In "Internet +" era, based on constructivism and innovation theory, Maker education should use technology to promote the integration with STEM education in order to cultivate students' open and innovative awareness, multiple innovative thinking and interdisciplinary innovation ability for the deep integration of technology and instruction. After summarizing the current research status of maker education and STEM education, this paper puts forward four core features of the maker-STEM education:interdisciplinary learning under the support of information technology, collaborative learning under the support of maker space 2.0, "learning by doing" under the support of open source hardware and technology-enhanced innovative learning. A maker-STEM instructional model is constructed based on project learning and experiential learning strategies combined with design learning concepts. It can develop students' interdisciplinary innovation ability and multiple comprehensive ability in project-based learning through learning basic knowledge, determining evaluation criteria, project creation, demonstration and evaluation. This model can guide maker education and STEM education in teaching practice, and promote maker-STEM education to become a new education paradigm in the 21 st century.%在"互联网+"时代, 创客教育应基于建构主义与创新理论, 运用技术手段促进与STEM教育学科融合, 培养开放创新意识、多元创新思维、跨学科创新能力, 推动技术与教学的深度融合.文章通过对创客教育和STEM教育研究现状的梳理提出创客—STEM教育的四个核心特征:信息技术支持下的跨学科学习、创客空间2.0支持下的协作学习、开源硬件支持下的"做中学"、技术增强性支持下的创新学习, 并结合设计型学习理念的项目式学习和体验式学习策略构建创客—STEM教学模式, 通过基础知识学习、确定评价标准、项目创作、展示与评价的教学环节, 使学生在基于项目的学习过程中培养跨学科创新能力与多元综合能力, 为创客教育和STEM教育在教学实践层面提供指导, 推动创客—STEM教育成为21世纪新型教育范式.
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