Modernity is a time when chemistry has been introduced into almost all spheres of life and education and has become a complex object of cognition. It is difficult to say that any of the highly qualified chemists who have received diploma teach at a high level, combining the theory and practice of this discipline in the same way. The reason for this is not only the complexity of the discipline, but also the limited time spent on a deep study of the nature of chemical processes.

In chemistry, through the humanization of the educational process, a special assessment of the value of life, its preservation and the protection of the health of each person is followed. Considering humanizing learning as a priority in chemical education, it is possible to make the quality of the methodology designed for this purpose effective only by identifying conceptual sources and mechanisms for solving this problem. In the field of higher education and secondary education, the authors define and propose theoretical foundations of humanization teaching of chemistry of this discipline in order to achieve the most effective results of the method of teaching chemistry.