Combining online resources and collaborative planning for high-school physics

Using China’s national smart education platform for online and offline high school physics lesson planning  

Guo Biao, Wang Gui, Wang Kun, Su Wenbin, Xu Tao  

Wuhe County Senior High School, Bengbu, Anhui  

Abstract:This paper takes high school physics lesson preparation as a starting point. By leveraging the high-quality resources and functions of the National Smart Education Platform for Primary and Secondary Schools (hereinafter referred to as “National Platform”), it explores a integrated lesson preparation model that combines online resource integration with offline collaborative teaching and research. Through the platform’s course resources, dual-teacher teaching modules, and data analysis tools, the traditional lesson preparation process is optimized, resulting in more precise, personalized, and efficient teaching design. Practice has shown that this model significantly improves teachers’ efficiency in preparing lessons, promotes collaborative teaching and research between schools, and effectively enhances students’ participation in class and their learning outcomes. This case provides a replicable innovative approach for the transformation of teaching and research in high school physics.

Keywords:National Smart Education Platform for Primary and Secondary Schools; Preparation for high school physics lessons; Integration of online and offline teaching methods; Transformation of teaching and research practices; Dual-teacher classrooms

1. Introduction  

Current high school physics teaching faces two major challenges: first, the content is highly abstract, making it difficult for students to understand; second, traditional lesson preparation relies on limited resources, which is insufficient to meet the needs of differentiated teaching and the development of core competencies. The national platform provides a wealth of educational resources, specialized teaching modules, and intelligent tools, offering teachers new opportunities for teaching and research. This case study takes the preparation for the “Gravitational Force and Space Travel” unit as an example, exploring how the national platform can be used to implement a closed-loop teaching and research model that involves “resource integration, collaborative design, and precise implementation”, thereby improving the quality of lesson preparation and the effectiveness of teaching.  

II. Goals and Approaches  

Goal:  

1. Establish a systematic resource library: Integrate the course resources related to high school physics, special educational modules, and intelligent tools available on national platforms. This will create a multimodal material library that covers all stages of teaching design, thereby solving the problems of scattered and insufficient adaptability of traditional teaching resources.  

2. Promote cross-regional teaching and research collaboration: By utilizing the “dual-teacher classroom” feature of the platform, barriers between schools can be overcome. Teachers from under-resourced schools in the same county can work together to develop differentiated teaching plans, thereby promoting the balanced distribution of high-quality educational resources.  

3. Achieve precise lesson preparation driven by data: Utilize the platform’s analysis function for student learning situations to accurately identify students’ knowledge gaps. This helps optimize the logic of teaching design and the allocation of emphasis on key and difficult points, thereby enhancing the relevance and effectiveness of classroom teaching.  

4. Exploring the transformation of teaching and research models: Through a integrated mechanism of “online resource support + offline practice and iteration”, teachers can transition from experience-based lesson preparation to research-based and collaborative lesson preparation, thereby facilitating the implementation of core competencies.  

Concept:  

Adhering to the principle of “problem-oriented approach”, focus on the three major problems encountered in teaching high school physics: “inefficient resource integration”, “isolated teaching and research activities”, and “insufficient analysis of students’ conditions”. A four-dimensional teaching and research framework consisting of “resources, collaboration, data, and evaluation” is established. The specific implementation steps are as follows:  

1. Resource retrieval and filtering: Based on sections such as “Course Teaching” and “Teaching reform experiences” on the national platform, resources are filtered according to the three dimensions of “knowledge modules – teaching scenarios – student needs”. For example, for the unit “Gravitational Law and Space Travel”, experimental animations, video clips based on real-life examples, and hierarchical exercise libraries are preferred on the platform to enhance the clarity of teaching.  

2. Case studies as a source of inspiration and innovation: Draw inspiration from the excellent practices in the “Teaching Cases” section of the reference platform (such as “dual-teacher classroom integration in teaching design” and “interdisciplinary context-based teaching methods”). Then, adapt these practices to fit the actual conditions of our school, thereby creating a lesson preparation model that combines “common templates” with “personalized adaptations”.  

3. Tool applications and data-driven support: Use the “Learning Activities” module of the platform to assign preview tasks. The visual data analysis features (such as heat maps of knowledge mastery) can help identify the students’ areas where they have difficulties in understanding.  

4. Dual-loop teaching and research mechanism: Online support for the teaching process: By integrating platform resources, collaborating with other schools in lesson preparation, and analyzing data, a dynamically optimized lesson preparation plan can be developed. Offline practical activities: Group discussions among teaching and research groups within the school are organized, and reflections and improvements are made based on the effectiveness of classroom implementations; for example, the way experiments are presented is adjusted according to students’ feedback.  

Theoretical support:  

By drawing on the “constructivist learning theory” and the “connectivism view of knowledge”, emphasis is placed on resource reconfiguration and collaborative knowledge construction centered around students. At the same time, leveraging big data technologies on the platform, “evidence-based education” is implemented, enabling a transition from “experience-driven” to “data-driven” approaches to lesson planning.  

Innovation points:  

Three-dimensional resource utilization: Integrating multimodal resources such as videos, animations, and interdisciplinary cases, to create a three-level material system consisting of “basic”, “expanded”, and “innovative” levels.  

Collaborative teaching and research: Breaking down the boundaries between schools, creating a closed-loop process of “the teacher in charge of preparation – collaborative teachers for optimization – data feedback and calibration”.  

Implement precision teaching: Adjust teaching strategies dynamically based on student performance data; for example, provide additional “Q&A tutorials” links for students who are struggling.  

Through these objectives and approaches, this case study aims to explore a new approach to teaching physics in high schools that emphasizes “accessible resources, seamless collaboration, and data-driven support”, thereby providing a practical model for the transformation of teaching and research models in the context of smart education.  

III. Specific measures  

1. Resource integration: Create a comprehensive library of teaching materials  

(1) Precise filtering of platform course resources  

Based on the “Course Teaching” section of the national platform, a “thematic resource selection mechanism” is established. Taking the “Law of Universal Gravitation” unit as an example, the specific steps include:  

Searching: Use the three-level classification system of “knowledge points – resource types – applicable scenarios” to locate relevant resources. For example, for the knowledge point “Gravitational Law and Space Travel”, use the AI search function to filter out relevant resources on the platform. Then, consider the scenarios in which these resources can be used. For instance, the article “Case Analysis of Large-unit Teaching Design Based on Core Competencies: Gravitational Law and Space Travel” by Yin Jianguo from the famous teacher’s studio section can serve as a reference during the preparation of large-unit lessons. The article “Problems in Teaching High school physics related to ‘Gravitational Law and Space Travel’” by He Chunsheng from the teacher training section provides insights into the challenges encountered in teaching. There are many more resources available under the course teaching section that can be used for teaching research purposes. For example, the lesson “Achievements of the Gravitational Theory” by Ma Wenzhen from the high-quality subject courses can be used as material for dual-teacher classes. Other exercises and test papers can also be analyzed and organized in the same way.  

These resources can be easily shared in the teaching and research group, and through analysis and discussion among members, they become a “Basic Understanding – In-depth Exploration – Extended Application” resource package.  

Resource adaptability assessment: Through the “resource trial – feedback on effectiveness” process within the teaching and research group, the compatibility between resources and the students’ learning needs can be determined. For example, given the students’ poor ability to prepare independently before class, it is appropriate to use the micro-lecture videos available on the platform for them to watch and complete related exercises, thereby replacing traditional pre-class preparation methods.  

(2) Interdisciplinary integration of thematic resources  

By taking into account the multi-disciplinary resources available on national platforms, it is possible to identify the connections between physics and other disciplines. For example, vectors in physics and vectors in mathematics are different names for the same concept; however, their applications in physics are relatively simple, while in mathematics they have more diverse uses. During the “Research Preparation” lesson, we can suggest relevant mathematics courses for teachers to study, thereby enhancing teachers’ knowledge of vectors. Other examples include the use of electrochemical cells and solution ratios in chemistry, which can also be integrated through such interdisciplinary approaches.  

(3) Collaborative development and sharing of school-based resources  

Through various joint preparation sessions, resources are coordinated and turned into school-specific resources. At the end of each semester, a “Resource Optimization Vote” is conducted using the “Collaborative Management” function of the platform; content with a usage rate of less than 60% is eliminated, ensuring that the material library remains useful and up-to-date. After being taught by teachers from other grade groups, these resources are refined, resulting in a school-specific resource library that suits the characteristics of the school.  

School-based case feedback platform: Every time the optimized teaching plans and other materials are re-uploaded to the platform, a note stating “Description of the collaborative version” is added, so that other teachers can refer to them.  

2. Collaborative teaching and research across groups, schools, and regions  

Online collaboration mechanisms: By using the platform, teaching research groups can be established. The teacher in charge of lesson preparation (from the same school) posts teaching research tasks in the group, and other teachers can provide suggestions for improvement online. This approach enables cross-group collaboration in teaching research. Some schools with good inter-school or regional collaboration capabilities can also achieve cross-school and cross-regional collaboration in teaching research.  

Offline synchronous seminars: Hybrid teaching and research activities combining online and offline methods are conducted at fixed weekly times. Online, teaching designs are presented using video conferencing features of the platform; offline, the school’s teaching research group works together to revise experimental plans (for example, changing the “sloped car experiment” into a low-cost experiment such as “mobile phone slide to measure acceleration”).  

3. Data-driven approach: accurately identify the key points and difficulties in teaching.  

(1) More detailed analysis of students’ learning situations. Design of preview tasks: Preview tasks are posted through the “Homework Activities” module of the platform; then, using the “Learning Situation Analysis” function of the platform, a “Class Knowledge Points Mastery Heat Map” is generated.  

(2) Dynamic optimization of teaching design. Flexible design of lesson plans: Mark “data response areas” in the lesson plans. For example, if the pre-study data shows that the understanding rate for “measuring the mass of the Earth” is less than 50%, add a discussion section on “measuring the mass of the Moon”. If the understanding rate is above 80%, replace it with a video on “Cavendish’s method”.  

(3) Real-time feedback during class. Data collection during class: Use the “Information Statistics” tool on the platform to conduct real-time polls (e.g., “Do you think the speed of a satellite in space is greater or less than 7.9 km/s?”). The results are immediately analyzed, and the teaching approach is adjusted accordingly. Post-class reinforcement materials: Based on the data collected during class, “theoretical exercises on the theory of universal gravitation” are sent to students through the “Homework Activities” module of the platform.  

4. Multiple evaluations: Throughout the entire process of lesson preparation and implementation  

(1) Professionalization of peer evaluations among teachers. Application of platform-based evaluation tools: “Training activities” are initiated under the “Teacher Training” section of the platform. The results of lesson preparation are shared with a group of experts or other teachers for evaluation, and teaching strategies are adjusted based on the feedback received.  

(2) Closed-loop feedback for students. Collect feedback after class: Through the student evaluation section on the platform for communication between schools and students, questions such as “Which part of the lesson was most helpful to you? (Select multiple options)” and “What type of resources would you like to see added?” are asked to understand students’ evaluations and suggestions regarding the lesson, and improvements can be made based on these feedbacks.  

IV. Achieving results  

Both the efficiency and quality of lesson preparation are improved.  

Efficiency optimization: In traditional lesson preparation processes, the time spent on resource retrieval decreased from 45% to 18%. The AI search function on the platform reduces the preparation time by 30%, allowing teachers to save an average of 4.5 hours per week.  

Quality improvement: The standardization of teaching design has been significantly enhanced; the proportion of “interdisciplinary cases” and “data-based components” in lesson plans has increased greatly compared to before.  

The learning outcomes of students have improved significantly  

Performance improvement: After implementation, the average score in unit tests increased from 32.3 to 44.5 points (+12.2 points).  

Increased participation: The classroom interaction rate increased from 68% to 90%.  

V. Conclusions and prospects  

In this case, by integrating national platform resources with offline teaching and research activities, a efficient, collaborative, and data-driven lesson preparation model was established. The national primary and secondary school smart education platform has three significant benefits in the preparation of physics lessons for high school students:  

Resource integrator: By establishing a multi-modal resource database, the problem of “isolated resources” in traditional lesson preparation is solved.  

Teaching and Research Connector: By leveraging dual-teacher classrooms and data tools, a new type of teaching and research ecosystem based on “cross-school collaboration—data loop—dynamic optimization” has been established.  

Teaching enhancer: Teaching design based on precise student performance analysis enables a transition from a “experience-driven” approach to a “evidence-driven” approach.  

It provides a new paradigm for high school physics teaching. In the future, we will further explore the AI-assisted lesson preparation features of this platform, deepen the integration of interdisciplinary resources, and promote the teaching and research model towards a more intelligent and personalized direction.