计算思维是个体在复杂的技术文化中获得成功所具备的基本技能。随着人工智能教育的兴起，编程教学备受关注。而程序设计恰恰是培养计算思维的最佳途径。近年来，大量研究已经证实，面向硬件的图形化编程教学有助于提升学生学习的兴趣和自我效能感。随着研究的不断深入，编程教学的效率和效果也逐渐成为研究者们关注的对象。因此，本文通过图形化编程工具的开发与应用，研究图形化编程教学对于促进初中生计算思维的效果。 首先，设计开发了一款面向Python语言及micro:bit硬件编程的图形化编程工具，并将其以插件的形式整合到Moodle教学平台中。通过功能认可度和技术接受度问卷证明了工具的有用性。 然后，基于上述工具设计面向初中学生的创意电子课程。课程基于任务驱动教学法展开，共计18学时。前16个学时中，学生在老师的带领下完成心情晴雨表、骰子游戏等8个创意电子任务；最后2个学时由学生设计并开发一个创意电子作品。 最后，采用准实验的研究方法，研究针对同样的教学内容，使用不同的编程工具对初中生计算思维发展的影响。其中，实验组采用图形化编程工具，对照组采用文本编程工具。本研究中，学生的计算思维水平通过计算思维应用测试题、问题解决能力自查问卷和程序作品分析来综合测查。研究结果表明：第一，课程实施后，实验组和控制组的计算思维较前测均有显著性差异，说明编程教学可以促进学生的计算思维；第二，实验组与控制组在计算思维应用水平上，前测无显著性差异但后测有显著性差异，且实验组得分高于控制组，说明图形化编程更能促进学生计算思维发展，基于问题解决能力量表的分析也佐证了这一结论；第三，程序代码分析结果表明，实验组在各个维度上的得分均优于控制组，且在算法思想和评估两个维度上存在显著性差异。第四，使用计算思维应用能力测试和程序代码分析的结果具有较高的一致性。

Computational thinking is an essential skill for individuals to achieve success in a complex technological culture. With the rise of the artificial intelligence education, programming teaching has attracted much attention. Programming is the best way to develop computational thinking. In recent years, a large number of studies have confirmed that the graphical programming teaching for hardware programming can help improve students' interest and self-efficacy. With the deepening of the research, the efficiency and effectiveness of programming teaching have gradually become the object of attention of researchers. Therefore, through the development and application of graphical programming tools, this paper studies the effect of graphic programming teaching on the calculation of students' thinking in junior high school. First, it developed a graphical programming tool for micro:bit with python, and integrated it into the Moodle teaching platform as a plug-in. The usefulness of the tool was proved by the function recognition and technology acceptance questionnaire. Then, based on the above tools, we design creative electronic courses for junior middle school students. The course is based on task-driven pedagogy, with a total of 18 hours. In the first 16 classes, students completed eight creative electronic tasks, such as mood barometer and dice game, under the guidance of teachers. The last two classes were designed by students and developed a creative electronic work. Finally, the research method of quasi-experiment is used to study the influence of different programming tools on the development of the thinking of junior high school students. Among them, the experimental group adopts the graphical programming tool, and the control group adopts the text programming tool. In this study, the computational thinking level of the students is combined with the analysis of the application test, the problem solving ability and the analysis of program works. The results show that: firstly, after the implementation of the course, the calculation thinking of the experimental group and the control group is significantly different from the previous ones, indicating that the programming teaching can promote the students' computational thinking. Second, the experimental group and control group in computing application level of thinking, and there was no significant difference in the pretest but significant differences in the posttest, and the experimental group scored higher than the control group, shows the graphical programming can promote students thinking development, based on the analysis of the problem solving ability scale also support this conclusion; Thirdly, the results of program code analysis show that the scores of the experimental group are superior to the control group in each dimension, and there are significant differences between the two dimensions of algorithm thought and evaluation. Fourthly, the results of using computational thinking application ability test and program code analysis have high consistency.