Linguodidactic potential of modeling educational material in the preparation of teachers of the Russian language for teaching to foreigners

Abstract

Teaching foreign languages, including Russian as a foreign language, faces new requirements and challenges in the 21st century. A foreign language course should be practice-oriented, prepare for future work and communication in society, be studied in combination with other subjects. This can only be achieved by integrating new teaching methods into the educational process with the help of innovative teaching aids. Our study is based on the key ideas of the communicative, student-centered and competence-based approaches to teaching Russian as a foreign language and is aimed at their implementation in the educational process based on the project method. The requirements for learning outcomes for Russian as a Foreign Language, prescribe the need for students to master communicative competence at a certain level in order to develop the ability to work in a team, create new products, search for and analyze information, creatively approach solving a number of problems. Thus, there is a need to introduce new teaching methods into the educational process that ensure the formation of complex skills that contribute to the development of the linguistic and social personality of each foreign student, based on his individual needs. The formation of such an integrated approach to teaching foreign languages, including Russian as a foreign language, makes it necessary to study the linguodidactic potential of the project method as an effective method of teaching and monitoring the level of formation of communicative competence, as well as a means of developing search, creative, practical skills and abilities of a foreign student. In turn, following the requirements described above determines the expediency of creating programs and teaching aids that ensure the integration of the project method into the educational process.