【作 者】：
高宏钰， 李玉顺， 代 帅， 蒋云宵
【关 键 词 】：
编程教育； 计算思维； 早期儿童； 系统述评
【栏 目】：
中小学电教
【中文摘要】：
编程教育作为培养儿童计算思维的重要途径，近年来逐渐呈现低龄化趋势。对早期儿童来说，编程教育对其计算思维的培养成效受到愈来愈多的关注。文章采用系统综述法，以2010—2019年间国际发表的编程教育实证研究成果为分析对象，以布伦南和雷斯尼克提出的三维计算思维能力模型为参照，试图回答编程教育主要培养早期儿童哪些方面的计算思维、采用了哪些编程工具、效果如何评价等基本问题，以揭示编程教育培养计算思维的现状与不足，明确可能的未来研究方向。结果表明：早期儿童编程教育存在对计算思维的培养内容不够全面、编程工具的使用效果参差不齐以及计算思维评价方法单一等问题，由此建议未来研究增强对计算思维内容体系的系统建构及对非认知层面的关注；关注编程工具的年龄适宜性并重点研究有效的编程教学策略；开展计算思维的混合方法评价并增强测评的全面可靠性，推动编程教育更好地促进早期儿童计算思维发展。
【英文摘要】：
Programming education, as an important way to cultivate children's computational thinking, has gradually become more accessible to younger children in recent years. There is a growing interest in the effectiveness of programming education on early children's computational thinking. By adopting systematical review approach, this paper analyzes the empirical research results of programming education internationally published between 2010 to 2019, with reference to the three-dimensional computational thinking ability model proposed by Brennan and Resnick, and tries to answer what aspects of computational thinking programming education mainly cultivates in early childhood, what programming tools are used, and how the effects are evaluated. In this way, the current status and shortcomings of programming education in the cultivation of computational thinking can be revealed, and the possible future research directions can be identified. The results show that there are some problems in programming education for early children, such as insufficient training content of computational thinking, uneven use of programming tools and single evaluation method of computational thinking. Therefore, it is suggested that future research should further strengthen the systematic construction of content system of computational thinking and pay more attention to non-cognitive aspects. Additionally, it is supposed to focus on the age appropriateness of programming tools and develop effective programming teaching strategies. Moreover, it is expected to carry out mixed methods to evaluate computational thinking and enhance overall reliability of the evaluation, so as to better promote the development of early children's computational thinking.