In order to obtain data for developing an ideal biology curriculum, four kinds of Biology I textbooks were analyzed. Particularly, inquiry activities part was analyzed by the three dimension framework which consists of inquiry content dimension, inquiry process dimension and inquiry context dimension. And the results are as follows : 1. In the analysis of the contents of Biology I textbooks, the average number of total pages is 255. The illustration and picture are contained 0.7 in number per a page. And the average number of further readings is 16.75. 2. In the analysis of the inquiry content dimension of inquiry activities, the total number of themes in four kinds of textbook is 91. And the number of inquiry activities in four kinds of textbook is diverse: A textbook is 45, B textbook 28, C textbook 26 and D textbook 21. As for the average number of inquiry activities of each section, section I `the features of organism` is 3.25{10.8%), section II `understanding of human body` 14.75(49.2%), section III `the environment and human` 7.25(25.8%), section IV `biology and human` 4.25(14.2%) 3. For the analysis of inquiry process dimension, `interpreting data and formulating generalizations(47.8%)` category is generally most emphasized and the categories of `observation and measuring(34.3%)`, `seeing a problem and seeking ways to solve it(11.9%)` and `building, testing and revising the theoretical model(6.0%)` follow in order. And it is desirable to increase the proportion of the categories of higher level of inquiry, that is, `seeing a problem and seeking ways to solve it.` and `building, testing and revising the theoretical model`. 4. As for the analysis of the inquiry context dimension, the scientific context occupies 65% the individual context 8.3%, the social context 15.9% and the technical context 10.8%. It shows that the proportion of STS(Science-Technology-Society) related contents in inquiry activities is 35%. How ever, it is not sufficient to meet the characteristic of Biology I made for non-natural science majoring students who are more interested in the practical aspects of science rather than the specialized scientific knowledge.