Abstract
The relevance of the research topic is due to the possibilities of online learning in an uncertain critical situation. New life conditions made us see a model of teaching Russian as a foreign language in a different perspective: there came changes not only in number and quality of the material being learned, but also the form of communication of active subjects of educational process, teaching strategy itself. The purpose of the article is to present a theoretical analysis of the features of online teaching Russian as a foreign language in a forced situation of general technologization of the learning process in Russian universities. On the one hand, modern information and communication technologies open up wide opportunities for choosing a learning model depending on the goals of teaching Russian as a foreign language, and on the other, they create negative stereotypes in the organization of educational process. To achieve this goal, combinations of research methods were chosen: a) methods used at the empirical level - analysis of scientific literature, scientific observation and generalization of pedagogical experience; b) methods used at the theoretical level - abstracting, analysis and synthesis, deduction and induction. The research material includes the theoretical works of linguists, methodologists, practicing teachers, as well as real online education. In the course of the study, the theory and practice of online teaching Russian as a foreign language were analyzed, the requirements for effective online learning were determined; the specific tasks in online education that teachers of Russian as a foreign language face were revealed. The authors conclude that effective online learning requires: 1) understanding its distinctive features; knowing which information and communication technologies are suitable for the solution of particular didactic tasks - the content of the educational material, principles, methods and strategies of teaching depend on this; 2) taking into account the specifics of the subject - Russian as a foreign language, its difficulties, didactic tasks that need to be solved in the learning process. The article shows that the construction of an effective model of online teaching of RFL is possible in accordance with the modern scientific recommendations of methodologists, linguists, psychologists, specialists in the field of using computer technologies in teaching foreign languages. Online learning forms a variable (flexible) model of teaching Russian as a foreign language in constantly changing living conditions, in the conditions of shock learning. The prospects for creating effective online teaching of Russian as a foreign language and using all the didactic possibilities of information and communication technologies are outlined.
Highlights
New life conditions made us see a model of teaching Russian as a foreign language in a different perspective: there came changes in number and quality of the material being learned, and the form of communication of active subjects of educational process, teaching strategy itself
Modern information and communication technologies open up wide opportunities for choosing a learning model depending on the goals of teaching Russian as a foreign language, and on the other, they create negative stereotypes in the organization of educational process
The research material includes the theoretical works of linguists, methodologists, practicing teachers, as well as real online education
Summary
А не подножку студентам во время онлайн обучения русскому языку как иностранному. Цель исследования – проанализировать особенности онлайн-обучения русскому языку как иностранному в вынужденной ситуации всеобщей «технологизации» процесса обучения в вузах РФ. С одной стороны, современные информационно-коммуникационные технологии открывают широкие возможности выбора модели обучения в зависимости от целей обучения русскому языку как иностранному, с другой – создают негативные стереотипы в организации учебного процесса. Намечены перспективы создания эффективного онлайн-обучения русскому языку как иностранному и использования всех дидактических возможностей информационно-коммуникационных технологий. Несмотря на интенсивное развитие компьютерной лингводидактики, теоретический и практический опыт использования новейших средств информационных технологий в методике преподавания иностранных языков, возникли определенные трудности в онлайн-обучении русскому языку как иностранному. Цель исследования – представить теоретический анализ особенностей онлайн-обучения русскому языку как иностранному в вынужденной ситуации всеобщей «технологизации» процесса обучения в вузах РФ. С одной стороны, современные ИКТ открывают широкие возможности выбора модели обучения в зависимости от целей обучения РКИ (контингента учащихся, родного языка, возраста, способностей и т. д.), а с другой – создают негативные стереотипы в организации учебного процесса
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