Abstract:

[Objective] This paper reviews Artificial Intelligence (AI) education in primary and secondary schools to promote its high-quality development. [Literature Scope] It examines AI education policies both globally and domestically. [Methods] Using the AI education curriculum for primary and secondary schools developed by the Institute of Automation, Chinese Academy of Sciences as a case study, combined with the curriculum practices in multiple regions of Xinjiang, existing problems are analyzed and countermeasures are proposed. [Results] It is shown that AI education in primary and secondary schools has made positive progress in policy formulation, project implementation, and theoretical construction, forming a differentiated curriculum system. [Limitations] However, there are still limitations, such as regional development imbalance, insufficient teaching staff, and incomplete evaluation mechanisms. [Conclusions] AI education in primary and secondary schools has achieved significant results, but still faces challenges. Future efforts should focus on exploring practical cases, interdisciplinary integration, and educational equity, and promote higher-quality development through strengthened overall planning, teacher training, and improved evaluation mechanisms.

Key words: primary and secondary school artificial intelligence education, education policy, case analysis, curriculum practice, regional development imbalance, insufficient teaching staff, incomplete evaluation mechanisms