An analysis of China’s experience in introducing innovative educational technologies into the process of teaching Chinese as a foreign language

The necessity of effective training of specialists in the field of Chinese language and culture is substantiated. The problems and contradictions that hinder the solution of this problem are identified. The results of the analysis of the experience of teaching Chinese as a foreign language available in the People’s Republic of China, the use of innovative educational technologies in this process, the possibilities of their successful adaptation in the Russian education system are presented. The positive aspects of the modernization of the education system in China (the active role of the state, the widespread introduction of digital technologies in education, the development of software and technological solutions that facilitate the study of the Chinese language) and the problems of teaching Chinese as a foreign language (limited access to international Internet resources, unique features of Chinese electronic educational platforms, low degree of integration of digital technologies in the process of teaching foreign languages, low level of information, communication and technological competencies of teachers, the lack of research that comprehensively assesses the long-term consequences of the introduction of innovative educational technologies) are identified. The results of a survey of Chinese teachers are presented. The importance of developing approaches that will allow for the successful adaptation of China’s experience for use in the process of teaching Chinese in Russia is emphasized, taking into account modern technological capabilities and limitations characteristic of the educational environment of Russian universities.