1. Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS. https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf.
2. Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22(4), 657–666. https://doi.org/10.1007/s40299-013-0071-3.
3. Department of Education of Zhejiang Province. (2017). Zhèjiāng shěng jiàoyù tīng bàngōngshì guānyú gōngbù zhōng xiǎoxué STEM jiàoyù xiàngmù zhǒngzǐ xuéxiào hé péiyù xuéxiào míngdān de tōngzhī [Notice of the Office of the Department of Education of Zhejiang Province on publishing the list of seed schools and breeding schools for STEM education projects in primary and secondary schools]. Retrieved from http://jyt.zj.gov.cn/art/2017/12/18/art_1532973_27485255.html.
4. Dong, Y., & Sun, W. (2019). Research on the Production-based Learning (DoPBL) Model for promoting interdisciplinary learning: Based on the integrated perspective of Problem-based Learning and Project-based Learning. Journal of Distance Education, 2019(2), 81–89. https://doi.org/10.15881/j.cnki.cn33-1304/g4.2019.02.010 (in Chinese).
5. Dong, Y., Sun, W., & Xu, C. (2019). Research on interdisciplinary learning under integration of information technology. E-education Research, 2019(11), 70–77. https://doi.org/10.13811/j.cnki.eer.2019.11.010 (in Chinese).