SSCI 论文框架示意｜一篇论文从头到尾怎么搭

Computational thinking (CT) is a fundamental skill and a new form of literacy that everyone should develop to participate in civic society.

计算思维（CT）是一项基本技能，也是人人应具备的新型素养，以参与公民社会。

Sequencing and algorithmic thinking are at the core of CT.

序列思维与算法思维处于 CT 的核心。

This study looked into how young children enrolled in a kindergarten in Colombia develop CT skills.

本研究考察了哥伦比亚一所幼儿园的幼儿如何发展 CT 技能。

This paper aims to develop a learning progression of sequencing and algorithm design for early childhood.

本文旨在为幼儿阶段构建“序列与算法设计”的学习进阶。

This goal is complemented by identifying the challenges children face to advance into more sophisticated approaches to problem-solving using algorithmic thinking.

这一目标还辅以识别儿童在运用算法思维迈向更高级问题解决方式时所面临的挑战。

Fourteen five- and six-year-old students participated in this study.

14 名 5–6 岁学生参与了本研究。

These children participated in unplugged learning activities, and solved two sets of challenges with the BeeBot.

这些儿童参加不插电学习活动，并用 Bee-Bot 完成两组挑战任务。

We used a grounded theory approach to analyze how they solved these algorithmic thinking activities and the challenges they faced in this process.

我们采用扎根理论方法，分析他们如何解决这些算法思维活动以及在此过程中遇到的挑战。

Our results suggest four increasingly sophisticated approaches to solving these activities: step-by-step, simple decomposition, advanced decomposition, and full algorithm design.

结果表明，儿童解决这些活动的方式有四种逐级进阶的路径：逐步执行、简单分解、高级分解与完整算法设计。

We also found different challenges students faced when working on these activities.

我们还发现了儿童在完成这些活动时面临的不同挑战。

These challenges can relate to critical cognitive skills.

这些挑战可能与关键认知技能有关。

These results will enable educators to support student learning about CT.

这些结果将帮助教育者更好地支持学生的 CT 学习。

These results also open new questions about the relationship between cognitive skills and CT activities in early childhood.

这些结果也提出了关于幼儿阶段认知技能与 CT 活动之间关系的新问题。

Globally, CT has been integrated into the K-12 curriculum in the United States, the United Kingdom, Finland, China, and other countries (Angeli & Giannakos, 2020; Heintz et al., 2016).

在全球范围内，CT 已被纳入美国、英国、芬兰、中国等国的 K-12 课程（Angeli & Giannakos, 2020; Heintz et al., 2016）。

Recent works have verified that early exposure to CT could predict STEM subject learning (Sun et al., 2022), executive functions (Arfé et al., 2020; Di Lieto et al., 2017), 21st-century competencies (Bers et al., 2019; Lye & Koh, 2014), and even future career paths (Bati, 2021).

最近的研究证实，早期接触 CT 可以预测 STEM 学科学习（Sun et al., 2022）、执行功能（Arfé et al., 2020; Di Lieto et al., 2017）、21 世纪能力（Bers et al., 2019; Lye & Koh, 2014），甚至未来的职业道路（Bati, 2021）。

As early childhood is a critical stage for children’s growth and learning (Piaget, 1953, 1971), it is essential to cultivate young children’s CT.

由于幼儿期是儿童成长与学习的关键阶段（Piaget, 1953, 1971），培养幼儿的 CT 势在必行。

Programming has been reckoned as the primary and most effective means to promote learners’ CT (Bers, 2018; Macrides et al., 2022; Relkin et al., 2021).

编程被视为促进学习者 CT 的首要且最有效的手段（Bers, 2018; Macrides et al., 2022; Relkin et al., 2021）。

Today, with the advancement of robotics technologies, educational robotics is increasingly applied to the educational field (Zhang et al, 2023a,b).

如今，随着机器人技术的进步，教育机器人日益应用于教育领域（Zhang et al., 2023a,b）。

In recent years, researchers have used programmable robotics to teach children programming, and have validated its effectiveness in terms of developing children’s CT (Bers et al., 2014; Critten et al., 2021; Yang et al., 2022).

近年来，研究者使用可编程机器人教儿童编程，并验证了其在发展儿童 CT 方面的有效性（Bers et al., 2014; Critten et al., 2021; Yang et al., 2022）。

Bers et al. (2019) indicated that 3-year-old children could acquire basic CT through learning robot programming.

Bers 等（2019）指出，3 岁儿童就能通过学习机器人编程获得基本的 CT。

In early childhood education, conventional robot programming teaching commonly adopts the narration-based approach, in which teachers introduce the CT concepts and the usage of programming instructions by narration, and then assign corresponding tasks to invite children to create programs and drive robots to achieve a goal (Bakala et al., 2021; Fu et al., 2023; Macrides et al., 2022; Relkin et al., 2021).

在幼儿教育中，传统机器人编程教学普遍采用讲解式方法：教师通过讲解介绍 CT 概念和编程指令的用法，然后布置相应任务，让儿童编写程序、驱动机器人达成目标（Bakala et al., 2021; Fu et al., 2023; Macrides et al., 2022; Relkin et al., 2021）。

That is, teachers mainly focus on introducing abstract CT concepts and the programming instructions, and then encourage children to write their programs without providing guiding strategies to help them combine the abstract CT concepts with concrete concepts that they are already familiar with (Bakala et al., 2021).

也就是说，教师主要专注于介绍抽象的 CT 概念和编程指令，然后鼓励儿童编写程序，却没有提供指导策略来帮助他们把这些抽象概念与已熟悉的具体概念结合起来（Bakala et al., 2021）。

As a consequence, researchers have found that young children generally have challenges in grasping some abstract CT concepts such as algorithm/sequence, representation, loops, and debugging, during the programming learning process (Bers et al., 2014; Critten et al., 2021; Hwang et al., 2022; Kwon et al., 2022; Relkin et al., 2021; Rijke et al., 2018).

因此，研究者发现幼儿在编程学习过程中通常难以掌握算法/序列、表征、循环和调试等抽象 CT 概念（Bers et al., 2014; Critten et al., 2021; Hwang et al., 2022; Kwon et al., 2022; Relkin et al., 2021; Rijke et al., 2018）。

As Piaget (1971) implied, the conceptual constructions of children at ages 2-7 rely on more concrete and familiar experiences.

正如 Piaget（1971）所暗示的，2–7 岁儿童的概念建构依赖更具体、更熟悉的经验。

Learning Transfer of Constructivism also requires learning transfer by connecting existing learning experiences and knowledge with target abstract concepts (Duffy & Jonassen, 1991; Prenzel & Mandl, 1993).

建构主义的学习迁移也要求把已有的学习经验和知识与目标抽象概念相连接来实现迁移（Duffy & Jonassen, 1991; Prenzel & Mandl, 1993）。

The problem mentioned above could result from a lack of appropriate approaches to teaching young children robot programming (Pérez-Marín et al., 2018; 2020).

上述问题可能源于缺乏教幼儿机器人编程的合适方法（Pérez-Marín et al., 2018; 2020）。

The conceptual metaphor theory (CMT) indicates that metaphors allow individuals to make connections between relatively abstract areas of experience with simpler or clearer experiences we are familiar with (Lakoff & Johnson, 1980; Lakoff, 1993).

概念隐喻理论（CMT）指出，隐喻能让个体把相对抽象的经验领域与我们熟悉的、更简单或更清晰的经验联系起来（Lakoff & Johnson, 1980; Lakoff, 1993）。

Indeed, it is a process of building linkages between the concrete and the abstract ideas (Saban, 2006).

事实上，这是一个在具体与抽象观念之间建立联结的过程（Saban, 2006）。

In educational fields, metaphors can be an effective tool to enable teachers to use more concrete and familiar concepts related to learners’ experiences to interpret abstract concepts, so as to help them develop a more concrete and straightforward understanding of the targeted concepts (Pérez-Marín et al., 2020; Saban, 2006; Yee, 2017).

在教育领域，隐喻可以成为一种有效工具，让教师用与学习者经验相关的、更具体熟悉的概念来解释抽象概念，帮助他们更具体、更直接地理解目标概念（Pérez-Marín et al., 2020; Saban, 2006; Yee, 2017）。

Previous works have validated the effectiveness of the use of metaphors in teaching language, mathematics, and biology (Bas & Gezegin, 2017; Reinhardt, 2020; Thomas & McRobbie, 2001; Yee, 2017).

以往研究已验证了隐喻在语言、数学、生物等学科教学中的使用有效性（Bas & Gezegin, 2017; Reinhardt, 2020; Thomas & McRobbie, 2001; Yee, 2017）。

In addition, researchers have applied metaphors in programming teaching for college students (Milner, 2010), upper-secondary students (Larsson & Stolpe, 2022), and primary students (Pérez-Marín et al., 2018).

此外，研究者已把隐喻应用于大学生（Milner, 2010）、高中生（Larsson & Stolpe, 2022）和小学生（Pérez-Marín et al., 2018）的编程教学。

Pérez-Marín et al. (2020) further verified the effectiveness of using metaphors to teach Scratch programming for promoting fourth to sixth grade primary school students’ CT.

Pérez-Marín 等（2020）进一步验证了用隐喻教授 Scratch 编程对促进四至六年级小学生 CT 的有效性。

However, the impact of metaphors in robot programming learning on young children’s CT has not yet been discussed.

然而，机器人编程学习中隐喻对幼儿 CT 的影响尚未得到讨论。

Considering this limitation, this study attempted to integrate metaphors into robot programming to propose a metaphor-based robot programming (MRP) approach to developing young children’s CT.

考虑到这一局限，本研究尝试将隐喻融入机器人编程，提出一种基于隐喻的机器人编程（MRP）方法来发展幼儿的 CT。

In addition, Bers et al. (2019, 2022) emphasized the importance of exploring children’s learning behaviors in technology-enhanced learning contexts, particularly in robot programming learning.

此外，Bers 等（2019, 2022）强调了在技术增强学习情境中探究儿童学习行为的重要性，尤其是在机器人编程学习中。

As children tend to perform different learning behaviors under different teaching approaches (Sun et al., 2021; Zhan et al., 2022), analyzing and comparing children’s learning behaviors can not only provide qualitative data to evaluate the effectiveness of the proposed teaching methods (e.g., children under effective teaching methods tend to perform more positive learning behaviors), but also provide references for educational researchers to formulate more effective pedagogical approaches or strategies (Hwang et al, 2017, 2021).

由于儿童在不同教学方法下往往表现出不同的学习行为（Sun et al., 2021; Zhan et al., 2022），分析和比较儿童的学习行为不仅能提供评估所提教学方法有效性的定性数据（如有效教学方法下的儿童往往表现出更积极的学习行为），还能为教育研究者制定更有效的教学方法或策略提供参考（Hwang et al., 2017, 2021）。

However, current research on exploring young children’s learning behaviors in programming learning is sparse.

然而，目前关于幼儿编程学习中学习行为的探究仍然稀少。

Therefore, this study further explored the impact of the MRP approach on young children’s behavioral patterns.

因此，本研究进一步探究了 MRP 方法对幼儿行为模式的影响。

We hypothesized that children who adopted the MRP approach would better enhance their CT and exhibit more positive learning behaviors.

我们假设，采用 MRP 方法的儿童能够更好地提升 CT，并表现出更积极的学习行为。

The main research questions of this study are as follows:

本研究的主要研究问题如下：

(1) Does the MRP approach better promote young children’s CT than the conventional robot programming (CRP) approach?

(1) 与传统机器人编程（CRP）方法相比，MRP 方法是否更能促进幼儿的 CT？

(2) Does the MRP approach better promote young children’s positive learning behaviors than the CRP approach?

(2) 与 CRP 方法相比，MRP 方法是否更能促进幼儿的积极学习行为？

Papert (1980) first introduced CT in his book, Mindstorms: Children, Computers, and Powerful Ideas.

Papert（1980）在其著作《Mindstorms: Children, Computers, and Powerful Ideas》中首次提出 CT。

He developed the LOGO programming language and discussed the challenge of incorporating computer science education into a playful setting to improve children's problem-solving skills.

他开发了 LOGO 编程语言，并讨论了如何把计算机科学教育融入游戏化情境以提升儿童问题解决能力这一挑战。

Later, Wing (2006) first explicitly defined the term CT and popularized it.

后来，Wing（2006）首次明确界定了 CT 这一术语并使其广为流行。

She emphasized the significance of CT for children and stated that it is as important as reading, writing, and arithmetic.

她强调了 CT 对儿童的重要性，指出它与读、写、算同等重要。

Moreover, several attempts have made CT more specific.

此外，已有多种尝试使 CT 更加具体化。

For example, Brennan and Resnick (2012) divided CT into a three-dimensional framework consisting of CT concepts, CT practices, and CT perspectives.

例如，Brennan 与 Resnick（2012）将 CT 划分为由 CT 概念、CT 实践和 CT 观念组成的三维框架。

Bers (2018) concentrated on young children's CT and proposed seven powerful ideas: hardware/software, algorithm, representation, debugging, modularity, control structure, and design process.

Bers（2018）聚焦幼儿的 CT，提出了七种“强大思想”：硬件/软件、算法、表征、调试、模块化、控制结构与设计过程。

Despite the numerous different definitions of CT, the problem-solving nature of CT in technological and real-world problems has gained widespread recognition.

尽管 CT 的定义众多，但 CT 面向技术与真实世界问题的问题解决本质已获得广泛认可。

In recent years, cultivating young children's CT has sparked increasing attention.

近年来，培养幼儿的 CT 受到的关注持续升温。

Recent works have shown that early-year CT education is associated with STEM subject learning, executive functions, 21st-century competencies, and even future career paths. … Early childhood is a critical period for children's development and learning (Piaget, 1971); therefore, cultivating young children's CT should be highly emphasized.

最近的研究表明，早期 CT 教育与 STEM 学科学习、执行功能、21 世纪能力乃至未来职业道路都有关联。… 幼儿期是儿童发展与学习的关键期（Piaget, 1971）；因此，培养幼儿的 CT 应受到高度重视。

In recent years, several studies have verified that programming is the most effective means to promote learners' CT. … Programmable robotics was designed as a developmental-appropriate tool to teach children programming and develop their CT. … robot programming tends to be designed according to the principle of a low floor (the ability for children to program without professional training).

近年来，多项研究验证了编程是促进学习者 CT 最有效的手段。… 可编程机器人被设计成一种发展适宜性工具，用于教儿童编程并发展其 CT。… 机器人编程往往遵循“低门槛”原则设计（即儿童无需专业训练即可编程）。

Compared with screen-based programming, robot programming can not only protect children's visual health but also reduce their cognitive load.

与基于屏幕的编程相比，机器人编程不仅能保护儿童的视力健康，还能降低其认知负荷。

More importantly, robot programming provides young children with great opportunities to interact with tangible objects in a playful learning context to foster their CT.

更重要的是，机器人编程为幼儿提供了在游戏化学习情境中与实物交互的良机，从而促进其 CT 的发展。

Research has identified the applicability and positive benefits of robot programming in developing CT for young children.

研究已证实机器人编程在发展幼儿 CT 方面的适用性与积极效益。

For example, Bers et al. (2019) confirmed that children could achieve high-level CT through the KIBO robotic kit.

例如，Bers 等（2019）证实儿童能够借助 KIBO 机器人套件达到高水平的 CT。

Fu et al. (2023) and Yang et al. (2022) revealed the positive benefits of Matatalab robot programming to early-year children's CT. … As such, robot programming can be an age-appropriate and effective means to promote young children's CT and positive learning behaviors.

Fu 等（2023）与 Yang 等（2022）揭示了 Matatalab 机器人编程对幼儿 CT 的积极效益。… 因此，机器人编程可以是一种适龄且有效的手段，促进幼儿的 CT 与积极学习行为。

Bers (2019) proposed a "Coding as Another Language" approach for early childhood computer science … In addition, Bers et al. (2019) proposed a "Coding as a playground" approach for teaching children programming … Moreover, according to the review work of Bakala et al. (2021) and Macrides et al. (2022), most studies used a narrative approach in robot programming education.

Bers（2019）为幼儿计算机科学提出了“编程即另一种语言”方法… 此外，Bers 等（2019）提出了“编程即游乐场”方法用于教儿童编程… 而且，根据 Bakala 等（2021）与 Macrides 等（2022）的综述，大多数研究在机器人编程教育中采用叙述式方法。

However, young children still have challenges in grasping some abstract CT concepts, such as algorithms, loops, and debugging. … This problem has not yet been well addressed in previous research.

然而，幼儿在掌握算法、循环、调试等抽象 CT 概念时仍然存在困难。… 这一问题在以往研究中尚未得到很好的解决。

Relkin et al. (2021) mentioned that the stage of children's development can constrain the acquisition of CT.

Relkin 等（2021）提到，儿童的发展阶段会制约 CT 的习得。

Piaget's (1971) developmental stages proposed that young children are primarily in the preoperational stage … their conceptual knowledge constructions are dependent on more concrete and familiar experiences. … As such, there is a further need to propose an age-appropriate pedagogical approach to teach young children robot programming and develop their CT.

Piaget（1971）的发展阶段理论提出，幼儿主要处于前运算阶段… 其概念知识的建构依赖更具体、更熟悉的经验。… 因此，还需提出一种适龄的教学方法来教幼儿机器人编程并发展其 CT。

The conceptual metaphor theory (CMT) indicates that conceptual metaphors are employed in everyday life and play a crucial role in an individual's thinking process.

概念隐喻理论（CMT）指出，概念隐喻在日常生活中被广泛使用，并在个体的思维过程中扮演关键角色。

Metaphors allow learners to make connections between relatively abstract areas of experience (target domains) with more concrete experiences we are familiar with (source domains). … For example, in the sayings "life is a journey" and "life is a play," the "journey" and "play" metaphors were used to help learners better understand the different interpretations of abstract "life" concepts.

隐喻让学习者能把相对抽象的经验领域（目标域）与我们熟悉的具体经验（源域）联系起来。… 例如，在“人生是一场旅行”“人生是一出戏”的说法中，“旅行”与“戏”的隐喻被用来帮助学习者更好地理解抽象“人生”概念的不同阐释。

In educational fields, metaphors can be an effective facilitator to connect abstract concepts into concrete and familiar concepts that are relevant to students' life and learning experiences. … the selection of metaphors should closely link with the learner's daily life contexts or learning knowledge that has already been well understood.

在教育领域，隐喻可以作为一种有效的促进手段，把抽象概念与贴近学生生活和学习经验的具体、熟悉概念连接起来。… 隐喻的选择应与学习者的日常生活情境或已被充分理解的知识紧密关联。

Until now, several researchers have used and validated the effectiveness of metaphors in a variety of subject teachings, such as language, mathematics, and chemistry.

迄今为止，多位研究者已在语言、数学、化学等多学科教学中使用并验证了隐喻的有效性。

In addition, metaphors have been applied to teach programming.

此外，隐喻已被应用于编程教学。

Milner (2010) conducted a study using the EventListener metaphor in programming teaching and verified its effectiveness in helping college students understand the mechanism of Java event handling.

Milner（2010）用 EventListener 隐喻开展编程教学研究，验证了其在帮助大学生理解 Java 事件处理机制方面的有效性。

Pérez-Marín (2018) proposed a methodology proposal based on metaphors to teach children basic CT concepts, such as a recipe as a program and sequence, a pantry as the memory, and boxes as variables.

Pérez-Marín（2018）提出了一套基于隐喻的方法来教儿童基本 CT 概念，如把“菜谱”当作程序与顺序、“食品储藏室”当作内存、“盒子”当作变量。

In addition, Pérez-Marin et al. (2020) further validated its effectiveness in developing CT for primary school students from fourth to sixth grades based on the Scratch programming environment.

此外，Pérez-Marin 等（2020）基于 Scratch 编程环境，进一步验证了该方法对四至六年级小学生 CT 发展的有效性。

However, this study lacked a control group to make a comparison with the metaphor-based programming teaching.

然而，该研究缺少对照组，无法与基于隐喻的编程教学进行比较。

As we can see, metaphors can be an age-appropriate approach for programming learning, which can connect abstract CT concepts into concrete and familiar concepts that are relevant to children's life and learning experiences. … To date, metaphors have been used in programming teaching to enhance older age groups' CT (e.g., college students and primary school students), while the applicability of metaphors in programming teaching for developing early-year children's CT has not yet been discussed.

由此可见，隐喻可以成为一种适龄的编程学习路径，把抽象 CT 概念连接到与儿童生活和学习经验相关的具体、熟悉概念。… 迄今，隐喻已被用于编程教学以提升较大年龄群体（如大学生和小学生）的 CT，而隐喻用于发展幼儿 CT 的适用性尚未被讨论。

Therefore, this study integrated metaphors into robot programming learning and proposed a metaphor-based robot programming approach to developing young children's CT.

因此，本研究将隐喻整合进机器人编程学习，提出了一种基于隐喻的机器人编程方法来发展幼儿的 CT。

The Matatalab programming kit was used as the learning environment in this study (Fig. 1).

本研究采用 Matatalab 编程套件作为学习环境（图 1）。

Matatalab is a screen-free programmable robot kit designed for 4-9-year-old children; it includes a programmable robot (MatataBot), command tower, control board, and programming blocks.

Matatalab 是一款为 4–9 岁儿童设计的免屏幕可编程机器人套件，包含可编程机器人（MatataBot）、指令塔、控制板和编程块。

The MatataBot can be programmed with tangible programming blocks: the child places the programming blocks, then presses the launch button embedded in the control board, and the command tower scans and recognizes all blocks and transmits the signals to the MatataBot to execute the corresponding commands on the map.

MatataBot 通过实物编程块来编程：儿童摆放好编程块后，按下控制板上的启动按钮，指令塔即扫描识别所有编程块并把信号传给 MatataBot，在地图上执行相应指令。

Each block represents an action or command that the MatataBot performs.

每个编程块代表 MatataBot 执行的一个动作或指令。

The Matatalab programming kit can empower children to learn basic programming and CT concepts, explore robot programming problem-solving tasks, and develop CT (Fu et al., 2023; Yang et al., 2022).

Matatalab 编程套件能够赋能儿童学习基础编程与 CT 概念、探索机器人编程问题解决任务并发展 CT（Fu et al., 2023; Yang et al., 2022）。

The robot programming curriculum consists of ten 40-minute activities, with one activity per week.

该机器人编程课程由 10 次、每次 40 分钟的活动组成，每周一次。

Children were divided into small groups.

儿童被分成小组。

Two children had a Matatalab programming kit.

两名儿童共用一套 Matatalab 编程套件。

The curriculum is called “The Journey to Nature.” The main learning objectives of this curriculum are: (1) Children can understand and master CT concepts, including hardware/software, algorithms, modularity, debugging, representation, and so on; (2) Children can master the symbolic representations of basic programming blocks through study and practice: move forward, move backward, turn left, turn right, numbers, loop, and so on; (3) Children can combine different programming modules (motion, numbers, and loop) and use basic CT concepts to solve problems; and (4) Children can experience the fun of robot programming.

该课程名为“自然之旅”。课程的主要学习目标是：(1) 儿童能够理解并掌握 CT 概念，包括硬件/软件、算法、模块化、调试、表征等；(2) 儿童通过学习和练习掌握基本编程块的符号表征：前进、后退、左转、右转、数字、循环等；(3) 儿童能够组合不同编程模块（运动、数字、循环）并运用基本 CT 概念解决问题；(4) 儿童能够体验机器人编程的乐趣。

This robot programming curriculum was systematically developed based on the CT framework for young children by Bers (2018).

本课程系统性地基于 Bers（2018）的幼儿 CT 框架开发。

Previous studies mentioned that young children generally have challenges in grasping some abstract CT concepts, such as algorithms/sequence, representation, loops, and debugging, while other concepts can be grasped under the conventional context of robot programming learning (Bers et al., 2014; …).

以往研究提到，幼儿通常难以掌握算法/序列、表征、循环和调试等抽象 CT 概念，而其他概念在常规机器人编程学习情境下即可掌握（Bers et al., 2014; …）。

Hence, we developed the MRP approach to teach concepts of algorithms/sequence, representation, loops (associated with control structure), and debugging.

因此，我们开发了 MRP 方法来教算法/序列、表征、循环（与控制结构相关）和调试这四类概念。

The specifics will be described in the following section.

具体内容将在下一节描述。

In this study, a metaphor-based robot programming (MRP) approach was proposed based on previous representative literature (e.g., Bers et al., 2019; Pérez-Marín et al., 2020; Saban, 2006), which mainly consists of six phases: (1) design events and activities of source domains based on target domains; (2) introduce events and activities of source domains; (3) interpret target domains through source domains; (4) introduce programming blocks related to target domains; (5) assign robot programming tasks specific to target domains; and (6) share and reflect.

本研究基于既往代表性文献（如 Bers et al., 2019; Pérez-Marín et al., 2020; Saban, 2006）提出了一种基于隐喻的机器人编程（MRP）方法，主要包括六个阶段：(1) 基于目标域设计源域事件与活动；(2) 介绍源域事件与活动；(3) 以源域解释目标域；(4) 引入与目标域相关的编程块；(5) 布置针对目标域的机器人编程任务；(6) 分享与反思。

The teaching process of the MRP approach is shown in Fig. 2 and is illustrated with cases as follows:

MRP 方法的教学过程见图 2，并结合案例如下说明：

Metaphors involve the target domain and the source domain, where the source domain is the projection of the target domain (MacCormac, 1990; Saban, 2006). … The design principle of the source domain should be learner-centered, that is, it should either be closely linked with children’s daily life contexts or be associated with existing knowledge that they have learned and clearly understood (Angeli & Giannakos, 2020; …).

隐喻涉及目标域与源域，源域是目标域的投射（MacCormac, 1990; Saban, 2006）。… 源域的设计原则应以学习者为中心，即要么与儿童的日常生活情境紧密相关，要么与他们已学过并清楚理解的知识相关联（Angeli & Giannakos, 2020; …）。

In this study, an expert panel including two educational technology researchers and two experienced early childhood STEM teachers was assembled to discuss and decide on the events and supporting activities of the source domains.

本研究组建了一个由两名教育技术研究者和两名资深幼儿 STEM 教师组成的专家小组，讨论并确定源域的事件与配套活动。

Table 1 displays the overview of the target domains and source domains designed in this study.

表 1 展示了本研究设计的目标域与源域总览。

算法/序列 → 洗衣服的步骤：男孩踢球弄脏衣服，按步骤洗：脱衣服 → 开洗衣机 → 等待 → 取干净衣服……就像按特定步骤洗衣，算法/序列＝按逻辑顺序一步步解决问题。
表征 → 红绿灯与路牌：开车遇红绿灯/路牌，每个信号代表一条具体指令（停 / 前进 / 左转 / 右转），认出指令并照做；程序里的指令同理。
循环 → 旋转木马：主题公园的木马一圈圈转，直到条件（如 20 次）才停；循环＝同一命令重复执行到条件满足。
调试 → 修坏车：车坏了：找到坏的部分 → 想原因 → 修到恢复正常；调试＝找错并不断修正直到正确。

In this phase, the teacher introduces the designed events and activities of the source domain, which aims to enable children to recall and be aware of the concepts related to their daily life contexts or well-understood knowledge.

本阶段，教师介绍设计好的源域事件与活动，目的是让儿童回忆并意识到与其日常生活情境或已充分理解的知识相关的概念。

Then, the teacher guides them to extract features of source domains, which aims to lay a solid foundation for the following learning of abstract CT concepts.

随后，教师引导他们提取源域的特征，为后续抽象 CT 概念的学习打下坚实基础。

Take the loop concept as an example.

以“循环”概念为例。

First, the teacher displayed the pictures of a carousel on the screen and interacted with the class: “Have you ever seen or taken a carousel before?” Afterwards, the teacher played a video of children on a carousel and guided them to notice and understand the way the carousel works and its features (Fig. 3): “Do you know how the carousel works?

首先，教师在屏幕上展示旋转木马的图片并与全班互动：“你们见过或坐过旋转木马吗？”随后，教师播放儿童坐旋转木马的视频，引导他们注意并理解旋转木马的运转方式及其特征（图 3）：“你知道旋转木马是怎么运转的吗？

Will the carousel go on and on?”

旋转木马会一直转下去吗？”

In this phase, the teacher interprets target CT concepts by guiding children to notice similarities between target CT concepts and source domains, so as to help them understand and grasp the target CT concepts well (Peelle, 1983).

本阶段，教师引导儿童注意目标 CT 概念与源域之间的相似性，以此来解释目标 CT 概念，帮助他们很好地理解并掌握目标概念（Peelle, 1983）。

Take the loop concept as an example.

以“循环”概念为例。

First, the teacher introduced the loop concept to the class: “We have just learned how the carousel works.

首先，教师向全班介绍循环概念：“我们刚刚学习了旋转木马是怎么运转的。

In just the same way as the carousel works, the loop repeats the same command over and over again until a condition is fulfilled.” Afterwards, the teacher guided the children to notice similarities between the carousel (source domain) and loop (target domain): “Do you find any similarity or same features between the carousel and the loop?”

正如旋转木马的运转方式一样，循环会把同一条指令一遍又一遍地重复，直到某个条件得到满足为止。”随后，教师引导儿童注意旋转木马（源域）与循环（目标域）之间的相似性：“你发现旋转木马和循环之间有什么相似之处或相同的特征吗？”

As each programming block represents one specific instruction (Bers et al., 2019; Relkin et al., 2021), in this phase, the teacher introduces programming instructions/blocks related to target CT concepts and interprets their functions and usages with cases to the class.

由于每个编程块代表一条具体指令（Bers et al., 2019; Relkin et al., 2021），本阶段教师引入与目标 CT 概念相关的编程指令/编程块，并结合案例向全班解释其功能与用法。

Take the loop as an example.

以循环为例。

First, the teacher showed the loop programming blocks to the class: “As shown on the screen (Fig. 4), there are corresponding loop programming blocks in Matatalab programming kits: loop begin and loop end.” Then, the teacher interpreted their function and usage through cases: “Look, here is a piece of code sample (Fig. 4). … can you recognize the repeated instructions in this piece of code?

首先，教师向全班展示循环编程块：“如屏幕所示（图 4），Matatalab 编程套件中有对应的循环编程块：循环开始和循环结束。”随后，教师通过案例解释其功能与用法：“看，这是一段代码示例（图 4）。… 你能认出这段代码里被重复的指令吗？

How many times do they repeat?”

它们重复了多少次？”

In this phase, the teacher assigns robot programming tasks specific to target domains of CT concepts and clarifies the requirements and objectives of the tasks to the children.

本阶段，教师布置针对 CT 概念目标域的机器人编程任务，并向儿童说明任务的要求与目标。

According to the requirements and objectives of the tasks, children collaborate with their peers to design solutions, write and execute programs, and use the target CT concepts to complete problem-solving tasks.

儿童根据任务要求与目标，与同伴协作设计方案、编写并执行程序，运用目标 CT 概念完成问题解决任务。

Meanwhile, the teacher observes children’s performance during the process and provides assistance if they need help.

同时，教师观察儿童在过程中的表现，并在需要时提供帮助。

Take the case of the loop concept as an example again: the teacher showed the corresponding programming problem-solving tasks to the children: “… the MatataBot will go around today.

再以循环概念为例：教师向儿童展示相应的编程问题解决任务：“……MatataBot 今天要外出游玩。

We have just learned about loops and will use them to solve the robot programming tasks.

我们刚刚学过循环，将用循环来完成这些机器人编程任务。

Please help the MatataBot to achieve the goal.”

请帮助 MatataBot 达成目标吧。”

In this phase, the teacher organizes children to share their robot programming works and problem-solving solutions.

本阶段，教师组织儿童分享他们的机器人编程作品与问题解决方案。

After sharing, the teacher provides children with feedback on their process performance, works, or solutions and makes a conclusion about this lesson.

分享之后，教师就儿童的过程表现、作品或方案给予反馈，并对本课进行小结。

Then, the children reflect on and refine their works and solutions.

随后，儿童对自己的作品和方案进行反思与改进。

A quasi-experimental design was employed in this study.

本研究采用准实验设计。

The inclusion criterion for participants was that they should have no previous relevant training experience.

被试的纳入标准是未曾参加过相关培训。

A total of 118 children aged 5-6 (Mean = 5.71 years) were voluntarily recruited from one public kindergarten in eastern China.

共从中国东部一所公办幼儿园自愿招募了 118 名 5–6 岁儿童（平均 5.71 岁）。

Sixty children (32 boys and 28 girls) were randomly assigned as the experimental group, and 58 (29 boys and 29 girls) as the control group.

60 名儿童（32 男 28 女）被随机分入实验组，58 名（29 男 29 女）分入对照组。

The experimental group used the MRP approach, while the control group used the CRP approach.

实验组采用 MRP 方法，对照组采用 CRP 方法。

There were no significant differences in the demographic variables (i.e., age and gender), p > 0.05.

两组在人口学变量（即年龄和性别）上无显著差异，p > 0.05。

The study protocol followed the Declaration of Helsinki and was approved by the ethics committee of the researchers’ institution.

研究方案遵循《赫尔辛基宣言》，并通过了研究者所在机构伦理委员会的审批。

In addition, informed consent was obtained from parents, teachers, and children.

此外，研究取得了家长、教师和儿童的知情同意。

In this study, efforts were made to ensure high implementation fidelity: first, both groups were taught by the same experienced and well-trained teacher.

本研究为确保高实施保真度做出了如下努力：第一，两组均由同一位经验丰富、训练有素的教师执教。

The teacher engaged in three rounds of 2-hour professional training workshops to familiarize himself with the robot programming tool, curriculum content, metaphor scripts, and so on; second, the teacher was required to make reflections every week; lastly, each session of the two groups was video-recorded and was evaluated by the primary researchers.

该教师参加了三轮、每次 2 小时的专业培训工作坊，以熟悉机器人编程工具、课程内容、隐喻脚本等；第二，教师须每周撰写反思；最后，两组的每次课都进行了录像，并由主要研究者加以评估。

An unplugged CT test TechCheck-K was adapted to assess the young children’s CT.

本研究改编了一份不插电 CT 测验 TechCheck-K 来评估幼儿的 CT。

It was developed by Relkin and Bers (2021) specifically for young children based on the six dimensions of powerful ideas: hardware/software, algorithm, representation, modularity, control structure, and debugging.

该测验由 Relkin 与 Bers（2021）基于“强大思想”的六个维度专为幼儿开发：硬件/软件、算法、表征、模块化、控制结构和调试。

TechCheck-K includes 15 items and does not require respondents’ prior experience of programming. … In this study, its Cronbach’s α was .78, reaching good internal reliability.

TechCheck-K 共 15 题，不要求被试具备编程经验。… 本研究中其 Cronbach’s α 为 .78，达到良好的内部信度。

To better facilitate its administration and record its results, the items of TechCheck-K were converted to a digital version on Qualtrics.

为便于施测与记录结果，TechCheck-K 的题目被转换为 Qualtrics 电子版。

For consistency, assessors were convened for a roughly 2-hour training session.

为保持一致性，评分员接受了约 2 小时的统一培训。

The assessors administered the formal test to the children individually in a quiet and open multifunctional room.

评分员在安静、开阔的多功能教室内对儿童逐一施测。

To better capture the children’s learning behaviors, the development of the coding scheme included the following stages.

为了更好地捕捉幼儿的学习行为，编码方案的开发包括以下阶段。

First, according to previous representative literature (Sun et al., 2021; Zhan et al., 2022), an initial coding framework was synthesized.

首先，根据既往代表性文献（Sun et al., 2021; Zhan et al., 2022）综合出初始编码框架。

Based on the initial coding scheme and the classroom video clips, a preliminary review was conducted on a small-scale sample of children from both groups and examined whether all behavioral features were captured.

基于初始编码方案与课堂视频片段，对两组的小样本儿童进行了预试评，检查是否覆盖了所有行为特征。

After that, a panel including three experts in related fields was assembled to discuss the suitability of the coding scheme.

之后，组建了一个由三位相关领域专家组成的小组，讨论编码方案的适用性。

Finally, the coding scheme was refined according to the feedback.

最后，根据反馈对编码方案进行了精炼。

Two experienced coders carried out the coding session.

两位经验丰富的编码员执行编码。

The inter-rater reliability Kappa value was 0.82, indicating acceptable consistency.

评分者一致性 Kappa 值为 0.82，表明一致性可以接受。

LT 听讲：课堂上听教师讲解 · IT 互动：回答问题或给教师反馈 · DP 讨论：与同伴讨论活动、编程方案与观点 · WP 编程：规划路线并摆放编程块 · EP 执行：按下启动钮执行程序 · AH 求助：向教师或组员求助 · DE 调试：检查器械/积木/步骤/路线并改进方案 · ET 扩展：完成规定任务后自主尝试其他方案或扩展任务 · SH 分享：向教师或同伴分享方案成果 · IB 无关行为：闲聊、玩耍等与学习无关的行为

The experimental procedure is shown in Fig. 7.

实验流程见图 7。

After recruiting participants, children were required to complete the 15-minute pre-test of CT.

招募被试后，儿童先完成 15 分钟的 CT 前测。

Subsequently, a 10-week robot programming curriculum (40 minutes per week) was carried out in the kindergarten science classroom.

随后，在幼儿园科学教室开展为期 10 周、每周 40 分钟的机器人编程课程。

The experimental group used the MRP approach that integrated metaphors into robot programming teaching.

实验组采用将隐喻融入机器人编程教学的 MRP 方法。

The control group used the CRP approach that focused on conventional narration-based robot programming teaching.

对照组采用以传统讲解为主的机器人编程教学的 CRP 方法。

At the end of the intervention, both groups were assessed immediately with the CT posttest.

干预结束时，两组均立即接受 CT 后测。

To address RQ1, the one-way analysis of variance (ANCOVA) was performed to investigate differences in the CT posttest scores of the young children in the two groups by controlling their CT pretest scores.

为回答 RQ1，采用协方差分析（ANCOVA），在控制 CT 前测分数的前提下考察两组幼儿 CT 后测分数的差异。

A p-value smaller than 0.5 was set to be significant in our study.

本研究将 p 值小于 0.5 设为显著（原文如此，通篇口径应为 0.05）。

All data were analyzed using the SPSS 26.0 software.

To address RQ2, children’s classroom performances were video-recorded, and two representative activity sessions in the late period were deliberately selected to code the two groups’ learning behaviors because by then the children were more familiar with the adopted teaching methods.

所有数据均使用 SPSS 26.0 软件分析。

为回答 RQ2，对儿童的课堂表现进行录像，并特意选取后期两次有代表性的活动课来编码两组的学习行为，因为此时儿童对所用教学方法已更为熟悉。

Based on the coding scheme and videos, two researchers coded the children’s behaviors.

两位研究者基于编码方案和视频对儿童行为进行编码。

When a child performed a specific behavior, the researchers recorded it (Bakeman & Gottman, 1997).

当儿童出现某一特定行为时，研究者即予以记录（Bakeman & Gottman, 1997）。

Lag sequential analysis (LSA) was used to analyze children’s learning behaviors through the GSEQ software.

采用滞后序列分析（LSA），通过 GSEQ 软件分析儿童的学习行为。

A Z score greater than 1.96 represents a significant relationship.

Z 值大于 1.96 表示关系显著。

Then, the learning behavior conversion diagrams were drawn to compare the two groups’ behavioral patterns.

随后绘制学习行为转化图，以比较两组的行为模式。

The result of Shapiro-Wilk tests showed that all data collected in this study were approximately normally distributed (p > 0.05).

Shapiro-Wilk 检验结果表明，本研究收集的所有数据近似正态分布（p > 0.05）。

Fig. 8 shows the box plot of the overall CT mean scores of the pretest and posttest by groups.

图 8 展示了两组前测、后测 CT 总均分的箱线图。

ANCOVA was performed to compare children’s posttest scores, controlling for their CT pretest scores (Table 3).

采用 ANCOVA 比较儿童的 CT 后测分数，并控制其 CT 前测分数（表 3）。

The result (F = 1.39, p = .242 > .05) of Levene’s test for equality of variances showed no significant level, specifying that the assumption of the homogeneity of variances in the groups was satisfied.

Levene 方差齐性检验结果（F = 1.39, p = .242 > .05）不显著，说明满足各组方差齐性的假设。

Therefore, the ANCOVA could be performed for later analysis.

因此，可以进行后续的 ANCOVA 分析。

The ANCOVA result showed that there was a significant difference in children’s posttest CT scores after controlling for their pretest CT scores (F = 40.29, p < .001, η² = 0.26).

ANCOVA 结果显示，在控制前测 CT 分数后，两组儿童的 CT 后测分数存在显著差异（F = 40.29, p < .001, η² = 0.26）。

The adjusted means and standard errors of children’s posttest CT scores in the experimental group were 11.98 and 0.19, while those with the control group were 10.33 and 0.18.

实验组儿童 CT 后测分数的调整均值和标准误分别为 11.98 和 0.19，对照组为 10.33 和 0.18。

It was found that the posttest CT scores in the experimental group were higher than those of the control group, suggesting that the MRP group outperformed the CRP group on CT.

结果发现实验组的 CT 后测分数高于对照组，表明 MRP 组在 CT 上优于 CRP 组。

Furthermore, ANCOVA was performed to analyze each dimension of CT.

此外，还对 CT 的各维度分别进行了 ANCOVA 分析。

The results showed that significant differences were reached between the two groups in four dimensions of CT, that is, algorithm/sequence (F = 26.80, p < .001, η² = 0.17), representation (F = 5.90, p < .05, η² = 0.04), control structure (F = 5.17, p < .05, η² = 0.04), and debugging (F = 20.28, p < .001, η² = 0.11), implying that the MRP approach could be more conducive to facilitating children’s learning of algorithm/sequence, representation, control structure (covering loops), and debugging than the CRP approach.

结果显示，两组在 CT 的四个维度上差异显著，即算法/序列（F = 26.80, p < .001, η² = 0.17）、表征（F = 5.90, p < .05, η² = 0.04）、控制结构（F = 5.17, p < .05, η² = 0.04）和调试（F = 20.28, p < .001, η² = 0.11），说明相比 CRP 方法，MRP 方法更有助于促进儿童对算法/序列、表征、控制结构（含循环）和调试的学习。

The frequencies and percentages of the children’s coded behaviors in the two groups are shown in Fig. 9.

两组儿童编码行为的频次与百分比见图 9。

A total of 998 event codes were collected from the experimental group, and 968 were obtained from the control group.

实验组共收集到 998 个事件编码，对照组获得 968 个。

In the MRP experimental group, the most frequent behaviors were WP (i.e., writing the program, 15.6%), DP (i.e., discussing with peers, 15.2%), and LT (i.e., listening to the teacher, 14.0%).

在 MRP 实验组中，最频繁的行为是 WP（即编写程序，15.6%）、DP（即与同伴讨论，15.2%）和 LT（即听教师讲课，14.0%）。

Children in the control group performed more IB (i.e., irrelevant behaviors, 16.5%), WP (i.e., writing the program, 12.4%), and DP (i.e., discussing with peers, 11.8%).

对照组儿童表现出更多 IB（即无关行为，16.5%）、WP（即编写程序，12.4%）和 DP（即与同伴讨论，11.8%）。

In comparison, more irrelevant behaviors (e.g., chatting, distraction, or playing) appeared in the control group.

相比之下，对照组出现了更多无关行为（如聊天、分心或玩闹）。

According to the adjusted residuals tables for the two groups shown in Tables 4 and 5, respectively, there were 16 significant sequences obtained in the MRP experimental group, while 23 significant behavioral sequences were found in the control group.

根据表 4、表 5 分别给出的两组调整后残差表，MRP 实验组获得 16 条显著序列，而对照组发现 23 条显著行为序列。

The transition diagram of significant behavioral sequences of the two groups is shown in Fig. 10 and 11, respectively.

两组显著行为序列的转化图分别见图 10 和图 11。

The black lines imply significant sequences happening simultaneously in the two groups, whereas the red lines represent important sequences that only exist in the experimental or control group.

黑线表示两组中同时出现的显著序列，红线表示仅存在于实验组或对照组中的重要序列。

As demonstrated in Fig. 10, children in the experimental group repeatedly listened to and interacted with the teacher (LT→IT→LT), followed by discussion with peers (LT→DP) in the instructional process. … Surprisingly, the children in the experimental group repeatedly shared and extended the learning tasks (SH→ET→SH).

如图 10 所示，实验组儿童在教学中反复地听讲并与教师互动（LT→IT→LT），随后与同伴讨论（LT→DP）。… 令人惊喜的是，实验组儿童反复地分享并拓展学习任务（SH→ET→SH）。

This showed that learning programming with metaphors in the experimental group helped the children to grasp the basic concepts and skills, as they could complete the programming assignments without much help and even spontaneously extend the tasks.

这表明实验组借助隐喻学习编程，帮助儿童掌握了基本概念与技能——他们无需太多帮助即可完成编程任务，甚至能自发地拓展任务。

From Fig. 11, it was found that children in the control group, except for those engaged in the instructional process (LT→IT→LT), would exhibit some irrelevant behaviors (IT→IB→LT), either because some could not understand the abstract concepts or because they were not interested in this way of learning. … Afterwards, they tended to repeatedly ask for others’ help in the execution (AH→EP→AH) or debugging (AH→DE→AH) processes.

从图 11 可以发现，对照组儿童除参与教学过程（LT→IT→LT）外，还会表现出一些无关行为（IT→IB→LT），原因可能是部分儿童无法理解抽象概念，也可能是对这种学习方式缺乏兴趣。… 之后，他们往往在执行（AH→EP→AH）或调试（AH→DE→AH）过程中反复寻求他人帮助。

This seems to indicate that it could have been hard for the control group to complete the programming assignments on the occasions without others’ help. … Moreover, the control group would perform several irrelevant behaviors after they extended and shared tasks (ET→IB, SH→IB).

这似乎表明，在没有他人帮助的情况下，对照组可能难以完成编程任务。… 此外，对照组在拓展和分享任务后会表现出若干无关行为（ET→IB、SH→IB）。

Furthermore, from the red lines in Fig. 10, four behavioral patterns reached a significant level only for the experimental group.

进一步地，从图 10 的红线看，有四种行为模式仅在实验组达到显著水平。

That is, the children would like to discuss with their peers after they listened to the teacher (LT→DP).

即：儿童听教师讲课后愿意与同伴讨论（LT→DP）。

AH→WP means they would continue to write the program after asking for help from their peers or the teacher.

AH→WP 表示他们向同伴或教师求助后会继续编写程序。

The ideal situations are EP→SH and SH→ET: Children would execute the program and then turn to share their work rather than ask for help or debugging, or they would extend their learning tasks after sharing.

最理想的情形是 EP→SH 与 SH→ET：儿童执行程序后转而分享自己的作品，而不是求助或调试；或者分享后进一步拓展学习任务。

Based on the red lines in Fig. 11, there are 10 couples of special significant sequences in the control group. … Nevertheless, there are some inadequate situations: AH→EP and EP→AH show that children would repeatedly ask for help and execute the program; then IT→IB and ET→IB show that they would perform irrelevant behaviors after they interacted with the teacher or extended tasks.

根据图 11 的红线，对照组有 10 对特有的显著序列。… 不过其中存在一些不足情形：AH→EP 与 EP→AH 表明儿童会反复求助并执行程序；IT→IB 与 ET→IB 则表明他们在与教师互动或拓展任务后出现无关行为。

In light of previous literature indicating that metaphors can be effective pedagogical facilitators, a metaphor-based robot programming approach was proposed to cultivate young children’s CT.

鉴于以往文献表明隐喻可以成为有效的教学促进手段，本研究提出了一种基于隐喻的机器人编程方法来培养幼儿的 CT。

A study using a quasi-experimental design was conducted to explore the impact of the proposed MRP approach on young children’s CT and behavioral patterns.

研究采用准实验设计，考察所提 MRP 方法对幼儿 CT 与行为模式的影响。

A total of 118 children aged 5-6 years old participated in a 10-week intervention via one of the two conditions: the experimental group adopted the MRP approach, while the control group used the CRP approach.

共 118 名 5–6 岁儿童参加了为期 10 周的干预，并被分入两种条件之一：实验组采用 MRP 方法，对照组采用 CRP 方法。

The results showed that children who participated in the MRP group outperformed those in the CRP group in CT.

结果显示，参与 MRP 组的儿童在 CT 上优于 CRP 组儿童。

In addition, behavioral analysis indicated that the proposed MRP approach could facilitate children’s superior learning performance and more positive behaviors, so as to help them achieve the learning objectives.

此外，行为分析表明，所提 MRP 方法能促进儿童更优的学习表现和更积极的行为，从而帮助他们达成学习目标。

In response to research question one, the experimental group outperformed the control group in overall CT, suggesting that the proposed MRP approach could better enhance young children’s CT than the CRP approach. … This finding aligned with the results of Milner’s (2010) and Pérez-Marín et al.’s (2018, 2020) research that learners’ CT can be enhanced by providing metaphors in programming learning.

对于研究问题一，实验组的 CT 总分优于对照组，表明所提 MRP 方法比 CRP 方法更能提升幼儿的 CT。… 该发现与 Milner（2010）以及 Pérez-Marín 等（2018, 2020）的结果一致，即在编程学习中提供隐喻能够提升学习者的 CT。

Theoretically, metaphors involve mapping between relatively abstract concepts (target domains) with simpler or clearer concepts that are rooted in life experience (source domains) (Lakoff & Johnson, 1980; …).

从理论上讲，隐喻涉及相对抽象的概念（目标域）与源于生活经验的更简单或更清晰概念（源域）之间的映射（Lakoff & Johnson, 1980; …）。

They are helpful instructional tools that aim to build linkages between abstract concepts and concrete content that closely connect to learners’ existing knowledge and life experiences, which can help learners’ learning transfer from well-known concepts to unknown concepts…

它们是有益的教学工具，旨在在抽象概念与具体内容之间建立联结——后者与学习者已有知识和生活经验紧密相连——从而帮助学习者从已知概念向未知概念实现学习迁移…

In this study, we designed learner-centered metaphors, such as the steps of washing clothes, carousels, and so on to illustrate the abstract CT concepts based on children’s life experiences and kindergarten learning content. … Conceptual knowledge constructions of children in the preoperational stage depend on more concrete and familiar experiences to construct abstract concepts (Piaget, 1953, 1971).

本研究设计了以学习者为中心的隐喻，如洗衣服的步骤、旋转木马等，基于儿童的生活经验和幼儿园学习内容来阐释抽象 CT 概念。… 前运算阶段儿童的概念知识建构依赖更具体、更熟悉的经验来建构抽象概念（Piaget, 1953, 1971）。

Learning Transfer of Constructivism also highlighted the significance of learning transfer by connecting existing learning experiences and knowledge with target abstract concepts (Duffy & Jonassen, 1991; Prenzel & Mandl, 1993). … Therefore, if metaphors could be provided in robot programming teaching, it would effectively facilitate the development of young children’s CT.

建构主义的学习迁移同样强调通过把已有学习经验和知识与目标抽象概念相连接来实现学习迁移（Duffy & Jonassen, 1991; Prenzel & Mandl, 1993）。… 因此，如果在机器人编程教学中能够提供隐喻，将能有效促进幼儿 CT 的发展。

In response to research question two, by comparing the two groups’ behavioral patterns based on the lag-sequential analysis results, children who engaged in the MRP group performed different behavioral patterns from children who engaged in the CRP control group.

对于研究问题二，基于滞后序列分析结果比较两组行为模式发现，参与 MRP 组的儿童表现出与 CRP 对照组儿童不同的行为模式。

Specifically, there are three main findings synthesized from the behavioral patterns of children in the experimental group: (1) they tended to be more concentrated on the instructional process; (2) they were more engaged in completing programming tasks; and (3) more children devoted themselves to extending or sharing learning tasks after the required tasks. … In addition, in terms of more children performing positive behaviors of extending or sharing learning tasks after the required tasks (Bers et al., 2019), we could infer that the MRP approach could enrich children’s programming learning experiences and stimulate children’s skill transfer ability and divergent thinking.

具体而言，从实验组儿童的行为模式中可综合出三点主要发现：(1) 他们更专注于教学过程；(2) 他们更投入于完成编程任务；(3) 更多儿童在规定任务之后主动拓展或分享学习任务。… 此外，就更多儿童在规定任务后表现出拓展或分享学习任务的积极行为而言（Bers et al., 2019），可以推断 MRP 方法能够丰富儿童的编程学习体验，激发其技能迁移能力与发散思维。

As for the CRP control group, three main findings could also be concluded: (1) they were more bewildered by the problem-solving tasks; (2) children in the control group more repeatedly turned to ask for help with debugging the programs; and (3) they more often performed irrelevant behaviors during the class, similar to Zhan et al.’s (2022) finding.

至于 CRP 对照组，同样可以得出三点主要发现：(1) 他们更容易被问题解决任务难住；(2) 对照组儿童更反复地转向求助以调试程序；(3) 他们在课堂上更常表现出无关行为，这与 Zhan 等（2022）的发现类似。

The behavioral patterns of the control group could also reflect the problems in conventional robot programming and CT education that children might have difficulties understanding and mastering the basic concepts and try to ask for help or underperform in learning tasks if no proper pedagogical approach were provided (e.g., Critten et al., 2021; Relkin et al., 2021).

对照组的行为模式也反映出传统机器人编程与 CT 教育中的问题：若没有提供合适的教学方法，儿童可能难以理解和掌握基本概念，进而求助或在学习任务中表现不佳（如 Critten et al., 2021; Relkin et al., 2021）。

As the analysis and comparison of children’s learning behaviors can provide qualitative data to evaluate the effectiveness of the proposed teaching methods (Hwang et al., 2017, 2021), it can be inferred that the proposed metaphor-based robot programming approach could facilitate children’s superior learning performance and more positive behaviors, so as to help them achieve the learning objectives.

鉴于对儿童学习行为的分析与比较能为评估所提教学方法的有效性提供定性数据（Hwang et al., 2017, 2021），可以推断所提出的基于隐喻的机器人编程方法能够促进儿童更优的学习表现和更积极的行为，从而帮助他们达成学习目标。

First, this study makes a contribution regarding the pedagogical approach to programming and CT education for young children.

首先，本研究在幼儿编程与 CT 教学的教学方法方面做出了贡献。

In conventional robot programming teaching, there were challenges for young children to learn some abstract programming and CT concepts.

在传统机器人编程教学中，幼儿学习一些抽象的编程与 CT 概念存在困难。

Our study proposed the MRP approach and verified its effectiveness in terms of developing young children’s CT.

本研究提出了 MRP 方法，并验证了其在发展幼儿 CT 方面的有效性。

Pérez-Marín (2020) found that using metaphors in screen-based programming could enhance fourth- to sixth-graders CT.

Pérez-Marín（2020）发现，在屏幕编程中使用隐喻能够提升四至六年级学生的 CT。

This study also extended previous findings that integrating metaphors in robot programming learning could promote young children’s CT.

本研究进一步拓展了以往发现，即在机器人编程学习中融入隐喻同样能够促进幼儿的 CT。

Therefore, educational practitioners should be well-trained to apply the MRP approach effectively.

因此，教育实践者应接受良好的培训，以便有效应用 MRP 方法。

Second, owing to the limited research on children’s behaviors in programming learning, a coding scheme for children’s learning behaviors was developed to explore their learning behaviors in robot programming settings in this study.

其次，鉴于儿童编程学习行为研究的缺乏，本研究开发了一套儿童学习行为编码方案，用于考察机器人编程情境中儿童的学习行为。

Compared to children’s learning achievement, the analysis of learners’ behaviors focused more on children’s performance in the learning process.

与儿童的学习成绩相比，对学习者行为的分析更关注儿童在学习过程中的表现。

The data were more dynamic and persuasive than the provision of mere quantitative data by conventional tests (Hwang et al., 2017).

与传统测验仅提供量化数据相比，这些数据更动态、也更有说服力（Hwang et al., 2017）。

The coding scheme and findings can be a baseline for future research.

该编码方案与研究发现可作为未来研究的基线。

In general, this study provides insightful guidance and inspiration for future research on effective programming teaching and CT development for young children.

总体而言，本研究为幼儿有效编程教学与 CT 发展的未来研究提供了有益的指导与启发。

The limitations of this study are as follows.

本研究的局限性如下。

First, the participants in this study were recruited from one kindergarten in eastern China, which might not be suitable for inferring the results for children with different backgrounds.

首先，本研究被试均招募自中国东部的一所幼儿园，可能不适合把结果推断到不同背景的儿童。

Second, this study was implemented on a limited intervention period without evaluating the long-term effects of interventions.

其次，本研究干预周期有限，未评估干预的长期效果。

Based on the findings and discussions, several suggestions are provided for follow-up studies:

基于上述发现与讨论，为后续研究提出以下建议：

(1) Future works can seek to expand the age groups and diversity of participants to explore the possibility of using the MRP approach to foster learners’ CT.
(2) … future works can compare the effect of metaphors in different programming environments on children’s CT.

(1) 未来研究可以扩大被试的年龄组与多样性，探索用 MRP 方法培养学习者 CT 的可能性。
(2) … 未来研究可比较隐喻在不同编程环境中对儿童 CT 的影响。

In addition, more turns of CT assessment can be considered to explore the long-term impacts of the metaphor-based programming approach on children’s CT.
(3) … it is suggested that future research can explore the effects of the MRP approach on children with different characteristics (e.g., gender, programming experience, etc.).
(4) Other researchers can design more learner-centered metaphors based on daily problem-solving scenarios that align with children’s interests and cognitive development.
(5) It is worth noting that children in the two groups exhibited more or less irrelevant behaviors during the learning procedure.

此外，可考虑增加 CT 测评的轮次，以考察基于隐喻的编程方法对儿童 CT 的长期影响。
(3) … 建议未来研究考察 MRP 方法对不同特征儿童（如性别、编程经验等）的影响。
(4) 其他研究者可基于契合儿童兴趣与认知发展的日常问题解决情境，设计更多以学习者为中心的隐喻。
(5) 值得注意的是，两组儿童在学习过程中都或多或少表现出无关行为。

Hence, how to promote children’s self-regulation or engagement in robot programming learning is worth exploring.
(6) As research on children’s programming and CT education is still in its early stage, future work can continue to develop more effective programming teaching approaches to develop children’s CT.

因此，如何促进儿童在机器人编程学习中的自我调节或投入，值得探索。
(6) 鉴于儿童编程与 CT 教育研究尚处早期阶段，未来工作可继续开发更有效的编程教学方法来发展儿童的 CT。