“系统”是现代科技、工程的基本概念，也是具有很高发展价值的跨学科概念。2022版义务教育阶段《信息科技》课程标准（以下简称《信息科技课标》）在模块六“过程与控制”首次明确提出了小学生应该掌握“系统”的基本知识。本研究聚焦于小学高年级学生的“系统”概念的学习材料设计，研究结果对于信息科技相关内容教学、小学高年级跨学科概念教学，都具有借鉴价值。本研究综合运用文本分析法、测验法、问卷调查法与访谈法调查了小学生对于“系统”的前概念、学习感受与学习效果，并开展了学习材料的教学设计实践，完成了以下三个研究任务：（1）测试了小学高年级学生的“系统”前概念；（2）设计了立足信息科技课程的小学高年级“系统”概念学习材料；（3）开展了学习材料的试用研究，调查了学生对学习材料的使用感受，并测试了学生的“系统”概念理解水平。

为了正式试用实验的顺利开展，本研究主要采用访谈法在B市X小学选择5名小学高年级的学生进行了试测。基于试测的结果，对正式实验的测评工具进行了修订。在正式实验中，被试为B市三所小学的共120名小学高年级学生，有效样本114人。测试结果较为全面地呈现了小学高年级学生系统概念理解的水平、特征及影响因素。主要研究发现为：

（1）小学高年级学生的“系统”前概念有两大特征：一是学生的“系统”概念的例证局限于特定领域，尤其是信息技术领域；二是学生的“系统”概念内涵非常模糊，不能很好地把握“系统”的共同属性，因此，在概念同化阶段有较大困难。

（2）在“系统”学习材料的学习效果部分，本研究有以下三点结论：一是小学高年级学生可以理解“系统”的科学概念；二是从小学阶段应重视“系统”概念的学习，年级是影响学生对“系统”概念认知的主要因素，因此，为了促进学生的“系统”概念学习，的确如《信息科技课标》所规定的，应该在小学阶段就开始重视“系统”概念的直接教学；三是应重视“系统”概念的跨学科教学，研究发现编程学习经历不会对学生的系统概念学习造成影响，而跨学科样例可以有效地促进学生进行跨学科概念学习，因此在后续的“系统”“控制”“反馈”等相关概念的教学应当注意多学科案例，尤其是科学学科案例的合理运用。

（3）小学跨学科概念学习材料的设计应该遵循概念学习的一般原则，即巩固上位概念与丰富下位概念。基于本研究，建议的设计过程为：“学习目标的确定”“学习目标的阐述”“教学策略的制定”“教学媒体的选择”“教学设计成果的评价”以及“修改”，即可以采用一般教学设计模式。

研究结果对信息科技学科小学高年级跨学科概念学习的教材开发与教学实践都具有参考价值。由于研究者能力、研究条件（尤其是疫情）等的影响，本研究还存在一些不足，希望后续的研究中，基于本研究结果，进行教学设计，探索在实际教学中如何促进学生对“系统”的概念学习以及其他跨学科概念的教与学。

“System” is a basic concept of modern science and technology, engineering, and a crosscutting concept with high developmental value. The 2022 edition of the Compulsory Education Curriculum Standards for Information Technology (hereinafter referred to as the “IT Curriculum Standards”) clearly states for the first time in Module 6 “Process and Control” that elementary school students should master the basic knowledge of “systems”. This study focuses on the design of learning materials for “systems” concepts for upper elementary students, and the findings have implications for teaching IT-related content and crosscutting concepts in the upper elementary grades. This study investigated the preconceptions, learning experiences and learning effects of “system” among elementary school students using a combination of text analysis, quizzes, questionnaires and interviews, and carried out instructional design of learning materials to accomplish the following three research tasks:(1) Tested pre-“system” concepts in upper elementary school students;(2) Design and development of learning materials on the concept of “systems” for upper elementary grades based on the IT curriculum; (3) A pilot study of learning materials was conducted to investigate students’ perceptions of using the materials and to test students’ conceptual understanding of the “system” before and after learning.

In order to conduct the formal trial experiment smoothly, this study mainly used the interview method to select 5 upper elementary school students in elementary school X in city B for the pilot test. Based on the results of the pilot test, the measurement instrument for the formal experiment was revised. In the formal trial experiment, the subjects were a total of 120 upper elementary school students from three elementary schools in City B. The valid sample was 114 students. The main research findings:

(1) There are two major characteristics of students’ pre-conceptualization of “system” in upper elementary school: first, students’ examples of “system” concepts are limited to specific domains, especially information technology; second, students’ conceptualization of “system” is very vague, and they cannot grasp the common properties of “system” well, so they have more difficulties in the conceptual assimilation stage.

(2) In the section on the effectiveness of the “systems” learning materials, the study has three conclusions: first, the subject concept of “systems” can be understood by upper elementary school students; secondly, the learning of the “system” concept should be emphasized from the elementary school level. It is found that the grade level is the main factor affecting students’ cognition of the concept of “system”, therefore, in order to promote students’ learning of “system” concept, the teaching of the “system” concept should be emphasized from the elementary school level, as stipulated in the Information Technology Curriculum; third, we should pay attention to the interdisciplinary teaching of “system” concept. It is found that programming learning experience does not affect students’ learning of “system” concept, while interdisciplinary samples can effectively promote students’ learning of crosscutting concepts.

(3) The design of interdisciplinary conceptual learning materials for elementary schools should follow the general principles of conceptual learning: consolidation of superordinate concepts and enrichment of subordinate concepts. Based on this study, the suggested design process is: “Determination of learning objectives” “Elaboration of learning objectives” “Development of teaching strategies” “Selection of teaching media” “Evaluation of the results of instructional design” and “Revision”, a general instructional design model can be used.

The results of the study are informative for both materials development and teaching practice of crosscutting concepts learning in upper elementary grades in IT subjects. Due to the researcher’s ability and research conditions (especially the epidemic situation), there are still some shortcomings in this study. We hope that in the follow-up study, we will base on the results of this study to carry out teaching design and explore how to promote students’ learning of the “system” concept and teaching and learning of other crosscutting concepts in actual teaching.