ИСТИНА

Historically Russian examination system was one of the strictest and well-organized structures, especially in foreign languages. During the Soviet period most of the exams were oral and supposed to evaluate the skills and abilities of critical analysis. The basis of teaching foreign languages was formed in Soviet linguodidactic school and has developed successfully till nowadays. Undoubtedly, Chinese Language was one of the important Eastern languages to study in the Middle School and it had been introduced in Russian school education system since 1950s. Nevertheless, the unified system of examination of Chinese Language at the state level just started in 2016, when the All-Russian Chinese Language Olympiad was introduced and the schoolchildren from different regions of the Russian Federation participated in this contest. It was the first step to the unification of the standards of teaching and learning Chinese Language. The next important step was the introduction of the Unified State Exam in Chinese Language in 2019. Before that the official programs of teaching Chinese Language in Middle School were presented at the state level by the Ministry of Education. Now, Russian schoolchildren have a lot of opportunities to evaluate their knowledge, skills and abilities in Chinese Language through participating in different intellectual contest in Chinese Language and Culture. The majority of Russian leading universities are organizing their own contest and Olympiads. It is quite clear, that it gives the additional motivation to the schoolchildren to study Chinese Language. In the paper, the author’s purpose is to introduce and analyze the structure and the content of Russian national forms of examination of Chinese Language at the level of Middle School. Moreover, the author is aimed to share his own experience in the field of preparation of Russian schoolchildren to different contests and Olympiads. The practical value of the paper is the presentation of preparing materials and textbooks that Russian teachers use at the lessons. As the main result of the study I can highlight the complete comparative analysis of the different types of the examination in Chinese Language and the whole introduction of the ways how to prepare schoolchildren and how to design special textbooks for them.