Research On Terminologies In Biology Textbook Of Senior High School

Since the issue of Basic Education Curriculum Reform (trail implementation) by Ministry of Education in China 2001, the research on new curriculum reform in senior high school attracts great interests. The inevitable contradiction of the increasing knowledge and the students’ limited learning time arouses huge attention which aims at improving students’learning efficiency. Based on the basic work of concept teaching and the methods of literature research, questionnaire, comparison, interview and consultation, the present paper attempts to explore and conduct a comparative study on the Mongolian and Chinese basic terminologies in senior high school biological compulsory textbook.According to the principle of curriculum standard, contrastive analysis and overall teaching setups, this paper constructs 22 core concepts and from which derives 127 significant core concepts and basic biological terminologies. On the basis of principles in practicability, consistency with textbook and exemplification, the selected terminologies are future explained and annotated in the form of Mongolian and Chinese comparison. In addition, the selected 68 terminology from the 450 terminologies in the questionnaire which is conducted by students are explained briefly and attached with Chinese general term. Finally, in terms of theoretical basis, the designed teaching cases are used to test and analyze the practicability of the terminologies explanation.In conclusion part, terminological unstandarization in Mongolian textbook and unreasonableness in Mongolian textbook compilation are discussed, and suggestions for improvement are proposed. Meanwhile, it is made clear that concept teaching is not contradicted with the previous teaching methods which could be flexibly implicated in the teaching activities. The core concept is not invariable, which can be construed in the light of students’practical situations and features of teaching contents.