21世纪是人工智能时代，大数据、云计算、物联网、人脸识别技术等已经悄无声息地走进我们的工作、学习、生活和娱乐中，并逐渐改变了我们的生产生活方式和学习娱乐方式。在这样一个被智能产品围绕的社会中，如何培养学生们适应未来的生活和学习方式是教育研究者不断探索的重点。许多中小学校为了不“落伍”纷纷开设机器人课程和编程课程等与人工智能相关的课程，但到底该如何将这类课程在小学教育阶段落到实处，开设效果如何，如何评价学生们的学习结果仍然值得我们的思考和研究。尤其目前在我国大部分研究还仅限于理论研究，有很多发表的文章还仅仅是一线教师的经验之谈，不可否认这些研究有其自身的价值，但是缺乏实证研究来验证这些经验之谈。

本研究的研究者与一线教师共同讨论设计了适用于一年级学生的机器人融入的旨在培养学生计算思维的编程课程，在这个课程中加入了绘制流程图的环节，以期能够帮助低龄儿童梳理思路更好地实现将自然语言转化为编程语言。在实际教学过程中，研究者通过深入课堂进行观察和记录，由研究者对课堂中学生们的兴趣表现和提问情况进行打分评价，主要是为了了解一年级的学生们在这一编程单元学习过程中学习兴趣和是否能够有效提问的情况进行评价和分析。对于计算思维的评价，一方面本研究利用国际计算思维测试题Bebras对学生们学习该编程课程的前后进行计算思维的测量和评价。另一方面，本研究还对学生们的编程学习过程进行视频记录，用于后期对编程过程中学生们的计算思维发展不同维度的阶段性变化情况进行统计分析，再配合上对师生们进行的访谈，以期深入了解一年级儿童在学习机器人编程课程后是否存在计算思维的变化以及具体是如何变化的。

通过对学生们在机器人编程课程学习前后的测评，对学习过程每一节课前后对比分析，本研究得出的结果主要有以下三方面：(1)低龄儿童对机器人编程课程的学习兴趣有波动性提升；(2)随着学习内容难度的增加，低龄儿童在机器人参与的编程课程学习过程中有效提问情况逐渐提升；(3)低龄儿童在机器人编程课程中计算思维整体情况呈现显著性的提升。一方面学生们能够理解并掌握基础的编程概念和知识，通过综合编程活动可以发现一年级学生们能够了解并掌握基础编程知识顺序、并序和循环，对于条件判断和函数(打包)这两个知识点的掌握情况欠佳。另一方面，学生们的计算实践有一定的提升，尤其是编程过程中的“排序”和“对应”这两个维度呈现显著性变化，在这一过程中，流程图起到了一定的帮助作用。此外，本研究还发现，机器人用于编程教学相比于虚拟的电脑端编程学习更能够激发学生的空间立体感，这一空间感有助于学生调试和反思自己的程序编写逻辑问题，侧面促进了计算思维的提升。综上所述可以归纳为，机器人编程教育削减学生们对编程学习的畏惧感，激发他们的学习兴趣和积极思考，增强了学生们的空间感，同时在学习过程中提升了他们的计算思维。

The 21st century is known as the era of artificial intelligence. During this era, Big Data, Cloud Computing, The Internet of Things, Face Recognition Technology, etc. have quietly entered our work, study, life and entertainment, meanwhile gradually changed our ways of production, lifestyle, learning and entertainment. Our society nowadays is already surrounded by intelligent products, so how to train young generations to adapt to the future life and learning style is the focus of continuous exploration by educational researchers. Many primary and secondary schools have developed robotics course, programming course and other courses relating to artificial intelligence in order not to be "outdated", but how to implement such courses in K-9 level，how effective they are, and how to evaluate the learning performance of students are still worthy of our thinking and research. Especially in China, most of the research is theoretical research. Many published articles that are only the experience introduced by primary or secondary schools’ teachers. It is undeniable that these studies have their own value, but there is a lack of empirical research to verify these experiences.

The researcher of this study collaborated with the science teacher to design a robot-assisted programming course, which focuses on developing students' computational thinking for first-grade students. In this course, students were required to draw flowcharts to help them sort out their ideas and better convert natural language into programming language. In the actual teaching process, the researcher observed and recorded of the whole classroom aiming to evaluate the students' interest performance and questioning during the learning process. The main purposes were to understand the students' interest in learning code with a robot and whether they were actively thinking in the process of learning. The international computational thinking test Bebras was used in this study to conduct a pre-test and post-test the computational thinking of participates. In addition, this study recorded videotapes of students' programming learning process for statistical analysis of the development of students' computational thinking during the programming process. This study also interviewed the teacher and students in order to gain an in-depth understanding that are there any changes in computing thinking and how they feel about learning robot-assisted programming courses? Through the evaluation of the students’ performance before and after this programming course, and by comparatively analyses of the learning process before and after each class, the results of this study could be mainly included in following three aspects. Firstly, young children's interest in robot-assisted programming courses fluctuated; secondly, with the increasing difficulty of learning content, the young children’s effective questioning gradually improved and thirdly, first-grade students’ computational thinking has been significantly improved. On one hand, they can understand and master basic programming concepts and knowledge, such as, sequence, parallel and loop. However, determine statements and functions are not as good as the previous three. On the other hand, first-grade students’ computational practices have been improved. Especially for students' skills like "sequencing" and "correspondence". During this promotion process, the flowchart has played a certain helping role. In addition, this study also found that robots used for programming teaching are able to stimulate students' three-dimensional sense of space more than virtual computer-based programming learning. This sense of space helps students debug and reflect on their programming logic problems, and promotes the improvement of computational thinking. In summary, the robot-assisted programming education reduces the students' fear of programming learning, stimulates their interest in learning and positive thinking, enhances the students' sense of space, and then develops their computing thinking in the learning process.