本研究皆在調查國內北部某大學醫學生學習「英文生物學術語」的現況與相關學習困難，並提出教學建議。研究對象為該校44位與231位大一醫學生，分別進行「高中與大學生物學術語學習感受問卷」與「大學生物學學習困難問卷」施測，再以描述性統計、卡方分析、和內容分析等方法分析研究資料。研究結果發現：1. 有四成學生認為高中有生物學術語學習困難，上大學後卻高達九成；有、沒有術語學習困難的學生人數差異，在高中階段沒有顯著差異；在大學階段有術語學習困難學生數則顯著多於沒有學習困難的學生數；2.高中有術語學習困難者陳述是「有一點而已」、「還可以」、「偶而會」、「一點點」、「還好啦」、「不多」；大學有術語學習困難者陳述則是「Turbo」、「超多的」、「很多」、「更甚」、「大大的有」；3.歸納相關學習困難，主要是閱讀英文教科書、學習英文生物學術語和使用翻譯工具書等方面。文末依據學習生物學術語困難與文獻探討，提出討論與教學建議。

This study is to investigate the current state of medical students' learning English biological terms and related learning difficulties, and then provide some teaching suggestions. Forty-four and 231 freshmen, convenience samples, were administered on the questionnaire of learning feelings of biological terms in senior high school and in college, and the questionnaire of learning difficulties of biology in college, respectively. Methods of descriptive statistic, chi-square and content analysis were used for data analysis. The results were as followings: 1. forty-one percent and ninety-one percent of students felt that they had difficulties on learning biological teams in senior high school and in medical college, respectively. Moreover, regarding to students having learning difficulties and those having no learning difficulties on learning biological terms, there were no significant differences between the two groups in senior high school; specifically, highly significant differences were found in college; 2. The statements from students had learning difficulty on biological terms in senior high school were just a bit of, so-so, occasionally, a little, just fine, not too much; whereas, those in college school were turbo, a great many, many, even more than, greatly; 3. The main difficulties relevant to their learning biological terms were attribute to reading English biological textbooks, learning English biological terms, and the translation and usage on reference books. At last, some discussions and teaching suggestions were provided according to the results and literature reviews.