Abstract:

The purpose of the article is to create a concept of a new nationally-oriented educational complex that takes into account the modern traits in mentality of Chinese schoolchildren aged 15-19, the conditions of their education, the specifics of already formed teaching skills and the contingent of teaching staff. In 2022-2023 the authors studied the educational process in a typical Chinese higher school, in which Russian language is included in the program as a second foreign language. The following data were revealed: students have 10 lessons of Russian per week, but, due to high workload, they are not given homework and they do not have exercises after the lesson. Therefore, all responsibility for memorisation falls entirely on teachers and their ability to apply mnemonics techniques, gaming activities, types of activities, changing types of speech activity. Due to the fact that the number of students in a class can exceed 40 people and that the teachers themselves are not, as a rule, native speakers of the Russian language, it seems necessary to develop a textbook in which each lesson contains a description of techniques for memorising information and detailed comments on grammar, thus not requiring additional preparation for the lesson from the teacher. The existing textbooks used in schools, even at the initial level of language learning, consist of large unsuitable units, designed for five to ten lessons. The authors of the article have developed the concept of a new textbook, in which one lesson is one real lesson, in which all types of speech activity are linked into a single methodological whole, related activities are included. Simplified information on word formation and morphology is also given, since it is vital for Chinese students to understand the laws of the language and allows them not to memorise the material by heart. The textbook also made the necessary adjustments to the sequence of studying grammatical topics in connection with the age characteristics of schoolchildren. The educational complex is designed for three years of language learning, but in the third year of study the course is divided into two trajectories – the first path involves passing the state school final exam, the second – preparations for the Russian language test. In the first year of study, visual material about Russia is given to form motivation to learn the language. This material is given at the beginning of each lesson and ensures smooth inclusion of teenagers in the rhythm of the lesson. In the second and third years of study, the principles of presentation of the material and the system of exercises are gradually changing, approaching the system of education that is used in Russia and Europe, where students are given more time for self-conscious language learning with fewer lessons. The presented program is universal in its basics and can be applied to teaching Chinese schoolchildren any phonemic language.

Keywords:

School education, Chinese schoolchildren, Russian as a foreign language.