This article examines the pedagogical foundations for applying a communicative approach to teaching Chinese to Russian students. The author substantiates the need to adapt the universal principles of this approach to the linguistic specifics of the Chinese language (tone system, hieroglyphic writing, sociocultural norms) and the psychological and pedagogical characteristics of the Russian audience. The paper identifies key pedagogical conditions for the successful implementation of this approach, including a balance between the development of oral speech and hieroglyphic literacy, as well as a gradual increase in the complexity of communicative tasks. Based on this, a three-level model for developing comprehensive communicative competence is proposed. This study contributes to the theory and methodology of teaching Chinese in Russia by offering scientifically based guidelines for modernizing the educational process and creating appropriate teaching materials.