The Impact of the Bologna Process on Russian Tertiary Education

Margaryan, Tatiana; Babintseva, Ekaterina

doi:10.21125/iceri.2019.1341

Cited by 2 publications

(1 citation statement)

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“…Today's Russian higher education, which follows the agreed policy of the Bologna Convention (Margaryan & Kartseva, 2019), experiences an urgent need for innovative pedagogical technologies and approaches that can actualize the interaction of the main subjects of this stage of education -students and teachers -in the framework of professional-communicative, including language, training of functionally literate, competent specialists (Zabrovskaya & Rubleva, 2019), who tomorrow will determine the success of the national economy, the level of social and cultural life in the country. At the same time, an integral component of specialist's professional-communicative competence is confident general and special knowledge of languages: native and foreign, in our case, Russian as a mother tongue for Russian students and Russian as a foreign language (RFL) for the students who are citizens of foreign countries.…”

Section: Introductionmentioning

confidence: 99%

Russian for Business Communication Textbooks in the University Information and Educational Environment

Romanova¹,

Amelina²,

Yakovleva³

et al. 2021

TSNI 2021 - Textbook: Focus on Students’ National Identity

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The article is devoted to the analysis of the didactic potential of multi-format textbooks on Russian for business communication (RBC) for linguo-communicative training of specialists in the areas of economics and management, receiving professional education in the universities of the Russian Federation. The study of the research source base, including theoretical and practical works, regulations and reference literature, allowed the authors to focus the methodological search on the design of an integrally whole and systemic flexible linguodidactic model of teaching RBC to Russian and foreign students regarding the full-time, distance or mixed formats of the pedagogical process and relying on printed and electronic educational tools as essential components of the university information and educational environment (real and virtual). The authors considered the subject contents of the RBC course and the ways of its presentation in various textbooks in the dialectical relationship of invariant and variable components as a condition for building a technological and adaptive educational model that ensures the interconnected formation of the entire complex of professional-communicative, sociocultural and intellectual-creative qualities of the specialist's language personality. The permanent contents and didactic variability of RBC teaching aids for various contingents and various educational conditions are presented in the article using the example of author's teaching aids created by the teachers of Bauman Moscow State Technical University (Russia, Moscow) and South-West State University (Russia, Kursk). The validity of the model realized in these manuals is confirmed by the practice of its use in the linguoeducational process at these universities.

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Section: Introductionmentioning

confidence: 99%