The integrated construction of digital teaching resources for Introduction to Territorial Spatial Planning based on virtual teaching and research office

With the development of digital technology, the construction of digital teaching resources has become an important topic in the field of professional education. This paper addresses the challenges faced by territorial spatial planning education in key areas in the New Era and explores the integrated construction of digital teaching resources for Introduction to Territorial Spatial Planning based on the virtual teaching and research office. The aim is to break the boundaries of traditional education and achieve the co-construction and sharing of high-quality teaching resources. The specific construction contents are as follows: (1) A systematic resource integration and construction model is established. It takes the knowledge graph as the core framework, and combines printed and digital materials as the presentation form of new textbooks, and uses smart courses for scenario-based demonstration. This model realizes the comprehensive digital transformation of teaching resources and the efficient co-construction and sharing of these resources. By leveraging the knowledge graph, the relationships between various knowledge points in the curriculum can be clearly presented, so as to facilitate students' understanding and teachers' organization of teaching content. The combination of printed and digital textbooks provides students with more flexible learning materials, and the smart courses offer real-world scenarios for students to apply their knowledge. (2) A cross-school collaboration mechanism is constructed. Teachers from multiple majors and industry experts cooperate to carry out the construction and sharing of digital teaching resources. This collaboration leads to the innovation of teaching models and the diversification of learning methods. Teachers from different schools can bring in their unique teaching experiences and perspectives, while industry experts can provide practical cases and the latest industry trends. Students can thus benefit from a more comprehensive and up-to-date teaching. (3) A knowledge iteration and problem feedback mechanism is built. This mechanism ensures the effectiveness and sustainability of the integrated construction of digital teaching resources. As the field of territorial spatial planning is constantly evolving, the teaching resources need to be updated in a timely manner. Feedback from students and teachers enables the identification of instructional challenges while facilitating evidence-based refinement of digital teaching materials.