【摘要】 整合STEM教育具有天然的跨学科属性，与跨学科主题学习有异曲同工之妙。面对当前基础教育的重要课题——何以开展跨学科主题学习，文章采用系统化文献综述的方法，对国际上已发表的整合STEM教育研究进行编码，发现整合STEM教育以发展高阶思维和情感态度价值观为目标，主要由多学科融合的教研团队围绕真实情境下的社会议题开展基于项目或问题的学习，学习往往发生在灵活开放的学习场所。基于此，文章阐释了课程整合视域下整合STEM教育与跨学科主题学习的概念内涵，构建了开展跨学科主题学习的实践路径，旨在助推我国基础教育课程改革和创新人才培养的高质量发展。更多还原

【Abstract】 Integrated STEM education has a natural interdisciplinary attribute, which shares a similar charm with interdisciplinary thematic learning. Faced with the current important issue in basic education, namely how to carry out interdisciplinary thematic learning, this paper used a systematic literature review method to code the published international research on integrated STEM education. The results showed that the integrated STEM education took the development of higher-order thinking, emotional attitude and values as goals, and was the project-based or problem-based learning mainly carried out by multidisciplinary teaching and research teams around social issues in real situations, and learning often took place in flexible and open learning places. Based on this, the conceptual connotations of integrated STEM education and interdisciplinary thematic learning under the perspective of curriculum integration were elaborated, and a practical path to carry out interdisciplinary thenatic learning was proposed, expecting to promote high-quality development of basic education curriculum reform and innovative talent cultivation in our country.更多还原