The current chemistry experiment material in junior high school of this country has been classified and its contents has also been analysed based on the role of the laboratory in chemistry teaching. According to Ide's report, the chemistry experiment material has been grouped in accordance with the performance goals into the following four types: hypothesis verification, problem inducement, skill training, and "concept fixation". On the other hand, the material has been divided for laboratory outcomes (or functions) established by Shulman and Tamir into five categories: skills, concepts, attitudes, cognitive abilities, and understanding the nature of science. The results of this study by analysis of 74 experiments reveal that: type of "concept fixation" has a majority (60%), and the percentage increases with the in-crease in number of the lectures; type of hypothesis verification is least of all (22%) which decreases with the decrease in number of the lectures. As to its function, almost all the experiments emphasize the nurture of cognitive abilities, skills, and attitudes. Cognitive abilities primarily include: knowledge (88%), analytical thinking (74%), decision making (74%), critical thinking (68%), synthesis (60%), and only 2 items (3%) show up as creativity. Observation composed major parts of skills (96%). Attitudes primarily include: interest (78%), curiosity (70%); each of the items in initiative, perseverance collaboration, responsibility are below 10%. As a result of this study, several notes and comments have been made.