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