As an interdisciplinary education, STEM education has increasingly become the focus of the current knowledge economy society. This study proposes a four-tier design-based cross-discipline STEM theoretical framework that encompasses "subject content level, interdisciplinary conceptual level, instructional design level, and learning objective level". The framework emphasizes that learners are based on the real topic of social issues, conducting field study to transform crosscutting concepts, using "design" to iteratively generate products that solve practical problems, and promoting learners’ acquisition of concepts, interdisciplinary attitudes, and problem solving. This study investigated the interdisciplinary learning attitudes of fourth-grade students in experimental primary schools in Wuhan Economic and Technological Development Zone through a single set of pre- and post-test experiments, from the perspectives of interdisciplinary awareness, perceived ability, value, and commitment. Studies have shown that design-based integrated STEM teaching improves students’ interdisciplinary learning attitudes in the above four dimensions. At the same time, the awareness of science and mathematics is also significantly improved. And the perceived ability of technology and engineering is also significantly improved. This study provides a design-based integrated STEM teaching case in order to serve as a reference for researchers and practitioners.%作为一种跨学科式教育,STEM教育日益成为当前知识经济社会关注的焦点.该研究提出包含"学科内容层、跨学科大概念层、教学设计层和学习目标层"的四层基于设计的跨学科STEM理论框架.该框架强调学习者基于真实的社会问题主题,开展田野学习形成跨学科大概念,利用"设计"迭代制作解决实际问题的产品,推进学习者大概念知识习得、跨学科态度的转变以及问题解决能力、科学探究能力以及工程设计能力的提升.该研究通过单组前后测实验,从跨学科的意识、能力感知、价值和倾向四个维度调查武汉经济技术开发区实验小学四年级学生的跨学科学习态度.研究表明,基于设计的跨学科STEM教学在以上四个维度上提升学生的跨学科学习态度,同时,对科学与数学单科的学习意识上有显著提升,对信息技术与工程的能力感知上有显著提升.该研究提供基于设计的跨学科STEM教学案例,以期对研究者和教师起到借鉴作用.
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