ADAPTIVE INFORMATIONAL AND EDUCATIONAL ENVIRONMENT OF REMOTE METHODOLOGICAL SUPPORT FOR TEACHING RFL IN A FOREIGN LANGUAGE ENVIRONMENT: STRUCTURE AND CONTENT
The article presents an effective tool that can provide continuous methodological support for foreign teachers of Russian as a foreign language (RFL) based on the analysis of methodological priority areas. In our opinion, these areas can include as follows: optimisation of the advanced training system for teachersphilologists, assistance in developing modern models and means of teaching Russian based on the RFL teaching methods and taking into account the specifics of a national educational environment. In the structure of the adaptive informational and educational environment of remote methodological support for teaching RFL in a foreign language environment, we have identified the following units: diagnostic (determining the starting level of student's communicative speech competence/RFL teacher's professional pedagogical competence); projective-adaptational (developing students' individual educational trajectories); educational (ensuring students' effective advancement along their individual trajectories in order to fill the gaps in their knowledge, skills and abilities revealed during diagnostics); resulting (containing data on the results of initial and final diagnostics, current and intermediate control); consultative-methodological (involving interaction between those who provide support and those who receive support); and interactive (represented by informational platforms for organising communication between students). Separately, technological, informational-methodological and resource units were identified, which are important for meeting the educational needs of both categories of subjects of teaching RFL in a foreign language environment. The specifics of implementing this scheme was analysed as applied to support for foreign teachers of RFL. Thus, according to the results of diagnostics, an individual educational trajectory is formed (the projective-adaptational unit). Then a training programme (the educational unit) and test materials (the control unit) are developed. The consultative-methodological unit provides interaction with students in both "static" and interactive formats. The resulting unit contains information about the results of starting, final and current checks of the students' skills/abilities development dynamics. The interactive unit is designed for informal communication between tutors and students. Considering the data presented, it seems possible to create a special platform with the purpose to implement a remote methodological platform.