综合型人才在当今社会的需求度越来越高，为培养学生的综合能力、适应时代需求，《义务普通高中物理课程标准（2022年版）》中新增了跨学科实践主题，能够紧密联系社会热点、工程实践以及日常的生活，旨在发展学生运用多学科知识对问题进行分析和解决的能力。因此以解决问题为导向，旨在提升学生实践能力、创新能力、共情迁移能力的综合性教育理念——STEAM教育理念成为进行教学设计的基本理念和应然选择。以提高学生综合能力为目标而建构的STEAM教育理念下高中物理教学设计的依据以及策略体系，为STEAM教育理念融入到高中物理教学设计提供理论参考。

本研究基于STEAM教育理念探索高中物理教学设计的理论与思路，并通过实践检验，以促进学生综合能力的提高。

本研究采用文献研究法、问卷调查法、访谈法、跨学科研究法和行动研究法，调查高中物理教学中融入STEAM理念的现状，构建以提高学生综合能力为目标而的STEAM教育理念下高中物理教学设计的依据以及策略体系，基于教学设计的依据以及策略体系进行高中物理教学设计与实施并检验其效果。通过研究得到如下结论：

（1）在我国高中教育阶段STEAM教育理念认可度高但实际融合少，普及率不高，融合教学效果不明显。主要体现在教学内容上并未使跨学科融合性得到充分的展现，没有关注在教学的整体流程中学生的体验感。

（2）依托建构主义理论、多元智能理论、行动学习理论和后现代主义教育理论以及教学设计的相关理论，构建了STEAM教育理念指导下的教学设计基本步骤:教学背景分析-教学目标-教学方法-学习活动-教学评价。

（3）通过行动研究验证了基于STEAM教育理念的教学设计是有效的，实施后提高了学生的综合能力。

根据教学设计与实施及反思，提出优化STEAM教育理念下高中物理教学设计的建议：

（1）高中物理在教学目标的制定方面必须关注科学思维的培养；

（2）选取教学内容时，要将多个学科的内容进行渗透和融合；

（3）在进行教学时，教师应当充分关注学生的主观能动性，不能忽略学生的体验感，在评价教学方面还需重点分析过程性评价的情况。

In order to cultivate students' comprehensive abilities and meet the needs of the times, the Compulsory General High School Physics Curriculum (2022 Edition) includes new interdisciplinary practical topics that can be closely related to social hotspots, engineering practices, and daily life, aiming to develop students' ability to analyze and solve problems using multidisciplinary knowledge. Therefore, the STEAM education concept, which is a problem-solving-oriented and comprehensive education concept aimed at improving students' practical skills, innovation and empathy transfer ability, has become a basic concept and a natural choice for teaching design. The rationale and strategy system of high school physics instructional design under the STEAM education concept is constructed with the goal of improving students' comprehensive abilities, which provides a theoretical reference for integrating the STEAM education concept into high school physics instructional design.

This study explores the theories and ideas of high school physics instructional design based on STEAM education concept and tests them through practice to promote students' comprehensive ability.

This study adopts literature research method, questionnaire survey method, interview method, interdisciplinary research method and action research method to investigate the current situation of integrating STEAM concept into high school physics teaching, construct the basis and strategy system of high school physics teaching design under STEAM education concept with the goal of improving students' comprehensive ability, design and implement high school physics teaching based on the basis and strategy system and test its effect. The following conclusions were obtained from the study.

(1) In China's high school education stage, STEAM education concept is highly recognized but little practical integration, the popularity rate is not high, and the effect of integrated teaching is not obvious. This is mainly reflected in the fact that the teaching content does not fully demonstrate the interdisciplinary integration and does not pay attention to the students' experience in the overall process of teaching.

(2) Relying on constructivism theory, multiple intelligence theory, action learning theory and postmodernism education theory as well as relevant theories of instructional design, the basic steps of instructional design under the guidance of STEAM education concept were constructed: teaching background analysis - teaching objectives - teaching methods - learning activities - teaching evaluation.

(3) The action research verified that the instructional design based on the STEAM education concept was effective and the implementation improved the students' overall ability.

Based on the instructional design and implementation and reflections, suggestions for optimizing the teaching design of high school physics under the STEAM education concept are proposed.

(1) High school physics must pay attention to the cultivation of scientific thinking in the formulation of teaching objectives.

(2) When selecting teaching contents, the contents of multiple disciplines should be penetrated and integrated.

(3) When conducting teaching, teachers should pay full attention to students' subjective initiative and not ignore students' sense of experience, and also focus on analyzing the process evaluation in terms of evaluating teaching.

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