平面与平面平行的性质

,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Sixth level,Seventh level,Eighth level,Ninth level,*,*,Click to edit Master title style,Click to edit Master text styles,2006 NENU,济南九中高三数学备课组,Click to edit Master title style,无忧,PPT,整理发布,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,无忧,PPT,整理发布,无忧,PPT,整理发布,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,任何真正的建筑师或艺术家只有通过具体化的抽象才能将他的灵感在创作领域中化为形式观念，为了达到有表现力的形式，他们也必须从内部按,数学模式的几何学,着手创造。,-,赖特,柯桥区柯桥中学,授课人：陈海峰,A,B,a,提出问题：,建筑工人的这种做法是否科学呢？,C,D,E,F,2.2.2,平面与平面,平行的判定,思考,:,反之,，,若,中所有直线都平行,，,则,启示,?,若平面,，,则,中所有直线都平行,?,?,;,!,线面平行,面面平行,转 化,无限,有限,转 化,直观,感受,问题,3,平面,内有两条相交直线,a,b,平行平面,则,吗,?,动手,体验,a,b,a,b,=P,a,/,b/,/,面面平行的判定定理,符号语言,线不在多,两条则行,贵在相交,面面平行,线面平行,线线平行,a,b,图形语言,如果一个有两,条,直线分别,于另一个平面,相交,，,那么这两个平面平行。,P,转 化,转 化,平面内,平行,A,D,A,1,C,B,D,1,C,1,B,1,已知,AA,1,BB,1,CC,1,DD,1,求证,:,平面,ABCD/,平面,A,1,B,1,C,1,D,1,解决问题：,第一步：找交线,第二步：证线线,第三步：得线面,第四步：推面面,概念辨析：,判断下列结论是否正确,:,1.,若,m,n,m,n,则,2.,若,内有无数条直线平行于,则,3.,若,内任意直线都平行于,则,点评：线不在多，两条则行，贵在相交！,已知,正方体,ABCD-A,1,B,1,C,1,D,1,求证：平面,AB,1,D,1,平面,C,1,BD.,四边形,ABC,1,D,1,为平行四边形,AD,1,平面,C,1,BD,同理,B,1,D,1,平面,C,1,BD,AB A,1,B,1,C,1,D,1,证明：,D,1,D,C,B,A,C,1,B,1,A,1,巩固提高,AD,1,BC,1,平面,AB,1,D,1,平面,C,1,BD.,第一步：找交线,第二步：证线线,第三步：得线面,第四步：推面面,D,1,D,C,B,A,C,1,B,1,A,1,变式训练,:,已知正方体,ABCD-A,1,B,1,C,1,D,1,（如图），,P,Q,R,分别为,A,1,A,A,1,B,1,A,1,D,1,的中点,求证：平面,PQR,平面,C,1,BD.,R,Q,P,PR/BC,1,PR,平面,C,1,BD,同理,RQ,平面,C,1,BD,平面,PQR,平面,C,1,BD.,第一步：找交线,第二步：证线线,第三步：得线面,第四步：推面面,D,1,P,Q,D,C,B,A,C,1,B,1,A,1,P,找一找：,已知正方体,ABCD-A,1,B,1,C,1,D,1,，,P,Q,分别是,A,1,D,1,，,A,1,B,1,中点，请试着在该 正方体上作出与平面,APQ,平行的面,.,E,第一步：找交线,第二步：证线线,第三步：得线面,第四步：推面面,小 结,今天,这堂,课你印象最深的是什么？,面面平行的判定方法,:,2,.,数学思想,转化,1,.,知识内容,小 结,空间,平面,无限,有限,面面平行,线面平行,线线平行,a,b,a,b,=P,a,/,b/,/,根据判定定理，即：,若,线,线平行，,则,线,面平行。,一,、,知识回顾,2.,空间两平面有哪些位置关系？,1.,判定直线与平面平行的方法有哪些？,a,b,1.,根据定义，即直线与平面没有公共点。,作业,模型,1,a,b,a,模型,2,模型,验证,问题,3,平面,内有两条相交直线,a,b,平行平面,则,吗,?,你能得到什么结论,