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Construction and Application of Digital Teaching Resources in Regional Basic Education —Taking Physical Education Courses As an Example

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Construction and Application of Digital Teaching Resources in Regional Basic Education —Taking Physical Education Courses As an Example Creative Education, 2019, 10, 1192-1204 http://www.scirp.org/journal/ce ISSN Online: 2151-4771 ISSN Print: 2151-4755 Construction and Application of Digital Teaching Resources in Regional Basic Education —Taking Physical Education Courses as an Example Huaijin Liu1*, Yongbo Li2, Jing Tang3 1Faculty of P.E., Hunan Institute of Science and Technology, Yueyang, China 2Yueyang Education and Sports Bureau of Hunan Province, Yueyang, China 3Hunan Vocational and Technical College for Nationalities, Yueyang, China How to cite this paper: Liu, H. J., Li, Y. B., Abstract & Tang, J. (2019). Construction and Appli- cation of Digital Teaching Resources in Digital teaching resources are the core cornerstone of educational informa- Regional Basic Education. Creative Educa- tionization. Their construction and application level determine the pace of tion, 10, 1192-1204. educational modernization. Digital teaching resources for basic education are https://doi.org/10.4236/ce.2019.106090 an effective guarantee to solve the problem of educational equity in urban and Received: May 20, 2019 rural areas and promote the co-construction and sharing of high-quality Accepted: June 21, 2019 scientific and technological education information resources. Based on the Published: June 24, 2019 reality of uneven distribution of basic education resources in different regions Copyright © 2019 by author(s) and of China, taking physical education courses in Yueyang District of Hunan Scientific Research Publishing Inc. Province as an example, this paper studies the problems existing in the con- This work is licensed under the Creative struction and application of digital teaching resources in regional basic edu- Commons Attribution International License (CC BY 4.0). cation, and puts forward corresponding countermeasures and suggestions, http://creativecommons.org/licenses/by/4.0/ which can provide reference for the reform and development of informa- Open Access tion-based teaching in basic education in relevant regions of China. Keywords Regional Basic Education, Digital Teaching Resources, Co-Construction and Sharing 1. Introduction The report of the Nineteenth National Congress pointed out that priority should be given to the development of education and the modernization of education. Our country has a vast territory and uneven distribution of resources. The regional DOI: 10.4236/ce.2019.106090 Jun. 24, 2019 1192 Creative Education H. J. Liu et al. differences of teaching resources in basic education are particularly prominent. On December 24, 2018, the Hunan provincial education conference was held in Changsha. When governor Xu Dazhe spoke, he pointed out that we should strive to explore the experience of deep integration of information technology and edu- cation and teaching, promote “Internet + education” and expand the beneficiaries of quality education resources. Digital teaching resources are the core cornerstone of educational informationization (Fang & Huang, 2012). Their construction and application level determine the pace of educational modernization. Digital teach- ing resources for basic education are an effective guarantee to solve the problem of educational equity in urban and rural areas and promote the co-construction and sharing of high-quality scientific and technological education information re- sources (Wang, 2016). Taking the physical education curriculum in Yueyang Dis- trict of Hunan Province as an example, this paper studies the co-construction and sharing of digital teaching resources in regional basic education, and summarizes the experience in order to provide reference for the reform and development of basic education in relevant regions of China. 2. Research Objective On September 11, 2017, the Yueyang Municipal People’s Government Office is- sued the Outline Implementation Plan of the Action Plan for Scientific Literacy of the Whole People in Yueyang City (2016-2020). It requires the Municipal Education and Sports Bureau and the Municipal Science and Technology Bureau to take the lead in implementing the Action Plan for Scientific Literacy of Youth. The plan should be based on the core literacy system of student development, implement the contents of technical education in primary and secondary schools, and strengthen inquiry learning Guidance to improve the consistency and integration of scientific literacy among mathematics, physics, chemistry, bi- ology and other disciplines. The importance to the popularization and applica- tion of information technology should be attached to accelerate the informatio- nization of education (Chen, 2015), continue to strengthen the development and application of high-quality digital education resources, and “make full use of in- formation technology means to balance the allocation of scientific and technolo- gical education resources”. We will promote the co-construction and sharing of high-quality scientific and technological education information resources. This project investigates and analyses the current situation of the construction and application of digital teaching resources for basic education in Yueyang area, diagnoses the existing problems and puts forward some countermeasures, aim- ing at providing reference for the decision-making of the Party Committee and the government of Yueyang area on the informatization construction of basic education. 3. Research Object and Research Method 3.1. Research Object This project is aimed at 65 primary and secondary schools in Yueyang. A total of DOI: 10.4236/ce.2019.106090 1193 Creative Education H. J. Liu et al. 169 teachers were surveyed. This project is aimed at 65 primary and secondary schools in Yueyang. A total of 169 teachers (including resource providers, re- source managers, resource platform operators, education managers and resource users) were surveyed. The coverage of the project research institute is shown in Table 1. Table 1. Schools and teachers in Yueyang City covered by project survey. Baiyangpo Primary Qianlianghu Mingde Station Primary School Kangyue Primary School School (1) Primary School (5) (1) (1) Beigang Primary Qiaoxi Primary School Yueyang No. 1 Middle Yueyang Foreign Language School (2) (1) School (8) School (1) Binhu Primary Youth Road Primary Yueyang No. 2 Middle Yueyang Yali Experimental School (1) School (3) School (4) School (1) Chaoyang Primary Wang Jiahe Primary Yueyang No. 6 Middle Miluo Leishi School (1) School (26) School (1) School (7) Chenglingji Primary Wangyue Primary Yueyang No. 9 Middle Dongting Lake School (1) School (1) School (1) School (29) Dongcheng Primary Culture Road Primary Yueyang No. 10 Middle Pingjiang Siyuan School (2) School (1) School (3) Experimental School (3) Dongfanghong Wuli Primary School Yueyang No. 12 Middle Yunxi Middle School (1) Primary School (4) (2) School (2) Dongfeng Lake Pioneer Road Primary Ruxi Middle School (1) Beigang Middle School (7) Primary School (1) School (1) Maple Elementary Xincheng Primary Sanyang Middle School Fifth Middle School of School (1) School (2) (2) Huarong County (1) Guiyuan Primary Xinkou Primary School Shiqiao Middle School Junshan Middle School (1) School (1) (1) (1) Guoxing Primary New Wall Central Changling middle Linxiang Ruxi Middle School (1) Primary School (3) school (9) School (3) Huabanqiao School Sunrise Primary School Pingjiang Qiming Liutang Middle School (1) (2) (4) Middle School (3) Huaguodian Primary College Road Primary Pingjiang No. 10 Fourth Middle School of School (2) School (14) Middle School (1) Miluo City (3) Primary and Secondary Golden Owl Primary Yanshou Primary Pingjiang Shimao Schools in Nanhu New School (1) School (7) Middle School (2) Area (1) Jinheng Primary Yanglin Central Yueyang Huzhou Lengshuipu Primary School School (1) Primary School (1) School (1) (1) Jiuhuashan Primary Zhandong Primary Yueyang Qiming Changsha Primary School School (1) School (1) Middle School (1) (1) Qianlianghu Experimental Primary School (1) DOI: 10.4236/ce.2019.106090 1194 Creative Education H. J. Liu et al. 3.2. Research Method Questionnaire survey and interview were used in this study. Questionnaires were made through the questionnaire star website. QQ group and Wechat group were used to send websites or two-dimensional codes. 155 valid questionnaires were collected, covering 20 curriculum categories in primary, junior and senior mid- dle schools. The current situation of resource application, access to resources, quality of resource types, use of resources, resource demand and other aspects were investigated. By interviewing the principals of primary and secondary schools and the directors of the Information Technology Center of the Bureau of Education, we can understand the policy formulation and implementation effect of information-based teaching, the realistic demand of digital teaching resources in primary and secondary schools and the bottleneck of its development. 4. Construction and Application of Digital Resources in Regional Basic Education 4.1. Analysis of the Current Situation of Digital Resources Construction of Basic Education in Yueyang District Statistical analysis of 155 valid questionnaires collected from 65 primary and secondary schools in Yueyang area. There are differences in the construction and application of digital teaching resources for 20 courses in primary, junior and senior middle schools. Among them, sports and health accounted for 57, accounting for 36.77%, and extra-linguistic courses accounted for 17.42%, ma- thematics 23 for 14.84%, and English 9 for 12.26%. According to the survey sample data
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