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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)

115年 - 115 初等考試_社會行政：社政法規大意#136702(50題)

115年 - 115 初等考試_廉政：公務員法大意（包括任用、服務、考績、懲戒、行政中立、利益衝突迴避與財產申報）#136701(50題)

115年 - 115 初等考試_交通行政：交通行政大意#136700(50題)

115年 - 115 初等考試_交通行政：運輸學大意#136699(50題)

115年 - 115 初等考試_地政：土地法大意#136698(50題)

115年 - 115 初等考試_地政：土地行政大意#136697(50題)

115年 - 115 初等考試_圖書資訊管理：圖書館學大意#136696(50題)

115年 - 115 初等考試_圖書資訊管理：中文圖書分類編目大意#136695(50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.

【警鴿心智圖】刑法分則-財產法益（二）

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不分科錯題

描述：不分科錯題

怕金森氏症

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PD

描述：PD

8.2,6-二氯酚靛酚（2,6-dichlorophenol-indophenol）試液用於vitamin C的含量滴定，其在鹼性及酸性溶液中分別呈現何種顏色？ (A) 藍色、紅色 (B) 紅色、藍色 (C) 綠色、黃色 (D) 黃色、綠色

28.依套利訂價模式，如果國庫券利率為 3.5%，因素 1 之貝它係數(Beta)與風險溢酬分別為 2.3 及 3.2%； 因素 2 之貝它係數(Beta)與風險溢酬分別為 0.9 及 1.5%，則該個股之預期報酬率為何？ (A)12.21% (B) 9.21% (C) 8.21% (D) 6.21%

複選題21.機車駕駛人於民國 108 年 3 月 26 日起，10 年內第 2 次酒精濃度超過規定標準騎車而被取締， 依法下列處罰何者正確？ (A)處新臺幣 18 萬元罰鍰 (B)當場移置保管該機車 (C)吊銷其駕駛執照 (D)施以道路交通安全講習 (E)公路主管機關得公布其姓名、照片及違法事實

15. 王老師在課堂教學中，設計與家庭生活有關的難題，引導學生針對難題進行分析與討論，並針對問題提出解決途 徑，再蒐集相關資訊驗證解決方案的可行性，進而請各組學生發表結果。以王老師的教學比較偏向下列哪一種教學法？ (A)問題解決教學法 (B)精熟學習教學法 (C)道德討論教學法 (D)價值澄清教學法

8. 在運動情境中，兒童參與活動不僅來自對運動本身的興趣，也重視活動所帶來的個人價值與意義，並逐漸將這些價值內化為自我信念，使行為趨於自主。此一動機型態最符合下列何者？ (A) 外在調節：行為完全受外在獎懲或要求所控制 (B) 整合調節：行為與個人價值與信念高度整合，具高度自主性 (C) 認同調節：個體認同行為的重要性，但尚未完全內化為自我 (D) 內射調節：行為受內在壓力(如罪惡感、羞愧)所驅動

19.依據健康行為之內涵，健康行為除外顯行為外，尚包含信念、動機與生活習慣等層面。下列有關幼兒健康行為之表現，何者同時符合健康行為內涵，且已具備穩定行為表現？甲、幼兒會主動在天氣變冷時增加衣物。乙、幼兒能說出多吃蔬菜對身體好。丙、幼兒餐後主動收拾桌面。丁、幼兒需教師提醒才刷牙。(A) 甲丙。(B) 甲乙丙。(C) 乙丙丁。(D) 甲丙丁。