How should teachers effectively guide students' 'divergent thinking' in the classroom?

As teachers, we often see this happening in our classrooms. When I was doing addition and subtraction within 10, the exercise textbook came up with such a question:

"There were 6 birds on the tree, and one was killed. How many birds are left on the tree?" As soon as the question came up, the whole class exploded, and a student asked, "Teacher, the one that was killed was killed. After the bird, do other birds fly away?"

"Definitely flew away!" A student echoed.

"Teacher, are there any bullets in that grab?" Xiao Ming asked suspiciously.

"Teacher, if one was killed, the others must have been scared to death!"

"Teacher, there are 8 other birds. One was killed. The mother and father of that bird will fly over to save it."

I was dumbfounded. The class suddenly turned into a discussion meeting, which was very lively. The students were chattering and blushing. Smart, too imaginative, thinking farther? Whether it's the students' arrangement and handling of the "future events" after I "leave", or the puzzlement of "how many birds are left after shooting the bird?", it all reflects that today's children are gradually exposed to more and more new things , thinking will be at the forefront with the development of the times. However, what kind of situation would it be if such "divergent thinking" entered our classrooms without restraint, and went crazy in the classroom without guidance?

As teachers, how can we guide students' "divergent thinking" so that it can be fully affirmed in the classroom and outside the classroom and play a role in its application?

The diversification, openness and diversity of the market economy must have a profound impact on the diversification of students' value orientation and the multiplicity of personalities. Judging from the childhood environment, many children today are only children and are relatively rich in material resources. They can acquire the knowledge they want to learn from various media such as TV, and their thinking will naturally become active in such an environment.

Based on this, our teachers should give full affirmation to the students' thinking, let them know the teacher's recognition of themselves, so that the teacher can communicate with the students more on the premise that the students trust themselves, and achieve the expected results they want.

Due to the psychological characteristics and age characteristics of students, their understanding of many problems is only from their own subjective ideas, so teachers are required to give students more experience space. For example, in the activity class, the students are asked to go outdoors to observe the living habits of plants and trees, etc. Only when students truly understand the cause and effect of things, will they not answer questions through random suspicion when answering questions.

In a word, teachers should not be one-size-fits-all about students' "divergent thinking". They should guide and sort out students' thinking at the same time, so that students' thinking can not only play its due role in the classroom, but also radiate in extracurricular time. It has its own advantages, and only in this way can students learn to think for themselves on the road of growth.