Since the new curriculum reform experiment, the phenomenon of students rushing to answer is particularly serious. Specifically, students interrupt the teacher's mouth. When the teacher is explaining, guiding or unifying the requirements, the students suddenly give you an unexpected sentence: the students interrupt their classmates' mouths. When this classmate is asking questions or solving problems, some students will unconsciously express their thoughts. How much worry, confusion, joy and thinking these two phenomena have brought to teachers! First, how to understand the "question and answer" and "listening and speaking" teaching in traditional teaching? Teachers are the masters of the classroom, and students who become teachers in the classroom dare not cross the line. They can only speak after raising their hands, and they must get the teacher's consent. In general, there will be no phenomenon of "students scrambling to answer" in class. However, the new curriculum advocates an equal, democratic and harmonious relationship between teachers and students, and advocates that teachers are promoters, collaborators and researchers of students' learning. In this relaxed and harmonious classroom teaching atmosphere, the phenomenon of "students scrambling to answer questions" is reasonable and beyond reproach. It is not "chaos" but "liveliness", which is the teaching landscape under the new curriculum conditions. "For the development of every student" is the core concept of the new curriculum. It requires teachers to pay special attention to students' personalities, pay attention to their differences, and give every student the best way to publicize, because students are "interrupted" in an unconstrained and unburdened teaching situation. This publicity of personality is true, positive and meaningful, and it is an innovative thinking inspired by students' intuition and epiphany. The new curriculum puts special emphasis on the growth of teachers, making the classroom a platform for teachers to show their teaching talents. The phenomenon of "students rushing to answer" will test teachers' teaching philosophy, regulation level, adaptability and methods to guide students to solve problems. For example, how do you make students sit down happily when their "interruption" is not satisfactory? When students' interruption is challenging, how to revitalize and carry out the "secondary design" of teaching, so that students' interruption becomes a learning resource and a new starting point for students to explore knowledge and discover laws. Countermeasures: Second, there are two ways of "rushing to answer". 1, awesome. Our teacher will delay judgment and let the students judge for themselves, not the teacher as the judge. This is a strategy that our teachers should often use in class. There is no need for our teacher not to tell the students the answers he knows at once. In the face of students' "rushing to answer", waiting can give students an opportunity to express themselves, a space for free imagination, and really return the classroom to students, so that students can dare to think, speak and do, and glow with vitality. For example, when teaching 8-2+4, most freshmen will think like this: first think 8-2=6, then 6+4 =10; However, some students "cut in" like this; "Teacher, I still have different ideas. 4 of 2 can be changed. " At this point, the teacher had to wait and let the students continue to say, "8-4 = 4, 4+2 = 6". At this time, the classroom became lively. Some say "no, no", others say "it should be 8+4 = 12, 12-2 = 65438+". 2. encourage. "Mathematics Curriculum Standards" emphasizes in "Emotion and Attitude" that students should overcome some difficulties, gain successful experience and have confidence in learning mathematics with the encouragement and help of others. In the face of students' "interruption", we should not only listen carefully and wait patiently, but also cheer for students often; This is because cheering can meet students' emotional needs and produce positive, active and impulsive learning desires. For example, tell students the story of "Squirrel with a potato on its back". Speaking of "the bag broke and spilled all over the floor", the students couldn't help interrupting: "The potato fell and the squirrel picked it up": at this time, I was not waiting, but cheering: "You are right!" Teacher is happy for you! Let's ask some math questions around "drop" and "pick up", shall we? Encouraged and teased by the teacher, the students boldly imagined and guessed, and put forward many valuable math problems. This kind of implicit guidance is often easier for students to learn.