978-5-6042304-7-3 10.31483/a-41 Развитие науки и образования chief_editor Abramova Liudmila Alekseevna laabramova@mail.ru associate_editor ИД «Среда» 2019 Copyright © Olga S. Tolstova, 2019 2019 This work is licensed under a Creative Commons Attribution 4.0 License. 10.31483/r-22034 22034 Information and communication technologies in education of Russia and China Tolstova Olga Sergeevna stommm3@rambler.ru FGBOU VO "Samarskaia gosudarstvennaia sel'skokhoziaistvennaia akademiia" Russia 165 176

the purpose of the article is to identify and substantiate the innovative pedagogical searches in the field of the use of constantly developing information and communications technologies (ICT) in Russia and China. A comparative analysis of types of teaching was carried out taking into account the active use of information and communications technologies. Chinese experience is of great interest to Russian teachers due to the rich Chinese philosophy, national traditions and pedagogical knowledge. Russia and China have deep historical, integration, economic and cultural ties. The system of Chinese education brought the country to the leading position in the world and to the second place in the economy. The author reveals similarities in the education system of Russia and China. Positive achievements in the education systems of each of these countries are mutually enriching each other, acquiring a global character. At the same time, the Chinese education system has a number of achievements that have to be integrated into the Russian education system. The study compares the traditional and innovative types of teaching in Russia and China in terms of indicators: an approach to teaching, a dominant idea, a goal, centering on the subject of activity, teacher (instructor) roles, student roles, values on which a teacher (an instructor) relies, advantages, disadvantages, main results. The study identifies the essential characteristics of the types of teaching and makes it possible to establish that, at a theoretical level, the traditional and innovative types of teaching are opposed, but in practice they organically combine, complement and reinforce each other. China's experience in the use of ICTs in education is invaluable in the implementation of the modernization of education in Russia.

 integration ICT information and communications technologies educational technology traditional type of teaching innovative type of teaching References Chen, C. H. (2008). 信息技术教育中如何培养学生的创新能力 [How to improve students’ creative competences for ICT in education]. 教师 [Teacher], (7, 8), 47–49. Google Scholar. Chen C. H. Chen, Q. (1997). 教师培训-信息技术整合教育的基石 [Teacher training: The foundation of ICT and education integration]. 北京师范大学学报 (社会科学版) [Journal of Beijing Normal University (Social Science Edition)], (4), 63–69. Google Scholar Chen Q. Chen, S. K. (2003). 对中小学信息技术教育评估的思考 [Consideration on the evaluation of ICT in education for schools]. 中国信息技术教育 [Information Technology Education], (12), 20–21. Google Scholar Chen S. K. Chen, S. P., & He, J. L. (2006). 多元智能理论指导下的信息技术与课程整合 [ICT and curriculum integration: Guided by multi-intelligence theory]. 现代教育技术 [Modern Educational Technology], 16(5), 9–11. Google Scholar Chen S. P. He J. L. Chen, W. D. (2004). 信息技术教育的精髓 [Essentialism of ICT in education]. 教育信息技术 [Educational Information Technology], (12), 10–11. Google Scholar Chen W. D. Cyrs, T. E., & Conway, E. D. (1997). Teaching at a distance with the merging technologies: An instructional systems approach. New Mexico State University. Cyrs T. E. Conway E. D. Ding, G. (2010). New theoretical approach integrated education and technology. Frontiers Education in China, 5(1), 26–36. doi: 10.1007/s11516–010–0004–3 Ding G. Frontiers Education in China 5(1) 26 36 10.1007/s11516–010–0004–3 Du, P., & Wang, L. J. (2009). 信息技术与课程整合中的教师与学生行为 [Teachers and students behavior of ICT and curriculum integration]. 科技教育 [Science & Technology Education], (11), 186. Google Scholar Du P. Wang L. J. Du, S. J., Wu, B., Wang, X. L., Zhang, Y. M., & Lin, J. (2006). 高等信息技术教育改革的原则与课程体系构建 [The reforming principles of ICT in education and rebuilding curriculum system for higher education]. 高等理科教育 [Higher Education of Sciences], (1), 54–57. Google Scholar Du S. J. Wu B. Wang X. L. Zhang Y. M. Lin J. Feng, B. H. (2008). 过程化解析: 信息技术教育研究的新视域 [Process interpretation: A new perspective of educational research for ICT in education]. 中国电化教育 [CET China Educational Technology], (11), 95–98.Google Scholar Feng B. H. Fu, D. R., Fu, L. H., & Jin, L. Z. (2004). 信息技术教育的目标、 内容和方法 [Objectives, contents, and methods of ICT in education]. 中小学信息技术教育 [Information Technology Education in Primary and Secondary Schools], (7), 15–17. Google Scholar Fu D. R. Fu L. H. Jin L. Z. Fu, D. R., & Zhou, L. H. (2003). 信息技术与课程整合的目标与方法 [The objectives and methods of ICT and curriculum integration]. 中小学信息技术教育 [Information Technology Education in Primary and Secondary Schools], (12), 18–21. Google Scholar Fu D. R. Zhou L. H. Klarin, M. V. (1995). Innovatsii v mirovoy pedagogike: obuchenie na osnove issledovaniya, igry i diskussii [Innovations in world pedagogy: learning on the basis of research, games and discussions]. Riga: Nauchno-pedagogicheskiy tsentr «Eksperiment» [Riga: Scientific Pedagogical Center «Experiment»]. Klarin M. V. Qingdao Declaration. (2015, May). International Conference on ICT and post-2015 education. 23–25 May 2015. Qingdao, the People’s Republic of China. Retrieved January 04, 2018, from http://ru.iite.unesco.org/files/news/639212/Qingdao%20Declaration.pdf Qingdao Declaration http://ru.iite.unesco.org/files/news/639212/Qingdao%20Declaration.pdf Qiu, J. L. (2006). 从信息技术与课程整合过程看教师培训的的任务和方法 [The tasks and methods of teacher training: From the process of information technology and curriculum integration perspective]. 中国教育技术装备 [China Educational Technique & Equipment], 1, 41–44. Google Scholar Qiu J. L. Richards, J. C., Platt, J., & Platt H. (1992). Longman dictionary of language teaching and applied linguistics. Longman Group UK Limited. Produced by Longman Singapore Publishers. Platt H. Richards J. C. Platt J. Samans, R., & Hanouz, M. D. (2016). World economic forum. Global information technology report 2016: Preface. Retrieved January 03, 2018, from http://reports.weforum.org/global-information-technology-report-2016/preface/ Samans R. Hanouz M. D. http://reports.weforum.org/global-information-technology-report-2016/preface/ Schlosser, L., & Simonson, M. (2002). Distance education: Definition and glossary of terms. Bloomington, IN: Association for Educational Communications and Technology. Retrieved from http://www.aect.org/Intranet/Publications/Disted/Disted.asp Schlosser L. Simonson M. http://www.aect.org/Intranet/Publications/Disted/Disted.asp Shearer, R. (2007). Instructional Design and the Technologies: An Overview In M. G. Moore (ed.), Handbook of distance education (2nd ed.). (pp. 219–232). Mahwah, New Jersey: Lawrence Erlbaum Associates. Shearer R. Simonson M., Smaldino Sh., & Albright M. (2006). Teaching and learning at a distance: Foundations of distance education (3rd ed.). New Jersey: Pearson Merrill Prentice Hall. Simonson M. Smaldino Sh. Albright M. Sun, X. C. (2004). 关于信息技术教育定位的思考 [Consideration about the origin of ICT in education]. 中小学信息技术教育 [Information Technology Education in Primary and Secondary Schools], 2, 11–14. Google Scholar Sun X. C. Tolstova, O. S. (2009). Vozmozhnosti interaktivnykh metodov obucheniya, ispol'zuemykh v SShA, v peredache chetyrekh elementov soderzhaniya obrazovaniya [The possibilities of interactive teaching methods used in the United States in the transfer of four elements of the content of education]. Vestnik Tomskogo Gosudarstvennogo Pedagogicheskogo Universiteta [Bulletin of the Tomsk State Pedagogical University]. 4(82), 18–22. Retrieved April 22, 2018, from https://elibrary.ru/download/elibrary_12513562_40955026.pdf Tolstova O. S. 18 22 https://elibrary.ru/download/elibrary_12513562_40955026.pdf Vezirov, T. G., & Kostina, E. A. (2016). Obrazovatel'nye Web-tekhnologii v podgotovke bakalavrov i magistrov pedagogicheskogo obrazovaniya [Educational Web-technologies in the preparation of bachelors and masters of teacher education]. Vestnik Novosibirskogo Gosudarstvennogo Pedagogicheskogo Universiteta [Bulletin of the Novosibirsk State Pedagogical University], 4, 39–40. doi: http://dx.doi.org/10.15293/2226–3365.1604.04 Vezirov T. G. Kostina E. A. 10.15293/2226–3365.1604.04 Wu, D., Yu, X., Rao, J., & Yu, L. (2016). Comparative Study on the Status and Strategies of Infrastructure Construction of ICT in Education Between China and the United States. In R. Huang., Price J. Kinshuk (Eds.), ICT in Education in Global Context. Lecture Notes in Educational Technology (pp. 95–106). Springer, Berlin, Heidelberg https://doi.org/10.1007/978–3-662–47956–8_5 Wu D. Yu X. Rao J. Yu L. 10.1007/978–3-662–47956–8_5 Xu, F., & Pershing, J. A. (2010). A Move towards the integration between education and technology. Frontiers Education in China, 5 (1), 3. doi: 10.1007/s11516–010–0002–5 Xu F. Pershing J. A. Frontiers Education in China 5 (1) 10.1007/s11516–010–0002–5 Yu, S. (2004). Looking for the informatization for China. Distance Education in China, 20, 39–41. Google Scholar Yu S. Zhang, J., Yang, J., Fan, L., & Huang, R. (2015). Innovation Scale-Up of ICT in Education in China. In CK. Looi, L. Teh (Eds.), Scaling Educational Innovations. Education Innovation Series (pp. 179–195). Springer, Singapore. doi: https://doi.org/10.1007/978–981–287–537–2_9 Zhang J. Yang J. Fan L. Huang R. 10.1007/978–981–287–537–2_9 Zhao, J., & Xu, F. (2010). The state of ICT education in China: A literature review. Frontiers Education in China, 5 (1), 50–73. doi: 10.1007/s11516–010–0006–1 Zhao J. Xu F. Frontiers Education in China 5 (1) 50 73 10.1007/s11516–010–0006–1