随着数字技术的发展，数字教学资源建设已成为专业教育领域的重要议题。针对新时期重点领域国土空间规划教育面临的挑战，探索基于虚拟教研室的《国土空间规划概论》数字教学资源融合建设，旨在打破传统教育边界，实现优质教学资源的共建共享。具体建设内容包括：（1）构建以知识图谱为基础核心骨架、“纸质+数字”为呈现形式新型教材、智慧课程为指向场景示范课程的系统性资源融合建设模式，实现教学资源的全面数字化转型和高效共建共享；（2）构建跨校协同多专业教师与行业专家合作开展数字教学资源建设与共享，实现教学模式的创新和学习方式的多样化；（3）构建知识迭代与问题反馈机制，确保数字教学资源融合建设的实效性和可持续性。

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.

本文的研究与撰写得到了教育部重点领域资源建设管理办公室和“国土空间规划基础课程群”虚拟教研室所有33家共建单位支持与帮助，同时感谢同济出版社、国土空间规划概论课程组老师和研究生助教参与教材与课程建设。