Choosing appropriate examples is not only a kind of ability, but also a kind of teaching wisdom. The examples in the textbook are carefully designed by experts and scholars, which have strong demonstration and typicality; So we should pay attention to the use of textbook examples. At the same time, we should clearly realize that the examples in textbooks are not the only and necessary choices, but the students' learning level and real life experience are the fundamental starting points for choosing and setting examples. If the example is not suitable for you, the students' ability level or divorced from the students' real life, you should supplement the appropriate example, or change the example, or even give up the original example. In order to choose suitable examples, teachers need to fully understand students and their actual situation.

Second, pay attention to variation and cultivate ability.

In the long-term learning process, students tend to form fixed thinking patterns and are accustomed to applying their familiar problem-solving patterns, which leads to rigid and narrow thinking, so example teaching requires "change" and "liveliness". In the case of encouraging students to come up with different solutions, by changing conditions, conclusions and situations, we can guide students to think from multiple angles, directions and levels, strengthen students' understanding, mastery and flexible application of knowledge and methods, and cultivate and improve students' mathematical thinking ability.

Third, pay attention to the summary of laws and explore the "shortcut" of learning.

The ocean of mathematical problems is endless, and many students are deeply immersed in it, overwhelmed and exhausted. In order to solve the plight of students, we should open a "shortcut" for students-summing up the law. Examples have strong typicality and are the "prototypes" of various exercises. By summarizing the laws in examples, students can be familiar with and master the laws of solving certain problems, and they will be one step ahead in solving problems.

Fourth, pay attention to the evaluation of examples and skills.

In teaching, we should respect students' dominant position, stimulate students' interest in learning and desire for knowledge, encourage students to actively participate in and explore, and give full play to teachers' leading role, give timely guidance and tips, so that students can "begin to understand" and break through the bottleneck of thinking. When explaining the example, please note the following points:

1, improve the quality of teachers and stimulate the enthusiasm for exploration.

When explaining examples, teachers' emotions are very important to students. Single intonation, deadpan and slow movements are tantamount to "lullaby", which can hardly arouse students' curiosity and thirst for knowledge. Therefore, the teacher's intonation should be cadenced, his body language should be rich and appropriate, and his explanation should be full of passion. At the same time, he should use appropriate "blank space", sincere "appreciation", clever "doubt" and repeated "suspense" to arouse students' crispness and deep shock.

2. Help examples to cultivate students' reading and examination ability.

Reading the questions correctly and understanding the meaning of the questions is the key to solving the problems successfully. In example teaching, students should be given enough time to read the questions, and at the same time, they should be guided to correctly extract mathematical information from the situation and turn practical problems into mathematical problems. Especially for geometry problems, we should guide the combination of numbers and shapes, clarify the meaning of the questions and find accurate information.