�������� ���������� � �������������� �������� �������� ������������������ ���������� ����������������

Abstract

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.