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The problem and the aim. One of the problems of modern linguodidactics is forming and evaluating schoolchildren’s personal educational results. The process of learning a foreign language, including Chinese, has a potential to develop corresponding personality characteristics. However, in the context of society globalization and informatization there are special factors that should be taken into account when developing and implementing electronic educational tools. The purpose of the article is to explore the potential of educational electronic resources of integrated informatization in teaching Chinese as a foreign language to achieve personal educational results by secondary school students. Research methods. Theoretical analysis and integration of literature are used in describing the conditions for effective teaching the Chinese language, the problems of achieving students’ personal educational results. 52 students from the Vyatka Gymnasium of Humanities were involved in the experiment. Learning Chinese as a foreign language was supported by an electronic educational resource developed according to the principles of a web quest. Additionally, the following services were used: Coursera, LearnYu, eChineseLearning, etc. The program was designed taking into account the structure of the teaching materials by M. B. Rukodelnikova, O. A. Salazanova, L. S. Kholkina. At the stage of diagnosis, the method of expert assessment of the formed value attitudes was used (N. A. Alekseeva, E. I. Baranova, E. N. Stepanov). Pearson’s criterion χ2 (chi-squared) was used for statistical data processing. Results. The principle of the complexity of the means of informatization is that: continuity and consistency (hieroglyph, word, phrase) is realized; the ideographic, root-isolating, tinted, syllabic character of the Chinese language is taken into account; intra-subject (person, house, school, city, country, world) and intersubjective connections are supported; personality development (mental processes, communication skills, etc.) and types of speech activity (speaking, reading, listening, writing) are accompanied. Secondary school students of the experimental group used a means of integrated informatization at all stages of teaching Chinese as a foreign language (speaking, listening, reading, writing, intercultural communication and collaboration). The assessment of achieving personal results was made and statistically significant differences in the qualitative changes in the pedagogical system were revealed, χ2observ. 2 &gt; χ2critic0.05 (9,880 &gt; 9,488). In conclusion formulates the types of activities, types of interactive exercises in the information environment that work most effectively to achieve personal educational results.

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Achieving personal educational results of secondary school students in the conditions of integrated informatization in teaching Chinese as a foreign language