Study On The Evaluation Of Secondary Vocational Tourism Major Students’ Learning Input Under The Mode Of Blended Learning

The trend of education informatization has swept the world,opening an epoch-making innovation in the field of modern education.With the in-depth integration of online learning and traditional teaching,the content and form of education are constantly innovating and making breakthroughs.Nowadays,the learning activities are no longer limited to textbooks,classrooms and schools,and the roles of teachers and students in teaching and learning are more diversified.More and more attention has been paid to the development of students’ subjectivity and the cultivation of independent learning ability.At the same time,improving the quality of education has always been the top priority of education and teaching.Existing studies show that the time,energy and state of students’ learning can predict the learning quality and teaching effect to a certain extent.In the context of blended learning,which combines the advantages of online learning and offline learning,has become a new trend in education development,it is particularly important to probe into the learning engagement of students under blended learning mode.At present,the research on blended learning and learning engagement of secondary vocational students majoring in tourism is still less concerned.Therefore,this study from the perspective of blended learning,according to the review of relevant literature,on the basis of learning engagement theory,constructivist learning theory and humanistic learning theory,combined with the characteristics of secondary vocational tourism students and blended learning,interviews with secondary vocational tourism teachers,as well as the existing research on the evaluation of online and offline learning engagement,the evaluation indicators are extracted layer by layer.A mixed learning engagement evaluation index system for tourism majors in secondary vocational schools is constructed,including four dimensions of behavioral engagement,emotional engagement,cognitive engagement and social interaction engagement and 15 secondary indicators.Based on this,a questionnaire is compiled which is suitable for the students’ cognition and learning characteristics of tourism majors in the vocational schools of Qingdao,Jinan and Laiwu.According to the collected data,the validity and reliability of the questions were analyzed by quantitative method,and the formal questionnaire was finally obtained.The statistical results show that 54.71% of the students are above the "good" level in the self-evaluation results of learning engagement of secondary vocational tourism majors,which is in the middle level as a whole and needs to be further improved.There is no significant difference in gender characteristics,but there are significant differences in grade,major,blended learning experience and learning preference in multiple dimensions and indicators.Based on this,according to the evaluation results,this study puts forward some suggestions on how to improve the learning engagement level of Secondary Vocational Tourism Majors in the blended learning mode from four aspects of behavior,cognition,emotion and social interaction.Through theoretical and empirical analysis,this study explores the composition of learning engagement of secondary vocational tourism students in the blended learning mode,and actively explores ways to improve the learning engagement of secondary vocational tourism students according to the survey results,which provides basis and reference for relevant professional managers and teachers to adjust their teaching and improve the quality of education.