在这个知识暴增、信息爆炸的时代，生活节奏也得到了很大的提升，人们接触到的内容越来越多，随之产生的“碎片化阅读”、“浅层阅读”和“多任务”现象也越来越严重，导致人们对知识的获取停留在表面，他们通过死记硬背的方式记住学习内容，而对一些稍有难度的知识望而却步。新媒体联盟在2017年发布的高等教育版《地平线报告》指出深度学习是未来五年乃至更长时间内驱动基础教育应用技术的关键要素，其重要性不言自明。与此同时，STEM教育的迅速发展也引起了国内外众多学者的关注，我国的教育部门和部分教育发达地区都针对STEM教育制定了政策和法案，以推动STEM教育的发展。国内众多学者的研究表明，STEM教学可以有效的提升学习者的学习效果，在批判能力、迁移能力、反思能力等高阶思维能力的培养上均有推动作用，是促进深度学习发生的重要的教学方式。然而，我国目前关于STEM教学的研究主要停留在理论层面，在实践尚仍缺乏相关研究和案例指导，导致STEM课程在实施过程中存在很多问题。 在此背景下，为更好实现STEM教学和深度学习理论的融合，本研究提出了以下问题：（1）促进深度学习的STEM教学活动设计包括哪些要素；（2）什么样的STEM活动才能促进深度学习的发生。基于此，本研究依据DELC深度学习路线和STEM活动的基本流程，参考STEM教育的优势及教学实践中存在的问题，提出了促进深度学习发生的STEM教学活动设计要素：活动主题、协调性教学目标、情境化学习任务、跨学科的教学活动、知识的迁移与创新、持续性教学评价、活动反思。在对各要素进行分析的基础上提出深度学习活动设计框架，借助框架开发STEM主题课程和教学活动对框架的有效性进行验证。本研究的研究对象选定为12-13岁学习者，以陈明选教授的“深度学习量表”、访谈提纲和对学习者作品的评价为测评工具对研究对象深度学习情况进行评价，在教学活动实施的过程中对活动框架不断进行完善和优化，以期能够解决STEM学习活动无法有效促进深度学习发生的问题。 通过对深度学习情况分析、习题测评的分析、访谈提纲的整理以及对学习者作品的评价，验证了学习者达到了深度学习的状态。针对活动过程和数据分析中出现的问题进行反思，对促进深度学习的STEM教学活动设计框架做出了完善和修改，并提出了进一步研究的建议：（1）结合深度学习和其他教学模式开展研究，以促进学习者的深度学习；（2）针对不同年龄段的认知特点，开发符合不同年龄段特征的课程；（3）扩大研究样本量，验证学习框架的有效性。

In the age of this explosion of knowledge and explosion of information, the rhythm of life has also been greatly improved, and people have been exposed to more and more content, resulting in "fragile reading," "shallow reading," and "multi-tasking." "The phenomenon has become more and more serious. As a result, people's access to knowledge remains on the surface. They memorize learning content by rote memorization, and they deter some slightly more difficult knowledge. The Higher Education Edition Horizon Report released by the New Media Alliance in 2017 points out that deep learning is the key element driving the application of basic education technology in the next five years or even longer, and its importance is self-evident. At the same time, the rapid development of STEM education has also attracted the attention of many domestic and foreign scholars. China's education sector and some well-developed educational regions have formulated policies and bills for STEM education to promote the development of STEM education. Many domestic scholars' studies have shown that STEM teaching can effectively enhance learners’ learning effectiveness, promote the development of higher-order thinking ability such as critical ability, transfer ability, and reflective ability, and is an important teaching to promote the occurrence of deep learning. the way. However, China's current research on STEM teaching mainly stays at the theoretical level, and there is still a lack of relevant research and case guidance in practice, leading to many problems in the implementation process of STEM courses. In this context, in order to better achieve the integration of STEM teaching and deep learning theories, this study raises the following questions: (1) What are the elements of the STEM teaching activity design that promotes deep learning; (2) What kind of STEM activities can promote? The occurrence of deep learning. Based on this, based on the DELC deep learning route and the basic flow of STEM activities, referring to the advantages of STEM education and the problems in teaching practice, the design elements of STEM teaching activities that promote the occurrence of deep learning are proposed: activity theme, coordination teaching goal. , contextualized learning tasks, interdisciplinary teaching activities, knowledge transfer and innovation, continuous teaching evaluation, activity reflection. Based on the analysis of all the factors, a design framework for deep learning activities was proposed, and the effectiveness of the framework was verified by using the framework to develop STEM subject courses and teaching activities. The research object of this study was selected as a learner of 12-13 years of age. Professor Chen Mingxuan’s “deep learning scale”, interview outline, and evaluation of learner's works were used as assessment tools to evaluate the depth of learning of the research subjects in the teaching activities. During the implementation process, the activity framework is continuously improved and optimized in order to solve the problem that STEM learning activities cannot effectively promote the occurrence of deep learning. Through the analysis of the deep learning situation, the analysis of the exercises, the collation of the interview outlines, and the evaluation of the learners' works, it was verified that the learners reached a state of deep learning. Reflect on the problems in the activity process and data analysis, improve and modify the design framework of STEM teaching activities to promote deep learning, and put forward suggestions for further research: (1) Conduct research in combination with deep learning and other teaching models To promote deep learning of learners; (2) develop courses that meet the characteristics of different age groups according to the cognitive characteristics of different age groups; (3) expand the sample size of the study to verify the validity of the learning framework.