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Background. The focus is on the potential of Russian scientific school for shaping the linguistic worldview of students in Russian schools when teaching the Russian language. This scientific school was created by Doctor of Pedagogical Sciences Mikhail Trofimovich Baranov. At the moment, the academic subject Russian language is considered from the ideological positions of socialization and personal identity, determining value priorities in the knowledge of Russian culture. The educational role of the Russian language as a meta-subject in personal development is being strengthened. Objectives. The research aims at evaluating progressive ideas and trends in the methods of teaching the Russian language. Their importance in obtaining quality results in the educational process as well as positive connections between the scientific achievements of methodological scientists and the possibilities of their application in the present time are identified. Methods. The study was carried out on the basis of a review of the works of the leader of the scientific school M.T. Baranov and analytical materials devoted to this scientist at different periods of time. A and analysis were carried out, assessing His contribution to Russian science is assessed in the analysis of selected publications of 2024. Results. The personal contribution of the scientist, whose ideas are continuously enriched by his successors, is of great importance. The objectivity of the assessment is based on the basic principles of the scientific school of M.T. Baranov and the prolonged and multidimensional nature of research in the development of the teacher’s ideas in science. Conclusions. The study has shown the potential of the scientist’s methodological heritage in a number of relevant issues: systematic study of the Russian language in secondary school, active attention to children’s speech, its enrichment and content, theoretical understanding of spelling methods, reliance on the traditions of cognitive-aesthetic teaching of the Russian language and speech.

The problem of optimization of the process and results of language teaching, and speech is among the topical problems in modern methods of teaching Russian (native) language. Scientific research is addressed to the theoretical understanding of the developing potential of the cognitive component (based on the data of modern psycholinguistics and cognitive linguistics) language and speech actions, speech writing, and practical techniques, which help in the organization of activities implemented by a reliance on cognitive mechanisms of students. This article underlines the importance of cognitive mechanisms; cognitive components of language and speech skills are analyzed. The key idea is to proof the feasibility and effectiveness of cognitive-communicative approach in teaching Russian language in school for the successful formation of language and speech actions, which are based on conscious thought, the meaning of activities.