THE CONCEPT OF “PEDAGOGICAL STRATEGY” IN EDUCATION IN RUSSIA AND CHINA

The study systematizes the complex and extensive content of the concept of pedagogical strategy, which not only helps scholars realize its importance as a scientific concept, but also contributes to the improvement of the quality and effectiveness of teaching. The article reveals the essence of the concept of “pedagogical strategy” in the context of educational research in Russia and China, describing several views of the scholars on the content of this concept. It is emphasized that modern views of Russian and Chinese scholars on the concept of “pedagogical strategy” have both some common features and some obvious differences. Based on the analysis the following results are given: the commonality is that the pedagogical strategy has a definite goal and is developed in specific pedagogical conditions to perform a specific teaching task, including the choice of methods of teaching activities, preparation of materials and regulation of teacher and student behavior. The article examines the differences between the views of Russian and Chinese scientists on the essence of the concept of “pedagogical strategy”. In addition, the article discusses the similarities and differences in the interpretation of such concepts as “teaching strategy”, “educational strategy”, “pedagogical strategy”, “learning strategy”, “teaching idea”, “teaching design” and “teaching methodology”. Although the definitions of some of these concepts are different in specific words, they may have similar meanings and can be used as synonyms. At the same time, there are other concepts which names are similar, but they represent completely different phenomena. At the end of the article, the author analyzes several essential features of the concept of pedagogical strategies and points out the important role of this concept in describing the learning system.