University Russian Teaching Reference Book (4)

Author: Wang Fengying, edited by Pei Yufang
Publisher:
Publish Date: 1999-11-01
Features: "College Russian" (Dongfang) Volume 4 is designed for the fourth semester. Compared to the first three volumes in the series, this book differs in both structure and content. In terms of content, there is an increase in themes such as general national conditions, society, and culture. Additionally, four literary works have been added. Within the internal structure of each theme, the main text takes the lead, providing students with relevant information and language knowledge, aiming to cultivate their monologue skills and lay a foundation for advanced monologue instruction. The dialogues have shifted from situational conversations to pair or group dialogues focused on functional-semantic training. Each dialogue provides one to two example prompts, allowing students to flexibly apply acquired language knowledge to express agreement, doubt, opposition, consent, rebuttal, etc., breaking the limitations of traditional situational dialogues. This helps review and consolidate learned knowledge while gradually systematizing it. Volume 4 of "College Russian" (Dongfang) serves as a bridge between the foundational and advanced stages. The teaching tasks for this stage are:
1. Teaching commonly used vocabulary and sentence patterns for each topic, developing listening, speaking, reading, and writing skills, with a focus on monologue ability while also improving dialogue skills;
2. Integrating speech training to enhance pronunciation and intonation, strengthening text reading exercises;
3. Improving students' reading and independent learning abilities by reviewing texts and completing various assignments with dictionaries;
4. Enhancing students' ability to summarize, expand, capture information, and judge the accuracy of acquired information through listening texts.
The teaching process strives to implement the functional-communicative principle, cultivating students' communicative competence. During the fourth semester, while teaching language knowledge, the focus is on developing monologue skills such as narration, argumentation, and description. For example, when studying a topic, students are provided with several major tourist routes in China and are encouraged to use acquired language knowledge to describe the travel process, observations, and feelings. The teaching process should avoid a teacher-dominated, student-supplemented dynamic. Instead, an active learning environment centered around the teacher should be created, where students engage in serious thinking, active participation, and skill development.