(1)肢體動覺智力 (bodily-kinesthetic intelligence)較高的學生會有什麼特質? (3分)

1.何謂實證策略 (evidence-based practices)

2.何謂行為功能 (function)

3.結晶智力 (crystallized intelligence)

4.成骨不全 (osteogenesis imperfecta)

(2)教師應準備何種教材或 教學活動以滿足其需求?(5分)

2.請描述全校性正向行為支持的涵義，並說明每一個層級的對象與應使用的策略。(9分)

(1)何謂過度激動(4分)?

(2)請敘述其中一類感官(sensual)過度激動的內涵並列舉出其可能的表現行為 (5分)?

4.請敘述何為聾人文化 (Deaf culture) (4分)?並敘述聾人文化的存在價值(5分)?

(2)請簡要論述下列有關資賦優異教育之短文。It is commonly recognized that the development of the gifted and talented education (GATE) in Taiwan started in 1973, when the Ministry of Education launched experimental programs throughout Taiwan for academically talented elementary students. Generally speaking, the development of GATE could be divided into five stages: The dawning stage before 1973, the experimental stage (1973-1983), the promoting stage (1984-1994), the established stage (1995-2005), and the transformation stage (2006-present). Given these stages, educational practices of gifted and talented education, issues of pre- and in-service teacher education for GATE, and the current state of research in gifted education are thoroughly discussed. Finally, as a global vision of GATE in Taiwan, to develop the talent based on individual differences and enhance high-quality education, four prospects are proposed: (a) develop gifted and talented students with both smart brains and tender minds, (b) enhance quality of gifted and talented education, (c) replace the examination-oriented mind by adaptive education, and (d) take advantage of opportunities from the new system of 12-year national education. 資料來源：Wu, W.-T., & Kuo, Y.-L. (2016). Gifted and talented education in Taiwan: A 40-year journey. In D. Y. Dai & C. C. Kuo (Eds.), Gifted education in Asia: Problems and prospects (pp. 33–50). Charlotte, NC: Information Age Publishing.

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