在信息技术飞速发展、不确定性日益增加的当代社会，系统思维成为公民理解复杂系统行为、应对未来社会挑战的关键能力。2022版义务教育课程方案提出，为落实培养目标，需要遵循加强课程综合、注重关联的基本原则，注重培养学生在真实情境中综合运用知识解决问题的能力。这种能力的发展不仅需要学生掌握扎实的科学知识，还需要对多学科多领域的广泛认识以及统筹运用的系统性思考的能力。课程方案提出的这一原则进一步说明了系统思维作为一种用以分析和解决复杂问题的思维方式，在基础科学教育中的重要性。

然而，由于当下的科学课堂对系统思维培养的忽视，学生学到的往往是碎片化的知识点，难以构建知识体系，进而影响了学生解决真实问题的能力和科学核心素养的发展。小学阶段是思维习惯养成的关键期，本研究基于系统性的理论和方法，探讨行之有效的培养小学生系统思维的教学策略。

本研究通过对国内外相关研究以及过往实习经验的梳理，对科学教育中系统思维的概念进行了阐述。以系统思维层级模型（STH模型）作为理论基础，将问题解决过程分层融入对系统认识的逐步深化中。通过DBR方法，在五年级科学课堂完成了三轮迭代实验，逐步优化了基于STH模型的系统思维培养策略与教学流程。最终形成的系统思维培养策略主要包含以下六个环节：“创设探究情境，寻找系统要素”、“抽象情境系统，探索要素关联”、“整合系统信息，识别动态变化”、“探究系统规律，总结作用机制”、“寻找隐藏维度，拓展系统原理”、“运用系统原理，解决实际问题”。基于概念图的层次性，本研究还将概念图与STH层级模型结合作为小学科学系统思维的评测工具。最后得出结论，基于层级模型生成的STH策略能够有效促进小学生系统思维的发展。

In contemporary society, where information technology is rapidly advancing and uncertainty is increasingly growing, systems thinking has become a key ability for citizens to understand the behavior of complex systems and to address future societal challenges. The 2022 version of the compulsory education curriculum proposes that, to achieve the educational goals, it is necessary to follow the basic principles of strengthening the integration of courses and focusing on connections, emphasizing the cultivation of students' ability to comprehensively apply knowledge to solve problems in real situations. The development of this ability not only requires students to master solid scientific knowledge but also to have a systematic thinking ability to comprehensively apply knowledge from multiple disciplines and fields. This principle outlined in the curriculum further illustrates the importance of systems thinking as a way to analyze and solve complex problems in basic science education.

However, due to the current neglect of cultivating systems thinking in science classrooms, students often learn fragmented pieces of knowledge that are difficult to construct into a coherent knowledge system, thereby affecting their ability to solve real problems and develop scientific literacy. The primary school stage is a critical period for developing thinking habits. This study explores effective teaching strategies for cultivating systems thinking in primary school students based on systematic theories and methods.

The present study elucidates the concept of systemic thinking within the domain of scientific education by synthesizing pertinent domestic and international research, coupled with the consolidation of past internship experiences. Grounded in the Systems Thinking Hierarchical (STH) model as its theoretical foundation, the study integrates the problem-solving process into a stratified enhancement of systems understanding. Utilizing the Design-Based Research (DBR) methodology, the research conducted three iterative cycles of experimentation within a fifth-grade science classroom, progressively refining strategies and instructional processes for cultivating systems thinking based on the STH model. The resultant pedagogical strategy for nurturing systems thinking encompasses six pivotal components: "Establishing Inquiry Contexts to Identify System Components," "Abstracting Contextual Systems to Explore Interconnections Among Components," "Integrating System Information to Recognize Dynamic Changes," "Investigating Systemic Patterns to Summarize Mechanisms of Action," "Unveiling Hidden Dimensions to Expand Systemic Principles," and "Applying Systemic Principles to Solve Real-World Problems." Capitalizing on the hierarchical nature of concept maps, this study also amalgamates concept maps with the STH model to serve as an evaluative tool for systems thinking in elementary science education. In conclusion, the STH strategy, developed based on the hierarchical model, can effectively promote the development of systematic thinking among elementary school students.