生命科學是研究生命的科學，內容主要包括生命現象及其本質，和生物與環境之間的相互關係。近50年來，生物學的發展成就於科學領域做出巨大的貢獻，尤其是遺傳物質DNA雙螺旋結構的闡明，被認為是20世紀自然科學的重大突破之一。分子生物學的驚人成就，使生命科學成為當代自然科學中引人矚目的明星，也因此21世紀領先產業更被認為是生物科技。另外，困擾當今人類社會的人口、糧食、環境、資源等幾大問題的希望寄託在生物科學的進步上。近年來，生命科學領域中的生態學的發展趨勢也更加重視人類活動對生態環境的影響和全球變化，生態與其他自然科學（化學、地球科學）和社會學科的結合也是必然的趨勢，生態學將在維持人類生存環境及社會經濟的持續發展中起重要的作用。事實上，二千年第五次全國科學技術討論會議亦討論過，有關生命科學的發展層次大致可朝向兩個領域，即人類健康有關的生物醫學及技術方面，另一即是與人類所處環境有關的生態保育。
基於關心自然科學和人類未來的大學教育教育理念，生命科學教育對於新的世代提供新的知識啟蒙，期望擔當起歷史的重任，新世代應瞭解生物學將對未來自然科學、社會經濟和人類思維發展帶來什麼影響。生命科學的通識教育推廣雖大大提昇了非主修生物學學生對客觀自然的認識，但是整體課程設計常因授課老師專業背景關係，深或淺與寬或窄的內容之要求較不易。不僅國內，國外對於屬於非生物學專業或稱之教養的通識生命科學教學內容的批評聲音不斷湧現(Mayr,1997; Rose,1998)。尤其是生命科學的教學內容僅朝向 「分子生物學」方向發展，形成教學的唯一「典範」（paradigm），忽視生命演化、生態危機及生物多樣性的消失等內容。如何建立一個新的、具整合性的生命科學教學內容，讓年輕莘莘學子能在有限修習時間（兩學分）充分且主動學習到生命科學的基礎知識。對此問題，台灣生物科學的教學一直都未對此認真檢討過。未來二十一世紀，台灣新世代將面臨更大的競爭與挑戰。生物學一直蓬勃發展，但如何提供新的教學方向仍無法突破傳統「典範」的束縛。Life science is the science that studies life, and its content mainly includes life phenomena and their essence, and the relationship between organisms and the environment. In the past 50 years, the development of biology has made great contributions to the scientific field, especially the elucidation of the double helix structure of DNA, the genetic material, which is considered one of the major breakthroughs in natural science in the 20th century. The amazing achievements of molecular biology have made life sciences an eye-catching star in contemporary natural sciences. Therefore, the leading industry in the 21st century is considered to be biotechnology. In addition, the hope of several major problems such as population, food, environment, and resources that plague human society today rests on the progress of biological sciences. In recent years, the development trend of ecology in the field of life sciences has also paid more attention to the impact of human activities on the ecological environment and global changes. The combination of ecology with other natural sciences (chemistry, earth sciences) and social disciplines is also an inevitable trend. Ecology It will play an important role in maintaining the human living environment and the sustainable development of social economy. In fact, the Fifth National Conference on Science and Technology in the Year 2000 also discussed that the development level of life sciences can be roughly directed towards two fields, namely biomedicine and technology related to human health, and the other is related to human beings. Environmentally related ecological conservation.
Based on the concept of university education that cares about natural sciences and the future of mankind, life science education provides new knowledge enlightenment to the new generation and hopes to shoulder the important responsibility of history. The new generation should understand that biology will play a vital role in the future natural sciences, social economy and human thinking. What impact does development have. Although the promotion of general education in life sciences has greatly improved the understanding of objective nature among students who are not majoring in biology, the overall curriculum design often depends on the professional background of the teacher, and it is difficult to meet the requirements of deep or shallow and broad or narrow content. Not only domestically, but also abroad, there are constant criticisms of the teaching content of general life sciences for non-biology majors or education (Mayr, 1997; Rose, 1998). In particular, the teaching content of life sciences only develops in the direction of "molecular biology", forming the only "paradigm" of teaching, ignoring the evolution of life, ecological crisis, and the disappearance of biodiversity. How to establish a new, integrated life science teaching content so that young students can fully and proactively learn the basic knowledge of life sciences in a limited study time (two credits). Regarding this issue, biological science teaching in Taiwan has never seriously reviewed this issue. In the next 21st century, Taiwan's new generation will face greater competition and challenges. Biology has been developing vigorously, but how to provide new teaching directions still cannot break through the shackles of traditional "paradigms".
新觀念生物學 林金盾博士審定 葉蓉樺 黃俊霖編譯 藝軒圖書出版社
New Concept Biology Approved by Dr. Lin Jindun, compiled by Ye Ronghua and Huang Junlin, Yixuan Books Publishing House
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中期中 Midterm |
45 | |
| 期末期末 End of term |
45 | |
| 平時平時 Usually |
10 | 指定課外作業及學生自主實作 |
