| With the progress of the times and knowledge,online education has flourished and become more and more popular.Online education facilitates the teaching activities between teachers and students,and provides convenience for teachers and students to complete online education in their own space.However,the effectiveness of online learning in promoting learning may be affected by thinking roaming-that is,attention shifts from external stimuli to irrelevant thoughts.It is precisely for this reason that during the online learning process,students pay attention not to the learning content,but to other things,which will naturally affect students’ learning efficiency,and thus students’ online learning achievements will also decrease.However,this phenomenon of thinking roaming often occurs in traditional face-to-face teaching.Therefore,in the process of online education,because teachers and students cannot interact in one space,the phenomenon of thinking roaming is even more difficult to avoid.In this study,junior high school students were selected as subjects,and three experiments were designed to study the thinking roaming of junior high school students during online learning,and to investigate the impact of the occurrence of thinking roaming on the academic performance of junior high school students during online learning.In this study,177 junior high school students were selected as subjects.In the study,the frequency of thinking roaming in life of junior high school students was investigated by questionnaire,and then the junior high school students were guided to study online.In the process of online learning,junior high school students use the form of thinking roaming probe to study their thinking roaming,and study their online learning achievements through after-school tests.Data processing was carried out by correlation analysis and regression analysis.Students are divided into groups according to sex ratio and learning ranking,so as to investigate the differences between junior high school students’ thinking roaming in junior high school students’ gender and junior high school students with different learning rankings;Analyze the scores of students’ thinking roaming questionnaire and the amount of thinking roaming in online learning to explore the relationship between thinking roaming in daily life learning of junior high school students and their thinking roaming in online learning process;This paper analyzes the situation of students’ online learning thinking roaming and their online learning achievements between the control group and the experimental group,so as to explore whether inserting interpolated pre-questions in the online learning process of junior high school students can effectively reduce their online learning thinking roaming and improve their online learning achievements.The results show that:(1)there is no significant difference between students’ gender,the frequency of thinking roaming and the amount of thinking roaming in online learning,and there is no difference in the occurrence of thinking roaming because of gender changes;(2)There is a significant difference between class ranking and junior high school students’ thinking roaming frequency,and the top ranked students have lower thinking roaming frequency;(3)The higher the score of the thinking roaming questionnaire,the more the thinking roaming generated in the online learning process.(4)The intervening pre-questioning for junior high school students’ online learning shows good results,and the junior high school students’ online learning thinking roaming is reduced and their academic performance is improved.The conclusions of this study are as follows:(1)There is no difference between male and female in junior high school students’ thinking roaming.There are differences in students’ thinking roaming,and the students with lower ranking in class have higher thinking roaming frequency than those with higher ranking in class.(2)The top ranked students have less wandering thoughts in online learning process than the low ranked students,and their academic performance is better than that of the low ranked students.(3)The higher the score of junior high school students’ thinking roaming frequency questionnaire,the more thinking roaming is generated in their online learning process.(4)Interpolated pre-questioning has a good intervention effect on online learning of junior high school students,and the thinking roaming of junior high school students is reduced,and the academic performance of online learning is improved. |
