本研究旨在開發以工程設計為導向的STEM課程，並運用機械手臂作為教學工具，以提升高中生學習數學的興趣。通過行動研究法，結合專題導向學習和工程設計流程，進行五次教學活動，期望透過不斷反思和改進，達到有效提升學生學習興趣及知識整合能力的目標。課程之開發採用ADDIE模式進行，並考量認知負荷理論和鷹架理論。研究通過對質性與量化資料的分析，評估學生在課程前後對STEM的態度和興趣變化，並探討課程改良過程與原因。根據對跨領域知識整合想法調查問卷中，前測92、後測87則回覆，STEM態度問卷的74個有效樣本，以及5個版本的教學簡報與學習單之歸類、分析與整理，得出之研究結果顯示，本課程使學生發現數學的實用性與趣味性，並激發其學習動力和探索欲望，而在提升對數學與自然科學的學習興趣上，整體情況達顯著(p<0.05)。教材改進包括增加輔助理解的多媒體或醒目標示、使用清晰明確的詞句、將學習內容分段並與實作穿插進行，以及刪減無關內容。根據研究結果，建議工程設計取向STEM課程應先讓學生理解問題，再引入相關知識以激發好奇心。課程應聚焦於學生已有和正在學習的重要知識，並與實作緊密連結。教師應多與不同領域交流，提升課程效果。最後，建議將活動擴展為一學期，讓學生有充足時間體驗和學習，提高STEM素養。

This study aims to develop an engineering design-oriented STEM curriculum using robotic arms as a teaching tool to enhance high school students' interest in mathematics. Through action research, combined with project-based learning and the engineering design process, five teaching activities were conducted to achieve the goal of effectively increasing students' learning interest and knowledge integration ability through continuous reflection and improvement. The curriculum development followed the ADDIE model, considering cognitive load theory and scaffolding theory.The study evaluated changes in students' attitudes and interest in STEM before and after the course through qualitative and quantitative data analysis, exploring the reasons and process of curriculum improvement. The results were derived from pre- and post-course questionnaires on interdisciplinary knowledge integration (92 and 87 responses, respectively), 74 valid responses from the STEM attitude survey, and analysis of five versions of teaching presentations and worksheets. The findings indicate that the curriculum significantly improved students' perception of the practicality and interest of mathematics, stimulating their motivation and desire for exploration. The overall improvement in interest in mathematics and natural sciences was significant (p<0.05).Curriculum improvements included adding multimedia aids and prominent markers to assist understanding, using clear and precise language, segmenting learning content with practical activities, and removing irrelevant content. Based on the research results, it is recommended that engineering design-oriented STEM curricula should first allow students to understand the problem before introducing relevant knowledge to spark curiosity. The curriculum should focus on important knowledge that students already possess and are currently learning, closely linking it with practical activities. Teachers should engage in cross-disciplinary collaboration to enhance the curriculum's effectiveness. Finally, it is suggested to extend the activities into a semester-long course, providing students ample time to experience and learn, thereby enhancing STEM literacy.

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