计算思维（Computational Thinking）是信息技术时代公民必备的基础素养之一，编程机器人是培养幼儿计算思维的有效工具。已有研究发现幼儿在编程机器人活动中能习得诸如排序、调试、抽象、分解等计算思维技能，但尚缺少对幼儿习得计算思维技能的学习过程的研究。

本研究以数字化游戏框架为理论基础，设计基于Bee-bot编程机器人培养幼儿“排序、指令-动作对应、调试”这三项计算思维技能的教学活动。采用行为序列分析法来探究在Bee-bot机器人活动过程中出现的若干行为之间的序列关系，分析幼儿习得计算思维的学习过程，提出相关教学建议。

研究选取5名5-6岁幼儿，开展6次编程机器人活动，并对教师和幼儿的15种典型行为进行编码。研究结果发现：（1）教师提问、指令与幼儿回应的发生频次最高；（2）随着活动的不断进行，教师教学行为在所有行为中所占比例逐渐减少，幼儿学习行为比例逐渐增加；（3）在225个行为序列中典型行为序列有31组，频次较高的有教师提问、指令-幼儿回应、教师提问/纠错-幼儿沉寂、幼儿编程-教师回应/纠错、幼儿提问-教师回应-幼儿分享表达等；（4）随着活动的不断进行，典型行为序列会发生变化，幼儿的计算思维技能水平也在不断提升。最终基本能够独自设计并完成编程项目。

针对以上研究结果，本研究提出了基于编程机器人培养幼儿计算思维技能的教学建议：（1）在活动前期重视示范的作用；（2）注重提问设计；（3）增强活动的弹性设计；（4）给予幼儿更多的表达与分享的机会。

Computational Thinking is one of the necessary basic qualities for citizens in the era of information technology, and programming robot is an effective tool to cultivate children's Computational Thinking. Previous studies have found that children can acquire computational thinking skills such as sorting, debugging, abstraction and decomposition in programming robot activities, but there is still a lack of research on the learning process of children's acquisition of computational thinking skills.

Based on the theoretical basis of digital game framework, this study designed a teaching activity based on Bee-bot to cultivate children's computing thinking skills of "sorting, command-action correspondence and debugging". In this study, the behavioral sequence analysis method is adopted to explore the sequential relationship between several behaviors in the Bee-bot activity process, analyze the learning process of children's acquisition of computational thinking, and put forward relevant teaching Suggestions.

In this study, 5 children aged between 5 and 6 years old were selected to carry out 6 programming robot activities, and 15 typical behaviors of teachers and children were coded. (1) the frequency of teachers' questions, instructions and children's responses is the highest; (2) with the continuous development of activities, the proportion of teachers' teaching behaviors in all behaviors gradually decreases, while the proportion of children's learning behaviors gradually increases; (3) among the 225 behavior sequences, there are 31 groups of typical behavior sequences, and the ones with higher frequency include “Teacher asks questions/Gives instruction -- Children respond”, “Teacher asks question/ Correct mistakes -- Children's silence”, “Children programming -- Teacher respond/ Correct mistakes”, “Children asks questions -- Teacher respond -- Children share and expression”, etc. (4) with the continuous development of activities, the typical behavior sequence will change, and the children's computational thinking skills will also improve. Finally, children can basically design and complete programming projects alone.

Based on the above research results, this study proposes teaching Suggestions for cultivating children's computational thinking skills based on programming robots: (1) pay attention to the role of demonstration in the early stage of the activity; (2) focus on question design; (3) enhance the elastic design of activities; (4) give children more opportunities to express and share.