DOI: 
http://dx.doi.org/10.15293/1813-4718.2405.04
UDC: 
37.02+371.2
Bulygina Elena Yu.
Кандидат филологических наук, Cand. Sci. (Philology), Head of the Institute of Philology and Media Communications, Novosibirsk State Pedagogical University, bulyginalena2010@mail.ru, Novosibirsk
Lappo Marina A.
Доктор филологических наук, Dr. Sci. (Philology), Head of the Department of Modern Russian Language and Methods of Teaching, Novosibirsk State Pedagogical University, marine.lappo@yandex.ru, Novosibirsk

Improving the Model of Organizational, Methodological and Personnel Support for Educational Activities in Russian in the People’s Republic of China

Abstract: 
The purpose of the article is to improve the model of organizational, methodological and personnel support for education in Russian in the People’s Republic of China, taking into account different levels of education and different educational standards in Russia and China. Research methods. Such general scientific and interdisciplinary methods as observation, systematization, generalization, modeling and statistical methods of data processing were used. The work is based on systemic and cross-cultural approaches to pedagogy, a model of involving higher education in the continuous development of teaching staff, developed at the Novosibirsk State Pedagogical University. Research results. Forms of cooperation between Russian and Chinese educational institutions of secondary education, which have been successfully implemented recently, and events for schoolchildren to promote the Russian language are presented. Based on the analysis of regulatory documents of the Russian Federation and China, scientific publications of Russian and Chinese researchers on teaching the Russian language in China, the experience of the Novosibirsk State Pedagogical University in teaching Russian as a foreign language abroad and at the university, significant problems were identified in the field of cooperation with schools and vocational education: regulatory documents of the People’s Republic of China, limiting continuing education; contradictions between the migration legislation of the Russian Federation and educational practices; information vacuum caused by the irregularity of Russian educational projects in secondary schools and vocational education of the People’s Republic of China, etc. The work proposes a number of measures to compensate for these limitations of the legal, managerial and pedagogical plan. Conclusion. The study allows us to improve the model of organizational, methodological and personnel support for education in Russian in the People’s Republic of China, taking into account different levels of education and different educational standards in Russia and China, as well as the current regulatory framework of both countries at the present stage.
Keywords: 
promotion of the Russian language; teaching the Russian language; Russian as a foreign language; educational model; school and vocational education in China; People’s Republic of China; international cooperation
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References: 

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