Журнал «Психология образования в поликультурном пространстве»

UPDATED INTERCULTURAL TRAINING OF FUTURE BACHELORES OF TEACHER EDUCATION

Author: Zhang Weihan, Shcherbatykh Lyudmila N., Kartashova Valentina N.

The relevance of the article is due to the increased interest in the issue of teaching Chinese as a foreign language in Russia and other countries against the background of the developing economic power of China and its influence on the socio-political and economic state of the modern globalized world. China, a country with a long history and diverse traditions, is one of Russia’s most important business partners. In Russia Chinese is studied both at schools and universities at the training departments for teachers and translators. The Chinese language has a number of specific features and differs significantly from European languages, so its learning and teaching require special training for future bachelors in the field of Pedagogical Education. The purpose of this article is to identify, based on an analysis of Chinese cultural standards, the methodological provisions underlying the communicative foreign language training of the future bachelor of pedagogical education (profile English, Chinese). The article presents arguments to dispel certain misconceptions about the process of learning Chinese as a foreign language. The issue of training future bachelors of pedagogical education is considered in the aspect of intercultural education. A definition of intercultural education is given and its results are described. The article examines language learning as a way to increase intercultural awareness of students, as a way to transfer intercultural knowledge. The authors focus on the features of Chinese communication based on Confucian traditions. The article lists a number of methodological provisions that underlie the communicative foreign language training of the future Chinese language teacher: actualization of interculturality, orientation to religious and philosophical concepts, accentuation of social harmony in the process of communication, hierarchy, “equality in inequality.” In conclusion, it is concluded that it is necessary to teach students to perceive, analyze and recognize the linguistic features of the Chinese language from the perspective of interculturality, study social and cultural phenomena, identify cultural similarities and differences, develop empathy and tolerance. The decisive factor is the correct orientation and willingness to expand your own view of the world.

Key words:
intercultural education; interculturality; intercultural awareness; communicative foreign language training; Bachelor’s degree; teacher education; Chinese language