在列方程解应用题时,有的学生往往形式上列出了方程,实际用的仍是算术思路。如“某专业户去年养鸭160只,今年养的只数比去年的3倍多20只,今年养鸭多少只?”有的学生列出:x=160×3+20,这种算术思路阻碍方程解题思路的形成与畅通。它对于用方程思路解题是一种干扰,排除这种干扰,是“简易方程”教学中的一个重要问题。 In the column equation solution problem, some students often formally listed the equation, the actual use of arithmetic ideas. For example, “Some professional households raised 160 ducks this year. Only 20 were raised this year more than three times of last year. How many ducks are this year?” Some students listed x = 160 × 3 + 20, which obstructs the way of thinking The formation and smoothing of equation solving ideas. It is a kind of interference to solve the problem with the equation idea, and to eliminate such interference is an important problem in the teaching of “simple equation”.