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 Ministry of Education and six other departments have jointly issued guidelines to strengthen science and technology education in primary and secondary schools, emphasizing the importance of cultivating scientific interest during youth and promoting a transformation in educational methods to lay a solid foundation for nurturing innovative talents in technology [1][3]. Group 1: Key Tasks and Educational Framework - The guidelines outline six key tasks, including building a collaborative educational system that integrates technology and humanities, creating an open and integrated curriculum ecosystem, and enhancing research-led teaching and comprehensive evaluation [10][12]. - Emphasis is placed on a practical approach to education, with a focus on experiential learning and interdisciplinary project-based learning at different educational stages [13][18]. Group 2: Curriculum and Teaching Innovations - The guidelines advocate for a curriculum that merges disciplines and addresses real-world problems, encouraging the development of high-quality technology education resources and innovative teaching methods, such as dual-teacher classrooms involving scientists and teachers [18][20]. - Schools are encouraged to utilize advanced technologies, such as virtual laboratories, to enhance the learning experience [18]. Group 3: Teacher Training and Resource Development - There is a significant shortage of qualified science teachers, with only 240,000 dedicated science teachers in primary schools as of 2022, highlighting the need for improved teacher training and professional development [21][30]. - The guidelines propose measures for teacher training, including master's programs in technology education at top universities and partnerships with research institutions to enhance curriculum development and teaching guidance [30]. Group 4: Practical Applications and Community Involvement - Schools are encouraged to collaborate with universities, enterprises, and non-profit organizations to enhance technology projects and create accessible science education environments [20][25]. - Examples of innovative practices include the establishment of technology centers in schools and the involvement of scientists as vice principals to guide curriculum development and student projects [23][25].

Group 1 - The core idea of the articles is the innovative "dual-teacher classroom" model initiated by the Beijing Education Committee and the Lhasa Education Bureau, which aims to share quality educational resources and enhance collaboration between students in Beijing and Lhasa [1][2] - The first batch of "group-style" educational aid personnel arrived in Tibet in April 2016, and since 2022, the tenth batch has established a two-way exchange mechanism for teachers, involving 471 teachers from 17 provinces supporting 21 schools in Tibet [2] - The educational aid program has evolved from merely providing resources to fostering local teacher development, aiming to create a sustainable and high-quality education system in Tibet [1][2] Group 2 - The collaboration between teachers from Beijing and Lhasa has led to improved teaching methodologies, with local teachers gaining insights into effective teaching practices and enhancing their educational philosophies [1] - The educational aid program includes various activities such as sending teachers to rural areas, academic exchanges, and online classes, which contribute to the integration and communication between students from different regions [1] - There is a recognition that some schools in Tibet now have better hardware facilities than those in Beijing, indicating significant improvements in educational infrastructure [2]

Group 1 - The "Double Teacher Classroom" project in Beijing's Miyun District aims to enhance educational resources through collaborative teaching models [1][3] - The project includes three application models: inter-district collaboration, urban-rural integration, and a "one school leads multiple schools" approach for rural areas [3][4] - The "Flying Elephant" AI general education course is the first implemented AI curriculum in China since the release of the "Beijing Plan for Promoting AI Education in Primary and Secondary Schools (2025-2027)" [4] Group 2 - The "Flying Elephant" AI course features a systematic approach across all school stages, including 32 interactive experiences at the perception layer, 96 real projects at the application layer, and advanced development modules at the development layer [4] - The course has been implemented in 1,342 schools across 25 provinces in China, indicating a significant reach and impact [4] - The AI course expands students' knowledge and interest beyond basic computer science education, enhancing their learning experience [3]