A Model of Blended Learning of Russian Grammar in the Chinese University

Abstract

The article is devoted to the description of the results of the reform of the curriculum content, teaching methods and methods of evaluating learning outcomes, carried out through the use of a blended lear- ning model when teaching Russian grammar in a Chinese university. Being the main basic course of Russian in colleges and universities, “Practical grammar of the Russian language” has such problems as insufficient spea- king activity, poor skills of intercultural thinking, difficulty in implementing individual learning and other needs. In accordance with the objectives of professional training, and in order to adapt to the high-level, innovative and complex requirements of building a curriculum, after five years of research and practice, the teaching group re- formed the content of the curriculum, teaching methods and ways of evaluating it. Under the guidance of the constructivist theory of learning, a blended learning model was created “3+4+5+6” based on FBP. This learning model uses student development as a central task, the learning effect as a guide, information technology as sup- port, task orientation and multiple assessment as a means of developing linguistic competences and intercultural communication skills. The article also describes the features of teaching the Russian language using a blended learning model by the example of teaching the topic “Adverbial Participle” “3+4+5+6” based on FBP. The practice of using this model has shown that it effectively solves existing problems in teaching and provides an improvement in the quality of the curriculum and the effectiveness of training.

Keywords

• chinese students
• russian as a foreign language
• methods of teaching russian
• methods of teaching russian at higher school
• chinese universities
• russian grammar
• model of blended learning
• blended learning
• models of learning
• education reforms.