三、 申論題
1. 國中理化課中之「可逆反應」單元，理化老師皆會以石灰岩地形為例進行教學。請問您會如何結合此主題進行石灰岩地形教學？(10 分)

2. 請分析說明政府推動農地種電、漁電共生政策之利弊？(10 分)

(1) 請畫出澳洲的氣候分布圖 (地圖中需標示出：大分水嶺、南回歸線、南 緯 40 度的位置以及相關的行星風系、洋流系統)並說明成因。(8 分)

(2) 113 年國中教育會考社會科試題第 29 題，題目及選項如下。本試題全國 學生答對率僅 0.49，請以協助國三學生準備會考的角度，選出正確答案 並進行題目解析。(5 分)

4. 可信的統計數據為了解特定議題的基石。下列三張圖表取材自國發會發表的人口推計報告，數據皆推估至 2070 年，由上至下依序為總人口數、老年人口數 與扶養比之變化。請用這三張圖表設計一組有三個子題的題組，內容須包含： 題幹、引用圖表內容之題目、參考答案與解析。(12 分)

5. 在 108 課綱架構之下，設計符合學校或在地特色的課程或教學活動是必備之 能力。下面三張地圖呈現範圍為新竹市局部地區，由上至下依序為現代通用電 子地圖、現代航照影像、1904 年的主要土地利用類型。請以一學期 10 節課為 基礎，設計以認識新竹或學校周邊為主軸的課程計畫，課程內容需要與地理學 科的主要概念相呼應，並簡述各周的教學內容。(15 分)

1. What qualities have you, as an English teacher, developed to be an effective mentor who can help promote students’ intellectual growth and personal confidence? Provide examples of how you have put these qualities into practice. (20%)

2. Writing is a learning process. As a high school teacher, when will you introduce writing to your students? What kind of writing activities will you adopt? How often will you ask the students to write? Please share your experience of teaching writing. (20%)

3. Describe a 50-minute English lesson you have recently taught. Explain your instructional decisions and how your students responded during the lesson. If you were to teach the same lesson again, what would you do differently and why? (20%)

4. The unauthorized use of smartphones and earphones (e.g., AirPods) during class has become a growing concern in many classrooms. Students often use these devices discreetly, which can disrupt instruction, reduce engagement, and hinder effective classroom management. Write an essay outlining the specific measures you would take to address this issue in your classroom. Your response should aim to improve student focus, enhance participation, and reduce the negative impact of inappropriate device use. Be sure to present practical, thoughtful strategies suited to a senior high school learning environment. (20%)

5. Read the following excerpt from George Orwell’s Politics and the English Language. Based on the given passage, design three reading comprehension questions and four cloze test questions. For each question, please indicate the correct answer and provide a brief rational explanation. (20%)          In our time, political speech and writing are largely the defense of the indefensible. Things like the continuance of British rule in India, the Russian purges and deportations, the dropping of the atom bombs on Japan, can indeed be defended, but only by arguments which are too brutal for most people to face, and which do not square with the professed aims of the political parties.          Thus, political language has to consist largely of euphemism, question-begging, and sheer cloudy vagueness. Defenseless villages are bombarded from the air, the inhabitants driven out into the countryside, the cattle machine-gunned, the huts set on fire with incendiary bullets: this is called pacification. Millions of peasants are robbed of their farms and sent trudging along the roads with no more than they can carry: this is called transfer of population or rectification of frontiers. People are imprisoned for years without trial, or shot in the back of the neck, or sent to die of scurvy in Arctic lumber camps: this is called elimination of unreliable elements.          Political language is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind. One cannot change all this in a moment, but one can at least change one’s own habits, and from time to time one can even, if one jeers loudly enough, send some worn-out and useless phrase—some jackboot, Achilles’ heel, hotbed, melting pot, acid test, veritable inferno, or other lump of verbal refuse—into the dustbin where it belongs.          But if thought corrupts language, language can also corrupt thought. A bad usage can spread by tradition and imitation, even among people who should and do know better. The English language becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. If one gets rid of these bad habits, one can think more clearly, and to think clearly is a necessary first step toward political regeneration: so that the fight against bad English is not frivolous and is not the exclusive concern of professional writers.          I have not here been considering the literary use of language, but merely language as an instrument for expressing and not for concealing or preventing thought. When one reads badly written passages, one is often unconsciously influenced by them. A speaker who uses vague language or pretentious diction is not merely being dishonest: they may also be unconsciously defending an unjustifiable action simply because the words make it sound acceptable

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