Teaching Of Chinese Language In West Siberia Universities: Three Main Problems

With the rapid increase of interest in Chinese language all over the world thedemand for learning of Chinese in Russia today has also significantly grown. NativeChinese teachers, teaching materials and teaching methods has become “threebottlenecks” of Chinese teaching development in Russia. To resolve these “three majorbottlenecks” it is necessary to make every one of these bottlenecks causes investigated,while no one had ever made an investigation and systematic analysis of Russia’sexperience in Chinese teaching. It is possible to say that this is still an undeveloped area,experiencing a lack of statistic information. This problem becomes more obvious whilelooking at the teaching process in Colleges and Universities, where there is a certainexperience, but so far no one has made a special study. So I want to use my University–Tomsk Polytechnic University-as an example and then extend my research results tothe whole of West Siberian universities, thus conduct systematic investigation and study,through an analysis form a complete survey of Russian Chinese teaching.The teaching of Chinese language in Russia has a long tradition. At present, thereare several universities in West Siberia that have already opened professional full-timeChinese language teaching programs: Irkutsk State Language University, NovosibirskState University, Tomsk State University and Tomsk Polytechnic University. From theoverall situation, West Siberia has three types of colleges and universities offeringChinese professional training: traditional foreign language colleges, classicalhumanitarian universities and polytechnic colleges. These kinds of higher educationschools provide Chinese courses that seem to be the most standard, have stood the testof time, complete and deep.Chapter Ⅰ is dedicated to Chinese teachers, Irkutsk State Language University,Novosibirsk State University, Tomsk Polytechnic University Chinese teacherseducational backgrounds, age, teaching experiences, career development and Chineseteaching profession issues and causes.Chapter Ⅱ describes basic Chinese teaching materials chosen by TomskPolytechnic University teachers and teaching plans connected to these materials, at thesame time the comparison of Russian domestic Chinese teaching materials andtextbooks published in China is made.In chapter Ⅲ, we compare Russia and China’s traditional foreign languageteaching methods and new teaching methods.Such research can offer some temporary results that can help to improve thedevelopment process of the teaching of Chinese language in Russia and provide someteaching-related comments and suggestions.