纵观近几年中考,以几何图形的运动为载体,求某一动点到已知定点距离的最值问题屡屡出现。由于点随图形的运动而运动,涉及点的轨迹,这对分析问题的能力要求较高,能全面考查数学活动过程及解决问题的综合能力,因而倍受各地中考命题者的青睐。为探索这类轨迹问题的突破之策,不少教师对初中阶段常见的轨迹进行了一些举例归类,在解题分析时学生也听得明明白白,但当这类轨迹考题重新出现在学生面前时他们却很难突破,为何?下面笔者通过 Throughout the examination in recent years, the geometry of the movement as a carrier, seeking a moving point to the known fixed-point distance of the most value problems often appear. Since the point moves with the movement of the figure and involves the locus of the point, it requires a high ability to analyze the problem and can comprehensively examine the comprehensive ability of the process and problem solving of mathematics. In order to explore a breakthrough in this kind of trajectory problem, many teachers classify some of the common trajectories in the junior middle school. Students also understand it clearly in the problem-solving analysis. However, when such trajectory questions reappear in front of the students When they are difficult to break, why? The author passed below