香港中學⽂文憑試通識科

IES 滿分 Sample by @hkdsegayau

香港中學文憑試通識科
IES 滿分 Sample (樣本)

By hkdsegayau

關於 @hkdsegayau 的滿分 IES Sample:

IES 滿分之作 — 小編的絕密滿分 IES 報告

重要通知：

這份學習材料為 IES 滿分 Sample 的免費樣本，

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 香港中學⽂文憑試通識科
IES 滿分 Sample by @hkdsegayau

Hong Kong Diploma of Secondary Education
Liberal Studies
Structured Enquiry Approach
Independent Enquiry Study Report

Standard Covering Page (for written reports and short written texts of non-
written reports)

Enquiry Question: Evaluation of challenges faced by students with Autistic

Spectrum Disorder (ASD) at school and solutions to these problems.

Year of Examination: __2016__

Number of words in the report/ Viewing time of the

short written text: _____4200__________ non-written report:

Notes:
1. Written reports should not exceed 4 500 words. The reading time for non-
written reports should not exceed 22 minutes and the short written texts
accompanying non-written reports should not exceed 1 100 words. The word
count for written reports and the short written texts does not include the
covering page, the table of contents, titles, graphs, tables, captions and headings
of photos, punctuation marks, footnotes, endnotes, references, bibliography and
appendices.
2. Candidates are responsible for counting the number of words in their reports
and the short written texts and indicating it accurately on this covering page.
3. If the Independent Enquiry Study Report of a student is selected for review by
the School-Based Assessment System, the school should ensure that the identity
of both the school and student is not disclosed in the reports. For non-written
reports, the identities of the students and schools, including the appearance of
the students, should also be deleted.

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IES 滿分 Sample by @hkdsegayau

Table of Contents

A. Problem Definition P. 3-4

B. Relevant Concepts and Knowledge/ Facts/ Data P. 5-8

C. In-depth Explanation of the Issue P. 9-18

D. Judgement and Justification P. 19-22

References P. 23-26

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IES 滿分 Sample by @hkdsegayau

A. Problem Definition

Issue for enquiry

Autistic Spectrum Disorder (ASD) is an inborn, life-long developmental disorder that
cannot be completely cured. People with ASD have deficits in social interactions,
communication and cognition with restricted, repetitive patterns of interests and
behaviour. Very often, autistic people are also diagnosed with other disorders like
Attention Deficit Hyperactivity Disorder (ADHD), dyslexia, etc. As estimated by the
Centres for Disease Control and Prevention, 1 in every 68, which means nearly 1.5%
of children have ASD, and figures have been on the rise.

Significance of the issue

Autistic students may be a minority in our society, yet because not many people
understand this disorder, autistic students are among the most frequently neglected
groups in need of help. By investigating autistic students’ challenges at school and
suggesting ways to assist them, this study helps pave smoother learning pathways to
build more optimistic futures for autistic students.

Having come across two autistic classmates in my high school years, I have observed
that despite their above-average intelligence quotients, their academic performances
are below average in class. As I suspect that their poor academic performances may
be related to their special educational needs, I would like to investigate the challenges
faced by autistic secondary school students at school, and suggest ways to assist them
in learning.

Scope of enquiry
This study focuses on autistic students studying in mainstream secondary schools in
Hong Kong.

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IES 滿分 Sample by @hkdsegayau

Focus questions
1. To what extent does ASD lead to poor academic performance (if any) of autistic
students?
2. How are the interpersonal relationships between autistic students and other
students at school?
3. Is the existing support from schools to autistic students effective?
4. To what extent are autistic students willing to accept schools’ support?
5. What can be done by the government and non-governmental organisations
(NGOs) to assist autistic students at school?

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IES 滿分 Sample by @hkdsegayau

香港中學⽂文憑考試

通識教育科

具規範的探究⽅方法

獨立專題探究報告

指定封⾯面（適⽤用於 2017 年年起⽂文字模式報告和非⽂文字模式報告的短⽂文）

探究題⽬目： 探討⾃自閉症學⽣生在學校遇到的挑戰，並提出解決這些問題的

⽅方法建議。

考試年年份： 2016

報告字數： 4200

注意事項：

1. ⽂文字模式報告字數不得超過 4500 字；非⽂文字模式報告的觀看時間不得超

過 22 分鐘，所附的短⽂文則不得超過 1100 字。計算⽂文字模式報告和短⽂文字

數時，不包括封⾯面、⽬目錄、標題、圖、表、相片說明、標點、腳註、註

釋、參參考資料、書⽬目和附錄。

2. 考⽣生有責任清楚計算其報告或短⽂文的字數，並準確地在本封⾯面註明。

3. 若若學⽣生的習作（獨立專題探究報告）被校本評核系統揀選作檢視，學校在

繳交習作予香港考試及評核局前，教師須先⾏行行刪去封⾯面上的學⽣生姓名、班

別／組別和學號資料，並確保報告和短⽂文內沒有學⽣生⾝身份和學校的資料。

非⽂文字模式報告中，也需要刪去⼀一切能辨識學⽣生⾝身份和學校的資料，包括

學⽣生的樣貌。

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IES 滿分 Sample by @hkdsegayau

⽬目錄

A. 題⽬目界定 P. 3-4

B. 相關概念念和知識／事實／數據 P. 5-7

C. 深入解釋議題 P. 8-16

D. 判斷及論證 P. 17-20

參參考資料 P. 21-23

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 香港中學⽂文憑試通識科
IES 滿分 Sample by @hkdsegayau

A. 題⽬目界定

探究議題

⾃自閉症譜系障礙（「⾃自閉症」）是⼀一種先天性、無法完全根治的發展障礙。⾃自閉症患

者在社交，溝通和認知⽅方⾯面存在缺陷，⽽而且⼤大部分患者的興趣狹窄，⾏行行為舉動重複。

除了了⾃自閉症以外，⾃自閉症患者通常會被診斷出患有其他疾病，例例如過度活躍症、讀寫

障礙等等。美國疾病管制與預防中⼼心估計，每 68 ⼈人當中就有 1 ⼈人患上⾃自閉症，這意味

著接近 1.5％的兒童患有⾃自閉症，⽽而且數字呈上升趨勢。

議題的重要性

患有⾃自閉症的學⽣生是社會中的少數群體，但正正因為了了解這種障礙的⼈人不多，

所以患有⾃自閉症的學⽣生是最被社會各界忽視、最需要協助的群體之⼀一。

我選擇患有⾃自閉症的學⽣生作為研究對象的原因是，在我就讀⾼高中時，班內有兩兩位患有

⾃自閉症的學⽣生。根據我的觀察，儘管她們的智商⾼高於所有⾼高中⽣生的平均⽔水平，她們的

學業成績卻不太理理想。我認為她們在學習上遇到的困難可能與她們的特殊教育需要有

關，因此我希望藉此專題探究，探討⾃自閉症學⽣生在學校遇到的挑戰，並提出為他們解

決問題的⽅方法建議，令患有⾃自閉症的學⽣生更更容易易融入主流教育。

探究範圍

此專題探究的探究範圍為是患有⾃自閉症，並就讀於香港主流學校的中學⽣生。

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IES 滿分 Sample by @hkdsegayau

焦點問題

1. ⾃自閉症在多⼤大程度上影響患有⾃自閉症权學⽣生的學業成績？

2. 患有⾃自閉症的學⽣生與校內其他學⽣生之間的⼈人際關係如何？

3. 主流學校對患有⾃自閉症的學⽣生的配套是否有效？

4. 患有⾃自閉症的學⽣生在多⼤大程度上願意接受學校提供的配套？

5. 政府和非政府組織可以採取甚麼措施以協助患有⾃自閉症的學⽣生？

想睇曬⼩小編嘅滿分 IES 全⽂文？即刻到⼩小編嘅網站落落單啦！

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⼩小編的話

1. 關於 @hkdsegayau: DSE 讀書⼼心分享 | 香港中學⽣生打氣站

• Instagram: @hkdsegayau

• Website: www.hkdsegayau.com

• YouTube: hkdsegayau ⽂文憑試學習資源平台

• Facebook: Hkdsegayau - ⽂文憑試學習資源平台

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