[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-111-1-human-behavior-036":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-111-1-人類行為與社會環境-036","sw-111-1-human-behavior-036",111,1,false,36,"經濟弱勢與少數族群兒童在一般公立學校體系常面臨的障礙，下列敘述何者錯誤？",{"A":15,"B":16,"C":17,"D":18},"父母對兒童在學校表現的期許可能不高","教師對於弱勢家庭孩子可能有較低期許","教材缺乏文化的相關性、無法引起學生共鳴","弱勢學生不管表現多差，學校都讓他們升級，這種自動升級的方式能夠有效鼓勵學生","D",null,[],"本題考點在辨識經濟弱勢與少數族群兒童於公立學校面臨的障礙,並找出不合理的敘述。A(父母對子女在校表現期許可能不高)、B(教師對弱勢孩子期許較低,即教師期望效應)、C(教材缺乏文化相關性、難引起共鳴)皆為文獻指認的結構性障礙。D 錯在「弱勢學生不管表現多差都讓其自動升級,這種方式能有效鼓勵學生」——自動升級(social promotion)其實是掩蓋學習落差、剝奪補救機會的問題現象,並非有效的鼓勵手段,把它說成正向作法明顯不合理,故 D 為錯誤敘述。",[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？",6,1784109500683]