一、寫作：70 %【請在『答案卷』上作答，必須抄題】

題目：我的朋友

文言白話不拘，但段落要分明。

四、試題設計：請仔細閱讀以下文章後，設計符合新式學測的混合題題組（共四小題），並提供答案。出題類型需包 含選擇題、填充題、簡答題、整合歸納題型等。文章內容無須改寫。共 24 分。       Social emotional learning (SEL) is a methodology that helps students of all ages to better comprehend their emotions, to feel those emotions fully, and demonstrate empathy for others. These learned behaviors are then used to help students make positive, responsible decisions, create frameworks to achieve their goals, and build positive relationships with others. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), an organization devoted to students and educators to help achieve positive outcomes for PreK-12 students, SEL involves five core competencies that can be applied in both the classroom, at home, and in students’ communities. These five core competencies are: Self-awareness        To recognize your emotions and how they impact your behavior; acknowledging your strengths and weaknesses to better gain confidence in your abilities. Self-management       To take control and ownership of your thoughts, emotions, and actions in various situations, as well as setting and working toward goals. Social awareness        The ability to put yourself in the shoes of another person who may be from a different background or culture from the one you grew up with. To act with empathy and in an ethical manner within your home, school, and community. Relationship skills        The ability to build and maintain healthy relationships with people from a diverse range of backgrounds. This competency focuses on listening to and being able to communicate with others, peacefully resolving conflict, and knowing when to ask for or offer help. Making responsible decisions        Choosing how to act or respond to a situation is based on learned behaviors such as ethics, safety, weighing consequences, and the well-being of others, as well as yourself.        While SEL isn’t a designated subject like history or math, it can be woven into the fabric of a school’s curriculum. There are several different approaches to SEL. Some teachers have a more formally designated portion of the school day devoted to SEL — sometimes taught in homeroom. These lessons become a recurring theme throughout the rest of the school day to help make the core competencies of SEL more real to students. Teachers may want to have students journal or write about their thoughts and feelings on a particular SEL lesson, or even have younger students partner with an older “buddy classroom” (or vice versa) to help students across different age levels bond or find common ground.        Other teachers work SEL-related lessons into more formal subjects, like math, history, or reading. For instance, examples of SEL-in-action can include assigning a group project where students self-delegate roles to work together for the good of the group, role playing as historical figures to understand the rationale behind a person’s actions, or for students to conduct formal interviews with one another to take a pulse-check on current events. Teachers can also work with students to set goals in areas where they may need improvement and help chart their progress, giving them a measurable way to show their achievement and feel a sense of accomplishment.     SEL is beneficial to both children and adults, increasing self-awareness, academic achievement, and positive behaviors both in and out of the classroom. From an academic standpoint, students who participated in SEL programs saw an 11 percentile increase in their overall grades and better attendance. On a more individual level, the skills learned within an SEL program have been shown to help students better cope with emotional stress, solve problems, and avoid peer pressure to engage in harmful activities. This can help set these students up for success throughout their school years and beyond

五、申論寫作：25 分        Discuss the importance of incorporating technology in modern classrooms and the values of a “traditional” classroom, where all the teachers need are a chalk, a blackboard, and a book. What is your take between the two ends of the spectrum? And also discuss how your decision as a professional English teacher leads to students’ success in GSAT performances?

第貳部分、問答題1. 文獻指出在普通班級中，為身心障礙學生建立「自然支持來源」，是融合教育成效的要素之一，而其中同儕是普通班級中最大的自然支持來源。身為特殊教育教師的你，會建議普通班教師如何為特殊學生建立同儕支持和友誼，在建立時須注意哪些原則？ （10 分）

2. 請從教育安置、服務對象、服務形態，以及課程／教學與評量四方面，說明融合教育的觀點是什麼？ （10 分）

3. 如何設計「統整的主題課程」，統整的內涵包括哪些層面？ （10 分）

1. 請分析阿偉的學習問題與需求。（6 分）

2. 請針對阿偉的需求設計個別化教育計畫目標。（5 分）

3. 特殊教育教師如何與普通班教師合作，可以運用什麼樣的教學策略，阿偉的學習需求，達到上述的個別化教育計畫目標？（9 分）

1. Walker 等人於 1987 提出「健康促進生活型態」概念以維持並增進健康， 其包含:運動休閒及(1) ________ 、(2)________ 、(3)________ 、 (4)________ 及 營養等六個面向。

2. 衛生福利部及教育部共同推動「愛滋病防治 ABCD 原則」，降低 HIV 感染風 險，其包括 A:拒絕性誘惑、_________________________________。

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