活动上，市妇女儿童活动中心少年科学院正式揭牌成立。活动现场还为少年科学院的首批"小院 士"颁发了证书，"小院士"代表杨一诺同学上台发言，分享了科学梦想与探索心声，展现了新一代青少 年对科学的热爱与追求。仪式结束后，少年科学院随即组织专家讲座及首次学员活动，为"小院士"们开 启了充实而富有意义的"科学第一课"。 "科学家庭"培养计划由市教育局、市妇联、市科协联合指导，市妇女儿童活动中心、市青少年校外 教育指导中心、市科普促进协会、市陶行知研究会主办。培养计划面向全市小学生，通过为期一年的系 列科学课程与实践项目，激发青少年科学兴趣，提升科学素养与创新能力，构建家校社协同的科学教育 新生态，为苏州未来科技发展储备人才。 昨天（11月23日），苏州市"科学家庭"培养计划启动仪式暨苏州市妇女儿童活动中心少年科学院揭 牌仪式举行。 ...

Group 1 - The Ministry of Finance announced a budget of 100 billion yuan for childcare subsidies and 20 billion yuan for gradually implementing free preschool education in response to public concerns [1] - The National Development and Reform Commission aims to promote large-scale construction of new energy storage, targeting an installed capacity of over 180 million kilowatts by 2027 [1] Group 2 - The Supreme Court will further promote the activation of Article 997 of the Civil Code to effectively address issues such as online violence and false accusations [1] - The National Park Law of the People's Republic of China will come into effect on January 1, 2026 [1]

Core Viewpoint - The "3:30 PM problem" highlights the structural mismatch between parents' work hours and children's school hours, necessitating collaborative solutions from schools, society, and families to address this pressing social issue [1][2][3] Group 1: Role of Schools - Schools should enhance after-school services beyond mere supervision, focusing on quality and variety by offering diverse activities such as science, arts, sports, and interest groups [2] - In Shanghai's Baoshan District, all 97 public and private primary schools provide comprehensive after-school services, including homework guidance and specialized courses to meet diverse student needs [2] - Harbin's Huayuan Primary School has introduced over 100 unique "seed" courses during after-school hours, emphasizing the shift from mere supervision to empowering students [2] Group 2: Role of Society - Social institutions play a crucial role in alleviating the "3:30 PM problem" by providing rich resources and facilities for after-school care [2] - Initiatives like summer programs at youth cultural centers can be expanded to offer regular community-based courses, enhancing the supply of after-school services [2] - Collaboration with public cultural and sports institutions can introduce more engaging activities for children, ensuring they remain supervised and active after school [2] Group 3: Role of Parents - Parents are essential participants in solving the "3:30 PM problem" by engaging in school communication and selecting appropriate after-school programs [3] - Forming neighborhood "mutual aid groups" can help families share childcare responsibilities, fostering trust and community support [3] - Parents should focus on quality time with their children, engaging in activities like reading and outdoor sports, to provide emotional support and companionship [3]

Core Viewpoint - The "3:30 problem" highlights the structural mismatch between parents' work hours and children's school hours, necessitating collaborative solutions from schools, society, and families to address this pressing issue [1][2][3] Group 1: Role of Schools - Schools should enhance after-school services beyond mere supervision, focusing on quality and variety by offering diverse activities such as science, arts, sports, and interest groups [2] - In Shanghai's Baoshan District, all 97 public and private primary schools provide comprehensive after-school services, including homework guidance and specialized courses to meet diverse student needs [2] - Harbin's Huayuan Primary School offers over 100 unique "seed" courses during after-school hours, demonstrating the shift from mere supervision to empowering students [2] Group 2: Role of Society - Social institutions play a crucial role in alleviating the "3:30 problem" by providing rich resources and facilities for after-school care [2] - Initiatives like summer programs at youth cultural centers can be expanded to offer regular community-based courses, enhancing the supply of after-school services [2] - Collaboration with public cultural and sports institutions can introduce more engaging activities for children, ensuring they remain active and interested in learning [2] Group 3: Role of Parents - Parents are essential participants in solving the "3:30 problem" and should engage in school communication, actively choosing and providing feedback on after-school services [3] - Forming "mutual aid groups" with neighboring families can help share childcare responsibilities and organize activities [3] - The goal is not to fill every moment with structured activities but to create a safe and enriching after-school environment, addressing safety concerns and educational gaps [3]

Core Viewpoint - The "3:30 problem" highlights the structural mismatch between parents' work hours and children's school hours, necessitating collaborative solutions from schools, society, and families to address this pressing issue [1][2][3] Group 1: Role of Schools - Schools should enhance after-school services beyond mere supervision, focusing on quality and variety by offering diverse activities such as science, arts, sports, and interest groups [2] - In Shanghai's Baoshan District, all 97 public and private primary schools provide comprehensive after-school services, including homework guidance and specialized courses to meet diverse student needs [2] - Harbin's Huayuan Primary School offers over 100 unique "seed" courses during after-school hours, demonstrating the shift from mere supervision to empowering students [2] Group 2: Role of Society - Social institutions play a crucial role in alleviating the "3:30 problem" by providing resources and facilities for after-school care, enhancing the quality of services available [2] - Community engagement with cultural and sports institutions can introduce more enriching activities, allowing children to engage in beneficial programs close to home [2] Group 3: Role of Parents - Parents are essential participants in resolving the "3:30 problem" by actively engaging in school communications and selecting appropriate after-school services [3] - Forming mutual support groups with neighboring families can help share childcare responsibilities and organize activities [3] - Parents should focus on quality time with their children, ensuring emotional support and engagement through activities like reading and outdoor play [3]

蝉鸣渐歇，秋意初浓。九月伊始，全国多地中小学迎来开学季。孩子们迎着晨光，踏上新学期的旅程，重归校园。 在重庆两江新区星湖学校迎新生仪式上，教师为学生点朱砂。（受访者供图） 9月1日，山西省太原市杏花岭区新建路小学校，一年级新生背着书包，带着好奇跨入校门。"校园探秘""亲子互动""智慧寻宝"……在老师带领 下，学生们以做游戏的方式开启了崭新的校园生活。 "这是我们为一年级新生特别设计的入学适应课程，希望通过轻松有趣的活动，让孩子们迅速熟悉校园，融入学习生活。"学校执行校长陈晓艳 说。 在重庆两江新区星湖学校，一年级学生收到了仪式感满满的礼物——"伙伴卡"。这些绘有传统纹样的方形卡片上，印着"宜""谦""承""允"等寓 意美好的汉字。学生依次抽取卡片，并与拿到相同字的伙伴留下小学生涯的第一张合影。 新学期的顺利开启，离不开家校社的协同努力。 四川成都市天涯石小学逸景分校校长焦剑表示，开学前，学校组织了教师培训等活动，全面提升教师的综合素养与应急处置能力。"各班班主 任还以家长会等形式，与家长充分沟通交流，共同帮助孩子调整状态，迎接新学期。" 为应对开学交通压力，重庆市公安交管部门提前分析中心城区校园周边的交通状况 ...

Core Viewpoint - The focus is on the mental and physical health of middle and primary school students, emphasizing the importance of nurturing independent, confident, and resilient personalities alongside academic achievements [1][5][17]. Group 1: Mental Health Initiatives - Various measures are being implemented across regions to promote a healthier educational environment for students, including the "Twenty Measures for Mental and Physical Health" released by Beijing's education authorities [5][9]. - The measures aim to foster comprehensive development in students, focusing on both physical fitness and positive psychological qualities [5][9]. - Teachers are increasingly aware of the psychological health of students and are adopting various methods to help them manage emotions and develop healthy psychological traits [3][5]. Group 2: Practical Activities and Engagement - Schools are actively organizing sports competitions and practical activities to enhance students' psychological resilience and teamwork skills [6][8]. - Activities like class sports events allow students to experience both victory and defeat, teaching them valuable life lessons about resilience and emotional management [8][9]. - Practical activities, such as flea markets, encourage students to engage in social interactions, enhancing their communication skills and self-confidence [11][15]. Group 3: Family and Community Involvement - The "Twenty Measures" emphasize the importance of collaboration between schools, families, and communities to support students' health and development [11][15]. - Parent forums and workshops are being organized to improve parent-child relationships and provide parents with tools to better understand and support their children [13][15]. - The initiative highlights the need for teachers to receive training in mental health education to effectively support students [15][17].

Core Viewpoint - The need for a collaborative "digital literacy education network" involving families, schools, and communities to safeguard and promote the healthy growth of adolescents in the digital age is emphasized [1][5]. Group 1: Current State of Adolescent Internet Use - A survey covering 28,000 adolescents across 31 provinces indicates that 55.2% of them spend less than 1 hour online daily, while 5.2% exceed 5 hours, and 2.6% surpass 8 hours [1][2]. - The report highlights a "layered" and "contextual" nature of adolescent online behavior, with a significant number engaging in cross-platform interactions [2]. Group 2: Strategies for Digital Literacy Education - The core principles of digital literacy education should focus on empowerment, capability building, and value guidance, necessitating a collaborative approach among families, schools, and communities [2][3]. - Parents are urged to enhance their own digital literacy, as only 43.7% meet the standards set by the "Short Video Healthy Use Guidelines" [2]. Group 3: School and Community Initiatives - Digital literacy should be integrated into the school curriculum, with pilot programs being implemented in 16 districts of Beijing to provide age-appropriate digital literacy education [3]. - The "Digital Literacy Gas Station" project aims to bridge the digital literacy gap in rural areas, with evidence showing that rural adolescents' AI tool usage is 39% lower than their urban peers [4]. Group 4: Addressing Emerging Challenges - The impact of generative artificial intelligence on adolescents is acknowledged, with a call for a "developmental protection" mechanism to integrate digital literacy modules into educational platforms [4]. - The introduction of AI ethics and algorithm bias recognition topics in schools has reportedly improved students' rational consumption index by 32% [4].