The aim of this research is to develop scientifically grounded strategies for improving the teaching of Russian terminology to students – future philologists in Chinese universities. The paper analyzes the current state of teaching Russian terminology to students – future philologists in Chinese universities based on the study of scientific and methodological literature, curricula, and pedagogical experience. The work identifies pressing problems in the field of teaching Russian terminology, such as the high cognitive complexity of mastering terminology systems, a shortage of relevant teaching and methodological resources, insufficient student motivation to master terminology, and the need for continuous updating of learning content due to the emergence of new areas of cooperation. The scientific novelty of the research lies in the fact that it systematizes, for the first time, modern methodological approaches to teaching Russian terminology in Chinese linguistic universities and comprehensively substantiates strategies aimed at optimizing the terminological training of students, taking into account the digitalization of education and the modern requirements of Russian-Chinese cooperation. The results obtained include a classification of problems in teaching terminology and a justification of strategies for their solution: strengthening interdisciplinarity, developing digital learning tools, increasing student motivation, and strengthening international cooperation. The proposed directions for improving teaching methodology are designed to provide guidelines for improving the quality of Russian terminology instruction in China.
Shan Zhang (Fri,) studied this question.