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114年 - 114-1 國立臺南女子高級中學_教師甄選試題:英文科#126035

科目:教甄◆英文科 | 年份:114年 | 選擇題數:35 | 申論題數:3

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選擇題 (35)

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申論題 (3)

VI. Curriculum Design 

 Based on the content and issue in the given passage, design a 4-period micro-course for TNGS Grade 11 high school students to sharpen their language skills and critical thinking abilities. Please specify your teaching objectives, course design, materials, and assessments.         With the rise of artificial intelligence (AI), many people believe that education should change dramatically. Since AI can quickly provide information and answer complex questions, some argue that memorizing facts is unnecessary. Instead, students should focus on critical thinking and problem-solving while leaving basic knowledge to AI. However, this perspective overlooks an important fact: human creativity and intelligence rely on knowledge. If we depend too much on AI for memory and thinking, we may become less intelligent and more vulnerable to misinformation.

    AI tools like ChatGPT can be useful for learning. They act as personal tutors and provide quick access to information. However, knowing where to find information is not enough. Studies in cognitive psychology show that knowledge helps us learn and think better. The American educator E. D. Hirsch argued that to use new information effectively, we must already have a strong foundation of knowledge. In other words, knowledge is like mental scaffolding that supports further learning and creativity. An example of this idea can be seen in England’s education reforms. Inspired by Hirsch’s views, the government introduced a “knowledge-rich” curriculum. Students are now required to memorize essential facts, such as multiplication tables. This method has helped improve England’s international education rankings, proving that memorization remains important even in the digital age.

    Some people question which facts should be memorized, but the key idea remains the same: a strong foundation of knowledge is necessary for deeper understanding. British education expert Nick Gibb also emphasized that even though we can “just Google it,” our ability to use information depends on what we already know. If we lack basic knowledge, we struggle to process and evaluate new information effectively. Moreover, AI reliance may weaken our ability to think. In his book The Shallows, Nicholas Carr explained that relying on the Internet as a substitute for memory can harm our ability to learn. Studies of London taxi drivers showed that their brains adapted and expanded as they memorized city maps. However, if we let AI store all our knowledge, our brains might not develop in the same way.       Daisy Christodoulou, author of Seven Myths About Education, also pointed out that human working memory has limits. When we encounter too much new information at once, we become overwhelmed, making it harder to learn. Studies show that people often forget information they find online because they assume they can always look it up again. This overreliance on technology can make us less capable learners. Some AI companies even suggest that people should “embrace forgetfulness” and trust machines to store knowledge. However, this could make us overly dependent on AI, weakening our cognitive abilities. Unlike calculators, which only assist with simple math, AI chatbots can perform a wide range of cognitive tasks. If students rely on AI for thinking, not just for retrieving facts, both memory and creativity may decline. Some studies even suggest that the steady rise in IQ scores, known as the “Flynn effect,” has started to slow down in some countries.

    Governments are still exploring how AI should be used in education. While AI can support learning, we should not abandon traditional knowledge-based education. In an age of misinformation, having a strong foundation of basic facts is more important than ever. Instead of replacing human memory, AI should be used as a tool to enhance learning while preserving our ability to think independently and creatively.

VII. Examination Questions Design

Summarize the following article in 200 to 250 words (10%). Based on your rewritten passage, design FIVE cloze test questions (10%) and FOUR reading comprehension questions with 混合題 being the last question (15%) for TNGS 11th graders. The cloze test questions should each have four options and the correct answers should be included.

    Without iodine, the thyroid gland cannot produce hormones that enable the human body and the brain to develop properly. The visible consequences of iodine deficiency, such as goiters (swellings in the neck), are bad enough. The invisible ones are much worse: it can cause a 15-point drop in IQ.

    Such afflictions were once common. A century ago, one in three schoolchildren in Michigan had a visible neck swelling; in Britain, goiters were so endemic in some places that the condition was known as Derbyshire neck. Then manufacturers started fortifying certain foods with iodine, dramatically reducing the scourge. The number of countries where iodine levels are insufficient fell from 113 in 1990 to 21 in 2020.

    However, levels in rich countries are slipping. In America, where good data exist, the median urinary concentration of it in adults has fallen from around 300 micrograms per liter in the 1970s to 116 in 2020, just shy of insufficiency, which begins below 100. Most at risk are pregnant women, who need more iodine to keep themselves and their fetuses healthy.

    One reason is that diets are changing. Many people get their daily iodine from salt, which has been artificially iodized in America and parts of Europe for a century. But iodization is often voluntary and inconsistent. Whereas table salt is often fortified, the salt in processed foods generally is not. Gourmet alternatives, from pink to Himalayan, are similarly deficient.         The rise in veganism and climate-conscious eating has also reduced appetites for fish and meat, which are natural sources of iodine. Because dairy farmers add iodine to feed stocks to keep their cattle healthy, milk products are also serendipitously fortified (in Britain and America, a liter of milk contains more iodine than a teaspoon of iodized salt). Alternative milks, which are increasingly popular, mostly lack these protections.

    There are simple remedies governments can apply. First, identify the foodstuffs most commonly consumed by the needy population and mandate their iodization. Dairy alternatives and salts used in processed foods should top the list. iodized salt can be added to bread, as in Australia and Denmark. Large food companies could seize the opportunity to improve their customers’ health before being legally obliged to do so.

    Iodine supplements could also be made more widely available, especially to pregnant women; two-fifths of prenatal vitamins in America currently lack the mineral. And public-health messaging on their value should be clearer. In regions where iodine levels in the soil are low, farmers should be incentivized to add more to animal feed.

    Such interventions would pay for themselves many times over. Between 1993 and 2019 salt-iodization schemes are estimated to have prevented 720 million cases of deficiency worldwide, with improvements to cognitive development and earning power leading to a net economic benefit of $32 billion a year. Poorer countries, where most of the 2 billion people with iodine deficiency are thought to live, would have the most to gain.

    Some worry that people may be confused if told both to eat less salt and to consume enough iodine. That insults the public’s intelligence. Others fret about risks of iodine over-consumption. But this could be overcome with careful planning, and in any case is less dangerous than consuming too little iodine. For too long the world has relied too much on luck to keep people supplied with this life-enhancing mineral. That so many countries succeeded without mandatory iodization programs was an accidental public-health triumph. It would not take much for it to become an accidental disaster.