立足课本,对典型例题进行形变、联想、引伸、拓广,由例及类,解决一道,带动一串,不仅有利于落实双基。特别是能使学生养成深索习惯,培养和提高学生的应变能力和创造能力,把知识学活。融汇贯通,现举例如下: 例1(1)求证顺次连结四边形四条边的中点,所得的四边形是平行四边形。(初中《几何》第一册196页例题。) 如图1.1连对角线,利用三角形中位线定理,可得,故EGFH是平行四边形。 Based on the textbooks, we will deform, associate, extend, and broaden the typical examples. By solving cases and classes, we will work together to drive a string, which will not only help to implement the dual-subject system. In particular, students can develop a deep-rooted habit, cultivate and improve students’ resilience and creativity, and learn knowledge. The examples are as follows: Example 1 (1) Verify that the midpoints of the four sides of the quadrilateral are connected sequentially, and the resulting quadrilateral is a parallelogram. (The junior high school “Geometry” volume 1 example 196 pages.) As shown in Fig. 1.1 with diagonal lines, using the triangle median line theorem, available, so EGFH is a parallelogram.