A Pedagogical Study Of Digital Resources Empower Secondary School Students’ Learning In Physics

The advent of the digital and information era in education has prompted changes in basic education to adapt to the pace of development.For secondary school students’ physics learning,the development and utilisation of curriculum resources has a great role to play,as it determines the learning of physics knowledge and the development of students’ core literacy.The digital resources of the venue and the educational resources of the school complement each other,and by effectively using the physics curriculum resources of the China Digital Science and Technology Museum,it can help students’ physics learning.The venue’s resources can both effectively empower students’ physics learning.It also simultaneously helps students to complete lifelong learning,which in turn inspires a whole-person,all-round,community-wide passion for science.It helps students to improve their quality.This paper begins with a resource overview of the China Digital Science and Technology Museum.Through a survey of resources,we learn that the museum brings together multiple fields of science and technology,integrating science and humanities,providing six major themes,online and offline science activities,photo galleries,live streaming and other digital science content.The full paper attempts to apply the physics resources in the China Digital Science and Technology Museum as curriculum resources for physics learning,and the logic of the text is as follows.In Chapters 1 and 2,through extensive reading materials and investigation of website resources,the importance of the digital resources of the venues for physics learning is clarified from the perspective of national policies,the background of the times and the needs of physics subject education.The current state of research on digital resources in China’s digital science and technology museums is reviewed,and an appropriate research methodology is selected to analyse the positive effects of this research when implemented in specific physics teaching and learning.Chapter 3 provides a systematic overview of the resources of the China Digital Science and Technology Museum.The website of the China Digital Science and Technology Museum is presented in a comprehensive manner,and the resources are selected from a number of sections suitable for the physics curriculum.In addition,all the knowledge points involved in junior secondary physics and the resources of the CSTC are searched and analysed to provide a resource library index form for the use of resources by frontline teachers.Chapter 4 uses questionnaires and interviews to find out that students have little knowledge of the resources in the China Digital Science and Technology Museum and that the resources are fragmented.Teachers interviewed had a high level of knowledge about the China Digital Science and Technology Museum and believed that the development and use of good curriculum resources would have a good effect on the quality of the classroom and on the effectiveness of student learning.Chapters 5 and 6 focus on the strategies and pathways for the digital resources of the venues to empower physics learning.Appropriate China Digital Science and Technology Museum resources are selected to enter the physics classroom,and teaching objectives are considered in the process of curriculum design.Homogeneous classes are selected to set up experimental and control groups for practice.Finally,the teaching effects were evaluated by comparing the results of accompanying tests and questionnaires in the experimental and control classes.The conclusions are as follows: China Digital Science and Technology Museum resources can be used as physics curriculum resources in physics classroom teaching,bringing into play the educational value of the digital resources of the Science and Technology Museum,which has a significant effect on students’ interest in learning,an important role in the mastery of knowledge content,and an important contribution to the combing of knowledge frameworks,while powerfully empowering the physics classroom to improve students’ cultural confidence and national cohesion.