4.皮亞傑(J. Piaget)認為個體的認知改變是如何發生的(4 分)？請以「好玩的球」為主題 舉一教學實例，說明幼兒的認知改變如何發生(6 分)？

二、問答題每題 10 分，共 40 分 （請以黑色、藍色原子筆或鋼筆於答案卷上由左而右、由上而下、橫式書寫） 1.「權威」是社會中控制他人行為的正式權利或權力，師生關係中一定會涉及教師權威。 試舉三種教師權威並解釋之。

2.教育觀念的闡述常運用比喻或隱喻，試針對「教育即塑造」、「教育即生長」分別 說明其意義(4 分)及優、缺點(6 分)。

3.試依序寫出教育政策制訂的決策過程，並說明過程中各階段的重點。

(1)試在上述學習活動中，找出兩個吻合行為主義學習理論的元素。(3 分)

(2)試在上述學習活動中，找出兩個吻合社會學習理論的元素。(3 分)

(3)林老師的設計運用了「合作學習」的哪些原理原則？試舉出兩項。(4 分)

II. Essay questions:1. Using songs in the EFL (English as a Foreign Language) classroom can be a useful tool because it's a way to make learning more interesting and memorable for students of all levels. Please illustrate some tips on how to incorporate songs into your English lessons in a way that can help your students improve their listening, speaking and overall comprehension skills. (20%)

2. Apart from form-focused instruction, discourse has received focal attention in competency-based instruction in English language teaching (ELT) in Taiwan. (a) Why do English teachers need to teach discourse to students? What aspects does discourse teaching entail? (b) If you are going to teach discourse, what various teaching activities will you use to teach these aspects to high school students with various English proficiency levels? Specify student profiles, teaching objectives and the corresponding core competencies in the teaching activities. (c) How would you assess these students’ learning outcomes in terms of discourse? (25%)

3. As an English teacher, what will you do for your school to implement English education in accordance with the 108 curriculum guidelines in the coming 108 semester? (20%)

4. Directions governing for the 12-Year Basic Education Curricula promote learning progression and cross-field integration. Please design a lesson plan for two 50-minute sessions based on the following article. In the lesson plan, please mention the subject(s) you would like to integrate, objectives,and main teaching content/activities. You do not need to provide a complete lesson plan. (25%)    In order to protect the diversity of crops from catastrophe, the Svalbard Global Seed Vault, a seed bank, was built beneath a mountain on an Arctic island halfway between Norway and the North Pole. The Vault is meant to help farmers and scientists find the genes they need to improve today’s crops. It also aims to breed varieties that might better respond to emerging challenges, such as climate change and population growth. Currently, the Vault holds more than 860,000 samples, originating from almost every country in the world.   There is now, however, a growing body of opinion that the world’s faith in Svalbard is misplaced. Those who have worked with farmers in the field say that diversity cannot be boxed up and saved in a single container—no matter how secure it may be. Crops are always changing, pests and diseases are always adapting, and global warming will bring additional challenges that remain unforeseen. In a perfect world, the solution would be as diverse and dynamic as plant life itself.   The dispute about how best to save crop diversity centers on whether we should work with communities in the fields or with institutions, since it will be extremely difficult to find enough funding to do both. Now the isolated Svalbard seed vault is sucking up available funding. Yet, the highly centralized approach may not be able to help farmers cope with climate change, fifty or a hundred years from now. According to new research findings, as much as 75 percent of global crop diversity exists outside the big institutional seed banks. Such diversity is held instead by some of the world’s most marginal farmers. Moreover, it is argued with increasing force that seed banks can neither make up for the practical knowledge of farmers on the ground, nor compete with their ingenuity. (from 107 指考題第 48 至 51 題組文章)

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