在知识经济时代、信息技术飞速发展和全球化变革的时代，以培养跨学科创新人才为核心目标的STEM教育应运而生，许多国家都颁布相关的政策法规来促进其发展与变革。近些年来，我国对STEM教育的探索越来越深入。

但是目前我国STEM课程实践中存在着知识学习与动手实践分离的现象，注重作品产出而忽视知识学习等问题。为了解决以上问题，本研究从学习内容分析出发，提出以下问题：（1）如何对STEM课程中的单元进行学习内容分析及知识聚类？（2）如何依据对该课程单元的学习内容分析结果设计教学方案？（3）该设计方案是否能够同时实现知识的学习与迁移以及STEM综合应用知识解决问题能力的培养？

本研究采用行动研究法，开展基于内容分析的STEM课程教学设计与实践研究。首先对STEM教育、教学设计领域等相关文献进行梳理与分析，为研究提供理论和方法上的基础。接下来，对STEM课程的内容分析进行研究，具体步骤如下：依据模块教学期望，对学习内容进行初步分析，明确单元学习内容的范围与深度；为了进一步探索学习内容各组成部分之间的关系，依据STEM的核心特征与目的，从学科与跨学科、知识的掌握度与优先级聚类三个维度，揭示知识与知识、知识与“学习”、知识与“任务”之间的关系，并据此确定知识的处理方式：先学后做，边学边做与先做后学。在此基础上设计并实施了“动力小船”STEM课程教学方案，并在实践中进行两轮的迭代。

研究成果为以下几个方面：（1）构建了基于内容分析的STEM课程单元教学设计框架。（2）开发了基于内容分析的《动力小船》STEM课程教学方案。（3）基于内容分析的《动力小船》STEM课程教学设计能同时实现学生知识掌握以及综合运用STEM知识解决问题等能力的培养，为解决STEM课程实践中知识学习与动手实践分离提供了可能的路径。

本研究对STEM课程的理论与实践提出如下建议：对STEM课程进行学习内容分析要依据STEM教育的核心特点；对于先学后做、边学边做、先做后学内容的处理要考虑学生的差异性；基于内容分析的STEM课程教学设计既要对学习内容进行全盘把握，也要根据实际情况，在“学”与“做”之间搭建合适的“桥梁”，促进学生知识的转化与应用。

本研究为解决目前STEM课程设计中做和学割裂问题做出重要探索，丰富了STEM教学设计的理论，希望能为一线教师提供参考和借鉴。

In the era of knowledge economy, rapid development of information technology and globalization changes, STEM education with the core objective of cultivating interdisciplinary and innovative talents has emerged, and many countries have promulgated relevant policies and regulations to promote its development and reform. In recent years, more and more researchers in China delve deeply into the field of STEM Education.

However, there are some problems in STEM curriculum practice in China, such as the separation of knowledge learning and hands-on practice, the focus on work output at the expense of knowledge learning. In order to solve the above problems, this study puts forward the following questions from the perspective of learning content analysis :(1) how to conduct learning content analysis and knowledge clustering for STEM course modules？(2) How to design the instructional program based on the results of the learning content analysis of the course units? (3) Can the design of the program achieve both the learning and transfer of knowledge and the development of the ability to apply STEM knowledge in an integrated manner to solve problems?

This study adopts the method of action research to carry out research on the instructional design and practice of STEM courses based on content analysis. Firstly, it sorts out and analyzes related literatures in the field of STEM education and instructional design, so as to provide a theoretical and methodological basis for the research. Next, a new method is designed to investigate the content analysis of a STEM course module, with the following steps: according to the teaching expectations of the module, an initial analysis of the learning content is conducted to clarify the scope and depth of the unit learning content; To further explore the relationship between the components of the learning content, based on the core features and purposes of STEM, three dimensions are used: disciplinary and interdisciplinary, mastery of knowledge and priority clustering. They reveal the relationship between knowledge and knowledge, knowledge and 'learning', and knowledge and 'task', respectively, and identify the ways in which knowledge is handled: learning before doing, learning while doing and learning after doing. On the basis of this, the 'Power Boat Model' STEM program was designed and implemented, and two iterations of the program were carried out in practice.

In summary, the findings of the study can be summarized as follows: (1) The framework of teaching design of STEM course units based on content analysis is constructed. (2) The STEM course program “Power Boat Model” based on content analysis was developed. (3) The “Power Boat Model” STEM course program can simultaneously achieve the mastery and application of knowledge as well as the cultivation of the ability to apply knowledge in a comprehensive manner to solve problems in STEM, providing a possible pathway to address the separation of knowledge learning and hands-on practice in STEM curriculum practice.

This study proposes the following recommendations for the theory and practice of STEM courses. The learning content analysis of STEM courses should be based on the core features and purposes of STEM education. And the treatment of learning-before-doing, learning-while-doing and doing-before-learning content should take into account students' differences; In addition, the teaching design of STEM courses based on content analysis should not only comprehensively grasp the learning content, but also build an appropriate bridge between "learning" and "doing" according to the actual situation, so as to promote the transformation and application of students' knowledge.

This study makes an important exploration to solve the current problem of the fragmentation of doing and learning in STEM curriculum design, and enriches the theory of STEM instructional design in the hope that it can provide reference and reference for frontline teachers.