[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-108-1-social-work-040":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"社會工作","social-work",{"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":10},"sw-108-1-社會工作-040","sw-108-1-social-work-040",108,1,false,40,"有關社會教育學（social pedagogy，或譯為社會教導模式）理論假設的敘述，下列何者正確？",{"A":15,"B":16,"C":17,"D":18},"主張應讓弱勢者都能進入正式教育體制","主張學習是個人生活的一部分，而學習不能脫離生活情境與社會脈絡","主張個人的非理性認知需要被教育","主張要建立有明確階層的師徒關係","B",null,[],"本題考點在社會教育學(social pedagogy)的核心理論假設。社會教育學主張學習與教育內嵌於日常生活與社會關係之中,學習是個人整體生活的一部分,不能脫離生活情境與社會脈絡而抽離進行,強調全人發展與社會參與,故選 B。A 把社會教育學窄化為「進入正式教育體制」,恰與其強調非正式、生活化學習的立場相反。C「非理性認知需被教育」是認知取向的說法,非社會教育學的理論假設。D「建立明確階層的師徒關係」與社會教育學重視平等、對話與關係性學習的精神相悖。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":10,"year":27,"session":10},"sw-106-1-social-work-001","下列何者並非後現代女性主義的行動方向？",106,{"webId":29,"stem":30,"number":31,"year":27,"session":10},"sw-106-1-social-work-002","瑞摩（Reamer, 2013）認為在專業歷史發展中，社會工作的價值經歷過一些改變。總而言之，在過去一些年來，有六個主要取向是明顯的，以下那一項是錯誤的？",2,{"webId":33,"stem":34,"number":35,"year":27,"session":10},"sw-106-1-social-work-003","Munson（2002）在其《Handbook of Clinical Social Work Supervision》一書中將督導風格區分為「主動性（active）」和「反應性（reactive）」風格。以下那一項不是主動性督導風格的展現？",3,{"webId":37,"stem":38,"number":39,"year":27,"session":10},"sw-106-1-social-work-004","轉移作用（transference reactions）在下列那一種情況下較少發生？",4,{"webId":41,"stem":42,"number":43,"year":27,"session":10},"sw-106-1-social-work-005","在進行方案規劃時，常需要運用現有研究結果建議的資料，請問這種方式評量需求是屬於那一類的需求評量？",5,{"webId":45,"stem":46,"number":47,"year":27,"session":10},"sw-106-1-social-work-006","沛恩（Payne, 2005）在《Modern Social Work Theory》一書中提出反身－治療性觀點（reflexive-therapeutic views）為社會工作理論三類觀點之一，這類理論認為藉由促進成長及自我實現，以尋求個人、團體或社區的最大福祉。在服務的過程中，社會工作者及案主會相互影響。以下那一個社會工作理論或觀點非屬於反身-治療性的社會工作理論類別？",6,1784109473349]