Development of an Instructional Model Using Constructivist Learning Theory and Task-Based Learning Approach to Enhance Chinese Language Teaching Competence of Preservice Teachers in Sichuan Province, China

บทคัดย่อ

This study aimed to develop an instructional model based on constructivist learning theory and the task-based learning approach to enhance the Chinese language teaching competence of preservice teachers in Sichuan Province, China. A qualitative research methodology was employed. The informants were divided into two groups: (1) five curriculum specialists and five experienced Chinese language pedagogy instructors from Sichuan Minzu College, selected through purposive sampling, and (2) 350 graduates from the Early Childhood Education program (academic years 2020–2023) from the same institution. The research instruments included semi-structured interviews and a questionnaire, both validated by five experts with an Index of Item-Objective Congruence (IOC) ranging from 0.80 to 1.00. The interview data were analyzed using content analysis, while the questionnaire data were analyzed using descriptive statistics, including mean and standard deviation.

Findings from experts and graduates highlighted the need for a student-centered instructional model with clear task orientation and practical application. The created instructional model has six main components: 1) model introduction, 2) theoretical foundation, 3) key tenets, 4) instructional objectives, 5) instructional steps, and 6) evaluation. The five stages of instructional steps are learning, practicing, evaluating, reflecting, and re-practicing. Experts’ assessment of the model’s overall appropriateness gave it an average score of 4.47 (S.D. = 0.09), indicating that the instructional model is suitable for enhancing the Chinese language teaching competence of preservice teachers in the context of Sichuan Province.