计算思维作为一种运用计算机科学基本概念和方法解决问题的思维过程，是当前学生必备的一项核心素养，已成为世界各国教育关注的重要话题。通过跨学科方式培养学生的计算思维是当前研究的重要趋势，而作为跨学科教育主要形式的STEM课程已逐渐成为计算思维培养的重要手段和有效途径。然而，我国目前指向计算思维培养的STEM课程相关研究较为匮乏和狭隘。

基于此，本研究采取基于设计的研究方法，在构建指向小学生计算思维培养的SETM课程理论框架的基础上，有目的地选取了中国儿童中心3个班共35名一、二年级学生为研究对象进行了两轮实践研究，使用计算思维测试、学生作品评价、课堂观察等方法分析框架及课程实施的成效，从而完善生成具有一定推广价值的理论框架，为计算思维培养和STEM教育实践提供对策与建议。

在文献研究的基础上，本研究以计算思维培养路径为底层逻辑，以STEM课程的基本思路为线索，构建了指向计算思维培养的SETM课程理论框架。在理论框架的指导下进行了第一轮课程的设计与实施，结果发现：第一轮课程实施前后学生计算思维总体水平显著提升，但概括和评价维度表现较差；计算态度的总体和各维度表现均不理想。存在如下问题：问题情境探究性不足、课程整合性不足、教学模式的应用僵化、侧重操作性知识、忽视态度目标等。

基于此，对理论框架进行了修改和调整并进行了第二轮课程设计与实施。结果发现：学生计算思维总水平和各维度水平均显著提升；计算态度总体表现较好，但质疑维度仍有提升空间。相比第一轮课程有如下方面的改进和发现：（1）科学探究贯穿问题解决过程，（2）灵活运用教学模式推进思维的螺旋发展，（3）增加情境的开放性促进评价与概括能力的发展，（4）捕捉关键时机提供支架有效促进了学生的计算思维发展，（5）帮助学生建立自我监控促进了计算概念的理解和能力的发展等。对两轮课程的实施的总体效果分析表明：指向计算思维培养的STEM课程确实提升了学生的计算思维水平。

最后，改进、生成了本研究的最终理论框架，从教学目标、底层逻辑和教学活动设计三层进行构建。在此基础上总结了实践的策略及建议：（1）突破通过编程教授计算思维的局限，实现计算思维的内化；（2）创设真实、复杂和开放的问题情境，驱动学生主动探究解决问题；（3）加强计算思维与STEM的整合性，以科学探究贯穿问题解决全过程；（4）遵循实际问题解决规律灵活运用教学模式，全面关注计算思维各维度的培养；（5）探究多元教学策略，灵活搭建支架；（6）综合采用多种评价方式，多维度评价学生的计算思维。

Computational thinking, as a thinking process that uses basic concepts and methods of computer science to solve problems, is an essential core accomplishment for students at present and has become an important topic of education worldwide. It is an important trend of current research to develop students' computational thinking in an interdisciplinary way. As the main form of interdisciplinary education, STEM courses have gradually become an important means and effective way to develop computational thinking. However, the current research on STEM courses aiming at developing students' computational thinking in China is lacking and narrow.

Based on this, this study adopts the design-based research method, and on the basis of constructing the theoretical framework of SETM curriculum aimed at developing primary school students' computational thinking, a total of 35 first-grade and second-grade students from 3 classes in China Children's Center are purposefully selected as the research objects to carry out two rounds of practical research. In this study, computational thinking test, students' work evaluation and classroom observation methods were used to analyze the effectiveness of the theoretical framework and curriculum, so as to improve and generate a theoretical framework with certain promotion value, and provide countermeasures and suggestions for the cultivation of computational thinking and STEM education practice.

On the basis of literature research, this study takes the developing path of computational thinking as the underlying logic and the basic ideas of STEM courses as the clue to construct the theoretical framework. The results of the first round of the course show that the overall level of students' computational thinking improved significantly, but the performance of generalization and evaluation was poor. The overall and dimensions of computational attitude were poor. The following problems exist: the problem situation is not enough to explore, the curriculum integration is not enough, the application of teaching mode is rigid, focusing on operational knowledge, ignoring attitude goals.

Based on this, the theoretical framework was modified and adjusted and the second round of courses were implemented. The results showed that the overall level of students' computational thinking and the level of each dimension were significantly improved. The overall performance of computational attitude is good, but the dimension of questioning still needs to be improved. Compared with the first round of courses, there are improvements and discoveries in the following aspects: (1)scientific inquiry runs through the problem-solving process; (2)flexible use of teaching mode promotes the spiral development of thinking; (3)increasing the openness of the problem situation promotes the development of evaluation and generalization ability; (4)providing scaffolding at critical moments effectively promotes the development of students' computational thinking; (5) metacognitive teaching effectively promotes the understanding of computational concepts and the development of computational ability. The analysis of the overall effect of the two rounds of courses shows that the courses have indeed improved students' computational thinking.

Finally, the final theoretical framework of this research is generated, which is constructed from three layers of teaching objectives, underlying logic and teaching activities. On this basis, practical strategies and suggestions are summarized: (1) breaking through the limitation of teaching computational thinking through programming and realizing the internalization of computational thinking; (2)creating real, complex and open problem situations to drive students to explore and solve problems; (3)strengthening the integration of computational thinking and STEM by making scientific inquiry run through the whole process of problem solving; (4)following the law of practical problem solving to flexibly use the teaching model, comprehensively paying attention to the cultivation of all dimensions of computational thinking; (5)exploring multiple teaching strategies and building flexible scaffolding; (6)using a variety of evaluation methods comprehensively to evaluate students' computational thinking from various dimensions.