Currently, many countries actively cultivate students to develop computational thinking ability. Many visual programming environments (VPEs) and physical robot courses have been integrated into computational thinking learning in the elementary education stage. This study explores the relationship between the programming learning environment (including VPE, physical robots, and no experience) and the computational thinking ability of higher-grade elementary school students of different genders. The results show that learning through VPE or physical robots can help students improve their computational thinking ability and that students learn better via physical robots. In addition, among the four dimensions of computational thinking ability, most students are weak in algorithm design. In terms of gender, no differences exist in computational thinking ability. Further analysis reveals that female students have better decomposition performance in VPE learning, while male students have better algorithm design performance.

当前，许多国家积极培养学生以发展计算思维能力。在基础教育阶段，许多视觉编程环境（VPE）和物理机器人课程已集成到计算思维学习中。本研究探讨了编程学习环境（包括VPE，物理机器人，没有经验）与不同性别的高年级小学生的计算思维能力之间的关系。结果表明，通过VPE或物理机器人学习可以帮助学生提高他们的计算思维能力，并且可以通过物理机器人更好地学习。另外，在计算思维能力的四个维度中，大多数学生在算法设计上较弱。就性别而言 计算思维能力没有差异。进一步的分析表明，女学生在VPE学习中具有更好的分解性能，而男学生具有更好的算法设计性能。