Dictionary of literary quotations as a tool for solving methodological problems

Introduction. The variability and instability of the world, the precariousness of human existence in the 21st century make us think about the eternal questions of being. In the era of "plot compression", information packaging, in literary quotations from classical texts of Russian and world literature, there lives a timeless, inexhaustible source of universal human values. The system of literary quotations from works of the school curriculum, presented in the form of a dictionary, can become a new tool in solving current methodological, including educational, problems in school literary education. The purpose of the work is to substantiate the need to create a dictionary of literary quotations to solve current problems of school literary education. The study is conducted in the field of lexicography and methods of teaching literature. Materials and methods. The study material included literary quotations from school curriculum texts, soviet and russian dictionaries of quotations, aphorisms and catchphrases; Russian and foreign studies of the interpretive activity of schoolchildren. Methods: analysis of Russian and foreign scientific publications, content analysis of dictionaries and collections of quotations; a survey among 10th-grade students to identify the method of familiarization with a literary work; modeling of a dictionary entry, introspection method. KEYWORDS Results. Based on the analysis of Russian and foreign scientific sources, we identified the following methodological tasks in school literary education, the solution of which can be helped by a dictionary of literary quotations as a methodological tool. We compiled a list of 150 dictionaries, from which 65 dictionaries were selected. Based on the criteria correlated with the methodological tasks, the presence or absence of conditions for solving the set methodological tasks were identified. During the content analysis of the dictionaries, the most effective and productive methods of lexicographic description of a quotation as a cultural phenomenon were determined. Based on the obtained results, the structure of the lexicographic article of the developed dictionary of literary quotations is described. historical learning, historical thinking, research-based learning model Conclusion. A set of quotations united by the structure and genre of the dictionary can become a powerful universal tool for solving current methodological problems of school literary education. In the future, further research is planned to develop a dictionary of literary quotations and a teaching aid for work.