Special aspects of selecting content for teaching Chinese to high school students

Problem statement. The increase in the level of cooperation between China and Russia has led to the introduction of Chinese into the school curriculum, and consequently, the need to adapt existing training programs for Russian schoolchildren. This article examines distinctive features of the two cultures, differences and similarities in the linguistic and cultural picture of the world of Russians and Chinese, as well as their influence on the selection of materials for teaching high school students. The purpose of the study is to identify the main features of the content selection for the Chinese language teaching program applied for high school students in Russian schools. The methodology of the study consists of generalization and analysis of studies in the field of cultural characteristics of Russia and China, as well as the methodology of teaching Chinese as a foreign language. Research results. The analysis of studies in the field of linguistic culture of the world of Russia and China revealed the main features, similarities and differences of the two countries. Both countries have been developing for many centuries, have traditional holidays, a special attitude to food, drinks, religion, and behavior. All this affects understanding and remembering of information, diligence and readiness to learn. In addition, Chinese differs significantly from Russian in terms of phonetics, grammar and vocabulary. It is difficult for Russian schoolchildren to learn hieroglyphics, since even the Chinese study their writing system for at least 7 years. Pronunciation of many sounds has no analogues in the Russian language, and the meaning of phrases often depends on the tonality. All these differences, as well as the existing similarities in history and literature, should be taken into account when developing a training program for Russian schoolchildren. Studying of works by various specialists, as well as exemplary curriculum for general education institutions, helped to clarify all the features of selecting materials for effective teaching of high school students. Conclusion. The similarities and differences revealed in this article between the linguistic and cultural picture of the world of Russia and China allow us to determine the main features of selecting materials for teaching Russian schoolchildren. When selecting the material, it is necessary to take into account both educational aspects that are important when learning any foreign language, and the peculiarities of Chinese vocabulary, grammar, and phonetics. The features identified by this article will help to form a full-fledged syllabus aimed at the formation of intercultural communication and to use it for teaching high school students in Russian schools.