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高中◆資優◆生物

資訊科學概論(含電腦基礎知識、資料結構、網路基本知識、資訊安全)

高中◆資優◆物理

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115年 - 19900 高壓氣體容器操作單一工作項目 04：運轉操作 1-35（2026/01/07 更新）#136493(35題)

115年 - 19900 高壓氣體容器操作單一工作項目 03：啟用措施 1-65（2026/01/07 更新）#136492(65題)

115年 - 19900 高壓氣體容器操作單一工作項目 02：附屬品與附屬裝置之檢點 51-83（2026/01/07 更新）#136491(33題)

115年 - 19900 高壓氣體容器操作單一工作項目 02：附屬品與附屬裝置之檢點 1-50（2026/01/07 更新）#136490(50題)

115年 - 19900 高壓氣體容器操作單一工作項目 01：本體操作前預備工作 1-35（2026/01/07 更新）#136489(35題)

115年 - 115 新制多益閱讀測驗第二回#136488(100題)

115年 - 20800 電腦輔助機械設計製圖乙級工作項目 07：實物測繪 51-116（2026/01/07 更新）#136487(66題)

115年 - 20800 電腦輔助機械設計製圖乙級工作項目 07：實物測繪 1-50（2026/01/07 更新）#136486(50題)

115年 - 20800 電腦輔助機械設計製圖乙級工作項目 06：3Ｄ模型圖 101-121（2026/01/07 更新）#136485(21題)

115年 - 20800 電腦輔助機械設計製圖乙級工作項目 06：3Ｄ模型圖 51-100（2026/01/07 更新）#136484(50題)

最新試題

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

最新申論題

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.

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民法物權第 865 條

課程：民法物權
章節：第六章抵押權第一節普通抵押權

描述：不動產所有人，因擔保數債權，就同一不動產，設定數抵押權者，其次序依登記之先後定之。

民法物權第 866 條

課程：民法物權
章節：第六章抵押權第一節普通抵押權

描述：不動產所有人設定抵押權後，於同一不動產上，得設定地上權或其他以使用收益為目的之物權，或成立租賃關係。...

民法物權第 867 條

課程：民法物權
章節：第六章抵押權第一節普通抵押權

描述：不動產所有人設定抵押權後，得將不動產讓與他人。但其抵押權不因此而受影響。

最新討論

24.學術、教育及治療界於 1980 年代之後，漸漸以「行為管理」一詞取代「行為改變技術」。此用詞轉換的背後，強調的是什麼觀念？(A)教室中行為問題的處理與教學的運作沒有關聯 (B)教師使用獎懲技術即可根本解決學生行為問題 (C)教師以單一處理模式較能有效改變學生的行為 (D)若改善個人所處的環境能促進整個人生的改變

25. 請問下列何者不是增進學生「自我調整學習」(self-regulating learning)的教學行為？ (A)提供學生在學習過程中，將採用的評量規準 (B)引導學生在進行學習前設定自己的學習目標 (C)引導學生在學習過程中，檢核自己的學習效果 (D)要求學生在學習過程中進行筆記記錄學習內容 

30. ( )Please _________ to Farmers' Home Warehouse for the lowest prices and longest warranties onhome appliances. (A)come (B)approach (C)retreat (D)visit

11. 利用 isopropylbenzene 進行下列反應之主產物為何？ (A) (B) (C) (D)

14 依警察法及相關法規規定，關於警察教育，下列敘述何者正確？ (A)警察教育，分養成教育、進修教育、升職教育 (B)警察行政人員之任用，以曾受警察教育者為限 (C)中央設警察大學、地方設警察專科學校，辦理警察教育 (D)警察教育由中央立法並執行之，或交由直轄市、縣（市）執行之

41.下列何者屬於《幼兒園教保活動課程大綱》中「社會領域」之學習目標？甲、肯定自己並照顧自己。乙、樂於體驗文化的多元現象。丙、樂於與他人溝通並共同合作解決問題。丁、親近自然並尊重生命。 (A) 甲乙丙。 (B) 甲丙丁。 (C) 乙丙丁。 (D) 甲乙丁。