The article discusses the current state of teaching Russian language, discovers the nature of philological education, outlines the main problems of the implementation of the standard in school practice, analyzes the problems of formation of universal educational actions within the context of the implementation of cognitive-communicative approach, presents the description of personal, subject and metasubject results. It is proved that with a foundation of cognitive component the favourable conditions for the formation of universal educational actions are created, due to which various thinking processes are improved, knowledge, skills and abilities required for further education and development are formed. The problem of selecting strategies (general and individual) is touched upon which will allow achieving positive interaction between participants of communication. The focus of attention is formation of personal results of learning which include learners’ willingness and capacity for self-development and self-determination, school-leavers’ value-semantic system.

The article presents the description of the key points of system activity approach in teaching Russian language. It is proved that the considered approach makes it possible to combine the processes of education and upbringing and is indissolubly related to the development of a school student’s linguistic personality. The main ways of achieving personal, subject and metasubject results were singled out and listed the difficulties which participants of educational process may face.

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