随着信息时代的到来，中小学信息技术学科的地位越来越高，而作为它的核心素养之一的计算思维也备受重视。计算思维与人们在信息时代的学习、工作、生活、与人交流以及个人的发展等密切相关。因此很多国家认识到从大学才开展计算思维教育太晚了，于是将其提前到小学甚至幼儿园。然而我国《基础教育信息技术课程标准（2012版）》中规定小学信息技术课从小学三年级才开设。这导致小学一、二年级的学生缺少学习计算思维的机会。大量研究表明计算思维的启蒙对于该学段的儿童来说是必要的而且是可行的。考虑到这些儿童不熟悉计算机操作，识字量也比较有限，采用计算机作为工具开展计算思维教育并不适合。这就迫切需要提供不使用计算机而能够发展学生计算思维的方式和手段。 笔者为解决这个问题开展了本研究。本研究所做的工作主要包含三部分内容：一是自主设计开发了一套计算思维教育的桌面卡牌游戏“松鼠快跑”，玩家能够利用卡牌发出指令指挥游戏角色绕过障碍到达目标；二是基于这套卡牌，同时依据计算思维的三维模型设计开发了一套发展小学一、二年级学生计算思维的课程；三是实施了三轮该课程并在实施过程中采用了基于设计的研究方法进行了卡牌和课程的迭代改进。 在课程中研究者依据计算思维的三维模型培养了学生的计算概念、计算实践以及计算观念中的诸多内容。研究者通过问卷调查、访谈、学习单、课堂观察等多种定量或定性的方式来收集和分析数据，了解在课程中学生计算思维的发展情况，并据此评价与改进课程。因每次参加课程的人数不多，研究者在每轮课程结束后都对学生进行了问卷调查，以扩大样本量，增强统计数据的信度。 从《编程态度问卷》的前后测数据统计分析的结果来看，本课程已经使学生对编程价值的认识更加深刻，学习编程的兴趣有所提升，并且更有信心用编程来简化问题。学生在5分制的《游戏化学习满意度问卷》中各题目做出的平均评分都超过4分，说明学生对课程比较满意。他们在5分制的《游戏可用性问卷》中大多数题目的平均评分也都超过了4分，说明该游戏比较适用于小学低年级的学生。从对家长的访谈中可以分析得出家长对本课程的内容和效果非常认可，并希望以后能够让孩子继续参加此类课程。 从课程实施的过程和效果中可以发现学生在计算思维的多个方面都得到了一定的发展。其中包括指令、顺序、条件、循环、数据等计算概念；计划和设计、抽象和模块化、建模和重用、迭代和优化、测试和调试、工程思维等计算实践能力；以及创造和表达、沟通和合作、理解和提问等计算观念。在多轮迭代改进之后，该课程已经具备了一定的借鉴和推广价值。由于参加课程学习的学生年龄较小，其语言表达能力和文字理解能力有限，可能导致问卷调查及其他数据结果存在一定的误差。

With the advent of the information age, the status of information technology discipline in primary and secondary schools is getting higher and higher. As one of its core qualities, computational thinking has also attracted much attention. Computational thinking is closely related to learning, work, life, communication with people and personal development in the information age. Therefore, many countries have realized that it is too late to start computational thinking education from university, so they have advanced it to primary schools or even kindergartens. However, it is demanded that the information technology course in primary schools starts from grade three in China's Basic Education Information Technology Curriculum Standard (2012 Edition). This leads to the lack of opportunity for primary school students in grade one or two to learn computational thinking. A large number of studies show that the enlightenment of computational thinking is necessary and feasible for children in this age group. Considering that these children are not familiar with computer operation and lack of literacy, it is not appropriate to use computer as a tool for computational thinking education. Consequently, it is urgent to provide ways and means to develop students' computational thinking without using computers. To solve this problem, I have conducted this research. The work of this research mainly consists of three parts. First, I independently designed and developed a board game named "Run! Squirrel!" for computational thinking education. Players can program with cards to instruct game roles to bypass obstacles and achieve their objectives. Second, basing on this game and the three-dimensional model framework of computational thinking, a set of curriculum for developing grade one or two primary school students' computational thinking was designed and developed. Third, three rounds of these courses were implemented and iterative improvements of the game and courses based on design-based research were carried out in the implementation process. In the curriculum, I have developed students' computational concepts, computational practices and computational perspectives based on the three-dimensional model of computational thinking. I collected and analyzed the data in a variety of quantitative or qualitative ways, such as questionnaires, interviews, worksheets, classroom observation and so on. These helped me get to know the development of the students’ computational thinking in the curriculum, so as to evaluate and improve the curriculum accordingly. Due to the small number of participants in each course, I conducted a questionnaire survey on the students after each round of the curriculum to expand the sample size and enhance the reliability of the statistical data. According to the results of statistical analysis of the pretest and posttest data of the Programming Attitude Questionnaire, this curriculum has made students cognize the value of programming deeper, improved their interest of learning programming, and made them be more confident to simplify problems by programming. Students scored more than 4 points averagely on all the questions in the 5-point system of Edutainment Questionnaire, which showed that students were satisfied with the curriculum. They also scored more than 4 points averagely on most questions in the 5-point system of Game Usability Questionnaire, indicating that the game is suitable for pupils in grade one or two. In the interviews with their parents, it can be concluded that their parents were very positive about the content and effect of this curriculum and they hoped that their children could take part in such curriculum in the future. According to the process and effect of the curriculum implementation, we can find that students have made certain progress in many aspects of computational thinking. The aspects include computational concepts such as instructions, sequences, conditionals, loops and data; computational practices such as planning and designing, abstracting and modeling, modularizing and reusing, iterative and optimizing, testing and debugging as well as engineering thinking; computational perspectives such as creative and expressing, communicating and collaborating, and understanding and questioning. After several rounds of iterative improvement, this curriculum has already had certain value of reference and promotion. Since the students who participated in the curriculum study were very young, their language ability and comprehension ability were limited, which might lead to a certain error in the questionnaire surveys and other data results.