Современные средства обучения русскому языку как иностранному

Abstract

In the modern system of teaching RFL, an important role is given to teaching aids, tools of the educational process, ensuring the achievement of the main goal of teaching RFL – the formation of communicative competence among students. The purpose of this article is to analyze modern means of teaching RFL, assessing their effectiveness and illustrating their use in the process of teaching the disciplines “Russian Verb” to 1st-year undergraduates, “Modern means of teaching RFL” to 2nd-year undergraduates studying in the field of “Philology” (profile “Theory and practice of teaching RFL (Russian as a foreign language)”; discipline “General Proficiency” to 3rd year bachelor students of the Faculty of Philology (profile “Russian Language and Literature”) at the University of Moscow State University-PPI in Shenzhen. In the course of study, methods of observation, description, and classification were used. During the research it was established that in the modern methods of teaching RFL, the role of teaching tools increases significantly due to modern information and communication resources, Internet technologies and digital educational resources. The most relevant teaching aids have been identified and characterized (communicative RFL textbooks, information and communication tools, including university electronic libraries, the university information learning environment Moodle, electronic textbooks, corpus resources; audiovisual tools, including modern visualization techniques, etc.), their use has been illustrated in the practice of teaching various philological disciplines to Chinese philology students. It has been established that the use of the latest various teaching tools ensures the maximum inclusion of each student in the educational process, a person-oriented approach to students, the development of practical skills, an increase in the share of student independence, the development of students’ skills in setting and solving cognitive problems, structuring information flows, and applying practice of acquired knowledge, etc.