning programs, and 2.2) resource development in collaboration with local agencies. 3) Reactive strategies involve 3.1) creating clear work schedules and ensuring policy sustainability through school committees and parent clubs. Finally, 4) preventive strategies emphasize the importance of cooperative memoranda to ensure policy continuity and mutual acknowledgment.