Virtual reality technology is a computer simulation that allows the creation and experience of virtual worlds, using computers to generate a simulated environment into which the user is immersed. Through a theoretical exposition of 3D virtual reality technology, the elements of teaching and learning and virtual reality technology are analyzed in terms of abstract virtual cognition and concrete modeling techniques, and the forms of application of virtual reality technology in high school physics teaching are described, along with associated educational technology theories. The era of core literacy development poses new challenges to basic teaching and requires new teaching methods and approaches to adapt. The development of 3D virtual reality technology has provided new opportunities for teaching reform. Firstly, the unique charm of virtual reality technology itself has deeply attracted many experts and scholars to explore its application in pedagogy. Secondly, the scale and effect of virtual reality technology in pedagogy applications are still far from the ideal goal in people’s mind, and further exploration and research are needed in the theoretical support of educational technology research. Thirdly, in the process of high school basic teaching, on the one hand, basic experiments play a crucial role, and on the other hand, transforming abstract basic principles and concepts into concrete visible and operable teaching methods is also an important direction for its future development. Combined with the development tools and software to build processes and models, the knowledge of electricity and mechanics in high school physics is modeled in 3Ds MAX and Unity3D to provide technical support for the application of virtual reality in high school physics teaching and to promote the reform of high school physics teaching. Based on an in-depth analysis of virtual reality technology in the construction of teaching resources, this paper explores the feasibility of using software systems and hardware facilities of 3D virtual reality technology in high school physics teaching, such as experimental demonstration, geometric modeling, and 3D graphic transformation. It fits the cognitive level of high school students, constructs 3D virtual scenes and virtual object motion trajectory models that meet the requirements of the high school physics curriculum, and promotes the application of virtual reality technology in high school physics teaching and visualizing abstract physics knowledge, with clear student understanding and significant improvement in learning efficiency.

Competence of Teaching or Scientific Projects, which include teacher competencies, knowledge, self-image, motivation, and personality traits, distinguishes high-performing teachers from average teachers in school education. e Competence of Teaching or Scientific Projects model is the sum of the competency characteristics required for the specific role of a teacher, and it is a set of characteristics developed in response to the professional performance and task requirements of the teacher. is paper adopts a systematic literature review method to analyze the research results on teachers' research competency in China since the 21st century. Horizontally, the number of literature types first increases and then stabilizes, the publishing journals are concentrated, and the research topics are diverse; vertically, the definition of teacher research competency includes hybrid, behavioral, and trait theory; the cultivation goals of teacher research competency range from breakpoint separation to articulation and integration, the cultivation process ranges from theory acquisition to participation in creation, and the cultivation methods range from primary and secondary schools based to demand-based. e construction of a teacher research competency model helps in teacher recruitment, research competency development, and assessment; the construction methods include qualitative, quantitative, and mixed research; specific strategies involve sample selection, competency indicator determination, and subjective influence control.is study selected high-performing primary and secondary school outstanding teachers as a valid sample, used the event interview method, adopted the classical BEI competency modeling method, analyzed key behavioral events that occurred in teachers' past teaching work, examined performance behaviors, explored identifying and conceptualizing Competence of Teaching or Scientific Projects characteristics, determined outstanding Competence of Teaching or Scientific Projects criteria through retrospective interview evaluations of graduates, explored key elements of teachers' long-term impact on students, compared outstanding teachers with ordinary teachers, and constructed a model of primary and secondary school Competence of Teaching or Scientific Projects to provide an effective basis for teacher selection, training, and assessment. Future research needs to increase research perspectives, broaden research themes, and innovate research methods.