In recent years, the Party and the state have attached great importance to the educational function of museums for young people, and have introduced a series of policy measures to promote primary and secondary school students to use museum resources for learning, and to promote the organic integration of museums with school teaching and comprehensive practice, achieving significant results. With the deepening of curriculum and teaching reform in primary and secondary schools, upgrading school museums on the basis of "museums entering campuses" is an innovative measure for optimizing the carrier of school education and regional cultural inheritance. In this process, it is particularly crucial to integrate the core and pursuit of museum education into the process of educating people, avoiding the situation where form outweighs content and value rationality gives way to instrumental rationality. The connotation of school museum construction. In December 2022, the 26th International Museum Association General Assembly passed a new definition of museums: "Museums are non-profit permanent institutions that serve society, research, collect, protect, interpret, and display material and intangible heritage. They are open to the public, accessible and inclusive, and promote diversity and sustainability." Compared with the definition in 2007, the distinction between "material heritage" and "intangible heritage" and the emphasis on "accessibility, inclusiveness, diversity, and sustainability" clearly reflect the mission and responsibility of museums in today's era, and further highlight the consistency with the educational spirit of schools. The connotation of school museums can be divided into narrow and broad definitions. Narrowly defined, school museums refer to institutions within the school premises that have independent spaces, relatively clear themes, directly serve teacher and student education and learning, and meet operational requirements. In a broad sense, school museums refer to the "museum like" transformation of schools into museums. Although schools do not have dedicated independent spaces for museum construction, their classrooms, offices, corridors, canteens, playgrounds, and other spaces are designed and themed to display important and valuable artifacts from the school's educational process, as well as works related to natural sciences, social sciences, and arts, which can play a role in educating students through spatial education. Turning schools into museums "is an important part of school culture construction, which is a process of expressing core values and spiritual culture through the environment and material culture. The value of school museum construction lies in the educational function of school museums, which is an important part of all-round education. It helps schools deepen curriculum and teaching reforms, systematically promote talent cultivation, and achieve high-quality and connotative development. The school museum helps to deepen the implementation of curriculum and teaching reform actions. Traditionally, museums belong to the informal education system and are often seen as a supplement to school education. The construction and development of school museums should reverse this understanding and clarify that school museums are an important component of school education. Museum education has its unique connotation, emphasizing physical learning, emphasizing interest orientation, possessing situational characteristics, closely related to life, interdisciplinary presentation, etc. After deep integration with school education, it plays an important role in transforming teaching paradigms, promoting project-based learning and interdisciplinary theme learning, guiding students' socialization learning, and enhancing social literacy. The school museum helps to deepen the integration of "five educations" and cultivate well-rounded individuals. Modern schools have developed along with the process of industrial civilization. In the process of developing disciplinary knowledge systems and cultivating academic elites, there is a clear phenomenon that knowledge outside the standardized system is "marginalized". For example, the love for nature, flora and fauna has turned into a theoretical and abstract love, without inspiring students to fully immerse themselves and generate emotions, forming creative life experiences. This makes it difficult to enhance students' ability to perceive, understand, and create beauty. Immersing, experiencing, stimulating, and awakening in real situations is more likely to form a virtuous cycle of "five educations" integration. School museums help to inherit excellent community and local culture, and systematically build a better educational life. History and culture are the roots of children's growth and an important foundation for the high-quality development of schools. Schools are important carriers for inheriting and developing culture. By building school museums, precious resources can be better protected, cultural identity can be consolidated, and multiple entities such as families and society can be attracted to jointly build a better school life. Especially for rural schools, the excavation, protection, inheritance and promotion of rural culture not only help shape and maintain the core spirit of the school, but also require the school to achieve sustainable development. The construction of school museums should handle several relationships. School museum construction is not a necessary option for school work, but a choice made by schools based on the practical needs of connotative development and optimization of the education system. It cannot be built for the sake of construction, and the following relationships should be handled well. One is the relationship between "things" and "people". The construction of school museums should shift from focusing on "objects" to emphasizing both "objects" and "people". For museums in the usual sense, "objects" themselves are the key, that is, the foundation of museum collection, exhibition, and research. Collection, protection, and exhibition themselves are the meaning. But for school museums, focusing on "objects" should be more important to construct identity, create knowledge, establish connections, and give meaning through the selection and excavation of "objects", in order to support the growth of students and teachers. Therefore, the construction of school museums is based on the standpoint of building a student learning support system. It is necessary to combine "objects" to study "human growth", benchmark students' core competencies, and deepen the reform of school talent training models. The second is the relationship between "objective knowledge" and "subjective knowledge". Generalized knowledge includes two levels: objective knowledge and subjective knowledge. Objective knowledge usually refers to verified and proven knowledge, which has objectivity, scientificity, and universality; Subjective knowledge refers to an individual's subjective understanding and interpretation of the objective world, including beliefs, values, assumptions, and so on. The construction of school museums serves the education, teaching, and talent cultivation of schools, achieving goals through material and non-material forms of exhibits. The artificial and spiritual products displayed in museum displays are not simply piled up, but should be organized according to a certain logic to form an internal order. At the same time, it is necessary to establish processes such as collection, observation, identification, recording, experimentation, interpretation, and exhibition, guiding students to gain subjective knowledge unconsciously and firmly grasping the original intention of building the school museum. The third is the relationship between form and connotation. The positioning, role, and development paradigm of school museums should truly integrate with the school's development, educational philosophy, and training objectives in order to achieve sustainable results. Due to different school environments, practical foundations, and strategic goals, there is no standard answer to building a school museum. The category of museums can be selected based on geographical advantages or resource endowments, and planning can be organized according to the characteristics of the school stage, student and family backgrounds, and teacher team situation. More importantly, relevant mechanisms need to be established to ensure deep participation of teachers and students. Project based courses should be designed around themes such as nature, science, history, culture, and art, and an integrated framework for teaching and evaluation should be constructed. Professional support should be provided in areas such as teacher research and artificial intelligence to truly form a scientific spirit of teachers and students' keen perception of nature and society, strong observation ability, innate love and cherishing, and pursuit of truth. (New Society)