探究学习是一种基于具体情境、指向特定目标的学习方式，重点在于学生能够自主完成“多种选一”的决策，其宗旨符合创新人才的培养需求。但目前实践中存在探究过程刻板化、形式化，评价脱离情境任务且易受主观因素影响等问题，为摆脱这一困境，需提供可操作性强的探究学习设计技术，开发面向行为过程、指向具体知识情境与目标要求的评价技术。另外，STEM具有跨学科整合创新的特征，其中蕴含着丰富的探究主题，探究是完成STEM学习的核心途径与根本特征。因此，确立本研究的研究目标为以STEM课程为情境构建探究学习的设计与评价技术。

具体来说，本研究的主要研究内容包括：（1）探究空间的概念模型研究，明确探究空间的构成要素及相互关系；（2）探究空间设计的技术流程与操作规范研究，确立设计探究空间的操作步骤与设计规范；（3）基于理想过程模型的探究学习评价技术研究，包括理想过程建模技术以及基于理想过程模型评价的操作方法。

本研究整体上以技术人造物缺陷分析法为指导思想，确立研究过程包含四个环节：（1）创建探究学习设计与评价的技术原型；（2）应用技术原型设计探究空间并进行理想过程建模；（3）根据探究学习的实施情况进行真实探究过程建模，分析研究数据，完成探究学习的评价；（4）对实施和评价中发现的缺陷进行归因，回溯技术环节改进技术原型。循环上述过程，直至满意。

本研究对3门课程进行设计与升级，完成了8次实施，共获得113对有效数据。研究通过对比分析理想过程模型与真实探究过程图在探究要点、探究表现和探究路径三个方面的差异寻找探究学习设计与评价的技术缺陷，经两次技术改进后得到满意的技术方案。研究获得如下成果：

（1）构建了探究空间的概念模型，明确了探究空间包含探究主题、探究知识、学习支架、材料工具、活动规则5个构成要素，揭示了各要素之间的约束关系。

（2）构建了探究空间设计的技术流程与操作规范，这一技术逻辑明确、数据依赖关系清晰，包括课程分析、探究主题设计、学习支架与活动规则设计、多元性检验与补充设计、一致性检验、课程产品更新和探究空间设计落实情况检验7个技术环节。

（3）构建了基于理想过程模型的探究学习评价技术，包含两部分：①理想过程建模的技术过程，包括设计探究活动详案、绘制探究活动的知识建模图、描述探究过程、绘制探究环节图和标注探究路径5个环节；②基于理想过程模型评价探究学习的操作方法，首先分别绘制理想过程模型与真实探究过程图，识别二者存在的差异，再结合差异类型判定框架和探究的实际情况分析差异表现，总结评价结论。

本研究的创新性体现在两个方面：（1）首次提出探究空间的概念模型与技术设计流程。能够帮助设计者与教师更全面地理解探究学习，说明了探究学习设计的具体操作过程，明确了各操作步骤之间的数据依赖关系，设计结果符合探究学习“多种选一”的特征要求；（2）首次提出基于理想过程模型的探究学习评价技术，能全面、客观地评价探究过程，为改善教学手段和改进技术设计提供反馈，对教师专业发展和探究学习设计技术的优化都有促进作用。但研究还存在以下不足：对探究学习评价技术中的差异类型判定框架缺乏具体操作的说明和迭代、完善的解释，仍需深入探索价值解释性工具的细致研究。

综上所述，本研究构建了探究学习的设计与评价技术并经实践验证了技术的可行性，在理论层面丰富了探究学习设计与评价的研究，可促进教学设计理论的发展，在实践层面有助于提高探究学习设计与评价的确定性，降低探究学习的时间成本，将探究学习常规化。

Inquiry learning is a method of learning that is centered around specific task contexts and aims to achieve particular goals. Its primary focus is on whether or not the learner can solve problems independently using a range of diverse solutions, which can foster innovative thinking skills. However, in current practice, there are instances where inquiry processes can become stereotypical and superficial. Additionally, the evaluation methods used may be disconnected from specific situations and subjective in nature. In order to address this issue, it is crucial to implement operational design techniques and evaluation methods that focus on behavioral processes and incorporate targeted knowledge requirements. Additionally, since STEM courses strive to foster independent inquiry, promote creativity, and integrate across various fields, inquiry-based learning is determined to be the central pathway and defining characteristic of successful STEM education. STEM courses serve as a fitting foundation for designing and conducting inquiry-based learning. With this in mind, the focus of this study is to utilize STEM courses as the framework and to develop technology for designing and evaluating inquiry-based learning.

This study focuses on three main areas of research:(1) the conceptual model of inquiry space is explored, with a focus on identifying the constituent elements and their interrelationships. (2) the technical process and operational norms of inquiry space design are examined, with the aim of establishing operational steps and design specifications for effective inquiry space design. (3) inquiry learning evaluation techniques are developed based on an ideal process model, including ideal process model, as well as operational methods that are based on the evaluation of the ideal process model.

This study is guided by the idea of the technical artificial defections analysis method. The research process is established as follows: (1) create a technological prototype for designing and evaluating inquiry-based learning; (2) apply the technology to design inquiry learning and conduct ideal process modeling; (3) plot the process diagram of the practical inquiry process based on the implementation of inquiry-based learning, analyze and process data to complete the evaluation of inquiry-based learning; and (4) attribute defects discovered during implementation and evaluation, and improve the technological prototype by tracing back to the technical process. Repeat the above process until satisfied.

Specifically, this study designed and upgraded three courses, with a total of 8 implementations and 113 pairs of valid data collected. By comparing the differences between the ideal process model and the practical inquiry process diagram in terms of inquiry points, performance, and path, this research analyzed the technical deficiencies in the design and evaluation of inquiry learning. After two rounds of technical improvements, a satisfactory technical solution was obtained.

The research has achieved the following results:

(1) Constructed a conceptual model of the inquiry space, clarified that the inquiry space contains five constitutive elements, including inquiry theme, inquiry knowledge, learning scaffold, material tools, and activity rules, and the constraint relationship between each element.

(2) Constructed the technical process and operation specifications for designing the inquiry space, which is clear in technical logic, and has clear data dependency relationships, including seven technical processes, including analyzing curriculum, designing inquiry theme, designing learning scaffold and activity rules, verifying the multivariate and enhancing the diversity of inquiry theme, verifying the consistency of means with objectives, updating the curriculum product, and verifying the implementation of inquiry space design.

(3) Constructed the inquiry learning evaluation technology based on the ideal process model, which includes two parts: (a) the technical process of ideal process modeling, including five steps: designing a detailed plan for inquiry activities, drawing a knowledge modeling diagram for inquiry activities, describing the specific process of inquiry learning, drawing a link diagram during the inquiry process, and marking the exploratory path; and (b) the operational method for evaluating inquiry learning based on the ideal process model, which involves drawing the ideal process model and the practical inquiry process diagram separately, using the framework for determining the types of differences to analyze the differences between the diagram of two processes, and summarizing the evaluation conclusions in light of the actual situation.

The innovation of this research is reflected in two aspects: (1) the first proposal of the conceptual model and technical design process for the inquiry space. It can help designers and teachers understand inquiry learning comprehensively, explain the specific operation process of inquiry learning design, clarify the data dependency relationship between each step. The design results meet the characteristic requirements of "multiple options" in inquiry learning. (2) the first proposal of inquiry learning evaluation technology based on the ideal process model, which can comprehensively and objectively evaluate the inquiry process, provide feedback for optimizing teaching methods and improving technical design, furthermore it can promote the optimization of the technology for inquiry learning design and teacher's professional development. However, there are still shortcomings in the research. In the exploration of learning evaluation techniques, there is a lack of specific instructions on the framework for determining the types of differences, and there is a lack of explanation for the iteration and improvement process of this framework. Further research is needed on this issue

In summary, this study constructed the technology for the design and evaluation of inquiry learning, verified the feasibility of the technology through practice at the theoretical level. It can enrich research on the design and evaluation of inquiry learning, promote the development of instructional design theory, improve the certainty of inquiry learning design and evaluation, reduce the time cost of inquiry learning, and standardize inquiry learning.