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| 1 | This article was created on the occasion of the 135th anniversary of the birth of the Tatar scientist and teacher M. Kh. Kurbangaleyev. Here his scientific and pedagogical activity is covered. He is a famous methodologist, professor, honored scientist of the TASSR. M.Kh. Kurbangaleev developed more than a hundred textbooks on the Tatar and Russian languages, arithmetics, geography; he compiled dictionaries, teaching aids and manuals, comparative grammars, and visual aids. Thanks to his efforts, an analytical-synthetic sound teaching method was introduced into the practice of the work of Tatar schools. The article briefly describes his life activities, how he, from the ordinary son of a peasant, reached the position of professor at Kazan University. He was a follower of progressive teachers, a student of eminent scientists, such as V. A. Bogoroditsky and K. Nasyirov. M. Kurbangaleev, relying on advanced world pedagogical achievements and using his experience, develops a methodology for studying the Tatar and Russian languages in the Tatar school, as well as methods of teaching the Tatar language for Netar. When developing methods of studying languages, the teacher, first of all, relies on the principle of reliance on the native language. According to the scientist, the study of the second (non-native) language should go through the use of knowledge in their native language. Further, he develops the idea of the need to teach languages in comparative forms. After the adoption of the Decree on the elimination of illiteracy, M. Kh. Kurbangaleev begins to create new, meeting the requirements of the time, textbooks and teaching aids for schools of literacy. The study of the works of the scientist on the methods of teaching languages remains relevant in modern times. Keywords: Kurbangaleev, textbooks, technique, the Tatar language, the Russian language, education, elimination of illiteracy schools | 1430 | ||||
| 2 | The system of assessing the knowledge of students in the Tatar school began to take shape at the end of the 19th century. The final forms of assessing the quality of knowledge – translation and final exams – were introduced. The phenomenon of “Jadidism” appeared, and a new female school began to rapidly develop on the model of the new-method male schools. As a result of the introduction of new secular subjects, programs and textbooks, the results became visible. This required new, advanced forms of assessing the quality of knowledge. The methodology and procedure for conducting public translation and final exams were similar, but their goals and objectives were different. During translation exams, the main emphasis was on checking and determining the level of quality of students’ knowledge, as well as attracting the attention of the general public to the problem of education and training of the female population. During the final exams, certain results were made, new tasks were outlined in the activities of the school and the life of graduates (new subjects were introduced; girls who showed good results were offered to continue their education in professional educational institutions). During these events, great attention was paid to identifying and solving women’s problems: upbringing, education, the role and place of women in the family and society, etc. In both cases, the material side of the issue had an important role: during the events devoted to the examinations, the material and financial base of the school was replenished, and the material situation of students and teachers improved. A rich source for studying this problem is the materials of the Tatar periodicals of the early twentieth century – the newspapers Vakyt (Vremya), Sibiriya, Tormysh (Zhizn’), Koyash (Solntse), etc. The authors cite individual articles from these newspapers. Keywords: female education, girls’ schools, assessment of the quality of knowledge, exams, newspapers | 1132 | ||||