小学生在信息技术学习中常常会有基于直觉兴趣的自主性,这种自主性是开展有效教学的基础,但只有实现从基于直觉的自主性过渡到基于思维的自主性,有效教学才有可能发生。这一过渡的关键,在于教师通过有效的问题引导学生的思维实现平缓上升。 Pupils often have autonomy based on intuitive interest in information technology learning. This autonomy is the basis for effective teaching. However, effective teaching is only possible if the transition from intuition-based autonomy to thinking-based autonomy is realized . The key to this transition is that teachers can guide students to achieve a gradual increase in their thinking through effective questions.