Teaching practice shows that the effective use of digital teaching resources is of great significance to the shaping of students' learning ability, problem consciousness and even skepticism. It is an excellent way to cultivate students' autonomous learning ability and entrepreneurial ability by truly using digital teaching resources to stimulate students' learning interest and discovery ability. In the digital age, the advantages of the younger generation usually exceed those of the elderly. This sense of superiority, which is not caused by individual factors, is increasingly recognized, which is also one of the most important gains made by mankind in the digital revolution. The DIY learning concept naturally generated by digital culture has become the symbolic cultural symbol of the network. This cultural concept often cultivates a spirit of interaction, which can help children grow up, cultivate their own values, and train their ability to judge, analyze, evaluate, criticize and help others. In this case, teachers should actively and timely guide students to develop and use digital teaching resources in teaching, so as to cultivate students' ability of discovery, thinking, analysis and judgment. Students can choose and sort out relevant teaching materials and academic information according to their existing knowledge background and thinking structure and their academic needs, build their own knowledge system and get their own opinions.
By contacting with digital teaching resources, students can not only acquire the ability to construct knowledge, but also cultivate information literacy. The ability to construct knowledge is mainly the acquisition of autonomous learning ability. Through the practice of selecting and utilizing digital teaching resources, students' learning has changed from one-way teaching mode of teachers to constructive and exploratory learning, from passive learning to active learning, and from teachers to students to create their own knowledge. Research shows that in the digital age and information society, the important prerequisite for students to realize autonomous learning depends on what kind of information literacy they have. Allowing students to directly use digital teaching resources is undoubtedly a great opportunity to exercise and improve students' information literacy, and it is also one of the best ways and means to test students' learning ability and learning gains.
Compared with students, teachers feel not only convenience but also challenges in the face of digital teaching resources:
(1) In the digital age, we must have a new understanding and orientation of teachers' role concept. In the traditional teaching mode, limited by conditions, teaching is mostly teacher-centered, and the teaching structure is linear, with teachers' one-way communication as the mainstay. In most cases, students are passive recipients, and the autonomy of learning is difficult to reflect. Teachers' professional background, knowledge orientation and personal preference all have a decisive influence on the teaching content, so in a sense, teachers are in a central and authoritative position in teaching and hold the main right to speak. It should be said that in the era when information technology and digital technology are underdeveloped, the traditional one-way communication (also known as broadcasting) teaching mode is almost the best choice. It has played and is still playing an important role in human education and the history of civilization. However, with the advent of the digital information age, the previous structural model of teaching and learning has been greatly challenged, and the channels and media for learning knowledge are no longer single. Not only the paper media culture, but also the electronic media, especially all kinds of digital knowledge and resources on the network, have challenged the central position of teachers. Everyone is equal before the network and information, and teachers and students have the same information conditions and face the same information resources, which undoubtedly puts forward new topics for teachers. Teachers should not only avoid and turn a blind eye to the advantages of students using digital teaching resources, but also encourage and inspire them. "Disciples don't have to be inferior to teachers", and the essence of education lies in transcendence, which is the essential purpose and appeal of education.
(2) Facing the new challenges and new topics of teaching in the digital age, teachers must have a clear understanding, and at the same time, they must think about and implement new countermeasures and methods. Facing the new teaching situation and teaching conditions, teachers should actively stimulate and cultivate students' interest in autonomous learning and innovation and entrepreneurship, and on the other hand, re-establish the focus of education and teaching. Because teachers and students are faced with the same digital information resources, teachers must focus on the cutting-edge and forward-looking nature of disciplines and courses, properly add themselves to teaching, sort out, evaluate and prospect the key issues of disciplines and courses, and introduce and explain the cutting-edge issues of this discipline, which will not only help students form sensitive problem consciousness, improve their ability to analyze and solve problems, but also provide extension and guidance for their future development.
(3) The focus of teaching content should also be determined in the depth of knowledge, that is, teaching must be deepened. Strengthening the depth of teaching content is not only the need of the information age, but also an important goal of college teaching. Teachers should try their best to provide insightful and scientific personal views on a certain problem in class, which students welcome and want to hear. This will undoubtedly make teachers' teaching and scientific research form a benign connection and interaction, and truly realize the good situation that teaching drives scientific research and scientific research promotes teaching deepening, which is undoubtedly the ideal realm of teachers' profession.