Formato basado en clubes para enseñar ruso como lengua extranjera a estudiantes chinos
DOI:
https://doi.org/10.20952/revtee.v14i33.15526Palabras clave:
Aprendiendo., Componente regional, Ruso como lengua extranjera, Tecnologías basadas en clubes, Universidad federalResumen
El estudio aborda el tema de la aplicación del formato de club comunicativo para la organización de actividades lúdicas, educativas y culturales para estudiantes extranjeros interesados en la lengua rusa. Los autores describen el modelo estructural y de contenido del club de comunicación ruso-chino en idioma ruso de Almaz creado en base a los centros de lengua, literatura y cultura rusas en la Universidad Federal del Nordeste de Ammosov. El modelo incluye componentes de destino, tecnológicos y de contenido y mecanismos de implementación. Los autores concluyen que las tecnologías interactivas del ocio muestran un gran potencial para desarrollar la competencia comunicativa y las habilidades creativas de los estudiantes extranjeros y enriquecer al individuo con conocimientos sobre la cultura tradicional de los pueblos que habitan el territorio multicultural de Rusia.
Descargas
Los datos de descargas todavía no están disponibles.
Citas
Aksenova, G. I. (2020). Yazykovoi klub kak effektivnyi sposob vkhozhdeniya v inokulturnuyu sredu [A language club as an efficient way of entering a foreign cultural environment]. Yazyki i literatura v polikulturnom prostranstve, 6, 5–10.
Anderson, J., & Guan, Y. (2017). Implicit Acculturation and the Academic Adjustment of Chinese Student Sojourners in Australia. Australian Psychologist, 53(3), 1–9. https://doi.org/10.1111/ap.12332
Brito, R. S., Prado, J. R., & Nunes, C. P. (2017). As condições de trabalho docente e o pós-estado de bem-estar social. Revista Tempos e Espaços em Educação, 10(23), 165-174. https://doi.org/10.20952/revtee.v10i23.6676
Bukhtiarova, E. Yu. (2020). Novye tekhnologii v sisteme nepreryvnogo dopolnitelnogo obrazovaniya v professionalnom razvitii pedagoga [New technologies in the system of continuous additional education in the pedagogue's professional development]. Mir nauki, kultury i obrazovaniya, 5(84), 17–19. https://doi.org/10.24411/1991-5497-2020-00856
Cgtn. (2019). Why China can give every child equal access to education. Available: https://news.cgtn.com/news/3d3d514f7851444d35457a6333566d54/index.html
Dergaeva, S. S. (2017). Dopolnitelnoe yazykovoe obrazovanie. Klub angliiskogo yazyka [Additional linguistic education. English language club]. Alma mater (Vestnik vysshei shkoly), 7, 112–117.
Druzhinina, R. V. (2018). O putyakh razvitiya professionalno znachimykh umenii studentov pri obuchenii inostrannomu yazyku v programmakh podgotovki menedzherov [Ways of developing professionally significant skills of students when teaching a foreign language in manager training programs]. Inostrannye yazyki: lingvisticheskie i metodicheskie aspekty, 41, 26–31.
Khlystov, Y. (2016). Chinese education: students, teachers, and methodology. Laowaicareer. Available: https://www.laowaicareer.com/blog/chinese-pop-culture-every-teacher-know/
Machekhina, O. N. (2017). Srednyaya shkola v Yaponii [Middle school in Japan]. Pedagogicheskii zhurnal Bashkortostana, 1(68), 37–44.
Novikov, A. M. (2006). Formy obucheniya v sovremennykh usloviyakh [Forms of education in the modern conditions]. Spetsialist, 1, 27–31.
Shapovalova, P. V. (2014). Klubnaya forma organizatsii obucheniya kak naibolee effektivnyi metod formirovaniya lingvokulturnoi kompetentsii [Club-based form of organizing education as the most efficient method of forming the linguocultural competence]. In: Malysheva, N. V. (Ed.). Ammosov-2014: collected proceedings of the all-Russian scientific and practical conference within the framework of the Forum of the Scientific Youth of Federal Universities, Ammosov NEFU, September 15-19, 2014, Yakutsk, Russia. Kirov: International Center for Research Projects, pp. 722–728.
Silva, L. R., Santos, A. R., & Santos, I. T. R. (2020). Public policies for education of/in the field and the school environment in a settlement of the MST: the intimate relationship with the pedagogical policy. Journal of Research and Knowledge Spreading, 1(1), e11737. http://dx.doi.org/10.20952/jrks1111737
Tanikawa, M. (2003). Free to Be. The New York Times. Available: https://www.nytimes.com/2003/01/12/education/free-to-be.html
Torshina, A. V. (2017). Evolyutsiya ponyatiya "klubnaya deyatelnost" v istoriko-pedagogicheskom protsesse [Evolution of the notion "club activity" in the historical and pedagogical process]. In: Kaynova, G. A., Akhmetov, I. G. (Eds.). Aspekty i tendentsii pedagogicheskoi nauki: proceedings of the 2nd International scientific conference, July 20-23, 2017, St. Petersburg, Russia. St. Petersburg: Svoe izdatelstvo, pp. 10–13. Available: https://moluch.ru/conf/ped/archive/216/12645/
Tregub, T. V. (2017). Teatralizovannyi spektakl na inostrannom yazyke dlya podrostkov v ramkakh tvorcheskoi masterskoi yazykovogo kluba. Analiz effektivnosti uchebnogo i motivatsionnogo komponentov [Theatrical play in a foreign language for teenagers within the framework of the creative workshop of a language club. Analyzing the efficiency of the educational and motivational components]. Sovremennye tendentsii razvitiya nauki i tekhnologii, 1-8, 145–149.
Zhu, J. (2016). Chinese Overseas Students and Intercultural Learning Environments. Academic Adjustment, Adaptation and Experience. London: Palgrave Macmillan, 259 р.
Anderson, J., & Guan, Y. (2017). Implicit Acculturation and the Academic Adjustment of Chinese Student Sojourners in Australia. Australian Psychologist, 53(3), 1–9. https://doi.org/10.1111/ap.12332
Brito, R. S., Prado, J. R., & Nunes, C. P. (2017). As condições de trabalho docente e o pós-estado de bem-estar social. Revista Tempos e Espaços em Educação, 10(23), 165-174. https://doi.org/10.20952/revtee.v10i23.6676
Bukhtiarova, E. Yu. (2020). Novye tekhnologii v sisteme nepreryvnogo dopolnitelnogo obrazovaniya v professionalnom razvitii pedagoga [New technologies in the system of continuous additional education in the pedagogue's professional development]. Mir nauki, kultury i obrazovaniya, 5(84), 17–19. https://doi.org/10.24411/1991-5497-2020-00856
Cgtn. (2019). Why China can give every child equal access to education. Available: https://news.cgtn.com/news/3d3d514f7851444d35457a6333566d54/index.html
Dergaeva, S. S. (2017). Dopolnitelnoe yazykovoe obrazovanie. Klub angliiskogo yazyka [Additional linguistic education. English language club]. Alma mater (Vestnik vysshei shkoly), 7, 112–117.
Druzhinina, R. V. (2018). O putyakh razvitiya professionalno znachimykh umenii studentov pri obuchenii inostrannomu yazyku v programmakh podgotovki menedzherov [Ways of developing professionally significant skills of students when teaching a foreign language in manager training programs]. Inostrannye yazyki: lingvisticheskie i metodicheskie aspekty, 41, 26–31.
Khlystov, Y. (2016). Chinese education: students, teachers, and methodology. Laowaicareer. Available: https://www.laowaicareer.com/blog/chinese-pop-culture-every-teacher-know/
Machekhina, O. N. (2017). Srednyaya shkola v Yaponii [Middle school in Japan]. Pedagogicheskii zhurnal Bashkortostana, 1(68), 37–44.
Novikov, A. M. (2006). Formy obucheniya v sovremennykh usloviyakh [Forms of education in the modern conditions]. Spetsialist, 1, 27–31.
Shapovalova, P. V. (2014). Klubnaya forma organizatsii obucheniya kak naibolee effektivnyi metod formirovaniya lingvokulturnoi kompetentsii [Club-based form of organizing education as the most efficient method of forming the linguocultural competence]. In: Malysheva, N. V. (Ed.). Ammosov-2014: collected proceedings of the all-Russian scientific and practical conference within the framework of the Forum of the Scientific Youth of Federal Universities, Ammosov NEFU, September 15-19, 2014, Yakutsk, Russia. Kirov: International Center for Research Projects, pp. 722–728.
Silva, L. R., Santos, A. R., & Santos, I. T. R. (2020). Public policies for education of/in the field and the school environment in a settlement of the MST: the intimate relationship with the pedagogical policy. Journal of Research and Knowledge Spreading, 1(1), e11737. http://dx.doi.org/10.20952/jrks1111737
Tanikawa, M. (2003). Free to Be. The New York Times. Available: https://www.nytimes.com/2003/01/12/education/free-to-be.html
Torshina, A. V. (2017). Evolyutsiya ponyatiya "klubnaya deyatelnost" v istoriko-pedagogicheskom protsesse [Evolution of the notion "club activity" in the historical and pedagogical process]. In: Kaynova, G. A., Akhmetov, I. G. (Eds.). Aspekty i tendentsii pedagogicheskoi nauki: proceedings of the 2nd International scientific conference, July 20-23, 2017, St. Petersburg, Russia. St. Petersburg: Svoe izdatelstvo, pp. 10–13. Available: https://moluch.ru/conf/ped/archive/216/12645/
Tregub, T. V. (2017). Teatralizovannyi spektakl na inostrannom yazyke dlya podrostkov v ramkakh tvorcheskoi masterskoi yazykovogo kluba. Analiz effektivnosti uchebnogo i motivatsionnogo komponentov [Theatrical play in a foreign language for teenagers within the framework of the creative workshop of a language club. Analyzing the efficiency of the educational and motivational components]. Sovremennye tendentsii razvitiya nauki i tekhnologii, 1-8, 145–149.
Zhu, J. (2016). Chinese Overseas Students and Intercultural Learning Environments. Academic Adjustment, Adaptation and Experience. London: Palgrave Macmillan, 259 р.
Descargas
Publicado
2021-04-25
Cómo citar
Zalutskaya, S. Y. (2021). Formato basado en clubes para enseñar ruso como lengua extranjera a estudiantes chinos. Revista Tempos E Espaços Em Educação, 14(33), e15526. https://doi.org/10.20952/revtee.v14i33.15526
Número
Sección
Publicação Contínua
Licencia
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
