最新資料

公職◆民事訴訟法

高普考/三四等/高員級◆國文

高普考/三四等/高員級◆英文

115年 - 115 國立嘉科實驗高級中學_教師甄選試題_高中部：公民與社會科#138351(26題)

115年 - 115-1 航海人員測驗_二等管輪︰輪機工程(包括推進裝置、輔機與輪機英文)概要#138342(40題)

115年 - 115-1 臺北市立松山高級商業家事職業學校_教師甄選試題：會計科#138331(29題)

115年 - 115-1 航海人員測驗_二等管輪：輪機管理與安全#138330(40題)

115年 - 115-1 航海人員測驗_二等管輪：輪機保養與維修概要(包括輪機基本知識)#138329(40題)

115年 - 115年第一次航海人員測驗【602】二等管輪【000022】船用電機與自動控制概要#138328(40題)

115年 - 115年第一次航海人員測驗【602】二等管輪【000018】船舶主機概要-柴油機#138327(40題)

115年 - 115 中華民國人壽保險管理學會_春季壽險管理人員暨核保理賠人員測驗：壽險數學#138306(50題)

115年 - 115 臺北市立松山高級商業家事職業學校_教師甄選試題：體育科#138305(25題)

115年 - 115 臺北市立松山高級商業家事職業學校_教師甄選試題：特殊教育科#138304(6題)

50. A teacher follows a sequence of "I Do (Modeling), We Do (Guided Practice), You Do (Independent Practice)" to help students master a new sentence pattern. This technique is primarily referred to as: (A) Scaffolding (B) Rote Learning (C) Inductive Discovery (D) Peer Correction

49. During a lesson, a teacher uses "Exit Slips" to check student understanding. She uses this data to modify her teaching plan for the next day. This is an example of: (A) Summative Assessment (B) Placement Assessment (C) Formative Assessment (D) Diagnostic Assessment

48. A teacher provides "i + 1" input—language that is just slightly beyond the students' current level of competence—to ensure they are challenged but not overwhelmed. This aligns with which of Krashen's hypotheses? (A) The Affective Filter Hypothesis (B) The Natural Order Hypothesis (C) The Input Hypothesis (D) The Monitor Hypothesis

IV. Design a worksheet for the following passage. Before your design, please specify your teaching foci and expected learning outcomes in 100 words.            There's a myth that to be a good leader, you need to be the smartest person in the room. As a result, many leaders struggle to admit that they don't have all the answers. They're reluctant to ask for help and end up struggling in silence. This reluctance is normal—it's a fear-based response to not wanting to look incompetent to your team or superiors. But there is a way you can ask for help that strengthens your position as a leader, rather than undermines it.           Reluctance to ask for help isn't just pride: it's often about perception. And this concern isn't entirely unfounded. One study found that male leaders risked being perceived as less competent when they asked for a lot of help. In contrast, their female counterparts in the same study didn't experience a significant drop in perceived competence when seeking help.           However, researchers cautioned that it isn't actually whether or not you ask for help, but how you ask. The same study noted that asking for help is critical for leaders to learn and improve. And the benefits of asking for help far outweigh the perceived risks. Harvard Business School researchers Alison Wood Brooks and Francesca Gino found that our mindset around seeking guidance is misguided. We might think that others will see us as less capable, but the opposite is true. In their study, Brooks and Gino found that when we ask others for advice, they view us as more competent. It signals that we value their expertise and don't overestimate ourselves, which is a sign of self-awareness. Moving beyond perceptions, asking for help is also likely to yield better performance results. By utilizing the knowledge, expertise, and insight of your team, you expand your collective problem-solving capacity. Leveraging people's strengths to solve complex problems is the hallmark of a competent leader.           There's a term for what effective leaders do when they admit they don't know everything: strategic vulnerability. Rather than appearing inept or oversharing indiscriminately, asking questions positions you to lead through vulnerability. That's because you demonstrate that it has a purpose, which is to empower others, utilize their expertise, build trust, and spark collective solutions.           Harvard Professor Amy Edmondson, a leading expert on psychological safety, says the simple admission of "I might miss something here, I need to hear from you" lays a foundation of a psychologically safe environment. By modeling fallibility—not ineptitude, you create an environment where people feel safe to speak up, ask questions, and share their opinions and ideas. These are all the fundamental elements of a high-performing team.           As Edmondson highlights in her research, an environment with high levels of psychological safety is one with fewer mistakes, less duplication, and less fear and anxiety. When you ask questions as a leader, you appear accessible and approachable. This creates the space for others to do the same, fast-tracking the discovery and recovery from mistakes or potentially more fatal decisions.           As a leader, you set the tone: what you do becomes the behaviors that you accept, which your team then reinforces. Asking questions models curiosity and humility. When people feel like you value their input, they can see how their contributions matter to the bigger picture. This builds trust, loyalty, and a sense of meaningfulness into the everyday functions of work. Strategic vulnerability—when you do it right—flips the script from looking incompetent to empowering your team. It also beats pretending you have all the answers.

III. Based on the prompt below, write a model essay in 250 words (10%), and design a lesson plan for a 4-period writing class (15%). Your lesson plan should include the rationale, objectives, materials, teaching procedures, and assessment methods. 提示：近年來養寵物的風氣在臺灣日漸普遍，而寵物在人們生活中的角色也與過去不同。請以此為主題，並參照下列圖片，寫一篇英文作文，文分兩段。第一段描述這些圖片中所呈現的現象；第二段則根據你自身的經驗或觀察，說明此現象的原因以及可能的影響。

II. Design FIVE integrated reading questions for the new General Scholastic Ability Test (新型學測混合題型). Include at least three different types (e.g., multiple-choice, matching, table completion, short-answer, true/false, blank-filling). The article doesn't need to be rewritten. Provide the correct answer for each question. (25%)          The increasingly early blooming of cherry blossoms has become a striking and observable sign of climate change. Drawing on a remarkable 1,200-year record from Kyoto, scientists have found that the timing of cherry blossom blooms has shifted significantly—now occurring nearly two weeks earlier than in the mid-19th century. This extensive historical dataset provides strong evidence that today's climate conditions are unlike anything previously experienced, surpassing earlier fluctuations such as the Medieval Warm Period and the Little Ice Age.          This shift is largely driven by global warming, which is primarily caused by human activities such as the combustion of fossil fuels. Rising temperatures have accelerated the arrival of spring, leading to earlier flowering not only in Kyoto but also in other regions, including Washington, D.C. Although scientists in the United States have identified a consistent trend toward earlier blooming, they have not yet conclusively attributed it to human-induced climate change, partly because other factors, such as the urban heat island effect, may also play a role. In contrast, Kyoto's long-term records enable researchers to directly connect earlier bloom dates to anthropogenic climate change.          Recent data further corroborates this pattern. Kyoto experienced record-breaking early blooms in 2020, 2021, and 2023, and research indicates that climate change has already advanced peak bloom timing by approximately 11 days. Under moderate emissions scenarios, projections suggest that blossoms could appear nearly another week earlier by the end of the century.          These changes are not merely visual; they carry serious ecological implications. Earlier blooming may disrupt the synchronization between flowers and their pollinators, while also increasing the risk of damage from unexpected late frosts. The consequences extend beyond ornamental trees. Fruit-bearing species such as apples and peaches face similar challenges, particularly if warmer winters fail to provide the cold conditions necessary for proper dormancy. Without sufficient chilling periods, some trees may not flower at all, posing risks to agricultural production.         At the same time, cherry blossoms continue to hold both scientific and cultural importance. They serve as valuable indicators for tracking environmental change while also symbolizing renewal and seasonal transition. However, their increasingly early appearance underscores the urgency of reducing carbon emissions to mitigate the most severe consequences of climate change.

【警鴿】2025憲法考點統整(下)

講師：小摩喵(課程：警鴿系列)

簡介：●筆者在三等警察特考【中華民國憲法與警察(消防警察、水上警察)專業英文】取得91分高分，英文手寫21(滿分25...

國二數學上數學課程（八年級）

講師：台中大雅家教-睿智數學及英文家教，王瑞志老師

簡介：八年級數學課程，老師口訣秒殺解題！

【警鴿】刑事訴訟法(上)

講師：小摩喵(課程：警鴿系列)

簡介：深入淺出，帶您了解刑事訴訟法 從刑事訴訟法之基本概念、偵查、起訴，帶您快速瀏覽學說及實務重要觀念

壓力團體

課程：陳萱-公民
章節：Ch2.社會的面貌

人民對國家政策、公共利害或其權益之維護，得向職權所屬之民意機關或 主管行政機關請願。

課程：陳萱-公民
章節：Ch2.社會的面貌

家庭

課程：陳萱-公民
章節：Ch2.社會的面貌

19 甲公司有一筆向銀行的借款將於 X3 年 3 月 10 日到期，公司評估現有營運資金不是很充裕 ，想透過與債權銀行協議，避免需於原到期日進行現金清償。假定 X3 年的 3 月底公司董事 會正式通過 X2 年的財務報表，請問下列的幾種協議情況，何者在 X2 年底的資產負債表中 應將該負債列為非流動負債？ (A)甲公司於 X3 年 2 月底與銀行完成協議與正式簽約，將該負債延至 X4 年 1 月底到期 (B)甲公司於 X2 年 12 月中向銀行申請負債延期至 X4 年底，後於 X3 年 1 月中與銀行完成延 期的簽約 (C)甲公司於 X2 年 12 月 30 日與銀行完成協議，負債到期日不變但銀行同意公司以等值存貨 一批作為償債的替代 (D)甲公司於 X2 年 12 月 21 日與銀行完成協議，並重新簽約後將該負債的到期日延至 X4 年 3 月底

6. 2025 年「國際學生能力評比」(PISA)要考母語非英語國家 15 歲青少年的英文熟練度，因此 OECD 先對芬蘭、以色列、荷蘭、希臘跟葡萄牙的 15 歲孩子進行研究報告，也參觀了一些學校與觀摩他們的課程，了解母語非英文的學生們怎麼學英文，以及師生的感想建議等。相關的報告指出這世代的孩子從很小的時候就開始接觸英文，透過學校、電視、電腦與手機等，在網路和社群媒體中用英文接觸各種國際流行文化與商品，甚至會用英文在網路上與認識和不認識的人互動。然而，大人們對於學生如何在校內、外學英文，以及可幫助他們的資源則瞭解得很少。《親子天下》統整報告與座談，將新世代學習英文的方式以及這五國值得借鏡的做法進行整理，以下何者是較為適當的做法？(A)善用網路與流行(B)語言能力認證(C)進行符合當地需求與條件的英語學習相關研究(D)以上皆是

8. 在運動情境中，兒童參與活動不僅來自對運動本身的興趣，也重視活動所帶來的個人價值與意義，並逐漸將這些價值內化為自我信念，使行為趨於自主。此一動機型態最符合下列何者？ (A) 外在調節：行為完全受外在獎懲或要求所控制 (B) 整合調節：行為與個人價值與信念高度整合，具高度自主性 (C) 認同調節：個體認同行為的重要性，但尚未完全內化為自我 (D) 內射調節：行為受內在壓力(如罪惡感、羞愧)所驅動

9. 下列關於隱密區的規劃，何者為宜？甲、空間大小以能容納 1~2 人為原則。乙、利用布幔或矮櫃形成半隱蔽空間，兼顧隱私與安全觀察。丙、色彩規劃宜選用明亮的暖色系，以營造溫馨感。丁、提供柔軟物品，如抱枕、玩偶等。(A) 甲乙丙。(B) 甲丙丁。(C) 乙丙丁。(D) 甲乙丁。

12.下列哪些活動設計較能提供幼兒「整理訊息」的經驗？ 甲、請幼兒算算水果籃裡有幾種水果。 乙、讓幼兒們比較雞和鴨有何不同。 丙、請幼兒協助將市場買回的水果進行分類。 丁、請幼兒閉上眼睛仔細聆聽周遭的聲音。 (A) 甲乙。 (B) 甲丁。 (C) 乙丙。 (D) 乙丁。

一、請您依據現行「十二年國民基本教育課程綱要」(以下簡稱「新課綱」)，擇定一個您最擅長或感興趣的高中教學領域/科目，構思一個特定單元(或自訂主題)的教學設計。(35%)