Географиялық терминологияның мектеп оқулықтарында жүйелі қолданылуы

Abstract

This article provides a comprehensive analysis of the structural and methodological features, as well as the pressing issues, of terminology used in geography textbooks for general secondary education schools. The object of the study is the terminological content of geography textbooks for grades 7 to 11. Terms are evaluated based on specific criteria such as quantitative indicators, scientific accuracy, linguistic correctness, definition structure, level of complexity, and appropriateness for students’ age characteristics.

The research employs expert analysis methods, content analysis, structural examination of definitions, and comparative analysis of recurring terms. In addition, expert opinions and suggestions for revisions are considered as part of the qualitative analysis.

The results reveal the presence of inappropriate, repetitive, and inconsistent terms in the textbooks. The complexity and linguistic coherence of the definitions presented in the textbooks are described. Issues related to translation and transliteration are found to complicate the learning process and negatively affect students’ comprehension. A lack of content and linguistic continuity between the model curriculum and the terminology used in the textbooks is observed.

The article offers specific recommendations for presenting terms in a logical and consistent manner, formulating concise and clear definitions, and aligning with scientific style. The findings justify methodological approaches aimed at improving textbook quality, organizing educational content, and creating a more comprehensible learning environment for students.

Keywords: terminology of school textbooks, terminological consistency, methods of term formation, geographical terminology, use of terms in textbooks.