The study of the image of China in Russian Chinese language textbooks

This article addresses the fundamentally important issue of forming an image of China in the consciousness of Russian students through the lens of Chinese language textbooks. The study is based on the concept of a textbook as an active cultural mediator, which not only teaches the language but also constructs stable, value-laden representations of the country of the studied language. The main goal of the work is to conduct a comparative analysis of lexical-thematic content and deep value codes in Russian and leading international educational and methodological complexes (EMCs). The methodological foundation is the assertion of the inevitable ideological and axiological load of any educational text, which sets fundamental frameworks for the perception of another culture and social reality. Based on dissertation research and analytical works (by D. Chindasheva, Cui Yu, Liang Yan), as well as on examples from the international series "China in Brief" and "Understanding Modern China," the authors identify and contrast two models of representation in detail. In Russian textbooks (such as "Practical Course of Chinese" and "New Practical Course of Chinese"), a fragmented, everyday, student-urban image of China predominates, where cultural elements are often reduced to exoticized inserts about holidays and landmarks, not integrated into a cohesive picture of society. In contrast, international complexes offer a multidimensional, strategically calibrated narrative that purposefully shapes the image of a modern, dynamically developing, and responsible global actor. In these publications, the themes of political structure, economic modernization, social transformations, and foreign policy initiatives are systematically integrated into the language course. The practical significance of the research lies in specific proposals for updating domestic EMCs. The authors justify the need to shift from the role of the textbook as a simple language tool to its function as a comprehensive cultural mediator. Proposed directions include expanding the thematic spectrum by introducing socio-economic and political realities of modern China, structural integration of cultural commentary, the introduction of elements of comparative intercultural reflection, and the creation of a multi-voiced narrative that allows China to "speak for itself." The implementation of these measures aims to contribute to the formation of a more adequate, systemic, and critically considered image of China among students, which is a key condition for effective intercultural communication and mutual understanding between the two countries.