Education of the feeling of homeland and family in Russian language classes in Chinese universities

Abstract

In the article, actualizing the requirements for the formation of professional competencies of Russian language specialists in the new era, the ways and forms of education of the feeling of homeland and family in the process of teaching Russian in Chinese universities are systematized. The content aspects and theoretical foundations of this approach are revealed, and the features of its implementation and existing shortcomings in pedagogical practice are analyzed. The purpose of the study is to substantiate the logic of integrating the sense of homeland and family into the educational process, identify current problems and their causes, and develop a three-component pedagogical model. This model combines the formation of language competencies, intercultural communication skills, and students' value orientations. Special attention is paid to strengthening students' national identity and cultural confidence, as well as developing their ability to present Chinese narratives in intercultural dialogue. The methodological framework includes an analysis of scientific literature on the topic, as well as a synthesis of domestic and foreign pedagogical experience. The focus is on key aspects such as the representation of homeland and family themes in educational materials, the emotional and cognitive characteristics of students, the level of professional training of teachers, and their ability to transform content pedagogically. The article provides a comparative analysis of pedagogical practices based on the use of interactive methods and digital technologies in Russian language classes, highlighting effective strategies for fostering a sense of homeland and family. Additionally, the article argues for the need to develop a multi-component assessment system that combines quantitative and qualitative indicators. In conclusion, the article discusses the prospects for the development of this field in an international context and emphasizes the importance of public policy and the social environment as key factors in the successful implementation of these tasks. The article aims to support the training of highly moral and competent Russian studies specialists who are ready to respond to the strategic challenges of the country's foreign policy.