The article analyzes the issue of ensuring the educational activity of primary school teachers as a socio-methodological problem based on the stages of the heuristic method (creating a problem situation, putting forward a hypothesis, theoretical justification, experiment and reflection). The research used a mixed approach, and a diagnostic questionnaire, lesson observation (based on rubrics), as well as semi-structured interviews were conducted with the participation of a primary school teacher. The results showed that the systematic introduction of heuristic tasks, open-ended question-and-answer formats, problem situations and small studies significantly increased the cognitive activity of teachers, reflexive skills and the creativity component in lesson design.  

Primary education, problem situation, reflection

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