三是进一步增强科学教育优质资源供给。组织科学家编写精品科普读物，利用课后服务，安排科学家走 进中小学，结合校园科技周等活动，推进科技社团建设，培养学生科学意识和创新精神。鼓励开发科学 教育教师能力提升线上资源，汇聚院士科学家讲座、报告等，供广大师范生和在职教师学习。 四是进一步强化校内外评价激励机制。把实验教学情况纳入教育质量评价监测体系,完善实验教学人员 和实验室管理人员激励机制；以"教联体"建设为抓手，开展形式多样的家庭科普活动，调动部门资源， 协同社会力量，在家校互动、社教同频等方面加强联合，共同推进中小学科学教育。 一是进一步深化科学教育课程教学改革。实施启发式、探究式教学，培养学生深度思维。积极探索人工 智能教育、STEM（科学、技术、工程、数学）教育，提升学生解决问题能力。利用先进教育技术弥补 偏远农村学校教育教学资源不足，不断提升科学教育质量。 二是进一步提升中小学科学类课程教师素养。优化科学教育师范生的培养，鼓励师范院校建立数学、科 技、工程类教育中心，加强师范生科技史教育，提高科普传播能力。完善区域教研、校本教研、网络教 研等科学教师教研活动，促进科学教师科学素养的整体提升。 近日，教育部官 ...

Group 1 - The FTC (FIRST Tech Challenge) is a premier competition for youth in STEM education, emphasizing not only technical skills but also project management and teamwork [3] - The 2025-2026 season's theme is "Decode," where teams design robots to capture and shoot spherical "cultural relics," testing mechanical stability and decision-making skills [5][8] - The competition saw participation from 32 top teams across 8 provinces and municipalities, with nearly 400 students involved [1][8] Group 2 - The event was hosted by Bayi School, which provided logistical support and ensured a fair competition environment [23][25] - Bayi School's team, 27570 Rongzhen Kaiwu, won the championship and set a new world record for single-match scoring [8][9] - The competition serves as a platform for youth to engage in scientific exploration and practical experience, aligning with Bayi School's STEM education philosophy [25][29] Group 3 - The students demonstrated significant growth in engineering thinking, moving from passive execution to proactive problem-solving [14][16] - The competition highlighted the importance of resilience and iterative learning, with students refining their robots through trial and error [17][20] - Bayi School emphasizes a comprehensive approach to education, integrating technology and engineering with real-world problem-solving [31][33]

12月19日，世界银行代表团到访南京市教育技术装备中心，围绕人工智能教育、STEM实践、实验室建 设等核心议题开展深度交流，实地探访南京教育数字化转型成果，共商国际教育知识合作新机制。 实地观摩教育科技新实践 活动现场，南京市教育技术装备中心副主任杨峰带领代表团参观，并全方位介绍中小学专用教室数字化 升级成果。数码显微镜、无线传感设备等智能装备的课堂应用，基于iPad的数字艺术编曲课程、纸笔书 写记录系统，无土栽培、芦丁鸡孵化等跨学科项目，以及融合木工榫卯与3D打印的创客空间，生动呈 现南京教育装备的数字化、智能化升级历程。 解码STEM教育"南京模式" 座谈会上，南京市教育技术装备中心主任崔琪致欢迎词。她表示，近年来，南京教育技术装备中心聚焦 人工智能教育、实验室建设、实验教学、图书馆建设与阅读教学等关键领域，探索形成了具有南京特色 的实践模式。此次交流既是一次成果展示，更是一次学习提升的契机，期待以此为纽带，拓展国际视 野、提升专业能力，深化国际教育领域的交流合作。 南京市教育技术装备中心首席技术专家宋涛围绕STEM教育实践成果作专题汇报。他提出，STEM是南 京教育装备工作的核心业务模型与空间实践逻辑， ...

齐鲁晚报.齐鲁壹点樊舒瑜 12月15日，山东理工大学与淄博稷下实验学校、淄博美达菲双语高级中学两所学校的签约授牌仪式举行。 与以往高校对中小学的"讲座式""参观式"单向帮扶不同，此次合作构建了一套系统化的制度框架，这也标志着淄博校地融合发展迈入了一个新的阶段。 对于大学而言，此次合作同样意义深远。 这并非荣誉头衔，而是实质性岗位。 "山东理工大学将制定明确的工作计划表，定期到校参与课程规划、，指导课题研究，将大学的学术资源直接'嫁接'到中学的教学场景中。"淄博稷下实验 学校相关负责人表示，这种固定、深入的角色嵌入，确保了高校智力资源不再是"蜻蜓点水"，而是能持续作用于学校的文化积淀与科学教育。 此外，合作协议更建立了资源开放的"负面清单"制度——除涉及国家安全等特殊领域外，山东理工大学的实验室、图书馆、专家资源将有序向两所中学师 生开放。 长期以来，基础教育与高等教育在教学目标、方法和评价上存在明显"断层"，学生从中学到大学往往面临适应挑战。此次合作的核心目标之一，正是要打 通这一梗阻。 "我们将共同设计'课程包'。"据山东理工大学相关负责人介绍，"内容不是大学知识的简单下放，而是着重培养科学思维、研究方法和 ...

Core Viewpoint - The launch of the 3D printing new course by Xueersi Big Science aims to bridge the gap between children's imagination and reality, providing an innovative solution for STEM education under the new curriculum standards [1][3]. Group 1: Product and Educational Approach - The 3D printing course integrates AI tools with 3D printing technology, allowing children to describe their ideas in natural language, which the AI then converts into professional models for printing [3][5]. - The course employs a Project-Based Learning (PBL) approach, driving student-led exploration through a complete cycle of "creativity-design-print-validation," enabling mastery of multidisciplinary knowledge [3][5]. - The curriculum is designed to cover the entire chain from theoretical learning to tangible results, fostering a sense of achievement and deeper learning motivation among students [3][5]. Group 2: Market Context and Educational Value - China's STEM education is entering a high-quality development phase, with new curriculum standards emphasizing "learning by doing" and the integration of interdisciplinary practices [5]. - The 3D printing course aligns with educational policies and interests, providing an innovative path for science education [5]. - The course includes diverse practical application scenarios, combining 3D printing with toy and robotics education, allowing children to create personalized toys and contribute to innovative designs in robotics competitions [5][6]. Group 3: Recognition and Future Plans - Students participating in the course can earn a "Digital Maker" certificate for qualifying works, enhancing the educational value and recognition of their efforts [6]. - The 3D printing new course is set to officially launch in the winter of 2026, indicating a strategic timeline for implementation [6].

2025年12月8日，学而思大科学在产品交流会上推出3D打印新品课程。学而思大科学依托专业的STEM教育体系，以"让孩子把梦想变成可能"为核心目 标，打造兼具趣味性与教育性的创新课程，为新课标背景下的STEM教育落地提供了全新解决方案。 每个孩子的脑海中都藏着天马行空的想象，从奇幻的潮玩形象到实用的生活工具，孩子们从不缺乏创意的火花，但如何跨越"想得到" 与"做得到" 的鸿 沟，将想象变为实体，始终是摆在孩子面前的现实挑战。学而思大科学此次推出的 3D 打印新品课程，通过 AI 工具与 3D 打印技术的创新融合，为这一难题 找到了答案：孩子无需掌握复杂的设计技巧，仅凭自然语言就能描述创意，AI 工具将快速把想法转化为专业模型，再通过 3D 打印机，就可以让创意从数 字世界走进现实。让每个孩子都能轻松实现从"敢想" 到"敢做" 的跨越。 更深层来看，创意不是凭空而来，它源于孩子对现实世界的观察与思考。可能是觉得玩具不够独特，想要打造专属玩伴；也可能是希望为身边人创造实 用的小物件，传递心意与温度。这份 "想要改变现实" 的内生动力，才是创意最持久的源泉。3D打印新品课程创新性地采用PBL项目式学习教法，以真实问 ...

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].

Core Insights - The "Star Plan" by SAIC Volkswagen has evolved from infrastructure improvement to a focus on educational system development, emphasizing STEM education and teacher training [6][5][12] Group 1: Overview of the "Star Plan" - The "Star Plan" was initiated in 2015, initially focusing on improving the physical conditions of rural schools, with a total donation exceeding 21 million yuan and the establishment of 11 hope schools [6][5] - In 2023, the program transitioned to "Star Plan 2.0," centering on STEM education, integrating curriculum development, teacher training, classroom implementation, and cultural activities [6][5][12] Group 2: Educational Philanthropy Trends - The focus of educational philanthropy in China has shifted from hardware improvements to addressing curriculum resources, teacher capabilities, and learning experiences, with the automotive industry becoming a significant player in this space [2][4] - The automotive sector's strengths in engineering and organizational systems align well with the needs of STEM education, allowing for a more effective contribution to educational philanthropy [4][5] Group 3: Implementation and Impact - The "Star Plan" has established a feedback mechanism through ongoing visits and teacher feedback, ensuring that the philanthropic efforts are integrated into the daily educational framework [7][12] - The program has shown significant improvements in students' scientific understanding and expression skills, while also enhancing teachers' interdisciplinary teaching experiences [12][9]

Core Insights - Indonesia, as the largest economy in Southeast Asia with a population of approximately 270 million, aims to become a developed country by 2045 through its "Golden Indonesia 2045" vision, leveraging its natural resources and domestic consumption growth [1][30] - The dialogue with Gita Wirjawan highlights the risks of protectionism in global trade and emphasizes the need for multilateral cooperation, particularly in the context of U.S. unilateral tariff policies and China's efficient supply chain capabilities [1][6][11] Group 1: Trade and Economic Cooperation - Indonesia's trade negotiations with the U.S. resulted in a reduction of tariffs from 32% to 19%, with Indonesia eliminating tariffs on over 99% of U.S. agricultural imports, reflecting a strategic long-term vision rather than a mere concession [2][3] - The diversification of trade partnerships is crucial for Indonesia and other Southeast Asian nations, with a strong inclination towards closer cooperation with China due to its cost-effective development options [3][19] - The BRICS expansion, including Indonesia, signifies a shift towards a multipolar world and the importance of diverse economic partnerships [3][19] Group 2: Investment and Capital Allocation - The ability of Indonesia and Southeast Asian countries to attract foreign direct investment (FDI) hinges on their capital acquisition strategies, particularly in technology and economic capital [4][25] - Indonesia's FDI increased from $4.9 billion in 2009 to $21.2 billion in 2012, showcasing the potential for growth in attracting investment despite current global protectionist trends [13][25] - The need for improved legal frameworks and the ability to quantify risks are essential for enhancing investor confidence and attracting more capital [12][25][26] Group 3: Education and Human Capital - Strengthening STEM education is vital for enhancing risk quantification capabilities and improving overall productivity, which in turn can elevate Indonesia's position in the global value chain [12][26] - Indonesia currently produces significantly fewer STEM graduates compared to China and India, highlighting a critical area for development to meet future economic goals [11][12] Group 4: Energy and Infrastructure Development - Indonesia's low per capita electricity generation (1,300 kWh) compared to China's (10,000 kWh) underscores the urgent need for investment in renewable energy to support modernization efforts [27][28] - The estimated investment requirement of $2 to $3 trillion for enhancing energy capacity in Southeast Asia presents a significant opportunity for international collaboration, particularly with China [28] Group 5: Geopolitical Strategy and Global Positioning - Indonesia's strategic positioning between major powers like the U.S. and China reflects a balancing act aimed at maintaining autonomy while fostering economic growth [19][24] - The historical context of the Bandung Conference emphasizes the importance of non-alignment and multilateral cooperation in addressing contemporary global challenges [31][32]

Core Viewpoint - SAIC Volkswagen's "Star Plan" aims to enhance rural education through a series of initiatives, including the introduction of STEM courses and community engagement activities, to support the comprehensive growth of children in rural areas [1][3][8]. Group 1: Educational Initiatives - The "Star Plan" has partnered with the China Youth Development Foundation to develop STEM courses tailored for rural nine-year compulsory education, with the first implementations occurring at the SAIC Volkswagen Hope Primary School in Enshi, Hubei [3][5]. - The STEM curriculum integrates various scientific principles and engineering challenges, allowing students to engage in hands-on activities such as assembling solar-powered cars and creating automotive models [3][5]. - Additional interactive courses, including history and music, have been introduced to complement the STEM education, fostering a well-rounded educational experience for students [5]. Group 2: Long-term Commitment - Since its inception in 2015, the "Star Plan" has donated over 21 million yuan, establishing 11 Hope Schools across several provinces, benefiting over 20,000 youth [8][10]. - In 2023, the program was upgraded to include a teacher training initiative for STEM education, impacting over 400 teachers and benefiting more than 5,000 children [8][10]. - The company continues to expand its volunteer network and community partnerships to enhance the effectiveness of its educational programs and ensure sustainable development in rural education [10].