28. Philip W. Jackson在1968年所出版的《教室中的生活（Life in Classrooms)》一書，啟發了後續對「潛在課程」（hidden curriculum)的研究。在這本名著中，他透過參與觀察與詮釋，歸納出學校生活中潛在課程的三大來源，其中不包括下列哪一類型的潛在課程？
(A)學生在各項儀式活動中，學到秩序、應付與聽話等行為。
(B)學生在擁擠而資源有限的環境中，學到等待、克制與耐心等態度。
(C)學生在師生權力不對等的關係中，學會迎合、欺瞞與服從等表現。
(D)學生在不斷受到獎懲的過程中，學會討好、掩飾、作弊與冷漠等行為。
.
43.進行單因子多組間差異的比較時，下列哪幾項為真？
(1)探討數組樣本間的變異數差異
(2)使用 F 檢定就可以完整分辨出各組樣本間的差異
(3)當樣本的組數只有兩組時，F=t2
(4)F 檢定比起多個 t 檢定，更能控制 type I error
(A)(1,3,4)
(B)(3,4)
(C)(1,2,4)
(D)(1,2)
Question 30-35 Error Correction 【題組】35.Although the professor’s ideas (A) have changed considerably (B) since he (C) rose to prominence in the 1950s, several elements have (D) remained fair constant.
Traditional Chinese education was, in some respects, very similar to that of Athens in its best days.
Athenian boys were made to learn Homer by heart from beginning to end； Chinese boys were made to learn
the Confucian classics with similar thoroughness. Athenians were taught a kind of reverence for the gods
which consisted in outward observances and placed no barrier in the way of free intellectual speculation.
Similarly, the Chinese were taught certain rites connected with ancestor-worship, but were by no means
obliged to have the beliefs which the rites would seem to imply. An easy and elegant skepticism was the
attitude expected of an educated adult: anything might be discussed, but it was a trifle vulgar to reach very
positive conclusions. Opinions should be such as could be discussed pleasantly at dinner, not such as man
would fight for. 【題組】49.What does the author mean when he says “from beginning to end” in this passage?
(A) throughout their whole life (B) from early mornings to late evenings
(C) in the whole process of their education (D) to memorize the epic poems in their entirety
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