我国自2008年开启STEM教育研究至今已近11年。近年来，随着国家政策的支持，国家对创新型人才的重视，STEM教育在我国中小学，高中兴起，并逐渐成为教学改革和创新型人才培养研究的热点。 中国作为多元文化和多民族国家，在引进STEM教育的过程中，尚存在区域发展不平衡的“区域知沟”、城乡二元结构问题的“城乡知沟”现象，使得不同地域和不同社会阶层的学生在学习特征、学习能力、知识基础、文化背景等有所差异。这导致我国在引进发展STEM教育时，会出现STEM教育学习的公平性问题。 为解决知沟理论下STEM教育在我国发展的公平性问题，笔者分别从教育水平，社会经济地位，区域发展等三个角度提出对策。在教育水平方面，优化学生的差异性，完善STEM教育师资，提高家长的STEM教育理念；在社会经济地位方面，完善国家政策供给侧;优化STEM教育机构分布;提高家庭经济收入。在区域发展方面，强化东中西部STEM教育联动;城乡STEM教育互动和民族地区的STEM教育发展，为实现STEM教育的公平发展作出贡献。

It has been nearly 11 years since China started STEM education research in 2008. In recent years, with the support of national policies and the emphasis on innovative talents, STEM education has emerged in primary and secondary schools and high schools in China, and has gradually become the focus of research on teaching reform and innovative talent training. China, as a multicultural and multi-national country, in the introduction of STEM education in the process of regional development is unbalanced "area", urban and rural dual structure problems of "knowledge gap" between urban and rural areas, makes the different regions and different social classes of students in learning characteristics, learning ability, knowledge base, cultural background, etc. This leads to the problem of fairness in STEM education learning when China introduces and develops STEM education. In order to solve the fairness of STEM education in China under the knowledge gap theory, the author puts forward countermeasures from three perspectives: education level, social and economic status, and regional development. In terms of education level, students' differences should be optimized, teachers in STEM education should be improved, and parents' ideas on STEM education should be improved. In terms of social and economic status, the supply side of national policies should be improved. Optimizing the distribution of STEM education institutions; Raise household income. In terms of regional development, we should strengthen the linkage of STEM education in eastern and western regions. The interaction between urban and rural STEM education and the development of STEM education in ethnic areas contribute to the fair development of STEM education.