我国已将STEM 教育纳入到国家战略发展政策中，呼吁社会、学校、个人对STEM 教育、创新人才培养的广泛关注。通过对STEM 教育的起源、发展和实施过程进行梳理，提出了当今STEM 教育实施的三个主要争议：过分关注技术而不遵循教育规律；过度注重结果的获得；不注重知识掌握水平的评价。最后，提出STEM 教育需要从宏观制度层面、学校教育层面 和家庭社会层面共同努力，以培养STEM 师资促进学生提升自我效能感，以家庭和社会的生涯规划与指导意识促进学生在 STEM 教育中公平参与，以期探索有中国特色的STEM 教育模式，实现STEM 教育的育人目标。

China has incorporated STEM education into its national strategic development policy, calling on society, schools and indi- viduals to pay extensive attention to STEM education and the cultivation of innovative talents. By sorting out the origin, develop- ment and implementation process of STEM education, the article puts forward three main controversies in the implementation of STEM education today: over-focus on technology without following the laws of education; over-focus on the acquisition of results and not on the evaluation of knowledge mastery level. Finally, the article proposes that STEM education needs to work together from the macro system level, school education level and family social level, in order to train STEM teachers to promote students’ self-efficacy, and to promote students' fairness in STEM education with family and social life planning and guidance awareness. It is hoped to explore on the STEM education model with Chinese characteristics and achieve the educational goal of STEM education.