Author(s)

ShiJun Xu¹, HaiOu Zhang^2,3*

Affiliation(s)

¹School of Sciences, Xi'an Technological University, Xi'an 710021, Shaanxi, China.

²School of Preschool Education, Xi'an University, Xi'an 710065, Shaanxi, China.

³Shaanxi Institute of Teacher Development, Xi'an 710062, Shaanxi, China.

Corresponding Author

HaiOu Zhang

ABSTRACT

Under the background of deepening the pilot construction of virtual teaching and research offices in China’s higher education development, it is necessary to leverage the driving role of various pilot projects, emphasizing the trend of "AI+teaching reform." By integrating theoretical research with practical applications through scientific methods, this paper explores the triple logic underlying the development of virtual teaching and research offices. Based on this analysis, a multidimensional development model for virtual teaching and research offices is proposed. Taking the construction of foundational physics courses as an example, the integration path between virtual teaching and research offices and in-depth science popularization is analyzed.

KEYWORDS

Virtual teaching and research; Physics curriculum development; In-depth science popularization

CITE THIS PAPER

ShiJun Xu, HaiOu Zhang. Mapping the logic of virtual teaching and research to physics curriculum development and In-depth science popularization. Educational Research and Human Development. 2025, 2(2): 5-8. DOI: https://doi.org/10.61784/erhd3037.

REFERENCES

[1] Cheng J M. Teaching and Research: A Treasure of Chinese Education. Journal of East China Normal University (Educational Sciences), 2021(5).

[2] Hong Z Z. The Evolution and Reconstruction of University Grassroots Teaching and Research Offices. University Education Science, 2016(3).

[3] Liu X Q, He Q Z. Rebuilding Teaching and Research Offices: Strategies for Enhancing Teaching Quality from an Organizational Reform Perspective. Journal of Higher Education, 2010(10).

[4] Zeng J C, Wu S Q, Zhang C X. Virtual Teaching and Research Offices: Innovations in University Grassroots Organizations. China University Teaching, 2020(11).

[5] Li B B, Xu X D. Teaching Scholarship Development Under the New Engineering Education Paradigm. Research in Higher Education of Engineering, 2020(4).

[6] Sang X M, Pan H D. Conception and Practice of Virtual Teaching and Research Models. People’s Education, 2001(8).

[7] Sang X M, Jia Y M, Jiao J L, et al. Theoretical and Practical Exploration of Virtual Teaching and Research Office Construction in Universities. China Higher Education Research, 2021(11).

[8] Chen X. Virtual Teaching and Research Offices: Cross-Disciplinary and Cross-Regional Intellectual Exchange. Science and Technology Daily, 2021-08-05(6).

[9] Hu J, Chen H J, Zhang J, et al. Enhancing Course Quality via Virtual Teaching and Research Offices: A Case Study of Beijing Jiaotong University’s "Dual Training Program." Beijing Education (Higher Education), 2018(5).

[10] Wang J, Dong M L, Lou X P. Construction of a Multi-University Collaborative Virtual Teaching and Research Platform. Digital Technology and Applications, 2019, 37(8).

[11] Wang J, Dong M L, Lou X P, et al. A Collaborative Innovation Training Model Based on Virtual Teaching and Research Platforms. Education and Teaching Forum, 2017(13).

[12] Wang M Q. Research on Railway Signal Foundations Course Development via Virtual Teaching and Research Offices. Wireless Internet Technology, 2021, 18(4).