STEM/STEAM（科學、技術、工程、藝術與數學）已被教育者視為是二十一世紀重要的教育議題與教育目標。透過教學設計，整合多個學科知識與技能的方式，STEM/STEAM強調讓學生參與解決問題或是創作專題的歷程，以培養他們應用知識、批判思考、創造思考與解決問題的能力。雖然STEM/STEAM的教育目標與理念受到全球教育學家的認同，但是對多數教師而言，如何設計這樣的活動，並且有效地應用到教學現場，仍然是一個很大的挑戰。本文提出以工程、科學或其他課程為基礎之STEM/STEAM活動設計模型，以解決教師在設計跨領域活動時所面臨的挑戰，亦提供研究者發展STEM/STEAM的研究設計的參考。此外，本文亦提出促進STEM/STEAM成果的教學策略與活動設計模式，以及測量學習成效的工具，以幫助教師與研究人員設計符合STEM/STEAM教育目標的創新應用。

STEM/STEAM (Science, Technology, Engineering, Art and Mathematics) has been regarded by educators as an important educational issue and goal in the 21st century. Through teaching design by taking into account knowledge and skills of multiple disciplines, STEM / STEAM emphasizes that students are involved in the process of solving problems or project-based learning, and cultivate their ability to apply knowledge, critical thinking, creative thinking and problem solving. Although the aims and concepts of STEM/STEAM have been recognized by educators around the world, it remains a great challenge for most teachers to effectively design such learning activities in school settings. In this article, a STEM/STEAM activity design model is proposed from the perspectives of engineering, science, and other courses to address the challenges faced by teachers in designing interdisciplinary activities. It also provides a reference for researchers to develop STEM/STEAM research design. In addition, several teaching strategies and activity design models as well as tools to measure learning effectiveness of STEM/STEAM activities are also proposed to help teachers and researchers design innovative applications that meet the educational objectives.