近日，教育部等七部门印发《关于加强中小学科技教育的意见》，为中小学科技教育发展绘制了美好蓝 图。今后，中小学将怎样培养孩子们的科学兴趣和科学精神？相关课程内容和教学方式会有哪些改变？ 最终的学习效果如何进行评价？ 问题一 怎样培养学生的科学兴趣和科学精神？ 每个学段都有科学育人目标 小学阶段，趣味横生的体验、活动和科学课是科技教育的主阵地，学生们在这段时光中，种下热爱科学 的小种子。中学阶段，学生们可以体验实践科学研究的全过程，关注假设、论证、解释、检验、解决问 题甚至体验失败等各个环节，通过团队协作提升创造性思维，逐步形成解决真实世界复杂问题的素养。 小初衔接阶段，学生面临着学习方式与知识量级的变化。学校尊重学生的成长规律，开发设计了PBL （项目式学习）课程，既涵盖生物、化学、物理、地理、信息科技等初中知识，又融合小学学段已学内 容，还渗透了工程师思维与设计师视角的初步应用。 初高衔接阶段，于学生而言是乐趣蜕变为志趣的关键时期。学校联动高校科研院所、高新技术企业、科 普场馆等，研究"初高中科学教育如何实现难度、深度和广度上相互衔接"的重要课题，联合开发课程、 活动。学生在解决真实情境复杂问题中自然而然地实 ...

Core Viewpoint - The recent joint issuance of opinions by seven departments aims to strengthen science and technology education in primary and secondary schools, focusing on enhancing students' innovative capabilities from a young age [1] Group 1: Educational Framework - The opinions follow the cognitive development of students and aim to establish a "step-by-step" educational system, starting from basic education to systematically improve youth's science and technology innovation abilities [2] - In primary education, the focus is on igniting curiosity through life-related and game-based scenarios; in middle school, the emphasis is on solving real problems through interdisciplinary project-based learning; and in high school, students are encouraged to engage with cutting-edge technology and conduct experimental inquiries [2] Group 2: Curriculum and Learning Methods - The opinions propose specific requirements to promote educational reform by emphasizing interdisciplinary integration, nurturing humanistic feelings while exploring scientific laws, and fostering rational thinking and innovative spirit through humanistic immersion [3] - There is a call to enhance the conversion of cutting-edge scientific achievements into teaching resources and to develop high-quality science and technology education curriculum resources [3] - Students are encouraged to take initiative in learning, engage in discussions, conduct hands-on experiments, and apply multidisciplinary knowledge and skills to solve problems [3] Group 3: Collaborative Efforts - The implementation of enhanced science and technology education in primary and secondary schools requires collaboration from various sectors to form a cohesive effort [4] - Current challenges in primary science education include a lack of professional teachers, limited practical venues, and fragmented curriculum resources; the opinions provide clear requirements to strengthen the teaching workforce and promote collaborative education [4] Group 4: Resource Integration - The China Association for Science and Technology will continue to strengthen the co-construction and sharing of science education resources both inside and outside schools, promoting high-quality development in science education [5]

Core Viewpoint - The Ministry of Education and seven other departments have issued the "Opinions on Strengthening Science and Technology Education in Primary and Secondary Schools," aiming to enhance students' engagement in science and technology by establishing a comprehensive educational framework by 2030 and a fully developed ecosystem by 2035 [1][2]. Group 1: Educational Framework and Goals - By 2030, a basic science and technology education system will be established in primary and secondary schools, with improved curriculum, teaching reforms, and a robust evaluation and support system [1][2]. - By 2035, a comprehensive science and technology education ecosystem will be built, with project-based, inquiry-based, and interdisciplinary teaching methods widely applied, enhancing students' practical problem-solving skills [1][2]. Group 2: Curriculum Development - The curriculum will focus on different educational stages: early primary grades will emphasize experiential learning and interest cultivation, while later stages will focus on concept understanding and hands-on exploration [2]. - Middle school will emphasize practical inquiry and technology application, while high school will focus on experimental inquiry and engineering practice, encouraging students to engage with cutting-edge technology [2]. Group 3: Teaching Methods and Evaluation - The "Opinions" advocate for innovative teaching methods, including tailored educational plans for schools and the exploration of dual-teacher classrooms and future classrooms utilizing advanced technologies [3]. - A reform in evaluation methods is proposed, emphasizing diverse and developmental assessments rather than solely exam-based evaluations, with a focus on tracking students' innovation capabilities [3]. Group 4: Teacher Training and Development - The "Opinions" call for integrating science and technology education into teacher training programs, with a focus on cultivating interdisciplinary educators through master's programs and specialized training [4]. - Support will be provided for higher education institutions and research organizations to involve experts in primary and secondary school science and technology education [4].

Core Viewpoint - The recent issuance of the "Opinions on Strengthening Science and Technology Education in Primary and Secondary Schools" by the Ministry of Education and six other departments emphasizes the urgent need for innovation talent in the context of a new round of technological revolution and industrial transformation, highlighting the importance of enhancing science and technology education at the primary and secondary school levels to support national innovation-driven development strategies [1] Group 1: Key Tasks and Implementation - The "Opinions" propose six key tasks aimed at achieving a new structure through interdisciplinary integration, a new engine through engineering practice, and a new ecosystem through collaborative openness, encouraging students to think like scientists and practice like engineers [1] - The Ministry of Education has reported positive progress in science and technology education, with improvements in curriculum systems, teaching reforms, teacher quality, and activity platforms [2][3] Group 2: Regional Initiatives and Achievements - Zhejiang Province has integrated general technology and information technology into the college entrance examination and has maintained a comprehensive science curriculum for 37 years, showcasing a commitment to science and technology education [3] - The implementation of the "Three Advances and Three Enhancements" initiative in Hunan Province has led to significant advancements in technology education, including the establishment of a 300 square meter intelligent robotics education laboratory [2] Group 3: Future Goals and Strategies - By 2030, the goal is to establish a basic framework for science and technology education in primary and secondary schools, with a comprehensive ecosystem expected by 2035, focusing on practical, inquiry-based, and interdisciplinary teaching methods [4] - The Ministry of Education plans to guide local schools in integrating science and technology education into their educational reforms, encouraging pilot programs to address challenges such as resource shortages and teacher capacity [5]

Core Viewpoint - The recent issuance of the "Opinions on Strengthening Science and Technology Education in Primary and Secondary Schools" by seven departments, including the Ministry of Education, signifies a commitment to enhance STEM education in China, aiming to cultivate innovative talents and support high-quality development in education, technology, and talent integration [1][2]. Group 1: Focus on STEM Education - The "Opinions" emphasize the importance of practical experience in science and technology education, advocating for the optimization of teaching spaces to provide students with real-world exploration and engineering practice opportunities [1][2]. - The traditional knowledge-based, subject-segregated approach to science education is deemed insufficient for nurturing innovative and interdisciplinary talents, necessitating reforms that begin from early childhood education [1][2]. Group 2: Developmental Framework - A "stair-step" educational system is proposed, tailored to the cognitive characteristics of students at different educational stages, promoting engagement through life and game-based scenarios in elementary school, problem-solving in middle school, and experimental inquiry in high school [2][3]. - The integration of disciplines is a key feature, requiring a coordinated approach to resources across science, technology, engineering, and mathematics, focusing on real-world issues rather than isolated subject knowledge [2][3]. Group 3: Collaborative Implementation - The "Opinions" highlight the need for an "open collaboration" model, encouraging partnerships between schools, families, communities, technology companies, and non-profit organizations to enhance technology education projects [3]. - This collaborative approach aims to bridge the gap between classroom knowledge and real-world applications, addressing the disconnect between educational content and societal needs [3].

Core Viewpoint - The Ministry of Education and six other departments have jointly issued guidelines to strengthen science and technology education in primary and secondary schools, aiming to cultivate innovative talents and support high-quality integrated development in education, science, and talent [1] Group 1: Key Tasks - The guidelines outline six key tasks, including the construction of a collaborative and integrated education system, emphasizing the synergy between science education and humanities education [2] - It calls for the development of an open and integrated curriculum ecosystem, reshaping the teaching ecology through interdisciplinary integration [2] - The establishment of a comprehensive evaluation mechanism for science education is highlighted, promoting the integration of research and teaching [2] Group 2: Educational Approach - The guidelines emphasize a gradual and connected process for cultivating scientific literacy across different educational stages, with specific focuses for each stage from early childhood to high school [3] - Schools are encouraged to develop tailored implementation plans based on real-world problem-solving, utilizing project-based learning and inquiry-based methods [3] - Innovative teaching models such as "dual-teacher classrooms" and "future classrooms" using cutting-edge technologies like virtual labs are promoted [3]

Market Overview - US stock indices closed mixed, with the Dow Jones up 0.68% reaching a new closing high, while the Nasdaq fell 0.26% and the S&P 500 rose 0.06% [5] - European indices all rose, with Germany's DAX up 1.22%, France's CAC40 up 1.04%, and the UK's FTSE 100 up 0.12% [8] - International gold prices increased, with spot gold rising 1.62% to $4193.51 per ounce [6] - International oil prices dropped significantly, with WTI crude down 4.28% to $58.43 per barrel and Brent crude down 3.84% to $62.66 per barrel [7] Company News - CATL reported lithium battery exports of 116 GWh in the first three quarters of 2025, with R&D investment exceeding 15 billion yuan [16][17] - Xiaomi announced the recruitment of AI talent, with 95 post-90s AI expert Luo Fuli joining the company to lead AI model research [18] - Luckin Coffee's CEO stated the company is preparing to relist on the US main board, which could enhance its brand image and growth potential [19] - Anthropic, an AI startup backed by Google, plans to invest $50 billion in building data centers in the US, creating approximately 800 permanent jobs [20] - ByteDance terminated an employee for leaking confidential information, raising concerns about information security within the company [21] - Chery Automobile faced a public incident involving a vehicle challenge at Tianmen Mountain, which could impact its brand image [23] - JA Solar clarified that its board secretary did not make any statements regarding circulating rumors, aiming to restore investor confidence [25][24] - Tianqi Lithium announced that a Chilean court dismissed its lawsuit, which may affect its business operations in Chile [26] - North Medical's chairman was arrested for criminal charges, but the company stated that its operations remain normal [27] Industry Developments - The Chinese government is promoting the integration of renewable energy industries, encouraging the establishment of low-carbon parks [10] - The Ministry of Education and six other departments issued guidelines to strengthen science and technology education in primary and secondary schools by 2030 [9] - The China Securities Regulatory Commission reported that foreign investors now hold over 3.5 trillion yuan in A-shares, reflecting the ongoing opening of China's capital markets [14]

Core Viewpoint - The Ministry of Education and six other departments have jointly issued the "Opinions on Strengthening Science and Technology Education in Primary and Secondary Schools," aiming to enhance the cultivation of innovative talents and support high-quality integrated development of education, science, and talent [1]. Group 1: Key Tasks - The first task is to construct a collaborative and integrated education system that strengthens the synergy between science education and humanities education, encouraging students to develop scientific interest and methods through hands-on practice [2]. - The second task focuses on building an open and integrated curriculum ecosystem and teaching methods, reshaping the curriculum to guide students in applying interdisciplinary knowledge to solve problems [2]. - The third task emphasizes enhancing research guidance and comprehensive evaluation based on competencies, establishing a sound evaluation mechanism for science education, and promoting the integration of research and teaching [2]. - The fourth task highlights the importance of diverse resource development and environmental construction, optimizing teaching spaces to provide platforms for students to engage in real-world scientific exploration and engineering practices [2]. - The fifth task aims to promote high-quality and efficient teacher development and collaboration among families, schools, and communities, integrating science education into teacher training systems and enhancing teachers' capabilities [2]. - The sixth task encourages extensive international exchange and cooperation, building a multilateral cooperation network to promote research and practice in science education globally, thereby enhancing international influence and competitiveness [2]. Group 2: Implementation and Support - The "Opinions" stress the need for strong organizational support and implementation, positioning science education in primary and secondary schools as a crucial lever for building a strong educational nation [3]. - It calls for the establishment of a work mechanism led by local party committees and governments, coordinating various departments to ensure systematic deployment and effective implementation of science education [3]. - The document emphasizes the importance of mobilizing resources and funding from various sectors and fostering a societal environment that actively supports and participates in science education [3].

Core Viewpoint - The article emphasizes the importance of enhancing science and technology education in primary and secondary schools to cultivate future talent for national technological innovation, as outlined in the recent policy document issued by the Ministry of Education and other departments [1]. Group 1: Introduction of Technology Education - The concept of technology education in primary and secondary schools is newly introduced in the recent policy document, which aims to integrate quality technological resources into education [3]. - Technology education focuses not only on cultivating scientific thinking but also on establishing horizontal connections to gather quality technological resources for schools [3][5]. Group 2: Collaboration with Higher Education - Universities are encouraged to explore the establishment of a collaborative education community that includes primary, secondary, and higher education institutions to support technology education [6]. - The recent establishment of the UNESCO International STEM Education Research Institute in Shanghai signifies a global effort to enhance STEM education, with local institutions like Tongji University actively participating in this initiative [6]. Group 3: Curriculum Development - The article highlights the need for curriculum reform to break down barriers between science, technology, engineering, and mathematics (STEM) subjects, promoting an integrated approach to education [10][11]. - Schools are encouraged to implement a spiral curriculum that aligns with higher education needs, incorporating cutting-edge topics such as artificial intelligence and quantum information [11]. Group 4: Teacher Training and Resource Sharing - The policy document calls for the integration of technology education into teacher training programs, emphasizing the need for qualified science teachers in primary schools [13]. - Universities are expected to play a significant role in resource sharing, providing online resources and support to under-resourced areas to ensure equitable access to quality technology education [14].

Core Viewpoint - The recent joint opinion issued by seven departments focuses on strengthening science and technology education in primary and secondary schools, emphasizing the importance of cultivating students' scientific interest, innovation awareness, and practical abilities during their formative years [1][2]. Group 1: Educational Framework - The opinion aims to construct a collaborative and integrated educational system, develop an open and inclusive curriculum ecosystem, and emphasize diverse resource development and environmental construction [1]. - It highlights the need for a "step-by-step" educational framework that aligns with students' cognitive development, focusing on enhancing scientific literacy through various educational stages [2][3]. Group 2: Curriculum and Teaching Methods - Specific requirements are outlined to promote educational reform, including interdisciplinary integration and the development of quality science education resources [3]. - The opinion encourages students to engage in hands-on experiments, practical explorations, and collaborative learning, applying knowledge and skills from multiple disciplines to solve real-world problems [3]. Group 3: Teacher Development and Resource Collaboration - The opinion addresses the challenges faced in primary school science education, such as a lack of qualified teachers and fragmented course resources, and aims to resolve these issues through collaboration with universities, research institutions, and technology enterprises [4]. - It emphasizes the importance of building a strong teaching workforce and fostering collaborative education efforts among various stakeholders to enhance the quality of science education [4].