2. 以下為太平國小社會學習領域段考有關平埔族歷史與文化的試題： 下列敘述何者不正確？ (1)平埔族大部分為父系社會，名字採從父姓制度。 (2)平埔族實施招贅制度，只有老年男子才能參與公共事務。 (3)平埔族即為平地原住民 (4)以上皆是 試依據選擇題的命題原則，說明如何改善上述試題？(至少寫出三項) (10 分)

3. 近年來翻轉教室(flipped classroom)的風潮盛行，試說明應用翻轉教 室於教學現場的優缺點(至少各兩項)。(10 分)

4. 新學期開始，有家長在班親會上提議，組成一個 line 群組，以方便聯 絡班級事務，並請陳老師加入群組。面對家長的提議，陳老師應該如何 妥善處理？(請寫出至少三項做法，並說明理由)。(10 分)

1. 張老師擔任四年級的導師，他聽說社會計量法(sociometric techniques) 可以用來了解兒童的社會適應情況。試分別簡述張老師可在班級中實施社 會計量的方式(4 分)，及三個應用社會計量的輔導方法(6 分)

(1)假設小華某次數學考試分數低落，他對此失敗經驗採用甲類歸因。試簡 要說明小華會如何解釋考試失敗的原因？(2 分)

(2)若張老師採用認知行為學派的方法輔導小華，諮商輔導歷程中應包括哪 四個步驟？(8 分)

3. 國小高年級的小忠認為，不小心打破 12 個杯子的孩子，因為不是故意的， 所以不應該受懲罰；而為了偷拿糖果打破一個杯子的孩子則應該受罰。依 據皮亞傑(J. Piaget)道德發展理論，小忠道德發展階段現況為何(4 分)？ 並具體說明其理由(6 分)。

4. 兒童與同儕間的攻擊行為，常分類為工具性攻擊(instrumental aggression)、敵意性攻擊(hostile aggression)、以及關係性攻擊 (relational aggression)。試述此三類攻擊行為的特性，並各舉一例分別 說明之。(10 分)

二、作文 40 分，（請以黑色、藍色原子筆或鋼筆於答案卷上由左而右、由上而 下、橫式書寫） 題目：圓與缺 提示：蘇東坡：「人有悲歡離合，月有陰晴圓缺，此事古難全。」我們的身心 也許有缺憾，家庭可能不圓滿，求學、職場、人際關係或許無法稱心如 意。我們應該如何看待事物的圓滿與缺憾？又該如何調適心境呢？試以 「圓與缺」為題，作文一篇。

III. Translation (15%) 假新聞通常都貼在看起來可靠的網站，然後分享到像臉書的社群媒體平台。這些網站的經營者靠 著出現在網站上的廣告獲利，據傳有些假新聞每則可賺取超過一萬美金。谷歌跟臉書都已採取措施來 限制假新聞網站能從廣告獲取利潤。臉書也設法讓使用者，更容易在可疑的新聞文章上標記「有爭 議」，藉此來抑制假新聞在其平台上分享。

IV. Rewrite the following passage for a cloze test(150-200words) (30%) The test should contain 5 questions, each with 4 choices. Your version should read like a coherent, complete passage in itself. Do not copy exact sentences; write in your own words.    Most of us have seen a dog staring at, sometimes snarling at, and approaching a reflection of itself. For most animals, seeing their own image in a mirror acts as a social stimulus. But does the dog recognize itself, or does the reflection simply signal a potential companion or threat? This question is of interest for a number of reasons. Apart from curiosity about the level of animals’ understanding, research on self-recognition in animals has several benefits. It provides some insight into the evolutionary significance of this skill of self-recognition and into the level and kinds of cognitive competence that the skill requires. Such research also indicates the kinds of learning experiences that determine the development of self-recognition. In addition, work with animals fosters the use of techniques that are not dependent on verbal responses and that may therefore be suitable for use with preverbal children.    The evidence indicates that dogs and almost all other nonhumans do not recognize themselves. In a series of clever experiments, however, Gallup has shown that the chimpanzee does have this capacity. Gallup exposed chimpanzees in a small cage to a full-length mirror for ten consecutive days. It was observed that over this period of time the number of self-directed responses increased. These behaviors included grooming parts of the body while watching the results, guiding fingers in the mirror, and picking at teeth with the aid of the mirror. Describing one chimp, Gallup said, “Marge used the mirror to play with and inspect the bottom of her feet; she also looked at herself upside down in the mirror while suspended by her feet from the top of the cage;…she was also observed to stuff celery leaves up her nose using the mirror for purposes of visually guiding the stems into each nostril.”   Then the researchers devised a further test of self-recognition. The chimps were anesthetized and marks were placed over their eyebrows and behind their ears, areas the chimps could not directly observe. The mirror was temporarily removed from the cage, and baseline data regarding their attempts to touch these areas were recorded. The data clearly suggest that chimps do recognize themselves, or are self-aware, for their attempts to touch the marks increased when they viewed themselves. Citing further evidence for this argument, Gallup noted that chimpanzees with no prior mirror experience did not direct behavior to the marks when they were first exposed to the mirror; that is, the other chimpanzees appeared to have remembered what they looked like and to have responded to the marks because they noticed changes in their appearance.

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