Abstract
<jats:p>The purpose of the research is to analyze basic methods of terminological training of future biology teachers. The initial stage in the formation of terminological competence is learning of terminological elements of Greco-Latin origin, which are common in the word formation of terms and nomens. This stage is characterized by a focus on the formation, expansion, improvement and application an individual terminological dictionary in speaking and writing. The research methodology is based on theoretical methods: analysis and systematization of psychological-pedagogical and biological literature in order to determine the state and theoretical117substantiation of the problem of formation of professional-terminological competence of future biology teachers. The scientific novelty of the article consists in the non-availability of developments in the field of methods of terminological training of the future biology teacher as the basis of his professional terminological competence. Since the biological terminological system is integrated with the nomenclature system, the formation of an individual terminological dictionary of the future biology teacher will serve as the basis for the formation of his terminological competence, for competent communication in his professional activity. Conclusions. Terminology has basic (general linguistic) functions: nominative, communicative, cognitive (epistemological, cognitive), expressive, normative and others. Understanding and active use of professional terminology is a determining factor in mastering program material, expanding vocabulary, understanding the language of a particular branch of science through the assimilation of special terms. The general stages and the corresponding methods of terminological training of future biology teachers is based on the specificity and purpose of various forms of organizing cognitive activity and include: I. Actualization of prior knowledge: 1) compilation of a thesaurus, 2) methods of identifying the principles of word formation and contextual content of a term, 3) gamification, 4) terminological dictations; II. Motivation activities: 5) analysis of term elements, 6) setting the system "synonyms-acronym-paronyms"; ІІІ. Teaching learning moment: 7) the use of visual logic diagrams; IV. Review and Follow up: 8) case-study. Mastering the complex of knowledge of the semantics and etymology of the Greek-Latin term elements develops logical thinking, increases language culture and contributes to the expansion of the biology student's worldview.</jats:p>