3. 依據學生轉銜輔導及服務辦法內所訂，原就讀學校應於轉銜學生離校 後，持續追蹤（ （5） ）個月。

4. 依據家庭教育法，高級中等以下學校每學年應在正式課程外實施 （ （6） ）小時以上家庭教育課程及活動。

5. 教育人員知悉兒少有疑似遭受性剝削情事，應至教育部校園安全暨災 害防救通報處理中心資訊系統進行校安通報，也應至網站 （ （7） ）進行通報。

6. 申請入學之錄取生，需依照規定向甄選委員會登記（ （8） ），接 受（ （9） ）後，始取得入學資格。

7. 依據大學申請入學外加名額篩選說明，未通過第一階段篩選之原住民 考生，其申請校系訂有原住民外加名額者，甄選委員會依該校系所訂 超額篩選規則，以外加名額（ （10） ）倍之人數進行外加名額之 篩選，通過者取得參加第二階段甄試資格。

二、簡答題(5%)(作答時請標題號，不需抄寫題目．)學生若因意外過世，請說明除了安心座談、安心班輔與安心諮詢之外，輔導行政團隊與您還會因應此事件辦理之校園危機事件安心服務處遇方案之項目。

1.請依本題敘述，針對小新進行個案概念化。(10%)

2.請評估後續可從哪些方向進行處理，以減緩小新的情緒困擾及化解師生衝突。(20%)

四、高一生小玲長相清秀，個性內向、少言，同學卻常以嘴砲及調侃方式 與她互動，讓她內心備感壓力，甚至開始萌生不想到校的念頭，經導師轉介至輔導室晤談後發現：同學的不當言論可能涉及人身攻擊及性 霸凌。身為年級輔導教師的您，會如何擬定後續的輔導策略？以及如何啟動校內資源？(25%)

五、小平為本校高二同學，和小如同學為班對，兩人平時如膠似漆過於親密，甚至於教室內有擁抱、親吻等親暱舉止，同學對此產生反感，也 於班群內公審此事，小如知悉自己被討論且戲謔，情緒激動，於家中 割腕自殘。身為年級輔導教師的您，會有哪些輔導策略及行政作為？ (20%)

・Please summarize the following passage in 200-250 words. (10%). ・Design five multiple-choice cloze questions for 11th graders. (10%). Each question must include four alternatives, (A), (B), (C), and (D), with one of them being the best answer. Answers to each question must be provided. The 21st century is a media-saturated, technology dependent, and globallyconnected world. Today’s digital world has made it easier than ever for content creation and distribution. The evolving and complex digital landscape has exposed individuals to a vast array of unfiltered information available in multiple formats. Social media have become breeding grounds for large-scale information sharing. As social media become embedded in the fabric of academia, they are also becoming a site of contestation.Today’s information environment is rife with fake news stories. In times of crisis, as is the case with COVID-19 pandemic, individuals become increasingly dependent on electronic sources for instant updates and news. The unregulated nature of the internet has contributed to large masses of fake news stories being created and circulated online causing massive confusion among people. The propagation of online mis/disinformation has generated extraordinary interest across several disciplines, signaling a growing concern that the prevalence of falsehoods heightens political polarization, decreases trust in public institutions, and undermines democracy. Disinformation and so-called “fake news” are informational disorders that are intentionally emitted and elaborated through the creation of doubt and false debates, with the purpose of obtaining economic profitability or an ideological advantage. It differs from “mis-information”, consisting of imprecise information that is not disseminated with the intention of lying, nor does it intend to cause harm. Finally, the term “mal-information” is defined as information based on real evidence, which is used cunningly, with the intention of causing harm to individuals, organizations or countries. The use of the term “fake news” has been questioned since disinformation is a complex phenomenon, involving uncertain content mixed with facts, the dissemination of which takes place in multiple formats and through various digital practices. Its use is considered to tend to destroy the credibility of information and to generate an oxymoron, since the concept of “news” is associated with verification and public interest (UNESCO, 2018). Different factors are identified to explain the spread of disinformation among citizens: (a) The principle of minimum effort” and the rise of pseudo-contents: Information consumers prefer easily accessible resources, regardless of their intellectual value or relevance. (b) The use of logical fallacies and excessive trust: Repeated manipulated arguments about misleading or invented news encourage disinformation. The Kruger-Dunning effect suggests that people can overestimate their informational skills and knowledge of a subject, leading to misjudgments about the veracity of information. (c) Use of propaganda: It is used for partial presentation of facts, to distort the relationship with reality and to draw biased and inaccurate conclusions. (d) Acceptance of rumor: Rumors are distortions derived from ignorance and repetition of misinformation in an involuntary manner. (e) Parody, satire, and simulation of likelihood in political discourse: A joke, caricature, or irony, due to the loss of context, can be interpreted as valid

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