学前儿童的计算思维发展情况及其影响因素——基于北京市101名4~6岁学前儿童的测试分析

The Development Situations of Preschool Children’s Computational Thinking and Its Influencing Factors--Based on the Test Analysis of 101 Preschool Children Aged 4~6 in Beijing

随着人工智能技术的迅速发展,计算思维成为教育创新的重点,并逐渐扩展到学前教育。为探索学前儿童的计算思维发展情况及其影响因素,文章以北京市101名4~6岁学前儿童为研究对象,采用工具TechCheck、PST、HTKS分别测试了其计算思维、排序能力和行为自我调节能力,结果表明:学前儿童的计算思维随年龄增长显著提升,性别、家庭社会经济地位的差异不显著;排序能力、行为自我调节能力对学前儿童计算思维具有显著正向影响。基于此,文章建议抓住学前阶段这一关键期,重视计算思维启蒙教育;同时,要注意发展学前儿童的排序能力和行为自我调节能力。文章对学前儿童计算思维影响因素的探讨,有助于明确计算思维的发展脉络,更好地指导计算思维教育实践,并可为促进学前儿童计算思维的发展提供理论指导。

With the rapid development of artificial intelligence technology,computational thinking has become the focus of educational innovation,and gradually extended to preschool education.In order to explore the development situations of preschool children’s computational thinking and its influencing factors,this paper selected 101 preschool children aged 4~6 years in Beijing as research objects,and used TechCheck,PST and HTKS to test their computational thinking,sequencing ability and behavioral self-regulation ability,respectively.The results showed that preschool children’s computational thinking increased significantly with age,but there was no significant difference between gender and family socioeconomic status.The sequencing ability and behavioral self-regulation ability had significant positive effect on preschool children’s computational thinking.Based on this,it was suggested in this paper that the crucial period of preschool should be grasped and the enlightenment education of computational thinking should be emphasized.At the same time,attention should be paid to the development of preschool children’s sequencing ability and behavioral self-regulation ability.In this paper,the influencing factors of preschool children’s computational thinking were discussed,which contributed to clarifing the development sequence of computational thinking,better guiding the educational practice of computational thinking,and providing theoretical guidance for the promotion of the development of preschool children’s computational thinking.