STS是科学（Science）-技术（Technology）-社会（Society）的缩写，STS教育是当今科学教育改革的主要方向。本研究主要采用文献分析法，运用《STS单元判定标准》、《STS教育内涵的分析类目》作为研究工具，对人教版高中生物教科书必修一《分子与细胞》中的STS内容进行分析。分析工作主要从出现位置和呈现方式进行STS内容的表层分析，从社会情境层面、知识与资讯层面、心理层面、逻辑层面、回归社会情境层面、STS教学之统整指标六个维度进行深度分析。研究发现《分子与细胞》中的STS内容的融入程度处于中等水平。各个功能版块中所渗透的STS内容根据其教学目标、教学功能的不同，其编排位置、呈现方式和融入程度有所不同，但基本符合各自的要求。通过研究，建议我国高中生物教科书在渗透STS内容时要考虑如何能够进一步激发学生的主观能动性的问题。

STS stands for Science-Technology-Society. STS education has been the main trend of the science education reform in the current days. This study analyzes one of the biology textbooks of high school published by People’s Education Press, Module 1: Molecule and Cell, applying the criteria of STS unit and the analysis categories of STS content as research tools. I study the STS contents from the aspects of locations and ways of presentation in the surface analysis, and from the six dimensions of social situation level, knowledge and information level, psychological level, logic level, level of drawing back to social situation, overall indicators of STS education in the deep analysis. I find that the biology textbook Molecule and Cell present STS contents in the moderate level. The locations, ways and levels of presentation of all the functional parts differ from one another in accordance with their instructional goals and functions, but they are basically consistent with their demands. Based on this research, it is suggested that how to stimulate students’ subjective initiative in further way should be considered when infiltrating STS contents into biology textbooks of high school.