Methodological problems of teaching russian language through textbooks in Chinese school: traditions and innovations

Abstract

The study analyzes the methodological contradictions in Russian language teaching in Chinese schools, focusing on the dialectic of traditional and innovative strategies in teaching materials. The relevance stems from the need to overcome intercultural asymmetry and integrate Russian pedagogical practices into the Chinese educational context. Based on the synthesis of Russian linguodidactics and ethnopsychological characteristics of students, key imbalances are identified: the dominance of structural exercises hinders the development of communicative skills, and digital tools often ignore cognitive patterns associated with hieroglyphic writing. The author proposes a model of harmonization through modular textbooks that combine the systematicity of traditional methods with anthropocentric principles. The integration of the cultural component into grammar, differentiation of tasks by levels and adaptive digital platforms allow minimizing cognitive dissonance, enhancing interhemispheric interaction through visualization of structures and simulation of real communicative scenarios. The practical significance lies in the development of cultural-hybrid materials that contribute to strengthening the Russian-Chinese humanitarian dialogue, modernizing RCT standards and adapting methods to multicultural realities. The results are applicable to the creation of textbooks that synchronize pedagogical traditions with the requirements of globalization.