Modern Primary School: Successful Teaching and Learning

The article highlights the dialectic of interaction and feedback between the teacher as a subject of learning and the student as a subject of learning. Violation of such relationships creates risks for the successful activity of both subjects. Based on the diagnostics of the didactic process, the dependence of many difficulties that children encounter on methodological inaccuracies, flaws, and even mistakes of the teacher are traced. The mechanisms for preventing difficulties of this kind in organizing the educational process to ensure the success of a primary school student in learning and the success of a teacher in teaching are described. The priority goals of modern primary education and the tasks that primary school faces today are highlighted, with an emphasis on the teacher’s readiness to solve them.