Python语言进入中小学生信息技术课程已成趋势，然而相较于其他阶段如高等教育的Python编程课程研究，这一阶段的研究相对较少，且研究成果集中在中小学Python编程课程的模式构建和操作建议上，实证研究相较于理论研究数量上又更为缺少。本研究对比了纯文本编程和图形化编程工具下中小学生Python编程的教学效果。采用对比实证研究的方法，根据学生随机报名情况，分为控制组文本编程班和实验组图形化编程班，比较不同教学工具在学生计算思维，编程能力培养上教学效果的区别。结果显示，非参数检验显示，这两种不同教学工具在该实验环境下教学效果无显著差异，由进一步的多元线性回归可知，图形化编程略有优势。此外，影响教学效果的因素非常之多，即便只考察学生的逻辑思维这一项，其影响因素也十分复杂，教学工具只能起到一小部分不为显著的作用。同时，需要说明的是，本实验研究只是对短时间内教学工具对教学效果的影响，教学效果的影响因素进行了讨论。若从长期来看，恰当工具的选择对教学效果可能会有更为显著的影响。

The computer programming language Python becomes hot, and it will be included in the compulsory courses in junior high schools. However, relevant researches are limited. This research compares the effectiveness of taking two teaching aids – text programming and graphical programming. It employed empirical method. Two classes of students were selected randomly. Both programming ability and computational thinking were measured respectively by pre-test and post-test. The data show, there is no significant difference between two tools. However, in the logic part of programming ability, using text to program improves students’ logic thinking more than using graphic. Besides, the influences of teaching effectiveness are complicated. Teaching tools only take a small part.