Zasnova šolskega slovarja za otroke v 1. in 2. vzgojno-izobraževalnem obdobju

Dobro razvita poimenovalna zmožnost z bogatim besediščem ni pomembna le za uspešno sporazumevanje, ampak vpliva tudi na splošno znanje, uspešnost učencev v šoli in njihovo motiviranost pri učenju. Ker nimajo vsi učenci doma enakih spodbud, je vloga šole pri širjenju besedišča zelo pomembna. Eden izmed načinov razvijanja poimenovalne zmožnosti je raba slovarja, namenjenega učencem in prilagojenega njihovim spoznavno-jezikovnim zmožnostim. V doktorski disertaciji obravnavamo slovar, namenjen učencem na razredni stopnji osnovne šole, in ga imenujemo otroški šolski slovar (v nadaljevanju OŠS). Poskušamo ga definirati, opredeliti njegove značilnosti in vloge. Na podlagi pregleda tuje in domače literature, analize nekaterih tujih in domačih slovarjev, namenjenih učencem, anket učiteljev, tretje- in šestošolcev, analize spisov učencev ter pregleda učnega načrta za slovenščino in učnega gradiva za jezikovni del pouka slovenščine od 1. do 6. razreda ugotavljamo, da obstaja potreba po OŠS, in želimo čim natančneje opredeliti čim več stvari, povezanih s sestavo takega priročnika. Doktorska disertacija je prispevek k metaleksikografski in jezikovnodidaktični znanosti. Tema je OŠS, ki ga v slovenski znanstveni literaturi še ni izčrpno obravnavalo veliko avtorjev. Vidimo ga kot jezikovnodidaktični pripomoček, ki pomaga učencem pri razvijanju njihove jezikovne, predvsem poimenovalne zmožnosti. Pomen disertacije je tudi njena uporabna vloga. Predlagana zasnova slovarja je namreč lahko izhodišče za dejanski nastanek OŠS, katerega rabo bi morali spodbujati učitelji razrednega pouka pri vseh predmetih. Nenazadnje je disertacija tudi spodbuda za nastanek šolskega slovarja, namenjenega osnovnošolcem na predmetni stopnji in dijakom.To have well developed lexical competence with a wide vocabulary is essential, not only for successful communication but also due to its impact on general knowledge, pupils\u27 school success and their motivation to learn. Since not all pupils receive the same level of encouragement at home, the role of the school in building their vocabulary is crucial. One of the ways to build on lexical competence in class is to use a dictionary intended for pupils and adapted to their cognitive and linguistic abilities. This doctoral thesis focuses on the dictionary intended for primary school pupils aged 6-10, the so-called primary school dictionary. I will seek to define it and specify its characteristics and roles. Having reviewed foreign and Slovene reference works, analysed some foreign and Slovene school dictionaries, carried out a survey among teachers and pupils aged 8 and 11, examined pupils\u27 essays and reviewed the Slovene syllabus and school materials for Slovene for pupils aged 6-12, I have established the existence of a need for a primary school dictionary. I, therefore, wish to define in as much detail as possible several issues related to the composition of such a reference book. This thesis will be a contribution to meta-lexicography and language didactics. Its topic, primary school dictionary, has not been explored in detail by many authors in Slovene scientific writings. I see it as a language didactics tool that aids pupils in developing their linguistic, and particularly lexical, competence. The thesis is also important for its applicative role: the proposed dictionary concept can serve as the basis for an actual primary school dictionary, the use of which should be encouraged by teachers of pupils aged 6-10 regardless of the subject being taught. And not least, this doctoral thesis should serve to facilitate the emergence of secondary school and upper secondary school dictionaries