The authors consider the process of teaching learners reading digital texts as pedagogical support for their search activity. Taking into account psychophysiological regularities and psychological mechanisms a teacher gets an opportunity to simulate the environment and conditions for learners to form implications, formulate questions and implement research and search for new questions based on the obtained results with the help of hypertextuality, multimedia and interactivity of digital texts in a real educational process. The purpose of the study is to identify a strategy for reading digital text. The simulation experiment for senior learners includes two opposite ways of teaching reading digital text. He/she had to start first with the short text reading, then with the corresponding picture and vice versa. The personal significance of the read text or picture, understanding of the text content and the accuracy of its reproduction were taken into account. Experimental evidence suggests the importance of using strategies for teaching reading a digital text as strategies allow the learner to act as a subject of attitude to the subject of knowledge. Teacher’s digital text-based sequencing of learning situations, based on the principle of integrity, provides a sequence of future-oriented behavioral acts in the context of neuroscience achievements.

In this article the use of electronic resources in compliance with the didactic goals of developing research potential in high school students is represented. The implementation of these goals is aimed at achieving subjectivity and subjectness which represent the integral process of developing the personality in students. The idea of subjectivity is implemented when electronic resources enable the student to plan his or her own development in education connected with an informed choice and coordination of different offers of educational services to build his or her own educational programme. The idea of subjectness means that using the digital resources and technologies, the student acquires experience of intellectual self-organization which enables him or her to achieve a higher degree of proactiveness and independence. The research potential can be evaluated with the help of digital tools as follows: referring to the past � as a general resource of natural and acquired research aptitude which ensures their further development; referring to the present � as research aptitude which is in demand in definite cultural and creative circumstances; referring to the future as �proximal development zone�, as research aptitude which, for a number of reasons, has not been used and is expected to be developed in future in the course of cognitive activity. The author presents pedagogical characteristics of digital tools which are used to estimate the dynamics of the development of personal research aptitude from the point of view of culture genesis, as well as the manifestations of the emotional and cognitive components of cognitive activity and to ensure comprehension by high school students of their self-development in the process of gaining new knowledge.

The author provides evidence of the sharpened need to extend theoretic and technological foundations of developing higher school students’ research skills at the lessons with the help of Internet. Research potential is treated in the context of culture genesis, while development of research potential in the course of teaching process is considered with respect to ideas of subjectness and subjectiveness. Ways are proposed to integrate Internet in the teaching conditions and adapt to current technologies of development upperclassmen’ research potential at the lessons.

The author introduces the concept of “educational situation, conducive to development of a student’s research potential”, provides detailed characteristics and classifi cation of such educational situations. It is shown, that each educational situation refl exes the synthesis of the ideas of integrity, culture genesis and systemogenesis. The very consistency of educational situations, conducive to the student’s research potential development, suggests, that in the course of studying a school student is taken fi rst to make steps towards cultural genesis of a lower complexity level and then is moved in the direction of culture genesis of a higher complexity level. The material presented is useful for transition to modeling educational situations, conducive to a student’s research potential development, and to line-up such educational situations in terms of didactic module and to implement these educational situations in the real practice of teaching.

The author considers the use of universal educational activities stipulated in new State Educational Standard for high school classes as a didactic field of modelling innovative technologies of inquiry-based learning of high school students. Correlation of universal educational activities (UEA) with separate indicators of schoolchildren�s research potential enables a teacher to plan, to conduct and to measure its development precisely. In terms of UEA indicators of schoolchildren�s motivation to research (cognition) are considered as individual learning outcomes, indicators of their scientific way of thinking, creativity and technological readiness for research � as meta-objective learning outcomes.