The implementation of the distance education project has opened a window for teachers to face the whole country, the world and the future. High-quality educational resources are like a warm spring breeze, blowing forward the dynamic information of educational reform, new educational ideas and ideas, and advanced teaching methods. It provides an opportunity for teachers and students to share quality education, a platform for learning and communicating with outside experts, and promotes the leap-forward development of education. Teachers use resources to improve their modern educational technology ability and professional quality, change the traditional classroom teaching, guide students to learn to use resources to learn, broaden students' knowledge, and comprehensively improve students' comprehensive quality, which greatly improves school teaching conditions, optimizes classroom teaching and improves classroom efficiency.

First, the use of distance education resources to promote the all-round development of students.

Teachers in each class can organize students to watch IP resources such as Juvenile Culture, China Historical Grand View, Window of Popularization of Law, Stars of Figures, Camouflage of Soldiers, etc. Based on the IP resources such as school health education, literary literacy, news at home and abroad, educational science and technology news, entertainment and sports news, etc. in Current Affairs, blackboard newspapers, columns and window displays can be held to enrich campus culture, promote moral education and improve students' quality. Make students get more and more effective information in the treasure house of IP resources, expand their knowledge, increase their knowledge and promote all-round development.

Second, the use of distance education resources to stimulate students' interest in learning

In the traditional classroom teaching activities in rural primary and secondary schools, "chalk+blackboard" is the most commonly used teaching method for teachers. Schools with slightly better conditions can occasionally use teaching wall charts or physical models, and students' learning activities remain passive when they are explained by teachers. Teaching examples, media demonstrations, inquiry activities and exercises selected from IP resources of distance education are good resources to change traditional classroom teaching. Teachers can use the high-quality courseware materials on the remote resources network to effectively stimulate students' strong interest. For example, the knowledge of Chinese subject covers a wide range, and primary school students are limited by age and various conditions, so there are more or less "difficulties" in learning the text, and these difficulties are precisely the "key points" of the text. In teaching activities, teachers should accurately explore the key points and difficulties of teaching materials. Use various audio-visual teaching methods to adjust students' thirst for knowledge to an excited state, so that difficulties can be solved easily. There are many articles about scenery in Chinese textbooks, and it is impossible for students to experience them one by one because of the limitation of space. At this time, through vivid video display, students can immerse themselves in the scene, fully feel the beauty and appreciate it. For example, in the article "Teaching Sun Moon Lake", students can say that there is a certain distance from Taiwan Province Province, a treasure island. At this time, teachers can reproduce the scenery of Sun Moon Lake in the IP resources "curriculum resources", so that students can feel the half moon and half day in modeling, fully meet the visual needs of students, further understand the refined words of writers in expressing beauty, and stimulate the feelings of loving the motherland.

Third, use distance education resources to cultivate students' thinking ability.

Using distance education resources, abstract concepts, phenomena that are difficult to observe clearly and experiments that are difficult to realize are processed through animation, video and other forms, and images are output, which are magnified on the display screen with pictures and texts. Mobilizing students' multiple senses to participate in activities in a short period of time enables students to obtain dynamic information, thus forming a distinct perceptual knowledge, laying a foundation for further forming concepts and upgrading to rational knowledge, reducing the difficulty of students' understanding of knowledge, and helping to cultivate students' thinking ability in images and improve their abstract thinking ability.

Fourth, using distance education resources to alleviate the shortage of teaching instruments.

In the mathematics and physics experiments in township primary schools, some teachers' demonstration experiments and students' experiments cannot be completed under the existing conditions because of the shortage of funds and poor conditions and the lack of money to buy experimental drugs, instruments and models. In real teaching, what teachers and students do most is not to really do experiments, but to tell the experimental process and phenomena in class. Students recite the experimental steps before the exam, which undoubtedly greatly hinders their all-round development. In the distance education resource network, in view of the difficulty of completing the subject experiment in township primary schools, some experimental processes are introduced to present the experimental phenomenon in the form of real-time video recording, which better alleviates this contradiction.

Fifth, using distance education resources to improve classroom teaching efficiency.

When imparting new knowledge, the use of multimedia means and distance education resources can better highlight the teaching focus, disperse the difficulties and play a multiplier role. For example, in the teaching of surface area and volume of cuboids and cubes in the fifth grade, the surface area formula and volume formula were always emphasized repeatedly in the past, forcing students to memorize the formulas mechanically. Students don't really understand the origin of the surface area and volume formulas of cuboids and cubes, and don't understand which surfaces the surface areas of cuboids and cubes refer to. Using the courseware of "Surface Area and Volume of Cuboid and Cube", which is a processed distance education resource, the six faces of the cube are flashed and flown in with different colors, and the six faces of the cube are flown in with three colors to help students understand. In the process of practice and summary, the application of "selected exercises" can deepen the understanding of new knowledge and play the role of making the finishing point. How well students master new knowledge can only be known through practice. Consolidating practice is the fundamental way for students to understand, master and form intelligence. It is also an important means to use knowledge and intelligence, and an indispensable link in the teaching process. Generally speaking, students are tired after more than half a class of active exploration and intense study. At this time, if multimedia is used to show interesting, hierarchical and targeted exercises, accompanied by relaxed music and pictures, students can consolidate and summarize new knowledge in a relaxed and happy atmosphere.