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行政程序法與行政訴訟法

專利審查基準與專利申請實務

專利師◆專業英文

115年 - 115-1 內政部國土管理署_營造業工地主任評定考試試題：第一類科（B）#136713(50題)

115年 - 115 初等考試_電子工程：基本電學大意#136711(40題)

115年 - 115 初等考試_電子工程：電子學大意#136710(40題)

115年 - 115 初等考試_經建行政：經濟學大意#136709(50題)

115年 - 115 初等考試_統計：資料處理大意#136708(50題)

115年 - 115 初等考試_各類科：英文#136707(15題)

115年 - 115 初等考試_各類科：公民#136706(35題)

115年 - 115 初等考試_會計：會計學大意#136705(40題)

115年 - 115 初等考試_統計：統計學大意#136704(40題)

115年 - 115 初等考試_各類科：國文#136703(45題)

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.

國中會考國文

講師：yamoltest1

簡介：整理國中會考重點筆記，並蒐集相關題目

基本電學

講師：tina

簡介：基本電學

警察特考必背：警用500英文單字

講師：最佳姐

簡介：好的參考書，能節省考生時間。 申論的實力常被運氣左右，但選擇題一題就是兩分，因此英文常常成為警特的決...

連續文本（短文、對話）

課程：國中會考英文總複習
章節：英文閱讀 C 題組

圖表題

課程：國中會考英文總複習
章節：英文閱讀 C 題組

疑問詞、介係詞、連接詞

課程：國中會考英文總複習
章節：英文閱讀 B 單題 文法句型

24. 下列何者屬於認知學習理論？ (A) 編序教學 (B) 訊息處理學習論 (C) 電腦輔助教學 (D) 凱勒計畫。

五年甲班某次國語成就測驗呈現正偏態，已知道班級的平均數為83分，下列何者正確？ (A)班上大多數人的成績比83分低(B)這個偏態屬於左偏態 (C)小惠考83分，剛好贏過班上50％的人(D)中位數大於83

20.以任意一個三角形的三邊，分別向外做出菱形，如下圖： 試求 ∠x + ∠y + ∠z 之值為何？ (A) 270° (B) 360° (C) 450° (D) 無法確定

16.依據《教保服務人員條例》第 33 條、第 40 條及第 46 條規定，教保服務人員如有體罰霸凌、性騷擾、不當管教或其他對幼兒之身心暴力、不當對待行為時，下列敘述何者正確？甲、教保服務人員不得對幼兒有身心虐待、體罰、霸凌、性騷擾、不當管教或其他身心暴力、不當對待之行為。乙、對幼兒有非屬情節重大之體罰、霸凌、性騷擾、不當管教、其他身心暴力或不當對待行為者，處行為人新臺幣 6,000 元以上 6 萬元以下罰鍰。丙、對幼兒有情節重大之體罰、霸凌、性騷擾、不當管教、其他身心暴力或不當對待行為者，處行為人新臺幣 6 萬元以上 60 萬元以下罰鍰。丁、前述乙、丙情形，主管機關均應公布行為人之姓名及機構名稱。(A) 甲乙丙。(B) 甲乙丁。(C) 乙丙丁。(D) 甲乙丙丁。

17.某幼兒園幼幼班老師在共讀《棕色的熊，棕色的熊，你在看什麼？》時，發現班上幼兒對 圖片中的動物很有興趣，也會跟著說出部分重複語句，如「小鳥」、「馬」、「看什麼」，但 多數幼兒仍以單詞、仿說或手指圖片為主要回應方式，較少主動說出完整意思。若老師希 望透過繪本共讀增進幼兒口語能力，下列引導方式何者最為適切？ (A) 老師應以反覆誦讀完整文本為主，要求幼兒逐頁跟讀，以熟悉書中句型並建立完整說 句能力。 (B) 老師可先完整講述故事內容，待幼兒熟悉後，再要求其個別回答故事問題，以訓練口 語表達的正確性。 (C) 為維持共讀活動流暢度，老師宜在幼兒指認正確圖片或說出關鍵詞時即予肯定，避免 過多追問造成幼兒分心。 (D) 老師應配合圖片與幼兒當下反應，透過命名、等待、模仿、重述及語句擴展，引導幼 兒把看到的內容逐步說得更多。

31. 南亞與東南亞兩區域各有其主要宗教，請於答題卷上擇一區域勾選，並針對勾選區域寫出該區的兩大主要宗教(4 分)。