The rapid advancement of science and technology，and the global trend of reform in science education，urgently call for new discourse and concepts of“Big Science Education”. This concept stems from the era’s characteristics，a broad understanding of science，and the need to prepare students to tackle 21st-century challenges and solve complex problems. In the vision of“Big Science Education”，schools should be the main arena for science education，continuously enhancing the coherence and integration of science curricula to build a comprehensive education system. School-based science education and extracurricular science popularization should develop in synergy，with governments integrating all efforts to establish“Big Science Alliances”，schools coordinating internal and external resources based on“Big Science Education”and developing courses collaboratively，and science popularization institutions targeting teachers and students effectively.

As an important carrier of science reading and science learning，science reading materials are significant in stimulating students' interest in science and improving their scientific literacy. We synthesize the“scientific literacy perspective”and the“reading comprehension perspective”，take 10 sets of primary science reading materials from the United States，Canada，the United Kingdom，Australia and Singapore，and analyze the content arrangement，reading design as well as organization strategies of them. The study aims to provide guidelines for the design and development of science reading materials for primary students in China. Findings suggest that international primary science reading materials typically covers regular science themes aligned with mainstream international science education standards，and lays an emphasis on the nature of science as well as its connection to society and individuals. These materials are designed to progressively advance reading content based on leveled reading standards，offering guidance on scientific vocabulary acquisition and reading strategies. They employ questions to guide the reading process and provide a wealth of supplementary resources to support scientific inquiry and practice. Drawing upon these findings，the study offers specific recommendations for the design and development of future primary science reading materials in China from three aspects. In terms of the content arrangement，comprehensive consideration should be given to core ideas，the nature of science，and the connection between science and society and individuals. With regard to the reading design，it is necessary to establish reading levels for science reading in China and arrange reading progression accordingly. Regarding the organization strategies，it is suggested that metacognitive strategies and rich supporting resources should be considered.

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 traditional binary assessment method for determining scientific literacy is overly simplistic and does not adequately reflect the development characteristics of scientific literacy across various demographics. Therefore，there is a need to further expand the evaluation methods for scientific literacy. This paper is based on data from the 13th National Civic Scientific Literacy Sampling Survey in 2023 and references international graded evaluation methods to conduct a study on the graded evaluation of scientific literacy among citizens. By combining the main principles of international assessment level divisions with statistical distributions of survey results，citizens are categorized into four levels：possessing high-level scientific literacy，possessing scientific literacy，possessing basic scientific literacy and possessing minimal scientific literacy. The study analyzes the hierarchical differences and structural development characteristics between these different levels of scientific literacy. The relationship between graded scientific literacy and factors such as education，economy，and scientific technological innovation capability is explored through regression analysis. The results indicate that educational factors significantly positively impact individuals with scientific literacy and those with high-level scientific literacy. Furthermore，individuals with scientific literacy and high-level scientific literacy positively influence economic development and innovation. In conclusion，binary classification and graded evaluation of scientific literacy are complementary. While binary classification is straightforward and directly corresponds to scientific literacy，graded evaluation，as an extension of binary classification，can further delineate the distribution of scientific literacy among different populations，providing a more comprehensive reflection of their structural development characteristics.

In order to strengthen national capacity building for science popularization and to further implement the Action for Improving the Scientific Literacy of the Whole Population，the Chinese Association for Science and Technology（CAST）and the National Bureau of Statistics（NBS）cooperated in carrying out the 13th Sample Survey on the Scientific Literacy of Chinese Citizens in 2023，which will provide important data for the mid-term evaluation of the Fourteenth Five-Year Plan on Scientific Literacy，and for achieving the goal of having more than 15 percent of the citizenry possessing the literacy of science in 2025. The results show that by 2023，the proportion of Chinese citizens with scientific literacy will exceed 15 percent. The results show that the proportion of Chinese citizens with scientific literacy reached 14.14% in 2023，with the rate of improvement of citizens' scientific literacy continuing to accelerate and the imbalance of scientific literacy levels significantly alleviated. Television and the Internet are still the two main channels for citizens to obtain scientific and technological information，and the position of the Internet as the primary channel for citizens to obtain scientific and technological information has been further strengthened. Citizens' willingness to visit and make use of science and technology（S&T）infrastructures is high，and among all kinds of science and technology infrastructures，science and technology venues represented by science and technology museums have the highest willingness to visit and the highest effectiveness in using them. Citizens are highly concerned about and actively supportive of S&T innovation，while their concerns about the risks of applying new technologies and their willingness to participate in S&T decision-making have increased. The comprehensive presentation and systematic analysis of the results of this survey will provide strong data support and decision-making references for promoting high-quality development，formulating targeted strategies and policies related to science popularization and the building of scientific literacy，and promoting the long-term and balanced development of the scientific literacy of all people.

Extracurricular science education plays a crucial role in fostering students’scientific interests and is an integral part of effective science education. This study，based on a combination of stratified and random sampling，conducted a large-scale survey among 275 primary and secondary schools in Beijing. The results reveal that extracurricular science education in Beijing has achieved positive outcomes in terms of teacher development，curriculum and activity implementation，and resource utilization. However，There are also some issues，including a shortage of teachers，an imbalance in the development of technology courses and activities relative to educational resources，and inadequate policy support and incentives. Disparities exist between urban and rural schools，with rural schools demonstrating unique advantages in terms of physical resources and modern educational technology utilization. Different levels of science education demonstration schools face distinct challenges and advantages. Based on these findings，we propose four recommendations to promote the development of extracurricular science education：enhance its importance，leverage the unique strengths of rural schools，utilize the exemplary role of the“Golden Eagle”science and technology team，and tailor targeted investment and safeguard strategies according to the specific context of science education demonstration schools，aiming for a balanced and efficient utilization of science education resources.

One risk of AIGC（Artificial Intelligence Generated Content）lies in its impact on human intelligence. The widespread phenomenon of over-reliance on AI inevitably raises concerns about the degradation of human intelligence. To address various issues，such as AI alienation，it is crucial to recognize and understand artificial intelligence based on innovative applications comprehensively. Furthermore，the key to overcome the concerns of human intelligence in the AIGC era is to explore possible paths for enhancing individual’s scientific literacy based on the promotion of public understanding of AI. These paths include enhancing personalized scientific literacy with the assistance of AIGC，using AIGC to address shortcomings in science education，encouraging youth participation in scientific activities through AIGC，and establishing review mechanisms for AIGC to protect the spirit of science.

Various risks associated with the rapid iteration and application of generative artificial intelligence have made the“artificial intelligence threat theory”prevalent in the public eye. Based on the perspective of collective action，this research interpreted the problem of artificial intelligence application as a problem of collective responsibility. It also analyzed the collective responsibility positioning of the public initiative and reflexivity in the application of generative artificial intelligence and the collective obligations of the public in the governance of generative artificial intelligence. This research uses structural injustice to understand the application problems of generative artificial intelligence，explains the dilemma of scientific communication in promoting public understanding of generative artificial intelligence，and analyzes the way out from the perspective of trust. The collective nature of generative artificial intelligence application issues determines the collective significance of promoting public understanding of generative artificial intelligence. It is urgently necessary for the responsibility ethics of generative artificial intelligence to move from personal ethics to collective ethics.

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 pioneers of the Communist Party of China emphasized the role of science in enlightening and transforming society. As one of the earliest Marxists in China，Li Dazhao had a unique perspective on science. This paper adopts a historical contextualist methodology，attempting to return to the context of the May Fourth New Culture Movement. Based on the examination of historical materials，it is found that，compared with his contemporaries，Li Dazhao adhered to active historical materialism. He based his actions on a belief in the spirit of science，advocated scientific methods from a dialectical materialist standpoint，and practiced a unity of knowledge and action. He revered the view of science as both epistemology and methodology，applying it to academic research and practical life. He promoted a materialistic view of history and an enterprising outlook on life without falling into the trap of scientism. This perspective enhances our understanding of the spirit of scientific rationality and provides contemporary insights for promoting Chinese-style modernization，emphasizing the cultivation and advocacy of scientific spirit and a pragmatic ethos in ideology and actively conducting research with both problem awareness and emotional care in practice.