The specificity of the development of choral culture among primary school students in general education schools of the People's Republic of China and Russia.

The subject of the study is a comparative analysis of the pedagogical conditions for the formation of choral skills among primary school students in the general education system of China and Russia within the context of musical and aesthetic education. The object of the research consists of educational models and methodological approaches applied in elementary schools for the development of vocal-technical, auditory, emotional-value, and communicative competencies. The author examines in detail the historical and pedagogical prerequisites, organizational and methodological conditions, repertoire policy, and methodological concepts in both countries. Special attention is given to the cultural and historical factors that determine the specificity of national systems of musical education, as well as the integration of traditional and modern teaching technologies. The analysis covers a wide range of elements: from voice training and auditory development to the formation of emotional and imagery perception of music. The methodological basis of the research includes historical and pedagogical analysis, comparative method, structural-functional analysis, pedagogical observation, and study of the repertoire policy of primary schools in Russia and China. The main conclusions of the conducted research identify the differences and similarities between the integrative approach of the Russian choral education system and the disciplinary-level model of China. The Russian model is focused on combining technical and emotionally-imagery training, while the Chinese model emphasizes technical precision and collective unison. A significant contribution of the author is the development of a concept for mutual enrichment of national models through the integration of China’s multi-level technical training and Russia’s emotionally-imagery methods. The novelty of the research lies in the comprehensive comparison of pedagogical conditions, personnel policies, repertoire principles, and the use of digital technologies in the choral education of primary school students in both countries. The results can be used to optimize educational programs and foster international cooperation in music education.