Russia and China: Cooperation in the Education Sphere

Гревцева, Г.Я.; Grevtseva, Gulsina Ya.

doi:10.14529/ped170204

Cited by 3 publications

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References 2 publications

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“…At the same time, in our opinion, it is necessary to improve the legal and regulatory framework of the Russian-Chinese bilateral and multilateral humanitarian cooperation within the Shanghai Cooperation Organization, vesting it with broader functions and powers, and expanding the areas of humanitarian cooperation [10]. Simultaneously, it is important to consider the option of increasing the presence of various Russian governmental, commercial and public organizations in the territories of the SCO member states to popularize the Russian language and culture.…”

Section: Discussionmentioning

confidence: 99%

Humanitarian Cooperation between Russia and China within the Shanghai Cooperation Organization

Tsvyk¹,

Tsvyk²

2018

Proceedings of the 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018)

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The article is devoted to the development of Russian-Chinese humanitarian cooperation within the framework of the Shanghai Cooperation Organization. The author analyzes main aspects of humanitarian cooperation between the SCO member states, due to the fact that cooperation in this field is very important within the Shanghai Cooperation Organization's agenda. At the same time, the special significance of Russian-Chinese relations in this sphere is highlighted in connection with the fact that Russia and China were the first among Shanghai Cooperation Organization's member states to declare humanitarian cooperation. Since that time both countries were actively developing bilateral cooperation in various spheres. The article examines various spheres of humanitarian relations within the Shanghai Cooperation Organization, namely education, culture, academic mobility, sports and tourism. Recently, the humanitarian component has become increasingly important in Russian-Chinese cooperation, which in the last two decades has begun to include not only traditional spheres of interaction such as culture and education, but also health, sports, mass media and tourism. In addition, after the establishment of strategic partnership between the Russian Federation and the People's Republic of China, humanitarian cooperation, having received great state support, began to develop very fast. With the advent of a new international regional organization, which member-states are Russia, China, Kazakhstan, Kyrgyzstan, Turkmenistan, Uzbekistan, and since 2017, India and Pakistan, a new format of bilateral cooperation between Moscow and Beijing in the framework of the Shanghai Cooperation Organization has emerged.

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Section: Discussionmentioning

confidence: 99%

Humanitarian Cooperation between Russia and China within the Shanghai Cooperation Organization

Tsvyk¹,

Tsvyk²

2018

Proceedings of the 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018)

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The Research of Russian Teaching in Sino-Russian Cooperation in Running Schools under the Guidance of the OBE (Outcome-Based Education) Concept

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2022

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Classroom Management in EFL Classes: Perception in China and Russia

2020

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Introduction. Classroom management has been one of the most vital fields of study of language teaching. It deals with establishing and maintaining a safe and positive learning environment, which is an essential condition for effective teaching. The rapid growth of the internationalization of education calls for comparing classroom management across countries. However, the comparative study of this aspect Chinese and Russian has long been delayed. The aim of this study is to examine the perception of classroom management in China and Russia regarding teaching English as a Foreign Language. Materials and Methods. In this research classroom management is defined by three fundamental aspects: instructional management in a traditional and online setting; behavioral management through discipline and timing; and behavioral management through communication and teacher-student relationships. A 5-point Likert scale questionnaire was implemented at both Chinese and Russian universities, three quartiles and Mann–Whitney U test were applied to the interval data. Results. By cross-culturally analyzing similarities and differences in perception of questionnaire items, it is found that generally, the perception of classroom management between Chinese and Russian respondents has more similarities than the distinctions. The authors also gave several practical recommendations to teaching staff for more adequate classroom management in China and Russia. Discussion and Conclusion. Understanding differences in perception of Chinese and Russian respondents at universities are helpful for teaching staff and students to understand each other’s expectation, as well as stimulating new or modified strategies of classroom management. Potential areas of further research can cover the causes of differences and similarities in perception and practices of classroom management across Chinese and Russian culture.

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Russia and China: Cooperation in the Education Sphere

Cited by 3 publications

References 2 publications

Humanitarian Cooperation between Russia and China within the Shanghai Cooperation Organization

Humanitarian Cooperation between Russia and China within the Shanghai Cooperation Organization

The Research of Russian Teaching in Sino-Russian Cooperation in Running Schools under the Guidance of the OBE (Outcome-Based Education) Concept

Classroom Management in EFL Classes: Perception in China and Russia

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