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Article

English, Russian

ID: <

oai:doaj.org/article:8ed2411737684e77aae0512bbff918fb

>

·

DOI: <

10.12731/2218-7405-2016-3-6

>

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Abstract

Intensively developing ties between Russia and the People’s Republic of China reveal the need for people who speak Chinese. Nowadays, the study of Chinese begins at the elementary level of the secondary school, but the methodology of teaching Chinese and hieroglyphic is still little developed. The article presents a critical analysis of modern domestic and Chinese studies of this issue, identifies weakly studied sides, draws conclusions. The author analyses the existing Chinese language teaching kits for primary school students and identifies their shortcomings in the aspect of teaching hieroglyphic. On the basis of pedagogical experience and theoretical analysis, the components of interconnected learning of hieroglyphic writing and reading are distinguished, which include: psychological and pedagogical features of students at different levels of learning, content of teaching hieroglyphic, stages of formation of hieroglyphic skills, complex of interconnected exercises in reading and writing hieroglyphs.

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