Once, "doing experiments on the blackboard" and "writing experiments on exam papers" became people's "stereotypical impressions" of science classes in primary and secondary schools. Recently, the Ministry of Education and seven other departments issued the "Opinions on Strengthening Science and Technology Education in Primary and Secondary Schools" (hereinafter referred to as the "Opinions"), providing clear direction and policy support for solving this problem. The primary and secondary school stage is an important period for cultivating students' interest in science, innovative consciousness, and practical abilities. Strengthening science and technology education in primary and secondary schools is a key measure to promote the comprehensive development of students and consolidate the foundation of building a strong country. It is also an important path to serve the national innovation driven development strategy and cultivate future scientific and technological innovation talents. ”When it comes to the reasons for the issuance of the opinions, Tian Zuyin, Director of the Basic Education Department of the Ministry of Education, said at a press conference, "We hope to guide students to think like scientists and practice like engineers, and stimulate their lofty aspirations and lasting enthusiasm to devote themselves to the field of science and technology." It is worth noting that the opinions first proposed the concept of "science and technology education in primary and secondary schools. What are the more prominent features of technology education compared to the previously well-known science education? Science and technology education is not only about cultivating scientific thinking, but more importantly, it is about achieving horizontal connection in resources, gathering high-quality scientific and technological resources to introduce into primary and secondary education; achieving interdisciplinary integration in curriculum, integrating cutting-edge technology into the curriculum system at different stages and levels, so as to better stimulate young people's interest in science, cultivate their scientific thinking and exploration abilities, and achieve the goal of cultivating scientific and technological reserve talents, "explained Xu Xuejun, member of the Standing Committee of the Party Committee and Vice President of Tongji University. To this end, it is proposed that by 2030, the primary and secondary school science and technology education system will be basically established, the curriculum system will be further improved, teaching reform will continue to deepen, the evaluation and condition guarantee system will be basically established, and the construction of the teacher team will be further strengthened. By 2035, the comprehensive construction of the science and technology education ecosystem, the continuous improvement of social resource support mechanisms, and the widespread application of project-based, inquiry based, and interdisciplinary teaching methods targeting practical scenarios will be achieved. Students will comprehensively apply knowledge and skills from science, technology, engineering, mathematics, and other disciplines, and their ability to practice and solve problems will be significantly improved. This will better meet the people's desire for fair and high-quality education and better support the construction of an educational powerhouse. How to achieve this goal? The opinions have drawn a clear roadmap for the development of technology education. The opinion points out the need to build a collaborative and interconnected education system. In the lower grades of primary school, the emphasis is on igniting and nurturing curiosity through real-life and gamified situations; Guide students in the middle and upper grades of primary school to deepen their conceptual understanding and establish interdisciplinary connections through 'learning by doing'; In junior high school, we focus on solving real problems, carry out interdisciplinary project-based learning, and promote students' transition from phenomenon cognition to law exploration and method mastery; In high school, students are encouraged to engage in cutting-edge technology, conduct experimental exploration and engineering practice, and systematically master scientific research methods. At the same time, actively building an educational ecosystem that integrates technology and humanities, guiding students to cultivate humanistic feelings in the process of exploring scientific laws, cultivating rational thinking and innovative spirit in humanistic immersion, and comprehensively enhancing students' core literacy. In terms of curriculum and teaching reform, the opinions require reshaping the curriculum ecology, with curriculum standards as the main basis and subject integration as the foundation, promoting the transformation of cutting-edge scientific and technological achievements into teaching resources, coordinating scientific, technological, engineering, mathematics and other subject resources, and developing a batch of high-quality science and technology education curriculum resources. Actively exploring new teaching models such as the "dual teacher classroom" of "scientists+teachers" joint teaching, and the "future classroom" based on cutting-edge technologies such as metaverse virtual laboratories, breaking the boundaries of traditional classrooms and building immersive and interactive learning scenarios. Resources and environment are the fundamental guarantees that support the in-depth development of science and technology education. Regarding this, the opinions are clear and will be promoted in coordination from both the "hard environment" and "soft space" aspects. On the one hand, we will increase the construction and renovation of teaching facilities such as technology laboratories to provide students with one-stop learning services. Coordinate the use of resources such as off campus laboratories and technology venues to create a technology exploration experiential learning environment, providing a platform for students to experience technology exploration experiments and engineering technology practices in real situations. On the other hand, relying on the national smart education platform for primary and secondary schools, we will build science and technology education columns, promote the co construction and sharing of high-quality digital resources, and narrow the regional, urban-rural, and inter school gaps. Innovate digital teaching models and explore new forms of teaching supported by artificial intelligence. At the same time, relying on the collaborative education of families, schools, and communities, the "Education Alliance" effectively links resources from various parties such as higher education institutions, research institutes, technology enterprises, venue bases, and family communities to jointly build regional science and technology education centers, create the "Hundred Cities, Thousand Pavilions" project, implement the "Little Engineer" plan for science and technology education in primary and secondary schools, and carry out the "Leading Action" of exploration and practice in primary and secondary schools. (New Society)