课程是教育价值的直接载体，处于满足各方需求的关键位置，现阶段国家与个人对于优质课程的需求十分明确。通过对课程分析领域及其方法进行梳理，本研究发现目前对课程分析的探讨整体上区分为静态课程文本分析与教学分析，且二者相互分离，缺乏以“课程”为核心、从教学系统出发回归课程、反思课程、改进课程的技术方法和手段。这一现象在STEM课程领域尤为突出，国内STEM教育研究集中于课程理念的探讨与课程开发，缺少对已有课程的反思和对实践的理解。

本研究关注“如何清晰的表征课程以达到理解课程及其实践的目的”问题，目标是构建一种课程分析的技术方法，并以STEM课程为例对所构建的分析技术进行检验和应用。

为了实现这个目标，本研究确定了课程系统的概念模型、课程分析技术的过程模式及操作规范、能力建模技术、课程分析技术的应用，共计四项研究内容。其中前三项属于“课程分析技术原型的构建”，最后一项是对课程分析技术的“应用研究”。

在研究确证阶段，研究整体上采用了技术人造物缺陷分析法。首先对所选取的四门STEM课程样本进行了课程实施与访谈，收集一线教师的教学视频作为实施态课程资料。其次运用课程分析技术原型对设计态课程文本资料与教学视频进行分析，生成不同状态课程的结构化表征，即课程分析技术的技术人造物。接着从“课程设计与实施的一致性角度”与“课程理解”两个角度解读课程分析数据，检验课程分析技术生成的结构化课程表征是否能够清晰表征课程，以达到理解课程及其实践的目的。最后以分析数据解读和检验过程中发现的不足为线索，修正课程分析技术。

本研究分析了四门STEM课程，收集了10位教师的课程实施视频，16位一线教师的课程理解访谈。在此过程中获得146组以活动任务为基础的课程设计与实施的教学过程机制图作为数据分析单元。本研究从课程分析技术形成的结构化课程表征数据入手，一方面从课程设计与实施一致性角度对分析数据解读，实现了回归“课程”理解课程实践；另一方面通过实施者视角的课程理解与反馈，确证了课程分析能够对于课程的核心关注，生成较为准确的课程理解。

本研究在对课程分析技术检验的基础上，尝试了初步应用。应用研究聚焦“反馈课程开发”和“转化为课程理解工具”两个方面，应用目的分别是提升课程自身质量和促进课程实践。技术应用的评价反馈表明，课程分析技术可以为课程开发提供有效反馈，可以转化为课程理解工具辅助教师理解课程。

本研究的最终成果包括：

(1)建立了用于课程分析的多层次课程系统概念模型，明确了课程系统中不同对象间的层次关系为“门类课程→知识组件→学习活动→活动任务→行为交互”，确定了不同对象成分间的转化与包含关系。

(2)构建了具有明确操作过程和规范以及数据依赖关系的课程分析技术，确定了课程分析技术操作的3个阶段5个操作环节。3个阶段为课程的结构化分析，教学层的信息处理，课程层与教学层的联通。5个操作环节是“课程目标与内容清晰化”“知识组块切分”“知识组件的组织”“教学层的信息处理”“课程层与教学层的联通”。其中，重点探索构建了针对课程目标分析的能力建模技术。

在此基础上，本研究以STEM课程为例，利用课程分析技术生成了完整的、反映课程核心特征、易于理解的结构化课程表征，该结构化课程表征可用于理解课程自身及其实践。由此可知，本研究所构建的课程分析技术功能上是可用的。

(3)初步尝试了将分析技术应用于“反馈课程开发”和“转化为课程理解工具”，探索了课程分析技术的实践应用方式。

本研究的创新之处在于：(1)首次基于技术学的视角，完整地构建了具有明确操作过程、操作规范和数据依赖关系的课程分析技术。(2)首次确定了能力建模技术的操作过程与规范，解决了课程目标表征的问题。(3)首次将课程分析数据用于理解课程实践、并贴合实践需求尝试加以应用，以确证课程分析数据的实践价值。

综上，本研究遵循技术构建、检验、改进、应用的逻辑，实现了对课程分析技术原型的构建与应用研究，最终成果实现了预期的研究目标。该成果在理论上丰富和扩展了课程理解研究，发展了课程开发技术，在实践上可以在课程采择、反馈课程开发、师资培训等方面提升实践能力、降低实践成本。

Curriculum carries educational value and is in a key position to meet the needs of all parties. At this stage, the needs of the country and individuals for high-quality courses are very clear. Through the literature review of the field of curriculum analysis, it is found that the current discussion of curriculum analysis is divided into curriculum text analysis and instruction analysis, and the two are separated from each other. The field of curriculum analysis lacks technical methods to return to the curriculum from the teaching system, to reflect on the curriculum, and to improve the curriculum. This phenomenon is particularly prominent in the field of STEM curriculum. Domestic STEM education research focuses on the discussion of curriculum concepts and curriculum development, lacking reflection on existing curriculum and lack of understanding of curriculum practice.

This study focuses on the question of "how to clearly characterize the curriculum to achieve the purpose of understanding the curriculum and its practice". The research goal is to construct the technical method of curriculum analysis, and take the STEM curriculum as an example to test and apply the technical method.

In order to achieve this goal, this research will carry out four research contents: the conceptual model of the curriculum system, the process model of the curriculum analysis technology and its operating specifications, the research on the capability modeling technology, and application research. Among them, the first three research contents belong to "construction of curriculum analysis technology prototype", and the last research content is "application research" of curriculum analysis technology.

The research adopts the analytics of defections of technical artifact method to analyze the defects of the curriculum analysis technology. First, four STEM curricula were implemented, and teaching videos were collected as data of the Run-Time curriculum. Secondly, use the curriculum analysis technology to analyze the Design-Time curriculum and Run-Time curriculum, and generates the structural representation of curriculum of two-state, that is, the technical artifact of the course analysis technology. Then, interpret the curriculum analysis data from the perspectives of "the consistency of curriculum design and implementation" and "course understanding" to test whether the technical artifact can present the core characteristics of the curriculum and help to understand the curriculum and its practice. Finally, the course analysis technology is revised based on the deficiencies found in the process of analyzing the data.

This study analyzed four STEM curricula, collected instructional videos from 10 teachers, and curriculum interviews with 16 teachers. In this process, 146 groups of designed and implemented mechanism diagram were obtained as data analysis units. Using the data of structured curriculum representation formed by curriculum analysis technology, on the one hand this paper interprets and analyzes the data from the perspective of curriculum design and implementation consistency, and realizes the return to ' curriculum itself ' to understand curriculum practice. On the other hand, comparing teachers ' curriculum understanding and feedback confirms that curriculum analysis can answer the core concerns of the curriculum and generate more accurate curriculum understanding.

On the basis of testing curriculum analysis technology, this study tries to apply it. The applied research focuses on two aspects: 'feedback curriculum development' and 'transformation into curriculum understanding tools for teacher training', aiming at improving curriculum quality and promoting curriculum practice respectively. The evaluation feedback of technology application shows that curriculum analysis technology can provide effective feedback for curriculum development and can be transformed into a curriculum understanding tool for teacher training to assist teachers in understanding the curriculum.

The final research results are as follows:

(1) A conceptual model of a multi-level curriculum system that can be used for curriculum analysis is established. A conceptual model of a multi-level curriculum system that can be used for curriculum analysis is established. A conceptual model of multi-level curriculum system that can be used for curriculum analysis is established. The model clarifies the hierarchical relationship between different objects as " a single curriculum→knowledge components→learning activities→tasks→behavior interaction", and it is clear that there are transformation and inclusion relationships among different object components.

(2) A curriculum analysis technology with clear operation process, operation specification and data dependency is constructed. The curriculum analysis technology includes 3 operation stages and 5 operation links. The three stages are "structural analysis of the curriculum" "information processing of the instructional system" and "connection between the curriculum and the instructional system". The five operational links are "clarification of curriculum objectives and content" "knowledge block segmentation" "organization of knowledge components" "information processing of the instructional system" and "connection between the curriculum and the instructional system ". Among them, the focus is on exploring and constructing the capability modeling technology for the analysis of curriculum objectives.

On this basis, this study takes STEM curriculum as an example to analyze, and generates a complete, easy-to-understand structured curriculum representation which reflects the core characteristics of the curriculum. This structural representation of curriculum can be used to understand the curriculum itself and its practice. It can be seen that the curriculum analysis technology constructed in this study is functionally available.

(3) The research initially tried to apply the analysis technology to "feedback curriculum development" and "transformation into curriculum understanding tool", and explored the practical application of curriculum analysis technology.

The innovations of this study are as follows: (1) It is the first time to completely construct a curriculum analysis technology with clear operation process, operation specification and data dependence based on the perspective of technology. (2) It is the first time to determine the operation process and specification of capability modeling technology. (3) It is the first time to use curriculum analysis data to understand curriculum practice and try to apply it to meet the needs of practice, so as to confirm the practical value of curriculum analysis data.

In summary, this study follows the logic of technology construction, testing, improvement and application, and realizes the construction and application of curriculum analysis technology. The final results achieve the expected research objectives. This research enriches and expands curriculum understanding research and develops curriculum development techniques. In practice, it can improve practical ability and reduce practical costs for curriculum selection, feedback for curriculum development, teacher training, etc.