A textbook of the Russian language which traditionally has been regarded as a vehicle carrying the contents of education and performed informational, motivational, systematizing, organizing, developing and some other functions, is changing when it was included in the digital educational space. The modern theory of Russian language textbook researches the following issues as the functions, contents, structure of a textbook in the changed educational space; the use of various multimedia resources, information and communication technologies is the most remarkable feature. The problem of correlation of traditional textbook and the electronic format textbook is quite frequently discussed. The question of self-sufficiency e-textbook that may become the main mean of education and the basic tool of information-educational and communicative environment modeling is staying controversial.

The purpose of the study is to identify aspects of structuring the educational content of a contemporary textbook on the Russian language in the age of the digital educational space.

The principal methods of this study are content analysis, systematization of the results of pedagogical and methodological academic studies with the aim to identify the degree of awareness about the problem under review; generalization of the author’s experience in handling standardization of the subject content of the school course in the native Russian language; reflections on the author’s own research and teaching practice.

Analysis of the current trends in the teaching of the Russian language allows to assert the value of the category of values in the educational strategy. In the context of orientation of the textbook to modern requirements the role of the text in the characteristic of language as an expression of value and personal meanings is emphasized. Providing personal and humanistic thinking and the formation of value view of students in the Russian language is more successful on a wide background of text material by stimulating a variety of ways of original work of students. Its predicted results are closely related to the awareness of the value of the Russian language. Attention is paid to the resources associated with the organization of open educational space on the basis of axiological ideas as the leading in the theory of school education and textbook.

The basis for the study of the Russian language in the school is the Federal state educational standard basic General education which, as you know, proclaimed the priority of system activity approach, aimed at mastering the system of meta-subject and subject nowledge, skills in the process of intensive learning activities, which is possible on the basis of personality-oriented learning. The formation of the ability to build their activities independently, to seek and find more rational ways to obtain results are important.
The most important means of organizing educational activities of students is a textbook, its content should be focused on the synthesis of language, speech and spiritual development of students, which requires a certain approach to the distribution of educational material. The most expedient is the selection of such basic aspects of the content: information about the essential features and categories of the language concept, the algorithm of actions with the language concept, information on the culture of speech, features of the use of the named concept (text-forming function), spelling rules associated with the studied concept.
In addition to the textbook on paper basis in the modern education system is an electronic textbook which allows the teacher to increase the motivation of learning, to interact quickly with the whole class and individually with each student, and gives the student the opportunity to advance in the study of a specific topic based on their willingness and ability to perceive the proposed training material.

The article considers the problem of improvement of modern educational books, which arises from the sociocultural changes, as well as from a whole range of phenomena influencing the modern generation’s personality development. Methods: the content analysis of dissertations, monographs, educational publications; semantical and cognitive analysis of language means, thorough analysis of research works in the field of Russian language teaching, pedagogical observation and ranking.

The main findings of the paper: it’s offered ways of content upgrading of Russian language teaching within the language education communicative paradigm of the 21st century. In particular, the author offers three tasks to be solved concerning the axiological aspect of educational content, the developing character of teaching realised according to the graduality principle, and also issues of developing periphrasis and discourse competencies in the process of native Russian language teaching.

Conclusions: we present organisation of the systematic work to master periphrasis in studying the key sections of the Russian language course. It will make it possible to focus on the objective of communicative competence development with regard to its components – the discourse competence and periphrasis skills of the learners.

The author discusses a currently important issue –design of the textbook-based home assignment in teaching the Russian language as a school subject. The author views the purpose of this article in drawing attention to that issue, because home assignments largely consist of textbook exercises. However, since the goals of education, principal approaches to the design of the educatory process, and the teaching environment have changed in the past decade, it is necessary to update approaches to the design of schoolchildren’s home assignments in the Russian language. Having based on advanced methods of academic research, completed experimental work and her own school-teaching experience, the author comes at the conclusion that existing textbooks of the Russian language provide ample opportunities for the design of home assignments targeting development of modern education’s key skill in the students – ability to self-educate. At the outcome, the study helps to identify the teachers’ priorities in organizing homework of schoolchildren and describes the vectors of changes in organizing textbook-based homework. The working methods and techniques proposed by the author take into consideration the informational and educatory environment of the contemporary school student, and have been tried out and evaluated within the framework of experimental activities.

The article examines textbooks on the Russian language for the middle school in terms of the presence of texts from children’s and teenage literature. The results of a comparative analysis of six textbooks for 5th grade (edited by Shanskii, M.M. Razumovskaya, S.I. Lvova, L.M. Rybchenkova, A.D. Shmelev, G.G. Granik) are presented. The author also reveals the possibilities of textbooks in introducing teenagers to reading children’s literature of the 20th and 21st centuries.

One of the goals of the Russian language course in the primary school is the formation of the communicative literacy. The content of the course should be aimed at understanding the wealth of linguistic means by primary school children; the formation of the ability to detect a violation of linguistic norms and the inadequacy of the linguistic means used in the speech situation; the accumulation of the experience in choosing of linguistic means in accordance with the peculiarities of the speech situation; the creation of oral and written texts that meet the criteria of content, connectivity, compliance with the norms of the Russian literary language. The article considers the classification of exercises that contribute to the formation of communicative literacy. The author gives the examples of exercises where the student acts in different roles: the student is an observer of the speech situation and analyzes the adequacy of the choice of linguistic means; the student is a direct participant in the given speech situation and makes a choice of language facilities; the student is offered to create the speech situation himself, to independently construct an oral and written text.

The article is dedicated to the problem of the formal wholeness and conceptual unity of the novel that is consisted of the manifold and multidirectional dialogs.

In the article the features of the new style of harmonious simplicity of Tolstoy, formed during his work on the creation of the «Great primer» are considered. The ways of rhythmizing the prosaic text, the nature of word usage, the reduction of the number of tropes and the peculiarities of using the small tropeic series, features of non-fiction narrative and techniques for constructing an emotional plot are analyzed through the example of the «Fourth Russian Book for Reading». Tolstoy’s linguopoetic methods, which later became part of the Russian literary tradition, are revealed.

The article is dedicated to the analysis of some ways of language game creating in the poetry for children by B. Zahoder. The author considers repeat, destroying of frazeological imagery, antithesis, word creation, as the means of cognitive and pedagogic tasks of children literature and achievement of poetic texts intertaining solution.

This paper‘s aim is to identy some Old Russian lingustic relics in present-day Russian. For this purpose, the method of comparison of synchronous linguistic levels is used. Most elements of the Old Russian linguistic system have undergone some kind of evolution; some of them disappeared completely (e.g., relativizers to and že), or stayed unchanged (e.g., the declension in singular of feminine *ĭ-stem nouns), or survived only in some dialects (e.g., infinitive r’uti), or are absent from the standard language, but exist in the colloquial language and dialects (e.g., indefinite pronouns identical to interrogative pronouns). Some features are present in the Russian language as unique relics only. Such relics are manifold and sometimes not easily recognizable.

The article deals with the relationship between the terms «word of the year» and «neologism of the year», and the examples are the words, annually nominating as «word of the year», and neologisms of the last few years. The main research methods are statistical, comparative, and lexicographic description. Usually nomination «Word of the year» presents words, long-existing in the Russian language, borrowings, as well as author’s occasionalisms. The cultural and social aspects prevail in this campaign, while linguistic aspects are not involved. It seems that the verbal image of the year is a more complex and mosaic phenomenon. It can be reconstructed with the help of representative linguistic data scrupulously collected by lexicographers.

The expression karmannye den’gi (pocket-money) is the calque of French Argent de poche or German Taschengeld, appeared in Russian in the second half of XVIII century and connected with the semantic transformation of the noun karman (pocket) (loanword of Turkic languages) and adjective karmannyy (pocket). The dynamic getting of the westeuropean facts into Russian life and terms into the language in the beginning of 18th century caused the impact in semantic structure of the word karman (pocket) with its old meaning ‘pouch; sewing on clothes moneybag’ and the new one, calqued ‘sewed inside part f clothes’. Next to the new meaning lots of other calqued collocations both for particular things (pocket watch, pop-up dictionary) (karmannye chasy, karmannye den‘gi entered the Russian language. The adaptation and implanting of the borrowed collocation karmannye den’gi (pocket-money) in the Russian language of 18 – beginnig of 20th century.