Abstract. The authors of the article claim that the information age makes it crucial to reconsider the principles of the student-teacher relationship (teacher communication style). Traditionally the interaction of subjects of educational discourse in the pedagogical rhetoric is considered from the standpoint of communicative leadership of the teacher. The information age is changing the meaning of term "communicative leader", which is described in this article with examples of interaction between research education subjects. The new communicative leadership supposes a three-level model of a teacher's communicative competences: conscious rhetoric skills (the ability to manage creative interaction with students) and facilitation skills. Further in the article, the comparison of facilitative and conventional teacher communication styles is carried out. Facilitation is opposed to inefficient communication styles and is seen as different from efficient communication styles in the level of trust and respect for the student, as reflected in the provision of freedom of choice and independence in problem solving processes. The facilitative student-teacher relationship principle in the educational environment is demonstrated based on the example of grammar school No. 118 in Rostov-on-Don. It is stated in the article that case technology can be considered to be one of the efficient student-teacher interaction technologies corresponding to facilitation ideas. The teacher's operating model for building this case is described.New opportunities in the educational process are driving the need for a thorough understanding of such terms as "information-learning space" and "educational milieu". The information environment of society is inextricably connected with the educational space for pupils and higher education students. That is why pedagogical research now often uses the term "information-learning space", defined as an "environment of verbal and documental-type communication, formed for the purposes of cultural and educational development of its subjects". [1] The modern educational space is characterised by a massive amount of information, a complex socialized knowledge system, and a variety of ways of accessing knowledge and cultural values.Today's senior high school students should know how to work under the constantly increasing amount and speed of information flows, modernisation of the social communication infrastructure, and the growth of digital information. Along with educational resources for compulsory education, we are experiencing an emergence of resources that are giving students the opportunity to receive additional education and satisfy self-education needs (e-libraries, virtual museums, exhibitions, audio and video materials, etc.). The accessibility of educational space removes space constraints, thereby enabling a student to access any kind of information, regardless of space and time.Researchers note that increases in information volume and knowledge volume are fully independent processes and are not dire...

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The paper examines methodological conditions necessary to achieve the expected learning outcomes of studying Russian as a school subject. To be more specific, careful attention is paid to such aspects of teaching school students as written text creation, analysis, and assessment of their own and other learners’ speech acts from the standpoint of the communicative task, situation, and the conditions of communication. The performed analysis of learners’ final (‘December’) essays and detailed (comprehensive) answers written in the Unified State Exam (EGE) in the humanities testifies to the existence of serious shortcomings in teaching school students to produce written speech spontaneously. One of the most significant problems is the mass creation of pseudo-texts by school students in conjunction with written speech templating. The major reasons for this phenomenon lie in methodological flaws such as the replacement of writing skills formation by preparation for a specific essay type. Other flaws consist in the lack of attention to the specific features of writing as a speech activity and in the prevalence of teaching practices related to producing texts on the basis of clichés and templates suggested by the teacher. The aim of the paper is to substantiate the point that teaching writing will only become effective in case learners are aware of the specific nature, features, and laws of writing treated as a type of speech activity. The analysis of methodological research into learners’ speech development issues, works on speech studies and the psychology of speech combined with a comparative analysis of learners’ detailed written answers enabled the author to obtain the results presented in this paper. The method employed in the study is modelling a system of tasks on the basis of a rhetorical approach. The analytical tasks described in the study are specially tailored for school students. Doing them, learners will definitely gain an insight into the dialogic nature of written speech as it is addressed to an ‘imaginary interlocutor’. They will also become aware of the distinctive features of a writing person’s motivation as well as primary objectives that have to be achieved at each stage of writing. The excerpts from school-leavers’ essays with comments made by the author confirm the effectiveness of the proposed methodology.

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