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2. 依據上面之教學活動，請設計出一份符合108 課綱學習表現之學習單(20分)
**貳、教學與評量設計測驗:佔40分(共2題,每題20分),請在提供的答案卷寫下答案。** 1. 請以提供的數學教材內容(附件一)從中選擇教材內容，設計一份素養導向的教學活動(提供格式如附件二，亦可以自行修改)(20分) (1)對象:新竹市公立國中學生 (2)時間:45分鐘
2. 《茶金歲月：北埔姜阿新洋樓的故事》 (電子書)

【題組】(2) 記述編目
Passage 2 Read the following interview transcript and choose the BEST answer for each question. Marcie Sillman: If you took an informal poll, most kids would probably tell you that school is a drag. I am Marcie Sillman. Why does school get a bad rap? And what can be done to change that reputation? That’s what educators want to know. Some recent studies show that kids who are involved in the arts do better in school. Researchers have a lot of theories to explain that success. Elizabeth Whitford directs Seattle’s Arts Corps, an organization that sponsors after-school art classes. Whitford says the arts are fun, they engage students. And they can instill certain character traits. Elizabeth Whitford: Persistence. Any artist has to show extreme persistence to learn that skill, and discipline related to that. And courage and risk-taking. Some scientists believe that making art can actually alter your brain. The data that link the impact of the arts on learning are preliminary. But they’ve convinced some experts to venture outside the box when it comes to classroom teaching. MS: As Carmela Dellino strolls through the halls of Roxhill Elementary School, she seems to know every child she sees. For the past two years, Dellino has been the principal of this southwest Seattle school. She oversees a wildly diverse student body. More than 30 percent of Roxhill’s 310 kids are bilingual, from Latin America, Africa, or Asia. Carmela Dellino: “About 85% of our kids qualify for free and reduced lunch, so they live in pretty extreme poverty.” MS: Dellino says most Roxhill families don’t have the means to take their kids to the ballet or the symphony. And Roxihill’s PTA can’t raise enough extra money to hire a special art or music teacher the way they do at more affluent schools. So when the Seattle School District asked if Roxhill wanted to take part in a pilot program that uses the arts to teach literacy skills, Dellino didn’t hesitate to say yes. CD: Especially in a school like Roxhill, where our students don’t have access to the arts that other students might have, what a wonderful way to be able to use the arts to develop literacy. Jenny Dew: “Snakes, stand up, move around like a snake. I see zigzagging, hungry snakes. I hear hissing sounds.” MS: Twenty first graders slink across a brightly patterned rug in Jenny Dew’s classroom. They hiss at each other, and thrust their heads forward, like pythons ready to strike. Actor David Quicksall videotapes the action, and occasionally throws out a word of advice. David Quicksall: “Remember, we’re going to stay on our feet.” MS: Roxhill is one of the four Seattle elementary schools involved in this literacy project. It’s a partnership between the Seattle School District and a nonprofit called Arts Impact. A classroom teacher from each grade in the participating schools is paired with an artist mentor. The teachers study dance, theater, and visual arts during intensive summer training sessions. During the school year, they use specially developed lesson plans that infuse those art forms into the basic curriculum. In Jenny Dew’s class, they’re using theater to build vocabulary. JD: How can you move like a snake? Are you going to slither, are you going to flick, are you going to zig zag, or swim or rattle or shake? First Grader: I’m gonna flick. MS: The Arts Impact project is only in its first year at Roxhill, but Principal Carmela Dellino says already, the kids are pretty engaged in what they’re doing. CD: And when we can have student engagement increase, then we’re going to have student learning increase. We know, and research tells us, then the body and the brain and creative spirit are all engaged, then learning is going to really happen.” MS: The U.S. Department of Education wants more hard data about how the arts affect learning. So the Department awarded Arts Impact 241 million dollars to fund this particular project. Arts Impact Director Dybil Barnum says art making has very tangible connections to the core academic subjects kids study in school Sybil Barnum: The artistic process involves gathering information, developing ideas, refining your work, self-reflection, and revision. And all those things are also part of many other discipline processes—the scientific process, the writing process. Having the students see this process that they’re working through with the arts is also a process that they use in another subject area, which is also very helpful.
【題組】50. What underlying assumption is made in the text to influence the overall argument? (A) The assumption that the arts are only beneficial for academically successful students (B) The assumption that the arts have a dubious impact on the development of character traits (C) The assumption that making art can alter the brain and improve learning (D) The assumption that student engagement leads to improved learning outcomes
【題組】49. Which of the following is the best description of the stylistic choices in reinforcing the text’s message? (A) Conversational and engaging style, making the project accessible to a wide audience. (B) Formal and academic tone, emphasizing the academic rigor of the project. (C) Critical and skeptical tone, questioning the validity of the project’s claims. (D) Humorous and lighthearted approach, downplaying the seriousness of the project’s goals.
【題組】48. Which portion of the text most effectively challenges the claim that arts education is a frivolous activity? (A) The passage describing the Arts Impact project’s funding from the U.S. Department of Education. (B) The passage describing the students’ makeup, especially their socio-economic characteristics. (C) The passage describing the artistic process as involving skills used in other academic subjects. (D) The passage describing Elizabeth Whitford’s belief that the arts can instill character traits.

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