| Analysis of all parts of a person's life shows that education is a crucial part of it.Education defines the life path,targeted quality of life and life approach of an individual.Education is the process of facilitating learning,acquisition of knowledge,skills,values,beliefs,and habits.It is standardized structured homogeneous system that exists in every country and one of the most important elements of education is curriculum.Correctly compelled curriculum can definitely provide effective results.Undoubtedly,Russian and Chinese education system differ greatly from one another,teaching methods and strategies applied are different,as well,therefore a profound research on teaching Chinese in Russia is being conducted by not only Chinese scholars,but also foreign exchange students that study in China are researching methodology and curriculum in their native places,which,in turn,makes a great contribution into development of Sino-Russian Chinese teaching methodology in particular and education in general.The field study of this paper is Chinese teaching in the Far East of Russia.Neither many researches of this field were made before,nor they were sufficient.The purpose of this paper is make a profound research on five institutions of higher education in Khabarovsk City of the Russian Far East(they are:Khabarovsk State University of Economics and Law;Far Eastern State University of Humanities;Pacific State University;Far Eastern State University of Communications;Far East Institute of International Relations).It introduces five main factors of Chinese teaching in the Russian Far East:the first one is orientation of Chinese teaching objectives;the second is selection and use of Chinese teaching materials;the third is current state of Chinese teaching;the fourth is current situation of teaching teaching stuff;the fifth is current situation of Chinese learners in the Russian Far East.The nature of the research has entirety,depth and specificity,so it can play a very important role in methodology of China and Russia.So far,this study is the only study on Chinese language teaching in all higher educational establishments which provide Chinese language teaching in Khabarovsk,Russia.Specifically,it is a research on five universities mentioned above.The research includes six aspects:first,goal of Chinese teaching in the Russian Far East;second,Chinese teaching materials of the Russian Far East;third,Chinese teaching environment of the Russian Far East;fourth,Chinese teaching methods of the Russian Far East;fifth,Chinese teaching stuff of the Russian Far East;sixth,Chinese language learners of the Russian Far East.Although research field of this research is wast and broad in research,it provides actual and highly credible statistical research.In addition,using literature method and analysis method,the paper introduces formation and development of the interrelated Chinese language teaching in Russia and formation and development of Chinese language teaching of the Russian Far East.This dissertation consists of seven parts:The first part is the introduction,which introduces research background,theoretical and practical value of the research,moreover it explains in detail research ideas,contents,core concepts,research methods,research innovation and drawbacks and information related to the research content,such as Soviet Union and Russian educational institution,degree university correspondence and evaluation standard and criteria.The second part introduces relevant research of Chinese and Russian scholars,points out problems and flaws of existing researches.The third part provides theoretical grounds for the further research,that is introduction of Chinese teaching through individual main aspects(dimensions of cross-cultural communication and aspects of second language acquisition).Finally,it also introduces the core factors of Russian Chinese teaching,including the goal of Russian Chinese teaching,Chinese teaching materials,Chinese teaching stuff,Chinese teaching environment,Chinese teachers'and Chinese learners'motivation and Chinese teaching methods popular in Russia.The third chapter is the theoretical basis of the research.It introduces the meaning and main points of intercultural communication and second language acquisition,it also explains the relationship between these aspects and importance for Chinese teaching in Russia.In addition,the goal of this chapter is to introduce the state Chinese teaching based on two theories that influence the language teaching process(intercultural communication and second language acquisition)in Russia and analyze main Chinese teaching factors(such as:teaching objectives,teaching content,teaching environment,evaluation criteria,teaching methods and current situation of teachers of the Chinese language and Chinese language learners).The theory of this chapter has a direct relationship with the research because it is conducted on above-mentioned Chinese teaching factors in the Russian Far East(Khabarovsk).Therefore,this chapter laid the Chinese teaching theory foundation for this study.The fourth chapter is historical study of Chinese teaching in the Russian Far East.This chapter introduces three parts:1~stt part conveys history of and development of Chinese teaching in Russia;the other one is history of the Russian Far East and the development of Chinese teaching in the Russian Far East(there are three stages of it:first stage is the beginning of Chinese teaching(from the second half of the 18th century till the first half of the 19th century);the second stage is rapid development Chinese teaching(from the second half of the 19th century till the first half of the 20th century);the third stage is rise of Chinese teaching(from the second half of the 20th century till nowadays);2nd part describes core elements of Chinese teaching developments in the Russian Far East;3~rdd part points out major characteristics of the Chinese teaching:development of in the Russian Far East:the 1~stt one is tortuosity of the development of Chinese teaching in the Russian Far East(tortuosity manifests itself in three aspects:stagnation of the formation of Chinese teaching in the Russian Far East,discontinuity of the development of Chinese teaching in the Russian Far East,stability of the development of Chinese language teaching in the Russian Far East;the 2~ndd is the slowness of the development of Chinese language teaching in the Russian Far East;3~rdd is the complexity of the development of Chinese language teaching in the Russian Far East(it includes two aspects:first is development of Chinese teaching in the Russian Far East and causal relationship between complexity and tortuosity;second is development of Chinese teaching in the Russian Far East and causal relationship between complexity and stagnation).The fifth part presents research on Chinese teaching in the Russian Far East,more precisely the current situation of Chinese teaching in this field.It is a survey on the current situation of Chinese teaching in the Russian Far East(including seven aspects:research process,current situation of Chinese teaching in higher educational institutions in the Russian Far East,current situation of Chinese teaching in the Far East of Russia,current situation of the selection and use of Chinese teaching materials in this region;current situation of the Chinese teaching environment in the Russian Far East,current situation of teaching stuff in the Russian Far East,current situation of Chinese learners in the Russian Far East).The sixth part introduces analysis of current problems of Chinese teaching in Khabarovsk city of the Russian Far East.The study of Chinese teaching in Khabarovsk universities shows that main problems appear in the following aspects:1~stt aspect is problems of Chinese teaching goal in the Russian Far East(there are four problems:Chinese teaching goal is not clear,Chinese teaching goal formation is out of line with teaching content,Chinese teaching goal is one-sided and number of Chinese teaching goals is too low);2~ndd aspect is problems of the Chinese teaching stuff in the Russian Far East(there are four problems:low income teachers of Chinese,teachers'Chinese teaching experience is not sufficient,teachers of Chinese have less Chinese learning experience in China,teachers of Chinese lack instrumental motivation);3~rdd aspect is problems in the content of Chinese language courses in the Russian Far East(there are four problems:only Russian is used in textbooks;textbooks do not provide sufficient number of listening exercises ans tasks;textbooks do not meet the requirements of activity-teaching approach;textbooks provide little knowledge of Chinese culture);4th aspect is problems of Russian evaluation criteria(there are two problems:Russian evaluation criteria lacks objectivity and Chinese language learners'lack clarity in judging fairness of Chinese teachers towards their academic performance);5th aspect is problems of Chinese teaching environment of the Russian Far East(there are three problems:Chinese teaching environment lacks systematic nature,Chinese teaching environment motility,behavioral model of the Chinese language teachers disdvantegeous to a good classroom atmosphere;6~thh aspect is problems of Chinese learners of the Russian Far East(there are four problems:Chinese learner's spelling and tones are wrong and non-standard,Chinese language have low Chinese grammar comprehension,Chinese language learners have low memorization rate of Chinese characters,Chinese language learners lack learning motivation);7~thh aspect is problems in Chinese teaching methods in the Russian Far East(there are three problems:teachers'teaching methods are one-sided,teachers'teaching methods are not in line with activity teaching approach,teaching methods lack modernization).Moreover,this chapter provides reasons and analysis of the problems mentioned above.The seventh part mainly describes current situation of Chinese teaching as a foreign language based on survey results,semi-structured interview results and existing problems teaching Chinese as a foreign language.Analysis of the research results shows that in order to obtain effective results in the Chinese teaching,countermeasures should be taken to improve the whole process of Chinese teaching as the first language and the second foreign language.There are four aspects that have to be improved:firstly,countermeasures for improving students'Chinese learning progress;secondly,countermeasures for improving Chinese courses curriculum improvement;thirdly,countermeasures for equipment higher educational institutions improvement.Thus,this chapter also provides general suggestions for improving Chinese as a second language for Chinese Hanban.To be precise there are seven improvement suggestions:firstly,improve clarity and relevance of Chinese teaching aims;secondly,optimize regional Chinese teaching content;thirdly,optimize Chinese teaching evaluation criteria;fourthly,improve Chinese language teaching environment in the Russian Far East;fifthly,improve relevance of advanced Chinese teaching methods in the Russian Far East;sixthly,improve teachers working conditions and work motivation in higher educational institutions in the Far East;seventhly,improve living conditions and learning efficiency of Chinese language learners in the region.Therefore,the purpose of this dissertation is to investigate the current situation of Chinese teaching in the Russian Far East,define the development stage of Chinese teaching in the Russian Far East,to understand the basic situation of Chinese teaching in that region,to address to the problems existing in Chinese teaching there,to explore reasons behind it,and to improve the process of Chinese teaching development in Russian Far East.The paper aims to provide actual research results for the improvement and development of Chinese language teaching there. |
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