【作 者】：
傅 骞， 解博超， 郑娅峰
【关 键 词 】：
计算思维； 图形化编程； 问题解决能力； 编程教育
【栏 目】：
中小学电教
【中文摘要】：
计算思维已经成为中小学信息技术课程中核心素养涵盖的重要组成部分。基于编程工具培养中学生计算思维作为一种重要的教学手段得到了学术界的广泛认可。近几年来，图形化编程工具不断涌现，并大量进入K12教育阶段的课堂中。然而，使用图形化编程工具是否能够更好地提升学生的计算思维还有待通过实证研究进行验证。为此，研究通过对45名初中学生进行为期16个学时的教学实验，探究基于图形化编程工具和文本编程工具两种不同教学工具对计算思维培养的影响及其差异。研究结果表明，较之于传统文本编程环境，采用图形化编程工具的学生计算思维能力提升更为明显，并能够完成更为复杂的创意作品。这一研究发现将为中小学阶段采用图形化工具开展编程教育，培养计算思维能力提供有效的实践指导。
【英文摘要】：
Computational thinking has become an important part of the core literacy of information technology curriculum in primary and secondary schools, and to cultivate students' computational thinking based on programming tools has been widely recognized. In recent years, graphical programming tools have emerged and entered into K12 classroom teaching. However, whether the use of graphical programming tools can better improve students' computational thinking still remains to be verified by empirical research. Therefore, this study explores the differences in the cultivation of computational thinking based on graphical programming tools and text programming tools through a 16-hour teaching experiment with 45 junior high school students. The results show that compared with the traditional text programming, the students who use graphical programming tools can improve their computational thinking ability more obviously and complete more complex creative works. The research findings will provide practical guidance for primary and secondary schools to use graphic tools to carry out programming education and cultivate computational thinking ability.