【摘要】 跨学科教学何以可能，是STEM教育能不能做好的一个深层次基本理论问题。该文基于知识理论和历史向度，对这一问题尝试进行了回答。知识的统一性源于自然的统一性。自然演化的逻辑决定了学科在分化过程中的联系。这种联系表现为学科鄙视链和学科依存链正反两种基本形式。基于知识的进化论与学科的生态学，作者以课程设置的连续统诠释了基础教育学段课程设置的基本结构，并以数学、科学、技术与工程连续统揭示了STEM教育在层次上的丰富性。在对历史的回溯中，为STEM教育倡导的跨学科教学理念找到了进步教育综合课程这一思想源头，并面向现实与未来阐述了STEAM给STEM带来的三重新意涵，即想象力与创造力的彰显、科学与人文两种文化的融合，以及美学意蕴的释放，最终推动教育走向真善美统一的新境界。更多还原

【Abstract】 How interdisciplinary teaching can be possible is a fundamental theoretical question of whether STEM education can do well. This article attempts to answer this question based on knowledge theory and historical dimension. The unity of knowledge originates from the unity of nature. The logic of natural evolution determines the connections between disciplines in the process of differentiation. This connection manifests as two opposite basic forms: the chain of disciplinary contempt and the chain of disciplinary dependence. Based on the theory of evolution of knowledge and the ecology of disciplines, the author interprets the basic structure of curriculum design in the basic education stage through the continuum of curriculum design, and reveals the richness of STEM education at the level through the continuum of mathematics, science, technology, and engineering. In retrospect of history,the interdisciplinary teaching concept advocated by STEM education has been identified as the source of the progressive education comprehensive curriculum, and the three new meanings brought by STEAM to STEM are elaborated in terms of reality and future,namely the manifestation of imagination and creativity, the integration of science and humanities, and the release of aesthetic connotations, ultimately promoting education to a new realm of unity of the truth, the good, and the beauty.更多还原