“增根”是在分式方程解答过程中时常出现的问题.在近期的阅读过程中发现,针对有关分式“增根”的数学问题,出现了不少争议.这些争议直接反映出的是时常出现的涉及“增根”的有误数学问题,而背后则反映出了一些教师在分式方程“增根”理解上的模糊、片面,甚至错误.笔者对出现的问题进行了一些梳理,并根据现有的资料,对分式方程“增根”概念的内涵进行了细致的分析,且以此对中学阶段关于分式方程增根的教材编排提出了个人看法.现将思考所得呈现于 “Scaling up” is a problem that often occurs during the solution of fractional equations. In the recent reading process, it has been found that there are many disputes about the mathematics of the fractional “increase”. These disputes are directly This reflects the erroneous mathematics problems that often arise involving “root-up”, and behind it reflects the vagueness, partiality, and even mistakes of some teachers in the “stretched” understanding of the fractional equations. The problems that emerged were sorted out, and based on the available data, the connotation of the concept of fractional equation “rooting up” was analyzed in detail, and the teaching materials for the rooting of fractional equations in middle school were proposed. Personal views.