Biology 生物

Curriculum Structure and Organisation 

The Biology Curriculum serves as a continuation of the Science (S1-3) Curriculum. With careful consideration of students’ prior knowledge and everyday experiences, it is designed to cover major aspects of biology, and to highlight relevance of biology to social, technological and environmental issues. The curriculum framework has three interconnected components: Learning Targets, Curriculum Emphases, and Compulsory and Elective Parts. Figure 2.1 represents the relationships between the various components. 

The curriculum consists of compulsory and elective parts. The compulsory part covers a range of content that enables students to develop understanding of fundamental biological principles and concepts, and the scientific process skills. There are four topics in the compulsory part – Cells and Molecules of Life, Genetics and Evolution, Organisms and Environment, and Health and Diseases. 

The elective part is designed to cater for the diverse interests, abilities and needs of students. It aims to provide an in-depth treatment of some of the topics in the compulsory part, an application of essential knowledge and concepts, or an extension of certain areas of study. There are four topics in the elective part – Human Physiology: Regulation and Control, Applied Ecology, Microorganisms and Humans, and Biotechnology. Students are required to study any two out of the four topics. 

Curriculum Emphases 

Three Curriculum Emphases are designed in the Biology Curriculum and should be applied across the curriculum. They will help to strengthen students’ understanding of the nature of scientific inquiry in biology, the interconnections between science, technology, society and the environment, and biology as a dynamic body of knowledge. The following three Curriculum Emphases are identified in the Biology Curriculum: 

(1) Scientific Inquiry 

       This should enable students to:  

• make careful observations, ask relevant questions, identify problems and formulate hypotheses for investigations;  

• plan, conduct and write reports on scientific investigations;  

• select and design appropriate methods of investigations for specific purposes;  

• use appropriate instruments and apply proper techniques for carrying out practical work;  

• identify and explain the importance of control variables in scientific investigations;  

• explain why sample size, random sampling, replicates and repeat procedures are important in scientific investigations;  

• classify, collate and display both first and second hand data;  

• use diagrams, graphs, flow charts and physical models as visual representations of phenomena and relationships arising from the data;  

• analyse and draw conclusions from data;  

• understand that the process of scientific investigations includes analysing evidence and providing explanations based upon scientific theories and concepts; 

• and  formulate and revise scientific explanations and models using logic and evidence. 

(2) Science–Technology–Society–Environment Connections 

       This should enable students to:  

• develop sensitivity and responsibility in striking a balance between the needs of humans and a sustainable environment;  

• appreciate the role of science and technology in understanding the living world;  

• be aware of the application of biological knowledge in society and its social, ethical, economic and environmental implications;  

• analyse ways in which scientific and technological advancement have influenced our lives, society and the environment;  

• understand how biological knowledge is used in technological applications;  

• explain how scientific knowledge may lead to the development of new technologies and how new technologies may lead to scientific discovery;  

• be aware that societal needs have led to technological advances; 

• and  understand how science has been influenced by societies. 

(3) Nature and History of Biology 

       This should enable students to:  

• be aware of the dynamic nature of biological knowledge and understand that science is a human endeavour;  

• recognise the contributions of various people to understanding and applying biology;  

• be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses; 

• and  understand the nature and limitations of scientific activity. 

* Science Education Key Learning Area 

- Biology Curriculum and Assessment Guide (Secondary 4 - 6) 

Jointly prepared by the Curriculum Development Council and The Hong Kong Examinations and Assessment Authority, 2007

* 課 程 結 構 及 組 織 

生物課程是中一至中三科學科課 程的延續。基於學生已有的知識及日常生 活的經驗，本課程涵蓋生物學的 主要課題，並強調生物學與社會、科技和 環境議題的關係。課程架構由三個互相聯繫的部分組成：學習目標、課程 重點，以及必修和選修部分。圖2.1 (Figure 2.1 ) 展示各個部分的關係。 

本課程分為必修和選修兩個部分。必修 部分涵蓋的內容有助學生掌握基本知識，理解生物學原理及概念，以及科學過程技能。必修部分共分四個課題 – 細胞與生命分子、遺傳與進化、生物與環境，以及健康與疾病。 

選修部分是為照顧學生的不同興 趣、能力和需要而設計的，旨在讓學生對必修部分的某些課題有較深入的理解，應用基本知識和概念，或對某些範圍作延伸學習。選修部分共分四個課題 – 人體生理學：調節與控制、應用生態學、微生物與人類，以及生物工程。學生只須選修其中兩個課題。 

課 程 重 點

生物課程內設定三個課程重點， 並貫穿整個課程，以加強學生理解科學探 究的本質，科學、科技、社會和環境的相互關係，以及生物學知識的不斷演變發展。以下為生物課程的三個課程重點： 

(1) 科 學 探 究 

       讓 學 生 能 夠：  

• 仔細觀察並作出適當的提問、辨識問題 關鍵所在及擬訂假說以作探究；

• 計畫和進行科學探究，並撰寫報告；  

• 因應特定目的，選擇和設計合適的探究方法；  

• 運用適當的儀器和方法，進行實驗；  

• 辨識和解釋在科學探究中，控制變量的重要性；  

• 解釋在科學探究中， 樣本量、隨機抽樣法、重複實驗和步驟的重要性；  

• 分類、整理和展示直接和間接蒐集的數據；  

• 運用圖表、曲線圖、流程圖和模型表達 從數據衍生出來的現象和關係；  

• 分析數據，並作出結論；  

• 了解科學探究的過程包括分析證據和提供以科學理論和概念為基礎的解說；  

• 利用邏輯和證據來擬訂及修正科學解說和模型。

(2) 科 學、科 技、社 會 和 環 境 的 連 繫 

       讓 學 生 能 夠：  

• 保持敏銳的觸覺及責任感，努力維持人類需求和可持續環境之間的平 衡 ；  

• 體會科學與科技對了解生物世界方面扮演的角色；  

• 知道生物學知識在社會上的應用及其對社會、道德倫理、經濟和環境的含意；  

• 分析科學和科技的發展對我們 的生活、社會和環境的影響；  

• 了解生物學知識如何應用在科技上；  

• 解釋科學知識如何促進新科技的發展及 新科技如何帶動科學的發現；  

• 知道社會需求能促使科技的進步；  

• 了解科學如何受社會所影響。

(3) 生 物 學 的 本 質 和 歷 史 

       讓 學 生 能 夠：  

• 知道生物學知識的不斷發展和 了解科學是人類不斷努力的成果； 

•  明白不同科學家對了解和應用生物學的貢獻；  

• 知道生物學的知識和理論是透 過觀察、假說、實驗和分析而產生；  

• 了解科學活動的本質和局限性。