圆锥曲线最值问题常见类型及解法的教学设计解读.doc

圆锥曲线最值问题常见类型及解法的教学设计 摘 要：教学设计是教师运用系统的教学方法分析问题和完成教学目标，将教师的教和学生的学有些结合的一种形式.在教学设计下，不仅仅学生的学习成绩得以提高，还培养了学生的团队意识和创新理念，同时也有助于教师的专业素养的提升，可谓“一箭多雕”.在学习了圆、椭圆、双曲线和抛物线等圆锥曲线外，我们除了了解了它们各自的定义、标准方程以及一些性质外，还应该知道这部分知识在高考中的命题形式.通过对历年高考真题分析，发现这部分内容涉及面较广，并且求解的灵活性较强，使许多同学在面对这类题时“举步维艰．本文主要针对这一问题，通过对不同圆锥曲线的最值问题进行分类解析，然后总结出常用的几种解决方法.同时也有利于进一步培养学生数形结合、化归、类比和联系的思想. 关键词：圆锥曲线；最值；数形结合；化归思想 Teaching Design of Common Type and Solution for the Problem of the Maximum Value of Conic Curve Abstract:Learning and teaching design, the teaching design is the teachers use the teaching method of problem analysis and complete teaching objectives, teachers teach and students learn some combination of a kind of form, not only the students academic performance can be improved, but also cultivate the students consciousness of team innovation concept, also is helpful to teachers professional quality, can be described as an arrow carved. In the circular, elliptic, hyperbolic and parabolic taper curve, in addition to our understanding of their respective definition, the standard equation and some properties, but also should know the knowledge in the college entrance examination proposition form. According to all previous years college entrance examination analysis. It is found that this part of the Content covers a broad area and solving the flexibility is strong, the many students in the face of this kind of topic difficult. This paper mainly to solve the problem by different conic curve of the most value problem classification analysis, and then summarizes several commonly used solution. At the same time, to further develop the students number shape union, reduction, analogy and relation of thought. Key words: conic curve；maximum or minimum；idea of conversion 目 录 1.引言 (1) 2. 教学设计的理论基础 (1) 3.教学设计案例 (1) 3.1课前准备 (1) 3.1.1内容分析 (1) 3.1.2学情分析 (2) 3.1.3目标分析 (2) 3.1.4重、难点分析 (2) 3.1.5教学方法 (2) 3.1.6教学媒体 (2) 3.2教学过程 (3) 3.2.1导入新课 (3) 3.2.2讲授新课 (3) 3.2.3巩固检测 (15) 3.2.4课后小结 (15) 3.2.5板书设计 (15) 3.3教学反思 (16