A study of teaching Chinese in Russia in the context of historical

Abstract

The study is devoted to the historical analysis of teaching Chinese in Russia from the 17th century to the present day, highlighting three key stages: pre-revolutionary, Soviet and post-Soviet periods. The purpose of the work is to systematize the evolution of educational practices, identify current problems and propose solutions. The methodology is based on an interdisciplinary approach that combines historical, pedagogical and cultural analysis. It has been established that the development of teaching is closely related to the dynamics of Russian-Chinese relations, but the modern system faces systemic challenges: instability of teaching staff, obsolescence of teaching materials, weak integration of the cultural context. Scientific novelty lies in a comprehensive comparison of historical stages, identification of the continuity of methods and development of practical recommendations, such as strengthening the role of Confucius Institutes, localization of textbooks and digitalization of education. The results emphasize the need for a balance between global standards and national specifics for the sustainable development of language education. The study contributes to Russian Sinology and offers guidelines for further research in the field of digital teaching tools and intercultural communication.