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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Analysing Learning Difficulties in Russian Schoolchildren Studying Chinese from the Perspective of Davydov's Theory of Developmental Teaching 814

Syaowei S., PhD student at the Department of Educational Psychology, Chair of Pedagogical Psychology, Moscow State University of Psychology and Education; head of the Chinese Language and Culture Centre, kostiasun@yandex.ru
Abstract
The paper analyses learning difficulties in Russian schoolchildren studying Chinese. These difficulties are connected to the following tasks: understanding the inner structural relations of Chinese character, understanding its outer structural relations (i. e. structural relations of other Chinese language units), and understanding the core system of the Chinese language on the basis of universal relations. Also, these difficulties reveal themselves when one attempts to practise Chinese characters and universal relations or the core system of the Chinese language. Such difficulties are of theoretical origin and stem from the differences in Russian and Chinese orthography. The paper substantiates that effective teaching activity on Chinese lessons should be aimed at forming a holistic fundamental system of the language in a child's mind. From then on, practice becomes a period of rapid development both of theoretical thinking in Chinese and of communicative skills of the child.

Keywords: theoretical content of teaching Chinese, inner and outer structural relations of Chinese charac ter system.

Column: Discussions And Discourses

For Reference

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