We often have such confusion: not only have we talked about it many times, but students' problem-solving ability just can't be improved! I often hear students complain that the consolidation problem has been done thousands of times, but the math scores have not improved! This should arouse our reflection. It is true that the above situation involves all aspects, but the example teaching is worth reflecting. Mathematical examples are a key step from the generation to the application of knowledge, which is also called "throwing bricks to attract jade". However, in many cases, examples follow examples and do not guide students to reflect after solving problems, so students' learning still stays at the surface of examples. This is not surprising. "Learning without thinking is a waste of time", and "wasting time" is the confusion of getting nothing. By extending its meaning, it is not difficult for us to understand why the example teaching should reflect after solving the problem. In fact, post-solution reflection is a process of summing up knowledge and refining methods; It is a process of learning lessons and gradually improving; This is a process of harvesting hope. From this point of view, the post-solution reflection of example teaching should become an important content of example teaching.