The value of chemistry education has two meanings: (1) the intrinsic value in chemistry education. This paper discusses the social demand for chemistry education or blueprint planning, and what value chemistry education should achieve for students, that is, what is the goal of chemistry education and what to teach. "Chemistry Teaching Syllabus for Full-time Senior High School (for Experiment)" clearly points out that the purpose of full-time senior high school chemistry teaching is: "... to enable students to further learn some basic knowledge and skills of chemistry, understand the close relationship between chemistry and society, life, production, science and technology and its important application, and educate students to care about chemistry problems related to modern society such as environment, energy, sanitation and health; ..... Cultivate their scientific attitude and train their scientific methods; Cultivate and develop students' ability and innovative spirit. Conduct ideological and moral education and dialectical materialism education. (2) The functional value of chemistry education, which discusses what kind of teaching activities have educational value, that is, how teachers "teach" and how students "learn", so that students can effectively obtain the intrinsic value in chemistry education. From the whole process of chemical education, chemical education practice has activity objectives and means to study, so it must include two value subsystems: the value goal of chemical education and the basic strategy to realize the value goal.

The above classification of values in chemistry education is relative and should not be absolute. Because value is objective and comes from the relationship between supply and demand between subject and object, value should be the dialectical unity of subjective needs and objective possibilities. For example, in chemistry education activities, we should teach according to the overall goal of chemistry education and students' cognitive rules and knowledge level, and form a certain progressive goal hierarchy. No matter in curriculum planning, textbook compilation, teaching method research or specific classroom teaching activities, we must use dialectical and unified values to guide the value activities of chemistry education.