四、根據十二年國民基本教育健康與體育領域的學習內容包含「競爭類型 運動」 ，試說明競爭類型運動四個次項目的分類方式，並分別列舉兩項 運動。

（一）單純效果（simple effects）

（二）寬大的偏差（error of leniency）

（三）混合研究（mixed-methods research）

1. 請問變項的測量尺度（scale of measurement）有哪幾類？試比較不同測量尺度間的主要差異。 （8 分）

2. 請論述在不同變項測量尺度與資料分配假設下，適切的相關 分析方法分別為何？r 係數所適用的測量尺度與資料分配假 設為何？（17 分）

3. 針對人格特質與學業表現變項間的相關情形，你會建議王老  師如何進行統計分析？試舉例說明，並論述此方法的優劣 勢。（10 分）

（二） 效度（validity）是測驗的重要特徵，試說明效度的意義及影響 效度的因素。 （20 分）

三、申論題（共 1 題，共計 30 分）  學者 Pourtaleb 等人（Educational Psychology in Practice, 34: 386–396, 2018）主張可以採用整合訓練方案（Integrated Training Programme, ITP），來降低學生考試焦慮。請依據下列文獻陳述與情境，擬定一個 「可行」的實驗設計，來檢視 ITP 是否能有效地降低國中學生考試焦 慮，並說明研究問題與假設、研究設計（包含研究對象、抽樣方法、 實驗規劃、測量工具、統計方法等），與預期結果。        Test anxiety is one of the most pressing educational issues affecting students across the world(Yeo, Goh, & Liem, 2016). This problem is a relatively stable trait that is associated with performance evaluation in several test-related situations, such as school exams and IQ tests(Lang & Lang, 2010). Test anxiety is subsumed under severe anxieties and can contribute to avoidance behaviors. ……. In sum, cumulative evidence has indicated an increasing trend of test anxiety, which has resulted in the rates of underachievement being raised in students(Baghaei & Cassady, 2014). Gender differences have also been observed in several studies, with the prevalence rate being particularly highest in girls(Baghaei & Cassady, 2014).  Few studies have evaluated the role of parents’ perfectionism(Affrunti et al., 2015), and mothers’ perfectionism(Samiei Sarkhanlou et al., 2015) on children’s anxiety. …… In other words, the mediating effect of perfectionism on the treatment function of test anxiety has been documented, leading to the assumption that parents’ perfectionism has, in some way, interfered with the treatment function of test anxiety.         Behavioral methods, such as relaxation and systematic desensitization, have been utilized in initial studies on test anxiety. Given that test anxiety involves cognition, emotion, and affection, and contains biological and physiological elements, it seems legitimate to conduct integrated training methods for treatments of test anxiety.

一、閱讀短文後，請以中文寫出本文的重點與想法        Education is not only a fundamental human right. It is an enabling right with direct impact on the realization of all other human rights. It is a global common good and a primary driver of progress across all 17 Sustainable Development Goals (SDGs) as a bedrock of just, equal, inclusive peaceful societies. When education systems collapse, peace, prosperous and productive societies cannot be sustained.        In order to mitigate the potentially devastating consequences of the COVID-19 pandemic, governments and stakeholders are encouraged to pursue the following policy response:        The massive efforts made in a short time to respond to the shocks to education systems remind us that change is possible. We should seize the opportunity to find new ways to address the learning crisis and bring about a set of solutions previously considered difficult or impossible to implement. The following entry points could be to the fore of our efforts: focus on addressing learning losses and preventing dropouts, particularly of marginalized groups； offer skills for employability programmes； support the teaching profession and teachers’ readiness； expand the definition of the right to education to include connectivity； remove barriers to connectivity； strengthen data and monitoring of learning； strengthen the articulation and flexibility across levels and types of education and training.

二、閱讀短文後，請以中文寫出本文的重點與想法         Education for Sustainable Development (ESD) is a key element of the 2030 Agenda for Sustainable Development. Its aims form one of the targets of the Sustainable Development Goal on education SDG 4.7 and it is considered a driver for the achievements of all 17 SDGs.        ESD empowers everyone to make informed decisions in favour of environmental integrity, economic viability and a just society for present and future generations. It aims to provide the knowledge, skills, attitudes and values necessary to address sustainable development challenges.          Complementary to the UNESCO guidance document - Education for Sustainable Development Goals - Learning Objectives, this resource bank has been designed for educators, education planners and practitioners. It offers hundreds of pedagogical ideas for classroom activities and multimedia resources detailing how best to integrate ESD into teaching and learning, from early childhood care through secondary education.         Education is the process of facilitating learning or the acquisition of knowledge, skills, values, beliefs and habits. Quality education specifically entails issues such as appropriate skills development, gender parity, provision of relevant school infrastructure, equipment, educational materials and resources, scholarships or teaching force. Why Education is crucial to achieving SDG-4         Education is at the root of this SDG, which aims to ensure education for all, starting from basic education. Specific objectives include providing more opportunities for technical and vocational training to youth and adults so they can get better jobs； ending inequality in educational opportunities between men and women； providing the right education for children with disabilities, indigenous people and victims of conflict； improving school facilities to provide a safe and positive environment for everyone； increasing the number of trained and qualified teachers and promoting education for sustainable development.

110年 - 110 臺北巿立大學_碩士班招生考試_體育學系：運動社會科學概論#102982

109年 - 109 臺北巿立大學_碩士班招生考試_體育學系：運動社會科學概論#103085