Modeling the integration of Russian musical-educational methodologies by a music teacher in Chinese secondary school education

This article is dedicated to a comprehensive study of the possibilities for integrating Russian musical-educational technologies into secondary school education in China. The aim of the research is to develop a scientifically substantiated system for integrating Russian musical-educational technologies into secondary school music lessons in China. The work presents a systematic analysis of the current state of music education in both countries, identifying the key components of the Russian musical education system that possess the greatest potential for integration. Particular attention is paid to five main areas: musical-theoretical training; vocal-choral art; instrumental performance; musical-computer technologies; and the poly-artistic approach. The novelty of the research lies in the development of specific mechanisms for integrating Russian methodologies into the Chinese system of school music education, taking into account the cultural characteristics and educational traditions of China, as well as in the creation of a criteria-based framework for evaluating the effectiveness of the proposed approaches. Based on an analysis of the current state of music education in China, a model for the phased implementation of Russian educational technologies is proposed, methodological recommendations for their adaptation are developed, and criteria for assessing the effectiveness of integration processes are defined.