The Basic Education Teaching Steering Committee of the Ministry of Education recently issued the "Guidelines for General Education of Artificial Intelligence in Primary and Secondary Schools (2025 Edition)" (hereinafter referred to as the "Guidelines for General Education") and the "Guidelines for Adult Artificial Intelligence for Primary and Secondary Schools (2025 Edition)" (hereinafter referred to as the "Guidelines for Users"). The two guidelines released this time are important measures to scientifically and standardize the promotion of full-stage education in artificial intelligence, further implement and cultivate innovative talents with artificial intelligence literacy, and contribute Chinese solutions to the global education field to respond to technological changes.

  What are the importance and application principles of these two guides? How to integrate artificial intelligence education into daily teaching practices in primary and secondary schools? In this regard, the reporter interviewed the head of the Basic Education Teaching Steering Committee of the Ministry of Education.

Cultivate students' core literacy to adapt to an intelligent society

  The "Guidelines for General Education" aims to build a scientific and complete general education system for artificial intelligence to cultivate students' core literacy to adapt to an intelligent society. In primary school, we focus on interest cultivation and basic cognition, in junior high school, we strengthen technical principles and basic applications, and in high school, we focus on systematic thinking and innovative practice, and through the organic integration of knowledge, skills, thinking and values, we cultivate four-in-one artificial intelligence literacy.

  "Specifically, the primary school stage focuses on experience and interest cultivation. Through the development of diversified interactive courses and practical activities, students are guided to establish a basic cognitive framework for artificial intelligence technology in practical experience, perceive the charm of science and technology, and lay a foundation for interest for subsequent learning. In junior high school stage, they focus on understanding technical principles and solutions to practical problems, and rely on project-based learning and case analysis to guide students to deeply understand the technical principles and application scenarios of artificial intelligence. In the high school stage, they focus on the cultivation of system thinking and innovative application capabilities. Through hierarchical progressive course design and interdisciplinary integrated teaching, students are encouraged to integrate knowledge of physics, mathematics, biology and other multi-disciplinary knowledge and carry out artificial intelligence technology innovation practice projects. In this way, students are deepened in students' systematic understanding of artificial intelligence technology, strengthen innovative thinking and practical ability, and lay a solid foundation for professional learning in higher education." The head of the Basic Education Teaching Steering Committee of the Ministry of Education introduced.

  How to integrate artificial intelligence education into daily teaching practices in primary and secondary schools? The person in charge answered that artificial intelligence education organically connects courses such as information technology, science, and comprehensive practice. Through diverse forms such as independent course setting, interdisciplinary integration, and practical activity design, a step-by-step and coherent curriculum structure is built. At the same time, we vigorously advocate innovative teaching models such as project-based learning, case analysis, and interactive practice.

  "We encourage schools to make full use of campus cultural activities and organically combine artificial intelligence education with science and technology festivals, technical challenges, innovation project exhibition and evaluation. Through diversified practical activities, students can provide a platform to showcase innovative achievements and exchange learning experiences, so that artificial intelligence education can truly be integrated into students' daily learning and growth process." The person in charge said.

Prevent students from over-reliance on generative artificial intelligence

  The "User Guide" closely focuses on the application scenarios of generative artificial intelligence in primary and secondary education, clarifying the usage standards of each stage, ensuring that technology can be safe, reasonably and effectively assisting teaching, promoting students' personalized learning, and promoting the intelligentization of education management. With the cooperation of multiple parties of "politics, schools, entrepreneurs, and society", it not only releases the innovative potential of technology-enabled education, but also builds 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? According to the relevant person in charge, there are three categories:

  ——The first type of application scenario is to promote student growth. Generate multi-dimensional diagnostic reports through the intelligent student companion system, accurately match stratified learning resources, support students to independently plan learning paths, optimize learning process management, and improve students' independent learning ability; give full play to the functional advantages of the artificial intelligence reading system, accurately track and analyze reading trajectory, provide interactive guidance services, and deepen the inheritance of excellent traditional culture through dynamic picture books, multi-dial audio books and other diverse carriers.

  ——The second type of application scenario is auxiliary teachers’ teaching. Teachers can use generative artificial intelligence to automatically generate teaching designs, provide customized tutoring plans and information lists for students of different levels and abilities, and realize large-scale personalized teaching, etc.

  ——The third type of application scenario is to support education management. It helps to become smart in school affairs, optimizes the daily management and collaborative office processes of school administrative departments based on generative artificial intelligence technology, assists in the integration of transaction processing and resource in the premise of strictly complying with data privacy protection; helps to balance educational resources, automatically generate lesson plans, exercises and multimedia materials that are adapted to local curriculum syllabus for schools in remote areas, and supports multilingual and barrier-free formats.

  "Differential application of differentiated stages" is a keyword in the "User Guide". The person in charge explained: "Primary school students use 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-machine collaborative teaching in class; junior high school can moderately explore the logical analysis of generated content to guide students to cross-verify the rationality of generated content; high school can conduct inquiry learning based on technical principles to guide students to independently evaluate the social impact of generated content."

  In order to prevent students from weakening their independent thinking ability due to excessive dependence 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, students are clearly prohibited from directly copying the content generated by artificial intelligence as homework or exam answers, and restricting the abuse of artificial intelligence in creative tasks, and eliminating the "work-based" usage behavior from the source. On the other hand, strengthen teachers' guidance responsibilities and require teachers to actively carry out critical thinking training in teaching practice. By organizing students to analyze the logical defects of artificial intelligence generated text, etc., students can cultivate their ability to identify technical output content and effectively improve their autonomy in information processing.

  (Reporter Jin Haotian)

[Editor in charge: Zhu Jiaqi]