Keyword: «training of teachers of russian as a foreign language»

The article deals with the current condition of the Russian language teacher training system in China. The relevance of the problem under study is due to the need for scientific knowledge of modern didactic and methodological approaches that are appropriate to apply to improve the quality of Russian language teacher training for Chinese universities and which would be a theoretical basis for productive resolution of existing contradictions in this sphere. The aim of the study is to identify and characterize the structural components and relations between them in the system of Russian language teacher training for higher education institutions of China. The leading approach to the study of the problem is a systemic and holistic approach, which allowed to consider the system of preparation of teachers of Russian language in China as an integral object, in the unity, relationship and mutual influence of its components, to identify contradictions in the development of this system and determine the mechanisms of their resolution. As a result of the study it was found that the structure of the system under study should be considered in two aspects – external and internal. On the external side, the system of Russian language teachers' training in China includes educational organizations, regulatory documents, regulating their activities, and staffing of educational institutions, where Russian language teachers are trained. From the internal side the system of Russian language teachers training can be considered as a didactic phenomenon, including the following components: the purpose of professional training; conceptual basis for training teachers of Russian as a foreign language; content component; methodological component; diagnostic component. Internal contradictions in the development of the system were revealed, the main of which is the contradiction between the stated in the regulatory documents and implemented in practice didactic approaches to the training of teachers of Russian language. The theoretical significance of the results of the study consists in the fact that they can become the basis for the development of a model for the training of teachers of Russian as a foreign language in the native socio-cultural environment for future specialists. The practical significance of the results of the study is determined by the potential of their use in the educational process of the university in order to improve the quality of training of teachers of Russian as a foreign language.