Factors Influencing Classroom Attention Of Vocational High School Students In The Course Of Introduction To Tourism Under Hybrid Learning Mode

With the continuous application and development of modern information technology,people’s production and life styles have undergone significant changes,which also promotes the transformation of secondary vocational education towards informatization.In the era of "Internet+ Vocational Education",blended learning has emerged,which combines traditional face-to-face teaching with modern network technology,enabling students to learn more flexibly and independently.At present,blended learning is flourishing,but there are also some problems,such as students’ difficulty in quickly directing their classroom attention to learning content and lack of sustained concentration,which directly affect students’ learning outcomes and teaching quality.Therefore,teachers need to deeply understand the factors that affect students’ classroom attention in blended learning mode,explore the main factors of classroom attention,and the logical relationship between the main attention factors,in order to better guide teaching practice and promote the construction of effective classrooms.This study aims to explore the factors that affect the classroom attention of secondary vocational students in the "Introduction to Tourism" course under blended learning mode,and analyze the main classroom attention factors and the influence relationship between them.First,through literature review and student interviews,relevant attention factors were identified.Secondly,combined with the results of teacher consultations,the ISM method was used to quantify the relationships between different influencing factors and a multi-level hierarchical structure model of attention factors in the "Introduction to Tourism" course of secondary vocational students under blended learning mode was established.Then,based on the extracted attention factors,a questionnaire was designed and valid questionnaires were collected for statistical analysis using SPSS 27.0 software.The results showed that teaching ability,resource characteristics,activity design,course tasks,physical and mental status,learning motivation,and interactive behavior were the main factors affecting the classroom attention of secondary vocational students in the "Introduction to Tourism" course under blended learning mode.On this basis,the multi-level hierarchical model of attention factors constructed in Chapter 3 was reconstructed,and the logical relationship between the main attention factors was explored.The research hypotheses and theoretical models were tested and revised using AMOS 26.0 software.The results showed that the teaching ability of teachers has a positive and significant impact on activity design,resource characteristics,and course tasks,and activity design and course tasks also have a positive and significant impact on students’ physical and mental status,learning motivation,and interactive behavior.In addition,teacher activity design is influenced by resource characteristics,and students’ physical and mental status has a positive impact on learning motivation.Finally,based on the research results,the factors affecting students’ classroom attention were analyzed from five aspects: learners,teachers,courses,environment,and platform,and strategies were proposed to enhance the classroom attention of secondary vocational students in the "Introduction to Tourism" course under blended learning mode.