Teacher's activity of ensuring material and technical support suggests:
? modernization, classroom decoration in correspondence with goals and tasks of the model of the educational process at the basis of immersion into sense forming context of multicultural environment;
? modernization of the technical equipment used in the classroom: tape recorders, musical instruments, tele- and radio gadgets, video players, film projector, office equipment: photocopying equipment, scanner, means of showing information (video - and multimedia projector), slide projector and graphic projector, liquidcrystalline projection panel.
Monitoring of the results includes the following directions of the teacher's work:
? elaboration of monitoring procedure;
? creation of diagnostic basis of quality monitoring of education under the conditions of building the educational process upon visual and emotional basis;
? monitoring of students' activity according to criteria of sense forming experience;
? monitoring of students' activity according to criteria of emotional and visual development;
? examination of the academical achievements of the students (knowledge and skills );
? teacher's work with «portfolio» («achievement register») of the students. We consider sensible the introduction into “portfolio” of foreign students, the works creating visual images and reconstructing theoretical material into visual one and vice versa: original statements, «reports» about the country, Russian culture, Russian writers and cities, events, letters to political and state leaders, schemes, posters, drawings and etc.
At present in pedagogic literature we can find a lot of screening assignments, discovering not only the level of the skills in this particular subject, but the level of students' abilities development. however it is necessary to remember, that the diagnostics in this model of the education has his own particular features, determined by the criteria and levels of visual and emotional and personal and sense forming development of the students. Diagnostic procedures must discover the level of training standard and quality of knowledge, as well as the level of the development of their visual and emotional, personal and sense forming spheres. Didactic material is the basis of such diagnostics, it must differ in creativity, originality, it must be enriched by sense, visual and emotional elements, and contribute to revealing creative potential of the student- foreigner's personality [5] .
We propose to give different creative assignments, if we need to examine their personal and sense forming, visual and emotional development, so we do not only assess subject progress (particularly Russian language mastering), but originality, creativity, imagination development, students'creative abilities. Such assignments can be systemized according the following criteria:
1. Modify the theoretical material into visual one. For example:
? Show with the help of the symbolic figures studied material (at the example of the materials of the scientific speech style);
? Choose the literate character (from the studied texts), which is close to you by his temper or the mood.
? With the help of different means (musical, artistic, literate) express the meaning of the studied material;
? Write in Russian a typescript for the film, spectacle, or the poem or the song to illustrate a topic;
? Make a multimedia presentation using the studied material.
The teacher, giving to pupils such assignments, gives them absolute freedom in color, size, material, means choice, of images. however assessing the results, the teacher must take into consideration all the above-mentioned parameters, but the speed of assignment fulfillment, the level of originality, creativity, abstractiveness, correspondence of the created visual images to the content of the modified theoretical material. These indices speak about the degree of the students' visual thinking, their emotional state and relation towards the studied material, it shows the significance of the studied material for the students.
2. Modification of the sense forming material into theoretical one. For example:
? analyze, find out the cause-and-effect relations and make the theoretical conclusions after reading the extract (as an example they give an extract from the text);
? analyze the reproductions of two pictures (of national and foreign artists), explain what common traits exist;
? explain the meaning of this metaphor (winged words, epithet, idiom) in application to the studied theme;
case study : listen to the song or look at the picture reproduction and discover the features of the period, determine historical characters, staying behind the symbols of these works, explain the reasons of this work creation in this period, what it symbolizes, what emotions prevail in character's soul and what emotions the author of the book experience.
In the spectrum of the assessment of the creative works, apart from traditional points, there are divergence of the thinking, similarity, associativity, which will also testify about the level of visual and emotional development of the students and in consequence of their sense forming sphere development.
3. Presentation of the theoretical material in visual and emotional context. For example:
? while studying the subject, we suggest to the students to play the role of one of the literature characters, historical, political, state leaders and compose the appropriate speech, on behalf of this person;
? to write the report (about your visit to museum, exhibition, theatre, excursion around the town, the film you have seen, a meeting with an interesting person);
? to write a letter to Russian government, expressing ideas and feelings about its foreign policy;
? to write a reply on behalf of historical, political or state leader upon letters of the leaders, scientists, writes, painters and etc who are in opposition with their explanations about the choice of the historical way for Russia;
? to write a letter to probable leader of any direction of the social movement expressing admiration or denial of his ideas and actions.
The assessment of these texts, written by the students, is made from the assessments of the levels of emotionality, imagination, argumentativeness of their thoughts, unstandardized approach, ingenuity, invention, self-sufficiency and independence of thinking, which are exhibitions of creative mentality. The high level of the empathy will prove that the studied material is of great value, reflected in these compositions will reveal personal significance for foreign students of the studied material, understanding and apprehension of the phenomena of this multicultural environment.
The analysis of the experimental data show, that the introduction of the model of the educational process depends upon teacher's goal-oriented activity in a greater degree having the aim to organize the effective system of educational process support by making teaching aids, creating program, didactic, computer, information, material and technical support, monitoring of the results of the immersion into sense-forming context of multicultural environment [4].
The analysis of the received data and и practical effects of the realization of the model of the educational process built upon the immersion into sense forming context of multicultural environment of Russian Institution of higher Education in whole proved when applied the efficiency of this model.
Literature
1. Abakoumova I.V. Education and sense: sense forming in educational process. (Psychological-didactic approach). Rostov-on-Don: Rostov University publishing house, 2003. 480 p.
2. Zinchenko V.P., Mounipov V.М., Gordon V.М. Studies of visual thinking // The questions of psychology. 1973. № 2. P. 3-14.
3. Lizinskii V.М. The methods and forms of educational activity. М.: Pedagogical research, 2002. 160 p.
4. Personality-oriented approach in teacher's work: creation and development / Edited by Е.N. Stepanova. М.: SC Sphere, 2006. 128 p.
5. Mitina L.M., Asmakovets Е.S. Emotional teacher's flexibility: psychological content, diagnostics, correction. - М.: Moscow socio-psychological Institute :Phlinta, 2001. 192 p.