Russian belongs to the Eastern Slavic branch of Slavic language family. It is mainly used in Russia and other member countries of the former Soviet Union, and is widely used as the first foreign language teaching in schools in Warsaw Treaty member countries. During the Soviet period, Russian was highly valued in its participating republics. Although many countries in the former Soviet Union have begun to emphasize the importance of local languages, Russian is still the most widely used language in these areas, and it is also the language used by these countries in communication. Norwegian Russian is a mixture of Russian and Norwegian. It is the only official language of Russia and one of the official languages of Kazakhstan, Belarus and Kyrgyzstan. The following is a model essay on language education that I carefully prepared for you today: Russian language teaching and cultural integration. The content is for reference only, welcome to read!

The full text of Russian language teaching and cultural integration is as follows:

Abstract: Language is a part of culture and plays an important role in culture. Some sociologists believe that language is the cornerstone of culture-without language, there is no culture; On the other hand, language is influenced by and reflects culture. It can be said that language reflects the characteristics of a nation, including not only its historical and cultural background, but also its views on life, lifestyle and way of thinking. Language and culture influence and interact with each other; To understand language, we must understand culture, and to understand culture, we must understand language.

In Russian teaching, we often encounter the following situations: some listening or reading comprehension materials that have neither uncommon words nor complicated grammatical structures are often incomprehensible to students, mostly because they encounter cultural background knowledge involved in the original text, but learners do not understand the background knowledge. In fact, seemingly simple listening or reading comprehension materials is a complex process of interaction between language and thinking. The accuracy of understanding depends largely on the mastery of language knowledge and cultural background knowledge. For example, it is said that when Li Hongzhang, a representative of the Westernization Movement in the Qing Dynasty, visited the United States, the host praised his wife for her beauty, and Li Hongzhang politely replied "where, where". Americans don't know this is China's modesty, thinking that they want to point out the specific beauty, so they are embarrassed to say "whole body". This is the cultural difference. China is a country of etiquette. Modesty is regarded as a virtue and an embodiment of education in China. It is a polite expression of China's cultural characteristics. When people in China hear compliments from others, they often deny them first, and then politely express their modesty.

This case vividly and intuitively reflects the complementarity of language and culture. This shows that Sapir, a famous linguist, said that "the existence of language is inseparable from culture, and social inheritance determines the essence of our life", so Russian teaching must attach importance to cultural differences and gradually introduce them into teaching. It is necessary to teach students to master solid basic language knowledge and skills, and to let them know about Russian history and culture, so that learners can correctly understand and use the language and achieve the purpose of Russian teaching. Scholars of the former Soviet Union верщагин and Kostomarov.

1 the importance of cultural integration in Russian teaching

As we all know, language carries rich cultural connotations. When language enters communication, there is a problem of understanding and expressing cultural connotation. Understanding and expression are the key issues in cross-cultural communication. Language and culture are closely related. Similarly, Russian teaching cannot be separated from the culture and history of the Russian country. In Russian teaching, the integration of language and culture has become a principle generally recognized by Russian teachers: Russian teaching should not only solve the problem of word shape change, but also learn to master vocabulary according to the definition of part of speech and Russian sentence structure. It needs to expand the scope of the language itself, go deep into the real life outside the language, and let students fully master the language and apply it to practice to achieve the purpose of communication. This principle is based on a new discipline-Linguistic Ethnology, which was born in the former Soviet Union in 1970s. The former Soviet scholar емереагинвгкр. The teaching method has the basic function of language teaching, that is, to improve students' cultural literacy and carry out ideological education. At the same time, language reflects the culture of the people who use it. Therefore, language is the carrier of culture, which is the function of language. The purpose of Russian teaching is to cultivate students' communicative competence in Russian, and the process of communication is always accompanied by cultural exchange, and language background knowledge is the basis of communicative acquisition.

2 Four principles of cultural integration in Russian teaching

2. 1 principle of gradual progress in stages

Any teaching activity is a step-by-step process, so is teaching and culture. In the initial stage of cultural integration, this paper mainly introduces the differences between Russian and Chinese cultures in daily life communication, as well as their specific expressions in language forms and applications, so as to enable students to master the communicative competence of Russian in daily life. The main content of the second stage is to introduce the differences in meaning and application of Russian and Chinese words and idioms caused by cultural differences, so that students can be familiar with the differences in meaning between Russian and Chinese and deeply understand the cultural connotation contained in Russian expressions, thus helping students to use these words properly in language communication.

2.2 Practical principles

The cultural content under the guidance of the practical principle is closely related to the language content learned by students, taking into account the future professional nature of students and other factors. On the one hand, make students realize that the relationship between language and culture is not abstract and empty; On the other hand, cultural teaching closely combined with language communication practice can stimulate students' interest in learning language and culture and produce good results.

2.3 the principle of keeping pace with the times

The so-called keeping pace with the times mainly refers to the moderation of teaching content and methods. In addition to the above-mentioned practical and phased principles, the appropriateness of teaching content should also consider the representativeness of cultural purposes, which belongs to mainstream culture and has broad representativeness. Because the content of culture is very rich and complicated. At the same time, we should deal with the relationship between diachronic and synchronic cultural contents, focus on synchronic culture, and introduce some diachronic contents appropriately to help students understand the ins and outs of certain cultural customs and traditions. Moderation in teaching methods is to correctly coordinate the relationship between teachers' explanation and students' self-study. Students should be encouraged to do a lot of extracurricular reading and practice, keep pace with the times and increase the accumulation of cultural knowledge. Teachers should be organizers and instructors of extracurricular cultural learning.

2.4 principles of system planning

The biggest problem of cultural integration is the lack of systematicness. In the process of teaching language, teachers will encounter some cultural phenomena. By the way, there is no specific and unified requirement for the contents and methods in cultural teaching. Therefore, when formulating the new "College Russian Teaching Curriculum Requirements", should we add some contents to the cultural introduction in Russian teaching, and make clear the principles, contents, methods, ways and requirements of cultural introduction? In this way, teachers can have a guiding principle of cultural integration in Russian teaching, thus avoiding blindness and confusion in the process of cultural integration. Three methods of cultural integration in Russian teaching

3. 1 labeling method

This is the method adopted by most Russian textbooks currently in use. That is, words or expressions that are easy for students to understand in the textbook will be annotated with special spaces after class. This method is flexible and simple, and is suitable for highlighting certain language phenomena in various stages of various language materials, but it is not systematic. For example, in пояснениgктекстусуууу.

3.2 Fusion method

Fusion method refers to the teaching method that combines cultural content with language materials. If the language materials themselves introduce the cultural customs, words and allusions, literary masterpieces and historical events of the former Soviet Union or the Commonwealth of Independent States, then teachers' further explanation in the teaching process will easily arouse students' interest, and cultural knowledge and language learning will play a subtle role.

3.3 Practice methods

Practice means that students learn and understand the cultural knowledge of Russian-speaking countries through specific language practice, such as listening, speaking and reading, including watching movies and teaching videos and reading literary works. Russian and Soviet literature is a bright pearl in the history of world literature, and reading Russian and Soviet literary works is also an important way to learn foreign cultural knowledge. A nation's literary works are the essence of its national culture and the accumulation of traditional culture. Of course, it is very difficult to read the famous literary works in the original text, and the researchers suggest that students can supplement this part with reading chinese's translation.

3.4 Comparative method

Comparative method is an extremely important means in intercultural communication teaching. The similarities and differences between Russian and Chinese cultures reflect the cultural commonness and also have cultural individuality. Therefore, in the teaching process, the teaching of language and national conditions knowledge must be based on the comparison of similarities and differences between Russian and Chinese languages and cultures. Through the comparison of Russian and Chinese cultures, students' knowledge structure not only stays at the superficial cognitive level, but develops vertically. As an ideological tool to record human history and express human life, every language has its profound cultural background and connotation. For example, Russians like to use the compliment комплимент in the process of communication. For these compliments, Russian women usually say: "спт. Thank you. Women in China will say "not beautiful" very politely. For example, people in China often say, "Where are you going? " Куда вы идёте? " And Russians will think it is impolite for you to interfere in other people's affairs. China is known as "the state of etiquette" and has always advocated "welcoming guests with a smile" and "serving with a smile". However, Russians are not used to smiling at strangers. Their unsmiling is not unfriendly, but influenced by their traditional communication culture and history. They think that smiling will distract them, and they should concentrate on their work and be serious. Smile when interacting with relatives and friends.

3.5 Historical Introduction Method

By introducing historical figures and events, students can broaden their knowledge and better understand sentences. Reading Russian articles requires some language knowledge, but the level of reading comprehension is not entirely a question of language level, and cultural background knowledge is essential. For example, on the day of commemorating the bicentennial of Pushkin ·a.c.пушкин', students will learn about the life of the first great writer in Russian literary history and his immortal masterpiece Eugene? Onegin GT евгениконегиннннннннннннннннн, And make students understand the brilliant and short life of this writer. Students not only have strong enthusiasm for learning cultural background knowledge, but also are very interested in learning Russian language knowledge, which fully mobilizes students' enthusiasm for learning Russian.

4 conclusion

To sum up, it can be seen that to improve students' comprehensive language ability, besides language ability and language factors, we need to pay attention to non-language factors. In the process of Russian teaching, teachers should not only be "phonetics experts and language registers", but also be "disseminators" of Russian national culture, make full use of this cultural factor, explain the language to students, and try to explore its cultural connotation. If language and culture are separated, "language is just an empty shell". Phonetics, grammar and vocabulary only provide objective information about language understanding and language use. Without the cultural content in the language and the cultural background of the language, the information in the language will be difficult to survive. Even a standardized language does not necessarily have the function of transmitting information. Therefore, a very important aspect of language learning is cultural knowledge learning. Integrating Russian teaching with culture will make learners get twice the result with half the effort.