The Specifics of Teaching History in Russian Schools in Mongolia

On the example of Mongolia, the article addresses the problem of teaching history according to Russian educational standards in foreign schools, whose students perceive the discipline taught as a history of foreign states. A systemic approach is used as the methodological basis of the study. This approach considers the education system as a multi-level integrated complex of interrelated phenomena. The methodology of the study is personal active observation, analysis of statistical data and the regulatory framework, analysis and synthesis. The article notes the tendency of reduction of the Russian educational system in Mongolia. The specific number of students enrolled in schools that fully carry out Russian educational programs and the number of schools that partially teach academic subjects in Russian are given. The essence of the problem stated in the article is that starting from Grade 5 children are interested in the history of their country, which will only be taught in Grade 9. For this reason, the only way to motivate students to study foreign history is the method of analogy: a parallel comparison of universal and Russian history with the history of Mongolia. With this approach, children will form an idea of history as a space of processes rather than as a process lying in one plane. In the Russian history course, which is taught to foreign children inadequately as the history of their homeland, it is necessary to creatively interpret the model and the results dictated by the federal state educational standard of the second generation. According to the standard, the teacher should form a Russian civil identity among citizens of Mongolia. The teacher must take into account the historical, cultural and ethnic qualities of the region. There can be three results from teaching Russian history abroad. The first is the replacement of their own history with the history of the neighboring state. This will lead to the erosion of civic and national identities. The second is the rejection of a foreign history or the comprahension of their own cultural superiority. This could potentially lead to the formation of ethnic nationalism. The third is the formation of historical thinking, the principle of historicism and the understanding of Mongolian history as part of the global historical process. While working abroad, the teacher is obliged to focus on the third result. Ultimately, in practice, in history lessons, Russian teachers educate citizens of Mongolia.

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