2018 HKDSE Liberal Studies Examination 2018年香港中學文憑通 … · 態度、文化、現實情況. 1(b)評卷參考和準則 ... 卷一第二題(a)評卷參考摘要)

1

2018 HKDSE Liberal Studies Examination

2018年香港中學文憑通識教育科考試

Briefing Session

簡報會

September 2018

2018年9月

題目設計

課程及評估指引 (Curriculum and

Assessment Guide)

範圍 (Areas)

單元 (Modules)

主題 (Themes)

探討問題 (Questions for enquiry)

說明 (Explanatory notes)

2

題目設計

主要原則

議題探究 (Issue enquiry)

跨單元 (Cross modular)

應用知識、概念和能力 (Application of

knowledge, concepts and skills)

多角度 (Multiple perspectives)

獨立思考 (Independent thinking)

3

考題的概念

通識是真實性的議題 (Authentic issues) 探究學習議題為本 (Issue oriented)

考題的相關概念來自

課程 (The curriculum)

所選的議題 (The chosen issue)

提問的設計和要求 (Design and requirements

of the questions)

探究的不同角度 (Multiple perspectives for

enquiry)

4

試卷主席報告：評論和建議

考生在閱讀資料、綜合題目所提供的各項資料、釐清議題範疇與各項爭議的本質及利用資料回應問題等方面，仍有很大的進步空間。

考生須明白並按照問題所有的指示與要求回應題目，而不是運用「標準框架」答題。

5

試卷主席報告：評論和建議

建議考生提出一些具體準則，作為比較或評估的共同平台，並作出言之有據的結論。

立論時考生須考慮反面的論點，或就論點和反面論點互相比較，以建立具說服力和持平的觀點，同時必須留意其論點的邏輯性。

考生也須在討論中採納更廣泛的視角，除了個人和本地視角之外，亦應採用宏觀角度，從社會和全球層面探討議題。

6

「標準框架」、「標準角度」、「題型分析」？通識學習是議題探究(issue enquiry)不是「題型」「探究」。

通識學習是融會貫通(interconnectedness)不是設計和採用什麼「標準框架」。

通識學習是因應議題運用適合和不同的角度(multiple

perspectives)來討論，不是硬套什麼「標準角度」。

在議題探究的前提下，通識學習注重靈活的概念(concept)和知識(knowledge)應用，進行全面性

(holistic)、批判性(critical)和具邏輯(logical)的分析、建構具說服力和持平的論據，並作出明智(informed)的決定。

7

「標準框架」、「標準角度」、「題型分析」？

「標準框架」、「標準角度」和「特定題型」等會限制學生的多元思維(multiple perspective thinking)，令考生誤解探究的本義(true meaning)和不能真正明白通識評核的要求(assessment requirements )，例如以下幾方面：

準確度(accuracy)、相關性(relevance)、整全度(completeness)、合理性(rationality)

從而容易犯下一些常見錯誤，例如

錯解(misunderstanding)、偏頗(biased)、忽略(omission)、誤用(misuse)、重複(repetition)、牽強(far-fetched)和矛盾(contradiction)等

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卷一 Paper 1

9

Mean Mark of Paper 1 卷一平均分

10

42.1 46.1

28.8

0

5

10

15

20

25

30

35

40

45

50

Q1 Q2 Q3

平均分 Mean Mark (%)

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卷一第一題

P1Q1：議題、題目、課程、概念

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課程 • 自我了解 • 人際關係 • 生活素質 • 社會政治參與 • 身份和身份認同 • 全球化

議題：本地和境外義工服務資料：義務工作內容、義工看法、國際參與情況、義工態度、工作成

效、本地義工組織工作例子提問： (a)義工流動；(b)參與、國際、挑戰；(c)參與、境外、自己

社會、公民身份

概念 • 身份、身份認同 • 參與、責任、權利 • 關懷、合作、利他 • 同理心 • 相互依存 • 歸屬感

P1Q1 相關概念

13

義工服務

同理心

互相依賴

參與

身份、身份認同

關懷

合作、利他

P1Q1(a) 根據資料A表A1，就UNV計畫中國家∕地區之間的義工流動，闡述兩個結論。(4分)

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國家 ∕

地區

為他們自己的國家 ∕地區服務的義工數目

由他們自己的國家 ∕地區派往其他國家 ∕地區的義工數目

該國家 ∕地區接受其他國家 ∕地區的義工數目

人類發展指數*(HDI)的分類

加拿大 0 82 0 很高

香港特別

行政區 0 5 0 很高

日本 0 87 0 很高

英國 0 53 0 很高

中非共和國 59 11 261 低

剛果民主

共和國 15 157 585 低

馬里 33 22 222 低

蘇丹 94 69 240 低

表A1：UNV 計畫的參與情況（選取的部分國家∕地區）（2016年）

派往

接受

P1Q1(a) 結論：整體性 (很高 HDI + 低 HDI)

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很高 HDI

低 HDI

1(a)評卷參考和準則

評卷參考和準則分數

• 清楚闡述兩組HDI的義工流動並作比較 4

• 闡述兩個結論但解釋未夠充分或欠清晰

• 只指出及清楚闡述一個結論 3

• 未能比較兩組HDI之間義工流動情況

• 只簡單地指出很高HDI及或低HDI的情況 2

• 只抄錄數字和未能歸納出流動結論 1

16

P1Q1(b) 就資料A及B，解釋香港義工在參與國際義工計畫時可能面對的兩項挑戰。(6分)

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資料 A + B 挑戰

困難、限制、障礙如何影響履行義務工作，例如：過程、成效

A：工作種類、性質、地區差異、

B：經驗、知識、態度、文化、現實情況

1(b)評卷參考和準則

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• 從不用角度清楚提出兩項挑戰

• 能應用資料A及B作說明

• 資料A及B可各分別說明一項挑戰

5－6

• 有引錄資料A及資料B但未能具體地歸納出兩項挑戰

• 資料與挑戰的關係解說不清

• 只能清楚指出及充分解釋其中一個挑戰

3－4

• 指出的挑戰不大準確，或與資料不相關 1－2

P1Q1(c) 「香港人與其參與境外義工計畫，不如參與他們自己社會的義工計畫。」利用所提供的資料及就你對公民身份的理解，提出並解釋一個支持和一個反對這項陳述的論據。(8分)

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香港人

境外義工計劃

本地義工計劃多重身份、國際都

會、公民意識、普世價值、權利和責任

• 世界公民身份和責任

• 香港高HDI、其他地方的需要

• 外地經驗回饋本地

• 本地身份認同和社會責任

• 歸屬感 • 熟識、直接參與渠道成效高

「公民身份」概念

不是為自己

1(c)評卷參考和準則

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• 支持及反對點均能清楚地以公民身份的相關概念解釋，並引用最少兩個資料

• 清楚解釋資料及公民身份關係

• 能善用香港的情況作解釋

6－8

• 未能充分參考資料及該概念

• 只能清楚及詳盡地解釋一個論據

• 有嘗試以香港的情況解釋但扣連公民身份概念不足

3－5

• 片面地闡述一個論據

• 極少嘗試就資料和公民身份的概念加以解釋 1－2

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卷一第二題


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課程 • 自我了解 • 人際關係 • 生活素質

議題：升學及教育信念

概念（例如） • 自尊 • 多元化 • 個人抱負 • 個人獨特性、個人

潛能 • 尊重素質及卓越 • 平等機會 • 認受性

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相關概念（例如）

升學及教育信念

對生活／前途的期望

多元化

人與環境的相互關係

自尊

認受性

個人獨特性

平等機會

卷一第二題

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資料A：中學文憑(DSE)考試考生的壓力來源調查#

(a) 描述資料A所示在2013至2017年期間的兩個普遍趨勢。 (4分)

DSE 考試壓力的來源

選擇每項來源的受訪者百分比

壓力來源 2013年 2015年 2017年

學習時間不足 65.8 60.3 51.5

課程內容過多 42.3 38.0 35.4

自我期望 43.4 42.9 39.7

父母期望 36.5 34.8 31.5

朋輩競爭 18.8 17.5 15.9

往後出路 56.3 61.0 47.2

#調查在學生所參與 DS E 考試當年的一月進行。

分析比較、歸納

利用數字描述 (e.g. 共同轉變、排序變化）

各項目隨年份的轉變

卷一第二題(a)評卷參考(摘要)

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建議評改準則分數

清楚描述資料A所示在2013至2017年期間的兩個普遍趨勢；對趨勢有所認識，例如在2013至2017年期間的壓力來源數字所示的模式或特徵；例如﹕

；

等。能適當及全面地運用資料；顯示他／她明白資料是有關

主要壓力來源的調查

4

嘗試就資料概括兩個趨勢，但描述不甚清晰；或清楚指出及描述一個趨勢

能運用所提供的資料中部分相關的要點，但欠全面

2-3

嘗試簡單描述數字，或未能概括整段時期的各個項目，例如只指出其中一個項目在某年的單一特徵，例如「時間不足」為2013年的主要壓力來源；或「學習時間不足」在2013年至2017年間呈下降趨勢

只能運用有限資料，或有時並不恰當地運用資料

1

卷一第二題

26

資料B：摘錄自2017年9月2日的報章新聞一個非政府組織舉行記者會，匯報他們在六月進行的一項有關香港中學生的調查結果。該調查發現25%受訪者對高中階段提供的職業教育課程一無所知，例如應用學習課程及職專文憑。此外，65%受訪者不會選擇職業專才教育課程，當中的77%表示會根據個人在

學校的考試成績決定學業前路。假如其成績符合修讀中學文憑課程的要求，他們便不會視職業專才教育為理想出路。

該組織建議政府檢討教育制度和提高職業專才教育課程的實用性和認受性。

以下照片攝於該組織的記者會﹕

行行出狀元

前路由我定

繽紛世界

職業學校

體育學校藝術學校

其他

主流 DSE 中學

(b) 就資料B，指出及說明該非政府組織對香港教育的一項關注。 (4分)

調查結果

意見

行動／意見

27

分析

概念化

說明

關注（該組織擔心的／重視的）e.g.

學習前路的多元性

職業及專業教育的認受性

資料e.g.

意見調查結果行動

卷一第二題 (b)

卷一第二題(b)評卷參考(摘要)

28

建議評改準則分數就資料B，指出及清楚說明該非政府組織對香港教育的一項關

注；能充分理解及恰當地運用有關知識及概念(例如，認受性、多元化)；該機構關注:例如：

；

等。能適當及全面地運用資料B，說明該關注

4

參考資料B指出一項關注，但說明欠清晰；能運用有關知識及概念，但部分說明欠詳盡

能運用所提供的資料B中部分相關的要點，但不全面

2-3

嘗試簡單描述該非政府組織的看法／資料所示的照片只能運用有限資料，或有時不恰當地運用資料，例如關

注與資料內容不一致

1

卷一第二題

29

資料C：取材自一篇2017年8月7日的報章評論文章

香港很多青年人傾向追求外在回報（例如金錢和名譽）。他們認為在考試中取得高分是成功之道，並認為精英分子是透過考試獲取高分得到成功的。

然而，我們要提升學生的幸福感，不管其能力如何，也要提供機會讓他們達致全人發展，並鼓勵他們尋找自己的興趣，盡展所長。

教育的成果／期望

說明

教育目的的信念

卷一第二題

30

(c) 就資料C，指出及說明有些人對教育目的所持的一個信念。這個信念在多大程度上反映於資料A和B中？解釋你的答案。 (8分)

31

e.g.考試獲取高分／全人發展／未來事業

資料教育目的的信念分析、說明

較能反映較難反映

論證

考試壓力來源

職業及專業教育的認受性

某組織對多元出路的看法

？？？

卷一第二題(c)評卷參考(摘要)

32


就資料C，指出及清楚說明有些人對教育目的所持的一個信

念。清楚及合乎邏輯地解釋這個信念在多大程度上反映於資料A和B中；充分理解及恰當運用有關知識及概念(例如﹕自尊、生活素質、個人抱負等)；提供全面及具批判性的論證；可採用部分下列或其他恰當的要點建立論據，例如﹕

信念﹕香港有些人視教育為保障未來擁有高收入和社會地位的職業之途；或教育的目的是訓練學生在考試中考取得高分（資料C）。

能反映上述信念﹕

﹕ 等

不全反映上述信念﹕

﹕ 等

：

7-8


33


信念﹕教育的目的是達至全人發展，要達至這目的，焦點不僅在於知識技能及學術成績。教育應迎合學生的多元興趣和天分（資料C）。

能反映上述信念﹕

﹕ 等

不全反映上述信念﹕

﹕ 等

：

7-8


34


就資料C，指出及說明有些人對教育目的所持的一個信念，並嘗試解釋這個信念在多大程度上反映於資料A和B中，但論點欠清晰／一

致性；嘗試運用部分以上或其他恰當的要點建立論據，但解釋欠深入

對該議題只有片面的認識，或只能簡單應用相關的知識和概念；

能運用部分所提供的資料，或有時並不恰當運用資料

討論深度不足，結構未夠嚴謹，表達或有時未夠清楚

3-4

能／未能就資料C，指出有些人對教育目的所持的一個信念；嘗試簡單解釋資料A和B；但解釋流於片面；或極少嘗試解釋這個對教育目的所持的信念怎樣反映／不反映於資料中；又或嘗試簡單描述調查結果／壓力來源／學業前路，但沒有把資料與信念聯繫起來

有限度／不恰當地運用資料，以解釋這個信念如何反映於資料中；可能從資料中作出一些錯誤的結論

答案欠深度，結構鬆散／欠缺焦點，表達含糊

1-2

35

Paper 1 Question 3

P1Q3: Issue, Questions, Curriculum & Concepts

36

Curriculum

• Quality of life

• Interpersonal

relationships

• Science,

technology and

Public health

Issue: Organ Donation

Concepts e.g.

• Moral

considerations

• Human rights

• Human dignity

• Care for life

• Respect for others

• Altruism

• Maintenance of

public health

• Social expectations

37

Related concepts e.g.

Organ Donation Altruism

Maintenance of

public health

Quality of life

Human rights

Moral considerations

Human dignity

Care for life

Respect for others

Paper 1 Question 3 (a)

38

(a) Based on the sources, describe the difference in the outcomes

of the introduction of financial compensation for organ

donation in Iran and Singapore and suggest one possible

reason to explain the difference. (4 marks)

Analyse the

Data

Differences

in outcomes

Describe

Explain Use the data

(e.g. waiting list,

GDP)

Paper 1 Question 3

39

The Number of People on the Waiting List and the Number of Kidney Transplants in

Singapore (2007-2015)

563

460436 424

334

4641 36 34 3237 28 31 35 40

0

100

200

300

400

500

600

2007 2009 2011 2013 2015

Number waiting

Number of transplants (deaddonor)

Number of transplants (livingdonor)

Compare

P1 Q3(a)Marking Guidelines (Abstract)

40

Suggested Marking Guidelines Marks

describes clearly the difference in the outcomes of the introduction of financial compensation for organ donation in Iran and Singapore and explains clearly one possible reason for the difference as shown in sources, e.g.

- ;

- , etc.

makes appropriate and full use of the sources

4-5


41


• describes and explains the difference in the outcomes briefly; or describes the outcomes in the two places separately and no comparison is made; does not explain the difference fully or with sufficient clarity

• makes use of some points of relevance in the sources, but not comprehensively

2-3

• describes briefly some of the figures, but some of the description may not be correct; the explanation is too incomplete, and may not draw a relationship with the sources

• makes use of the source in a limited manner or sometimes inappropriately

1

Paper 1 Question 3

42

(b) From the sources, explain two controversies arising from

the provision of financial compensation to living organ

donors. (8 marks)

Paper 1 Question 3

43

Source A: Adapted from a newspaper report dated 10 May 2015

Organ transplant is a well-proven treatment which saves lives of patients suffering from

end-stage organ failure. Organs used for transplant come from two sources: the living

and the dead. Organs from the dead are the main source for transplant.

Iran is the only country in the world where it is legal to sell a kidney. Donors get financial

compensation from the buyer and from the government. The ‘Rewarded Gifting’ act was

approved in 1997; two years later, the waiting list for kidney transplant almost

disappeared. The government guarantees a cash reward equivalent to about US$460 for

each donor, and one year of medical insurance. But in practice, beyond the guaranteed

compensation, most of the ‘gifting’ is actually done by negotiation between the receivers

and the donors. The donors may receive as much as US$5 600 in compensation. The

GDP per capita of Iran in 2015 was about US$5 000.

However, the World Health Organization believes kidney sales should be banned. The

risks can be high and until now there have been no long-term studies on the health of

Iranian donors. The poorer the donor, the higher the possibility that he or she loses the

functioning of the remaining kidney because of demanding work or inadequate health

care. However, the president of Kidney Transplant Association of Iran counters that one

kidney can be enough because kidneys can cope with high workloads.

Disagreement

Rich Vs Poor

Paper 1 Question 3

44

Source B: Adapted from a study report dated 21 February 2014 and newspaper

reports dated 23 May and 30 November 2016

In 2009, the Singapore government began to allow organ recipients to

voluntarily provide financial compensation to organ donors. The

compensation is not meant to be a financial gift, but rather a payment

for donors’ expenses, such as transportation, loss of wages, life

insurance, medical care, etc. If organ recipients cannot afford to pay

their donors’ expenses, they can seek financial assistance from welfare

organisations.

In 2011, the compensation for the loss of income ranged from US$390

to US$590 and that for medical expenses ranged from US$80 to

US$240 per consultation. The GDP per capita of Singapore was about

US$53 000 in 2011.

The majority of living donations are between family members and close

relatives, with no compensation. Rationale for donation/

compensation

e.g. Value conflicts, conflicts in moral principles

(basis for judging whether something is right/ wrong)

45

Paper 1 Question 3 (b) Data e.g.

• Donors’ health (Source A)

• Negotiation between donors and recipients in Iran (Source A)

• Financial compensation: cash reward in Iran and income compensation

and medical care (Sources A & B)

Analyse

Explain

Altruism Commercialisation of

human organs

Organ Trading Human Dignity

Equity Exploitation of the

poor

P1 Q3(b)Marking Guidelines (Abstract)

46


from the sources, clearly and logically explains two controversies arising from the provision of financial compensation to living organ donors

shows an in-depth understanding and an appropriate application of the relevant knowledge and concepts (e.g. quality of life, altruism, maintenance of public health, human dignity, human rights and responsibilities, moral considerations, commercialisation of human organs, etc.). The candidate may draw upon some of the points below or any other appropriate alternatives, e.g.

;

, etc.

makes appropriate and full use of the sources

provides a well-structured, clear and in-depth elaboration

6-8


47


• suggests and explains two controversies arising from the provision of financial compensation to living organ donors, but does not explain fully or with sufficient clarity; or clearly explains one controversy; or one of the controversies is not related to the sources;

• applies relevant knowledge and concepts, but the analysis might lack detail in parts

• makes use of some points of relevance in the source

• provides a well-structured elaboration, though it might lack clarity/ detail in parts

3-5


48


• attempts to elaborate on one controversy, but the explanation is partial; or attempts to point out briefly some pros or cons of financial compensation for organ donation without mentioning the controversy

• uses the source in a limited manner or sometimes inappropriately, e.g. the answer shows discrepancies in the sources and the controversies

• gives a superficial answer with little organisation/ without focus; expresses his/her ideas vaguely

1-2

49

卷二 Paper 2

Mean Mark and Popularity of Paper 2

卷二平均分和選答百份比

50

選答百分比

(Popularity

(%))

Q1 Q2 Q3

20.2 53.6 26.2

34.5

43.1 46

0

10

20

30

40

50

Q1 Q2 Q3

平均分 Mean Mark (%)

51

卷二第一題


52

Curriculum

• Interpersonal relationship

• Quality of life

• China’s reform and

opening-up

• Chinese culture and

modern life

• Impact of globalization

and related response

Issue: Left behind Children

Data: Current situation of left behind children on the mainland;

Measures to protect the left behind children

Questions: (a) Possible impact, China’s future development；(b)

Modernised society, role of the family and the community

in upbringing children

Concepts

• Reform & opening up

• Modernization &

development

• Rights and responsibility

• Family

• Community

• Traditional culture &

Modern life

P2Q1 Related Concepts

53

Left behind

Children

Moderni-zation & develop-

ment

Rights & responsi-

bility

Community

Traditional culture &

modern life

Family

Reform & Opening

up

P2Q1(a) Explain the possible impact

that the phenomenon of ‘left-

behind children’ may have on

China’s future development.

(8 marks)

Left Behind Children China’s Future

Development +/- Impact on

• Personal growth

• Schooling

• Value nurturing

• Family bonding

• Acquisition of life

& social skills

• Adaptability to

change

• …

Long

term,

macro-

scopic

• Workforce quality

• Eco and social equality

• Social stability and

harmony

• Heritage of family and

cultural values

• Growth problems, e.g.

psychological,

behavioural & emotional

Social issues

• …

Multiple

perspectives

54

Problems of migrant

workers, disparity between

village and city

Chinese

context

P2Q1(b) ‘In a modernised society, the community should have a

greater role than the family in the upbringing of children.’ Do

you agree with this view? Explain your answer. (12 marks)

55

Community

Family

Modernised society

What challenges

faced by families in a

modernised society?

• Level: district, communal

• Nature: supporting,

temporary, ad hoc, mutual

help, contingent

• Aspects: caring, learning,

food supply, value

transmission, etc.

replacing

comparison

Fundamental

, unique

role?

Family role

diminishing?

P2Q1(a) Marking guidelines &

criteria

56

Marking Guidelines & Criteria Marks

• Analysis from multiple perspectives in state and

macroscopic levels

• Good understanding of current situation of China

• Both positive and negative impacts not necessarily

included

6－8

• Mainly focusing on the causes and problems of left

behind children in China

• Lacking reference to future development or the

impact only in the rural level

• Limited perspectives

3－5

• Mainly focusing on the problems of migrant workers 1－2

P2Q1(b) Marking guidelines &

criteria

57

Marking Guidelines & Criteria Marks

• Able to draw relevant examples, e.g. observations in HK, on the

mainland and other societies

• Comparison between the roles of family and community

10－12

• No comparison made

• Arguments not comprehensive enough 7－9

• Only left behind children as example

• Either family or community solely taking up the role

• Focusing on a particular role of family or community

• Lacks clarity

4－6

• No clear stance

• Misunderstanding of the concepts

• Shallow discussion

• Failing to relate community, family and modernised society

1－3

58

卷二第二題


59

課程 • 人際關係 • 生活素質 • 法治和社會政治參

與 • 能源科技的影響 • 環境與可持續發展

議題：電動車資料：電動車製造、銷售和未來發展、電動車在香港的稅務優惠、使

用情況和解決香港空氣污染的作用的意見提問：(a)因素、購買電動車的決定；(b)政府、經濟誘因、增加使用

非汽油作能源驅動的交通工具

概念 • 持續性 • 社會責任 • 環境、環保意識 • 效益 • 發展 • 資源分配

P2Q2 相關概念

60

電動車

持續性、發展

社會責任

資源分配

經濟誘因

效益

環境、環保意識

不同角度

P2Q2(a) 哪些因素可能影響到人們日後會否購買電動車的決定？解釋你的答案。(8分)

61

日後購買電動車的決定

車價、油價、維修費、收入

距程、充電時間、蓄電效能、電池耐用

充電設施、方便程度

為環境付出、支持環保

支援措施

能源科技發展

環保意識

因素

經濟考慮

朋友介紹、「多人用」

能源科技發展

P2Q2(a) 評卷參考和準則


• 概念化因素解說

• 扣連解釋如何促使／影響購買決定

• 不同角度＋適當例子

• 對電動車和汽油驅動車輛的分別有認識

6－8

• 非因素或概念性不高的解說

• 一般性事實陳述

• 與電動車相關的內容解說不足

• 傾向某些角度

3－5

• 臚列某些因素或相關字詞，沒有解釋如何影響購買決定

• 傾向陳述電動車的利與弊

• 對電動車的認識不足

1－2

62

P2Q2(b) 「政府應提供經濟誘因，以增加在香港社會使用非汽油作能源驅動的交通工具。」你在多大程度上同意這看法？解釋你的答案。(12分）

63

政府應／不應

經濟誘因

香港

非汽油作能源驅動的交通工具

在改善環境和其他方面的：角色、

責任

＋／－資源分配、市場、社會需要

目的、對象、形式、渠道、

效果…

＋／－即時性、持續性、副作用、長

遠效果

增加使用?

電動私家車、鐵路、單車、石油氣車…

不同持份者

P2Q2(b)評卷參考和準則


• 立場明確，能指出政府責任、緊扣香港情景（e.g.

自由市場、香港空氣污染情況）

• 經濟誘因的目的、不同對象、具體措施、形式、正負面作用和效果

• 不同角度：持份者、交通工具

• 多於一個非汽油作能源驅動的交通工具的例子

10－12

• 論述、推論和說服力未夠充分、角度亦稍嫌不足

• 只有一個非汽油作能源驅動的交通工具的例子

• 立場明確但欠反論

• 對香港情景的解釋不夠具體

7－9

64

P2Q2(b)評卷參考和準則


• 有立場但欠清晰，也欠反論；政府角色所提甚少甚或忽略

• 傾向解釋經濟誘因的好處和壞處；香港情境泛泛而談

• 沒有非汽油作能源驅動的交通工具的例子或例子過於籠統

• 討論角度單一，推論較為粗疏

4－6

• 立場不明確、沒有反論

• 香港情景的解說甚為不足或有錯漏

• 沒有或舉出錯誤的非汽油作能源驅動的交通工具的例子

• 政府角色沒有提及或過於簡單

• 傾向簡單描述經濟誘因的優劣，當中更有錯誤

1－3

65

66

Paper 2 Question 3


67

Curriculum

• Quality of life

• Impact of

globalization and

related responses

• Understanding of

public health

• Science,

technology and

public health

Issue: Antimicrobial Resistance

Concepts e.g.

• International

collaboration

• Responsibility

• Interdependence

• Control of

epidemic diseases

• Maintenance of

public health

• Global economy

68

Related concepts e.g.

Antimicrobial

Resistance

Public health

education

Sustainability

Interdependence

Quality of life

International

collaboration

Epidemic diseases:

Disease control

Impacts of globalization

Global economy

Paper 2 Question 3

69

(a) Explain the possible impact of the spread of antimicrobial

resistance on quality of life. (8 marks)

70

• Analyse

impacts

• Justify

Spread of

antimicrobial

resistance, e.g TB,

Pneumonia

Economic

loss in

agriculture

Living

environment

Social

life/Limitation of

local and

international

movement

Medical

expenditure

• types of

antimicrobials

to which

viruses/

bacteria are

resistant

• areas/

species

affected by

superbugs

• How do they

spread? • Misuse/ overuse of

antimicrobials

• Via food consumption

or movement of

infected people and

animals

• Untreated sewage

from farms and

pharmaceutical

industries


71


explains clearly and in detail the possible impact of the spread of antimicrobial resistance on quality of life with an in-depth and comprehensive analysis in various dimensions, in view of the current situation in the world;

shows the appropriate application of relevant knowledge and concepts (e.g. globalization, sustainability, epidemic diseases, quality of life, the betterment of humankind, etc.); may draw upon some of the points below or any other appropriate alternatives, e.g., e.g.

;

;

, etc.

6-8


72


• explains the possible impact of the spread of antimicrobial resistance on quality of life with some relevant knowledge and concepts, but the explanation lacks sufficient detail/ tends to focus on certain perspectives of quality of life

• provides a well-structured elaboration, though it might lack clarity/ detail in parts

3-5

• attempts to describe briefly quality of life and antimicrobial resistance, without relating them to each other; provides an explanation which is incomplete/ may not be completely correct/ relevant; applies a superficial level of knowledge or concepts; provides an answer indicating a lack of understanding of the issue/ the current situation in the world

• gives a superficial answer with little organisation/ without focus; expresses his/her ideas vaguely

1-2

Paper 2 Question 3

73

(b) ‘Globalization hinders more than facilitates the control of

epidemic diseases.’ Do you agree with this view? Explain

your answer. (12 marks)

74

Evaluate

Justify

Control of epidemic

diseases (A sudden increase in

the number of cases in

a certain period of time) (e.g. SARS, Ebola)

Globalization Process: e.g. global cooperation, globalized economy, global food market, movement of people, IT

Disease

Control Spread of

diseases

International action (e.g.

WHO) Local government

policies

Resources/ knowledge/

technology (e.g. IT/ International

funds/ technology transfer )

Globalized economic

activities

Social characteristics:

Disease transmission

by increase in global

connections

Awareness of global

citizenship responsibility (e.g.

personal hygiene/ disease

prevention of travellers)


75


presents his/her stance clearly and consistently

justifies clearly and logically whether he/she agrees/disagrees with the statement in view of the current situation in the world; supports his/her viewpoint by comparing comprehensively and weighing critically the impacts of globalization on the control of epidemic diseases

shows an in-depth understanding and an appropriate application of the relevant knowledge and concepts (e.g. global economy, mobility of people, international collaboration, disease control, responsibility, moral considerations, interdependence, etc.); explains clearly and in detail his/her arguments with relevant and valid examples/ observations of the world; may construct arguments by drawing upon some of the points below or any other appropriate alternatives, e.g.

10-12


76


Points of agreement: (Globalization hinders more than facilitates

the control of epidemic diseases), e.g.

;

, etc.

Points of disagreement: (Globalization facilitates more than hinders

the control of epidemic diseases), e.g.

;

, etc.

provides a well-structured, in-depth discussion, demonstrating a high level of critical analysis

10-12


77


• presents his/her stance, but possibly with insufficient clarity

• attempts to justify his/her position by basing answer on his/her knowledge, but the argument lacks clarity/ consistency/ detail, or might contain inappropriate points, or draw questionable conclusions; tends to explain the positive or negative impacts of globalization on the control of epidemic diseases in general terms and does not provide sufficient depth and detail; attempts to construct arguments by drawing upon some of the points above or any other appropriate alternatives, but the explanation in support of his/her arguments is superficial;

• shows partial understanding or is only able to apply relevant knowledge and concepts in a basic way; does not make reference to the current situation in the world in the discussion

• provides a somewhat shallow discussion, which is not well structured and does not always articulate his/her ideas clearly

4-6


78


• exhibits no clear stance and may put forward contradictory arguments

• attempts to list some pros or cons of globalization; or describes briefly globalization processes and the control of epidemic diseases, but fails to relate them to each other; attempts to indicate his/her position according to his/her knowledge, but the answer shows a superficial level of understanding and conclusions are inadequate or only partially correct; provides an explanation that is too partial and may show misunderstanding of the concept of global economy/ mobility of people/ international collaboration/ disease control/ responsibility/ moral considerations/ interdependence; uses irrelevant examples/ information for illustration, etc.

• gives a shallow discussion with little organisation/ without focus; expresses his/her ideas vaguely

1-3

Thank You

79

Documents

2018 HKDSE Liberal Studies Examination 2018年 香港中學文憑 通 … · 態度、文化、 現實情況. 1(b)評卷參考和準則 ... 卷一第二題(a)評卷參考 摘要)

2018 HKDSE Liberal Studies Examination 2018年香港中學文憑通 … · 態度、文化、現實情況. 1(b)評卷參考和準則 ... 卷一第二題(a)評卷參考摘要)