STEM 教育是科学技术工程数学等学科的融合。设置问题情境，综合运用多 领域知识技能，培养学生的核心素养与创新精神。STEM 教育与我国教育改革的 理念与需求相契合。对于实现我国中长期教育改革的发展目标具有重要意义。 STEM 教学中目前存在一些问题比如教学过程中搜集的部分学习证据具有片面 性，缺少根据证据进行有效教学干预和教学活动改进。 基于证据的思想为 STEM 教学研究提供新的思路。以基于证据的教育研究 思想为指导，本研究提出并构建证据导向的 STEM 教学模式。以证据为导向进 行教学过程评价、以证据为导向进行教学改进、以证据为导向进行教学干预是证 据导向的 STEM 教学模式的核心特征。证据导向的 STEM 教学模式一方面分析 了 STEM 教学过程中可以搜集的学习证据类型、搜集方式以及证据的作用。将 可搜集的学习证据分为学生课堂行为、测验成绩、学习制品、思维可视化材料、 情感态度调查问卷、能力素养评价结果等类型。学习证据的搜集方式参考了教育 数据采集方式，借助信息技术平台帮助教师在教学过程中实时搜集学习证据并 反馈学习效果，根据反馈结果进行教学干预。通过线上线下搜集的学习证据，帮 助教师进行教学改进。学习证据为教学改进提供素材，为评价有效性和精准教学 提供依据。另一方面总结了学习证据与教学干预的关系，解释了依据证据结果进 行教学干预的方式。 本研究主要采用行动研究法，设计构建了一种证据导向的 STEM 教学模式， 并依据模式设计实施案例，通过两轮实验验证并改进教学模式。使用青少年科技 创新能力大数据测评系统辅助采集学习证据并实时反馈学习效果，教师根据反 馈的学习证据进行教学干预帮助学生解决学习过程中存在的问题。通过前后测、 调查问卷、访谈、能力素养评价等得出证据导向的 STEM 教学模式对发展学生 综合素养有一定积极作用，该模式为教师进行教学干预提供了证据支持，教师根 据反馈的学习证据对学生群体和个体进行教学干预，实验数据分析显示进行教 学干预的学生群体和个体学习效果进步明显。本研究为发展 STEM 精准教学， 促进教学评价有效性提供了新的研究思路和研究案例。

STEM education is the integration of science, technology, engineering, mathematics and other disciplines. Set up the problem situation, comprehensively apply the knowledge and skills in various fields, and cultivate students' core quality and innovative spirit. STEM education is in line with the ideas and needs of China's education reform. It is of great significance to realize the development goal of medium and long term education reform in China. At present, there are some problems in STEM teaching, such as partial learning evidence collected in the teaching process is one-sided and lack of effective teaching intervention and teaching activity optimization design based on the evidence. Evidence-based thinking provides new ideas for STEM teaching research. Guided by the idea of evidence-based education research, this study constructs a evidence-oriented STEM teaching model. Evidence-oriented teaching process evaluation, evidence - oriented teaching improvement and evidence - oriented teaching intervention are the core characteristics of evidence-oriented STEM teaching model. On the one hand, this model analyzes the types of learning evidence that can be collected in the STEM teaching process, the way of collecting evidence and the role of evidence. The learning evidence can be divided into the types of students' classroom behavior, test scores, learning products, thinking visualization materials, emotional attitude questionnaire, ability and accomplishment evaluation results, etc. The way of collecting learning evidence refers to the way of collecting education data. With the information technology platform, teachers can collect learning evidence in real time in the teaching process and give feedback to the learning effect, and conduct teaching intervention according to the feedback results. Help teachers improve their teaching by collecting learning evidence online and offline. Learning evidence provides materials for teaching improvement and basis for evaluation of effectiveness and precision teaching. On the other hand, the relationship between learning evidence and teaching intervention is summarized. It explains the results of evidence collection and the methods of teaching intervention. This study mainly adopts the action research method to design and construct a evidence-oriented STEM teaching mode, and designs the implemented teaching cases based on this mode, and verifies and improves the teaching mode through two rounds of experiments. The big data evaluation system of teenagers' scientific and technological innovation ability was used to collect learning evidence and feedback the learning effect in real time, and teachers conducted teaching intervention based on the feedback learning evidence to help students solve problems in the learning process. Through measurement, questionnaire, interview, pre and post test ,we can get results that a certain positive role to develop students' comprehensive quality. The model for teachers in the teaching process provided evidence to support the teaching intervention, teachers based on feedback learning evidence for groups and individual teaching intervention,.Students experiment data analysis shows that the teaching intervention in group and individual learning is obvious effective. This study provides new research ideas and cases for developing STEM precision teaching and promoting the effectiveness of education evaluation.