The Basic Education Teaching Guidance Committee of the Ministry of Education recently released the "General Education Guidelines for Artificial Intelligence in Primary and Secondary Schools (2025 Edition)" (hereinafter referred to as the "General Education Guidelines") and the "Adult Artificial Intelligence Usage Guidelines for Primary and Secondary School Students (2025 Edition)" (hereinafter referred to as the "Usage Guidelines"). The two guidelines released this time are important measures to scientifically and standardly promote the education of artificial intelligence throughout the entire school stage, further implement the cultivation of innovative talents with artificial intelligence literacy, and contribute Chinese solutions to the global education field in response to technological changes. What is the significance and application principle of these two guidelines? How to integrate artificial intelligence education into daily teaching practices in primary and secondary schools? Regarding this, the reporter interviewed the head of the Basic Education Teaching Guidance Committee of the Ministry of Education. The "General Education Guidelines" aim to build a scientifically comprehensive artificial intelligence general education system to cultivate students' core competencies for adapting to an intelligent society. The primary school stage focuses on cultivating interests and basic cognition, the middle school stage strengthens technical principles and basic applications, and the high school stage emphasizes systematic thinking and innovative practice. Through the organic integration of knowledge, skills, thinking, and values, the four in one artificial intelligence literacy is cultivated. Specifically, the primary school stage focuses on experience and interest cultivation. By developing diverse interactive courses and practical activities, students are guided to establish a basic cognitive framework for artificial intelligence technology through practical experience, perceive the charm of technology, and lay a foundation of interest for subsequent learning. In junior high school, emphasis is placed on understanding technical principles and solving practical problems. Through project-based learning and case analysis, students are guided to deepen their understanding of the technical principles and application scenarios of artificial intelligence. In high school, the focus is on cultivating systematic thinking and innovative application abilities. Through a layered and progressive curriculum design and interdisciplinary integration teaching, students are encouraged to integrate knowledge from multiple disciplines such as physics, mathematics, and biology, and carry out innovative practical projects in artificial intelligence technology. To deepen students' systematic understanding of artificial intelligence technology, strengthen innovative thinking and practical abilities, and lay a solid foundation for professional learning in higher education. ”Introduction by the head of the Basic Education Teaching Guidance Committee of the Ministry of Education. How to integrate artificial intelligence education into daily teaching practices in primary and secondary schools? The person in charge answered that artificial intelligence education should be organically integrated with courses such as information technology, science, and comprehensive practice. Through independent course design, interdisciplinary integration, and practical activity design, a hierarchical and coherent curriculum framework is constructed. At the same time, we vigorously advocate innovative teaching models such as project-based learning, case analysis, and interactive practice. We encourage schools to fully utilize campus cultural activities and organically integrate artificial intelligence education with events such as technology festivals, technological challenges, and innovation project exhibitions and evaluations. Through diverse practical activities, we provide students with a platform to showcase innovative achievements and exchange learning experiences, promoting the integration of artificial intelligence education into their daily learning and growth process. ”The person in charge said. The "Guidelines for the Use of Generative Artificial Intelligence" closely focuses on the application scenarios of generative artificial intelligence in primary and secondary education, clarifies the usage norms for each stage, ensures technical safety, rationality, and effectiveness in assisting teaching, promotes personalized learning for students, and promotes intelligent education management. Under the multi-party collaboration of "government school enterprise family society", we not only unleash the innovative potential of technology empowered education, but also build a solid value foundation for the main battlefield of education. What are the core application scenarios of generative artificial intelligence in primary and secondary education? The relevant person in charge introduced that there are three types: the first type of application scenario is to promote student growth. Generate multidimensional diagnostic reports through an intelligent learning companion system, accurately match hierarchical learning resources, support students to independently plan learning paths, optimize learning process management, and enhance students' self-learning abilities; By leveraging the functional advantages of artificial intelligence assisted reading systems, we can accurately track and analyze reading trajectories, provide interactive reading guidance services, and deeply promote the inheritance of excellent traditional culture through multiple carriers such as dynamic picture books and multi dialect audiobooks. ——The second type of application scenario is to assist teachers in teaching. Teachers can use generative artificial intelligence to automatically generate instructional designs, providing customized tutoring plans and material lists for students of different levels and abilities, and achieving large-scale personalized teaching. ——The third type of application scenario is to support educational management. Assist in the intelligentization of school affairs, optimize the daily management and collaborative office processes of school administrative departments based on generative artificial intelligence technology, and assist in transaction processing and resource integration while strictly adhering to data privacy protection; Assist in balancing educational resources by automatically generating lesson plans, exercises, and multimedia materials that are adapted to local curriculum outlines for schools in remote areas, supporting multiple languages and accessible formats. 'Differentiated application of different learning stages' is a key word in the' User Guide '. The person in charge explained: "In primary school, students should use the open content generation function appropriately with the help of teachers and parents to prevent unreasonable use from affecting students' knowledge construction and thinking development. Teachers can effectively carry out human-computer collaborative teaching in class. In junior high school, students can explore the logical analysis of generated content appropriately and guide students to cross verify the rationality of generated content. In high school, students can combine technological principles to conduct exploratory learning and guide students to independently evaluate the social impact of generated content." To prevent students from weakening their independent thinking ability due to excessive reliance on generative artificial intelligence, the "Usage Guide" also establishes a systematic prevention mechanism from the dimensions of institutional norms, teaching guidance, and role positioning. On the one hand, it is explicitly prohibited for students to directly copy content generated by artificial intelligence as homework or exam answers, and the abuse of artificial intelligence in creative tasks is restricted to prevent the use of "proxy style" behavior from the source. On the other hand, strengthening the guiding responsibilities of teachers requires them to actively engage in critical thinking training in teaching practice. By organizing students to analyze the logical defects of AI generated text, it cultivates students' ability to discern technical output content and effectively enhances their autonomy in information processing. (New Society)