本研究以嘗試STEAM跨學科的活動設計，結合自我調整的學習模式，應用於國小四年級社會主題教材，以培養學習者語文寫作表現與二十一世紀關鍵能力。教師在教學過程中，跨越語文學科、結合跨領域與學習歷程的目標，進行為期12週的STEAM語文教學的活動設計。本研究主要包含：一、單組前後測設計（one-group pretest-posttest design）；二、實踐與創作；三、實地踏查；四、虛擬環境VR製作。透過活動成果顯示，結合自我調整學習模式之STEAM教學應用於國小四年級之活動學習任務，可以促進小學中年級學習者的跨領域知識。學習者在多元的學習場域及活動任務中，以自我調整的學習模式提升了語文寫作成就。透過STEAM活動的學習歷程與教師回饋，反映出參與者的成就感、合作、解決問題、溝通及創造力。本研究亦提出反思與建議供未來STEAM語言教學參考，STEAM教學可成為學習者建構語文知識過程中重要的一環。

STEAM and self-regulation learning strategy not only enable in Science, Technology, Engineering, Art, and Math learning, but also provide the opportunities to develop multidisciplinary language learning environments for young learners. This study attempts to integrate a self-regulation-based model to design STEAM learning activities in the social and language classrooms in 12 weeks. This proposed self-regulation-based STEAM learning approach applied to the language writing practices and tried to improve the students’ writing performance. Without enough diverse and multi-disciplinary and authentic environments for young learners, the traditional Chinese language classrooms could be dull and disappointing. However, instructors and researchers have indicated that effective self-regulated STEAM learning model could improve young learners’ language learning performance. The experimental results show that the proposed approach not only improves the learning performance of the young learners, but also enhances learners’ engagement, collaboration, problem-solving, communication, and creativity.