[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-110-1-human-behavior-018":3},{"subject":4,"subjectSlug":5,"subjectFullName":4,"question":6,"related":23},"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":10},"sw-110-1-人類行為與社會環境-018","sw-110-1-human-behavior-018",110,1,false,18,"鷹架理論（Scaffolding Theory）常常被青少年工作者所引用，下列理由何者最為恰當？",{"A":15,"B":16,"C":17,"D":18},"透過有經驗的同儕和成人給予青少年支持，扮演引導式的參與","示範給家長看，如何教子女","讓少年視社工為偶像，比較容易改變他們","讓少年同儕可以形成群組，互相保護","A",null,[],"本題考點是 Vygotsky 鷹架理論（Scaffolding）的核心意涵。依 Vygotsky 近側發展區（ZPD）概念，學習者在有經驗的成人或能力較高同儕協助下，能完成單靠自己無法完成的任務，協助者如同建築鷹架，隨能力提升而逐步撤除，這即是「引導式參與」，故 A 正確。B 錯在鷹架的對象是青少年本人而非示範給家長看，重點是對學習者搭鷹架。C 錯在鷹架強調結構性、可撤除的學習支持，而非把社工神化為偶像來操縱改變。D 錯在鷹架是縱向的能力引導，不是同儕橫向結盟互相保護，混淆了同儕支持團體的概念。",[24,28,32,36,40,44],{"webId":25,"stem":26,"number":10,"year":27,"session":10},"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":29,"stem":30,"number":31,"year":27,"session":10},"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？",2,{"webId":33,"stem":34,"number":35,"year":27,"session":10},"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":27,"session":10},"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":27,"session":10},"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":27,"session":10},"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？",6,1784109495609]