Problems of adaptation of the chinese and russian educational systems in lingguistic faculties (from teacher's experience)

The article discusses the interaction conflicts between two educational systems -the Russian and Chinese (on the examples of Russian students in Chinese universities and Chinese students in Russian universities at language faculties). The conflict is driven by fundamental differences in the principles and approaches to the education of the two countries. The author of the article draws conclusions and presents major difficulties in daily teaching practice (basing on the comparative analysis of the standard linguistic faculties in China and Russia, and on her own teaching experience). The author emphasizes the existing differences in educational systems: in Russia education is based on the competence approach, is fundamental and leads to certain results, but in China this educational approach is not common. There were significant differences in the teaching process, in using training materials and in forms of control in the universities of China and Russia. The article attempts to explain the reasons for the difficult adaptation process as a result of educational systems collision on the examples of her teaching experience. The first problem is the clash of methods of teaching ("knowledge-based" in China and "competence-based" - in Russia) at the faculties where Russian students study Chinese language at a Chinese University with a teacher, native speaker. According to the author, the second problem is linked to the characteristics of the training material and the educational-methodical complexes, which are also made in the framework of their education systems, and, as a consequence, affect the methods of the teacher. The third problem, which lies on the surface of the educational process, is types and forms of control. The Chinese system insists on tests and examinations provided in the written form, with rare exception allowing foreign teachers to conduct oral exams with Chinese students. However, Chinese teachers don't practice oral examinations, including practical language course examinations. At the same time, the author notes that both educational systems are not inert, each one has positive results, but each system carries its own view about the goals and ways of achieving that goals, but actually do not coincide at real lessons. The absence of effective adaptation of the two systems leads to a decrease in educational process quality and negatively affect the productivity of all participants of educational process. In conditions of increased cooperation between the two countries is currently an issue that requires further studying.

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