第一部分，对国内外相关文献进行梳理、分析，总结归纳出在当前的一线教学中，STEM教育实践存在的困难和问题。首先，STEM 教学注重学生产出结果，忽视学生的知识的深度理解；其次，STEM 教学实践中，注重动手操作，却忽视学生思维上的理解；最后，STEM课程重视学生自主探究，但缺乏有针对性的细节设计来引导学生解决困惑、理解知识。这 些都不利于学生在理解知识的基础上，提升科学解释能力，进而也严重影响到了学生在STEM 课程活动中的学习效果。STEM 教育的开展能提高学生的协作沟通能力和动手制作的能力，但学生在科学解释和表达方面的能力还需要引入更好的能力培养机制。而 CER框架能够提升学生对科学概念的理解，从而促进学生的科学表达与解释的能力，但是很少有学者将 CER 框架用于小学 STEM 教育之中。基于此，确定了本研究的研究问题，分别是：（1）如何将 CER 框架有效地应用于小学 STEM 课程中？（2）融入 CER 框架对小学生 STEM 课程学习效果有什么影响？（3）CER 框架融入 STEM 教育是否会对男女生的学
习效果产生显著差异？
第二部分，针对研究问题，研究者在建构主义学习理论和最近发展区理论的基础上，尝试整合 CER 框架和 STEM 教育的特点，将 CER 框架作为支架融入 STEM 教育之中，构建了融合 CER 框架的 STEM 教育模型。STEM-CER 模型共包括六大环节：（1）明确主题，提出问题；（2）科学探究，获取知识；（3）头脑风暴，确定想法；（4）设计及实施方案；（5）收集并整理证据；（6）评价交流，并基于证据推理。
第三部分，采用准实验研究方法，选取了湖南省某小学五年级的两个班，一个作为实验组，另一个为对照组。选取“制作保温杯”为 STEM 课程内容，将 CER 框架作为教学干预，进行了为期两周的教学实验研究，以此来分析 CER 框架对 STEM 学习效果的影响。
研究结论如下：（1）在 STEM 课程中，融入 CER 框架可以有效提高学生学习效果，促进学生对于科学概念的理解，提升学生的科学解释能力。（2）STEM-CER 模型应用过程中，男女生学习效果总体上不存在显著差异。总之，本研究为教师在 STEM 课程活动中，利用 CER 类似框架有效提升学生高阶能力方面提供参考。未来的研究还需要进一步加大研究对象、拓展实验时间来探索 CER 框架的适用性和推广性等。

The first part is to sort out and analyze relevant literature at home and abroad, summarize some difficulties and existing problems in the implementation of STEM education in the current front-line teaching. Firstly, STEM teaching pays attention to students' output results and ignores students' in-depth understanding of knowledge. Secondly, in STEM teaching practice, we pay attention to hands-on operation, but ignore the understanding of students' thinking. Finally, STEM curriculum attaches importance to students' independent exploration, but it lacks targeted detail design to guide students to solve puzzles and understand knowledge. These are not conducive to students' ability of scientific explanation on the basis of understanding knowledge, and then seriously affect the learning outcomes of students in STEM curriculum activities. The development of STEM education can improve students' collaborative communication ability and hands-on production ability, but students' ability in scientific interpretation and expression still needs to introduce a better ability training mechanism. The CER framework can improve
students' understanding of scientific concepts, so as to promote students' ability of scientific expression and interpretation, but few scholars use the CER framework in primary school STEMeducation. Based on this, the research questions of this study are determined as follows: (1) How
to effectively apply CER framework to STEM curriculum in primary school? (2) What impact does the integration of CER framework have on the learning outcomes of STEM courses for primary school students? (3) Whether the integration of CER framework into STEM education will have a significant difference in the learning outcomes of male and female students?

In the second part, aiming at the research problems, on the basis of constructivist learning theory and zone of proximal development theory, the researchers try to integrate the characteristics of CER framework and STEM education, integrate CER framework into STEM education as a support, and construct a STEM education model integrating CER framework. STEM-CER model includes six steps: (1) Clarify the theme and ask questions; (2) Scientific inquiry to acquire knowledge; (3) Brainstorm and determine ideas; (4) Design and implementation scheme; (5) Collect and sort out evidence; (6) Evaluate communication and reasoning based on evidence.In the third part, using the quasi-experimental research method, the researcher selected two classes in the fifth grade of a primary school in Hunan Province, one as the experimental group and the other as the control group. This paper selects making thermos cup as the content of  STEM course, takes CER framework as teaching intervention, and carries out a two-week teaching experimental research, so as to analyze the impact of CER framework on the STEM learning outcomes.
The conclusions are as follows: (1) In STEM courses, integrating CER framework can effectively improve students' learning outcomes, promote students' understanding of scientific concepts, and improve students' ability of scientific explanation (2) In the application of  STEM-CER model, there is no significant difference in the learning outcomes between male and female students. In short, this study provides a reference for teachers to effectively improve students' high-level ability by using CER similar framework in STEM curriculum activities.
Future research also needs to further increase the research object and expand the experimental time to explore the applicability and popularization of CER framework.