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以高三教材电解质溶液一章为例。例1 提出课题:电离平衡与电离度的关系。由学生自己阅读教材,学生从教材中再现已知的内容(化学平衡,电离速率等于分子化速率的状态,且改变条件发生平衡移动)。在此基础上开始深入探求新的内容,由学生讨论电离平衡的移动条件,主要有温度、浓度。教师只是引导学生质疑,根据键能的概念深入判断电离过程系化合物的拆键过程,即电离吸能决定温度影响,且温度升高电离度绝对增大(此时还应再
The high school teaching material electrolyte chapter as an example. Example 1 raised the subject: the relationship between ionization balance and ionization. The texts are read by the students themselves, and the students reproduce what is known from the textbook (chemical equilibrium, ionization rate equal to the state of molecularization rate, and shifting of conditions with a balanced movement). On this basis, we should start to explore new contents in depth and discuss the moving conditions of ionization balance by students, mainly including temperature and concentration. Teachers only guide the students to question the key energy concept of in-depth understanding of the process of compounding the key process of ionization, which determines the impact of ionizing heat temperature, and the absolute increase in temperature rise of the absolute increase (this time also should then