| Summary: | This article deals with the problem of choosing the most optimal teaching model for teaching Russian as a foreign language. The purpose of the research is to identify and analyze possible models for the introduction of a virtual educational environment in the process of teaching Russian as a foreign language, and to determine the criteria for the effectiveness of these models. The article is based on the following practical methods: observation of classroom and extracurricular communication between teachers and foreign students, questioning of teachers and students, the method of experiment. Five models of the introduction of virtual educational environment into the practice of teaching Russian as a foreign language are identified and analyzed, and the functional capabilities of platforms and applications used in online learning are described in detail. The main problems that arise for foreign students while fully converting Russian language teaching into a distance format are identified. Russian language teaching quality is determined by three main criteria that affect the quality of teaching Russian to foreign students in a distance format using a virtual educational environment: the level of Russian language proficiency, the motivation of the student, and the language/discipline section being studied. The mixed learning model, which combines traditional classroom learning with parallel online broadcasting of classes in a virtual space, is currently the most optimal model for implementing a virtual educational environment in the teaching process. When using the mixed learning model, the necessary competencies are acquired by both students studying in the classroom and those students who, due to various circumstances, study in a distance format. The mixed education model allows the student to make a deliberate choice between traditional and innovative models, making it possible to switch from one model to another directly in the learning process.
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