Research on Current Dilemmas and Quality Improvement Paths of Science Education in Town and Township Primary Schools

Abstract

This study focuses on town and township primary schools in Zhejiang Province to explore the implementation of the “Science Education Plus” policy. First, it analyzes the policy’s evolutionary traits and reveals academic research trends and urban-rural disparities via bibliometric methods. Second, it assesses implementation from policy promotion, curriculum innovation, resource allocation, and social coordination, identifying issues like “campaign-style” promotion lacking long-term mechanisms, superficial curriculum reform, the Matthew effect in resource distribution, and fragmented social collaboration.Field research at Chisong Town’s H Primary School highlights four core pain points: structural mismatches between curriculum resources and content, inefficient teaching methods and faculty, weak science education atmosphere, and insufficient educational informatization and intelligence. Accordingly, it proposes optimizations: building a “localized” science service system, innovating implementation models, creating resource aggregation mechanisms, and establishing a UGSHE collaborative education paradigm. These offer a replicable solution to break the urban-rural dual structure, advance rural education revitalization, nurture early-stage scientific talents, and uphold educational equity and the national innovation-driven development strategy.