地理 Geography

學習範圍：

必修部分 + 選修部分 + 實地考察 + 空間數據探究 (總課時: 270小時)

A. 必修部分

7個地理議題及問題（60% 約170小時）

1. 機會與風險—居住在災害頻生的地區是否明智之舉?

2. 管理河流和海岸環境: 一個持續的挑戰

3. 轉變中的工業區位---它如何及為何歲時間和空間的變化而改變?

4. 建設一個可持續發展的城市--- 環境保育與城市發展是否不能並存?

5. 對抗饑荒---科技是否解決糧食短缺得靈丹妙藥?

6. 消失中的綠色樹冠---.為大規模砍伐雨林付出代價?

7. 全球增溫---人類有責任嗎?

B. 選修部分

從4個選修單元中選取2個（20% 約50小時）

1. 動態的地球: 香港地質與地貌的形成

2. 天氣與氣候

3. 運輸發展、規劃與管理

4. 珠江三角洲區域研習

C. 實地考察+空間數據探究（滲入必修及選修部分的教學內）（20% 約50小時）

必修部分包括與本港學生息息相關的七個地理議題和問題，預期它們在一定的時間內仍是公眾關注的事項。七個地理議題和問題可組構成三個主題 :「與我們的自然環境共存」、「面對人文環境的轉變」和「正視全球性挑戰」。

Curriculum：

Compulsory part + Elective part + Fieldwork + Spatial Data Enquiry (Should be infused in the learning and teaching of the Compulsory and Elective Parts) （Total: 270 hrs）

A. Compulsory Part

Seven geographical issues and problems（60% Ard170 hrs）

(1) Opportunities and Risks – Is it rational to live in hazard-prone areas?

(2) Managing Rivers and Coastal Environments: A continuing challenge

(3) Changing Industrial Location – How and why does it change over space and time?

(4) Building a Sustainable City – Are environmental conservation and urban development mutually

exclusive?

(5) Combating Famine – Is technology a panacea for food shortage?

(6) Disappearing Green Canopy – Who should pay for the massive deforestation in rainforest regions?

(7) Global Warming – Is it fact or fiction?

B. Elective Part

The four electives, out of which students study two（20% Ard 50 hrs）

(1) Dynamic Earth: the building of Hong Kong

(2) Weather and Climate

(3) Transport Development, Planning and Management

(4) Regional Study of Zhujiang (Pearl River) Delta

C. Fieldwork + Spatial Data Enquiry (Should be infused in the learning and teaching of the Compulsory and Elective Parts) （20% Ard 50 hrs）

The remaining 20% of lesson time is assigned for fieldwork and spatial data enquiry. This arrangement ensures that sufficient curriculum time will be allocated for carrying out geographical enquiry both inside and outside the classroom, and also allows the essential briefings and debriefings for various types of out-of-classroom activities to be conducted more thoroughly and effectively. Making fieldwork and spatial data enquiry a formal part of the time-table, rather than an “add on” helps to reduce the workload of teachers and students in general.