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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.