Keyword: «cultural competence»

In the context of the modernization of the education system and the introduction of the Federal State Educational Standard, one of the most important requirements for the learning process is its focus on creating conditions that ensure the mastery of a number of competencies by students. The authors of the work give an overview of scientific research, based on which allowed to determine the content of the concept of «culturological competence» in relation to educational materials included in the literature program for secondary school classes. The article presents fragments of the development of training sessions, during which educational activities were organized taking into account the installations of a system-activity approach, designed to help increase the level of cultural competence of schoolchildren of the 6th grade of the secondary school in the course of studying the topic «Myths of the peoples of the world».

The article discusses the concept of linguo-cultural competence, its content, as well as its role in teaching foreign languages. The concepts of "competence" and "competence" are analyzed and differ-entiated. The interrelation of the concepts of linguo-cultural competence and language culture is ana-lyzed.

The author addresses the issue of developing the cultural competence of younger schoolchildren. The article offers practical tasks for students in grades 3-4, aimed at understanding the Russian language as a form of reflection of spiritual culture, manifestation of national and personal self-knowledge.

Russian as a foreign language is considered in the article, approaches to understanding this pedagogical concept are presented, the types of integration and features of education in the Republic of Armenia are revealed, the importance of forming cultural competence in teaching Russian as a foreign language and the importance of an integrative approach for the development of a holistic understanding of language, literature, culture are proved.It is proved that the goal of the integrative approach is to create a comprehensive and harmonious learning model, and its im-plementation involves teaching Russian not as an isolated subject, but as closely related to others.

The article justifies the need to develop preservice teachers of Russian as a foreign language with an understanding of the methodological potential of works of art, as well as the specifics of preparing and conducting lessons using them. The aim of the study was to develop the content of training student teachers to use paintings in RFL lessons and to propose a system of key teaching methods. In defining the theoretical foundations of instruction, the study drew upon works addressing the concept of integrated language and culture teaching, the linguocultural aspects of foreign language instruction, and the use of visual aids in teaching Russian as a foreign language. To develop the linguodidactic and psycho-pedagogical foundations of instruction, lesson samples were analyzed, the teaching process was observed, and interviews were conducted with instructors experienced in creating educational materials based on works of art. A questionnaire was conducted among RFL teachers to identify the frequency and reasons for using paintings. This allowed us to obtain information about the difficulties faced by teachers in preparing and conducting lessons using visual arts. The results of the study indicate the need to incorporate the developed training system into university-level education. The painting serves as a starting point for modeling and designing the process of teaching Russian as a Foreign Language. The theoretical significance of this work lies in the fact that, based on modern scientific and pedagogical achievements, the content of students' preparation for modeling and designing lessons using paintings has been determined: the methodological potential of paintings has been clarified in the context of teaching Russian as a foreign language, and a methodological model for constructing lessons has been determined. The practical significance of the research lies in the developed structure of university classes and the system of analytical, reproductive-constructive, and creative (productive) tasks, which can be used in the practice of teaching university disciplines and in the system of additional professional training. This type of training expands the ideas of preservice and in-service teachers about the possible tools for developing communicative competence, promotes the realization of their creative potential, and fosters the use of various methods, techniques, and tools for instruction.