上世纪80年代以来，国外STEM教育理念热潮开始涌现。其运用科学探究和工程设计，将科学、技术、工程、数学合成一个整体，是跨学科视角倡导合作解决现实问题的形式。2017版新课标的颁布为高中地理教学提出新的要求，地理学科的融合性较强，应用STEM理念在高中地理探究型的教学之中，对优化和丰富教学方法、提高学生解决问题的能力和知识内化的有效性具有建设性研究价值，以实现地理学核心素养的落实与综合性人才的培养。

本文在论述了STEM教育与中学地理教学相融合的相关背景与意义、研究现状的基础上，界定了在高中地理探究型课堂中应用STEM教育理念的核心概念，探讨了相关基础理论。进而对高中地理教学内容进行STEM划分和梳理，根据课标设定教学目标，依托STEM理念细分学习目标，教学问题链架构进阶教学过程，最后选取人文地理与自然地理各一教学案例进行对照实验，从过程性与量化结论性全面评价实验结果，对STEM教育理念在高中地理探究型课堂模式的应用效果进行总结。

本研究结果表明，本文提出的基于STEM教育理念的高中地理探究型教学模式具有可行性，在很大程度上能够提升学生的课堂兴趣与探究热情；本教学模式在跨学科难点内容的突破上，明显较传统教学模式更有成效，实验班过程性评价中展现的各教学环节学生达到的学业质量水平完成度较高，调查问卷与课堂表现显示学生课堂参与度更高、交流合作能力更强，在培养学生综合思维、提高创新意识、地理实践力方面具有一定作用。从课后试题得分率来看，STEM教育理念的教学模式优势明显，体现在对课堂难点即跨学科知识的突破。综上所述，STEM教育理念能够促进高中地理教学更高效地开展，对培养全面型创新人才发挥重要作用。

Since the 1980s, the concept of STEM education has become a hot topic in Western education circles. The STEM education concept uses the scientific inquiry process and the engineering design process to combine science, technology, engineering, and mathematics into a whole. It is a form of interdisciplinary perspective that advocates cooperation in solving practical problems. Geography is a comprehensive subject. The new curriculum standard puts forward new requirements for high school geography teaching. The application of the study will optimize and enriching teaching methods, improving students' problem-solving ability and the effectiveness of knowledge internalization have constructive research value. Eventually, the core literacy of geography and comprehensive talents can be trained.

This article discusses the relevant background and significance of the integration of STEM education and high school geography teaching, as well as the current research globally, STEM education in high school geography inquiry class, and discusses related basic theories. Then the high school geography teaching content is divided and sorted out, the teaching goals are set according to the curriculum standards, the learning goals are subdivided based on the STEM concept, the teaching problem chain is structured in the advanced teaching process, and finally a teaching case of human geography and physical geography is selected for comparison. The experiment, from the procedural and quantitative conclusive evaluation of the experimental results, summarizes the application effect of the STEM education concept in the high school geography inquiry classroom model.

The results of this research show that the high school geography inquiry-based teaching model based on the STEM education concept proposed in this article is feasible, and can to a large extent enhance students’ classroom interest and enthusiasm for inquiry; in terms of breakthroughs in cross-disciplinary difficult content, this teaching model Obviously better than the traditional teaching model. The process evaluation of the experimental class shows that the students in each teaching link have achieved a higher level of academic quality. The questionnaire and classroom performance show that students have a higher level of participation in the classroom and a more active classroom atmosphere, which is motivating students Innovative consciousness plays a certain role in cultivating comprehensive thinking and geographic practice. From the point of view of the score rate of the test questions after class, the advantage of the teaching mode of the STEM education concept is obviously reflected in the breakthrough of the classroom difficulty, that is, the breakthrough of interdisciplinary knowledge. In summary, the STEM education concept can promote the more efficient development of high school geography teaching and play an important role in cultivating comprehensive innovative talents.