从科学教育到科技教育，一字之差有何深意

Core Viewpoint - The article discusses the shift from traditional science education to technology education in Chinese primary and secondary schools, emphasizing the integration of scientific thinking with practical problem-solving skills to foster future technological talent [1][2][3]. Group 1: Transition from Science Education to Technology Education - The Ministry of Education's recent guidelines aim to enhance technology education as a means to support national innovation strategies and cultivate future talent [1][2]. - Technology education focuses on interdisciplinary approaches, integrating cutting-edge technology into the curriculum to stimulate students' scientific interest and inquiry abilities [2][3]. - The term "technology education" aligns with national policy discussions on the integration of education, technology, and talent development, reflecting a more localized understanding compared to existing concepts like STEM education [2][3]. Group 2: Emphasis on Practical Problem-Solving - The article highlights the importance of practical, inquiry-based learning, where students engage in hands-on projects that address real-world problems, moving beyond mere verification experiments [6][8]. - Schools are encouraged to break down barriers between subjects, allowing for collaborative projects that combine skills from different disciplines, such as using AI in art and science classes [5][6]. - The focus is on developing students' abilities to think like scientists and engineers, fostering creativity and innovation through practical applications [4][6]. Group 3: Teacher Training and Support - The article stresses the need for comprehensive teacher training programs to equip educators with the skills necessary for effective technology education, moving away from traditional knowledge-based teaching [10][11]. - A structured, long-term training approach is recommended to ensure teachers can effectively implement new teaching methods and integrate technology into their classrooms [10][11]. - The establishment of a tiered training system is suggested to address disparities in teacher quality across different regions, enhancing collaboration among educational institutions [11].