As an important driving force of the new round of scientific and technological revolution and industrial revolution, artificial intelligence is profoundly changing people's way of life, work, education and learning. Artificial intelligence technology is more and more applied in all links of teaching management. Artificial intelligence curriculum has gradually become one of the important teaching contents in primary and secondary schools. In order to implement China's educational modernization 2035 and more comprehensively investigate the current situation of artificial intelligence curriculum teaching and technology enabling education in primary and secondary schools in China, Tencent Research Institute, together with East China Normal University and China Academy of Educational Sciences, carried out a national investigation on the current situation of artificial intelligence education and compiled 2022 artificial intelligence education blue book, which aims to provide an effective path reference for the implementation of artificial intelligence education in primary and secondary schools in the future. The blue book conducted a questionnaire sampling survey for primary and secondary school principals, teachers and students in 25 provinces and cities across the country. A total of more than 190000 valid questionnaires were obtained from September to October 2021, with a relatively sufficient sample size. The blue book reflects the current situation and challenges of artificial intelligence education from the dimensions of the definition and Application Comparison of artificial intelligence education, the technical application of artificial intelligence enabling education, the teaching setting of artificial intelligence courses and the practice of teachers. Through the comparative research from different perspectives of principals, teachers and students in different regions, the blue book gives constructive suggestions for the future development. Connotation and key words of artificial intelligence education From different perspectives and levels, educational scholars divide the connotation of artificial intelligence education into three categories according to the directivity of viewpoint and content: the first category is tools. Artificial intelligence education, that is, artificial intelligence enabling education, mainly points to the application level of artificial intelligence, technical means to support educational activities such as teaching, learning, management and evaluation, and uses intelligent tools to automatically analyze various elements of the education system, Support large-scale teaching and personalized learning, and speed up the reform of talent training mode and teaching methods. The second category is content. Artificial intelligence education is the teaching of artificial intelligence courses. Education with artificial intelligence as the learning content, including artificial intelligence knowledge education, application ability education and emotional education, is a pan disciplinary education to improve individual artificial intelligence literacy. The third category is the combination of tools and content, which integrates the above two perspectives to realize the unity and integration of learning level and application level. Figure 1 Classification of artificial intelligence education Tools: an important discovery of AI enabled Education 1. The construction of school information intelligent system is still in the stage of "emphasizing hard and neglecting soft". The information hardware equipment of the surveyed schools is generally in good condition and equipped with a certain number of intelligent equipment, but the relevant software system for the educational application of artificial intelligence technology is still lacking. Figure 2. Learning the software and hardware education equipment of artificial intelligence (n = 1423) Figure 3 application of artificial intelligence technology in classroom teaching in schools (n = 1423) 2. The school management is willing to promote the application of artificial intelligence teaching, and has a strong demand for system security. The principals interviewed are highly satisfied with the application of artificial intelligence technology in school management, and are willing to continue to promote the further application of artificial intelligence technology in schools; Schools are willing to provide support for the application of AI in education through the establishment of "teaching service team" and "inviting AI experts to provide guidance"; Principals also believe that the most needed external support for teachers is to create a cultural atmosphere for teachers to use AI products in teaching, configure mature AI teaching application products, and increase the incentive mechanism for teachers to use AI products in teaching. Because the application of artificial intelligence technology in education may lead to the leakage or monitoring of teachers' and students' personal information, the principal has a strong attitude towards the construction of campus security early warning and prevention system. Figure 4 principal's satisfaction with the application of artificial intelligence technology in school management (n = 1423) 3. Teachers generally recognize the value of artificial intelligence teaching tools, but they are also hindered by the immaturity of relevant products and the lack of systematic training. The interviewed teachers are satisfied with the application of artificial intelligence in teaching and believe that the application of artificial intelligence technology in teaching can improve their teaching self-confidence, but it is also reflected in the difficulties encountered in operating artificial intelligence products. Teachers believe that the most obstacle to the effective application of AI technology in teaching is the lack of mature intelligent products and supporting resources and services, followed by the lack of systematic training on AI related courses for front-line teachers in primary and secondary schools. Figure 5 obstacles to teachers' application of artificial intelligence technology (n = 26806) 4. Students are generally willing to use artificial intelligence learning tools and hope to obtain personalized evaluation and guidance. Most of the students interviewed have a positive attitude towards AI education, are willing to use AI learning tools, and believe that the use of AI technology will promote learning. Less than half of the students surveyed have used artificial intelligence learning tools to assist learning, while the students who have used artificial intelligence learning tools can independently obtain the required learning resources and realize the diversification of learning methods. Figure 6 types of artificial intelligence learning tools used by students (n = 54684) Most of the students interviewed believe that the intelligent evaluation system can accurately reflect the actual learning situation by analyzing the learning data from different angles, which is of great help to learning. They expect that the intelligent learning tool can give students detailed analysis ideas and processes based on problems, and prepare corresponding explanation videos on this basis to provide targeted guidance to students from all aspects and multiple angles. Figure 7 intelligent learning tools expected by students (n = 462) Content: important discovery of Artificial Intelligence Course Teaching 1. Government funded procurement is the main way of resource allocation of artificial intelligence courses. More than half of the resources such as intelligent technology hardware equipment or software facilities owned by the surveyed schools are obtained through "government funded procurement", which shows that in the process of artificial intelligence entering primary and secondary schools, the government plays an important role in providing solid policy and financial support for the allocation of curriculum resources. Figure 8 access to artificial intelligence curriculum resources (n = 1423) 2. The school management generally actively promotes the artificial intelligence curriculum, and it is urgent to cultivate teachers' ability and improve the curriculum system. For the development prospect of artificial intelligence courses in primary and secondary schools, most of the interviewed principals maintain a positive attitude and believe that artificial intelligence courses have bright application prospects. More than half of the surveyed schools have opened or are preparing artificial intelligence education and teaching activities, focusing on teacher training, curriculum planning, hardware equipment, facilities and environment of artificial intelligence courses. Figure 9 development of artificial intelligence education and teaching activities (n = 1423) Figure 10 main types of work of artificial intelligence curriculum construction in schools (n = 838) 3. The number of teachers of artificial intelligence courses is small, and most teachers believe that their professional knowledge and ability generally need systematic training. Most teachers in primary and secondary schools have only a few weeks' knowledge of AI, and most of them have little time to teach AI courses, and most of them have little knowledge of AI and AI related courses. Figure 11 teachers' mastery of AI related knowledge (n = 2159) Figure 12 stages of artificial intelligence courses offered by teachers (n = 2159) Teachers who teach artificial intelligence courses generally believe that it is necessary to carry out pre service training related to artificial intelligence teaching in primary and secondary schools. Only about 30% of teachers have received artificial intelligence teaching training in the stage of higher education, and believe that the difficulty of training courses is moderate. There are two main ways to obtain AI course materials in primary and secondary schools: direct procurement and independent research and development; Schools are generally the main buyers of teaching materials, while the main developers of teaching materials are generally AI course teachers. Nearly one-third of teachers still say that their AI courses are not equipped with corresponding teaching materials resources. Figure 13 matching of AI textbook resources (n = 838) 4. Students generally like diversified teaching methods such as extracurricular activities and competitions when learning artificial intelligence courses. Most of the students interviewed are satisfied with the teaching form of independent inquiry and group cooperation. They believe that the project-based learning method is beneficial to the development of teaching activities. Situational learning close to life can stimulate their interest in learning. The method of using artificial intelligence technology to solve problems can improve their ability of hands-on practice and innovative thinking. They hope that learning artificial intelligence courses can go out of the classroom, Participate in various extracurricular activities or competitions. Fig. 14 the development form of artificial intelligence courses expected by students (n = 105955) Analysis of regional development differences 1. The information infrastructure and artificial intelligence facilities and equipment of schools in the eastern region are the best, while the artificial intelligence system in the northeast region is not optimistic, which will lead to the gradual widening of regional differences and affect the opening and development of follow-up artificial intelligence courses. Figure 15 application of artificial intelligence technology in classroom teaching in schools in different regions 2. The proportion of principals in the eastern region who agree with the application of artificial intelligence in educational management is the highest, while the proportion of principals in the northeast, central and western regions is significantly lower than that in the eastern region, and the central region is the lowest. Figure 16 approval ratio of principals in different regions for the application of work intelligence education management 3. At present, the training content of AI teachers in various regions is mainly based on the concept and theory of AI education. Among them, the training content of AI teachers in the eastern region is the richest, and the proportion of other aspects is higher than that in other regions. Figure 17 training contents of AI teachers in different regions 4. According to the types of artificial intelligence tools used by students, it can be seen that primary and middle school students in the eastern region can independently find network resources to meet their learning needs, and reflect on themselves according to the systematic evaluation and feedback. They have high information literacy and strong awareness of using technology to solve existing problems. Artificial intelligence tools play a more obvious role in promoting the learning of primary and middle school students in the western region. Figure 18 students' use of AI tools in different regions 5. Schools offering artificial intelligence courses in most regions already have relevant supporting textbook resources, and the acquisition of textbooks is mainly through independent research and development of the school. Figure 19 matching situation of artificial intelligence teaching materials in different regions 6. Under the "double reduction" policy, all regions consider carrying out after-school hosting services for artificial intelligence courses, especially in the central region. Figure 20 after class trusteeship of artificial intelligence considered by schools in different regions Future prospect of artificial intelligence education Looking at the development status and main problems of artificial intelligence education, the future development can be mainly considered from the following aspects: First, build a fair and quality artificial intelligence education ecosystem. The development of artificial intelligence has brought about all-round changes in society, and also put forward unprecedented requirements for the early layout of human capital in education. First, from the perspective of national strategy, we should carry out the top-level design of artificial intelligence education, formulate macro plans and schemes at the national level, and then adjust according to local conditions according to regional differences. Secondly, the state should vigorously invest in research projects related to artificial intelligence education, formulate high-tech talent training policies, build an artificial intelligence elite talent pool, and provide a big stage for artificial intelligence talents to practice. Finally, be correct