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THE CURRENT STATE OF PRE-SCHOOL EDUCATION IN RUSSIA AND MONGOLIA // Pedagogical Review. 2021. Issue 3 (37). P. 162-171

The article considers the state of modern pre-school education in Russia and Mongolia. It is indicated that in both countries, preschool education of children is a rightful and integral part of the state system of general education, which assumes the continuity of the educational process with ensuring a harmonious transition of children from preschool to primary school education. The article focuses on the goals and objectives of the education of children of senior preschool age, formed in the normative documents of Russia and Mongolia, based on personality-oriented pedagogy. The importance of understanding the current tasks of preschool childhood in both state educational systems is noted not from the point of view of preparing five- and six-year-olds for systematic education in school, but from the point of view of forming a viable personality and intrinsic value of preschool age. A comparative analysis of the current state of pre-school education in Russia and Mongolia has shown that both systems focus on the needs and age opportunities of the child, with the right to choose institutions, programs, forms of activity, methods of education and upbringing. It is concluded that the system of pre-school education in preschool institutions in Mongolia is at the stage of development, while in Russia there is sufficient experience to spread and enrich the educational system as a whole.

Keywords: preschool childhood, pre-school education, school preparation, preschool institutions of Mongolia, Russian education system

The use of language material on the example of Russian proverbs in Mongolian textbooks of the Russian language for grades 7–9 in secondary schools in Mongolia // Pedagogical Review. 2023. Issue 6 (52). P. 32-41

In this article, an analysis of the use of Russian proverbs in Russian language textbooks “Russian language” for 7-9 classes of general education schools in Mongolia is given. The content side of the textbooks is revealed, which determines the relationship between grammatical and linguistic material. A brief description of the textbooks is given in terms of structure and sources used. Determined all proverbs according to thematic group, corresponding to those tasks in the textbook and methodical guide for the teacher of the Russian language. Emphasis is placed on the functional use of Russian proverbs at the initial stage of teaching Russian as a foreign language, and a selection of examples of the use of proverbs is carried out in accordance with their thematic affiliation, type of task and methodological recommendations. The inconsistencies in the choice of proverbs as language material for Russian language textbooks are determined on the basis of generally accepted criteria in the methodology of teaching Russian as a foreign language. Some recommendations are given for working with proverbs when teaching Russian as a foreign language, in particular, for using them in different types of work orally (presentation, explanation, examples of synonymous Mongolian proverbs, translation into Mongolian).

Keywords: Russian textbook, Russian language, Russian as a foreign language, Russian language teaching, proverb

New time – new education: a review of monographic research (2000–2024) // Pedagogical Review. 2025. Issue 2 (60). P. 162-170

The paper gives an overview of materials – monographic studies of an experimental, analytical, scientific and practical nature, the authors of which analyze the problems of upbringing in the context of modern scientific trends. The authors of the monographs present modern approaches to education in conditions of paradigmatic changes, taking into account the formation of a new time and development opportunities; consider the content of the educational process, taking into account new meanings and contexts; update the issues of scientific and methodological support and professional training of teachers for full-fledged educational activities. The authors of the monographs focus on understanding modern approaches to the design and implementation of education programs in educational organizations, describe the forms and types of joint educational activities, present socially significant educational projects and programs, as well as practices for implementing certain educational models of various forms of activity of modern youth. The focus of research is on discus-sion of the questions about the goals and values of education in the context of new guidelines for state policy in the field of education, when there is a “change in value horizons”. A scientific review of the published scientific monographs of the period under study will help researchers, specialists in the field of pedagogy and theory of education to obtain reliable information and form a clear idea of current trends, concepts, approaches and practices in education.

Keywords: education, philosophy of education, directions of education, content of the educational process, design and implementation of education programs, educational models

The values of cultural sovereignty in Russia and China: an educational perspective // Pedagogical Review. 2025. Issue 6 (64). P. 19-30

The article provides a rationale for the emergence of the term “cultural sovereignty” and its substantive development in foreign and Russian science, as well as its definition in the Fundamentals of the State Cultural Policy of the Russian Federation. Based on an analysis of Russian and Chinese legal sources, the article identifies the position of state cultural policy and the policy of preserving and strengthening traditional values, as well as the key means of cultural sovereignty for states, such as education and upbringing. The author highlights the traditional spiritual and moral values that are characteristic of the cultures of both countries and provides examples of anti-values. The paper clarifies the fundamental components of “Russian” and “traditional” values and presents a hierarchy (system) of the spiritual and moral (“core”) values of Chinese society. The Russian and Chinese traditional spiritual and moral values presented in the work are defined as key integrators of the cultural sovereignty of both countries under consideration, and the established legal framework is a reflection of the state policy aimed at protecting, consolidating, and regulating traditional values in the field of education, as well as a fundamental basis for updating the content of Russian and Chinese education. The author proposes methods for creating a unified value space within the educational system of the Russian Federation and the People’s Republic of China. As examples, the high importance of the implementation of the Ministry of Education of the Russian Federation’s project “Conversations about Important Things” and the integrated “Ideological and Political Course” in the practice of teaching in schools and universities in the People’s Republic of China has been revealed, within the framework of which the objectives and ideas of traditional spiritual and moral education of students and undergraduates in both countries will be implemented. The article proposes a regulation on the development of scientific and methodological support for comprehensive work in schools and universities, aimed at forming a system of skills, values, and behavioral patterns, as well as the need to update the system of educational activities in pedagogical universities in working with future teachers through modern and innovative approaches to teaching that meet the state policy in the context of cultural sovereignty.

Keywords: cultural sovereignty, values, traditional values, means of cultural sovereignty, education, upbringing