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...

The article discusses two aspects of the development of the students' information culture in the modern Russian school. The authors consider the theory and practice of the development of communicative and cognitive skills of the text information processing. They also introduce the task of the development of students' information culture in the course of research training. The authors explain the research training as a special type of the training which forms the need for realisation of the cognitive activity, ability to use the research method of knowledge of life for the decision of practical and theoretical problems. The authors condition the new approach to the phenomenon of «the academic culture» outlined in this article by the fact that this notion is not analysed in the traditional context of the higher (university) education but with the regard to the system of the secondary education. Three levels of the students' academic culture are considered: value, cognitive and operational. The latter is linked to the phenomenon of the academic culture. The academic report made by a pupil indicates the level of the development of his academic culture; it reflects the process and the results of an educational research. The article presents the analysis and evaluation of the texts of academic reports made by pupils-researchers in terms of the verbalisation of the emotional concept «surprise». The article also provides the overview of basic trends in the study of the cognitive emotion of «surprise» in the Russian and foreign science.

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The article analyzes relevant aspects of the Russian language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian language course the authors conclude that relevant aspects of the school course syllabus come The article analyzes relevant aspects of the Russian (native) language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. The article aims at drawing attention to peculiarities of designing the study content of the mother-tongue course formed at the edge of the 19-20th centuries which are still fruitfully developing nowadays. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian (native) language course the authors conclude that relevant aspects of the school course syllabus come down to progressive movement towards competence approach in the presentation of the course’s content; actualization of its supra-subject (meta-subject) function; implementation of its axiological aspect; orientation of the school course on the development of the child's personality, one’s cognitive and creative abilities, as well as spiritual and social experience. The research resulted in methodical system aimed at meeting axiological, thematic and meta-subject challenges during the students’ broad-ranging activities.

The article describes main directions in the selection of test materials for the All-Russian Olympiad (hereinafter Olympiad) for schoolchildren in the Russian language, as well as forms of their presentation. An analysis of some tests in the regional and final stages of the Olympiad was carried out. It is shown that the process of selecting test materials for the Olympiad is influenced by such problems of teaching the Russian language at school as formation of normative literacy skills, ability to work with various types of linguistic dictionaries and reference books, ability to evaluate the processes occurring in the modern Russian literary language.