信息化智能化时代的飞速发展对人才的综合素质提出了更高的要求，国内外很多学者从理论和实践角度证明了STEM教育对学习者综合素质发展的促进作用，各国也都在积极推行STEM教育。《义务教育数学课程标准（2011年版）》（以下简称新课标）也指出要重视建立数学与其它学科之间的联系。同时国内外学者均发现，项目学习是实现STEM教育的一种有效方式。目前国内已有少数学者依托科学学科进行了基于STEM教育的项目学习设计，但以数学学科为依托的相关设计研究仍十分有限。因此本研究将基于STEM教育，以初中数学课程为依托，设计项目学习并进行教学实践，探索STEM教育下的数学项目学习设计。

本研究首先采用文献研究法梳理分析国内外关于STEM教育和项目学习的相关文献，总结国内外的研究现状，梳理出STEM教育、STEM素养的内涵，项目学习的内涵特征、构成要素，以及基于STEM教育的数学项目学习的理论基础；其次基于文献分析，结合STEM教育和项目学习的内涵特征，提出STEM项目学习设计原则，同时结合巴克教育研究所提出的“PBL黄金标准”和国内关于数学项目学习设计的已有研究，提炼出STEM项目学习的核心设计要素，并详细阐述其设计策略；再次，选取初中数学中贴近实际生活以及与多学科知识联系紧密的“抽样和数据统计”、“函数建模”和“数学运算”内容，设计出《探秘优化电梯的使用》这一具体案例；最后，以九年级学生为研究对象，开展教学实施，通过问卷调查法和访谈法调查分析项目的实施效果。研究结论如下：（1）STEM教育和项目学习在多个方面有相似之处，STEM项目学习的设计原则包括跨学科性、情境性、实践性、创造性、协作性；（2）STEM项目学习有七大核心设计要素：项目主题、项目目标、项目任务、子驱动性问题、项目学习方式、项目成果、项目评价，在此基础上形成项目任务清单；（3）按照上述设计原则和核心要素开发的初中数学“探秘优化电梯的使用”STEM项目学习案例取得了良好的教学实践效果，对学生STEM知识、STEM素养和情感态度方面都有积极影响，其中情感态度影响最为显著，尤其对学生学习数学的态度有积极影响。

The rapid development in the era of informatization and intelligence has put forward higher requirements for the comprehensive quality of talents. Many scholars at home and abroad have proved the role of STEM education in promoting the development of the comprehensive quality of learners from the theoretical and practical perspectives. All countries are also actively promoting STEM education. "Compulsory Education Mathematics Curriculum Standards (2011 Edition)" (hereinafter referred to as the new curriculum standard) also points out that we should attach importance to the establishment of links between mathematics and other disciplines. At the same time, domestic and foreign scholars have found that project-based learning and STEM education have similarities in interdisciplinary and situational aspects, which is an effective way to achieve STEM education. At present, there are a few domestic scholars who have carried out project-based learning design based on STEM education in scientific disciplines, but the related design research based on mathematical disciplines is still very limited. Therefore, this research will design project-based learning and teaching practice based on STEM education, relying on the junior middle school mathematics curriculum, to explore the mathematics project-based learning design under STEM education.

In this study, we first use the literature research method to sort out and analyze the relevant literature on STEM education and project-based learning at home and abroad, to summarize the research status quo at home and abroad, and to sum up the connotation of STEM education and STEM literacy, the connotative characteristics and constituent elements of project-based learning, and the theoretical basis of mathematics project learning based on STEM education. Secondly, based on literature analysis, we put forward the principles of STEM project learning design by combining the connotative characteristics of STEM education and project-based learning, and put forward The core design elements and design strategies of STEM project-based learning based on the "PBL Golden Rule" proposed by the Buck Education Institute and the existing domestic research on math project-based learning design. Then, we select the contents of "Sampling and Data Statistics", "Function Modeling" and "Mathematical Operations" that were close to real life and closely related to multidisciplinary knowledge in junior middle school mathematics to design the "Exploration and Optimization of Elevators" based on the thought of engineering design. Finally, the ninth-grade students were taken as the research object, and the teaching implementation was carried out. The questionnaire survey method and interview method were used to investigate and analyze the implementation effect of the course. The conclusions of this study are as follows: (1) STEM education and project-based learning are similar in many aspects. The design principles of STEM project-based learning include interdisciplinary, situational, practical, creative, and collaborative; (2) STEM project-based learning has seven core design elements: project theme, project goals, project tasks, sub-driven issues, project learning methods, project achievements, and project evaluation, and a project task list is formed on this basis; (3) According to the above design principles and core elements, we design STEM project-based learning "Exploration and Optimization of the Use of Elevator" and it has achieved good teaching practice results, which have a positive impact on students 'STEM knowledge, STEM literacy and emotional attitude, and the most significant impact on emotional attitude, especially on students' attitudes towards learning mathematics.