DISTANT LEARNING IN RUSSIAN AND CHINESE LINGUODIDACTICS BASED ON TEACHING YOUNG LEANERS

The new education system, which is being formed before our eyes under the influence of a dynamically changing world, is included in a single information and educational space, where the distancing of the teacher and the student becomes a forced, but sometimes the only possible condition for the implementation of pedagogical activity. Over the past six months, the word “remote” in relation to the educational environment has been heard more and more often, forcing the teacher to master new forms of interaction with the student, change the usual format of “live” communication, and use other educational technologies. The problem is that the transition to distance learning makes it necessary to look for optimal methods and techniques of work that could fully compensate for the “absence” of a teacher who plays the role of an interpreter and transmitter of knowledge, a coordinator and mentor. This issue is all the more acute in the methodology of teaching the Russian and Chinese languages to foreigners, who experience a number of difficulties in general in the process of adaptation in a foreign cultural environment, and in mastering the social role of a student of a Russian school, and in learning a non-native language. The ongoing changes cannot but affect the teacher himself. Despite the fact that the current linguistic state of the global information environment is characterized by a fairly high degree of network dissemination of the Russian language as a foreign language (hereinafter - RFL) and as a non-native language (hereinafter - ILV), the issue of preparing teachers for work in the conditions of this new reality is also not up to date and decided.