Search
| # | Search | Downloads | ||||
|---|---|---|---|---|---|---|
| 1 | The first scientific information about Mongolian geographical objects was received by N. M. Przhevalsky, G. N. Potanin, M. V. Pevtsov, V. A. Obruchev and a number of other scientists. Russian and Soviet scientists, based on a wide range of long-term studies, made a unique contribution to the study of the geography of Mongolia, and Mongolian researchers also played a significant role. Based on the latest research in the history of the country, E. M. Muzaev identified 4 stages in the history of research. Based on this, O. Namnandorj and Sh. Tsegmid identified two large periods in the geographical study of the country: pre-revolutionary and post-revolutionary. The periods they singled out characterize the emergence of national researchers whose research during these periods had different goals, results, and directions. The victory of the people’s revolution in Mongolia laid the scientific foundation for the development of educational content for the study of the geography of Mongolia. At this point, it is important to make a brief review of the first 100 years of the history of the development of the methodology and teaching of geography. In the 1990s, Mongolia moved to a new political system and these changes were a constant theme in all sectors of society, including education. Since then, structural, organizational, technological and educational changes have taken place in the education sector. Among these areas, the renewal of curricula is a key factor in changing the education system. In this regard, learning objectives are being revised, new core curricula, standards, textbooks and support materials are being developed, and pedagogical methods, assessment systems and the learning environment are being improved. In connection with the transition to a 12-year system of general education, new basic curricula, textbooks and teaching aids are being developed. Since the beginning of the 2015–2016 academic year, a new curriculum in geography has been used. The article focuses on historical changes in the geography curriculum, comparative studies of old (2012) and new (2015) curricula (structure, content, continuity, interconnection, etc.); the result of the study is presented. The research methods used are analysis of primary sources, comparison and induction. Keywords: curriculum, core curriculum, curriculum history | 818 | ||||