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108年 - 108-1 臺中市立清水高級中學教師甄選:英文科#77050
> 申論題
二、英文作文(共 20 分)
Can you imagine a world without the Internet? Please elaborate your ideas and design a course in terms of objectives, target student level, course content and ways of assessment
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貳、非選題 一、文章改寫及閱讀測驗命題(共 20 分) 請根據以下文章,改寫成一篇約 300-350 字的文章,並再依改寫後文章設計四題適合高三學生 程度閱讀測驗,每題應有四個選項 The onslaught of digital distractions is taking a big toll on businesses. A new survey from Udemy finds that it’s a special challenge for Millennials and Gen Z workers, 36% of whom report spending two hours or more each workday “looking at their phones for personal activities. “As they lose time to all the distractions around them, employees are “stressed, unmotivated, and feeling bad about themselves, their jobs, and their careers,” the poll found. Three quarters of those who have learned to reduce distractions say they’ve become more productive. It’s the latest addition to a mountain of research warning about this problem: previous articles have explained that “digital overload may be the defining problem of today’s workplace,” and that even simply having a phone nearby damages workers’ performance. So there’s no doubt that steps must be taken to reduce workplace distractions like the constant notifications popping up on screens. But in tackling this problem, businesses also face a Catch-22. The propensity to distraction can also be a good thing. It’s been shown to help increase creativity. As Northwestern University summarized it in a headline, “Creative genius driven by distraction. “A study found that “leaky attention may underlie both costs and benefits of creative cognition; noise and other environmental stimuli can serve as distractors for creative people, and lead them to make errors on some tasks. At the same time, leaky attention may help people integrate ideas that are outside the focus of attention into their current information processing, leading to creative thinking.” After wrestling with this challenge myself, I discovered that there is a way to maximize both focus and creativity — but it takes work. A few years ago, I found myself in a professional crisis. I wasn’t making headway on any of my projects. My productivity and creativity had plummeted. I realized that I had become addicted to distraction. I was online or on my phone virtually all the time, needlessly consuming content with no real bearing on my personal or work life. The irony was not lost on me. I’ve spent my career as a digital analyst, so I am well aware that many apps and social media platforms are specifically designed to be addictive. There are two ways to readily influence behavior: manipulate it or inspire it. Technology companies have chosen, for the most part, to manipulate it. Many have found the attention economywildly lucrative. I didn’t realize that I’d be so susceptible. So now, I set about finding a solution that could work for me and the businesses I advise. They key, I discovered, is to accept and even embrace the desire to check notifications, read various media, or even watch videos — but to teach myself patience in doing so. I began to build my workday with frequent breaks for “productive distraction.” I use these planned breaks to let those impulses run free. I also try to include something physical during breaks, like a moment of simple, brief meditation, which helps reset my mind and gives me fresh perspective when I resume work. Being organized about this makes all the difference. Research has found that scheduling these pauses boosts creativity. Because I know these breaks are coming up, I find it easier to stop myself from giving into every distraction. I can simply tell myself that I’ll have the opportunity to follow that impulse when the next break hits. It took months, but I got my periods of continuous, intensely focused work up to about 22 minutes, using my own take on the the Pomodoro Technique. As a result, just like the people surveyed by Udemy, I found myself not only more creative, but also happier. (In the survey, three quarters of people who have learned to reduce distractions also report being more productive, while 56% say they’re happier at work. For the millions of workers surrounded by an ever-evolving set of digital distractions, all this may sound easier said than done. It takes intentionality. Every day, we each have the choice to commit to changing our behavior. That includes unlearning bad habits, such as frequently checking social media platforms (which have “hijacked” our psychological propensity for social reciprocity). Much of it boils down to redefining FOMO, changing it from “fear of missing out” to “finally over missing out. “A researcher at Copenhagen Business School, writing in MIT Sloan Management Review, casts productive distraction as a way of balancing curiosity and concentration, maximizing the extent to which you both “actively seek diverse input” and focus on tasks at hand. I’m proof that it can be done.
#311743
IV. Writing Write a paragraph with 120 words at least or 150 words at most. In the paragraph, explain TWO advantages and TWO disadvantages of students’ using ChatGpt for learning. Give examples for detailed explanation. Begin your writing with “There are pros and cons of using ChatGpt for learning. First, …..” Your writing is evaluated based on its content, organization, and structures.
#552584
III.本校是一所新設立的實驗學校,請您以身為本校行政(主任或組長)的角色,分別舉例說明能幫助本校穩健發展的管理學關鍵概念、論點或法則,例如但不受限於策略管理(Strategic Management)、領導力(Leadership)、人力資源 (Human Resource )等,說明請包含該關鍵概念、論點或法則的重要性,以及具體可行之策略。(40%)(本題請用中文作答)
#542553
2. What are the differences between our school and a regular/traditional senior high school?(10%)(Please answer in English.)
#542552
1. Please provide examples of suitable industry-academia collaboration models or feasible practices for our school. (15%)
#542551
I. Select a topic or unit from the 12-Year Basic Education Curriculum Guidelines for senior high school that aligns with your area of expertise. Please concise a specific unit (or custom topic) of teaching plan. (35%):A. Design Requirements:1. Teaching Hours: The lesson should be lasting two class periods (the class time can be adjusted flexibly, ex. 50 minutes per class).2. Teaching objects: Clearly explain the grade of teaching is necessary.3. Teaching model: In-person or synchronous online teaching, or a combination is acceptable.4. Cross-disciplinary Integration: Encourage but not mandatory, if yes, please explain the way of integration and subjects.B. The teaching plan must include, but is not limited to, the following elements:1. Subject Area2. Grade Level3. Unit Title4. Teaching Model5. Design Rationale6. Learning Objects: should include cognition, skills, and affection. And must be specific,observable, and evaluable.7. Design of teaching activities: should be lasted 2 class times.8. Assessment methods(Please answer in English.)
#542550
2. As a homeroom teacher in a school about to enforce this policy, how would you support its implementation while addressing potential student resistance? Propose specific strategies to communicate with students and involve them in the process.
#542325
1. What is your view on the Ministry of Education’s policy requiring centralized mobile phone management in schools? In your opinion, what aspects of student life might be affected by this policy, and how?
#542324
3. Please discuss the use of AI tools and digital technologies with AI capabilities in English language teaching. Name two examples of such tools commonly used or relevant in education (you may refer to examples like ChatGPT, Quillbot, Canva, Text-to-Speech, etc.). For each tool, explain practical ways they can be applied specifically in English language teaching contexts. Finally, briefly describe effective strategies educators can use to guide students in utilizing these tools effectively and ethically for language learning.
#542323
2. Please design an English-language learning activity for the final semester of Grade 12 that focuses on Social Emotional Learning (SEL). The activity should be structured in clear, interconnected stages, aiming not only to enhance students' cognitive abilities but also to foster the development of their social and emotional competencies. The goal is to cultivate a positive and supportive school climate while ultimately contributing to broader social well-b
#542322
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