Management of Chinese teaching knowledge to develop Chinese reading and writing skills of students at Nongree Prachanimit School Under the Office of Secondary Education Service Area Kanchanaburi

Abstract

Chinese is one of the most important languages in the 21st century, the world of communication without borders. With advances in modern science that can be used to integrate education management, teacher and learner development, the researcher is interested in studying Chinese language teaching knowledge management to develop Chinese reading and writing skills. of students at Nongree Prachanimit School Under the Office of Secondary Education Service Area, Kanchanaburi, with objectives to 1) study knowledge management in teaching Chinese language; to develop reading and writing skills; and 2) to study the results of the development of Chinese reading and writing skills of students at Nongree Prachanimit School. Under the Office of Secondary Education Service Area 8, the sample group was teachers at Nongree Pracha Nimit School. from a specific selection From 10 teachers who voluntarily used to organize group discussions, students at Nongree Pracha Nimit School Mathayomsuksa 5, 1 room, M. 5/3 room, 35 students were drawn by random drawing. The tools used in the research were the Learning Management Assessment Form. learning management plan, 30-item quizzes, and group discussion issues The statistics used in the quantitative data analysis were mean, standard deviation. T-test and content analysis

            The results showed that

1. Chinese teaching knowledge management In the development of reading and writing skills, it was found that there were 4 stages of knowledge management process: 1) knowledge discovery stage; Gain knowledge on how to measure and evaluate knowledge of learning plans Improving skills in teaching Chinese knowledge development of Chinese reading and writing skills 2) knowledge building stage Teachers attended a group discussion to present their opinions on the planning of the plan, creating activities, creating a reading and writing skill assessment form, there were 17 learning management plans, 9 of which were Chinese reading plans and 8 writing development plans. 3) Knowledge transfer and utilization steps, teachers and researchers manage learning for learners according to teaching schedule, along with supervising and evaluating the teachers' learning management according to the elements of the learning management plan, it was found that the teachers had the level of learning management development according to the elements of the learning management plan. at the high level, statistically significant at the 0.05 and 4) the knowledge storage stage have adopted a learning management plan teaching activities and research results by storing them in the learning system base In the Google Drive system, Google Classroom QR code, and published on the website


2. The results of the development of students' Chinese reading and writing skills Grade 5 students at Nongree Pracha Nimit School under the Office of Secondary Education Service Area Kanchanaburi by using the knowledge management process for teaching Chinese found that students have higher learning outcomes after school than before statistically significant at the 0.05 level

            Research findings show knowledge management processes are important to teaching Chinese in the process of knowledge transfer by using teaching workshops and the storage of knowledge by creating a knowledge base information technology therefore, teachers and administrators should recognize the importance of knowledge management processes, to systematically share and exchange knowledge in collaborative teaching and learning management within educational institutions