Провокативные приемы в обучении студентов и условия их применения

Statement of the problem and the purpose of the article. The article analyses didactic potential and conditions of application of provocative techniques in training. Their typology and examples of such tasks are given. Provocative techniques allow expanding the methodological repertoire of teachers, contribute to solving a number of topical tasks in education: formation of necessary knowledge, stimulation of cognitive and speech activity of students, development of thinking, formation of the need for self-determination and self-development. The methodology of the study is the analysis and synthesis of Russian and foreign scientific literature, experience in application of provocative techniques in training. Research results. On the basis of the analysis of scientific sources, the peculiarities of the use of provocation in the educational process have been determined, and a typology of provocative techniques has been developed. The main features of provocation in training are noted, such as the challenge of emotional reaction, game nature of educational activity, stimulation of students' activity, reflexive discussion after completion of a task; novel, non-standard tasks. Conclusion. As separate types the following provocative techniques are proposed: “from the opposite” (analysis of a negative model, preparation of a negative program, etc.), “choice” (in a situation where there is no unambiguously correct answer or the answer is already set and no choice is provided), “search” (find a mistake or some fact, including its absence), “provocation through interaction” (built on the involvement of other students in a provocative action). The conditions for the use of provocative techniques are also formulated. The conclusion is that provocative techniques as a way of organizing educational activities have significant didactic potential and can be included in university educational process.