Recently, the General Office of the Ministry of Education issued the "Guidelines for Science Education in Primary and Secondary Schools" (hereinafter referred to as the "Guidelines"), clarifying the work content of education administrative departments, schools, and science course teachers. The "Work Guidelines" point out that the implementation of science education in primary and secondary schools should focus on cultivating core competencies such as scientific concepts, scientific thinking, exploratory practice, attitude and responsibility, and make precise efforts around key links such as curriculum system construction, education mode reform, teacher team construction, and evaluation paradigm reform. The 'Work Guidelines' clearly state that science course teachers should be fully equipped and optimized. We should provide sufficient primary school science teachers according to teaching needs, ensure that science teachers have qualifications for science related subject teachers, and promote the realization of at least one master's degree science teacher with a background in science and engineering in each primary school. At the same time, it is necessary to strengthen the position of Vice President for Science, ensuring that each school has at least one Vice President for Science, and encouraging and supporting scientists and engineering experts from high-level comprehensive universities, research institutes, and other units to serve as Vice Presidents for Science. In terms of cultivating science teachers, the "Work Guidelines" propose to promote the establishment of science education majors in high-level normal universities, optimize the curriculum and training mode of science education majors in normal universities, encourage the cultivation of comprehensive education and teaching abilities through increasing the proportion of cross disciplinary learning and practical teaching. Increase the proportion of science education students in the public funded teacher training program and support comprehensive universities in cultivating science course teachers. The Work Guidelines emphasize the need to incorporate experimental and exploratory practices into the evaluation system. Specifically, students' performance in daily experimental operations and participation in scientific exploration and practical activities will be included in the comprehensive quality evaluation content; Incorporate experimental operations into the junior high school academic proficiency exam. In regions with conditions, explore the inclusion of experimental operations such as physics, chemistry, and biology in regular high school academic proficiency exams. The 'Work Guidelines' clearly state that digitalization should empower science education. Guide schools to innovate and apply the National Smart Education Public Service Platform to carry out scientific teaching, strengthen the co construction, sharing, and effective supply of high-quality digital resources for scientific teaching, organize teachers to use the platform's "Famous Teachers and Principals Studio" and other resources to carry out pre class preparation, in class teaching, and post class research, and explore platform based on-demand teaching, live teaching, self-directed learning, and other methods. To create an immersive learning environment for science teaching using intelligent equipment, and to achieve personalized customization of learning paths and adaptive push of learning resources through adaptive learning engines. Explore new scientific teaching models such as virtual simulation and computer modeling, explore new scenarios for the application of generative artificial intelligence models in scientific teaching, and use data analysis technology to improve the accuracy level of teaching evaluation. (New Society)