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.

Strengthening the training of science teachers is a higher requirement for science education put forward by the Party and the state in the new era，and it is also an inevitable choice to promote the high-quality development of science education. An analysis of 56 SSCI articles reporting on in-service science teacher professional development programs reveals that the content of international science teacher professional development focuses on themes such as integrative and cutting-edge science content knowledge，science inquiry including multiple models and variations，diverse perspectives on pedagogical content knowledge，and enhancing science teaching with information technology. Six typical professional development modes have been distilled from the analysis：experience-practice-reflection，demonstration-imitation，embedded learning based on course materials，individualized guidance through lesson study，real participation in scientific practice，and co-teaching. Based on the findings of existing research，this study offers insights for in-service science teacher training in China: integrating science content knowledge and pedagogical content knowledge，paying attention to the practical application of science teachers，and conducting follow-up evaluations of training programs.

The report of the 20th National Congress of the Communist Party of China proposes to strengthen basic research，highlight originality，and encourage free exploration. This discourse highlights the important role of basic scientific research in China’s scientific construction in the new era. However，at this stage，basic scientific research is not only facing traditional problems but also experiencing secondary scientific risks transmitted to the process of basic scientific research due to the embedding of social factors. Based on this，this article takes the LK-99 room temperature superconductivity event as a typical case and analyzes the risks in the process of basic science research from the perspective of public science by Alan Irving. It is believed that it is necessary to reconstruct the relationship between basic science research and the public from a public perspective，reshape the new pattern of scientific communication，interpret new ways of public risk perception，summarize the reasons why science and public relations do not match with second modernity，and reconstruct the relationship to rebuild the identity of“scientific citizen.”This will promote the establishment of an open science and knowledge-robust society，promote effective governance of process risks in basic science research，and safeguard the development of basic science research and its scientific communication in China.

At present，building public understanding of and trust in science requires a“participatory turn”，which calls for the public to participate deeply in scientific practice. The rapid and in-depth development of citizen science not only exemplified the deep public participation in scientific practice，but also reflected the main problems existing in public understanding of science，public participation in science and building public trust in science in the past. The typical problems are the lack of enthusiasm，subjectivity and embodiment in public participation and excessive public participation. With citizen science as a form of participation，the public，through different degrees of embodied participation，not only truly integrates into scientific practice，but also obtains tacit knowledge and deep understanding that was difficult to achieve without embodied participation in the past，and also lays an empirical foundation for trust in science. The familiarity，understanding and personal experience of science generated by the public involvement in scientific research activities are important prerequisites for their trust in science. Thus，it is possible to build public trust in science in concrete citizen science practices. The rapid development of citizen science has provided inspiration for promoting public understanding，participation and trust in scientific work in China. Firstly，further enhance the cognition of citizens’scientific literacy and public participation in science，and deeply understand the multiple dimensions of civic scientific literacy and the multiple purposes of public participation in science. Secondly，strengthen the relevant policy system and combine governmental support with civic self-governance. Thirdly，strengthen the innovation of the way of practicing citizen science at both the organizational and technological levels.

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.

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.

Generative artificial intelligence，by showcasing intelligence and creativity on par with human intelligence，transforms the understanding of intelligence and creativity away from a human-centric viewpoint. It surpasses general intelligence with its immense computing power and breaks through traditional creativity with seemingly nonsensical combinations. This shift has elevated artificial intelligence from a mere support tool for humans to a relatively autonomous creative force. In the evolving landscape of human-machine intelligence interactions and integration，individuals must embrace a continuous and dynamic dual spiral reconstruction of both technological literacy and humanistic creativity.

In the existing discussions on the ethical governance of generative artificial intelligence（AI），user-level ethics have long been overlooked. Interactivity and generativity，as key attributes of generative AI，open an effective path for users to present themselves. The fusion of users and developers in the era of generative AI has long surpassed the integration of producers and consumers in economic activities，leading to the reconstruction of human social forms and the reshaping of humanity’s future. Therefore，the emergence and prioritization of user ethics should be seen as the future development direction of digital literacy. By combining individual and societal levels with the dimensions of positive and negative ethics，the constructed user ethics matrix provides a fundamental framework for the moral guidelines and norms that users should adhere to when facing and applying generative AI. To better implement this framework it requires the joint efforts of technology users，technology designers（developers），and technology regulators to promote a closer and more benevolent relationship between humans and technology，safeguarding human well-being and the future.

Artificial intelligence has become a driving force for national development and competition in the new era. Given this premise，greater emphasis must be placed on the popularization of artificial intelligence（AI）. Currently，societal perceptions of AI are constrained by traditional views，such as seeing AI merely as a tool or a daily object，which leads to a lack of comprehensive understanding of it. This Research explores the relationship between AI，the environment，and humanity，using concepts such as transparency，relevance，and augmentation. It proposes that AI popularization should be stratified and that traditional notions of popularization need to be altered. Stratified popularization means understanding AI from three levels：transparency pertains to the dissemination of AI mechanisms and principles，which is particularly meaningful for scientists；relevance concerns the relationship between AI and society，which holds significant social value and is closely related to the general public；and augmentation emphasizes the co-existence of humans and AI，which is crucial for humanity’s future in dealing with super intelligence. Changing traditional popularization notions involves a cognitive shift regarding AI from a tool to an intelligent entity and from an object to environment. Only in this way can AI be better directed towards public welfare and promote the healthy development of a new generation of AI in China.

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.