【作 者】：
张 屹， 王 珏， 张 莉， 朱映晖， 周琬琦， 王宇悦
【关 键 词 】：
STEM； DBL； 小学生； 计算思维
【栏 目】：
课程与教学
【中文摘要】：
STEM课程具有跨学科特性和问题解决导向，是培养学生计算思维的重要载体。研究提出STEM课程基于设计的学习（DBL）培养小学生计算思维的教学模型，在对跨学科内容分析的基础上，通过DBL教学，促进小学生计算思维的培养。以“会打招呼的机器人”为STEM课程案例，进行具体的教学设计与实施。研究采取单组前后测实验，通过一学期的长时跟踪，同时辅以开放性问题、访谈探究STEM课程中DBL教学对学生计算思维的影响。研究表明，DBL教学对小学生计算思维的培养具有显著的促进作用，但在性别上的影响不显著。对创造力、批判性思维、问题解决、协作学习分维度均具有显著的促进作用，但对逻辑思维分维度的影响不显著。基于研究结果，提出STEM课程中DBL教学的优化建议。
【英文摘要】：
With the interdisciplinary nature and problem-solving orientation, STEM courses are important vehicles for cultivating primary school students' computational thinking. This paper proposes a pedagogical model of design-based learning (DBL) for STEM curriculum to cultivate primary school students' computational thinking. On the basis of the analysis of interdisciplinary content, DBL instruction is used to promote the development of primary school students' computational thinking. Taking "A Robot Says 'Hello'" as an example, the specific instructional design and implementation are carried out. This study adopts a single group of pre- and post-test experiment, followed by a semester-long tracking, supplemented by open-ended questions and interviews to explore the impact of DBL instruction on students' computational thinking in STEM courses. The results show that DBL instruction has a significant effect on the development of primary school students' computational thinking. However, the effect is not significant in terms of gender. It has significant effects on creativity, critical thinking, problem solving and collaborative learning, but not on logical thinking. Based on the results of this study, some suggestions for the optimization of DBL instruction in STEM courses are proposed.