Developing an early childhood Pre-Service Teacher Instructional Model Based on Meaningful Learning Theory to Improve Lesson Design Ability

Background/purpose. This research aimed to study the basic information and needs for the development of an instructional model based on meaningful learning theory to improve lesson design ability for early childhood Pre-Service teachers, develop the model, and study the results of implementation. Materials/methods. The sample group consists of two classes of second-year students majoring in Early Childhood Education at Xichang Minzu Preschool Normal College, with 30 students in the experimental group and 30 students in the control group. The sampling method is cluster random sampling. The research tools include student questionnaires, teacher interview outlines, course syllabus, and Lesson design ability tests. Results. The study found that the existing courses have problems such as a lack of case resources, insufficient practical experience, a single teaching method, and a lack of learner autonomy. The developed model consisted of 6 components, including principles, objectives, syntax, social system, principle of reaction, and support system. Conclusion. The results of implementation showed that students' overall lesson design ability and various dimensions have been significantly improved. After learning through the developed model, the students' lesson design ability scores are higher than those of students through traditional teaching, which is statistically significant (0.05).