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.

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.

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.

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.

As the world’s top-ranking universities and the birthplace of general education reform，Harvard and Stanford have carried out several rounds of general education reform and established a well-structured general education system emphasizing science and technology，which can provide a reference for Chinese universities to keep up with the development and changes of the globalization and reshape their scientific and technical curriculum setting for general education. Based on the curriculum outline，student handbook and literature，this paper analyzed the history and reality of scientific and technical curriculum setting for general education in two universities，and summarized their advanced experience. The results showed that：in terms of goals and ideas，the scientific and technical curriculum setting for general education in American universities are committed to cultivating world citizens with scientific spirit and capable of making scientific decisions；in terms of the selection of course themes，their courses are based on historical and social backgrounds，oriented to the future，and focused on global scientific issues；in terms of the organization of contents，their courses advocate interdisciplinary and case learning，and integrate the courses with driving questions. Drawing on the above experience and based on the characteristics of Chinese universities，Chinese universities should clarify the orientation of scientific and technical curriculum settings for general education and update the curriculum objectives based on the current realities of the country and the university；highlight the integration of disciplines，grasp the dynamics of scientific and technological development and the focus of international competition；and follow the thinking progression and practical logic to build an integrated framework of scientific and technical contents.

During periods of revolution，construction，reform and strengthening of the country，the Communist Party of China，leading the Chinese path to modernization，has always emphasized the key role of science and technology，and paid attention to the strategic function of science popularization. Science popularization has played a fundamental and empowering role in the Chinese path to modernization by helping to solve the problems and challenges brought by the huge population，helping all people achieve common prosperity and share the fruits of development，helping to achieve material and cultural-ethical advancement，helping to achieve harmony between humanity and nature，and helping to achieve peaceful development. Its historical experience could be summarized as insisting on the leadership of the Communist Party of China，the idea of“handing science to the people”，serving the overall situation，improving the ability of science popularization，and exchanges and mutual learning among civilizations.

The new forms of employment are becoming a new growth pole for employment and economic development，and the scale of workers in new forms of employment is constantly expanding. To understand the current situation of scientific literacy of workers in new forms of employment in China，this paper analyzes the development situation and characteristics of workers in new forms of employment based on the 13th National Civic Scientific Literacy Sampling Survey. The results show that the level of scientific literacy of workers in new forms of employment in China is relatively low，and there are differences in the level of scientific literacy among workers in different regions and different classification groups. Workers in new forms of employment perform well in applying science. Internet channels such as short videos are their main channels for obtaining scientific and technological information. Workers in new forms of employment are interested in science and technology and hold a positive attitude. They are willing to visit and use science and technology venues，and lack of time is the main reason for restricting their use of science popularization facilities. Based on this，it is proposed to attach importance to improving the scientific literacy in new forms of employment，focus on the main information sources of workers in new forms of employment，and strengthen the social responsibility of relevant subjects. Utilize unique resources，grasp key nodes and places，and classify and accurately popularize science. Facing the future development trend，we should take practice as the orientation and deepen the customization of science popularization content.

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.

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.