以STEAM教育优化发展为主旨，以跨学科协同学习为研究对象，设计一个基础（知识互动模型）、两个方面（理论研究、方法突破）、三个问题（知识互动程度、知识互动归因分析、优化策略）、四种方法（扎根理论、多主体计算机仿真、设计研究与实证研究），从知识互动视角系统地探究STEAM教育中跨学科协同学习的内在机理与优化策略：①研究STEAM教育中跨学科协同学习的本质特征与核心要素，探索基于知识互动视角的跨学科协同学习过程及阶段特征。②构建STEAM教育中跨学科协同学习知识互动的影响因素模型。以多主体计算机仿真方法分析不同因素对跨学科协同学习知识互动的影响方式和路径，揭示多种因素对知识互动的交互作用机理。③探索促进STEAM教育中跨学科协同学习知识互动的策略。从异质学习共同体建构、优化协作任务等方面设计知识互动的触发机制，寻求促进跨学科协同学习知识互动程度与协作任务达成度的基本策略，在教学实践中完善优化。

With STEAM education optimization development as the keynote and interdisciplinary collaborative learning as the research object, we design a basis ( knowledge interaction model), two aspects (theoretical research, method of breakthrough), three questions (the degree of interaction, knowledge interaction attribution analysis, optimization strategy), four methods (grounded theory, multi-subject computer simulation, research and empirical research), from the perspective of knowledge interaction, we systematically explore the internal mechanism and optimization strategy of interdisciplinary collaborative learning in STEAM education. ①To study the essential characteristics and core elements of interdisciplinary collaborative learning in STEAM education, and to explore the process and stage characteristics of interdisciplinary collaborative learning based on the perspective of knowledge interaction.② construct the influencing factor model of knowledge interaction of interdisciplinary collaborative learning in STEAM education. With the multi-subject computer simulation methods to analyze the affect modes and paths of different factors on the interdisciplinary collaborative learning knowledge interaction mode and path, reveal the interaction mechanism of knowledge interaction of many factors. ③ explore strategies to promote interdisciplinary collaborative learning and knowledge interaction in STEAM education. The trigger mechanism of knowledge interaction is designed from the aspects of heterogeneous learning community construction and collaborative task optimization, and the basic strategy of promoting interdisciplinary collaborative learning knowledge interaction degree and collaborative task achievement degree is sought to improve and optimize in STEAM teaching practice.