THE USE OF TERMS IN SCHOOL TEXTBOOKS (based on the subject of Natural Science)

Abstract

Terminological names play an important role in the development of students' interest, research skills, and the formation of a scientific understanding of the environment. Therefore, it becomes relevant to conduct an examination of the terms transmitted in school textbooks, and focus on bringing the terms in line with the age characteristics and levels of students. Among them, one of the main subjects allowing children of primary and secondary school age (grades 1-6) to form a primary idea of nature, the environment, is the subject of natural science. Therefore, in our research, we decided to conduct an expert analysis of the formation of the terminological apparatus of natural science textbooks, the correct transmission of terms in it.

Thanks to the assimilation of terms in school textbooks, including natural science textbooks, students develop cognitive, communicative and scientific language, vocabulary. Accordingly, the purpose of our article is to conduct an expert analysis of the conceptual and terminological apparatus of natural science textbooks, the use of terms. The object of the research work is the terms contained in the textbooks of natural sciences recommended by the Ministry of Enlightenment of the Republic of Kazakhstan. The research uses methods of generalization, structural analysis, statistical analysis, and description. As a result of the study, quantitative, percentage indicators of structural groups of terms such as autochthonous terms, borrowed terms, hybrid terms, terms with an autochthonous morpheme, natural science textbooks of grades 1-6 were determined. The analysis of the nature of the use of the terms boz ala tan, dene symbaty, jasandy birlesticter, tabigi birlesticter, biosenoz was carried out. The conclusions presented in the study can be used as an effective scientific basis for specialists in this field. It can also be used as a methodological aid in the process of analyzing textbook terms.