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9. 下列關於身心障礙學生的學習評量,下列敘述何者最為適當? (A)教師應盡量以量化的數據呈現學生學習成果,以進行以證據為本位的教學決策 (B)評量調整包括內容、方式、時間、地點及標準,並包括學習態度、動機與行為 (C)秉持多元評量的精神,以標準化紙筆測驗為主,動態評量、課程本位評量為輔 (D)應依據課程發展委員會訂定之目標進行定期評量,且於每學期末進行檢討修正

10. 請從下列各式功能性視覺評估活動中,選擇最可能作為視覺損傷學生「視野廣度」評量者: (A)拿鑰匙會不會插入鑰匙孔 (B)在一張樹叢圖畫中找松鼠 (C)看影片說出火車行進方向 (D)在漆黑房間指認閃光方位

39. Which of the following best explains why learners with a higher aptitude for explicit learning may struggle with communicative fluency? (A) They rely too much on rule-based learning. (B) They have a limited capacity for acquiring vocabulary in context. (C) They find it difficult to memorize syntactic patterns. (D) They depend too much on written language and avoid oral production.

40. Which of the following teacher actions best aligns with Vygotsky’s Sociocultural Theory in a second language classroom? (A) Encouraging silent reading as the primary mode of language acquisition. (B) Providing the student with explicit error correction after every student response. (C) Scaffolding learners through guided interaction to help them perform beyond their current ability. (D) Avoiding group work to ensure that individual accountability in learning occurs not only in class but after class.

41. According to SLA research, what is a major limitation of Krashen’s Input Hypothesis? (A) It does not account for how learners produce language. (B) It emphasizes explicit grammar instruction too much. (C) It only applies to children, not adults. (D) It suggests that output is more important than input.