[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-107-2-human-behavior-015":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":24},"人類行為與社會環境","human-behavior",{"id":7,"webId":8,"year":9,"session":10,"subject":4,"legacy":11,"number":12,"stem":13,"options":14,"answer":19,"answerNote":20,"images":21,"lawTimestamp":9,"explanation":22,"freq":23},"sw-107-2-人類行為與社會環境-015","sw-107-2-human-behavior-015",107,2,false,15,"幼兒的情緒管理需要成年人的支持與引導、協助，下列那一項不是情感訓練過程中合適的作法？",{"A":15,"B":16,"C":17,"D":18},"注意幼兒情感變化","想辦法來直接滿足孩子的各種要求，避免他有負向情緒表現","了解幼兒的情感是一個提供親密與教育的機會","同理幼兒的感覺，並幫助孩子描述自己的感覺","B",null,[],"本題考點是幼兒情緒社會化中「情感訓練(情緒教練)」的合適作法。依 Gottman 情緒教練式教養概念,成人的角色是覺察幼兒情緒、把情緒時刻視為親密與教導的機會、同理並協助幼兒用語言描述感受,重點在「陪伴幼兒經驗並學會調節情緒」,而不是讓負向情緒不要出現。B 主張直接滿足孩子各種要求以迴避負向情緒,剝奪了幼兒練習忍受挫折與調節情緒的機會,也可能強化以哭鬧換取滿足的模式,並非情感訓練的作法,故為本題答案。A、C、D 分別對應覺察情緒變化、視情緒為親密與教育契機、同理並協助命名感受,皆是情緒教練的核心步驟。",1,[25,29,32,36,40,44],{"webId":26,"stem":27,"number":23,"year":28,"session":23},"sw-106-1-human-behavior-001","Mary Ainsworth（1978）提及依附理論時認為，嬰兒會將主要照顧者視為基地，需要探索環境時離開，需要安慰及安全感時返回，進而將嬰兒的反應分為不同的依附模式。若嬰兒在母親離開時會生氣，哭泣許久；在母親回來後，雖會尋求肢體上的接觸，但可能即刻推開，甚至打母親或不易安撫。請問，此為何種依附模式？",106,{"webId":30,"stem":31,"number":10,"year":28,"session":23},"sw-106-1-human-behavior-002","密集性家庭維繫服務目的是增強家庭成員解決風險與問題的能力。下列何者不是密集性家庭維繫服務的主要目標？",{"webId":33,"stem":34,"number":35,"year":28,"session":23},"sw-106-1-human-behavior-003","有關基因與環境對人類行為的影響，下列敘述何者正確？",3,{"webId":37,"stem":38,"number":39,"year":28,"session":23},"sw-106-1-human-behavior-004","人類能因應環境的變化，是因為人類已做了學習的準備；其中，新的反應是可以透過對榜樣的觀察和模仿而習得。請問，以上是符合那一論點？",4,{"webId":41,"stem":42,"number":43,"year":28,"session":23},"sw-106-1-human-behavior-005","「當施虐者累積壓力到一定程度，無法控制情緒及行為時，會有暴力行為出現使得部分壓力得以紓解，進而與受暴者有一段蜜月期；但是，施虐者隨著壓力的累積，仍有暴力行為的出現。」以上有關親密關係暴力的討論，符合何項觀點的敘述？",5,{"webId":45,"stem":46,"number":47,"year":28,"session":23},"sw-106-1-human-behavior-006","「學齡兒童可能因父母離異而出現焦慮或情緒調適之困難，但是也有可能在瞭解離異事件背後的因素，而表現得更為成熟、正向、積極地面對生活。」這樣的生活適應符合下列何項觀點？",6,1784109492818]