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搜尋:PERFORM

  • 高績效團隊的 PERFORM 特徵 2 by 教育行政學
      [高績效團隊的 PERFORM 特徵]   ●1.Purpose(目標):團隊制訂明確的目標,讓航線更清晰,掌穩舵手以便調整航向。   ●2.Empowerment(灌能):成員積極投..
  • Vygotsky─近側發展區 29 by 教育心理學
    Vygotsky 是提出近側發展間(可能發展區,ZPD), 包含有鷹架的觀念,但是沒提出「鷹架」概念的專有名詞。   然而 鷹架(Scaffolding)一詞是由W..
  • 運動訓練原則 5 by 教甄◆體育專業
    運動訓練原則 所謂運動訓練原則,其實是指整個訓練過程中一系列的指引,所有訓練原則都應當被看作是總的概念的組成部分,而不應當孤立地對待。這些訓練原則,大都是建基於生物科學、心理學和教育科學上,..
  • 高績效團隊的七個特質 3 by 公職◆公共管理
     學者布蘭查 ( Blanchard ) 認為,「高績效團隊」的建立必須具備「PERFORM」七項「特質」,分別為: 一、P ( Purpose & Values ) :「目標..
  • 高績效團隊 3 by 教育行政學
    一個高績效團隊的建立,必須具備「P.E.R.F.O.R.M」等特質,下列說明之特質何者有誤? (A) P代表「Purpose and Value」 (B) E代表「Empowermen..
(a. The Oral Approach b. Communicative Language Teaching c. Lexically based language teaching d. Suggestopedia) emphasizes content and not form. Learning a second language is viewed as acquiring the linguistic means to perform different kinds of functions. It is assumed that if the students interact with second language speakers using real-life subject matter, the language will be acquired subconsciously.
(A)a
(B)b
(C)c
(D)d
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答案:B
難度:適中
10
 【站僕】摩檸Morning:有沒有達人來解釋一下?
倒數 6天 ,已有 0 則答案


4 學者 Kenneth Blanchard 等人認為,一個高績效團隊的建立必須具備「PERFORM」等七項特質,其中M 所代表的特質是:
(A)高度的士氣(Morale
(B)充足的經費(Money
(C)明確的任務(Mission
(D)強烈的動機(Motivation
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答案:A
難度:簡單
最佳解!
Denny 高三下 (2011/12/05 16:18)
P目標價值E  授能R 關係 (溝通 )F 彈性O 最適的生.....觀看完整全文,請先登入
3F
Wei-Ren Ding 高一上 (2014/08/10 10:32)
自選A,系統又轉成D......又來了
4F
Mark Lin 國一下 (2016/05/17 17:48)

學者布蘭查(Ken Blanchard)等人認為一個高績效團隊的建立,必須具備「P.E.R.F.O.R.M.」等七項特質,分述如下:

1.對於組織目標與價值具有共識(Purpose and Values,P):

規劃出具體的藍圖,並且讓團隊中的每一個人都能很清楚地瞭解其所應扮演的角色。

2.授能(Empowerment,E):

讓每個人都有學習和成長的機會,願意為其他成員付出、分擔責任,並自動自發地迎接新的挑戰。

3.良好的工作關係及溝通(Relationships and Communication,R):

透過深度對話、傾聽與討論以建立良好的工作關係,此為高效率團隊所欲達成的目標。

4.彈性(Flexibility,F):

為使團隊的政策和作業流程不致僵化,要隨時能因應情勢的變化而調整。

5.追求最適的生產力(Optimal Productivity,O):

高績效團隊有賴於每位成員都能熟悉解決問題的方法,並且有效率地達成目標。

6.肯定與讚賞(Recognition and Appreciation,R):

隨時給予成員鼓勵與肯定,可激發成員的榮譽心,並產生不可分割的一體感。

7.高度的士氣(Morale,M):

高度的士氣容易使同仁們都很樂意投入團隊的工作,努力不懈。

和團體相比,團隊重視的是集體的工作成果與責任,而非個人的表現,團隊成員彼此之間高度信任與依賴,共同為組織整體績效而努力。

來源:http://donhi.com.tw/modules/tad_book3/pda.php?tbdsn=220

5F
陳奕志 國三下 (2016/06/26 19:52)
我一直覺得這縮寫根本就是為了湊出perform
Parents of highly gifted children are often concerned that everything comes too easily to their children. These children learn that they can do
everything academic without trying. Parents worry that the children will fall apart the first time they hit an academic task they cannot do effortlessly
(and this worry often has a foundation in reality). This is often a large part of the impetus for grade skips or other methods of providing adequate
academic challenge.

The problem for twice-exceptional childrenthat is, children who are gifted but also have learning disabilities or other special needs-is that they
learn an even more damaging lesson: that if they cannot do a task right away, they won't be able to do it at all. Everything in school is either too
difficult or too easynothing is "just right." This is exacerbated by the frequently occurring problem of under-identification; that is, because highly
gifted children are so good at compensating for their special needs, their problems often go undetected until they finally "hit the wall." By this time, a
great deal of emotional and academic damage may have been done.

Teachers and parents often are unaware that children with special needs may be able to do a task sometimes, but not always. Their coping skills
may fall apart when they are tired or ill. They may be able to muster the extra mental/physical/emotional energy to do a difficult task if the subject is
one that engages them and they are fresh and rested, but not at the end of the day on a topic they dislike. They may also learn that it is dangerous to
perform well, because they will then be held to a standard that they can't maintain consistently ("I know you can do it, because I've seen you") – in
other words, they get punished for sometimes succeeding.
Children with special needs can tire quickly when doing non-physical tasks, because they are so much harder for them than for kids without the
special needs. For example, imagine spending the day in school with earmuffs on, so that you had trouble hearing – you would be pretty tired! It would take you longer to figure out what was being said, and by the time you figured it out, the class would have moved on. You would be spending so much mental energy decoding what was said that you would have less left for actually thinking about it. If you have ever learned a foreign language, remember how much work it was to carry on a conversation when you had not yet become fluent. This is what school is like for children with auditory processing problems.

There are no easy answers for helping our twice-exceptional kids learn to tolerate difficulty, especially after they have been burned. It certainly
helps if you can recognize when a task is hard for them and let them know that you understand. Starting easy and gradually easing them into more
difficult work can help. Doing a task together (for example, co-writing a story with the adult acting as "scribe") can be a great way to start. One of the most important parts is being aware that there is a basis for the sometimes seemingly irrational over-reactions of twice-exceptional kids.

(The challenge of the gifted/special needs child by Meredith G. Warshaw, M.S.S., M.A. Special Needs Educational Advisor)


【題組】 42. What’s the main idea of the passage?
(A) The needs of twice-exceptional children are often unidentified and there are no easy answers for helping these children to cope.
(B) The greatest concern for parents of highly gifted children is that they can learn everything too easily.
(C) Some children of special needs are afraid to perform well because they fear they will be asked to do well all the time.
(D) Learning a foreign language is difficult for children with auditory processing problems.
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答案:A
難度:適中
10
 【站僕】摩檸Morning:有沒有達人來解釋一下?
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【題組】46. Why some twice-exceptional children may not want to perform well?
(A) They know it will take them extra energy to perform well.
(B) They want teachers and parents to do the tasks for them.
(C) They fear they may be expected to do well all the time.
(D) The tasks maybe too dangerous for them to do.
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答案:C
難度:簡單
10
 【站僕】摩檸Morning:有沒有達人來解釋一下?
倒數 4天 ,已有 0 則答案


Once upon a time there was a king who had three daughters. He wanted to choose one of them to be the queen. He called the daughter to him and said, “My dear children, the one who brings me a birthday present which is most necessary to human life shall be queen. Go and make your plans.” The king’s birthday arrived. The two oldest daughters brought him presents that were very necessary, but were also very expensive. However, the youngest daughter only brought him a small pile of salt. When the king saw her present, he became very angry. He told the daughter to leave his castle and never come back. The daughter left her father’s castle. She had nowhere to go. As she wandered in the forest, cold and hungry, a prince saw her and fell in love with her at once. She agreed to marry him and a great party was held at the prince’s castle. The king was invited, but he did not know that the bride was his daughter. The girl told the cook to make all the dishes for the party with no salt. At the wedding, everyone started eating and they found that the food had no taste. Then the king sighed, “I now know how necessary salt is. But, because I didn’t know that before, I sent my own daughter away and I will never see her again.” Hearing this, the daughter went to the king and made herself known. They all lived happily ever after.
【題組】47 The king sent away his youngest daughter because .
(A)she did not follow his words carefully
(B)she gave him a cheap and lowly present
(C)she failed to perform the task he gave her
(D)she was so silly that she picked a wrong gift
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答案:B
難度:簡單
1F
Chun Jen Wang 高二上 (2012/02/17 15:15)

國王將他的小女兒掃出家門是因為

(A)她並沒有仔細按照他的話

(B)她給了他一個便宜卑微的禮物

(C)他給了她任務未能執行

(D)她太傻了她挑選一個錯誤禮物