No abstract

No abstract

No abstract

Problem and goal. The relevance of the research is determined by the need to find new solutions in the development of the education system in the context of the pandemic and the increasing educational needs of people in further self-development. Russian language education center's structural and functional model of language communication culture development should help to identify the effectiveness of the open education system in Russian and Russian language teaching by involving modern youth in Russia and abroad in the activities of the educational and cognitive club based on the pedagogical University. The purpose of this article is to present the structural-functional model development of a culture of linguistic communication and the results of its implementation in the conditions of open education in Russian language and learning Russian language, created on the basis of pedagogical University. Methodology. The methodological basis of the research is based on the theoretical positions of the system, activity, linguoculturological, and technological approaches. Results. It is established that the structural and functional model of the development of the culture of language communication in the conditions of the open education center based on club activities at the pedagogical University is implemented in three subsystems of the open education center (intercultural, speech, reflexive). The model structure allows you to reflect the development of the culture of language communication of club members and determine the means and technologies of its formation. The culture of language communication consists of four components: normative, ethical, communicative and reflexive competencies. The formation of competencies is carried out by levels, taking into account the evaluation and adjustment components of the effective block of the model. Conclusion. Building a structural-functional model involves the creation of key concepts for improving the study of the Russian language through the use of interactive methods of teaching Russian as a native language and as a foreign centre of open education, acting on the basis of the educational-cognitive club "the Secrets of Russian Philology". Russian language teaching technologies have been implemented to form the normative, communicative, ethical and reflexive competencies of the club's participants, and to introduce effective technologies for teaching the Russian language in the course of semantic reading of Russian writers' works of art.

No abstract