The study results of the curriculum in connection with various theories and practices concerning the structure of biological concepts are as follows; 1. Various scientific facts develop through the process of hypothesis, theory and principle W hat are accepted as biological concepts constitute the conceptual scheme. 2. The syllabi of primary, junior high and senior high school constitute a conceptual scheme to be a spiral curriculum. 3. The concept maps derived from the curriculum analysis and basic concept from textbooks are of account as instructional materials and evaluation materials as well and of great help to the next curriculum development. 4. One of major aims of conceptual scheme is to encourage students to integrate their knowledge and not to think in terms of unrelated information. 5. Life science is not a mere subject of memory, but structure for concepts constituted through an inquiry process. 6. In the field of biology, especially the units $quot;The structure and the function of living things, and The continuity of life$quot; can be Comprehended easily in parts and as a whole, on1y when they are approached through their conceptual structures. 7. The results of extracting the lower-level concepts from the curriculum and five kinds of biological textbooks and classifying them are as follows; (1) The whole concept map regarding life science are to show the relationship and structure of the five units and the basic concepts of biology. (2) In the unit $quot;The diversity of living things$quot; a lot of concepts of protists, animals and plants are structured on the basis of concepts of species. (3) $quot;The structure and the function of living things$quot; is a unit in which TCA cycle, calvin cycle and ornithine cycle, which are the key concepts of biology, are mainly structured, and the functions of enzyme and ATP are added to that. (4) The unit $quot;Regulation and homeostasis$quot; is structured in connection with homeostasis and biological regulation on the basis of the function of nervous system and hormone. (5) In the unit $quot;the continuity of living things$quot; reproduction, development and heredity are basically structured an the basis of the structure of nucleic acid, self-replication, protein synthesis, operon theory and so on. (6) In the unit $quot;Living things and environment$quot; the public pollutions such as pollution of atmosphere, water and soil are structure on the basis of the structure and the function of ecosystem.