The relevance of the problem is determined by the need to introduce new learning strategies into modern methods of teaching Russian literature to foreign students, allowing them to build an educational process based on intercultural interaction, overcome patterns of perception of Russian literature, and show the creative potential of the students themselves. The teacher is faced with the task of defining strategies and developing a system for the implementation of Russian literature in classes for foreign students. The purpose of the study teaching system is aimed at developing a system of teaching foreign students the Russian language based on the material of Russian fiction, demonstrating the possibility of using literary texts in the application of a complex of various educational technologies: slow reading, annotated reading, expressive reading and the use of visualization and dramaturgization technologies in Russian literature classes. Materials and methods. The research is based on current methods in the field of philology and methods of teaching literature: cultural, historical and cultural, holistic analysis of a poetic text, a method of creative reading, artistic interpretation, visual and practical. In the field of teaching methodology, it is important for us to rely on modern strategies of slow reading, expressive reading, visualization and dramatization of the lesson. The material for the analysis is a textbook artistic poetic text – a poem by A. S. Pushkin “Anchar”. The choice is determined not only by the belonging of this text to the masterpieces of Russian classical literature, the multilayered nature of its content, but also by the possibility of entering the intercultural space and using visual techniques of work in a foreign audience. Research results, discussion. The article offers the author's experience of conducting classes in Russian literature with foreign students: the main stages of work on a work of fiction. This experience can be put into practice by conducting classes in Russian literature in the system of higher philological education of foreign students. The conclusion confirms that the introduction of such strategies as slow, commented reading of original texts recognized as masterpieces of Russian classics, taking into account the introduction of the principle of intercultural dialogue, the strategy of expressive reading and dramatization of the lesson itself, overcomes the existing gap in the perception of foreign students of the basic cultural values of Russian literature, expands their creative possibilities.