I think every person has opened a dictionary at least once in their life. Let's find out what they are?

A dictionary is a collection of words with explanations and interpretations. The words that are given in the collection are located in alphabetical order, so it is much easier for those who know the alphabet to use the dictionary.

Many people know that there are many dictionaries. There are dictionaries for specialists, for a wide range of readers, and for schoolchildren. Depending on the tasks of the dictionary, the composition of words will be different, they will be arranged and explained differently.

• If you are interested in what this or that word means and in what cases it is appropriate to use it, please contact explanatory dictionary. One can guess that since it is named TOTLOVYM, Means, will explain everything about the word you are interested in, including information about the stress in the word, its spelling, and the most typical phrases.

The most famous “Explanatory Dictionary of the Russian Language” by S. I. Ozhegov.

• If you have difficulty with stress and pronunciation, please contact spelling dictionary.

The most famous spelling dictionary “Russian literary pronunciation and stress”, ed. R. I. Avanesova and S. I. Ozhegova.

• It will help to understand the meaning of a particular phraseological expression phrasebook.

The most famous “School Phraseological Dictionary of the Russian Language” by V. P. Zhukov in collaboration with A. V. Zhukov (edited by G. V. Karpyuk).

• An explanation of proverbs and sayings, popular words and figurative expressions will be given dictionaries of proverbs, sayings and popular words.

Famous dictionaries:

1)B. P. Zhukov. "Dictionary of Russian proverbs and sayings."

2)S. N. Zigunenko, A. F. Istomin. “A unique illustrated explanatory dictionary of aphorisms and catchwords for children.”

• Choosing a suitable synonym from a synonymous series will prompt synonym dictionary.

The most famous “Dictionary of synonyms of the Russian language” by Z. E. Alexandrova.

• You can learn how to spell words correctly from spelling dictionary.

The most famous “Spelling Dictionary of the Russian Language” by D. N. Ushakov, S. E. Kryuchkov.

You will rarely meet a person who has not looked into a dictionary at least once in his life. With their help, we not only learn the meaning of certain words, select synonyms or antonyms, but also learn a lot of new things.

Let's talk about what kinds of dictionaries there are, what their classification is and remember the main "linguistic reference books" of the Russian language.

The Science of Dictionaries

Lexicography is one of the branches of linguistics that deals with the problems of studying and compiling dictionaries. It is she who deals with classification and puts forward requirements for the design of articles and their content.

Scientists who compile dictionaries call themselves lexicographers. It is important to note that dictionaries do not have authors, only compilers. This is due to the fact that they are compiled using special cards on which the meanings of words and their forms are recorded. In this case, the compiler can use both cards collected by him personally, and cards collected by an entire staff of linguists.

Classification of modern dictionaries

All dictionaries are divided into encyclopedic and philological, or linguistic.

Encyclopedic dictionaries provide information about various events. A striking example of such a dictionary is BES - Big Encyclopedic Dictionary. Encyclopedic ones include

What types of linguistic dictionaries are there? This group of dictionaries deals directly with words and their interpretation. They are also divided into bilingual and monolingual.

Bilingual dictionaries contain languages ​​and their equivalent in a foreign language.

Monolingual dictionaries are divided into groups depending on their purpose.

The most used types of dictionaries

What types of dictionaries are there? Among the monolingual dictionaries, the following should be highlighted:

Famous dictionaries of the Russian language

Let's now discuss what kinds of Russian language dictionaries there are.

• The most famous is the “Explanatory Dictionary of the Living Great Russian Language,” compiled by the famous scientist V. I. Dahl. This guide contains about 200 thousand words. Despite the fact that it is already more than a century old, it is one of the most complete and widely used in our time.
• The second no less important “Explanatory Dictionary”, compiled by another famous linguist S.I. Ozhegov.
• The “Spelling Dictionary” was published by two different linguists - R. I. Avanesov and I. L. Reznichenko. Both dictionaries are impressive and will be useful not only for schoolchildren and students.
• We also note the “Dictionary of Synonyms” by Z. E. Aleksandrova and the “Dictionary of Antonyms” edited by L. A. Vvedenskaya.

What other dictionaries are there? You can find out the history of many familiar words by turning to N. M. Shansky’s work “A Brief Etymological Dictionary of the Russian Language,” and A. I. Molotkov’s “Phraseological Dictionary of the Russian Language” will help you become familiar with phraseological units and their meaning.

It is also worth noting the “Dictionary of Difficulties of the Russian Language,” edited by the famous Russian philologist, author of many monographs and a collection of rules of the Russian language D. E. Rosenthal and M. A. Telenkova.

Structure of a dictionary entry

In conclusion, I would like to add a few words about the structure of the dictionary entry.

Any dictionary entry begins with a heading word, which is often written in capital letters and highlighted in bold.

Let us note right away that the words used in dictionaries are always spelled correctly, so if you doubt the correct spelling of a particular word, it is not necessary to consult a spelling dictionary. It is enough to open any one you have at hand.

Most dictionaries also indicate the correct accent. Almost all Russian dictionaries will contain this information. What other notes are there?

After the heading word there is information about which part of speech it belongs to. Then its meaning is described or there is a list of synonyms, antonyms - it all depends on the type of dictionary. The dictionary entry ends with examples of use - quotes from books and magazines. If a given word has peculiarities in its use, this information is also indicated at the end of the article.

conclusions

We have discussed what lexicography is, what dictionaries are and their meaning, listed the main types, and also provided a list of the most useful ones for any educated person.

Remember, if you have difficulty writing or pronouncing a word, or cannot find the most suitable one, you just need to open one of the books we list.

V. N. Sergeev

Everyone knows what a dictionary is. This is a collection of words (usually in alphabetical order) with explanations, interpretations, or translations of the meanings of words from another language.
There are different types of dictionaries. There are dictionaries for specialists, for a wide range of readers, and for schoolchildren.
Depending on the tasks of the dictionary, the composition of words will be different, they will be arranged and explained differently. To get real help from dictionaries, you need to not only know what they are, but also how to use them.
If you are interested in what this or that word means and in what cases it is appropriate to use it, please contact explanatory dictionary. In explanatory dictionaries, in addition to explaining the meanings of words, you will also find information about the stress in a word, its spelling, the most typical phrases, get a brief information about the origin of the word and other information. In explanatory dictionaries, the meanings of words are confirmed by examples from works of fiction, science, popular science and other literature. There are multi-volume and single-volume explanatory dictionaries of the Russian language.
The one-volume “Dictionary of the Russian Language” by S. I. Ozhegov, the most famous of the explanatory dictionaries, has gone through many editions. The dictionary was first published in 1949, its 9th edition, corrected and expanded, and subsequent editions were published under the editorship of our famous linguist N. Yu. Shvedova.
If you have difficulty with stress and pronunciation, please contact spelling dictionary. Dictionaries of correct pronunciation provide information about stress and other pronunciation features of words. Here, for example, are some of these dictionaries: dictionary-reference book “Russian literary pronunciation and stress,” ed. R. I. Avanesova and S. I. Ozhegova (M., 1988); dictionary-reference book “Modern orthoepic dictionary of the Russian language” (edited by K. S. Gorbachevich. Publishing house: AST, 2010); dictionary-reference book “School dictionary on the culture of Russian speech” (compiled by L. I. Skvortsov. Edited by G. V. Karpyuk, Publishing house: Bustard, 2010).
It will help to understand the meaning of a particular phraseological expression phrasebook. In 2013, the 7th reissue of the “School Phraseological Dictionary of the Russian Language” by V. P. Zhukov, co-authored with A. V. Zhukov, was published (edited by G. V. Karpyuk, Publishing House: Prosveshchenie, 2010). An explanation of proverbs and sayings, popular words and figurative expressions will be provided by dictionaries of proverbs, sayings and popular words. Here are just a few of them: V. P. Zhukov. “Dictionary of Russian Proverbs and Sayings” (15th ed., Publishing house: Bustard, 2014); E. A. Vartanyan. “From the Life of Words” (2nd ed., Publishing house: Prosveshcheniye, 2010); S. N. Zigunenko, A. F. Istomin. “A unique illustrated explanatory dictionary of aphorisms and catchwords for children” (Publishing house: SovA, 2011).
Choosing a suitable synonym from a synonymous series will prompt synonym dictionary. For example, the “Dictionary of Synonyms of the Russian Language” by Z. E. Alexandrova (17th ed., Publishing house: Bustard, 2010), which has already gone through many reprints.
Let us remind you that there are a number of other dictionaries: spelling, in which you can learn how words are written; dictionaries of foreign words, explaining the meaning and origin of borrowed words; etymological dictionaries, providing information about the structure and origin of words since ancient times; historical dictionaries showing the development and change of vocabulary over a certain period of time; regional, or dictionaries of Russian folk dialects, explaining dialect words; writer's language dictionaries, giving a description of the entire vocabulary wealth of the writer; dictionaries of word usage difficulties, revealing the nature of the most typical language and speech errors and irregularities; toponymic dictionaries, explaining the history and origin of place names; Dictionaries of Russian word abbreviations, explaining the abbreviation of the word; dictionaries of proper names, explaining the origin of personal names used or used in the Russian language; dictionaries of antonyms, homonyms. The list of dictionaries could be continued.
Where do new words and old words that have new meanings go? Some dictionaries include neologisms as soon as they appear, others only after a certain period of time, when the neologism, having lost its novelty, becomes an ordinary word.
First of all, neologisms are included in special dictionaries and reference books, if they are new terms or professionalisms; new words must be included in writers' language dictionaries, if they represent literary neologisms; they are also placed in dictionaries of new words and meanings, the first to register the appearance of neologisms. Having become a fact of the national language, new words are introduced into explanatory dictionaries of the literary language. In explanatory dictionaries, as we have already said, you can get a wide variety of information about a word.

ON THE FORMATION OF A CULTURE OF WORKING WITH DICTIONARIES IN THE GENERAL EDUCATION SYSTEM OF THE RF. CLASSIFICATION AND TYPES OF DICTIONARIES. 04.12.2015 23:53

I. Formation of a culture of working with dictionaries as part of the educational process

Forming in schoolchildren the need to access dictionaries and the skills to work with them, the ability to extract from dictionaries the information necessary to solve educational problems in various disciplines, within the framework of project activities and in extracurricular work, should become one of the norms of education. Vocabulary culture, which is one of the indicators of the level of development of general culture and enlightenment of both the entire society and the individual, is one of the foundations of information literacy and is necessary for a schoolchild to achieve equally high personal, subject and meta-subject results in mastering the main educational program provided for by the Federal State Educational Standard.

Fostering a culture of working with different types of dictionaries must be carried out throughout the entire educational process: in elementary school, the needs of accessing dictionaries and general educational skills in using them are laid down; in primary and high schools, these needs and skills are developed and consolidated, skills in searching and information work on various disciplines of the school curriculum using explanatory, encyclopedic and special (subject) dictionaries, the ability to use the entire variety of dictionaries when solving educational problems in the disciplines of the philological cycle is laid.

The practice of systematic use of dictionaries in classroom, project and extracurricular activities is designed to contribute to the formation of student intellectual skills in the field of universal educational actions: information search, logical actions for the formation of concepts, sign-symbolic actions for processing and storing information.

II. Classification of dictionaries necessary to ensure the results of mastering the basic educational program of basic general education

As part of the educational process (in academic and extracurricular activities), teachers and students are recommended to use modern dictionaries of various types, differing in purpose, volume and type of presentation of information.

School (educational) dictionaries

Types of school dictionaries: Russian (universal, explanatory, spelling, spelling, stress, phraseological, grammatical, word-formation, dictionaries of morphemes, etymological, thematic for expanding vocabulary and others); bilingual.

Designed for primary, secondary and high school students;

Focused on the educational program, taking into account the educational and methodological interests of the school, the level of knowledge of the student;

Allow primary school teachers, as well as teachers of Russian language and literature, to develop and conduct modern interactive lessons, including in a game form;

They help the teacher to clearly demonstrate and reveal the most difficult topics for the student, to make their study more exciting, to develop the need and ability to independently search, analyze and interpret information;

They develop the student’s systemic linguistic thinking and linguistic culture.

Basic linguistic dictionaries

Types of basic dictionaries: universal, explanatory, spelling, spelling, etymological, grammatical, synonyms, antonyms, homonyms, paronyms, thesauri (including ideographic) and others. The “core” of basic dictionaries: universal, explanatory, spelling and spelling.

Designed for regular use by teachers of general education institutions, as well as students of primary and high schools in educational and extracurricular activities;

Focused on reflecting current linguistic processes, a normative description of the modern literary language, covering the widest possible range of linguistic phenomena that need dictionary commentary;

Help primary school teachers, as well as teachers of Russian language and literature, more effectively design lessons and organize extracurricular activities;

They allow teachers of all subject disciplines to obtain the necessary additional information for organizing design and research activities, developing olympiad and competitive assignments and extracurricular activities.

Fundamental scientific dictionaries

Types of fundamental scientific dictionaries: universal, explanatory, spelling, spelling, etymological, grammatical, synonyms, antonyms, homonyms, paronyms, thesauri (including ideographic) and others.

Designed for teachers of Russian language and literature, as well as children motivated to learn and gifted;

Focused on in-depth study of language, culture, history, nature and society;

Allows you to increase the level of knowledge and broaden the horizons of teachers and students;

Help teachers develop students' ability to identify cause-and-effect relationships, analyze, compare, synthesize, classify and interpret information.

Bilingual dictionaries

Types of bilingual dictionaries: basic, school (different language pairs: English-Russian, Russian-English; French-Russian, Russian-French; German-Russian, Russian-German and others).

Intended for teachers of foreign and national languages ​​and schoolchildren studying these languages;

Focused on translation and interpretation of vocabulary of foreign and national languages;

Necessary to ensure a complete language learning process.

Encyclopedic dictionaries and reference books

Types of encyclopedic dictionaries and reference books: native language, humanities, natural sciences (dictionaries-reference books on physics, chemistry, mathematics, Russian language and literature, history).

Designed for teachers of specific academic disciplines and students who want to improve their knowledge in a particular subject area;

Are focused on providing background information about the realities surrounding a person, culture, history, contain vocabulary and terminology related to a specific academic subject or subject area;

Ensure the convenience of information activities in the subject area being studied;

They allow the student to form a systematic view of the subject being studied.

III. The role of dictionaries in the implementation of the provisions of the Federal State Educational Standard

The role of dictionaries in ensuring personal results in mastering the basic educational program of basic general education

Forming a responsible attitude towards learning, the readiness and ability of students for self-development and self-education based on motivation for learning and cognition involves developing skills in working with dictionaries, which requires studying not only the content of individual dictionary entries, but also the general principles of their organization and arrangement, the meaning of dictionary entries. abbreviations, abbreviations, etc. The student also needs to know the types of dictionaries, their purpose and distinctive features, as well as the most authoritative dictionary publications, and be able to use dictionaries in educational, scientific and practical activities.

The level of student awareness of his ethnicity, knowledge of the history, language, culture of his people, his region, the foundations of the cultural heritage of the peoples of Russia and humanity increases significantly when mastering the cultural heritage of the people reflected in the language. For these purposes, it is recommended to use dictionaries: explanatory, linguocultural, toponymic and onomastic, phraseological, aphoristic, proverbs and sayings, outdated words, etc.

The formation of a holistic worldview that corresponds to the modern level of development of science, taking into account the social, cultural, linguistic, spiritual diversity of the modern world, is possible only with the broad assimilation by students of general scientific and subject concepts, understanding of natural phenomena, categories and cultural objects and when understanding the ways of expressing them in their native and other languages. To master this, it is recommended to use dictionaries: encyclopedic, terminological, linguistic and cultural, explanatory, grammatical, phraseology and aphoristic, bilingual, etc.

It is impossible to master social norms, rules of behavior, roles and forms of social life in groups and communities without mastering the means and rules of speech etiquette. To achieve appropriate results, it is recommended to use dictionaries: speech etiquette, explanatory, phraseological and aphoristic.

To develop the ability to solve moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude towards one’s own actions, as well as to understand the importance of family in the life of a person and society, to understand the values ​​of family life, it is important to take into account generally accepted moral norms. It is recommended to study this part of the vocabulary of the language using dictionaries of phraseology, catchphrases, proverbs and sayings.

Effective formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational and research, creative and other types of activities can be achieved only if students have sufficient vocabulary, accurate and literate skills and precise use of words. For these purposes, it is recommended to rely on dictionaries: explanatory, paronyms, synonyms, antonyms, grammatical and spelling difficulties, spelling, spelling, stress, compatibility, stable comparisons, phraseology and aphorisms.

Forming the foundations of an ecological culture that corresponds to the modern level of environmental thinking is impossible without mastering the most important environmental concepts. To define them, it is recommended to refer to various types of environmental dictionaries: encyclopedic, terminological, popular.

The ability to perceive the artistic heritage of the peoples of Russia and the world, the development of creative activity of an aesthetic nature requires familiarity with the most important categories of aesthetics and major cultural objects. For these purposes, it is recommended to use encyclopedic, cultural, historical, and cultural dictionaries.

The role of dictionaries in ensuring meta-subject results of mastering the basic educational program of basic general education

Forming the ability to independently determine the goals of one’s learning, set and formulate new tasks for oneself in learning and cognitive activity begins with the discovery of categories and objects that are new to oneself. To develop these skills, it is recommended to use dictionaries: encyclopedic, industrial, terminological, explanatory, toponymic and onomastic.

The ability to define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification are formed taking into account the interpretation of general literary vocabulary and definitions of terms. For these purposes, it is recommended to refer to dictionaries: explanatory, terminological, encyclopedic.

The development of skills to establish cause-and-effect relationships, build logical reasoning, make inferences (inductive, deductive and by analogy) and conclusions, as well as create, apply and transform signs and symbols, models and diagrams for solving educational and cognitive problems is facilitated by the study of grammar and word formation and etymology. To do this, it is recommended to use dictionaries: grammatical, collocations, word-formation, morphemes, etymological.

The formation of semantic reading skills is impossible without developing the need to accurately understand the meanings of words and expressions used in the text. To ensure this, dictionaries are recommended: encyclopedic, terminological, explanatory, synonyms, antonyms, paronyms, phraseology and aphorisms, obsolete words.

The ability to consciously use speech means in accordance with the task of communication to express one’s feelings, thoughts and needs, planning and regulating one’s activities, mastery of oral and written speech, monologue contextual speech can be achieved only if students have sufficient vocabulary, accurate and literate skills and precise use of words. For these purposes, it is recommended to rely on dictionaries: explanatory, paronyms, synonyms, antonyms, grammatical and spelling difficulties, spelling, stress, compatibility, figurative comparisons, phraseology and aphorisms.

The formation and development of competence in the field of using information and communication technologies (hereinafter referred to as ICT competence), orientation in the global information space can be more effective when using ideographic and grammatical dictionaries.

The role of dictionaries in ensuring subject-specific results in mastering the basic educational program of basic general education

To form a holistic scientific picture of the world, a general system of scientific knowledge, initial systematized ideas on individual sciences and to know their largest personalities, it is recommended to use dictionaries: encyclopedic, historical, industrial, terminological, linguistic and cultural, toponyms, onomastics. When organizing project activities, it is also recommended to use different types of language dictionaries to improve literacy and verbal expressiveness of the design and presentation of the project, such as: explanatory, synonymous, spelling, spelling, compatibility, grammatical and pronunciation difficulties, etc. When working with especially gifted and highly motivated Children are recommended to consult industry encyclopedias and encyclopedic dictionaries.

In order to achieve better results in the Russian language subject, it is recommended to use:

To clarify the meaning of words - dictionaries: explanatory, encyclopedic, foreign and outdated words, synonyms, antonyms, paronyms, homonyms, linguistic and cultural studies;

For self-editing and mutual editing of essays - dictionaries: explanatory, compatibility, synonyms, antonyms, paronyms;

To compile tasks for semantically and grammatically correct construction of statements - dictionaries: explanatory, combinability, grammatical;

To prevent speech and grammatical errors - dictionaries: explanatory, compatibility, grammatical difficulties, synonyms, paronyms;

To form a culture of oral speech - dictionaries: spelling difficulties, stress;

To improve spelling literacy - dictionaries: spelling;

For the development of verbal expressiveness, linguistic flair and “sense of words” - dictionaries: synonyms, antonyms, paronyms, phraseology and aphorisms, stable comparisons, inverse (to develop the skill of rhyming lines), orthoepic, rhetorical terminology;

To jointly improve communicative and cultural competence - dictionaries: explanatory, linguistic and cultural, personalities, toponyms;

For working with gifted and highly motivated children - dictionaries: young philologist (and linguist), encyclopedic, ideographic;

To improve the level of Russian language proficiency in children for whom it is not their native language, bilingual, linguistic and cultural dictionaries are available.

In order to achieve better results in the subject “literature”, it is recommended to use dictionaries: explanatory, paronyms, historical, linguocultural, outdated words, phraseology and aphorisms, stable comparisons, dictionaries of a young philologist (and literary critic).

In order to achieve better results in the “foreign language” subject, it is recommended to use dictionaries: bilingual, linguistic and regional studies, encyclopedic, etymological (to demonstrate the relatedness of words).

In order to achieve better results in the subject “history”, it is recommended to use dictionaries: historical, encyclopedic, etymological.

IV. Methodology for creating a culture of working with dictionaries in the teacher training system

The system of advanced training for teachers in various subject areas should include the following blocks on mastering methods for developing vocabulary culture in school and learning to use vocabulary and reference tools for the formation of universal educational activities of a cognitive nature.

Formation of a culture of working with dictionaries in elementary school as a series of general educational skills for searching for information in order to increase motivation for learning and targeted cognitive activity.

Development of a culture of working with dictionaries in primary school as part of general educational skills in retrieving information and its logical processing (concept formation) to increase the ability to use these skills in educational, cognitive and social practice, to gain independence in planning and implementing educational activities and to obtain new ones knowledge within the academic subject.

Laying the foundations of a culture of philological work with dictionaries when studying disciplines of the philological cycle to acquire linguistic and literary competencies.

Director of the Russian Language Institute named after. V. V. Vinogradov RAS Academician A. M. Moldovan

School spelling dictionary. List of existing school spelling dictionaries

School spelling dictionaries are created specifically for elementary, middle and high school students.

1) O. D. Ushakova

“Write without mistakes. Schoolchild's Spelling Dictionary" (2002)

This is not just a spelling dictionary - it contains inflections of nouns and verb conjugations, which will greatly facilitate the learning process for schoolchildren.

2) M. O. Volodarskaya

“Dictionary for primary school “4 in one”: spelling, explanatory, phraseological, word structure” (2012)

In this book, all dictionary entries are selected in accordance with the primary school curriculum.

3) O. E. Gaibaryan

"School Spelling Dictionary" (2010)

The "School Spelling Dictionary" contains about 30,000 words of the modern Russian language, as well as a "Brief Spelling Reference Book", containing comments explaining spelling or containing rules according to which the spelling of certain words is determined.

4) A. N. Tikhonov, M. Yu. Kazak

“School spelling dictionary of the Russian language” (2009)

The dictionary reflects the most active part of the vocabulary of the modern Russian language - words, grammatical forms of words, figures of speech that cause spelling difficulties.

5) M. M. Baronova “New school universal dictionary of the Russian language” (2009)

This dictionary is a universal school textbook, since it combines several reference books: “Spelling Dictionary”, “Spelling Dictionary”, “Together or Separately”, “Capital or Small”, “Two Consonants or One”, etc.

6) N. G. Tkachenko

“Spelling dictionary of the Russian language for schoolchildren” (2010)

The spelling dictionary includes about 35,000 words and covers most of the commonly used vocabulary of the modern Russian language. Addressed to high school students, as well as applicants.

The role of using spelling dictionaries in Russian language lessons

written Russian spelling dictionary

The task of developing strong spelling skills in the younger generation of our country rests with secondary school.

The following sections are distinguished in Russian orthography:

· Spelling of significant parts of words (morphemes) - roots, prefixes, suffixes, endings;

· Continuous, separate or hyphenated writing;

· Use of lowercase and capital letters;

· Word hyphenation rules;

· Graphic abbreviations of words.

Spelling is studied in grades 5-7 on a cross-cutting basis on a phonetic-grammatical basis in the process of mastering the concepts of phonetics, morphemics and morphology.

The purpose of teaching spelling: based on the conscious assimilation of language concepts, to form strong spelling skills in students.

Objectives of teaching spelling (according to M.T. Baranov):

1) Introduce students to basic spelling concepts (spelling, spelling rule, spelling error, etc.);

2) To develop spelling skills in schoolchildren based on these concepts;

3) Teach schoolchildren to write words with untestable spellings;

4) Teach students to find spelling errors and correct them;

5) To develop in schoolchildren the ability to use a spelling dictionary.

A spelling dictionary should become a student’s reference book when performing all written work: selecting words with a certain spelling, selecting words with the same root, selecting words with the same structure, etc.

Everyone needs a spelling dictionary to prevent arbitrariness in the spelling of words, especially in cases where the spelling does not obey the rules, but is determined by the dictionary. As a result of private access to the dictionary, students develop visual and motor memory.

Since 1934, the “Spelling Dictionary” by D.N. Ushakova and S.E. Kryuchkova received a wide “registration” in high school. It can be found in almost every student. This circumstance makes it possible to widely use this dictionary not only as a spelling reference book, but also as a didactic aid for performing various exercises. Working with a dictionary makes it possible to introduce students to reference literature even in the early grades.

The spelling dictionary contains the alphabet and letter names. The appendix provides a list of male and female names used in modern language and partially in literary works of the past. Names are given in their official-secular form. For example: Alexander, Alexey, Maria, Svetlana (not Sasha, Alyosha, Masha, Sveta). At the beginning of the dictionary there is a brief summary of the most important spelling rules (112 paragraphs in total).

The main body of the dictionary contains about 13,000 words. In some cases, the necessary explanations are given in parentheses after the title word. For example, to ensure that students do not confuse two words with the same root, or similar in sound, different, or partially coinciding in meaning, the dictionary briefly explains the lexical meaning and gives the grammatical form of the word. For example: subscriber (who subscribes), Australian (resident of Australia), Austrian (resident of Austria), addressee (who sends), addressee (who receives), etc.

From the first years of education, it is necessary to teach schoolchildren to use a spelling dictionary as a reference. The first exercises should be related to ensuring that students understand the essence of the alphabetical principle of arranging words in dictionaries, taking into account not only the first, but also subsequent letters. To do this, it is necessary first of all to achieve a solid mastery of the Russian alphabet.

It is especially important to use the dictionary as an effective aid in Russian language lessons and when doing homework. In this case, the tasks must be as specific as possible: it is necessary to clearly and accurately indicate a specific letter or page of the dictionary from which students must write down the given words. This will improve students' productivity and eliminate the need for them to continually flip through pages of the dictionary. Spelling tasks for prefixes can provide a wide opportunity for using the dictionary. For example: write out 10 words from the dictionary with the prefixes pre- and pre-, in which you can clearly distinguish the meanings of these prefixes.

Properly organized vocabulary and spelling work necessarily involves systematic, everyday work with dictionaries.

When performing independent work, students are given the opportunity to use a textbook, tables, and a spelling dictionary.

Students also keep individual dictionaries - reference books, which they can use in their work. But the main tool for memorizing the spelling of difficult words and preventing mistakes is the school “Spelling Dictionary,” which eliminates the possibility of memorizing incorrect spellings and provides information on the spelling of any word. Having it constantly at hand, students quickly get used to it and ask for help even without the teacher’s reminders.

The Dictionary is often used for special exercises. So, when repeating the spelling of a particle not with different parts of speech, such work is carried out. Write on the board:

indignant bad weather restless accidentally

perplex adversity incessantly by chance

dislike ignoramus unprepossessing unexpectedly

First, students read the words to themselves. Then each column is read aloud, the part of speech is indicated and the continuous spelling of “not” is explained.

Everyone is working intently with the Dictionary; the teacher monitors the work, providing assistance to those who have questions in the margins (c).

When the work is finished, it is checked. By performing this exercise, students not only consolidated their spelling, but also repeated the most important parts of speech, enriched their vocabulary, learned the spelling of new words, and practiced using the dictionary.

In the methodological literature on the Russian language, the idea of ​​the need to use various types of dictionaries and reference books as reference material in Russian language lessons has been repeatedly emphasized.

An analysis of repeated dictations and creative works confirmed that among the mistakes made by students, mistakes that could be prevented with the help of a dictionary occupy a large place: 40-50% of all mistakes made.

In creative works, the percentage of such errors is even higher.

Eliminating errors that can be eliminated by referring to a dictionary will greatly improve students' literacy, so the question arises about the need to teach children to use a dictionary in all necessary cases.

It would be desirable to have official permission to use dictionaries when performing various tests, including exams.

The school prepares students for life. It is clear that it is impossible to give the entire volume of knowledge on this subject over the years of studying at school.

Teachers, doctors, engineers constantly use various reference materials in their work, and no one blames them for this.

Only students who are still at the origins of science are deprived of this right. But students, especially in high school, use such words and construct syntactic structures that they have not encountered before. What is better: a student will look it up in a dictionary, write it correctly and remember the spelling of a given word, perhaps for the rest of his life - or a student who does not have the opportunity to clarify the spelling of a word will make a mistake in a given spelling, and then repeat it more than once? Which student (of these two) will be more adapted to the conditions in which he will find himself after school? Perhaps the first. By turning to the dictionary, he is able to independently resolve the doubt, i.e. correct the mistake.

The question arises about the effectiveness of dictionaries. When answering it, one cannot help but take into account psychological factors, namely: the student who found the right word in the dictionary, saw it spelled correctly (visual memory comes into play), and wrote it correctly. In the process of cognition and memorization, visual memory plays no less a role than auditory memory, therefore knowledge obtained through independent work with a dictionary is stable.

Of course, working with a dictionary is not the only means of fighting for students’ literacy. Let's try to determine this measure.

Students turn to a dictionary when they are unsure about their spelling. But the trouble is that they do not always doubt, although they make mistakes. Students do not turn to the dictionary not because they do not want to work with the dictionary, but because they do not see spelling patterns.

Therefore, the degree of dictionary use is approximately equal to the degree of spelling vigilance. To enhance the role of the dictionary, it is necessary to work on developing spelling vigilance.

It is necessary to teach children to check in the dictionary not only the word found in the text, but also related words of other parts of speech.

Students, for example, write the word “exiled” with one “s”, since this word is not in the dictionary. But the dictionary gives a related word “link”. Therefore, from the very beginning of working with the dictionary, it is necessary to explain to students how to use the dictionary and which parts of the word cannot be checked in the dictionary. In further work, skills and the ability to work with a dictionary must be consolidated practically, that is, include the following types of work:

1) Find a word in the dictionary with which you can check difficult spelling in the words: exile, meeting, settlement, converted, link.

2) Find spellings that cannot be checked using a dictionary: in the capital, on the Volga, I was at a meeting, from a neighboring village, the lake was hidden, in a dilapidated barn, etc.

Although the effectiveness of dictionaries depends on relative spelling vigilance, at the same time, the systematic use of a dictionary in turn contributes to the growth of spelling vigilance, and therefore to an increase in students’ literacy.

Working with a dictionary is one of the issues that requires a solution; it is necessary to continue to search for new methods of working with the dictionary, to find out new ways of using it.