According to the website of the Ministry of Education, the General Office of the Ministry of Education recently issued the "Guidelines for Science Education in Primary and Secondary Schools" (hereinafter referred to as the "Guidelines"). It is proposed to fully mobilize the forces of universities, research institutes, science and technology venues, youth centers, museums, technology enterprises, etc., to ensure that each school has at least one vice president of science, and to encourage and support scientists and engineering experts from high-level comprehensive universities, research institutes, and other units to serve as vice presidents of science. The "Guidelines" clearly state that science course teachers should be fully equipped and optimized. According to teaching needs, fully equip primary school science teachers, ensure that science teachers have qualifications for science related subject teachers, and promote the realization that each primary school has at least one master's degree science teacher with a background in science and engineering. Equip middle and high school science and related subject teachers (physics, chemistry, biology, geography, information technology, information technology, general technology, etc.). Optimize the management system for science course teachers, improve the evaluation system, ensure equal treatment with other full-time teachers in performance appraisal, professional title evaluation, excellence evaluation, and professional development, formulate incentive policies to promote professional growth, and effectively stimulate the enthusiasm of teachers. The Guidelines focus on continuously improving the construction of the science curriculum system, improving and innovating the teaching system, strengthening the construction of the teaching staff, ensuring the conditions for teaching implementation, integrating various practical venues and resources inside and outside the school, promoting key work in primary and secondary school science education such as "vertical connection between primary and secondary schools" and "horizontal linkage between schools, families and communities", providing specific implementation paths, and putting forward clear opinions and suggestions. The work content has been clearly defined for different entities such as education administrative departments, schools, and science course teachers. The Guidelines propose that education administrative departments should mainly coordinate the work of teacher allocation, resource integration, evaluation reform, and intelligent empowerment. By fully equipping and optimizing science course teachers, strengthening science vice principals, conducting training for science course teachers, exploring the construction of regional science education centers, strengthening the docking and transformation of science education resources, implementing dynamic surveys of scientific literacy, incorporating experimental and exploratory practices into the evaluation system, innovating the application of national smart education public service platforms and digital technology in teaching, and other specific measures, they can lead and promote breakthroughs in science education in primary and secondary schools. The "Guidelines" emphasize that schools mainly focus on strengthening the implementation of science education courses, deepening the reform of science education teaching, improving the evaluation methods of science education, strengthening the construction of science related course teachers, and making good use of high-quality science education resources. By emphasizing science education in the school curriculum implementation plan, promoting the coordinated education of national curriculum, local curriculum, and school-based curriculum, increasing the proportion of science related after-school services, strengthening campus science culture construction, focusing on exploration and practice, strengthening experimental teaching, conducting teaching evaluation based on core competencies, and coordinating high-quality science education resources inside and outside the school, specific measures are taken to promote the implementation of science education in primary and secondary schools. The Guidelines require that science course teachers mainly aim to cultivate students' core competencies, promote the integration of "teaching evaluation" through changing educational concepts, innovating teaching methods, and reforming teaching evaluations, and effectively enhance the effectiveness of education. Next, the Ministry of Education will strengthen deployment, scheduling, training, and expert research guidance, urge localities to implement the Guidelines, promote the improvement of long-term mechanisms for science education in primary and secondary schools, and comprehensively enhance the quality and level of science education. (New Society)