In modern society, in order to continuously attract high-quality scientific and technological innovation talents, it is necessary to establish a "relay cultivation community". On campus, we should establish the concept that "everyone is a science educator"; Outside of school, we need to create an atmosphere of "science education resources everywhere"; On this basis, establish a scientific education mechanism that integrates internal and external collaboration. Everyone is a science education worker and an excellent science and technology innovation talent. Having scientific knowledge and skills alone is far from enough. The key to cultivating science and technology innovation talents lies in forging thinking methods, thinking qualities, and personalized interests and personalities. Learning knowledge through the human brain is a long-term project that needs to be completed through a continuous flow of water every day and every class. The neural circuits formed in the brain will only exhibit an overall learning effect at a certain stage, and achieving this effect requires the joint efforts of all teachers. All disciplines have a system of symbols and concepts that have been accumulated over a long period of time. Children can only develop strong thinking abilities through long-term symbol and concept learning and training in school. The biggest advantage of disciplinary education is its structure, which is a process of knowledge, concepts, principles, and theories stacked and related layer by layer. Once these structured disciplinary facts are mastered by people, they will rise to the level of disciplinary concepts, elevating disciplinary thinking abilities to universal problem-solving abilities. This is a very interesting fact that the human brain adapts to disciplinary education. Any discipline contains abundant opportunities for scientific education, and we should promote the educational philosophy of "curriculum popularization". There are many classic works in Chinese language class, such as in Yu Dafu's "Autumn in the Old Capital", where the locust tree in the northern country has "the kind of fallen stamen that looks like a flower but not a flower". Can we let children take to the streets to take a look at the locust tree; When it comes to the faint sound of autumn cicadas, can we let children enter nature and listen to the cicadas chirping? In music courses, when teaching students how to play music, can we help them understand the history of the piano and study the principles of the guitar? In art courses, when we use watercolor or oil painting pigments to paint, can we talk about the mysteries of color and discuss the differences in people's perception of color... Diversified learning is essentially creating new connections for our brain's diversity and laying the foundation for future innovation. Everywhere is a resource for scientific education. School education has advantages in forming subject thinking and abstract generalization abilities. However, if the methods and approaches are not scientific enough and only teach students to memorize a large number of subject facts and train subject skills in every detail, it can easily solidify their thinking patterns and limit their innovative abilities. The content, methods, and evaluation of extracurricular education are more flexible and diverse, complementary to school education, and can better meet the needs of a relaxed environment for individual development. Due to the seriousness of school education, it often takes several years to develop curriculum standards, compile textbooks, and complete teacher training. But the speed of technological development in modern society is getting faster and faster, leading to an increasingly obvious lag in the curriculum on campus. Museums, science museums, and other informal science education venues can timely display the latest technological achievements, thus filling the gap in school education. Of course, science education does not equate to high-tech education. The essence of science education is to help children learn to discover phenomena, generate problems, and form interests. Everything can be studied, for example, in rural areas, every piece of soil, every flower, and every night sky are important resources for scientific education. Outside of school, we have countless scientific education resources, and the key is how to effectively organize these resources into accessible and effective learning resources. To establish a scientific education mechanism that integrates internal and external collaboration, the primary goal is to provide children with leisure time to achieve true collaboration between internal and external scientific education. The author believes that reducing the requirements for collaborative learning, repetitive training, and excessive exams can provide children with time to leave campus. At present, schools in the compulsory education stage have generally launched after-school care services. However, due to limited resources on campus, many schools are unable to provide sufficient and rich extracurricular activities for children. The best approach is to increase the supply of off campus resources and service capabilities. For example, various museums and science museums can postpone the closing time in the afternoon, allowing children to enter the venue for learning and visiting after school. Integrating informal science education resources outside of school is also crucial. In fact, off campus science education venues are not limited to public science and technology, cultural and sports venues, and a large number of communities and enterprises have many resources available for conducting science education. Taking the bakeries and coffee shops around the school as an example, we can lead children to study issues such as "how bread ferments" and "how coffee is pulled into flowers". To make informal science education resources outside of school an effective supplement to school science education, the key is to improve the curriculum leadership of principals and the teaching ability of teachers. Through training, schools can understand the basic path and methods of using off campus resources to carry out science education; At the same time, relying on third-party institutions to form hubs can enhance the integration of off campus resources, form clearer collaborative processes, and thus reduce the opportunity cost for schools and students to access informal science education outside of school. The collaboration of science education both inside and outside the school is a university question, and it is also a shared answer question set by the times for the whole society. Only when the space for science education is opened up, and the whole society can provide resources for children's growth, can children learn by playing, doing, and creating, and have personalized strengths and interests that they take pride in, can our science education truly achieve high-quality development. (Lai Xin She)