The application of generative artificial intelligence in the field of science writing is burgeoning. While empowering science writing，it also introduces unique challenges，such as scientific inaccuracies of science popularization works，the identity and ability recognition of science writers，and the “limited autonomy” of the audience under the implicit dominance of technology. It is suggested to guide the responsible and sustainable development of generative AI-assisted science writing from several aspects：Adhering to the bottom line of the scientificity of science popularization works；Strengthening the subjectivity of “human” of science writers and emphasizing the organic integration of instrumental rationality and value rationality；Enhancing the scientific and digital literacy of the public and creating a new environment for science writing that suits the current situation.

With the widespread application of generative artificial intelligence in creative domains，AI is increasingly recognized as an autonomous co-creator，making human-AI co-creation a frontier topic in creativity research. Unlike conventional AI-assisted models，genuine human-AI co-creation requires humans to shift from task executors to “directors” and “gatekeepers”，maintaining proactive agency and leveraging their irreplaceable strengths in divergent thinking，contextual judgment，and authenticity control. However，current practices often fail to fully adhere to these critical boundaries，creative human-machine collaboration unleashs individual creative potential and promoting equality in creativity，and led to challenges accompanying the benefits concurrently，such as homogenization effects，weakened interpersonal collaboration，and copyright disputes. To promote sustainable development in human-AI co-creation，it is imperative to reshape public perceptions of creativity，advance evidence-based human-AI collaborative practices，systematically cultivate co-creation literacy，construct an ecosystem for human-human-AI co-creation，and establish ethical and institutional frameworks that balance democratization with incentives.

Deep synthesis technologies，exemplified by DeepSeek，are injecting powerful momentum into modern science communication，guiding the public’s understanding of science into a new normal. They are propelling public cognitive paradigms from “tool-assisted” to a novel stage of “cognitive enhancement”. However，this technological leap is not entirely smooth. While presenting numerous opportunities，it also harbors cognitive risks. This inherent tension reveals that while the public benefits from enhanced cognitive efficiency，expanded cognitive horizons，and transformed knowledge transmission paradigms through algorithmic tools like DeepSeek，they simultaneously face risks of cognitive displacement which includes systemic degradation of critical thinking，pathological fixation of cognitive dependencies，and hierarchical rigidification of cognitive disparities due to “cognitive outsourcing”. Faced with the technological empowerment value and potential cognitive risks demonstrated by tools like DeepSeek in AI science popularization，we must pursue a rational dialectical thinking dimension to advance development，constructe a three-dimensional collaborative framework integrating technology，cognition，and ethics. By restructuring critical thinking training mechanisms，refining technical usage standards，and strengthening social equity safeguards，we can foster a new ecosystem for AI science communication characterized by human-machine symbiosis and inclusive sharing，ensure technological capabilities genuinely serve the comprehensive development of the public as DeepSeek and similar deep synthesis service algorithms integrate with modern science communication.

In the 1950s，the rise of science and educational films in China established foundational creative principles with enduring influence，which reflected the characteristics of the times. This study examines the evolution of science and educational films in China during this period，tracing the historical context of their emergence and analyzing relevant literature and archival materials. It is argued that the basic form and characteristic nature of science and educational films became gradually clear during this phase，marking the establishment of the science and educational film industry in New China. Of particular interest is the multiple missions assigned to science and educational films by the state，which underwent transitions reflecting the era，from serving production practices to emphasizing scientific，ideological，and artistic aspects，and finally to serving political propaganda needs. These transitions profoundly embody the scientific views of China in the 1950s and reflect important features of the science popularization efforts at that time，offering valuable insights for contemporary science popularization work.

The vocabulary and connotation of“science popularization”evolved historically. Terms such as“intellectual communication”and“science education”originally referred to the dissemination of scientific knowledge among intellectuals. The emergence of terms such as“marrying science with the public”and“scientization”reflects the progressive trend of making scientific communication more practical，accessible，and localized in China. Following the establishment of the New Democratic cultural program，“popular science”became the most significant term associated with the concept of science popularization. It emphasized the importance of popularizing science among the general public rather than solely focusing on elevating scientific knowledge，marking the formation of the CPC’s concept of science popularization.

The burgeoning of generative artificial intelligence is reshaping the paradigm of scientific knowledge dissemination，while its derivative phenomenon of “knowledge hallucination” profoundly deconstructs the foundational credibility of scientific communication. Drawing upon Latour’s actornetwork theory analytical framework，this paper posits AI knowledge hallucination as a product of systemic distortion or “betrayal” within the translation process. This occurs within a heterogeneous actornetwork due to the divergence of objectives and conflicts of interest among key actors. This phenomenon stems from four structural dysfunctions：Source networks suffer contamination from diachronic biases in data inscription and algorithmic goal alienation；Error-correction networks face institutional feedback deficits and temporal asynchrony conflicts hindering rectification; Translation chains endure professional discourse dimensionality loss and technical violence from cross-contamination within heterogeneous knowledge networks；Accountability networks descend into governance vacuums due to technological black-box obscurity and fragmented responsibility. To address these issues，this paper proposes a four-dimensional path for collaborative governance：“Source Purification” fortifies data foundations through a multi-centre knowledge certification system and blockchain traceability technology；“Process Streamlining” builds a closed-loop error correction network leveraging intelligent monitoring systems and dynamic knowledge repositorie；“Translation Optimisation” ensures knowledge fidelity via context-aware algorithms and human-machine dual verification mechanisms；“Anchoring Accountability” clarifies responsibility boundaries among diverse stakeholders through legal empowerment and transparent algorithmic disclosure. This research deepens understanding of the socio-technical nature of AI knowledge hallucination，advancing the development of a robust，trustworthy “AI+Science Communication” ecosystem centred on human-machine collaboration.

The primary school science education curriculum is the key focus for hatching students’scientific spirit and innovative quality in the new era. Looking at the historical development process，the curriculum policy of primary school science education from the beginning of the 20th century to now has experienced five stages：germination and attempt，foundation and exploration，adjustment and restoration，deepening and promotion，innovation and optimization，and has realized four transformations: In terms of value orientation，it has realized the transformation and regression from“instrumental value”to“intrinsic value”；in terms of target orientation，it has realized the iterative update from“serving social construction”to“developing scientific literacy”；in terms of content selection，it has realized the continuous improvement from“popularizing knowledge”to“comprehensive curriculum”. In the evaluation implementation，it has realized the gradual linkage from“one-way”education to“diversified”education. In the future，the standardization and innovation of the curriculum policy of primary school science education should insist on strengthening the overall planning and guiding the policy direction with a high position；Change the concept and practice，with the core quality as the guide to strengthen the moral and cultivate people’s goals；Pay attention to depth and integration，and promote the optimization and improvement of comprehensive course content；Pay attention to process and value-added，broaden the evaluation method and resource matrix.

The Project on Grass-roots Science Popularization is the first science popularization special plan established by the state through central financial transfer payments. Since its implementation in 2006，the Project has focused on meeting the needs of grass-roots science popularization and solving the problem of“the last kilometer”of science popularization services. The results show that the Project on Grass-roots Science Popularization has experienced four stages of initiation，expansion，transformation，and deepening. The evolution of policy is characterized by the synergistic progression of both mandatory and induced elements，with central-local collaboration and social participation working in concert to continually achieve the dual goals of enhancing grassroots science popularization efficiency and promoting social equity. The process of policy evolution exhibits an intertwining of policy instrument innovation and path dependency，revealing structural contradictions in resource allocation efficiency and a pattern where policy effectiveness is constrained by the quality of institutional supply. Furthermore，we also construct a three-dimensional breakthrough pathway encompassing“institution-technology-society，”aiming to better realize the objectives of institutional change.

Scientific practice teaching in kindergarten is a kind of teaching activity that emphasizes the multi-dimensional participation of children’s behavioral practices，cognitive exploration and social interaction. However，there are a lot of phenomena that preschool teachers equate science education with common sense education and scientific inquiry with hands-on operation at present. There is a serious tendency of experience and subjectivity in teachers’scientific practice teaching. As a teaching mode based on evidence and facts，evidence-based teaching has attracted much attention because it can improve the rational and scientific level of teaching.This study firstly explains the theory of evidence-based scientific practice teaching in kindergarten，and then reconstructs the whole process of the development and implementation of scientific practice activities by adopting the mode of evidence-based teaching. It is found that the evidence-based scientific practice teaching mode of kindergarten built on the basis of the best evidence can be effectively applied to the scientific practice teaching of kindergarten，and provides a certain support for narrowing the gap between science education theory and teaching reality. It is recommended to strengthen specialized learning of scientific teaching text content，construct personalized scientific practice teaching guidance based on“Internet+”，and carry out clinical practice of evidence-based scientific practice teaching，in order to support evidence-based scientific practice teaching in kindergartens.

Science popularization short video creators play an important role in achieving high-quality development of science popularization and boosting the construction of Chinese modernization，while the role conflict aroused by the increasingly surging new technologies represented by AI makes them fall into different levels of role dilemmas. This study takes the Social Role Theory as the perspective，analyzes the specific manifestations of role conflicts among science popularization short video creators from both internal and external aspects of their roles，and further reveals the underlying causes that lead them to be trapped in“role conflicts”. To overcome the dilemma，science popularization short video creators should establish a correct view of science and technology，always adhering to the subjectivity of human beings in creation，returning to the essence of“content first”creation，and rationally use new technologies to empower creation and connect with a wider public group to create value under the guidance of laws，regulations，and industry norms. Only in this way can they maintain the vitality of their own role in the baptism of the times.