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The modern educational space is characterized by the tendency to unification, the bringing to uniform standards throughout the world, the spread throughout the world of a single type of training developed in the Western world countries. This study is aimed at adaptation learning to the globalization processes in the education system using the examples of Russia and China, which are great countries in terms of their cultural heritage and traditions, including the field of education. We will consider the ways the Chinese and Russian teenagers experience the learning process in the context of education globalization through the study of educational activity subjective plan peculiarities among schoolchildren. The purpose of our study is to examine the features of the structural and dynamic organization of learning experience among the adolescents in Russia and China. The leading approaches to the study of the problem are cultural-historical, system-structural and subjectactivity one developed by outstanding psychologists of Russia (L.S. Vygotsky, S.L. Rubinshtein, B.F. Lomov, etc.). The results of the study showed that the number and the strength of the interconnections between the characteristics of learning activity experience among Russian teenagers is much more qualitative than that of Chinese teenagers. The number and the strength of interconnections is much smaller and weaker among Chinese adolescents. For Russian students a school day is a single, holistic event on a subjective level where all subjects and lessons, regardless of content, are presented to them as the part of one educational process, and the taught subjects taught are related and reinforce each other (synergistic effect). Russian adolescents perceive a school day as a holistic phenomenon. Chinese teenagers regard a school day as something split into parts, and they do not see the interrelationships between lessons on a subjective level, and often lessons seem in the relations of antagonism.

Cross-Cultural Studies of Structural and Dynamic Features Of Learning Experiences among Russian and Chinese Teenagers