[{"data":1,"prerenderedAt":48},["ShallowReactive",2],{"q-sw-112-1-human-behavior-029":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-112-1-人類行為與社會環境-029","sw-112-1-human-behavior-029",112,1,false,29,"對育兒者而言，下列那一個教養態度不利於兒童早期的性別角色探索？",{"A":15,"B":16,"C":17,"D":18},"由育兒者示範男女在家庭和社會的固定性別角色功能","兒童教育應兼有兩性特質（androgyny）的性別取向","對兒童的「自慰性遊戲」保持平常心，並予以適時引導","教導兒童區別公眾的我與私下的我，有利於預防性虐待","A",null,[],"本題考點是有利\u002F不利於兒童早期性別角色健康探索的教養態度。健康的性別社會化強調給予彈性與多元空間,而非灌輸僵化的刻板印象。選項 A『由育兒者示範男女在家庭和社會的固定性別角色功能』會將性別分工僵固化,限制兒童對性別的探索與嘗試,屬不利者,故選 A。B 兼有兩性特質(androgyny)的取向,允許孩子跨越刻板界線,有利探索。C 對兒童自慰性遊戲保持平常心並適時引導,是尊重身體發展的正向態度。D 教導兒童區分『公眾的我與私下的我』有助身體界線與性侵害預防,三者皆屬正向,唯 A 因固化刻板角色而不利。",[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？",6,1784109501273]