活動名稱
【解題達人! We want you!】
活動說明
阿摩站上可謂臥虎藏龍，阿摩發出200萬顆鑽石號召達人們來解題!
針對一些題目可能有疑問但卻缺少討論，阿摩主動幫大家尋找最佳解!
懸賞試題多達20萬題，快看看是否有自己拿手的科目試題，一旦你的回應被選為最佳解，一題即可獲得10顆鑽石。
懸賞時間結束後，只要摩友觀看你的詳解，每次也會得到10顆鑽石喔!
關於鑽石
如何使用:
- ✔懸賞試題詳解
- ✔購買私人筆記
- ✔購買懸賞詳解
- ✔兌換VIP
(1000顆鑽石可換30天VIP) - ✔兌換現金
(50000顆鑽石可換NT$4,000)
如何獲得:
- ✔解答懸賞題目並被選為最佳解
- ✔撰寫私人筆記販售
- ✔撰寫詳解販售(必須超過10讚)
- ✔直接購買 (至站內商城選購)
** 所有鑽石收入，都會有10%的手續費用
近期考題
30. They promised to develop a software package by the end of this year, ________ they might have.
(A) however difficult
(B) how difficult
(C) whatever difficulty
(D) what difficulty
(A) however difficult
(B) how difficult
(C) whatever difficulty
(D) what difficulty
【非選題】
【題組】5.旋律結構(4分)
本考題以台北和台南孔廟釋奠禮中迎神樂曲前半作為採譜與分析的對象(佔50分)
台北孔廟:「咸和之曲」
大哉孔聖、道德尊崇、維持王化、斯民是宗
台南孔廟:「昭平之章」
大哉孔子、先覺先知、與天地參、萬世之師
二.請就此兩音檔進行以下各項之比較(共34分)(每個音檔播放2次)
參考: 祭孔使用之樂器(但未必皆出現於音檔)
匏音:笙
木音:祝、敔
革音:晉鼓、建鼓、應鼓、鼓、搏拊
金音:鏞鐘、編鐘、特鐘
石音:編磬、特磬
絲音:琴、瑟
台北孔廟:「咸和之曲」
大哉孔聖、道德尊崇、維持王化、斯民是宗
台南孔廟:「昭平之章」
大哉孔子、先覺先知、與天地參、萬世之師
二.請就此兩音檔進行以下各項之比較(共34分)(每個音檔播放2次)
參考: 祭孔使用之樂器(但未必皆出現於音檔)
匏音:笙
木音:祝、敔
革音:晉鼓、建鼓、應鼓、鼓、搏拊
金音:鏞鐘、編鐘、特鐘
石音:編磬、特磬
絲音:琴、瑟
竹音:排簫、洞簫、笛、箎
【題組】5.旋律結構(4分)
We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years educationists have still failed to device anything more efficient and reliable than examinations. For all the pious claim that examinations text what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude.
As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success of failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like that don’t count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of
‘drop-outs’: young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?
A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedoms. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.
The results on which so much depends are often nothing more than a subjective
assessment by some anonymous examiner. Examiners are only human. They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge’s decision you have the right of appeal, but not after an examiner’s. There must surely be many simpler and more effective ways of assessing a person’s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: ‘I were a teenage drop-out and now I
are a teenage millionaire.’
【題組】41. The main idea of this passage is_____ .
(A) examinations exert a pernicious influence on education
(B) examinations are ineffective
(C) examinations are profitable for institutions
(D) examinations are a burden on students
【題組】41. The main idea of this passage is_____ .
(A) examinations exert a pernicious influence on education
(B) examinations are ineffective
(C) examinations are profitable for institutions
(D) examinations are a burden on students
【非選題】
【題組】 ⑵利用簡化分析或經驗法則，估計此老舊建築物的容許沈陷量為多少？（5 分）
四、承上題。本開挖基地平面如圖四所示，開挖長度 60 m，寬度 30 m。基地長邊
及短邊約略中央處各有一棟老舊、二層且沒有地下室的 RC 公寓。請回答下列
問題：
【題組】 ⑵利用簡化分析或經驗法則，估計此老舊建築物的容許沈陷量為多少？（5 分）