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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.

2026/02/23 ui測試專用

講師：IDeath

簡介：test

台鐵

講師：艾伯特

簡介：衝刺班講義

教師檢定全科

講師：Terry Tung

簡介：本課程依據教育部最新「教師資格考試命題大綱」開發。 全章節覆蓋： 從國語文語文知識、教育理論四大學門、...

被告之訊問-不正訊問的禁止-專題研究：警察的誘導詢問

課程：【警鴿】刑事訴訟法(中)
章節：被告與犯罪嫌疑人

強制處分總論-強制處分之意涵

課程：【警鴿】刑事訴訟法(中)
章節：強制處分(強制處分總論)

辯護人種類

課程：【警鴿】刑事訴訟法(中)
章節：辯護人

教師對學生讚美是屬於哪一種類型的獎賞？ (A)社會性的獎賞 (B)活動性的獎賞 (C)代號性的獎賞 (D)物質性的獎賞

27. 康熙時期的史學家，欲讀歷代正史，何書不包含在內？ (A)舊唐書。 (B)北史。 (C)元史。 (D)遼史。

7. 「灌水之陽有溪□，東入於瀟水。」從前後文的語氣來判斷，□應該是哪一個文言的虛字？(A)之 (B)然 (C)夫 (D)焉

6. 關於健身運動如何影響認知功能的理論觀點，下列何者最能完整涵蓋主要解釋架構？ (A) 選擇增進假說、心血管適能假說、腦血管儲存假說 (B) 選擇增進假說、學習訊號假說、細胞增生假說 (C) 細胞分化假說、學習訊號假說、腦血管儲存假說 (D) 腦血管儲存假說、細胞增生假說、神經可塑性假說

4. 下列關於《一百十二學年至一百十六學年幼兒園基礎評鑑》的敘述，何者正確？ (A) 收退費基準應於每學期開學後一星期內公告，並告知家長。 (B) 教保服務人員之學歷證書應懸掛於辦公室內，以避免個資外漏。 (C) 固定式遊戲設施備查後，每三年應委託專業檢驗機構進行檢驗工作。 (D) 教室內平均照度以七百五十勒克斯(lux)以上為佳，照度越高越有助於保護幼兒眼 睛。

4. 下列關於藝術家奧拉弗.埃利亞松的描述，何者錯誤？ (A)奧拉弗.埃利亞松是一名出生於冰島的當代藝術家，以雕塑和大型裝置藝術聞名。 (B)他善在作品中使用光、水等元素或調節空氣溫度以增強觀賞體驗。 (C)奧拉弗.埃利亞松曾於倫敦泰特現代美術館利用半圓盤黃色燈光搭配鏡子，創造出昏黃的巨大太陽。 (D)〈最小的紀念碑〉是奧拉弗.埃利亞松的都市藝術行為。作品使用了數千座高20公分的冰雕人像，在路人的協助下被帶到市中心各處放著、隨時間融化。