A Study On The Causes Of The Troughs Of Thought And The Crossing Strategy In Geography Classroom Teaching In Junior Middle School

Psychologists through long-term exploration and research have found that within 45 minutes of classroom teaching,students' thinking states will fluctuate.If the state of thinking is divided into multiple sections according to characteristics,the section in which students show a fatigued state of thought is called the troughs of thought.In classroom teaching,the appearance of troughs of thought of students will significantly affect the teaching effect,reduce the learning efficiency of students,and even disrupt the normal classroom teaching order.By observing the junior middle school geography classroom,we find that students often have troughs of thought in classroom teaching.The teaching should follow the principle of "there are teaching methods,no teaching methods".Because of different teaching concepts,rich and varied teaching designs,and the differences in teachers' teaching styles and academic sentiments,the causes and manifestations of students' troughs of thought in geography classroom teaching are different.Although most teachers pay close attention to the students' classroom state,there is still no unified and clear understanding of the key issues,including the concept of troughs of thought,the factors for students to form troughs of thought,and how to make students jump over troughs of thought,etc.This paper analyzes the relationship between the trough of thought and classroom teaching by combing the relevant theories of brain science and trough of thought.Questionnaire surveys and face-to-face interviews were used to analyze student feedback on the effectiveness of geography classroom teaching and teachers' perceptions of the trough of thought.Then use the control experiment method to observe the thinking state of the students in the control class and the experimental class in the typical junior middle school geography classroom teaching case and explore the influencing factors of the trough of thinking.Finally,a strategy for jumping through the trough of thought is proposed.Provide a scientific basis and evidence support for teachers to design teaching programs targeted,flexibly respond to changes in students' thinking state in geography classroom teaching,and enhance the effectiveness of classroom teaching.This study got the following conclusions:(1)The student's subjective state is the main reason for the student's troughs of thought,including the student's cognitive level and attitude towards geography.(2)The teaching design and implementation of teachers is also an important factor in the formation of the troughs of thought,which involves several aspects of teaching links,teaching methods and teaching time allocation.(3)The troughs of thought represents the tired state of thinking of students in the classroom.Its production is affected by a variety of factors,and it may not appear in every class.The innovation of this study:(1)The subject of this research comes from the fusion of brain science and education.In the study of brain development,it analyzes the brain's thinking function and analyzes the thinking state of students in geography classroom teaching.(2)Adopt a research method combining case design and classroom observation,and explore the strategy of jumping the troughs of thought through empirical research.