计算思维是当今备受关注的涉及计算机科学本质的概念。自2006年,美国的周以真教授第一次给出了计算思维的定义后,众多学者纷纷展开相关的研究,促进计算思维技能的培养。2011年,国际教育技术协会(ISTE)与计算机科学老师协会(CSTA),开发出了计算思维教师资源,这其中包括针对K-12教育的计算思维的操作性定义,并根据该操作性定义设计出K-12教育中各学科的教学案例。这些教学案例不仅对美国计算思维教育有指导作用,对我国计算思维教育的推广也有相当高的借鉴意义。因此,本文选择了其中的一个小学的教学案例,通过分析,研究这些教学案例是如何将计算思维的内容整合到跨学科的教学内容中以及在跨学科的教学中如何体现计算思维的教学内容。 Computational thinking is today’s much-watched notion of the nature of computer science. Since the first definition of computational thinking was given by Professor Zhou Yizhen in the United States in 2006, many scholars have conducted relevant researches to promote the cultivation of computational thinking skills. In 2011, the International Association of Educational Technology (ISTE) and the Computer Science Teachers Association (CSTA) developed computational thinking faculty resources that include operational definitions of computational thinking for K-12 education and design based on that operational definition Out of K-12 education in various subject teaching cases. These teaching cases not only have a guiding role in calculating computational thinking in the United States, but also have a very high reference value for the popularization of computational thinking education in our country. Therefore, this article chooses one of the primary school teaching cases, through analysis, studies how these teaching cases integrate the content of computational thinking into the interdisciplinary teaching content and how to embody the teaching content of computational thinking in interdisciplinary teaching.