Abstract: As STEM education is the primary arena for scientific exploration and self-discovery, its enhancement and exploitation of its potential are critically important for cultivating scientific and technological reserve force with interdisciplinary literacy and innovation ability. However, it has been observed that while numerous STEM teaching activities involve multiple disciplines, they often focus on isolated skill training or project completion at the operational level, neglecting the cultivation of interdisciplinary thinking skills. This oversight results in students’ struggling to establish organic connections between knowledge from different subjects and their failing to transform from single-discipline perspectives to an interdisciplinary mindset. To address this issue, this paper proposes a forward-looking instructional strategy where the crux lies in deep reflection and distillation of interdisciplinary concepts within STEM practices. By adopting this approach, students can develop a systematic cognitive framework, construct a flexible and efficient multidisciplinary knowledge linkage system, and master the common laws and basic principles that cut across multiple subject areas, thus enhancing the transferability of knowledge and the ability to synthesize. This innovative concept not only enriches and strengthens the pedagogical methods and theoretical underpinnings of STEM education but also provides educators with practical and actionable guidelines for instruction, thus bearing important theoretical significance and practical value.

Key words: STEM education, scientific practice, interdisciplinary concepts, conceptual metaphors, embodied cognition