WORK WITH DICTIONARIES AS SOURCES OF SPEECH CULTURE OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

The problem of working with dictionaries as sources of the speech culture of junior schoolchildren is considered. Several dictionaries are selected: “Explanatory dictionary of the Russian language” V.I. Dahl, dictionaries by M.R. Lvov, “Dictionary of Russian surnames” V.A. Nikonov, “Dictionary of the Russian language” S.I. Ozhegova, “Dictionary of the difficulties of the Russian language” D.E. Rosenthal, “School word-building dictionary of the Russian language” A.N. Tikhonov, as well as the options for their use in the lessons in primary school. If the dictionary is not designed for a junior schoolchild, using the method of reading-communication developed by N.N. Svetlovskaya is suggested. The question of the lack of systematic work with dictionaries in the classroom, or about the presence of episodic work, when from time to time the teacher includes a vocabulary in practical work in Russian language lessons or suggests younger students to independently consult a dictionary in case of difficulties is sharply raised. The need to develop a culture of speech in the primary school is confirmed by government documents and educational programs. The Russian language course allows the most productive use of dictionaries in this direction. The examples of educational materials on the Russian language of “Planet of Knowledge” are given. At the same time, the inadequate fullness of textbooks on the Russian language with tasks related to working with dictionaries is revealed. The exercises for junior schoolchildren using the above dictionaries are suggested and the tasks of teachers in addressing these problems are outlined.