"Effective teaching" means that after a period of teaching, teachers make students make concrete progress or development. In other words, the progress or development of students is the only indicator of teaching effect. Whether the teacher has finished teaching the content or not is no longer an effective evaluation standard of teaching, but whether the students have learned something and learned well is an effective standard of teaching.

Since the implementation of the new curriculum standard, teachers have worked hard, but students have not learned well. To change this ineffective or inefficient teaching, we must improve the efficiency of classroom teaching, that is, teachers are required to teach effectively in mathematics classroom. Example teaching is an important part of mathematics classroom teaching. As the saying goes, "Fish can't live without water", so can math teaching. Example teaching is very important for students to understand and master basic knowledge, cultivate ability, develop intelligence and train thinking, which directly affects students' progress and development.

First, the misunderstanding and root of example teaching

1. The more examples, the better the class.

Many teachers think there are too few examples in textbooks. In order to enable students to master knowledge better, teachers have designed many examples in class in advance, and added "Do it", "Calculate it", "Think about it" and "Guess it" before each example. Because there are many examples, the time allocated for each question is less, and students do not have enough thinking time, so they can only skim it.

The new curriculum standard advocates active and inquiry learning methods, gives full play to students' initiative in learning, stimulates students' interest in learning, and forms the habit of independent thinking and active exploration. However, many teachers don't understand this spirit thoroughly, and blindly add examples in mathematics class, which leads to students' passive acceptance and discourages students' enthusiasm for learning mathematics.

2. Over-reliance on extracurricular examples

Many teachers unilaterally think that the courseware bought online must be excellent courseware, and the examples in it are typical examples, as well as the examples in mathematics materials, which are all moved here as examples in class. Many teachers ignore the requirements of mathematics syllabus, are not clear about the knowledge points involved in various examples, do not know enough about the learning foundation and study habits of junior high school students, and choose topics that are either too difficult or too simple, and only focus on finding external examples, but lack the ability to integrate foreign examples. Blind dependence leads to "glamorous" example teaching in junior high school mathematics classroom on the surface, but in fact it is extremely inefficient.