如果學員在算術學習中能熟練地運用分析與綜合的方法解析應用題,已經熟悉了應用題中的數量間的相依關係。同時,如果教員不是有意或無意地把代數學科與算術學科對立起來,而是按科學的系統把它們自然地連接起來,那麼布列一次方程的教學就不是什麼困難的事,但這只是問題的一方面,問題的另一方面是:由於布列方程與布列算式之間的差異,由於布列方程的中心問題是尋找數量間的相等關係。因此,對於如何運用科學的分析與綜合的方法以進行布列方程的教學,這仍是值得研究的問題。布列方程中的兩種解析方法是明顯的:先找出未知數與已知數的相依關係,組成代數式,從而發現數量間的相等關係,布列方程——這是把各個部分統一為整體的思維過程,我們叫它為“綜合法”;理解了應用題的條件,先在思想上有 If students can skillfully use analytical and comprehensive methods to solve problems in arithmetic learning, they are already familiar with the interdependence of numbers in applied problems. At the same time, if teachers do not intentionally or unintentionally align algebra and arithmetic disciplines, but link them naturally in a scientific system, then the teaching of the equation is not difficult, but this is only a problem. On the one hand, the other aspect of the problem is: Because of the difference between the equations of the cloth and the equations of the cloth, the central problem of the equations of the cloth is to find the equal relations among the numbers. Therefore, it is still worthwhile to study how to use scientific analysis and comprehensive methods to conduct the teaching of the equation of the equation. The two analytical methods in the Boulle equations are obvious: first find out the relationship between the unknown and the known number, form an algebraic formula, and then find the equal relationship between numbers, the equation of the array - this is to unify the parts into a whole. In the thinking process, we call it the “comprehensive method”; we understand the conditions of the application problem, and we first have the idea