大学化学

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Q-K判据视角下“解离平衡与沉淀反应”实验的整合式教学设计与实践

刘超, 杜登学, 周磊   

  1. 齐鲁工业大学(山东省科学院)化学与化工学院, 山东 济南 250353
  • 收稿日期:2026-07-24 录用日期:2026-08-27
  • 通讯作者: 刘超Chao Liu E-mail:liuc@qlu.edu.cn
  • 基金资助:
    齐鲁工业大学(山东省科学院)优秀教学团队建设项目；齐鲁工业大学(山东省科学院)实验教学和创新实验室建设研究项目(2025syyb08)

Integrated instructional design and practice of the experiment on “dissociation equilibrium and precipitation reactions” from the perspective of the Q-K criterion

Chao Liu, Dengxue Du, Lei Zhou   

  1. School of Chemistry and Chemical Engineering, Qilu University of Technology (Shandong Academy of Sciences), Jinan 250353, Shandong Province, China
  • Received:2026-07-24 Accepted:2026-08-27

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摘要： 针对化学平衡实验教学内容碎片化问题，本研究以反应商Q与平衡常数K比较为主线，尝试突破不同平衡模块相对独立的组织方式，整合解离、水解、缓冲及沉淀等实验模块，构建统一认知框架并开展教学实践。结果表明，该模式有助于提升学生的理论理解、现象分析和知识迁移能力，为无机及分析化学实验教学改革提供参考。

关键词: 化学平衡, 解离平衡, 水解平衡, 沉淀溶解平衡, 缓冲作用, 统一认知框架

Abstract: To address the fragmented content in chemical equilibrium laboratory instruction, this study adopts the comparison between the reaction quotient (Q) and the equilibrium constant (K) as the central thread, aiming to move beyond the traditionally isolated organization of distinct equilibrium modules. By integrating experimental content involving dissociation, hydrolysis, buffer action, and precipitation, a unified cognitive framework was developed and implemented in teaching practice. The results demonstrate that this model effectively enhances students’ conceptual understanding, ability to interpret experimental phenomena, and capacity for knowledge transfer, offering a valuable reference for reforming laboratory teaching in inorganic and analytical chemistry.

Key words: Chemical equilibrium, Dissociation equilibrium, Hydrolysis equilibrium, Precipitation-dissolution equilibrium, Buffer action, Unified cognitive framework