Introduction. The content of the article analyzes the possible relevance of using forms of distance learning of the Russian language in elementary school; the definitions of “distance learning”, “digital education” are represented; the implementation of certain forms of distance learning classes in the Russian language is argued; the conditions for the use of distance learning to achieve the desired result are noted. The purpose of the article is to present a number of provisions for the implementation of forms of distance learning of the Russian language in elementary school.

Materials and methods. The main research methods are the analysis of pedagogical literature, educational standards devoted to the problems of distance learning of the language, classification and distribution regarding the forms of distance learning, as well as knowledge, skills and abilities in the Russian language according to the curriculum of elementary school. The material was working programs on the Russian language for elementary school, books for teachers by the authors of these programs and their proposed lesson notes.

Results. Factors are presented that significantly affect not only the effectiveness, but also the possibility of using the technology of distance learning of the Russian language in primary grades, which relate to almost all the realities of modern school education; thus, emphasis is placed on a number of specific features of the use of distance technology in teaching children from seven to ten years old. The concepts of “language environment” and “speech environment” are differentiated, the problem of creating and developing a speech environment in the conditions of distance learning of younger schoolchildren is considered. The risks associated with specific situations in which this form can be implemented are named. The most effective forms of classes in the Russian language are substantiated in terms of the formation of certain knowledge, skills, and structuring of communicative competence in situations of distance education.

Discussion. The problem of using a distance form of teaching the Russian language in elementary school is included in the area of active study at the level of the Ministry of Education of the Russian Federation, in modern areas of psychological and pedagogical disciplines, in the aspect of the development of digitalization of education and the availability of high-quality educational content in information resources, as part of the formation of a special kind of teacher communication and students in primary school in atypical (or extraordinary) situations. In the near future, it will be necessary to analyze the effectiveness of using forms of distance learning of the Russian language for younger students.

Conclusion. The implementation of distance learning technology in the process of linguistic education is, firstly, an opportunity to obtain specialized knowledge about a particular language system outside the classroom and on the job and, secondly, one of the effective ways to form a competitive teacher in demand, capable of self-education, oriented in the digital information environment.

The concept of the implementation of distance learning of the Russian language in elementary school as a whole is innovative and is objectified both by external factors (or life circumstances) and the specifics of the material to be learned, as well as other possible positive results (for example, the formation of skills for independent work with a source, performance of educational activities according to instructions or plan, written and oral communication with teachers);

The introduction of forms of distance learning should be guided by a number of specific conditions - legislative, regulatory, material and technical, qualification, psychological, linguodidactic;

The use of distance learning should be consistent with the nature of the primary education curriculum that is relevant in this institution.

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