1. 現行 高等學校 檢認定 생물 교과서 5種內의 實驗項目數를 비교 분석한 결과 교과서에 따라 큰 差異가 있었다(11∼24 항목). 2. 敎科書에 제시된 實驗에 必要한 器具의 種類數는 교과서에 따라 다르고, 모두 103種인데, 이것은 文敎部 施設 基準令上의 生物用 敎具 51種보다 훨씬 많다. 3. 一線 高等學校에서의 생물 實驗을 위한 施設 및 器具 保有 現況과 敎科書內 실험 관찰 實施 現況을 設問 應答(敎師 500名中 246名 응답)에 의해 調査 分析한 바 前者는 매우 不足하였고, 後者는 매우 低調하였다. 4. 實驗 項目數가 가장 많은(24항목) 교과서를 使用하는 學校의 경우 실험 실시 與否는 項目에 따라 학교에 따라 差異가 있고, 全體的으로는 그 실시가 매우 低調하였다. 5. 實驗 授業이 제대로 안되는 主된 理由는 時間 不足과 器具 施設 不足이며, 大學 入試 準備도 큰 저해 要因이 되고 있다.

1. Comparision of five current Biology textbooks used in the high schools revealed a great deal of difference in number of experiments raging from 11 to 24 items. 2. The apparatus used for experiments in the five textbooks counted up to 103 items which far exeeded the basic apparatus to meet for basic installation directed by the Ministry of Education. 3. The responders (246/500) among the high school biology teachers appealed the shortage of experimental apparatus and inability of conducting experiments as appeard in the textbooks. 4. A statistical analysis based on the responders, who adopted a textbook which contain the greatest items of experiments, exhibited a different degree of performing experiments among schools. As a whole, the effective performance of experiment was found to be very low. 5. Inability of conducting experiment was ascribed to be due to the shortage of apparatus for experiments as well as not having enough time for performing experiments owing to the time allocation for the college entrance examination.