本研究以S小学为研究对象，通过问卷调查和访谈的方法，深入了解本小学学生在机器人课堂中参与学习的现状，以及教师、家长和学生是如何看待性别与机器人教育的关系。 研究发现：学生对机器人课程具有浓厚的学习兴趣，并且男生和女生都表现出了相同的学习热情，但是在他们的学习活动中，男生要比女生更加积极，学习行为更加主动，学习行为的差异，也就影响了他们的学习效果，导致了男生的学习效果比女生好。从访谈中发现，教师也认同男生学习效果比女生好，他们将这种差异归结于性格、学习内容以及思维方式的不同，从教师的归因，可以看出教师对女生形成了刻板印象。教师的刻板印象就导致了他们在教学活动中对男生和女生进行区别对待，久而久之,学生的能力也会有差异的外显——在机器人课堂上，女生的行为能力弱于男生。而这一现象的显现又使教师的刻板印象得以强化，从而又影响了教师的教学行为、学生的课堂行为。以此往复，形成恶性循环。

This study takes the S primary school as the research object. It tries to understand the present situation of the primary school students' participation in learning in the robot classroom through the questionnaire survey and the interview method. Besides, it also focus on how the teachers, parents and students themselves look at the relationship between sex and robot education. The study found that students have strong learning interests in robot courses, and both boys and girls show the same enthusiasm on learning. But in their learning activities, boys are more active than girls. This positive learning behavior also leads better results on boys. From interviews, teachers also agree that boys are more capable than girls. They attribute this difference to personality, learning contents and ways of thinking. The stereotype of the teachers leads to the difference between boys and girls in teaching activities. Persist in so doing, it will bring about the difference in ability between boys and girls more or less, which will deepen the stereotype of the teachers and fall into a vicious circle.