Abstract This paper discussed meaning of "cognitive development, emotional edify and spirit moisture" of chemical knowledge, and indicated that knowledge meaning was generated through the "communication" and "dialogue" between knowledge and practice, and was promoted through the correlation between teaching contents and students' cognitive structure in chemistry teaching. This paper also elaborated three effective strategies to promote the generation of knowledge meaning:strengthening the formation of knowledge structure in the question situations to realize the effective correlation between students' cognition and the meaning of knowledge; using the logic of life to integrate the knowledge logic, and to enrich chemical knowledge meaning; creating real situations to realize appreciation of chemical knowledge meaning.
ZHANG Fa-Xin. Chemistry Teaching Practice and Reflection on Promoting Generation of Knowledge Meaning[J]. Chinese Journal of Chemical Education, 2016, 37(17): 39-43.