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我校的同学对四氧化三铁的价数发生疑问,而且理解的人也不太清楚。这主要是由于过去我只通过结构式来说明四氧化三铁中有一个二价铁,有两个三价铁的结果。本学期我给高三讲四氧化三铁时,就注意到这个问题,首先仍用结构式讲解,在学生已建立的初步基础上又找出几个生成Fe_30_4的反应式来说明。结果同学们对这个问题的理解就明确得多了。我认为这种讲法是符合教学原理的。不过这种讲法是否正确,提出来和同志们研究,希望同志们多加指正。
My classmates have doubts about the price of iron tetroxide, and people who understand it are not very sure. This is mainly due to the past, I only used a structural formula to illustrate the ferric oxide has a ferrous iron, there are two ferric results. This semester, when I was teaching High School III in Fe3O4, I noticed this problem. First, I still used the structural explanation to find out some reaction formulas for generating Fe_30_4 based on the initial foundations of the students. Results Students understand this issue much more clearly. I think this argument is in line with teaching principles. However, this statement is correct, put forward and comrades study, I hope comrades more correct.