Author: Xiong Bingqi (President of the 21st Century Education Research Institute), quoted by the media as saying that the 2023 Zhejiang Digital Education Conference said that artificial intelligence will become a basic and compulsory course in primary and secondary schools in Zhejiang, and disciplines such as science and mathematics in primary and secondary schools will be largely integrated into the teaching content of artificial intelligence. Integrating AI teaching content into primary and secondary education is an inevitable choice to address the rapid development of AI. To take artificial intelligence as a basic and compulsory course in primary and secondary schools, it is necessary to innovate education and teaching methods, and reform the evaluation system to prevent the tendency of being exam oriented and utilitarian, so as to truly focus on the cultivation of students' digital literacy. From a practical perspective, there have been some worrying trends in "artificial intelligence+education" in primary and secondary education, even being considered as "anti education". If there are schools that introduce face recognition technology and facial expression monitoring systems to collect students' expressions and actions in class, they will cooperate with teachers to conduct 360-degree "no dead corners" classroom management for students; There are also schools that use artificial intelligence technology to conduct detailed analysis of each subject's knowledge points, which is essentially an examination oriented training upgrade for students. This is precisely what should be avoided in the process of making artificial intelligence a compulsory course. School education should timely update teaching content in accordance with social development and technological changes, so as to keep pace with the times. In the current era of rapid development of artificial intelligence, education departments and schools should actively promote curriculum reform, teaching material reform, and education method reform, and cultivate talents adapted to the era of artificial intelligence. However, some parents have doubts about the "upgrade" of artificial intelligence to a compulsory course, fearing that this course may be marginalized or slide towards "artificial intelligence exam taking", increasing the burden on students. It can be said that most of these doubts are the natural reactions of parents based on the current ecology of running basic education. Simply put, it means that the teaching of subjects not included in the middle and high school entrance examinations is marginalized, and the teaching of subjects included in the middle and high school entrance examinations is exam-oriented. In recent years, in response to the new trends in artificial intelligence research and development, many educators have proposed that education must be reformed to meet the challenges posed by the rapid development of artificial intelligence. However, it is clear that the transformation cannot be achieved only by adding a basic and compulsory course of artificial intelligence to primary and secondary schools. More fundamentally, it lies in reforming the educational model of basic education, breaking away from the educational approach that only emphasizes knowledge education, and exploring scientific ways of educating students to cultivate their comprehensive qualities, innovative awareness, and abilities. The "Compulsory Education Curriculum Plan and Curriculum Standards (2022 Edition)" clearly states that classroom teaching should shift from focusing on subject knowledge and abilities (knowledge and skills) to focusing on educating people, with core literacy as the orientation. In terms of artificial intelligence courses, teachers should not only inculcate relevant knowledge in education and teaching, but also carry out comprehensive, practical, project-based, and interdisciplinary thematic learning, in order to cultivate students' digital literacy, stimulate their exploration spirit, and enable them to shift from "learning knowledge" to "learning to learn". This also puts forward new requirements for teachers' educational and teaching abilities. In February of this year, the Ministry of Education studied and formulated the "Digital Literacy for Teachers" education industry standard, providing important guidance for improving teachers' awareness, ability, and responsibility to optimize, innovate, and transform education and teaching activities using digital technology. sure