UDC 37:7(470+571+510)

Drozdov S.A.¹ (Blagoveshchensk, Russian Federation) – s.a.drozdov@yandex.ru

¹Blagoveshchensk State Pedagogical University

Abstract. The article is devoted to the study of acculturation in the art pedagogy of Russia and China in the context of the digital transformation of education. The relevance of the study is due to the insufficient development of a scientifically based concept of transferring artistic experience in relation to pedagogical education, as well as the need for a systematic analysis of how traditional methodological approaches of the two countries are transformed in the context of intercultural dialogue at all stages of continuing education – from primary school to higher professional training. The purpose of the work is to theoretically substantiate the concept of acculturation in the art pedagogy of Russia and China and to identify its manifestations at various stages of art education. The methodological framework includes a set of theoretical and empirical methods. As part of the study, a retrospective analysis of the genesis of the definition of “acculturation” in relation to artistic pedagogy was carried out. Cultural and historical determinants have been established that have determined the specifics of Russian and Chinese educational approaches. A level differentiation of acculturation processes (school – college – university) was revealed with the fixation of both universal patterns and nationally specific differences. The novelty of the study lies in the justification of the three-dimensional interactive model “technological integration – cultural broadcast – educational innovation,” considered as an effective tool for the convergence of pedagogical approaches of the two countries; additionally, block of applied recommendations is proposed. The scope of the results is the field of the theory of vocational education and intercultural communications in artistic training. Conclusions: acculturation in the educational field is interpreted not as a linear transfer of elements, but as a dialectic of the mutual exchange of traditions.

Keywords: acculturation, art pedagogy, art education, Russia and China, tradition, innovation, integration, intercultural dialogue, continuing education.

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For citation: Drozdov, S. A. (2024). Russia-China: intersection of ways to solve the problem of acculturation in art pedagogy through the prism of traditional approaches. CITISE, 3, 726-738. (In Russian).