Exploring the Dual-track Situational Task Group Practice in High School Chinese Language Teaching Classroom – A Study of Cultural Inheritance and Language Capability Integration in the Analects Teaching

Li Haifen 【Singapore】

Abstract：

This paper, based on the of Singapore’s bilingual education policy, proposes a “dual-track situational task group” teaching model. Through the teaching case of the Analects: Filialiety, it explores the path of the coordinated development of cultural inheritance and language capability in Chinese language teaching. The teaching practice shows that by taking authentic real-life situations as the carrier comparing bilingual texts as a tool, and hierarchical task groups as the driving force, students’ sense of cultural identity and language application ability can be effectively enhanced. In the case 82% of the students showed profound thinking ability in cross-cultural reflection writing, and the classroom participation rate increased by 40%.

Keywords: Situ task group; Bilingual teaching; Text comparison; Cultural inheritance; Singapore Chinese language education

Ntroduction: The Origin of the Problem

High school Chinese language teaching in Singapore has long three challenges:

Weakening language environment: English is the dominant administrative language, and students lack scenarios for the application of Chinese; Due to Singapore's multi-cultural characteristics English dominates in daily life, work, and international exchanges, resulting in limited opportunities for students to use Chinese in their actual lives, which directly affects their interest and mastery of Chinese.Cultural cognitive disconnection: Traditional culture teaching is prone to indoctrination, which is difficult to reach emotional recognition; Traditional Chinese language teaching often focuses on imparting historical and knowledge, while neglecting the guidance of students' emotions and values, making it difficult for students to truly understand and identify with Chinese culture, thus affecting the effectiveness of Chinese learning.

Ability training: Skill training and humanistic quality cultivation are not organically integrated; The current teaching model mostly focuses on the training of language skills, such as grammar, vocabulary, and comprehension, while ignoring the cultivation of students' humanistic quality, such as literary appreciation, cultural understanding, and critical thinking, resulting in students' uneven development of Chinese language ability.As a front-line teacher, the author attempts to break through the traditional "reading-practice" model, draw on task-based learning (TBL) and contextual theory (), and construct a dual-track teaching framework aimed at core literacy. Through task-based learning, students can improve their language application ability and problem-solving ability in process of completing specific tasks; Contextual theory, on the other hand, emphasizes learning languages in authentic or simulated real situations, which helps students better understand and apply what they have learned This dual-track teaching framework aims to comprehensively improve students' language ability, cultural literacy, and thinking ability, and promote their overall development

1. Theoretical Foundation and Model Innovation

(a) Pedagogical Positioning under Singapore's Bilingual

According to the Ministry of Education's "Chinese Language Syllabus for Secondary Schools," Chinese language teaching needs to achieve dual-dimensional goals of "linguistic instrument" and "cultural vehicleity"[[1]]. In the context of Singapore's multicultural society, this policy aims to ensure that students not only master the ability to use as a communication tool but also deeply understand the essence and value of Chinese culture. The author proposes a "Dual-Track Situational Task Group" model, which combines reallife scenarios with academic learning, enabling students to use Chinese in authentic situations and thus enhancing their language application ability and cultural literacy. This model includes two main tracks: one is a task based on daily life scenarios, such as shopping, traveling, and family interactions; the other is a task group centered on academic research and literary appreciation, such as reading classical literary and writing research reports. Through this dual-track teaching method, students can flexibly use Chinese in different situations and deepen their understanding and recognition of Chinese culture.

Diagram the "Dual-Track Situational Task Group" model:

Language Proficiency Track ────────┬───────▶ Intergenerational Cultural Inheritance Track

Text Comparison Analysis      Localized Situation Reconstruction  

      ↓                         ↓  

Graded Task Group (Basic → Application → Creation)  

(b) of Innovative Design

Dual-Track Parallelism

Language Track: Adopt bilingual texts with Chinese and English, analyze the differences in grammar between ancient and modern timessuch as comparing the original sentences of the "Analects of Confucius" with the English translation), and through specific examples, analyze the cultural connotations and logical structures different linguistic expressions to help students deeply understand the deeper meaning of classical texts.

Cultural Track: Relate to the current situation of family ethics in Singapore (such as the interational relationship survey in public housing), combine with the background of modern society, explore the application and changes of traditional ethical concepts in contemporary society, and guide students to think about to inherit and innovate traditional culture under a multicultural background.

Authenticity of Situation

Create a simulated scenario of "Family Council Hall," where students need to the viewpoints from the "Analects of Confucius" to solve intergenerational conflicts. Through role-playing and situation reproduction, enhance students' practical application ability of classical, cultivate their critical thinking and problem-solving ability, and promote cross-cultural communication and understanding.

Task Group Strat：

2. Classroom Teaching Case Recording

2.1 Class Case Background

Textbook: Senior High "Selected Readings on Confucianism"

Target: Class 3 Express (28 students, 65% English-speaking families)

Class Time:  class periods (135 minutes)

2.2 Key Teaching Segments

Segment 1: Dual-language Text Comparison and Questioning

Presentation of English translation fragments "The Analects of Confucius · Politics":

"Nowadays filial piety means being able to feed one's parents.

But even dogs and horses given food. Without respect, how can one tell the difference?"

Task: Compare the semantic differences between Chinese and English "filial piety", students discover the missing emotional dimension of "respect" (respect) in English, triggering reflection on value conflicts. In Chinese culture, "filial piety" not only includes the support and care for but also emphasizes a deeper level of respect and gratitude, which is an emotional dimension that is difficult to fully convey in English "filial piety".

Chinese "filialiety" requires children to show respect for their parents in their behavior and speech, not just material support. For example, the "Analects of Confucius" mentions:Nowadays those who practice filial piety are said to be able to provide for their parents. But even dogs and horses can be fed; if there is no respect, how one tell the difference?" This shows that true filial piety is not only material support but more importantly, inner respect. In contrast, English "filial piety" more on practical care and support, lacking in-depth exploration of the emotional and spiritual aspects. This difference leads to conflicts in values about filial piety in cross-cultural communication triggering profound reflection on family ethics concepts in different cultural backgrounds.

Segment 2: Implementation of Situational Task Chains

Task 1 (Basic Layer):

Group the of the ancient and modern behavior comparison table of "filial piety" (such as "dusk settling and morning visit" corresponding to modern "daily greeting phone"). specifically includes but is not limited to the following content:

a. Ancient behavior: "Dusk settling and morning visit", that is, making the bed for parents in the and paying a visit to parents in the morning. Modern corresponding behavior: Communicate with parents daily through phone or video, understand their living conditions and needs.

b. Ancient behavior "Tasting soup and medicine", that is, children personally make and taste soup for sick parents. Modern corresponding behavior: Regularly take parents for health checks and provide careful care companionship when they are sick.

c. Ancient behavior: "Carrying rice a hundred miles", that is, for the purpose of supporting parents, do not hesitate travel a long distance to carry rice home. Modern corresponding behavior: Work hard to ensure the quality of life of parents and give financial support.

d. Ancient behavior: "ting the thigh to cure the sick", that is, to cure the parents, at the expense of cutting off their own flesh. Modern corresponding behavior: Provide financial aid and support hesitation when parents need medical assistance.

e. Ancient behavior: "Deer's milk to serve parents", that is, to cure the parents, willing to risk life find the deer.

Task 2 (Application Layer):

Simulate a family meeting: Given the scenario "Parents against their children studying in the UK," the requirements are:

The Pro side quotes "You must have a purpose when traveling" from the Analects to advocate for

Confucius emphasized "You must have a purpose when traveling," which can be understood in today's context as young people should choose the appropriate study abroad destination based on interests and career plans. As a global education powerhouse, the UK's high-quality educational resources and multicultural environment can provide broad development space for children and help them grow into talents with an international perspective.

The Con side, based on "While parents are alive, do not go far," emphasizes responsibility

Confucius emphasized "While parents are, do not go far; if you must travel, you must have a purpose," which can be understood in today's context as children should fully consider their parents' feelings opinions when making major decisions. Parents' opposition to their children studying in the UK may be due to concerns about their children's safety, financial burden, or cultural adaptation, and concerns need to be seriously addressed and resolved. Children should communicate deeply with their parents to find a balance point to ensure both family harmony and personal development.

Task 3 (ive Layer):

Analyze the case of Singapore's Maintenance of Parents Act and write a policy proposal, the requirements are:

Quote at least 2 original sentences from Analects

Propose an execution plan that integrates tradition and modernity

(Student work example: Suggest the community establish "Parent-Child Contract Day" to practiceAdvise parents with respect")

In Singapore, the Maintenance of Parents Act aims to ensure that children provide financial support and care for their elderly parents. However, as society and family structures evolve, the conflict between traditional Confucian filial piety concepts and modern legal systems is increasingly apparent. To better address this issue, we can draw wisdom from Confucian classic Analects and combine the actual needs of modern society to propose the following policy recommendations.

Firstly, the Analects states: "The said, 'Nowadays, to serve one's parents is merely to provide for them. But even dogs and horses are provided for; if we do not respect our parents, is the difference between us and them?'" This sentence emphasizes that filial piety is not only about material support but also about spiritual respect and care. Therefore, when form the Maintenance of Parents Act, in addition to stipulating the economic responsibilities of children, the specific content and standards of spiritual support should also be clarified, such as regular visits andhip with parents.

Secondly, the Analects also mentions: "Zi You asked about filial piety. The Master said, 'Nowadays, to one's parents is merely to provide for them. But even dogs and horses are provided for; if we do not respect our parents, what is the difference between us and them'" This further explains that the core of filial piety lies in the heart of respect and love. Based on this, it is suggested that the government strengthen the promotion ofial piety culture in publicity and education, and enhance the public's understanding and recognition of filial piety through school courses, community activities, and other means.

To effectively combine traditional filial piety with modern law, we propose the following execution plan:

a. It is suggested that the community establish "Parent-Child Contract Day," family members to sign "Parent-Child Contracts," clarify the rights and obligations of both parties, especially the children's responsibility for spiritual support for their parents. This not helps to enhance the sense of responsibility among family members but also provides specific basis for law enforcement.

b. To promote the establishment of "Family Care Centers" that provide psychological counseling, legal aid, and other services to help resolve conflicts and disputes arising from the issue of filial piety. Meanwhile, these centers can organize various family activities to promote communication and understanding among family members.

c. Util modern technology, such as developing a "Family Care APP," to facilitate children in keeping track of their parents' living conditions at any time and provide remote care services. Additionally the app can record the fulfillment of filial obligations by children, which can be used as a reference for legal enforcement.

Through the above measures, we hope to achieve an effective of traditional filial piety and modern law, respecting the value of traditional culture while adapting to the needs of modern society, thus better protecting the rights and interests of the elderly and family harmony and social stability.

2.3  Generative Issues Handling

When students question the "three-year mourning period" as being incompatible with the pace of modern:

Guide a comparison of the definitions of "filial piety" in the "Analects of Confucius" and "Singapore's Family Values White";

Conduct "Cultural Gene Reengineering Factory" activities: Redesign filial piety rituals that meet the needs of the times, such as expressing remembrance respect for the deceased through online worship platforms and regular family gatherings, while maintaining the core values of filial piety.

Furthermore, you can invite sociologists, psychologists and cultural scholars to give special lectures to explore the adaptability and innovative ways of traditional filial piety in modern society, helping students understand that filial piety is not only observance of forms but also the expression of emotions and the taking on of responsibilities deep within one's heart.

You can also organize students into group discussions to share cases filial piety practices in their own families and encourage them to propose innovative filial piety concepts, thus stimulating students' creativity and sense of responsibility and revitalizing filialiety in the new era.

3. Practice Outcomes and Reflections

(a) Quantitative Evaluation Data (Pre- and post-test comparison of teaching）

(b) Qualitative Reflection

Innovative Outcomes:

The bilingual text comparison effectively breaks down cultural and showcases different expressions of the same concept across various cultural contexts through concrete examples. For instance, student feedback noted that "the English term 'filial piety' lacks the temperature respect," indicating that the bilingual text comparison not only helped students understand linguistic differences but also deepened their understanding of cultural nuances.

The task group design achieves "learning doing" by engaging students in real-life projects that apply their acquired knowledge in practical situations. For example, two student proposals were adopted by the community service center, which not only practical issues but also boosted the students' confidence and sense of achievement.

Areas for Improvement:

For students with weaker language abilities, more scaffolding is needed to them better understand and use new vocabulary during the learning process. For example, vocabulary cards and games can be utilized to enhance their vocabulary.

Furthermore, a localized cultural conflict case needs to be developed so that students can be exposed to more cultural conflict cases related to their own life backgrounds during the learning process, allowing them to delve deeper into understanding cultural differences and impacts.

4. Teaching Suggestions

Situational Design Localization

Leverage on Singapore's multicultural resources (such as public housing culture, hawker center) to develop a localized 'Neighborhood Confucianism' reader. By integrating Confucianism with local realities through Singapore's unique social structure and community life, students understand and experience the wisdom of traditional culture in familiar settings. For example, the concept of 'benevolence' and 'harmony' in the 'Analects' be explored using the neighborhood relationships in public housing estates; the importance of integrity and manners can be explained through the everyday scenes at hawker centers. Additionally, local seniors can be to share their life experiences and stories to allow students to more intuitively perceive the application and value of traditional culture in modern society.

Assessment Mechanism Dual-Dimension

Establish a scoring rubric that values both language proficiency and cultural literacy（Rubric）：

Teacher Role Transformation: From Knowledge Transmitter to "Cultural Decoder" and "Language Strategist" Emphasizing Reflective Teaching Writing. In modern education, the role of teachers has undergone significant changes. The traditional model of knowledge transmission is gradually being broken, replaced by an philosophy that places greater emphasis on the overall development of students. Teachers are no longer mere transmitters of knowledge, but need to play the role of "cultural decoders", students understand and adapt to the learning environment in a multicultural context. By interpreting the educational values and learning habits of different cultures, teachers can better guide students to engage in effective crosscultural communication in a globalized context.

At the same time, teachers also need to become "language strategists", not only teaching language knowledge, but also cultivating students ability to flexibly use language. This includes improving students' listening, speaking, reading, and writing skills, as well as the ability to apply language in real situations. Teachers should a variety of language practice activities, such as group discussions, role-playing, and project cooperation, to stimulate students' interest and creativity in language.

In addition, emphasizing reflective writing is an important part of teachers' professional growth. By regularly writing reflective teaching, teachers can deeply analyze their teaching methods and effects, identify existing problems, and propose improvement measures This process of self-reflection helps teachers continuously optimize their teaching strategies and improve the quality of teaching. Reflective teaching can also promote exchanges and cooperation among teachers, jointly explore to teaching problems, and thus promote the progress of the entire education team.

References:

【1】Ministry of Education, Singapore. "Secondary Chinese Language Syll" [Z]. 2020.

【2】Rong Weidong. Communicative Contextual Writing [M]. Chongqing: Southwest University Press, 2019.

【3】Wang Binhua. Bilingual Education and Bilingual Teaching [M]. Shanghai: Shanghai Education Press, 218.

【4】Jiang Lijuan. The Infiltration of Affective Education in Classical Chinese Teaching [J]. Reference of Chinese Language Teaching in Schools, 2023(12).

【5】Ji Anqing. The Professional Writing Path of Chinese Language Teachers [J]. Educational Development Research, 2021(18).

【6】Chen Zhihui. Text Comparison and Analysis and Interactive Discourse Reading and Writing Teaching Model [C] Papers of the Singapore Chinese Language Teaching Conference, 2010.

【7】Duan Jianhong. Research on Modern Chinese Middle School Chinese Textbooks [M. Beijing: Language Press, 2020.

【8】Singapore Family Values Survey [EB/OL]. Institute of Policy Studies, 202.