A Study Of Cultural Awareness Cultivation Under The Framework Of Key Competences In Russian Subject Of Senior High School

With the establishment of “cultivating people by morality education” as the fundamental task of China’s education,cultivating students’ key competencies has become a basic measure to adapt to the trend of world education reform and development,also the way of improving education level and cultivate people with international competitiveness,and leads the current development direction of basic educating curriculum reform in our country.As one of the major disciplines of basic education,Russian subject shoulders the historical mission of cultivating students’ key competencies,not only to develop students’ basic language skills,but also guide them to know the outside world through foreign language learning,to understand the world culture,deepen love for the national culture,develop highly cultural confidence and widely international vision as socialist successors.In January 2018,Ministry of Education of China issued a new version of the“National Russian Curriculum Standards for general senior high School”,which proposed that “the senior high school Russian subject aims at cultivating students’ key competencies,including the language ability,cultural awareness,quality of thinking and learning ability”.During the three years of implementation of the curriculum standard,subjects such as “What is the status of key competencies cultivation?”“What are the difficulties and problems? ” “What mechanisms constructed or should be established to improve it?” attract the attention of more and more researchers,and have become the focus of middle school Russian research in China.As we all know,language is an important “carrier” of culture and a way of cultural expression.Language learning cannot be separated from the culture understanding of target language.At the same time,interdisciplinary knowledge such as literature,geography,history can be integrated from the culture perspective of the target language,so as to help students knowing foreign cultures and understanding the cultural diversity of the world.Therefore,the Russian(language)education not only needs to cultivate students who can understand cultural diversity,have the awareness of openness and inclusiveness,as well as the value of “harmony in differences”,but also needs to cultivate citizens with international vision who can spread Chinese culture in intercultural communication.For these reasons,according to the relationship between language and culture,the Russian subject in senior high school puts forward the element of “cultural awareness” under the framework of key competencies,which together with language ability,quality of thinking and learning ability constitute the key competencies of the discipline.This puts forward new requirements for educators to update their teaching ideas,to correctly understand the connotation and importance of cultural awareness cultivation,and to develop courses and teaching methods adapted to the new ideas.According to the above issues,this article applies “The concept of all-round development of people” of Marxist Dialectical Materialism and L.Vygotsky’s“Cultural-historical theory” as the basis and guiding theories,by absorbing concept of cultural awareness cultivating within the framework of the key competencies in senior high school of Russian subject and the “PISA Global Competence Framework” build a cultural awareness cultivating and observation system,on the basis of which system develop questionnaires and class observation scale to investigate and collect data of cultural awareness cultivation status in senior high school Russian subject.On this basis,draw research conclusions and give some reasonable suggestions from the theoretical and practical perspectives,which are put forward to provide useful references for cultural awareness cultivating during the Russian language teaching within the framework of key competencies.The exordium part of the thesis expounds the background of the subject,purposes and significance of the research,as well as bringing forward three research questions,also explains assumptions of the research methods,basic steps and overall framework,in which describes that the thesis was divided in three parts(basic research,empirical research,research conclusions and teaching suggestions)with seven chapters.Basic research includes three chapters: literature review,concept definition and theoretical basis.The first chapter mainly elaborates the research status of key competency and its cultivation,cultural awareness in Chinese and foreign academic circles.It sorts out the research fields,achievements of cultural awareness cultivation of foreign language subjects,then puts forward the history,current situation and trend of cultural awareness cultivation research in Russian subject of senior high school in our country,so as to clarify the research basic status of the thesis.The second chapter focuses on definition of concepts,including“key competencies for development of Chinese students”,“key competencies in Russian subject of senior high school”,which defines the concepts of “culture”,“cultural awareness”within the scope of this research,so as to unify the conceptual basis for the follow-up research.Chapter three on the basis of “The concept of all-round development of people”of Marxist Dialectical Materialism and L.Vygotsky’s “Cultural-historical theory”expounds the basis and guiding theory of the thesis.Takes “Theory of speech activity”of Moscow psycholinguistic school and theories of intercultural communication as the general theoretical basis for raising specific teaching suggestions of cultural awareness cultivation.The fourth,fifth and sixth Chapters constitute the empirical research part of the thesis,which carries on the results of basic research part and provides the factual basis for the research conclusions.The fourth chapter mainly analyzes the content description of cultural awareness,the division of key competencies level and the level of study quality in the “National Russian Curriculum Standards for general senior High School”.On this basis integrates these modules into a concrete and structured observation system with several dimensions and 60 specific observation points by referring to the relevant contents of OECD’s “PISA Global Competence Framework”,which serves as the basic basis for further questionnaire and observation researches.The fifth and sixth chapters,based on the constructed observation system,conducted the questionnaire survey of students in 11 provinces(autonomous regions and province-level municipalities)and classroom observations of 40 Russian courses in 8 senior high schools in 5 provinces(autonomous regions and province-level municipalities).Based on this,we obtain first-hand information and date on the current status of cultural awareness cultivation in Russian subject of senior high school,and draw relevant conclusions with the help of statistical analysis to provide data support for the follow-up research of the thesis.The seventh chapter presents the conclusions of the research and suggestions of cultural awareness cultivation.It analyzes the difficulties in the cultivation process and the reasons for these difficulties in accordance with the method of searching and analyzing problems.Based on the research conclusions,putting forward cultivating suggestions from the aspects of teaching idea,methods,evaluation,etc.,so as to provide references for the cultivation of cultural awareness under the framework of key competencies in Russian subject of senior high school.