REFLECTIONS AND EXPLORATIONS ON THE ADDITIVE STRATEGIES IN SCIENCE EDUCATION IN GUANGDONG PROVINCE UNDER THE “DOUBLE REDUCTION” POLICY

Under the framework of the "Double Reduction" policy, additive strategies in science education have become a vital pathway to enhance educational quality. This paper examines the current state of science education in Guangdong Province and explores the challenges and opportunities in policy guidance, teacher training, and curriculum reform. We propose a personalized teaching approach based on the theory of multiple intelligences, emphasizing the importance of interdisciplinary integration and practical activities. The study reveals that Guangdong has made preliminary progress in science popularization and teacher development; however, it still faces issues such as a shortage of science teachers and insufficient research. To advance high-quality development in science education, it is essential to strengthen policy support and integrate educational resources, enhancing teachers' professional competencies and research capabilities to achieve a comprehensive improvement in scientific literacy. KEYWORDS: Science Education; New Curriculum Standards; Teaching Practice