This introductory section establishes the context and significance of the comparative analysis of Dostoevsky's 'Crime and Punishment' as presented in the textbooks of Lebedev and Korovin. Specifically, it highlights the importance of understanding the diverse perspectives and pedagogical approaches employed by each author in their analyses of the novel. The introduction will also provide a brief overview of the key themes, characters, and plot points of Dostoevsky's novel, providing context for the subsequent comparative analysis and highlighting the role of different interpretations in shaping student understanding and appreciation of the work. Further details will describe how the textbooks are used in schools.

This section delves into the historical and educational context surrounding the textbooks by Lebedev and Korovin, exploring their respective aims. It will examine the intended audience of each textbook, whether it caters to specific grades or educational levels. Further, this section will discuss the prevailing literary and critical theories that informed each author's approach to 'Crime and Punishment,' detailing how these theoretical frameworks shaped their interpretation of the novel. This segment is essential for understanding the underlying biases and priorities within each textbook by analyzing the educational background and ideology of the authors.

This section will compare and contrast Lebedev's and Korovin's viewpoints on the key characters in 'Crime and Punishment,' such as Raskolnikov, Sonya Marmeladova, and Porfiry. It will explore how each textbook presents and explains their behaviour, motivations, and the influences that mould them. Also, the section will also examine the narrative tools employed by each author to reveal character traits and advance the narrative. This exploration offers insight into how students using either textbook may perceive characters, providing a deeper understanding of the novel's psychological complexity, and also the effectiveness of each approach in stimulating thought.

Here, there will be an in-depth comparative analysis of how Lebedev and Korovin handle the central themes of 'Crime and Punishment,' including poverty, crime, and redemption. It will explore the different thematic emphases and how they are presented in each textbook, detailing their distinctive interpretations of these central themes. Also, this segment will analyze specific passages and literary devices used to convey these themes, assessing how well each approach helps students grasp the novel's moral and philosophical message. This includes comparing the use of quotes and explanations by both authors.

This section will examine how the textbooks present and teach about Dostoevsky's narrative techniques. It will compare how Lebedev and Korovin elucidate the novel's narrative structure, use of point of view, and symbolic language. The analysis will assess how each approach aids in the understanding of Dostoevsky's narrative style. Furthermore, it will look at how they address the literary methods to immerse students in the novel's atmosphere and also evaluate the impact of these methodological decisions on the students' comprehension as well as engagement with the text.

This part will concentrate on the different pedagogical strategies and learning activities found in Lebedev's and Korovin's textbooks. It will explore how the authors use questions, exercises, and assignments to deepen students' engagement with the novel. The segment will analyze the effectiveness of these different methods in advancing students' comprehension and critical thinking abilities, determining differences in clarity. Through the study of a comparative analysis of the structure, this section will also examine the ways both authors seek to promote active reading, interpretation, and analysis.

This section is dedicated to summarizing and evaluating the strengths and weaknesses of each textbook's approach to teaching 'Crime and Punishment'. The evaluation will cover a range of factors, including clarity, accessibility, and the capacity to engage students to consider the literary merit and depth. It will describe the positive and negative aspects of each methodology. Finally, the segment draws conclusions about the pedagogical ramifications of each strategy and provides direction for instructors or teachers seeking to maximize their students' understanding and appreciation of Dostoevsky's novel, providing students with richer learning.

This section will provide a complete list of all the sources, including critical essays, academic articles, and, of course, the textbooks, used in the research. The list will comprise a meticulous and systematic record of the materials used. It will include full bibliographic information to allow readers to access the sources discussed and understand their contribution to the study. It will follow consistent citation standards for academic accuracy, and it's essential for ensuring the integrity, rigor and credibility, backing up all assertions made in the report.