如今正处于智能化的时代，现代社会的发展对传统分科式教学提出了新的挑战，STEM教育无疑处在教育改革的风口上。STEM教育能够培养学生综合运用各科知识解决实际问题的能力，但每个学生由于天生有别以及后天教育与发展环境的不同，造成不同学生的初始能力、认知水平、学习兴趣等各方面均出现不同程度的学习差异。在以小组合作项目为主的STEM课程教学模式中，如果不依据学生的差异进行教学方案的设计与实施，很可能出现部分学生既学不到知识，又不能深入参与产品制作的过程，从而不能实现促进每个学生发展的教育目标。
学生的差异有很多，本研究主要关注在STEM课程教学中学生存在的知识基础与多元智能的差异。原因是STEM课程对于各个学科的知识基础和整合能力要求通常比较高，而且STEM各个学科需要的多元智能组合不一样，在制作产品的过程中学生组合使用多元智能的方式也不相同，因此知识基础和多元智能是影响STEM课程学习的主要差异。
目前现有的差异教学研究较少对STEM课程教学中出现的差异有过深入的探讨与研究，针对学生知识基础与多元智能差异的研究也并不多见。基于此，开展本研究的主要目的为针对学生知识基础与多元智能的差异构建STEM课程差异教学设计的框架并进行北极熊之家STEM课程单元的教学方案设计，最终使每个学生综合运用各科知识解决实际问题的能力都能在原有基础上获得发展。
本研究主要采用了调查研究法、准实验研究法、定量与定性混和等研究方法进行了以下几个方面的工作：（1）通过对国内外STEM教育、差异教学理论进行梳理，分析教学设计一般模式包括的要素并找出STEM课程教学中学生出现的一般差异与独特差异，之后结合STEM课程跨学科的特征以及差异教学的特点并融合教学系统设计理论的一般模式，构建出STEM课程差异教学设计的框架。（2）基于构建的框架并针对学生知识基础与多元智能的差异设计出北极熊之家STEM课程单元的教学方案。（3）前往重庆市J小学实施北极熊之家STEM课程单元教学方案。（4）在课程实施过程中通过问卷调查、课堂观察和课后访谈等方法进行资料的收集，并对学生采取异质分组生成学习共同体和提供学习资源包等差异化教学策略的干预手段，最后再根据课程教学的实际反馈对框架进行检验与完善。
教学实践结果显示，根据北极熊之家STEM课程单元方案实施差异教学能够提高学生综合运用各科知识解决问题的能力，并且学生的知识基础与多元智能均在原有基础上获得发展。除此之外，本研究设计出的北极熊之家单元教学方案也希望能够为一线的STEM教师提供借鉴与参考。

Nowadays, we are in an intelligent era, and the development of modern society has posed new challenges to the traditional departmental teaching, and STEM education is undoubtedly involved in the education reform. STEM education develops students' ability to integrate knowledge from various disciplines to solve real-world problems. However, each student's initial ability, cognitive level, and interest in learning may vary due to the difference in students' innate levels of intelligence, acquired education and environment. In the STEM course teaching mode based on group cooperation activities, if the teaching plan is not designed and implemented according to students' differences, it is likely that some students will not be able to learn and participate deeply in the product making process, thus failing to achieve the goal of promoting each student's development.
There are many differences in students, and this study mainly focuses on the differences in students' knowledge and multiple intelligences in STEM courses. Because STEM courses usually require a higher knowledge base and integration skills for each of these disciplines, and because each STEM related subject requires a different combination of multiple intelligences, and students use multiple intelligences in different combinations in the process of making products, knowledge base and multiple intelligences are the main differences that affect learning effect in STEM courses.
Existing research on differentiated instruction has rarely explored and studied the differences in STEM course teaching, and research on the differences in students' knowledge and multiple intelligences is also rare. Based on this, the main purpose of this study is to construct a framework for differentiated instruction in STEM courses based on the differences in students' knowledge and multiple intelligences, and to design a teaching plan for the STEM course unit at Polar Bear House, so that each student can develop their ability to solve real-world problems by applying knowledge from various disciplines.
This study mainly adopts survey research methods, quasi-experimental research methods and mixed quantitative and qualitative research methods to carry out the following aspects of work: (1) analyzing the elements of the general model of instructional design and identifying the general and unique differences that occur among students in the teaching of STEM courses through a review of theories of STEM education and differential teaching at home and abroad, and then combine the interdisciplinary characteristics of STEM courses and the characteristics of differentiated instruction with the general model of instructional system design theory to build a framework for differential teaching in STEM courses; (2) designing the teaching plan of the STEM course unit of Polar Bear House based on the STEM course differentiated instruction framework and the differences in students' knowledge and multiple intelligences; (3) carrying out the implementation of the STEM course unit at J Primary School in Chongqing; (4) collecting data through questionnaires, classroom observations and interview, forming learning communities with heterogeneous groupings of students, and providing learning resources during the teaching practice, and finally testing and improving the STEM course framework based on the actual feedback from the teaching practice.
The results of the teaching practice show that the differentiated instruction of the STEM units in Polar Bear House has improved students' ability to integrate their subject knowledge into problem solving, and that students' knowledge and multiple intelligences have developed from their previous levels. Finally, it is hoped that the design of the Polar Bear House programme will serve as a reference for frontline STEM teachers.