免疫知識的學習，除有助於對疾病的認識和治療外，亦可幫助個人預防疾病。本研究分析臺灣近五次的課程綱要的改變發現，過去免疫單元的學習分為兩個階段，分別為基礎課程與進階課程。然而前四次都將免疫學安排於高中階段學習，最新的108 課綱則將基礎免疫單元調整於國中一年級。分析此學習年段的調整後，我們發現對學習與教學可能引發以下的問題:(一)國一學生如何學習複雜免疫學？又國中教師過去並未有此單元的教學經驗，現今要如何有效教學？(二)國一學習基礎課程後，高三生物教師要如何教學以幫助學生銜接進階課程？ (三)108 課綱正式實施前的國中生並未學習免疫單元，新課綱中的高中基礎生物亦缺乏免疫學內容，因此近三年(108、109、110)入學高中的學生如何習得免疫相關知識？本研究建議國一的免疫教材宜簡化，只談功能不談反應機制。高中教師宜依課綱建議安排2 節課的銜接課程，教導舊課綱中的基礎免疫課程。另外，為清楚理解免疫單元的學習內容，本研究進一步分析歷年課綱中的免疫單元，並歸納出免疫學習內容應包含有4 個構念、10 個面向與20 個概念。最後本研究建議教師可藉連續圖像的輔助教材，如漫畫或動畫，以有效幫助高中生學習基礎的免疫課程。

The learning of immunology knowledge not only helps to understand and treat disease, but also helps individuals to prevent disease. This study analyzed the changes of the most recent five Curriculum Guidelines in Taiwan and found that immunology learning could be divided into two phases: basic courses and advanced courses. However, the first four Curriculum Guidelines all scheduled the learning of immunology at senior-high-school level, while the latest Guideline will adjust the basic immune content to the first year of the junior-high school in 2019. After analyzing the adjustment of study period, we found some problems relating to learning and teaching: (1) How do junior high school student learn complex immunology? If the junior high teachers have not taught immunology in the past, how will they teach effectively now? (2) After seventh-grade students first learn basic courses, how will their biology teachers assist them to connect the learning content to advanced courses in 12th grade? (3) Because junior-high students have no immunology learning experiences before the implementation of the newest Guidelines , and also the basic biology of the new senior high curriculum does not include immunology, how do those students entering senior high schools in the past three school years (2019, 2020, 2021) learn immune-related knowledge? Therefore, we recommend that the seventh-grade immunology textbooks should be simplified and only covering the function of the immune system instead of the reaction mechanism. Senior high school teachers should arrange a two-credit connecting course according to the Curriculum Guidelines to teach the basic immunology content in the old Curriculum Guidelines. In addition, to clearly understand the content of immunology learning, we further analyzed the content of immunology knowledge in the previous years. We conclude that there are 4 constructs, 10 dimensions, and 20 concepts of immunology learning content. Finally, we suggest that senior-high teachers could teach their students the basic immune course with teaching aids using continuous images, such as comics or animation, to facilitate effective learning.